肢体语言在英语教学中应用论文

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肢体语言在小学英语教学中的运用毕业论文

【标题】肢体语言在小学英语教学中的运用【作者】周有平【关键词】肢体语言；英语教学；小学【指导老师】王露李芬芳【专业】英语【正文】I. IntroductionAs everyone knows, the classroom teaching is one of the most important ways that the pupils learn English. Teachers usually have enough attention to their verbal language in teaching language, but in fact language is not just composed of verbal or vocal form. Students do not only get information from teachers’ sounds but also from the teachers’ signs, gestures, and any other means related to the situation, all of which are named body language by researchers. Body language is composed not only of signs, gestures, marks having understood meanings, but also of facial expressions, eye movements, voice inflections, postures, body positions and even clothing. In school education, body language plays a positive role in cultivating students’ characters. For, teachers are usually respected, and factually, what or how the teachers say and do will be possibly imitated by the students.In short, teachers’ graceful body language helps to improve students’artistic-appreciation and moral characters. If students develop a wonderful body language, an optimistic and active feeling will be possibly formed. They will surely have a more smooth interpersonal relation. The affection of teachers’ body language on the students is reflected not only by creating a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere. As a matter of fact, teachers’ friendly appearance can greatly encourage students’ studying enthusiasm. Furthermore, the characteristics of theoretic and abstraction of knowledge also require the vivid, dramatic and accessible gestures to make it specific an d figurative. As a result, students’ interest is motivated and the effect of teaching is greatly improved. There are many useful and proper methods to achieve the goal and one of them is using body language.II. The Necessity and Importance of Using Body Language in English TeachingA. The Definition of Body LanguageWhat is Body Language? It is known as non-verbal behavior, which transmits information through body gestures, postures, actions and facial expressions.1 In human beings’ oral communication, peo ple always have some body movements while talking, such as body postures, countenances, gestures and so on. They are also delivering the information, making a set of system which is equal to the language signal one, the nonverbal social intercourse. People regard the behavior for usingthe nonverbal method to communicate as nonverbal behaviors. Not only by words, body Language is also to show how one feels by the way of sitting, standing, walking, etc. According to the research of psychologists, these ways can express what the verbal language cannot convey directly. Cambridge Learner’s Dictionary gives the definition of body language as “the way you move your body, which shows people what you are feeling”. 2 Any kind of body movements or postures can be refe rred as body language which transmits messages to the observer. E.T. Hall names this kind of language as silent language, who argues that time talks, space talks, physical settings also talk, and one’s culture even the pitch of one’s voice, tempo and intonation can tell people something.3 Each part of the human body, either in motion or stillness, conveys a meaning which depends upon the physical, social, and cultural context of the action. The message may be deliberately intended, expressed in some sort of accepted code. For example, when a person points, shakes a fist, or nods the head, or they may be involuntary gestures of response, means that he was angery or something others.The same conception can be defined in different ways according to people’s di fferent perceptions. From the above, body language is referred to nonverbal language, silent language, sign language, and paralanguage, body talk, and kinesics and so on. Each of these definitions focuses on one or more aspects of it. The essential charact eristics of this body language can be concluded as follows: Firstly, it’s a means of communicating ideas and feelings. Secondly, it’s nonverbal without any words, but includes the manners of how words are said. Thirdly, it reaches its communicative purpose not only through the body function itself such as facial expressions, gestures, postures, but also the objects and settings around. Fourthly, it employs not only ears but mainly eyes and other senses as well. Fifthly, it involves both the sender and the receiver consciously or unconsciously. 4 This kind of non-speech act can be used with words or used alone. During the process of exchanging and understanding between the teachers and the students, this has the special vital significance. So it’s necessary t o use body language in teaching. In this thesis, the author employs body language to a systematic means of communicating ideas or feelings through eye contact, gestures, facial expressions, postures, body movements, voice inflections, messages via objects, time and so on.B. The Necessity of Using Body Language in English TeachingBody language in teaching is an effective way in terms of language teaching methods, this can be proved either in language teaching or language theory or in practice. So by enforcing the study of body language and making it scientific and systematic, the body language will play a more important role in real classroom teaching and in teaching method research.Now more and more young learners start to learn English. It is popular for them to learn English when they are still very young when they have little or no vocabulary. In this circumstance, body language will play an important and necessary part in teaching if the teacher wants to teach them well.Obviously, if the teacher can use body language well in teaching, it will be likely to lead the children to succeed in language learning and it will make the lessonsa pleasant experience for them. For instance, when we are teaching the children how to say hello when they meet their friends, we can teach them to say “Hello” directly. Meanwhile, with the words we may shake their hands with and smiles on our face. By observing these gestures, they will soon know how to greet when they meet their friends. When we teach “good morning and good evening” we can also make gestures, then the children will understand that what’s the meaning of“morning” and “evening”. Also they can practice these words with their classmates. Another example, we can make some gestures by using body movement to teach some actions to the children. We may sit down and stand up to explain “sit”and “stand”, and point out our fingers to explain“up” and“down”. So we can also use the gesture like a picture to show the action to the children. Because the children are very young, they all like playing games. If teachers make some activities for the children and use body language as much as possible, for sure, the children will get a deep impression, and they can also remember what is taught to them very well.In order to evaluate the true role of English in the school system, it is important for the teachers who are not native speakers to evaluate their knowledge and ability to use English. English teaching is really a key part of the school education. In classes, body langua ge plays a significant role in cultivating the students’ characters. Body language is also an important media through which people communicate with each other. Briefly speaking, Body Language is expressing a certain meaning of a kind of silent language by gesture, manner and countenance, which includes eyesight language, facial language, hand language, body movement and so on. According to experts, our non-verbal language communicates about fifty percent of what we really mean while words themselves contribute a mere seven percent. Our bodies send out messages constantly and often we don’t recognize that we’re communicating a lot more than we realize. The behavioral scientists tell us that almost the whole body language can be used as the manners for human communication and be served for the teaching. Once a psychologist made an experiment to prove that the total result of the information include seven percent of writing, thirty-eight percent of tone, fifty-five percent of countenance and movement. The linguist Mr. Child says: “the foreign language teacher should be able to perform and dance for joy, make a vivid gesture, movement and countenance as an actor, should not always be gentle and cultivated or just stand stiffly on the platform.”5 Body Language not only replenishes and deepens the verbal language, but also takes a great effect on the verbal language. If the teacher can use the Body Language fittingly, accurately and proficiently to assist the teaching in the classroom , it can not only draw on the st udent’s attention, bring up their study interest, but also enable them the accurate understanding of language contents, deepen their impression. From the above we know that the use of body language in English teaching is necessary and practical. In the English teaching, body language is frequently used to improve the teaching effect and the students’ ability. They will help teachers express their own ideas and thoughts accurately and lively.Ⅲ. The Function of Using Body Language in English TeachingIn the communication, the body language is subjected to the culture and background, so we can get the information of a person, something about his age, sex, economics, district, social status, cultural accomplishment, social intercourse role and so on. Usually, the information provided by body language can give more information than words. Because it has some functions, such as explanation, hint, adjustment, emotion, substitution. Sometimes, one eyesight, one physical movement may contains some meaning out of words. So the body language will hint something. For instance, during the process of class, the pupil stares at the teacher carefully, it shows that the pupil is interested in the topic; and the pupil may nod, it will encourage the teacher continue his talking. If the pupil can’t understand and absent-minded, it shows that, the pupil doesn’t interest in the topic, and the teacher can change other topics or speak slowly to attract the pupil’s attention.In the teaching process, it is agreed that body language usually has six functions, they are as follows: 6A. RepeatingIn order to involve the students in classroom activities, teachers often are using Body language to repeat what they want to express. In English class, many words like: “Stand up!”“Sit down!”“Come here!”“Go back to your seat!” cannot be understood by the students immediately. But the students can understand through teachers’ hand signal, for example,“Stand up!” Both hands slightly rise upward; “Sit down!” Both hands slightly put down;“Come here!” The palm beckons the students to get near to the teacher; “Go back to your Seat!” The gesture and words have a similar meaning and reinforce one another.B. ComplementingThough messages that repeat can represent alone, complementing generally adds more information to words. Such as, a teacher can tell someone that he is satisfied with the students’ performance, but this message takes an extra meaning if he pat the student on the shoulder at the same time. Physical contact places another layer of meaning on what is being said. If we want to congratulate a student, we are apt to enlarge the size of our smile and throw open our arms to congratulate him or her, which make a complement to all the words it would take to convey the same feeling. Many researchers in this area refer to this as a type of accenting because it accents the idea that the teacher is trying to make. We can accent an important point by speaking in a voice that is much louder than the one that we use in communication.C. SubstitutingThis is a fundamental function of using Body Language in teaching. And teachers use substitution in body language when they perform some action instead of speaking. Some researchers named this function emblem. When we require the students to listen to the tape, the finger can point at the ear; when needing students to practice drills in pairs, the teacher may stretch out two fingers to signal, and so on.D. RegulatingRegulating a well-organized class is an essential way to have classes by using some form of Body Language. We nod our head in agreement to imply to our students that we agree and that he or she should go on talking. However, if a group of studentsis making noise, teachers might place our index finger to our lips as an alternative to say “please be quiet!” On all accounts, our body language helps us to control the class.E. AdaptingAs teachers, we use our bodies or an object in order to facilitate adjustment to the communication situation. In English classes, when teachers teach students to read aloud, they can go down the platform and enter the special domain of students. By this, they can control the classroom, find out students’ mistakes and correct their pronunciation and intonation. When doing some practice, teachers had better move up and do wn, which can arouse students’ attention and stimulate their enthusiasm.F. ContradictingOn some occasions, our body language sends signals opposite from the literal meanings contained in our verbal messages. It is a contradictory message when we say that we are glad to see the student, but at the same time break eye contact. When people receive conflicting data, they tend to rely mostly on nonverbal messages. When the teacher asks a question, if students answer questions wrongly, a smile can dispel their disappointed feelings and make them study more diligently without feeling disheartened. On the contrary, if the facial expression is frigid, it will make students feel puzzled.All these functions can be called positive stimulation which is the serviceability and useful techniques for our teaching.IV. The Concrete Application of Body Language in English Teaching in Primary School Using various body languages in different types of English class has great influence on the teaching, especially for those young learners. The teachers should have an actor’s performing skills to apply body language to class. Performing vividly can help to establish the imaginary space for the students. Following are some concrete application of body language in English teaching in primary school:A. Using Body Language in 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 teac her’s body language.The contemporary emphasis 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 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. 