{"id":21488,"date":"2022-11-28T13:45:18","date_gmt":"2022-11-28T20:45:18","guid":{"rendered":"https:\/\/bridge.edu\/tefl\/blog\/?p=21488"},"modified":"2023-07-12T14:21:02","modified_gmt":"2023-07-12T14:21:02","slug":"tprs","status":"publish","type":"post","link":"https:\/\/bridge.edu\/tefl\/blog\/tprs\/","title":{"rendered":"What Is TPRS? A Look at the Language Acquisition Strategy That&#8217;s Growing in Popularity"},"content":{"rendered":"<div style=\"margin-top: 0px; margin-bottom: 0px;\" class=\"sharethis-inline-share-buttons\" ><\/div>\n<p>TPRS is a method of acquiring a second language naturally and effectively. It&#8217;s an excellent tool to use with students of all ages but is especially <a href=\"https:\/\/bridge.edu\/tefl\/courses\/specialized\/teaching-english-to-young-learners\" target=\"_blank\" rel=\"noreferrer noopener\">effective with young learners<\/a> due to its engaging nature.&nbsp;Below, we&#8217;ll look at how TPRS applies to language learning and explore some TPRS activities you can use in your own classroom!&nbsp;<\/p>\n\n\n\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#What_is_TPRS_in_language_learning\" >What is TPRS in language learning?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#What_are_the_benefits_of_TPRS\" >What are the benefits of TPRS?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#How_do_you_use_the_TPRS_method\" >How do you use the TPRS method?<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#The_three_phases_of_TPRS\" >The three phases of TPRS<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#The_TPRS_recipe\" >The TPRS recipe<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#Where_can_I_find_TPRS_resources\" >Where can I find TPRS resources?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#What_are_some_examples_of_TPRS_lesson_plans_and_activities\" >What are some examples of TPRS lesson plans and activities?<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#Circling_and_triangling\" >Circling&nbsp;and&nbsp;triangling<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#Dramatization\" >Dramatization<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#Daily_reading\" >Daily reading<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/#Timed_writing\" >Timed writing<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"What_is_TPRS_in_language_learning\"><\/span>What is TPRS in language learning?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">What does TPRS stand for in education?<\/h3>\n\n\n\n<p>TPRS (Teaching Proficiency Through Reading and Storytelling) is a second language acquisition method. The method uses <a href=\"https:\/\/bridge.edu\/tefl\/blog\/storytelling-for-young-learners-in-esl-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">storytelling as a teaching tool<\/a>. In the TPRS class, the teacher and students co-create stories in the target language to facilitate language acquisition.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">What does this teaching method entail?<\/h3>\n\n\n\n<p>Language acquisition refers to the largely intuitive process through which the learner absorbs a language. When looked at from the learner\u2019s perspective, it differs markedly from language learning. In language learning, students actively study new words and grammar rules; they rely on memorization and practice to assimilate a new language. <\/p>\n\n\n\n<p>In contrast, language acquisition relies on exposure to the target language, contextualization (language is given in a context that facilitates understanding of unknown words and grammar), and repetition, in an organic process that seeks to mimic the way children learn their first language. The TPRS class feels less like a lesson and more like a conversation. Teachers seeking to improve students\u2019 fluency can significantly benefit from applying this <a href=\"https:\/\/bridge.edu\/tefl\/blog\/esl-teaching-methods\/\" target=\"_blank\" rel=\"noreferrer noopener\">ESL teaching method<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Where does TPRS come from?<\/h3>\n\n\n\n<p>Before getting into the details of how TPRS works, let&#8217;s briefly examine its origins and then dive into the data regarding its benefits.<\/p>\n\n\n\n<p>The TPRS method was created in the late 1980s by Blaine Ray. A Spanish teacher, Blaine sought to help his students attain fluency. He was familiar with the <a href=\"https:\/\/bridge.edu\/tefl\/blog\/what-is-tpr-for-teaching-english-and-how-can-i-use-it\/\" target=\"_blank\" rel=\"noreferrer noopener\">TPR (Total Physical Response)<\/a> and Comprehensible Input (CI) approaches to teaching. In the TPR approach developed by James Asher in the mid-1960s, the instructor \u2018contextualizes\u2019 the new vocabulary by pointing to objects or mimicking specific actions, thus rendering the new words understandable. The CI approach posits that to acquire a new language, students need a) a lot of exposure\/linguistic input and b) the input must