MASARYK UNIVERSITY BRNO Application of Total Physical ...

MASARYK UNIVERSITY BRNO

PEDAGOGICAL FACULTY

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

Application of Total Physical Response

method in teaching fifth form pupils of

primary school

Bachelor work

Brno 2009

Supervisor: Autor: Mgr. Naděžda Vojtková Jana Machová

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Bibliografický záznam

MACHOVÁ, Jana. Application of TPR method in teaching fifth form pupils of

primary school: Bachelor theses. Brno: Masaryk university, Faculty of Education,

English language and literature Department, 2009. 72 pp. Supervisor: Mgr Naděžda

Vojtková.

Anotace

Bakalářská práce „Využití TPR metody ve výuce žáků páté třídy základní školy“

pojednává o využití kombinace pohybu a poslechových dovedností k rychlému

upevnění slovní zásoby a přirozenému rozvoji konverzačních dovedností.

Annotation

Bachelor thesis „ Application of TPR method in teaching fifth form pupils of

primary school “ deals with the use of the combination of body movement and listening

skills to fast improvement of vocabulary and natural development of conversational

skills.

Klíčová slova

Úplná fyzická odezva, schopnost chápání, porozumění, akce, řeč těla, pátá třída,

legrace.

Keywords

Total Physical Response, comprehension, action, body-language, fifth form, fun.

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Declaration

I declare that I wrote this thesis on my own and that I used only the sources listed in

the bibliography.

I agree with depositing of my bachelor work in library of the Faculty of Education at

the Masaryk University and with the access for academic purposes.

Brno, 7 April 2009 Jana Machová

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Acknowledgements

I would especially like to thank my supervisor Mgr. Naděžda Vojtková for her

valuable advice and patient approach she had with me while I was writing my bachelor

theses.

Jana Machová

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Content

INTRODUCTION .................................................................................................................... 7

1. THEORETICAL PART .................................................................................................. 8

1.1 LANGUAGE ................................................................................................................ 10

1.2 SPEAKING AND LISTENING ......................................................................................... 10

1.3 READING AND WRITING ............................................................................................. 11

1.4 GRAMMAR AND PRONUNCIATION .............................................................................. 12

1.5 LEARNER’S ROLES ..................................................................................................... 12

1.6 TEACHER’S ROLES ..................................................................................................... 14

1.6.1 Basic instructions for TPR activities .................................................................... 15

1.7 MATERIAL USED IN TPR LEARNING ........................................................................... 17

2. PRACTICAL PART ...................................................................................................... 19

2.1 INRODUCTION IN TO PRACTICAL PART ....................................................................... 19

2.2 LESSON PLAN ON VERB TO BE AND HAVE GOT .......................................................... 19

2.3 LESSON PLAN ON NUMBERS ....................................................................................... 25

2.4 LEARNING VOCABULARY THROUGH TPR .................................................................. 26

2.5 REVISION OF VOCABULARY THROUGH TPR .............................................................. 29

2.6 LESSON PLAN FOR PRESENT CONTINUOUS TENSE ....................................................... 31

2.7 FANCY PEXESO IN LANGUAGE TEACHING .................................................................. 33

CONCLUSION ....................................................................................................................... 37

RESUMÉ ................................................................................................................................. 38

WORK CITATED PAGE ..................................................................................................... 39

APPENDICES ........................................................................................................................ 41

APPENDIX 1 QUESTIONS FOR STUDENT´S SELF-EVALUATION ............................................... 41

Appendix 1a Sample text describing the monster .......................................................... 42

APPENDIX 2 EVALUATION TEST .......................................................................................... 43

Appendix 2a Song 1 ........................................................................................................ 44

Appendix 2b Song2 ......................................................................................................... 44


Appendix 3a Simple questions ........................................................................................ 46

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Appendix 3b Guide to be followed ................................................................................. 46


Appendix 4a Sample text describing the monster .......................................................... 48

APPENDIX 5 QUESTIONS FOR STUDENT´S SELF-EVALUATION .............................................. 49

Appendix5a Cards to be used in the lesson .................................................................... 51

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Introduction I have chosen topic of my bachelor work first on account of my prior teaching

experience as I believe it could serve me as a handbook into the

Total Physical Response (TPR) method once I revert to teaching young learners, second

I believe it may be helpful to my current colleagues and would give them some ideas

about the Total Physical Response (TPR) method which I see as a very natural and

enjoyable way of getting pupils to love English and improve their attitudes towards

learning.

Currently I am teaching English at secondary school but in years 2002 - 2006 I

worked as a teacher at primary school. During that time I have found highly enjoyable

teaching pupils from nine years old to teenagers but most of all I enjoyed teaching the

younger ones.” Why”? There can be many reasons for teaching young children starting

with their interest in new subject which English is to them. Further this new subject

offers a space for an adventure in which children can apply their natural enthusiasm for

games, songs and acting. There is also still lasting interest in adult’s imitation and

growing inquisitiveness that can rise positive motivation. Altogether this can be well

utilized since children’s ability to acquire the language as their mother tongue is

according to Dr. Asher’s TPR theory based on simple commands and body-language

conversation which parents use from when their baby is born and which teachers can

avail after children accede the school.

Besides every child needs to experience a success which, in my opinion, is vital for

further language acquisition. Therefore I see TPR not only as a very natural and

enjoyable way of getting pupils to love English but also as the way of their specific

learning skills improvement.

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1. THEORETICAL PART

The Total Physical Response (TPR) is a language teaching method developed by Dr.

James Asher, a professor of psychology, in the early sixties. Due to his film making

experience, TPR was made into a documentary which helped Asher to get a federal

research grant for his further work since the authorities rejected his requests as they did

not understand how this method worked when it was presented in written form.

Thereupon TPR was spread all over the world and has become one of the most effective

teaching methods (Asher 1-22).

Its usefulness is given by natural coordination of speech and action that is presented

by body language whose importance is best characterized by the below mentioned

Chinese proverb.

Tell me and I will forget,

show me and I may remember,

involve me and I will learn.

Asher uses right physical involvement that shifts newly learned information into

long-term recall. He explains his theory on the natural way that an infant acquires

language first through listening as the baby is not able to speak when it is born. This

period from infancy to about 18 months is called “the silent period” (qtd. in Garcia

I-17). At this time the child perfectly understands simple commands such as “Look at

me” since they are accompanied with physical movement which child can observe. That

is why children learn to speak when listening and watching people around. As a

response towards what people say the infants react naturally by turning, looking,

smiling or by some other physical responses. This is what Aster calls „body-language

conversation” (Asher 6-2).

By virtue of body movement the right brain hemisphere is switched on which as was

said earlier helps long-term recall. Drawing on work by Roger Sperry, Asher explains

the difference between the right and left brain hemisphere work as follows:

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Activities associated with the left brain are work, study, multiple exposures to

information, memorization, short-term retention, and stress. The classical

example is the experience we have all had in school when we “studied

(crammed) for the test”. This means that we used repetition for short-term

retention of information until it was called for on cue as in an examination. After

that, the left brain had permission to erase.

