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

大学思辨英语教程精读1Unit2教师用书0809Unit 2 Functions of languageOverviewTo further explore the nature of language, we naturally e to the question of what language is for. This unit deepens our understanding of the basics of language by offering refreshing ideas about language functions, which pave the way for the investigation of language in use, language evolution, language acquisition, and other important issues in linguistics.Text A Language is used for so many purposes (e.g., expressing feelings, providing information, and conducting social talking, to name just a few) that it is difficult for us to identify which one is its most basic (perhaps also its) original use. However, a careful examination of what language is good/bad at today can hopefully provide some useful clues to its basic function(s). Contrary to the mainstream assumptions, it has been observed that among its multiple purposes, language is good at interaction and persuasion but poor at information exchange.Text B The hammer (with an iron head and a handle) is shaped to fulfill its functions of pounding nails into and removing them out of wood. Likewise, the form of language is also motivated by its basic functions. As a form-function posite, a linguistic unit consists of two parts, the signifier and the signified. The bond between the two parts is both arbitrary and motivated. It is arbitrary because there is no inherent connection between the form of a sign and its meaning; it is motivated in the sense that the bond between the signifier and the signified is intentional instead of rigid or random.The two texts approach the same issue from differentperspectives. Text A discusses how the basic functions of a language can be traced in the development of language, while Text B focuses on the intriguing relationship between the form and the functions of language.Teaching objectivesThis unit is designed to help students develop their reading skills, municative petence, critical thinking, intercultural petence and abilities of autonomous learning in the following aspects.Reading skills: Distinguish between general and specific statements Scan for a global understanding of the textRead charts, graphs and tables to organize and interpret informationmunicative petence: Illustrate your points with appropriate examples Use figures of speech to help Illustrate your points Differentiate informative and affective uses of language Critical thinking: Evaluate the logical strengths of the a uthor’s evidence and support Organize and present your reasoning using diagrams Identify and critique assumptions behind statementsIntercultural petence Appreciate linguistic and cultural diversity Interpret language differences culturally Have curiosity in and be ready to explore other languages and cultures Teaching strategiesThe functions of language are an interesting yet rather difficult topic. T o arouse students’ interest, the teacher can start with a direct question “What do you think is the functi on of language?” or a more interesting one “In what way is language similar to a hammer?”The questions in Critical reading and Intercultural reflectionare mostly mini-research projects. To guarantee quality answers from students and to improve the classroom efficiency, it is re mended to divide the class into groups and assign different tasks to them in advance. Each group is required to do in-depth researches on a few of the questions.Further readings on functions of language: Jakobson, Roman. (1960). Closing statement: linguistics and poetics. In Thomas A.Sebeok (ed.). Style in Language, Cambridge, MA.: The MIT Press. 350-377. Halliday, M.A.K. (1973). Explorations in the Functions of Language. London: EdwardArnold. Coq, John P. (1955). The Function of Language. The Modern Language Journal, 39(4):177-180. Jackson, Howard & Peter Stockwell. (2011). An introduction to the nature and functionsof language. London & New York : Continuum.Preparatory work(1) Main publications:New media language. London and New York: Routledge, 2003. Words in the mind: An introduction to the mental lexicon. 3rd edition. Oxford and NewYork: Basil Blackwell, 2003. The Articulate Mammal: An Introduction to Psycholinguistics. 4th edition. London and New York: Routledge, 1998. The seeds of speech: Language origin and evolution. Cambridge, New York, Melbourne: Cambridge University Press, 1996.Main research interests: 1) (Socio-)historical linguistics The description, implementation and causation of language change, with particular reference to current changes. 2) Language and mind Language acquisition, speech prehension, speechproduction, with particular reference to lexical storage and retrieval. 3) Language and the media The language used by the media, and the effect of the media on language, with particular reference to language change, language and power, the relationship of media language to language in literature.(2) The whole book consists of four parts, namely, Puzzles, Origin, Evolution, and Diffusion. Text A “What is Language for” is from the first part Puzzles. The other three questions addressed in this part are: How did language begin? Why do languages differ so much? and Is language an independent skill?Part 2, 'Origin', explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language. Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others. Chapter 7 considers the basic requirements for speech, many of which are also present in other primates. For example, sound-receiving mechanisms are shared with apes, yet sound-producing ones differ, perhaps because of our upright posture, which in the long run enabled humans to produce a range of finely tuned sounds. Chapter 8 notes that ontogeny, the development of the individual, only sometimes correlates with phylogeny, the development of the species. Two ways in which these coincided were the lowering of the larynx and the development of the 'naming insight', anunderstanding of the power of naming.Part 3, 'Evolution', examines how language might have evolved. Chapter 9 looks at ways in which words could have been bined. At first, many sequences were possibly repetitive and inconsistent. But gradually, strong preferences may have be e rules. These preferences were based on pre-linguistic 'mind-sets'. Chapter 10 looks at how language expanded and how it made use of the human body and its location in space for extending word meanings. The evolution of different parts of speech occurred probably via reanalysis: adjectives and prepositions both grew out of reinterpretation of nouns and verbs. Chapter 11 considers attachments to verbs. Verbs acquire attachments via grammaticalization, in which a full lexical item developed into a grammatical marker. Chapter 12 examines generativity, the use of finite resources to produce an infinite variety of sentences. Such structures arose from reanalysis of existing structures.Part 4, 'Diffusion', considers the spread of language over the world, and discusses why languages have not be e unlearnably different from one another. Chapter 13 outlines the route taken as humans moved out of Africa, and considered the possibility of reconstructing glimpses of language as it might have been more than 30,000 years ago. Chapter 14 examines the difficulties and frustrations of hunting for language universals. Chapter 15 points out that looking for constraints, things that languages don't do might be more enlightening. Implicational links, it notes, are important for keeping language in check. Such links are partially due to processing needs, but partly also to the overall structure of the system. Chapter 16 outlines the different ponents within the language system, and emphasizes that these interacted withthe usage of the system in a plex way.(3) John Locke, widely known as the Father of Classical Liberalism, was an English philosopher and physician. He was also memorized as one of the first British empiricists. His work greatly affected the development of epistemology and political philosophy. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence.Major works: A Letter Concerning Toleration (1689) Two Treatises of Government (1689) An Essay Concerning Human Understanding (1690) Some Thoughts Concerning Education (1693)(4) Lord Byron’s (1788-1824) two best known long narrative poems are Don Juan and Childe Harold's Pilgrimage. His other major poems include: Prometheus, She walks in Beauty, When we Two parted, Darkness, and And Thou art Dead, as Young and Fair.(5) Bronislaw Malinowski (1884-1942) is remembered as the father of the functionalist school of anthropology and for his role in developing the methods and the primacy ofanthropological fieldwork as well. He first rose to prominent notice through his studies of Pacific Islanders, especially those conducted among the Trobriand Islanders whose marriage, trade and religious customs he studied extensively. His best known works include Argonauts of the Western Pacific (1922),Crime and Custom in Savage Society (1926), The Sexual Life of Savages in North-Western Melanesia (1929), and the posthumously published Magic, Science, and Religion and Other Essays (1948).Malinowski helped develop the field of anthropology from a primarily evolutionary focus into sociological and psychologicalenquiries. Some of the noteworthy byproducts of his fieldwork in this direction include various evidence that debunked the Freudian notion of a universal Oedipal plex and evidence that showed that so-called primitive peoples are capable of the same types and levels of cognitive reasoning as those from more "advanced" societies. Malinowski's ideas and methodologies came to be widely embraced by the Boasian school of American Anthropology, making him one of the most influential anthropologists of the 20th century. Source: :// .nndb. /people/320/000099023/For more information about Malinowski, please refer to: Murdock, George(1943). Bronislaw Malinowski. American Anthropologist, 45:441-451. :// /doc/cc2245125.html,/ mittees/ missions/centennial/history/095malobit.pdfCritical readingI. Understanding the text1. Outlining Thesis: Among its multiple purposes, language is good at interaction and persuasion but poor at information talking.Part ParasMain ideaI 1 - 5 Introducing the question: what is language for?II 6 - 8 Multiple purposes: interpreting the questionIII 9 - 20 Answering the first question: what is difficult to express?IV 21-26 Answering the second question: what is language good at?V 27-28 Conclusion: questions related to the functions of languageWe would like to emphasize that what we have just provided is not the only answer to the outlining task. To start with, we can divide the text in different ways. For example, we can follow the traditional trichotomy and dividing it into introduction, main body and conclusion; we can also divide part III and part IV into further sections. The main idea of each part varies accordingly.2. prehension check (1) The transfer of information is not the only purpose of using language. In greetingsand some pointless chitchat, municators use language primarily, if not exclusively, for constructing or maintaining certain social relationship. Even when information is the major concern, the speaker and hearer must take into consideration some other factors, such as politeness and aesthetics (cf. Paras. 