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Unit 3Preparatory work1. 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 Timesbest seller list; Talking from 9 to 5: Women and Men at Work was a New York Times Business best seller; The Argument Culture: Stopping America's War of Words received the Common Ground Book Award; and I Only Say This Because I Love You: Talking to Your Parents, Partner, Sibs, and Kids When You're All Adults received a Books for a Better Life Award.In addition to her seven books for general audiences, Tannen is author or editor of sixteen books and over one hundred articles for scholarly audiences. She has also published poems, short stories, plays and personal essays.Academic interests: gender and language, interactional sociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow,1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.2）Edward SapirEdward Sapir (/səˈpɪər/; 1884–1939) was an American anthropologist-linguist, who is widely considered to be one of the most important figures in the early development of the discipline of linguistics. Sapir studied the ways in which language and culture influence each other, and he was interested in the relation between linguistic differences, and differences in cultural world views. This part of his thinking was developed by his student Benjamin Lee Whorf into the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.2) John Joseph GumperzJohn Joseph Gumperz (January 9, 1922 –March 29, 2013) was an American linguist and academic. Gumperz was, for most of his career, a professor at the University of California in Berkeley. His research on the languages of India, on code-switching in Norway, and on conversational interaction, has benefitted the studyof sociolinguistics, discourse analysis, linguistic anthropology, and urban anthropology.2) E. M. ForsterE.M. Forster, in full Edward Morgan Forster (born January 1, 1879, London, England—died June 7, 1970, Coventry, Warwickshire), British novelist, essayist, and social and literary critic. His fame rests largely on his novels Howards End （霍华德庄园）(1910) and A Passage to India （印度之旅）(1924) and on a large body of criticism. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.2) Robert KaplanAmerican applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric（对比修辞）, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and morethan 85 book reviews and other ephemeral（short-lived) pieces in various newsletters(时事通讯）, as well as 9 special reports to the U.S. government and to governments elsewhere.3) pragmaticsPragmatics is a systematic way of explaining language use in context. It seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics. As a field of language study, pragmatics is fairly new. Its origins lie in philosophy of language and the American philosophical school of pragmatism. As a discipline within language science, its roots lie in the work of (Herbert) Paul Grice on conversational implicature（会话含义）and the cooperative principle（合作原则）, J. L. Austin and John Searle on speech act（言语行为）, and on the work of Stephen Levinson, Penelope Brown and Geoff Leech on politeness.4) Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words,cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm.5) Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause（有声停顿）and unfilled or silent pause（无声停顿）. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization（发声）.Critical readingI. Comprehension CheckI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausingand in showing listenership in a conversation, one does not need to stop and think for a decision. Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in paras 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience.Section 2.3 is also organized in the order of “question-answer”.Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24).Section 2.5: example-discussion.Section 2.6: personal experience and a very brief interpretation.Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese).Section 2.8: definition and illustration.(5) The experience in a dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6) Generally speaking, the eight levels are arranged in the order of importance, from the core of verbal communication to more peripheral (secondary) factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7) As has been illustrated in part II, verbal communication involves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate （阐明）abstract and difficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2). Falter: to become weaker and unable to continue in an effective way (Longman)（3）Which levels of communication difference are labeled automatic processing in the text? Why? Pacing and pausing, listenership. In deciding when totalk and what to say, the speaker usually takes a conscious speech planning（section 2.1&2.2）, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision(para. 20).Why pacing and pausing is automatic because we have got accustomed to it in our daily life and made it a truism or formula after practicing it again and again in our daily communication. We have remembered the subtle change of pacing and pausing（para 19）(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary at many other levels, e.g., proxemics(人际距离学/亲近学) and turn-taking（话语轮次）in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability(Can you pass me the salt?).3) For example, introvert（内向的）people may be more tolerant of silence in face-to-face verbal interaction while extroverts（外向的）usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy people more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off (2) out (3) across (4) away (5) up (6) between, for (7) after (8) out of, into (9) off (10) up (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpretII. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked to achieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true inbusiness and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
现代大学英语精读1(第三版)教师用书Unit1：走进英语学习的奇妙世界一、教学目标1. 帮助学生掌握本单元的核心词汇和短语，提高英语表达能力。
2. 引导学生理解课文内容，培养阅读理解能力。
3. 通过课文学习，激发学生对英语国家文化的兴趣。
4. 培养学生运用英语进行思考和讨论的能力。
二、教学内容1. 词汇：本单元涉及约50个核心词汇，包括生活、学习、工作等场景的高频词汇。
2. 短语：学习10个常用短语，帮助学生更好地表达自己的想法。
3. 课文：解读课文《A Good Beginning》，让学生了解英语学习的乐趣和方法。
4. 文化背景：介绍英语国家的教育体制，拓宽学生视野。
三、教学步骤1. 导入：以趣味话题引入本单元主题，激发学生兴趣。
2. 词汇讲解：结合实例，讲解核心词汇的用法和搭配。
3. 短语学习：通过情景模拟，让学生在实际语境中掌握短语用法。
4. 课文解读：带领学生分析课文结构，理解文章主旨。
5. 文化拓展：分享英语国家的教育趣事，让学生感受异国文化。
6. 讨论环节：组织学生就课文内容展开讨论，提高英语口语表达能力。
7. 作业布置：巩固所学知识，为下一节课做好准备。
四、教学建议1. 针对不同水平的学生，适当调整教学难度和进度。
2. 创设生动、有趣的教学情境，提高学生的学习积极性。
3. 注重培养学生的自主学习能力，鼓励学生课外阅读英语文章。
4. 定期进行课堂互动，关注学生的发音、语法等细节问题。
5. 结合实际生活，让学生在实践中感受英语的魅力。
五、教学方法1. 互动式教学：采用提问、小组讨论等形式，让学生在互动中学习，提高课堂参与度。
2. 情境模拟：通过角色扮演、情景对话等方式，让学生在真实语境中运用所学知识。
3. 任务驱动：设计一系列学习任务，引导学生主动探索、解决问题，培养解决问题的能力。
4. 多媒体辅助：利用音频、视频等资源，丰富教学手段，提高学生的学习兴趣。
六、课堂活动设计1. 词汇接龙：让学生轮流用本单元学到的词汇进行接龙，巩固记忆。
大学英语精读一课后答案(完整版)大学英语精读第三版(上海外语教育出版社董亚芬主编)第一册Book1 Unit1答案1)e2)g3)j4)a5)b6)i7)c8)d9)h10)f1) handling2) summarized3) process4) absorb5) are bound to6) feel free7) for instance8) strategies9) complained10) has committed to memory11) Nevertheless12) rely on13) Apart from14) command1) over and over again2) at a time3) put it into practice4) watching out for5) by no means6) concentrate on7) In addition t8) in detail1)action2)employ3)announce4)examination5)communication6)express7)compose8)improvement9)concentration10)management11)consider12)motivate13)development14)movement15)discuss16)operate17)division18)production19)educate20)repeat1) additional2) add3) addition4) addition1) effectively2) effect3) effective4) effect1) helpful2) help3) helpless4) help5) helplessly6) helpfully7) helpful1) reliant2) reliable3) reliance