The Use of Body Language in Junior English Teaching1

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1、The Use of Body Language in Junior English Teaching【Thesis】Everyone knows , with the continual reform and opening of China, English is becoming moreand more important in many fields, for example, in economy 、sport and science.Thedevelopment of society is in great need of a large number of people wit

2、h rich English knowledge.The widest use of English is to communicate, so the students spoken English level must be improved , teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limitation of students vocabulary and English-lea

3、rning situation, teachers have to simplify their teaching language with the help of facial expressions and body movements. In this article, the possibility and the effect of using body language in listening, speaking, reading and writing will be further discussed.【Key words】English teaching in junio

4、r middle schools, body languageI. Introduction As everyone knows, one of the most important ways that the students learn English is the classroom teaching. As far as the English teaching in the middle schools is concerned, teachers have to attractand improve the students interest so that they may le

5、arn better. There are many ways to arouse the students interest and help them to learn better, body language used in English teaching is one of them.Body language is an important media through which people communicate with each other. It refers to the patterns of facial expressions and gestures that

6、 people use to express their feelings and meanings in communication. The specialist on body language research, Fen Lafel Angles, once said, Once it was lost, a baby couldnt have grown into a normal person. Its also true to the juveniles. In school education, body language plays an active role in cul

7、tivating the students characters. Teachers are usually respected, and factually, what or how the teachers say and do will be possibly imitated by the students (sometimes subconsciously). In a word, teachers graceful body language helps to improve the students artistic-appreciation and moral characte

8、r. If the students develop a wonderful body language, which will possibly leads them to form an optimistic and active feelings, they will surely have a more smooth interpersonal relation.The affection of teachers body language on the students is reflected not only by establishing a good example, but

9、 also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. As a matter of fact, teachers friendly appearance can greatly encourage the students studying enthusiasm and interest. Furthermore, the characteristics of theoretic and abstraction of knowled

10、ge also requires the vivid, dramatic and an accessible gestures to make it specific and figurative. As a result, the students interest is motivated and the effect of teaching also is greatly improved. II. The necessity and importance of using body language in English teaching English teaching is an

11、important 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 means that teachers instruct the students and explain questions basica

12、lly 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 different time or situation; their vocabulary and expressive ability are lim

13、ited too. These limitations made it difficult to realize the Communicated English in class. According to the students present level and practical situation, body language is pretty necessary. For example, when a teacher gives an instruction, You two, please stand up. The students can easily understa

14、nd it if the teacher looks at (or points to) some two students. Then, the teacher moves his hand up. The students will carry out the order without obstacle even if they dont hear the key words stand up clearly. Furthermore, teachers usually have to explain some language points, and at this time, the

15、y have to differentiate the classroom expressions and the examples. Take it for example, we should use the form have done, such as Have you finished that job yet? To make the students understand clearly and easily, a teacher has lots of ways. One is to do it by speed, the teacher uses a common speed

16、 when he is reading we should use the form have done in this sentence, and reads slowly when giving examples; he can also get the effect by repeating the example Have you finished that job yet?; a more frequent way is to use gestures to lay emphasis on the key points when he said have done(emphasizi

17、ng 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 necessary and practical. In the English tea

18、ching in middle schools, body language is frequently used to improve the teaching effect and the students ability.III. The concrete application of the body language in listening, speaking, reading and writing1. Body language helps to improve listeningThe Greek philosopher Epictetus ever wittily said

19、: Nature has given man one tongue and two ears that he may hear twice as much as he speaks. From the saying we can learn how important the listening is in our daily life. To understand others is a basic purpose in English teaching, and teachers often train the students listening abilities. In this p

20、rocess, if the body language is used, the effect will be better. When beginning a new lesson, the teacher narrates the story outline in English. The body language may help. For example, a teacher can stretch his arms slowly when he says She is in a very big room; he can open his eyes widely with mou

21、th opened when he says She is so beautiful a lady. As a result, the students will have such an impression: She is very beautiful indeed; a teacher who imitates the crying or the movement of the animals under the premise of teaching order will surely achieve a better effect, especially when there are

22、 some new words.2. Body language helps to improve speakingThe spoken language is one of the important ways to communicate, so we should try to develop the students ability of speaking. Factually they are helped to reach the aim in a certain degree by their teachers body language.The contemporary emp

23、hasis is gradually laid on spoken English teaching. The first lesson of every unit in Junior English begins with dialogue. The teaching programs require the teachers to organize the class to practice English according to the characteristics of dialogue. Generally speaking, the body language can arou

24、se and sustain the students interest of learning and using English. In the English class, the teachers should not only use body languages themselves, but also ask the students to use them according to the different situation. For example, the first lesson in Unit one, Book one is about the time when

