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This method is used in combination with other methods in order to promote language acquisition. "Teachers use total physical response provide a set of commands in the target language to which students respond by taking a specific action" (Wright, 2015, pg. 165). The goal of total physical response is used in various ways and actually doesn't speak to one literal method. The target or goal would be for "students to physically respond when listening to the target language" (Wright, 2015, pg. 166)

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How to Teach Using Total Physical Response TPR

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How to teach with body language! Move your body now!

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Listening comprehension tasks are assignments in which the students "listen to a source of spoken language and then complete a task that demonstrates their comprehension (Wright, 2015, pg. 166). The drawback of this strategy is that the ELL students have no prior knowledge or know the context of what the audio is about or where it is from.

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Listening centers are areas within the room "where students typically listen to recordings of books and follow along in hard copies" (Wright, 2015, pg. 167).This is helpful for students because they can use the audio devices as a supplementary tool to help accommodate any text they are reading. When students are able to return to the center and listen to the audio again they are more likely "to understand more of the story  after each repeated listening" (Wright, 2015, pg. 167).

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Top 10 School Listening Center Ideas, Activities, and Resources

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Oral retellings are "explanations students give in their own words of something they have heard or read" (Wright, 2015, pg. 168). This is typically done on reading comprehension assignments where the student needs to recall events which occurred throughout a story. This strategy is beneficial because it is a "quick assessment of an ELL's comprehension and provide opportunities for ELLs to practice using new target words and language structures" (Wright, 2015, pg. 168).

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Interactive Story Retelling: Encouraging Retelling with Picture Supports

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Songs and chants are used to try and get students to remember key vocabulary and content. The goal of this is for the student to be able to easily associate content with the tune they had learned. This method is very effective when the use of graphic occur to "illustrate key vocabulary" (Wright, 2015, pg. 169).

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Oral presentations are a very effective tool to help stimulate dialogue and interaction. When the student is able to present something they care about, they will be excited and prompted to talk more about the topic. This is effective because a typically shy ELL student will more likely become more social and want to discuss more about the topic with their classmates. When these students also are provided visual aids to help assist presentations this also becomes very helpful.

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Minimal pairs are "words or phrases that differ by only one phoneme" (Wright, 2015, pg. 169). These words only really differ by a letter. When ELL students work with these words it allows them the chance to really identify their differences along with learning how to correctly pronounce them.

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ESL/EFL Pronunciation Teaching Tip: Teaching Minimal Pairs

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Cooperative learning is when students are able to work with one another on class assignments and projects. It is considered to be one of the most "effective strategies for helping ELLs learn both language and academic content" (Wright, 2015, pg. 170).

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Cooperative Learning Model: Strategies & Examples

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Think-pair-share is a collaborative strategy where the the students are paired up with a partner. When they are paired the teacher will ask the students a question in which the students will need to discuss the question. The teacher can assess which students comprehended the content.

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Roundtable is a small group strategy where the students must work together in groups of 4-6 students. They are given a paper in which they need to come up with ideas for a topic.

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round table and simultaneous round table

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Concentric Circles are when the class is divided into two equal groups(circles) and eventually the inner group(circle) and outer group(circle) each talk about their answer and reasoning. The teacher can then call on specific students to share with the whole class what they discussed with their partner during the rotation.

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Numbered heads together is a more traditional way of grouping students. This process is done through teachers assigning a specific number to students which indicates what group the student is in. The group then completes the given task and assignment and a lot of student discourse takes place about the content.

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Role playing is a strategy where the students can read a text and act it out in order to get a better understanding of the context and vocabulary being used in real life situations.

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Barrier games are used to get students to feel more comfortable and able to be more descriptive and familiar with vocabulary that they typically don't use. Usually one partner has to draw what the other person is describing. This helps with communication skills.

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Obstacle course is when pairs of students need to be able to describe to their partner how to complete a given task without being able to physically show them. These solely rely on description to help the other person accomplish the task.

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What Am I? is a game played groups of students. The objective of the game is to have one student place a card on their head that has a word written on it that is a person, place, thing essentially any noun. The other players within the group have to give very descriptive clues to help the player with the card figure out what it is.

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Acting out stories is a strategy where a student reads a text or story and acts out and recites what they've read. Students can collaborate with one another to turn this activity into a play.

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Class discussions are typically done whole class with the teacher and the students. The students can even be broken into smaller groups to make the discussions more meaningful and engaging for everyone involved. The students need to provide supporting details for their shared answers to help back up evidence.

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There are various programs which help assist with English language acquisition. ELL students can use these programs to hear speech patterns and be able to reflect and review upon how they speak. This will allow them to see where they can improve in aspects of pronunciation. Students can also complete other fun activities and projects through the various programs.

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Have students create a concept map about an upcoming writing assignment. After students complete concept map provide them with SOLOM rubric and have them self assess their own work.

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A student gives an oral presentation to the class. During the presentation the teacher is referring to the SOLOM rubric to cross reference if the student is meeting desired goals.

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Have students work in groups on class project. Assign specific content oriented task to each group member. After assessing assignment look at each members individualized assigned contribution and use the SOLOM rubric to see if they received the desired scores.