搜档网
当前位置:搜档网 › Unit-8-Nature-and-Nurture新编大学英语第二版第三册课文翻译

Unit-8-Nature-and-Nurture新编大学英语第二版第三册课文翻译

Unit-8-Nature-and-Nurture新编大学英语第二版第三册课文翻译
Unit-8-Nature-and-Nurture新编大学英语第二版第三册课文翻译

Unit 8 Nature and Nurture

Twins, Genes, and Environment

Heredity or environment: which is stronger? The potentials which a person is born with determine in some way what he will do in life. Therefore heredity is fate, a kind of predestination. However, genes do not work in a vacuum; as soon as we begin considering the role that they play in the development of the individual, we see that there can be no development without the interacting environment. No characteristic is caused exclusively by either environment or genes.

The relative effects of heredity and environment are most clearly observable in identical twins. Most identical twins are raised together and are remarkably alike in both appearance and behavior. These cases demonstrate that individuals with the same genes, when raised in the same environment, will respond to it in much the same way. They do not indicate what would happen if these identical individuals were raised separately.

A number of studies have been made of identical twins raised apart. The twins who were the subjects of these studies lived in America, were raised in much the same physical environments, and experienced much the same nutritional histories. Therefore, as one might expect, they maintained the closest resemblance to each other in physical appearance, height, and weight. Exceptions occurred when one twin had developed a rather severe illness and the other had not; but on the whole everyone is impressed by the great psychological and physical likenesses that exist between identical twins, even those who have been separated from infancy.

In a study of nineteen sets of twins who had been separated from birth, investigators found that in approximately two thirds of the sets there were no more significant differences than existed among unseparated pairs of twins. This strongly suggests the power of the genes and the limitation of the effect of environment. However, it must be remembered that, although the identical twins who were studied lived in different families far removed from each other, the environments in those families were not, on the whole, substantially different. Usually every effort would be made to put each child in a home with a background similar to that of its own family, and therefore it should not be surprising to find that the twins developed similarly. But in those cases in which there had been a greater difference in the environments of the separated twins, the differences between the twins were more substantial. The following case illustrates what happens to identical twins when they are brought up in contrasting environments.

Gladys and Helen were born in a small Ohio town and were separated at about eighteen months of age. They did not meet again until they were twenty-eight years old. Helen had been adopted twice. Her first foster parents had proved to be unstable, and Helen had been returned to the orphanage after a couple of years; after several months she was again adopted, by a farmer and his wife who lived in southeastern Michigan. This was her home for the next twenty-five years. Her second foster-mother, though she had had few educational advantages herself, was determined that Helen should receive a good education; Helen eventually graduated from college, taught school for twelve years, married at twenty-six, and had a daughter.

Gladys was adopted by a Canadian railroad conductor and his wife. When she was in the third grade, the family moved to a rather isolated part of the Canadian Rockies, where there were no schools, and Gladys' formal education came to an end, and was not resumed until the family moved to Ontario. She stayed at home and did housework until she was seventeen, and then went to work in a knitting mill. She went to Detroit at nineteen, got a job, and married when she was twenty-one.

Helen had been healthier than Gladys, in childhood and adulthood, but other than that, their environments had been very similar except for their educations. Their weight, height, hair color, and teeth were very similar. The differences that distinguished them were obviously associated with the different social lives they had led.

Helen was confident, graceful, made the most of her personal appearance, and showed considerable polish and ease in social relationships. Gladys was shy, self-conscious, quiet and without charming or graceful manners. A scientist who studied them remarked, "As an advertisement for a college education the contrast between these two twins should be quite effective."

Considering the nature of their environmental experiences, the differences in Helen and Gladys are not surprising. Since psychological traits depend so much upon experience, it is to be expected that they will reflect it. On the other hand, traits that are not liable to be influenced by the environment are more likely to exhibit a high degree of similarity in identical twins. Important as they are, genes alone are never absolutely responsible for any trait. What we can do is set by the genes, but what we actually do is largely determined by the environment.

基因、环境与双胞胎

遗传与环境究竟哪一个影响更大呢?从某种程度上讲,一个人生来具有的潜力将决定他一生的作为。因此遗传即命运,是命中注定的东西。然而,基因并不是在真空中发挥作用的;

一旦我们开始认识到基因在个人发展中所起的作用,我们就会明白,没有与其相互作用的环境,就不可能有任何个人的发展。没有一个特点是完全由环境或者完全由基因造成的。

遗传和环境的相互影响在同卵双胞胎中最易观察到。大多数的同卵双胞胎是在一起抚养长大的,因而无论在外表还是行为上都惊人的相像。这些实例说明,若在同样的环境中抚养长大,具有相同基因的个体就会以几乎同样的方式对环境做出反应。但这些例子并不能说明如果把这些同卵双胞胎分开抚养会发生什么情况。

对分开抚养的同卵双胞胎已进行了许多研究。被研究的这些双胞胎都生活在美国,成长的自然环境几乎相同,并且具有几乎相同的营养史。因而,正如所料,他们在外表、身高和体重上极其相似。但也有例外:一对双胞胎中的一个患了相当严重的疾病而另一个却没生病;但是总体而言,同卵双胞胎,甚至从婴儿时就分离的同卵双胞胎,在心理和身体上会如此相似,给每个人留下了深刻的印象。

