学术英语学术英语 综合综合Academic English An Integrated CourseUnit 3PsychologyUnit ContentsUnit objectivesText AText BText CAcademic language and discourseListeningSpeakingWritingUnit Objectives1. Professional KnowledgeGetacquaintedwithsomeimportantpsychologicalconcepts(e.g.optimist,pessimist,personality,charactertraits,etc.)2. ReadingSummarizethemainideasofatextandidentifyessentialsupportingpointsUnderstanddifficultsentences(e.g.,sentenceswithformalwordsorexpressions)IdentifycomparisonandcontrastUnit 3PsychologyUnit Objectives3. ListeningUnderstandimportantsupportingdetails4. SpeakingMakeaclear,conciseandreliableargument5. WritingKnowthebasicelementsandstructureoftheintroductionsectionofaresearchpaper.Unit 3PsychologyUnit Objectives6. ResearchingIndependentlylocateandstudyavarietyofresources(articles,books,videos,etc.)toknowmoreaboutthestudyofpsychology7. Academic language and discourseKnowwhatiscollocationAcquiresomespecializedvocabularyinpsychologyUnderstandthedifferencesbetweencomparisonandcontrastComprehendstylisticdifferencesbetweenformalandinformalEnglishandacquiresomeformalexpressionsUnit 3PsychologyText A Lead-inListentwicetoatalkonwhatpsychologistsdoandfillintheblankswiththeexactwordsyouveheard.Shareyouranswerswithyourfellowclassmates.Unit 3PsychologyText A Overview1.SummarizethemainideasofTextA.2.DoTask1/OverviewAcontrastbetweenpessimistsandoptimistsHow they view bad events, defeats, etc.Pessimists:Badeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Optimists:Defeatisjustatemporarysetback;defeatisnottheirfault;abadsituationisachallenge.Different consequences brought by their different approaches Pessimists:GiveupmoreeasilyandgetdepressedmoreoftenOptimists:Domuchbetterinschoolandatwork;moreapttobeelectedwhenrunningforoffice;agewellandlivelongerUnit 3PsychologyText A In-depth analysis1.Contributeasmuchaspossiblewhatyouknowaboutthefollowing:optimismpessimismUnit 3PsychologyText A Supplementary informationPessimism vs. optimismImagineyoudividedeveryoneintheworldintotwopsychologicalgroups.Youputalltheoptimistsononesideandallthepessimistsontheother(letsleavetherealistsasidefornow).Amongsttheoptimiststheconversationwouldallbeaboutfantasticplansforthefuture.Meanwhilethepessimistsarehavingwhatmightseemtotheoptimistslikeadepressingdiscussion.Theyreworryingaboutallthethingsthatmightgowrong.Theyreworriedthateventhethingstheyhavewillbetakenawayfromthembysomecrueltwistoffate.Unit 3PsychologyText A Supplementary informationOvertheyearspsychologistshaveexaminedmanyaspectsofpessimismandoptimism.Theresgoodnewsforall.Therearesomeadvantagestooptimismlikeitseemstomakepeoplefeelbetteraboutlife.Buttherearealsoadvantagesforpessimismasthinkingtheworsthelpssomepessimistscopebetterwiththeworld.However,weshouldbelessconcernedwithwhichis“better”orwhichcampislargerandmoreinterestedinwhypeopleseetheworldinsuchdifferentwaysinthefirstplace.Unit 3PsychologyText A In-depth analysis2. Have a group discussion about the twoquestionsinTask2/Pointsfordiscussion.Unit 3PsychologyText B Text Analysis1. the English idiom “dont judge a book by itscover”TheverycommonEnglishidiom“dontjudgeabookbyitscover”isametaphoricalphrasewhichmeans“dontdeterminetheworthofsomethingbasedonitsappearance”.ItisprobablythemostcommonexpressionusedinEnglishtoconveyattitudesagainstvanity.Anothercommonlyusedexpressionwithsimilarmeaningis“allthatglittersinnotgold”,meaningthatnoteverythingthatlookspreciousortrueturnsouttobeso.Thiscanapplytopersons,places,orthingsthatpromisetobemorethantheyreallyare.Unit 3PsychologyText B Text Analysis2.Weareoftencautionedagainstjudgingabookbyitscover.Whatdoesitimplywhenitcomestomakingajudgmentofsomebody?Itimpliesthatpeoplearenotalwayswhattheyseem,thatsurfaceappearancesaredeceptive.Peopleshouldntbejudgedbyhowtheylookbutbejudgedbytheiractions.Unit 3PsychologyText B Text Analysis3.Whatmessagedoestheauthorwanttoconveythroughahostofexampleslistedinthetext？Theauthorwantstoconveytoreadersthatpeople,atalltimes,tendtoformaquickimpressionofothersbasedonlyonaquick“snapshot”ofinformationandthattheyareprogrammedbyevolutiontoresponddifferentlytopeoplewithdifferentfeatures.Forexample,theymayrespondgentlytoinfantilefeaturessothatrealbabiesoradultswithbabyfacesaretreatedwithtendercare.Unit 3PsychologyText B Text Analysis4.DoTask2/CriticalReadingandThinking/TextBingroupsof4-5todiscusswhetheritsalmostimpossiblenottojudgeanindividualbytheirappearanceintodayssociety.Unit 3PsychologyText B ResearchingFormintoteamstodothetaskinResearching/TextB.Withineachteam,thereare:facilitator: ThinkaboutthewholegroupandmanagethetaskMakesureeveryonefeelsincludedandhasajobtodobeforeandduringthediscussion.Presideovertheclassroomdiscussion.recorder:Makenotesofthegroupdiscussion.Workwiththereporter,whowillhavetoreadfromthenotes.reporter:Summarizeandpresenttheresultstotheclass.Speakonbehalfofthegroup.Unit 3Psychology1.ContributewhatyouknowaboutIQtestandthengiveexamplesasmanyaspossible.Text C Text AnalysisUnit 3PsychologyText C Supplementary information Insurance。