Book 3 Unit 1教案

Unit 1 Friendship

Text A What Is Friendship?

Teaching Objectives: Non-English majors, Grade 2011 I. Teaching Aims

1. Help students understand what friendship really means.

2. Help students grasp the key language points and grammatical structures in the text.

3. Conduct a series of reading, listening, speaking and writing activities centered upon the

theme of the unit.

II. Teaching Emphasis

1. the classical views of friendship 2. Key words and expressions

notion, criterion, appropriate, thin, classical, distinguish between, utility, ground, break up, pursue, take pleasure in (doing) sth., in so far as, regulate, as to, equity, liberality, greed, conviction, possess, preserve, commitment, bind, permanent, attribute

1) Word building

2) The proper usage of the words with suffix

III. Time Allotment: Six periods for the unit 1st period: Pre-reading;

2nd period: while-reading (Text Organization)

3rd period: While-reading (Language Study & Cultural Notes) 4th period: While-reading

5th period: Post-reading; check on students’ home reading (Text B) 6th period: Theme-related Language Learning Tasks

IV. Teaching Steps

i. Before Reading 1. Word Web

2. Listen to an English song and fill in the blanks

This is one of the candidate songs bidding for the theme song for China Beijing 2008 Olympic Games. It is composed by Giorgio Moroder, the well-known Italian composer, who has won the Oscar Awards for three times. His major works are the theme songs for 1984 and 1988 Olympic Games.The song is sung by Li Wen and Sun Nan, both of whom are popular Chinese singers.

3. About the Author

Mark K. Smith specializes in the field of informal education and community learning. He is the Rank Research Fellow and Tutor at YMCA George Williams College, London and has been a visiting professor in community education, University of Strathclyde, Glasgow. Among his books are Creators not Consumers (1982), Developing Youth Work (1988), Local Education (1994), Informal Education (1996, 1999, 2005 with Tony Jeffs) and The Art of Helping Others (2008, written with Heather Smith). He is currently working with the Rank Foundation on two new initiatives around community development and the needs of young carers.

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Mark K. Smith has worked as a careers officer, youth and community worker and project worker. He studied economics and politics at the University of Lancaster, and did his doctorate in the philosophy of education at the University of London.

4. Some Famous Figures

1) Aristotle (384~322 BC): Greek philosopher and scientist. Aristotle is one of the “big three” in ancient Greek philosophy, along with and Socrates. (Socrates taught Plato, who in turn instructed Aristotle.) Aristotle spent nearly 20 years at Plato’s Academy, first as a student and then as a teacher. After Plato’s death he traveled widely and educated a famous pupil, Alexander the Great, the Macedonian who nearly conquered the world. Later Aristotle began his own school in Athens, known as the Lyceum. Aristotle is known for his carefully detailed observations about nature and the physical world, which laid the groundwork for the modern study of biology. Among his works are the texts Physics, Metaphysics, Rhetoric and Ethics.

In addition, Aristotle invented the field known as formal logic, pioneered zoology, and addressed virtually every major philosophical problem known during his time. Known to medieval intellectuals as simply “the Philosopher,” Aristotle is possibly the greatest thinker in Western history and, historically, perhaps the single greatest influence on Western intellectual development.

2) Plato (428~347BC): one of the most famous philosophers of ancient Greece, was the first to use the term philosophy, which means “love of knowledge.” Born around 428 BC, Plato investigated a wide range of topics. Chief among his ideas was the theory of forms, which proposed that objects in the physical world merely resemble perfect forms in the ideal world, and that only these perfect forms can be the object of true knowledge. The goal of a philosopher, according to Plato, is to know the perfect forms and to instruct others in that knowledge.

3) Cicero (Marcus Tullius): (106~43BC) Roman writer, statesman, and orator. Cicero was the greatest speaker among the many famous statesmen of ancient Rome. He practiced law and studied philosophy in Greece before holding a rising sequence of important jobs in the Roman Empire. In BC he became Consul, the highest office in Rome. As Consul he won fame for his orations against Cataline, the head of a secret conspiracy to seize the government. Always a staunch supporter of the Republic, Cicero was eventually forced from office by his enemies, and when Julius Caesar consolidated his power in 48 BC, Cicero went into political retirement. During this time he wrote his famous essays on happiness, on old age, and on friendship.