在对从一出生就分离的19对双胞胎的研究中,研究者发现,其中约三分之二的双胞胎之间的差异与一起长大的双胞胎之间的差异一样不明显。这有力地说明了基因的影响力和环境作用的局限性。然而,必须记住的是,尽管被研究的同卵双胞胎生活在不同家庭里且相距甚远,但总体而言,那些家庭的环境基本上没有什么差异。人们通常都会千方百计地将每个孩子安置在和他自己原来的家庭背景相同的家庭里,因而发现这些双胞胎成长中有不少相似之处就不足为奇了。但是在那些分开抚养的双胞胎的生长环境有较大差异的实例中,双胞胎之间的差异就很大了。下面的例子说明了在对比度很大的环境中成长的同卵双胞胎的情况。

格拉迪斯和海伦出生于俄亥俄州的一个小镇,在大约18个月大时被分开抚养。她们直到18岁才再次相遇。海伦被领养了两次。由于她最初的养父母靠不住,两年后海伦又被送回到孤儿院。过了几个月,她再一次被住在密歇根东南部的一对农场主夫妇领养。此后25年她一直住在那里。她的第二个仰慕尽管本身没受过什么教育,却下决心要让海伦得到良好的教育;海伦最终大学毕业,教了12年的书,26岁时结婚,并有了一个女儿。

格拉迪斯被加拿大的一个列车乘务员及其妻子领养。她读三年级的那一年,全家搬到了加拿大落基山脉一带一个相当偏僻的地方,那儿没有学校,格拉迪斯的正是教育也就此结束,知道全家搬到安大略省后才得以继续。于是格拉迪斯就呆在家里干家务,一直到她17岁,随后在一家针织厂工作。19岁那年她去了底特律,找到了一份工作,21岁时结了婚。

海伦在儿童和成年时期都一直比格拉迪斯健康,但除了这一点以及各自所受的教育不同之外,她们的生活环境十分相似。她们的体重、身高、发色和牙齿都十分相似。她们之间的区别显然与她们各自的社交生活不同有关。

海伦自信、举止得体、充分利用了她外表的优势,在社交中也显得很从容、有修养。格拉迪斯则害羞、忸怩、沉默寡言,缺乏迷人或优雅的风度。一位研究她们的科学家曾经说过:“这两个双胞胎之间的悬殊差异真可谓是大学教育的颇有说服力的广告。”

考虑到她们在环境方面的经历的本质不同,海伦和格拉迪斯之间的差异也就不足为怪了。由于心理特点在很大程度上取决于经历,可想而知心理特点也反映经历。另一方面,那

些不易受环境影响的特点更有可能在同卵双胞胎中表现出高度的相似性。尽管基因十分重要,但是基因本身绝不能完全决定任何一个特点。我们的能力会达到什么程度由基因注定,而我们真正做了什么则主要由环境决定。

Science Looks Twice at Twins

1 If twins interest you, Twinsburg will fascinate you.

2 Every summer since 1976, this little town outside Cleveland, Ohio, has been invaded by twins. Last summer 2,356 sets of twins showed up from around the world to watch and take part in parades, fireworks, magic acts, a 5 K race, and more than 100 contests: contests to honor the oldest twins, the youngest, the most alike, the least alike, the twins with the widest combined smile.

3 Had you been there, you might have noticed a large group of scientists who also attend the festival. Some come seeking clues to the causes of health problems—skin diseases, cancer, and heart attack, for example. Others are interested in how it feels to be a twin. But of all the scientists, perhaps the ones doing the most important—and most controversial—work are those who study nature and nurture, that age-old question of how we come to be the kind of people we are.

4 Why are some of us good at math, or writing, while others excel at art or basketball? What causes the differences in our intelligence, talents, and tastes? Are they largely determined by the genes we inherit from our parents (nature)? How much do our experiences in life (nurture)—the social environment we grow up in—have to do with it?

5 If you were a scientist interested in this question, wouldn’t you love to study identical twins? Just think of it: two people who developed from the same fertilized egg. That is, two people with the exact same set of genes. Any differences between suchidentical twins would have to be the result of differences in their environment. But could you also say that any similarities were the result of having the same genes?

6 Not really. Remember, most twins share a similar environment—same house, food, relatives, and so on. The only way you could accurately measure the effects of nature and nurture would be to study identical twins raised apart, in different environments.

7 Over the last ten years, a team of scientists led by psychologist Thomas J. Bouchard Jr. has studied about 65 pairs of identical twins who were raised apart. They’ve also studied about 45 fraternal twins who were raised apart.

8 The scientists bring each pair of twins to the University of Minnesota for a week of intensive testing. Doctors and dentists on the team give the twins thorough physical

examinations. They record the twins’height, weight, eye color, ear shape, and head length.

9 Meanwhile, psychologists give the twins IQ and personality tests. To measure personality, the psychologists try to determine things like how much the twins worry, whether they are cautious or reckless, and how creative they are. They measure these and other traits by the twins’ responses to statements such as: “I rarely, if ever, do anything reckless,”and “The flames of a wood fire stimulate my imagination.”By the end of the week, each twin has answered about 15,000 questions.

10 Bouchard’s team has been startled by the similarities between twins raised apart. The twins often have surprisingly similar gestures and postures, for instance. In pictures, many of the twins strike nearly identical poses. And some of the identical twins discover they have led remarkably similar lives.

11 The first set of identical twins Bouchard studied, the “Jim twins,”were adopted by different families four weeks after they were born. They grew up in Ohio, 45 miles away from each other. When they were reunited at the age of 39, they discovered a series of striking similarities. Both were named Jim. Both drove the same model blue Chevrolet, liked woodworking, chewed their fingernails, and owned dogs named Toy. Both started having late-afternoon headaches at the age of 18.

