It was developed by Dr. James J. Asher. He wondered why learning our first language is so easy and when we want to learn a second one, the problems begin. We have troubles memorizing and applying a bunch of rules and assumptions. He found that traditional programs needed a change in order to work. Some people feel stressed while learning a second language and sometimes the environment is not the appropriate to do it. In this document you will learn about this method principles, techniques, characteristics and how to apply them with your students, giving them the opportunity to learn English by having a great experience. This method is known for the use of physical movement. Using this method students are stress free and can react to verbal input and increase their participation during learning a new language. People acquire knowledge in a better way when they observe and imitate not only movement but words. In this method the listening skill is emphasized. At the beginning of the activity the students stay in a silent period and the teacher produces the language, then they can respond to the commands or requests. It is important to have a role model to increase the chance to learn faster. This method requires more attention in meaning than grammar and form. Grammar is taught at the end in an inductively way.
CHARACTERISTICS:
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- Teaching commands (showing them movements and repeating words)
- Slide presentations (to teach vocabulary)
- Pictionary (drawings about the vocabulary for the lesson)
- Flashcards to represent commands (for the visual learners)
- Decorate my classroom according to the topic (if we want to teach how to buy and sell, we can decorate our classroom like a supermarket)
- Teacher repeat verbs, items, etc.Learners listen and then produce when they see the chart or drawing.
- Simon says (you will find an example of this activity below)
- Songs (teach them a vocabulary or common expressions song, you will find a link below)
- Charades (about movies vocabulary or an specific topic)
- Mimes
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Example of Activity:
SIMON SAYS
Clearly, it’s a classic among TPR activities, one that is more commonly used to teach the parts of the body. But why not go beyond the simple, “Simon says touch your nose” and try more complex commands?
Objective: Teach commands
Process:
Flashcards representing the commands.
Clearly, it’s a classic among TPR activities, one that is more commonly used to teach the parts of the body. But why not go beyond the simple, “Simon says touch your nose” and try more complex commands?
Objective: Teach commands
Process:
- Show your students five or six flashcards that represent specific commands. Example: stand up, sit down, etc.Every time you show them the picture say the command at loud and do the movement with your body.They don’t repeat, just listen. Do this two or three times.
- Show them the flashcards, say the command and represent it but this time they repeat and imitate the movement.Do this two or three times.
- Paste the flashcards on the board and play “Simon Says” for example: Simon says sit down, show them the picture and they have to do it.Explain them that if you don’t say the word “Simon” they don’t have to do the movement. Do the activity five or six times. Then repeat it but without showing them the pictures.They will listen and do the movements.
- At last, ask one of the students to direct the activity.
Flashcards representing the commands.