浅谈TPR教学法在小学英语入门教学中的运用

第一篇：浅谈TPR教学法在小学英语入门教学中的运用

浅谈TPR教学法在小学英语入门教学中的运用

贵州省威宁县黑石头镇中心学校

张力

关键词：TPR教学法

英语

入门教学

运用

摘要：现在编写的小学英语教材，均从儿童学习的心理、生理特点和兴趣出发，设计了大量的活动。它通过看听、表演、画画、玩玩、做做等多种形式训练学生的听和说，给学生创造轻松愉快的学习氛围，让学生在玩中学，也在学中玩。正因为如此，作为小学英语教师，一定要给学生上好入门课，让学生一开始学英语时就深深喜欢上英语这门学科。

众所周知，英语是世界上使用十分广泛的语言之一。英语有“世界通用语”之称，它的使用价值越来越高。近年来，随着我国加入世界贸易组织，奥运会的成功举办，上海世博会的成功举办等一系列的国际性的活动，而这一切活动都需要英语作为交流的工具，所以近年来在我国掀起了一股学习英语的热潮。学习和掌握英语是对21世纪公民的基本要求。在我们国家，特别是在不发达地区，以前要到初中才开设英语课程。但为了适应时代的要求，教育部已决定从2001年秋季起，积极推进小学开设英语课程。为了响应教育部的号召，小学开设英语的地区日益增加，规模迅速扩大，即使是在我们这些不发达的地区，也逐渐开设英语课程。既然如此，那么怎样才能让小学生在开始学习英语时不怕英语，在学习语言的黄金时期打下一个较坚实的基础，对其今后进一步学好英语以及培养用英语进行交际的能力呢？在这儿，笔者想简单地谈谈TPR教学法在小学英语教学中的运用。

可能许多同行都对它不陌生，况且很熟悉吧。TPR是“Total Physical Response”的缩写，是“全部动作反应”的意思。该教学法以发展心理学、学习心理学、人本主义心理学的理论为基础，主张通过行为动作学习语言。而人本主义心理学强调认知与情意的统一，构筑自我实现的人格。因此，英语教学要以学生为中心，重视学生的经验，防止抑制儿童学习中的身体活动、感知活动和语言活动，并且发扬学生间、师生间的讨论合作，发展良好的人际关系，营造一种宽松的心理氛围。此教学法在国外已广泛用于幼儿和小学生第二语言及外语的教学中，它是一种符合儿童心理和语言发展规律的教学方法，它强调语言与动作的协调配合。它是通过指令教语言，学生开始只需对其动作作出反应，因而可消除紧张心理，减轻心理压力，精神得到放松，然后慢慢地说。它强调理解先于表达，因而考虑了学生的情意因素。它的特点是：

1、通过身体动作学语言.，2、强调理解，.3、先听后说，4、通过整句学语言，5、强调语言的意义、而不是形式。

其实我们每个人都深有体会，我们在学习语言的过程中，听读能力（即输入性语言能力）的发展总是先于说写能力（即输出性语言能力）的。说和写的能力只有在大量听和读的基础上才能逐步发展起来。作为一名小学英语教师，在教学生说英语之前一定要先培养他们听的能力，只有多听才能说，即输入要大于输出。幼儿在学会说话前往往能听懂许多词语，例如：当他们还不会说“再见”的时候，如果你边做动作边向他们说过几遍以后，他便懂得是什么意思了。当你叫他做一个“再见”的动作时，他已做得很好了，但是，要学会边做动作边说“再见”却要很长一段时间以后。所以基于以上的理论，我在教刚开始学习英语的学生时，我没有过早地要求他们说，最先我只要求他们听，或者边听边做动作，在他们听过无数遍，大脑受到无数次刺激以后才要求他们说，这时他们已经做到“二会”，即能听懂和会说。比如，我在教学：Stand up，please.Sit down, please, Open your book.Close your book, Put up your hand, Put down your hand时，我就采用了TPR教学法。我先做示范，让同学们仔细地听我说并看我做动作，这样做了好几遍以后，学生大概能听懂这几句话的意思了，我便专门发指令让他们做。如：当我说“Stand up”时，学生听到指令后便迅速做出反应，马上站起来，我又接着说“Stand up”，此时，有的同学可能会把我的指令理解为“Sit down”，马上坐下去了，但当他们坐下去的时候发觉有许多同学没有坐，依然站着，加之站着的同学会笑坐下去的同学，于是坐下去的同学马上意识到刚才是自己听错了，就立刻站起来。这时刚才听错的同学会有一种争取下次不让别的同学取笑的心理，便认认真真地听，认认真真地做。就按这样的方法反复训练几遍以后，便让同学们大胆地开口说，有许多同学便能准确无误地说出这些句子。这时我再表扬一下他们，给做得好的同学一点奖励。用这种方法，一堂课下来，同学们一定会品尝到成功的喜悦，觉得学习英语很有兴趣，能在轻松愉快的氛围中学这门语言，于是他们就喜欢上了英语。

以上笔者简单谈了一些TPR教学的方法，就我所教的班级来说还是收到很好的效果，同行们，你们可以采用这种方法试一下，看能否给你的英语课堂教学增添一些色彩，带来一些生机活力，使你的学生在入门阶段就深深地喜欢上英语这门课程。

第二篇：TPR教学法在小学英语教学中的作用

TPR教学法在小学英语教学中的作用

分类：我的文章 2010-09-08 16:59

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TPR(Total Physical Response)就是全身反应教学法，是指象幼儿学习母语的过程一样，通过身体运动学习外语的一种方法。这种方法对于从小学就开始学习英语，特别是从幼儿时期就开始学习有着很大的优势，是一种非常有效的学习方法。它有以下几点优点：

一、优先发展学生的听、说能力

小学生学英语的过程就是听、说、读、写。老师每设计一个单词或一句话的TPR，并把它教给学生时，老师必须边说边做动作，这时学生不但是听众，也是观众，这样很自然也就吸引了他们的注意力，就会集中精力认真地听，再加上直观的肢体语言，不但加深了学生对英语的理解，在他们脑海中也留下了深刻的印象，即使不用英语解释，学生也能边听边看这个TPR边猜出它的意思，而一旦学生理解了老师想表达的意思，在老师的引导下，学生就会自然而然地跟着老师边说边做动作了，不但能把听力训练与身体动作结合起来，还能脱口而出，由于老师的肢体语言非常形象而生动，学生在日常生活中，就会养成一听到某些TPR教的词和句子的时候，就会想起与这些词和句子相应的TPR，就会轻松地说英语了，这样能让学生养成用英语思维的习惯，而不会在心中先默念一遍中文，才能翻译成英语。下面就举一个例子来说明。

刚开始教三年纪的学生英语时，大部分是从来没有接触过英语的小朋友，但我上课尽量多实用英语。首先我教他们“sit down”（坐下）和“stand up”（站起）。我先是边说“stand up ”边从椅子上站起来，还用双手做了站起来的动作，有几个聪明的同学慢慢地站起来，然后我又边说“sit down”边坐下，同时也用双手作出让他们坐下的动作，站起来的同学就很自然地坐下来了，在这个过程中，他们只是听和看，紧跟着我再重复作了第二遍，并示意他们跟着我做，由于第一遍我做了非常形象的TPR，还有一些同学跟着做了“stand up”和“sit down” 的动作，所以在第二遍中。他们几乎能准确无误地做出来了，最后，我示意他们边做边跟着说，在整个过程中，我没有说一个中文，但是他们不但理解而且说得很好，也做得很好，在以后的教学中，只要我一做“stand up”和“sit down”的动作，他们就能全体整齐有序地做出相应的动作并说出相应的单词。

