大学思辨英语精读Unit 1Thinking Sociologically参考答案

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袁祥恒整理大学思辨英语精读1 Unit 4答案

Unit4Language LearningUnit overviewLanguage acquisition is one of the key issues for the study of language and it is closely related to the study of almost all aspects of language.How we acquire language seems to be a most straightforward question but actually no one can provide a definite answer to it.Exploring this question can help us better understand other issues about language.Text AIn Text A,Napoli provides two answers to the question in the title,“How do we acquire language?”.First,children acquire language step by step,gaining a certain skill in each step:recognizing the voices of their mother and other people, distinguishing the sounds of their mother tongue from other language,recognizing words,producing words,producing two-word phrases and producing sentences. However,it does not mean every individual child exactly follows this pattern.Second, language is acquired on the basis of Universal Grammar,which is exemplified by a variety of language acquisition phenomena:Children arrange words according to abstract innate linguistic principles;early utterances produced by small children have an innate structure;immigrants’children can distinguish grammatical and ungrammatical language us;while parents speak a pidgin language,children may develop a creole language,which has a coherent grammar;and children,especially twins,can develop a secret communication system conforming to UG.In conclusion, language acquisition is a natural process determined by the human biological and physiological make-up.Text BText B is focused on second language acquisition.The authors compare first language acquisition and second language acquisition.According to them,L2learners tend to have errors in pronunciation and grammar and usually cannot fully acquire the pronunciation and grammar of a second language.Though,they also share some features in common with L1learners in terms of work order.Then,the authors analyze the impact of L1on L2acquisition in terms of pronunciation,grammar and phonology.However,the difficulty in L2acquisition is caused by more factors than the interference of L1.In the end,the authors discuss the role of age in L2acquisition and challenges the Critical Period Hypothesis.The two articles focus on first language acquisition and second language acquisition respectively.After reading Text A,students can compare the differences between L1 and L2acquisition and discuss the impact of L1on L2acquisition.Teaching objectivesReading skills●Summarize the main idea of each paragraph●Identify topic sentences and key words●Identify supporting detailsCommunicative competence●Illustrate your points with appropriate examples●Use topic sentences and supporting sentences to organize your presentation/essay ●Use euphemisms for possibly impolite expressionsCritical thinking●Use different examples to support different aspects of an idea●Use observation and literature to collect first-hand and second-hand evidence●Critique a“popular”folk theory with exemplification and reasoning Intercultural competence●Be aware of the differences and similarities between English and Chineseeuphemisms●Compare the Chinese language and the English language in terms of L1and L2learning●Understand the effects of cultural differences on communication and languagelearningTeaching strategiesYou can arouse the students’interest in this topic by showing them the Nature vs. Nurture debate,which is controversial in not only language acquisition but also psychology,education,law and popular culture.There is no definite answer to this debate but every student may have his or her own answer.After learning this unit, they will get new evidence or examples to support their answer or they may simply change their view.For a detailed description of child language acquisition,you can refer to Chapter8in Towards an Understanding of Language and Linguistics(《语言学概论》)by Lan Chun.Other resources include:●A general introduction/language.html●Emphasis on nature vs.emphasis on experience/news/special_reports/linguistics/learn.jsp●Language acquisition nguage learning/inservices/language_acquisiti_vs_language_02033.phpPreparatory work(1)Language Matters:A Guide to Everyday Questions About LanguageThis activity aims to arouse students’interest in other everyday questions about language which they often take for granted.They can also learn to search for an academic monograph on the Internet.The twelve questions answered by the author in the book are:●Question1:How do we acquire language?●Question2:From one language to the next:Why is it hard to learn a secondlanguage?Why is translation so difficult?●Question3:Does language equal thought?●Question4:Are sign languages real languages?●Question5:Do animals have language?●Question6:Can computers learn language?●Question7:Whose speech is better?●Question8:Why do dialects and creoles differ from standard language?●Question9:Do men and women speak differently?And who cares?●Question10:English spelling is hard,and it makes learning to read hard.Shouldwe do anything about it?●Question11:Should the United States adopt English as our official language andoverhaul our educational system accordingly?●Question12:Does exposure to and use of offensive language harm children?The book can be found on ,which also provides the second edition of the book with15questions about language.(2)Small children learning languageThis activity provides an opportunity for students to reflect on their personal experiences of learning language and collect some real examples of language learning, which can be analyzed during the reading of Text A.Relevant cases can also be found on the Internet,for example:/s?__biz=MzA5MzUxNTQ3Nw==&mid=206097261&id x=1&sn=ff8cb7a4119c131e3773e9f7d58d2fa6#rd(3)Universal GrammarThis activity is of great importance for understanding the second part of Text A. Definition:Universal Grammar proposes that the ability to learn grammar andlanguage is hard-wired into the brain.It is shared by all human languages.Chomsky argued that the human brain contains a limited set of rules for organizing language. Key publications of Chomsky:●Syntactic Structures,London:Mouton,1957.●Current Issues in Linguistic Theory,The Hague:Mouton,1964.●Aspects of the Theory of Syntax,Cambridge:M.I.T.Press,1965.●Language and Mind,New York:Harcourt,Brace&World,1968.●Studies on Semantics in Generative Grammar,The Hague:Mouton,1972.●The Logical Structure of Linguistic Theory,New York:Plenum Press,1975.●Lectures on Government and Binding:The Pisa Lectures,Dordrecht,Holland:Foris Publications,1982.●Some Concepts and Consequences of the Theory of Government and Binding,Cambridge:M.I.T.Press,1982.●Language and Thought,Wakefield,RI:Moyer Bell,1993.●The Generative Enterprise Revisited:Discussions with Riny Huybregts,Henkvan Riemsdijk,Naoki Fukui,and Mihoko Zushi,with a new foreword by Noam Chomsky,Berlin:Mouton de Gruyter,2004.For more information about Chomsky,please refer to the following website: /index.htm(4)Types of languageThis activity provides background information necessary for understanding different kinds of language mentioned by Napoli in Text A.Motherese/baby talk(Paragraph7):It is a nonstandard form of speech used by adults in talking to toddlers and infants.It features high pitch and special vocabulary,e.g. doggy for dog(Para.10),daddy for dad(Para.10),kitty for cat and wawa for water.A feature of baby talk in Chinese is reduplication,e.g.喝水水and吃饭饭。

