学术英语 综合Unit 3ppt课件.pptx

学术英语综合 AcademicEnglish AnIntegratedCourse 1 2 Unit3Psychology UnitContents Unitobjectives TextA TextB TextC Academiclanguageanddiscourse Listening Speaking Writing 3 UnitObjectives 1 ProfessionalKnowledgeGetacquaintedwithsomeimportantpsychologicalconcepts e g optimist pessimist personality charactertraits etc 2 ReadingSummarizethemainideasofatextandidentifyessentialsupportingpointsUnderstanddifficultsentences e g sentenceswithformalwordsorexpressions Identifycomparisonandcontrast Unit3Psychology 4 UnitObjectives 3 ListeningUnderstandimportantsupportingdetails4 SpeakingMakeaclear conciseandreliableargument5 WritingKnowthebasicelementsandstructureoftheintroductionsectionofaresearchpaper Unit3Psychology 5 UnitObjectives 6 ResearchingIndependentlylocateandstudyavarietyofresources articles books videos etc toknowmoreaboutthestudyofpsychology7 AcademiclanguageanddiscourseKnowwhatiscollocationAcquiresomespecializedvocabularyinpsychologyUnderstandthedifferencesbetweencomparisonandcontrastComprehendstylisticdifferencesbetweenformalandinformalEnglishandacquiresomeformalexpressions Unit3Psychology 6 TextALead in Listentwicetoatalkonwhatpsychologistsdoandfillintheblankswiththeexactwordsyou veheard Shareyouranswerswithyourfellowclassmates Unit3Psychology 7 TextAOverview SummarizethemainideasofTextA DoTask1 Overview AcontrastbetweenpessimistsandoptimistsHowtheyviewbadevents defeats etc Pessimists Badeventswilllastalongtime willundermineeverythingtheydo andaretheirownfault Optimists Defeatisjustatemporarysetback defeatisnottheirfault abadsituationisachallenge DifferentconsequencesbroughtbytheirdifferentapproachesPessimists GiveupmoreeasilyandgetdepressedmoreoftenOptimists Domuchbetterinschoolandatwork moreapttobeelectedwhenrunningforoffice agewellandlivelonger Unit3Psychology 8 TextAIn depthanalysis 1 Contributeasmuchaspossiblewhatyouknowaboutthefollowing optimismpessimism Unit3Psychology 9 TextASupplementaryinformation Pessimismvs optimismImagineyoudividedeveryoneintheworldintotwopsychologicalgroups Youputalltheoptimistsononesideandallthepessimistsontheother let sleavetherealistsasidefornow Amongsttheoptimiststheconversationwouldallbeaboutfantasticplansforthefuture Meanwhilethepessimistsarehavingwhatmightseemtotheoptimistslikeadepressingdiscussion They reworryingaboutallthethingsthatmightgowrong They reworriedthateventhethingstheyhavewillbetakenawayfromthembysomecrueltwistoffate Unit3Psychology 10 TextASupplementaryinformation Overtheyearspsychologistshaveexaminedmanyaspectsofpessimismandoptimism There sgoodnewsforall Therearesomeadvantagestooptimismlikeitseemstomakepeoplefeelbetteraboutlife Buttherearealsoadvantagesforpessimismasthinkingtheworsthelpssomepessimistscopebetterwiththeworld However weshouldbelessconcernedwithwhichis better orwhichcampislargerandmoreinterestedinwhypeopleseetheworldinsuchdifferentwaysinthefirstplace Unit3Psychology 11 TextAIn depthanalysis 2 HaveagroupdiscussionaboutthetwoquestionsinTask2 Pointsfordiscussion Unit3Psychology 12 TextBTextAnalysis 1 theEnglishidiom don tjudgeabookbyitscover TheverycommonEnglishidiom don tjudgeabookbyitscover isametaphoricalphrasewhichmeans don tdeterminetheworthofsomethingbasedonitsappearance ItisprobablythemostcommonexpressionusedinEnglishtoconveyattitudesagainstvanity Anothercommonlyusedexpressionwithsimilarmeaningis allthatglittersinnotgold meaningthatnoteverythingthatlookspreciousortrueturnsouttobeso