大学思辨英语精读Unit-1Thinking-Sociologically参考答案
思辨英语第三册U1参考答案
Unit 1 Thinking SociologicallyText APreparatory Work(1)Micro-level sociology: a b eMacro-level sociology: c d(2)Sociology is the study of social behavior or society, including its origins, development, organization, networks, and institutions. Like sociology, psychology, economics, history, demography are all related to the study of society and human activities. In this way they share similarities.The differences lie in the follows:●Psychology is the study of human behavior and mind, embracing all aspects ofconscious and unconscious experience as well as thought of the human beings.●Economics focuses on the behavior and interactions of economic agents and howeconomies work, that is the economic activities of the human kind.●History is the study of the past events as well as the memory, discovery, collection,organization, presentation, and interpretation of information about these events, particularly how it relates to humans.●Demography is the statistical study of populations, especially human beings. As avery general science, it can analyze any kind of dynamic living population, i.e., one that changes over time or space.(3) (open)Teaching suggestion:You can refer to the following textbooks:John J. Macionis & Nijole V. Benokraitis ed., Seeing Ourselves 7th ed.(Upper Saddle River, NJ: Pearson Prentice Hall, 2007)James M. Henslin ed., Down to Earth Sociology: Introductory Readings 14th ed. (New York: Free Press, 2007)(4) (open)Teaching suggestion:You can refer to the last two parts of the text: “What Work Do Sociologists Do” and “How is Sociology Useful to Me and to the World” (paragraph 19-26) for positive reasons.Negative reasons vary (why not choose a career related to sociology), for instance, no interest (in social sciences), character reasons (not cut out for dealing with people), and practical reason (no high pay).Critical ReadingI. Understanding the text1.2.(1) To emphasize the importance of sociology and arouse readers’ interest in (studying) sociology.(2) The intended audience of the essay are university and college students. The audience is young and curious about everything but needs some guide in choosing their courses in university study.(3) In Para. 7, Cargan and Ballantine try to demonstrate that sociology is based on systematic and objective study of human behavior.(4) They illustrate the difference between individual explanation and group explanation using divorce as an example. Individual explanation considers a divorce as a personal problem caused by conflict between the husband and wife within the family. Sociologycan help us move beyond “individual” explanations to consider the social surroundings that influence the situation: economic conditions, disruptions caused by changing sex roles, and pressures on the family to meet the emotional needs of its members.(5) We can see that the first list of skills (sociology trains us in) is broader and more general category, and the second list of skills (employers look for) is the overlapping or subcategory of the former list. So we can simply put the skills of the second list into its respective categories in the first list (actually, some of the skills in the second list can be put into two or more general categories in the first list). Note: this is only one way of reorganize the two lists, and not necessarily the best one.●Ability to view the world more objectively: ability to plan effectively;self-confidence about job responsibilities; ability to listen to others;self-motivation; effective leadership skills●Tools to solve problems by designing studies, collecting data, and analyzingresults: ability to organize thoughts and information; ability to conceptualize problems clearly●Ability to understand group dynamics: ability to work with peers; self-motivation;ability to interact effectively in group situations; ability to listen to others●Ability to understand and evaluate problems: effective problem-solving skills;effective leadership skills;●Ability to understand your personal problems in a broader social context:willingness to adapt to the needs of the organization; ability to handle pressureII. Evaluation and exploration(1) Yes. The title is a question to the key issue of sociology, which is very clear and focused. And the text provides and elaborates the answers to the key ques tion “why study sociology”.(2) The introduction is very effective. It starts with six questions about sociology to arouse the readers’ interest or curiosity in this topic.(3) Subtitles in the text are effective and necessary in dividing the text into different but related parts so that the readers can have a clear structural framework about the organization of the text.(4) The benefits of taking sociology described in Para. 13 are grouped into a general list of five abilities/skills in paragraph 14 and 12 skills in paragraph 15. It is not necessary to use examples to illustrate every benefit mentioned in a long list. However, if the authors added some statistics to support the five categories, the argument would be more convincing.(5) The conclusion or statement that “sociology is the broadest of the social sciences” is reasonable. Cargan and Ballantine described the wide range of areas sociology covers, and other related disciplines that sociology overlaps with, such as social psychology, political sociology, anthropology, and social history.(6) Sociology not only covers vast areas of social studies, but also provides objective perspective and scientific methods in understanding the society and individuals. It also trains us in necessary life and work ability or skills in correctly dealing with issues and problems. In a word, sociology offers us a platform for critical thinking.(7) Sociologists probe into a social phenomenon/problem with scientific methods (group explanation instead of personal/individual one) that the next unit is to discuss in details (they include experiment, survey, participant observation/field work, and available data analysis).(8) Structural functionalism, or simply functionalism, is a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability. This approach looks at society through a macro-level orientation, which is a broad focus on the social structures that shape society as a whole, and believes that society has evolved like organisms. This approach looks at both social structure and social functions. Functionalism addresses society as a whole in terms of the function of its constituent elements, namely norms, customs, traditions, and institutions.●Conflict theories are perspectives in sociology and social psychology that emphasizethe social, political, or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservatism. Conflict theories draw attention to power differentials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx is the father of the social conflict theory, which is a component of the four paradigms of sociology.●Symbolic interactionism is a sociological perspective which developed around themiddle of the twentieth century and that continues to be influential in some areas of the discipline. It is particularly important in microsociology and social psychology.Symbolic interactionism is derived from the American philosophy of pragmatismand particularly from the work of George Herbert Mead who coined the term and put forward an influential summary: people act toward things based on the meaning those things have for them, and these meanings are derived from social interaction and modified through interpretation.Utilitarianism is a theory in normative ethics holding that the best moral action is the one that maximizes utility. Utility is defined in various ways, but is usually related to the well-being of sentient entities. Originally, Jeremy Bentham, the founder of Utilitarianism, defined utility as the aggregate pleasure after deducting suffering of all involved in any action. John Stuart Mill expanded this concept of utility to include not only the quantity, but quality of pleasure, while focusing on rules, instead of individual moral actions.Language EnhancementI. Words and phrases1.(1) C&D (2) A&C (3) C&D (4) A&C (5) C&D(6) C&E (7) C&D (8) B&C (9) A&E (10) C&F2.（1）单日，单一天（2）单身汉（3）挑选出（4）独立地（只身）（5）通常的，常见的（6）共同的（7）（英国）平民院（下议院）（8）宣判有……罪（9）罪犯（10）逃跑（11）分解（12）闯入（13）中断、暂停（14）爆发（15）解体3.(1) major in (2) curious about (3) interact with (4) relate to (5) engage with(6) lead to (7) specialize in (8) conform to (9) based on (10) refrain from4(1) break away from (2) convict of (3) bond with (4) engage in (5) embark on (6) profit from (7) involved in (8) focus on (9) depended on (10) encounterII. Sentences and discourse1.(1)As you learn more about sociology, you will gradually find the links between itsindividual and separate parts and see the whole picture of sociology.(2)Sociologists’ interests will immediately aroused by seeing any two or more peoplewith close relationships.(3)You can ponder over the phenomenon that some societies allow and expectpremarital sex while others punish it with banishment and death.(4)Through systematic scientific study, sociologists can fully understand humanbehavior in groups, which is impossible through mere common sense.(5)Sociology can help us explain “individual” cases more insightfully by linking themwith the crucial social conditions behind them.2.(1)He majored in chemistry when enrolled in while studying in university.(2)Terrorism poses a threat to many countries.(3)While studying overseas, you must interact more with the local people/natives.(4)The corruption of some of this country’s officials has sparked public resentmentand protest.(5)Due to his contribution to the company, he negotiated with his boss and renewed hiscontract with better conditions.(6)At the age of 16, she published her first poem and embarked on her long journey toliterature.(7)In the process of translating the Chinese classic Journey to the West into German, heencountered many difficult problems.(8)After arriving in Britain, he took a whole month to adapt to the country’s rainyclimate.(9)Your company should engage more actively in the environmental projects of thegovernment.(10)T en years ago, he was convicted of robbery.3.社会学家们的不同兴趣促使他们研究许多不同的领域。
大学思辨英语教程精读1Unit2教师用书0809
大学思辨英语教程精读1Unit2教师用书0809Unit 2 Functions of languageOverviewTo further explore the nature of language, we naturally e to the question of what language is for. This unit deepens our understanding of the basics of language by offering refreshing ideas about language functions, which pave the way for the investigation of language in use, language evolution, language acquisition, and other important issues in linguistics.Text A Language is used for so many purposes (e.g., expressing feelings, providing information, and conducting social talking, to name just a few) that it is difficult for us to identify which one is its most basic (perhaps also its) original use. However, a careful examination of what language is good/bad at today can hopefully provide some useful clues to its basic function(s). Contrary to the mainstream assumptions, it has been observed that among its multiple purposes, language is good at interaction and persuasion but poor at information exchange.Text B The hammer (with an iron head and a handle) is shaped to fulfill its functions of pounding nails into and removing them out of wood. Likewise, the form of language is also motivated by its basic functions. As a form-function posite, a linguistic unit consists of two parts, the signifier and the signified. The bond between the two parts is both arbitrary and motivated. It is arbitrary because there is no inherent connection between the form of a sign and its meaning; it is motivated in the sense that the bond between the signifier and the signified is intentional instead of rigid or random.The two texts approach the same issue from differentperspectives. Text A discusses how the basic functions of a language can be traced in the development of language, while Text B focuses on the intriguing relationship between the form and the functions of language.Teaching objectivesThis unit is designed to help students develop their reading skills, municative petence, critical thinking, intercultural petence and abilities of autonomous learning in the following aspects.Reading skills: Distinguish between general and specific statements Scan for a global understanding of the textRead charts, graphs and tables to organize and interpret informationmunicative petence: Illustrate your points with appropriate examples Use figures of speech to help Illustrate your points Differentiate informative and affective uses of language Critical thinking: Evaluate the logical strengths of the a uthor’s evidence and support Organize and present your reasoning using diagrams Identify and critique assumptions behind statementsIntercultural petence Appreciate linguistic and cultural diversity Interpret language differences culturally Have curiosity in and be ready to explore other languages and cultures Teaching strategiesThe functions of language are an interesting yet rather difficult topic. T o arouse students’ interest, the teacher can start with a direct question “What do you think is the functi on of language?” or a more interesting one “In what way is language similar to a hammer?”The questions in Critical reading and Intercultural reflectionare mostly mini-research projects. To guarantee quality answers from students and to improve the classroom efficiency, it is re mended to divide the class into groups and assign different tasks to them in advance. Each group is required to do in-depth researches on a few of the questions.Further readings on functions of language: Jakobson, Roman. (1960). Closing statement: linguistics and poetics. In Thomas A.Sebeok (ed.). Style in Language, Cambridge, MA.: The MIT Press. 350-377. Halliday, M.A.K. (1973). Explorations in the Functions of Language. London: EdwardArnold. Coq, John P. (1955). The Function of Language. The Modern Language Journal, 39(4):177-180. Jackson, Howard & Peter Stockwell. (2011). An introduction to the nature and functionsof language. London & New York : Continuum.Preparatory work(1) Main publications:New media language. London and New York: Routledge, 2003. Words in the mind: An introduction to the mental lexicon. 3rd edition. Oxford and NewYork: Basil Blackwell, 2003. The Articulate Mammal: An Introduction to Psycholinguistics. 4th edition. London and New York: Routledge, 1998. The seeds of speech: Language origin and evolution. Cambridge, New York, Melbourne: Cambridge University Press, 1996.Main research interests: 1) (Socio-)historical linguistics The description, implementation and causation of language change, with particular reference to current changes. 2) Language and mind Language acquisition, speech prehension, speechproduction, with particular reference to lexical storage and retrieval. 3) Language and the media The language used by the media, and the effect of the media on language, with particular reference to language change, language and power, the relationship of media language to language in literature.(2) The whole book consists of four parts, namely, Puzzles, Origin, Evolution, and Diffusion. Text A “What is Language for” is from the first part Puzzles. The other three questions addressed in this part are: How did language begin? Why do languages differ so much? and Is language an independent skill?Part 2, 'Origin', explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language. Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others. Chapter 7 considers the basic requirements for speech, many of which are also present in other primates. For example, sound-receiving mechanisms are shared with apes, yet sound-producing ones differ, perhaps because of our upright posture, which in the long run enabled humans to produce a range of finely tuned sounds. Chapter 8 notes that ontogeny, the development of the individual, only sometimes correlates with phylogeny, the development of the species. Two ways in which these coincided were the lowering of the larynx and the development of the 'naming insight', anunderstanding of the power of naming.Part 3, 'Evolution', examines how language might have evolved. Chapter 9 looks at ways in which words could have been bined. At first, many sequences were possibly repetitive and inconsistent. But gradually, strong preferences may have be e rules. These preferences were based on pre-linguistic 'mind-sets'. Chapter 10 looks at how language expanded and how it made use of the human body and its location in space for extending word meanings. The evolution of different parts of speech occurred probably via reanalysis: adjectives and prepositions both grew out of reinterpretation of nouns and verbs. Chapter 11 considers attachments to verbs. Verbs acquire attachments via grammaticalization, in which a full lexical item developed into a grammatical marker. Chapter 12 examines generativity, the use of finite resources to produce an infinite variety of sentences. Such structures arose from reanalysis of existing structures.Part 4, 'Diffusion', considers the spread of language over the world, and discusses why languages have not be e unlearnably different from one another. Chapter 13 outlines the route taken as humans moved out of Africa, and considered the possibility of reconstructing glimpses of language as it might have been more than 30,000 years ago. Chapter 14 examines the difficulties and frustrations of hunting for language universals. Chapter 15 points out that looking for constraints, things that languages don't do might be more enlightening. Implicational links, it notes, are important for keeping language in check. Such links are partially due to processing needs, but partly also to the overall structure of the system. Chapter 16 outlines the different ponents within the language system, and emphasizes that these interacted withthe usage of the system in a plex way.(3) John Locke, widely known as the Father of Classical Liberalism, was an English philosopher and physician. He was also memorized as one of the first British empiricists. His work greatly affected the development of epistemology and political philosophy. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence.Major works: A Letter Concerning Toleration (1689) Two Treatises of Government (1689) An Essay Concerning Human Understanding (1690) Some Thoughts Concerning Education (1693)(4) Lord Byron’s (1788-1824) two best known long narrative poems are Don Juan and Childe Harold's Pilgrimage. His other major poems include: Prometheus, She walks in Beauty, When we Two parted, Darkness, and And Thou art Dead, as Young and Fair.(5) Bronislaw Malinowski (1884-1942) is remembered as the father of the functionalist school of anthropology and for his role in developing the methods and the primacy ofanthropological fieldwork as well. He first rose to prominent notice through his studies of Pacific Islanders, especially those conducted among the Trobriand Islanders whose marriage, trade and religious customs he studied extensively. His best known works include Argonauts of the Western Pacific (1922),Crime and Custom in Savage Society (1926), The Sexual Life of Savages in North-Western Melanesia (1929), and the posthumously published Magic, Science, and Religion and Other Essays (1948).Malinowski helped develop the field of anthropology from a primarily evolutionary focus into sociological and psychologicalenquiries. Some of the noteworthy byproducts of his fieldwork in this direction include various evidence that debunked the Freudian notion of a universal Oedipal plex and evidence that showed that so-called primitive peoples are capable of the same types and levels of cognitive reasoning as those from more "advanced" societies. Malinowski's ideas and methodologies came to be widely embraced by the Boasian school of American Anthropology, making him one of the most influential anthropologists of the 20th century. Source: :// .nndb. /people/320/000099023/For more information about Malinowski, please refer to: Murdock, George(1943). Bronislaw Malinowski. American Anthropologist, 45:441-451. :// /doc/cc2245125.html,/ mittees/ missions/centennial/history/095malobit.pdfCritical readingI. Understanding the text1. Outlining Thesis: Among its multiple purposes, language is good at interaction and persuasion but poor at information talking.Part ParasMain ideaI 1 - 5 Introducing the question: what is language for?II 6 - 8 Multiple purposes: interpreting the questionIII 9 - 20 Answering the first question: what is difficult to express?IV 21-26 Answering the second question: what is language good at?V 27-28 Conclusion: questions related to the functions of languageWe would like to emphasize that what we have just provided is not the only answer to the outlining task. To start with, we can divide the text in different ways. For example, we can follow the traditional trichotomy and dividing it into introduction, main body and conclusion; we can also divide part III and part IV into further sections. The main idea of each part varies accordingly.2. prehension check (1) The transfer of information is not the only purpose of using language. In greetingsand some pointless chitchat, municators use language primarily, if not exclusively, for constructing or maintaining certain social relationship. Even when information is the major concern, the speaker and hearer must take into consideration some other factors, such as politeness and aesthetics (cf. Paras. 22-22). (2) In Paragraph 6, Aitchison divides the question “what is language for” into two sub-questions: “For what purpose did language develop?” and “For what purpose is language used nowadays?” Since there are so many purposes of using language and the original one is difficult to identify, she argues in paragraph 8 that we can find clues by looking at what language is good at and what it finds difficult to express. The rest of the text (paras.9-28) provides discussion about and answers to these two questions. (3) According to Aitchison, the list of language functions in paragraph 7 is not exhaustive, and it is not clear which one is the most basic. Aitchison discusses in some detail thefollowing four functions, providing information, expressing feelings, influencing others and social talking, which are roughly organized in the order of importance in the traditional view. (4) Aitchison suggests that the early functions of language can be traced in the way we use language today tosome extent. The assumption behind is that the origin of language is accountable in its early function(s) and that the early function(s) must be reflected in what language is good at today. In other words, if language was created to perform a particular function, it must still be good at it nowadays.II. Evaluation and exploration 1. Evaluating the text (1) Figure drawing(2) Exemplifying An utterance may serve more than one purpose simultaneously. Donking is used metalinguistically in example (6), but the whole sentence “Donking isn’t a word” is informative. We can provide information, express our feelings and initiate social talking by asking questions or giving mands.2. Exploring beyond the text (1) Some scholars believe that language facilitates thinking and that our thinking would be impossible without an inner language. In many cultures language is also used as a symbol of magic or as something that carries mysterious power (e.g., religious Taoism, couplets for Spring Festival). Different functions of language are not equally important. For example, the functions of municating and of facilitating thinking are more fundamental while those of religious use and word play are more derivative. (2) Generally speaking, there are two different views on the relationship between language and thinking. Some scholars claim that language restricts thinking. According to this view, people perceive the world through the language that they speak. It follows that people speaking different languages experience different worlds, just like people seeing different things with different eyes. Others believe that language and thinking are separate and should not be equated with each other. For example,even if a language does not have the word for chartreuse, people speaking the language can still perceive this color, think about it and even talk about it,using not a single word but a kind of paraphrase. (3) Some utterances may basically serve only one function. For example, people greet each ot her saying “Hi!” or “Morning!” to neighbors to maintain social connections; inchurch, the priest preaches a sermon to call for piety to the Lord. But more often than not an utterance and its context produce some “side effects” and serve different functio ns simultaneously. In saying “It’s gonna rain. You’d better take an umbrella.” to a lady, the speaker not only provides information about the weather, but also shows his/her concern toward the addressee and enhances the solidarity.(4) Language changes for different reasons, e.g., language users’ aversion to cliché and preference to creativity, language contact, language planning and so on. While some changes may not be directly related to functions of language, others are indeed motivated by certain functions of language. For example, neologisms related to science and technology emerge primarily because there is a need to talk about such new things. In this case the function of providing information requires the creation of some new words.(5) The best-know n examples for “phatic munion” in traditional Chinese society are probably greetings such as “吃了吗？(have you had your meal?)” and “去哪儿啊？(where are you going?)”. Neither is considered imposing or offensive because in traditional Chinese society, it is more important to show mutual concern than respect for privacy. The British follow a different tradition. Brown and Levinson (1987) recognize twosides of face, a positive one and a negative one. Positive face refers to “the desire to be appreciated and approved” and negative face “the freedom of action and freedom from imposition”. For Chinese people (especially in traditional society), negative face is not as important as positive face. The British, on the other hand, value negative face more than positive face.Language Enhancement I. Words and phrases 1. Word formation Part of speech: Nouns: Taking-off, air-traffic, take-off-point, non-reality, self-repetition, other-repetition Adjectives: non-existent Adverbs: half-wayLondon-York,two-thirds,real-life,Structure: Noun-noun: air-traffic, London-York, self-repetition, other-repetition Adjective-noun: real-life Cardinal-ordinal numeral: two-thirds Prefix-noun: non-reality Gerund-adverb: Taking-off Verb-adverb-noun: take-off-point2. Articles and prepositions (1)/ (2)/ (3) a, the, with (4) /, the (5) /, the, the, on, a3. Verbs and phrases (1) convey, handle (2) convey (3) transfer (4) coincide (5) collide (6) date back to (7) originate from II. Sentences and discourse 1. Paraphrasing (1) Even when language is used simply to transfer information, the accuracy of the information transferred is still unlikely to reach 100%. (2) Less affirmative claims about the purpose of language may be at least superficially more acceptable: when early people found that facial expressions and body movements could not fully express themselves, they invented language to municate their thoughts.(3) So long as the speaker is telling the truth, language is reasonably good at transferring simple pieces of factual information, such as “Bob is Petronella’s cousin.” (4) Even in cultures where lying is officially discouraged, people are still unwilling to tell the whole truth. A government official invented the phrase “being economic with the truth” to deny tha t he was lying. (5) According to George Orwell, political language is designed to beautify horrible things and to tell lies.2. Translation (1) 英国哲学家约翰·洛克在其颇有影响的著作《人类理解论》(1690)中指出，语言是一个伟大的传输渠道，人类通过这一渠道相互传达各自的发现、推理和知识。
大学思辨英语教程精读1unit1
Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。
2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。
3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。
大学思辨英语教程_精读1Unit_3教师用书[20150809]
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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 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 reflectionand 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 <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 andassigned 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.(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 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 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 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 thedifferent 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 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 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 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 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Unit1ThinkingSociologically参考答案
Unit 1 Thinking SociologicallyText APreparatory Work<1>Micro-level sociology: a b eMacro-level sociology: c d<2>Sociology is the study of social behavior or society, including its origins, development, organization, networks, and institutions. Like sociology, psychology, economics, history, demography are all related to the study of society and human activities. In this way they share similarities.The differences lie in the follows:●Psychology is the study of human behavior and mind, embracing allaspects of conscious and unconscious experience as well as thought of the human beings.●Economics focuses on the behavior and interactions of economicagents and how economies work, that is the economic activities of the human kind.●History is the study of the past events as well as the memory, discovery,collection, organization, presentation, and interpretation of information about these events, particularly how it relates to humans.●Demography is the statistical study of populations, especially humanbeings. As a very general science, it can analyze any kind of dynamic living population, i.e., one that changes over time or space.<3> <open>Teaching suggestion:You can refer to the following textbooks:John J. Macionis & Nijole V. Benokraitis ed., Seeing Ourselves 7th ed. <Upper Saddle River, NJ: Pearson Prentice Hall, 2007>James M. Henslin ed., Down to Earth Sociology: Introductory Readings 14th ed. <New York: Free Press, 2007><4> <open>Teaching suggestion:You can refer to the last two parts of the text: "What Work Do Sociologists Do" and "How is Sociology Useful to Me and to the World" <paragraph 19-26> for positive reasons.Negative reasons vary <why not choose a career related to sociology>, for instance, no interest <in social sciences>, character reasons <not cut out for dealing with people>, and practical reason <no high pay>.Critical ReadingI. Understanding the text1.2.<1> To emphasize the importance of sociology and arouse readers’ interest in <studying> sociology.<2>The intended audience of the essay are university and college students. The audience is young and curious about everything but needs some guide in choosing their courses in university study.<3>In Para. 7, Cargan and Ballantine try to demonstrate that sociology isbased on systematic and objective study of human behavior.<4>They illustrate the difference between individual explanation and group explanation using divorce as an example. Individual explanation considers a divorce as a personal problem caused by conflict between the husband and wife within the family. Sociology can help us move beyond "individual" explanations to consider the social surroundings that influence the situation: economic conditions, disruptions caused by changing sex roles, and pressures on the family to meet the emotional needs of its members.<5>We can see that the first list of skills <sociology trains us in> is broader and more general category, and the second list of skills <employers look for> is the overlapping or subcategory of the former list. So we can simply put the skills of the second list into its respective categories in the first list <actually, some of the skills in the second list can be put into two or more general categories in the first list>. Note: this is only one way of reorganize the two lists, and not necessarily the best one.●Ability to view the world more objectively: ability to plan effectively;self-confidence about job responsibilities; ability to listen to others;self-motivation; effective leadership skills●Tools to solve problems by designing studies, collecting data, andanalyzing results: ability to organize thoughts and information; ability to conceptualize problems clearly●Ability to understand group dynamics: ability to work with peers;self-motivation; ability to interact effectively in group situations; ability to listen to others●Ability to understand and evaluate problems: effectiveproblem-solving skills; effective leadership skills;●Ability to understand your personal problems in a broader socialcontext: willingness to adapt to the needs of the organization; ability to handle pressureII. Evaluation and exploration<1> Yes. The title is a question to the key issue of sociology, which is very clear and focused. And the text provides and elaborates the answers to the key question "why study sociology".