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Unit Seven Section A Lighten Your Load and Save Your Life Teaching objective: to teach the students how to use some new words and phrases, typical sentence structures out of the text; to practice the students’ skill of translating and summarizing; and to get the students know how to relieve their stress in study and life. Questions for discussion 1. Do you often experience stress in your study or everyday life? 2. How do you get rid of it? Teaching process: Step One: Warm up activity Background information: Benjamin (Ben) Franklin, a very famous American of the 1700’s best known for his experiments with electricity and nature using kites. Step Two: Text analysis 1. Central topic: Centering around how to lighten your load and save your life, the passage analyzes the root of stress and provides the ways of reducing stress according to the study of Dr. Robert S. Eliot of Nebraska University. Part I (Paras.1-7): The relation between stress and health discovered by Dr. Robert S. Eliot. Part II (Paras. 8-11): The root of stress. Part III (Paras. 12-20): The ways of lightening the load. 2. Major writing techniques 1) Quotation 2) Exemplification 3) Cause and effect Step Three Words and Phrases 1. be overwhelmed with / by; overwhelming / irresistible / overpowering / devastating 2. out of control: beyond control / under control 3. among other things: to name a few She’s very keen on sports: among other things, she plays tennis once a week. 4. excess: extra / additional; excessive: too much; exceed / surpass / excel / top excess: amount that is more than necessary Inflation results from an excess of demand over supply. excessive / exceed / access excel ( excellent ) / surpass / exceed / in excess of 超過, 多于/ access To excel in something is to be very good at it. People excel in different things. In international competitions, the Chinese excel in (at) table-tennis and badminton. surpass vt 越過，超過;凌駕 The task surpassed his skill. The cost will not exceed $50. 費用不會超過50美元。 The results of the competition exceeded our expectations. 比賽的結(jié)果比我們預(yù)料的好。 5. 1) attribute to = owe … to 歸因于，認為是……的結(jié)果 The heavy snow attributed the delay of our school bus this morning. 因下雪而耽擱 David attributed his company's success to the unity of all the staff and their persevering hard work. 大衛(wèi)說他們公司之所以獲得成功是由于全體員工的團結(jié)和堅持不懈努力工作的結(jié)果。 2) contribute vt. 貢獻出; 投(稿); 捐贈(款項等) contribute to the Red Cross 向紅十字會捐獻 contribute to a literary journal 向文學雜志投稿 Drink contributed to his ruin. 酗酒促使他毀滅。 They contributed food and clothing for the refugees. 他們向難民捐贈食品和

度上是我們所預(yù)料到的、人所共知的東西：人們以貌取人。 僅僅是外表寒酸就會招來歧視，同時在很多場合，我們大多數(shù)人視為理所當然的社交禮儀也不復(fù)存在了。 因為我們?nèi)鄙僭谖幕峡杀徽J同的屬于這個環(huán)境的標志，在某種程度上，我們就成了物品，缺少了做人所固有的尊嚴。 然而，還有一件讓人感到吃驚的事──更準確地講，是讓人感到震驚的事。 在我先前提到過的那家商店門口，就是有位營業(yè)員──見到我們就明顯地堵住大門的那家商店，這種令人震驚的事表現(xiàn)得最為突出。 那時我剛注意到這個地方，轉(zhuǎn)向我的同伴，對她說：“我從未見過這家商店。咱們進去吧?！?她居然驚慌地看著我說：“你不是真地想進去吧？” 我知道她的意思，我也理解她的感受。 這不是我們該去的地方。 沒過幾小時， 我們發(fā)覺自己正在接受并適新視野大學英語應(yīng)著那些我們遇到的人所普遍持有的膚淺看法和偏見；我們也對自己進行了歸類。 毫無疑問，這是值得學習的一課，對社會學家來說也許更是如此。?

