Unit 6 As His Name Is. So Is hel Teaching aims Get the ss 1. to grasp the new vocabulary 2. to understand the text Teaching focus 1. understanding of the text 2. language points Teaching Methods: Audio-lingual method Grammar-translation method Teaching Aids: A tape recorder Teaching Periods: 4 periods Teaching procedures Step I. Discussion 1. In what way can teachers be guilty of name prejudice? 2. What does the writer suggest you do if your name does no suit you Step ii main Idea The author argues that names can affect the life of people The reason is that people attach specific images to names and it's hard for people to free themselves from this
Unit 6 As His Name Is , So Is He! Teaching Aims: Get the Ss 1. to grasp the new vocabulary; 2. to understand the text. Teaching Focus: 1. understanding of the text; 2.language points. Teaching Methods: Audio-lingual method; Grammar-translation method. Teaching Aids: A tape recorder Teaching Periods: 4 periods Teaching Procedures: Step I. Discussion 1. In what way can teachers be guilty of name prejudice ? 2. What does the writer suggest you do if your name does not suit you ? Step II .Main Idea The author argues that names can affect the life of people. The reason is that people attach specific images to names and it’s hard for people to free themselves from this
name-based stereotyping. As a result, names can exert either positive or negative fluency on one's life, such as friend-making and classroom-achievement In conclusion the author suggests that if your name doesnt fit you, just change it Step Ill Structure Analysis I(1-2)Introduction: Debbie who changed her name into ynne gained more confidence and achievement II(3-7)Main body: Name cab affect one's life since it's stereotyped and most people hold such prejudiced notions III(8 )Conclusion: If your name doesnt fit you, change it StepⅤ Language Points as..so.used to express parallelism or proportionality e.g. As the desert is like a sea, so is the camel like a ship As you treat me so i shall treat you 2. feel like doing sth: want to do sth e.g. I don't feel like taking a holiday now 3. apply: (v )request sth, esp. officially and in written form e.g. You may apply for the job in person or by letter ② bring or put into use
name-based stereotyping. As a result, names can exert either positive or negative fluency on one’s life, such as friend-making and classroom－achievement. In conclusion, the author suggests that if your name doesn’t fit you，just change it. Step III.Structure Analysis I(1-2)Introduction: Debbie who changed her name into Lynne gained more confidence and achievement. II(3-7)Main body: Name cab affect one’s life since it’s stereotyped and most people hold such prejudiced notions. III(8)Conclusion: If your name doesn’t fit you ,change it. Step IV.Language Points: 1. as...so…:used to express parallelism or proportionality. e.g. As the desert is like a sea, so is the camel like a ship. As you treat me, so I shall treat you . 2. feel like doing sth: want to do sth. e.g. I don’t feel like taking a holiday now. 3. apply :(v.)①request sth, esp. officially and in written form. e.g. You may apply for the job in person or by letter. ②bring or put into use
e.g. This rule applies to new students on⊥y. 4. middle name: (fig )a main part of one's character e.g. Generosity is her middle name 5. associate:(n)a person connected with another, esp.at work 6. if: (conj. Accepting that; although e.g. This is a pleasant if noisy child It is a nice house if a little expensive 7. confidence(n )---confident(adj. e.g. Jake lacks confidence in himself. We should be confident of ourselves 8. characteristic: representative e.g. rainy days are characteristic of June 9. approval +of e.g.. The father expressed approval of what the son did 10. say: (v )suppose, suggest, assume e.g. Can you come to dinner? Say, 6:30? 11. even so: in spite of that 12. turn down refuse to consider 13. press for: demand with force( for sth. from sb. e.g. I dont known whether to accept this new job, and
e.g. This rule applies to new students only. 4. middle name: (fig.)a main part of one’s character e.g. Generosity is her middle name. 5. associate: (n.) a person connected with another ,esp. at work. 6. if: (conj. )Accepting that ; although. e.g. This is a pleasant if noisy child. It is a nice house, if a little expensive. 7. confidence(n.)---confident(adj.) e.g. Jake lacks confidence in himself. We should be confident of ourselves. 8. characteristic :representative e.g. Rainy days are characteristic of June. 9. approval +of e.g. .The father expressed approval of what the son did. 10. say:(v.) suppose ,suggest ,assume e.g. Can you come to dinner? Say, 6:30? 11. even so: in spite of that 12. turn down: refuse to consider 13. press for: demand with force(for sth. from sb.) e.g. I don’t known whether to accept this new job, and
the film is pressing(me)for a decision 14. project.on/onto/upon: imagine(one's own esp. bad feelings or thoughts ) as being attached/connected to others e.g. It is not reasonable that they project their dreams onto us 15.grade: (vt ) separate into levels of status or quality score mark e.g.. Potatoes are graded according to size and quality The teacher has been grading the papers these days 15. despair: vi )(of)lose all hope e.g. She despaired of ever seeing her son again 16. be struck with ① be unable to get rid of e.g. We were stuck with relatives who came to stay unexpectedly 2 be unable to go or do any thing further esp because of difficulties e.g. Will you help me with this mathematical problem? Im stuck with it Step V Consolidation Read the text again and answer the questions. (P 153)
the film is pressing (me) for a decision. 14. project…on/onto/upon: imagine(one’s own esp. bad feelings or thoughts)as being attached/connected to others. e.g. It is not reasonable that they project their dreams onto us. 15. grade:(vt.) separate into levels of status or quality ;score, mark e.g. .Potatoes are graded according to size and quality. The teacher has been grading the papers these days. 15. despair:( vi )(of)lose all hope e.g. She despaired of ever seeing her son again. 16. be struck with: ①be unable to get rid of e.g. We were stuck with relatives who came to stay unexpectedly. ②be unable to go or do anything further ,esp. because of difficulties e.g. Will you help me with this mathematical problem? I’m stuck with it. Step V.Consolidation Read the text again and answer the questions.(P.153)
Step vIExercises Notes: negative prefixes: in-, im,-, ir-+adj Un-+adj. /v
Step VI.Exercises Notes :negative prefixes :in-, im -,il-, ir- +adj. Un-+adj./v