新語(yǔ)境串記單詞404高中英語(yǔ)人教版選擇性必修一Unit4學(xué)案錄音

新版語(yǔ)篇串記單詞人教版(2019)選擇性必修一UnitFourBookFour語(yǔ)境記單詞Part1Oneday,Tony

witnessed

aninteresting

interaction

inthepark.People's

gestures

varied

alot.Somemade

appropriate

gestureswhileothersdidn't.

Bycontrast,Tony

approved

oftheonesthat

demonstrated

respect.Hesawtwopeoplewhoseemedtohave

identical

expressionsatfirst.Butwhenhe

madeinferences,hefoundtheyactually

differed.Oneperson's

favour

wasshownbyaslight

bow

atthe

waist.However,therewasa

barrier

ofmisunderstanding.Someonemadea

fake

gesturethatledto

anger.Tonyrealizedthatnotallgesturesare

reliable

for

interpreting

people'sfeelings.一天，托尼在公園里目睹（witnessed）了一場(chǎng)有趣的互動(dòng)（interaction）。人們的手勢(shì)（gestures）各不相同（varied）。有些人做出了恰當(dāng)?shù)模╝ppropriate）手勢(shì)，而有些人則沒(méi)有。相比之下（Bycontrast），托尼贊同（approved）那些表現(xiàn)出（demonstrated）尊重的手勢(shì)。他看到兩個(gè)人起初似乎有著相同的（identical）表情。但是當(dāng)他進(jìn)行推斷（madeinferences）時(shí)，他發(fā)現(xiàn)他們實(shí)際上是不同的（differed）。一個(gè)人通過(guò)在腰部（waist）微微鞠躬（bow）來(lái)表示好感（favour）。然而，存在著一個(gè)誤解的障礙（barrier）。有人做了一個(gè)虛假的（fake）手勢(shì)，導(dǎo)致了憤怒（anger）。托尼意識(shí)到并不是所有的手勢(shì)對(duì)于解讀（interpreting）人們的感受都是可靠的（reliable）。interaction/??nt?r'?k?n/n.交流;相互影響vary/?ve?ri/vi.(根據(jù)情況)變化;改變appropriate/??pr??pri?t/a.合適的;恰當(dāng)?shù)腷ycontrast/ba??k?ntrɑ:st/相比之下approve/??pru:v/vi.贊成;同意vt.批準(zhǔn);通過(guò)demonstrate/?dem?nstre?t/vt.表現(xiàn);表達(dá);說(shuō)明;證明gesture/?d?est??(r)/n.手勢(shì);姿勢(shì);姿態(tài)witness/?w?tn?s/vt.當(dāng)場(chǎng)看到;目擊n.目擊者employ/?m?pl??/vt.使用;應(yīng)用;雇用identical/a??dent?kl/a.相同的interpret/?n?t?:pr?t/vt.把…理解為v.口譯differ/?d?f?(r)/vi.相異;不同于byparison/ba?k?m?p?r?sn/(與…)相比較cheek/t?i:k/n.面頰;臉頰favour/?fe?v?(r)/vt.較喜歡;選擇n.幫助bow/b??/vi.鞠躬;點(diǎn)頭vt.低(頭)waist/we?st/n.腰;腰部makeinferences/me?k??nf?r?ns?z/推理;推斷breakdown/bre?kda?n/消除;分解;打破barrier/?b?ri?(r)/n.隔閡;障礙fake/fe?k/a.假裝的;假的;冒充的anger/???g?(r)/n.憤怒;怒氣vt.使生氣reliable/r??la??bl/a.可靠的;可信賴的Part2This

