Handout-Book3-Unit8

Guidelines for Students

Unit 8 Book 3

Part I In-class Reading

The words and expressions supposed to be mastered:

heredity (n.) (Line1, Para1)

1. Some diseases develop because of the conditions one lives in; others are present by heredity.

2. Some children seem to be gentle by heredity.

比较heritage, heredity 和inheritance

Fair play is part of our heritage.（使用最广泛，不仅指一般的遗产，也指世代相传的具有特色的精神财富或物质财富。）

The estate he received by inheritance from his aunt was donated to the local orphanage. （指继承这一行为，不指继承的东西。为抽象名词。）

The colour of our skin is due to heredity.（特指生物遗传）

identical (adj.) (Line 8, Para. 2)

1. No leaves are identical(相同的).

2. Your voice is identical to your brothers.

3. This is the identical(同一的) hotel that we stayed in last year.

4. Both events happened on the identical day.

resemblance (n.) (Line 16, Para. 3)

1. There is a strong resemblance between the authentic work of Xu Beihong and the counterfeit. resemble(v.) look or be like.

?The identical twins resemble each other in appearance but not in character.

substantially (Line 27, Para. 4)

1. Though young, he has substantially contributed to the project.

substantial (adj.)

?To study abroad indicates to make substantial changes in life.

substance (n.)

?Water is a substance vital to life.

?The substance of their discussion is how often and how long a student can surf on line.

illustrate (v.) (Line 32, Para. 4)

1.He illustrated his point by relating his own experience.

2.If you illustrate this children book, it will sell much better.

比较:

?Our staff members are always ready to demonstrate how this computer works. (意为“示范；

说明”。通常通过动作示范来说明。)

?The data illustrated that this computer worked well. (通过给出实例、图表等来说明。)

resume (v.) (Line 51, Para. 6)

1. He resumed his spirits and threw himself into the new work soon after the failure.

2. Traffic is expected to be resumed before the rush hour.

3.Kindly resume your seats, ladies and gentlemen.

distinguish (v.)(Line 57, Para. 7)

1. He is easily distinguished by his uniform.

2. He distinguished himself in the commercial negotiation with America.

3.Every so often, people can not carefully distinguish between facts and rumors.

4. Can you distinguish a BUICK LESABRE from other cars?

exhibit (v.) (Line 67, Para. 9)

1.Though not rich, he exhibited great concern for those homeless children and make whatever

effort to help them.

2.Manufactures are exhibiting their new model cars.

3.He will exhibit his paintings before the public in New York.

be liable to (Line 67, Para. 9)

1. Offenders are liable to fines (n.) of up to ￡100.

2. Poor Susan! She is liable to flu (n.) in winter.

3.Human beings are liable to make mistakes under stress.

同义词：

?be likely to

?be bound to

?be prone to

?be apt to

?be open to

?be susceptible to

on the whole(Line 18, Para. 3)

1. On the whole they got on very well with him.

2. On the whole, people miss the opportunity to enjoy leisure.

no more…than (Line 22-23, Para. 4)

1. He was no more lucky in house hunting than I was.

2. You are no more capable of speaking Chinese than I am. 你说汉语的能力并不比我强（意为

两人都说得不太好）。

Difficult sentences or useful expressions from the text:

Twins, Genes, and Environment

1 Heredity or environment: which is stronger? The potentials which a person is born

with determine in some way what he will do in life. Therefore heredity is fate, a kind of predestination. However, genes do not work in a vacuum; as soon as we begin considering the role that they play in the development of the individual, we see that there

can be no development without the interacting environment. No characteristic is caused exclusively by either environment or genes.

2 The relative effects of heredity and environment are most clearly observabl e in identical twins. Most identical twins are raised together and are remarkably alike in both appearance and behavior. These cases demonstrate that individuals with the same genes, when raised in the same environment, will respond to it in much the same way. They do not indicate what would happen if these identical individuals were raised separately.