Thiscanapplytopersons places orthingsthatpromisetobemorethantheyreallyare Unit3Psychology 13 TextBTextAnalysis 2 Weareoftencautionedagainstjudgingabookbyitscover Whatdoesitimplywhenitcomestomakingajudgmentofsomebody Itimpliesthatpeoplearenotalwayswhattheyseem thatsurfaceappearancesaredeceptive Peopleshouldn tbejudgedbyhowtheylookbutbejudgedbytheiractions Unit3Psychology 14 TextBTextAnalysis 3 Whatmessagedoestheauthorwanttoconveythroughahostofexampleslistedinthetext Theauthorwantstoconveytoreadersthatpeople atalltimes tendtoformaquickimpressionofothersbasedonlyonaquick snapshot ofinformationandthattheyareprogrammedbyevolutiontoresponddifferentlytopeoplewithdifferentfeatures Forexample theymayrespondgentlytoinfantilefeaturessothatrealbabiesoradultswithbabyfacesaretreatedwithtendercare Unit3Psychology 15 TextBTextAnalysis 4 DoTask2 CriticalReadingandThinking TextBingroupsof4 5todiscusswhetherit salmostimpossiblenottojudgeanindividualbytheirappearanceintoday ssociety Unit3Psychology 16 TextBResearching FormintoteamstodothetaskinResearching TextB Withineachteam thereare facilitator ThinkaboutthewholegroupandmanagethetaskMakesureeveryonefeelsincludedandhasajobtodobeforeandduringthediscussion Presideovertheclassroomdiscussion recorder Makenotesofthegroupdiscussion Workwiththereporter whowillhavetoreadfromthenotes reporter Summarizeandpresenttheresultstotheclass Speakonbehalfofthegroup Unit3Psychology 17 ContributewhatyouknowaboutIQtestandthengiveexamplesasmanyaspossible TextCTextAnalysis Unit3Psychology 18 TextCSupplementaryinformation InsurancesalesjobsJobdutiesofinsurancesalesaretogetasmanypeopleinterestedintobuyingvarioustypesofinsurance suchaslife car health propertyandcasualty Forinsurancesalesagentjobs mostcompaniesandindependentagenciesprefertohirecollegegraduates especiallythosewhohavemajoredinbusinessoreconomics Manycollegesanduniversitiesoffercoursesininsurance andafewschoolsofferabachelor sdegreeinthefield Collegecoursesinfinance mathematics accounting economics businesslaw marketing andbusinessadministrationenableinsurancesalesagentstounderstandhowsocialandeconomicconditionsrelatetotheinsuranceindustry Unit3Psychology 19 TextCSupplementaryinformation Coursesinpsychology sociology andpublicspeakingcanproveusefulinimprovingsalestechniques Inaddition familiaritywithcomputersandpopularsoftwarepackageshasbecomeveryimportant Infact manyentrantstoinsurancesalesagentjobstransferfromotheroccupations Insellingcommercialinsurance technicalexperienceinaparticularfieldcanhelpsellpoliciestothoseinthesameprofession Unit3Psychology 20 TextCSupplementaryinformation 2 IQtestIQ shortforintelligencequotient isascorederivedfromoneofseveralstandardizedtestsdesignedtoassessintelligence Theabbreviation IQ comesfromtheGermantermIntelligenz Quotient originallycoinedbypsychologistWilliamStern WhencurrentIQtestsaredeveloped themedianrawscoreofthenormingsampleisdefinedasIQ100andscoreseachstandarddeviation SD upordownaredefinedas15IQpointsgreaterorless althoughthiswasnotalwayssohistorically IQscoresareusedaspredictorsofeducationalachievement specialneeds jobperformanceandincome TheyarealsousedtostudyIQdistributionsinpopulationsandthecorrelationsbetweenIQandothervariables Unit3Psychology 21 2 AnswerthequestionsafterTextC TextCTextAnalysis Twokindsoftestsaregenerallyusedtopredictpotentialforsuccess Whatarethey What sthetheorybehindeachofthem Accordingtotraditionalwisdom