資源簡介

Unit 4 Scientists who changed the world
Extended reading（教學設計）
I. Learning objectives
By the end of the lesson, the students will be able to:
know about Richard Feynman and his achievements;
understand the value of science Feynman emphasizes in the lecture;
analyse the purpose of the lecture, the structure and the language style;
write a summary of this lecture.
II. Key competence focus
1. Understand the value of science from the angle of a scientist.
2. Write a summary of this lecture.
III. Predicted area of difficulty
Understand the deep meaning of the value of science proposed by the author.
IV. Teaching procedures
Step 1 Introduction of the author
1. T asks Ss the following questions to lead in:
·Have you ever watched videos or read about Feynman’s anecdotes before
·What do you know about Feynman
·What unique personality traits of Feynman attract you most
2. T introduces Richard Feynman to Ss.
【設計意圖：學生通過問題討論對作者不同尋常的身份、特有的性格特征及卓越的科學貢獻有大致的了解，在對作者充滿敬佩的同時更激發他們閱讀演講內容的濃厚興趣。】
Step 2 Brainstorming
1. Ss brainstorm aspects associated with the fruits of science.
T: What benefits have we reaped from the power of science
【設計意圖：從文本的主題語境入手，啟發學生聯想與文本相關內容，引領學生關注標題關鍵詞，深度解讀課文標題，培養學生預測性思維能力。】
Step 3 Global reading
1. T asks Ss to understand the structure of the lecture.
T asks Ss to go through the passage quickly and answer the following questions:
What made the author think twice about the power of science
(The destruction of people and the risky future of the world caused by the atomic bomb he had worked on.)
Why does the author give the lecture
(Possible answer: To answer the question lingering in his mind for years.)
How many values of science are mentioned in the lecture What are they
(Possible answer: Three. The value of creation , the intellectual enjoyment and the freedom to
doubt.)
T: They are also the main point of paragraph 3, paragraph 4 and paragraph 5–6.
2. T asks Ss to create the mind map of the article, talk about the function of each part and share it with classmates.
【設計意圖：指導學生通過獲取、概括、整合等思維活動定位歸納段落主題句，概括段落大意，學會從宏觀層面把握文脈，理清語篇整體結構，快速找出文章主旨，培養學生查找處理整合信息的能力。】
Step 4 Close reading
T asks Ss to read paras. 1–2 again, form a mind map of the author’s internal struggle and summarize the first two paragraphs.
T guides Ss to analyse para. 3 to understand the logic of the paragraph and summarize point 1.
TS --> SS1-->SS2-->CS
T asks Ss to experience the author’s intellectual enjoyment and summarize point 2.
T guides Ss to analyze the last three paragraphs deeply and summarize point 3.
【設計意圖：論述話題的深奧以及演講稿的背景對學生對于文章的邏輯關系及深層次理解造成一定的障礙。基于對文章的框架的了解，通過逐段分析3–7段作者對于科學價值三個方面的細致闡述，學生對作者觀點有了更具體深刻的理解。培養學生提取觀點、段落層次分析及段落概括的能力】
Step 5 Critical thinking
T guides Ss to re-read para. 3 and discuss the following question:
How do you think we should apply powerful inventions without specific instructions
【設計意圖：讓學生辨別作者的態度和寫作目的，啟發學生對“科學價值”如何正確為人類所用思考，鼓勵學生創造性地表達自己的觀點，進一步了解作者演講的目的，在生活中做出有益于社會的價值判斷。】
Step 6 Appreciation
T asks Ss to appreciate the language and rhetorical devices used in the lecture and analyse the effect they have.
【設計意圖：引導學生進一步研讀語篇，欣賞語言風格和寫作技巧，了解此類寫作手法的目的及效果，提升閱讀欣賞水平。】
Step 7 Summary writing
T guides Ss to combine the four pieces summed up for each part to form a brief summary of the lecture.
【設計意圖：引導學生回顧全文，回顧概述寫作要領，通過實踐訓練提高概括信息、整合信息及綜合運用語言的能力。】
Step 8 Homework
Polish up the summary using the writing strategy.
Explore the world of Richard Feynman and foster the love and passion for science.

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