TESOL Essay FOUR

Essay Four

Total Physical Response

By Syrbastyian Vzampfyier

Language is physical. When we communicate, we use our body in varying degrees and ways. We change our facial expressions, head and eye moments and positions such as when we are expressing an emotion. We use our arms and shoulders to express, explain and, or add emphasis to what we are saying. We vary our body position and posture for example to show that we are listening and interested, or disinterested.

In this sense the Total Physical Response method is a very useful and practical method that a EFL/ESL instructor to applied in the class to not only assist the student to intuitively understand the meaning of the sample language, but also retain the language through building connections between to brain and body memory.

In the follow outline the basic steps of Total Physical Response, which mainly focuses on EFL/ESL mid-level beginner to lower-level intermediate students, and then show how to adapt and Total Physical response for intermediate to advance students.

STEPS (Mid ability beginner – Lower-ability intermediate):

1.        Select a theme for the activity, for example; cooking dinner, then prepare the need and appropriate resource materials, for example; a pot, a knife, a spoon, tongs and items of food.

2.        Have the students seated, in a circle is usually best, and as group point to each item as you name it.

3.        Say the name, single word or descriptive phrase, of each item at least two times and as you point to them you will perform the action associated with the item, for example; play act that you are cutting, chopping or slicing something as you say the word, “KNIFE”.

4.        Choose just one student to point to the items as you name them in random order and perform the appropriate action connected to each item such as peeling, cutting, mixing, stirring, frying, etc. Repeat the words if the students need to hear them again, do not leave any student struggling!

5.        Each student comes up to the front of the class and repeats the words and actions. Repeat again, if you feel the students needs it.

6.        As a review and to be sure that all the students have got the material, the whole class does the actions associate with each item as you call out the items individually. If you think are ready for a little challenge, try naming two items or add an adverb to the action. For example, cut the tomato slowly (with the knife9, cut the tomato quickly (with the knife).

7.        The instructor asks one student to stand up and request another student to do the action. For example: Takako, please tell Mayumi to slice the tomato carefully. Takako repeats the request to Mayumi; (Please) cut the tomato carefully.

8.        Now, repeating step seven but this time adding a second request. For example, Mayumi, tell Takako to cut the tomato carefully and stir the soup slowly.

9.        Next mix up the order and have one student tell two other students to do different things. The instructor will say, “Yukiko, (please) tell Takako to cut the tomato carefully and Mayumi to stir the soup slowly”. You can follow by, “Please, tell Takako to stop cutting the tomato and Mayumi to stop stirring the soup”. (If you feel the students are ready and are confident enough, have each student play the role of instructor and have them tell the class what to do. You join the class as a student.)

10.    Conclude the activity. Now ask the students questions such as; “Who likes to cook?”, “Who doesn’t like to cook?”, “Who cooks every day?”, Who doesn’t cook every day?”, etc.

11.    Then ask the students individually or as a group to “point to” or “say the name of” someone who likes to cook or doesn’t like to cook.

12.    Finish the lesson by writing the main sentences on the board, for example; ‘cut the tomato’, etc. Make sure you include the adverbs you have used. Ask the students if there is anything they have any questions about vocabulary, grammar, usage, etc. Provide the students with a written copy of all the language in the activity.

Adapted Activity for Intermediate and Advanced Ability Students

STEPS (with reasons for each step):

Step 1.  Select a theme and divide it into three to five sub-topics. For example; SHOPPING, sub-topics: Clothes, Food, Cars, etc. Alternatively, you could have three to five different and independent themes. For example: Shopping, The Office, Sports.

Once this is done, choose a minimum of four appropriate resources for each sub-topic or theme: Objects, Pictures, Photographs, flashcards, etc. If possible try to use the real objects whenever you can. Also ensure that visual material is large enough to be seen clearly this especially important for students with sight difficulties. Other materials needed are: A3 size paper or larger (one sheet per sub-topic and, or them for each group {team}, Coloured markers of various colours (at least three different colours per group {team}) and something to attach the sheets to a wall or board (tape, blue tact, magnets, etc).

