TPR application in english teaching method to promote students interest and ocabularies and sentence patterns memory for grade 4

With the passion and the love for teaching English, I have studied and developed the research: “TPR application in teaching vocabularies and sentence patterns to promote 4 th students’ i

1 INTRODUCTION 1.1 Reasons for choosing the topic

Learning a foreign language means getting insight of another language, which is considered as the expression of innermost thought, emotions and desire, especially the daily communication and inquiring progress of verbal language since childhood In the other words, it is an attainment of another language excepted for mother tongue Gaining the knowledge of a foreign language, particularly English, requires a high sense of preseverance, passion and interest In contrast, people may face to boredom, humdrum feeling and the quick surrender from personal pursuit and new approach of language This is the exactly true when applying for primary-school students Therefore, teaching method creating the huge affection and excitement with a foreign language, peculiarly native language becomes my constant concern

One of the children - inspiring methods related to effective English communication is TPR TPR is stood for total physical response It was invented

by professor James Asher in the 1960s This method is then widely adopted in schools and language centers all around the world It is based on combined principles of audible actions, observation and physical movement The repetition reinforces children’s remembrance in terms of vocabulary and imitation of application The coordination between language and realistic practice stimulates cerebral hemisphere controlling movement This promotes learner’s language acquisition and inhibition reduction Language communication process through sound, image and physical response creates a stronger link between the cerebral and language This leads to the increase of long memory

Thanks to this provement, in my opinion, TPR is one of the significant method enhancing English teaching quality This improves students’ learning excitement and better language memory With the passion and the love for teaching English, I have studied and developed the research: “TPR application

in teaching vocabularies and sentence patterns to promote 4 th students’ interest ”

1.2 The purpose of research

- The research applies the methods of teaching vocabulary and model

sentence to involve students in learning English well

- Promote students’ excitement, passion and concentration during teaching time

- Motivate proactive creation of students

- Improve and develop listening and comprehensive skill

1.3 The object of research

In this project I applied alternately to the lessons and has performed for Students in grades 4 of primary school

1.4 The methods of research

In order to implement this initiative I have chosen some of the following methods:

- Read documents the research- related issues

- Using research methods, synthesis problem

- Survey methods for comments

- The method of conversation

- The method of assessment

2 CONTENT 2.1 Theoretical basis:

Primary education (from the age of 6 to 12) is the first education level which students can approach officially for learning English is the second language Children always receive interestingly learning new things English love is the fundamental platform to acquire this language For this purpose, it is essential that we should deeply understand spychological personality of children

- Firstly: Children directly acquire language through listening

- Secondly: Learning through integration between learning and playing Children never focus on discovering new words They just consider as a accidental approach

- Thirdly: Children are fond of language learning through verbal communication, imitation and creation of funny sound

- Fourthly: Children reach english without any purpose They do not recognize their language learning process Providing a nature reason for this is vital

- Fifthly: Children may gain easily their interest in something; however, they can lose it immediate for the repeated activities

- Sixthly: Children can learn from direct experiences and activities

Based on the background about mental characteristics of children, english-learning conduction for children with the diversified methods and ways is on the essential demand

2.2 Current status of the problem

In the early years of English teaching, I was obviously embarrassed when I recognized that my students were not motivated by the highly enthusiastic feelings during English lessons This was an underlying result of the identical activities during studying time named Reading-Translating-Noting In addition,

the number of students was extremely large in each class with the huge gap of performance levels This leaded to difficulties in knowledge instruction and teaching-method application Besides, there were a number of students being painfully shy, passive or inflexible in vocabulary learning Therefore, the chance

of memorizing new words immediately after class was impossible for my students

During the period of time from 2019-2020, I conducted for my own a survey about the memory capacity of words and sentence structures through peculiar tests with different ways in 4A3 class (with 40 students) and 4A6 class (with 44 students) The table bellowed illustrated the consequence of application

Class/

Number

of

students

Studying excitement (%) Performance result (%)

Being excited OK

Being unexcited

Being well completed

Being completed

Being incompleted

4A3/40 8

20%

23 57,5%

9 22,5%

10 25%

25 62.5%

5 12,5%

4A6/44 8

18,2%

26 59,1%

10 22,7%

10 22,7%

28 63,7%

6 13,6%

It is evident that the percentage of students who catched the interest learning was significantly low, at 20% (in 4A3) and 18.2% (in 4A6) respectively In contrast, the figures for less interest mood or lacking of excitement accounted for the remarkable proportion Therefore, performace outcome experienced a big disparity In particular, only 25% of students completed with the good performance, while the number of students with completion results consisted of 62.5% (4A3 class) and 63,7% (4A6 class)

There are a variety of reasons leading to this situation; however, the main one for limitation of communication is limited capacity of word and sentence structure memory

2.3 Solution

2.3.1 TPR application as regular activity to stablize and reorganize class situation.

- Purpose:

+ Ensure perfect organized class and help students get acquaintance with daily class communication

+ Accelerate learners with reflection

- Preparation: without any teaching equipments

From the first lecture of new schoolyear, I proactively instructed students imperatives with appropriate actions which were used regularly in class For example:

+ Stand up, please

+ Sit down, please

+ Open your book, please

+ Close your book, please

+ Raise your hand

+ Clap your hand

+ Be quiet, please

Teacher with imperative instruction Teacher with imperative instruction “ Raise your hand” “ Stand up, please”.

