Teaching time: 8:10-9:45( class4); 10:15-11:50( class5) 8:10-9:45( class6); 10:15-11:50( class7)
Teaching topic: Integrated Course 1. Unit 3 Understanding Science (Text A) Teaching means: Talk and Explain and answer questions. Teaching objectives: Students will be able to:
1. understand the main idea (to ensure the survival of human civilization, measures must be taken to help the public understand science) and structure of the text (introducing a topic, developing the topic with supporting details, supplying a conclusion);
2. appreciate the style differences between narrative writing and expository writing; 3. grasp the key language points and grammatical structures in the text,
4. conduct a series of reading, listening, speaking, and writing activities centered upon the theme of the unit.
Teaching content: 1. pre-reading tasks
2. Text A: Public Attitudes toward Science. (The explanation of the text, the language study, the writing
style of the text)
Teaching focus: To say some information about Stephen Hawkina.
Teaching difficulties/importance: 1. Learn to understand popular science essay and the very formal
sentences.
2. Learn to write an expository essay. Teaching duration: 90 minutes (for one class)
Teaching procedure: Step 1. Dictation of the new words of Unit 2. (5 minutes). Step 2. Pre-reading tasks: (15 minutes) (1). T asks one or two Ss the following question to check if they have listened to the tape recording on Stephen Hawking
—What makes Hawking's achievement so remarkable? (Possible answer: The contrast between the strength of his mind and the weakness of his body.)
(2). Ss write down on a sheet of paper some of the scientific and technological discoveries that have changed or will change the way people live. When they finish, T may invite some of them to read out to the class. T writes down some discoveries on the blackboard. (3). Pointing at the discoveries noted down on the blackboard, T asks Ss: — In what ways do these discoveries change our lives for the better? — In what ways do these discoveries change our lives for the worse?
(T may give an example: Television provides people with quick and easy access to information, education, entertainment, etc., but it also exposes children to violence, deprives families of time and the will to communicate with each other, etc.)
(4). T concludes by saying: The same scientific and technological discovery can bring us good things
and bad things. According to Stephen Hawking, author of this text, it's up to us to make changes head towards changing our lives for the better. If you turn to the Language Sense Enhancement section after this text, you will find a quotation that expresses the same idea: \"People must understand that science is inherently neither a potential for good nor for evil. It is a potential to be harnessed by man to do his bidding.\" (Glenn T. Seaborg )
Step 3. Cultural Notes: (10 minutes) 1. Stephen Hawking (1942— ): a British scientist who has greatly influenced people's ideas on the origins of the universe. He has devoted much of his life to probing the space-time described by general relativity and the singularities where it breaks down. And he's done most of his work while confined to a wheelchair, brought on by the progressive neurological disease. Hawking is the Lucasian Professor of Mathematics at Cambridge, a post once held by Isaac Newton.
In the late 1960s, Hawking proved that if general relativity is true and the universe is expanding, a singularity must have occurred at the birth of the universe. In 1974 he first recognized a truly remarkable property of black holes, objects from which nothing was supposed to be able to escape. He has written the international bestseller A Brief History of Time. The book spent more than four years on the London Sunday Times bestseller list — the longest run for any book in history.
2. black hole: a very strange celestial body. It’s very small in volume but very large in density. On average each cubic centimeter weighs several 10,000,000,000 tons and hence its gravitation is exceptional strong. All the objects inside it, including the fastest lights, can not escape. Furthermore, it can also attract the lights and other objects around it. It
swallows the objects around it, meanwhile it can give out a large amount of energy.
3. Frankenstein: a novel (1818) by an English writer Mary Shelley (1797—1851 ). It is the story of a Swiss scientist, Dr. Frankenstein, who makes a living creature from pieces of dead bodies. The creature is like a man, but stronger, and although it is gentle at first, it later attacks and kills several people close to Frankenstein. There have been many films based on the story and variations of it: Everybody was dressed up us a ghost, a vampire or Frankenstein’s monster.
4. The Sky at Night: a popular British television program about the stars and planets, broadcast every month by the BBC since 1957. It is well known for the way in which its presenter, Patrick Moors, gives scientific information in an entertaining way.
