total physical response as a method of teaching english

7/23/2019 Total Physical Response as a method of teaching English

1/30

Nauczycielskie Kolegium Jzykw Obcych we Wrocawiu

THE USE OF TOTAL PHYSICAL RESPONSE INTEACHING ENGLISH TO YOUNG LEARNERS

Paulina Nawrot

Praca dyplomowanapisana pod kierunkiem

mgr Lucyny abor

Wrocaw !"#$


2/30

TABLE OF CONTENTS

% %N&'O()*&%ON++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++#

#+# &heore,ical background +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++#

#+! Why ,he ,opic has been chosen+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++!

%% '-.-/'*0 1-&0O(++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++2

!+# 3roup descrip,ion+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++2

!+!+ 'esearch procedure+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++$

!+4 (a,a collec,ion ,echni5ues++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++6

!+4+# Obser7a,ion ins,rumen,+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++6

!+ 4+! 8ues,ionnaire 9or learners++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++6

!+4+4 (iary+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++#"

%%% :%N(%N3.+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++##

4+#+ .ummary o9 resul,s+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++##

4+#+#+ 'esul,s o9 obser7a,ion ins,rumen,++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++##

4+#+!+ 'esul,s o9 5ues,ionnaire 9or learners++++++++++++++++++++++++++++++++++++++++++++++++++++++++#2

4+#+4+ 'esul,s o9 diary++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++#;

4+!+ (a,a analysis++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++#6

4+4+ *ri,ical look a, ,he research+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++!"

*ON*L).%ON+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++!#


3/30

I INTRODUCTION

1.1 Thorti!al "a!#$roun%

&eaching children sounds easy and en?oyable@ ye,@ i, is o9,en challenging and

re5uires a lo, o9 work ,o achie7e goals ,ha, ,eachers decide ,o se, 9or ,hemsel7es+

Numerous me,hods ha7e been crea,ed ,o help ,eachers ,o de7elop and 7ary ,heir

lessons+ One o9 ,he mos, popular is &o,al Physical 'esponse A&P'B which encourages

s,uden,s ,o par,icipa,e ac,i7ely in ,he lesson+ %, is commonly used as a pre9erable way

o9 ,eaching -nglish ,o young learners+

&he &P' was de7eloped by /sher in ,he early se7en,ies+ 0e was inspired by

,he way ,ha, people learn ,heir na,i7e language+ 0e ,ook in,o accoun, ,he 9ac, ,ha, i, is

common 9or mos, babies and ,oddlers ,ha, ,hey learn ,heir mo,her ,ongue by imi,a,ing

,he ges,ures and sounds a9,er ,heir paren,s+ %, is Cmodelled on ,he way ,ha, young

children recei7e comprehensible inpu, in ,heir 9irs, languageC A&hornbury@ !""DE!4#B+

%, helps learners ,o ac5uire new 7ocabulary and s,ruc,ures by lis,ening ,o and

per9orming a physical mo7emen, according ,o ,he commands gi7en by ,he ,eacher+ %n

,his way i, ac,i7a,es no, only ,he le9, hemisphere o9 ,he brain ,ha, is responsible 9or

language and pronouncia,ion@ bu, also ,he righ, hemisphere ,ha, is liable 9or physical

mo7emen,s+ &hus i, s,imula,es ,he whole brain so ,ha, ,he learning process is more

e99ec,i7e+ /, ,he same ,ime@ &P' builds in learners con9idence and Finner readinessG ,o

s,ar, using new s,ruc,ures and 7ocabulary while speaking in L! A1Hhren@ !""4E#B+

&he knowledge ,ha, children can ac5uire ,hrough ,his me,hod is likely ,o s,ay longer

in ,heir minds+ &he reason 9or ,ha, is ,he 9ac, ,ha, i, is no, F,he bareIbones ,heoryG

ac,i7i,y ,ha, ,hey do wi,h pleasure+ *onse5une,ly@ learners remember i, longer@ ,hey

learn ,he language more easily because i, is always con,e>,ualized and suppor,ed by

mo7emen,s ,ha, are connec,ed wi,h daily li9e ac,i7i,ies+

&he purpose o9 ,he &P' me,hod is ,o ,each learners ,o use ,he ,arge, language

only by re9lec,ing common mo7emen,s ,ha, are recognizable by mos, 9oreign language

speakers+ %, is a good way ,o prepare s,uden,s 9or 9ur,her speaking in ,he second

language+ 0owe7er@ despi,e ha7ing a lo, o9 ad7an,ages@ i, may also cause some

di99icul,ies@ especially i9 new 7ocabulary is in,roduced+ &here migh, be a problem wi,h

,he unders,anding o9 ,he le>is and ,he abili,y ,o ma,ch i, au,oma,ically wi,h mo7emen,+

4


4/30

.ome learners migh, also be slower ,han o,hers@ which may cause some argumen,s

and discom9or, be,ween ,hem+ Learners may some,imes 9eel ashamed and ,hey may

9ail ,o 9ollow ,he ,eachers mo7emen,s+ &he &P' me,hod is mainly appropria,e 9or

young learners@ especially i9 ,hey begin learning ,he ,arge, language+ %, is impossible

9or ,hem ,o wri,e any,hing a, ,he early s,age so ,he &P' may be ,he bes, way ,o

communica,e wi,h ,hem+ &hey learn ,he language subconsciously and remember

e7ery,hing 9rom ,he daily li9e con,e>,s+

&he ,eacher who@ like childrens paren,s@ gi7es s,uden,s ,he commands is ,he

direc,or o9 a play in which s,uden,s who ha7e ,o 9ollow ,he ac,ions@ are ,he ac,ors

A


5/30


6/30

II RESEARCH +ETHOD

&.1 Grou) %*!ri)tion

&he research group consis,s o9 ,wen,y learners aged 9rom se7en ,o eigh,+ &he

class is di7ided in,o ,wo e5ual groupsM ,here are ,en girls and ,en boys+ &he learners

are in ,he second grade o9 ,he primary school and ,hey seem ,o be a, an elemen,ary

le7el o9 ,he ,arge, language+ &hey are able ,o use only basic 7ocabulary and s,ruc,ures+

