Effective methods in teaching english language for young learners

Student roles
In Total physical response, students have the primary roles of listener and performer. They listen carefully and physically respond to commands given by the teacher. Students must answer individually and collectively. Students have little influence on the content of education because the content is determined by the teacher, who must follow the imperative format of the lesson. Students should also recognize and respond to new combinations of previously taught elements:
New words are a recombination of the components you used in a direct exercise. For example, teacher tells students, "Walk to the table!" and "Sit in the chair!". These are familiar to students because they have practiced answering them. Now, if teachers amaze a person with an unfamiliar statement teachers have created by combining familiar elements, will the student understand (e.g., “Sit at the table!”).
Students also need to create their own new combinations. Students monitor and evaluate their progress. They are encouraged to speak when they are ready to speak, that is, when they have mastered the basics of the language.
Teacher roles
The teacher plays an active and direct role in the overall physical response. "The teacher is the director of the stage play where the students are actors." It is the teacher who decides what to teach, who models and presents new materials, and selects auxiliary materials to use in the classroom. The teacher is encouraged to be well-prepared and well-organized so that the lesson is trouble-free and predictable. Asher recommends ⁷detailed lesson plans: "It's a good idea to write down the words you use, and especially the new commands, because the action moves so fast that you usually don't have time to create it on your own." Classroom Interactions and Even When Students Interact with Other Students, the teacher usually initiates interactions. As an example; Teacher takes the box of rice, pass it to Miguel, and ask Miguel to read the price.
Asher emphasizes ⁸that the role of the teacher is not to teach, but to create opportunities for learning. The teacher is responsible for ensuring the best exposure to the language so that the learner incorporates the basic rules of the target language. Thus, the teacher controls the language information that students receive and provides the raw material for the “cognitive map” that students create in their minds. The teacher should also allow students to develop their speaking skills at a natural pace.
When giving feedback to students, the teacher should follow the example of parents giving feedback to their children. At first, parents correct very little, but as the child grows older, parents tolerate fewer mistakes in speech. Similarly, teachers should avoid too many corrections in the early stages and not stop to correct mistakes as this will hinder students. However, over time, more teacher intervention is expected as students ’speech becomes“ fine-tuned ”.
Teachers about expectations that may hinder the successful implementation of TPR principles. First of all, the “illusion of simplicity” that the teacher underestimates the difficulties associated with learning a foreign language. This leads to very rapid growth and does not provide a gradual transition from one training phase to another. The teacher should also avoid too narrow a tolerance for mistakes in speech.
Teachers start with a wide tolerance for mistakes in student speech, but tolerance decreases as the lesson progresses ,will be able to recycle. Initially, there are almost no units of attention to hear the teacher trying to correct speech disorders. All the focus is on creating the words. Therefore, the student cannot effectively participate in the teacher’s corrections.