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

Unit 1Two college-age boys, unaware that making money usually involves hard work, are tempted by an advertisement that promises them an easy way to earn a lot of money. The boys soon learn that if something seems to good to be true, it probably is. 一个大学男孩，不清楚赚钱需要付出艰苦的劳动，被一份许诺轻松赚大钱的广告吸引了。

男孩们很快就明白，如果事情看起来好得不像真的，那多半确实不是真的。

BIG BUCKS THE EASY WAY轻轻松松赚大钱"You ought to look into this," I suggested to our two college-age sons. "It might be a way to avoid the indignity of having to ask for money all the time." I handed them some magazines in a plastic bag someone bad hung on our doorknob. A message printed on the bag offered leisurely, lucrative work ("Big Bucks the Easy Way!") of delivering more such bags.“你们该看看这个，”我向我们的两个读大学的儿子建议道。

“你们若想避免因为老是向人讨钱而有失尊严的话，这兴许是一种办法。

”我将挂在我们门把手上的、装在一个塑料袋里的几本杂志拿给他们。

大学思辨英语教材答案Unit 1: Critical Thinking and ArgumentationSection 1: Introduction to Critical ThinkingCritical thinking is a crucial skill that every university student should possess. It involves analyzing and evaluating information, ideas, and arguments in a systematic and logical manner. In this section, we will explore the basics of critical thinking and how it can be applied in various contexts.Section 2: Critical Reading and WritingIn this section, we will delve into the importance of critical reading and writing skills. We will learn how to identify and analyze arguments in texts, as well as how to effectively present our own arguments through writing. Through practice exercises and examples, students will enhance their ability to critically engage with texts and express their thoughts clearly.Section 3: Logical ReasoningLogical reasoning is an essential component of critical thinking. It involves identifying and evaluating the structure of arguments, detecting fallacies, and drawing valid conclusions. In this section, we will explore different types of logical reasoning, such as deductive and inductive reasoning, and how to apply them in real-life situations.Section 4: Analyzing and Evaluating ArgumentsBeing able to analyze and evaluate arguments is a fundamental aspect of critical thinking. In this section, students will learn how to identify the mainclaims, supporting evidence, and underlying assumptions in arguments. They will also develop skills in assessing the credibility and relevance of sources, as well as identifying bias and logical flaws.Unit 2: Persuasive CommunicationSection 1: Introduction to PersuasionEffective persuasion involves the skillful use of language and rhetorical techniques to influence others' opinions or actions. In this section, students will learn about the principles of persuasive communication, such as ethos, pathos, and logos, and how to construct persuasive arguments.Section 2: Understanding AudienceTo effectively persuade others, it is important to understand the needs, values, and beliefs of the target audience. In this section, students will learn how to analyze their audience and tailor their arguments and language accordingly. They will also develop strategies for addressing counterarguments and objections.Section 3: Oral PersuasionOral persuasion plays a significant role in various contexts, such as public speaking and debates. In this section, students will learn how to deliver persuasive speeches, structure arguments effectively, and use rhetorical devices to engage and convince their audience. They will also develop critical listening skills to evaluate and respond to others' persuasive presentations.Section 4: Written PersuasionWritten persuasion is another important aspect of persuasive communication. In this section, students will learn how to craft persuasive essays and opinion pieces. They will explore different organizational patterns and persuasive techniques, such as using evidence and examples, to support their claims. Additionally, students will develop skills in editing and revising their written work for clarity and coherence.Unit 3: Critical Thinking in Everyday LifeSection 1: Critical Thinking in Decision MakingCritical thinking is essential in making informed decisions in our daily lives. In this section, students will learn how to apply critical thinking skills to various decision-making scenarios, such as choosing a major, evaluating job offers, or making ethical choices. They will explore different decision-making models and strategies to enhance their critical thinking ability.Section 2: Media LiteracyIn the era of information overload, media literacy is crucial for effectively navigating and evaluating media messages. In this section, students will learn how to critically assess media content, identify bias and propaganda techniques, and differentiate between reliable and unreliable sources. They will also explore the ethical implications of media consumption and production.Section 3: Problem SolvingCritical thinking is closely linked to problem-solving skills. In this section, students will learn different problem-solving techniques, such as brainstorming, analyzing alternatives, and evaluating potential solutions.They will also develop skills in collaborative problem-solving and decision-making, recognizing the importance of diverse perspectives.Section 4: Ethical ReasoningEthical reasoning requires critical thinking skills to evaluate moral issues and make ethical decisions. In this section, students will explore ethical theories and frameworks, such as utilitarianism and deontology, and apply them to real-life ethical dilemmas. They will develop their ability to critically analyze the consequences and ethical implications of different actions.ConclusionThe university-level critical thinking and argumentation course provides students with the necessary skills to think critically, analyze arguments, and effectively communicate their ideas. By mastering these skills, students will be equipped to succeed not only academically but also in their personal and professional lives.。

