学术英语综合Unit3省名师优质课获奖课件市赛课一等奖课件

学术英语综合AcademicEnglish—AnIntegratedCourse第1页第2页Unit3

PsychologyUnitContentsUnitobjectivesTextATextBTextCAcademiclanguageanddiscourseListeningSpeakingWriting第3页UnitObjectives1.ProfessionalKnowledgeGetacquaintedwithsomeimportantpsychologicalconcepts(e.g.optimist,pessimist,personality,charactertraits,etc.)2.ReadingSummarizethemainideasofatextandidentifyessentialsupportingpointsUnderstanddifficultsentences(e.g.,sentenceswithformalwordsorexpressions)IdentifycomparisonandcontrastUnit3

Psychology第4页UnitObjectives3.ListeningUnderstandimportantsupportingdetails4.SpeakingMakeaclear,conciseandreliableargument5.WritingKnowthebasicelementsandstructureoftheintroductionsectionofaresearchpaper.Unit3

Psychology第5页UnitObjectives6.ResearchingIndependentlylocateandstudyavarietyofresources(articles,books,videos,etc.)toknowmoreaboutthestudyofpsychology7.AcademiclanguageanddiscourseKnowwhatiscollocationAcquiresomespecializedvocabularyinpsychologyUnderstandthedifferencesbetweencomparisonandcontrastComprehendstylisticdifferencesbetweenformalandinformalEnglishandacquiresomeformalexpressionsUnit3

Psychology第6页TextALead-inListentwicetoatalkonwhatpsychologistsdoandfillintheblankswiththeexactwordsyou’veheard.Shareyouranswerswithyourfellowclassmates.Unit3

Psychology第7页TextAOverviewSummarizethemainideasofTextA.DoTask1/OverviewAcontrastbetweenpessimistsandoptimistsHowtheyviewbadevents,defeats,etc.

Pessimists:Badeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Optimists:Defeatisjustatemporarysetback;defeatisnottheirfault;abadsituationisachallenge.DifferentconsequencesbroughtbytheirdifferentapproachesPessimists:GiveupmoreeasilyandgetdepressedmoreoftenOptimists:Domuchbetterinschoolandatwork;moreapttobeelectedwhenrunningforoffice;agewellandlivelongerUnit3

Psychology第8页TextAIn-depthanalysis1.Contributeasmuchaspossiblewhatyouknowaboutthefollowing:optimismpessimismUnit3

Psychology第9页TextASupplementaryinformationPessimismvs.optimismImagineyoudividedeveryoneintheworldintotwopsychologicalgroups.Youputalltheoptimistsononesideandallthepessimistsontheother(let’sleavetherealistsasidefornow).Amongsttheoptimiststheconversationwouldallbeaboutfantasticplansforthefuture.Meanwhilethepessimistsarehavingwhatmightseemtotheoptimistslikeadepressingdiscussion.They’reworryingaboutallthethingsthatmightgowrong.They’reworriedthateventhethingstheyhavewillbetakenawayfromthembysomecrueltwistoffate.Unit3

Psychology第10页TextASupplementaryinformationOvertheyearspsychologistshaveexaminedmanyaspectsofpessimismandoptimism.There’sgoodnewsforall.Therearesomeadvantagestooptimismlikeitseemstomakepeoplefeelbetteraboutlife.Buttherearealsoadvantagesforpessimismasthinkingtheworsthelpssomepessimistscopebetterwiththeworld.However,weshouldbelessconcernedwithwhichis“better”orwhichcampislargerandmoreinterestedinwhypeopleseetheworldinsuchdifferentwaysinthefirstplace.Unit3

Psychology第11页TextAIn-depthanalysis2.HaveagroupdiscussionaboutthetwoquestionsinTask2/Pointsfordiscussion.Unit3

Psychology第12页TextBTextAnalysis1.theEnglishidiom“don’tjudgeabookbyitscover”TheverycommonEnglishidiom“don’tjudgeabookbyitscover”isametaphoricalphrasewhichmeans“don’tdeterminetheworthofsomethingbasedonitsappearance”.ItisprobablythemostcommonexpressionusedinEnglishtoconveyattitudesagainstvanity.Anothercommonlyusedexpressionwithsimilarmeaningis“allthatglittersinnotgold”,meaningthatnoteverythingthatlookspreciousortrueturnsouttobeso.Thiscanapplytopersons,places,orthingsthatpromisetobemorethantheyreallyare.Unit3

