Using Language 课文精读 · 我如何了解我的学生？
一、课文原文及逐段翻译
第1段
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?
作为一名教育者，人们常问我怎么知道学生在想些什么。许多学生十分害羞，话并不算多。同时，在四十多人的教室里，很难与每个人进行多次一对一的交谈。那么，我究竟如何弄清每个学生的心思呢？
第2段
My answer? I look at their body language. 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.
我的答案？我看他们的肢体语言。当学生对一堂课感兴趣时，很容易辨认出来。大多数人会抬头并和我眼神交流。我开玩笑时，他们会笑；我讲到难点时，他们露出困惑的神情。不过，我之所以知道学生真正感兴趣，是因为他们会身体前倾望着我。人往往对自己感兴趣的东西身体前倾。所以，如果一个学生低头看表，那就意味着他觉得无聊，只是在数着分钟等下课。如果两个朋友把头靠在一起，他们多半在互相写纸条。
第3段
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. 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.
当然，并非每个抬头的人都专心听课。有些学生抬起头，却没有眼神交流。他们的眼睛几乎不动，脸上始终是一副疏离呆滞的表情，仿佛睁着眼睛在睡觉。有些学生被别的东西逗乐了，把所有时间都花在瞧别处而非看我。再者，有些学生最爱做的是白日梦——手托下巴，盯着窗外或天花板出神。
第4段
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.
尽管学生何时感兴趣、无聊或分心很容易察觉，但要分辨他们何时烦恼却往往难得多。生气、害怕或焦虑的学生可能双臂交叉抱在胸前，双腿并拢或交叉，仿佛在守护自己的身体。难过或担忧的学生几乎总是眉头紧锁，也可能双手捂脸，像是尴尬或羞愧。有些学生这样做仅仅是因为害怕被老师点到。然而，如果一个学生懒得梳头、双眼因哭泣而发红，我就能推断她正面临更深层的困扰——也许是和同学或家人发生了严重冲突。不管是什么，我知道我需要去询问并评估发生了什么。
第5段
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.
归根结底，我的职责是帮助每一个学生去学习。他们的肢体语言让我知道何时调整课堂活动、何时介入、何时单独交谈，好让他们都能从学校收获最多。对肢体语言作出回应，是成为一名教师的重要环节。
二、重点单词
educator n.：教育工作者；教师。As an educator
recognise v.：认出；识别。It is easy to recognise ...
tend v.：往往会；倾向。Most tend to look up
confused adj.：困惑的；迷惑的。they look confused
imply v.：暗示；意味着。it implies he is bored
absence n.：缺乏；缺席。an absence of eye contact
distant adj.：疏远的；遥远的。the same distant expression
daydream v.：做白日梦。favourite activity is daydreaming
anxiety n.：焦虑；忧虑。experiencing anxiety
infer v.：推断；推论。I can infer that ...
intervene v.：干预；介入。when to intervene
component n.：组成部分；成分。an important component of ...
三、一词多义与熟词生义
tend 常见义"照料、趋向"，课文中 Most tend to look up 作"往往会、倾向于"，后接 to do。
interest 常见义作名词"兴趣"，课文中 interested in a lesson 与 lean towards whatever they are interested in 中均表"感兴趣的事物"。
occupied / occupy 常见义"占据、占用"，课文中 occupy themselves by staring ... 意为"使（自己）忙于、沉浸于"。
guard 常见义"守卫、保卫"，课文中 guarding their bodies 引申为"（肢体）护住、缩紧身体"。
component 常见义"零件、部件"，课文中 an important component of being a teacher 指"重要组成部分、要素"。
四、重点词块
what is going on 发生了什么；情况如何
one-on-one conversations 一对一的交谈
make eye contact 进行眼神交流
tend to 往往；倾向于
lean forward 身体前倾
lean towards 倾向于；朝……倾斜
count the minutes 数着分钟（等下课）
an absence of 缺乏；没有
daydreaming 做白日梦
with one's chins on one's hands 手托下巴
have one's arms crossed 双臂交叉
get the most out of 从……中收获最多
五、长难句拆解
【原句 1】So, how can I really know what makes each student tick?
