新世纪大学英语综合教程1-4教案2unit 16

黄石理工学院外国语学院 Unit 16 I.                   Teaching Points By the end of this unit, students are supposed to ·         get the message delivered in the passage and make clear the structure of the whole passage through an intensive reading of Text 1 Open the Door to Forgiveness. ·         make a thorough understanding of the guidelines for forgiving through their respective examples. ·         get a list of new words and structures and use them freely in conversation and writing. ·         be aware of the writing structure of presenting favorable views first, putting forward unfavorable points second, and finally coming the conclusion.   II.                Topics for discussion ·         Have you ever tried to forgive someone who hurt you in some way? ·         How do you think of the ancient phrase “an eye for an eye and a tooth for a tooth”? ·         Please comment on the statement made by Francis Bacon: “Nobody does bad things with the purpose of doing bad things, but to gain the fun, honor and interest for himself. So why shall I be angry about the person who loves himself much more than me?”   III.             An integrated Analysis of Text 1 Open the Door to Forgiveness.   Highlights ·        The text is condensed from Lewis B. Smedes’s book Forgive and Forget: Healing and the Hurt We Don’t Deserve. The author explains the importance of forgiveness and offer some suggestions to set about it. He presented us with some guidelines to begin forgive: confront your malice; separate the wrongdoer from the wrong; let go of the past; don’t give up on forgiveness ---- keep working at it. He concludes with a good prospect that when we forgive, we come as close as any human can to the essentially divine act of creation, we heal the hurt and create a new beginning out of past pain. ·        Structural analysis of the text and language points The passage can be divided into four parts. ·        Part One: (Paragraphs 1-6) the author begins with his comment on one of our common experiences: being hurt and hating the person who hurts us. Para. 1-2: The first two paragraphs serve as an introduction, in which the author mentions the common phenomenon of people hurting each other. Para. 3: The author proposes the right approach to the matter by quoting a philosopher's words and giving the example of Pope John Paul II. Para. 4-5: In these two paragraphs the author comments on our reactions to “deep and unfair hurts” from two perspectives. He first admits that it is not easy to forgive, but he points out the true mer​it of forgiveness. While he acknowledges that “our natural response” is hate, he reminds us of its detrimental effects. Thus the author drives home his point that forgiveness is a more sensible choice. Para. 6: This is a transitional paragraph that leads to the author's suggestions. ·   ·        Part Two: (Paragraphs 7-18) The author moves on to give advice on the right approach to the matter: forgiving the person and healing our wound. Para. 7-9: In these paragraphs the author puts forward the first guideline exemplified by Liz's case. Para 10-12: These paragraphs make up the second guideline for forgiveness. Para 13-16: The third guideline is discussed in these four paragraphs Para 17-18: The two paragraphs are about the last guideline ---- don't give up on forgiveness because it calls for determination and continual effort. ·   ·        Part Three: (Para. 19-22): After offering some suggestions about how to achieve forgiveness, the author raises the opposite view ---- “forgiveness is a sign of weakness”, which prepares the ground for his counter-argument in the subsequent paragraphs. Para 19-20: The author first cites a seemingly sound argument in Paragraph 19 “the wrongdoer should not be let off the hook”, but he is in fact setting a target for his own counter-argument in the subsequent paragraph “It ties both the injured and the injurer to an endless escalator of retaliation.” Para 21-22: In these paragraphs the author points out that we often do wrong to others without being aware of it and that the wrong done to us is therefore often their reaction to what we have done to them. ·        Part Four: Para. 23: This is the concluding paragraph, in which the author reiterates his view that forgiveness can “heal the hurt and create a new beginning”.     IV.              Language points ·        heal: to make healthy again E.g.: This cream is used for healing minor cuts and bruises. The seawater is now polluted. It would infect rather than heal an open wound. ·         betray: to be unfaithful to E.g.: When I heard what my friends had said about me I felt betrayed. You have betrayed our trust in you, and for that you must be punished. ·         pay for: to receive punishment or suffering for something E.g.: I've spent the last three years in jail. I tell you, I've paid for what I did. ·         Trapped: unable to move or escape E.g.: The children were trapped in the bedroom of the blazing house. I feel so trapped. I can't leave that lousy job until the house is paid for. ·         Guideline: instruction on how something should be done E.g.: Medical staff have been issued with new guidelines when working with the patients. The police were severely criticized for