关于安卓手机触摸屏失灵和触摸屏保养教程

演示文档路漫漫其悠远少壮不努力，老大徒悲伤新大学英语(第二版)综合2Unit2B篇练习及课文翻译ContentsActiveReading2WarmingUpLookatthefollowingpicturesanddescribetheemotionshownineachpicture. surprisedisgustsadnesshappinessangerfearWarmingUpWorkinpairsandlookatthewordsbelow:Nowdiscussthequestions:1.Whendidyoulastfeeltheemotionsdescribedbythewordsabove?2.Whataretheearliestemotionsyoucanrememberinyourlife? happyangryshysaddepressedfrightenedannoyedupsetWarmingUpEmpathyvsSympathy Empathyistheabilitytounderstandhowsomeonefeelsbecauseyoucanimaginewhatitisliketobethem. Sympathyisanaturalfeelingofkindnessandunderstandingthatyouhaveforsomeonewhoisexperiencingsomethingveryunpleasant.WarmingUp(Para.3)Empathyoriginatesfromasortofphysicalimitationofthedistressofanother,whichthenevokesthesamefeelingsinoneself. Sympathyisfeltforthegeneralplightofanotherwithno sharingofwhatthatotherpersonisfeeling.Nowskimthetext,andfindthedefinitionofempathyandsympathyinthepassage.WarmingUp 1.sendingacardtosomeonewhoisinhospital 2.feelinghappybecauseyourfriendhaswonascholarship toaprestigiousuniversity 3.tryingtocomfortsomeonewhohashadbadnews. 4.reactingphysicallywhenyouseethatsomeoneisinpain 5.collectingmoneytohelpthevictimsofanaturaldisaster 6.cryingattheendofafilmseseseNowdecidewhetherthefeelingsoractionsdescribedbelowarearesultofsympathyorempathy.TextHowempathyunfoldsBackgroundinformationGotothetextTheauthorTextDanielGoleman(bornMarch7,1946)isanauthor,psychologist,andsciencejournalist.For12years,hewroteforTheNewYorkTimes,specializinginpsychologyandbrainsciences.Heistheauthorofmorethan10booksonpsychology,education,science,andleadership.EveryoneknowsthathighIQisnoguaranteeofsuccess,happiness,orvirtue,butuntilEmotionalIntelligence,wecouldonlyguesswhy.DanielGoleman’sbrilliantreportfromthefrontiersofpsychologyandneuroscienceoffersstartlingnewinsightintoour“twominds”—therationalandtheemotional—andhowtheytogethershapeourdestiny.TextBackgroundinformationEmotionalIntelligenceisabookwrittenbyDanielGolemanandpublishedin1995.Thetheoryofemotionalquotient(EQ)wasbasedonearlierworkdonebyotherpsychologistsinthe1970sand1980s–aquotientisthenumberthatistheresultofdividingonenumberbyanother,soEQisascoreforbehaviourinvolvingemotions.TheEQconceptclaimsthatemotionalintelligenceisasimportantasthetraditionallyrecognizedintellectualintelligence.AhighIQ(IntelligenceQuotient)doesnotrepresentalltheelementsforasuccessfulcareerorlife.TextEmotionalintelligenceisanimportantelementofthesocialandinterpersonalrelationshipswhichcontributetolifesuccess.TheEQemphasizestwoaspectsofemotionalabilities:Oneistounderstand,reflectandmanageone’sownemotionswhichaffectone’sbehaviour,intentionsandactions;theotheristounderstandotherpeople’sfeelingsandemotions.Perhapsthepopularityofthebookandtheconceptshowsthatmanypeoplenowrecognizetheimportanceofemotionsinourpersonalandprofessionallives.TextHowempathyunfolds1ThemomentHope,justninemonthsold,sawanotherbabyfall,tearswelledupinherowneyesandshecrawledofftobecomfortedbyhermother,asthoughitwereshewhohadbeenhurt.And15-month-oldMichaelwenttogethisownteddybearforhiscryingfriendPaul;whenPaulkeptcrying,MichaelretrievedPaul’ssecurityblanketforhim.Boththesesmallactsofsympathyandcaringwereobservedbymotherstrainedtorecordsuchincidentsofempathyinaction.Theresultsofthestudysuggestthattherootsofempathycanbetracedtoinfancy.Virtuallyfromthedaytheyareborninfantsareupsetwhentheyhearanotherinfantcrying–aresponsesomeseeastheearliestprecursorofempathy.2Developmentalpsychologistshavefoundthatinfantsfeelsympatheticdistressevenbeforetheyfullyrealizethattheyexistapartfromotherpeople.Evenafewmonthsafterbirth,infantsreacttoadisturbanceinthosearoundthemasthoughitweretheirown,cryingwhentheyseeanotherchild’stears.Byoneyearorso,theystarttorealizethemiseryisnottheirownbutsomeoneelse’s,thoughtheystillseemconfusedoverwhattodoaboutit.InresearchbyMartinL.HoffmanatNewYorkUniversity,forexample,aone-year-oldbroughthisownmotherovertocomfortacryingfriend,ignoringthefriend’smother,whowasalsointheroom.TextThisconfusionisseentoowhenone-year-oldsimitatethedistressofsomeoneelse,possiblytobettercomprehendwhattheyarefeeling;forexample,ifanotherbabyhurtsherfingers,aone-year-oldmightputherownfingersinhermouthtoseeifshehurts,too.Onseeinghismothercry,onebabywipedhisowneyes,thoughtheyhadnotears.Text3Suchmotormimicry,asitiscalled,istheoriginaltechnicalsenseofthewordempathyasitwasfirstusedinthe1920sbyE.B.Titchener,anAmericanpsychologist.Titchener’stheorywasthatempathystemmedfromasortofphysicalimitationofthedistressofanother,whichthenevokesthesamefeelingsinoneself.Hesoughtawordthatwouldbedistinctfromsympathy,whichcanbefeltforthegeneralplightofanotherwithnosharingwhateverofwhatthatotherpersonisfeeling.Text4Motormimicryfadesfromtoddlers’repertoireataroundtwoandahalfyears,atwhichpointtheyrealizethatsomeoneelse'spainisdifferentfromtheirown,andarebetterabletocomfortthem.Atypicalincident,fromamother’sdiary:5Aneighbor’sbabycriesandJennyapproachesandtriestogivehimsomecookies.Shefollowshimaroundandbeginstowhimpertoherself.Shethentriestostrokehishair,buthepullsaway…Hecalmsdown,butJennystilllooksworried.Shecontinuestobringhimtoysandtopathisheadandshoulders.Text6Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople’semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.AseriesofstudiesbyMarianRadke-YarrowandCarolynZahn-WaxlerattheNationalInstituteofMentalHealthshowedthatalargepartofthisdifferenceinempathicconcernhadtodowithhowparentsdisciplinedtheirchildren.TextChildren,theyfound,weremoreempathicwhenthedisciplineincludedcallingstrongattentiontothedistresstheirmisbehaviourcausedsomeoneelse:“Lookhowsadyou’vemadeherfeel”insteadof“Thatwasnaughty”.Theyfoundtoothatchildren’sempathyisalsoshapedbyseeinghowothersreactwhensomeoneelseisdistressed;byimitatingwhattheysee,childrendeveloparepertoireofempathicresponse,especiallyinhelpingotherpeoplewhoaredistressed.Text■Text 同感是怎样表露的 1　　霍普才九个月大，一见到另一个婴儿摔倒，泪水就涌了出来。她爬到妈妈身边寻求安慰，就好像是她自己摔疼了。15个月大的迈克尔去把自己的玩具熊拿来给正在大哭的朋友保罗；保罗不停地大哭的时候，迈克尔替保罗捡回他的安乐毯。这些小小的表示同情和关爱的举动都是接受过同感行为训练的母亲们观察到的。这项研究的结果表明，同感的根源可以追溯到人的婴儿期。实际上，从出生的那天起，婴儿在听到其他婴儿哭闹的时候就会感到不安——有些人认为这种反应是同感的最初先兆。Text ２　成长心理学家发现，甚至在充分意识到自己是独立于其他人而存在之前，婴儿就感受到了同情的苦恼。甚至在出生后几个月，婴儿就会对周围人的烦躁不安做出反应，就好像他们自己的烦躁不安一样，看到别的孩子哭也跟着哭。到了一岁左右，他们开始意识到痛苦不是他们的，而是别人的，可是他们对这样的事情似乎还是感到不知所措。例如，在纽约大学的马丁·L.霍夫曼所做的一项研究中，一个一岁的孩子把自己的妈妈拉过来安慰哭闹的朋友，却忽视了同在一室的朋友的妈妈。Text 这样的困惑在其他一岁大的孩子身上也能看到，他们模仿别的孩子的痛苦，也许是为了更好地理解他们的感受。例如，如果别的婴儿伤了手指，一个一岁大的孩子就会把自己的手指放进嘴里，看看自己是否也感觉到痛。看到自己的妈妈哭，婴儿即使没有眼泪，也会擦拭自己的眼睛。Text ３　　这种所谓的运动神经模仿就是“同感”的原始字面含义，而“同感”这个词于20世纪20年代由美国心理学家E.B.铁钦纳首次使用。铁钦纳的理论是：同感发自对他人痛苦的一种身体模仿；这种模仿继而在自身引起同样的心理感受。他当时在寻找一个与同情有所区别的词；同情是针对他人的一般困境而发的，无须分担他人的任何感受。Text ４　　小孩两岁半左右就渐渐不再有运动神经模仿行为，那时他们会意识到别人的痛苦与自己的不同，会更有能力安慰别人。下面是摘自一位母亲日记里的典型事例： ５　　邻居家的婴儿哭了，珍妮走上前去，试图给他一些小甜饼。她跟着他转，开始带着哭腔低声自言自语。然后她试图抚摸他的头发，可是他躲开了……他平静下来，但是珍妮仍然面带忧色。她继续给他拿来玩具，轻拍他的头和肩膀。Text ６　在这个年龄，幼儿对于他人感情波动的总体敏感度开始有所不同，有些像珍妮一样，感同身受，有些则不予理睬。美国国家心理健康研究所的玛丽安·拉德克－亚罗和卡罗琳·察恩－瓦克斯勒所做的一系列研究表明，这种在同感关注方面的差异大部分与父母怎样教养子女有关。Text 她们发现，如果在家教中让孩子特别注意他们的恶作剧给别人造成的痛苦，孩子就比较有同感心。比如对孩子说“瞧你让她多伤心啊”，而不是说“你真调皮”。她们也发现，观看别人遇到痛苦时其他人的反应，儿童的同感心也会受到影响。通过模仿亲眼所见，儿童能培养出一套同感反应行为，尤其是在帮助那些痛苦的人的时候。Words&PhrasesWords&PhrasesWords&Phrasesempathyn.[U]theabilitytounderstandhowsb.feelsbecauseyoucanimaginewhatitisliketobethem同感；同情；移情e.g.1.Thereisastrangeempathybetweentheoldladyandhergrandson.老妇人和她孙子间有种莫名其妙的心灵相通的感觉。2.Shehadadeepempathywithanimals.她对动物有深切的感情。3.Ifeltrealempathyformymotherandwhatshehadbeenthrough.我对母亲所经历的一切感同身受。Wordfamily:empathica.Words&Phrasescrawl vi. 1.tomovealongthegroundonyourhandsandkneesorwithyourbodyclosetotheground爬；爬行；匍匐行进e.g.1.Ababycrawls(around)beforeitcanwalk.婴儿先能（到处）爬,然后才会走。2.Ibeganto crawl onmyhandsandkneestothedoor.我开始手脚并用朝门口爬去。2.(oftraffic,vehicles,etc.)tomoveveryslowly（指来往行人﹑车辆等）缓慢地行进,徐缓而行e.g.Thetrafficcrawledoverthebridgeintherush-hour.在高峰时刻桥上的车辆行驶缓慢。Words&Phrasesteddyn.[C]ateddybear玩具熊；泰迪熊e.g.Jowaschastisinghisteddybearinthelivingroom.乔在起居室里严厉地惩罚他的玩具小狗熊。 Words&Phrasesretrieve vt.(fml)togetsth.back,especiallysth.thatisnoteasytofind重新找回；收回；取回e.g.1.Themenweretryingtoretrievetheweaponsleftwhenthearmyabandonedtheisland.那些人正试图找回该军队撤离这个岛时留下的武器。2.Shebentdowntoretrieveherearring.她俯下身去捡回她的耳环。 retrievesth.fromsth.e.g.Ittookfourdaystoretrieveallthebodiesfromthecrash.花了四天的时间才废墟中找回所有的尸体。Words&Phrasestrace vt.1.todiscovertheoriginofsth.orhowitdeveloped追究，追溯（来源）e.g.1.Thestyleofthesepaintingscanbetracedbacktoearlymedievalinfluences.这些绘画的风格可以追溯到中世纪早期的影响。2.Thepsychiatristsuccessfully traced someofherproblemstoseverechildhoodtraumas.这位精神病学家将她的一些问题成功地追溯到她童年时代遭受的严重创伤。 Words&Phrases2.tofindsb.orsth.thatyouarelookingforbyaskingquestionsandgettinginformation追查；追踪　e.g.1.Shehadgivenupallhopeoftracinghermissingdaughter.