Unit 4: Flight 93: What I Never Know(第93次航班：我所无法理解的事)Introductory RemarksSince Sept. 11, 2001, the story of the passengers who fought their hijackers on United Airlines Flight 93 has become a model account of good thwarting evil. No one will ever know exactly what happened on that plane. But the last-minute calls made by some of the passengers give us a more complete account of the struggle of these everyday people. Here is one of the stories of courage and heroism.United Airlines Flight 93United Airlines Flight 93 was a Boeing 757 –222 flight that regularly flew from Newark International airport to San Francisco International airport, continuing on to Narita International Airport in Tokyo, Japan, on a different aircraft. On September 11, 2001, the aircraft on the flight was one of the four planes hijacked as part of the September 11, 2001 terrorist attacks. It was the only one of the four planes that did not reach its intended target, instead crashing into the field in south Pennsylvania. It is believed that the pilot, flight attendants and some of the passengers fought back. The crash might have resulted from the hijackers either deliberately crashing the aircraft or losing control of it as they fought with the passengers. Prefacea series of + 名词的复数suicide:kill oneself e.g.: commit suicidehijack (v.)劫机hijacker劫机者take control of= control (vt.)airliner = plane = aircraft (注意:但指的是航空公司的班机)crash (vi.) 冲撞: The car crashed into the shop window.the Pentagon 美国国防部；五角大楼intend to do sth= plan to do sth = attempt to do sthtarget: goal; aim; purpose; objectiveapparently: obviously; clearlyFlight 93: What I Never KnowLines 1 – 20enormously: to a very extent / degree; greatly; very muche.g.:The girl found the sight of her face on the covers of magazines and newspapers enormously surprising.enormous (adj.): very large; immensee.g.: The sales show was an enormous success.miscarriage (n.) 小产；流产be precious to: The toy is precious to our baby.on two interviews 进行了两次面试lie around: spend one’s time lazily, doing nothing1)Mrs. White was very angry when she saw her son lying around smoking.2)I spent Sunday lying around the house, watching TV.due (adj.)(车船等)预定应到的，到期的1)When is the plane due at Shanghai?2)The check will be due (=mature/ expire) tomorrow.on business = go on a business tripe.g.: My husband has been to nearly every city of China on business.particularly: above all; very greatlytake care of = look after feed– fed – fedbathe (v.) = have / take a bathdress (vt.): put on clothes: weare.g.: Our 4 years old child can dress himself daily.make sure = be suretuck塞: Please tuck the books in that suitcase.wave: (of a person) move one’s hand to and fro or up and downe.g.: Mary leaned out the window and waved to her friends.flight航班get in: arrive We didn’t get in until 3 o’clock in the morning.screw it: (impolite) (used in the imperative to express one’s anger or irritation about sth or sb.) 让…见鬼去; 该死Compare: catch --- grab --- seize --- graspUnited Flight 93联合航空公司的第93次航班Lines 21 – 41Fumble (vi.): move the fingers or hands awkwardly in search of sth or in an attempt to do sth1)Jack fumbled at the bedtable for his glasses.2)Tom took out a cigarette and then fumbled in his coat pocket for a lighterfumble with:1)My old father is fumbling with his black tie.2)Grandpa fumbled with a huge set of keys and unlocked the gate.lid (壶等的)盖doughnut炸圈饼image:picture / sightpoke (v.): be visible coming (through a hole etc.); push sharply with a stick or one’s finger显现,露出; 戳1)You’ll poke someone in the eye with that umbrella if you are not careful!2)His elbow was poking out through his torn shirtsleeve.the tower’s silver skin这里指银色的外墙hold out递过take over: occupy headband束发带“only have good thoughts”只往好处想shake:tremble nauseate:cause to feel sick; vomit使作呕make it:be successful at sth1)It’s hard to make it to the top in IT business.2)She’s very ambitious, but I don’t think she’ll really make it.curse:swear (at)咒骂，诅咒e.g.: She cursed him for destroying her life.Lines 41 – 75Yeah: OkWh-word + ever = no matter + wh-word(引导让步状语从句时)如:Wherever you go, I will follow you. = No matter where you go, I will follow you.Note: 引导宾语从句时，不能改！如: I don’t understand whatever you do. 不能改成I don’t understand no matter what you do. Do I tell him?我是否该告诉他？blow (blew / blown) up:explode; be destroyed by an explosione.g.: The plane blew up in midair because of a fuel leak.scream: cry sharplyherd (n.): group e.g.: a herd of deer / sheep / cattleherd (v.): move or drive (a group of people or animals) in a specific directione.g.: There are many World War II stories of the Jews being herded on to trains headed for the death-camps.pilot: plane driver yell: cry loudly or violentlye.g.: Don’t yell at the boy in such a way.cockpit:(飞机上的)驾驶舱jolt (n.&v.):sudden bump or shake, jerk; (fig.) an emotional shock 震动, 震惊, 摇晃in the rear (of):at the back (of a vehicle, etc.)e.g.: The old lady was sitting in the rear of the church, praying to God.in sb’s hands: being dealt with or cared for by sb.e.g.: The future of our nation is in our (own) hands.take a vote:投票, 表决bluff: try to deceive (sb) by pretending to be stronger, braver, more in control or knowledgeable, etc. than one is虚张声势, 吓唬1)John seems to know a lot about music, but sometimes I think he’s only bluffing.2)Tom bluffed the doorman into thinking that he was a reporter, so the latter let him up intothe building.Lines 76 – 95“screams in the background”隐隐约约的尖叫声Compare:need to do / need to be done = need + 动名词e.g.:The room needs to be cleaned / cleaning.right (adv.) = just it = phonegag (v.): be unable to swallow and feel as if you are about to bring up food from your stomach; choke; put sth into the mouth to stop (sb) from speaking 作呕;噎住;塞住…的嘴使不能说话sink (n.):large basin in a kitchen, used especially for washing dishes, etc. (厨房中的)洗涤槽gagged over the sink在水槽上呕吐起来They’re doing it. 他们正干上了Compare: be bound to do = must do / be bound for = leave fore.g.: We are bound to liberate Taiwan.e.g.: The train is bound for Beijing.muffle (v.):make a sound or the sound of (sth) less easy to hear使声音低沉或轻微roller coaster过山车couch = sofadesert (vt.):抛弃;离弃;从…处丧失1)All my confidence deserted me when I walked into the exam room.2)He deserted his wife and child for another woman.collide (vi.) with: (of moving objects or people) strike violently against sth or each other (相互)冲撞e.g.: Yesterday two cars collided with each other here.Note:must + 完成式:表示过去一定做过的事e.g.: You must have seen the film.hang up the phone = stop using the phonee.g: Let me speak to my son before you hang up (the phone).give sb a hug= embrace sbdumbfound (vt.): make (sb) speechless with surprise; astonish使惊呆; 使吓得麻木dumbfounded(adj.):Father felt dumbfounded when his son had committed such a crime.manage to do =try one’s best to docan’t manage anything but to do (another thing) = can manage nothing but to do (another thing) 无法只能做成某事1)He needs the apartment for marriage. He can’t manage anything but to borrow money fromhis parents and friends.2)That lady can manage nothing but to declare divorce with her evil husband.sink in: (of words, etc.) be fully understood搞懂; 明白e.g.: Mrs. Johnson had to repeat her words several times before they finally sank in (= understood).I collapsed on the floor.我瘫倒在地上e.g.: The collapsed desk should be repaired immediately.Lines 96 – 118“searching for Jeremy”寻找杰里米Over the next months在接下的几个月里endurable = can be endured unendurable =cannot be enduredendure (vt.) = put up with ; bearCompare:endurable products /goods; unendurable products /goods --- perishable products /goodscrash site (=place / spot)hunger to do / for = be eager to do /for = want very much to doe.g.: How much Mary hungers for love!viewpoint = opinionNote: from one’s viewpoint (point of view); in one’s opinionmake sense (of) = understand (sth), esp. sth difficult or complicated1)I’ve read the article twice, but I can’t make any sense of it.2)When her mother and father separated, Libby was too young to make sense of what wasgoing on.principle原则; 原则性declare war on / against …: 向…宣战be jealous of:envy / be envious ofTo show how tough (=strong) they were?为了炫耀其强悍？overstep (vt.): go beyond the limits of 超越…的范围; 越轨e.g.: The government official is bound to be punished for his overstepping his power.tread (v.): set one’s foot down; walk or step (践)踏; 踩1)I kept treading on my boyfriend’s toes when we were dancing.2)His co-worker was jealous of his skills and popularity and so warned him not to tread onher territory at work.ancient sensibilities: It refers to age-old sensibilities such as religious sensibilities自古以来的理性/情感Now it’s gone如今一切全完了Jeremy always suspected he had a higher purpose: Jeremy always thought He was destined (注定) to perform a noble mission (崇高的使命) in life。

