B3U8 课文翻译及课后练习答案

Unit8NatureandNature

In-classreading

课内阅读

参考译文

基因、环境与双胞胎

1遗传与环境原委哪一个影响更大呢?在相当大的程度上，一个人生来具有的潜力将确定

他一生的作为。因此遗传即命运，是命中注定的东西。然而，基因并不是在真空中发挥作用

的；一旦我们起先相识到基因在个人发展中所起的作用，我们就会明白，没有与其相互作用

的环境，就不行能有任何个人的发展。没有一个特点是完全由环境或者完全由基因造成的。

2遗传和环境的相对影响在同卵双胞胎中最易视察到。大多数的同卵双胞胎是在一起抚养

长大的，因而无论在外表还是行为上都惊人地相像。这些实例证明，若在同样的环境中抚养

成长，具有相同基因的个体就会以几乎同样的方式对环境作出反应。但这些例子并不能说明

假如把这些同卵双胞胎分开抚养会发生什么状况。

3对分开抚养的同卵双胞胎已进行了许多探讨。被探讨的这些双胞胎都生活在美国，成长

的自然环境几乎相同，并且具有几乎相同的养分史。因而，正如所料，他们在外表、身高和

体重上极其相像。也有例外：•对双胞胎中的个患了相当严峻的疾病而另个却没生病；

但是总体而言，同卵双胞胎，甚至从婴儿时就分别的同卵双胞胎，在心理和身体上会如此相

像，给每个人留下了深刻的印象。

4在对从一诞生就分别的19对双胞胎的探讨中，探讨者发觉，其中约三分之二的双胞胎之

间的差异与一起长大的双胞胎之间的差异一样不明显。这有力地说明白基因的影响力和环境

作用的局限性。然而，必需记住的是，尽管被探讨的同卵双胞胎生活在不同家庭里且相距甚

远，但总体而言，那些家庭的环境基本上没有什么差异。通常都会想方设法地将每个孩子安

置在和他自己原来的家庭背景相同的家庭里，因而发觉这些双胞胎成长中有不少相像之处就

不足为奇了。但是在那些分开抚养的双胞胎的生长环境有较大差异的实例中，双胞胎之间的

差异就很大。下面的例子说明白在对比度很大的环境中成长的同卵双胞胎的状况。

5格莱迪丝和海伦诞生于俄亥俄州的一个小镇，在大约18个月时被分开抚养。她们直到28

岁才再次相遇。海伦被领养了两次。她最初的养父母结果靠不住，两年后海伦又被送回到孤

儿院。过了几个月，她再一次被住在密歇根东南部的一对农场主夫妇领养。此后25年她始终

住在那里。她的其次个养母尽管本身没受过什么教化，却下决心要让海伦得到良好的教化；

海伦最终高校毕业，教了12年的书，26岁时结婚，并有了一个女儿。

6格莱迪丝被加拿大的一个列车乘务员及其妻子领养。她读三年级的那一年，全家搬到了

加拿大落基山脉一带一个相当偏僻的地方,那儿没有学校,格莱迪丝的正式教化也就此结束,

直到全家搬到安大略省后才得以接着。于是格莱迪丝就呆在家里干家务，始终到她17岁，随

后在一家针织厂工作。19岁那年她去了底特律，找到一份工作，21岁时结了婚。

7海伦在儿童和成年时期都始终比格莱迪丝健康，但除了这一点以及各自所受的教化不同

之外，她们的生活环境特殊相像。她们的体重、身高、发色和牙齿都特殊相像。她们之间的

区分明显与她们各自的家庭生活和社交生活不同有关。

8海伦自信、举止得体、充分利用了她外表的优势，在社交中也显得很从容，有修养。格

莱迪丝则羞怯、忸怩、缄默寡言，缺乏迷人或优雅的风度。一位探讨她们的科学家曾经说过:

“这两个双胞胎之间的悬殊差异真可谓是高校教化的颇有劝服力的广告。”

