New Horizon College English Book Ⅱ

1. New Horizon College EnglishBook Ⅱ Unit 6 Section A: As His Name Is， So Is He！

2. Contents I. Background Information II. Pre-reading Activities III. Text Analysis– Structure IV. Intensive Reading V. Writing Skill VI.Exercises

3. I. Background Information 1. Debbie(f.)represents the personality characteristics of generous, understanding, honest, creative, and intense. It is a short name of Deborah originally from a Hebrew name for a woman described in the Old Testament history of the Bible. 2. Lynne (f.) or Lynn (m.)represents the personality characteristics of sensitive, deeply artistic and creative, intense, and nature-lover and comes from Welsh meaning “lake” or is a short form of Linda (Spanish), or Belinda (Italian), both meaning “beautiful.” 3.Webster (m.)represents the personality characteristics of original, inventive, friendly, positive, outspoken, and procrastinator and comes from Old English, meaning “weaver.”

4. II. Pre-reading Activities Listen to the short passage twice and answer questions Q1. What are some of the ways names can make a difference? • Reference key: A good name can make one more confident. Furthermore, names attach to specific images and people often assign name prejudices to others. Q2. In what way can teachers be guilty of name prejudice? • Reference key: Teachers give lower grades to essays written by boys with certain names than to the very same essays with only the names changed. Q3. What does the writer suggest you do if your name does not suit you • Reference Key：If your name doesn’t suit you, you can change your name.

5. Script This writer describes ways names can make a difference. When one woman used her middle name, she felt better and her professional achievement improved. A magazine refused to print the writer’s name because it suited a baseball player more than an art expert. At a party, another woman was uncomfortable: the man she wanted the writer to introduce her to was the same one she had refused a blind date because of his name. The writer thinks we often assign name prejudices to people. One of his friends described working with some four-year-olds, and exchanging two boys’ personalities because of their names. One classroom study showed teachers give lower grades to essays written by boys with certain names than to the very same essays with only the names changed. Similarly, girls’ popularity can relate to their names, so the writer suggests if your name doesn’t suit you, you can change your name. Back

6. III. Text Analysis-- Structure • Part 1(Paras. 1-3): When Debbie used her middle name, Lynne, she felt better and her professional achievement improved. • Part 2 (Paras. 4-5): Names are attached to specific images. Names with a positive sense can work for you • Part 3 (Para. 6-7): People often assign name prejudices to others. • Part 4(Para. 8): If your name doesn’t suit you, you can change your name.

7. IV. Intensive reading Part 1 ( Paras. 1-3): Q1: Why did Debbie not feel like her name? Her name has always made her think she should be a cook. (Para. 1) Q2: How did she change her name? While filling out an application form for a publishing job, Debbie impulsively substituted her middle name, Lynne, for her first name .(Para. 2) Q3: What contributed to Debbie’s success? The name change contributed to her success by adding a bit of self-confidence to her talent. (Para. 3)

8. 1. As His Name Is, So Is He! (Title) • Meaning:His nature or manner as a man is similar to what he is called, his name. The “as … so” here is used to express parallelism or proportionality. e.g. As is the teacher, so is the pupil. 有其师必有其徒。 e.g. As you treat me, so I shall treat you. 你怎样对待我，我也将怎样对待你。

9. 2. For her first twenty-four years, she’d been know as Debbie---- a name that didn’t suit her good looks and elegant manner. • elegant: a. pleasing and refined in appearance or style e.g. The lady is elegant in her manners and her speech. 那女士举止言谈优雅得体。

10. Adjectives ended in –ant or –ent can be made into their corresponding nouns mainly by omitting the letter –t and adding –ce. elegant elegance significant significance important importance ignorant ignorance brilliant brilliance excellent excellence competent competence intelligent intelligence magnificent magnificence

11. 3. I just don’t feel like a Debbie. (Para. 1) • feel like:identify with (as used in this instance); have a wish for, want e.g. I don’t feel like taking a holiday now. 我现在不想去度假。

12. 4.One day, while filling out an application form for a publishing job, the young woman impulsively substituted her middle name, Lynne, for her first name Debbie. • application: n. an application for financial aid 要求资助的申请 • In adverbial clauses of time introduced by the conjunction “while” (and “when”, “until”, “as soon as”, “once”, etc.), we may have finite verb forms or non-finite verb forms. So this clause of time may be rewritten as: ... while she was filling out an application form... e.g. She was singing a tune while she was working. (or: She was singing a tune while working.)

13. The verb form of application is “apply”. apply v. 1) request sth., esp. officially and in written form e.g. You may apply for the job in person or by letter. 你可以亲自到场或来信申请这项工作。 2) bring or put into use e.g. This rule applies to new students only. 此项规定仅适用于（大学）一年级新生。 3)use in a situation or activity. e.g. His project is concerned with applying the technology to practical business problems.

