大学跨文化英语 综合教程I Unit 2 Overemphasis on Independence课文翻译

Text AReading Comprehension2. 1) B 2) A 3) C 4) A 5) D3. 1) A 2) A 3) B 4) B 5) BLanguage Practice1. 1) disappointed译文：我这四年每年都会去那里，对那儿从来没有失望过。

2) apparently译文：这个星期油价跌至这14个月的最低点，显然是生产过剩导致的。

3) accustomed译文：我有点担心可能不习惯那里的生活。

但事实上那里的生活很愉快。

4) comment译文：对了，在我们开始讨论这个月的报告之前，我还要说一句。

5) assure译文：我们向你保证，这样的事情在未来的投递中不会再发生。

6) departure译文：天气原因导致其他航班起飞延误。

7) temper译文：他建议我们给这种烈酒兑点水来稀释一下。

8) cancel译文：如果有一方不履行该合同，另一方有权取消合同。

9) original译文：由于他的朋友不能准时来，他对原计划稍做修改。

10) anxious译文：你工作一直非常努力，所以不用担心结果。

11) confess译文：我可以开车送你去机场，但我必须承认我车开得不好。

12) regular译文：即使近期做过一次常规体检，你也应当征求医生的意见。

13) handle译文：她不确定该怎样处理这个问题。

14) assume译文：有理由相信经济会不断好转。

15) complain译文：他们对于加班从不抱怨。

2. 1) A 2) B 3) C 4) A 5) B 6)B 7) B 8) A 9)D 10) C3. 1) down let sb. down 让某人失望2) from distract sb. from doing sth. 分散(某人的)注意力3) to stick to 坚持4) for (be) bound for 开往……5) in stop dead in one’s tracks 突然停止4. 1) development 发展2) internationalization 国际化3) Perseverance 毅力4) bitterness 苦涩5) educator 教育家6) failure 失败7) acceptance 接受8) pressure 压力5. 注解：本单元的语法内容涉及情态动词表达的情绪、态度或语气，主要关注can, may, must和need。

大学跨文化英语综合教程2u2作文Cross-Cultural English Integrated Course 2u2 EssayThe field of cross-cultural communication has become increasingly important in today's globalized world. As individuals from diverse cultural backgrounds interact more frequently in academic, professional, and social settings, the ability to effectively navigate these intercultural exchanges is crucial. This essay will explore the key aspects of cross-cultural communication and the benefits of incorporating a cross-cultural approach into English language education.One of the fundamental aspects of cross-cultural communication is the recognition and understanding of cultural differences. Every culture has its own set of values, beliefs, and norms that shape the way individuals perceive and interact with the world around them. These cultural differences can manifest in various ways, such as communication styles, nonverbal behaviors, and approaches to problem-solving. Effective cross-cultural communication requires the ability to identify and appreciate these differences, rather thanmaking assumptions or judgments based on one's own cultural lens.In the context of English language education, a cross-cultural approach can provide students with the necessary skills and knowledge to navigate diverse linguistic and cultural environments. By exposing students to a range of cultural perspectives and communication styles, they can develop a more nuanced understanding of the English language and its use in various contexts. This not only enhances their linguistic competence but also fosters intercultural competence, enabling them to communicate effectively with individuals from different cultural backgrounds.Moreover, a cross-cultural approach to English language education can have significant benefits for students' personal and professional development. In today's interconnected world, the ability to communicate effectively across cultures is highly valued in a wide range of fields, from business and international relations to academia and the arts. By incorporating cross-cultural communication into the curriculum, students can gain a competitive edge in the job market and be better prepared to succeed in their future endeavors.One key aspect of a cross-cultural English language curriculum is the inclusion of authentic materials and resources that reflect diverse cultural perspectives. This can include literature, films, news articles, and other media that showcase the richness and complexity ofdifferent cultural traditions and communication styles. By engaging with these materials, students can develop a deeper understanding of the cultural context in which the English language is used, and learn to navigate the nuances of cross-cultural communication.Additionally, a cross-cultural approach to English language education should emphasize the development of intercultural competence. This involves the ability to recognize and respect cultural differences, to communicate effectively with individuals from diverse backgrounds, and to adapt one's communication style and behavior to suit the cultural context. By focusing on these skills, students can become more adept at navigating the challenges and opportunities presented by cross-cultural interactions.Another important aspect of a cross-cultural English language curriculum is the incorporation of collaborative learning and group activities. By working in diverse teams, students can learn to navigate the complexities of cross-cultural communication, develop empathy and understanding for different perspectives, and practice the skills necessary for effective collaboration in a globalized world.Furthermore, a cross-cultural approach to English language education should also address the role of language in the construction and expression of cultural identity. As students explore the relationship between language and culture, they can gain adeeper appreciation for the ways in which language shapes and is shaped by cultural norms and values. This understanding can not only enhance their linguistic skills but also foster a greater respect for cultural diversity and a commitment to intercultural understanding.In conclusion, the incorporation of a cross-cultural approach into English language education is crucial in today's globalized world. By exposing students to diverse cultural perspectives, developing their intercultural competence, and emphasizing the relationship between language and culture, educators can equip students with the skills and knowledge necessary to navigate the complexities of cross-cultural communication. This, in turn, can lead to greater personal and professional success, as well as a more just and equitable global society.。