二、能最大限度地激发学生的兴趣与动机

儿童的天性就是好动，英语课中用丰富生动的肢体语言上课，可以最大限度地激发儿童的兴趣与动机。兴趣是最好的老师，有了兴趣，学生就会以最大的热情溶入学习英语的课堂上来，他们就会非常积极地模仿老师的动作，甚至自己创造出更栩栩如生、千奇百怪的动作来，有着强烈的表现欲。例如：教“monkey”（猴子）这个单词时，我做了一个抓耳挠腮的动作，所有同学都乐了，兴奋地跟着模仿，有些同学还边做边说：“I am the King of monkey”（我是猴王）.当我叫一些同学上来表现时，真的让我很佩服与欣赏学生的创造力与想象力，因为他们都做的栩栩如生，不但模仿了我的动作，还新创了许多我想不到的动作，简直就象来到了花果山，看到了千万种猴子精彩的表演。这时我深切地体会到只要学生能在感兴趣的前提下全情投入，英语就会在一种轻松愉快的氛围中学好！所以充分地让学生在动脑、动手、动耳、动眼、动口，甚至动脚的过程中学习英语，不但提高了他们学习英语的兴趣，还加深了他们对英语的理解与记忆，再也不用象以前传统教学中的死记硬背了。

三、有效的TPR是管好纪律的最佳手段

小学阶段的学生集中注意力的时间是非常短的。年龄越小，集中的时间就也短，甚至只有几分钟，这时学生容易出现走神、开小差，低声交谈，甚至捣乱等课堂现象。那么吸引他们的注意力，让课堂纪律好起来，最好的办法就是让他们的脑、手、脚全身都动起来，他们就不会有其他空闲的时间来捣乱了，不但可以管好纪律，还可以消除疲劳，提高学习效率。

比如：叫学生全部站起来，跟着我边做边念： “ Nod your head.Yes!Yes!Yes!Shake your head.No!No!No!Raise your hand.One, Two,Three!Put your hand down.Look at me.Look at him.Look at her!Very good!Now do it again!”

这时所有的同学的注意力都被吸引过来了，根本就没有再开小差、走神、低声交谈、捣乱的机会。

总之，TPR教学法是一种非常科学的教学方法，它对初学英语的小学生带来的效果是非同寻常的。

第三篇：游戏教学法在小学英语中的运用

游戏教学法在小学英语中的运用

【摘要】 本文首先分析了我国小学英语教学中游戏教学法的应用现状，然后对激趣式游戏、操练性游戏、拓展性游戏和合作式游戏进行了深入分析。

【关键词】 游戏教学 词汇学习快速反应

爱玩是人类的天性，在这其中又以儿童最为突出，因为他们对于自己的行为控制能力相对还比较薄弱，因此我们在开展小学英语教学时可以将这一特性有机的融合到日常教学活动中来。近几年很多学校陆续都在将游戏教学法引进到小学英语教学中来，这样对于提高小学生的学习兴趣以及小学英语教学效果都有很大的好处。

一、游戏教学法在国内小学英语教学中的运用现状

首先是关于英语在小学教学中的定位问题。对于很多我们国内的小学来说，英语这门课程的开设相对而言都是处于一个比较尴尬的地位，因为虽然我们都知道英语对于学生们日后的求学生涯与日常生活来说都是非常重要的，但是仍然有很多小学把英语课程的定位都是相当低的，与其他一些美术音乐等科目的定位是一样。其次是关于小学英语的师资力量方面。我国进行小学英语教学的教师学历呈现出一种参差不齐的状态，在这其中英语专业出身的教师相对还是比较少，因此这就造成了他们自身听说能力也存在一定的欠缺，对于课堂内容与教学活动的把控方面还呈现不足。

随着游戏教学法的引入，很多小学英语课堂上逐渐开始出现这一类的教学活动，但是虽然以住传统的教学方式相比，所表现出来的教学效果与教学质量都有一定的改善，但是总体来说，我国关于小学英语的游戏教学法还是存在一定缺陷的，像现在所使用的教学游戏通常都还只是一些浮于形式上的东西，缺乏整体的教学策略。正因如此，虽然在课堂上进行教学时使用教学游戏在短时间内激起学生一时的兴趣，但是由于这些游戏缺乏内涵，因此很容易使学生感到厌倦，并达不到游戏教学法的真正效果。

二、教学游戏的分类与运用技巧

一般来说小学时期的教学游戏以规则游戏占主导地位，而这一类游戏在设计上往往都具有一定的竞争性，在用?则来限定游戏的同时，也加入了一些需要相互交流与沟通的部分在里面，属于一种具有一定社会性的游戏。

1、激趣式游戏。通常这一类游戏比较适合教师需要讲解新知识时使用，因为它不但可以引起学生对于新知识的好奇心，同时还能在一定程度上启发学生们的思维能力。教师在进行英语教学时，一定要注意巧妙的将游戏融入到平时的日常教学中来，因为在开展这个游戏时，不仅可以让学生复习到很多以前学习过的词汇与语法句子等，同时还能为后续需要学习的新课程做准备，另外由于这类游戏属于一个比较开放性的游戏，因此很容易调动学生们的好奇心，让他们会有一种非常迫切的心态想要知道游戏里到底有什么东西，从而让他们非常积极的去开发自己的大脑，去想像，对于提升他们的学习兴趣是非常有帮助的。

2、操练式游戏。这一类游戏其实也比较简单，它也可以分为两种，一种是反复操练式的游戏，而另一种是快速操练式的游戏。像我们一般进行反复操练式游戏时，多用于课后学习完新的单词之后，再进行反复练习，而课前一般多采用的是快速操练式游戏来进行单词的回忆与复习以前的知识。以快速操练式游戏为例：教师将需要让学生复习的单词的卡片出示出来，学生见到后快速的将单词拼读出来，比如说：教师出示的单词为“spring”，那么学生就需要快速的将它拼读出来s-p-n-i-n-g spring spring spring。这一类游戏最大的好处就是有效的缓解学生在记忆单词时的枯燥，因为当学生在快速的进行反应时，他们就必须手脑并用，在游戏过程中完成了对单词的记忆。

3、拓展性游戏。这种类型的游戏用来给学生复习旧知识，并且让旧知识与新知识串联起来最合适了。以单词联想游戏为例：给学生们一个单词，让他们自由发挥，说出与这个单词有着关的内容。比方说所给学生们的单词是“Zoo”。学生们就会说“Panda”“ Elephant”“ Tiger”等等。这种游戏不仅可以锻炼到学生们的联想能力，还能让督促学生们去复习他们已经学习过的知识，达到温故而知新的目的。

4、合作式游戏。这一类游戏主要讲究的是小组间的合作与交流，它既可以是展示性的角色扮演，也可以是有着竞赛性质的淘汰游戏。以角色扮演为例：一般来说这种游戏是最受学生欢迎，也是最能训练学生英语口语的一种游戏。教师一般在开展这种游戏之后可以尽可能的营造也一种角色扮演的氛围，比方说先根据需要扮演的角色给学生们准备一些道具或头饰，让学生在进行角色扮演时更为的投入。比如白雪公主的故事，教师就可以为学生们准备好学生在角色扮演时所需要的头套呀面具。

结束语：总之，小学英语中的游戏教学法是门非常深奥的教学艺术，所以作为教师不能认为小学英语不重要，从而忽视了对于小学英语教学方法的研究，因为只有从小打好英语的学习基础，对于他们以后的求学生涯才能有更大的帮助。

参 考 文 献

[1] 姚雅丽，凌茜.游戏教学法在小学英语教学中的应用研究[J].潍坊工程职业学院学报.2015（04）

[2] 张海宗.论游戏教学法在小学英语教学中的应用[J].英语教师.2016（03）

第四篇：TPR教学法在小学英语课堂教学中的应用与研究

学科代码：520101 学 号：050501060019

贵 州 师 范 大 学（本 科）

题 目：

毕 业 论 文

A Study of the Application of TPR Teaching Method in English Classroom of Primary School

