教案book3_lesson12_the needs that drive us all

教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 book3_lesson12_the needs that drive us all 教 案 周 次 第 14 周，第 1 次课 授课时间 201_年12月3 日 Lesson Twelve The Needs that Drive Us All 授课章节 本(章)节 课堂讲授(?) 实践课( ) 教学时数 2学时 授课方式 本 ) 章1. Explain the pre-class work ) 2(Ask students to acquire key words 节 教 3. Ask students to acquire relevant background information 学 目 标 授 课 要 点 教 1.Word formation 学 重 2.Key words 点 3.Background information 和 难 点 思考题 1(Preview Text A and analyze the structure. 或 2(Underline the difficult points. 作 业 1 教学内容与组织安排 Background information: ?. The author: William Glasser Dr. Glasser is an internationally recognized psychiatrist who is best known as the author of Reality Therapy, a method of psychotherapy he created in 1965, which is now taught all over the world. After writing the counseling book, Reality Therapy, in 1965, he added education with Schools Without Failure in 1969, greatly expanded the understanding of motivation and behavior with Choice Theory in 1998, and finally helped people improve their own mental health or happiness, with Warning: Psychiatry Can Be Hazardous to Your Mental Health in 2003. He concludes that we are social creatures and need each other. However, the cause of almost all psychological symptoms is our inability to get along with the important people in our lives. He proves that so-called mental illnesses can be cured (or made healthy again) by having happy marital, family, teacher-student, and manager-worker relationships. Reality Therapy People are required to live in a world full of other human beings, and every individual must learn to satisfy his own needs in a way that does not encroach upon another person's needs. Choice Theory By 1980, Dr. William Glasser began to form the Choice Theory: The reason why so many people are unhappy in their relationships. He explains that, unlike all other living creatures, only human beings are genetically driven by the need for power. We try to satisfy our need for power by using external control psychology—literally trying to force people to do what we want them to do. This struggle has led to the symptoms such as pain and fatigue. Choice Theory is aimed at proactively creating mental health through happy human relationships. For instance, when someone is diagnosed with depression, they are choosing to depress (they are "depressing") so that they can gain the upper hand (it’s a form of getting bad attention). However, when choosing to proactively control their own thoughts and actions in a mature way, thus gaining the respect and admiration of the people they love and care for, they will return to a very happy state and not need to use the external control mechanism of "depressing". The same works for paining, panicking, angering, etc. In Education Dr. Glasser believes that schools systematically deprive students of a chance to behave and learn in responsible ways. All participants within the classroom have responsibilities. The teacher has a responsibility to teach in a way that makes their subject relevant and interesting. The students have the responsibility to show up to class, study and learn. To Glasser all of us have the same basic needs. If schools helped us understand how to meet those needs, we would have few disciplinary problems, and students would be actively engaged in satisfying their innate curiosity. They would also tend to graduate with healthy self-esteem and less self-doubt, breaking the neurotic cycle that passes self-limiting habits from one generation to the next. 1) Maslow's Hierarchy of Needs Abraham H. Maslow developed a five-level hierarchy of human needs. A major point of this hierarchy is that each need level must be generally satisfied before the person attempts to fill those needs on the next level. The first two needs are considered primary, or lower-order needs; the remaining three are secondary, 2 or higher-order needs. The physiological need is the fundamental need for food, clothing and shelter. The safety and security need is the need to avoid bodily harm and uncertainty about one’s well-being. The social (love) need is the need to be accepted by people whose opinions and companionship you value. The esteem need is the need to feel important, admired, and worthwhile. The self-actualization or self-realization need is the need to get the maximum reward from one’e life experience; to maximize one’s skills, abilities, and potential. 亚伯拉罕?哈罗德?马斯洛 [Abraham Harold Maslow 1908.04.01,1970.06.08]，他出生于美国纽约市布鲁克林区的一个犹太家庭。美国社会心理学家、比较心理学家，人本主义心理学(Humanistic Psychology)的主要创建者之一，心理学第三势力的领导人。 需求层次论中他所说的动机，是指人性本质中的善根。像一棵大树的种子，在长成大树之前，种子之内已蕴藏了将来成长为一棵大树的一切内在潜力。人类的动机也就是个人出生后一生成长发展的内在潜力。因此，马斯洛的动机理论亦即其人格发展理论。称为需求层次论(need - hierarchy theory)。 即如下 7 个层次: 生理需求(physiological needs); 安全需求(safety needs); 隶属与爱的需求(belongingness and love needs)，指被人接纳、爱护、关注、鼓励及支持等的需求; 自尊需求(self - esteem needs); 知的需求(need to know)，指对己对人对事物变化有所理解的需求; 美的需求(aesthetic needs)，指对美好事物欣赏并希望周遭事物有秩序、有结构、顺自然、循真理等心理需求; 自我实现需求(self - actualization needs)，指在精神上臻于真善美合一人生境界的需求，亦即个人所有需求或理想全部实现的需求。 