Body language1

bodylanguage维基百科Body Language 维基百科Body Language（身体语言）是一种非语言交流方式，通过姿势、面部表情、手势等身体动作来传达信息、情感和意图。

它是人类沟通中重要的组成部分，也是交流的一种形式。

在任何社交场合，人们的肢体语言往往比口头表达更具说服力和真实性。

本维基百科将详细介绍身体语言的定义、分类、特征以及它在不同文化背景下的差异等内容。

一、概述身体语言是指通过身体动作、姿势、面部表情、眼神交流和非语言声音等方式，传递信息和情感的一种非语言交流形式。

它可以弥补语言表达的不足，丰富沟通内容，帮助人们更加清晰地传达自己的意图和感受。

身体语言被广泛应用于面试、演讲、销售、谈判等场合，对于个人形象的塑造和社交交往的成功都具有重要作用。

二、分类根据身体动作和表情的特点，身体语言可以分为以下几类：1. 面部表情：包括微笑、皱眉、眨眼、眉起眼挑等，通过面部表情可以传递情绪和态度。

2. 手势：包括挥手、比划、拍手等，手势可以用于指示、加强语言表达或表达自己的情感。

3. 姿势：包括站姿、坐姿、手臂交叉、颈部伸展等，姿势可以传达自信、放松或者紧张的态度。

4. 眼神交流：通过眼神的注视、眨眼频率等方式，传递友好、亲密或者厌恶的情感。

5. 非语言声音：包括笑声、哭声、叹息声等，声音也是身体语言的一种表达方式。

三、特征身体语言具有以下特征：1. 无意识性：身体语言往往是无意识地表达出来的，反映了个体内在的情感和意图。

2. 全球性：有些身体语言动作在不同文化背景下具有相似的含义，比如眨眼表示惊讶或心烦。

3. 多样性：不同文化和个体在身体语言上表达习惯和优先级存在一定的差异。

4. 综合性：身体语言常与口头语言结合使用，共同传达信息，增强沟通的效果。

四、跨文化差异身体语言在不同文化背景下存在差异，需要注意以下几点：1. 手势的含义：一些手势在不同国家可能具有不同的含义，需要了解和尊重当地的文化差异。

bodylanguage课文翻译bodylanguage课文翻译肢体语言，是指通过头、眼、颈、手、肘、臂、身、胯、足等人体部位的协调活动来传达人物的思想，形象地借以表情达意的一种沟通方式。

以下是小编收集整理了bodylanguage课文翻译，供大家参考借鉴，希望可以帮助到有需要的朋友。

COMMUNICATION： NO PROBLEM？Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them.The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. After I met them and then introduced them to each other. I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She stepped back appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George's moving hand. They both apologized - another cultural mistake!Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as Iintroduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia's smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when adults meet people they know. Ahmed Aziz, on the contrary, simply nodded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.As I get to know more international friends, I learn more about this cultural "body language". Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken "language" through physical distance, actions or posture. English people, for example, do not usually stand very close to others or touch strangers as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Mostpeople around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.These actions are not good or bad, but are simply ways in which cultures have developed. I have seen, however, that cultural customs for body language are very general - not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficulties in today's world of cultural crossroads!交际：没有问题了吗？昨天，我和另一个学生代表我们学校的学生会，到首都国际机场迎接今年的留学生。

Unit 1 LanguageLesson 1 Body language【教学内容】本单元的中心话题是“身势语”。

“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。

“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。

“听力” 部分是以听的形式进一步向学生介绍了肢体语言的交际功能以及部分东西方手势语的区别。

【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。

b．让学生能结合口语及身势语来表达自己的思想。

c．训练学生通过听、说练习提高自己的听力水平。

【教学难点】a．身势语的中外文化的区别及其动作的正确表达。

b．学生课外查阅资料的能力培养。

【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。

b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。

c．使学生能根据key words把相关事实和信息联系起来。

3．情感态度与文化意识目标a．充分发挥情感教学的优势。

b．加强学生的团体协作意识。

c．了解东、西方文化的区别。

【教学方法】1．“任务型”教学的设计理念。

2．英语教学和情感教育的有机结合。

3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。

【设计构想】英语作为基础教育课程之一，历来备受重视。

面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。

然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。