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1、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,charac
2、tertraits,etc.)2. ReadingSummarizethemainideasofatextandidentifyessentialsupportingpointsUnderstanddifficultsentences(e.g.,sentenceswithformalwordsorexpressions)IdentifycomparisonandcontrastUnit 3PsychologyUnit Objectives3. ListeningUnderstandimportantsupportingdetails4. SpeakingMakeaclear,concisean
3、dreliableargument5. WritingKnowthebasicelementsandstructureoftheintroductionsectionofaresearchpaper.Unit 3PsychologyUnit Objectives6. ResearchingIndependentlylocateandstudyavarietyofresources(articles,books,videos,etc.)toknowmoreaboutthestudyofpsychology7. Academic language and discourseKnowwhatisco
4、llocationAcquiresomespecializedvocabularyinpsychologyUnderstandthedifferencesbetweencomparisonandcontrastComprehendstylisticdifferencesbetweenformalandinformalEnglishandacquiresomeformalexpressionsUnit 3PsychologyText A Lead-inListentwicetoatalkonwhatpsychologistsdoandfillintheblankswiththeexactword
5、syouveheard.Shareyouranswerswithyourfellowclassmates.Unit 3PsychologyText A Overview1.SummarizethemainideasofTextA.2.DoTask1/OverviewAcontrastbetweenpessimistsandoptimistsHow they view bad events, defeats, etc.Pessimists:Badeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Op
6、timists:Defeatisjustatemporarysetback;defeatisnottheirfault;abadsituationisachallenge.Different consequences brought by their different approaches Pessimists:GiveupmoreeasilyandgetdepressedmoreoftenOptimists:Domuchbetterinschoolandatwork;moreapttobeelectedwhenrunningforoffice;agewellandlivelongerUni
7、t 3PsychologyText A In-depth analysis1.Contributeasmuchaspossiblewhatyouknowaboutthefollowing:optimismpessimismUnit 3PsychologyText A Supplementary informationPessimism vs. optimismImagineyoudividedeveryoneintheworldintotwopsychologicalgroups.Youputalltheoptimistsononesideandallthepessimistsontheoth
8、er(letsleavetherealistsasidefornow).Amongsttheoptimiststheconversationwouldallbeaboutfantasticplansforthefuture.Meanwhilethepessimistsarehavingwhatmightseemtotheoptimistslikeadepressingdiscussion.Theyreworryingaboutallthethingsthatmightgowrong.Theyreworriedthateventhethingstheyhavewillbetakenawayfro
9、mthembysomecrueltwistoffate.Unit 3PsychologyText A Supplementary informationOvertheyearspsychologistshaveexaminedmanyaspectsofpessimismandoptimism.Theresgoodnewsforall.Therearesomeadvantagestooptimismlikeitseemstomakepeoplefeelbetteraboutlife.Buttherearealsoadvantagesforpessimismasthinkingtheworsthe
10、lpssomepessimistscopebetterwiththeworld.However,weshouldbelessconcernedwithwhichis“better”orwhichcampislargerandmoreinterestedinwhypeopleseetheworldinsuchdifferentwaysinthefirstplace.Unit 3PsychologyText A In-depth analysis2. Have a group discussion about the twoquestionsinTask2/Pointsfordiscussion.
