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- Teaching Objectives
- Lead-in Activities
- Background Information=
- Key Word Study
- Text Analysis
- Key Sentence Patterns
- Writing & Reading Skills
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- Get a general idea about the development of science and Stephen Hawk=
ing
- Understand the main idea and structure of Text A
- Appreciate the style differences between narrative writing and expos=
itory
writing
- Grasp the key language points and grammatical structures in the text=
- Conduct a series of reading, listening, speaking and writing activit=
ies
centered upon the theme of the unit.
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5
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- What is the meaning of this line “Science and technology
constitute a primary productive force”.
- ※
- Do you happen to know some sporadic changes brought about by science
& technology in history?
- ※
- Have you witnessed the great changes brought about by science &
technology?
- Free discussion
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- The Industrial Revolution of the late 18th and early 19th centuries =
was
revolutionary because it changed -- revolutionized -- the productive
capacity of England, Europe and United States. But the revolution was
something more than just new machines, smoke-belching factories,
increased productivity and an increased standard of living.
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- In 6000 BC, the fastest transportation available to man over long
distances was the camel
caravan（商队）；
- About 1600 BC, the maximun speed of the chariot (双轮=
9532;拉战车）was
roughly 20 mph;
- In 1784, the first mail coach averaged 10 mph;
- In 1825, the first steam locomotive had a top speed of 13 mph;
- In the 1880’s, the more advanced steam locomotive reach a spee=
d of
100 mph;
- By 1938, airplanes were travelling at better than 400 mph;
- By the 1960’s, rocket planes approached speeds of 4000 mph, sp=
ace
capsules were circling the earth at 18,000 mph.
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- Have you ever read the international multimillion-copy bestseller
“A Brief History of Time”? What do you know about its au=
thor
Stephen Hawking?
- What is your attitude toward science? Which, in your opinion, is more
significant, the increase in the living standard brought about by
scientific developments or the harm caused by them?
- Hint 3
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- Most students will put more emphasis on the positive effect of scien=
ce.
The teacher, then, can draw their attention to such topics as
environmental problems, industrial pollution, the devastating power =
of
nuclear weapons and the oncoming threat of human cloning.
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- Do you think you have a basic understanding of science? What are the
usual means for you to acquire scientific knowledge?
- (The teacher might find, most probably, that the majority of the
students get the bulk of their scientific education not through scho=
ol
textbooks, but through popular books, magazines, Internet and TV
programs.)
- Please try to list some of the scientific and technological discover=
ies
that have changed or will change the way people live, and explain in
what ways do these discoveries change our lives for the better and f=
or
the worse.
- (electricity, television, telephone, car, airplane, computer,
transistor, X-rays, cloning, etc.)
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- Stephen Hawking: Regar=
ded as
one of the most brilliant theoretical physicists since Einstein, Ste=
phen
Hawking is known not only for the adventurousness of his ideas, for =
the
clarity and wit with which he expresses them, but for the courage he=
has
shown in struggling with the illness that he has suffered from for t=
he
most of his life.
-
Stephen Hawking now is Lucasian professor of Mathematics at t=
he
University of Cambridge in England, a post once held by the great
scientist Isaac Newton. He seeks to combine Einstein’s General
Theory of Relativity and Richard Feynman’s idea of multiple
histories into one complete unified theory that will describe everyt=
hing
that happens in the universe.
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- From Frankenstein , the creator of the artificial monster in Franken=
stein
by Mary Wollstonecraft Shelley
- The word Frankenstein has taken on a life of its own, somewhat like =
the
monster created from parts of corpses by the Swiss student Frankenst=
ein,
whose name serves as the title of Mary Shelley's novel, published in
1818. People have persisted in calling the monster Frankenstein; in
fact, the first recorded use of the name as a common noun in 1838 re=
fers
to mules as “Frankensteins.” The word has gone on to ref=
er
to “a monster having the appearance of a man” and “=
;an
agency that slips from the control of and ultimately destroys its
creator.” Since most people have given the name of the novel's
protagonist to his creation, Frankenstein's monster has, in a sense,
destroyed its creator.