For comparison activities associated with the right brain are play, single

exposure to information, internalization, long-term retention, and zero stress. A

classic illustration of this is learning a new card game. Friends often want to

introduce us to a new game by “explaining the rules”. This is input to the left

brain which rejects the verbal messages as nonsensical. We perceive the

explanation as if we were looking at puzzling hieroglyphics. Hence, we

instinctively do a brain switch to the right hemisphere by saying, “Let’s play a

hand and we’ll catch on”. (Asher 3-8)

Not only Asher but also other educational reformers have similar views as him. For

example F.Gouin had been one of the first to endeavour to build a methodology round

observation of child language learning using gestures and actions to convey the

meanings of utterances. L. Sauveur argued that a foreign language could be taught with

the use of demonstration and action instead of translation. According to F.Franke a

language could be best taught by using it actively in the classroom where known words

could be used to teach new vocabulary, using mime, demonstration, and pictures

(Richards, Rodgers 11). Likewise Swiss psychologist Jean Piaget asserts that the child

must construct reality through first-hand experience (Asher 2-18).

To activate both brain hemispheres Lazanov introduces in his language teaching

method Suggestopedia unconventional classroom equipment and music that awoke

pleasant atmosphere. Furthermore Krashen in his Natural Approach teaching method

insist on importance of visual tools that are more important for building up the

vocabulary in communication than grammar. Likewise the other modern teaching

methods including the two mentioned above along with the Direct Method or

Situational Language learning share the same or at least similar thoughts as TPR

method about the importance of action, enjoyment and listening, which is seen far in

advance of speaking or writing skills (Rise et al. 106-121).

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Asher summaries the basic characteristic of his approach as follows:

It is based on the premise that people are biologically wired to acquire a

language in a particular sequence. The sequence is visible from observations of

how children acquire their first language … I hypothesize that to be in harmony

with the biology of language acquisition, the sequence should be that

understanding comes before speaking and is always further advanced then

speaking. Understanding is probably a necessary condition for speech to

appear. The achievement of understanding is accelerated by presenting the

language through the imperative. When the child has internalized enough of the

language code to by perceptually ready, speech will appear spontaneously.

(Asher 3-2)

1.1 Language

Language can be looked at from two sides. First comes the structure of language

that works with sound and grammar, second the use of language that emphasizes basic

language skills such as reading, listening, speaking and writing. Through TPR both

sides of language are practiced but listening and speaking, formerly also called

receptive and later productive skills, come first and another receptive skill such as

reading and productive skill as is writing take place a bit later. Sound and grammar are

inseparable part of language that accompanies all above mentioned skills. TPR strategy

of the second learning language is in fact the same as when child learns his or her first

language as was already explained in the introduction part.

1.2 Speaking and listening

I am in favour of Asher and other language teaching reformers as I am convinced

that speaking should not be forced. Researches done on children’s ability to acquire first

language proved that when the child becomes familiar with the language it begins

speaking spontaneously (Asher 2-3). This, of course, will need some time and when it

happens, the child will not speak perfectly at first so we should be tolerant to

pronunciation mistakes. A great example provide parents who naturally do not tend to

correct child’s mistakes when it begins speaking. The correction itself comes much

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later, when the child becomes more advanced in his or her speech. By observing

children, we can learn that the speech shapes naturally once the child understands more

and it begins speaking more properly, too. Consequently, if we compel students into

speaking, a stressful atmosphere in which the child may loose the interest in foreign

language can be evoked.

Role plays, songs, rhymes, drama, story telling, listening or acting all provide great

opportunity for pupils to listen and speak actively. It is recommended by Ray and

Seely, the developers of TPR Story telling, to retell the story two or more times in order

to facilitate comprehension. Pupils are asked to act the story physically while the

teacher is telling it. Sometimes, especially with young learners, it is good to pre-teach

vocabulary needed to understand a story. This can be done well through body

movement (Dodds, “Effortless English Archives“).

1.3 Reading and writing

Reading and writing should not be introduced sooner than students have become

familiar with the visual and oral materials.

As proclaimed by some teachers, seeing the printed language may cause wrong

pronunciation or at least pronunciation difficulty, if reading is introduced too soon. To

make students read without awareness the teacher should not mention that the students

are reading. They will get into reading by seeing messages in print and understanding

what it says. For example, Ramiro Garcia recommends the teacher to ask all pupils to

pick up a piece of paper from a hat or a box. There will be a written instruction in the

second language. Then the teacher can command pupils to look at the paper and follow

the instructions. If the teacher does not mention the fact that pupils are reading, they

will be looking only at symbols on the paper and doing what it says to do (Cabello, “tpr-

world“).

In the same way as reading also writing can be introduced to children if we do not

state that now they are going to write because as F Cabello explains: “this triggers

resistance from the left brain which whispers sabotaging messages to the student such

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as, “Oh, oh, this is something new! This will probably be difficult. You don’t know how

to write in this strange language. You will have trouble with this!” (Cabello, “tpr-

world“).

1.4 Grammar and writing

As children do not analyze language much yet, there is no need to explain grammar

rules to them. Nevertheless, if we decide to explain the rules we should use simple and

clear explanation in mother language otherwise children would be confused and may

lose zest for their learning. Children understand and use meaningful chunks of

language, not just words so they can be taught grammar quite well through all the

activities they enjoy most such as role plays, story telling, reading, interactive songs or

actions based on real experience.

It was proved that children pick up sounds very easily unlike adults who have real

difficulty with correct pronunciation. This ability can bring both positive and negative

aspects. On one side there is a danger that children may learn wrong pronunciation

patterns which will be difficult to deal with when older. On the other hand if they are

taught properly they can gain almost native speakers’ pronunciation. As many teachers

do not have perfect English accent and pronunciation, there is a wide range of CDs,

DVDs or computer programs that can serve children to acquire as much of native

pronunciation as possible. The older children the lower is their ability to gain native

pronunciation.

1.5 Learner’s roles

In the first stage of TPR training, learners should mainly listen to teacher’s

commands in silence and watch him or her performing the action. In the next stage

pupils respond to the commands with physical action, still keeping in silence, which

builds up learner’s confidence for later correct pronunciation. At first they respond to

commands as a group, later individually. When students become familiar with

commands and feel ready to talk, they can overtake the teacher’s role and instruct other

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students with their own commands. However, this stage usually comes a bit later as

learner’s confidence in understanding develops through the silent period.

