Unit8NatureandNature

In-classreading

課內(nèi)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(gè)影響更大呢?在相當(dāng)大的程度上，一個(gè)人生來具有的潛力將確定

他一生的作為。因此遺傳即命運(yùn)，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(shí)到基因在個(gè)人發(fā)展中所起的作用，我們就會(huì)明白，沒有與其相互作用

的環(huán)境，就不行能有任何個(gè)人的發(fā)展。沒有一個(gè)特點(diǎn)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(duì)影響在同卵雙胞胎中最易視察到。大多數(shù)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(shí)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(gè)體就會(huì)以幾乎同樣的方式對(duì)環(huán)境作出反應(yīng)。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(huì)發(fā)生什么狀況。

3對(duì)分開撫養(yǎng)的同卵雙胞胎已進(jìn)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?cè)谕獗?、身高?/p>

體重上極其相像。也有例外：?對(duì)雙胞胎中的個(gè)患了相當(dāng)嚴(yán)峻的疾病而另個(gè)卻沒生?。?/p>

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

像，給每個(gè)人留下了深刻的印象。

4在對(duì)從一誕生就分別的19對(duì)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(yuǎn)，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(huì)想方設(shè)法地將每個(gè)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(shí)例中，雙胞胎之間的

差異就很大。下面的例子說明白在對(duì)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(gè)小鎮(zhèn)，在大約18個(gè)月時(shí)被分開撫養(yǎng)。她們直到28

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

兒院。過了幾個(gè)月，她再一次被住在密歇根東南部的一對(duì)農(nóng)場主夫婦領(lǐng)養(yǎng)。此后25年她始終

住在那里。她的其次個(gè)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(shí)結(jié)婚，并有了一個(gè)女兒。

6格萊迪絲被加拿大的一個(gè)列車乘務(wù)員及其妻子領(lǐng)養(yǎng)。她讀三年級(jí)的那一年，全家搬到了

加拿大落基山脈一帶一個(gè)相當(dāng)偏僻的地方,那兒沒有學(xué)校,格萊迪絲的正式教化也就此結(jié)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(wù)，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(shí)結(jié)了婚。

7海倫在兒童和成年時(shí)期都始終比格萊迪絲健康，但除了這一點(diǎn)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(guān)。

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(fēng)度。一位探討她們的科學(xué)家曾經(jīng)說過:

“這兩個(gè)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(zhì)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(diǎn)在很大程度上取決于閱歷，可想而知心理特點(diǎn)也反映閱歷。另一方面，那些不

易受環(huán)境影響的特點(diǎn)更有可能在同卵雙胞胎中表現(xiàn)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(gè)特點(diǎn)。我們的實(shí)力會(huì)達(dá)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(xué)再次關(guān)注雙胞胎

1假如你對(duì)雙胞胎感愛好的話，那么雙胞胎鎮(zhèn)會(huì)使你著迷。

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

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

五公里賽跑以及一百多項(xiàng)的競賽：評(píng)比出年紀(jì)最大的、年紀(jì)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(huì)留意到有許多科學(xué)家也參加了這個(gè)盛會(huì)。有些科學(xué)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(xué)家則對(duì)雙胞胎自身的

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

?些科學(xué)家，他們特地探討先天遺傳和后天培育這個(gè)由來已久的問題：即探討有關(guān)我們是如

何發(fā)展成現(xiàn)在這個(gè)樣子的。

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

什么造成了我們?cè)谥橇?、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(huì)環(huán)境又有

多大關(guān)系呢？

5假如你是一個(gè)對(duì)這個(gè)問題感愛好的科學(xué)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(gè)人。也就是說，兩個(gè)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(jié)果。但是你能說他們之間的任何相同點(diǎn)都

是基因相同的緣由嗎？

6不愿定吧。記住，大多數(shù)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?lián)狃B(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(xué)家小托馬斯?J?布沙爾帶領(lǐng)的一組科學(xué)家探討了大約65

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

8科學(xué)家們把每對(duì)雙胞胎帶到明尼蘇達(dá)高校進(jìn)行為期一周、深化細(xì)致的檢測。小組里的醫(yī)

生和牙醫(yī)們給這些雙胞胎進(jìn)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(shí)，心理學(xué)家們還對(duì)雙胞胎進(jìn)行了智商和性格測試。為了測試性格，心理學(xué)家們?cè)O(shè)法

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

何。他們依據(jù)雙胞胎們對(duì)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(jié)束時(shí)，每個(gè)雙胞

胎都回答了大約15,000個(gè)問題。

10布沙爾小組對(duì)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(jīng)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(duì)同卵雙胞胎，他們誕生四周后就被不同的家庭領(lǐng)養(yǎng)。

他們都在俄亥俄州長大，彼此相隔45英里。當(dāng)他們?cè)?9歲重逢時(shí)，發(fā)覺了一系列驚人的相

同之處：二個(gè)人都叫吉姆，都開同一型號(hào)的藍(lán)色雪佛蘭，都寵愛做木工，都有啃手指甲的習(xí)

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

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

明尼蘇達(dá)探討工作持指責(zé)看法的人說“這些巧合沒什么可驚異的:他們認(rèn)為每個(gè)人的生活

里都有許多的微小環(huán)節(jié)，因此必定會(huì)有巧合。而且，對(duì)于異地?fù)狃B(yǎng)的同卵雙胞胎之間發(fā)覺的

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

號(hào)的電視機(jī)，支持不同的足球隊(duì)。但不同點(diǎn)是不會(huì)被報(bào)道的，因?yàn)樗鼈儾粫?huì)使人驚異。

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

方面的大量數(shù)據(jù)。布沙爾認(rèn)為，有關(guān)異地?fù)狃B(yǎng)的同卵雙胞胎的數(shù)據(jù)清楚地顯示了：先天遺傳,

即我們所繼承的基因，對(duì)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(shí)得

了青光眼。

14明尼蘇達(dá)小組報(bào)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(yàn)中所得的分?jǐn)?shù)完全相同或幾乎相同。

15但是最令人驚異的是，明尼蘇達(dá)小組發(fā)覺基因?qū)τ谔匦缘男纬善鹬匾饔?，例如，?huì)

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

與生俱來的基因?qū)δ闶欠褡孕?、快樂、樂觀或者對(duì)世界上的事是否持消極看法有很大影響。

明尼蘇達(dá)小組的一位心理學(xué)家，南希?西格爾說，“這項(xiàng)探討令人信服地表明：基因影響人們

行為的每個(gè)方面?！?/p>

16另一些科學(xué)家不同意這個(gè)說法。他們質(zhì)問，既然光是對(duì)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(rèn)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(diǎn)，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?qū)ξ覀兊纳钣泻艽蟮挠绊?，它們也不是?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(xué)習(xí)！

課內(nèi)閱讀練習(xí)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