大学英语精读第一册 Unit 1 Some strategies for learning English

7) What should be taken into consideration when you choose reading materials?
8) According to the text, could you make a list of all that you can write regularly?
Unit 1
Some strategies for learning English
Before the class, I would like to know the reasons why you learn English?
• It is a compulsory course. • You need to participate in CET 4 or CET 6. • It is cool to speak a foreign language, and it makes you feel confident. • It is a tool to communicate with the foreigners. • The globalization makes the earth small, people need a universal language to understand other people and meanwhile to make themselves understood by others.
3. You may not be able to catch a lot after listening to a passage for the first time.
Listen to it over and over again.

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。

新编大学英语(第三版)1第一册 unit 1Read by critical thinking

Global Reading
Questions for Group A and B
Step 2
Do you think the little boy's decision is acceptable to you? And why?
T
Regrouping
All the students are asked to answer with “Yes” or “No”. Then they are regrouped into Group C and D.
Global Reading
Questions for Group B
Step 1
1. What was the uninjured orphans' reaction to the doctors' request at the beginning?
T
2. How do you think of the little boy's decision? 3. How did the doctors feel about this boy?
注意： 1. be supposed to意思是：本来要，本应该 e.g. You’re not supposed to take the books out of the room. 这些书不能拿出这个房间。
T
2. land v. 意思是：落下，跌下，着陆 e.g. The ball landed in the pool.
句子分析
T
should have done表示本来应该做而没做，而其否定式should not have done表示某种行为不该发生却发生了。
Examples You should have thought about that before you invited her. (But the truth is that you did not think about that.) I shouldn’t have trusted that man. (But the truth is that I trusted the man.)

