新編大學英語綜合教程1-unit3

Unit3MoreThanWordsIn-ClassReadingCommunicationWithoutWords不用話語的交流1當你學一門外語時，你要學的不僅僅是詞匯和語法。要想成功地進行交談，你還必須學習該種文化的非言語性語言，或者說“肢體語言”?！爸w語言”是用來描述那些可以傳遞信息的臉部表情、手勢以及其他身體動作的術(shù)語。這種交流方法非常重要，實際上我們用動作表達的信息比用言語表達的信息還要多。2有時候我們發(fā)現(xiàn)說一門外語很困難，因為我們可能不了解另一種文化的非言語信號，或者說那些信號在我們自己文化中的含義可能迥然不同。例如，在世界上不同的地方，上下點頭就傳遞不同的信息。在北美，該動作表示“我同意”。在中東，向下點頭表示“我同意”，而向上抬頭表示“我不同意”。日本人談話的時候這個動作通常只是表示“我正在聽”。一位在美國的日本學生好不容易才了解了其中的差異。在和一位推銷員說話的時候，這位學生禮貌性地點頭，表示他在注意聽著。結(jié)果，第二天那位推銷員就將一臺嶄新的洗衣機送到了他的公寓。3目光接觸所表達的含義也很豐富，但是，在不同的文化中，它表達的意思也不同。在一些講西班牙語的國家，孩子們在與年長者談話時不直視對方的眼睛，以表示尊重。而在其他國家，別人則期待你看著他的眼睛。例如，如果你在美國不這么做的話，人們會以為你害怕、尷尬或者生氣了。4世界上很多地方都用兩種基本的手勢來招呼別人朝自己走過來。在亞洲,人們把手指朝下微曲，做擺手的動作，而有些北美人則用該動作向孩子們道別。北美人用類似的手勢招呼別人走過來，但是他們的手指是向上彎曲。去國外參觀的人必須了解這種差別，否則就會傳遞錯誤的信息。5我們在談話時與對方保持的距離同樣也是交流的一個重要方面，雖然我們很少想到這一點。通常，北美人比拉丁美洲人和中東人更喜歡彼此間距離大一點。在國際會議上，談話的兩個外交官可能會慢慢地從房間的這一頭移到那一頭，其中一個想竭力拉大彼此間的距離，而另一個則想竭力縮短這一距離。通常，喜歡距離大點兒的那個人往往退到背靠墻，無路可退為止，他(拉大距離)的努力也以失敗告終。6盡管我們花了許多年時間來學習一門外語，如果我們不了解該文化的非言語性語言和得體的舉止的話，就會產(chǎn)生誤解。如果我們不知道應該握手還是鞠躬，什么時候坐著，什么時候站著，在不熟悉的場合應該有什么樣的舉止，那么我們就沒有真正具備用外語交流的能力?；蛟S在讀、寫、說、聽四項傳統(tǒng)的交流技能之外還應該加上第五項技能：文化意識。After-ClassReadingHowtoTalktoAnyone,Anytime,Anywhere如何同任何人在任何時間、任何場合交談1善于交談是生活中的一大樂趣，還能給生活帶來一些巨大的回報。有時候這并不是件容易的事。但是，你練習得越多，就越善于交談。如果你希望能夠和任何人在任何時間和任何場合交談，你需要牢記六個要素。2首先，你說的話無需精辟到值得讓人引用。很多時候，別人并不期待你說出雋語。他們也不會等著把你所說的話錄下來。因此，盡管開口講話吧。希望你的談吐有趣，足以吸引聽眾。3第二，正確的態(tài)度——交談的愿望——是成為一個能說會道者的根本。與人交談時盡量熱情些。別人也會對你的熱情做出積極的反應，而且你會發(fā)現(xiàn)自己的確也變得滿腔熱情。另一方面，如果你與他人交談時缺乏熱情，他們也很容易發(fā)現(xiàn)，從而做出消極的反應。4第三點要記住的是要輪流說話。仔細傾聽會使你變得更善于交談。交談中好的提問也是出色交談者的標志。傾聽是每個人學習的一種方式。學到的越多，你為自己成為一名優(yōu)秀交談者所做的準備就越充分。5第四個要點是應該努力開闊眼界。最優(yōu)秀的交談者能夠談論日常生活之外的事情和經(jīng)歷。你可以通過旅游拓寬你的世界，但也可以足不出戶就做到這一點。當然，你可以通過閱讀學習。但是，要記住的一個要點是，那些與你背景不同的人可以開闊你談話的內(nèi)容和拓展你的思維。6第五點要記住的是，嚴肅的談話時間不應過長。幽默感很有用，有時講個和自己有關(guān)的小笑話會使談話輕松起來。7最后，與人交談要真誠。你應該對你的交談對象坦率、誠實，正如你也希望他們這樣對待你一樣。你要樂意告訴他們你的背景以及個人好惡。這是談話中互相理解、平等交換的一個重要方面，一個了解別人和讓別人了解自己的重要方面。坦誠示人，這樣準沒錯。8無論你和一個人交談還是和許多人交談，規(guī)則都是一樣的，都是為了建立聯(lián)系。只要表現(xiàn)出你的同情心、熱情和傾聽的愿望，你就一定會成為一名談話大師。課內(nèi)閱讀練習答案PartOnePreparation1.WhyAreYouSpeaking?STEPONESample1?Ayoungmanandayoungwomanarelookingatapainting.Themanisputtinghisarmaroundthewoman.Theyseemlikeacouple.Thepaintingshowsaveryromanticscenewithacastleandayoungcouplewholooklikeaprinceandprincess.Theyarefacingeachotherandholdingeachother’shandasifsaying“Iwillloveyouforever”.lThemanisexpressinghisfeelingsorhope.Ithinkhemustbeinlovewiththiswoman,sohewantstogivethewomansomehints,wishingthatheandthewomancoulddeveloparelationshipasintimateasthetwointhepainting,getmarriedandlivehappilyeverafter.2?Twoboysarefighting,onelyingfacedownonthefloorandtheothersittingonhim.Theonewhoissittinghasascaronhisface.Theymusthavefoughtwitheachotherfiercely.Theyoungwomanwholookslikeamotherisholdingoneoftheboy’shandsandsays:“That’sverynaughty!”lSheiscriticizingthechildren’sbehaviorandhopesthattheywouldnotdothisagain.3?Twopeoplearestandingneartosomethingwhichlookslikearockoraparcel.Thewomanisasking:“Whatdoyouthinkitis?”lSheiscuriousandisaskingabouttheman’sidea.4?Anoldmanislyinginthebed.Heseemstoneedsomerestorsleep.Butalittleboywearingapairofdarkglassesisplayinginhisroom.Theboyissquattingneartheoldman’sbed,holdingagunandpointingitathim.Theboy’smouthisopenasifimitatinggunshots.lHeaskstheboynottodisturbhim.Hemustbesomewhatunhappy.STEPTWOSamplelTogreetpeople.