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

Unit 1 Life and ValuePre-class Exploration1 Make up your own story with the following words.1) apple, 2) alligator, 3) angry, 4) ambulance, 5) apologizeWhen I was enjoying my apple pie in the park, I heard a cry for help. It looked like an angry alligator was going to attack a naughty boy who got too close, now frightened. The police and ambulance were called but fortunately the alligator swam away. The boy thanked everyone and apologized for his misbehavior.The ambulance left and the parents were still angry with the naughty boy who could have been killed by attacking the alligator with an apple core. The boy apologized to his parents that he would never do it again.2 Read the fable “Hare and the Tortoise” on Page 5 and 6 and complete the following outline.1. Introduction of characters_Hare&Tortoise ______________2. The bet_Tortoise challenged Hare to have a race.__________3. The beginning of the race_Hare raced off while Tortoise crawled slowly behind._____4. The middle of the race_Hare stopped to took a nap while Tortoise kept going._5. The end of the raceWhen Hare woke up, he ran as fast as he could, but Tortoise passed the finishing line first.__ 6. The moral of the story_Perseverance is the key to success.__________________________Part I: Learning the SkillsActivity 1Read the following passage and analyze it in terms of character(s), setting, plot, point of viewActivity 2Make notes about an important event in your life. Then discuss in small groups. Suggestions for instructors ：Students share some events in their life, discuss it and then can select the most interesting story and talk about the reason of what makes it most interesting.Activity 3The following narrative passage by Jimmy Carter describes his childhood experience-mopping cotton on his father’s farm during the 1930s. To kill insects that ate cotton plants, Carter’s family covered each cotton plant with molasses mixed with poison.Task 1 Understanding the textWrite T for true or F for false for each statement._F_ 1) Carter wore shorts when he mopped cotton._T_ 2) The poison turned from a liquid to a solid on his pants._F_ 3) Carter folded his pants every night before he went to sleep._F 4) Carter washed his pants with his other clothes.Task 2 Responding to the textAnswer the following questions in full sentences. Then discuss your answers with your partner.1) Carter wrote “I preferred to protect my legs with long pants.” Why was this necessary?It would protect his legs from the sticky poison.2) Was this a comfortable job? Why or why not? How do you think Carter felt about it?It was very uncomfortable because the pants were sticky at first and hardened after a while and it was covered with poison. He felt “terrible” to put them back on in the morning.3) Why do you think mopping cotton was an important formative experience for Carter?It was hard work and he learned to deal with it from young.Part II: Case AnalysisActivity 4Read Text A and consider how the author presents the most important day in her life.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1) Helen met Miss Sullivan on the third of March, 1887.2) Miss Sullivan led Helen into her room, gave Helen a doll and spelled into her hand d-o-l-l.3) Miss Su llivan put Helen’s hands under spout and spelled into her hand w-a-t-e-r.4) An awareness of the live meaning of “w-a-t-e-r” awakened Helen’s soul, gave it light, hope, joy, set it free!Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why did Helen often feel angry and bitter before she met Miss Sullivan?She could not see nor hear anything.3) What was Helen’s reaction when Miss Sullivan first spelt the word “d-o-l-l” into her hand?She was interested in this figure play and imitated it.4) What impact did this “w-a-t-e-r” incident have on Helen’s life?It is the start of her education, the life-changing event in her life.Activity 5Read Text B and think about how the story is developed.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1) Mathilde felt sad because she was poor.2) Mathilde’s husband got a select invitation to a ball_______.3) Mathilde was irritated about the news.4) Mathilde’s husband agreed to give her _400 francs to buy a suitable gown____.5) Matilde borrowed a diamond necklace from her friend.6) Mathilde was a great success at the night of the ball.7) She left the ball about four o’clock in the morning_______.8) Mathilde found that she lost_the diamond necklace________.9) Mathilde and Loisel bought a diamond necklace, returned it to Madame Forestier _ and had a hard life since then.10) Ten years later, _Mathilde learned the diamond necklace she had borrowed was not real___.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was Mathilde so unhappy at the beginning of the story?Young and good-looking as she was, she yearned for a luxurious life, but she was married to a government clerk with limited income. Her life was far from her expectations.2) What was her reaction when she learned of the invitation to the ball? Why?She was frustrated as she did not have a proper gown to wear to the ball.3) How did her life change due to the loss of the necklace?She and her husband paid 3400 francs for a diamond necklace that she could return it to Madame Forestier. They had to work very hard and lead a miserable life in order to pay off the debts.4) What was the primary ca use of Mathilde’s misfortune in your view?The primary cause of Mathilde’s misfortune is her vanity and desire for a luxurious life. Unsatisfied with her plain life as a clerk’s wife, she was eager to show her beauty at the grand ball, earning admiration from others.5) How do you judge Mathilda’s behavior from an ethical perspective?Answers may vary. For example, Mathilda was honest because she bought a real diamond necklace when she thought the one she lost was real and she was willing to work hard for ten years to pay off the debt—a high price to pay for her vanity but on the other hand, it showed her courage.Part III: Language StudyActivity 7Activity 8Read Text A and Text B again, find out two more examples with concrete details from each text, and discuss your examples with your partner.Example 1:General: Do you know what it feels like if you can’t see and hear?Specific:Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbour was.Example 2:General:I was so happy that day that I looked forward to the next day to come when I went to bed. Specific:It would have been difficult to find a happier child than I was as I lay in my crib at the close ofthe eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come.Example 3:General: Madame Loisel was pretty and attracted lots of attention at the ball.Specific:The night of the ball arrived. Madame Loisel was a great success. She was prettier than any other woman present, elegant, graceful, smiling and wild with joy. All the men looked at her, asked her name, sought to be introduced. All the attaches of the Cabinet wished to waltz with her. She was remarked by the minister himself.Example 4:General: She had to do all the housework herself.Specific:She came to know what heavy housework meant and the odious cares of the kitchen. She washed the dishes, using her dainty fingers and rosy nails on greasy pots and pans. She washed the soiled linen, the shirts and the dishcloths, which she dried upon a line; she carried the slops down to the street every morning and carried up the water, stopping for breath at every landing.。

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。