/par, 9rom ,he lessons wi,h ,he researcher@ ,he group has -nglish lessons ,wice a

week so ,hey are no, s,rongly immersed in ,he second language+

&he learners are di99eren, in ,erms o9 ,heir personali,ies+ 1os, o9 ,hem are

e>,ro7er,s who ,ake par, in ,he lesson eagerly and are willing ,o answer all ,he

5ues,ions ,o ca,ch ,he ,eachers a,,en,ion and her appro7al+ 0owe7er@ ,he res, o9 ,he

group is more di7ersi9ied+ .ome children are in,ro7er,s@ phlegma,ic ,ypes and choleric

indi7iduals who rarely par,icipa,e in ,he lesson bu, ,hey are able ,o work hard

indi7idually+

&he ac,i7i,ies ,ha, include en,er,ainmen, are ,he mos, a,,rac,i7e 9or ,he

learners+ &he mos, in7ol7ing ,asks are puns@ bingo@ .imon says and any kind o9 songs+

&he learners are willing ,o sing@ ,hey suppor, ,he ,eachers mo7emen,s and ha7e 9un

and ,his is ,he bes, way o9 learning ,he ,arge, language+

&he research group is 7ery ,alka,i7e and eagerly answer ,he ,eachers

5ues,ions+ &hey are also 9ull o9 energy and ,hey 5uickly absorb knowledge+ &he 9ac,

,ha, ,he learners are really garrulous has some in9luence on classroom discipline+ &he

learners 7ery o9,en do no, lis,en ,o ,he ins,ruc,ions@ ,hey ask addi,ional 5ues,ions

when ,hey ha7e misunders,ood an sc,i7i,y or ha7e no, heard wha, ,he ,eacher says

because o9 ,he noisy classma,es+

&he researcher has chosen ,he &P' me,hod according ,o ,he learners le7el o9

-nglish and ,heir age+ &he pupils s,rongly en?oy ha7ing 9un so ,he &P' me,hod will

probably pro7e ,o be success9ul in ,ha, class+

&he &P' me,hod has no, been used be9ore in ,he research group+ 0owe7er@

,he group shows a posi,i7e a,,i,ude ,owards mo7emen, ac,i7i,ies+ &hey eagerly sing

songs ,ha, are 9ollowed by ges,ures or mimes+ &hey also 9ollow ,he ,eachers

D


7/30

commands 5uickly and correc,ly+

&.&. R*ar!h )ro!%ur

&he aim o9 ,he s,udy is ,o 9ind ou, ,o wha, e>,en, ,he &P' ac,i7i,ies help

young learners ,o learn new language+ &he researcher wan,s ,o e>plore i9 i, is a good

way ,o in,roduce and prac,ise new 7ocabulary and s,ruc,ures by means o9 &P'

ac,i7i,ies+ &he research will in7es,iga,e ,he ad7an,ages and disad7an,ages o9 using ,he

&P' me,hod while ,eaching -nglish ,o young learners+ -ach research lesson will be

obser7ed by ,wo collabora,ors whose ,ask will be ,o 9ill in ,he obser7a,ion ins,rumen,+

&he learners will be pro7ided wi,h a shor, 5ues,ionnaire ,o 9ill in+ /9,er each lesson ,he

researchers diary will be comple,ed+

&he research is going ,o be conduc,ed during si> lessons+ -ach lesson will

con,ain ,hree &P' ac,i7i,ies+ &he 9irs, lesson will be en,irely based on ,he me,hod ,o

make learners 9amiliar wi,h i,+ &he research group will be pro7ided wi,h a shor,

in,roduc,ion ,o &P'+ &he researcher is going ,o choose ac,i7i,ies ,ha, will re7ise ,he

7ocabulary such as colours@ par,s o9 ,he body and simple commands ,ha, ,he learners

already know+ &he 9irs, e>ercise will be ,he game called .imon says+++ ,hrough which

,he learners will re7ise some known commands or s,ruc,ures+ &he 9ollowing

mo7emen, chan, will help ,he group ,o re7ise ,he 7ocabulary connec,ed wi,h ,he


8/30

ac,i7i,y will be ,he :lashcard ac,i7i,y in which ,he learners will ha7e ,o run ,hrough

,he classroom ,o 9ind ,he 9lashcard ,ha, ,he reasercher men,ioned be9ore+ &he main

aim o9 ,he lesson is ,o consolida,e ,heir knowledge ,hrough ,he mo7emen, ac,i7i,ies+

&he ,hird lesson will be a &P' lesson ,ha, will include use9ul commands ,ha,

can be used in ,he classroom+ &he .imon says+++ rou,ine will s,ar, ,he lesson+ /9,er

in,roducing ,he 7ocabulary and s,ruc,ures@ ,he learners will prac,ice i, in an es,ablished

order wi,h ,he ,eddy bear@ which will be a model 9or ,he ac,i7i,y+ &he learners will

ha7e ,o 9ollow ,he pa,,ern@ repea, and show wha, ,he ,eddy bear presen,s+ &his

ac,i7i,y encourages ,he learners ,o par,icipa,e in a &P' ,ask and consolida,es ,heir

knowledge+ La,er@ ,he research group will recei7e a handou, wi,h ,he e>ercise in

which ,hey will ha7e ,o ma,ch ,he pic,ures wi,h ,heir wri,,en 9orms+ &hen ,he

researcher will encourage ,he learners ,o be in a ,eachers role and conduc, ,he .imon

says+++ game+ &hey will be able ,o prac,ice ,he new 7ocabulary and ha7e 9un ,hrough

,his+ &he o7erall aim o9 ,he lesson is ,o ge, ,he learners 9amiliar wi,h use9ul s,ruc,ures@