9考虑到她们环境方面的阅历的本质不同，海伦和格莱迪丝之间的差异也就不足为怪了。

由于心理特点在很大程度上取决于阅历，可想而知心理特点也反映阅历。另一方面，那些不

易受环境影响的特点更有可能在同卵双胞胎中表现出高度的相像性。尽管基因特殊重要，但

是基因本身决不能完全确定任何一个特点。我们的实力会达到什么程度由基因注定，而我们

真正做了什么则主要由环境确定。

After-classreading

课外阅读

参考译文

科学再次关注双胞胎

1假如你对双胞胎感爱好的话，那么双胞胎镇会使你着迷。

2从1976年起的每个夏天，这个位于俄亥俄州克里夫兰郊外的小镇都会挤满众多的双胞

胎。去年夏天，有2,356对双胞胎从世界各地来到这里，参加并观看游行、焰火、魔术表演、

五公里赛跑以及一百多项的竞赛：评比出年纪最大的、年纪最小的、最像的、最不像的，以

及两人相加笑起来嘴咧得最大的双胞胎。

3你要是去过那儿的话，你可能会留意到有许多科学家也参加了这个盛会。有些科学家是

来找寻引起疾病的缘由一例如皮肤病、癌症、心脏病。另外一些科学家则对双胞胎自身的

感受感爱好。但是在全部的科学家中，从事最重要的——也是最有争议的——工作的是这样

•些科学家，他们特地探讨先天遗传和后天培育这个由来已久的问题：即探讨有关我们是如

何发展成现在这个样子的。

4为什么我们有些人精通数学或擅长写作，而另外一些人则在艺术或篮球上出类拔萃？是

什么造成了我们在智力、才能和品尝上的差异？这些主要是由我们从父母那里继承来的基因

（先天遗传）确定的吗？同我们的生活阅历（后天培育），也就是我们成长的社会环境又有

多大关系呢？

5假如你是一个对这个问题感爱好的科学家，你莫非不想探讨一下同卵双胞胎吗？想一

想：从同一受精卵发育出来了两个人。也就是说，两个人有完全相同的基因。同卵双胞胎之

间存在的任何不同都只能是他们成长环境不同的结果。但是你能说他们之间的任何相同点都

是基因相同的缘由吗？

6不愿定吧。记住，大多数双胞胎都有相像的成长环境——同样的房子，同样的饮食，同

样的亲戚等等。探讨分开在不同环境下抚养的同卵双胞胎，或许是你能精确衡量先天遗传和

后天培育所起的作用的唯一方法。

7在过去的10年间，由心理学家小托马斯・J•布沙尔带领的一组科学家探讨了大约65

对分开抚养的同卵双胞胎。他们逐探讨了大约45对分开抚养的异卵双胞胎。

8科学家们把每对双胞胎带到明尼苏达高校进行为期一周、深化细致的检测。小组里的医

生和牙医们给这些双胞胎进行了全面的体检。他们记录了双胞胎的身高、体重、眼睛颜色、

耳朵的形态和头围。

9同时，心理学家们还对双胞胎进行了智商和性格测试。为了测试性格，心理学家们设法

测定了：双胞胎们对事情担忧的程度，他们是谨慎型的还是鲁莽型的，以及他们的创建力如

何。他们依据双胞胎们对一些陈述的回答来衡量这些方面以及其他一些性格特征，这些陈述

包括“我很少鲁莽行事”，“木柴燃烧的火焰激发我的想象力”等。一周结束时，每个双胞

胎都回答了大约15,000个问题。

10布沙尔小组对分开抚养的双胞胎之间的相像之处感到特殊惊异。例如他们的手势和姿态

经常很相像，真是令人惊异。在照片上，许多双胞胎摆出的姿态几乎一模一样。有些同卵双

胞胎还发觉他们的生活方式极其相像。

11“吉姆兄弟”是布沙尔探讨的第一对同卵双胞胎，他们诞生四周后就被不同的家庭领养。

他们都在俄亥俄州长大，彼此相隔45英里。当他们在39岁重逢时，发觉了一系列惊人的相

同之处：二个人都叫吉姆，都开同一型号的蓝色雪佛兰，都宠爱做木工，都有啃手指甲的习

惯，养的狗都叫“Toy”。两个人都有傍晚头痛的毛病，都是在18岁时起先的。

12在吉姆兄弟之间所发觉的相同点在明尼苏达小组探讨的双胞胎身上都普遍存在。有些对

明尼苏达探讨工作持指责看法的人说“这些巧合没什么可惊异的:他们认为每个人的生活

里都有许多的微小环节，因此必定会有巧合。而且，对于异地抚养的同卵双胞胎之间发觉的

任何一个巧合，持怀疑看法者都能指出大量未被发觉的不同点。同一对双胞胎可能有不同型

号的电视机，支持不同的足球队。但不同点是不会被报道的，因为它们不会使人惊异。

13但是除了巧合之外，明尼苏达的科学家们收集并分析了有关双胞胎的健康、智力和特性

方面的大量数据。布沙尔认为，有关异地抚养的同卵双胞胎的数据清楚地显示了：先天遗传,

即我们所继承的基因，对我们的生活有显著的影响。该小组发觉，这些同卵双胞胎在身高、

指纹和心率等生理特征方面极其相像。成年的同卵双胞胎还往往有相像的病史，例如同时得