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- The Sky at Night: a po=
pular
British television program about the stars and planets, broadcast ev=
ery
month by the BBC since 1957. It is well known for the way in which i=
ts
presenter, Patrick Moore, gives scientific information in an
entertaining way.
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- 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=3Dmc 2 , 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 gi=
ven
the Nobel Prize for physics in 1921.
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- 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 Universi=
ty
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.
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- Part I: Key words
- Part II: Useful phrases
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- 1: attitude: n: the wa=
y one
thinks and feels about sth; the way one behaves toward sth.
- (have/take/adopt a … attitude to/toward sth./sb)
-
Some youngsters tend to take a hostile attitude to their pare=
nts
and teachers.
- What is your attitude toward the new-new people?
- 2: likely: 1) adj.
probable (=
be
likely to do sth. / it is likely that…)
- So long as a child is shown exactly how to do something, it is less =
likely
that he will figure out himself how to accomplish such a task.
-
2) adv. following “very” or “most”,
probably
-
Very likely none of my roommates will go home for the summer
vacation.
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- 3: highly: 1) to a high
degree
- Middle-class people in the Western society usually refer to the high=
ly
paid professionals.
- There are highly dangerous substances in that laboratory.
- =
;
2) favorably
- Due to the poor performance of the protagonists the audience
didn’t think highly of the play.
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- 4: moreover: besides, =
as a
further matter
-
Westerners tend to teach children that they should rely on
themselves for solutions to problems. Moreover, they put more emphas=
is
on fostering creativity in children.
- 5: inquire: (also “enquire”. The former is more common i=
n US
English while the latter is more common in British English.) ask for
information from sb.
- Collocations: inquire of sb.
- =
;
inquire about sth.(ask for information about)
- =
;
inquire into sth. (investigate, look into)
- “How well do yo=
u know
Berlin?” he inquired of Tony.
- The task of political
sociology is to inquire into the causes of political events.
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- 6: initiative 1)=
the
power or opportunity to act or take charge before others do; the abi=
lity
to assess or initiate =
things
independently
- Unfortunately, =
we
have lost the initiative and allowed our opponent to get the upper h=
and.
- =
;
2) (in the phrase “take/seize the initiative”) be=
the
first to take action in a particular situation
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- 7: rate 1) the speed at
which sth. moves, happens or changes over a period of time
- The indus=
trial
world is facing a rapid rate of change.
- The price=
was
rocketing at an inflation rate of 50%.
- 2)
measure, quantity, or frequency, typically one measured against some
other quantity or measure
- cri=
me rate,
birth rate, divorce rate, interest rate, etc.
- 8: ensure make certain that sth. will occur or be the case
- Collocations: ensure sth.
- =
;
ensure sb. sth.
- =
;
ensure that-clause
-
Hard work combined with luck will ensure you a place in socie=
ty.
- The client must ensure that accurate records are kept.
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- 9: inform give facts or
information, a formal word for “tell”
- Collocations: inform sb. of/about sth.
- =
;
inform sb that-clause
- Examples:
- Please inform us of the time of your arrival as soon as you get the
ticket.
- The manager promised to keep me informed about how our business was
going on.
- Derivatives: n. inform=
ation
- =
;
adj. informed (having or showing knowledge)
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- 10: steady 1) firmly f=
ixed,
supported, or balanced; not shaking or moving
-
The lighter the camera, the harder it is to hold steady.
-
He refilled her glass with a steady hand.
- =
;
2) regular, even, and continuous in development, frequency, or
intensity
-
It is reported that there has been a steady decline in the bi=
rth
rate in Shanghai in recent years.
- Luckily, the sales in his shop remained steady at the time of econom=
ic
depression all over the area.
