大学思辨英语教程精读1语言与文化(说课)-以
大学思辨英语教程精读1unit2
Thesis: Among its multiple purposes, language is good at interaction and persuasion but poor at information talking.Part Para(s).Main ideaI 1-5Introducing the question: what is language for?II 6-8Multiple purposes: interpreting the questionIII 9-20 Answering the first question: what is difficult to express?IV 21-26 Answering the second question: what is language good at?V 27-28 Conclusion: questions related to the functions of languageComprehensive Questions1. The transfer of information is not the only purpose of using language.In greetings and some pointless chitchat, communicators use language primarily, if not exclusively, for constructing or maintaining certain social relationship. Even when information is the major concern, the speaker and hearer must take into consideration some other factors, such as politeness and aesthetics (cf. Para. 22-22).2. In Paragraph 6, Aitchison divides the question into two sub-questions: “Forw hat purpose did language develop? ”an d“For what purpose is language used nowadays? ”what is language foSince there are so manypurposes of using language and the original one is difficult to identify, she argues in paragraph 8 that we can find clues by looking at what language is good at and what it finds difficult to express. The rest of the text (paras.9-28) provides discussion about and answers to these two questions.3. According to Aitchison, the list of language functions in paragraph 7 is not exhaustive(complete), and it is not clear which one is the most basic. Aitchison discusses in some detail the following four functions, providing information, expressing feelings, influencing others and social talking, which are roughly organized in the order of importance in the traditional view.4. Aitchison suggests that the early functions of language can be traced in the way we use language today to some extent. The assumption behind is that the origin of language is accountable(responsible) in its early function(s) and that the earlyfunction(s) must be reflected in what language is good at today. In other words, if language was created to perform a particular function, it must still be good at it nowadays. Evaluating the text(2) ExemplifyingAn utterance may serve more than one purpose simultaneously. Donking is used metalinguistically(元语言) in example (6), but the whole sentence“ Donkingi sn 'at word ”i s informative. We can provide information, express our feelings and initiate social talking by asking questions or giving commands.Exploring beyond the text(1) Some scholars believe that language facilitates thinking and that our thinking would be impossible without an inner language. In many cultures,language is also used as a symbol of magic or as something that carries mysterious power (e.g., religious Taoism, couplets for Spring Festival). Different functions of language are not equally important. For example, the functions of communicating and of facilitating thinking are more fundamental while those of religious use and word play are more derivative(派生的) .(2) Generally speaking, there are two different views on the relationship between language and thinking. Some scholars claim that language restricts thinking. According to this view, people perceive the world through the language that they speak. It follows that people speaking different languages experience different worlds, just like people seeing different things with different eyes. Others believe that language and thinking are separate and should not be equated with each other. For example, even if a language does not have the word for chartreus(e查特酒绿), people speaking the language can still perceive this color, think about it and even talk about it, using not a single word but a kind ofparaphrase(意译) .(3) Some utterances may basically serve only one function. For example, people greet each other saying “Hi! ”or “ Morning! t”o neighbors to maintain social connections; in church, the priest preaches a sermon to call for piety to the Lord. But more often than not an utterance and its context produce some “side effects ” and serve different functions simultaneously. In saying “It 's gonna rain. You 'd better take an ulmadbyre, ltlhae.to a speaker not only provides information about the weather, but also shows his/her concern toward the addressee and enhances the solidarity.(4) Language changes for different reasons, e.g., language users (abomination)to clich éand preference to creativity, language contact, language planning and so on. While some changes may not be directly related to functions of language, others are indeed motivated by certain functions of language. For example, neologisms related to science and technology emerge primarily because there is a need to talk about such new things. In this case the function of providing information requires the creation of some new words.(5) The best-known examples for “ phaticc ommunion ”i n traditional Chinese society are probably greetings such as 吃了吗？(have“ you had your meal?) ”an d “去哪儿啊？(where are you going?) ”N.e ither is considered imposing(气宇昂轩) or offensive because in traditional Chinese society, it is more important to show mutual concern than respectfor privacy. The British follow a different tradition. Brown and Levinson (1987) recognize two sides of face, a positive one and a negative one. Positive face refers to “thed esire to be appreciated and approved ”an d negative face “the freedom of action and freedom from impositionChinese people (especially in traditional society), negative face is not as important as positive face. The British, on the other hand, value negative face more than positive face.Language enhancementWords and phrases1. Word FormationPart of speechnouns: Taking-off, air-traffic, take-off-point, London-York, two-thirds, real-life, non-reality, self-repetition, other-repetitionAdjectives: non-existentAdverbs: half-wayStructure:Noun-noun: air-traffic, London-York, self-repetition, other-repetition Adjective-noun: real-lifeCardinal-ordinal numeral: two-thirds Prefix-noun: non-realityGerund-adverb: Taking-offVerb-adverb-noun: take-off-pointunworthy2. Articles and prepositions(1)/ (2)/ (3) a, the, with (4) /, the (5) /, the, the, on, aSolar/lunar CalendarShadow cabinet 影子内阁3. Verbs and phrases(1)conveying, handling (2)convey (3)transferred (4)coincide(5)collide (6)date back to (7)originated fromSentences and discourseTranslation1 . ...the English philosopher John Locke argued in his influential An Essay Concerning Human Understanding (1690) that language is “theg reat conduit, whereby men convey their discoveries, reasoning, and knowledge to one another. ” 英国哲学家约翰·洛克在其颇有影响的著作《人类理解论》(1690)中指出，语言是一个伟大的传输渠道，人类通过这一渠道相互传达各自的发现、推理和知识。
大学思辨英语教程 精读1课件Unit 4 Language Learning
• Understand the effects of cultural differences on communication and language learning
Critical Thinking
Reading Skills
Learning Objectives
• Reading Skills
• Summarize the main idea of each paragraph • Identify topic sentences and key words • Identify supporting details
• At various times her house and yard have been filled with dogs, cats, birds, and rabbits. For thirteen years she had a cat named Taxi, and liked to go outside and call, "Taxi!" to make the neighbors wonder.
• Communicative Competence
• Illustrate your points with appropriate examples • Use topic sentences and supporting sentences to organize
your presentation/essay • Use euphemisms for possibly impolite expressions
大学思辨英语教程精读1Unit2教师用书0809
大学思辨英语教程精读1Unit2教师用书0809Unit 2 Functions of languageOverviewTo further explore the nature of language, we naturally e to the question of what language is for. This unit deepens our understanding of the basics of language by offering refreshing ideas about language functions, which pave the way for the investigation of language in use, language evolution, language acquisition, and other important issues in linguistics.Text A Language is used for so many purposes (e.g., expressing feelings, providing information, and conducting social talking, to name just a few) that it is difficult for us to identify which one is its most basic (perhaps also its) original use. However, a careful examination of what language is good/bad at today can hopefully provide some useful clues to its basic function(s). Contrary to the mainstream assumptions, it has been observed that among its multiple purposes, language is good at interaction and persuasion but poor at information exchange.Text B The hammer (with an iron head and a handle) is shaped to fulfill its functions of pounding nails into and removing them out of wood. Likewise, the form of language is also motivated by its basic functions. As a form-function posite, a linguistic unit consists of two parts, the signifier and the signified. The bond between the two parts is both arbitrary and motivated. It is arbitrary because there is no inherent connection between the form of a sign and its meaning; it is motivated in the sense that the bond between the signifier and the signified is intentional instead of rigid or random.The two texts approach the same issue from differentperspectives. Text A discusses how the basic functions of a language can be traced in the development of language, while Text B focuses on the intriguing relationship between the form and the functions of language.Teaching objectivesThis unit is designed to help students develop their reading skills, municative petence, critical thinking, intercultural petence and abilities of autonomous learning in the following aspects.Reading skills: Distinguish between general and specific statements Scan for a global understanding of the textRead charts, graphs and tables to organize and interpret informationmunicative petence: Illustrate your points with appropriate examples Use figures of speech to help Illustrate your points Differentiate informative and affective uses of language Critical thinking: Evaluate the logical strengths of the a uthor’s evidence and support Organize and present your reasoning using diagrams Identify and critique assumptions behind statementsIntercultural petence Appreciate linguistic and cultural diversity Interpret language differences culturally Have curiosity in and be ready to explore other languages and cultures Teaching strategiesThe functions of language are an interesting yet rather difficult topic. T o arouse students’ interest, the teacher can start with a direct question “What do you think is the functi on of language?” or a more interesting one “In what way is language similar to a hammer?”The questions in Critical reading and Intercultural reflectionare mostly mini-research projects. To guarantee quality answers from students and to improve the classroom efficiency, it is re mended to divide the class into groups and assign different tasks to them in advance. Each group is required to do in-depth researches on a few of the questions.Further readings on functions of language: Jakobson, Roman. (1960). Closing statement: linguistics and poetics. In Thomas A.Sebeok (ed.). Style in Language, Cambridge, MA.: The MIT Press. 350-377. Halliday, M.A.K. (1973). Explorations in the Functions of Language. London: EdwardArnold. Coq, John P. (1955). The Function of Language. The Modern Language Journal, 39(4):177-180. Jackson, Howard & Peter Stockwell. (2011). An introduction to the nature and functionsof language. London & New York : Continuum.Preparatory work(1) Main publications:New media language. London and New York: Routledge, 2003. Words in the mind: An introduction to the mental lexicon. 3rd edition. Oxford and NewYork: Basil Blackwell, 2003. The Articulate Mammal: An Introduction to Psycholinguistics. 4th edition. London and New York: Routledge, 1998. The seeds of speech: Language origin and evolution. Cambridge, New York, Melbourne: Cambridge University Press, 1996.Main research interests: 1) (Socio-)historical linguistics The description, implementation and causation of language change, with particular reference to current changes. 2) Language and mind Language acquisition, speech prehension, speechproduction, with particular reference to lexical storage and retrieval. 3) Language and the media The language used by the media, and the effect of the media on language, with particular reference to language change, language and power, the relationship of media language to language in literature.