學(xué)術(shù)英語-綜合-Unit-3-PPT

學(xué)術(shù)英語綜合Unit3PPTUnit3

PsychologyUnitContentsUnitobjectivesTextATextBTextCAcademiclanguageanddiscourseListeningSpeakingWritingUnitObjectives1.ProfessionalKnowledgeGetacquaintedwithsomeimportantpsychologicalconcepts(e.g.optimist,pessimist,personality,charactertraits,etc.)2.ReadingSummarizethemainideasofatextandidentifyessentialsupportingpointsUnderstanddifficultsentences(e.g.,sentenceswithformalwordsorexpressions)IdentifycomparisonandcontrastUnit3

PsychologyUnitObjectives3.ListeningUnderstandimportantsupportingdetails4.SpeakingMakeaclear,conciseandreliableargument5.WritingKnowthebasicelementsandstructureoftheintroductionsectionofaresearchpaper.Unit3

PsychologyUnitObjectives6.ResearchingIndependentlylocateandstudyavarietyofresources(articles,books,videos,etc.)toknowmoreaboutthestudyofpsychology7.AcademiclanguageanddiscourseKnowwhatiscollocationAcquiresomespecializedvocabularyinpsychologyUnderstandthedifferencesbetweencomparisonandcontrastComprehendstylisticdifferencesbetweenformalandinformalEnglishandacquiresomeformalexpressionsUnit3

PsychologyTextALead-inListentwicetoatalkonwhatpsychologistsdoandfillintheblankswiththeexactwordsyou’veheard.Shareyouranswerswithyourfellowclassmates.Unit3

PsychologyTextAOverviewSummarizethemainideasofTextA.DoTask1/OverviewAcontrastbetweenpessimistsandoptimistsHowtheyviewbadevents,defeats,etc.

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

PsychologyTextAIn-depthanalysis1.Contributeasmuchaspossiblewhatyouknowaboutthefollowing:optimismpessimismUnit3

PsychologyTextASupplementaryinformationPessimismvs.optimismImagineyoudividedeveryoneintheworldintotwopsychologicalgroups.Youputalltheoptimistsononesideandallthepessimistsontheother(let’sleavetherealistsasidefornow).Amongsttheoptimiststheconversationwouldallbeaboutfantasticplansforthefuture.Meanwhilethepessimistsarehavingwhatmightseemtotheoptimistslikeadepressingdiscussion.They’reworryingaboutallthethingsthatmightgowrong.They’reworriedthateventhethingstheyhavewillbetakenawayfromthembysomecrueltwistoffate.Unit3

PsychologyTextASupplementaryinformationOvertheyearspsychologistshaveexaminedmanyaspectsofpessimismandoptimism.There’sgoodnewsforall.Therearesomeadvantagestooptimismlikeitseemstomakepeoplefeelbetteraboutlife.Buttherearealsoadvantagesforpessimismasthinkingtheworsthelpssomepessimistscopebetterwiththeworld.However,weshouldbelessconcernedwithwhichis“better”orwhichcampislargerandmoreinterestedinwhypeopleseetheworldinsuchdifferentwaysinthefirstplace.Unit3

PsychologyTextAIn-depthanalysis2.HaveagroupdiscussionaboutthetwoquestionsinTask2/Pointsfordiscussion.Unit3

PsychologyTextBTextAnalysis1.theEnglishidiom“don’tjudgeabookbyitscover”TheverycommonEnglishidiom“don’tjudgeabookbyitscover”isametaphoricalphrasewhichmeans“don’tdeterminetheworthofsomethingbasedonitsappearance”.ItisprobablythemostcommonexpressionusedinEnglishtoconveyattitudesagainstvanity.Anothercommonlyusedexpressionwithsimilarmeaningis“allthatglittersinnotgold”,meaningthatnoteverythingthatlookspreciousortrueturnsouttobeso.Thiscanapplytopersons,places,orthingsthatpromisetobemorethantheyreallyare.Unit3

PsychologyTextBTextAnalysis2.Weareoftencautionedagainstjudgingabook

byitscover.Whatdoesitimplywhenitcomes

tomakingajudgmentofsomebody?Itimpliesthatpeoplearenotalwayswhattheyseem,thatsurfaceappearancesaredeceptive.Peopleshouldn’tbejudgedbyhowtheylookbutbejudgedbytheiractions.Unit3

PsychologyTextBTextAnalysis3.Whatmessagedoestheauthorwanttoconvey

throughahostofexampleslistedinthetext？Theauthorwantstoconveytoreadersthatpeople,atalltimes,tendtoformaquickimpressionofothersbasedonlyonaquick“snapshot”ofinformationandthattheyareprogrammedbyevolutiontoresponddifferentlytopeoplewithdifferentfeatures.Forexample,theymayrespondgentlytoinfantilefeaturessothatrealbabiesoradultswithbabyfacesaretreatedwithtendercare.Unit3

