Inspired by the pioneer research of Dr. James J. Asher, Dr. Margaret Woodruff and her team developed and tested stress-free TPR lessons for German with hundreds of students at the University of Texas in an experimental program funded by the National Endowment for the Humanities. The results were a stunning success! She discovered scores of tips and tricks to move your students into fluency in any language.

Comprehension Based Language Lessons

Education & Teaching

Woodruff, Margaret S

Schools & Teaching

Sky Oak Productions

The Command Book is for language teachers who use TPR storytelling in their classroom. For long-term retention, TPR the words before you tell a story. The Command Book (for all languages and all ages),shows you how to TPR most of the words in Blaine Ray’s Look I Can Talk series and Todd McKay’s TPR Storytelling series. • The Command Book is a 300 page resource book, alphabetized for quick look-up. • Yes, it includes abstractions! • As a bonus, you will discover how to TPR 2,000 vocabulary items from traditional Level 1 and Level 2 textbooks. • To be used by ALL language teachers for ANY language. Written in English.

The Command Book

Reference

Silvers, Stephen Mark

Foreign Language Study & Reference

This is a sequel to Ramiro’s best-selling Instructor’s Notebook: How to apply TPR for best results. Each student has simple exercises that the student can do at home by themselves. The more your students do on their own, the more fluent they become in the target language. Ramiro shares tips and tricks that he discovered about TPR during 28 years of teaching Spanish to students of all ages, including adults. That stunning success inspired his students to honor him with awards of The Most Memorable Teacher and Outstanding Teacher of the Year. Ramiro guides you step by step with TPR lessons you can use in any language to keep your students engaged day after day. Many games, dialogues, and even tests are included. When language teachers asked Ramiro for more, he produced The Graphics Book in your choice of English, Spanish, French or German. Ramiro’s TPR Bingo is the game that his students asked to play over and over. For a solid understanding of the powerful linguistic tool of TPR, Ramiro recommends you use his books and games after you have read Dr. James J. Asher’s classic book, Learning Another Language Through Actions, now in its 7th edition. Dr. Asher discovered the Total Physical Response (known world wide as TPR.) Recently, Buddhist monks in a monastery in Northern India contacted Dr. Asher to say they were users of TPR and invited him to come visit.

Instructor's Notebook: TPR Homework Exercises

Garcia, Ramiro

English as a Second Language

TPR Storytelling Student Book, Spanish Year 1 is used with with TPR Storytelling Teacher's Guidebook, also by Todd McKay. My name is Todd McKay. I teach middle school students in Pennsylvania. My subject is Spanish and I have been doing this for many years. "Teaching" Spanish is easy but it bothered me that "learning" Spanish is difficult for students. I searched for a way to make the equation equal - that is, learning should be as easy for students as teaching the subject was for me. The answer I discovered is TPR. I discovered this in 1992 during my first year teaching when I felt like I was pounding my head against a wall and was about ready to quit. TPR was CPR for my career. When I tried TPR for the first time, I was thrilled that it actually worked. Within minutes, my beginning students were not listening to "noise" coming from my mouth, but messages they could understand with no translation. It was instant understanding of an "alien" language. They understood and to my amazement, actually enjoyed the learning process. For the first time, I observed students excited to be learning. What happened was this: after three weeks, the novelty wore off. Dr. James J. Asher, the originator of TPR, calls this adaptation. For more on this phenomenon and how to cope with it, read his book Learning Another Language Through Actions, now in the 7th edition, with more than 60,000 copies in print throughout the world. You know that students have adapted (that is, they are no longer responding) when they mutiny with comments such as: "If you ask me to perform one more time, I will throw up in the wastebasket" or "Please, no more. I have a terrible headache." The simple answer, as Dr. Asher recommends, is "Never stay with any novelty too long. Switch to a different activity frequently." One of the "different activities" that worked with my students is storytelling. So what I want to share with you is a technique for switching between two powerful tools, classic TPR and TPR storytelling, to keep the students excited with the learning process. They internalize the target language in chunks rather than word by word memorization. Along the way, I will share other ways to switch activities to guarantee a successful learning experience for your students.

TPR Storytelling Student Book - Spanish Year 1 (Spanish Edition)

McKay, Todd

TPR Storytelling Student Book, Spanish Year 2 is used with with TPR Storytelling Teacher's Guidebook, also by Todd McKay. My name is Todd McKay. I teach middle school students in Pennsylvania. My subject is Spanish and I have been doing this for many years. "Teaching" Spanish is easy but it bothered me that "learning" Spanish is difficult for students. I searched for a way to make the equation equal - that is, learning should be as easy for students as teaching the subject was for me. The answer I discovered is TPR. I discovered this in 1992 during my first year teaching when I felt like I was pounding my head against a wall and was about ready to quit. TPR was CPR for my career. When I tried TPR for the first time, I was thrilled that it actually worked. Within minutes, my beginning students were not listening to "noise" coming from my mouth, but messages they could understand with no translation. It was instant understanding of an "alien" language. They understood and to my amazement, actually enjoyed the learning process. For the first time, I observed students excited to be learning. What happened was this: after three weeks, the novelty wore off. Dr. James J. Asher, the originator of TPR, calls this adaptation. For more on this phenomenon and how to cope with it, read his book Learning Another Language Through Actions, now in the 7th edition, with more than 60,000 copies in print throughout the world. You know that students have adapted (that is, they are no longer responding) when they mutiny with comments such as: "If you ask me to perform one more time, I will throw up in the wastebasket" or "Please, no more. I have a terrible headache." The simple answer, as Dr. Asher recommends, is "Never stay with any novelty too long. Switch to a different activity frequently." One of the "different activities" that worked with my students is storytelling. So what I want to share with you is a technique for switching between two powerful tools, classic TPR and TPR storytelling, to keep the students excited with the learning process. They internalize the target language in chunks rather than word by word memorization. Along the way, I will share other ways to switch activities to guarantee a successful learning experience for your students.