(2) The whole book consists of four parts, namely, Puzzles, Origin, Evolution, and Diffusion. Text A “What is Language for” is from the first part Puzzles. The other three questions addressed in this part are: How did language begin? Why do languages differ so much? and Is language an independent skill?Part 2, 'Origin', explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language. Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others. Chapter 7 considers the basic requirements for speech, many of which are also present in other primates. For example, sound-receiving mechanisms are shared with apes, yet sound-producing ones differ, perhaps because of our upright posture, which in the long run enabled humans to produce a range of finely tuned sounds. Chapter 8 notes that ontogeny, the development of the individual, only sometimes correlates with phylogeny, the development of the species. Two ways in which these coincided were the lowering of the larynx and the development of the 'naming insight', anunderstanding of the power of naming.Part 3, 'Evolution', examines how language might have evolved. Chapter 9 looks at ways in which words could have been bined. At first, many sequences were possibly repetitive and inconsistent. But gradually, strong preferences may have be e rules. These preferences were based on pre-linguistic 'mind-sets'. Chapter 10 looks at how language expanded and how it made use of the human body and its location in space for extending word meanings. The evolution of different parts of speech occurred probably via reanalysis: adjectives and prepositions both grew out of reinterpretation of nouns and verbs. Chapter 11 considers attachments to verbs. Verbs acquire attachments via grammaticalization, in which a full lexical item developed into a grammatical marker. Chapter 12 examines generativity, the use of finite resources to produce an infinite variety of sentences. Such structures arose from reanalysis of existing structures.Part 4, 'Diffusion', considers the spread of language over the world, and discusses why languages have not be e unlearnably different from one another. Chapter 13 outlines the route taken as humans moved out of Africa, and considered the possibility of reconstructing glimpses of language as it might have been more than 30,000 years ago. Chapter 14 examines the difficulties and frustrations of hunting for language universals. Chapter 15 points out that looking for constraints, things that languages don't do might be more enlightening. Implicational links, it notes, are important for keeping language in check. Such links are partially due to processing needs, but partly also to the overall structure of the system. Chapter 16 outlines the different ponents within the language system, and emphasizes that these interacted withthe usage of the system in a plex way.(3) John Locke, widely known as the Father of Classical Liberalism, was an English philosopher and physician. He was also memorized as one of the first British empiricists. His work greatly affected the development of epistemology and political philosophy. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence.Major works: A Letter Concerning Toleration (1689) Two Treatises of Government (1689) An Essay Concerning Human Understanding (1690) Some Thoughts Concerning Education (1693)(4) Lord Byron’s (1788-1824) two best known long narrative poems are Don Juan and Childe Harold's Pilgrimage. His other major poems include: Prometheus, She walks in Beauty, When we Two parted, Darkness, and And Thou art Dead, as Young and Fair.(5) Bronislaw Malinowski (1884-1942) is remembered as the father of the functionalist school of anthropology and for his role in developing the methods and the primacy ofanthropological fieldwork as well. He first rose to prominent notice through his studies of Pacific Islanders, especially those conducted among the Trobriand Islanders whose marriage, trade and religious customs he studied extensively. His best known works include Argonauts of the Western Pacific (1922),Crime and Custom in Savage Society (1926), The Sexual Life of Savages in North-Western Melanesia (1929), and the posthumously published Magic, Science, and Religion and Other Essays (1948).Malinowski helped develop the field of anthropology from a primarily evolutionary focus into sociological and psychologicalenquiries. Some of the noteworthy byproducts of his fieldwork in this direction include various evidence that debunked the Freudian notion of a universal Oedipal plex and evidence that showed that so-called primitive peoples are capable of the same types and levels of cognitive reasoning as those from more "advanced" societies. Malinowski's ideas and methodologies came to be widely embraced by the Boasian school of American Anthropology, making him one of the most influential anthropologists of the 20th century. Source: :// .nndb. /people/320/000099023/For more information about Malinowski, please refer to: Murdock, George(1943). Bronislaw Malinowski. American Anthropologist, 45:441-451. :// /doc/cc2245125.html,/ mittees/ missions/centennial/history/095malobit.pdfCritical readingI. Understanding the text1. Outlining Thesis: Among its multiple purposes, language is good at interaction and persuasion but poor at information talking.Part ParasMain ideaI 1 - 5 Introducing the question: what is language for?II 6 - 8 Multiple purposes: interpreting the questionIII 9 - 20 Answering the first question: what is difficult to express?IV 21-26 Answering the second question: what is language good at?V 27-28 Conclusion: questions related to the functions of languageWe would like to emphasize that what we have just provided is not the only answer to the outlining task. To start with, we can divide the text in different ways. For example, we can follow the traditional trichotomy and dividing it into introduction, main body and conclusion; we can also divide part III and part IV into further sections. The main idea of each part varies accordingly.2. prehension check (1) The transfer of information is not the only purpose of using language. In greetingsand some pointless chitchat, municators use language primarily, if not exclusively, for constructing or maintaining certain social relationship. Even when information is the major concern, the speaker and hearer must take into consideration some other factors, such as politeness and aesthetics (cf. Paras. 22-22). (2) In Paragraph 6, Aitchison divides the question “what is language for” into two sub-questions: “For what purpose did language develop?” and “For what purpose is language used nowadays?” Since there are so many purposes of using language and the original one is difficult to identify, she argues in paragraph 8 that we can find clues by looking at what language is good at and what it finds difficult to express. The rest of the text (paras.9-28) provides discussion about and answers to these two questions. (3) According to Aitchison, the list of language functions in paragraph 7 is not exhaustive, and it is not clear which one is the most basic. Aitchison discusses in some detail thefollowing four functions, providing information, expressing feelings, influencing others and social talking, which are roughly organized in the order of importance in the traditional view. (4) Aitchison suggests that the early functions of language can be traced in the way we use language today tosome extent. The assumption behind is that the origin of language is accountable in its early function(s) and that the early function(s) must be reflected in what language is good at today. In other words, if language was created to perform a particular function, it must still be good at it nowadays.II. Evaluation and exploration 1. Evaluating the text (1) Figure drawing(2) Exemplifying An utterance may serve more than one purpose simultaneously. Donking is used metalinguistically in example (6), but the whole sentence “Donking isn’t a word” is informative. We can provide information, express our feelings and initiate social talking by asking questions or giving mands.2. Exploring beyond the text (1) Some scholars believe that language facilitates thinking and that our thinking would be impossible without an inner language. In many cultures language is also used as a symbol of magic or as something that carries mysterious power (e.g., religious Taoism, couplets for Spring Festival). Different functions of language are not equally important. For example, the functions of municating and of facilitating thinking are more fundamental while those of religious use and word play are more derivative. (2) Generally speaking, there are two different views on the relationship between language and thinking. Some scholars claim that language restricts thinking. According to this view, people perceive the world through the language that they speak. It follows that people speaking different languages experience different worlds, just like people seeing different things with different eyes. Others believe that language and thinking are separate and should not be equated with each other. For example,even if a language does not have the word for chartreuse, people speaking the language can still perceive this color, think about it and even talk about it,using not a single word but a kind of paraphrase. (3) Some utterances may basically serve only one function. For example, people greet each ot her saying “Hi!” or “Morning!” to neighbors to maintain social connections; inchurch, the priest preaches a sermon to call for piety to the Lord. But more often than not an utterance and its context produce some “side effects” and serve different functio ns simultaneously. In saying “It’s gonna rain. You’d better take an umbrella.” to a lady, the speaker not only provides information about the weather, but also shows his/her concern toward the addressee and enhances the solidarity.(4) Language changes for different reasons, e.g., language users’ aversion to cliché and preference to creativity, language contact, language planning and so on. While some changes may not be directly related to functions of language, others are indeed motivated by certain functions of language. For example, neologisms related to science and technology emerge primarily because there is a need to talk about such new things. In this case the function of providing information requires the creation of some new words.(5) The best-know n examples for “phatic munion” in traditional Chinese society are probably greetings such as “吃了吗？(have you had your meal?)” and “去哪儿啊？(where are you going?)”. Neither is considered imposing or offensive because in traditional Chinese society, it is more important to show mutual concern than respect for privacy. The British follow a different tradition. Brown and Levinson (1987) recognize twosides of face, a positive one and a negative one. Positive face refers to “the desire to be appreciated and approved” and negative face “the freedom of action and freedom from imposition”. For Chinese people (especially in traditional society), negative face is not as important as positive face. The British, on the other hand, value negative face more than positive face.Language Enhancement I. Words and phrases 1. Word formation Part of speech: Nouns: Taking-off, air-traffic, take-off-point, non-reality, self-repetition, other-repetition Adjectives: non-existent Adverbs: half-wayLondon-York,two-thirds,real-life,Structure: Noun-noun: air-traffic, London-York, self-repetition, other-repetition Adjective-noun: real-life Cardinal-ordinal numeral: two-thirds Prefix-noun: non-reality Gerund-adverb: Taking-off Verb-adverb-noun: take-off-point2. Articles and prepositions (1)/ (2)/ (3) a, the, with (4) /, the (5) /, the, the, on, a3. Verbs and phrases (1) convey, handle (2) convey (3) transfer (4) coincide (5) collide (6) date back to (7) originate from II. Sentences and discourse 1. Paraphrasing (1) Even when language is used simply to transfer information, the accuracy of the information transferred is still unlikely to reach 100%. (2) Less affirmative claims about the purpose of language may be at least superficially more acceptable: when early people found that facial expressions and body movements could not fully express themselves, they invented language to municate their thoughts.(3) So long as the speaker is telling the truth, language is reasonably good at transferring simple pieces of factual information, such as “Bob is Petronella’s cousin.” (4) Even in cultures where lying is officially discouraged, people are still unwilling to tell the whole truth. A government official invented the phrase “being economic with the truth” to deny tha t he was lying. (5) According to George Orwell, political language is designed to beautify horrible things and to tell lies.2. Translation (1) 英国哲学家约翰·洛克在其颇有影响的著作《人类理解论》(1690)中指出，语言是一个伟大的传输渠道，人类通过这一渠道相互传达各自的发现、推理和知识。