Upon Caesar’s assassination in 44 BC, Cicero returned to public life and delivered a series of scathing speeches (the “Phillipics”) against Marc Antony. This proved to be Cicero’s undoing: when Antony took power in a triumvirate with Octavian and Marcus Lepidus, Cicero was declared an outlaw and killed by Antony’s men in 43 BC.

5. Warm-up Questions

1. What can a forever friend do for you?

2. Have you classified your friends into different groups? If yes, how do you classify them? 3. What can we do to keep friendship as long as possible?

Reference: Sometimes in life, you find a special friend. Someone who changes your life just by being a part of it. Someone who makes you laugh until you can’t stop. Someone who makes you believe that there really is good in the world. Someone who convinces you that there really is an unlocked door just waiting for you to open it. This is forever friendship. When you’re down and the world seems dark and empty, your forever friend lifts you up in spirit and makes that dark and empty world suddenly seem bright and full. Your forever friend gets you through the hard

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times, the sad times and the confused times. If you turn and walk away, your forever friend follows. If you lose your way, your forever friend guides you and cheers you on. Your forever friend holds your hand and tells you that everything is going to be okay. And if you find such a friend, you feel happy and complete because you need not worry. You have a forever friend, and forever has no end.

ii While Reading 1.Text Organization

Teacher draws students’ attention to Task One on Page 9.

2. Questions and Answers

1. What are the possible criteria for what makes a person a friend? They are caring, commonality, companionship, intimacy etc.

2. Why do people have little knowledge about what friendship really means?

There are no commonly accepted criteria for defining what friendship really means.

3. Interview

Work in a group of four. Suppose one student is a reporter from the university TV station. Now he or she has an interview with all the other three students about the question “What is friendship based on?” Part of the interview should be based on the text. After the interview the reporter in each group should summarize and present different opinions in the group to the whole class.

Tips: 1. Express your opinions with proper language and manners.

2. Make your answers concise and pertinent.

3. Support your argument with relevant examples.

4. Make a clear summary of different opinions by noting down the key words and outlining the ideas put forward during the interview.

4. Discussion

According to the classical views, virtuous friends are bound together. What about people without virtues? Do you agree that people of the same kind gather together and become friends? Please give examples to support your answer.

5.Study of the Text Difficult Sentences

1. When we approach the notion of friendship, our first problem is that there is a lack of socially

acknowledged criteria for what makes a person a friend.

(1) What are “socially acknowledged criteria”?

(=“Socially acknowledged criteria” are established standards that are accepted by all the people in the society.) (2) Translate this sentence.

(=我们探讨友谊这个概念时，遇到的第一个问题是，没有社会公认的择友标准。)

2. In one setting, we may describe someone as a friend; in another, the label may seem less

appropriate.

What does this sentence imply?

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(=The criteria for friendship vary from setting to setting.)

3. They take pleasure in each other’s company only in so far as they have hopes of advantage

from it.

(1) Do they enjoy being together purely because they like each other?

(= No, they are together just because they expect to benefit from their relationship.) (2) Translate this sentence.

(=只有当他们认为彼此有希望相互利用的时候，才会乐于呆在一起。)

4. Friendship between the young is thought to be grounded on pleasure, because the lives of the

young are regulated by their feelings, and their chief interests are in their own pleasure and the opportunity of the moment.

(1) What do young people care most when making friends?

(=They care most about their own feelings, their own pleasure and whether there is an

important opportunity at the present time.) (2) Translate this sentence.

(=年轻人之间的友谊常被看作是建立在愉悦基础之上的，因为年轻人的生活受感情支配，他们感兴趣的主要是自己的快乐和眼前的重要机会。)

5. That is why they fall in and out of friendship quickly, changing their attitude often, even

within the same day.

What can we infer from this sentence?

(=Young people’s friendship is temporary, because the attitude they hold to friendship is

always changing.)

6. Only the friendship of those who are good, and similar in their goodness, is perfect. (1) What does this sentence imply?

(=Perfect friendship exists only between people who are equally good.)

(2) Translate this sentence.

