大学思辨英语精读备课Unit3

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大学思辨英语教材精读3

大学思辨英语教材精读3

大学思辨英语教材精读3大学思辨英语教材精读,作为大学英语学习的重要教材之一,旨在提高学生的语言思维能力和批判性思维能力,培养学生的思维独立性和创新性。

本书共分为10个单元,每个单元探讨一个不同的话题,通过阅读、讨论和写作等活动,帮助学生理解不同文化背景下的思考方式,并培养他们在跨文化交流中的灵活运用能力。

第一单元:教育与技术本单元主要探讨教育与技术的关系。

在当代社会,技术的快速发展对教育提出了新的挑战。

学生通过关注运用技术的教育模式,思考技术对教育的影响,并提出自己的观点和建议。

第二单元:环境保护环境保护是一个全球性问题,对于人类的生存和发展至关重要。

本单元将引导学生了解全球环境问题的严重性,让他们思考应该如何保护环境,同时也让他们认识到自己在环境保护中的责任。

第三单元:职业规划本单元主要讨论大学生的职业规划问题。

学生将通过阅读不同的职业规划案例,了解职业选择的重要性,并学习如何规划自己的职业发展道路。

第四单元:社交媒体与个人隐私社交媒体的兴起改变了人们的生活方式,但与此同时也引发了个人隐私的泄露问题。

本单元将引导学生思考社交媒体对个人隐私的影响,并探讨如何保护个人隐私。

第五单元:文化遗产保护文化遗产是人类智慧和创造力的结晶,对于维护人类文明的连续性至关重要。

本单元将引导学生了解不同国家的文化遗产保护工作,并思考自己应该如何为保护文化遗产做出贡献。

第六单元:全球化与地方文化全球化给各国的经济、文化和社会发展带来了机遇和挑战。

本单元将引导学生探讨全球化对地方文化的影响,并思考如何在全球化进程中保护和传承地方文化。

第七单元:跨文化交流在全球化时代,跨文化交流能力已成为求职者的必备技能。

本单元将通过案例分析和讨论,培养学生在跨文化交流中的意识和技巧,并提高他们的文化适应能力。

第八单元:社会公平与生活品质社会公平与生活品质是社会发展的关键问题。

本单元将引导学生思考社会公平与生活品质之间的关系,并激发他们思考如何推动社会公平,提高整个社会的生活品质。

大学思辨英语精读备课Unit 3

大学思辨英语精读备课Unit 3

Unit 3 Bereavement and GriefPreparatory Work(1) According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the “theatre within the theatre” in the play Seipersonaggi in cercad’autore(1921; Six Characters in Search of an Author), he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeable human personality” (Britannica). “War” reflects t his style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers’ anxious, grieving parents.(2) The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world’s economic great powers assembled in two opposing alliances, the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (Willmott 15). It is generally believed by historians that World War I was “virtually unprecedented in the slaughter, carnage, and dest ruction it caused” (Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3) Common symptoms of grief caused by bereavement include wistfulness, lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kübler-Ross, people who have lost someone close usually go through five emotional stages: denial, anger, bargaining, depression and acceptance.(4) Luigi /luˈidʒi/Perandello/ˌpɪrənˈdɛloʊ; Italian ˌpi rɑnˈdɛllɔ/Fabriano/Italian ˌfabriˈaˌno/Sulmona /Italian sulˈmona/Critical ReadingI. Understanding the text1.(1) Their argument was about what attitude parents should take towards their childrengoing to war and killed in action. Of the passengers, the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2) In Paragraphs 15 and 16, he is described as a “fat, red-faced man with blood-shoteyes of the palest gray”, who was “panting”, and “from [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardly contain”. In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, described to be “bulging, horribly watery light grey”.These physical traits might suggest that the fat man was in poor health, and was grief-stricken by his son’s death.(3) The woman asked the question of the fat man because she was awed by his stoicresponse to his son’s death. She found it extr emely difficult to cope with her anxiety over her son’s departure for the front, and wished to confirm the fat man’s feelings so that she might derive some strength from his example. She was the one who asked the question, rather than one of the other passengers, because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man. The fat man reacted strongly to this question, stupefied, brought into painful awareness of his son’s death, and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son’s death as he claimed, had been desperately rejecting this horrible idea.2.(1) F(2) F(3) T(4) T3.(1) D(2) A(3) AII. Critiquing the Text(1) Instead of giving direct description of war action, the story depicts the emotionalturmoil on the part of the soldiers’ parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss.(2) The fat, red-faced man started his part of the argument by putting a stop to theother passengers’ debate over the correlation between the intensity of the parents’ anxiety and the number of children they have on the battlefield. He insisted that parents gave life to their children not for their own benefit, and that they should respect their children’s wish to go to the front. He ended his argument by claiming that parents should accept their children’s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions, new ties”, but then he talks about dying “young and happy”, “without having the ugly sides of life, the boredom of it, the pettiness, the bit terness of disillusion”. The latter statement overlooks the good sides of life mentioned in the former one. His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion that parents should not grieve over their children’s death. Therefore, the reason he gave for not grieving was unconvincing.His pause and hesitation in the middle of the sentence “Our sons are born because…well, because they must be born” might be see n as a revelation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out “Our sons are born because we love them”. He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties”, he was referring to theelements of youthful life that were more alluring to young people than their parents’ affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy. On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man’s feeling for the “Country” was more likely to be a clichéconveniently used to advance his argument, for he used the “if” clause instead of stating it as a matter of course. This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country”, as he repeatedly spoke of “decent boys” that chose to fight for their cou ntry. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son’s death.(5) The reasons offered by the fat man when he said a young man could die happywere poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement, but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father’s words. On the one ha nd, he might be able to understand his father’s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6) The question is considered “silly” and “incongruous” from the passengers’ pointof view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman’s question was abrupt and unexpected.This point of view has an emotional effect that reinforces the fat man’s loneliness.He had to battle with his emotional turmoil all on his own, with all the other people believing he was coping really well.(7) All these four definitions are common denotations of the word patriotism, which isa controversial notion. It is morally valuable, for it can arouse noble sentiments ofheroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sacrifice their personal interest for the “greater good” that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you’re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, I’ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives.I knew little about the enemies we killed, but I did know that some time before they had been allies with us. It is most likely that they, just like us, are innocent, naïve young people with an enthusiasm for heroic action.I used to say it would be a bliss to lay down my life for the Country. I still think so, but for a different reason. I never know when exactly I will get killed, but to be killed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get killed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I can never come back again.Your loving sonLanguage Enhancement5.(1) Pirandello employs the linear structure in the story, and develops the plot mostlythrough conversation. He includes so much conversation probably because he intends to “show more than tell”, to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author’s narrative style can be characterized as internal focalization that places the woman at the center of consciousness. He describes the woman’s feelings and thoughts in great detail, while characterizing other passengers through external depictions. (2) The words that describe feelings and emotions include “sad” (Paragraph 6), “indistress” (Paragraph 18), “deep sorrow” (Paragraph 24), “harrowing, heart-breaking, uncontrollable sobs” (Paragraph 24), etc. Besides the use of adjectives, Pirandello builds up emotional intensity by delineating the gloomy setting (“stuffy and smoky second-class carriage” in Paragraph 2). Als o, he does so by describing each character’s gestures and facial expressions. For example, the woman is portrayed as a pitiful sight, “twisting and wriggling, at times growling like a wild animal” (Paragraph 8), and the fat man “shook his light fawn coat” as to show he did not wear mourning, and “his livid lip over his missing teeth was trembling, his eyes were watery and motionless, and soon after he ended with a shrill laugh which might well have been a sob” (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals (take Grandfather Gao’s funeral in Ba Jin’s Family for example). It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu’s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father’s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one’s close relations. Upon Old Earnshaw’s death in Wuthering Heights, for example, each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler’s grave was visited by the Jews whose lives he had saved. In “Thoughts on a Visit to an Ancient Battlefield”, Li Hua depicted scenes in which the dead soldiers’ families placed offerings and poured wine over imaginary graves while contemplating the distant horizon in tears (“布奠倾觞,哭望天涯”). There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers’ families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld (“吊祭不至,精魂何依”). Tomb-visiting is also an effective w ay to cope with one’s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji, hero of Jin Yong’s Heaven Sword and Dragon Saber, visited his parents’ grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father’s cemetery to assuage her emotional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O’Hara was prohibited from wearing colorful clothing and dancing in public after her husband’s death, which was suffocating for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2. 元缜《遣悲怀(其一)》谢公最小偏怜女,自嫁黔娄百事乖。

