TPR 教学培训

第一篇：TPR 教学培训

TPR 教学培训

TPR全称是Total Physical Response，全身反应法。是美国加州圣约瑟大学心理学教授詹姆士.阿歇尔(James Asher)于20世纪60年代提出的。这种方法倡导把语言和行为联系在一起，通过身体动作教授外语。全身反应法他主要是根据大脑两半球的不同的功能，右脑主要是形象思维，左脑主要是逻辑思维，强调要在形象思维的基础上进行抽象思维的发展。因此它强调要在真正的情景里面来进行教学。

根据学语言本身的规律，从小孩学语言的角度来看，首先是要学习听的能力，然后在这个基础上，逐步发展成说的能力，再发展成读和写的能力。Total physical response就强调首先培养学生听的能力，要大量听一段时间以后，听到一定的基础了，到小孩子愿意说了，就水到渠成地开始说了。这样学生说的不紧张，说的很自然，是要在熟了的基础上再来输出（production）。【主要特点】

1）听力理解领先。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。2）学生应通过身体对语言的反应动作来提高理解力。这种身体反应应该由教师用有计划的指令来控制。学生根据教师的指令做出相应的动作，从而感知并理解掌握语言。3）允许学生在预先做好准备的情况下发言。教师不强迫学生发言。4）教学应强调教学的意义而不是形式，这样可以降低学生的紧张情绪。【主要优点】

1）它能够一下子就抓住学生的注意力，吸引学生参加活动，让他们在身临其境的实验体验中学习英语。教学的重点在于帮助学生理解英语、用英语交流，不在于纠正学生在学习过程中所犯的错误。这样做有利于帮助学生消除紧张心理，让学生在一个不用害怕挫败的环境中学习。

2）它能够提供一个与实际生活紧密相连的学习环境，使学生在多种多样的活动中、在循环反复的练习中学会英语。

3）协调学生的左、右脑，有助于学生的左脑发展以及语言学习的成效。学生通过听觉来吸收信息，是由左脑来完成的，而将这些信息用肢体动作表达出来是通过右脑来完成的。

4）主张以句子为教学单位，整句学、整句用，重视语言内容和意义，有利于培养学生实际运用语言进行交际的能力。

第二篇：TPR教学五步骤

TPR 教学在英语当中的应用（Total Physical Response）

TPR 教学法：即全身肢体反应教学法。教师通过自身的身体语言将教学中的单 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。

理论依据一：母语习得的规律

1． 幼儿学习母语，一开始以听懂命令句居多。

2． 幼儿做出的肢体反映是他们表达理解的一步。

3． 一旦时机成熟，学生就会说。

理论依据二：儿童生理、心理特点

1． 形象思维

2． 天生好动

3． 注意力难以持久

4． 运动智能

5． 减轻开口的压力

6． 累积足够的信心

理论依据三：记忆形成规律

1． 先身体反应

2． 后语言反应

3． 相互联系

TPR 教学法的特点：

1．直接反映母语教学，取出母语翻译过程，有助于学生进行所学语言的思维。2．符合儿童天性：儿童天性好动，教师运用肢体语言带领学生边做边学，使学生释放部分体力，增加学生兴趣。另外儿童一般来说属于形象思维，TPR教学很直观的表现了所学的语言内容，使学生容易 记住。

3． 有助于发展儿童运动智能： 儿童在学习语言的同时通过 TPR 教学充 分锻炼和开发了儿童的运动智能。

4． 轻松自然，没有压力：学生在学习过程中遵循母语学习的规律；先 听，再做动作，然后再说。使学生在已经理解并学会的基础上加以 动作练习。大大降低了学生的紧张感。并且人在动作的时候本身就 会感觉比较轻松，在身心愉快的同时自然学会了知识。

教学流程：

听的输入（辨别符号的音）→意义的理解（动作上的）→动作的表达（语言的 表达、让孩子表达出来）TPR 教学内容：

● 活动用语 ● 介系词

● 身体部位 ● 长相特征

● 教室用语 ● 一般知识

● 一般动作 ● 故事

★TPR 的最终目的：

让学生在无压力的情况下开口说。

TPR 教学法的步骤： 1． 教师说出所教内容，并用动作将其表现出来。学生只是听和看。（Teacher speak and act ,students just listen and watch.）教师重复说出所教内容，带领学生一起做动作。