whatarethetwoessentialingredientsofsuccess Whatviewpointdoestheauthorholdinthisregard Unit3Psychology 22 Academiclanguageanddiscourse 1 Whatiscollocation Collocation 2 DoTask1Collocation Languagebuilding up TextA Unit3Psychology 23 Academiclanguageanddiscourse 3 Additionalclassroomactivity Translatethefollowingphrases whichappearinTextsBandC fromChineseintoEnglish 使 相互关联快速翻阅一本杂志体格和个性之间的紧密联系社会观察者许多提示成功的潜能弥补天资的不足追求成功的强烈意愿 correlatesth withsth flipquicklythroughthepagesofamagazine astronglinkbetweenphysiqueandpersonality socialperceivers ahostofcues potentialforsuccess makeupformeagertalent apassionatedesiretosucceed Collocation Unit3Psychology 24 Academiclanguageanddiscourse Supplementaryinformation CollocationTheterm collocation isusedtorefertoasequenceofwordsthatcommonlyoccurtogetherliketakeachance runforoffice sinkintodespair Manylinguistsviewcollocationalknowledgeastheessenceoflanguageknowlege Andthebestwaytoexplainnativelikeaccuracyandnativelikefluencyisthatinadditiontoknowingtherulesofthelanguage peoplestorenumerouspreconstructedchunksorcollocationsintheirmemory Unit3Psychology 25 Academiclanguageanddiscourse Supplementaryinformation Thereareseveraldifferenttypesofcollocationmadefromcombinationsofverb noun adjectiveetc Someofthemostcommontypesare Adverb Adjective forexample completelysatisfied NOTdownrightsatisfied Adjective Noun forexample excruciatingpain NOTexcruciatingjoy Noun Noun forexample asurgeofanger NOTarushofanger Noun Verb forexample lionsroar NOTlionsshout Verb Noun forexample commitsuicide NOTundertakesuicide Verb PrepositionalPhrase forexample burstintotears NOTblowupintears Verb Adverb forexample wavefrantically NOTwavefeverishly Unit3Psychology 26 Academiclanguageanddiscourse Signpostlanguage 1 Keywordscommonlyusedtoexpresscomparison like similar similarly as same thesameas inthesameway too aswellas both mostimportant haveincommon 2 Keywordscommonlyusedtoexpresscontrast although yet whereas however But while instead unless unlike onthecontrary contraryto eventhough ontheotherhand thereverse Unit3Psychology 27 Academiclanguageanddiscourse Signpostlanguage 3 DoTask2 Languagebuilding up TextA Unit3Psychology 28 Academiclanguageanddiscourse Signpostlanguage 4 WritedownmoreexamplesinwhichcontrastsareusedinTextA Thisfatherandmotherhavetwodifferentwaysoflookingattheworld Wheneversomethingbadhappenstohim heimaginestheworst Heispronetodepression hehaslongboutsoflistlessness hishealthsuffers She ontheotherhand seesbadeventsintheirleastthreateninglight Toher theyaretemporaryandsurmountable challengestobeovercome Afterareversal shecomesbackquickly soonregainingherenergy Herhealthisexcellent Para 18 Unit3Psychology 29 Academiclanguageanddiscourse Signpostlanguage Thedefiningcharacteristicofpessimistsisthattheytendtobelievebadeventswilllastalongtime willundermineeverythingtheydo andaretheirownfault Theoptimists whenconfrontedwiththesamehardknocksofthisworld thinkaboutmisfortuneintheoppositeway Theytendtobelievedefeatisjustatemporarysetback thatitscausesareconfinedtothisonecase Theoptimistsbelievedefeatisnottheirfault Confrontedbyabadsituation theyperceiveitasachallengeandtryharder Para 19 Literallyhundredsofstudiesshowthatpessimistsgiveupmoreeasilyandgetdepressedmoreoften Theseexperimentsalsoshowthatoptimistsdomuchbetterinschoolandcollege atworkandontheplayingfield Theyregularlyexceedthepredictionsofaptitudetests Para 20 Unit3Psychology 30 