《新交际英语 听力教程4》教师用书Unit 8 Mythology and Religion

Unit8MythologyandReligion

Session1

Overview

ContentsListeningfocusesSpeakingfocuses

Topic1:Whatisamyth?•Listeningforspecific•Summarizingand

infbnnationtalkingabout

similarities

Topic2:Ahostofheroes•Listeningfbrgist・Classifyingand

•Listeningfbrspecificjustifying

information

•Listeningfbrlanguage

Topic3:Ananti-heroofone's•Listeningfbrgist•Classifyingand

UWIl•Listeningfbrspecificcomparing

infbnnation

•Listeningf()rlanguage

Topic4:Thesciencebehindthe•Listeningfbrgist・Recalling

myth-Homcr'sOdyssey•Listeningforspecific

information

•Listeningfbrlanguage

Topic1Whatisamyth?

(125"292words)10mins

Task1Warm-up

Teachingtip:

Thistaskisaimedatleadinginthetopicandpromptingstudentstopredictwhattheyaretohear.

Pair-workmayleadtobroaderthinking.Nocheckofstudents*workisnecessary.

Task2Listeningforgist

Teachingtip:

Beforeplayingthevideo,remindstudentsthattheyneedtomakeinferencestofillfillthetask

Keys:

1.T2.T3.F

Notesonlanguageandbackground:

I.GreekandRomanmythology:ClassicalGreco-Romanmythology,GreekandRoman

mythologyorGreco-Romanmythologyisboththebodyofandthestudyofmythsfromthe

ancientGreeksandRomansastheyareusedortransformedbyculturalreception.Along

withphilosophyandpoliticalthought,mythologyrepresentsoneofthemajorsurvivalsof

classicalantiquitythroughoutlaterWesternculture.TheGreekwordmythosreferstothe

spokenwordorspeech,butitalsodenotesatalc,storyornarrative.

GreekmythswerenarrativesrelatedtoancientGreekreligion,oftenconcernedwiththe

actionsofgodsandothersupernaturalbeingsandofheroeswhotranscendhumanbounds.

MajorsourcesforGreekmythsincludetheHomericepics,thatis,theIliadandtheOdyssey,

andthetragediesofAeschylus,Sophocles,andEuripides.Knownversionsaremostly

preservedinsophisticatedliteraryworksshapedbytheartistryofindividualsandbythe

conventionsofgenre,orinvasepaintingandotherfbnnsofvisualart.Inthesefbrrns,

mythologicalnarrativesoftenservepurposesthatarenotprimarilyreligious,suchas

entertainmentandevencomedy(TheFrogs),ortheexplorationofsocialissues(Antigone).

RomanmythsaretraditionalstoriespertainingtoancientRome'slegendaryorigins,

religiousinstitutions,andmoralmodels,withafbcusonhumanactorsandonlyoccasional

interventionfromdeitiesbutapenasivesenseofdivinelyordereddestiny.Romanmyths

haveadynamicrelationtoRomanhistoriography,asintheearlybooksofLivy'sAburbe

condita.ThemostfamousRomanmythmaybethebirthofRomulusandRemusandthe

foundingofthecity,inwhichfratricidecanbetakenasexpressingthelonghistoryof

politicaldivisionintheRomanRepublic.

2.AmericanMyths:

AmericanfolkloreencompassesthefolktraditionsthathaveevolvedontheNorthAmerican

continentsinceEuropeansarrivedinthe16thcentury.Whileitcontainsmuchinthewayof

NativeAmericantradition,itshouldnotbeconfusedwiththetribalbeliefsofany

communityofnativepeople.

NativeAmericanculturesarerichinmythsandlegendsthatexplainnaturalphenomenaand

therelationshipbetweenhumansandthespiritworld.NativeAmericanculturesare

numerousanddiverse.Thoughsomeneighboringculturesholdsimilarbeliefs,otherscanbe

quitedifferentfromoneanother.Themostcommonmythsarethecreationmyths,thattella

storytoexplainhowtheearthwasformed,andwherehumansandotherbeingscamefrom.

