Book 3 Unit Five
Text A: Social Responsibility
of Scientists
|
|
一．
素质教育目标 (Objective of Quality Education)
（一）知识教学点 （Language Knowledge）
1． 日常会话惯用语句(Daily Conversational Formulas)
Making a reservation
1) Patterns useful for making a reservation:
(1) Hello, I’d like to book a taxi for tomorrow to the airport.
(2) Could I book a table for four this evening?
(3)
Can I make a reservation for a
seat on the plane to
(4) I’d like to book a single room for three days on your hotel.
(5) Is it possible if I book two tickets for the concert in the evening?
2) Patterns useful for giving a reply:
(1) Yes, please. What kind of room / seat / ticket do you prefer?
(2) OK. What time, please?
(3) For how long, please?
(4) For how many persons?
(5) First class or economy?
(6) Single room or double room?
(7) May I have your address, please?
(8) What’s your name, please?
(9) We are looking forward to having you with us.
3) Learn how to make up a short dialogue according to the situation provided.
Situation: Miss Wang wants to book a seat for the
flight to
Model:
Miss Wang: I’d like to
book one seat for the flight to
Agent: For when?
Miss Wang: Monday, October 8th.
Agent: There is a CAAC flight in the afternoon, I think.
Miss Wang: How long will it take?
Agent: About 10 hours. It leaves
Miss Wang: Thank you. I’ll take this flight.
2. 语言点（Language
Points ）
1） 句型 (Patterns)
In 1979 legal charges were brought against the University of California claiming that agricultural research which it promoted had led to … ( Para 2, Sentence 1)
The
University’s defence was that the results of research have been of
benefit to the community as whole through … were the responsibility of
the whole community rather than of the University. (
When a new
technical development becomes available it should be examined by a commission on
which all sections of the community are represented, including of
course scientists competent in the particular field. (
… that the
general run of scientists outside their own specialty are no wiser than
non-scientists, nor are they free from prejudice and emotional
attitudes. (
It is up to
society to take – and pay for – measures against the unwanted … (
… that a
scientist should be responsible for presenting a true picture to the
public about new developments in his own field, and for indicating
possible implications so far as he can see them. (
2) 单词与词组 ( Words, Phrases and Expressions)
adopt, collective, conclude, conscience, critic, ideal, intention, mankind, necessity, occasional, subsequently, tendency
be responsible for, short of, lead to, as a whole, in the first place, arrive at, make a point, be free from, be up to, pay for, so far as
3) 语法（ Grammar ）
(1) 现在分词
(2) 名词从句
(3) 带有介词with的定语从句
(4) 并列结构
(5) 比较级
(3) 方式状语从句
（二）能力训练点 ( Focus on Ability)
1． 通过听说训练，使学生熟练掌握预定惯用语句；
2． 通过学习课文和做练习，使学生熟练掌握常用的词汇和句型；
3． 如何运用关键词汇和句型复述课文；
4． 过去分词的熟练掌握和应用；
5． 如何运用篇章结构迅速理解课文；
6． 如何学会查词典；
7． 如何阅读科普文章；
8． 如何掌握带有介词with 的定语从句；
9． 如何理解招聘广告；
10． 如何将定语从句翻译成汉语的偏正复句；
11． 写作中如何应用因果法；
12． 如何写推荐信。
（三）德育渗透点 ( Focus on Moral )
通过学习课文，了解科学，了解科学家的责任及其困境，了解科学发明的作用和用途，培养学生的责任感、科学求实的精神和创新能力。
二．
课时安排
计划每一单元的教学时数为6。其大约分配如下： 精读Text A 及主要练习：2课时； Text B：0.5学时；听说训练：1 学时；综合练习和译、写练习：2学时；泛读每单元：0.5学时；
注：因学时、教材和实验时间等限制，同时也为了使本实验更易于操作，综合教程B篇、泛读课和其他练习有关课，在实验中，教师尽量采用了相同的授课方式，即体现以学生为中心的课堂教学模式。
本教案只体现综合教程A篇(2学时)的讲解和听说训练(1学时)的主要过程。
三、学生活动设计(Activities)
1. doing warm-up exercises first.
2. asking students to read the title, the first three paragraphs, and know about the focus of the debate: how far scientists should be responsible to society for the result of their work.
3. asking students to make divisions of the text and talk about the main idea of each part.
4. asking students to answer some questions according to the text.
5. retelling the text by using the key words or give a summary of the text.