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: “Hello, everyone, nice to meet you here. Now I’ll 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’”. During the introduction, the teacher should use the new vocabularies and sentence structures together with a vivid expression and appropotiate 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 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 street, and they meet one of Jack’s old friends, Yang Pei. Then they two 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 lesson.B. Using Body Language in ListeningThe Greek philosopher said: “Nature has given man one tongue and two ears th at he may hear twice as much as he speaks.” 7 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 effect will be better. When beginning a new lesson, the teacher narrates the story outline in English. The body language may help to explain it. For example, a teacher can stretch out his arms slowly to reinforce his idea when he says “She is in a very big room”; she can open his eyes widely with mouth 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.C. Using Body Language in ReadingThe purpose of primary English teaching is to train the students’ preliminary ability of using spoken and written English. In the elementary school, we lay emphasis on the reading ability that serves the students’ further study. Here we mainly mention the benefits for reading aloud. 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 article’s internal feelings and appreciate the beauty of the language. Reading aloud is basic in the primary 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 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 falling tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosing interrogative sentence. The students in the elementary school are not often accustomed to and always confuse them; however, with the help of body language, they can solve the problem much more easily. For example, they use gestures. As they read the choosing interrogative sentence, they raise their hands in rising tones and lowerin 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 understanding the sentences at all.To be brief, 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.D. Using Body Language in WritingWriting is one of the four basic skills of learning language, and it is so important a skill that we can even say without it, people can’t 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 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 students’ feelings of 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 impro ve 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 ever said, “Tell me, I’ll forget; teach me, I’ll rem ember; involve me and I’ll learn.” 8 If students are asked to write an unfamiliar composition, they would probably be unable to and feel discouraged. However, students can write excellent articles if they have the experience. In and out of class, teachers should ask students to participant some English-related activities, and then ask them to write it down. Take “Snow” 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 complete imagination, the students are deeply impressed by the body movement of the teachers and themselves, which leads to a better article.The most important standards of teacher are the clear and pertinent expression. The random will bring the wrong impression to the students, and affect the estimation of students to things. The other way around, it is propitious to the development of estimation. The nicety of body language has great influence on the teaching. According to the above description, the Body Language plays a key role in the teaching. In order to further explain the importance of body language, the author designed a model lesson of vocabulary to display the detail of Body Language in English teaching. In the whole class, the teacher was using the gesture, eye contact, posture and touching, at the same time, the students were mainly imitating, in this way, the students paid more attention to the points of knowledge. The author gives a model as following:A Model Lesson of VocabularyThe Instructional Design for English WordsTeaching Background1. This class is selected from Primary English Students’ Book Five A, published by People’s Education Press. 9 The task of this class is to study“Let’s learn” of unit 1, My New Teachers.2. There are fifty-six students during this fourty-five minute’s lesson. In the elementary schools students start to learn English from the third grade to the sixth grade ranged from 9 to 12 in age. The children of this age are curious, friendly. They have good activities and like to imitate. They like the new things, and are curious about the foreign language which can arouse their interest; the children like to take the others’ opinions and accept the teacher’s praise. They do not fear making mistakes, even if they have the shy feeling.3. Because the elementary school students are active and competitive, they can accept the new things more easily, and we can make them learning English in games, along with some activities and vivid body languages. 10 It is entertaining and instructional, in which we can design many relaxing games and competitions participated by students, such as “Matching English with Chinese”,“I Do, You Say”,“Silently and Aloud” or“Picking Words”. These designs are sui table to the students’ cognitive ability and the children of their age, thus help them to have the fundamental mastery of English words. In this class, with the help of use Body Language will make a great achievement.Teaching Aims1. Guide students to learn the correct spelling and writing of eight adjective words: old, short, thin, tall, strong, young, funny and kind.2. To train the ability of reading. Then understand the sentence and learn to use new words to substitute some of them.3. To arouse studen t’s interest, passion and cooperation.Teaching AidsTape recorder; pictures; cards; computer; projector; blackboard; chalk. Teaching ProceduresStepⅠ Warming-upA. Greet them as usual.(Shake hands with students and say hello to them. Ask about their last holiday, whether they have any new friends to lead them to this class.)B. Review “I have a new friend. He’s thin and tall.”(The teacher poses a giant to remind the students the word “strong”, stretches arms to imply “tall” and so on. Review the pronunci ation of tall, thin, strong and short, which they have learnt last term. Prepare for the following study.)StepⅡ Lead-inPlay the song in “Let’s start”.(Show the pictures of “Let’s start” to create a context, like,“T: Lily has many new teachers in her sc hool. Do you have new teachers? Sh…” the teacher put her index finger on her lips to require them keep silence.)StepⅢ PresentationA. Study of the word “young”.(Show the cards in “Let’s learn” to help them to understand this adjective. The teacher will put her left hand next to her face when speak out the word “young”.)1. Teacher’s demonstration.(It sounds like [j??], an adjective, a stage of human beings, animal or others. Then, teacher reads it aloud and poses the last posture to strength their imagination. )2. Students imitate the same body language and pronounce the word “young”.B. Study of the word “old”.(With a picture of an old man to ask students “Is he young?”)1. Teacher’s demonstration.(The phonetic symbol is [?uld], here [?u] is a vowel, read it completely then move on to the next phoneme. The teacher uses her hand to show the slow process. ) 2. Play a game (passing [?u] from front rows to the back to check the pronunciation of it, and the teacher knocking a student’s desk means he∕ she to speak it out).3. Put [?u] in [?uld] and read it out.(Teacher gives a comment from this action and the method of pronunciation [?uld], and poses an old man while pronounce the word “old”.)4. Students imitate the pronunciation of “old” and k eep a deep impression with the help of the teacher’s body position.C. Study of the word “funny”.1. Teacher’s demonstration.(The teacher plays like a monkey and read [′f?ni].Meanwhile, ask students to do some funny facial expression.)2. Pupils read after the teacher together with some silent language.D. Study of the word “kind”.1. Teacher demonstrates the method of this pronounce and compare [?u] with [ai]. (The teacher uses her hand to remind the students to read it completely. Teach them [kaind] with a big smile.)2. The whole classes read this word out and a smile on their face.StepⅣ ConsolidationA. Read the new word on the blackboard when the teacher point to it.B. Play a game “silently and aloud” to familiar with these new words.(The teacher rises up her hand means aloud.)C. Play a game “I do, you say”.(The teacher uses body language which has been used in this class to activate the students to speak out these new words.)D. Read sentences.(Teacher will use body language to refresh their memory.)e.g. My new Chinese teacher is tall and strong.e.g. My new math teacher is funny and young.e.g. My new art teacher is very old and kind.StepⅤ Extending(Ask students to make sentences cope with some gestures.)e.g. My new aunt is very beautiful and young.StepⅥ SummaryA. Speak out the new word according to the teacher’s body language.B. Read some sentences on their text book.HomeworkA. Practice those words after class.B. Write those new words on their exercise book.Blackboard designUnit1 My new teachersShort, tall, thin, strongold [?uld] young [j??] funny [′f?ni] ki nd [kaind]e.g. My new Chinese teacher is tall and strong.e.g. My new math teacher is funny and young.e.g. My new art teacher is very old and kind.V. ConclusionEnglish learning needs practice. The fourty-five minutes in class is very precious and should be cherished, during which the students should practice as much as possible. To exert the limited time, teachers are required to adopt some effective methods. According to the psychological features of the primary school students, such as their lowly-developed abstract thought, their low ability of understanding, shortly- lasting intention to something deliberately, their high ability of imitation, strong curiosity, and strong desire to show themselves off, together with the purpose of the establishment of English course in elementary school and features of the English teaching material for the students. Teachers have varied and rich body language in class, but their meanings depend on the specific situations. Many body languages carry the meaning as teachers expect, and the same body language can express many different meanings in different concrete conditions. Students have a clear awareness of teachers’ body language in class. They know exactly what the teacher feels about them.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-visual teaching principle, so teachers should try to teach English from the beginning to the end, with the corresponding body language. Finally, the efficiency of learning English will be improved.Notes。

