高中英语必修1unit4课文翻译（新人教版高中英语选择性必修一Unit4）

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高中英语必修1unit4课文翻译

首发公众号：广州英语辅导

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interaction	n.交流;相互影响	/ˌɪntər'ækʃn/
vary	vi.(根据情况)变化;改变	/ˈveəri/
appropriate	a.合适的;恰当的	/əˈprəʊpriət/
by contrast	相比之下	/baɪ ˈkɒntrɑ:st/
approve	vi.赞成;同意 vt.批准;通过	/əˈpru:v/
demonstrate	vt.表现;表达;说明;证明	/ˈdemənstreɪt/
gesture	n.手势;姿势;姿态	/ˈdʒestʃə(r)/
witness	vt.当场看到;目击 n.目击者	/ˈwɪtnəs/
employ	vt.使用;应用;雇用	/ɪmˈplɔɪ/
identical	a.相同的	/aɪˈdentɪkl/
interpret	vt.把…理解为 v.口译	/ɪnˈtɜ:prɪt/
differ	vi.相异;不同于	/ˈdɪfə(r)/
by comparison	(与…)相比较	/baɪ kəmˈpærɪsn/
cheek	n.面颊;脸颊	/tʃi:k/
favour	vt.较喜欢;选择 n.帮助	/ˈfeɪvə(r)/
bow	vi.鞠躬;点头 vt.低(头)	/bəʊ/
waist	n.腰;腰部	/weɪst/
make inferences	推理;推断	/meɪk ˈɪnfərənsɪz/
break down	消除;分解;打破	/breɪk daʊn/
barrier	n.隔阂;障碍	/ˈbæriə(r)/
fake	a.假装的;假的;冒充的	/feɪk/
anger	n.愤怒;怒气 vt.使生气	/ˈæŋgə(r)/
reliable	a.可靠的;可信赖的	/rɪˈlaɪəbl/
incident	n.发生的事情;严重事件	/ˈɪnsɪdənt/
trial	n.&v.审讯;审判;试验;试用	/ˈtraɪəl/
slight	a.轻微的;略微的;细小的	/slaɪt/
slightly	ad.略微;稍微	/ˈslaɪtli/
twin	a.双胞胎之一的 n.孪生之一	/twɪn/
nonverbal	a.不涉及言语的;非言语的	/ˌnɒn'vɜ:bl/
assessment	n.评价;评定	/əˈsesmənt/
assess	vt.评估;评价	/əˈses/
internal	a.内部的;里面的	/ɪnˈtɜ:nl/
straighten up	直起来;整理;收拾整齐	/ˈstreɪtn ʌp/
slump	vi.垂头弯腰地走(或坐等)	/slʌmp/
pose	n.故作姿态;姿势 vi.摆姿势	/pəʊz/
bend	v.(使)弯曲;倾斜;偏向	/bend/
reveal	vt.揭示;显示;露出	/rɪˈvi:l/
clarify	vt.使更清晰易懂;阐明;澄清	/ˈklærəfaɪ/
in other words	换句话说;也就是说	/ɪn ˈʌðə(r) wɜ:dz/
educator	n.教师;教育工作者;教育家	/ˈedʒukeɪtə(r)/
tick	vt.给(试卷等)打钩 n.钩号	/tɪk/
tendency	n.趋势;倾向	/ˈtendənsi/
Lower	vt,把…放低;降低 a.下面的	/ˈləʊə(r)/
imply	vt.意味着;暗示	/ɪmˈplaɪ/
barely	ad.几乎不;勉强才能;刚刚	/ˈbeəli/
chin	n.下巴	/tʃɪn/
occupy	v.占据;占用	/ˈɒkjupaɪ/
stare	vi.盯着看;凝视 n.凝视	/steə(r)/
ceiling	n.天花板;上限	/ˈsi:lɪŋ/
distract	vt.分散(注意力);使分心	/dɪˈstrækt/
perceive	vt.察觉;看待;理解	/pəˈsi:v/
distinguish	v.区分;辨别	/dɪˈstɪŋgwɪʃ/
anxiety	n.焦虑;担心;害怕	/æŋˈzaɪəti/
chest	n.胸部;胸膛	/tʃest/
embarrassed	a.难堪的;尴尬的	/ɪmˈbærəst/
ashamed	a.羞愧;惭愧	/əˈʃeɪmd/
merely	ad.只是;仅仅;只不过	/ˈmɪəli/
call on	(短暂地)访问;要求某人讲话	/kɔ:l ɒn/
bother	v.费心;麻烦 n.麻烦;不便	/ˈbɒðə(r)/
weep	v.哭泣;流泪	/wi:p/
at work	有某种影响;在工作	/ət wɜ:k/
conflict	n.矛盾;冲突 vi.冲突;抵触	/ˈkɒnflɪkt/
inquire	v.询问;打听	/ɪn'kwaɪə(r)/
ultimately	ad.最终;最后	/ˈʌltɪmətli/
adjust	vt.调整;调节 v.适应	/əˈdʒʌst/
intervene	vi.干预;介入	/ˌɪntəˈvi:n/
react	vi.(对…)起反应;回应	/riˈækt/
component	n.组成部分;零件	/kəmˈpəʊnənt/
tone	n.语气;腔调;口吻	/təʊn/
Brazil	巴西(国家名)	/brəˈzɪl/
Bulgaria	保加利亚(国家名)	/bʌlˈgeərɪə/
Albania	阿尔巴尼亚(国家名)	/ælˈbeɪnɪə/

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. Wecan 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 spoken language, 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. 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.

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 interpret it 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 favour shaking 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 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 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。

新人教版高中英语选择性必修一Unit4 Reading and Writing音频：00:0004:16

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 are quite shy and don't 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 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 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. 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. 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. It is as though they are asleep with 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 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 something, but who knows what. The main thing is 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 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 will 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, then 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.

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 know when to adjust class activities,when to intervene, and when to talk to students individually, so they can get the most out of school. Reacting to body language is an important component of 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。

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