大学英语1第三单元课文翻译和课后练习答案解析

./Unit1 MoreThanWordsIn-ClassReadingCommunicationWithoutWords不用话语的交流1当你学一门外语时,你要学的不仅仅是词汇和语法。要想成功地进行交谈,你还必须学习该种文化的非言语性语言,或者说"肢体语言"。"肢体语言"是用来描述那些可以传递信息的脸部表情、手势以及其他身体动作的术语。这种交流方法非常重要,实际上我们用动作表达的信息比用言语表达的信息还要多。有时候我们发现说一门外语很困难,因为我们可能不了解另一种文化的非言语信号,或者说那些信号在我们自己文化中的含义可能迥然不同。例如,在世界上不同的地方,上下点头就传递不同的信息。在北美,该动作表示"我同意"。在中东,向下点头表示"我同意",而向上抬头表示"我不同意"。日本人谈话的时候这个动作通常只是表示"我正在听"。一位在美国的日本学生好不容易才了解了其中的差异。在和一位推销员说话的时候,这位学生礼貌性地点头,表示他在注意听着。结果,第二天那位推销员就将一台崭新的洗衣机送到了他的公寓。目光接触所表达的含义也很丰富,但是,在不同的文化中,它表达的意思也不同。在一些讲西班牙语的国家,孩子们在与年长者谈话时不直视对方的眼睛,以表示尊重。而在其他国家,别人则期待你看着他的眼睛。例如,如果你在美国不这么做的话,人们会以为你害怕、尴尬或者生气了。世界上很多地方都用两种基本的手势来招呼别人朝自己走过来。在亚洲,人们把手指朝下微曲,做摆手的动作,而有些北美人则用该动作向孩子们道别。北美人用类似的手势招呼别人走过来,但是他们的手指是向上弯曲。去国外参观的人必须了解这种差别,否则就会传递错误的信息。我们在谈话时与对方保持的距离同样也是交流的一个重要方面,虽然我们很少想到这一点。通常,北美人比拉丁美洲人和中东人更喜欢彼此间距离大一点。在国际会议上,谈话的两个外交官可能会慢慢地从房间的这一头移到那一头,其中一个想竭力拉大彼此间的距离,而另一个则想竭力缩短这一距离。通常,喜欢距离大点儿的那个人往往退到背靠墙,无路可退为止,他<拉大距离>的努力也以失败告终。尽管我们花了许多年时间来学习一门外语,如果我们不了解该文化的非言语性语言和得体的举止的话,就会产生误解。如果我们不知道应该握手还是鞠躬,什么时候坐着,什么时候站着,在不熟悉的场合应该有什么样的举止,那么我们就没有真正具备用外语交流的能力。或许在读、写、说、听四项传统的交流技能之外还应该加上第五项技能：文化意识。After-ClassReadingHowtoTalktoAnyone,Anytime,Anywhere如何同任何人在任何时间、任何场合交谈善于交谈是生活中的一大乐趣,还能给生活带来一些巨大的回报。有时候这并不是件容易的事。但是,你练习得越多,就越善于交谈。如果你希望能够和任何人在任何时间和任何场合交谈,你需要牢记六个要素。首先,你说的话无需精辟到值得让人引用。很多时候,别人并不期待你说出隽语。他们也不会等着把你所说的话录下来。因此,尽管开口讲话吧。希望你的谈吐有趣,足以吸引听众。第二,正确的态度——交谈的愿望——是成为一个能说会道者的根本。与人交谈时尽量热情些。别人也会对你的热情做出积极的反应,而且你会发现自己的确也变得满腔热情。另一方面,如果你与他人交谈时缺乏热情,他们也很容易发现,从而做出消极的反应。第三点要记住的是要轮流说话。仔细倾听会使你变得更善于交谈。交谈中好的提问也是出色交谈者的标志。倾听是每个人学习的一种方式。学到的越多,你为自己成为一名优秀交谈者所做的准备就越充分。第四个要点是应该努力开阔眼界。最优秀的交谈者能够谈论日常生活之外的事情和经历。你可以通过旅游拓宽你的世界,但也可以足不出户就做到这一点。当然,你可以通过阅读学习。但是,要记住的一个要点是,那些与你背景不同的人可以开阔你谈话的内容和拓展你的思维。第五点要记住的是,严肃的谈话时间不应过长。幽默感很有用,有时讲个和自己有关的小笑话会使谈话轻松起来。最后,与人交谈要真诚。你应该对你的交谈对象坦率、诚实,正如你也希望他们这样对待你一样。你要乐意告诉他们你的背景以及个人好恶。这是谈话中互相理解、平等交换的一个重要方面,一个了解别人和让别人了解自己的重要方面。坦诚示人,这样准没错。无论你和一个人交谈还是和许多人交谈,规则都是一样的,都是为了建立联系。只要表现出你的同情心、热情和倾听的愿望,你就一定会成为一名谈话大师。课内阅读练习答案PartOnePreparation1.WhyAreYouSpeaking?STEPONESample•Ayoungmanandayoungwomanarelookingatapainting.Themanisputtinghisarmaroundthewoman.Theyseemlikeacouple.Thepaintingshowsaveryromanticscenewithacastleandayoungcouplewholooklikeaprinceandprincess.Theyarefacingeachotherandholdingeachother’shandasifsaying"Iwillloveyouforever".Themanisexpressinghisfeelingsorhope.Ithinkhemustbeinlovewiththiswoman,sohewantstogivethewomansomehints,wishingthatheandthewomancoulddeveloparelationshipasintimateasthetwointhepainting,getmarriedandlivehappilyeverafter.•Twoboysarefighting,onelyingfacedownonthefloorandtheothersittingonhim.Theonewhoissittinghasascaronhisface.Theymusthavefoughtwitheachotherfiercely.Theyoungwomanwholookslikeamotherisholdingoneoftheboy’shandsandsays:"That’sverynaughty!"Sheiscriticizingthechildren’sbehaviorandhopesthattheywouldnotdothisagain.•Twopeoplearestandingneartosomethingwhichlookslikearockoraparcel.Thewomanisasking:"Whatdoyouthinkitis?"Sheiscuriousandisaskingabouttheman’sidea.