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关于understanding science 的大学英语作文(一)
关于understanding science 的大学英语作文(二)
关于understanding science 的大学英语作文(三)
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关于understanding science 的大学英语作文(四)
Unit 3 Understanding Science
Teaching plan (5 periods)
Objectives
Students will be able to:
1) grasp the main idea and the structure of the text;
2) appreciate the style differences between narrative writing and expository writing;
3) master key language points and grammatical structures in the text
4) conduct a series of reading, listening, speaking and writing activities related to the
theme of the unit.
Time allotment
1) 1st period: pre-reading; while-reading (text structure)
2) 2nd period: while-reading (Style, Part I)
3) 3rd period: while-reading (Parts II and III)
4) 4th period: post-reading (debate; exercises)
5) 5th period: check on student’s home reading (text B) and Theme-related language
learning tasks)
Pre-reading tasks
1) Asking questions to check if students have listened to the tape recording on Stephen
Hawking (5 minutes);
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. (9 minutes)
3) Pointing at the discoveries noted down on the blackboard. (In what ways do these
discoveries change our lives for the better (worse))? (10 minutes);
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 the text, it’s up to us to make changes head forwards 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.‖ (3 minutes)
While-reading tasks
1. Understanding text structure (20 minutes)
1) This text is the first piece of expository writing in our textbook series…..(See
Reference P.27), then do Text Organization Exercise 1.
2) In expository writing, the structure of a paragraph is usually similar to that of the text,
i.e. the topic sentences are presented in the first of second sentences of a paragraph, followed by supporting details.
2. The style differences between narration and exposition (15 minutes)
a) Draw the following table on the backboard
b) T sums up the differences then stresses the importance of applying different
styles for different contexts. (see Text Analysis)
3. T explains the language points in Part I and gives Ss practice. (25 minutes)
4. Ask students what Hawking means by saying ―the public is in two minds about science‖,
and what ―this interest‖ refers to in line 33. (8 minutes)
5. T explains the language points in Part II and gives Ss practice. (25 minutes)
6. Ss do text organization Exercise 2 (10 minutes)
7. Guide Ss through Part III. ( 5 minutes) Post-reading tasks
1. Debate: Should cloning of human beings be banned? (20 minutes).
2. Guide students through several after-text exercises (20 minutes)
3. Check student’s home reading (text B) (3 minutes)
4. Ss do Part IV: Theme-related Language Learning Tasks in class (1 period)
5. Ask the students’ to prepare the next unit (2 minutes)
Text A Public Attitudes Toward Science
Text Analysis
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 II of the 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 ad newspapers, magazines and above all TV.
Cultural Notes
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 in 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 hook spent more than four years on the London Sunday Times bestseller list — the longest run for any book in history.
2. 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 as a ghost, is vampire or Frankenstein’s monster.
3. 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 Moore, gives scientific information in an entertaining way.
4. 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 [917. 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 stale of Israel, but did not accept it.
Language Points
1. attitude: the opinions and feelings that you usually have about something (usually
followed by to / towards)
2.
Pete’s attitude towards women really scares me. His son’s attitude to work made him angry. likely: 1) probable (when functioning as an adjective, the word is often used in the following patterns: it is likely that…, be likely to do sth.) 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.
3. 2) probably (when used as an adverb., the word is often preceded by ―most‖, ―more than‖, or ―very‖. You don’t use it as an adverb on its own.) I’ve very likely have done the same thing in your situation. privilege: a special advantage that is given only to one person or group of
people.
Don’t forget that using the car is a privilege, not a right.
Ladies and gentlemen, I have the great privilege of introducing our speaker for tonight.
4. do without: manage to survive, continue, or succeed although you do not have
sth. you need, want, or usually use:
I can’t afford a car, so I guess I’ll just have to do without.
You’ll have to do without your dinner if you don’t get back in time.
5. highly: 1) very: Highly successful/ highly skilled
2) to a high level or standard; She is a highly educated woman. The chairman of the department was the most highly paid member of faculty.
To speak / think highly of : to tell other people how good someone is at
anyway: (used to change the subject of a conversation or to support an idea or argument) anyhow.
—I’ve got a terrible cold.
—Have you? Oh, dear. Anyway, so you’re not going to go away this weekend?
He said he didn’t know much about computers but that he’d try and help us anyway. something or to think they are very good at something. 6.
7. put/ turn the clock back: to go back to the ideas or methods tried before
instead of doing things in a new or modern way; return to a situation that used to exist, usually because the present situation is unpleasant.
