Unit 50 The Power of Name
Part I Listening & Speaking Activities
Part II Reading & Language Activities
Part III Extended Activities
Part I Listening & Speaking Activities
• Brainstorming
• Listening
• Speaking
Brainstorming (1)
• Expressions of cleverness (positive)
intelligent; smart; bright; clever; ingenious;
well-informed; resourceful; witty; sharp-witted; quick-witted;
knowledgeable; talented; gifted; sharp-sighted
• Expressions of cleverness (negative)
cunning; shrewd; calculating; sly; canny; foxy; wily; shifty;
scheming; guileful; tricky
Brainstorming (2)
• Expressions of positive attitudes towards other people:
polite; civil; kind; friendly; courteous; considerate;
gracious; sociable; amiable; genial; agreeable; approachable;
well-mannered; respectful; good-natured; good-tempered;
hold sb in esteem
• Expressions of negative attitudes towards other people:
look down upon sb; scorn / detest / despise sb; defy / dislike / hate /
loathe sb; backbite sb
ignore / belittle sb; speak ill of sb;
give the cold shoulder to sb;
turn one’s nose up at sb; hold sb in contempt
Brainstorming (3)
• Expressions of positive qualities in a person
adjectives: honest; virtuous; pure; noble; noble-minded; moral;
upright; reliable; high-principled; righteous; worthy; trustworthy;
innocent
nouns: merit; virtue; chastity; nobility; goodness; integrity;
incorruptibility; uprightness; honor
• Expressions of teaching children
teach; instruct; nurture; cultivate; foster;
instill sth. into children
Listening – Education Otherwise
• Listen to the radio talk show and answer the following questions:
1. What was the school management like before the education reform?
- Before the reform, education was basically a state-run system both in
curriculum and finance.
2. What is the focus of the current reform?
- Decentralization: school masters are given more
power and flexibility to run their schools; parents
have more choices regarding the types of schools for
their children.
3. What have some parents decided to do, instead of
sending their children to public schools or private
schools?
- They choose to educate their children at home,
opting out altogether.
4. What did Mr. and Mrs. Chen learn from that book?
- Education should be understood in a broad sense. Education is not
just a matter of sending kids to schools for knowledge. Educators should
care about the development of children, physical, intellectual and
psychological. It does not mean schooling must take place in the buildings
on campus. It could be anywhere as far as educators can arouse children’s
interest in learning.
5. In addition to their new understanding, what
else has influenced their decision to educate
their daughter at home?
- The decision is also colored by Mr. Chen’s
own experience of schooling. He had been
unhappy at school. So when he had a daughter
he promised himself if ever his daughter felt the
same as him about schooling, he would do
something positive about it.
6. How do the couple find about teaching such a young child as their
daughter? What did they do to make things work?
- It is not easy. Both of them are not trained teachers. Mr. Chen used to
be a graphic designer in a book store and now he has taken up the job of
designing web home-pages for customers in order to fit in with home
education.
7. How do the couple teacher their daughter? Do they follow the national
curriculum for schools?
- They teach their daughter in the belief that they should give her what
she needs. They have no timetables for lessons and they have no fixed
textbooks. They teach her anything as far as she has interest in it.
8. What did they do to fit her interest in drama?
- They took her to the theatres and she watched the rehearsal of the
local artists. She later studied several play scripts in the library and even
wrote her first drama.
9. How do they make sure that their home schooling can meet the
standard?
- They are under the scrutiny of the local school inspector, who visit
them once every two months. They are pleased but also suggest that the
science side should be strengthened.
10. What are their long-term and short-term
goals?
- They don’t think their method of
education can totally replace school
education so their short term goal is to
prepare their daughter for future study at
high school and university. Their long term
goal is that their daughter would become a
useful, creative and decent person in
society.
• Post-listening Task
1. What do you think are the reasons
for the rising of home schooling in
some western countries, e.g. America?
2. What do you think is better for the
development of children, formal
school education or home schooling?
Role-play
Student A: You are a strong supporter
of home schooling. Try to convince
your partner. Remember you should
start your conversation.
Student B: You are still very doubtful
about this manner of education and
believe the school education is much
better. Try to convince your partner.
