题目内容
听力原文： (32)Why do we cry？ Can you imagine life without tears？
Not only do tears keep your eyes lubricated, they also contain a substance that kills certain bacteria so they can't infect your eyes. Give up your tears, and you'll lose this on-the-spot defense.
Nor would you want to give up the flood of extra tears you produce when you get something physical or chemical in your eyes. Tears are very good at washing this irritating Stuff out.
Another thing you couldn't do without your tears is cry—from joy, anger, or sadness.
(35)Humans are the only animals that produce tears in response to emotions. And most people say a go0d cry makes them feel better.
(33)Many scientists, therefore, believe that crying somehow helps us cope with emotional situations. Tear researcher, William Frey, is trying to figure out how it happens.
One possibility, he says, is that tears discharge certain chemicals from your body, which build up during stress. "When people talk about 'crying it out', I think that might actually be what they are doing," he says.
If Frey is right, what do you think will happen to people who restrain their tears？ (34)Boys, for example, cry only about a quarter as often as girls once they reach their teenage years. And we all cry a lot less now than we did as babies.
Could it possibly be that we face less stress？ Maybe we've found other ways to deal with it. Or maybe we just feel embarrassed.
(33)
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The emotional elements of music, dancing, painting, poetry and drama have a strong emotional impact on students. For science to evoke the same feelings, it should be taught with the help of the expressive arts. Unlike traditional didactic approaches, drama also offers a synthesis of visual, kinetic and auditory experiences, apart from the understanding of facts and figures as a result of rational and analytical perception. Drama and other artistic activities can assist in reaching the cognitive goals of the curriculum, as they are effective means of motivation. Isn't there a better chance that students who have developed a love for science will learn it more easily？ Science too can be aesthetic, creative and emotional.
By using drama techniques, we facilitate collaboration between the left and right hemispheres of the brain, whereas traditional techniques of teaching science stress only the use of abilities found in the left hemisphere — that is, the analytical perception of scientific notions and phenomena. We allow students to engage in the learning process as full personalities with all their knowledge and abilities. Thus we develop not only logical and mathematical intelligence, but also a wider spectrum of the students' abilities. Our educational experience is largely based on a linear perception of the subject. As students, we have not been used to developing ways of creative and intuitive thinking, especially in scientific subjects. This is why combining expressive arts with science is accepted with difficulty by many.
When using drama in teaching science, we meet paradoxes which can, on the one hand, make the use of drama unsuccessful, and, on the other hand, enable the knowledge of science to be integrated into society and social phenomena that is life in general. Science is taught on the basis of scientific discoveries — laws and explanations of phenomena which are clearly defined and allow no individual or sociological interpretations. Drama, however, is based on developing imagination and different individual interpretations of the same event. Stealing a wallet, for example, will be interpreted as something negative by the owner and as something positive by the pickpocket. Drama broadens our imagination, science is said to narrow it. When observing traditional didactic forms of teaching science, we see that students are required to understand very abstract notions. The notion of the atom or the molecule is demonstrated by concrete means including symbols, various types of atom and molecule models, sketches, experiments, photographs and animated films. These help students to develop their imagination and conceptions which can, individually, be very different despite the fact that they were all taught with the same techniques and materials.
These differences arise from the differences in students' personalities. We must take into account that students have different sensory abilities. They receive information through visual, auditory, and kinetic channels of perception with different intensity. They also have different intellectual abilities. Thus it is easy for some students to logically combine scientific laws with scientific phenomena or visualize what the latter looks like.
The fact that students dislike science class is because science classes
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