unit 3 Growth and Maturity 思辨大学英语写作教程_图文.ppt

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

大学英语思辨期末总结范文Introduction:The college English discourse course has been an incredible journey of intellectual growth and personal development. Over the course of the semester, I have acquired valuable skills, broadened my horizons, and learned a multitude of theories and techniques related to the art of discourse. This reflective summary aims to provide an overview of my experiences throughout the course, highlighting the most impactful aspects as well as the challenges and future goals.1. Challenges Faced:The initial stages of the course presented several challenges, both in terms of language proficiency and the ability to articulate arguments effectively. As a non-native English speaker, expressing complex thoughts fluently posed a significant barrier initially. Additionally, understanding abstract theories and integrating them into my written and spoken discourse proved to be intellectually demanding. However, with consistent effort and guidance from the instructor, I managed to overcome these difficulties and grew more confident in my English language skills.2. Development of Reading Skills:The extensive reading assignments were pivotal in fostering critical thinking and improving my comprehension abilities. Engaging with a wide range of texts from different genres, including essays, articles, and academic papers, helped me grasp various strategies employed by writers to convey their ideas effectively. Furthermore, learning how to annotate, summarize, and analyze texts facilitated a deeper understanding of complex arguments and bolstered my ability to engage in scholarly conversations.3. Enhancing Writing Skills:The course has been an instrumental platform for honing my writing skills. I have grasped the importance of crafting a clear and concise thesis statement, maintaining logical coherence, and providing sufficient evidence to support my claims throughout the essay. Regular writing assignments, along with critical feedback from the instructor and peers, have immensely improved the quality of my writing. In addition, I have learned various techniques, such as using effective transitions and employing persuasive language, which have enhanced the persuasiveness of my papers.4. Development of Speaking Skills:Participating in class discussions, group presentations, and debates has greatly enhanced my confidence and fluency in verbal communication. The course created a comfortable environment to express my thoughts and opinions, and provided constructive feedback that helped refine my speaking skills. Engaging in these activities allowed me to sharpen myability to articulate arguments, listen actively to others, and respond persuasively. These skills are not only crucial for academic success but are also applicable in real-world scenarios.5. Understanding Rhetorical Strategies:Studying rhetorical strategies has been a significant aspect of the course, allowing me to comprehend the techniques used to persuade audiences effectively. By analyzing various speeches, advertisements, and literary works, I gained an understanding of how language, tone, and style can influence readers and listeners. This knowledge has not only improved my writing and critical thinking skills but has also made me a more discerning consumer of persuasive media.6. Cultural Awareness and Global Perspectives:The college English discourse course has been an eye-opening experience in terms of cultural awareness and global perspectives. Through studying texts from diverse cultural backgrounds, I have learned to value and appreciate different perspectives. The exposure to global authors and their works has broadened my understanding of the world and has made me more sensitive to social issues. This cross-cultural understanding is crucial in fostering empathy, tolerance, and effective communication in an increasingly interconnected world.Conclusion:In conclusion, the college English discourse course has enabled me to develop essential skills in reading, writing, speaking, and critical thinking. The challenges faced throughout the semester were surmountable, and each obstacle acted as a catalyst for growth. The understanding of rhetorical strategies and cultural awareness gained during the course has equipped me with valuable tools to navigate the complexities of discourse in both academic and professional settings. As I move forward, I aim to continue refining these skills and applying them to further academic pursuits and real-world scenarios.。