大学思辨英语精读备课Unit1

Unit 1 Trust and CharacterText A Do You Like It Here (The story was published in 1939)Words and phrases expected of stude nts to un dersta ndphooey: int. (in formal): used to express disgust or con tempteyeshade: a visor worn on heard for protecti on aga inst glareen suite: adj. adv .in or as a part of a setmake rounds of: to go from place to place (for in specti on)bawl out (at sb)swi ng around: turn around (as if on a hinge or pivot)torture tactics:proceed: go onhalt: stop or pausethrow in: to in sert or in troduce into the course of somethi nggratuitously : free of charge; (unnecessarily, without apparent reason) certified public acco untant (CPA)peripatetic: walking or travelling abouton acco unt of: because of, for the sake ofimposi ng: very impressivein some small measureabiding: lasting for a long time, enduringin stitute (a search)(turn) yellow: (sla ng) cowardlygivesb one' s word of honor: solemn promise, a verbal commitment agreeing to do or not to do sth. in the futurePreparatory Work1. John O' Hara (1905-1970),a keen observer of social status and classdiffere nces, and wrote freque ntly about the socially ambitious. Hisfather died at that time, leaving him unable to afford Yale, the college of hischoice. By all acco un ts, this disappo in tme nt affected O'Hara deeply for the rest of his life and served to hone the kee n sense of social awareness thatcharacterizes his work. He worked as a reporter for various newspapers.Hegarnered muchcritical acclaim for his short stories, more tha n 200 of which, begi nning in 1928, appeared in The New Yorker.In 1934, O'Hara published his first novel, Appo in tme nt in Samarra , which was acclaimed on publication. This is the O'Hara novel that is mostconsistently praised by critics. Ernest Hemingwaywrote: "If youwant to read a book by a man who knows exactly what he is writ ing about and has writte n it marvelously well, read Appo in tme nt in Samarra."Harold Bloom namedit to the Western canon. On the other hand, writing in the Atlan tic Mon thly of March 2000, critic Benjamin Schwarz and writer Christi na Schwarz claimed: "So widespread is the literaryworld's scor n for Joh n O'Hara that the in clusi on …of Appo in tme nt in Samarra on the Modern Library's list of the 100 best[En glish-la nguage] no vels of the twen tieth cen tury was used toridicule the en tire project."The epitaph on his tombstone, which he wrote himself, reads: "Betterthan anyone else, he told the truth about his time. He was a professi on al. He wrote hon estly and well." Of this, Gill comme nted:"From the far side of the grave, he remains self-defensive andoverbearing. Better than anyone else Not merely better than any other writer of fiction but better than any dramatist, any poet, anybiographer, any historian It is an astonishing claim." (extracted from Wikipedia) John O'Haraconv ersatio nal style and dispassi on ate voice.bullying is often difficult to ignore. Bullies torment their victims in many ways. Torme nting them is not eno ugh, they have to humiliate them and ridicule their victims as well. Bullies use words to destroy their victims, and these words can hurt worse tha n a physical blow. People ofte n say,“Sticks and stones may hurt my bones, but words will never hurt ” .In today ' s society, this phrase is simply not true. Words do hurt, and they do destroy lives. Psychological bullying destroys the character of their victim. The bully makesthe victim the center of his abuse. In other words, the bully takes his or her an ger and frustrati on out on the victim.4. The Phi Beta Kappa key is one of this nation's most distinctive symbols and, in fact, traces its origins to the era of the American Revolution.Con ceived in 1776 by a group of tale nted un dergraduates at the Collegeof William and Mary as an emblemof their secret "philosophical society," the key proclaims Phi Beta Kappa's centuries-old conviction that "The loveof wisdom (is) the guide of Life." As the Society they created encompassed more of the nation's finest colleges and universities, its key became a uni versally recog ni zed mark of academic achieveme nt in the liberal arts and scie nces.the third degree: a situati on in which some one tries to find out in formati on by ask ing you a lot of questi onseg. If rm eve n half an hour late she gives me the third degree.I got the third degree from my dad whe n I got in last ni ght.give(some one) the lowdow n on (someth ing) : To provide some one with specific or comprehe nsive details about some one, someth ing, or some situati on.eg. Give me the lowdown on what the boss is planning to do about the company's falling profits.rm wait ing for my brother to give me the lowdow n on Geoffrey beforeI go on a date with him.There's been a shakeup in the company's upper management,but we won'tknow how we're affected un til the boss gives us the lowdow n.West Point: A USmilitary installation in southeast NewYork on the western bank of the Hudson River north of New York City. It has been a military post si nee 1778 and the seat of the US Military Academy si