5. Albert Einstein (1879-1955): a physicist, born in Germany, who was possibly the greatest scientist of the 20th century. In 1905 he published his theory of relativity. This led to the equation giving the relationship between mass and energy, E=mc2, which is the basis of atomic energy. Einstein suggested how it could be used for making weapons, but after World War II he spoke publicly against nuclear weapons. By 1917, he had become famous all over the world. He was given the Nobel Prize for physics in 1921. When Hitler came to power, Einstein, who was Jewish, went to live in the US, becoming a US citizen in 1940. In 1933 he wrote a book called Why War? with Sigmund Freud. He became a professor
at Princeton University in 1934, and he spent the rest of his life looking, without success, for a theory that combined those of gravitation and electromagnetism. In 1952 he was offered the presidency of the state of Israel, but did not accept it.
Step 4. The explanation of Text A: (language study) (about 50 minutes)
1. attitude: 1) manner or way one thinks about, behaves toward, or feels toward sb. or sth. (usu. followed by to/ towards)
Examples: The boy has a bad attitude towards his schoolwork. His son’s attitude to work made him angry 2) pose, manner of holding one’s body Examples: He stood there in a menacing attitude.
When he entered the church, he saw her kneeling in the attitude of prayer.
2. likely: 1) probable (When functioning as an a., the word is often used in the following patterns: it is likely that… ,be likely to do sth.)
Examples: It is likely that my roommate will win the first-class scholarship.
An earthquake is likely to strike the area in a year or two.
2) probably (When used as an ad., the word is often preceded by “most”, “more than”, or “very”. You don't use it as an ad. on its own.)
Examples: It is reported that another sandstorm will very likely come in the next 24 hours.
We will most likely stay home during the Spring Festival.
3. do without: ( = manage with )manage to survive, continue, or succeed although you do not have sth. you need, want, or usu. have
Examples: You'll have to do without your dinner if you don't get back in time.
I can't afford a car, so I guess I'll have to do without;
4. highly: l) very
Examples: Mr. Smith was a highly successful salesman.
2) to a high level or standard
Examples: The chairman of the department was the most highly paid member of faculty. 5. anyway: (used to change the subject of a conversation or to support an idea or argument) anyhow Examples: -- \"I've got a terrible cold.\"
-- \"Have you? Oh, dear. Anyway, so you're not going to go away this weekend?\"
6. put/turn the clock back: return to a situation that used to exist, usually because the present situation is unpleasant.
Examples: The employment bill in which women are not allowed to take jobs will put the clock back fifty years.
Forget all about it and look to the texture; you can't turn the clock back.
7. cut off: 1) stop providing (sth.)
Examples: Their phone has been cut off because they haven't paid the bill.
2) separate (sb. or sth.) (from sth.)
Examples: We were cut off by the incoming sea and nearly drowned. 3) interrupt (sb. or sth.)
Examples: The chairman will cut a speaker off if he talks too long. 8. bring about: make (sth.) happen
Examples: Some educators are hoping to bring about major changes in the educational system.
Jealousy in a relationship is often brought about by a lack of trust.
9. moreover: in addition to what has been said, further, besides
Examples: Local people would like a new road. Moreover, there are good economic reasons for building one.
She saw that there was a man immediately behind her. Moreover he was observing her strangely. 10. inquire: seek information by questioning; ask (also spelled \"enquire\"; sometimes followed by about or wh-clause)
Examples: \"Is something wrong?\" he inquired.
I rang up to inquire about train times.
He asked for his key and inquired whether there had been any messages for him.
11. ... and human initiative and inventiveness are such that even this wouldn't succeed.: As human initiative and inventiveness do exist, even this way to suppress anything new worldwide would fail. such ... that: (formal or literary) used to give a reason or explanation for sth. Examples: The nature of the job was such that he felt obliged to tell no one about it.
His manner was such that he would offend everyone he met.
Examples: l) the ability to make decisions and take action without waiting for sb. to tell you what to do
Examples: I wish my son would show a bit more initiative.
The workers are able to solve the problems on their own initiative.
2) used in the phrase \"lake the initiative\" : be the first person to take action to improve a situation or relationship, esp. when other people are waiting for sb. else to do sth.
Examples: why don't you take the initiative and arrange a meeting?
Don't stand around waiting for someone else to take the initiative.
12. slow down: become slower, or make sb. or sth. slower
Examples: It seems likely that the economy will slow down over the next twelve months.
The driver slowed the bus down when he saw a boy standing in the road.
13. rate: 1 ) the speed at which sth. happens over a period of time
Examples: The rate at which hair grows can be very slow.
2) a certain amount of one thing considered in relation to a unit of another thing Examples: Businesses are closing all over that country at a rate of fifty a week.
3) price
Examples: What is the postage rate for a parcel to the US?