TPR Storytelling Student Book - Spanish Year 2 (Spanish Edition)

TPR Storytelling Student Book, English Year 1 is used with with TPR Storytelling Teacher's Guidebook, also by Todd McKay.   My name is Todd McKay. I teach middle school students in Pennsylvania. My subject is Spanish and I have been doing this for many years. "Teaching" Spanish is easy but it bothered me that "learning" Spanish is difficult for students. I searched for a way to make the equation equal - that is, learning should be as easy for students as teaching the subject was for me. The answer I discovered is TPR. I discovered this in 1992 during my first year teaching when I felt like I was pounding my head against a wall and was about ready to quit. TPR was CPR for my career. When I tried TPR for the first time, I was thrilled that it actually worked. Within minutes, my beginning students were not listening to "noise" coming from my mouth, but messages they could understand with no translation. It was instant understanding of an "alien" language. They understood and to my amazement, actually enjoyed the learning process. For the first time, I observed students excited to be learning. What happened was this: after three weeks, the novelty wore off. Dr. James J. Asher, the originator of TPR, calls this adaptation. For more on this phenomenon and how to cope with it, read his book Learning Another Language Through Actions, now in the 7th edition, with more than 60,000 copies in print throughout the world. You know that students have adapted (that is, they are no longer responding) when they mutiny with comments such as: "If you ask me to perform one more time, I will throw up in the wastebasket" or "Please, no more. I have a terrible headache." The simple answer, as Dr. Asher recommends, is "Never stay with any novelty too long. Switch to a different activity frequently." One of the "different activities" that worked with my students is storytelling. So what I want to share with you is a technique for switching between two powerful tools, classic TPR and TPR storytelling, to keep the students excited with the learning process. They internalize the target language in chunks rather than word by word memorization. Along the way, I will share other ways to switch activities to guarantee a successful learning experience for your students.

TPR Storytelling Student Book - English Year 1

TPR Storytelling Student Book, English Year 2 is used with with TPR Storytelling Teacher's Guidebook, also by Todd McKay. My name is Todd McKay. I teach middle school students in Pennsylvania. My subject is Spanish and I have been doing this for many years. "Teaching" Spanish is easy but it bothered me that "learning" Spanish is difficult for students. I searched for a way to make the equation equal - that is, learning should be as easy for students as teaching the subject was for me. The answer I discovered is TPR. I discovered this in 1992 during my first year teaching when I felt like I was pounding my head against a wall and was about ready to quit. TPR was CPR for my career. When I tried TPR for the first time, I was thrilled that it actually worked. Within minutes, my beginning students were not listening to "noise" coming from my mouth, but messages they could understand with no translation. It was instant understanding of an "alien" language. They understood and to my amazement, actually enjoyed the learning process. For the first time, I observed students excited to be learning. What happened was this: after three weeks, the novelty wore off. Dr. James J. Asher, the originator of TPR, calls this adaptation. For more on this phenomenon and how to cope with it, read his book Learning Another Language Through Actions, now in the 7th edition, with more than 60,000 copies in print throughout the world. You know that students have adapted (that is, they are no longer responding) when they mutiny with comments such as: "If you ask me to perform one more time, I will throw up in the wastebasket" or "Please, no more. I have a terrible headache." The simple answer, as Dr. Asher recommends, is "Never stay with any novelty too long. Switch to a different activity frequently." One of the "different activities" that worked with my students is storytelling. So what I want to share with you is a technique for switching between two powerful tools, classic TPR and TPR storytelling, to keep the students excited with the learning process. They internalize the target language in chunks rather than word by word memorization. Along the way, I will share other ways to switch activities to guarantee a successful learning experience for your students.

