大学英语精读第一册 第三版 课件 unit three

Unit 3Preparatory work1. Deborah Tannen is University Professor and Professor of Linguistics at Georgetown University and author of many books and articles about how the language of everyday conversation affects relationships. She is best known as the author of You Just Don ‘t Un derstand: Women and Men in Conversation, which was on the New York Times best seller list for nearly four years, including eight months as No. 1, and has been translated into 31 languages. This is the book that brought gender differences in communication style to the forefront of public awareness. Her most recent book, You Were Always Mom’s Favorite! Sisters in Conversation Throughout Their Lives, also a New York Times best seller, received a Books for a Better Life Award and was featured on 20/20(美国电视节目）and NPR(National Public Radio)'s Morning Edition.Among her other books, You're Wearing THAT?: Understanding Mothers and Daughters in Conversation spent ten weeks on the New York Timesbest seller list; Talking from 9 to 5: Women and Men at Work was a New York Times Business best seller; The Argument Culture: Stopping America's War of Words received the Common Ground Book Award; and I Only Say This Because I Love You: Talking to Your Parents, Partner, Sibs, and Kids When You're All Adults received a Books for a Better Life Award.In addition to her seven books for general audiences, Tannen is author or editor of sixteen books and over one hundred articles for scholarly audiences. She has also published poems, short stories, plays and personal essays.Academic interests: gender and language, interactional sociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow,1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.2）Edward SapirEdward Sapir (/səˈpɪər/; 1884–1939) was an American anthropologist-linguist, who is widely considered to be one of the most important figures in the early development of the discipline of linguistics. Sapir studied the ways in which language and culture influence each other, and he was interested in the relation between linguistic differences, and differences in cultural world views. This part of his thinking was developed by his student Benjamin Lee Whorf into the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.2) John Joseph GumperzJohn Joseph Gumperz (January 9, 1922 –March 29, 2013) was an American linguist and academic. Gumperz was, for most of his career, a professor at the University of California in Berkeley. His research on the languages of India, on code-switching in Norway, and on conversational interaction, has benefitted the studyof sociolinguistics, discourse analysis, linguistic anthropology, and urban anthropology.2) E. M. ForsterE.M. Forster, in full Edward Morgan Forster (born January 1, 1879, London, England—died June 7, 1970, Coventry, Warwickshire), British novelist, essayist, and social and literary critic. His fame rests largely on his novels Howards End （霍华德庄园）(1910) and A Passage to India （印度之旅）(1924) and on a large body of criticism. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.2) Robert KaplanAmerican applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric（对比修辞）, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and morethan 85 book reviews and other ephemeral（short-lived) pieces in various newsletters(时事通讯）, as well as 9 special reports to the U.S. government and to governments elsewhere.3) pragmaticsPragmatics is a systematic way of explaining language use in context. It seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics. As a field of language study, pragmatics is fairly new. Its origins lie in philosophy of language and the American philosophical school of pragmatism. As a discipline within language science, its roots lie in the work of (Herbert) Paul Grice on conversational implicature（会话含义）and the cooperative principle（合作原则）, J. L. Austin and John Searle on speech act（言语行为）, and on the work of Stephen Levinson, Penelope Brown and Geoff Leech on politeness.4) Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words,cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm.5) Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause（有声停顿）and unfilled or silent pause（无声停顿）. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization（发声）.Critical readingI. Comprehension CheckI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausingand in showing listenership in a conversation, one does not need to stop and think for a decision. Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in paras 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience.Section 2.3 is also organized in the order of “question-answer”.Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24).Section 2.5: example-discussion.Section 2.6: personal experience and a very brief interpretation.Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese).Section 2.8: definition and illustration.