Unit4DiogenesandAlexander教案讲义.docx

Unit4DiogenesandAlexander教案讲义.docx

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Unit4DiogenesandAlexander教案讲义

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10-Unit-4-Diogenes-and-Alexander-教案讲义（共11页）

Unit4

一、授课时间：

第8、9周

二．授课类型：

理论课9课时；实践课3课时

三．授课题目：

DiogenesandAlexander

四．授课时数：

12

五．教学目的和要求：

通过讲授课文使大学生了解有关犬儒哲学的有关知识，学会用英语解释句子以达到学以致用的目的。

要求学生主动地预习课文，课前准备练习，学会分析文章体裁和进行段落划分。

六．教学重点和难点：

1）背景知识的传授：

DiogenesandCynicism（doggishness）；

2）文章的体裁分析及段落划分；

3）语言点的理解：

Wordstudy:

account;possess;form;roll;elaborate

GrammarFocus:

Thefunctionofadverbialmodifierindifferentsentences;Patterns:

thefirst/second,ect./thenext/last+to-infinitive;thefirst,ect.+who/thatclause

七．教学基本内容和纲要

PartOneWarm–up

Warm-upQuestions

Definethefollowingwordsandphrases

PartTwoBackgroundInformation

DifferencesandsimilaritiesbetweenDiogenesandAlexander

PartThreeTextAppreciation

TextAnalysis

Themeofthetext

Structureofthetext

WritingDevices

Contrast

Developingparagraphsbyexamples

Otherwaysofdevelopingparagraphs?

SentenceParaphrase

PartFourLanguageStudy

PhrasesandExpressions

Wordlist:

Phrasesandexpressionslist:

WordBuilding

Grammar

Object

PartFiveExtension

Groupdiscussion

八、教学方法和措施

本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段，主要采用以学生为主体、教师为主导的任务型、合作型等教学模式，具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。

九．作业，讨论题，思考题

完成课后练习；

多看英语报刊杂志及英语经典小说，扩大阅读量；

精听与泛听相结合，逐步提高自己的听力水平；

积极参加英语角等有助于提高英语口语的活动；

坚持用英语写日记；

做一些专四相关练习；

十．参考资料：

1）杨立民主编,《现代大学英语精读》（3）第二版，学生用书。

北京：

外语教学与研究出版社,2012。

2）杨立民主编,《现代大学英语精读》（3）第二版，教师用书。

北京：

外语教学与研究出版社,2012。

3）李观仪主编，《新编英语教程》（第三、四册）。

上海:

上海外语教学研究出版,1999。

4）黄源深，虞苏美等主编，《综合英语教程》（1-4册）。

北京：

高等教育出版社，1998。

5）《高等学校英语专业英语教学大纲》，北京：

外语教学研究出版社，2000。

6）JudyPearsall主编，《新牛津英语词典》。

上海：

上海外语教育出版社，1998。

7）丁往道、吴冰等编著，《英语写作手册》。

北京：

外语教学与研究出版社。

8）张道真，《现代英语用法词典》（重排本）。

北京：

外语教学与研究出版社，1994。

9）张道真，温志达,《英语语法大全》上、下卷。

北京：

外语教学与研究出版社，1998。

十一、课后小结

Unit4DiogenesandAlexander

PartOneWarm–up

Warm-upQuestions

1.WhatdoestheauthortellusaboutDiogenesWhowasheWhatwashisphilosophyWhatdidhethinkwastheproblemwithpeopleHowdidheintendtohelpthemWhatwerethekeyvalueshepromotedHow,inhisopinion,couldwefindtruehappiness

2.WhatdoestheauthortellusaboutAlexanderWhatdidthiskinghaveincommonwithDiogenes,thebeggarWhywasAlexanderconsideredamanofdestiny

3.HowwouldyoucontrastthetwocharactersWhydidAlexanderdecidetovisitDiogenesWhatdidDiogenesreallymeanwhenhesaidthatAlexanderwasblockingthesunlight

