大学思辨英语精读备课Unit_3

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大学思辨英语教材精读3

大学思辨英语教材精读3

大学思辨英语教材精读3大学思辨英语教材精读,作为大学英语学习的重要教材之一,旨在提高学生的语言思维能力和批判性思维能力,培养学生的思维独立性和创新性。

本书共分为10个单元,每个单元探讨一个不同的话题,通过阅读、讨论和写作等活动,帮助学生理解不同文化背景下的思考方式,并培养他们在跨文化交流中的灵活运用能力。

第一单元:教育与技术本单元主要探讨教育与技术的关系。

在当代社会,技术的快速发展对教育提出了新的挑战。

学生通过关注运用技术的教育模式,思考技术对教育的影响,并提出自己的观点和建议。

第二单元:环境保护环境保护是一个全球性问题,对于人类的生存和发展至关重要。

本单元将引导学生了解全球环境问题的严重性,让他们思考应该如何保护环境,同时也让他们认识到自己在环境保护中的责任。

第三单元:职业规划本单元主要讨论大学生的职业规划问题。

学生将通过阅读不同的职业规划案例,了解职业选择的重要性,并学习如何规划自己的职业发展道路。

第四单元:社交媒体与个人隐私社交媒体的兴起改变了人们的生活方式,但与此同时也引发了个人隐私的泄露问题。

本单元将引导学生思考社交媒体对个人隐私的影响,并探讨如何保护个人隐私。

第五单元:文化遗产保护文化遗产是人类智慧和创造力的结晶,对于维护人类文明的连续性至关重要。

本单元将引导学生了解不同国家的文化遗产保护工作,并思考自己应该如何为保护文化遗产做出贡献。

第六单元:全球化与地方文化全球化给各国的经济、文化和社会发展带来了机遇和挑战。

本单元将引导学生探讨全球化对地方文化的影响,并思考如何在全球化进程中保护和传承地方文化。

第七单元:跨文化交流在全球化时代,跨文化交流能力已成为求职者的必备技能。

本单元将通过案例分析和讨论,培养学生在跨文化交流中的意识和技巧,并提高他们的文化适应能力。

第八单元:社会公平与生活品质社会公平与生活品质是社会发展的关键问题。

本单元将引导学生思考社会公平与生活品质之间的关系,并激发他们思考如何推动社会公平,提高整个社会的生活品质。

大学思辨英语教程精读1unit3

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。

大学英语思辨教程3unit3参考答案

大学英语思辨教程3unit3参考答案

大学英语思辨教程3unit3参考答案大学英语思辨教程3 Unit 3 参考答案阅读理解部分阅读理解11. 问题:文章主要讨论了什么主题?答案:文章主要讨论了全球化对教育的影响。

2. 问题:作者认为全球化如何影响教育?答案:作者认为全球化促进了教育资源的共享,但同时也带来了文化同质化的风险。

3. 问题:文章中提到的“教育的本土化”是什么意思?答案:“教育的本土化”指的是在全球化背景下,教育应注重保持和发扬本土文化特色。

4. 问题:作者对全球化持怎样的态度?答案:作者对全球化持审慎乐观的态度,认为应积极利用全球化带来的机遇,同时警惕其潜在的负面影响。

5. 问题:文章最后提出了哪些建议?答案:文章最后建议教育者应培养学生的全球视野,同时加强本土文化的教育。

阅读理解21. 问题:文章讨论了什么现象?答案:文章讨论了社交媒体对人际关系的影响。

2. 问题:作者认为社交媒体如何改变了人们的交流方式?答案:作者认为社交媒体使人们的交流更加便捷,但同时也可能导致面对面交流的减少和人际关系的表面化。

3. 问题:文章提到了哪些社交媒体的负面影响?答案:文章提到了社交媒体可能导致隐私泄露、网络暴力和信息过载等负面影响。

4. 问题:作者对社交媒体持怎样的态度?答案:作者对社交媒体持批判性的态度,认为人们应该意识到其潜在的危害,并合理使用。

5. 问题:文章提出了哪些应对社交媒体负面影响的建议?答案:文章建议人们应该限制社交媒体的使用时间,提高信息筛选能力,并加强现实生活中的人际交往。

词汇与语法部分词汇练习11. 问题:根据上下文,选择正确的词汇填空。

答案:- The company is undergoing a transformation to adapt to the new market conditions.- She has a passion for art that is evident in her work. - The innovations in technology have revolutionized the way we live.语法练习11. 问题:选择正确的语法结构完成句子。