TPR教学法在小学英语课堂教学中的应用与研究

学 院：外国语学院 专 业：英语教育 年 级：2005级3班 姓 名：令狐X 指导教师：郑XX（教授）完成时间：2009年4月

ACKNOWLEDGEMENTS

The completion of this thesis would not have been possible without the encouragement, the guidance, and the support of many other people.First of all, I would extend my sincere and heartfelt thanks to my supervisor Professor Zheng zhijin, who has given me valuable suggestions and insightful comments in the thesis writing.He has also spent much time going through brainstorming with me, put my work on the right track, read in great details every draft of every section of this thesis, and helped improve the appropriateness of English used.My gratitude to Professor Zheng knows no bound.Special thanks also go to my family for their unfailing support and love throughout my university study.CONTENTS

ACKNOWLEDGEMENTS Abstract（in English）………………………………………………………….5 Abstract（in Chinese）…....................................................................................5 I Introduction….................................................................................................5 1.1 The Definition of TPR....................................................................................6 1.2 Background of the Study……………………………………………………7 1.3 Significance of the Thesis…………………………………………………..7 1.4 Organization of the Thesis…………………………………………………..8 II Literature Review……………………………………………………………..9 2.1 The Benefits of TPR………………………………………………………....9 2.1.1 Success with Children‟s English Learning……………………………9 2.1.2 Three Obvious Features………………………………………………11 2.1.2.1 High-speed Understanding of Any Target Language………..11 2.1.2.2 Long-term Retention………………………………………....12 2.1.2.3 Zero Stress…………………………………………………...13 III Psychology of Children‟s Learning State………………………………..….14 3.1 Distraction of Children‟s Attention………………………………………....14 3.2 Use TPR to Solve the Problem of Distraction………………………………14 IV The Application of TPR Methods in Classroom…………………………….17 4.1 The Activities of TPR……………………………………………………….17 4.1.1 The Pointing Game…………………………………………………....18 4.1.2 Identifying Emotions………………………………………………….19 4.1.3 Following Recipes…………………………………………………….19 4.1.4 Information Gaps……………………………………………………...20 V Conclusion……………………………………………………………………21 5.1 Major Findings………………………………………………………….…...21 5.2 Implications………………………………………………………………….21 5.3 Limitations…………………………………………………………………22 5.4 Future Studies……………………………………………………………...23 BIBLIOGRAPHY……………………………………………………………..24

DECLARATION

A Study of the Application of TPR Teaching Method in English

Classroom of Primary School

令狐敬

Abstract：This study based on the conclusion demonstrated in Asher's studies that display oral practice with actions brings considerable effectiveness.TPR would be an appropriate and effective teaching method that will promote acquisition of comprehensible input in a natural way;it is a good way to learn a second language, not just for children, but also for adults as well.At the same time, it‟s a great helper to the teachers, who can use it in their classes to make the studying environment active and dynamic.Thus it can help teachers solve many problems in English class.Help young children learning English, make them found English learning very interesting.They love English class.It‟s a good beginning to learn English in their future.Key Words：TPR(Total Physical Response);Long-term Memory;zero stress;developing interests.摘要：本文建立于美国著名心理学家詹姆斯·阿士尔（Dr.James J.Asher）提出的通过口语实施最有效的伴随肢体运动的全身学习法理论上。TPR是一种有效的教学方法，在自然的情况下通过可理解性输入习得语言。此方法，不仅适合于孩子同样适合成年人学习语言。同时对于老师的课堂教学起着很重要的作用，能使课堂更加生动活跃，从而使学生喜爱英语学习，有一个良好的开端，为今后的英语学习打下坚实的基础。

关键词：TPR全身直接式沟通教学法；长期记忆； 零压力；激发兴趣。

I Introduction TPR（Total Physical Response）is an effective and helpful method being used in primary school.It can be developed to reduce children‟ stress when they are studying foreign languages.Also it can arouse students‟ interests of learning English, and develop their intelligence.Meanwhile, TPR is an efficient and appropriate way that is a great helper for teachers in organizing classes, using TPR will make classes active and dynamic.In this article, the author will present advantages of TPR methods to readers, and then the author will demonstrate some effective teaching activities to them, and also illustrates how to use them in English classes.Following, the author analyzes children‟s learning psychology on children‟s learning English, which might help teachers understand what things influence children‟ studying are and improve the teaching quality.Finally, it will display some limitations in conclusion part.1.1 The Definition of TPR Total Physical Response(TPR)is a language teaching method built around the coordination of speech and action;it attempts to teach language through physical(motor)activities.(Asher, 1966;79-84)Developed by James Asher, a professor of psychology at San Jose State University, California, people can acquire a foreign language by acquisition of comprehensible input through reacting imperative drills and other activities in classes, which is just like babies learn their first language.(Asher, 1996)

In a developmental sense, Asher sees that this is almost the same thing between successful adults‟ second language learning and children first language acquisition.(Asher)He claims that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses.Asher feels adults should repeat this processes by which children acquire their mother tongue.It is a very effective way to aid learning second language.………The method relies on the assumption that when learning a second or additional language that is internalized through a process of code breaking similar to first language development and that the process allows for a long period of listening and developing comprehension before production.……（Asher, 1969;13-17）

TPR is primarily intended for ESL(English as a Second Language)teacher, although the method is used in teaching other languages as well.(Asher)

……..TPR is when students initially hear commands in their second language, respond physically to the commands(like raising their hands, jumping in place, or walking to the door)and then later produce these commands orally and in writing.TPR lessons have student‟s complete activities by using physical motions or visual aids.They practice new material by seeing, touching, or performing the concepts taught.It seemed like a really fun way to learn English…….(Degregori and Trithart, 2004)

1.2 Background of the Study

Some educators believe that one of the most important aspects of foreign language acquisition depends on listening comprehension first.The importance of the language learning order was emphasized by Harold E.Palmer.He suggested that in order to acquire main speech skills, listening and speaking, learners should study step by step through the four phases: perception, recognition, imitation and reproduction.(Palmer, 1925)He further claimed that perception and recognition should come before imitation and reproduction.Imperative drills he proposed aimed at establishing the foundation for internalizing a foreign language through the first two phases.In this sense, some similarities can be found between imperative drills and TPR.（WATANABE and KAWABUCHI;p53-54）

Palmer also referred, such as subconscious comprehension, which is defined as 'the art of understanding connected speech(spoken or written)without conscious effort, analysis or translation' and 'the incubation period', during which time 'a vast number of units are cognized in all their aspects: sounds, combinations, and successions of sounds, and the semantic values represented by all of these.(Palmer, 1917)

More recently, Krashen could be seen to have agreed Palmer in proposing similar constructs: the input hypothesis and the silent period.Krashen assumed that learners can acquire the target language through large quantities of comprehensible input, which is slightly above the learner's present level of competence.(Krashen, 1982)

