Unit 8 Behavioral Science

8 Behavioral Science

Lead-in

Read the background information about the Hawthorne experiments, the first and foremost group activity in which the same group of people's working efficiency was studied. Then answer the questions below the box. Search the Internet for help if necessary.

George Elton Mayo did a series of experiments from 1927 to 1932, at the Western Electric Hawthorne Works in Cicero, Illinois.

Throughout the series of experiments with 6 women workers in the Relay (继电器) Assembly Room, one of Mayo's team sat with the girls as they worked, noting everything they did, keeping them up-to-date with the experiment, asking for clarification, and listening to their views. The results of these changes seemed illogical:

• Under $ \underline{\text{normal conditions}} $, with a 48-hour week, including Saturdays, and no breaks, the girls produced 2,400 relays a week each.

● They were then put on piece work (计件) for 8 weeks. $ \underline{\text{Output went up.}} $

● Two 5-minute rest pauses, morning and afternoon, were introduced for a period of 5 weeks. $ \underline{\text{Output went up}} $ once more.

The rest pauses were lengthened to 10 minutes each. $ \underline{\text{Output went up}} $ sharply.

• Six 5-minute pauses were introduced, and the girls complained that their work rhythm was broken by the frequent pauses. $ \underline{\text{Output fell}} $ slightly.

• The 2 rest pauses were reinstated (使恢复), the first with a hot meal supplied by the company free of charge. $ \underline{\text{Output went up}} $.

The girls finished at 4.30 pm instead of 5.00 pm. $ \underline{\text{Output went up.}} $

● The girls finished at 4.00 pm. $ \underline{\text{Output remained the same.}} $

• Finally, all the improvements were taken away, and the girls $ \underline{\text{went back to the same conditions}} $ that they had at the beginning of the experiment: work on Saturday, 48-hour week, no rest pauses, no piece work and no free meal. These conditions lasted for a period of 12 weeks. $ \underline{\text{Output was the highest}} $ ever recorded with the girls averaging 3000 relays a week each.

Mayo’s main conclusion was that the rises in productivity in the Relay Assembly Room were achieved under the interested eye of the observers not because the conditions made the workers feel good but because the workers felt valued.

1. What could explain the illogical results of the changes made to the working conditions?

1. Do you know anything of the Hawthorne Effect? Is the effect prevalent in research and studies?

1. What is behavioral science?

Reading 1

A Case Against the Clock

Before Reading

Discuss the following questions.

1. Why do most people keep themselves busy every day?

1. Do you think you feel effective and happy when you are busy?

A Case Against the Clock

Tony Crabbe

Imagine your life without a constant sense that you're running behind. Imagine not wishing for more hours in the day. We haven't always been this obsessed with time. In fact, before the Industrial Revolution, clocks were largely irrelevant. People had jobs to do, and so they did them in the natural order, at the natural time. This worked for an agricultural society. However, the factories of the Industrial Revolution needed to coordinate hundreds of people to get them working at the same time. Businesses imposed clock time on their workforces.

2 Cast the clock forward 250 years. We don't need managers to impose time discipline upon us – we do it ourselves because we're so busy. We schedule and cram our time, squeezing all the efficiency we can out of each day. Time management, we believe, is the solution to our busyness: If we could organize our time better, we'd be less overwhelmed, happier, and more effective.

3 But we're wrong, and it's damaging our careers and the rest of our lives.

4 You Just Get Busier

Research shows that if you increase people's awareness of time — by placing a big clock in front of them — they do more stuff. (Think about how much work you get done on the day before vacation.) It makes sense that by getting more done, we'd feel more in control. More than that, it's one of the great fantasies of time management: If you get more organized, you will get on top of more things.

5 However, that works only in a finite world. We haven't lived in that world for quite a while. In our infinite world, we will never be able to get on top of everything. When we complete more tasks, more take their place — send more e-mails, get more replies. If we do more as a result of better managing our time, we just become busier.

6 Your Attention Suffers

Our smartphones allow us to communicate in real time and juggle multiple todos, swatting away incoming demands like some supercharged task ninja $ ^{1} $, potent and efficient. As we seek to maximize our time, we slice and dice it into ever-smaller increments. But when we scatter our attention across a thousand mini activities, we prevent ourselves from engaging deeply or thinking properly.

7 Conversations with loved ones are ruined by frequent “productive” glances at the inbox; our ability to think is reduced by the distraction of the ping and the ring. We maintain a state of chaotic mental activity that is the opposite of the optimal psychological state of flow, where attention is allowed to sink into an activity without distraction, where we bring our thoughts, actions, and goals into perfect synchronicity. Flow doesn’t happen in fragments of time but in great big lumps of attention.

8 Think about your past few weeks. All the moments you had of real insight or happiness came when you focused your attention, with reckless abandon, into the moment. In maximizing our time, we rob our moments of their color.

9 You're Less Effective

You may still think that you'd be willing to feel busier and less happy as long as you could be effective. Effectiveness comes from two core factors: prioritization and achievement. When we prioritize well, we choose to do the right things, not just the obvious things. Yet a strong time awareness makes us prioritize the urgent and immediate rather than the important and strategic. Research by Microsoft, for

example, suggests that 77 percent of U.K. workers feel they have had a productive day if they have emptied their inbox.

