Effective methods in teaching english language for young learners

The role of teaching materials
The Total physical response course usually lacks the main text. Materials play an increasing role in the later stages of learning. Lessons for absolute beginners may not require the use of materials, as the teacher’s voice, actions, and gestures may be sufficient grounds for classroom practice. The teacher can then use common classroom objects such as books, pencils, glasses, and furniture. As the course progresses, the teacher will need to prepare or collect supporting materials to support the learning points. This can include pictures, slides, and word charts. Asher ⁹has developed TPR student packages for specific situations such as home, supermarket, beach. Students can use kits to build scenes (e.g., “Put the pen in the kitchen”).
TPR works well when teaching: There are some points that it is found an essential way when TPR is used in a classroom.
- vocabulary , particularly verbs.
- Difficult to explain actions (think wiggle, slide, launch)
- Storytelling and narrative language
- Imperatives and classroom language.
Assessment of TPR
Assessment is constant. You don’t move on to the next step until you know that most of your students understand the current commands. Matching pictures with statements. Match actions with commands. Teacher says a command and either teacher or another person acts out a command. If the action matches the words, the students check YES or RIGHT on an answer sheet. Teacher say a command and the students write it out in English. Teacher says a command and the students draw it out. Teacher say a command and the students act it out. (This is time consuming)Logical/Illogical sentences: Teacher says a command and the students need to determine if the command is logical or not.
How to use TPR in class:
Here is a basic method for using Total Physical Response in the classroom:
- The teacher performs an action, both demonstrating and saying it (e.g., “I’m brushing my teeth,”). Be prepared to exaggerate, use gesture, facial expressions, and props if necessary
- Call on the students to repeat the action
- Repeat once more again
- Write the verb/phrase on the board
Procedure
a lesson by lesson account of a course taught according to TPR principles, which serves as a source of information on the procedures used in the TPR classroom. The course was for adult immigrants and consisted of 159 hours of classroom instruction. The sixth class in the course proceeded in the following way:
Review. This was a fast-moving warm-up in which individual students were moved with commands such as: Pablo, drive your car around Miako and honk your horn.
- Jeffer, throw the red flower to Maria.
- Maria, scream.
- Rita, pick up the knife and spoon and put them in the cup.
- Eduardo, take a drink of water and give the cup to Elaine.
New commands. These verbs were introduced.
- Next, the instructor asked simple questions which the student could answer with a gesture such as pointing. Examples would be:
- Where is the towel? [Eduardo, point to the towel!]
- Where is the toothbrush? [Miako, point to the toothbrush!]
- Where is Dolores?