Unit 4 Scientists who changed the world Extended reading（教学设计） 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. 【设计意图：学生通过问题讨论对作者不同寻常的身份、特有的性格特征及卓越的科学贡献有大致的了解，在对作者充满敬佩的同时更激发他们阅读演讲内容的浓厚兴趣。】 Step 2 Brainstorming 1. Ss brainstorm aspects associated with the fruits of science. T: What benefits have we reaped from the power of science 【设计意图：从文本的主题语境入手，启发学生联想与文本相关内容，引领学生关注标题关键词，深度解读课文标题，培养学生预测性思维能力。】 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. 【设计意图：指导学生通过获取、概括、整合等思维活动定位归纳段落主题句，概括段落大意，学会从宏观层面把握文脉，理清语篇整体结构，快速找出文章主旨，培养学生查找处理整合信息的能力。】 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. 【设计意图：论述话题的深奥以及演讲稿的背景对学生对于文章的逻辑关系及深层次理解造成一定的障碍。基于对文章的框架的了解，通过逐段分析3–7段作者对于科学价值三个方面的细致阐述，学生对作者观点有了更具体深刻的理解。培养学生提取观点、段落层次 ... ...
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