<2> The introduction is very effective. It starts with six questions about sociology to arouse the readers’ interest or curiosity in this topic.<3> Subtitles in the text are effective and necessary in dividing the text into different but related parts so that the readers can have a clear structural framework about the organization of the text.<4> The benefits of taking sociology described in Para. 13 are grouped intoa general list of five abilities/skills in paragraph 14 and 12 skills in paragraph15. It is not necessary to use examples to illustrate every benefit mentioned in a long list. However, if the authors added some statistics to support the five categories, the argument would be more convincing.<5> The conclusion or statement that "sociology is the broadest of the socialsciences" is reasonable. Cargan and Ballantine described the wide range of areas sociology covers, and other related disciplines that sociology overlaps with, such as socialpsychology, political socioloty, anthropology, and social history.<6> Sociology not only covers vast areas of social studies, but also provides objective perspective and scientific methods in understanding the society and individuals. It also trains us in necessary life and work ability or skills in correctly dealing with issues and problems. In a word, sociology offers us a platform for critical thinking.<7> Sociologists probe into a social phenomenon/problem with scientific methods <group explanation instead of personal/individual one> that the next unit is to discuss in details <they include experiment, survey, participant observation/field work, and available data analysis>.<8> Structural functionalism, or simply functionalism, is a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability. This approach looks at society through a macro-level orientation, which is a broad focus on the social structures that shape society as a whole, and believes that society has evolved like organisms. This approach looks at both social structure and social functions. Functionalism addresses society as a whole in terms of the function of its constituent elements, namely norms, customs, traditions, and institutions.●Conflict theories are perspectives in sociology and social psychology thatemphasize the social, political, or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservatism. Conflict theories draw attention to power differentials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx is the father of the social conflict theory, which is a component of the four paradigms of sociology.●Symbolic interactionism is a sociological perspective which developedaround the middle of the twentieth century and that continues to be influential in some areas of the discipline. It is particularly important in microsociology and social psychology. Symbolic interactionism is derived from the American philosophy of pragmatism and particularly from the work of George Herbert Mead who coined the term and put forward an influential summary: people act toward things based on the meaning those things have for them, and these meanings are derived from social interaction and modified through interpretation.●Utilitarianism is a theory in normative ethics holding that the best moralaction is the one that maximizes utility. Utility is defined in various ways, but is usually related to the well-being of sentient entities. Originally, Jeremy Bentham, the founder of Utilitarianism, defined utility as the aggregate pleasure after deducting suffering of all involved in any action.John Stuart Mill expanded this concept of utility to include not only the quantity, but quality of pleasure, while focusing on rules, instead of individual moral actions.Language EnhancementI. Words and phrases1.<1> C&D <2> A&C <3> C&D <4> A&C <5> C&D<6>C&E <7> C&D <8> B&C <9> A&E <10> C&F2.（1）单日,单一天（2）单身汉（3）挑选出（4）独立地〔只身（5）通常的,常见的（6）共同的（7）〔英国平民院〔下议院（8）宣判有……罪（9）罪犯（10）逃跑（11）分解（12）闯入（13）中断、暂停（14）爆发（15）解体3.<1> major in <2> curious about <3> interact with <4> relate to <5> engage with<6> lead to <7> specialize in <8> conform to <9> based on <10> refrain from4<1> break away from <2> convict of <3> bond with <4> engage in <5> embark on<6> profit from <7> involved in <8> focus on <9> depended on <10> encounterII. Sentences and discourse1.(1)As you learn more about sociology, you will gradually find the linksbetween its individual and separate parts and see the whole picture of sociology.(2)Sociologists’ interests will immediately aroused by seeing any two ormore people with close relationships.(3)You can ponder over the phenomenon that some societies allow andexpect premarital sex while others punish it with banishment and death.(4)Through systematic scientific study, sociologists can fully understandhuman behavior in groups, which is impossible through mere commonsense.(5)Sociology can help us explain "individual" cases more insightfully bylinking them with the crucial social conditions behind them.2.(1)He majored in chemistry when enrolled in while studying in university.(2)Terrorism poses a threat to many countries.(3)While studying overseas, you must interact more with the localpeople/natives.(4)The corruption of some of this country’s officials has sparked publicresentment and protest.(5)Due to his contribution to the company, he negotiated with his boss andrenewed his contract with better conditions.(6)At the age of 16, she published her first poem and embarked on her longjourney to literature.(7)In the process of translating the Chinese classic Journey to the West intoGerman, he encountered many difficult problems.(8)After arriving in Britain, he took a whole month to adapt to the country’srainy climate.(9)Your company should engage more actively in the environmental projectsof the government.(10)T en years ago, he was convicted of robbery.3.社会学家们的不同兴趣促使他们研究许多不同的领域。
大学思辨英语精读备课Unit1
Unit 1 Trust and CharacterText A Do You Like It Here (The story was published in 1939)Words and phrases expected of stude nts to un dersta ndphooey: int. (in formal): used to express disgust or con tempteyeshade: a visor worn on heard for protecti on aga inst glareen suite: adj. adv .in or as a part of a setmake rounds of: to go from place to place (for in specti on)bawl out (at sb)swi ng around: turn around (as if on a hinge or pivot)torture tactics:proceed: go onhalt: stop or pausethrow in: to in sert or in troduce into the course of somethi nggratuitously : free of charge; (unnecessarily, without apparent reason) certified public acco untant (CPA)peripatetic: walking or travelling abouton acco unt of: because of, for the sake ofimposi ng: very impressivein some small measureabiding: lasting for a long time, enduringin stitute (a search)(turn) yellow: (sla ng) cowardlygivesb one' s word of honor: solemn promise, a verbal commitment agreeing to do or not to do sth. in the futurePreparatory Work1. John O' Hara (1905-1970),a keen observer of social status and classdiffere nces, and wrote freque ntly about the socially ambitious. Hisfather died at that time, leaving him unable to afford Yale, the college of hischoice. By all acco un ts, this disappo in tme nt affected O'Hara deeply for the rest of his life and served to hone the kee n sense of social awareness thatcharacterizes his work. He worked as a reporter for various newspapers.Hegarnered muchcritical acclaim for his short stories, more tha n 200 of which, begi nning in 1928, appeared in The New Yorker.In 1934, O'Hara published his first novel, Appo in tme nt in Samarra , which was acclaimed on publication. This is the O'Hara novel that is mostconsistently praised by critics. Ernest Hemingwaywrote: "If youwant to read a book by a man who knows exactly what he is writ ing about and has writte n it marvelously well, read Appo in tme nt in Samarra."Harold Bloom namedit to the Western canon. On the other hand, writing in the Atlan tic Mon thly of March 2000, critic Benjamin Schwarz and writer Christi na Schwarz claimed: "So widespread is the literaryworld's scor n for Joh n O'Hara that the in clusi on …of Appo in tme nt in Samarra on the Modern Library's list of the 100 best[En glish-la nguage] no vels of the twen tieth cen tury was used toridicule the en tire project."The epitaph on his tombstone, which he wrote himself, reads: "Betterthan anyone else, he told the truth about his time. He was a professi on al. He wrote hon estly and well." Of this, Gill comme nted:"From the far side of the grave, he remains self-defensive andoverbearing. Better than anyone else Not merely better than any other writer of fiction but better than any dramatist, any poet, anybiographer, any historian It is an astonishing claim." (extracted from Wikipedia) John O'Haraconv ersatio nal style and dispassi on ate voice.bullying is often difficult to ignore. Bullies torment their victims in many ways. Torme nting them is not eno ugh, they have to humiliate them and ridicule their victims as well. Bullies use words to destroy their victims, and these words can hurt worse tha n a physical blow. People ofte n say,“Sticks and stones may hurt my bones, but words will never hurt ” .In today ' s society, this phrase is simply not true. Words do hurt, and they do destroy lives. Psychological bullying destroys the character of their victim. The bully makesthe victim the center of his abuse. In other words, the bully takes his or her an ger and frustrati on out on the victim.4. The Phi Beta Kappa key is one of this nation's most distinctive symbols and, in fact, traces its origins to the era of the American Revolution.Con ceived in 1776 by a group of tale nted un dergraduates at the Collegeof William and Mary as an emblemof their secret "philosophical society," the key proclaims Phi Beta Kappa's centuries-old conviction that "The loveof wisdom (is) the guide of Life." As the Society they created encompassed more of the nation's finest colleges and universities, its key became a uni versally recog ni zed mark of academic achieveme nt in the liberal arts and scie nces.the third degree: a situati on in which some one tries to find out in formati on by ask ing you a lot of questi onseg. If rm eve n half an hour late she gives me the third degree.I got the third degree from my dad whe n I got in last ni ght.give(some one) the lowdow n on (someth ing) : To provide some one with specific or comprehe nsive details about some one, someth ing, or some situati on.eg. Give me the lowdown on what the boss is planning to do about the company's falling profits.rm wait ing for my brother to give me the lowdow n on Geoffrey beforeI go on a date with him.There's been a shakeup in the company's upper management,but we won'tknow how we're affected un til the boss gives us the lowdow n.West Point: A USmilitary installation in southeast NewYork on the western bank of the Hudson River north of New York City. It has been a military post si nee 1778 and the seat of the US Military Academy si nee 1802.Sec ond Form an En glish term for an equivale nt of the 7 th or 8 th grade in America n schools. (also see sixth form: the term refers to the final twoyears of sec on dary educati on in the educati on system of En gla nd and other com mon wealth coun tries)day school :as opposed to a boarding school, it is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which children return to their homes.boarding school :a school where some or all people study and live during the school year with their fellow stude nts and possibly teachers an d/or adm ini strators. The word 'board in g' is used in the sense of "bed and board," ., lodg ing and meals. Many in depe ndent (private) schools in the Common wealth of Natio ns are board ing schools. Board ing school pupils "boarders") no rmally retur n home duri ng the school holidays and, ofte n, weekends, but in somecultures mayspend the majority of their childhood and adolesce nt life away from their families. In the Un ited States, boardi ng schools comprise various grades, most com monly grades seve n or nine through grade twelve - the high school years.I Un dersta nding the text1. Questi ons⑴ a boarding school/prep (dormitory, a stepping stone to higher educatio n)(2) Men ti oned four times. First at the begi nning. The dorm door had to be kept ope n duri ng study period so that there was no knock (appare ntreason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Ness to look in (introduce the idea of “ pan optic on ” ). Then there ' s the men ti on of Van Ness' s half -ope n door. His privilege, authority (needs to knock before being permitted to go in). After Roberts went in, he was ordered to close the door, an indication of Van Ness' s authority. Also a closed space might have some psychological impact on Roberts —getting him trapped. Finally at the end of the story. Roberts not sure whether to leave it open or to close itbut decided to leave it ope n. The door symbolizes Van Ness's power or authority. The act of Roberts ' s leaving it open might be an indication of his attempt to challenge the authority, even though feebly.(3) Not really. He hated Hughes. Wearing eye-shade during study time. Van Ness making rounds of the rooms, meti ng out puni shme nts.(4) manipulative, sadistic, self-important, pompous, sarcastic2. True or false⑴F(2)T(3)T(4)F(5)T3. Multiple choices(1) B (2) D(3) B(4) DII Critiq uing the text(1)Roberts ' s parents divorced when he was ten, moved a lot,had to go tomany schools, un pleasa nt experie nces, I on ely and without a sense ofbel ongingVan Ness saw the boy as susceptible to moral corruptio n (dish on est,sn eaky, un ruly)(2)Self-importa nt/smug, overbeari ng/sadistic,,show-rather-tha n-telltech nique(3)No t easy for Roberts to detect Van Ness ' s intentions ,Van Ness using torture tactics, effective to some exte nt, making Roberts upset, baffled, and frustrated(4)By this time he had guessed what it was all about. Hewas relievedbecause he had a clear conscienee. He didn ' t have to lie whenconfronted with the question about the watch. Previously he probably did have to lie whe n say ing he liked it here.(5)Van Ness was convinced that Roberts was the thief and expected that hewould certainly deny his stealing the watch. He would thinkRoberts would be devastated by his interrogation and that wasexactly what he wan ted. He had everythi ng un der con trol.(6)The “bastard ” could refer to Van Ness or Hughes. Roberts was angryat first, then he knew it was no use fighting back as he had learnedit from his previous experie nces. Things always en ded like this.(7) The title: colloquial, dramatic. Tur ns out to be a malicious questi on.(8)Robert s' point of view. If it were the first-person narration, thetone would be angry, it would be more about clearing the name, a case ofbeing wron ged.FromVan Ness' s point of view, it would be about howhe ran the school and how he would teach Roberts a moral less on.Lan guage Enhan ceme ntI Words and phrases1. (1) occupation(2) occupant (3) preoccupy(4) con tempt(5) con temptible(6) con tempt2. “peri - ” ： enclosing, encircling, or aroundperipheral ; perinatal(relating to the period around childbirth) ;perimeter ; periodic; periphrastic-tic : perta ining totherapeutic; static; paralytic; dramatic; pathetic3. (1) institute(2) urge(3)transfer(4) in stitute(5)tra nsferred (6) urging4. (1) inn ate(2) intrin sic(3) in here nt(4) scheme(5) tactic (6) strategy5. (1) in some measure(2) on account of(3) at any rate(4) all right (adv. mea ning without doubt)(5) throw n in (6) go with(7) bawl out (8) throw inII Senten ces and rhetoric1. Paraphrase(1)Well, tell me about your life before you decided to do us the honor of having you as a stude nt here.(2)Don' t be too modest to suppress your desire to tell the good stuff aboutyourself.(3)Chicago, Illi no is! Well, a bit of geographical kno wledge for myben efit, right, Roberts And free of charge.(4)But I swear, however difficult it is I ' m goingto find out whothe thief is.2. Translation(1) 如果他在什么事情上要训斥你，无关紧要的事情，他会查看他带在身边的一张单子，然后他会到你房间里把你训斥一通，并告诉你会有什么相应的惩罚。
大学思辨英语教程 精读1 Unit 2教师用书(20150809)
