大学思辨英语精读备课Unit1
大学英语精读第1册unit1教案
⼤学英语精读第1册unit1教案College English One-- Intensive Reading 1College English(I) Teaching GroupDepartment of Foreign Language Teaching and Research Yangtze Normal UniversityUnit 1 Some Strategies for Learning EnglishIntensive readingObjectives：1. Understanding the main idea2. Understand the structure3. Learn related terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the textTeaching focus：1.Learn to understand the strategies for English Leaning2. The understanding reading skillsPre-reading Tasks1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about the following topics.1. When did your story of learning English start off?2. Do you enjoy learning English? Why?I enjoy learning English, because I find it very interesting. First, in my opinion, English isa beautiful language, including its pronunciation and shape. I enjoy speaking and listening to it.3. Do you have any trouble learning English?4. Do you think it useful to learn English with the help of some strategies?5. What strategies do you think can be employed in English learning?6. What do you think is the most effective way of learning English?As far as I am concerned, seeing English movies is the most effective way of learningEnglish. I choose those movies that I have great interest in, such as cartoons. For each movie, Iwill see at least three times—without subtitles, with Chinese ones and with English ones. And atthe same time speak loudly after the characters. Though enjoying movies, I make considerable progress in English.2. Information related to the text.English as an International LanguageWorldwide over 1.4billion people live in countries where English has official status. Oneout of five of the world’s population speaks some English. Over 70% of the world’sscientists read English. About 85% of the world’s mails written in English, and 90% of allinformation in the world’s electronic retrieval systems is stored in English.Language learning strategiesLanguage learning strategies are used by learners to complete speaking, reading, vocabulary,listening and writing activities presented in language lessons. Recognizing that there is a task tocomplete or a problem to solve, language learners will use whatever strategies they possess toattend the language-learning activity.Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, etc.Active vocabulary and passive vocabularyActive vocabulary consist of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when you read and listen. Input-output balance theory in language learningInput in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing and speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining abalance between input and output.English is not Real English.Skimming and scanningGlobal Reading1. Parts division of the textPart Ⅰ(Paras. 1-2) Introduce globally that while learning English is not easy, there are stillsome helpful strategies.Part Ⅱ(Paras. 3-8) Introduce six helpful strategies in detail.Part Ⅲ(Para. 9) Conclude that language learning is a process of accumulation.2. SummaryLearning English is not easy, but there are still some useful strategies that we can use to make it easier. The text introduces six strategies concerning vocabulary, idioms, listening, speaking, reading and writing, and these strategies cover the basic and important points in English learning. The text also tells us that language learning is a process of accumulation. It is worthwhile for us to take in as much as we can from reading and listening and then put them into practice through speaking and writing.3. Decide whether the following statements about the text are true or false.1) Language learners should memorize all the new words. (F)While active words demand constant practice and memorization, words that do not often occur in everyday situations require just a nodding acquaintance.2) It’s impossible to cram too many words into your head at a time.(T)3) he meaning of a word and the way native speakers use it are equally important.(T)4) Listening to English occasionally will improve your ear and speaking skills. (T)5) It’s important to catch every detail in English listening comprehension. (F)The first time one may not catch a great deal, but with each repetition one will get something more.6) Language learners do not find many opportunities to practice oral English at school.(T)4. Discourse AnalysisA 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 solve5. What strategies do you think can be employed in English learning?Suggested Strategies:Make your own oppotunities for practice in using the language inside and outside the classroom.Specific ways:1)ask your teacher questions before, during and after class.2)speak to a foreigner3)listen to an English radio program.4)watch an English movie.5)read an English article on the Internet.6)use English software.While-reading TasksText Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 74.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them by heart in the class./doc/441b44ebf4335a8102d276a20029bd64783e6290.html nguage points and structureNew words and expressions1. strategy: n. the act of planning and managing operations over a long period.Example: It’s a long way for our government to develop a strategy for dealing with unemployment.★tactic: n. 战术tactical: adj. 战术的strategy: n. 战略strategic: adj. 战略的Our strategy is “to pit one against ten”, while our tactic is “to pit ten against one”. 我们的战略是“以⼀当⼗”，我们的战术是“以⼗当⼀”。
大学英语精读第一册Unit1ppt课件
Before Reading
Global Reading
Detailed Reading
After Reading
Hale Waihona Puke Active Vocabulary and Passive Vocabulary Question: According to the passage, what is active vocabulary and passive vocabulary respectively?