12 The sort of similarities the Jim twins discovered are common with the twins the Minnesota team has studied. Some critics of the Minnesota study say ‘the coincidences are not surprising’. They argue that everyone’s life has enough details that a number of coincidences are bound to exist. What’s more, for every coincidence discovered by a pair of identical twins raised apart, a skeptic could point to a vast number of undiscovered differences. The same two twins might have different model television sets and support different football teams. But the differences would go unreported since they would not surprise anyone.

13 But beyond the coincidences, the Minnesota scientists have gathered and analyzed a mountain of data about the twins’ health, intelligence, and personalities. And according to Bouchard, the data on the identical twins raised apart show clearly that nature—the genes we inherit—exerts a notably strong influence over our lives. The Minnesota team has found that these identical twins are remarkably similar in physical traits such as height, fingerprints and heart rates. Adult identical twins also tend to have similar medical histories, developing the eye disease glaucoma at the same time, for example.

14 The Minnesota team has reported that intelligence also seems to be influenced much more by genes than by environment. Despite being raised by different families, separated identical twins studied by Bouchard’s team earned identical or nearly identical scores on adult intelligence tests.

15 But most surprisingly, the Minnesota team finds that genes play a big part in shaping our personalities--helping to determine whether we respect tradition and like to follow rules, for example, or whether we’re dedicated nonconformists. According to Bouchard, the genes you were born with have a lot to do with whether you are confident, cheerful, and optimistic, or whether you have a negative view of the world. “The study shows in a very persuasive way that genes influence every aspect of behavior,”says Nancy Segal, a psychologist with the Minnesota team.

16 Other scientists disagree. How can you study whether intelligence is inherited, they ask, when there are so many different ways just to define intelligence? The problem applies7 to other traits, they say.

17 Bouchard himself makes the point that even the most closely matched twins he has studied are different from each other. So even though genes may have a strong influence over our lives, they’re not the only influence. Our day-to-day experiences help to mold us too.

18 You know what that means: you still have to study for tests!

科学再次关注双胞胎

如果你对双胞胎感兴趣的话,那么双胞胎镇会使你着迷。

从1976年起的每个夏天,这个位于俄亥俄州克利夫兰郊外的小镇都会挤满众多的双胞胎。去年夏天,有2356对双胞胎从世界各地来到这里,参加并观看游行、焰火、魔术表演、五公里赛跑以及100多项的比赛:评选出年纪最大的、年纪最小的、最像的、最不像的,以及两人相加笑起来嘴咧得最大的双胞胎。

你要是去过那儿的话,你可能会注意到有很多科学家也参加了这个盛会。有些科学家是来寻找引起疾病的缘由——例如皮肤病、癌症、心脏病。另外一些科学家则对双胞胎自身的感受感兴趣。但是在所有的科学家中,从事最重要的——也是最有争议的——工作的是这样一些科学家,他们专门研究先天遗传和后天培养这个由来已久的问题,即研究我们是如何发展成现在这个样子的。

为什么我们有些人精通数学或擅长写作,而另外一些人则在艺术或篮球上出类拔萃?是什么造成了我们在智力、才能和品味上的差异?这些主要是由我们从父母那里继承来的基因(先天遗传)决定的吗?同我们的生活经历(后天培养),也就是我们成长的社会环境又有多大关系呢?

如果你是一个对这个问题感兴趣的科学家,你难道不想研究一下同卵双胞胎吗?想一想,从同一受精卵发育出来了两个人。也就是说,两个人有完全相同的基因。同卵双胞胎之间存在的任何不同都只能是他们成长环境不同的结果。但是你能说他们之间的任何相同点都是基因相同的缘故吗?

不一定吧。记住,大多数双胞胎都有相似的成长环境——同样的房子,同样的饮食,同样的亲戚等等。研究在不同环境下抚养的同卵双胞胎,或许是你能准确衡量先天遗传和后天培养所起的作用的唯一方法。

在过去的10年间,由心理学家小托马斯·J·布沙尔带领的一组科学家研究了大约65对分开抚养的同卵双胞胎。他们还研究了大约45对分开抚养的异卵双胞胎。

科学家们把每对双胞胎带到明尼苏达大学进行为期一周、深入细致的检测。小组里的医生和牙医们给这些双胞胎进行了全面的体检。他们记录了双胞胎的身高、体重、眼睛颜色、耳朵的形状和头围。

同时,心理学家们还对双胞胎进行了智商和性格测试。为了测试性格,心理学家们设法测定了:双胞胎们对事情担忧的程度,他们是谨慎型的还是鲁莽型的,以及他们的创造力如何。他们根据双胞胎们对一些陈述的回答来衡量这些方面以及其他一些性格特征,这些陈述包括“我很少鲁莽行事”,“木柴燃烧的火焰激发我的想象力”等。一周结束时,每个双胞胎都回答了大约15000个问题。

布沙尔小组对分开抚养的双胞胎之间的相似之处感到非常吃惊。例如他们的手势和姿势经常很相似,真是令人惊奇。在照片上,很多双胞胎摆出的姿势几乎一模一样。有些同卵双胞胎还发现他们的生活方式极其相似。

“吉姆兄弟”是布沙尔研究的第一对同卵双胞胎,他们出生四周后就被不同的家庭领养。他们都在俄亥俄州长大,彼此相隔45英里。当他们在39岁重逢时,发现了一系列惊人的相同之处:两个人都叫吉姆,都开同一型号的蓝色雪佛兰,都喜欢做木工,都有啃手指甲的习惯,养的狗都叫“Toy”。两个人都有傍晚头痛的毛病,都是在18岁时开始的。