小学英语教学中肢体语言的应用获奖科研报告论文

小学英语教学中肢体语言的应用获奖科研报告论文【摘要】所谓肢体语言又被称作身体语言, 它是通过身体的动作或者一种运动方式来表达个人思想, 从而进行沟通交流的一种方式。

小学时期, 学生课堂学习容易精力不集中, 自主学习能力差, 对于英语学习更是提不起兴趣。

小学英语教学过程中, 教师可以适当采用肢体语言进行教学, 形象生动的展现英语课程的乐趣, 从而增加学生英语学习的积极性, 提高学生课堂学习英语的热情。

【关键词】小学英语教学肢体语言1G623.311A 12095-308901-0133-02随着社会教育的进步发展, 教学课堂根据新课改要求, 课堂教学以学生为主体。

学生在小学时期, 活泼好动且课堂精力不集中, 自主学习能力差。

教师在英语课程教学中, 常常因为学生的不配合导致课堂教学最终以失败告终。

经过实践探索, 教师课堂教学采取利用肢体语言结合教学内容的方式, 通过一些肢体语言来想象生动的展现英语教学, 从而吸引学生的注意力, 增加学生学习热情, 提高学生的学习积极性, 营造活跃轻松的英语课堂, 在欢乐中实现小学英语的教学目标。

