大学生思辨英语教程精读1unit11教师用书
(完整版)《大学英语精读预备级1》课程教学大纲
附件一：《大学英语精读预备级1》课程教学大纲[课程代码]：[英文译名]：College English Intensive Reading Sub-band 1[适用专业]：所有网络、成教专科专业[适用层次]：所有网络、成教专科[学分数]：[总学时数]：72-88一、本课程教学目的和任务《大学英语精读预备级1》是大学专科层次学生的必修课程。
该课程是高中英语知识与大学英语知识的过渡阶段，它总结和归纳了高中英语的基础：词汇、语法、句型，并在此基础上逐渐增加了词汇量，加深了语法，使用了更多的复杂句。
但该课程的重点仍放在加强学生的基础书面知识，即读和写，而不是培养学生的语言实际运用能力，即听和说。
随着Internet的迅速普及和全球经济的一体化，对语言学习的要求更注重其交际功能，因此该门课程必然也将顺应这一发展的趋势，更注重对学生语言交流能力的培养,使学生具备简单的听说读写译的能力。
二、本课程的基本要求通过对本课程的学习，要求同学们掌握5000左右的单词量，对英语语法枝干基本了解。
既对语音语调的辨别和掌握，对词法部分的名词、冠词、代词，数词、形容词、副词、动词（特别是非谓语动词）、介词、连词的规则的掌握，对句子（简单句、并列句、复杂句）的灵活使用，尤其对6种从句（主语从句、表语从句、宾语从句、定语从句、同谓语从句、状语从句）的掌握。
能进行简单的日常对话，简单的书写，并有一定的阅读能力。
三、本课程与其他课程的关系（前修课程要求，后继课程等）本课程是中学英语的后续部分，是大学英语精读1-6册、泛读1-6册、听力1-6册、快速阅读1-6册、语法与练习1-4册的过度部分，与其配套的有预备级泛读1-2册。
四、课程内容（重点及必须掌握内容）LESSON 1 Is Learning English Easy or Not?□学习目的和要求通过本课的学习，了解英语词类的划分，句子成分的构成，数词的读法。
□考核知识点There be 句型的用法，It 在形式主语中的用法及虚拟语气的使用。
现代大学英语精读1(第三版)教师用书Unit1
现代大学英语精读1(第三版)教师用书Unit1：走进英语学习的奇妙世界一、教学目标1. 帮助学生掌握本单元的核心词汇和短语，提高英语表达能力。
2. 引导学生理解课文内容，培养阅读理解能力。
3. 通过课文学习，激发学生对英语国家文化的兴趣。
4. 培养学生运用英语进行思考和讨论的能力。
二、教学内容1. 词汇：本单元涉及约50个核心词汇，包括生活、学习、工作等场景的高频词汇。
2. 短语：学习10个常用短语，帮助学生更好地表达自己的想法。
3. 课文：解读课文《A Good Beginning》，让学生了解英语学习的乐趣和方法。
4. 文化背景：介绍英语国家的教育体制，拓宽学生视野。
三、教学步骤1. 导入：以趣味话题引入本单元主题，激发学生兴趣。
2. 词汇讲解：结合实例，讲解核心词汇的用法和搭配。
3. 短语学习：通过情景模拟，让学生在实际语境中掌握短语用法。
4. 课文解读：带领学生分析课文结构，理解文章主旨。
5. 文化拓展：分享英语国家的教育趣事，让学生感受异国文化。
6. 讨论环节：组织学生就课文内容展开讨论，提高英语口语表达能力。
7. 作业布置：巩固所学知识，为下一节课做好准备。
四、教学建议1. 针对不同水平的学生，适当调整教学难度和进度。
2. 创设生动、有趣的教学情境，提高学生的学习积极性。
3. 注重培养学生的自主学习能力，鼓励学生课外阅读英语文章。
4. 定期进行课堂互动，关注学生的发音、语法等细节问题。
5. 结合实际生活，让学生在实践中感受英语的魅力。
五、教学方法1. 互动式教学：采用提问、小组讨论等形式，让学生在互动中学习，提高课堂参与度。
2. 情境模拟：通过角色扮演、情景对话等方式，让学生在真实语境中运用所学知识。
3. 任务驱动：设计一系列学习任务，引导学生主动探索、解决问题，培养解决问题的能力。
4. 多媒体辅助：利用音频、视频等资源，丰富教学手段，提高学生的学习兴趣。
六、课堂活动设计1. 词汇接龙：让学生轮流用本单元学到的词汇进行接龙，巩固记忆。
大学思辨英语教程精读教师用书
大学思辨英语教程精读教师用书集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]U n i t3V e r b a l a n d N o n-v e r b a l C o m m u n i c a t i o nUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), theteacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to: Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals: Cross-Cultural Communication published by Canadian Academy ofOriental and Occidental Culture (CAOOC)Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactionalsociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994. Note: Outside the academic world Deborah Tannen is best known as the author of?a number of books on the New York Times best seller and she?is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an?American?anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of?linguistic relativity?or the "Sapir-Whorf" hypothesis. John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication",Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.Robert Kaplan:An American?applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere.(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge (e.g., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentions, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(4)Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm. Yan (2012) Coherence refers to the logical well-connectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012) Formly?incohesive?discourse?may?be?coherent?through?common?sense,?cultural?background,?contextual?information,?imagination,?logical?assump tion,?etc.?Husband:?That’s?the?telephone.?Wife:?I’m?in?the?bath.?Husband:?OK.?(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. The former is taken up or filled by a hesitation form like ah, er,and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization.Critical readingI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication. (2) We can understand the nature of language by observing it in communication and in contact with other systems of communication. (3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision. (4) Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in para 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience. Section 2.3 is also organized in the order of “question-answer”. Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24). Section 2.5: example-discussion. Section 2.6: personal experience and a very brief interpretation. Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese). Section 2.8: definition and illustration.(5) The experience ina dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in whichcompliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the orderof importance, from the core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communicationinvolves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural. Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talks”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academicresearches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-culturalcommunication can vary at many other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the textin part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of makingindirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt?).3) For example, introvert people may be more tolerant of silencein face-to-face verbal interaction while extroverts usually findsilence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact. Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7) after; (8) out of, into; (9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context. II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk topeople they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople should be direct and say no more or less than needed, andthat what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore,all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g.obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
大学思辨英语教程 精读3教师用书unit11
Unit 11 Urbanization and the EnvironmentUnit OverviewUrbanization refers to the population shift from rural to urban "the gradual increase in the population of people living in urban areas", and the ways in which each society adapts to the change. It is predominantly the process by which towns and cities are formed and become larger as more people begin living and working in central areas. It is predicted that by 2050 about 64% of the developing world and 86% of the developed world will be urbanized. Notably, the United Nations has also recently projected that nearly all global population growth from 2017 to 2030 will be absorbed by cities, about 1.1 billion new urbanites over the next 13 years. Today, in Asia the urban agglomerations of Osaka, Karachi, Jakarta, Mumbai, Shanghai, Manila, Seoul and Beijing are each already home to over 20 million people, while Delhi and Tokyo are forecast to approach or exceed 40 million people each within the coming decade. Outside Asia, Mexico City, São Paulo, London, New York City, Istanbul, Lagos and Cairo are, or soon will be, home to over 10 million people each.Urbanization is not merely a modern phenomenon, but a rapid and historic transformation of human social roots on a global scale, whereby predominantly rural culture is being rapidly replaced by predominantly urban culture. Urbanization creates enormous social, economic and environmental changes, which provide an opportunity for sustainability with the “potential to use resources more efficiently, to create more sustainable land use and to protect the biodiversity of natural ecosystems.” Urbanization is relevant to a range of disciplines, including urban planning, geography, sociology, economics, and public health. Thus, it has not only brought benefits to the urbanites but also caused various problems such as traffic congestion, pollution, poverty and crimes that need to be addressed.Text AIn “Alternatives to Sprawl: Shaping Tomorrow’s Cities”, Marcia D. Lowe analyzes the causes of urban problems troubling the developed as well as the developing countries around the world, and provides alternative ways to urban development that would make cities more humane for future generations.Text BIn “ ‘Let Them Eat Pollution’ – Capitalism and the World Environment”, John Bellamy Foster argues that while developed countries have become richer, cleaner and safer, developing countries has become poorer, dirtier, and more dangerous, because of the Western transfer of its low-value-added pollution industries to the latter (even taking the developing countries as their rubbish dumping ground).Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities in autonomous learning in the following aspects.Reading skills:Distinguish between general and specific statementsCheck and monitor your comprehensionScan for required informationCommunicative competence:Illustrate your points in a logical, structural mannerAdopt and argue for a perspective in a pro-con debateDevelop a coherent and cohesive oral/written discourseCritical thinking:Evaluate the logical strengths of the author’s evidence and argumentsNote and reflect on the differences in urban designs across cultureUse different examples to support different aspects of an ideaIntercultural competence:Explore and interpret the differences between city designs across culturesAnalyze the strengths and weaknesses of the Chinese idea and practice of feng shui in comparison with modern scienceUnderstand the different perspectives between developed countries and developing countries concerning environmental pollution and its remedyTeaching strategiesText A discusses the trend of urbanization in the world and the problems rapid urbanization has caused. The author particularly focuses on the problems and remedies of city planning and urban design citing specific examples. The teacher can start with some questions concerning the problems of living in cities. Then he/she can ask the students to offer their ways of solving these problems. The teacher can also enhance the students’ cross-cultural perspective in comparing the issues analyzed in the text with the cases in China.Text B, as an additional reading, offers a critique on some Western economist’s view (from the World Bank) on the environmental issue against the background of globalization. Obviously the Western World has taken the advantage of the developing countries to get rich, and they also regard the developing countries as dumping ground for their industrial waste and pollutants. The teacher can encourage students to read it and reflect on the relationship between the developed countries and the developing countries in the process of globalization.Further reading:Paddison, Ronan (2001). Handbook of Urban Studies. London; Thousand Oaks, CA: SAGE PublicationsLarice, Michael, and MacDonald, Elizabeth (20017), editors, The Urban Design Reader, Routledge, New York LondonLow, Nicholas. (2002). Global Ethics and Environment. Routledge ScienceText APreparatory Work(1)Shanty-town: A shanty town or squatter area is a settlement of improvised housing, called shanties or shacks, made of plywood, corrugated metal, sheets of plastic, and cardboard boxes. Such settlements are usually found on the periphery of cities, in public parks, or near railroad tracks, rivers, lagoons or city trash dump sites. Sometimes called a squatter, informal or spontaneous settlement, a typical shanty town often lacks proper sanitation, safe water supply, electricity, hygienic streets, or other basic human necessities.Metropolitan area: A metropolitan area, sometimes referred to as a metro area or just metro, is a region consisting of a densely populated urban core and its less-populated surrounding territories, sharing industry, infrastructure, and housing. Metropolitan areas include one or more urban areas, as well as satellite cities, towns and intervening rural areas that are socio-economically tied to the urban core, typically measured by commuting patterns.Smog: Smog is a type of air pollutant. The word "smog" was coined in the early 20th century as a portmanteau of the words smoke and fog to refer to smoky fog. Man-made smog is derived from coal emissions, vehicular emissions, industrial emissions, forest and agricultural fires and photochemical reactions of these emissions.Infrastructure: Infrastructure refers to structures, systems, and facilities serving a country, city, or area, including the services and facilities necessary for its economy to function. It typically characterizes technical structures such as roads, bridges, tunnels, water supply, sewers, electrical grids, telecommunications, and so forth, and can be defined as "the physical components of interrelated systems providing commodities and services essential to enable, sustain, or enhance societal living conditions."Commuting: Commuting is periodically recurring travel between one's place of residence and place of work, or study, and in doing so exceed the boundary of their residential community. It sometimes refers to any regular or often repeated traveling between locations, even when not work-related.Downtown: Downtown is a term primarily used in North America by English speakers to refer to a city's core (or center) or central business district (CBD), often in a geographical, commercial, or communal sense. The term is not generally used in British English, whose speakers instead use the term city center. The term is thought to have been coined in New York City, where it was in use by the 1830s to refer to the original town at the southern tip of the island of Manhattan. During the late 19th century, the term was gradually adopted by cities across the United States and Canada to refer to the historical core of the city (which was most often the same as the commercial heart of the city).Greenway: A greenway is "a strip of undeveloped land near an urban area, set aside for recreational use or environmental protection". However, the term can in fact include "a scenic road" and though many are in urban areas. A greenway is a trail (and sometimes a wildlife corridor), found in both urban and rural settings, that is frequently created, out of a disused railway, canal towpath, utility, or similar right ofway, or derelict industrial land.Urban sprawl: Urban sprawl or suburban sprawl describes the expansion of human populations away from central urban areas into low-density, monofunctional and usually car-dependent communities, in a process called suburbanization. In addition to describing a particular form of urbanization, the term also relates to the social and environmental consequences associated with this development. The term urban sprawl is highly politicized, and almost always has negative connotations. It is criticized for causing environmental degradation, and intensifying segregation and undermining the vitality of existing urban areas and attacked on aesthetic grounds. Traffic congestion: Traffic congestion is a condition on transport networks that occurs as use increases, and is characterized by slower speeds, longer trip times, and increased vehicular queuing. The most common example is the physical use of roads by vehicles. When traffic demand is great enough that the interaction between vehicles slows the speed of the traffic stream, this results in some congestion. Traffic congestion can lead to drivers becoming frustrated and engaging in road rage. (2)Town: A town is a human settlement larger than a village but smaller than a city. The size definition for what constitutes a "town" varies considerably in different parts of the world.City: A city is a large and permanent human settlement.] Although there is no agreement on how a city is distinguished from a town in general English language meanings, many cities have a particular administrative, legal, or historical status based on local law. Cities generally have complex systems for sanitation, utilities, land usage, housing, and transportation.Metropolis: A metropolis is a large city or conurbation which is a significant economic, political, and cultural center for a country or region, and an important hub for regional or international connections, commerce, and communications. The term is Greek and means the "mother city" of a colony (in the ancient sense). A big city belonging to a larger urban agglomeration, but which is not the core of that agglomeration, is not generally considered a metropolis but a part of it. Megacity: A megacity is usually defined as a metropolitan area with a total population in excess of ten million people. A megacity can be a single metropolitan area or two or more metropolitan areas that converge. As of 2015, there are 35 megacities in existence. The largest of these are the metropolitan areas of Tokyo and Shanghai, each of these having a population of over 30 million inhabitants, with 38.8 million and 35.5 million respectively. Tokyo is the world's largest metropolitan area, while Shanghai has the world's largest city proper population.Global city: A global city, also called world city or sometimes alpha city or world center, is a city generally considered to be an important node in the global economic system. The use of "global city", as opposed to "megacity", was popularized by sociologist Saskia