Unit 4 Body Language Reading and Thinking 课文解析与翻译 课件-2024-2025学年高中英语人教版（2019）选择性必修第一册

选择性必修一 Unit 4 Body Language Reading and Thinking 第壹部分 Listening to How Bodies Talk 倾听身体如何说话 What I hide by my language, my body utters. ----Roland Barthes We use both words and body language to express our thoughts and opinions in our interactions with other people.We can learn a lot about what people are thinking by watching their body language． 在与他人的互动中，我们用语言和肢体语言来表达我们的思想和观点。我们可以通过观察人们的肢体语言来了解他们在想什么。 to do表目的 n.交流；相互影响 waht引导宾语从句 方式状语 Words are important, but the way people stand, hold their arms, and move their hands can also give us information about their feelings. 语言很重要，但是人们站着、抱紧双臂、移动双手的方式也能告诉我们他们的感受。 the way 作为先行词在定语从句中 （1）作方式状语，关系词用in which / that /省略 （2）作主语或宾语，引导词该用that/which Just like spoken language, body language varies from culture to culture. The crucial thing is using body language in a way that is appropriate to the culture you are in. 就像口语一样，身体语言也因文化而异。最重要的是要以一种适合你所在文化的方式使用肢体语言。 口头语言 因文化而异 适合 that引导定语从句，在句中做主语，修试先行词a way 定语从句，修饰先行词the culture，省略that/which adj. 批判的；至关重要的 For example, making eye contact - looking into someone’s eyes - in some countries is a way to display interest. In other countries, by contrast, eye contact is not always approved of. 例如，在一些国家，进行眼神交流--直视某人的眼睛--是表现出兴趣的一种方式。相比而言，在其他国家，眼神交流并不总是被接受的。 进行眼神交流 直视某人的眼睛 to do作后置定语 相比之下 赞成 For example, in many Middle Eastern countries, men and women are not socially permitted to make eye contact. In Japan, it may demonstrate respect to look down when talking to an older person. 例如，在许多中东国家，社会不允许男女进行眼神交流。在日本，当你和年长的人说话时，低头可能是对长辈的尊重。 被允许做... v. 表现，表达，证明 低头；向下看 状语从句的省略 (1)从句主语与主句主语一致，或从句主语为it； (2)从句中含有be动词 The gesture for “OK” has different meanings in different cultures. In Japan, someone who witnesses another person employing the gesture might think it means money. “OK”这个手势在不同的文化中有不同的含义。在日本，看到别人做这个手势的人可能会认为这是钱的意思。 who引导定语从句，在句中做主语，修饰先行词someone witnesses sb.doing... 看到某人正在做某事 宾语从句，省略that v. 意味着 In France, a person encountering an identical gesture may interpret it as meaning zero. However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite. 在法国，面对同样的手势，人们会将其理解为“零”的意思。然而，在巴西和德国，你应该避免这样做，因为这被认为是不礼貌的。 V-ing 作后置定语 v. 偶遇，邂逅，遇见 adj. 相同的 把...理解为... 避免做... as引导原因状语从句 be considered (as/to be)...被认为是... Even the gestures we use for “yes” and “no” differ around the world. In many countries, shaking one’s head means “no”, and nodding means“yes”. 甚至我们用作“是”和“不”的手势也因地而异。在许多国家，摇头表示“不”，点头表示“是”。 定语从句，修饰先行词the gestures，省略that/which 世界各地；全世界 V-ing作主语 V-ing作主语 v. 不同于 摇头 By comparison, in Bulgaria and southern Albania, the gestures have the opposite meaning. There are also differences in how we touch each other, how close we stand to someone we are talking to, and how we act when we meet or part. 相比之下，在保加利亚和南阿尔巴尼亚，手势的含义正好相反。我们彼此接触的方式、我们与谈话对象的距离以及我们见面或分手时的行为也存在差异。 相比之下 相反的意义 and并列三个how引导的宾语从句 定语从句，修饰先行词someone，省略who/whom when引导时间状语从句 In countries like France and Russia, people may kiss their friends on the cheek when they meet. Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else. 在法国和俄罗斯等国家，人们见面时可能会亲吻朋友的脸颊。在其他地方，人们见面时更喜欢握手、鞠躬或点头。 更喜欢做... when引导时间状语从句 when引导时间状语从句 Some gestures seem to have the same meaning everywhere. Placing your hands together and resting them on the side of your head while closing your eyes means “sleep”. A good way of saying “I am full” is moving your hand in circles over your stomach after a meal. 有些手势似乎在任何地方都有相同的含义。双手合拢放在头的一侧，同时闭上眼睛表示“睡觉”。表示“我饱了”的一个好方法是饭后手在肚子上转几圈。 似乎做... 绕圈；循环往复 做...的方法 V-ing作主语 V-ing作表语 状语从句的省略 Some body language has many different uses. Perhaps the best example is smiling. A smile can help us get through difficult situations and find friends in a world of strangers. 一些肢体语言有许多不同的用途。也许最好的例子就是微笑。微笑可以帮助我们渡过难关，在一群陌生人中找到朋友。 