be mostly comprehensible. Incomprehensible input that cannot be guessed through the context of the communication is akin to white noise and does nothing to advance students\u2019 fluency. <\/p>\n\n\n\n<p>Initially, Ray made ample use of TPR in his classes; however, he soon realized that while TPR works very well when teaching concrete words, it falls short when dealing with abstract terms and concepts. TPRS was Ray&#8217;s attempt to incorporate TPR and the theory of CI into his teaching method and to overcome the limitations of TPR. In its first incarnation, TPRS stood for Total Physical Response Storytelling. The acronym\u2019s meaning later morphed into Teaching Proficiency Through Reading and Storytelling, thus reflecting the evolution of the method and its inclusion of reading as an important learning tool.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2020\/09\/juicy-mae-hands.jpg\" alt=\"online English teacher\" class=\"wp-image-10661\" width=\"558\" height=\"349\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2020\/09\/juicy-mae-hands.jpg 558w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2020\/09\/juicy-mae-hands-480x301.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 558px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em><a href=\"https:\/\/bridge.edu\/tefl\/blog\/juicy-mae-from-the-philippines-teaching-online-with-multiple-companies\/\" target=\"_blank\" rel=\"noreferrer noopener\">Online English teacher Juicy Mae<\/a> uses Total Physical Response (TPR) with her student<\/em>s.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"What_are_the_benefits_of_TPRS\"><\/span>What are the benefits of TPRS?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>TPRS language learning has increased in popularity since its inception. The main reasons for its popularity are that:<\/p>\n\n\n<ul style=\"padding-left: 1.2em; text-align: left; --ub-list-item-icon-top: 3px;; --ub-list-item-icon-size: 1em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%230693e3&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); --ub-list-item-fa-li-top: 3px; --ub-list-item-spacing: 0px; \" class=\"wp-block-ub-styled-list ub_styled_list\" id=\"ub_styled_list-63933787-c8b8-47bf-9190-efa577c3f761\"><div class=\"ub-block-list__layout\" style=\"text-align: left; column-count: 1; --ub-list-mobile-column-count: 2; \">\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-3293fa92-3e57-45b4-9d93-b26d5575ed6c\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">It produces tangible results.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-3f32bb6f-089a-4678-be6c-dbbfc3955569\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">It&#8217;s engaging and fun for students.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-04c6c8e0-60b0-421e-bb9f-17a14ded0ffa\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">Once the technique is learned, it relieves teachers from much of the class preparation burden.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-4338980d-f1a9-4827-9505-8249e06627f5\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">TPRS creates an atmosphere of focused but relaxed learning, effectively removing students\u2019 anxiety.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<\/div><\/ul>\n\n\n<p>In her book, <em>Teaching Proficiency Through Reading and Storytelling (TPRS) \u2013 An Input-based Approach to Second Language Instruction<\/em>, TPRS researcher Karen Lichtman states that \u201cTPRS shows the clearest advantage for the acquisition of vocabulary and grammar, as well as the development of reading and speaking skills. Additionally, TPRS outperforms other methods on rate of learning; students in TPRS classes get more language and more skills than in traditional classes\u201d (Lichtman, 2018). <\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2021\/06\/Teacher-with-reading-circle-1024x856.jpeg\" alt=\"ESL teacher reading to young learners\" class=\"wp-image-14324\" width=\"528\" height=\"441\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2021\/06\/Teacher-with-reading-circle-980x819.jpeg 980w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2021\/06\/Teacher-with-reading-circle-480x401.jpeg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>A teacher uses a story in an ESL class with young learners<\/em>.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"How_do_you_use_the_TPRS_method\"><\/span>How do you use the TPRS method?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"The_three_phases_of_TPRS\"><\/span>The three phases of TPRS<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The TPRS method has three essential phases. Let&#8217;s take a closer look at these.