Worth mentioning are some facts about young learners listed in Psychologie pro

učitele and notes from Methodology seminar at MU. It is known that young learners

- are physically active and inquisitive

- have a need of doing things which develop both social and cognitive field

- pick up sounds easily which means they are likely to achieve the native

pronunciation

- do not analyze the language, they understand and use meaningful chunks of

language, not just isolated words, that is why grammar should be taught

through stories, role plays or reading

- enjoy everything new especially when it comes through a game

- have a short concentration span which can be a bit improved through games

or interesting activities

- move from concrete to abstract so they still need real objects to touch,

observe, point to, smell, or listen

- like imitating adults and helping them with housework as it is more game to

them. Seeing how successfully they are doing the same work as adults also

builds up their self-confidence

- like playing games which not only train longer lasting concentration but also

intimate them into importance of rules, support their imagination, teach the

social communication, and develop cognitive skills

- need being evaluated which influences their self-evaluation. Children learn

very soon that with good school results and diligence they can be well

assessed by their parents and close relatives. This is why Erikson calls this

period of a scholar the stage of diligence and sedulity.

- every child longs for being praised and esteemed. That is why positive

motivation is very important in teaching process.

Based on the above mentioned facts we can say that children learn new

languages very easily as it is more play than work to them. When using TPR

children learn with their whole body being involved using as many senses as

possible. Seeing pictures of people performing actions and subsequent preparation is

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not as effective as when pupils do the actions themselves in response to commands

and demonstrations from the teacher. For example, children learn the names of their

clothes best as they are dressing, or food as they are eating or shopping. In other

words, young learners learn best by doing things which is very effective and

enjoyed not only by children but the teacher as well.

1.6 Teacher’s roles

Asher recommends detailed written preparation of every simple command. “It is

wise to write out the exact utterances you will be using and especially the novel com-

mands because the action is so fast-moving that there is usually not time for you to

create them spontaneously” (qtd. in Richards, Rodgers 76).

The teacher must be very active as he or she directs the class, chooses the

appropriate tools, and motivates students. Some teachers may find it a bit

disadvantageous. In teacher’s active access is hidden great opportunity for supporting

and developing learner’s skills. This, in words of S. Halliwell, can be done pretty well

by usage of gestures, intonation, demonstration, actions and facial expressions

accompanying what is the teacher saying. (Halliwell 4)

The minimalization of stress is dependent mainly on teacher’s personality and

abilities. Children are generally inquisitive and enjoy everything new but to keep their

enthusiasm, the teacher must choose convenient motivation and not to stress them with

too high pretensions such as too precise understanding.

Any new concept should be presented in more examples or in different ways so it

would help to stick in pupil’s memory. For instance, combination of listening, speaking

and physical movement would endorse comprehension and long term recall since they

facilitate switching between left and right brain hemisphere.

Since children are able to keep concentration on one activity just for about 10 or 15

minutes, the teacher must be always prepared to change the exercise when the children’s

concentration falls.

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At the pupilage, children are becoming critical towards their achievements so it is

important not to force them into speaking but let them speak when they feel ready.

Otherwise they may feel embarrassed and lose interest in language learning as they have

already lost their prior spontaneity from kindergarten. Even thought they like competing

with their school mates, they also feel troubled if their answer is wrong. Hence, in

giving feedback the teacher should always play the role of a kind parent who does not

correct child’s speaking errors immediately but encourages him or her into a

spontaneous verbal communication. However, the advanced is the child, the less

tolerance should teachers show which, in fact, is the same as what parents do when the

child understands more (Asher 3-10).

The teacher should help students to become familiar with the grammar, sound, stress

and rhythms of the second language as they are quite different from their first language.

Children namely tend to use their naturally developed knowledge of their first language

rules when producing their second language.

When it comes to grammar and other skills, children need to know how well they are

doing in their studies, hence short summary of what they have learned or self evaluation

test should be always involved at the end of each lesson. If this is not done, children as

well as their parents may get the feeling as if they were learning nothing but playing.

Consequently, teachers may be confronted with resentful parents and would need to

explain their teaching strategies to them.

1.6.1 Basic instructions for TPR activities

The best way to start the lesson is to keep the below mentioned instructions which

help pupils not only to remember new vocabulary but also to pre-teach the new set

which Asher claims to be 12-16 new lexical items in one lesson.

It is recommended to let students sit in a semi circle or divide them into two groups

facing each other, so there will be ample space for action in the middle.

In front of the students there should be placed three chairs. One chair for the teacher to

perform the action, and two chairs for the students who are asked to accompany the

teacher (Garcia 1-6).

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•••• The teacher gives a command and performs it

•••• Then the teacher repeats the command again and performs it in company of two

volunteer students

•••• The teacher repeats the command for the third time and only the volunteer

students perform it

•••• The teacher asks one of the volunteer student to perform the command

•••• The teacher involves observing students by giving them commands

•••• Students give commands to one another and perform each one

•••• The teacher calls for new volunteers to join him or her

•••• The whole process is repeated again and some new elements can be presented

F. Cabello recommends starting every class with a review of the previous lesson as a

warm up before introducing new material. Repetition and revision is highly important in

young learners’ learning process as it supports long term recall.

The first commands are recommended to be in combination with things from the

classroom. Later words such as parts of the body, colours or animals can be introduced

since visual cognition of objects that pupils can touch, manipulate or observe helps the

understanding.

The first commands at beginner level according to Garcia are:

“Go to the table. Touch the table. Sit on the table. Point to the table with your hands.

Squat in front of the table. Turn round. Get up. Return to your seat”(Garcia V-3).

In the following text Dr. Asher explains why TPR has became such a powerful tool in

any foreign language teaching.

It is powerful for three reasons. First, TPR works for almost all students of

any age. Second, it is high speed language acquisition (students comprehend the

target language in chunks rather than word by word). Third, study after study

has shown that the skillful application of TPR results in long term retention

lasting up to years. My conclusion is: this powerful linguistic tool of TPR rates

special attention in a course of its own followed up with practice by students in

the field monitored by "personal trainers" - the professional college teaching

staff (qtd. in Dodds “Effortless English Archives“).

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1.7 Material used in TPR learning

For beginners no textbooks are needed but the teacher's voice, actions, TPR songs

and gestures become the most important tools. Later the teacher may use common class-

room objects such as books, pens, radio, furniture that students can not only observe but

also touch, use or point to. Later in the course, the teacher will need additional

supporting materials including pictures, realia, word cards, and real objects such as toys,

goods, clothes or Asher’s TPR student kits. Most of these materials can teachers make

themselves or collect them from pet shops, home or magazines. The TPR student kits

can be used effectively as they concentrate on specific situations such as home, school,

supermarket, park or beach. If the teacher is artistic, the TPR kits can be replaced for

example by huge paintings of different rooms in different corners of the classroom or by

posters of similar use. Students may use these kits, paintings or posters to construct

scenes (Richards, Rodgers 77). The kits can be found on Sky Oaks Production web sites

where Asher offers his TPR activities that students can perform at their seats. He

suggests that each student should have a kit such as the one shown bellow.

(“English TPR Teacher Kits”)

For better comprehension the teacher has got one kit as well and transfers it to a

large screen of data projector or latterly popular interactive board which would make

the teacher’s instructions much clearer. Asher provides about 200 commands for each

kit design. For example: “Put the man in front of the sink” When teacher gives the

instruction he places the man in the kitchen on his kit so that students can follow by

performing the same action on their kits. There can be many variants what to do with

the kits. The teacher may let pupils work in a group or individually. They can act the

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scene in the classroom or playground instead of the kit when following the teacher’s

instructions.

