using tpr method in primary classes (course work)

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the ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages faculty of english philology and translation theory department of english filology subject: language teaching methodology and educational technology course work theme: using tpr method in primary classes. scientific supervisor: g’iyasova d.x performed by: joniqulova umida. group: 321. samarkand-2023 contents: introduction……………………………………………….……………..3 chapter 1. students motivation and interests in learning english enhanced through tpr……………………………………………….…….………….…..5 1.1 the basic concept of tpr ……………………………….….………...5 1.2 tpr relation with characteristic of young learners………..…………..7 chapter 2. pedagogical implications teaching english to primary school children using tpr. ……………………………………………….…………..10 2.1 the principles of total physical response ……………….…………...10 2.2 teachers and learners roles ……………………………….…………...12 chapter 3. complexion and techniques of tpr classroom activities..…..14 3.1 tpr teaching materials and forms ………………………….………….14 3.2 procedures of teaching…………………………………….……………15 3.3 advantages of tpr. ……………………………………..……………..19 conclusions ………………………………………………..………………28 reference……………………………………………………..……………..29 introduction. english to the primary school students is not …

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en used skill.(2001) states that many teachers still apply traditional method in teaching english for young learners. for example, teachers make the students keep learning through teachers explanation of new words or grammar. in fact, this method is not effective because students will easily forget the words and the material if they learn different topics. especially for young learners, those who are seven to twelve years old, this method is uninteresting. however there are many methods that can be used in teaching english to young learners. but the applied methods need to be not only interesting but also effective in teaching language. cameron (2001) sais that students will not be able to speak foreign language well just my memorizing lists of words, repeating mechanically some useful expressions, and so on. if young learners do not understand the spoken language, they cant learn it effectively. harmer (2007: 84) sais that some …

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also discuss why and how tpr can help teachers to improve their teaching through analyzing the features of children learning. ways of using tpr in classroom will also be presented. object of the research: teaching english to young learners through tpr methodof the research: to analyse the peculiarities of tpr application in primary school tasks: . to investigate students motivation and interests in learning english enhanced through tpr. 2. to identify pedagogical implications teaching english to primary school children using tpr 3. to analyse the complexion and techniques of tpr classroom activities methods: i. theoretical analysis of the literature (analysis of scientific literature) ii. interview. peculiarities of tpr method applying it to primary school students theoretic analysis. chapter 1. students motivation and interests in learning english enhanced through tpr this chapter we are going to ascertain what is total physical response, what premises the tpr is based on and how …

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between language and movement. his work led him to formulate the theory known today as total physical response, or tpr. asher (as cited in richards and rodgers, 2001:75) developed tpr relying on three learning hypotheses facilitate and inhibit foreign language learning. those hypotheses are the bio-program, brain lateralization, and reduction of stress.first hypothesis is the bio-program. asher believed that first and foreign language learning is parallel process. asher mentioned three processes as essential: first children develop listening competence before the ability to speak. second, childrens ability in listening comprehension is learned because children are required to respond physically to spoke language in form of parental command. third, when listening comprehension has been established, speech develops naturally and effortlessly. according to asher, brain and nervous system is biologically programmed both in a particular sequence and mode. the sequence is listening before speaking. the mode is to deal language with the individuals …

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actions. in the other words, commands play as the core of the course.third hypothesis is reduction of stress. the fundamental factors for successful language learning is the absence of stress. if students are free from stressful situation, they are able to devote full energy for learning ( richard and rodgers, 2001)(2004) says that asher's language learning theories are reminiscent of the views of some behavioural psychologists. she agrees with asher and sais that his premise is based on chomskys theory of lad, which insists that humans are born with a special biological brain mechanism, called a language acquisition device (lad). this theory supposes that the ability to learn language is inborn, that nature is more important than nurture and that the human brain has a biological program for acquiring any language spoken. the process is visible when we observe how infants internalize their first language. in summary, total physical response …

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the ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages faculty of english philology and translation theory department of english filology subject: language teaching methodology and educational technology course work theme: using tpr method in primary classes. scientific supervisor: g’iyasova d.x performed by: joniqulova umida. group: 321. samarkand-2023 contents: introduction……………………………………………….……………..3 chapter 1. students motivation and interests in learning english enhanced through tpr……………………………………………….…….………….…..5 1.1 the basic concept of tpr ……………………………….….………...5 1.2 tpr relation with characteristic of young learners………..…………..7 chapter 2. pedagogical implications teaching english to primary school children u...

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