在吉姆兄弟之间所发现的相同点在明尼苏达小组研究的双胞胎身上都普遍存在的。有些对明尼苏达小组研究工作持批评态度的人说“这些巧合没什么可奇怪的”。他们认为每个人的生活里都有很多的细节,因此必然会有巧合。而且,对于异地抚养的同卵双胞胎之间发现的任何一个巧合,持怀疑态度者都能指出大量未被发现的不同点。同一对双胞胎可能有不同型号的电视机,支持不同的足球队。但不同点是不会被报道的,因为它们不会使人吃惊。

但是除了巧合之外,明尼苏达的科学家们收集并分析了有关双胞胎的健康、智力和个性方面的大量数据。布沙尔认为,有关异地抚养的同卵双胞胎的数据清楚地显示了:先天遗传,即我们所继承的基因,对我们的生活有显著的影响。该小组发现,这些同卵双胞胎在身高、指纹和心率等生理特征方面极其相似。成年的同卵双胞胎还往往有相似的病史,例如同时得了青光眼。

明尼苏达小组报告说智力似乎也更受基因的影响而不是环境。尽管由不同的家庭抚养长

大,布沙尔小组研究的同卵双胞胎在成人智力测验中所得的分数完全相同或几乎相同。

但是最令人吃惊的是,明尼苏达小组发现基因对于个性的形成起着重要作用,例如,会决定我们是尊重传统、循规蹈矩,还是会成为坚定的离经叛道者。根据布沙尔的看法,你与生俱来的基因对你是否自信、快乐、乐观或者对世界上的事是否持消极态度有很大影响。明尼苏达小组的一位心理学家南希·西格尔说:“这项研究令人信服地表明:基因影响人们行为的每个方面。”

另一些科学家不同意这个说法。他们质问:既然光是对智力的定义就多种多样,你们又怎么能够去研究智力是否是遗传的呢?他们认为同样的问题也存在于其它的性格特征中。

布沙尔本人表示了这样的观点:即使是他所研究过的最相似的双胞胎也是彼此不同的。因此即便基因对我们的生活有很大的影响,它们也不是唯一起影响作用的因素。我们的日常经历也有助于塑造我们。

你知道这意味着什么:为了考试,你还得学习!

Talkative Parents Make Kids Smarter

An exhaustive study of how "typical" parents talk with their children during the first few years of their life has yielded a mountain of valuable data and some initial findings with serious social implications.

There are striking class differences in the nature and extent of parental interaction with children between the age of 9 months and 3 years. This results in a considerable intellectual boost for kids in white-collar families, a modest lift for those in blue-collar households, and a disturbingly weak assist for children in welfare families. Young children whose parents talk extensively to them score much higher on later IQ tests than those exposed to minimal amounts of parental talk, assert study codirectors Betty Hart of the University of Kansas and Todd Risley of the University of Alaska.

"The more parents talk with their young children, the more good things happen intellectually to those kids later on," Risley contends. "But the massive class differences in this parental behavior surprised us and suggest that children in welfare families face problems that cannot be reversed by a few hours of Head Start classes every week."

Hart and Risley presented their findings, based on observations of forty-two families in their homes located in the Kansas City area, at the annual meeting of the American Psychological Association in Toronto last week.

The study has intensified an already intense debate over the relative influence of genes and environment on IQ and intellectual potential, both in individuals and racial groups. The 2.5-year investigation, followed by 3 years during which researchers analyzed

a mountain of written and tape-recorded observations, adds a new dimension to the nurture side of the controversy.

Families in Hart and Risley's study functioned well and exhibited no serious problems, such as child abuse or psychiatric illness. Thirteen professional families included at least one parent who worked in a white-collar occupation; in twenty-three working-class families, jobs included electrician and plumber; six families subsisted mainly on welfare. The families represented a range of racial and ethnic groups; eight were single-parent families. The families ranged in size from a single child to seven children.

Trained observers spent 1 hour every 2 months tape-recording and writing down the nature of all at-home interactions with a designated child in each family beginning at 9 months of age. Observers focused only on that child and whoever talked or interacted with him or her. They never offered advice to parents, even when asked.

The parent or parents in each family displayed a characteristic level of talk with their young children, month after month, Risley asserts. Overall, parents in professional families proved most talkative; they made nearly twice as many statements per hour to their kids as working-class parents did and about four times as many as welfare parents did.

Parents in all the families devoted approximately equal effort to controlling children and keeping them out of trouble and danger. But those parents who talked to children the most added critical elements to those interactions, such as reinforcing the child's efforts, responding to questions, providing guidance, and using a diverse vocabulary.

Children exposed to high levels of talk from their parents performed markedly better on a measure of intellectual development at age 3, even with socioeconomic and other influences taken into consideration. Follow-up at age 9 found that those children had maintained their IQ advantage.

Although genes affect intellectual ability, the new data indicate that the ways in which parents talk to their children and communicate expectations about learning also have a very significant influence, holds psychologist Frances D. Horowitz of the City University of New York.

"This remarkable report represents a significant step toward a better understanding of normal child development," Horowitz argues.