Definethefollowingwordsandphrases

1.amischievouspebble

2.elaborate

3.bydesign

4.restrained

5.chivalrous

PartTwoBackgroundInformation

DifferencesandsimilaritiesbetweenDiogenesandAlexander

1.WhowasDiogenes

Abeggar

Aphilosopher

Amissionary

2.Doctrine:

Cynicism

thedoctrinethatscornedworldlyneedsandpleasuresandheldthatvirtuewasthekeytotheonlygood

3.Cynicisminmodernsense:

thebeliefofacynic,whomaintainsthatpeopleareallmotivatedbyselfishness,thatnoonewillhelpothersforgoodandsincerereasons

4.Whatarethemajortenets（principles）ofCynicismDoyoufindanyexpressionsoftheseprinciplesinthetext

self-sufficiency

shamelessness

outspokenness

perfectionofvirtue

5.Alexander

MacedonianKing:

sonofPhilip

TheThinker:

studentofAristotle

TheConqueror:

Greece,Asia,Egypt

Whydoyouthinkhewantedtobringsomanyregionsunderhisrule?

theGreatEmpire

PartThreeTextAppreciation

TextAnalysis

CharacterAnalysis

Diogenes:

thebeggar（paras.1-3）

Diogenes:

afreeman

Otherpeople:

half-men

Shelter

 cask,astoragejarmadeofearthenware

 ahouse（big,withmanyrooms）

Furniture

 none

 beds,chairs,etc.（elaborate）

Dress

 blanket（half-naked）

 clothes（expensive）

Food

 bitsoffoodbeggedfromothers,drinkingfromhishollowedhands

 elaborate

Possessions

 none

 horses,servants,bankaccounts（anxious）

Natureofthelife

 alifebychoice,outofprinciple→natural,healthy,

independent

 alifeasslavesoftheirpossessions→artificial,anxious,lossofvirtue

Therearecontrastswithinthebroadcontrast.

HowdidDiogenescontrastwithordinaryhomelesspeople?

Diogenes:

thephilosopher（para.4）

“ASocratesgonemad”:

repositioningofconventionbelownatureandreason

Threekeyprinciples:

livinginaccordwithnature

totaldisregardofconvention

independence（freedom）beingtheonlytrue,lastinggood

Diogenes:

themissionary（para.5）

Comparisonwithordinaryhermits

Similarities:

Bothgrewtiredofhumansocietywithitscomplicationsandwantedtolivesimply.

Differences:

hermits

wentawaytolivesimply—onasmallfarm,inaquietvillageoracave

Diogenes

hadasenseofmission,deliberatelychosetoliveinthebusystreetsinAthensorCorinth,inordertoconvertpeople

Whatwashismission?

“torestampthecurrency”

callpeoplebacktothenaturalwayoflife—truelife

Diogenes:

waysofteaching（para.6）

HowdidDiogenesdifferfromotherphilosophersofhistime?

Plato:

taughthisprivatepupilsinhisAcademy,whichhefoundedasoneoftheearliestcentersofadvancedlearningintheworld.

Aristotle:

taughthisownprivatepupilsbytheuseoflaboratory,instruments,andspecimens.

Diogenes:

taughtallthosewhowouldcaretolistenbyhisownexampleorbytakingpeoplearoundhimforexamples.

Hecarriedalightedlampinbroaddaylightandinspectedthefaceofeveryonehemet.

“Whenyouareallsobusy,IfeelIoughttodosomething!

”

Alexander:

citizenoftheworld（paras.11-13）

1.King:

differentfromotherMacedonians

drinking?

women?

fighting?

2.Thinker:

Aristotle’spupil,helearned

culture

philosophy

principlesofscientificresearch

3.Conqueror

tookcommandoftheLeagueofGreekStates

commander-in-chiefofanewexpeditionagainstold,rich,corruptAsia

TheDramaticEncounter（paras.14-17）

Thedifferencesandsimilaritiesbetweenthetwohistoricalcharacters.