大学思辨英语精读2unit4答案1、The children are playing wildly and making a lot of _______。

[单选题]A。

cryB。

voiceC。

noie(正确答案)D。

muic2、Nuclear cience hould be developed to benefit the people_____harm them。

[单选题]A。

more thanB。

other thanC。

rather than(正确答案)D。

better than3、I _______ to the tape yeterday evening。

[单选题]A。

lookB。

litenC。

litened(正确答案)D。

hear4、More than one tudent_____abent from the cla yeterday due to the flu。

[单选题]A。

areB。

haC。

iD。

wa(正确答案)5、 _______, making ome DIY thing i fahionable。

[单选题]A。

Stand outB。

In one opinionC。

In my opinion(正确答案)D。

Out of fahion6、—Are thee your heep [单选题]A）on gra at the foot of the hill。

(正确答案)B。

feedC。

i fedD。

i feeding7、The Spring Fetival i on the way。

Many hop have _______ huge poter with the word ale。

[单选题]A。

put up(正确答案)C。

put outD。

put off8、My brother uually _______ hi room after chool。

大学思辨英语教程精读4哲学与文明课后答案1、---Excuse me sir, where is Room 301?---Just a minute. I’ll have Bob ____you to your room. [单选题] *A. show(正确答案)B. showsC. to showD. showing2、We’re proud that China _______ stronger and stronger these years. [单选题] *A. will becomeB. becameC. is becoming(正确答案)D. was becoming3、Kate has a cat _______ Mimi. [单选题] *A. called(正确答案)B. callC. to callD. calling4、32．Mr. Black is ______ now, so he wants to go to a movie with his son. [单选题] * A．busyB．free(正确答案)C．healthyD．right5、29．There is a book in your left hand. What’s in your ___________ hand? [单选题] * A．the othersB．other (正确答案)C．anotherD．others6、—______?—He can do kung fu.（）[单选题] *A. What does Eric likeB. Can Eric do kung fuC. What can Eric do(正确答案)D. Does Eric like kung fu7、12．That is a good way ________ him ________ English. [单选题] *A．to help；forB．helps；withC．to help；with(正确答案)D．helping；in8、If the manager had to choose between the two, he would say John was _____ choice. [单选题] *A. goodB. the bestC. betterD. the better(正确答案)9、My brother usually _______ his room after school. But now he _______ soccer. [单选题] *A. cleans; playsB. cleaning; playingC. cleans; is playing(正确答案)D. cleans; is playing the10、—Are these your sheep? [单选题] *A）on grass at the foot of the hill.(正确答案)B. feedC.is fedD. is feeding11、48．—________ is your new skirt, Lingling?—Black. [单选题] *A．HowB．What colour(正确答案)C．WhichD．Why12、In 2019 we moved to Boston,（）my grandparents are living. [单选题] *A. whoB. whenC. where(正确答案)D. for which13、38．These workers ___________ this bridge since one year ago. [单选题] * A．buildB．are buildingC．have built (正确答案)D．built14、88．Sorry. I don’t know the way? ? ? ? ? ?Dongfeng Cinema. [单选题] * A．byB．ofC．to(正确答案)D．for15、--Jenny, what’s your favorite _______?? ? ? --like peaches best. [单选题] *A. fruit(正确答案)B. vegetablesC. drinkD. plants16、She is a girl, _______ name is Lily. [单选题] *A. whose(正确答案)B. whoC. whichD. that17、This is the news _______ you want to know. [单选题] *A. that(正确答案)B. whatC. whenD. who18、Do you know what（）the change in his attitude? [单选题] *A. got throughB. brought about(正确答案)C. turned intoD. resulted from19、When you have trouble, you can _______ the police. They will help you. [单选题] *A. turn offB. turn to(正确答案)C. turn onD. turn over20、Sam is going to have the party ______ Saturday evening. （）[单选题] *A. inB. on(正确答案)C. atD. to21、You should finish your homework as soon as possible. [单选题] *A. 赶快地B. 尽能力C. 一...就D. 尽快地(正确答案)22、For more information, please _______ us as soon as possible. [单选题] *A. confidentB. confidenceC. contact(正确答案)D. concert23、The manager was quite satisfied with his job. [单选题] *A. 担心的B. 满意的(正确答案)C. 高兴的D. 放心的24、Don’t read in bed. It’s _______ your eyes. [单选题] *A. good atB. good forC. bad atD. bad for(正确答案)25、42．—________ meat do you want?—Half a kilo. [单选题] *A．How much(正确答案)B．How manyC．WhatD．Which26、13．—Will you come to my party?—I am not ________ . [单选题] *A．mindB．sure(正确答案)C．happyD．Sorry27、Alice is a ______ girl. She always smiles and says hello to others.（）[单选题] *A. shyB. strictC. healthyD. friendly(正确答案)28、—What’s the matter with that boy?—______.（）[单选题] *A. He is watching TV in his roomB. He takes his temperatureC. He was playing a toy carD. He hurt his right leg(正确答案)29、39．—What do you ________ my new dress?—Very beautiful. [单选题] * A．look atB．think aboutC．think of(正确答案)D．look through30、52．I'm happy to ________ a birthday card from an old friend. [单选题] * A．buyB．makeC．loseD．receive(正确答案)。

Unit4Truth and InterpretationPart I:Learning the SkillsActivity1Review 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.Activity2Read 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.Activity3Narrate 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 ReyPart II:Case AnalysisActivity4Read the above two versions of“The Three Little Pigs”and consider the differences it makes when the narrator is different.Task1Understanding the textComplete the following sentences based on your understanding of the texts.1)The point of view in the first version is third-person limited omniscient point of view.2)The wolf in the first version was described as big and bad.3)The third little pig in the first version was described as smart.4)The point of view in the second version is first-person point of view.5)The wolf in the second version was described as innocent.6)The third little pig in the second version was described as impolite.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What leads to the different characterization of the wolf in the two versions?The different characterization of the wolf was created through the different points of view. 2)Which characterization of the wolf do you think is more reliable and what leads to your conclusion?The first was more reliable because the second version was using the first-person point of view.3)How does the change of point of view change the development of the story?The change of point of view leads to quite different interpretation of the same event.Text B A Day’s WaitSuggestions for instructors:The whole story was written from the father’s point of view.The students may be asked to work in groups and retell the story orally with the boy being the narrator.Activity5Read Text B and think about the story’s point of view.Task1Understanding the textFind out the following elements of the text.Character(s):a little boy and his fatherSetting:the little boy had a feverPoint of view:first person point of viewPlot:The little boy who had a fever thought he would die because he confused Fahrenheit and Celsius. Theme:It shows how death lets things appear in a different way.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Do you think the narrator is well chosen in the text?Why or why not?2)Was there any misunderstanding between the boy and his father?If yes,please find out the evidence.When the boy told his father that“…I mean you don’t have to stay if it’s going to bother you,”his father thought he would like to be left alone while the little boy thought he would die.3)What are the clues showing that the boy was very worried?4)Text B is mainly composed of dialogue.But there are two paragraphs used to describe what the father saw and did(“It was a bright,cold day,the ground covered with…We flushed a covey of quail under a high clay bank with overhanging brush…”).What functions do these two paragraphs play in developing the story?5)What does the author try to reveal through the boy’s struggle with his fever?6)Suppose you were going to die in a week.How would you spend the last week of your life?To what extent would this change your view of life?Part III:Language StudyActivity6The following is an excerpt from“The Selfish Giant.”Read and discuss how the words and phrases create the image of a harsh winter.Then the Spring came,and all over the country there were little blossoms and little birds.Only in the garden of the Selfish Giant it was still winter.The birds did not_______to sing in it as there were no children,and the trees forgot to______.Once a beautiful flower put its head out from the grass,but when it saw the notice-board it was so sorry for the children that it______back into the ground again,and went off to sleep.The only people who were_____were the Snow and the Frost.“Spring has forgotten this garden,”they cried,“so we will live here all the year round.”The Snow______up the grass with her great white_______,and the Frost______all the trees_______.Then they invited the North Wind to stay with them,and he came.He was____in furs,and he_____all day about the garden,and blew the chimney-pots down.“This is a delightful spot,”he said,“we must ask the Hail on a visit.”So the Hail came.Every day for three hours he_____on the roof of the castle till he broke most of the slates,and then he ran round and round the garden as fast as he could go.He was dressed in grey,and his breath was like ice. Activity7Read the following excerpts and discuss with your partner how many kinds of tenses are used in each excerpt and what the functions of tenses in narrative writing are.Mary______(like)to look at her mother from a distance and she_______(think)her very pretty, but as she______(know)very little of her she could scarcely have been expected to love her or to miss her very much when she was gone.She did not miss her at all,in fact,and as she was a self-absorbed child she gave her entire thought to herself,as she had always done.If she had been older she would no doubt have been very anxious at being left alone in the world,but she________(be)very young,and as she had always been taken care of,she supposed she always would be.She_______(get)up very early in the morning and_____(work)hard in the garden and she______(be)tired and sleepy,so as soon as Martha________(bring)her supper and she_______(eat)it,she was glad to go to bed.As she laid her head on the pillow she murmured to herself:“I’ll go out before breakfast and work with Dick on and then afterward—I believe—I’ll go to see him.”She thought.Activity8Read the following passages and fill in each blank with the given verb in its appropriate tense.He1)remembered the books of poetry upon his shelves at home.He2)had bought them in his bachelor days and many an evening,as he3)sat in the little room off the hall,he4)had been tempted to take one down from the bookshelf and read out something to his wife.But shyness had always held him back;and so the books5)had remained on their shelves.At times he6) repeated lines to himself and this consoled him.The Secret Garden1)was what Mary called it when she2)was thinking of it.She liked the name, and she liked still more the feeling that when its beautiful old walls shut her in no one knew where she was.It3)seemed almost like being shut out of the world in some fairy place.The few books she4)had read and liked had been fairy-story books,and she had read of secret gardens in some of the stories.。