2.（Teacher speaks, students act together with the teacher.）

3.教师和学生一起重复说出所教内容并一起做动作。（Teacher and the students speak and act together.）

4.教师说出所教内容，学生自己做动作将其表达出来。目的是检测（Teacher speak without act ,students act.）

5.教师做动作，学生说出表达内容。（Teacher act without speaking ,student speak.）

6． 教师混合以前学过的内容做动作，检验学生掌握情况。（Check）

教师和学生的角色

● 一开始，老师是 speaker , commander ,学生是 listener , performer.● 学生有自信后，两者角色对调。

TPR 教学要求：

1、表达动作简单、明了。动作大方、干脆利落，动作准确到位。

2． 表达内容的动作始终保持一致。

3． 表达动作可视学生年龄适度夸张、幽默。Run to the seat and touch and say bingo 教学锦囊

● 从简短的指令开始 ● 不“字字计较” ● 写下指令 ● 教室秩序管理 ● 歌谣与韵文

TPR 趣味游戏

● Simon says ● Listen & Draw 教学内容

1． 活动用语 Stand up , sit down Come here go back Go to the window Stand in a line 2.身体部位 Clap your hands Stamp your feet Pat your shoulders Touch your nose 3.介词 In on under behind

4.表情感觉 Happy sad scared

next to sweet up hot down sour

教学要求：

1、表达动作简单明了，动作大方，干脆利落。

2、动作始终保持一致。

3、表达动作可适学生夸大。

教学误区：

1． TPR 是教学中唯一的方法

2． TPR 单纯是老师发号施令学生完成动作。

3． TPR 教学里被局限于老师零碎的指令，学生完成简单的动作。

4． 所有的学生都喜欢肢体表达。

5． 一般知识 动物

6． 故事

第三篇：TPR教学法

一、什么是TPR教学法

TPR是Total Physical Response的简称，也被叫做直接式沟通教学法、完全生理反应理论等。TPR教学法由美国著名心理学家詹姆斯·阿士尔（Dr.James J.Asher）提出，其理论基础在于：人们在幼儿时期学习语言时是听说促进言语和书面表达能力的提升，当通过听说获得的信息通过量变达到质变，幼儿就能自然地运用语言表达出自己的意思了。TPR英语教学就是根据该理论发展而成的，一个重要的结论就是：

注意: 2～10岁是儿童学习外语的黄金时期，在这个阶段进行系统的有方法的第二语言学习无论是在心理上还是在生理上都有着明显的学习优势。

二、中国传统英语教学法同TPR英语教学法的比较

我国传统英语教学还是以语法教学为基础，通过讲解英语的语法结构知识和体系来培养学生的语法结构意识，从而帮助学生掌握英语。例如：

1、There be句型。

“There used to be lots of statues here.” 过去这里曾有很多的雕像。

2、It is...that...强调结构

“It is not the size of the dog in the race, but the heart of the team that counts.”最重要的不是雪狗个头的大小，而是团队的心。（摘自《雪狗兄弟》听力材料：article_75.html）

3、反意疑问句

I'm allowed to leave, aren't I?我可以走了

4、定冠词the的用法

是吧？

I've never been to the Great Wall.我从未去过长城。

还有诸多动词单复数、被动语态、虚拟语气等语法规则，以此类语法教学为基础的传统英语教学法已经明显偏离了英语的语言运用特点，大部分学生在很好地掌握了那些语法规则之后还是不能够在日常生活英语中脱口而出，仍然单复数不分，性别he/she不分等等。传统的语法教学模式是一种书面语言，非常不适合幼儿英语教学，儿童难以掌握。

TPR英语教学法是要根据儿童的特点（例如好动，注意力不持久等），让儿童在活动中游戏里学英语，这和让小朋友规规矩矩地坐在凳子上听讲是有明显区别的，活跃的课堂气氛有助于调动起主动的儿童学习情绪并激发他们的学习兴趣。老师采用TPR教学法，自然地重复小朋友发音不准的单词，直到发准为止，小朋友只需要根据老师的语言做出相应的反应即可，而不用重复老师的话。心理学研究表明，强迫幼儿做事或说话会引起幼儿的心理压力和紧张情绪，不利于儿童的语言学习。

三、TPR英语教学模式

1、TPR游戏教学法

老师组织游戏教学，让儿童在游戏中快乐地学习英语。TPR游戏教学法有助于帮助小朋友在轻松、欢快后的气氛中形成英语意识和英语思维。

2、TPR绘画教学法

经验表明，幼儿对黑板上的图画比文字更感兴趣。幼儿英语老师应该根据教学内容和需要，在黑板上画出所讲讲内容，逼真而夸张的图画将有助于儿童展开想像。比如介绍“circle”单词，老师可以在黑板上画一个圆圈，这将比在黑板上直接写一要有效得多。

3、TPR表演教学法

老师通过形象的表演，即运用身体语言来表达口中语言信息。例如在教“jump”的时候，老师带着小朋友一起跳；在教“run”的时候，老师带着小朋友一起跑动等。

4、TPR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，有助于小朋友英语学习中举一反三。

5、TPR直观教学法

儿童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朋友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。