一、什么是肢体语言所谓肢体语言, 就是利用人的头、胳膊、腿以及脚等人体部位进行协调活动, 从而传达人的思想情感。

肢体语言除了包括人的身体与四肢, 还包括人的面部表情。

肢体语言是一种无声语言的表达方式。

例如：眯眼表示不同意和厌恶；探头挺胸则表示自信与果断；身体向前倾, 表示感兴趣；点头表示明白或者同意；摇头表示不同意或不明白；鼓掌表示高兴或者赞成；眉毛上扬表示惊讶或者不相信；晃动拳头表示愤怒或者充满攻击性。

课堂上教师通过眼神、手势等肢体语言可以给以学生思想暗示, 丰富的肢体语言可以给死气沉沉的课堂带去活力, 促进教师高效的进行课堂教学。

二、肢体语言可以激发学生的学习兴趣传统的课堂教学主要是教师带领同学一起根据课本知识进行学习, 英语课堂学习主要是教师带领学生阅读课文、记单词、听录音等。

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. IntroductionI. 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。

小学英语论文-肢体语言在小学英语课堂教学中的应用通用版

小学英语论文-肢体语言在小学英语课堂教学中的应用通用版【摘要】肢体语言在小学英语课堂教学中的应用意义重大，教师通过丰富的肢体语言能够将英语语言知识完整准确地教授给学生，有效地弥补单一英语语言教学的弊端和不足。

肢体语言作为一种特殊的教育语言，使师生间的沟通和交流变得丰富和有趣，也是师生联系的有效桥梁。

【关键词】肢体语言小学英语课堂教学应用肢体语言在小学课堂教学中发挥着巨大作用，教师应该提高对肢体语言的应用意识。

肢体语言主要是通过人的面部表情、肢体动作等人们能够理解的无声语言进行交流和沟通，表情、手势、眼神、肢体动作等都是肢体语言的组成部分。

小学英语教学主要侧重的是语言教学，因此肢体语言在小学英语语言教学中的的应用十分必要，肢体语言既能丰富小学英语教学内容，又能够有效弥补单一有声语言教学的不足，更易加强教师和学生之间的交流和互动，语言信息也能得到较好的传递。

在小学英语语言教学过程中，要提高教师对肢体语言的应用意识，利用正确的方法对肢体语言进行教学应用，发挥肢体语言的重要作用。

一肢体语言应用在小学英语课堂教学中的意义小学阶段的英语学习是学生学习英语的基础阶段，因此提高小学英语课堂教学质量尤为重要。

肢体语言是优化小学英语教学的重要策略，它的重要性主要体现在以下几个方面：（1）肢体语言能够帮助教师更加清楚、明确地表达和教授学生知识。

小学生学习英语的难度较大，词汇的积累比较少、语言的学习和应用经验少，往往难以理解教师的英语语言，从而造成英语教学的难度大；而肢体语言则克服了这些弊端，教师通过肢体语言能够将学生不理解的内容进行清楚的阐释，提高教学质量。

（2）肢体语言可以激发学生的学习积极性和兴趣。

肢体语言具有一定的感染力和号召力，能够将学生的好奇心和求知欲调动起来。

教师可以采用简单、有趣和易于理解的肢体语言激发学生的学习兴趣和学习热情，提高学习质量和学习效果。

（3）教师可以通过肢体语言对学生进行评价，提高学生的学习信心和学习动力。

浅谈肢体语言在高职英语课堂教学中的应用论文

浅谈肢体语⾔在⾼职英语课堂教学中的应⽤论⽂浅谈肢体语⾔在⾼职英语课堂教学中的应⽤论⽂【摘要】随着⾼职院校的快速发展，传统的英语教学⽅法已不再适应职业教育结构中的学⽣多元化状况。

因此，⾼职院校的英语教师应在教学过程中简化⾃⼰的课堂语⾔，尽可能多的采⽤各种⾯部表情或肢体语⾔，帮助学⽣们更加清楚的了解课本的语⾔知识和相关背景信息并获得相应的交际能⼒和技巧。

【关键词】英语教学职业教育肢体语⾔ 1 肢体动作在⾼职英语课堂教学中的地位 1.1肢体动作有助于⾼职院校课堂英语教学背景信息的学习接受⾼等教育的⾼职院校学⽣具有所有年轻⼈的鲜明特点：活泼好动，极强的创造⼒和求知欲，这些决定了教师在讲解相关信息的过程中应积极各种⼿段来帮助学⽣们加强对⽂章相关背景知识的了解。

因此，在课堂英语教学中教师可积极采⽤多种⾝体动作在帮助学⽣了解相关知识。

⽐如，在讲解新视野⼤学英语第⼆册第五课中如何克服孩⼦们因⽗母过渡宠爱⽽造成的各种不良习惯时，教师可结合⽇常⽣活中实例来设计⼀些实际肢体演⽰，这样学⽣们不仅可以增进对⽂章内容的理解⽽且对这⼀社会现象会有⼀个批判性的认识。

1.2肢体语⾔对于调节课堂⽓氛，促进教学效果的提⾼有着重要的作⽤由于⾼职院校学⽣的英语基础普遍薄弱，所以在实际课堂教学中如果⼀味只是强调基础语⾔知识的学习就会使学⽣远离课本厌倦英语学习，这和我们要求的`夯实基础提⾼语⾔能⼒并获得实际技能的教学宗旨背道⽽驰。

如在讲解新希望⼤学英语（西北⼤学出版社）第⼆册第五单元有关国外餐桌礼仪⽂化的时候，教师如能结合课本内容做出⼀些让⼈捧腹的滑稽动作，不但会打破课堂沉闷的⽓氛同时会促使学⽣积极地思考何种⾏为是不礼貌的⾏为，应如何在与外籍⼈⼠就餐时克服该种不礼貌⾏为。

这样，学⽣不但能够深化对课⽂内容的认识，也能够部分地掌握实际当中的餐桌礼仪。

1.3肢体语⾔有助于学⽣确⽴正确的价值观，建⽴良好的⼈际关系我们对⾼职院校学⽣的英语教学不能只停留在简单的词汇，句式，篇章结构和⽂化背景知识的了解⽔平，⽽应在⽇常的英语教学中在帮助学⽣不断提升⾃⾝的语⾔能⼒的同时向他们渗透和他⼈相处的基本原则和⼿段等信息，这样在教书的同时真正达到育⼈的⽬的。

论文：浅析肢体语言在小学英语课堂中的运用

目录摘要 (I)ABSTRACT (I)一、引言 (2)二、肢体语言在背景中的背景及现状 (3)(一）肢体语言在教学中的背景 (3)(二）肢体语言在教学中的现状 (3)三、肢体语言在小学英语课堂中的运用 (4)（一）在课堂组织教学中运用肢体语言 (4)（二）在知识教学中运用肢体语言 (4)1、运用肢体语言教字母 (4)2、运用肢体语言教单词 (5)3、运用肢体语言学习句子 (5)4、运用肢体语言学习课文 (6)四、肢体语言在课堂中的效果 (7)（一）吸引学生注意力,营造课堂气氛 (7)（二）鼓励学生，带动学生兴趣 (7)（三)构建良好的教学平台 (8)五、结论与希冀 (9)参考文献............................................ 错误!未定义书签。