Unit 4 Organization and InstitutionUnit OverviewThis unit discusses the relationships between individuals and organizations/institutions. As individuals we are all bound by organizations or institutions. In this sense, sociology can be defined as the science of the institutions of modernity; specific institutions serve a function. In the social and political sciences in general, an "organization" may be more loosely understood as the planned, coordinated and purposeful action of human beings working through collective actionto reach a common goal or construct a tangible product. This action is usually framedby formal membership and form (institutional rules). Sociology distinguishes the term organization into planned formal and unplanned informal (i.e. spontaneously formed) organizations, and analyses organizations in the first line from an institutional perspective. In this sense, organization is an enduring arrangement of elements. These elements and their actions are determined by rules so that a certain task can be fulfilled through a system of coordinated division of labor.Text AIn “The Pathology of Imprisonment”, Philip G. Zimbardo’s prison experiment at Stanford University reveals how powerful or powerless individuals can be when assigned roles in an institution such as a prison. It discusses the phenomenon of “institutionalization” we are used to but not consciously aware. Zimbardo also mentions the other similar experiment by another social psychologist Stanley Milgram (experiment on individuals’ obedience or “group thinking” under authoritative, groupor organizational pressure).Text B“Social Institutions” explores the dialectical relationship between individuals, agency and social structure. As structures or mechanisms of social order, social institutions govern the behavior of a set of individuals within a given community. Institutions are identified with a social purpose, transcending individuals and intentions by mediating the rules that govern living behavior. The term "institution" commonly applies to both informal institutions such as customs, or behavior patterns important to a society, andto particular formal institutions created by entities such as the government and public services. As structures and mechanisms of social order, institutions are a principal object of study in social sciences such as sociology (Émile Durkheim even regards sociology as the "science of institutions, their genesis and their functioning").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:Understand words and expressions in contextRelate new information to old informationDefine the key concepts in the textCommunicative competence:Use idiomatic expressionsSummarize others’ pointsBe able to use language with accuracy, clarity and discernmentCritical thinking:Distinguish between opinions and factsExplore implications and consequences of institutionalizationAssess the relationship between individuals and the organizations/institutions they belong toIntercultural competence:Compare traditional and modern ways of organizing life and workIdentify the differences in teacher-student relationships across different cultures Understand the different characteristics of two social groups (primary and secondary) Teaching strategiesText A is a case study of institutionalization (the how individuals’ behavior is confined and/or changed when they are put into an institution and assigned different roles). It is a very interesting case study of human behavior in social context and relatively easier to understand. The teacher can relate this prison experiment with Milgram’s experiment of obedience under pressure so that the discussion can be extended to a broader context about individuals’ relationship with organizations/institutions.Text B is relatively difficult article as it is more theoretical and abstract. It touches upon some new concepts (e.g. agency) and discusses their complex relationship. It is recommended as an extra reading for students to get the main idea about individuals, agency and structure.Further reading:Philip Zimbardo (2007), The Lucifer Effect: Understanding How Good People Turn Evil, Random House, New YorkHandy, Charles(2005). Understanding Organizations (4th ed.). London: Penguin BooksScott, William Richard(2008). Institutions and Organizations (3rd ed.). London: Sage Publications LtdKatz, Daniel; Kahn, Robert Louis (1966). The social psychology of organizations. New York: Wiley Text APreparatory 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 period. 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, 2007Main research interests: social psychology, particularly prison study, social intensity syndrome study (related to discharged soldiers). (3)Name of experiment Description of the experiment Relation of the experimentwith the textExperiment on obedience A series of social psychology experiments conducted by Yale University psychologist Stanley Milgram. Theymeasured the willingnessof study participants, menfrom a diverse range ofoccupations with varyingClosely related with thetext since they are allabout the effect ofassigned roles.levels of education, toobey an authority figurewho instructed them toperform acts conflictingwith their personalconscience; the experimentfound, unexpectedly, that avery high proportion ofpeople were prepared toobey, albeit unwillingly,even if apparently causingserious injury and distress.Small-world experiment (six degrees of separation) The small-world experiment comprised several experiments conducted by Stanley Milgram and other researchers examining the average path length forsocial networks of peoplein the United States. Theresearch wasgroundbreaking in that itsuggested that humansociety is asmall-world-type networkcharacterized by shortpath-lengths. Theexperiments are oftenassociated with the phrase“six degrees ofseparation”, althoughMilgram did not use thisterm himself.Not closely related with the text since theexperiment is about socialnetworking betweenindividuals in the United States.Critical ReadingI. Understanding the text1.Part Para(s) Main ideaI. Anecdote and introduction 1-2 A case showing the necessity for prison reformII. Body 3-10 (the experiment) The experiment of a mock prisonwith guards and prisoners werecarried out and had to end earlierbecause of the frightening effect. III. Findings11-13 (implication) Individual behavior is largely under the control of social forces and environmental contingencies rather than personality traits, character, willpower, or other empirically un-validated constructs. IV . Conclusion 14 (effects of prison) The prison situation is guaranteedto generate severe pathologicalreactions in both guards andprisoners as to debase theirhumanity, and make it difficult forthem to be part of a society outsideof their prison.2.(1) Zimbardo uses the specific example of a prisoner’s situation to plead for prison reform and to justify the experiment he conducted about the bad effect of prison.(2) They conduct an experiment about the effects of prison on both guards and prisoners.(3) They want to understand what it means psychologically to be a prisoner or a prison guard.(4) The 24 participants are selected randomly from volunteer students in Palo Alto city and they were randomly assigned roles of guards and prisoners in a simulated prison.(5) At Stanford University in 1971.(6) The experiment has to be ended earlier than planned.(7) Because the effects of prison (abusing and being abused) on those being experimented are frightening.(8) The results show that people underestimate the power and pervasiveness of situational controls over behavior.(9) Individual behavior is largely under the control of social forces and environmental contingencies rather than personality traits, character, willpower, etc. Many people, perhaps the majority, can be made to do almost anything when put into psychologically compelling situations – regardless of their morals, ethics, values, attitudes, beliefs, or personal convictions.II. Evaluation and exploration(1)Hypothesis: the change of environment (including changed roles) affects one’s behavior (students are put into a mock prison and assigned opposite roles which are all different from their normal environment and role of being a student or citizen) Cause: prison and assigned new roles (changed environment)Effect: rational people with humanity were turned to abusers and victimsIndependent variable: the participants as human beings (the same human beings) (Stimulus: change of environment/roles)Dependent variable: behaviorThe experiment on the power and influence of roles assigned to ordinary individuals is basically valid and convincing, and similar experiments also prove that most people’s behavior are influenced by the social environment, particularly the new roles they are assigned. Unfortunately, the experiment cannot be confirmed due to the ethical concern (the harm caused by the experiment on the participants). And also, since the participants of a social experiment are humans, the result might not be exactly the same (unlike the natural science experiment which can be repeated with precision and same result).