新標準大學(xué)英語綜合教程3UNIT2Active-reading2課件

MappingEmbarkationNavigationDestinationResourcesActivereading2ReadingtodifferentiateexpositorytypeofwritingUnderstandingtheeffectofgivingdifferentviewpointsthroughexpositorywritingActivereading2:MappingActivereading2:EmbarkationLesliePolesHartelySocialserviceScholarsandtheirresearchHeatherMontegomery

Ethnicgroups

QuotationfromL.P.HartleyHeatherMontgomeryteacheschildhoodstudiesattheOpenUniversity,UKHerresearchchildren’srightsandtherepresentationofchildrenininterdisciplinaryandinternationalperspectivesHerkeyideachildhoodissociallyconstructed;childhoodnotacceptedasacollectionofobviousfactsortaken-for-grantedbiologicaldevelopmentsWorkinpairsandseeifyouagreewithherkeyidea.Activereading2:

EmbarkationSocialserviceaseriesofservicesprovidedbyanationalorlocalgovernmentforpeoplewithsocialproblems.Itmayinterveneandbecomeinvolvedinasituationwhensocialworkersorotherprofessionalsdetectaproblem.Insomecaseswherethelawhasclearlybeenbroken,thismayincludeprosecutionandacasewillbetakentoacivilorcriminalcourt.Workinpairsanddiscusstherolesocialserviceplays.Activereading2:

EmbarkationLesliePolesHartley(1895-1972)anEnglishwriterhisbest-knownworkTheGo-Between,astoryaboutanoldmanlookingbackoverhislifewithnostalgiathefamouslinefromthenovel:“Thepastisaforeigncountry:Theydothingsdifferentlythere.〞Activereading2:

Embarkation他驚訝的是，Marcos的姐姐瑪麗安貌美熱情，她常帶他去市場購物。馬科斯出麻疹，不能陪Leo玩，Leo只好單獨玩。他無意中來到黑色農(nóng)場，農(nóng)夫Ted讓他帶一封信給瑪麗安，Leo非?？鞓?。他每給Marian送—次信，就能得到她感謝的微笑。Leo很愉快充當送信的人。Leo與退伍兵Wiscota交上了朋友，威斯康特常講故事給聽他。利奧發(fā)現(xiàn)Marian和Ted的信件是情書，并得知莫德斯利夫人要把女兒嫁給Wiscota時，就拒絕當送信的使者了。許多年過去了，Leo又來到馬科斯家，Marian孀居在家，她還是那樣漂亮熱情。她再次要求Leo做送信人，給她的孫子送信。QuotationfromL.P.Hartley

Workinpairs.Readthequotationanddiscusswhatfactorinfluencingchildhooditsuggests.

Thepastisaforeigncountry:Theydothingsdifferentlythere.Childhoodisastrangeland,faraway,withtheideathatcustomsandbehaviourinfluencechildhood.Itisdifferentfromthatofadults,andperhapsitalsoimpliesthatchildhoodisculturallydifferent.Activereading2:

EmbarkationTheFamishedRoadistheBookerPrize-winningnovelwrittenbyNigerianauthorBenOkri.Thenovel,publishedin1991,employsauniquenarrativestyleincorporatingthespiritworldwiththe“real〞worldinwhatsomehaveclassifiedasmagicalrealism魔幻現(xiàn)實主義.Othershavelabeleditanimistrealism萬物有靈論現(xiàn)實主義.Stillotherschoosetosimplycallthenovelfantasy奇幻文學(xué)literature.ThebookexploitsthebeliefinthecoexistenceofthespiritualandmaterialworldsthatisadefiningaspectoftraditionalAfricanlife.ThetermAnimismisderivedfromtheLatinanima,meaning"soul".Initsmostgeneralsense,animismissimplythebeliefinsouls.Inthisgeneralsense,animismispresentinnearlyallreligionsEthnicgroupsInuit

Fulani

Yanamam?

