毕业论文--幼儿英语教学中TPR教学法的应用 33页

9准考证号：000507204037贵州省高等教育自学考试（本科段）毕业论文题目：幼儿英语教学中TPR教学法的应用专业：英语语言文学姓名：邱波指导教师：田婷完成时间：2008年10月9 9TheRoleofTPRMethodinEnglishTeachingofChildrenByQiuBoSupervisedbyTianTingSubmittedinpartialfulfillmentOftherequirementFortheSelf-taughtHigherEducationExaminationsGuiyang,ChinaOctober,20089 9ContentsAcknowledgements……………………………………….1Abstract(English)………………………………………...2Abstract(Chinese)………………………………………………..6Chapter1TheTPRmethodinEnglishteachingofchildren…...7Chapter2ThecharacteristicsoftheTPRmethod……………...8Chapter3Thecharacteristicsofchildren……………………….8Chapter4TheapplicationofTPRmethodinchildrenEnglishteaching…………………………………………………………..10Chapter5Conclusion………………………………………….16Reference……..179 99 9AcknowledgementsIwanttoexpressmythankstomymentorTianTing.Shesetsagoodexampleformetostudyandworkbecauseofshewasstrictandcareful;andherguidanceandteachingusallkindsofideasgavemeendlessinspiration.Intheprocessofwritingpapers,Ms.Tiangavemeanumberofhelpandguidance.Shewasrigorousscholarship,knowledgeable,widefieldofvision,formetocreateagoodacademicatmosphere.Itwasbecauseofherbusyscheduleonmanyoccasionsreviewedthefulltextofthereviseddetailsandthewritingofthisarticlehasprovidedmanyvaluablesuggestionsandtothepoint,wasabletoshapethisarticle.Wordscouldhardlyexpressmymostsincereandheartfeltthanksforhernever-endingsupport,encouragement,guidance,wisdom,experience,andinsightintomyessayfromstarttofinish.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.Inthepaperisnearingcompletion,Ifeelwavesofupsanddowns,difficulttocalmforalongtime,fromthebeginningofthesubjecttothesuccessfulcompletionofthepaper,manystudentsandfriendstohelpmespeechless,here,pleaseacceptmysincerethanks.Inaddition,thisarticlemadereferencetothelargenumberofprofessionalsseries,asthelevelofmineislimitedandfaultisinevitable,pleaseforgiveme.9 9AbstractThispaperfocusesontheapplicationandroleofTPRinteachingchildrenEnglish.ThearticlecomparesTPRwithtraditionalChineseteachingmethodsandshowstheadvantagesoftheformer.Intheinternationalsocietywhichischangingquickly,languagecommunicationisthefoundationofeverything.AccordingtotheviewsofChineseandforeignscholarsandexperts,thechildrenareyoung,theyhavethemostlargeofcontainandabsorptioninstudyingEnglish.Theconceptionofpeopleisrenewing,Englishbecomesmoreandmoreimportant.Inseveralyears,infantEnglishbecomesnewfavoriteofpeople.Inearlychildhoodeducation,theinterestwillbecomeanimportantfactorinteachingeffect.Languageisthemostimportantcommunicationtoolofhumanandtheroleoflanguageisrepresentedthroughthesoundwhichisonbehalfofdefinitesignification.Thechildhoodisthemostrapidperiodoflifetime,isalsothemostcriticalperiod.ThepsychologicalcharacteristicsofChildrenhavepsychologicalmanifestationswhichisdifferentfromthatofotherage-specificstages.Suchaslivelyandactive,tenderminded,butpoorself-control,theyliketoaskwhyandcuriousforthethingsaroundthem.Theywouldliketoshowthemselves,andtheyliketobeagreedandtobepraised.Theyarepotentialandtheycanacceptnewthingsfast.Theyhaveastrongabilitytoimitate,andsoon.Therefore,atthismoment,thecorrectwayofcounter-cultureoftheirinterestinlearning.Itisespeciallyimportanttousetherightwayforfosteringtheinterestsoflearningofchildren.Butthechildrenhavespecialpsychologicalandphysiologicalcharacteristics,sopropermethodshouldbeusedinchildrenteachingtomeetthedevelopmentofchildren.Asaresult,itisparticularlytodesignsomegameswhichchildrenareinterestedin.ChildrenareofadynamicnatureandTPRmethodisawaythatchildrencanlearnandacquireEnglishinasituationofmovingbodynaturally.IntheprocessofTPR,gamescanarousechildren’sinterestsin9 9teachingEnglish,sothattheteachingofEnglishwillachievegoodresults.PracticalexperiencesinchildrenEnglishteachingshowstheimportanceofthedevelopmentofinterests.TheTPRmethodcancreateandrelaxingenvironmentforchildrenthroughtheuseofflexibleanddiverseteachingmethodstolearnEnglish.ThepaperisalsoaccountforTPRcombiningthecharacteristicsofthelanguagedevelopmentofchildrenandtheTPRmethod.Inaddition,thearticlealsoilluminatethatchildrenlearnEnglishisanaturalprocessofacquisitioncombiningwiththesecondlanguageacquisitiontheoryinmodernlinguistics.TheyfinditeasiertoacceptEnglishintheirdailylives.KeyWords：TPR;TheeducationofchildreninEnglish;interests;games9 9摘要论文主要论述幼儿英语教学中TPR的应用以及作用。