《新目标实用英语综合教程2》Unit 7 Race

?新目标实用英语综合教程2?Unit7RaceContentsUnit1PlacesofInterestUnit2DiplomacyUnit3SpeechUnit4DisastersUnit5ApplyingforaJobUnit6BeautyTreatmentUnit7RaceUnit8IndianCampUnit9OlympicsUnit10Ethnics1.A.Byplane.B.Bytrain.C.Bybus.D.Bycar.2.A.Itwasn'tveryenjoyable.B.Itwasveryexciting.C.Itwasveryadventurous.D.Itwasbetterthanpreviousones.3.A.Paul.B.Right.C.Peter.D.Pratt.4.A.8:00.B.7:00.C.9:00.D.7:30.5.A.Thatsheisalibrarian.B.Thatsheisagoodstudent.C.Thatshejustboughtthedictionary.D.Thatsheisworkinginabookstore.ListeningSectionAListeningDirections:Inthissection,youwillhear5shortconversations.Attheendofeachconversation,onequestionwillbeaskedaboutwhatwassaid.Boththeconversationsandthequestionswillbespokenonlyonce.Aftereachquestiontherewillbeapause.Duringthepause,youmustreadthefourchoicesmarkedA,B,CandD,anddecidewhichisthebestanswer,thenmarkthecorrespondingletter.Questions6to9arebasedonthepassageyouhavejustheard.6.A.Youhavetowaitalongtime.B.Youhavetowaitatleastonemonth.C.Youonlyhavetowaitseveraldays.D.Youonlyhavetowaitafewweeks.7.A.About20.B.About500.C.About4,000.D.About800,000.8.A.Itisalwaysprinted.B.Itisalwayswritteninink.C.Itisalwaystyped.D.Itisalwayswrittenbyhimself.9.A.Nomorethantenseconds.B.Lessthantenseconds.C.Alittlemorethantenseconds.D.Atleastoneseconds.Directions:Inthissection,youwillhearoneshortpassage.Attheendofthepassage,youwillhear4questions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA,B,CandD.Thenmarkthecorrespondingletter.SectionBTherearefourtypesofblood.Alltypesarefoundineveryrace,andnotypeis14toanyrace.Humanbrainsarethesame.Noscientistscouldexamineabrainandtellyoutheracetowhichtheindividualbelonged.Brainswillvaryinsize,butthis15withineveryrace.Nordoessizehaveanythingtodowithintelligence.Thelargestbraineverexaminedbelongedtoapersonofweakmind.Ontheotherhand,someofourmostdistinguishedpeoplehavehadsmallbrains.Mentaltestswhicharereasonablyaccurateshownodifferencesinintelligencebetweenraces.Highandlowtestresultsbothcanberecordedbydifferentmembersofanyrace.Given16educationaladvantages,therewillbenodifferencein17standings,eitheronaccountofraceorgeographicallocation.Individualsofeveryracecause18togobackwardorforward.Trainingandeducationcanchangetheresponseofagroupofpeopleandenablethemtobehaveinaparticularway.Thebehaviorandidealsofpeoplechange19circumstances,buttheycanalwaysgobackorgoontosomethingnewthatisbetterandhigherthananythinginthepast.SectionCDirections:Listentothefollowingshortpassage,andfillintheblanksnumberedfrom10to19accordingtowhatyouhaveheard.Duringrecentyearswehaveheardmuchabout“race〞:howthisracedoescertainthingsandthatracebelievescertainthingsandsoon.Yet,the10phenomenonofraceconsistsofafewsurfaceindications.We11raceusuallyfromthecoloringoftheskin:awhiterace,abrownrace,ayellowraceandablackrace.Butifyouweretoremovetheskinyoucouldnottellanythingabouttherace12theindividualbelonged.Thereisnothinginphysicalstructure,thebrainortheinternalorgansto13adifference.Ⅱ.SpeakingTask1:Talkaboutablackpersonthatyouknowabout,suchasfromabookoramovie,for3-5minutes.(MartinLutherKing,Jr/freedom/equality/BarackObama/UncleTom/sportsstar/writer/slave)

