As His Name Is, So Is He

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Unit 6

• As His Name Is, So Is He!

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• Group work
• Is there any relationship between the name and
  the character?
  
• What does the title of the text mean? How do you
  explain it?

3

• To get some ideas about the background
  information of the text
  
• The Bible
• Temple University
• Names

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• Debbie
• Lynne(f) or Lynn(m)
• Webster(m)
• Joe(m)

5

• Adrian(m)
• Susan(f)
• Harry(m)
• Nigel(m)

6

• Bertha(f)
• Pope Mel
• Julian(m)
• Rory(m)

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• Diane(f)
• Barbara(f)
• Carol(f or m)
• Cindy(f)

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Guess the meaning of the italicized term in each
sentence.

• Naturally, as a beginner Im not a very good
  driver yet.
  
• Hes naturally interesting he doesnt even have
  to try.
  
• He lost his reserve in talking.

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• Tom is well qualified for the job.
• The government should be playing a more prominent
  role in improving public traffic.
  
• His nose is too prominent.

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• Elmer(m)
• Hubert(m)
• Michael(m)
• Linda(f)

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• Delia has been refined. You cant imagine she is
  now an elegant lady.
  
• No one in their acquaintance would wear such a
  dress.
  
• I have some acquaintance with the language.

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• The study says that British advertisements
  stereotype women.
  
• The characters in the book are just stereotypes.
  
  
• The university awarded grants to poor students.
  .
  

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• The judge awarded a large sum of money to those
  hurt in the explosion.
  
• Dont despair things will get better soon.
• He was filled with despair by his failure.

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• This boy is the despair of his teacher.
• Because there is no label on the luggage, we
  dont know to whom it belongs.
  
• If you spend any time in prison youre labeled a
  criminal for the rest of your life.

15
Match the synonyms and antonyms in column B with
those in column A.

• A) elegant approval substitute specific associate
  talent latter attractive confess objectively
  
• B) replace deny graceful former connect genius
  subjectively charming disapproval general

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Homework

• Learn the new words and expressions of the text
  by heart.
  
• The students are to be divided into several
  groups. Each group will be responsible for one
  part of it. Then in the class time, students may
  ask questions about some words or sentences in a
  certain part, and then the group, which is
  responsible for it, will answer the questions.

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• Language Points
• As his name is, so is he.
• As is the teacher, so is the pupil.
• As the desert is like a sea, so is the camel like
  a ship.
  
• As you treat me, so I shall treat you.
• As our speech, so we are.

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• Just as some people are born artists, so some are
  born sportsman.
  
• As lungs are to the animal, so are leaves to the
  plant.
  
• As a man sows, so he shall reap.
• As two is to three, so is four to six.
• As a man lives, so he dies.

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• Make a difference
• The sea air has made a difference to her health.
  
  
• It wont make much difference whether you go
  today or tomorrow.
  
• Its made such a difference to my work, having my
  own room to work in.

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• I just dont feel like a Debbie.
• 1) I dont feel like taking a holiday now.
• 2) Do you feel like a cup of coffee?

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• impulsively substituted her middle name(para.
  2)
  
• middle name
• Middle name can also be used figuratively.
• e.g. Generosity is her middle name.

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• but it surely helped if only by adding a bit of
  self-confidence to her talents. (para. 3)
  
• Meaning
• 1) This is a pleasant if noisy child.
• 2) It is a nice house, if a little expensive.

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• Throughout history, names have not merely
  identified people but also described them. (Para.
  3)
  
• for better or worse (para. 3)
• e.g. He promised to take her for better or for
  worse.

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• Names become attached to specific images, as
  anyone whos been called a plain Jane or just
  an average Joe can show. (Para. 4)
  
• The latter namesay, an art critic. (para. 4)
  say
  
• 1) Would you take an offer of, say, 5,000 dollars
  for your car?
  
• 2) Can you come to dinner? Say, 730?

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• One woman I know turned down a blind date with a
  man named Harry because he sounded dull. (para
  5)
  
• turn down
• Why was I turned down for the job? Is it because
  Im a woman?
  
• Blind date
• Ann has arranged for me to go on a blind date
  this Saturday with a man that she knows through
  work.

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• Several evenings laterpressing for an
  introduction to a very impressive man they had
  been exchanging glances all evening. (para. 5)
  
• press for
• I dont know whether to accept this new job, and
  the firm is pressing me for a decision.
  
• Exchange glances

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• were all guilty of name stereotyping to some
  extent. ( para. 6)
  
• Often, we project name-based stereotypes on
  people (para 6)
  
• project on /onto/ upon
• It is not reasonable that they project their
  dreams onto us.

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• you arent stuck with the label. (para. 8)
• Be stuck with
• 1) We were stuck with relatives who came to stay
  unexpectedly.
  
• 2) Will you help me with this mathematical
  problem? Im stuck with it.

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• Key structures
• Independent element, such as a word, phrase or
  clause thats independent of the other parts of
  the sentence in terms of grammar. They are often
  set off by commas or dashes
• Identify the independent elements in Text A

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• The ing-participle clause with or without a
  conjunction.
  
• In the ing-participle clause the subject and the
  auxiliary can be omitted when the subject is the
  same as the one in the main clause, or when it is
  not specific.
• When buying a new car, it is best to seek expert
  advice.

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• When you are describing two actions done by the
  same person at about the same time, you can use
  an ing clause in front of the main clause.
  
• Walking down the street, they spotted the same
  man again.

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• You can also put the ing clause after the main
  clause, if it is clear who the subject is.
  
• He looked at me, suddenly realizing that he was
  talking to a stranger.

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• If you want to indicate that someone did one
  thing immediately after another, you can mention
  the first thing they did in an ing clause in
  front of the main clause.
• Leaping out of bed, he dressed so quickly that he
  put his boots on the wrong feet.

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• In writing, you can use a clause containing a
  subject and an ing form when you want to
  mention a fact or situation that is relevant to
  the fact stated in the main clause, or is the
  reason for it .
• Bats are surprisingly long-lived creatures, some
  having a life expectancy of around twenty years.

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• Simulated writing
• (see exercises 7, 8)
• As his name is, so is he.
• Naturally, the name change didnt cause Debbie /
  Lynnes professional achievement --- but it
  surely helped if only by adding a bit of
  self-confidence to her talents.

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• Throughout history, names have not merely
  identified people but also described them.
  
• Names become attached to specific images, as
  anyone whos been called a plain Jane or just
  an average Joe can show.

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• Write a story about your name .
• Who gives your name? What story does it involve?
  Do you like it or not? Why or why not? If not,
  what name do you prefer? Why? Do you think names
  are very important to people? In what ways can
  name have an effect on peoples life?