摘要
This paper discusses various teaching scenarios in which physical response may be employed to balance verbal response. Physical actions and movements make meaningful alternative activities that can achieve concentration and alertness from learners. They serve to reduce stress, create an informal and spontaneous atmosphere of learning, and facilitate language acquisition. The potential of physical response is especially noteworthy in eliciting interaction and stimulating communication based on reading texts. Many activities of this kind can be used to review and memorize vocabulary and to act out the parts on which the teacher would like the students to focus. Physical activities become even more practical and applicable when realia are combined to assist the performer who may find a particular action or movement hard to perform.
本文讨论了身体语言用于教学和平衡文字活动的几种情况。身体运动教学创造有意义的课堂活动,它可以使学习集中精力,思维清楚,减少压力,使学习环境轻松自然,因而有利于语言学习。身体运动教学的潜力还在于鼓励学习过程中的交流活动,帮助复习和记忆词汇,让学生注意并练习老师认为重要的那部分课文。图画、图片可以用来辅助身体活动练习,使操作者容易做、观看者容易懂。教学中图画的使用可以使读者头脑中产生的静止图画变得更清晰深刻,更有立体感,有助于理解。