Task2:What'syourimpressionofblackpeople?Doyouwanttomakefriendswithablackperson?Why?Whatkindofpeoplewouldyouliketomakefriendswith?Reading

TextAReading

RacePara1DefiningRacePara2Racereferstoagroupofpeoplewhosharethesamephysicalcharacteristicssuchasskincolor,hairtexture,andfacialfeatures.Thetransmissionoftraitsfromonegenerationtoanotherisacomplexprocessthatisexaminedinafieldofstudycalledgenetics.Para3Raceisasignificantsocialissuebecausepeopleuseracialdifferencesasthebasisfordiscrimination.Muchoftoday'sracismcanbetracedtotheeraofcolonialismthatbeganinthe1400s.WhenEuropeansbegancolonizingAfricaandtheAmericas,thewhitesettlersadoptedtheideathattheyweresuperiortotheotherracestheyencountered.ThefalsenotionthatAfricansandNativeAmericanswereinferior(alongwiththedesireforeconomicpower)justifiedtheEuropeans'takinglandandenslavingpeople.Inthisway,naturally-occurringracialdifferencesbecamethebasisforsystemsofexploitationanddiscrimination.Para4Racismisthesystematicpracticeofdenyingpeopleaccesstorights,representation,orresourcesbasedonracialdifferences.Asyouwilllearninthislesson,racisminvolvesmorethanpersonalactionsofindividuals.Itisathoroughsystemofdiscriminationthatinvolvessocialinstitutionsandaffectsvirtuallyeveryaspectofsociety.Para5It'simportanttorememberthatracismisneithernaturalnorinevitable.Throughhistory,peopleofdifferentracialgroupshaveinteractedandco-existedpeacefully.DuringtheMiddleAges,forexample,EuropeanslookeduptothepeopleofAfricaandChina,whosecivilizationandculturewereconsideredtobemoreadvanced.Asnoted,however,theseideaschangedsignificantlyduringthecolonialera.Para6Asyoulearnmoreaboutraceinthislesson,rememberthatracismisasystempeoplecreated—andonethatpeoplecandismantle.Let'sseethestoryofaChinesegirlintheUSAtoillustratethis.Para7UptousPara8Iamhalf-Asian.America,andinparticular,California,isalandfullofimmigrants.Iamsuremanyofourparentsandgrandparentsdidn'tfeelquiteateaseintheirhomeland,andthatisprobablypartofthereasontheycamehere.Theysoughtacceptanceandadiversecountrywhereeveryonecouldbelong.Yetmanyofusseemtoforgetthiswhenwestereotypeeachotherandattributeoursuccessestoourculture,insteadoftoourindividualwork.MysuccessesarenotbecausepartofmyfamilyoriginatedinChina.ThereasonthatIdidwellontestswasbecauseIhadstudied.It'sasimplefact,butit'seasilyforgotteninthemidstofallthegeneralizationswetendtomake.Para9Weshouldn'tidentifyourselveswithonlythecolorofourskin.Weeachhaveourowntalents,goals,andtraditions.Oursimilaritiesstretchacrossbordersandarenotconfinedtoaparticularnation.Iknowthis,yetwhenmypeerturnedtomeandsaid,“It'sjustbecauseyou'reAsian.〞AfterItoldhimmytestscore,Ididnothing.Isighed,turnedbacktomywork,andtriedtooverlookhiswords.Para10Butsilenceisnotthewaytodealwithracialinsensitivity.Mysilencemakesthecommentokay.Itrepresentsacceptanceofsuchinsensitivity,andallows,evenencourages,thatindividualtohurtotherswiththeirwords.“Ihaveanotheroption,though.〞Icanspeakup.Icanletthemknowthatitisnotokaytobeinconsiderate.Icanletthemknowthatsuchassumptionscausepain,andthattheirwordsspreadthoughtlessness.Para11Asteenagers,wearestillyoung,andabletomakeadifference.Somuchpromisestretchesbeforeus,asourwordsandactionswillinfluencethenextgeneration.Itispossibletoleavestereotypesbehind,andfilteroureverydayconsciousness.AsHarryMillneroncesaid,“Allprogressoccursbecausepeopledaretobedifferent〞.Iamoneperson,butIcantakeastep.Progressbeginsnow.Reading

