资源简介

(共32张PPT)
Extended Reading
The Value of Science
Unit 4
Scientists who changed the world
Lead-in
Do you think science is good or evil
What are the values of science in your eyes
Fast reading
1. Scientific knowledge enables us to do and make all kinds of things.
2. Science can provide us with intellectual enjoyment.
3. Scientists have the freedom to doubt.
What are the values of science
Scan the lecture transcript and find the answer.
Structure
Introduction: __________
_______________________________________________
Main body: ___________
______________________________________________
Conclusion: __________
_______________________________________________
Introducing the topic
Three values of science
Duty of scientists
Figure out the structre of this lecture transcript.
paras.1-2
paras. 3-6
para. 7
Let’s see the details.
Careful reading
When he was younger, he thought science would make good things for everybody. During the war he doubted that some evil may be involved in science. Later he thought long about the value of science and finally tried to answer this in this talk.
The author talked about his personal experience in paragraph 1 and 2. Please summarize his experience.
What are the functions of these two paragraphs
Read paras. 1-2 and answer the questions.
Careful reading
2. To introduce the topic and arouse audience’s interest.
The author talked about his personal experience in paragraph 1 and 2. Please summarize his experience.
What are the functions of these two paragraphs
Read paras. 1-2 and answer the questions.
Careful reading
1. 5 times. The first two (line 12) refer to “making good things” and the final three (line 14 and 16) refer to “scientific knowledge”.
How many times is the pronoun “it” used in this paragraph What does “it” refer to in each case
How do you understand the sentence “scientific knowledge enables us to do and make all kinks of things”
Read para. 3 and answer the questions.
Careful reading
2. The essence of science is all kinds of knowledge, with which we can do all kinds of things, including good and bad. Science itself is not good or bad. Instead, what we choose to do with it can be good or bad. Just as Feynman said, “Scientific knowledge is an enabling power to do either good or bad—but it does not carry instructions on how to apply it.
2. How do you understand the sentence “scientific knowledge enables us to do and make all kinks of things”
Read para. 3 and answer the questions.
Careful reading
Feyman said, “Thanks to the scientific effort, we have been led to imagine all sorts of things more fantastic than poets and dreamers of the past ever could.” Can you give some examples of those “fantastic imagined things” that have become reality because of science
Read para. 4 and answer the question.
Careful reading
To declare the value of the freedom to doubt.
To teach how doubt is not to be feared but to be welcomed and discussed.
To demand this freedom to all coming generations.
What are the duties of scientists
Read para. 7 and answer the question.
Rhetorical device
It is an analogy. Here Feyman compares the intellectual enjoyment of finding unimagined strangeness to the process of discovering what is hidden under a stone—just as underneath stones there could be an unknown treasure. Feyman uses this analogy to emphasize the curiosity and determination that scientists use to uncover mysteries and answer questions.
“Never concerned that the answer may let us down, with pleasure and confidence we turn over each new stone to find unimagined strangeness leading on to more wonderful uestions and mysteries.”
What analogy is used here and what’s the function
Rhetorical device
When a scientist doesn’t know the answer to a problem, he is ignorant. When he has an idea as to what the result is, he is uncertain. And when he is pretty sure of what the result is going to be, he is still in some doubt. (line 27)
Permit us to question—to doubt—to not be sure. (line 35)
Feyman used parallelism several times in his lecture.
Please find them out and figure out their functions.
Rhetorical device
It is our responsibility as scientists, knowing the great progress that is the fruit of freedom of thought, to declare the value of this freedom; to teach how doubt is not to be feared but to be welcomed and discussed; and to demand this freedom as our duty to all coming generations. (para. 37)
Feyman used parallelism several times in his lecture.
Please find them out and figure out their functions.
Rhetorical device
Parallelism is the repetition of similar grammatical forms. It helps make an idea or argument clear and easy to remember. It also shows that each repeated structure is of equal importance. Parallelism is a powerful tool in public speaking and writing.
The function of parallelism
Discussion
Feyman believes that of all science’s many values, the greatest must be the freedom to doubt.
How do you understand this
This belief expresses a similar meaning to this unit's opening quote "The scientist is motivated primarily by curiosity and a desire for truth." Only when scientists raise doubts can they open up the opportunity to explore the unknown, which is what leads to scientific achievements. Feynman further emphasizes this value when he says, "Permit us to question—to doubt—to not be sure." He points out that scientists must always be allowed to question and doubt things, because he knows it is the key to how science is able to progress.