incident

madeTonythinkabout

nonverbal

municationmoredeeply.Heremembereda

trial

hehadseenwhereevena

slight

movementcouldhaveabigimpact.Therewere

twins

inthecourtroom,andtheir

nonverbal

cueswereinterestingtoobserve.Tonystartedtomakean

internal

assessment

oftheirbehavior.Hesawoneofthetwins

straightenup

whenansweringaquestion,whiletheother

slump

slightly.Their

poses

andthewaythey

bent

theirbodiesseemedto

reveal

somethingabouttheirfeelings.Tonywantedto

clarify

this.Inotherwords,hewastryingto

assess

whattheirbodylanguagereally

implied.An

educator

intheaudiencewas

ticking

offpoints.Tonynoticeda

tendency

forpeopleto

lower

their

chins

whentheywerenervous.Butinthiscase,itwas

barely

noticeable.ThiswholeexperiencemadeTonyrealizetheplexityofnonverbalmunication.這起事件（incident）讓托尼更深入地思考非言語(yǔ)（nonverbal）交流。他想起了曾看過(guò)的一場(chǎng)審訊（trial），在其中即使是一個(gè)細(xì)微的（slight）動(dòng)作都可能產(chǎn)生很大的影響。法庭上有一對(duì)雙胞胎（twins），他們的非言語(yǔ)（nonverbal）暗示很值得觀察。托尼開(kāi)始對(duì)他們的行為進(jìn)行一個(gè)內(nèi)在的（internal）評(píng)估（assessment）。他看到其中一個(gè)雙胞胎在回答問(wèn)題時(shí)挺直了身子（straightenup），而另一個(gè)則微微（slightly）耷拉著（slump）。他們的姿勢(shì)（poses）以及他們彎曲（bent）身體的方式似乎揭示（reveal）了一些他們的感受。托尼想要澄清（clarify）這一點(diǎn)。換句話說(shuō)（inotherwords），他正試圖評(píng)估（assess）他們的肢體語(yǔ)言真正意味著（implied）什么。觀眾中的一位教育家（educator）正在打勾（ticking）記錄要點(diǎn)。托尼注意到人們?cè)诰o張的時(shí)候有傾向（tendency）低下（lower）他們的下巴（chins）。但在這種情況下，這幾乎難以察覺(jué)（barely）。這整個(gè)經(jīng)歷讓托尼意識(shí)到非言語(yǔ)交流的復(fù)雜性。incident/??ns?d?nt/n.發(fā)生的事情;嚴(yán)重事件trial/?tra??l/n.&v.審訊;審判;試驗(yàn);試用slight/sla?t/a.輕微的;略微的;細(xì)小的slightly/?sla?tli/ad.略微;稍微twin/tw?n/a.雙胞胎之一的n.孿生之一nonverbal/?n?n'v?:bl/a.不涉及言語(yǔ)的;非言語(yǔ)的assessment/??sesm?nt/n.評(píng)價(jià);評(píng)定assess/??ses/vt.評(píng)估;評(píng)價(jià)internal/?n?t?:nl/a.內(nèi)部的;里面的straightenup/?stre?tn?p/直起來(lái);整理;收拾整齊slump/sl?mp/vi.垂頭彎腰地走(或坐等)pose/p??z/n.故作姿態(tài);姿勢(shì)vi.擺姿勢(shì)bend/bend/v.(使)彎曲;傾斜;偏向reveal/r??vi:l/vt.揭示;顯示;露出clarify/?kl?r?fa?/vt.使更清晰易懂;闡明;澄清inotherwords/?n??e?(r)w?:dz/換句話說(shuō);也就是說(shuō)educator/?ed?uke?t?(r)/n.教師;教育工作者;教育家tick/t?k/vt.給(試卷等)打鉤n.鉤號(hào)tendency/?tend?nsi/n.趨勢(shì);傾向lower/?l???(r)/vt,把…放低;降低a.下面的imply/?m?pla?/vt.意味著;暗示barely/?be?li/ad.幾乎不;勉強(qiáng)才能;剛剛chin/t??n/n.下巴Part3Tonywasso

occupied

byhisthoughtsthathestartedto

stare

atthe

ceiling.Hedidn'twanttobe

distracted

fromhisanalysis.He

perceived

thatitwasnoteasyto

distinguish

thetruemeaningsbehindnonverbalcues.The

anxiety

inhis

chest

grew.Hefeltabit

embarrassed

and

ashamed

thathehad

merely

scratchedthesurfacebefore.He

calledon

himselftodobetter.Hedidn'twanttobe

bothered

byhispreviouslackofunderstanding.Hesawsomeonestartto

weep

inthecorner,perhapsbecauseofa

conflict

at

work.Tony

inquired

aboutwhatwaswrong.

