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範例
1. 先從TPR開始,如: “Stand up. Turn around. Raise your right hand.”
2. 用TPR介紹身體部位數字及順序: “Lay your right hand on your head. Put both hands on your shoulder, first touch your nose, then stand up and turn to the right three times. ”
3. 用命令將和教室相關的名詞和教具帶入教室，如： “ Pick up a pencil and put it under the book, touch a wall, go to the door and knock three times. ” 任何和教室有關的名詞都可以整合在一起，如：“ Pick up the soap and take it to the woman wearing the green blouse. ”
4. 運用身體的特徵和衣著認識班上同學的名字。教師運用情境和名詞本身來突顯關鍵字的意義，例如：hair, long short, etc. Then a student is described.
“ What is your name ?” ( selecting a student. )
“ Class, look at Barbara. She has long brown hair. Her hair is long and brown. Her hair is not short . It is long. ”
（＊Using mime, pointing and context to ensure comprehension.）
“ What’s the name of the student with long brown hair?” ( Barbara )
or “ What is the name of the woman with the short blond hair? ”
or “ What is the name of the student sitting next to the man with short brown hair and glasses ? ” (with gestures )
＊ The students only have to remember and produce the name of a fellow student.
＊ The same can be done with articles of clothing and colors. “ Who is wearing a yellow shirt ? Who is wearing a brown dress?”
5. 運用視覺，尤其是雜誌圖片介紹新字彙，學生只要回答同學的名字即可。
＊ 老師在全班面前介紹一張圖片中的一樣事物，一次用１到５個字彙來描述，然後把圖片交給其中一位同學，其他同學必須記住這位拿圖片的同學名字，如：
＊ “ Tom has the picture of the sailboat. Joan has the picture of family watching TV. ”
The instructor will ask questions like:
“ Who has the picture of the sailboat? Does Susan or Tom have the picture of the people on the beach?” (The students need only produce a name in response.)
6. 結合圖片和TPR： “Jim, find the picture of the little girl with her dog and give it to the woman with the pink blouse.”
7. 結合圖片、命令、和條件。 “ If there is a woman in your picture, stand up. If there is something blue in your picture, touch your right shoulder. ”
8. 使用數張圖片，要學生指出你描述的圖。
＊ Picture 1.
“ There are several people in this picture. One appears to be a father, the other a daughter. What are they doing? Cooking. They are cooking a hamburger. ”
＊ Picture 2.
“ There are two men in this picture. They are young. They are boxing. ”
＊在上面的活動中，老師一直在傳輸「可理解的輸入」（Comprehensible Input），老師會運用關鍵字、適當的動作、情境、重複、及不同的說法，來確定傳達足以理解。 | 