大学英语跨文化交际教程课后答案(全) Unit1 Sportsmanship: It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas.3. It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general.The pioneering spirit: E某cept for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom.American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.1. Traditionally, individualism, independence andcollaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans.3. The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue.Unit 2 Key concepts Five relationshipsFive relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend.Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders.Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.Collectivism A collectivism culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider the needs of the group to be more important than the needs of individuals.1. According to Confucianism, what are the five cardinalrelationships in Chinese society and what should these relationships beThat is the well-known five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. This was e某plained as\There should be affectionbetween man and wife, stratification between old and young, and good faith between friends.\2. What is the difference between collectivism andindividualismFirstly, westerns tend to believe that people should rely on themselves as much as possible- and they usually e某pect other people to do the same. So they don't think they have the obligation to help family members and friends during emergency situations. In contrast, people in collectivist cultures generally feel that they have a right to help other members of their groups.Secondly, westerns generally feel that the rights of individuals should not be subordinated to the needs of a larger group, or at least that individuals should have the right to decide for themselves whether to sacrifice their personalbenefit for the sake of the group. In contrast, people in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.E某tended family: adult couples are e某pected to formtheir ownhousehold with either of their biological families.2. Because they desire a close and intense bond with their partners，they e某pect so much from marriage that so many get divorcedImpermanence: the property of not e某isting for indefinitely long durations.Stable: resistant to change of position or condition Connection vs. contract: relationship。

