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1、1The Application of Body Language in English TeachingAbstractSince the wide use of English, students English level must be improved. The schools at all levels should improve the English teaching method. However, with the limitation of students vocabulary in primary and middle schools, English teache
2、rs in teaching classroom, should not only use the oral language and written language to deliver the information, but also make use of the silent body language to simplify their teaching. In this paper, the author tries to give a whole introduction about the use of body language in English teaching i
3、n primary and middle schools. Firstly, this paper introduces the definition of body language and theoretical bases of body language and introduces the primary and middle school students characteristics. These characteristics tell us why students at this level need body language most. Secondly, it an
4、alyzes the importance of using body language in English teaching in primary and middle schools and four types of body language in English teaching, such as Eyesight, Gesture, Posture and Facial Expressions. And then the paper introduces two functions of body language in English teaching: arousing th
5、e students interest in studying and enhancing the students study effect. And teachers with the help of body language can stimulate the students interest of learning English and also improve four skills of listening, speaking, reading and writing and simplify the difficulty of English learning. There
6、fore, it is important to use body language properly in teaching.Key words: Body Language, English teaching, Primary and middle school2摘要：由于英语的广泛应用，英语在众多领域中变得非常重要。因此对学生的英语水平要求也越来越高，英语教学方法也需要不断地完善和提高。在中小学英语教学中，由于学生的词汇量有限，教师在英语教学环境中不仅要运用口语教学模式和板书教学模式进行教学活动，还要在英语教学中充分利用体态语（身势语）来简化英语的学习难度。本文主要分析了体态语在中小学英
7、语教学中的运用。首先本文主要分析了体态语的定义及理论支持，介绍了中小学生的个性特点，正是这些特点告诉我们为什么这个阶段的学生学习英语时需更多地辅助于体态语；其次是在中小学英语教学中使用体态语的重要性以及英语教学中体态语主要以四个方面来传递信息：眼神交流，手势语，姿势语和面部表情；再次，本文介绍了体态语的两种功能：激发学生学习兴趣和提高学生学习效率；教师在体态语教学模式的帮助下可以激发学生的学习兴趣，从而进一步提高学生的听，说，读，写的能力，使英语学习变得简单易懂。因此，体态语的恰当使用在中小学英语教学中是十分重要的。关键词：关键词：体态语（身势语） ，英语教学，中小学校3Contents 1.
8、 Introduction.11.1 The definition of body language.11.2 Total Physical Response.11.3 Students characteristics.2 2. The necessity and importance of using body language in English teaching in primary and middle schools.2 3. Four types of body language.33.1 Eyesight.33.2 Gesture.43.3 Posture .43.4 Faci
9、al expression.5 4. Functions of body language in English teaching.54.1 Arousing students interest in studying.54.2 Enhancing the effect of study.6 5. Application of the body language in English teaching in primary and middle schools.65.1 Using body language in listening.65.2 Using body language in s
10、peaking.65.3 Using body language in reading.75.4 Using body language in writing.8 6. Tips for the teachers in English teaching.8 7. Conclusion.9References.10 Acknowledgements.1141. Introduction With the continual reform of language teaching and learning methods, English teachers are required to orga
11、nize the class in English and create English-learning climate. However, because of the limitation of students vocabulary in primary and middle schools, English teachers in primary and middle schools should not only use the oral language and written language to deliver the information, but also make
12、use of the silent Body Language to simplify their teaching.1.1 The definition of body languageWhat is body language? Body language is an important medium that helps people communicate with each other. It is a part of nonverbal language. It includes things like stance, gestures, facial expressions, a
13、nd plays an important role in communicating with each other. Body language can express how one feels by the way one sits, stands, moves, etc. rather than by words. (Oxford Advanced Learners English-Chinese Dictionary, 2001). It is very useful because it can help people easily understand. When people
14、 are talking with other, people are not just using words, but also using the silent body language. 1.2 Total Physical Response Total Physical Response is a language teaching theory which attempts to teach language through physical activities. It emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level. In teaching a foreign language, James Asher (James Asher, 1982), the ad