failing to heed guidelines when out in a boat. ·         One day she confronted him. 1)“One day she produced evidence and accused him of his wrong. The phrase “confront somebody” here means: meet somebody and present facts or evidence in order to accuse him. 2) confront: to face bravely E.g.: They have confronted the problem of terrorism with great courage. ·         hide from: to keep from being known E.g.: Frogs can search for food underwater, hidden from birds of prey. ·         Infect: to make (someone else) have feelings of the same type E.g.: She infected the whole class with her enthusiasm. His optimism infected us all in those days of great difficulty. ·         Compel: to force (a person) to do something E.g.: The high cost of materials will compel manufacturers to increase their prices. More and more details of her private life appeared in the press, thus compelling her to resign. ·         face up to: to be brave enough to meet E.g.: You should face up to things, not just pretend that nothing is happening. The principal accused parents of not facing up to their responsibilities. ·         be critical of : to criticize someone or something severely E.g.: The article is highly critical of the policies towards Central America. Most people are very critical of the US invasion of Iraq. ·         The Bible describes, in the ancient drama of atonement, ... This is an episode from Leviticus 16, Old Testament. In this episode Moses’s brother Aaron takes two goats and presents them before the Lord at the entrance to the Tent of Meeting (also called the Most Holy Place) to make atonement for himself, his household and the whole community of Israel. He is to lay both hands on the head of one live goat and confess over it all the wickedness and rebellion of the Israelites - all their sins - and put them on the goat's head. The Lord shall send the goat away into the desert in the care of a man appointed for the task. The goat will carry on itself all their sins to a solitary place; and the man shall release it in the desert. ·         her natural mother 1)her biological mother. Here it refers to the mother who gave birth to Cathy. 2)cf. “her adoptive mother”: the mother who adopts Cathy. ·         strip someone of: to take away from E.g.: The captain was stripped of his license after the collision. Having been stripped of all his titles, the politician disappeared from public life. ·         Insight: the power of using one's mind to understand the true nature of a situation E.g.: Jerry soon established himself as a scientist of great insight and creativity. She has a real insight into the way people subconsciously seek to justify their actions. ·         a bully of a teacher 1)a teacher who was a bully, a person who uses his strength or power to hurt or frighten others. 2)This structure is often used in written English. Similar expressions include: a beast of a husband ( a beastly husband), a slip of a girl (a small thin young girl). Notice that the indefinite article “a” is used in front of both nouns. ·         ... the wrongdoer should not be let off the hook. We should not let go of the wrongdoer without punishing him. ·         eye for an eye: revenge the original expression is “an eye for an eye and a tooth for a tooth” which means that those who have hurt others must be hurt in the same way. A similar expression is “give tit for tat”. ·         reconcile: to bring back friendly relations between E.g.: They quarreled, but now they've completely reconciled. ·         infidelity: a lack of loyalty, unfaithfulness E.g.: In the past some women often had to tolerate their husband's infidelity because they depended completely on their money. ·         Her toughness had been a way to keep her secret demons under control. Her domineering attitude had been only a facade that covered her weaknesses, which were her secrets. ·         keep something under control: to control something carefully so that it stays the way as expected E.g.: Johnson's been struggling for years to keep his drinking under control. There is no foolproof way of keeping the spread of the disease under control. ·         divine act of creation: noble act of moving into a new phase of life.   V.                 Questions for consideration 1. 1.      What are the guidelines to begin to forgive? 2. 2.      “It only takes a few seconds to open profound wounds in those you love, and it can take many years to take them.”? Do you agree? Have you ever heard of such stories?   VI.              Main ideas of Text 2 The purpose of the passage is to teach people ways to manage their stress and to live lives of great satisfaction, to reduce people’s risk of cardiovascular disease and to help their bodies maintain health and well-being. Actually, forgiving does good to the giver, because it’s nice to reflect upon and feel the respect we have been given to be able to make such profound choices. It also does good both physically and mentally. In the passage, the four stages of forgiveness are stated according to their development sequence with persuasive details. It ended with different choices made by different people towards forgiveness. A topic for discussion Does the author think that anything can be forgiven? What’s your opinion about it?