第一篇：肢體語言在小學英語教學中的運用

肢體語言在小學英語教學中的運用

關建強

（甘肅省秦安縣中山學區 北莊小學 甘肅 天水 741614）

摘 要: 小學英語課程改革目標中提出：要提倡學生主動參與，樂于探究，勤于動手，培養學生濃厚的學習興趣。由于小學生剛剛接觸英語，詞匯量不夠大，并且缺少一定的語言環境，給學生英語學習造成了一定的困難。在這種情況下，教師可以運用肢體語言來輔助英語教學。肢體語言是指通過身體各部分能為人所見的活動來進行表達和交流，包括手勢、眼神、動作及姿態。運用肢體語言能大大提高課堂教學的效果，有利于激發學生參與學習的興趣，幫助學生獨立思考，實現合作學習。

關鍵詞: 肢體語言；小學英語教學；運用

Application of Body Language in Primary School English Teaching

Guan Jianqiang(School of Foreign Languages, Tianshui Normal University, Tianshui, Gansu, 741000)

Abstract：Primary English curriculum reform proposes that English teaching should promote students’ active participation and willingness of exploration, arouse students’ interest in English learning.Since primary school pupils have just been exposed to English, with small vocabulary and the lack of a certain language environment, it is difficult for the pupils to learn English well.In this situation, teachers may use body language to support English teaching.Body language is carried out through the activities of the various parts of the body.It includes gestures, eye contact, action and attitude.Using the body language can greatly enhance the effectiveness of classroom teaching, help inspire students to participate in learning, help students to learn independently, and achieve the collaborative learning.Keywords:

body language, primary school English teaching, application 1.引言

在學習語言的過程中，我們總是強調擴大詞匯量、掌握語法知識、練習掌握標準的語音，以便更好地傳達自己的思想。然而，美國心理學家Albert Mehrabian在實驗中得出一個這樣的公式，即：信息傳達總量=7%的語言知識+38%的語言表達+55%的面部表情和動作。由此可見，我們在與他人進行溝通時，語言知識只是起到7%的傳達作用，語言表達方式占38%，而常被我們忽略的肢體語言在溝通中卻占了55%比例。很顯然，肢體語言在交流中有著極其重要的功能和作用。現在小學英語教學中常用的TPR教學法，即全身反應教學法，在很大程度上要依賴于肢體語言的合理運用。美國著名教育學家杜威也提倡“learning by doing”（在做中學）的教學模式。語言學家Franklin曾經說過“Tell me, I will forget;teach me, I will remember;involve me and I will learn”。由此可見，肢體語言在語言教學過程中有著非常重要的作用。

2.肢體語言在小學英語教學中的作用

教師不僅要懂得課堂教學規律，掌握一定的教育學、心理學知識，還必須關注每一位學生，運用一定的教學組織藝術，努力調動學生的有意注意，激發學生的情感，使學生在愉快、輕松的心境中全身心地投入到學習中去。肢體語言在小學英語課堂中的運用比在其他學科中的運用更具有發展空間。在課堂上，教師可以通過語調、音量、節奏和速度的變化，來引起和控制學生的注意。在題目講解中適當加大說話的音量，可以起到加強注意和突出重點的作用，能讓學生理解重點、難點以及明白哪些是必須注意的，同時也可以吸引學生注意力，讓開小差的學生明白自己該注意聽課了。教師的表情可以表達對學生的暗示、警告和提示，也可以表達期待、鼓勵、探詢、疑惑等情感。教師面部表情、頭部動作、手勢及身體的移動也傳遞著豐富的信息，有助于促進師生間的交流，調控學生的注意力。教師的目光注視可以在學生中引起相關的心理效應，產生或親近或疏遠或尊重或反感的情緒，進而影響教學效果。在英語課上，有的學生自控能力差，會交頭接耳。面對這種情況，教師可以用雙手向他們做出一個暫停的動作或將食指按住嘴唇做出安靜的表示，以示意這部分學生保持安靜或終止違紀行為。在課堂教學組織中，肢體語言既能讓學生把心思放回到學習活動中來，又營造了愉快而活潑的學習氛圍。在教學中運用肢體語言是符合小學生的注意力不能持久的心理特點的。