Sassen in her 1991 work, The Global City: New York, London, Tokyo; although the term "world city", which refers to cities that control a disproportionate amount of global business, dates to at least the May 1886 description of Liverpool, by The Illustrated London News. More recently, the term has been described as beingsynonymous with a city's influence and 'financial capital', with other factors becoming less relevant. (3)City Location (continent/country)Population ImportanceSao Paulo Brazil, South America 11,244,369 the most populous city inBrazil, the Americas, and theSouthern HemisphereMexico City Mexico, North America 8.84 million Capital of Mexico, one of the most important financialcenters in the Americas.Seattle The United States, North America 684,451 Largest city in both the stateof Washington and thePacific Northwest region ofNorth America.New York United States, North America 8,550,405 The most populous city inthe United States, the centerof the New Yorkmetropolitan area, one of themost populous urbanagglomerations in the world,a global financial center.Shanghai China, Asia 24 million The most populous city inboth China and Asia as wellas the most populous cityproper in the world, a globalfinancial center, and atransport hub with theworld's busiest containerport.Bombay (Mumbai) India, Asia 18.4 million The most populous city in India and the ninth mostpopulous agglomeration inthe world, the wealthiest cityin IndiaParis France, Europe 10,550,350 The capital and mostpopulous city of France,known for its fashion andmuseums, the home of themost visited art museum inthe world, the LouvreLondon The United Kingdom, Europe 8,673,713 The capital and mostpopulous city of England,Great Britain, and the UnitedKingdom, a leading globalcity, one of the world’sleading financial centers.Critical ReadingI. Understanding the text 1.Part Paras.Main idea I. Background of urbanization in theworld1-3Urbanization and urban planning has profound impacts on human and environmental well-being II. Urban planning around the globe4-9Some cities are well planned (Paris and some English cities), some cities didn’t have a good plan (North America & Australia), andthe worst city planning is in the developingcountries.III. City planning as transportation planning 10-15 A city’s transport system functions better ifthings are closer to home. Antiquated zoninglaws need updating.IV. Increasing density and diversity 16-21 Integrate homes not only with workplacesbut with other amenities; allow homeownersto rent out small apartments within theirhouses; the example of Portland, OhioV. Room enough for all 22-24 Municipalities should enhance the supply ofaffordable housing by adopting controls thatpromote a mixture of housing types.(Portland)VI. Humane cities 25-30 Making urban areas more humane includesplanning the use of street space, holding thetraffic in check, creating and increasing“greenways”, and involving the public in theurban-planning process.VII. A groundwork for urban land-use policy31-37 Land-use should confine the developmentwithin existing boundaries so that cities canprotect both their own future and that of ruralareas. National funding support is needed forbetter urban planning in both developedworld and the developing world. 2.(1) City-planning has profound impacts on human and environmental well-being. Uncontrolled urban growth can destroy the natural resources and create social disparity. Thus the world needs an urban-planning ethic that is sensitive to these environmental and human dimensions.(2)Congestion and pollution from motor vehicles, a lack of affordable housing, andthe cancerous growth of blighted districts.(3)Western Europe has a long tradition of actively controlling land use so that thesmall amount of available space serves the public’s interest more than that of private developers. North America and Australia have the weakest planning traditions. Governments on these continents have done relatively little to guide development beyond separating industrial areas from those zoned for commerce and housing. Developing countries have the loosest controls over how cities develop. The enormous rapidly growing cites there are racked with pollution and rimmed by shanty-towns.(4)Compartmentalizing and zoning laws, which separate work place from livingquarters, have caused both waste of land in the environment and waste of time for the commuters. To solve these problems, city planning should focus on transportation planning, and a city’s transport system functions better if things are closer to home.(5)In well-established cities, dispersed areas can be made more compact by filling inunderused space to improve their land-use patterns.(6)These cities can also allow homeowners to rent out small apartments within theirhouses to increase housing density.(7)Portland is a rapidly growing city of roughly 500,000 people. Stead of giving in toever growing automobile dependence and sprawl, Portland has encircled itself with an Urban Growth Boundary beyond which new development is not allowed.Reinforced by zoning reforms, the Urban Growth Boundary allows Portland to grow quickly but compactly. The city has increased its housing density by encouraging a blend of mulit- and single-family homes in pleasant, compact pattern. Its vibrant downtown boasts green spaces. City officials welcome new office construction but restrict the amount of accompanying parking. As a result, in two decades, the volume of cars entering Portland’s downtown has remained the same even though the number of jobs there has increased by 50%.(8)Nearly every urban area has two faces—one well-housed and connected to avariety of services and amenities, and the other, ill-housed and excluded from many such opportunities. Governments can enhance the supply of affordable housing and promote a mixture of housing types to resolve the problem.(9)Many large cities are finding that the most transport-efficient land-use patterncombines a dense, well-mixed downtown with several, outlying, compact centers of activity—all linked by an extensive public transport system, for example Toronto and Vancouver in Canada. (para. 19) Instead of giving in to eve greater automobile dependence and sprawl, Portland, Ohio, USA has encircled itself with an Urban Growth Boundary beyond which new development is not allowed.(para.20) The city has increased its housing density by encouraging a blend of multi- and single-family homes in pleasant, compact pattern. It also welcomes new office construction but restrict the amount of accompanying parking. (para.21)(10)First, the general public and decision makers need better access to informationabout the characteristics of a community’s population and the possible consequences of various planning decisions. Second, cities and surrounding areas need a greater degree of regional cooperation to prevent land use in on jurisdiction from producing problems in others. Third, urban areas in virtually all countries need stronger support from their national governments, giving them budgetary power to plan their own long-term development strategies.II. Evaluation and exploration(1) Tentative answer: I basically agree with the author about this phenomenon based on two reasons – one is that many examples in developing countries (Mexico, Brazil, India, South Arica, Egypt) support this statement; the other is the root cause that the third world countries have experienced fast economic growth and urbanization (the big cities such as Mexico City and Bombay) but have not yet found time to address the unbalance of the polarization between the haves and have-nots. One of the few exceptions is China which has done relatively better job in this regard (large numbers of big cities emerging and absorbing labors from the rural areas and relatively balanced and equal development in housing and transport provision for all citizens) (2)Advantages: it’s more efficient and easier to organize and build working areas and resident areas separately (residents can be protected from possible risks and dangers from traffic and factories).Disadvantages: since resident areas are separated from the work place or factories, it takes a lot of time for the workers to commute between the two areas, and also it inevitably causes traffic congestion.(3)Summary: (1) Instead of giving in to ever greater automobile dependence and sprawl, Portland has encircled itself with an Urban Growth Boundary, an invisible line similar to England’s green belts, beyond which new development is not allowed.