大学思辩英语教材With the increasing importance of critical thinking and effective communication skills in today's society, the development of a comprehensive college-level debate English textbook is crucial. This article aims to address the need for a thought-provoking and well-structured university-level debate English textbook that can enhance students' analytical thinking, persuasive abilities, and overall language proficiency.Introduction:In this section, we will introduce the significance of critical thinking and communication skills in the modern world. The introduction will emphasize the role of a college-level debate English textbook in fostering these skills among students.Chapter 1: Foundations of Critical ThinkingThis chapter will lay the groundwork for students to understand the basics of critical thinking. It will cover the importance of logical reasoning, evaluating evidence, and assessing sources. Through practical exercises and engaging content, students will learn how to analyze information systematically and independently.Chapter 2: Structuring an Effective ArgumentIn this chapter, students will delve into the art of constructing a persuasive argument. They will learn about the essential components of an argument, such as claims, evidence, and reasoning. Through examples andpractice activities, students will develop the ability to build sound and compelling arguments.Chapter 3: Counterarguments and RebuttalsEffective debate involves understanding and addressing opposing viewpoints. This chapter will guide students on how to anticipate counterarguments and develop strong rebuttals. It will highlight the importance of acknowledging differing opinions while effectively refuting them through logical reasoning and compelling evidence.Chapter 4: Language and RhetoricLanguage plays a crucial role in persuasion. This chapter will discuss the power of language, using rhetorical devices, and employing effective communication strategies. Students will learn how to use ethos, logos, and pathos in their speeches, enhancing their persuasive capabilities.Chapter 5: Analyzing and Evaluating ArgumentsIn this chapter, students will explore critical thinking in action by learning how to evaluate and analyze different types of arguments. Through engaging exercises, they will develop skills in identifying fallacies, assessing the credibility of sources, and recognizing bias. This chapter will enable students to become more discerning consumers and creators of information.Chapter 6: Ethical DebatesDebates often involve discussing ethical issues. This chapter will expose students to various ethical dilemmas and guide them in analyzing these debates from an ethical standpoint. Students will learn how to articulate theirpositions ethically and engage in respectful discourse when discussing sensitive topics.Chapter 7: Debating in a Global ContextAs the world becomes more interconnected, the ability to engage in debates on a global scale is essential. This chapter will focus on exploring cross-cultural debates, international issues, and intercultural communication. Students will gain a deeper understanding of diverse perspectives and foster cultural sensitivity.Conclusion:The need for a comprehensive and well-structured college-level debate English textbook is evident. Such a textbook will equip students with the necessary skills to think critically, communicate effectively, and engage in meaningful debates. By addressing the various aspects of debate, from structuring arguments to evaluating information, this textbook will empower students to become persuasive and informed communicators.In summary, the creation of a university-level debate English textbook holds immense value in promoting critical thinking and effective communication skills among students. This article has outlined the key chapters and topics that such a textbook should cover.。

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 <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 reflectionand 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 <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 be divided andassigned 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 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 U.S. government and to governments elsewhere.(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 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 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 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 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 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 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 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 talks". Cross-cultural differences can also be observed in thedifferent 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 <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-culturalcommunication can vary at many 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 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, "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 topicof this section, what to say. It is a transition from section2.1 to section 2.2.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 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 topeople they do not know. According to Scollon, this causes astrange 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, 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。

大学英语综合教程智慧版三单元作文Here is an essay on the topic of "University English Integrated Course Wisdom Edition Unit 3 Essay" with more than 1000 words, written entirely in English without any additional punctuation marks in the body of the text.The world we live in today is a highly interconnected and rapidly evolving one where the ability to communicate effectively in English has become increasingly crucial. As students embark on their university journey, the University English Integrated Course Wisdom Edition Unit 3 offers a comprehensive and engaging platform to hone their English language skills. This unit delves into the realm of essay writing, equipping students with the necessary tools and strategies to craft well-structured and compelling compositions.At the heart of this unit lies the understanding that effective essay writing is not merely a matter of stringing words together but a dynamic process that requires a deep engagement with the subject matter and a keen awareness of the target audience. Students are encouraged to approach essay writing as a means of expressing their ideas, thoughts, and perspectives in a clear and coherent manner.One of the key components of this unit is the emphasis on developing a strong thesis statement. A well-crafted thesis serves as the backbone of an essay, guiding the overall direction and providing a clear focus for the discussion. Students learn to craft thesis statements that are concise, specific, and thought-provoking, setting the stage for a compelling and persuasive argument.In addition to the thesis statement, the unit delves into the structure of an essay, highlighting the importance of an introduction that captures the reader's attention, body paragraphs that systematically build the argument, and a conclusion that leaves a lasting impression. Students are taught to organize their ideas in a logical and coherent manner, ensuring that the flow of the essay is seamless and the transitions between ideas are smooth.One of the standout features of this unit is its emphasis on the development of critical thinking skills. Students are encouraged to move beyond mere summarization and to engage in analysis, evaluation, and synthesis of information. This approach fosters a deeper understanding of the subject matter and enables students to formulate nuanced and well-reasoned arguments.The unit also places a strong emphasis on the importance of research and the incorporation of credible sources. Students learn to navigate the wealth of information available online and in academicdatabases, evaluating the reliability and relevance of the sources they use. This skill is particularly valuable in the context of university-level writing, where the ability to support one's claims with credible evidence is essential.Furthermore, the unit delves into the art of revision and editing, recognizing that the writing process is an iterative one. Students are guided through the process of reviewing their work, identifying areas for improvement, and refining their essays to ensure they meet the highest standards of clarity, coherence, and persuasiveness.Throughout the unit, students are exposed to a diverse range of essay genres, from persuasive and argumentative essays to analytical and reflective pieces. This breadth of exposure equips them with the versatility to adapt their writing style and approach to suit the demands of different academic and professional contexts.Beyond the technical aspects of essay writing, the University English Integrated Course Wisdom Edition Unit 3 also emphasizes the importance of developing a strong command of English grammar and vocabulary. Students are provided with opportunities to practice and refine their language skills, ensuring that their written expression is both accurate and sophisticated.The culmination of this unit is the opportunity for students to applytheir newfound knowledge and skills in the creation of a comprehensive essay. This final project serves as a testament to the student's growth and development, showcasing their ability to craft a well-structured, well-researched, and persuasive piece of writing.In conclusion, the University English Integrated Course Wisdom Edition Unit 3 is a transformative experience that empowers students to become confident and competent essay writers. By fostering critical thinking, honing research skills, and refining language proficiency, this unit prepares students for the rigors of university-level writing and beyond. As students navigate the challenges of higher education and the increasingly globalized world, the skills acquired in this unit will serve as a powerful foundation for their academic and professional success.。