TextB-readingTasksQuestion1:Question2:

GroupDiscussion:Whatisthenegativeeffectofdiscrimination?Whatisdiscrimination?TextB-PassageUnderstandingDiscriminationPara1Theearth'ssixbillionhumanssharemanysimilaritiesanddifferences.Everyoneonearthmusteat,breathe,anddrinktostayalive.Everyonehasafamily,alanguage,andaculture.Allpeoplehavehopes,dreams,fears,andfeelingsofeverykindimaginable.Para2Humansdifferinmanyways,too.Someofthesedifferencesarephysical,suchasskincolor,hairtexture,orgender.Othersdifferences,suchaslanguage,customs,andbeliefs,arelearned.Para3Thesesimilaritiesanddifferencesarethebasisforsocialgroups,atermtodescribecommoncategoriespeopleusetodescribeoridentifythemselves.Age,gender,race,culture,andreligionaresomesocialgroupsyoumaybefamiliarwith.Everyoneisamemberofsomesocialgroups,eveniftheydon'talwaysrealizeit.Para4Socialgroupshavelongbeenapartofhumanhistory.Categorizingpeopleinto“us〞and“them〞helpedhumansdeveloptribes,clans,andotherearlysocialstructures.Decidingwhobelongedandwhodidn'talsoledtoconflictsandfighting.Para5“Us〞and“them〞thinkingstillcontinues.Likeearlyhumans,wetendtostickwithpeoplewhoaresimilartouswhileavoidingpeoplewhoaredifferent.Inmanyways,thisisunderstandable.It'softencomfortabletobeamongpeoplewhoarelikeus,andidentifyingbysimilartraitscanprovideasenseofbelongingandcommunity.Butwhenweavoidotherswhoaredifferent,wetendnottolearnaboutthem.Andwhenwedon'treallyknowwhatpeoplearelike,it'seasytomakeguesses,fillintheblanks,ormakegeneralizationsabout“them〞basedonverylimitedknowledge.Inshort,wemakejudgmentsaboutothersbeforeweknowthefullstory.Thesepre-judgmentsarecalledprejudices.Para6Prejudicesoftenhavetwosides.If“they〞arelazyandstupid,then“we〞mustbeintelligentandhard-working.Whetheritpaintspeoplefavorablyornot,prejudiceistypicallybasedonignorance,misinformation,and/orandfearofdifferences.Para7Prejudicesarefueledbystereotypes,anexaggeratedordistortedbelieforimageaboutapersonorgroup.Stereotypesassumethateveryoneinagroupthesamecharacteristics,leadingpeopletofalselybelievethat“they〞areallalike.Evenwhenthestereotypesuggestspositivetraits(forexample,thatwomenarenurturing),everyoneishurtbecausetheseimagesleavenoroomforindividualdifferences.Para8Nooneisbornbelievingstereotypes—theyarelearnedfrommedia,orparents,peersandmanyothersources.Socialscientistsbelievethatchildrenbegintolearnprejudicesandstereotypesasearlyastwoorthreeyearsold.Eventhoughtheydon'tfullyunderstandwhatprejudiceis,youngchildrenmayrepeatracialslursoractoutstereotypestheyseeinthemedia.Forexample,agroupofgirlsmaytellaboythathecan'tplayhousebecauseit'sagirl'sgame.Para9Astheyareexposedtomorestereotypes,youngchildrentendtoformattachmentstotheirowngroupanddevelopnegativeattitudesaboutothergroups.Astheseattitudesdeepenoveraperson'slifetime,theyaredifficulttochange.Astheygetolder,peopletendtoseethethingsthatsupporttheirviewsanddisregardorignoreexperiencesthatchallengethem.Para10Discriminationisanactionthattreatspeopleunfairlybecauseoftheirmembershipinaparticularsocialgroup.Discriminatorybehaviorstakemanyforms,buttheyallinvolvesomeformofexclusionorrejection.Youmayhavewitnessedindividualactsofdiscrimination,suchasastudentwhowon'tletpeopleofacertainracesitwiththematlunch.Often,theseindividualactsreflectalargersystemofexclusion.Consideraschoolthatwon'tletgirlstakethesameclassesasboys,orabusinessthatdoesn'thirepeopleofcertainethnicbackgrounds.Para11Onanationallevel,discriminationcantaketheformofofficiallawsandpolicies.TheenslavementofAfricansintheUnitedStates,theofficialdominationofBlacksbyWhitesinSouthAfrica,orHitler'swidespreadexterminationofJewsaresomehistoricexamplesofsystematic,legaldiscrimination.Whendiscriminationbecomespartofasystematicuseofpowerandis“justhowthingsare,〞itisknownasan“ism〞.Racismandsexismareafew“isms〞youmaybefamiliarwith.Ⅰ.Non-finiteVerbs—Infinitive(非限定动词—不定式)EaseinGrammar