(2)Similarities: the two experiments are all about the effect of assigned roles and social expectations on the behavior of the human being s.Differences: Zimbardo’s experiment focuses on the gradual change of behavior on those who are assigned new roles (prison effect) while Stanley’s experiment focuses on authority’s influence on individuals in normal circumstances (authority effect). (3)Power and its execution are closely related with the role assigned to the power-holder. The more important role he/she is given, the more likely he/she abuses it if there are no checks and balances from other institutions. It is very important to fight against corruption (in campaigns or through legal means), but it’s more important to set up mechanism to balance the role given to power-holders.(4)Zimbardo’s statement or conclusion is based on his only experiment about humans and their environment and cannot be repeated due to ethical reasons. It is reasonable to argue that most people are influenced by the (change of) environment and adapt to it quickly, which means personal “freedom” is conditioned. However, there are exceptions, and this statement cannot explain the behavior of those heroes who stick to their principles under any circumstances and would rather die than surrender to enemy or power.(5)These exceptional examples are mostly heroes in extreme circumstances such as war or condition of life and death (Wen Tianxiang, Liu Hulan, John Brown etc.). They have to choose between life and death very quickly and sometimes they act from instinct. There are other factors that result in these exceptional cases – they all have very strong characters which have been fostered in hardship; they also have a very strong faith and are ready to die for the cause they pursue.(6)Besides the reason Zimbardo mentions (psychological factor of self-image for the donors), there are at least two more reasons. One is religious reason – most people in the West are Christians who believe in the teachings of Jesus Christ and feel a duty tohelp the poor (in the form of material, money, or time). The other is related to the affluence of the West where the majority of people become well-off enough to give away a fraction of their wealth or money to maintain social stability. (There’re also other reasons such as tax deduction in some countries to encourage donation.)(7)Simply put, the merit of “group think” is that it can mobilize a uniformed collective force to realize some goal that individuals alone cannot hope to accomplish (through teamwork and national solidarity). The demerit of “group think” is that the group leader’s view might be one-sided and flawed, and the wrong decision or policy based on it could easily lead to mistakes or even disaster. Other demerits: this situation may easily result in the circumstance of strong leader/dictator vs. obedient/populist followers; and in many cases the “truth” is not necessary in the hands of the majority.(8)Clinical trials are experiments done in clinical research. Such prospective biomedical or behavioral research studies on human participants are designed to answer specific questions about biomedical or behavioral interventions, including new treatments and known interventions that warrant further study and comparison. Clinical trials generate data on safety and efficacy. They are conducted only after they have received health authority/ethics committee approval in the country where approval of the therapy is sought. These authorities are responsible for vetting the risk/benefit ratio of the trial - their approval does not mean that the therapy is 'safe' or effective, only that the trial may be conducted. Depending on product type and development stage, investigators initially enroll volunteers and/or patients into small pilot studies, and subsequently conduct progressively larger scale comparative studies. The key point here is: All participants are volunteers who choose clinical trial when other means fail.Worldwide it is estimated that the number of vertebrate animals ranges from the tens of millions to more than 100 million used in animal experiment annually. In the EU, these species represent 93% of animals used in research. If the same was true in the US then the total number of animals used in research is estimated to be between 12 and 25 million. Most animals are euthanized after being used in an experiment. Supporters of the use of animals in experiments, such as the British Royal Society, argue that virtually every medical achievement in the 20th century relied on the use of animals in some way. The Institute for Laboratory Animal Research of the U.S. National Academy of Sciences has argued that animal research cannot be replaced by even sophisticated computer models, which are unable to deal with the extremely complex interactions between molecules, cells, tissues, organs, organisms, and the environment. Animal rights, and some animal welfare, organizations question the need for and legitimacy of animal testing, arguing that it is cruel and poorly regulated, that medical progress is actually held back by misleading animal models that cannot reliably predict effects in humans, that some of the tests are outdated, that the costs outweigh the benefits, or that animals have the intrinsic right not to be used or harmed in experimentation.Language EnhancementI. Words and phrases1.(1)C&F (2)B&C (3)E&F (4)E&F (5)A&D(6)C&E (7)A&F (8)B&F (9)D&E (10)B&C2.（1）拼图、勾画（2）构建（名词）（3）建造（动词）（4）建筑物（5）档案（6）（一列）纵队（7）（用锉刀）锉（9）提出、提交（10）呼吁、要求（11）上诉（12）情绪感染、情感诉求（13）吸引力（14）从…悬吊下来（15）停职（16）暂停（17）悬浮（18）吸引（19）雇佣（20）交战、接触（21）忙于（22）面对、触及3.(1) die away (2) need (3) call for (4) overwhelmed (5) assessed(6) result in (7) function (8) filed (9) prayed (10) predicting4.(1)served as (2)end up with (3)differentiate between (4)dissolved into(5) prevent…from(6) trade… for (7) attribute to (8) inflicted… on (9) derived from (10) pass outII. Sentences and discourse1.(1)This powerful appeal for prison reform was sent to me in a secret letter from aprisoner. He cannot reveal his name because of still being rehabilitated.(2)The guards were informed of the potential seriousness and danger of the situationas well as their own weaknesses (during the experiment).(3)In less than a week, the experience of imprisonment dissolved all good things thatthey’ve learned in a lifetime, including human values and self-concepts while the ugliest and most basic sick side of human nature came into the surface.(4)Individual behavior is largely influenced and dominated by social forces andenvironmental factors instead of by personality traits, character, willpower, or other components that cannot be proved by empirical evidences.(5)Thus we created a false belief in (personal) freedom by emphasizing individuals’internal control (of themselves and of the environment) that actually does not exist.(6)However, since most participants in these studies do act in irrational orunreasonable ways, it can be concluded that the majority of observers would also yield to the social psychological pressure in the same situation.2.(1)A good leader does not impose his personal will on his subordinates.(2)When rumors of bribing were out, the company immediately denied it.(3)The official was convicted of life imprisonment because of stealing and sellingstate secrets; he decided not to appeal to the higher court.(4)The purpose of setting up the fund is to rehabilitate the landmine victims.(5)This university is one of the few local higher learning institutions that can conferdoctorate degrees.(6)If you want to know more about the characteristics of the British, you have tofurther study the dimensions of their history and culture.(7)This company has launched a new round of publicity campaign across the country,to attract those potential customers.(8)No country should interfere in any other country’s domestic affairs in the excuseof human rights.(9)In real life, only very few people can remain independent, not succumbing topower and authority.(10)S ome people believe that in modern society we should adopt an attitude ofunderstanding and tolerance towards deviant views and behaviors.3.个人行为在很大程度上受到社会力量和环境变化的控制，而非取决于个人特质、性格、意志力或其他未经实验证实的因素。