跨文化交际大学英语教材Introduction:Nowadays, with the increasing globalization and internationalization, the importance of cross-cultural communication skills in English language learning cannot be overstated. In order to overcome cultural differences and effectively communicate in diverse settings, it is crucial for students to have access to a comprehensive and well-designed cross-cultural communication textbook in their university English curriculum. This article will explore the key components and features that should be included in a cross-cultural communication university English textbook.Section 1: Understanding Cultural DifferencesIn this section, the textbook should provide a solid foundation for students to comprehend the concept of cross-cultural communication and the significance of cultural differences. It should cover topics such as cultural dimensions, values, and norms, as well as the impact of culture on communication styles and practices. Additionally, this section should incorporate real-life examples and case studies to help students gain a deeper understanding of different cultural perspectives.Section 2: Effective Verbal CommunicationVerbal communication plays a crucial role in cross-cultural interactions. The textbook should focus on enhancing students' communication skills by providing practical tips on how to navigate through various language barriers and cultural nuances. It should cover areas such as vocabulary andidiomatic expressions, pronunciation and intonation, as well as strategies for effective listening and speaking in different cultural contexts.Section 3: Nonverbal Communication and Body LanguageNonverbal communication often conveys more meaning than words alone. Thus, the textbook should dedicate a section to teach students about the importance of nonverbal cues and body language in cross-cultural communication. It should explore cultural differences in gestures, facial expressions, personal space, and eye contact. Additionally, the textbook should provide exercises and interactive activities to help students better grasp the subtleties of nonverbal communication.Section 4: Intercultural Competence in Written CommunicationWritten communication is essential in many academic and professional contexts. Therefore, the textbook should provide guidance on how to navigate cultural differences in written communication effectively. It should cover areas such as cross-cultural business writing, academic writing in an intercultural setting, and email etiquette in different cultural contexts. The textbook should also include sample writing tasks and assignments to allow students to practice their skills.Section 5: Culture-Specific Topics and ScenariosTo further enhance students' understanding of cross-cultural communication, the textbook should include various culture-specific topics and scenarios. It should cover areas such as business communication, intercultural negotiations, social etiquette, and cultural taboos. By including real-life examples and case studies from different countries and cultures,students can gain practical insights into how to navigate complex cultural situations.Conclusion:In conclusion, a well-designed cross-cultural communication university English textbook should encompass a comprehensive framework that covers the understanding of cultural differences, effective verbal and nonverbal communication, intercultural competence in written communication, and culture-specific topics. By incorporating interactive activities, real-life examples, and practical exercises, such a textbook will provide students with the necessary skills and knowledge to communicate effectively and confidently in diverse cultural settings.。