(2) The city has increased its housing density by encouraging a blend of multi- and single-family homes in pleasant, compact pattern, and therefore successfully controlled housing prices. (3) The city has also built or expanded green spaces in the downtown(city center).Chinese cities can definitely learn from these experiences and realize balanced development, however, each city has its own features (land forms, population size, industries, climate etc.) and it should not simply copy the Portland model but follow its principle of balanced and sustainable development.(4)“Making urban areas more humane includes planning the use of street space. In cities all over the world, automobile traffic needs to be held in check. Many European cities have redesigned roads in order to ‘calm’ traffic. Typically this entails reduced speed limits and strategically placed trees, bushes, flowerbeds, or play areas along or in the roadway—gentle inducements that make drivers proceed slowly and yield the right-of-way to pedestrians, cyclists, and children at play.” (para. 26)Yes, definitely, humane cities need to put the well-being of the pedestrians (who should equally follow the traffic rules) ahead of the drivers, and China’s bit cities need to improve in this respect (although the great number of people on the street makes it more difficult to realize). China’s big cities also have its own advantages inthe provision of public transport (buses, subways, and city-link trains) and workers should be encouraged to use it instead of driving cars to work.(5)Tentative answer: Singapore is a well-planned city with mature and developed business areas, clean and beautiful resident areas, advanced public transport system, reserved green land, and controlled private cars (As Singapore is a small island with a high population density, the number of private cars on the road is restricted so as to curb pollution and congestion. Car buyers must pay for duties one-and-a-half times the vehicle's market value, and bid for a Singaporean Certificate of Entitlement (COE), which allows the car to run on the road for a decade).These provide good principles and insights for China’s cities to learn from. You can compare these aspects with your own home city to find room for improvement.(6)Food for thoughts: Big cities can absorb and transform large number of the surplus labor in the rural areas, provide a lot of job opportunity, have high-quality resources in culture, education, health care, and recreational activities, but the drawbacks are higher cost of living (including house price), serious traffic congestion, a lot of noise and air pollution. Small and medium-sized cities are basically opposite to the big ones in the above mentioned respects.Tentative solution: small, medium and big cities are all needed in China because of their different functions, but they should be balanced in development –the number of mega cities like Beijing, Shanghai, Shenzhen, and Chongqing should be limited due to the huge pressure on environment (but they serve as political, business, or transport centers of the country or regions); medium cities should be encouraged for its ideal balance of population size and the environment; but small cities should not be neglected (they are the basis for the other two types).(7)Tentative answer: Major causes of traffic congestion and air pollution: too many private cars (causing both traffic congestion and air pollution), inadequate public transport capacity, manufacturing factories, traditional fuel burning for central heating in the winter, dust caused by construction sites.Solutions: control the number and use of private cars (through various means), develop public transport system, esp. subway, close down polluting factories, replace coal burning with natural gas in the central heating season, and reduce dust of construction sites.(8)Food for thought: you can discuss the problems from logical organization of the functional areas (such as teaching/learning area vs resident area vs dining area), clean environment and adequate infrastructure (green land, pond, sports center etc.), degree of convenience (distance between different areas), and then propose for improvement if there’re flaws.(9)Food for thought: with the rapid development such as online shopping and the service industry (some of its business such as translation, editing and designing) make it possible for the employees to work from home), where the employee live will be irrelevant to where the company he/she works for is located. This will give much more freedom for the employee to decide where he/she should live, and people will not crowd into big cities and suffer bad environment. Perhaps, small and medium cities as well as suburban areas of big cities with good environment will flourish.(10)This question is open. The reader can use what they have learned from this unit (general principles of balanced and sustainable development as well as specific measures to realize it) to evaluate the government’s plan.Language EnhancementI Words and phrases1.(1) C&E(2) B&C(3) D&F(4) D&F(5) C&E(6) B&E(7) B&C(8) C&F(9) A&D(10) A&D2.(1) through (2) at (3) by (4) for (5) to (6) on(7) with(8) on(9) by(10) in(11) until(12) to3.(1) yields to(2) range from(3) veered from(4) shuts out(5) excluded from(6) connect… to(7) rented out(8) react to(9) turn…into(10) draws on4.(1) met(2) controlling(3) separate…from(4)convert(5) addresses(6) strive for(7) confined(8) devote …to(9) fend off(10) facilitateII Sentences and discourse1.(1)Estimates from the UN show that the populations of Third World cities are nowdoubling every 10 to 15 years, and this is posing a serious challenge to governments’ efforts to provide clean water, sewerage, adequate transport, and other basic services.(2)Many of England’s urban areas are still circled by green belts intended to protectfarmland and prevent city sprawl; the tradition has been carried out according toa farsighted decree by Queen Elizabeth I in 1580.(3)Zoning codes restrict residential density by requiring each house to occupy itsown large lot, and this has forced development to use even greater tracts of open space.(4)These giant cities are racked with pollution and rimmed by shanty-towns. Theyhave become increasingly features of the developing countries.(5)However, it is impossible to stop further development because prohibitinggrowth in their own jurisdictions and communities simply shifts it to neighboring areas. In these areas, controls may be looser and policies may be more encouraging to further expansion.(6)Many neighborhoods serve merely as pathways for car drivers to pass through toother places.2.(1)The policies of reform and opening up initiated by Mr. Deng Xiaoping haveenriched millions of people in China.(2)The trend of global warming will endanger flora/plants and fauna/animals in boththe Arctic Circle and the Antarctic Circle.(3)The strategy of developing satellite towns is to prevent Beijing’s urbanconstruction from further sprawl.(4)In any urban area, high-end living quarters with low housing density always takeup more urban space or farmland.(5)Any urban planning has to reconcile the contradiction between communitydevelopment and traffic pressure.(6)You have no right to dictate me in this affair.(7)A person’s attitude determines his/her future.(8)No government can afford to ignore the existence of urban poverty.(9)Encouraging and promoting the development of economically affordable housingis one of the major measures adopted by governments of all levels to resolve the housing problem of low-income families.(10)The successive rise in real estate prices over the years has undermined thefoundation for sustainable development of the economy as a whole.3.一个城市对土地的利用方式比任何交通专家或工程师的计划和决策更能决定其交通系统的特点。
大学思辨英语教程 精读1 Unit 2教师用书(20150809)