大学英语思辨教程3unit3参考答案

大学英语思辨教程3unit3参考答案

大学英语思辨教程3unit3参考答案大学英语思辨教程3 Unit 3 参考答案阅读理解部分阅读理解11. 问题:文章主要讨论了什么主题?答案:文章主要讨论了全球化对教育的影响。

2. 问题:作者认为全球化如何影响教育?答案:作者认为全球化促进了教育资源的共享,但同时也带来了文化同质化的风险。

3. 问题:文章中提到的“教育的本土化”是什么意思?答案:“教育的本土化”指的是在全球化背景下,教育应注重保持和发扬本土文化特色。

4. 问题:作者对全球化持怎样的态度?答案:作者对全球化持审慎乐观的态度,认为应积极利用全球化带来的机遇,同时警惕其潜在的负面影响。

5. 问题:文章最后提出了哪些建议?答案:文章最后建议教育者应培养学生的全球视野,同时加强本土文化的教育。

阅读理解21. 问题:文章讨论了什么现象?答案:文章讨论了社交媒体对人际关系的影响。

2. 问题:作者认为社交媒体如何改变了人们的交流方式?答案:作者认为社交媒体使人们的交流更加便捷,但同时也可能导致面对面交流的减少和人际关系的表面化。

3. 问题:文章提到了哪些社交媒体的负面影响?答案:文章提到了社交媒体可能导致隐私泄露、网络暴力和信息过载等负面影响。

4. 问题:作者对社交媒体持怎样的态度?答案:作者对社交媒体持批判性的态度,认为人们应该意识到其潜在的危害,并合理使用。

5. 问题:文章提出了哪些应对社交媒体负面影响的建议?答案:文章建议人们应该限制社交媒体的使用时间,提高信息筛选能力,并加强现实生活中的人际交往。

词汇与语法部分词汇练习11. 问题:根据上下文,选择正确的词汇填空。

答案:- The company is undergoing a transformation to adapt to the new market conditions.- She has a passion for art that is evident in her work. - The innovations in technology have revolutionized the way we live.语法练习11. 问题:选择正确的语法结构完成句子。