Maslow's hierarchy of needs is: 1. physical: food, sleep, sex, water; 2. safty & security: stability, order, predictability, freedom from fear, harm, injury, 3 and chaos; 3. social acceptance: needs to belong, feel a part of social groups, feel acceptance, approval, and affection; 4. esteem: based on our need to feel competent and confident, and to receive the recognition others can give us; 5. desire to know and to understand 6. aesthetis needs 7. self-actualization: our desires to live up to our unique potentialities and our needs for self-fufillment. 七层需求分为两大类，较低的前四层称为基本需求(basic needs)，较高的后三层称为成长需求(growth needs)。基本需求有一共同性质，为均系由于生理上或心理上有某些欠缺而产生，故而又称匮乏性需求(deficiency needs)。 较高层次的需求是后来才发展出来的，就像生物的进化一样;需求的层次愈高，其完全存在的可能性较低，这种需求容易消失，同时相伴的酬赏延迟也较没关系;生活在高需求层次的人意味着其物质性的事物较充分;高层次的需求强度较弱;高层次需求得来的满足是较为主观的;当个人的环境较好时，个人较易满足高层次的需求;当个人满足其高层次需求之后，个人愈可能接近自我实现的目标。 自我实现(self actualization)就是人性本质的终极目的，也就是个人潜力得到了充分发展。据马斯洛估计，人群中能够自我实现者不过十分之一，原因是个人条件之外，难免受环境因素的限制。他选出美国名人中杰佛逊、林肯、爱因斯坦等人，认为他们都是自我实现的人。马斯洛分析发现这些人的人格特质有几点相同: 有良好的现实知觉, 能正视自己、别人和自然, 他们活动和反应是自发的～而不是被迫的, 能以问题为中心～而不是以自我为中心形成看法, 有独立自主性～不受环境和文化的支配, 能认识人类, 和为数不多的人发生深厚的友谊, 有与众不同的鉴赏力和审美观, 具有民主的价值观, 有一种哲理性、无敌意的幽默感, 具有创造力, 有较多的高峰体验, 有高度的社会兴趣～但不墨守成规。 在这些特征中，马斯洛特别强调顶峰体验的概念。顶峰体验(peak experience)指自我实现者在人生历程中曾有过体验到欣喜感、完美感及幸福感的经验。顶峰体验多在人生领悟、至爱授受、苦尽甘来或宗教悟道等情境下产生，是人生难得的经验，只有实际经历过的人才会有此体验。高峰体验是人类的共同感受，每个正常人都可能在生活中得到这种体验。自我实现者的高峰体验频率较高且程度较深。 ?. Tom Sawyer It refers to an episode described in Mark Twain’s novel The Adventures of Tom Sawyer in which the boy who had been ordered to paint the fence as a puni shment turned it into great fun for his eager friends by pretending to take it as an artistic undertaking. 《汤姆索亚历险记》简介 内容提要 本书描写了十九世纪密西西比河畔一个小镇人民的生活，可以说是当时美国社会生活的一个缩影。小主人公汤姆索亚和他的小伙伴幼稚而又认真的言行可以给我们很深的启示他们讨厌牧师骗人的鬼话不喜欢学校枯燥的教育与循规 4 蹈矩的大人和孩子唱对台戏他们聪明活泼正直勇敢尤其是在一些重大事件发生的时候在正义与邪恶一较量中在危机 降临的时刻他们能义无反顾地挺身而出。 第一章 淘气的汤姆 第二章 汤姆把惩罚变成了欢乐 第三章 小英雄又爱上了小美人世间 第四章 汤姆出了一次大风头 第五章 汤姆的甲虫战胜了狮毛狗 第六章 汤姆和贝奇好上了 第七章 订婚礼被搞得不欢而散 第八章 梦想当个大海盗 第九章 亲眼看见了医生被杀害 第十章 姆遭到了一连串的打击 第十一章 汤姆受到良心的折磨 第十二章 让姨妈的猫吃点苦头 第十三章 三个海盗出发了 第十四章 快乐的海盗宿营地 第十五章 汤姆机智地潜回镇子孙…… 这是美国作家马克。吐温的长篇小说，1876年出版。作品以美国密西西比河上的圣比锝堡镇为背景，描写少年汤姆。 索亚和他的伙伴哈克贝利。费恩及汤姆的女友贝奇。撒切尔的冒险故事。主人公汤姆是个聪明又淘气的少年，他讨 厌“丑恶窒闷的楼房”里的生活和充满宗教虚伪的乏味教育，用逃学、恶作剧，结成“海盗帮”离家出走以示反抗。他大 胆出庭证明了印江的凶杀罪，又和哈克找到印江藏在洞里的一箱黄金，成为远近闻名的冒险英雄。哈克因此也成为 有钱寡妇的养子。但汤姆和哈克最终忍受不了“文明”生活，重又组织起“海盗帮”。小说看似儿童历险故事，实则揭示 讽刺美国学校教育和社会“文明”对儿童心灵、天性的摧残。汤姆和哈克一再逃离躲避社会，正是因为他们感到生活 在窒息的牢笼中。 The Adventures of Tom Sawyer The Adventures of Tom Sawyer is a literary masterpieces, written in 1876 by the famous author Mark Twain. Tom Sawyer is a mischievous young boy who lives in the small town on the Mississippi River called St. Petersburg. The story line is simple, the book reads like a biography or a memoir of a summer in Tom Sawyer's life. Tom Sawyer seems to be the precursor of and the template for misfit kids such as Dennis the Menace, Malcolm in the Middle, and Calvin and Hobbs. What makes this story great is that Tom Sawyer represents everything that is great about childhood. The book is filled with Tom's adventures playing pirates and war with his friend Joe Harper. Tom has a trusted friend, Huck Finn, who few of the adults approve of. The book is filled with ideas of how the world works, such as how pirates and robbers work, that are so innocent, they could only come from a child. It is a story filled with action, adventure, ingenious ideas, love, and schoolyard politics. The whole story is seemingly a complication of what people did or wish they did during their childhood. The book is a little difficult to read at first. Personally, it takes me a little while to get used to the 19th century dialect in the book. Other than referring to persons of African decent in derogatory terms (which I'm sure uses terms even young children already know), the book would be an enjoyable read for people of all ages. I highly recommend this book for anyone looking to feel young again, if just for a few hundred pages. 5 Prefix: counter-: a. the opposite of sth. b. matching sth. 反攻，反击 counterattack 反革命 counterrevolution 对策 countermeasure 对抗，抵消 counteract 反文化 counterculture 对应的人或物 counterpart downtrodden (5) down-: at or towards the bottom or lower part of sth. downgrade 贬低，轻视 downstairs 在楼下，往楼下 downhearted 沮丧的 downsize 裁员 downmarket (商品、服务)低档的 downriver 顺流地 non-essential non-: not noncooperation 不合作 nonaggression 互不侵犯 nonintervention 不干涉 nonstick (锅)不粘的 nonfiction 非小说类作品 nonstop 不停的 nonaligned 不结盟的 conversion (转化) 动态动词转化为名词 handout 传单 setup 机构 takeoff 起飞 comeback 恢复 breakthrough 突破 cutback 缩减 checkup 审查 shutdown 关闭 walkout 罢工 sit-in 静坐 6 教 案 周 次 第15 周，第 2-4 次课 授课时间 201_年 12 月6-10 日 Lesson Twelve The Needs that Drive Us All 授课章节 本(章)节 课堂讲授(?) 实践课( ) 教学时数 6学时 授课方式 本 1. Elicit the students’ critical thinking on the topic concerned ) 章2. Summarize the main points of the author’s argument ) 3. Master the use of relevant words and expressions 节 教4. Highlight the language points 学 目 标 授 课 要 点 教 1. Useful expressions 学 重 2.Understanding of author’s argument 点 和 难 点 思考题 或 1(Exercises on page 17-28 作 业 7 教学内容与组织安排 Quotations: , Earth provides enough to satisfy every man’s need, but not every man’s greed. (Mahatma Gandhi) , The individual's most vital need is to prove his worth, and this usually means an insatiable hunger for action. For it is only the few who can acquire a sense of worth by developing and employing their capacities and talents. The majority prove their worth by keeping busy. (Eric Hoffer) , All you need in the world is love and laughter. That's