Unit 2 Functions of languageOverviewTo further explore the nature of language, we naturally come to the question of what language is for. This unit deepens our understanding of the basics of language by offering refreshing ideas about language functions, which pave the way for the investigation of language in use, language evolution, language acquisition, and other important issues in linguistics.Text ALanguage is used for so many purposes (e.g., expressing feelings, providing information, and conducting social talking, to name just a few) that it is difficult for us to identify which one is its most basic (perhaps also its) original use. However, a careful examination of what language is good/bad at today can hopefully provide some useful clues to its basic function(s). Contrary to the mainstream assumptions, it has been observed that among its multiple purposes, language is good at interaction and persuasion but poor at information exchange.Text BThe hammer (with an iron head and a handle) is shaped to fulfill its functions of pounding nails into and removing them out of wood. Likewise, the form of language is also motivated by its basic functions. As a form-function composite, a linguistic unit consists of two parts, the signifier and the signified. The bond between the two parts is both arbitrary and motivated. It is arbitrary because there is no inherent connection between the form of a sign and its meaning; it is motivated in the sense that the bond between the signifier and the signified is intentional instead of rigid or random.The two texts approach the same issue from different perspectives. Text A discusses how the basic functions of a language can be traced in the development of language, while Text B focuses on the intriguing relationship between the form and the functions of language.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural competence and abilities of autonomous learning in the following aspects.Reading skills:Distinguish between general and specific statementsScan for a global understanding of the textRead charts, graphs and tables to organize and interpret informationCommunicative competence:Illustrate your points with appropriate examplesUse figures of speech to help Illustrate your pointsDifferentiate informative and affective uses of languageCritical thinking:Evaluate the logical strengths of the author’s evidence and supportOrganize and present your reasoning using diagramsIdentify and critique assumptions behind statementsIntercultural competenceAppreciate linguistic and cultural diversityInterpret language differences culturallyHave curiosity in and be ready to explore other languages and culturesTeaching strategiesThe functions of language are an interesting yet rather difficult topic. To arouse students’ interest, the teacher can start with a direct question “What do you think is the function of language?” or a more interesting one “In what way is language similar to a hammer?”The questions in Critical reading and Intercultural reflection are mostly mini-research projects. To guarantee quality answers from students and to improve the classroom efficiency, it is recommended to divide the class into groups and assign different tasks to them in advance. Each group is required to do in-depth researches on a few of the questions.Further readings on functions of language:Jakobson, Roman. (1960). Closing statement: linguistics and poetics. In Thomas A. Sebeok (ed.). Style in Language, Cambridge, MA.: The MIT Press. 350-377. Halliday, M.A.K. (1973). Explorations in the Functions of Language. London: Edward Arnold.Coq, John P. (1955). The Function of Language. The Modern Language Journal, 39(4): 177-180.Jackson, Howard & Peter Stockwell. (2011). An introduction to the nature and functions of language. London & New York : Continuum.Preparatory work(1)Main publications:New media language. London and New York: Routledge, 2003.Words in the mind: An introduction to the mental lexicon. 3rd edition. Oxford and New York: Basil Blackwell, 2003.The Articulate Mammal: An Introduction to Psycholinguistics. 4th edition. London and New York: Routledge, 1998.The seeds of speech: Language origin and evolution. Cambridge, New York, Melbourne: Cambridge University Press, 1996.Main research interests:1)(Socio-)historical linguisticsThe description, implementation and causation of language change, with particular reference to current changes.2)Language and mindLanguage acquisition, speech comprehension, speech production, with particular reference to lexical storage and retrieval.3)Language and the mediaThe language used by the media, and the effect of the media on language, with particular reference to language change, language and power, the relationship of media language to language in literature.(2)The whole book consists of four parts, namely, Puzzles, Origin, Evolution, and Diffusion. Text A “What is Language for” is from the first part Puzzles. The other three questions addressed in this part are: How did language begin? Why do languages differ so much? and Is language an independent skill?Part 2, 'Origin', explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language. Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others. Chapter 7 considers the basic requirements for speech, many of which are also present in other primates. For example, sound-receiving mechanisms are shared with apes, yet sound-producing ones differ, perhaps because of our upright posture, which in the long run enabled humans to produce a range of finely tuned sounds. Chapter 8 notes that ontogeny, the development of the individual, only sometimes correlates with phylogeny, the development of the species. Two ways in which these coincided were the lowering of the larynx and the development of the 'naming insight', an understanding of the power of naming.Part 3, 'Evolution', examines how language might have evolved. Chapter 9 looks at ways in which words could have been combined. At first, many sequences were possibly repetitive and inconsistent. But gradually, strong preferences may have become rules. These preferences were based on pre-linguistic 'mind-sets'. Chapter 10 looks at how language expanded and how it made use of the human body and its location in space for extending word meanings. The evolution of different parts of speech occurred probably via reanalysis: adjectives and prepositions both grew out of reinterpretation of nouns and verbs. Chapter 11 considers attachments to verbs. Verbs acquire attachments via grammaticalization, in which a full lexical item developed into a grammatical marker. Chapter 12 examines generativity, the use of finite resources to produce an infinite variety of sentences. Such structures arose from reanalysis of existing structures.Part 4, 'Diffusion', considers the spread of language over the world, and discusses why languages have not become unlearnably different from one another. Chapter 13 outlines the route taken as humans moved out of Africa, and considered the possibility of reconstructing glimpses of language as it might have been more than 30,000 years ago. Chapter 14 examines the difficulties and frustrations of hunting for language universals. Chapter 15 points out that looking for constraints, things that languages don't do might be more enlightening. Implicational links, it notes, are important for keeping language in check. Such links are partially due to processing needs, but partly also to the overall structure of the system. Chapter 16 outlines the different components within the language system, and emphasizes that these interacted with the usage of the system in a complex way.(3)John Locke, widely known as the Father of Classical Liberalism, was an English philosopher and physician. He was also memorized as one of the first British empiricists. His work greatly affected the development of epistemology and political philosophy. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence.Major works:A Letter Concerning Toleration (1689)Two Treatises of Government (1689)An Essay Concerning Human Understanding (1690)Some Thoughts Concerning Education (1693)(4)Lord Byron’s (1788-1824) two best known long narrative poems are Don Juan and Childe Harold's Pilgrimage. His other major poems include: Prometheus, She walks in Beauty, When we Two parted, Darkness, and And Thou art Dead, as Young and Fair. (5)Bronislaw Malinowski (1884-1942) is remembered as the father of the functionalistschool of anthropology and for his role in developing the methods and the primacy of anthropological fieldwork as well. He first rose to prominent notice through his studies of Pacific Islanders, especially those conducted among the Trobriand Islanders whose marriage, trade and religious customs he studied extensively. His best known works include Argonauts of the Western Pacific (1922),Crime and Custom in Savage Society (1926), The Sexual Life of Savages in North-Western Melanesia (1929), and the posthumously published Magic, Science, and Religion and Other Essays (1948). Malinowski helped develop the field of anthropology from a primarily evolutionary focus into sociological and psychological enquiries. Some of the noteworthy byproducts of his fieldwork in this