肢体语言在中学英语教学中的应用doc.docx

1、肢体语言在中学英语教学中的应用docTable of contents1.Introduction.12.The definition of body language.33.The classification and application of body language in middle school English teaching.4 3.1 Facial expression.4 3.2 Signal language.5 3.3 Gesture.6 3.4 manner.84. The positive effects and advantages of body langu

2、age in middle school Teaching.9 4.1Body language helps to improve the middle school students basic.9 4.1.1Body language helps to improve listening.9 4.1.2 Body language helps to improve speaking.9 4.1.3 Body language helps to improve reading.10 4.1.4 Body language helps to improve writing.11 4.2 Oth

3、er advantages of body language in middle school English teaching.12 4.2.1 Stimulating students interest.12 4.2.2 Consolidating the knowledge having learned.13 4.2.3 Assisting in solving the teaching focal and difficult points.135.Conclusion.16Bibliography.17Acknowledgements.18 2. The necessity and i

4、mportance of using body language in English teaching English teaching is a key part of the school education. With the English teaching methods reform, more and more English teachers organize the teaching process in English so that they may realize the Communicated English. The Communicated English m

5、eans that teachers instruct the students and explain questions basically in English, and the students are also required to use English in class. Contemporarily, however, the students in the middle school cant speak very well; neither can they understand why they should use different tones in differe

6、nt time or situation; their vocabulary and expressive ability are limited too. These limitations made it difficult to realize the Communicated English in the classes. According to the students present level and practical situation, body language is required. For example, when a teacher gives an inst

7、ruction: You two, please come to the blackboard. The students can easily understand it if the teacher looks at (or points to) some two students. Then, the teacher points to the blackboard. The students will carry out the order without obstacle even if they dont hear the key words blackboard clearly.

8、 Furthermore, teachers usually have to explain some language points, and at this time, they have to differentiate the classroom expressions and the examples. Take it for example, we ought to use the form have done such as Have you finished that job jet? To make the students understand clearly, a tea

9、cher has lots of ways. To do it by speed, he uses a common speed when reading we ought to use the form have done, and reads slowly when giving examples; he can also get the effect by repeating the example Have you finished that job jet; a more frequent way is to use gestures to lay emphasis on the k

10、ey points when he said have done(emphasizing it in voice at the same time), he reaches out his index finger, pauses in the air, and then gives out the example. This action will usually give the students a deep impression. From the above we can learn, the use of body language in English teaching is n

11、ecessary and practical. In the English teaching in middle schools, body language is frequently used to improve the teaching effect and the students ability. Advantages of Body Language in English TeachingA. Stirring Students InterestAs an old saying goes: interest is the best teacher. The teachers a

12、ppliance does not focus on teaching itself only; and the students can absorb better if they study at their own will (Cooper.1988). It is going to be painful that they work hard on academic course just because the teachers expect them to do so. The teachers have to stimulate the students, and the way

13、 teachers use to motivate them can be very important. If the teachers have passion in class, they can offer the students positive studying attitude. I had one experience a year ago, when I was giving a class for the new recruited students, a little boy caught my attention. I was quite sure that he w

14、as so shy that he did not dare to open his mouth to say anything when I was teaching them pronunciation. From my knowledge about this kind of introverted students, they can be easily hurt inside. But if the teachers choose an appropriate way, they may help them develop a better personality. They rea

15、d the teachers body language to know what they can get in class, what is important or unimportant, and what is commended or what is disallowed. By reading the teachers body language, the students can know read the teachers mind. In short moment an audacious idea occurs to me I was sure that a lot of

16、 sermons were not suitable to help an introverted student get rid of his weakness. Why not to set him in an embarrassing situation? Maybe it will work. Then I came to that boy quietly and shouted to him with a finger pointing to his nose:” Are you a shy girl?” Boys do not want to be called like that

17、; fortunately he gave me a negative answer and looked into my eyes with a weak voice:” No, Im not.” “Sorry, I cannot hear you, you dont want be a shy girl, then can you prove it? Please be loud and tell me that again!” I beat my chest continuously with my right hand and raised my left hand erecting

18、the index finger in the air, asked the boy to repeat the words “Im not shy” loudly, for a little moment, silence filled in as all the air around was frozen into cold ice. How eagerly I wished he could response, if not, I must get stuck in an embarrassing situation. Surprisingly he turned out to be t

19、otally another one. Maybe it is because he was too embarrassed that he did not want his behavior to betray his embarrassment before, all through the class time, he performed very actively.B. Expressing Themselves BetterEnglish is a sort of language which depicts English culture. Due to this, it is d

20、efinitely wrong for an English teacher to arrange the class normally as the teachers of other subjects do. A good English teacher is not judged by the number of good students in his class, but about whether he could make it sure that the students understand the deep meaning when people are talking i

21、n English (Fries, 1945). English learners have to internalize the information that they have got from their teachers. Because of the lack of language atmosphere, Chinese students cannot speak their mind freely, let alone understand the deep meaning. If we do not use the appropriate words, maybe we w

22、ill make the students become puzzle or ever give them worry information. Fortunately body language helps a lot to solve this problem. So the students do not have to say a lot of words around one idea. With the help of body language, they can easily understand when they try to start a conversation wi

23、th others.C. Understanding Students ClearlyWhen the teachers are giving class, body language is not only to motivate the students, but also help to understand the students inside world. This informative workshop on body language provides every teacher with an in-depth knowledge of micro-movement. If

24、 the students are submissive, anxious, dominant, bored, lying or telling the truth, the way students stand, move, and sit reveal and convey their thought. Because these movement are produced at a subconscious or unconscious level .If the teachers are unaware of the students meanings that are shown b

25、y incongruous through the students words or behavior, they can not create an interesting studying atmosphere. To be able to avoid these, the teachers should have a better understanding of how they think and feel. This comprehensive workshop will give them a great opportunity to discover and understa

26、nd the students behavior.And also some students may be reticent in expressing themselves in class. In their mind, hasty assertions or responses are seen as a sign of crudity of thought, as boastful self-assertion, or as rude. They may appear to be unresponsive to a question posed by the teacher. In

27、fact, when they have an answer they are waiting for a occasion that they consider to be an appropriate moment to answer, so that they may be polite and appear to be thoughtful. Then the teachers should pay more attention to these students. If a teacher goes out for a while, when he or she return, th

28、e students give he or she “smiling face” and continue to work. But do they keep working after his or her back is turned? How would the teacher know? If the students intend to continue talking, they are betrays by their body language. Look at the knees and feet, the students fake with the upper body (shoulders, eyes, hands), not the lower body (knee, feet). The body language under the desk intends to impress the te