all anybody needs. To have love in one hand and laughter in the other. (August Wilson) , I believe in excellence. It is a basic need of every human soul. All of us can be excellent because, fortunately, we are exceedingly diverse in our ambitions and talents. ?. Power, good or bad? , What can you associate with power? , How do you understand power? , How could one gain power? How would one use it? , Is power a good thing or a bad thing in your opinion? , Do you want to be powerful? , Does our culture encourage people to strive for power? Give examples. Quotations: , Power doesn't have to show off. Power is confident, self-assuring, self-starting and self-stopping, self-warming and self-justifying. When you have it, you know it. (Ralph Ellison) , I hope our wisdom will grow with our power, and teach us, that the less we use our power the greater it will be. (Thomas Jefferson) , To deny we need and want power is to deny that we hope to be effective. (Liz Smith) , We should keep silent about those in power; to speak well of them almost implies flattery; to speak ill of them while they are alive is dangerous, and when they are dead is cowardly. (Jean de la Bruye) , Those who have been once intoxicated with power, and have derived any kind of emolument from it, even though but for one year, never can willingly abandon it. They may be distressed in the midst of all their power; but they will never look to anything but power for their relief. (Edmund Burke) III. Fun, important or not? , Do you find fun an important part in your life? , How do you analyze the relationship between learning and fun? , Do you have any experience of getting fun from boredom? Quotations: , Live and work but do not forget to play, to have fun in life and really enjoy it. (Eileen Caddy) , Children want to learn to the degree that they are unable to distinguish learning from fun. 8 They keep this attitude until we adults convince them that learning is not fun. (Glenn Doman) All work and no play makes jack a dull boy. Text appreciation: Theme : In this essay, the author is concerned with human psychology. According to him, human beings are driven by five basic needs, among which the need for power is uniquely human and is a great incentive for one to work hard. The author encourages the young students to increase their self-awareness of their humanness so as to better deal with their problems. Structure of the text: Part 1 (paras. 1-2 ) about: Human beings have five basic needs. Part 2 (paras.3-10 ) about: Desire for power is a genuine human motivation Part 3 (paras.11-14 ) about: Fun is a basic human need. Questions for Comprehension: 1. Question: How do you classify the five basic needs of human beings into two groups? (The first need is biological need of human beings, and the other four needs are psychological needs of human beings.) 2. “Who do you know who is so completely satisfied with his life that he can go a week without complaining that someone has gotten in the way of what he wanted to do?” (7) Question: What does the author indicate by the sentence? Power is a strong psychological desire of human beings. When people are prevented in their process toward it, they will usually complain and be displeased. Even when they think they have achieved what they want to gain in life, they will not feel content. 3. Question: How does the author echo the opening sentence at the end of the essay? The opening sentence talks about the biological life of human beings, while the ending remarks deal with the psychological needs of human beings. All these five needs are motive forces that drive us to strive for survival and for success. That is how human progress has been and is being made. 4. Question: What is the author’s view on the need for power? Power is usually rejected in many cultures, but the author wants to tell people that the desire for power is just the psychological need without moral judgment. The author believes that the desire for power exits in our daily life and also is important for the development of ourselves as individuals. 5. Question: What is the author’s view on the basic need for fun? Most people would not like to regard fun as a basic need of human beings, but author believes that fun is an important part in our work and learning. Only with fun, can we persist in what might be boring. Questions on Details: What does the author think are the needs that drive us all? What in the author’s opinion is the unique human need? What will happen if our needs are not satisfied? Is power a good thing or a bad thing? Why is it difficult to satisfy the need for power? Why do tyrants preach the virtues of humility? Why do we support those who are in power if we are taught and want to be humble? 