direction include various evidence that debunked the Freudian notion of a universal Oedipal Complex and evidence that showed that so-called primitive peoples are capable of the same types and levels of cognitive reasoning as those from more "advanced" societies. Malinowski's ideas and methodologies came to be widely embraced by the Boasian school of American Anthropology, making him one of the most influential anthropologists of the 20th century.Source: /people/320/000099023/For more information about Malinowski, please refer to: Murdock, George(1943). Bronislaw Malinowski. American Anthropologist, 45:441-451./committees/commissions/centennial/history/095malobit.pdf Critical readingI. Understanding the text1. OutliningThesis: Among its multiple purposes, language is good at interaction and persuasion but poor at information talking.We would like to emphasize that what we have just provided is not the only answer to the outlining task. To start with, we can divide the text in different ways. For example, we can follow the traditional trichotomy and dividing it into introduction, main body and conclusion; we can also divide part III and part IV into further sections. The main idea of each part varies accordingly.2. Comprehension check(1)The transfer of information is not the only purpose of using language. In greetingsand some pointless chitchat, communicators use language primarily, if not exclusively, for constructing or maintaining certain social relationship. Even when information is the major concern, the speaker and hearer must take into consideration some other factors, such as politeness and aesthetics (cf. Paras. 22-22).(2)In Paragraph 6, Aitchison divides the question “what is language for” into twosub-questions: “For what purpose did language develop?” and “For what purpose is language used nowadays?” Since there are so many purposes of using language and the original one is difficult to identify, she argues in paragraph 8 that we can find clues by looking at what language is good at and what it finds difficult to express. The rest of the text (paras.9-28) provides discussion about and answers to these two questions.(3)According to Aitchison, the list of language functions in paragraph 7 is not exhaustive,and it is not clear which one is the most basic. Aitchison discusses in some detail thefollowing four functions, providing information, expressing feelings, influencing others and social talking, which are roughly organized in the order of importance in the traditional view.(4)Aitchison suggests that the early functions of language can be traced in the way weuse language today to some extent. The assumption behind is that the origin of language is accountable in its early function(s) and that the early function(s) must be reflected in what language is good at today. In other words, if language was created to perform a particular function, it must still be good at it nowadays.II. Evaluation and exploration1.Evaluating the text(1)Figure drawing(2)ExemplifyingAn utterance may serve more than one purpose simultaneously. Donking is used metalinguistically in example (6), but the whole sentence “Donking isn’t a word” is informative. We can provide information, express our feelings and initiate social talking by asking questions or giving commands.2.Exploring beyond the text(1)Some scholars believe that language facilitates thinking and that our thinking wouldbe impossible without an inner language. In many cultures language is also used as a symbol of magic or as something that carries mysterious power (e.g., religious Taoism, couplets for Spring Festival). Different functions of language are not equally important. For example, the functions of communicating and of facilitating thinking are more fundamental while those of religious use and word play are more derivative.(2)Generally speaking, there are two different views on the relationship betweenlanguage and thinking. Some scholars claim that language restricts thinking.According to this view, people perceive the world through the language that they speak. It follows that people speaking different languages experience different worlds, just like people seeing different things with different eyes. Others believe that language and thinking are separate and should not be equated with each other. For example, even if a language does not have the word for chartreuse, people speaking the language can still perceive this color, think about it and even talk about it,using not a single word but a kind of paraphrase.(3)Some utterances may basically serve only one function. For example, people greeteach other saying “Hi!” or “Morning!” to neighbors to maintain social connections; inchurch, the priest pr eaches a sermon to call for piety to the Lord. But more often than not an utterance and its context produce some “side effects” and serve different functions simultaneously. In saying “It’s gonna rain. You’d better take an umbrella.”to a lady, the speaker not only provides information about the weather, but also shows his/her concern toward the addressee and enhances the solidarity.(4)Language changes for different reasons, e.g., language users’ a version to cliché andpreference to creativity, language contact, language planning and so on. While some changes may not be directly related to functions of language, others are indeed motivated by certain functions of language. For example, neologisms related to science and technology emerge primarily because there is a need to talk about such new things. In this case the function of providing information requires the creation of some new words.(5) The best-known examples for “phatic communion” in tradi tional Chinese society areprobably greetings such as “吃了吗？(have you had your meal?)”and “去哪儿啊？(where are you going?)”. Neither is considered imposing or offensive because in traditional Chinese society, it is more important to show mutual concern than respect for privacy. The British follow a different tradition. Brown and Levinson (1987) recognize two sides of face, a positive one and a negative one. Positive face refers to “the desire to be appreciated and approved” and negative face “the freedom of act ion and freedom from imposition”. For Chinese people (especially in traditional society), negative face is not as important as positive face. The British, on the other hand, value negative face more than positive face.Language EnhancementI. Words and phrases1. Word formationPart of speech:Nouns: Taking-off, air-traffic, take-off-point, London-York, two-thirds, real-life, non-reality, self-repetition, other-repetitionAdjectives: non-existentAdverbs: half-wayStructure:Noun-noun: air-traffic, London-York, self-repetition, other-repetitionAdjective-noun: real-lifeCardinal-ordinal numeral: two-thirdsPrefix-noun: non-realityGerund-adverb: Taking-offVerb-adverb-noun: take-off-point2. Articles and prepositions(1)/(2)/(3) a, the, with(4) /, the(5) /, the, the, on, a3.Verbs and phrases(1)convey, handle(2)convey(3)transfer(4)coincide(5)collide(6)date back to(7)originate fromII. Sentences and discourse1. Paraphrasing(1) Even when language is used simply to transfer information, the accuracy of the information transferred is still unlikely to reach 100%.(2) Less affirmative claims about the purpose of language may be at least superficially more acceptable: when early people found that facial expressions and body movements could not fully express themselves, they invented language to communicate their thoughts.(3) So long as the speaker is telling the truth, language is reasonably good at transferring sim ple pieces of factual information, such as “Bob is Petronella’s cousin.”(4) Even in cultures where lying is officially discouraged, people are still unwilling to tell the whole truth. A government official invented the phrase “being economic with the tru th” to deny that he was lying.(5) According to George Orwell, political language is designed to beautify horrible things and to tell lies.2. Translation(1) 英国哲学家约翰·洛克在其颇有影响的著作《人类理解论》(1690)中指出，语言是一个伟大的传输渠道，人类通过这一渠道相互传达各自的发现、推理和知识。
大学精读1Unit 11 Maheegun My Brother L
What should our attitude be towards animals, birds and insects? Is it a topic worth studying?
Glossary
Check of preview
Find the words from the text which have the same meaning as the following. 1. watchful and ready to meet danger
Theme of the story
The story depicts the ideal relationship
between humans and wild animals —— they are fellow creatures on earth, and therefore should treat each other like brothers.