nee 1802.Sec ond Form an En glish term for an equivale nt of the 7 th or 8 th grade in America n schools. (also see sixth form: the term refers to the final twoyears of sec on dary educati on in the educati on system of En gla nd and other com mon wealth coun tries)day school :as opposed to a boarding school, it is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which children return to their homes.boarding school :a school where some or all people study and live during the school year with their fellow stude nts and possibly teachers an d/or adm ini strators. The word 'board in g' is used in the sense of "bed and board," ., lodg ing and meals. Many in depe ndent (private) schools in the Common wealth of Natio ns are board ing schools. Board ing school pupils "boarders") no rmally retur n home duri ng the school holidays and, ofte n, weekends, but in somecultures mayspend the majority of their childhood and adolesce nt life away from their families. In the Un ited States, boardi ng schools comprise various grades, most com monly grades seve n or nine through grade twelve - the high school years.I Un dersta nding the text1. Questi ons⑴ a boarding school/prep (dormitory, a stepping stone to higher educatio n)(2) Men ti oned four times. First at the begi nning. The dorm door had to be kept ope n duri ng study period so that there was no knock (appare ntreason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Ness to look in (introduce the idea of “ pan optic on ” ). Then there ' s the men ti on of Van Ness' s half -ope n door. His privilege, authority (needs to knock before being permitted to go in). After Roberts went in, he was ordered to close the door, an indication of Van Ness' s authority. Also a closed space might have some psychological impact on Roberts —getting him trapped. Finally at the end of the story. Roberts not sure whether to leave it open or to close itbut decided to leave it ope n. The door symbolizes Van Ness's power or authority. The act of Roberts ' s leaving it open might be an indication of his attempt to challenge the authority, even though feebly.(3) Not really. He hated Hughes. Wearing eye-shade during study time. Van Ness making rounds of the rooms, meti ng out puni shme nts.(4) manipulative, sadistic, self-important, pompous, sarcastic2. True or false⑴F(2)T(3)T(4)F(5)T3. Multiple choices(1) B (2) D(3) B(4) DII Critiq uing the text(1)Roberts ' s parents divorced when he was ten, moved a lot,had to go tomany schools, un pleasa nt experie nces, I on ely and without a sense ofbel ongingVan Ness saw the boy as susceptible to moral corruptio n (dish on est,sn eaky, un ruly)(2)Self-importa nt/smug, overbeari ng/sadistic,,show-rather-tha n-telltech nique(3)No t easy for Roberts to detect Van Ness ' s intentions ,Van Ness using torture tactics, effective to some exte nt, making Roberts upset, baffled, and frustrated(4)By this time he had guessed what it was all about. Hewas relievedbecause he had a clear conscienee. He didn ' t have to lie whenconfronted with the question about the watch. Previously he probably did have to lie whe n say ing he liked it here.(5)Van Ness was convinced that Roberts was the thief and expected that hewould certainly deny his stealing the watch. He would thinkRoberts would be devastated by his interrogation and that wasexactly what he wan ted. He had everythi ng un der con trol.(6)The “bastard ” could refer to Van Ness or Hughes. Roberts was angryat first, then he knew it was no use fighting back as he had learnedit from his previous experie nces. Things always en ded like this.(7) The title: colloquial, dramatic. Tur ns out to be a malicious questi on.(8)Robert s' point of view. If it were the first-person narration, thetone would be angry, it would be more about clearing the name, a case ofbeing wron ged.FromVan Ness' s point of view, it would be about howhe ran the school and how he would teach Roberts a moral less on.Lan guage Enhan ceme ntI Words and phrases1. (1) occupation(2) occupant (3) preoccupy(4) con tempt(5) con temptible(6) con tempt2. “peri - ” ： enclosing, encircling, or aroundperipheral ; perinatal(relating to the period around childbirth) ;perimeter ; periodic; periphrastic-tic : perta ining totherapeutic; static; paralytic; dramatic; pathetic3. (1) institute(2) urge(3)transfer(4) in stitute(5)tra nsferred (6) urging4. (1) inn ate(2) intrin sic(3) in here nt(4) scheme(5) tactic (6) strategy5. (1) in some measure(2) on account of(3) at any rate(4) all right (adv. mea ning without doubt)(5) throw n in (6) go with(7) bawl out (8) throw inII Senten ces and rhetoric1. Paraphrase(1)Well, tell me about your life before you decided to do us the honor of having you as a stude nt here.(2)Don' t be too modest to suppress your desire to tell the good stuff aboutyourself.(3)Chicago, Illi no is! Well, a bit of geographical kno wledge for myben efit, right, Roberts And free of charge.(4)But I swear, however difficult it is I ' m goingto find out whothe thief is.2. Translation(1) 如果他在什么事情上要训斥你，无关紧要的事情，他会查看他带在身边的一张单子，然后他会到你房间里把你训斥一通，并告诉你会有什么相应的惩罚。

