【正文】 in which one student has information that another does not have but student may give a set of directions or mands to another student, who will carry them out to meet some stated goal( a peanut butter and jelly sandwich).There are many kinds of information gaps, which include shopping information gaps, direction information gaps, puzzle information gaps, The TPR method applies to the nature of children and matches the principle of happylearning, which enables children to learn easily, to learn fast and finally to feel the happiness of English its disadvantages are as follow: method just suits for the first period of language learning, especially most of its contents are gestures, through which children may not get further knowledge, and it has to be carried out with some other TPR method contains of lots of game activities, roleplaying and group children will easily get excited when they are happy so it will be hard to acplish the expected results even if they have good control of class, , in another place, it bees a annoy to some shy are not generally given the opportunity to express their own thoughts in a creative teacher 6 may find that it is limited in terms of language target languages may not be suited to this TPR is an effective way to learn English for ESL, especially primary school based that the first thing to learn a foreign language is prehensible input, and then have a respond to do teachers’ 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 , the method also has some limitation in the process of Danny, Brassell,（2007）.Enhancing ESL Students’ Literacy Wolfe.（1982）.Integrating Total Physical Response Strategy in a Level I Spanish Class, G JonesForeign Language Annals, , (Feb., 1966), The Learning Strategy of the Total Physical Response: A Review, The Modern Language Journal, , , JSTOR James, , The strategy of the total physical response: an application to learning Russian, ERIC ED011378 James, , Total Physical Response known worldwide as , .(Jan., 1969), The Total Physical Response Approach to Second Language Learning, The Modern Language Journal, , JSTOR Jack, , .(2001).Approaches and Methods in Language University Press。阿士爾（ ）提出，其理論基礎(chǔ)在于：人們?cè)谟變簳r(shí)期學(xué)習(xí)語(yǔ)言時(shí)是聽(tīng)說(shuō)促進(jìn)言語(yǔ)和書(shū)面表達(dá)能力的提升，當(dāng)通過(guò)聽(tīng)說(shuō)獲得的信息通過(guò)量變達(dá)到質(zhì)變，幼兒就能自然地運(yùn)用語(yǔ)言表達(dá)出自己的意思了?！癟here used to be lots of statues here.” 過(guò)去這里曾有很多的雕像。t I?我可以走了定冠詞the的用法是吧？I39。