大学思辨英语教程 精读1 Unit 2教师用书(20150809)
大学思辨英语教程精读1unit1
Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。
2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。
3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。
大学英语精读第一册UnitTwo：SailingRoundtheWorld
★英语听⼒频道为⼤家整理的⼤学英语精读第⼀册 Unit Two: Sailing Round the World。
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TEXTAt 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 he wanted 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-handeda & ad. (done) by one person alone 单独的（地）adventuren. 冒险（活动）soloa. single-handed 单独的transatlantica. crossing the Atlantic Ocean 横度⼤西洋lungn. part of the body with which one breathes 肺cancern. 癌determineda. with one's mind firmly made up 下定了决⼼的determinev.determinationn.retirevi. stop working at one's job(because of age) 退休voyagen. sea journey 航海；航⾏routen. way from one place to another 路线clippern. 快速帆船crewn. group of people who work together on a ship or aeroplane 全体船员；全体乘务员steervt. make (esp. a boat or road vehicle) go in a particular direction 为...撑舵devicen. a piece of equipment 设备；装置steering device n. 操舵装置damagevt. cause harm or injury to 损坏ad. harm, injury 损坏galen. very strong wind ⼤风covervt. travel (a certain distance) ⾏过（⼀段距离）previouslyad. before 以前previous a.attemptn. try 试图，尝试dissuadevt. prevent (sb.) from doing sth. by reasoning 劝阻treacherousa. more dangerous than it seems 暗藏危险的；*诈的capen. 海⾓rougha. (of weather or the sea) stormy; not calm （⽓候）有暴风⾬的；（海）波涛汹涌的fortunatelyad. luckily 幸运地；幸亏fortunatea.contactvt. get in touch with 联系，接触nearbyad. close by 在附近followinga. next; to be mentioned immediately 接着的；下列的wakenv. (cause to) wake 唤醒；醒来nightmaren. terrible dream 恶梦dragvt. pull along with great effort 拖，拉sinistera. 凶恶的，邪恶的knightn. 爵⼠vt. 封... 为爵⼠sword n. 剑，⼑accomplishvt. finish successfully 完成conquervt. overcome 征服undoubtedlyad. certainly ⽆疑地moreoverad. in addition 此外，⽽且humana. of or concerning people ⼈们beingn. a living thing, esp. a person ⽣物；⼈PHRASES & EXPRESSIOMSset outbegin a course if action 着⼿，开始give upatop doing 放弃be determined to (do)have a strong will to (do) 决⼼（做）(all) by oneself(completely) alone in spite ofnot taking notice of; not caring about 尽管；虽然by farby a large amount or degree...得多turn over(cause to) fall over, upset （使）翻倒，（使）倾覆can not helpcan 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）。
大学思辨英语精读备课Unit1
⼤学思辨英语精读备课Unit1Unit 1 Trust and CharacterText A Do You Like It Here? (The story was published in 1939)Words and phrases expected of students to understandphooey: int. (informal): used to express disgust or contempteyeshade: a visor worn on heard for protection against glareen suite: adj. adv. in or as a part of a setmake rounds of: to go from place to place (for inspection)bawl out (at sb)swing around: turn around (as if on a hinge or pivot)torture tactics:proceed: go onhalt: stop or pausethrow in: to insert or introduce into the course of somethinggratuitously：free of charge; (unnecessarily, without apparent reason) certified public accountant (CPA)peripatetic: walking or travelling abouton account of: because of, for the sake ofimposing: very impressivein some small measureabiding: lasting for a long time, enduringinstitute (a search)(turn)yellow: (slang) cowardlygivesb one’s word of honor: solemn promise, a verbal commitment agreeing to do or not to do sth. in the future Preparatory Work1.John O’Hara (1905-1970),a keen observer of social status and class differences,and wrote frequently about the socially ambitious. His father died at that time, leaving him unable to afford Yale, the college of his choice. By all accounts, this disappointment affected O'Hara deeply for the rest of his life and served to hone the keen sense of social awareness that characterizes his work. He worked as a reporter for various newspapers. He garnered much critical acclaim for his short stories, more than 200 of which, beginning in 1928, appeared in The New Yorker.In 1934, O'Hara published his first novel, Appointment in Samarra, which was acclaimed on publication. This is the O'Hara novel that is most consistentlypraised by critics. Ernest Hemingway wrote: "If you want to read a book by a man who knows exactly what he is writing about and has written it marvelously well, read Appointment in Samarra." Harold Bloom named it to the Western canon. On the other hand, writing in the Atlantic Monthly of March 2000, critic Benjamin Schwarz and writer Christina Schwarz claimed: "So widespread is the literaryworld's scorn for John O'Hara that the inclusion ... of Appointment in Samarra on the Modern Library's list of the 100 best [English-language] novels of thetwentieth century was used to ridicule the entire project."The epitaph on his tombstone, which he wrote himself, reads: "Better than anyone else, he told the truth about his time. He was a professional. He wrote honestly and well." Of this, Gill commented: "From the far side of the grave, he remains self-defensive and overbearing. Better than anyone else? Not merely better than any other writer of fiction but better than any dramatist, any poet, any biographer, any historian? It is an astonishing claim." (extracted from Wikipedia)John O'Hara2.A conversational style and dispassionate voice.3.Psychological bullying is often difficult to ignore. Bullies torment their victims in many ways. Tormenting them is not enough, they have to humiliate them and ridicule their victims as well. Bullies use words to destroy their victims, and these words can hurt worse than a physical blow. People often say, “Sticks and stones may hurt my bones, but words will never hurt”. In today’s society, this phrase is simply not true. Words do hurt, and they do destroy lives. Psychological bullying destroys the character of their victim. The bully makes the victim the center of his abuse. In other words, the bully takes his or her anger and frustration out on the victim.4. The Phi Beta Kappa key is one of this nation's most distinctive