大学思辨英语精读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。

大学英语精读第一册 Unit 1 Some strategies for learning English讲解学习

speaking
• How:
•
talking with your classmates
•
find some native speakers
•
rehearse aloud
•
describing things in detail; rehearse
everyday situation: purchasing, paying the
•
impossible to memorize all the new
words.
• Why?
•
not your memory’s fault, too many new
words, some are crowded out.
• Strategies:
•
Treat the new words in different ways
check
Reading
• Reasons why it is important to read widely:
•
reading is the main and most reliable
source of language input
• How to read:
•
choose something you find interesting
• Part 3 (9)
•
Language learning is a process of
accumulation.
Discourse Analysis for Part 2
• A strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time. • In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve the problems. Please scan the text for some examples of the Problem— Strategy structure.

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。

大学思辨英语教材精读1unit7

大学思辨英语教材精读1unit7Unit 7: The Power of Social MediaIntroduction:Social media platforms have become an integral part of our lives, connecting people from all corners of the world. This unit delves into the power and impact of social media, exploring its benefits and drawbacks. Through this unit, we will develop a deeper understanding of the influence social media holds in our society today.The Evolution of Social Media:Social media has evolved significantly over the years, transforming the way we interact and share information. From the early days of Friendster and MySpace to the dominance of Facebook and Twitter, social media has undeniably shaped our digital landscape. With the advent of smartphones, social media platforms are now accessible to billions worldwide, paving the way for their immense popularity.The Power of Social Media:1. Global Connectivity:One of the primary advantages of social media is its ability to connect people globally. Platforms like Facebook, Instagram, and Twitter enable individuals to share their thoughts, experiences, and cultural aspects, breaking down geographical barriers. This interconnectedness fosters cultural exchange and promotes understanding among diverse communities.2. Amplification of Voices:In the era of social media, everyone has the opportunity to have their voices heard. Previously, traditional media held the sole power to disseminate information. However, social media allows ordinary individuals to share their opinions and raise awareness about various issues. It has given a voice to marginalized communities, shining a light on social injustices.3. Marketing and Branding:Social media has revolutionized the way businesses advertise and build their brands. Platforms like Instagram and YouTube serve as powerful marketing tools, enabling companies to reach a broader audience and engage directly with potential customers. Influencer marketing has emerged as a popular trend, as brands collaborate with social media personalities to endorse their products or services.4. Real-Time Information:Social media networks provide instant access to breaking news and real-time updates. During times of crisis or emergencies, platforms like Twitter serve as essential sources of information. Social media has also played a pivotal role in organizing social movements and protests, allowing individuals to mobilize and unite for a common cause.Drawbacks of Social Media:1. Privacy Concerns:With the influx of personal information shared on social media platforms, there are heightened concerns regarding privacy. Despite stringent privacy settings, instances of data breaches and unauthorized access persist, raising questions about the security of our personal information.2. Cyberbullying and Harassment:The anonymity provided by social media has allowed for the rise of cyberbullying and online harassment. Individuals can hide behind screens and target others, causing significant emotional distress. Social media platforms are continuously battling this issue by implementing measures to prevent and address cyberbullying incidents.3. Spread of Misinformation:The rapid dissemination of information on social media can lead to the spread of misinformation and fake news. With the absence of fact-checking and editorial control, false narratives and conspiracy theories can easily circulate, fueling confusion and mistrust.4. Addiction and Mental Health Issues:Excessive use of social media has been linked to addiction and various mental health problems, including anxiety and depression. The constant need for social validation, comparison, and the fear of missing out (FOMO) can negatively impact one's well-being.Conclusion:Social media has become an indispensable part of our daily lives, reshaping how we connect, communicate, and consume information. While it offers numerous advantages such as global connectivity and amplification of voices, we must also acknowledge its drawbacks, including privacy concerns and the spread of misinformation. As users of social media, it is crucial to exercise caution and critical thinking to fully harness its potential while mitigating its negative impact.。