(=只有那些品德高尚而且拥有相似美德的人之间的友谊才是完美的。)

7. It is between good men that both love and friendship are chiefly found and in the highest

form.

Paraphrase this sentence.

(=Love and friendship are mainly found between good people and the love and friendship

are of the best quality.)

8. And no two persons can accept each other and become friends until each has proved to the

other that he is worthy of love, and so won his trust.

(1) How can two persons become real friends?

(=Only when each has proved that he deserves the love of the other and thus has won the

other’s trust.)

(2) Translate this sentence.

(=只有当两个人互相证明自己值得爱并赢得对方的信任之后，彼此方能接受对方为

朋友。)

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9. He further defines “the good” as “those whose actions and lives leave no

question as to their honor, purity, equity, and liberality; who are free from greed, lust, and violence; and who have the courage of their convictions.”

(1) What does the expression “have the courage of their convictions” mean?

(= It means “be brave enough to say and act on what they think is right even though other

people may not agree or approve.”) (2) Translate this sentence.

(=他进而将“好人”定义为“那些行为和生活无损于自己的荣誉、纯洁、公平和开明的

人；那些摆脱了贪婪、欲念和暴力的人；那些敢于依照自己的信念说话和做事的人。”)

10. …and they must share a commitment to the good. Paraphrase this sentence.

(=…and they both must devote themselves to pursuing what is morally right or worthy of

praise.)

Language Points

1. notion: n. an idea, belief or concept

*Our management system is based on the notions of personal equality and liberty. 我们的管理体系是基于人的平等、自由观念而建立的。

(=She has no notion of the difficulty of this problem.) CF. idea, concept & notion

这些名词均有“思想”、“观点”、观念”之意。 idea最普通，几乎适用于任何方面的思维活动。

concept指从众多实例中通过概括、归纳而形成的对事物本质、全貌及其内部联系的比较

系统的概念或看法。

notion指的是一种模糊的、变化莫测的想法，无可靠的基础，是未经深思熟虑的、甚至

让人觉得荒谬的观点。

(Directions:) Fill in the blanks with the words above. Change the form where necessary.

(1) She seemed unfamiliar with the _concept_____ that everyone should have an equal

opportunity. (=concept)

(2) I have no ___ idea __ how she managed to do this. (= idea/notion)

(3) I had a silly ___notion__ that he would come back and beg me for forgiveness. (=notion) (4) Don't get any __ ideas ___ about revenge. (=ideas)

2. criterion: n. standard by which sth. is judged *The company’s criterion for success is high sales.

对一些出版商而言，评判一本书是否畅销的标准是长度而非内容。

(=To some publishers, the criterion of a book which will sell well is length rather than content.)

CF. standard & criterion

这两个名词均含“标准”之意。

standard指公认为决定事物质量或人的品质的准则或原则。例如：

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*All restaurants in the town with a low standard of hygiene have been forced to close. 城里所有卫生水准低的餐馆都被迫关门了。

criterion较正式用词，指判断、批评事物的标准，但不一定制成了规章。例如： *What are the criteria for deciding who gets the prize? 评定获奖者以什么作

标准。

3. appropriate: adj.（ adj.适当的；恰当的；合适的vt.占用，拨出）

correct or suitable for a particular situation or occasion *Suits are always appropriate for a job interview.

(= His formal style of speaking was appropriate to the occasion.)

4.thin: adj（. adj.薄的；稀少的，稀疏的；稀薄的，淡薄的；微弱的 vt.使瘦；使淡；使稀疏

vi.变薄；变瘦；变淡adv.稀疏地，微弱地）

not having the necessary qualities to gain the intended result *His thin attempt surely resulted in nothing.

书评家认为她最近写的那部小说没什么意思。 (=The critics found her latest novel rather thin.)

5. classical: adj. based on or belonging to an old or established system of

principles or methods, e.g. in art or science

*Dressed in ballet skirt, she danced with a classical elegance. 他将前往中国去研究中国古典诗歌。

(=He is going to China to study Chinese classical poetry.)

6. distinguish between: recognize differences between

*The twins are so alike that no one can distinguish between them. 不能辨别颜色的人称为色盲。

(=People who cannot distinguish between colors are said to be color-blind.)

