學(xué)術(shù)英語理工PPT（第2版）完整全套教學(xué)課件

學(xué)術(shù)英語理工

AcademicEnglishforScienceandEngineering

第二版Inthisunit,youwilllearnhowto:askprobingquestionsincriticalthinking;haveabetterunderstandingofbasicelementsofresearchpapers;chooseaparticulartopicforyourresearch;formulateresearchquestions;writeaworkingtitle(暫定標(biāo)題);avoidplagiarism;usecitations;usesourcesbyquotingandsummarizing.Unit1

ChoosingaTopic1Criticalreading2Academicwriting3Literacyskills

UnitContents

Criticalthinking(askingquestions)UnderstandingthetextEnhancinglanguageabilityDoingResearchProjectsDecidingonatopic

FormulatingresearchquestionsWritingaworkingtitleAvoidingplagiarismCitationsQuotingSummarizingScanthetextquicklyanddiscussthefollowingquestionswithapartner.Howmanysectionsdoesaresearchpapercontain?Whatarethey?Whyshoulditbedividedinto“Introduction”,“Methods”andothersections?

Howmanyarticlesorresearchpapersdoestheauthorcite?Why?

1.CriticalReading

HowtoreadresearcharticlesWhatarethecharacteristicsofthelanguageofaresearchpaper?Isitmoreformalandobjectiveorinformalandsubjective?Why?Doyouthinkitnecessarytolearnhowtoreadandevenwriteresearchpapers?Why?1.CriticalReading

HowtoreadresearcharticlesReadthearticle“ResearchReportsforTechnicalWriting”on26andanswerthequestionsbelow.Howmanybasicelementsarethereinaresearchreportorpaper?Whatarethey?Whyisagoodknowledgeofpreviousstudiesofthetopicnecessary?Whyistheproceduressectionimportant?1.CriticalReading

HowtoreadresearcharticlesFour.Theyareproblemsection,proceduressection,resultsectionanddiscussionsection.Becauseitwillcontributetothecredibilityoftheresearch.Itcanallowthereadertoduplicatetheexperimentifthereissomedoubtaboutyourfindings.Whatarethecontentsofthediscussionsection?Whatarethemajorrequirementsofaresearchpaperintermsofstyle?1.CriticalReading

HowtoreadresearcharticlesAccuracy,clarity,andcompleteness.Itmayevaluatetheresearchresultsfully,pointoutwhatquestionsremainunansweredandperhapssuggestdirectionsforfurtherresearch.Groupdiscussion:WhatisCriticalthinking(CT)?WhyisCTimportanttouniversitystudentsaswellasacitizen?Whyisaskingquestionsimportant?1.CriticalReading

Criticalthinking(askingquestions)Criticalthinking(CT):aquestioningorchallengingapproachtoknowledgeandperceivedwisdom.Itinvolvesconceptualizing,applying,analyzing,synthesizing,andevaluatinginformationgatheredfrom,orgeneratedby,observation,experience,reflection,reasoning,orcommunication,asaguidetobeliefandaction.1.CriticalReading

Criticalthinking(askingquestions)Tipstobeacriticalreader:--readbetweenthelinesandmakeinferencesabouttheauthor’sattitudewhichmightbehiddeninthepassage;--askprobingquestionstogettoknowandfollowtheauthor’strainofthoughtinacademicreading;--readthegoalsandcorrespondingquestionsyoumayask.1.CriticalReading

Criticalthinking(askingquestions)Toidentifytheauthor’smotivesorthepurposeofwriting,youcanaskquestionssuchas:Whatisthetheme/mainargumentof…?Istheauthortryingtopersuadereadersormerelyprovideinformation?Mighttheauthorhaveahiddenpurpose?Whataretheauthor’spresumptionsandbias?Doestheauthorsupportonesideofacontroversyorappearimpartial?Doestheauthor’sattitudelieimplicitinthetext?1.CriticalReading

