1-3 Discourse Focus Reading for Different Goals – Web Work
大学英语教学指南CollegeE...
College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening:Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topicsat a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures inEnglish, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English.They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics inpopular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials.When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views ongeneral topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translateon a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary: Students should acquire a total of 6,395 words and1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TVprograms produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation:With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the centra l position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listenin g and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’learning and self-assessment, teachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teac hing philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous lea rning, and is particularly important in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected t o observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in th e teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based College English Teaching Model The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- andWeb-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessment/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills acc ording to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
鼓励学习的英语谚语
鼓励学习的英语谚语英语谚语可以看出西方社会不同于东方社会的“注重个人主义”、“求变”和“拜金主义”的文化特点。
为大家了关于学习的英文谚语，希望大家喜欢。
1、Study to be what you wish to seem、学习可成为你所理想的人物。
2、Suess belongs to the persevering、坚持就是胜利。
3、Suess grows out of struggles to overe difficulties、成功于克服困难的斗争。
4、Suess has many friends、成功者朋友多。
5、Such beginning, such ending、有怎样的开始，就有怎样的完毕。
6、Such carpenters, such chips、什麽样的木匠，出什麽活。
7、Sufficient for the day is the evil thereof、一天的不幸已够人受的了，别再自寻烦恼。
8、Suit the action to the word、怎麽说就怎麽做。
9、Sure bind, sure find、捆得好，逃不了。
10、Suspicion is the poison of true friendship、猜疑伤害莫逆之交。
1、Study to be what you wish to seem、学习可成为你所理想的人物。
2、Suess belongs to the persevering、坚持就是胜利。
3、Suess grows out of struggles to overe difficulties、成功于克服困难的斗争。
4、Suess has many friends、成功者朋友多。
5、Such beginning, such ending、有怎样的开始，就有怎样的完毕。
6、Such carpenters, such chips、什麽样的木匠，出什麽活。
discourse_bibliography
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(1970). “Three reasons for not deriving kill from cause to die”. Lin-guistic Inquiry 1 (4): 429-38.Fodor, J.A. and Garrett, M. (1966). “Some reflections on competence and per-formance” in Lyons & Wales (eds.) 1966.Fodor, J.A. and Katz, J.J. (eds.) (1964). The structure of language: reading in thephilosophy of language. Englewood Cliffs: Prentice Hall.Fowler, R. (1971). The languages of literature: some linguistic contributions tocriticism. London: Routledge & Kegan Paul.240 An applied linguistic approach to discourse analysisFrake, C.O. (1964). “How to ask for a drink in Subanun”. American Anthropolo-gist 66 (2): 127-32.Fried, V. (ed.) (1972). The Prague school of linguistics and language teaching.London: Oxford University Press.Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs: Prentice Hall.Garfinkel, H. (1972). “Remarks on ethnomethodology” in Gumperz & Hymes (eds.) 1972.Garner, R. 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研究生学术英语写作教程Unit 1 Understanding Academic English
Unit 1 Understanding Academic EnglishObjectives:- Learn the purpose of this course- Get to understand different voices that people often use in their communication - Understand features of academic English- Build your learning ability via the Internet- Meet your teacher and new classmatesContents- Teacher’s introduction- Reading and discussion: How’s your voice?- Language focus: word choice, and structural complexity- Writing practice: understanding different styles- Rewriting practice: consolidating academic English writing skills- Classroom extension: Internet survey on features of academic English1.Reading Activity1.1 Pre-reading TaskDo you know how to write a paper with an academic voice? Most Chinese students use only the casual voice for their daily life purposes, which does not fit the academic writing style. When you can learn to use an academic voice and a formal writing style, you will gain authority and respect for yourself as a researcher as well as a research writer.Read the following three texts with different kinds of voice and tell what they differ in.1.2 Reading PassageHOW’S YOUR VOICE?Casual VoiceHey, dude, no way you can sit here!Huzzah! We won! We beat ‘em! Ha! Blue Vampires. They think they’re so great. We showed ‘em. Go Aardvarks!Yuck! I hate broccoli with those nasty, stinkin’ mush-rooms. Why do we gotta have these things again, man?!www, we gotta cancel the Consultative VoiceYou’re not allowed to sit inthis area, because it’s asafety concern.I’m so glad for our