10 It horrifies me to see the number of blogs and books that focus on getting to an empty inbox or zero tasks, as if either achievement were worthwhile. No business or life was changed by an empty inbox. Perceived time pressure also lowers our ability to achieve. Harvard researcher Teresa Amabile has shown that increased focus on time reduces our problem-solving abilities and our capacity to generate imaginative solutions. We don't think as well under the shadow of the clock.

11 Beyond Time Management

It is true: We will be able to do more stuff if we focus on managing our time, but we don't need more repetitive, synchronized activity as we did in the Industrial Revolution.

12 We need more thinking, creativity, and problem solving. Time management was a brilliant invention that helped to transform society 250 years ago. Now it's time for us to develop a different strategy — one that starts from the recognition that, in our overloaded world, the greatest shortage is not of time but of attention.

(757 words)

New Words and Expressions

obsessed $ ^{\Delta} $ /əb'sest/ a. always thinking about (sb. or sth.) in a way that seems extreme to other people 沉迷的

irrelevant $ ^{®} $ /i'reləvənt/ a. not having any real connection with or relation to sth. else 不相干的；不相关的

coordinate $ ^{①} $ /kəʊˈɔːdɪneɪt/ v. make (people or things) work together, esp. so as to increase effectiveness 使协调；使调和

cram $ ^{\triangle} $ /kræm/ v. fill (sth.) so that there is no room for anything else 把……挤满；塞满

squeeze /skwiːz/ v. get or force out by pressing firmly together 压出；挤出

get on top of (sth.) manage to control or deal with (sth.) 设法驾驭；处理

finite $ ^{\star} $ $ ^{A} $ /'faɪnaɪt/ a. having an end or limit 有限（制）的

infinite $ ^{w} $ /'infɪnət/ a. without limits; without end

无限的；无穷尽的

juggle^ /'dʒʌgl/ v. try to do several important

things at the same time, esp. when this is difficult 尽力同时应付

swat /swɒt/ v. hit (sb. or sth.) with a quick motion 拍：打

incoming /'mkʌmɪŋ/ a. arriving somewhere, or being received 正到达的；刚收到的

supercharged /'sjuːpɑːtʃɑːdʒd/ a. stronger, more powerful or more effective than usual 格外强劲的；特别有效的

ninja /'nɪndʒə/ n. a person trained in traditional Japanese skills of fighting and moving quietly 忍者（受过日本传统打斗和轻功训练的人）

potent $ ^{\Delta} $/'pəutənt/ a. having a very powerful effect or influence on one's body or mind 强有力的；有影响的

slice and dice divide (sth.) into many small parts so as to use the result for one's own purposes 把……分成小块

increment /'inkrɪmənt/ n. an increase in a number or an amount 增量；增加

productive /prəʊ'dʌktɪv/ a. bringing favorable or useful results; constructive 富有成效的

inbox /'mbɒks/ n. the place on a computer where new email messages are shown （电子邮件） 收件箱

distraction /dɪˈstrækʃn/ n. sth. that takes one's attention away from what he / she is doing or thinking about 分散注意力的事；使人分心的事

ping/pɪŋ/ n. a short high sound made when a hard object hits sth. that is made of metal or glass 乒；砰（硬物碰击金属或玻璃发出的响声）

flow /fleu/ n. the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity 心流；沉浸体验（心理学术语）

synchronicity /ˌsɪŋkrəˈnɪsəti/ n. the fact of two or more things happening at exactly the same time 同步性；同时发生

fragment /'fræɡmənt/ n. a small part of sth. that has broken off or comes from sth. larger 碎片；片段

lump /lʌmp/ n. a mass of sth. solid without a special size or shape （不定形的）块

reckless $ ^{*} $/'reklis/ a. showing a lack of care about danger and the possible results of one's actions 鲁莽的；不计后果的；无所顾忌的

abandon $ ^{①} $ /əˈbændən/ n. the state when one's feelings and actions are uncontrolled 尽情；任

意：放纵

core $ ^{®} $ /kɔː(r)/ n. the most important or central part of anything 核心；最重要部分

prioritization $ ^{①} $ /praɪˈdɪrɪtərˈzeɪʃn/ n. the order of doing things, based on how important or urgent they are 优先性；优先顺序

prioritize $ ^{①} $ /praɪˈbrɒtaɪz/ v. organize (things) so that the most important thing is done or dealt with first 按重要性排列；划分优先顺序

strategic $ ^{A} $ /strə'tiːdʒɪk/ a. done as part of a plan that is meant to achieve a particular purpose or to gain an advantage 根据全局而安排的；战略性的

horrify $ ^{\triangle} $ /'horrifai/ v. make (sb.) feel extremely shocked, disgusted or frightened 恐吓；使厌恶

blog /blog/ n. a website where a person writes regularly about recent events or topics that interest them, usu. with photos and links to other websites that they find interesting 博客；网志

under the shadow of under the influence of

在……的影响（或控制）之下

repetitive /rɪˈpetətɪv/ a. repeated many times 多次重复的

synchronized /'sɪŋkrənaɪzd/ a. happening at the same time or moving at the same speed as sth.

同步的；同速进行的

overloaded /ˌəʊvəˈləʊdɪd/ a. being given too much of sth. 负担过重的

Proper Names

Global Reading

Skim the text and choose the correct answer to each of the following questions.