了青光眼。

14明尼苏达小组报告说智力似乎也更受基因的影响而不是环境。虽然由不同的家庭抚养长

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

15但是最令人惊异的是，明尼苏达小组发觉基因对于特性的形成起着重要作用，例如，会

确定我们是否敬重传统、按部就班，还是会成为坚决的离经叛道者。依据布沙尔的看法，你

与生俱来的基因对你是否自信、快乐、乐观或者对世界上的事是否持消极看法有很大影响。

明尼苏达小组的一位心理学家，南希•西格尔说，“这项探讨令人信服地表明：基因影响人们

行为的每个方面。”

16另一些科学家不同意这个说法。他们质问，既然光是对智力的定义就多种多样，你们又

怎么能够去探讨智力是否是遗传的呢？他们认为同样的问题也存在于其他的性格特征中。

17布沙尔本人表示了这样的观点，即使是他所探讨过的最相像的双胞胎也是彼此不同的。

因此即便基因对我们的生活有很大的影响，它们也不是唯•起影响作用的因素。我们的日常

阅历也有助于塑造我们。

18你知道这意味着什么：为了考试，你还得学习！

课内阅读练习答案

PartOnePreparation

1.TalkingaboutTwins

Samples

1)Iknewasetoftwinsinmyclassinthemiddleschool.Theylookedalikeandusuallydressed

alikesoweoftengotthemmixedup.Theywereveryclosetoeachotherandcouldexchangetheir

ideasquickly.Buttheyhadquitedifferentpersonalities:onewasshy,quiet,andself-conscious

whiletheotherwasself-confidentandoptimistic.

2)Ithinkit'sbecausetherearen'tmanytwinsaroundus.Peoplearealwayscuriousaboutthings

thattheyrarelysee.Anotherreasonfortheircuriosityisprobablythattwinsresembleeachother,

whichisveryunusualamongotherpeople.

3)—Theymustbeproudbecausetheyaredifferentfromothers.

—Theymayfeelhappybecausetheycanenjoyeachother'scompanyathome.

—Theymayfeellonelybecause:lmaybemoredifficulttomakefriendswithotherpeople.

—Theymayfeelboredanddiscouragedbecauseeverydaytheywillseethemirrorimageof

themselves.

—Theymayoftenfeeljealousofeachothersincetheyarecompetingfortheirparents,love

and

attention.

2.Nature,NurtureorBoth

Samples

I)Natureandnurture:Apersoncanhavenaturaltalents,butmasteryalwaystakessomeeffort.

Youhavetotrytosucceed.

2)Nature:Nomatterwhatthehairdo(hairstyle)is,theirhairlinesstaythesame.Thistraitisdue

tothegenesthatthemotherpassedontoherson.

3)Nature:There'snothingwrongwithJulie'snose.Somepeoplehavethegenestosmellfreesia,

othersdon't.

4)Nurture:Areyouwildaboutmysteries,adventures,orbiographies?Yourtastesmaybe

determinedbythebooksthatareavailableinyourhomeorschool.