大学思辨英语说明文写作答案Four seasons, literary attainment. Our journey, though, we hard thorns, stormy, also want to challenge - such as helpful as resolute. Black and blue, pieces, because we understand life at least challenge is spent, at least we know only challenge to success in life. Composition If the time flow, like the sunshine, under trees, we grow slowly and graally mature. In the past years like a river, and the floods, open the gates to me, so that the first challenge scene again clearly emerge in front of me, like it happened yesterday It is just the fifth grade, I mind "ambition" can't wait to get a good result, so I try to change their learning methods, listening for each class will be clearly. However, the examination is always not satisfied, the first test scores, but my grades go down. "No doubt, it is not my work!" I think so, and I was not more effort, to work overtime everyday to make up missed lesson, also always works night, with the last rays of sunshine company, and the first rays of the morning, class is waving monkish sorts, only the "heart" learning for learning exam, even only for a time. This way of life, I can run down, but I always believed that there would be a return, paid work a harvest, I'll win the final victory. God always seemed to be against me, and the second test, I still failed. Instant, days, ash, Flowers, thanks, Tea, cold, Heart, cold! Just like a broken wing plane is helpful, could not fly. When he saw the first YouYouRan expression, relaxed, I -- vacant. There are innumerable mark in heartspun: why, why?Oh, I understand, I want a more than others, but neglect to surpass others to surmount oneself, challenge yourself. Brake, days, fine, Flowers, colourful, The rain stopped, People,! Once again I thought up ahead of the dawn, the victory finally move in the exam, I finally made outstanding achievements.At that moment, I experienced the bitterness of challenge and pleasant sensation, never lose through difficulties finally saw the sun.Like light the lamp of snowy day, challenge the deepest heart bloom in the eyes, in anticipation, naturally flush out sincere, confidence and fortitude. But at the moment, the challenge successfully boundless snowflakes into pieces, moist heart at, DiaoKu trees on the green dots, expect the spring.Facing the challenge, resolute, strong.The challenge, smiling, will every minute and second, ooze sweat and expectations,The challenge, like to break the young eagle soar, blue sky!Students will shout "hero" move to the classroom, I want to say congratulations, just discover throat has no noise.四季更替，春华秋实。

大学思辨英语教程写作3课文翻译为自己而写拉塞尔·田克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这—一想法才有了实现的可能。