Unit 2 Functions of languageOverviewTo further explore the nature of language, we naturally come to the question of what language is for. This unit deepens our understanding of the basics of language by offering refreshing ideas about language functions, which pave the way for the investigation of language in use, language evolution, language acquisition, and other important issues in linguistics.Text ALanguage is used for so many purposes (e.g., expressing feelings, providing information, and conducting social talking, to name just a few) that it is difficult for us to identify which one is its most basic (perhaps also its) original use. However, a careful examination of what language is good/bad at today can hopefully provide some useful clues to its basic function(s). Contrary to the mainstream assumptions, it has been observed that among its multiple purposes, language is good at interaction and persuasion but poor at information exchange.Text BThe hammer (with an iron head and a handle) is shaped to fulfill its functions of pounding nails into and removing them out of wood. Likewise, the form of language is also motivated by its basic functions. As a form-function composite, a linguistic unit consists of two parts, the signifier and the signified. The bond between the two parts is both arbitrary and motivated. It is arbitrary because there is no inherent connection between the form of a sign and its meaning; it is motivated in the sense that the bond between the signifier and the signified is intentional instead of rigid or random.The two texts approach the same issue from different perspectives. Text A discusses how the basic functions of a language can be traced in the development of language, while Text B focuses on the intriguing relationship between the form and the functions of language.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural competence and abilities of autonomous learning in the following aspects.Reading skills:Distinguish between general and specific statementsScan for a global understanding of the textRead charts, graphs and tables to organize and interpret informationCommunicative competence:Illustrate your points with appropriate examplesUse figures of speech to help Illustrate your pointsDifferentiate informative and affective uses of languageCritical thinking:Evaluate the logical strengths of the author’s evidence and supportOrganize and present your reasoning using diagramsIdentify and critique assumptions behind statementsIntercultural competenceAppreciate linguistic and cultural diversityInterpret language differences culturallyHave curiosity in and be ready to explore other languages and culturesTeaching strategiesThe functions of language are an interesting yet rather difficult topic. To arouse students’ interest, the teacher can start with a direct question “What do you think is the function of language?” or a more interesting one “In what way is language similar to a hammer?”The questions in Critical reading and Intercultural reflection are mostly mini-research projects. To guarantee quality answers from students and to improve the classroom efficiency, it is recommended to divide the class into groups and assign different tasks to them in advance. Each group is required to do in-depth researches on a few of the questions.Further readings on functions of language:Jakobson, Roman. (1960). Closing statement: linguistics and poetics. In Thomas A. Sebeok (ed.). Style in Language, Cambridge, MA.: The MIT Press. 350-377. Halliday, M.A.K. (1973). Explorations in the Functions of Language. London: Edward Arnold.Coq, John P. (1955). The Function of Language. The Modern Language Journal, 39(4): 177-180.Jackson, Howard & Peter Stockwell. (2011). An introduction to the nature and functions of language. London & New York : Continuum.Preparatory work(1)Main publications:New media language. London and New York: Routledge, 2003.Words in the mind: An introduction to the mental lexicon. 3rd edition. Oxford and New York: Basil Blackwell, 2003.The Articulate Mammal: An Introduction to Psycholinguistics. 4th edition. London and New York: Routledge, 1998.The seeds of speech: Language origin and evolution. Cambridge, New York, Melbourne: Cambridge University Press, 1996.Main research interests:1)(Socio-)historical linguisticsThe description, implementation and causation of language change, with particular reference to current changes.2)Language and mindLanguage acquisition, speech comprehension, speech production, with particular reference to lexical storage and retrieval.3)Language and the mediaThe language used by the media, and the effect of the media on language, with particular reference to language change, language and power, the relationship of media language to language in literature.(2)The whole book consists of four parts, namely, Puzzles, Origin, Evolution, and Diffusion. Text A “What is Language for” is from the first part Puzzles. The other three questions addressed in this part are: How did language begin? Why do languages differ so much? and Is language an independent skill?Part 2, 'Origin', explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language. Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others. Chapter 7 considers the basic requirements for speech, many of which are also present in other primates. For example, sound-receiving mechanisms are shared with apes, yet sound-producing ones differ, perhaps because of our upright posture, which in the long run enabled humans to produce a range of finely tuned sounds. Chapter 8 notes that ontogeny, the development of the individual, only sometimes correlates with phylogeny, the development of the species. Two ways in which these coincided were the lowering of the larynx and the development of the 'naming insight', an understanding of the power of naming.Part 3, 'Evolution', examines how language might have evolved. Chapter 9 looks at ways in which words could have been combined. At first, many sequences were possibly repetitive and inconsistent. But gradually, strong preferences may have become rules. These preferences were based on pre-linguistic 'mind-sets'. Chapter 10 looks at how language expanded and how it made use of the human body and its location in space for extending word meanings. The evolution of different parts of speech occurred probably via reanalysis: adjectives and prepositions both grew out of reinterpretation of nouns and verbs. Chapter 11 considers attachments to verbs. Verbs acquire attachments via grammaticalization, in which a full lexical item developed into a grammatical marker. Chapter 12 examines generativity, the use of finite resources to produce an infinite variety of sentences. Such structures arose from reanalysis of existing structures.Part 4, 'Diffusion', considers the spread of language over the world, and discusses why languages have not become unlearnably different from one another. Chapter 13 outlines the route taken as humans moved out of Africa, and considered the possibility of reconstructing glimpses of language as it might have been more than 30,000 years ago. Chapter 14 examines the difficulties and frustrations of hunting for language universals. Chapter 15 points out that looking for constraints, things that languages don't do might be more enlightening. Implicational links, it notes, are important for keeping language in check. Such links are partially due to processing needs, but partly also to the overall structure of the system. Chapter 16 outlines the different components within the language system, and emphasizes that these interacted with the usage of the system in a complex way.(3)John Locke, widely known as the Father of Classical Liberalism, was an English philosopher and physician. He was also memorized as one of the first British empiricists. His work greatly affected the development of epistemology and political philosophy. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence.Major works:A Letter Concerning Toleration (1689)Two Treatises of Government (1689)An Essay Concerning Human Understanding (1690)Some Thoughts Concerning Education (1693)(4)Lord Byron’s (1788-1824) two best known long narrative poems are Don Juan and Childe Harold's Pilgrimage. His other major poems include: Prometheus, She walks in Beauty, When we Two parted, Darkness, and And Thou art Dead, as Young and Fair. (5)Bronislaw Malinowski (1884-1942) is remembered as the father of the functionalistschool of anthropology and for his role in developing the methods and the primacy of anthropological fieldwork as well. He first rose to prominent notice through his studies of Pacific Islanders, especially those conducted among the Trobriand Islanders whose marriage, trade and religious customs he studied extensively. His best known works include Argonauts of the Western Pacific (1922),Crime and Custom in Savage Society (1926), The Sexual Life of Savages in North-Western Melanesia (1929), and the posthumously published Magic, Science, and Religion and Other Essays (1948). Malinowski helped develop the field of anthropology from a primarily evolutionary focus into sociological and psychological enquiries. Some of the noteworthy byproducts of his fieldwork in this direction include various evidence that debunked the Freudian notion of a universal Oedipal Complex and evidence that showed that so-called primitive peoples are capable of the same types and levels of cognitive reasoning as those from more "advanced" societies. Malinowski's ideas and methodologies came to be widely embraced by the Boasian school of American Anthropology, making him one of the most influential anthropologists of the 20th century.Source: /people/320/000099023/For more information about Malinowski, please refer to: Murdock, George(1943). Bronislaw Malinowski. American Anthropologist, 45:441-451./committees/commissions/centennial/history/095malobit.pdf Critical readingI. Understanding the text1. OutliningThesis: Among its multiple purposes, language is good at interaction and persuasion but poor at information talking.We would like to emphasize that what we have just provided is not the only answer to the outlining task. To start with, we can divide the text in different ways. For example, we can follow the traditional trichotomy and dividing it into introduction, main body and conclusion; we can also divide part III and part IV into further sections. The main idea of each part varies accordingly.2. Comprehension check(1)The transfer of information is not the only purpose of using language. In greetingsand some pointless chitchat, communicators use language primarily, if not exclusively, for constructing or maintaining certain social relationship. Even when information is the major concern, the speaker and hearer must take into consideration some other factors, such as politeness and aesthetics (cf. Paras. 22-22).(2)In Paragraph 6, Aitchison divides the question “what is language for” into twosub-questions: “For what purpose did language develop?” and “For what purpose is language used nowadays?” Since there are so many purposes of using language and the original one is difficult to identify, she argues in paragraph 8 that we can find clues by looking at what language is good at and what it finds difficult to express. The rest of the text (paras.9-28) provides discussion about and answers to these two questions.(3)According to Aitchison, the list of language functions in paragraph 7 is not exhaustive,and it is not clear which one is the most basic. Aitchison discusses in some detail thefollowing four functions, providing information, expressing feelings, influencing others and social talking, which are roughly organized in the order of importance in the traditional view.(4)Aitchison suggests that the early functions of language can be traced in the way weuse language today to some extent. The assumption behind is that the origin of language is accountable in its early function(s) and that the early function(s) must be reflected in what language is good at today. In other words, if language was created to perform a particular function, it must still be good at it nowadays.II. Evaluation and exploration1.Evaluating the text(1)Figure drawing(2)ExemplifyingAn utterance may serve more than one purpose simultaneously. Donking is used metalinguistically in example (6), but the whole sentence “Donking isn’t a word” is informative. We can provide information, express our feelings and initiate social talking by asking questions or giving commands.2.Exploring beyond the text(1)Some scholars believe that language facilitates thinking and that our thinking wouldbe impossible without an inner language. In many cultures language is also used as a symbol of magic or as something that carries mysterious power (e.g., religious Taoism, couplets for Spring Festival). Different functions of language are not equally important. For example, the functions of communicating and of facilitating thinking are more fundamental while those of religious use and word play are more derivative.(2)Generally speaking, there are two different views on the relationship betweenlanguage and thinking. Some scholars claim that language restricts thinking.According to this view, people perceive the world through the language that they speak. It follows that people speaking different languages experience different worlds, just like people seeing different things with different eyes. Others believe that language and thinking are separate and should not be equated with each other. For example, even if a language does not have the word for chartreuse, people speaking the language can still perceive this color, think about it and even talk about it,using not a single word but a kind of paraphrase.(3)Some utterances may basically serve only one function. For example, people greeteach other saying “Hi!” or “Morning!” to neighbors to maintain social connections; inchurch, the priest pr eaches a sermon to call for piety to the Lord. But more often than not an utterance and its context produce some “side effects” and serve different functions simultaneously. In saying “It’s gonna rain. You’d better take an umbrella.”to a lady, the speaker not only provides information about the weather, but also shows his/her concern toward the addressee and enhances the solidarity.(4)Language changes for different reasons, e.g., language users’ a version to cliché andpreference to creativity, language contact, language planning and so on. While some changes may not be directly related to functions of language, others are indeed motivated by certain functions of language. For example, neologisms related to science and technology emerge primarily because there is a need to talk about such new things. In this case the function of providing information requires the creation of some new words.(5) The best-known examples for “phatic communion” in tradi tional Chinese society areprobably greetings such as “吃了吗？(have you had your meal?)”and “去哪儿啊？(where are you going?)”. Neither is considered imposing or offensive because in traditional Chinese society, it is more important to show mutual concern than respect for privacy. The British follow a different tradition. Brown and Levinson (1987) recognize two sides of face, a positive one and a negative one. Positive face refers to “the desire to be appreciated and approved” and negative face “the freedom of act ion and freedom from imposition”. For Chinese people (especially in traditional society), negative face is not as important as positive face. The British, on the other hand, value negative face more than positive face.Language EnhancementI. Words and phrases1. Word formationPart of speech:Nouns: Taking-off, air-traffic, take-off-point, London-York, two-thirds, real-life, non-reality, self-repetition, other-repetitionAdjectives: non-existentAdverbs: half-wayStructure:Noun-noun: air-traffic, London-York, self-repetition, other-repetitionAdjective-noun: real-lifeCardinal-ordinal numeral: two-thirdsPrefix-noun: non-realityGerund-adverb: Taking-offVerb-adverb-noun: take-off-point2. Articles and prepositions(1)/(2)/(3) a, the, with(4) /, the(5) /, the, the, on, a3.Verbs and phrases(1)convey, handle(2)convey(3)transfer(4)coincide(5)collide(6)date back to(7)originate fromII. Sentences and discourse1. Paraphrasing(1) Even when language is used simply to transfer information, the accuracy of the information transferred is still unlikely to reach 100%.(2) Less affirmative claims about the purpose of language may be at least superficially more acceptable: when early people found that facial expressions and body movements could not fully express themselves, they invented language to communicate their thoughts.(3) So long as the speaker is telling the truth, language is reasonably good at transferring sim ple pieces of factual information, such as “Bob is Petronella’s cousin.”(4) Even in cultures where lying is officially discouraged, people are still unwilling to tell the whole truth. A government official invented the phrase “being economic with the tru th” to deny that he was lying.(5) According to George Orwell, political language is designed to beautify horrible things and to tell lies.2. Translation(1) 英国哲学家约翰·洛克在其颇有影响的著作《人类理解论》(1690)中指出，语言是一个伟大的传输渠道，人类通过这一渠道相互传达各自的发现、推理和知识。
Unit 1 新思辨大学英语
副标题
标题和内容版式与列表
• 在此处添加第一个要点
• 在此处添加第二个要点
• 在此处添加第三个要点
Warming up questions
1. Do you know what is narrative?
2. can you categorize the narratives？ Give examples for the categories.
