1 . 语法填空

It is of great importance for     1    (educator) to understand what makes each student tick.     2    (general) speaking, I usually look at their body language. I know when students are really interested in class,     3     they will lean forward and look at me. People have a     4    (tend) to lean towards whatever they are interested in. So if a student has his head     5    (lower) to look at his watch, it implies he is     6    (bore) and just counting the minutes for the class to end. 

A good teacher should also have the ability     7    (distinguish) when students are troubled, and try to inquire     8    is going on with them. Anyway,     9    (react) timely to students’ body language is an important component of being a teacher,     10     duty is helping all teenagers learn actively and devotedly.

3 . Positive body language supports your points, helps you convey ideas more clearly, and avoids sending mixed messages.

Here are some basic postures that you can adopt to show self-confidence and openness.

Body Language for a Good First Impression

Have an open posture. Be relaxed but don’t slouch (耷拉)! Sit or stand upright and place your hands by your sides.

Use a firm handshake. But don’t get carried away! You don’t want it to become awkward, aggressive, or painful for the other person.

Maintain good eye contact. Try to hold the other person’s gaze for a few seconds at a time. This will show them that you’re sincere and engaged.

Avoid touching your face. If you do while answering questions, it can be seen as a sign of dishonesty.

Body Language Examples for Effective Public Speaking

Positive body language can help you to engage people, mask any presentation nerves (紧张), and show confidence when you speak in public. Here are a few tips to help you do this:

Have a positive posture. Sit or stand upright, with your shoulders back and your arms unfolded by your sides or in front of you.

Keep your head up. Your head should be upright and level. Leaning too far forward or backward can make you look aggressive or arrogant (傲慢).

Practice and perfect your posture. Stand in a relaxed manner, with your weight evenly distributed. Keep one foot slightly in front of the other to help hold your posture.

Use open hand gestures. Spread your hands apart, in front of you, with your palms facing slightly toward your audience. This indicates a willingness to communicate and share ideas.

1. What body language can be regarded to be dishonest?

A．Having an open posture.	B．Using a firm handshake.
C．Maintaining good eye contact.	D．Touching the face.

2. What does the underlined word probably mean?

A．Wear.

B．Hide.

C．Prevent.

D．Show.

3. How can you make public speaking effective?

A．Sit with arms folded by the sides	B．Lean the head forward.
C．Stand in an easy manner.	D．Spread your arms apart.

4. What would be the best title for the text?

A．What Is Positive Body Language	B．How to Read Body Language
C．The Body Language of a Bored Audience	D．Body Language Analysis—Expressing Positivity

4 . 假如你是李华，你的英国朋友罗伯特准备来中国学习，因此想了解一些中国人的日常肢体语言。请你用英语给他写封邮件，向他介绍一些日常的肢体语言，内容包括：
1. 开心分享；
2. 介绍几种大家熟悉的中国肢体语言；
注意：1. 词数80左右；
2.开头和结尾已给出，不计入总次数；
3.可以适当增加细节，以使行文连贯。
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5 . 下列文段直接来自所学的课文。请根据英文首字母提示，填入符合课文含义的词，使到文段意思完整，通顺，符合课文原意。

We use both words and body language to     1     our thoughts and opinions in our     2     with other people. We can learn a lot about what people are thinking by watching their body language. Words are important，but the way people stand，hold their arms，and move their hands can also give us information about their       3    .

Just like     4       language, body language     5       from culture to culture. The     6     thing is using body language in a way that is     7     to the culture you are in. For example, making eye contact—looking into someone’s eyes—in some countries is a way to display interest. In other countries, by     8     , eye contact is not always     9     of. For example, in many Middle Eastern countries, men and women are not socially permitted to make eye contact. In Japan, it may     10     (demonstrate) respect to look down when taking to an older person.

6 . For making contact and communicating with a person, effective eye contact is essential to our everyday interaction with people, and also to those who want to be effective communicators in public places.    1    .

Generally in Western societies and many other cultures, eye contact with a person is expected to be regular but not overly persistent.    2    , causing the person who’s the object of a person’s stare to feel overly studied and uncomfortable.

    3    . The New Zealand Medical Journal reported that one reason so many young children fall victim to attacks by pet dogs is their overly-lasting eye contact with pets, which causes them to feel threatened and defensive.

