Hi Bia,
Yeah, I struggle with that. Especially that 12-15 age group. Recently I experimented with a TPR model that was designed for teaching TPR to adults. But, I used it with students aged 10-15 and went through the model faster than they recommended for adults. I found the model here in this article:
According to the article, it�s intended for adults who are true beginners, but I found it really useful with kids in Japan from ages 10-15. So, I�ve adapted it for my classrooms.
It�s a low intensity way to get people responding to English in a quick way.
So here is my process below. I didn�t stick very closely to the model, but I used it as a starting point. Here�s what I did...
My process:
1. For the first lesson I tried this method, I introduced, "Point to the--" and I chose three familiar objects in class that they already knew the vocabulary for (clock, fan, tv).
- From this point I followed the basic model described in the article. It worked really well,
and it had the students intrigued
- The key points: students were not allowed to speak and are expected only to start listening to and recognizing natural English; and it �s just pointing.
- Anyone can do it, and it doesn �t require doing anything uncomfortable.
- When you mix up the actions, it becomes like a game.
- Everybody must succeed (or be given the full opportunity to succeed), so it really binds the class together
2. The second lesson I introduced: "Clap once", "Clap twice", "Clap three times". They enjoyed making some noise, and it was a good gradual step up from simply pointing at something.
3. The third lesson I introduced "Look at the clock", "Look at the roof", "Look back".
- They started moving more of their body, and they thought it was funny to look back.
4. I introduced something more physical. "Touch the floor", "Touch the desk", "Touch the sky".
- On the last point I tried to do something funny like twinkle my fingers and make a funny noise. It was hit or miss with classes, but it was usually good.
5. By this point students started to get bored with new commands.
- The article suggested getting adults to speak only after something like 10 hours of instructions.
- But it seemed like a good time to get them to repeat, and as according to the article, focusing on mimicking natural English as best as possible.
- It worked for the time-being on getting them more involved, because now they really wanted to speak natural English
.
6. From this point forward the students were more comfortable to get involved in activities that required movement. I mixed the TPR with:
- charades games
- gesture-based activities
- using commands (especially in activities with each other, like telling one another to "Dance!" or "Walk around the classroom"
- teaching adverbs (e.g. Stand up quickly, slowly, crazily, strangely, excitedly, happily, etc.)
- speed race activities that focus on responding naturally to commands without translation
To be honest, I just wanted to share this with someone. I have no idea if it is applicable to other classrooms, but it solved a lot of the problems I was having with teens. Namely things like fear of trying or shyness. It really helped.
Anywho, that �s all!
John