大学思辨英语精读备课Unit3

大学思辨英语精读备课Unit3

Unit 3 Bereavement and GriefPreparatory Work(1) According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the “theatre within the theatre” in the play Seipersonaggi in cercad’autore(1921; Six Characters in Search of an Author), he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeabl e human personality” (Britannica). “War” reflects this style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers’ anxious, grieving pare nts.(2) The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world’s economic great powers assembled in two opposing alliances, the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (Willmott 15). It is generally believed by historians that World War I was “virtuall y unprecedented in the slaughter, carnage, and destruction it caused” (Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3) Common symptoms of grief caused by bereavement include wistfulness, lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kübler-Ross, people who have lost someone close usually go through five emotional stages: denial, anger, bargaining, depression and acceptance.(4) Luigi /luˈidʒi/Perandello/ˌpɪrənˈdɛloʊ; Italian ˌpi rɑnˈdɛllɔ/Fabriano/Italian ˌfabriˈaˌno/Sulmona /Italian sulˈmona/Critical ReadingI. Understanding the text1.(1) Their argument was about what attitude parents should take towards their childrengoing to war and killed in action. Of the passengers, the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2) In Paragraphs 15 and 16, he is described as a “fat, red-faced man with blood-shoteyes of the palest gray”, who was “panting”, and “from [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardl y contain”. In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, described to be “bulging, horribly watery light grey”.These physical traits might suggest that the fat man was in poor health, and was grief-stricken by his son’s death.(3) The woman asked the question of the fat man because she was awed by his stoicresponse to his son’s death. She found it extremely diff icult to cope with her anxiety over her son’s departure for the front, and wished to confirm the fat man’s feelings so that she might derive some strength from his example. She was the one who asked the question, rather than one of the other passengers, because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man. The fat man reacted strongly to this question, stupefied, brought into painful awareness of his son’s death, and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son’s death as he claimed, had been desperately rejecting this horrible idea.2.(1) F(2) F(3) T(4) T3.(1) D(2) A(3) AII. Critiquing the Text(1) Instead of giving direct description of war action, the story depicts the emotionalturmoil on the part of the soldiers’ parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss.(2) The fat, red-faced man started his part of the argument by putting a stop to theother passengers’ debate over the correlation between the intensity of the parents’ anxiety and the number of children they have on the battlefield. He insisted that parents gave life to their children not for their own benefit, and that they should r espect their children’s wish to go to the front. He ended his argument by claiming that parents should accept their children’s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions, new ties”, but then he talks about dying “young and happy”, “without having the ugly sides of life, the boredom of it, the pettiness, the bitterness of disillusion”. The latter statement overlooks the good sides of life mentioned in the former one. His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion that parents should not grieve over their children’s death. Therefore, the reason he gave for not grieving was unconvincing.His pause and hesitation in the middle of the sentence “Our sons are born because…well, because they must be born” might be seen as a rev elation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out “Our sons are born because we love them”. He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties”, he was referring to theelements of youthful life that were more alluring to young people than their parents’ affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy. On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man’s feeling for the “Country” was more likely to be a clichéconveniently used to advance his argument, for he used the “if” clause instead of stating it as a matter of course. This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country”, as he repeatedly spoke of “decent boys” that chose to fight for their country. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son’s death.(5) The reasons offered by the fat man when he said a young man could die happywere poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement, but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father’s words. On the one hand, he might be able to understand his father’s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6) The question is considered “silly” and “incongruous” from the passengers’ pointof view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman’s question was abrupt and unexpected.This point of view has an emotional effect th at reinforces the fat man’s loneliness.He had to battle with his emotional turmoil all on his own, with all the other people believing he was coping really well.(7) All these four definitions are common denotations of the word patriotism, which isa controversial notion. It is morally valuable, for it can arouse noble sentiments ofheroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sa crifice their personal interest for the “greater good” that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you’re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, I’ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives.I knew little about the enemies we killed, but I did know that some time before they had been allies with us. It is most likely that they, just like us, are innocent, naïve young people with an enthusiasm for heroic action.I used to say it would be a bliss to lay down my life for the Country. I still think so, but for a different reason. I never know when exactly I will get killed, but to be killed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get killed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I can never come back again.Your loving sonLanguage Enhancement5.(1) Pirandello employs the linear structure in the story, and develops the plot mostlythrough conversation. He includes so much conversation probably because he intends to “show more than tell”, to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author’s narrative style can be characterized as internal focalization that places the woman at the center of consciousness. He describes the woman’s feelings and thoughts in great detail, while characterizing other passengers through external depictions. (2) The words that describe feelings and emotions include “sad” (Paragraph 6), “indistress” (Paragraph 18), “deep sorrow” (Paragraph 24), “harrowing, heart-breaking, uncontrollable sobs” (Paragraph 24), etc. Besides the use of adjectives, Pirandello builds up emotional intensity by delineating the gloomy setting (“stuffy and smoky second-class carriage” in Paragraph 2). Also, he does so by describing each character’s gestures and facial expressions. For example, the woman is portrayed as a pitiful sight, “twisting and wriggling, at times growling like a wild animal” (Paragraph 8), and the fat man “shook his light fawn coat” as to show he did not wear mourning, and “his livid lip over his missing teeth was trembling, h is eyes were watery and motionless, and soon after he ended with a shrill laugh which might well have been a sob” (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals (take Grandfather Gao’s funeral in Ba Jin’s Family for example). It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu’s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father’s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one’s close relations. Upon Old Earnshaw’s death in Wuthering Heights, for example, each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler’s grave was visited by the Jews whose lives he had saved. In “Thoughts on a Visit to an Ancient Battlefield”, Li Hua depicted scenes in which the dead soldiers’ families placed offerings and poured wine over imaginary graves while contemplating the distant horizon in tears (“布奠倾觞,哭望天涯”). There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers’ families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld (“吊祭不至,精魂何依”). Tomb-visiting is also an effective way to cope with one’s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji, hero of Jin Yong’s Heaven Sword and Dragon Saber, visited his parents’ grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father’s cemetery to assuage her emotional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O’Hara was prohibited from wearing colorful clothing and dancing in public after her husband’s death, which was suffocat ing for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2. 元缜《遣悲怀(其一)》谢公最小偏怜女,自嫁黔娄百事乖。

大学思辨英语教程 精读1Unit 3教师用书

大学思辨英语教程 精读1Unit 3教师用书

Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are ., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesbothdifferences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences(question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic ., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of American,192: 85-89. Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy ofOriental and Occidental Culture (CAOOC)Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactionalsociolinguistics, 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.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. 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.Robert Kaplan:An American 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, 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 more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the . government and to governments elsewhere.(3) is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge ., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of p ragmatics include a speaker’s communicative intentions, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(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. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common se nse, cultural background, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. 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.Critical readingI. 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 pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) Section starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and section the author raises a number of questions (in para 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience. Section is also organized in the order of “question-answer”. Section 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 : example-discussion. Section : personal experience and a very brief interpretation. Section : 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 : definition and illustration.(5) The experience ina 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 exemplifythe cross-cultural difference in formulaicity, ., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the orderof importance, from the core of verbal communication to more peripheral 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 communicationinvolves 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.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talks”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult 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)Beside personal experience, Tannen mentions a lot of academicresearches . 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-culturalcommunication can vary at many other levels, ., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the textin 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, “Nowhow 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 topicof this section, what to say. It is a transition from section to section .c. This is a rhetorical question requiring no answer. It isasked 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 makingindirect 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 people may be more tolerant of silencein face-to-face verbal interaction while extroverts usually findsilence 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 perpleare 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, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context. II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk topeople 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 toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople 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 in business 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, .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。

大学英语精读第三版第二册教案_Unit3

大学英语精读第三版第二册教案_Unit3

一、教学目标1. 理解课文主题,掌握文章大意。

2. 掌握重点词汇和短语。

3. 培养学生的阅读理解能力、口语表达能力和写作能力。

二、教学内容1. 课文内容:Unit 3 My First Job(我的第一份工作)2. 重点词汇:post, interview, awkward, incompetent, proposal, protest, assistantship, fund, stale, vacant3. 重点短语:apply for, be short of, without a degree, in teaching experience, slim chances of getting, run the book store, get to one's feet, protest against, apply to, be slim chances of getting, be short of funds, attract foreign capital三、教学步骤1. 导入新课- 提问:同学们,你们在找工作时遇到过什么困难?- 学生回答,教师总结:在找工作时,我们可能会遇到各种困难,如无经验、无学历等。

2. 阅读课文- 学生自主阅读课文,教师巡视指导。

- 学生朗读课文,教师纠正发音和语调。

- 学生回答问题,教师点评。

3. 重点词汇和短语讲解- 教师带领学生分析重点词汇和短语,讲解其用法和例句。

- 学生跟读并练习使用重点词汇和短语。

4. 阅读理解练习- 教师提出问题,学生回答。

- 学生进行阅读理解练习,教师点评。

5. 口语表达练习- 学生分组讨论课文内容,分享自己的看法。

- 学生进行角色扮演,模拟课文中的场景。

6. 写作练习- 教师布置写作任务:根据课文内容,写一篇关于自己第一次找工作的经历。

- 学生独立完成写作,教师点评。

7. 总结与反馈- 教师总结本节课所学内容,强调重点。

大学英语精读第三册教案三单元Unit-3-Why-I-Teach

大学英语精读第三册教案三单元Unit-3-Why-I-Teach
大学英语精读第三册教案三单元Unit-3-WhyI-Teach
Unit 3 Why I Teach
1. Warm-up questions
1) Would you like to be a teacher? Why orБайду номын сангаасwhy not?
2) 2) What are the advantages of being a teacher, what are the disadvantages?
notes
MonywghiraltfrIiesanydinccolmassp!elled
me
to
me
Whhye, trhmeno, tdhoeIr.teach?
reflection: n.
Chinese
12..映 反I映像t,e倒 3a.c深影h思b;ec考a虑us;e I like the pace of the
I hope this will convince you to change your mind.
The lawyer tried to convince the jury陪审团 of his client’s当事人 innocence.
Chinese
compel vt. 强迫, 使不得不
Nor do I teach because I think I know
Chinese
leave out 遗漏, 省略, 删去; 未顾及, 忽略
I’vSaenodmteacahcdahelilneagnglgiesi,vteaosnfdmneathmpeaecoesp, p—aonrdtIuhvnaoitrpyieettyo,
I hkaevepeno’tnleleftaranninygone out.