3.肢體語言在小學英語課堂中的運用

3.1肢體語言在課堂教學組織中的運用

在課堂教學中，教師可用手勢來輔助語言表達，邊說邊做，讓學生正確理解課堂指令的含義。如Sit down, please！教師伸手，手掌向下揮動；請學生回答問題，教師舉手示范并說：Have a try！學生便會模仿教師舉手并說：Let me try.教師手掌向上并招動，表達的意思是 You, please！Come here.教師前伸一只手，掌向里，并向著自己招動，即表示讓學生過來；向學生一招手，然后用手指向講臺邊，表示Come to the front；想讓學生安靜時，就伸出食指放在嘴唇上；右手握拳向下有力一拉，意為Come on；把手放在嘴巴上做喇叭狀，意思是讓學生說話能大聲點：louder，please！當學生的回答非常精彩的時候，教師豎起大拇指，意為Great！教師把右手的食指和大拇指圍成一個圓圈，其它三個手指往上翹表示OK，這個手勢筆者在教學課堂上使用頻率最高，如學生做好課堂作業或寫好聽寫的單詞時，用“OK”手勢告知教師任務已完成，可以進行檢查或進行下一環節。又如學習招呼用語：Hello, Hi, Good morning！教師均可用日常問候的招手來增強語言學習的趣味性，提高學生的理解力。手勢在體態語中是動作變化最快、最多，應用最為廣泛的，它具有豐富的表達力。因此，在課堂教學中，教師應把手勢語用得簡練、適當、自然，使學生能從自己的肢體動作中明白其中的意思，達到心領神會的地步，從而既節省了時間，又提高了效率。

3.2肢體語言在知識教學中的運用

3.2.1肢體語言在字母教學中的運用

字母教學是英語教學中的第一步，也是至關重要的一步，教師應該在字母教學中就吸引學生的注意力，提高學生的興趣。如果教師只是注重領讀，讓學生的跟讀，勢必會使學生產生厭煩情緒，所以教師應該使字母教學活化，這就可以運用上肢體語言。教師可以借助身體的各個部位來表示字母，這樣既能直觀教學也能提高學習氣氛、使學生更快記住新學知識。同時，教師可以讓學生自己想象怎樣用肢體語言表示字母，讓學生自己動腦、自主學習，調動學生的積極性。例如：教學大寫字母A時，教師可帶領學生兩腿分開、兩手上舉過頭拍掌；教學大寫字母B時，背對學生、將右手叉腰、右腿彎曲與左腳靠攏等等。用這些方法可以增強教學的形象性和趣味性，有助于學習記憶。

3.2.2肢體語言在單詞教學中的運用 詞匯的教學在英語學習中占有很重要的位置，一味的看卡片領讀、跟讀不能讓學生產生良好的學習心理，有些學生甚至不知道單詞怎么拼寫，只是毫無意義地跟著大家一起濫竽充數。小學生的好奇心很強，而且也是非常好動的，運用肢體語言可以讓學生動起來，從而提高學生的學習興趣，讓學生能更快更好的記單詞。教師可以運用教授字母的方法，也可以配上一些動作，讓學生去猜單詞的意思，使學生能更快的掌握單詞。例如：教授pot時，可以讓學生把一只手伸直，另一只手向上彎曲抓住自己的耳朵，身體不停的傾斜、直立做出倒水的動作。這樣用肢體語言示范之后，大多數學生都能猜出單詞的意思。這種教學示范既直觀又生動，很快就能調動學生的學習積極性，使學生能夠愛上英語。用同樣的方法，在教授動物的單詞時，我會讓學生找出這種動物的特點表演出來，或者模仿這種動物的聲音。例如：教授rabbit時，學生會把兩只手都握成“V”字型放在頭頂，然后蹲著跳躍。這種方式能讓學生養成仔細觀察的習慣，讓學生更加熱愛生活，把生活和學習融合在一起。