(5) The experience in a dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6) Generally speaking, the eight levels are arranged in the order of importance, from the core of verbal communication to more peripheral (secondary) factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7) As has been illustrated in part II, verbal communication involves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate （阐明）abstract and difficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2). Falter: to become weaker and unable to continue in an effective way (Longman)（3）Which levels of communication difference are labeled automatic processing in the text? Why? Pacing and pausing, listenership. In deciding when totalk and what to say, the speaker usually takes a conscious speech planning（section 2.1&2.2）, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision(para. 20).Why pacing and pausing is automatic because we have got accustomed to it in our daily life and made it a truism or formula after practicing it again and again in our daily communication. We have remembered the subtle change of pacing and pausing（para 19）(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary at many other levels, e.g., proxemics(人际距离学/亲近学) and turn-taking（话语轮次）in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability(Can you pass me the salt?).3) For example, introvert（内向的）people may be more tolerant of silence in face-to-face verbal interaction while extroverts（外向的）usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy people more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off (2) out (3) across (4) away (5) up (6) between, for (7) after (8) out of, into (9) off (10) up (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpretII. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked to achieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true inbusiness and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。

大学英语精读第三版(上海外语教育出版社董亚芬主编)第一册Book1 Unit3答案1) present2) decade3) content4) arrange5) minor6) efficient7) endure8) extra9) reluctantly10) tremble1) bunch2) packet/pack3) piece4) pair5) piece6) bunch7) pair8) piece9) bunch10) packet11) pair12) piece1) at other times2) After all3) efficient4) endure5) extra extra6) round the corner7) occasions8) minor9) arranged10) primary11) rare12) trembling13) reluctantly14) disappointment1) can endure2) on the occasion of3) to pick it up4) are not sure of5) felt a pang of disappointment6) Not being content1) milkman2) fireman3) fisherman4) businessman6) spaceman7) weatherman8) sportsman1) broadens2) widened3) quicken4) darkened5) sharpening6) shortens1) excitement2) excited3) exciting4) excitedly5) excited6) excited1) disappointed2) disappointing3) disappointed4) disappointment5) disappointed1) patience2) patient3) patiently1) reluctant2) reluctance3) reluctantly4) reluctant1) efficiency2) efficient3) efficiently4) efficient1) contents2) content3) content/contented4) content5) contented6) content7) contents8) content1) The bottle is too small to hold so much water.2) He was too tired to go any further.3) He is too proud to see his own shortcomings.4) It is too late for the bookstore to be open.5) They did not stop working until it became completely dark.6) He did not come until the meeting was over.7) He said he would not get married until he had found a satisfactory job.8) He did not go to bed until he had finished his reading assignment.1) occasion2) endured3) rare4) postman5) trembled6) After all7) at other times8) disappointmentA1) necessary2) and3) with4) The5) of6) in7) growing8) if9) one10) through11) when12) continueB1) present2) any/those3) could4) sing5) sent6) cost7) birthday8) bird9) replied1) journey2) shocked3) funeral4) While there5) conversations6) thoughts7) provide8) dozens9) over and over10) meant翻译1) 那位名演员似乎很乐意在剧中扮演一个次要角色。

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 human 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 ., 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 addressesbothdifferences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning 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 perspectivesTeaching 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 ., 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 be divided 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 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 ofOriental and Occidental Culture (CAOOC)Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactionalsociolinguistics, 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 . government and to governments elsewhere.(3) 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 ., 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 p ragmatics include a speaker’s communicative intentions, 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 piece of 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 se nse, cultural background, 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 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and section 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 is also organized in the order of “question-answer”. Section 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 : example-discussion. Section : personal experience and a very brief interpretation. Section : 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 : 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 exemplifythe cross-cultural difference in formulaicity, ., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the orderof importance, from the 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 communicationinvolves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.