good afternoon teacher and everyone, my name is Ha Vy, recently, you

have heard the part How to use TPR? So to know what techniques TPR
has in use, I would like to invite teacher and everyone to listen to my
presentation.
TECHNIQUES USE IN TPR :
According to my research, there are many techniques, but in this part, I
will introduce you to some of the main ones

Using Com’mands to Direct ( đơ- réat) Behavior: It should be clear from

the class we ob’served ( ọ p zơ) that the use of commands is the major teaching
technique of TPR. Asher suggests keeping the pace lively, it is necessary for a
teacher to plan in advance which commands she will introduce in a lesson. At
first, to ‘clarify ( cle rơ fai) the meaning, T performs the actions with Ss. Later
T directs the Ss alone. Asher advises Ts to vary the sequence ( si quèn ) of the
com’mands so that Ss do not simply memorize the action sequence ( si quèn )
without ever connecting the actions with the language. Asher believes it is
very important that Ss feel successful. Therefore, T should not introduce new
commands too fast.
Role re’versal (ˈrōl rəˌ’vərsəl) : When students are ready to speak, they
command their teacher and classmates to perform some actions. Asher says
that Ss will want to speak after ten to twenty hours of instruction, although
some Ss may take longer. Ss should not be en’couraged to speak until they are
ready.

Action Sequence: T gives three connected commands. For example, T told Ss

to point to the door, walk to the door, and touch the door. As Ss learn more
and more of the target language, a long series of connected commands can be
given. A little later on Ss might receive the following instructions: Take out a
pen. Take out a piece of paper. Write a letter. (imaginary) Fold the letter. Put
it in an envelope. Seal the envelope. Write the ad’dress on the envelope. Put
a stamp on the envelope. Mail the letter. This series of commands ( kơ ‘man )
is called an action sequence or an operation. Many everyday activities, like
writing a letter, can be broken down into an action sequence that Ss can be
asked to perform.

Conversational ‘dialogues and role plays are de’layed until after about 120
( many) hours of instruction when students a’chieve an advanced
internali’zation ( in tơ nờ lai zấ y sầ n ) of the target language. A simple way
to get your students talking and using TPR is to have them roleplay easy
scenarios ( səˈneriˌō). This is better for more advanced students that have a
little more confidence speaking. All you have to do is give them a scenario or a
few pieces of target vocabulary and watch them go.

Slide presentations: These are used to provide a visual ( viZH(o͞o)əl ) center

for teacher na’rration ( nơ rấ y sầ n ) , which is followed by commands, and
questions to students, such as, "Which person in the picture is the police ?"

Compiling ( cầm pai ling ) language experience stories: A language experience

story is a group-‘authored ( ‘o thơ rẹt) story written about a shared experience.
Students participate in an experience such as a cooking activity and then retell ( ri
theo) or dic’tate ( dic ‘tây ) the story to the teacher who writes it down on the
blackboard. The students read the story and act out the written sentences.

ok, my presentation is done. I’d like to thank you for taking the time out to listen to my
presentation

and now you will come to Uyen's presentation.