大学思辨英语教程写作1练习答案 - Unit 3 Growth and Maturity一、词汇学习1. Command - Verb: to give an authoritative order. - Noun: an authoritative order.2. Accumulate - Verb: to gather or collect.3. Inevitable - Adjective: certain to happen; unavoidable.4. Rites - Noun: a religious or other solemn ceremony or act;a way of behaving or doing something that is customary.5. Entail - Verb: involve (something) as a necessary or inevitable part or consequence.二、短文改写原文： Growth and maturity entail several stages and experiences that shape who we become. It is inevitable that we encounter challenges and difficulties along the way. However, it is through overcoming these obstacles that we gain maturity and wisdom.改写： Becoming mature and growing up involve a series of stages and experiences that influence our personal development. It is unavoidable that we face various challengesand hardships throughout this process. Nevertheless, it is by successfully conquering these obstacles that we acquire wisdom and maturity.三、完形填空原文： Ad vertisements in today’s society often try to 1 the idea that people can purchase happiness. They try to 2 us that buying certain products will make us happier and more fulfilled. While it is true that having some material possessions can bring us temporary joy, true happiness and fulfillment come from 3 sources.Money is a 4 tool that can be used for good or for evil. It can provide us with security and opportunities, but it can also make us 5 and lead to dissatisfaction if we become too focused on accumulating wealth. We must remember that there are certain things that money cannot 6. It cannot buy love, friendship, or personal growth, which are all essential for true happiness.In order to truly be happy and fulfilled, we must 7 on developing meaningful relationships, pursuing our passions, and 8 to become the best version of ourselves. This requires self-reflection and self-improvement. 9 happiness comes from within and is not dependent on external factors such as possessions or wealth. It comes from living a life aligned with our values and finding fulfillment in the things that truly matter to us.It is 10 to sometimes be tempted by the notion that possessions can bring us happiness. However, it is important toremember that true happiness is not something that can be bought; it is something that comes from within.完形填空： 1. A. persuade 2. B. convince 3. D. inner 4. C. neutral 5. A. greedy 6. D. acquire 7. B. focus 8. A. striving 9. C. True 10. B. natural四、阅读理解1.原文： A 2016 study found that the average person spends nearly six hours a day on their phone. For many of us, our phone has become an extension of ourselves and a constant source of entertainment and distraction. However, what are the effects of this constant screen time on our mental health?One study conducted by researchers from the University of Pittsburgh found a correlation between increased social media use and feelings of depression and loneliness. The study followed over 1,700 adults and found that those who spent more time on social media platforms were more likely to report feelings of isolation and dissatisfaction with their lives.Another study published in the journal Computers in Human Behavior found that excessive smartphone use can lead to symptoms of addiction. Researchers surveyed over 300 college students and found that those who reported higher levels of dependence on their smartphones were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can provide us with a sense of connection and entertainment, it is important to bemindful of our usage. Excessive screen time can have negative effects on our mental health and well-being. It is essential to find a balance and engage in activities that promote our mental and emotional well-being.改写： According to a study conducted in 2016, the average person spends nearly six hours a day on their mobile phones. For many individuals, their phone has become an integral part of their lives, providing constant entertainment and distraction. However, what impact does this excessive screen time have on our mental health?Researchers from the University of Pittsburgh conducted a study that found a correlation between increased use of social media and feelings of loneliness and depression. The study, which involved over 1,700 adults, discovered that those who spent more time on social media platforms were more likely to feel isolated and dissatisfied with their lives.Another study published in the journal Computers in Human Behavior revealed that excessive use of smartphones can lead to symptoms of addiction. The study surveyed more than 300 college students and found that those who reported higher levels of smartphone dependency were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can offer a sense of connectivity and entertainment, it is crucial to be mindful of our usage. Spending excessive time on screens can have adverse effects on our mental health and overall well-being. Striking a balance and engaging in activities that promote our mental and emotional well-being is essential.2.原文： Growth and maturity involve taking responsibility for our actions and choices. As we grow older, we gain the autonomy to make decisions that shape our lives. This freedom comes with the need to take ownership of our actions and accept the consequences that result from them.Taking responsibility requires recognizing our role in the outcomes of our choices. It means acknowledging that the decisions we make have an impact on ourselves and those around us. By taking responsibility, we demonstrate our maturity and willingness to learn from our mistakes and grow as individuals.However, taking responsibility does not mean that we are entirely to blame for every negative outcome. It means understanding that we have the power to control how we respond to situations and make choices that align with our values and goals. It also means acknowledging that we have the ability to change and improve ourselves, even in challenging circumstances.Taking responsibility is a sign of personal growth and maturity. It allows us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we develop a sense of ownership over our lives and take an active role in shaping our future.改写： Developing and maturing involves assuming responsibility for our actions and decisions. As we age, we obtain the independence to make choices that impact our lives. With this freedom comes the necessity to acknowledge the consequences that arise from our actions and accept them.Assuming responsibility entails understanding our involvement in the outcomes resulting from our decisions. It means recognizing that the choices we make have an influence on ourselves and those around us. By shouldering responsibility, we exhibit our maturity and willingness to learn from our errors and evolve as individuals.However, accepting responsibility does not imply that we bear full blame for every negative consequence. It means comprehending that we possess the power to control our responses to situations and make choices that are in line with our values and aspirations. It also means acknowledging our ability to adapt and better ourselves, even in the face of challenging circumstances.Taking responsibility signifies personal growth and maturity. It enables us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we foster a sense of ownership over our lives and actively shape our own future.五、写作题目： Write an essay discussing the importance of personal growth and maturity in academic and professional settings.