11、Unit 3PsychologyText B Text Analysis1. the English idiom “dont judge a book by itscover”TheverycommonEnglishidiom“dontjudgeabookbyitscover”isametaphoricalphrasewhichmeans“dontdeterminetheworthofsomethingbasedonitsappearance”.ItisprobablythemostcommonexpressionusedinEnglishtoconveyattitudesagainstvan
12、ity.Anothercommonlyusedexpressionwithsimilarmeaningis“allthatglittersinnotgold”,meaningthatnoteverythingthatlookspreciousortrueturnsouttobeso.Thiscanapplytopersons,places,orthingsthatpromisetobemorethantheyreallyare.Unit 3PsychologyText B Text Analysis2.Weareoftencautionedagainstjudgingabookbyitscov
13、er.Whatdoesitimplywhenitcomestomakingajudgmentofsomebody?Itimpliesthatpeoplearenotalwayswhattheyseem,thatsurfaceappearancesaredeceptive.Peopleshouldntbejudgedbyhowtheylookbutbejudgedbytheiractions.Unit 3PsychologyText B Text Analysis3.Whatmessagedoestheauthorwanttoconveythroughahostofexampleslistedi
14、nthetext？ Theauthorwantstoconveytoreadersthatpeople,atalltimes,tendtoformaquickimpressionofothersbasedonlyonaquick“snapshot”ofinformationandthattheyareprogrammedbyevolutiontoresponddifferentlytopeoplewithdifferentfeatures.Forexample,theymayrespondgentlytoinfantilefeaturessothatrealbabiesoradultswith
15、babyfacesaretreatedwithtendercare.Unit 3PsychologyText B Text Analysis4.DoTask2/CriticalReadingandThinking/TextBingroupsof4-5todiscusswhetheritsalmostimpossiblenottojudgeanindividualbytheirappearanceintodayssociety.Unit 3PsychologyText B ResearchingFormintoteamstodothetaskinResearching/TextB.Withine
16、achteam,thereare:facilitator: ThinkaboutthewholegroupandmanagethetaskMakesureeveryonefeelsincludedandhasajobtodobeforeandduringthediscussion.Presideovertheclassroomdiscussion.recorder:Makenotesofthegroupdiscussion.Workwiththereporter,whowillhavetoreadfromthenotes.reporter:Summarizeandpresenttheresul
17、tstotheclass.Speakonbehalfofthegroup.Unit 3Psychology1.ContributewhatyouknowaboutIQtestandthengiveexamplesasmanyaspossible.Text C Text AnalysisUnit 3PsychologyText C Supplementary information Insurance sales jobsJobdutiesofinsurancesalesaretogetasmanypeopleinterestedintobuyingvarioustypesofinsurance
18、,suchaslife,car,health,propertyandcasualty.Forinsurancesalesagentjobs,mostcompaniesandindependentagenciesprefertohirecollegegraduatesespeciallythosewhohavemajoredinbusinessoreconomics.Manycollegesanduniversitiesoffercoursesininsurance,andafewschoolsofferabachelorsdegreeinthefield.Collegecoursesinfin
19、ance,mathematics,accounting,economics,businesslaw,marketing,andbusinessadministrationenableinsurancesalesagentstounderstandhowsocialandeconomicconditionsrelatetotheinsuranceindustry.Unit 3PsychologyText C Supplementary informationCoursesinpsychology,sociology,andpublicspeakingcanproveusefulinimprovi
20、ngsalestechniques.Inaddition,familiaritywithcomputersandpopularsoftwarepackageshasbecomeveryimportant.Infact,manyentrantstoinsurancesalesagentjobstransferfromotheroccupations.Insellingcommercialinsurance,technicalexperienceinaparticularfieldcanhelpsellpoliciestothoseinthesameprofession.Unit 3Psychol
21、ogyText C Supplementary information2. IQ testIQ,shortforintelligencequotient,isascorederivedfromoneofseveralstandardizedtestsdesignedtoassessintelligence.TheabbreviationIQcomesfromtheGermantermIntelligenz-Quotient,originallycoinedbypsychologistWilliamStern.WhencurrentIQtestsaredeveloped,themedianraw
22、scoreofthenormingsampleisdefinedasIQ100andscoreseachstandarddeviation(SD)upordownaredefinedas15IQpointsgreaterorless,althoughthiswasnotalwayssohistorically.IQscoresareusedaspredictorsofeducationalachievement,specialneeds,jobperformanceandincome.TheyarealsousedtostudyIQdistributionsinpopulationsandth
23、ecorrelationsbetweenIQandothervariables.Unit 3Psychology2.AnswerthequestionsafterTextC.Text C Text AnalysisTwokindsoftestsaregenerallyusedtopredictpotentialforsuccess.Whatarethey?Whatsthetheorybehindeachofthem?Accordingtotraditionalwisdom,whatarethetwoessentialingredientsofsuccess?Whatviewpointdoest
24、heauthorholdinthisregard?Unit 3PsychologyAcademic language and discourse1.Whatiscollocation?Collocation2.DoTask1Collocation/Languagebuilding-up/TextAUnit 3PsychologyAcademic language and discourse3.Additionalclassroomactivity:Translate the followingphrases, which appear in Texts Band C,fromChinesein
