Unit8FiveTraitsoftheEducatedMan1.Teachingobjectives1)Tohelpthestudentstogettoknowsomemosteducatedmeninhistory;2)Tohelpthestudentsknowmoreabouttherequirementsforarealeducatedman;3)Tohelpstudentstolearntoanalyzethetext;4)Tohelpthestudentstolearnthelanguageinthistext;5)TohelpstudentstodeveloporalEnglishabilityandcommunicationcompetence.2.TeachingProcedures1)lead-inactivities2)cultrualbackground3)Textanalysis4)structuralanalysis5)languagestudy6)ExercisesI.Lead-inactivities1.WhatdoyouthinkanEnglishgentlemanlookslike?2.Whatarethegenerallyacceptedstandardsofaneducatedman?3.Whodoyouthinkisthemosteducatedmanamongallthepeopleyouknow?II.CulturalbackgroundfAlotofpeoplewouldagreethataneducatedmanisamanwhohasreceiveddiplomaandgraduationfromacollege.Butauniversityisnotabirthplacetopoetsorimmortalauthors,foundersofschools,leadersofcolonies,orconquerorsofnations.Inshort,auniversityisnotthebirthplaceofaneducatedman.AuniversitydoesnotpromoteagenerationofAristotlesorNewtons,ofRaphaelsorShakespeares.Norisitcontentontheotherhandwithformingthecriticorexperimentalist,theeconomistorengineer.ThoseofthemwhodidreceiveaUniversitydiplomadonotowetheirsuccessoreducationtotheUniversitytheyreceiveditfrom.Thetruethingthatmadethembecomepinnaclesofeducationwastheirownloveforknowledge.Today,mensuchasMartinLuther,AlbertEinstein,andCharlieChaplincanbeaddedtothelist.Anothertraitofaneducatedmanisthatheisathomewithanysocietyandhascommongroundwitheveryclass.Aneducatedmanshallnotrelateonlytoothereducatedmen.AtrueeducatedmanknowshemaylearnmoreabouttheanatomyofafishfromapoorfishermanthanaHarvardgraduate.Heknowshemaygainknowledgefromallwalksoflife,anddoesnotlimithisknowledgeinputtotheideasofjustoneclass.Theideaofaneducatedmanisstillsometimesregardedasasocialtitleratherthanatasktocomplete.Itisstillstereotypedbywhatonehasdone,ratherthanwhatheis.Aquestionoftenaskedis:“Whatarethemarksofaneducatedman?”Itisplainthatonemaygainnoinconsiderablebodyoflearninginsomespecialfieldofknowledgewithoutatth