致谢.............................................. 错误!未定义书签。

摘要小学英语课程改革的具体目标中提出：要提倡学生主动参与,乐于探究，勤于动手，培养学生浓厚的学习兴趣。

由于小学生刚刚接触英语，词汇量不够大，并且缺少一定的语言环境,这时教师可以运用肢体语言来辅助英语教学。

肢体语言是指通过身体各部分能为人所见的活动来进行表达和交流。

它包括手势、眼神、动作及姿态.运用肢体语言教学能大大提高课堂教学的效果，有利于激发学生参与学习的兴趣，帮助学生独立学习，实现协作学习.关键词：肢体语言;小学英语；运用ABSTRACTTargets of primary English curriculum reform proposed: promoting active participation of students, willingness of exploration，hands—on, working strong interest in learning。

Since primary school pupils have just been exposed to English，with small vocabulary and the lack of a certain language environment，teachers can use body language to support English language teaching。

研究论文：浅谈肢体语言在初中英语教学中的运用

114011 学科教育论文浅谈肢体语言在初中英语教学中的运用肢体语言，又称身体语言，是指教师在教学过程中用来传递信息、表达情感、表示态度的非语言特点的表情神态及身体姿势，以表达某种特定意义的无声语言。

它具有形象、直观，易理解、易模仿、易运用的特点。

在新课程改革中任务型教学走进我们的课堂，更加强调教师的主导作用和学生的主体地位。

[1]事实证明，在学习新知时，通过让学生看懂并尽可能模仿教师的肢体语言，边说边做，不仅可以使学生体验到学习外语的快乐，也能使学生更快更好地掌握新知。

教师在课堂上如能恰当地应用肢体语，就可以使课堂教学更为生动活泼、印象深刻，达到增强记忆、提高效率的目的。

托尔斯泰说过：“成功的教学所需要的不是强制，而是激发学生学习兴趣”。

爱因斯坦也曾说过：“兴趣是最好的老师。

”而学生的学习兴趣，是在学习的过程中，由于经常体验到学习的乐趣，多次获得成功的满足，逐渐形成了一种比较稳定的学习动机和求知欲望。

[2]因此要在教学中为学生积极创造能够获得学习乐趣和成功的机会，从而激发学生学习的兴趣，提高学习的效果。

一、肢体语言能提高课堂的趣味性。

（一）肢体语言具有极强的趣味性，能有效吸引学生的课堂注意力，最大程度地吸引学生的参与到课堂学习中来。

孩子们好动的天性使他们确实难以在课堂上集中注意力进行学习，肢体语言克服了语言课堂上枯燥无味的缺点，且迎合了学生好动的特点，具有极强的趣味性和吸引力，能带动孩子学习新知的兴趣，这种方法在学习新单词时尤为重要。

众所周知，学习英语，单词尤为重要。

孩子们对单词的学习一般没有兴趣。

他们都认为学单词挺枯燥，又难记。

学习单词时使用肢体语言，让孩子们自己去判断单词的意思，这样既激发了孩子们踊跃参加的积极性，又加深了记忆。

笔者在教学中就发现，以肢体语言引导学习新知时，所有学生都能集中注意力，跟上学习节奏，并模仿进行学习，继而学习效果也是十分不错。

（二）肢体语言具有易模仿性易操作，能有效地运用在课堂上。

对肢体语言的运用及其重要性的认识英语作文

对肢体语言的运用及其重要性的认识英语作文The Use of Body Language and Its ImportanceBody language plays a crucial role in our daily communication. From facial expressions to gestures, our body movements are a powerful tool for conveying emotions, thoughts, and intentions. Recognizing and using body language effectively can enhance our interpersonal relationships, improve our communication skills, and help us navigate social interactions with greater ease.One of the key benefits of using body language is that it can help us express our emotions more effectively. When words fail to accurately convey how we feel, our facial expressions, hand gestures, and body posture can provide important cues to others about our emotional state. For example, a warm smile can communicate friendliness and approachability, while a furrowed brow may signal concern or frustration. By paying attention to and using our body language intentionally, we can ensure that our emotions are understood and received as intended.Furthermore, body language can also help us better understand the emotions and intentions of others. By observing the nonverbal cues of those we interact with, such as their facialexpressions, hand movements, and body posture, we can gain valuable insights into their thoughts and feelings. This can facilitate empathy, deepen our connections with others, and enable us to respond more effectively to their needs and concerns.In addition to enhancing emotional expression and understanding, body language is also crucial for effective communication in professional and social settings. Research has shown that a significant percentage of communication is nonverbal, meaning that our body language can have a major impact on how our messages are received and interpreted. By using open gestures, maintaining eye contact, and mirroring the body language of others, we can convey confidence, trustworthiness, and authenticity, which are essential qualities for building rapport and establishing positive relationships.Moreover, body language can also help us navigate social interactions with greater ease and finesse. By being attuned to the nonverbal cues of those around us, we can adapt our own body language to match the social context, communicate respect and understanding, and avoid misunderstandings or conflicts. For example, leaning in slightly when someone is speaking can show interest and engagement, while crossingone's arms may signal defensiveness or disagreement. By using body language strategically, we can create a more harmonious and positive social environment for ourselves and others.In conclusion, the use of body language is essential for effective communication, emotional expression, and social interaction. By recognizing and utilizing the nonverbal cues that we and others display, we can enhance our relationships, improve our communication skills, and navigate social situations with greater confidence and success. Therefore, it is important to pay attention to and be mindful of our body language, as it can be a powerful tool for creating meaningful connections and conveying our thoughts and emotions in a clear and impactful way.。

肢体语言是有用的英语作文

肢体语言是有用的英语作文英文回答：Body language is definitely useful in communication. It can convey a lot of information and emotions without using words. For example, when I'm giving a presentation, I often use hand gestures to emphasize certain points. This helpsto keep the audience engaged and shows that I am confidentin what I am saying. In addition, when I meet someone for the first time, I pay attention to their body language to get a sense of their personality and how they are feeling. This helps me to adapt my own communication style to make the interaction more comfortable for both of us.中文回答：肢体语言在交流中确实非常有用。