symbols and, in fact, traces its origins to the era of the American Revolution. Conceived in 1776 by a group of talented undergraduates at the College of William and Mary as an emblem of their secret "philosophical society," the key proclaims Phi Beta Kappa's centuries-old conviction that "The love of wisdom (is) the guide of Life." As the Society they created encompassed more of the nation's finest colleges and universities, its key became a universally recognized mark of academic achievement in the liberal arts and sciences.the third degree: a situation in which someone tries to find out information by asking you a lot of questionseg. If I'm even half an hour late she gives me the third degree.I got the third degree from my dad when I got in last night.give(someone) the lowdown on (something): To provide someone with specific or comprehensive details about someone, something, or some situation.eg. Give me the lowdown on what the boss is planning to do about the company's falling profits.I'm waiting for my brother to give me the lowdown on Geoffrey before I go on a date with him.There's been a shakeup in the company's upper management, but we won't know how we're affected until the boss gives us the lowdown.West Point: A US military installation in southeast New York on the western bank of the Hudson River north of New York City. It has been a military post since 1778 and the seat of the US Military Academy since 1802.Second Form: an English term for an equivalent of the 7th or 8th grade in American schools. (also see sixth form: the term refers to the final two years of secondary education in the education system of England and other commonwealth countries)day school:as opposed to a boarding school, it is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which children return to their homes.boarding school:a school where some or all people study and live during the school year with their fellow students and possibly teachers and/or administrators. The word 'boarding' is used in the sense of "bed and board," i.e., lodging and meals. Many independent (private) schools in the Commonwealth of Nations are boarding schools. Boarding school pupils (a.k.a. "boarders") normally return home during the school holidays and, often, weekends, but in some cultures may spend the majority of their childhood and adolescent life away from their families. In the United States, boardingschools comprise various grades, most commonly grades seven or nine through grade twelve - the high school years.I Understanding the text1. Questions(1) a boarding school/prep (dormitory, a stepping stone to higher education)(2) Mentioned four times. First at the beginning. The dorm door had to be kept open during study period so that there was no knock (apparent reason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Nessto look in (introduce the idea of “panopticon”). Then there’s the mention of Van Ness’s half-open door. His privilege, authority (needs to knock before being permitted to go in). After Roberts went in, he was ordered to close the door, an indication of Van Ness’s auth ority. Also a closed space might have some psychological impact on Roberts—getting him trapped. Finally at the end of the story. Roberts not sure whether to leave it open or to close it but decided to leave it open. The door symbolizes Van Ness’s power or authority. The act of Roberts’s leaving it open might be an indication of his attempt to challenge the authority, even though feebly.(3) Not really. He hated Hughes. Wearing eye-shade during study time. Van Ness making rounds of the rooms, meting out punishments.(4)manipulative, sadistic, self-important, pompous, sarcastic2. True or false(1)F(2)T(3)T(4)F(5)T3. Multiple choices(1) B (2) D(3) B(4) DII Critiquing the text(1)Roberts’s parents divorced when he was ten, moved a lot,had to go to manyschools, unpleasant experiences, lonely and without a sense of belongingVan Ness saw the boy as susceptible to moral corruption (dishonest, sneaky, unruly)(2) Self-important/smug, overbearing/sadistic, ,show-rather-than-telltechnique(3)Not easy for Roberts to detect Van Ness’s intentions,Van Ness using torture tactics, effective to some extent, making Roberts upset, baffled, and frustrated（4）By this time he had guessed what it was all about. Hewas relieved because he had a clear conscience. He didn’t have to lie when confronted with the question about the watch. Previously he probably did have to lie when saying he liked it here.（5）Van Ness was convinced that Roberts was the thief and expected that he would certainly deny his stealing the watch. He would think Roberts would be devastated by his interrogation and that was exactly what he wanted. He had everything under control.（6）The “bastard” could refer to Van Ness or Hughes. Roberts was angry at first, then he knew it was no use fighting back as he had learned it from his previous experiences. Things always ended like this.（7）The title: colloquial, dramatic. Turns out to be a malicious question.（8）Robert s’ point of view. If it were the first-person narration, the tone would be angry, it would be more about clearing the name, a case of being wronged.From Van Ness’s point of view, it would be about how he ran the school and how he would teach Roberts a moral lesson.Language EnhancementI Words and phrases1.(1) occupation(2) occupant (3) preoccupy(4) contempt(5) contemptible(6) contempt2. “peri-” :enclosing, encircling, or aroundperipheral; perinatal(relating to the period around childbirth); perimeter;periodic;periphrastic“-tic”: pertaining totherapeutic; static; paralytic; dramatic; pathetic3.(1) institute(2) urge(3)transfer(4) institute(5)transferred (6) urging4.(1) innate(2) intrinsic(3) inherent(4) scheme(5) tactic (6) strategy5.(1) in some measure(2) on account of(3) at any rate(4) all right (adv. meaning without doubt)(5) thrown in(6) go with(7) bawl out (8) throw inII Sentences and rhetoric1.Paraphrase（1）Well, tell me about your life before you decided to do us the honor of having you as a student here.（2）D on’t be too modest to suppress your desire to tell the good stuff about yourself.（3）Chicago, Illinois! Well, a bit of geographical knowledge for my benefit, right, Roberts? And free of charge.（4）But I swear, however difficult it is I’m going to find out who the thief is. 2.Translation(1)如果他在什么事情上要训斥你，⽆关紧要的事情，他会查看他带在⾝边的⼀张单⼦，然后他会到你房间⾥把你训斥⼀通，并告诉你会有什么相应的惩罚。