大学英语精读第三册教案三单元Unit-3-Why-I-Teach

大学英语精读第三册教案三单元Unit-3-Why-I-Teach

Chinese stimulate: vt. 刺激; 激励; 鼓励
TImheatekgaeocmhveybrnoewmcaneunsmetipsItlaaklnieksse,tottohcelueatfrrtanexemdeosymionwtno orldesesrotnos,stitmo ulsatitme uthlaeteecmonyosemlfy. and my
need? 5) Which teacher do you like best, why?
Words and expressions
ቤተ መጻሕፍቲ ባይዱ
palm tree 棕榈树
Do the rewards of teaching outweigh the trying moments?
outweigh: v.
be more important or valuable than sth. else • 比…重(在重量上);比…重要;比…有价值
InaGcaredeemk imc cyathleonldoagry.,JNuanrec, iJsusluys, afnedll in lovAeuwguitsht ohfifseroawnnorpepfolerctutinointyinfoar pool of wTharbeteuefIiflrlae.ttcecotatincothhncha,barteencssagoeueal.dsreWicehtrhesaaencnahdrtiehnwegorminitsiantahtgepe.rrisoatflreiesssetithosne is saamreef,leIccthioanngoef —ho—w atenrdr,ifmieodrethime portant, gomveyrsntmudeennttsisc.hange. On reflection, I decided I had been wrong.

大学思辨英语教程精读1Unit3教师用书(20150809)

大学思辨英语教程精读1Unit3教师用书(20150809)

Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communicationwhile Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the twotexts by quoting anecdotes or relating t o students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy ofOriental and Occidental Culture (CAOOC)Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactionalsociolinguistics, 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.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. 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.Robert Kaplan:An American 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, 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 more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere./usia/E-USIA/education/engteaching/kap0299.htm(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge (e.g., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentions, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(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. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common se nse, cultural background, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. 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.Critical readingI. 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 pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) 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 para 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 discu ssion about the cases of American-non-American differences (American men, women, Greek and Japanese). Section 2.8: definition and illustration.(5) The experience ina 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 particularoccasions, 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 ofimportance, from the core of verbal communication to more peripheral 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 involvesmany 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.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talks”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing,their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult 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)Beside personal experience, Tannen mentions a lot of academicresearches (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-culturalcommunication can vary at many other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the textin 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 ho w 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 topicof this section, what to say. It is a transition from section2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It isasked 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 makingindirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicativeends. 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 people may be more tolerant of silencein face-to-face verbal interaction while extroverts 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 perpleare 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, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context. II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk topeople they do not know. According to Scollon, this causes astrange 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 toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople 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 in business 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。

大学思辨英语精读2unit3课后答案

大学思辨英语精读2unit3课后答案

大学思辨英语精读2unit3课后答案1、We should _______ a hotel before we travel. [单选题] *A. book(正确答案)B. liveC. stayD. have2、Last week they _______ in climbing the Yuelu Mountain. [单选题] *A. succeeded(正确答案)B. succeedC. successD. successful3、The firm attributed the accident to()fog, and no casualties have been reported until now. [单选题] *A. minimumB. scarceC. dense(正确答案)D. seldom4、The boy’s mother always _______ him a story before he goes to bed. [单选题] *A. saysB. speaksC. tells(正确答案)D. talks5、He is a student of _______. [单选题] *A. Class SecondB. the Class TwoC. Class Two(正确答案)D. Second Two6、—_____ will the bus arrive? —In four minutes. [单选题] *A. How longB. How oftenC. How soon(正确答案)D. How far7、I can’t hear you _______. Please speak a little louder. [单选题] *A. clearly(正确答案)B. lovelyC. widelyD. carelessly8、_________ we don't stop climate change, many animals and plants in the world will be gone. [单选题] *A.AlthoughB.WhileC.If(正确答案)D.Until9、There ______ a football match and a concert this weekend.()[单选题] *A. isB. haveC. will be(正确答案)D. will have10、Tom will _______ me a gift from Japan. [单选题] *A. takeB. getC. carryD. bring(正确答案)11、Boys and girls, _______ up your hands if you want to take part in the summer camp(夏令营).[单选题] *A. puttingB. to putC. put(正确答案)D. puts12、You should stick to your()and tell him you won' t do the thing. [单选题] *A. principle(正确答案)B. qualityC. contactD. influence13、The boy lost his()and fell down on the ground when he was running after his brother. [单选题] *A. balance(正确答案)B. chanceC. placeD. memory14、Mary _______ a small gift yesterday, but she didn’t _______ it. [单选题] *A. accepted; receiveB. received; accept(正确答案)C. receives; acceptedD. accepts; received15、We are living in an age()many things are done by computer. [单选题] *A. thatB. whichC. whyD. when(正确答案)16、The Titanic is a nice film. I _______ it twice. [单选题] *A. sawB. seeC. have seen(正确答案)D. have saw17、35.Everyone in China ______ Mid-Autumn Day. [单选题] *A.likes(正确答案)B.likeC.is likingD.are like18、Sometimes only()10 out of 500 or more candidates succeed in passing all the tests. [单选题] *A. as many asB. as few as(正确答案)C. as much asD. as little as19、19._______ will the film Country Road last? [单选题] *A.How farB.How oftenC.How soonD.How long(正确答案)20、—Where did you get the book?—From my friend. I ______ it three days ago. ()[单选题] *A. lentB. borrowed(正确答案)C. keptD. returned21、People always _____ realize the importance of health _____ they lose it. [单选题] *A. not... untilB. don't... until(正确答案)C. /; untilD. /; not until22、19.Students will have computers on their desks ________ . [单选题] *A.in the future(正确答案)B.on the futureC.at the momentD.in the past23、—Why do you look so ______?—Our team won the basketball match!()[单选题] *A. angryB. excited(正确答案)C. nervousD. unfair24、The twins _______ us something about their country. [单选题] *A. told(正确答案)B. saidC. talkedD. spoke25、1——May I help you? You seem to be having some problems.——_______ , thanks. Ithink I can manage. [单选题] *A. All rightB. No problemC. It’s all right(正确答案)D. There’s no way26、When Max rushed to the classroom, his classmates _____ exercises attentively. [单选题] *A. didB. have doneC. were doing(正确答案)D. do27、He has made a lot of films, but ____ good ones. [单选题] *A. anyB. someC. few(正确答案)D. many28、My watch usually _______ good time, but today it is five minutes fast. [单选题] *A. goesB. makesC. keeps(正确答案)D. gains29、The teachers don't make us wear a school uniform and we can wear _____ we like. [单选题] *A. anyB. thatC. asD. what(正确答案)30、—Is this ______ football, boy? —No, it is not ______.()[单选题] *A. yours; myB. your; mine(正确答案)C. your; meD. yours; mine。