9. being quiet, not moving
10. to cover thickly 11. to cover something in material 12. to walk unsteadily and often almost fall 13. very wet with some liquid
Revision
Summary 1)
The story depicts …
A wolf cub was found …
The boy … He felt …because …
They hunted …, and …
In winter months, they … They became good friends and understood each other.
大学生思辨英语教程精读1unit11使用说明
大学生思辨英语教程精读1unit11学习建议《语言与文化》使用说明传统的高中英语教学往往以词汇、语法等语言知识的掌握和运用为最重要甚至是唯一的目标，本套教材的编写理念与此不同，既注重学科性，又强调思辨性，以培养学生的思辨能力、语言运用能力、跨文化能力、交际能力和自主学习能力为宗旨。
在教材编写过程中，课文遴选和练习设计都紧扣这五大能力的各项指标(详见学生用书的Map of the book)，因此，我们建议教师在学期之初即相应地引导学生改变传统的学习理念，并在授课中自觉地以提高这五项能力为教学目标。
《语言与文化》共15个单元，分为三个模块:语言、文化、语言与文化的界面，涵盖了语言的本质、功能、习得、语言与思维、语言与性别、语言与政治、语言与媒体、全球化、价值观、文化中心主义、跨文化交际以及非语言交际等语言、文化和交流领域的重要话题。
各单元均以话题导入开始，每个单元包括两篇课文和四个部分的练习。
其中，Text A和Text B围绕同一个主题，相辅相成。
起点较高、学有余力的班级可以深入探讨两篇课文，而学时较少或起点较低的班级可以重点讲解Text A，让学生自己阅读Text B。
Preparatory work主要为培养学生的自主学习能力服务，教师在每个单元授课前应具体、明确地指定学生应完成的资料查阅、准备性练习、对课文内容的思考以及分组进行的讨论和合作研究。
此外，为了培养学生的自主学习能力和习惯，本套教材全四册都没有提供生词表，学生在每个单元的预习过程中应该自主完成查阅生词的任务、制作个性生词表。
我们建议教师在学期之初即统一说明这项工作的完成方式和检查方式。
Critical reading是本教材最具特色也是最为重要的练习。
编者参照Paul & Elder的思辨模型和Delphi的CT模型将该练习分为两个部分:Understanding thetext和Evaluation and exploration，前者以引导学生在阐释、分析中深度理解课文为目标，后者则更加注重评价、解释、推理和反思，以培养更高层次的批判性思维。
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。
大学精读课程第11单元B1U
Genre
Culture Tips
Wolves: Facts Background
Diet: Carnivore Average life span in the wild: 6 to 8 years Size: Head and body, 36 to 63 in (91 to 160 cm);
Type: Mammal
01
Weight: 40 to 175 lbs (18 to 79 kg) Group name: Pack Protection status: Endangered
Tail, 13 to 20 in (33 to 51 cm)
02
Culture Tips
Cultural Stereotype of Wolves: Many of the prevailing stories depict wolves in a negative way—such as in Aesop’s Fables. In fiction, the wolf is sometimes represented as an evil creature which preys on small children and livestock. However, are wolves really cruel and aggressive? Please express your ideas on the topic.
Objectives
W
Warming up
Through this unit, students will know something about Easter; analyze the theme, the organization and the language style of the text; learn the vocabulary describing animals and the snow and other useful words and expressions in the text; review grammar items such as the to-infinitive, the “modal + have done” structure, the inverted sentence, and the time adverbial; review figures of speech, including simile and personification.
大学思辨英语教程 精读1课件Unit 2 Functions of Language
Background Knowledge
continued
Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others.
Unit 2 Functions of Language
Text A What Is Language for?
Jean Aitchison
Learning Objectives
Intercultural Competence
• Communicative Communicative Competence
• Intercultural Competence
• Appreciate linguistic and cultural diversity • Interpret language differences culturally • Have curiosity in and be ready to explore other languages and
1) How did language begin?
Part 2, ‘Origin’, explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language.
现代大学英语精读1—lesson11
Language study
• 1. blink:v. to shut and open the eyes
quickly
• blink at sb. • blink one’s eyes • blink away one’s tears: to try to hide tears by • blinking • blink the fact that…: to refuse to consider; ignore
8.slip
• v. a. to give sb. sth. quietly and secretly • b. to slide accidentally • c. to go somewhere quietly and quickly, in • order not to be noticed • Examples: The thief slipped the watch into his pocket. The little girl slipped (on the ice), but she laughed. A man slipped out by the back door.
5. stiffly adv. without being able to move one’s
body • Example: The old man bent down stiffly. stiff adj. a. difficult to bend; rigid; not flexible b. thick and hard to stir c. hard; difficult d. severe; tough e. (of a price) too high f. (of a breeze) blowing strongly g. (of an alcoholic drink) strong h. not friendly
Think大学思辨英语教程(精读I)语言与文化课件Unit11
Think大学思辨英语教程(精读I)语言与文化课件Unit11Think大学思辨英语教程(精读I)语言与文化课件Unit11Unit 11: Cultural Identity and CommunicationIntroduction:In this unit, we will explore the concept of cultural identity and its influence on communication. Communication is not only about language; it also involves understanding the cultural nuances that shape our interactions. Through the lens of cultural identity, we will delve deep into various aspects of communication, such as nonverbal communication, intercultural communication, and the impact of cultural stereotypes. By the end of this unit, you will have a better understanding of how cultural identity shapes our communication style and how to navigate cultural differences effectively.Section 1: Cultural Identity and Self-awarenessCultural Identity: Definition and SignificanceCultural identity refers to the sense of belonging and identification with a particular cultural group. It encompasses shared beliefs, values, customs, traditions, and language. Understanding our cultural identity is essential for effective communication as it helps us recognize our biases, assumptions, and cultural influences on our behavior. Self-awareness of our cultural identity allows us to approach intercultural communication with sensitivity and respect.Cultural Identity and Communication StylesCultural identity influences our communication styles, including verbal and nonverbal cues, tone, and body language. Different cultures may have various norms for expressing emotions, showing respect, or perceiving personal space. For instance, in some cultures, direct eye contact is seen as a sign of respect and engagement, while in others, it may be considered inappropriate or confrontational. Being aware of these cultural differences can help us adjust our communication style accordingly and avoid misunderstandings.Section 2: Intercultural Communication: Challenges and StrategiesChallenges in Intercultural CommunicationIntercultural communication occurs when individuals from different cultures interact. It brings unique challenges due to differences in language proficiency, cultural values, and social norms. Misinterpretations, stereotypes, and cultural barriers often hinder effective communication between individuals from diverse backgrounds. However, by acknowledging these challenges, we can develop strategies to bridge the gaps and foster better intercultural communication.Strategies for Effective Intercultural CommunicationTo facilitate effective intercultural communication, it is vital to adopt certain strategies:1. Cultural Sensitivity: Developing an open mind and being aware of cultural differences can help avoid misunderstandings and promote empathy.2. Active Listening: Paying attention to verbal and nonverbal cues, asking clarifying questions, and demonstrating interest in the speaker's perspective facilitates understanding.3. Patience and Respect: Recognizing that different cultures have distinct communication styles and pace promotes mutual respect and patience.4. Flexibility and Adaptability: Being open to adapting our communication style, considering the context, and finding common ground can bridge cultural gaps.Section 3: Cultural Stereotypes and PrejudicesUnderstanding Cultural StereotypesCultural stereotypes are oversimplified generalizations about a particular culture or its members. They often stem from a lack of understanding and perpetuate biases, prejudices, and discrimination. Stereotyping can hinder effective communication by reinforcing stereotypes and ignoring individuals' unique characteristics. Overcoming cultural stereotypes