大学思辨英语教程精读教师用书
大学思辨英语教程精读教师用书集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]U n i t3V e r b a l a n d N o n-v e r b a l C o m m u n i c a t i o nUnit 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 reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), theteacher 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?sense,?cultural?background,?contextual?information,?imagination,?logical?assump tion,?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 whichcompliments 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 the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academicresearches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-culturalcommunication can vary at many other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the textin part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of makingindirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt?).3) For example, introvert people may be more tolerant of silencein face-to-face verbal interaction while extroverts usually findsilence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact. Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7) after; (8) out of, into; (9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context. II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk topeople they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople should be direct and say no more or less than needed, andthat 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。
大学思辨英语教材精读2
大学思辨英语教材精读2大学思辨英语教材精读2是一门旨在帮助学生培养批判性思维和分析能力的课程。
通过对于多个主题的探讨和讨论，学生将能够学会思考并表达自己的观点。
本教材的使用旨在提高学生的英语水平，同时也注重培养学生的思辨能力。
以下是该教材的一些精读内容示例：第一章：社交媒体的影响社交媒体在当今社会中占据了重要的地位。
许多人通过社交媒体平台与他人交流和分享信息。
然而，社交媒体的崛起也带来了一些负面影响。
本章的讨论重点包括社交媒体对个人隐私的影响、对社交关系的影响以及对心理健康的影响等。
通过对不同观点的对比和讨论，学生将了解到社交媒体的利与弊，并能够自己形成独立的看法。
第二章：环境保护与可持续发展环境问题是全球范围内的共同关注点。
本章将讨论环境保护以及可持续发展的重要性。
学生将了解到一些环境问题的根源，如气候变化、污染和自然资源的过度消耗等。
通过对不同解决方案的研究和分析，学生将能够思辨环境问题的解决之道，并提出自己的观点。
第三章：道德与人类伦理道德和人类伦理是社会中不可或缺的部分。
本章将探讨一些伦理问题，如人工智能的伦理问题、生物技术的伦理问题以及职业道德等。
学生将通过研读案例，并与同学们进行讨论，深入思考这些伦理问题，并通过辩论和写作展示自己的观点。
第四章：跨文化交流与沟通随着全球化的进程，跨文化交流和沟通变得越来越重要。
本章将通过学习跨文化交流中的挑战和技巧，帮助学生更好地理解和适应不同文化的差异。
学生将通过案例分析和模拟情境训练来提高他们的跨文化沟通能力，并学会尊重和欣赏不同文化之间的差异。
第五章：科技与人类生活科技的快速发展对人类的生活方式产生了巨大影响。
本章将讨论一些科技创新的前沿领域，如人工智能、虚拟现实和基因编辑等。
学生将了解到科技的优势和不足，并思考人类未来与科技的关系。
通过对科技伦理和社会影响的思辨，学生将能够更好地了解科技对于人类生活的本质影响。
这样的课程设置将帮助学生全面提高其英语技能和思辨能力。
大学思辨英语精读Unit 1Thinking Sociologically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 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)Af ter 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。
现代大学英语精读1 (第三版)教师用书 Unit 2
Unit 2Text AMessage of the LandPira SudhamI Introduction1 Background1. Genre (type of writing)This text is different from the previous two, which are both stories. In teaching stories, we must first help students to follow the plot and find out what the author intends to get across to the reader—the thesis, which is often implied, and not directly stated. Readers often have different ideas about the thesis of a story.The present text is an essay in a very broad sense of the word, for it was written down by the writer who interviewed a farmer and his wife. Since the end of World War II it has become popular for writers to interview people, record what they say and, after some, not too much, editing, pu blish these people’s stories in book form.2. StyleThe style of such writing is colloquial, the language straightforward, and the sentences generally short. When we read the text, we feel as if we were sitting face to face with the couple, listening to their stories and experiences, sharing their joys and sorrows.Note the figures of speech the farmer and his wife use. They are vivid, expressive and appropriate. Here are a few examples:... and it is like a knife piercing my heart. (para. 2)... and it is no longer fertile, bleeding year after year, and like us getting old and exhausted. (para. 3)When each of them has a pair of jeans, they are off like birds on the wing. (para. 9) 3. UrbanizationUrbanization is the process by which more and more people leave the countryside to live and work in cities. We find in the farmer and his wife qualities that are shared by many who till the land—love of the land, love of physical labor, and above all, love of family. We are also impressed by their honesty and kindness and by their simple life. Their children, however, are quite different. The way they leave the land is typical of many young people born and brought up in the countryside. They don’t see anyattraction in farming and, as soon as possible, leave for the city to seek their fortune. As a result, farming is left to the old people. This is true not only in Thailand but also in many other developing countries.2 StructureThe text can be roughly divided into two parts; both can be further divided into several sections.Part I What the farmer’s wife says (paras. 1–7)1. A brief introduction of her family and their land (paras. 1–3)1) The land has been passed on to them from her parents and forefathers.2) She misses her four children who have all left home to work in farawayplaces/work far away, leaving the old couple to take care of the land alone.3) Her husband is different from her, patient and silent, minding his own life.4) She and her husband still hang on to the land although it is no longer so fertile.2. How many other changes have taken place. (paras. 4–7)Many of the things she sees and hears bother her. She doesn’t like those changes and cannot adapt to them and therefore is considered old-fashioned by the young people. Part II What the husband/farmer says (paras. 