父母健谈,孩子聪明

“具有代表性的”家长在孩子出生之后最初的几年中是如何与孩子交谈的,就这一问题有

一项详尽的研究,并已获得了大量的富有价值的数据和一些具有重要社会意义的初步发现。

父母与9个月到3岁大的孩子的交流在性质和范围上有着显著的阶级差异。这种差异的结果是:白领家庭的孩子智力有显著的提高,蓝领家庭的孩子智力有所提高,而在(依靠)福利救济(维持生活)的家庭中,孩子(在智力方面)得到的帮助少得令人担忧。这项研究的两位合作负责人是堪萨斯大学的杯底·哈利和阿拉斯加大学的托德·里斯利。他们认为父母与之交谈很大的小孩同父母与之交谈很少的小孩相比,在日后的智力测验中得分要高的多。

“父母与他们的小孩交谈越多,对以后小孩的智力发展越有好处,”里斯利说。“但是,家长行为中存在的这种巨大的阶级差异使我们感到震惊,它表明靠福利救济的家庭中的孩子所面临的问题靠每周上几小时海德思达举办的幼儿教育课是无法克服的。”

上周在多伦多举行的美国心理学协会的年会上,哈特和里斯利报告了对堪萨斯城地区42户人家的观察结果。

早先关于环境和基因对个人和种族群体的智商和智力潜能的相对影响就已经争论得很激烈了,哈特和里斯利的这一研究又激化了这一争论。两年半的调查以及随后三年中研究者们对大量的观察资料——文字的和磁带记录的——所进行的分析为争论中的环境因素这一方增加了新的内容。

哈特和里斯利研究的家庭都很正常,没有出现类似虐待儿童或精神疾病等严重问题。在13个职业家庭中,父母双方至少有一人属于白领阶层;23个工人家庭中,父母所做的工作包括电工和管道工等;有6个家庭主要靠福利救济维持生活。这些家庭还代表了相当广泛的种族和民族群体;有8个是单亲家庭。家庭中孩子数目也从1个到7个不等。

受过训练的观察者们从每家选择一个小孩,从这个孩子9个月大时,每两个月花一小时用录音和文字记下这期间孩子在家庭里的全部交流情况。观察者们只关注这个孩子以及与之谈话、交流的人。他们从不向父母提任何建议,即使被问到也不说。

里斯利说,每家的父母与孩子谈话,随着一个月又一个月的时间推移,呈现出富有特色的层次。总体说来,职业家庭的父母最健谈;他们每小时对孩子说的话几乎是工人家庭父母的两倍,是福利救济家庭父母的四倍。

所有家庭的父母都倾注了几乎同样的精力看管孩子,不让他们有麻烦和危险。但是那些跟孩子说话最多的父母,在与孩子的交流中又加入了至关重要的因素,例如对孩子做出的努力予以肯定和支持,回答孩子提出的问题,给孩子提供指导以及使用丰富的词汇。

经常与父母进行高水平交谈的小孩在他们3岁时进行的智力状况测试中表现得格外出色,即使把社会经济和其他因素都考虑进去结果也是一样。9岁时进行的后续调查表明,这些孩子在智商上仍然保持优势。

纽约城市大学的心理学家弗朗西斯·D·霍洛维茨认为,虽然基因能影响人的智力,但是新的数据却显示,父母与孩子交谈的方式以及表达对孩子在学习上的期望的方式也会对孩子的智力发展产生很大的影响。

霍洛维茨说:“这份不同寻常的报告卖出了很有意义的一步,使人们对正常儿童的发展

有了更好的理解。”

新编大学英语教案(第二册)_unit2communicationproblems

新编大学英语教案(第二册)_U n i t2 C o m m u n i c a t i o n P r o b l e m s -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

Unit Two Communication problems Teaching Objectives 1. Let the students have some ideas of the common ways we usually use in our daily life to communicate. 2. Make the students find the efficient ways to communicate with each other. 3. Let the students come up with the ways to avoid misunderstandings. Teaching allotment six academic hours Focus points 1.key words and phrases assume, conflict, convey, emphasis, ignore, misinterpret, react, verge, feel like, for effect, on the verge of, pull out, take----lightly 2.difficult sentences 1) When Martians and Venusians first got together, they encountered many of the problems with relationships we have today. 2) So when communication problems emerged, they assumed it was just one of those expected misunderstandings and that with a little assistance they would surely understand each other. 3) To fully express their feelings, women would tend to exaggerate the facts a little bit for effect and use various superlatives, metaphors, and generalizations. 3.grammar focus prefix “mis---”的不同意义 Related Information It is well-known that learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures. The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting 2

新编大学英语3课后习题翻译

新编大学英语3 第二版(课后翻译习题) Unite 1(P17) 1) 你应该适当花一点时间休息和锻炼。 (reasonable ) You should spend a reasonable amount of time relaxing and exercising. 2) 总的来说,孩子们比过去任何时候都更健康,受到了更好的教育。(in general) In general children are healthier and better educated than ever before. 3) 待适当的机会来临,他就能抓住。(come along) When the right opportunity comes along, he’ll take it. 4)每天他都留出点时间跟家里人在一起,享受生活。(set aside) Every day he sets aside some time to be with his family and enjoy life. 5) 我记得那些黑暗的街道以及同父亲手拉手走路的情景。(hand in hand) I remember those dark streets and walking hand in hand with my father. 6) 他最终辜负了父母的期望。(live up to) He finally failed to live up to his parents’ expectations. 7) 相比之下,我们的用油量最大幅度上升了。(in contrast) In contrast, our use of oil has increased enormously. 8) 经过努力,他成功地克服了自己的致命弱点。(overcome) He succeeded in his efforts to overcome his fatal weakness. Unite 3(P113) 1)由于紧急情况,这位医生几个小时内都是没有空。(because of) Because of an emergency, the doctor will not be available for several hours. 2) 税收将会如何影响低收入的人群?(affect) How will taxes affect people with low income? 3) 我母亲总是告诉我,从长远来看我会很高兴我没有放弃练钢琴。(in the long run)