Language Points
1. it represented the destruction of people and it put our future at risk. (Lines3-5)
risk v. & n.
冒生死之险 v. ____________________________
冒险做... v. ____________________________
n. ____________________________
risk one’s life / lives
risk doing
run/take the risk of sth/ doing
常见短语搭配：
处境危险，在危险中 at risk
自担风险，对发生的事情负责 at one’s own risk
冒...的危险 at the risk of
Have a try:
1. They risk _________(lose) everything.
2. The medical staff _______ the risk of losing their own lives in the battele against COVID-19 last year.
3. He saved my life ____________ losing his own.
4. Persons swimming beyond this point do so _______________(冒着自身风险).
5. That would mean putting other children ______(处境危险)
at the risk of
losing
at their own risk
at risk
ran/ took
2. Is there some evil involved in science (Lines 4-5)
involve sb/sth in sth/doing
cause sb/sth to be part of, include in, mixed with, or deeply concerned in sth or doing sth使参与,陷入或牵扯到
不要把我卷入你们的争吵当中。
Don't involve me in your quarrel.
贫穷使他家陷入不幸。
Poverty involved his family in misfortune.
印度现在困难重重。
Indian has been deeply involved in difficulty.
3. Put another way, ... (Line 6)
put (it) another way “换言之”,同义词组有：
in other words
that is (to say)
i. e.
As a wise person once put it: If the only tool you have is a hammer, you tend to see every problem as a nail.
They need to _______________ (付诸实施) and, just as important, to defend it.
正如一个智者曾经指出的
put it into practice
4. ... scientific knowledge enables us to do and make all kinds of things. (Lines 10-11)
en-是个前缀，加在名词、形容词或其他动词前构成动词。
1.表示“放进”， encase, enthrone
2.表示“用什么包住”： enrobe
3.表示“登上”，“登入”： entrain, enplane
4.表示“使，使成为，使处于什么境地”：
endanger, enable, enlarge, enrich, ensure
encourage, enlighten, enforce
5. ... it is not only to the credit of science...(Line 12)
credit card
They are working hard for the credit of China.
You must pass the examination to get credit for the course.
I give them full credit for their work.
He is very awkward about give us further credit.
No credit is given at this shop.
信用卡
荣誉
学分
赞扬
贷款
赊欠/赊账
归功于
At the time, we used to credit everything to one person.
I can credit all that you are telling me.
I want to credit this to my account.
credit v.
归功于
相信
记在账上
apply vt. 适用，涂...
vi. 申请 apply to sb for sth
apply to do sth
n.
_____ whom should I apply _____ the license
The new discovery may ____________ (apply) in medicine.
The ___________ (apply) of new scientific discoveries to industrial production methods usually increases efficiency.
To
application
6. ... but it doesn’t carry instructions on how to apply it.
(Line 14)
for
be applied
application
1. With more knowledge comes a deeper, more wonderful mystery, inspiring one to look deeper still. ( lines19-20)
Sentence Structures
Q1：这个句子是一个把介词短语置于句首的倒装句，那么它的正常语序应该是什么样子？
Q2: 请把inspiring one to look deeper still改写成一个完整的定语从句。
A deeper, more wonderful mystery comes with more knowlege, which inspires one to look deeper still.
2. Never concerned that the answer may let us down, with pleasure and confidence we turn over each new stone to find unimagined strangeness leading on to more wonderful questions and mysteries. (lines20-22)
Sentence Structures
Q1：never concerned 和leading on to 两个非谓语短语中的逻辑主语是谁？
Q2: 请翻译整个句子。
译文：
我们从不担心答案会令人失望， 带着愉悦和信心，我们翻开每一块新的石头去发现意想不到的奇妙，它们指向更多精妙的问题与奥秘。
Sentence Structures
3. We scientists take it for granted that it is perfectly possible to live and not know. But our freedom to doubt was born out of a deep and strong struggle against authority in the early days of science. (lines30-33)
Sentence Structures
Q1：句中两个it分别起什么作用？
Q2: 请用“take it for granted that” 创造一个句子。
Q3：请翻译整个句子。
译文：
如今，我们科学家理所当然地认为，生而有所不知是完全有可能的。但是我们有怀疑的自由，脱胎于早年间科学为对抗权威展开的深刻而强硬的斗争。
Sentence Structures

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