譯林版高中英語必修三Uint4 Extended reading 教案（名校）

Unit4ScientistswhochangedtheworldExtendedReadingTheValueofScience?內(nèi)容分析：本板塊的文章改編自一篇著名科學(xué)家的公開演講，語篇的主題是科學(xué)的價值。作者通過自問自答，條理清楚、由淺入深地從三個層面回答了“科學(xué)價值何在”這一問題。闡明了科學(xué)家的責(zé)任所在，也鼓勵了同學(xué)們爭做社會棟梁。?教學(xué)目標(biāo)：Bytheendofthissection,studentswillbeableto:understandthemainideaofeachparagraph;analyzethelanguageandrhetoricaldevicesusedinthelecture;explainthevalueofscience.?教學(xué)重難點：Tohelpstudentsunderstandthestructureofthewholepassage;Tohelpstudentsanalyzethelanguageinaspeech;Toguidestudentstoexplainthevalueofscience.?教學(xué)過程：Step1Lead-in>Doyouthinkscienceisgoodorevil?>Whatdoyouthinkarethevalueofscience?Step2FigureoutthestructureofthislecturetranscriptIntroduction:paras.1-2:IntroducingthetopicMainbody:paras.3-6:ThreevaluesofscienceConclusion:para.7:DutyofscientistsfLet'sseethedetails.Mainbody:paras.3-6Para.3:Scientificknowledgeenablesustodoandmakeallkindsofthings.Para.4:Sciencecanprovideuswithintellectualenjoyment.Para.5-6:Scientistshavethefreedomtodoubt.Step3CarefulreadingReadparas.1-2andanswerthequestions.Theauthortalkedabouthispersonalexperienceinparagraph1and2.Pleasesummarizehisexperience.Whenhewasyounger,hethoughtsciencewouldmakegoodthingsforeverybody.Duringthewarhedoubtedthatsomeevilmaybeinvolvedinscience.Laterhethoughtlongaboutthevalueofscienceandfinallytriedtoanswerthisinthistalk.Whatarethefunctionsofthesetwoparagraphs?Tointroducethetopicandarouseaudience'sinterest.Readpara.3andanswerthequestions.Howmanytimesisthepronoun“it"usedinthisparagraph.Whatdoes“it”refertoineachcase?5times.Thefirsttwo(line12)refbrto“makinggoodthings-andthefinalthree(line14and16)refbrto"scientificknowledge”.Howdoyouunderstandthesentence"scientificknowledgeenablesustodoandmakeallkindsofthings.”？Theessenceofscienceisallkindsofknowledge,withwhichwecandoallkindsofthings,includinggoodandbad.Scienceitselfisnotgoodorbad.Instead,whatwechoosetodowithitcanbegoodorbad.JustasFeynmansaid,"Scientificknowledgeisanenablingpowertodoeithergoodorbad—butitdoesnotcarryinstructionsonhowtoapplyit.Readpara.4andanswerthequestion.Feymansaid,“Thankstothescientificeffort,wehavebeenledtoimagineallsortsofthingsmorefantasticthanpoetsanddreamersofthepastevercould."Canyougivesomeexamplesofthose"fantasticimaginedthings“thathavebecomerealitybecauseofscience?enjoyavideo.Readpara.7andanswerthequestion.Whatarethedutiesofscientists?Todeclarethevalueofthufreedomtodoubt.Toteachhowdoubtisnottobefearedbuttobewelcomedanddiscussed.Todemandthisfreedomtoallcominggenerations.Step4RhetoricaldeviceWhatanalogyisusedhereandwhafsthefunction?“Neverconcernedthattheanswermayletusdown,withpleasureandconfidenceweturnovereachnewstonetofindunimaginedstrangenessleadingontomorewonderfuluestionsandmysteries.Itisananalogy.HereFeymancomparestheintellectualenjoymentoffindingunimaginedstrangenesstotheprocessofdiscoveringwhatishiddenunderastone-justasunderneathstonestherecouldbeanunknowntreasure,Feymanusesthisanalogytoemphasizethecuriosityanddeteiminationthatscientistsusetouncovermysteriesandanswerquestions.Feymanusedparallelismseveraltimesinhislecture.Pleasefindthemoutandfigureouttheirfunctions.Whenascientistdoesn'tknowtheanswertoaproblem,heisignorant.Whenhvhasanideaastowhattheresultis,heisuncertain.Andwhenheisprettysureofwhattheresultisgoingtobe,h。isstillinsomedoubt,(line27)Permitustoquestion——todoubt——tonotbesure,(line35)Itisourresponsibilityasscientists,knowingthegreatprogressthatisthefruit

