在课堂上动起来，是孩子们求之不得的事情，因为小学阶段的孩子天生好动。
为了最大限度让小学生在外语课堂上动起来，有个在欧洲广泛使用的方法，叫“全生理反应(TPR)”，你可以充分利用这一方法，并发掘其巨大潜力。
我们可以鼓励学生根据目标语的指示、描述和故事，做出肢体动作，这样能够大大提高新词汇教学的课堂效果。
一个人尽皆知的TPR活动，当数边做动作边唱儿歌 Head and shoulders, knees and toes，或者 the Hokey Cokey。
当然，那个深受小朋友喜爱的游戏Simon says，玩起来也是只需肢体动作，无需语言回应。
西蒙说：摸摸你的鼻子/手/拇指。
TPR这个方法还可以应用到其他各种课堂情境中。比如，在学习课堂用语时，全班可以玩团队游戏，赛着完成任务:
把门关上!
把窗户打开!
把灯打开!
把桌子擦干净!
等等。
你还可以让孩子们从一些“无厘头”的游戏中获得乐趣，在这种游戏中，你可以挑战全班小朋友来执行你的指令:
把你的书放在椅子上！
把你的橡皮擦放在书上！
把铅笔放在头上！
坐下！
举起你的左手！
起立！
诸如此类。
这种游戏还可以增加难度，老师发出更复杂的指令，例如:
保罗，请你站到戴绿腰带的女孩旁边!
保罗，请你站到穿蓝裙子的女孩旁边!
保罗，请你站到一个戴着眼镜拿着红文件夹的女孩旁边!
另一种使用TPR方法的游戏是，邀请学生站起来，拍手，或演哑剧展示，来回应你的问题:
如果你喜欢冰淇淋/香蕉，就拍一下手，并吃一个!
如果你会游泳/骑自行车，就请演示给大家看!
如果你有兄弟，就请拍手或捏手指!
如果今天是你的生日/命名日，就请起立!
TPR同样适用于讲故事。那些个著名的儿童故事，如《金发姑娘》、《魔笛手》、《饥饿的毛毛虫》，等等，用目标语的简化版来讲述，佐以大幅图片把主要人物、事件、地点在黑板或投影仪上展示出来，还可以邀请小朋友自己编造哑剧来展现这些关键事件或人物。每次讲故事的时候，孩子们听到这些，就会表演哑剧，这样他们就能更好地被故事吸引，即便并不能听懂每一个单词。
以《金发姑娘》举例:
金发女孩推开门，踮着脚尖走过来。
她饿了。
她尝了尝盘子里的汤。太烫了!
“有人尝过我的汤，”大熊说。
“有人在我的床上躺过，”小熊说。
更多的TPR好主意，可以在英国文化协会为海外英语教学编写的许多英语教材中找到。
TOTAL PHYSICAL RESPONSE (TPR)
In aiming to provide maximum pupil activity in the target language, you need to be aware of the enormous potential of total physical response (TPR) - a technique used all over Europe. The teaching and learning of new vocabulary is greatly enhanced if the pupils are encouraged to move physically in response to instructions, descriptions and stories told in the target language. The best-known TPR activities are probably action songs, such as Head and shoulders,knees and toes.
And of course the game of Simon says requires a total physical, non-verbal response:
Simon says: Touch your nose / hand / thumb.
This technique can be transferred to all sorts of other classroom situations. When teaching classroom instructions, the class can play team games where they have to race to carry out the task:
Close the door, please!
Open the window, please!
Turn on the light, please!
Wipe down the table, please!
… and so on.
A lot of fun can be derived from ‘nonsense'games where you challenge the class to carry out your instructions:
Put your schoolbag on the chair!
Put your rubber on the book!
Put your pencil on your head!
Sit down!
Put up your left hand, please!
Stand up!...
This can be developed to include more complex instructions such as:
Paul, please stand next to girl who wears a green belt!
Paul, please stand next to girl who wears a blue skirt!
Paul, please stand next to a girl with glasses and a red folder!
…
Another way of using TPR is to invite pupils to stand up, clap or mime in response to your questions:
If you like ice cream/banana, clap once and eat one!
If you can swim/bike, let us know!
If you have a brother, please clap your hands or pinch your fingers!
If today is your birthday/name day, please stand up!
TPR can equally well be applied to storytelling. A well-known children's story (Goldilocks, Pied Piper, The very hungry caterpillar, etc), told in a simplified version in the target language, can be introduced with large visuals of the main characters, events Or places on the board/OHP and the children are invited to invent their own mimes to accompany those key events/characters. Each time they hear them, as you narrate the story, the children mime the action and are thus drawn into the story even though they will not understand every word. An example from Goldilocks might be:
Goldilocks pushed the door and stepped on the toes.
She's hungry.
She tasted the soup on the big plate. It's too hot!
"Someone has tried my soup," said Bear.
"Someone has been in my bed," said Little Bear.
Further TPR ideas can be found in many EFL materials produced by the British Council for teaching English abroad.