1.3 Significance of the Thesis 7 At first, the general objective of TPR is to teach oral competency at a beginning level, however after this method has been in practical for a long period time, many educators claimed that the most important thing of TPR is that a TPR course aims to produce learners who feel relaxed and pleasure when they are obtaining English, thereby they can become confident and relaxed communication with native speakers.TPR method can be developed to reduce peoples‟ stress when studying foreign languages and thereby encourage pupils to persist in their study beyond a beginning level of proficiency, and more effective in developing pupils‟ interest of learning English.In this thesis, the author tries to present how teachers use TPR method to help children in primary school classes.Many teaching activities are based on imperative drills.Teachers will set lots of task to let children finish, some of them look like sports‟ goals, arts‟ task.Whatever goals are set, it can be achievable through the use of action-based drills in the imperative forms, which always make students are very exciting in class.In another place, it can also help teachers make classes vivid and dynamic.Total Physical Response techniques are very useful for young children particularly before they begin to read and write.Helping young children learning English by making them found learning English is very appealing, and then loving their English classes.It‟s a good beginning to learn English in future studies.1.4 Organization of the Thesis In this thesis, the author tries to manage to illustrate a variety of teaching drills of TPR in details, which include types of TPR activities.The whole thesis includes four important parts, which are the definition of TPR，the literature review of TPR studies, psychology of children‟s learning state, and the application of TPR methods in classroom.At the end of the thesis, the writer makes a conclusion from the study of TPR teaching method, trying to reveal lots of advantages in using this pedagogy, the author also wants to show some disadvantages to the readers.II.Literature Review The previous researchers considered that TPR research opened up the concept for children and adults acquiring another foreign language, and comprehension is a key point to learn a new second foreign language and it‟ s also one of the most important things concluded from TPR method.Success can be assured if comprehension is developed before speaking.……One important reason: Everywhere on earth in all languages throughout history, there is no instance of infants acquiring speaking before comprehension.Comprehension always comes first with speaking following perhaps a year later……..(Asher, 1983)

TPR was developed to teach foreign languages for people of any and all age groups.With TPR students hear commands in their second language, respond physically to the commands(for example, raising their hands, jumping in place, or walking to the door)and then later produce the commands orally and in writing.It is linked to the theory of memory, which will form a long-term retention, if something is always repeating all the time.(Degregori and Trithart, 2004)

2.1 The Benefits of TPR

In the following context, many benefits of TPR will be shown in the three obvious features and some experiments, which will explain how students have accomplished in English study through using TPR method.2.1.1 Success with Children’s English Learning

Dr.James J.Asher first described the TPR method in his book “Learning Another Language through Actions”.He and other linguists observed the following Characteristics about successful language learners: 1.……Good language learners achieve fluency faster when they are immersed in activities that involve them in situational language use …

2.……Good language learners often start their language learning with a period of silence as they watch the effect of language on others……..3……Good language learners show comprehension by successfully accomplishing language-generated tasks……

4…… Good language learners focus on overall sentence meaning rather than a sentence‟s grammatical parts……

5…….Good language learners make faster progress when the language of instruction is consistent(though limited)on a daily basis, and……

6.......Good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom…………….(Asher, 1977;117)

He also considered that these are similar things between the success of the Foreign Language Acquisition and children whose mother tongue is the process of acquisition.For children to learn in their native language when they initially through the actions of parents said that the response instructions, such as “Pick it up” and “Put it down”, children learn to speak before they understand the instruction from the adults, therefore, there has a long time called silence period, a language acquisition time, children just listening but not speaking during this time.And when children get through the period, and it is easy to learn the new target language.Believe that students who begin to learn using TPR do have better listening comprehension.(Asher, 1966)

……..One study by David Wolfe and Gwendolyn Jones(1982)fulfilled the same research the benefit of TPR has.Wolfe and Jones integrated the TPR strategy in a Level I Spanish class.For their experiment they divided the students into two groups to use this method.For one group was taught using the TPR strategy twenty minutes a day, while the other group was taught the usual traditional manner.Results showed that significant educational differences on the unit tests provided by the publisher.Experimental subjects also expressed greater satisfaction with their Spanish course and their Spanish teacher…….(Wolfe and Jones, 1982)

2.1.2 Three Obvious Features It is one of the main aims of English teaching in primary schools to stimulate pupils' interests in English and to develop their enthusiasm for learning English.TPR has three strong features for English learning, which are high-speed understanding of target language, long term retention, and zero stress, testifying TPR help students learn English successfully.2.1.2.1 High-speed Understanding of Any Target Language Some former experts claimed that talking and comprehension are located in different parts of the brain.TPR will input some new information into people‟s brain and then have reaction out immediately.Students understand what their teachers are saying by doing physical actions, which is a high-speed understanding of acquiring their target language.It‟s just like infants understanding their parents‟ imperative tasks.For instance, “baby, look at mom,” “baby, say mom, dad”.etc, which are real situation in people‟s life, so TPR aims to create classes that looks like in real life, thus it could accomplish high-speed understanding of English.Here is an example of how students‟ brains are processing information at lightning speed: [1] “Stand” means to rise up from their chairs;their bodies immediately go from sitting to standing when they heard the instructor say, “Stand”.Also, “walk” means to move forward, their bodies walk forward when the teacher said, “Walk.”.These strange utterances must be valid.11 Once they understand, they can use this skill to move over into the left brain with traditional exercises in speaking, reading, and writing.Then return to the right brain with more TPR to understand another sample.Then use that understanding to switch to speaking, reading, and writing.2.1.2.2 Long-term Retention This method claims to guarantee the long-term retention of English, since the use of physical actions while or after listening helps to gain sound and meaning most effectively.This study reveals that TPR is an effective method to promote long-term retention of the target language in Japanese 7th graders.TPR creates facts which make for long-term comprehension.At lightning pace, the student's brains process information like this: “I actually stood up when the teacher uttered the alien direction: 'Stand.' It is a fact.It is true.It actually happened;therefore, I can store this in long-term memory.” The result is TPR can achieve long-term retention.It can be found that some evidences are some former researcher‟s experiments from the following thesis.One study by Valerie Marsh described TPR as “the most effective method for teaching long-term retention of vocabulary”(Marsh, 1997;25).According to Marsh, one of the key components of TPR is “the low level of stress which enhances fluency, invites participation and increases motivation”(Marsh, 1997;25)

…..At Stockdale High School in Bakersfield, California over the past three years, 100 of the students learning through TPR have scored 3 or higher on the A.P.exam.Of these students, seventeen were true beginners who took the test in their third year of Spanish, and four were true beginners who took the test in their second year of 12 Spanish.Although formal grammar instruction in TPR is delayed, test results show that grammar was nevertheless successfully acquired early on in the program.……

In another place, the powerful feature about vocabulary retention, one of the reasons TPR interests so many researchers are because they had observed many students struggling with vocabulary retention.This is not good in any foreign language classroom because in order to complete lessons and move forward with subject material, students need to retain vocabulary.It just like as the author had mentioned, when a teacher said “stand” , students will raise their bodies from their chairs, thus they will probably understand and remember what “stand” means and know how to use this word in the same conditions.2.1.2.3 Zero Stress Dr.Asher believed that carrying out the activities of the body language teaching is a good way to make students acquire a new language in a harmonious atmosphere.Students respond to commands that require physical movement.It is also very efficient and quickly pedagogy.The aim is make learners first start hearing before speaking, and meanwhile reduce students‟ pressure in learning a second language.(Asher, 1974)

In TPR class, Student will find it is funny and easy, and then they will enjoy getting up out of their chairs and moving around.Simple TPR activities do not require a great number of preparations on the part of the teacher.“TPR is aptitude-free.”，according to Asher.It is inclusive working well with a mixed ability class.It is common that people probably can do a good job in a no stress atmosphere, so even are children when they are learning a new language.Fortunately, TPR make it come true.Students may acquire words, phrases, even sentences through physical actions, playing games, and storytelling.All in all, they feel happy when they are learning English;therefore they will become centered roles in classes.13

III Psychology of Children’s Learning State

Students who are at the age of 5 to 12 are very lively and vigorous;they never stop to listen to an English grammar class, because they are very easy to distract.If teachers still use a grammar teaching method in a primary school, they must be very difficult to complete lessons and move forward with subject material, and the worst thing is students will lose their interests in learning English, some of them even hate the English classes.However, if a teacher uses TPR in his or her classes, the problem must be solved.3.1 Distraction of Children’s Attention

It is easy to everyone to lose their attention in a boring lesson, especially children.Classroom distraction is a very ancient problem for many teachers.Students whispered, passed notes, and daydreamed during class;however whether teachers should think about why children are always like that, what can change this situation, how solve this problem.If they access TPR in the classroom, distraction problem must be getting far away from it.3.2 Use TPR to Solve the Problem of Distraction If teachers use activities of TPR in their classes, like this kind of problem may be solved easily.They can use the main theme is “Listen and Act”，that is imperative drills.Here some examples:

[2] Method one: Listen and act Procedure:

Target Language: stand up, sit down, warming up Target Grade: Kindergarten to Junior High 1

Have students do the following actions.Commands supporting vocabulary …Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And clap.Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down.Sit down.And cheer!