5)Nurture:Somebody'sfavoriteclothesandcolorcanchangeasquicklyasthecoverofastyle

magazine.Youmightsayit'sduetotheJEANS,nottheGENES.

6)Nature:Genesdeterminewhetheraperson'searlobesareattachedordetached.

7)Natureandnurture;Yourpersonalityisn'tdeterminedonlybygenes.Therearealotofother

factorsthatmakeyouwhoyouare,suchaswhereyouliveandthepeopleyoumeet.

8)Natureandnurture:Practicemakesperfect!Melissaearnedherpositionasastarplayerbecause

sheusesherathleticabilityandworkssohard.

3.Anintelligentmothermakesanintelligentkid?

Samples

—Yes,Iagree.Icangivealotofevidencetosupportthisview.Takemybestfriendinhighschool

forexample.Hismotherisveryintelligent,excellingalltheotherstudentsinherclasssinceher

primaryschooldays.ShegraduatedfromQinghuaUniversityandisnov/workinginaresearch

institute,involvedinmanyhigh-techprojects,andhaswonmanyhonors.Likehismother,my

friendisalsoveryintelligent.Hewasveryquick-mindcdandwasalwaysthefirstonetoraisehis

handwhentheteacheraskedsometoughquestions.HewastheoneIwouldturntowhenIhad

questionsandIwasneverdisappointed.Andlikehismother,heisnowstudyinginQinghua

Universityaswell,majoringinelectronicengineering.Mymotherisreasonablyintelligent,soam

I.Andinchoosingagirlfriend,myNo.lcriterionisINTELLIGENCE!

—No,Idon'tagreewiththat.EveryoneagreesIhal"g"，whichreferstogeneralintelligence,tends

toruninfamilies.Lotsofstudieshaveshownitandmostpeoplecanseeitwhentheylookattheir

ownfamilies,friendsandacquaintances.Yet,sofarnosinglegenehasbeenconclusivelylinkedto

intelligence.Ratheritappearstobeacaseofcomplexinteractionsonmanylevelsbetweenmany

differentgenes-somethingknownaspolygenicinheritance.Somyviewisthat,foronething,the

intelligenceofbothparentswouldinfluencetheintelligenceofakid,and,fbranother,the

environmentthatakidgrowsupinwouldalsoinfluencetheintelligenceofthekid.

4.Whatmakesuswhoweare?

I)expected2)conclude3)account4)nurture5)argues

6)myth7)predetermine8)react9)consequences10)revolution

11)between12)creature

PartTwoReading-CenteredActivities

In-ClassReading

I.Pre-Reading

Sample

Theconclusionisnotjustifiedbecausethesetsoftwinsstudiedsharednotonlythesamegenes

butalsothesameenvironment.Numerousstudieshaveshownthatbothnatureandnurtureplaya

partinpersonaldevelopment.Thesimilaritiesbetweenthesetsoftwinsarenotdueentirelyto

genessinceenvironmentalsoplaysarole.

III.Post-Reading

ReadingComprehension

1.UnderstandingtheOrganizationoftheText

1)Introduction(Para.1)

Nocharacteristiciscausedexclusivelybyeitherenvironmentorgenes.

2)Researchontherelativeeffectsofheredityandenvironment(Para.2-8).

A.Studiesonidenticaltwinsraisedtogether(Para.2)

Findings:Theyareremarkablyalikeinbothappearanceandbehavior.

Implication:Individualswiththesamegenes,whenraisedinthesameenvironment,will

respondtoitinmuchthesameway.

B.Studiesonidenticaltwinsraisedapartinsimilarenvironments(尸。阳.3~4)

Findings:Theyexhibitedgreatpsychologicalandphysicallikenesses.

Implication:Thisdoesnotinformusofthepowerofgenesandthelimitationoftheeffectof

theenvironment.

C.Studiesonidenticaltwinsraisedapartincontrastingenvironments(Para.5〜8)

FindingsofacasestudyonGladysandHelen:

Theirsimilarities:Theirweight,height,haircolor,andleethwereverysimilar.

