1、1 人教版高中英语新教材选择性必修一人教版高中英语新教材选择性必修一 Unit 4 课文文本和翻译课文文本和翻译 LISTENING TO HOW BODIES TALK 倾听身体的诉说倾听身体的诉说 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. Word
2、s are important, but the way people stand, hold their arms, and move their hands 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 spoken language, body language varies from culture to cul
3、ture. The crucial thing is using body language in a way that is appropriate to the culture you are in. For example, making eye contactlooking into someones eyesin some countries is a way to display interest. In other countries, by contrast, eye contact is not always approved of. For example, in many
4、 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. 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，
5、和年长的人讲话时， 目光向下以表示尊敬。 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. In France, a person encountering an identical gesture may interpret it as meaning zero. However, you should avoid m
6、aking this gesture 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 use for “yes” and “no” differ around the world. In many countries, shaking ones head means “no
7、”, and nodding means“yes”. 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. In countries like France and Russia, people
8、 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. 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
9、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 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 af
10、ter a meal. 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 2 用手在胃部转圈表示“我饱了”。 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. A smile can breakdown barriers. We can use a
11、smile to apologise, to greet someone, to ask for help, or to start a conversation. 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. 有些身势语有许多不同的用途。
12、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？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 are quite sh
13、y and dont speak all that much. 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. So, how can I really know what makes each student tick? 作为一名教师，人们经常问我，我怎么知道自己的学生在想什么。许多学生相当害羞，所以他们的话并不 那么多。同时，在一个有 40 多名学生的教室里，很难与每个人进行多次一对
14、一的谈话。那么，我是如何搞 清楚每个学生为何会这样的呢？ My answer? I look at their body language. 我的答案？我看他们的肢体语言。 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. I know when s
15、tudents are really interested, however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. 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 frien
16、ds are leaning their heads together, they are probably writing notes to each other. Of course, not everyone who looks up is paying attention in class. Some students look up，but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces
17、. It is as though they are asleep with their eyes open. 当学生对一堂课感兴趣时，很容易辨认出来。大多数人倾向于抬头和进行眼神交流。当我开玩笑时，他们 会笑。当我谈论到难点时，他们看起来很困惑。不过，我知道学生们什么时候真正感兴趣，因为他们身体 前倾看着我。人们往往倾向于自己感兴趣的东西。因此，如果一个学生低下头看表，这意味着他很无聊， 只是在数着分钟等下课。如果两个朋友把头靠在一起，他们可能在互相写纸条。当然，不是每个抬头的人 都专注于课堂。有些学生抬头看，但没有眼神交流。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。 So
18、me students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students favourite activity is daydreaming. 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 som
19、ething, but who knows what. The main thing is reminding distracted students that they need to pay attention in class. 3 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。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。 While it is easy to perceive when students are interested, bored,
20、or distracted, it is sometimes much harder to distinguish when students are troubled. 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. Students who are sad or worried wi
21、ll nearly always wear a frown. They may also hide their faces in their hands like they are embarrassed or ashamed. 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， t
22、hen I can infer that there are deeper issues at work. 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. 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。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
23、 的身体。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。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。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。 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. 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。