,o encourage ,hem ,o ,ake a chance ,o domina,e ,he class and prac,ice commands

,hrough mo7emen, ac,i7i,ies+

&he 9or,h lesson is a re7ision o9 ,he 7ocabulary connec,ed wi,h ,he 1y

9a7ouri,e ,hing is+++ ,opic and ,he ha7e go, s,ruc,ure+ &o mo,i7a,e ,he learners ,o

par,icipa,e in ,he lesson@ ,he researcher is going ,o play ,he .imon says+++ game ,ore7ise pre7ious 7ocabulary and s,ruc,ures+ /9,er ,he re7ision o9 ,he 7ocabulary@ ,he

learners will play *harades connec,ed wi,h ,he ,opic+ &hey will recei7e pieces o9

paper wi,h sen,ences on ,hem@ ,o prac,ice ,he ha7e go, s,ruc,ure+ &hey will be able ,o

crea,e basic sen,ences ,ha, e>press belongings+ &hey will also prac,ice ha7e go, on

,he handou, ,ha, ,hey will recei7e la,er+ &heir ,ask will be ,o ma,ch ,he sen,ences wi,h

,heir pic,ure represen,a,ion+ %, will le, ,hem re7ise no, only ,he 7ocabulary@ bu, also

,he s,ruc,ure+ &he las, ac,i7i,y will be de7o,ed ,o 7ocabulary+ &wo learners will be

gi7en ,he same 9lashcards wi,h ,he words ,ha, ,hey learn during ,he lesson+ &heir ,ask

will be ,o change ,heir places when ,hey hear ,he word+ &he ,eacher will say ,he

sen,ences ,o le, ,hem lis,en ,o ,he pronouncia,ion and ,he s,ruc,ure+ &he main aim o9

,he lesson is ,o prac,ice 7ocabulary and le, ,he learners ge, 9amiliar wi,h i,+

&he 9i9,h lesson will le, ,he learners learn ,he 7ocabulary connec,ed wi,h 9reeI

,ime ac,7i,ies Aplay ,he 7iolin@ ride a horse e,c+B+ &hey will be able ,o connec, ,he 7erb

wi,h ,he mo7emen, in,roduced by ,he ,eacher+ -ach word will ha7e i,s own ges,ure


9/30

,ha, ,he learners will ha7e ,o 9ollow+ , ac,i7i,y will be conduc,ed in pairs@ i, is a mo7emen,ac,i7i,y in which ,he learners are going ,o ,ell each o,her sen,ences such as % can

dance+ and ,he par,ner is obliged ,o show ,hem+ %n ,his way ,hey will prac,ice a new

grammar s,ruc,ure and 7ocabulary+ &he learners will also prac,ice ,heir speaking skill+

/no,her way ,o suppor, ,heir learning will be a ,ask on ,he carpe,@ where ,he children

will ha7e ,o lis,en ,o ,he ,eacher saying sen,ences ,ha, include ,he new s,ruc,ure+ &heir

,ask will be ,o si, down when ,hey hear can, in ,he sen,ence@ and do ,he mo7emen,

when ,hey hear can+ &he learners will prac,ice ,heir lis,ening skill and impro7e ,heir

knowledge+ &he main aim o9 ,he lesson is ,o ,each ,he learners how ,o speak abou,

,heir abili,ies and 9reeI,ime ac,i7i,ies+

&., Data !oll!tion t!hni-u*

&he research will be based on ,he 9ollowing da,a collec,ion ,echni5uesE A#B an

obser7a,ion ins,rumen,@ A!B a 5ues,ionnaire 9or learners and A4B a diary+

6


10/30

&.,.1 O"*ration in*tru/nt

&he aim o9 ,he obser7a,ion ins,rumen, is ,o collec, in9orma,ion 9rom ,he

collabora,or and o,her obser7ers+ &he da,a collec,ed will enable ,he researcher ,o

analyze s,rong and weak poin,s o9 ,he &P' me,hod+&he obser7a,ion ins,rumen, consis,s o9 9our 5ues,ions+ One o9 ,hem is an

openI ended 5ues,ion and ,he remaining ,hree 5ues,ions consis, o9 a mul,iple choice

9orma, wi,h an added openIended e>,ension elici,ing ,he obser7ers e>plana,ion+ &he

9irs, 5ues,ion re9ers ,o ,he knowledge ,ha, ,he learners may gain during ,he research

lessons+ &he ne>, ,wo 5ues,ions gi7e ,he researcher in9orma,ion abou, ,he learners

9a7ouri,e ac,i7i,ies@ and ,he mos, di99icul, e>ercise+ &he las, 5ues,ion is ,he

collabora,ors opinion abou, ,he planning and managemen, o9 ,he &P' ac,i7i,ies+ &he

researcher will be able ,o draw a conclusion abou, ,he bene9i,s and drawbacks o9 ,he

&P' ac,i7i,ies+

&he ins,rumen, has been chosen 9or ,he s,udy because ,he collabora,ors

commen,s will be more reliable ,han ,hose o9 ,he researchers+ &he problem ,ha, can

occur when using an obser7a,ion ins,rumen, is ,he 9ac, ,ha, some o9 ,he obser7a,ion

5ues,ions may no, be use9ul enough or ,hey may no, help ,he researcher ,o answer ,he

research 5ues,ions+ %9 ,he problem occurs@ ,he ins,rumen, will be appopria,ely

changed+

&. ,.& 0u*tionnair or larnr*

&he aim o9 ,he 5ues,ionnaire 9or ,he learners is ,o e>amine ,he lesson 9rom ,he

learners poin, o9 7iew+ &he 5ues,ionnaire will record ,he learners a,,i,ude ,owards

,he &P' lessons and ,he reasons why ,he children bene9i, 9rom ,he &P' ac,i7i,ies+

&he 5ues,ionnaire consis,s o9 9our mul,ipleIchoice 5ues,ions which

concen,ra,e on ,he learners pre9erences+ &he 9irs, 5ues,ion 9ocuses on learners

par,icipa,ion in ,he lesson+ &he learners will be asked ,o decide and ,ell i9 ,hey ,ake

par, in ,he lesson eagerly or no,+ &he second 5ues,ion will concen,ra,e on ,he learners

9a7ouri,e ac,i7i,ies conduc,ed by ,he researcher or by ,heir classma,es who will pu,

on ,he ,eachers role in some e>ercises and will be able ,o conduc, ,he ac,i7i,y such as

,he .imon says+++ game+ &he ne>, 5ues,ion will show ,he researcher which aspec, o9