Psychology第13页TextBTextAnalysis2.Weareoftencautionedagainstjudgingabookbyitscover.Whatdoesitimplywhenitcomestomakingajudgmentofsomebody?Itimpliesthatpeoplearenotalwayswhattheyseem,thatsurfaceappearancesaredeceptive.Peopleshouldn’tbejudgedbyhowtheylookbutbejudgedbytheiractions.Unit3

Psychology第14页TextBTextAnalysis3.Whatmessagedoestheauthorwanttoconveythroughahostofexampleslistedinthetext？Theauthorwantstoconveytoreadersthatpeople,atalltimes,tendtoformaquickimpressionofothersbasedonlyonaquick“snapshot”ofinformationandthattheyareprogrammedbyevolutiontoresponddifferentlytopeoplewithdifferentfeatures.Forexample,theymayrespondgentlytoinfantilefeaturessothatrealbabiesoradultswithbabyfacesaretreatedwithtendercare.Unit3

Psychology第15页TextBTextAnalysis4.DoTask2/CriticalReadingandThinking/TextBingroupsof4-5todiscusswhetherit’salmostimpossiblenottojudgeanindividualbytheirappearanceintoday’ssociety.Unit3

Psychology第16页TextBResearchingFormintoteamstodothetaskinResearching/TextB.Withineachteam,thereare:facilitator:ThinkaboutthewholegroupandmanagethetaskMakesureeveryonefeelsincludedandhasajobtodobeforeandduringthediscussion.Presideovertheclassroomdiscussion.recorder:Makenotesofthegroupdiscussion.Workwiththereporter,whowillhavetoreadfromthenotes.reporter:Summarizeandpresenttheresultstotheclass.Speakonbehalfofthegroup.Unit3

Psychology第17页ContributewhatyouknowaboutIQtestandthengiveexamplesasmanyaspossible.TextCTextAnalysisUnit3

Psychology第18页TextCSupplementaryinformationInsurancesalesjobsJobdutiesofinsurancesalesaretogetasmanypeopleinterestedintobuyingvarioustypesofinsurance,suchaslife,car,health,propertyandcasualty.Forinsurancesalesagentjobs,mostcompaniesandindependentagenciesprefertohirecollegegraduates—especiallythosewhohavemajoredinbusinessoreconomics.Manycollegesanduniversitiesoffercoursesininsurance,andafewschoolsofferabachelor’sdegreeinthefield.Collegecoursesinfinance,mathematics,accounting,economics,businesslaw,marketing,andbusinessadministrationenableinsurancesalesagentstounderstandhowsocialandeconomicconditionsrelatetotheinsuranceindustry.Unit3

Psychology第19页TextCSupplementaryinformationCoursesinpsychology,sociology,andpublicspeakingcanproveusefulinimprovingsalestechniques.Inaddition,familiaritywithcomputersandpopularsoftwarepackageshasbecomeveryimportant.Infact,manyentrantstoinsurancesalesagentjobstransferfromotheroccupations.Insellingcommercialinsurance,technicalexperienceinaparticularfieldcanhelpsellpoliciestothoseinthesameprofession.Unit3

Psychology第20页TextCSupplementaryinformation2.IQtestIQ,shortforintelligencequotient,isascorederivedfromoneofseveralstandardizedtestsdesignedtoassessintelligence.Theabbreviation"IQ"comesfromtheGermantermIntelligenz-Quotient,originallycoinedbypsychologistWilliamStern.WhencurrentIQtestsaredeveloped,themedianrawscoreofthenormingsampleisdefinedasIQ100andscoreseachstandarddeviation(SD)upordownaredefinedas15IQpointsgreaterorless,althoughthiswasnotalwayssohistorically.IQscoresareusedaspredictorsofeducationalachievement,specialneeds,jobperformanceandincome.TheyarealsousedtostudyIQdistributionsinpopulationsandthecorrelationsbetweenIQandothervariables.Unit3