1. What is the author's main argument of the text?

a) We didn't need time management strategy in the past.

b) We do not need any guidance on managing our time now.

c) We do not live a better life with time management skills.

1. What THREE points does the author present to support his opinion on time management?

a) People are now getting less effective.

b) By getting more done, people get busier.

c) Multi-tasking splits people's attention.

d) People manage to do more and achieve more.

e) People are sharper in thinking now than they were in the past.

1. Instead of “doing more stuff” (Para. 11), what does the author advise us to do?

a) To eliminate repetitive activities in our work.

b) To give more attention to the thing we are doing.

c) To solve more problems by cooperating with others.

Close Reading

1. Study the reading skill in the box and work on the task below.

Reading Skill — Understanding the author's opinions in contrast to others'

In academic texts, a common strategy adopted by many authors is to contrast their own opinions with others': They first offer what has been widely believed by the public or claimed true by other scientists. Then they put forward what they believe as true. This strategy usually makes the authors' views more impressive.

Reading such academic texts, we should be more alert to the difference between what has been stated as true and what the author believes as true.

Complete the table on differences between what is claimed true and what the author believes as true. The first one has been done as an example.

1. Answer the following questions.

1. With regard to time management, how differently did people do their jobs in an agricultural society, during the Industrial Revolution and now?

1. What example does the author give in Para. 7? What is the purpose of giving that example?

1. Why does the author ask us to "think about your past few weeks" (Para. 8)?

1. Will the author choose to be busier in order to do more jobs or to attend to one thing at a time?

Critical Thinking

Discuss whether you agree or disagree with the following opinions.

1. People are busy doing different things but they can do few things well.

1. There is no lack of time, but lack of priorities.

Language Enhancement

1. The words in the box below are either active words or academic words marked in the Academic Word List (AWL). Choose the most suitable one to complete each sentence. Change the form where necessary.

1. After an exhausting day, they were singing and dancing with _____, totally forgetting the troubles in their work.

1. To help the flood victims more effectively, major charities are working together to _____ their efforts in the distribution of food and clothes.

1. Making profit is _____ to us; what matters is to make the books available to the largest possible audience.

1. The funds available for the health service are _____ and we cannot afford to waste money.

1. We are confident that this will be a very _____ conference thanks to all the organizations and efforts that have been made by you.

1. The company's investment ended in failure due to the wrong _____ decisions made by the general manager, so the board of directors decided to let him go.

1. In his speech the minister aimed at the _____ of the problem — the ever-rising cost of health care for the elderly.

1. The solar system is a drop in the ocean when compared with the _____ expanse of the universe.

1. If you want to do your job efficiently, you have to learn to _____ the many tasks at hand.

2. Study the word building skill in the box and work on the tasks below

Word Building Skill — Extension of meaning & narrowing of meaning

In semantic change, words often follow certain tendencies. There are four common tendencies: extension, narrowing, elevation, and degradation.

Extension of meaning, or widening of meaning, refers to the extension of the range of the lexical meaning. In the course of sense development, a great number of words have been enlarged in meaning. For example, the word "picture" had been used only to refer to a painting or drawing. But now it has come to include a photograph, or a movie, and even a person or thing that is beautiful to look at can be called a "picture".

Narrowing of meaning, also called specialization, is a process by which a word of wide meaning acquires a narrower or specialized meaning. In other words, a word that used to have a more general meaning becomes restricted in its application and conveys a special meaning in present-day English. For example, when the word "garage" was first borrowed from French, it meant any safe place, but now it refers to a place for storing or servicing cars.

A. Several words with their present and extended meanings are given in the following table. Match their original meanings with the words and put the correct letter (a-h) into the blank before each word.

B. Several words with their present and narrowed meanings are given in the following table. Match their original meanings with the words and put the correct letter (a-h) into the blank before each word.

Translating Skill — Translating long sentences (I): splitting

3. Study the translating skill in the box and work on the task below

Long sentences in Chinese usually contain clauses that are loosely structured, and some long sentences can be split into two or more shorter ones when translated into English according to the relation between clauses, improving the naturalness and smoothness of the translation.

Source text: 这种经营方式的特点是共同投资，共同管理，共负盈亏，可使双方的关系更为密切，更为加强，对双方都是有利的。

Translation: The features of this form of business are joint investment, joint management and joint share in profits and losses. These will be beneficial to both parties in that their relationship will be closer and the cooperation strengthened.

In the translation, the benefits are described in a separate sentence, thus gaining more emphasis. And it is more natural in English to put the conclusion ("beneficial to both parties") before the evidence ("in that …").

Source text: 为了弄清大自然的真相，他总是挑选道路艰险的山区、人迹罕至的森林进行考察，发现了许多奇山秀景。

Translation: To find out the true features of nature, he would venture far out into mountainous areas with the most treacherous trails and into jungles seldom visited by human beings. The reward for his work was the discovery of many fantastically beautiful scenes.

The translation renders the source sentence into two separate sentences, each with a single focus, thus giving emphasis to both points: the effort he made and the reward he got.

Translate into English the following paragraph, paying attention to the translation of long sentences.