25、 the new students first meet, and they dont know each other. So a teacher can introduce himself first, such as: Hello, everyone, nice to meet you here. Now Ill introduce myself to you. My name is Liping. I like playing basketball, for, it makes me much stronger; I like playing chess, for, it makes m

26、e more clever; and I like reading books, for, reading makes one perfect. During the introduction, the teacher should use the new vocabularies and sentence structures together; with a vivid expression and mating gestures as possibly as he can. He smiles when he says hello to the class; he shakes hand

27、s with some students saying Nice to meet you; he writes name down on the blackboard; he imitates the action of dribbling and shooting at the basketball, playing chess and turning pages to explain his hobby. After his introduction, the teacher can create a circumstance for the students to practice: M

28、ary and Jack are new classmates. They are walking together in the street, and they meet one of Jacks old friends-Wanghai. Then Wanghai and Mary are introduced to each other by Jack. After the students practice the dialogue is introduced naturally from it. Usually, the application of body language in

29、 different situations will result in an attracting and successful lesson.3. Body language helps to improve readingThe purpose of Junior English teaching is to train the students preliminary ability of using spoken and written English. In the junior school, we lay emphasis on the reading ability that

30、 serves the students further study. Here we mainly mention the helpfulness for reading aloud in public. Reading aloud helps the students to get a correct pronunciation and intonation and to develop the combination of vocabularies pronunciation, spelling and meaning. Furthermore it also helps the stu

31、dents to find out the articles internal feelings and appreciate the beauty of the language. A linguist ever said: A poem is not a poem until it is read. Reading aloud is basic in the middle school, and the teachers should make full use of body language to develop the students ability of reading alou

32、d.When reading the sentences, attention should be paid to where to speak softly, emphasize, and raise or lower our tone. To make it clear, we can imitate the strong or soft pats that are used in music teaching, which means to use the arcs to represent different tones. Generally speaking, we use fall

33、ing tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosing interrogative sentence. The students in the middle school are not often accustomed to and always confuse them, however, with the help of body language, they can solve the problem mu

34、ch more easily. For example, they use gestures. As they read the choosing interrogative sentence, they raise their hands in rising tones and lower in falling tones. After training for some times, as soon as they read the sentences, they will remind themselves of the gestures. As a result, there will

35、 be no problems in rightly reading the sentences at all.In a word, the vivid gesture together with the fluent English can create a good circumstance of learning, which will surely play an active part in improving the students reading ability.4. Body language helps to improve writing.Writing is one o

36、f the four basic skills of learning language, and it is such an important skill that we can even say without it, people cant communicate with others. Not only should the students get some English knowledge and vocabularies, but also the ability to communicate in spoken and written English as what is

37、 mentioned in the teaching programs. To some extent, writing is much more important than speaking, for it can spread without the limitation of space and time. Since the students learn English as a media for communication, they should have the ability of writing.To get rid of the students feelings of

38、 being dull and tiring, an English teacher has to use every possible method. This is the same to the writing. Teachers use different method in order to improve the students ability of writing, among which, the application of body language can deepen the object impression, such is magnificent in deve

39、loping the students writing ability.The linguist Franklin ever said, Tell me, Ill forget; teach me, Ill remember; involve me and Ill learn. If we asked the students to write an unfamiliar composition, they would probably be unable to and feel discouraged. However, the students can write excellent ar

40、ticles if they have the experience. In and out of class, we should ask the students to participate some English-related activities, and then ask them to write it down. Take The First Snow in Winter for example, having enjoyed themselves in the beautiful snowing and been given some hints, the student

41、s can write a composition much better. For contrast to their complete imagination, the students are deeply impressed by the body movement of the teachers and themselves, which surely leads to a better article.IV. ConclusionThe best way to learning English well is to practise. The forty-five minutes

42、in class is very precious and should be cherished, during which the students should practise as much as possible. To exert the limited time, teachers are required to adopt some effective methods. The use of body language can not only attract the students attention, improve their interest but also de

43、epen their impression and imagination. The use of body language is completely up to the standard of audio-visual teaching principle, so teachers should try to teach in English from the beginning to the end in class, together with the corresponding body language. In the end, the students ability of E

44、nglish, especially oral English will be certainly and greatly improved. Thats all we want to see.Bibliography:1. Hu Chundong, The English Teaching and Learning Methods, Higher Education Press, 19902. Liu Yongfa, Liu Xuanen, The Practical Body Language, Hua Wen Press, 19973. Wu Zongjie, Readings for

45、Applied Linguistics and Language Teaching, Zhejiang Teachers University, 19984. Gu Xueliang, The Basic Technical Training in English Teaching, Hangzhou University Press, 1998.5. Shen Minxian, The Use of the Body Language in Elementary School, Shanghai Education Vol. 12, 19996. He Guangkeng, The Basis of English Teaching and Learning Methods, Jinan University Press,1999 iv