新一代大学英语综合教程 教师用书 U

PhilosophyandThoughts11PhilosophyandThoughtsOverviewAboutthetopicThisunitintroducesthelifeandessentialideasoftwogreatphilosophers—SocratesandConfucius.ThekeyistohelpSsdiscoverthedifferencesbetweenthetwophilosophersandexplorehowthedifferencesmighthaveinfluencedtheWesternandEasternphilosophicaltraditions.OnedifferenceisthatSocratespursuedwisdombyaskingquestions,whileConfuciuspursuedabetterworldforthecommonpeopleinhisteaching,politicalcareerandjourneys.Thetwotextshaverichcontentscoveringdiverseaspectsofthetwophilosophers’life,sotheTcanencourageSstoexplorethetwotextsfromdifferentperspectives.TeachingobjectivesUponcompletionofthisunit,theTisexpectedtoenableSsto:ObjectivesTasksintroduceSocratesandhismajorachievementsViewing(iExplore1)Reading(iExplore1)Identifyingandsynthesizinginformation(iExplore1)Buildingyourlanguage(iExplore1)Preparingforthestructure(iExplore1)Sharingyourideas(iExplore1)introduceConfuciusandhisessentialideasViewing(iExplore2)Reading(iExplore2)Identifyingandsynthesizinginformation(iExplore2)Buildingyourlanguage(iExplore2)Sharingyourideas(iExplore2)comparethetwophilosophersandtheirthoughtsinastructuredwayUnitproject(iProduce)12TeachingplanThefollowingplanisdesignedforasix-periodclass.Ifthereareonlyfourperiods,“Sharingyourideas”iniExplore2canbecarriedoutonlineandthe“Unitproject”canbeassignedintheendofPeriod4sothatSscanpreparefortheprojectafterclass.Period2• iExplore 1 Information• iExplore 1 Language • Assign task Period3• iExplore 1 Sharing your ideas• iExplore 2 Reading PhilosophyandThoughtsPeriod4• iExplore 2 Information • iExplore 2 Language • Assign task Period5• iExplore 2 Sharing your ideas• Prepare for Unit projectPeriod6PresentUnitprojectPeriod1• Scenarios• iExplore 1 Viewing • iExplore 1 Reading iPrepareAdditionalscenariosScenario1Oneday,youandyourforeignfriendsarehavingdinnertogether;theymentionthatmanycollegeandpostgraduatecoursesinWesternuniversitiesadopttheteachingmethodofSocraticseminarorSocraticquestioning.NotknowingmuchaboutSocraticseminar,youremainsilentonthistopic.Thusyoudecidetodosomeresearchandgainabetterunderstandingofthisconcept.PhilosophyandThoughts3Scenario2YouaretakingagroupofnewlyadmittedinternationalstudentsaroundyourcampusandtheyareattractedbythestatueofConfuciusinfrontofthelibrary.Theyaskyouwhothemanisandwhyheisputinfrontofthelibrary.Howdoyouanswertheirquestions?Scenario3YouaregoingtothecinemawithyourforeignfriendstowatchthemovieConfucius.YourfriendsaskyoutotellthemsomethingaboutConfuciussothattheycanunderstandthemoviebetter.Whatwillyoutellthem?Inthemovie,Confuciuscalledhimselfastraydog.Howwillyouexplainthistoyourfriends?Scenario4You are going to participate in the “FLTRP Cup” English Public Speaking Contest and the topic of this year is “When SocratesMeetsConfucius.”Whatwouldyousayinthisspeech?WhyareSocratesandConfuciusstillimportantforusover2000yearsaftertheypassedaway?iExplore1VIEWINGScriptsOhasUpadhyay:Hewasafamousguyalongtimeago.AlexandraBecker:It’sapersonwhoaskedalotofquestionstopeople.MilesMcDuffie:Yeah,I’veseenhispicture.Heisnotevenaroundrightnow.ThoughIhaven’tseenhim.MaggieWerner:IthinkSocrateswaslike,thisguy.Who...um,hewasverysmartandhe,IthinkhemighthaveinventedtheSocraticSeminaridea...Hewassmartandheuseditandsopeoplekindoflike…like“Oh,that’sagoodidea”andsotheystartedusingit,too.ConnorWhitehill:Uh,hewasaGreekPhilosopher,um,whohadmanyideasbuttheGreekjust...theGreekjustdidn’tlikehim.TheythoughthewasruiningthemindsofyoungGreekssotheyprettymuchsentencedhimtodeath,bydrinkinghemlock,whichisapoisonousplant...Prettymuch what happens is you get a big group of people. And, uh we start with a main idea or topic. The teacher will ask a question. And the group has to uh, keep asking questions. MaggieWerner:Yougettorelatewithotherpeopleandwhattheythinkaboutit,too.OhasUpadhyay:Sothatyoucanknowmorestuff.Interviewer:Whatdoyouwanttoknow?OhasUpadhyay:Whydothepeople…whydopeoplewearclothes?Whydopeople...Whatkindofhousedoyoulivein?Doyouliveinanapartmentbuilding?Howtodivide100and120?Howtodo2minus1?Iwanttoknownegatives?Howtoclimbabuildingallthewayuptheair?Howdoyoudothat?14ReferenceanswersA√1 2 (Socrates lived in Athens.)3(TheauthorofTheRepublicwasPlato,thestudentofSocrates.) 