Workingroupsanddiscusshowmuchyouknowaboutthefollowingethnicgroups.Activereading2:

EmbarkationInuitageneraltermforagroupofculturallysimilarpeoplelivingintheArcticregionsofCanada,Greenland,RussiaandAlaska.MoreCanadianInuitActivereading2:

EmbarkationInuitCanadianInuitActivereading2:

EmbarkationFulanianethnicgrouplivingmostlyinWestAfrica

butalsospreadingthroughoutCentralandNorthAfricaFulanigirlFulanigirlFulanimenActivereading2:

EmbarkationYanamam?alargepopulationofnativepeopleinSouthAmerica.TheyliveintheAmazonrainforest,amongthehillsontheborderbetweenBrazilandVenezuelaYanomam?AshEatingYanomam?girlActivereading2:

EmbarkationScholarsandtheirresearchLocatingthescholarsMatch-upSpottingtheauthorsActivereading2:

EmbarkationLocatingthescholarsAlmaGottliebBarbaraEhrenreichBenOkriDeirdreEnglishHelenMortonLeeJeanBriggsMichelleJohnsonNapoleonChagnonPara7Para3Para3Para7Para6Para5Para8Para9Scanthetextandspotwhereyoucanfindthescholars.Activereading2:

EmbarkationSpottingtheauthorsMoreActivereading2:

EmbarkationWorkinpairsandspottheauthors.SpottingtheauthorssocioculturalanthropologistspecialisinginreligionandritualinWAfricaActivereading2:

EmbarkationMichelleJohnsonMatch-upToday,afouryearoldwhocantiehisorhershoesisimpressive.Incolonialtimes,four-year-oldgirlsknittedstockingsandmittensandcouldproduceintricateembroidery:Atagesixtheyspunwool.Agood,industriouslittlegirlwascalled'Mrs’insteadof'Miss'inappreciationofhercontributiontothefamilyeconomy:Shewasnot,strictlyspeaking,achild.BarbaraEhrenreich&DeirdreEnglishaboutchildhoodsinUStodayandthoseoftheAmericancolonialperiod,Paragraph3Matchthescholarswiththeirideas.MoreActivereading2:

EmbarkationMatch-upShehasworkedwiththeInuitoftheCanadianArcticandhasdescribedhow,withinthesecommunities,growingupislargelyseenasaprocessofacquiringthought,reasonandunderstanding(knowninInuitasihuma).JeanBriggsabouttheInuitofCanadianArctic,Paragraph5Matchthescholarswiththeirideas.MoreActivereading2:

EmbarkationMatch-upThechildrenareseenasbeingclosertomadpeoplethanadultsbecausetheylackthehighlyprizedqualityofsocialcompetence.Parentsbelievethatsocialcompetencecanonlybeachievedthroughdisciplineandphysicalpunishment,andtreattheirchildreninwaysthathaveseemedveryharshtooutsiders.HelenMortonLeeaboutthechildrenonthePacificislandofTonga,Paragraph6Matchthescholarswiththeirideas.MoreActivereading2:

EmbarkationMatch-upTheBengbelieveinaspiritworldwherechildrenlivebeforetheyarebornandwheretheyknowallhumanlanguagesandunderstandallcultures.AlmaGottliebaboutWestAfrica,Paragraph7Lifeinthespiritworldisverypleasantandthechildrenhavemanyfriendsthereandareoftenveryreluctanttoleaveitforanearthlyfamily.BenOkriaboutaspiritchild’sjourneybetweenthespiritandtheearthlyworld,Paragraph7Matchthescholarswiththeirideas.MoreActivereading2:

EmbarkationMatch-upBytheageoffour,girlsareexpectedtobeabletocarefortheiryoungersiblings,fetchwaterandfirewoodandbytheageofsixwillbepoundinggrain,producingmilkandbutterandsellingthesealongsidetheirmothersinthemarket.MichelleJohnsonabouttheFulaniofWestAfrica,Paragraph8Matchthescholarswiththeirideas.MoreActivereading2:

EmbarkationMatch-upBoysandgirlsgrowupdifferentlyincomparisonwithotherpartsoftheworld.Agirlisexpectedtohelphermotherfromayoungageandbytheageoftenwillberunningahouse.Bytheageof12or13sheisprobablymarriedandwillhavestartedtohavebabies.Boysontheotherhand,havefarfewerresponsibilities.Theydon'tmarryuntillaterthangirlsandareallowedtoplaywellintotheirteens.NapoleonChagononabouttheAmazonianrain-forest,Paragraph9Matchthescholarswiththeirideas.Activereading2:

EmbarkationTextorganisationTextexplorationActivereading2:Navigation

InterpretingCommentsCriticalthinkingTextevaluation

ComprehendingthetextTextorganisationHistorically,theenormoustransformationsCHD’srespon-sibilitiestheexpectationsonCHDUnderstandingsofChildhooddifferDon’timposeideastounderstandchildhoodinanothercultureCulturally,childhoodissociallyconstructedCase1Cana-dianInuitCase2TongaCase3theSpiritworldCase4theWesternworldCase5theYanamam?contrastingcasesIdentifythetextualpattern.Activereading2:NavigationComprehendingthetextReadthepassageagainandcompletethetable.Culture/EthnicgroupCharacteristicsofchildhoodAmerican

colonialexpectedtobegoodandindustriousInuitdevelopaprocessofacquiringthought,reasonandunderstandingTongaregularlybeatenandtoldoffbyparentsandoldersiblings,seenasbeingverynaughty,untiltheydevelopsocialcompetenceBengtreatedwithgreatcare&reverence,believedthattheyareincontactwiththespiritworldMoreActivereading2:NavigationComprehendingthetextReadthepassageagainandcompletethetable.Culture/EthnicgroupCharacteristicsofchildhoodWestern

world

todayseenasincompetentandirresponsible;playingnotworking,goingtoschoolsnotlabouring,consumptioninsteadofproductionFulanicompetentandresponsible;expectedtoworkYanamam?competentandresponsible;girlsexpectedtoworkfromayoungage,marriedandhavechildrenat12or13;boyshavingfewerresponsibilitiesandgettingmarriedlaterActivereading2:NavigationComprehendingthetext1.Formsixgroupsinthewholeclass,eachgroupbeingresponsibleforonerowinthetablefromthesecondgroupInuit(Thefirstrowhasbeendoneasanexample).2.Summarisethecharacteristicsofchildhoodofthisethnicgroup,andalsoincludeanexample.

3.Reporttotheclasswithrelatedinformationfromthepassage,andthelanguageandculturenotes.Thepresentationofeachgroupcouldbegivenfromthatexactrolesofparentsfromthatexactculturalorethnicgroup.AmericancolonialInuitTongaBengWestern

world

todayFulaniYanamam?clickclickclickclickclickclickclickActivereading2:NavigationComprehendingthetextWeareAmericancolonialpeople.livedinthe17thand18thcenturiesontheeastcoastofAmericaourfamiliessettledherefromEurope.Themaincharacteristicofchildhoodinourtimechildrenwereexpectedtobegoodandindustrious.Goodandindustriousgirlsatfourourgirlsknittedstockingandmittensatsixtheyspunwoolpeoplecalledthem“Mrs〞toshowthegirlsourappreciation.BackActivereading2:NavigationComprehendingthetextWeareInuitpeoplefromtheArcticregionseitherfromCanadaandGreenland,Denmark,orfromRussiaandAlaskaofUS.ThemaincharacteristicofInuitchildhoodchildrenneedtoget

ihuma

–theprocessofacquiringthought,reasonandunderstanding.Parentalbehaviourtheparentsaretolerantandlenientwithchildrenuntiltheyareoldenoughtodevelop

ihuma,thentheparentscanteachthemanddisciplinethem.BackActivereading2:NavigationComprehendingthetextWearefromTongaakingdomofabout170islandsinthesouthwestPacificOcean.

