Hankou Branch of Huazhong UniversITy of Science and Technology
【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.
【Key words】: English 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 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.
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: "Once IT was lost, a baby couldn't have grown into a normal person". IT's 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 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.
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.
II. The necessITy and importance 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 means 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 can't 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 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: "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 don't hear the key words "blackboard" clearly. 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 teacher 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&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&
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