3.2.3肢體語言在句子教學中的運用

句子是一篇課文的重要組成部分，在英語教學中起著承上啟下的作用。一遍一遍的聽、說、讀、寫固然能加深學生對句子的印象，卻不能讓學生理解怎樣才能更好地將其運用到實際生活中。所以，在教授句子時，我們可以設計一些與日常生活相關的情景，運用肢體語言，將句子設計在情境之中，既能讓學生領悟句子的含義，又能將其運用到實際生活當中，可謂一舉兩得。展示道具——包，用手指著這只包，對學生說：Look at my new bag!并做出打開狀，Open it and see.學生很快進行了模仿。又如教授句型：Is this a …? 教師可在復習之前學習過的單詞后，用雙手張開置于身體兩側并上下揮動雙臂表示在模仿bird飛翔，然后同時問學生：Is this a bird ? 學生可以很快理解，并回答：Yes.然后教授回答這一句的正確答語，應該在Yes的后面加上it is, 并演示完整答語。當然句中斜體詞可以進行替換，如把bird 替換成cat,再配以黑板上的句型，學生很快可以掌握這一句型并進行操練。

3.2.4肢體語言在課文教學中的運用 語言學習就是一個從難到易的學習過程，由字母到詞、句，最后學習課文。肢體語言用在學習課文的過程中也可以按照課文內容創造情景，制造一個良好的學習環境，鍛煉學生的相互合作能力，也能讓學生在情景中更好的理解課文。學習課文時，教師可以讓學生很好的進行表演，發揮學生好動這一特點，并且能提高學生的想象力，依靠大腦中豐富的想象創造出不同的情景，讓學生覺得課堂更有新意。在新課程改革中，任務型教學逐漸了走進我們的課堂，并且更加強調了教師的主導地位和學生的主體地位，作為教學主導者的教師便是學生學習中的導演。教師在課堂上如果能夠恰當的運用肢體語言，就可以使課堂教學更為生動活潑、印象深刻，達到增強記憶、提高效率的目的。

4.結語

實踐證明，肢體語言不僅僅是一種非語言行為，而且，它的應用具有科學性和社會性，在英語課堂中的輔助應用體現的更為明顯。小學英語內容雖然簡單，但學生大多都是初學者，因此教起來并不容易。肢體語言運用得體，可以準確而又清楚地表達意思，還能收到“此時無聲勝有聲”的效果。不僅能補充、闡釋有聲音語言，還能替代有聲語言，甚至超越有聲語言。它給英語課堂教學增加了形象性、生動性和趣味性，激發了學生積極參與學習的興趣和動機，進而大大提高英語課堂教學效率。肢體語言傳達意義既快又清楚，其使用價值是任何語言教師所不能忽視的。

肢體語言在小學英語教學中作為一種輔助的教學手段，形象、生動、具體地表現出教學內容，容易幫助學生理解，是有聲語言的補充。但是，所有的事物都是有優點也有缺點，所以，教師在運用肢體語言時一定要把握好尺度，力求做到準確、適當，并且能針對小學生的年齡特征和心理特點，巧用肢體語言，讓學生多動腦、多動手。

參考文獻

[1] 喬·納瓦羅，馬文·卡爾林斯.肢體語言學[M].吉林:吉林文史出版社, 2009:1 [2] 皮連生.教育心理學[M].上海:上海教育出版社,2004:18.[3] 楊輝.身體語言和小學英語教學[J].教科園地,2005,(180).[4] 何瑩.快樂與教學同在[J].科技信息,2007,(36).[5] 朱麗.中小學外語教學[J].教研縱覽，2006,(01).[6] 余萍,劉紅鳳.試論英語情感教學.[J].成都教育學院學報,2004,(12).[7] 陳鴻琴.以情感教育促進英語教學重慶交通學院學報(社會科學版), [J].2004,(01).[8] 林曉.論英語教學和肢體語言[J].廣西師范學院學報,2001.[9] 龔海平.小學生英語口語能力的培養策略江蘇省教育學會[A].2006,(2).[10] 劉新來.英語雙重交互活動教學法實驗研究廣西師范大學[D].2001,(44).致

