Unit4DiogenesandAlexander教学教案讲义docx.docx
《Unit4DiogenesandAlexander教学教案讲义docx.docx》由会员分享，可在线阅读，更多相关《Unit4DiogenesandAlexander教学教案讲义docx.docx（17页珍藏版）》请在冰豆网上搜索。
Unit4DiogenesandAlexander教学教案讲义docx
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
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。
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、吴冰等编着，《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.WhatdoestheauthortellusaboutDiogenesWhowasheWhatwashisphilosophyWhatdidhe
thinkwastheproblemwithpeopleHowdidheintendtohelpthemWhatwerethekeyvalueshepromotedHow,inhisopinion,couldwefindtruehappiness
2.WhatdoestheauthortellusaboutAlexanderWhatdidthiskinghaveincommonwithDiogenes,
thebeggarWhywasAlexanderconsideredamanofdestiny
3.HowwouldyoucontrastthetwocharactersWhydidAlexanderdecidetovisitDiogenesWhatdidDiogenesreallymeanwhenhesaidthatAlexanderwasblockingthesunlight
Definethefollowingwordsandphrases
1.amischievouspebble
2.elaborate
3.bydesign
4.restrained
5.chivalrous
PartTwoBackgroundInformation
DifferencesandsimilaritiesbetweenDiogenesandAlexander
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
PartThreeTextAppreciation
TextAnalysis
3.1.1CharacterAnalysis
Diogenes:
thebeggar（paras.1-3）
Diogenes:
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
none
horses,servants,bankaccounts
（anxious）
Natureofthealifebychoice,outofprinciple
lifenatural,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,inaquietvillageoracaveDiogenes
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:
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
Possessions
disapprovalwithabowandacclamation
&none,rejectingpossessionorpowerlandandabsolutepower
Power
Mission
“restampthecurrency”to:
peoplebacktothesimplenaturallife—truevalue
callbringpeopleofthewholeworldtoandthelightofcivilization
Similarities
1.Bothweregreatthinkers.
2.Bothhadasenseofmission.
3.Bothwere“citizensoftheworld,”admiringtheheroicfigureofHercules,wholaboredformankind.
4.Bothwerefree.
3.1.2Structureofthetext
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.
WritingDevices
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）
SentenceParaphrase
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
升级会员 