她已经放弃了寻找失踪女儿的所有希望。2.Wearecurrentlytryingto trace thewhereaboutsofcertainsumsofmoney.我们目前正试图找到某些钱款的下落。 Words&Phrasesinfancyn.[U]thetimewhenyouareababyoraveryyoungchild婴儿期；幼儿期e.g.1.Inthepast,manychildrendiedininfancy.过去很多孩子夭折于襁褓。2.Afallhehadininfancyresultedinhisdeafness.他小时候跌了一跤，造成了耳聋。Wordfamily:infantn.[C]Words&Phrasesvirtually ad.usedforemphasizingthatastatementisalmostcompletelytrue差不多；实质上；实际上e.g.1.Virtuallyallthechildrencometoschoolbybus.差不多所有的孩子都是乘巴士来上学的。2.Wecannolongeraffordtoconsiderwateravirtuallyfreeresourceofwhichwecanuseasmuchaswelikeinanywaywewant.(CET4-2001-06)我们再也不能把水看作是一种几乎完全免费的资源，想用多少就用多少，想怎么用就怎么用。Synonym:practicallyWords&Phrasesinfantn.[C](fml)ababyoraveryyoungchild婴儿；幼儿e.g.1.Aninfant’sskinisverysensitive.婴儿的皮肤非常敏感。2.Thesolesurvivorofthecrashwasaninfant.这次撞车的惟一幸存者是一个婴儿。Wordfamily:infancyn.[U]Words&Phrasesresponsen.[C]areaction反应；回应；响应e.g.1.Hisresponsetoattacksonhisworkwaschieflybewilderment.听到别人对自己工作的指责，他的反应主要是困惑。2.Therehasbeennoresponsetohisremarksfromthegovernment.政府尚未对他的言论作出回应。3.Yourpositiveresponsewillreinforceheractions.你积极的回应会使她的行为更加坚定。Wordfamily:respondv.Words&Phrasesprecursor n.[C](fml)sth.thatexistsbeforesth.else,andisrelatedtoitorinfluencesitsdevelopment先兆；前兆e.g.1.Overweightandshortnessofbreathweretheprecursorsofaheartattack.身体超重和呼吸急促都是心脏病发作的前兆。2.Werethesesmallmovementstheprecursortomajorearthquake?这些小的活动是否是一次大地震的先兆呢？Words&Phrasesdevelopmental a.relatingtoachild’sgrowthandabilitytolearnthings成长的，发育的e.g.1.Duringchildhoodeachofushastonavigateapathwaythroughaseriesofdevelopmentalstages.我们每个人在童年时都要经历和应对不同的成长阶段。2.Autism?Whatisthiscomplexdevelopmentaldisability?自闭症——这是一个怎样复杂的发育缺陷?Wordfamily:developmentallyad.developv.developmentn.Words&Phrasessympathetic a.kindtosb.whohasaproblemandwillingtounderstandhowtheyfeel同情的；有同情心的；表示同情的e.g.1.Wehopealwaystoprovideafriendlysympatheticear.我们希望永远做富有同情心的倾听者。2.I’msympathetictoparentswhoareworriedaboutwhattheirchildrenseeontelevision我很同情那些家长，他们都很担心自己的孩子所看的电视内容。Wordfamily:sympathyn.e.g.Weexpressedour sympathy forherloss.我们对她的损失表示同情。Words&Phrasesdisturbance n.[C,U]sth.thatinterruptsyouandstopsyoufromcontinuingwhatyouweredoing造成干扰的事物；干扰　e.g.1.Wearrangetheworksothere’saslittledisturbanceaspossible.我们把工作安排得尽量少受到干扰。2.Whenahelicopterlands,itcancauseadisturbancetolocalresidents.直升机降落时会打扰当地居民。Wordfamily:disturbv.Words&Phrasesmisery n.[U,C]thestateofbeingextremelyunhappyoruncomfortable苦恼；痛苦；苦难e.g.1.Whatwearewitnessinghereishumanmiseryonavastscale.我们在这里所目睹的是人类大规模的灾难。2.Competitivemotherscanmaketheirdaughters’livesamisery.争强好胜的母亲会使自己的女儿日子不好过。3.Goon,putthemoutoftheirmiseryandannouncethewinner.说吧，别让他们坐立不安了，宣布谁是获胜者吧。Wordfamily:miserablea.Words&Phrasesconfusionn.[sing]asituationinwhichyoumistakeonepersonorthingforanother混淆；错认e.g.1.Hisanswerstomyquestionshaveonlyaddedtomyconfusion.他对我的问题的回答只是使我更加困惑不解。2.OnlybywritingthingsdowncouldIbringsomesortofordertotheconfusion.只有把东西记下来，我才能从混乱中理出些头绪来。Wordfamily:confusev.Words&Phrasesimitatevt.tocopysb.’sactions,words,orbehaviour,ofteninordertomakepeoplelaugh（常为取悦他人而）模仿（某人的动作、言语或行为）e.g.1.Hecouldimitateinspeechorwritingmostofthoseheadmired.他能模仿大多数自己崇拜的偶像的讲话和写作风格。2.Jamescanimitatehisfatherperfectly.詹姆斯能逼真地模仿他父亲。3.Someparrotscanimitatesoundsandrepeatwordsandsentences.有些鹦鹉能模仿人声，还能学人说一些单词和句子。Wordfamily:imitationn.Words&Phrasescomprehend v.(fml)tounderstandsth.理解；领会e.g.1.Shecannotcomprehendtheextentofthedisaster.她无法理解这场灾难的程度。2.Hecouldn’tcomprehendherreasonsformarryingtheoldman.他不明白她为什么要嫁给那个老头。3.Isimplycouldn’tcomprehendwhathadhappened.我简直不明白发生了什么事。Wordfamily:comprehensionn.comprehensivea.Words&Phrasesmimicryn.[U]theactionofmimickingsb.,ortheabilitytodothis模仿；模仿能力e.g.1.Oneofhisfewstrengthswashisskillatmimicry.他为数不多的强项之一就是善于模仿。2.Languagelearningusuallyneedsconsciousmimicry.通常，学习语言需要有意识地去模仿。Wordfamily:mimicv.e.g.Neuralnetworksarecomputersystemswhichmimictheworkingsofthebrain.神经网络是模拟大脑工作方式的计算机系统。Words&Phrasesimitationn.[C,U]theactofcopyingsb.’sactions,wordsorbehaviour,ofteninordertomakepeoplelaugh（常为取悦他人而对某人的动作、言语或行为的）模仿e.g.1.Theydiscussedimportantissuesinimitationoftheirelders.他们模仿长辈的口气讨论重要问题。2.Itisbettertofailinoriginalitythantosucceedinimitation.宁可在创新中失败也不要在模仿中成功。Wordfamily:imitatev.Words&Phrasesevoke vt.(fml)tobringaparticularemotion,idea,ormemoryintoyourmind使人想起，唤起（感情、想法或记忆）e.g.1.ThephotographsevokedstrongmemoriesofourholidaysinFrance.