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. 新視野大學(xué)英語 讀寫教程 第 四 冊 教 案 B4U1 Unit 1 Life and Logic *Teaching Objectives： Students will learn to use English to 1. To practice the skimming and scanning reading skills 2. To apply the phrases and patterns 3. To master the writing pattern of a narrative essay 4. To write an essay creatively based on the understanding of the text *Time Allotment: each unit 8 classes 1st---2nd classes: Part I Warming up 1. Lead-in : Background introduction and theme-related questions for warming up 2. Understanding of the text: Detailed understanding focus on Reading Strategy including Topic Sentence, Key Words, Logic Words, Reading Clues etc. in order to help students have a better understanding about the passage by asking some questions about it. 3rd--4th classes: Part II Text Study 3. Reading in Depth: Structure Analysis, Summary, Difficult sentences analysis 4. Language Focus: More practice in Language Points (language points explanation, Sentence Patterns, Useful Expressions) 5th—6th classes: Part III Reflection 5. Critical thinking: More speaking practice in discussion related to love and logic 6. Writing Practice: Text writing ? My first meeting with my roommate ? My most embarrassing experience ? A time I felt most proud of myself 7th—8th classes: Part IV Assignment 7. Post-reading activities: review words and expressions, role-play, exercises, etc 8. Section B: Focus on fast reading and Practice in reading skill UNIT 1 Section A Love and Logic: The Story of a Fallacy Part I Warming up 1. Lead-in: 1) What do you know about logic? Tips: It is the use and study of valid reasoning; Most prominent in the subjects of philosophy, mathematics, and computer science; Established as a formal discipline by Aristotle; One of the classical trivium (三學(xué)科), the other two being grammar and rhetoric（修辭）; Divided into three parts: inductive reasoning（歸納推理）, abductive reasoning（反繹推理）, and deductive reasoning（演繹推理）. 2) Do you think it is possible to deal with life in a completely rational and logical way? Tips: When it comes to making a choice, many people tend to use rational and logical reasoning; Rational world is not necessarily a wonderful one; Rational individuals can make choices that are bad news for others; It is ridiculous to deal with love in a logical way. 3) The following are some statements to test your reasoning ability. Tell whether the conclusions after the word “Therefore” are true (T), false (F), or uncertain (U). Write your answer on the line before each statement. 1. All odd numbers are integers (整數(shù)). All even numbers are integers. Therefore, all odd numbers are even numbers. 2. There are no dancers that aren’t slim and no singers that aren’t dancers. Therefore, all singers are slim. 3. A toothpick (牙簽) is useful. Useful things are valuable. Therefore, a toothpick is valuable. 4. Three pencils cost the same as two erasers. Four erasers cost the same as one ruler. Therefore, pencils are more expensive than rulers. 5. Class A has a higher enrollment than Class B. Class C has a lower enrollment than Class B. Therefore, Class A has a lower enrollment than Class C. 2. Cultural Background: 1) What is a fallacy? And how is it used? Tips: An error in reasoning that renders an argument logically invalid; By accident or design, logical fallacies are often used in debate or propaganda; To mislead people; To distract people from the real issue for the purpose of winning an argument. 2) How many types of fallacy do you know? Tips: Part II Text Study 1. Global Reading: Tips for Reading: A Good Reader should 1) Try to become an active reader. 2) Learn to ask more questions. ( what, why, how) 3) Do the efficient reading. (key points, topic sentence, key words, locating words, necessary and sufficient ) 4) Develop a habit of marking during reading. 1.1 Answer Questions 1) Why does the narrator want to have a beautiful and well-spoken girlfriend? Tips: He thinks a beautiful and well-spoken girlfriend will assist him to land a job and achieve success in an elite law company. 