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10Unit4DiogenesandAlexander教学案讲义
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;
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
1.1Warm-upQuestions
1.2Definethefollowingwordsandphrases
PartTwoBackgroundInformation
2.1DifferencesandsimilaritiesbetweenDiogenesandAlexander
PartThreeTextAppreciation
3.1TextAnalysis
Themeofthetext
Structureofthetext
3.2WritingDevices
Contrast
Developingparagraphsbyexamples
Otherwaysofdevelopingparagraphs?
3.3SentenceParaphrase
PartFourLanguageStudy
4.1PhrasesandExpressions
Wordlist:
4.1.2Phrasesandexpressionslist:
4.1.3WordBuilding
4.2Grammar
Object
PartFiveExtension
5.1Groupdiscussion
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
1.1Warm-upQuestions
1.WhatdoestheauthortellusaboutDiogenes?
Whowashe?
Whatwashisphilosophy?
Whatdidhethinkwastheproblemwithpeople?
Howdidheintendtohelpthem?
Whatwerethekeyvalueshepromoted?
How,inhisopinion,couldwefindtruehappiness?
2.WhatdoestheauthortellusaboutAlexander?
WhatdidthiskinghaveincommonwithDiogenes,thebeggar?
WhywasAlexanderconsideredamanofdestiny?
3.Howwouldyoucontrastthetwocharacters?
WhydidAlexanderdecidetovisitDiogenes?
WhatdidDiogenesreallymeanwhenhesaidthatAlexanderwasblockingthesunlight?
1.2Definethefollowingwordsandphrases
1.amischievouspebble
2.elaborate
3.bydesign
4.restrained
5.chivalrous
PartTwoBackgroundInformation
2.1DifferencesandsimilaritiesbetweenDiogenesandAlexander
1.WhowasDiogenes?
Abeggar
Aphilosopher
Amissionary
2.Doctrine:
Cynicism
thedoctrinethatscornedworldlyneedsandpleasuresandheldthatvirtuewasthekeytotheonlygood
3.Cynicisminmodernsense:
thebeliefofacynic,whomaintainsthatpeopleareallmotivatedbyselfishness,thatnoonewillhelpothersforgoodandsincerereasons
4.WhatarethemajortenetsofCynicism?
Doyoufindanyexpressionsoftheseprinciplesinthetext?
self-sufficiency
shamelessness
outspokenness
perfectionofvirtue
5.Alexander
MacedonianKing:
sonofPhilip
TheThinker:
studentofAristotle
TheConqueror:
Greece,Asia,Egypt
Whydoyouthinkhewantedtobringsomanyregionsunderhisrule?
theGreatEmpire
PartThreeTextAppreciation
3.1TextAnalysis
CharacterAnalysis
Diogenes:
thebeggar
Diogenes:
afreeman
Otherpeople:
half-men
Shelter
cask,astoragejarmadeofearthenware
ahouse
Furniture
none
beds,chairs,etc.
Dress
blanket
clothes
Food
bitsoffoodbeggedfromothers,drinkingfromhishollowedhands
elaborate
Possessions
none
horses,servants,bankaccounts
Natureofthelife
alifebychoice,outofprinciple→natural,healthy,
independent
alifeasslavesoftheirpossessions→artificial,anxious,lossofvirtue
Therearecontrastswithinthebroadcontrast.
HowdidDiogenescontrastwithordinaryhomelesspeople?
Diogenes:
thephilosopher
"ASocratesgonemad":
repositioningofconventionbelownatureandreason
Threekeyprinciples:
livinginaccordwithnature
totaldisregardofconvention
independencebeingtheonlytrue,lastinggood
Diogenes:
themissionary
Comparisonwithordinaryhermits
Similarities:
Bothgrewtiredofhumansocietywithitscomplicationsandwantedtolivesimply.
Differences:
hermits
wentawaytolivesimply—onasmallfarm,inaquietvillageoracave
Diogenes
hadasenseofmission,deliberatelychosetoliveinthebusystreetsinAthensorCorinth,inordertoconvertpeople
Whatwashismission?