四、TPR教学法的优点和缺点

TPR教学法有助于迅速吸引儿童的注意力，让小朋友们在真实的环境和体验中学习英语，其重点在于帮助儿童理解英语并实现使用英语交流，纠正学生的错误并不是主要目标，这样的教学方式有利于消除小朋友的紧张心理，促进儿童大胆开口说英语。TPR英语教学法同时创造了一个虚拟真实生活学习环境，让儿童在快乐的活动中和反复的练习中学会英语。

TPR教学法针对儿童英语教学来符合乐学原则，有助于让儿童感受到英语学习中的愉悦，但它也有不足之处，一是TPR英语教学法只适应于语言教学的初级阶段，适用层面较为浅显，因为它涉及的活动和言语都比较简单而基础，所以TPR英语教学不适合于深层次的英语学习，这是其局限性。二是TPR英语教学方法灵活且丰富，其中包含了游戏、表演、竞赛、舞蹈等大量活跃元素，这样小朋友很容易在教学进行时注意力分散,手舞足蹈，东张西望，倘若没有比较好的课堂管理方法，则将很难将小朋友有秩序地组织起来，从而导致英语课堂无法取得预期的教学目标：你说你的，我玩我的。这是TPR英语教学的不易把握性，这对教师的教学能力和经验有一定的要求。

第四篇：TPR教学法

Applied Linguistics

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

系别：外语系

班级：1101班

姓名：吴婷婷 学号：2011030112 日期：6月18日

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

Primary School 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.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.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)II.The Benefits of TPR

2.1 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: 3 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.6.Good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom.2.2 Three Obvious Features TPR has three strong features for English learning.2.2.1 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.2.2.2 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.2.2.3 Zero Stress 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.III.The Application of TPR Methods in Classroom 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.3.1 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.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.3.2 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.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.3.3 Following Recipes 5 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.3.4 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.IV.Disadvantages 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 6 may find that it is limited in terms of language scope.Certain target languages may not be suited to this method.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.References Danny, Brassell,（2007）.Enhancing ESL Students’ Literacy Skills.DE Wolfe.（1982）.Integrating Total Physical Response Strategy in a Level I Spanish Class, G Jones-Foreign Language Annals, ERIC.James, J.Asher(Feb., 1966), The Learning Strategy of the Total Physical Response: A Review, The Modern Language Journal, Vol.50, No.2, pp.79-84 JSTOR James, J.Asher, The strategy of the total physical response: an application to learning Russian, ERIC ED011378 James, J.Asher, Ph.D.The Total Physical Response known world-wide as TPR.John, J.Asher.(Jan., 1969), The Total Physical Response Approach to Second Language Learning, The Modern Language Journal, Vol.53, No.1 pp.3-17 JSTOR Jack, C.Richards/ Theodore, S.Rodgers.(2001).Approaches and Methods in Language Teaching.Cambridge University Press;2 editions, 72-72.ISBN 978-0521008433.Paula, Conroy.(May 1999).Total Physical Response: An Instructional Strategy for Second-Language Learners Who Are Visually Impaired by P.Conroy Journal of Visual Impairment & Blindness, v93 n5 p315-18 ERIC

第五篇：TPR教学法

目前，我国儿童英语教育成为外语教育的又一热点。家长们错误地以为儿童英语起点低，对办学者素质要 求不高。形形色色的办学者良莠不分，一哄而上，各类少儿英语基础班如雨后春笋。熟不知，儿童英语教学需 要的是称职的师资人员和灵活多样、丰富多彩的教学方法。这样，才能保证儿童英语教学的质量，使之走上科 学教育的轨道。

一、儿童英语发展理论与“TPR”理论

儿童的言语发展(language development of children)是儿童从言语获得到基本完善的量变和质变的过程。这一发展过程既是连继的，又可划分为阶段，表现出阶段性的特点。(1)3岁前是言语获得时期，既儿童对母 语的产生和理解能力获得的时期。(2)3—6岁为完整口头言语发展的关键时期，既儿童的口头言语不断复杂化，初步掌握言语交际能力的时期。(3)7—18岁言语提高和完善的时期，即儿童的言语在内容和形式上不断提高，发生质的变化，逐步达到完善的时期。对词语的理解能力，对语法结构形式的掌握也不断提高，语法结构意识 逐渐形成。

根据这一现象，美心理学家詹姆斯·阿士尔(James Asher)提出了“完全生理反应”理论（Total physical Response，简称TPR理论）：即儿童时期掌握一门语言，言语和书面表达能力是随着听说产生的。当听说获得 的信息达到一定量的积累，儿童就能自然地用语言表达出自己的想法。由此得出，儿童是自然的语言学习者(natural language learner)。詹姆斯、阿士尔的“TPR”理论符合儿童的言语发展规律。