7. utility: n. the quality or condition of being useful; usefulness *Farm animals have economic value because of their utility. 祖母总是怀疑洗碟机的实用价值。

(=Grandma has always doubted the utility value of a dishwasher.)

8. ground: n. reason(s) or justification for saying, doing or believing sth. *She can’t accept his ground for divorce.

(=He has been fired from the job on the grounds of incompetence.) Patterns:

a gound/grounds for… ……的理由 on the grounds of… 基于……的原因 on the grounds that… 因为……

9. break up: 结束；（使）破碎；放假；（使）散开 to come or bring to an end, especially by separating

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*Their marriage eventually broke up due to lack of communication. 及时赶到酒吧结束了这场打斗。

(=Police arrived at the bar in time and broke up the fight.)

10. pursue: vt. try to achieve sth.; continue steadily with; carry on

*She decided to pursue her studies after obtaining her first degree. 她决定在获得学士学位之后继续深造。

老板决定不再追查那事。

(=Our boss has decided not to pursue the matter any further.) Collocations:

pursue sb. 追求某人 pursue a vocation 从事一份职业 pursue a hobby 从事一项爱好 pursue a goal 追求一个目标

11. take pleasure in (doing) sth.: to enjoy (doing) sth.

*The audience took pleasure in watching the graceful skaters’ dancing. 老人很享受回忆往事。

(=The old man takes pleasure in remembering the past.)

12. in so far as: to the degree that

*They moved to the downtown area in so far as they could spend less time on the way to work.

为了能有所发现，他仍然坚持在这一领域的研究。

(=He still continued his research in this field in so far as he could make some discoveries.)

13. regulate: vt. to control, especially by rules; bring order or method to

*Sweating can help to regulate the body’s temperature. 出汗有助于调节体温。 长寿的人通常饮食习惯有规律。

(=Those who enjoy a long life usually regulate their eating habits.) (=Wages and working hours are regulated by a series of laws.)

Collocations:

regulate the traffic 管理交通 regulate expenditure 控制费用 regulate the speed 调整速度 regulate a clock 校对时钟 regulate food supplies 调节食物供应

14. as to: on the subject of; concerning

*We are puzzled as to how the accident happened. 关于事故是如何发生的我们很迷惑。 在记者招待会上他拒绝就此事发表任何评论。

(=He refused to make any comments as to this event at the press conference.)

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(=He is very uncertain as to whether it's the right job for him.)

15. equity: n. the state, quality, or ideal of being just, impartial, and fair *The judgment aroused people’s anger for its lack of equity. 大家都同意裁判员的公正裁判。

(=The equity of the referee's decision was accepted by everyone.)

16. liberality: n. the quality or state of being liberal or generous. *Liberality contributes to the success of leadership. 一个慷慨的人会处处受人欢迎。

(= A man of liberality will be welcome everywhere.)

17. greed: n. an excessive desire to acquire or possess more than what one

needs or deserves, especially with respect to material wealth

(=The large company’s greed to swallow up its smaller competitors is apparent.) 我们被他们渴求知识的眼神深深触动了。

(= We were deeply touched by the greed for knowledge in their eyes.)

18. conviction: n. a fixed or strong belief.

*It's my conviction that complacency is at the root of our troubles. 我深信 自满情绪是我们各种问题的根源。

(=Do you always act in accordance with your convictions?)

CF. belief, faith & conviction

这些名词都有“相信”、“信任”之意。

belief 较为普通，指单纯从主观上的相信，不涉及这种相信是否有根据。例

如：

*I find his behavior irresponsible beyond belief. 我发觉他的所作所为不负责任到了简直

令人难以置信的地步。

faith语气较强，强调完全相信，有时也指仅凭感觉产生的相信。例如： *I haven't much faith in this medicine. 我对这种药没有多大信心。

conviction多指根据长期交往或实践，对某人某事有了认识和了解后产生的

信心和相信，强调其坚定性。例如：

*She'd made such promises before, and they lacked conviction. 她以前也作过这样的许诺,

但都不足信。

19. possess: vt. to have as one’s property, as a quality, etc.

*They possess property all over the world. 他们在世界各地均拥有财产。 他有做好这项工作必备的耐性和应变能力吗?