Before Reading
Global Reading
Detailed Reading
After Reading
ABC
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Before Reading
Global Reading
Detailed Reading
After Reading
Questions about the Song
1. How many years have you been learning English? 2. What do you think of yourself as far as English learning is concerned? Are you satisfied with the progress you have made? Why or why not?
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Before Reading
Global Reading
Detailed Reading
After Reading
Discussion 1) Do you think it useful to learn English with the help of some strategies? 2) What strategies do you think can be employed in English learning?
大学英语精读第一册 Unit 1 Some strategies for learning English
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。
大学思辨英语教程_精读1Unit_3教师用书[20150809]
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Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word "communication".As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that "the main purpose of human language is communication". Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are <e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on>. But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflectionand abilities of autonomous learning in the following aspects. Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences <question 5 in Preparatory work, p. 59>. For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic <i.e., ways of arguing> and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided andassigned to groups. For example, in Making an outline <p. 62>, the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. <1955>. The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. <1959>. The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy ofOriental and Occidental Culture <CAOOC>Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactionalsociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir <1884–1939>: an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz<1922 –2013>: an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster <1879 –1970>: an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.Robert Kaplan:An American applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere.(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge <e.g., grammar, lexicon, etc.> of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentions, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(4)Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm. Yan <2012>Coherence refers to the logical well-connectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan <2012> Formly incohesive discourse may be coherent through common se nse, cultural background, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. The former is taken up or filled by a hesitation form like ah, er,and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization.Critical readingI. Understanding the text<1> The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication. <2> We can understand the nature of language by observing it in communication and in contact with other systems of communication.<3> Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.<4> Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s <Scollon> research findings and examples.In section 2.2 the author raises a number of questions <in para 7, 9 and 11> and responds to them with relevant research findings <Goody’s as well as hers> and her own personal experience. Section 2.3 is also organized in the order of "question-answer". Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze <paras 21 and 22> and loud responses <para 23>, and then moves on to the conclusion <para 24>. Section 2.5: example-discussion. Section 2.6: personal experience and a very brief interpretation. Section 2.7: the thesis <para 30 "how to be indirect is culturally relative"> and discussion about the cases of American-non-American differences <American men, women, Greek and Japanese>. Section 2.8: definition and illustration.<5> The experience ina dinner party in paragraph 12 indicates that <1> people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and <2> every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the orderof importance, from the core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communicationinvolves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk <and when not to> is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value "sticking to facts" while Japanese and Arab often insist on elaborate "small talks". Cross-cultural differences can also be observed in thedifferent ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academicresearches <e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39>, which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-culturalcommunication can vary at many other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the textin part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, "Now how many milliseconds shall I wait?", is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topicof this section, what to say. It is a transition from section2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It isasked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2> In all the known languages there are strategies of makingindirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability <Can you pass me the salt?>.3> For example, introvert people may be more tolerant of silencein face-to-face verbal interaction while extroverts usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions<1> off; <2> out; <3> across; <4> away; <5> up; <6> between, for; <7> after; <8> out of, into; <9> off; <10> up; <11> out of2. Verbs<1> illustrate, vary, discussing, exemplifying, signaling, mean, say<2> vary<3> differ<4> illustrated<5> exemplifies<6> expounds<7> demonstrates<8> elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context. II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk topeople they do not know. According to Scollon, this causes astrange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore,all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g.obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