在这之前，我对所有跟英文课沾边的事都感到腻味。

我觉得英文语法枯燥难懂。

我痛恨那些长而乏味的段落写作，老师读着受累，我写着痛苦。

弗利格尔先生接我们的高三英文课时，我就准备着在这门最最单调乏味的课上再熬上沉闷的一年。

弗利格尔先生在学生中以其说话干巴和激励学生无术而出名。

据说他拘谨刻板，完全落后于时代。

我看他有六七十岁了，古板之极。

他戴着古板的毫无装饰的眼镜，微微卷曲的头发剪得笔齐，梳得纹丝不乱。

他身穿古板的套装，白衬衣领扣外的领带打得——丝不苟。

他救着古板的尖下巴，古板的直鼻梁，说起话来—·本正经，字斟句酌，彬彬有礼，活脱脱一个橱稽的老古董。

我作好准备，打算在弗利格尔先生的班上一无所获地混上—·年，不少日子过去了，还真率出所料。

后半学期我们学写随笔小品文。

弗利格尔先生发下一张家庭作业纸，出了不少题供我们选择。

像“暑假二三事”那样傻乎乎的题目倒是一个也没有，但绝大多数—样乏味。

我把作文题带回家，——直没写，直到要交作业的前一天晚上。

我躺在沙发上，最终不得不面对这一讨厌的功课，便从笔记本里抽出作文题目单粗粗—看。

我的目光落在“吃意大利细面条的艺术”这个题目上。

…这个题目在我脑海里唤起了一连串不同寻常的图像。

贝尔维尔之夜的清晰的回忆如潮水一般涌来，当时，我们大家——起围坐在晚餐桌旁——艾伦舅舅、我母亲、查理舅舅、多丽丝、哈尔舅舅——帕特舅妈晚饭做的是意大利细面条。

那时意大利细面条还是很少听说的异国食品。

多丽丝和我都还从来没吃过，在座的大人也是经验不足，没有—个吃起来得心应手的。

艾伦舅舅家诙谐有趣的场景全都重现在我的脑海中，我回想起来，当晚我们笑作—团，争论着该如何地把面条从盘子上送到嘴里才算合乎礼仪。

突然我就想描述那…切，描述当时那种温馨美好的气氛，但我把它写下来仅仅是想白得其乐，而不是为弗利格尔先生而写。

大学思辨英语教程说明文写作Old Age andWisdomU3答案1、- I haven't been to Guilin yet.- I haven t been there, ______. [单选题] *A. tooB. alsoC. either(正确答案)D. neither2、Where have you _______ these days? [单选题] *A. been(正确答案)B. beC. isD. are3、I tell my mother not ______ me.（）[单选题] *A. worry aboutB. to worry about(正确答案)C. worry withD. to worry with4、Tomorrow is Ann’s birthday. Her mother is going to make a _______ meal for her. [单选题] *A. commonB. quickC. special(正确答案)D. simple5、40．—________ apples do we need to make fruit salad?—Let me think…We need three apples. [单选题] *A．How longB．How oftenC．How muchD．How many(正确答案)6、pencil - box is beautiful. But ____ is more beautiful than ____. [单选题] *A. Tom's; my; heB. Tom's; mine; his(正确答案)C. Tom's; mine; himD. Tom's; my; his7、Tom will _______ me a gift from Japan. [单选题] *A. takeB. getC. carryD. bring(正确答案)8、It' s a pity that we have to stay at home when we are having（）weather. [单选题] *A. so fineB. so fine aC. such fine(正确答案)D. such a fine9、—Where did you get the book?—From my friend. I ______ it three days ago. （）[单选题] *A. lentB. borrowed(正确答案)C. keptD. returned10、People cut down many trees ______ elephants are losing their homes. （）[单选题] *A. ifB. butC. so(正确答案)D. or11、We moved to the front row_____we could hear and see better. [单选题] *A. so asB. so that(正确答案)C. becauseD. such that12、A survey of the opinions of students（）that they admit several hours of sitting in front of the computer harmful to health. [单选题] *A. show；areB. shows ；is(正确答案)C.show；isD.shows ；are13、If we want to keep fit, we should try to _______ bad habits. [单选题] *A. keepB. haveC. getD. get rid of(正确答案)14、John had planned to leave but he decided to stay in the hotel for _____ two days because of the heavy rain. [单选题] *A. otherB. another(正确答案)C. the otherD. others15、He usually ________ at 6:30 a.m. [单选题] *A. gets toB. gets up(正确答案)C. gets overD. gets in16、-Do you have tickets for Friday? -Sorry, we've got _____ left. [单选题] *A. eitherB. none(正确答案)C. no oneD. neither17、There _____ wrong with my radio. [单选题] *A. are somethingB. are anythingC. is anythingD. is something(正确答案)18、Bliss, who worked in an information centre, began to work on the book in 1 [单选题] *A. 策划B. 上班C. 写作(正确答案)D. 销售19、Mary's watch is more expensive than _____. [单选题] *A. Susan's(正确答案)B. that of Susan'sC. that of SusanD. Susan20、( ) The Great Wall was listed by the UNESCO as ___ World Heritage Site. [单选题]*A. a(正确答案)B. theC.\D.an21、This is not our house. lt belongs to _____. [单选题] *A. the Turners'B. the Turners(正确答案)C. Turner'sD. Turners22、—______? —Half a kilo.（）[单选题] *A. How much are theyB. How much is itC. How much would you like(正确答案)D. How many would you like23、Jim will _______ New York at 12 o’clock. [单选题] *A. get onB. get outC. get offD. get to(正确答案)24、（）, it would be much more sensible to do it later instead of finishing it now. [单选题] *A. FinallyB. MildlyC. Actually(正确答案)D. Successfully25、How can I _______ the nearest supermarket? [单选题] *A. get offB. get upC. get to(正确答案)D. get on26、39．—What do you ________ my new dress?—Very beautiful. [单选题] *A．look atB．think aboutC．think of(正确答案)D．look through27、I always make my daughter ______ her own room.（）[单选题] *A. to cleanB. cleaningC. cleansD. clean(正确答案)28、—Whose book is it? Is it yours?—No, ask John. Maybe it’s ______.（）[单选题] *A. hersB. his(正确答案)C. he’sD. her29、____ China is ____ old country with ____ long history. [单选题] *A. /, an, a(正确答案)B. The, an, aC. /, an, /D. /, the, a30、While they were in discussion, their manager came in by chance. [单选题] *A. 抓住时机B. 不时地C. 碰巧(正确答案)D. 及时。