8–11)1. His wife is wrong about him. He not only sees and hears a lot more things, but also knows what the root of all evils is. (paras. 8–9)2. His biggest worry—who will take over his land when he dies. His biggest wish is to have a lot of grandchildren. (para. 10)3. He is determined to continue his life as always because he loves the land and enjoys farming, and he hopes he can pass on the land’s secret message to his grandchildren. (para. 11)3 Teaching Tips1. Rice cultivationTo help students mostly born in the 1990s understand the hardships of paddy rice farmer we could give them a brief account of how rice is cultivated with the help of pictures.Rice is cultivated basically in two ways. Rice farmers in developing countries usually sow seeds in small seedbeds then hand-transplant the seedlings into flooded fields that have been plowed and leveled (made flat and smooth) by water buffalo-drawn plows. One advantage of transplanting seedlings instead of planting seed is that the young plants help limit weeds by shading them from needed sun. In industrialized countries seed is sown with a machine or cast from an airplane into machine-leveled fields that are then flooded. Herbicides are the primary method of weed control.Transplanting rice seedlings by hand is a hard job for the farmers have to stand in muddy water barefoot and push the seedlings into the mud with their fingers a few ata time.2. Discussion• What kind of people do you think the farmer and his wife are? What fine qualities do you find in them?• Compare the farmer with his wife. What do they have in common? In what ways are they different?• Do you think the farmer and his wife are conservative in some way? Explain. • What do you think is the land's secret message the farmer wants to pass to his grandchildren?• Do you agree with all that the farmer and his wife say?• Do you think it’s reasonable for young people in the countryside to leave for the city to seek better opportunities for themselves?II Detailed Discussion of the Text1. They belonged to my parents and forefathers. (para. 1)belong to sb: to be owned by sbeg This computer belongs to my roommate, Wang Lin.Who does the bag on the seat belong to?2. ... it was I who stayed with my parents till they died. (para. 1)Learn how to use the emphatic form “it is/was... that/who...”.More examples:It was my sister who went to teach in a village school upon graduation. It was in Shanghai that I first met Professor Li.3. My husband moved into our house as is the way with us in Esarn. (para. 1) (When we got married) my husband came to live in our house. It was the tradition here in Esarn that the bridegroom should come to live with the bride’s family.“As” here introduces a defining relativ e clause, and functions as its subject, representing what is stated in the main clause.More examples:As is often the case, the boy was late for class. (as—subject of the clause)As was only to be expected, the election was very close. (as—subject of the clause) 4. The rest, two boys and two girls, went away as soon as we could afford to buy jeans for them. (para. 1)Our other children—two boys and two girls left as soon as we had the money to buy them jeans.the rest (of sth): the remaining people or things; the otherseg Three tall boys were asked to clean the windows; the rest of the class were to sweep the floor and clean the desks.One of the books is quite difficult; the rest are easy.afford sth/to do sth: to have enough money to buy or to do stheg Quite a lot of Chinese families can afford cars.At the moment I can’t afford a trip to Europe.5. They come home to see us now and then, stay a few days, and then they are off again. (para. 2)They come home to see us from time to time, stay with us for a few days, and then leave again.(every) now and then: from time to time; now and again; occasionallystay a few days:Here the noun phrase “a few days” is used adverbially.be off: be away from a placeeg My father is off to Russia next week.6. ... and tell us that they are doing well. I know this is not always true. (para. 2) ... although they always tell us that everything is fine with them, I know they also have difficulties and problems. They just do not tell us because they do not want us to worry.7. ... it is like a knife piercing my heart. (para. 2)(When I hear about their hardships) I feel very bad/sad.8. It’s easier for my husband. He has ears which don’t hear, a mouth which doesn’t speak, and eyes that don’t see. (para. 2)News about my children’s problems doesn’t make my husband as sad as me. He doesn’t bother about what’s happening around us and to our children. Our children’s hardships don’tseem to bother him.9. He has always been patient and silent, minding his own life. (para. 2)He’s always been patient and talks little. He just does his duty and carries on his life. Note: The usual phrase is “mind one’s own business” which means “do not interfere”.10. All of them remain my children in spite of their long absence. (para. 3) Although they are often away for a long time, I love and care about them as always because they are my children.in spite of sth: although sth is trueeg The children went out to play in spite of the cold.In spite of his age, my grandpa lives an active life.11. Our piece of land is small, and it is no longer fertile, bleeding year after year, and like us, getting old and exhausted. (para. 3)Our land is getting poorer with each passing year, like us who are getting old, weak and tired.year after year: every year for many yearsSimilar expressions:day after day, week after week, etc12. ... but in a bad year, it’s not only the ploughs that break, but our hearts, too. (para. 3)... but when there is a drought, the soil is so hard that the ploughs break. And we become very, very sad.... but our hearts:the verb in the clause introduced by “but” is omitted to