team, thegreat Fighting Aardvarks,and now together wecelebrate this victory.I’d prefer not to have thisparticular vegetable again, ifit’s possible. Does anyonereally enjoy this combinationof mushrooms and broccoli?It’s possible that our partymight have to be postponedor canceled because of theAcademic VoiceThis area must be keptclear for foot traffic.The Fighting Aardvarksclaimed victory over theBlue Vampires in thefinal round tonight. Bothteams competed well andthe fans are enthusiastic.Very few people enjoythis broccoli andmushroom dish.Therefore, it will not beserved again within thiscalendar year, or theservers will be killed.Due to the inclementweather, the AnnualTattoo Party will notparty ‘cause it’s totally raining like crazy! Sweeeet! I love those Indiana Jones movies! They’re awesome with the whip and the bugs and stuff. Everyone loves those flicks!bad weather that’s threaten-ing our location.Indiana Jones films arereally very popular withyour age group. Critics can’tdecide why such an oldcharacter is so appealing.take place this Thursdayat Finster Park. Theplanning committee willreschedule the event andrelease information assoon as possible.Hollywood is perplexedat the reasons that Indi-ana Jones is so favoredby such youngaudiences. The answerremains a mystery.1.3Reading Comprehension1.3.1 Do you know in which situation these voices are appropriately used? And why?1.3.2 Read the passage carefully again and decide the differences among them.2Language Focus2.1 Word ChoiceAcademic voice can be well expressed by choosing words. Here are some words to acquire:Here are some words to avoid.2.1.1 Can you match the formal and informal words and phrases?2.2 Structural complexity‘Syntax’ is the technical word that is used to describe sentence structure. It is extremely important that well-arranged sentences carry an academic voice, whereas choppy, simple sentences sound oral and colloquial. Sentences that are too short and poorly connected can be irritating to read. Conversely, sentences that are too long and rambling are difficult to follow and are likely to be confusing. Use a sentence length that allows your thoughts to flow clearly. Rewrite the following sentences into a text with well-ordered sentences and structural complexity.A conjunction connects words, phrases, or clauses. It indicates the relationship between the elements. These elements connect. We often find the following thing. In only one single sentence a conjunction contains one or more ideas. These ideas may be equal or unequal in importance. Ideas are equal, and we call them coordinate ideas. For example, John studies electronics. Helen studies Computing. These two sentences can become a compound sentence. It shows the relationship between the two ideas. We want to maintain the equality of the ideas. We call the clauses in the new sentence coordinate clauses.3.Writing Practice3.1Understanding different stylesRead the following texts and decide where they come from.1At AT & Bell Laboratories infrared lasers are being used to capture live microbes. Working like optical tweezers, the pressure of the laser light traps minute objects in itsfocus point. Researchers are using the device to move around viruses bacteria, and other cells they are study under the microscope. After several hours, however, the focus light will heat up the microbes to a boiling point.____________________________________________________________________ 2All we ask is that you spend two hours of your time attending a Barratt Sales presentation. There, you’ll discover the ben efits of timeshare. At Barratt we call it Holiday Ownership because that’s why it really is. You’ll be under no obligation to purchase, but we think you may be tempted._____________________________________________________________________ 3There were only two Americans stopping at the hotel. They did not know any of the people they passed on the stairs on their way to and from their room. Their room was on the second floor facing the sea. It also faced the public garden and the war monument. There were big palms and green benches in the public garden. In the good weather there was always an artist with his easel. Artists liked the way the palms grew and the bright colors of the hotels facing the gardens and the sea.4Although many studies have already been done, more studies are needed to determine the effects of microcomputer-assisted instruction in various teaching situations.____________________________________________________________________ 5The parents of a seven-year-old Australian boy woke to find a giant python crushing and trying to swallow him. The incident occurred in Cairns, Queensland and the boy’s mother, Mrs. Dryden said: “it was like a horror movie. It was a hot night. He suddenly started screaming. We rushed to the bedroom to find a huge snake trying to strangle him. ” Mrs. Dryden and her husband, Peter, tried to stab the creature with knives, but the python bit the boy several times before escaping.