Othersmayincludeexplanationsaboutthesun,moon,constellations,specificanimals,

seasons,andweather.Thisisoneofthewaysthatir.anytribeshavekept,andcontinueto

keep,theirculturesalive;thesestoriesarenottoldsimplyfbrentertainment,butasawayof

preseningandtransmittingthenation,tribeorband'sparticularbeliefs,history,customs,

spiritualityandtraditionalwayoflife,"StoriesnotonlyentertainbutalsoembodyNative

behavioralandethicalvalues.”

Scripts:

“Hereweare.We'retalkingaboutGreekandRomanmythologytoday.Weshouldstartoutwith

whatmythsare.”

“Somythosisfundamentallyanarrative.Whatdoyouthinkdistinguishesamythfromother

formsofnarrative?Probablythatit'sfoundational,right?”

"It'sfoundational.Ithinkithaspowerinaculture,explanatorypower.Mythsoftenhavetodo

withorigins,soculturestoldmythsaboutthemseNes.”

“Sothey'retheideologymyths,likeideologicalmyths,whicharetellingthestoryofwhy

somethinghascometobe,ortheoriginofsomething.AndthentheretoalsokindofmythsthatI

thinkaresupposedtobeaboutteachingusaboutbehaviorandaboutjustifyingcertainsocial

norms.Aswe'llsec,right,wecanlearnalotaboutthevaluesoftheculturebylookingathow

theirgodsactandhowtheyassumepeoplewillreacttooneanother.,,

“Andwecanleamalotaboutanyculturebylookingattheirmyths.Americanculturehasmyths

aswellbut,(Yeah!)fbrunderstandingtheGreeksandtheRomans,theirmythsarcagreatplaceto

start.M

“Yeah,AmericanmythsarcliketheAmericanDream.(There'smythofthefounding...talltales...)

Yeah,mythoftheibunding,butlike“BabetheBlueOx"andkindof,thatkindof^go-getter,04tdo-

it-yourself,““Strenglhandwillwillprevailoverall.ThissaysalotaboutAmericanculture.MA

mythisafoundationalnarrative.Ideologicalmythsexplaintheoriginofsomething.Mythscanbe

usedtoexplainbehaviororevents.

Topic2Ahostofheroes

(4,24"723words)30mins

Task1Warm-up

Teachingtip:

ThistaskisaimedatencouragingstudentstorecallthenarrationsinChinesemythology.Most

studentswillbeabletonameafewfigureslikeDayu,Kuafii,Jingwei.Invitethosewhocould

presentthehistoricalandgeographicalreasonsthathaveDroughttothebirthoftheseChinese

heroestosharetheirviewswiththewholeclass.

Task2:Listeningforgist

Keys:

I.Thereare3kindsofheroes:epicheroes,tragicheroesandromanticheroes.

2.Heleavesbehindstoriestoinspireotherseventoday.

3.KingArthursuffersmuchmorefbrthegreaterpurposeofsociety,whichmakeshimmore

humanandrelatabletousall.

4.Nomatterwhatthetiircorplace,peoplestillneedheroes,becausetheystillneedsomething

tobelievein.Heroesremindusofthegoodineachofus,andtheneedforhopeandthe

importanceofknowledge.

Task3Listeningforspecificinformation

Teachingtip:

Beforeplayingthevideo,oneminutefbrstudentstoreadtheformmayfacilitatethetaskgreatly.

