必修第三冊(cè)Unit1Knowingme,knowingyouⅠ.閱讀理解Thegoalofthisbookistointroducesomeofthecognitive(認(rèn)知的)prejudiceswehave—andhowmisunderstandingscancloudourjudgmentandaffectthepeoplearoundus.Thisbookalsoguidesusonhowtodoourbesttocorrectthesethinkingtraps.Herearesomeexamples.Thefirstoneisthatwetendtobeoverconfidentinourabilitieswithoutenoughevidence.Thiscanleadus,forexample,tomessupcareer-changingpresentationsbecauseoflackingpreparation,orgreatlyunderestimatethetimewemayspendincompletingtheprojects.Wecancorrectthispropensitybytryingitoutourselves.Thiswillquicklyputanyfeelingsofoverconfidencetorestorfightthistrendbyover-preparingandconsideringpotentialproblemsinadvance.Forexample,ifwe’redecoratingourhomesandhavenoideahowlongitwilltake,talktofriendswhowentthrougharecentcaseorconsultwithafewexpertstounderstandthetimetheprojectcostsandwhatproblemsmayarise.Another,whichcanbedangerous,isthatwearelikelytofocusalotmoreofourattentiononnegativeeventsthanpositiveones.Itexplainswhyafriend’sunenthusiasticreviewofawell-knownmoviemightleadustowatchsomethingelse.Thistendencycanholdusbackfrommakingadecisionaboutsomething,sayabigpurchaselikeahouse,outoffeartherewasonceanegativeeventassociatedwithanotherwisegoodchoice.Thereareseveralsuggestionshere.Initially,whenmakingachoice,stressthepositiveaspectsofouroptions.Sellersusethisapproachallthetime.Forexample,insteadofsayingthebeefcontains11%fat,theylabelitas89%lean(無脂肪的).Thesearebothtrueandaccuratedescriptionsofthesameproductbutdescribingitfromtheoppositecanmakeitamoreattractivechoiceforbuyersconcernedwithfatintake.1.Whatisthebookaimedat?A.Teachingsocialskills. B.Changingthinkingmodes.C.Solvingphysicalproblems. D.Promotingreflectivelearning.2.Whatdoestheunderlinedword“propensity”meaninparagraph3?A.Tradition. B.Over-preparation.C.Collection. D.Tendency.3.Whatistheharmofprejudicesaccordingtoparagraph4?A.Buyinguselessthings.B.Messinguppresentations.C.Missingbigopportunities.D.Avoidingmakingdecisions.4.Whatwillbetalkedaboutinthefollowingparagraph?A.Analyzingreasons. B.Givingexamples.C.Addingsuggestions. D.Makingcontrasts.“Sticksandstonesmaybreakmybones,butwordswillneverharmme.”Thisisanoldsayingmyfourth-gradeteacheroncetoldme.Igrewupthinkingaslongaspeopledidn’tphysicallyhurteachother,hurtfulwordsweretobetolerated,butIchangedmymindafterreadingLindaO’Connell’sstory,TwoLittleWordswithaBigImpact.Shediscussedtwowords:“and”and“but”,andexplainedhow“but”canbeoneofthemostdestructivewords.ThenIrealizedIhadbeenhurtbytheword“but”,andthatIhadwoundedothers,too,byusingthewordthoughtlessly.Forexample,whenIwasateacherandeditedmystudents’stories,Iwouldalwayssaytheircontentwasgood,butthenIwouldaddcommentssuchas“butyouneedtomakeyourcharactersmorerealistic.”Icouldhavesaid,“Yourcontentisgoodandmakingyourcharactersmorebelievablewillmakeitevenbetter.”Insettingupguidelinesforcommentingonwriters,Irealizeweneedtopraiseeachother,makehelpfulremarks,andthenpraiseeachotheragain,withoutusingtheword“but”.Irememberacollegeprofessorwhosaid,“Thereisnosuchthingasconstructivecriticism.Criticismiscriticism.”Shehasnowpassedon,butherwordsremainwithmealways.Myfourth-gradeteacher’squotewasaimedatwhatshethoughtwasharmlessplaygroundteasing,buteventeasinghurts.Today,wecanreadsadnewsrelatedtomanystorieswherepeoplehavebeenterriblyhurtbyuglywordsandsufferedalot.NowIrealizetheimportanceofthinkingbeforespeaking,eventoavoidseeminglyunimportantwordslike“but”.Sticksandstonesbreakourbones,butthoughtlesswordsalsodoharm.Theycanleavemarksforalifetime.5.Whatchangedtheauthor’sattitudetohurtfulwords?A.Ateacher’sadvice.B.Hispersonalexperience.C.Acollegeprofessor’swords.D.AstorybyLindaO’Connell.6.WhatmessagedoestheexampleinParagraph2convey?A.Theauthorused“but”toooften.B.Theauthorcouldtoleratecriticism.C.Themisuseof“but”canhurtothers.D.Realisticcharactersareneededinwriting.7.Whichwordscanbestdescribetheauthor?A.Honestandwarm-hearted.B.Devotedandcooperative.C.Optimisticandopen-minded.D.Caringandself-reflective.8.Whatisthetextmainlyabout?A.Thebenefitsoflearningfrommistakes.B.Thelong-lastingeffectofhurtfulwords.C.Theimportanceofusingwordsthoughtfully.D.Thedifferencebetweenphysicalandemotionalharm.Isforgivenessagainstourhumannature?Toanswerourquestion,weneedtoaskafurtherquestion:Whatistheessenceofourhumanity?Forthesakeofsimplicity,peopleconsidertwodistinctlydifferentviewsofhumanity.Thefirstviewinvolvesdominanceandpower.Inanearlypaperonthepsychologyofforgiveness,Droll(1984)madetheinterestingclaimthathumans’essentialnatureismoreaggressivethanforgivingallows.Thosewhoforgiveareagainsttheirbasicnature,muchtotheirharm.Inhisopinion,forgiversarecompromisingtheirwell-beingastheyoffermercytoothers,whomightthentakeadvantageofthem.Thesecondviewinvolvesthethemeofcooperation,mutualrespect,andevenloveasthebasisofwhoweareashumans.Researchersfindthattofullygrowashumanbeings,weneedbothtoreceivelovefromandofferlovetoothers.Withoutlove,ourconnectionswithawiderangeofindividualsinourlivescanfallapart.Evencommonsensestronglysuggeststhatthewilltopoweroverothersdoesnotmakeforharmoniousinteractions.Forexample,howwellhasslavery(奴隸制)workedasamodeofsocialharmony?Fromthissecondviewpointofwhoweareashumans,forgivenessplaysakeyroleinthebiologicalandpsychologicalintegrityofbothindividualsandcommunitiesbecauseoneoftheoutcomesofforgiveness,shownthroughscientificstudies,isthedecreasingofhatredandtherestorationofharmony.Forgivenesscanbreakthecycleofanger.Atleasttoanextentthepeoplefromwhomyouareestranged(不和的)acceptyourloveandforgivenessandarepreparedtomaketherequiredadjustments.Forgivenesscanhealrelationshipsandreconnectpeople.Asanimportantnote,whenwetakeaclassicalRealismphilosophicalperspective,thatofAristotle,weseethedistinctionbetweenpotentialityandactuality.Wearenotnecessarilybornwiththecapacitytoforgive,butinsteadwiththepotentialtolearnaboutitandtogrowinourabilitytoforgive.Theactualityofforgiving,itsactualappropriationinconflictsituations,developswithpractice.9.WhatisDroll’sideaaboutforgiveness?A.Peopleshouldoffermercytoothers.B.Aggressivepeopleshouldlearntoforgive.C.Forgivenessdependsonthenatureofhumanity.D.Peoplewhoforgivecanhavetheirownwelfareaffected.10.Whatdoestheexampleinparagraph2illustrate?A.Toforgiveistolove. B.Todominateistoharm.C.Tofightistogrow. D.Togiveistoreceive.11.Whatisthewriter’sattitudetowardforgiveness?A.Favorable. B.Reserved.C.Objective. D.Skeptical.12.Whatisthemessageofthelastparagraph?A.Forgivenessisinournature.B.Forgivenessgrowswithtime.C.Ittakespracticetoforgive.D.Actualityisbasedonpotentiality.Ⅱ.七選五Supercommunicatorsarepeoplewhoareconsistentlyabletocreaterealconnectionswithothersjustbylisteningandtalking.Thefollowingarefourhabitsofsupercommunicators.Theyknowwhatkindofconversationthey’rehaving.Supercommunicatorsareusuallyabletorespondaccordingly.Ifyou’rehavingapracticalconversation,yourfriendmightaskyoutohelpmakeharddecisions.1Ifyourfriendisjustexpressinghisfeelings,youjustneedtobeagoodlistener.