Come on, louder!

Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And cheer...(Graham)

Method two: Touch

Choose two students and add more vocabulary that are in the classroom---such as book, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch.Use the following type of commands repeatedly in arbitrary order, alternating pairs of students from time to time until all the students clearly understand what these commands and actions mean.For example: [3] Put the pencil on the desk.Scratch your head.Scratch your arm.Put the paper in the box.Put your hands on your head.Place the box on the teacher‟s desk.Scratch your head and arm.”

(Ren, 2001;11)

From these TPR methods, we can see that teachers will draw students‟ attention in classes.Because in order to finish their teachers‟ commands, students have to concentrate their attention on the command words, thus they are likely to remember those words by behaving them repeatedly.In the meanwhile, students probably think that learning English is such an easy and cheerful task, and they must be fond of English classes.Method three: Listen and draw

It is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper.“This sort of activity works is very well as an information gap activity between pairs of students.”(Wang, 2002;90)Here is an example:

[4] One student draws a simple picture and then tells his/her partner how to draw it in English.Neither partner can look at each other‟s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.Other way: according to last example.“Introduce the word draw.This opens up a rich network of things a teachers can ask their students to do.Start very simply with the familiar words that the students have already internalized through TPR.For example:

[5] Draw a book

Draw a ball

Draw a hand

Draw a box

Draw a hand on a desk.Draw a window and a hand and book.”

The concrete staff is much easier to understand and remember than abstract staff for people, in particular, primary school students.The more detailed staff is, the easier students can memorize.So if teachers ask them to draw something, they are likely to have a brainstorm to figure out some interesting pictures, which may develop their imagination.After students finished their works, teachers may award some special works, which can raise students‟ interests of English Classes, and then they probably acquire English in nature way.In another place, it is a good start to students, enhancing their listening skill.It is very important of students to have a good state while listening.Students should get clear that listening is the first step of any language acquisition;they should pay more attention to learn it well at the very beginning.Listen carefully also can solve the problem of distraction.…“Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings，and it is an analysis of the language signal perception.The process of the language perception is an activity of the short--time memorization.”…(Zhang, 1996;1)

IV the Application of TPR Methods in Classroom 4.1 The Activities of TPR-Physical response Everyone learns to comprehend much faster than they learn to produce.At any stage in the learning process, comprehension is always the most significant in foreign languages acquisition.Children may not be able to give a linguistic response to teachers‟ instructions but they can give a physical response.For this reason, a teaching technique based on commands is often used with young children.4.1.1 The Pointing Game With a small group of students, use a collection of pictures(such as those one might find in a mail order catalog)to instruct concepts that have been taught.Ask students to point to various specific body parts, colors, clothing items, etc.now let‟s look at some examples.[6] Point to the window!Point to the book!Show me the book!Put the book on the desk!Put the blue book on the desk and the red book on the chair!Draw a cat under the tree!

Children will be willing to present their comprehension through a physical action long before they are willing to give a linguistic response.Moreover, the use of real objects in the classroom and the use of picture flashcards allow the teacher and children to respond to language long before they can respond linguistically.This method also can improve students‟ capability of response and develop their left brain, becoming more intelligent.Certainly, the most important thing is enhance those words teachers command repeatedly.Teachers can use this game in classes;first of all, they should tell their students some supporting words in this game.For instance, “point” means use your finger direct the staff that instructs commands, and “show” means have something a look at to everyone, etc.Tell students to give actions to their teachers when hearing commands.If they want to finish the tasks, they have to concentrate and listen carefully.4.1.2 Identifying Emotions

After students have acquired simple commands such as “cry” or “laugh,” pictures can be placed across the front of the room that clearly demonstrate such emotional reactions.Students can be asked to take the picture of a person displaying a specific reaction.Later, this same procedure can be extended to other kinds of descriptions of emotions.(Someone crying, someone laughing).Later this same procedure can be extended to other kinds of descriptions of emotions, perhaps more subtle ones(someone who is sad, someone who is angry).This game is like a role play some times, being difficult to understand emotional words which are too abstract;teacher will use this action game to give their students hand to grasp these untouched words.When students acting trainers‟ orders, they may comprehend what feelings are like.4.1.3 Following Recipes At much later stages, making birthday cakes, baking cookies, or preparing dishes can provide a TPR experience, and it can also involve students in the cultures of other countries and those within the United States.First of all, display all the ingredients for any given recipe and introduce each item, one by one.And then, show each student with a written recipe.An extra large version to which you and the students can refer can be placed at the front of the room.While you or a student reads the recipe, other students can measure, mix the ingredients, and so on.As a follow-up, students can bring in favorite recipes to share.These can be put together to form a class recipe book to which others can be added.TPR is a pedagogy applying to bring in a real English environment to ESL.In this game, students will pick up a great many of cooking technique, making cakes, baking cookies.They must have a wonderful time in English classes.In the meantime, they probably obtain the target language in the classes.However, the instructor maybe more hard-working, they have to organize students to tidy up the classroom after classes.4.1.4 Information Gaps Information gaps can be created in which one student has information that another does not have but needs.One student may give a set of directions or commands to another student, who will carry them out to meet some stated goal(e.g.making a peanut butter and jelly sandwich).There are many kinds of information gaps, which include shopping information gaps, direction information gaps, puzzle information gaps, etc.for example:

[7] Shopping Information Gaps: Step 1: Teachers let students make two sheets, one of is A sheet, the other one is B sheet.Step 2:

Giving them the supporting words and sentences:

What did he buy in the supermarket? He bought a box of chocolate.How much was it? It was 50yuan.Etc.Step3: Ask students to finish the sheets in pair.In this activity, students can practice capability of question arising.(Wh-questions...)They have to finish the two sheets by asking their partner many questions.Also, it trains them how to acquire information in their lives, and it reaches the main target of learning a foreign language-communication.V Conclusion TPR is an effective way to learn English for ESL, especially primary school students.It based that the first thing to learn a foreign language is comprehensible input, and then have a respond to do teachers‟ commands.And why this teaching pedagogy is so popular and successful? Because it will bring a zero stress atmosphere to children to learn English, they will not be afraid of speaking English, and then they are likely to be cheerful when they are in English classes.Nevertheless, the method also has some limitation in the process of teaching.5.1 Major Findings TPR(Total physical response)is a language teaching strategy which uses commands, either written or verbal, to introduce new language and concepts to students.Imperative drills are a typical method is in TPR lesson, a teacher will give a command and the student must follow the command with a physical response.For example, if the teacher says, “stand up and down three times” the students after hearing the command, they will raise their bodies from their chairs and down three times.Children will train listening skills and how to respond to directions given orally or visually through the Total Physical Response(TPR)method.It can also reach this end through teaching some songs, for instance, which is about human being‟s body 'Head, shoulders, knees and toes' children will learn the parts of the body.TPR strategy has a large number of activities may be used in English classes of primary school, which can make students pleasure and fun in classes, consequently they have an interest in learning English and to be a leader and center role in training English.5.2 Implications TPR is totally physical.According to many former studies, it is a right-brain approach.And the key point is Comprehensible Input.TPR is not a complete method.According to current theory, TPR works because it is an excellent way of providing students with comprehensible input;the teacher's movement provides the background knowledge that makes the command more comprehensible.ESL students acquire the second language as they acquire their native language, which are almost like infants study how to speak their mother tongue.TPR also can provide a low-anxiety environment to the students through lots of comprehensible input in.Students will produce language when they are ready.It is a direct method for teaching language with real-life situations.It gives instant feed-back to the teacher.TPR is an astoundingly successful beginning language teaching method.TPR students have outperformed comparison students convincingly in method comparison studies, both in those done by Asher and his associates as well as those done by other scholars(Wolfe & Jones, 1982).It has been shown to be effective for both children and adults, and has been used for a variety of languages.5.3 Limitations The TPR method applies to the nature of children and matches the principle of happy-learning, which enables children to learn easily, to learn fast and finally to feel the happiness of English study.But its disadvantages are as follow:

1.This method just suits for the first period of language learning, especially beginners.Because most of its contents are gestures, through which children may not get further knowledge, and it has to be carried out with some other approaches.2.The TPR method contains of lots of game activities, role-playing and group competitions.But children will easily get excited when they are happy so it will be hard to accomplish the expected results even if they have good control of class, , in another place, it becomes a annoy to some shy students.Students are not generally given the opportunity to express their own thoughts in a creative way.The teacher may find that it is limited in terms of language scope.Certain target languages may not be suited to this method.5.4 Future Studies Many scholars determined that TPR can be used with a person of any age, TPR works with all levels of language learners.The author also has coincidence with them, if teachers combine TPR with other teaching pedagogies, such as interactive teaching methods, it will be more effective to make TPR work very well in a language classroom.Experienced teachers have the ability to cope when things go wrong.It„s useful when planning to build in some extra and alternative tasks and exercises.Also teachers need to be aware of what is happening in the classroom.Students may raise an interesting point and discussions could provide unexpected opportunities for language work and practice.In these cases, teachers should combine TPR with other teaching strategies to make TPR work very well in a language classroom.From studies such as these, the author concluded that the TPR method to teaching foreign languages is both beneficial and effective.Teachers can use both traditional method and TPR strategy in classes;they should try to have a good preparation and organize their classes, which is the most effective way.Giving them examples when instruct students to finish targets, which will not make the classes become noisy.Students can concentrate their attention while listening to English.BIBLIOGRAPH Danny, Brassell,（2007）.Enhancing ESL Students’ Literacy Skills.DE Wolfe.（1982）.Integrating Total Physical Response Strategy in a Level I Spanish Class, G JonesTPRS Publications Inc-ERIC EJ586008 Zink de Diaz, Laura.(2005).”TPR Foreign Language Instruction and Dyslexia".Retrieved on 2007-05-23.Ren Xiaoping.Listening Barriers Among Chinese Students And Training Tactics [J].延安教育学院学报，2001 Zhang Qi.Psychological analysis in listening teaching and radio programs teaching [J].云南教育学院学报，1996.10.p1 王蔷 A course in English language teaching [M].上海:高等教育出版社，2002.5.DECLARATION

Linghu jing, the undersigned, hereby declare that this thesis does not contain any material which has been accepted for the award of any other higher degree or graduate diploma in any tertiary institution and that, to the best of my knowledge and belief, this thesis does not contain any material previously published or written by another person, except when due reference is made in the text of the thesis.Signed: Dated:

第五篇：浅析TPR教学法在小学英语教学中的应用

学号：***040 成绩：

西安翻译学院

高职高专毕业论文

题目：浅析TPR教学法在小学英语教学中的应用

作

者：

曾彤

指导教师

朱广珍

专业班级

08级商务英语4班 院

系

外国语学院

完成日期

2011年3月

浅析TPR教学法在小学英语教学中的应用

曾彤

外国语学院08级商务英语4班（西安翻译学院，陕西 西安 710105）

Analysis on the Application of TPR in English Teaching

in Primary School

Zeng Tong Business English, Class 4, Foreign Language College(Xi’an Fanyi University, Xi’an 710105)

摘要：近几年，英语教学法已经取得了长足的进展，一些新型的小学英语教学方法应运而生，TPR教学法是小学英语教学法中一种常见的教学方式。本文旨在通过TPR教学法与传统教学法的对比来分析TPR教学法的特点和优势，并具体探讨TPR教学法在小学英语教学中的应。论文最后提出TPR在小学英语教学中出现的一些误区和建议。

关键词：TPR教学法；小学英语教学；应用

Abstract: In recent years, English teaching methodology has made a lot improvement.And some new methods of English teaching in primary school has appeared.TPR is one of the common methods of children English teaching.This paper aims to analyse the characteristics and advantages of TPR though the comparing analysis of traditional teaching methodology and TPR.It also explores the applications of TPR in primary school English teaching.Finally this paper points out some misunderstandings of the application of TPR in primary school and provides some suggestions.Key words: TPR methodology;English teaching in primary school;application

引言

TPR教学法（Total Physical Response全身肢体反应教学法）。创立于20世纪60年代初，其创始人是美国加州的心理学和统计学教授James Asher，力图通过身体的活动来进行语言教学，是一种建立在语言和行动和谐一致基础上的语言快速教学法。目的是在开口前培养听力能力，言行协调一致，减少语言学习中的心理压力。他认为成功的外语习得和少儿习得母语的过程有一个相似的地方，在少儿学习母语时，他们最初是通过动作对父母的指令表示反应，如“Pick it up”和“Put it down”，少儿学会说话之前已经听懂大人的指令，所以语言习得存在一个只听不说的沉默期。既silent period.久了以后，就很容易学会说新的语言，由于学习母语的过程是理解先于表达，所以学习第二语言也应先听，然后再学会说，而且语法结构和词汇也可以通过熟练运用老师的指令来掌握。

帕尔默六十年前就指出：“在英语学习的初始阶段，教学方法如果不包含大量的学生执行教师的课堂活动是不可能成功的。”通过近些年来各个教学工作者的亲身实践，TPR教学法已作为一种非常行之有效的语言学习法应用到许多小学外语教材中。

TPR教学法是一种独特的语言教学法，与传统的教学法相比有所不同，TPR教学法有其自身的特点和优势。这篇论文主要论述了TPR教学法的教学特点和教学意义，体现了TPR教学法的优势。其次，论述了在小学英语教学课堂中，TPR教学法的具体实施和教学方法可以更好的培养小学生学习英语的兴趣。但是，TPR教学法也有许多不足之处，在小学英语教学中我们需要对TPR教学法有更多的改进和思考。

一、传统英语教学与TPR教学法

TPR教学法的主要特点是:1.强调听力理解领先;2.学生需要通过身体对语

【1】

言的反应动作来提高理解力;3.允许学生在做好准备的情况下参与活动;4.教师的教学应该强调意义而不是形式。

相比之下,我国传统的英语教学法是语法教学,即通过传授英语的语法结构,培养初学者的语法结构意识来掌握语言。如,“There is a book on the table.” “It is not a dog”,传统法讲解“Therebe”句型、动词单复数、冠词的用法、介宾结构、“It”句型及否定结构。简单的两个句子,涉及到了这么多基本的语法知识,即使弄懂了,但学生一开口,还是单复数不分,肯定与否定混淆,甚至于大学的学生会话中还犯“he she”不分的毛玻同时,类似的“标准语法”句型在现实生活中极少接触到。因此传统的语法教学教的不是生动的口头语言,而是书面语,即“死的语言”,小学生极难掌握。

TPR英语教学法是教师根据学生爱动,注意力难以持久等心理特征,让小学生通过跑、跳、做游戏学英语,而不是规规矩矩地坐在凳子上听讲,这样课堂气氛活跃,学生学习情绪主动,注意力持久。如果小学生发音不准,老师就要自然状态下不停重复,直到发准为止,学生也不必重复老师的话,但要按老师语言的涵义反应。学生对老师发出信息的反馈越正确,表明对老师信息的理解越准确。心理学家证实,强迫学生重复老师的话会引起学生心理压力和紧张情绪,限制学生语言学习技能的发展和提高。