人们认为专注就是要对自己所专注的东西说YES，但这根本不是专注的含义。专注意味着要对上百个好点子说NO，你要仔细挑选。这是我一直以来的一个信条（mantra）——专注和简单。简单比复杂更难：你必须费尽心思，让你的思想更单纯，让你的产品更简单。但是这么做最后是很有价值的，因为一旦实现了目标，你就可以撼动大山。

——史蒂夫·乔布斯

Translation:

一

Reading 2

Laziness Is Contagious

Before Reading

The following are the two definitions of “contagious”. Answer the questions after the definitions.

1. A disease that is contagious spreads from one person to another through touch or through the air.

What diseases do you know are contagious?

1. A feeling, attitude or act that is $ \underline{\text{contagious}} $ spreads quickly among a group of people. What feelings or attitudes are contagious?

Laziness Is Contagious

Cari Nierenberg

1 Other people's attitudes toward laziness and impatience can rub off on you, a new study from France reveals.

3 Prudence, impatience and laziness are personality traits that guide how people make decisions that involve taking a risk, delaying an action and making an effort, said Jean Daunizeau, a team leader of the motivation, brain and behavior group at the Brain and Spine Institute (ICM) in Paris. Daunizeau is the lead author of the new study, published today (March 30) in the journal PLoS Computational Biology.

2 Researchers found that people not only pick up on other's attitudes toward three personality characteristics — laziness, impatience and prudence — but they may even start to imitate these behaviors, suggesting a strong social influence.

4 Prudence is a preference for avoiding risk, such as choosing a sure reward rather than a reward that may be greater but riskier to achieve, according to the study. Impatience is a preference for options that involve little delay and a strong desire for a

payoff now rather than later. Lazy people are those who determine that the potential rewards are not worth the effort.

5 Typically, these three personality traits are thought of as “deep-rooted” traits, meaning they are difficult to change, Daunizeau told Live Science.

6 The new study, however, suggests that this is not the case: People may unknowingly align their attitudes toward risk, delay or effort with the attitudes of others, Daunizeau said.

7 In the study, the researchers recruited 56 healthy people. To measure the participants' attitudes toward risk, delay and effort, they were given a series of tasks in which they were asked to choose between two alternatives. For example, participants were asked to choose between a small payoff in three days or a higher payoff in three months; or to choose between a secure lottery outcome (a 90 percent chance of winning a small payoff) or a riskier lottery outcome (lower odds for a higher payoff).

8 Next, the participants were asked to guess “someone else’s” decisions on a similar task, and after making a selection, they were then told which choice this “other” participant had made, according to the study. But the “someone else” wasn’t a real person — instead, it was a fake participant based on a computerized model developed by the researchers. This model predicted how people learn about, and learn from, other people’s attitudes toward laziness, impatience and prudence.

9 During the final phase of the experiment, the participants repeated the first task, in which they were asked to make their own decisions.

10 The researchers found that after the participants observed the prudent, impatient or lazy attitudes of “others” on the task, their own choices about putting in effort, waiting during a delay or taking a risk drifted toward those of others. In other words, the participants started acting more like the computer-generated study participants.

Attitudes such as prudence, impatience and laziness are typically considered traits that are thought to be at least partly genetic, Daunizeau said. Moreover, researchers have thought that these three traits should be immune to environmental influences, such as social influence, at least in adulthood, he said.

12 But the study suggested that social influence can change people's attitudes about being prudent, impatient or lazy, even though participants were unaware that social influence was having this effect on them.

13 Why might these three behaviors be “socially contagious”?

14 One explanation might be that people imitate the behavior of others because of social norms, including the desire to feel as though they belong to a group, Daunizeau said. People imitate others so their behavior might conform to and resemble individuals in that group, he said.

15 A second explanation is that people may think others possess some form of private information about how to best behave in a social context, Daunizeau said. In this case, people imitate others because they have learned how to behave from others, he said.

16 The researchers are applying this work to learn whether the attitude alignment observed in this study may differ in people with neuropsychiatric disorders, such as autism spectrum disorder and schizophrenia.

New Words and Expressions

contagious $ ^{\triangle} $/kən'teɪdʒəs/ a. capable of being easily spread to others; causing other people to feel or act in a similar way 感染性的；会蔓延开的

impatience /ɪmˈpeɪʃəns/ n. inability or unwillingness to accept delays, other people's weakness, etc. 不耐烦；无耐心

rub off on begin to have influence on (sb.) from being around the person 因接触（或相处）而对……产生影响

prudence /'pruːdəns/ n. a sensible and careful attitude that makes one avoid unnecessary risks 审慎；小心

imitate /'ɪmɪteɪt/ v. make or do sth. the same way as (sb. or sth. else) 模仿

spine /spain/ n. the row of small bones that are connected together down the middle of the back of the body 脊柱；脊椎

computational /ˌkɒmpjʊˈteɪʃənəl/ a. using or connected with computers 使用计算机的；与计算机有关的

payoff /'peɪəf/ n. an advantage or a reward from sth. one has done 报偿；回报

deep-rooted /'diːprʊtɪd/ a. very fixed and strong; difficult to change or to destroy 根深蒂固的

unknowingly /ʌnˈnəʊɪŋli/ ad. without realizing what is really happening 不知不觉地；无意中

recruit /rɪˈkruːt/ v. get (new members) for a company, an organization, the armed forces, etc. 吸收（新成员）；征募（新兵）

lottery $ ^{\triangle} $/loter1/ n. a system in which many numbered tickets are sold, some of which are later chosen by chance and prizes are given to those who bought them 抽彩给奖法（发行彩票或奖券然后抽出获奖者）

