Reading and thinking: Listening to how bodies talk
Just like __1_________(speak) language, body language 2______(vary) from culture to culture. For example, making eye contact in some countries is a way 3_______(display ) interest while men and women are not 4_______(social) permitted to make eye contact in many Middle Eastern countries.
In many countries, shaking one’s head means”no”,and 5________(nod) means “yes”. By 6______(compare), the gesture have the opposite meaning in Bulgaria and 7________(south) Albania.
Smiling has many different uses. A smile can help us get 8__________ difficult situations, find friends in 9__________ world of strangers and break down barriers. If we’re feeling down or lonely, there’s nothing better 10_________seeing a smiling face of a good friend.
Using language2 : How do I know my students
As an educator, I find body language helps me know1________ makes my students tick. When meeting with something hard in class, they look2_____(confuse). People have a tendency to lean towards whatever they are interested in. So if a student has his head lowered to look at his watch, it 3________(imply )he’s bored and counting the minutes for the class 4__________(end). Some students look up, but there is 5_______absence of eye contact. Their eyes 6________(bare) move, and they always have the same distant 7_______(express),which may show they’re asleep.
Though it is easy to perceive when students are interested, bored or distracted, it is sometimes 8____________(difficult) to distinguish when students 9__________(trouble). Whatever it is , teachers need to inquire and assess what’s going on . Reacting 10_______body language is an important component of being a teacher.
答案：
Reading and thinking
1 spoken 2 varies 3 to display 4 socially 5 nodding
6 comparison 7 southern 8 through 9 a 10 than
Using language2
1 what 2 confused 3 implies 4 to end 5 an
6 barely 7 expression 8 more difficult 9 are troubled 10 toReading and thinking : Listening to how bodies talk
We use both words and body language __________ (express) our thoughts and opinions in our __________(interaction) with other people. We can learn a lot about __________ people are thinking __________ watching their body language. Words are important, __________ the way people stand, hold their arms, and move their hands can also give us information about their __________(feeling).
Just __________ spoken language, body language __________(vary) from culture to culture. The crucial thing is __________(use) body language in a way that is appropriate __________ the culture you are in. For example,__________( make) eye contact—looking into someone’s eyes—in some countries is a way to display interest. In other countries, __________ contrast, eye contact__________ not always __________(approve) of. For example, in many Middle Eastern countries, men and women are not __________(social) permitted to make eye contact. In Japan, it may demonstrate respect to look __________ when talking to an older person.
The gesture for “OK” has different meanings in different cultures. In Japan, someone __________ witnesses another person __________(employ) the gesture might think it means money. In France, a person __________(encounter) an identical gesture may interpret it __________meaning zero. __________, you should avoid __________(make) this gesture in Brazil and Germany, __________ it is not considered polite.
Even the gestures we use for “yes” and “no” __________(different) around the world. In many countries, shaking one’s head means “no”, and nodding means “yes”. By __________(compare), in Bulgaria and southern Albania, the gestures have the opposite meaning. There are also differences in__________ we touch each other, how close we stand to someone we are talking __________, and how we act __________ we meet or part. In countries like France and Russia, people may kiss their friends on __________ cheek when they meet. Elsewhere, people favour __________(shake) hands, bowing __________ the waist, or nodding __________ head when they meet someone else.
Some gestures seem to have__________ same meaning everywhere. __________(Place) your hands together and resting them __________ the side of your head __________ closing your eyes means “sleep”. A good way of saying “I am full” is __________(move) your hand __________ circles over your stomach after a meal.
Some body language has many different __________(use). Perhaps the best example is smiling. A smile can help us get __________ difficult situations and find friends in __________ world of strangers. A smile can break __________ barriers. We can use a smile to __________(apology), to greet someone, to ask __________ help, or to show we are __________(interest).
Using language2: How do I know my students
As __________ educator, people often ask me how I know __________ is going on in the minds of my students. Many students are quite shy and don’t speak all __________ much. __________ the same time, in a classroom of more than forty students, it is hard to have many one - on - one __________(conversation) with each person. __________, how can I really know what __________(make) each student tick
My answer I look __________ their body language.
__________ is easy to recognise __________ students are interested in a lesson. Most tend __________(look) up and make eye contact. When I make a joke, they smile.__________ I talk about something difficult, they look __________(confuse). I know when students are __________(real) interested,however, __________ they lean __________ and look at me. People have a __________(tend) to lean towards __________ they are interested in. So if a student has his head l__________(lower) to look at his watch, it __________(imply) he is __________(bore) and just __________(count) the minutes for the class to end. If two friends are leaning their heads together, they are probably writing notes __________ each other. Of course, not everyone __________ looks up is__________( pay) attention in class. Some students look up, __________there is an __________(absent) of eye contact. Their eyes __________(bare) move, and they always have the same distant __________(express) on their faces. It is as __________ they are asleep __________ their eyes open.
Some students are __________(amuse) by something else. They spend all their time __________(look) anywhere __________ at me. Then again, some students’ __________(favour) activity is daydreaming. __________ their chins on their hands, they occupy __________(them) by staring __________ of the window or up __________ the ceiling. They are __________(certain) interested in something, but __________ knows what. The main thing is reminding __________(distract) students __________ they need to pay attention in class.
While __________ is easy to perceive when students are interested, bored, or distracted, it is sometimes much __________(hard) to distinguish when students are__________( trouble). Students __________ are angry, afraid, or experiencing __________(anxious) may have their arms __________(cross) in front of their chests and their legs closed or crossed,__________ they are guarding their bodies. Students __________ are sad or worried will nearly always wear __________frown. They may also hide their faces in their hands like they are embarrassed or __________(shame) of something. Some students act this way merely __________ they are afraid of __________(call) on by the teacher. __________, if a student does not bother __________( brush) her hair, and her eyes are red from __________(weep), then I can infer that there are __________(deep) issues__________ work. __________ could be that she is having serious __________(conflict) with other students or at home. __________ it is, I know I need to inquire and assess what is going __________.
__________(Ultimate), my duty is __________(help) every student to learn. Their body language lets me know when __________( adjust） class activities, when to intervene, and __________ to talk to students __________(individual), __________ they can all get the most out of school. __________(react) to body language is an important component of __________(be) a teacher.
