The Use of Body Language in Middle Schools

《The Use of Body Language in Middle Schools》由会员分享，可在线阅读，更多相关《The Use of Body Language in Middle Schools（6页珍藏版）》请在装配图网上搜索。

1、TheUseofBodyLanguageinMiddleSchools【Thesis】:Withthecontinualreformoflanguageteachingandlearningmethods,teachersareingreatdemandtoorganizetheclassesinEnglishandcreateEnglish-learningcircumstances.However,withthelimitationofstudentsvocabulary,teachershavetosimplifytheirteachinglanguagewiththehelpoffac

2、ialexpressionsandbodymovements.Inthisarticle,thepossibilityandtheeffectofusingbodylanguageinlistening,speaking,readingandwritingwillbefurtherdiscussed.【Keywords】:Englishteachinginmiddleschools,bodylanguageI.IntroductionAseveryoneknows,theclassroomteachingisoneofthemostimportantwaysthatthestudentslea

3、rnEnglish.AsfarastheEnglishteachinginthemiddleschoolsisconcerned,teachershavetoarousethestudentsinterestsothattheymaylearnbetter.Therearemanywaystoarousethestudentsinterestandhelpthemtolearnbetter,bodylanguageusedinEnglishteachingisoneofthem.Bodylanguageisanimportantmediathroughwhichpeoplecommunicat

4、ewitheachother.Itreferstothepatternsoffacialexpressionsandgesturesthatpeopleusetoexpresstheirfeelingsincommunication.Thespecialistonbodylanguageresearch,Fen.Lafle.Angles,oncesaid:Onceitwaslost,ababycouldnthavegrownintoanormalperson.Itsalsotruetothejuveniles.Inschooleducation,bodylanguageplaysapositi

5、veroleincultivatingthestudentscharacters.For,teachersareusuallyrespected,andfactually,whatorhowtheteacherssay anddowillbepossiblyimitatedbythestudents(sometimessubconsciously).Inaword,teachersgracefulbodylanguagehelpstoimprovethestudentsartistic-appreciationandmoralcharacter.Ifthestudentsdevelopawon

6、derfulbodylanguage,whichwillpossiblyleadsthemtoformanoptimisticandactivefeelings,theywillsurelyhaveamoresmoothinterpersonalrelation.Theaffectionofteachersbodylanguageonthestudentsisreflectednotonlybyestablishingagoodexample,butalsoshorteningtheteacher-studentestrangementbywhichamoreharmoniousstudyin

7、gatmosphereiscreated.Asamatteroffact,teachersfriendlyappearancecangreatlyencouragethestudentsstudyingenthusiasm.Furthermore,thecharacteristicsoftheoreticandabstractionofknowledgealsorequiresthevivid,dramaticandanaccessiblegesturestomakeitspecificandfigurative.Asaresult,thestudentsinterestismotivated

8、andtheeffectofteachingis greatlyimproved. II.ThenecessityandimportanceofusingbodylanguageinEnglishteachingEnglishteachingisakeypartoftheschooleducation.WiththeEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingprocessinEnglishsothattheymayrealizetheCommunicatedEnglish.TheCommu

9、nicatedEnglishmeansthatteachersinstructthestudentsandexplainquestionsbasicallyinEnglish,andthestudentsarealsorequiredtouseEnglishinclass.Contemporarily,however,thestudentsinthemiddleschoolcantspeakverywell;neithercantheyunderstandwhytheyshouldusedifferenttonesindifferenttimeorsituation;their&nb sp;v

10、ocabularyandexpressiveabilityarelimitedtoo.TheselimitationsmadeitdifficulttorealizetheCommunicatedEnglishintheclasses.Accordingtothestudentspresentlevelandpracticalsituation,bodylanguageisrequired.Forexample,whenateachergivesaninstruction:Youtwo,pleasecometotheblackboard.Thestudentscaneasilyundersta

11、nditiftheteacherlooksat(orpointsto)sometwostudents.Then,theteacherpointstotheblackboard.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydonthearthekeywords blackboardclearly.Furthermore,teachersusuallyhavetoexplainsomelanguagepoints,andatthistime,theyhavetodifferentiatetheclassroomexpression

12、sandtheexamples.Takeitforexample,weoughttousetheformhavedonesuchasHaveyoufinishedthatjobjet?Tomakethestudentsunderstandclearly,ateacherhaslotsofways.Todoitbyspeed,heusesacommonspeedwhenreadingweoughttousetheformhavedone,andreadsslowlywhengivingexamples;hecanalsogettheeffectbyrepeating&n bsp;theexamp

