1. in Learner –Centered Classrooms
Using TPRS
in Learner –Centered Classrooms
Mansour Wahby

2. Session A Introduction The difference between TPR & TPRS Steps of TPRS
Key Factors of TPRS
TPRS Demo Lesson

3. Total Physical Response Storytelling
TPR & TPRS
Total physical response
Dr. James J. Asher
Professor of psychology
Total Physical Response Storytelling
Blaine Ray
Spanish Teacher

4. TPR & TPRS Both rely on the following two assumptions;
When learning a second language, language is internalized through a process of codebreaking similar to first language development.
2. The process allows for a long period of listening and developing comprehension prior to production.

5. James J. Asher's TPR system personalizedfunny stories
Blaine Ray
James J. Asher's TPR system
personalizedfunny stories
to help students
apply the words learned.
Teaching Proficiency through Reading and Storytelling

6. TPRS Key Factors Humour Personalization
Comprehensible input
Personalization
Humour
Using the language as a means to get to know students and to get them interested in the message is an effective way of delivering input that is both comprehensible and interesting

7. TPRS Key Factors Humour
Comprehensible input
Personalization
Humour
Personalization can be accomplished by asking students simple questions about their lives in the target language and also by the inclusion of celebrities known to the students.

8. TPRS Key Factors Humour Personalization Comprehensible input
Using humorous stories lowers what Krashen calls the "affective filter," or the part of the brain that becomes self-conscious when trying to speak or learn a new language.

9. TPRS Key Factors Humour Personalization Comprehensible input
Acquisition
The TPRS method is built on the attempt to teach language while students are enjoying themselves. Thus the method purportedly results in "language acquisition" as opposed to "language learning" which, in the traditional sense, involves a format that includes teaching grammar and drilling.

10. All TPRS Key Factors help interaction to take place authentically.
Comprehensible input
Personalization
Humour
The Communicative approach focuses on interaction in the classroom, so that students are ready for interacting in the real world.
All TPRS Key Factors help interaction to take place authentically.

11. Read and discuss the story
TPRS Steps
Establish Meaning
Ask (not tell) a story
Read and discuss the story

12. TECHNIQUE Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
The teacher says the commands as he himself performs the action.
Step 2
The teacher says the command as both the teacher and the students then perform the action.
Step 3
The teacher says the command but only students perform the action
Step 4
The teacher tells one student at a time to do commands
Step 5
The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6
The teacher and student allow for command expansion or produces new sentences.

13. TECHNIQUE
Step 1
The teacher says the commands as he himself performs the action.
Step 2
The teacher says the command as both the teacher and the students then perform the action.
Step 3
The teacher says the command but only students perform the action
Step 4
The teacher tells one student at a time to do commands
Step 5
The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6
The teacher and student allow for command expansion or produces new sentences.
Step 1
The teacher says the commands as he himself performs the action.

14. TECHNIQUE
Step 2
The teacher says the command as both the teacher and the students then perform the action.
Step 3
The teacher says the command but only students perform the action
Step 4
The teacher tells one student at a time to do commands
Step 5
The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6
The teacher and student allow for command expansion or produces new sentences.
Step 2
The teacher says the command as both the teacher and the students then perform the action.

15. TECHNIQUE
Step 3
The teacher says the command but only students perform the action
Step 4
The teacher tells one student at a time to do commands
Step 5
The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6
The teacher and student allow for command expansion or produces new sentences.
Step 3
The teacher says the command but only students perform the action

16. TECHNIQUE
Step 4
The teacher tells one student at a time to do commands
Step 5
The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6
The teacher and student allow for command expansion or produces new sentences.
Step 4
The teacher tells one student at a time to do commands

17. TECHNIQUE
Step 5
The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6
The teacher and student allow for command expansion or produces new sentences.
Step 5
The roles of teacher and student are reversed. Students give commands to teacher and to other students.

18. TECHNIQUE
Step 6
The teacher and student allow for command expansion or produces new sentences.
Step 6
The teacher and student allow for command expansion or produces new sentences.