Part One of Chapter 1 (“Getting There”) of
WorkLife English Grammar 2: English in Everyday Life
Who It’s For: (Teachers & Helpers of) Beginning Language Learners
Why It’s Useful: Printed segments like these lend themselves to the objectives and procedures of Total Physical Response (TPR), a method of “teaching language by having learners use physical movement to react to verbal input. The process mimics the way infants learn language, and it reduces student inhibitions and lowers stress.”
These action sequences supply visuals and vocabulary related to leaving, getting from one place to another (by car or via public transportation), and arriving. They’re titled “Giving Instructions & Directions.”
What You’ll Do:
 With participants, pantomime and read aloud the “Take the Bus to School” Strip-Story on page 5. It contains nine sets of base-verb directives.
 With the Grammar-Pattern Box and Instructions, identify sentence elements: Verbs, Noun Objects, Prepositional Phrases, Negative Markers. Correlate oral sentences with real and simulated actions.
 For Exercises A-D, (help learners) respond to the instructions—perhaps by adding clarifying directives such as “Point there.” “Draw lines.” “Fill in words.” “Make sentences for the pictures.” You might also (have someone) demonstrate what to do.
 For Exercise **E, go “beyond the text” by teaching/learning from other materials based on illustrated series of movement. (Work together to) Create and use “Action Sequences” with vocabulary especially relevant to learners’ work and lives.