<\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Phase 1: Establishing Meaning <\/strong><\/h5>\n\n\n\n<p>In this first phase, the teacher explains the new vocabulary that will be used in the lesson. This is done through TPR for words referring to concrete objects or actions (e.g., \u2018boy,\u2019 \u2018goes,\u2019 \u2018finds,\u2019 \u2018cat,\u2019 etc.). For abstract concepts, the teacher provides a translation in the students\u2019 language. <\/p>\n\n\n\n<p>ESL teachers whose students have multiple linguistic backgrounds or those who do not speak their students\u2019 language can use presentations with pictures to convey the new vocabulary. They will also rely more heavily on TPR. Another way ESL teachers can establish meaning is TAG: Translation (the direct translation of the word), Association (what does this word remind you of?), and Gesture (associating a gesture to the word).&nbsp;<\/p>\n\n\n\n<p>Establishing meaning involves many repetitions of the new vocabulary to ensure the students assimilate and are eventually ready to use it. How to accomplish this will be explained below. <\/p>\n\n\n\n<p>See how a teacher uses a simple presentation to establish meaning in the video below, from English Comprehensible Input for ESL Beginners:<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Very Easy Simple English Story for Total Beginners (Comprehensible Input &amp; TPRS Circling Questions)\" width=\"1080\" height=\"608\" src=\"https:\/\/www.youtube.com\/embed\/31AtaK035JQ?feature=oembed\"  allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Phase 2: Ask a Story<\/strong><\/h5>\n\n\n\n<p>The second phase of the TPRS method is to ask a story. The wording is significant here. The TPRS teacher does not <em>tell<\/em> a story. Instead, she co-creates the story with her students by asking them to add details or characters. Asking a story emphasizes the collaborative nature of the method. <\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Phase 3: Reading<\/strong><\/h5>\n\n\n\n<p>The third and final phase is reading. The goal of this phase is to redirect students from processing aural input to processing written input. Here, students are given texts containing mostly known vocabulary or cognates. The texts can be a summary of a story previously created or a simple reader with many cognates, pictures, and a glossary for the unknown vocabulary. There are now <a href=\"https:\/\/www.tprsbooks.com\/shop\/\" target=\"_blank\" rel=\"noreferrer noopener\">many such books available<\/a>, most produced by Blaine Ray\u2019s organization, <a href=\"https:\/\/www.tprsbooks.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">TPRS Books<\/a>. <\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"The_TPRS_recipe\"><\/span>The TPRS recipe<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>To ensure that students get enough repetitions and, thus, exposure to the new language, TPRS teachers have developed a recipe. It\u2019s called ACT, ACT, Describe. <\/p>\n\n\n\n<p>ACT stands for Add (a character, a detail, or a sentence), Circle, and Triangle. ACT is a recipe for establishing meaning. The teacher introduces the first sentence, for example, &#8220;There is a boy.&#8221; In circling, she then asks the whole class simple yes\/no or either\/or questions or uses question words. The students respond chorally using one-word answers (yes, no, a boy, etc.). <\/p>\n\n\n\n<p>In the subsequent triangle phase, the teacher directs her attention to individual students. The questions asked can be the same, but now the student is expected to respond in complete sentences. Once the story has progressed through the first few sentences using ACT, the teacher will describe what has happened so far and then ask individual students to describe the situation. <\/p>\n\n\n\n<p>DtS (describe the situation) happens when students have been exposed to enough repetitions through circling and triangling to have internalized the new language. They are now ready to produce sentences in the target language.<\/p>\n\n\n\n<p>Remember that TPRS language has to be RICH: Repetitive, Interesting, Comprehensible, and High-Frequency Language. Stories have fixed characteristics:<\/p>\n\n\n<ul style=\"padding-left: 1.2em; text-align: left; --ub-list-item-icon-top: 3px;; --ub-list-item-icon-size: 1em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M0 256a256 256 0 1 0 512 0A256 256 0 1 0 0 256zM294.6 135.1l99.9 107.1c3.5 3.8 5.5 8.7 5.5 13.8s-2 10.1-5.5 13.8L294.6 376.9c-4.2 4.5-10.1 7.1-16.3 7.1C266 384 256 374 256 361.7l0-57.7-96 0c-17.7 0-32-14.3-32-32l0-32c0-17.7 14.3-32 32-32l96 0 0-57.7c0-12.3 10-22.3 22.3-22.3c6.2 0 12.1 2.6 16.3 7.1z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); --ub-list-item-fa-li-top: 3px; --ub-list-item-spacing: 0px; \" class=\"wp-block-ub-styled-list ub_styled_list\" id=\"ub_styled_list-deeebb3c-a233-453d-ae5d-03dd41bae7d5\"><div class=\"ub-block-list__layout\" style=\"text-align: left; column-count: 1; --ub-list-mobile-column-count: 2; \">\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-b6947fbf-be51-4ca6-85cb-b3f8045d7e31\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">They involve a problem.