大学思辨英语教程 精读1Unit 4教师用书 20150918
Unit4Language LearningUnit overviewLanguage acquisition is one of the key issues for the study of language and it is closely related to the study of almost all aspects of language.How we acquire language seems to be a most straightforward question but actually no one can provide a definite answer to it.Exploring this question can help us better understand other issues about language.Text AIn Text A,Napoli provides two answers to the question in the title,“How do we acquire language?”.First,children acquire language step by step,gaining a certain skill in each step:recognizing the voices of their mother and other people, distinguishing the sounds of their mother tongue from other language,recognizing words,producing words,producing two-word phrases and producing sentences. However,it does not mean every individual child exactly follows this pattern.Second, language is acquired on the basis of Universal Grammar,which is exemplified by a variety of language acquisition phenomena:Children arrange words according to abstract innate linguistic principles;early utterances produced by small children have an innate structure;immigrants’children can distinguish grammatical and ungrammatical language us;while parents speak a pidgin language,children may develop a creole language,which has a coherent grammar;and children,especially twins,can develop a secret communication system conforming to UG.In conclusion, language acquisition is a natural process determined by the human biological and physiological make-up.Text BText B is focused on second language acquisition.The authors compare first language acquisition and second language acquisition.According to them,L2learners tend to have errors in pronunciation and grammar and usually cannot fully acquire the pronunciation and grammar of a second language.Though,they also share some features in common with L1learners in terms of work order.Then,the authors analyze the impact of L1on L2acquisition in terms of pronunciation,grammar and phonology.However,the difficulty in L2acquisition is caused by more factors than the interference of L1.In the end,the authors discuss the role of age in L2acquisition and challenges the Critical Period Hypothesis.The two articles focus on first language acquisition and second language acquisition respectively.After reading Text A,students can compare the differences between L1 and L2acquisition and discuss the impact of L1on L2acquisition.Teaching objectivesReading skills●Summarize the main idea of each paragraph●Identify topic sentences and key words●Identify supporting detailsCommunicative competence●Illustrate your points with appropriate examples●Use topic sentences and supporting sentences to organize your presentation/essay ●Use euphemisms for possibly impolite expressionsCritical thinking●Use different examples to support different aspects of an idea●Use observation and literature to collect first-hand and second-hand evidence●Critique a“popular”folk theory with exemplification and reasoning Intercultural competence●Be aware of the differences and similarities between English and Chineseeuphemisms●Compare the Chinese language and the English language in terms of L1and L2learning●Understand the effects of cultural differences on communication and languagelearningTeaching strategiesYou can arouse the students’interest in this topic by showing them the Nature vs. Nurture debate,which is controversial in not only language acquisition but also psychology,education,law and popular culture.There is no definite answer to this debate but every student may have his or her own answer.After learning this unit, they will get new evidence or examples to support their answer or they may simply change their view.For a detailed description of child language acquisition,you can refer to Chapter8in Towards an Understanding of Language and Linguistics(《语言学概论》)by Lan Chun.Other resources include:●A general introduction/language.html●Emphasis on nature vs.emphasis on experience/news/special_reports/linguistics/learn.jsp●Language acquisition nguage learning/inservices/language_acquisiti_vs_language_02033.phpPreparatory work(1)Language Matters:A Guide to Everyday Questions About LanguageThis activity aims to arouse students’interest in other everyday questions about language which they often take for granted.They can also learn to search for an academic monograph on the Internet.The twelve questions answered by the author in the book are:●Question1:How do we acquire language?●Question2:From one language to the next:Why is it hard to learn a secondlanguage?Why is translation so difficult?●Question3:Does language equal thought?●Question4:Are sign languages real languages?●Question5:Do animals have language?●Question6:Can computers learn language?●Question7:Whose speech is better?●Question8:Why do dialects and creoles differ from standard language?●Question9:Do men and women speak differently?And who cares?●Question10:English spelling is hard,and it makes learning to read hard.Shouldwe do anything about it?●Question11:Should the United States adopt English as our official language andoverhaul our educational system accordingly?●Question12:Does exposure to and use of offensive language harm children?The book can be found on ,which also provides the second edition of the book with15questions about language.(2)Small children learning languageThis activity provides an opportunity for students to reflect on their personal experiences of learning language and collect some real examples of language learning, which can be analyzed during the reading of Text A.Relevant cases can also be found on the Internet,for example:/s?__biz=MzA5MzUxNTQ3Nw==&mid=206097261&id x=1&sn=ff8cb7a4119c131e3773e9f7d58d2fa6#rd(3)Universal GrammarThis activity is of great importance for understanding the second part of Text A. Definition:Universal Grammar proposes that the ability to learn grammar andlanguage is hard-wired into the brain.It is shared by all human languages.Chomsky argued that the human brain contains a limited set of rules for organizing language. Key publications of Chomsky:●Syntactic Structures,London:Mouton,1957.●Current Issues in Linguistic Theory,The Hague:Mouton,1964.●Aspects of the Theory of Syntax,Cambridge:M.I.T.Press,1965.●Language and Mind,New York:Harcourt,Brace&World,1968.●Studies on Semantics in Generative Grammar,The Hague:Mouton,1972.●The Logical Structure of Linguistic Theory,New York:Plenum Press,1975.●Lectures on Government and Binding:The Pisa Lectures,Dordrecht,Holland:Foris Publications,1982.●Some Concepts and Consequences of the Theory of Government and Binding,Cambridge:M.I.T.Press,1982.●Language and Thought,Wakefield,RI:Moyer Bell,1993.●The Generative Enterprise Revisited:Discussions with Riny Huybregts,Henkvan Riemsdijk,Naoki Fukui,and Mihoko Zushi,with a new foreword by Noam Chomsky,Berlin:Mouton de Gruyter,2004.For more information about Chomsky,please refer to the following website: /index.htm(4)Types of languageThis activity provides background information necessary for understanding different kinds of language mentioned by Napoli in Text A.Motherese/baby talk(Paragraph7):It is a nonstandard form of speech used by adults in talking to toddlers and infants.It features high pitch and special vocabulary,e.g. doggy for dog(Para.10),daddy for dad(Para.10),kitty for cat and wawa for water.A feature of baby talk in Chinese is reduplication,e.g.喝水水and吃饭饭。
大学思辨英语教程精读1unit1
Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。
2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。
3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。
大学思辨英语精读备课Unit1
Unit 1 Trust and CharacterText A Do You Like It Here (The story was published in 1939)Words and phrases expected of stude nts to un dersta ndphooey: int. (in formal): used to express disgust or con tempteyeshade: a visor worn on heard for protecti on aga inst glareen suite: adj. adv .in or as a part of a setmake rounds of: to go from place to place (for in specti on)bawl out (at sb)swi ng around: turn around (as if on a hinge or pivot)torture tactics:proceed: go onhalt: stop or pausethrow in: to in sert or in troduce into the course of somethi nggratuitously : free of charge; (unnecessarily, without apparent reason) certified public acco untant (CPA)peripatetic: walking or travelling abouton acco unt of: because of, for the sake ofimposi ng: very impressivein some small measureabiding: lasting for a long time, enduringin stitute (a search)(turn) yellow: (sla ng) cowardlygivesb one' s word of honor: solemn promise, a verbal commitment agreeing to do or not to do sth. in the futurePreparatory Work1. John O' Hara (1905-1970),a keen observer of social status and classdiffere nces, and wrote freque ntly about the socially ambitious. Hisfather died at that time, leaving him unable to afford Yale, the college of hischoice. By all acco un ts, this disappo in tme nt affected O'Hara deeply for the rest of his life and served to hone the kee n sense of social awareness thatcharacterizes his work. He worked as a reporter for various newspapers.Hegarnered muchcritical acclaim for his short stories, more tha n 200 of which, begi nning in 1928, appeared in The New Yorker.In 1934, O'Hara published his first novel, Appo in tme nt in Samarra , which was acclaimed on publication. This is the O'Hara novel that is mostconsistently praised by critics. Ernest Hemingwaywrote: "If youwant to read a book by a man who knows exactly what he is writ ing about and has writte n it marvelously well, read Appo in tme nt in Samarra."Harold Bloom namedit to the Western canon. On the other hand, writing in the Atlan tic Mon thly of March 2000, critic Benjamin Schwarz and writer Christi na Schwarz claimed: "So widespread is the literaryworld's scor n for Joh n O'Hara that the in clusi on …of Appo in tme nt in Samarra on the Modern Library's list of the 100 best[En glish-la nguage] no vels of the twen tieth cen tury was used toridicule the en tire project."The epitaph on his tombstone, which he wrote himself, reads: "Betterthan anyone else, he told the truth about his time. He was a professi on al. He wrote hon estly and well." Of this, Gill comme nted:"From the far side of the grave, he remains self-defensive andoverbearing. Better than anyone else Not merely better than any other writer of fiction but better than any dramatist, any poet, anybiographer, any historian It is an astonishing claim." (extracted from Wikipedia) John O'Haraconv ersatio nal style and dispassi on ate voice.bullying is often difficult to ignore. Bullies torment their victims in many ways. Torme nting them is not eno ugh, they have to humiliate them and ridicule their victims as well. Bullies use words to destroy their victims, and these words can hurt worse tha n a physical blow. People ofte n say,“Sticks and stones may hurt my bones, but words will never hurt ” .In today ' s society, this phrase is simply not true. Words do hurt, and they do destroy lives. Psychological bullying destroys the character of their victim. The bully makesthe victim the center of his abuse. In other words, the bully takes his or her an ger and frustrati on out on the victim.4. The Phi Beta Kappa key is one of this nation's most distinctive symbols and, in fact, traces its origins to the era of the American Revolution.Con ceived in 1776 by a group of tale nted un dergraduates at the Collegeof William and Mary as an emblemof their secret "philosophical society," the key proclaims Phi Beta Kappa's centuries-old conviction that "The loveof wisdom (is) the guide of Life." As the Society they created encompassed more of the nation's finest colleges and universities, its key became a uni versally recog ni zed mark of academic achieveme nt in the liberal arts and scie nces.the third degree: a situati on in which some one tries to find out in formati on by ask ing you a lot of questi onseg. If rm eve n half an hour late she gives me the third degree.I got the third degree from my dad whe n I got in last ni ght.give(some one) the lowdow n on (someth ing) : To provide some one with specific or comprehe nsive details about some one, someth ing, or some situati on.eg. Give me the lowdown on what the boss is planning to do about the company's falling profits.rm wait ing for my brother to give me the lowdow n on Geoffrey beforeI go on a date with him.There's been a shakeup in the