謝

值此論文完成之際，作者深深地感謝指導老師毛紅梅給予我的悉心指導、多方面的入微關懷和幫助。毛老師嚴謹的治學態度、扎實的理論功底、高深的學術造詣、和胸懷寬宏的高尚品質，讓我受益匪淺，終身難忘。

感謝所有支持過我的人，你們的關心和鼓勵將使我在工作和學習中不斷進取。

第二篇：肢體語言在小學英語教學中的運用

肢體語言在小學英語教學中的運用

摘 要：肢體語言教學方法對于促進小學生理解和掌握英語非常有益。教師在小學英語教學中，可以適當運用肢體行為、動作、表情等無聲語言配合講解，豐富信息含量，使表達更清晰準確。通過這樣的肢體表現，可以加快小學生學習英語的速度，提高其理解能力，使英語教學效果最佳化。將具體探討小學英語教學中肢體語言的合理運用措施，期望對英語教學開展有積極推動作用。

關鍵詞：肢體語言；小學英語；運用

英語現在已經成為學生必須掌握的一門外語。而小學生初步學習英語且又缺乏語言環境，致使英語學習有一定的難度。因此，教師應積極運用一切有利方式促進英語學習。在教小學英語時，考慮到小學生詞匯量有限，教師可以適時運用肢體語言進行輔助教學，傳達思想。肢體語言的配合使用，將使英語教學語言表達得更生動，課堂學習環境輕松歡樂，教學效果事半功倍。

一、運用肢體語言協調師生關系

在課堂上，教師的一舉一動都會引起學生的注意。合理運用肢體語言對于師生關系的調節、課堂氛圍的融洽有著極大的影響。教師可以通過表情、動作與學生友好交流。眼神是無聲語言的最佳傳遞者。教師的鼓勵、肯定、贊揚都可以通過一個眼神告知學生，會給學生帶去自信，產生對英語的無限熱愛，促進師生之間的友好溝通。當學生不敢用英語交流時，給予一個期待的眼神，告訴他“加油啊！你可以的，大聲說出來”；當學生說得非常精彩時，給予一個贊揚的眼神，告訴他“你的英語很流利，回答得很出彩，非常棒”；當學生回答錯誤結果時，給予一個鼓勵的眼神，告訴他“沒關系，你能回答已經非常勇敢了，掌握這個知識下次一定會正確的”。可見，恰當的眼神交流是非常重要的。教師應該靈活運用眼神配合英語教學，促進小學生積極學習英語。

此外，面部表情的運用也很重要。小學英語教師應對學生展現愛的微笑，讓他們感受到教師的和善、友好，從而建立融洽和諧的師生關系，促進教學開展。豐富的表情也可以展現教師內心的想法，使學生感受到教師的親切自然。教師還可以與學生在一起進行游戲玩樂，唱歌跳舞。對學生親和地摸摸頭，友好地拉拉手，肯定地點點頭，鼓掌表揚，豎起大拇指說句“Very good！”，握緊拳頭說句“Come on！”這些微小動作都可以讓學生感受到鼓舞和關懷。

二、運用肢體語言學習英語詞匯

英語中詞匯學習是最基本的任務，也是需要小學生大量記憶理解的。英語詞匯和漢字有極大區別。漢字有形聲字、形近字、象形字等不同的形式，而英語單詞由英語字母組合而成，單詞釋義多樣，小學生記憶起來比較困難。此時，教師就可以用手勢、動作、表情等無聲語言來組織學生識記英語詞匯。例如：在學習“What does he do”這一節時，有許多的職業單詞需要學生認識，“teacher，doctor，nurse，farmer，driver，businessman，singer”，這時教師可以和學生玩一個“扮演角色”的游戲。教師說“Act like a teacher/farmer...”，然后學生依據指令進行動作表演。通過這種方式既令課堂氛圍非常融洽，又使學生很快掌握這些詞匯。