In China, long-distance telephone rates depend on the distance. 14. ensure: 1) make sure (followed by a noun or that-clause) Examples: This new treaty will ensure peace.
Come early to ensure that you get a seat. 2) ensure against: be protected against (sth. bad)
Examples: The directors must take steps to ensure against possible failure.
The engineers have used special methods to ensure the bridge against danger from high winds.
15. informed: having or showing knowledge
Examples: Science is now enabling us to make more informed choices about how we use common drugs.
According to informed sources, he has been enrolled by Harvard University.
inform: tell (used in the patterns: inform sb. Of/about sth., inform sb. + that-clause, inform sb. It is a fairly formal word. In conversation you usually use tell.) Examples: They informed us of their arrival at Pudong Airport.
Have you informed the police that there's been an accident?
16. At the moment, the public is in two minds about science.: Now the public can't decide whether
they need science or not.
at the moment: now, at the present moment
Examples: I'm rather busy at the moment; could I call you back?
At the moment, no one is talking to me.
in two minds (about sth.): unable to decide whether or not you want sth. or want to do sth. Examples: I think she's in two minds about whether to accept his present or not. 17. steady: 1) constant
Examples: The government's policies have brought a period of steady economic growth with falling
unemployment.
There has been a steady improvement in her condition. 2) firm
Examples: Keep the camera steady while you take a picture.
18. It is also an important element behind support for the Green parties.: The public's distrust of
science is also an important factor leading to support for the political parties whose main concern is to protect the environment.
19. audience: l) a group of people who watch and listen to sb. speaking or performing in public (used as
a collective countable noun)
Examples: The singer called for a member of the audience to join him on stage.
2) the people who read a writer's books (used as a collective countable noun, usu. singular)
Examples: His book reached an even wider audience when it was filmed for television.
20. basis: (pl. bases) l) the facts or ideas from which sth. can be developed; foundation (usu. used as a
singular noun, followed by for or of)
Examples: The video will provide a basis for class discussion.
2) the circumstance that provides a reason for some action or opinion (usu. followed by of or that-clause)
Examples: Students are able, on the basis of experience, to choose which subjects to specialize in.
On the basis that recognizing the problem is halfway to a solution, we should pay much attention to his comments.
21. lie in: 1) ( = rest in ) exist or be found in sth.
Examples: The play's interest lies in the questions it raises about marriage.
2) be placed in (somewhere)
Examples: The house lies in a little valley behind the trees.
22. But in schools science is often presented in a dry and uninteresting manner.: But in schools science is often taught in a dull and uninteresting way. 23. in terms of : as regards (sth.); expressed as (sth.) Examples: In terms of salary, the job is terrible.
In terms of customer satisfaction, the policy can't be criticized.
24. brief: l) using tow words; concise
Examples: Patrick gave a brief summary of the last night's events.
2) lasting or taking a short time
Examples: This time their visit to Beijing is brief. 25. accurate: exact
Examples: On the whole the program provided an accurate picture of the effect of AIDS.
You were pretty accurate in your calculations.
26. Maybe I would have sold twice as many copies without it.: If my popular book had not included Einstein's equation, maybe I would have sold twice as many copies. 27. tend: be likely to happen or have a particular characteristic or effect Examples: Some people tend to get up later at weekends.
The school bus tends to be early on Monday mornings.
28. in the form of : 1 ) having the shape of Examples: The lane was in the form of a big \"S\".
The trees were laid out in the form of the figure eight. 2) existing in a particular term
Examples: They received a benefit in the term of a tax reduction. 29. precise: exact
Examples: We will never know the precise details of his death.
The precise location of the air crash was established yesterday.
30. grasp: understanding
Examples: Applied mathematics was beyond the grasp of most of her students.
She has a good grasp of the English language.
31. sufficient: as much as is needed. enough (often followed by .for or to +infinitive) Examples: There was not sufficient evidence to prove that he was guilty.
His income is sufficient to keep him comfortable.
32. convey: 1) make (ideas. feelings, etc.) known to another
Examples: Their bright eyes and smiling faces conveyed the impression that they were very excited. 2) take; carry
Examples: A wire conveys an electric current. 33. put across: ( = come across ) cause to be understood
Examples: Good teachers are the ones who are able to put things across well.
The government needs to put across the message that the economy is starting to recover.
34. proportion: 1 ) a part of a group or an amount (usu. singular) Examples: A large proportion of the city's population is aged over 50.
2) the relationship between the amounts, numbers, or sizes of different things that go together to form a whole (usu. singular)
Examples: A large proportion of the dolphins in that area will eventually die because of the water
pollution.
