【高中新教材】人教版选择性必修第一册 Unit 4 英汉对照、音频
导读：
从今天开始，整理新人教版选择性必修第一册的内容，每天1个单元，5天发完。
全部发完后提供下载链接。
这是Unit4的内容。
Listening to How Bodies Talk
倾听身体的诉说
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.Words are important, but the way people stand, hold their arms, and move theirhands can also give us information about their feelings.
在与他人交流时，我们既使用言语也通过身势语来表达我们的想法和观点。通过观察别人的身势语，我们可以了解很多他们的想法。言语固然重要，但是人们站立、握紧手臂、移动双手的方式也能帮助我们了解他们的情绪。
Just like spokenlanguage, body language varies from cultureto culture. The crucial thing is using body language in a way that is appropriate to the culture you are in. For example, making eye contact—looking into someone’s eyes—in some countries is a wayto display interest. In other countries, by contrast,eye contact is not always approved of. Forexample, in many Middle Eastern countries, men and women are not sociallypermitted to make eye contact. In Japan, it may demonstrate respect to look down when talking to an older person.
就像口头语言一样，身势语因文化而异。关键是使用身势语的方式要与你所处的文化相适应。例如，在有些国家，眼神交流——看着别人的眼睛——是表现兴趣的一种方式。相反，在另一些国家，眼神交流并不总是被认可。例如，在许多中东国家，男女不允许在社交场合进行眼神交流。在日本，和年长的人讲话时，目光向下以表示尊敬。
The gesture for “OK” hasdifferent meanings in different cultures. In Japan, someone who witnesses another person employing the gesture might think itmeans money. In France, a person encountering an identical gesture may interpretit as meaning zero. However, you should avoid making thisgesture in Brazil and Germany, as it is not considered polite.
“OK”这个手势在不同的文化中有不同的含义。在日本，如果看到另一个人用这个手势，可能认为这意味着钱。在法国，看到同一个手势的人可能会将其解读为“零”。但是在巴西和德国，你应该避免使用这个手势，因为它被认为是不礼貌的。
Even the gestures we usefor “yes” and “no” differ around theworld. In many countries, shaking one’s head means “no”, and nodding means “yes”. By comparison, in Bulgaria and southern Albania, thegestures have the opposite meaning. There are also differences in how we toucheach other, how close we stand to someone we are talking to, and how we actwhen we meet or part. In countries like France and Russia, people may kisstheir friends on the cheek when theymeet. Elsewhere, people favourshaking hands, bowing from the waist, or nodding the head when theymeet someone else.
甚至我们用来表示“是”与“不是”的手势，在世界各地也不同。在许多国家，摇头表示“不”，点头表示“是”。相比之下，在保加利亚和阿尔巴尼亚南部，这两种手势的含义是相反的。差异还表现在我们彼此接触的方式，我们与谈话对象的距离，以及我们见面或告别时的行为。在法国和俄罗斯这样的国家，人们和朋友见面时可能会亲吻他们的脸颊。在其他地方，人们见面时更喜欢握手，弯腰鞠躬或者点头。
Some gestures seem tohave the same meaning everywhere. Placing your hands together and resting themon the side of your head while closing your eyes means “sleep”. A good way ofsaying “I am full” is moving your hand in circles over your stomach after ameal.
有些手势似乎在每个地方都有相同的含义。双手并拢放在头的一侧，同时闭上眼睛表示“睡觉”。用餐后轻轻用手在胃部转圈表示“我饱了”。
Some body language hasmany different uses. Perhaps the best example is smiling. A smile can help us get through difficult situations and find friends in aworld of strangers. A smile can breakdown barriers.We can use a smile to apologise, to greet someone, to askfor help, or to start a conversation. Experts suggest smiling at yourself in themirror to make yourself feel happier and stronger. And if we are feelingdown or lonely, there is nothing better than seeing the smiling face of a goodfriend.
有些身势语有许多不同的用途。最好的例子也许是微笑。微笑可以帮助我们度过难关，在陌生人的世界里找到朋友。微笑可以打破障碍。我们可以用微笑来道歉，跟某人打招呼，寻求帮助或者开始对话。专家建议对着镜子微笑来让自己更快乐、更坚强。而且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。
How Do I Know My Students?