PsychologyTextBTextAnalysis4.DoTask2/CriticalReadingandThinking/TextB

ingroupsof4-5todiscusswhetherit’salmost

impossiblenottojudgeanindividualbytheir

appearanceintoday’ssociety.Unit3

PsychologyTextBResearchingFormintoteamstodothetaskinResearching/TextB.Withineachteam,thereare:facilitator:ThinkaboutthewholegroupandmanagethetaskMakesureeveryonefeelsincludedandhasajobtodobeforeandduringthediscussion.Presideovertheclassroomdiscussion.recorder:Makenotesofthegroupdiscussion.Workwiththereporter,whowillhavetoreadfromthenotes.reporter:Summarizeandpresenttheresultstotheclass.Speakonbehalfofthegroup.Unit3

PsychologyContributewhatyouknowaboutIQtestandthengiveexamplesasmanyaspossible.TextCTextAnalysisUnit3

PsychologyTextCSupplementaryinformationInsurancesalesjobsJobdutiesofinsurancesalesaretogetasmanypeopleinterestedintobuyingvarioustypesofinsurance,suchaslife,car,health,propertyandcasualty.Forinsurancesalesagentjobs,mostcompaniesandindependentagenciesprefertohirecollegegraduates—especiallythosewhohavemajoredinbusinessoreconomics.Manycollegesanduniversitiesoffercoursesininsurance,andafewschoolsofferabachelor’sdegreeinthefield.Collegecoursesinfinance,mathematics,accounting,economics,businesslaw,marketing,andbusinessadministrationenableinsurancesalesagentstounderstandhowsocialandeconomicconditionsrelatetotheinsuranceindustry.Unit3

PsychologyTextCSupplementaryinformationCoursesinpsychology,sociology,andpublicspeakingcanproveusefulinimprovingsalestechniques.Inaddition,familiaritywithcomputersandpopularsoftwarepackageshasbecomeveryimportant.Infact,manyentrantstoinsurancesalesagentjobstransferfromotheroccupations.Insellingcommercialinsurance,technicalexperienceinaparticularfieldcanhelpsellpoliciestothoseinthesameprofession.Unit3

PsychologyTextCSupplementaryinformation2.IQtestIQ,shortforintelligencequotient,

isascorederivedfromoneofseveralstandardizedtestsdesignedtoassessintelligence.Theabbreviation"IQ"comesfromtheGermantermIntelligenz-Quotient,originallycoinedbypsychologistWilliamStern.WhencurrentIQtestsaredeveloped,themedianrawscoreofthenormingsampleisdefinedasIQ100andscoreseachstandarddeviation(SD)upordownaredefinedas15IQpointsgreaterorless,althoughthiswasnotalwayssohistorically.IQscoresareusedaspredictorsofeducationalachievement,specialneeds,jobperformanceandincome.TheyarealsousedtostudyIQdistributionsinpopulationsandthecorrelationsbetweenIQandothervariables.Unit3

Psychology2.AnswerthequestionsafterTextC.TextCTextAnalysisTwokindsoftestsaregenerallyusedtopredictpotentialforsuccess.Whatarethey?What’sthetheorybehindeachofthem?Accordingtotraditionalwisdom,whatarethetwoessentialingredientsofsuccess?Whatviewpointdoestheauthorholdinthisregard?Unit3

PsychologyAcademiclanguageanddiscourse1.Whatiscollocation?Collocation2.DoTask1Collocation/Languagebuilding-up/TextAUnit3

PsychologyAcademiclanguageanddiscourse3.Additionalclassroomactivity:Translatethefollowingphrases,whichappearinTextsBandC,fromChineseintoEnglish.使……相互關(guān)聯(lián)

快速翻閱一本雜志

體格和個(gè)性之間的緊密聯(lián)系

社會(huì)觀察者

許多提示

成功的潛能

彌補(bǔ)天資的不足

追求成功的強(qiáng)烈意愿

correlatesth.withsth.flipquicklythroughthepagesofamagazineastronglinkbetweenphysiqueandpersonalitysocialperceiversahostofcuespotentialforsuccessmakeupformeagertalentapassionatedesiretosucceedCollocationUnit3

PsychologyAcademiclanguageanddiscourseSupplementaryinformationCollocationTheterm

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

PsychologyAcademiclanguageanddiscourseSupplementaryinformationThereareseveraldifferenttypesofcollocationmadefromcombinationsofverb,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

PsychologyAcademiclanguageanddiscourseSignpostlanguage1.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

PsychologyAcademiclanguageanddiscourseSignpostlanguage3.DoTask2/Languagebuilding-up/TextA.Unit3