35. Only television can reach a truly mass audience.: Unlike popular books and magazine articles,
television science programs have a really large audience. 36. fit into: 1) be part of a situation, system, or plan
Examples: The new college courses fit into a national education plan. 2) take the right space or time in (sth.)
Examples: If I gain any more weight, I shan’t be able to fit into my clothes. We have to fit the special train into the timetable.
37. educate: teach or train
Examples: How can our children be educated if schools are not properly funded?
The organization launched a campaign to educate teenagers about the dangers of smoking.
38. entertain:1 ) give pleasure to
Examples: He entertained his friends with stories from his childhood.
2) have as a guest
Examples: According to the school regulations, women students are not allowed to entertain men in their rooms.
39. ... hence the sick joke that ...:... therefore the sick joke spreads that... sick joke: sick jokes deal with death and suffering in a cruel and unpleasant way
hence: 1) as a result, therefore (a formal use, followed by a clause/noun group/a./ad./prepositional phrase)
Examples: He's an extremely private person; hence his reluctance to give interviews.
It was a steep and difficult route and hence not too popular with walkers.
2) from this time
Examples: I don't know where I will be six months hence. 40. contact: get in touch with
Examples: Feel free to contact me if you need my help. Step 5. Text analysis: (8 minutes)
This text is the first piece of expository writing in our textbook series, therefore it is important to note the style differences between narration and exposition. Expository writings usually employ longer paragraphs in which there are longer and more involved sentences. Simply glance over the first page of Text A, Unit 2 and the first page of Text A, Unit 3, and you will see the latter is more closely packed than the former For the purpose of objectivity, third-person narration is often adopted in exposition. Meanwhile, sentences in the passive voice appear regularly.
A typical piece of expository writing begins with a statement of opinion, then goes on to give supporting details. In this text, an opinion is advanced in Para.3, i.e., the public need education in science so as to make informed decisions on their own fate. In the following paragraphs the author details the ways to educate the public. In the last paragraph a conclusion is supplied — human civilization will survive if the public understand science well.
Interestingly, if we look closer at Part 11 of this text, we will find it to be a mini-exposition, its topic being how to educate the public in science. Afterwards three concrete solutions are proposed. They are: science education in schools, replacing equations with words and diagrams, and making use of popular media such as newspapers, magazines and above all TV.
Step6. Assignment(2 minutes) 1. To prepare the exercises of unit 3 .2. Text B (for home reading )
Teaching date: Oct. 26th
Teaching time: 8:10-9:45( class5 and class4)
10:15-11:50( class6 and class7) (多媒体教室)
Teaching topic:1. Exercises (unit 3 of Integrated Course 1). 2.Listening and Speaking Course 1 (Unit 6) Teaching means: Explain. Listen by medium computer. Ask questions and answer questions. Teaching objectives: Students will be able to: 1. examine what the students master to the text.
2. master the “Useful Expressions for Getting Information” 3 .learn to grasp the main idea of listening materials. Teaching content: 1. Exercises (unit 3) Integrated Course 1 2. Listening and Speaking Course 1 (Unit 6)
Teaching focus: Listen attentively and try to grasp the main idea. Discussion, ask and solve questions. Teaching difficulties/importance: 1. How to write an expository essay 2. Listen to the tape and complete the exercise. 3. Learn to get information Teaching duration: 90 minutes (for one class)
Teaching procedure: Step 1. Post-reading tasks: (10 minutes) (1). T guides Ss through several after-text exercises.
(2). T checks on Ss' home reading.
(3). Ss do Part IV: Theme--related Language Learning Tasks.
Step 2. Exercises of text A. (40 minutes). ( Students give the answers and understandings, then T asks questions and gives the explanations.) It mainly includes: (1) Comprehension (2) Language Sense Enhancement (3) Language Focus (4) Structure (5) Comprehensive Exercises. Step 3. Listening and speaking: Unit 6 Shopping (about 38 minutes)
Step 4. Assignment: (2 minutes) (1) To say the style differences between narration and exposition 1) T asks the students to draw a table to explain some concepts . then asks them to fill it in by comparing the first 10 lines of both All the Cabbie Had Was a Letter and Public Attitudes Toward science: (The reference of the table) Text A Paragraph Length Sentence length simple or compound sentences? Unit 2 Unit 3
shorter longer shorter longer simple longer no yes yes no no yes any passive voice? any dialogue? any 3rd- person narrator? (2) Home listening Unit 6 Part D
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