那些照片勾起了我们对在法国度假的深刻回忆。2.Hisappearanceisboundtoevokesympathy.他的外表会引起人们的同情。Wordfamily:evocationn. Words&Phrasesdistincta.1.(~from)separateanddifferentinawaythatisclear有区别的；不同的；单独的e.g.1.Engineeringandtechnologyaredisciplinesdistinctfromoneanotherandfromscience.工程学和工艺学互不相同，也有别于自然科学。2.Thelearningneedsofthetwogroupsarequitedistinctfromeachother.这两个组的学习需求相互之间完全不同。3.Astronomy,asdistinctfromastrology,isanexactscience.天文学是一门严谨的科学,与占星术完全不同。Words&Phrases2.definiteandobvious确切的，清楚的e.g.1.NowthatTonywasnolongerpresent,therewasadistinctchangeinherattitude.由于托尼不在场了，她的态度有了明显的转变。2.Ihavedistinctmemoriesofhiminhislastyears.我清楚地记得他最后几年的情况。Wordfamily:distinctlyad.distinctionn.distinctnessn.Words&Phrasestoddler n.[C]averyyoungchildwhoislearninghowtowalk学步的小孩e.g.Atoddlerrequiresclosesupervisionandfirmcontrolatalltimes.刚学步的孩子时刻需要寸步不离的照看，并要牢牢看紧。Words&Phrasesrepertoire n.[C]thefullrangeofthingsthatsb.orsth.cando全部技能（或才能）e.g.1.Thishasbeenoneofthemostsuccessfuldessertsinmyrepertoire.这是我会做的甜点中做得最成功的一种。2.Anactorhastobuildacharacterandextendhisownemotionalrepertoire.演员必须会塑造人物并拓展自己的情感表达技巧。 Words&Phrasescookie n.[C](AmE)asmallsweetbiscuit小甜饼；曲奇饼e.g.I’vejustmadesomechocolatechipcookies.我刚做了些巧克力甜饼。BritishEquivalent:biscuit Words&Phrasesstroke vt.togentlymoveyourhandoverskin,hair,orfur（用手）轻抚,抚摸e.g.1.Thegirlstrokedthecat.女孩抚摸着小猫。2.Heputhishandonherhairandstrokedit.他把手放在她头发上轻轻地抚摩。 Words&Phrasespat vt.totouchsb.gentlyseveraltimeswithaflathandtoshowthatyoucareaboutthemorwanttomakethemfeelbetter平拍，轻拍（以示关心或抚慰）e.g.1.Hepattedthedogaffectionately.他充满爱心地拍着狗。2.“Don’tyouworryaboutanyofthis,”shesaid, patting meontheknee.“这个你什么都不用担心，”她轻拍着我的膝盖说。Words&Phrasesdiverge vi.1.(~from)todevelopandbecomedifferentafterbeingthesame相异，出现分歧e.g.1.I’mafraidouropinionsdivergefromeachotheronthedirectionofinvestment.恐怕我们在投资方向上的见解不同。2.Needlesstosay,theoryandpracticesometimesdiverged.不用说，理论和实践有时候并不相符。3.Whentheaimsofthepartnersbegintodiverge,there’strouble.当合作伙伴的目标开始出现分歧时，麻烦就产生了。 Words&Phrases2.todepartfromasetcourseornorm分化，朝不同方向演变e.g.1.Thetwospeciesdivergedmillionsofyearsago.这两个物种从数百万年前开始朝不同方向演变。2.Scientistsbelievethatmandivergedfromtheapesbetween5and7millionyearsago.科学家们相信人类是在500至700万年前由类人猿分化而来。3.tostarttogoinseparatedirections分叉e.g.Westandnowwheretworoadsdiverge.我们正处在两条道路分岔的地方。Words&Phrasessensitivity n.[U](~to)anaturalunderstandingofsth.andanaturalreactiontoit（天生的）悟性，敏感e.g.1.Hiscommentsshowalackofsensitivity.他的话有欠考虑。2.Heisateacherwithgreatsensitivity.他是一位很能体察学生的老师。3.Shehasalwaysshownasensitivitytoaudienceneedsandtastes.她总能考虑到观众的需求和口味。Wordfamily:sensitivea.Words&Phraseskeenly ad.verystrongly强烈地e.g.1.Heiskeenlyawareofhisownfaults.他强烈地意识到自己的错误。2.Ihavealwaysbeenkeenlyinterestedinpolitics.我一直对政治极感兴趣。Wordfamily:keena.　Words&Phrasesempathica.(alsoempathetic)abletounderstandhowsb.feelsbecauseyoucanimaginewhatitisliketobethem移情的；有同感的；产生共鸣的e.g.1.Theauthorofthenovelusesagreatdealofempathicartisticmethods.这部小说的作者大量使用了移情的创作手法。2.Whenyouinterviewthosevictims,keepeyecontactalltimesandbeempathetic.当你采访那些受害者时，要始终坚持眼神交流，要投入情感。Wordfamily:empathyn.Words&Phrasesdiscipline vt.topunishsb.forsth.theyhavedonewrong惩罚；处罚e.g.1.Differentcultureshavedifferentwaysofdiscipliningtheirchildren.不同的文化有不同的管教儿童的方法。2.Manyparentshavebeenafraidtodisciplinetheirchildren.很多父母害怕管教自己的孩子。3.Shemusthavebeenwelldisciplinedforherorderliness.她有条不紊，一定受过良好的训练。Words&Phrasesmisbehavior n.[U](AmE)behaviorthatisnotacceptabletootherpeople不良行为；不正当举止e.g.1.Eventhemostminorformsofmisbehaviorwerepunished.即使是最轻微的不良行为也受到了惩罚。2.Thismisbehaviorwillgoagainsthischanceofpromotion.这一错误行为将不利于他得到升职的机会。3.Hismotherconfinedhimtohisroomfortwohoursformisbehavior.因为调皮捣蛋，母亲把他关在房里两个小时。Words&Phrasesnaughty a.anaughtychildbehavesbadlyanddoesnotdowhatyouaskthemto（儿童）不听话的，顽皮的，淘气的e.g.1.You’reaverynaughtyboy!Lookwhatyou’vedone!你真是个淘气鬼！瞧你干了些什么！2.Thenaughtychildrenhadrunamilewhentheirteacherarrived.老师来的时候，那些顽皮的孩子都溜掉了。Words&Phrasesapartfrom1.exceptforsb.orsth.除…以外e.g.1.Wedidn’tseeanyone,apartfromafewkidsonthebeach.除了海滩上的几个小孩，我们一整天都没见到什么人。2.I’vefinishedapartfromthelastquestion.除了最后一道题，我全做完了。2.aswellas除…以外（还）；此外e.g.Apartfromcaringforherchildren,shehastotakeonsuchheavytime-consuminghouseworkascarryingwaterandfirewood.(CET4-2003-1)除了照顾孩子们之外，她还要干很多费时费力的工作，例如挑水和背柴。Words&Phrasesstemfrom:tobecausedbysth.