TPR

Total Physical Response

	Uses many of the same strategies that students use in acquiring their first language to enable them to acquire a second language.
	TPR makes language meaningful for students
	Presents the beginning student with commands for physical actions, often combined with music, mime, or drama. The students might not be able to produce the language of the commands, but they can understand and follow them.

The Basics

1. The teacher says and models the meaning of new vocabulary words or phrases and students respond by doing the action.

2. The teacher commands and models with a large group, a small group, and then with an individual volunteer.

3. The teacher commands without modeling and has a large group, a small group, and a volunteer respond by doing this action.

4. Teacher recombines old and new commands with and without modeling, and large and small groups and a volunteer respond by doing the action.

To Ensure Success

1. Allow a comfortably long receptive period

2. Change the order of commands to increase interest

3. Change the groups commanded and always select them in an unanticipated order

4. Check for understanding to ensure that students are not just imitating you

5. After sufficient practice, allow students to issue the commands

Language Experience Approach

	It is an excellent approach to teaching reading, not only to second language learners but to native speakers of English as well
	Teacher becomes a facilitator of knowledge
	Students are engaged in a common experience, and afterward they dictate a story
	The LEA approach is based on the premise that reading is facilitated when it stems from what the students already have as a background knowledge
	LEA builds on the linguistic, social, and cultural strengths of the students, because it captures in print a common experience the students have had employing language
	It can also be employed for students, individually or in small groups, to dictate their own stories based on their own social/cultural background