4 (Socrates was not as interested in science as Plato and Aristotle did. Socrates was more interested in ethics and philosophy.)√5√6BSsmightsharewhattheyknowaboutSocrates.ThefollowingpointsarefortheT’sreference.• Socrates was ugly.• His mother was a midwife.• Socrates was said to be a henpecked husband.• His student was Plato.• Socratic questioning is named after him.• Plato’s dialogs are among the most comprehensive accounts of Socrates to survive from antiquity.READINGSuggestionsforteachingTheTcanapproachthistextindifferentways.Herewesuggestaquestion-basedapproach.Byadoptingthisapproach,theTcanprepareSswithquestionsbeforereadingthetext,sothattheycanreadwithaclearpurpose—lookingforinformationneededtoanswerthequestionsorcompletethetasks.Step1:SincethetitleofthetextdescribesSocratesas“themanwhoaskedquestions,”theTcouldaskSstobrainstormthequestionstheycanaskaboutthistitle,andthenaskthemtoreadthetextforanswerstothequestions.• What questions did Socrates ask?• How did he ask questions?• Why did he ask questions?Step2:CallSs’attentiontothelearningobjectiveforreadingiExplore1,i.e.tointroduceSocratesandhismajorachievements. Ask them to brainstorm essential information for introducing a person in general and for introducing aphilosopherinparticular.Inotherwords,tointroduceSocratesandhisessentialideas,theyneedtoanswerthefollowingquestions.ThenaskSstoreadthetextagainforinformationtoanswerthequestions.• Who was Socrates? (biographical information)• What was Socrates like? (characteristics)• What did people say about Socrates? (people’s opinions)• What was Socrates’ philosophy, since he was a philosopher? (philosophy)PhilosophyandThoughts5Additionalactivities1ConductinganinterviewFollowingthestyleinthevideo,aninterviewingactivitycanbedesignedtohelpSsidentifyandsynthesizeinformation from the text. After reading the text, Ss could work in groups to design questions based on the text and prepare answers to the questions. After that, they take turns to play the role of interviewers and interviewees.2Whosaidthis?Whosaidthis?Socrates,Confuciusorsomeoneelse?1Thesuperiormanunderstandsrighteousness;theinferiormanunderstandsprofit.Confucius2Theunexaminedlifeisnotworthliving.Socrates3 A man who reviews the old so as to find out the new is qualified to teach others.Confucius4Virtuedoesnotcomefrommoney,butfromvirtuecomesmoneyandallothergoodthingsforman…Socrates5Isitnotapleasuretolearnandtorepeatorpracticefromtimetotimewhatonehaslearned…?Confucius6Therestoftheworldlivestoeat,whileIeattolive.SocratesThe T could ask Ss to complete the table by adding in the name of who said each quotation. Alternatively the T can usethisasaquickoralquizwithgroupsorteams.BackgroundinformationThistextisadaptedfromChapteroneofALittleHistoryofPhilosophy.Inthisbook,NigelWarburtonintroducesphilosophyinapopularway.Hebreaksthedevelopmentofphilosophyupinto40chapters,eachfocusedononeortwophilosophers.Eachchaptercontainssomebriefbiographicalmaterialofthephilosophersandadiscussionofoneortwophilosophicalideasassociatedwiththem.ItisagreatbooktolearnaboutWesternphilosophyandphilosophers.TheTcouldencourageSstoreadthebookafterclass.NotesSocraticseminar:alsoknownasSocraticmethod,SocraticquestioningorSocraticdebate.ItisnamedaftertheclassicalGreekphilosopherSocrates.Itisaformofinquiryanddiscussionbetweenindividuals,basedonaskingandansweringquestionstostimulatecriticalthinkingandtoilluminateideas.Itremainsacommonlyusedtoolinawiderangeofdiscussions,andisatypeofpedagogyinwhichaseriesofquestionsisaskednotonlytodrawindividualanswers,butalsotoencouragefundamentalinsightintotheissueathand.TheoracleofApolloatDelphi:DelphiwasanancienttowninGreece,knownforthetempletoworshipApollo, the God of the Sun. In ancient Greece, an oracle was a priest or priestess who made statements about future events or about the truth. Here, the oracle of Apollo was believed to be the messenger of Apollo. In other words, Apollo spoke through this person. The Greeks often came to the oracle for the instruction of Apollo. 