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 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 talks”. 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 coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academicresearches . in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-culturalcommunication can vary at many other levels, ., 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 textin part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Nowhow 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 topicof this section, what to say. It is a transition from section to section .c. This is a rhetorical question requiring no answer. It isasked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of makingindirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt).3) For example, introvert people may be more tolerant of silencein face-to-face verbal interaction while extroverts usually findsilence 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 topeople they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore,all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, .obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。

现代大学英语精读(1)U n i t3课文-CAL-FENGHAI.-(YICAI)-Company One1Lesson ThreeTEXT AMessage of the Land Pira SudhamPre-class Work IRead the text once for the main idea. Do not refer to the notes dictionaries or the glossary yet.Yes, these are our rice fields. They belonged to my parents and forefathers. The land is morethan three centuries old. I'm the o nly daughter in our family and it was I who stayed with myparents till they died. My three brothers moved out to their wives' h ouses when they gotmarried. My husband moved into our house as is the way with us in Esarn. I was then eighteenand he was nineteen. He gave me six children. Two died in infancy from sickness. The rest, twoboys and two girls, went away as soon as we could afford to buy jeans for them. Our oldestson got a job as a gardener in a rich man's home in Bangkok but later an employ ment agencysent him to a foreign land to work. My other son also went far away.One of our daughters is working in a textile factory in Bangkok, and the other has a job in astore. They come home to see us no w and then, stay a few days, and then they are off again.Often they send some money to us and tell us that they are doing well.I know this is notalways true. Sometimes, they get bullied and insulted, and it is like a knife piercing my heart. It'seasier for my husband. He has ears which don't hear, a mouth which doesn't speak, and eyesthat don't see. He has always been patient and s ilent, minding his own life.All of them remain my children in spite of their long absence. Maybe it's fate that sent themaway from us. Our piece of land is s mall, and it is no longer fertile, bleeding year after yearand, like us, getting old and exhausted. Still my husband and I work on t his land. The soil is notdifficult to till when there is a lot of rain, but in a bad year, it's not only the ploughs that breakbut our he arts, too.No, we two haven't changed much, but the village has. In what way? Only ten years ago, youcould barter for things, but now it' s all cash. Years ago, you could ask your neighbors to helpbuild your house, reap the rice or dig a well. Now they'll do it only if y ou have money to paythem. Plastic things replace village crafts. Men used to make things with fine bamboo pieces,but no long er. Plastic bags litter the village. Shops have sprung up, filled with colorful plastic things and goods we have no use for. The youn g go away to towns and cities leaving us oldpeople to work on the land. They think differently, I know, saying that the old are ol d-fashioned. All my life, I have never had to go to a hairdresser, or to paint my lips or nails. These rough fingers and toes are for w orking in the mud of our rice fields, not for looking pretty. Nowyoung girls put on jeans, and look like boys and they think it is fa shionable. Why, they are willing to sell their pig or water buffalo just to be able to buy a pair of jeans. In my day, if Iwere to put on a pair of trousers like they do now, lightning would strike me.I know, times have changed, but certain things should not change. We should offer food tothe monks every day, go to the temp le regularly. Young people tend to leave these things toold people now, and that's a shame.Why, only the other day I heard a boy shout and scream at his mother. If that kind of thinghad happened when I was young, th e whole village would have condemned such an ungratefulson, and his father would surely have given him a good