人教版选择性必修第一册Unit 4 重点句式和语法讲解 学案
展开Unit 4 BODY LANGUAGE
重点句式
- Just like spoken language,body language varies from culture to culture.就像口语一样,肢体语言因文化而异。
- The crucial thing is using body language in a way that is appropriate to the culture you are in.
最关键的是使用身体语言的方式要适合你所处的文化。
- In other countries,by contrast,eye contact is not always approved of.
相反,在另一些国家,眼神交流并不总是被认可。
- In Japan,someone who witnesses another person employing the gesture might think it means money.
在日本,有人看到另一个人使用这种手势可能会认为这意味着金钱。
- Even the gestures we use for “yes” and “no” differ around the world.即使我们使用的表示“是”和“否”的手势在世界各地也是不同的。
- Elsewhere,people favour shaking hands,bowing from the waist,or nodding the head when they meet someone else.
在其他地方,人们喜欢握手、鞠躬或者在遇到别人时点头。
- A smile can break down barriers.
微笑可以消除隔阂。
- Words are important,but the way people stand,hold their arms,and move their hands can also give us information about their feelings.
语言是重要的,但人们的站立、抱着双臂和手移动的方式也给我们提供了他们的情感的信息。
- Some gestures seem to have the same meaning everywhere.
有些手势似乎在各地都有相同的意思。
- We make assessments and inferences from body language.
我们根据肢体语言进行评估和推论。
- Scientists have found that when we feel proud and powerful,we usually straighten up to make ourselves bigger.
科学家们发现,当我们感到骄傲和强大时,我们通常会直起身子,使自己更高大。
- By bowing,we mean “bending our head or body forward as a sign of respect or shame”.
鞠躬,意味着“把头或身体向前弯曲,以此作为尊重或羞耻的标志。”
- The actor reveals the situation and messages,and the group compares notes.
表演者揭示情况和信息,小组成员交换意见。
- Use the table below to clarify any misunderstandings or different answers.
用下面的表格阐明误解或不同的答案。
- With their chins on their hands,they occupy themselves by staring out of the window or up at the ceiling.
他们双手托着下巴,眼睛盯着窗外或天花板。
- 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很容易察觉的,但要发现学生何时有困扰有时会难得多。
- Some students act this way merely because they are afraid of being called on by the teacher.
有些学生这样做仅仅是因为他们害怕老师提问。
- 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.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。
- Their body language lets me know when to adjust class activities,when to intervene,and when to talk to students individually.
他们的肢体语言让我知道什么时候调整课堂活动,什么时候干预,什么时候单独与学生交谈。
- 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很容易察觉的,但要发现学生何时有困扰有时会难得多。
本单元语法
动词-ing形式作宾语和表语
一、动词-ing形式作宾语
1.下列动词(短语)只能用动词-ing形式作宾语,请牢记下面的口诀
2.由“动词+介词”构成的短语,其后跟动词-ing形式作宾语,常见的有be/get used to (习惯于),look forward to (期盼),feel like (想要),insist on (坚持),get down to (开始认真做某事),devote...to...(致力于……),object to (反对),stick to (坚持),give up (放弃)等。
It’s time I got down to thinking about that essay.
我该认真思考一下那篇论文了。
I am looking forward to hearing from you soon.
我希望尽快收到你的来信。
My brother insisted on accompanying me to school.
我哥哥坚持陪我去上学。
有些动词或短语后既可以跟不定式又可以跟动词-ing形式作宾语,但意义上有区别,要特别注意。
3.在allow,permit,forbade,advise,consider后直接跟动词-ing形式作宾语;如果后面有名词或代词作宾语,则用动词不定式作宾语补足语。
His parents permitted him to join the army when he was seventeen.
在他17 岁的时候,父母准许他从军。
They don’t permit speaking loudly in the room.
他们不允许在房间里大声说话。
二、动词-ing形式作表语
动名词作表语表示通常的情况,多指抽象的、经常性的动作,句子主语通常是无生命的事物或由what引导的名词性从句。
My job is teaching you English.
我的工作是教你们英语。
She remained standing when others sat down.
别人坐下的时候她还站着。
Their job is making wheelchairs for disabled people.
他们的工作是为残疾人制造轮椅。