Ultimately,herealizedthatheneededto

adjust

hiswayofthinkingandnot

intervene

tooquickly.Hehadto

react

basedonafullunderstandingofallthe

ponents

ofnonverbalmunication.The

tone

ofthewholesituationmadehimmoredeterminedtolearnmore.托尼被自己的思緒深深占據(jù)（occupied），開(kāi)始凝視（stare）著天花板（ceiling）。他不想被干擾而從自己的分析中分心（distracted）。他意識(shí)到（perceived）要辨別（distinguish）非言語(yǔ)暗示背后的真正含義并不容易。他胸口（chest）的焦慮（anxiety）感在增加。他對(duì)自己之前僅僅（merely）觸及表面而感到有點(diǎn)尷尬（embarrassed）和羞愧（ashamed）。他呼吁（calledon）自己要做得更好。他不想被自己之前缺乏理解這一點(diǎn)所困擾（bothered）。他看到有人在角落里開(kāi)始哭泣（weep），也許是因?yàn)楣ぷ髦械臎_突（conflict）。托尼詢問(wèn)（inquired）出了什么問(wèn)題。最終（ultimately），他意識(shí)到需要調(diào)整（adjust）自己的思維方式，不要太快地干預(yù)（intervene）。他必須在充分理解非言語(yǔ)交流的所有組成部分（ponents）的基礎(chǔ)上做出反應(yīng)（react）。整個(gè)情況的氛圍（tone）使他更加堅(jiān)定了要學(xué)習(xí)更多的決心。occupy/??kjupa?/v.占據(jù);占用stare/ste?(r)/vi.盯著看;凝視n.凝視ceiling/?si:l??/n.天花板;上限distract/d??str?kt/vt.分散(注意力);使分心perceive/p??si:v/vt.察覺(jué);看待;理解distinguish/d??st??gw??/v.區(qū)分;辨別anxiety/???za??ti/n.焦慮;擔(dān)心;害怕chest/t?est/n.胸部;胸膛embarrassed/?m?b?r?st/a.難堪的;尷尬的ashamed/???e?md/a.羞愧;慚愧merely/?m??li/ad.只是;僅僅;只不過(guò)callon/k?:l?n/(短暫地)訪問(wèn);要求某人講話bother/?b?e?(r)/v.費(fèi)心;麻煩n.麻煩;不便weep/wi:p/v.哭泣;流淚atwork/?tw?:k/有某種影響;在工作conflict/?k?nfl?kt/n.矛盾;沖突vi.沖突;抵觸inquire/?n'kwa??(r)/v.詢問(wèn);打聽(tīng)ultimately/??lt?m?tli/ad.最終;最后adjust/??d??st/vt.調(diào)整;調(diào)節(jié)v.適應(yīng)intervene/??nt??vi:n/vi.干預(yù);介入react/ri??kt/vi.(對(duì)…)起反應(yīng);回應(yīng)ponent/k?m?p??n?nt/n.組成部分;零件tone/t??n/n.語(yǔ)氣;腔調(diào);口吻高考高頻單詞1. ________v.變化；不同2. ________adj.適當(dāng)?shù)模磺‘?dāng)?shù)?. ________v.批準(zhǔn)；贊成4. ________v.展示；證明5. ________n.手勢(shì)；姿勢(shì)6. ________v.雇傭；使用7. ________v.解釋?zhuān)豢谧g8. ________v.不同；有區(qū)別9. ________n.障礙；屏障10. ________adj.可靠的11. ________n.事件；事變12. ________v.