它可以传达很多信息和情感，而不用言语。

比如，当我做演讲时，我经常用手势来强调某些观点。

这有助于保持观众的参与度，并显示我对自己所说的内容很有信心。

此外，当我第一次见到某人时，我会注意他们的肢体语言，以了解他们的个性和情绪状态。

这有助于我调整自己的交流方式，使互动对双方更加舒适。

浅析肢体语言在小学英语课堂中的运用毕业论文

浅析肢体语言在小学英语课堂中的运用毕业论文肢体语言（Body Language）是一种非言语交际。

它是通过人体的姿势、动作或者表情，来传达某种信息或意义，反映人的情感、态度和意图等的一种语言形式。

在小学英语课堂中，肢体语言的运用具有重要意义。

本文将从肢体语言的定义、小学英语课堂中肢体语言的重要性以及肢体语言在小学英语课堂中的具体运用三个方面进行探讨和分析。

一、肢体语言的定义肢体语言是指人们在面对不同情景、交流与沟通时采用的一种符号语言，这种语言来源于人体的肢体，包括姿势、动作、表情、手势等多种行为，语言的传达不仅仅通过声音发出的语言产生，更是通过人体行为的变化来传达的，因此肢体语言在日常生活中扮演着很重要的角色。

二、小学英语课堂中肢体语言的重要性在小学英语课堂中，肢体语言的运用具有重要意义。

首先，小学生的语言表达能力有限，通过肢体语言来表达自己的意思能够让他们更加自信和自豪，同时帮助他们更好地理解和记忆英语知识。

其次，学生在学习英语的过程中，面对着一些陌生的英语语言环境和文化背景，通过肢体语言来沟通交流，不仅可以更好的理解英语语言，更能让他们更加接近和融入到整个英语环境中，促进了英语语言的学习和交流。

最后，肢体语言的运用可以帮助学生更好地理解英语的意义和场景，帮助学生进一步感知英语的表达、语音、语调等，并激发学生的英语想象力，使英语学习更加生动、有趣。

三、肢体语言在小学英语课堂中的具体运用1. 表情：在英语教学中适当运用表情，比如微笑、眨眼、皱眉等表情，在教学过程中有助于激起学生的注意力和情感共鸣，帮助学生更好地理解单词和语法结构的含义和应用。

2. 手势：在英语教学中，手势的使用也十分广泛。

教师可以通过手势来表达一个具体的单词或语句，以便学生更加直观地理解英语的含义和语法结构，并且手势的使用可以帮助学生加强对英语知识的记忆。

3. 身体动作：肢体语言的最大优势就是通过身体动作表达的英语知识更加形象、直观，教师可以通过动作来演示一个单词、词组或句子，让学生动起来，生动、形象地感受语言的含义和使用。

老师的肢体语言英语作文

老师的肢体语言英语作文English:Teachers use body language as an important tool to communicate with their students. Through gestures, facial expressions, and body movements, teachers can convey emotions, instructions, and feedback effectively. For example, a smile can express warmth and encouragement, while a stern look can indicate disapproval. Body language also plays a crucial role in classroom management, as teachers use their posture and proximity to establish authority and control. Additionally, body language can help to build rapport and establish a positive relationship with students, creating a supportive and engaging learning environment. Overall, a teacher's body language is a powerful means of nonverbal communication that enhances the teaching and learning experience.中文翻译:老师利用肢体语言作为与学生沟通的重要工具。

通过手势、面部表情和身体动作，老师可以有效地传达情感、指示和反馈。

论文肢体语言在小学英语中的应用

本科毕业论文（设计）题目英：On the Function of Body Language in English Writing Class of Primary Schools汉：论析肢体语言在小学英语写作课中的作用学生姓名xxxx学生学号xxxxxxxxx指导教师 xxxxxxxx导师职称xxxxx所在分院xxxxxxx专业英语班级xxxxxxxx提交日期xxxxxxxxContents Acknowledgement (i)English Abstract (ii)Chinese Abstract (iii)Part 1 Introduction (1)Part 2 Four Types of Body Language (3)2.1Eyesight (3)2.2Facial Expressions (4)2.3 Postures (4)2.4Body Gestures (5)Part 3The function of Body language in English Writing Process of Primary Schools (6)3.1 Enhancing Study Effects...................... .. (6)3.2Creating Good Atmosphere (6)3.3Stimulating Students’ Interest (7)3.4Improving Writing Skills (7)Part 4 Conclusion (9)Works Cited (10)English-Chinese Translation Practice (11)AcknowledgmentIn doing this thesis, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I needed and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the thesis would not have been what it is now.Particularly, I am deeply indebted to Ms. Zhao Qian , who guided me throughout the entire process of writing this thesis. Her standards of academic excellence have made my revision an exciting and gratifying experience.Furthermore, none of this would have been possible without the help of those individuals and organizations hereafter mentioned with gratitude: the School of Humanities and Education, the university library and its staff.The Function of Body Languagein English Writing Class of Primary Schools Abstract: This thesis mainly deals with the role of body language in primary school English writing class. The writer first introduce the definition and the characteristics of the body language. Next, the writer explains four types of body language. Then, the writer analyses the function of English writing class of primary schools. Finally, the writer conclude that body language can help make up for the disadvantages of the teaching writing in primary schools. It will enhance the enjoyment of teaching. Body language has become another way strengthening emotional communication between teachers and students. Thus, body language will greatly improve effects of teaching in class and stimulate students’ interest in learning, and ultimately help improve students writing skills.Key words: b ody language; primary school; English writing;浅析肢体语言在小学英语写作课程中的作用摘要：本文主要是研究肢体语言在小学英语写作课中的作用。

教学论文 (1) 身体语言在小学英语教学中的应用

身体语言在小学英语教学中的应用摘要：语言的表达方式多种多样，身体语言作为一种特殊的语言表达形式，在课堂教学中起着重要的作用。

恰当地使用身体语言不但有利于调动学生积极性、增强课堂教学效果，还有利于融洽师生关系、提升教学质量。

本人从教师课堂体态语及其功能、教师课堂体态语应遵循的原则、教师课堂体态语的使用等方面对小学英语教师课堂体态语作初步探讨。

英语教学体态语也称身势语、态势语、形体语言等，是一种非语言的交流方式。

由此可见，体态语言不但在人际交流中起着重要的作用，而且在课堂教学中亦如此。

一、研究身体语言的意义课堂中的教师体态语是教师对学生实行教学与教育的一种工具，是教师所理应具备和合理使用的一套除口头语和书面语之外的语言。

教学信息和知识除了靠教师有声语言传递外，还要通过教师体态语等非语言因素辅助完成。

“非言语交际行为对教师至关重要，教师的非言语行为关系到学生对学习的态度。

教师如果学会了如何在课堂上更有效地利用非言语交际，师生之间的关系就会得到改善，学生的认知水平和学习效率就会提升。

”因为小学生年龄特点等方面的影响，教师恰当地使用体态语言配合课堂教学，不但有利于协助小学生准确地、深刻地理解教学内容，同时也有利于教师活跃课堂气氛，进而更有效地提升教学质量。