,he &P' e>ercises ,he learners en?oy+&hey will ha7e ,o choose be,ween ,he

Fmo7emen,G ,ha, ,hey ha7e ,o 9ollow@ Fnew languageG ,ha, ,hey learn, or Fclassroom

#"


11/30

coopera,ionG+ &his 5ues,ion will le, ,he researcher draw a conclusion abou, ,he

ad7an,ages o9 using ,he &P' me,hod+ &he las, 5ues,ion deals wi,h ,he di99icul,ies ,ha,

,he learners may e>perience+ &his 5ues,ion allows ,he researcher ,o look 9or ,he

disad7an,ages o9 using &P' in a young learners classroom+

&he problem ,ha, could occur wi,h ,he 5ues,ionnaire is ,he learners

misunders,anding o9 ,he 5ues,ionnaire 5ues,ions+ &he researcher will e>plain ,o ,he

children each 5ues,ion and i,s aim+

&.,., Diar(

&he aim o9 ,he diary is ,o analyze ,he lesson 9rom ,he researchers poin, o9

7iew and collec, rele7an, in9orma,ion abou, ,he learners reac,ions ,o ,he &P'

ac,i7i,ies+

&he diary consis,s o9 ,hree openIended 5ues,ions and ,wo mul,ipleI choice and

openIended 5ues,ions a, ,he same ,ime+ &hese 5ues,ions concen,ra,e on ,he

researchers own 9eelings abou, ,he planning and managemen, o9 ,he &P' lesson+

Wha, is more@ ,he diary will pro7ide ,he researcher wi,h ,he s,rong and weak poin,s o9

,he &P' me,hod while ,eaching -nglish ,o young learners+

&he diary has been chosen because i, will allow ,he researcher ,o impro7e herprepara,ion 9or ,he 9ollowing research lessons+ &he researcher may ha7e problems

wi,h comple,ing ,his ins,rumen,M some 5ues,ions may be useless or ,hey may include

in9orma,ion ,ha, may be insigni9ican, 9or ,he research+

##


12/30

III FINDINGS

,.1. Su//ar( o r*ult*

&he research was conduc,ed ,hrough si> lessons in which mos, o9 ,he learners

,ook par,+ &he aim o9 ,he s,udy was ,o es,ablish i9 ,he &P' me,hod was bene9icial 9or

young learners ,o learn ,he second language+ &he researcher planned ,o obser7e

whe,her ,he learners a,,i,ude ,o ,he me,hod was in9luenced by ,he ac,i7i,ies ,ha,

changed during each lesson+ &he resul,s o9 ,he research are presen,ed below+

,.1.1. R*ult* o o"*ration in*tru/nt

&he obser7a,ion ins,rumen, was comple,ed during each lesson+ &he number o9

obser7ers was cons,an,ly changing@ 9rom one obser7er in lesson ,wo@ 9i7e and si> ,o

,hree collabora,ors in lesson ,hree and 9our+ &wo ou, o9 si> lessons were obser7ed by

,hree collabora,ors@ one lesson was obser7ed by ,wo people and ,wo research lessons

were obser7ed by only one obser7er Asee *har, 4+#+#+#+ belowB+ &he aim o9 ,he

obser7a,ion ins,rumen, was ,o collec, in9orma,ion abou, ,he bene9i,s o9 &P'+

Chart 3.1.1.1 Number of collaborators present during each research lesson

&he 9irs, obser7a,ion 5ues,ion helped ,he researcher ,o con9irm wha, ,he

learners managed ,o re7ise or learn during ,he lesson+ -ach lesson in,roduced ,he

group ,o ,he new 7ocabulary and i, re7ised pre7ious s,ruc,ures and le>is+ -ach lesson

was bene9icial 9or ,he children who broadened ,heir range o9 new words+

*onse5uen,ly@ ,he learners were able ,o gi7e commands ,o each o,her in e7ery day

con,e>,s+ /ccording ,o ,he obser7ers@ ,he learners re7ised commands@ par,s o9 ,he

#!

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

1 2 3

Number of collaboratorspresent


13/30

body and colour Asee /pp+ #@ #E#B and ,hey also could consolida,e and learn ac,ion

7erbs and e7eryday ob?ec,s Asee /pp+ #@#E!IDB+ &hey also had enough prac,ice o9 new

language i,ems@ such as % can++ or % can,+++ s,ruc,ure Asee /pp+ #M$@DE#B+ &ha, 9ac, was

suppor,ed by each collabora,or during e7ery &P' lesson+ -ach se, o9 7ocabulary was

in,roduced ,o ,he group ,hrough ,he &P' me,hod which seemed ,o be 9rui,9ul in

,eaching -nglish ,o ,ha, group o9 young learners+ &he learners in7ol7emen, in ,he

mo7emen, ac,i7i,ies suppor,ed ,heir learning process@ le, ,hem learn wi,hou, any

conscious concen,ra,ion on ,he language aspec,s+

&he mos, 9re5uen,ly used ac,i7i,y in ,he research lessons was ,he .imon

says+++ game+ &he learners knew ,he game and played i, eagerly Asee /pp+ !M#@4IDE!B+

&he 9ac, ,ha, ,he learners apprecia,ed ,he game encouraged ,he researcher ,o

in,roduce i, as an opening rou,ine+ Wha, is more@ ,he learners were always 9resh a9,er

,he break@ so ,hey ,ook par, in ,he 9irs, ac,i7i,y more willingly ,han a, ,he end o9 ,he

lesson Asee /pp+ #@ 4E4B+ /no,her 9a7ouri,e ,ask was ,he 9lashcard ac,i7i,y in which ,he

learners had ,o 9ind ,he appropia,e card on ,he carpe,+ %, was ,he ,ask ,ha, had a

compe,i,i7e 9orm+ &he learners were able ,o prac,ise new 7ocabulary and ,he 9orm so

i, made ,he ac,i7i,y more in,eres,ing and 9un+ O,her ac,i7i,ies were considered by ,he

obser7ers as less absorbing Asee /pp+ #@#IDE4B+

&he le7el o9 di99icul,y ,ha, 7aried in ,he ac,i7i,ies and ,he more complica,edins,ruc,ions in9luenced ,he choice o9 ,he mos, in7ol7ing ac,i7i,y by ,he collabora,ors

and ,he children Asee /pp+ !@#IDE2B+ &he char, shown on ,he ne>, page A*har, 4+#+#+!B

presen,s ,he percen,age o9 ,he ,wo 9ac,ors men,ioned abo7e being in9luencial on ,he

di99icul,y o9 ,he ,asks Asee *har, 4+#+#+!B+ &he main di99icul,y 9or ,he learners was ,heir

inabili,y ,o unders,and ,he ins,ruc,ions A$$QB which were some,imes unclear 9or some

learners+ &he discipline problems A!;QB had a s,rong in9luence on ,he

misunders,anding o9 ,he ins,ruc,ions because ,hose who were o7erIac,i7e@ dis,urbed

