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Total Physical Response (TPR) is a language-learning approach based on the relationship between language and its physical representation or execution. TPR emphasizes the use of physical activity for increasing meaningful learning opportunities and language retention. For example, a simple TPR lesson for beginning students might entail commands such as, "Put the book on the table" or "stand up" (Wright, 2015, pg. 165).

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Total Physical Response (TPR) - Teacher Training film no. 8

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These tasks require for students to listen to a source of spoken language and then complete a task that demonstrates their understanding of what was said (Wright, 2015, pg. 166).

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English Listening Comprehension - At an American Restaurant

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A listening center is usually a designated area in the classroom that students can listen to recordings (Wright, 2015, pg. 167). Depending on the type of listening center technology used in the classroom, teachers may also be able to connect to other devices, such as tablets, smart phones, and even computers for a more personalized learning experience.

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Retelling is a strategy that is used to determine how well a student has comprehended a specific story. Retelling can be used as an effective tool in improving comprehension as well as assessing it. These presentations can be given in front of the whole class or in small groups (Wright, 2015, pg. 168).

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This is when a rhyme or a tune replaces a piece of text to make it more memorable (Wright, 2015, pg. 169). They provides patterns that can make learning easier.Also, t builds children's confidence in oral language.

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A simple and common form of oral presentation is to conduct a "show-and-tell" (Wright, 2015, pg. 169). Show and Tell is a chance for our young pupils to show off their “prized possessions”. Being centre of attention for a couple of minutes will make them feel special and important. These emotions will make them feel more confident and valued.

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Minimal pairs are one of the most helpful tools for any pronunciation teacher. They have been proven to help significantly with the perception of unfamiliar phonemes.

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This refers to having students collaborate together in small groups to solve a problem, complete a task, or complete a project (Wright, 2015, pg. 170).

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Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates.It provides built-in wait time and in a low-risk environment (Wright, 2015, pg. 171).

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Roundtable is a good cooperative structure and interactive activity to practice vocabulary, grammar, or even content. Students pass a paper around, adding an item according to the criteria you designate. This task works well with ELL's because they are working collaboratively with a small group of peers on a narrow task (Weight, 2015, pg. 172).

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Concentric Circles (Ice breaker and/or speaking activity) Concentric Circles is a powerful bonding exercise because it gives individuals the opportunity to share their thoughts and experiences with others in one-on-one conversations.This activity is useful for ELL students since they get to practice speaking and listening (Wright, 2015, pg. 172).

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1. Students are placed in groups
2. Each student is given a number
3. The Teacher asks a question
4. The Students put their heads together
to figure out the answer
5. The Teacher calls a number and the
Student presents their group answer. This cooperative learning strategy promotes discussion and both individual and group accountability. The level of complexity of the questions should be based on the proficiency level of the students (Wright, 2015, pg. 172).

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Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation.  The role-play can be more elaborate and open-ended for ELL's at higher language proficiency (Wright, 2015, pg. 173).

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Barrier games are a specific form of information gap activity. Information gap activities are communicative activities for two or more learners, where, for example, Learner A has information that Learner B needs, and vice versa. In a barrier game Learner A and Learner B sit with a barrier between them and are required to convey information to each other, for example while looking at different text or images. For advanced ELL's, more advanced vocabulary can be used (Wright, 2015, pg. 73).

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An obstacle course for preschool is a popular game where the teacher sets up a course that requires several physical activities like walking, climbing, crawling and maintaining balance, and children cross all of these obstacles to reach the end of the course. Words such as "go left" or "walk backwards" can be used by the teacher to give directions (Wright, 2015, pg. 173).

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PE Activities: Obstacle Course- Grades 2-5 (2017)

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Who Am I? is a guessing game where you use the traits and characteristics of famous, historical, or company figures to break the ice with each other. Each student has to guess the name/person of their peer's card by asking them questions such as, "Am I an animal?" or "Do I live underwater?" (Wright, 2015, pg. 174).

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For pronunciation, teachers can have their students maintain a record of his/her speech on MP3 player with audio component. Make sure to give SOLOM rubric.

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Have pairs of youth engage in two-way tasks (where each youth only has half the information and the
partner has to figure out the task through questioning). Provide SOLOM rubric as well.

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Following the SOLOM rubric given, the teacher can brainstorm ideas with students about a topic and have them create and explain a picture illustrating it.