16TheSophists: In the second half of the 5th century BC, particularly at Athens, “sophist” referred to a class of intellectualswhotaughtcoursesinvarioussubjects,speculatedaboutthenatureoflanguageandcultureandemployedrhetorictoachievetheirpurposes,generallytopersuadeorconvinceothers.Manysophiststaughttheirskillsforaprice.Incomparison,Socratesacceptednofee,insteadheprofessedaself-effacingposture,whichheexemplifiedbySocraticquestioning.Languagepoints 1 There were philosophers before him, but it was with Socrates that the subject really took off. (Para. 1, Sentence 2)takeoff:tosuddenlystartbeingsuccessful突然成功；开始走红e.g.In1944,hemetEdithPiaf,andhiscareertookoff. 2 If philosophy has a patron saint, it is Socrates. (Para. 1, Sentence 3)patronsaint:n.[C]theprotectingorguidingsaintofapersonorplace守护神e.g.MotherinsistedthatWilliamandIeachsayaprayertoSaintChristopher,thepatronsaintoftravelers.HereitmeansthatSocrateslaidthefoundationofWesternphilosophyandmadegreatcontributionstoit. 3 He saw himself as one of those horseflies that have a nasty bite — a gadfly. (Para. 2, Sentence 6)gadfly:n.[C]alargeflythatannoyslivestock牛虻e.g.Alwaysagadfly,heattackedintellectualorthodoxies.Ifyourefertosomeoneasagadfly,youbelievethattheydeliberatelyannoyorchallengeotherpeople,especiallypeopleinauthority.Socratesdidjustthatbyaskingpeopleawkwardquestions. 4 But the questions he asked were razor-sharp. They seemed straightforward; but they weren’t. (Para. 3, Sentences 4-5)1)razor-sharp:a.extremelysharp,assharpasarazor锋利的；犀利的e.g.PickanargumentwithLucyandyou’llquicklyfindthatshehasarazor-sharptongue.2)straightforward:a.uncomplicatedandeasytodoorunderstand浅显的；易懂的e.g.Thesystemisperfectlystraightforward. 5 Socrates by using a clever counter-example has shown that Euthydemus’ general comment that being deceitful is immoral doesn’t apply in every situation. (Para. 4, Sentence 11)counter-example:n.[C]anexamplethatopposesorcontradictsanideaortheory反例e.g.Asacounter-example,anotherfirminasimilarsituationabandonedtheiroriginalplan.这个句子中有两个that从句，第一个是宾语从句，第二个是同位语从句，后者做comment的同位语。 6 Socrates loved to reveal the limits of what people genuinely understood, and to question the assumptions on which they built their lives. (Para. 5, Sentence 4)assumption:n.[C]athingthatisacceptedastrueorascertaintohappen,withoutproof假定；假设e.g.Perhapsyoushouldquestionyourownassumptionsaboutthatbeforeyouquestionmine.PhilosophyandThoughts7 7 The Western tradition in philosophy spread from Ancient Greece across large parts of the world, at time cross-fertilized by ideas from the East. (Para. 9, Sentence 2)cross-fertilize:vt.toinfluencesomeoneorsomethingwithideasfromotherareas（与不同地区的观念接触）使相互影响e.g.Thecompanyiscross-fertilizedbytheexpertisethey’vegainedfromotherindustries.Theoriginalmeaningof“cross-fertilize”isto“combinethemalesexcellsfromonetypeofplantwithfemalesexcellsfromanother.”HereitmeansthattheWesterntraditioninphilosophydevelopedwithanexchangeofideasorinformation. 8 An unexamined existence is all right for cattle, but not for human beings. (Para. 10, Sentence 3)unexamined:a.notthoughtaboutcarefully未经深思熟虑的e.g.Thistheoryiswidelyheldbutlargelyunexamined.Here,Socratesmeansthatweshouldexamineourexistence,oraskwhyweexistinthewaywedo,orwhywelive our life in the way we do. Animals don’thavetoexaminetheirexistence,buthumanbeingsmustthinkandaskaboutourlife. 