make students learn more easily. Using games and objects are also used to introduce newvocabularies. Another activity is story telling in order to attract students’ attention.
Learners have the primary roles of listener and performer. They listen attentively andrespond physically to commands given by the teacher. Both individual and collective respondis used by the students. Learners monitor and evaluate their own progress. They should beencouraged to speak when they feel ready to speak.
Teachers are director and decider. They play an active role and direct role in TPR. Theteacher is a person who decides what to teach and selects supporting materials for classroomuse. Teachers should prepare detailed lesson plans to use the lesson effectively. The teacher controls the language input the learners receive and provides the raw materials that thelearners will construct in their own minds. Teacher should follow the example of parentsgiving feedback to their children. At first, parents correct very little, but as the child growsolder, parents are less tolerant for mistake. At the beginning, teacher should not interrupt inorder to correct errors, or else this can inhibit learners. As time goes on, teacher interventionis expected.
There is generally no basic text in a TPR course. At the beginning, the teacher’s voice,mimes and gestures may be sufficient basis for classroom activities. Later, the teacher can usecommon classroom objects such as books, pens… As the lesson develops, the teacher makesor collects supporting materials such as pictures, slides and word charts. Asher has developedTPR students’ kits that focus on specific situations such as the home, supermarket… Studentsmay use the kits to construct scenes.
this was a fast-moving warm up in which individual students were movedwith commands.
some words were introducedthe book hold the cupthe soap