Psychology第21页2.AnswerthequestionsafterTextC.TextCTextAnalysisTwokindsoftestsaregenerallyusedtopredictpotentialforsuccess.Whatarethey?What’sthetheorybehindeachofthem?Accordingtotraditionalwisdom,whatarethetwoessentialingredientsofsuccess?Whatviewpointdoestheauthorholdinthisregard?Unit3

Psychology第22页Academiclanguageanddiscourse1.Whatiscollocation?Collocation2.DoTask1Collocation/Languagebuilding-up/TextAUnit3

Psychology第23页Academiclanguageanddiscourse3.Additionalclassroomactivity:Translatethefollowingphrases,whichappearinTextsBandC,fromChineseintoEnglish.使……相互关联

快速翻阅一本杂志

体格和个性之间紧密联络

社会观察者

许多提醒

成功潜能

填补天资不足

追求成功强烈意愿

correlatesth.withsth.flipquicklythroughthepagesofamagazineastronglinkbetweenphysiqueandpersonalitysocialperceiversahostofcuespotentialforsuccessmakeupformeagertalentapassionatedesiretosucceedCollocationUnit3

Psychology第24页AcademiclanguageanddiscourseSupplementaryinformationCollocationTheterm

“collocation”isusedtorefertoasequenceofwordsthatcommonlyoccurtogetherliketakeachance,runforoffice,sinkintodespair.Manylinguistsviewcollocationalknowledgeastheessenceoflanguageknowlege.Andthebestwaytoexplainnativelikeaccuracyandnativelikefluencyisthatinadditiontoknowingtherulesofthelanguage,peoplestorenumerouspreconstructedchunksorcollocationsintheirmemory.Unit3

Psychology第25页AcademiclanguageanddiscourseSupplementaryinformationThereareseveraldifferenttypesofcollocationmadefromcombinationsofverb,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)Unit3

Psychology第26页AcademiclanguageanddiscourseSignpostlanguage1.Keywordscommonlyusedtoexpresscomparison:like,similar,similarly,as,same,thesameas,inthesameway,too,aswellas,both,mostimportant,haveincommon2.Keywordscommonlyusedtoexpresscontrast:although,yet,whereas,however,But,while,instead,unless,unlike,onthecontrary,contraryto,eventhough,ontheotherhand,thereverseUnit3

Psychology第27页AcademiclanguageanddiscourseSignpostlanguage3.DoTask2/Languagebuilding-up/TextA.Unit3

Psychology第28页AcademiclanguageanddiscourseSignpostlanguage4.WritedownmoreexamplesinwhichcontrastsareusedinTextA.Thisfatherandmotherhavetwodifferentwaysoflookingattheworld.Wheneversomethingbadhappenstohim...heimaginestheworst...Heispronetodepression;hehaslongboutsoflistlessness;hishealthsuffers.She,ontheotherhand,seesbadeventsintheirleastthreateninglight.Toher,theyaretemporaryandsurmountable,challengestobeovercome.Afterareversal,shecomesbackquickly,soonregainingherenergy.Herhealthisexcellent.(Para.18)Unit3

Psychology第29页AcademiclanguageanddiscourseSignpostlanguageThedefiningcharacteristicofpessimistsisthattheytendtobelievebadeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Theoptimists,whenconfrontedwiththesamehardknocksofthisworld,thinkaboutmisfortuneintheoppositeway.Theytendtobelievedefeatisjustatemporarysetback,thatitscausesareconfinedtothisonecase.Theoptimistsbelievedefeatisnottheirfault...Confrontedbyabadsituation,theyperceiveitasachallengeandtryharder.(Para.19)Literallyhundredsofstudiesshowthatpessimistsgiveupmoreeasilyandgetdepressedmoreoften.Theseexperimentsalsoshowthatoptimistsdomuchbetterinschoolandcollege,atworkandontheplayingfield.Theyregularlyexceedthepredictionsofaptitudetests.(Para.20)Unit3

Psychology第30页AcademiclanguageanddiscourseFormalEnglishSourcesofinputfordifferenttypesofEnglish.Unit3

Psychology第31页AcademiclanguageanddiscourseFormalEnglish2.DoTask3/Languagebuilding-up/TextA.Unit3