2) Why does the narrator decide to teach Polly logic? Tips: Because he believes logic is essential to critical thinking. By teaching Polly logic, he can make her intelligent and well-spoken. 3) Is the narrator successful in teaching Polly logic? How do you know? Tips: Yes. He is only too successful in teaching her because in the end when he asks Polly to be his girlfriend, Polly refuses his request by applying all the logical fallacies he has taught her. 1.2 Structure Analysis: The text tells a humorous but ironic story. The narrator, a smart and promising young student in a law school who seems to be able to attract beautiful girls easily, ends up in failure in his efforts to win a girl. Text A is a narrative, the focus of which is the plot. The structure of a narrative essay usually follows the Introduction – Body – Conclusion format. 1.3 Summary My roommate Rob made a pact with me that he’d give me his girlfriend Polly in exchange for my jacket. And I agreed. Polly had the right background to be the girlfriend of a dogged, brilliant lawyer like myself. She was pretty, well-off, and radiant. Still, I want to dispense her enough pearls of wisdom to make her “well-spoken”. So I tried my best to teach her such logical fallacies as Dicto Simpliciter, Hasty Generalization, Ad Misericordiam, and False Analogy. After five nights of diligent work, I actually made a logician out of Polly. She was an analytical thinker at last. When I asked her to develop our relationship into a romantic one, however, she refuted my arguments as those logical fallacies I had taught her! And she refused my proposition by making full proposition: She liked Rob in leather, therefore, she had told him to make the pact with me so that Rob could have my jacket. 2. Language Focus: 1) in exchange for… 作為對……的交換 為了給后代換來一個(gè)和平的環(huán)境，我們的革命先烈們拋頭顱、灑熱血。 In exchange for a peaceful environment for the future generations, our revolutionary predecessors shed their blood and even sacrificed their precious lives. 2) set a date for 為……定日期 要想取得成功，最好馬上開始努力，不要推三推四。 In order to achieve success, one had better start immediately rather than set dates for his/her efforts. 3) appeal to 喚起；吸引 這所大學(xué)擁有許多世界知名的專家、教授以及世界上最好的研究圖書館，因此吸引了來自世界各地的學(xué)子和研究人員。 This university boasts many world-famous experts, professors, and the world’s best research library, therefore, it appeals to students and researchers from all over the world. 4) make/draw an analogy between 在……之間作類比 我們經(jīng)常把學(xué)習(xí)和登山進(jìn)行類比：兩者在你達(dá)到巔峰之前都需要付出巨大的努力。 We often make an analogy between studying and climbing a mountain: both of them require great efforts before you can reach the top. 5) make sth. out of sb./sth. 使……變成…… 這所軍校的目標(biāo)是經(jīng)過四年的學(xué)習(xí)與訓(xùn)練將這些年輕的軍校生變成合格的軍官。 The aim of the military academy is to make qualified officers out of the young cadets after four years’ study and training. 6) give sb. the axe 拋棄（戀人）；解雇 如果你繼續(xù)浪費(fèi)寶貴的大學(xué)時(shí)光，畢業(yè)時(shí)你將一事無成。 If you continue playing your precious college years away, success will give you the axe upon graduation. 7) be dripping with … 滿是…… 這位漂亮的女士盡管渾身珠光寶氣，言行卻低俗無禮。 Though the beautiful lady is dripping with jewels, her words and actions are dripping with vulgarity and rudeness. 3. Language Application: 1) Sentence writing a) If sb. could do …, sb. just might do … 用于表達(dá) “假設(shè)”。 如果你能好好利用現(xiàn)有的一切而不是幻想你所沒有的，你很可能已經(jīng)取得巨大的成功了。 If you could make the best of what you have instead of dreaming of what you don’t have, you just might have already achieved great success. b) Sb. never/seldom do .... Instead, sb. do … 用于表達(dá)“強(qiáng)調(diào)”。 一些人民公仆從不為人民服務(wù)，而只是利用手中的特權(quán)、職權(quán)最大程度地為自己謀取私利。 Some of our public servants never serve the people, instead they take advantage of their privileges and authorities to seek personal interests to the maximum extent. c) Look at …, look at …. Can you do …? 用于表達(dá)“對比”。 看看我們，住著高樓大廈，穿著耐克、阿迪，吃著麥當(dāng)勞、肯德基，喝著百事和可樂。再看看那些戰(zhàn)亂地區(qū)的難民們，躲在破爛不堪的草棚里，沒穿、沒吃、沒喝。我們怎么還能抱怨我們的生活呢？ Look at us, living in tall buildings, wearing Nike and Adidas, eating McDonalds and KFCs, drinking Pepsis and Colas. Look at the refugees in the war stricken areas, sheltering in poor straw sheds, having almost nothing to wear, to eat and to drink. How can we complain about our lives? 