odds $ ^{①} $ /pdz/ n. the degree to which sth. is likely to happen 可能性；概率；机会

fake /feɪk/ a. not genuine, but meant to be taken for genuine 假的；冒充的

phase $ ^{®} $ /feiz/ n. a stage of development 阶段；

时期

put in devote (time or effort) 付出（时间、精力等）

drift /drɪft/ v. wander from a set course or point of attention 偏离；离题

unaware $ ^{\textregistered} $ /ʌnəˈweə(r)/ a. not knowing or realizing that sth. is happening or that sth. exists 不知道的；没有觉察到的；未意识到的

conform $ ^{\star} $ $ ^{④} $ /kənˈfɔːm/ v. be similar to or the same as (sb. or sth.) 与……相一致；相符合；相吻合

alignment^/ə'laɪnmənt/ n. the organization of activities or systems so that they match or fit well together 校正；调整

neuropsychiatric /'njʊərəʊˌsaɪkɪˈætrɪk/ a. 神经精神病学的

autism /ˈɔːtɪzəm/ n. a mental condition in which a person finds it very difficult to communicate or form relationships with others 自闭症；孤独症

spectrum $ ^{*} $ /'spektrəm/ n. a complete or wide range of related qualities, ideas, etc. 范围；各层次

autism spectrum disorder 自闭症谱系障碍

schizophrenia/skitsəʊˈfriːnɪə/ n. a mental illness in which a person becomes unable to link thought, emotion and behavior, leading to withdrawal from reality and personal relationships 精神分裂症；早发性痴呆

Proper Names

Jean Daunizeau /30n'dɔːnizau/ 让·多尼佐

the Brain and Spine Institute (ICM) 大脑与脊椎研究所

PLoS Computational Biology《美国科学公共图书馆计算生物学》（期刊）（PLoS为the Public Library of Science 的缩写）

Global Reading

Skim the text and work on the tasks below.

A. Match the sections (1–6) with the possible subheadings (a-h). Note that there are two extra options.

Sections

1. Paras. 1-2

Main ideas

1. Paras. 3–6

a) Future research

1. Paras. 7-10

b) Two explanations

1. Paras. 11-12

1. Paras. 13-15

c) Details about a study

d) Three born personality traits

e) Restatement of the wrong belief

6). Para. 16

f) People's tendency to learn from others

g) Wrong belief with the three personalities

h) Introducing the topic with the result of a recent study

B. How many studies does the author mention and how many researchers does the author refer to in the text?

Close Reading

1. Read Paras. 1–6 and answer the following questions.

1. What is the thesis statement?

1. Why does the author define prudence, impatience and laziness in Paras. 3–4?

1. What has been claimed true with the three personality traits? What does the new study reveal?

1. Read Paras. 7–15 and decide whether the following statements are true (T) or false (F).

☐ 1) The participants made choices from the two options provided in every task.

☐ 2) Then they made a guess about what choices their researchers made.

☐ 3) Every participant was told others' choice in every task.

1. Finally all participants chose again between two alternatives in the given series of tasks.

1. Environmental influences are believed to have a great effect on the three personality traits of grown-ups.

☐ 6) People pick up on others' behavior in order to be liked by others.

☐ 7) People believe they can learn better behaviors from others.

Critical Thinking

Herd mentality (羊群效应) may be one of the reasons why we often choose, consciously or unconsciously, to follow what we perceive as the “herd”, not necessarily a big crowd. Discuss in a group:

1. Can you give some examples of people following herd mentality?

1. Do you think it good or bad to follow herd mentality?

Language Enhancement

1. The words in the box below are either active words or academic words marked in the Academic Word List (AWL). Choose the most suitable one to complete each sentence. Change the form where necessary.

1. NBA games were not televised in Europe then, so Bryant depended on video tapes from his grandfather to be able to _____ U.S. professionals.

1. Three years after he was _____ into the army, he was sent to work in the United Nations on the maintenance of international peace and security.

1. Internet shopping can be a rewarding _____ to running through the stores.

1. A(n) _____ of new policies has been introduced in the region in the hope of attracting foreign investment.

1. Seeing the _____ heavily against his winning, he has the good sense to withdraw from the election.

1. The new heating system is in the trial ___ of its operation; it's due to be put into full operation next winter.

1. Many continued to party even as the air was filled with the noise of police sirens (警报器), of the tragedy taking place behind them.

1. In practice, they must _____ to a global economic model or risk being penalized by the markets.

1. Study the word building skill in the box and work on the tasks below.

Word Building Skill — Elevation of meaning & degradation of meaning

Elevation of meaning refers to the process by which words rise from humble beginnings to positions of importance. Early in their history, some words referred to something quite low or humble, but as time went on, they changed to mean something agreeable or noble. For example, the word "minister" originally meant "servant", and now is "a person at the head of a department of the government".

Degradation of meaning refers to the process by which words of good origin fall into ill reputation, or commendatory (赞赏的) words come to be used in derogatory (贬义的) sense. For example, the word "silly" originally meant "blessed and happy", later it came to mean "innocent", and then "simple-minded", and now the modern meaning is "foolish". In this way "silly" is degraded from a term of respect to one of contempt.