Written commands would develop reading and writing while oral commands would

develop listening. When working in groups speaking can be also practiced through

TPR. Pupils may be encouraged to speak when placing the man in the kitchen. Their

conversation may look like this one: “Is this a sink?” “No, it’s not the sink, it’s an

oven.” “Where is the sink?” “Is it under the window?” (Asher 3-47).

Asher affirms that the teacher who tries the kits with his students would be surprised

how much the students learn in a very short time.

My sister and I recently tried one of the Students Kits with a native speaker

of Arabic giving directions. We were both surprised at how much vocabulary

and grammar we picked up in a few minutes of play.

Try this with any language you would like to acquire from Turkish to Chinese

to Hebrew. It is simple, fast-moving, and it works! (Asher, “tpr-world catalog”).

I can concur with Asher as my teaching experience has shown me how much my

students have learnt using similar kits as Asher recommends. The kits I use are mainly

big posters made by older students or a real environment such as park, playground,

student’s school kitchen or gymnasium.

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2. PRACTICAL PART

2.1 Introduction into practical part

As a teacher I would like my pupils not only to learn a lot but also to enjoy the

process of learning itself. When using TPR method the pupils become the actors and

lose the feeling of embarrassment as they can pretend to be somebody different and

enjoy learning thought activities, games and body movement as simply as they learn

their mother tongue. For this reason I have tried to create lesson plans for young

learners and present them as a part of my practical Bachelor work.

In the following lesson plans pupils learn language which is related to people and

includes basic vocabulary of adjectives, colours, pronouns, parts of the body, daily

routine and some nouns. Not all the vocabulary is pre-taught as some of it is already

known to pupils from previous lessons or their own experience. Lesson plans include

instructions, vocabulary sets, grammar boxes, group work, individual work, repetition,

pictures and cards as main aids.

2.2 Lesson plan on verb to be and to have got – group work

LEVEL: beginners (piloted with pupils of 5th form)

LENGTH: 45 minutes

LANGUAGE: the verbs to have and to be, adjectives, colours, numbers and parts of the

body

AIMS: to fix the vocabulary, practice speaking and reading

TOOLS: notice boards, pins, parts of the body made of paper, text describing monster

IN CLASS:

1) Prepare the space for pupils by moving the desks into a circle round the

classroom. The more space you can make the better.

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2) Spread the parts of the body on the top of the desk. Use one desk for one part of

the body only to avoid mixing up the different parts of the bodies. The first

picture shows only bodies of different shapes and the second picture shows only

eyes of different colours and shapes.

Picture 1 Picture 2

3) Organise pupils into groups of three and then explain the rules of the

competition. “One of you is going to read, one is going to listen and perform and

one is going to look for parts of the body and pin them down on the notice board

which belongs to your group.” Show each group which notice board is theirs.

Ask one pupil of each group to come to you. Give him or her text describing the

monster as the one in appendix 1a. Tell them to stay at the end of the classroom

in one line but having space around. In the picture 3 they are standing by the

window, holding a text in their hand. Those pupils are the only ones allowed to

speak. They read the text very slowly so the pupils standing in front of them can

understand very well.

4) Ask another pupil of each group to stand in front of their partner reading the text

with their back facing them. Both lines of each group can be seen in picture 3.

Pupils in the second line are going to listen to the text and perform what they

hear. For example the text says: “I have got two big hands.” Pupils in the

second line have to pantomime the word two, big and hands as you can see in

pictures 3(big),4 (eye), 5(small) and picture 6(long). If a pupil from the second

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line does not understand then the reader must read the sentence again or can help

the performer by correcting his wrong pantomime. For example “No, not small

but big. Yes, well done, that’s big”.

Picture 3

Picture 4 Picture 5

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Picture 6

5) Ask the last pupils of each group to form the third line at the opposite end of the

classroom facing their partner from the second line so they can observe what he

or she is showing. The third line of pupils is going to walk round the class and

look for the right parts of the body as you can see in picture 7. When they find

the parts of the body they ask for agreement from their acting partner. None of

them is allowed to speak. They can only play pantomime or show shapes and

numbers they have found as shown in picture 8.

Picture 7 Picture 8

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6) If pupils in the third line receive their approval, they can pin the parts of the

bodies, as in picture 9, into their notice boards placed in the forth line at the end

of the classroom or if the teacher prefers at any other place suitable for it. In case

they do not get the instructions right, they have to go through the process of

reading, acting and looking for it until they find the right parts of the body.

Picture 9

7) The group whose monster is ready asks the teacher to check their task and then

prepare their presentation of their monster for the class. While presenting they

do not read any text but each member of the group is going to say a few

sentences about their monster. As you can see in pictures 10 and 11, the one who

is speaking is also pointing at the board to what he or she is describing. One of

the other members is presenting the adjective, colour or number and the last one

is pointing to the same object as the first one but this time on his or her own

body.

Picture 10 Picture 11

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ALTERNATIVES:

As an alternative you can ask the groups of pupils to make their own monster based

on their own imagination and let them write the text for other pupils describing this

monster.

When they are ready, pupils change their texts and try to puzzle the monster

according to the text. It is possible to pin the monster as in the main exercise or make

groups working together, discussing the problems and helping each other. The major

disadvantage is though that the shy pupils may not get the chance to work.

REFLECTION:

I tried this kind of exercises in two groups. One of them were pupils from the forth

form and the other one from the fifth form. The second group worked much more

organised as I practiced it first with the younger ones. The next time I will do this

activity, I would organise the desks around the classroom as I did with the second

group. This configuration gives pupils not only more space but it also helps them to

search and orientate round the class much more effectively. While the pupils in the

younger group had some difficulties with orientation, the older ones worked quite fast.

I personally do not thing the older group was more successful because of the age

difference, I believe the difference was in the better configuration and organization.

The next thing I would like to change is the picture parts of the bodies itself. I have

used mostly only white paper which was not really the best idea. Though pupils liked

the exercise, I think they would love it much more if using colourful pictures. Not only

this would attract their attention, it would also provide a wider range of the describing

texts in which more vocabulary not only using basic colours can be used. For example

there can be text “I have got a red skirt and a blue T-shirt. My hands are not blue but

pink.”

If I used colourful pictures then I would use white or light colour backcloth which

wouldn’t contrast that much with the monster itself.

Enclosed appendix 1 shows questions for student’s self-evaluation and the sample

text describing the monster is attached as appendix 1a.

25

2.3 Lesson plan on numbers


LENGH: 45 min

GRAMMAR: numbers one to ten

AIM: to learn the numbers, understand their meaning, enjoy the learning

TOOLS: pictures of hands showing the numbers from one to ten, picture of a man

catching a fish, picture of a man letting it go, second song written on the board

IN CLASS:

1. Spread the pictures of the fish and fingers round the classroom so pupils can see

them well

2. Write the second song from appendix 2b on the board

3. Invite pupils to sit in a circle

4. Sing the song from appendix 2a. Show the right numbers on your fingers when

singing. Ask students to sing the song with you showing the numbers as you do.