company's upper management,but we won'tknow how we're affected un til the boss gives us the lowdow n.West Point: A USmilitary installation in southeast NewYork on the western bank of the Hudson River north of New York City. It has been a military post si nee 1778 and the seat of the US Military Academy si nee 1802.Sec ond Form an En glish term for an equivale nt of the 7 th or 8 th grade in America n schools. (also see sixth form: the term refers to the final twoyears of sec on dary educati on in the educati on system of En gla nd and other com mon wealth coun tries)day school :as opposed to a boarding school, it is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which children return to their homes.boarding school :a school where some or all people study and live during the school year with their fellow stude nts and possibly teachers an d/or adm ini strators. The word 'board in g' is used in the sense of "bed and board," ., lodg ing and meals. Many in depe ndent (private) schools in the Common wealth of Natio ns are board ing schools. Board ing school pupils "boarders") no rmally retur n home duri ng the school holidays and, ofte n, weekends, but in somecultures mayspend the majority of their childhood and adolesce nt life away from their families. In the Un ited States, boardi ng schools comprise various grades, most com monly grades seve n or nine through grade twelve - the high school years.I Un dersta nding the text1. Questi ons⑴ a boarding school/prep (dormitory, a stepping stone to higher educatio n)(2) Men ti oned four times. First at the begi nning. The dorm door had to be kept ope n duri ng study period so that there was no knock (appare ntreason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Ness to look in (introduce the idea of “ pan optic on ” ). Then there ' s the men ti on of Van Ness' s half -ope n door. His privilege, authority (needs to knock before being permitted to go in). After Roberts went in, he was ordered to close the door, an indication of Van Ness' s authority. Also a closed space might have some psychological impact on Roberts —getting him trapped. Finally at the end of the story. Roberts not sure whether to leave it open or to close itbut decided to leave it ope n. The door symbolizes Van Ness's power or authority. The act of Roberts ' s leaving it open might be an indication of his attempt to challenge the authority, even though feebly.(3) Not really. He hated Hughes. Wearing eye-shade during study time. Van Ness making rounds of the rooms, meti ng out puni shme nts.(4) manipulative, sadistic, self-important, pompous, sarcastic2. True or false⑴F(2)T(3)T(4)F(5)T3. Multiple choices(1) B (2) D(3) B(4) DII Critiq uing the text(1)Roberts ' s parents divorced when he was ten, moved a lot,had to go tomany schools, un pleasa nt experie nces, I on ely and without a sense ofbel ongingVan Ness saw the boy as susceptible to moral corruptio n (dish on est,sn eaky, un ruly)(2)Self-importa nt/smug, overbeari ng/sadistic,,show-rather-tha n-telltech nique(3)No t easy for Roberts to detect Van Ness ' s intentions ,Van Ness using torture tactics, effective to some exte nt, making Roberts upset, baffled, and frustrated(4)By this time he had guessed what it was all about. Hewas relievedbecause he had a clear conscienee. He didn ' t have to lie whenconfronted with the question about the watch. Previously he probably did have to lie whe n say ing he liked it here.(5)Van Ness was convinced that Roberts was the thief and expected that hewould certainly deny his stealing the watch. He would thinkRoberts would be devastated by his interrogation and that wasexactly what he wan ted. He had everythi ng un der con trol.(6)The “bastard ” could refer to Van Ness or Hughes. Roberts was angryat first, then he knew it was no use fighting back as he had learnedit from his previous experie nces. Things always en ded like this.(7) The title: colloquial, dramatic. Tur ns out to be a malicious questi on.(8)Robert s' point of view. If it were the first-person narration, thetone would be angry, it would be more about clearing the name, a case ofbeing wron ged.FromVan Ness' s point of view, it would be about howhe ran the school and how he would teach Roberts a moral less on.Lan guage Enhan ceme ntI Words and phrases1. (1) occupation(2) occupant (3) preoccupy(4) con tempt(5) con temptible(6) con tempt2. “peri - ” ： enclosing, encircling, or aroundperipheral ; perinatal(relating to the period around childbirth) ;perimeter ; periodic; periphrastic-tic : perta ining totherapeutic; static; paralytic; dramatic; pathetic3. (1) institute(2) urge(3)transfer(4) in stitute(5)tra nsferred (6) urging4. (1) inn ate(2) intrin sic(3) in here nt(4) scheme(5) tactic (6) strategy5. (1) in some measure(2) on account of(3) at any rate(4) all right (adv. mea ning without doubt)(5) throw n in (6) go with(7) bawl out (8) throw inII Senten ces and rhetoric1. Paraphrase(1)Well, tell me about your life before you decided to do us the honor of having you as a stude nt here.(2)Don' t be too modest to suppress your desire to tell the good stuff aboutyourself.(3)Chicago, Illi no is! Well, a bit of geographical kno wledge for myben efit, right, Roberts And free of charge.(4)But I swear, however difficult it is I ' m goingto find out whothe thief is.2. Translation(1) 如果他在什么事情上要训斥你，无关紧要的事情，他会查看他带在身边的一张单子，然后他会到你房间里把你训斥一通，并告诉你会有什么相应的惩罚。
大学生思辨英语教程精读1unit11使用说明
大学生思辨英语教程精读1unit11学习建议《语言与文化》使用说明传统的高中英语教学往往以词汇、语法等语言知识的掌握和运用为最重要甚至是唯一的目标，本套教材的编写理念与此不同，既注重学科性，又强调思辨性，以培养学生的思辨能力、语言运用能力、跨文化能力、交际能力和自主学习能力为宗旨。
在教材编写过程中，课文遴选和练习设计都紧扣这五大能力的各项指标(详见学生用书的Map of the book)，因此，我们建议教师在学期之初即相应地引导学生改变传统的学习理念，并在授课中自觉地以提高这五项能力为教学目标。
《语言与文化》共15个单元，分为三个模块:语言、文化、语言与文化的界面，涵盖了语言的本质、功能、习得、语言与思维、语言与性别、语言与政治、语言与媒体、全球化、价值观、文化中心主义、跨文化交际以及非语言交际等语言、文化和交流领域的重要话题。
各单元均以话题导入开始，每个单元包括两篇课文和四个部分的练习。
其中，Text A和Text B围绕同一个主题，相辅相成。
起点较高、学有余力的班级可以深入探讨两篇课文，而学时较少或起点较低的班级可以重点讲解Text A，让学生自己阅读Text B。
Preparatory work主要为培养学生的自主学习能力服务，教师在每个单元授课前应具体、明确地指定学生应完成的资料查阅、准备性练习、对课文内容的思考以及分组进行的讨论和合作研究。
此外，为了培养学生的自主学习能力和习惯，本套教材全四册都没有提供生词表，学生在每个单元的预习过程中应该自主完成查阅生词的任务、制作个性生词表。
我们建议教师在学期之初即统一说明这项工作的完成方式和检查方式。
Critical reading是本教材最具特色也是最为重要的练习。
编者参照Paul & Elder的思辨模型和Delphi的CT模型将该练习分为两个部分:Understanding thetext和Evaluation and exploration，前者以引导学生在阐释、分析中深度理解课文为目标，后者则更加注重评价、解释、推理和反思，以培养更高层次的批判性思维。
大学思辨英语精读备课Unit1
Unit 1 Trust and CharacterText A Do You Like It Here? <The story was published in 1939> Words and phrases expected of students to understand phooey: int. <informal>: used to express disgust or contempt eyeshade: a visor worn on heard for protection against glareen suite: adj. adv. in or as a part of a setmake rounds of: to go from place to place <for inspection>bawl out <at sb>swing around: turn around <as if on a hinge or pivot>torture tactics:proceed: go onhalt: stop or pausethrow in: to insert or introduce into the course of something gratuitously：free of charge; <unnecessarily, without apparent reason> certified public accountant <CPA>peripatetic: walking or travelling abouton account of: because of, for the sake ofimposing: very impressivein some small measureabiding: lasting for a long time, enduringinstitute <a search><turn>yellow: <slang> cowardlygivesb one’s word of honor: solemn promise, a verbal commitment agreeing to do or not to do sth. in the futurePreparatory Work1.John O’Hara <1905-1970>,a keen observer of social status and classdifferences, and wrote frequently about the socially ambitious. His father died at that time, leaving him unable to afford Yale, the college of his choice. By all accounts, this disappointment affected O'Hara deeply for the rest of his life and served to hone the keen sense of social awareness that characterizes his work. He worked as a reporter for variousnewspapers. He garnered much critical acclaim for his short stories, more than 200 of which, beginning in 1928, appeared in The New Yorker.In 1934, O'Hara published his first novel, Appointment in Samarra, which was acclaimed on publication. This is the O'Hara novel that is mostconsistently praised by critics. Ernest Hemingway wrote: "If you want to read a book by a man who knows exactly what he is writing about and has written it marvelously well, read Appointment in Samarra." Harold Bloom named it to the Western canon. On the other hand, writing in the Atlantic Monthly of March 2000, critic Benjamin Schwarz and writer Christina Schwarz claimed: "So widespread is the literary world's scorn for John O'Hara that the inclusion ... of Appointment in Samarra on the ModernLibrary's list of the 100 best [English-language] novels of the twentieth century was used to ridicule the entire project."The epitaph on his tombstone, which he wrote himself, reads: "Better than anyone else, he told the truth about his time. He was a professional. He wrote honestly and well." Of this, Gill commented: "From the far side of the grave, he remains self-defensive and overbearing. Better than anyone else? Not merely better than any other writer of fiction but better than any dramatist, any poet, any biographer, any historian? It is an astonishing claim." <extracted from Wikipedia>John O'Hara2.A conversational style and dispassionate voice.3.Psychological bullying is often difficult to ignore. Bullies torment their victims in many ways. Tormenting them is not enough, they have to humiliate them and ridicule their victims as well. Bullies use words to destroy their victims, and these words can hurt worse than a physical blow. People often say, "Sticks and stones may hurt my bones, but words will never hurt". In today’s society, this phrase is simply not true. Words do hu rt, and they dodestroy lives. Psychological bullying destroys the character of their victim. The bully makes the victim the center of his abuse. In other words, the bully takes his or her anger and frustration out on the victim.4. The Phi Beta Kappa key is one of this nation's most distinctive symbols and, in fact, traces its origins to the era of the American Revolution. Conceived in 1776 by a group of talented undergraduates at the College of William and Mary as an emblem of their secret "philosophical society," the key proclaims Phi Beta Kappa's centuries-old conviction that "The love of wisdom <is> the guide of Life." As the Society they created encompassed more of the nation's finest colleges and universities, its key became a universally recognized mark of academic achievement in the liberal arts and sciences.the third degree: a situation in which someone tries to find out information by asking you a lot of questionseg. If I'm even half an hour late she gives me the third degree.I got the third degree from my dad when I got in last night.give<someone> the lowdown on <something>: To provide someone with specific or comprehensive details about someone, something, or some situation.eg. Give me the lowdown on what the boss is planning to do about the company's falling profits.I'm waiting for my brother to give me the lowdown on Geoffrey before I go on a date with him.There's been a shakeup in the company's upper management, but we won't know how we're affected until the boss gives us the lowdown.West Point: A US military installation in southeast New York on the western bank of the Hudson River north of New York City. It has been a military post since 1778 and the seat of the US Military Academy since 1802.Second Form: an English term for an equivalent of the 7th or 8th grade in American schools. <also see sixth form: the term refers to the final two years of secondary education in the education system of England and other commonwealth countries>day school:as opposed to a boarding school, it is an institution where children <or high-school age adolescents> are given educational instruction during the day, after which children return to their homes.boarding school:a school where some or all people study and live during the school year with their fellow students and possibly teachers and/or administrators. The word 'boarding' is used in the sense of "bed and board,"i.e., lodging and meals. Many independent <private> schools in the Commonwealth of Nations are boarding schools. Boarding school pupils <a.k.a. "boarders"> normally return home during the school holidays and, often, weekends, but in some cultures may spend the majority of their childhood and adolescent life away from their families. In the United States, boarding schools comprise various grades, most commonly grades seven or nine through grade twelve - the high school years.I Understanding the text1. Questions<1> a boarding school/prep <dormitory, a stepping stone to higher education><2> Mentioned four times. First at the beginning. The dorm door had to be kept open during study period so that there was no knock <apparent reason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Ness to look in <introduce the idea of "panopticon">. Then there’s the mention of Van Ness’s half-open door. His privilege, authority <needs to knock before being permitted to go in>. After Roberts went in, he was ordered to close the door, an indication of Van Ness’s authority. Also a closed space might have some psychological impact on Roberts—getting him trapped. Finally at the end of the story. Roberts not sure whether to leave it open or to close it but decided to leave it open. The door symbolizes Van Ness’s power or authority. The act of Roberts’s leaving it open might be an indication of his attempt to challenge the authority, even though feebly.