大学思辨英语精读备课Unit_3

大学思辨英语精读备课Unit_3

Unit 3 Bereavement and GriefPreparatory Work(1)According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the "theatre within the theatre r/ in the play Seipersonaggi in cercad z autore (1921; Six Characters in Search of an Authoi}t he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeable human personality" (Britannica). "War" reflects this style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers1 anxious, grieving parents.(2)The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world r s economic great powers assembled in two opposing alliances the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (W川mott 15). It is generally believed by historians that World War I was "virtually unprecedented in the slaughter, carnage, and destruction it caused" (Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3)Common symptoms of grief caused by bereavement include wistfulness lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kubler-Ross f people who have lost someone close usually go through five emotional stages:denial, anger, bargaining, depression and acceptance.⑷ Luigi /iWidBi/Perandello/ipiran'deloo; Italian ipi ran'dello/Fabriano/Italian ifabri'aino/Sulmona /Italian sul 'mona/Critical ReadingL Understanding the text1.(1)Their argument was about what attitude parents should take towards theirchildren going to war and killed in action. Of the passengers the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2)In Paragraphs 15 and 16, he is described as a 〃fat, red-faced man with blood-shot eyes of the palest gray” , who was “panting” , and "from [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardly contain" . In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, described to be "bulging, horribly watery light grey/f .These physical traits might suggest that the fat man was in poor health z and was grief-stricken by his son' s death.(3)The woman asked the question of the fat man because she was awed by his stoicresponse to his son# s death. She found it extremely difficult to cope with her anxiety over her son ' s departure for the front, and wished to confirm the fat man z s feelings so that she might derive some strength from his example.She was the one who asked the question, rather than one of the other passengers because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man. The fat man reacted strongly to this question, stupefied, brought into painful awareness of hisson7 s death z and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son1 s death as he claimed, had been desperately rejecting this horrible idea.2.(1)F(2) F(3) T(4)T3.I)) D(2) A(3) AII)Critiquing the Text(1) Instead of giving direct description of war action, the story depicts theemotional turmoil on the part of the soldiers1 parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss. 2their children not for their own benefit, and that they should respect their children' s wish to go to the front. He ended his argument by claiming that parents should accept their children' s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions new ties" z but then he talks about dying "young and happy" , "without having the ugly sides of life z the boredom of it, the pettiness, the bitterness of disillusion" . The latter statement overlooks the good sides of life mentioned in the former one.His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion2 The fat, red-faced man started his part of the argument by putting a stop tothe other passengers7 debate over the correlation between the intensity of the parents1 anxiety and the number of children they have on the battlefield. He insisted that parents gave life tothat parents should not grieve over their children' s death. Therefore, the reason he gave for not grieving was unconvincing. His pause and hesitation in the middle of the sentence "Our sons are born because...well, because they must be born" might be seen as a revelation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out /z Our sons are born because we love them" . He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties” , he wasreferring to the elements of youthful life that were more alluring to young people than their parents1 affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy. On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man' s feeling for the “Country“ was more likely to be a cliche conveniently used to advance his a rgument, for he used the “if" clause instead of stating it as a matter of course. This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country” , as he repeatedly spoke of "decent boys“ that chose to fight for their country. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son' s death.(5)T he reasons offered by the fat man when he said a young man could die happywere poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father' s words. On the one hand, he might be able to understand his father r s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6)T he question is considered "silly" and "incongruous" from the passengers3point of view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman' s question was abrupt and unexpected.This point of view has an emotional effect that reinforces the fat man' s loneliness. He had to battle with his emotional turmoil all on his own# with all the other people believing he was coping really well.it can arouse noble sentiments of heroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sacrifice their personal interest for the "greater good“ that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you' re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, r ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives. I knew little about the enemies we k川ed, but I did know that some time before they had been allies with us. It is most likely that they, just like us z are innocent, naive young people with an enthusiasm for heroic action.3 All these four definitions are common denotations of the word patriotism,which is a controversial notion. It is morally valuable, forI used to say it would be a bliss to lay down my life for the Country. Istill think so, but for a different reason. I never know when exactly I will get killed, but to be k川ed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get k川ed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I cannever come back again.Your loving sonLanguage Enhancement 5.(1)Pirandello employs the linear structure in the story, and develops the plotmostly through conversation. He includes so much conversation probablybecause he intends to “show more than tell" , to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author7 s narrative style can be characterized as internal focalization that places the woman at the center of consciousness. Hedescribes the woman' s feelings and thoughts in great detail, whilecharacterizing other passengers through external depictions.(2)The words that describe feelings and emotions include "sad" (Paragraph 6),“in distress" (Paragraph 18), "deep sorrow#/ (Paragraph 24), "harrowing,heart-breaking, uncontrollable sobs" (Paragraph 24), etc. Besides the use of adjectives Pirandello builds up emotional intensity by delineating thegloomy setting ( "stuffy and smoky second-class carriage" in Paragraph 2).Also, he does so by describing each character1 s gestures and facialexpressions. For example, the woman is portrayed as a pitiful sight,"twis ting and wriggling, at times growling like a wild animal” (Paragraph8), and the fat man "shook his light fawn coat" as to show he did not wearmourning; and z/his livid lip over his missing teeth was trembling, his eyeswere watery and motionless, and soon after he ended with a shrill laughwhich might well have been a sob" (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals (take Grandfather Gao' s funeral in Ba Jin z s Family for example). It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu' s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father1 s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one' s close relations. Upon Old Earnshaw, s death in Wuthering Heights, for example each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler* s grave was visited by the Jews whose lives he had saved. In "Thoughts on a Visit to an Ancient Battlefield" , Li Hua depicted scenes in which the dead soldiers' families placed offerings and poured wine over imaginary graves while contemplating the distant horizon in tears ("布奠1顷觞z哭望天涯”).There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers' families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld (“吊祭不至z精魂何依〃).Tomb-visiting is also an effective way to cope with one' s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji z hero of Jin Yong' s Heaven Sword and Dragon Saber, visited his parents' grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father' s cemetery to assuage her emotional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O z Hara was prohibited from wearing colorful clothing and dancing in public after her husband' s death, which was suffocating for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2.元缜《遣悲怀(其一)》公最小偏怜女,自嫁黔娄百事乖。

大学思辨英语教程 精读3课件Unit 3

大学思辨英语教程 精读3课件Unit 3

Lead in
Text A offers an enlightening analysis of non-verbal communication across different cultures. The authors, Edward T. Hall and Mildred R. Hall, show us that cultural barriers could be overcome by increasing our awareness of cultural differences and by learning about the different ways in which we behave in different societies.
While culture is learned through practice and socialization, Text B provides a counter example to demonstrate the result of non-socialization. As you read the text, you can consider the importance of socialization for you to survive and develop your potential in a particular society.
Critical Thinking
Reading Skills
Learning Objectives
• Reading Skills
• Identify the structure of the text • Identify topic sentences • Use context to understand a new word