When pupils have learnt the song, they can be divided into boy and girl groups.

Both groups show the numbers on their hands but at this time boys sing only

numbers 1,3,5,7,9 and girls 2,4,6,8 and 10.

5. Ask pupils to touch or to point at pictures placed round the class following your

instructions. e.g. Touch the fish. Point to number seven. Touch number one. …

6. Teach students how to write the numbers – spelling can be practised as well. To

practise writing, similar activities as in enclosed evaluation test can be used.

7. Read the second song from the board using the pictures of a man and a fish to

help understanding. Perform all the possible actions. Involve pupils.

8. During some of the next lessons use the songs as a warm up activity and ask

students to write the evaluation test.

NOTES:

In present days there is a wide range of songs for children based on the body

movement. They can be found not only in materials for teachers but also in textbooks

used by children themselves. I have chosen two of my favourite songs to teach numbers.

26

The first can be found in Tumle’s Tots Audio CD. The second is taken from scripts 60

English songs and nursery rhymes by Katerina Konradova

I was kind of surprised to see how these songs help pupils when writing their test on

numbers. I could slightly hear some of them singing the song when thinking about the

number to write.

REFLECTIONS:

There were no problems when singing the first song as it is really easy and all pupils

learnt it very fast. Only when divided into boy and girl groups some of them needed

more time to sing the right part of the song. In my opinion this was caused by not

making pupils to sit together in their groups so they were a bit confused about what to

sing. I believe that if boys sit together while singing their part and the same applies to

girls, both groups will not only be more confident in what to sing but will also enjoy the

activity more.

Problem with the second song was that most of the pupils have soon forgotten some

of the parts. To help them keep the song in the long term memory, more frequent

rehearsal in following lessons may help as well as pinning the text and the pictures

showing the song on the notice board. The great advantage is that pupils can see and

memorize the text also during the break time and it also makes it a lot easier to come

back to the song some time later during the term.

Nevertheless, the biggest problem seemed to be the spelling. Though it was not the

aim of the lesson, it can be practiced more through similar exercises as shown in the

evaluation test.

Enclosed appendix 2 shows the evaluation test and songs used in the lesson are

attached as appendix 2a and 2b.

2.4 Learning vocabulary through TPR

LEVEL: beginners (not piloted)

LENGTH: 45 minutes

27

LANGUAGE: members of the family, parts of the body

AIMS: to memorize new vocabulary, motivate pupils to speak

TOOLS: apron (for mother), pillow (for father’s belly), flat cup (for son), dolly (for

daughter), wooden stick (for grandma), glasses with moustache (for grandpa), face

masks made of paper plates

NOTES:

Students are going to learn some new members of the family (aunt, uncle, cousin,

son, daughter) during this lesson and practise the familiar ones (mum, dad, boy, girl,

grandpa, grandma).

IN CLASS:

1) warming up – vocabulary revision and learning new words

Pupils will sit on the chairs in the circle. Each of them will represent one of the

family members e.g. aunt, uncle, cousin, son, daughter, mum, dad, mother, father, boy,

girl, grandpa, grandma... .

a) Students will be asked to say twice the family member which they represent so

everyone will know where for example mum or boy is sitting.

b) Pupils will use their hands to keep the rhythm of the words by clapping the hands two

times when saying twice the word e.g. “mum”. So together with clapping hands they

will say “mum – mum”.

c) Pupils will change the rhythm by hitting their thighs two times. All the pupils will be

quiet except the one who is “mum”. This pupil must say another member of the family

e.g. “boy”, while hitting the thighs.

d) All pupils will clap their hands again and repeat the world “boy” two times, and then

they will again change the rhythm and hit their thighs while the one who is “boy” will

be saying another member of the family.

e) All these activities should last up to 10 minutes.

28

2) Main part of the lesson

Six volunteers will be asked to put the costumes on. The rest of the class will guess

who they are dressed for and try to describe them. The teacher can help at first by

asking simple questions like those mentioned in appendix 3a and then pupils can follow

the guide listed in appendix 3b.

When the teacher is asking the questions he or she should point to the volunteer that

is being discussed and use the body language to perform as many words as possible e.g.

fat, long, hair, tall, happy, sad or girl.

After this short presentation some of the pupils will be asked to describe one member

of the family without saying who he or she is. The class will try to guess.

Then the volunteers can be replaced and the whole process can be repeated several

times.

3) Prepare a quiz for your schoolmates.

Draw three pictures of member of your family. Describe one of them in ten

sentences. I will make a photocopy for your class to guess who the one you described is.

ALTERNATIVE:

The teacher can pretend to be a photographer. He or she will command family

members to pose for the photograph. For commands will be used prepositions “next to,

in front of, behind, between”. Then some of the students can take over the role of the

photographer. The aim of the lesson in that case will be “prepositions”.

ANTICIPATED PROBLEMS AND SOLUTIONS:

I do not suppose there be any serious problems in warming up as this activity is well

known from many kindergartens. However, pupils may forget some of the words even

those they are taking role of. In that case labelled pictures of practiced words pinned on

pupils chest may help a lot.

As for main part of the lesson I think pupils would enjoy dressing up for family

members as they are just at the age when imitation of their parents and relatives plays an

29

important part of their natural development and is involved a lot in their after school

games.

Answering the teacher’s questions should not be problem as all the answers are one

word only. The answers do not have to be necessarily right or wrong so there is space

for pupils to decide together which answer it the most suitable one. Due to this there is

also no feel of uneasiness or embarrassment which encourages the weaker pupils to be

active.

When comes to describing some of family members in pupils words there may be

some grammar problems such as word order or third person singular. If pupils have

such problems, some written guide to be followed can be used. There is an example in

appendix 3a.

Enclosed are questions for students’ self-evaluation after the lesson in appendix 3,

simple questions in appendix 3a and the guide to be followed in appendix 3b.

2.5 Revision of vocabulary through drawing

LEVEL: beginners (not piloted)

LENGTH: 45 minutes

GRAMMAR: verbs; to be, to have, adjectives, colours, clothes, numbers

AIMS: quick reaction to commands, independent work, feedback

TOOLS: paper, crayons

NOTES: Pupils already know numbers from 1 to 10 and basic adjectives such as long,

short, big, small, striped, dirty, clean

IN CLASS:

1. Teacher reads short text, such as the one in appendix 4a, and pupils draw the

monster into their school exercise books.

30

2. Two volunteers may draw on the back side of a black board.

3. Teacher reads the text once more and asks volunteer pupils to perform by body

movement what he or she reads. (e.g. the volunteers show number six on their

fingers and points to their eyes.)

4. At the same time pupils compare their pictures to the ones on the board. It is

good if the teacher has got the original picture of the monster to be compared as

well.

5. Give pupils homework to write an easy description of their own monster and

draw its picture as well.