常有同樣的特點： 他們?nèi)淌懿涣藨袘猩⑸ⅲ?他們發(fā)覺很難抽出時間去度假， 與跟家人和朋友們在一起相比，他們覺得和同事們在一起更舒服自在。 他們把自我價值和成功與拼命工作等同起來。 他們寧可干活，而不愿到別的地方去或做其他事情。 工作狂可能會通過否認和辯護來解釋自己的工作習慣。 他們否認自己在工作上花了太多的時間，他們自我辯解說他們的工作是為了家庭，同時對升職也至關(guān)重要。 他們也往往認為他們本人及他們的工作對公司來說是不可或缺的，他們超時工作是對公司的一種奉獻。 當然他們的奉獻、抱負和持久的精力均無可指責， 錯的是這些東西是以犧牲他們的健康和新視野大學英語他們家庭幸福的高昂代價才得以實現(xiàn)的。 因為工作狂把一切希望都寄托在一件事上──他們的工作，因此幫助他們的辦法是把他們的希望分散到幾件事上去。 例如，心理顧問常?？梢酝ㄟ^詢問他們過去喜歡的、而現(xiàn)在卻丟得一干二凈的業(yè)余愛好來幫助他們。 此類問題往往能促使他們開始更多地恢復(fù)他們生活的平衡。 一些心理學專家概括說，為了做一個生理和心理上都健康的人，我們必須過一種平衡的生活。 那些小事情──如閱讀推理小說、打排球、花時間和家人及朋友在一起、跟狗一起玩耍、去釣魚──對實現(xiàn)健康的目的而言，似乎是一些不太起眼的方法， 但它們至少可以和工作一樣對你有益。

New Horizon College English (Book 2) Unit 6 Contents Section A As His Name Is, So Is He! Section B Judge by Appearances Section C The Pain in Wearing High Heels Objectives Students will be able to: 1. have a better understanding of the influence of names on people; 2. master the key language points grammatical structures in the text; 3. develop their ability in expressing their ideas in both spoken and written form; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Section A As His Name Is, So Is He! I. Background Information II. Warm-Up Activities III. Understanding the Text IV. Words and Expressions V. Speaking Activities Homework I. Background Information 1.About names: For this reading passage, we have many proper names, which contain cultural background. The following websites might offer you a lot of information you may be interested in. 2. The Bible: II. Warm-Up Activities 1). Is there any story about your name? Tell us the story. 2). Why are people so careful when giving a baby a name? 3). What do you know about these people from their names? Survey findings: ?Susan: The most attractive female name ?Richard: Most attractive ?David: Most attractive ?Harry: Sound dull III. Understanding the Text 1. Questions for Discussion Work in groups and answer the following questions according to the passage. 1) Did Debbie like her former name? Why? Or why not? 2) According to Debbie, what difference did it make when she substituted her middle name, Lynne, for her first Debbie? 3) What did the writer think of Debbie’s name change? 4) According to the writer, why did one prominent magazine consistently refuse to print “Joe” in his byline? 5) In para5, why was the woman ill at ease? 6) Why did the writer say that we were all guilty of name stereotyping to some extent? 7) How can name-based prejudices affect classroom achievement? 8) According to the writer, what can you do if your name doesn’t seem to fit you? 2. Text Structure Analysis Central topic: The influence of names on people Main ideas of each paragraph Para. 1: Debbie does not feel good about her name. Para. 2: Her change of name helped bring success to her career. Para. 3: It is important to have the right name because it suggests certain qualities. Para. 4: Names are attached to specific images. Para. 5: Names with a positive sense can work for people, even encourage new acquaintances. Para. 6: People are sometimes guilty of name stereotyping in relation to names. Para. 7: Prejudices against or in favor of certain names can affect students’ classroom achievements, objectively graded IQ and popularity with their peers. Para. 8: If you think your name does not suit you, you can change your old name. IV. Words & Expressions ation n. Free information will be sent out an application to the office. Students learned the practical application of the theory. ate. He is not a friend but an associate. 他是同事，而不是朋友。 They were closely associated during the war. 戰(zhàn)爭期間他們的關(guān)系很密切。 e n. A few drinks broke through his reserve. 幾杯酒下肚他就打開了話匣子。 the gold reserve 黃金儲備 y. Tom is well qualified for the job. 湯姆很有資格做這份工作。 refine one’s language 使某人的語言更為文雅 Oil is industrially refined. 燃料油是經(jīng)工業(yè)提煉而成的。 ntance n. He has a wide circle of acquaintances. 他交際甚廣。 He has some little acquaintance with the Japanese language. 他略懂一些日語。 type The police have been criticized for having stereotyped images of black people. 有人批評警方對黑人有

nothing .他對妻子有求必應(yīng)。 She denied knowing nothing about the plan.他否認知道這個計劃。 8..elastic ,adj flexible ?My plans are fairly elastic.我的計劃相當靈活。 9. .scheme : plan . Jack’s scheme for raising money is practicable.杰克籌款的計劃是可行的。 : going after He set his heart on pursuing his studies abroad.他下決心到國外求學