三、運用肢體語言理解教師指令

小學生剛開始學習英語，對英語還比較陌生。現在課堂上教師基本運用全英文進行教學，然而學生由于詞匯量、認知能力、語感以及環境等因素影響，對于教師的講解不一定能聽明白。這也就造成聽不懂指令，全英文教學受到限制。在這種情況下，教師可以合理運用肢體語言，利用手勢、動作等傳達語義，增進學生的理解，使他們能及時領悟指令，促進課堂教學開展。如，在?M行The listening part時，教師可以將手放在耳朵做聽狀，并告知學生“Listen carefully”；讓學生從熱烈討論狀態恢復安靜，可以將食指放在嘴邊說“Keep quiet”。這樣進行幾次學生將很快掌握這些指令，以后也就不需要再做動作了。

四、運用肢體語言解決教學重點

小學英語教材內容豐富，詞匯量大，有許多英語句型、語句需要理解記憶，并且還有很多重難點知識要掌握。教師在對教材內容深入分析后，根據重難點可以設計有效教學活動，利用肢體語言配合，將語句含義形象表示出來，促進語言表達。例如，在學習“What are you doing？”這一單元時，為了使學生熟練掌握重點句型“What are you doing？I am...”教師可以指導他們用肢體動作做出課文中的這些詞匯“listening to music，washing the clothes，cleaning the room”。學生可以邊讀邊做動作邊記憶，然后再相互提問句型，并配合動作進行回答。這樣將使課程更顯趣味性，學生對句型掌握得也能更熟練，輕松掌握重點知識。

總之，小學英語教師可以有效運用肢體語言輔助英語教學，使課堂表現更加直觀生動，促進學生理解，實現英語教學的趣味性。然而，肢體語言教學雖然非常有效，但也需要教師有足夠的能力去展現出來。教師要運用好眼神和表情，并將肢體動作表現得恰到好處，使其表達得更加精準、明確。不過肢體語言并不是萬能的，教師也要適度且適時使用，要依據學習內容及學生的發展能力巧妙運用，避免過度使用致使反效果。

參考文獻：

[1]王海英.肢體語言在小學英語教學中的應用[J].吉林教育，2015（9）：56.[2]方曉琴.肢體語言在小學英語教學中的輔助應用探究[J].校園英語旬刊，2017（9）：143.編輯 郭小琴

第三篇：肢體語言在小學英語教學中的運用

肢體語言在小學英語教學中的運用

說起英語，人們就會聯想到復雜的單詞、枯燥的語法、冗長的句型??的確，作為一門學科，相對于藝術類的教學，英語教學是比較乏味的。“興趣是最好的老師”，讓孩子們從小喜歡英語，愛上英語，對他們今后的學習和工作都有著重要的作用。作為英語教師，我用過許多種教學方法，讓課堂變得活潑生動，讓學習英語變得趣味橫生，讓孩子們認為學習英語是一件很快樂的事情。下面談談我在低段英語教學中使用的肢體語言教學法。

肢體語言是用肢體表達人的內心想法、反應人的需求的一種手段，作為一般語言的輔助而附屬存在的。根據不同需要可以設計出不同的肢體語言，肢體語言不固定，不統一，可以根據不同人的喜好設定。

我在英語課堂中所使用的肢體語言主要有以下幾種：

（一）根據課堂情景適時表達情感的肢體語言。這類的肢體語言主要用于調節課堂氣氛。如：吃驚、不服氣、興奮、安靜、生氣、哭笑不得、假笑等的肢體表達。

（二）表揚學生時所用的肢體語言。如hey!hey!we are great!（對著天花板大吼兩聲，然后兩只手露出大拇指從身前突然舉過頭頂。）

（三）課前熱身使用的肢體語言。

1、數數1到10

2、I say you do 老師說出動作類的單詞和短語，小朋友能夠做出相應的動作。

3、老師說出一些單詞或句子，請學生做出相應的反應動作。如老師說：Thank you 孩子們會說 you`re welcome。

4、教師做一些類似啞劇表演的情景，請學生們猜單詞。

5、某一些固定模式的舉一反三。如：flap flap flap ,clap clap clap ,flap flap, clap clap.smile~！飛飛飛，拍手拍手拍手，飛飛，拍手拍手，微笑！

