B3U8 課文翻譯及課后練習答案

Unit8NatureandNature

In-classreading

課內閱讀

參考譯文

基因、環(huán)境與雙胞胎

1遺傳與環(huán)境原委哪一個影響更大呢?在相當大的程度上，一個人生來具有的潛力將確定

他一生的作為。因此遺傳即命運，是命中注定的東西。然而，基因并不是在真空中發(fā)揮作用

的；一旦我們起先相識到基因在個人發(fā)展中所起的作用，我們就會明白，沒有與其相互作用

的環(huán)境，就不行能有任何個人的發(fā)展。沒有一個特點是完全由環(huán)境或者完全由基因造成的。

2遺傳和環(huán)境的相對影響在同卵雙胞胎中最易視察到。大多數的同卵雙胞胎是在一起撫養(yǎng)

長大的，因而無論在外表還是行為上都驚人地相像。這些實例證明，若在同樣的環(huán)境中撫養(yǎng)

成長，具有相同基因的個體就會以幾乎同樣的方式對環(huán)境作出反應。但這些例子并不能說明

假如把這些同卵雙胞胎分開撫養(yǎng)會發(fā)生什么狀況。

3對分開撫養(yǎng)的同卵雙胞胎已進行了許多探討。被探討的這些雙胞胎都生活在美國，成長

的自然環(huán)境幾乎相同，并且具有幾乎相同的養(yǎng)分史。因而，正如所料，他們在外表、身高和

體重上極其相像。也有例外：?對雙胞胎中的個患了相當嚴峻的疾病而另個卻沒生病；

但是總體而言，同卵雙胞胎，甚至從嬰兒時就分別的同卵雙胞胎，在心理和身體上會如此相

像，給每個人留下了深刻的印象。

4在對從一誕生就分別的19對雙胞胎的探討中，探討者發(fā)覺，其中約三分之二的雙胞胎之

間的差異與一起長大的雙胞胎之間的差異一樣不明顯。這有力地說明白基因的影響力和環(huán)境

作用的局限性。然而，必需記住的是，盡管被探討的同卵雙胞胎生活在不同家庭里且相距甚

遠，但總體而言，那些家庭的環(huán)境基本上沒有什么差異。通常都會想方設法地將每個孩子安

置在和他自己原來的家庭背景相同的家庭里，因而發(fā)覺這些雙胞胎成長中有不少相像之處就

不足為奇了。但是在那些分開撫養(yǎng)的雙胞胎的生長環(huán)境有較大差異的實例中，雙胞胎之間的

差異就很大。下面的例子說明白在對比度很大的環(huán)境中成長的同卵雙胞胎的狀況。

5格萊迪絲和海倫誕生于俄亥俄州的一個小鎮(zhèn)，在大約18個月時被分開撫養(yǎng)。她們直到28

歲才再次相遇。海倫被領養(yǎng)了兩次。她最初的養(yǎng)父母結果靠不住，兩年后海倫又被送回到孤

兒院。過了幾個月，她再一次被住在密歇根東南部的一對農場主夫婦領養(yǎng)。此后25年她始終

住在那里。她的其次個養(yǎng)母盡管本身沒受過什么教化，卻下決心要讓海倫得到良好的教化；

海倫最終高校畢業(yè)，教了12年的書，26歲時結婚，并有了一個女兒。

6格萊迪絲被加拿大的一個列車乘務員及其妻子領養(yǎng)。她讀三年級的那一年，全家搬到了

加拿大落基山脈一帶一個相當偏僻的地方,那兒沒有學校,格萊迪絲的正式教化也就此結束,

直到全家搬到安大略省后才得以接著。于是格萊迪絲就呆在家里干家務，始終到她17歲，隨

后在一家針織廠工作。19歲那年她去了底特律，找到一份工作，21歲時結了婚。

7海倫在兒童和成年時期都始終比格萊迪絲健康，但除了這一點以及各自所受的教化不同

之外，她們的生活環(huán)境特殊相像。她們的體重、身高、發(fā)色和牙齒都特殊相像。她們之間的

區(qū)分明顯與她們各自的家庭生活和社交生活不同有關。

8海倫自信、舉止得體、充分利用了她外表的優(yōu)勢，在社交中也顯得很從容，有修養(yǎng)。格

萊迪絲則羞怯、忸怩、緘默寡言，缺乏迷人或優(yōu)雅的風度。一位探討她們的科學家曾經說過:

“這兩個雙胞胎之間的懸殊差異真可謂是高校教化的頗有勸服力的廣告?！?/p>

9考慮到她們環(huán)境方面的閱歷的本質不同，海倫和格萊迪絲之間的差異也就不足為怪了。

由于心理特點在很大程度上取決于閱歷，可想而知心理特點也反映閱歷。另一方面，那些不

易受環(huán)境影響的特點更有可能在同卵雙胞胎中表現出高度的相像性。盡管基因特殊重要，但

是基因本身決不能完全確定任何一個特點。我們的實力會達到什么程度由基因注定，而我們

真正做了什么則主要由環(huán)境確定。

After-classreading

課外閱讀

參考譯文

科學再次關注雙胞胎

1假如你對雙胞胎感愛好的話，那么雙胞胎鎮(zhèn)會使你著迷。

2從1976年起的每個夏天，這個位于俄亥俄州克里夫蘭郊外的小鎮(zhèn)都會擠滿眾多的雙胞

胎。去年夏天，有2,356對雙胞胎從世界各地來到這里，參加并觀看游行、焰火、魔術表演、

五公里賽跑以及一百多項的競賽：評比出年紀最大的、年紀最小的、最像的、最不像的，以

及兩人相加笑起來嘴咧得最大的雙胞胎。

3你要是去過那兒的話，你可能會留意到有許多科學家也參加了這個盛會。有些科學家是

來找尋引起疾病的緣由一例如皮膚病、癌癥、心臟病。另外一些科學家則對雙胞胎自身的

感受感愛好。但是在全部的科學家中，從事最重要的——也是最有爭議的——工作的是這樣

?些科學家，他們特地探討先天遺傳和后天培育這個由來已久的問題：即探討有關我們是如

何發(fā)展成現在這個樣子的。

4為什么我們有些人精通數學或擅長寫作，而另外一些人則在藝術或籃球上出類拔萃？是

什么造成了我們在智力、才能和品嘗上的差異？這些主要是由我們從父母那里繼承來的基因

（先天遺傳）確定的嗎？同我們的生活閱歷（后天培育），也就是我們成長的社會環(huán)境又有

多大關系呢？

5假如你是一個對這個問題感愛好的科學家，你莫非不想探討一下同卵雙胞胎嗎？想一

想：從同一受精卵發(fā)育出來了兩個人。也就是說，兩個人有完全相同的基因。同卵雙胞胎之

間存在的任何不同都只能是他們成長環(huán)境不同的結果。但是你能說他們之間的任何相同點都

是基因相同的緣由嗎？

6不愿定吧。記住，大多數雙胞胎都有相像的成長環(huán)境——同樣的房子，同樣的飲食，同

樣的親戚等等。探討分開在不同環(huán)境下撫養(yǎng)的同卵雙胞胎，或許是你能精確衡量先天遺傳和

后天培育所起的作用的唯一方法。

7在過去的10年間，由心理學家小托馬斯?J?布沙爾帶領的一組科學家探討了大約65

對分開撫養(yǎng)的同卵雙胞胎。他們逐探討了大約45對分開撫養(yǎng)的異卵雙胞胎。

8科學家們把每對雙胞胎帶到明尼蘇達高校進行為期一周、深化細致的檢測。小組里的醫(yī)

