论肢体语言在中学英语教学中的应用
The Use of Body Language in Middle School English Teaching 论肢体语言在中学英语教学中的应用
【Thesis】: 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 limitation 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.
【摘要】：随着英语语言教学和学习方法的改革的持续发展，教师需采用英语来进行课堂授课并营造一个英语学习环境。然而，受限于学生词汇量的限制，教师不得不在面部表情和肢体动作的帮助下来简化课堂授课语言。在本论文中，将对在听力、口语、阅读和写作方面的教学中使用肢体语言的可能性和效果进行进一步的讨论。
【Key words】: English teaching in middle schools, body language 【关键词】：中学英语教学，肢体语言 I. Introduction I. 简介
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 learn 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.
众所周知，课堂教学是学生学习英语方法中最重要的一种。随着对中学英语教学的日渐重视，教师不得不激起学生的学习兴趣使他们学的更好。在激发学生的学习兴趣并提高学生的学习效果方面有很多种方法，在课堂教学总使用肢体语言就是其中的一种。
Body language is an important media through which people communicate with each other. It refers to the patterns of facial expressions and gestures that people use to express their feelings in communication. The specialist on body language research, Fen. Lafle. Angles, once said: \also true to the juveniles. In school education, body language plays a positive role in cultivating the students' characters. For, teachers are usually respected, and factually, what
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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 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.
肢体语言是人与人之间进行沟通的的一种重要的媒介，它是指人们在相互沟通时使用面部表情和手势的方式来表达彼此间相互感情的一种方式。肢体语言研究专家Fen. Lafle. Angles曾经说过：“如果没有肢体语言，一个干涸的躯体无法称之为一个正常的人”。这句话也同样适用于青少年。在中学教育中，肢体语言在培养学生正常的人格方面起到了积极的作用。例如，教师通常是受尊敬的，并且在实际中，教师的一言一行都有可能被学生模仿（有时是下意识的）。简而言之，在教学中教师完美的肢体语言有助于提高学生的审美观和道德观。如果学生也能够发展出得体的肢体语言，这将帮助他形成恰当合适的情感表达方式；并将帮助他拥有更加和谐的人际关系。
The affection of teachers' body language on the students is reflected not only by establishing a good example, but 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. Furthermore, the characteristics of theoretic and abstraction of knowledge 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 is greatly improved.
教师肢体语言对学生的影响不仅仅是通过举一个好的例子，而是通过建立一个更加幽默轻松的学习环境来缩短教师与学生之间的距离来实现的。实际上，教师具有亲和力友善的外表能极大的提高学生的学习热情。而且，知识的理论性和抽象性也需要清晰的、生动化的和可接受的手势使之具体化和形象化。结果就是学生的学习兴趣得到了激发，教学效果得到了极大的巩固。
II. The necessity and importance of using body language in English teaching
II. 肢体语言在英语教学中的必要性和重要性
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 means that teachers instruct the students and explain questions basically in English, and the students
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are also required to use English in class. Contemporarily, however, the students in the middle school can't speak very well; neither can they understand why they should use different tones in different time or situation; their vocabulary and expressive ability are limited too.
英语教育是学校教育的一个关键点。随着英语教学方法的改革，越来越多的教师在课堂上采用英语来组织教学，以实现在课堂上采用英语来进行沟通。采用英语沟通是指教师指导学生基本上采用英语回答问题，并且要求学生在课堂上使用英语。然而，中学生英语说的不是很好；有时也无法理解为什么在不同的情况和不同时间时采用不同的语调；同时他们的词汇量和相应的表达能力也有很大的限制。
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 instruction: \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 don't hear the key words \
这些限制使得在课堂上实现采用英语进行沟通有些困难。基于学生的表达水平和练习情况，需要采用相应的肢体语言。例如当老师说：\此时如果教师看着（或指着）这两个学生后然后再指向黑板，学生就会准确无误的理解老师的意思，即使他们没有完全听懂\这个单词。
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?'\students understand clearly, a teacher has lots of ways. To do it by speed, he uses a common speed when reading \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 key points when he said 'Have you finished that job jet' (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 necessary and practical. In the English teaching in middle schools, body language is frequently used to improve the teaching effect and the
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students' ability.
况且，在课堂上教师需要经常讲解一些语言点，此时，教师就不得不在课堂上举例来说明课堂表达方式和举例子的区别。例如：我们可以将'have done' 的意思用'Have you finished that job jet?'来表达，这样让学生就可以明白无误理解老师的意思。对于教师来说，类似的方法还有很多。例如也可以通过对语速的控制来实现，教师可以在读\done'\这个句子时用正常的语速，而在举例子时采用慢语速。也可以通过其他的方式来取得同样的效果，如：在读'Have you finished that job jet'这个句子时，一个常用的方法是在读到'Have you finished that job jet'采用手势去强调这个句子的关键点(同时也采用提高语调的方式来对此进行强调)：此时教师食指伸出，在空气中停顿，同时举出所需的例子。这种动作通常能给学生以很深的印象。从上述可得出，肢体语言在英语教学中是必不可少的和非常实用的。在中学英语教学中，肢体语言常常用于提高教学效果和提高学生的能力。
III. The concrete application of the body language in listening, speaking, reading and writing III. 肢体语言在听、说、读、写中的具体应用 1. Body language helps to improve listening 1. 肢体语言的应用有助于听力的提高
The Greek philosopher Epictetus ever wittily said: \and two ears that he may hear twice as much as he speaks.\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 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 \his eyes widely with mouth opened when he says \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.
古希腊哲学家Epictetus曾经说过：“大自然所给予人类的一个舌头和两只耳朵使我们可以获得两倍于我们所说的信息”。从这个谚语中我们可以知道听在我们日常生活中是多么的重要。理解其他人是英语听力教学中一个基本目的，教师通常对学生进行有针对性的训练。在这个过程中，如果教师能够运用肢体语言，其效果无疑会更好。在进行一个新课程的教学时，教师用英语给学生讲解故事的大概，此时肢体语言就可以帮助教师进行讲述。例如：教师在讲解\
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is in a very big room\时，他可以慢慢的伸出双臂；在讲到\时睁大眼睛并张开嘴巴。结果，学生就对此就会有很深的印象：她真的很漂亮。教师如果能够在教学中模仿动物的叫声和动作无疑会取得更好的效果。 2. Body language helps to improve speaking 2. 肢体语言有助于提高口语
The 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 teacher's body language.
口语是相互沟通中非常重要的方式之一，因此我们应该尽力提高学生的口语水平。教师的肢体语言可以帮助他们的口语水平能够达到某一水平这一目标。
The contemporary emphasis is gradually laid on spoken English teaching. The first lesson of every unit 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 class, the teachers should not only use body languages themselves, but also ask the students to use them according to the different situation.
在课堂上进行同步强调与口语教学是相互依存的。所有高级英语课程的第一课都是从对话开始的，这要求教师在课堂上采用英语根据对话的特点来组织教学。一般来说，教师的肢体语言可以提升和保持学生学习和使用英语的兴趣。在英语课堂上，应该不仅教师自己使用肢体语言，也要要求学生根据不同的实际情况来使用他们自己的肢体语言。
Take it for example, the first lesson in Unit one, Book one is about the time when the new students first meet, and they don't know each other. So a teacher can introduce himself first, such as: \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'\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 hands with some students saying \meet you\shooting at the basketball, playing chess and turning pages to explain his hobby.
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