22-22). (2) In Paragraph 6, Aitchison divides the question “what is language for” into two sub-questions: “For what purpose did language develop?” and “For what purpose is language used nowadays?” Since there are so many purposes of using language and the original one is difficult to identify, she argues in paragraph 8 that we can find clues by looking at what language is good at and what it finds difficult to express. The rest of the text (paras.9-28) provides discussion about and answers to these two questions. (3) According to Aitchison, the list of language functions in paragraph 7 is not exhaustive, and it is not clear which one is the most basic. Aitchison discusses in some detail thefollowing four functions, providing information, expressing feelings, influencing others and social talking, which are roughly organized in the order of importance in the traditional view. (4) Aitchison suggests that the early functions of language can be traced in the way we use language today tosome extent. The assumption behind is that the origin of language is accountable in its early function(s) and that the early function(s) must be reflected in what language is good at today. In other words, if language was created to perform a particular function, it must still be good at it nowadays.II. Evaluation and exploration 1. Evaluating the text (1) Figure drawing(2) Exemplifying An utterance may serve more than one purpose simultaneously. Donking is used metalinguistically in example (6), but the whole sentence “Donking isn’t a word” is informative. We can provide information, express our feelings and initiate social talking by asking questions or giving mands.2. Exploring beyond the text (1) Some scholars believe that language facilitates thinking and that our thinking would be impossible without an inner language. In many cultures language is also used as a symbol of magic or as something that carries mysterious power (e.g., religious Taoism, couplets for Spring Festival). Different functions of language are not equally important. For example, the functions of municating and of facilitating thinking are more fundamental while those of religious use and word play are more derivative. (2) Generally speaking, there are two different views on the relationship between language and thinking. Some scholars claim that language restricts thinking. According to this view, people perceive the world through the language that they speak. It follows that people speaking different languages experience different worlds, just like people seeing different things with different eyes. Others believe that language and thinking are separate and should not be equated with each other. For example,even if a language does not have the word for chartreuse, people speaking the language can still perceive this color, think about it and even talk about it,using not a single word but a kind of paraphrase. (3) Some utterances may basically serve only one function. For example, people greet each ot her saying “Hi!” or “Morning!” to neighbors to maintain social connections; inchurch, the priest preaches a sermon to call for piety to the Lord. But more often than not an utterance and its context produce some “side effects” and serve different functio ns simultaneously. In saying “It’s gonna rain. You’d better take an umbrella.” to a lady, the speaker not only provides information about the weather, but also shows his/her concern toward the addressee and enhances the solidarity.(4) Language changes for different reasons, e.g., language users’ aversion to cliché and preference to creativity, language contact, language planning and so on. While some changes may not be directly related to functions of language, others are indeed motivated by certain functions of language. For example, neologisms related to science and technology emerge primarily because there is a need to talk about such new things. In this case the function of providing information requires the creation of some new words.(5) The best-know n examples for “phatic munion” in traditional Chinese society are probably greetings such as “吃了吗？(have you had your meal?)” and “去哪儿啊？(where are you going?)”. Neither is considered imposing or offensive because in traditional Chinese society, it is more important to show mutual concern than respect for privacy. The British follow a different tradition. Brown and Levinson (1987) recognize twosides of face, a positive one and a negative one. Positive face refers to “the desire to be appreciated and approved” and negative face “the freedom of action and freedom from imposition”. For Chinese people (especially in traditional society), negative face is not as important as positive face. The British, on the other hand, value negative face more than positive face.Language Enhancement I. Words and phrases 1. Word formation Part of speech: Nouns: Taking-off, air-traffic, take-off-point, non-reality, self-repetition, other-repetition Adjectives: non-existent Adverbs: half-wayLondon-York,two-thirds,real-life,Structure: Noun-noun: air-traffic, London-York, self-repetition, other-repetition Adjective-noun: real-life Cardinal-ordinal numeral: two-thirds Prefix-noun: non-reality Gerund-adverb: Taking-off Verb-adverb-noun: take-off-point2. Articles and prepositions (1)/ (2)/ (3) a, the, with (4) /, the (5) /, the, the, on, a3. Verbs and phrases (1) convey, handle (2) convey (3) transfer (4) coincide (5) collide (6) date back to (7) originate from II. Sentences and discourse 1. Paraphrasing (1) Even when language is used simply to transfer information, the accuracy of the information transferred is still unlikely to reach 100%. (2) Less affirmative claims about the purpose of language may be at least superficially more acceptable: when early people found that facial expressions and body movements could not fully express themselves, they invented language to municate their thoughts.(3) So long as the speaker is telling the truth, language is reasonably good at transferring simple pieces of factual information, such as “Bob is Petronella’s cousin.” (4) Even in cultures where lying is officially discouraged, people are still unwilling to tell the whole truth. A government official invented the phrase “being economic with the truth” to deny tha t he was lying. (5) According to George Orwell, political language is designed to beautify horrible things and to tell lies.2. Translation (1) 英国哲学家约翰·洛克在其颇有影响的著作《人类理解论》(1690)中指出，语言是一个伟大的传输渠道，人类通过这一渠道相互传达各自的发现、推理和知识。

Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。

2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。

3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。

⼤学思辨英语精读备课Unit1Unit 1 Trust and CharacterText A Do You Like It Here? (The story was published in 1939)Words and phrases expected of students to understandphooey: int. (informal): used to express disgust or contempteyeshade: a visor worn on heard for protection against glareen suite: adj. adv. in or as a part of a setmake rounds of: to go from place to place (for inspection)bawl out (at sb)swing around: turn around (as if on a hinge or pivot)torture tactics:proceed: go onhalt: stop or pausethrow in: to insert or introduce into the course of somethinggratuitously：free of charge; (unnecessarily, without apparent reason) certified public accountant (CPA)peripatetic: walking or travelling abouton account of: because of, for the sake ofimposing: very impressivein some small measureabiding: lasting for a long time, enduringinstitute (a search)(turn)yellow: (slang) cowardlygivesb one’s word of honor: solemn promise, a verbal commitment agreeing to do or not to do sth. in the future Preparatory Work1.John O’Hara (1905-1970),a keen observer of social status and class differences,and wrote frequently about the socially ambitious. His father died at that time, leaving him unable to afford Yale, the college of his choice. By all accounts, this disappointment affected O'Hara deeply for the rest of his life and served to hone the keen sense of social awareness that characterizes his work. He worked as a reporter for various newspapers. He garnered much critical acclaim for his short stories, more than 200 of which, beginning in 1928, appeared in The New Yorker.In 1934, O'Hara published his first novel, Appointment in Samarra, which was acclaimed on publication. This is the O'Hara novel that is most consistentlypraised by critics. Ernest Hemingway wrote: "If you want to read a book by a man who knows exactly what he is writing about and has written it marvelously well, read Appointment in Samarra." Harold Bloom named it to the Western canon. On the other hand, writing in the Atlantic Monthly of March 2000, critic Benjamin Schwarz and writer Christina Schwarz claimed: "So widespread is the literaryworld's scorn for John O'Hara that the inclusion ... of Appointment in Samarra on the Modern Library's list of the 100 best [English-language] novels of thetwentieth century was used to ridicule the entire project."The epitaph on his tombstone, which he wrote himself, reads: "Better than anyone else, he told the truth about his time. He was a professional. He wrote honestly and well." Of this, Gill commented: "From the far side of the grave, he remains self-defensive and overbearing. Better than anyone else? Not merely better than any other writer of fiction but better than any dramatist, any poet, any biographer, any historian? It is an astonishing claim." (extracted from Wikipedia)John O'Hara2.A conversational style and dispassionate voice.3.Psychological bullying is often difficult to ignore. Bullies torment their victims in many ways. Tormenting them is not enough, they have to humiliate them and ridicule their victims as well. Bullies use words to destroy their victims, and these words can hurt worse than a physical blow. People often say, “Sticks and stones may hurt my bones, but words will never hurt”. In today’s society, this phrase is simply not true. Words do hurt, and they do destroy lives. Psychological bullying destroys the character of their victim. The bully makes the victim the center of his abuse. In other words, the bully takes his or her anger and frustration out on the victim.4. The Phi Beta Kappa key is one of this nation's most distinctive symbols and, in fact, traces its origins to the era of the American Revolution. Conceived in 1776 by a group of talented undergraduates at the College of William and Mary as an emblem of their secret "philosophical society," the key proclaims Phi Beta Kappa's centuries-old conviction that "The love of wisdom (is) the guide of Life." As the Society they created encompassed more of the nation's finest colleges and universities, its key became a universally recognized mark of academic achievement in the liberal arts and sciences.the third degree: a situation in which someone tries to find out information by asking you a lot of questionseg. If I'm even half an hour late she gives me the third degree.I got the third degree from my dad when I got in last night.give(someone) the lowdown on (something): To provide someone with specific or comprehensive details about someone, something, or some situation.eg. Give me the lowdown on what the boss is planning to do about the company's falling profits.I'm waiting for my brother to give me the lowdown on Geoffrey before I go on a date with him.There's been a shakeup in the company's upper management, but we won't know how we're affected until the boss gives us the lowdown.West Point: A US military installation in southeast New York on the western bank of the Hudson