(Green) Legal
(Yellow) Mostly Legal; may be disputed in most political subdivisions
(Orange) Generally considered illegal, but untested legally
(Red) Illegal
Part II Reading & Language Activities
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Pre-reading Task
Read the Text
Words & Expressions
Language Work (C)
Pre-reading Task
1. How important is a good reputation?
Work with your partner to think of at
least three cases in which the power of a
good name is demonstrated.
2. Have you ever done something which
subsequently stained your reputation? Or
have you seen or heard of similar
examples?
3. How can we keep a good name?
The Power of a Good Name
-- If pride in a good name keeps families and neighbourhoods
straight a sense of shame is the reverse side of that coin.
• Structure of the text
I. An unforgettable experience
A. A damper on his spirits
B. The trust he got from the store owner
C. The value of a good name
II. The power of a good name and a sense of shame
A. Lack of sense of shame in the US society
1. Social problems
2. Rising crime rate
3. Vanishing signs of civility and respect
B. The power of a good name
1. Reward by outsiders’ esteem
2. Pride and trust from family members
Armstrong Williams
• Armstrong Williams is an
American political
commentator who writes a
conservative newspaper
column, hosts a nationally
syndicated TV program
called The Right Side, and
hosts a daily radio show.
• He is called “one of the most
recognizable conservative
voices in America” by The
Washington Post.
• In 2005 it was revealed that he accepted
money from the George W. Bush
administration to promote the No Child
Left Behind Act on his television and radio
programs.
Questions for Reading Comprehension:
1. What did the father ask the boy to do?
- To buy wire and fencing on credit at the store.
2. Why did the boy feel low-spirited?
- A young man at the age of sixteen wants respect, not charity. Asking for
credit at a store is a humiliating experience, liking asking for favour and
pity from the owner of the store. In addition, racism made the situation
worse. Black youths were watched like thieves in the store.
3. Did the boy have any trouble at the store? What happened?
- No, the owner agreed to put him on credit without hesitation. He trusted
the boy’s father who always kept his word and never failed to pay back the
money he owed.
4. How did the boy feel about the trust he got from the store owner?
- This made him feel very proud of his father and his family’s good
reputation.
5. What did the boy discover after this experience?
- A good name could bestow a capital of good will of immense value.
6. What was the value of a good name his parents had earned?
- The good name brought our whole family the respect of our neighbours.
7. What was the children’s responsibility in relation to the good name of the
family?
- If any one of the family did something to compromise it, everyone else
would be hurt. They had a stake in one another and in ourselves. It thus
forced the children to be better than they otherwise might be.
8. How did his good family name help him in his life?
- The desire to keep the respect of a good name propelled me to become
the first in our family to go to university. It gave him the initiative to
start his own public relations firm in Washington, D.C..
5. Explain the sentence “If pride in a good name keeps families and
neighbourhoods straight, a sense of shame is the reverse side of that coin.”
- Pride can keep people and neighbourhoods honest and respectful of the law
and similarly a sense of shame can produce the same effect from the
opposite direction.
6. What social problems are mentioned by the author?
- doing drugs, abusing alcohol, stealing, getting a young woman pregnant out
of wedlock , a staggering increase of violent crime, influences of mass media
such as television and movies, the vanishing civility and respect, the
widespread use of aggressive and vulgar language
7. Why, according to the author, many kids have failed in their life?
- They lacked a sense of shame. They were born into families with poor
reputations, not caring about keeping a good name.
8. What does the writer hope to prove with the description of his father’s last
months?
- He wants to prove that keeping a good reputation is rewarded not only by
outsider’ esteem, but also by the trust place in you by those who know you
bets.
Post-reading discussion
1. What would happen if a person, a
business, or even a government
fails to keep its good name?
2. How can we deal with the credit
crisis in Chinese society?
--Students’ cheating on exams
Violation of copyright
(plagiarism or infringement)
Digital piracy
Words & Expressions
• nothing better than sth./ doing sth.
[most]
e.g. In those good old days, I was interested in nothing better than experimenting with
my construction models.