将TPR教学法与中国的传统教学方式作了比较，写出了前者的特点。在快速变迁的社会中，语言交流成为了一切的基石。根据一些中外学者的观点，孩子年龄小，但是他们在英语学习方面有着很大的潜力。近几年来，人们的观念在不断的改变，英语也变得越来越重要，幼儿英语成为了人们的新宠。在幼儿教学中，兴趣会成为影响教学效果的重要因素。语言是人类最重要的交际工具，语言的交际作用是通过代表一定意义的声音来实现的，幼儿期是人一生中掌握最为迅速的时期，也是最关键的时期。所以在这个时期用正确的反方式培养他们的学习兴趣尤为重要。但是幼儿有着特殊的心理特点和生理特点，因此在教学中就应该用符合孩子发展的教学方式。孩子的心理特征有不同于其他年龄阶段的各种心理表现。如活泼好动，富于幻想，自制力差，喜欢问为什么，对身边的事物充满好奇，自我表现欲强，喜欢被肯定，被表扬，可塑性强，对新事物的接受力，模仿力强等等。因此，在幼儿的教学活动中设计一些孩子较为感兴趣的游戏显得尤为重要。文章结合教学中的例子说明TPR教学法在幼儿教学中的必要性和实践性。爱动是孩子的天性，TPR就是一种让孩子们在“会动”的英语学习环境中学习和自然习得英语的方式。将幼儿语言的发展特点与TPR教学法的特点结合说明TPR教学法在教学中的应用。TPR教学过程中运用的游戏可以培养孩子学习英语的兴趣，让英语教学取得很好的效果。在教学中通过运用灵活多样的教学方法，为幼儿学习英语创造一个轻松自如的环境。此外，本文还结合现代语言学中的第二语言习得理论说明幼儿学习英语是一个自然习得的过程，在孩子的日常生活中用英语是他们容易接受的方式。关键词：全身反应法；幼儿英语教学；兴趣；游戏9 9Chapter1TheTPRmethodinEnglishteachingofchildrenInthe1960s,CaliforniaSanJoseIslandUniversityPsychologyProfessoratJamesAshercreated“TotalPhysicalResponse(TPR)”.Themethodemphasizesthatbodyrespondstoshowthecapacityofunderstanding.Childrenrespondthroughbodyfirstgenerally.Later,theyrespondthroughlanguage.Themethodmeetstheregularofchildren’slanguage．Thiswaydrawsthetheoryof“memorytrace”.Thetheoryholdsthatthemoretheassociatedmemoryisstrong,theeasierforitsmemoryoftheassociation.Itiseasytoformamemoryifitconnectstheresponseofbodywiththeresponseoflanguage.Inaddition,thismethodisnotstringenttospeechoutputofchildren，butstudywithgames.Andthatcanreducethepsychologicalburdenofchildrenandcultivateapleasantlearningemotiontoimproveefficiencyofstudy.TPRisamethodwhichconnectsbehaviorwithlanguageanditteachesforeignlanguagethroughbody，sothemethodisalsoreferstoComprehensionApproachincludingdevelopmentalpsychology,learningtheory,humanisteducation,andsoon.TheTPRmethodfocusesonlanguagelearningintheinteractivemode.BecauseofthetenseisnotgoodforlearningEnglish,whileitisthebesttolearninamorerelaxedenvironment.ChildhoodandcomfortablelearningenvironmentisgoodforstudentstostaystrongintheEnglishlearningenvironment,solanguagedevelopmentofchildrenisaprocessofthequantitativeandqualitativechangefromthelanguageacquiringtoitsimprovement.ThebasicideaofTPRistoeliminatethetensionofthestudentsthroughlearninglanguage.ItisclearthattheTPRmustseethedevelopmentofmultipleintelligencesasinspirationanddesignvariouskindsofactivitiesaccordwiththedifferentcontents.Thatcanincludelistening,singing,playingspeech,handmade,readingandwriting.China’straditionalteachingmethodisgrammaticalEnglishteaching,thatis,itisthroughteachingEnglishgrammarstructure,trainingstudentstomasterthegrammarstructureofthesenseoflanguage.Itwillbedifficultforbeginnersofchildrentostudy9 9thebiasofday-to-dayadultlanguage.Inordertoachievinghighefficiency,itisnecessarytoparticipateinavarietyofsensesactively.Generallearninglikethis,foreignlanguageisnoexception.Taketheadvantageofactivenature;itisrelaxedforchildrentocombineclassroomactivitieswithteaching.Becausethetensionsituationkeepsinchildren’smindsinaclassalways,teachercansingthesong“Headandshoulder,kneesandtoes”.Thestudentsstandupandsingwithtouchingbodypartsfromslowtofastandfromfasttoslow.Intheendofthesong,theknowledgehasbeenconsolidatedandtheirbrainshavealsobeenrelaxed.Intheprocessofteaching,wemustarousestudentsthedesiretolearn,thiscanalsocreatealivelyclassroomatmosphere.9 