大学思辨英语教程精读1unit3

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。

大学思辨英语精读备课Unit_3

大学思辨英语精读备课Unit_3

Unit 3 Bereavement and GriefPreparatory Work(1) According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the “theatre within the theatre” in the play Seipersonaggi in cercad’autore (1921; Six Characters in Search of an Author), he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeable human personality” (Britannica). “War” reflects this style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers’ anxious, grieving parents.(2) The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world’s economic great powers assembled in two opposing alliances, the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (Willmott 15). It is generally believed by historians that World War I was “virtuall y unprecedented in the slaughter, carnage, and destruction it caused” (Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3) Common symptoms of grief caused by bereavement include wistfulness, lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kübler-Ross, people who have lost someone close usually go through five emotional stages: denial, anger, bargaining, depression and acceptance.(4) Luigi /luˈidʒi/Perandello/ˌpɪrənˈdɛloʊ; Italian ˌpi rɑnˈdɛllɔ/Fabriano/Italian ˌfabriˈaˌno/Sulmona /Italian sulˈmona/Critical ReadingI. Understanding the text1.(1) Their argument was about what attitude parents should taketowards their children going to war and killed in action. Of the passengers, the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2) In Paragraphs 15 and 16, he is described as a “fat, red-facedman with blood-shot eyes of the palest gray”, who was “panting”, and “fr om [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardly contain”. In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, descr ibed to be “bulging, horribly watery light grey”.These physical traits might suggest that the fat man was in poor health, and was grief-stricken by his son’s death.(3) The woman asked the question of the fat man because she was awedby his stoic response to his son’s death. She found it extremely difficult to cope with her anxiety over her son’s departure for the front, and wished to confirm the fat man’s feelings so that she might derive some strength from his example. She was the one who asked the question, rather than one of the other passengers, because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man.The fat man reacted strongly to this question, stupefied, brought into painful awareness of his son’s death, and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son’s deat h as he claimed, had been desperately rejecting this horrible idea.2.(1) F(2) F(3) T(4) T3.(1) D(2) A(3) AII. Critiquing the Text(1) Instead of giving direct description of war action, the storydepicts the emotional turmoil on the part of the s oldiers’ parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss.(2) The fat, red-faced man started his part of the argument byputting a stop to the other passengers’ debate over the correlation between the intensity of the parents’ anxiety and the number of children they have on the battlefield. He insisted that parents gave life to their children not for their own benefit, and that they should respect their children’s wish to go to the front.He ended his argument by claiming that parents should accept their ch ildren’s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions, new ties”, but then he talks about dying “young and happy”, “without having the ugly sides of life, the boredom of it, the pettiness, the bitterness of disillusion”. The latter statement overlooks the good sides of life mentioned in the former one. His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion that parents should not grieve over their children’s death. Therefore, the reason he gave for not grieving was unconvincing. His pause and hesitation in the middle of the sentence “Our sons are born because…well, because they must be born” might be seen as a revelation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out “Our sons are born because we love them”. He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties”, hewas referring to the elements of youthful life that were more alluring to young people than their parents’ affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy.On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man’s feeling for the “Country” was more likely to be acliché conveniently used to advance his argument, for he used the “if” clause instead of stating it as a matter of course.This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country”, as he repeatedly spoke of “decent boys” that chose to fight for their country. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son’s death.(5) The reasons offered by the fat man when he said a young man coulddie happy were poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement, but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father’s words. On the one hand, he might be able to understand his father’s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6) The question is considered “silly” and “incongruous” from thepassengers’ point of view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman’s question was abrupt and unexpected.This point of view has an emotional effect that reinforces the fat man’s loneliness. He had to battle with his emotional turmoil all on his own, with all the other people believing he was coping really well.(7) All these four definitions are common denotations of the wordpatriotism, which is a controversial notion. It is morally valuable, for it can arouse noble sentiments of heroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sacrifice their personal interest for the “greater good” that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you’re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, I’ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives. I knew little about the enemies we killed, but I did know that some time before they had been allies with us. It is most likely that they, just like us, are innocent, naïve young people with an enthusiasm for heroic action.I used to say it would be a bliss to lay down my life for the Country. I still think so, but for a different reason. I never know when exactly I will get killed, but to be killed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get killed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I can never come back again.Your loving sonLanguage Enhancement5.(1) Pirandello employs the linear structure in the story, anddevelops the plot mostly through conversation. He includes so much conversation probably because he intends to “show more than tell”, to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author’s narrative style can be characterized as internal focalization that places the woman at the center ofconsciousness. He describes the woman’s feelings and thoughts in great detail, while characterizing other passengers through external depictions.(2) The words that describe feelings and emotions include “sad”(Paragraph 6), “in distress” (Paragraph 18), “deep sorrow”(Paragraph 24), “harrowing, heart-breaking, uncontrollable sobs”(Paragraph 24), etc. Besides the use of adjectives, Pirandello builds up emotional intensity by delineating the gloomy setting (“stuffy and smoky second-class carriage” in Paragraph 2). Also, he does so by describing each character’s gestures and facial expressions. For example, the woman is portrayed as a pitiful sight, “twisting and wriggling, at times growling like a wild animal” (Paragraph 8), and the fat man “shook his light fawn coat” as to show he did not wear mourning, and “his livid lip over his missing teeth was trembling, his eyes were watery and motionless, and soon after he ended with a shrill laugh which might well have been a sob” (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals (take Grandfather Gao’s funeral in Ba Jin’s Family for example). It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu’s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father’s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one’s close relations. Upon Old Earnshaw’s death in Wuthering Heights, for example, each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler’s grave was visited by the Jews whose lives he had saved. In “Thoughts on a Visit to an Ancient Battlefield”, Li Hua depicted scenes in which the dead soldiers’ families plac ed offerings and poured wine overimaginary graves while contemplating the distant horizon in tears (“布奠倾觞,哭望天涯”). There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers’ families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld (“吊祭不至,精魂何依”). Tomb-visiting is also an effective way to cope with one’s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji, hero of Jin Yong’s Heaven Sword and Dragon Saber, visited his parents’ grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father’s cemetery to assuage her em otional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O’Hara was prohibited from wearing colorful clothing and dancing in public after her husband’s death, which was suffocating for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2. 元缜《遣悲怀(其一)》公最小偏怜女,自嫁黔娄百事乖。