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- 11: audience n: the gr=
oup of
people who are watching or listening to something such as a play,
concert, or film; all the people who watch television or listen to t=
he
radio; the people who read the books of a writer or hear about the i=
deas
of a thinker.
-
Speaking before an audience of schoolchildren is quite differ=
ent
from doing that before an audience of university students.
-
Attention should be paid to the need for intellectuals to
communicate their ideas to a wider audience.
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- 12: harness bring
(sth. such as a natural resource of energy) under your control and u=
se
it
-
Techniques harnessing the energy of the sun are being develop=
ed.
- 13: basis 1) the underlying support or foundation for an idea, argum=
ent,
or process
-
Trust is the only basis for a good working relationship.
-
Hawking’s early research work in Cambridge University
formed the basis of his masterpiece “A Brief History of
Time”.
- Collocation: on the basis of
-
On the basis of these statistics important decisions are made=
.
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- 14: brief adj:la=
sting
for only a short time; short
-
In this report he mentioned his brief stay in China.
- Please give a brief summary of the second part of the text.
- 15: accurate 1) (espec=
ially
of information, measurements, or predictions) correct in all details=
;
- They gave an accurate description of their work in the meeting.
- =
; &n=
bsp;
2) (of an instrument or method) capable of giving accurate
information
- =
;
an accurate thermometer/watch
- =
;
3) (of pictures or stories) faithfully or fairly representing=
the
truth about sb. or sth.
-
The portrait is an accurate likeness of Mozart.
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- 16: tend be
likely to happen, have a tendency to
- Collocation: tend to do sth.
- The=
aged
people tend to wake up early in the morning.
- He =
tends
to remember pleasant experiences and forget depressing ones.
- 17: precise 1) correct=
and
exact (in describing sth.)
- The
precise nature of the disease has not been established yet.
- =
;
2) accurate in all details
-
As the difference is subtle, the timing had to be very precis=
e.
-
Thanks to his precise instructions, I did a good job.
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- 18: grasp n. understan=
ding;
v. understand
- Collocation: have a gr=
asp of
sth.
-
The concepts put forward by Einstein are generally considered=
to
be difficult to grasp.
-
He had a sound grasp of Japanese.
- 19: sufficient a=
dj: as much as is necessary, en=
ough,
adequate
- Collocations: be sufficient for
- =
;
be sufficient to do
-
Japan had a reserve of oil sufficient for its needs.
- They have sufficient resources to survive.
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- 20: convey v: make (an=
idea,
impression, or feeling) known or understandable to sb.; communicate =
(a
message or information)
-
There are always occasions when words fail to convey our
feelings.
- It’s impossible =
to convey
how lost I felt.
- Mr. and Mrs. Quirk have
asked me to convey their very kind regards.
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- 20: convey v: make (an=
idea,
impression, or feeling) known or understandable to sb.; communicate =
(a
message or information)
-
There are always occasions when words fail to convey our
feelings.
- It’s impossible =
to convey
how lost I felt.
- Mr. and Mrs. Quirk have
asked me to convey their very kind regards.
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- 22: hence 1) for this
reason; as a consequence
- The
computer has become smaller and cheaper and hence more available to a
greater number of people.
- =
;
2) from now, form here (after nouns indicating time)
- The
29th Olympic Games will be held in Beijing, six years hence.
- 23: contact V: communi=
cate
with (usu. by telephoning or writing to sb.), typically in order to =
give
or receive specific information
-
Don’t hesitate to contact us for help if you have any
difficulties.
- The police will contact you as soon as they find the thief.
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- 1: do without manage to
survive, continue, or succeed without sth.
- It
is said that this monk can do without food for a month.
- I
haven’t a formal dress for the ball, so I have to do without t=
he
play.
- 2: put/turn the clock back (or put/turn back the clock): return to t=
he
past or to a previous way of doing things
- As
is manifested by history, nobody can put the clock back and prevent =
the
advancement of society.