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

以定力活力魅力为题三元思辨作文英文版Title: The Trinity of Steadfastness, Vitality, and CharmIn the realm of human existence, three elements stand out as the pillars of personal and collective success: steadfastness, vitality, and charm. Each of these components holds unique significance, yet together they form a powerful triumvirate that shapes our journey through life.Steadfastness is the rock upon which we build our foundation. It is the unwavering commitment to our principles, goals, and dreams. Without steadfastness, we are like ships without a rudder, floating aimlessly on the vast ocean of life. Steadfastness gives us direction, purpose, and the resilience to persevere in the face of challenges and setbacks. It is the backbone of our character, the glue that binds us to our aspirations, and the anchor that keeps us grounded in the midst of storms.Vitality, on the other hand, is the fire that fuels our pursuits. It is the boundless energy and enthusiasm we channel towards our passions and endeavors. Vitality is what drives us out of bed in the morning, what keeps us going when the going gets tough, and what propels us towards our goals with relentless determination. Without vitality, our steadfastness would be mere stubbornness, and our dreams would remain unfulfilled. Vitality is the spark that ignites our potential, the wind that fills our sails, and the heartbeat that pumps life into our endeavors.Charm, finally, is the glue that binds us to others. It is the warmth, charm, and magnetism we emit that draw people towards us and create meaningful connections. Charm is not merely about being liked; it is about being authentic, engaging, and impactful. It is about leaving a positive imprint on the lives of those we encounter, whether it be through a kind word, a reassuring smile, or a genuine act of kindness. Charm is the lubricant that smooths social interactions, the bridge thatconnects us to diverse perspectives, and the force that multiplies the impact of our individual efforts.In conclusion, the triumvirate of steadfastness, vitality, and charm is a powerful combination that shapes our lives and influences our impact on the world. Steadfastness provides the foundation for our character and goals, vitality fuels our passions and pursuits, and charm binds us to others and multiplies our influence. By cultivating these three elements within ourselves, we can achieve greater success in our personal and professional lives, while making a positive contribution to the lives of those we touch.中文版以定力活力魅力为题三元思辨作文在人类存在的领域中，有三个元素是个人和集体成功的支柱：定力、活力和魅力。