13、leHaveyoufinishedthatjobjet;amorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaidhavedone(emphasizingitinvoiceatthesametime),hereachesouthisindexfinger,pausesintheair,andthengivesouttheexample.Thisactionwillusuallygivethestudentsadeepimpression.Fromtheabovewecanlearn,theuseofbodylangu

14、ageinEnglishteachingisnecessaryandpractical.IntheEnglishteachinginmiddleschools,bodylanguageisfrequentlyusedtoimprovetheteach ingeffectandthestudentsability.III.Theconcreteapplicationofthebodylanguageinlistening,speaking,readingandwriting1.BodylanguagehelpstoimprovelisteningTheGreekphilosopherEpicte

15、tuseverwittilysaid:Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks.Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.TounderstandothersisabasicpurposeinEnglishteaching,andteachersoftentrainthestudentslisteningaccordingly.Inthisprocess,ifthebodylanguageisused,thee

16、ffectwillbebetter.Whenbeginninganewlesson,theteachernarratesthestoryoutlineinEnglish.Thebodylanguagemayhelp.Forexample,a&n bsp;teachercanstretchhisarmsslowlywhenhesaysSheisinaverybigroom;hecanopenhiseyeswidelywithmouthopenedwhenhesaysSheissobeautifulalady.Asaresult,thestudentswillhavesuchanimpressio

17、n:Sheisverybeautifulindeed;ateacherwhoimitatesthecryingorthemovementoftheanimalsunderthepremiseofteachingorderwillsurelyachieveabettereffect.2.BodylanguagehelpstoimprovespeakingThespokenlanguageisoneoftheimportantwaystocommunicate,soweshouldtrytodevelopthestudentsabilityofspeaking.Factuallytheyarehe

18、lpedtoreachtheaiminacertaindegreebytheirteachersbodylanguage.ThecontemporaryemphasisisgraduallylaidonspokenEnglishteaching.ThefirstlessonofeveryunitinSeniorEnglishbeginswithdialogue.TheteachingprogramsrequiretheteacherstoorganizetheclasstopracticeEnglishaccordingtothecharacteristicsofdialogue.Genera

19、llyspeaking,thebodylanguagecanarouseandsustainthestudentsinterestoflearningandusingEnglish.IntheEnglishclass,theteachersshouldnotonlyusebodylanguagesthemselves,butalsoaskthestudentstousethemaccordingtothedifferentsituation.Takeitforexample,thef irstlessoninUnitone,Bookoneisaboutthetimewhenthenewstud

20、entsfirstmeet,andtheydontknoweachother.Soateachercanintroducehimselffirst,suchas:Hello,everyone,nicetomeetyouhere.NowIllintroducemyselftoyou.MynameisArthur.Ilikeplayingbasketball,for,itmakesmemuchstronger;Ilikeplayingchess,for,itmakesmemoreclever;andIlikereadingbooks,for,readingmakesoneperfect.Durin

21、gtheintroduction,theteachershouldusethenewvocabulariesandsentencestructurestogether& nbsp;withavividexpressionandmatinggesturesaspossiblyashecan.Hesmileswhenhesayshellototheclass;heshakeshandswithsomestudentssayingNicetomeetyou;hewritesnamedownontheblackboard;heimitatestheactionofdribblingandshootin

22、gatthebasketball,playingchessandturningpagestoexplainhishobby.Afterhisintroduction,theteachercancreateacircumstanceforthestudentstopractice:MaryandJackarenewclassmates.Theyarewalkingtogetherinthestreet,andtheymeetoneofJacksoldf riends,Yangpei.ThenYangpeiandMaryareintroducedtoeachotherbyJack.Afterthe

23、studentspracticethedialogueisintroducednaturallyfromit.Usually,theapplicationofbodylanguageindifferentsituationswillresultinanattractingandsuccessfullesson.3.BodylanguagehelpstoimprovereadingThepurposeofSeniorEnglishteachingistotrainthestudentspreliminaryabilityofusingspokenandwrittenEnglish.Inthese

24、niorschool,welayemphasisonethereadingabilitythatservesthestudentsfurtherstudy.Herewemainlymentionthehelpfulnessforreadingaloud(朗读).Readingaloudhelpsthestudentstogetacorrectpronunciationandintonationandtodevelopthecombinationofvocabulariespronunciation,spellingandmeaning.Furthermoreitalsohelpsthestud

25、entstofindoutthearticlesinternalfeelingsandappreciatethebeautyofthela nguage.Alinguisteversaid:Apoemisnotapoemuntilitisread.Readingaloudisbasicinthemiddleschool,andtheteachersshouldmakefulluseofbodylanguagetodevelopthestudentsabilityofreadingaloud.Whenreadingthesentences,attentionshouldbepaidtowhere