ANTICIPATED PROBLEMS AND SOLUTIONS:

I suppose these activities of drawing be quite motivating to pupils as they are

naturally curious to see how close their monster painting is to the original one. This

could also be done as a competition of individuals, pairs or groups if preferred.

There should not be difficulties in performing part as only volunteers are asked to

perform and if they do, they usually are quite confident in it.

As far as homework there usually occur some mistakes. In that case children could

correct their work in groups. They could discuss the mistakes, correct them and ask the

teacher for final checking. If the teacher still can find wrong sentence, he or she may

write it on the board and ask all the students to find out what the mistake is. Of course

all this should be done in very pleasant and kind atmosphere, probably not mentioning

whose mistake it was but instead motivating pupils to learn from the mistakes.

Enclosed appendix 4 shows questions for student’s self-evaluation and the sample

text describing the monster is attached as appendix 4a.

31

2.6 Lesson plan for present continuous tense


LENGTH: 45 minutes

GRAMMAR: present continuous tense

AIMS: become familiar with the use of present continuous, fix new vocabulary

TOOLS: some kind of soft ball (e.g. made of paper), skipping rope, magazine, apple,

chair (as a bush), desk (as a bench), chalk (to draw a hopscotch), hat

IN CLASS:

1. Warming up – vocabulary revision

Pupils will receive small cards with written phrases in Czech and in English on it.

They walk round the class and say the phrase to a partner, firstly in Czech and their

partners have to say it in English. Then they swap their cards and move to another

partner. They try to swap as many cards as possible. Then I ask them to do it from

English to Czech.

Warming up activity Cards

Skip over the skipping rope Play tag Play hopscotch Play seesaw

Make sand pies Catch Look for

Hide behind the bench Eat an apple Read some magazine Sit on the bench

2. Quick revision of grammar – present continuous tense

- help word (auxiliary)

- ending

- use

3. Making positive, negative sentences, questions and short answers for the phrases

practiced in warming up activity

4. Use of TPR as a tool for further practicing

32

- each of the pupils will receive one of the card from appendix 5a with short

description on it

- they read the information for themselves and then go round the class to find a

partner with similar information

- with a partner they are asked to go to the teachers desk and pick up the tools

they will need

- pupils answer questions that I ask them (What are you doing?)

- pupils perform their task and once more describe what they are doing

- I read the text below and pupils play their role as they hear it

When I look out of my window I can see a bench and a bush by the playground.

There are 2 boys playing football on the playground and a girl skipping over the

skipping rope. I can see a man. He is sitting on the bench and he is eating an apple.

There is a woman sitting next to him. She is reading some magazine. I can also see 3

girls playing seesaw. One of them is hiding behind the bush, the other one behind the

bench and the last one is looking for them. There are also 2 girls and one boy playing

tag. The boy is catching girls. There is a child making sand pies too. Isn’t it a beautiful

day?

- then I go round the class and ask other students what their friends are doing

- pupils may ask each others similar questions as I did (What are you doing? What

are Peter and Paul doing? Is Jane reading some magazine? etc.)

- pupils sit down and change the papers with those who didn’t have one

- go through the whole process once more

Inspired by Oxford Basics, Simple Listening activities.

5. Homework

Give pupils a picture showing some actions. Let them describe the picture (what are

the people doing)

REFFLECTIONS:

Pupils liked this lesson very much. Also weaker students were involved and got the

feeling of success when performing the action and finding yourself being able to

33

describe what they are doing. However, next time I would like to change the warming

up activity for the one mentioned bellow as I believe TPR will suit pupils more then the

original translation and repetition exercise suggested in the vocabulary revision.

TPR based warming up

There will be labeled pictures of bellow listed activities stick on the board.

Skip over the skipping rope, Play tag, Play hopscotch, Play seesaw, Make sand pies

Catch, Look for, Hide behind the bench, Eat an apple, Read some magazine, Sit on the

bench.

Pupils will be divided into two groups. They will face the board standing one by one

in a group. The first pupils in both lines will be given a paper ball or a sponge to hit the

picture activity that their teacher reads out aloud. The first to hit the right picture gets a

point for his or her group. Then the second competitors of each group take their turn.

After all pupils are changed in their turns the labels will be removed and the

competition may go once more.

ALTERNATIVES:

If the weather is nice, you can go outdoors or change the grammar structure for

present simple, past simple, past continuous and apply it for vocabulary you need to

practise with your pupils.

Enclosed appendix 5 shows questions for student’s self-evaluation after the lesson

and cards to be used in the lesson are attached as appendix 5a.

2.7 Fancy pexeso in language teaching

LEVEL: elementary (piloted with pupils of 5th form)

LENGH: 45 min

LANGUAGE: daily routine, present simple

AIMS: to fix the use of present simple for everyday activities, practise speaking,

listening, writing and reading

TOOLS: pupils, board, pupil’s notebooks

34

1. introduction and motivation

Start with questions such as bellow to let pupils find out what they are going to do in

this lesson.

Do you know pexeso? Do you know what it is? Put your hands up if you do. Do you

like playing pexeso? Put your hands up if you do.

So tell me. How to play pexeso? What are we looking for? Are we looking for two

different pictures (stick on the board two different posters) or are we looking for two

same pictures (stick on the board two same pictures)? So, what do we need to play

pexeso? Yes, you are right. We need some players and some cards. And what are we

looking for? Yes, we are looking for same picture. Well, guess what are we going to

play today? But do we have any cards? Oh, yes, we do. There are about 20 cards sitting

in front of me. Yes, it’s you. You are the card so we are going to play lively pexeso of

daily routines.

2. list of daily routines

Let pupils dictate you all the things they do since they wake up in the morning till

they go to bed in the evening. They may not know all in English so write their ideas on

the board in English and perform them. Together, put the ideas into chronological order.

Retell the daily routine following the ideas on the board and performing each of them.

Example: I get up. I go to the bathroom. I wash my face. I brush my teeth. I comb my

hair. I change my clothes. I have breakfast. I take the bus to school./I walk to school. I

study. I have lunch. I talk to my friends. I walk back home. I do my homework. I walk

my dog. I watch TV. I read a book. I play computer games. I have a shower. I brush my

teeth. I kiss mum good night. I go to bed.

3. game time

Ask students to read the sentence and perform the action one by one taking turns.

Choose two volunteers (a boy and a girl) to be players.

Let them go for a while behind the door.

Ask the rest of the class to make pairs, better not close friends.

35

Ask them to choose one of the daily routines to perform and follow orally when their

name is called. There is one routine for a pair as they are performing two identical

cards.

Call for the players.

Let one of the players call two names of their school mates as they are presenting two

cards. If the player is lucky and observes the same action, the “couple cards” move to

his side and he or she can play again. If the player is not lucky and is observing two

completely different actions, the other player takes his or her turn.

The player who collects more “couple cards” is the winner.

Choose different players and let pupils change the partner and daily routine.

4. revision

Ask pupils to perform what you say orally. Use daily routine from the board.

5. writing

Ask pupils to rewrite the sentences from the board.