新编大学英语3 第三单元课后练习答案 第三版

Unit 3 Social Problems In-class Reading Passage 课内阅读练习答案 Part One Preparation 1. Describing the Pictures Picture A:A couple is dining at a restaurant. Both of them are smoking. But they call and complain to the waiter, saying that those sitting at the other tables are coughing too much and that bothers them. However, they have not realized that actually it is their smoking that has caused those people to cough. I have seen many people who behave like this couple. They never take other people’s interest into consideration. They are selfish and always ready to find fault with others. They never see their own wrong doings but always make a false counter-charge. They are despised by most other people. Picture B: In this picture I see a strange beggar. While most beggars beg for food or drinks, this guy begs for money in order to buy wines. He wants to try all the 596,704 wines existing in this world. He said he already tasted 38,279 wines out of that number. Suppose he tries one kind of wine one day, it would have taken him more than 100 years to come so far. He is really an ambitious man. However, if he has the ambition to try all the existing wines, he should work hard and make money himself instead of begging for other people’s money to enjoy what life can offer. There are some people like this beggar these days. They want to enjoy life, but not based on their own hard work or effort. They want a free lunch and many of them live on borrowed money. I don’t think this is a good attitude towards life. Everyone should work hard to make a good living. Picture C: I see a court with a judge, a defendant and probably a lawyer in the picture. What is strange about this picture is that I find a tip pot, which is usually placed in a restaurant for waiters or waitress. They get tips for their excellent services to their customers. Waiters or waitresses who get generous tips will provide even better service to customers. However, a court is a place for people to seek justice and fairness. It punishes the guilty and releases the innocent. If judges start to take tips, I doubt that there will be any more justice. People will no longer be treated equally and truth will not be valued. Judgment will not be made based on facts, but on how big the tip is. What an evil place! Picture D: In this picture I see two men behind bars. One is telling his fellow prisoner that he did not commit the crimes that he had been accused of committing. His mistake was that he stole the identity of a guy who had committed those crimes. The police took him for that guy and put him in jail. They actually got the wrong person. And he was innocent. Was he really innocent? I don’t think so. He was a thief, and he was not innocent at all. However, he received a heavier punishment than he deserved. So that was an irony. The guy stole another person’s identity and in a sense he inherited his crimes as well. So never take other people’s stuff, whatever it is. No one can escape

新编大学英语第三版综合教程2 Unit1课后答案

Unit 1 Love Part 2 Reading-Centered Activities *Reading Comprehension 1. Para.1-4 C para.5-7 A para.8-11 B para.12-13 D 2. 1) They would stare at them. 2) He felt embarrassed/ashamed. 3) He never let on. 4) He usually walked there with the help of his son. 5) He was pulled on a child’s sleigh to the subway station. 6) He liked baseball, dances, and parties. 7) He asked them to sit down and fight with him. 8) He was proud of his son. 9) He missed him very much and was sorry for what he had thought about him. 10) He learned to have a good heart from his father. 3. 1) C 2) A 3) C 4) B 5) D 6) A 7) B 8) C 9) D 10) A 4. 1) the difficulty in coordinating the steps 2) whether a person has a good heart 3) a good heart 4) the baseball team 5) sat down to fight 6) what the son has achieved, i.e. serving in the Navy 7) sensed my reluctance to be seen with him during our walks 8) the reluctance to walk with him *Vocabulary 1. 1) urged 2) bother 3) embarrassed 4) adjusted 5) complain 6) kid 7) subject 8) saw to it that 9) coordinate 10) participate in 2. patient--patience enter--entrance Bitter--bitterness complain--complaint Fortunate--fortune envy--envious

Unit 3 Gender Difference新编大学英语第二版第四册课文翻译只是分享

Unit 3 Gender Difference Gender Roles from a Cultural Perspective Over the past few decades, it has been proven innumerable times that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture. In the process of growing up, each child learns hundreds of culturally patterned details of behavior that become incorporated into its gender identity. Some of this learning takes place directly. In other words, the child is told by others how to act in an appropriately feminine or masculine way. Other details of gender behavior are taught unconsciously, or indirectly, as the culture provides different images, aspirations, and adult models for girls and boys. Recently, for example, a study of American public schools showed that there is a cultural bias in education that favors boys over girls. According to the researchers, the bias is unintentional and unconscious, but it is there and it is influencing the lives of millions of schoolchildren every year. Doctors David and Myra Sadker videotaped classroom teachers in order to study gender-related bias in education. Their research showed that many teachers who thought they were nonsexist were amazed to see how biased they appeared on videotape. From nursery school to postgraduate courses, teachers were shown to call on males in class far more than on female students. This has a tremendous impact on the learning process for, in general, those students who become active classroom participants develop more positive attitudes and go on to higher achievement. As a matter of fact, in the late 1960s, when many of the best all-women's colleges in the northeastern United States opened their doors to male students, it was observed by professors and women students alike that the boys were "taking over" the classroom discussions and that active participation by women students had diminished noticeably. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years. 3 Research done by the Sadkers showed that sometimes teachers unknowingly prevented girls from participating as actively as boys in class by assigning them different tasks in accordance with stereotyped gender roles. For instance, one teacher conducting a science class with nursery school youngsters, continually had the little boys perform the scientific "experiment" while the girls were given the task of putting the materials away. Since hands-on work with classroom materials is a very important aspect of early education, the girls were thus being deprived of a vital learning experience that would affect their entire lives.