avoid repetition.Note: The verb “break”, used twice in the sentence, has different meanings. (ploughs) break: to separate into two or more pieces(heart) break: (people) to become very sadTwo adjectives derived from the collocation:heartbreaking: causing extreme sadness, as in a heartbreaking story heartbroken: extremely sad13. Only ten years ago, you could barter for things, but now it’s all cash. (para. 4) Just ten years ago, we could exchange one thing for another, but today we have to pay (use money) to get everything we need. (In the past we were more or less self-sufficient. But now we have to buy everything from/in/on the market.)14. Men used to make things with fine bamboo pieces, but no longer. (para. 4)In the past men made fine bamboo crafts but they no longer do that.used to do sth... but no longer...: This expression is often used to show a changeeg They used to come and see their parents every week, but no longer.15. Shops have sprung up, filled with colorful plastic things and goods we have no use for. (para. 4)Shops have suddenly appeared in the villages. They are filled with attractive plastic th ings and with things we don’t need.spring up: to appear or develop quickly and suddenlyfill: to make or become fulleg I filled the thermos bottle with hot water. (used as vt)The room was filling quickly. (used as vi)be filled with sth: to be full of stheg The girl’s room is filled with toys.The house is filled with smoke.have no use for sth: to not need stheg Our children are all gone; we have no use for this big house.When the boy started school, he had no use for his toys and gave them away.16. These rough fingers and toes are for working in the mud of our rice fields, not for looking pretty. (para. 4)What is the good of painting the nails of my fingers and toes? Their place is in the paddy fields where I work, so there is no point in making them look pretty.Note: Rice plants grow in water until they are ripening. Therefore, rice farmers often have to work in paddy fields.17. In my day, if I were to put on a pair of trousers like they do now, lightning would strike me. (para. 4)When I was young, I surely would be punished by God if I ever wore trousers like that.This means that in those days it was considered very improper for girls to wear such trousers. (In Thailand, females wore wraparound skirts.) In some Asian countries, to be struck dead by lightning is believed to be a punishment by God.Note: Don’t confuse “lightning” with “lightening”.lightning: a flash of bright light in the sky which is produced by electricity moving between clouds or from clouds to the ground 闪电lightening:the present participle of “lighten”, which means “(to cause) to become bright”in sb’s day: when sb was young18. ... but certain things should not change. (para. 5)... but we shouldn’t abandon/give up certain things, for example, our duty to our parents, our religious beliefs, our sympathy for others, etc19. Young people tend to leave these things to old people now, and that’s a shame. (para. 5)It is a pity that young people don’t do these things, thinking that they are only for the old.tend to do sth: to be likely to do sth (usually sth bad)20. Why, only the other day I heard a boy shout and scream at his mother. (para.6)Recently, I heard a boy shout (or yell) rudely at his mother.the other day: a few days agoshout at sb: to speak loudly, often angrily to sbeg He often shouted at his wife, and this upset her.cf shout to sb: to speak loudlyeg Tom shouted to Jack to pass the ball.21. If that kind of thing had happened when I was young, the whole village would have condemned such an ungrateful son, and his father would surely have given him a good beating. (para. 6)Note the pattern of unreal conditional clauses.More examples:If I had worked harder, I would have passed the exam.If you had come five minutes earlier, you would have caught the train. If he had been in the house, he would have died in the fire.22. As for me, I wouldn’t change, couldn’t change even if I wanted to. (para. 7)I don’t think I would change like that, and it would be impossible for m e to change even if I wanted to. (This implies that it isn’t easy for her to change her ways and her beliefs of a lifetime.)as for sb/sth: used when you start to talk about something new that is connected with what you have been talking abouteg Xiao Wang is now teaching in a middle school; as for Xiao Li, she’s doing a PhDat Peking University.Labor is cheap. Land is also available. As for money, we can borrow from the bank.even if: in spite of the fact or belief thateg Even if I had the money, I wouldn’t buy a thing like that.I’ll go even if no one else does.23. This question has never occurred to me. (para. 7)I’ve never asked myself/thought about the question—whether or not I am happy. occur to sb: (of an idea or thought) to come into sb’s mindeg A happy thought occurred to me while I was surfing the Internet. Note: Don’t say “... occur to my mind”.24. Yes, this bag of bones dressed in rags can still plant and reap rice from morning till dusk. (para. 7)It’s true I’m not strong and my clothes are old and patched, but I can still work in the rice fields all day. (So a person’s worth does not lie in his/her appearance but in the strength within.)a bag of bones: a very thin personeg After her illness, she became a bag of bones.in rags: wearing old torn clothsNote:rag: a small piece of old cloth used for cleaning things 抹布rags: clothes that are old and torn25. Disease, wounds, hardship and scarcity have always been part of my life. I don’t complain. (para. 7)All my life I have suffered from disease, injuries, hardship and shortage of life’s necessities, and I’ve become used to them. I don’t complain because I know that’s life.26. My eyes do see—they see more than they should. My ears do hear—they hear more than is good for me. (para. 8)I’m not what my wife says I am. I do see and hear—I see and hear too much evil, too many