River north of New York City. It has been a military post since 1778 and the seat of the US Military Academy since 1802.Second Form: an English term for an equivalent of the 7th or 8th grade in American schools. (also see sixth form: the term refers to the final two years of secondary education in the education system of England and other commonwealth countries)day school:as opposed to a boarding school, it is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which children return to their homes.boarding school:a school where some or all people study and live during the school year with their fellow students and possibly teachers and/or administrators. The word 'boarding' is used in the sense of "bed and board," i.e., lodging and meals. Many independent (private) schools in the Commonwealth of Nations are boarding schools. Boarding school pupils (a.k.a. "boarders") normally return home during the school holidays and, often, weekends, but in some cultures may spend the majority of their childhood and adolescent life away from their families. In the United States, boardingschools comprise various grades, most commonly grades seven or nine through grade twelve - the high school years.I Understanding the text1. Questions(1) a boarding school/prep (dormitory, a stepping stone to higher education)(2) Mentioned four times. First at the beginning. The dorm door had to be kept open during study period so that there was no knock (apparent reason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Nessto look in (introduce the idea of “panopticon”). Then there’s the mention of Van Ness’s half-open door. His privilege, authority (needs to knock before being permitted to go in). After Roberts went in, he was ordered to close the door, an indication of Van Ness’s auth ority. Also a closed space might have some psychological impact on Roberts—getting him trapped. Finally at the end of the story. Roberts not sure whether to leave it open or to close it but decided to leave it open. The door symbolizes Van Ness’s power or authority. The act of Roberts’s leaving it open might be an indication of his attempt to challenge the authority, even though feebly.(3) Not really. He hated Hughes. Wearing eye-shade during study time. Van Ness making rounds of the rooms, meting out punishments.(4)manipulative, sadistic, self-important, pompous, sarcastic2. True or false(1)F(2)T(3)T(4)F(5)T3. Multiple choices(1) B (2) D(3) B(4) DII Critiquing the text(1)Roberts’s parents divorced when he was ten, moved a lot,had to go to manyschools, unpleasant experiences, lonely and without a sense of belongingVan Ness saw the boy as susceptible to moral corruption (dishonest, sneaky, unruly)(2) Self-important/smug, overbearing/sadistic, ,show-rather-than-telltechnique(3)Not easy for Roberts to detect Van Ness’s intentions,Van Ness using torture tactics, effective to some extent, making Roberts upset, baffled, and frustrated（4）By this time he had guessed what it was all about. Hewas relieved because he had a clear conscience. He didn’t have to lie when confronted with the question about the watch. Previously he probably did have to lie when saying he liked it here.（5）Van Ness was convinced that Roberts was the thief and expected that he would certainly deny his stealing the watch. He would think Roberts would be devastated by his interrogation and that was exactly what he wanted. He had everything under control.（6）The “bastard” could refer to Van Ness or Hughes. Roberts was angry at first, then he knew it was no use fighting back as he had learned it from his previous experiences. Things always ended like this.（7）The title: colloquial, dramatic. Turns out to be a malicious question.（8）Robert s’ point of view. If it were the first-person narration, the tone would be angry, it would be more about clearing the name, a case of being wronged.From Van Ness’s point of view, it would be about how he ran the school and how he would teach Roberts a moral lesson.Language EnhancementI Words and phrases1.(1) occupation(2) occupant (3) preoccupy(4) contempt(5) contemptible(6) contempt2. “peri-” :enclosing, encircling, or aroundperipheral; perinatal(relating to the period around childbirth); perimeter;periodic;periphrastic“-tic”: pertaining totherapeutic; static; paralytic; dramatic; pathetic3.(1) institute(2) urge(3)transfer(4) institute(5)transferred (6) urging4.(1) innate(2) intrinsic(3) inherent(4) scheme(5) tactic (6) strategy5.(1) in some measure(2) on account of(3) at any rate(4) all right (adv. meaning without doubt)(5) thrown in(6) go with(7) bawl out (8) throw inII Sentences and rhetoric1.Paraphrase（1）Well, tell me about your life before you decided to do us the honor of having you as a student here.（2）D on’t be too modest to suppress your desire to tell the good stuff about yourself.（3）Chicago, Illinois! Well, a bit of geographical knowledge for my benefit, right, Roberts? And free of charge.（4）But I swear, however difficult it is I’m going to find out who the thief is. 2.Translation(1)如果他在什么事情上要训斥你，⽆关紧要的事情，他会查看他带在⾝边的⼀张单⼦，然后他会到你房间⾥把你训斥⼀通，并告诉你会有什么相应的惩罚。