Keys:

Typesof

FeaturesExamples

heroes

•comefromafamousfamily

•havesuDerhumanstrength

epic•unusuallygood-looking

Beowulf

heroes•takeonchallengesthatnooneelsewillandsucceed

•havegreatjourneysandadventures,somesuDemaluraland

somerighthereonEarth

•usuallyleadersorDowcrfUlcharacters

tragicOedipus

•majorlyflawedandthatflawusuallyleadsthemdownthe

heroesRomeoMontague

pathtoahorribleandtragicdeath

•emotionalandveryhuman

•haveamiraculousbirthandthenareseparatedfromtheir

family

romantic•useenchantedswordsorgethelpfrommagicalbeans

KingArthur

heroes•rejecttlieexpectationsofsocietyandadheretotheirown

codeofmorality

•triumphoverevilinanidyllicway,butatgreatpersonal,

emotionalsacrifice

Task4Listeningforlanguage

Keys:

I.Beowulfdoesallofthis.Hetravelsacrosstheseawithhisbandofwarriorstohelpanother

kingdefeatasupernaturalmonsterthathasbeenterrorizinghiskingdom.

2.Now,beinganepichero,ofcoursehewins,butheisalsohuman,andsohealsodies.Buthe

leavesbehindstoriestoinspireotherseventoday.

3.Oneday,ayoungmantravelstoatowncalledThebes.Ontheway,hekillsamanfbrnot,

yieldingtohimontheroadinthefirstdocumentedcaseofroadrage.

4.Insteadofbeingpatientandworkingthroughthefamilyfeud,Romeodecideshemusthave

hislovenow,andhisimpatienceleadstobloodshedanddeath,includinghisownandJuliet's.

5.Sure,hebecamekingandmarriedtheloveofhislife,buthewasalsokilledbyhisson,who

wasbornoutofwedlock,andhadhiswifecheatonhimwithhisbestfriend.

Notesonlanguageandbackground:

1.Hercules:ARomanheroandgod.HewastheequivalentoftheGreekdivineheroHeracles,

whowasthesonofZeus(RomanequivalentJupiter)andthemortalAlcmene.Inclassical

mythology,Herculesisfamoustorhisstrengthandtbrhisnumeroustar-rangingadventures.

2.Beowulf:AnOldEnglishepicstoryconsistingof3,182alliterativelines.Itmaybetheoldest

survivinglongstoryinOldEnglishandiscommonlycitedasoneofthemostimportant

worksofOldEnglishliterature.ThestoryissetinScandinavia.Beowulf,aherooftheGcats,

comestotheaidofHrothgar,thekingoftheDanes,whosemeadhallinHeorothasbeen

underattackbyamonsterknownasGrendel.AfterBeowulfslayshim,GrendeEsmother

attacksthehallandisthenalsodefeated.Victorious,BeowulfgoeshometoGcatland

(GotalandinmodemSweden)andlaterbecomeskingoftheGeats.Afteraperiodoffi£y

yearshaspassed,Beowulfdefeatsadragon,butismortallywoundedinthebattle.Afterhis

death,hisattendantscrematehisbodyanderectatoweronaheadlandinhismemory.

3.Oedipus:AtragicheroinGreekmythology,Oedipusaccidentallyfiilfilledaprophecythat

hewouldendupkillinghisfatherandmarryinghismother,therebybringingdisastertohis

cityandfamily.Inthebestknownversionofthemyth,OedipuswasbomtoKingLaiusand

QueenJocasta.Laiuswishedtothwartaprophecy,sohesentashepherd-servanttoleave

Oedipustodieonamountainside.However,theshepherdtookpityonthebabyandpassed

himtoanothershepherdwhogaveOedipustoKingPolybusandQueenMeropetoraiseas

theirown.OedipuslearnedfromtheoracleatDelphioftheprophecythathewouldendup

killinghisfatherandmarryinghismotherbut,unawareofhistrueparentage,believedhe

wasfatedtomurderPolybusandmarryMerope,soleftfbrThebes.Onhisway,henetan

oldermanandquarrelled,andOedipuskilledthestranger.ContinuingontoThebes,he

foundthatthekingofthecity(Laius)hadbeenrecentlykilled,andthatthecitywasatthe

mercyoftheSphinx.Oedipusansweredthemonster'sriddlecorrectly,defeatingitand

winningthethroneofthedeadking-andthehandinmarriageoftheking'swidow,and

(unbeknownsttohim)hismotherJocasta.