9 What do successful people do about their power? Are people easily satisfied with the power they already have? Human beings are intensely competitive according to the author, then what do they compete for? What is the greatest work incentive? What will happen if we allow unbridled power? What are the other basic human needs that the author says can be a counter-force to power? Is it only humans who have fun according to the author? Why is fun important for learning? Detailed analysis of the text: Para 1: 1. As creatures have evolved from simple to complex… According to Darwin’s theory of evolution, plants and animals develop gradually from simpler to more complicated forms by natural selection. This is the process by which only plants and animals that are naturally suitable for life in their environment will continue to live, while all others will die. In this theory Darwin suggested that humans developed from a type of ape. 2. All five needs are built into our genetic structure as instructions for how we must attempt to live our lives. [paraphrase]:Humans are born with the five needs/All five needs are inborn as part of our nature and direct us as we go through our lives. Build in/into: to cause to be part of sth which cannot be separated or removed from it; to make … inherent, e.g. We don’t want to build in too much furniture, just a bookcase and two wardrobes. I hope you’ll build some entertainment into the schedule for the training. 3. …if we are to fulfill our biological destiny. Our biological destiny: what we have to experience as humans: to go through childhood, adolescence, adulthood and old age, to produce offspring and die 4. …unlike the other four needs that are shared to some extent by many higher animals, the way we continually struggle for power in every aspect of our lives seems uniquely human. [paraphrase]:…unlike the other four needs which many higher animals also have, the need for power seems exclusively a human need. This is shown in how eagerly we seek power in very aspect of our lives. Verbs that commonly collocate with the word “power”: abolish, abuse, acquire, come to, consolidate, decentralize, deprive sb of, establish, exercise, exert power, (re)gain, give up, grab, hand over, have, hold on to, misuse, possess, recognize, reduce, restore, restrict, return to, seize, share, etc. Para 2: 1. We are also born with no choice but to feel pain when a need is frustrated, and pleasure when it is satisfied. 1) He did nothing but laugh. (but+infinitive without “to” when the verb is “do” ) 2) Nothing remains but to die. (but+infinitive with “to” when the verb is not “do” ) 3) He could do nothing but take back what he had said. 10 4) She seemingly has done nothing but accomplish the impossible. 5) They desire nothing but to enjoy the present moment. 6) We had no choice but to turn back. Para 3: 1. Simple survival needs like hunger, thirst, and sexual desire are relatively clear-cut, and we quickly learn what particular discomfort is attached to the denial of these basic needs. [paraphrase]:It is relatively easy to define simple survival needs that satisfy hunger, thirst and sexual desire because we can easily find what particular discomfort we feel when these basic needs are denied. clear-cut: a. a. definite and easy to understand, recognize, or make a decision about b. having a definite outer shape 1) The situation was not as clear-cut as he’d have liked. 2) the clear-cut outline of the mountains Attach to sb/sth: to be connected with sb/sth; to connect sth to sth, e.g. 1) Love is freely given, with no strings attached. 2) Responsibility attaches this job. attach to: to be connected with sb./sth. 1) Please attach the rope to a branch of the tree. 2) There will be considerable prestige attached to his new position. 3) The hospital is attached to that university. attach importance/significance/value to sth.: to think that sth. is important or true Both her parents attach great importance to education. attach a label to sb.: to think of sb. as having a particular nature She is a writer to whom the label “feminist” is often attached. attach oneself to: to spend time with sb. or become part of a group They soon attached themselves to a group of women discussing the next day’s activities. 2. When we attempt to satisfy the non-essential psychological needs, such as belonging, fun, freedom, and especially power, we run into more difficulty. [paraphrase]:The higher, or psychological, needs are not so clear-cut and not so easy to satisfy. Run into: to begin to experience (difficulty): get into (a difficult or unpleasant situation), e.g. 1) After successive crop failures, Farmer Jones ran into debt. 2) The peace talks ran into a deadlock when both sides rejected any compromise. run into: a. to meet sb. when you did not expect b. to hit sb. or sth. by accident while you are driving 1) Guess who I ran into this morning? 2) A truck ran into me (hit my car) this morning. run into millions/hundreds/thousands etc.: to reach a particular amount run into trouble/difficulty/problems etc.: to start to have trouble/difficulty etc. 3. …in many cultures the mores of the culture condemn those who openly strive for it. [paraphrase]:…in many cultures openly trying to gain power is regarded as running counter to the code of conduct of the culture, and those who do so are strongly disapproved of. condemn: v. a. to say publicly that you think sb. or sth. is bad or wrong 11 b. to give sb. a severe punishment c. to force to live in an unpleasant way or to do sth. unpleasant Examples: 1) Politicians have condemned the attacks. 谴责 2) The prisoner was condemned to death. 惩罚 3) A large proportion of such children are condemned to fail. 迫使陷于不幸境地 n. condemnation strive for :to make a lot of efforts to achieve sth. 1) More and more women are striving for more freedom. 