文档库 最新最全的文档下载
当前位置:文档库 › 大学思辨英语教程文学与人生unit4

大学思辨英语教程文学与人生unit4

大学思辨英语教程文学与人生unit4
大学思辨英语教程文学与人生unit4

Unit 4 The Open Window

Language Enhancement

I Word and Phrases

1.

(1) self-centred, self-addressed

(2) headfast, headless, headway

(3) scornful, respectful

(4) unquestionable, unintended

(5) tighten, sweeten

(6) enable, enrich

2.

(1) made an appearance(2) made a mess; make amends(3) make an effort(4) make sense(5) made a scene(6) make a deal

3.

(1) put up with(2) went off for(3) give way

(4)broke off(5)bolted out/ dashed off(6)dash off

(7)undergo (8) discount (9) migrate (10) endeavor

(11) mope (12) pursue (13) bustled (14) rattling

(15) straying (16) chanted

II Sentences and rhetoric

1.Paraphrase

(1)Framton was going to hand one of the letters of introduction to Mrs. Sappleton. He was wondering whether this lady could be categorized into the group of nice persons. / Framton was about to give one of the letters of introduction to Mrs. Sappleton. He wondered whether she could be said as belonging to the nice-person group or division.

(2)When the niece felt that the silence was too long to be proper, she asked: “Do you know many of the people around here” / When the niece decided that the silence was awkward for the communication, she asked: “Do you know many of the people around here”

(3)Here the child’s voice changed. It was no longer calm and in good control of her emotions, but sounded slightly human. / Here the child’s voice lost its quality of being calm and in control of her emotions, it changed into somewhat human.

(4)“The doctors all agree that I should have complete rest, not to have any mental excitement, and avoid anything that can involve forceful physical exercise,”Framton said. He was trying his very best to change the topic, driven by a fairly well-known false idea that total strangers or people you happen to know would be eager to know the smallest detail of your illness and pains, their cause and cure. / He tried very very hard to change the topic, under a false idea, which was rather widespread, that a complete stranger or a person you just know would be interested in knowing the smallest details of your health problems and their cause and cure.

2.Translation

(1) 弗兰姆顿?纳特尔努力想说点儿什么得体的话,既能够讨眼前这个小姑娘欢

心,又不至于怠慢她那位待会儿要下来的姨妈。

(2)他竭力想把交谈转向不太瘆人的话题但并不完全成功。他感觉到,女主人对

他心不在焉,她的目光常常略过他,投向那面法式落地窗和远处的草坪。

(3)弗兰姆顿惊恐地去抓他的手杖和帽子,在他仓惶逃离的过程中隐约意识到经

过了屋前的砾石车道和大门。

(4)他在印度时被一群野狗追到恒河附近的一个墓地里,不得不在一个新挖的坟

洞里过夜,那群狗就在他上面,龇牙咧嘴,冒着白沫,不停地狂叫。

(5)Life is presented as a succession of “ages”: from birth, through

babyhood, infancy, childhood, adolescence, adulthood, middle age, and finally old age.

(6)I feel quite awkward and out of place, for I know no one here at the party.

(7)Thank you so much for coming to our aid at such short notice.

(8)After reading Wuthering Heights, I am hungry for a trip to see the place in which the author once lived.

大学思辨英语教程文学与人生unit4

Unit 4 The Open Window Language Enhancement I Word and Phrases 1. (1) self-centred, self-addressed (2) headfast, headless, headway (3) scornful, respectful (4) unquestionable, unintended (5) tighten, sweeten (6) enable, enrich 2. (1) made an appearance(2) made a mess; make amends(3) make an effort(4) make sense(5) made a scene(6) make a deal 3. (1) put up with(2) went off for(3) give way (4)broke off(5)bolted out/ dashed off(6)dash off (7)undergo (8) discount (9) migrate (10) endeavor (11) mope (12) pursue (13) bustled (14) rattling (15) straying (16) chanted

II Sentences and rhetoric 1.Paraphrase (1)Framton was going to hand one of the letters of introduction to Mrs. Sappleton. He was wondering whether this lady could be categorized into the group of nice persons. / Framton was about to give one of the letters of introduction to Mrs. Sappleton. He wondered whether she could be said as belonging to the nice-person group or division. (2)When the niece felt that the silence was too long to be proper, she asked: “Do you know many of the people around here” / When the niece decided that the silence was awkward for the communication, she asked: “Do you know many of the people around here” (3)Here the child’s voice changed. It was no longer calm and in good control of her emotions, but sounded slightly human. / Here the child’s voice lost its quality of being calm and in control of her emotions, it changed into somewhat human. (4)“The doctors all agree that I should have complete rest, not to have any mental excitement, and avoid anything that can involve forceful physical exercise,”Framton said. He was trying his very best to change the topic, driven by a fairly well-known false idea that total strangers or people you happen to know would be eager to know the smallest detail of your illness and pains, their cause and cure. / He tried very very hard to change the topic, under a false idea, which was rather widespread, that a complete stranger or a person you just know would be interested in knowing the smallest details of your health problems and their cause and cure. 2.Translation (1) 弗兰姆顿?纳特尔努力想说点儿什么得体的话,既能够讨眼前这个小姑娘欢 心,又不至于怠慢她那位待会儿要下来的姨妈。 (2)他竭力想把交谈转向不太瘆人的话题但并不完全成功。他感觉到,女主人对 他心不在焉,她的目光常常略过他,投向那面法式落地窗和远处的草坪。

