1 . 根据课文内容填空

Tony gave Claire a new hairstyle and improved her makeup. As he was not     1     to accompany her to the shops, he wrote out a list of things that he would need for his work on the house... She had an     2     to paint her nails, then she went into an expensive clothes shop. The     3     there was rude to her, so she rang Tony and told him she was being treated badly... Claire thanked Tony,     4     him that he was a “dear” ... Although it was completely innocent, Claire felt     5    .

2 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

Xie Lei left her hometown to study in London as an exchange student. The first challenge was     1     she had to adapt to life in a different country. She learned how     2     (ask) for things she didn’t know the English names for. And she chose to live with a host family, because living with them     3     (comfortable) could ease her homesickness. Another challenge for Xie Lei is the     4     (academy) requirements. She had to read a lot to form a wise opinion of her own. Students’ participation in class     5     (include) as part of the final result. After having worked hard for a few weeks, Xie Lei found herself     6     (speak) up in class. And her     7     (present) on traditional Chinese art was a great success, which boosted her confidence.

As well as studying hard, Xie Lei had been involved     8     social activities. British people were fascinated by Chinese culture and eager to learn more about     9    . So while she was learning about business, she     10     (act) as a cultural messenger building a bridge between China and England.

3 . 【课本原文】

HOW DO I KNOW MY STUDENTS?

As an educator, people often ask me how I know what is going on in the minds of my students. Many students are quite shy and don't speak all that much. At the same time, in a classroom of more than forty students, it is hard to have many one­on­one conversations with each person. So, how can I really know what makes each student tick?

My answer? I look at their body language.   

It is easy to recognise when students are interested in a lesson. Most tend to look up and make eye contact. When I make a joke, they smile. When I talk about something difficult, they look confused. I know when students are really interested, however, because they lean forward and look at me. 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 implies he is bored and just counting the minutes for the class to end. If two friends are leaning their heads together, they are probably writing notes to each other. Of course, not everyone who looks up is paying attention in class. Some students look up, but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces. It is as though they are asleep with their eyes open.

Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students' favourite activity is daydreaming. With their chins on their hands, they occupy themselves by 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 that they need to pay attention in class.

While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown. They may also hide their faces in their hands like they are embarrassed or ashamed. Some students act this way merel ybecause they are afraid of being called on by the teacher. However, if a student does not bother to brush her hair and her eyes are red from weeping, then I can infer that there are deeper issues at work. It could be that she is having serious conflicts with other students or at home. Whatever it is, I know I need to inquire and assess what is going on.

Ultimately, my duty is helping every student to learn. Their body language lets me know when to adjust class activities, when to intervene, and when to talk to students individually, so they can get the most out of school. Reacting to body language is an important component of being a teacher.

1. How can the writer know what makes each student tick?

A．By having one­on­one conversations with each person.

B．By talking with some students.

C．By observing students' body language.

D．By asking them to write a letter to the teacher.

2. When students are not interested in a lesson, they may             .

A．look up and make eye contact

B．lean forward and look at the teacher

C．lower their heads and look at their watches

D．smile when the teacher makes a joke

3. When students have their arms crossed in front of their chests and their legs crossed, they may feel________.

A．happy

B．excited

C．shocked

D．angry

4. Where is the text likely to be taken from?

A．A social magazine.	B．A science book.
C．A research report.	D．A health magazine.