大学英语精读第1册unit1教案
College English One-- Intensive Reading 1College English(I) Teaching GroupDepartment of Foreign Language Teaching and Research Yangtze Normal UniversityUnit 1 Some Strategies for Learning EnglishIntensive readingObjectives：1. Understanding the main idea2. Understand the structure3. Learn related terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the textTeaching focus：1.Learn to understand the strategies for English Leaning2. The understanding reading skillsPre-reading Tasks1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about the following topics.1. When did your story of learning English start off?2. Do you enjoy learning English? Why?I enjoy learning English, because I find it very interesting. First, in my opinion, English isa beautiful language, including its pronunciation and shape. I enjoy speaking and listening to it.3. Do you have any trouble learning English?4. Do you think it useful to learn English with the help of some strategies?5. What strategies do you think can be employed in English learning?6. What do you think is the most effective way of learning English?As far as I am concerned, seeing English movies is the most effective way of learningEnglish. I choose those movies that I have great interest in, such as cartoons. For each movie, Iwill see at least three times—without subtitles, with Chinese ones and with English ones. And atthe same time speak loudly after the characters. Though enjoying movies, I make considerableprogress in English.2. Information related to the text.English as an International LanguageWorldwide over 1.4billion people live in countries where English has official status. Oneout of five of the world’s population speaks some English. Over 70% of the world’sscientists read English. About 85% of the world’s mails written in English, and 90% of allinformation in the world’s electronic retrieval systems is stored in English.Language learning strategiesLanguage learning strategies are used by learners to complete speaking, reading, vocabulary,listening and writing activities presented in language lessons. Recognizing that there is a task tocomplete or a problem to solve, language learners will use whatever strategies they possess toattend the language-learning activity.Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, etc.Active vocabulary and passive vocabularyActive vocabulary consist of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when you read and listen. Input-output balance theory in language learningInput in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing and speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining abalance between input and output.English is not Real English.Skimming and scanningGlobal Reading1. Parts division of the textPart Ⅰ(Paras. 1-2) Introduce globally that while learning English is not easy, there are stillsome helpful strategies.Part Ⅱ(Paras. 3-8) Introduce six helpful strategies in detail.Part Ⅲ(Para. 9) Conclude that language learning is a process of accumulation.2. SummaryLearning English is not easy, but there are still some useful strategies that we can use to make it easier. The text introduces six strategies concerning vocabulary, idioms, listening, speaking, reading and writing, and these strategies cover the basic and important points in English learning. The text also tells us that language learning is a process of accumulation. It is worthwhile for us to take in as much as we can from reading and listening and then put them into practice through speaking and writing.3. Decide whether the following statements about the text are true or false.1) Language learners should memorize all the new words. (F)While active words demand constant practice and memorization, words that do not often occur in everyday situations require just a nodding acquaintance.2) It’s impossible to cram too many words into your head at a time.(T)3) he meaning of a word and the way native speakers use it are equally important.(T)4) Listening to English occasionally will improve your ear and speaking skills. (T)5) It’s important to catch every detail in English listening comprehension. (F)The first time one may not catch a great deal, but with each repetition one will get something more.6) Language learners do not find many opportunities to practice oral English at school.(T)4. Discourse AnalysisA 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 solve5. What strategies do you think can be employed in English learning?Suggested Strategies:Make your own oppotunities for practice in using the language inside and outside the classroom.Specific ways:1)ask your teacher questions before, during and after class.2)speak to a foreigner3)listen to an English radio program.4)watch an English movie.5)read an English article on the Internet.6)use English software.While-reading TasksText Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 74.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them by heart in the class.nguage points and structureNew words and expressions1. strategy: n. the act of planning and managing operations over a long period.Example: It’s a long way for our government to develop a strategy for dealing with unemployment.★tactic: n. 战术tactical: adj. 战术的strategy: n. 战略strategic: adj. 战略的Our strategy is “to pit one against ten”, while our tactic is “to pit ten against one”. 我们的战略是“以一当十”，我们的战术是“以十当一”。
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Unit1PPT课件
Detailed Reading
Before Reading
Global Reading Detailed Reading
After Reading
Detailed Reading
Word Study Difficult Sentences Important Words
Word Study
• 1． strategy n. • （1）-- 战略学，兵法
• eg：他又问了她一个问题，仅仅是为了延长谈话时间。
• He asked her another question just to prolong the conversation.
• Many superstitious people believe that this medicine can prolong life.
Before Reading
Global Reading Detailed Reading
After Reading
Before Reading
1
How many years have you been
learning English?