"torestampthecurrency"
callpeoplebacktothenaturalwayoflife—truelife
Diogenes:
waysofteaching
HowdidDiogenesdifferfromotherphilosophersofhistime?
Plato:
taughthisprivatepupilsinhisAcademy,whichhefoundedasoneoftheearliestcentersofadvancedlearningintheworld.
Aristotle:
taughthisownprivatepupilsbytheuseoflaboratory,instruments,andspecimens.
Diogenes:
taughtallthosewhowouldcaretolistenbyhisownexampleorbytakingpeoplearoundhimforexamples.
Hecarriedalightedlampinbroaddaylightandinspectedthefaceofeveryonehemet.
"Whenyouareallsobusy,IfeelIoughttodosomething!
"
Alexander:
citizenoftheworld
1.King:
differentfromotherMacedonians
drinking?
women?
fighting?
2.Thinker:
Aristotle’spupil,helearned
culture
philosophy
principlesofscientificresearch
3.Conqueror
tookcommandoftheLeagueofGreekStates
commander-in-chiefofanewexpeditionagainstold,rich,corruptAsia
TheDramaticEncounter
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
Paras.11-13
Alexander
Paras.14-17
theirdramaticencounter
Relevantquestions:
1.Question:
Whatdoyouknowaboutthehistoricalbackgroundofthepeoplediscussedintheessay?
2.Question:
WhatdoestheessaytellusaboutDiogenesandAlexander?
3.Question:
Whatisapossiblereasonforanauthortotakethetimetowriteanessaylikethisdescribingpeoplewhoarelongdeadandgone?
4.Question:
Howistheessaystructured?
5.Question:
Trytofindmoreinformationaboutthesetwohistoricalfigurestosharewithyourclassmates.
6.Question:
Underlinethepartsofthetextthatyoufindparticularlywell-putandinteresting.
7.Question:
Bereadytogivecommentsontheessay.
3.2WritingDevices
1Comparison&Contrast→examples
usetransitionalwordsorexpressionstomakecomparisonandachieveunity:
notso,theother…butfor…
Hewasone,butnottheother.
NotsoDiogenes.
ButforDiogenes,…
…Alexanderwasfarolderandwiserthanhisyears.
LikeallMacedoniansheloved…
…hewasamagnificentcommander,buthewasnotmerelyamilitaryautomaton.
OnlyDiogenes,althoughhelivedinCorinth,didnotvisitthenewmonarch.
Diogenesmerelysatup…Diogenessaidnothing.
HeunderstoodCynicismastheotherscouldnot.
LikeDiogenes,headmired…
…wholaboredtohelpmankindwhileallotherstoiled…
usetransitionalparagraphtoachievecoherence
2.Parallelism
achieveincreasedstrength,soundingmorepowerful,moreeffective,e.g.para.14
3.Euphemism
e.g.donehisbusiness,naturalacts
4.TransferredEpithet
afigureofspeechthatcarriesthemodifieracrossandputsitontoanotherwordwhichisnotnormallymodifiedbyit,soastostresstheemotionsorfeelings
e.g.amischievouspebble;amazedsilence
5.Analogy
e.g.drawingaparallelbetween"changethevalues"and"restampthecurrency"
3.3SentenceParaphrase
1.Sometimestheythrewbitsoffood,andgotscantthanks;sometimesamischievouspebble,andgotashowerofstonesandabuse.
Sometimespeoplewouldthrowbitsoffoodtohim,buthehardlythankedthematall.Sometimestheywouldthrowapebbleathimforfun,butgetashowerofstonesandastreamofabuseinreturn.
2.Hislife’saimwascleartohim:
itwas"torestampthecurrency":
totakethecleanmetalofhumanlife,toerasetheoldfalseconventionalmarkings,andtoimprintitwithitstruevalues.
Hispurposeinlifewascleartohim:
itwas"toreprintthecoins."Humanlifecanbetakenasthecleancoinswhichareimprintedwithfalsemarkings.Hewastoremovethefalsemarkingsandprintthetruevaluesonit.Inotherwords,hisaiminlifewastocallonpeople