(=Does he possess the necessary patience and tact to do the job well?) (=The family possessed documents that proved their right to ownership.) CF: hold, own, possess & keep

这些动词均有“有”、“具有”、“持有”之意。

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hold指拥有并保持财产及持有见解等，暗示不让别人拿走或占有。

own不及possess正式 多指所属关系，强调所有权，不管所属物是否在物主手中。 possess较正式，指拥有或占有并能加以控制与支配，强调其归属；也指具有某种品质、

才能、特点或性能等。

keep指长时间地保有、保存某物，防止别人占去，强调安全和感情上的依附。

(Directions:) Fill in the blanks with the words above. Change the form where

necessary.

(1) As a leader, he ______ great tact. (=possesses)

(2) His family ______ a great deal of real estate all over the world. (= holds)

(3) Though he ______ the restaurant, he is not involved in the management of it. (=owns) (4) I don't know which is more difficult—to earn money or to _____ it. (=keep)

20. preserve: vt. to prevent (someone or sth.) from being harmed or

destroyed

*Mother always tries to preserve family harmony. 母亲总是在努力维持家庭和睦。 *More and more teenagers fail to preserve their eyesight and wear glasses. (=She managed despite everything to preserve her sense of humor.)

21. commitment: n. a responsibility or promise to follow certain beliefs or a

certain course of action

*Many young people remain single for lack of commitment to family and marriage. 我们只给忠诚而勇于承担的人丰厚的报酬。

(=We only pay those well who have loyalty and full commitment.)

22. bind: vt. to tie together or unite *She bound her hair up with ribbon.

这些老人因为对太极拳的共同爱好而结合到了一起。(插入图片bind) (=These old people were bound by a common interest in shadowboxing.)

CF: fasten, tie, bind & chain

这些动词都有“扎牢”、“捆”、“绑”之意。

fasten指把某物牢牢地拴在、钉在或锁在另一物上，使不能任意移动。 tie普通用词，指用绳索等将东西扎紧捆牢。

bind多指把两个或两个以上的人或物牢牢地系或扎在一起。 chain专指用链条或金属环将某人或某物锁住或系住。

(Directions:) Fill in the blanks with the words above. Change the form where necessary. (1) She ____ her shoes and kept jogging. (=tied)

(2) The feeling that _____ him to her is quite strong. (=binds) (3) _____ your seat belt please. (=Fasten)

(4) He ____ his dog to a tree and went inside the house. (=chained)

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23. permanent: adj. lasting or intended to last for a long time or forever (=People always yearn for something permanent, enduring, without shadow of change.)

他受伤后就一直瘸了。

(=The injury left him with a permanent limp.) Collocations:

permanent address 固定地址 permanent employment 固定工作 permanent committee 常设委员会 permanent force 常备军

24. unite: v. to make or form a single complete whole; to join *Christmas is the only chance to unite my big family. 她觉得将想象力与常识联系起来有点困难。

(=She has difficulty uniting common sense with vision.) (=We should unite in fighting poverty and disease.) CF: join, combine, unite & connect

这些动词均有“连接”、“结合”、“联合”之意。

join强调把原来不相连接的物紧密地连接在一起，但仍可再分开。也指把分散的人或几

个部分的人联合起来，或加入到某团体中去。 combine 指两个或两个以上的人或物结合在一起。 unite 指联合、团结、结合在一起，构成一个整体。

connect 指两事物在某一点上相连接，但彼此又保持。

(Directions:) Fill in the blanks with the words above. Change the form where necessary. (1) The attack on their country ______ squabbling political factions in a common purpose. (= united)

(2) Most women ______ the union asking for equal pay for equal work.

(= joined)

(3) When bad men ______, the good must associate. (= combine) (4) The two men are ______ by marriage. (=connected)

25. attribute: n. a part of someone’s character, esp. a part thought to be good

*One attribute of a good manager is that he listens very carefully to other people. 好的管理者所具备的一个特点就是耐心倾听。

(= Hope is one of mankind’s most enduring and rewarding attributes.)

iii. Teacher guides students through some after-text exercises. iv. Students do the Theme-Related Language Learning Tasks v. Teacher asks students to preview the next unit.

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