Overly lasting eye contact is also a sign of a person’s over-awareness of the messages they are giving. In the case of people who try to lie to someone, they may maintain their eye contact so that their lies would not be noticed.    4    . But on the contrary, evasive (逃避的) eye contact is a sign of discomfort. Why do we avoid looking at a person? It may be because we feel ashamed to be looking at them if we’re being dishonest of trying to take them in. Evasive eye contact may also a sign of dishonesty.

However, Scotland’s University of Stirling found that, in a question-and-answer study among children, those who maintained eye contact were less likely to come up with the correct answer to a question than those who looked away to consider their response.    5    , when this energy could be spent on deep thinking.

A．This is a widely recognized indicator of lying

B．Constant eye contact is often considered to be rude

C．Eye contact is the act of looking into someone’s eyes

D．But there’s something you may not know about eye contact

E．Overpowering eye contact can make the other person excited

F．Even between humans and non-humans, lasting eye contact is sometimes unadvisable

G．Eye contact, as a socializing device, can take a surprising amount of effort to maintain

9 . When we do not understand each other’s language, we can talk with the help of body language.

A Frenchman was once travelling in England. He could not speak English at all.One day he went into a restaurant and sat down at a table. When the waiter came, he opened his mouth, put his fingers in it and took them out again. He wanted to say, “Bring me something to eat.” The waiter soon brought him a cup of tea. The man moved his head from side to side.The waiter understood him and took the tea away. In a moment he came again with a cup of coffee and put it on the table. The man again refused his offer. He shook his head whenever the waiter brought him something to drink. When the man was going away, another man came in. This man saw the waiter,and he put his hands on his stomach. That was enough. In a few minutes there was a large plate of meat and vegetables on the table in front of him.

1. According to the passage,when people do not understand each other’s language,they can talk with the help of 　　　.

A．a waiter

B．a translator

C．body language

D．an English-speaker

2. A Frenchman signed to the waiter　　　.

A．to translate the words	B．to tell him what he said
C．to bring him a cup of coffee	D．to ask him for food

3. The waiter brought the Frenchman 　　　.

A．a cup of tea, a cup of coffee and a lot of other drinks

B．a large plate of meat and vegetables

C．a bill of fare

D．a piece of paper and a pen for him to write down the words

4. From the story, we know 　　　.

A．people can only understand the language of words

B．people can understand each other with the help of the language of signs as well as the language of words

C．people can make clear the language of the waiter and the translator

D．people can understand the native language

10 . Words are powerful: they have the ability to lift up the lowest of the low or tear down the highest of the high. But a strong argument could be made that our body language is even more influential. The most effective communication occurs when the importance of body language in teaching is acknowledged. When these nonverbal signals are working together with our words, it creates communication synergy.

It has been suggested that two-thirds of our communication is nonverbal. Positive body language in a classroom setting has the ability to motivate, inspire and engage. It can not only give you the confidence you need to teach but can also inform your students that you actually know what you’re talking about. It can even make your students feel safe and confident enough to participate in the lessons more frequently.

Most leadership positions encourage body language that shows power and confidence. Signals include standing tall, gesturing only from the waist up, head straight and forward, and talking while pointing to others, which are obvious ways to exercise control. But when teaching, the nonverbal signals need to show a different type of leader. These signals convey warmth and understanding, reminding your students that you are approachable and there to help them grow. For example, fix your eyes on one student for about 15-30 seconds before changing to another student, which is one of the best ways to keep students’ focus. Nod your head. Give the thumbs up! Show them they are on the right path and they will be more confident in continuing down it.

The importance of body language can never be ignored. It’s desirable that you should advocate using body language in teaching and pay attention to the use rule and using skills. You should use right, natural and clear body language. It’s crucial that you create good classroom atmosphere, inspire students’ imagination and grasp students’ mood.

1. What can we learn from Paragraph 1?

A．Words are more powerful than body language in conveying meaning.

B．Nonverbal cues account for only a minor part of the communication.

C．Teachers should focus on their verbal expressions rather than their body language.

D．Combining body language and spoken communication enhances teaching effectiveness.

2. What do most leadership positions mainly express?

A．Warmth.

B．Encouragement.

C．Understanding.

D．Control.

3. What’s the purpose of the last paragraph?

A．To give suggestions.	B．To make a description.
C．To explain a theory.	D．To summarize a debate.

4. What is the text mainly talking about?

A．The value of teacher-student communication.

B．The effective ways of good communication.

C．The importance of teacher’s body language.

D．The prospect of students’ nonverbal learning.