1、1 Unit4 Body Language Listening to How Bodies Talk We use both words and body language_1_(express) our thoughts and opinions in our _2_(interact) _3_ other people. We can learn a lot about _4_ people are thinking by watching their body language. Words are important, _5_ the way people stand, hold th
2、eir arms, and move their hands can also give us _6_(信息) about their feelings. Just like spoken language, body language _7_(vary) from culture to culture. The crucial thing is_8_(use) body language in a way_9_is appropriate_10_thecultureyouarein.Forexample,makingeye contactlooking_11_someoneseyesinso
3、mecountriesisaway _12_(display) interest. In other countries, _13_ contrast, eye contact is not always approved _14_. For example, in many Middle Eastern countries, men and women are not_15_(social) permitted _16_(make) eye contact. In Japan, it may demonstrate respect to look down when _17_(talk) t
4、o an older person. The gesture for “OK” has different meanings in different cultures. In Japan, someone who _18_(witness) another person _19_(employ) the gesture might think it means money. In France, a person _20_(encounter)an identical gesture may interpret it_21_meaning zero. However, you should
5、avoid _22_(make) this gesture in Brazil and Germany, as it is not considered polite. Even the gestures _23_we use for “yes” and “no” _24_(different) 2 around the world. In many countries, shaking ones head means “no”, and nodding means “yes”. By _25_(compare), in Bulgaria and southern Albania, the g
6、estures have the o_26_(相反的) meaning. There are also differences_27_ how we touch each other, how close we stand to someone we are talking to, and how we act when we meet or part. In countries like France and Russia, people may kiss their friends _28_ the cheek when they meet. Elsewhere, people f_29_
7、(喜 欢)shaking hands, bowing from the waist, _30_ nodding the head when they meet someone else. Some gestures seem _31_(have) the same meaning everywhere. Placing your hands _32_ and resting them on the side of your head while _33_(close) your eyes _34_(mean) “sleep”. A good way of saying “I am full”
8、is moving your hand in _35_(circle) over your stomach after a meal. Some body language has many different uses. Perhaps the best example is smiling. A smile can help us get _36_ difficult situations and find friends in a world of strangers. A smile can break down barriers. We can use a smile to a_37
9、_(道歉), to greet someone, to ask for help, or to start a conversation. Experts suggest _38_(smile) at yourself in the mirror _39_(make) yourself feel happier and stronger. And if we are feeling down or lonely, there is nothing better_40_ seeing the smiling face of a good friend. 3 答案: 1. to express (
10、use sth. to do 用.来做) 2. interactions(our+名词) 3. with(interaction with sb. 和某人交流) 4. what (what 引导的宾语从句,做介词 about 的宾语。 ) 5. but (前后表示转折关系。 ) 6. information(信息不可数,不能用复数) 7. varies (主谓一致) 8. using (现在分词作表语) 9. that (that 引导的定语从句,先行词为 a way) 10. to(be appropriate to对.适合) 11. into (look into 直视) 12. to d
11、isplay (不定式做后置定语,修饰 a way) 13. by (by contrast相反) 14. of (approve of赞成) 15. socially (副词修饰动词 permit) 16. to make (permit to do sth. 允许做某事) 17. talking (状从省略,表示主动) 18. witnesses(who 引导的定从,先行词为 someone,所以谓语用单三) 19. employing (witness sb. doing sth.看见某人做某事) 20. encountering (现在分词作后置定语,修饰 a person) 21.