生和牙醫(yī)們給這些雙胞胎進行了全面的體檢。他們記錄了雙胞胎的身高、體重、眼睛顏色、

耳朵的形態(tài)和頭圍。

9同時，心理學家們還對雙胞胎進行了智商和性格測試。為了測試性格，心理學家們設法

測定了：雙胞胎們對事情擔憂的程度，他們是謹慎型的還是魯莽型的，以及他們的創(chuàng)建力如

何。他們依據雙胞胎們對一些陳述的回答來衡量這些方面以及其他一些性格特征，這些陳述

包括“我很少魯莽行事”，“木柴燃燒的火焰激發(fā)我的想象力”等。一周結束時，每個雙胞

胎都回答了大約15,000個問題。

10布沙爾小組對分開撫養(yǎng)的雙胞胎之間的相像之處感到特殊驚異。例如他們的手勢和姿態(tài)

經常很相像，真是令人驚異。在照片上，許多雙胞胎擺出的姿態(tài)幾乎一模一樣。有些同卵雙

胞胎還發(fā)覺他們的生活方式極其相像。

11“吉姆兄弟”是布沙爾探討的第一對同卵雙胞胎，他們誕生四周后就被不同的家庭領養(yǎng)。

他們都在俄亥俄州長大，彼此相隔45英里。當他們在39歲重逢時，發(fā)覺了一系列驚人的相

同之處：二個人都叫吉姆，都開同一型號的藍色雪佛蘭，都寵愛做木工，都有啃手指甲的習

慣，養(yǎng)的狗都叫“Toy”。兩個人都有傍晚頭痛的毛病，都是在18歲時起先的。

12在吉姆兄弟之間所發(fā)覺的相同點在明尼蘇達小組探討的雙胞胎身上都普遍存在。有些對

明尼蘇達探討工作持指責看法的人說“這些巧合沒什么可驚異的:他們認為每個人的生活

里都有許多的微小環(huán)節(jié)，因此必定會有巧合。而且，對于異地撫養(yǎng)的同卵雙胞胎之間發(fā)覺的

任何一個巧合，持懷疑看法者都能指出大量未被發(fā)覺的不同點。同一對雙胞胎可能有不同型

號的電視機，支持不同的足球隊。但不同點是不會被報道的，因為它們不會使人驚異。

13但是除了巧合之外，明尼蘇達的科學家們收集并分析了有關雙胞胎的健康、智力和特性

方面的大量數據。布沙爾認為，有關異地撫養(yǎng)的同卵雙胞胎的數據清楚地顯示了：先天遺傳,

即我們所繼承的基因，對我們的生活有顯著的影響。該小組發(fā)覺，這些同卵雙胞胎在身高、

指紋和心率等生理特征方面極其相像。成年的同卵雙胞胎還往往有相像的病史，例如同時得

了青光眼。

14明尼蘇達小組報告說智力似乎也更受基因的影響而不是環(huán)境。雖然由不同的家庭撫養(yǎng)長

大，布沙爾小組探討的同卵雙胞胎在成人智力測驗中所得的分數完全相同或幾乎相同。

15但是最令人驚異的是，明尼蘇達小組發(fā)覺基因對于特性的形成起著重要作用，例如，會

確定我們是否敬重傳統(tǒng)、按部就班，還是會成為堅決的離經叛道者。依據布沙爾的看法，你

與生俱來的基因對你是否自信、快樂、樂觀或者對世界上的事是否持消極看法有很大影響。

明尼蘇達小組的一位心理學家，南希?西格爾說，“這項探討令人信服地表明：基因影響人們

行為的每個方面?！?/p>

16另一些科學家不同意這個說法。他們質問，既然光是對智力的定義就多種多樣，你們又

怎么能夠去探討智力是否是遺傳的呢？他們認為同樣的問題也存在于其他的性格特征中。

17布沙爾本人表示了這樣的觀點，即使是他所探討過的最相像的雙胞胎也是彼此不同的。

因此即便基因對我們的生活有很大的影響，它們也不是唯?起影響作用的因素。我們的日常

閱歷也有助于塑造我們。

18你知道這意味著什么：為了考試，你還得學習！

課內閱讀練習答案

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。陽.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"向右看齊")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