is crucial for fostering inclusivity, respect, and open-mindedness.Breaking Cultural StereotypesBreaking cultural stereotypes requires a willingness to challenge our own biases and actively seek authentic experiences and knowledge about different cultures. It involves:1. Education and Exposure: Actively seeking information about diverse cultures, engaging in cultural exchange programs, or participating in intercultural events broadens our perspectives.2. Personal Reflection: Examining our own biases, questioning stereotypes, and challenging preconceived notions enable us to unlearn stereotypes and approach intercultural communication with an open mind.3. Building Relationships: Establishing personal connections with individuals from different cultures helps in dispelling stereotypes and promoting understanding.Conclusion:Cultural identity is an integral part of communication. By understanding how cultural identity shapes communication styles, acknowledging the challenges of intercultural communication, and actively breaking cultural stereotypes, we can foster inclusive and effective communication in diverse contexts. Developing cultural sensitivity, active listening skills, and flexibility are key to successful intercultural communication. Embracing cultural diversity enriches our experiences and broadens our understanding of the world around us.Note: This article is a fictional response to the given topic prompt and does not represent an actual course content.。
现代大学英语精读1第二版UNIT 11精品文档47页
confound v. a. to damn b. to perplex; puzzle c. to mix; confuse
Examples: Confound it! 真讨厌！ Confound you! 去你的！ Her strange behavior confounded everyone in the hall. I was confounded to hear that he had resigned. They confounded Jack with Jimmy. They are twins.
Synonyms
regarding with reference to
with respect to with regard to
WB T L E
I. Word Study
Lesson 11 - The Midnight Visitor
6. confounded adj. a. damned; used to show you are annoyed b. confused
a stiff neck
僵硬的脖子 a.
stiff manners
生硬的态度 h.
a stiff drawer
很紧的抽屉 a.
a stiff wind
强风 f.
a stiff drink
烈酒 g.
a stiff hike
艰难的跋涉 c.
a stiff penalty
严厉的惩罚 d.
a stiff price
disillusioned with sb./sth.
Examples: Disillusioned Susan decided to forget the man she had loved for many years. He was disillusioned with life in many aspects.
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1u11课件
大学思辨英语教材1u11课件本课件主要介绍关于大学思辨英语教材中第一单元第11课的内容，旨在帮助学生更好地理解和掌握课程中的知识点。
以下是对该课件内容的详细描述。
第一部分：课程概述本课程是大学思辨英语教材的一部分，旨在培养学生的思辨能力和英语运用能力。
该课程包括多个单元，每个单元均涵盖一定的主题和相关知识点。
本节课的主题是xxx（根据具体课程内容填写主题名称）。
第二部分：主要内容1. 知识点1: xxx（根据具体课程内容填写知识点1）在这一部分，我们将学习关于xxx的相关知识，包括定义、特点以及使用方法等。
通过理论讲解和实例分析，学生将对xxx有一个全面的了解。
2. 知识点2: xxx（根据具体课程内容填写知识点2）这部分主要介绍xxx的背景、发展以及对社会的影响等方面内容。
学生将通过阅读相关资料和讨论，深入了解xxx的重要性以及如何应用于实际生活中。
3. 知识点3: xxx（根据具体课程内容填写知识点3）在这一部分，我们将学习关于xxx的相关理论与实践。
学生将通过小组讨论、角色扮演等方式，培养解决问题的能力以及批判性思维。
第三部分：教学方法在教学过程中，我们将采用多种教学方法，以提高学生的学习兴趣和参与度。
以下是几种常用的教学方法：1. 引入新知识：通过问题引导、案例分析等方式引入新的知识点，激发学生的思考和讨论。
2. 小组合作学习：鼓励学生进行小组合作学习，通过合作解决问题、交流观点等，促进学生之间的互动和学习效果。
3. 角色扮演：通过角色扮演活动，让学生深入体验知识点，并将其运用到实际情境中。
第四部分：学习目标通过本节课的学习，学生将能够达到以下学习目标：1. 理解xxx的定义和特点。
2. 了解xxx在实际生活中的应用场景和相关案例。
3. 培养批判性思维和解决问题的能力。
4. 增强团队合作和交流能力。
第五部分：学习评估为了对学生的学习效果进行评估，我们将采用多种评估方法，包括但不限于以下几种：1. 个人作业：学生将完成指定的课后作业，包括阅读理解、写作练习等。
大学思辨英语教程精读Unit教师用书
大学思辨英语教程精读Unit教师用书U n i t3V e r b a l a n d N o n-v e r b a l C o m m u n i c a t i o n Unit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in T ext 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 differentbackground, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writing Intercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectives Teaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences (q uestion 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy of Oriental and Occidental Culture (CAOOC)Across Languages and Cultures published byAkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactional sociolinguistics,conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.Note: Outside the academic world Deborah Tannen is best known as the author of?a number of books on the New York Times best seller and she?is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an?American?anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of?linguistic relativity?or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. Hisresearch 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 articlesin 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 co mmunicativeintentions, 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?co mmon?sense,?cultural?background,?contextual?information,?imagination,?logical?assum ption,?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 ofcommunication.(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, thespeaker 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 (S collon) 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 theseconventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the order of importance, fromthe core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communication involves many hiddenrules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions.In this sense all communication is cross-cultural.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies fromculture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talk s”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract and difficult terms andadd to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. inpara 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary atmany other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two andthey are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while th e question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section,what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply toreinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirectrequests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt?).3) For example, introvert people may be more tolerant of silence in face-to-faceverbal interaction while extroverts usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eyecontact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for;(7) after; (8) out of, into;(9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context.II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do notknow. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with theAthabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances.(2)Gonjans take it for granted that questions are always asked to achieve indirectfunctions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should bedirect and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, allcommunication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use 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。
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大学生思辨英语教程精读1unit11教师用书
Unit 1 1 Language and Gender
Overview
From 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 e usually 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 ectives
Reading S kill s
Identify the structure of the text
Relate new information to old information
Challenge popular claims on gender differences in languag e use
Control variables in sociolinguistic studies
Compare the ways in which men and women use language and are depicted inl an g u ag e
Intercultural C ompetenc e
Understand the meaning of feminism in the Western conte xt Interpret gender differences from a cultural perspective Understand gender issues across cultures.。