Ⅱ.Tipsforstudy有些动词可以用不定式做宾语，大致上有三种情况。〔1)有些及物动词用不定式做宾语，结构为动词+不定式。〔2)有些动词除了可以用不定式做宾语，还用不定式做补语，即有动词+宾语+不定式的结构。〔3)有些动词或动词词组可以用动词+疑问词+不定式的结构做宾语。〔1)动词+宾语+不定式的结构。▲注意：有些动词如make，have，get，want等可用不定式做宾补，也可用分词做宾补。现在分词表达主动，也表达正在进行，过去分词表达被动。〔2)动词+宾语+不定式的结构，不定式的动词往往是be，不定式一般可以省去。〔3)有些动词可以跟there+tobe的结构。Ⅱ.Tipsforstudy不定式做主语，往往用it做形式主语，真正的主语不定式放至句子的后面。但是，用不定式做主语的句子中还有一个不定式做表语时，不能用Itis…to…的句型。另外，这样的句子，不能用动名词做表语。▲辨析It'sforsb.和It'sofsb.不定式可放在be动词后面，形成表语。不定式做定语通常要放在被修饰的词后，往往表示未发生的动作。〔1)目的状语常用结构为todo,onlytodo(仅仅为了),inordertodo,soastodo,so(such)…asto…(如此……以便……)。〔2)做结果状语，可以表示没有预料到的或事与愿违的结果，不定式要放在句子后面。〔3)表原因〔4〕表示理由和条件Ⅱ.Tipsforstudy7.不定式的特殊句型too…to…〔1)too…to太……以至于……。〔2)如在too前有否认词，那么整个句子用否认词表达肯定，too后那个词表达一种委婉含义，意为“不太〞。〔3)当too前面有only,all,but时，意思是非常……等于very。8.不定式的特殊句型soasto〔1)表示目的。它的否认式是soasnottodo。〔2)表示结果。to可以用作介词，也可用作不定式的符号。下面的to都用作介词，因此其后均需接名词或动名词Writing

Ⅰ.Introduction〔文章类型〕介绍信(LetterofIntroduction)介绍信是用来介绍联系接洽事宜的一种应用文体，是应用写作研究的文体之一。它具有介绍、证明的双重作用。使用介绍信，可以使对方了解来人的身份和目的，以便得到对方的信任和支持。Ⅱ.Sample〔范文呈现〕Contents〔内容〕:杨岭写信告诉刘军，他的朋友张兰将于本月15日从厦门到南京，请刘军到机场接张兰。如果张兰需要帮助，请他做必要的安排。对刘军的好意表示感谢。Wordsforreference(参考):在机场迎接：meet…attheairportLetterofIntroductionJuly8,2021DearLiuJun,Howtimeflies!It'salongtimesincewemeteachotherlasttime.IwouldliketointroducemyfriendZhangLantoyou.SheisleavingXiamenforyourcityNanjingonhe