我如何了解我的学生？
As an educator, people often ask me how I know what is going on in the minds of my students. Many students arequite shy and don't speak all that much. At thesame time, in a classroom of more than forty students, it is hard tohave many one-on-one conversations with each person. So, how can I really knowwhat makes each student tick?
作为一名教育工作者，经常有人问我如何了解学生的思想动态。很多学生都比较腼腆，不怎么说话。同时，在四十多个学生的教室里，很难和每个人进行很多一对一的交谈。那么，如何才能真正了解每个学生的特点呢？
My answer? I look at their bodylanguage. 我的答案是什么？我看他们的肢体语言。
It is easy to recognise when studentsare interested in a lesson. Most tend tolook up and makeeye contact. When I make a joke, they smile. When I talk about somethingdifficult, they look confused. I know whenstudents are really interested, however, because they lean forward and look atme. People have a tendency to leantowards whatever they are interested in. So if a student has his head loweredto look at his watch, it implies he is bored and just countingthe minutes for the class to end. If two friends are leaning their headstogether, they are probably writing notes to each other. Of course, noteveryone who looks up is paying attention in class. Some students look up, butthere is an absence of eye contact. Their eyes barely move, and they always have the same distant expression ontheir faces. It is as though they are asleepwith their eyes open.
学生对某堂课感兴趣是很容易识别的。大多数人会抬起头来，进行眼神交流。当我讲笑话时，他们会微笑。当我讲到一些困难的东西时，他们会显得很困惑。然而，我知道什么时候学生真的感兴趣，因为他们会向前倾，看着我。人们有一种倾向，就是对任何他们感兴趣的东西都会往前靠。所以，如果一个学生低着头看表，就意味着他很无聊，只是在计算下课的时间。如果两个朋友的头靠在一起，可能是在给对方写纸条。当然，并不是每个抬头的人都在上课时专心听讲。有些学生抬起头来，但没有眼神交流。他们的眼睛几乎不动，脸上总是带着同样的冷漠表情。就好像他们睁着眼睛在睡觉一样。
Some students are amused by something else. They spend all their time lookinganywhere but at me. Then again, some students’ favourite activity isdaydreaming. With their chins on their hands, they occupy themselves bystaringout of the window or up at the ceiling.They are certainly interested in something, but who knows what. The main thingis reminding distracted students that they need to pay attention in class.
一些学生被其他事情逗乐了。他们总是在看任何地方，就是不看我。有些学生最喜欢的活动是做白日梦。他们用手托着下巴，通过盯着窗外或天花板来充实自己。他们当然对某些东西感兴趣，但谁知道是什么呢? 最主要的是提醒分心的学生，他们需要在课堂上专心听讲。
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 mayhave their arms crossed in front of their chestsand their legs closed or crossed, like they are guarding their bodies. Studentswho are sad or worried will nearly always wear a frown. They may also hidetheir faces in their hands like they are embarrassedor ashamed. Some students actthis way merely because they areafraid of being called on by the teacher. However, if a student does not bother to brush her hair and her eyesare red fromweeping, then I caninfer that there are deeper issues at work. It could be that she is having seriousconflicts with other students or athome. Whatever it is, I know I need to inquireand assess what is going on.
虽然很容易察觉到学生什么时候感兴趣、无聊或心不在焉，但有时要区分学生什么时候有烦恼就难多了。生气、害怕、焦虑的学生可能会双手交叉在胸前，双腿合拢或交叉，像是在保护自己的身体。悲伤或担忧的学生几乎都会皱着眉头。他们也会用手掩面，像是感到尴尬或羞愧。有些学生之所以有这样的行为，只是因为他们害怕被老师叫住。但是，如果一个学生不屑于梳理自己的头发，而且眼睛哭得通红，那么我可以推断出有更深层次的问题在作祟。可能是她与其他同学或家里发生了严重的矛盾。不管是什么，我知道我需要询问和估算发生了什么。
Ultimately,my duty is helping every student to learn. Their body language lets me knowwhen to adjust class activities,when to intervene, and when to talk to students individually, so they can getthe most out of school. Reacting tobody language is an important componentof being a teacher.