TPR英語(yǔ)教學(xué)法是要根據(jù)兒童的特點(diǎn)（例如好動(dòng)，注意力不持久等），讓兒童在活動(dòng)中游戲里學(xué)英語(yǔ)，這和讓小朋友規(guī)規(guī)矩矩地坐在凳子上聽(tīng)講是有明顯區(qū)別的，活躍的課堂氣氛有助于調(diào)動(dòng)起主動(dòng)的兒童學(xué)習(xí)情緒并激發(fā)他們的學(xué)習(xí)興趣。TPR游戲教學(xué)法有助于幫助小朋友在輕松、歡快后的氣氛中形成英語(yǔ)意識(shí)和英語(yǔ)思維。TPR表演教學(xué)法老師通過(guò)形象的表演，即運(yùn)用身體語(yǔ)言來(lái)表達(dá)口中語(yǔ)言信息。四、TPR教學(xué)法的優(yōu)點(diǎn)和缺點(diǎn)TPR教學(xué)法有助于迅速吸引兒童的注意力，讓小朋友們?cè)谡鎸?shí)的環(huán)境和體驗(yàn)中學(xué)習(xí)英語(yǔ)，其重點(diǎn)在于幫助兒童理解英語(yǔ)并實(shí)現(xiàn)使用英語(yǔ)交流，糾正學(xué)生的錯(cuò)誤并不是主要目標(biāo)，這樣的教學(xué)方式有利于消除小朋友的緊張心理，促進(jìn)兒童大膽開(kāi)口說(shuō)英語(yǔ)。這是TPR英語(yǔ)教學(xué)的不易把握性，這對(duì)教師的教學(xué)能力和經(jīng)驗(yàn)有一定的要求。熟不知，兒童英語(yǔ)教學(xué)需 要的是稱(chēng)職的師資人員和靈活多樣、豐富多彩的教學(xué)方法。(1)3歲前是言語(yǔ)獲得時(shí)期，既兒童對(duì)母 語(yǔ)的產(chǎn)生和理解能力獲得的時(shí)期。根據(jù)這一現(xiàn)象，美心理學(xué)家詹姆斯詹姆斯、阿士爾的“TPR”理論符合兒童的言語(yǔ)發(fā)展規(guī)律。二、傳統(tǒng)英語(yǔ)教學(xué)與“TPR”教學(xué)法我國(guó)傳統(tǒng)的英語(yǔ)教學(xué)法是語(yǔ)法教學(xué)，即通過(guò)傳授英語(yǔ)的語(yǔ)法結(jié)構(gòu)，培養(yǎng)初學(xué)者的語(yǔ)法結(jié)構(gòu)意識(shí)來(lái)掌握語(yǔ)言。因此傳統(tǒng)的語(yǔ)法教學(xué)教的不是生動(dòng)的口頭語(yǔ)言，而是書(shū) 面語(yǔ)，即“死的語(yǔ)言”，兒童極難掌握。如果兒童發(fā)音 不準(zhǔn)，老師就要自然狀態(tài)下不停重復(fù)，直到發(fā)準(zhǔn)為止，兒童也不必重復(fù)老師的話(huà)，但要按老師語(yǔ)言的涵意反應(yīng)。兒童記住后，教師便念字母點(diǎn)名，持其字母板的兒童答“yes或 yes,here I39。（二）直觀教學(xué)法：兒童的心理特征之一是專(zhuān)注于具體的直觀事物，物體越直觀，形象越具體，兒童越感 興趣。（三）整體教學(xué)法：即教師通過(guò)完整的故事情節(jié)或活動(dòng)場(chǎng)而教所句子，通過(guò)完整的句子教單詞，這樣，有 利于兒童從整體上把握一個(gè)句子或單詞的意義。m crying(smiling)”，教師做大哭或大笑狀；并不斷重復(fù)上述句子，然后再讓兒童輪流表 演，并適當(dāng)重復(fù)句子。這樣眼、耳、口、手一起動(dòng)，效果更佳。教師 可通過(guò)錯(cuò)誤或延誤時(shí)間的長(zhǎng)短來(lái)判兩組的勝負(fù)，勝者發(fā)小禮物獎(jiǎng)勵(lì)。如此，才能保證“TPR”兒童英語(yǔ)教學(xué)課堂的生動(dòng)性、活潑性、寓教于樂(lè)，提高兒童英語(yǔ)的教學(xué)質(zhì)量。四、“TPR”兒童英語(yǔ)教學(xué)對(duì)教師的要求 “TPR”兒童英語(yǔ)教學(xué)法花樣繁多，不一而足。兩組面對(duì)面站立，中間相距3—5米。如教“顏色”(color)一詞時(shí)，教師應(yīng)鼓勵(lì)兒童帶彩筆 進(jìn)課堂。（四）表演教學(xué)法：教師通過(guò)生動(dòng)地表演，即運(yùn)用“身體語(yǔ)言”(body language)來(lái)闡明口中所不斷重復(fù)的 語(yǔ)言信息。教動(dòng)物名稱(chēng)時(shí)，教 師可模擬其形態(tài)或叫聲，或讓兒童自己模擬，效果更好。然后兒童交換字母板，再用同法訓(xùn)練。心理學(xué)家證實(shí)，強(qiáng)迫兒童重復(fù)老師的話(huà) 會(huì)引起兒童心理壓力和緊張情緒，限制兒童語(yǔ)言學(xué)習(xí)技能的發(fā)展和提高。成人化的 日常用語(yǔ)，如問(wèn)路、購(gòu)物、談生意，又超出兒童的知識(shí)范圍和理解能力，兒童同樣無(wú)法接受。簡(jiǎn)單的兩個(gè)句子，涉及到了這么多基本的語(yǔ)法知識(shí)，即使弄懂了，但學(xué)生一開(kāi)口，還是單復(fù)數(shù)不分，肯定與否定混淆，甚至于大學(xué)的學(xué)生會(huì)話(huà)中還犯“he she”不分的毛病。兒童的年齡為5—10 歲，甚至可提前2—4歲，前者是言語(yǔ)發(fā)展的關(guān)鍵時(shí)期，即語(yǔ)言青春期(linguistic puberty)，后者是語(yǔ)言獲得 時(shí)期。當(dāng)聽(tīng)說(shuō)獲得 的信息達(dá)到一定量的積累，兒童就能自然地用語(yǔ)言表達(dá)出自己的想法。(3)7—18歲言語(yǔ)提高和完善的時(shí)期，即兒童的言語(yǔ)在內(nèi)容和形式上不斷提高，發(fā)生質(zhì)的變化，逐步達(dá)到完善的時(shí)期。一、兒童英語(yǔ)發(fā)展理論與