What do you think of yourself as far as
Before Reading
Global Reading Detailed Reading
After Reading
Unit 1 Some Strategies for Learning English
1
Before Reading
2
Global Reading
3
Detailed Reading
4
After Reading
大学英语(精读)第一册Unit1
1)_A_s_k_y_o_u_r_t_e_a_c_h_e_r _q_u_e_s_ti_o_n_s_b_e_f_o_re_,_d_u_r_in_g__a_n_d_a_f_te_r_c_l_a_ss_._______ 2)_S_p_e_a_k_t_o_a__fo_r_e_ig_n_e_r_.____________________________________ 3)_L_is_t_e_n_t_o_a_n__E_n_g_li_s_h_r_a_d_io__p_ro_g_r_a_m_._________________________ 4)_W__a_tc_h__a_n_E_n_g_l_is_h__m_o_v_ie_._________________________________ 5)_R_e_a_d__a_n_E__n_g_lis_h__a_rt_ic_l_e_o_n__th_e__In_t_e_rn_e_t_. _____________________ 6)_U_s_e__E_n_g_li_s_h_s_o_f_tw_a_r_e_.___________________________________ 2. _B_e__w_il_lin_g__to__m_a_k_e__m_i_s_ta_k_e_s_i_n_o_r_d_e_r_t_o_le_a_r_n__o_r _c_o_m_m__u_n_ic_a_te_._________ 3. _U_s_e_c_o_n_t_e_x_t _to__u_n_d_e_rs_t_a_n_d_. ____________________________________
大学英语精读预备级unit1
• • • • •
bundle n. 捆，扎，包 一连串，大量 a bundle of facts. 大量事实。 a bundle of rags/paper/firewood 一捆碎布/报纸/ 柴火
• concept n. 概念，观念 • 他提出了一种宇宙起源的新概念。 • He presented a new concept of the beginning of the universe.
• in the process of 在...过程中 那车正在修理中。 • The car is in the process of repair. • 文字处理：word processing
• • • • •
probably adv. most likely 很可能地，大概 他大概醉了。 He is probably drunk. 约翰可能把整件事都告诉他父亲了。 John probably told his father all things.
• • • • •
associate v. 把…与…联系在一起 associate one thing with another 把某一事与另一事联系起来 我们想起中国, 就联想到长城。 We associate China with the Great Wall.
associate 名词 n. [C] 1. 伙伴;同事;朋友;合伙人 He is one of my associates at the store. 他是我店里的一位同事。 2. 有关联的事物 形容词 a. 1. 伙伴的;共事的;合伙的 2. 副的 He is an associate editor of the newspaper. 他是报纸的副主编。 3. 半正式的 4. 有联系的;联合的
大学英精读1unit1教案
教学目标：1. 让学生了解英语精读的重要性，培养良好的阅读习惯。
2. 提高学生的英语阅读理解能力，培养思辨思维。
3. 增强学生的词汇量，提高英语表达能力。
教学内容：1. 英语精读的基本概念和技巧2. 阅读理解策略3. 词汇积累和运用教学重点：1. 阅读理解策略2. 词汇积累和运用教学难点：1. 阅读理解中的思辨思维2. 词汇的灵活运用教学过程：一、导入1. 教师简要介绍英语精读的概念和重要性，引导学生认识到精读在英语学习中的地位。
2. 引导学生回顾已学过的英语阅读技巧，激发学生的学习兴趣。
二、阅读理解策略1. 教师讲解阅读理解的基本策略，如：快速浏览、寻找主题句、判断文章结构等。
2. 学生练习阅读短文，运用所学策略进行理解。
三、词汇积累和运用1. 教师讲解词汇积累的重要性，介绍词汇积累的方法。
2. 学生练习词汇积累，通过例句理解词汇含义和用法。
四、课堂练习1. 教师选取一篇适合学生水平的短文，要求学生在规定时间内完成阅读理解。
2. 学生分组讨论，分享阅读理解过程中的收获和困惑。
3. 教师对学生的阅读理解进行点评，纠正错误，巩固所学知识。
五、课堂小结1. 教师总结本节课所学内容，强调阅读理解策略和词汇积累的重要性。
2. 学生分享自己在课堂练习中的收获和体会。
六、课后作业1. 学生完成课后阅读任务，积累词汇，提高阅读理解能力。
2. 学生撰写一篇关于阅读理解的短文，阐述自己的观点。
教学反思：1. 本节课通过讲解阅读理解策略和词汇积累方法，提高了学生的英语阅读理解能力。
2. 在课堂练习环节，学生积极参与，分享自己的阅读体验，培养了团队协作能力。
3. 在课后作业中，学生能够将所学知识运用到实际阅读中，提高自己的英语水平。
教学评价：1. 学生对英语精读的认识和兴趣有所提高。
2. 学生的阅读理解能力和词汇积累能力有所提升。
3. 学生在课堂练习和课后作业中的表现良好，能够积极参与，完成任务。
大学英语精读第一册UNIT 1
UNIT 1TEXTWant to know how to improve your grades without having to spend more time studying? Sounds too good to be true? Well, read on...How to Improve Your Study HabitsTerhaps you are an average student with average intelligence. You do well enough in school, but you probably think you will never be a top student. This is not necessarily the case, however. You can receive better grades if you want to. Yes, even students of average intelligence can be top students without additional work. Here's how:1. Plan your time carefully. Make a list of your weekly tasks. Then make a schedule or chart of your time. Fill in committed time such as eating, sleeping, meetings, classes, etc. Then decide on good, regular times for studying. Be sure to set aside enough time to complete your normal reading and work assignments. Of course, studying shouldn't occupy all of the free time on the schedule. It's important to set aside time for relaxation, hobbies, and entertainment as well. This weekly schedule may not solve all of your problems, but it will make you more aware of how you spend your time. Furthermore, it will enable you to plan your activities so that you have adequate time for both work and play.2. Find a good place to study. Choose one place for your study area. It may be a desk or a chair at home or in the school library, but it should be comfortable, and