beating.As for me, I wouldn't change, couldn't change even if I wanted to. Am I happy or unhappy This question has never occurred to me. Life simply goes on. Yes, this bag of bones dressed inrags can still plant and reap rice from morning till dusk. Disease, woun ds, hardship and scarcity have always been part of my life. I don't complain.The farmer: My wife is wrong. My eyes do see—they see more than they should. My ears dohear—they hear more than is good for me. I don't talk about what I know because I know toomuch. I know for example, greed, anger, and lust are the root of all evils.I am at peace with the land and the conditions of my life. But I feel a great pity for my wife. Ihave been forcing silence upon her all these years, yet she has not once complained ofanything.I wanted to have a lot of children and grandchildren around me but now cities and foreign landshave attracted my children awa y and it seems that none of them will ever come back to live hereagain. To whom shall I give these rice fields when I die? For hu ndreds of years this strip of landhas belonged to our family. I know every inch of it. My children grew up on it, catching frogsan d mud crabs and gathering flowers. Still the land could not tie them down or call them back.When each of them has a pair of je ans, they are off like birds on the wing.Fortunately, my wife is still with me, and both of us are still strong. Wounds heal over time.Sickness comes and goes, and we ge t back on our feet again. I never want to leave this land.It's nice to feel the wet earth as my fingers dig into the soil, planting rice , to hear my wifesighing,"Old man, if I die first, I shall become a cloud to protect you from the sun." It's goodto smell the scent of ripening rice in Novem ber. The soft cool breeze moves the sheaves, which ripple and shimmer like waves of gold. Yes, I love this land and I hope one of my childrencomes back one day to live, and gives me grandchildren so that I can pass on the land's secretmessages to them. Read the text a second time. Learn the new words and expressions listed below.Glossaryagencyn. 机构；代理处；这里指职业介绍所bamboon. 竹Bangkokn. 曼谷（泰国首都）barterv. to exchange goods for other goods 以货易货breezen. a light gentle windbuffalon. 美洲野牛；water ～ : 水牛bullyv. to threaten to hurt sb. who is smaller or weaker 欺负（弱小）condemnv. to express strong disapproval谴责crabn. 蟹craftn. handmade items 手工艺术（这里指手工产品）duskn. the time before it gets dark 黄昏Esarnn. a village in Thailandeviln. bad or harmful influence or effect 邪恶exhaustedadj. tired outfashionableadj. popular合时尚的；时髦的faten. 命运fertileadj. ～ land is land able to produce good crops 肥沃的；富饶的forefathersn. people (especially men) who were part of your family a long time ago 祖先frogn. 蛙gardenern. a person who takes care of a gardengreedn. a strong desire for more money, power etc. than you need 贪婪hairdressern. a person who cuts and shapes your hair in a particular style 理发师hardshipn. difficult condition of life, such as lack of money to become healthy again, to recover from awound, especially to grow new ski n 愈合infancyn. early childhood; babyhoodinsultv. to say or do sth. that is rude or act offensively to someone 侮辱jeansn. （常用复数）牛仔裤litterv. to leave (plastic bags, bits of waste paper etc.) on the ground in a public place 扔得到处都是lustn. very strong desire for sex, money or power 淫欲；金钱欲；权力欲old-fashionedadj. not fashionable老式的，过时的monkn. 和尚，僧人nailn. 指甲piercev. to make a hole through something; to ～ one's heart: to make one feet very sadreapv. to cut and gather a crop such as rice or wheat收割replacev. to take the place of 替代ripenadj. mature成熟的ripplev. to move in very small waves 在微风中摆动scarcityn. a lack; not having enough, especially foodscentn. a pleasant smellsheavesn. (sheaf 的复数), measure of quantity in farming 捆，束shimmerv. to shine with a soft trembling light 发微光，闪烁sicknessn. illnesssighv. 叹息stripn. a narrow piece of 细长片templen. a place for the worship of a god or gods 寺庙，庙宇tendv. If sth. ～ s to happen, it means that it is likely to happen quite often, especially sth. bad or unpleasanttextilen. any material made by weaving 纺织品ungratefuladj. not showing thankswoundn. injury 伤口；（感情上的）痛苦TEXT BThe Son from America lsaac Bashevis SingerLsaac Bashevis Singer (1904—1991) was born in a Jewish village in Poland. In 1935 heimmigrated to New York.Singer wrote many stories and novels, as well as books for juveniles and four autobiographies(including Lost in America, 1981). In 1978 his work received world attention when he wasawarded the Noble Prize in Literature.The village of Lentshin was tiny. It was surrounded by little huts with thatchad roofs. Betweenthe huts there were fields, where the owners planted vegetables or pastured their goats.In the smallest of these huts lived old Berl, a man in his eighties, and his wife Berlcha. Old Berlwas one of the Jews driven from Russia who had settled in Poland. He was short, broad-shouldered, and had a small white beard, and in summer and winter he wore a sheepskin hat, apadded cotton jacket, and stout boots. He had a half acre of field, a cow, a goat, and chickens.The