基礎(chǔ)英語(yǔ)（三）Unit 4 教案 第4次

第2頁(yè)哈爾濱學(xué)院授課教案章序名稱Unit4DiogenesandAlexanderByGilbertHighet周次第5周第1次授課時(shí)間2017年9月18日至2017年9月22日教學(xué)目的要求1.Throughdetailedexplanationofthetext,studentsareexpectedtograspthegeneralideaoftheauthor.2.Thestudentsshouldhaveaperfectmasteryoflinguisticessentialsaswordandphraseusage.3.Tomakesurethestudentsgraspthebasicfactsandthelogicofargument.4.Tomakethestudentsrealizethedifferenceinstyle.教學(xué)重點(diǎn)Wordsandexpressionsinpara12172.HeunderstoodCynicismastheotherscouldnot.Paraphrase:WhileordinarypeoplethoughtthatDiogeneswaseitheralunaticorabeggar,Alexanderunderstoodhimbecausehewasalsoaphilosopherinaway,andthatwaswhyhelatertookoneofDiogenes’pupilsalongwithhiminhisexpeditiontoIndiaashisphilosophicalinterpreter.教學(xué)難點(diǎn)1.…learnedtoseekouteverythingstrangewhichmightbeinstructive;Paraphrase:…learnedtodiscovereverythingstrangewhichmightprovidesomeusefulinformation.(Alexanderwasinterestedinstrangethingsandwantedtobenefitfromhisinvestigationsintothem.)2.HeknewthatofallmenthenaliveintheworldonlyAlexandertheconquerorandDiogenesthebeggarwerefree.Paraphrase:AlexanderthoughtthathewasfreebecausehehadabsolutepowerandDiogeneswasfreebecausehedidn’tneedanypower.教學(xué)場(chǎng)所環(huán)境Intheclassroomandlanguagelaboratory授課方式課堂講授（√）；實(shí)驗(yàn)（）；實(shí)踐（）；雙語(yǔ)（）課時(shí)分配2節(jié)教學(xué)方法TeachingandPractice教學(xué)手段網(wǎng)絡(luò)教學(xué)（）；多媒體（√）教學(xué)用具PicturesofDiogenesandAlexander教學(xué)內(nèi)容提要備注PartOne:Warm-up/Lead-inReviewthewordsintheglossaryandusefulexpressionsinpara5112.Whatisthemeaningof“tore-stampthecurrency”?PartTwo:BackgroundInformationHerculesHerculeswasthesonofZeusandAlcmene,aheroofextraordinarystrengthwhowonimmortalitybyperforming12laborsdemandedbyHera.theIliadTheIliadiaanancientGreekepicpoemwrittenbyHomerthattellsthestoryoftheTrojanWar,saidtohavebeenfoughtbetweentheGreeksandtheTrojansbecausetheTrojanprinceParishadcarriedoffHelen,wifeoftheGreekking.ThewarwaswonbyatrickinwhichGreeksoldiers,hiddeninsideawoodenhorse,weretakenintoTroybytheTrojanswhothoughtthatthehorsewasagiftfromGod.AchillesAccordingtoGreeklegend,AchilleswasthegreatestwarrioroftheTrojanWar.Tomakehiminvincible,hismotherhaddippedhimasaninfantintotheRiverStyx,thusmakinghiminvulnerableexceptwherehewasheldbytheheel.AtTroy,hekilledtheTrojan’sgreatestwarrior,Hector.ButHector’sbrother,Paris,thenkilledAchillesbyshootinganarrowintohisheel.PartThree:TextAppreciation(Detaileddiscussion)ParagraphTwelve:ThedescriptionofAlexander1.Onlytwenty,Alexanderwasfarolderandwiserthanhisyears.Paraphrase:Alexanderlookedfarolderthanamanofhisagenormallydoes,andwasmuchwiserthanamanofhisagenormallyis.2.LikeallMacedoniansheloveddrinking,buthecouldusuallyhandleit;andtowardwomen,hewasnoblyrestrainedandchivalrous.Paraphrase:Alexanderhadmanygoodqualities.3…theyoungprincesleptwiththeIliadunderhispillowandlongedtoemulateAchilles,whobroughtthemightypowerofAsiatoruin.Paraphrase:AristotletaughtAlexanderpoetry.TheyoungprinceparticularlylovedHomer’spoems,somuchsothathewouldsleepwiththeIliadunderhispillowandlongedtofollowAchilles’sexample.HisdreamwastousehispowerfortheexchangeofGreekandMiddleEasterncultures.4.…learnedtoseekouteverythingstrangewhichmightbeinstructive;Paraphrase:…learnedtodiscovereverythingstrangewhichmightprovidesomeusefulinformation.(Alexanderwasinterestedinstrangethingsandwantedtobenefitfromhisinvestigationsintothem.)ParagraphThirteen:AlexanderwantedtocalluponDiogenes.Hewasthemanofhour,ofthecentury.Paraphrase:Hewasthemostsuccessful,andimportantpersonwhotalkedaboutpersonofthepresenttime.toseektheemploymentwithhimParaphrase:toaskofranappointmentfromHim;tobegthekingtoassignthemtoacertainposition;tolookforajobfromhim.ParagraphFourteen:ThespecialwelcomeofDiogenesParagraphFifteen:TheencounteringbetweenDiogenesandAlexander“Yes,”saidtheDog.“Standtooneside.Youareblockingthesunlight.”Paraphrase:WhenAlexanderaskedDiogeneswhethertherewasanythinghecoulddoforhim,heofcoursewasthinkingofmoney,power,ajob,adecenthouseorawarmgarment.ButDiogenesdidn’twantanyofthem.Whatthewantedfromthekingwasnottoblockthesunlight,nottointerferewithhislife,nottostandinhisway.ParagraphSixteen:ThespecialanswerfromDiogenesParagraphSeventeen:AlexandercouldunderstandDiogenes;theyweretherealhumanbeingsintheworld.HeunderstoodCynicismastheotherscouldnot.Paraphrase:WhileordinarypeoplethoughtthatDiogeneswaseitheralunaticorabeggar,Alexanderunderstoodhimbecausehewasalsoaphilosopherinaway,andthatwaswhyhelatertookoneofDiogenes’pupilsalongwithhiminhisexpeditiontoIndiaashisphilosophicalinterpreter.HeknewthatofallmenthenaliveintheworldonlyAlexandertheconquerorandDiogenesthebeggarwerefree.Paraphrase:AlexanderthoughtthathewasfreebecausehehadabsolutepowerandDiogeneswasfreebecausehedidn’tneedanypower.PartFour:LanguageStudyUsefulphrases:Para12:longtodosth;onparticular;alargecorpsofPara13:takecommandof;themanofthehour;seekemploymentwith;calluponPara14:airofdestinyPara17:turnaway;breakout;takeas;toilandsweatPartFive:Extension1.OralWork:Didthetwohaveanythingincommon?2.VocabularyExercises(TEM4)3.GrammarExercises(TEM4)PartSix:Summary+HomeworkGiveyoursummarybycontrastingthetwolegendaryfigures.日程及課時(shí)分配節(jié)