9Chapter2ThecharacteristicsoftheTPRmethodTheTPRmethodconformstheregularityoflanguagedevelopmentofchildren.ThemethodemphasizesthatchildrenseeEnglishasthesecondlanguagetostudy.TPRischaracterizedbynothavingclassesinChinesetranslation,thestudentsfollowtheteacher’smovementstounderstand,andthentheydotheirownactionstoexpresstheirunderstanding.TheTPRmethodcantrainthecapabilityfrom“hearing”to“speaking”.ItcanimmediatelyseizetheattentionofstudentsandattractstudentstoparticipateinactivitiestoenablethemtofeeltheactualexperienceinlearningEnglish.ThemethodfocusesonhelpingstudentsunderstandingEnglish,communicationinEnglish,isnottocorrectmistakesofstudentsinthelearningprocess.Thiswillbeconduciveforhelpingstudentstoeliminatethepsychologicaltension,sothatstudentsdonothavetofearthatafeatoflearningenvironment.Itcanprovidelearningenvironmentofareal-lifewhichiscloselylinkedtoit,sothatstudentslearnEnglishinawiderangeofactivitiesandinthecycleofrepeatedpractice.TheTPRmethodhasaroleofenhancedunderstandinganditemphasizesthemainroleofchildren.Themethodovercomessomeshortcomings,suchasrecitesomethinghidebound,torepeatsimple,tedioustraininginlearningaforeignlanguage.Sothatlearningisfun.9 9Chapter3ThecharacteristicsofchildrenInchildhood,children-orientedattentionisinvoluntary,thestabilityofattentionsispoorandtheycanbedisturbedbyunrelatedfactors.Inaddition,inthisperiod,attentionscopeofchildrenissmall,theycannotpayattentiontotwoormoreactivitiesatthesametime,soiftheteachergivesthemonethingtolearnatonetime,theywillhaveaclearmind.Atthesametime,theirthinkingbasedonthespecificimages,suchasintheteachingprocess,thechildrenlikesomeintuitivethingstoshowinfrontofthem.“Big”and“Small”isagoodexample,ifteacheronlysays“Big”or“Small”,childrencannotknowwhethertherearedifferencesbetweenthem.Soateachertaught“Big”and“Small”,heusedabigappleandasmallapple.Thismethodnotonlyreview“apple”,butcreatetheconsciousnessof“big”and“small”intheirminds.Therefore,theyareoftensummedthingsonconcretesurface.Itiseasyforchildrentorememberimageswhichtheyareinterestedin.Inthisperiod,voluntaryattentionofchildrenisdevelopingprogressive,butitisnotstableenoughandtheirattentionscanbecollectedinashorttime.Soundertheinfluenceofeducationparentsandteachers,consciousmemoryintendstogerminate,childrencankeepvisualconcrete,vividimageeasily.Childrenhaveawealthofimagination,butoftennotdistinguishrealityandimagination.Inthistime,theycanunderstandthegrass,flowers,treesareplants,buttheyalwaysestimatewrong.Forexample,somechildrentellteacherthatthewaterisblack.Actually,theyhavethewrongformularybecausetheycanseewaterisreallyblack,whichispollution.Iftheteacherscorrecttheerroroftheirjudgmentinatimelymanner,childrencansetarightmemory.Duringthisperiod,children’semotionalexperiencehasbeenveryrich;theycanfeelthemood,suchas“happy,angry,sad,disappointed,angry,andsoon.ChildrenstudyEnglishisacollectionoflearningandacquisition.Becauseduringtheprocessofeducation,childrenonlylearnthelanguagetheyareinterestedinespecially.Suchasfeelings,ifteacheronlytellthemwhatisfeelings,theydonotunderstandatall.Inaway,teacherdidtheexpressionofsmileand9 9toldthem“happy”,thenmadethemfollowit.Later,teachercandotheexpressionofangryandcryinthesamewayandtoldthem“angry”and“sad”respectively.Atthelastoflink,teacherdidtheseexpressions,childrencanspokewhattheywereandtheyknewfeelingscontainhappy,angry,sadandsoon.Atthesametime,theconcentrationofchildrenonlyfifteenminutes,soteachermusttrytheirbesttousetimeeffectively.Inalesson,teachersmustcollecttheimportantknowledgeforthefifteenminutes,andmeetthenecessary.Teachersjustlikeactors,notonlycanspeak,butalsocanperformance.Suchas,ateachertaughtthesentencethatis“Takeoutyourbook,please”,hegaveadequatemodeltoexplain.Firstly,hetookoutabagwhichhehadpreparedbefore;hespokethesentencewithdoingactionoftakingoutabookfromthebag.Whenchildrenimitated,theywerealsospeaking.Soitwaseasiertolearnthissentenceforthem.Andthiswayalsomeetstheircuriosity.Childrenareoftenshowtheirfaceanddotheactionintalking,particularlywhentheymeetlanguagedifficulties,theyarealwaystosupplementwiththeactionandexpression.Besides,children’smemoryisshort,sowemusthelpthemstrengtheningknowledge.Intermsofthelessonofnames,itwasnecessarytomakemorepractice.JustlikeaftergivingEnglishnamestoeachone,ifteacherandchildrenplayagamenamed“Changeyourseats(Thatis,IcalledtwonamesofthemandIshouted“Changeyourseats!”,thentheyhavetostandupquicklyandruntotheoppositerespective.)”,itwillmakenamesofthembeverysubstancelessintheirminds.TheywereinterestedinthegameandtheyhadthenotionoftheirEnglishnames.Childhoodisaperiodwhichthefastest-growingvocabularyinlife.Childrenlikespeakingtothemselveswhentheyareplayinggamesorwhentheyaresolvingtheproblem.Languageisoneofmarkofthepsychologicaldevelopmentofchildhoodandatthistime，vocabularyofchildrenincreaserapid,800-1000upto9 9the3yearsage,4yearsoldupto1600--2000,5-year-oldupto2000-3000,3000-4000forthe6-year-old,andthepartofspeechandscopearespreadingcontinual,fromthenouns,verbs,adjectivestothepronouns,numerals,measurewords,adverbs,conjunctions,andsoon.Andalsofromonesentencetoacomplexsentencewhentheytalktopeople,theycanexpresstheirneeds,feelings,experiences,andsoonthroughconsistentlanguage.Forexample, inthehealthactivities,childrenlearntousepatternstoexpresstheirwillingnesseasily.Suchas“MayIgopee,MayIgodo,MayIdrinkwater?”andsoon.Theteacherusesasimplepatterntoteachchildren,theynaturallywillbeveryhappytodothesethingsday-to-day.9 9Chapter4TheapplicationofTPRmethodinchildrenEnglishteachingPlayingandactingareinstinctsofchildren.TheTPRmethodwillarousechildren’sinterestsandgivethemagoodmodelifteachersuseTPRperfectly.Andatthemoment,theeducationcanachievevictoryaffectionof“Thesilenceisbetterthanthesound”.BeforestartingaclassofTPR,itisimportanttodrawchildren’sattentionbecauseitisnecessarytomakethemtoknowTPR.Sointhefirstclass,teachersarealwayscommunicatingwithchildren(thatmeanstohaveademo).BecauseitisdifficultforchildrentounderstandwhatisEnglishandhowtolearnatthebeginning.)Intermsofteachers,atthebeginningofaclass,theyarealwayssaysomethinginordertomakechildrentoknowtheTPR.Thentheywillplaygameswithchildrenintheactivityroom.Duringthegames,teachertaughtchildrensomesimpleEnglishknowledge,butchildrendidnotunderstandwhattheteachersaidinevitably.Atthistime,itisnecessarytouseTPR.Suchas“Standup!”and"Sitdown!",teacherwasseatingonastoolandtaughtchildrentheword“stool”bypointingthestoolandsaid“Stool,Stool,Stool”,theywereabletolearninthisway,thenteachertaughtthem“up”and“down”withtheirfingers(theteacherwassittingonhisstoolandallofchildrenweresittingontheirstools).Theteacherraisedhisfingersstoodfor“Up!”andlaiddownhisfingersstoodfor“Down”.Afterthat,theteacherraisedhishandsandsaid"Standup!"andlaiddownhishandswithsaying“Sitdown!”Childrencanlearntheseordersfastthroughimitatingteacherinthissituation.Atthemoment,ifteachertaughtthem“Clapyourhands!”itwillbecomesimplebecausetheyhadknown“hands”andtheywereinterestedinthisway.Thesameas“Stampyourfeet!”,butifteacheradd“Oh!Howsmellitis!”andpointthefeetofchildren,italsowillbemoreinterestingforchildren.Parentsandchildrendidthegametogetherafterthat;theatmospherebecamemoreinterestingandlively.Afterclass,mostofparentshadagoodresponsetotheclass.Theysaidthat“Thiswayisveryinterestingandourchildrencanexpec9 9tEnglisheasily,atthesametime,wecanalsoparticipateinit.”Childrenareyoungandtheyhavelowlanguageskills.Soteachershoulddesignsomegamestomeetthecharacteristicofchildren.Inthegamewhichislisteningtodotheaction,teachers’languageshouldassimpleaspossible;theyaddpictures,bodylanguageandothervisualway.Accordingtotheacceptableabilityofchildren,theordersshouldbedesignedfromeasytodifficulty.Thisgametrainlisteningandenhancephysicalcoordinationandtheabilityofperformingskills.Atthebeginningstage,ordershouldbeasimple,suchas(1)Standup!Sitdown!Touchyournose!Smile!Jump!