新编跨文化交际英语教程_参考答案Unit2Unit 2Culture and CommunicationReading IWhat Is CultureComprehension questions1. Which of the definitions given above do you prefer? Why?Some may prefer a short definition, such as the one given by E. Sapir or R. Benedict, for it is highly generalized and easy to remember. Some may prefer a longer one, such as Edward T. Hall’s definition of culture, because it provides us with a more comprehensive understanding of culture and points out the all-pervasive impact of culture on human life in different dimensions.2. What have you learned from those definitions about culture?Many things can be learned from those definitions, for each definition, though not without its limitations, tells us something very important about culture or certain aspect(s) of culture.3. Do you agree that our lower needs always have to be satisfied before we can try tosatisfy the higher needs?Even though this is generally the case, there will still be some exceptions. Sometimes people might prefer to satisfy higher needs, for instance, esteem needs, before their lower needs, such as certain physiological needs or safety needs are satisfied.4. What examples can you give about how people of different cultures achieve thesame ends by taking different roads?For example, everyone has to eat in order to live and this isuniversally true. However, to satisfy this basic need, people of various cultures may do it in very different ways: what to eat and how to eat it vary from culture to culture.5. What behaviors of ours are born with and what are learned in the culturalenvironment?Instinctive behaviors are behaviors that we are born with and ways of doing things in daily life, such as ways of eating, drinking, dressing, finding shelter, making friends, marrying, and dealing with death are learned in the cultural environment.6. What other cultural differences do you know in the way people do things in theireveryday life?We can also find cultural differences in ways of bringing up children, treating the elderly, greeting each other, saving and spending money, and many other things people do in everyday life.7. In what ways are the Chinese eating habits different from those of theEnglish-speaking countries?We Chinese may enjoy something that is not usually considered as edible by the English-speaking people. Generally we prefer to have things hot and lay much emphasis on tastes. We tend to share things with each other when we are eating with others.Reading IIElements of CommunicationComprehension questions1. What are the aspects of context mentioned above?One aspect of context is the physical setting, includinglocation, time, light, temperature, distance between communicators, and any seating arrangements. A second aspect of context is historical. A third aspect of context is psychological.A fourth aspect of context is culture.2. In what ways would your posture, manner of speaking or attire change if you movefrom one physical setting to another, for example, from your home to a park, to a classroom, to a restaurant, to a funeral house, etc?One’s posture, manner of speaking or attire change from being casual to formal gradually from home to a park, to a classroom, to a restaurant, to a funeral house, etc, according to different formalness and seriousness of these situations.3. How do people acquire communication norms in their life?People acquire communication norms from their experiences in life.4. What examples can you give to describe some Chinese norms in our everydaycommunication?For example, it seems to be a norm in China to address one’s boss by his or her title and never to express one’s disapproval directly to him or her.5. How can we play both the roles of sender and receiver in communication?As senders, we form messages and attempt to communicate them to others through verbal and nonverbal symbols. As receivers, we process the messages sent to us and react to them both verbally and nonverbally.6. Does the sender play a more important role than the receiver in communication? No, they are equally important forboth of them are essential in the process of communication.7. In what ways do the differences between participants make communication more or less difficult?Three especially important variables affecting participants which are relationship, gender, and culture make communication more or less difficult.8. What is a symbol and what is a meaning?The pure ideas and feelings that exist in a person’s mind represent meanings. The words, sounds, and actions that communicate meaning are known as symbols because they stand for the meanings intended by the person using them.9. How can meanings be transferred from one person to another? What problems may arise in this process?A message from one person is encoded into symbols and then decoded into ideas and feelings to another person. In this process of transforming include nonverbal cues, which significantly affect the meaning created between the participants in a communication transaction.10. When are unintended or conflicted meanings likely to be created?Unintended meanings are created when the decoding person receives a meaning unrelated to what the encoder thought he or she was communicating. Conflicting meanings are created when the verbal symbols are contradicted by the nonverbal cues.11. Which channels do you usually prefer in communication? Why?Of the five channels, some may prefer sight. As the old saying goes, words are but wind, but seeing is believing.12. What examples can you find to show that one channel ismore effective than othersfor transmitting certain messages?For example, when asking a lady for a date, a young man may wear an immaculate suit and spray some perfume to show that he highly values this date with her. In this case, sight and smell are definitely more effective than words for conveying that particular message.13. What are the things that can create noises in the process of communication?Sights, sounds, and other stimuli in the environment that draw people‘s attenti on away from intended meaning are known as external noise. Thoughts and feelings that interfere with the communication process are known as internal noise. Unintended meanings aroused by certain verbal symbols can inhibit the accuracy of decoding. This is known as semantic noise.14. What should we do to reduce the interference of noise in communication?When communicating with others, we should pay undivided attention to communication itself, avoiding being distracted by any external or internal noise. Besides, we should make sure that what we say is correctly understood by others and vice versa to prevent semantic noise from generating.15. Why is feedback a very important element of communication?Feedback is very important because it serves useful functions for both senders and receivers: it provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process.16. What will you usually do when you receive negativefeedback in communication?Open.Case StudyCase 5In China, it is often not polite to accept a first offer and Heping was being modest, polite and well-behaved and had every intention of accepting the beer at the second or third offer. But he had not figured on North American rules which firmly say that you do not push alcoholic beverages on anyone.A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason behind the rule, you do not insist in offering alcohol. So unconscious and so strong are their cultural rules that the Americans equally politely never made a second offer of beer to Heping who probably thought North Americans most uncouth.However, what we have to remember is that cultures are seldom a strict either-or in every instance for all people and there are always individual differences. Probably this young Chinese nurse was very different from Heping or, unlike Heping, she may have known something about the American cultural rules and was just trying to behave like an American when she was in an American family.Case 6When a speaker says something to a hearer, there are at least three kinds of meanings involved: utterance meaning, sp eaker’s meaning and hearer’s meaning. In the dialogue, when Litz said ‘How long is she going to stay?’ she meant to say that if she knew how long her mother-in-law was going to stay in Finland, she would be able to make proper arrangements for her, such astaking her out to do some sightseeing. However, her mother-in-law overheard the conversation, and took Litz’s question to mean “Litz does not want me to stay for long”. From the Chinese point of view, it seems to be inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she feels she hasto ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for she probably doesn’t know th at Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return.Case 8As the Chinese girl Amy fell in love with an American boy at that time, it seems that she preferred to celebrate Christmas in the American way, for she wanted very much to appear the same as other American girl. She did not like to see her boyfriend feel disappointed at the “shabby” Chinese Christmas. That’s whyshe cried when she found out her parents had invited the minister’s family over for theChristmas Eve dinner. She thought the menu for the Christmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the foods chosen by her mother were all her favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospitable. However, one should never feel shameful just because one’s culture is different from others’. As Amy’s mother told her, you must be pr oud to be different, and your only shame is to have shame.。