Theirdifferencesinpersonality:Helenwasconfident,graceful,madethemostofher

-ersonalappearance,andshowedconsiderablepolishandeaseinsocialrelationships;

whileGladyswasshy,self-conscious,quietandwithoutcharmingorgracefulmanners.

Implication:Genesaloneareneverabsolutelyresponsibleforanytrait.

3)Conclusion(Para.9)

Whatwacandoissetbythegenes,butwhatweactuallydoislargelydeterminedbythe

environment.

2.UnderstandingSpecificInformation

1)F2)卜3)卜4)F5)T6)T7)F8)T

VocabularyPractice

1.1)C2)A3)C4)C5)A6)B7)B8)B

2.1)resemble2)alike3)Like4)similar

5)same6)Identical,same,alike

3.1)absolutely2)eventually3)obviously4)Similarly

5)remarkably6)approximately7)exclusively8)actually

After-ClassReading

PartThreeFurtherDevelopment

I.EnrichingYourWordPower

1)B2)A3)A4)A5)B6)B7)B8)C9)B10)A11)B12)C

2.Whatdoyouknow?

StepOne

I)C

DNAisshortfordeoxyribonucleicacid(de-oxy-ri-bo-nu-cle-icacid).DNAisachemicalin

everycellofyourbody.Itisshapedlikealong,twistedladder.Thisshapeiscalledadouble

helix.

2)C

DNAisfoundinalllivingthings,includingyou!Thisamazingchemicaltellseachcellwhatto

doanddetermineswhatanorganismwilllooklike.

3)C

Scientistsarestilldebatinghownatureandnurtureworktogethertomakeyouwhoyouare,but

mostagreethatbothplayarole.

4)B

Scientistsusedtothinkthathumanshadabout100,000genes.Recently,itwasdiscoveredthat

wehaveabout10,000to20,000.Wecarrytwocopiesofeverygene,onecopyfromeachparent.

5)C

Manythings,suchaswhatyoueat,canaffecthowtallyou'llgrow.Evenifyouhavetalent,

makingantakespractice.Buteyecolorisatrailpassedonthroughgenes.

6)B

BeforeDolly,scientistsuseddifferenttechniquestocloneanimals.Dollywasthefirstanimalto

beclonedfromacellofanadultmammal.

7)C

Believeitornot,humansandchimpshavealotofDNAincommon!Butasyoucansee,even

smalldifferencesingeneticcodescanmakebigdifferencesinwhatanorganismlookslike.

8)B

Youcan'ttellbylookingatafruitflyandahuman,buttheyhavealotofsimilarDNA.Infact,

scientistsstudythefruitflygenestohelpadvancemedicalknowledge.

9)B

ThehumangenomehasalotofDNAthatcarriesnoinformationandisnotactivegenetically.

It'sstillamysterytoscientistswhythisDNAisthereandwhatitdoes.

10)C

Althoughtheycanhaveverydifferentpersonalities,identicaltwinsarcoftendifficulttotell

apartphysically.Butthefingerprintsofeachareunique.

StepTwo

Sample:

WhatDoYouKnowaboutDNA?

EverydayyouhearpeopletalkingaboutDNA,butdoyouknowwhatisDNAandhowitis

relatedtoourlife?Letmetellyoubriefly.

DNAistheshortformofdeoxyribonucleicacid.Itisachemicalineverycellofourbody,in

theshapeofadoublehelix.DNAisfoundinalllivingthings,includingyouandme!Thisamazing

chemicaltellseachcellwhattodoanddetermineswhatanorganismwilllooklike.Scientistsused

tothinkthathumanshadabout100,000genes.Recently,itwasdiscoveredthatwehavebetween

10,000to20,000humanprotein-codinggenes.Wecarrytwocopiesofeverygene,onecopyfrom

eachparent.Livingbeingsdependongenes,astheyspecifyallproteinsandfunctionalRNA

chains.Genesholdtheinformationtobuildandmaintainanorganism'scellsandpassgenetic

traitstooffspring.Allorganismshavemanygenescorrespondingtovariousbiologicaltraits,some

ofwhichareimmediatelyvisible,suchaseyecolor,ornumberoflimbs,andsomeofwhichare

not,suchasbloodtypeorincreasedriskforspecificdiseases,orthethousandsofbasicbiological

processesthatcompriselife.Genes,toalargeextent,decidewhoweare,whatwelooklike,and

whatwccando,but,ofcourse,theenvironmentwcliveinalsoplaysapart.