Unit 4 Organization and InstitutionText APreparatory 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 period. 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, av oiding 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, 2007Main research interests: social psychology, particularly prison study, social intensity syndrome study (related to discharged soldiers).Critical ReadingI. Understanding the text(1)Zimbardo uses the specific example of a prisoner’s situation to plea d for prisonreform and to justify the experiment he conducted about the bad effect of prison. (2)They conduct an experiment about the effects of prison on both guards andprisoners.(3)They want to understand what it means psychologically to be a prisoner or aprison guard.(4)The 24 participants are selected randomly from volunteer students in Palo Altocity and they were randomly assigned roles of guards and prisoners in a simulated prison.(5)At Stanford University in 1971.(6)The experiment has to be ended earlier than planned.(7)Because the effects of prison (abusing and being abused) on those beingexperimented are frightening.(8)The results show that people underestimate the power and pervasiveness ofsituational controls over behavior.(9)Individual behavior is largely under the control of social forces and environmentalcontingencies rather than personality traits, character, willpower, etc. Many people, perhaps the majority, can be made to do almost anything when put into psychologically compelling situations – regardless of their morals, ethics, values, attitudes, beliefs, or personal convictions.II. Evaluation and exploration(1)Hypothesis:the change of environment (including changed roles) affects one’s behavior (students are put into a mock prison and assigned opposite roles which areall different from their normal environment and role of being a student or citizen) Cause: prison and assigned new roles (changed environment)Effect: rational people with humanity were turned to abusers and victims Independent variable: the participants as human beings (the same human beings) (Stimulus: change of environment/roles)Dependent variable: behaviorThe experiment on the power and influence of roles assigned to ordinary individualsis basically valid and convincing, and similar experiments also prove that most people’s behavior are influenced by the social environment, particularly the new roles they are assigned. Unfortunately, the experiment cannot be confirmed due to the ethical concern (the harm caused by the experiment on the participants). And also, since the participants of a social experiment are humans, the result might not be exactly the same (unlike the natural science experiment which can be repeated with precision and same result).(2)Similarities: the two experiments are all about the effect of assigned roles and social expectations on the behavior of the human being s.Differences: Zimbardo’s experiment focuses on the gradual change of behavior on those who are assigned new roles (prison effect) while Stanley’s experiment focuses on authority’s influence on individuals in normal circumstances (authority effect). (3)Power and its execution are closely related with the role assigned to the power-holder. The more important role he/she is given, the more likely he/she abuses it if there are no checks and balances from other institutions. It is very important to fight against corruption (in campaigns or through legal means), but it’s more important to set up mechanism to balance the role given to power-holders.(4)Zimbardo’s statement or conclusion is based on his only experiment about humans and their environment and cannot be repeated due to ethical reasons. It is reasonable to argue that most people are influenced by the (change of) environment and adapt to it quickly, which means personal “freedom” is conditioned. However, there are exceptions, and this statement cannot explain the behavior of those heroes who stick to their principles under any circumstances and would rather die than surrender to enemy or power.(5)These exceptional examples are mostly heroes in extreme circumstances such as war or condition of life and death (Wen Tianxiang, Liu Hulan, John Brown etc.). They have to choose between life and death very quickly and sometimes they act from instinct. There are other factors that result in these exceptional cases – they all have very strong characters which have been fostered in hardship; they also have a very strong faith and are ready to die for the cause they pursue.(6)Besides the reason Zimbardo mentions (psychological factor of self-image for the donors), there are at least two more reasons. One is religious reason – most people in the West are Christians who believe in the teachings of Jesus Christ and feel a duty to help the poor (in the form of material, money, or time). The other is related to the affluence of the West where the majority of people become well-off enough to give away a fraction of their wealth or money to maintain social stability. (There’re also other reasons such as tax deduction in some countries to encourage donation.)(7)Simply put, the merit of “group think” is that it can mobilize a uniformed collective force to realize some goal that individuals alone cannot hope to accomplish (through teamwork and national solidarity). The demerit of “group think” is that the group leader’s view might be one-sided and flawed, and the wrong decision or policy based on it could easily lead to mistakes or even disaster. Other demerits: this situation may easily result in the circumstance of strong leader/dictator vs. obedient/populist followers; and in many case s the “truth” is not necessar y in the hands of the majority.(8)Clinical trials are experiments done in clinical research. Such prospective biomedical or behavioral research studies on human participants are designed to answer specific questions about biomedical or behavioral interventions, including new treatments and known interventions that warrant further study and comparison. Clinical trials generate data on safety and efficacy. They are conducted only after they have received health authority/ethics committee approval in the country where approval of the therapy is sought. These authorities are responsible for vetting the risk/benefit ratio of the trial - their approval does not mean that the therapy is 'safe' or effective, only that the trial may be conducted. Depending on product type and development stage, investigators initially enroll volunteers and/or patients into small pilot studies, and subsequently conduct progressively larger scale comparative studies. The key point here is: All participants are volunteers who choose clinical trial when other means fail.Worldwide it is estimated that the number of vertebrate animals ranges from the tens of millions to more than 100 million used in animal experiment annually. In the EU, these species represent 93% of animals used in research. If the same was true in the US then the total number of animals used in research is estimated to be between 12 and 25 million. Most animals are euthanized after being used in an experiment. Supporters of the use of animals in experiments, such as the British Royal Society, argue that virtually every medical achievement in the 20th century relied on the use of animals in some way. The Institute for Laboratory Animal Research of the U.S. National Academy of Sciences has argued that animal research cannot be replaced by even sophisticated computer models, which are unable to deal with the extremely complex interactions between molecules, cells, tissues, organs, organisms, and the environment. Animal rights, and some animal welfare, organizations question the need for and legitimacy of animal testing, arguing that it is cruel and poorly regulated, that medical progress is actually held back by misleading animal models that cannot reliably predict effects in humans, that some of the tests are outdated, that the costs outweigh the benefits, or that animals have the intrinsic right not to be used or harmedin experimentation.Language EnhancementI. Words and phrases1.(1)C&F (2)B&C (3)E&F (4)E&F (5)A&D(6)C&E (7)A&F (8)B&F (9)D&E (10)B&C2.（1）拼图、勾画（2）构建（名词）（3）建造（动词）（4）建筑物（5）档案（6）（一列）纵队（7）（用锉刀）锉（9）提出、提交（10）呼吁、要求（11）上诉（12）情绪感染、情感诉求（13）吸引力（14）从…悬吊下来（15）停职（16）暂停（17）悬浮（18）吸引（19）雇佣（20）交战、接触（21）忙于（22）面对、触及3.(1) die away (2) need (3) call for (4) overwhelmed (5) assessed(6) result in (7) function (8) filed (9) prayed (10) predicting4.(1)served as (2)end up with (3)differentiate between (4)dissolved into(5) prevent…from(6) trade… for (7) attribute to (8) inflicted… on (9) derived from (10) pass outII. Sentences and discourse1.(1)This powerful appeal for prison reform was sent to me in a secret letter from aprisoner. He cannot reveal his name because of still being rehabilitated.(2)The guards were informed of the potential seriousness and danger of the situationas well as their own weaknesses (during the experiment).(3)In less than a week, the experience of imprisonment dissolved all good things thatthey’ve learned in a lifetime, including human values and self-concepts while the ugliest and most basic sick side of human nature came into the surface.(4)Individual behavior is largely influenced and dominated by social forces andenvironmental factors instead of by personality traits, character, willpower, or other components that cannot be proved by empirical evidences.(5)Thus w e created a false belief in (personal) freedom by emphasizing individuals’internal control (of themselves and of the environment) that actually does not exists.(6)However, since most participants in these studies do act in irrational orunreasonable ways, it can be concluded that the majority of observers would also yield to the social psychological pressure in the same situation.2.(1)A good leader does not impose his personal will on his subordinates.(2)When rumors of bribing were out, the company immediately denied it.(3)The official was convicted of life imprisonment because of stealing and sellingstate secrets; he decided not to appeal to the higher court.(4)The purpose of setting up the fund is to rehabilitate the landmine victims.(5)This university is one of the few local higher learning institutions that can conferdoctorate degrees.(6)If you want to know more about the characteristics of the British, you have tofurther study the dimensions of their history and culture.(7)This company has launched a new round of publicity campaign across the country,to attract those potential customers.(8)No country should interfere in any other country’s domestic affairs in the excuseof human rights.(9)In real life, only very few people can remain independent, not succumbing topower and authority.(10)S ome people believe that in modern society we should adopt an attitude ofunderstanding and tolerance towards deviant views and behaviors.3.个人行为在很大程度上受到社会力量和环境变化的控制，而非取决于个人特质、性格、意志力或其他未经实验证实的因素。