Criticalthinking(askingquestions)Toidentifytheauthor’sstanceandtone,

youcanaskquestionssuchas:Whatistheauthor’sstanceandhowdoyouworkitout?Whatlanguage(suchaswording)isused?Istheauthorbeingseriousorplayful,humorousorsomber?Istheauthorangryortranquil,bitterorconfident,ironicalorsincere?1.CriticalReading

Criticalthinking(askingquestions)Toidentifytheauthor’sstanceandtone,youcanaskquestionssuchas:Doestheauthorappealtothereaders’emotion(suchastheuseofemotion-arousingwords,ofslogan,rhetoricalquestionsandparallelstructures)?Doestheauthormerelyappealtothereaders’reasoningbyusingfactsandstatisticevidenceinsteadofpropaganda?Whatparticularevidenceandexampledoestheauthorselect?1.CriticalReading

Criticalthinking(askingquestions)Tofindevidenceandcheckwhetheritisrelevantandreliable,youmayaskquestionssuchas:Istheresufficientevidenceforanargumentoraclaim?Hasanyevidencebeenmissedoutifareliableargumentisformed?Howisevidence(suchasexamplesandstatistics)usedandinterpreted?Doestheauthorassessthestrengthsandweaknessesofanargumentoranevent?1.CriticalReading

Criticalthinking(askingquestions)Tofindevidenceandcheckwhetheritisrelevantandreliable,youmayaskquestionssuchas:Doestheauthorintentionallyhidesomefactsorinformationwhichfailtosupporthisarguments?Arethereanygapsorinconsistenciesintheargument?Couldtheargumentbebetterordifferentlysupported?Howdoestheauthorreachhisorherconclusion?1.CriticalReading

Criticalthinking(askingquestions)Toreachyourownconclusionabouttheissueorthearticle,youmayaskquestionssuchas:Doyouagreewiththeoutcomes?Whatisyouropinionof…?Howwouldyouprove/disprove…?Couldtheconclusionbedifferentifdifferentfactsormethodsareused?Woulditbebetterif…?Whatwouldhappenif…?Canyouproposeanalternative…?1.CriticalReading

Criticalthinking(askingquestions)Howtolearnalongtext?Areadingcircleisareadingactivitywherestudents,inasmallgroup,readthesametextbuteachstudentinthatgrouphasadifferentroletoplayinthewholegroup’soverallunderstandingofthereading.Roles1)WordWatcher:looksfornewvocabularyinthereadingtexttoteachthegroup.2)Questioner:createsquestionsaboutthereadingtoasktheothermemberstochecktheirunderstandingofthearticle.1.CriticalReading

ReadingCircleMethod3)Illuminator:findsatleastonesupportingideaineachparagraphthatyoufeelisimportanttodiscusswiththegroup.4)Connector:discusseswiththegrouphowthearticlemightconnecttoanyoutsidesources5)Illustrator:Createsavisualaid(eitheramind-mapofmainideasandsupportingdetailsorpicturethatbestreflectsthemainideasofthearticle).6)Secretary:recordsgroupdiscussiontosharewiththerestoftheclass.Nowstudentsaredividedintoseveralgroupstodothefollowingtasks.1.CriticalReading

ReadingCircleMethodTASK1SkimtheTextandcompletethetablebelow.1.CriticalReading

UnderstandingthetextKeywordsObjectiveMethodsusedlaypeople,radiation,understandingtoinvestigateyoungstudents’knowledgeofradiationphenomenaandriskquestionnaires,interviewsSkimthetextandfindtheanswerstothefollowingquestionsaccordingtothestructureofaRAWhatistheknowledgeofrespondentsoftheconceptionofradiation?Respondentswereawareoftheharmfulhealtheffectsofradiation,whiletheyhadalittleunderstandingoftheconceptofradiation.What’stheattitudeofrespondentstonuclearpower?Thereisabigproportionofrespondentswhosupporttocontinuetheproductionofnuclearpower.1.CriticalReading