源于；是…的缘故e.g.1.Hisheadachesstemmedfromvisionproblems.他的头痛是由视力问题引起的。2.Howdoyoudealwiththediscontentstemmingfromlowpayandpoorworkingconditions?你怎么处理因工资低﹑工作条件差而产生的不满情绪？3.Correctdecisionsstemfromcorrectjudgments.正确的决定来源于正确的判断。Words&Phrasespullaway1.tomoveawayfromsb.whoistryingtoholdyouortouchyou闪避；躲开e.g.Shetriedtopullawayfromthemanwhowasholdingher.她企图从抓着她的那个男人手上挣脱出来。2.togetinfrontofsb.bymovingfasterthantheydo加速超过e.g.Heispullingawayfromtheotherrunners.他超过了其他跑步选手。Words&Phrases3.ifavehicleordriverpullsaway,theystarttomove（车辆或司机）开走e.g.1.Hewavedashepulledaway.他开车走的时候挥了挥手。2.Jackstopsanoncomingcar,jumpsonit,forcestheterrifieddrivertopullaway.杰克拦住了一辆朝他驶近的汽车，跳上去，强迫受惊的司机将车驶离现场。Words&Phrasescalmdown:tobegintofeelmorerelaxedandlessemotional,ortomakesb.dothis（使）平静下来；（使）宁静下来；（使）镇定下来e.g.1.Calmdownandtellmewhathappened.冷静点，告诉我发生了什么事。2.Shelitacigarettetocalmherselfdown.她点了支烟使自己平静下来。3.Donothaveadrinkortakedrugstocalmyourselfdown.不要用喝酒或吸毒的方式让自己镇静下来。Words&Phrasestuneout:(mainlyAmE)(infml)tostoppayingattention不注意；不理睬；不过问e.g.1.Aboredchildmaysimplytuneout.孩子觉得烦了可能就会走神。2.Ilearnedtotuneoutthebackgroundnoise.我学会了对背景杂音充耳不闻。3.Informationoverloadcanleadsomepeopletotuneoutmessagesaltogether.过量的信息可能会导致一些人干脆对全部信息都置之不理。Words&PhrasesMartinL.Hoffman马丁·L.霍夫曼（纽约大学心理学教授）MartinL.HoffmanisanAmericanpsychologist,aprofessor(retired)atNewYorkUniversity.Hisworklargelyhastodowiththedevelopmentofempathy,anditsrelationshipwithmoraldevelopment.Hisresearchalsotouchesonareassuchasempathicanger,sympathy,guiltandfeelingsofinjustice.Words&PhrasesEdwardB.Titchener铁钦纳（美国心理学家）EdwardBradfordTitchener,(Jan11,1867–Aug3,1927)wasaBritishpsychologistwhostudiedunderWilhelmWundtforseveralyears.Titchenerisbestknownforcreatinghisversionofpsychologythatdescribedthestructureofthemind;structuralism.HecreatedthelargestdoctoralprogramintheUnitedStates(atthetime)afterbecomingaprofessoratCornellUniversity,andoneofhisgraduatestudents,MargaretFloyWashburnbecamethefirstwomantobegrantedaPhDinpsychology(1894).Words&PhrasesMarianRadke-Yarrow玛丽安·拉德克－亚罗（美国儿童心理学家）MarianRadke-YarrowwasanAmericanchildpsychologistknownforstudyingcontroversialtopicssuchasprejudice,altruism,anddepressioninchildren.ShetaughtatMassachusettsInstituteofTechnology,QueensCollegeandtheUniversityofDenverduringhercareerandwasoneoffewwomenwhoheadedalaboratoryatNIH,leadingthedevelopmentalpsychologylaboratoryattheNationalInstituteofMentalHealthfrom1974to1995.ShewasalsooneofthefirstAmericanstogotothePeople’sRepublicofChinashortlyafterNixon’shistoricvisit.Words&PhrasesCarolynZahn-Waxler卡罗琳·察恩－瓦克斯勒（美国儿童心理学家）CarolynZahn-Waxlerisadevelopmentalpsychologistwhostudiesthedevelopmentofempathy,antisocialbehavior,anddepression.SheisaseniorresearchscientistintheDepartmentsofPsychologyandPsychiatryattheUniversityofWisconsin-Madison,wheresheconductsresearchonthedevelopmentofcompassionateloveinyoungchildren.Words&Phrases…whenPaulkeptcrying,MichaelretrievedPaul’ssecurityblanketforhim.Asecurityblanketisablanketorpieceofcloththatyoungchildrencarrytocomfortthemselvesorhelpthemfeelmoreconfident.Besidesasecurityblanket,someparentsgivethebabyatoyorathingthatisassociatedwithcomfortwhenthebabyisindistress,forexample,adummy(aplasticorrubberobjectforababytosuck).LanguagePoints翻译：……保罗不停地大哭的时候，迈克尔替保罗捡回他的安乐毯。Boththesesmallactsofsympathyandcaringwereobservedbymotherstrainedtorecordsuchincidentsofempathyinaction.Motherswhoweretrainedtorecordsuchactsofthebabyrecordedtheactsofsympathyandcaringwhentheyhappened.inaction:sb.orsth.thatisinactionisdoingthejoboractivitytheyaretrainedordesignedtodo在工作；在运转e.g.I’dliketoseethenewcomputersysteminaction.我希望看到新的计算机系统运行起来。LanguagePoints翻译：这些小小的表示同情和关爱的举动都是接受过记录同感行为训练的母亲们观察到的。Motormimicryfadesfromtoddlers’repertoireataroundtwoandahalfyears…Thisimitationofothers’movementsoractionsgraduallybecomeslesswhentheyoungchildrenareabouttwoandahalfyearsold.LanguagePoints翻译：小孩两岁半左右就渐渐不再有运动神经模仿行为……Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople’semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.Ataroundtheageoftwoandahalfsomechildrenbecomeawareofotherpeople’semotionsofsadness,worryoranger,whileothersstoppayingattentiontosimilaremotions.Inthiswaythechildrenstarttodevelopinseparatedirectionsregardinghowtheyaresensitivetoothers’emotions.LanguagePoints翻译：在这个年龄，幼儿对于他人感情波动的总体敏感度开始有所不同，有些像珍妮一样，感同身受，有些则不予理睬。