小学英语教育毕业设计之全身反应法.doc

全身反应法在小学英语教学中的应用一、全身反应法的理论基础 全身反应法是一种把言语与行为联系在一起的，通过身体动作教授外语的教学方法首先，TPR吸取了心理学中“记忆痕迹”理论的观点，该理论认为，记忆越经常和强烈，则联想和回忆越容易会意可以通过口头完成，也可以和肢体动作相联系，结合痕迹活动例如伴随着肢体活动的联系，可以提高成功会意的可能性其次，TPR还基于语言习得理论而创，借鉴了儿童习得母语的特征，推出了三条原则，即：“习得”是一种潜意识过程；遵循此时此地原则；学习者执行命令完成语言学习也就是分别强调了语言要自然、真实、且指令性强另外，语言习得理论还与教育学理论的三种假设有关，即：有个人内在的语言程序有特定的语言学习生理蓝图，决定了第一语言和第二语言学习的最佳途径；大脑的右分工规定了不同的学习作用；情感过滤影响学习行为和学习内容，压力越小，学习效果越好TPR就是基于这三个理论而创立的二、全身反应法的教学原则和特点 （一）全身反应法的教学原则使用全身反应法进行课堂教学需遵循以下三个基本原则：1、让第二语言进入学生的右半脑右脑是非语言性的，但它可以通过指令做出适应动作来表达自己2、以“听——做动作”为主要教学组织形式。

教师用目标语发出指令，先自己做，待学生理解后，让学生完成动作，然后边说边做3、教授的语言形式以祈使句为主，带动其它句型 （二）全身反应法的特点为充分应用全身反应法进行课堂教学需抓住以下四大特点：1、听力理解领先教授外语之前先建立听的理解技巧，符合儿童母语习得顺序2、通过学生身体对命令的应答来学习外语符合儿童好动的心理特点，使学生在有意注意和无意注意中都能学到知识3、允许学生在预先做好准备的情况下发言教师不强迫学生发言4、教学应强调教学的意义而不是形式，这样可以降低学生的紧张情绪三、全身反应法在小学英语教学课堂中应用的重要性 全身反应法对于小学英语课堂教学的重要性不仅体现在我国教育学者发表了对其应用进行研究的文章，更体现在它的优点所能带来的积极影响其主要优点是：有利于协调学生的左右脑；有利于激发并提高学生的学习兴趣，调动学生的学习积极性；有利于营造良好的课堂气氛，降低学生紧张情绪有利于提高学生的记忆力；有利于提高学生的听说能力等等从而可达到寓教于乐的教学效果四、全身反应法在小学英语教学中的实际应用全身反应法在小学英语教学中的实际应用常体现在以下五个方面：1、演示教学教师运用肢体语言来表明口中不断重复的语言信息。

比如教“point to the window, open the door”时，教师先示范动作，再要求学生们重复同样的动作，学生们理解后就可以对指令做出正确的反应2、卡片教学教师把一些学过的单词写在不同的卡片上，每一个学生手持一卡片，教师不断重复单词的发音，学生记住后教师便念单词点名，持相应卡片的学生可以举起卡片以示理解3、图画教学教师常利用图画来讲授内容出示图画，让学生说出单词，或让学生说出单词，并出示相应的图画4、游戏教学常用的课堂游戏有：Guessing game, Simon says, point out the pictures等等5、比赛教学教师设计与内容相关的比赛，在学习比赛活动过程中，学生的成就动机更强烈，学习兴趣和克服困难的毅力增强，可以提高学生的学习和工作效率五、一组以全身反应法为主的小学英语课堂教学活动设计 （一）Activity one: Listen and doActivity name: Listen and do Teaching content: Words: dance, sing English songs, play the pipa, do kung fu, draw cartoons Sentences: What can you do? I can... Introduction: In order to help the students practice and consolidate the words they just learned in the class, the teacher will apply the Total Physical Response to design an activity in the middle of the lesson named “Listen and do” after teaching the new words and sentence patterns. 15 minutes is needed in this activity. Moreover, some pictures of the words and sentence cards will be used. The activity will be done by two parts, that is to say, the students will be asked to do the related actions when the teacher gives the instructions to them or say out the words when the teacher does the actions. By doing this activity, the students will remember the words deeply through body language. Besides, it is a good chance for the students to practice usingwhat they just learned and develop their abilities of speaking and listening in an interesting way. Teaching steps: Step one: After teaching the new words and sentences ( the new words has been taught by using some actions at the beginning of the class, and a scene of a birthday party was used for leading in the new knowledge, for example: What can you do in my birthday party? ), the teacher will ask the students to read the words and sentence patterns together. In this part, the teacher will point to the pictures with the words and sentence cards, which are posted on the blackboard ( or are shown on the PPT ), so as to lead the students to read the words and sentences faster and better, to make the students keep the learned words and sentences in their minds, which is beneficial to the whole class to do the activity in a later stage.Step two: After reading the words and sentences, the teacher will invite the whole class to join in his or her birthday party ( it is a scene that has shown when the teacher are teaching the new words and sentences ) to do an activity “Listen and do” .Step three: Before doing the activity, the teacher will divide the whole class into several groups( each group should have six to eight students ). Step four: The teacher will tell the rules to the students to do the activity. In this part, the teacher will tell the whole class like this: OK, now everyone please listen to me, we are going to do the activity “Listen and do” in my birthday party, and now I’m going to tell you how to do it. Please listen carefully, the first time, you need to do the related actions when I am showing you the pictures and say the words. And the second time, you need to say out the words as soon as possible when I am doing the actions, understand? Then the students will answer: “Yes”.Step five: After introducing the rules, the teacher will ask all groups to stand up and ask them to keep distant form their chairs in order to make them safe when doing the activity. Step six: Starting to do the activity. In this part, firstly, the teacher will show the pictures ( the other pictures that are not marked with the words ) to the students and say the words randomly, then the students will do the related actions as soon as possible when they are listening the words and seeing the pictures. All these words should be mentioned at least once. After that, the teacher will praise the students, and ask them to continue to do the activity. This time, the teach。