6. word study: using certain words or phrases to express their ideas or to make up sentences
7. Telling his/her partner or classmates about his or her own attitude toward the scientists’ work.
8. Questions and exercises
四、教学资料与设备 (Materials and Equipment)
本课文的学习需备以下的教学资料和设备：
1． 多媒体教室；
2． 备课内容的3.5软盘一张或 U盘；
3． 课文插图和与课文内容相似的图画复制图；
4． 课文分析流程图；
5． 介绍科学家和科学工作及发明方面的短片；
6． 课外作业布置。
五、教学过程 / 教学步骤 ( Procedures)：
Study of the Text A
（以学生为中心，篇章结构的教学模式）
1） 激活图式：提供与课文主题相关的话题（“热身”活动以激发学生学习的兴趣。）：
Warm-up Questions and Introductory Remarks
Teacher: Before we study the text, I’d like to ask you a question.
Question: Should a scientist be responsible for the results of his or her work? Why or why not?
(Suggested Answer: A scientist should always be responsible for the results of his or her work. He is a scientist and it is sometimes impossible for him to predict the moral consequences of his choice of a problem, however much he may wish to do so. But at the same time he is also a citizen, and citizens who have any special skill have an obligation to see, as far as they can, that their skill is utilized in accordance with the public interest. That is to say, a scientist has to consider moral factors before undertaking a new problem. This is particularly true in applied research, whose effects are more easily predictable. In any case, a scientist has a responsibility to make sure that the products of his discoveries work for, not against, the benefit of society. )
（热身问题既与主题有关，便于因势利导，是一种“导入式”活动，易激发学生思考、参与，进行听说练习，学生自愿回答。）
Introductory remarks:
We all know that science plays a more and more important role in the societies in which we live, but it may not be so clear as to responsibilities scientists have to society. In fact even scientists conducting the most fundamental research need to be aware that their work can ultimately have a great impact on society. It is true that the occurrences and consequences of discoveries in basic research are sometimes virtually impossible top foresee. Nevertheless, the scientific community must recognize the potential for such discoveries and be prepared to address the questions that they raise. If scientists do find that their discoveries have implications for some important aspects of public affairs, they have a responsibility to call attention to the public issues involved. The important point is, therefore, that science and technology have become such essential parts of society that scientists can no longer isolate4 themselves from public concerns. Because of science’s function in modern society, scientists are increasingly called upon to contribute to public policy and to the public understanding of science. They play an important role in educating nonscientists about the content and processes of science.
Text and Questions for
Discussion
2） 用相关图式进行解码：（对课文内容进行学习）
Title: Social Responsibility of Scientists
(Questions Related to the title:)
— What information can you get from the title?
— What is the scientist’s dilemma?
— Who should be responsible for the side-effects of an invention?
— Imagine what the author wants to tell us in the passage?
（各组讨论并做出回答，然后选出2-3小组的代表，简明扼要的向全班作汇报）。
( Whatever answers the students offer, the key meaning should be : )
1) From the title, we know that the author wants to tell us social responsibility of scientists, scientists’ attitude toward their social responsibility and the author’s view’ on the problem as well.
2) The dilemma of the scientists is that what they originally thought to be beneficial to mankind may finally turn out to be something with adverse effects.
3) According to Ernst Chain, it is up to society to take – and pay for – measures against the unwanted side-effects.
(T: Now you have some idea of scientists’ work and scientists’ attitude toward their social responsibility. Let’s move on to the text in very detail. So look at the first 3 paragraphs, and discuss the following questions)
(学生快速浏览课文第一段，完成由教师结合pre-reading和while-reading设计的阅读任务，请学生分组讨论。使学生对课文第一段表达的意义和在全文中所起的作用有所理解。)
Paragraph 1 &2:
The writer raised the question: How far scientists should be responsible to society for the results of their work and in paragraph 2, the writer gives an example to explain it.
According to the writer, scientists can fall into two categories:
University scientists:
They are free to choose their fields of research, so this question applies to
them.
Government scientists: They worked for bodies sponsored by government. They are not free to choose their research field and can not freely resigned from their post. This question does not apply to them.
Questions:
（教师根据课文内容设计问题，有助于学生快速解码。）
1. What is the main idea of the paragraph?
(the author raises the question: How far scientists should be responsible to society for the results of their work? )
2. Why does the question apply to particularly to university scientist?
(They are free to choose their field of research.)
3. Why are the scientists who work for the government or for industry not responsible for the social responsibility?
(They are not entirely free agents, short of resigning from their post.)
4. What’s your opinion on the legal charge?
(We have an opinion-----The university’s defense: The results of research have been of benefit to the community as a whole. Through increased productivity and lower food prices, and in any case, the social consequences of its research were the responsibility of the whole community rather than the university.
(由于对题目进行了讨论，对课文内容便有了大致的预见。用归纳和演绎相结合的启发式，使学生阅读课文第一段，从文章的第一段第一句“There has been much debate for a number of years about how far scientists should be responsible to society for the results of their work. ”知道了作者要讨论科学家的社会责任问题。让学生找出文章提出的观点，然后教师进行归纳，以便使学生对要点加深印象。
Paragraph 3:
Scientists should not be responsible for the harmful effect their research may bring about.