ThemaincharacteristicofInuitchildhoodourchildrenneedtodeveloppoto–socialcompetence.Parentalbehaviour

theparentsmayregularlybeatthechildreniftheyhaven’tyetdevelopedpotoandtreatthemwithdisciplineandphysicalpunishmentwhentheyaremischievousorwilful.BackActivereading2:NavigationComprehendingthetextWe

are

the

Beng

peoplelive

in

different

parts

of

West

AfricaThe

maincharacteristic

of

childhood

youngchildrenarethoughttobeincontactwiththespiritworld.Theycometotheworld

reluctantlybecauselifeinthespiritworldissopleasant.Parentalbehaviourtheparentshavetolookafterthechildren

properly,ortheymayreturntothespiritworldtheparentshavetotreatthemwithcareandreverence.Theycan

knowandunderstandeverythingtheparentstellthem,whateverlanguagestheparentsuse.BackActivereading2:NavigationComprehendingthetextWe

are

parents

from

the

Western

world

todayeitherfrom

Europeorfrom

North

America,

Australiaandotherplaces.Themaincharacteristicofchildhoodchildrenare

incompetentanddependent,sotheyshouldplay,bepartofthefamilyandgotoschool.Childrenshould

not

work.

Examplesa

child

under

14

can’t

look

after

a

younger

child

unsupervised

because

they

aren’tcompetentorrespon-sibleyet.Withachildof12workinginafactoryorinamarket,the

socialservicescouldinterveneandthefamilycouldbeprosecuted.BackActivereading2:NavigationComprehendingthetextWeareFulanipeopleliveinWestAfricaThemaincharacteristicofchildhoodchildrenarecompetentandresponsible.Competentandresponsiblegirlsatagefour,

thegirlscancarefortheiryounger

siblings.by

six

they

can

pound

grain

or

produce

milk

and

butter

which

they

can

sell

in

the

market

alongsidetheparents.BackActivereading2:NavigationComprehendingthetextWe

are

the

Yanamam?

people

from

the

Amazonian

rainforest

live

among

the

hillsnear

the

border

between

Brazil

and

Venezuela.The

main

characteristic

of

childhood

childrenareresponsible

andcompetent.ContrastbetweengirlsandboysThegirlshelptheirmothersfromayoungageandbytheageof

tentheywillberunningthehousetheywillprobablybemarriedat12or13.Theboyshavefewerresponsibilities.canplaybecausetheydon’tgetmarrieduntillater.BackActivereading2:NavigationInterpreting

Workinpairs.Lookatthesentencesfromthepassage,anddecidewhichfactorsinfluencingchildhoodtheyreferto:

historyculture

Sentences1,2Sentences3,4Sentences5,6Activereading2:NavigationclickclickclickInterpreting1.Today,childrenhavefewresponsibilities,theirlivesarecharacterizedbyplaynotwork,schoolnotpaidlabour,familyratherthanpubliclifeandconsumptioninsteadofproduction.2.Today,afouryearoldwhocantiehisorhershoesisimpressive.Incolonialtimes,four-year-oldgirlsknittedstockingsandmittensandcouldproduceintricateembroidery:Atagesixtheyspunwool.historyhistoryActivereading2:NavigationBackInterpreting3.Incontrast,childrenonthePacificislandofTonga,studiedbyHelenMorton,areregularlybeatenbytheirparentsandoldersiblings.Theyareseenasbeingclosertomadpeoplethanadultsbecausetheylackthehighlyprizedqualityofsocialcompetence(orpotoastheTonganscallit).4.There’satendencytoviewchildrenintheUK,andintheWesternworldingeneral,asincompetentanddependent.Butthisisn’tthecasethroughouttheworld.culturecultureActivereading2:NavigationBackInterpreting5.HehaswrittenhowaYanamam?girlisexpectedtohelphermotherfromayoungageandbytheageoftenwillberunningahouse.Bytheageof12or13sheisprobablymarriedandwillhavestartedtohavebabies.

