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I have been using TPR method for 9 years.

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Although I was not conscious of the TPR method, I was using it in my own students, I discovered this while reading the article. And I have been using for 4 months.

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After I've learnt this method, I've realized that I use this method in my classes unconsciously. So, I have been using it for 1 year.

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I have been using this method since I started teaching. I didn’t know that I knew this method until I read the article. This article shows how to use the language in a productive way when it comes to teaching.

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When I started my teaching career as a tutor in 2012, I researched methods for better teaching experience. I had elementary school students and I thought this method can be helful for kids. I used it in my each lesson and it worked.

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I was actually using this technique to prevent my students from experiencing the difficulties I had while learning English as a second language. Because the easiest and best learning technique of a language is listening first and then speaking. And with this technique, we see how important body language is.

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First, I command an action. Immediately after that I do the action. Then, I command the action my students and they do. If they can do my commands, I see that they understand it.

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I’ve been teaching English for 3 months. You receive what you give when it comes to teaching so first I become a model, then I expect them to be one. The last thing we do is to practice until we are fully aware of what we are doing.

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-It is easy to use. You just act and pupils imitate.
-You don't have to study for your lesson, you can use it with just a little bit preparation before lesson. You can just find a video or song and  act it like a theatre play.
- Pupils or learners have alot of fun with this method because they learn without any stress like they learnt their first language.

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The benefits of the TPR method for the teacher; easy to transfer and prepare, and to receive instant feedback from its students. It allows them to be fun and adaptable for their young students, and for adult students to learn the language under less stress.

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-It provides rapid learning and teaching without high level of proficiency.
-Students can understand and learn what the commands are thanks to the visual support while listening the commands.
-It's good for kinesthetic learners.
-It provides less stress.
-Students have chance to be active in the classroom and this can increase students' motivation level.

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It can be considered as the easiest method because the preperation process is shorter than expected. This method creates a fun environment in the classroom so it works perfect for me because I work with the students between the age of 4-6. Coming to the classroom prepared is very important for the teacher (also the students) and this method provides less stress because finding beneficial and unusual methods to use can be very stressful.

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- It is mostly for kids and kinaestehic learners. Adults can have difficulties with it.
- It is limited because when you finish your target words you have problems to continue the lesson using it.
- Some students such as shy or aggressive ones may not understand it.

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I don't think there will be much disadvantages, but if there is too much mobility for young students then it can take a long time togather class concentration. For adult individuals, I don't see any difficulties.

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-To teach grammar and abstract ideas can be difficult because it is based on imperatives.
-The level of knowledge of students may not be increased because of the excessive use of imperatives.
-This generally appeals to kinesthetic learners.

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It is hard to find many disadvantages but it may be a disadvantage for the adult learners when it comes to learn the grammar.

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Create a recipe to present it in the class. Bring some ingredients and show how to make it step by step. For example, you are going to bake a cake. Bring some milk, sugar,eggs ,floor and chocolate chips. Firstly,mix all the ingredients than decorate it. Bake it for 10 minutes and youyr cake is ready, enjoy it. When your students watch you, they will understand and learn the vocabularies through your action. Don't forget to ask your students to prepare a recipe to present the class.

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If the class is for 30 people, I'll divide the class into 6 groups, then I'll give a country to the groups of 5 people and I'll ask them to tell me about making a famous meal of those countries. I'd like them to write down the meal stages, the way they cook and the ingredients on the paper, and then present it to the class with each group of theatrical offerings.

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The activity's name is "Simon says.." Now, Simon is a cook giving the recipe of Menemen. Students have the tools and ingredients for Menemen. Simon, as a cook, commands the steps of Menemen one by one. Then, students are expected to do the commands for the each steps.

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Just because I work with little children, I love doing activities that reflect their imaginations. So depending on my class, I’d  give each group the ingredients and ask them to create their own dish, then I’d ask them to present it. Also “Simon says” is a good way for a TPR.

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Your topic is free time activities. You are going to teach basic verbs that we used in our daily life. The vocabularies are walk, speak, swim, play, write, go etc. Right after you begin the lesson, start walking and tell them " I walk ". Then, show the lesson schedule of the class and point afterschool hours and tell "I walk in my free time." While you are walking, smile and make a heart from your fingers and tell "I love walking." Use this method for each vocabulary.