《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith

Unit5Dream and Faith Part I:Learning the Skills Activity1: Match the themes with the following stories. A.The greatest kindness will not bind the ungrateful. B.Idleness brings want. C.Contentment with our lot is an element of happiness. D.Unity is strength. E.Fine feathers don’t make fine birds. Story1:C Story2:B Story3:A Story4:E Story5:D Activity2: Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes. Text Theme(s)How the theme(s)is(are) revealed Comments The Story of My Life(Chapter4)One could overcome a problem that seems to be insurmountable --Offered background information about herself at the beginning --Described the skillfulness and patience of Ann Sullivan --the key moment of epiphany “The Diamond Necklace”Vanity and pride can be expensive A great contrast between what life is and what life Mathilde fancies at the beginning Mathilde borrowed a necklace and had a moment of her fancied life, Madame Loisel’s vanity causes her to want to live beyond her means and her pride that prevents her from telling Madame Forestiere the truth. “After Twenty Years”Justice is higher than friendship “The Selfish Giant”Sharing can bring joy “Too Soon a Woman” True courage is love

大学思辨英语精读Unit-4-Organization-and-Institution参考答案

Unit 4 Organization and Institution Text A Preparatory Work (1) a. Institutionalization: refers to the process of embedding some conception (for example a belief, norm, social role, particular value or mode of behavior) within an organization, social system, or society as a whole. The term may also be used to refer to committing a particular individual or group to an institution, such as a mental or welfare institution. b. Solitary confinement: is a form of imprisonment in which an inmate is isolated from any human contact, often with the exception of members of prison staff. It is mostly employed as a form of punishment beyond incarceration for a prisoner, usually for violations of prison regulations. However, it is also used as an additional measure of protection for vulnerable inmates. In the case prisoners at high risk of suicide, it can be used to prevent access to items that could allow the prisoner to self-harm. c. Parole: is the provisional release of a prisoner who agrees to certain conditions prior to the completion of the maximum sentence perio d. A specific type of parole is medical parole or compassionate release which is the release of prisoners on medical or humanitarian grounds. Conditions of parole often include things such as obeying the law, refraining from drug and alcohol use, avoiding contact with the parolee’s victims, obtaining employment, and maintaining required contacts with a parole officer. d. Rehabilitation: is the re-integration into society of a convicted person and the main objective of modern penal policy, to counter habitual offending, also known as criminal recidivism. Alternatives to imprisonment also exist, such as community service, probation orders, and others entailing guidance and aftercare towards the offender. (2) Main publications: Influencing Attitudes and Changing Behavior (2nd ed.). Reading, MA: Addison Wesley., 1977, Psychology(3rd Edition), Reading, MA: Addison Wesley Publishing Co., 1999, Psychology And Life, 17/e, Allyn & Bacon Publishing, 2005, The Lucifer Effect: Understanding How Good People Turn Evil, Random House, New York, 2007 Main research interests: social psychology, particularly prison study, social intensity syndrome study (related to discharged soldiers).

大学思辨英语教程 精读1Unit 3教师用书(20150809)

Unit 3 Verbaland Non-verbal Communication Unit overview Both 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 A People 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 B Some 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 objectives This 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 word Identify cohesive devices Predict the content of an upcoming sentence/paragraph Communicative competence: Develop a coherent and cohesive oral/written discourse

《大学思辨英语教程写作1》练习答案-Unit 1 Life and Value

Unit 1 Life and Value Pre-class Exploration 1 Make up your own story with the following words. 1) apple, 2) alligator, 3) angry, 4) ambulance, 5) apologize When I was enjoying my apple pie in the park, I heard a cry for help. It looked like an angry alligator was going to attack a naughty boy who got too close, now frightened. The police and ambulance were called but fortunately the alligator swam away. The boy thanked everyone and apologized for his misbehavior. The ambulance left and the parents were still angry with the naughty boy who could have been killed by attacking the alligator with an apple core. The boy apologized to his parents that he would never do it again. 2 Read the fable “Hare and the Tortoise” on Page 5 and 6 and complete the following outline. 1. Introduction of characters _Hare&Tortoise ______________ 2. The bet _Tortoise challenged Hare to have a race.__________ 3. The beginning of the race _Hare raced off while Tortoise crawled slowly behind._____ 4. The middle of the race _Hare stopped to took a nap while Tortoise kept going._ 5. The end of the race When Hare woke up, he ran as fast as he could, but Tortoise passed the finishing line first.__ 6. The moral of the story _Perseverance is the key to success.__________________________ Part I: Learning the Skills Activity 1 Read the following passage and analyze it in terms of character(s), setting, plot, point of view