,he o,her s,uden,s who could no, 9ocus on wha, ,he ,eacher was saying ,o ,hem Asee

*har, 4+#+#+!B+

#4


14/30

Chart 3.1.1.2 Factors that influenced the difficulty of the tasks

:inally@ ,he collabora,ors obser7ed ,he planning and managemen, o9 ,he

research lessons+ &hey sugges,ed many ,ips 9or 9ur,her work+ &he obser7a,ion da,a

re7eal ,ha, ,he slow pace o9 ,he 9irs, lesson a99ec,ed learners baha7iour Asee /pp+

#M#E$B+ &hey ei,her go, bored or ,hey did a lo, o9 unrelea,ed ,hings such as drawing in

,heir no,ebooks or dis,urbing o,her learners which in9luenced ,he classroom discipline+

&he pace should be 9as, so ,ha, ,he learners are ac,i7e and do no, ha7e ,ime ,o 9ocus

,heir a,,en,ion on o,her classma,es Asee /pp+ #@#E$B+

&he o,her aspec, ,ha, was also men,ioned was ,he punishmen, 9or ,he learners

,ha, were beha7ing inappopria,ely Asee /pp+ #@4E2B+ %, was ,he main 9ac,or ,ha, did no,

help ,he researcher ,o con,rol ,he classroom+ / slow pace o9 ,he lesson caused ,he

learners dis,rac,ion and e>,ended ,he discipline problems+ &he mos, dis,rac,ed

learners ,ried ,o 9ocus ,heir a,,en,ion on di99eren, and more in,eres,ing ac,i7i,ies Asee

/pp+ #@#IDE2 and &able 4+#+#+#B+

:ac,ors dis,urbing ,he lessons

Lack o9

punishmen, 9or

inappropria,e

baha7iour

.low pace o9

,he lesson

Lack o9

a,rac,i7eness o9

,asks

)nclear

ins,ruc,ions

(iscipline

problems

Table 3. 1.1.1 Factors disturbing the lessons

#2

55%27%

9%

9% Complexity of

instructionsDiscipline problems

ocabularymisun!erstan!in"

No problems


15/30

,.1.&. R*ult* o -u*tionnair or larnr*

&he 5ues,ionnaire 9or ,he learners was gi7en ,o ,hem a, ,he end o9 each

research lesson+ &he aim o9 ,his ins,rumen, was ,o ga,her in9orma,ion abou, ,he

learners a,,i,ude ,o ,he &P' lessons+ .econdly@ ,he pupils were asked ,o choose ,heir9a7ouri,e &P' ac,i7i,ies+ &he children were also asked ,o assess ,he 9ac,ors ,ha,

in9luenced ,heir in7ol7emen, in ,he &P' ,asks as well as ,o underline ,he aspec,s ,ha,

caused di99icul,ies ,o ,hem+ 1os, o9 ,he learners were presen, in each research lesson+

&he lowes, number o9 par,icipan,s was #D on ,he second lesson@ ,he 9or,h lesson

a,,rac,ed #; learners and # children ,ook par, in ,he ,hird lesson+ &he 9irs,@ 9i9,h and

,he las, lesson were conduc,ed wi,h #6 pupils presen, Asee *har, 4+#+!+#B+

Chart 3.1.2.1 Number of learners present in the study during each research

lesson

/s 9or ,he learners o7erall impression o9 ,he lesson ,he learners were highly

in,eres,ed in ,he lessons and ,hey par,icipa,ed in ,hem Asee *har, 4+#+!+!B+ &here were

also some pupils ,ha, were no, sure abou, ,heir a,,i,ude ,o each lesson Asee /pp+!@#I

DE#B &he 9irs, lesson showed ,ha, only 6 ou, o9 #6 learners were sa,is9ied ,o ,ake par,

in ,he ac,i7i,ies+ &he reason 9or ,ha, was ,he 9ac, ,ha, ,hey were sligh,ly bored a, ,he

end and did no, wan, ,o 9ollow ,he lesson Asee /pp+ #@#E!@4@2B+ &he 9ac,or ,ha, 9inally

caused ,he growing number o9 ,he learners sa,is9ac,ion wi,h ,heir in7ol7emen, in ,he

lessons was ,he ,ype o9 ,he ac,i7i,ies which were 7arie+ &hey helped ,he learners a7oid

ge,,ing bored+ &he 9inal lesson was ,he mos, in7ol7ing and admired by ,he learners+

&hir,een ou, o9 se7en,een learners presen, on ,he ,hird lesson showed ,heir posi,i7e

#$

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

2

4

6

#

1$

12

14

16

1#

2$

Number of telearnerspresent

N

umberoft%elearnersint%eclass


16/30

a,,i,ude ,owards being in7ol7ed in ,he lesson Asee *har, 4+#+!+! and /pp+ !M4E#B+ &he

char, below shows di99erences in learners in7ol7emen, in ,he research lessons+

Chart 3.1.2.2 Learners' anser to the !uestion "#id you participate eagerly in

today's lesson$%

&he learners were also asked ,o decide which 9ac,ors made ,hem like ,he

lessons Asee /pp+ !M #@!@4@2@$@DE4B+ &he s,uden,s were able ,o choose more ,han one

answer+ &he research shows ,ha, ,here are ,wo main aspec,s ,ha, ,he learners 7alueE

,he abili,y ,o play wi,h 9riends A26QB and ,o mo7e A2QB Asee /pp+ !M#@!@4@2@$@DE4

and *har, 4+#+!+4B+ Li,,le a,,en,ion is paid ,o ,he language aspec, o9 ,he ac,i7i,ies+