• Towering • Insects • Beloved • Soar
• Log • Sneak up • Adversity
• Damp
• Cheerful • Rip
Practice ：finish the activity 1
Character(s) Main character(s):Kiwi Supporting characters: Tane-mahuta, Birds Setting: forest Plot Beginning: Tane-mahuta found the problem with the trees and asked the birds if someone would come down and live on the ground, eat the insects and save the trees. Middle: After the birds refused the god’s request to rescue the roots of his trees, Kiwi stood out to help. Ending: Tane-mahuta rewarded Kiwi by making him the most famous and most loved bird. Point of view: The omniscient point of view Theme: Sacrifices made for others will be rewarded eventually.
大学英语精读第一册UNIT 1
UNIT 1TEXTWant to know how to improve your grades without having to spend more time studying? Sounds too good to be true? Well, read on...How to Improve Your Study HabitsTerhaps you are an average student with average intelligence. You do well enough in school, but you probably think you will never be a top student. This is not necessarily the case, however. You can receive better grades if you want to. Yes, even students of average intelligence can be top students without additional work. Here's how:1. Plan your time carefully. Make a list of your weekly tasks. Then make a schedule or chart of your time. Fill in committed time such as eating, sleeping, meetings, classes, etc. Then decide on good, regular times for studying. Be sure to set aside enough time to complete your normal reading and work assignments. Of course, studying shouldn't occupy all of the free time on the schedule. It's important to set aside time for relaxation, hobbies, and entertainment as well. This weekly schedule may not solve all of your problems, but it will make you more aware of how you spend your time. Furthermore, it will enable you to plan your activities so that you have adequate time for both work and play.2. Find a good place to study. Choose one place for your study area. It may be a desk or a chair at home or in the school library, but it should be comfortable, and it should not have distractions. When you begin to work, you should be able to concentrate on the subject.3. Skim before you read. This means looking over a passage quickly before you begin to read it more carefully. As you preview the material, you get some idea of the content and how it is organized. Later when you begin to read you will recognize less important material and you may skip some of these portions. Skimming helps double your reading speed and improves your comprehension as well.4. Make good use of your time in class. Listening to what the teacher says in class means less work later. Sit where you can see and hear well. Take notes to help you remember what the teacher says.5. Study regularly. Go over your notes as soon as you can after class. Review important points mentioned in class as well as points you remain confused about. Read about these points in your textbook. If you know what the teacher will discuss the next day, skim and read that material too. This will help you understand the next class. If you review your notes and textbook regularly, the material will become more meaningful and you will remember it longer. Regular review leads to improved performance on test.6. Develop a good attitude about tests. The purpose of a test is to show what you have learned about a subject. The world won't end if you don't pass a test, so don't worry excessively about a single test. Tests provide grades, but they also let you know what you need to spend more time studying, and they help make your knowledge permanent.There are other techniques that might help you with your studying. Only a few have beenmentioned here. You will probably discover many others after you have tried these. Talk with your classmates about their study techniques. Share with them some of the techniques you have found to be helpful. Improving your study habits will improve your grades.NEW WORDSaveragen. ordinary 普通的；中等的intelligencen. ability to learn and understand 智力necessarilyad. inevitably 必定casen. what has really happened; actual condition 实情additionala. added 附加的，额外的n. additionweeklya. done or happening every week 每周的；一周一次的schedulen. timetable 时间表chartn. (sheet of paper with) information written or drawn in the form of a picture 图（表）commitvt. 指定...用于asidead. to the side在旁边；到（向）一边etc(Latin, shortened form for et cetera) and other things等等normala. usual正常的readingn. the act or practice of reading阅读assignmentn. sth. given out as a task(布置的)作业occupyn. take up占用relaxationn. (sth. done for) rest and amusement休息，娱乐relaxv.hobbyn. what one likes to do in one's free time业余爱好entertainmentn. show, party, etc. that people enjoy娱乐entertainvt.solvevt. find an answer to (a problem)解决（问题）awarea. having knowledge or understanding知道的；意识到的furthermoread. moreover; in addition而且；此外enablevt. make (sb.) able (to do sth.)使（某人）能（做某事）activityn. sth. (to be) done 活动adequatea. as much as one needs; enough充分的；足够的distractionn. sth. that draws away the mind or attention分心（或分散注意力）的事物concentrate (on or upon)vi. pay close attention (to)全神贯注（于）skimvt. read quickly to get the main ideas (of)略读previewvt. have a general view of (sth.) beforehand预习contentn. what is written in a book, etc.内容organizevt. form into a whole组织laterad. 后来；以后skipvt. pass over略过portionn. part; share一部分；一份doublev. make or become twice as great or as many（使）增加一倍comprehensionn. the act of understanding or ability to understand理解（力）mentionvt. speak or write about (sth.) in a few words提及confuseda. mixed up in one's mind迷惑的，混淆的confusevt.textbookn. a standard book for the study of a subject教科书；课本performancen. achievement成绩meaningfula. having important meaning or value富有意义的attituden. what one thinks about sth.态度，看法purposen. aim目的，意图excessivelyad. too much过多地，过分地excessivea.permanenta. lasting for a long time; never changing持久的；永久的techniquen. way of doing sth.技巧，方法helpfula. useful; providing help or wiling to help有益的；给予帮助的，肯帮忙的PHRASES & EXPRSSIONSfill inwrite in填写，填充decide onmake a choice or decision about选定，决定set asidesave for a special purpose留出as wellalso; too; in addition也，还；同样be aware (of)know (sth.); know (what is happening)知道，意识到concentrate ondirect one's attention, efforts, etc. to全神贯注于look overexamine (quickly)把...看一遍，过目go overreview 复习lead toresult in 导致。
大学思辨英语教程精读1unit1
Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。
2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。
3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。
大学思辨英语精读unit2sociologicalinvestigation参考答案
Text APreparatory Work(1)Experiment: variable, hypothesis, stimulus, control groupSurvey Research: sampling, questionnaire, interview, close-ended questions, open-ended questions, code sheet, telephone surveyField Research: observation, participantAnalysis of Existing Data: content analysis, statistics(2)Hawthorne effect: The Hawthorne effect (also referred to as the observer effect) is a type of reactivity in which individuals modify or improve an aspect of their behavior in response to their awareness of being observed. The original research at the Hawthorne Works in Cicero, Illinois, on lighting changes and work structure changes such as working hours and break times were originally interpreted by Elton Mayo and others to mean that paying attention to overall worker needs would improve productivity. This interpretation was dubbed “the Hawthorne effect”.(3) (open)Teaching SuggestionYou can use the data banks of the two international organizations to check out the world or any particular country’s information in terms of GDP, population, territory area, human development index etc.The United Nations ( : data page: World Bank ( : can also use the website of the Statistical Bureau of China to check out any statistical information about China:ReadingI. Understanding the text1.Thesis: How Sociology Is Done (Research methods/techniques employed in(1)“common sense”:Common sense is a basic ability to perceive,understand, and jud ge things, which is shared by (“common to”) nearly all people and can reasonably be expected of nearly all people without any need for debate. However, many of the common sense beliefs are actually lacking in support from scientific evidences and therefore biased and prejudiced.(2)Ordinary people often define their reality and what they know throughauthoritative opinions, traditional beliefs, personal experience, and mysticism (superstition). The major differences between this kind of “common sense” view knowledge and the results/facts identified through scientific methods are: the former are not based on logical reasoning and hard evidences and therefore tend to be subjective and biased while the latter are just opposite.(3)The three major components of the scientific method are theory,operationalization, and observation. Theory provides the foundation for concepts so that statements about the relationship among variables can be created. Operationalization allows for the measurement of the variables so that they may be empirically examined. And observation involves the actual collection of data to test the hypothesis.forabout cause and effectand Could expose subjects to the possibility of harm Subjects often behave differently under scientific observation Laboratory experiments are often highly artificialII. Evaluation and exploration(1)An authority is a specialist in certain field of knowledge thereforean authority, specialized knowledge from an authority is closer to “truth”, b ut he is not a knowing-all figure, and he might also be biased in his attitude toward some issues. A tradition is a belief or behavior passed down within a group or society with symbolic meaning or special significance with origins in the past. They are followed by and considered right by certain group of people, but cannot applied to other groups who have their own tradition; and since they are formed and passed down from the past, they might not be applicable to the present world. Religions may contain symbolic stories, which are sometimes said by followers to be true, that have the side purpose of explaining the origin of life, the Universe, and other things.Traditionally, faith, in addition to reason, has been considered a source of religious beliefs. However, religious beliefs mostly lack in empirical or scientific proof. Personal experience is based on one’s real life and reality and therefor e closer to “reality”, but it is based on an individual’s encounter and perspective on reality,and cannot totally represent the common experience shared by a group of people. Mysticism is popularly known as becoming one with God or the Absolute, but may refer to any kind of ecstasy or altered state of consciousness which is given a religious or spiritual meaning. It may also refer to the attainment of insight in ultimate or hidden truths, and to human transformation supported by various practices and experiences. But it is based on religion or superstition, even farther away from being objective and scientific.(2)Since sociologists base their research and conclusion on empiricalstudy with scientific method, it is similar to the disciplines of natural science, but there are two factors that differentiate it from natural sciences. The object of study is human being who can be very complicated and change with time. Also the sociologists are also human beings who can be subjective or even biased in their study. In this sense, sociology is still not equal to natural science in objectivity. (3)The hypothesis of the Stanford prison experiment is that change ofroles or environment causes change of human behavior (effect). The independent variable is the two roles （prisoner and prison guard）assigned to the 24 students who are all randomly selected (sampling) from among the university students, and the dependent variable is their (change of) behavior.(4)First, experiments are often not possible because they would exposesubjects to the possibility of harm. For example, what if a researcher wanted to know whether people who were abused as children are more likely to abuse their children? Second, the subjects often behave differently when they are under scientific observation from the way they would in their normal environment. Third, laboratory experiments are often highly artificial. When researchers try to set up social situations in laboratories, they often must omit many of the factors that would influence the same behavior in a real-life situation, thus affecting the validity of the experiment result.(5)The merits of survey throug h the Internet are that it’s very quick(in terms of time)and efficient (in terms of cost), but the drawbacks are also obvious: not all citizens use the Internet (and therefore excluded from the sampling), and also not all netizens participate in the survey and therefore further affect the survey result.(6)The term often refers simply to the use of predictive analytics, userbehavior analytics, or certain other advanced data analytics methods that extract value from data, and seldom to a particular size of data set. Accuracy in big data may lead to more confident decision making, and better decisions can result in greater operational efficiency, cost reduction and reduced risk. Relational database management systems and desktop statistics and visualization packages often have difficulty handling big d ata. The work instead requires “massivelyparallel software running on tens, hundreds, or even thousands of servers”. Also, those who do not use the Internet are excluded from the analysis therefore affect the analysis and conclusion.(7)(This question is open for discussion and there’s no definite answer)The Internet companies are caught between the two sides: the government side who emphasize gathering monitoring information for public security or national security reason, and the netizens who defend their right of “privacy”. Laws should be made regarding the right and responsibility of each side.(8)(This question is open for discussion) How one feels about thesestatistical figures might be affected by the class, occupation, gender, region and age group (and other factors) an individual belongs to. And also, the official statistics might not be very accurate.(9)(This question is open for discussion) Obviously, mass media(newspapers, radio, TV, the Internet) are the major channel people get most of their information which is supposed to be true and real. But there are some factors that influence the so-called truth: ownership (private or public), editors’ stance, class background of the participants (in the Internet) can all influence the information we get from the mass media.Language EnhancementI. Words and phrases1.