Unit4DiogenesandAlexander教学教案讲义docxWord格式.docx
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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
3.1.1Themeofthetext
3.1.2Structureofthetext
WritingDevices
3.2.1Contrast
3.2.2Developingparagraphsbyexamples
3.2.3Otherwaysofdevelopingparagraphs
SentenceParaphrase
PartFourLanguageStudy
PhrasesandExpressions
4.1.1Wordlist:
4.1.2Phrasesandexpressionslist:
4.1.3WordBuilding
Grammar
4.2.1Object
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。
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)。
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、吴冰等编着,《英语写作手册》。
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)。
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。
外语教学与研究出版社,1998。
十一、课后小结
Unit4DiogenesandAlexander
1.WhatdoestheauthortellusaboutDiogenesWhowasheWhatwashisphilosophyWhatdidhe
thinkwastheproblemwithpeopleHowdidheintendtohelpthemWhatwerethekeyvalueshepromotedHow,inhisopinion,couldwefindtruehappiness
2.WhatdoestheauthortellusaboutAlexanderWhatdidthiskinghaveincommonwithDiogenes,
thebeggarWhywasAlexanderconsideredamanofdestiny
3.HowwouldyoucontrastthetwocharactersWhydidAlexanderdecidetovisitDiogenesWhatdidDiogenesreallymeanwhenhesaidthatAlexanderwasblockingthesunlight
1.amischievouspebble
2.elaborate
3.bydesign
4.restrained
5.chivalrous
1.WhowasDiogenesAbeggar
AphilosopherAmissionary
2.Doctrine:
Cynicism
thedoctrinethatscornedworldlyneedsandpleasuresandheldthatvirtuewasthekeytotheonlygood
3.Cynicisminmodernsense:
thebeliefofacynic,whomaintainsthatpeopleareallmotivatedbyselfishness,thatnoonewillhelpothersforgoodandsincerereasons
4.Whatarethemajortenets(principles)ofCynicismDoyoufindanyexpressionsoftheseprinciplesinthetext
self-sufficiencyshamelessnessoutspokenness
perfectionofvirtue
5.Alexander
MacedonianKing:
sonofPhilip
TheThinker:
studentofAristotle
TheConqueror:
Greece,Asia,Egypt
WhydoyouthinkhewantedtobringsomanyregionsunderhisruletheGreatEmpire
3.1.1CharacterAnalysis
Diogenes:
thebeggar(paras.1-3)
afreeman
Otherpeople:
half-men
Shelter
cask,astorageearthenware
jar
made
ofahouse(big,withmanyrooms)
Furniture
none
beds,chairs,etc.(elaborate)
Dress
blanket(half-naked)
clothes(expensive)
Food
bitsoffoodbeggedfrom
others,elaborate
drinkingfromhishollowedhands
Possessions
horses,servants,bankaccounts
(anxious)
Natureofthealifebychoice,outofprinciple
lifenatural,healthy,independent
→alifeasslavesoftheirpossessions→artificial,anxious,lossofvirtue
Therearecontrastswithinthebroadcontrast.
HowdidDiogenescontrastwithordinaryhomelesspeople
thephilosopher(para.4)
“ASocratesgonemad”:
repositioningofconventionbelownatureandreason
Threekeyprinciples:
livinginaccordwithnature
totaldisregardofconvention
independence(freedom)beingtheonlytrue,lastinggood
themissionary(para.5)
Comparisonwithordinaryhermits
Similarities:
Bothgrewtiredofhumansocietywithitscomplicationsandwantedtolivesimply.
Differences:
hermits
wentawaytolivesimply—onasmallfarm,inaquietvillageoracaveDiogenes
hadasenseofmission,deliberatelychosetoliveinthebusystreetsinAthensorCorinth,inordertoconvertpeople
Whatwashismission
“torestampthecurrency
”
callpeoplebacktothenaturalwayoflife—truelife
waysofteaching(para.6)
HowdidDiogenesdifferfromotherphilosophersofhistime
Plato:
taughthisprivatepupilsinhisAcademy,whichhefoundedasoneoftheearliestcentersofadvancedlearningintheworld.