Only one ,hird o9 ,he children A!;QB said ,ha, ,he new knowledge ,ha, ,hey learn,

9ascina,ed ,hem and mo,i7a,ed ,o do well Asee *har, 4+#+!+2 on ,he ne>, pageB +

&he learners pre9er pair work or group work ac,i7i,ies@ ,hey like ,o

communica,e wi,h each o,her and ,hey 9eel more com9or,able when ,hey are in a

9amiliar group Asee /pp+ 4M#@!E4B+ /s re7ealed in ,he char,@ almos, hal9 o9 ,he learners

A26QB is more sa,is9ied when ,heir classma,es are wi,h ,hem+ &he abili,y ,o mo7e is

di99eren, 9rom dayI,oIday lessons when ,he children si, a, ,heir desks 9or ,he whole

lesson+ &he pupils eagerly 9ollow commands@ ,hey are physically in7ol7ed A2QB andha7e 9un+ &he compe,i,i7e 9orm o9 some ac,i7i,ies such as a 9lashcard ac,i7i,y@ in which

,he learners compe,e wi,h each o,her ,o 9ind ,he appropria,e card more 5uickly ,han

,he o,hers@ suppor, ,he learners in7ol7emen, more ,han any o,her ac,i7i,ies+ %, bene9i,s

,heir second language learning because ,he learners ac5uire language subconsciously

,hrough play+

#D

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

$

2

4

6

#

1$

1214

16

1#

&ns'er ()*

&ns'er N+

Numberoflearnerssur,e

ye!


17/30

Chart 3.1.2.& Learners' ansers to the !uestion "hat did you like the most$'

Wi,h regard ,o ,he learners percep,ion o9 ,he di99icul,ies e>perienced during

,he research lessons@ ,he pupils had a problem wi,h ,he unders,anding o9 ,he

7ocabulary Asee /pp+ !M#IDE2B+ 1ore ,han one ,hird A42QB said ,ha, i, was ,he main

9ac,or ,ha, caused ,heir nega,i7e a,,i,ude ,owards ,he in7ol7emen, in ,he lesson+ %,

resul,ed 9rom ,he learners ina,,en,ion and inappopria,e beha7iour ,ha, caused

discipline problems+ *onse5uen,ly@ ,he learners did no, 9ocus on wha, ,he ,eacher was

saying+ .ome classma,es were louder ,han ,he o,hers and abou, $I; ou, o9 nine,een

s,uden,s did no, unders,and ,he researcher well+

&he o,her ,roublesome aspec,s are seen as less dis,urbing and serious+ &hey

occurred when ,he ins,ruc,ions were sligh,ly unclear and ,he learners did no, know

wha, ,hey had ,o do Asee /pp+ !M#@!@4@2@$@DE2B+ /lmos, hal9 o9 ,he learners A22QB said

,ha, ,hey had no problems wi,h ,he e>ercises Asee *har, 4+#+!+$B+ &ha, means ,hey

were in7ol7ed in ,he lesson@ 9ocused ,heir a,,en,ion on i,s par,s and 9ollowed ,he

,eacher+ &he me,hod used by ,he researcher helped ,he pupils ,o ac5uire ,he new

language i,ems@ le, ,hem learn ,hrough ha7ing 9un+

&he leas, dis,urbing 9ea,ures were rules and ges,ures ,ha, seemed ,o be sligh,lydi99icul, 9or some learners Asee *har, 4+#+!+$B+ 1isunders,anding o9 ,he rules o9 ,he

ac,i7i,ies was a problem 9or abou, #Q o9 ,he pupils+ &he 9ollowing o9 ,he ges,ures

was complica,ed 9or abou, #6Q o9 ,he learners+ &he 9ac, which caused ,his issue was

,he clari,y o9 ,he ins,ruc,ions gi7en ,o each e>ercise Asee /pp+ #M#@!@4E2B+

#;

49%

27%

4#% -rien!s

ocabulary

.o,ement


18/30

Chart 3.1.2.( Learners' ansers to the !uestion 'hat as difficult for you$'

,.1.,. R*ult* o %iar(

&he diary was comple,ed by ,he researcher immedia,ely a9,er each research

lesson+ %, included obser7a,ions on ,he learners in7ol7emen, in ,he &P' ac,i7i,ies@

,he childrens 9a7ouri,e ,asks as well as ,he planning and managemen, o9 ,he &P'

ac,i7i,ies+

&he researchers role was ,o plan in,eres,ing lessons ,ha, would include

enough prac,ice o9 ,he 7ocabulary and ,ha, would be ad?us,ed ,o ,he learners le7el

Asee /pp+ 4@ #IDE#B+ &he challenge ,o 9ind in,eres,ing e>ercises was high@ bu, 9inally

,he order and kind o9 ac,i7i,ies 9ul9illed ,he learners e>pec,a,ions+ &he researcher had

a lo, o9 ideas abou, ,he ,asks@ bu, she had ,o sligh,ly change ,heir 9orm ,o ad?us, ,he

ac,i7i,y ,o ,he pupils le7el+

&he bigges, di99icul,y was in ,he 9irs, lesson when ,he researcher did no,

know ,he learners a,,i,ude ,owards ,he &P' me,hod Asee /pp+ 4@#E#B+ &he

researcher conduc,ed ,he lesson mainly depending on ,he &P' ac,i7i,ies ,ha,

dis,urbed classroom discipline such as ,he colour game and &eddy bear chan, in

which almos, hal9 o9 ,he learners were dis,rac,ed by o,her classma,es+

%n ,he o,her lessons@ ,he number o9 ,he &P' ac,i7i,ies did no, change@ bu, i,

only s,ar,ed ,o be in,er7ened wi,h o,her@ more reasuring ac,i7i,ies like e>ercises on

,he handou,s or ,asks ,ha, ,he learners had ,o comple,e while si,,ing a, ,heir desks+ %,

le, ,he researcher ,o res,ore ,he order in ,he lesson and calm ,he learners+

&he sa,is9ac,ory aspec, o9 ,he lessons was ,he pupils par,icipa,ion@ when

mos, o9 ,he learners were in,eres,ed in ,he lesson and eagerly comple,ed all

#

34%

1#%19%

44%ocabulary

/ules

0estures

Notin"