大学思辨英语教程 精读1Unit 3教师用书

大学思辨英语教程 精读1Unit 3教师用书

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

大学英语精读3unit3教案

大学英语精读3unit3教案

一、课题大学英语精读3 Unit 3二、教学目标1. 掌握本单元的核心词汇和短语,提高词汇量。

2. 理解文章的主题和结构,提高阅读理解能力。

3. 学习并运用本单元的语法知识,提高语言表达能力。

4. 培养学生的批判性思维和独立思考能力。

三、教学重点与难点1. 教学重点:- 理解文章的主题和结构。

- 掌握本单元的核心词汇和短语。

- 学习并运用本单元的语法知识。

2. 教学难点:- 理解文章的深层含义。

- 正确运用语法知识进行写作。

四、课时安排2课时五、教学过程第一课时1. 导入新课- 简要介绍本单元的主题,激发学生的学习兴趣。

2. 预习新课- 学生快速阅读课文,了解文章大意。

3. 词汇教学- 教师讲解本单元的核心词汇和短语,并引导学生进行练习。

4. 阅读理解- 教师引导学生分析文章结构,理解文章主题。

- 学生回答问题,检验阅读理解效果。

5. 语法讲解- 教师讲解本单元的语法知识,并进行示例分析。

6. 练习巩固- 学生进行相关练习,巩固所学知识。

第二课时1. 复习巩固- 学生回顾上节课所学内容,教师进行提问。

2. 语法运用- 学生运用所学语法知识进行写作练习。

3. 课堂讨论- 教师引导学生就文章主题展开讨论,培养学生的批判性思维。

4. 总结归纳- 教师对本单元内容进行总结,强调重点和难点。

5. 作业布置- 布置相关作业,巩固所学知识。

六、教学评价1. 课堂表现:观察学生在课堂上的参与度、回答问题的情况。

2. 作业完成情况:检查学生作业的正确率和完成情况。

3. 考试成绩:通过考试检验学生对本单元知识的掌握程度。

七、教学反思本教案旨在通过多种教学手段,帮助学生掌握大学英语精读3 Unit 3的知识。

在教学过程中,教师应注重激发学生的学习兴趣,培养学生的阅读理解能力和语言表达能力。

同时,关注学生的个体差异,因材施教,提高教学质量。

大学英语精读第三册教案三单元Unit-3-Why-I-Teach

大学英语精读第三册教案三单元Unit-3-Why-I-Teach
大学英语精读第三册教案三单元Unit-3-WhyI-Teach
Unit 3 Why I Teach
1. Warm-up questions
1) Would you like to be a teacher? Why orБайду номын сангаасwhy not?
2) 2) What are the advantages of being a teacher, what are the disadvantages?
notes
MonywghiraltfrIiesanydinccolmassp!elled
me
to
me
Whhye, trhmeno, tdhoeIr.teach?
reflection: n.
Chinese
12..映 反I映像t,e倒 3a.c深影h思b;ec考a虑us;e I like the pace of the
I hope this will convince you to change your mind.
The lawyer tried to convince the jury陪审团 of his client’s当事人 innocence.
Chinese
compel vt. 强迫, 使不得不
Nor do I teach because I think I know
Chinese
leave out 遗漏, 省略, 删去; 未顾及, 忽略
I’vSaenodmteacahcdahelilneagnglgiesi,vteaosnfdmneathmpeaecoesp, p—aonrdtIuhvnaoitrpyieettyo,
I hkaevepeno’tnleleftaranninygone out.