Academiclanguageanddiscourse FormalEnglish SourcesofinputfordifferenttypesofEnglish Unit3Psychology 31 Academiclanguageanddiscourse FormalEnglish 2 DoTask3 Languagebuilding up TextA Unit3Psychology 32 Academiclanguageanddiscourse FormalEnglish 3 ThefollowingsentencesareselectedfromTextA Changetheunderlinedformalwordsorexpressionsintoformsthatareneutralorlessformal Unit3Psychology 33 Academiclanguageanddiscourse FormalEnglish fullof is immediately alertandenergetic keepingthinkingabout beendeeplyinvolvedinasenseofhopelessness likelytosufferfrom noteasilydisturbed murmuringaboutcommonplaceremarks officiallyapproved Unit3Psychology 34 Listening Whyaresupportingdetailsimportanttounderstandanargument 2 Listentotheclipanddothetasks Unit3Psychology 35 Listening Moreaboutlisteningformainideas Somestrategiesofhowtogetaspeaker smainidea Listenforathesisstatementattheendoftheintroduction Listenforrhetoricalquestions orquestionsthatthespeakerasks andthenanswers Oftentheansweristhethesis Noticeideasthatarerepeatedorrephrased Herearesomesentencepatternsforyourreference I llsaythisagain Soagain letmerepeat Letmeputitanotherway Themostimportantthingtoknowis Whatyouneedtoknowis Unit3Psychology 36 Speaking MakinganargumentMakinganargumentisanessentialpartofacademicspeaking Anargumentconsistsoftwoparts 1 thesisstatementorclaim 2 evidencethatsupportstheclaim Thethesisstatementshouldbeclearandconcise whiletheevidenceshouldbeconvincingandreliable Unit3Psychology 37 Speaking 2 Readthefollowingtipsabouthowtostateyourviewswhilebeingcollectedandreasonable Staycalm Theenergyyougiveoffisusuallypickeduponbytheotherperson ifyouarecalmtheysenseyoumeannoharmandrelaxmore Alsoconsideryourtoneofvoice trytokeepasteady lowtoneandvolume What smore consideryourbodylanguage haveagoodfirmposturethatmakesyourfeelpowerfulbutnotaggressive Don tinsulttheotherperson Avoidsayingsomethingthatmightbetakenasaninsult Whenpeopleareangrytheyaremuchmoresensitiveandwilltakeeventhesmallestcommentasaninsult Unit3Psychology 38 Speaking Expressthatyouarewillingtolistentotheotherpersonandrespectthem Eventhoughyoumightnotagreewithwhattheotherpersonissayingyouneedtorememberthattheymightfeeljustasstronglyabouttheirviewsasyoudoaboutyours Bereasonable Theoutcomeoftheargumentmightnotbeexactlywhatyouwanted butneverexpecttogeteverythingyouwant Becivil theloudestpersonisusuallywrong Screamingortryingtobeheardisnotagoodwaytomakeyourargument itcomesoffimmature Makesureyouarefamiliarinthesubject Youdon twanttogetinanargumentaboutdogtrainingwithanexpertwhenyou vejustmanagedtotrainyourdogtosit Pressyourpoint Pickareasonableidea andsticktoit don tletthepersonyou rearguingwithdistractyouorleadyouawayfromthesubject Unit3Psychology 39 Speaking 3 Additionaltipswithregardtomakingagoodargument Don tswear Otherwise theotherpersonwillthinkthatyouaregoingtobeunreasonableandsetafarmoreaggressivetonethanneeded Keepyourvoiceatanormalvolume Don tletyourargumentlasttoolong Theargumentdegradesifit sheldout Alloweachpersontospeakandmaketheirpoint Sethealthyboundaries Ifthepersonwithwhomyouarearguingisangryorverballyabusive shouldyoureallybeinteractingwiththem Inthiscase itmaybebettertowalkaway Unit3Psychology 40 Speaking 4 Formintogroupsof4 5andhaveadiscussionaboutthetopicsinTask Speaking Trytousethestrategiesofmakingagoodargument Unit3Psychology 41 Writing Howtowriteanintroduction Intheintroductionpartofyourresearchpaper youneedtocatchthereaders attention