couple had a son, Samuel, who had gone to America forty years ago. It was said inLentshin that he became a millionaire the re. Every month, the Lentshin letter carrier brought oldBerl a money order and a letter that no one could read because many of the words wereEnglish. How much money Samuel sent his parents remained a secret. They never seemed touse the money. W hat for? The garden, the cow, and the goat provided most of their needs.No one cared to know where Berl kept the money that his son sent him. The hut consisted ofone room, which contained all the ir belongings: the table, the shelf for meat, the shelf for milkfoods, the two beds, and the clay oven. Sometimes the chickens ro osted in the woodshed andsometimes, when it was cold, in a coop near the oven. The goat, too, found shelter insidewhen the weather was bad. The more prosperous villagers had kerosene lamps, but Berl and hiswife did not believe in new gadgets. Only for the Sabbath would Berlcha buy candles at thestore. In summer, the couple got up at sunrise and retired with the chickens. I n the long winterevenings, Berlcha spun flax and Berl sat beside her in the silence of those who enjoy theirrest.Once in a while when Berl came home from the synagogue, he brought news to his wife. InWarsaw there were strikers who de manded that the czar abdicate. Somebody by the name ofDr. Herzl* had come up with the idea that Jews should settle again inPalestine. Berlcha listenedand shook her head. Her face was yellowish and wrinkled like a cabbage leaf. She was half deaf.Berl had to repeat each word he said to her.Here in Lentshin nothing happened except usual events: a cow gave birth to a calf, a youngcouple got married. Actually, Lentshi n had become a village with few young people. The youngmen left for Zakroczym, for Warsaw, and sometimes for the United St ates. Like Samuel, theysent letters and photographs in which the men wore top hats and the women fancy dresses.Berl and Berlcha also received such photographs. But their eyes were failing and neither he norshe had glasses. They could bare ly make out the pictures. Samuel had sons and daughters—and grandchildren. Their names were so strange that Berl and Berlcha could never rememberthem. But what difference do na mes make? America was on the other side of the ocean, at theedge of the world. A talmud* teacher who came to Lentshin had said that Americans walkedwith their heads down and their feet up. Berl and Berlcha could not grasp this. How was itpossible? But since the teacher said so it must be true.One Friday morning, when Berlcha was kneading the dough for the Sabbath loaves, the dooropened and a nobleman entered. He was so tall that he had to bend down to get through thedoor. He was followed by the coachman who carried two leather sui tcases. In astonishment Berlcha raised her eyes.The nobleman looked around and said to the coachman in Yiddish,"Here it is." He took out asilver ruble and paid him. Then he said, "You can go now."When the coachman closed the door, the nobleman said, "Mother, it's me, your son Samuel-Sam."Berlcha heard the words and her legs grew numb. The nobleman hugged her, kissed herforehead, both her cheeks, and Berlcha began to cackle like a hen,"My son!" At that momentBerl came in from the woodshed, his arms piled with logs. The goat followed him. When he sawa no bleman kissing his wife, Berl dropped the wood and exclaimed, "What is this"The nobleman let go of Berlcha and embraced Berl. "Father! "For a long time Berl was unable to utter a sound. Then he asked, "Are you Samuel""Yes, Father, I am Samuel. ""Well, peace be with you." Berl grasped his son's hand. He was still not sure that he was notbeing fooled. Samuel wasn't as tall and heavy as this man, bu t then Berl reminded himself thatSamuel was only fifteen years old when he had left home. Berl asked,"Why didn't you let usknow that you were coming""Didn't you receive my cable"Samuel asked.Berl did not know what a cable was.Berlcha had scraped the dough from her hands and enfolded her son."I never thought I could live to see this. Now, I am happy to die," Berlcha said. Berl wasamazed. These were just the words he c ould have said earlier. After a while Berl came to himselfand said,"Pescha, you will have to make a double Sabbath pudding in addition to the stew."It was years since Berl had called Berlcha by her given name. Only now did Berlcha begin to cry.Yellow tears ran from her eyes, and everything became dim. Then she called out, "It's Friday—Ihave to prepare for the Sabbath." Yes, she had to knead the dough for the loaves. With such aguest, she had to make a larger S abbath stew. The winter day is short and she must hurry.Her son understood what was worrying her, because he said, "Mother, I will help you."The nobleman took off his jacket and remained in his vest, on which hung a solidgold-watchchain. H rolled up his sleeves. "Mother, I was a baker for many years in New York," he said, andhe began to knead the dough.Berlcha wept for joy. Her strength left her, and she slumped onto the bed.Berl said,"Women will