最终，我的职责是帮助每个学生学习。他们的肢体语言让我知道什么时候应该调整课堂活动，什么时候应该干预，什么时候应该与学生单独交谈，这样他们就能从学校得到最大的收获。对肢体语言做出反应是作为一名教师的重要组成部分。
1.interaction n. 交流;相互影响
2.vary vi. (根据情况)变化;改变
3.appropriate adj. 合适的;恰当的
4.by contrast 相比之下转自考试词霸公众号
5.approve vi. 赞成;同意vt.批准;通过
6.demonstrate vt. 表现;表达;说明;证明
7.gesture n. 手势;姿势;姿态
8.witness vt. 当场看到;目击;见证n.目击者;证人
9.employ vt. 使用;应用;雇用
10.identical adj. 相同的
11.interpret vt. 把…理解(解释)为vi.＆vt.口译
12.differ vi. 相异;不同于
13.by comparison (与…)相比较
14.cheek n. 面频;脸频
15.favour vt. 较喜欢;选择;有利于n.帮助;恩惠;赞同
16.bow vi. 鞠躬;点头v.低(头) n.弓;蝴蝶结
17.waist n. 腰;腰部转自考试词霸公众号
18.make inferences 推理;推断
19.break down 消除;分解;打破
20.barrier n. 隔阅;障碍
21.fake adj 假装的;假的;冒充的
22.anger n. 愤怒;怒气vt.使生气;激怒
23.reliable adj. 可靠的;可信赖的
24.incident n. 发生的事情;严重事件;冲突
25.trial n.＆v.审讯;审判;试验;试用
26.slight adj. 轻微的;略微的;细小的
27.slightly adv. 略微;稍微
28.twin adj. 双胞胎之一的;孪生之一的n.生之一;双胞胎之一
29.nonverbal adj. 不涉及言语的;非言语的
30.assessment n. 评价;评定
31.assess vt. 评估;评价
32.internal adj. 内部的;里面的
33.straighten up 直起来;整理;收拾整齐
34.slump v. 垂头弯腰地走(或坐等)
35.pose n. 故作姿态;(为画像、拍照等摆的)姿势vi.摆好姿势vt.造成(威胁、问题等)
36.bend vt.＆v.(bent,bent)(使)弯曲;倾斜;偏向
37.reveal vt. 揭示;显示;露出
38.clarify vt. 使更清晰易懂;阐明;澄清
39. in other words 换句话说;也就是说
40.educator n. 教师;教育工作者;教育家
41.tick vt. 给(试卷、问题等)打钩号vi.(钟表)发出嘀嗒声n.钩号
42.tendency n. 趋势;倾向
43.lower vt. 把…放低;降低;减少adj下面的;下方的;较小的
44.imply vt. 意味着;暗示
45.barely adv. 几乎不;勉强才能;刚刚
46.chin n. 下巴
47.occupy vt. 占据;占用
48.stare vi. 盯着看;凝视n.凝视
49.ceiling n. 天花板;上限
50.distract vt. 分散(注意力);使分心
51.perceive vt. 察觉;看待;理解
52.distinguish vi.＆vt.区分;辨别
53.anxiety n. 焦虑;担心;害怕
54.chest n. 胸部;胸转自考试词霸公众号
55.embarrassed adj. 难堪的;尬的
56.ashamed adj. 羞愧;惭愧
57.merely adv.只是;仅仅;只不过
58.call on (短暂地)访问;要求(某人讲话等);正式邀请
59.bother vi.＆vt.费心;麻烦;因…操心;麻烦;不便
60.weep vi.＆vt.哭泣;流泪
61.at work 有某种影响;在工作
62.conflict n. 矛盾;冲突vi.冲突;抵触
63.inquire vi.＆vt.(or:enquire)询问;打听
64.ultimately adv 最终;最后
65.adjust vt. 调整;调节vi,＆.适应;(使)习惯
66.intervene vi. 干预;介入
67.react vi. (对…)起反应;回应;(对食物等)有不良反应
68.component n. 组成部分;零件
69.tone n. 语气;腔调;口吻
70.Brazil 巴西(国家名)
71.Bulgaria 保加利亚(国家名)
72.Albania 阿尔巴尼亚(国家名)
【新教材】人教版高中英语 第一二三册 英汉对照、音频、Video Time
本文来源于网络。以上图、文、音视频，贵在分享，版权归原作者及原出处所有，内容为作者观点，并不代表本公众号赞同其观点和对其真实性负责。
如涉及版权等问题，请及时与我们联系微信ID：ZSHUNJ。