PsychologyAcademiclanguageanddiscourseSignpostlanguage4.Writedownmoreexamplesinwhichcontrastsare

usedinTextA.Thisfatherandmotherhavetwodifferentwaysoflookingattheworld.Wheneversomethingbadhappenstohim...heimaginestheworst...Heispronetodepression;hehaslongboutsoflistlessness;hishealthsuffers.She,ontheotherhand,seesbadeventsintheirleastthreateninglight.Toher,theyaretemporaryandsurmountable,challengestobeovercome.Afterareversal,shecomesbackquickly,soonregainingherenergy.Herhealthisexcellent.(Para.18)Unit3

PsychologyAcademiclanguageanddiscourseSignpostlanguageThedefiningcharacteristicofpessimistsisthattheytendtobelievebadeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Theoptimists,whenconfrontedwiththesamehardknocksofthisworld,thinkaboutmisfortuneintheoppositeway.Theytendtobelievedefeatisjustatemporarysetback,thatitscausesareconfinedtothisonecase.Theoptimistsbelievedefeatisnottheirfault...Confrontedbyabadsituation,theyperceiveitasachallengeandtryharder.(Para.19)Literallyhundredsofstudiesshowthatpessimistsgiveupmoreeasilyandgetdepressedmoreoften.Theseexperimentsalsoshowthatoptimistsdomuchbetterinschoolandcollege,atworkandontheplayingfield.Theyregularlyexceedthepredictionsofaptitudetests.(Para.20)Unit3

PsychologyAcademiclanguageanddiscourseFormalEnglishSourcesofinputfordifferenttypesofEnglish.Unit3

PsychologyAcademiclanguageanddiscourseFormalEnglish2.DoTask3/Languagebuilding-up/TextA.Unit3

PsychologyAcademiclanguageanddiscourseFormalEnglish3.Thefollowingsentencesareselectedfrom

TextA.Changetheunderlinedformalwordsorexpressionsintoformsthatareneutralor

lessformal.Unit3

PsychologyAcademiclanguageanddiscourseFormalEnglishfullofis(immediately)alertandenergetickeepingthinkingaboutbeendeeplyinvolvedinasenseofhopelessnesslikelytosufferfromnoteasilydisturbedmurmuringaboutcommonplaceremarksofficiallyapprovedUnit3

PsychologyListeningWhyaresupportingdetailsimportantto

understandanargument?2.Listentotheclipanddothetasks.Unit3

PsychologyListeningMoreaboutlisteningformainideasSomestrategiesofhowtogetaspeaker’smainidea:Listenforathesisstatementattheendoftheintroduction.?Listenforrhetoricalquestions,orquestionsthatthespeakerasks,andthenanswers.Oftentheansweristhethesis.?Noticeideasthatarerepeatedorrephrased.Herearesomesentencepatternsforyourreference:I’llsaythisagain…Soagain,letmerepeat…Letmeputitanotherway…Themostimportantthingtoknowis…Whatyouneedtoknowis…Unit3

PsychologySpeakingMakinganargument

Makinganargumentisanessentialpartof

academicspeaking.Anargumentconsistsof

twoparts:

1)thesisstatementorclaim;

2)evidencethatsupportstheclaim.Thethesis

statementshouldbeclearandconcise,while

theevidenceshouldbeconvincingandreliable.Unit3

PsychologySpeaking2.Readthefollowingtipsabouthowtostate

yourviewswhilebeingcollectedand

reasonable.Staycalm.Theenergyyougiveoffisusuallypickeduponbytheotherperson;ifyouarecalmtheysenseyoumeannoharmandrelaxmore.Alsoconsideryourtoneofvoice;trytokeepasteady,lowtoneandvolume.What’smore,consideryourbodylanguage:haveagoodfirmposturethatmakesyourfeelpowerfulbutnotaggressive.Don'tinsulttheotherperson.Avoidsayingsomethingthatmightbetakenasaninsult.Whenpeopleareangrytheyaremuchmoresensitiveandwilltakeeventhesmallestcommentasaninsult.Unit3

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

PsychologySpeaking3.Additionaltipswithregardtomakingagood

argumentDon’tswear.Otherwise,theotherpersonwillthinkthatyouaregoingtobeunreasonableandsetafarmoreaggressivetonethanneeded.Keepyourvoiceatanormalvolume.Don’tletyourargumentlasttoolong.Theargumentdegradesifit’sheldout.Alloweachpersontospeakandmaketheirpoint.Sethealthyboundaries.Ifthepersonwithwhomyouarearguingisangryorverballyabusive,shouldyoureallybeinteractingwiththem?Inthiscase,itmaybebettertowalkaway.Unit3

PsychologySpeaking4.Formintogroupsof4-5andhaveadiscussion

aboutthetopicsinTask/Speaking.Trytouse

thestrategiesofmakingagoodargument.Unit3

PsychologyWritingHowtowriteanintroduction?Intheintroductionpartofyourresearchpaper,youneedtocatc