•Anoldmanislyinginthebed.Heseemstoneedsomerestorsleep.Butalittleboywearingapairofdarkglassesisplayinginhisroom.Theboyissquattingneartheoldman’sbed,holdingagunandpointingitathim.Theboy’smouthisopenasifimitatinggunshots.Heaskstheboynottodisturbhim.Hemustbesomewhatunhappy.STEPTWOSampleTogreetpeople."Gladtomeetyou."Toaskfordirections."Couldyoutellmewheretherailwaystationis?"Tomakeaninvitation."I’dlikeyoutocomeandhaveteawithusonFriday."Tomakearequest."CouldIaskyoutowritehimaletter?"Tomakeaninquiry."Doyouknowtheassignmentfortoday’sEnglishclass?"Toapologize."Forgivemeforbeinglate."Toaskforpermission."MayIuseyourdictionary?"Toexpressthanks."Ireallydon’tknowhowIcanthankyouenough."PartTwoReading-CenteredActivitiesIn-ClassReadingPost-ReadingReadingComprehension11Introduction<Para.1>Bodylanguage/non-verballanguageisalsoanimportantmeansofcommunication.Communicatinginaforeignlanguagecanbedifficultifwedon’tunderstandthenon-verbalsignalsofthatculture.<Para.2-5>Forexample,Athegestureofnoddingthehead<upanddown>,<Para.2>Beyecontact,<Para.3>Cthesignofwavingthehand,<Para.4>Dpersonalconversationdistance.<Para.5>Conclusion<Para.6>Tocommunicatesuccessfullyinaforeignlanguage,weneedtomasterafifthskill,culturalawareness.21Becausewemaynotunderstandthenon-verbalsignalsinitsculture,ortheymaymeansomethingdifferentfromwhattheymeaninourownculture.Facialexpression,gestures,andothermovementsofthebodythatsendmessages.BecausehethoughttheJapanesestudentwasexpressing"Iagreetobuythemachine"bynoddinghishead.Peopleareexpectedtolookintotheotherperson’seyesduringaconversation.TheAsianschoolboymaycomecloserinsteadofgoingaway.Becausetheycomefromdifferentcountriesandpreferdifferentconversationdistances.It’stheawarenessofdifferencesbetweendifferentcultures./It’stheawarenessofproperbehaviorindifferentcultures.Sample•Shakinghandsisthecustomaryformofgreetingallovertheworld.HuggingandkissingwhengreetingarecommoninmostWesterncountries.Displayingtheindexandmiddlefingersintheshapeofa"V"means"victory"or"peace".The"O.K."gestureisusedtomean"O.K.","zero",or"worthless".Thethumbs-upgestureisusedtosay"Goodjob!","O.K."or"Great!"Apersonmaypointtotheirnoseorchesttoindicatethemselves.Apersonmaypattheirheadtoshowthattheyarethinkinghard.Apersonmayshaketheirhandtosay"No!"Crossingtheforefingerandthemiddlefingerhastwomeanings:a>wishingforgoodlucktohappen,b>I’mnottellingthetruth<oftendonewiththehandbehindthebacktohidecrossedfingersfromview>.