UnderstandingthetextWhatisthemajorreasonforthegenerallackofcorrectunderstandingofradiation?Massmediaplayaveryimportantroleinthemisunderstandingofradiation.Howcanlaypeople’sunderstandingofradiationbeimproved?Aschoolprogramshouldbedesignedtoanalyzeeverydayconceptionsaboutradiation.1.CriticalReading

UnderstandingthetextGroupdiscussion:Doyouthinkthethreereasonsheofferedarevalid?Doyouthinkthatthemethodisappropriatetotheobjectiveofthestudy?Canyousuggestbetteralternatives?ThesurveywasconductedamongfreshmeninNorwayalmost20yearsago.Wouldthesameconclusionbereachedifyoushouldconductthesamesurveyinyouruniversity,usingthesame10questions?Doyouagreewiththeauthorthatourmisconceptionofradiationisoftenderivedfromthemassmedia?Whatdoyouthinkoftheroleofmassmediawhichplaysinourknowledge?1.CriticalReading

UnderstandingthetextTask3Matchacademicwordswiththeirgeneralwordsordefinitions.Paras.1-21.e

2.f3.b4.a5.c6.h7.g8.dParas.3-61.k2.h3.c4.d5.a6.b7.e8.j9.f10.i11.gPara.71.b2.c3.h4.a5.d6.f7.e8.g1.CriticalReading

UnderstandingthetextParas.8-111.f2.a3.i4.k5.h6.g7.c8.j9.b10.d11.eParas.12-181.d2.h3.g4.f5.a6.b7.c8.eParas.19-201.g2.c3.a4.b5.i6.d7.h8.e9.fParas.21-281.i2.j3.a4.h5.k6.b7.c8.g9.d10.e11.f1.CriticalReading

UnderstandingthetextTASK4Matcheachofthefollowingmainideas(whicharesummarizedinParas.1-28)withtheappropriateparagraphnumberfromthetext.Mainideas1-5 Paras.2-5-4-1-3Mainideas6-10 Paras.9-7-10-6-8Mainideas11-15 Paras.13-15-11-14-12Mainideas16-20 Paras.20-19-18-17-16Mainideas21-25 Paras.25-23-21-24-22Mainideas26-28 Paras.27-26-281.CriticalReading

UnderstandingthetextTASK5Paraphrasethefollowingsentences.Readthemodelcarefullybeforetheexercise.1.Theanswerbetraysalackofunderstandingthatdisintegrationofaradioactiveatominvolvesthecreationofanewnucleus.Theanswerrevealsthattherespondentsfailtounderstandthatanewnucleuswillbeproducedifaradioactiveatomisbroken.1.CriticalReading

Understandingthetext2.Intheconstructivistapproachtolearning,thelearner’sideasandconceptionspriortoinstructionareseenasimportantprerequisitesforlearning.Accordingtotheviewofconstructivists,aperson’sideaswillsurviveschooleducationandformanimportantbasisforlearningnewthings.3.Thewayoutofthisimpassesmaylieintakingthelayconceptionsintoaccountandincreasingtheintegrationbetweenfactualinformationandpractical/politicalconsiderations…Thesolutionistotakelayideasintoconsiderationandcombinefactualknowledgewithpracticalorpoliticalfactors.1.CriticalReading

UnderstandingthetextTASK6SummarizethemainideaofthefollowingparagraphcloselyrelatedtothetextinCriticalReadingintheme,usingonesentenceonly.Readthemodelcarefullybeforetheexercise.Differenttypesofradioactiveelementswillmakedifferenthealtheffects,accordingtocharacteristicsofeachtype.1.CriticalReading