Psychology第32页AcademiclanguageanddiscourseFormalEnglish3.ThefollowingsentencesareselectedfromTextA.Changetheunderlinedformalwordsorexpressionsintoformsthatareneutralorlessformal.Unit3

Psychology第33页AcademiclanguageanddiscourseFormalEnglishfullofis(immediately)alertandenergetickeepingthinkingaboutbeendeeplyinvolvedinasenseofhopelessnesslikelytosufferfromnoteasilydisturbedmurmuringaboutcommonplaceremarksofficiallyapprovedUnit3

Psychology第34页ListeningWhyaresupportingdetailsimportantto

understandanargument?2.Listentotheclipanddothetasks.Unit3

Psychology第35页ListeningMoreaboutlisteningformainideasSomestrategiesofhowtogetaspeaker’smainidea:Listenforathesisstatementattheendoftheintroduction.•Listenforrhetoricalquestions,orquestionsthatthespeakerasks,andthenanswers.Oftentheansweristhethesis.•Noticeideasthatarerepeatedorrephrased.Herearesomesentencepatternsforyourreference:I’llsaythisagain…Soagain,letmerepeat…Letmeputitanotherway…Themostimportantthingtoknowis…Whatyouneedtoknowis…Unit3

Psychology第36页SpeakingMakinganargument

Makinganargumentisanessentialpartof

academicspeaking.Anargumentconsistsof

twoparts:

1)thesisstatementorclaim;

2)evidencethatsupportstheclaim.Thethesis

statementshouldbeclearandconcise,while

theevidenceshouldbeconvincingandreliable.Unit3

Psychology第37页Speaking2.Readthefollowingtipsabouthowtostateyourviewswhilebeingcollectedandreasonable.Staycalm.Theenergyyougiveoffisusuallypickeduponbytheotherperson;ifyouarecalmtheysenseyoumeannoharmandrelaxmore.Alsoconsideryourtoneofvoice;trytokeepasteady,lowtoneandvolume.What’smore,consideryourbodylanguage:haveagoodfirmposturethatmakesyourfeelpowerfulbutnotaggressive.Don'tinsulttheotherperson.Avoidsayingsomethingthatmightbetakenasaninsult.Whenpeopleareangrytheyaremuchmoresensitiveandwilltakeeventhesmallestcommentasaninsult.Unit3

Psychology第38页SpeakingExpressthatyouarewillingtolistentotheotherpersonandrespectthem.Eventhoughyoumightnotagreewithwhattheotherpersonissayingyouneedtorememberthattheymightfeeljustasstronglyabouttheirviewsasyoudoaboutyours.Bereasonable.Theoutcomeoftheargumentmightnotbeexactlywhatyouwanted,butneverexpecttogeteverythingyouwant.Becivil,theloudestpersonisusuallywrong.Screamingortryingtobeheardisnotagoodwaytomakeyourargument;itcomesoffimmature.Makesureyouarefamiliarinthesubject!Youdon’twanttogetinanargumentaboutdogtrainingwithanexpertwhenyou’vejustmanagedtotrainyourdogtosit.Pressyourpoint.Pickareasonableidea,andsticktoit—don’tletthepersonyou’rearguingwithdistractyouorleadyouawayfromthesubject.Unit3

Psychology第39页Speaking3.AdditionaltipswithregardtomakingagoodargumentDon’tswear.Otherwise,theotherpersonwillthinkthatyouaregoingtobeunreasonableandsetafarmoreaggressivetonethanneeded.Keepyourvoiceatanormalvolume.Don’tletyourargumentlasttoolong.Theargumentdegradesifit’sheldout.Alloweachpersontospeakandmaketheirpoint.Sethealthyboundaries.Ifthepersonwithwhomyouarearguingisangryorverballyabusive,shouldyoureallybeinteractingwiththem?Inthiscase,itmaybebettertowalkaway.Unit3

Psychology第40页Speaking4.Formintogroupsof4-5andhaveadiscussionaboutthetopicsinTask/Speaking.Trytousethestrategiesofmakingagoodargument.Unit3

Psychology第41页WritingHowtowriteanintroduction?Intheintroductionpartofyourresearchpaper,youneedtocat