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

Essayforunit4大学英语精读第四册第四单元读后感Essay for unit 4The text of this unit is quite a different one, for its distinctive literary style from any other travelogue. This article does not mainly focus on the beautiful nature view of the Central Park. On the contrary, it spreads as following parts, culture atmosphere that surrounded the park; history that told the story of the park; crime background that frightened the viewers and ambivalent feelings that towards to the artificial beauty as well.At first, the writer decided that he would spend the night in Central Park regardless of a platitude fact----that people will not wander around Central Park, needless to say to spend night there, for it is very dangerous, as it were, the park which is peaceful and safe during the day can turn out to be a fighting place where evil happens exactly at night. However, he was brave enough at that time and enjoyed The Taming of the Shrew, a work of Shakespeare. The light, the laughter, and the lines of Shakespeare drifted out of the summer night all reassured the author by making the night lovable. He even felt a certain exhilaration. But being too busy in appreciating this wonderful evening to notice where he went, he lost his way finally.It seemed that what had happened in the theatre veiled the park by happiness and peace. However, the rotating red light, near the Delacorte Theatre, was a warning sign of the danger, which should be kept away in the park. Being lost, the deeper the author went, the darker the park became, and he cannot help feeling fear. Then everything could be the source of it, a sound of shaking bushes beside him or five men wearing white T-shirts, all made him frozen still and then bolted quickly. After whatseemed like an endless process of threaten, the writer found him in the Ramble, giving him a breathe of relax. Though he comforted himself that it was just darkness and nothing made a big deal, he compulsively reviewed the details of a case in which a man, being the same age of the author’s, was cruelly killed by a 15-year-old teenage. And when he set out for the northern end of the Park, encountering a gang of kids zooming across the street, he involuntarily called up the memory of 1989 incident, where a young banker was beaten and assaulted. With the darkness and cruel crime cases in mind, the author was frightened in the marrow of his bone. To avoid the unseen danger, he kept his head down, avoided eye contact and picked up his pace.As for the part of the history of the park showed us the original purpose to build it. The park was built to keep the city’s rougher elements out. The nights in park at that time had seemed luxurious and secluded rather than dangerous. However, after overused, when the park was redesigned to be efficient, purposeful, and unapologetically American, the park was not safe at night any more. Now the park is still functioning as it designed at the first time, being a green oasis in the great concrete, high-rise landscape of New York, where citizens can relieve themselves in nature and get a way from the city life for a present. It seems that people are tired of the busy city views. Nevertheless, when the city was viewed at night in the park, the author had to admit its beauty. Though it was man-made, consuming wastefully, and staggering quantities of electricity and water, though it should be somewhere meant to be escape from, there was no denying that it was shimmeringly beautiful. This kind of complexed feelings of both love and hate might be confusing, which one is better one,the contrived, or the natural one?Eventually, the author got where he could drop off to a sleep. And during this, he had a encounter with raccoons. Though I could not tell whether it really happened or just the imagination of him, I can find a harmonious relationship between human and nature..。

大学思辨英语教程精unit14答案1、We had a(an)_____with him about this problem last night. [单选题] *A.explanationB.impressionC.exhibitionD.discussion(正确答案)2、93．Welcome ________ our school! [单选题] *A．to(正确答案)B．inC．atD．/3、28．—Where is Fujian Province?—It’s ________ the southeast of China. [单选题] * A．in (正确答案)B．onC．toD．at4、The work will be finished _______ this month. [单选题] *A. at the endB. in the endC. by the endD. at the end of(正确答案)5、Mary _____ be in Paris. I saw her just now on campus. [单选题] *A. mustn'tB. can't(正确答案)C. need notD. may not6、Experts are making an investigation on the spot. They want to find a way to（）the tower. [单选题] *A. Restore(正确答案)B. resumeC. recoverD. reunite7、______ pocket money did you get when you were a child? （）[单选题] *A. WhatB. HowC. How manyD. How much(正确答案)8、We _______ play basketball after school. [单选题] *A. were used toB. used to(正确答案)C. use toD. are used to9、Last year Polly _______ an English club and has improved her English a lot. [单选题] *A. leftB. sawC. joined(正确答案)D. heard10、57．Next week will be Lisa's birthday. I will send her a birthday present ________ post. [单选题] *A．withB．forC．by(正确答案)D．in11、Finally,I have _____ interesting to share with you,and I am sure you will be interested in it. [单选题] *A. everythingB. something(正确答案)C. nothingD. anything12、You can distinguish the twins very easily, _____Tom is quite while Jack is active. [单选题] *A. soB. butC. for(正确答案)D. and13、My friends will _______ me at the airport when I arrive in London. [单选题] *A. takeB. meet(正确答案)C. receiveD. have14、I want something to eat. Please give me a _______. [单选题] *A. bookB. watchC. shirtD. cake(正确答案)15、The more he tried to please her, _____she seemed to appreciate it. [单选题] *A.lessB.lesserC.the less(正确答案)D.the lesser16、Don’t _______ to close the door when you leave the classroom. [单选题] *A. missB. loseC. forget(正确答案)D. remember17、The（)majority of the members were against the idea. [单选题] *A. substantialB. enormousC. considerable(正确答案)D. overwhelming18、I used to take ____ long way to take the bus that went by ____ tunnel under the water. [单选题] *A. a, aB. a. theC. a, /(正确答案)D. the, a19、We all wondered（）Tom broke up with his girlfriend. [单选题] *A. thatB. whatC. whoD. why(正确答案)20、The Chinese team are working hard _______ honors in the Olympic Games. [单选题] *A. to win(正确答案)B. winC. winningD. won21、—______ do you play basketball?—Twice a week.（）[单选题] *A. How often(正确答案)B. How muchC. How manyD. How long22、The boy’s mother always _______ him a story before he goes to bed. [单选题] *A. saysB. speaksC. tells(正确答案)D. talks23、—______ do you pay for it? —Over the Internet. （）[单选题] *A. WhatB. How muchC. How(正确答案)D. When24、His handwriting is better than _____. [单选题] *A. mine(正确答案)B. myC. ID. me25、He doesn’t feel well. He has a _______ nose. [单选题] *A. runingB. rainingC. runny(正确答案)D. rainy26、They returned successfully from ______ moon to _____ earth. [单选题] *A. /; /B. /; theC. the; the(正确答案)D. the; /27、I should like to rent a house which is modern, comfortable and _____, in a quiet neighborhood. [单选题] *A.in allB. after allC. above all(正确答案)D. over all28、1——May I help you? You seem to be having some problems.——_______ , thanks. Ithink I can manage. [单选题] *A. All rightB. No problemC. It’s all right(正确答案)D. There’s no way29、Boys and girls, _______ up your hands if you want to take part in the summer camp(夏令营)．[单选题] *A. puttingB. to putC. put(正确答案)D. puts30、( ) --------Please take my seat here.-------- __________________________. [单选题]*A. That is nice of you(正确答案)B. I think it is my seatC. No, you sit hereD. I don’t think it’s a good seat.。