A. The original meanings of the following words have been given. Write down their present meanings and comprehend the process of elevation of meaning.

1. steward:

original meaning: a keeper or warden of the sty (猪圈)

present meaning: _____

1. marshal:

original meaning: a stable (马厩) officer; a horse tender

present meaning: ___

3 ) cathedral:

original meaning: seat; bench

present meaning: ___

1. dean:

original meaning: a chief of a group of ten people

present meaning: ___

1. nice:

original meaning: ignorant; careless and clumsy

present meaning: ___

) shrewd:

original meaning: evil

present meaning: ___

B. The original meanings of the following words have been given. Write down their present meanings and comprehend the process of degradation of meaning

1. villain:

original meaning: a peasant; a farmer

present meaning: _____

1. clown:

original meaning: a clumsy person

present meaning: _____

1. counterfeit:

original meaning: to imitate; to copy

present meaning: _____

1. lust:

original meaning: pleasure; delight

present meaning: ___

1. gossip:

original meaning: godfather

present meaning: ___

1. disease:

original meaning: discomfort; inconvenience

present meaning: ___

1. Study the translating skill in the box and work on the task below.

Translating Skill — Translating long sentences (II): combining

In some cases, we can combine some of the clauses using prepositions and conjunctions.

Source text: 中国是个大国，百分之八十的人口从事农业，但耕地只占土地面积的十分之一，其余为山脉、森林、城镇和其他用地。

Translation: China is a large country with four-fifths of the population engaged in agriculture, but only one tenth of the land is farmland, the rest being mountains, forests and places for urban and other uses.

Source text: 你可能知道中国一向坚持开放政策并对国外投资采取积极立场，以在平等互利的基础上与其他国家扩大经济合作和技术交流。

Translation: You are probably aware that China has always persisted in an opening-up policy and taken a positive stand to attract foreign investment, with a view to expanding economic cooperation and technical exchange with other countries on the basis of equality and mutual benefit.

Translate into English the following paragraph, paying attention to the translation of long sentences.

同伴压力（peer pressure）是同伴对人们的直接影响。个体通过改变自己的态度、价值观或行为等与施加影响的群体或个体保持一致。这种压力不同于一般的社会压力，因为它会导致个人在感受到来自同伴、同伴群体的压力或影响时相应（in response to）做出改变。尤其在青少年中，来自同伴的压力很难避免，因为一般人都想融入朋友的圈子并希望自己受到欢迎。

Translation:

二

Part II LISTENING AND VIEWING

Listening: Healthy Behavior Can Spread Like Illness

Before Listening

Discuss the following questions.

1. Do you think that your behavior is easily influenced by the people around you?

1. Do you sometimes have to do exercise because of peer pressure from your social networks?

New Words and Expressions

up v. increase the amount of (sth.); make (sth.) higher 提高；增加

pack on pounds gain weight or a certain amount of weight 增加体重

induce $ ^{®} $/m'dju:s/ v. persuade or influence (sb.) to do sth. 劝说；诱使

caveat /'kævɪæt/ n. 警告；告诫

the other way around 相反地；倒过来；以相反方式

intel /'intel/ n. 情报（intelligence的缩写）

Listening Comprehension

Study the listening skill in the box and work on the tasks below.

Listening Skill — Recognizing emphasizing strategies

In order to persuade the listeners and highlight the key points in a lecture or speech, a speaker uses different emphasizing strategies, such as repeating some words or expressions, putting evaluative words (like important, urgent) at the beginning of sentences, or using short sentences, etc.

In addition, you should also pay attention to the stressed (重读的) words in a sentence. Content words (实义词) (including nouns, verbs, adjectives, and most adverbs) are usually pronounced with stress in a sentence. In contrast, function words (虚词) (including articles, pronouns, conjunctions, auxiliary verbs, etc.) are unstressed.

By focusing on the stressed and more important words while listening, you will better understand the major points in a lecture.

1. Listen to the report about the influence of human behaviors, and fill in the blanks with the exact stressed words you have heard. Pay attention to the boldfaced stressed words in each sentence, too.

● If your friends are 1) _____, that too ups the odds you'll pack on 2) _____.

● And now researchers have identified another 3) _____ contagious quality: 4) _____.

• They used 5) ___ as a way to 6) ___ examine different parts of that global network.

● That is exactly what he and his colleague 7) ___: that the behavior of one city's runners could 8) _____ affect the behavior of runners in another 9) _____ city.

1. Listen again and choose the correct answer to each of the following questions.

1. According to Sinan Aral at MIT, what will people do on average if it's a rainy and cold day?

a) People will run more than before.

b) People will do exercise indoors.

c) People will stay indoors instead of going out.

1. Which of the following statements is true?

a) Women tend to be influenced more by the male runners in their networks.

b) More active runners don't tend to influence less active runners to run more.

c) Scientists should know the difference between networked consumers and networked citizens.

1. What is the suggestion for a doctor who prescribes exercise to his patients?

a) The doctor should learn the concept of “the socially connected citizens”.

b) The doctor should be aware of the valuable intelligence of doing more exercise.

c) The doctor should advise the patients' friends and family to do exercise, too.

Viewing:

Try Something New for 30 Days

Before Viewing

Discuss the following questions.