Yearslater,toendaplagueonThebes,OedipussearchedtofindwhohadkilledLaius,and

discoveredthathehimselfwasresponsible.Jocasta,uponrealizingthatshehadmarriedboth

herownson,andherhusband'smurderer,hangedherself.Oedipusthenseizedtwopins

fromherdressandblindedhimselfwiththem.

4.KingArthur:AlegendaryBritishleaderwho,accordingtomedievalhistoriesandromances,

ledthedefbneeofBritainagainstSaxoninvadersinthelate5thandearly6thcenturies.The

detailsofArthur'sstoryaremainlycomposedoffolkloreandliteraryinvention,andhis

historicalexistenceisdebatedanddisputedbymodernhistorians.

Scripts:

“Ineedahero!”Somanypeopleindistresshavesaidthis,butwhy?Whatkindofherodowe

needanddowereallyevenneedaheroatall?Well,ifyoulookatanypieceofliteraturev/ritten

forpage,script,orstage,theanswerisyes!But,heroescomeinallshapesandsizes,dependingon

whatneedstobedealtwith.

First,youhaveyourepicheroes.Epicheroesusuallycomefromafamousfamily,have

superhumanstrength,areunusuallygood-looking.Theytakeonchallengesthatnooneelsewill

andsucceed.Theyhavegreatjourneysandadventures,somesupernaturalandsomerighthereon

Earth.Beowulfdoesallofthis.Hetravelsacrosstheseawithhisbandofwarriorstohelpanother

kingdefeatasupernaturalmonsterthathasbeenterrorizinghiskingdom.Hedefeatsthemonster

andthemonster'smotherinanepicbattle,andthengoesbackhomeandbecomeskinghimself.In

hisoldage,hehasonemorsmonstertoface,onemorethreatthathemustkeepfromhispeople,a

dragon.Now,beinganepichero,ofcoursehewins,butheisalsohuman,andsohealsodies.But

heleavesbehindstoriestoinspireotherseventoday.

Next,wehaveourtragicheroes.Tragicheroesareusuallyleadersorpowerfillcharacters,butthe

tragicheroisalsomajorlyflawedandthatflawusuallyleadshimdownthepathtoahorribleand

tragicdeath.TakethestoryofOedipustheKing,fbrexample.Oneday,theyoungmantravelsto

atowncalledThebes.Ondieway,hekillsainanfbrnotyieldingtohimontheroadinthefirst

documentedcaseofroadrage.Healsodefeatsamagicalcreatureandisrewardedbybecoming

theKingofThebes,andthus,marryingtheirqueen.Well,that'snotsotragic,right?Wrong!The

queenhejustmarriedisactuallyhisbirthmother!Oedipuswassupposedtohavebeenkilledasa

childbyaservant,butinsteadhewasgiventoanotherfamily.Oh,andthemanhekilledonthe

road,thepreviousKingofThebesandhisdad.Sohekilledhisfatherandmarriedhismother.

Nowthatisquitetragic.Nottragicenoughforyou?Trythisone.RomeoMontagueisaguyborn

intoawealthyftimilyandfindstheloveofhislifeataparty,Juliet.But,Julietisfromadilierent

familythatjustsohappenstohatehisfamily.Insteadofbeingpatientandworkingthroughthe

familyfeud,Romeodecideshemusthavehislovenow,andhisimpatienceleadstobloodshed

anddeath,includinghisownandJuliet's.

Movingontoromanticheroes.Nowtheseguysmightsouncliketheymighthaveabetterlovelife

andchanceathappiness,butIhat'snotalwaysthecase.

Theseheroesareemotionalandveryhuman.Butthereissomethingmagicalaboutthem.Some

haveamiraculousbirthandthenareseparatedfromtheirfamily.Othersuseenchantedswordsor

gethelpfrommagicalbeans.Theycanalsorejecttheexpectationsofsocietyandadheretotheir

owncodeofmorality.Andintheend,theherotriumphsoverevilinanidyllicway,butatgreat

personal,emotionalsacrifice.KingArthurisagoodexampleofaromantichero.Sure,hebecame

kingandmarriedtheloveofhislife,buthewasalsokilledbyhisson,whowasbomoutof

wedlock,andhadhiswifecheatonhimwithhisbestfriend.So,althoughhe,too,likeBeowulf

wasagreatking,hesufferedmuchmorefbrthegreaterpurposeofsociety,whichmakeshim

morehumanandrelatabletousall.