always be women." And he went to the shed to get more wood. Thegoat sat down near the oven; she gazed with surprise at this strange man.The neighbors had heard the good news that Berl's son had arrived from America and theycame to greet him. The women bega n to help Berlcha prepare for the Sabbath. Some laughed,some cried. The room was full of people, as at a wedding. After Berlch a lit the candles, fatherand son went to the little synagogue across the street. A new snow had fallen. The son tooklarge steps, but Berl warned him, "Slow down."In the synagogue the Jews sang their prayers. All the time, the snow outside kept falling. WhenBerl and Samuel left the Holy Pla ce, the village was unrecognizable. Everything was covered insnow. One could see only the contours of the roofs and the candle s in the windows. Samuelsaid, "Nothing has changed here."Berlcha had prepared fish, chicken soup with rice, meat, carrot stew. The family ate and drank,and when it grew quiet for a whi le one could hear the chirping of the house cricket.After the final prayer Samuel asked, "Father, what did you do with all the money I sent you"Berl raised his white brows. "It's here.""Didn't you put it in a bank""There is no bank in Lentshin.""Where do you keep it"Berl hesitated. "One is not allowed to touch money on the Sabbath, but I will show you."Hecrouched beside the bed and began to shove something heavy. A boot appeared. Its top wasstuffed with straw. Berl remov ed the straw and the son saw that the boot was full of goldcoins. He lifted it."Father, this is a treasure!" he called out."Well.""Why didn't you spend it""On what? Thank God, we have everything.""Why didn't you travel somewhere""Where to? This is our home."The son asked one question after the other, but Berl's answer was always the same: They hadeverything. The garden, the cow, the goat, the chickens provided them with all they needed.The son said,"If thieves knew about this, your lives wouldn't be safe.""There are no thieves here.""What will happen to the money""You take it."Slowly, Berl and Berlcha grew accustomed to their son and his American Yiddish. Berlcha couldhear him better now. She even r ecognized his voice. He was saying, "Perhaps we should build alarger synagogue.""The synagogue is big enough," Berl replied."Perhaps a home for old people.""No one sleeps in the street."The next day after the Sabbath meal was eaten, Berl and Berlcha lay down for a nap. They soonbegan to snore. The goat, too, d ozed off. The son put on his cloak and his hat and went for awalk. He strode with his long legs across the marketplace. He stretc hed out a hand and touched a roof. He had a desire to talk to someone, but it seemed that the whole of Lentshinwas asleep. Samuel returned home. Dusk had fallen. Berl went to the synagogue for the evening prayersand the son remained with his mot her.In the twilight Samuel put his hand into his jacket pocket and touched his checkbook, hisletters of credit. He had come here wit h big plans. He had a suitcase filled with presents for hisparents. He wanted to help the village. He brought not only his own mo ney but funds from theLentshin Society in New York. But this village needed nothing. From the synagogue one couldhear peopl e chanting. The cricket, silent all day, started again its chirping. Berlcha began to sway and utter holy rhymes inherited from mo thers and grandmothers.Notes:Dr. Herzl: Theordore Herzl (1860—1904), the founder of ZionismTalmud: the collection of rabbinic writings that constitute the basis of traditional Judaism。

新视野大学英语读写教程（第三版）讲义Book One Unit Three授课班级：＿＿＿＿＿＿＿＿＿＿＿授课教师：＿＿＿＿＿＿＿＿＿＿＿I. Warming-up Activities1. Preview and Lead-in (p60)1). What are the advantages and disadvantages of each way of teaching and learning?Traditional classroomAdvantages:· more direct communication between teachers and students;· a better learning atmosphere.Disadvantages:· little interaction either among students or between students and the teacher;·teachers tending to dominate the class;·writing on blackboard reducing efficiency.Multimedia classroomAdvantages:· more vivid teaching materials;· students better engaged in classroom learning.Disadvantages:·too many distractions with too many pictures and videos in multimedia classrooms.Studying online in the dormAdvantages:·being able to choose when and what you want to learn;·easy access to the wide range of online informationDisadvantages:· making it easier for students to copy answers from the Internet;· lack of face-to-face communication between the teacher and student;·the possibility for students to develop Internet addiction.2). Which way do you prefer? Give your reasons.I prefer the multimedia way of learning:· it is vivid with teaching materials presented in different ways· Compared with traditional classroom, it is more interesting.I prefer to study online:·manage my own time·have my own properties·do things at my own pace3). Do you think the Internet is indispensable in teaching and learning nowadays? Why or why not?The Internet is indispensable:· get access to the latest development