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210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。全身反应教学法注重的是语言学习中的互动模式。因为学生在一个比较放松的环境中学习英语效果最佳,而紧张、急躁的情绪对于学习英语来说是不利的。教师应该尽量创造有利条件，让学生有机会多听英语。全身反应教学法的优势是强调身体的互动性、教学的生动性,以便让孩子更直观地了解在游戏中学习、英语生活化,同时也可以更好地激发孩子对英语学习的浓厚兴趣。TPR教学法的基本原则（一）让第二语言进入学生的右半脑James Asher认为，右脑是缄默的，非语言性的，但是它可以通过指令做出适应动作来表达自己。通过让语言进入右半脑引起行为变化，学生很快就可以理解语言代码，当学生能够理解目标语的基本结构及其表示的含义时，他就作好了说的准备。（二）以“听做动作”为主要教学组织形式这是TPR教学法最明显的特征。在学习过程中，教师用目标语发出指令，先自己做，等学生能理解后，让学生完成动作，然后边说边做。开始，教师通过说跟我做游戏，让学生一起做动作，这样可以使学生理解指令与被期望的动作之间的关系，并准确作出相应的动作。然后，学生两人一组，先由一名学生模仿教师发布指令，另一名学生根据他的指令做出相应的动作。之后，两人调换角色，继续做练习。起初，指令较简单，往往是单一动作，然后，很快发出几个连续的动作指令（这时调动初学者的学习兴趣非常重要。）如：Point to the door , stand up , sit down.逐渐过渡到比较复杂的指令，有时还包括一些想象的情节，如：now you are Amy, please introduce yourself , OK?（三）教授的语言形式以祈使句为主，带动其它句型指令型语言其形式只能是祈使句，其它句型的出现只能服从于祈使句的使用，不仅教授动词如此，教授名词、形容词、介词等也是如此。在轻松教授完新词汇之后，再让学生相互发出指令，如：“Lingling, get up, Its late .”Oh, whats the time?” “Its half past seven.”从而实现学生对英语的快速理解和长时记忆，使学生在毫无压力的情况下学习英语。（四）对学生的错误采取宽容的态度在传统教学法过程中，教师对待学生的错误都是有错必改，精益求精，至使学生总怕出错，怕出丑而不敢大胆开口说，只是机械地跟读，而且小心翼翼。而TPR教学法对待学生的错误则采取宽容的态度，只纠正一些较大的错误，在纠正时也注意方法，不使学生感到压力。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。三、教学特色：教学上采用新兴的TPR教学法、韵律式音乐记忆教学法。把教学贯穿于游戏和集体活动中，大大提高了学习兴趣和记忆效果。以互动教学的模式，营造活泼、愉悦的学习氛围，让学生成为学习的主导。学校定期组织丰富多彩的室外课，圣诞联欢会、夏令营、各种才艺比赛等，让孩子们真正在学中玩，玩中学，延伸课堂教学。我校以“基础轻松有趣实用连续”的教学特点，真正激发了孩子学习英语的兴趣，逐渐养成他们说英语的习惯，培养他们用英语思维的能力，充分使他们建立起对英语学习的自信心和荣誉感，在听、说、读、写各方面全面进步。启蒙级：有趣的英文歌曲和常用的单词，简单的对话。结合简单口语交流，英语指令性动作 、旨在开发孩子左右大脑，注重培养孩子的英语学习兴趣，轻松、活泼的气氛中为孩Prestarters（预备级）：从卡通26个英文字母学起，每个字母 都配有一个童谣和34个常用单词，并配有20 首英文歌曲和一套字母操。提高孩子综合素养，培养孩子的英语学习兴趣及听、说能力。Starters（少儿一级）：学习颜色、动物、食物、水果、家庭、人称、学校、朋友、器官、自己等系列词汇达六百多个，运用每课重点句型及日常用语使英语学习更贴近生活，培养孩子听、说、读、写的能力。提高孩子的词汇应用能力,自然拼音法在教学中的灵活运用使学生不再怕文章中的生词，背单词也更简单容易。total Physical Response(TPR) is a method developed by Dr.James J. Asher, a professor emeritus ofpsychologyatSan Jos State University, to aid learning secondlanguages. The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to firstlanguage developmentand that the process allows for a long period of listening and developingcomprehensionprior to production. Students respond to commands that require physical movement. TPR is primarily used by ESL/EALteachers,12although the method is used in teaching other languages as well.345The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.6PremiseAccording to Asher, TPR is based on the premise that the human brain has a biological program for acquiring anynatural languageon earth - including thesign languageof the deaf. The process is visible when we observe howinfantsinternalize their first language. It looks to the way that children learn their native language. Communication between parents and their children combines both verbal and physical aspects. The child responds physically to the speech of their parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and code breaking occurs. After this stage the child is able to reproduce the language spontaneously. With TPR the language teacher tries to mimic this process in class. The method also promises double efficiency in terms of rate of learning, according to several studies in the literature and referenced in the above book.editClassroom usageIn the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game such asSimon Saysor may involve more complex grammar and more detailed scenarios.TPR can be used to practice and teach various things. It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teach imperatives and various tenses and aspects. It is also useful for story-telling.Because of its participatory approach, TPR may also be a useful alternative teaching strategy for students withdyslexiaor related learning disabilities, who typically experience difficulty learning foreign languages with traditional classroom instruction.7According to its proponents, it has a number of advantages: Students will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. TPR is aptitude-free, working well with a mixed ability class, and with students having various disabilities.8It is good forkinesthetic learnerswho need to be active in the class. Class size need not be a problem, and it works effectively for children and adults.9However, it is recognized that TPR is most useful for beginners, though it can be used at higher levels where preparation becomes an issue for the teacher. It does not give students the opportunity to express their own thoughts in a creative way. Further, it is easy to overuse TPR- Any novelty, if carried on too long, will trigger adaptation.9It can be a challenge for shy students. Additionally, the nature of TPR places an unnaturally heavy emphasis on the use of theimperative mood, that is to say commands such as sit down and stand up. T