2) Text writing Write a narrative essay Narrative writing can be broadly defined as story writing. It is a piece of writing characterized by a main character who encounters a problem or engages in an interesting, significant or entertaining activity/experience in a particular setting. What happens to this main character is called the “plot”. The plot follows a “beginning, middle, end” sequence. The middle of the story is the largest and most significant part, which we call “the main event”. The main event is what the story is all about and involves either a problem to be solved or a significant life experience for the main character. Example: Part III Reflection 1. Critical Thinking: 1) What logical fallacy is included in the story itself? Why do you think so? The story itself includes the fallacy “Dicto Simpliciter”. The narrator assumes that all girls would be happy to date a boy whose future is somewhat guaranteed. Therefore, Polly, a beautiful and wealthy young girl, would certainly fall in love with him – “an ingenious student” and “a man with an assured future”, rather than Rob – “a muscular idiot”. However, to the narrator’s surprise and disappointment, Polly chooses Rob in the end because Rob is fashionable and cool. 2) What does the story tell us about love? And what does it tell us about smart people? ? Love is blind. It is ridiculous to use logic to deal with love; ? Smart people sometimes can make wrong judgments; ? Smart people are sometimes too arrogant and overconfident; ? Smart people may fall victims to their own smartness. 3) Can you think of a logical fallacy you have committed? Why is it a fallacy and what caused it? Yes, certainly. Actually, logical fallacies are very common in our everyday life. I myself commit logical fallacies very often, too. For example, when I first met my roommate in college, I felt very surprised when he told me he didn’t like noodles. I asked, “People in the north of China like eating noodles. You are from the north, why don’t you like noodles?” Here I committed the logical fallacy “Dicto Simpliciter”. I falsely asserted that all people in the north should like noodles, and there should be no exception to this premise. 4) What do you know about the difference between Chinese and western patterns of thinking? Western analytical pattern of thinking: man and nature are separate; Man against nature, separation between subjective world and objective world; Viewing the objective world with objective and sober scientific attitudes; Exploring nature by means of logic and reason; Grasping the nature of a thing through its phenomena; Use of logical concepts. Western pattern of thinking tends to be more logical than the Chinese one; Chinese integral pattern of thinking: man and nature are regarded as an integral whole; Nature-man Oneness, the unity of Heaven and Earth, Nature and Man, Male and Female, Yin and Yang; Instead of using logical argumentation of conception-judgment-reasoning, Chinese are used to forming a picture in the mind by imagination and use of intuitive experiences; 2. Review: 1 作為對……的交換 in exchange for … 2 為……定日期 set a date for… 3 喚起；吸引 appeal to 4 在……之間作類比 make an analogy between … 5 使……變成…… make sth. out of sb./sth. 6 拋棄（戀人）；解雇 give sb. the axe 7 滿是…… Be dripping with 8 簽訂協(xié)定 make a pact 9 化妝 wear makeup 10 堅(jiān)韌而睿智的律師 a dogged, brilliant lawyer 11 施予某人智慧之珠 dispense sb. pearls of wisdom 12 使心情放輕松 lighten the mood 13 剎車踏板 brake pedal 14 扭曲事實(shí) distort the truth 15 忍住淚水 keep back one’s tears 16 超越某人的期望 surpass one’s expectations 17 一下跳了起來 leap to one’s feet 18 怒火中燒 (temper) flare up 19 不同凡響的學(xué)者 A tremendous intellectual 20 四肢發(fā)達(dá)的蠢材 a muscular idiot 21 用于表達(dá)“假設(shè)” If sb. could do …, sb. just might do … 22 用于表達(dá)“強(qiáng)調(diào)” Sb. never/seldom do .... Instead, sb. do … 23 用于表達(dá)“對比” Look at …, look at …. Can you do …? Part IV Assignment 1. Words & Phrases: Review all the words and practice translation and make at least 2 sentences with useful expressions. 2. Reading and Writing Practice: Abbreviate the whole text following the Introduction – Body – Conclusion pattern. .