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中国政法大学

本科教案（20 —20 学年第学期）

中国政法大学·外国语学院

China University of Political Sciences and Law

School of Foreign Languages

Name of the course: College English Integrated Course 1

Course number: 108010143

Name of unit: Understanding Science

Dates and times of course: four periods

Time allotment:

1st period: warming-up, cultural background, global reading

2nd period: presentation of the text

3rd period: reinforcement of the text, language focus

4th period: post-reading tasks

Teaching objectives

Students will be able to:

1.Main idea of each part and text organization: begin with a statement of opinion;

go on with supporting details; come up with 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.

Key points (Difficult points):

1.Grasp the meaning and the usage of the key phrases and words of the text, and use them

creatively.

2.Be able to guess the meaning of a new word with the help of prefix.

3.Get to know some skills in reading an exposition and writing an expositive paragraph.

4. Reading strategy: style differences between narration and exposition found out from a comparison of Unit 2 with Unit 3; characteristics in an expository wiring: longer paragraphs, third-person narration, passive voice and closely packed structure.

Self-learning/CALL plan for students

1. Ss pre-read the lesson and get the main idea.

2. Ss self study the pronunciation and spelling of news words in the computer room.

3. Review Text A of Unit 2 and try to find writing styles different from the text Ss going to learn.

Teaching methods and procedures

I. Warming-up

1. T asks some questions about Stephen Hawking and introduces his main achievement.

2. T asks Ss some questions to arouse their interest in learning the text:

--Can you name other great physicists in the history and list their achievements?

--Do you want to be scientist in the future? Why or why not?

--Can you list some household facilities created by modern technology? What do you think life would be without them?

--What do you think of cloning, atomic bombs, etc. made possible by science?

--Have they brought us more advantages or disadvantages?

II. Presentation of the text

1. T asks several questions concerning the general idea of the lesson to check Ss’preview.

2. T asks Ss to divide the text into three parts, and asks them to sum up the main idea of each part.

3. T helps Ss understand the main idea of Part I by asking Ss questions.

What was the life like before the science?

Is it possible to prevent science from developing? Why or why not?

Why is it necessary for the public to understand science?

4. T explains language points and difficult sentences of Part I while asking questions concerning main idea and gives Ss practice.

5. Ss scan Part II, and fill in the following form:

Top sentence:

Supporting point 1:

Supporting point 2:

Supporting point 3:

6. T draws Ss’ attention to the structure of this part, which goes, like an expository article, from introducing a topic to giving supporting details.

7. T explains language points in Part II and gives Ss practice.

III. Post-reading tasks

1.Ask students to find out the style differences between Text A, in Unit 2 and Text A,

in Unit 3 by filling in a table including the following aspects: paragraph length、sentence length、simple or compound sentences、active or passive voice、any dialogue and any 3rd-person narrator

2. Teacher explains how to write exposition systematically with the text as an example

IV. Reinforcement

1.Check on Ss’ work in vocabulary and structure exercise and T emphases important

points.

2.T explains affixation as a word formation method.

3.T summarizes structures with “as”..

4. T guides Ss through other after-text exercises.

Content of teaching

I. New words and expressions

1. 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.

Economists say that the quick economic growth is likely to

continue throughout the 2010s.

2) probably (when used as ad., the word is often proceeded 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.

2. do without: 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.

3. highly: 1) very

Examples: Mr. Smith was a highly successful salesman.

It seems highly likely that she will take the job.

2) to a high level or standard

Examples:most of the people present at the meeting are highly educated women.

The chairman of the department was the most highly paid member

of faculty.

c.f. highly and high

highly 用作副词表示抽象意义的高。如：

a highly paid official/ think highly of sb.

high 用作副词表示真实意义的高。如：

aim high / search high and low 到处寻找

c.f. closely and close

closely 细心地，严密地

Watch what I do closely

The prisoners were closely guarded.

close 近地

He lives close to the school.

3. 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 future; you can’t turn the clock

back.

4. 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.

often used in the patterns: inform sb. of/about sth., inform sb.+ that-clause, inform sb.

Examples: They informed us of their arrival at Pudong Airport.

Have you informed the police that there’s been an accident?

“I just added a little soy sauce,” he informed us.

5. 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.

6. 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.

The figures are expressed in terms of a percentage.

7. 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.

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 form

Examples: They received a benefit in the form of a tax reduction.

8. put across: cause to be understand

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.

9. 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: The proportion of men to women in the medical profession has changed in recent years.

A large proportion of the dolphins in that area will eventually die

because of the water pollution.

10. fit into: be part of a situation, system, or plan

Examples: The new college courses fit into a national education plan.

College English videos are designed to fit into the syllabus.

11. contract: get in touch with

Examples: Feel free to contact me if you need my help.

I will contact the Tourist Information Bureau for further details.

c.f. contact 接触，联系

contrast 对比，对照

contract 订合同，契约

II. Language focus

1. Word formation:

Affixation is a method of forming an English word. It including prefixation and suffixation. Prefixes generally alter the meaning of the word, but not its part of speech, while suffixes usually change the part of speech of the word.

2. How to write an exposition:

Expository writing usually employ longer paragraphs in which three 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.

An expository writing begins with a statement of opinion, then goes on to give supporting details.

III. Text-related cultural knowledge:

1. Stephen Hawking (1942~ ): British theoretical physicist and mathematician

--1958 Entered Oxford University and became especially interested in thermodynamics, relativity theory, and quantum mechanics

--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.

-- 1977 Became a professor of physics.

-- 1979 Appointed Lucasian Professor of Mathematics at Cambridge, a post once held by Isaac Newton.

Main achievements: singularity, black hole, A Brief History of Time

IV. Analysis of text

1. This text is 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 understands science well.

Assignments for students

Step 5 Homework

1.Try to understand the new words or phrases and finish all the excises after Text A

2.Write an essay on How Science Change Our Lives

3. Preview unit 5 and unit 6 in the Listening and Speaking course book Summary of Teaching

After learning this lesson, students will be able to distinguish narrative writings from expository ones. They will also learn some techniques in writing an exposition. Besides they will know affixation as a word formation method in English and learn to guess meanings of words with the help of affixes. They can use some newly-learned words and expressions creatively after learning the unit.