Believeitornot,humansandchimps,theclosestlivingrelativestohumans,havealolof

DNAincommon(about98%)!Butasyoucansee,evensmalldifferencesingeneticcodescan

makebigdifferencesinwhatanorganismlookslike.Youdon'tactuallyactorlooklikeachimp,

right?

Presently,onlythefunctionofafewpercentoftheDNAisknown,theresthasbeenbelieved

tobeuselessgarbage,commonlycalled“JunkDNA“bymolecularbiologists.Thereisnow

increasingevidenceindicatingthatthisDNAisnot“junk”atall.Ithasbeenfoundtohavevarious

regulatoryroles,whichmeansthatthisso-called“non-codingDNA''influencesthebehaviorofthe

genes,the“codingDNA”,inimportantways.However,theknowledgeisstillincompleteabout

thisDNA.Andthereislittleknowledgeabouttherelationshipbetweennon-codingDNAandthe

DNAofgenes.Ibelievescientistswilltellusmorewiththefunheringoftheirresearch.

ForTeachers:

StrategicsforGivingaspeech

PartOne

Throughouthistorypeoplehaveusedpublicspeakingasavitalmeansofcommunication.Pericles,

theGreekleader,saidmorethan2,500yearsago,440newhoformsajudgmentonanypointbut

cannotexplainitclearlymightaswellneverhavethoughtatallonthesubject.^^Thesameistrue

today.Theabilitytoclearlyandeffectivelycommunicateyourthoughtsandideasisimportantin

bothyourpersonalandprofessionallife.Personally,itcanhelpyoudevelopdeeperandmore

fulfillingrelationshipsofalltypes.Professionally,itcanhelpyoustandoutamongyourcolleagues

andattainpositionsofleadershipandinfluence.

Followingaresomebasicconceptsofaspeech:

Organization:

•Gettheattentionandinterestofyouraudience;

•Revealthetopicofyourspeech;

Objectives•Establishyourcredibility(youarequalifiedtospeak

onagiventopic)andgoodwill;

•Previewthebodyofthespeech.

•Relatethetopictoyouraudience;

Beginninn•Statetheimportanceofyourtopic;

•Startletheaudiencewithanarrestingandintriguing

statement;

Devices•Arousethecuriosityoftheaudience;

•Questiontheaudience;

•Beginwithaquotation;

•Tellastory;

•Numberofmainpoints:makeafewmainpoints

standoutandberemembered;

Bod、MainPoints•Strategicorderofmainpoints:chronologicalorder,

spatialorder,causalorder,problem-solutionorder,

topicalorder,etc.

Purposes・Signaltheendofthespeech;

•Reinforcethecentralidea.

Endinn•Summarizeyourspeech;

•Endwithaquotation;

Devices•Makeadramaticstatement;

•Refertotheintroduction;

SiiDDortin。evidence:

1.Abriefexamplemaybeusedtointroduceatopic.

Briefexamples2.Youcanpilethemoneupontheotheruntilyoucreate

thedesiredimpression.

ExamplesTypes

ExtendedAstory,narrative,oranecdotedevelopedatsomelength

examplestoillustrateapoint.

HypotheiicalAnexamplethatdescribesanimaginaryorfictitious

examplessituation.

•Userepresentativestatistics;

Statistics•Choosestatisticsfromareliablesource;

•Usecorrectstatisticalmeasures.

Aformalstatementaboutsomethingthatyousaw,know,orexperienced,

Definition

usuallygiveninacourtoflaw.

•Experttestimony;

1

Testimony•Peertestimony:first-handexperienceonthetopic.

Types•Directquoting;

2•Paraphrasing:expressingbyusingdifferentwords,especiallyin

ordertomakeitshorterorclearer.

