Unit 1 The Power of Language 原文英文

Unit 1 The Power of Language

Text A Critical Reading

Critical reading applies to non-fiction writing in which the author puts forth a position or seeks to make a statement. Critical reading is active reading. It involves more than just understanding what an author is saying. Critical reading involves questioning and evaluating what the author is saying, and forming your own opinions about what the author is saying. Here are the things you should do to be a critical reader.

Consider the context of what is written. You may be reading something that was written by an author from a different cultural context than (=from) yours. Or, you may be reading something written some time ago in a different time context than yours. In either case, you must recognize and take into account any differences between your values and attitudes and those represented by the author.

Question assertions made by the author. Don't accept what is written at face value(完全地, 以面值/表象). Before accepting what is written, be certain that the author provides sufficient support for any assertions made. Look for facts, examples, and statistics that provide support. Also, look to see if (=whether) the author has integrated the work of authorities.

Compare what is written with other written work on the subject. Look to see that what is written is consistent with what others have written about the subject. If there are inconsistencies, carefully evaluate the support the author provides for the inconsistencies.

Analyze assumptions made by the author. Assumptions are whatever the author must believe is true in order to make assertions. In many cases, the author's assumptions are not directly stated. This means you must read carefully in order to identify any assumptions. Once you identify an assumption, you must decide whether or not the assumption is valid.

Evaluate the sources the author uses. In doing this, be certain that the sources are credible. For example, Einstein is a credible source if the author is writing about landmark achievements in

physics. Also be certain that the sources are relevant. Einstein is not a relevant source when the subject is poetry. Finally, if the author is writing about a subject in its current state, be sure that the sources are current. For example, studies done by Einstein in the early 20th century may not be appropriate if the writer is discussing the current state of knowledge in physics.

Identify any possible author bias. A written discussion of American politics will likely look considerably different depending on whether the writer is a Democrat or a Republican. What is written may very well reflect a biased position. You need to take this possible bias into account when reading what the author has written. That is, take what is written with "a grain of salt" （有保留地）.

By being a critical reader, you will become better informed and may change your views as appropriate.

Critical reading involves questioning and evaluating what the author is saying, and forming your own opinions about what the author is saying. Here are the things you should do to be a critical reader.

1）Consider the context of what is written.

2）Question assertions made by the author.

3）Compare what is written with other written book on the subject.

4）Analyze assumptions made by the author.

5）Evaluate the sources the author uses.

6）Identify any possible author bias.

Exercises I Checking your comprehension

1. Reading non-fiction writing critically involves ___.

A. supporting the author's opinion

B. developing your own opinions

C. understanding what is written

D. reading without any imagination

2. Before accepting what is written in an article, you should be sure that______.

A. enough support for the assertions has been given

B. your values and attitudes have been reflected in it

C. it has been checked from an authoritative source

D. you have found the differences in the writing styles

3. If there are some inconsistent points in the article, you should________.

A. insist on your own opinion and confirm it

B. avoid mentioning the inconsistencies

C. emphasize the work of authorities

D. examine the author's supportive statements

4. Einstein is a relevant source when the article is about_________

A. physical breakthroughs

B. the subject of poetry

C. studies in current physics

D. credible writing sources

5. The author believes that by being a critical reader you can________ .

A. remember what is written clearly

B. eliminate your own discrimination

C. have much more knowledge

D. spend more time in reading

Exercise II

Section A Building your vocabulary

1. These results are _____ with the findings of the previous study.（consistent, consistency）

2.We were not surprised by their_____ that the train services would be reduced.（state, statement）

3.The statistics ______a change in people's spending habits.（reflect, reflection）