【主干】how can I know ...?
【分层】what makes each student tick 为 what 引导的宾语从句，作 know 的宾语；tick 此处为口语用法，意为"运转、打得起精神 / 心思所在"。
【译文】那么，我究竟如何弄清每个学生的心思呢？
【考点】what 引导的宾语从句；口语动词 tick 的熟词生义。
【原句 2】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.
【主干】Students may have their arms crossed ... and their legs closed or crossed.
【分层】who are angry ... 为定语从句修饰 students；have + 宾语 + 过去分词（crossed / closed）作宾补，表被动状态；like they are guarding 为方式状语从句。
【译文】生气、害怕或焦虑的学生可能双臂交叉抱在胸前，双腿并拢或交叉，仿佛在守护自己的身体。
【考点】who 定语从句；have + 宾语 + 过去分词（宾补）；like 引导方式状语从句。
【原句 3】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.
【主干】I can infer that ...
【分层】if 引导条件状语从句（含 and 连接的两个并列谓语 does not bother ... 与 are red ...）；that 引导宾语从句；at work 为介词短语作 issues 的后置定语，意为"在起作用"。
【译文】然而，如果一个学生懒得梳头、双眼因哭泣而发红，我就能推断她正面临更深层的困扰。
【考点】if 条件状语从句；that 宾语从句；at work 短语动词。
六、语法点清单
1. what 引导的宾语从句
what is going on；what makes each student tick。what 兼作宾语。
2. have + 宾语 + 过去分词（宾补）
have their arms crossed；have their legs closed or crossed。表示"使某物处于某种被动状态"。
3. 定语从句（who）
Students who are angry ...；Some students who looks up。who 指人作主语。
4. 并列连词 and / or / but
angry, afraid, or experiencing anxiety；closed or crossed；look up, but there is ...。
5. 介词 + 动名词 / 名词
by staring out of the window；by watching；with their chins on their hands。
6. when to do 不定式短语
when to adjust ... when to intervene ... when to talk ...。疑问词 + 不定式作宾语。
七、逻辑链
设问（第1段）：班额大、学生 shy，如何读懂每个学生？
↓
方法（第2段）：看肢体语言——感兴趣（前倾、眼神）、无聊（低头看表）、密语（头靠头）
↓
辨析（第3段）：抬头≠专心——走神、发呆、白日梦的肢体表征
↓
深入（第4段）：识别"烦恼"更难——抱臂、皱眉、捂脸，乃至深层困扰信号
↓
升华（第5段）：肢体语言指导教师何时调整、介入、谈心
本文是"问题—观察—总结"的记叙说理文：第1段抛出问题；第2—4段以"感兴趣 / 分心 / 烦恼"三层次观察展开；第5段收束于教师职责，点明肢体语言的价值。
八、写作迁移
模板 1：As an educator, people often ask me how ...
课文：As an educator, people often ask me how I know what is going on ...
仿写：As a coach, people often ask me how I keep players motivated.（作为一名教练，人们常问我如何保持队员的动力。）——用于职业视角开篇。
模板 2：Most tend to ..., and ...
课文：Most tend to look up and make eye contact.
仿写：Most tend to check their phones first thing in the morning.（大多数人往往早上第一件事就是看手机。）——用于描述普遍行为。
模板 3：So if ..., it implies ...
课文：So if a student has his head lowered ..., it implies he is bored ...
仿写：So if a customer leaves without buying, it implies the price is too high.（若顾客空手离开，便意味着价格过高。）——用于由现象推断原因。
模板 4：While it is easy to ..., it is much harder to ...
课文：While it is easy to perceive when students are interested ..., it is sometimes much harder to distinguish when students are troubled.
仿写：While it is easy to spot a mistake, it is much harder to fix the root cause.（发现错误容易，找准根源却难得多。）——用于对比难易。
模板 5：... lets me know when to ..., when to ..., and when to ...
课文：Their body language lets me know when to adjust ..., when to intervene, and when to talk ...
仿写：The feedback lets me know when to continue, when to pause, and when to stop.（反馈让我知道何时继续、何时停顿、何时停止。）——用于排比列举时机。
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