写作： In both academic and professional settings, personal growth and maturity play an indispensable role in our success and development. They not only shape our character but also determine our ability to handle challenges and make wise decisions.First and foremost, personal growth and maturity are fundamental for academic excellence. As students, we are constantly faced with the need to acquire new knowledge and skills. It is through personal growth that we can develop a thirst for learning, curiosity, and an open mind. By cultivating these qualities, we become more receptive to new ideas and perspectives, enhancing our ability to grasp complex concepts and apply them in academic endeavors.Furthermore, personal growth and maturity enable us to take responsibility for our academic progress. They teach us to prioritize our commitments, manage our time effectively, and persevere through obstacles. As we grow and mature, we recognize that success is not solely determined by intelligence but also by discipline and hard work. This self-discipline and work ethic become the driving forces behind our academic achievements.In addition to academic pursuits, personal growth and maturity are equally critical in professional settings. As professionals, we must navigate complex work environments, collaborate with diverse individuals, and handle challenging situations. Personal growth equips us with the necessary emotional intelligence and interpersonal skills to thrive in such environments.Moreover, personal growth encourages us to strive for continuous improvement in our professional lives. By being self-aware and open to feedback, we can identify areas for growth and actively seek opportunities for development. This may involve attending workshops, exploring new roles or responsibilities, or seeking guidance from mentors. Ultimately, personal growth and maturity enable us to adapt to evolving job demands and contribute meaningfully to our organizations.In conclusion, personal growth and maturity are essential components of success in academic and professional settings. They not only enhance our ability to acquire knowledge and overcome challenges, but also equip us with the skills necessary to excel in our chosen fields. By investing in our personal growth and embracing maturity, we position ourselves for an enriching and fulfilling academic and professional journey.。

Unit5Dream and FaithPart I:Learning the SkillsActivity1:Match the themes with the following stories.A.The greatest kindness will not bind the ungrateful.B.Idleness brings want.C.Contentment with our lot is an element of happiness.D.Unity is strength.E.Fine feathers don’t make fine birds.Story1：CStory2:BStory3:AStory4:EStory5:DActivity2:Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes.Text Theme(s)How the theme(s)is(are)revealedCommentsThe Story of My Life(Chapter4)One could overcomea problem thatseems to beinsurmountable--Offered backgroundinformation about herself atthe beginning--Described the skillfulnessand patience of Ann Sullivan--the key moment of epiphany“The Diamond Necklace”Vanity and pride canbe expensiveA great contrast betweenwhat life is and what lifeMathilde fancies at thebeginningMathilde borrowed a necklaceand had a moment of herfancied life,Madame Loisel’s vanity causesher to want to live beyond hermeans and her pride thatprevents her from tellingMadame Forestiere the truth.“After Twenty Years”Justice is higher than friendship“The Selfish Giant”Sharing can bring joy “Too Soon aWoman”True courage is love“My Father sits in the Dark”The love of family members“The three Little Pigs(V1)One should try his best“The three Little Pigs(V2)Truth might take a turn when the narrator is different“A Day’s Wait”Courage isActivity3Read the poem“Sea-Fever”by John Masefield carefully.Write your answer to each question and then discuss your answer with your partner.1)What is the theme,or message that the author expresses in this poem?The simple things in life may be the best.2)What words are repeated to point out the theme?Without these words,do you think thatthe theme will be weakened or strengthened in the poem?Why?“all I ask”is used in all these stanzas to emphasize that what“I”want is easy to satisfy.Without these phrases,the effect will be weakened.3)What do you gain from this poem in terms of living a life?One can live a happy life without too many materials possessions.Activity4Read the following passage,and then complete the statements that follow.1)The phrase“not the brightest bulb in the lamp”in Para.1means he is not smart at all.2)After reading about Epaminondas’dealing with the cake,the butter and the puppy,your impression about him is he is quite simple-minded--not able to adapt with the change of specific circumstances.3)The theme of this folk tale is give unconditional love and accept the differences between people.Part II:Case AnalysisActivity5Read Text A and consider how the author develops the main theme of the story.Task1Understanding the textWork in groups or pairs and fill in the blanks with the missing information about how the author develops the main theme through a series of events and a twist with the last event.Soapy’Action Results Your Commentsthe1st event Dined luxuriously atsome expensiverestaurant.The head waiter kepthim from getting in.The snobbishwaiter judged himby his appearance.the2nd event Broke a shop windowand waited for thepolice to arrest him.The policeman didnot believe he did it.The policemantrusted only theirown judgment.the3rd event Asked the waiters tocall the police bytelling them he had nomoney for the dinnerhe just had at arestaurant.Two waiters pitchedhim out.He again failed.the4th event Accosted a youngwoman who wasnearby a police Rather than beingoffended,the womancame to him joyfully.The woman,probably aprostitute,is asocial problem.the5th event Started to yell andmake a noisy scene infront of a police.The policeman didnothing consideringhim as a universitystudent celebratingtheir victory ingames.The law wasenforceddifferentlytowards differentpeople.the6th event Stole a well-dressedman’s umbrella.It turned out the mantook the umbrellathat didn’t belong tohim in a restaurant.It is ironic that awell-dressed manstole an umbrella.the7th event Being touched bymusic from churchSoapy decided torestart.A policeman cameover and arrestedhim.The climax andending is quitedramatic.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Why did Soapy want to be arrested and what does that tell us about the theme of the story? Soapy wanted to have a“nicer”place for the coming winter.The living of the poor in that society seems quite hopeless and abnormal.2)What are the regular responsibilities of a policeman?How did the cop respond to Soapy’s several attempts to get arrested and how does that help to develop the theme of the story?A policeman’s regular responsibilities include order maintenance and misconduct prevention. By letting Soapy go several times despite his attempt to get arrested,it showed the police was not doing their job.It further prepared for the climax of the story and strengthened the theme.3)When Soapy was moved by the anthem music near the church and planned to start over,he was arrested.What is the significance of this event in further developing the theme?This is the climax of the story which made a sharp turn from what has happened in the previous events and makes the readers feel strongly about the absurdity of the society.4)Does the author convey his theme clearly in the text?How do you figure out the theme in the story?The author did not explicitly state the theme in the text.It was presented through the description of Soapy’s winter plans and what he had tried hard to achieve his purpose.5)What impact do you think the unexpected arrest would have on Soapy’s regained faith to “battle with his desperate fate”and“make a man of himself again”?It might ruin his plan to restart his life and probably he would lose his faith because of this event.Activity6Read Text B and consider how the author develops the main theme of the story.Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Who is the protagonist and who is the antagonist in this story?The protagonist is a woman and the antagonist is a boy.2)What is the conflict mentioned at the beginning of the story?The boy tried to snatch her purse.3)What leads to the encounter between the protagonist and the antagonist?The boy wanted to buy a pair of shoes but couldn’t come up with the money needed.4)What did the woman decide to do after the first encounter with the boy?She dragged the boy to her home.5)Did the boy try to run away when he got a chance later?Why or why not?The boy did not try to run away when he got a chance at Mrs.Jone’s home because he got treated well by Mr.Jones.Task2Responding to the textThe dialogue plays an important role in the development of the theme of this story.Read the following dialogue excerpts and discuss with a partner how they demonstrate the theme in the story.The dialogue helps to develop the plot in which the theme is embedded.The first two dialogues introduced the first encounter of these two main characters as a background.Starting from the third dialogue,Mrs.Jones showed her concern for the boy by asking him to come along with her and wash his face.The following dialogues also revealed the kind heart of Mrs.Jones(not sending him to the jail and inviting the boy eat together with her).She also revealed that she made mistakes in the past but still warned that boy that he should not do illegal things in future. Task3Making a comparison between“The Cop and the Anthem”and“Thank You,M’am”Write your answer to each question in full sentences.Then discuss your answers with your partner.1)Are there any similarities between Soapy and Roger?Both Soapy and Roger were trying to do something bad to meet their own purposes.2)Are there any similarities between the policemen and Mrs.Luella Bates Washington Jones? Both the policemen and Mrs.Jones did what they thought they should do when dealing with Soapy and Roger respectively.3)What might happen if Soapy had met someone like Mrs.Luella Bates Washington Jones earlier in his life?Soapy might have become what he intended to become at the end of the story.4)What might happen if Roger had met a policeman as that in“The Cop and the Anthem”? Roger might be sent to prison and became someone like Soapy or even worse.5)What distinguishes Mrs.Luella Bates Washington Jones from the cops and what are the consequences of these differences?Mrs.Jones educated the boy in her own way and possibly prevented the boy from going astray in his future life.6)What are the respective viewpoints of the authors toward the disadvantaged(Soapy and Roger)and the powerful(the cops and Mrs.Luella Bates Washington Jones)in your opinion? How does that serve the theme of each story?The authors showed sympathy towards Soapy and Roger but in“The Cop and the Anthem”the author portrayed the cops as not doing what they were supposed to do while“Thank you Ma’m”offered a positive image of Mrs.Jones.The different treatment of the powerful makes these two stories developing towards different directions,each serving its own theme?????7)Do you think Mrs.Jones acted out of faith in the story?Why or why not?In what ways do you think a person of faith differs from a person without faith?Yes,she mentioned that she had done something wrong as a youth but she would not tell.Part III:Language StudyActivity7The following sentences are all from O.Henry’s works.Find out the figurative device(s)in each sentence and discuss the effect with your partner.There may be more than one answer.1)Hyperbole2)Metaphor3)Hyperbole4)Personification5)Metaphor6)Irony7)Personification8)Metaphor9)Understatement10)Personification11)Personification12)Simile13)Personification14)Metaphor15)PersonificationActivity8Read the following lines of poetry and find out the figurative device(s)in each excerpt. Excerpt1:simileExcerpt2:hyperboleExcerpt3:personificationExcerpt4:metaphorExcerpt5:personificationExcerpt6:metaphorExcerpt7:simileExcerpt8:personificationExcerpt9:metaphorActivity9Read the following two stories and underline the different parts.What makes the difference? Discuss your understanding with your partner.In these two excerpts,the difference lies in the figurative use of language.In the second excerpt, there were uses of onomatopoeia(Thunk,thunk)simile(soft pine needles covered the ground like a soft brown blanket;as anxious as a fish out of water),alliteration(twittered and tweeted), hyperbole(the sky-scraping branches of trees),and personification(made his heart dance).It creates images in the readers’mind.Activity10Read the following paragraph and then rewrite it using figurative language.1)Using Alliteration:Tanysha sat up late in her bedroom trying to study.Tanysha sat up late in her bedroom silently and studiously trying to study.2)Using Hyperbole:She was an all-A student…She was such a great student that anything less than a100++would send her sobbing from the room.3)Using Simile:…and tomorrow’s math test was an important one.Tomorrow’s math test was as important to Tanysha as a candidate’s final election speech is in the presidential election.4)Using Onomatopoeia:Lying back on her bed for a minute…With a squeak of bedsprings and the crunch of crumpled paper,Tanysha lay back on her bed for a minute.5)Using Metaphor:…Tanysha started daydreaming about going to college and becoming adoctor one day.She started daydreaming about going to the ivory tower learning to become a diseasefighter one day.。

大学思辨写作4答案第一单元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 athome.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.。

大学思辨英语教程说明文写作答案Talking about English studying methodsIt’s true that to be a good English learner is every English learner’s dream. I think studying English as studying maths is a wrong mathod. If you only finish English homework every day, you must be not a good English learner. If you only write English words, sentences and paragraphs instead of reading, hearing and thinking, it is impossible to study English well. How to improve English? In my opinion, “Interest” is the key to study lessons well, so I’m sure you should be interested in English at the beginning. Of course, It’s very important also for each English learner to explore learning skills and efficient ways, because it can lead you to success in short term. In the end, I believe everybody who is good at English has a basic method, you should practice as much as possible. Before classes, we must preview the lesson by repeating after the tapes and look up the new words in the dictionaries.When in class, we ought to try all our best to answer the teachers' questions, and it's very useful to keep the texts in mind. I believe I can do it so, in the near future, I must to be a good English learner.