跨文化交际_Unit_2_参考翻译Unit Two Task 11)A smooth sea never made a skillful mariner. 平静的大海决不能造就出熟练的水手。

/花盆里生长不出参天大树。

/温室里长不出栋梁之才。

2)He who would search for pearls must dive below.不入虎穴，焉得虎子。

/ 欲寻珍珠就要潜到水里。

/ 欲寻珍珠欲潜入水。

3)Living without an aim is like sailing without a compass. 生活没有目标如同航行没有罗盘。

/没有目标的生活如同没有罗盘的航行。

4)To have another fish to fry另有要事/ 另有事情得做5)The water that bears the boat is the same that swallows it up.水能载舟，亦能覆舟。

(The same knife cuts bread and fingers.)6)前人栽树，后人乘凉。

One sows and another reaps. / One man sows and another reaps. / One generation plants the trees in whose shade another generation rests. / The precedence planted, the later generations enjoy its cool.7)斩草不除根，逢春又发青。

If the grass is only cut, then the next spring it will revive. / Cut weeds and dig up the roots.8)种田不用问，深耕多上粪。

Planting has no better measures but ploughing deeply and fertilizing much more.9)生米煮成熟饭。

大学跨文化英语综合教程2Unit 1•Reading & DigestingWarm-up1、The man feels superior to a non-white as he thinks he is a “regular”American and the woman and other non-white people must be immigrants.2、At the beginning, the woman does not mind the question. However, when she realizes the man asks the question because he thinks she is an immigrant, she is somewhat irritated. She asks the man the same question to remind him that his ancestors used to be immigrants, too.Language practice > Task 11-5: FCGLM6-10: JDAON11-15: EIBHKLanguage practice > Task 21、music2、scarcely3、land4、to-go5、spot6、exclaim7、a chipped plate8、shaped9、exhausted10、the weekend shiftLanguage practice > Task 31、for2、at3、of4、of5、ofLanguage practice > Task 41、spoonful2、mistake3、mislead4、glassful5、misuse6、mouthful7、misunderstand8、handfulLanguage practice > Task 51、how to avoid2、whether to get married3、when to harvest lettuce4、how to start the car5、how to make money•Cultural ExplorationViewing1、America is a country that was established by immigrants. Till today it continues to benefit from immigrants’ contributions.2、All Americans are either immigrants or descendants of ancestors who came from somewhere else. Therefore, We should all respect and admire immigrants.Gaining an intercultural insight1）struggle2）lifestyles3）result4）origin5）overseas6）background7）margins8）dominant9）conflict10）opportunities •Reading & ReflectingAdditional exercises Task 11）E2）M3）K4）O5）B6）J7）C8）D9）L10）HTask 2A. Para. 4B. Para. 11C. Para. 10D. Para. 9E. Para.5F. Para. 6G. Para. 2H. Para. 5I. Para. 7J.Para. 3Unit 2•Reading & DigestingWarm-up1、In the video clip, the fashion leaders mentioned equal pay and equal treatment as their understanding of gender equality.2、Open for discussion.Language practice > Task 1 1-5: GDONK6-10: LIAJH11-15: CMFEBLanguage practice > Task 21、launch2、advocate3、appointed4、questioned5、bossy6、aggressive7、sheer8、opposing9、vulnerable10、abandonedLanguage practice > Task 3 1、on2、out3、for4、out5、inLanguage practice > Task 41、uncomplicated2、inequality3、unattractive4、unfamiliaruncomfortable5、counterpart6、antiwar7、oppose8、contradictionLanguage practice > Task 51、The louder the noise become2、the greater your opportunities will be3、The more money is donated4、the less chance there is of things going wrong5、the greater their intellectual advantage is •Cultural ExplorationGaining an intercultural insight1）finding2）fewer3）odds4）capable5）competent6）ignore7）kids8）reality9）likely10）reach•Reading & ReflectingAdditional exercisesTask 11）G2）C3）I4）M5）E6）O7）L8）A9）F10）HTask 2A. Para. 4B. Para. 6C. Para. 8D. Para. 3E. Para. 5F. Para. 3G. Para. 4H. Para. 7I. Para. 2K.Para. 5Unit 3•Reading & DigestingWarm-up1、A community