* Notes: These imperatives can be applied continuously in class to catch

attention of students or require relative lesson tasks

2.3.2 TPR application through English songs

2.3.2.1 The applied warm-up songs

- Purpose:

+ Create the animated atmosphere and high concentration in class

+ Promote excitement for student from the beginning of lesson

- Preparation: Teacher prepares in advace some appropriate songs and

suitable actions for the beginning time

During the teaching period of time, I used some of the warm-up songs to motivate students’ interest such as:

+ Head, shoulders, knees and toes.

Teacher and students sing “Head, shoulders, knees and toes”.

+ Follow me.

1 Follow me, follow me

Hands up, hands up

Follow me, follow me

Hands down, hands down

Follow me, follow me

Wave your arms

Follow me, follow me

Bend your knees

2 Follow me, follow me Turn right, turn right

Follow me, follow me Turn left, turn left

Follow me, follow me

Jump up and down

Follow me, follow me

Turn around.

* Notes: Teachers can apply different song related to the previous lesson or

the lesson before yesterday in purpose of enhancing learned knowledge or introducing the next topic

2.3.2.2 The applied songs during teaching time.

- Purpose: Motivate students remember new vocabulary and sentence

structure through songs

- Preparation: Teacher prepared in advance some suitable actions applied

for these songs

For example:

+ Song in part 6 Let’s sing of Unit 5: Can you swim?

( Studens’book 4 – Viet Nam education publishing house) + Song in part 5 Let’s sing of Unit 6: Where’s your school?

( Studens’book 4 – Viet Nam education publishing house) + Song in part 5 Let’s sing of Unit 9: What are they doing? ( Studens’book 4 – Viet Nam education publishing house) What are they doing?

What are they doing?

What are they doing?

They are painting a picture.

That’s what they’re doing.

What are they doing?

What are they doing?

They are making a puppet.

That’s what they’re doing.

In addition, students have the right access to integration between phrasal

verbs and actions earlier.( paint a picture, make a puppet)

2.3.2.3 The applied songs at the end of teaching time.

- Purpose: Stimulate word enhancement of students and learning atmosphere

change

Teachers can apply some goodbye songs before the end of the lesson: + The goodbye songs for children ( Dream English )

This is an image in song with precise actions

+ Fun Action - What can you do? ( Dream English )

( can be applied in Unit 5: Can you swim?)

This is an image in song with precise actions.

* Notes: Teachers select songs in the consideration of harmony between the

contents of songs and learned topics It is not on the requirement of elaborate preparation; however, the motivated active atmosphere is on the high demand of priority

2.3.2.4 The applied songs are to change long state of actions.

- Purpose: Create the animated atmosphere and learning atmosphere

change For example:

Teacher: “Now class! Follow me

Clap your hands

Clap your hands

Slap your legs

Slap your legs

Stamp your feet

Stamp your feet

Snap your fingers

Snap your fingers

Nod your head

Nod your head

OK You are doing very well Now let’s sing a song:

If you’re happy and you know it clap your hands.

If you’re happy and you know it clap your hands.

If you’re happy and you know and you really want to show

If you’re happy and you know it clap your hands.”

- Do the same with other actions

2.3.3 TPR application for introduction and enhancement during vocabulary and sentence structure teaching.

- Purpose: Introduce new words and sentence structures, parallel to

vocabulary examination; help students remember and support to apply in communication

2.3.3.1 TPR application for introduction new words and structure.

Here is a highlighted example about application TPR into word and structure introduction In Unit 5 – “Can you swim?”, there are some new vocabularies and sentence patterns relating to content of activities Instead of following the old boring method as Reading-Translating-Noting, I decided to implement combination of words with relevant particular actions for teaching method Instruct student to read words and sentence structure connecting with illustrate actions (body language) Example:

“Swim – I can swim ” “ Skip – I can skip.”

“Play table tennis “Play the piano.

I can play table tennis.” I can play the piano.”

2.2.3.2 TPR application for knowledge reinforcement.

I integrate physical games with body language into lesson activities There are some common activities games used during my TPR application:

+ Guess the actions (Guess words through illustrating actions) I

demonstrate meaning of several couples of antonyms in Unit 4 – “What does he look like?” through nonverbal communication Students are on the demand of

observing, comprehending and responding correlated words after my illustration

(tall – short, old – young, slim – big) When teaching students the way to

approach these adjectives, I applied TPR method For particular, I put my hands

up over my head with “ tall” word; and I put my hands down with “ short” word Therefore, my students can guess the exact words I also applied this for another words

tall short slim big old young

+ Action imitation (Listen and imitate) The outstanding example is in Unit

5 – “Can you swims?” Before this activity, students have a chance to access

knowledge about to-do capability through vocabulary and sentence structure

with “Can” Their responsibilities are to react my sentence in response of their gesture and body movement These actions are totally guided and instructed

during the previous learning time For instance, when I say that “I can swim/ I can sing/ I can play badminton/ I can play football”, students immediately apply

their nonverbal signals to describe meaning of that mentioned sentence

+ Simon says: The coaching gamer who is designated Simon would tell players what they must do However, players just follow and obey the command that begin with “Simon says” Anyone who ignores regulation can be out of game For elementary-school students, the activity of integration between commands and actions helps them clearly observe and easily imitate without remembering rules of game Thanks to this activity, students broaden their opportunities to nourish their concentration, memory skill, self-controll ability and body and cerebral flexibility

Here is an application for this game:

Unit 9: What are they doing?

Simon says, read a text.

Simon says, listen to music.

Linda says, draw a picture.

Simon says, write a dictation.

Peter says, play badminton.

* Notes: Teachers can create and invent the variety of game for

implementation