大学思辨英语教程College Speculative English CourseIntroduction:In this course, we will explore a variety of topics related to speculative thinking in the English language. Through engaging discussions and thought-provoking readings, students will develop their critical thinking skills and enhance their ability to analyze and evaluate complex ideas. The syllabus for this course is as follows: Unit 1: Introduction to Speculative Thinking- The importance of speculative thinking- Techniques for cultivating speculative thinking abilitiesUnit 2: Scientific Exploration- The principles of scientific discovery- Historical examples of scientific breakthroughsUnit 3: Philosophical Speculations- Major philosophical theories and their implications- Applying philosophical concepts to everyday lifeUnit 4: Futuristic Visions- Imagining the future and its possibilities- Ethical considerations in future developmentsUnit 5: Societal Speculations- Speculative analysis of social structures and systems- Critically examining societal norms and practicesUnit 6: Cultural Critique- Deconstructing cultural assumptions and biases- Analyzing societal issues through a critical lensUnit 7: Technological Advancements- The impact and implications of technological progress- Ethical dilemmas in technological advancementsUnit 8: Speculative Literature and Film- Exploring speculative genres in literature and film- Analyzing speculative works for underlying themes and messagesUnit 9: Creative Speculation- Utilizing speculative thinking in creative endeavors- Developing creative projects that challenge conventional ideas Unit 10: Final Project- Independent research and analysis on a chosen speculative topic - Presentation of findings and conclusionsPlease note that the content and order of units are subject to change based on the instructor's discretion and the needs of the class. It is important for students to actively participate in class discussions and complete all assigned readings to fully benefit from this course.。

大学思辨英语教程精读4电子版1、Can you give her some ______ ? [单选题] *A. advice(正确答案)B. suggestionC. advicesD. suggest2、This species has nearly （）because its habitat is being destroyed. [单选题] *A. used upB. died out(正确答案)C. gone upD. got rid of3、The Titanic is a nice film. I _______ it twice. [单选题] *A. sawB. seeC. have seen(正确答案)D. have saw4、As soon as he _______, he _______ to his family. [单选题] *A. arrived, writesB. arrived, writtenC. arrived, wrote(正确答案)D. arrives, write5、Its’time to go to bed. _______ your computer, please. [单选题] *A. Turn onB. Turn inC. Turn off(正确答案)D. Turn down6、pencil - box is beautiful. But ____ is more beautiful than ____. [单选题] *A. Tom's; my; heB. Tom's; mine; his(正确答案)C. Tom's; mine; himD. Tom's; my; his7、We can see ______ stars at night if it doesn’t rain. [单选题] *A. a thousand ofB. thousandsC. thousand ofD. thousands of(正确答案)8、--Jenny, what’s your favorite _______?? ? ? --like peaches best. [单选题] *A. fruit(正确答案)B. vegetablesC. drinkD. plants9、The black coal there shows a sharp（）white snow. [单选题] *A. contract withB. content withC. contact toD. contrast to(正确答案)10、The storybook is very ______. I’m very ______ in reading it. （）[单选题] *A. interesting; interested(正确答案)B. interested; interestingC. interested; interestedD. interesting; interesting11、Yesterday I _______ a book.It was very interesting. [单选题] *A. lookedB. read(正确答案)C. watchedD. saw12、Many of my classmates are working _______volunteers. [单选题] *A. as(正确答案)B. toC. atD. like13、On Easter children _______ eggs around the house. [单选题] *A. hunt for(正确答案)B. send forC. prepare forD. ask for14、Wang Dong usually gets up at 6:00 _______ he can catch the early school bus. [单选题] *A. as ifB. so that(正确答案)C. untilD. after15、If the trousers are too long, ask the clerk to bring you a shorter _____. [单选题] *A. suitB.setC.oneD.pair(正确答案)16、--Don’t _______ too late, or you will feel tired in class.--I won’t, Mum. [单选题] *A. call upB. wake upC. stay up(正确答案)D. get up17、_______ after dinner is good for our health. [单选题] *A. WalksB. Walking(正确答案)C. WalkedD. Walk18、—Would you like some milk?—Yes, just _____, please. [单选题] *A. a little(正确答案)B. littleC. a fewD. few19、74．In England people drive________. [单选题] *A．on the left(正确答案)B．in the leftC．on leftD．in left20、75．Why not________ for a walk? [单选题] *A．go out(正确答案)B．to go outC．going outD．goes out21、Either you or the president（）the prizes to these gifted winners at the meeting. [单选题] *A. is handing outB. are to hand outC. are handing outD. is to hand out(正确答案)22、The street was named _____ George Washington who led the American war for independence. [单选题] *A. fromB. withC. asD. after(正确答案)23、—Where ______ you ______ for your last winter holiday?—Paris. We had a great time. （）[单选题] *A. did; go(正确答案)B. do; goC. are; goingD. can; go24、While my mother _______ the supper, my father came back. [单选题] *A. cooksB. is cookingC. was cooking(正确答案)D. has cooked25、She found her wallet（）she lost it. [单选题] *A. where(正确答案)B. whenC. in whichD.that26、The beautiful sweater _______ me 30 dollars. [单选题] *A. spentB. paidC. cost(正确答案)D. took27、Then the speaker _____the various factors leading to the economic crisis. [单选题] *A.went onB.went afterC.went into(正确答案)D.went for28、The man lost his camera and he ______ it now.（）[单选题] *A. foundB. is findingC. is looking forD. looks for(正确答案)29、The language school started a new（）to help young learners with reading and writing. [单选题] *A. course(正确答案)B. designC. eventD. progress30、Simon does not（）his fellow workers because they often argue over trivial matters. [单选题] *A. get on with(正确答案)B. come up withC. do away withD. go on with。