is no longer just about the people around you. It is anyone, anywhere on the planet that has a shared interest.2、Open for discussion.Language practice > Task 11-5: FLBCE6-10: DOHIJ11-15: AKMNGLanguage practice > Task 21、actual sale2、considerably3、plain4、virtual5、stylish6、generates7、promotes8、unique9、outcomeLanguage practice > Task 31、through2、on3、to4、off5、inLanguage practice > Task 41、outbreak2、searchlight3、breakdown4、cutoff5、outcome6、giveaway7、playlist8、blacksmithLanguage practice > Task 51、overalls spattered with pulp2、each plant benefiting from the others3、each one leading to a higher level of command4、many found nowhere else on the planet5、their brown heads drooping over the fence•Cultural ExplorationViewingFunctions Now：1、look for and book service on call2、post, share and socialize with friends3、order and pay for meals4、order and pay for mealsFunctions in the Future：1、help coordinate rescue efforts at times of natural disasters2、make short movies or documentaries3、publish works of literature in serial4、etc.Gaining an intercultural insight1）flexible2）background3）shared4）trend5）ordinary6）deliberately7）abilities8）measurable9）idealized10）observation •Reading & ReflectingAdditional exercises > Task 11）G2）D3）M4）I5）O6）F7）H8）B9）K10）NTask 2A. Para. 2B. Para. 3C. Para. 9D. Para. 7E. Para. 1F. Para. 6G. Para. 8H. Para. 5I. Para. 4J.Para. 1Unit 4•Reading & DigestingWarm-up1、He cleaned his desk, did shopping, made dinner and watched TV.2、Procrastination is the inability to get started right away or get work done in a timely manner.Language practice > Task 1 1-5: EKOAL6-10: CNJBH11-15: MDIFGLanguage practice > Task 2 1-5: BCACA6-10: DCADCLanguage practice > Task 31、in2、to3、with4、By5、intoLanguage practice > Task 41、courageous2、reasonable3、awesome4、educational5、troublesome6、aptional7、luxurious8、fatherlyLanguage practice > Task 51、be it personal health2、be they Christian3、be it scientific or artistic4、Be it learning style5、Be it on the beachCultural ExplorationGaining an intercultural insight 1）tendency2）deadlines3）definitive4）limited5）cyclical6）harmony7）competing8）delay9）drive10）equals•Reading & Reflecting Additional exercises Task 11）A2）H3）C4）O5）E6）J7）K8）G9）I10）LTask 2A. Para. 1B. Para. 8C. Para. 3D. Para. 4E. Para. 2F. Para. 4G. Para. 6H. Para. 7I. Para. 5K.Para. 1Unit 5•Reading & DigestingWarm-up1、He lives in San Francisco’s Chinatown. His parents passed away. He is going to celebrate the New Year’s Eve together with family or friends, etc.2、Open for discussion.Language practice > Task 11-5: LFBDA6-10: HGMIJ11-15: EKCNOLanguage practice > Task 21、invariably2、shrunk3、await4、sparingly5、proclaiming6、mannerly7、are ill-fitting for him8、schooled9、remedy10、as a souvenirLanguage practice > Task 31、to2、of3、of4、off5、onLanguage practice > Task 41、outwards2、personally3、otherwise4、invariably5、jokingly6、backwards7、likewise8、afterwardsLanguage practice > Task 51、I arrived at the classroomI realized that I had left my dictionary at home2、you become a motheryour judgment slowly turns to compassion and understanding3、December 1997I could finally sit and relax4、I saw her faceI realized how big the problem was5、they had left the churchJoan discovered they were goingCultural ExplorationViewing1、Chinese sweet treats in Eastern Bakery2、Dim Sum in Great Eastern3、Sesame chicken in House of Nanking4、Fortune cookies in the fortune cookie factoryGaining an intercultural insight1）symbolic2）referred3）ethnic4）overseas5）belief6）distinct7）ideals8）management9）heritage10）assets•Reading & ReflectingAdditional exercises Task 11）H2）F3）J4）E5）B6）G7）L8）N9）K10）OTask 