人教高中英语人教版选择性必修第一册unit4重点句式和语法讲解.docx

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1、Unit 4BODY LANGUAGE重点句式1. 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。2. 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。3. In other countries,by contrast,eye contact is not always app

2、roved of.相反,在另一些国家,眼神交流并不总是被认可。4. 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。5. 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。6. Elsewhere,people favour shaking hands

3、,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。7. A smile can break down barriers.微笑可以消除隔阂。8. 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

4、式也给我们提供了他们的情感的信息。9. 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。10. We make assessments and inferences from body language.我们根据肢体语言进行评估和推论。11. 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

5、通常会直起身子,使自己更高大。12. 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。”13. 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。14. Use the table below to clarify any misunderstandings or different

6、 answers.用下面的表格阐明误解或不同的答案。15. 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。16. While it is easy to perceive when students are interested,bored,or distracted,it is sometimes much harder to distinguish when students are tr

7、oubled.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。17. 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。18. However,if a student does not bother to brush her hair and her eyes are red from weeping,then I can infer that there a

8、re 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。19. 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。20. While it is easy to perceive when students are interested,b

9、ored,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),

10、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。Its 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-i

11、ng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 dont 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。