4.I'm afraid your driving license is______ in Eastern Europe.（valid, invalid）

5. Twenty-five dollars was______ more than he had expected to pay. （considerable, considerably）

6. Direct _______ between the two languages is not possible.（compare, comparison）

Section B

assumption landmark critical evaluate represent identify credible appropriate

1. In my opinion, there was no _____evidence against him.

2. Even the smallest baby can _____its mother by her voice.

3. People tend to make _____ about you based on your appearance.

4. This new report_____ the current situation in our schools.

5. The performance of each employee is ____ once a year.

6. We need to ensure that the teaching they receive is _____to their needs.

Section C

1. That bit of the form is for UK citizens 一it doesn't apply ____ you.

2. Arguments were put ____ for changing some of the rules of the game.

3. When judging his performance, don't take his age ____ account.

4. He's universally recognized as an authority ____ Russian affairs.

5. Just compare the one that has been cleaned ____ the others.

6. Education should be relevant ____ the child's needs.

Unit 1 Text B

1、The Language of Confidence

The language we use programs our brains. Mastering our language gives us a great degree of mastery over our lives and our destinies. It is important to use the language in the best way possible in order to dramatically improve our quality of life.

Even the smallest of words can have the deepest effect on our subconscious mind, which is like a child, and it doesn't really understand the difference between what really happens and what you imagine. It is eager to please and willing to carry out any commands that you give it -- whether you do this knowingly or not is entirely up to you.

2、"Try"

It is a small word yet it has an amazing impact upon us. If someone says, "I'll try to do that", you know that they are not going to be pulling their whole heart into(全身心投入于) it, and may not even do it at all. How often do you use the word try when talking about the things that matter to you? Do you say "I'll try to be more confident" or "I'll try to do that" or "I'll try to call"?

Think about something that you would like to achieve, and say it to yourself in two different ways. Firstly say, "I'll try to… " and notice how you feel. Next say, "I will do…" and see how you feel.

The latter makes you feel better than the first one, doesn't it? It gives you a sense of determination, a feeling that it will be done. Listen to the people around you and when they say they will try, notice if it gets done or not. Eliminate the word try from your dictionary and see how your life improves.

3、"Can't"

This is another small word with a big impact. It disempowers us, makes us feel weak and helpless, and damages our self-esteem. It limits our infinite abilities and stifles creativity. Rub it out from your internal dictionary and replace it with something that makes you feel great.

Instead of (=Rather than) saying you can't, w hy not say something like "I choose…" or "I choose not to…". Using words like this allows you to take back your power and to be in control of your life.

Words may appear small and insignificant, yet they can have a deep and lasting effect on us. Mastering your language gives you the power to live whatever life you desire.

What words do you use a lot that disempower you? Make a list of words you commonly use and then write next to them some alternatives you can use. Make these alternatives words that make you feel fabulous(极好的), not only about yourself, but about life and what you are doing!

EXERCISES

I Check Your Comprehension

Section A

Directions: Read the following statements and mark Y（for Yes）if the statement agrees with the information given in the text; N（for NO）if the statement contradicts the information given in the text; NG（for Not Given）if the information is not given in the text.

（）1. Using our language in the best way is significant for the improvement of our life.

（）2. We can knowingly make our command carried out without using a word.

（）3. If we use the word try, we may not make efforts to achieve the things that we want to do.

（）4. We can improve our life by saying the word try in our daily life.

（）5.We can use a word that makes us feel great to help us feel powerful.

（）6.Though some words may seem small, they can help us do everything we want.

Section B

Direction: Complete the following sentences with the information given in the text.

1._______________________ helps us be in control of our lives and destinies.

2.Any words can have a dramatic influence on _______________________.

3.When we say "I will do…", we will get a sense of _______________________.

https://www.wendangku.net/doc/ea2830996.html,ing words like "I choose…" can help us regain _______________________.

5.Mastering our language helps us get the power to _______________________ .

6. We can write ____________ next to a list of words we usually use.

IV Writing

Section A

Directions: The following sentences are grammatically incorrect or incoherent. Improve them.

1.When dipped in mustard, Sam said the sausage was excellent.

2.A Frenchman murdered two wives he didn't like their cooking.

3.Annie's dress was old, faded, and it had wrinkles.

4.The need for jobs will make us develop our industries. It causes environmental problems.

5. My new running shoes fell apart during the marathon which cost more than a hundred dollars.

Section B

Directions: Read the following paragraph carefully. Cross out two sentences that do not help to develop the controlling idea.