6. homework

Ask pupils to prepare presentation of their own daily routine including both acting and

speaking.

REFFLECTIONS:

Although lively pexeso is mostly used to attract children in their summer camps I

have found it very useful in language teaching as well. Instead of daily routine any

grammar or sounds can be practiced, including all the basic skills.

Following lesson should introduce third person, question, short answers and negative

form of present simple. Next time I should include also time expression and parts of the

day which, in my opinion, would go well with learning of daily routine.

ALTERNATIVE:

For example to practice pronunciation, pupils can perform minimal pairs cards (beg /

bag) or cards of words that are pronounced same but have different meaning ( I / eye )

or of words with the same vowels (book / look)

TEACHR’S EVALUATION:

Observe pupils understanding of oral instructions when performing the action. Do

they use present simple correctly? Listen carefully for the pronunciation and fluency as

36

well. What are the most common mistakes pupils make? How can you help to ease off

the mistakes?

37

Conclusion

Bachelor thesis “Application of TPR method in teaching fifth form pupils of

primary school “ deals with one of the most effective natural teaching methods

developed by Dr. J.Asher and supported by other psychologists such as Arthur Jensen or

John DeCecco. It explains the importance of comprehension, body language and action

in TPR teaching processes.

I am of an opinion that TPR is a successful method achieving very good results in

teaching English to young pupils. I also believe that my current colleagues would find

interest is the fact that it makes long term recall of vocabulary easier, especially for

beginners. This is not only based on Asher’s theory but on my experience as well. When

evaluating pupils, I have noticed that those who were involved in TPR activities

achieved a lot better results than pupils one year older, who were not TPR trained. In

my opinion the traditional methods I have used with older pupils have not been that

effective with regards to vocabulary amount that pupils were able to remember. On the

other hand, older pupils were better at spelling tests, probably due to spelling drills

which I have insisted.

TPR also uses techniques that allow students to switch back and forth between the

right-brain and left-brain hemisphere, which not many traditional teaching techniques

allow. Using the right brain hemisphere helps long-term recall.

I believe teachers would enjoy TPR as much as their students but teachers should

remember that initially it is important to tolerate student’s speech errors and motivate

them positively by illustrating how much they have learnt.

Another thing about TPR I would like to point out and which can also be found in

my thesis is the fun, active and low-stress approach to teaching foreign language.

Learners are highly motivated by TPR because of the continual and fast-moving action,

the high rate of success, and the low level of stress involved.

For the aforementioned reasons, I have been very excited about TPR and I am

determined to involve even more TPR activities in my lessons.

38

Resumé

Bakalářská práce „Využití TPR metody ve výuce žáků páté třídy základní školy“

pojednává o jedné z nejefektivnějších přirozených metod výuky rozvinuté Dr. J.

Asherem a podložené dalšími psychology jako Artur Jensen nebo John DeCecco. Práce

vysvětluje důležitost začlenění řeči těla a pohybu ve výuce TPR metodou. V práci jsou

popsány výhody užití TPR metody převážně malými žáky. Nemalá část mé práce se

zaměřuje i na roli učitele a žáků, kdy obě skupiny nacházejí výuku radostnou díky

zapojení do pohybových her a písní a také díky příjemné atmosféře omezující stres.

Část práce se také specializuje na užití TPR k rozvoji gramatických, poslechových,

psacích i čtecích schopností. Praktická část zahrnuje řadu aktivit, které mí kolegové

mohou shledat užitečnými. Neméně zajímavé je také využití TPR metody ve vyprávění

příběhů založených na této metodě a rozvinutých Rayem a Seelym, které by dle mého

názoru, rovněž bylo velmi přínosné využít ve výuce.

Resume

Bachelor thesis “ Application of TPR method in teaching fifth form pupils of primary

school “ deals with one of the most effective natural teaching methods developed by Dr.

J.Asher and supported by other psychologists such as Arthur Jensen or John DeCecco.

It explains the importance of comprehension of body language and action in TPR

teaching processes. There is presented the advantage of using TPR with young learners

mainly. Not exactly a small part of my theses focuses on the role of learner and teacher

where both are found in a position of enjoyment due to a pleasant atmosphere reducing

the stress and participation into body active games and songs. There is also a part

dedicated to grammar, listening, writing and reading abilities using TPR techniques.

The practical part includes several activities which my colleagues may find effective.

Not less interesting is the use of TPR in TPR Story telling developed by Ray and Seely,

which, in my opinion, would be helpful to use in class work as well.

39

Works cited page

Books

Asher, James. Learning Another Language Through Actions. California: Sky Oaks

Productions, 2003.

Richards, and Theodore Rodges. Approaches and Methods in Language Teaching. New

York: Cambridge university press, 2001.

Garcia, Ramiro. Instructor´s Notebook, How to Apply TPR For Best Results.

California: Sky Oaks Productions, 2001.

Halliwell, Susan. Teaching English in the Primary Classroom. London and New York:

Longman Publishing, 1992.

Reis, L., et al. Svet Cudzích Jazykov Dnes. Bratislava: Didakis, 2004.

Čáp, and Jiří Mareš. Psychologie Pro Učitele. Praha: Portal, 2001.

Langmeier, and Dana Krejčířová. Vývojová Psychologie. Praha: Grada Publishing,

1998.

Brumfit, Jayne, and Ray Tongue. Teaching English to Children. England:

Longman,1984.

Arengo, S. Three Billy Goats: Activity book. Oxford: Oxford university press, 2001.

Elizabeth, Claire. ESL Teachers Activities Kit. New Jersey: Prentice Hall, 1988.

Paul, David. Songs And Games for Children. Oxford: Macmillan Publishers, 1996.

Hadfield, Charles and Jill. Oxford Basics-Simple Listening Activities. Oxford: Oxford

University Press, 1999. .

40

Web sites

Dodds, Kristin. TPR & TPRS. 30 June 2004. Effortless English Archives. 7 April 2008

<http://effortlessacquisition.blogspot.com/2004/06/tpr-tprs-by-kristin-dodds-one-of-

key.html>.

Cabello, Francisco J. ABC’s of the Total Physical Response. 4 Dec. 2008. Sky Oaks

Pruductions. 7 April 2008 <http://tpr-world.com/ABC.html>.

TPR Catalog. 2006. Sky Oaks Pruductions. 7 Apr.2008 <http://www.tpr-

world.com/TPRCatalog.pdf>.

Total Physical Response. 12 Dec. 2007

<http://www.vobs.at/ludescher/total_physical_response.htm>.

McGlothlin, J. Doug. A Child's First Steps in Language Learning. 6 April 2008

<http://iteslj.org/Articles/McGlothlin-ChildLearn.html>.

Clouston, Michael. Language Learning Strategies: An Overview for L2 Teachers.

Kwansei Gakuin University. 20 Nov. 2007. <http://iteslj.org/Articles/Lessard-Clouston-

Strategy.html>.

Beijer, Ellen. Short articles: TPR – Total Physical Response. 19 June. 2006

<http://www.hltmag.co.uk/sep03/sart5.htm>.