UnderstandingthetextTASK7Writeaparagraphofabout120wordstosummarizethemainideaofthetext.Thepopulationshouldhavesufficientunderstandingofradiationphenomenatosecureindividualsafetyaswellasdemocraticdecisions.Thereforeitisnecessaryforthecommunicatorsofradiationinformationtobefamiliarwiththelaypeople’sperceptionsofthesephenomena.Asurveywasconductedtoexaminenon-experts’conceptionsofradiationphenomena.Thesurveyrevealedincompleteunderstandingofconceptssuchasradioactivedecay,half-lifeandabsorptionofradiationandalackofdifferentiationofbetweenradiationandradioactivematerial.Thereareindicationsthatthelayunderstandingofradiationphenomenaistoalargeextentformedbymassmediaandthat“schoolknowledge”ofthesephenomenaisnotappliedinsituationsinthe‘realworld’.Thus,newteachingandinformationproceduresareneeded.Theseshouldtakeintoaccountthelearners’perceptionsandshouldintegrate“schoolknowledge”withconsiderationsbelongingtothe“realworld”.1.CriticalReading

UnderstandingthetextTASK2Replacetheunderlinedwordsorphraseswithacademicwordsintheabovebox.Changetheirformswherenecessary.betrays,conceptionrendersexemplifiedby,perceptionprevalent,securepriorto

1.CriticalReading

Enhancinglanguageability

proportion,gloomyisindicative,alternativescharacterized,constitutes,hazardFromthestandpointof,ranksexternal,aprerequisite1.CriticalReading

EnhancinglanguageabilityDiscussion:Whatisthevariety?TASK3Groupthewordsandphrasesintheboxaccordingtothemeaningsofthefirstwordsinbold.Payattentiontothevarietyofwordsinwriting.1.include:contain,embrace,encompass,comprise,becomposedof,consistof2.valid:powerful,convincing,sensible,rational,viable,credible,plausible,weighty,well-founded,cogent,well-grounded1.CriticalReading

Enhancinglanguageability3.basic:underlying,fundamental,essential,root,prime,primary4.danger:hazard,risk,threat,menace,peril,jeopardy,hazardous,endanger,jeopardize5.describe:depict,portray,characterize,narrate,outline,represent6.different:discrepant,contrary,conflicting,contradictory,inconsistent,incompatible,incongruous,various,diverse1.CriticalReading

Enhancinglanguageability7.cause:prompt,move,inspire,stimulate,urge,spur,motivate,induce,evoke,instigate,impel8.explain:accountfor,justify,clarify,illuminate,clearup,rationalize,elucidate,explicate9.emphasize:highlight,stress,accent,feature,underline,spotlight,accentuate,giveprominenceto,attachimportanceto,givepriorityto,underscore10.factor:component,item,element,ingredient,constituent,contributor1.CriticalReading

EnhancinglanguageabilityWatchLecture1andanswerthefollowingquestions.WhatagentsarementionedintextthatcouldattacktheDNA?HowdothecellsrepairthemselvesaftertheDNAdamage?Whatisthedifferencebetweendeterministeffectsandstochasticeffects?Whytheradiotherapycouldcausethesecondcancer?Whatprincipleistheradiationprecautionbasedon?1.CriticalReading

DoingResearchProjects1.WhatagentsarementionedintextthatcouldattacktheDNA?Solvent,pesticide,smoke,viralaggressions,ultraveradiationandionizingradiation2.HowdothecellsrepairthemselvesaftertheDNAdamage?CellscouldidentifytheDNAdamage,removethedamagedpartandre-synthesistorepairtheDNA.1.CriticalReading

DoingResearchProjects3.WhatisthedifferencebetweenDeterministeffectsandStochasticeffects?TheStochasticeffectsarenotsystematictoeachpersonbeingexposed.Theirdevelopmentcouldnotbepredictedbythescaleofindividualwhichisoppositefromthedeterministeffect.4.Whywouldtheradiotherapycauseasecondcancer?Thehealthysurroundingsmaybeexposedtoradiationduringthetreatment.5.Whatprincipleistheradiationprecautionbasedon?Radiationdoseshouldbekeepaslowaspossible.1.CriticalReading

DoingResearchProjectsStudentsaredividedintoseveralgroups.Researchononeofthe7questionslistedinTask3byreadingextra3articlesatleast.Reportyourresults.1.CriticalReading

