公職◆華語文教學題庫下載題庫

一、 教學目標 

TPR的總體目標是要透過祈使句搭配肢體動作的練習來培養初級的口語表達能力。因此，教學目的強調的是學生句子中所要表達的「意義」而非「結構」（與ALM剛好相反）。

二、 課程安排

TPR的課程以句子為學習單位，再搭配適合在教室情境中學習的文法與單字，用祈使句來呈現。以下為一TPR的教學範例 (Asher 1977:54-6)：

Review. This was a fast-moving warm-up in which individual students were moved with commands such as:

Pablo, drive your car around Miako and honk your horn.
Jeffe, throw the red flower to Maria.
Maria, scream.
Rita, pick up the knife and spoon and put them in the cup.
Eduardo, take a drin...

一、 教學目標 

TPR的總體目標是要透過祈使句搭配肢體動作的練習來培養初級的口語表達能力。因此，教學目的強調的是學生句子中所要表達的「意義」而非「結構」（與ALM剛好相反）。

二、 課程安排

TPR的課程以句子為學習單位，再搭配適合在教室情境中學習的文法與單字，用祈使句來呈現。以下為一TPR的教學範例 (Asher 1977:54-6)：

Review. This was a fast-moving warm-up in which individual students were moved with commands such as:

Pablo, drive your car around Miako and honk your horn.
Jeffe, throw the red flower to Maria.
Maria, scream.
Rita, pick up the knife and spoon and put them in the cup.
Eduardo, take a drink of water and give the cup to Elaine.