it should not have distractions. When you begin to work, you should be able to concentrate on the subject.3. Skim before you read. This means looking over a passage quickly before you begin to read it more carefully. As you preview the material, you get some idea of the content and how it is organized. Later when you begin to read you will recognize less important material and you may skip some of these portions. Skimming helps double your reading speed and improves your comprehension as well.4. Make good use of your time in class. Listening to what the teacher says in class means less work later. Sit where you can see and hear well. Take notes to help you remember what the teacher says.5. Study regularly. Go over your notes as soon as you can after class. Review important points mentioned in class as well as points you remain confused about. Read about these points in your textbook. If you know what the teacher will discuss the next day, skim and read that material too. This will help you understand the next class. If you review your notes and textbook regularly, the material will become more meaningful and you will remember it longer. Regular review leads to improved performance on test.6. Develop a good attitude about tests. The purpose of a test is to show what you have learned about a subject. The world won't end if you don't pass a test, so don't worry excessively about a single test. Tests provide grades, but they also let you know what you need to spend more time studying, and they help make your knowledge permanent.There are other techniques that might help you with your studying. Only a few have beenmentioned here. You will probably discover many others after you have tried these. Talk with your classmates about their study techniques. Share with them some of the techniques you have found to be helpful. Improving your study habits will improve your grades.NEW WORDSaveragen. ordinary 普通的；中等的intelligencen. ability to learn and understand 智力necessarilyad. inevitably 必定casen. what has really happened; actual condition 实情additionala. added 附加的，额外的n. additionweeklya. done or happening every week 每周的；一周一次的schedulen. timetable 时间表chartn. (sheet of paper with) information written or drawn in the form of a picture 图（表）commitvt. 指定...用于asidead. to the side在旁边；到（向）一边etc(Latin, shortened form for et cetera) and other things等等normala. usual正常的readingn. the act or practice of reading阅读assignmentn. sth. given out as a task(布置的)作业occupyn. take up占用relaxationn. (sth. done for) rest and amusement休息，娱乐relaxv.hobbyn. what one likes to do in one's free time业余爱好entertainmentn. show, party, etc. that people enjoy娱乐entertainvt.solvevt. find an answer to (a problem)解决（问题）awarea. having knowledge or understanding知道的；意识到的furthermoread. moreover; in addition而且；此外enablevt. make (sb.) able (to do sth.)使（某人）能（做某事）activityn. sth. (to be) done 活动adequatea. as much as one needs; enough充分的；足够的distractionn. sth. that draws away the mind or attention分心（或分散注意力）的事物concentrate (on or upon)vi. pay close attention (to)全神贯注（于）skimvt. read quickly to get the main ideas (of)略读previewvt. have a general view of (sth.) beforehand预习contentn. what is written in a book, etc.内容organizevt. form into a whole组织laterad. 后来；以后skipvt. pass over略过portionn. part; share一部分；一份doublev. make or become twice as great or as many（使）增加一倍comprehensionn. the act of understanding or ability to understand理解（力）mentionvt. speak or write about (sth.) in a few words提及confuseda. mixed up in one's mind迷惑的，混淆的confusevt.textbookn. a standard book for the study of a subject教科书；课本performancen. achievement成绩meaningfula. having important meaning or value富有意义的attituden. what one thinks about sth.态度，看法purposen. aim目的，意图excessivelyad. too much过多地，过分地excessivea.permanenta. lasting for a long time; never changing持久的；永久的techniquen. way of doing sth.技巧，方法helpfula. useful; providing help or wiling to help有益的；给予帮助的，肯帮忙的PHRASES & EXPRSSIONSfill inwrite in填写，填充decide onmake a choice or decision about选定，决定set asidesave for a special purpose留出as wellalso; too; in addition也，还；同样be aware (of)know (sth.); know (what is happening)知道，意识到concentrate ondirect one's attention, efforts, etc. to全神贯注于look overexamine (quickly)把...看一遍，过目go overreview 复习lead toresult in 导致。