(1) C&D (2) A&C (3) C&E (4) B&C (5) B&D(6) D&F (7) B&D (8) C&E (9) A&C (10) C&E2.(1) in; as; of (2) beyond; in (3) by; to (4) into; in; of (5) to; on; of; for(6) of; for; on (7) In; between; with; of (8) to; of; upon (9) In; with (10) like; in; of3.(1) from scratch (2) appealed to (3) applied (4) apply (5) relies on (6) suffering from (7) guard against (8) died off (9) ran out of (10) contribute to4.(1) provide…for (2) appeals for (3) applies…to (4) draw from (5) employed in(6) participate in (7) refers…to(8) received…from(9) passes…from(10) exposes…toII. Sentences and discourse1.(1) The scientific method bases knowledge on direct and systematicobservation through logical systems.(2) Operationalization provides conditions to measure the variables which may be checked empirically.(3) Since religion is a system of beliefs and practices based on worshipping the holy, people easily tend to equate faith to facts or facts to faith.(4) The obvious advantage of using available data, be it government statistics or the result of other research studies – is the savings in time and money. Otherwise, you would need a lot of time and money spent on collecting the information from the very start.(5) The savings are tempting, but the potential error and distortion from the second-hand data mean that you might not get the “truth”.2.(1)Basing on his overall investigation of China’s current employmentsituation, this specialist refuted the view that the population profit has been used up.(2)Thanks to the application of valid and objective survey methods,sociology became an independent branch of social sciences in the 19th century, transcending philosophy and ordinary social theories. (3)The head of the Academy of Social Sciences asserted that the cut inresearch funding would have a great impact on its long-term stable development.(4)Due to its limited survey range and invalid unscientific sampling,the poll result of this organization has seriously distorted the reality.(5)The cause of the phenomenon that officials abuse their power is lackof check and balance.(6)He suspects that his rival is bluffing in the negotiation.(7)In conducting social investigation, the researcher may easily useindication to manipulate the respondents to get the desired answer.(8)Through the major internet media, this company has clarified itsstance to stay and develop its business in China.(9)Faced with continual questions from the reporters at the pressconference, the spokesman had to refer to the documents in his hand for answers.(10)It is believed by some people that the lazy and irresponsible post80s and 90s generation was largely associated with the fact that they were mostly the only kid in the family.3.内容分析法可以应用于任何形式的通信交流，是对社会物件的系统分析，其内容包括书籍、杂志、诗歌、报纸、歌曲、绘画、讲演、信函、法律以及与此有关的任何成分或收集物。
大学英语精读1第三版课文英汉对照
UNIT 1As we are at the start of the course, this seems a good moment to offer some advice on how to make the task of learning English easier.课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。
Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事。
它需要刻苦和长期努力。
Nevertheless, while you cannot expect to gain a good command of English without sustained hard work, there are various helpful learning strategies you can employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。
以下便是其中的几种。
1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.1. 不要以完全同样的方式对待所有的生词。
大学英语精读第一册（包括目录，单词，短语）
大学英语精读第一册课文目录UNIT 1 (2)How to Improve Your Study Habits (2)UNIT 2 (5)Sailing Round the World (5)UNIT 3 (8)The Present (8)UNIT 4 (11)Turning off TV: a Quiet Hour (11)UNIT 5 (14)A Miserable, Merry Christmas (14)UNIT 6 (17)Sam Adams, Industrial Engineer (17)UNIT 7 (21)The Sampler (21)UNIT 8 (24)You Go Your Way, I'll Go Mine (24)UNIT 9 (27)The Brain (27)The Most Powerful Computer in the Universe (27)UNIT 10 (30)Going Home (30)UNIT 1TEXTWant to know how to improve your grades without having to spend more time studying? Sounds too good to be true? Well, read on...How to Improve Your Study HabitsTerhaps you are an average student with average intelligence. You do well enough in school, but you probably think you will never be a top student. This is not necessarily the case, however. You can receive better grades if you want to. Yes, even students of average intelligence can be top students without additional work. Here's how:1. Plan your time carefully. Make a list of your weekly tasks. Then make a schedule or chart of your time. Fill in committed time such as eating, sleeping, meetings, classes, etc. Then decide on good, regular times for studying. Be sure to set aside enough time to complete your normal reading and work assignments. Of course, studying shouldn't occupy all of the free time on the schedule. It's important to set aside time for relaxation, hobbies, and entertainment as well. This weekly schedule may not solve all of your problems, but it will make you more aware of how you spend your time. Furthermore, it will enable you to plan your activities so that you have adequate time for both work and play.2. Find a good place to study. Choose one place for your study area. It may be a desk or a chair at home or in the school library, but it should be comfortable, and it should not have distractions. When you begin to work, you should be able to concentrate on the subject.3. Skim before you read. This means looking over a passage quickly before you begin to read it more carefully. As you preview the material, you get some idea of the content and how it is organized. Later when you begin to read you will recognize less important material and you may skip some of these portions. Skimming helps double your reading speed and improves your comprehension as well.4. Make good use of your time in class. Listening to what the teacher says in class means less work later. Sit where you can see and hear well. Take notes to help you remember what the teacher says.5. Study regularly. Go over your notes as soon as you can after class. Review important points mentioned in class as well as points you remain confused about. Read about these points in your textbook. If you know what the teacher will discuss the next day, skim and read that material too. This will help you understand the next class. If you review your notes and textbook regularly, the material will become more meaningful and you will remember it longer. Regular review leads to improved performance on test.6. Develop a good attitude about tests. The purpose of a test is to show what you have learned about a subject. The world won't end if you don't pass a test, so don't worry excessively about a single test. Tests provide grades, but they also let you know what youneed to spend more time studying, and they help make your knowledge permanent.There are other techniques that might help you with your studying. Only a few have been mentioned here. You will probably discover many others after you have tried these. Talk with your classmates about their study techniques. Share with them some of the techniques you have found to be helpful. Improving your study habits will improve your grades.NEW WORDSaverage n. ordinary 普通的；中等的intelligenc e n. ability to learn and understand 智力necessarily ad. inevitably 必定case n. what has really happened; actual condition 实情additiona l a. added 加的，额外的n. additionweekly a. done or happening every week 每周的；一周一次的schedule n. timetable 时间表chart n. (sheet of paper with) information written or drawn in the form of a picture 图（表）commit vt. 指定...用于aside ad. to the side在旁边；到（向）一边etc (Latin, shortened form for et cetera) and other things等等normal a. usual正常的，正规的，标准的reading n. the act or practice of reading阅读assignment n. sth. given out as a task(布置的)作业occupy n. take up占用relaxation n. (sth. done for) rest and amusement休息，娱乐relax v. 放松，休息，休养hobby n. what one likes to do in one's free time业余爱好entertainment n. show, party, etc. that people enjoy娱乐entertain vt. 娱乐，招待，款待solve vt. find an answer to (a problem)解决（问题）aware a. having knowledge or understanding知道的；意识到的furthermore ad. moreover; in addition而且；此外enable vt. make (sb.) able (to do sth.)使（某人）能（做某事）activity n. sth. (to be) done 活动adequate a. as much as one needs; enough充分的；足够的distraction n. sth. that draws away the mind or attention分心（或分散注意力）的事物concentrate (on or upon) vi. pay close attention (to)全神贯注（于）skim vt. read quickly to get the main ideas (of)略读preview vt. have a general view of (sth.) beforehand预习content n. what is written in a book, etc.内容organize vt. form into a whole组织later ad. 后来；以后skip vt. pass over略过portion n. part; share一部分；一份double v. make or become twice as great or as many（使）增加一倍comprehension n. the act of understanding or ability to understand理解（力）mention vt. speak or write about (sth.) in a few words提及confused a. mixed up in one's mind迷惑的，混淆的confuse vt. 搞乱，使糊涂textbook n. a standard book for the study of a subject教科书；课本performance n. achievement成绩meaningful a. having important meaning or value富有意义的attitude n. what one thinks about sth.态度，看法purpose n. aim目的，意图excessively ad. too much过多地，过分地excessive a. 过多的，过分的permanent a. lasting for a long time; never changing持久的；永久的technique n. way of doing sth.技巧，方法helpful a. useful; providing help or wiling to help有益的；给予帮助的，肯帮忙的PHRASES & EXPRSSIONSfill in write in填写，填充decide on make a choice or decision about选定，决定set aside save for a special purpose留出as wel l also; too; in addition也，还；同样be aware (of)know (sth.); know (what is happening)知道，意识到concentrate on direct one's attention, efforts, etc. to全神贯注于look over examine (quickly)把...看一遍，过目go over review 复习lead to result in 导致UNIT 2TEXTAt sixty-five Francis Chichester set out to sail single-handed round the world. This is the story of that adventure.Sailing Round the WorldBefore he sailed round the world single-handed, Francis Chichester had already surprised his friends several times. He had tried to fly round the world but failed. That was in 1931. The years passed. He gave up flying and began sailing. He enjoyed it greatly. Chichester was already 58 years old when he won the first solo transatlantic sailing race. His old dream of going round the world came back, but this time he would sail. His friends and doctors did not think he could do it, as he had lung cancer. But Chichester was determined to carry out his plan. In August, 1963, at the age of nearly sixty-five, an age when many men retire, he began the greatest voyage of his life. Soon, he was away in this new 16-metre boat, Gipsy Moth.Chichester followed the route of the great nineteenth century clipper ships. But the clippers had had plenty of crew. Chicheater did it all by himself, even after the main steering device had been damaged by gales. Chichester covered 14, 100 miles before stopping in Sydney, Australia. This was more than twice the distance anyone had previously sailed alone.He arrived in Australia on 12 December, just 107 days out from England. He received a warm welcome from the Australians and from his family who had flown there to meet him. On shore, Chichester could not walk without help. Everybody said the same thing: he had done enough; he must not go any further. But he did not listen.After resting in Sydney for a few weeks, Chichester set off once more in spite of his friends' attempts to dissuade him. The second half of his voyage was by far the more dangerous part, during which he sailed round the treacherous Cape Horn.On 29 January he left Australia. The mext night, the blackest he had ever known, the sea became so rough that the boat almost turned over. Food, clothes, and broken glass were all mixed together. Fortunately, bed and went to sleep. When he woke up, the sea had become calm the nearest person he could contact by radio, unless there was a ship nearby, Wild be on an island 885 miles away.After succeeding in sailing round Cape Horn, Chichester sent the followiing radio message to London:" I feel as if I had wakened from a nightmare. Wild horses could not drag me down to Cape Horn and that sinister Southern Ocean again."Juat before 9 o'clock on Sunday evening 28 May, 1967, he aeeived back in England, where a quarter of a million people were waiting to welcome him. Queeh Elizabeth II knigthed him with the very sword that Queen Elizabeth I had sailed round the world for the first time. The whole voyage from England and back had covered 28, 500 miles. It had taken him nine months , of which the sailing time was 226 days. He had done what hewanted to accomplish.Like many other adventurers, Chichester had experienced fear and conquered it. In doing so, he had undoubtedly learnt something about himself. Moreover, in the modern age when human beings depend so much on machines, he had given men throughout the world new pride.NEW WORDSsingle-handed a. & ad. (done) by one person alone 单独的（地）adventure n. 冒险（活动）solo a. single-handed 单独的transatlantic a. crossing the Atlantic Oceanlung n. part of the body with which one breathes 肺cancer n. 癌determined a. with one's mind firmly made up 下定了决心的determine v. 下定决心determination n. 决心，果断retire vi. stop working at one's job(because of age) 退休voyage n. sea journey 航海；航行route n. way from one place to another 路线clipper n. 快速帆船crew n. group of people who work together on a ship or airplane 全体船员；全体乘务员steer vt. make (esp. a boat or road vehicle) go in a particular direction 为...撑舵device n. a piece of equipment设备；装置steering device n. 操舵装置damage vt. cause harm or injury to 损坏ad. harm, injury 损坏gale n. very strong wind大风cove r vt. travel (a certain distance)行过（一段距离）previously ad. before 以前previous a. 以前的attempt n. try 试图，尝试dissuade vt. prevent (sb.) from doing sth. by reasoning 劝阻treacherous a. more dangerous than it seems 暗藏危险的；奸诈的cape n. 海角rough a. (of weather or the sea) stormy; not calm （气候）有暴风雨的；（海）波涛汹涌的fortunately ad. luckily 幸运地；幸亏fortunat e a. 幸运的contact vt. get in touch with 联系，接触nearby ad. close by 在附近following a. next; to be mentioned immediately 接着的；下列的waken v. (cause to) wake 唤醒；醒来nightmare n. terrible dream 恶梦drag vt. pull along with great effort 拖，拉sinister a. 凶恶的，邪恶的knight n. 爵士vt. 封... 为爵士sword n. 剑，刀accomplish vt. finish successfully完成conquer vt. overcome征服undoubtedly ad. certainly无疑地moreover ad. in addition此外，而且human a. of or concerning people人们being n. a living thing, esp. a person生物；人PHRASES & EXPRESSIOMSset out begin a course if action着手，开始give up atop doing放弃be determined to (do) have a strong will to (do)决心（做）(all) by oneself(completely) alonein spite of not taking notice of; not caring about 尽管；虽然by far by a large amount or degree...