<3> Not really. He hated Hughes. Wearing eye-shade during study time. Van Ness making rounds of the rooms, meting out punishments.<4>manipulative, sadistic, self-important, pompous, sarcastic2. True or false<1>F<2>T<3>T<4>F<5>T3. Multiple choices<1> B <2> D<3> B<4> DII Critiquing the text<1>Roberts’s parents divorced when he was ten, moved a lot,had to go tomany schools, unpleasant experiences, lonely and without a sense of belongingVan Ness saw the boy as susceptible to moral corruption <dishonest, sneaky, unruly><2> Self-important/smug, overbearing/sadistic, ,show-rather-than-telltechnique<3>No t easy for Roberts to detect Van Ness’s intentions,Van Ness using torture tactics, effective to some extent, making Roberts upset, baffled, and frustrated〔4By this time he had guessed what it was all about. Hewas relieved because he had a clear conscience. He didn’t have to lie when confronted with the question about the watch. Previously he probably did have to lie when saying he liked it here.〔5Van Ness was convinced that Roberts was the thief and expected that he would certainly deny his stealing the watch. He would think Roberts would be devastated by his interrogation and that was exactly what he wanted. He had everything under control.〔6The "bastard" could refer to Van Ness or Hughes. Roberts was angry at first, then he knew it was no use fighting back as he had learned it from his previous experiences. Things always ended like this.〔7The title: colloquial, dramatic. Turns out to be a malicious question.〔8Robert s’ point of view. If it were the first-person narration, the tone would be angry, it would be more about clearing the name, a case of being wronged.Fro m Van Ness’s point of view, it would be about how he ran the school and how he would teach Roberts a moral lesson.Language EnhancementI Words and phrases1.<1> occupation<2> occupant <3> preoccupy<4> contempt<5> contemptible<6> contempt2. "peri-" :enclosing, encircling, or aroundperipheral; perinatal<relating to the period around childbirth>;perimeter;periodic; periphrastic"-tic": pertaining totherapeutic; static; paralytic; dramatic; pathetic3.<1> institute<2> urge<3>transfer<4> institute<5>transferred <6> urging4.<1> innate<2> intrinsic<3> inherent<4> scheme<5> tactic <6> strategy5.<1> in some measure<2> on account of<3> at any rate<4> all right <adv. meaning without doubt><5> thrown in<6> go with<7> bawl out <8> throw inII Sentences and rhetoric1.Paraphrase（1）Well, tell me about your life before you decided to do us the honor of having you as a student here.（2）D on’t be too modest to suppress your desire to tell the good stuff about yourself.（3）Chicago, Illinois! Well, a bit of geographical knowledge for my benefit, right, Roberts? And free of charge.（4）But I swear, however difficult it is I’m going to find out who the thief is.2.Translation<1>如果他在什么事情上要训斥你,无关紧要的事情,他会查看他带在身边的一张单子,然后他会到你房间里把你训斥一通,并告诉你会有什么相应的惩罚。
大学思辨英语教程 精读1课件Unit 2 Functions of Language
Background Knowledge
continued
Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others.
Unit 2 Functions of Language
Text A What Is Language for?
Jean Aitchison
Learning Objectives
Intercultural Competence
• Communicative Communicative Competence
• Intercultural Competence
• Appreciate linguistic and cultural diversity • Interpret language differences culturally • Have curiosity in and be ready to explore other languages and
1) How did language begin?
Part 2, ‘Origin’, explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language.
Think大学思辨英语教程(精读I)语言与文化课件Unit11
Think大学思辨英语教程(精读I)语言与文化课件Unit11Think大学思辨英语教程(精读I)语言与文化课件Unit11Unit 11: Cultural Identity and CommunicationIntroduction:In this unit, we will explore the concept of cultural identity and its influence on communication. Communication is not only about language; it also involves understanding the cultural nuances that shape our interactions. Through the lens of cultural identity, we will delve deep into various aspects of communication, such as nonverbal communication, intercultural communication, and the impact of cultural stereotypes. By the end of this unit, you will have a better understanding of how cultural identity shapes our communication style and how to navigate cultural differences effectively.Section 1: Cultural Identity and Self-awarenessCultural Identity: Definition and SignificanceCultural identity refers to the sense of belonging and identification with a particular cultural group. It encompasses shared beliefs, values, customs, traditions, and language. Understanding our cultural identity is essential for effective communication as it helps us recognize our biases, assumptions, and cultural influences on our behavior. Self-awareness of our cultural identity allows us to approach intercultural communication with sensitivity and respect.Cultural Identity and Communication StylesCultural identity influences our communication styles, including verbal and nonverbal cues, tone, and body language. Different cultures may have various norms for expressing emotions, showing respect, or perceiving personal space. For instance, in some cultures, direct eye contact is seen as a sign of respect and engagement, while in others, it may be considered inappropriate or confrontational. Being aware of these cultural differences can help us adjust our communication style accordingly and avoid misunderstandings.Section 2: Intercultural Communication: Challenges and StrategiesChallenges in Intercultural CommunicationIntercultural communication occurs when individuals from different cultures interact. It brings unique challenges due to differences in language proficiency, cultural values, and social norms. Misinterpretations, stereotypes, and cultural barriers often hinder effective communication between individuals from diverse backgrounds. However, by acknowledging these challenges, we can develop strategies to bridge the gaps and foster better intercultural communication.Strategies for Effective Intercultural CommunicationTo facilitate effective intercultural communication, it is vital to adopt certain strategies:1. Cultural Sensitivity: Developing an open mind and being aware of cultural differences can help avoid misunderstandings and promote empathy.2. Active Listening: Paying attention to verbal and nonverbal cues, asking clarifying questions, and demonstrating interest in the speaker's perspective facilitates understanding.3. Patience and Respect: Recognizing that different cultures have distinct communication styles and pace promotes mutual respect and patience.4. Flexibility and Adaptability: Being open to adapting our communication style, considering the context, and finding common ground can bridge cultural gaps.Section 3: Cultural Stereotypes and PrejudicesUnderstanding Cultural StereotypesCultural stereotypes are oversimplified generalizations about a particular culture or its members. They often stem from a lack of understanding and perpetuate biases, prejudices, and discrimination. Stereotyping can hinder effective communication by reinforcing stereotypes and ignoring individuals' unique characteristics. Overcoming cultural stereotypes is crucial for fostering inclusivity, respect, and open-mindedness.Breaking Cultural StereotypesBreaking cultural stereotypes requires a willingness to challenge our own biases and actively seek authentic experiences and knowledge about different cultures. It involves:1. Education and Exposure: Actively seeking information about diverse cultures, engaging in cultural exchange programs, or participating in intercultural events broadens our perspectives.2. Personal Reflection: Examining our own biases, questioning stereotypes, and challenging preconceived notions enable us to unlearn stereotypes and approach intercultural communication with an open mind.3. Building Relationships: Establishing personal connections with individuals from different cultures helps in dispelling stereotypes and promoting understanding.Conclusion:Cultural identity is an integral part of communication. By understanding how cultural identity shapes communication styles, acknowledging the challenges of intercultural communication, and actively breaking cultural stereotypes, we can foster inclusive and effective communication in diverse contexts. Developing cultural sensitivity, active listening skills, and flexibility are key to successful intercultural communication. Embracing cultural diversity enriches our experiences and broadens our understanding of the world around us.Note: This article is a fictional response to the given topic prompt and does not represent an actual course content.。
大学思辨英语教程 精读1 Unit6 教师用书 20150918
Unit6Cultural ValuesOverviewThis unit aims to help students understand the concept of cultural value and some key cultural values of the United States and compare them with Chinese cultural values. Culture is like an iceberg.The tip of the iceberg is the smallest part.Most of the iceberg is submerged.The same is true for a culture.That which you can easily see–the behavior of people–is the smallest part of culture.It is external while the greatest part,internal culture,is beneath the water level of awareness.It is inside people’s heads.This internal culture includes our way of thinking and perceiving.Most importantly,it contains the values and beliefs unconsciously learned while growing up in a particular culture.These values and beliefs determine most behaviors.Text AAs concepts of what is important and worthwhile,cultural values are abstract,but they are reflected by various aspects of daily life,e.g.clothing.In Text A,Fiske described a small study that he did with his students about a popular cultural product–jeans,and the underlying cultural values of the United States.He asked his students to write down the words they associated with jeans.By analyzing these notes,he found two clusters of meanings.The first group was community integrative and denied social differences.The lack of social differentiation reflects the paradoxical relationship between individualist freedom and community.The second group included natural and physical meanings and derived from the American West Myth.Fiske also analyzed how jeans were disfigured to express oppositional meanings.According to Fiske,the disfiguring of jeans reflected the paradoxical nature of popular culture.Text BText B deals with a key cultural value of the United States–individualism.According to Althen,“the most important thing to understand about Americans is probably their devotion to individualism.”He defines individualism as considering oneself as a separate individual who is responsible for his or her own situations in life and his or her own destinies rather than as members of a close-knit,interdependent family,religious group, tribe,nation,or any other collectivity.He then illustrates individualism with a wide range of examples,e.g.child rearing,college life,the different behaviors and thoughts between Americans and people of other social backgrounds and Americans’ideal person.In the end,Althen compares individualism and collectivism by listing the typical behaviors of each cultural value.The two texts both deal with cultural values of the United States but adopt different approaches.Text A describes a study of a particular cultural product or phenomenon–jeans and analyzes the underlying cultural values.Text B centers around a key cultural value and illustrate it with a wide range of phenomena.Text B may serve as acomplement to Text A,since the central topic of Text B–individualism–is also a concept analyzed in Text A(Paragraphs5-7).Teaching objectivesReading skills●Develop a coherent and cohesive discourse●Be aware of meanings expressed by non-verbal