More details:
A. Most scientists feel involved and have well-developed conscience for their result of their work.
B. The problems are extremely complex.
C. They often find them in a cruel dilemma.
Questions:
1. What’s the dilemma of the scientists?
The dilemma is that what they originally thought to be beneficial to mankind may finally turn out to be something with adverse effects.
Paragraph 4: What social responsibility (ties ) a scientist and a university should take.
More details:
A. Their duty is to keep the public informed and especially to advise politicians and other influential persons.
B. The university should provide unbiased experts.
C. Scientists should make the technological assessment foreseeable benefit and harmful effects, and these should be clearly stated for all to see.
D. Conclusion: The decisions and responsibility should be shared by all sections of the community. (It is another opinion of this problem)
Question:
What’s the implication of the last sentence?
(Public opinions about social values and goals may sometimes even more important than the problem itself.)
Paragraph 5: Chain’s statement about the scientists’ social responsibility.
Through two verbs we can clearly know this: one is “conclude”, the other is “says”.
a) Chain concludes that scientists can not be held responsible for the unpleasant effects of their inventions; responsibility lies with the society that adopts the technological application.
b) Chain says that one thing scientists can and should do is to counteract the tendency of the news media to exaggerate and sensationalize new developments.
Question:
What’s Chain’s opinion ?
((It is up to take─and pay for ─measures against the wanted side-effects.)
Paragraph
6: The author’s view on the problem:
A. A scientist should be responsible for presenting a true picture to the public about new developments in his own field, and for indicating possible implications so far as he can see. ( Scientists working in defence services, most of those in industry are not include.)
B. Scientists must take a positive part, individually and collectively, in helping people understand the spirit of the brave new world.
Question:
What’s the writer’s view on this problem?
(A final word: Whatever critics may say or wish, today science is an extremely important part of our culture, and modern civilization is in fact based on technology; there is no going back, and science and technology will influence our lives and the world we live in to an increasing extent.)
（教师可以讲解文章或短文常规形式：起始段/主题段、主体段/发展段和结论段/总结。起始段里应引出话题或提出观点，主体段或发展段是对话题或主题的支撑，结论段给出判断或结论。把学生置于“作者”的位置，采用启发式和连环式问题，使学生不自觉地卷入学习课文活动之中。）
Social Responsibility of Scientists
Para1 Para 2 Para 3
para 6
Para 5 para 4
Chain’s statement about scientists’
responsibility The decisions and responsibility should
be shared by all sections of the community The author’s view on the problem
3) 语篇结构分析
A: 文章体裁类型复习 ( Genre Analysis)
T: After we study the text,
with the help of discourse picture , we are clear about the organization of the text. We know that
all literatures or essays can fall into the following genres :叙述文(Narration)，描述文(Description), 说明文(Exposition)，议论文(argumentation)。
(Teacher states briefly the
main characteristics of the four genres and then ask students to tell what
genre this text belongs to in terms of structure. Students will tell
that the passage in the text is Argumentation without difficulty.)
B: 段落之间的关系
T: We have classified the parts of the text and recognized the main idea of each part, it is necessary to explore how the author connects the three parts together logically and makes meanings of each part get together naturally and smoothly?
(Ss are arranged to work in groups and are encouraged to find out the signal words connecting each parts. The teacher reminds function of each part in terms of the connection of the main idea of the whole passage with the reference to the pictures on the screen.)
4) Study of
New Words and Phrases（重点词、词组讲解）
A.
Word
and phrase study
1. intention
have/ get intention of doing sth. 有意作某事
I’ve got no intention of staying indoors on a nice sunny day like this.
阳光这么好， 我可无意呆在屋里。
She went to Paris with the intention of studying French.
她去巴黎想学法语。
Without intention 无意的
By intention 故意地
With good intention 善意地，诚意地
2．conscience
have a clear conscience 问心无愧
have a guilty conscience 问心有愧
have no conscience 没有良心
3．competent for doing/ to do sth 有能力，胜任的
She is competent for (doing )the task.
4． prejudice 成见，偏见
free from prejudice 没有成见
be full of prejudice 充满着偏见
without prejudice 无偏见
have prejudice against 对……有偏见
He has prejudice against career woman.
5．adopt
1) take and use 采纳
I’d like to adopt your idea. 我想采纳你的意见。
2) To take into one's family through legal means and raise as one's own child.