19/30

e>ercises+ %n e7ery lesson@ some children had problems wi,h 9ocussing ,heir

a,,en,ion or ,hey go, bored@ bu, a, ,he end o9 ,he lessons@ ,hey seemed ,o be sa,is9ied

wi,h ,he ,asks ,hey ,ook par, in Asee /pp+ 4M#IDE!B+

&he ,ime when ,he learners were allowed ,o be in power and conduc, ,he

ac,i7i,y was ,he mos, in7ol7ing and sa,is9ying 9or ,hem Asee /pp+ !@4E4B+ &he children

were 9ocused on ,he ,asks ?us, ,o keep ,he ,eachers a,,en,ion and ,o be chosen 9or

conduc,ing ,he e>ercise+ &he researcher could obser7e ,ha, i, aroused childrens

in,eres, and encouraged ,hem ,o be ac,i7e+ *ompe,e,i7e e>ercises appeared ,o be

appopria,e 9or ,ha, group Asee /pp+ 4@4E4B+

&he researcher has also no,iced ,ha, .imon says+++ was o9,en ,he mos,

in7ol7ing lis,ening ac,i7i,y because ,he pupils seemed ,o en?oy ,his game and i,s

compe,i,i7e 9orm+ &he game re5uires ,heir a,,en,ion and all o9 ,he children wan, ,o

win so ,hey compe,ed wi,h each o,her eagerly+ &hey also like ,o in,erac, wi,h each

o,her+ &he researcher asked ,he learners ,o poin, or ,ouch ,he o,her colleagues par,

o9 ,he body while conduc,ing ,he .imon says+++ game ,o check ,he a,mosphere

wi,hin ,he group+ &he par,icipan,s had 9un and bene9i,ed 9rom ,his ac,i7i,y by

prac,ising use9ul s,ruc,ures such as .how me+++ or Poin, ,o+++ and ,he 7ocabulary

,ha, ,hey could use Asee /pp+ 4@ #IDE$B+

-7en ,hough ,here were some problems wi,h ,he unders,anding o9 ,he ,askswhich were new ,o ,he learners@ ,hey could no, ca,ch ,he rules@ ,he ,eacher always

repea,ed ,he ins,ruc,ions@ demons,ra,ed ,he ,asks ,o make ,hem clearer+ &his

procedure helped ,he children ,o ,ake par, in ,he e>ercises eagerly+ %n ,erms o9 i,s

e99ec,i7eness@ ,he &P' ,echni5ues seem ,o ha7e been success9ul+

,.&. Data anal(*i*

&he research was designed ,o answer ,wo research 5ues,ions+ &he 9irs, one

e>amined ,he e>,en, ,o which ,he &P' ac,i7i,ies helped young learners ,o learn new

language+ &he ne>, 5ues,ion was de7o,ed ,o ,he way ,ha, &P' mo,i7a,ed and

encouraged ,he learners ,o par,icipa,e in ,he lesson+

#6


20/30

(a,a analysis shows ,ha, ,he learners learn new 7ocabulary and consolida,e i,

more 5uickly when i, is connec,ed wi,h a par,icular mo7emen, ,ha, suppor,s ,he new

word+ :irs,ly@ ,he learners ,ry ,o chase 9or ,he ges,ure ,ha, can 9ollow ,he language

i,em@ ,hen ,hey ?us, look 9or i,s meaning+ &he consolida,ion and ,he repe,i,ion o9 ,he

same pa,,erns and ges,ures help children ,o use ,he 7ocabulary more o9,en and use i,

while learning new s,ruc,ures+ %, happens so because ,he learners basic needs include

,he need ,o mo7e or ,he desire ,o mime and physically reac,+ posed ,o

be9ore Asee /pp+ !M#IDE4B+ &he en,er,aining charac,er o9 ,he ac,i7i,ies makes ,hem

more in,eres,ing and 9amiliar ,o young learners who are much more 9ocused on ha7ing

9un ra,her ,han on s,udying serious language aspec,s+

,.,. Criti!al loo# at th r*ar!h

&he research was conduc,ed appropria,ely and i, was comple,ed wi,h posi,i7e

resul,s+ 0owe7er@ ,here were some problems ,ha, ,he researcher could impro7e+

&he main problem in ,he research group was ,he discipline ,ha, was sligh,ly

di99icul, ,o keep during ,he lessons+ &he learners were 7ery ac,i7e@ ,alka,i7e and ,hey

,ried ,o be louder ,han ,he ,eacher+ &he researcher and her collabora,or in,roduced ,he

!"


21/30

sys,em o9 pluses ,o mark learners proper beha7iour+ &he discipline impro7ed bu, i,

was s,ill 9ar 9rom being ideal+ &he only solu,ion seemed ,o be ,he in,roduc,ion o9 some

kind o9 punishmen, 9or ,he mos, disobedien, learners+ :or e>ample@ ,he ,eacher should

ha7e con,ac,ed ,he learners paren,s ,o communica,e ,o ,hem ,heir childs bad

beha7iour+ &he con,ac, no,ebook appeared insu99icien, 9or ,he mos, in,errup,ing

learners as ,hey probably ne7er showed ,hem ,o ,heir paren,s+

&he ne>, aspec, ,ha, ,he researcher would like ,o modi9y is ,he 5ues,ionnaire

9or ,he learners in which ,he researcher had ,o change ,he 9irs, 5ues,ion abou, ,he

learners a,,i,ude ,owards classroom coopera,ion and par,icipa,ion in ,he lesson+ &he

purpose o9 i, was ,o limi, ,he choice o9 answers ,o 9ind ou, i9 ,he children used ,o

choose ,he Fno, reallyG answer only as an al,erna,i7e when ,hey were no, en,irely sure

abou, ,heir 9eelings abou, ,he lesson+ %, was a good idea because in ,he 9ollowing

lessons ,he children op,ed 9or ,he =es answer more o9,en ,han be9ore+

&he research lessons were some,imes in,errup,ed by ,he ,u,or+ %, would be

be,,er i9 ,he class ,eacher had no, in,er7ened wi,h unnecessary commen,s on ,he

learners beha7iour+ .uch inciden,s happened especially when ,he ,eacher was gi7ing

ins,ruc,ions ,o ,he ac,i7i,y+ *onse5uen,ly@ ,he researcher was obliged ,o repea, ,he

ins,ruc,ions+

:inally@ i, would be also use9ul ,o enhance ,he clari,y o9 ,he researchersins,ruc,ions which caused some di99icul,y ,o some learners+ /l,hough ,he ,eacher used