communication●Organize a group discussionCritical thinking●Clarify the meanings of the key concepts in an article●Analyze and improve a research design●Anticipate and address counter arguments that readers may haveIntercultural competence●Understand the meaning of popular culture across cultures●Be able to interpret American cultural products such as jeans●Be able to evaluate critically American and Chinese core valuesTeaching strategiesCultural value is an abstract concept and specific cultural values are also abstract. Therefore,it is important to understand cultural values in specific contexts and illustrate them with concrete phenomena or behaviors.To teach this unit,it is advisable to start with phenomena rather than concepts.Before learning Text A,you can ask students to examine their clothing and reflect upon the values underlying different clothing styles.As for Text B,you can ask students to imagine confronting the contexts discussed by the author in Chinese culture and discuss how they would behave in the contexts and what different values are underlying.This mini-lesson includes the definition,examples and importance of cultural value and the relationship between value,customs and culture:/academy/lesson/cultural-values-definition-examples-importance.html The following webpage lists some major American cultural values:/articles/culture.htmPreparatory work(1)John FiskeResearch interests:His areas of interest include popular culture,mass culture,media semiotics and television studies.Publications:He is the author of eight books,including Power Plays,Power Works (1993),Understanding Popular Culture[2](1989),Reading the Popular(1989),and the influential Television Culture(1987).Ideas and impact:Fiske's books analyze television shows as"texts"to examine the different layers of meaning and sociocultural content.Fiske disagrees with the theory that mass audiences consume the products that are offered to them without thought.Fiske rejects the notion of"the audience"which assumes an uncritical mass.He instead suggests"audiences"with various social backgrounds and identities enabling them to receive texts differently.(2)JeansHistory/invention:Often the term"jeans"refers to a particular style of pants,called"blue jeans,"which were invented by Jacob Davis in1871and patented by Davis and Levi Strauss on May20,1873.Manufacturing process:The manufacturing of jeans includes such techniques as dyeing, pre-shrinking and sandblasting.Various fits:Jeans come in various fits,including skinny,tapered,slim,straight,boot cut, cigarette bottom,narrow bottom,low waist,anti-fit,and flare.Famous brands:Top10brands of jeans are Levi’s,Diesel,Wrangler Jeans,True Religion, Lee Jeans,Calvin Klein,Pepe Jeans London,Armani Jeans,Killer Jeans and Nostrum Jeans.(3)Middle class vs.working classWestward movementDefinition:It’s also known as Westward Expansion.The expansion of the United States into the territory west of the Mississippi River began in1803when President Thomas Jefferson purchased the territory of Louisiana from the French government for$15 million.To Jefferson,westward expansion was the key to the nation’s health.By1840, nearly7million Americans–40percent of the nation’s population–lived in the trans-Appalachian West.Impact:Westward Expansion had far-reading impacts on the United States.It greatly increased the territories of the nation.The building of railways,discovery of gold mines anddevelopment of towns and cities attracted a great number of new immigrants from around the world.The industrialized towns forced people to live together and resulted in cultural interaction and mixture.Westward Expansion also resulted in Native Americans losing their native homelands and changing their culture to accommodate teachings from white settlers.While exploring the west frontiers,each family had its own wagon,ate alone and had a separate destination.To survive on the frontier the pioneers had to be very self-reliant and independent.These pioneer values were added to the European immigrant values to form the core cultural values of America.Related literary works:The spirits of frontier pioneers and cowboys enriched American Dream:pursuing personal success on the basis of hard work.The spirits were described, recreated and reinforced by some frontier novels.The most famous of the early19th century frontier novels were James Fenimore Cooper's five novels comprising the Leatherstocking Tales.These novels usually depict a cowboy hero.When Americans think of a cowboy,they picture a lone individual sitting on a horse out on the prairie.Cowboys never traveled in groups.They were men of action,self-reliant and independent individualists who survived without any help from anyone else.For Americans,the cowboy represents the dominant values of American society.(4)Popular cultureDefinition:Popular culture(or pop culture)is the entirety of ideas,perspectives,attitudes,images, and other phenomena that are within the mainstream of a given culture,especially Western culture of the early to mid20th century and the emerging global mainstream. History:According to sociologists,three early,significant popular-culture mileposts are,in chronological order,wedding ceremonies,music performed from written scores,and the establishment of fashion styles.Then,the Western world’s first pop culture“superstar”was probably William Shakespeare.His theater plays are timeless classics,but he wrote them for a mass audience,thus fulfilling pop culture’s requirement of art that is meant to be enjoyed by the masses.Shakespeare bridged pop culture and fine arts.Popular culture became global when the first explorers took to the seas or traveled overland routes to distant places.They were influenced by,and returned with,examples of other cultures’popular art,artifacts and customs,such as drinking coffee. Technological development and industrialization made possible for the mass to have sufficient time and resources to enjoy popular arts(especially theater,dance,music andmore recently movies and television).Compared with farmers,19th-century industrial laborers not generally work the dawn-to-dusk,seven-day-a-week schedules.This enabled them to enjoy entertainment venues and engage in hobbies,crafts and recreation outside their work lives.Technology also created new kinds of arts and items and made them available to everyone,not just the wealthy elite.Obvious examples that changed society significantly enough to alter the course of history are radio,television,motion pictures,amplified music,computers and the Internet.Aspects:Popular culture has two major categories,i.e.material elements(e.g.clothing and diet) and spiritual elements(e.g.literature,film,music and art).Critical ReadingI.Understanding the text.1.OutliningThesis:Jeans reflect the core values of American popular culture,including the freedom to be oneself,naturalness and physicalityPart Para(s).Main ideaI Introduction to the study Para1Jeans is a good topic about popular culture.Para2Functionality of jeans is not examined in the study.Para3The participants of the study,the students,are nota representative sample.Para4The students produced several clusters of meanings of jeans.IIThe first cluster of meanings Para5Jeans deny social differences and denote freedom. Para6The author disagrees with the psychologist and holds that clothes express social meanings.Para7Jeans reflect a paradox in American ideology,i.e.integrating individual differences in commonvalues.III The second cluster of meanings Para8Jeans deny social differences and denote physicality.Para9The physicality of jeans reflects naturalness andgender-neutrality.IV Jeans and Americanness Para10Jeans reflect Americanness and retains Americanness when incorporated into to othernational cultures.V Jeans and popular culture Para11Disfiguration of jeans reflects the self-contradiction of popular culture–when peopleresist something,what they resist is part of theirlife.prehension check(1)Because jeans might be the most popular cultural product.(2)Because the functionality of jeans relate to efficiency,while culture is notconcerned with efficiency but meanings,pleasures and identifies.(3)Jeans deny social differences because it transects almost every social category–gender,class,race,age,nation,religion and education.(4)In the article in The New York Times,the psychologist holds a different positionfrom Fiske.The psychologist suggests that jeans results in the freedom to hide oneself,i.e.to avoid any expression of mood or personal emotion.The author disagrees with this position for two reasons.First,this kind of freedom is not evident among his students;second,clothes are more normally used to convey social meanings than to express personal emotion or mood.(5)Individualism,i.e.the desire to be oneself does not mean the desire to befundamentally different everyone else,but rather to situate individual differences within communal allegiance.Jeans reflects this paradoxical relationship:people wear jeans to be oneself,but in the end they wear the same garment as everyone else.Refer to the following paragraph:A seemingly contradictory source of popular culture is individualism.Urbanculture has not only provided a common ground for the masses,it has inspired ideals of individualistic aspirations.In the United States,a society formed on the premise of individual rights,there are theoretically no limitations to what an individual might accomplish.An individual may choose to participate in all that is ‘popular’for popularity’s sake;or they may choose a course of action off the beaten track.At times,these‘pathfinders’affect popular culture by their individuality.Of course,once a unique style becomes adopted by others,it ceases to remain unique.It becomes,popular.Source:https:///issues/64/Pop_Culture_An_Overview(6)Jeans was invented in the process of the American Westward Movement and wasassociated with such values as freedom,naturalness,toughness,hard work, progress,development and above all Americanness.(7)According to Fiske,jeans is disfigured in some way to express oppositionalmeanings or gesture toward such social resistance.(8)Jeans also reflects the self-contradictoriness of popular culture.People disfigurejeans to express oppositional meanings,but by doing so they still wear jeans, which connote shared meanings.Therefore,it is not a complete rejection of the shared values.Similarly,in popular culture,what is resisted exists in the resistance.Popular culture resists unequal power distribution,but still it bears signs of power relations.II.Evaluation and exploration1.Evaluating the text(1)Definition of popular cultureThis activity encourages students to examine the author’s definition of a key concept in this article,i.e.popular culture and define the same term in different ways.In Paragraph11,the author indicates that“popular culture is the culture of the subordinated and disempowered”.This definition highlights the power relations in social system social experience.This definition seems to associate popular culture with lower class and oppose against official culture and high culture.Definition1:“The accumulated store of cultural products such as music,art,literature, fashion,dance,film,television,and radio that are consumed primarily by non-elite groups such as the working,lower,and middle class.”This definition is similar to that of Fiske’s in highlighting the power relations.Definition2:“A commercial culture,mass-produced for mass consumption by mass media.”This definition equates popular culture with mass culture,or the“popularity”of popular culture.Popular culture,by definition,requires that the masses—folks—be engaged in practicing and consuming it,thereby making it popular.Definition3:“The products and forms of expression and identity that are frequently encountered or widely accepted,commonly liked or approved,and characteristic of a particular society at a given time”.This definition highlights the conventionality of popular culture,i.e.popular culture is the shared by the majority of the society.“At a given time”points out the ever-changing feature of popular culture.(2)Jeans and popular cultureThis activity encourages students to examine the cultural values underlying jeans and illustrate the values with concrete examples.According to Fiske,what characterize jeans are the social meanings related to jeans, including lack of social differentiation,naturalness and physicality.