9 Many Athenians felt that Socrates was dangerous and was deliberately undermining the government. (Para. 11, Sentence 2)undermine:vt.tograduallymakesomeoneorsomethinglessstrongoreffective逐渐削弱；逐渐损害e.g.Theymighthavetosharepowerandthatisdangerousbecauseitwouldunderminetheirpositionofpower.ReferenceanswersIdentifyingandsynthesizinginformationA1)ugly2)shabby3)strange4)annoying5)greatcharisma6)abrilliantmind7)loved8)dangerous9)Socratesdidn’tchargeforhisservices10) the wisest man in Athens11)469BC12)Hefoughtasasoldier13)stoppingpeopleinthemarketplaceandaskingthemquestions14)sentencedtodeath15) many Athenians felt that he was deliberately undermining the governmentB1)shufflingaround2)straightforward3)tough4)beingdeceitful5)beingimmoral6)counter-example7)yourfriendisfeelingverylowandmightkillhimselfandyoustealhisknife188)knots9)thegeneralcommentthatbeingdeceitfulisimmoraldoesn’tapplyineverysituation10)revealedthelimitsof11)questionedtheassumptions12)everyonerealizinghowlittletheyknew13)carryonbelievingthatyouunderstoodsomethingwhenyoudidn’tC1)InSocrates’eyes,wisdomwasnotknowinglotsoffacts,orknowinghowtodosomething.Rather,itmeantunderstandingthetruenatureofourexistence,includingthelimitsofwhatwecanknow.2)Socrates’questioningisvaluableinthatitrepresentedhumanbeing’spursuitofwisdom.3)Socrateswaswisebecauseheneverstoppedquestioningwhatseemedtobestraightforwardandhewasalwayswillingtodebatehisideas.4)Socrateswouldratherdiethanstopaskinganymoredifficultquestions.Ithinkhedidsobecausehevaluedquestioningmorethanhislife.BuildingyoulanguageA1)charisma2)brilliant3)ugly4)awkward/razor-sharp5)straightforward6)toughB1)Usingacounter-example2)debatetheirideas3)beginaconversation4)questiontheassumption5)revealthelimits6)understandthenatureC1)in2)limits3)to4)nature5)debate6)assumptionPreparingforthestructureTeachingsuggestionsHowdoyouorganizeapassageaboutaphilosopherandhisorhermajorachievements?Basically,threeelementsshouldbeincluded:1)abriefintroductiontothephilosopher;2)adetaileddescriptionofthephilosopher’sthoughts;and3)astatementofthephilosopher’sinfluence.Thesamplepassagehasthreeparagraphs,eachrepresentingoneofthethreeelements.Para.1providesabriefaccountofDiogenesandhisphilosophy.SinceCynicismisakeywordforDiogenes’philosophyandmightbeadifficultword,thisparagraphexplainsthemeaningofthisword.Para.2describesthephilosophyandDiogenesinmoredetails.Itstartswithatopicsentence,“Diogenesdevelopedareputationthroughhisphilosophyofpractice.”Toillustratehisphilosophyofpractice,theparagraphprovidesmoredetailsandexamples.Para.3statestheinfluenceofDiogenesandhisphilosophy.Thefollowingaresomeusefulexpressionsforintroducingathinker,hisorherphilosophyandinfluence.PhilosophyandThoughts9UsefulexpressionsIntroducingaphilosopher• ... was one of the greatest Greek philosophers.• ... was the most famous exponent of ...• ... was a Greek philosopher and one of the founders of ...• Also known as ..., he was born in ...Describingathinker’sphilosophy• The doctrine of Cynicism holds that …• Diogenes maintained that ...• Diogenes shared Socrates’ belief that ...• Diogenes taught by ... • He tried to demonstrate that ...Describeathinker’sinfluence• ... not only influenced ..., but also served as a source for ...• Some scholars hold that he was deeply influenced by ... • ... exercised a marked influence on ...• ... quickly attained extensive influence, and many people began to follow him.Answers1)Describethephilosopher’sthoughtsindetail2)Statethephilosopher’sinfluenceSharingyourideasTeachingsuggestionsStep1: Assigning the taskTheTcouldassignthetaskattheendofonesession,sothatSshavemoretimetopreparethereportafterclass.Calltheirattentiontothreeaspectsofthereport:information,structureandlanguage.Theyneedtoselecttheinformation to be included in the report. Then, the information should be organized in a clear structure. Also, encouragethemtousetheexpressionsthattheyhavelearnedfromthetext.However,theyshouldnotsimplycopythe sentences of