在小学英语课堂教学过程中，体态语的作用主要体现在以下两个方面：一方面，传递信息，增进师生之间信息的交流；另一方面，吸引学生注意力，组织调控课堂教学。

二、身体语言在小学英语教学中的使用原则作为课堂教学中有声语言的辅助手段，体态语使用恰当，会增强课堂教学效果；反之，会削弱或破坏有声语言的表达效果。

所以，教师课堂体态语的使用应该遵循一定的原则。

1.自然原则自然是对体态语言的第一要求。

英语课堂教学中的教师体态语是教师内心情感的自然流露，所以体态语的使用要自然得体：一方面，不要虚张声势，因为夸张的体态语只能使有声语言表达失真，丑化自己的形象；另一方面也不要做作，因为故作姿态会给人虚假的感觉，招致学生反感。

英语教学体态语应用论文

英语教学体态语应用论文1.介绍在我们的日常生活中，人类使用语言和肢体语言来展示他们的创意和想法和与他人沟通。

使用肢体语言可以在各个方面传递的观点和感受。

肢体语言反映了人们的内心想法，这在通信方面有潜在的重要作用。

但是，身体语言是什么？剑桥学习者词典给了肢体语言的定义为“你移动你的身体的方式，显示了人们对你是什么感觉”（Harmer博士）。

1.1在英语教学中使用肢体语言的必要性和重要性英语教学方法的改革，教师要求用英语组织课堂，创造一个轻松的英语学习氛围。

一方面，学生在小学和中学的英语口语很差，他们的词汇量是有限的。

在课堂上，教师应该把单词和肢体语言和充分利用肢体语言来组织教学活动。

如果老师在肢体语言的帮助下，学生们可以更清楚地了解老师，更重要的是，英语课上会减少的误解和混乱（胡春东13-14）。

因此，肢体语言的使用也可以提高英语课堂的教学质量。

很明显，学生喜欢一个活跃的课堂而不是一个无聊的氛围。

在课堂上，学生将判断老师的声调，读取教师的姿势和手势上的信息，从老师的表情上获得信息（胡春东17）。

因此，大多数学生认为身体语言可以大大提高他们的学习。

使用肢体语言也可以帮助学生创造性思维，改善教师对教学的热情以及学生学习的热情。

总之，肢体语言在英语教学中扮演着重要的角色，建议教师应该努力充分利用肢体语言。

因此，如何恰当地运用肢体语言，英语教学和学习，这正是我的论文的目的。

1.2肢体语言在英语教学中的应用现状教英语使用身体语言是一个非常好的方法。

但事实是，在英语教学中老师现在很少使用的身体语言。

老师更喜欢一遍又一遍地引导学生读新单词或让学生多次抄写词汇，而不使用任何肢体语言，这样使英语学习变的枯燥和无聊。

其实，英语教学是一个师生互动的过程，如果课堂教学这么单调，学生怎么可能愿意配合老师？老师为什么不使用肢体语言？原因可能如下：一方面，许多教师认为肢体语言对提高学生学习能力是无用的，另一方面，绝大多数的教师认为在课堂上运用肢体语言代替口头语言来表达自己的感觉这是浪费时间，教师更多的只是为了应试，填鸭式方法来教英语。

小学英语教育论文肢体语言论文：肢体语言在小学英语教学中的运用

小学英语教育论文肢体语言论文：肢体语言在小学英语教学中的运用摘要现如今，在小学英语教学中,肢体语言的运用是必不可少的,恰当的运用肢体语言不仅可以增强学习的乐趣、活跃课堂气氛，更使学生乐于学习，从而更好地掌握语言。

关键词：小学英语教育肢体语言涵义作用运用引言英国诗人密尔顿说：“一个好的教师，必须能和他的学生心神交会。

”心理学家琼斯也曾说：“常规就是9%有效的肢体语言。

”教师就如同演员一般，站在讲台上，扮演的是“传道、授业、解惑”者的角色，不但要能“讲”，还要会“演”。

因而肢体语言在幼儿英语教学中起着举足轻重的作用，准确地运用肢体语言来辅助教学有利于激发幼儿学习英语的兴趣，提高幼儿的注意力，帮助幼儿理解词义，加深他们的记忆。

第一章肢体语言的涵义（一）肢体语言，也称身体语言（body language），是指教师在教学过程中用来传递信息、表达情感、表示态度的非语言特点的表情神态及身体姿势，以表达某种特定意义的无声语言。

（二）肢体语言具有形象、直观，易理解、易模仿、易运用的特点。

（三）小学英语内容简单，教师应针对小学生的年龄特点和心理特点，采取形象、生动、新奇、有趣的方法，充分调动各种感官，运用肢体语言进行教学。

第二章运用肢体语言的意义（一）肢体语言的形象性便于学生接受新知识如果把英语教学看成是不断攀登的阶梯，那么字母教学则是"thefirststep!"。

在教学大写a,教师可带领学生两腿分开，教学b时将右胳膊右腿弯曲，教学c时弯弯腰等等，就增强了教学的形象性，有助于学生记忆。

在指导书写时，我们可教学生学会使用左手当“四线三格”（伸直左手，大拇指向内弯曲，其他四指微微张开就构成了“四线三格”），然后要求学生用右食指在“四线三格”上练写字母，同时口述笔顺。

在讲音标时，可以说“bb，小手小手拨拨拨；cc,咳嗽咳嗽咳咳咳；dd,小蹄小啼得得得等”，对于这种有趣的字母学习法，学生一定乐于接受，乐于使用，课堂学习气氛自然活跃。