大学思辨英语教程精读4教学课件Unit_3

大学思辨英语教程精读4教学课件Unit_3

大学思辨英语教程精读4教学课件Unit_3简介本教学课件是大学思辨英语教程精读4教学单元的课件,涵盖了Unit 3的内容。

本单元主要讲解了科技与人类进步的关系,包括技术的发展对人类生活的影响以及科技在环境保护方面的作用,旨在培养学生的批判性思维和学术写作能力。

教学目标1.了解科技与人类进步的关系;2.理解技术发展对人类生活的影响;3.掌握科技在环境保护方面的作用;4.培养学生的批判性思维和学术写作能力。

教学内容1. 科技与人类进步的关系科技与人类进步有密不可分的关系,科技的发展推动着人类社会的进步。

在本单元中,我们将探讨科技对人类生活的影响,包括社交媒体、人工智能等技术的应用。

学生将通过阅读相关文献,了解科技对人类社会的积极和消极影响,并展开讨论。

2. 技术发展对人类生活的影响技术的发展对人类生活产生了深远影响。

学生将通过阅读材料和讨论,了解技术发展对教育、医疗、交通等领域的影响。

同时,学生将学习如何运用英语表达自己的观点和看法。

3. 科技在环境保护方面的作用科技在环境保护方面起着重要的作用。

本单元将介绍一些科技在环境保护中的应用案例,如可再生能源、智能家居等。

学生将通过阅读材料和讨论,了解科技在环境保护方面的优势和挑战。

教学方法1.小组讨论:学生将分成小组进行讨论,分享自己的观点和看法,并展开讨论。

2.阅读课文:学生将阅读和分析相关的课文,了解科技与人类进步的关系。

3.问题解答:老师将提出一些问题,学生需要动脑思考并给出自己的答案。

学习要求1.提前准备:学生需提前阅读相关材料,并做好相关笔记。

2.积极参与:学生需积极参与讨论和活动,提出自己的观点。

3.注重实践:学生需将所学内容应用到实践中,提升自己的批判性思维和学术写作能力。

教学资源1.课文材料2.讨论题目教学评估1.讨论表现:评估学生在小组讨论中的表现,包括积极参与、观点表达等。

2.学术写作能力:评估学生在写作方面的能力,如文章结构、逻辑思维等。

最新大学思辨英语教程 精读1unit 3教师用书(0809)资料讲解

最新大学思辨英语教程 精读1unit 3教师用书(0809)资料讲解

Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of h uman language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomouslearning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectives Teaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can bedivided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy of Oriental and Occidental Culture (CAOOC)Across Languages and Cultures published byAkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)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.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. 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.Robert Kaplan:An American 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, 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 more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere./usia/E-USIA/education/engteaching/kap0299.htm(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge (e.g., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentio ns, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(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. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a pieceof spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common sense, cultural backgr ound, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. 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.Critical readingI. 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 pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) res earch findings and examples.In section 2.2 the author raises a number of questions (in para 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 or der 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 ina 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, fromthe core of verbal communication to more peripheral 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 hiddenrules 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.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talk s”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherenceand cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract and difficult terms andadd 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)Beside personal experience, Tannen mentions a lot of academic researches (e.g. inpara 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 atmany other levels, e.g., proxemics and turn taking 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 andthey 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 toreinforce 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 indirectrequests/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 people may be more tolerant of silence in face-to-faceverbal interaction while extroverts 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 perpleare 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, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context.II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do notknow. 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 indirectfunctions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should bedirect and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, allcommunication 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 oflanguage, 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。

大学思辨英语精读2答案unit3

大学思辨英语精读2答案unit3

大学思辨英语精读2答案unit31. You'd better ( ) a copy of the whole article for yourself. [单选题] *A. make(正确答案)B. makingC. to makeD. made2. He is very strict. It is no use ( ) yourself to him. [单选题] *A. explainedB. to explainC. explaining(正确答案)D. explain3. All people must pull together ( ) the project can be finished on schedule. [单选题] *A. as thoughB. ifC. even thoughD. in order that(正确答案)4. I wish I ( ) shopping with you yesterday, because I was very bored at home then. [单选题] *A. had gone(正确答案)B. would goC. could have goneD. went5. If ( ) in a warm place, these flowers will bloom in late May. [单选题] *A. to plantB. planted(正确答案)C. plantD. planting6. My father recommended two new books to me, ( ) seemed to be very interesting. [单选题] *A. both of thatB. all of thatC. both of which(正确答案)D. all of which7. Tom will never forget the days ( ) he lived in the remote village with his parents. [单选题] *A. whatB. whichC. when(正确答案)D. why8. Don't expect too much from her. The more you expect, ( ) you will become. [单选题] *A. the disappointedB. more disappointedC. the most disappointedD. the more disappointed(正确答案)9. The weather is quite fine. Let's go swimming, ( )? [单选题] *A. will youB. shall we(正确答案)C. do weD. do you10. There is no doubt that the residents living in this building can have free ( ) to the swimming pool. [单选题] *A. excessB. access(正确答案)C. accelerateD. assess11. If you want to strengthen your friendship with your friends, you should ( ) more time communicating with them. [单选题] *A. spend(正确答案)B. takeC. payD. cost12. Tom has been nervous for three days, since he will have a(n) ( ) for the manager's job. [单选题] *A. reviewB. viewC. chatD. interview(正确答案)13. But for your advice, I ( ) the task arranged by the leader yesterday. [单选题] *A. shall not finishB. could not have finished(正确答案)C. shall finishD. could finish14. The aim of this meeting is ( ) how to solve the serious crisis. [单选题] *A. to discuss(正确答案)B. discussingC. to discussingD. discussed15. This building is named ( ) his name in memory of his great invention. [单选题] *A. upB. after(正确答案)C. atD. in16. ( ) are quite humorous and everyone likes making friends with them. [单选题] *A. The Bushes(正确答案)B. A BushC. BushesD. The Bush17. One way to manage time wisely is to give ( ) to what is the most important. [单选题] *A. principleB. permissionC. priority(正确答案)D. process18. The teachers don't know ( ), because the meeting rooms are being decorated. [单选题] *A. where should the meeting be heldB. which should the meeting be heldC. which the meeting should be heldD. where the meeting should be held(正确答案)19. Due to the outbreak of the epidemic, many outdoor activities have been ( ). [单选题] *A. called forB. called off(正确答案)C. called backD. called in20. According to the report, some experts ( ) the shop with selling cups with insulting ads. [单选题] *A. charge(正确答案)B. accuseC. blameD. condemn21. Some people ( ) it for granted that what they pick up in the street belongs to them. [单选题] *A. makeB. take(正确答案)C. getD. regard22. Because there is enough time, the teacher advises students ( ) their papers again. [单选题] *A. examinedB. to examine(正确答案)C. to examiningD. examine23. Many people suffer from hunger in this country ( ) the decrease of food imports this year. [单选题] *A. instead ofB. regardless ofC. due to(正确答案)D. as to24. I ( ) reading the novel by yesterday, so I buy a new novel today. [单选题] *A. had finished(正确答案)B. finishedC. finishD. would finish25. Most foreign people think ( ) very difficult to learn to write Chinese characters. [单选题] *A. thatB. thisC. it(正确答案)D. one26. Mary heard her name called by someone, whose voice was very familiar ( ) her. [单选题] *A. withB. to(正确答案)C. onD. in27. One ( ) of extra-curricular activities is that the kids involved can gain friendship. [单选题] *A. flexibilityB. benefit(正确答案)C. privilegeD. interest28. I will tell the truth to him if he ( ) the funeral the day after tomorrow. [单选题] *A. would attendB. will have attendedC. attends(正确答案)D. will attend29. His ( ) of the accident conflicted with that of the other witnesses. However, I believed what he said was true. [单选题] *A. expectationB. instructionC. responseD. account(正确答案)30. Every time I run into difficulty, he is always the first ( ) help. [单选题] *A. to be offeredB. to offer(正确答案)C. offerD. offering31. Many women have to resign in order to ( ) their children wholeheartedly. [单选题] *A. bring up(正确答案)B. put upC. break upD. build up32. My good friend Lily told me that she ( ) to New York the next month. [单选题] *A. wentB. goesC. would go(正确答案)D. will have gone33. It is natural that people ( ) feel upset for no reason. It usually won't last too long. [单选题] *A. sometimes(正确答案)B. some timesC. a timeD. some time34. Our company wants to invest in the property market, so we look forward to ( ) with that company. [单选题] *A. cooperateB. cooperating(正确答案)C. cooperatedD. being cooperated35. It is really ( ) to borrow money from your elder sister just to help a selfish stranger pay off his debt. [单选题] *A. ridiculous(正确答案)B. stubbornC. splendidD. popular36. The kids in the kindergarten help each other and never quarrel, thus creating a ( ) atmosphere. [单选题] *A. commonB. lonelyC. peaceful(正确答案)D. steady37. You ( ) to make so many preparations; the job has been assigned to an experienced fellow. [单选题] *A. needn't have bothered(正确答案)B. shouldn't have botheredC. mustn't have botheredD. couldn't have bothered38. ( ) in the park yesterday afternoon, my mother met an old friend. [单选题] *A. To walkB. Walking(正确答案)C. WalkD. Walked39. Mary behaved in a specially confident manner ( ) she had understood the problem completely. [单选题] *A. as if(正确答案)B. whetherC. althoughD. than40. As we all know, success results from hard work; ( ) efforts, nothing can be achieved. [单选题] *A. except forB. without(正确答案)C. despiteD. besides41. His advice is that your father ( ) more exercise outdoors in the morning. [单选题] *A. doneB. will doC. should do(正确答案)D. does42. From this book, you can know ( ) those animals escape from their natural enemies. [单选题] *A. whoB. how(正确答案)C. whereD. it43. Plants are very ( ) to climate change. Therefore, many tree species are faced with extinction because of global warming. [单选题] *A. sensibleB. consciousC. sensitive(正确答案)D. independent44. His two dogs made a mess in his room, ( ) he didn't want to punish them. [单选题] *A. andB. orC. becauseD. but(正确答案)45. Hearing the words, he didn't seem to be offended; ( ), he looked very happy. [单选题] *A. in a wordB. in other wordsC. on the wholeD. on the contrary(正确答案)46. ( ) the salary is rather low, many young people have resigned in recent months. [单选题] *A. Because(正确答案)B. ForC. AfterD. So that47. What the little girl wants ( ) a pen, and what her elder brother wants ( ) two books. [单选题] *A. are; areB. is; isC. is; are(正确答案)D. are; is48. Most universities don't ( ) that every student can graduate with a certificate if they don't study hard. [单选题] *A. guarantee(正确答案)B. provideC. requireD. complete49. The company has recently taken on fifty people ( ) live in the local area. [单选题] *A. whichB. whoseC. thoseD. who(正确答案)50. All the afternoon my colleagues and I ( ) a report in the meeting room. [单选题] *A. prepareB. were to prepareC. have been preparing(正确答案)D. had been preparing5I. It is no use worrying about the future all the time. No one knows what will ( ) next minute. [单选题] *A. take placeB. get onC. disappearD. happen(正确答案)52. Alice, please turn down the music. I ( ) an important phone call at present. [单选题] *A. answerB. answeredC. have answeredD. am answering(正确答案)53. After you use my dictionary and English book, you should place them ( ) they used to be. [单选题] *A. the momentB. where(正确答案)C. whenD. that54. ( ) runs the fastest in the competition will be given an expensive prize. [单选题] *A. Whoever(正确答案)B. WhomeverC. WhomD. Who55. If you want these new employees to work out the answer, two hours and a half ( ) not enough. [单选题] *A. to beB. beingC. areD. is(正确答案)56. Only after they had examined the machine for several hours ( ) the problem. [单选题] *A. they foundB. did they find(正确答案)C. they findD. do they find57. ( ), he doesn't know how to get on with other people. [单选题] *A. Adult as he is(正确答案)B. Adult he is asC. Adult he as isD. An adult as he is58. It was ( ) that they went for a picnic in the park last weekend. [单选题] *A. so nice a weatherB. such nice weather(正确答案)C. nice weather soD. too nice weather59. It is advisable to adjust the measures on the ( ) of short-time predictions. [单选题] *A. basis(正确答案)B. baseC. foundationD. ground60. ( ) slowly he runs! I don't think he may attend the lecture on time. [单选题] *A. WhatB. ItC. How(正确答案)D. Whether。