Philip Randolph, the great African-American champion of labour and civil rights, led confrontation with three very popular presidents. Mr. Randolph called for a march on Washington by thousands of African-Americans on July 1, 1941, if President Roosevelt would not take action to end discrimination in defense industries during World War II. Mr. Randolph was born in Florida. After much delay, the president met with Randolph, and one week later opened many defense jobs to black workers. A few years later, in 1948, Mr. Randolph threatened mass civil disobedience if President Truman did not end segregation against African-Americans in the military. On July 26, Truman approved the order that integrated the armed services. The last confrontation was with John F. Kennedy, who sought to stop the 1963 civil rights march on Washington. The march featured the Reverend Martin Luther King's unforgettable "I Have a Dream" speech.

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1. 她连水都不愿喝一口，更别提留下来吃饭了。(much less) 2. 他认为我在对他说谎，但实际上我讲的是实话。(whereas) 3. 这个星期你每天都迟到，对此你怎么解释？(account for) 4. 他们利润增长的部分原因是采用了新的市场策略。(due to) 5. 这样的措施很可能会带来工作效率的提高。(result in) 5. 这样的措施很可能会带来工作效率的提高。(result in) 6. 我们已经在这个项目上投入了大量时间和精力，所以我们只能继续。(pour into) Unit2 1. 尽管她是家里的独生女，她父母也从不溺爱她。(despite) 2. 迈克没来参加昨晚的聚会，也没给我打电话作任何解释。(nor) 3. 坐在他旁边的那个人确实发表过一些小说，但决不是什么大作家。(next to; by no means) 4. 他对足球不感兴趣，也从不关心谁输谁赢。(be indifferent to) 5. 经理需要一个可以信赖的助手，在他外出时，由助手负责处理问题。(count on) 6. 这是他第一次当着那么多观众演讲。(in the presence of sb.) Unit3 1. 你再怎么有经验，也得学习新技术。(never too... to...) 2. 还存在一个问题，那就是派谁去带领那里的研究工作。(Use an appositional structure) 3. 由于文化的不同，他们的关系在开始确实遇到了一些困难。(meet with) 4. 虽然他历经沉浮，但我始终相信他总有一天会成功的。(ups and downs; all along) 5. 我对你的说法的真实性有些保留看法。(have reservations about) 6. 她长得并不特别高，但是她身材瘦，给人一种个子高的错觉。(give an illusion of) Unit4 1. 有朋自远方来，不亦乐乎？(Use "it" as the formal subject) 2. 不管黑猫白猫，能抓住老鼠就是好猫。(as long as) 3. 你必须明天上午十点之前把那笔钱还给我。(without fail) 4. 请允许我参加这个项目，我对这个项目非常感兴趣。(more than + adjective) 5. 人人都知道他比较特殊：他来去随意。(be free to do sth.) 6. 看她脸上不悦的神色，我觉得她似乎有什么话想跟我说。(feel as though) Unit5 1. 他说话很自信，给我留下了很深的印象。(Use "which" to refer back to an idea or situation) 2. 我父亲太爱忘事，总是在找钥匙。(Use "so... that..." to emphasize the degree of something) 3. 我十分感激你给我的帮助。(be grateful for) 4. 光线不足，加上地面潮湿，使得驾驶十分困难。(coupled with) 5. 由于缺乏资金，他们不得不取消了创业计划。(starve of) 6. 每当有了麻烦，他们总是依靠我们。(lean on) Unit6 1. 就像机器需要经常运转一样，身体也需要经常锻炼。(as... so...) 2. 在美国学习时，他学会了弹钢琴。(while + V-ing) 3. 令我们失望的是，他拒绝了我们的邀请。(turn down) 4. 真实情况是，不管是好是坏，随着新科技的进步，世界发生了变化。(for better or worse) 5. 我班里的大多数女生在被要求回答问题时都似乎感到不自在。(ill at ease) 6. 当地政府负责运动会的安全。(take charge of)Unit7