二、TPR教学法的意义

2.1活跃课堂气氛 培养学生兴趣

瑞士著名教育家皮杰士说过：“所有智力方面的活动都要依赖于兴趣。”我们也常说“兴趣是最好的老师”，可见兴趣对学习的重要性。在英语教学中，要想使学习学得积极主动，并取得好的学习效果，培养学生的兴趣至关重要，甚至可以说这是学习英语的前提和保证。而TPR教学法取代传统地学生一

味地坐在那里听老师讲，毫无生气，而是学生动起来，将动作与语言相结合，使学生能够边说边做，这极大地提高学生的学习兴趣。2.2重听力训练 提高口语表达

TPR教学法首先培养学生的听力理解能力，然后再要求学生用口语表达。就是通过教师边说边用动作示范，学生静听，再教师发指令学生做动作，直至学生能说，而在学生会说之前，已听过教师说过数十遍，就相当于接受听力训练，从而在教师直接发出命令时，学生能马上做出动作，如此不断地重复，学生的听力能力不断提高。教学“Open the penci-case”这个词组时，教师边打开某一学生的文具盒边说“Open the pencil-case”，然后教师走到其他学生的身旁再做示范，学生在听了看了后完全明白该句的意思，此时教师再发出“Open the pencil-case”,学生能很快地做出动作。在接受听的训练后，学生能模仿教师的语音，语调说出句子，能很自然地说出“Open the pencil-case”,长此不断，学生的听力和口语表达会提高不少，对将来的学习也受益匪浅。2.3帮助理解课堂用语 提高教学效果

教师用语虽不能说是一节课的精髓之处，但也可以说是一节课的关键所在，尤其是对外语来讲，听不懂教师用语，就不明白老师到底要讲什么，要我们干什么，而“TPR”教学法能够很容易地解决这一问题，“Come in, please.” “Open your book,please.” “Sit down”.“Give me your pen.” “Great!”等等这些课堂上随时用到的教师用语在学生第一次听到教师只须一个简单的动作，帮助学生理解教师用语，学生就能很快领会其意思，不需要大费口舌。第二，第三次学生再听到时，他们就能立即明白，由此就能大大地提高教学效果，师生都能受益。

2.4操作简单方便 易于学生理解

教师让学生明白自己所说的内容可以有多种方法：优生帮助，图片辅助，画画演示等等，但实施起来皆有其不便之处，相比较而言，“TPR”教学法省事且易懂，如教师教“hand”时说“hand hand clap your hands”，并且做拍手动作，学生一看就知道“clap your hands”是“拍手”的意思，不需要图片，也不需要画画，更不需要优生帮助，而且还易于学生理解。

三、TPR教学法在小学英语教学中的应用

3.1TPR教学法的具体实施 3.1.1热身活动

Warming up 相当于英语课堂中的热身和启动，它是一节课的序幕，是教师讲授每一节课时给予学生的第一感知，是优化学生学生心境和语言学习环境的重要手段。其目的在于激活学生思维、吸引学生注意、调控学生情绪，为开展语言学习作好知识、技能、心理和环境上的准备。而意识到这以前，教师经常让学生唱一首歌，再读一下chant就草草了事，结果是学生唱歌不会唱，东张西望，chant不会读，东瞅西桥，可见学生的注意力十分分散，那又如何开始一堂新课！在热身活动中也可以应用TPR教学法。最初的常识就是我读一些单词或短语，让学生边做动作边玩，或者我做动作，让学生说等，学生的兴趣极高，参与性很强。有了这次经验，我以后常常自编一些歌谣并配上相应的动作作为热身活动。大受学生欢迎。如：clap、clap、clap your hands(拍手）shake、shake、shake your head(摇头)

wave、wave、wave your arms(挥手)...再如：cat、cat、cat give me your hat

dog、dog、dog give me your doll

duck、duck、duck give me your cake...学生既能说又能动，不亦乐乎，从而起到了酝酿情绪、渗透主题和带入清净的作用，保证学生课始就能积极主动并始终有效地与课堂学习。3.1.2单词教学

小学英语教学中，单词教学是必不可少的一个重要环节，由于小学生年龄小，好玩，不愿把更多的精力花费在记单词上。因此，几乎所有的小学生一提起英语单词，就感到很头痛，一节单词课堂教学中，无非是传授新单词，练习巩固单词而已，没有什么创新，对学生，对教师都是极其厌烦的事情，尤其是操练过程中，只是教师一味地机械地领读，让学生死记硬背，课堂就变得死气沉沉，学生也会口干舌燥，昏昏欲睡，这样的教学即费时费力，效果也差，因此，这就要求教师注意教学方法，充分调动学生的学习积极性，把单词教学贯穿到娱乐之中，使学生学起来不感到枯燥，乏味，激发他们的学习兴趣，使他们每个人的学习才能得以发挥，而经过实践，TPR教学法的应用，可以调动学生的各个感官，让单词教学生辉不少，就如PEP1中动作单词教学dog cat elephant duck mouse等，可以通过教师念，学生做动作，教师做动作，学生说，一生念，另一生做等，一轮下去，学生不但能说能做，而且在学的过程中，知道各种动物的走路跑步习惯，可谓是两全其美，再如赞叹词：Cool！Great！Super！等，教师在平时的教学中经常应用并伴以动作出现，学生听多了看多了，也会自己说这些单词了，也让学生感觉到学习英语是一件很快乐的事情。3.1.3短语教学

在短语教学中，也可以应用TPR教学法，而且小学英语课本中出现的基本

上是动词短语，那用起TPR教学法更是得心应手了，教师教得轻松，学生也学得轻松，如在PEP1Unit2PartB中学习“Turn left”，“Turn right”，“Go straight”这三个表示方向的短语时，为了降低学生的学习难度，集中他们的注意力，教师先示范给学生看，一边做动作，一边说英语，接着让学生跟着老师做动作，然后，老师喊口令，学生做出相应的动作，最后同桌再进行练习。这样，学生就在动一动，说一说的实践中较快地掌握了这几个英语句子，并且记得也比较牢。此外在课余练习中，应用TPR教学法，老师完全可以放手让学生自主学习，偶尔做适当的点拨，每周利用早读时间以小组为单位，以短语为内容做TPR练习，而每小组轮流有一小老师，他首先要选好练习的内容，并做出表格，利用该表格由领读人发指令，其他学生边说边做动作，或者对换角色，并对学习的效果做好记录，如此不仅提高学生的积极性，也提高了学习效率。3.1.4句子教学

假如你碰到一个小学生，你问他“苹果”用英语怎么说，他会很快给你一个满意的答案 “apple”,假如你再问他“红苹果”怎么说，他迟疑地告诉你“red apple”,假如你再问他“这是一个红苹果”怎么说，他迟疑了半天也支不出半句，可见，学习英语句子对小学生来说是非常难的一件事。而在小学英语教学中，句子教学却是一项重要的内容，它贯穿整个小学英语教学的始终。应而如何上好句子教学，是每一位英语教师思索的焦点。在教学实践中，运用TPR教学法，发现这能使句子变得形象化，简单化，学生易懂易学，兴趣也大增。3.2TPR的教学方法 3.2.1演示教学法

教师通过生动的表演，即运用身体语言来阐明口中不断重复的语言信息。比如教“point to the window, point to the door , touch your nose , touch your ears.”