14. 5. Friends and associates call her Lynne. (Para. 2) • associate: n. a person connected with another, especially at work e.g. He is not a friend but an associate. 他是同事，而不是朋友。 • associate: v. (cause to) join as friends or as partners in business e.g. They were closely associated with each other during the war. 战争期间他们间的关系很密切。

15. 6.Naturally, the name change didn't cause Debbie / Lynne's professional achievement — but it surely helped if only by adding a bit of self-confidence to her talents. (Para. 3) • naturally: ad. of course; as one could have expected e.g. Naturally, the children are behaving well when you are here. 你在这里, 孩子们当然规规矩矩。 • “Naturally” is an independent element that’s independent of the other parts of the sentence in terms of grammar. Independent elements are often set off by commas or dashes. e.g. Apparently, such prejudices can affect classroom achievement as well. e.g. Obviously, television has both advantages and disadvantages.

16. confidence: n. 1) belief in one’s own or another’s ability e.g. John lacks confidence in himself. 约翰对自己缺乏信心。 e.g. He answered the questions with confidence. 他很自信地回答了那个问题。 2) faith; full trust e.g. Don’t break my confidence. 不要辜负了我的信任。 e.g. I have every confidence in her. She’ll be perfect for the job. 我对她充满信心。她干这项工作完全合适。 confident:a. feeling or showing confidence e.g. He is confident of victory. 他对胜利坚信无疑。 Notice that the adjective “confident” is used together with the preposition “of” when it is followed by a complement.

17. talent: n. 1) (a) special natural or learned ability or skill, esp. of a high quality e.g. Alice has a talent for language. 爱丽丝有语言天才。 e.g. This sort of work calls for special talents. 做这种工作要求有特殊的才干。 2) [U] people of such ability e.g. We’re always looking for new talent. 我们总是在寻觅新的人才。 e.g. Promising talent is hard to find. 很难找到有发展前途的人才。 Notice that the noun “talent” with the second sense is uncountable, followed by either a singular or plural verb.

18. Part 2 ( Paras. 4-5): Q1: Why was the woman ill at ease? Because the man she wanted the writer to introduce her to was the same one she had refused Decide whether the following statements are True or False: Q2: One prominent magazine constantly refused to print “Joe” in my by-line, because the name is too average. (T) Q3: One woman the writer knows turned down a blind date because the man was dull. (F)

19. 1. Names become attached to specific images, as anyone who’s been called “a plain Jane” or “just an average Joe” can show. (Para.4) • Meaning:People’s names come to be connected with the particular appearance or quality... 2. The latter name particularly bothers me since my name is Joe, which some think makes me more qualified to be a baseball player than, say, an art critic. (Para. 4) • Translation:后面的那个名字特别使我烦恼,因为我的名字也叫乔. 有些人认为这个名字使我更适合于做一个棒球运动员而不是,比如说,艺术评论家.

20. 3. Even so, one prominent magazine consistently refused to print “Joe” in my by-line, ... (Para. 4) • even so:in spite of that e.g. There are many spelling mistakes; even so, it’s quite a good essay. 虽然有很多拼写错误，但它仍不失为一篇相当不错的文章。 e.g. I had a terrible headache, but, even so, I went to the concert. 我头痛得厉害，但我还是去欣赏了音乐会。

21. 4. I suspect that if I were a more refined Arthur or Adrian, the name would have appeared complete. (Para. 4) • Meaning:I think it likely that if my name were Arthur or Adrian, (a name suggesting that a person is more polite, better educated and better-mannered), my full name would have been printed in my by-line..

22. 5. One woman I know turned down a blind date with a man named Harry because “he sounded dull”. (Para.5) • turn down: refuse to consider e.g. He tried to join the army but was turned down because of poor health. 他想参军，但因身体不好被拒绝。 e.g. Why was I turned down for the job? Is it because I’m a woman? 为什么不让我做那项工作？因为我是一个女人吗？ • blind date:arrangement to meet (each other) made between a man and a woman who have not met each other before

23. 6．They’d been exchanging glances all evening. (Para.5) • Meaning:They had been glancing at each other (with admiration) all evening.

24. Part 3 ( Paras.6-7): Decide whether the following statements are True or False: Q1: A boy named Julian likes to play ball while a boy named Rory prefers sitting quietly and reading books. (T) Q2: Some students get lower grades in classroom performance only because of teacher prejudice. (F) Q3: According to a companion study, girls’ popularity was related to their appealing names. (T)

25. 1. Though most of us would like to think ourselves free from such prejudiced notions, we're all guilty of name stereotyping to some extent. (Para. 6) • Translation:虽然我们中大多数人会认为自己没有这样的偏见,但在某种程度上, 我们都有对名字产生固定看法的毛病. 2. …we project name-based stereotypes on people… (Para. 6) • Translation:我们把由名字引起的固定想法加到他人身上.