(3)Generalizing findingsThis activity provides an opportunity to examine the methodology of Fiske’s study.In Paragraph3,Fiske makes it clear that his students are largely white,middle-class, young,and well-educated,so they are not a representative sample of the whole population,and so the meanings they make of their jeans cannot be extended to other groups.But,Fiske also points out that the process of making and communicating meanings is representative even though the meanings made by it are not.To make the meanings more generalizable,the study can be redesigned to include a variety of people and adopt more diverse methods to elicit their understanding of jeans. To choose participants of the study,a variety of categories can be considered,e.g.age,gender,educational background and occupation.Students can be encouraged to diversify the data-collecting methods.For example,you can show pictures of the same person wearing different styles of jeans and ask them their impression.(4)Values and classesParagraph2:The middle class is associated with office desk and wheeling and dealing, while the working class is associated with the dignity of labor.Paragraph5:In terms of individualism and freedom,there seems to be no social differentiation.Paragraph8:Fiske holds that his middle-class students are highly selective in aligning with the meanings of jeans.They align themselves with the dignity and productivity of labor rather than the subordination and exploitedness,which are likely to be associated with the working class.Paragraph9:Both the middle class and the working class aim at being recognized of physical prowess,but in different ways.The middle class get the recognition through sport while the working class through labor.(There is a saying assigned to a construction worker:干活就把身体练得棒棒的，还用去什么健身房？)(5)Americanness of jeansThis activity encourages students to explore the“exporting”of(American)cultural values.Fiske holds that jeans are seen as a unique and definitive American garment and retain the Americanness when being exported to other countries.In the process,American values are also exported.For example,in Moscow,jeans are seen as bearers of Western decadence and can be worn by the young as an act of defiance,as a sign of the opposition to social conformity.This is possible.Cultural products and behaviors imported from other countries can be seen as bearers of the exporting country’s values,especially when they are first imported.(6)CounterargumentThis activity encourages students to analyze the author’s strategy in dealing with counterargument.Fiske takes into account counterargument in Paragraphs5-7.In Paragraph5,Fiske described the first cluster of meanings of jeans,which gave people the freedom to be oneself,i.e.freedom from the constraints on behavior and identity.In Paragraph6,theauthor“invites”the counterargument from an article in The New York Times,which suggests that jeans’lack of differentiation results not in a freedom to be oneself,but the freedom to hide oneself.Why does Fiske“invite”the counterargument?Doesn’t that weaken his argument? Actually,no!It makes the argument stronger.This is because it gives Fiske the chance to respond to his reader’s objections before they have finished reading.It also shows that Fiske is a reasonable person who has considered both sides of the debate.Both of these make an essay more persuasive.In Paragraph6,Fiske rebuts the counterargument with two reasons:First,this kind of freedom is not evident among his students;second,clothes are more normally used to convey social meanings than to express personal emotion or mood.After that,Fiske furthers the counterargument and rebutting to reveal the paradox of freedom and individualism.2.Exploring beyond the text(1)Disfiguring jeansThis activity provides an opportunity to further explore different styles of jeans and the underlying meanings.Jeans can be disfigured in a variety of ways,e.g.tearing,cutting,ripping,holes and nails. Jeans also have various fits.As Fiske argues,disfiguring often expresses oppositional meanings.As for fits,it may be conventional for men to wear straight jeans and women to wear slim and tight jeans. However,things are changing now.Many boys may also wear very slim or even skinny jeans,while the so-called“boyfriend’s jeans”are also getting popular with girls.These nonconventional fits may express new ideas about sexuality(Refer to Paragraph9). (2)Analyzing notesTactics:It is advisable to ask students to write the notes before they read Text A. Otherwise they may be affected by the author’s analysis.Then after reading Text A,students can follow the author’s approach to analyze the notes,i.e.analyze and group the meanings associated with jeans.(3)Social categoriesThis activity provides an opportunity for students to further explore social category, another key concept in cultural studies.A society binds its members with shared values,but it also categorizes its member,i.e.dividing them into different groups in terms of a variety of categories,i.e.gender,race, ethnicity,occupation,class,age,marital status and religion.Different social categories form a complex network,so a person may belong to different groups in terms of different categories.These categories are like small pieces and putting them together results in a bigger picture of a person.Social categories impose constraints on people who bear these categories.For example,a married person is obliged to be faithful to the marriage in most cultures.(4)Social meanings of clothingBy doing this activity,students can further explore the cultural values underlying clothing. The following pictures might stimulate their interest in this topic:Though these pictures show an extreme example of cultural values underlying clothing, students’clothing may also produce some interesting findings:(1)Is there a student of an ethnic minority group wearing the costumes of his or her ethnic group?(2)Is there a girl dressed like a boy?(3)Is there a boy in an unconventional color for males?(4)Is there a student dressed in a traditional style?It is also possible to expand topic to cover hairstyle,body adornment and makeup.(5)Popular cultureThis activity encourages students to go even further in exploring popular culture and relevant cultural values.Popular culture has rich contents and involves almost every aspect of people’s daily life.Besides clothing,food and drinks is also an important aspect.A popular product in this aspect might be fast food restaurants, e.g.KFC and Macdonald’s.By definition,“fast food”highlights the values of speed,efficiency and standardization, which are highly prized by the American culture.Other cultures do not necessarily share these values.Some cultures prefer long lunch hours and they close their businesses during this time.With reference to food,many people prize the quality of the food,its unique preparations,and its unrushed consumption.In terms of social relationship,people may prefer a family-run restaurant run by people they personally know.(6)Cultural paradoxFiske holds that jeans reflect the paradoxical nature of individualism.Everyone wears jeans to be oneself but end up wearing the same clothe as others.For more information about the paradox of individualism,please refer to the following article:/sites/default/files/faculty/fischer/Fischer_Paradoxes%20of %20Individualism_2008.pdfParadoxical values are found within cultures.Every culture has its opposing values. Equality is an American core value,yet in the United States,there is a wide gap between rich and poor.Another interesting example is the coexistence of individual freedom and the need for belonging.It is found that there were some100,000associations and clubs in the United States.Seven of every10Americans belong to at least one club.It seems paradoxical that both freedom and belonging are strong values of a single culture.The explanation is that in an individualistic society where people want to“do thing their own way”and“go it alone,”people tend to become lonely if they don’t make an effort to belong.Paradoxical values also exist between cultures.The reverse of freedom-belonging paradox is found in Japan.In Japan,belonging is an integral part of society,and it takes an effort to behave in an individualistic way.However,there are many fewer clubs in Japan.Similarly,it is said that social media like Facebook facilitate making friends.However, according to some surveys,in the United States,Facebook increases feelings of loneliness.In other parts of the world,for example,in Asia and Africa,social media reinforce community feelings.Language enhancementI.Word and phrase1.Word formation(1)Pre:“before”or“in advance”More examples:Preview,prepare,predict,pre-school,pre-war(2)Trans:“across”,“beyond”or“from one to another”More examples:Transport,translate,transplant,transmit,transsexual,transcend, trans-Pacific,trans-racial(3)Sub:“under”,“branch”,“further”or“secondary”More examples:Submarine,sub-company,subdivide,subcommittee,subway(1)transplant(2)Pre-washed(3)subtract(4)suburban(5)subconscious(6)subtitle(7)transgenic(8)precook2.Preposition(1)with(2)with(3)on(4)within(5)with(6)to(7)with(8)into3.Hyphenated word(1)The rule:“verb-verb-ed”as an adjective,or past participle of“verb-verb”as averbMore examples:hustle-bustle,freeze-dry,stir-fry(2)The rule:“noun-verb-ed”as adjective,equivalent to a verb participle phrase,e.g.derived from BuddhistMore examples:Computer-aided,exam-oriented,student-centered,poverty-stricken,spoon-fed (3)The rule:“ad-noun-ed”as an adjectiveMore examples:Kind-hearted,sharp-minded,white-haired,able-bodied,many-sided,short-handed,strong-willed(4)The rule:“prefix-noun”as a nounMore examples:Non-smoker,semi-autobiography,co-author,vice-president,ex-wife(5)The rule:“Letter-noun”as a noun,with the letter indicating the shapeMore examples:U-turn,C-section,S-hook,V-neck,U-boat,T-bone,井田，十字路口，丁字路口，丁字裤，V-领，一字眉，八字眉II.Sentence and discourse1.Paraphrasing(1)Even if you want to be yourself,you don’t have to be totally different from others.Rather,you should follow the majority while keeping your individual differences. (2)Jeans were able to bear different meanings of the American work ethic for differentclasses.(3)By labor work,the working class gain physical skills.The middle class can gain thesame physical skills by doing sports.(4)Although the Western myth can be spread to other nations easily and can becomepart of the popular culture of these nations,the myth keeps its identity or features as an American myth.Thus,links can be built between American values and the popular consciousness of other nationalities.(5)Although some people wear torn jeans to express their opposition to the majority,they are still wearing jeans rather than a completely different kind of clothes.In other words,when they try to be different,they are wearing the same clothes as others.This shows a typical contradiction of popular culture–when people resist something, what they resist is part of their life or they are part of it.2.Translation(1)牛仔裤没有社会差异，给了人们自由可以“做自己”（而且我觉得在异常情况下还可以“隐藏自己”），这当然就指出了一个很深刻的悖论：一个人想做自己，结果却穿了和其他所有人一样的衣服，这只是深深植根于美国（以及西方）意识形态中的悖论的一个具体表现，这种意识形态就是：最普遍认可的共同价值就是个人主义。
大学思辨英语教程精读1unit1
Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。
2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。
3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。
大学英语精读1董亚芬教案
教学目标：1. 培养学生阅读理解能力，提高英语水平。
2. 增强学生对英语国家文化背景的了解。
3. 培养学生的思辨能力和语言表达能力。
教学内容：1. 课文阅读与理解2. 词汇学习3. 语法知识4. 文章分析教学过程：一、导入1. 引导学生回顾上节课的内容，检查学生对上节课知识的掌握情况。
2. 通过图片、视频等形式，激发学生对本节课主题的兴趣。
二、课文阅读与理解1. 学生自主阅读课文，了解文章大意。
2. 教师讲解课文中的重点词汇、短语和语法结构。
3. 学生朗读课文，注意语音、语调和语速。
4. 教师提问，检查学生对课文的理解程度。
三、词汇学习1. 教师引导学生总结课文中的重点词汇，并讲解其用法。
2. 学生分组进行词汇练习，如：单词接龙、填空等。
3. 教师抽查学生的词汇掌握情况。
四、语法知识1. 教师讲解本节课的语法知识点，如：时态、语态、非谓语动词等。
2. 学生通过例句，练习运用所学语法知识。
3. 教师检查学生的语法运用情况。
五、文章分析1. 教师引导学生分析课文结构，总结文章主旨。
2. 学生分组讨论，提出自己的观点和看法。
3. 教师点评学生的分析，纠正错误。
六、总结与作业1. 教师对本节课内容进行总结，强调重点和难点。
2. 布置课后作业，包括课文背诵、词汇练习、语法练习等。
教学反思：1. 本节课注重学生的自主学习和合作学习，提高学生的阅读理解能力。
2. 通过词汇、语法和文章分析，帮助学生提高英语水平。
3. 注重培养学生的思辨能力和语言表达能力，提高学生的综合素质。
4. 在教学过程中，关注学生的个体差异，因材施教。
教学资源：1. 《大学英语精读1》教材2. 多媒体课件3. 词汇卡片4. 语法练习册教学评价：1. 课后作业完成情况2. 学生课堂参与度3. 学生对知识的掌握程度4. 学生英语水平提高情况。
大学思辨英语教程 精读1课件Unit 14 Translation_From one languag
language to another
Text A
Things People Say About Translation
David Bellos
Learning Objectives
Autonomous learning
Intercultural Competence
Lead in
• In this unit, we are going to explore the world of translation. On the one hand, translation seems to be so straightforward that anybody equipped with two languages can have a go. On the other hand, translation can also be such a daunting task that it seems to be beyond human’s intellectual capacity. Have you ever wondered about the reasons behind this seeming contradiction?