Therearedifferentheroesfordifferentsituations.Sometirr.esweneedthestrongwarriortoslay

theevilsoftheworld.Atothertimes,weneedacommonpersonwhobecomesgreatsothatthey

caninspireusalltobebetter.Sodowcneedheroes?Absolutely!Nomatterwhatthetimeorplace,

westillneedsomethingtobelievein.Theyremindusofthegoodineachofus,andtheneedfor

hopeandtheimportanceofknowledge.

Topic3Ananti-heroofone'sown

(3'40"499words)25mins

Task1Warm-up

Teachingtip:

StudentsmightmentionMarvrelheroesandheroinessuchasIronMan,SpiderMan,etc.Askthem

tocombineincomparisontheheroeslistedinTopic2:Ahostofheroes.

Task2Listeningforgist

Teachingtip:

Question1and2arefromParagraph2and;Question3fromParagraph4.Eachparagraphmaybe

replayedforstudentstotakenotesandsummarize.

Keys:

1.Unlikethegodlyones,themiraculousmortalones,theflawedones,eventheunlikelyones,

antiheroesarefullofur.derdevelopedtraitsoreveninept.

2.Theantiheroisnotthevillain,nottheantagonist,theantiheroisactuallythemaincharacterin

somecontemporaryworksofliterature,whounwittinglyendsupchallengingthoseinpower

withhisclumsinessandcowardice.

3.Becausetheyrealizedwhat'smostterrifyingwasnotthemonsterschasedawaybythe

campfire,buttheverymonsterswhobuiltthecampfireinthefirstplace.

Task3Listeningforspecificinformation

Teachingtip:

ThisexercisefocusesonParagraph3.Thewordsaremostlyverbsbutnotdifficult.Whenstudents

followthestepswhilefillingintheblanks,theymaygetaclearideaonhowanantiherogrowsup.

Keyst

Step1:conforms,accepting

Step2:struggles,object,voice,sharing

Step3:challenges,fight

Step4:succeeds,destroying,runs

Step5:brainwashed,standing,inspiring,outwitting,outgunning

Task4Listeningforlanguage

Keys:

1.heroic2.powerlessness3.eventually;mortality;jealousy4.ineffectual

Task5Follow-up

Teachingtip:

Thistaskmeanstocheckifstudentshavegraspedthecorefeaturesofantiheroesintroducedinthe

videoandthencouldfindequivalentcounterpartsintheirnativeculture.Encouragethemtofind

outwhatqualitiestheChineseanti-heroeshavethatmakethemdifferentfromthewesternones.

Notesonlanguageandbackground:

I.LukeSkywalkcr:Afictionalcharacterandthemainprotagonistoftheoriginalfilmtrilogy

oftheStarWarsfranchisecrcatedbyGeorgeLucas.Introducedinthe1977filmStarWars

(laterdubbedEpisodeIV-ANewHope),thecharacterrepresentstheheroarchetypeof”the

youngman,calledtoadventure,theherogoingoutfacingthetrialsandordeals,andcoming

backafterhisvictorywithaboonfbrthecommunity”.

2.Hiccup:ThemainprotagonistoftheHowtoTrainYourDragonfranchise.HeissonViking

sonofthechief,StoicktheVast,thusmakinghimheirtotheHooligantribe,andlaterthe

currentchiefofthetribe.Hisdragon,ToothlessisaNightFury,therarestandmost

intelligentofthedragonspeciesinthefilmfranchise.