(2)Washmyface,Washwashwash.Brushmyteeth,brushbrushbrush.Combmyhair,combcombcomb....... Whenteacherfindchildrencanusethesesimplewords,hecandesignsomeactionsaroundthesceneortheme.Inthiswayitcangreatlyimprovechildren’ssenseofparticipation,thesenseofachievement,andcanimprovetheirabilityofunderstandingandhearing.AnyactivitiesaboutTPR,designedtobeaclearsenseofpurposeanditsmustinlinewiththetrueinterestsofstudents.Suchas,(1)Thewarm-upstageistocreatearelaxedatmosphereintheclassroomandpavingthewayfornewlesson.Thisstageshouldbeasimple,crispwiththesound.Thenchildrenlistentoinstructionsandtheyaretodoactions;Ihadseenalesson,theteachersongachant“Followme,followme,followfollowfollowme,Let’sclaphands;Followme,followme,followfollowfollowme,Turnaround;Followme,followme,followfollowfollowme,Let’ssingasong.”,theteacherreadthischantwithdoingactionsofclap,turnandsing.Atthesituation,allchildrenwereinterestedinitandimitatedit.(2)Therepresentationstageaimsatleadinginanewlessonandshowsthetask.Thisstageshouldbeaactivitywithvisualteachingaidandbodylanguage.Throughtheidentificationofeyes,childrencanpractic9 9ereadingaloudrepeatedly.Forexample,guess,thisisagamethatinspiresinterestsofchildrenfornewknowledge.Therefore,intheclassroom,teacherandchildrenplayedagame“mysterybag”withchildren.Theycanguesswhatitisthroughtouchingthethinginabag,includingitssize,shape,andsoon.Inthegame,theycanalsoreviewthecontentsofwhattheyhadlearnedinthepast,suchasin-kindtouch,theteacherasksthemtouse“It’ssmall”,“It’snotround”andsoontodescribeitsfeatures.Butifchildrencannotguesswhatitis,teacherisalwaysallowingthereststoremindthem.“Guess”mobilizechildren’sinterestsandimprovetheirparticipationenthusiasm.(3)Thepracticalstagefocusesonpracticingtimeaftertimetoacquirenewknowledge.Thestageemphasizesvividandlivelygameparticular.Forexample,intheconsolidationfruits,theteachersetupaactivity(Aroundthetheme---fruitsalad).Inthelessonoffruitsalad,theteacherpreparedsomekindsoffruits;therewerepineapple,mango,lemon,kiwiandcherryandsoon.Atthebeginningoftheclass,theteacherintroducethenewthingsbyfruitswhichchildrenweremorefamiliarwith(suchasbanana,apple),thatwillseizetheirattention.Moreimportantthatistheyarefullofself-confidenceandtheywillgowithyouinitiative.Next,theteacherbegantomakesalad.Heputfruitsinaplateandspokethenameofeachfruitthreetimeswhenputakindoffruit.Atthistime,maybechildrenwereboring,butifitwasmysteriousbeforetakingoutanotherkindoffruit,theywillfocusonitandtheywillrememberitmorestrong.Last,mostofchildrenwanttobetheteacher,soteachercanpleasedsomeofthemcometothefrontoftheclassroom,andgivethechancetothemtomakefruitsalad.Certainly,notallofthemcanrememberwhatkindsoffruitswehadlearnedbefore,soifinthissituation,teachercanlettheircompanionstellthemanditwillworkoutwell.Notonlycanthemunderstandwhatfruitsaladis,butrememberthenewwordsaboutfruitsbetter.(4)Theclosurestageaimsatreviewing.Theteachershouldbearelaxend.Suchasalessonaboutverbsphrases,including“Pickupthetelephone,Walktothewindow,Touchthewindow,Turnaround,Pointtotheteacher,Comeandtouchtheteacher,Gototheblackboard,Goback9 9toyourseatandsitdown”.Theteacherandchildrendidtheseactionsaltogether.MakechildrenlearnEnglishbetterthroughthewayofTPR.Becausechildrencannotunderstandwhatmeanteacherisonlysaysomething,butsimpletoimitate.Afterclass,theywillforgetwhattheyimitatedquickly,whileifteacherspeaksEnglishwithaction,childrennotonlycaneasytorememberwhatyousay,butalsodotheyfeelitisinteresting,furthermore,raisetheirinteresting.Forexample,(1)inalesson,teachertaughtthemsomeverbs,theyarerun,walkandjump.First,theteachergaveashowwithactionabouttheseverbs,childrencanimitatespeedy.Thentheteacheraskedallofthemstandupandmadeacircle.Teacherandallofchildrenweredoingtheseactionsalltogetherandatthesametime,theysaid“run—run—run,walk—walk—walk,jump—jump—jump”loudly.Thiswayisasimplegame,butitcanpractisechildren’slistening,speakinggreatly.