2) We strive to be accurate, but some mistakes are inevitable. 4. Strive for sth: (formal) to struggle hard; to make a great effort, especially to gain sth, e.g. 1) The young man is striving for recognition of his musical talent. 2) Not striving for success when it is available is considered a crime against the state in the U.S. 5. Even politicians try to appear humble, emphasizing how much they wish to serve and how little they want to tell us what to do. [paraphrase]:Even politicians try to cover up their desire for power by saying that they are running for an office because they want to do things for their community and that they really hate to govern people. Para 4: 1. But regardless of cultural prejudices, power itself is neither good nor bad. [paraphrase]:When we don’t take into consideration the prejudices against power in certain cultures, power is really not a bad thing. Power itself is neutral, neither good nor bad. Regardless of: without worrying about or taking account of, without being affected or influenced by sth..e.g. 1) The law says that all citizens have the right to education regardless of age, sex, race and religious belief. 2) The couple decided to send their son to an elite high school regardless of whether they could afford it. 3) There must be equality of rights for all citizens, regardless of nationality. 4) The building work will proceed regardless of whether there is an agreement. (regardless of +how/what/why, etc.) Para 5: 1. …this use of power is humane. Note the difference between “humane” and “human”. Humane: showing human kindness, thoughtfulness, and sympathy for the suffering and misfortune of others, etc (仁慈的，人道的，有人情味的)，e.g. (in )humane treatment of POWs: (非)人道的对待战俘 Humane method of killing animals: 人道的屠宰牲畜 Human: showing the feelings, especially those of kindness, which people are supposed to have (人 的，常人般的;有人性的;通人情的)，e.g. It’s human nature to want to love and be loved. The tough policeman is really quite human at heart. 12 humane : a. characterized by kindness, mercy, or compassion Example: They write letters demanding humane treatment of prisoners. More words: humanism人道主义，人文主义 humanitarian博爱的，人道主义的 humanity人类， 仁慈 the Humanities人文学科 2. They preach the virtues of humility because the more people they can persuade to be humble, the more easily they can both preserve and add to the power that they have. [paraphrase]:They advocate humility praising it as an admirable quality because they know the more people they make humble, the more easily they can keep and strengthen the power they have seized. Add to: to increase, e.g. 1) The storm added to the difficulty of the sailors 2) Their grandchildren add to the joy in their old age. Para 6: 1. While it is easy to understand that people who strive for power may become dominant and have a better chance to survive, most of us have difficulty accepting that this need is written in our genes. [paraphrase]:Though people admit that those who strive for power are likely to gain advantages over others, most of us can’t willingly accept the view that power is a human need, and that it is something we have inherited from our ancestors, and not something we may acquire later on. (In other words, most people refuse to admit that, in one way or another, they have the desire for power, because they think power is bad.) 2. That their teachings have been largely accepted when what they advocate is so obviously self-serving is a tribute to how effective they have been in getting their message across. [paraphrase]:It is surprising that what they propagate should be accepted by many, for obviously their propaganda serves their own interests, helping to maintain their power. This clearly shows how effective their propaganda machine is. (note the sarcastic tone of the author.) Self-serving: (disapproving) interested only in gaining an advantage for yourself A tribute to sth/sb: something that shows the good effects or influence of sth/sb, e.g. 1) Our graduates’ performance is a tribute to the high-quality education of our university. 2) The launching of China’s first space shuttle is a tribute to the skills of all those who have worked on the project. tribute : n. sth. you say, do or build to show that you respect and admire sb. 1) They showed the program as a tribute to the two men. 颂扬 2) I’d like to pay tribute to the party workers for all their hard work. 公开赞扬 3) This year’s success is a tribute to all your hard work. 证明，标志 Get sth across/get across(to sb)/: to succeed in communicating sth; to be communicated or understood, to make people understand sth.. e.g. 1) He sometimes has trouble getting his meaning across in English. 2) What message are you trying to get across to the consumer? (get sth. across to sb.) 3) I was trying to get across how much I admired him. (get across+ how/what) 13 4) Our math teacher is knowledgeable, but not good at getting his ideas across. 