6、健身操或放些明快音樂請孩子們隨意創作創編動作7、看手勢猜音標或讀音標做動作。

（四）根據單詞或短語的詞義所表達的肢體語言。這類肢體語言又要分為動詞類，形容詞副詞類、名詞代詞類三大類。如 hop單腳跳 touch摸 quickly快地 mad瘋的 sandwich三明治等

（五）對固定句型設計固定模式的肢體語言。如：What’s your name?(伸出食指分別指向自己的太陽穴，對面的人及快刷過自己的鼻子)

（六）根據單詞的節奏感設計肢體語言。如kidergarden(左右單手分別拍一下桌子，然后雙手擊掌兩下。拍桌子時聲音重，擊掌時聲音輕)

（七）游戲中的肢體語言。如：“paper,scissors,stone”剪刀石頭布的游戲

肢體語言在課堂中的作用非常顯著：

1、活躍課堂氣氛，調動學生積極性。

2、將所學內容簡單化、固定化，有助于學生的理解和記憶。

3、頭腦與肢體并用緩解課堂壓力，調節學生學習狀態。

4、語言和動作結合，使學生課后復習更事半功倍。

如何才能使用好肢體語言，調動課堂氣氛，達到提高學生興趣的作用呢？

1、敢于做，喜歡做，勤于做；

2、思維開闊，大膽設計；

3、做什么，像什么；

4、多學習，多模仿，多聯系；

5、有創意，要融入自己獨特的個性

6、固定的單詞和短語就一種固定的肢體語言，不要隨意更換。

在我的教學生涯中，用以肢體語言為主的興趣教學法讓我的課堂充滿了生機和活力。讓許許多多的孩子愛上了英語。讓我們一起走進奇妙有趣的英語世界，感受肢體語言的魅力吧！

第四篇：淺談肢體語言在小學英語教學中的運用及作用

淺談肢體語言在小學英語教學中的運用及作用

摘要：在小學英語教學中，教師除了用語言來表述外，還可以通過肢體語言來對學生加以教學暗示，它有時甚至可以達到無聲勝有聲的效果。在教學課堂中，教師的肢體語言是吸引學生的一項利器。肢體語言能使學生在輕松的氣氛學到很多知識，它既能營造課堂氣氛溝通師生感情，又能鼓勵學生激發學生的學習興趣，是構筑良好的教學平臺。關鍵詞：肢體、語言、學生

隨著國際競爭越來越激烈，科學技術不斷發展，英語已經成為21世紀人才中不可或缺的交際工具，目前我國英語學習還處于初級階段。作為一名小學英語教師，我始終以培養學生學習興趣為主。讓學生愚樂于學，體會到學習英語帶來無限的知識與樂趣。而培養學生的學習興趣，則離不開教師的肢體語言。教師的肢體語言是激發學生學習興趣的一種手段。恰當的運用肢體語言，可以使我們教師的英語課堂更加充分的展現語言的內涵，使學生更加深刻的感受語言的魅力，可以使一節優秀的英語課錦上添花。

下面就肢體語言在小學英語課堂教學中運用及其作用試圖進行一些探討。就小學階段的英語教學來說，教師要注意激發學生的學習興趣，俗話說“興趣是最好的老師”。學生對英語學習有了濃厚的興趣，對他們以后的學習有著很大的幫助。由于環境原因，學生能接觸到英語的機會很少。這樣，學生能運用到英語的機會大部分是在課堂上。因此，怎樣在有限的時間里培養學生對英語學習的興趣這很重要。尤其是小學生天性活潑好動，肢體語言在小學教育更是必不可少的。

