成都信息工程大学（成都信工学院）：《大学英语》PPT教学课件（第一册）Unit 3 Understanding Science

Unit 3 Understanding Se cience

Unit 3 Understanding Science

Text a Public attitudes toward Science Part 1 Obiectives Part 2 Cultural notes Part 3 Text Structure Part 4 Language points Part 5 Content Questions

Text A Public Attitudes toward Science Part 1 Objectives Part 2 Cultural Notes Part 3 Text Structure Part 4 Language Points Part 5 Content Questions

@)PBS HOME VIDEO Stephen Hawkings Seeing is Believing The Big Bang Cosmic Alchemy On the Dark Side. Black Holes and Beyond An Answer to Everything

LObiectives Students will be able to 1. understand the main idea( to ensure the survival of human civilization, measures must be taken to help the public understand science) and structure of the text( introducing a topic, developing the topic with supporting details, supplying a conclusion) 2. appreciate the style between narrative writing and expository writing. Back I Cultural notes 1. Stephen Hawking(1942-): a British scientist who has greatly influenced peoples ideas on the origins

I.Objectives Students will be able to: 1. understand the main idea ( to ensure the survival of human civilization, measures must be taken to help the public understand science) and structure of the text ( introducing a topic, developing the topic with supporting details, supplying a conclusion); 2. appreciate the style between narrative writing and expository writing. [Back] II.Cultural notes 1. Stephen Hawking (1942 - ): a British scientist who has greatly influenced people’s ideas on the origins

of the universe. he has devoted much of his life to probing the space-time described by general relativity and the singularities where it breaks down. And he's done most of his work while confined to a wheelchair, brought on by the pro gressive neurological disease. Hawking is the Lucasian Professor of Mathematics at Cambridge a post once held by Isaac Newton. He has written the international bestseller A Brief History of Time. The book spent more than four years on the London Sunday Times bestseller list -the longest run for any book in history. Back II. Text structure

of the universe. He has devoted much of his life to probing the space-time described by general relativity and the singularities where it breaks down. And he’s done most of his work while confined to a wheelchair, brought on by the pro￾gressive neurological disease. Hawking is the Lucasian Professor of Mathematics at Cambridge, a post once held by Isaac Newton.He has written the international bestseller A Brief History of Time.The book spent more than four years on the London Sunday Times bestseller list – the longest run for any book in history. [Back] III. Text Structure

Parts Paragraphs Main ideas Part 1 Paras 1-3 To make informed decisions about change, the public needs a basic understanding of science Part 2 Paras 4-6 What can be done to educate the public about science Part 3 Para 7 With an informed public human civilization will survive M.Language points 1. attitude: manner or way one thinks about toward sb or sth(usu. followed by to/ toward)

Parts Paragraphs Main ideas Part 1 Paras 1-3 To make informed decisions about change, the public needs a basic understanding of science Part 2 Paras 4-6 What can be done to educate the public about science Part 3 Para 7 With an informed public, human civilization will survive IV.Language points 1. attitude: manner or way one thinks about toward sb. or sth. (usu. followed by to/ toward)

e. g. -We take an open-minded attitude toward friends His son's attitude toward work made him angry 2. likely: probable, used in the pattern: it is likely that., be likely to do sth e. g.--He is likely to become mad at me It is likely that he is a good sales manager Cf. probable, likely, possible 3. do without e.g.--I havent enough money to buy a car, so Ill just have to do without it No living thing can do without air and water

e.g.--We take an open-minded attitude toward friends. .-- His son’s attitude toward work made him angry. 2. likely: probable, used in the pattern: it is likely that…, be likely to do sth e.g.-- He is likely to become mad at me. -- It is likely that he is a good sales manager. Cf. probable, likely, possible 3. do without e.g.-- I haven’t enough money to buy a car, so I’ll just have to do without it. -- No living thing can do without air and water

4. put/ turn the clock back: return to a situation that used to exist e.g.-- Forget all about it and look to the future, you cant turn the clock back The employment bill in which women are not allowed to take jobs will put the clock back fifty years 5. cut off: stop providing sth e.g. - d better pay that electricity bill before they cut us off. The water was cut off last week 6. bring about: make sth happen

4. put / turn the clock back: return to a situation that used to exist e.g.-- Forget all about it and look to the future; you can’t turn the clock back. -- The employment bill in which women are not allowed to take jobs will put the clock back fifty years. 5. cut off : stop providing sth e.g.-- We’d better pay that electricity bill before they cut us off. -- The water was cut off last week 6. bring about: make sth happen

e.g-- Some educators are hoping to bring about major changes in the educational system What does these discoveries bring about? 7. inquire: seek mire information by questioning followed by about or wh- clause e.g.--He inquired the way of the old man Id like to inquire about the trains to london 8. ensure make sure e.g. -- The new treaty will ensure peace I cant ensure that he will be here in time 9. inform: having or showing knowledge

e.g.-- Some educators are hoping to bring about major changes in the educational system. -- What does these discoveries bring about? 7.inquire: seek mire information by questioning, followed by about or wh- clause e.g.-- He inquired the way of the old man. -- I’d like to inquire about the trains to London. 8. ensure : make sure e.g.-- The new treaty will ensure peace. -- I can’t ensure that he will be here in time. 9. inform: having or showing knowledge

Pattern: inform sb of /about sth, inform sb that clause, inform sb e.g. --Keep me informed of fresh development He is a well-informed men 10. in two minds. unable to decide whether of not you want sth or want to do sth e.g.--She's in two minds about whether to accept his present or not It seems to me that the board of directors is in two minds over the opening of a branch office in America 1. basis( followed by for or of or that-clause)

Pattern: inform sb of /about sth, inform sb + that￾clause, inform sb e.g.-- Keep me informed of fresh development. -- He is a well-informed men. 10. in two minds : unable to decide whether of not you want sth or want to do sth e.g.-- She’s in two minds about whether to accept his present or not -- It seems to me that the board of directors is in two minds over the opening of a branch office in America. 11. basis ( followed by for or of or that –clause)