Unit 1 Thinking SociologicallyText APreparatory Work(1)Micro-level sociology: a b eMacro-level sociology: c d(2)Sociology is the study of social behavior or society, including its origins, development, organization, networks, and institutions. Like sociology, psychology, economics, history, demography are all related to the study of society and human activities. In this way they share similarities.The differences lie in the follows:●Psychology is the study of human behavior and mind, embracing all aspects ofconscious and unconscious experience as well as thought of the human beings.●Economics focuses on the behavior and interactions of economic agents andhow economies work, that is the economic activities of the human kind.●History is the study of the past events as well as the memory, discovery,collection, organization, presentation, and interpretation of information about these events, particularly how it relates to humans.●Demography is the statistical study of populations, especially human beings.As a very general science, it can analyze any kind of dynamic living population,i.e., one that changes over time or space.(3) (open)Teaching suggestion:You can refer to the following textbooks:John J. Macionis & Nijole V. Benokraitis ed., Seeing Ourselves 7th ed. (Upper Saddle River, NJ: Pearson Prentice Hall, 2007)James M. Henslin ed., Down to Earth Sociology: Introductory Readings 14th ed. (New York: Free Press, 2007)(4) (open)Teaching suggestion:You can refer to the last two parts of the text: “What Work Do Sociologists Do” and “How is Sociology Useful to Me and to the World” (paragraph 19-26) for positive reasons.Negative reasons vary (why not choose a career related to sociology), for instance, no interest (in social sciences), character reasons (not cut out for dealing with people), and practical reason (no high pay).Critical ReadingI. Understanding the text(1) To emphasize the importance of sociology and arouse readers’ interest in (studying) sociology.(2) The intended audience of the essay are university and college students. The audience is young and curious about everything but needs some guide in choosing their courses in university study.(3) In Para. 7, Cargan and Ballantine try to demonstrate that sociology is based on systematic and objective study of human behavior.(4) They illustrate the difference between individual explanation and group explanation using divorce as an example. Individual explanation considers a divorce as a personal problem caused by conflict between the husband and wife within the family. Sociology can help us move beyond “individual” explanations to consider the social surroundings that influence the situation: economic conditions, disruptions caused by changing sex roles, and pressures on the family to meet the emotional needs of its members.(5) We can see that the first list of skills (sociology trains us in) is broader and more general category, and the second list of skills (employers look for) is the overlapping or subcategory of the former list. So we can simply put the skills of the second list into its respective categories in the first list (actually, some of the skills in the second list can be put into two or more general categories in the first list). Note: this is only one way of reorganize the two lists, and not necessarily the best one.●Ability to view the world more objectively: ability to plan effectively;self-confidence about job responsibilities; ability to listen to others;self-motivation; effective leadership skills●Tools to solve problems by designing studies, collecting data, and analyzingresults: ability to organize thoughts and information; ability to conceptualizeproblems clearly●Ability to understand group dynamics: ability to work with peers;self-motivation; ability to interact effectively in group situations; ability tolisten to others●Ability to understand and evaluate problems: effective problem-solving skills;effective leadership skills;●Ability to understand your personal problems in a broader social context:willingness to adapt to the needs of the organization; ability to handle pressureII. Evaluation and exploration(1) Yes. The title is a question to the key issue of sociology, which is very clear and focused. And the text provides and elaborates the answers to the key question “why study sociology”.(2) The introduction is very effective. It starts with six questions about sociology to arouse the readers’ interest or curiosity in this topic.(3) Subtitles in the text are effective and necessary in dividing the text into different but related parts so that the readers can have a clear structural framework about the organization of the text.(4) The benefits of taking sociology described in Para. 13 are grouped into a general list of five abilities/skills in paragraph 14 and 12 skills in paragraph 15. It is not necessary to use examples to illustrate every benefit mentioned in a long list. However, if the authors added some statistics to support the five categories, the argument would be more convincing.(5) The conclusion or statement that “sociology is the broadest of the social sciences” is reasonable. Cargan and Ballantine described the wide range of areas sociology covers, and other related disciplines that sociology overlaps with, such as social psychology, political socioloty, anthropology, and social history.(6) Sociology not only covers vast areas of social studies, but also provides objective perspective and scientific methods in understanding the society and individuals. It also trains us in necessary life and work ability or skills in correctly dealing with issues and problems. In a word, sociology offers us a platform for critical thinking. (7) Sociologists probe into a social phenomenon/problem with scientific methods (group explanation instead of personal/individual one) that the next unit is to discuss in details (they include experiment, survey, participant observation/field work, and available data analysis).(8) Structural functionalism, or simply functionalism, is a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability. This approach looks at society through a macro-level orientation, which is a broad focus on the social structures that shape society as a whole, and believes that society has evolved like organisms. This approach looks at both social structure and social functions. Functionalism addresses society as a whole in terms of the function of its constituent elements, namely norms, customs, traditions, and institutions.●Conflict theories are perspectives in sociology and social psychology thatemphasize the social, political, or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservatism. Conflict theories draw attention to power differentials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx isthe father of the social conflict theory, which is a component of the four paradigms of sociology.●Symbolic interactionism is a sociological perspective which developed around themiddle of the twentieth century and that continues to be influential in some areas of the discipline. It is particularly important in microsociology and social psychology. Symbolic interactionism is derived from the American philosophy of pragmatism and particularly from the work of George Herbert Mead who coined the term and put forward an influential summary: people act toward things based on the meaning those things have for them, and these meanings are derived from social interaction and modified through interpretation.●Utilitarianism is a theory in normative ethics holding that the best moral action isthe one that maximizes utility. Utility is defined in various ways, but is usually related to the well-being of sentient entities. Originally, Jeremy Bentham, the founder of Utilitarianism, defined utility as the aggregate pleasure after deducting suffering of all involved in any action. John Stuart Mill expanded this concept of utility to include not only the quantity, but quality of pleasure, while focusing on rules, instead of individual moral actions.Language EnhancementI. Words and phrases1.(1) C&D (2) A&C (3) C&D (4) A&C (5) C&D(6) C&E (7) C&D (8) B&C (9) A&E (10) C&F2.（1）单日，单一天（2）单身汉（3）挑选出（4）独立地（只身）（5）通常的，常见的（6）共同的（7）（英国）平民院（下议院）（8）宣判有……罪（9）罪犯（10）逃跑（11）分解（12）闯入（13）中断、暂停（14）爆发（15）解体3.(1) major in (2) curious about (3) interact with (4) relate to (5) engage with(6) lead to (7) specialize in (8) conform to (9) based on (10) refrain from4(1) break away from (2) convict of (3) bond with (4) engage in (5) embark on (6)profit from (7) involved in (8) focus on (9) depended on (10) encounterII. Sentences and discourse1.(1)As you learn more about sociology, you will gradually find the links between itsindividual and separate parts and see the whole picture of sociology.(2)Sociologists’ interests will immediately aroused by seeing any two or morepeople with close relationships.(3)You can ponder over the phenomenon that some societies allow and expectpremarital sex while others punish it with banishment and death.(4)Through systematic scientific study, sociologists can fully understand humanbehavior in groups, which is impossible through mere common sense.(5)Sociology can help us explain “individual” cases more insightfully by linkingthem with the crucial social conditions behind them.2.(1)He majored in chemistry when enrolled in while studying in university.(2)Terrorism poses a threat to many countries.(3)While studying overseas, you must interact more with the local people/natives.(4)The corruption of some of this country’s officials has sparked public resentmentand protest.(5)Due to his contribution to the company, he negotiated with his boss and renewedhis contract with better conditions.(6)At the age of 16, she published her first poem and embarked on her long journeyto literature.(7)In the process of translating the Chinese classic Journey to the West into German,he encountered many difficult problems.(8)Af ter arriving in Britain, he took a whole month to adapt to the country’s rainyclimate.(9)Your company should engage more actively in the environmental projects of thegovernment.(10)T en years ago, he was convicted of robbery.3.社会学家们的不同兴趣促使他们研究许多不同的领域。

