【正文】 er foreign language, and prehension is a key point to learn a new second foreign language and it? s also one of the most important things concluded from TPR can be assured if prehension is developed before speaking.……One important reason: Everywhere on earth in all languages throughout history, there is no instance of infants acquiring speaking before always es first with speaking following perhaps a year later……..(Asher, 1983)TPR was developed to teach foreign languages for people of any and all age TPR students hear mands in their second language, respond physically to the mands(for example, raising their hands, jumping in place, or walking to the door)and then later produce the mands orally and in is linked to the theory of memory, which will form a longterm retention, if something is always repeating all the time.(Degregori and Trithart, 2004) The Benefits of TPRIn the following context, many benefits of TPR will be shown in the three obvious features and some experiments, which will explain how students have acplished in English study through using TPR Success with Children’s English Learning 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 prehension by successfully acplishing languagegenerated 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。 interests in English and to develop their enthusiasm for learning has three strong features for English learning, which are highspeed understanding of target language, long term retention, and zero stress, testifying TPR help students learn English Highspeed Understanding of Any Target Language Some former experts claimed that talking and prehension are located in different parts of the will input some new information into people?s brain and then have reaction out understand what their teachers are saying by doing physical actions, which is a highspeed understanding of acquiring their target ?s just like infants understanding their parents? imperative 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 acplish highspeed understanding of is an example of how students? brains are processing information at lightning speed: [1] “Stand” means to rise up from their chairs。s brains process information like this: “I actually stood up when the teacher uttered the alien direction: 39。 It is a is actually happened。25).According to Marsh, one of the key ponents of TPR is “the low level of stress which enhances fluency, invites participation and increases motivation”(Marsh, 1997。therefore they will bee centered roles in III Psychology of Children’s Learning StateStudents who are at the age of 5 to 12 are very lively and vigorous。however whether teachers should think about why children are always like that, what can change this situation, how solve this they access TPR in the classroom, distraction problem must be getting far away from 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 can use the main theme is “Listen and Act”，that is imperative some examples:[2] Method one: Listen and act Procedure:Target Language: stand up, sit down, warming up Target Grade: Kindergarten to Junior High 1Have students do the following supporting vocabulary …Stand up, sit up, hands up, and down, sit up, sit up, hands up, and cheer!Come on, louder!Stand up, sit up, hands up, and down, sit cheer...(Graham)Method two: TouchChoose two students and add more vocabulary that are in the classroomsuch as book, pencil, paper, desk, floor, teacher—and add to the mands put, place, the following type of mands repeatedly in arbitrary order, alternating pairs of students from time to time until all the students clearly understand what these mands and actions example: [3] Put the pencil on the your your the paper in the your hands on your the box on the teacher?s your head and arm.”(Ren, 2001。90)Here is an example:[4] One student draws a simple picture and then tells his/her partner how to draw it in partner can look at each other?s drawing during the they have pleted the task, they can pare their pictures to see how similar they way: according to last example.“Introduce the word opens up a rich network of things a teachers can ask their students to very simply with the familiar words that the students have already internalized through example:[5] Draw a bookDraw a ballDraw a handDraw a boxDraw a hand on a 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 more detailed staff is, the easier students can if teachers ask them to draw something, they are likely to have a brainstorm to figure out some interesting pictures, which may develop their 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 another place, it is a good start to students, enhancing their listening is very impor