3.Fahrenheit45]:AdystopiannovelbyAmericanwriterRayBradbury,firstpublishedin

1953.ThenovelpresentsafutureAmericansocietywherebooksarcoutlawedand

“firemerTburnanythatarefound.Thebook'staglineexplainsthetitle:^Fahrenheit451-

thetemperatureatwhichbookpapercatchesfire,andburns...”Theleadcharacter,Guy

Montag,isafiremanwhobecomesdisillusionedwithhisroleofcensoringliteratureand

destroyingknowledge,eventuallyquittinghisjobandcommittinghimselftothe

preservationoflitcrar/andculturalwritings.

4.1984:AdystopiannovelbyEnglishauthorGeorgeOrwellpublishedinJune1949.The

novelissetintheyear1984whenmostoftheworldpopulationhavebecomevictimsof

perpetualwar,omnipresentgovemmentsurveillanceandpropaganda.Inthenovel,Great

Brirainf'AirstripOne',)hasbecomeaprovinceofasuperstatenamedOceania.Oceaniais

ruledbythe“Party"，whoemploythe"ThoughtPolicc^^topersecuteindividualismand

independentthinking.TheParty'sleaderisBigBrother,whoenjoysanintensecultof

personalitybutmaynotevenexist.Theprotagonistofthenovel,WinstonSmith,isarank-

and-filePartymember.Smithisanoutwardlydiligentandskillfulworker,buthesecretly

hatesthePartyanddreamsofrebellionagainstBigBrother.Smithrebelsbyenteringa

forbiddenrelationshipwithfellowemployeeJulia.

Scripts:

LiterarycriticNorthropFryeonceobserved,thatinourprimitivedaysourliteraryheroeswere,

well,nearlygods,andascivilizationadvanced,theycamedownthemountainofthegods,soto

speak,andbecamemorehuman,moreflawed,(and)lessheroic.Fromthedivineheroeslike

Hercules,downthemountainbelowthemiraculous,butmortalheroessuchasBeowulf,thegreat

leaderssuchasKingArthurandthegreatbutflawedheroeslikeMacbethorOthello,beloweven

theunlikelybuteventualheroessuchasHarryPotter,LukeSkywalkcr,orHiccup,untilwcreach

thebottomandmeettheanti-hero.

Contrarytothesound,theanti-heroisnotthevillain,nottheantagonist.Theanti-heroisactually

themaincharacterinsomecontemporaryworksofliterature,GuyMontaginFahrenheit451,

WinstonSmithin1984,whounwittinglyendsupchallengingthoseinpower,thatis,thosewho

abusetheirpowertobrainwashthepopulacetobelievethattheillsofsocietyhavebeeneliminated.

Ideally,thosewhochallengetheestablishmentshouldbewise,confident,brave,(and)physically

strongwithatypeofcharismathatinspiresfollowers.Theanti-hero,however,atbest,

demonstratesafewunderdevelopedtraits;atworst,istotallyinept.

Thestoryoftheanti-herousuallyunfoldssomethinglikethis:theanti-heroinitiallyconforms,

ignorantlyacceptingtheestablishedviews,atypical,unquestioningbrainwashedmemberof

society;theanti-herostrugglestoconfbnnallthewhilestartingtoobject,perhapsfindingother

outsiders,withwhomtovoicehisquestions,andnaively,unwiselysharingthosequestionswith

anauthorityfigure;theanti-heroopenlychallengessocietyandtriestofightagainsttheliesand

tacticsusedtooppressthepopulace—thisstepfbrtheanti-heroisseldomamatterofbrave,wise

andheroicopposition.Maybetheanti-herofightsandsucceedsindestroyingtheimpressive

governmentwithalotofimpossibleluck.Perhaps,heorsherunsaway—escapestofightanother

day.AHtoooftenthough,theanti-heroiskilled,orbrainwashedtoreturntoconformitywiththe

masses.Noheroictriumphhere,nobraveindividualsstandingupagainstimpersonalinstitutions

ofamodernworld,inspiringotherstofight,orrcsourccfiillyoutwittingandoutgunningthe

massiveannyoftheevilempire.