of teaching and learning;· enjoy many interesting online courses· communicate with teachers after classThe Internet is not indispensable:· teaching and learning have been carried out long before the Internet came into being;· teaching and learning could surely continue without the Internet.2. Background Information (教参p )Wi-FiWi-Fi (or WiFi) is a local area wireless technology that allows an electronic device to participate in computer networking. It is defined as any “wireless local area network (WLAN) product based on the Institute of Electrical and Electronics Engineers’ (IEEE) 802.11 standards”. However, the term “Wi-Fi” is used in general English as a syn onym for “WLAN” since most modern WLANs are based on these standards.Many modern devices can use Wi-Fi, e.g. personal computers, video-game consoles, smartphones, digital cameras, tablets and digital audio players. These can connect to a network resource such as the Internet via a wireless network access point. Such an access point (or hotspot) can cover an area as small as a single room with walls that block radio waves, or as large as many square kilometers by using multiple overlapping access points.Wi-Fi allows cheaper deployment of local area networks (LANs). Spaces where cables cannot be run can also host wireless LANs. Manufacturers are building wireless network adapters into most laptops. The price of chipsets for Wi-Fi continues to drop, making it an economical networking option included in even more devices. Different competitive brands of access points and client network interfaces can inter-operate at a basic level of service.Many traditional university campuses in the developed world provide at least partial Wi-Fi coverage. Carnegie Mellon University built the first campus-wide wireless Internet Network at its Pittsburgh campus in 1993. By February 1997 the CMU Wi-Fi zone was fully operational. Many universities collaborate in providing Wi-Fi access to students and staff through the eduroam (education roaming) international authentication infrastructure.LaptopA laptop (also known as a notebook) is a portable personal computer designed for mobile use small enough to sit on one’s lap. A laptop is made up of a large number of components that all must function well in order for your computer experience to be complete, which include a display, a keyboard, a pointing device (a touchpad, also known as a trackpad, and/or a pointing stick), speakers, as well as a battery, into a single small and light unit.Most laptops are designed in the flip form factor to protect the screen and the keyboard when they are closed. And modern “tablet” laptops have a complex joint between the keyboard housing and the display, permitting the display panel to twist and then lay flat on the keyboard housing. They usually have a touchscreen display and some include handwriting recognition or graphics drawing capability.Laptops were originally considered to be “a small niche market” and were thought suitable mostly for “specialized field applications” such as “the military, the Internal Reven ue Service, accountants and sales representatives”. But today, there are already more laptops than desktops in businesses, and laptops are becoming obligatory for student use and more popular for general use.SmartphoneA smartphone (or smart phone) is a mobile phone with an operating system.The majority of smartphones run on Apple iOS or Google Android, and many others useWindows Phone or BlackBerry OS. Smartphones typically include the features of a phone with those of other popular mobile devices, such as personal digital assistants and GPS navigation units. Usually they have a touchscreen interface and can run 3rd-party apps.With a smartphone, one can not only make phone calls, but also send and receive emails, and edit Office documents. But what makes smartphones so popular is that they can access the web at higher speeds, thanks to the growth of 3G and 4G data networks, as well as the Wi-Fi support. But as the technology is constantly changing, what constitutes a smartphone today may change by next week, next month, or next year. Stay tuned!3. Pre-reading Activities (Compound dictation)1)This is the VOA Special English Education Report.But it also depends on the interest and ___________ of the teachers, and the goals and budgets of the schools. Schools are almost all _____________ to the Internet. But some have more technology, and use it more, than others.For example, some schools use computers for _____________ like video conferencing, to bring the world into the classroom. And some classrooms ___________________ things like a Smart Board, a kind of interactive whiteboard. Interactive whiteboards are large ___________ for presentations.They connect to a computer and can ___________ by touch. They can be used for documents or writing or to ________ video. Some teachers are trying _________ new ways to teach with devices like iPods and mobile phones. But educators say the most important thing, as always, is the ________.2)You are listening to As It Is, from VOA Learning