ugly and terrible things, things that I wish I did not have to see and hear. And this is not good for me.27. I don’t talk about what I know because I know too much. I know for example, greed, anger, and lust are the root of all evils. (para. 8)I’m silent because I don’t want to talk about what I know—I know these things (ie greed, anger and lust) lead to evil.28. I am at peace with the land and the conditions of my life. (para. 9)I can face the conditions of the land and of my life, and so I am calm, and not worried. at peace (with sth)eg The country is finally at peace with its neighbors. (=... not fighting a war with its neighbors)He’s at peace with their decision. (=He has accepted their decision.)29. But I feel a great pity for my wife. (para. 9)feel pity for sb: to have a strong feeling of sadness or sympathy for sb or stheg I feel deep pity for parents who lost their children in the earthquake.30. I have been forcing silence upon her all these years, yet she has not once complained of anything. (para. 9)All these years, I hardly talk with her, so she has no one to speak to, to share her feelings and worries with, but she has never told other people about her feeling unhappy about my silence.force sth on/upon sb: to cause sb to accept sth that they do not wanteg Her husband tried to force his will on her.cf force sb to do stheg Parents should never force their values on their children.complain of: to tell other people that sth is making you feel ill/unhappyeg The patient complained of a bad headache.She complained of loneliness when she first came.cf complain about sth/sb: to say that sth is wrong or not satisfactoryeg Many students complain about food served in the university canteens.31. I know every inch of it. (para. 10)I know our land thoroughly/inside out.every inch of sth/somewhere: all of a thing or placeThe police searched every inch of the house. (=They searched the house thoroughly.) Every inch of her bedroom wall is covered with photos of her favorite football stars. He looks every inch of a scholar. (used adverbially here)31. Still the land could not tie them down or call them back. (para. 10)My children grew up and had happy days on this land. But this couldn’t prevent them from leaving or from wanting to return.tie sb down: (informal) to limit sb’s freedomeg Few young people want to be tied down to the same job all their lives.Having eight children tied down my mother.32.When each of them has a pair of jeans, they are off like birds on the wing. (para. 10)As soon as they have the chance, they just go away. (The jeans here serve as a symbol of being modern.)like birds on the wing:a simile meaning “like birds that have learned to fly”on the wing: (of birds) flying33. Sickness comes and goes, and we get back on our feet again. (para. 11)be/get back on one’s feet:1) to be/become in a healthy condition after an illness or injuryeg The doctor says she’d be back on her feet again in a couple of days.2) to be/become in a good position or conditioneg The country’s economy is finally back on its feet.come and go: to exist or happen somewhere for a short time and then go awayeg The pain comes and goes, but yesterday, it persisted.He said to his friends, “Passion may come and go; friendship can stay for ever.”34. It’s nice to feel the wet earth as my fingers dig into the soil, planting rice… (para. 11)planting rice:when young rice plants (called seedlings) are big enough, they are pulled out of the paddy fields and transplanted to large fields by hand. armers have to stand in the mudbarefoot. This is backbreaking work, yet the farmer finds great joy in the job. various meanings of earth:1) the earth/Earth: the planet on which we live 地球2) earth: land, not the sea, the air 陆地3) earth: the material in which plants grow 泥土soil: the top layer of earth in which plants grow（地球表层的）土壤；泥土35. It’s good to smell the scent of ripening rice in November. The soft cool breeze moves the sheaves, which ripple and shimmer like waves of gold. (para. 11)The ripening rice is so pleasant to smell in November. In the soft cool breeze, the sheaves move and shine in the sun like a golden sea. The sentence tells about another joy working on the land brings to the farmer.36. ... so that I can pass on the land’s secret messages to them. (para. 11)... so that I can tell them what this land means to us. It is our history, our culture, our tradition, and our life.III T ranslation of Text A土地的寓意皮拉·萨哈姆是的，这些是我们家的稻田，以前归我父母，再往前属于我的祖先。
大学思辨英语教程精读1电子版
大学思辨英语教程精读1电子版1. 简介《大学思辨英语教程精读1电子版》是一本为大学英语初级学生准备的教材，旨在培养学生的英语思辨能力和阅读理解能力。
本教材的电子版提供了更加方便的学习方式，使学生能够随时随地进行学习，提高学习效率。
2. 电子版特点2.1 多媒体支持电子版提供了丰富的多媒体资源，包括音频、视频和图片等。
学生可以通过听力练习来提高自己的听力技巧，通过观看视频来增加对文本内容的理解，通过图片来加深对知识点的记忆。
2.2 交互式学习电子版提供了一系列的交互式学习功能，如题目练习、在线答疑和互动讨论等。
学生可以通过这些功能与教材进行互动，加深对知识的理解和记忆。
2.3 灵活的学习时间安排学生可以根据自己的时间安排来进行学习，不再受限于传统教室的时间和地点。
电子版可以随时随地进行学习，极大地提高了学习的灵活性和便利性。
3. 教材内容《大学思辨英语教程精读1电子版》共包含十个单元，每个单元都围绕一个特定的主题展开。
每个单元包含以下内容：3.1 预习文章每个单元以一篇预习文章开始，预习文章主要是引入单元主题，激发学生的兴趣和思考，为后续学习做好铺垫。
3.2 课文阅读每个单元包含一篇主要课文，课文内容涵盖了各个学科领域的知识。
学生通过阅读课文来扩大自己的阅读能力，并学习新的知识。
3.3 词汇与语法每个单元都包含一些词汇和语法的学习，这些内容与课文主题相关。
学生通过学习词汇和语法，可以更好地理解课文内容，并提升自己的语言表达能力。
3.4 文章分析每个单元后面都有一篇文章分析，用于帮助学生深入理解课文内容。
文章分析主要包括对课文中重要段落和关键句子的解读和分析，并提供相关的思考问题。
3.5 思考和讨论题每个单元最后都有一些思考和讨论题，用于引导学生对课文内容进行思考和讨论。
这些问题旨在培养学生的思维能力和批判性思维能力，提高学生的思辨能力和分析能力。
4. 使用方法学生可以通过以下步骤来使用《大学思辨英语教程精读1电子版》：1.下载电子版教材，并在电子设备上安装相应的阅读软件。
大学思辨英语教程 精读1课件Unit 2 Functions of Language
Background Knowledge
continued
Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others.
Unit 2 Functions of Language
Text A What Is Language for?
Jean Aitchison
Learning Objectives
Intercultural Competence
• Communicative Communicative Competence
• Intercultural Competence
• Appreciate linguistic and cultural diversity • Interpret language differences culturally • Have curiosity in and be ready to explore other languages and
1) How did language begin?
Part 2, ‘Origin’, explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language.