教学论文肢体语言在小学英语教学中的作用

肢体语言在小学英语教学中的作用【摘要】在小学英语教学中，教师除了用语言来组织教学传授知识外，还可以通过肢体语言来辅助教学。

教师通过肢体语言的运用与教学内容相结合，既能营造良好的课堂氛围，沟通师生情感，又能鼓励学生，激发学生的学习兴趣。

在课堂上恰当地使用肢体语言可以起到无声胜有声的效果，提高课堂教学效率。

【关键词】英语教学肢体语言作用肢体语言是传递信息、增加表达效果的一种重要辅助手段。

它包括姿势语、手势语和神态语，形象直观。

优美、自然、恰当的肢体语言可以激发学生的学习兴趣，帮助学生更好地学习知识，促进师生交流，提高教学效果。

众所周知，课堂教学是学生学习英语最重要的途径之一。

有资料显示，在小学英语课堂上，教师说英语时声音的大小，速度的快慢，声调的高低都会引起小学生的无意注意，而且教师在讲话时的姿势、表情、动作等都具有直观作用。

肢体语言成了师生间交流的重要工具。

它有助于教师更准确、更生动地表达自己的思想和观点，吸引学生的注意力，加深学生对所学知识的感官印象，提高学生对课堂教学内容的兴趣。

恰当的运用肢体语言，可以使我们的英语课堂更加充分的展现语言的内涵，使学生更加深刻的感受语言的魅力，可以为我们的课堂锦上添花。

肢体语言是教师给学生提供信息的重要方式，在小学英语教学中起着很大的作用。

以下谈谈我对肢体语言在小学英语教学中作用的一些体会。

一、肢体语言可以更好地传达知识在单词教学中，可以运用肢体语言，优化教学。

在教单词时可边做动作边教单词。

如在教到read时，教师可边教读单词边做读书的样子，学生边做动作边念单词，多种感官并用，增强记忆；再如，教active时做出兴奋的样子；教tall 时，可用手做出很高的样子；在教old时，可以用手做出抓胡子的动作，表示很老的样子，等在教单词时可边做动作边教单词。

如教到car时，教师可边教读单词边用双手做握方向盘状，学生边做动作边念单词，多种感官并用，增强记忆；二、肢体语言能够有效调节课堂气氛。

肢体语言作用英文作文

肢体语言作用英文作文英文：Body language is a powerful tool in communication. It can convey emotions, intentions, and attitudes without the need for words. As someone who works in a customer service role, I have learned the importance of paying attention to and using body language effectively.For example, when a customer approaches me with a problem, I make sure to maintain an open posture with my arms uncrossed and my body facing them. This conveys that I am approachable and willing to listen. Additionally, I make sure to maintain eye contact, which shows that I am engaged and interested in what they have to say.On the other hand, if a customer is angry or upset, I may use a more closed posture with my arms crossed to create a sense of distance and protect myself from any potential physical aggression. However, I still maintaineye contact and use a calm tone of voice to de-escalate the situation.In informal settings, body language can also be used to convey humor or sarcasm. For example, raising one eyebrow or rolling your eyes can indicate that you are being sarcastic or not taking something seriously.Overall, body language is a valuable tool in communication that should not be overlooked. By paying attention to and using it effectively, we can enhance our interactions with others and better convey our emotions and intentions.中文：肢体语言在交流中是一种强大的工具。

肢体语言在小学英语教学中的运用（五篇）

肢体语言在小学英语教学中的运用（五篇）第一篇：肢体语言在小学英语教学中的运用肢体语言在小学英语教学中的运用说起英语，人们就会联想到复杂的单词、枯燥的语法、冗长的句型……的确，作为一门学科，相对于艺术类的教学，英语教学是比较乏味的。

“兴趣是最好的老师”，让孩子们从小喜欢英语，爱上英语，对他们今后的学习和工作都有着重要的作用。

作为英语教师，我用过许多种教学方法，让课堂变得活泼生动，让学习英语变得趣味横生，让孩子们认为学习英语是一件很快乐的事情。

下面谈谈我在低段英语教学中使用的肢体语言教学法。

肢体语言是用肢体表达人的内心想法、反应人的需求的一种手段，作为一般语言的辅助而附属存在的。

根据不同需要可以设计出不同的肢体语言，肢体语言不固定，不统一，可以根据不同人的喜好设定。

我在英语课堂中所使用的肢体语言主要有以下几种：（一）根据课堂情景适时表达情感的肢体语言。

这类的肢体语言主要用于调节课堂气氛。

如：吃惊、不服气、兴奋、安静、生气、哭笑不得、假笑等的肢体表达。

（二）表扬学生时所用的肢体语言。

如hey!hey!we are great!（对着天花板大吼两声，然后两只手露出大拇指从身前突然举过头顶。

）（三）课前热身使用的肢体语言。

1、数数1到102、I say you do 老师说出动作类的单词和短语，小朋友能够做出相应的动作。

3、老师说出一些单词或句子，请学生做出相应的反应动作。

如老师说：Thank you 孩子们会说 you`re welcome。

4、教师做一些类似哑剧表演的情景，请学生们猜单词。

5、某一些固定模式的举一反三。

如：flap flap flap ,clap clap clap ,flap flap, clap clap.smile~！飞飞飞，拍手拍手拍手，飞飞，拍手拍手，微笑！6、健身操或放些明快音乐请孩子们随意创作创编动作7、看手势猜音标或读音标做动作。

（四）根据单词或短语的词义所表达的肢体语言。

浅谈肢体语言在高职英语口语教学中的运用论文

浅谈肢体语言在高职英语口语教学中的运用论文摘要：本文针对肢体语言在高职英语心语教学过程中所发挥的作用，从肢体语言的种类及自产生的作用进行了详细的分析。

适当的肢体语言，可以提高口语教学的质量和效率。

正确使用肢体语言可以简化口语教师的教学语言。

关键词：肢体语言：高职英语口语教学；运用前言随着教学方法的不断改进，教师应营造良好的学习环境并更好的组织课堂教学，使其达到最佳教学效果，除传统的教学方法外，更需要借助于一些类似于面部表情或身体动作的肢体语言。

它能够帮助教师把教学内容表达的更生动、更清晰、更准确，调动他们的积极性，在有限的课堂时间里最有效地激发学生学习的主动性和积极性。

针对高职英语教口语教学和高职学生的特点，在教学过程中恰当使用肢体语言，必将收到事半功倍的效果。

一、肢体语言肢体语言是指通过身体各部分能为人所见的活动来进行表达和交流，也可称之为体态语或无声语言。

它主要包括手势、眼神、动作及姿态等，是有声语言的重要辅助手段和补充。

在英语口语教学中，教师除了用语言来表述之外，还可以通过手势、眼神、面部表情等无声语言对我们学生加以教学暗示，这种无声语言即是肢体语言，它有时甚至可以达到无声胜有声的更好效果。

二、高职英语口语教学的现状及问题2.1 教材的使用不合理。

首先，我国目前的英语口语教材不充实，很多教材售价很高、印刷精美但是缺乏实用价值。

还有些教材由于出版年份较早，内容陈旧，很多表达方式已经过时，这些教材均不能满足口语课的教学要求。

其次，在教材不充足的条件下，有些教师主张不使用固定教材，而是收集学生感兴趣的话题进行练习。

这样做，固然能提高学生的兴趣，但也可能会变成教师信口开河，无法使学生得到系统的语言训练。

再次，选用了固定的教材，如果教师只是照本宣科，则难免乏味。

2.2 教学方法及模式不合理。

目前，高职院校英语口语教学通常采用大班上课的模式，每个班50～60人。

学生太多，教师组织课堂活动很难控制，而且每个人发言的机会和时间也大大减少了。