English. I’m Catherine Cole.American colleges are facing what some people are calling a “______________” of problems. College costs are rising, and there are not enough jobs for all the students completing study programs. Yet ___________ say they cannot find enough workers with technical skills. Finding a solution to these problems can be difficult. But, as Avi Arditti reports, one solution may be found in the ___________ number and quality of online classes.Such classes might ____________ colleges the way the Internet has already changed music, publishing, sales and other businesses.At most colleges, a professor or ___________________ gives a lecture to students, who then do research, study, and homework alone. Student and __________ John Haber says online classes change everything around. “They’re watching the lectures at home as homework, recorded lectures, and then when they get to class, they’re having more active discussions, or ______________ with the teachers or working on projects.”Experts say the new technology will have a major effect on colleges. Somepredict future classes may be a __________ of online lectures and professors helping students work through difficult problems in person.Georgetown University _________________ Tony Carnevale says he would welcome these changes. He says a college education has to be less _________ and lead to skills needed by employers.I’m Avi Arditti.I’m Catherine Cole. That’s our show for today.4. Topic-centered study of new words and their use1.Upon completion of this course, the successful student will be able to write a____________ Android app.2.Discussions for this year’s _________ are likely to include higher fuelcharges.3.I used to have a __________ about my looks.4.Jane was part of a team that had struggled hard to finish a difficult____________.5.Her center is __________ of many across the country–a non-profitorganization that cares for about 50 children.6.Those who have an ____________ complex feel that they are of less worth orimportance than others.7.His good personality made him popular with his ________.8.This inexpensive art projector is easy to use, light in weight, __________ andgives a sharp image.9.Please sit down and _________ why you feel so upset.10.The hotel offers a high standard of service at very ____________ rates.II. Vocabulary Study1. transform vt. 使改观，使变形，使转化They were trying their best to transform their university into a top school in the country.Increased population has transformed the landscape.transformation n. （彻底的）改变，改观In recent years, the movie industry has undergone a dramatic transformation.近些年，电影业经历了巨大的变革。

Unit 3 The PresentI. Background information1. Traditional Birthday Celebration in Western CountriesIn the West, it is customary to hold a party in celebration of a person’s birthda will come to the party with birthday presents and say “Happy Birthday” to the birthda The guests then watch him or her open the presents and he or she thanks them for the presentsthey have brought. At the party drinks and food are served. Toward the end of the dinner thelights in the room are turned off, and someone comes in from another room with a cake onwhich are lighted candles, one for each year. At the sight of the cake the guests begin singing“Happy Birthday to You” and the birthday person makes a wish before he or she blows out the candles on the cake. It is said that the wish will come true if all the candles go out in one puff.After that, the cake is cut in slices usually by the birthday person, one piece for each guest.When the party comes to an end, the guests wish the birthday person “Happy Birthday and leave.2. Important birthdays in the WestAt 21, the age of majority (now lowered to 18 in many countries), one becomes an adult.Usually the family has a big party for the new adult and a major present—an expensive watch ora car—is given him or her. The present, of course, various from family to family.Any birthday past 70 is celebrated in a special way by family members just because t he birthday person is getting old and may die before another birthday comes round. That is why theauthor of The Presentsays “eighty was a special birthday”.And then, 100—the centennial birthday—is generally regarded as an unusual occasion because few people reach it. The centenarian may even receive a telegram or a letter ofcongratulations from prominent political figures, such as the Prime Minister and the Queen ifthe anniversary is celebrated in Britain. Again the family may hold a party attended by relativesand surviving friends as well. Among other things the centenarian takes delight in countinggreat grandchildren and grandchildren at the party.Ⅱ.New Words1.rare: adj. not happen / see often; (of a substance, esp. atmosphere)thin, not denseExample: Environments were able to preserve the rare turtle before it reached.Natural resources are rare in this region.The higher we go above the earth, the rarer the air is.Would you like it rare, medium, or well-done?★rare / scarce① rare: 长期缺少而珍贵的东西，还可以表示“频率低的，罕见的，缺少的”如：a rare book珍本，a rare metal稀有金属。