•eatingwithyourlefthandinIndia;touchingsomeoneelse’sheadinIndia;the"O.K."signinGermanyandBrazil;huggingorkissingastrangeroracquaintanceincountrieslikeChina;thethumbs-upgestureinAustralia;restingthefeetontablesorchairsinFrance;conversingwithhandsinpocketsinFrance;touchingorpointingatsomeonewithyourfeet;Undernocircumstancesshouldyouindicate"O.K."toaGermanusingyourthumbandforefingertoformacircle—thatwouldbeconsideredrude;Thethumbs-upsignisdownrightoffensiveinIranandmanyMiddleEastcountries;InKorea,itisrudetoblowyournoseinfrontofpeople.Whentalkingtosomeone,keepyourhandsinfullview.Itisrudetokeepyourhandsbehindyourbackorinyourpockets;InThailand,peoplepointtoanobjectwiththeirchins,nottheirhands;InJapanandAmerica,itisunacceptablefortwoadultsofthesamesextoholdhandswhilewalkingtogether.Vocabulary11Boneoftwoorthreeperiodsthattheschooloruniversityyearisdividedintoawordorexpressionthathasaparticularmeaning,especiallyinatechnicalorscientificsubjectBAthemoneyorincomethatonehasBawayormethodofdoingorachievingsth.AAagesture,soundoractionwhichisintendedtogiveaparticularmessageBaseriesofradiowaves,lightwaves,orchangesinelectricalcurrentthatmaycarryinformationBAashortwrittenorspokennoteBthemostimportantideainabook,film,speech,etc.AAonlyBinawaythatiseasytounderstandAAtheactofcommunicationwithaperson,organization,country,etc.Bthestateoftouchingsth.BAalongraisedmassofwatermovingacrossthesurfaceoftheseaBasignofgreetingmadebyraisingandmovingthehandAAtheamountofarea,room,etc.thatisemptyoravailabletobeusedBtheareabeyondtheEarthwhereplanets,stars,moons,etc.,exist21gesture2signal3misunderstanding4behaved5curls6rarely7means8bow/bowed9contact10facial11awareness12occurTranslationYouwon’tgetthejobunlessyou’vegottheexperience.IspentmostofmytimestudyingthedifferencesbetweenChineseandAmericancultures.Thestatementissoclearthatitcan’tcauseanymisunderstanding.Hewisheshecouldgivehermorehelpthanhedoes.Remembertoinvitehertothebirthdayparty,orshewouldcomplain."Youhavetoadd$2,500forequipmentpurchase/buyingequipmenttothecost,"saidthedirector.Itisimportanttobeawareofyourstrengthsandweaknessesandtheenvironmentyouarein.Youwillsoonfindyourselfwithoutanyfriendsatallifyoukeeponbeingsorudetoeverybody.PartThreeFurtherDevelopment3.ToBeaGoodListenerintheEnglishClassSTEPTWOSampleIshouldconcentratethroughouttheclassandasktheinstructortoexplainthingsIdon’tunderstandeitherinclassorafterclass.IshouldasktheinstructortorepeatthequestionfirstandthendecidewhetherIcananswerthequestion.IshouldnotdwellonwordsIdon’tknow.Instead,IshouldskipthemandkeepgoingsothatIwon’tmissthemainidea.It’snaturalthatIhavesomedifficultiesinlistening.Ishouldn’tbesohardonmyself.Ishouldpaymoreattentiontocontentthantosinglewords.Ishouldlistenformainideasandotherimportantinformation.IshouldlearntointerprettheinformationinEnglish.IshouldlistenthroughoutalessontogetthemessagesothatIknowwhattosaynext.Ineedn’ttakemyselftooseriously.Ishouldaskthespeakertorepeatorexplaintheirwords.Idon’tthinkI’lllosefacebydoingso.IshouldlistencarefullyandmakesurethatIunderstand.IshouldpayattentiontotheideaIwanttoexpress,notonlythewords.Toimprovemylisteningskills,I’mgoingtodomorelisteningpracticeoutofclass.I’lllistentosomeEnglishsongs,news,andprograms.PartFourWritingandTranslation2.TranslationPract