第三版大学英语精读1Unit2
第三版⼤学英语精读1Unit2中南财经政法⼤学武汉学院外语系《⼤学英语1》(专科)课程教案Teaching Plan for College English (Book 1) Foreign Languages Department of Wuhan College, ZNUEL任课教师签名：Lecture NotesBefore Reading:Introductory RemarksA British adventurer, Francis Chichester traveled round the world alone in a small boat called the ―Gipsy Moth IV‖ in spite of the fact that he had lung cancer. This text tells us briefly what happened to him on his voyage. To begin with, let’s draw a map of Chiceester’s course.Warming-up1. DiscussionTeacher: Before we study the text, let me ask you some questions.1) Do you like traveling? Do you like traveling alone?2) What do you think is the most important for a person who suffer from lung?2. Questions about the TextBased on the title, guess what the text is about.Question: Who sailed round the world, and how?3. Information Related to the Text1) Sir Francis ChichesterBorn in Devon, Britain, in 1901, Sir Francis Chichester later became a British adventurer. As a young man, he went to New Zealand, where he worked as a miner, salesman and land agent.After returning to England in 1929, he made a solo flight to Australia in a biplane. Two years later, in 1931, he piloted the first east-west flight over the Tasman Sea between New Zealand and Australia. He then planned to fly around the world, but the plane was severely damaged in an accident in Japan.After World War II he founded a business in London. Taking up ocean sailing in 1953, he won the first solo transatlantic race in 1960 by sailing the ―Gipsy Moth IV‖ from Plymouth to New Y ork City in 40 days.2) Knights and KnighthoodKnights were the highest class of fighting men in Europe during the Middle Ages. There were other classes of fighting men, such as the lowly foot soldiers. But the knights, who fought on horseback, were the aristocrats of the battlefield. The great heroes of the time, both in story and in fact, were knights.By the year 1,500 the time of the knight as fighting man was over. But knighthood did not die out altogether. Today in Great Britain, knighthood is an honorary award given to outstanding people in recognition of some remarkable work they have done. A man with the rank of knight is called ―Sir‖ (prefixed to his whole name or given name, but not to his surname alone), an d his wife ―Lady‖. A woman with the same rank is called ―Dame‖.When a person is being honored, the King or Queen usually takes his or her sword or borrows one from someone present at the ceremony. The person about to be knighted kneels on one knee and bows his head respectfully in front of the King orQueen. The King or Queen touches with the sword first the left shoulder of the person bowing before him or her then the right shoulder and finally the top of the bowed head. While doing this the King or Queen says, ―We dub thee Sir _____.‖3) Sir Francis Drake (1540 – 1596)English naval explorer, once the vice-admiral of the British Navy. After several slave-trading expeditions to West Africa and the Spanish Main (1566 – 1573), he sailed round the globe in the Golden Hind (1577 – 1580). He managed to tie down the Spanish Armada by raiding Cadiz (1587), and helped defeat the Spanish attempt to invade England (1588). To historians, he is controversial figure. The British regard him as a national hero while many in other countries think of him as a pirate.Global ReadingComprehension of the Text1. Multiple Choice1) Who was Chichester? (Key: D)A) A single-handed man.B) A British man.C) An Australian man.D) A British adventurer.2) Before Chichester began his sailing, he was _______. (Key: B)A) a businessmanB) a pilotC) a teacherD) a doctor3) How old was he when he decided to start his voyage round the world? (Key: B)A) 58.B) 65.C) 66.D) 55.4) What do you know about his boat? (Key: C)A) Its name was Gipsy.B) It was 60 meters long.C) Its name was Gipsy Moth.D) It was 16 meters wide.2. Answer the following questions based on the text:1) What happened to Francis Chichester in 1931?2) How old was he when he started his voyage round the world?3) What was the name of his boat? What was the length of the boat?4) What route did Chichester follow in sailing around the world?5) How many miles did he cover on the first half of his voyage?6) What did his friends in Sydney try to dissuade him from doing?7) In what way was the second half of his voyage the more dangerous part?8) What happened to Chichester on the night of January 30?9) How did Chichester feel after sailing round Cape Horn?10) How was he received when he arrived back in England?11) What title is added to his name when a man becomes a knight?12) How many miles did the second half of the voyage cover?Text Organization1. What type is the text?A. narrationB. expositionC. descriptionD. argumentationKey (A)Words &Expressions1. set out: i. begin a journeyii. begin a course of actionAt sixty-five Francis Chichester set out to sail single-handed round the world.2. single-handed: adj. & adv. 单独的（地）The job cannot be done single-handed.She accomplished the task by her single-handed efforts.Para. 21. give up: stop doing or having (something)⼀位⽼者在公共汽车上把座位让给⼀位抱着孩⼦的妇⼥。
大学英语精读第三版 第一册第二单元课件
LOGO
drive驾驶：操纵交通工具,常用 在车辆上 steer驾驶：驾驶船或车 drive的对象通常是车,但船也可 以; steer的对象通常是船,但也可以 是车. 这不是他们的根本区别.
New words and expressions
LOGO
cover: vt ①pass over or travel (a certain distance) 他们今天已经走了四十公里。 They have covered 40 km today.
Achievements: As a young man, he went to New Zealand to work as a miner, salesman and land de a solo flight to Australia in a biplane.
New words and expressions
LOGO
Solo ①n. a piece of music for one performer独唱(曲), 独奏(曲) 在音乐会上, 有三首钢琴独奏曲。 In the concert, there are three piano solos.
New words and expressions
LOGO
conquer: vt. defeat; win victory over; overcome 你必须克服抽烟的坏习惯。 You must conquer your bad habit of smoking.
Knighthood Ceremony
New words and expressions
LOGO
②vi. go on a (sea) journey; sail 他是最年轻的环球航行者。 He is the youngest man who voyaged around the world.