Ourstorytellingancestorscalmedourfearsofpowerlessness,bygivingusHerculesandother

heroesstrongenoughtofightoffthedemonsandmonstersthatwcsuspectedhauntedthenight

beyondourcampfires.Buteventually,werealizedthemonstersdidnotlieoutthere.Theyreside

insideofus.Beowulfsgreatestenemywasmortality;Othello's,jealousy;Hiccup's,self-doubt.

Andinthetalesoftheineffectualanti-hero,inthestoriesofGuyMontagandWinstonSmith,lie

thewarningsofcontemporarystorytellers'playingonveryprimitivefears—thatwearenotstrong

enoughtodefeatthemonsters.Onlythistime,notthemonsterschasedawaybythecampfire,but

theverymonsterswhobuiltthecampfireinthefirstplace.

Topic4Thesciencebehindthemyth-Homer9sOdyssey

(4'10"680words)25mins

Task1Warm-up

Teachingtip:

ManystudentsmaynotknowmuchaboutthestoryofOdysseus.Ratherthanpairorgroupwork,

itmayworkbettertoselectjustafewstudentswhohappentoknowsomethingtoreportheir

knowledgetotheclass.Toinvolvemorestudentsintothesharingandspeaking,teachermayalso

askstudentstoprc-rcadOdysseus'storybeforeclass.

Task2Listeningforgist

Teachingtip:

Beforeplayingthevideo,oneminuteforstudentstobrowsethestatementsmayfacilitatethetask.

Keys*

1.F2.T3.F4.T

Task3Listeningforspecificinformation

Keys:

1.B2.B3.A

Task4Listeningforlanguage

Keys:

1.palatial2.neftirious3.encounters4.witchcraft5.piqued

Notesonlanguageandbackground:

1.amnesia:(n.)partialortotallossofmemory,usuallyresultingfromshock,sychological

disturbance,braininjury,orillness

2.neurotransmitter:(n.)achemicalsubstance,suchasacetylcholineordopamine,that

transmitsnen'eimpulsesacrossasynapse

3.acetylcholine:(n.)awhilecrystallinederivativeofcholine,C7H17NO3,thatisreleasedat

theendsofnervefibersinthesomaticandparasympatheticnervoussystemsandisinvolved

inthetransmissionofnerveimpulsesinthebody

4.moly:(n.)amagicherbwithblackrootsandwhiteflowersthatwasgiventoOdysseusby

HermestowardoffthespellsofCirce

5.galantamine:(n.)acholinesteraseinhibitorthathasbeenusedtoreversethemusculareffects

ofgallaininctricthiodidcandtubocurarinc,andhasbeenstudiedasatreatmentfbr

Alzheimer'sdiseaseandothercentralnervoussystemdisorders

6.polio:(n.)ahighlyinfectiousviraldiseasethatchieflyaffectschildrenand,initsacuteforms,

causesinflammationofmotorneuronsofthespinalcordandbrainstem,leadingtoparalysis,

muscularatrophy,andoftendeformity

7.Alzheimer's:(n.)achronicneurodegenerativediseasethatusuallystartsslowlyandworsens

overtime.Itisthecauseof60-70%ofcasesofdementia.Themostcommonearlysympiomis

difficultyinrememberingrecentevents.

8.Neurology:(n.)themedicalsciencethatdealswiththenervoussystemanddisorders

affectingit

Scripts:

Homer'sOdyssey,oneoftheoldestworksofWesternliterature,recountstheadventuresofthe

GreekheroOdysseusduringhis10-yearjourneyhomefromtheTrojanWar.Thoughsomeparts

maybebasedonrealevents,theencounterswithstrangemonsters,terrifyinggiantsandpowerful

magiciansareconsideredtobecompletefiction.Butmighttherebemoretothesemythsthan

meetstheeye?Let'slookatonefamousepisodefromthepoem.

Inthemidstoftheirlongvoyage,Odysseusandhiscrewfindthemselvesonthemysteriousisland

ofAcaca.Staningandexhausted,someofthemenstumbleuponapalatialhomewherea

stunningwomanwelcomestheminsidefbrasumptuousfeast