3. Successful politicians are masters of this approach and the same expertise is not unknown in business, higher education and even religion. [paraphrase]:Successful politicians are very skillful in using this technique of sharing a little power with the people and this approaches also used by businessmen, leaders in higher education and even in religion. Master: a person who is skilled at sth, e.g. masters of disguise Unknown adj: never happening or existing Para 7: 1. If you look around in any society, you cannot fail to see the all-pervasive effect of this nee. [paraphrase]:You can find without fail that this need for power is affecting all sections of any society. (In the rest of paragraph, the writer goes on to show this pervasiveness of the human need for power.) 2. Families band together for power, but if they succeed in becoming very powerful, they tend in almost all cases to fight among themselves for the lion’s share of what they have. [paraphrase]:Family members are united when they are striving for power, but when they gain what they have striven for, they are likely to fight among themselves because they all want to get the largest or best part. Band: 1) The band played while we danced. 乐队 2) A band of students brought their grievances before the dean. 一群 3) She wore a red band in her hair. 带子 4) The people banded together against the robbers. 结合在一起 8. the lion’s share :the largest part of sth. Example: The lion’s share of his money went to his grandchildren. 相关谚语: 很久以前,狮子就被封为万兽之王,这不仅因为它体格健壮,仪 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 堂堂,还因为它胆大包天,不管哪种动物都不放在眼里, 所以人们常用lion来形容“勇猛的人,强悍的人” "There may come a tim when the lion and the lamb will lie down together, but I am still betting on the lion." 以上是美国幽默作家比斯林的作品中的一句话,他的作品生动传神.上句中的the lion and the lamb will lie down together来自圣经里的语句the lion lie with the lamb,意思就是“好人与坏人和平共处”.(the sheep and the goats live together in peace) 英语里有一个习语the lion's share,意思是"较大的份额"(the greater part),关于该语,伊索老人有个寓言故事要讲: 狮子,狐狸和驴子合伙去打猎,捕到一只公鹿.狮子把猎物平均分成4份,狐狸和驴子正想去拿属于自己的那份,不料狮子 却说,它有特权,先得到其中的一份,它的勇猛无比也应再得一份,它的"老婆孩子们"也应得一份,至于剩下的那一份,狮 子愿意与狐狸和驴子一比高低,驴子再笨狐狸再狡猾也不至于要跟狮子一决胜负, 所以结果就可想而知了. e.g.As usual, the lion's share of the budget is for defence. 圣经里说“把我从狮子口里救出来”(save me from the lion's mouth).因此to put one's head in the lion's mouth 意思是鲁莽地冒险(a foolhardy risk born of either true or false courage) e.g.I'll have to put my head in the lion’s mouth to save him. 17世纪时,伦敦的动物园里有一只狮子,当地人常陪同外来客人来看狮子,顺便也一起参观下位于附近的伦敦塔,其他 游客也纷纷慕“狮名”而来.1834年,动物园搬走了,游客只好看看伦敦塔了事.但从那时起,lion就成为一种比喻,意思是 14 “名胜或名人” lion hunters指“巴结社会名流的人” 这世界上有大王,那就有喽罗爪牙和帮凶.在动物王国,狮子是大王,豺jackal 便是狮子的爪牙(狮子王里面就有,是不), 人们把那些“替别人干不体面事情的人”(a person who does demeaning or dishonest tasks for someone else, or an individual who does another's dirty work)称为jackal. 大胆的，勇猛的 lionhearted 巴结社会名流的人 lion-hunter 拦路虎，可怕的障碍 lion in the way 身处险境 in the lion’s den 被置于危险境地 be thrown/tossedto the lions 使某人红极一时 make a lion of sb. 在家像狮子，出外像老鼠。 A lion at home, a mouse abroad. 3. Rather than go over what seems so obvious, just ask yourself one question… Rather than: instead of Go over: to examine or check sth carefully 4. Who do you know who is so completely satisfied with his life that he can go a week without complaining that someone has gotten in the way of what he wanted to do? [paraphrase]:Nobody feels content because they think they have achieved what they want to gain in life. People are constantly complaining that they are prevented from achieving their goals. Actually you can hardly find a person who doesn’t make such complaints before a week goes by. Get in the way of sb: to prevent sb from doing sth I never let unimportant details get in the way of a good plan. get/be in the/sb.’s way 1) You will get in the way if you stay in the kitchen. 2) Can I move the books? They are in my way. not stand/get in sb.’s way I won’t stand in your way if you are determined. be/get/keep out of the/sb.’s way Make sure the kids keep out of the way while I am working. 5. Most of us cannot get through a day without complaint: To be satisfied with how others have treated us for a week would seem like an eternity. [paraphrase]:Most of us can find something to complain about daily. Any feeling of satisfaction with how we are treated won’t last as long as a week. Seem like an eternity: (infml) to be a period that seems to be very long or to never end, e.g. After what seemed to be an eternity, a man came out to tell us that the interview had been canceled. Para 8: 1. We are intensely competitive. If we think that we have any chance at all to move beyond bare survival, we are almost all ambitious. [paraphrase]:We all try hard to be better than others. All humans want and are determined to succeed in one way or anther if they believe that they can manage more than merely to keep alive (surely human progress is a tribute to this ambition—our need for power). (in this paragraph, the writer analyzes how human need for power is manifested in every aspect of our lives. He cites many human emotions as manifestations of our need of power. We don’t have to completely agree with him, but we can discuss how this need is displayed in 15 ordinary people’s daily life.) 2. we are constantly trying to avoid those who would coerce us, manipulate us or use us. coerce : v. to make sb. do sth. by using force or threats coerce sb. into doing sth. The rebels coerced the villagers into hiding them from the army. n. coercion a. coercive Synonyms: force, compel manipulate :v. a. to influence sb. or control sth. in a clever or dishonest way b. to skillfully handle, control or use sth. 1) He manipulated public opinion in his favor. 