时，教师辅以本身的动作示范，再要求学生们重复同样的动作，五分钟内学生就可以自如地对指令做出完全正确的反应。

3.2.2卡片教学法

教师把一些学过的单词写在不同的卡片上，每一个学生手持一卡片，教师不断重复单词的发音，学生记住后教师便念单词点名，持相应卡片的学生可以举起卡片以示理解。然后学生们交换卡片，再用同样的方法训练，这样，学生在轻松愉快中掌握了发音，同时注意力也容易专注。但这种方法使用久了便觉得枯燥，无趣。所以应结合其他教学法共同进行。3.3.3图画教学法

小学生对直观的图画很感兴趣，因此教师要充分利用图画来讲授内容。出示图画，让学生说出单词，或让学生说出单词，并出示相应的图画。小学生通常对具体而直观的东西比较感兴趣，因此老师可以尽量教小学生们生活中常见的事物单词，用实物图片代替简单文字，例如教“bird”可以让小朋友看到鸟的图片，并播放鸟叫声，教“dog”可以让小朋友听听“汪汪”的狗叫声。最好是把图画制成卡片的形式，这样可以结合很多游戏来进行教学活动。3.3.4整体教学法

老师通过把句子或单词设定在特定的故事情节或场景中，教小朋友从整体把握意思，例如“Yesterday I ate a piece of bread.”老师可以将a piece of bread替换为a piece of cake或者a bowl of dumplings.这样的教学能起到事半功倍的效果，有助于小学生们英语学习中举一反三。3.3.5游戏教学法

小学生的特点之一就是喜欢游戏，在游戏中学习，小学生会倍感兴趣，比如操练句型“What’s this?”时，可以做猜东西的游戏，就是把图画制成的卡片盖

起来，或露出图画的一角。然后问“What’s this?”让学生猜，直到猜对为止。这样做会让学生尽情尽量的说学过的英语，猜错了也没有关系，因为我们的目的就是为了让学生开口说英语。再如教duck, cat, dog等动物名称时教师可模仿其形态或叫声，或者让学生自己模仿，通过模仿其滑稽的样子，发出惟妙惟肖的叫声，学生自然就联想到该动物，英语名称自然就记住了。但是使用游戏教学法最大的问题就是纪律问题了。因此教师在学生做游戏前要将组织游戏的步骤计划好，而且要将如何做游戏示范给学生看，这样学生明确他们要干的事情，就不会混乱了，另外要选择一些简单易操作的游戏。游戏虽然有趣，但一节课不可过多使用，要注意在课堂上使用游戏的理由只有一个——帮助学生学习英语。

3.3.6比赛教学法

教师设计与内容相关的比赛，在学习比赛活动过程中，学生的成就动机更强烈，学习兴趣和克服困难的毅力增强，学习和工作效率一般都有很大的提高。因此，适当的比赛竞争可以激励学生学习，比如在教授新课Module 4 Unit 1 Robots(新课程标准第二册)时，我就采用了男女比赛的方法。在比赛之前，我先在黑板的一边画上两个简单的代表男孩和女孩的图像，然后说出比赛规则：问题回答正确加一分；回答错了不加分也不扣分；乱说话或做小动作扣一分，一节课结束后，评出胜利者，然后在胜利者的图像上画上笑脸，输了的则画上哭脸。结果表明这节课上的非常成功，不但提高了学生学习的积极性，而且他们都自觉的维护纪律，达到了很好的学习效果。这不失为一种好方法，但用久了或不适当的使用，也会使学生产生反感情绪。所以教师必须适当运用这个方法，还要注意合理的引导学生对待输赢的结果。

四、对TPR教学法的几点思考

4.1切忌强迫学生

《教学原理》中提到TPR教学法教学原则是学生理解口语的能力要在说话之前发展，只有进行充分的理解性和听，才能自然地转移到说。同时进行听说两种技能的训练，只会给学生造成压力，因为缺乏理解的听，学生没有做好说话的准备，很容易说错，因此教师不要一开口就强迫学生去说，不可强迫学生说，而应在学生大量地听老师发音，看老师做动作，理解后再要求学生说。这时，学生能极其自然地说英语，否则给学生以压力，强迫学生说，学生就会产生紧张情绪，不仅影响这次说英语，也将影响他们以后的英语学习。因此，在运用TPR教学法中，切忌强迫学生开口说英语，要让学理解的基础上自然流利地说出英语。4.2切忌哗众取宠

听有些老师上英语课，热热闹闹，有唱歌，有跳舞，有表演等等，但总感觉华而不实，没有把教学目标落到实处，反倒是一场精彩的表演秀，又像在哗众取宠。而应在TPR教学法也应注意到这一方面。记得在PEP3Unit5PartBLet’s talk中，目标中提出要学生能听懂会说“Let me try!”于是上公开课的老师做好精心准备，设计好各项比赛，有跳绳比赛，打乒乓球比赛，拍篮球比赛等，意图是学生想要参加比赛，要做拍胸的动作，并大声说“Let me try!”(老师会先做好示范)结果课堂上很热闹，学生也很积极，大拍胸脯大叫“Let me try!”但没想到的是学生都是跳绳高手，一跳都一两百下，结果大部分时间花在这辅助环节上，一节课时间到也只有个别会说“Let me try!”，而该课时的其他教学目标都没能够完成，可见在运用TPR教学法要恰到好处，不可哗众取宠。

4.3忌喧宾夺主

TPR教学法的步骤是先由教师说出指令并示范动作，然后请学生跟着做，再教师说出指令，不示范动作，请学生按照老师的指令去做，最后教师说出指令，不示范动作，要求学生复述指令，完成动作，需要时也可请一位学生说出指令，教师和其他学生一起执行指令，他的主要部分应该后两个，但有一些教师为了迎合学生的要求，往往把过多的放在第三步上，即教师说出指令，学生做动作，如此以来，学生产生惯性，教师发一指令，学生就做一动作，而且做对做错也无关紧要，但一旦反过来，学生就不知所措，这主要是因为教师喧宾夺主，从而忽视了学生说的能力的训练，只停留在表层上。4.4切忌牵强附会

有些比较抽象的单词和句子很难用TPR来表达，教师在向学生解释一些抽象的事物的时候会比较困难，这时候教师完全可以不用TPR教学，但有些教师仍固执地使用TPR教学，动作模棱两可，弄得学生也迷迷糊糊，不知教师到底想说什么，记得有一老师在公开课讲天气情况的四个单词rainny,sunny,windy,cloudy,snowy时，在教学sunny时，教师为了使学生明白，又不能用中文解释，就用手指头旁画一个圆圈，脸上显出高兴的表情，他的意图是让学生明白有太阳，又很高兴，说明不太热，可说是晴朗的，但学生不明就里，又不好出声，只好依样画葫芦，教师读这单词，他们就做这动作，全班学生也都互相这样做，但问起他们这是什么意思，他们却只是摇摇头，可见这样的解释是牵强附会，还不如不要。

结语

TPR教学法是全身肢体反应教学法，教师通过自身语言将教学中的单词，句型及儿歌,游戏等表达出来,使学生不通过母语翻译便能够理解教师的语言,从而完全实施了母语教学法。

《英语课程标准》中明确提出基础教育阶段要激发学生学习英语的兴趣，使学生树立自信心,因此小学低年级英语教学的关键不是把语言知识灌输给学生，而是通过听，说，唱，游等活动着激发学生学英语的兴趣，同时养成良好的英语学习习惯，为高年级学习英语打好基础。从这个目标出发，在英语课堂中，采用以TPR教学法为主的各种方法进行英语口语教学，借助动作，让学生感受意义，产生兴趣，积极参与，把课堂上所学的内容充分地“动”起来，把静态的词，句变成学生的动态。

总之，TPR教学法具有很强的兼容性和灵活性，小学英语教学是一门科学，更是一门艺术，任何一种教学法的功能都是有限的，应当合理地运用TPR教学法，探索其中的奥妙，摒弃其不足之处，充分调动学生的学习积极性，使小学生英语课堂焕发精彩！

参考文献：

［1］张志远.儿童英语教学法[M].北京：外语教学研究出版社,2002 ［2］沈亚平.浅谈“全身反应法”在小学英语教学中的应用[J].http:///050801/200603/20060315 100522.html,2006 ［4］王阳.英语基础课程的教与学[M].西安：陕西科技出版社,1997