1. Recurrent Action Grammar
Achieving
Acquisition and Fluency
in the TPR Classroom
Presented by
Elizabeth Kuizenga Romijn
2. Recurrent Action Grammar
is
Repetition and Context
It is a method of repeating grammar lessons weekly, each time in a different context, in order to reinforce
the grammar in the context of each new lesson.
Context
Recurrent Action Grammar uses contextual situations, often with props. What is meant by context here
is language in relation to physical activities in real time. Something is actually happening in the
classroom, and the teacher and students refer to the action in the present progressive tense if the action is
occurring at the same time that it is being spoken of, in the future if the action is being planned for later
on, and in the past tense if the action is already completed. With Recurrent Action Grammar, exercises
are strictly in context! This ensures that the words being uttered are always meaningful and
communicative, and contribute to true language acquisition every time.
Repetition
While most language courses have a different vocabulary and a different set of grammar points to be
studied in each chapter or unit, Recurrent Action Grammar repeats the exercise of each grammar point
in subsequent chapters, but each time in the context of a new situation with new vocabulary. This
consistent repetition of the grammar points as comprehensible aural input ensures actual acquisition of
them, rather than merely learning about them.
Begin with Vocabulary
Introduction of the Action Series
1. Setting the Scene—so students understand where they are, who they are.
2. Initial demonstration of series—may be the whole class, or one student responding to the teacher's
imperatives. Makes a strong impression, a vivid image in the students' minds.
3. Group live action—students all respond to the commands—actively use and experience the language
without being required to speak
4. Written copy—students see the words written (omit for preadolescents). Strikes students with how much
English they have just understood.
5. Oral repetition and question/answer period—pronunciation practice—students are motivated by
context to focus in and understand and pronounce each word well.
6. Students producing, teacher or other students responding to imperatives—teachermonitored.
7. Pairpractice—students experience the power of communicating in English and having their
utterances acted upon by another person; something actually occurs in response to their English.