the text but paraphrase them in their own reports. Advise Ss to write down the script and rehearse thereportssothattheycanimprovetheaccuracyandfluencyoftheirlanguageproduction.However,Ssshouldnotreadfromtheirscripts.Instead,whentheymakethereport,theyshouldtrytotalktotheaudience.Therefore,theycanrehearsebymakingthereporttosomeone.Step2:Pair-workBeforeSsmakethereporttotheclass,askthemtoworkinpairsandmakethereporttoeachother.ProvideSsachecklistsothattheycanhelpeachotherimprovetheirreports.Step3:MakingthereportTheTcouldinvitesomeSstomaketheirreportstotheclass.Toavoidrepetition,afterthefirststudentmakesthereport,otherSscanpresentpartsoftheirreportswhichhavenotbeencoveredbyotherreporters.SampleanswerSocrateswasoneofthegreatestphilosophersinGreece.HewasconsideredthepatronsaintofWesternphilosophy.Inotherwords,helaiddownthefoundationofWesternphilosophy.110Socrates was born in 469 BC in Athens. As a young man he fought as a brave soldier in the war, but in his middle agehedidnothingbutshufflingaroundthemarketplaceandaskingpeopleawkwardquestions.Bydoingthis,Socratestried to reveal the limits of what people knew and challenge the assumptions held by people. According to Socrates, wisdommeanttheunderstandingofthetruenatureofourexistence,includingthelimitsofwhatweknew.Socratesshowedtheimportanceofquestioningandpursuingtruthandwisdom.Hewouldratherdiethangiveupaskingquestions.Eventoday,philosophersarestilldoingwhatSocratesdid:askingquestionsaboutthenatureofreality,lookingatreasonsandevidence,andtryingtoanswerthesequestions.iExplore2VIEWINGScriptsOnecannottalkaboutChineseness,eventoday,2,500yearslater,withoutreferencetothisparticularman—Confucius.ConfuciusisoneofChina’sgreatestphilosophers.Born550yearsbeforeChrist,hebelievedineducation,hardworkandthecapacityforeveryhumanbeingtosucceed.Hisworldwasfilledwithpovertyandwar.China’sfeudallordsbattledthroughouttheprovinces,andmostmenwerefighters,notthinkers.Confuciusbelievedthatpeoplebecomebetterbybeingeducated.Sohestartedaschoolandurgedhisstudentstobecomemenofcharacter.Hisfamespreadandin501BCattheageof50,hebecameagovernor.Hispoliciesincludedfeedingthepoorandelderlyatthestate’sexpense.Hesomehowdevelopedavisionoflearningtobehumanasaseriesofconcentriccircles.Youstartwiththeperson,thentothefamily,thentotheneighborhood,tothesociety,tothenation,tothecountry,totheworldandbeyond.Thewarlordsdidnotlikehisreformsandhewasforcedfromhishomeintoexile.Foralmost14years,hewalkedEasternChina,talkingreformandpeacetolocalleaders.Confuciuswasamanwithavision.Therulersofhistimewerenotindividualswithvisions.Theyweretryingtoenjoy themselves as much as they could in their private lives. And they were trying to expand their territory or theirpowerasmuchastheycould.At the age of 67, Confucius was invited back to his home province but never again held office. Confucius died perceiving himself to be a failure. And ... so he died believing himself to ... to have not really hadmuchinfluenceonChina,whichisparadoxical,’causeConfucianismhasbecomethedominantmodeofthoughtandthedominantphilosophyofChinaandthesurroundingregionsforsomanycenturies.PhilosophyandThoughts11Referenceanswers1Confuciusbelievedineducation,hardworkandcapacityforeveryhumanbeingtosucceed;Confuciusbelievedthatpeoplebecomebetterbybeingeducated.Thus,Confuciuspursuedthe“commonwelfare.”2Hisworldwasfilledwithpovertyandwar.China’sfeudallordsbattledthroughouttheprovinces,andmostmenwerefighters,notthinkers.3Hestartedaschooltoeducatepeople.Heworkedasagovernor.HealsowalkedEasternChinatotalktolocalleaders.4Itisparadoxical.Confuciusperceivedhimselftobeafailure,butafterhisdeath,hisphilosophyhasbecomethedominantphilosophyofChinaandthesurroundingregions.READINGSuggestionsforteachingTheTcanapproachthistextindifferentways.Hereweprovideaquestion-basedapproach.ThepreviousViewingsectionlaysdownthefoundationforreadingiExplore2bycreatingtheinformationgap.Forthef