Aristotle:
taughthisownprivatepupilsbytheuseoflaboratory,instruments,andspecimens.
taughtallthosewhowouldcaretolistenbyhisownexampleorbytakingpeoplearoundhimforexamples.
Hecarriedalightedlampinbroaddaylightandinspectedthefaceofeveryonehemet.
“Whenyouareallsobusy,IfeelIoughttodosomething!
”Alexander:
citizenoftheworld(paras.11-13)
1.King:
differentfromotherMacedoniansdrinking
womenfighting
2.Thinker:
Aristotle’spupil,helearned
culture
philosophy
principlesofscientificresearch
3.Conqueror
tookcommandoftheLeagueofGreekStatescommander-in-chiefofanewexpeditionagainstold,rich,corruptAsiaTheDramaticEncounter(paras.14-17)
Thedifferencesandsimilaritiesbetweenthetwohistoricalcharacters.
Differences
Diogenes
Alexander
Physical
lying
onthe
bare
earth,shoeless,handsomeface,fieryglance,
appearance
bearded,half-naked,likeabeggar,astrongbody,purpleandgold
dog
cloak,airofdestiny
Identification
philosopher,missionary
greatmonarch,conqueror
Status
low,
treated
with
contempt
andhigh,treatedwithrespect,greeted
disapprovalwithabowandacclamation
&
none,rejectingpossessionorpowerlandandabsolutepower
Power
Mission
“restampthecurrency”to:
peoplebacktothesimplenaturallife—truevalue
callbringpeopleofthewholeworldtoandthelightofcivilization
Similarities
1.Bothweregreatthinkers.
2.Bothhadasenseofmission.
3.Bothwere“citizensoftheworld,”admiringtheheroicfigureofHercules,wholaboredformankind.
4.Bothwerefree.
Paras.1-10
theirdramaticencounter
Relevantquestions:
1.Question:
Whatdoyouknowaboutthehistoricalbackgroundofthepeoplediscussedintheessay
2.Question:
WhatdoestheessaytellusaboutDiogenesandAlexander
3.Question:
Whatisapossiblereasonforanauthortotakethetimetowriteanessaylikethisdescribingpeoplewhoarelongdeadandgone
:
Howistheessaystructured
5.Question:
Trytofindmoreinformationaboutthesetwohistoricalfigurestosharewithyourclassmates.
6.Question:
Underlinethepartsofthetextthatyoufindparticularlywell-putandinteresting.
7.Question:
Bereadytogivecommentsontheessay.
1Comparison&
Contrast→examples
usetransitionalwordsorexpressionstomakecomparisonandachieveunity:
notso(para.5),the
other⋯butfor⋯(para.6)
Hewasone,butnottheother.
NotsoDiogenes.(para.5)
ButforDiogenes,⋯
⋯Alexanderwasfarolderandwiserthanhisyears.(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.143.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)
1.Sometimestheythrewbitsoffood,andgotscantthanks;
sometimesamischievouspebble,andgotashowerofstonesandabuse.(para.1)
Sometimespeoplewouldthrowbitsoffoodtohim,buthehardlythankedthematall.Sometimestheywouldthrowapebbleathimforfun,butgetashowerofstonesandastreamofabuseinreturn.
2.Hislife’saimwascleartohim:
itwasrestampthecurrency“to”:
totakethecleanmetalofhuman
life,toerasetheoldfalseconventionalmarkings,andtoimprintitwithitstruevalues.(para.5)
Hispurposeinlifewascleartohim:
itwas“toreprintthecoins.”Humanhecleanlifecanbetaken
coinswhichareimprintedwithfalsemarkings.Hewastoremovethefalsemarkingsandprintthetrue
valuesonit.Inotherwords,hisaiminlifewastocallonpeopletorejectthefalse,conventionalwayoflifeandreturntothesimpleandnaturallife.
3.Hehaddonehisbusinesslikeadoga