Differences

Diogenes

Alexander

Physicalappearance

 lyingonthebareearth,shoeless,bearded,half-naked,likeabeggar,adog

 handsomeface,fieryglance,strongbody,purpleandgoldcloak,airofdestiny

Identification

 philosopher,missionary

 greatmonarch,conqueror

Status

 low,treatedwithcontemptanddisapproval

 high,treatedwithrespect,greetedwithabowandacclamation

Possessions&Power

 none,rejectingpossessionorpower

 landandabsolutepower

Mission

 “restampthecurrency”:

tocallpeoplebacktothesimpleandnaturallife—truevalue

 bringpeopleofthewholeworldtothelightofcivilization

Similarities

1.Bothweregreatthinkers.

2.Bothhadasenseofmission.

3.Bothwere“citizensoftheworld,”admiringtheheroicfigureofHercules,wholaboredformankind.

4.Bothwerefree.

Structureofthetext

Paras.1-10

Diogenes（life,philosophy,mission,waysofteaching）

Paras.11-13

Alexander（aphilosopherkingwithaninquiring,noblemind）

Paras.14-17

theirdramaticencounter

Relevantquestions:

1.Question:

Whatdoyouknowaboutthehistoricalbackgroundofthepeoplediscussedintheessay?

2.Question:

WhatdoestheessaytellusaboutDiogenesandAlexander?

3.Question:

Whatisapossiblereasonforanauthortotakethetimetowriteanessaylikethisdescribingpeoplewhoarelongdeadandgone?

:

Howistheessaystructured?

5.Question:

Trytofindmoreinformationaboutthesetwohistoricalfigurestosharewithyourclassmates.

6.Question:

Underlinethepartsofthetextthatyoufindparticularlywell-putandinteresting.

7.Question:

Bereadytogivecommentsontheessay.

WritingDevices

1Comparison&Contrast→examples

usetransitionalwordsorexpressionstomakecomparisonandachieveunity:

notso（para.5）,theother…butfor…（para.6）

Hewasone,butnottheother.

NotsoDiogenes.（para.5）

ButforDiogenes,…

…Alexanderwasfarolderandwiserthanhisyears.（para.12）

LikeallMacedoniansheloved…（para.12）

…hewasamagnificentcommander,buthewasnotmerelyamilitaryautomaton.

OnlyDiogenes,althoughhelivedinCorinth,didnotvisitthenewmonarch.

Diogenesmerelysatup…Diogenessaidnothing.（para.14）

HeunderstoodCynicismastheotherscouldnot.（para.17）

LikeDiogenes,headmired…（para.17）

…wholaboredtohelpmankindwhileallotherstoiled…

usetransitionalparagraphtoachievecoherence

2.Parallelism

achieveincreasedstrength,soundingmorepowerful,moreeffective,.para.14

3.Euphemism

.donehisbusiness,naturalacts

4.TransferredEpithet

afigureofspeechthatcarriesthemodifieracrossandputsitontoanotherwordwhichisnotnormallymodifiedbyit,soastostresstheemotionsorfeelings

.amischievouspebble（para.1）（ItisDiogenes,notthepebble,thatismischievous.）;amazedsilence（para.17）（Itisthecrowd,notthesilence,thatisamazed.）

5.Analogy

.drawingaparallelbetween“changethevalues”and“restampthecurrency”（para.5）

SentenceParaphrase

1.Sometimestheythrewbitsoffood,andgotscantthanks;sometimesamischievouspebble,andgotashowerofstonesandabuse.（para.1）

Sometimespeoplewouldthrowbitsoffoodtohim,buthehardlythankedthematall.Sometimestheywouldthrowapebbleathimforfun,butgetashowerofstonesandastreamofabuseinreturn.

2.Hislife’saimwascleartohim:

itwas“torestampthecurrency”:

totakethecleanmetalofhumanlife,toerasetheoldfalseconventionalmarkings,andtoimprintitwithitstruevalues.（para.5）

Hispurposeinlifewascleartohim:

itwas“toreprintthecoins.”Humanlifecanbetakenasthecleancoinswhichareimprintedwithfalsemarkings.Hewastoremovethefalsemarkingsandprintthetruevaluesonit.Inotherwords,hisaiminlifewastocallonpeopletorejectthefalse,conve