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-d26eddf4-de30-4c65-bb17-755c390138f4\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">The protagonist has to go to multiple locations to solve the problem.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-9cce9420-65ab-4206-933f-93c6241078ff\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">The problem is finally solved.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<\/div><\/ul>\n\n\n<p>Watch the following interview with Craig Sheehy, a language teacher and TPRS trainer, for more information on using this method in your classroom:<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"TPRS: A conversation with Craig Sheehy\" width=\"1080\" height=\"608\" src=\"https:\/\/www.youtube.com\/embed\/hrYcOsLQE4g?feature=oembed\"  allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Where_can_I_find_TPRS_resources\"><\/span>Where can I find TPRS resources?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The <a href=\"https:\/\/www.tprsbooks.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">official TPRS site<\/a> has a great wealth of resources, from slide presentations of simple stories that ESL teachers can use and expand on to readings and cultural activities. There are suggestions for gestures to explain new vocabulary without resorting to the student&#8217;s mother tongue and common questions to ask during circling and triangling. Alternatively, you can create your own presentation to fit your curriculum needs.<\/p>\n\n\n\n<p>Check out the following example, from Chameleon English, of how a teacher uses TPRS to teach ESL to students with a B2 level:<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"A story for ESL students: &quot;The Lost Passport&quot; TPRS\" width=\"1080\" height=\"608\" src=\"https:\/\/www.youtube.com\/embed\/SM77Z4rBP0o?feature=oembed\"  allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p>The beauty of the TPRS method is that once you have learned the recipe (ACT, ACT, Describe) and have a basic story (best if illustrated and organized in a presentation), the lesson takes care of itself. You just need a skeleton lesson plan. You will want to decide, for example, what new vocabulary you want to introduce or what characters or details you wish to add.<\/p>\n\n\n\n<p>You can use the following TPRS lesson plan template, from TPRS Books, to get started:<\/p>\n\n\n\n<p><iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1kgIocj8sS7T7kyUPU84mUFJGk2kUYQqx\/preview\" width=\"640\" height=\"480\" allow=\"autoplay\"><\/iframe><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"What_are_some_examples_of_TPRS_lesson_plans_and_activities\"><\/span>What are some examples of TPRS lesson plans and activities?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>There are many activities ESL teachers can use in the TPRS class. Here are a few:<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Circling_and_triangling\"><\/span>Circling&nbsp;and&nbsp;triangling<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The most common activities are, of course,&nbsp;circling&nbsp;and&nbsp;triangling. These allow students to practice each element of the given sentences. <\/p>\n\n\n\n<p>In the simple statement, &#8220;Bob wanted a cat,&#8221; we can circle and triangle the subject (Did Bob want a cat, or did I want a cat? Who wanted a cat?), the verb (Did Bob <em>want<\/em> a cat? Did Bob want a cat or did he have a cat?), and the object (Did Bob want a cat or a dog? What did Bob want?). <\/p>\n\n\n\n<p>When we progress from circling and triangling to describing the situation (DtS,) we have gone to the phase of language production at the paragraph level. At this stage, you should allow the students to practice independently before asking them to describe the situation. You can do this by first modeling the description for the class and then asking your students to retell the story to a classmate. <\/p>\n\n\n\n<p>If you are <a href=\"https:\/\/bridge.edu\/tefl\/blog\/teach-english-online-from-home\/\" target=\"_blank\" rel=\"noreferrer noopener\">teaching English online<\/a>, ask your students to mute themselves and practice by talking to their hand, to their left foot, etc. Set a time for this activity. After the time has expired, ask a few students to describe the situation.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Dramatization\"><\/span>Dramatization<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>ESL teachers that use the TPRS method become attuned to the energy of their class. They focus on the story, on communication rather than teaching and testing, thus effectively removing performance anxiety. <\/p>\n\n\n\n<p>One way of doing this is through <a href=\"https:\/\/bridge.edu\/tefl\/blog\/using-drama-as-an-esl-teaching-method\/\" target=\"_blank\" rel=\"noreferrer noopener\">dramatization<\/a>. While developing the story, identify students who enjoy acting. Ask them to assume the roles of the main character or the parallel characters; ask them to perform actions or reproduce noises. If the character goes to Boston by motorcycle, how does the motorcycle sound? If the character is sad because he doesn\u2019t have a cat, how does he sound when he says, &#8220;I\u2019m sad because I don\u2019t have a cat?