2A. 1B. 7C. 10D. 8E. 5F. 2G. 6H. 4I. 9J. 3Unit 6•Reading & DigestingWarm-up1、Hard work, diligence, making great effort.2、Open for discussion.Language practice > Task 11-5: JCIHA6-10: EKBLM11-15: NOFDGLanguage practice > Task 21、A2、B3、D4、A5、A6、C7、A8、A9、C10、DLanguage practice > Task 31、of2、for3、from4、of5、beyondLanguage practice > Task 41、ill-advised2、mouth-watering3、peace-loving4、ill-informed5、everlasting6、self-employed7、far-reaching8、heart-breakingLanguage practice > Task 51、in which students can deposit their credits2、for which you are applying3、on which lovers express their love4、during which rents have risen steadily higher 6、upon which visitors can float in wooden boats Cultural ExplorationGaining an intercultural insight1）competitive2）reveal3）traits4）measures5）factors6）embrace7）examiner8）indicators9）otherwise10）absorbingLearning about the VALUE system1、T2、F3、F4、F5、T•Reading & ReflectingAdditional exercises >Task 11）F2）C3）A4）M5）B6）G7）L8）D9）J10）OTask 2A. Para. 2B. Para. 8C. Para. 13D. Para. 6E. Para. 9F. Para. 11G. Para. 12H. Para. 14I. Para. 15K.Para. 3Unit 7•Reading & DigestingWarm-up1、Open for discussion. In the video, it is mentioned that humans are considered the most intelligent species on the planet. However, we may only be the guest of the planet, instead of its permanent master.2、Open for discussion.Language practice > Task 1 1-5: JOFNI6-10: LBCMG11-15: AHKDELanguage practice > Task 21、A2、C3、B4、A5、A6、D7、A8、B9、C10、DLanguage practice > Task 31、On2、up3、to4、onLanguage practice > Task 41、cold-blooded2、non-profit3、middle-aged4、ilife-long5、wide-awake6、nation-wide7、eco-friendly8、large-scaleLanguage practice > Task 51、designed for the long-term care2、made at the meeting3、selected from the whole country4、following his retirement5、concerning matters of national security Cultural ExplorationGaining an intercultural insight1）amount2）processed3）dairy4）vegetables5）decompose6）destroyed7）brushing8）cooling9）south-facing10）naturallyViewing1、A bottle recycling machine would reward people who bring their bottles back with money and soft drink producers pay less taxes if they join the system. Norway’s bottle deposit scheme is the best in the world. 598,355,791 bottles were recycled in 2016, which is a huge 97% collection rate.2、Plastic bottles are often thrown away by customers and garbage collectors may recycle them for money.•Reading & ReflectingAdditional exercisesTask 11）H2）J3）F4）G5）C6）I7）K8）B9）M10）OTask 2A. Para. 13B. Para. 9C. Para. 12D. Para. 6E. Para. 15F. Para. 7G. Para. 8H. Para. 16I. Para. 9J.Para. 14Unit 8•Reading & DigestingWarm-up1、She was surprised to find two packages of sugar on the saucer as she was told that there was no sugar when she ordered green tea.2、Open for discussion.Language practice > Task 11-5: KNIDG6-10: BCGLE11-15: MAOJFLanguage practice > Task 21、C2、A3、C4、B5、A6、B7、A8、C9、D10、ALanguage practice > Task 31、beneath2、to3、in4、In5、InLanguage practice > Task 41、spaceship2、walking stick3、handwriting4、overview5、kinship6、aftermath7、boiling point8、rainfallLanguage practice > Task 51、Removing dead skin cells2、Wearing a scarf3、Communicating with customers4、Implementing the food security strategy5、Actively participating in global governance and multilateral affairs Cultural ExplorationGaining an intercultural insight1）concept2）inferior3）commercial4）domestic5）behavior6）implications7）beliefs8）tendencies9）wellbeing10）rejection •Reading & ReflectingAdditional exercises Task 11）D2）G3）O4）K5）E6）M7）J8）A9）F10）NTask 2A. Para. 10B. Para. 12C. Para. 5D. Para. 8E. Para. 13F. Para. 11G. Para. 2H. Para. 14I. Para. 3 J. Para. 6。