English TPR Teacher Kits. 12 Dec. 2007 <http://www.tpr-

world.com/Merchant2/merchant.mvc?Screen=CTGY&Category_Code=4000-01>

41

Appendices

Appendix 1

Lesson plan on verb to be and to have got – group work

Questions for student’s self-evaluation

•••• Rozuměl jsem všemu, co mi četl můj spolužák?

ano /s menšími problémy / s většími problémy / ne

•••• Byl jsem schopen všechny instrukce znázornit pohybem?


•••• Rozuměl jsem instrukcím, znázorněným pohybem?


•••• Byl jsem schopen sestavit obrázek podle instrukcí?


•••• Byl jsem schopen ústně popsat obrázek jednoduchými větami?


•••• Rozuměl jsem ústnímu popisu obrázků mých spolužáků?


•••• Byl jsem schopen napsat stručný popis příšerky s použitím jednoduchých vět se

slovesy to have a to be?


•••• Co mi činilo největší potíže?

………………………………………………………………………………………...

………………………………………………………………………………………...

………………………………………………………………………………………...

•••• Jak to mohu zlepšit?

………………………………………………………………………………………...

………………………………………………………………………………………...

………………………………………………………………………………………...

42

Appendix 1a

Sample text describing the monster

Hello!

I am a girl monster Katy.

I am not fat but slim and very tall.

I have got four green legs. Two of my legs are quite long and slim and two are short and

strong.

I have got only two hands. They are yellow and big.

I have got a long red nose.

I have got two big pink eyes and one small orange.

I have got a very small mouth with no teeth in it.

My hair is long and brown.

I wear a red striped skirt and a blue T-shirt.

So, this is me, Katy.

43

Appendix 2

Lesson plan on numbers

Evaluation test

1) write numbers in numerals Umím psát číslovky:

e.g. one 1 ano /s menšími problémy / s většími problémy / ne

two ___ three___ seven___ one___ four___ fife___ nine___ six___ ten ___

eight___

2) fill in the missing letter Umím psát číslovky:

e.g. ONE ano /s menšími problémy / s většími problémy /

ne

O_E E_G_T T_O THR_ _ T_N F_ _R F_V_ S_ _ N_ _E S_V_ _

3) write letters in correct order Umím psát číslovky:

e.g. oen one ano /s menšími problémy / s většími problémy /

ne

ETN ________ UFOR ________

XIS ________ INNE ________

TEEHR ________ FIVE ________

IETGH ________ EVSEN ________

O TW ________ NOE ________

4) write the correct result Ovládám význam číslovek, jejich hodnoty:


e.g. one + one = 2

one + two = ________ ten – six = ________

four + one = ________ three – two = ________

seven + three = ________ eight – four = ________

four + five = ________ five – three = ________

six + two = ________ seven – three = ________

44

5) write numbers you hear Rozumím číslovkám, když je slyším:


___ ___ ___ ___ ___ ___ ___ ___ ___ ___

6) circle the number you hear Rozumím číslovkám, když je slyším:


a) 7 8 9 b) 4 5 6 c) 5 8 1 d) 1 2 3 e) 3 6 9

f) 2 5 8 g) 1 4 7 h) 7 4 1 i) 8 5 2 j) 9 6 3

Co mi činilo největší potíže? Jak to mohu zlepšit?

Appendix 2a

song 1

One little, two little, three little fin-gers, four little, five little, six little fin-gers.

Seven little, eight little, nine little fin-gers, ten fingers on my hands.

Then the song goes backwards:

Ten little, nine little, eight little fin-gers, seven little, six little, five little fin-gers, four

little, three little, two little fin-gers, one finger on my hand.

Appendix 2b

song 2

1,2, 3,4,5

Once I caught a fish alive.

6,7, 8, 9, 10

Then I let it go again.

Why did you let it go?

Because it bit my finger so.

Which finger did it bite?

This little finger on the right.

45

Appendix 3

Learning vocabulary through TPR


•••• Rozuměl jsem ústně kladeným otázkám paní učitelky?


•••• Odpověděl jsem na všechny ústně kladené otázky správně?


•••• Byl jsem schopen ústně popsat mnou zvoleného člena rodiny?


•••• Pochopil jsem, koho ústně popisují mí spolužáci?


•••• Zvládnul jsem písemně popsat jednoho z členů mé vlastní rodiny?



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Appendix 3a

Simple questions

Is this a woman?

Is she old?

How old do you think she is?

Has she got long hair?

Is she fat?

Appendix 3b

Guide to be followed

This is a man/woman.

He/She is + age.

He/She is/isn’t tall/small/fat/slim….

He/She has got/hasn’t got long/short/black…hair.

He/She is/isn’t wearing moustache/glasses/apron… .

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Appendix 4

Revision of vocabulary through drawing


•••• Rozuměl jsem učitelovu ústnímu popisu příšerky?


•••• Byl jsem schopen výstižně nakreslit příšerku dle učitelova ústního popisu?


•••• Byl jsem schopen fyzicky předvést, co učitel čte?


•••• Byl jsem schopen popsat vlastní příšerku písemně?



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Appendix 4a

Sample text describing the monster:

I have got one big head.

I have got six eyes. Two of my eyes are red and four are blue.

I am quite tall and fat.

I have got three long hands and two small.

I have got only one big leg.

I have got a beautiful pink skirt and green T-shirt.

I have got three very small ears.

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Appendix 5

Lesson plan for present continuous tense using – body movement


Obecně gramatická část

•••• Umím utvořit otázku v průběhovém čase přítomném?


•••• Umím na otázku správně odpovědět?


•••• Umím utvořit zápornou větu v přítomném čase průběhovém?


•••• Umím utvořit kladnou větu v přítomné čase průběhovém?


•••• Vím, jaké je použití přítomného času průběhového?


Práce v hodině

•••• Rozuměl jsem učitelovu ústnímu popisu scény?


•••• Rozuměl jsem všem učitelovým otázkám?


•••• Byl jsem schopen pokládat vhodně utvořené otázky svým spolužákům?


•••• Byl jsem schopen písemně popsat obrázek, co se na něm děje, co lidé dělají?


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Appendix 5a

Cards to be used in the lesson

You are a boy and you are playing football with another boy.

You are a girl and you are skipping over the skipping rope.

You are a man and you are sitting on the bench. You are eating an apple.

You are a woman and you are sitting next to the man on the bench. You are reading

some magazine.

You are a girl. You are playing seesaw with another 2 girls. You are hiding behind the

bush.

You are a girl. You are playing seesaw with another 2 girls. You are hiding behind the

bench.

You are a girl. You are playing seesaw with another 2 girls. You are looking for the

girls.

You are a boy. You are playing tag with another 2 girls. You are catching them.

You are a girl and you are playing tag with another girl and a boy. The boy is catching

you and you are running from him.

You are a girl and you are playing tag with another girl and a boy. The boy is catching

you and you are running from him.

You are a child. You are making sand pies.

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