3 A number of studies have been made of identical twins raised apart. The twins who were the subjects of these studies lived in America, were raised in much the same physical environments, and experienced much the same nutritional histories. Therefore, as one might expect, they maintained the closest resemblance to each other in physical appearance, height, and weight. Exceptions occurred when one twin had developed a rather severe illness and the other had not; but on the whole everyone is impressed by the great psychological and physical likenesses that exist between identical twins, even those who have been separated from infancy1.

4 In a study of nineteen sets of twins who had been separated from birth, investigators

power of the genes and the limitation of the effect of environment. However, it must be remembered that, although the identical twins who were studied lived in different families far removed from each other, the environments in those families were not, on the whole, substantially different. Usually every effort would be made to put each child in a home with a background similar to that of its own family, and therefore it should not be surprising to find that the twins developed similarly. But in those cases in which there had been a greater difference in the environments of the separated twins, the differences between the twins were more substantial. The following case illustrates what happens to identical twins when they are brought up in contrasting environments. 5 10 15 20 25 30

5 Gladys and Helen were born in a small Ohio town and were separated at about eighteen months of age. They did not meet again until they were twenty-eight years old. Helen had been adopted twice. Her first foster parents had proved to be unstable, and

Helen had been returned to the orphanage after a couple of years; after several months she was again adopted, by a farmer and his wife who lived in southeastern Michigan. This was her home for the next twenty-five years. Her second foster-mother, though she had had few educational advantages herself, was determined that Helen should receive a good education; Helen eventually graduated from college, taught school for twelve years, married at twenty-six, and had a daughter.

6 Gladys was adopted by a Canadian railroad conductor and his wife. When she was in the third grade, the family moved to a rather isolated part of the Canadian Rockies, where there were no schools, and Gladys’ formal education came to an end, and was not resumed until the family moved to Ontario. She stayed at home and did housework until she was seventeen, and then went to work in a knitting mill. She went to Detroit at nineteen, got a job, and married when she was twenty-one.

7 Helen had been healthier than Gladys, in childhood and adulthood, but other than that, their environments had been very similar except for their education. Their weight, height, hair color, and teeth were very similar. The differences that distinguished them were obviously associated with the different social lives they had led.

8 Helen was confident, graceful, made the most of her personal appearance, and showed considerable polish and ease in social relationships. Gladys was shy, self-conscious, quiet and without charming or graceful manners. A scientist who studied them remarked, “As an advertisement for a college education the contrast between these two twins should be quite effective.”

9 Considering the nature of their environmental experiences, the differences in Helen and Gladys are not surprising. Since psychological traits depend so much upon experience, it is to be expected that they will reflect it. On the other hand, traits that are

responsible for any trait. What we can do is set by the genes, but what we actually do is largely determined by the environment. (823 words)

Time taken: ______ minutes 35 40 45 50 55 60

Students’ Tasks:

Practice as much as possible the in-class reading (including new words and phrases, text, grammar items etc.) so that you will be fully prepared to do the following in the class:

1.Dictation ( words , phrases or sentences from the text)

2.Read aloud and learn them by heart:

1 Heredity or environment: which is stronger? The potentials which a person is born with determine in some way what he will do in life. Therefore heredity is fate, a kind of predestination. However, genes do not work in a vacuum; as soon as we begin considering the role that they play

in the development of the individual, we see that there can be no development without the interacting environment. No characteristic is caused exclusively by either environment or genes.

2 The relative effects of heredity and environment are most clearly observable in identical twins. Most identical twins are raised together and are remarkably alike in both appearance and behavior. These cases demonstrate that individuals with the same genes, when raised in the same environment, will respond to it in much the same way. They do not indicate what would happen if these identical individuals were raised separately.

