TPR For Chinese Language Teaching
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This document discusses the Total Physical Response (TPR) method for teaching Chinese as a second language. It explains the key principles behind TPR, which are to use gestures, physical movement, and emotional engagement to help students comprehend and recall new vocabulary without translation. The document outlines the basic steps of TPR: (1) the teacher gives a command, (2) models the action, and (3) has students perform it. TPR aims to lower students' anxiety and make learning more enjoyable through interactive physical activities like acting out stories.
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TPR For Chinese Language Teaching
- 1. TPR Teach Chinese - The Active Way
- 3. What?
- 4. STEP 1 The teacher inputs language using Chinese only.
- 5. STEP 2 The teacher uses gestures to convey meaning. (no English is spoken)
- 6. STEP 3 The student performs the action only.
- 8. Comprehensible input No translation necessary!
- 10. What we know…
- 11. The more intense a memory connection is traced, the stronger the memory association More likely to be recalled. Retracing is done verbally with motor activity.
- 12. Cognitive Approach Learning Chinese creates specific demands on the areas of the brain for remembering visual patterns. Connections and Patterning
- 13. Brain seeks connections, context and meaning!
- 15. Adjectives
- 16. 没意思
- 17. 忙
- 18. 干净
- 19. 冷
- 20. 舒服
- 21. 好吃
- 22. 快
- 23. 胖
- 24. 高
- 25. Why?
- 26. The 7 Learning Principles
- 27. 1 Readiness 2 Exercise 3 Effect 4 Primacy 5 Recency 6 Intensity 7 Freedom Purpose, Meaning, Motivation Recall, Review, Summarize Emotions and Motivation Strong impression Repeat, Restate, Reemphasize Dramatic and Sensory Active
- 28. Why use TPR? Learning Outcomes Language Content Affective Filter
- 30. The search for meaning is innate. The search for meaning comes through patterning. Emotions are critical to patterning. Why use TPR?
- 33. Long-term RAPID retention ‘magic’ effect! Why use TPR? Why use TPR?
- 34. Differentiation Learning Why use TPR?
- 35. One size doesn’t fit all! Why use TPR?
- 37. Content Simple Complex Why use TPR? 走 走到门 走到门
- 38. Process Why use TPR? Process – activities in which the student engages in order to make sense of or master the content
- 39. Product Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit. Why use TPR?
- 40. Why use TPR?
- 42. How?
- 43. Total Physical Response Step 1: The teacher gives the command. Step 2: The teacher models the movement. Step 3: The student performs the action.
- 44. 1. Warm up at beginning of lesson 2. Introduce new vocabulary 3. Evaluation How to use TPR
- 45. Grammar Rules Vocab. Lists Irresistible Learning
- 46. Step 1: The teacher gives the command. Step 2: The teacher models the movement. Step 3: The student performs the action.
- 48. 机器人
- 49. Comprehension precedes Production (Krashen & Terrell, 1983, p. 20)
- 50. Recycle Language How to use TPR
- 51. Getting Ready What content do you want to teach? 把 How to use TPR
- 52. Use Stress and Intonation! • Humour • Gestures must be clear! How to use TPR
- 53. EMOTIONAL response facilitates memory formation! How to use TPR
- 54. Write a Script 1. Language content – Vocabulary 2. Grammar How to use TPR
- 55. 站起来
- 56. 请坐
- 57. 指门
- 58. 指向你的鼻子
- 59. 把书放在桌上
- 60. 把三明治放在头上
- 61. 把铅笔放在鼻子上
- 62. Storytime Chinese! More complex language
- 64. 我起床 wǒ qǐ chuáng
- 65. 我揉眼睛 wǒ róu yǎn jīng
- 66. 我打呵欠 wǒ dǎ hē qiàn
- 67. 我打喷嚏 wǒ dǎ p ntìē
- 68. 我咳嗽 W késouǒ
- 69. 我洗脸 wǒ xǐ liǎn
- 70. 我刷牙 wǒ shuā yá
- 72. 我穿衣服 wǒ chuān yī fu
- 73. 我吃早饭 wǒ chī zǎo fàn
- 74. 我背上书包 wǒ bēi shàng shū bāo
- 75. 我打开门 wǒ dǎ kāi mén
- 76. 我走路上学 wǒ zǒu lù shàng xué
- 77. Let’s recap!
- 78. The Silent Period Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition.
- 79. Comprehension precedes Production (Krashen & Terrell, 1983, p. 20)
Editor's Notes
- Meaning to the student
- Affective filter?
- Now that sounds quite logical..doesn’t it? But often we give students a list of new vocabulary and there is no intrinsic value or meaning attached to the characters. Make connections – to first language Context – introduce new vocab in a context Meaning – do the new words have meaning to the student? If you are given a list of things to remember, it is easier when sorted into groups…like fruits, vegetables, drinks etc.,
- Drill, repeat after me…taught in isolation
- 7 Principles of learning
- Easy to implement Need outcomes? What do I want my students to be able to do? Language content?
- Negative emotions impact the amount of language that is understood and determines the ease of language acquisition
- Emotions motivate us to learn.
- Students need time to comprehend the input…internalize the language before production But I know what your are thinking…how will they be able to say the words without repeating them?