評(píng)估；評(píng)定13. ________v.揭示；顯示14. ________v.暗示；意味著15. ________v.調(diào)整；調(diào)節(jié)重點(diǎn)短語(yǔ)1. ________與……形成對(duì)比2. ________換句話說(shuō)3. ________直起身；整理4. ________崩潰；分解5. ________推斷；推測(cè)6. ________拜訪；號(hào)召7. ________在工作；起作用8. ________對(duì)……作出反應(yīng)常用詞詞性變化1.vi.贊成；同意vt.批準(zhǔn)；通過(guò)→n.贊成；批準(zhǔn)→adj.贊同的→(反)vi.不贊成；不同意vt.不批準(zhǔn)2．vt.較喜歡；選擇；有利于n.幫助；恩惠；贊同→adj.贊同的；給人好印象的3．varyvi.(根據(jù)情況)變化；改變→n.變化；改變→n.種類(lèi)；范疇→adj.各種各樣的4．vt.使更清晰易懂；闡明；澄清→n.澄清5．differvi.相異；不同于→n.不同→adj.不同的→indifferentadj.漠不關(guān)心的6．occupyvt.占據(jù)；占用→n.占領(lǐng)；工作；職業(yè)→adj.占用的；被占領(lǐng)的；忙于……的7．employvt.使用；應(yīng)用；雇用→n.雇用；使用→n.雇主；老板→n.雇工；雇員→adj.失業(yè)的8．a(chǎn)djustvt.調(diào)整；調(diào)節(jié)vi.&vt.適應(yīng)；(使)習(xí)慣→adjustmentn.調(diào)整；適應(yīng)→adj.可調(diào)節(jié)的9．a(chǎn)dj.可靠的；可信賴的→relyv.依靠；依賴→adv.可靠地；可信賴地10.adj.難堪的；尷尬的→embarrassv.使尷尬→n.尷尬；難堪→adj.令人難堪的11．a(chǎn)ppropriateadj.合適的；恰當(dāng)?shù)摹鷄dv.合適地；恰當(dāng)?shù)亍?反)adj.不合適的；不恰當(dāng)?shù)?2．distinguishvi.&vt.區(qū)分；辨別→adj.卓越的；杰出的13．slightadj.輕微的；略微的；細(xì)小的→adv.略微；稍微14．lowervt.把……放低；降低；減少adj.下面的；下方的；較小的→adj.低的，矮小的；樓下的，低洼的；沮喪的；下賤的adv.低聲地；謙卑地15．n.趨勢(shì)；傾向→tendv.趨向；走勢(shì)16．n.憤怒；怒氣vt.使生氣；激怒→angryadj.生氣的；憤怒的→adv.生氣地；憤怒地17．n.焦慮；擔(dān)心；害怕→anxiousadj.焦慮的；不安的→adv.焦慮地；擔(dān)心地18．reactvi.(對(duì)……)起反應(yīng)；回應(yīng)；(對(duì)食物等)有不良反應(yīng)→n.反應(yīng)；回應(yīng)19.n.教師；教育工作者；教育家→educatev.教育；教導(dǎo)；訓(xùn)練→n.教育→educationaladj.教育的20．a(chǎn)ssessvt.評(píng)估；評(píng)價(jià)→n.評(píng)價(jià)；評(píng)定21．distractvt.分散(注意力)；使分心→n.分心；分散22．a(chǎn)dv.只是；僅僅；只不過(guò)→mereadj.僅僅的；只不過(guò)23.adv.最終；最后→adj.最后的，極限的24．interpretvt.把……理解(解釋)為vi.&vt.口譯→n.口譯；翻譯→n.翻譯官25．a(chǎn)dv.幾乎不；勉強(qiáng)才能；剛剛→bareadj.空的；僅夠的；光禿禿的26．demonstratevt.表現(xiàn)；表達(dá)；說(shuō)明；證明→n.證明；示范；演示單句語(yǔ)法填空用單詞的適當(dāng)形式完成句子1._________(anxious)