大学思辨英语精读2unit3答案

大学思辨英语精读2unit3答案

大学思辨英语精读2unit3答案1、_____ the plan carefully,he rejected it. [单选题] *A. To have consideredB.To considerC. Having considered(正确答案)D. Considering2、Modern plastics can()very high and very low temperatures. [单选题] *A. stand(正确答案)B. sustainC. carryD. support3、I usually do some ____ on Sundays. [单选题] *A. cleaningsB. cleaning(正确答案)C. cleansD. clean4、Her ideas sound right, but _____ I'm not completely sure. [单选题] *A. somehow(正确答案)B. somewhatC. somewhereD. sometime5、My daughter is neither slim nor fat and she’d like a _______ skirt. [单选题] *A. largeB. medium(正确答案)C. smallD. mini6、Galileo was ____ Italian physicist and astronomer who invented _____ telescope. [单选题] *A. a, aB. the, theC. an, aD. an, the(正确答案)7、How many subjects are you _______ this year? [单选题] *A. takesB. takeC. taking(正确答案)D. took8、I think _______ is nothing wrong with my car. [单选题] *A. thatB. hereC. there(正确答案)D. where9、______ pocket money did you get when you were a child? ()[单选题] *A. WhatB. HowC. How manyD. How much(正确答案)10、--Miss Li, could you please help me _______ math problem?--OK. Let me try. [单选题] *A. look upB. work out(正确答案)C. set upD. put up11、I used to take ____ long way to take the bus that went by ____ tunnel under the water. [单选题] *A. a, aB. a. theC. a, /(正确答案)D. the, a12、Sichuan used to have more people than ______ province in China. [单选题] *A. otherB. any other(正确答案)C. anotherD. any others13、—Is this ______ football, boy? —No, it is not ______.()[单选题] *A. yours; myB. your; mine(正确答案)C. your; meD. yours; mine14、I don't know the man _____ you are talking about. [单选题] *A. who'sB. whose(正确答案)C. whomD. which15、He often comes to work early and he is _______ late for work. [单选题] *A. usuallyB. never(正确答案)C. oftenD. sometimes16、73.()about the man wearing sunglasses during night that he was determined to follow him.[单选题] *A. So curious the detective wasB.So curious was the detective(正确答案)C.How curious was the detectiveD.How curious the detective was17、His picture is on show in London this month. [单选题] *A. 给...看B. 展出(正确答案)C. 出示D. 上演18、My friends will _______ me at the airport when I arrive in London. [单选题] *A. takeB. meet(正确答案)C. receiveD. have19、There are trees on both sides of the broad street. [单选题] *A. 干净的B. 狭窄的C. 宽阔的(正确答案)D. 宁静的20、The Spring Festival is on the way.Many shops have _______ huge posters with the word sales. [单选题] *A. put up(正确答案)B. put onC. put outD. put off21、We had a(an)_____with him about this problem last night. [单选题] *A.explanationB.impressionC.exhibitionD.discussion(正确答案)22、--_______ I borrow these magazines?--Sorry, only the magazines over there can be borrowed. [单选题] *A. MustB. WouldC. May(正确答案)D. Need23、As soon as he _______, he _______ to his family. [单选题] *A. arrived, writesB. arrived, writtenC. arrived, wrote(正确答案)D. arrives, write24、2.I think Game of Thrones is ________ TV series of the year. [单选题] *A.excitingB.more excitingC.most excitingD.the most exciting (正确答案)25、54.—________?—Yes, please. I'd like some beef. [单选题] *A.What do you wantB.May I try it onC.Can I help you(正确答案)D.What else do you want26、—______ —()[单选题] *A. How long did you stay there?B. How much did you pay for the dress?C. How many flowers did you buy?(正确答案)D. How often did you visit your grandparents?27、9.There will be a lot of activities at English Festival nest month. Which one would you like to ________? [单选题] *A.take part in (正确答案)B.joinC.attendD.go28、We need two ______ and two bags of ______ for the banana milk shake.()[单选题]*A. banana; yogurtB. banana; yogurtsC. bananas; yogurt(正确答案)D. bananas; yogurts29、Last year Polly _______ an English club and has improved her English a lot. [单选题] *A. leftB. sawC. joined(正确答案)D. heard30、He usually ________ at 6:30 a.m. [单选题] *A. gets toB. gets up(正确答案)C. gets overD. gets in。