12、as (interpret sth. as将.理解为.) 22. making(avoid doing sth. 避免做某事) 23. that / which /省略 (定从缺宾,先行词为 gesture) 24. differ (此处缺乏谓语) 25. comparison(by comparison相比之下) 26. opposite 27. in (在某方面有差异) 28. on(kiss sb. on the cheek亲吻脸颊 ) 29. favour 4 30. or ( “或者” ,表示选择) 31. to have (seem to do 似乎) 32. together(p
13、lace sth.together把.放一起) 33. closing(while 引导的时间状从的省略) 34. means (动名词做主语,动词单三。 ) 35. circles (in circles 转圈圈) 36. through(get through 熬过) 37. apologize 38. to make (不定式表目的) 39. than (比起.) 倾听身体的诉说 在与他人交流时,我们既使用言语也通过身势语来表达我们的想法和观点。 通过观察别人的身势语,我们可以了解很多他们的想法。言语固然重要,但是人 们站立、握紧手臂、移动双手的方式也能帮助我们了解他们的情绪。 就像口头
14、语言一样,身势语因文化而异。关键是使用身势语的方式要与你所 处的文化相适应。例如,在有些国家,眼神交流看着别人的眼睛是表现 兴趣的一种方式。相反,在另一些国家,眼神交流并不总是被认可。例如,在许 多中东国家, 男女不允许在社交场合进行眼神交流。 在日本, 和年长的人讲话时, 目光向下以表示尊敬。 “OK”这个手势在不同的文化中有不同的含义。在日本,如果看到另一个人 用这个手势,可能认为这意味着钱。在法国,看到同一个手势的人可能会将其解 读为“零”。但是在巴西和德国,你应该避免使用这个手势,因为它被认为是不礼 貌的。 甚至我们用来表示“是”与“不是”的手势,在世界各地也不同。在许多国家, 摇头表
15、示“不”,点头表示“是”。相比之下,在保加利亚和阿尔巴尼亚南部,这两 种手势的含义是相反的。差异还表现在我们彼此接触的方式,我们与谈话对象的 距离,以及我们见面或告别时的行为。在法国和俄罗斯这样的国家,人们和朋友 5 见面时可能会亲吻他们的脸颊。在其他地方,人们见面时更喜欢握手,弯腰鞠躬 或者点头。 有些手势似乎在每个地方都有相同的含义。双手并拢放在头的一侧,同时闭 上眼睛表示“睡觉”。用餐后轻轻用手在胃部转圈表示“我饱了”。 有些身势语有许多不同的用途。最好的例子也许是微笑。微笑可以帮助我们 度过难关,在陌生人的世界里找到朋友。微笑可以打破障碍。我们可以用微笑来 道歉,跟某人打招呼,寻求帮助
16、或者开始对话。专家建议对着镜子微笑来让自己 更快乐、更坚强。而且如果我们感到沮丧或孤独,没有什么比看到好朋友的笑脸 更好的了。 How Do I Know My Students? As an _1_(educate), people often ask me how I know what is going _2_ in the minds of my students. Many students are quite shy and dont speak all that much. At the same time, in a classroom of more_3_forty stud
17、ents, it is hard to have many one-on-one conversations _4_each person. So, how can I really know _5_ makes each student tick? My answer? I look at their body language It is easy to r_6_(辨认;分辨) when students are interested in a lesson. Most tend_7_(look) up and make eye contact. When I make a joke, t
18、hey smile. When I talk about something difficult, they look _8_(confuse). I know when students are really interested, however, because they lean forward and look at me. People have a _9_(tend) to lean towards whatever they are interested in. So ifastudenthashishead_10_(lower)tolookathiswatch,it i_11
19、_(意味着) he is bored and just _12_(count) the minutes for the 6 class to end. If two friends are leaning their heads together, they are probably writing notes _13_ each other. Of course, not everyone who _14_(look) up is paying attention in class. Some students look up, _15_ there is an absence _16_ey
20、e contact. Their eyes _17_(bare) move, and they always have the same distant _18_(express) on their faces. It is as though they are asleep with their eyes open. Some students _19_(amuse) by something else. They spend all their time looking anywhere but_20_me. Then again, some students favourite acti
21、vity is daydreaming. _21_( 双 手 托 着 下 巴 ), they occupy themselves _22_ staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The main thing is reminding distracted students _23_ they need to pay attention in class. While it is easy to p_24_(察觉