26. 3. Thought most of us would like to think ourselves free from such prejudiced notions, we’re all guilty of name stereotyping to some extent. (Para. 6) • to some extent: People use expressions such as “to a large extent”, “to some extent”, or “to a certain extent” in order to indicate that something is partly true, but not entirely true. e.g. I agree with what you say to a large extent. 我很大程度上同意你所说的话。 e.g. To what extent can he be believed? 可以在多大程度上相信他?

27. 4. Confess: Wouldn’t you be surprised to meet a carpenter called Nigel? (Para. 6) • confess: v. 1) admit often unwillingly I’m rather bored, I must confess. 我不得不承认我有点厌烦了。 He confessed that he had slept through the second half of the film. 他承认电影放到一半后他一直在睡觉。 2) admit that one has done sth. wrong, esp. when what one has done is secret She confessed to her husband that she had sold her wedding ring. 她向丈夫坦白她卖掉了结婚戒指。 I’m afraid that I've got something to confess: I’ve broken your vase. 恐怕有件事我得坦白告诉你——我打破了你的花瓶。

28. 5. A companion study showed girls' popularity with their peers was also related to the popularity of their names — although the connection was less clear for boys. (Para. 7) • Translation:一个与之配套的研究表明: 女孩受同龄人欢迎的程度也与她们的名字受欢迎的程度由关系, 虽然对男孩来说这种关系不太明显.

29. Part 4 ( Para. 8): Q: How can you do if you are not satisfied with your name? With determination, you can change your name. 1. If your name no longer seems to fit you, don't despair; you aren't stuck with the label. • Translation:假如你的名字看上去不再跟你相配时, 不要苦恼; 你不必一辈子用这个名字. Back

30. V. Writing skill -- how to write a paragraph of comparison

31. Task: Write some paragraphs of comparison according to certain topics • A point of view: Indonesia Government, carry out, a campaign, encourage, birth control, successfully • Parts being compared: the government statistics, the Indonesian population, increase, at present, before • Comparison result: slow rate • Parts being compared: the average number of births, cut, at present, before • Comparison result: 3 children per woman now, 5.6 children per woman before

32. A point of view: people’s names, often, suggest, something, in our mind, even before, meet them, in person • Parts being compared: children with name like Julian, read, perform; those with the name like Rory, at school subjects • Comparison result: better than

33. Sample Should we teaching according to the student's ability? Endowed by different talents, every individual is contributing to our society in different ways. Therefore, to treat every student equally is a common practice at existent schools; however, there is a tendency of growing popularity that schools are oriented by producing "elite students". it has aroused fierce controversies, for which reason i suggest that schools should keep their traditional strategy unchanged.  To begin with, to separate students according to their individual competence can injure their personality development. Some seemingly intelligent students are instilled with a sense of superiority. Consequently, they place themselves over the rest of the class, but some findings have indicated that those are of great wise are not necessarily of great use. 

34. Secondly, to categorize students with a rigid rule can spur the rivalry between students, which is harmful for the academic atmosphere of a school. Schools are prestigious because of their inborn ability to provide children a relaxing and cooperative environment to study. to treat gifted children different would inescapably upgrade the competition between children. Arguments or infightings thus escalate.  Admittedly, to devise particular courses for a certain group of students can find their way to benefit students’ future. Some students have advanced their special interests in some subjects, such as philosophy, astronomy, and geography, to mention but a few. those subjects, in general, demand fewer practitioners, compared with other profitable subjects, e.g., business, computer, and graphic design, etc. however, as emphasized before, it is rational to leave students options to choose, instead of forcing an inflexible rule.  In brief, to train students for specific purpose might be beneficial in some cases.Back

35. VI.Exercises 1. Identify the independent elements in the following sentences, and then translate the sentence into Chinese. 2.Rewrite the sentences, using the –ing participle clause with a conjunction or without a conjunction. 3.Story summary.

36. 1. Identify the independent elements in the following sentences, and then translate the sentence into Chinese. Model: Apparently, such prejudices can affect classroom achievement as well.→ Apparent. 显然，诸如此类的偏见也会影响到学生的课堂表现成绩。

37. More practice (1) To tell the truth, teachers are also under enormous pressure. → To tell the truth. 说实话，老师也承受着巨大的压力。 (2) The problem, in other words, lies in society as a whole. → in other words 换句话说，问题在于社会自身.

38. 2.Rewrite the sentences, using the –ing participle clause with a conjunction or without a conjunction. Models: (1) While I was waiting at the doctor’s, I read the whole of a short story. → while waiting at the doctor’s, I read the whole of a short story. (2) If you work hard, you will succeed. → Working hard, you will succeed.

39. More practice (1)After you have used the brush, put it in its proper place. → After using the brush, put it in its proper place. (2)If weather permits, the match will be played on Wednesday. → If weather permitting, the match will be played on Wednesday.

40. 3.Story summary cloze Back

41. The End