Unit 1 Preparatory 1Preparatory 2 Preparatory 3Preparatory 4Preparatory 5 Understanding the textComprehensive questionsWords and phrases1. Word Formationnouns: unrest, unease, unbeliefverbs: untie, uncover, unearth, unbalance, unblock adjectives: unaccountable, unappreciated, unaccustomed, unworthy2. AntonymTranslation1 . Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。

2. When people use their faces or hands to show their feelings, they’re doing something that is very different from what they do when they speak, write, or use a deaf sign language.当人们用脸或手来表达情感的时候，他们所做的是一件与说话、书写或者使用聋人手语很不一样的事情。

3. Language allows us to talk about our experience ofthe world in a way that no other means of communication can.语言使我们能够以一种其他交际手段所不能比拟的方式谈论我们对世界的体验。

UNIT 1As we are at the start of the course, this seems a good moment to offer some advice on how to make the task of learning English easier.课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。

Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事。

它需要刻苦和长期努力。

Nevertheless, while you cannot expect to gain a good command of English without sustained hard work, there are various helpful learning strategies you can employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。

以下便是其中的几种。

1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.1. 不要以完全同样的方式对待所有的生词。

Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of h uman language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomouslearning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectives Teaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can bedivided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy of Oriental and Occidental Culture (CAOOC)Across Languages and Cultures published byAkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactional sociolinguistics,conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.Robert Kaplan:An American applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere./usia/E-USIA/education/engteaching/kap0299.htm(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge (e.g., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentio ns, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(4)Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a pieceof spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common sense, cultural backgr ound, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization.Critical readingI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) res earch findings and examples.In section 2.2 the author raises a number of questions (in para 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience. Section 2.3 is also organized in the or der of “question-answer”. Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24). Section 2.5: example-discussion. Section 2.6: personal experience and a very brief interpretation. Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men,women, Greek and Japanese). Section 2.8: definition and illustration.(5) The experience ina dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the order of importance, fromthe core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communication involves many hiddenrules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions.In this sense all communication is cross-cultural.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talk s”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherenceand cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract and difficult terms andadd to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. inpara 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary atmany other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two andthey are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section,what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply toreinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirectrequests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt?).3) For example, introvert people may be more tolerant of silence in face-to-faceverbal interaction while extroverts usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7) after; (8) out of, into;(9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context.II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do notknow. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances.(2)Gonjans take it for granted that questions are always asked to achieve indirectfunctions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should bedirect and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, allcommunication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use oflanguage, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。

大学思辨英语教材精读1unit1大学思辨英语教材精读1 Unit 1Unit 1: The Power of StoriesIntroduction:In this unit, we will explore the theme of storytelling and its significant role in human society. Stories have been passed down through generations, and they play a crucial part in shaping our understanding of the world. By analyzing various aspects of storytelling, we can enhance our critical thinking skills and broaden our perspectives.Section 1: The Art of StorytellingStorytelling is an ancient art form that has been used to convey knowledge, entertain, and inspire. It is a powerful tool for communication and has the ability to capture the attention of the audience. A good storyteller knows how to engage listeners and create a connection between the story and their own experiences.Section 2: The Impact of Stories on SocietyStories have the power to shape society and influence people's beliefs, values, and behaviors. They often reflect the cultural, social, and political contexts in which they are created. Through stories, we can gain insight into different perspectives and develop empathy for others. Stories also have the potential to challenge societal norms and promote social change.Section 3: The Role of Stories in EducationStories have been used in education for centuries to transmit knowledge and teach moral values. They provide a context for learning and make complex concepts more accessible. When students engage with stories, they are more likely to remember and understand the content. Additionally, stories can foster creativity and critical thinking skills, as students analyze characters, plot development, and underlying themes.Section 4: Analyzing Stories from Different CulturesBy studying stories from different cultures, we can develop a broader understanding of the world and appreciate diverse perspectives. Each culture has its unique storytelling traditions, incorporating its history, beliefs, and values. Examining these stories helps us challenge stereotypes and promotes intercultural understanding and respect.Section 5: The Evolution of Storytelling in the Digital AgeWith the advent of technology, storytelling has taken on new forms in the digital age. From books to films, to interactive websites and virtual reality, storytelling has embraced various mediums. Digital storytelling allows for immersive experiences and engages audiences in novel ways. However, it is important to critically evaluate the impact of technology on traditional storytelling methods.Conclusion:Storytelling is a powerful tool that has shaped human society throughout history. From its role in communication and education to its influence on beliefs and values, stories hold immense power. By studying and analyzing stories, we can enhance our critical thinking skills and cultivate a broaderworldview. In the digital age, it is crucial to adapt storytelling methods while also preserving traditional forms. As we navigate through the rest of this textbook, let us continue to explore the captivating world of stories and their impact on our lives.。