9 Considering the nature of their environmental experiences, the differences in Helen and Gladys are not surprising. Since psychological traits depend so much upon experience, it is to be expected that they will reflect it. On the other hand, traits that are not liable to be influenced by the environment are more likely to exhibit a high degree of similarity in identical twins. Important as they are, genes alone are never absolutely responsible for any trait. What we can do is set by the genes, but what we actually do is largely determined by the environment. (823 words)

3.Answer or discuss the questions concerning the topic of the text

4.Summarize the text

5.Finish the exercises（P. 335-336)

Directions: Choose the best explanation for the italicized word in each sentence.

1) The twins who were the subjects of these studies...(l.13)

A. things people talk about

B. courses taken by university students

C. people being tested or studied

2) Exceptions occurred when one twin had developed a rather severe illness and...(l.17)

A. serious

B. sudden

C. intense

3) ...and Gladys’ formal education came to an end, and was not resumed until the family moved

to Ontario. (l.44)

A. assumed

B. repeated

C. continued

4) ...and showed considerable polish and ease in social relationships. (l.52)

A. ability

B. care

C. grace

5) ...without charming or graceful manners...(l.53)

A. ways in which one behaves

B. habits and customs

C. ways in which a thing is done

6) Considering the nature of their environmental experiences...(l.56)

A. world around us

B. essential quality

C. character of a person

7) On the other hand, traits that are not liable to be influenced by the environment are more

likely to...(l.59)

A. surely

B. likely

C. able

8) What we can do is set by the genes...(l.61)

A. placed

B. determined

C. doubled

Directions:Complete the sentences by filling in the blanks with words from the box. Some of the words can be used twice. Change the form if necessary.

alike identical like resemble same similar

1) It’s amazing how closely Brian and Steve ________ each other.

2) Mother and I are exactly ________. I haven’t a thing in common with my father.

3) ________ many women of her age, she struggled to find a balance between her career and her children.

4) The speech was strikingly ________ to one given by the American President earlier this year.

5) The furniture was made in much the ________ way as it was over 200 years ago.

6) ________ twins are always of the ________ sex and they look almost exactly ________. Directions: Complete each of the following sentences with an appropriate adverb from the box.

actually absolutely approximately eventually

exclusively obviously remarkably similarly

1) You must be ____________ silent or the birds won’t appear.

2) Seventy-two percent of the people ____________ found work, but mainly in low-paid service

jobs.

3) He was in tears and ____________ very upset.

4) Men must wear a jacket and tie. ____________, women should dress quite formally.

5) She plays the violin ____________ well for a child of her age.

6) --“How many people died in the plane crash?”

--“I don’t know the exact number, but there were ____________ 200 people on the plane.”

7) Almost all of the surrounding land is owned ____________ by a few very rich farmers.

8) It turns out that one of the children I thought was a girl was ____________ a boy.

6.Oral presentation:

★Which has a stronger influence, heredity or environment?

Directions：Discuss in groups which has a stronger influence, heredity or environment. Give examples related to physical, intellectual and emotional characteristics. Try to find

convincing points to support your arguments.

★Relating Your Own Experience

Directions: Work in pairs. One of you plays the part of a social worker, the other a college student. The social worker asks questions such as:

1) Did your parents or grandparents talk to you a lot when you were young? What did they talk

to you about?

2) Did they tell you stories? Can you remember a story that impressed you or that you liked?

3) Did you like being talked to?

4) In which aspect do you think you benefited?

Part II After-class Reading

Students are encouraged to learn this part as much as possible:

★main ideas & implications of the reading materials

★new words & expressions (show up, the widest combined smile, seek clues to, excel at, inherit from, have to do with, strike poses, be bound to do,

what is more, point to, a mountain of data, have/exert an influence over, earn

scores on tests, play a big part in ,apply to, make the point, devot e…to, keep…

out of)

★useful sentences& grammatical points

Note:Quizzes and examination papers will undoubtedly include after-class reading.

Part III Listening-centered Activities

Students are asked to finish Part Two &Part Four of Unit 7from your listening book.