Application Of Total Physical Response To Oral English Teaching In Primary Schools

According to the latest requirements of “English Curriculum Standards for Compulsory Education”(2022 edition),English teaching for primary school students should focus on four aspects: listening,speaking,reading and writing,so as to cultivate students’ comprehensive language ability.However,in actual teaching,due to the traditional teaching methods of teachers,and most parents pay more attention to the results of the written test,the “speaking”is ignored,and the “dumb English” of primary school students has become a common phenomenon.This thesis studies the teaching mode of total physical response(TPR)teaching method and applies it to the reform and innovation of English teaching in primary schools to improve students’ oral English ability.Through literature research,this thesis has consulted many theories of oral English teaching by experts and scholars at home and abroad.At the same time,combined with the author’s practice in education and teaching activities,this paper analyzes the practical application of TPR teaching method in our primary school.Before this experiment,the author raised two questions: Firstly,whether TPR teaching method can improve students’ interest in English learning? Secondly,what is the impact of this teaching method on oral English teaching in experimental classes? The two questions are based on oral English teaching experiments.In this thesis,the research methods are questionnaire and experimental research.The teaching objects in the teaching research are 60 primary school students in Yuhua district,Changsha city.These pupils were from grade five,and the author divided them into experimental class and control class before the experiment,with the same number of students in both classes.For the oral test,we mainly choose the relevant content from the textbook.The test mainly inspects students’ practical abilities in phrase learning,sentence pattern reading and translation.The author designed an experiment for 19 weeks for different types of oral English classes.According to the actual situation of each class,their oral English ability was tested and scored,and then the final scores were recorded by Excel.In the case of obtaining relevant data,SPSS 26.0 was selected to analysis the actual situation of the results of the two classes,and then to compare and discuss the results.In addition,it also introduces students’ scores of in-class tests to analyze whether their interest and effect in learning have been improved.Through in-depth analysis and research in the text,the final conclusions are as follows:Firstly,TPR teaching method can improve students’ interest to a certain extent.Secondly,this teaching method can also improve students’ learning effect.Through the statistical analysis of the students’ learning situation in the last semester and the pre and post tests,their oral English learning situation is also understood.Then,the author made a deeper reflection and finally found various of problems in teaching practice: At first,it is hard to use TPR teaching method when learning some abstract objects.In addition,there are many game activities in TPR teaching method.Thus,when students are in the game activities,they need a larger teaching space and more teaching aids.These activities also need to be controlled well,but if not,it’s hard to make those activities work well as expected.Therefore,the author proposed two solutions in the process of research and analysis: First of all,when explaining abstract things to students,it can be used with other teaching methods.Furthermore,the teaching effect can be improved by small class teaching or learning groups.In conclusion,this teaching experiment proves that TPR teaching method can cultivate students’ interest in English learning,improve their English learning effect,promote the improvement of students’ oral English ability,and provide reference for the reform and innovation of English teaching in primary schools.