2) She manipulated the lights to get just the effect she wanted. 3. Among us, even the humble compete for who can be the humblest of all. [paraphrase]:Competition is a characteristic of human society, involving all walks of life. Even those who have a low opinion of themselves strive to be the humblest of all. (The sentence concludes the discussion of how human need for power is demonstrated. The remark seems to be ironical, mocking at those politicians who try to appear humble.) Para 9: 1. You can decide for yourself whether power is used more for god than for evil, but simply as a genetic need it has no morality. [paraphrase]:Whatever opinion you have about power—whether you think it is generally used for good, power is simply a property we are born with, so power itself does not involve any moral principle. 2. Our needs push us to strive for fulfillment; whether in our attempt to satisfy them we do right or wrong is up to each of us to decide. [paraphrase]:Our innate needs drive us to work hard to have them satisfied; but in the process of achieving our goals, it is entirely in our hands whether we do right or wrong. (And this of course is a matter of morality.) 3. The same could also be said for teachers. [paraphrase]:The same is true of teachers. 4. If students do not feel that they have any power in their academic classes, they will not work in school. [paraphrase]:If students don’t strive for academic success/don’t have any urge to compete in their classes, they will not achieve anything/they are not suitable for school/they won’t succeed in school/they have no business being in school. 5. There is no greater work incentive than to be able to see that your effort has a power payoff. [paraphrase]:To be able to see that your effort will be rewarded with some sort of power is the best incentive for work. Or: the best way to motivate people to work hard is to make them see that the reward they will get is power. incentive :n. sth. that encourages you to work harder, start new activities, etc. 1) With prices so low, there is no incentive for the farmers. 2) We want to give people incentives to use public transport. (incentive to do sth.) 16 Para 9: 1. There is no greater work incentive than to be able to see that your effort has a power payoff. (In negative structure, comparative degree can be used to express superlative meaning. ) 1) He had never felt less like talking to anyone.他从未如此不想和人谈话 2) Nothing could be more disagreeable to me than that I should have to do that.再没有比我非做此 事不可更使我不快的了。(我最不高兴的就是做此事。) 3) There was nothing he desired more than to see the matter ended.。他最希望的是看到此事的结 束。 Para 10: 1. Freedom, another basic need, is often in conflict with power. [paraphrase]:Freedom…often clashes with power. (For example, power may restrict or limit people’s freedom or even deprives them of the freedom to do certain things.) 2. It seems that there has to be a counterforce to power; unbridled power would be destructive to the survival of the species. [paraphrase]:It seems necessary to have an opposing force to restrict power so as to prevent abuse/misuse. Power without control and supervision would threaten the life of the species on earth. (For example, as Rachel Carson points out in “The Silent Spring”, man’s power to temper with nature has resulted in serious “contamination of air, earth, rivers, and sea with dangerous and lethal materials.”) 4. Therefore, almost everything said about power could also be reworded into the vocabulary of freedom. [paraphrase]:Therefore, what has been said about power could also be said about freedom, though in different terms. (For example, unbridled freedom would be harmful, even destructive to society, and it seems that there has to be a counterforce to freedom, too.) Note the expression “not in sb’s vocabulary” The word “failure” is not in my vocabulary. (= I will keep trying to do something, however difficult it is.) reword : v. to say or write sth. again in different words in order to make it easier to understand or more suitable If we reword the telegram we can save one-third of the cost. 4. And as much as a child may love her parents, … (as) much as = although, used to mean that although one thing is true, something else is also true. 1) As much as I hate to do it, I must stay home and study tonight. 2) Much as I respect him, I don’t always approve of what he does. Much as I enjoy Shakespeare, I was glad when the play was over. 5 …she also wants the freedom to branch out on her own. [paraphrase]:…she also wants her parents to let her develop the way she wants. Branch out (into): to start doing sth. new or different, to add to the range of one’s interests or activities, e.g. 1) Xiao Li doesn’t want to concentrate on just one field, he wants to branch out more. 2) The company decided to branch out into producing digital cameras. 3) In the longer term, the company wants to branch out into providing investment advice. 17 4) He wanted to leave the company and branch out on his own. 6. I claim you stifle me,… stifle :v. a. to feel or make (sb.) unable to breathe because of lack of fresh air b. to suppress sth.; restrain 1) We were stifling in that hot room with all the windows closed. 