TPR Storytelling Student Book - English Year 2

TPR Storytelling Student Book, English Year 3 is used with with TPR Storytelling Teacher's Guidebook, also by Todd McKay. My name is Todd McKay. I teach middle school students in Pennsylvania. My subject is Spanish and I have been doing this for many years. "Teaching" a language is easy but it bothered me that "learning" a language is difficult for students. I searched for a way to make the equation equal - that is, learning should be as easy for students as teaching the subject was for me. The answer I discovered is TPR. I discovered this in 1992 during my first year teaching when I felt like I was pounding my head against a wall and was about ready to quit. TPR was CPR for my career. When I tried TPR for the first time, I was thrilled that it actually worked. Within minutes, my beginning students were not listening to "noise" coming from my mouth, but messages they could understand with no translation. It was instant understanding of an "alien" language. They understood and to my amazement, actually enjoyed the learning process. For the first time, I observed students excited to be learning. What happened was this: after three weeks, the novelty wore off. Dr. James J. Asher, the originator of TPR, calls this adaptation. For more on this phenomenon and how to cope with it, read his book Learning Another Language Through Actions, now in the 7th edition, with more than 60,000 copies in print throughout the world. You know that your students have adapted (that is, they are no longer responding) when they mutiny with comments such as: "If you ask me to perform one more time, I will throw up in the wastebasket." or "Please, no more. I have a terrible headache." The simple answer, as Dr. Asher recommends, is "Never stay with any novelty too long. Switch to a different activity frequently." One of the "different activities" that worked with my students is storytelling. So what I want to share with you is a technique for switching between two powerful tools, classic TPR and TPR Storytelling, to keep the students excited with the learning process. They internalize the target language in chunks rather than word by word memorization. Along the way, I will share other ways to switch activities to guarantee a successful learning experience for your students.

TPR Storytelling Student Book - English Year 3

TPR Storytelling Student Book, French Year 1 is used with with TPR Storytelling Teacher's Guidebook, also by Todd McKay. My name is Todd McKay. I teach middle school students in Pennsylvania. My subject is Spanish and I have been doing this for many years. "Teaching" a language is easy but it bothered me that "learning" a language is difficult for students. I searched for a way to make the equation equal - that is, learning should be as easy for students as teaching the subject was for me. The answer I discovered is TPR. I discovered this in 1992 during my first year teaching when I felt like I was pounding my head against a wall and was about ready to quit. TPR was CPR for my career. When I tried TPR for the first time, I was thrilled that it actually worked. Within minutes, my beginning students were not listening to "noise" coming from my mouth, but messages they could understand with no translation. It was instant understanding of an "alien" language. They understood and to my amazement, actually enjoyed the learning process. For the first time, I observed students excited to be learning. What happened was this: after three weeks, the novelty wore off. Dr. James J. Asher, the originator of TPR, calls this adaptation. For more on this phenomenon and how to cope with it, read his book Learning Another Language Through Actions, now in the 7th edition, with more than 60,000 copies in print throughout the world. You know that students have adapted (that is, they are no longer responding) when they mutiny with comments such as: "If you ask me to perform one more time, I will throw up in the wastebasket" or "Please, no more. I have a terrible headache." The simple answer, as Dr. Asher recommends, is "Never stay with any novelty too long. Switch to a different activity frequently." One of the "different activities" that worked with my students is storytelling. So what I want to share with you is a technique for switching between two powerful tools, classic TPR and TPR Storytelling, to keep the students excited with the learning process. They internalize the target language in chunks rather than word by word memorization. Along the way, I will share other ways to switch activities to guarantee a successful learning experience for your students.

TPR Storytelling Student Book - French Year 1 (French Edition)

TPR Storytelling Teacher's Guide Book - Spanish, Year 1 - Year 2 - Year 3 is used with the TPR Storytelling Student Books in Spanish, also by Todd McKay. My name is Todd McKay. I teach middle school students in Pennsylvania. My subject is Spanish and I have been doing this for many years. "Teaching" Spanish is easy but it bothered me that "learning" Spanish is difficult for students. I searched for a way to make the equation equal - that is, learning should be as easy for students as teaching the subject was for me. The answer I discovered is TPR. I discovered this in 1992 during my first year teaching when I felt like I was pounding my head against a wall and was about ready to quit.TPR was CPR for my career. When I tried TPR for the first time, I was thrilled that it actually worked. Within minutes, my beginning students were not listening to "noise" coming from my mouth, but messages they could understand with no translation. It was instant understanding of an "alien" language. They understood and to my amazement, actually enjoyed the learning process. For the first time, I observed students excited to be learning. What happened was this: after three weeks, the novelty wore off. Dr. James J. Asher, the originator of TPR, calls this adaptation. For more on this phenomenon and how to cope with it, read his book Learning Another Language Through Actions, now in the 7th edition, with more than 60,000 copies in print throughout the world.You know that students have adapted (that is, they are no longer responding) when they mutiny with comments such as: "If you ask me to perform one more time, I will throw up in the wastebasket" or "Please, no more. I have a terrible headache." The simple answer, as Dr. Asher recommends, is "Never stay with any novelty too long. Switch to a different activity frequently." One of the "different activities" that worked with my students is storytelling. So what I want to share with you is a technique for switching between two powerful tools, classic TPR and TPR storytelling, to keep the students excited with the learning process. They internalize the target language in chunks rather than word by word memorization. Along the way, I will share other ways to switch activities to guarantee a successful learning experience for your students.

TPR Storytelling Teacher's Guidebook - Spanish: Year 1 - Year 2 - Year 3 (Spanish Edition)

See the best price to sell, buy or rent books by the Sky Oak Productions publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Sky Oak Productions