DoingResearchProjectsThreeprinciplesofdecidingonatopic:AdequateImportantManageable2.AcademicWriting

DecidingonatopicGroupwork:Narrowdownthefollowingtopicsstepbystepandtellthefeasibilityofeachtopic.GeneticallyEngineeringBreast-feedingPracticeInternetTechnology2.AcademicWriting

DecidingonatopicGeneticallyEngineering

TheImpactofGeneticallyEngineering

TheImpactofGeneticallyEngineeringonagriculturalpractice/foodshortage2.AcademicWriting

DecidingonatopicBreast-feedingPractice

Breast-feedingPracticeinChineseBigCities

TheImpactofUrbanizationonBreast-feedingPracticeinChineseBigCities2.AcademicWriting

DecidingonatopicInternetTechnology

TheGeneralImpactofInternetTechnologyonEducation

ThePositiveImpactsofInternetTechnologyonTeachingMethodology2.AcademicWriting

DecidingonatopicGroupdiscussion:1.Whatisaresearchquestion?2.What’sthefunctionofaresearchquestion?2.AcademicWriting

Formulatingresearchquestionsresearchquestion:thequestionthatyourprojectoryourpaperwantstoanswer

purposesofaresearchquestion:identifythespecificobjectivesyourresearchoryourpaperwilladdress;

determinethesizeofyourresearchorthelengthofyourpaper.2.AcademicWriting

FormulatingresearchquestionsTASK1Turnthefollowingtopicsintomorespecificonesbyaskingyourselfsomewh-questionssuchasWhy?What?How?Who?Thenshareyourswithyourpartner.Readthemodelcarefullybeforetheexercise.NuclearWasteWhatisnuclearwaste?Whyisitdifficulttodisposeofnuclearwaste?Whatharmfuleffectsifnuclearwasteisnotappropriatelydisposedof?Howtodisposeofnuclearwastesafelyandeconomically?2.AcademicWriting

FormulatingresearchquestionsThreatsofArtificialIntelligence1) Whatarethepresentthreats?Whatarethefuturethreats?Howcanhumanbeingscontrolthosethreats?GlobalWarmingandItsEffects1) Whatisglobalwarming?2) Howdoesitaffectagriculture?3) Howdoesitaffectourenvironment?4) Howdoesitaffectourhealth?2.AcademicWriting

FormulatingresearchquestionsGeneticallyModifiedFood1) WhatareadvantagesanddisadvantagesofGMF2) WhydoesGMFgainmorepopularityindevelopingcountries?3) HowsafeisGMF?4) WhataretheeffectsofGMFonhumanhealth?2.AcademicWriting

FormulatingresearchquestionsReadthefollowingtitlesandsummarizetheircommoncharacteristics:Laypeople’sUnderstandingofRadioactivityandRadiationFactorsInfluencingCollegeStudents’DecisiontoCheatintheExaminationTheEnvironmentalImpactofPollutioninUrbanAreasPsychologicalMotivationofComputerHackersTheEffectivenessofTwoApproachestoLungCancerEnvironmentEffectsofNuclearPowerPlants2.AcademicWriting

WritingaworkingtitleAtypicaltitleiscomposedof:methodwords(eg:

comparison,analysis,contrast,investigation,discussion,explanation)contentwords(eg:healthrisks,smokers,researchreport,computerhackers,lungcancer)limitingwords(eg:causes,effects,advantages,benefits,effectiveness)2.AcademicWriting

WritingaworkingtitleDividetheclassinto5groups.EachonechoosestwoofthefollowingtopicsinTASK3onPage32todothefollowingtasks:analyzethetitlesandtheirresearchquestionsdiscusswhethertheyareappropriateaccordingtothemethodstobeusedwritedownyourimprovedtitlesandresearchquestions2.AcademicWriting