Children,theyfound,weremoreempathicwhenthedisciplineincludedcallingstrongattentiontothedistresstheirmisbehaviourcausedsomeoneelse.Iftheparentsmadetheyoungchildrenrealizethattheirmisbehaviourwouldcausedistresstosb.else,theyoungchildrenwouldbemoreempathic.call/drawattentiontosth.:tomakepeoplenoticeandbeconcernedaboutsth.使某人关注某事e.g.Thepurposeofthemeetingwastocallattentiontotheproblemofbraindrain.这次会议的目的是让大家关注人才流失问题。LanguagePoints翻译：她们发现，如果在家教中让孩子特别注意他们的恶作剧给别人造成的痛苦，孩子就比较有同感心。ExercisesReadingandunderstanding3Answerthequestions.1WhatdidHopedowhenshesawanotherbabyfall?Tearswelledupinherowneyesandshecrawledofftobecomfortedbyhermother. 2WhydidMichaelgivehisteddybeartoPaul? HedidittocomfortPaul. 3Whoobservedandrecordedtheseactions? Thebabies’mothersobservedandrecordedtheseactions.Exercises4Whendopsychologistsbelievethathumansbegintoexperienceempathy?Theybelievethathumansbegintoexperienceempathyvirtuallyfromthedaytheyareborn.5Whichexampleshowsthatbabiessometimesdon’trealizetheyaren’ttheoneswhoaresuffering?Theexampleofbabieswhoimitatethedistressofsomeoneelse.Exercises6WhenwasthewordempathyfirstusedinEnglishtodescribesuchreactions?ThewordempathywasfirstusedinEnglishinthe1920sbyE.B.Titchener.7Whywasthewordsympathynotappropriate?Itisnotappropriatebecausesympathyisfeltforthegeneralplightofanother,withnosharingofwhatthatotherpersonisfeeling;empathymeansactuallysharingorimagininganotherperson’sfeelings.Exercises8Atwhatagedochildrenstarttodistinguishotherpeople’sfeelingsfromtheirown?Ataroundtwoandahalf,childrenstarttodistinguishotherpeople’sfeelingsfromtheirown.9Howcanparentsincreasefeelingsofempathyintheirchildren?Theycanincreasefeelingsofempathyinchildrenbycallingstrongattentiontothedistresstheirmisbehaviourcausedsomeoneelse.ExercisesDealingwithunfamiliarwords4Replacetheunderlinedwordswiththecorrectformofthewordsbelow.5Matchthewordsforactionsbelowwiththeirdefinitions.6Answerthequestionsaboutthewordsandexpressions. Exercises4Replacetheunderlinedwordswiththecorrectformofthewordsbelow.Youmayneedtomakeotherchanges.confusiondisciplinedistinctevokeretrievesensitivitysympathetictrace1Empathyandsympathyaretwoseparateemotions.distinct2Asharedfeelingofkindnessandunderstandingiscommonamongchildrenandadults.ExercisesSensitivityconfusiondisciplinedistinctevokeretrievesensitivitysympathetictrace3Empathyisaphysicalresponsebyanotherperson,whichthengivesrisetoanemotionalreaction.4Thebabythrewoutherteddybearandherbrotherwenttogetitback.5Childrenareoftenunabletounderstandwhentheyhearanotherchildcrying.Exercisesevokesretrieveconfusedconfusiondisciplinedistinctevokeretrievesensitivitysympathetictrace6Youngchildrenoftenfeelkindtowardssomeonewhoishurtorsad,andtryandhelpthem.7Icandiscovertheoriginsofsomepartsofmypersonalityintherulesofbehaviourmyparentsdecidedtogiveme.8Tobemoreempathetic,childrenneedtobetrainedtobehavewithempathyratherthancriticizedfortheirbehaviour.Exercisessympathetictracedisciplined5Matchthewordsforactionsbelowwiththeirdefinitions.crawl imitate pat stroke1togentlymoveyourhandoverskin,hairorfurstroke2tomovealongthegroundonyourhandsandkneescrawl3tocopysomeone’sactions,wordsorbehaviourimitate4totouchsomeonegentlyseveraltimeswithaflathandtoshowthatyoucareaboutthempatExercisesNowcompletethesentenceswiththecorrectformofthewords.crawl imitate pat stroke(a)Myfather____________meontheheadtoshowhewaspleasedwithme.(b)Childrenlearnalotby__________theirparents.(c)Babiesstartlearningto__________ataboutsixmonthsold.(d)Shewassittingquietlyinthecorner,_________thecat.Exercisespattedimitatingcrawlstroking6Answerthequestionsaboutthewordsandexpressions.1Iftearswellupinyoureyes,dothey(a)begintoappear,or(b)pouroutofyoureyes?2Isvirtuallyusedtoemphasizethatsomethingis(a)almostalwayscompletelytrue,or(b)sometimestrue?3Isaprecursorofsomethinglikelytocome(a)beforeit,or(b)afterit?4Isadevelopmentalpsychologistlikelytostudythebehaviourof(a)animals,or(b)childrenandyoungpeople?5Ifyoucomprehendthedifficulties,areyoulikelyto(a)understand,or(b)misunderstandthem?Exercises6Answerthequestionsaboutthewordsandexpressions.1Iftearswellupinyoureyes,dothey(a)begintoappear,or(b)pouroutofyoureyes?2Isvirtuallyusedtoemphasizethatsomethingis(a)almostalwayscompletelytrue,or(b)sometimestrue?3Isaprecursorofsomethinglikelytocome(a)beforeit,or(b)afterit?4Isadevelopmentalpsychologistlikelytostudythebehaviourof(a)animals,or(b)childrenandyoungpeople?5Ifyoucomprehendthedifficulties,areyoulikelyto(a)understand,or(b)misunderstandthem?6Motormimicryisatechnicalterm.Doesitreferto(a)theattractionsmallchildrenfeeltowardsmachines,or(b)thespontaneousimitationofotherchildren’sactions?7Doesthephrasetoddler’srepertoirereferto(a)aseriesofthingsthatsmallchildrentypicallydo,or(b)apileoftoysthatsmallchildrenenjoyplayingwith?8Iftwopeoplehaveviewswhichdiverge,aretheylikelyto(a)agree,or(b)disagree?9Ifsomeonetunesout,dothey(a)becomeinterested,or(b)stoppayingattention?Exercises6Motormimicryisatechnicalterm.Doesitreferto(a)theattractionsmallchildrenfeeltowardsmachines,or(b)thespontaneousimitationofotherchildren’sactions?7Doesthephrasetoddler’srepertoirereferto(a)aseriesofthingsthatsmallchildrentypicallydo,or(b)apileoftoysthatsmallchildrenenjoyplayingwith?8Iftwopeoplehaveviewswhichdiverge,aretheylikelyto(a)agree,or(b)disagree?9Ifsomeonetunesout,dothey(a)becomeinterested,or(b)stoppayingattention?Readingandinterpreting7Check(✔)themainideasinthepassage.8Workinpairsanddiscussthequestions.Exercises7Check(✔)themainideasinthepassage.⃝1Empathyandsympathyarenotthesamething.⃝2Childrenneedtohaveateddybearorsecurityblanketatalltimes.⃝3Childrenuptotheageoftwoandahalfyearsseemtofeelotherchildren’spainanddiscomfort.⃝4Parentscanbetrainedtobecomeefficientobserversoftheirchildren.Exercises✔✔⃝5Betweentheageoftwoandthreechildrenlosesomeoftheirempathicreactions.⃝6Girlstendtobemoreempathicthanboys.⃝7Childrencanbeencouragedbyparentstobemoreempathic.⃝8Itisimportanttotellchildrenwhentheyarebeingnaughty.Exercises✔✔Nowdecidewhichmainideaissupportedbyalltheexamples.(a)MichaeltriedtogivePaulhisteddybear.(b)Jennylookedworriedandstrokedanotherchild’shair.(c)Onebabytriedtowipehiseyeswhenhewasn’tcrying.(d)Ifonebabyhurtshisfinger,anotherbabyputsherfingersinhermouth.3Childrenuptotheageoftwoandahalfyearsseemtofeelotherchildren’spainanddiscomfort.Exercises8Workinpairsanddiscussthequestions.1Howmanyexamplesofactualchildren’sbehaviouraregiven?Atleasteightexamples:ExercisesHopeMichael—PaulInfantsreacttoadisturbanceAone-year-old(anexamplebyMartinHoffman)Ababyhurtsherfingers(anotherexamplebyMartinHoffman)Ababywipedhisowneyes(anotherexamplebyMartinHoffman)Aneighbour’sbabycries(anexamplefromJenny’smother)Childrenweremoreempathic(anexamplegivenbyMarianRadke-YarrowandCarolynZahn-Waxler) 2Whichoneisthelongest? Jenny’sbehaviourisdescribedusingmorewords,anditisthelongestevent. Exercises3Whichoneisthestrangest?IfindthatMichael’sbehaviourisperhapsthestrangest,becauseIwonderhowhegottoknowthatPaulneededhisblanket.WasitthathealwaysusedtheblanketforcomfortorhadheobservedthatPaulusedtostopcryingwhenablanketwasofferedtohim?Actuallyitisthemostinterestingandintriguingexampleratherthanthestrangest.4Whichonedoyouthinkbestillustratestheideaofempathy?IthinkthatJenny’sbehaviourshowstheideaofempathyparticularlywell.ExercisesDevelopingcriticalthinking9Workinpairsanddiscussthequestions.1Doyouthinkthepassagesuccessfullypresentstheideaofempathy?Why/Whynot?2Doyouthinkitispossible,oruseful,foradultstobeempathic?3Isiteverpossibleforanentitybeyondtheindividual,suchasacommunityoragovernment,toshowempathy?Whataretheadvantagesanddisadvantages?Exercises1Doyouthinkthepassagesuccessfullypresentstheideaofempathy?Why/Whynot?Iagreethatthepassageshowsreaderssomeinterestingandconcreteexampleswhichillustratetheideaofempathy.Itindicatesthatthedevelopmentofempathystartsveryearlyinhumandevelopment.Theexamplesarequiteconvincingandthoughtprovoking.ExercisesWell,Ithinktheexamplesgiveninthepassagearereallyusefulforreaderstounderstandtheconceptofempathyandtoarguethatempathymaydevelopveryearlyinachild’spsychologicaldevelopment.However,Iwouldreallyliketoseemoreargumentsaboutwhysomechildrentendtodevelopempathyinoneway(egcrywhenotherscry)andsomedonot,andhowresearchersaresurethatmotormimicryisevidenceforempathy.Also,thepassagelooksquiteauthoritativebecauseresearchers’namesarementionedaboutthedevelopmentofthisconcept.However,apartfromoneperiodgiven(ieTitchenerinthe1920s),thereisnootherreferenceinthepassagetoindicatehowthetheorieshavedevelopedandwhatthelatesttheoriesareontheideaofempathy.Exercises2Doyouthinkitispossible,oruseful,foradultstobeempathic?Itiscertainlypossibleforadultstobeempathic