Presentingthespeech:

LanuuaueUselanguageaccuratelyandappropriately.

VoiceVolume,pitch,rate,pauses,vocalvariety,articulation,etc.

Delivery

BodyPersonalappearance,movement,gesturesandpostures,eyecontact,etc.

e.g.usingPowerPointslides

•Keepvisualaidssimple;

•Makesurevisualaidsarelargeenough;

Visual

Tips•Usealimitednumberofslides;

aids

•Displayvisualaidsonlywhendiscussingthem;

•Talktoyouraudience,nottoyourvisualaids;

•Explainvisualaidsclearlyandconcisely.

PartTwo

Findtwosamplespeeches,onetoinformandtheothertopersuade,and1)analyzethescripts

togetherwiththestudentsintermsoftheorganizationandthesupportingevidenceused;2)watch

thespeechestoseehowthespeakerspresentthespeeches.

PartThree

Askthestudentstoworkingroups,witheachgrouppreparingaspeech,eitheraninformative

speechorapersuasivespeech.Eachgroupchoosesonerepresentativetodeliverittothewhole

class.Theninvitecommentsfromthewholeclass,usingtheconceptspresentedinStepOne.

3.RelatingYourOwnExperience

Samples:

\.

1)BothmyparentswereoccupiedwithworkingsoIwasraisedbymygrandparents.Theywere

kindtome.Theytalkedtomealot,especiallymygrandmother.Theytoldmeabouttheir

personalexperiences,andwhatitwaslikewhentheywereyoungandwhenmyparentswere

children.

2)Myparentstoldmemanystoriesandmostofthemwerefamouslegends.Thestorythat

impressedmemostwasaboutacourageousorphan.Everyday,hewouldgoouttocultivatehis

land.Onedaywhenhecamehome,hefoundadeliciousmealonthetable.Thishappened

severaltimes.Inordertofindoutwhowascookingforhim,theyoungmanhidbehindthedoor.

Hediscoveredthatitwastheoysterfairywhohadbeensenttotakecareofhim.Fromthenon,

thegoodfairyandtheorphanlivedhappilytogether.

3)Yes,butIalsoenjoyeddoingthingswiththem.Whiledoingthingswiththem,wcnotonly

talkedalot,Ialsolearnedalotofpracticalskills.

4)Ithinkithelpedtocultivatemymorality.Iamhonestandhardworking.Ithinktheymademe

strongandcourageous.

2.

I)Yes,myparentstalkedtomealot,especiallymyfather.Theybelievedthatboysshouldbewith

theirfathersmoretobemanly.Asyoucanimagine,myfatheroftentaugh:mehowtobehavelike

aman.Healsotoldmestoriesaboutbravemen,abouttheuniverse,andabouthiscollegelife.

Whenweweretogether,heoftentreatedmeashisequal,ratherthanakid.Ireallyenjoyedthat.

2)Myfathergraduatedfromanarmyinstitutesohetoldmealotofstoriesabouthiscollegelife,

quitedifferentfromwhatwe'rehavingnow.Thereisonestorythatreallyimpressedme,andevery

timeIrecallit,Ican'thelplaughing.Studentsinanarmyinstitutehavetowearuniformsandarmy

caps.Boyshavetokeeptheirhairshortandthosewithlonghairwillbepunished.Andbeforethe

militaryreviewthatyear,thestudentswereaskedtohavetheirhaircut,andalltheboysinmy

father'sclasshadtheirheadsshaved.Duringthemilitaryreview,atthedrillcommand“Dressright,

DRESS!’'(口令"向右看齐")fromthecommandingofficer,allthestudentsraisedtheirleftarms

paralleltothegroundandlockedtheirheadstothefarright,andnowliappenedthemostfunny

thing:alltheircapsdidn'tturn,keepinginthesamepositionwhentheyturnedtheirheadssinceall

theboyswere"bald”.Thegirlsintheclasscouldn'thelplaughing,andneithercouldthe

commandingofficer.Ybucanimaginewhattheyalllookedlikeatthattime...