can

be

caused

by

lack

of

sleep.

2.He

said

nothing,

_________(mere)

smiled

and

watched

her.

3.I

was

really

_________(embarrass),

but

then

I

saw

the

funny

side

of

it.

4.,You

should

be

_______(ashame)

of

treating

your

worker

like

that.

5.She

married

a

wealthy

old

man,

which

made

her

parents

very_______(

anger).6.Iwouldappreciateitifmyapplicationcouldgetyour__________(approve).7.Ourinformationesfroma__________(rely)source.8..Weneedsomebody__________(interpret)fromRussianintoEnglish.9..Modernmethodsoftrackingpolarbearpopulations_________(employ)onlysincethemid1980s.10.Thiscoatonlydiffers__________thatoneincolor.單詞默寫(xiě)：根據(jù)漢語(yǔ)及英文提示詞，用本單元所學(xué)單詞的適當(dāng)完成語(yǔ)篇Inourinteractionswithotherpeople,thewayofexpressionneedstovarywiththesituation.Bodylanguageisimportantand1.________________(可靠).Bycontrast,itissometimesmoreappropriatethanspokenlanguage.Asmileisalwaysapprovedofinallculturesbecauseitdemonstratespolitenessandcanbreakdownbarriers.A2.________(假裝的)smileisalsonecessaryifyouwanttohidefeelingslikeangeror3.______________(anxious),orwhenyoufeelashamedorembarrassed.Ofcourse,wecanmakeinferencesaboutthetruthofthesmile.Bodylanguagediffersaroundtheworld.Differentculturesmay4.____________(使用)differentgesturestoexpresstheidenticalfeelings.Insomecultures,peoplefavourshakinghands,bowingfromthewaistwhentheymeet.Byparison,elsewhere,peoplemaykisstheirfriendsonthecheek.Youcanalso5.______________(看到)thatsomepeopleinterpretthegestureforOKaszero.Asaneducator,I'velearnedtoreadmystudents'bodylanguageandknowwhatmakeseachstudenttick.6.________________________(換句話說(shuō)),Iunderstandwhatmystudentsthinkthroughtheirbodylanguage.Asweknow,peoplehavea7.________________（傾向）toleantowardswhatevertheyareinterestedin.Soifastudenthashisheadloweredtolookathiswatch,itimpliesheisbored.Theireyesbarelymove,andwiththeirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.Thatmeansthesestudentsaredistractedfromclass.Icanperceiveand8.______________________（distinct）whysomestudentsputtheirarmsacrosstheirchests.IknowIneedto9.______________(調(diào)查)andassesswhatisgoingon.Once,Imadeatrialwiththetwinbrothersaboutnonverbalgestures.Igaveanaccurateassessmentoftheirinternalthoughtsbyhowtheyposed,slumpedandbentover.Thiswasalsoagoodexplanationofbodylanguage.Ultimately,Icallonmystudentsnottobe10.________________(干擾)bytheoutsideworldandadjusttheirlearningstate.Atwork,ifthereisaconflictbetweenbehaviourandlearning,Iwillinterveneintime.Thisismerelyoneponentofthesolution.完形填空單詞再現(xiàn)（黑體詞為本單元單詞）Inabusyoffice,peoplewere

occupied

withtheirwork.TherewasayoungmannamedTomwhoalwaysseemedabit

embarrassed

insocial

interactions.Hehadacertain

tendency

to

lower

hisheadwhentalkingtoothers.Oneday,therewasanimportant

incident.Anewcolleague,Lily,(1)______theteam.Duringameeting,Tomtriedto

demonstrate

hisideas,buthis

gestures

wereabit

awkward.Somepeople

perceived

himasbeing(2)______.Asthedayswentby,TomnoticedthatLilyalwayshadafriendly

tone

whenspeakingtohim.Shedidn'tseemtobe

bothered

byhis(3)______.Theystartedtohavemoreconversations.Oneafternoon,theywerediscussingaproject.Tomwastryinghardto

interpret

histhoughtsclearly.Buthefeltliketherewasa

barrier

betweenhimandLily.Hewasworriedthatshemight

misunderstand

him.Duringacoffeebreak,TomsawLilychattingwithothers.Shewasusingvarious

gestures

andhadaveryopen

posture.Herealizedthatheneededto

adjust

his(4)______.Hestartedtoworkonhisbodylanguage.Hetriedto

straightenup

andmakemoreeyecontact.Littlebylittle,hebecamemore(5)______.However,therewasstillasmall

conflict

inhismind.Hewas

ashamed

ofhis(6)______behavior.ButLilyalways

approved

ofhisefforts.Shewouldoften

encourage

himwitha(7)______.Oneday,theyhadtopresentajointproject.Tomwasvery(8).ButwithLilybyhisside,hemanagedtodoagreatjob.Theirpresentationwas

successful

andtheyreceivedalotof(9)______.Intheend,Tomlearnedthat

interactions

withotherscanbeimprovedwith(10)______.HewasgratefulforLily'shelp.Tom's(11)______tolowerhisheadwassomethinghewantedtochange.The

incident

withthenewcolleaguemadehimrealizetheimportanceofgood

interactions.Lily'sfriendly

tone

andpositiveattitudereally(12)______him.Shehelpedhimtooverehis(13)______andbuildhisconfidence.The

gestures

and

posture

thatT