大学英语精读第三版第二册教案Unit3学习资料

大学英语精读第三版第二册教案Unit3学习资料

大学英语精读第三版第二册教案U n i t3Unit Three My First Job一. Key Words1. apply : vi.a) ask officially for, esp by writingE.g. Last year he applied to return to his own village.He applied to the boss for promotion.b) <derivative> applicant : (n.) person who appliesE.g. There are many applicants for the post.c) <derivative> application (n.)E.g. His application was rejected.2. interview : n. & v.a) meeting between the employer and applican6s for the postE.g. Interview is the time not only for the employer to select future employees, but also for the applicants to know more about the post.b) meeting with sb. for discussion, conference, etc.E.g. It is my greatest honor to be granted an interview by Your Majesty.c) have or obtain an interview withE.g. Who do you think is the most promising of all the applicants you have just interviewed?3. depress : v.a) make sadE.g. She was so depressed by the rain that she had to drink a lot of coffee.b) press, push or pull downE.g. If you depress the button there, a robot will come out to serve tea.c) make lowerE.g. Drugstores are forced to close down because they cannot afford to depress prices assupermarkets constantly do.4. disapproval : n.a) unfavorable opinion or feeling, dislikeE.g. The audience express disapproval of the actors by booing.b) <derivative> disapprove : (v.) think or say sth. is badE.g. The teacher disapproved of students' talking in class.5. undo : vt.a) untie, unfastenE.g. He undid his tie as soon as he walked out of the office building.b) cancel, bring back the state of affairs that existed beforeE.g. The new President undid many rules set up by the former President.6. attach : vt.a) (to) fasten or join (sth) to sth.E.g. They attached a photo to application papers.b) give (importance) toE.g. The factory attaches great importance to quality control.7. rangea) (vt.) vary between certain limitsE.g. The dressed range in price from 20 to 90 dollars.b) (n.) limits between which sth. variesE.g. He has a wide range of interests.8 dismaya) (vt.) fill (sb.) with fear and hopelessnessE.g. We were dismayed by the violence of his reaction.b) (n.) state of being dismayedE.g. To our dismay, our new car was missing.9. competent: a.a) completely skillful, good at doing sth.E.g. I don't think he is competent to drive such a long bus.We found he was competent for the post.Although he has had a long training, he is still not very competent at it.b) <derivative> competence (n.)E.g. George drives with competence.10. protesta) (v.) (against, about) express a strong objectionE.g. All the local farmers protested against the new airport being built on rich farmland. b_ (n.)E.g. People made a protest about the rise in price.11. prospect : n.a) view, sceneE.g. The prospect from the mountain was grand.b) sth. that one expect or consider is going to happen, mental viewE.g. He was excited by te prospect of owning his own house.c) possibility that sth. will successE.g. I se no prospect of his success.d) (pl.) chances of success in the futureE.g. At the end of the interview, the applicant asked about promotion prospects and other examinations he could take to go ahead and so on..12. indignity: n.a) injury to one's dignity, insultE.g. The man felt it an indignity to work under a young woman.b_ <derivative> dignity : (n.) quality that deserves respectE.g. He lost his dignity by losing his temper in public.二. Useful Phrases1. be short of : have not enough, be in want ofE.g. It was obvious that this young man was rather short of teaching experience.2. as a result : thereforeE.g. The girl did not work hard enough and she failed the exam as a result.3. smell of : give out the smell or scent ofE.g. The garden smells of roses.4. attach importance to : consider important, treat as importantE.g. Our teacher attached great importance to listening comprehension.5. have in common : share together or equallyE.g. Though they are twins, they have few interests in common.6. consist of / ina) (of) be made up (of)E.g. This apartment consists of three bedrooms, a living room, a bathroom and a kitchen.b) (in) have as the chief elementE.g. Happiness consists in being contented with what one has.7. in turn : one after anotherE.g. Each man stood up in tun and spoke .三. Warm-up Questions and Introductory Remarks1. Warm-up Questions(1) Have you had the experience of being interviewed?(2) What is an interview?(3) For what purpose is an interview needed?2. Introductory Remarks---Everyone wants to find a good job. What's the procedure for job hunting then? This text tells a true story of a young man, the first job he applied for, and the first job interview he experienced. Let's see what happened and what we can learn from it.四. Language Points and Question for Discussion(一) Lines1--51. Language PointsI saw advertised in a local newspaper a teach ing post… = I saw a teaching post… advertised in a local newspapera) As the direct object "a teaching post" has a lengthy modifier, it needs to be postponed in order that the whole sentence has "end weight".E.g. We heard from his own lips the story of how he had been caught in a trap for days without food.I applied, fearing as I did so, that without a degree… my chances of getting the lob were slim.a) <structure> "Fearing… the job were slim" is adverbial, modifying "applied"; "That clause" is the object of "fear".; "as I did so" is adverbial clause, modifying "fearing".b) chances : possibility (when used in front of a sentence, it should be in pl. form.)E.g. Chances are that he has arrived w3ithout our knowledge.There is chance that he will win the game.2. Questions for Discussion(1) What information do you get from this paragraph?