2) Critics have accused the US of trying to stifle debate. Para 11: 1. It’s the part of the job that you don’t have to do, but doing it may be the best part of the job. [paraphrase]:It is not something you have to do absolutely in your life, but doing it may make life far more enjoyable. (In this paragraph, the writer does not attempt to define “fun” but explains what it is by describing its characteristics and functions in our lives.) 2. it can be frivolous, but it does not have to be. Frivolous:a. a. not serious, especially in a way that is not suitable for a particular occasion b. a frivolous person likes having fun rather than doing serious or sensible things 1) The court discourages frivolous law suits. 不严肃的， 草率的 2) She has a frivolous nature and won't take anything seriously. 轻浮的 n. frivolity ad. frivolously 3. it can be planned, but is much more likely to be spontaneous. spontaneous : a. happening in a natural way without being planned or thought about He was suddenly filled with tears of spontaneous emotion. ad. spontaneously n. spontaneousness 4. It can balance a lot of misery, and it is like a catalyst that makes anything we do better and worth doing again and again. [paraphrase]:If in our misery we still keep our innate desire for fun alive, we would be able to face our misery, and if we make an enjoyable job out of a boring task, we would do it better and think it worth doing again and again. Para 12: 1. as to :(formal) concerning sb. or sth. 1) I don't know anything as to the others. 2) There is some doubt as to whether the information is totally accurate. 2. Lower animals, whose behavior is essentially built-in and who do not have much ability to learn, are not involved with fun. [paraphrase]:Because their behavior is basically predetermined by their gene, lower animals do not have to make choices, do not have much ability to learn, and therefore they do not have the need for fun. build into = build in :to construct or include as an integral part of sth. 1) The cost of hiring equipment should be built into your calculations. 2) They had built in a wardrobe with mirrored doors. 18 build-in: a. forming a part of sth. that cannot be separated from it. a build-in microphone/build-in behaviors Para 13: 1. My guess is that we will survive in direct proportion to how much we can learn. [paraphrase]:In my opinion, the greater our ability to learn, the better our chance to survive. in proportion to :relative to 1) Children tend to have relatively larger heads than adults in proportion to the rest of their body. 2) Payment will be in proportion to the work done, not to the time spent doing it. 3) The punishment was out of all proportion to the crime. Para 14: 1. Anytime we can introduce power, freedom or belonging into a situation, we find it more interesting. [paraphrase]:Whenever we are motivated by power, freedom or belonging, we do a job with more interest. (Note how the concluding remarks echo the opening sentence, “All living creatures are driven by the basic need to stay alive and reproduce so that the species will continue.”) 2. a prisoner who is actively planning his escape finds his confinement much less oppressive. confinement :n. the act of putting sb. in a room, prison etc. or the state of being there Confine: v. a. to keep within bounds b. to keep sb. in a place c. to stop spreading 1) I shall attempt to confine the discussion to broad principles. 2) Ill health kept him confined to his room. 3) They confined the fire to the engine room. 2. And as we do, we also find ourselves learning along the way. [paraphrase]:And as we tackle one task after another with interest, we keep learning and progressing all our lives. (So these needs are motive forces that drive us to strive for survival and for success. That is how human progress has been and is being made.) 19 教 案 周 次 第 16 周，第 5,6 次课 授课时间 201_年12 月13-15日 Lesson Twelve The Needs that Drive Us All 授课章节 本(章)节 课堂讲授(?) 实践课( ) 教学时数 4学时 授课方式 本 ) 章 )1. Ask students to understand writing devices. 节 2. Ask students to review TEM4 points. 教 3. Consolidation 学 目 标 授 课 要 点 教 1.Parallelism and complement 学 重 2.TEM4 points 点 和 难 点 思考题 或 1(Preview Lesson Thirteen and finish pre-class work. 作 业 20 教学内容与组织安排 Grammar Noun clause Noun clause can be classified as subjective clause, predictive clause, objective clause and appositive clause. Noun clauses are introduced by a wh-word, what+noun phrase, how+adj./adv. and the conjunction that, whether, if. Subjective clause That we have often been wronged and seek revenge is much on the minds of many of us. (8) It seems that there has to be a counterforce to power; unbridled power would be destructive to the survival of the species. (10) “It” as anticipatory Where we will go has not been decided. Predictive clause My guess is that we will survive in direct proportion to how much we can learn. That is why I tell you the truth. Objective clause All five needs are built into our genetic structure as instructions for how we must attempt to live our lives. (1) We quickly learn what particular discomfort is attached to the denial of these basic needs. (2) My sister is only seven, but she always tells me whether my pictures are good or not. Apposition clause They might, however, question my claim that fun is a basic need. (11) She asked the reason why there was a delay 21 22