6.WhileWesternersmighttakeexceptiontoeight-year-oldgirlsworkingorto12-year-oldgirlsmarrying,withintheirowncommunitiessuchactivitiesareseenasanormalandpositivepartofchildhood.culturecultureActivereading2:NavigationBackCommentsOur(1)knowledgeandunderstandingofchildhoodisundergoingaprocessof(2)nonstopchange.IntheWestweseechildrenasbeing(3)inneedofadultcontrol.However,amongother(4)socio-culturalgroupswithsimilartraditionschildrenare(5)mainlyconsideredtobecapableofassuminggreaterresponsibilities.Sothereisa(6)strongdesirefor(7)someonewhodoesnotbelongtothisgrouptothinkthatsuchpracticesmightbeoddorevenharmful.Butwhilemostethnicgroupsmayatfirstshow(8)hesitationaboutintegratingothertraditionsandcustomswiththeirown,(9)outsidepressuresusuallymakethemchangetheirtraditionalviewofchildhood.Workinpairsandcompletethecommentswithnewwords.Activereading2:NavigationclickCommentsOur(1)notionofchildhoodisundergoingaprocessof(2)continual

change.IntheWestweseechildrenasbeing(3)dependentonadultcontrol.However,amongother(4)ethnicgroupswithsimilartraditionschildrenare(5)largelyconsideredtobecapableofassuminggreaterresponsibilities.Activereading2:NavigationMoreCommentsSothereisa(6)temptation

for(7)outsiders

tothinkthatsuchpracticesmightbeoddorevenharmful.But whilemostethnicgroupsmayatfirstshow(8)reluctanceaboutintegratingothertraditionsandcustomswiththeirown,(9)externalpressuresusuallymakethemchangetheirtraditionalviewofchildhood.Activereading2:NavigationBackCriticalthinkingWorkinpairsanddiscussthequestions.1.Apartfromchangeoverhistoryandculturalfactors,whatotherfactorsinfluencechildhood?2.Whatdoyouthinkaretheadvantagesofbeingachildtoday,incontrastwithwhenyouwereachild?3.Whatdoyouthinkthedisadvantagesare?4.Whatdochildrendotodaywhichyouwishyoucouldhavedone?Whatdotheydowhichyoudisapproveof?5.Whataretheresponsibilitiesofthefollowinginbringingupchildren,thefamily/school/society/thegovernment?clickclickclickclickclickActivereading2:NavigationCriticalthinking1.Apartfromchangeoverhistoryandculturalfactors,whatotherfactorsinfluencechildhood?

Backthesocialandeducationalbackgroundoftheparentshealththesocialdisasters,likewar,ornaturaldisasters,orfaminethesocialdisasters,likewar,ornaturaldisasters,orfaminethee-influencesuchaselectroniccommunications,theInternet,mobilephonesthesocialandeconomicsituationoftheparents≥the“e-influenceActivereading2:NavigationCriticalthinking2.Whatdoyouthinkaretheadvantagesofbeingachildtoday,incontrastwithwhenyouwereachild?Thefamiliesarebetterofftoday.Chinaismuchmoreprosperous,andmostchildrenenjoyabetterlivingstandard.Manychildrenhavegrandparentswhohelpcareforthem.Thereareplentyofmaterialadvantages,andnon-materialadvantagesaswell.BackActivereading2:NavigationCriticalthinking3.Whatdoyouthinkthedisadvantagesare?Perhapsinourgenerationweweremoresocial-mindedwhilesomechildrenaremorematerialisticnow.Somechildrenarespoiltbytheirparentsorgrandparentsmorethanwewere,buteachgenerationmaysaytheyoungergenerationisspoilt!BackActivereading2:NavigationCriticalthinking4.Whatdochildrendotodaywhichyouwishyoucouldhavedone?Whatdotheydowhichyoudisapproveof?Theyplaytoomanycomputergames!Somechildrentravelwiththeirparentsandhaveschooltrips,andgoonvisitstoallsortsofinterestingplaces.IwishI’dhadthatopportunity.BackActivereading2:NavigationCriticalthinking5.Whataretheresponsibilitiesofthefollowinginbringingupchildren,thefamily/school/society/thegovernment?Thefamily:physicalcare;forbringingupchildrenFamilies&schools:children’sacademicdevelopment,andsocialandemotionallearningKindergarten&school:moresystematic&professionalintermsofchildren’ssocialandculturaldevelopmentSchoolsasasocialsystem:adirectresponsibilityThegovernment:policyaboutchildrenandsomefinancialaspectsMoreActivereading2:NavigationCriticalthinkingBackgovernmentsocietyschoolfamily5.Whataretheresponsibilitiesofthefollowinginbringingupchildren,thefamily/school/society/thegovernment?It’slikeaseriesofconcentriccircles.Familyatthecentre,thentheschoolaroundit,withsocietynextasthecontextforthefamilyandthenthegovernmentwithresponsibilityforpolicy,financeandsecurityfortheothercirclesinside.Activereading2:NavigationActivereading2:DestinationTalkingpointSummarisingSummarisingWorkinpairsandsummarisethetextbyfillingtheblanks.Historically,childhoodhasundergoneenormous_________________intermsofchildren’sresponsibilitiesandparental_______________.Culturally,childhoodissociallyconstructed.Theinterplayofhistoryandcultureleadstodifferent________________ofchildhood,consequently,itisadvisablenotto___________ideasfromoneculturetounderstandchildhoodinanother_______________.transformationsexpectationsunderstandingimposecultureActivereading2:Destination