一、Body language在小學英語教學中的運用

1、Body language在vocabulary上的運用

小學生模仿力強，好新奇，但是注意力持續時間短。針對這一特點，教師在教學時，可以運用豐富的肢體語言去吸引他們的注意力。如在教低年級學生“eat, fly, sing”等單詞時，我會邊出示單詞卡邊做相應的動作，盡管有些動作可能會夸張可笑，但所收到的效果是不可言喻的。教師在教學過程中適當的運用肢體語言，可以使原本枯燥無味的單詞變得生動起來，學生很快便能掌握，而且

印象深刻。如在教到“open”時，教師可以邊教單詞邊做開門的樣子，學生邊做動作邊念單詞，學生的口和身體一起動起來，記憶更加深刻；再如，教monkey時可做猴子的動作；教drink時，可做喝水的動作；等等。在鞏固生詞教學時，利用肢體語言同樣可達到滿意的效果。如鞏固football, basketball, smile等單詞時，教師可做一個踢足球的動作，讓學生來回答；或者請一個學生做出微笑的表情，其余學生答smile；等等。還可以反過來，以組為單位，請一個學生說單詞，其余的學生做動作；這些方法都能讓學生感受到英語帶來的極大興趣。

2、Body language在Let’s sing教學中的運用

小學英語為了增加趣味性，每單元都會有Let’s sing部分。教師如果在課堂上適當地教英語歌曲，不僅可以使孩子從緊張的學習中得到放松，把孩子的注意力再次轉移到課堂上，還可以活躍課堂氣氛。如在教授“My new teacher”時，我會邊唱邊指著自己，同時在適當加上其他動作，這樣不僅可以幫助學生理解意思，而且也能引起學生的興趣。學生可邊唱邊跟著老師做動作，這樣一首歌很快就能學會了，而且記憶時間長。

3、Body language在Story time教學中的運用

由于小學英語教材中的Story time部分有一定的難度，很多教師并不把它作為教學部分來講，只要求自學能力好的學生自己學。其實孩子們有很強的表演欲，他們常常扮演電視中的人物，模仿他們的神態、語言。而Story time是小學生擴大知識量的一大資源，教師若能用上肢體語言教學這部分的內容，學生就不會很難理解。如我在教“At a farm”的“story”部分時，我就利用兩個拇指來扮演Zip和Zoom，再配上我繪聲繪色的演繹，孩子們便很快的進入了故事情節中。“story”部分的內容有趣生動，若再加上教師豐富的肢體語言，學生的收獲是不可比擬的。

二、Body language在小學英語課堂中的作用

1、Body language能活躍課堂氣氛，拉近師生距離

對于孩子而言，活潑好動是他們的天性。在小學英語教學中，教師適當的

用body language教學，引起學生的注意，激發他們的學習興趣和積極性，使課堂活躍起來。肢體語言的運用使課堂營造出和諧友好的教學氛圍，使學生很容易親近教師,不會對教師產生畏懼感，學生會樂意投入到課堂中來。同時，豐富的肢體語言可以在無形中拉近老師和學生之間的距離，增進雙方之間的感情。教師作為學生求學路上的指明燈，一舉一動都會引起學生的關注。教師惟有走近學生，才有利于師生情感的溝通，從而讓學生喜歡上你所教的科目。

2、Body language能調動學生的學習興趣

俗話說“興趣是最好的老師。”一旦學生對該科目產生了興趣，這便使他們很容易掌握所學的知識。柏拉圖說過“初期的教育應是一種娛樂,這樣就更容易發現一個人的天生的愛好。”在小學英語初期階段，如何激發學生對英語學習的興趣更為重要。要激發學生的學習興趣，可以采用“鼓勵”的方法。在課堂上，我經常會鼓勵學生，當他們答對時，我就會豎起大拇指對他們說：“You’re great,you’re excellent, good job。”并和全班同學一起為他們鼓掌或獎勵stick等。有了這樣的鼓勵后，學生學習英語的熱情會更加高漲，會更加積極參與到教學中來。