收养，过继通过合法手段吸收为家庭中的一员并作自己的孩子抚养
e.g. They are not my real parents, I am adopted. 他们不是我的亲生父母。
adopted son(daughter) 养子（女）
adoptive father( mother) 养父（母）
6．Conclude 结束， 终止
e.g. He concluded his speech with some amusing remarks. 他说了一些有趣的话来结束他的演讲。
Conclude a meeting 结束会议
The book concluded with a happy ending.这本书以大团圆为结尾。
7．Ideal
1)理想的, 完美的，适合的
An ideal marriage 理想的婚姻
The weather is ideal for an outing. 天气适合郊游。
The picture book is an ideal for young children. 这本图画书适合孩子看。
2）lofty 崇高的
the ideal of an English gentleman 典型的英国绅士
8． responsible to sb. for sth 向谁负责什么
responsible for 负责, 是什么原因
His careless is responsible for his failure. 他的粗心是他失败的原因
9． be short of 缺乏， 缺少
We are short of money.
＝except for, apart from 除了
We’ll take all measures short of war. 除了战争，我们将采取一切手段。
10． lie with 归于，取决于
It lies with you to decide.
Again we failed, and this failure lay with me.我们又失败了，这次失败的责任在我。
The final decision lies with the committee. 最后的决定由委员会决定。
11. be of benefit to 对……有好处
Scientific research is of great benefit to mankind. 科学研究对人类很有好处。
12. rather than 宁愿……而不是
I prefer to do it on Sunday rather than on Saturday.
13. the general run of= ordinary, unusual, average kind of一般情况或趋势
She is different from the common run of students.她与一般学生不一样。
run :趋势
The run of events 事态的趋势
14． be up to 是……的责任
It’s up to you to make the decision.
It’s up to us to help the disabled.
B.
Difficult sentences
1.(para. 1) There
has been much debate for a number of years about how far scientists should be
responsible to society for the results of their work.—For
a number of years, people have talked much about what kind of duties scientists
should have to society for the results of their work.
2. (para. 1)This
question applies particularly to university scientists as they are the ones who
are free to choose their fields of research. —This
question is especially related to the scientists in universities since they can
do whatever they like to in their fields of research.
3. (para. 1) The
greater number of scientists today work for the government sponsored bodies, or
in industry; in their case, the responsibility lies mainly with the authorities
that employ them; they are not entirely free agents, short of resigning from
their port. — The majority
of scientists today work for the organizations that are financially supported
by government and so the authorities that employ them have the responsibility
and apart from giving up their posts, they are not free to do what they want
to.
4.(para.2) In
1979 legal charges were brought
against the University of California claiming that agricultural research which
it promoted had led to increased automation and consequently farm workers losing
their jobs. — …People made an accusation against
the University of California that agricultural research of the university had
caused increased automation, which resulted in the wider use of machines and in
farm workers losing their jobs.
5.(Para.3)… but many can also be used in
ways that either intentionally or unintentionally have disastrous effects on
man and on the other inhabitants of this planet. —…but many discoveries, whether they are used on purpose
or not , can also bring disasters human and other living things on earth.
6. (Para 4)
The scientists should make the technological assessment of foreseeable benefits
and harmful effects, and these should be clearly stated for all to see,…—The scientists should judge the value
of their inventions technologically and tell the public the possible good and
bad effects their inventions will have,...
7. (Para 5)
First he makes the point,…, that the general run of the scientists outside
their own specialty are no wiser than non-scientists, nor are they free from
prejudice and emotional attitudes. — First he says that
most scientists know no more than ordinary people once they come out of their
field of research and they will take or refuse the inventions to their personal
preference.
No wiser than----as wise as or less wise than
e.g. no +comparative means “not at all”
no worse than
no fewer than
no older than
8.(Para. 5) …
to counteract the tendency of the news media to exaggerate and sensationalize
new developments. — … to take some actions to stop the
news media from overstating a new technological development.
Counter----opposing, done in return
e.g. counterattack, counterplot, countercharge,
counterargue…
9.(Para.6)
…and for indicating possible implications so far as he can see them. —and he should be responsible for pointing out any possible ill
effects if he believes there are such effects.
So far as: to the degree or distance that
e.g. I’ll help you so far as I can.
He is not living in this neighborhood so far as I know.
10.(Para.6) A
final word: Whatever critics may say or wish, today science is extremely
important part of our culture…— The conclusion is that no matter whatever one may criticize,
science is getting into and has become a part of our everyday life.
5) Summary of the text
Asking Ss to make summary of the text:
Scientific research and discoveries are usually believed to be benefit to mankind. However, many can also be used in ways that have disastrous effects on the earth. Who should be responsible for that? This question has been argued for years. No matter what critics may say, scientists think it is not them but the society that adopts the technological application should be responsible for the unpleasant effects of their inventions. What they should do is to present a true picture to the public about the new developments in their own fields and help people understand the spirit of the new world.
|
|