TalkingpointthedarkspidersschoollateGhostsevilspiritsswimmygrandparents’

villagedancearmleginthecitypullpeople’shairplaypracticaljoke1.

Completethesentencesaboutyourself.MoreActivereading2:Destination

Herearesomeideas:TalkingpointWhenIwasachild,1.Iusedtobeafraidofthedark,becauseitwassomethingunknown.AndIwassometimesafraidofmeetingstrangers–atleastIwasquiteshy.MoreActivereading2:Destination

TalkingpointWhenIwasachild,2.Iusedtobequitenaughty.SometimesIwouldmakerudefacesatoneofourteachers.Hewasveryshort-sightedsohecouldn’tseewhatIwasdoing.Butwhenafriendsaiditwasn’tfunnyanymore.Iwasjustbeingrude,well,thenIstopped.MoreActivereading2:Destination

TalkingpointWhenIwasachild,3.Ididn’tlikegoingto

visitmyuncle’shousebecausehehadalargedogandIwasscaredofit.Later,IrealizedIhadgrownupandactuallythedogwasquitesmall.MoreActivereading2:Destination

TalkingpointWhenIwasachild,4.IwantedtogotobedlateandItriedallsortsoftrickswithmyparentstostayup.WhenIwasachild,5.Ibelievedinghostsbecausesomeonetoldmescarystoriesaboutstrangespirits.MoreActivereading2:Destination

TalkingpointWhenIwasachild,6.Iworeschooluniform

andhadreallyshort

hair.7.Ididn’tlikecertainfood,particularlygreenvegetables,butthenIrealisedtheyaregoodformeandtriedthem.GraduallyIcametolikethem.Activereading2:Destination

Talkingpoint

2.Workinpairs.Askandtalkaboutwhatyouwerelikeaschildren.UsethesentencesyouwroteinActivity1andaddanydetailsyoucanthinkof.Activereading2:Destination

DifficultsentencesWordstonoteInformationrelatedActivereading2:ResourcesLanguageinusePreviewDifficultsentences1.Thedifferencesbetweentheexpectationsplaced…twoAmericanwriters,BarbaraEhrenreichandDeirdreEnglish.(Para3)2.Theyusethistermtomean

thatunderstandingsofchildhood

…accordingtothesocietyinwhichtheylive.(Para4)3.TheBeng,

who’vebeen

extensivelystudiedbyanotheranthropologist…understandallcultures.(Para7)clickclickclickActivereading2:ResourcesDifficultsentencesBack1.ThedifferencesbetweentheexpectationsplacedonchildrentodayandthoseplacedontheminthepastareneatlysummedupbytwoAmericanwriters,BarbaraEhrenreichandDeirdreEnglish.(Para3)Translatethesentence.這段話里的被動用法，譯成中文時應(yīng)該變成主動，否那么譯文就不通順。句子的主干為Thedifferences…areneatlysummedup…有兩位美國作家，芭芭拉·埃倫里奇和迪爾德麗·英格利希，她們簡要地概括了過去和現(xiàn)在人們對兒童的期待的差異。Activereading2:ResourcesDifficultsentencesBack2.Theyusethistermtomeanthatunderstandingsofchildhoodarenotthesameeverywhereandthatwhileallsocietiesacknowledgethatchildrenaredifferentfromadults,howtheyaredifferentandwhatexpectationsareplacedonthem,changeaccordingtothesocietyinwhichtheylive.(Para4)他們用這個術(shù)語來說明不同的地區(qū)對童年的理解是不一樣的，雖然所有社會都成認兒童與成年人有區(qū)別，至于他們之間有何不同，人們對兒童又有何期待，不同的社會給出了不一樣的答案。Activereading2:ResourcesDifficultsentenceBack3.TheBeng,