新编大学英语综合教程3第三版部分课后答案

新编大学英语综合教程3 第三版课后答案 Reading Comprehension 1. Understanding the Organization of the Text 1) Introduction: (para.1) Shyness is the cause of much unhappiness for a great many people. 2) Reasons why shyness can have a negative effect: (para.2—3) People’s self-concept has a profound effect on all areas of their lives. People with high self-esteem usually act with confidence. People with low self-esteem are likely to be passive and easily influenced by others. 3) Ways of overcoming shyness: (para.4—15) i) Recognize your personal strengths and weaknesses. ii) Set reasonable goals. iii) Don’t waste time and energy on destructive feelings such as guilt and shame. iv) Don’t be afraid to speak up and give your point of view. v) Do not make negative comments about yourself. vi) Accept criticism thoughtfully. vii) Profit from failures and disappointments by viewing them as learning experiences. viii) Do not associate with people who make you feel inadequate. ix) Set aside time to relax, enjoy hobbies, and reevaluate your goals regularly. x) Practice being in social situations. 4) Conclusion: (para.16) The better we understand ourselves, the easier it becomes to live up to our full potential. 2. Understanding Specific Information 1) F 2) T 3) T 4) T 5) F 6) T 7) F 8) F 3. Group Discussion 1) I think the most effective ways of overcoming shyness are the first and seventh ways. Recognizing our personal strengths and weaknesses is useful because if we know ourselves better, we can feel more self-confident. We can be more objective, instead of being blind. The seventh way is to profit from failures and disappointments as learning experiences. If we allow ourselves to get discouraged and sad when we fail, then we will feel more unsure of ourselves. But if we think of a failure as a learning experience, we are adopting a positive attitude. By analyzing objectively why we failed and planning how to set about doing things differently we will be more likely to succeed next time. 2) Modesty is used to describe a reserved appraisal of one’s merits, abilities or success. The opposite of modesty is arrogance or boastfulness. Modest people don’t want to talk about their

新编大学英语第二版第三册课后习题答案

新编大学英语(第二版第三册)习题答案 新编大学英语(第三册)习题答案 新编大学英语(第二版)》由浙江大学编著,应惠兰主编,外语教学与研究出版社出版,刊出其习题答案是为了我三合在读大学生,同时欢迎关注三合的朋友们分享,更多内容请点击博客首页并在“搜博主文章”中按关键字搜索。 Unit 1 Personality V ocabulary (P16) 1. 1) self-conscious 2) self-confidence 3) self-esteem 4) self-destructive 5) self-worth 6) self-concept 7) Self-awareness 8) self-assurance/self-confidence 2. 1)B 2)I 3)L 4)A 5)H 6)D 7)E 8)N 9)J 10)M 11)C 12)F 13)G 14)K 3. 1) profound 2) jealousy 3) numerous 4) overweight 5) overcome 6) eventually 7) slim 8) compliments 9) diminish 10) reassurance 11) detrimental 12) isolated 13) self-esteem 14) accented 4. 1) reflected 2) concerned/worried 3) profound effect/influence 4) viewed/regarded 5)sensitive 6) respond/react 7)eliminated 8)overcome my fear 9) concentrate on 10) made no comment Translation (P17) 1) You should spend a reasonable amount of time relaxing and exercising. 2) In general children are healthier and better educated than ever before. 3) When the right opportunity comes along, he’ll take it. 4) Every day he sets aside some time to be with his family and enjoy life. 5) I remember those dark streets and walking hand in hand with my father. 6) He finally failed to live up to his parents’ expectations. 7) In contrast, our use of oil has increased enormously. 8) He succeeded in his efforts to overcome his fatal weakness. Part Four Writing and Translation (P46) 2. Translation Practice 1) It is believed that pessimism often leads to hopelessness, sickness and failure. 2) Optimism, by contrast, can make you happy, healthy and successful. 3) When you fail in something, profit from the failure as a learning experience. 4) Think about your strengths and build up self-confidence in front of problems or difficulties. 5) Don’t let negative thoughts hold you back. 6) Everyone has experienced failures and disappointments, so don’t blame yourself too much. Unit 2 Myths and Legends V ocabulary (P62) 1. 1) A. invitation B. invited C. inviting 2) A. prepare B. prepared C. preparation D. preparatory/preparation 3) A. discoveries B. discoverers C. discovered 4) A. approval B. approve C. approved D. approving E. disapprove 5) A. eloquent B. eloquence C. eloquently 6) A. faithful B. unfaithful/faithless C. faith d. faithfully

新编大学英语第三版Unit3课后答案

Unit 3 Born to Win Part 2 Reading-Centered Activities *Reading Comprehension 1.1) Introduction (Para.1) Each person has the potential to win in his own way. 2) The meaning of “winner” and “loser”(Para.2) A winter is one who responds genuinely by being trustworthy and responsive. A loser is one who fails to respond genuinely. 3) Few people are winners and losers all the time.(Para.3) 4) Winners (Para. 4-7) Characteristics of a winner: A. A winter is genuine. B. A winner is not afraid to do his own thinking and to use his own knowledge. C. A winner is flexible. D. A winner has a love for life. E. A winner cares about the world and its people. 5) Losers (Para. 8-10) Possible causes: Poor nutrition, cruelty, unhappy relationship, disease, continuing disappointments, and inadequate physical care. Characteristics of a loser: A. A loser lacks the ability to appropriately express himself through a full range of possible behavior. B. A loser has difficulty giving and receiving love. 2. 1) C 2) A 3) A 4) B 5) C *Vocabulary 1. 1) appreciate A.感激 B. 欣赏,赏识 2 ) capacity A. 容量,容积,容纳力 B. 能力,力量,才能