服用類固醇。除了在謠言中，他從未和使用藥物的丑聞聯(lián)系在一起過。 憑著對運動的持續(xù)奉獻和對競技的熱愛，劉易斯消除了人們對徑賽項目的一些疑慮，阻止了漢城奧運會后民眾對奧運會支持下降的頹勢。 他以自己的不斷努力和對短跑與跳遠的誠實參與向世界證明，奧林匹克精神并未消亡。 1992年，劉易斯第三次參加奧運會，并在跳遠和4×100米接力賽中獲得兩枚金牌。他在公眾中所受到的歡迎不亞于一位國王受到的禮遇。 令人驚嘆的卡爾·劉易斯已經(jīng)證明自己不同于歷史上任何一位運動員。這并不是因為他能獲勝，而是因為他能誠實地獲勝，他熱愛競爭，他能在最長的時間里做出最大的努力。 他對體育競技的熱愛真新視野大學英語正為奧林匹克的卓越設(shè)立了新的標準。?

文化很重要。 他們懂得工作的意義，知道一份好的工作會給他們的家庭帶來好的生活。 我相信還有大量的殘疾人未被雇用。 我的公司已從這一勞動力資源中獲益了。 問：雇主在雇用殘疾人時還應(yīng)該了解什么？ 答：雇主需要更好地新視野大學英語理解殘疾人。 有人認為領(lǐng)取社會福利金可以滿足所有需求，我們大多數(shù)人對于這種想法很反感。 失業(yè)令人羞恥也十分乏味，而且人生也變得毫無意義。 僅僅因為他（她）存在某些并不影響工作的缺陷就將其拒之門外，就好比招聘過程中的種族歧視一樣不道德不合法。 每個人都應(yīng)該擁有獲得好工作的機會，這樣才能為自己是社會的一部分而感到驕傲。

回頭看。 如果我轉(zhuǎn)身，我知道，她會看見我的臉頰上滑落的眼淚。 歲月流逝。轉(zhuǎn)眼到了1957年。 我住在紐約，生活狀況與納粹德國期間的情景相差何止天地。 我做鋁柵欄安裝和回收的生意，并且發(fā)了點小財。 我一個做保險的朋友勸說我與他的一位女性朋友相親。 我勉強同意了。她人還不錯，叫羅瑪， 像我一樣，她也是移民，因此至少在這一點上我們有共同之處。 “你是在戰(zhàn)爭期間流亡來到這里的嗎？”羅瑪用移民相互之間問及那段歲月時所特有的體貼方式柔聲細語地問道。 “不是。那時我在德國的集中營里，”我答道。 我沒有說明哪個集中營，也沒有說其他任何細節(jié)。 這個故事太乏味了，因為我已經(jīng)重復(fù)過許多次了。 羅瑪?shù)碾p眼透出若有所思的神色，好像回憶起了某件痛苦而又甜蜜的事情。 “你怎么了？”我問她。 “是這樣，我小時候住在集中營附近。 那兒有一個男孩，一個小囚犯，有很長一段時間我每天都去看他。 我記得我常常帶蘋果去扔給他。 我把蘋果從鐵絲網(wǎng)上扔過去，那時他會非常開心?！?我的心猛地一下子劇烈地跳動起來。我凝視著她問：“是不是那個男孩有一天對你說‘明天別新視野大學英語第二冊Unit 4課文翻譯 大給我?guī)O果了。我將被押往另外一個集中營’？” “沒錯，是啊，”羅瑪用顫抖的聲音應(yīng)道。 “但你怎么會知道的？” 我從桌邊站起身來，擁抱著她說：“因為我就是那個小男孩，羅瑪?！?

In the wake of that successful exchange with foreigners, she began to become more conscious of the importance of English in cultural exchanges with foreign countries. Post-reading: 1. Essay summary (P. 225) 2. Writing: Views on Cloning 有人認為克隆技術(shù)的應(yīng)用利大于弊，理由是······ 也有人認為弊大于利，······ 我的看法。 3. Finish