who’vebeen

extensivelystudiedbyanotheranthropologist,

Alma

Gottlieb,

believein

aspiritworldwherechildrenlive

beforetheyarebornandwheretheyknowalhuman

languagesandunderstandallcultures.(Para7)

Translatethesentence.句子的主干為TheBeng…believeinaspiritualworld。另一位人類學(xué)家阿爾瑪·戈特利布對孟加拉族進行了廣泛的研究，孟加拉族人認為小孩子出生前居住在靈界，在那里他們通曉人類所有的語言，能理解所有的文化。Activereading2:ResourcesSocialanthropologistshaveshownthisintheirstudiesofpeopleswithverydifferentunderstandingsoftheworldtoWesternones.(para5)It'sonlywhentheyareolderandbegintoacquirethoughtthatparentsattempttoteachthemordisciplinethem.(para5)WhileWesternersmighttakeexceptiontoeight-

year-oldgirlsworkingorto12-year-oldgirlsmarrying,

withintheirowncommunitiessuchactivitiesareseenasanormalandpositivepartofchildhood.(para10)Socialanthropologistsaskquestionsabouthow

childhood,andtheroleofchildren,isseenwithinthe

communitiestheystudy,ratherthanhowitfitsinto

Westernideasaboutchildhood.(para10)WordstonoteNewWordsPhrasesconsumptioninterventionintricateexternalcontactchildcareimposecontinual

reasonwith

tellsthoff

takeexceptiontoActivereading2:Resourcestransformtransfer.v轉(zhuǎn)移，轉(zhuǎn)讓，調(diào)任〔轉(zhuǎn)換工作,學(xué)習(xí),搬遷等物理位置或職位等的移動改變〕nTransformv.改變，轉(zhuǎn)換〔指物體本身自己形狀的改變Transmitv傳輸Transportv運輸TransactionnTransplantv/nvt.consume

touseasupplyofsthsuchastime,energy,orfueln.consumersomeonewhobuysgoodsandservicesconsumptionMoren.theprocessofbuyingorusinggoodsActivereading2:ResourcesconsumptionChoosethesuitablewords.1.___________PriceIndex(CPI)消費者物價指數(shù)2.___________hisbestyearinprison3.theannual_____________ofsugar4.___________strikeConsumerconsumeconsumerconsumptionActivereading2:ResourcesCollocationsenergy/food/fuelconsumptionknitgloves/ahat/ajumper/socks/yourbrow/eyebrow鄒眉頭close-/tight-knit緊的MoreActivereading2:ResourcesCollocationsCompletethesentenceswiththecorrectformofsuitableexpressionsfromthecollocationbox.close-knittight-knitknitjumperhatActivereading2:Resources1.Hecomesfromavery_______________/_____________familywiththreebrothersandtwosisters.2.Didyou_____that________/______yourself?

It’sreallybeautiful!interventionintervention(n.)

asituationinwhichsomeoneisinvolvedinaparticularissue,problemetcinordertotoinfluencewhathappensintervene(v.)tobecomeinvolvedinasituationinordertotrytostoporchangeitinterveneinIntervenebetween

MoreActivereading2:ResourcesinterventionWorkinpairsandchoosethesuitablewords.1.

Humanitarian____________isanattempttoreducesufferingwithinastatethrougharmedconflict.2.Don’tintervene________adispute.3.Policehadto____________whentheprotestersblockedthetraffic.4.Letsuchtriflenotintervene__________us.

interventionintervenebetweeninActivereading2:Resourcesintricate

adj.verydeta