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。
现代大学英语精读1 (第三版)教师用书 Unit 2
现代大学英语精读1（第三版）教师用书 Unit 2 简介本篇教师用书是为了辅助教师教授《现代大学英语精读1（第三版）》教材中的Unit 2而设计。
本教材旨在提高学生的阅读理解能力，并扩展他们的词汇量和语法知识。
本单元着重于介绍有关文化与传统的主题，并通过阅读和讨论促进学生的思维发展。
教学目标•帮助学生提高阅读理解能力•扩展学生的词汇量和语法知识•培养学生的文化意识和跨文化交流能力•培养学生的批判性思维和分析能力教学准备•《现代大学英语精读1（第三版）》教材•准备好与本单元相关的视频、图片和其他教学材料•准备好教师指导手册和教学讲义教学步骤第一步：导入在开始本单元教学之前，教师可以通过分享相关的图片或视频来引起学生对本单元主题的兴趣。
可以讨论一些与本单元内容相关的话题，例如传统文化、文化冲突等，以激发学生的思考。
第二步：词汇练习在本单元中，有许多生词和短语与文化和传统相关。
教师可以准备一些与这些词汇相关的练习题，例如填空、匹配、选择等，以帮助学生掌握这些词汇并了解其正确的用法和含义。
第三步：阅读理解本单元的主要目标是帮助学生提高阅读理解能力。
教师可以选择一个适当的阅读材料，分发给学生并要求他们阅读并回答相关问题。
教师可以根据学生的水平和兴趣选择材料，并提供适当的辅导和指导。
第四步：讨论和辩论教师可以组织学生进行小组讨论或辩论，以促进他们的思维发展并提高他们的口语表达能力。
可以给学生一些问题或观点，让他们在小组中讨论并陈述自己的观点。
教师可以提供一些建议和指导，帮助学生更好地组织自己的思路和观点。
第五步：语法和写作练习本单元还包括一些与语法和写作相关的练习。
教师可以选择适当的练习题，让学生巩固和运用所学的语法知识，并提高他们的写作能力。
可以要求学生完成一篇短文或写一封信，以展示他们的语法和写作水平。
第六步：总结和复习在本单元教学结束之前，教师可以帮助学生总结所学的知识和技能，并进行复习。
可以进行一些小组或个人游戏，以加深学生对本单元内容的记忆和理解。
大学思辨英语2教程 教师用书
大学思辨英语2教程教师用书一、教材概述《大学思辨英语2教程》是为大学英语专业学生开设的一门专业课程。
本教材作为教师用书，旨在指导教师合理安排教学内容，培养学生批判性思维和英语运用能力。
本教程共分为十个单元，每个单元包含听力、口语、阅读和写作等语言技能的训练，同时注重培养学生的思辨能力和跨文化交际能力。
二、教学目标《大学思辨英语2教程》的教学目标主要体现在以下几个方面：1.培养学生的批判性思维能力，使他们具备辨别和评估信息的能力；2.提高学生的跨文化交际能力，培养他们在国际交流中的语言运用能力；3.提升学生的英语听说读写能力，加强他们的语言表达能力；4.引导学生主动、积极地参与课堂讨论和小组活动，培养团队合作和交流能力；5.培养学生的自主学习能力，培养其持续学习和自我发展的意识。
三、教学内容1. 单元内容本教程的每个单元都涵盖了以下内容：•听力训练：通过听取各种题材的听力材料，培养学生对外语听力的理解和克服障碍的能力。
•口语训练：通过角色扮演、组织讨论和辩论等活动，提高学生的口头表达能力和沟通技巧。
•阅读训练：引导学生阅读各种材料，并配以阅读理解题目，提高学生对英语文章的理解和分析能力。
•写作训练：通过写作练习，培养学生的写作能力和逻辑思维能力。
2. 教学方法针对《大学思辨英语2教程》，建议采用以下教学方法：•交互式教学：通过师生互动和学生间的合作讨论，激发学生的思考和表达能力。
•任务型教学：通过设置具体任务，引导学生进行信息搜集和分析，以完成特定的学习目标。
•团队合作：鼓励学生在小组内进行合作学习，培养沟通和协作的能力。
•多媒体辅助教学：通过多媒体技术的运用，提供丰富的听力材料和视觉资料，增强学生的学习兴趣和参与度。
四、教学评估为了全面评估学生的学习情况和教学效果，建议从以下几个方面进行评估：1.平时表现：通过课堂参与度、作业完成情况、小组讨论等来评估学生的积极性和学习态度。
2.课堂测试：通过课堂测试来检测学生对每个单元内容的掌握情况，包括听力、口语、阅读和写作等方面。
最新大学思辨英语教程 精读1unit 3教师用书(0809)资料讲解
Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of h uman language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomouslearning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectives Teaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can bedivided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy of Oriental and Occidental Culture (CAOOC)Across Languages and Cultures published byAkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactional sociolinguistics,conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.Robert Kaplan:An American applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere./usia/E-USIA/education/engteaching/kap0299.htm(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge (e.g., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentio ns, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(4)Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a pieceof spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common sense, cultural backgr ound, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization.Critical readingI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) res earch findings and examples.In section 2.2 the author raises a number of questions (in para 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience. Section 2.3 is also organized in the or der of “question-answer”. Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24). Section 2.5: example-discussion. Section 2.6: personal experience and a very brief interpretation. Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men,women, Greek and Japanese). Section 2.8: definition and illustration.(5) The experience ina dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the order of importance, fromthe core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communication involves many hiddenrules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions.In this sense all communication is cross-cultural.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talk s”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherenceand cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract and difficult terms andadd to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. inpara 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary atmany other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two andthey are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section,what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply toreinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirectrequests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt?).3) For example, introvert people may be more tolerant of silence in face-to-faceverbal interaction while extroverts usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7) after; (8) out of, into;(9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context.II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do notknow. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances.(2)Gonjans take it for granted that questions are always asked to achieve indirectfunctions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should bedirect and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, allcommunication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use oflanguage, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
大学英语精读1Unit2The-Boy-and-the-Bank-Officer
Frankfurt House of Rothschild
• Modern societies cannot do without banks. Banks keep, lend and issue money as well as offer many other financial services. They also help to regulate the economy with changes in interest rate and in money supply.
Part Three Type of writing
Question: What kind of writing is this text? Answer: a narrative
This is basically an interesting anecdote (short, interesting or amusing story about a real person or event 逸事）with an unexpected ending.
Part Two
I.
Author
Philip Ross (1939— ) is an American writer based in New York. After working as a newspaper reporter for four years, he turned to freelance (自由职业作家) writing. Many of his articles have appeared in the New Yorker (《纽 约人》), Reader’s Digest (《读者文摘》) and New York Times (《纽约时报》). This text is taken from Strategies for Successful Writing: A Rhetoric and Reader, 3rd edition published by Prentice Hall, Inc. in 1993 in Englewood Cliffs, New Jersey.
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 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。