25、toEnglish.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 correlate sth. with sth. flip quickly through the pages of a magazinea strong link between physique and personalitysocial perceiversa host of cuespotential for successmake up for meager talenta passionate desire to succeed Collo
26、cationUnit 3PsychologyAcademic language and discourseSupplementaryinformationCollocationTheterm“collocation”isusedtorefertoasequenceofwordsthatcommonlyoccurtogetherliketake a chance, run for office, sink into despair. Manylinguistsviewcollocationalknowledgeastheessenceoflanguageknowlege.Andthebestwa
27、ytoexplainnativelike accuracy andnativelike fluencyis that inaddition toknowing the rules of the language, people store numerouspreconstructedchunksorcollocationsintheirmemory.Unit 3PsychologyAcademic language and discourseSupplementaryinformationThereareseveraldifferenttypesofcollocationmadefromcom
28、binationsofverb,noun,adjectiveetc.Someofthemostcommontypesare:Adverb + Adjective, for example :completelysatisfied(NOTdownrightsatisfied)Adjective + Noun, for example:excruciatingpain(NOTexcruciatingjoy)Noun + Noun, for example:asurgeofanger(NOTarushofanger)Noun + Verb, for example:lionsroar(NOTlion
29、sshout)Verb + Noun, for example:commitsuicide(NOTundertakesuicide)Verb + Prepositional Phrase, for example:burstintotears(NOTblowupintears)Verb + Adverb, for example:wavefrantically(NOTwavefeverishly)Unit 3PsychologyAcademic language and discourseSignpostlanguage1.Keywordscommonlyusedtoexpresscompar
30、ison:like, similar, similarly, as, same, the same as, in the same way, too, as well as, both, most important, have in common2.Keywordscommonlyusedtoexpresscontrast:although, yet, whereas, however, But, while, instead, unless, unlike, on the contrary, contrary to, even though, on the other hand, the
31、reverseUnit 3PsychologyAcademic language and discourseSignpostlanguage3.DoTask2/Languagebuilding-up/TextA.Unit 3PsychologyAcademic language and discourseSignpostlanguage4.WritedownmoreexamplesinwhichcontrastsareusedinTextA.Thisfatherandmotherhavetwodifferentwaysoflookingattheworld.Wheneversomethingb
32、adhappenstohim.heimaginestheworst.Heispronetodepression;hehaslongboutsoflistlessness;hishealthsuffers.She,ontheotherhand,seesbadeventsintheirleastthreateninglight.Toher,theyaretemporaryandsurmountable,challengestobeovercome.Afterareversal,shecomesbackquickly,soonregainingherenergy.Herhealthisexcelle
33、nt.(Para.18)Unit 3PsychologyAcademic language and discourseSignpostlanguageThedefiningcharacteristicofpessimistsisthattheytendtobelievebadeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Theoptimists,whenconfrontedwiththesamehardknocksofthisworld,thinkaboutmisfortuneintheopp
34、ositeway.Theytendtobelievedefeatisjustatemporarysetback,thatitscausesareconfinedtothisonecase.Theoptimistsbelievedefeatisnottheirfault.Confrontedbyabadsituation,theyperceiveitasachallengeandtryharder.(Para.19)Literallyhundredsofstudiesshowthatpessimistsgiveupmoreeasilyandgetdepressedmoreoften.Thesee
35、xperimentsalsoshowthatoptimistsdomuchbetterinschoolandcollege,atworkandontheplayingfield.Theyregularlyexceedthepredictionsofaptitudetests.(Para.20)Unit 3PsychologyAcademic language and discourseFormalEnglish1.SourcesofinputfordifferenttypesofEnglish.Unit 3PsychologyAcademic language and discourseFor
36、malEnglish2.DoTask3/Languagebuilding-up/TextA.Unit 3PsychologyAcademic language and discourseFormalEnglish3.ThefollowingsentencesareselectedfromTextA.Changetheunderlinedformalwordsorexpressionsintoformsthatareneutralorlessformal.Unit 3PsychologyAcademic language and discourseFormalEnglishfull ofis (
37、immediately) alert and energetickeeping thinking aboutbeen deeply involved in a sense of hopelessnesslikely to suffer fromnot easily disturbedmurmuring about commonplace remarksofficially approvedUnit 3PsychologyListening1.Whyaresupportingdetailsimportanttounderstandanargument?2.Listentotheclipanddo
38、thetasks.Unit 3PsychologyListeningMoreaboutlisteningformainideasSomestrategiesofhowtogetaspeakersmainidea:Listenforathesisstatementattheendoftheintroduction.Listenforrhetoricalquestions,orquestionsthatthespeakerasks,andthenanswers.Oftentheansweristhethesis.Noticeideasthatarerepeatedorrephrased.Herea