,becausehumanbeingsareabletoconnecttoeachotheremotionally,experiencedifferentemotions,andfeelanotherperson’semotionalstate.Itishardtocommentontheusefulnessofbeingempathic.Empathyisagoodtraitforcomfortingothers,butadifficultquestiontoaskiswhetheritisusefulforthepersonwhoshowstheempathy,becauseone’semotionalstatecouldbeinfluencedbyothers’stateofmindoremotion.Showingempathyisahumancharacteristic,butifweshowtoomuchwewillbereducedtomimickingothers,asyoungchildrendo,withouthavingourownidentity.Exercises3Isiteverpossibleforanentitybeyondtheindividual,suchasacommunityoragovernment,toshowempathy?Whataretheadvantagesanddisadvantages?Entitiessuchasgovernmentsandcommunitiescannotreallyshowempathy,asitislimitedtohumanindividuals,andperhapssomeanimals.Itisnecessarytohaveemotionsinordertobeempathetic.Governmentsandcompaniessometimesattempttocommunicateempathytothepublic,forexamplewhentheymakeamistakeandneedtoapologize,butitisnoteasytobelievethatrealempathyexistsinthissituation.However,itispossibleforindividualswhoworkforgovernmentsororganizationstoshowempathy.ExercisesTestyouremotionalintelligence(EQ)Researchsuggeststhataperson’semotionalintelligence(EQ)mightbeagreaterpredictorofsuccessthanhisorherintellectualintelligence(IQ),despiteanassumptionthatpeoplewithhighIQswillnaturallyaccomplishmoreinlife.Emotionalintelligenceisaperson’sabilitytounderstandtheirownemotionsandthoseofothers,andtoactappropriatelyusingtheseemotions. ExtensionActivities1.WhenIamemotionallyhurtIcandisguiseitwellfromothers. A:AgreeB:Disagree2.Imightnevergetoverthings,whichupsetme. B:AgreeA:Disagree3.Iusuallyknowhowsomeoneisfeelingbeforetheytellme. A:AgreeB:Disagree4.Thingswhichworrymecannotbedismissedeasilyfrommymind. B:AgreeA:Disagree5.Mostpeoplearedoingtheirbestindifficultcircumstances. A:AgreeB:DisagreeExtensionActivities6.IammoremovedbythingsIseeonTVthanpeopleImeet. B:AgreeA:Disagree7.ForthingstoimproveIneedtochangemorethanothersdo. B:AgreeA:Disagree8.Idon’tknowwhatpeoplereallythinkofme. A:AgreeB:Disagree9.Givenenoughtime,Icouldcheeralmostanyoneup. B:AgreeA:Disagree10.Ihatehaggling,evenifitwouldmakesomethingcheaper. A:AgreeB:DisagreeExtensionActivities8ormoreAs:Youarescoringveryhighlyindeedinemotionalintelligenceandthismayexplainyourabilitytocontinuefunctioningfairlywelleveninthegripofstrongemotions.Yoursuperiorcontroloveryouremotionsmeansthatevenwhenangryyouareoftenabletoremainfairlycivil,whilelowerscorersresorttorudenessandaggression.Yourunderstandingoftheemotionothersinvokeinyou,andyourabilitytocontrolthesefeelings,explainswhyyoumaybeabletogetonwithamuchwidervarietyofpeoplethanlowerscorers,andthisskillofco-operationwillexplainyourgreaterlikelihoodofcareerandrelationshipsuccessinlife.ExtensionActivities6or7As:Aboveaverageforemotionalintelligenceandthismayexplainyoursuperiorability(comparedtolowerscorers)tounderstandquicklywhatothersarefeeling.Onepossibleproblemyoumayencounteristhatyourskillsinhandlingyourownandothers’emotionsleadyoutofocustoomuchongettingonwithothers,andtoneglectotheringredientstosuccessinlife,likehardworkandhavinggoodideas.Oneofthereasonsothersmayturntoyouforadviceisyourabilitytoactwiselyinhumanrelations. ExtensionActivitiesBetween3and5As:Averageforsocialintelligence,andthismeansyourunderstandingofyourowncurrentemotionalstatemightnotbequiteasinsightfulashigherscorers.Certaingoals,perhapslikefinancialsuccess,takepriorityinyourlifeovergettingonwithothers,andyetnomatterhowmanyofthesegoalsyouattain,youremainrelativelyunhappy.Thismeansyoumaynotyethaveunderstoodwhatemotionsinyourlifearereallyimportanttoyou,orwhatcausesthem.Yourhappinessmaybelinkedtoyourchronicneedforpraisebyyoursiblingsoryourpartner.OnlywhenyouunderstandwhatyoureallyneedcanyourEQscoregoup. ExtensionActivitiesBetween0and2As:Verylowinemotionalintelligenceandthisisprobablyexplainedbyyourinabilitytodivertattentionfromconcernwithyourownemotionstobeingmoresensitivetohowothersarefeeling.Youmayfeelthereistoomuchemphasisonpolitenessasyouliketobreaksocialrulesandarenotafraidofalienatingotherstogetwhatyouwant.Themoreemotionallyintelligentwayistogetotherstoenjoygivingyouwhatyouwant.Youareperhapstooimpatientwithotherstobeincontrolofyouremotionalstate,andonlywhenyougainmoreemotionalcontrolwilltheimpulsive,temperamentalsideofyournatureimprove. ExtensionActivitiesThankyou