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Unit 4
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：Diogenes and Alexander 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：Diogenes and Cynicism (doggishness)； 2）文章的体裁分析及段落划分；
3）语言点的理解：
Word study: account; possess; form; roll; elaborate
Grammar Focus: The function of adverbial modifier in different sentences; Patterns: the
first/second, ect./the next/last+to-infinitive; the first, ect. + who/that clause 七．教学基本内容和纲要 Part One Warm – up 1.1 Warm-up Questions
1.2 Define the following words and phrases Part Two Background Information
2.1 Differences and similarities between Diogenes and Alexander Part Three Text Appreciation 3.1 Text Analysis
3.1.1 Theme of the text 3.1.2 Structure of the text 3.2 Writing Devices 3.2.1 Contrast
3.2.2 Developing paragraphs by examples 3.2.3 Other ways of developing paragraphs? 3.3 Sentence Paraphrase Part Four Language Study 4.1 Phrases and Expressions 4.1.1 Word list:
4.1.2 Phrases and expressions list: 4.1.3 Word Building 4.2 Grammar
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4.2.1 Object
Part Five Extension 5.1 Group discussion 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) Judy Pearsall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
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Unit 4 Diogenes and Alexander
Part One Warm – up
1.1 Warm-up Questions
1. What does the author tell us about Diogenes? Who was he? What was his philosophy? What did he think was the problem with people? How did he intend to help them? What were the key values he promoted? How, in his opinion, could we find true happiness?
2. What does the author tell us about Alexander? What did this king have in common with Diogenes, the beggar? Why was Alexander considered a man of destiny?
3. How would you contrast the two characters? Why did Alexander decide to visit Diogenes? What did Diogenes really mean when he said that Alexander was blocking the sunlight?
1.2 Define the following words and phrases
1. a mischievous pebble 2. elaborate 3. by design 4. restrained 5. chivalrous
Part Two Background Information
2.1 Differences and similarities between Diogenes and Alexander
1. Who was Diogenes? A beggar A philosopher A missionary
2. Doctrine: Cynicism
the doctrine that scorned worldly needs and pleasures and held that virtue was the key to the only good 3. Cynicism in modern sense:
the belief of a cynic, who maintains that people are all motivated by selfishness, that no one will help others for good and sincere reasons
4. What are the major tenets (principles) of Cynicism? Do you find any expressions of these principles in the text? self-sufficiency shamelessness outspokenness perfection of virtue
5. Alexander
Macedonian King: son of Philip The Thinker: student of Aristotle The Conqueror: Greece, Asia, Egypt
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Why do you think he wanted to bring so many regions under his rule? the Great Empire
Part Three Text Appreciation
3.1 Text Analysis
3.1.1 Character Analysis
Diogenes: the beggar (paras. 1-3) Shelter Furniture Dress Food Possessions Diogenes: a free man Other people: half-men cask, a storage jar made of a house (big, with many rooms) earthenware none blanket (half-naked) beds, chairs, etc. (elaborate) clothes (expensive) bits of food begged from others, elaborate drinking from his hollowed hands none horses, servants, bank accounts (anxious) Nature of the a life by choice, out of principle → a life as slaves of their possessions life natural, healthy, → artificial, anxious, loss of virtue independent There are contrasts within the broad contrast. How did Diogenes contrast with ordinary homeless people? Diogenes: the philosopher (para. 4) “A Socrates gone mad”:
repositioning of convention below nature and reason Three key principles: living in accord with nature total disregard of convention
independence (freedom) being the only true, lasting good Diogenes: the missionary (para. 5) Comparison with ordinary hermits Similarities:
Both grew tired of human society with its complications and wanted to live simply. Differences: hermits
went away to live simply—on a small farm, in a quiet village or a cave Diogenes
had a sense of mission, deliberately chose to live in the busy streets in Athens or Corinth, in order to
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convert people
What was his mission? “to restamp the currency”
call people back to the natural way of life—true life Diogenes: ways of teaching (para. 6)
How did Diogenes differ from other philosophers of his time? Plato:
taught his private pupils in his Academy, which he founded as one of the earliest centers of advanced learning in the world. Aristotle:
taught his own private pupils by the use of laboratory, instruments, and specimens. Diogenes:
taught all those who would care to listen by his own example or by taking people around him for examples.
He carried a lighted lamp in broad daylight and inspected the face of everyone he met. “When you are all so busy, I feel I ought to do something!” Alexander: citizen of the world (paras. 11-13) 1. King: different from other Macedonians drinking? women? fighting?
2. Thinker: Aristotle’s pupil, he learned culture philosophy
principles of scientific research 3. Conqueror
took command of the League of Greek States
commander-in-chief of a new expedition against old, rich, corrupt Asia The Dramatic Encounter (paras. 14-17)
The differences and similarities between the two historical characters. Differences Physical appearance Identification Status Diogenes Alexander lying on the bare earth, shoeless, handsome face, fiery glance, bearded, half-naked, like a beggar, a strong body, purple and gold cloak, dog air of destiny philosopher, missionary great monarch, conqueror low, treated with contempt and high, treated with respect, greeted disapproval with a bow and acclamation 5