得多turn over (cause to) fall over, upset（使）翻倒，（使）倾覆can not help can not keep oneself from禁不住PEOPER NAMESFrancis Chichester弗朗西斯. 奇切斯特Gipsy Moth吉普赛. 莫斯Sydney悉尼（澳大利亚城市）Cape Horn合恩角（智利）London伦敦Elizabeth伊丽莎白（女子名）Drake德雷克（姓氏）UNIT 3TEXTThey say that blood is thicker than water, that our relatives are more important to us than others. Everyone was so kind to the old lady on her birthday. Surely her daughter would make an even bigger effort to please he?The PresentIt was the old lady's birthday.She got up early to be ready for the post. From the second floor flat she could see the postman when he came down the street, and the little boy from the ground floor brought up her letters on the rare occasions when anything came.Today she was sure the would be something. Myra wouldn't forget her mother's birthday, even if she seldom wrote at other times. Of course Myra was busy. Her husband had been made Mayor, and Myra herself had got a medal for her work the aged.The old lady was proud of Myra, but Enid was the daughter she loved. Enid had never married, but had seemed content to live with her mother, and teach in a primary school round the corner.One evening, however, Enid said, "I've arranged for Mrs. Morrison to look after you for a few days, Mother. Tomorrow I have to go into hospital--just a minor operation, I'll soon be home."In the morning she went, but never came back--she died on the operating table. Myra came to the funeral, and in her efficient way arranged for Mrs. Morrison to come in and light the fire and give the old lady her breakfast.Two years ago that was, and since then Myra had been to see her mother three times, but her husband never.The old lady was eight today. She had put on her best dress. Perhaps--perhaps Myra might come. After all, eighty was a special birthday, another decade lined or endured just as you chose to look at it.Even if Myra did not come, she would send a present. The old lady was sure of that. Two spots of colour brightened her cheeks. She was excited--like a child. She would enjoy her day.Yesterday Mrs. Morrison had given the flat an extra clean, and today she had brought a card and a bunch of marigolds when she came to do the breakfast. Mrs. Grant downstairs had made a cake, and in the afternoon she was going down there to tea. The little boy, Johnnie, had been up with a packet of mints, and said he wouldn't go out to play until the post had come."I guess you'll get lots and lots of presents," he said, "I did last were when I was six." What would she like? A pair of slippers perhaps. Or a new cardigan. A cardigan would be lovely. Blue's such a pretty colour. Jim had always liked her in blue. Or a table lamp. Or a book, a travel book, with pictures, or a little clock, with clear black numbers. So manylovely things.She stood by the window, watching. The postman turned round the corner on his bicycle. Her heart beat fast. Johnnie had seen him too and ran to the gate.Then clatter, clatter up the stairs. Johnnie knocked at her door."Granny, granny," he shouted, "I've got your post."He gave her four envelopes. Three were unsealed cards from old friends. The fourth was sealed, in Myra's writing. The old lady felt a pang of disappointment."No parcel, Johnnie?""No, granny."Maybe the parcel was too large to come by letter post. That was it. It would come later by parcel post. She must be patient.Almost reluctantly she tore the envelope open. Folded in the card was a piece of paper. Written on the card was a message under the printed Happy Birthday -- Buy yourself something nice with the cheque, Myra and Harold.The cheque fluttered to the floor like a bird with a broken wing. Slowly the old lady stooped to pick it up. Her present, her lovely present. With trembling fingers she tore it into little bits.NEW WORDSrelative n. 亲属，亲戚present n. gift 礼物，赠品postman n. 邮递员rare a. not happening often 罕见的；不常发生的occasion n. special time; time when sth. happens 时刻，时机；场合mayor n. chief official of a city or town 市长medal n. 奖章aged a. old 年老的，…岁的，老年人特有的content a. satisfied; pleased 满意的；高兴的primary a. first; earliest 首要的；最初的arrange vi. make preparations; plan 作安排，筹划minor a. not serious or important 较小的；次要的operate vi. cut the body in order to set right or remove a diseased part 开刀，动手术operating table n. a special table in a hospital, where operations are done 手术台funeral n. 葬礼efficient a. able to plan and work well 效率高的decade n. ten years 十年，十endure vt. bear (pain, suffering, etc.) 忍受，忍耐spot n. a round area that is different from the main surface 点，斑点brighten vt. make bright or brighter 使发光；使发亮cheek n. either side of the face below the eye 面颊extra a. additional 额加的，外加的clean n. cleaning 清洁，清洗bunch n. things of the same kind that are tied together （一）束，（一）串marigold n. 万寿菊（花）packet n. small parcel box 小包（裹）mint n. 薄荷糖slippe r n. 拖鞋cardigan n. （羊毛）开衫clatter n. a number of rapid short knocking sounds 咔嗒声granny n. (colloq. for)grandmotherenvelope n. a paper cover for a letter 信封unsealed a. 未密封的seal vt.密封sealed a. 密封的writing n. handwriting 书法；笔迹pang n. sudden, sharp pain 剧痛disappointment n. sadness because one does not get what one hopes for 失望disappoint vt. 失望parcel n. 包裹reluctantly ad. unwillingly 不情愿地，勉强地reluctant a. 不情愿的fold vt. bend into two or more parts 折叠cheque n. 支票flutter vt. move quickly to and fro in the air 飘动stoop vi. bend the body forwards and downwards 弯腰tremble vi. shake uncontrollably with quick short movements 颤抖PHRASES & EXPRESSIONSat other times on other occasions 在别的时候；平时round / around the corner very near in distance or time 在附近；即将来临after all in spite of everything; it must be remembered 毕竟；终究be sure of 对...有把握，确信pick up take hold of and lift up from a surface 拿起，捡起PROPER NAMESMyra 迈拉（女子名）Enid 伊妮德（女子名）Morrison 莫里森（姓氏）Grant 格兰特（姓氏及男子名）Johnnie 约翰尼（John的昵称）Jim 吉姆（James的昵称）Harold哈罗德(男子名)UNIT 4TEXTMany people in the United States spend most of their free time watching television. Certainly, there are many worthwhile programs on television, including news, educational programs for children, programs on current social problems, plays, movies, concerts, and so on. Nevertheless, perhaps people should not be spending so much of their time in front of the TV. Mr Mayer imagines what we might do if we were forced to find other activities.Turning off TV: a Quiet HourI would like to propose that for sixty to ninety minutes each evening, right after the early evening news, all television broadcasting in the United States be prohibited by law.Let us take a serious, reasonable look at what the results be if such a proposal were accepted. Families might use the time for a real family hour. Without the distraction of TV, they might sit around together after dinner and actually talk to one another. It is well known that many of our problems -- everything, in fact, from the generation gap to the high divorce rate to some forms of mental illness -- are caused at least in part by failure to communicate. We do not tell each other what is disturbing us. The result is emotional difficulty of one kind or another. By using the quiet family hour to discuss our problems, we might get to know each other better, and to like each other better.On evenings when such talk is unnecessary, families could rediscover more active pastimes. Freed from TV, forced to find their own activities, they might take a ride together to watch the sunset. Or they might take a walk together (remember feet?) and see the neighborhood with fresh, new eyes.With free time and no TV, children and adults might rediscover reading. There is more entertainment in a good book than in a month of typical TV programming. Educators report that the generation growing up with television can barely write an English sentence, even at the college level. Writing is often learned from reading. A more literate new generation could be a product of the quiet hour.A different form of reading might also be done, as it was in the past: reading aloud. Few pastimes bring a family closer together than gathering around and listening to mother or father read a good story. The quiet hour could become the story hour. When the quiet hour ends, the TV networks might even be forced to come up with better shows in order to get us back from our newly discovered activities.At first glance, the idea of an hour without TV seems radical. What will parents do without the electronic baby-sitter? How will we spend the time? But it is not radical at all. It has been only twenty-five years since television came to control American free time. Those of us thirty-five and older can remember childhoods without television, spent partly with radio -- which at least involved the listener's imagination -- but also with reading, learning, talking, playing games, inventing new activities. It wasn't that difficult. Honest. The truth is we had a ball.NEW WORDSworthwhile a. good enough for the time or effort needed; valuable 值得花时间（或精力）的；有价值的program (me) n. performance on radio or television 节目educationa l a. of or for education; providing education or information 教育的；有教育意义的current a. of the present time 当前的social a. of or in society 社会的movie n. film that one sees at a cinema 电影nevertheless conj. but; however 然而，不过propose vt. suggest 建议broadcasting n. the action of sending outsound (or images) by radio (or television) 广播pr prohibit v. & n. forbid by law 禁止oposal vt. suggestion 提议，建议actually n. in actual fact, really 实际上generation n. all the people about the same age （一）代gap n. an empty space between two things or two parts of a thing; a wide difference of opinion, character, or the like 缺口，间隙；分歧，隔阂divorce n. end of a marriage by law 离婚rate n. 率mental a. of the mind 精神的；思想上的communicate vi.share or exchange opinions, ideas, etc. 交流意见，思想等disturb vt. make (sb.) worried 使烦恼emotional a. 感情的pastime n. anything done to pass time pleasantly 消遣，娱乐sunset n. the going down of the sun; the time when the sun goes down日落（时分）neighborhood n. the area around a point or place 邻近地区；地段adult n. 成年人typical a. 典型的educator n. a person whose profession is education 教育家barely ad. hardly 仅仅，勉强；几乎没有literate a. able to read and write 能读写的；有文化的product n. sth. made or grown 产品network n. 广播（或电视）联播公司；广播（或电视)网glance n. quick look 一瞥；扫视radical a. extreme; very different 激进的electronic a. 电子的electron n. 电子baby-sitte r n. someone who looks after a child when the parents are away for a short time （代人临时）照看婴儿childhood n. time when one is a child 童年partly ad. not completely; in some degree 部分地；在一定程度上involve vt. have as a part or result （必须）包括imagination n. the ability to imagine 想象力learning n. the gaining of knowledge or skill through studying; knowledge or skill gained through studying 学习；学问，知识invent vt. produce (sth.) for the first time 发明PHRASES & EXPRESSIONSgeneration gap failure of the younger and older generations to communicate and understand one another 代沟in part in some degree; partly 在一定程度上；部分地grow up change from a child to a man or a woman 成长，长大bring together cause to meet 使相聚come up with think of; produce 想出；提出at first glanc e when first seen or thought about乍一看；最初考虑时have a ball (sl.) enjoy oneself, have a very good time 玩得开心PROPER NAMESMaye r迈耶（姓氏）the United States美国UNIT 5TEXTA miserable and merry Christmas? How could it be?A Miserable, Merry ChristmasChristmas was coming. I wanted a pony. To make sure that my parents understood, I declared that I wanted noting else."Nothing but a pony?" my father asked."Nothing," I said."Not even a pair of high boots?"That was hard. I did want boots, but I stuck to the pony. "No, not even boots.""Nor candy? There ought to be something to fill your stocking with, and Santa Claus can't put a pony into a stocking,"That was true, and he couldn't lead a pony down the chimney either . But no. "All I want is a pony," I said. "If I can't have a pony, give me nothing, nothing."On Christmas Eve I hung up my stocking along with my sisters.The next morning my sisters and I woke up at six. Then we raced downstairs to the fireplace. And there they were, the gifts, all sorts of wonderful things, mixed-up piles of presents. Only my stocking was empty; it hung limp; not a thing in it; and under and around it -- nothing. My sisters had knelt down, each by her pile of gifts; they were crying with delight, till they looked up and saw me standing there looking so miserable. They came over to me and felt my stocking: nothing.I don't remember whether I cried at that moment, but my sisters did. They ran with me back to my bed, and there we all cried till I became indignant. That helped some. I got up, dressed, and driving my sisters away, I went out alone into the stable, and there, all by myself, I wept. My mother came out to me and she tried to comfort me. But I wanted no comfort. She left me and went on into the house with sharp words for my father.My sisters came to me, and I was rude. I ran away from them. I went around to the front of the house, sat down on the steps, and, the crying over, I ached. I was wronged, I was hurt. And my father must have been hurt, too, a little. I saw him looking out of the window. He was watching me or something for an hour or two, drawing back the curtain so little lest I catch him, but I saw his face, and I think I can see now the anxiety upon on it, the worried impatience.After an hour or two, I caught sight of a man riding a pony down the street, a pony and a brand-new saddle; the most beautiful saddle I ever saw, and it was a boy's saddle. And the pony! As he drew near, I saw that the pony was really a small horse, with a black mane and tail, and one white foot and a white star on his forehead. For such a horse as that I would have given anything.But the man came along, reading the numbers on the houses, and, as my hopes -- my impossible hopes -- rose, he looked at our door and passed by, he and the pony, and thesaddle. Too much, I fell upon the steps and broke into tears. Suddenly I heard a voice."Say, kid," it said, "do you know a boy named Lennie Steffens?"I looked up. It was the man on the pony, back again."Yes," I spluttered through my tears. "That's me.""Well," he said, "then this is your horse. I've been looking all over for you and your house. Why don't you put your number where it can be seen?""Get down," I said, running out to him. I wanted to ride.He went on saying something about "ought to have got here at seven o'clock, but--"I hardly heard, I could scarcely wait. I was so happy, so thrilled. I rode off up the street. Such a beautiful pony. And mine! After a while I turned and trotted back to the stable. There was the family, father, mother, sisters, all working for me, all happy. They had been putting in place the tools of my new business: currycomb, brush, pitchfork -- everything, and there was hay in the loft.But that Christmas, which my father had planned so carefully, was it the best or the worst I ever knew? He often asked me that; I never could answer as a boy. I think now that it was both. It covered the whole distance from broken-hearted misery to bursting happiness -- too fast, A grown-up could hardly have stood it.NEW WORDSmiserable a. causing unhappiness; very unhappy 悲惨的merry a. cheerful, full of lively happiness, fun, etc. 欢乐的，愉快的pony n. a small horse 矮种马；小马boot n. 长统靴candy n. (AmE) sweets 糖果sticking n. 长（统）袜chimney n. 烟囱eve n. 前夕fireplace n. 壁炉mixed-up a. (different things) put together混合的，混杂的limp a. soft; not stiff or firm软的；松沓的kneel v. go down or remain on the knee(S)跪下indignant a. angry at sth. unfair气愤的；愤慨的stable n. building for keeping and feeding animals, esp. horses马厩weep v. cry哭泣；流泪rude a. not at all polite粗鲁的，不礼貌的wrong vt. treat unjustly委屈curtain n. 窗帘lest conj. for fear that唯恐，以免anxiety n. fear caused by uncertainty about sth.焦虑impatience n. inability to wait calmly不耐烦，急躁patience n. 耐性；忍耐brand n. 商标，牌子brand-new a. entirely new and unused崭新的saddle n. 马鞍mane n. 马鬃forehead n. that part of the face above the eyes and below the hair 前额。