大学思辨英语教程精读1课件Unit 2 Functions of Language

பைடு நூலகம்
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.

大学英语精读第一册UNIT 1

UNIT 1TEXTWant to know how to improve your grades without having to spend more time studying? Sounds too good to be true? Well, read on...How to Improve Your Study HabitsTerhaps you are an average student with average intelligence. You do well enough in school, but you probably think you will never be a top student. This is not necessarily the case, however. You can receive better grades if you want to. Yes, even students of average intelligence can be top students without additional work. Here's how:1. Plan your time carefully. Make a list of your weekly tasks. Then make a schedule or chart of your time. Fill in committed time such as eating, sleeping, meetings, classes, etc. Then decide on good, regular times for studying. Be sure to set aside enough time to complete your normal reading and work assignments. Of course, studying shouldn't occupy all of the free time on the schedule. It's important to set aside time for relaxation, hobbies, and entertainment as well. This weekly schedule may not solve all of your problems, but it will make you more aware of how you spend your time. Furthermore, it will enable you to plan your activities so that you have adequate time for both work and play.2. Find a good place to study. Choose one place for your study area. It may be a desk or a chair at home or in the school library, but it should be comfortable, and it should not have distractions. When you begin to work, you should be able to concentrate on the subject.3. Skim before you read. This means looking over a passage quickly before you begin to read it more carefully. As you preview the material, you get some idea of the content and how it is organized. Later when you begin to read you will recognize less important material and you may skip some of these portions. Skimming helps double your reading speed and improves your comprehension as well.4. Make good use of your time in class. Listening to what the teacher says in class means less work later. Sit where you can see and hear well. Take notes to help you remember what the teacher says.5. Study regularly. Go over your notes as soon as you can after class. Review important points mentioned in class as well as points you remain confused about. Read about these points in your textbook. If you know what the teacher will discuss the next day, skim and read that material too. This will help you understand the next class. If you review your notes and textbook regularly, the material will become more meaningful and you will remember it longer. Regular review leads to improved performance on test.6. Develop a good attitude about tests. The purpose of a test is to show what you have learned about a subject. The world won't end if you don't pass a test, so don't worry excessively about a single test. Tests provide grades, but they also let you know what you need to spend more time studying, and they help make your knowledge permanent.There are other techniques that might help you with your studying. Only a few have beenmentioned here. You will probably discover many others after you have tried these. Talk with your classmates about their study techniques. Share with them some of the techniques you have found to be helpful. Improving your study habits will improve your grades.NEW WORDSaveragen. ordinary 普通的；中等的intelligencen. ability to learn and understand 智力necessarilyad. inevitably 必定casen. what has really happened; actual condition 实情additionala. added 附加的，额外的n. additionweeklya. done or happening every week 每周的；一周一次的schedulen. timetable 时间表chartn. (sheet of paper with) information written or drawn in the form of a picture 图（表）commitvt. 指定...用于asidead. to the side在旁边；到（向）一边etc(Latin, shortened form for et cetera) and other things等等normala. usual正常的readingn. the act or practice of reading阅读assignmentn. sth. given out as a task(布置的)作业occupyn. take up占用relaxationn. (sth. done for) rest and amusement休息，娱乐relaxv.hobbyn. what one likes to do in one's free time业余爱好entertainmentn. show, party, etc. that people enjoy娱乐entertainvt.solvevt. find an answer to (a problem)解决（问题）awarea. having knowledge or understanding知道的；意识到的furthermoread. moreover; in addition而且；此外enablevt. make (sb.) able (to do sth.)使（某人）能（做某事）activityn. sth. (to be) done 活动adequatea. as much as one needs; enough充分的；足够的distractionn. sth. that draws away the mind or attention分心（或分散注意力）的事物concentrate (on or upon)vi. pay close attention (to)全神贯注（于）skimvt. read quickly to get the main ideas (of)略读previewvt. have a general view of (sth.) beforehand预习contentn. what is written in a book, etc.内容organizevt. form into a whole组织laterad. 后来；以后skipvt. pass over略过portionn. part; share一部分；一份doublev. make or become twice as great or as many（使）增加一倍comprehensionn. the act of understanding or ability to understand理解（力）mentionvt. speak or write about (sth.) in a few words提及confuseda. mixed up in one's mind迷惑的，混淆的confusevt.textbookn. a standard book for the study of a subject教科书；课本performancen. achievement成绩meaningfula. having important meaning or value富有意义的attituden. what one thinks about sth.态度，看法purposen. aim目的，意图excessivelyad. too much过多地，过分地excessivea.permanenta. lasting for a long time; never changing持久的；永久的techniquen. way of doing sth.技巧，方法helpfula. useful; providing help or wiling to help有益的；给予帮助的，肯帮忙的PHRASES & EXPRSSIONSfill inwrite in填写，填充decide onmake a choice or decision about选定，决定set asidesave for a special purpose留出as wellalso; too; in addition也，还；同样be aware (of)know (sth.); know (what is happening)知道，意识到concentrate ondirect one's attention, efforts, etc. to全神贯注于look overexamine (quickly)把...看一遍，过目go overreview 复习lead toresult in 导致。

