徐州师范大学外国语学院学期论文 Body Language in English TeachingIntroduction As far as the characteristic of pupils and the teaching aims are concerned, teachers have to try to stir up the pupils interests in any methods so that they may learn better. Among these methods, body language may be more effective and practical one.Body language has played a very positive role in cultivating pupils characters. According to the characteristic of pupils, that is, they are imitative and imaginative. What the teachers do and how the teachers do will be possibly imitated subconsciously. Sometimes, teachers body language gives pupils some imagination or suggestion, and is help to train the pupils thinking, inference and logic. Furthermore, teachers graceful body language also helps to improve the present teaching methods, bettering the quality of teaching which can improve multiple comprehensions, enlighten their thinking, and increase the enthusiasm on the part of the pupils. 1. The necessity and importance of body language in English teachingAmerican psychologists concluded that: result of message = 70% of words + 38% of tones +55%of facial expressions and movements. So we can say that body language makes an excellent complement to the verbal communication.The purpose of primary school English teaching is to develop and improve pupils four skills of listening, speaking, reading, and writing. But first listening and speaking, then reading and writing according to the principle of teaching. With the English teaching methods reformed, more and more English are required to organize the teaching process in English, because the realized the final purpose is to let students be able to use the language. However, in the contemporary situation, pupils can hardly express themselves with their own words, because of the limitation of their vocabulary and knowledge about the second language. Body language, as one of the means of teaching, is helpful for pupils to comprehend, and break down the traditional dull teaching procedures, and improve the teaching effect and develop the pupils practical ability. 1.1 Interpenetrate into the second languageAs everyone knows, pupils are active, and they are good at imitating. That requires teachers to organize class in English as much as possible. However, pupils are beginning learner, in addition to the shortage of the very language learning and communicative environment, if the teacher interpret one word or phrase in lots of English, the pupils may be confused quickly, and that will make pupils lose their study interest very soon. So the teacher should paraphrase the important points with vivid ways instead of translating them into Chinese. For example, when a teacher gives an instruction “Please work in pairs.” The pupils can easily understand and act out the order if the teacher points to some two pupils, and gives them the gesture of working in pairs. They will carry out the order without obstacle, even if they dont know these words in the sentence. Another example, when teaching “May I come in?” teacher comes to the door and knocks at the door, and then he says: “May I come in?” when he looks at the pupils with the rising tone and successive movements. Ninety percent of pupils will guess out the meaning of the sentence. At the same time, body language helps teachers to avoid using native language to explain, improving the pupils listening.1.2 Develop the pupils thinking and imaginationIn primary school, as for the pupils, teachers are actors on the stage, what matter the teachers act is related to the outcome of the teaching (Mao Yiming, 2006). Nevertheless, the teachers body language is artistry. If the teacher can act vividly and impressively, they create for pupils a possible space for imagination and thinking. Graceful body language will arouse the pupils desecration and sustain it.German educationist Morse Dough ever said: “The art of teaching is not to cram students with pure knowledge, but to arouse, stimulate and encourage them with all possible ways. Some studies show that, if students are in a positive emotion, they can do overwhelmingly, and communicate with partners on their own initiative. The careful designed body language will enhance pupils high enthusiasm to thinking. Take it for example; I design a game about body language, called “look and guess”. The words may be none nor verb. Teacher acts on the stage, and then pupils guess freely. Because pupils are nature explore, active learners who bring a great deal to the study process and at the same time, drawn from their environment as they develop new understandings. So the answer may be various. But the teacher answers them: “Really?” or “maybe.” In this way, it not only helps pupils to memorize bound of vocabulary, but also to enrich their imaginative mind