39、resomesentencepatternsforyourreference:Ill say this again So again, let me repeat Let me put it another way The most important thing to know is What you need to know is Unit 3PsychologySpeaking1.MakinganargumentMakinganargumentisanessentialpartofacademicspeaking.Anargumentconsistsoftwoparts:1)thesis
40、statementorclaim;2)evidencethatsupportstheclaim.Thethesisstatementshouldbeclearandconcise,whiletheevidenceshouldbeconvincingandreliable.Unit 3PsychologySpeaking2.Readthefollowingtipsabouthowtostateyourviewswhilebeingcollectedandreasonable.Stay calm.Stay calm. The energy you give off is usually picke
41、d up on by the other person; if you are calm they sense you mean no harm and relax more. Also consider your tone of voice; try to keep a steady, low tone and volume. Whats more, consider your body language: have a good firm posture that makes your feel powerful but not aggressive. Dont insult the ot
42、her person. Dont insult the other person. Avoid saying something that might be taken as an insult. When people are angry they are much more sensitive and will take even the smallest comment as an insult.Unit 3PsychologySpeakingExpress that you are willing to listen to the other person and respect th
43、em. Eventhoughyoumightnotagreewithwhattheotherpersonissayingyouneedtorememberthattheymightfeeljustasstronglyabouttheirviewsasyoudoaboutyours.Be reasonable. Theoutcomeoftheargumentmightnotbeexactlywhatyouwanted,butneverexpecttogeteverythingyouwant.Be civil, the loudest person is usually wrong. Scream
44、ingortryingtobeheardisnotagoodwaytomakeyourargument;itcomesoffimmature.Make sure you are familiar in the subject! Youdontwanttogetinanargumentaboutdogtrainingwithanexpertwhenyouvejustmanagedtotrainyourdogtosit.Press your point. Pickareasonableidea,andsticktoitdontletthepersonyourearguingwithdistract
45、youorleadyouawayfromthesubject.Unit 3PsychologySpeaking3.AdditionaltipswithregardtomakingagoodargumentDont swear. Otherwise,theotherpersonwillthinkthatyouaregoingtobeunreasonableandsetafarmoreaggressivetonethanneeded.Keep your voice at a normal volume. Dont let your argument last too long. Theargume
46、ntdegradesifitsheldout.Allow each person to speak and make their point. Set healthy boundaries. Ifthepersonwithwhomyouarearguingisangryorverballyabusive,shouldyoureallybeinteractingwiththem?Inthiscase,itmaybebettertowalkaway.Unit 3PsychologySpeaking4.Formintogroupsof4-5andhaveadiscussionaboutthetopi
47、csinTask/Speaking.Trytousethestrategiesofmakingagoodargument.Unit 3PsychologyWritingHow to write an introduction?Intheintroductionpartofyourresearchpaper,youneedtocatchthereadersattention,getthempreparedforthesubject,setthestageforthepaperandputyourtopicinperspective.Thefollowingaresomeguidelinesfor
48、writinganintroduction:Trytocreatean“eye-catching”openingsentencethatcanengageyourreader.Rememberfirstimpressionsareimportant.Establishthecontextofyourresearchbystatingthegeneralideasorinformationwithregardtothesubject.Clearlyidentifyyourresearchquestion(s)andwriteyourthesisstatement,thatis,thesenten
49、ce(s)thatincludesthemainideaand/orcentralpurposeofyourresearchpaper.SupplementaryinformationUnit 3PsychologyWritingAdditional strategies for writing an introductory paragraph1)CraftingthehookThinkaboutusinganinterestingfactorstatisticasahook.Thinkaboutusingananecdoteasahook.Thinkaboutusingaquotation
50、asahook.Thinkaboutposingarelevantandprovokingquestionasahook.2)TransitioningtothethesisContinueexplainingthehook,ifnecessary.Begintransitioningtothethesis,perhapsbyoutliningyourargument.Findawaytoconnecthowyoustartedyouressaytowhatyouressayisabout.SupplementaryinformationUnit 3PsychologyWritingAddit
51、ional strategies for writing an introductory paragraph3)WritingthethesisBeforewritingyourthesis,askyourselfwhatyourereallyarguingandcutawayanythingthatdoesntcontributetoorsummarizewhatyourearguing.Donotformyourthesisasaquestion.Donotuseyourthesisasaspringboardtotalkaboutnewissues.Unlessyourewritingapersonalessay,donotwritethethesisinthefirstperson.SupplementaryinformationUnit 3PsychologyWriting1.DoTask1/Writing.Analyzethefunctionsoftwointroductoryparagraphs.2.DoTask2/Writing.Unit 3Psychology