大学思辨英语教程精读1unit1
Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。
2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。
3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。
大学精读Unit1教案
Unit 1Some Strategies for Learning EnglishWarm-up1. Warm-up questions:1) How many years have you been learning English?2) Do you enjoy learning English? (If u don’t, can u tell me --3)3) What are the difficulties in your English learning?4) Do you think there is any shortcut to improve your English?2. Introduction to the textOK, as discussed above, I’m sure u have been aware of the im portance of English, because it’s not only a major subject throughout so many years of school study, but also an international language, a very useful tool for communication. There is a saying ‘English is not teachable, but learnable’, as English learning is a process of accumulation. Although there is no shortcut for learning it, there is some strategies for learning English. Now, let’s learn sth from the text.Allow students to go over the text the fastest they can and do∙What type is the text?A. narration 记叙文a movieB. description 描述文a pictureC. exposition 说明文a lectureD. argumentation 议论文a debate∙What pattern is the text organized in?A. problem-solution 问题-解决B. cause-effect 因果C. general-specific 总-分D. time / sequence 时间/顺序∙Structure AnalysisPart 1 (Paras. 1-2) Learning English is not easy, but there are some strategies for it. Part 2 (Paras. 3-8) There are six strategies for learning English.Part 3 (Para. 9) Language learning is a process of accumulation.∙True/False exercise. (See Introductory Questions 教参P2)∙Discourse Analysis:Part III.Detailed ReadingPart IV. After Reading1. Review new words and phrases (另见课本P5 Phrases & expressions)2. Summery writing3. Writing practice (connectives)。
大学英语精读1第一单元课件
At the start of our course, it is advisable to provide some
strategies for English learning.
Unit 1 Some Strategies for Learning English
Useful Expressions
➢ 战略计划 ➢ 通讯工具/手段 ➢ 长期努力 ➢ 精通英语 ➢ 可持续发展 ➢ 投诉信 ➢ Cram for a test
✓ Strategic plan ✓ Means of communication ✓ Prolonged effort ✓ A good command of Eng. ✓ Sustainable development ✓ A letter of complaint
Reading Skill
➢ How to read a text
It is advisable to read a comprehension passage at least twice: first to obtain a general impression of the text, second to concentrate on the important details. Sometimes a third reading is necessary to check difficult items. (17)
10. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.
大学思辨英语精读备课Unit 1
Unit 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 futurePreparatory 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 BenjaminSchwarz 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 theirchildhood and adolescent life away from their families. In the United States, boarding schools comprise various grades, most commonly grades seven or nine through grade twelve - the high school years.I Understanding the text1. Questions(1) a boarding school/prep (dormitory, a stepping stone to higher education)(2) Mentioned four times. First at the beginning. The dorm door had to be kept open during study period so that there was no knock (apparent reason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Ness to look in (introduce the i dea of “panopticon”). Then there’s the mention of Van Ness’s half-open door. His privilege, authority (needs to knock before being permitted to go in). After Roberts went in, he was ordered to close the door, an indication of Van Ness’s authority. Also a c losed 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 w ere 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.。