Reason: Having three to five sub-topics or themes will prove an extra challenge for the students also the various items will create interest in the students and will be visually stimulating. A maximum of five sub-topics or themes is best because it makes it easier to divide the class into groups and, or pairs depending on the size of the class. But more importantly, more than five ‘sub-topics or themes’ would most likely overload the students and may create a negative learning experience.

Step 2.　　Have the students standing in a circle (If possible a room where the tables and chairs can be push to side of the room or removed.) and randomly place the items in the centre of the circle, ensure that each item is not obscured by another item.

(Note: Be aware of cultural differences; some cultures may find placing items, which will be handled, on the floor or sitting of the floor inappropriate or even offensive.)

Reason: This is to increase the physical movement of the students and to start activating their brains.

Step 3.  Now have the students look at the items for a minute, then have them walk around the items and view the items from different vantage points. This also ensures that the students see all of the items.

Reason: This helps to stimulate their visual cortex and stimulate their minds. The circular walking pattern is a natural form when humans view (new) objects and organise these in their mind.

Step 4.  Now have the students sort the items into different sub-topics and, or themes. Instruct the students to ask each other the name of any of the items that they do not know in L2. (The questions and answers should be done using L2) [L2 = Second or Foreign Language]. Once the sorting is completed have the students confer and confirm with each other that they are satisfied with the results of their sorting. The instructor gives each sub-topic and, or theme a working title, such as “1, 2, 3, etc or A, B, C, etc”.

Reason: Doing this encourages the students to work together and build connection between the students. This is especially important if the students do not know each other.

Step 5.  Divide the class into small groups (teams), one group for each of the sub-topics and, or themes. Make sure that each group (team) is a mix of different ability students; this is to encourage complimentary communication, such as higher ability students assisting and, or responding questions from other students with a lesser ability.

Reason: Again, doing this encourages the students to work together and build connection between the students. This is especially important if the students do not know each other.

Step 6.  Now hand out the A3 sheets of paper and coloured markers for each group (team), and instruct the groups (teams) to write the name of each item on a separate A3 sheet and then write the headings “Verbs” and “Adverbs”. The placement will be up to the students. If require, demonstrate and show the students what you would like them to do.

Reason: To get their ideas from their minds into the physical world.

Step 7.  Next have the students think of as many verbs as they can associated with and, connected to each item in the sub-topic and, or theme that they are working on, then the students write these verbs on their sheet. Next the students repeat the same process but coming up with adverbs for the verbs they have on their list.

Reason: To connect the 2D items into the 3D physical world.

Step 8.  After this is done, then tell the groups (teams) 1. To create a (short) story using the items, their actions and the adverbs connected to verbs, and 2. Decide which actions to use in their story because they will perform their story, first, without words (speaking), mime performance. (Assist the students if the need any help.), and second, with words.

Reason: This to connect the items (nouns), their verbs and the adverbs the verbs to make them real.

Step 9.  Once the groups (teams) have this is done. Select groups (teams) randomly to perform their story, as a group, in front of the class. While one group is performing their story, the other groups (teams) watch the performance and try to guess the story, actions, adverbs and items.

Reason: To ensure that all members of the class are actively involved in the performance.

Step 10.  After one group has finished their performance the other groups (teams) say what they think the story was about also describing the actions, adverbs and items in the story. The performing group tell the class of their guesses are correct or not. Once this is done the group (team) will perform their story again this time with words (speaking).

Reason: Again to ensure total activity of all students and also to encourage class bonding.

Step 11.  Any items that any individual student does not know, they ask a member of the group, whose had that item in their story. A member of that group will explain what the item is i.e. its name and perform the action associated with the item.

Reason: This last step is important to encourage students to teach each other and help each other with their EFL/ESL studies.

Though the adaptations is not directly the same as the standard Total Physical Response method, when the students are in their small groups they will using subconsciously to help each other learn the item and their associated verbs and adverbs. Furthermore, there is little instructor involvement and most important the students help and teach each other.