教学目标：1. 培养学生的英语口语表达能力和辩论技巧。

2. 提高学生的思辨能力和逻辑思维能力。

3. 增强学生的跨文化交流意识。

教学内容：1. 单元主题：New Horizon College English Argumentation and Debate Unit 12. 主要内容：辩论技巧、思辨能力、跨文化交流教学过程：一、导入（5分钟）1. 教师简要介绍单元主题，激发学生兴趣。

2. 学生分享自己熟悉的辩论话题。

二、讲解辩论技巧（15分钟）1. 教师讲解辩论的基本流程，包括立论、驳论、总结等环节。

2. 教师示范如何运用辩论技巧，如提问、回答、反驳等。

3. 学生跟随教师练习辩论技巧。

三、思辨能力训练（15分钟）1. 教师提出一个与单元主题相关的问题，引导学生进行思辨。

2. 学生分组讨论，各抒己见，提出自己的观点。

3. 教师总结学生的观点，强调思辨能力的重要性。

四、跨文化交流意识培养（10分钟）1. 教师介绍不同文化背景下的辩论特点，如西方辩论与东方辩论的差异。

2. 学生分享自己了解的文化差异，提高跨文化交流意识。

五、实践环节（20分钟）1. 学生分组进行辩论练习，选取一个与单元主题相关的话题。

2. 每组准备立论和驳论，运用所学的辩论技巧和思辨能力。

3. 教师巡视指导，纠正学生的错误，提出改进建议。

六、总结与反思（5分钟）1. 教师总结本次课程的重点内容，强调辩论技巧和思辨能力的重要性。

2. 学生分享自己在辩论过程中的收获和体会。

教学评价：1. 学生在辩论过程中的表现，如语言表达、逻辑思维、团队协作等。

2. 学生对辩论技巧和思辨能力的掌握程度。

3. 学生在跨文化交流意识方面的提升。

教学资源：1. 新大学英语辩思篇Unit1教材。

2. 辩论技巧相关视频、案例等。

教学反思：1. 教师应关注学生的个体差异，针对不同层次的学生进行指导。

2. 在实践环节，教师应鼓励学生积极参与，提高课堂氛围。

3. 结合学生的实际情况，调整教学内容和方法，提高教学效果。

浅谈英语专业思辨能力培养作者：邵晓燕来源：《校园英语·中旬》2021年第10期【摘要】思辨能力的关注度越来越高，实证研究表明，英语专业学生批判性思辨能力有待提高。

如何在教学中培养英语专业学生的思辨能力呢？笔者在以思辨能力为培养目标的导向下，基于思辨含义及思辨模型，以精读课为例，优化教学设计，通过采用小组报告、“探究式教学”“思—讨—享”教学和撰写反思日志等多种教学策略结合的方式，提升学生的思辨能力。

【关键词】批判性思辨;英语教学; 教学策略【作者简介】邵晓燕，山东科技大学外国语学院。

一、思辨定义思辨能力一直受到大家的关注，但研究者们尚未就它的定义达成共识。

思辨一词起源于希腊语“Kristicos”和“Kristerion”。

“Kristicos”意为“识别判断”;“Kristerion”意为“标准”。

两个词合二为一则为：基于一定标准作出合理的思考和判断。

美国哲学联合会发起的特菲尔项目将思辨定义最终确定为三个方面。

第一，思辨是一个对于相信什么和做什么做出判断的过程。

第二，为了作出正确的判断，需要使用解释、阐释、分析、评价和推断等一系列技巧。

第三，为了成功使用这些技巧，证据、方法、背景、概念和标准均需考虑在内。

二、思辨模型研究者们在此基础上，提出了四种有代表性的思辨模型。

国外的有“特斐尔”项目组（ The Delphi Project）提出的双维结构批判性思维能力模型和 Paul与Elder 提出的三元结构批判性思维能力模型。

国内学者林崇德和文秋芳在前两个模型的基础上，提出了三菱结构思维能力模型和层级思维能力模型。

在林崇德的模型中，思维涵盖六个因素：目的、过程、内容、自我调控、质量、认知和非认知因素。

文秋芳认为，他的模型与Paul的模型相类似，继而提出了层级思维能力模型。

层级思维能力模型包括元思辨（第一层次）和思辨能力（第二层次）两个方面。

元思辨指对自身思辨能力的计划、调整以及评估的能力。