---We know the time the story took place, the way the author noticed the teaching postwas availableand the reasons he applied for it.(2) What does it mean "My chances of getting the job were slim"?---There was little likelihood that he could get this job.(3) Do you think it a wise decision to get a job before entering university?---It is a chance to come into contact with the workplace, to earn your pocket money, but it also takes up time that could be used for reading and studying.(二) Lines 6--101. Language Pointsa ten-minute bus ride = (it took) ten minutes to get there by busE.g. a 15-minute drive : a one-month training courseAs a result I arrived on a hot June morning too depressed to feel nervous. = Therefore when I got to the school on a hot morning in June I was in such low spirits that I did not and could not feel any anxiety of fear at all.2. Questions for Discussion(1) Why does this paragraph begin with "however"?---He has not expected to be asked for an interview.(2) What does it mean to be asked for an interview?---There is hope that one will get the jib.(3) What do you think may be the factors that make people feel depressed besides a long and awkward journey?---They may be spiritual, such as, difficulty, suffering, being homesick, frustration…They may be physical, such as, illness, hunger, tiredness, sleepiness…(三) Lines 11--131. Language Points…they struggled to survive the dust and the fumes from a busy main road. = …the evergreen shrubs tried hard to stay alive in the dust and fumes from a main road with very busy traffic.2. Questions for Discussion(1) What's the picture in your mind when you read the description of the school?---It's not a nice school. It is quite plain and in a very busy place.(2) What do you think are the favorable surroundings that a school should be in?---A school should be located in a quite and peaceful place away from pollution and distractions, with its building in pleasant surroundings, so that students can concentrate on and enjoytheir studies.( 四) Lines 14--281. Language PointsHe looked at me with an air of surprised disapproval. = He looked at me in disapproval that was mixed with surprise.…fixing me suddenly with his bloodshot eyes. = suddenly staring at me with eyes that were red from sleepless or heavy drinking.2. Questions for Discussion(1) How does the description of the headmaster's appearance and behavior, the inside of the school impress you?---Unpleasantly. It's poor, plain and dirty.(2) What do the "bloodshot eyes" remind you of?---Perhaps drinking, sleeping little, illness, etc.(3) Why did he respond by mumbling?---He felt uncertain whether his point of view appealed to the headmaster or not.(4) Why did the headmaster grunt?---He seemed dissatisfied with the boy's answer.(5) Do you think games are a vital part of children's education? Why or why not?---Scientific research has shown that playing games can stimulate children's imagination and make them active, and studying in games is a much more effective and suitable way to develop children's personality. On the other hand, nobody should be forced to play games if they are really not interested in them.( 五) Lines 29--381. Language PointsMost of my friends would be enjoying leisure at that time. = most of my friends would be free on Saturday afternoons, doing whatever they liked.2. Questions for Discussion(1) What do you think of the teaching set-up? Do you think it's normal?---In some villages in our country, it is still the case. It was caused by the poor conditions in the school, meanwhile it would challenge a teacher's abilities, skills and patience.(2) How do the children enjoy leisure?---Feel free, relax, do what they like to do, play, yell, etc.(六) Lines 39--431. Language PointsThis was the last straw. = This was really the worst coming to the worst and too much to put up with.2. Questions for Discussion(1) Was the salary negotiable?---No . Before he could protest, the headmaster got to his feet and asked him to meet his wife.(2) What does the last paragraph imply?---The boy wouldn't take the job.(3) Do you think that working under a woman is an indignity?---No, men and women enjoy equal rights.(4) Why did the headmaster want to hire such an inexperienced teacher?---He had little money to offer, and probably had not been able to hire anyone else.五. Summary Questions and Concluding Remarks1. Summary Questions(1) What was the procedure followed by the boy in looking for a jib?---a).He saw a teaching post advertised in a local newspaper.b).He wrote to the school to apply for the jib.c). The school wrote him back and asked him for an interview.d). During the interview , he was asked many questions, both personal and professional, and meanwhile, he learnt a lot about the school.e). He made his decision: to refuse the jib.(2) What factors helped to bring about the boy's refusal?---a) The school was very far away and it was inconvenient for him to get there.b)Its surroundings were dirty and noisy.c) The headmaster didn't make a good impression on him, and they had very little in common.d) The teaching set-up filled him with feat.e) He couldn't negotiate the salary offered by the school.f) The last reason was that he considered it an indignity to work under a woman.2. Concluding Remarks---This interview that took place in the story was a very peculiar one. In actual life, an interview is usually a two-way conversation. When you apply for a job, you must try to give the employer a good impression by writing a decent application letter and a full resume. If asked for an interview, you should mind your dress, manners and language. Meanwhile you should also pay attention to the job environment, working condition and the like to see if they are suitable for you.。