3、創設良好的教學環境，提高教學質量

在傳統的課堂教學中，大多數注重語言板書的運用，反而不太注重教學中的body language的運用。其實，適當地使用body language，比傳統的說的效果更好。比如：在課堂上，學生交頭接耳時，教師可以用目光適當的掃視一下他，“提醒”他注意聽課。這樣既不影響其他學生，又不打斷教師的講課思路。

三、結論

英語是一門語言，想要掌握它，就必須多操練。在課堂上，教師要以學生為主體，多鼓勵他們, 讓他們感到學習英語帶來的成就感與自豪感,使他們對英語的學習更加強烈, 增強他們學習的欲望。語言學家Franklin曾經說過“Tell me, I will forget;teach me, I will remember;involve me and I

will learn.”由此可以看出body language在教學中的重要性。教師body language的運用，既能提高學生的學習興趣，還可以讓他們覺得學習英語不再是一件困難的事，同時激發他們的想象力和創造力。在小學英語課堂上，body language的適當運用，可以使我們的教學達到“事半功倍”的效果。

第五篇：肢體語言在小學英語教學中的運用畢業論文

【標題】肢體語言在小學英語教學中的運用 【作者】周 有平

【關鍵詞】肢體語言；英語教學；小學 【指導老師】王露 李芬芳 【專業】英語

【正文】

I.Introduction As 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 and 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 Teaching A.The Definition of Body Language What 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, people 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 using the 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 referred 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 different 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 characteristics 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 to 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 Teaching Body 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 lessons a 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 language 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 student’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 Teaching In 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: 6 A.Repeating In 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.Complementing Though 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.Substituting This 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.Regulating Regulating 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 students is 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.Adapting As 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 down, which can arouse students’ attention and stimulate their enthusiasm.F.Contradicting On 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 Speaking 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.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 Listening The Greek philosopher said: “Nature has given man one tongue and two ears that 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 Reading The 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 lower in 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 Writing Writing 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 improve 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 remember;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 Vocabulary The Instructional Design for English Words Teaching Background 1.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 suitable 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 Aims 1.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 student’s interest, passion and cooperation.Teaching Aids Tape recorder;pictures;cards;computer;projector;blackboard;chalk.Teaching Procedures StepⅠ Warming-up A.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 pronunciation of tall, thin, strong and short, which they have learnt last term.Prepare for the following study.)StepⅡ Lead-in Play 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 school.Do you have new teachers? Sh…” the teacher put her index finger on her lips to require them keep silence.)StepⅢ Presentation

A.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 keep 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 Consolidation

A.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 Summary

A.Speak out the new word according to the teacher’s body language.B.Read some sentences on their text book.Homework A.Practice those words after class.B.Write those new words on their exercise book.Blackboard design Unit1 My new teachers Short, tall, thin, strong old [?uld]

young [j??]

funny [′f?ni]

kind [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.Conclusion English 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 1 The American Heritage Dictionary of the English Dictionary,(New York,1982), 211.Cambridge Learner’s Dictionary,(Cambridge University Press, 2001), 75.Hall, E.T.The Silent Language,(New York: Technology Press and John Wiley&Sons Inc ,1981),108.Brown, H.D.Principles of Language Learning and Teaching,(Beijing: Foreign Language Teaching and Research Press, 2001), 142-53.Child, Body Language and Teaching,(Wuhan University of Technology Press,1979), 75-85.Anli Zhu, The Importance of Using Body Language in English Teaching,(Wuhan Automotive Polytechnic University, 2006), 92-103.7 Louisell, R.D, Descamps, “Methods for Elementary School Teachers,” Developing a Teaching Style,(Harper Collins Publishers, 25 March1992), 29-32.Fast, J.M.Body Language,(Beijing Foreign Language Teaching and Research Press, 1966), 132-56.9Jack Booth, People’s Education Press Primary English Students’ Book,(People’s Education Press,2003), 2-4.Coger, L.I.Pelham, S.Kinesics Applied to Interpreters Theatre,(Speech Teacher Press, 1975), 91-99.Bibliography

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