【正文】 語言學(xué)習(xí)和使用都應(yīng)圍繞它展開。理解能力先于輸出能力；說的能力的教學(xué)應(yīng)該在理解技能掌握以后開始；聽力中獲得的技能可以轉(zhuǎn)化為其它技能；教學(xué)應(yīng)該強(qiáng)調(diào)意義而不是形式；教學(xué)應(yīng)該盡量減少學(xué)生的心理壓力。二是理解的能力得到發(fā)展滯后再培養(yǎng)說的能力。四是教學(xué)應(yīng)盡量減少學(xué)生的緊張心理。學(xué)習(xí)要達(dá)到高效率，就要多種感官的積極參與。感官參與得多，效率就高。多種感官的參與，一方面使大腦接受信息的渠道多元化，另一方面使大腦接受的刺激多元化。“TPR”教學(xué)法就是教師根據(jù)初學(xué)者（小孩子）愛動(dòng)、注意力難以持久等心理特征，讓孩子通過跑、跳、做游戲?qū)W英語，調(diào)動(dòng)孩子的多種感官，而不是規(guī)規(guī)矩矩地坐在凳子上聽講。如果兒童發(fā)音不準(zhǔn)，教師就要在自然狀態(tài)下不斷重復(fù)，直到音發(fā)準(zhǔn)為止。兒童對(duì)老師發(fā)出的信息反饋越準(zhǔn)確，表明對(duì)老師信息的處理越準(zhǔn)確。六、TPR教學(xué)法的不足TPR教學(xué)法適合孩子天性，符合樂學(xué)原則，能使孩子們易學(xué)、會(huì)學(xué)、多學(xué)和快學(xué)，感到英語學(xué)習(xí)中的快樂。（二）TPR教學(xué)中包含了大量的游戲活動(dòng)、角色表演、小組競賽等，而孩子一開心就手舞足蹈，沒有好的課堂教學(xué)管理模式，再好的教學(xué)方法，在豐富的教學(xué)活動(dòng)，也難以取得預(yù)期的效果。第一，教師說出指令并做示范動(dòng)作，學(xué)生邊聽邊觀察。(模仿階段)第三，教師說出指令，不示范動(dòng)作，請(qǐng)學(xué)生按照教師的指令去做。(運(yùn)用階段)七、目的：根據(jù)小學(xué)生活潑好動(dòng)，善于模仿等身心特點(diǎn)以及學(xué)生英語學(xué)習(xí)發(fā)展需求，嘗試運(yùn)用“全身反應(yīng)法”輔助教學(xué)，旨在發(fā)揮英語課堂教學(xué)活動(dòng)的多樣化和有效性，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)英語的積極性和主動(dòng)性，從而促進(jìn)學(xué)生內(nèi)在潛能的發(fā)揮。它要求教師在表達(dá)時(shí)語言要清楚，教學(xué)活動(dòng)要靈活多樣，下面幾種方式效果較好。在教學(xué)實(shí)踐中我堅(jiān)持利用實(shí)物、卡片等呈現(xiàn)生詞。（2）身勢語呈現(xiàn)。（3）情景呈現(xiàn)。（4）兒歌呈現(xiàn)。通過音樂、手勢將所要呈現(xiàn)的內(nèi)容更加流利的表達(dá)出來，讓學(xué)生在學(xué)習(xí)的時(shí)候更加靈活，記憶更加深刻。此時(shí)的練習(xí)與呈現(xiàn)階段的練習(xí)與呈現(xiàn)的練習(xí)區(qū)別在于：練習(xí)內(nèi)容不是單項(xiàng)，而是新的語言項(xiàng)目的結(jié)合，融為一體，形成一個(gè)語篇層次上的練習(xí)。（1）控制練習(xí)。這層的練習(xí)典型的形式有模仿、重復(fù)、替換、簡單問答等。（2）半控制練習(xí)。因此，要擺脫這種機(jī)械式的教學(xué)模式，是全身反應(yīng)法由只“聽”“說”為主，提高到“理解”“意義”并重，這一練習(xí)的形式叫半控制練習(xí)階段，半控制練習(xí)典型形式有改變句子的練習(xí)（縮短、擴(kuò)展）根據(jù)課堂情景或閱讀短文進(jìn)行問與答、復(fù)述短語等。這種活動(dòng)就是把學(xué)生置于一種游戲式的情景中。（2）TPR表演活動(dòng)：學(xué)生通過形象的表演，即運(yùn)用身體語言來表達(dá)口中語言信息。(3)TPR繪畫和圖片展示的活動(dòng)：兒童通常對(duì)具體而直觀的東西比較感興趣，少兒英語教師應(yīng)該根據(jù)教學(xué)內(nèi)容和需要，在黑板上展示出所講內(nèi)容，用逼真而夸張的實(shí)物圖片代替簡單的文字。最后在通過多媒體將各個(gè)國家的國歌進(jìn)行播放，讓他們更好的記住。在小學(xué)英語課堂中如何培養(yǎng)學(xué)生的交際也是一個(gè)重要的問題。例如，我們可以通過讓學(xué)生編寫簡單的英語小故事，并幾個(gè)人一組將這個(gè)故事表演出來，通過小故事，小話劇等我們可以在一定水平上提高學(xué)生的交際能力。s studies that display oral practice with actions brings considerable would be an appropriate and effective teaching method that will promote acquisition of prehensible input in a natural way。Longterm Memory。developing ：本文建立于美國著名心理學(xué)家詹姆斯TPR是一種有效的教學(xué)方法，在自然的情況下通過可理解性輸入習(xí)得語言。同時(shí)對(duì)于老師的課堂教學(xué)起著很重要的作用，能使課堂更加生動(dòng)活躍，從而使學(xué)生喜愛英語學(xué)習(xí)，有一個(gè)良好的開端，為今后的英語學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。 TPR（Total Physical Response）is an effective and helpful method being used in primary can be developed to reduce children’ stress when they are studying foreign it can arouse students’ interests of learning English, and develop their , TPR is an efficient and appropriate way that is a great helper for teachers in organizing classes, using TPR will make classes active and The Definition of TPR Total Physical Response(TPR)is a language teaching method built around the coordination of speech and action。7984)Developed by James Asher, a professor of psychology at San Jose State University, California, people can acquire a foreign language by acquisition of prehensible input through reacting imperative drills and other activities in classes, which is just like babies learn their first Background of the StudySome educators believe that one of the most important aspects of foreign language acquisition depends on listening prehension importance of the language learning order was emphasized by Harold 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 e before imitation and drills he proposed aimed at establishing the foundation for internalizing a foreign language through the first two this sense, some similarities can be found between imperative drills and TPR.（WATANABE and KAWABUCHI。the art of understanding connected speech(spoken or written)without conscious effort, analysis or translation39。the incubation period39。a vast number of units are cognized in all their aspects: sounds, binations, 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 assumed that learners can acquire the target language through large quantities of prehensible input, which is slightly above the learner39。therefore they will bee centered roles in Application of TPR Methods in Classroom Everyone learns to prehend much faster than they learn to any stage in the learning process, prehension is always the most significant in foreign languages may not be able to give a linguistic response to teachers’ instructions but they can give a phy