Total+Physical+Response+Storytelling+(TPRS)

=Tips & Techniques from Susan Gross's TPRS Workshops=

//(Photos posted with permission of Susan Gross)//

[|Handouts from 2004]

[|Handouts from 2005]

[|Handouts from 2006]

Acquisition v. Learning
Acquisition is effortless. It happens when you understand a message.



//**Reading**//
Free Voluntary Reading - Check out the research on it.

//Would you like it if someone made you do a word search, or make up a title, or answer questions at the end of every chapter in a Danielle Steele novel or an Oprah magazine?//


 * 1) Give students a printed copy of a story
 * 2) Someone with good pronunciation reads the story aloud (paragraph by paragraph).
 * 3) The other students translate the story aloud.
 * 4) As students have questions about the grammar in what they're reading (why did they put that ending on there, what does the apostrophe mean, etc.), they ask and the teacher responds to the question asked.

//**Writing**//

 * Write a story in 5 minutes.
 * Write as fast as you can.
 * Spelling does NOT count!
 * If you finish the story, write what happens next . . .or begin a new story.


 * Count your words:**

100 words = FLUENT 75 words = Almost fluent 50 words = Half-way fluent

Grading: If you told them to write for speed, then you grade for speed. If you want it graded for accuracy, then give them the tools and the time to make it accurate.

It's a race! You want to write more words than anyone else. So if you want to get more points, you can do this (teach them the positive form, but then teach them to negate the sentence).

=Circling=

Using questions in the world language classroom is an effective way to engage learners, check for understanding, and personalize the language - and of course, communicate! By using a variety of questions, students continuously hear target language input and are making meaning of the questions they hear.

**Questions can take a variety of formats:** yes/no (Is Juan sad? Yes) either/or (Is Juan sad or happy? Sad) one word answers (Who is sad? Juan; Juan is . Sad)

**Questions can be personalized:** Are you sad? Are you happy or sad? Who is sad? Who is happy?

Here is a sample story:

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Here is a sample circling worksheet which will provide an idea of the variety of questions that can be asked, and how the questions can be varied.





=Pedagogy=







=Resources=

[|How to Apply TPRS] - Practical handout that outlines each step, prepared by Carol Gabb

[|Input-based Language Teaching & TPRS] - A list of links related to TPRS

Using a picture to create a mini TPRS story. user:adamolau

TPR with a textbook- A lot of current textbooks come with TPR handouts that have pictures and stories that go a long with them. I am NOT in a TPR room (note the textbook) but I do enjoy using the stories for reinforcement. I like to do a few things with them. First I get the handout and rearrange the pictures so that they are NOT in order. I have the students listen to the story, and write down the order in which the pictures should go based on the story they hear. Then we check it, and then they write their own understanding of the story. (Be careful with the writing, be sure that they have the writing capacity to re-write it, sometimes when the story is long, uses a lot of strange vocabulary, or it is a level one class they dont have the writing capacity yet, but they CAN understand you, which is something that is great for them to see!) user:cartierm

[|Resources for TPRS from many well-known presenters]

[|Susan Gross's Website] - Susan is a frequent and highly-respected presenter of TPRS workshops. There are lots of goodies here to explore for those interested in TPRS

[|TPRS FAQs] - From [|FLTEACH]

[|TPRS Research Page] - These links will take you to helpful TPRS-related websites, but they are NOT "research-based."

TPRS and Textbook Inquiry Project- TE 802 Fall 2007