新编大学英语第二册答案完整版

Unit 1 ●Part Two Reading centered activities Pre-reading Reading Comprehension 1.Understanding the structure of the passage Para.1-4 c para.5-7 a para.8-11 b para.12-13 d 2. 1) They would stare at them. 2) He felt embarrassed/ ashamed 3) He never let on. 4) He usually walked there with the help of his son 5) He was pulled on a child’s sleigh to the subway station 6) He like basketball, dances, and parties 7) He asked them to sit down and fight with him. 8) He was proud of his son 9) He missed him very much and was sorry for what he had thought about him. 10) He learned to have a good heart from his father. 3. 1) C 2) A 3) C 4) B 5) D 6) A7) B 8) C 9) D 10) A 4. Understanding the reference Words. 1)the difficulty in coordination the steps 2)whether a person has a good heart 3) a good heart 4)the baseball team 5)sat down to fight 6)what the son has achieved 7)sensed 8)the reluctance to walk with him ●Vocabulary 1. 1) urged 2) halted 3) bother 4) embarrassed 5) adjusted 6) complain 7) kid 8)engage 9)subject 10)saw to it that 11)coordinate 12)participate 2.Word-building patience

新编大学英语第二版第三册第9单元课文翻译

Music to Your Gears Andy Ellis 1 尽管音乐能使心中的怒气平息,但是开车时听音乐也会损害你的健康。近期研究表明,听声音很响的音乐会严重地影响司机的注意力,而且心理学家也提醒人们,持续大音量地在车里放这种音乐是很危险的,尤其是处于车流中或是在高速公路上开车时。 2 音乐有两个极端,任何一个极端都有可能带来危险。重金属音乐以其强烈的节奏使人莽撞驾驶,而聆听处于另一个极端的优美而令人舒心的音乐会使司机过分放松,以至于超过安全限度,陷入迷糊状态。 3 英国汽车协会一直关注道路安全,它委托搞了一个项目,研究重大车祸与音乐之间的关系。这项研究发现,17至25年龄段的男性是最危险、最易产生车祸的群体。研究还发现,这个群体的人70%的开车时间都在听音乐。 4 快节奏或重金属音乐要是放得很响,会使人易怒好斗,开起车来冲劲十足。这种司机也就更容易去冒险。开车的速度受到了音乐的速度和节奏的控制。 5 在试验中,那些自愿参加实验的司机说,听了声音很响的音乐,他们说尽管他们不一定感到非要开快车,但的确发现自己换挡更快,加速更快,刹车也更急了若是让这些司机听慢节奏的抒情曲,他们承认自己经常走神。在一次高速公路长途驾驶过程中,至少有两位参加试验的司机发现自己在不知不觉中跨越了车道标志。 6 这些自愿参试的司机(有些刚刚拿到驾驶执照)所发表的意见非常说明问题18岁的西蒙告诉英国汽车协会:“《走出地狱的蝙蝠》里的快节奏摇滚乐有可能让人送命。我发现自己不知不觉地越开越快。” 7 另一名自愿参试的司机一直在听“ZZ顶级”乐队最流行的曲子。他说:“我一直在快速行驶,扯着嗓门唱歌,没有看见也没有听见那辆一直想超过我的消防车。” 8 还有些人说:“我陷入了深思……”,“人的感觉会变得麻木……”,“听不见别的汽车声是个问题”,“我一直在随着音乐的节奏加快速度。” 9 一些慢节奏的背景音乐,如肖邦的音乐,会刺激人的大脑,使思维模式发生变化,激发阿尔法脑波,使人有一种舒服愉快的感觉。处于放松状态在大多数时候对我们有好处,但开车时则不然。心理学家雪利·费希尔教授提醒人们说:“最大的危险是疲倦驾驶。有一些音乐会使你无法集中注意力,甚至陷入轻度睡眠状态,那样就会造成可怕的惨祸。” 10 “问题的关键在于根据具体情况选择合适的音乐。刺激性的音乐适合在漫长、枯燥的道路上听,但是当交通状况糟糕时,或是交通拥挤时,这种音乐会分散你的注意力。” 11 然而,音乐也有其好的一面,正如英国汽车协会的心理学家罗伯特·韦斯特所指出的那样:“如果说有些音乐影响我们安全行驶,那么反过来也是有道理的。精心选择的曲子有助于我们安全行驶,尤其是对高风险的群体而言。例如,要是我们能使年轻的男性驾车者听曼托瓦尼的音乐,他们很可能会把速度放慢。但可悲的是,我自认为没有能力说服他们许多人去这样做。” 12 除了一些音乐会影响行驶安全,我们的车里安装了高技术的音响系统这件事本身也是引起车祸的根源。近期一份有关交通与道路安全的报告表明,小交通事故中,有大约40%是由于人们更换磁带或光盘不看道路所引起的! 13 无论我们对音乐的品位如何,无论我们的开车风格如何,看来安全行驶的习惯是我们一定要养成的。罗孚汽车公司、英国航空航天局、飞利浦公司及瑞典道路与交通研究所已通力合作生产出了一种汽车智能系统——简称为ARIADNE(实时智能驾驶助理)的精密电子防撞行驶报警装置。它利用雷达技术,一旦面临撞车危险,雷达会使车内的电话响起,警告司机注意。 14 如果汽车与前面的车辆之间的距离超出了安全刹车的范围,ARIADNE会通过加速器踏板发出震动以提醒司机放慢速度。随着两车之间的距离不断缩小,这种震荡会越来越强烈。要是司机

相关主题