22、) when students are interested, bored, or distracted, it is sometimes much _25_(hard) to distinguish when students are troubled. Students who are angry, afraid, or _26_(experience) anxiety may have their arms crossed in front of their chests _27_ their legs closed or crossed, like they are guarding
23、their bodies. Students who are sad or worried will nearly always wear a frown. They may also hide their faces_28_their hands like they are _29_(embarrass) or _30_(ashame). Some students act this way merely because they are afraid of_31_(call) on by the teacher. However, if a student does not bother
24、_32_(brush) her hair and her eyes are red from weeping, then I can infer that there are deeper issues at work. It could be 7 that she is having serious conflicts_33_ other students or at home. Whatever it is, I know I need to i_34_(询问) and assess what is going on. Ultimately, my duty is helping ever
25、y student to learn. Their body language lets me know when to adjust class activities, when to i_35_(介入) and when to talk to students _36_(individual), so they can get the most out of school._37_(React)_38_bodylanguageisanimportant component of being a teacher. 答案:1.educator(教育工作者) 2.on(go on 发生,进行)
26、3.than(more than 多于,超过) 4.with(have a conversation with和某人对话) 5.what(what 引导的宾从,做 know 的宾语) 6.recognize 7.to look(tend to do sth. 倾向于做某事) 8.confused(-ed 形容词修饰人) 9.tendency (a 后面用名词) 10.lowered(have sth.done让某物.) 11.implies(it 做主语,动词单三) 12.counting(正在数时间) 13.to (write to sb. 给某人写信) 14.looks (who 引导的定
27、语从句,修饰先行词 someone,动词要单三。 ) 15.but(前后转折) 16. of (in the absence of 缺乏.) 17. barely(副词修饰动词 move) 8 18. expression (same 后面用名词) 19. are amused (被动语态,被.逗乐) 20.at (look at sb. 看着某人) 21. With their chins on their hands 22.by (occupy. by. 被.占据) 23.that (that 引导的宾语从句,reminding 的宾语。 ) 24.perceive 25.harder(m
28、uch+比较级) 26.experiencing(or 表示选择,前后词性要一致) 27.and (并列关系) 28.in (hide sth. in将.藏在.) 29.embarrassed(-ed 形容词修饰人) 30.ashamed (and 表并列,前后一致,用-ed 形容词修饰人) 31.being called(of+doing sth.他们害怕被叫到,需要用被动) 32.to brush(bother to do sth.做某事麻烦) 33.with(have conflicts with sb.与某人有冲突) 34.inquire 35.intervene 36.individ
29、ually (单独地,副词修饰动词) 37. Reacting (动名词做主语) 38. to (react to对.做出反应) 我如何了解我的学生? 作为一名教育工作者,经常有人问我如何了解学生的思想动态。很多学生都 比较腼腆,不怎么说话。同时,在四十多个学生的教室里,很难和每个人进行很 多一对一的交谈。那么,如何才能真正了解每个学生的特点呢? 我的答案是什么?我看他们的肢体语言。 9 学生对某堂课感兴趣是很容易识别的。 大多数人会抬起头来, 进行眼神交流。 当我讲笑话时,他们会微笑。当我讲到一些困难的东西时,他们会显得很困惑。 然而,我知道什么时候学生真的感兴趣,因为他们会向前倾,看着我。
30、人们有一 种倾向,就是对任何他们感兴趣的东西都会往前靠。所以,如果一个学生低着头 看表, 就意味着他很无聊, 只是在计算下课的时间。 如果两个朋友的头靠在一起, 可能是在给对方写纸条。当然,并不是每个抬头的人都在上课时专心听讲。有些 学生抬起头来,但没有眼神交流。他们的眼睛几乎不动,脸上总是带着同样的冷 漠表情。就好像他们睁着眼睛在睡觉一样。 一些学生被其他事情逗乐了。他们总是在看任何地方,就是不看我。有些学 生最喜欢的活动是做白日梦。他们用手托着下巴,通过盯着窗外或天花板来充实 自己。他们当然对某些东西感兴趣,但谁知道是什么呢? 最主要的是提醒分心的 学生,他们需要在课堂上专心听讲。 虽然很
31、容易察觉到学生什么时候感兴趣、无聊或心不在焉,但有时要区分学 生什么时候有烦恼就难多了。生气、害怕、焦虑的学生可能会双手交叉在胸前, 双腿合拢或交叉, 像是在保护自己的身体。 悲伤或担忧的学生几乎都会皱着眉头。 他们也会用手掩面,像是感到尴尬或羞愧。有些学生之所以有这样的行为,只是 因为他们害怕被老师叫住。但是,如果一个学生不屑于梳理自己的头发,而且眼 睛哭得通红,那么我可以推断出有更深层次的问题在作祟。可能是她与其他同学 或家里发生了严重的矛盾。不管是什么,我知道我需要询问和估算发生了什么。 最终,我的职责是帮助每个学生学习。他们的肢体语言让我知道什么时候应 该调整课堂活动,什么时候应该干预,什么时候应该与学生单独交谈,这样他们 就能从学校得到最大的收获。 对肢体语言做出反应是作为一名教师的重要组成部 分。 10