Background Knowledge
continued
The more profound his thought is reflected in the two onesentence paragraphs that immediately follow the passage above:
Nor could anything we would like to call social life. Translation is another name for the human conditg Communicative Competence
大学思辨英语教程精读1unit3
Unit 3Preparatory work1. Deborah Tannen is University Professor and Professor of Linguistics at Georgetown University and author of many books and articles about how the language of everyday conversation affects relationships. She is best known as the author of You Just Don ‘t Un derstand: Women and Men in Conversation, which was on the New York Times best seller list for nearly four years, including eight months as No. 1, and has been translated into 31 languages. This is the book that brought gender differences in communication style to the forefront of public awareness. Her most recent book, You Were Always Mom’s Favorite! Sisters in Conversation Throughout Their Lives, also a New York Times best seller, received a Books for a Better Life Award and was featured on 20/20(美国电视节目）and NPR(National Public Radio)'s Morning Edition.Among her other books, You're Wearing THAT?: Understanding Mothers and Daughters in Conversation spent ten weeks on the New York Timesbest seller list; Talking from 9 to 5: Women and Men at Work was a New York Times Business best seller; The Argument Culture: Stopping America's War of Words received the Common Ground Book Award; and I Only Say This Because I Love You: Talking to Your Parents, Partner, Sibs, and Kids When You're All Adults received a Books for a Better Life Award.In addition to her seven books for general audiences, Tannen is author or editor of sixteen books and over one hundred articles for scholarly audiences. She has also published poems, short stories, plays and personal essays.Academic interests: gender and language, interactional sociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow,1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.2）Edward SapirEdward Sapir (/səˈpɪər/; 1884–1939) was an American anthropologist-linguist, who is widely considered to be one of the most important figures in the early development of the discipline of linguistics. Sapir studied the ways in which language and culture influence each other, and he was interested in the relation between linguistic differences, and differences in cultural world views. This part of his thinking was developed by his student Benjamin Lee Whorf into the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.2) John Joseph GumperzJohn Joseph Gumperz (January 9, 1922 –March 29, 2013) was an American linguist and academic. Gumperz was, for most of his career, a professor at the University of California in Berkeley. His research on the languages of India, on code-switching in Norway, and on conversational interaction, has benefitted the studyof sociolinguistics, discourse analysis, linguistic anthropology, and urban anthropology.2) E. M. ForsterE.M. Forster, in full Edward Morgan Forster (born January 1, 1879, London, England—died June 7, 1970, Coventry, Warwickshire), British novelist, essayist, and social and literary critic. His fame rests largely on his novels Howards End （霍华德庄园）(1910) and A Passage to India （印度之旅）(1924) and on a large body of criticism. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.2) Robert KaplanAmerican applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric（对比修辞）, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and morethan 85 book reviews and other ephemeral（short-lived) pieces in various newsletters(时事通讯）, as well as 9 special reports to the U.S. government and to governments elsewhere.3) pragmaticsPragmatics is a systematic way of explaining language use in context. It seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics. As a field of language study, pragmatics is fairly new. Its origins lie in philosophy of language and the American philosophical school of pragmatism. As a discipline within language science, its roots lie in the work of (Herbert) Paul Grice on conversational implicature（会话含义）and the cooperative principle（合作原则）, J. L. Austin and John Searle on speech act（言语行为）, and on the work of Stephen Levinson, Penelope Brown and Geoff Leech on politeness.4) Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words,cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm.5) Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause（有声停顿）and unfilled or silent pause（无声停顿）. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization（发声）.Critical readingI. Comprehension CheckI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausingand in showing listenership in a conversation, one does not need to stop and think for a decision. Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in paras 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience.Section 2.3 is also organized in the order of “question-answer”.Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24).Section 2.5: example-discussion.Section 2.6: personal experience and a very brief interpretation.Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese).Section 2.8: definition and illustration.(5) The experience in a dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6) Generally speaking, the eight levels are arranged in the order of importance, from the core of verbal communication to more peripheral (secondary) factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7) As has been illustrated in part II, verbal communication involves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate （阐明）abstract and difficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2). Falter: to become weaker and unable to continue in an effective way (Longman)（3）Which levels of communication difference are labeled automatic processing in the text? Why? Pacing and pausing, listenership. In deciding when totalk and what to say, the speaker usually takes a conscious speech planning（section 2.1&2.2）, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision(para. 20).Why pacing and pausing is automatic because we have got accustomed to it in our daily life and made it a truism or formula after practicing it again and again in our daily communication. We have remembered the subtle change of pacing and pausing（para 19）(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary at many other levels, e.g., proxemics(人际距离学/亲近学) and turn-taking（话语轮次）in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability(Can you pass me the salt?).3) For example, introvert（内向的）people may be more tolerant of silence in face-to-face verbal interaction while extroverts（外向的）usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy people more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off (2) out (3) across (4) away (5) up (6) between, for (7) after (8) out of, into (9) off (10) up (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpretII. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked to achieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true inbusiness and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
大学英语精读讲课说课课件
Before Reading
In 1929, Francis Chichester made a solo flight （单人飞行） to Australia in a biplane.
Before Reading
Gipsy Moth
Teaching Procedure
Before Reading Global Reading
本堂课设计
教学内容
该课文材料选自《大学英语精读》第一册 Unit2，是关于一位富有冒险精神的传奇人物, 他不懈追求,永不言败,敢于创新的精神让学 生得到启迪。
本堂课重点与难点
教学重点:
1.掌握重点的单词和暗喻的修辞方法并灵活运用。
2.了解主人公的航海路线图，学习到这篇文章
所赋予的情感目标。
教学难点: 1.如何引导学生理解文章。 2.指导学生用英语口头谈论内容。
the significance(意义) of his sailing round the world
世界地图
Arctic Ocean
Europe
Asia Africa Atlantic Ocean Indian Ocean Pacific Ocean
North America
Oceania
South America
翻译
他疾病缠身。
Teaching Procedure
Before Reading Global Reading
text
Detailed Reading After Reading
Questions to the Text
1. Who was Chichester? A) An American artist. B) A British musician. C) An Australian writer. D) A British adventurer. 2. Before Chichester began his sailing, he was_____. A) a businessman B) a pilot C) a teacher D) a doctor
大学思辨英语教程精读1语言与文化(说课)-以
prejudice
examples to illustrate the differences
evaluating
Ss learn to evaluate different approaches to addressing the same issue of CS
4. ask Ss to compare the
评价层面：作者如何通过实证研究结果 反驳文化刻板印象 （p。 166 （4））
抽查单个学生回答， 10 检查预习任务的完成 ’ 情况。
两人一组互问互答， 20
教师选4道题全班讨
’
论
小组讨论，然和整合 15
各组意见。
’
社会科学实证研究 (session two)
Hale Waihona Puke 1. 了解基本概念：variables, participants,
TED talk, text A and (tone, approach)
text10B
’
8
Terms
Stereotype Prejudice
Nature Contents
Examples
Cognitive Affective
Belief
The French are snobby and Spaniards sleep all day.
15
data collection, etc p.166 (1)
’
2. 了解实证研究学术论文撰写基本结构：research 15 methodology；results，discussion，etc ’
3. 学习如何评价研究设计的合理性 20
p.166 (2)
’
4. 学习如何做简单的学术论文汇报
大学思辨英语教程的编写理念-孙有中教授
Metacognition
How?
Critical thinkers routinely apply intellectual standards to the elements of reasoning in order to develop intellectual traits.
Ccontent and Language
Integrated Instruction
Definition of CLIL “any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content” (CLIL/EMILE: The European Dimension, 15)
Emerson
Facione
Delphi Expert Consensus on CT “We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry.
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1. ted talk by Maz Jobrani 2. warm-up activity p. 163
20 ’
comparing
Ss learn to differentiate 10 3. fill out the form on p.164
stereotypes from
’ (5) and ask Ss to use
教学重点
cultural stereotypes
research methodology
7
对“文化刻板印象”这一重要概念
三个层面的探讨 (session 1:
part 1)
CT objectives
教学目标
教学手段/任务
understandi ng
Ss learn to understand the concept of CS through a video and personal observation.
Group work: poster-making and presentation
Task description
1. Analyze the three experiments done by the author and his colleagues and summarize briefly the research method/data collection, participants, research purpose, variables, research findings, interpretation and conclusion one a piece of A3 paper.
2. The layout can be as creative and interesting as possible . 3. Each group (group 1,2,3) covers one experiment and all the
members of group 4 act as audiences , asking questions about these three experiments when listening to their report.
评价层面：作者如何通过实证研究结果 反驳文化刻板印象 （p。 166 （4））
抽查单个学生回答， 10 检查预习任务的完成 ’ 情况。
两人一组互问互答， 20
教师选Байду номын сангаас道题全班讨
’
论
小组讨论，然和整合 15
各组意见。
’
社会科学实证研究 (session two)
1. 了解基本概念：variables, participants,
(making posters and presenting the ’
studies)
5. 学习如何设计小型的实证研究 (final 10
project)
’
13
语言点讲解
1’5 p. 172 hedging (a distinctive feature of academic writing)
大学思辨英语教程 精读1:语言与文化 （说课）
－以 Unit 7 Cultural Stereotypes 为例
2016-09-24 黄丹婵
2. 学期课时安排
6学时／周，共18周
1单元／周 4学时 text a （教师讲） 2学时 text b （学生讲80分钟，教师点评15-20分钟）
3考核方式
TED talk, text A and (tone, approach)
text10B
’
8
Terms
Stereotype Prejudice
Nature Contents
Examples
Cognitive Affective
Belief
The French are snobby and Spaniards sleep all day.
Intercultural Reflection:
9
(after class writing task)
p. 184 (3) Find five Hollywood blockbuster movies that have Chinese characters, analyze the portrayals of those characters and discuss any examples of stereotyping you find.
10
10 ’
• about the author
• about the book [p. 163 (2) ]
具体对日本人情感表达存在的“文化刻板 印象”的探讨 （session one : part 2 ）
概念把握：比如什么是“display
rules”
课文理解：p. 165 2 (1) (5) (6) (7)
15
data collection, etc p.166 (1)
’
2. 了解实证研究学术论文撰写基本结构：research 15 methodology；results，discussion，etc ’
3. 学习如何评价研究设计的合理性 20
p.166 (2)
’
4. 学习如何做简单的学术论文汇报
25
prejudice
examples to illustrate the differences
evaluating
Ss learn to evaluate different approaches to addressing the same issue of CS
4. ask Ss to compare the
Attitude
I don't like the Indians, because they always speak loudly in the corridor inside.
Discrimination Behavioral
Action
A company rejects an Asian American applicant for the position of a designer because they think Asians are not creative enough.
形成性评估
20％ 学期论文 15% 平时quiz 30％ 平时成绩（出勤＋作业完成＋课堂表现） 30％ presentation （paper pre ＋ book report） 5％ portfolio （期末档案袋检查）
3. 单元教学设计
－－－以第7单元Cultural Stereotypes为例
14
• Research Questions (variables) • Research Methodology
participants instruments data collection data analysis • Results • Discussion para. 9-12 (“Why does this rather complex pattern of findings emerge?”) • Conclusion