所谓“TPR”儿童英语教学法即利用“完全生理反应”理论，按照儿童言语发展理论(theory of child language development)，通过一定的操作性条件，强化儿童对英语——作为第二语言的学习。儿童的年龄为5—10 岁，甚至可提前2—4岁，前者是言语发展的关键时期，即语言青春期(linguistic puberty)，后者是语言获得 时期。特别处于语言青春期的儿童，大脑成熟初具规模，母语学习后形成个人言语的个性刚刚开始，即借助母 语不断认识社会的个人意识刚刚起步，此时，系统而有规律地学习第二语言，在心理和生理上均有较大的优势。

二、传统英语教学与“TPR”教学法

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“There be”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”不分的毛病。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”，儿童极难掌握。

较新的交际教学法(communicative approach)是以语言功能为纲，培养交际能力的教学法体系。成人化的 日常用语，如问路、购物、谈生意，又超出儿童的知识范围和理解能力，儿童同样无法接受。

“TPR”儿童英语教学法是教师根据儿童爱动，注意力难以持久等心理特征，让孩子通过跑、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，儿童学习情绪主动，注意力持久。如果儿童发音 不准，老师就要自然状态下不停重复，直到发准为止，儿童也不必重复老师的话，但要按老师

语言的涵意反应。儿童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，强迫儿童重复老师的话 会引起儿童心理压力和紧张情绪，限制儿童语言学习技能的发展和提高。

三、“TPR”儿童英语教学模式

“TPR”儿童英语教学可采取以下模式安排教学

（一）英文字母纸板教学法：教师把26个英文字母写在不同纸板上，每一儿童手持一纸板（儿童多时字母 纸板可重复），教师不断重复示范字母的发音。儿童记住后，教师便念字母点名，持其字母板的儿童答“yes或 yes,here I'm am”。然后儿童交换字母板，再用同法训练。这样儿童即掌握了其发音，也能模仿其写法，同时注 意力也易专注。

（二）直观教学法：儿童的心理特征之一是专注于具体的直观事物，物体越直观，形象越具体，儿童越感 兴趣。教师尽量先教儿童生活中常用、常见、常听的事物名称，将事物或其图片带进课堂。教动物名称时，教 师可模拟其形态或叫声，或让儿童自己模拟，效果更好。如教“dog、cat、hen、cow”等，通过模仿其滑稽的形 态，发出其惟妙惟肖的叫声，儿童自然就联想到了这事动物，其英语名称自然就记住了。

（三）整体教学法：即教师通过完整的故事情节或活动场而教所句子，通过完整的句子教单词，这样，有 利于儿童从整体上把握一个句子或单词的意义。比如可通过“yesterday I ate an apple”，将“an apple”换成“ a piece of bread”，“a bowl of rice”，“a banana”等等，但名词前的不同冠词、量词不必解释。

（四）表演教学法：教师通过生动地表演，即运用“身体语言”(body language)来阐明口中所不断重复的 语言信息。比如教“I'm crying(smiling)”，教师做大哭或大笑状；并不断重复上述句子，然后再让儿童轮流表 演，并适当重复句子。

（五）绘画教学法：儿童对黑板上的图画比板书更感兴趣，教师要是能兴之所至，画出所讲授的内容，图 画或夸张，成逼真，儿童据此展开联想，发挥想象力。如教“颜色”(color)一词时，教师应鼓励儿童带彩笔 进课堂。教“red”，大家一起涂红色，教“blue”，涂蓝色等等。这样眼、耳、口、手一起动，效果更佳。

（六）游戏教学法：教师设计与内容相关的游戏，让儿童蹦蹦跳跳地在笑声中学英语为训练英语思维，分 别起个名字叫“sun”组、“moon”组、或者叫“mountain”组、“sea”组。两组面对面站立，中间相距3—5米。“sun ”组队首的儿童手持一沙包抛向“moon”组相对的儿童，同时喊一声“red”或其他颜色，对面儿童抛沙包的同时喊 出符合“red”的一物体，如“tomato”，再抛沙包向“sun”组下一儿童，同时喊“blue”„„这样依次轮下去。教师 可通过错误或延误时间的长短来判两组的胜负，胜者发小礼物奖励。这类游戏有助于在轻松、欢快后的气氛中 培养儿童的英语意识和英语思维。

四、“TPR”儿童英语教学对教师的要求 “TPR”儿童英语教学法花样繁多，不一而足。鉴于其教学多样化的特点，教师应具备扎实的专业知识，即坚 实的英语基础，标准流畅语音语调，同时教师还应懂得语言学、儿童心理学及英语教学法的基本知识。如此，才能保证“TPR”儿童英语教学课堂的生动性、活泼性、寓教于乐，提高儿童英语的教学质量。