1. Are there any bad habits you should give up?

1. How long does it actually take to form a new habit? Do some related research online.

New Words and Expressions

rut $ ^{\triangle} $ /r $ \wedge $t/ n. a boring way of life that does not change 刻板乏味的生活

follow in sb.'s footsteps 步某人的后尘；仿效某人 memorable /'memərəbl/ a. worth remembering

or easy to remember 值得纪念的；难忘的

nerd /nɜːrd/ n. 科技迷；电脑迷

hike $ ^{*} $ /haɪk/ v. walk a long distance esp. for pleasure or exercise 远足；徒步旅行

adventurous $ ^{*} $ /ədˈventʃərəs/ a. $ \underline{\text{}} $ willing to take risks and try new ideas 有冒险精神的

from scratch /skrætʃ/ from a point at which nothing has been done yet 从零开始；白手起家

Viewing Comprehension

Study the listening skill in the box and work on the tasks below.

Listening Skill — Recognizing conclusion

At the end of a lecture, a speaker usually makes a conclusion by summarizing the content, re-emphasizing the main points, and announcing the ending of the lecture.

There are some effective means for a speaker to make a conclusion. You need to focus on these during listening.

• Restate the topic and explain why it is important.

Summarize the main points briefly.

Link the introduction with the conclusion in a full circle.

Pose a question and tell the listeners to form their own conclusion.

Make a call to action or provide the listeners with a suggestion on how to do it.

1. Watch a video clip about 30-day challenges. At the end of the speech, the speaker gives some suggestions for the audience. Fill in the blanks with the exact words you have heard.

Here's one last thing I'd like to mention. I learned that when I made small, 1) _____ changes, things I could keep doing, they were 2) _____ .

Here's my question to you: What are you waiting for? I 3) _____ you the next 30 days are going to pass whether you like it or not, so why not think about something you have always wanted to try and 4) _____! For the next 30 days.

1. Watch again and decide whether the following statements are true (T) or false (F).

☐ 1) If you want to subtract a habit from your life, trying it for 30 days is not enough.

1. The speaker's first tip is to make your time much more memorable.

1. The speaker enjoys climbing high mountains because he is born to be adventurous.

1. Writing your own 50,000-word novel for 30 days doesn't guarantee that your novel will be a great one.

Critical Thinking

Discuss the following questions.

1. Do you think that the 30-day challenges mentioned in the video are too difficult to stick to?

1. Can you design your own 30-day challenge plans to inspire your life?

Part III SPEAKING

After all the preparation work (including conducting research, collecting and analyzing data), it is time for your team to give a presentation to the class. This unit will familiarize you with the overall organization of a research-based group presentation. Usually, each team member will be assigned to present one part of the presentation. In order to connect each part well and show interaction among teammates, presenters should introduce the next speaker after they have finished their presentation.

Research-based group presentations (IV): the organization of the presentation

A research-based group presentation basically comprises five parts: introduction, research method(s), data analysis, results & discussion, conclusion. Considering the number of group members, some components can be integrated. For example, the research method can be combined with data analysis to form one part. Or if certain part contains too much information, two members can collaborate to present that part.

• Introduction

Introduction is the first part of a group presentation, which should provide information on "who", "what", "why", and "how". Who are the presenters? First, you need to introduce the whole group to the audience, by giving brief information such as names and majors. What is the topic? Give a general description and explanation of the topic you are going to present. If the audience are not familiar with the topic of your research, you may use some examples to help them understand it better. Why did you conduct the research? Explicitly tell the audience the purposes of your research — is it for finding solutions to a problem, or for gaining deeper understanding of an issue, or something else? This is also referred to as your research questions. How did you conduct the research and how did you organize the presentation? Give a brief introduction to how the teammates collaborated to carry out the research, i.e. the division of labor. This is a good opportunity to display your teamwork. Then list a table of contents to show the structure of the whole presentation. You may refer to the Speaking section of Unit 6, Book 1 to review the useful language patterns to open a presentation.

• Research method(s)

The second part of a group presentation is to explain your research methods in a clear and detailed way. The most commonly used research methods by college students should be questionnaires and interviews, because of their convenience to be implemented with the help of several online apps. Take questionnaires for example. In the part of the research method(s),

you need to present information on "who", "when", "where", and "what". Who are the respondents of questionnaires? Try to give detailed information about these respondents, like their age, gender, number, etc. When and where did you distribute and collect questionnaires? Provide specific time or time duration, as well as the location of distributing/collecting questionnaires. What is the major information on the questionnaire? Some students may prefer to list all the questions on the questionnaire one by one in their presentation. Useful language for presenting the research method can be found in Unit 6, Book 2.

Data analysis

The third part of a group presentation is data analysis. We have learnt how to present visual data in the forms of tables, charts, and graphs in Unit 7, Book 2. It is a straightforward way of sorting and analyzing the data obtained from questionnaires. While for the data of interviews, you should present the interviewer's questions and the interviewee's answers in a clear and organized manner.

Generally speaking, if you handle the parts of research methods and data analysis well, your research will leave a deep impression of being scientific and academic on the audience.

Results & discussion

In terms of results, you should highlight the relevant results that answer your research questions. The discussion part is for you to consider alternative explanations for the results or to emphasize what is new, different, or important about your results. For instance, if you are doing research on college students' behavior of watching live video streaming, your research question can be "What are the features of their behavior in terms of watching live video streaming?" Through data analysis, you might get one result: "Male students spend more time watching live video streaming than female students." You need to discuss the possible reasons of this finding, e.g. "boys prefer watching live broadcasts of games", or "some male students may be attracted by the pretty anchorwomen", etc.