3)Ireallyenjoyedtalkinganddoingthingswithmyfather.FromhimIlearnedalotofthingsthat

IwouldnototherwisehavelearnedandwithhimIalsofeltbeingrespected.

4)Thankstomyfather,nowIknowwhatagoodfather-sonrelationshipislikeand,more

importantly,Ihavedevelopedmanymasculinetraits,whichmakemewhoIamnow,avery

popularboywithgirls.

4.CaseStudy

PhysicallyIntellectuallyEmotionally

•takepartinsportswith•singsongswithher;•bekindtoher,butalsostrict;

her;•tellherstoriesabouthuman•encourageherorpraiseher

•takeheroutonwalks;ancestorstolearnhowtheywhennecessary;

•givehergoodfoodthatsurvivedindifficulttimes;•teachhermoralvalues;

helpshertobestrong•helpherwithherhomework;•voiceourfeelings

andhealthy;•sendhertoextraclasses;frequently;

•keephercleanand•letherwatcheducational•bekindtoherfriends;

properlydressed;programsonTV;•respectherownjudgment;

•letherdosome•takehertofamoushistorical•teachherhowtofacefailure;

housework;places,museums,etc;•encouragehertobekindto

•sendhertoadance•involveherinmakinglivingcreatureswhen

school.decisionswhenpossible;possible.

•encouragehertoread.

5.SolvingTeresa'sDilemma

Samples

1)-Yes.Becausethecompanyneedsioget(heinformationaboutitsclientssoasiocharge

accordingly.Themajorconcernofanycompanyisprofitsandeveryeffortshouldbemade

tomaximizetheprofits.

~No.Becauseagenetictestissomethingprivateandeachindividualhastherightto

personalprivacy.Evenifaclienthashadthetest,he/shehastherightnottotellthe

companytheresult,especiallyifitmeanshigherinsurancepremiums.Justasthecompany

wantstomaximizeitsprofits,soindividualsshouldtrytominimizetheircosts.

2)-Yes.Becausethecompanyshouldtrytodoeverythingpossibletogetasmuchinformation

aboutitsclientsaspossible,otherwisethecompanymaysuffergreatloss.Iftheclient

refusestotakethetest,itmaymeancitherthathe/shehassomeproblemwhichmightbring

losstothecompanyorthathe/sheisuncooperative.Thenthecompanymayrefusetohave

him/herasitsclient.

—No.Becauseeachindividualhastherighttodecidewhetherhe/shewantstotakeacertain

test,especiallyagenetictestwhichisoftenconsideredsomethingprivate.Thereisalsothe

costofatest.Iftheinsurancecompanyinsiststhatitspotentialclientdoagenetictest,the

companyshouldpaythecost.

3)-IthinkTeresashouldchargepeoplewiththegenemorebecause,duetotheirpredispositionto

alcoholism,theprobabilityforthemtohaveanaccidentishigher.Fullyawareofthe

accidentsinvolvingillegalalcohollevelsandasadirectorofthecompany,Teresahasto

considertheriskthathercompanyisrunningandshehastotryherbesttominimizetheloss

tohercompany.Ontheotherhand,sheshouldn'tchargethosewithoutthegenelessbecause

atrafficaccidentdoesn'talwayshavetodowithalcohol.Sosheshouldn'tlowerthecharge.

4)—IthinkTeresashouldchargeJamesthenormalinsurancepricebecauseJamesneverdrinks.

Hispredispositiontoalcoholismissomethinggeneticandisnothisownfault.Hedidn't

choosethegenesandheshouldnotbeheldresponsibleforsomethingoutofhiscontrol.

Furthermore,duetohispredispositiontoalcoholism,he'smorelikelytohaveanaccident

whichmightlakeawayhislife,so,tosomeextent,heisavictimofhisgenes.Howcana

victimbepenalized?

AndIfJameswas25,Teresashouldchargehimmorebecausetheriskforthecompanyis

highersinceyoungpeoplehavemoreactivitiesanddrivemore,andtheytendtobemore

emotionalthanolderpeople.

6.Whichhasastrongerinfluence,heredityorenvironment?

Forenvironment