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Our topic may be shopping. How to talk to the seller? information about this and learning the words of clothing and some information about the verbs to be learned about the subject are given. At first, students are asked simple questions such as "What color is your outfit?", "Do you like to wear a hat or a shawl?" The teacher divides the class into pairs, with one person playing the role of the seller and one the customer. In this way, they will be able to hear new words at first and then put them in their minds more easily by speaking and showing them with bodily movements.

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The topic is directions. The students are in two person groups. One of them tells the direction and the other one goes to the direction that is told by the other person. Then, vice versa.

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The subject is “Verbs”
The students sit face to face with their verb flashcards. One group holds and shows the flashcards, the other group tries to teach them which verb it is. It is useful because the students love imitating their teachers so they try their best to be productive and each student has the chance to be a teacher. After some time, when they have difficulty in pronouncing the verb, it is easy to remind them by telling them to remember what their friend (who taught) said that day and how they said it.

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In this part, I assume you have been teaching English. Therefore, in other case, please reply the questions by pretending to do so.

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In this part, I assume you have been teaching English. Therefore, in other case, please reply the questions by pretending to do so.

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In my school that I have been working, I dont have to write a lesson plan. The plans are given to us weekly and we are responsible for organising. At first, I start with a small talk that includes what I am going to teach, and turn it into a conversation. Later, I make them see the grammatical rules that they used in their sentence without realising. And I go on with games or exercises according to the plan.
Aysel Yaren Toksoy

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I start with examples and make them try to guess what the word's meaning is. Later, I go on with the games and matching pictures with the words exercises, and ask them to make sentences with the words so that I can check if they learned how to use the word in sentences. And right now, I have learned that this method that I use practically every week is the PPP method.
Aysel Yaren Toksoy

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I start with speaking and giving them examples at first. Students go on with the conversation without noticing that they use and learn grammar. And then, listening comes. We have various videos and listening games in our programmes so the children learn about grammar while having fun.
Aysel Yaren Toksoy

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I prepared a written lesson plan twice right after starting teaching but I prepared lessons and materials for my lessons. Unfortunately I lost my materials when my computer broke down. I have read lots of yearly plans and I think lesson plans are more detailed. If I prepared it now, I would create my plan in a clear way using communicative materials. I'd write topic, class level, number of students, suggested time to teach , materials and students background knowledge for relating the topic than I'd explain goals for that lesson. After that I'd explain the objectives and how it should be proceeded.

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I usually start with a visual material to teach vocabularies, or else I prefer TPR method to create an image in students' minds. When I use pictures or videos to introduce the vocabs, I always support it with lots of sentences and I ask students to give their examples. When I use TPR method, I ask my students to imitate it. I believe I am good at applying the implicit methods and me and my students also have fun.

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When it comes to grammar, it is kind of nightmare for students because they can get easily bored If you don't use the communicative methos. I introduce grammar with stories, dialogues,or shorts texts about common subjects. After students read the text, I ask them questions pointing the target grammar. If they answer wrong , I don't correct them immediately, I wait until they digest it and be used to apply it correctly. They'll learn with examples of me and their classmates. After all the practices, I introduce the topic without giving a title. I tell the structure, tell how and where you can use it and I want their examples again. I think I prefer Focus on Form methods like EAS most but for lower grades PPP method can be a saviour too.

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I've never written a lesson plan but if I wrote the plan, I would use different strategies depending on the topic. Before starting the lesson, I would do the preliminary preparation. Then, I would think about method and technique which I use during the class. Depending on the topic, method and technique I use, I would determine which tools I can use. Then, I would tell achievement of the lesson.
Ebru ÇETİN

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Generally, I try to demonstrate the vocabularies as long as they are suitable. I prepare presentation that's full of visual aids. I sometimes  give examples of words. Rarely, I try to draw words. As method, I prefer direct method that I try to associate of meaning and L2. I also prefer TPR method that I expect my students to imitate the meaning as I show them physically.
Ebru ÇETİN

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Generally, I try to give some stories including grammar structure and the usage of the grammar topic. Then, I write the structure on the board and tell my students the usage.
Ebru ÇETİN