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 future; you can’t turn the clock back.
8. cut off: 1) stop providing (sth)
The electricity company are threatening to cut us off.
The US has cut off aid to PDRK.
2) to separate something by cutting it from the main parts:
She cut off a big piece of meat.
One of his fingers was cut off in the accident.
9. bring about: to make something happen:
Computers have brought about many changes in the workplace.
Jealousy in a relationship is often brought about by a lack of trust.
10. moreover: formal. A word meaning in addition, use to introduce information
that adds to or supports what has previously been said.
The rent is reasonable and, moreover, the location is perfect.
She saw that there was a man immediately behind her. Moreover, he was observing her strangely.
11. inquire: to ask someone for information ( also spelled ―enquire‖, sometimes
followed by about or wh-clause):
―Are you getting married?‖ the television interviewer inquired.
I am writing to inquire about you advertisement in The Times.
The waiter inquired whether we would like to sit near the window.
inquire into: to ask questions in order to get more information about something: The investigation will inquire into the exact circumstances of the sale.
inquiring: adj. Only before noun.
an inquiring look or expression shows that you want to ask about something
关于understanding science 的大学英语作文(五)
关于understanding science 的大学英语作文(六)
Unit 3 Understanding Science Text A Public Attitude Toward Science
1. Background Information
1) Stephen Hawking (1942 -): Chronology of Stephen Hawking –1942 Born in Oxford, England.
–1958 Entered Oxford University and became especially interested in thermodynamics(热力学),relativity theory, and quantum mechanics (量子力学). –1962 Received a bachelor’s degree in physics and then enrolled as a research student in general relativity at the University of Cambridge.
–1966 Earned his Ph.D degree at the University of Cambridge. Stayed at the University of Cambridge to do post-doctoral research. Diagnosed as having Amyotrophic Lateral Sclerosis (ALS) (肌萎缩性骨髓侧索硬化).
“I am quite often asked: How do you feel about having ALS? The answer is, not a lot. I try to lead as normal as a life as possible, and not think about my condition, or regret the things it prevents me from doing, which are not that many.” –1977 Became a professor of physics.
–1979 Appointed Lucasian Professor of mathematics at Cambridge, a post once held by Isaac Newton. 2) Main Achievements a) Singularity
A point in space-time at which the space-time curvature (曲率) becomes infinite. b) black hole
A region of space-time from which nothing, not even light, can escape. Nothing can escape because gravity is so strong. c) A Brief History of Time
One of his books to make his work accessible to the public.
1) Quiz about Einstein
Do the quiz to see how much you know about Albert Einstein.
In his effort to discover the governing laws of the universe, Einstein tried to find a
mathematical relationship between two natural forces. What are they? A) Electromagnetism and gravitation B) Fission(裂变) and gravity C) Electricity and the speed of light D) Nuclear energy and electromagnetism 2) Monologue of Einstein
Albert Einstein (1879-1955): I was born in Ulm, Germany in 1879. As you may know, 1905 was a big year for me. That’s when I turned the world upside down, at least for scientists, time had to be looked at in a whole new way—that Newton’s view of space and time was inaccurate. These ideas became known as the special theory of relativity and introduced the equation E=MC2.
Ten years later I presented the general theory of relativity. The general theory
showed that gravity is not a force, as Newton had thought. It is instead a curvature of the space-time continuum.
3) Do you know?
–Einstein could not find a job in physics upon graduation from college, and became a
technical assistant in the Swiss Patent Office. He worked on theoretical physics in
his spare time.
–Einstein did not receive a Nobel Prize for his theory of relativity.
–Einstein immediately left Germany for the United States following Hitler’s rise to
power. –Einstein spent much of his later career searching for a unified field theory, but was
unsuccessful.
–Einstein declined the presidency of the sate of Israel when it was offered to him in
1952 by the sate leaders. –The element einsteinium(锿), discovered in 1952, was named in the honor of Albert
Einstein.
This is a horror film about a doctor who builds a monster out of dead
body parts and brings it to life using electricity, based on the novel by Mary Shelley.
III. Global Reading
1.chart completion
Fill in the chart by comparing the first 10 lines of both All the Cabbie Had Was a
Letter and Public Attitudes toward Science to see style difference between narration and exposition.
IV. Detailed Reading
Part One (Para.1~Para.3) 1. (L2) likely:
1) adj. probable很可能的, 合适的, 可靠的, 有希望的 —An accident likely to lead to war is reported on TV.
2) adv. 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.) 或许, 很可能 —I shall very likely to be here again next month. Pattern:
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