26、tospeaksoftly,emphasize,andraiseorlowerourtone.Tomakeitclear,wecanimitatethestrongorsoftpatsthatareusedinmusicteaching,whichmeanstousethearcstorepresentdifferenttones.Generallyspeaking,weusefallingtonesindeclarativeandspecialinterrogativesentence,firstrisingtonesandthenfallingtonesinthechoosinginter

27、rogativesentence.Thestudentsinthemiddleschoolarenotoftenaccustomedtoandalwaysconfusethem,however,withthehelpofbody&nbs p;language,theycansolvetheproblemmuchmoreeasily.Forexample,theyusegestur es.Astheyreadthechoosinginterrogativesentence,theyraisetheirhandsinrisingtonesandlowerinfallingtones.Aftertr

28、ainingforsometimes,assoonastheyreadthesentences,theywillremindthemselvesofthegestures.Asaresult,therewillbenoproblemsinrightlyreadingthesentencesatall.Inaword,thevividgesturetogetherwiththefluentEnglishcancreateagoodcircumstanceoflearning,whichwillsurelyplayanactivepartinimprovingthestudentsreadinga

29、bility.4.Bodylanguagehelpstoimprovewriting.Writingisoneofthefourbasicskillsoflearninglanguage,anditissoimportantaskillthatwecanevensaywithoutit,peoplecantcommunicatewithothers.NotonlyshouldthestudentsgetsomeEnglishknowledgeandvocabularies,butalsotheabilitytocommunicateinspokenandwrittenEnglishaswhat

30、ismentionedintheteachingprograms.Tosomeextent,writingismuchmoreimportantthanspeaking,foritcanspreadwithoutthelimitationofspaceandtime.SincethestudentslearnEnglishasamediaforcommunication,theyshouldhave& nbsp;theabilityofwriting.Togetridofthestudentsfeelingsofbeingdullandtiring,anEnglishteacherhastou

31、seeverypossiblemethod.Thisisthesametothewriting.Teachersusedifferentmethodinordertoimprovethestudentsabilityofwriting,amongwhich,theapplicationofbodylanguagecandeepentheobjectimpression,suchismagnificentindevelopingthestudentswritingability.ThelinguistFranklineversaid,Tellme,Illforget;teachme,Illrem

32、ember;involvemeandIlllearn.Ifweaskedthestudentstowriteanunfamiliarcomposition,theywouldprobablybeunabletoandfeeldiscouraged.However,thestudentscanwriteexcellentarticlesiftheyhavetheexperience.Inandoutofclass,weshouldaskthestudentstoparticipatesomeEnglish-relatedactivities,andthenaskthemtowriteitdown

33、.TakeTheFirstSnowinWinterforexample,havingenjoyedthemselvesinthebeautifulsnowingandbeengiv ensomehints,thestudentscanwritemuchbetteracomposition.Forcontrasttotheircompleteimagination,thestudentsaredeeplyimpressedbythebodymovementoftheteachersandthemselves,whichsurelyleadstoabetterarticle.IV.Conclusi

34、onLearningEnglishneedspractice.The45minutesinclassisverypreciousandshouldbecherished,duringwhichthestudentsshouldpracticeasmuchaspossible.Toexertthelimitedtime,teachersarerequiredtoadoptsomeeffectivemethods.Theuseofbodylanguagecannotonlyattractthestudentsattention,butalsodeepentheirimpressionandimag

35、ination.Theuseofbodylanguageiscompletelyuptothestandardofaudio-visualteachingprinciple,soteachersshouldtrytoteachinEnglishfromthebeginningtotheend,togetherwiththecorresponding&nbs p;bodylanguage.Intheend,thestudentsabilityofEnglishwillbecertainlyandgreatlyimproved.Bibliography:1.HeGuangkeng,TheBasis

36、ofEnglishTeachingandLearningMethods,JiNanUniversityPress,19992.ShenMinxian,TheUseoftheBodyLanguageinElementarySchool,ShanghaiEducationVol.12,19993.GuXueliang,TheBasicTechnicalTraininginEnglishTeaching,HangzhouUniversityPress,1998.4.HuChundiao,TheEnglishTeachingandLearningMethods,HigherEducationPress,19905.LiuYongfa,LiuXuanen,ThePracticalBodyLanguage,HuaWenPress,19976.WuZongjie,ReadingsforAppliedLinguisticsandLanguageTeaching,ZhejiangTeachersUniversity,1998