Integrated use of total physical response and storytelling in extracurricular activities in German for primary school
DOI: 10.23951/1609-624X-2026-3-127-136
The article addresses a pressing issue in modern education – overcoming the formal and routine nature of extracurricular activities, which often turn into additional lessons. The authors identified a contradiction between the regulatory requirements of the Federal State Educational Standard for Primary General Education, aimed at the innovative development of the educational process, and the conservative practices of teachers, who continue to adhere to traditional teaching methods in implementing extracurricular programs, based on knowledge-centered and reproductive approaches in pedagogical practice. The aim of the study is to substantiate the methodological feasibility of the integrated application of the Total Physical Response (TPR) method and storytelling for the qualitative transformation of extracurricular activities in the German language in primary school. The theoretical foundation of the work is based on the principles of the activity-based approach, as well as research in the methodology of foreign language teaching. The article elaborates in detail on the essence and didactic potential of each method. The Total Physical Response method, based on the natural sequence for children of “perception – action – speech”, promotes involuntary memorization, reduces language anxiety, and increases engagement through physical activity. Storytelling is considered a powerful pedagogical tool that ensures not only subject-specific results but also meta-subject and personal ones, thanks to emotional immersion in a story. The main focus is on the synergistic effect of integrating the two methods: storytelling creates a meaningful and emotionally rich context, while the Total Physical Response method transforms passive listening into active physical co-creation. The practical significance of the work is reinforced by a detailed algorithm for creating and using learning stories that combine both methods, and specific examples of exercises based on an original story. The proposed methodological recommendations and stages of work (goal setting and planning, forming a textual basis, developing a kinesthetic component, integrating engagement elements, and testing materials) allow teachers to design effective and engaging lessons that contribute to overcoming the language barrier and developing spontaneous speech.
Keywords: total physical response (TPR), storytelling, extracurricular activities, german language, primary school
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Issue: 3, 2026
Series of issue: Issue 3
Rubric: PEDAGOGICAL AND METHODOLOGICAL ASPECTS OF MODERN EDUCATION
Pages: 127 — 136
Downloads: 139