(2)Onemoreexample,ingeneral,atthefirsttime,teacherarealwaysgiveeachchildrenaEnglishname,simpleandshortarenecessary,butactionandmethodaremuchmoreimportant.Inordertoenhancethechildren’smemory,afterputtingeachnewnameonthechestsofchildren,teacherguidedallchildrenreadingtheirnewnamesandguidedthemtosay“Hello!I’mXXX”tootherkidspointingthemselves,andthenallchildrentousethesamewaytoremembertheEnglishnamesoftheirpartnerships.Butifonlyspeak;theyalsodonotknowwhatyoumean,becauseitisimpossibletomakethemfocusonathingoften.Soactioncangivethemamoreunderstandingwayandthatcandrawtheirattentioneffectively.Whenteachertaughtthematthefirsttime,heputhisEnglishnameonhischest,assoonashewentintotheirclassroom;hesaid“HELLO!”toeveryoneandspokehisEnglishnameloudlythroughpointinghischest.Thentheteacherpleasedchildrenonebyoneinthesamewaytorecognizeeachother.Intheendofclass,theteacherfounditwaseffectively.Obviously,bodylanguageismoreimportantforchildren.Comparewithverballanguage,bodylanguagehasadistinctivevisualandimage,alivelyaction,andit9 9canwarmupthestaticlanguagesuddenly.Forexample,(1)theteacherexplainedthemeaningof“falling”,hethrewapieceofpaperfromhishandsandtoldchildrenthatwas“falling”,theycantoldtheteacherleavesarealso“falling”.Itisobviousthatifteachersuseawealthofeyes,facialexpressionandbodyposture,itismoretimelyandaccurateforpassingtheinformationtochildren.Intheteachingprocess,itisimportanttousesomequitedirect—viewingmaterialobjects,becauseitiseasyforchildrentomaster.Childrenareoneofthepsychologicalcharacteristicsofaspecificfocusonthevisualthings.Asaresult,itiseasyforchildrentomasterthingswhichwecanseeanduseorlistenincommon.Ifteachinganimals,teacherimitatesitssoundofvoiceandplaytherolesofanimal,childrenwillimitatecangetmoreeffective.Suchasdog,duck,pandacanbeimitatedthroughitscomicformandcallvivid.Childrennaturallythinkofthisanimal,andrememberthenamenaturally.Integratingperformanceintotheteachingisagoodwaytostimulatechildren’sdesiretolearnandmaintainemotionofhappy.Suchas(1)thesong“Brushmyteeth”,teacherdidtheactionofbrushinginthewayofmimeandallowchildrentoguess.Naturallythatarouseschildren’sinterestsandattractschildren’sattentionintheperformanceoflearningsilently.(2)Forexample,whenateachertaughttheEnglishnameoffruits,heusethegame“LookandTalk”.Eachfruithasitsowncharacteristiccolor,sobeforetheintroductionofthenewwordshelpingthechildrenreviewingthecolortermswhichareformerunit.Atthistimereviewing“GreenOrangeYellow...”throughasking“Whatcolorisit?”.Theycanguesswhatkindoffruititisinaccordancewithnaturalsenseassociatedwiththenameofavarietyoffruits.Thisgamecomesfromactuallifeandtheycanalsomasterthenewknowledge.Atthesametime,itcanimprovechildren’sinterests.(3)Childrencanbedividedintodifferentgroups.Oneofchildrenclosehiseyesandtheotherchildputafruitinfrontofhimandasked“Whatisit?”,thenthechildwhocloseseyesidentifywhatitthroughsmells.Ifthechildcanstillnotknowwhatitis,hecantasteit.Groupmemberstaketurnstocarryouttheactivity“SmellandTaste”.Itisapracticalgameanditcanenhancetheinterestsof9 9children.   MorethanaseriesoftheEnglishgames,wecanallowtorecombinethecharacteristicsofthefruitwiththeprocessofsummingupintosomesongslike“Appleisred,appleisround,appleissweet,Ilikeapple.”andsoon.Butitisboringforchildrenifonlyreadit,soteacherandallchildrentakeanappleandreaditonebyone.Inthisway,itnotonlycantrainchildren’soralEnglishcommunicationskills,butalsofosterasenseoflanguage.Thiswillbeagoodfoundationfortheirfuture.ThedailylifeofchildreniscomposedofanumberofactivitiesinadditiontospecializedactivitiesinEnglish;therearemorningactions,snacks,healthandotheractivities.Thesecanfostertheirinterestsindifferentatmosphere.DimsumisalsoaverygoodopportunityintheuseofEnglish.Becauseeverytimethedessertisdifferent,soteachercanteachchildrentheEnglishnamesofdifferentfoodandtheycanremembertheEnglishname.Teacherusesomepatterns,suchas“Hereyouare”,“Thankyou!”and“Ilike...”andsoon.Atthesametime,children’sspokenEnglishhasbeenexercisedinagoodway.TheAmericanSLA(SecondLanguageAcquisition)scholarStephenKrashenProposesaprimarydifficultybetweenacquisitionandlearning.Languageacquisitioniscontrastedwithlanguagelearningontheassumptionthatthesearedifferentprocesses.Thelinguisticrepertoireofchildrenincreaseswithexposuretoanadequateamountofinputfromadults.Forlanguagetobeeventuallyacquired,childrenmustbeprovidedwithanappropriatelinguisticenvironmentinwhichtheyhaveaccesstolanguagedataandopportunitiestointeractwiththeinput.Studylanguageisaprocessthatisstimulatedrepeatedly,practicallyandachievelast.Languageacquisitionisconcernedwithlanguagedevelopmentinhumans.Ingeneral,languageacquisitionreferstochildren’scommunityinwhichachildhasbeenbroughtup.Butforsomereasons,theyhavetoacquiresecondorforeignlanguage.AccordingtoKrashen,acquisitionreferstothefirstlanguagebyusingitnaturallyindailycommunicativesituations.Learning,9 9however,isdefinesasaconsciousprocessofaccumulatingknowledgeofasecondlanguageusuallyobtainedinschoolsetting.Althoughchildrenareyoungandtheirlanguageisnotperfect,theycanrememberwordsthattheyunderstandandtheycaneasytopronouncewell.Like“apple,boy,jelly,cat,dogandsoon.Furthermore,children’smemoryaboutsongsisquitesensitivesuchas“IcansaymyABC.”Atthesametime,holdthechanceinadaytosetastudysituationofmanyaspects.Forexample,whenchildrencometothekindergarten,teachersays“Goodmorning!”andteachersays“Seeyoutomorrow!”whentheyleavekindergarten.Theywillimitateandspeakloudlystepbystep.Inthisway,notonlycanchildrenfeeltheatmosphereoflearningEnglish,butalsocantraintheabilityofspoken.ChildrendonotknowhowtorespondtoandeventheyarethinkingEnglishisveryboringwhentheybegantocontactforeignlanguage.Atthistime,ifteachersuseanumberofnewandinterestingteachingmethods,itcancausechildren’sdesireforknowledgeandenablethemtolearnEnglishinhighspirits.Schooltextbookshavenomoremeaningforchildren,soteachersarechildren’stextbooks.Whentheylearnedasimplewordorasentence,therewillbeasenseofsatisfaction,andtheywillhaveapleasantpsychology,thustheywouldliketohavemoreinterestinlearningEnglish.Butifchildrenlookbooks,theywillbecometiredofthatsoon.InteresthasahugepromotionalroleinlearningEnglish.Ifchildrenareinterestedinthecontentswhichtheylearn,theywillperusethem.Ontheotherhand,theywillbeinanegativestate.Edisonalsosaidthat“Interestisthebestteacher”.SoitisimportanttofostertheinterestsofchildreninlearningEnglish.TPRmethodfocusesonlisteningandmakeschildrenlearnnewEnglishintherelaxingsituation.Buttheinterestisnotnatural;itneedsguidanceandtrainingtoform.Childrenarecharacterizedbyactiveandtheywouldliketoacceptnew,interestingthings.Sotheuseofinterestingteachingmethodscanchangeboringlanguageintohappyoneandcreateagoodsocialstatusforchildren.Moreover,theTPRmethodallowschildrentounderstandthelanguage,thentoperformandthatcanvalidatewhethertheyunderstandofnewlanguage.Theteaching9 9methodadapttothelanguagedevelopmentandpsychologicaldevelopmentofchildren.Thatisaverygoodwaytodevelopchildren’sinterestsinlearning.Suchasinalesson---ZOO,thisisaninterestingpart,butifyouonlysay“Thisisazoo,”childrenareboring.Soifteachermadesomecardsaboutanimalsforthelesson,itwillbegood.Ihadlistenedalessonofateacher,anditwasabouttheZOO,shedesignedsomecardsofanimalstoplayroles.Childrenwereveryhappy.Theconceptionofzoocomesintochildren’smindsnaturallyandtheycanlearntheword“Zoo”easily.Storycangiveagreatattractiontochildren,becauseofitsplotareinalivelyandrichincontentandhavefun.IfthestorythroughtheEnglishcontent,thatcanfullymobilizetheenthusiasmofchildren,andfocuschildren’sconcentration,sothattheycanworkinharmonytopromotetheatmosphereoflearningandtoenhancetheinterestinlearning.Inthestoryoftelling,usingsomewords,phrasesandsentenceswhichchildrenwilllearn,childrenwillbeveryinterestedinknowingit,learningtomasterthecontentanddeepimpression.Intheprocessofteachertellingthestory,ifteacherhelpstudentsunderstandingthestorythroughmovementsandbodylanguages(TPR),thestudentswillresponsetimelyusingavarietyofsensesinavarietyofways(imitation,modeling,standup,handup…)andshowtheirunderstanding.TheorganizationofTPRinscenesisveryimportant.Itisanimportantprinciplethat“studyinscenes,useinscenes,understandinscenes.”TPRcancreateauseareallifelanguageenvironmentimmediatelyinaccordancewiththeneedsofeducationusingasimple,crispway.TheTPRteachingmethodmakestheteachingcontentclosertochildren’slivesandtostimulatetheinterestsofthem.Bodylanguageiseasytoimitateandtolearn,ithasastrongvisibilityandgiverisetotheattentionofchildren.Thelivelyactionandthescenewhichisfulloffunmakechildrenhaveastrongdesiretolearnandperform.Suchas(1)theformofaChant9 9“Knock,knock,knock!Whoisthat?It’sme,Johnny.Comein,please.Welcometomyhome”,atthissituation,setascenethatwasteacherinviteschildrentohishomeandleadstudentstostudytheChant.Thenweweredoingactionofknocking,cominginandpleasingwithfacialexpressionandstrongsenseofrhythmofthesong.Itwasafunnymovement,childrenwereveryhappyandtheycouldsingthechantquickly.Throughvariouschannelstostimulatethesensesofchildrentoenablethemtoenjoylearningandperformance.(2)Anotherexampleisteaching“I’msinging.”,“I’mswimming.”,“I’mjumping.”,childrenfollowtheteacher’sinstructionstodorelatedactions.Thatmobilizeavarietyofsenses,andthatiseasytounderstandandmastertheabstractlanguagesymbolsunderthehelpofbodylanguage.(3)Forexample,Inawarenessofbodyparts,theteachersaidthat“Nodyourhead.”,“Shakeyourbody.”,and“Washyourface......”Usetherighttoneofvoice,accompaniedbythewealthofgestureandexpression.Sothatchildrenarecuriousandhappy.Inthissituation,childrenwillbeveryhappytonodandshakeandwash......andtheywouldliketoexpressthemselvesinfrontofus.9 9Chapter5ConclusionTPRallowschildrentolearnEnglishthroughbodylanguage.Thisisawayofthinkingwiththebodymoving.Themethodcanfostertheabilityoflisteningandspeaking,anditcanfullymobilizethechild’senthusiasmforlearningEnglish.Atthesametime,theycanlearnEnglishinthesituationofmentalandphysicalpleasure.Accordingtothechildren,theyarealwaysmovingandtheyhavenotthepsychologicalcharacteristicsofsustainedattention.MakechildrenlearnEnglishthroughrunning,jumping,playinggames,andtomobilizeavarietyofchildren’ssenses,ratherthanorderlysittingonthestool.TPRhasthemainroleofenhancingunderstandingandemphasizingchildren.Inthisway,theclassroomatmosphere,childrenwithlearning,emotionalinitiative,long-lastingattention.TheTPREnglishteachingmethodisvarious，soinviewofthediversenatureoftheteaching,teachersshouldhavethesolidspecialknowledge,thatissolidfoundationinEnglish,andfluentinthestandardtoneofvoice.Atthesametime,teachersshouldalsoknowlinguistics,childPsychologyandbasicknowledgeofEnglishteaching.Nevertheless,wecanensuretheTPRteachinginchildrenEnglishintheclassroomlivelyandtoimprovethequalityofteachingchildrenEnglish.Soasateacher,weshouldimproveourselvesconstantlyandtryourbesttooffervividlessonforchildren.HowtouseTPRbetter?(1)TeachersmustdesignTPRactivitiesofclearpurpose;(2)TPRshouldbeorganizedinscenesandgames.9 9References1、SarahPhillips，1998，《少年儿童英语教学》[M]北京：华东师大出版社。2、陈帽国，1999，《幼儿心理学》[M]。北京：北京师范大学出版社。3、戴曼纯，1994，浅谈第二语言习得的年龄差异[A]。外语界。4、龚亚夫，1994，《TPR儿童英语》[M]。上海：外语教学与研究出版社。5、黄和斌，2001，《外语教育理论与实践》[M]。南京：译林出版社。6、何兆熊、梅德明，2004，《现代语言学》[M]。北京：外语教学与研究出版社。7、李红，2006，《幼儿心理学》[M]。湖北：人民教育出版社。8、刘小东，2000，幼儿学外语问题之我见[A]。教育研究。9、杨文，2006，《全息全感幼儿英语教学法》。吉林：吉林教育出版社出版。10、杨文，2007，《幼儿英语教学法》[M]。上海：中国书籍出版社。11、张明红，2001，《幼儿语言教育》[M]。上海：上海教育出版社。12、赵文辉，2002，英语语音教学新探[J]。外语电化教学：2002年第01期。13、钟启泉，2001，《外语教育展望》[M]。南京：华东师范。14、周宪文，1995，早期儿童第二语言的特点及方法[A]。中国人民大学复印刊。参考网站http://www.govyi.comhttp://zhidao.baidu.com/question/65177480.html9