offreedomofthought,todeclarethevalueofthisfreedom;toteachhowdoubtisnottobefearedbuttobewelcomedanddiscussed;andtodemandthisfreedomasourdutytoallcominggenerations,(pora.37)Thefunctionofparallelism:Parallelismistherepetitionofsimilargrammaticalforms.Ithelpsmakeanideaorargumentclearandeasytoremember.Italsoshowsthateachrepeatedstructureisofequalimportance.Parallelismisapowerfultoolinpublicspeakingandwriting.Step5DiscussionFeymanbelievesthatofallscience'smanyvalues,thegreatestmustbethefreedomtodoubt.Howdoyouunderstandthis?Thisbeliefexpressesasimilarmeaningtothisunit'sopeningquote"Thescientistismotivatedprimarilybycuriosityandadesirefortruth."Onlywhenscientistsraisedoubtscantheyopenuptheopportunitytoexploretheunknown,whichiswhatleadstoscientificachievements.Feynmanfurtheremphasizesthisvaluewhenhesays,"Permitustoquestion—todoubt—tonotbnsure."Hepointsoutthatscientistsmustalwaysbeallowedtoquestionanddoubtthings,becauseheknowstisthekeytohowscienceisabletoprogress.Step6Languagepointsriskv.&n.冒生死之險riskv.&n.冒生死之險v.冒險做…un.常見短語搭配:riskv.&n.riskv.&n.冒生死之險v.冒險做…un.常見短語搭配:riskone'slife/livesriskdoingrun/taketheriskofsth/doing處境危險，在危險中atrisk自擔(dān)風(fēng)險，對發(fā)生的事情負(fù)責(zé)atone'sownrisk冒…的危險attheriskoffpracticemakesperfect.Istheresomeevilinvolvedinscience?(Lines4-5)involvesb/sthinsth/doingcausesb/sthtobepartof,includein,mixedwith,ordeeplyconcernedinsthordoings妨使參與，陷入或牽扯到不要把我卷入你們的爭吵當(dāng)中。Don'tinvolvemeinyourquarrel.貧窮使他家陷入不幸。Povertyinvolvedhisfamilyinmisfortune.印度現(xiàn)在困難重重。Indianhasbeendeeplyinvolvedindifficulty.Putanotherway,...(Line6)換言之put(it)anotherway

inotherwordsthatis(tosay)i.e.fpracticemakesperfect....scientificknowledgeenablesustodoandmakeallkindsofthings.(Lines10-11)en-en-是個前綴，加在名詞、.表示“放進(jìn)”，.表示“用什么包住”：.表示"登上”，”登入”：en-是個前綴，加在名詞、en-是個前綴，加在名詞、.表示“放進(jìn)”，.表示“用什么包住”：.表示"登上”，”登入”：encase,enthroneenrobeentrain,enplane4.表示“使，使成為，使處于什么境地endanger,enable,enlarge,enrich,ensureencourageenlightenenforce...itisnotonlytothecreditofscience...(Line12)Havestudentsguessthemeaningsof“credit”creditcard信用卡TheyareworkinghardforthecreditofChina.榮譽(yù)Youmustpasstheexaminationtogetcreditforthecourse.學(xué)分Igivethemfullcreditfortheirwork.贊揚(yáng)Heisveryawkwardaboutgiveusfurthercredit.貸款Nocreditisgivenatthisshop,賒欠/賒賬Atthetime,weusedtocrediteverythingtooneperson.歸功于Icancreditallthatyouaretellingme.相信Iwanttocreditthistomyaccount.i己在賬上6..?上utitdoesn'tcarryinstructionsonhowtoapplyit.(Line14)applyvt.適用，涂…vi.申請applyforsthtosbapplytodosthn.applicationStep7SentenceStructuresWithmoreknowledgecomesadeeper,morewonderfulmystery,inspiringonetolookdeeperstill.(lines19-20)QI：這個句子是一個把介詞短語置于句首的倒裝句，那么它的正常語序應(yīng)該是什么樣子？Q2:請把inspiringonetolookdeeperstill改寫成一個完整的定語從句。Ad