Total Physical Response Storytelling is a method developed by Mr. Blaine Ray in 1990 based on the theory and practice of James Asher, who had earlier developed Total Physical Response as a method of foreign language instruction.

TPR Storytelling is a method for teaching foreign languages that has proven to be profoundly successful with students of all ages and all abilities. The pedagogical underpinnings of the method are mastery learning applied to the principles of foreign/second language acquisition. The fundamentals of the language are developed while teaching vocabulary and structures in student-centered and personalized stories.

TPRS is changing the way teachers and students view their language classes. Through TPRS, teachers find that they can teach a wide range of students in a relaxed learning environment to comprehend, speak, read and write in a foreign/second language within a shorter period of time than through more traditional methods. Grammatical accuracy is developed through meaningful, natural language learning activities.

Some of the major characteristics of TPRS:
◇Target language is spoken 95% of the class time even in beginning level classes;
◇Comprehensible input of the target language is provided for the students repeatedly and in a variety of ways;
◇It introduces the vocabulary through a variety of categories, providing students with the tools they need to communicate in a very early stage;
◇Complicated sentence structures are introduced very early on;
◇It accommodates a variety of learning styles;
◇It lends itself well to differentiated instruction practices;
◇Students’ mastery of communication skills is palpable very early in the learning process.

This series of textbooks consists of four books, which are specially designed for Chinese language classes where Total Physical Response Storytelling method is used. The books can be used for either middle school or high school learners. The focus should be on the learner’s mastery of basic communication skills. The four language skills: listening, speaking, reading and writing are all reinforced through the story telling activities. The written form of the Chinese language is also introduced at an early stage but according to the natural development of the learning process, from simple to complex.

Most frequently-used words and phrases have been identified as target phrases to use as the focus of learning. They are presented in the format of mini-stories and can be used in students ’personalized stories to reinforce the language skills in a variety of ways. The context of the story makes the mastery of the language much easier. This specially-designed language environment provides students with exciting and non-threatening learning opportunities.

Each book in the series will take approximately 80-100 hours of instructional time. Of course, how much time should be the best for a particular group of students should depend on how the book is used and on the ability of the particular students. To accompany this series, there will be a series of teachers’ reference books, which will include guidelines for using the books effectively and suggestions of learning activities.