浅谈英语专业思辨能力培养

浅谈英语专业思辨能力培养作者：邵晓燕来源：《校园英语·中旬》2021年第10期【摘要】思辨能力的关注度越来越高，实证研究表明，英语专业学生批判性思辨能力有待提高。

如何在教学中培养英语专业学生的思辨能力呢？笔者在以思辨能力为培养目标的导向下，基于思辨含义及思辨模型，以精读课为例，优化教学设计，通过采用小组报告、“探究式教学”“思—讨—享”教学和撰写反思日志等多种教学策略结合的方式，提升学生的思辨能力。

【关键词】批判性思辨;英语教学; 教学策略【作者简介】邵晓燕，山东科技大学外国语学院。

一、思辨定义思辨能力一直受到大家的关注，但研究者们尚未就它的定义达成共识。

思辨一词起源于希腊语“Kristicos”和“Kristerion”。

“Kristicos”意为“识别判断”;“Kristerion”意为“标准”。

两个词合二为一则为：基于一定标准作出合理的思考和判断。

美国哲学联合会发起的特菲尔项目将思辨定义最终确定为三个方面。

第一，思辨是一个对于相信什么和做什么做出判断的过程。

第二，为了作出正确的判断，需要使用解释、阐释、分析、评价和推断等一系列技巧。

第三，为了成功使用这些技巧，证据、方法、背景、概念和标准均需考虑在内。

二、思辨模型研究者们在此基础上，提出了四种有代表性的思辨模型。

国外的有“特斐尔”项目组（ The Delphi Project）提出的双维结构批判性思维能力模型和 Paul与Elder 提出的三元结构批判性思维能力模型。

国内学者林崇德和文秋芳在前两个模型的基础上，提出了三菱结构思维能力模型和层级思维能力模型。

在林崇德的模型中，思维涵盖六个因素：目的、过程、内容、自我调控、质量、认知和非认知因素。

文秋芳认为，他的模型与Paul的模型相类似，继而提出了层级思维能力模型。

层级思维能力模型包括元思辨（第一层次）和思辨能力（第二层次）两个方面。

元思辨指对自身思辨能力的计划、调整以及评估的能力。

大学思辨英语教程精读1unit1

大学英语精读1第三版课文英汉对照

UNIT 1As we are at the start of the course, this seems a good moment to offer some advice on how to make the task of learning English easier.课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。

Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事。

它需要刻苦和长期努力。

Nevertheless, while you cannot expect to gain a good command of English without sustained hard work, there are various helpful learning strategies you can employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。

以下便是其中的几种。

1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.1. 不要以完全同样的方式对待所有的生词。

现代大学英语精读Unit1 Thinking as a hobby_language study PPT

Synonyms
consider ponder meditate deliberate brood over
I. Word Study
6. contempt
n. scorn; a feeling that sb. or sth. is not important and does not deserve any respect
醉人的烈酒振奋人心的获胜消息猛一声怒喝一股湍流机敏的战术太专横而无法与之理论
I. Word Study
9. hustle vt. a. to convey in a hurried or rough manner b. to cause or urge to proceed quickly c. to gain by energetic effort vi. to work or move energetically and rapidly
Examples: The government conferred a medal on the hero. Diplomas were conferred on members of graduating class. The engineers and technicians are still conferring on the unexpected accident.
contemptuous: manifesting or feeling contempt; scornful 鄙视的；看不起；鄙视的
Examples: It was contemptible of him to speak like that about a respectable teacher! It was a contemptible trick to tell lies and play on an old friend! He was contemptuous of Britain’s army. Seeing I failed to understand, he gave me a contemptuous look.

大学英语精读4第一课_课文分析

Lesson 1—Thinking as a Hobby
I.
Text Analysis
Further Questions on Appreciation
1. What does the author mean when he say “… I dropped my hobby and turned professional”? 2. Why is the author much more conclusive and informative about grade-three and grade-two thinking than about grade-one? What do you think grade-one thinking is? Have you got any indication from the essay? 3. Give examples of Golding’s wit. Does his sense of humor and the use of some writing devices help him achieve his purpose in this essay? Give some examples.
Lesson 1—Thinking as a Hobby
Part Three
W
B
TLΒιβλιοθήκη EENTERLesson 1—Thinking as a Hobby
Text Appreciation
I. Text Analysis
1. Theme 2. Structure 3. General Analysis 4. Further Questions on Appreciation II. Writing Devices 1. Metonymy 4. Hyperbole 2. Synecdoche 5. Simile 3. Irony 6. Metaphor III. Sentence Paraphrase

大学生思辨英语教程精读1unit11教师用书

大学生思辨英语教程精读1unit11教师用书大学生思辨英语教程精读1unit11教师用书Unit 1 1 Language and GenderOverviewFrom this unit on, we are turning our eyes to the interface bet ween language andculture. To start with, we will deal with the topic of language and gender in this unit.Text A discusses wh ether men and women talk differently. Instead of attempting ananswer to the question, Napoli challenges six common clai ms with more questions,arguing that all six claims are more a bout sociological factors than linguistic ones.Then she highlig hts the importance to distinguish between gender and sex an dsuggests the wide range of sociological factors that have to be included in systematicsociolinguistic studies to have a cha nce of getting reliable results.Text Bfocuses on how men and women are treated differently in the society and inour language. During a small working co nference, Tannen noticed the styled hair andthe carefully chos enmakeup, clothes and shoes of the other women participant s andthe “unmarked” look of the men participants. It occurr ed to her that the women didnot have the option of being un marked in their appearance as the men had. Similarly,women are always marked in language as indicated in the titles and s urnames. This isstrange because biologically it is the male tha t is marked. Yet even writing aboutwomen and men may mar k T annen as a feminist rather than a writer.This unitmay serve as a starting point for further studies in la nguage andgender.Following the example of the texts, studen ts are invited to reexamine thebeliefs and phenomena that ar eusually taken for granted. In this process , they maynot only want to break down some stereotypes but also practice the s ystematic way todo so.Teaching Obj ectivesReading S kill sIdentify the structure of the textRelate new information to old informationChallenge popular claims on gender differences in languag e useControl variables in sociolinguistic studiesCompare the ways in which men and women use language and are depicted inl an g u ag eIntercultural C ompetenc eUnderstand the meaning of feminism in the Western conte xt Interpret gender differences from a cultural perspective Understand gender issues across cultures.。

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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