电大英语毕业论文TheUseofBodyLanguageinMiddleSchools.docx

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1、Project Title: The Use of Body Language in Middle SchoolsInvestigatorLi Lin09Radio TV UniversitySubmitted on 15th May, 2021Contents1. Abstract&keywords 32. Introduction 43. The necessity and importance of using body language in English teaching 44. The concrete application of the body language in li

2、stening, speaking, reading and writing 55. Conclusion 86.Bibliography 97. acknowledgment10【Abstract】: With the continual reform of language teaching and learning methods, teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limi

3、tation of students vocabulary, 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

4、teaching in middle schools, body language I. Introduction As everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English teaching in the middle schools is concerned, teachers have to arouse the students interest so that they may lea

5、rn 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 in communication. The specialist on body language research, Fen. Lafle. 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 a positive role in cultivating th

7、e students characters. For, 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 character. If

8、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 also

9、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. Furthermore, the characteristics of theoretic and abstraction of knowledge also requires th

10、e 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 is greatly improved.II. The necessity and importance of using body language in English teaching English teaching is a key part of the school edu

11、cation. 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 basically in English, and the students

12、 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&nb sp;vocabulary and expressive ability are limited too. These limitation

13、s 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 instruction: You two, please come to the blackboard. The students can easily understand it if the t

14、eacher 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. Furthermore, teachers usually have to explain some language points, and at this time, they hav

15、e 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 teacher has lots of ways. To do it by speed, he uses a common speed when reading we ought to use th

16、e form have done, and reads slowly when giving examples; he can also get the effect by repeating&n bsp;the example Have you finished that job jet; a more frequent way is to use gestures to lay emphasis on the key points when he said have done(emphasizing it in voice at the same time), he reaches out

17、 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 teaching in middle schools, body language is freque

18、ntly used to improve the teach ing effect and the students ability. The concrete application of the body language in listening, speaking, reading and writing 1. Body language helps to improve listening The Greek philosopher Epictetus ever wittily said: Nature has given man one tongue and two ears th

19、at 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 accordingly. In this process, if the body language is used, the effec

20、t will be better. When beginning a new lesson, the teacher narrates the story outline in English. The body language may help. For example, a&n bsp;teacher can stretch his arms slowly when he says She is in a very big room; he can open his eyes widely with mouth opened when he says She is so beautifu

21、l 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.2. Body language helps to improve speaking The spoken language is o

22、ne 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 emphasis is gradually laid on spoken English teaching. The first lesson of every unit

23、 in Senior 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 arouse and sustain the students interest of learning and using English. In the English

24、 class, the teachers should not only use body languages themselves, but also ask the students to use them according to the different situation. Take it for example, the f irst lesson in Unit one, Book one is about the time when the new students first meet, and they dont know each other. So a teacher

25、 can introduce himself first, such as: Hello, everyone, nice to meet you here. Now Ill introduce myself to you. My name is Arthur. I like playing basketball, for, it makes me much stronger; I like playing chess, for, it makes me more clever; and I like reading books, for, reading makes one perfect.

26、During the introduction, the teacher should use the new vocabularies and sentence structures together& nbsp;with a vivid expression and mating gestures as possibly as he can. He smiles when he says hello to the class; he shakes hands with some students saying Nice to meet you; he writes name down on

27、 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: Mary and Jack are new classmates. They are walking together in the st

28、reet, and they meet one of Jacks old f riends, Yangpei. Then Yangpei 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 different situations will result in an attracting and successful

29、lesson.3. Body language helps to improve reading The purpose of Senior English teaching is to train the students preliminary ability of using spoken and written English. In the senior school, we lay emphasis one the reading ability that serves the students further study. Here we mainly mention the h

30、elpfulness for reading aloud(朗读). 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 students to find out the articles internal feelings and appreciate the be

31、auty 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 aloud.When reading the sentences, attention should be paid to where to spe

32、ak 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 falling tones in declarative and special interrogative sentence, first ris

33、ing 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&nbs p;language, they can solve the problem much more easily. For example, they use gestures. As they read the

34、 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 be no problems in rightly reading the sentences at all.In a wor

35、d, 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 of the four basic skills of learning language, and it is so impo

36、rtant a 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 mentioned in the teaching programs. To some extent, writing is mu

37、ch 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& nbsp;the ability of writing.To get rid of the students feelings of being dull and tiring, an English teacher has to use every

38、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 developing the students writing ability.The linguist Franklin ev

39、er 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 articles if they have the experience. In and out of class, we

40、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 students can write much better a composition. For contrast to their

41、 complete imagination, the students are deeply impressed by the body movement of the teachers and themselves, which surely leads to a better article.IV. Conclusion Learning English needs practice. The 45 minutes in class is very precious and should be cherished, during which the students should prac

42、tice 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, but also deepen their impression and imagination. The use of body language is completely up to the standard of audio-visua

43、l teaching principle, so teachers should try to teach in English from the beginning to the end, together with the corresponding&nbs p;body language. In the end, the students ability of English will be certainly and greatly improved.Bibliography1. He Guangkeng, The Basis of English Teaching and Learn

44、ing Methods, Ji Nan University Press, 1999 2. Shen Minxian, The Use of the Body Language in Elementary School, Shanghai Education Vol. 12, 1999 3. Gu Xueliang, The Basic Technical Training in English Teaching, Hangzhou University Press, 1998. 4. Hu Chundiao, The English Teaching and Learning Methods

45、, Higher Education Press, 1990 5. Liu Yongfa, Liu Xuanen, The Practical Body Language, Hua Wen Press, 1997 6. Wu Zongjie, Readings for Applied Linguistics and Language Teaching, Zhejiang Teachers University, 1998AcknowledgmentI really appreciate my tutor you,Mr.Li and Miss Li, whose help and patienc

46、emade this project get off the ground and come to a close smoothly.No amount of thanks will be adequate for my students, without whose willing participation in the project implementation it would have remained on paper.Last but not least, thanks are given to my husband and my son, who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.Best wishes to you all.