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

Unit 1 Thinking Sociologically Text A Preparatory Work (1) Micro-level sociology: a b e Macro-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 of conscious and unconscious experience as well as thought of the human beings. ●Economics focuses on the behavior and interactions of economic agents and how economies work, that is the economic activities of the human kind. ●History is the study of the past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events, particularly how it relates to humans. ●Demography is the statistical study of populations, especially 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 Reading I. Understanding the text

大学思辨英语教程精读1unit3

Unit 3 Preparatory work 1. Deborah Tannen is University Professor and Professor of Linguistics at Georgetown University and author of many books and articles about how the language of everyday conversation affects relationships. She is best known as the author of You Just Don ‘t Un derstand: Women and Men in Conversation, which was on the New York Times best seller list for nearly four years, including eight months as No. 1, and has been translated into 31 languages. This is the book that brought gender differences in communication style to the forefront of public awareness. Her most recent book, You Were Always Mom’s Favorite! Sisters in Conversation Throughout Their Lives, also a New York Times best seller, received a Books for a Better Life Award and was featured on 20/20(美国电视节目)and NPR(National Public Radio)'s Morning Edition. Among her other books, You're Wearing THAT?: Understanding Mothers and Daughters in Conversation spent ten weeks on the New York Times

《大学思辨英语教程写作1》练习答案-Unit 4 Truth and Interpretation

Unit4Truth and Interpretation Part I:Learning the Skills Activity1 Review the texts you have read in the previous units.Discuss with your partner which point of view is employed in each text and whether you would have different feelings about these texts if different points of view were employed. Suggestions for instructors:Discuss with students how the point of view change leads to the differences in the narration. Activity2 Read the following four excerpts and discuss with your partner which point of view is employed in each excerpt,whether the difference gives you different feelings toward the same event and how your response is influenced by how much the narrator knows and how objective the narrator is. Activity3 Narrate an incident in your childhood(either real or made-up)from several points of view: first from your own point of view;next from the point of view of your family;finally from the point of view of a stranger who witnessed the incident.Evaluate which point of view is easier to write and which point of view tells the story best. Suggestions for instructors: Another option:Read the following examples and ask the students to work in groups and rewrite from a different point of view(first person point of view,for instance)and share their writing with other groups. Leslie sat in front of Paul.She had two long,brown pigtails that reached all the way down to her waist.Paul saw those pigtails,and a terrible urge came over him.He wanted to pull a pigtail. He wanted to wrap his fist around it,feel the hair between his fingers,and just yank.He thought it would be fun to tie the pigtails together,or better yet,tie them to her chair.But most of all,he just wanted to pull one. ---Sideways Stories from Wayside School by Louis Sachar At the pizza place,Tony the baker was getting the pizzas ready for baking.He flattened out a ball of dough into a large pancake and tossed it in the air.He spread tomato sauce on it, sprinkled it with cheese,and shoved it in the oven.Then the telephone rang.“A fellow from the factory wants a large pizza delivered in a hurry,”Tony’s wife called.“OK,I’ll get my coat,”said Tony. ---Curious George and the Pizza by Margret Rey Part II:Case Analysis Activity4 Read the above two versions of“The Three Little Pigs”and consider the differences it makes when the narrator is different.

大学思辨英语教程精读1unit2

Thesis: Among its multiple purposes, language is good at interaction and persuasion but poor at information talking. 1.The transfer of information is not the only purpose of using language. In greetings and 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. Para. 22-22). 2. In Paragraph 6, Aitchison divides the question “what is language for”

into two sub-questions: “For what purpose did language develop?” and “For what purpose is language used nowadays?” Since there are so many purposes of using language and the original one is difficult to identify, she argues in paragraph 8 that we can find clues by looking at what language is good at and what it finds difficult to express. The rest of the text (paras.9-28) provides discussion about and answers to these two questions. 3.According to Aitchison, the list of language functions in paragraph 7 is not exhaustive(complete), and it is not clear which one is the most basic. Aitchison discusses in some detail the following four functions, providing information, expressing feelings, influencing others and social talking, which are roughly organized in the order of importance in the traditional view. 4. Aitchison suggests that the early functions of language can be traced in the way we use language today to some extent. The assumption behind is that the origin of language is accountable(responsible) 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. Evaluating the text (2) Exemplifying An utterance may serve more than one purpose simultaneously. Donking is used metalinguistically(元语言)in example (6), but the whole sentence

大学思辨英语写作Unit 2 Empathy and Justice

Unit 2 Empathy and Justice Pre-class exploration 2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors: 1The instructor can ask students to describe someone in class in detail and let the others guess who that person is. 2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certain character in words and another group to draw the characterbased on the description. Part I: Learning the Skills Activity 1 Beaver Goes Shopping Read the following story and discuss with your partner the techniques used in developing the character Beaver. What Beaver says Beaver talked to different animals about what food to buy. He communicated with several animals about his food. What Beaver does Beaver talked and acted and kept trying different food after listening to different people’s advice. What Beaver thinks and feels He felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots. Activity 2 The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters. The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.

相关文档
相关文档 最新文档