WritingaworkingtitleWriteaworkingtitleanditsresearchquestionsaccordingtothetopicyouhavechosenforyourarticleanddiscusswithyourpartnerastowhetheritisappropriate.2.AcademicWriting

WritingaworkingtitlePlagiarism:theuseofothers’findings,arguments,data,andwordswithoutappropriatecitationorreferencingapublishedorunpublishedsource3.LiteracySkills

Avoidingplagiarism

Citations:Toprovideevidenceandexemplificationfromexternalsourcestosupportanargument.Threecitationmethods:paraphrasing:rewritingwhatthewritesaidinyourownwordsquoting:copyingexactlythesameastheoriginaltextsummarizing:usingonlythemostimportantideas3.LiteracySkills

Citationsin-textreferencing:abriefparentheticalacknowledgementinthetextend-of-textreferencelist:thebibliographicentrytoreferencetheideaofothersinone’swriting3.LiteracySkills

CitationsQuotingshouldbeusedaslittleaspossibleInacademicwriting;beusedwhenthesourceissoeloquentorsopeculiarthatyoureallyneedtosharetheoriginallanguagewithyourreaderssuchasstronglystateddefinitionoropinions.twoversions:author-focusedandinformation-focused3.LiteracySkills

QuotingAuthor-focusedcitationplacesemphasisontheauthor’sname,showingmoreauthority;usestheauthor’snameatthebeginningofthequote.Information-focusedcitationfocusesontheinformationcitedinsteadoftheauthor;putsthereferenceattheendofthequote.3.LiteracySkills

QuotingAuthor-focusedversion:?Carroll(2002)claimsthatitisnecessarytospenttimeclarifyingthedefinitionsofplagiarismbecause“plagiarismisoneformofcheating.”?AccordingtoCarroll(2002),“timespentclarifyingdefinitionsisusuallytimewellspent”,because“plagiarismisoneformofcheating.”Information-focusedversion:?Itisnecessarytospenttimeclarifyingthedefinitionsofplagiarismbecause“plagiarismisoneformofcheating.”(Carroll,2002)?Weallagreethat“timespentclarifyingdefinitionsisusuallytimewellspent”,because“plagiarismisoneformofcheating.”(Carroll,2002)3.LiteracySkills

QuotingGroupdiscussion:Whatisthesummary?What’sthefunctionofsummary?3.LiteracySkills

SummarizingSummarizingisamixtureofreducingalongtexttoashortoneandselectingthemostimportantinformation.Asummaryleavesoutunnecessarydetailslikeexamples,explanationsandotherunimportantinformation.Functions:helptounderstandandmemorizetheideasoftheessay;facilitatethewritingofone’sownresearchpaper3.LiteracySkills

SummarizingStepsforasuccessfulsummary:1)Readwhatyouwanttosummarizecarefullyandmakesureyouunderstandit.2)Highlighttopicsentencesandconcludingsentencesifthereare.3)Identifythekeypointsormainideasiftherearenotopicsentences.4)Makenotesbyparaphrasingthosemainideas.5)Organizethenotesaccordingtotheimportanceoftheideasandyourpurposeofusingthem.3.LiteracySkills

Summarizing6)Writeupthembyusingaccuratereportingverbstoshowtheauthor’sattitudesuchasargue,claim,assert,explain,suggest,analyze,examineandsoon.7)Gobacktothetextandcheckyourwork.Makesurethatthemeaningisthesameandyoursummarydoesn’tincludeyourpersonalcomments.8)Provideareferenceanddocumentotherpeople’swork.3.LiteracySkills

SummarizingTASK1Readeachofthefollowingsummariesoftheoriginalanddecidewhichoneretainsthemainideabutitsvocabularyandstructurearedifferent(a),whichoneistoosimilartotheoriginalinsentencestructureandvocabularychoice(b),whichoneincludesunnecessarydetails(c)andwhichonesummarizeswrongideas(d).Thenexchangeyouranswerswithyourpartner.Thefirstonehasdoneforyou.c.b.a.d b.a.c.d

a.d.c.b3.LiteracySkills

SummarizingTASK2Summarizeeachofthefollowingoriginalintoonesentence.Thefirstonehasbeendoneforyou.Chinesebigcitiessufferfromgrowingtrafficproblems.Somelongandcomplicatedsentencesmeanverylittle.Thebasictenetofconstructivismholdsthatlearnersthemselvesconstructknowledge,ratherthanreceiveitfromoutsidethemselves.3.LiteracySkills