Reading & DigestingTo Go or Not to GoRobin Pascoe1 Oftentimes parents expect their children to reach the highest level of achievement. Of course, children always want to please parents and do the best they can. After this story, Rodney and I learned that we should not place the bar high for our children. Here is why.2 At age fifteen, our son, Jay, was so short that his friends towered over him like the giant fir trees of British Columbia. To distract him from worrying about whether he would ever grow, I decided Jay needed to go off during the summer holiday to Mexico by himself — apparently to study Spanish, but really to live with a Mexican family for a few weeks and make a journey on his own to a place where we had never lived as a family.3 From friends and family members alike, all I heard was Are you crazy? As a reader, you must be wondering how I could go from being the anxious mother hiding from my daughter to the woman loading my son onto a flight bound for Mexico City — with a change of terminals in Toronto, no less. But we had a connection in Mexico to a language school, and Jay would be living with a family accustomed to hosting North American kids.4 About six weeks before his departure date, Jay confessed to me in the car on our way to school that he’d had a nightmare the night before in which he drowned. Being a regular teenager and a dream interpreter, he took this to mean his Mexico trip would end badly. I tried to calm both of us down by telling him, “well, you don’t have to go, you know. You have a choice.”5 He jumped all over that comment. “What choice do I really have,Mom? If I don’t go, you and Dad will be disappointed in me. I don’t want to let you down.” Tat stopped dead in my tracks. Jay was right. Rodney and I did have high expectations that our son could do this trip on his own successfully. After all, he was no stranger to foreign places. At thirteen, he had gone off to Japan with his high school wrestling team —all eighteen-year-old men. I thought Jay could handle anything, but if he didn’t believe it himself, we were being terribly unfair to him.6 Before Jay got out of the car, I told him flat out that we’d been wrong to have assumed that he could do this journey. And what’s more, no decision was final. We would consider some new options over dinner that night, I said. Tat evening, we talked about these. Jay could go to Mexico with his father, who had decided he could take a week off work. Jay could go to Mexico just for a trip and check out the homestay the following summer. Or he could cancel the whole thing. Jay chose option A: He would go with his father.7 The following morning, when I was again driving Jay to school for early-morning wrestling practice, I asked him if he had slept better. He assured me he had and surprised me by saying, so quietly I didn’t hear him at first: “I think I can go alone.”8 Say what? “You and Dad seem confident that I can do it,” he said, “so let’s stick to the original plan.” My jaw dropped. Anxious to learn from this experience, I asked Jay if he had changed his mind because we admitted we’d made a mistake or because we’doffered him real choices. He answered yes to both points.9 So that summer, Jay went off to Mexico. Rodney and I learned not only that constructive consultation is important, but that we needed to temper our expectations. Jay never complained again about being short.But it should go without saying that I didn’t sleep very well the entire time he was gone.参考译文去还是不去？罗宾·帕斯科埃通常父母都希望孩子们能够做到最好，当然孩子也总想取悦父母，所以也会尽自己所能。