A Small descriptions of what this theory is about.

2. Background
• Developed by James
Asher.
• Teaching Language
through physical
activity.
• Parallel Process
between FLA and
SLA.
• Affective Factors.
• Comprehension
Approach.

3. • Theory of Language
• The Imperative Verb as the central linguistic motif.
• Detailed Cognitive Map.
• Internalization of Language as wholes or chunks.
ApproachApproach
• Theory of Learning
• Stimulus Response view
• Three learning Hypothesis:

4. ApproachApproach
Theory
of Learning
The
Bio-Program
Brain
LaTeraLizaTion
reducTion
of STreSS
Brain
LaTeraLizaTion
reducTion
of STreSS

5. Abscence
of Stress
Successful
Learning
Focus on
Meaning
through
Movements
Full Energy
is
devoted
to Learning
Reduction of Stress
Brain Lateralization

6. Objectives Syllabus
• To teach Oral Proficiency
at a beginning level.
• To Teach basic speaking
skills.
• Sentence-Based
Syllabus.
• Attention to meaning
rather than form.
DESIGNDESIGN

7. Types of Learning and Teaching ActivitiesTypes of Learning and Teaching Activities
Learner Roles
• Listener and Performer.
• Expected to recognize and
respond to novel
combinations.
• Produce novel combinations of
their own.
Teacher Roles
• Active and direct role.
• Provide opportunities for
learning.
• Allow speaking abilities.
• Refrain from too much
correction.
• Be tolerant with errors.

8. The Role Of Instructional Materials
• No basic texts in TPR.
• Teacher’s voice, action and gestures may
be sufficient.
• Supporting material collected by the
teacher.

9. TPRTPR
Physical Actions
Make Input
Comprehensible
Reduce Stress
Can Be Compatible
With Other
Approaches
Make Learning
Meaningful
Make Input
Comprehensible
Reduce Stress
Make Learning
Meaningful
Make Input
Comprehensible
Reduce Stress
Can Be Compatible
With Other
Approaches
Make Learning
Meaningful
Make Input
Comprehensible
Reduce Stress
Physical Actions
Can Be Compatible
With Other
Approaches
Make Learning
Meaningful
Make Input
Comprehensible
Reduce Stress
CONCLUSIONCONCLUSION