语言文化论文-The Use of Body Language in Middle Schools .doc语言文化论文-The Use of Body Language in Middle Schools .doc

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语言文化论文THEUSEOFBODYLANGUAGEINMIDDLESCHOOLSAUTHORZHNAGLEISUPERVISORDONGCHUNZHIFOREIGNLANGUAGEDEPARTMENTHANKOUBRANCHOFHUAZHONGUNIVERSITYOFSCIENCEANDTECHNOLOGY【THESIS】WITHTHECONTINUALREFORMOFLANGUAGETEACHINGANDLEARNINGMETHODS,TEACHERSAREINGREATDEMANDTOORGANIZETHECLASSESINENGLISHANDCREATEENGLISHLEARNINGCIRCUMSTANCESHOWEVER,WITHTHELIMITATIONOFSTUDENTSVOCABULARY,TEACHERSHAVETOSIMPLIFYTHEIRTEACHINGLANGUAGEWITHTHEHELPOFFACIALEXPRESSIONSANDBODYMOVEMENTSINTHISARTICLE,THEPOSSIBILITYANDTHEEFFECTOFUSINGBODYLANGUAGEINLISTENING,SPEAKING,READINGANDWRITINGWILLBEFURTHERDISCUSSED【KEYWORDS】ENGLISHTEACHINGINMIDDLESCHOOLS,BODYLANGUAGEIINTRODUCTIONASEVERYONEKNOWS,THECLASSROOMTEACHINGISONEOFTHEMOSTIMPORTANTWAYSTHATTHESTUDENTSLEARNENGLISHASFARASTHEENGLISHTEACHINGINTHEMIDDLESCHOOLSISCONCERNED,TEACHERSHAVETOAROUSETHESTUDENTSINTERESTSOTHATTHEYMAYLEARNBETTERTHEREAREMANYWAYSTOAROUSETHESTUDENTSINTERESTANDHELPTHEMTOLEARNBETTER,BODYLANGUAGEUSEDINENGLISHTEACHINGISONEOFTHEMBODYLANGUAGEISANIMPORTANTMEDIATHROUGHWHICHPEOPLECOMMUNICATEWITHEACHOTHERITREFERSTOTHEPATTERNSOFFACIALEXPRESSIONSANDGESTURESTHATPEOPLEUSETOEXPRESSTHEIRFEELINGSINCOMMUNICATIONTHESPECIALISTONBODYLANGUAGERESEARCH,FENLAFLEANGLES,ONCESAIDONCEITWASLOST,ABABYCOULDNTHAVEGROWNINTOANORMALPERSONITSALSOTRUETOTHEJUVENILESINSCHOOLEDUCATION,BODYLANGUAGEPLAYSAPOSITIVEROLEINCULTIVATINGTHESTUDENTSCHARACTERSFOR,TEACHERSAREUSUALLYRESPECTED,ANDFACTUALLY,WHATORHOWTHETEACHERSSAYANDDOWILLBEPOSSIBLYIMITATEDBYTHESTUDENTSSOMETIMESSUBCONSCIOUSLYINAWORD,TEACHERSGRACEFULBODYLANGUAGEHELPSTOIMPROVETHESTUDENTSARTISTICAPPRECIATIONANDMORALCHARACTERIFTHESTUDENTSDEVELOPAWONDERFULBODYLANGUAGE,WHICHWILLPOSSIBLYLEADSTHEMTOFORMANOPTIMISTICANDACTIVEFEELINGS,THEYWILLSURELYHAVEAMORESMOOTHINTERPERSONALRELATIONTHEAFFECTIONOFTEACHERSBODYLANGUAGEONTHESTUDENTSISREFLECTEDNOTONLYBYESTABLISHINGAGOODEXAMPLE,BUTALSOSHORTENINGTHETEACHERSTUDENTESTRANGEMENTBYWHICHAMOREHARMONIOUSSTUDYINGATMOSPHEREISCREATEDASAMATTEROFFACT,TEACHERSFRIENDLYAPPEARANCECANGREATLYENCOURAGETHESTUDENTSSTUDYINGENTHUSIASMFURTHERMORE,THECHARACTERISTICSOFTHEORETICANDABSTRACTIONOFKNOWLEDGEALSOREQUIRESTHEVIVID,DRAMATICANDANACCESSIBLEGESTURESTOMAKEITSPECIFICANDFIGURATIVEASARESULT,THESTUDENTSINTERESTISMOTIVATEDANDTHEEFFECTOFTEACHINGISGREATLYIMPROVEDIITHENECESSITYANDIMPORTANCEOFUSINGBODYLANGUAGEINENGLISHTEACHINGENGLISHTEACHINGISAKEYPARTOFTHESCHOOLEDUCATIONWITHTHEENGLISHTEACHINGMETHODSREFORM,MOREANDMOREENGLISHTEACHERSORGANIZETHETEACHINGPROCESSINENGLISHSOTHATTHEYMAYREALIZETHECOMMUNICATEDENGLISHTHECOMMUNICATEDENGLISHMEANSTHATTEACHERSINSTRUCTTHESTUDENTSANDEXPLAINQUESTIONSBASICALLYINENGLISH,ANDTHESTUDENTSAREALSOREQUIREDTOUSEENGLISHINCLASSCONTEMPORARILY,HOWEVER,THESTUDENTSINTHEMIDDLESCHOOLCANTSPEAKVERYWELL;NEITHERCANTHEYUNDERSTANDWHYTHEYSHOULDUSEDIFFERENTTONESINDIFFERENTTIMEORSITUATION;THEIRVOCABULARYANDEXPRESSIVEABILITYARELIMITEDTOOTHESELIMITATIONSMADEITDIFFICULTTOREALIZETHECOMMUNICATEDENGLISHINTHECLASSESACCORDINGTOTHESTUDENTSPRESENTLEVELANDPRACTICALSITUATION,BODYLANGUAGEISREQUIREDFOREXAMPLE,WHENATEACHERGIVESANINSTRUCTIONYOUTWO,PLEASECOMETOTHEBLACKBOARDTHESTUDENTSCANEASILYUNDERSTANDITIFTHETEACHERLOOKSATORPOINTSTOSOMETWOSTUDENTSTHEN,THETEACHERPOINTSTOTHEBLACKBOARDTHESTUDENTSWILLCARRYOUTTHEORDERWITHOUTOBSTACLEEVENIFTHEYDONTHEARTHEKEYWORDSBLACKBOARDCLEARLYFURTHERMORE,TEACHERSUSUALLYHAVETOEXPLAINSOMELANGUAGEPOINTS,ANDATTHISTIME,THEYHAVETODIFFERENTIATETHECLASSROOMEXPRESSIONSANDTHEEXAMPLESTAKEITFOREXAMPLE,WEOUGHTTOUSETHEFORMHAVEDONESUCHASHAVEYOUFINISHEDTHATJOBJETTOMAKETHESTUDENTSUNDERSTANDCLEARLY,ATEACHERHASLOTSOFWAYSTODOITBYSPEED,HEUSESACOMMONSPEEDWHENREADINGWEOUGHTTOUSETHEFORMHAVEDONE,ANDREADSSLOWLYWHENGIVINGEXAMPLES;HECANALSOGETTHEEFFECTBYREPEATINGTHEEXAMPLEHAVEYOUFINISHEDTHATJOBJET;AMOREFREQUENTWAYISTOUSEGESTURESTOLAYEMPHASISONTHEKEYPOINTSWHENHESAIDHAVEDONEEMPHASIZINGITINVOICEATTHESAMETIME,HEREACHESOUTHISINDEXFINGER,PAUSESINTHEAIR,ANDTHENGIVESOUTTHEEXAMPLETHISACTIONWILLUSUALLYGIVETHESTUDENTSADEEPIMPRESSIONFROMTHEABOVEWECANLEARN,THEUSEOFBODYLANGUAGEINENGLISHTEACHINGISNECESSARYANDPRACTICALINTHEENGLISHTEACHINGINMIDDLESCHOOLS,BODYLANGUAGEISFREQUENTLYUSEDTOIMPROVETHETEACHINGEFFECTANDTHESTUDENTSABILITYIIITHECONCRETEAPPLICATIONOFTHEBODYLANGUAGEINLISTENING,SPEAKING,READINGANDWRITING1BODYLANGUAGEHELPSTOIMPROVELISTENINGTHEGREEKPHILOSOPHEREPICTETUSEVERWITTILYSAIDNATUREHASGIVENMANONETONGUEANDTWOEARSTHATHEMAYHEARTWICEASMUCHASHESPEAKSFROMTHESAYINGWECANLEARNHOWIMPORTANTTHELISTENINGISINOURDAILYLIFETOUNDERSTANDOTHERSISABASICPURPOSEINENGLISHTEACHING,ANDTEACHERSOFTENTRAINTHESTUDENTSLISTENINGACCORDINGLYINTHISPROCESS,IFTHEBODYLANGUAGEISUSED,THEEFFECTWILLBEBETTERWHENBEGINNINGANEWLESSON,THETEACHERNARRATESTHESTORYOUTLINEINENGLISHTHEBODYLANGUAGEMAYHELPFOREXAMPLE,ATEACHERCANSTRETCHHISARMSSLOWLYWHENHESAYSSHEISINAVERYBIGROOM;HECANOPENHISEYESWIDELYWITHMOUTHOPENEDWHENHESAYSSHEISSOBEAUTIFULALADYASARESULT,THESTUDENTSWILLHAVESUCHANIMPRESSIONSHEISVERYBEAUTIFULINDEED;ATEACHERWHOIMITATESTHECRYINGORTHEMOVEMENTOFTHEANIMALSUNDERTHEPREMISEOFTEACHINGORDERWILLSURELYACHIEVEABETTEREFFECT2BODYLANGUAGEHELPSTOIMPROVESPEAKINGTHESPOKENLANGUAGEISONEOFTHEIMPORTANTWAYSTOCOMMUNICATE,SOWESHOULDTRYTODEVELOPTHESTUDENTSABILITYOFSPEAKINGFACTUALLYTHEYAREHELPEDTOREACHTHEAIMINACERTAINDEGREEBYTHEIRTEACHERSBODYLANGUAGETHECONTEMPORARYEMPHASISISGRADUALLYLAIDONSPOKENENGLISHTEACHINGTHEFIRSTLESSONOFEVERYUNITINSENIORENGLISHBEGINSWITHDIALOGUETHETEACHINGPROGRAMSREQUIRETHETEACHERSTOORGANIZETHECLASSTOPRACTICEENGLISHACCORDINGTOTHECHARACTERISTICSOFDIALOGUEGENERALLYSPEAKING,THEBODYLANGUAGECANAROUSEANDSUSTAINTHESTUDENTSINTERESTOFLEARNINGANDUSINGENGLISHINTHEENGLISHCLASS,THETEACHERSSHOULDNOTONLYUSEBODYLANGUAGESTHEMSELVES,BUTALSOASKTHESTUDENTSTOUSETHEMACCORDINGTOTHEDIFFERENTSITUATIONTAKEITFOREXAMPLE,THEFIRSTLESSONINUNITONE,BOOKONEISABOUTTHETIMEWHENTHENEWSTUDENTSFIRSTMEET,ANDTHEYDONTKNOWEACHOTHERSOATEACHERCANINTRODUCEHIMSELFFIRST,SUCHASHELLO,EVERYONE,NICETOMEETYOUHERENOWILLINTRODUCEMYSELFTOYOUMYNAMEISARTHURILIKEPLAYINGBASKETBALL,FOR,ITMAKESMEMUCHSTRONGER;ILIKEPLAYINGCHESS,FOR,ITMAKESMEMORECLEVER;ANDILIKEREADINGBOOKS,FOR,READINGMAKESONEPERFECTDURINGTHEINTRODUCTION,THETEACHERSHOULDUSETHENEWVOCABULARIESANDSENTENCESTRUCTURESTOGETHERWITHAVIVIDEXPRESSIONANDMATINGGESTURESASPOSSIBLYASHECANHESMILESWHENHESAYSHELLOTOTHECLASS;HESHAKESHANDSWITHSOMESTUDENTSSAYINGNICETOMEETYOU;HEWRITESNAMEDOWNONTHEBLACKBOARD;HEIMITATESTHEACTIONOFDRIBBLINGANDSHOOTINGATTHEBASKETBALL,PLAYINGCHESSANDTURNINGPAGESTOEXPLAINHISHOBBYAFTERHISINTRODUCTION,THETEACHERCANCREATEACIRCUMSTANCEFORTHESTUDENTSTOPRACTICEMARYANDJACKARENEWCLASSMATESTHEYAREWALKINGTOGETHERINTHESTREET,ANDTHEYMEETONEOFJACKSOLDFRIENDS,YANGPEITHENYANGPEIANDMARYAREINTRODUCEDTOEACHOTHERBYJACKAFTERTHESTUDENTSPRACTICETHEDIALOGUEISINTRODUCEDNATURALLYFROMITUSUALLY,THEAPPLICATIONOFBODYLANGUAGEINDIFFERENTSITUATIONSWILLRESULTINANATTRACTINGANDSUCCESSFULLESSON3BODYLANGUAGEHELPSTOIMPROVEREADINGTHEPURPOSEOFSENIORENGLISHTEACHINGISTOTRAINTHESTUDENTSPRELIMINARYABILITYOFUSINGSPOKENANDWRITTENENGLISHINTHESENIORSCHOOL,WELAYEMPHASISONETHEREADINGABILITYTHATSERVESTHESTUDENTSFURTHERSTUDYHEREWEMAINLYMENTIONTHEHELPFULNESSFORREADINGALOUD朗读READINGALOUDHELPSTHESTUDENTSTOGETACORRECTPRONUNCIATIONANDINTONATIONANDTODEVELOPTHECOMBINATIONOFVOCABULARIESPRONUNCIATION,SPELLINGANDMEANINGFURTHERMOREITALSOHELPSTHESTUDENTSTOFINDOUTTHEARTICLESINTERNALFEELINGSANDAPPRECIATETHEBEAUTYOFTHELANGUAGEALINGUISTEVERSAIDAPOEMISNOTAPOEMUNTILITISREADREADINGALOUDISBASICINTHEMIDDLESCHOOL,ANDTHETEACHERSSHOULDMAKEFULLUSEOFBODYLANGUAGETODEVELOPTHESTUDENTSABILITYOFREADINGALOUDWHENREADINGTHESENTENCES,ATTENTIONSHOULDBEPAIDTOWHERETOSPEAKSOFTLY,EMPHASIZE,ANDRAISEORLOWEROURTONETOMAKEITCLEAR,WECANIMITATETHESTRONGORSOFTPATSTHATAREUSEDINMUSICTEACHING,WHICHMEANSTOUSETHEARCSTOREPRESENTDIFFERENTTONESGENERALLYSPEAKING,WEUSEFALLINGTONESINDECLARATIVEANDSPECIALINTERROGATIVESENTENCE,FIRSTRISINGTONESANDTHENFALLINGTONESINTHECHOOSINGINTERROGATIVESENTENCETHESTUDENTSINTHEMIDDLESCHOOLARENOTOFTENACCUSTOMEDTOANDALWAYSCONFUSETHEM,HOWEVER,WITHTHEHELPOFBODYLANGUAGE,THEYCANSOLVETHEPROBLEMMUCHMOREEASILYFOREXAMPLE,THEYUSEGESTURESASTHEYREADTHECHOOSINGINTERROGATIVESENTENCE,THEYRAISETHEIRHANDSINRISINGTONESANDLOWERINFALLINGTONESAFTERTRAININGFORSOMETIMES,ASSOONASTHEYREADTHESENTENCES,THEYWILLREMINDTHEMSELVESOFTHEGESTURESASARESULT,THEREWILLBENOPROBLEMSINRIGHTLYREADINGTHESENTENCESATALLINAWORD,THEVIVIDGESTURETOGETHERWITHTHEFLUENTENGLISHCANCREATEAGOODCIRCUMSTANCEOFLEARNING,WHICHWILLSURELYPLAYANACTIVEPARTINIMPROVINGTHESTUDENTSREADINGABILITY4BODYLANGUAGEHELPSTOIMPROVEWRITINGWRITINGISONEOFTHEFOURBASICSKILLSOFLEARNINGLANGUAGE,ANDITISSOIMPORTANTASKILLTHATWECANEVENSAYWITHOUTIT,PEOPLECANTCOMMUNICATEWITHOTHERSNOTONLYSHOULDTHESTUDENTSGETSOMEENGLISHKNOWLEDGEANDVOCABULARIES,BUTALSOTHEABILITYTOCOMMUNICATEINSPOKENANDWRITTENENGLISHASWHATISMENTIONEDINTHETEACHINGPROGRAMSTOSOMEEXTENT,WRITINGISMUCHMOREIMPORTANTTHANSPEAKING,FORITCANSPREADWITHOUTTHELIMITATIONOFSPACEANDTIMESINCETHESTUDENTSLEARNENGLISHASAMEDIAFORCOMMUNICATION,THEYSHOULDHAVETHEABILITYOFWRITINGTOGETRIDOFTHESTUDENTSFEELINGSOFBEINGDULLANDTIRING,ANENGLISHTEACHERHASTOUSEEVERYPOSSIBLEMETHODTHISISTHESAMETOTHEWRITINGTEACHERSUSEDIFFERENTMETHODINORDERTOIMPROVETHESTUDENTSABILITYOFWRITING,AMONGWHICH,THEAPPLICATIONOFBODYLANGUAGECANDEEPENTHEOBJECTIMPRESSION,SUCHISMAGNIFICENTINDEVELOPINGTHESTUDENTSWRITINGABILITYTHELINGUISTFRANKLINEVERSAID,TELLME,ILLFORGET;TEACHME,ILLREMEMBER;INVOLVEMEANDILLLEARNIFWEASKEDTHESTUDENTSTOWRITEANUNFAMILIARCOMPOSITION,THEYWOULDPROBABLYBEUNABLETOANDFEELDISCOURAGEDHOWEVER,THESTUDENTSCANWRITEEXCELLENTARTICLESIFTHEYHAVETHEEXPERIENCEINANDOUTOFCLASS,WESHOULDASKTHESTUDENTSTOPARTICIPATESOMEENGLISHRELATEDACTIVITIES,ANDTHENASKTHEMTOWRITEITDOWNTAKETHEFIRSTSNOWINWINTERFOREXAMPLE,HAVINGENJOYEDTHEMSELVESINTHEBEAUTIFULSNOWINGANDBEENGIVENSOMEHINTS,THESTUDENTSCANWRITEMUCHBETTERACOMPOSITIONFORCONTRASTTOTHEIRCOMPLETEIMAGINATION,THESTUDENTSAREDEEPLYIMPRESSEDBYTHEBODYMOVEMENTOFTHETEACHERSANDTHEMSELVES,WHICHSURELYLEADSTOABETTERARTICLEIVCONCLUSIONLEARNINGENGLISHNEEDSPRACTICETHE45MINUTESINCLASSISVERYPRECIOUSANDSHOULDBECHERISHED,DURINGWHICHTHESTUDENTSSHOULDPRACTICEASMUCHASPOSSIBLETOEXERTTHELIMITEDTI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