《学术英语社会科学课程与教学》由会员分享，可在线阅读，更多相关《学术英语社会科学课程与教学（27页珍藏版）》请在金锄头文库上搜索。
1、学术英语（社会科学）课程与教学 张颖 复旦大学 学术英语（社会科学） 2011年春至今 大学英语选修课 每学期3-4个班，每班15-30位学生，每周两节45分钟课，2 学分 同一班级有不同年级，不同专业，不同research水平，不 同英语水平 经济学、新闻、政治学、社会学内容 复旦学术英语(社科)教学目标 Developing generic English skills in content-related activities Developing academic language skills e.g. formality, referencing and citation Deve
2、loping critical thinking e.g. argument/voices/ what makes it science 2013-5-5 Weekly Schedule Spring 2014 ContentAcademic Skills & StrategiesPaper Writing Tasks Week 1 Induction: Ice-breaking Needs discussion *academic culture *formal academic English What is an academic paper? Week 2 How People Mak
3、e Decisions 1 *presentation skills (signpost language) *format of an academic paper *choosing a feasible research topic Deciding on the topic of a small research project Week 3 How People Make Decisions 2 *tips for academic listening * being polite in speaking Writing introduction Week 4 Thinking li
4、ke an economist 1 *formal and informal EnglishFinding relevant literature Week 5 Thinking like an economist 2 *paraphrase, summary, synthesis skills Writing literature on your chosen topic Week 6 Unemployment 1 *formal English rules Describing how you are going to systematically collect and analyze
5、data Week 7 Unemployment 2 *distinguishing different voices in reading (criticizing Mankiw) Collecting data Week 8 The Study of Society and People 1 *transition, hooking and other basics of English writing Collecting data Week 9 The Study of Society and People 2 *describing graphsReporting and analy
6、sing research results Week 10 Sociology matters *navigating academia Discussing results EAPWriting Discussion.ppt Week 11 Change in Journalism *signpost language for academic writing *hedging in writing Discussing results Week 12 First draft Week 13 Hard Power, Soft Power *a real writing case (Berke
7、ley) of Economics study Second or more draft(s) Week 14The Study of Politics as a Science *round-up of the term Week 15Tutorials 3 Unemployment Unemployment has been a serious global social issue in recent years. Both politicians and economists are making great efforts to find ways to reduce the une
8、mployment rate, though the result is not always satisfactory. The texts in this unit may give you some insights into this issue. Text A Language focus Difficult Sentences Collocations EAPcollocation Unit 3.ppt EAPcollocation Unit 4.ppt Formal English Critical reading and thinking Unit 3 Unemployment
9、 Text A Critical reading and thinking the global picture Unit 3 Unemployment Summary of Text A: 学生课前完成，上课检查 Text A Critical reading and thinking detailed reading Unit 3 Unemployment The key word to describe frictional unemployment Mismatch Causes of mismatch Textbook examples / Chinese examples 1. 2
10、. 3. Solutions The arguments about the solutions: Text B Language focus Difficult Sentences （Why difficult?） Collocations Formal English Critical reading and thinking Unit 3 Unemployment Text B Critical reading and thinking the global picture Unit 3 Unemployment Summary of Text B： Text B Critical re
11、ading and thinking Unit 3 Unemployment Task 1 The tree diagram below illustrates the main points of the text. Complete it according to the text. Suggested answers Debate topic: _ Why unemployment is so high? Argument by some economists: _ _ Argument by most people: _ Supporting details: _ Supporting
12、 details: _ There are jobs out there, just not the right candidates to fill them. Employers just arent hiring enough. Text B Unit 3 Unemployment The authors position? Although the writer seems to be objectively presenting the two sides of the argument, the way he presents the arguments of the two si
13、des and the way he ends the article indicate that he is more in favor of the argument that the unemployment situation in the US is not just structural unemployment. Critical reading: questions for discussion Critical Reading Do not fall under the spell of the printed word as authority. Very few of y
14、our instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda something that he or she wants you to believe. Unit 3 Unemployment Unit 3 Unemployment How about Text A? How many voices do you find in Text A? In text A there is only
15、 one voice. Textbooks offer you a basic understanding of the major issues in a particular field, but not in-depth coverage of specific topic, nor the most recent developments. Critical reading: questions for discussion Asking Yourself Questions “What is the author trying to say?“ “What is the author assuming I will agree with?“ Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? Unit 3 Unemployment Writing Writing