Conclusion

The conclusion is the final part of a group presentation. Its components and functions are similar to the personal oral presentation as illustrated in Unit 8, Book 1. You should make a brief summary of all the previous parts that have been presented by different speakers. What calls for special attention is that in a research-based presentation, you'd better draw a conclusion based on the evidence or statistics that you have obtained via research.

1. Match the following sentences (1–5) with different parts (a–e) of a group presentation.

___1) As we can see in this table, about 90 percent of our respondents acknowledge the importance of taking a nap after lunch.

___2) The aim of our research is to find out why college students habitually sleep late at night.

___3) In this presentation, we first identified our research questions, c) data analysis and then we explained the adopted research method.

1. We found that the most important factor that keeps students sleeping late at night is "working on their assignments". d) results & discussion

___5) We mainly made use of questionnaires to conduct the research.

1. Plan a group research project by following the requirements below.

1. Conduct the research according to the requirements of Task 2. Then give a group presentation based on your research. Follow the guidelines below.

Have good teamwork.

Organize your presentation into five parts, i.e. introduction, research method(s), data analysis, results & discussion, and conclusion.

Use appropriate signposting language.

Problem and solution is another important organizational pattern in academic writing. A problem-solution essay identifies a problem first and then proposes several solutions to deal with it, usually with the evaluation provided to argue which solution is better than others. The problem-solution pattern can be combined with the cause-effect pattern in writing an essay. For example, after presenting a problem, you may analyze its causes and effects before providing possible solutions. In this unit, you will learn the skills needed for writing an effective problem-solution essay.

Writing problem-solution essays

There are three major components in a problem-solution essay, namely, the problem, the solution(s), and the evaluation. The problem is always presented in the introduction — you need to make your readers interested in the problem by giving a general description, and convince them that this problem is significant and needs to be solved. If the problem is a complicated one, you may need to use one or more body paragraphs to explain the nature and the details of the problem.

Then in the following body paragraphs you provide several solutions to the problem. You should explain each solution clearly, by giving details about what needs to be done by whom, when and where, etc. It would be more convincing if you provide evidence that your solution will work, such as expert opinions, examples of successful cases, statistics, and studies.

Usually you may illustrate different solutions, some of which you support, while some of which you oppose. So, it is necessary to evaluate each solution. Your evaluation will help argue for / against the solution, by pointing out whether it is cost-effective, feasible to implement or better than other solutions. In order to convince readers of your solution, you also need to consider objections / opposing arguments to your plan and refute them logically with reasons and / or evidence.

When incorporating the above-mentioned components into a problem-solution essay, you may adopt two types of structure — the block structure and the point-by-point structure. The block structure puts forward all the solutions as a whole, and then using a block of evaluative paragraphs to analyze which solutions are more favorable than the others. In the point-by-point structure, the evaluation of a solution immediately follows the illustration of that solution. The following outlines show these two kinds of organization.

Block structure

Introduction: the problem

1. Solutions

Body

Solution 1

Point-by-point structure

Solution 3

II. Evaluation of solutions

Solution 2

Introduction: the problem

1. Solution 1 and evaluation

Body

II. Solution 2 and evaluation

III. Solution 3 and evaluation

Conclusion

Conclusion

In writing an effective problem-solution essay, you should learn to use evaluation language appropriately. Since evaluation is sometimes subjective, which reflects your own perspective and stance on an issue, you may need to use hedging language (模糊语) to soften your arguments. Examples of evaluation language are presented in the following box.

Nouns

positive nouns: e.g. "success", "achievement", "opportunity"

negative nouns: e.g. "risk", "damage", "disaster", "chaos"

neutral nouns: e.g. "trend", "effect", "impact", "situation"

Adjectives

positive adjectives: e.g. "effective", "reasonable", "feasible", "useful", "helpful" negative adjectives: e.g. "ineffective", "risky", "dangerous", "difficult"

Sentence structures

This / It is + adjective: e.g. This is feasible because ...

This / It is + adverb + adjective + noun: e.g. It is a highly effective strategy.

This / It + verb + adverb: e.g. It works well in developed countries.

• Hedging language

e.g. This plan might be difficult to implement.

e.g. It is possible that the plan will fail in five years.

e.g. It seems that both teachers and students can benefit from the measure.

1. Work in groups. Think of as many solutions as possible to each of the following problems concerning social behaviors. Evaluate which solutions are better than others by using appropriate evaluation language and giving reasons / evidence

1. Many college students are addicted to video games.

1. Some people cannot manage their time well.

1. There is often a generation gap between parents and teenagers.

1. Some students may skip classes from time to time (the problem is also called truancy (旷课)).

1. You are going to write a problem-solution essay on the following topic. Choose one of the structures you have learnt to complete an outline for your essay.

TOPIC: How to establish a harmonious relationship in the dormitory?

1. Write a complete problem-solution essay based on the outline that you have worked out in Task 2. Follow the guidelines below.

Follow the procedure of writing an essay from pre-writing, while writing, to post-writing steps.

Use a variety of evaluation language.

The text should be cohesive and coherent.

Use appropriate citing and referencing.