通过；度过 help + 宾语 + 宾补 在一群陌生人中 （大量的） A smile can break down barriers. We can use a smile to apologise, to greet someone, to ask for help, or to start a conversation. 微笑可以打破障碍。我们可以用微笑来道歉，问候别人，请求帮助，或者开始一段对话。 消除；分解；打破 to do表目的 Experts suggest smiling at yourself in the mirror to make yourself feel happier and stronger. And if we are feeling down or lonely, there is nothing better than seeing the smiling face of a good friend. 专家建议对着镜子微笑，让自己更快乐、更坚强。如果我们感到沮丧或孤独，没有什么比看到好朋友的笑脸更好的了。 建议做... to do表目的 make + 宾语 + 宾补 if引导条件状语从句 “否定词＋比较级”结构，否定词nothing与比较级better连用，表示最高级含义。 常用于此结构的否定词还有：no, not, never, nobody, hardly等。 Using Language 第叁部分 How Do I Know My Students？ 如何认识我的学生？ 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. 作为一名教育工作者，人们经常问我，我是怎么知道学生的脑子里在想什么的。 许多学生生性腼腆，沉默寡言。 n.教育工作者；教师 how引导宾语从句 what引导宾语从句 发生 that =so At the same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each person. 同时，班上的学生有四十多人，想与每位学生一对一谈话不是那么容易。 一对一的 it为形式主语，to do为真正的主语 So, how can I really know what makes each student tick? My answer? I look at their body language. 那么，我是如何搞清楚每个学生为何会这样(或那样)的呢？ 想知道我的答案吗？我观察他们的肢体语言。 what引导宾语从句 make + 宾语 + 宾补 vi 作出...举动，有...的行为 省略句：省略了Do you want to know...? 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. 学生对一堂课感兴趣时，很容易就可以看出来。大部分学生会抬头看，并且有眼神交流。我开玩笑时，他们露出笑容。我讲到难点时，他们一脸茫然。 it为形式主语，to do为真正的主语,when引导宾语从句 倾向于做... 向上看，抬头看 adj.困惑的，糊涂的 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. 然而，学生兴趣盎然时，我也看得出来，因为他们会身体前倾，注视着我。人们在对某个事物感兴趣时，往往会身体前倾。 when引导宾语从句 because引导原因状语从句 向前倾 倾向于做... 向.....倾斜 whatever引导宾语从句 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. 所以，如果一名学生低头看手表，这就表明他觉得无聊，数着时间，只盼早点下课。如果两个好朋友把头靠在一起，那么他们很可能是在互相写纸条。 if引导条件状语从句 have + 宾语 + 宾补,让某事被做 v. 放下; 降下 宾语从句，that省略 if引导条件状语从句 写字条 Of course, not everyone who looks up is paying attention in class. Some students look up, but there is an absence of eye contact. 当然，不是所有抬着头的学生都是在认真听课。有些学生虽然抬着头，却没有眼神交流。 who引导定语从句，作主语，修饰先行词everyone V-ing作表语 n. 不存在 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. 他们的眼睛几乎不动，脸上表情疏远呆滞，好像睁着眼睛在睡觉。 adv. 几乎不；几乎没有 adj. 心不在焉的；恍惚的；出神的 as though引导表语从句，意为“仿佛，好像” 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. 有些学生被别的东西逗乐了。他们把所有的时间都花在看我以外的地方。同样，一些学生最喜欢的是做白日梦。 prep. 除了，除...之外 花时间做... 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. 他们两手托着下巴，忙着盯窗外或天花板。他们当然对某事感兴趣，但谁知道是什么呢？主要的事情是提醒分心的学生在课堂上要注意听讲。 with + 宾语 +宾补（介词短语） v.使忙于（做某事）；忙着（做某事） stare at 盯着...看 adj. 注意力分散的 V-ing 作表语 that引导表语从句 While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. 尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。 while引导让步状语从句，it为形式主语，to do是真正的主语，when引导宾语从句 it为形式主语，to do是真正的主语，when引导宾语从句 v.注意到；意识到；察觉到 v.区分；辨别；分清 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. 生气、害怕或者焦虑的学生会双臂交叉抱在胸前，他们的腿并拢或交叉，就像他们在保护自己的身体。 n. 焦虑；担心 who引导定语从句 have sth. done 让某事被做 prep. 像 宾语从句，省略that 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. 难过或担心的学生几乎总是愁眉不展。他们也会用手捂住脸好像很尴尬或羞愧。 皱眉 wear v. 流露，面带，呈现（某种神态） who引导定语从句 prep. 像 宾语从句，省略that adj. 难堪的；尴尬的 adj. 羞愧的；惭愧的 Some students act this way merely because 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. 有些学生这样做仅仅是因为他们害怕被老师叫到。但是，要是学生都懒得梳头，并且两眼因哭泣而发红，那么我能够推断她遇到了更严重的问题。 adv. 只是；仅仅 because引导原因状语从句 V-ing 作宾语 v.花费时间精力（做某事），常用于否定句和疑问句 v. (wept,wept)哭泣；流泪 that引导宾语从句 有某种影响；在工作 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. 可能是她正和其他学生或家里人有很严重的矛盾。不管是什么，我知道我需要调查和评估所发生的事情。 和...有冲突 that引导表语从句 whatever引导让步状语从句 宾语从句，省略that what引导宾语从句 v.询问；打听 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 all get the most out of school. Reacting to body language is an important component of being a teacher. adv. 最终；最后；终归 V-ing 作表语 when + to do作宾语 v. 调整；调节 v. 干预；介入 最大限度地从某物获益 对...起反应 n. 组成部分；零件 V-ing 作主语 最后，我的职责是帮助每个学生学习。他们的肢体语言告诉我什么时候调整课堂活动，何时介入，何时与学生单独交谈，这样他们就能在学校里得到最大的回报。对肢体语言做出回应是做一个老师必不可少的环节。 $$