,o deli7er simple sen,ences@ ,he children ,ha, were no, 9ocused on ,he lessons could

no, hear ,hem+ &he researcher ,ried ,o simpli9y ,he e>plana,ions wi,h a bigger or

smaller success+ &he problem migh, be wi,h ,he comple> 7ocabulary ,ha, appeared ,o

be more ad7anced ,han ,he learners were able ,o unders,and+

!#


22/30

CONCLUSION

&he aim o9 ,he s,udy has been ,o in7es,iga,e how ,he &o,al Physical 'esponse

me,hod can be use9ul while ,eaching ,he second language ,o young learners+ &he

research also aimed ,o poin, ou, ,he way ,he use o9 &P' ac,i7i,ies encouraged ,he

learners ,o par,icipa,e+

&he research has shown ,ha, &P' ac,i7,ies may suppor, learners learning

process+ &hey ga,her knowledge wi,hou, 9ur,her immersing in,o ,he language@ wi,hou,

,oo much ,hinking abou, i,+ &hey 9ocus ,heir a,,en,ion on play ra,her ,han language+

Learners easily recognize a language i,em ,hrough ,he abili,y ,o remember in which

kind o9 game i, occurrs+ Learners are ac,i7e in &P' lessons as ,hey wan, ,o per9orm

su99icien,ly well ,o impress ,heir ,eacher and ,o recei7e a prize 9or ,heir concen,ra,ion

and ,ask 9ul9ilmen,+ &he s,udy

may be 7aluable 9or all ,he ,eachers who would like ,o pro7ide in,erac,ion wi,hin ,he

class+ =e,@ being a 9oreign language ,eacher@ le, no, only ,o communica,e ,hrough

words@ bu, also wi,h body mo7emen,s+ &he research shows ,ha, when ,he ,eacher uses

,he ,arge, language in ,he classroom@ ,he s,uden,s s,ar, using i, as well subconsciously

while gi7ing commands ,o o,her learners+ :ur,her

research could 9ocus on ,he 7ocabulary ou,side ,he coursebooks ,ha, would ha7e

helped ,he learners ,o be more ad7anced in e7ery day communica,ion con,e>,s+ %,

could ha7e also been in,er7ened wi,h ano,her me,hod ,o compare ,hem bo,h in case o9

e99ec,i7eness and i,s in9luence on ,he o7erall second language learning process+

!!


23/30

BIBLIOGRAPHY


24/30

/PP-N(%*-.

!2


25/30

/PP-N(%S #

(a,eE RRRRRRRRRRRRR

OBSER3ATION INSTRU+ENT

!$


26/30

#+Wha, did ,he learners learn during ,his &P' lessonT++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

!+ (o you ,hink ,he learners manage ,o prac,ise ,he new 7ocabulary WhyT+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++T+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

4+ Which o9 ,he &P' ac,i7i,ies were ,he learners mos,ly in7ol7ed in and why

.imon says

Pair work ac,i7i,y

*arpe, ac,i7i,y

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

+2+ Which ac,i7i,yies do you ,hink waswere ,he mos, di99icul, 9or ,he learners

/c,i7i,y / /c,i7i,y < /c,i7i,y *

Please@ pro7ide a shor, ?us,i9ica,ion 9or your choice+

T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

+

$+ Wha, would you impro7e in ,he planning and managemen, o9 ,he &P' ac,i7i,iesJus,i9y your opinion+

Planning 1anagemen,

E4r!i* 1

E4r!i* &

!D


27/30

E4r!i* ,

/PP-N(%S !

!;


28/30

Data: ________

ANKIETA DLA UCZNIW

1. Czy chtnie brae udzia w dzisiejszych zajciach?

TAK N!

".Kt#re zadanie $%d%ba% Ci si najbardziej? &$%'%(%ruj%d$%wiedni $uzze()

*i+%n says,

-wiczenie w $arach

-wiczenie na dywanie

. Najbardziej $%d%ba% +i si t%/ 0e: &za're( '#ecz'ie+%d$%wiedni 2wiazd')

+%2e+34a+ $%bawi5 si z '%(e2a+iszyb'% nauczye+34a+ si n%wych s#we'+%2e+34a+ si $%rusza5

6. C% s$rawi% Ci najwi'sz trudn%5? &za're( '#ecz'ie+%d$%wiedni $rezent)

nie r%zu+iae+34a+ s%wnictwa nie wiedziae+34a+ c% +a+ zr%bi5 w 5wiczeniu nie $%tra7ie+34a+ $%'aza5 2est#w

!


29/30

/PP-N(%S 4

!6


30/30

(a,eE RRRRRRRRRRRRDIARY

#+ Wha, was ,he mos, di99icul, aspec, o9 planning o9 ,he &P' lessonT++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++!+ Were all ,he s,uden,s par,icipa,ing in ,he lesson %9 no,@ wha, was ,he reason 9or,ha, T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++4+ Which &P' ac,i7i,y was ,he mos, in7ol7ing

.imon says

Pair work ac,i7i,y

*arpe, ac,i7i,y

Why Wha, was good abou, ,his ac,i7i,y T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

2+ Which ac,i7i,y was ,he mos, di99icul, 9or ,he learners

.imon says

Pair work ac,i7i,y

*arpe, ac,i7i,y

Why %s ,here any,hing ,he ,eacher could impro7e in ,he planning and managemen,o9 ,he ac,i7i,y T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++$+ (id ,he s,uden,s 9ollow ,he ,eachers commands eagerly Which physicalmo7emen,s were easy 9or ,he children ,o 9ollow Why T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ T++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

total physical response as a method of teaching english

Documents