刚刚写完，请参考使用~~~~思辨口语与写作(外语教学与研究出版社)Speculative speech and writing (foreign language teaching and Research Press)外语教学与研究出版社大学思辨口语与写作课后答案Four seasons, literary attainment. Our journey, though, we hard thorns, stormy, also want to challenge - such as helpful as resolute. Black and blue, pieces, because we understand life at least challenge is spent, at least we know only challenge to success in life. CompositionIf the time flow, like the sunshine, under trees, we grow slowly and graally mature. In the past years like a river, and the floods, open the gates to me, so that the first challenge scene again clearly emerge in front of me, like it happened yesterdayIt is just the fifth grade, I mind "ambition" can't wait to get a good result, so I try to change their learning methods, listening for each class will be clearly. However, the examination is always not satisfied, the first test scores, but my grades go down. "No doubt, it is not my work!" I think so, and I was not more effort, to work overtime everyday to make up missed lesson, also always works night, with the last rays of sunshine company, and the first rays of the morning, class is waving monkish sorts, only the "heart" learning for learning exam, even only for a time. This way of life, I can run down, but I always believed that there would be a return, paid work a harvest, I'll win the final victory. God always seemed to be against me, and the second test, I still failed. Instant, days, ash, Flowers, thanks, Tea, cold, Heart, cold! Just like a broken wing plane is helpful, could not fly. When he saw the first YouYouRan expression, relaxed, I -- vacant. There are innumerable mark in heart spun: why, why?Oh, I understand, I want a more than others, but neglect to surpass others to surmount oneself, challenge yourself. Brake, days, fine, Flowers, colourful, The rain stopped, People,! Once again I thought up ahead of the dawn, the victory finally move in the exam, I finally made outstanding achievements.At that moment, I experienced the bitterness of challenge and pleasant sensation, never lose through difficulties finally saw the sun.Like light the lamp of snowy day, challenge the deepest heart bloom in the eyes, in anticipation, naturally flush out sincere, confidence and fortitude. But at the moment, the challenge successfully boundless snowflakes into pieces, moist heart at, DiaoKu trees on the green dots, expect the spring.Facing the challenge, resolute, strong.The challenge, smiling, will every minute and second, ooze sweat and expectations,The challenge, like to break the young eagle soar, blue sky!Students will shout "hero" move to the classroom, I want to say congratulations, just discover throat has no noise.。

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.。

Unit3Growth and MaturityPre-class ExplorationSuggestions for instructors:Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting:What would be the key elements in those settings?What adjectives would the students use to describe a specific setting?What images or associations would that specific setting evoke?What would be some“typical”characters in these settings? Transfer to the Skills Section:(45minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I:Learning the SkillsActivity1Read the following story and discuss with your partner the techniques used in developing the character Beaver.Activity2The following two passages are about two best friends,Deanna and Beverly.Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage.In Passage2,highlight those sentences that can correspond to the sentences([1],[2],[3]and[4])in Passage1and think about the impact of these differences on readers’impressions of the two characters.Activity3Read the excerpt from“Beauty and the Beast”by Jeanne-Marie Leprince de Beaumont and discuss the following questions with your partner:1)1)What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic(or spell)might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant(Beauty’s father)were inReading the first four paragraphs,ask students to underline the words or phrases that indicate the setting such as“the forest,deep snow,bitter frost,only shelter was the hollow trunk of a great tree,howling of the wolves,falling snow covered up every path,rough,slippery”When he started to encounter the magical world:“a splendid castle,no snow had fallen in the avenue of orange trees,covered with flowers and fruits,several splendidly furnished rooms,pleasant warmth of the air,nobody in all this vast and splendid palace,deep silence reigned everywhere,empty rooms and galleries,a room where a clear fire was burning,a couch was drawn up cozily before it…”Ask the students to free write for10minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity4The following passage is the opening of Johnny Tremain by Esther Forbes.The author’s style is very descriptive and detailed,which helps readers picture the story in their mind and fully understand what is happening.Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound:(gulls)scream and quarrel,(cocks)cried,(hens)clucking,(horses)whinnied,(bells) cling-clanged.3)What can you TOUCH in this place?Touch:(gulls)icy(eyes).4)What can you SEE in this place?Sight:Gulls,cocks,cats,horses,cows,the morning sunlight,bells.5)What can you TASTE in this place?Taste:salty air.6)What can you SMELL in this place?Smell:the first dead fish,first bits of garbage,all kinds of animal smells.Activity5The following passages are developed on the basis of the setting“There is an air of mystery in the house.”Read and highlight the words and phrases that describe sounds,feelings,smells and sights,and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage1I shivered terribly at the sight of the deserted mansion that stood on the hilltop.With much curiosity,I treaded gingerly towards the mansion.Suddenly,I heard a distant howl that pierced through the silent night.At my wit’s end,I slowly walked towards mansion.My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion.The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage2Behind the dark alley,it stood a deserted house.I stood meekly outside the haunted house with my jaws hung open.Suddenly,I saw a silhouette of a person in the house.Shivers ran down my spine as I approached the house cautiously.When I reached the doorstep,I was paralyzed withfear.I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me.My face turned ashen when the door opened itself.Passage3I crept behind the house since the door was left ajar.The whole place was covered with dust and cobwebs.I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear.I picked up my courage and continued walking until I reached a smaller silver door.An eerie scream came from the door and soon,it turned into a howl.I decided to put a brave front and walk into the room…Passage4Benjamin’s hair stood on ends as the eerie scream pierced through the still night.The howling of dogs made him stood meekly.He treaded gingerly through the dark and scary corridor.He saw a trail of bloodstains on the wall and maggots were crawling all over the place.What Benjamin saw later will be forever etched in his mind.It was the toilet’s light flickering.The continuous switching of the switch could be heard even when no visible being could be seen doing it.He then smelt a strong stench of urine coming from the toilet bowl.Activity6Read the following short story“The Flowers”by Alice Walker and discuss the following questions with your partner:1)What is the setting?What are the elements in this setting?The woods behind her house.The elements of the setting include locale of the story(near her home vs.deeper into the woods);time(summer morning);mood and atmosphere (beautiful,light,good,vs.strangeness,gloomy,damp air,close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton,probably a black male who was lynched. 3)What does the author mean by saying“And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity7Read the following excerpt from Chapter6of The Secret Garden.Mary went to live with her uncle Mr.Archibald Craven in a big house after her parents died.She was exploring the rooms in the house when she heard someone’s crying.Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story:Colin Craven,the son of Mr.Craven,who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze.It showed the portrait of the family members with no one living in any of those rooms.It creates a mysterious and queer feeling as Mary felt.Her wanderings in the house led to more of her discoveries.Suggestions for instructors:Broader setting background:in1803,the territory of United Stated expanded greatly through the Louisiana Purchase.To encourage people move to West,the Homestead Act of1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it.A lot people headed west in their dream of searching for a better life.But it was harder than many people had expected.Part II:Case AnalysisActivity8Read Text A and consider how the author establishes the settings for the story.Task1Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting1:Mary was picked up.Pa didn’t want her,but Mary stood up to him without fear.Setting2:_When Pa headed to town to get food,Mary was left to take care of the children.Setting3:When the food was all gone,Mary found some mushroom and tried herself first before letting the children eat.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What is the personality of Mary?Independent,responsible,caring,brave,2)How do you think Mary’s character is shown through various settings:a.On prairie,she stood up to Pa without fear when she asked to travel alongb.In the mountains,she helped take care of the girls and cook________c.After Pa left,_she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion,did the eleven-year-old narrator become“too soon a man”as well?How did his attitude change under various circumstances?a.On prairie,he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences:“Mary came out of the cabin then,walking sedately.As she came toward us,the sun began to shine”create?These sentences are symbolic,which showed the hope and the positive change in their lives.5)The text has also been published under the title“The Day the Sun Came Out.”Which title do you like better?Why?Answers may vary.6)Have you ever been given more responsibility than is usual for someone your age?Describe your experience being“too soon a woman”or“too soon a man.”How did it change you?(If you prefer,describe an experience someone you know or know about has had.)Answers may vary.Activity9Read Text B and consider the setting the author establishes for the story.What is the role of the setting in developing the story?Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nights and in the narrator’s home.2)What did the father do in the darkness?And what did the son do?He would sit in the dark and smoke and think.His son was quite worried about his father. 3)At what point in the story did the son begin to understand his father’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father“why don’t you go to bed?”and he was“afraid,worried,angry, curious”and felt“unless I get an answer I will go crazy”,etc.Part III:Language StudyActivity10Read Text A and Text B and find expressions related to five senses(smell,taste,touch,sound and sight)or others(such as emotion).Discuss with your partner how these words are helpful to demonstrate the characters’personalities.Text A Text BSMELL She sliced that big,solidmushroom and heated greasein a pan.The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of themushroom while the little girlsdanced with anxiety.Wefeasted,we three,my sistersand I,…Soon I become thirsty.(I drink a lot of water.)I go to the kitchen for a drink.TOUCH She got up and rummagedaround in the grub box.I climb the steps softly, skipping the ones that creak. He is sitting in the same chair,his elbows on his knees,his cold pipe in his teeth,his unblinking eyes staring straight ahead.SOUND It was near dark when therewas an answer to my yelling,and Mary came into theclearing.The ticking of the alarm clock on the ice box.The low hum of an automobile passing many blocks away.The swish of papers moved along the street by the breeze.A whispering rise and fall of sound,like low breathing.It is strangely pleasant.SIGHT Mary stood in thedoorway for a while,lookingout at the dripping world as ifshe found it beautiful.The dim shadow of light that comes through the window from the street lamp only makes the room seem darker.Mary roasted it in chunks over the fire,half crying with the smoke.The dryness in my throat reminds me.I step briskly into the kitchen.Activity11Read Text A and Text B.Find more examples of concrete words in describing the settings and share with your partner your comments about the effects of these concrete words on the plot of each story.Text A Text BActivity12Look carefully at the picture below and think about how you would describe the house.1)What is your impression of the house respectively when reading these two descriptions?The first is pleasant while the second is spooky.2)Write down some expressions in the two descriptions which help to create the two different atmospheres.DescriptionsDescription1Description2always very pleasant stood alonethick,cold stoneStone which kept out the cold in winter andthe heat in summerWindows shone;doors opened invitingly Roof shone blackly,freezing rain,windowsshook and rattled;doors locked with big,heavy chainsLittle white waves Waves crashed angrily against the cliffCool blue sea,sunny sky Wind blew over the empty fields。

Unit5Dream and FaithPart I:Learning the SkillsActivity1:Match the themes with the following stories.A.The greatest kindness will not bind the ungrateful.B.Idleness brings want.C.Contentment with our lot is an element of happiness.D.Unity is strength.E.Fine feathers don’t make fine birds.Story1：CStory2:BStory3:AStory4:EStory5:DActivity2:Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes.Text Theme(s)How the theme(s)is(are)revealedCommentsThe Story of My Life(Chapter4)One could overcomea problem thatseems to beinsurmountable--Offered backgroundinformation about herself atthe beginning--Described the skillfulnessand patience of Ann Sullivan--the key moment of epiphany“The Diamond Necklace”Vanity and pride canbe expensiveA great contrast betweenwhat life is and what lifeMathilde fancies at thebeginningMathilde borrowed a necklaceand had a moment of herfancied life,Madame Loisel’s vanity causesher to want to live beyond hermeans and her pride thatprevents her from tellingMadame Forestiere the truth.“After Twenty Years”Justice is higher than friendship“The Selfish Giant”Sharing can bring joy “Too Soon aWoman”True courage is love“My Father sits in the Dark”The love of family members“The three Little Pigs(V1)One should try his best“The three Little Pigs(V2)Truth might take a turn when the narrator is different“A Day’s Wait”Courage isActivity3Read the poem“Sea-Fever”by John Masefield carefully.Write your answer to each question and then discuss your answer with your partner.1)What is the theme,or message that the author expresses in this poem?The simple things in life may be the best.2)What words are repeated to point out the theme?Without these words,do you think thatthe theme will be weakened or strengthened in the poem?Why?