大学思辨英语教材精读1unit1
大学思辨英语教材精读1unit1大学思辨英语教材精读1 Unit 1Unit 1: The Power of StoriesIntroduction:In this unit, we will explore the theme of storytelling and its significant role in human society. Stories have been passed down through generations, and they play a crucial part in shaping our understanding of the world. By analyzing various aspects of storytelling, we can enhance our critical thinking skills and broaden our perspectives.Section 1: The Art of StorytellingStorytelling is an ancient art form that has been used to convey knowledge, entertain, and inspire. It is a powerful tool for communication and has the ability to capture the attention of the audience. A good storyteller knows how to engage listeners and create a connection between the story and their own experiences.Section 2: The Impact of Stories on SocietyStories have the power to shape society and influence people's beliefs, values, and behaviors. They often reflect the cultural, social, and political contexts in which they are created. Through stories, we can gain insight into different perspectives and develop empathy for others. Stories also have the potential to challenge societal norms and promote social change.Section 3: The Role of Stories in EducationStories have been used in education for centuries to transmit knowledge and teach moral values. They provide a context for learning and make complex concepts more accessible. When students engage with stories, they are more likely to remember and understand the content. Additionally, stories can foster creativity and critical thinking skills, as students analyze characters, plot development, and underlying themes.Section 4: Analyzing Stories from Different CulturesBy studying stories from different cultures, we can develop a broader understanding of the world and appreciate diverse perspectives. Each culture has its unique storytelling traditions, incorporating its history, beliefs, and values. Examining these stories helps us challenge stereotypes and promotes intercultural understanding and respect.Section 5: The Evolution of Storytelling in the Digital AgeWith the advent of technology, storytelling has taken on new forms in the digital age. From books to films, to interactive websites and virtual reality, storytelling has embraced various mediums. Digital storytelling allows for immersive experiences and engages audiences in novel ways. However, it is important to critically evaluate the impact of technology on traditional storytelling methods.Conclusion:Storytelling is a powerful tool that has shaped human society throughout history. From its role in communication and education to its influence on beliefs and values, stories hold immense power. By studying and analyzing stories, we can enhance our critical thinking skills and cultivate a broaderworldview. In the digital age, it is crucial to adapt storytelling methods while also preserving traditional forms. As we navigate through the rest of this textbook, let us continue to explore the captivating world of stories and their impact on our lives.。
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Unit 1 Thinking SociologicallyText APreparatory Work(1)Micro-level sociology: a b eMacro-level sociology: c d(2)Sociology is the study of social behavior or society, including its origins, development, organization, networks, and institutions. Like sociology, psychology, economics, history, demography are all related to the study of society and human activities. In this way they share similarities.The differences lie in the follows:●Psychology is the study of human behavior and mind, embracing all aspects ofconscious and unconscious experience as well as thought of the human beings.●Economics focuses on the behavior and interactions of economic agents andhow economies work, that is the economic activities of the human kind.●History is the study of the past events as well as the memory, discovery,collection, organization, presentation, and interpretation of information about these events, particularly how it relates to humans.●Demography is the statistical study of populations, especially human beings.As a very general science, it can analyze any kind of dynamic living population,i.e., one that changes over time or space.(3) (open)Teaching suggestion:You can refer to the following textbooks:John J. Macionis & Nijole V. Benokraitis ed., Seeing Ourselves 7th ed. (Upper Saddle River, NJ: Pearson Prentice Hall, 2007)James M. Henslin ed., Down to Earth Sociology: Introductory Readings 14th ed. (New York: Free Press, 2007)(4) (open)Teaching suggestion:You can refer to the last two parts of the text: “What Work Do Sociologists Do” and “How is Sociology Useful to Me and to the World” (paragraph 19-26) for positive reasons.Negative reasons vary (why not choose a career related to sociology), for instance, no interest (in social sciences), character reasons (not cut out for dealing with people), and practical reason (no high pay).Critical ReadingI. Understanding the text(1) To emphasize the importance of sociology and arouse readers’ interest in (studying) sociology.(2) The intended audience of the essay are university and college students. The audience is young and curious about everything but needs some guide in choosing their courses in university study.(3) In Para. 7, Cargan and Ballantine try to demonstrate that sociology is based on systematic and objective study of human behavior.(4) They illustrate the difference between individual explanation and group explanation using divorce as an example. Individual explanation considers a divorce as a personal problem caused by conflict between the husband and wife within the family. Sociology can help us move beyond “individual” explanations to consider the social surroundings that influence the situation: economic conditions, disruptions caused by changing sex roles, and pressures on the family to meet the emotional needs of its members.(5) We can see that the first list of skills (sociology trains us in) is broader and more general category, and the second list of skills (employers look for) is the overlapping or subcategory of the former list. So we can simply put the skills of the second list into its respective categories in the first list (actually, some of the skills in the second list can be put into two or more general categories in the first list). Note: this is only one way of reorganize the two lists, and not necessarily the best one.●Ability to view the world more objectively: ability to plan effectively;self-confidence about job responsibilities; ability to listen to others;self-motivation; effective leadership skills●Tools to solve problems by designing studies, collecting data, and analyzingresults: ability to organize thoughts and information; ability to conceptualizeproblems clearly●Ability to understand group dynamics: ability to work with peers;self-motivation; ability to interact effectively in group situations; ability tolisten to others●Ability to understand and evaluate problems: effective problem-solving skills;effective leadership skills;●Ability to understand your personal problems in a broader social context:willingness to adapt to the needs of the organization; ability to handle pressureII. Evaluation and exploration(1) Yes. The title is a question to the key issue of sociology, which is very clear and focused. And the text provides and elaborates the answers to the key question “why study sociology”.(2) The introduction is very effective. It starts with six questions about sociology to arouse the readers’ interest or curiosity in this topic.(3) Subtitles in the text are effective and necessary in dividing the text into different but related parts so that the readers can have a clear structural framework about the organization of the text.(4) The benefits of taking sociology described in Para. 13 are grouped into a general list of five abilities/skills in paragraph 14 and 12 skills in paragraph 15. It is not necessary to use examples to illustrate every benefit mentioned in a long list. However, if the authors added some statistics to support the five categories, the argument would be more convincing.(5) The conclusion or statement that “sociology is the broadest of the social sciences” is reasonable. Cargan and Ballantine described the wide range of areas sociology covers, and other related disciplines that sociology overlaps with, such as social psychology, political socioloty, anthropology, and social history.(6) Sociology not only covers vast areas of social studies, but also provides objective perspective and scientific methods in understanding the society and individuals. It also trains us in necessary life and work ability or skills in correctly dealing with issues and problems. In a word, sociology offers us a platform for critical thinking. (7) Sociologists probe into a social phenomenon/problem with scientific methods (group explanation instead of personal/individual one) that the next unit is to discuss in details (they include experiment, survey, participant observation/field work, and available data analysis).(8) Structural functionalism, or simply functionalism, is a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability. This approach looks at society through a macro-level orientation, which is a broad focus on the social structures that shape society as a whole, and believes that society has evolved like organisms. This approach looks at both social structure and social functions. Functionalism addresses society as a whole in terms of the function of its constituent elements, namely norms, customs, traditions, and institutions.●Conflict theories are perspectives in sociology and social psychology thatemphasize the social, political, or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservatism. Conflict theories draw attention to power differentials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx isthe father of the social conflict theory, which is a component of the four paradigms of sociology.●Symbolic interactionism is a sociological perspective which developed around themiddle of the twentieth century and that continues to be influential in some areas of the discipline. It is particularly important in microsociology and social psychology. Symbolic interactionism is derived from the American philosophy of pragmatism and particularly from the work of George Herbert Mead who coined the term and put forward an influential summary: people act toward things based on the meaning those things have for them, and these meanings are derived from social interaction and modified through interpretation.●Utilitarianism is a theory in normative ethics holding that the best moral action isthe one that maximizes utility. Utility is defined in various ways, but is usually related to the well-being of sentient entities. Originally, Jeremy Bentham, the founder of Utilitarianism, defined utility as the aggregate pleasure after deducting suffering of all involved in any action. John Stuart Mill expanded this concept of utility to include not only the quantity, but quality of pleasure, while focusing on rules, instead of individual moral actions.Language EnhancementI. Words and phrases1.(1) C&D (2) A&C (3) C&D (4) A&C (5) C&D(6) C&E (7) C&D (8) B&C (9) A&E (10) C&F2.（1）单日，单一天（2）单身汉（3）挑选出（4）独立地（只身）（5）通常的，常见的（6）共同的（7）（英国）平民院（下议院）（8）宣判有……罪（9）罪犯（10）逃跑（11）分解（12）闯入（13）中断、暂停（14）爆发（15）解体3.(1) major in (2) curious about (3) interact with (4) relate to (5) engage with(6) lead to (7) specialize in (8) conform to (9) based on (10) refrain from4(1) break away from (2) convict of (3) bond with (4) engage in (5) embark on (6)profit from (7) involved in (8) focus on (9) depended on (10) encounterII. Sentences and discourse1.(1)As you learn more about sociology, you will gradually find the links between itsindividual and separate parts and see the whole picture of sociology.(2)Sociologists’ interests will immediately aroused by seeing any two or morepeople with close relationships.(3)You can ponder over the phenomenon that some societies allow and expectpremarital sex while others punish it with banishment and death.(4)Through systematic scientific study, sociologists can fully understand humanbehavior in groups, which is impossible through mere common sense.(5)Sociology can help us explain “individual” cases more insightfully by linkingthem with the crucial social conditions behind them.2.(1)He majored in chemistry when enrolled in while studying in university.(2)Terrorism poses a threat to many countries.(3)While studying overseas, you must interact more with the local people/natives.(4)The corruption of some of this country’s officials has sparked public resentmentand protest.(5)Due to his contribution to the company, he negotiated with his boss and renewedhis contract with better conditions.(6)At the age of 16, she published her first poem and embarked on her long journeyto literature.(7)In the process of translating the Chinese classic Journey to the West into German,he encountered many difficult problems.(8)After arriving in Britain, he took a whole month to adapt to the country’s rainyclimate.(9)Your company should engage more actively in the environmental projects of thegovernment.(10)T en years ago, he was convicted of robbery.3.社会学家们的不同兴趣促使他们研究许多不同的领域。