• put a damper on (one’s spirits, growth …)
[make sth less enjoyable, successful]
e.g. Both the kids were ill while we were in Boston, so that rather put a damper on
things.
• patronizing
[disdainful, condescending, haughty]
• weathered
[adj. changed in colour or shape because of the effect of the sun, rain or wind]
• be good for
e.g. Bette is always good for a laugh.
Dad will probably be good for a few pounds, if we ask him.
The ticket is good for three months.
My car is good for another five years
• credit
[a method of paying for goods or services at a later time]
e.g. They decided to buy the car on credit. /The shop was offering six months' (interestfree) credit on electrical goods./ Your credit limit is now £2 000.
• cynical
[not believing others are sincere]
• neighbourly
[amiable, friendly, helpful]
• bestow
[vt. (often passive) give something as an honour or present]
e.g. The George Cross is a decoration that is bestowed on British civilians for acts of
great bravery.
• of immense value
[of great value]
• compromise
[allow your principles to be weakened or your standards or morals to be lowered]
e.g. Don't compromise your beliefs/principles for the sake of being accepted.
If we back down on this issue, our reputation will be compromised.
• transgressor
[a person breaking the law or moral rule]
• have a stake in …
[have a personal interest or involvement in it]
e.g. Employers have a stake in the training of their staff.
• propel sb. to/into/towards …
[cause someone to do an activity or be in a situation]
e.g. The film propelled him to international stardom.
• give sb. the initiative to do …
[give sb. the encouragement or motivation to do …]
e.g. to seize / lose the initiative
It was up to the US to take the initiative in repairing relations.
• restore (a quality, ability)
[make it possible for someone to have that quality or ability again]
e.g. The government is trying to restore public confidence in its management of the
economy.
• keep sb. straight
[keep sb. honest and direct]
e.g. I don’t think you’re being straight with me.
• disintegrate
[become weaker or be destroyed by breaking into small pieces]
e.g. The Ottoman Empire disintegrated into lots of small states.
• staggering
[shocking, surprising]
e.g. It costs a staggering $50 000 per week to keep the museum open to the
public.
• civility
[politeness]
e.g. She greeted them with civility, but not much warmth.
• sustain
[cause or allow something to continue for a period of time]
e.g. He seems to find it difficult to sustain relationships with women.
• pervasive profanity
[widespread use of disrespectful, rude and vulgar language]
e.g. The influence of Freud is pervasive in her books.
• patrimony
[heritage, inheritance, legacy]
• uphold
[support sth that you think is right and make sure that it continues to exist]
e.g. As a police officer you are expected to uphold the law whether you agree with it or
not. / The regime has been criticized for failing to uphold human rights.
• pave the way for …
[prepare for … /makes … possible]
e.g. It was the country’s economic policies that paved the way for industrial expansion.
• have / put confidence in sb.
e.g. I have every/complete confidence in her. She'll be perfect for the job.
• spare sb. (from) sth.
[save sb/yourself from having to go through an unpleasant experience]
e.g. It was a nasty accident - but I'll spare you the gruesome details.
He wanted to spare his mother any anxiety.
Language Work (C)
• 1. a. At school, I liked nothing better than playing football after class.
b. In those good old days, I was interested in nothing better than
experimenting with my construction models.
c. Janet likes nothing better than lying on the lawn reading books on a
sunny afternoon.
• 2. a. Are you good for the good name?
b. His credit is good for £ 5 000.
c. Is Sam good for such a large sum of money?
• 3. a. Her citation by the local government gave her the initiative to do her
job far better than before.
b. The pay rise failed to give employees the initiative to improve their
efficiency.
c. The result of the research gave them the initiative to set up a new
transit system in the town.
• 4. a. Addiction to drugs propelled him to start dealing drugs.
b. The pressure from his parents propelled him to work hard for a
higher degree.
c. Financial problems propelled her to look for a better job.
• 5. a. It was the country’s economic policies that paved the way for
industrial expansion.
b. It was his work that paved the way for the new scientific theories.
c. It was the data gained from the probe that paved the way for a more
detailed exploration of Mars.
