1.

0 TOTAL PHYSICAL RESPONSE

1.1 Principles of TPR method:

 Meaning in the target language is often conveyed through actions

 Students’ understanding of target language should be developed before speaking
 Students can initially learn one aspect of the language rapidly by moving their
bodies
 Feelings of success and low anxiety among students facilitate learning.
 Students learn through observing actions and performing the actions themselves.
 Students should not be asked to memorize fixed routines.
 Language learning is more effective when it is fun.
 Spoken language is emphasized over written language.
 Students will begin to speak when they are ready.

1.2 Objectives of the method (TPR):

 To teach students the basic skills of listening and speaking.

 Create a meaningful learning atmosphere.

1.3 Technique used:

Modelling

Action Sequence

1.4 Aims of activity:

To teach students about action verbs

1.5 Target Learners:

Upper primary students (Year 4, 5, or 6 students)

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1.6 Procedures:

1. The teacher introduces the lesson for that day. He or she will explain about
objectives of the method and aim of the activity.
2. The teacher will request for volunteers. (4 volunteers)
3. The teacher will demonstrate the instructions given. (modelling)
Example of instruction given: Sit, Stand, Turn around. The instruction will be
repeated several times with the demonstration from the teacher with the
volunteers.
4. After that, the teacher will give the same commands but will not demonstrate. The
volunteers will hear the command and act them out by themselves. This step is
being repeated several times.
5. Next, the teacher will give the same command to the observers (other students)
and the audience will follow.
6. If the students face difficulties, the teacher should correct it by commanding and
demonstrating again.
7. If the students are managed to follow, the teacher will move on changing the
word or command and steps 4 to 7 are repeated. However, in this step onward,
the words or commands used are being increased and length of words is longer.
Examples of the commands are point to the door, put your hands up, and bow to
your friend.
8. After that, the steps are repeated several times.
9. Any errors will be corrected and if all the students can cope up with the
teachings.
10. In more advanced steps, the teacher will combine two commands at once for the
student to act out. For instance, point to the door and walk to the door. However
in this step, the teacher will not demonstrate at all. He or she will let all the
students to follow his or her instruction as they have learnt in the previous
lessons.
11. In the next step, the teacher will sing a song related to all the commands. Variety
of music can be used and the words are assimilated into the songs. However in
this context, the music is chosen that is London Bridge. The song’s lyrics are
shown below.

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 Point to the door,
Put your hands up, put your hands up, put your hands up,
Point to the door,
Put your hands up,
Bow to your friend!

12. As for the evaluation, the teacher will conduct a test by leading them to a game
called “Simon says”. In this game, the teacher will use all the commands he or
she has taught and implements the commands into the game. The game is being
conducted with the only rule where the students should not follow the teacher’s
instructions without the command “Simon says”. Those who do not follow the rule
will be disqualified from the game. After the game, there will be rewards for those
who are still stays in the game. (Maximum three winners)
13. In the last step, the teacher will write the commands that the students have
learned during the activity on the white board and asks the students to copy as
their notes and asks them to read them.

1.7 Teaching Aids:

Music

Music “London Bridge” is being played from the laptop.

Reward

For instance, soft toys are used as the prize for the winner of the “Simon says”
game.