reliable4) relies5) reliably6)1) repetition2) repeating3) repeatedly4) repeated5) repetition1) In my opinion2) According to Mary3) In our opinion4) According to today's papers5) In most doctors' opinion According to most doctors1) Shakespeare was not only a dramatist but also an actor.2) Miss Crain not only took me home in her car, but also camethe next day to see if I hadrecovered.3)Hainan Island attracts tourists not only in winter but also in summer.4)There is always a black market not only in Britain,but also in other European countries.5)At the Athens Olympics in 2004,Liu Xiang not only won a gold medal in the 110-meter hurdles,but also broke the Olympic record.1)It is true that your sentences are all grammatically correct,but they don’t make any sense.2) It is true that they lost that battle, but they still wenton fighting.3) It is true that Tom’s very clever and hardworking, but Istill don’t think he is the right person forthe job.4) It is true that learning English is by no means easy, butwe can make the task easier by usingsome learning strategies.1) strategies2) frequently3) over and over again4) commit to memory5) acquaintance6) watch out for7) communicate8) process9) opportunities10) rely on11) put into practice12) absorbed1) if2) about3) it4) know5) up6) as7) addition8) even9) into10) other11) for12) while1) memorize2) a matter of3) taught4) shelf5) realize6) written7) idiomatic8) join in9) difference10) gain a good command 翻译1)史密斯太太对我抱怨说，她经常发现与自己十六岁的女儿简直无法沟通。
Unit11。
他们利用我们求助无门的困境把我们公司接管了。
They took advantage of our helpless situation and took over our company.2. 虽然我们面前仍有困难，但我肯定我们中国人有智慧靠自己实现国家的和平统一。
Although there are still difficulties ahead of us, I am sure that we Chinese people will have the wisdom to bring about the peaceful unification of our country on our own3. 只强调国内生产总值是错误的，它会引起很多严重问题。
It is wrong to put emphasis on nothing but GDP. It will give rise to many serious problems.4. 他喜欢炫耀他的财富，但是这完全是徒劳的，人们仍然像躲避毒药那样躲避他。
He loves to show off his wealth， but that is all in vain。
People still avoid him as though he were poison。
5. 他不久就爱上了这个村子。
他决心和村民一起把这个地方变成一个花园。
He soon fell in love with the village and was determined to make it a beautiful garden together with other villagers.6。
我们必须花更多的钱来和全球气温上升作斗争。
另外，我认为我们还必须采用严厉的法律措施.这不只是一个钱的问题。
We must spend more money fighting against global warming. In addition, we must resort to tough laws. It is not just a matter of money。
UNIT 1As we are at the start of the course, this seems a good moment to offer some advice on how to make the task of learning English easier.课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。
Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事。
它需要刻苦和长期努力。
Nevertheless, while you cannot expect to gain a good command of English without sustained hard work, there are various helpful learning strategies you can employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。
以下便是其中的几种。
1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.1. 不要以完全同样的方式对待所有的生词。
现代大学英语精读1(第三版)教师用书Unit1 Unit 1: Greetings and Introductions在当今这个全球化的世界里，掌握一门外语显得尤为重要。
英语作为一门国际通用语言，已经成为许多人学习和交流的首选。
为了帮助学生们更好地掌握英语，我们特别编写了这本《现代大学英语精读1(第三版)教师用书》。
这本书分为多个单元，每个单元都围绕一个特定的主题展开，旨在帮助学生提高英语听、说、读、写四方面的能力。
本单元的主题是“问候与介绍”。
这是我们在与人交往中最常用的场景之一。
通过本单元的学习，学生们将学会如何用英语进行自我介绍，如何问候他人，以及如何进行简单的对话。
这将有助于他们在日常生活中更加自信地使用英语。
2. 介绍：学生们将学习如何用英语介绍自己，包括姓名、年龄、职业、兴趣爱好等。
他们还将学习如何介绍他人，以及如何回应他人的介绍。
3. 对话：学生们将通过实际对话练习，提高自己的英语口语表达能力。
他们将学会如何就天气、日常生活等话题进行简单交流。
4. 阅读理解：本单元还安排了一篇关于问候与介绍的阅读材料，学生们将通过阅读，进一步了解不同文化背景下的问候方式。
5. 写作练习：为了提高学生的写作能力，本单元还设计了一些写作练习，如写一封自我介绍的信、写一篇关于问候与介绍的短文等。
通过本单元的学习，学生们将能够熟练地运用英语进行问候与介绍，为今后的英语学习打下坚实基础。
同时，这也将有助于他们在实际生活中更好地与人沟通，拓宽自己的交际圈子。
现代大学英语精读1(第三版)教师用书Unit1Unit 1: Greetings and Introductions在本单元的学习中，我们将探讨如何以自然、流畅的方式用英语进行问候与介绍。
通过一系列精心设计的活动和练习，学生们将逐步提高他们的英语交际能力。
我们将关注如何在不同场合下恰当地使用问候语。
例如，在正式场合，如商务会议或学术交流中，使用“Goodmorning/afternoon/evening”会更加得体；而在朋友聚会或休闲场合，简单的“Hi”或“Hello”就足够了。