• 6. a. He knew very well that he would fulfill the various responsibilities
of the post.
b. He was told that he had to meet the general responsibilities
regarding the cleanliness of the environment.
c. The manager wanted to make sure that Mary had met the
responsibilities of her full time job at the company.
Part III Extended Activities
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Dictation
Read More
Words & Expressions
Translation
Cultural Information
Dictation
Although to date there has no accurate statistics of home schoolers in
China, /the increasing reports of the cases in the media suggest the number
is growing. /Most parents who home school their children make the decision
/because they do not believe their children can learn what they really need in
school. /But the Compulsory Education Law states that when children have
reached school age,/ their parents or guardians shall send them to school to
receive a nine-year compulsory education. /In the United States, where
home education is legal, /home schoolers’ parents also worry about
socialization. /Their concern is whether their children will be able to
function well in the world without regular school experiences. /The simple
relationship in the family may fail to stimulate full development of a child's
personality. /In school, the interaction between teachers and students and
among students, /even what the kid sees on the way to school, is part of
socialization. /But some other experts advocate an open attitude towards the
new form of home education. /They say that it signals the educational
advancement of China /and from a long-term perspective, it is necessary to
establish relevant laws and give support to those involved./ (15’)
Read More –Judgment in the
Cornfield
• Questions for reading comprehension:
1. What was the boy supposed to do in the
cornfield that hot summer morning?
2. What can you learn about the narrator’s grandfather from the
third and fourth paragraphs?
3. What was the boy daydreaming about before he was caught by
the grandfather?
4. How did the grandfather educate the boy?
5. At the end of the story, the grandfather said that the boy would
eat with the adults at home? What did he mean?
6. Do you think it is a good way to educate the young as the
grandfather did? Why?
Useful words & expressions
• run wild
[to grow or develop freely without any control]
e.g. The ivy has run wild. /Let your imagination run wild and be
creative.
• keen
[slang: great, excellent]
• linger
[persist]
• dawdle along
[do something or go somewhere very slowly, taking more time than is
necessary]
e.g. Stop dawdling! You'll be late for school!
• spell
[n. a period of time for which an activity or condition lasts
continuously]
e.g. She had a brief spell as captain of the team.
• rambunctious
[boisterous and disorderly]
• water
[shed tears]
• hunker down
[sit down on your heels]
• overhear
[hear (speech or someone speaking) without the speaker's awareness or
intent]
e.g. He overheard his daughter telling her teddy not to be so naughty.
• absorbed in
[wholly involved or occupied in]
• keep sb. at arm’s length
[not allow someone to become too friendly with you]
e.g. I always had the feeling she was keeping me at arm's length.
• aggravated
[annoyed, irritated]
Translation
1.
2.
3.
4.
5.
6.
7.
If you don’t pay in cash, you can buy the car on credit and pay
in / by installments.
I have promised to help him and this is just what I’m going to
do. I’ll keep my word.
I have a stake in this company, and so I don’t want to see it go
bankrupt.
With the development of industry, the old feudal system
began to fall apart.
He is very capable and he keeps everything straight on the
farm.
The new educational system aims to give learners the initiative
to learn more courses.
Before we set off, we must tune the car up.
• We children-eight brothers and two sisters – could enjoy
that good name, unearned, unless and until we did
something to lose it. Compromising it would hurt not only
the transgressor but also those we loved and those who
loved us. We had a stake in one another- and in ourselves.
我们孩子们-八个兄弟、两个姐妹-都能不费丝毫努力就享
有那个父母挣来的好名声，除非我们做了什么事毁掉它。
损害这个好名声意味着受损害的不仅是破坏它的人，还有
我们爱的人和爱我们的人。我们彼此息息相关。
• If pride in a good name keeps families and neighborhoods
straight, a sense of shame is the reverse side of that coin.
若以好名声为荣，能让家庭和邻居正直诚实的话，那么具
有羞耻感可从相反的一面达到同样的效果。
Thomas Edison
Did Edison’s education have much to do with his inventive
achievements? Why?
"Genius is 1% inspiration, 99%
perspiration."
"I find out what the world needs.
Then I go ahead and try to invent it."
"I have more respect for the fellow
with a single idea who gets there than
for the fellow with a thousand ideas
who does nothing."