-
Since you cannot turn back the clock, you may as well forget =
the
past and look to the future.
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- 3: cut off prevent sb. from receiving or being provided with sth. es=
pecially
power or water
-
Can I check the records of consumers cut off for non-payment?=
-
At times of war water and electricity used to be cut off.
- 4: bring about V: cause sth. to happen
-
It was Norm Chomsky who brought about a revolution in the fie=
ld
of linguistics last century.
-
Improvement of the educational system will bring about great
changes not only in individuals but in the whole society as well.
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- 5: slow down (cause to) become slower
-
Because of the social instability, economic growth has slowed
down.
-
Harold slowed the car down as it was approaching the gate.
- 6: in two minds unable=
to
decide between alternatives
- Collocation: be in two minds about sth.
-
Lucy is in two minds about whether to quit her job for the ki=
ds
or to be a career woman for the rest of her life.
- 7: lie in (the cause o=
f sth.
or the solution to a problem) be found in
-
The causes of this incident lie deep in the history of societ=
y.
-
Its attraction lay in its simplicity.
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- 8: in terms of (or in…terms) with regard to the
particular aspect or subject specified
-
A computer is powerful in terms of capacity and speed.
-
In terms of natural resources China is superior to Japan.
-
These statistics are shown in terms of percentage.
-
Life is going to be easier in economic terms.
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- 9: put across (sth. to sb.) communicate sth. successfully or
effectively, cause sth. to be
understood by sb.
-
A teacher should have the ability to put his ideas across qui=
ckly
and clearly to his students.
- 10: fit into (or fit sb./sth. into) constitute part of a particular
situation or larger structure;
be in harmony with other things within a larger structure
-
You may be surprised to find that some of my ideas in this bo=
ok
do not fit into the traditional approach to this problem.
-
She is such a sociable girl that she easily fitted herself in=
to
the new class.
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37
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- Part I : difficult sentences
- Part II: Long sentence Analysis
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- 1. ... and human initi=
ative
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.
- 2. At the moment=
, the
public is in two minds about science : Now the public can't decide
whether they need science or not.
- 3. 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 f=
or
the political parties whose main concern is to protect the environme=
nt.
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- 4. 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.
- 5. 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.
- 6. Only televisi=
on can
reach a truly mass audience. : Unlike popular books and magazine
articles, television science programs have a really large audience.<=
/li>
- 7. ... hence the=
sick
joke that... : ... therefore the sick joke spreads that ... sick jok=
- Eg:sick jokes deal with death and suffering in a cruel and unpleasant
way
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- Analyze the structure of the following sentences:
- It has come to expect the steady increase in the standard of living =
that
new developments in science and technology have brought to continue,=
but
it also distrusts science because it doesn’t understand it. (L=
24)
- But the rate of scientific progress is now so rapid that there are
always new developments that have occurred since one was at school or
university. (L50)
- Genetic engineering and computers are two of the developments most
likely to change the way we live in the future. (L53)
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- Writing skill----- Understanding expository writing
- 1) This text is a piec=
e of
expository writing. Expository is the process of making a statement =
and
then supporting it with evidence.
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- 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 or second sentences of a paragraph, followed by supporting
details. Ask Ss to skim quickly over the first and second sentences =
of
the first four paragraphs.
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44
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- 3) The style differenc=
es
between narration and exposition
- a) Draw the table on t=
he
blackboard , explain some concepts in it that may be difficult to Ss,
then ask them to fill it by comparing the first 10 lines of both All=
the
Cabbie Had Was a Letter and Public Attitude Toward Scienc
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- b) Sum up the major st=
yle
differences between narrative and expository writings: Expository
writings usually employ longer paragraphs in which there are longer =
and
more involved sentences. For the purpose of objectivity, third-person
narration is often adopted in exposition. Meanwhile, sentences in the
passive voice appear regularly. Stress the importance of applying
different styles for different contexts.
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