&#8221; Acting shifts attention from teaching to communication, increases students\u2019 involvement, and raises the energy of the class.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Daily_reading\"><\/span>Daily reading<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>At the end of class, write down the script of the developing story. Use this script at the beginning of each class to practice reading with your students. You can read the script sentence by sentence and have students chorally translate if they share the same mother tongue. An ESL teacher who works with students with different linguistic backgrounds can ask them to act out what is happening in the story, have them sum up the story in English, or she can prepare an answer sheet with a few questions to check for comprehension.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Timed_writing\"><\/span>Timed writing<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>You will be astounded by how much students can <a href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-writing-esl-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">write in English<\/a> after only a few weeks of the TPRS method. Do a ten-minute timed writing task, asking students to summarize what happened in the story so far, write a similar story using the learned vocabulary, or imagine a different ending once the story is finished. TPRS students can write at least one hundred words at the end of their first year of instruction. Some can write over fifty words after only a couple of months.<\/p>\n\n\n\n<p><a href=\"https:\/\/tprsonline.wpenginepowered.com\/wp-content\/uploads\/2022\/03\/Timed-Writing-Rubric-TPRS-2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">See a sample rubric, from TPRS Books, for grading timed writing. <\/a><\/p>\n\n\n\n<p>TPRS language learning is gaining popularity, but it is still the new kid on the block in many ways. School administrators can be reluctant to adopt this method because it is not textbook-centered. They are sometimes worried that teachers won\u2019t be able to teach the prescribed curriculum using TPRS. However, the method produces results that speak for themselves and is an excellent strategy for the ESL teacher toolbox. The TPRS language acquisition strategy is engaging and effective. Internalizing the recipe (ACT, ACT, Describe) does require some training but is well worth the effort.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><a href=\"https:\/\/bridge.edu\/tefl\/courses\/specialized\/teaching-english-to-young-learners\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Explore more teaching strategies with Bridge Specialized Certification in Teaching English to Young Learners<\/em>.<\/a><\/h4>\n","protected":false},"excerpt":{"rendered":"<p>TPRS is a method of acquiring a second language naturally and effectively. It&#8217;s an excellent tool to use with students of all ages but is especially effective with young learners [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":21457,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false,"footnotes":""},"categories":[10],"tags":[78,100,115,116,139,152,184,338,348,352,354,384,403,417],"post-language":[],"popular_posts":[],"class_list":["post-21488","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy","tag-ells","tag-esl-classroom","tag-esl-teaching-method","tag-esl-teaching-tips","tag-global-elt-news","tag-industry-insights","tag-methodology","tag-teaching-methods","tag-teaching-strategies","tag-teaching-tips","tag-teaching-young-learners","tag-tefl-news","tag-tesol","tag-tprs"],"featured_image_src":"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/Blog-featured-image-Teaching-ESL-Vocabular.jpg","author_info":{"display_name":"Linda D'Argenio","author_link":"https:\/\/bridge.edu\/tefl\/blog\/author\/linda-dargenio\/"},"acf":[],"_links":{"self":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/21488","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/comments?post=21488"}],"version-history":[{"count":1,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/21488\/revisions"}],"predecessor-version":[{"id":26147,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/21488\/revisions\/26147"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media\/21457"}],"wp:attachment":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media?parent=21488"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/categories?post=21488"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/tags?post=21488"},{"taxonomy":"post-language","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/post-language?post=21488"},{"taxonomy":"popular_posts","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/popular_posts?post=21488"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}