“Gladtomeetyou.”lToaskfordirections.“Couldyoutellmewheretherailwaystationis?”lTomakeaninvitation.“I’dlikeyoutocomeandhaveteawithusonFriday.”lTomakearequest.“CouldIaskyoutowritehimaletter?”lTomakeaninquiry.“Doyouknowtheassignmentfortoday’sEnglishclass?”lToapologize.“Forgivemeforbeinglate.”lToaskforpermission.“MayIuseyourdictionary?”lToexpressthanks.“Ireallydon’tknowhowIcanthankyouenough.”PartTwoReading-CenteredActivitiesIn-ClassReadingPost-ReadingReadingComprehension11Introduction(Para.1)Bodylanguage/non-verballanguageisalsoanimportantmeansofcommunication.2Communicatinginaforeignlanguagecanbedifficultifwedon’tunderstandthenon-verbalsignalsofthatculture.(Para.2-5)Forexample,Athegestureofnoddingthehead(upanddown),(Para.2)Beyecontact,(Para.3)Cthesignofwavingthehand,(Para.4)Dpersonalconversationdistance.(Para.5)3Conclusion(Para.6)Tocommunicatesuccessfullyinaforeignlanguage,weneedtomasterafifthskill,culturalawareness.21Becausewemaynotunderstandthenon-verbalsignalsinitsculture,ortheymaymeansomethingdifferentfromwhattheymeaninourownculture.2Facialexpression,gestures,andothermovementsofthebodythatsendmessages.3BecausehethoughttheJapanesestudentwasexpressing“Iagreetobuythemachine”bynoddinghishead.4Peopleareexpectedtolookintotheotherperson’seyesduringaconversation.5TheAsianschoolboymaycomecloserinsteadofgoingaway.6Becausetheycomefromdifferentcountriesandpreferdifferentconversationdistances.7It’stheawarenessofdifferencesbetweendifferentcultures./It’stheawarenessofproperbehaviorindifferentcultures.3Sample1?Shakinghandsisthecustomaryformofgreetingallovertheworld.lHuggingandkissingwhengreetingarecommoninmostWesterncountries.lDisplayingtheindexandmiddlefingersintheshapeofa“V”means“victory”or“peace”.lThe“O.K.”gestureisusedtomean“O.K.”,“zero”,or“worthless”.lThethumbs-upgestureisusedtosay“Goodjob!”,“O.K.”or“Great!”lApersonmaypointtotheirnoseorchesttoindicatethemselves.lApersonmaypattheirheadtoshowthattheyarethinkinghard.lApersonmayshaketheirhandtosay“No!”lCrossingtheforefingerandthemiddlefingerhastwomeanings:a)wishingforgoodlucktohappen,b)I’mnottellingthetruth(oftendonewiththehandbehindthebacktohidecrossedfingersfromview).2?eatingwithyourlefthandinIndia;ltouchingsomeoneelse’sheadinIndia;lthe“O.K.”signinGermanyandBrazil;lhuggingorkissingastrangeroracquaintanceincountrieslikeChina;lthethumbs-upgestureinAustralia;lrestingthefeetontablesorchairsinFrance;lconversingwithhandsinpocketsinFrance;ltouchingorpointingatsomeonewithyourfeet;lUndernocircumstancesshouldyouindicate“O.K.”toaGermanusingyourthumbandforefingertoformacircle—thatwouldbeconsideredrude;lThethumbs-upsignisdownrightoffensiveinIranandmanyMiddleEastcountries;lInKorea,itisrudetoblowyournoseinfrontofpeople.Whentalkingtosomeone,keepyourhandsinfullview.Itisrudetokeepyourhandsbehindyourbackorinyourpockets;lInThailand,peoplepointtoanobjectwiththeirchins,nottheirhands;lInJapanandAmerica,itisunacceptablefortwoadultsofthesamesextoholdhandswhilewalkingtogether.Vocabulary11BAoneoftwoorthreeperiodsthattheschooloruniversityyearisdividedintoBawordorexpressionthathasaparticularmeaning,especiallyinatechnicalorscientificsubject2BAthemoneyorincomethatonehasBawayormethodofdoingorachievingsth.3AAagesture,soundoractionwhichisintendedtogiveaparticularmessageBaseriesofradiowaves,lightwaves,orchangesinelectricalcurrentthatmaycarryinformation4BAashortwrittenorspokennoteBthemostimportantideainabook,film,speech,etc.5AAonlyBinawaythatiseasytounderstand6AAtheactofcommunicationwithaperson,organization,country,etc.Bthestateoftouchingsth.7BAalongraisedmassofwatermovingacrossthesurfaceoftheseaBasignofgreetingmadebyraisingandmovingthehand8AAtheamountofarea,room,etc.thatisemptyoravailabletobeusedBtheareabeyondtheEarthwhereplanets,stars,moons,etc.,exist21gesture2signal3misunderstanding4behavedbow/5curls9contact610rarelyfacial711meansawareness8bowed12occurTranslation1Youwon’tgetthejobunlessyou’vegottheexperience.2IspentmostofmytimestudyingthedifferencesbetweenChineseandAmericancultures.3Thestatementissoclearthatitcan’tcauseanymisunderstanding.4Hewisheshecouldgivehermorehelpthanhedoes.5Remembertoinvitehertothebirthdayparty,orshewouldcomplain.6“Youhavetoadd$2,500forequipmentpurchase/buyingequipmenttothecost,”saidthedirector.7Itisimportanttobeawareofyourstrengthsandweaknessesandtheenvironmentyouarein.8Youwillsoonfindyourselfwithoutanyfriendsatallifyoukeeponbeingsorudetoeverybody.PartThreeFurtherDevelopment1.GrammarReview1.Idon’tknowwhethertogotothemovieorstayhometoplaycomputergames.2.Theyknew/knowwhentofollowtherulesandtoalter/changethem.3.Pleaseletusknowwhereandtowhomtosendthesebooks.4.Ihaven’tdecidedwhichcitytosettleinbecauseIhaven’tfoundajobIlike.5.Toher,it’simportanttoknowhowtoformherownviewsandnottorepeatothers’opinions.6.It’snotthatIdidn’twanttosayanythingbutIdidn’tknowwhattosaythatday.2.VocabularyReview1.expanded2.sign3.genuine4.reward5.fault6.horizons7.habit8.recognize3.ToBeaGoodListenerintheEnglishClassSTEPTWOSample1IshouldconcentratethroughouttheclassandasktheinstructortoexplainthingsIdon’tunderstandeitherinclassorafterclass.2IshouldasktheinstructortorepeatthequestionfirstandthendecidewhetherIcananswerthequestion.3IshouldnotdwellonwordsIdon’tknow.Instead,IshouldskipthemandkeepgoingsothatIwon’tmissthemainidea.4It’snaturalthatIhavesomedifficultiesinlistening.Ishouldn’tbesohardonmyself.5Ishouldpaymoreattentiontocontentthantosinglewords.Ishouldlistenformainideasandotherimportantinformation.6IshouldlearntointerprettheinformationinEnglish.7IshouldlistenthroughoutalessontogetthemessagesothatIknowwhattosaynext.Ineedn’ttakemyselftooseriously.8Ishouldaskthespeakertorepeatorexplaintheirwords.Idon’tthinkI’lllosefacebydoingso.9IshouldlistencarefullyandmakesurethatIunderstand.IshouldpayattentiontotheideaIwanttoexpress,notonlythewords.10Toimprovemylisteningskills,I’mgoingtodomorelisteningpracticeoutofclass.I’lllistentosomeEnglishsongs,news,andprograms.Pa