大学英语精读3第三课fruitful questions PPT

大学英语精读3第三课fruitful questions PPT

New Words (cont.)
Compel: To force, drive, or constrain 下雨使我们不得不待在室内。 The rain compelled us to stay indoors. Freshman: student in his first year at a college. Cf. sophomore, junior, senior Run-down: old and broken or in bad condition Repay: pay back (money, etc.) Switch: To shift, transfer, or divert They switched the conversation to a lighter subject
profession: job that needs formal qualifications after training, e. g. law, medicine, teaching, acting. —Jeanne has decided on law as her profession. She wants to become a civil rights lawyer and help the poor. —我是一个大二学生,但是我不知道什么职业最适合 我。 As a sophomore, I still don’t know what profession would suit me best.
I didn‟t want to be a candidate for an administrative position, such as the president or vice-president of a university, the dean of a college, the chairman of a department, etc. Administrative: of or involving the management of public or business affairs — Your responsibilities will be mainly administrative. — 她纯粹做行政工作。 She will do purely administrative work.
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Unit 3 Bereavement and GriefPreparatory Work(1) According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the “theatre within the theatre” in the play Seipersonaggi in cercad’autore(1921; Six Characters in Search of an Author), he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeabl e human personality” (Britannica). “War” reflects this style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers’ anxious, grieving pare nts.(2) The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world’s economic great powers assembled in two opposing alliances, the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (Willmott 15). It is generally believed by historians that World War I was “virtuall y unprecedented in the slaughter, carnage, and destruction it caused” (Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3) Common symptoms of grief caused by bereavement include wistfulness, lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kübler-Ross, people who have lost someone close usually go through five emotional stages: denial, anger, bargaining, depression and acceptance.(4) Luigi /luˈidʒi/Perandello/ˌpɪrənˈdɛloʊ; Italian ˌpi rɑnˈdɛllɔ/Fabriano/Italian ˌfabriˈaˌno/Sulmona /Italian sulˈmona/Critical ReadingI. Understanding the text1.(1) Their argument was about what attitude parents should take towards their childrengoing to war and killed in action. Of the passengers, the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2) In Paragraphs 15 and 16, he is described as a “fat, red-faced man with blood-shoteyes of the palest gray”, who was “panting”, and “from [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardl y contain”. In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, described to be “bulging, horribly watery light grey”.These physical traits might suggest that the fat man was in poor health, and was grief-stricken by his son’s death.(3) The woman asked the question of the fat man because she was awed by his stoicresponse to his son’s death. She found it extremely diff icult to cope with her anxiety over her son’s departure for the front, and wished to confirm the fat man’s feelings so that she might derive some strength from his example. She was the one who asked the question, rather than one of the other passengers, because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man. The fat man reacted strongly to this question, stupefied, brought into painful awareness of his son’s death, and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son’s death as he claimed, had been desperately rejecting this horrible idea.2.(1) F(2) F(3) T(4) T3.(1) D(2) A(3) AII. Critiquing the Text(1) Instead of giving direct description of war action, the story depicts the emotionalturmoil on the part of the soldiers’ parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss.(2) The fat, red-faced man started his part of the argument by putting a stop to theother passengers’ debate over the correlation between the intensity of the parents’ anxiety and the number of children they have on the battlefield. He insisted that parents gave life to their children not for their own benefit, and that they should r espect their children’s wish to go to the front. He ended his argument by claiming that parents should accept their children’s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions, new ties”, but then he talks about dying “young and happy”, “without having the ugly sides of life, the boredom of it, the pettiness, the bitterness of disillusion”. The latter statement overlooks the good sides of life mentioned in the former one. His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion that parents should not grieve over their children’s death. Therefore, the reason he gave for not grieving was unconvincing.His pause and hesitation in the middle of the sentence “Our sons are born because…well, because they must be born” might be seen as a rev elation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out “Our sons are born because we love them”. He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties”, he was referring to theelements of youthful life that were more alluring to young people than their parents’ affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy. On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man’s feeling for the “Country” was more likely to be a clichéconveniently used to advance his argument, for he used the “if” clause instead of stating it as a matter of course. This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country”, as he repeatedly spoke of “decent boys” that chose to fight for their country. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son’s death.(5) The reasons offered by the fat man when he said a young man could die happywere poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement, but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father’s words. On the one hand, he might be able to understand his father’s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6) The question is considered “silly” and “incongruous” from the passengers’ pointof view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman’s question was abrupt and unexpected.This point of view has an emotional effect th at reinforces the fat man’s loneliness.He had to battle with his emotional turmoil all on his own, with all the other people believing he was coping really well.(7) All these four definitions are common denotations of the word patriotism, which isa controversial notion. It is morally valuable, for it can arouse noble sentiments ofheroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sa crifice their personal interest for the “greater good” that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you’re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, I’ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives.I knew little about the enemies we killed, but I did know that some time before they had been allies with us. It is most likely that they, just like us, are innocent, naïve young people with an enthusiasm for heroic action.I used to say it would be a bliss to lay down my life for the Country. I still think so, but for a different reason. I never know when exactly I will get killed, but to be killed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get killed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I can never come back again.Your loving sonLanguage Enhancement5.(1) Pirandello employs the linear structure in the story, and develops the plot mostlythrough conversation. He includes so much conversation probably because he intends to “show more than tell”, to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author’s narrative style can be characterized as internal focalization that places the woman at the center of consciousness. He describes the woman’s feelings and thoughts in great detail, while characterizing other passengers through external depictions. (2) The words that describe feelings and emotions include “sad” (Paragraph 6), “indistress” (Paragraph 18), “deep sorrow” (Paragraph 24), “harrowing, heart-breaking, uncontrollable sobs” (Paragraph 24), etc. Besides the use of adjectives, Pirandello builds up emotional intensity by delineating the gloomy setting (“stuffy and smoky second-class carriage” in Paragraph 2). Also, he does so by describing each character’s gestures and facial expressions. For example, the woman is portrayed as a pitiful sight, “twisting and wriggling, at times growling like a wild animal” (Paragraph 8), and the fat man “shook his light fawn coat” as to show he did not wear mourning, and “his livid lip over his missing teeth was trembling, h is eyes were watery and motionless, and soon after he ended with a shrill laugh which might well have been a sob” (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals (take Grandfather Gao’s funeral in Ba Jin’s Family for example). It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu’s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father’s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one’s close relations. Upon Old Earnshaw’s death in Wuthering Heights, for example, each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler’s grave was visited by the Jews whose lives he had saved. In “Thoughts on a Visit to an Ancient Battlefield”, Li Hua depicted scenes in which the dead soldiers’ families placed offerings and poured wine over imaginary graves while contemplating the distant horizon in tears (“布奠倾觞,哭望天涯”). There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers’ families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld (“吊祭不至,精魂何依”). Tomb-visiting is also an effective way to cope with one’s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji, hero of Jin Yong’s Heaven Sword and Dragon Saber, visited his parents’ grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father’s cemetery to assuage her emotional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O’Hara was prohibited from wearing colorful clothing and dancing in public after her husband’s death, which was suffocat ing for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2. 元缜《遣悲怀(其一)》谢公最小偏怜女,自嫁黔娄百事乖。

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