“all I ask”is used in all these stanzas to emphasize that what“I”want is easy to satisfy.Without these phrases,the effect will be weakened.3)What do you gain from this poem in terms of living a life?One can live a happy life without too many materials possessions.Activity4Read the following passage,and then complete the statements that follow.1)The phrase“not the brightest bulb in the lamp”in Para.1means he is not smart at all.2)After reading about Epaminondas’dealing with the cake,the butter and the puppy,your impression about him is he is quite simple-minded--not able to adapt with the change of specific circumstances.3)The theme of this folk tale is give unconditional love and accept the differences between people.Part II:Case AnalysisActivity5Read Text A and consider how the author develops the main theme of the story.Task1Understanding the textWork in groups or pairs and fill in the blanks with the missing information about how the author develops the main theme through a series of events and a twist with the last event.Soapy’Action Results Your Commentsthe1st event Dined luxuriously atsome expensiverestaurant.The head waiter kepthim from getting in.The snobbishwaiter judged himby his appearance.the2nd event Broke a shop windowand waited for thepolice to arrest him.The policeman didnot believe he did it.The policemantrusted only theirown judgment.the3rd event Asked the waiters tocall the police bytelling them he had nomoney for the dinnerhe just had at arestaurant.Two waiters pitchedhim out.He again failed.the4th event Accosted a youngwoman who wasnearby a police Rather than beingoffended,the womancame to him joyfully.The woman,probably aprostitute,is asocial problem.the5th event Started to yell andmake a noisy scene infront of a police.The policeman didnothing consideringhim as a universitystudent celebratingtheir victory ingames.The law wasenforceddifferentlytowards differentpeople.the6th event Stole a well-dressedman’s umbrella.It turned out the mantook the umbrellathat didn’t belong tohim in a restaurant.It is ironic that awell-dressed manstole an umbrella.the7th event Being touched bymusic from churchSoapy decided torestart.A policeman cameover and arrestedhim.The climax andending is quitedramatic.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Why did Soapy want to be arrested and what does that tell us about the theme of the story? Soapy wanted to have a“nicer”place for the coming winter.The living of the poor in that society seems quite hopeless and abnormal.2)What are the regular responsibilities of a policeman?How did the cop respond to Soapy’s several attempts to get arrested and how does that help to develop the theme of the story?A policeman’s regular responsibilities include order maintenance and misconduct prevention. By letting Soapy go several times despite his attempt to get arrested,it showed the police was not doing their job.It further prepared for the climax of the story and strengthened the theme.3)When Soapy was moved by the anthem music near the church and planned to start over,he was arrested.What is the significance of this event in further developing the theme?This is the climax of the story which made a sharp turn from what has happened in the previous events and makes the readers feel strongly about the absurdity of the society.4)Does the author convey his theme clearly in the text?How do you figure out the theme in the story?The author did not explicitly state the theme in the text.It was presented through the description of Soapy’s winter plans and what he had tried hard to achieve his purpose.5)What impact do you think the unexpected arrest would have on Soapy’s regained faith to “battle with his desperate fate”and“make a man of himself again”?It might ruin his plan to restart his life and probably he would lose his faith because of this event.Activity6Read Text B and consider how the author develops the main theme of the story.Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Who is the protagonist and who is the antagonist in this story?The protagonist is a woman and the antagonist is a boy.2)What is the conflict mentioned at the beginning of the story?The boy tried to snatch her purse.3)What leads to the encounter between the protagonist and the antagonist?The boy wanted to buy a pair of shoes but couldn’t come up with the money needed.4)What did the woman decide to do after the first encounter with the boy?She dragged the boy to her home.5)Did the boy try to run away when he got a chance later?Why or why not?The boy did not try to run away when he got a chance at Mrs.Jone’s home because he got treated well by Mr.Jones.Task2Responding to the textThe dialogue plays an important role in the development of the theme of this story.Read the following dialogue excerpts and discuss with a partner how they demonstrate the theme in the story.The dialogue helps to develop the plot in which the theme is embedded.The first two dialogues introduced the first encounter of these two main characters as a background.Starting from the third dialogue,Mrs.Jones showed her concern for the boy by asking him to come along with her and wash his face.The following dialogues also revealed the kind heart of Mrs.Jones(not sending him to the jail and inviting the boy eat together with her).She also revealed that she made mistakes in the past but still warned that boy that he should not do illegal things in future. Task3Making a comparison between“The Cop and the Anthem”and“Thank You,M’am”Write your answer to each question in full sentences.Then discuss your answers with your partner.1)Are there any similarities between Soapy and Roger?Both Soapy and Roger were trying to do something bad to meet their own purposes.2)Are there any similarities between the policemen and Mrs.Luella Bates Washington Jones? Both the policemen and Mrs.Jones did what they thought they should do when dealing with Soapy and Roger respectively.3)What might happen if Soapy had met someone like Mrs.Luella Bates Washington Jones earlier in his life?Soapy might have become what he intended to become at the end of the story.4)What might happen if Roger had met a policeman as that in“The Cop and the Anthem”? Roger might be sent to prison and became someone like Soapy or even worse.5)What distinguishes Mrs.Luella Bates Washington Jones from the cops and what are the consequences of these differences?Mrs.Jones educated the boy in her own way and possibly prevented the boy from going astray in his future life.6)What are the respective viewpoints of the authors toward the disadvantaged(Soapy and Roger)and the powerful(the cops and Mrs.Luella Bates Washington Jones)in your opinion? How does that serve the theme of each story?The authors showed sympathy towards Soapy and Roger but in“The Cop and the Anthem”the author portrayed the cops as not doing what they were supposed to do while“Thank you Ma’m”offered a positive image of Mrs.Jones.The different treatment of the powerful makes these two stories developing towards different directions,each serving its own theme?????7)Do you think Mrs.Jones acted out of faith in the story?Why or why not?In what ways do you think a person of faith differs from a person without faith?Yes,she mentioned that she had done something wrong as a youth but she would not tell.Part III:Language StudyActivity7The following sentences are all from O.Henry’s works.Find out the figurative device(s)in each sentence and discuss the effect with your partner.There may be more than one answer.1)Hyperbole2)Metaphor3)Hyperbole4)Personification5)Metaphor6)Irony7)Personification8)Metaphor9)Understatement10)Personification11)Personification12)Simile13)Personification14)Metaphor15)PersonificationActivity8Read the following lines of poetry and find out the figurative device(s)in each excerpt. Excerpt1:simileExcerpt2:hyperboleExcerpt3:personificationExcerpt4:metaphorExcerpt5:personificationExcerpt6:metaphorExcerpt7:simileExcerpt8:personificationExcerpt9:metaphorActivity9Read the following two stories and underline the different parts.What makes the difference? Discuss your understanding with your partner.In these two excerpts,the difference lies in the figurative use of language.In the second excerpt, there were uses of onomatopoeia(Thunk,thunk)simile(soft pine needles covered the ground like a soft brown blanket;as anxious as a fish out of water),alliteration(twittered and tweeted), hyperbole(the sky-scraping branches of trees),and personification(made his heart dance).It creates images in the readers’mind.Activity10Read the following paragraph and then rewrite it using figurative language.1)Using Alliteration:Tanysha sat up late in her bedroom trying to study.Tanysha sat up late in her bedroom silently and studiously trying to study.2)Using Hyperbole:She was an all-A student…She was such a great student that anything less than a100++would send her sobbing from the room.3)Using Simile:…and tomorrow’s math test was an important one.Tomorrow’s math test was as important to Tanysha as a candidate’s final election speech is in the presidential election.4)Using Onomatopoeia:Lying back on her bed for a minute…With a squeak of bedsprings and the crunch of crumpled paper,Tanysha lay back on her bed for a minute.5)Using Metaphor:…Tanysha started daydreaming about going to college and becoming adoctor one day.She started daydreaming about going to the ivory tower learning to become a diseasefighter one day.。

Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developingthe character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night.Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man turned out to be a man wanted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answerswithyour partner.1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every afternoon, when school was over, the children came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8)When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2)How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting ano trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, “I don’t know where he is.”With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond Necklace。

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 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors: 1The in structor can ask stude nts to describe some one in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certain character in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developing the character Beaver.What Beaver saysBeaver talked to d if fere nt animals about what food to buy. He comm un icated with several animals about his food・What Beaver doesBeaver talked and acted and kept trying d if fere nt food after listening to d iff ere nt people's advice. What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn〃t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers' impressions of the two characters.The technique here is whether using show!ng or telling in character development. While the first uses telling, the second mostly used showing with spec讦ic details and dialogues・Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night・Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man tur ned out to be a man wan ted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship・Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner. 1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob'sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been "successful".3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1)Children liked to play in the Giant's garden.2)One day the Giant came back and put a sign up to keep the garden to himself •3)Then the Giant had a long winterandspringnever came・4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every after no on, whe n school was over, the childre n came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)On e win ter morni ng he looked out of his win dow he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved・8)Whe n the children ran in that after no on，they found the Giant lying dead un der the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner. 1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his frie nd? Have you ever see n a similar phe no men on in your life?He thought the garden was his and he did not want to share it with others・2)How did the author present the Giant's realization of his selfishness?Through a monologue "my own garden is my own gardeand his action of putting a no trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, "I don't know where he/s//With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, "I don't know where he is."Sheila was quick-tempered・2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied,"I dorft know where he is."Sheila was gentle・3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, "I don't know where he is."Sheila was timid /fearful.4)Sheila continued to pass the items over the seanner，staring down at the counter, and without eve n looki ng at the customer, replied in d iff ere ntly, "I dorft know where he is."Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterizati on through con Crete and/or figurative Ian guage.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.Whe n I came out of the trai r\ I heard some one sobbi ng. I headed towards the directi on whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age・ She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face・ I realized that she was hunched-back・ I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distanee, I could see her wrinkled skin and her teeth that had yellowed with age・She looked cheerless with sunken eyes and cheeks・ Her sinewy hands looked like she had worked hard for many years・ She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no Ion ger bright and shiny, but in stead it was dull. Her face was gloomy and her smile was gone・ She hunched her back and took a couple of steps forward・ She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repe ntance and sorrow . — The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eves toward the corners of her mouth.—The Diamond Necklace。

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。

Unit 4 The Open WindowLanguage EnhancementI Word and Phrases1.(1) self-centred, self-addressed(2) headfast, headless, headway(3) scornful, respectful(4) unquestionable, unintended(5) tighten, sweeten(6) enable, enrich2.(1) made an appearance(2) made a mess; make amends(3) make an effort(4) make sense(5) made a scene(6) make a deal3.(1) put up with(2) went off for(3) give way(4)broke off(5)bolted out/ dashed off(6)dash off(7)undergo (8) discount (9) migrate (10) endeavor(11) mope (12) pursue (13) bustled (14) rattling(15) straying (16) chantedII Sentences and rhetoric1.Paraphrase(1)Framton was going to hand one of the letters of introduction to Mrs. Sappleton. He was wondering whether this lady could be categorized into the group of nice persons. / Framton was about to give one of the letters of introduction to Mrs. Sappleton. He wondered whether she could be said as belonging to the nice-person group or division.(2)When the niece felt that the silence was too long to be proper, she asked: “Do you know many of the people around here” / When the niece decided that the silence was awkward for the communication, she asked: “Do you know many of the people around here”(3)Here the child’s voice changed. It was no longer calm and in good control of her emotions, but sounded slightly human. / Here the child’s voice lost its quality of being calm and in control of her emotions, it changed into somewhat human.(4)“The doctors all agree that I should have complete rest, not to have any mental excitement, and avoid anything that can involve forceful physical exercise,”Framton said. He was trying his very best to change the topic, driven by a fairly well-known false idea that total strangers or people you happen to know would be eager to know the smallest detail of your illness and pains, their cause and cure. / He tried very very hard to change the topic, under a false idea, which was rather widespread, that a complete stranger or a person you just know would be interested in knowing the smallest details of your health problems and their cause and cure.2.Translation(1) 弗兰姆顿•纳特尔努力想说点儿什么得体的话，既能够讨眼前这个小姑娘欢心，又不至于怠慢她那位待会儿要下来的姨妈。