SummarizingSomeeducationalistscontendthatdecidingonamajoristhemostcriticaldecisionstudentsfacewhenenteringcollege,whereasothersarguethatthemostimportantthingforstudentstodiscoverinuniversityistheirtrueinterests,becausemanyestablishcareersnotrelatedtothemajortheystudiedincollege.ThemajorityofAmericaninternetusers,especiallyteenagers,usesocialnetworkingservices,whichhasalteredthepaceandprocessofmakingandmaintainingfriendships.AccordingtoHirshiandGottfredson,thepropensitytocommitcrimecomesfromaperson’slackofself-control,wherebytheurgetofeedone’sdesirescausesonetoevenbreakthelaw.3.LiteracySkills

SummarizingTASK3Summarizeeachofthefollowingparagraphsintooneortwosentences.Thenexchangewithyourpartner.Readthemodelcarefullybeforetheexercise.Gordon&Taylor(1989)believesthatalthoughmostpeoplefeelagreatdealofanguishwhenfacedwithwritingtasks,thisfeelingcanbemanagedbydevelopingpersonalavoidancestrategies.3.LiteracySkills

SummarizingFrick,T.(1991)claimsthathistoryhasdemonstratedthattechnologyaffectseducationprofoundly.Consideringthedefinitionoftechnologybroadly,onemaysaythatprehistoricpeopleusedprimitivetechnologiestoteachskillstotheiryoung.Hewitt(1996)believesthatactsofacademicdishonestyunderminesthevalidityofteachingandlearning.Edelso(2002)claimsthatlegalrightsandsafeguardsleadtoinvestmentsbyindividuals,whichhasahigherimpactonraisinglivingstandardsofcountriesthanthesecountries’naturalresources.3.LiteracySkills

Summarizing學(xué)術(shù)英語理工

AcademicEnglishforScienceandEngineering

第二版byHeCanwenInthisunit,youwilllearnhowto:identifyconclusionsandreasonsincriticalthinkingsearchforandevaluatereliablesourcesusereadingstrategiesforspecificinformationlookforvisualandauralsourcesusesourcesbyparaphrasingUnit2

SearchingforSources1CriticalReadingUnderstandingthetextIdentifyingconclusionsandreasonsDoingresearchprojects2AcademicWritingSearchingforexternalsourcesEvaluatingvarioussourcesUsingreadingstrategiesforspecifi...Lookingforvisualandauralsources...3LiteracySkillsParaphrasingUnitContentsDiscussion:WhatkindoftensesareusedintheIntroductionpartandtheMethodspart?Whatarethefunctionsofdifferenttenses?Pickoutusefulsentencepatternsfromthetextthatyoumayuseinyourownresearcharticles.1.CriticalReading

UnderstandingthetextTASK1Skimthetextandcompletethetablebelow.1.CriticalReading

UnderstandingthetextKeywordsObjectiveMethodsusedGreenhouseEffects,Students’Understanding,GlobalWarming,InteractiveTechnologytoreporthowstudents’understandingofthegreenhouseeffectandglobalwarminghasincreasedaftertheyparticipatedinanexperimentbasedonacurriculumunitanexperimentTASK2Readthetextandanswerthefollowingquestions.Whatarethecontentsoftheexperiment?Whichsectiontellsyouthis?What’sthepurposeoftheexperiment?Whatisthefunctionofthepre-/post-testandwhatisthecontent?Howdoyouknow?WhydoestheauthormentionthestudiesofVosniadouandBrewer(1992,1994)?1.CriticalReadin