Theyprovethey’relistening.Thereareplentyofwaystoappearlikeyou’relistening,likemakingeyecontactornodding.Todothat,expertssuggestatechniquecalled“cyclesforunderstanding”.Askaquestionandlistentotheresponse.Repeatwhattheyjusttoldyou.Askyourconversationpartnerifyougotwhattheysaidcorrect.2

Theyaskalotofrightquestions.Researchshowsthathighlyeffectivecommunicatorstendtoask10to20timesasmanyquestionsaseveryoneelse.Theymaysimplybefollow-upquestionslike“Whathappenednext?”Supercommunicatorsalsoaskquestionsthatgetpeopletoopenup.3Theyaskaboutpeople’svaluesorexperiencesandcreateanopportunityforemotionalconnections.

4Thegoalofadiscussionisn’ttoimpresssomeone,convincesomeoneorwaitfortheirturntospeak.It’stogenuinelycomprehendsomeoneelse’spointofviewandsharetheirownviewsaccordingly.Therightresponsecreatesanatmosphereoftrustandopennessthatbothpartiescanbenefitfrom.5

A.Theyaimtounderstand.B.Expertscallthem“deepquestions”.C.Theyarepersuasivecommunicators.D.Thedecisionsshouldbeeasytocarryout.E.Thispracticesoundssimplebutispowerful.F.Thenyoushouldbereadytogivegoodadvice.G.Andthatisactuallythemostmagicalthingthatcanhappen.A篇1.核心單詞:Para.1:introducev.把……介紹(給);使初次了解;使嘗試misunderstandingn.誤解,誤會(huì);意見不一,爭(zhēng)執(zhí)Para.2:overconfidentadj.過分自信的;自負(fù)的underestimatev.低估;對(duì)……估計(jì)不足Para.4:unenthusiasticadj.不熱心的,缺乏熱情的2.核心短語:Para.3:inadvance預(yù)先,事先gothrough經(jīng)歷;通讀;檢查3.詞綴變形:Para.5:suggestv.建議;提議;暗示→suggestionn.建議;提議describev.描述;形容;把……稱為→descriptionn.描寫(文字);形容;說明attractv.吸引;使喜愛;引起……的好感(或愛慕)attractionn.向往的地方;有吸引力的事→attractiveadj.吸引人的;令人愉快的B篇1.核心單詞:Para.1:toleratev.容忍destructiveadj.毀滅性的Para.2:charactern.(書籍、戲劇或電影中的)人物,角色;文字;特色realisticadj.現(xiàn)實(shí)主義的,寫實(shí)的Para.3:constructiveadj.建設(shè)性的;有益的,積極的criticismn.批評(píng)2.核心短語:Para.1:changeone’smind改變某人的決定(或看法、主意等)Para.3:makeremarks發(fā)表評(píng)論passon去世C篇1.核心單詞:Para.1:dominancen.優(yōu)勢(shì);顯要;支配地位aggressiveadj.好斗的,挑釁的Para.3:integrityn.完整,完全;耿直,正直誠實(shí)hatredn.仇恨,憎恨,厭