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Unit 3 Bereavement and GriefPreparatory Work(1) According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the “theatre within the theatre”in the play Seipersonaggi in cercad’autore(1921; Six Characters in Search of an Author), he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeable human personality”(Britannica). “War”reflects this style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers’anxious, grieving parents.(2) The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world’s economic great powers assembled in two opposing alliances, the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (Willmott 15). It is generally believed by historians that World War I was “virtually unprecedented in the slaughter, carnage, and destruction it caused”(Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3) Common symptoms of grief caused by bereavement include wistfulness, lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kübler-Ross, people who have lost someone close usually go through five emotional stages: denial, anger, bargaining, depression and acceptance.(4) Luigi /luˈidʒi/Perandello/ˌpɪrənˈdɛloʊ; Italian ˌpi rɑnˈdɛllɔ/Fabriano/Italian ˌfabriˈaˌno/Sulmona /Italian sulˈmona/Critical ReadingI. Understanding the text1.(1) Their argument was about what attitude parents should taketowards their children going to war and killed in action. Of the passengers, the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2) In Paragraphs 15 and 16, he is described as a “fat, red-faced manwith blood-shot eyes of the palest gray”, who was “panting”, and “from [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardly contain”. In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, described to be “bulging, horribly watery light grey”.These physical traits might suggest that the fat man was in poor health, and was grief-stricken by his son’s death.(3) The woman asked the question of the fat man because she wasawed by his stoic response to his son’s death. She found it extremely difficult to cope with her anxiety over her son’s departure for the front, and wished to confirm the fat man’s feelings so that she might derive some strength from his example.She was the one who asked the question, rather than one of the other passengers, because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man. The fat man reacted strongly to this question, stupefied, brought into painful awareness of his son’s death, and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son’s death as he claimed, had been desperately rejecting this horrible idea.2.(1) F(2) F(3) T(4) T3.(1) D(2) A(3) AII. Critiquing the Text(1) Instead of giving direct description of war action, the story depictsthe emotional turmoil on the part of the soldiers’parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss.(2) The fat, red-faced man started his part of the argument by putting astop to the other passengers’ debate over the correlation between the intensity of the parents’anxiety and the number of children they have on the battlefield. He insisted that parents gave life totheir children not for their own benefit, and that they should respect their children’s wish to go to the front. He ended his argument by claiming that parents should accept their children’s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions, new ties”, but then he talks about dying “young and happy”, “without having the ugly sides of life, the boredom of it, the pettiness, the bitterness of disillusion”. The latter statement overlooks the good sides of life mentioned in the former one. His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion that parents should not grieve over their children’s death. Therefore, the reason he gave for not grieving was unconvincing. His pause and hesitation in the middle of the sentence “Our sons are born because…well, because they must be born”might be seen as a revelation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out “Our sons are born because we love them”. He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties”, he wasreferring to the elements of youthful life that were more alluring to young people than their parents’affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy. On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man’s feeling for the “Country”was more likely to be acliché conveniently used to advance his argument, for he used the “if”clause instead of stating it as a matter of course. This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country”, as he repeatedly spoke of “decent boys” that chose to fight for their country. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son’s death.(5) The reasons offered by the fat man when he said a young man coulddie happy were poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement, but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father’s words. On the one hand, he might be able to understand his father’s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6) The question is considered “silly”and “incongruous”from thepassengers’ point of view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman’s question was abrupt and unexpected.This point of view has an emotional effect that reinforces the fat man’s loneliness. He had to battle with his emotional turmoil all on his own, with all the other people believing he was coping really well.(7) All these four definitions are common denotations of the wordpatriotism, which is a controversial notion. It is morally valuable, forit can arouse noble sentiments of heroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sacrifice their personal interest for the “greater good” that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you’re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, I’ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives. I knew little about the enemies we killed, but I did know that some time before they had been allies with us. It is most likely that they, just like us, are innocent, naïve young people with an enthusiasm for heroic action.I used to say it would be a bliss to lay down my life for the Country. I still think so, but for a different reason. I never know when exactly I will get killed, but to be killed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get killed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I can never come back again.Your loving sonLanguage Enhancement5.(1) Pirandello employs the linear structure in the story, and develops theplot mostly through conversation. He includes so much conversation probably because he intends to “show more than tell”, to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author’s narrative style can be characterized as internal focalization that places the woman at the center of consciousness. He describes the woman’s feelings and thoughts in great detail, while characterizing other passengers through external depictions.(2) The words that describe feelings and emotions include “sad”(Paragraph 6), “in distress”(Paragraph 18), “deep sorrow”(Paragraph 24), “harrowing, heart-breaking, uncontrollable sobs”(Paragraph 24), etc. Besides the use of adjectives, Pirandello builds up emotional intensity by delineating the gloomy setting (“stuffy and smoky second-class carriage” in Paragraph 2). Also, he does so by describing each character’s gestures and facial expressions. For example, the woman is portrayed as a pitiful sight, “twisting and wriggling, at times growling like a wild animal” (Paragraph 8), and the fat man “shook his light fawn coat” as to show he did not wear mourning, and “his livid lip over his missing teeth was trembling, his eyes were watery and motionless, and soon after he ended with a shrill laugh which might well have been a sob” (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals (take Grandfather Gao’s funeral in Ba Jin’s Family for example). It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu’s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father’s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one’s close relations. Upon Old Earnshaw’s death in Wuthering Heights, for example, each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler’s grave was visited by the Jews whose lives he had saved. In “Thoughts on a Visit to an Ancient Battlefield”, Li Hua depicted scenes in which the dead soldiers’families placed offerings and poured wine over imaginary graves while contemplating the distant horizon in tears (“布奠倾觞,哭望天涯”). There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers’families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld (“吊祭不至,精魂何依”). Tomb-visiting is also an effective way to cope with one’s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji, hero of Jin Yong’s Heaven Sword and Dragon Saber, visited his parents’grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father’s cemetery to assuage her emotional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O’Hara was prohibited from wearing colorful clothing and dancing in public after her husband’s death, which was suffocating for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2. 元缜《遣悲怀(其一)》公最小偏怜女,自嫁黔娄百事乖。

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