____________________________________________________________________3.2. Choosing appropriate stylesNow you are going to write an essay in class for your teacher’s assignments. Which of the following sentences you would like to use for your writing?1. He couldn’t finish his work in the time given.2. The first set of results were compiled and presented by the other group of students.3. I would like to focus on the following areas of research: …4. They argued that this methodology was unreliable.5. In addition, the data was used to focus on the following hypothesis.6. I enjoyed my English class with you and am having a good experience this semester.7. At about twelve pm on August 21, 1984, she told us, I came out of the kitchen to toss out some water.8. We, at any rate, will continue to keep an open mind.9. Is the menu at that the French restaurant giving you trouble? Then you might need the V oice, a hand-held computer that translates spoken English into French, Spanish, German or Italian.10. There is an emerging consensus that a concerted effort on a national level will be required to capture the glittering prizes that a new technology offers.3.3. Rewriting PracticeRewrite the following passage into an academic one.Why are there so many jams on the roads these days? One thing is that public transportation like trains, buses, etc., is so dear. A long time ago cars cost a lot but now, unfortunately, they’ve got a lot cheaper. Another thing is that driving is a lot nicer than waiting for a bus. The trouble is that if everyone buys a car the roads get packed.4Writing ProjectThe following is a checklist for writing in academic English. It is not complete. Use the Internet, books, textbooks and lecturers' expertise to find out what other conventions could be applied to using academic English. And make a list of these conventions and keep this for future reference.Writing academic English● Use academic voice● Write with structural complexity● Avoid casual style● Distinguish formal and informal words and phrases●…5. Final Checklist。
外研社2024_通用学术英语综合教程_读写__电子课件-大学英语IV _7-2-Qun
通用学术英语 综合教程（读写）
English for General Academic PurposesREADING & WRITING
Chapter 1Inconvenient Truth About Choice
Reading 1Reading 2Learning ObjectivesTo grasp the use of conditional if and various prefixes in evaluative languageTo identify the author’s stance in evaluative languageTo understand how to compare one’s findings with those of othersTo understand ways to highlight contribution and significance of the study
They collected four types of data from a nine-year, eight-campus database: cumulative GPA, persistence in sciences, likelihood of graduation, and likelihood of graduation and persistence in sciences.
Academic Literacy Skills
Reading 2
Before You Read
While You Read
After You Read
Language Focus
Academic Literacy Skills
Unit 3 Focus in Discourse
I invited him to come over on Sunday. I invited him to come over on Sunday. I invited him to come over on Sunday. I invited him to come over on Sunday.
Just enjoy it and have fun!
GOOD BYE!
THANK YOU LISTENING~
FOR
YOUR
Discourse particular focus of language use.
Functional definition of discourse:
isaLeabharlann TIPS说中文时，我们会根据说话的意图自然而然地强调一句话中的某些 字词。不知道你注意到没有，即使是说同一句话，也会因为强调不 同的成分而使所表达的意思发生变化。这个单元所说的就是英文中 出现的同样的现象。
Unit 3 Focus in Discourse
Learning Objectives
To learn about focus in discourse
To understand how different focuses affect the meaning of a discourse To learn to use focus in a discourse to help express the intended meaning
postponed 推迟
define 定义（动词） definition 定义（名词） far-reaching 深远的，广泛的 property 财产 aesthetic 美学的，审美的
不同观点的英语四级作文模板
不同观点的英语四级作文模板英文回答：In the realm of human thought and discourse, the coexistence of diverse perspectives and the recognition of their validity are essential for fostering intellectual growth, societal harmony, and the advancement of knowledge. Engaging with different viewpoints allows us to critically examine our own beliefs, broaden our understanding of the world, and make informed decisions.One way to approach this is by actively seeking out and listening to perspectives that differ from our own. This involves engaging in conversations with individuals who hold contrasting viewpoints, reading articles and booksthat present alternative perspectives, and attending lectures or workshops that explore diverse ideas. By immersing ourselves in these diverse perspectives, we challenge our assumptions, identify areas of common ground, and gain a more nuanced understanding of complex issues.Furthermore, it is imperative to approach these interactions with an open mind and a genuine willingness to understand. This means listening attentively, asking clarifying questions, and avoiding dismissing or dismissing viewpoints that we do not initially agree with. By adopting a non-judgmental and empathetic stance, we create a space for meaningful dialogue and the potential for intellectual growth.Of course, engaging with different viewpoints can also be challenging. It may require us to confront our own biases, reconsider deeply held beliefs, and navigate potentially uncomfortable conversations. However, the benefits of this engagement far outweigh the discomfort. By embracing intellectual diversity, we cultivate a mindset that is open, adaptable, and capable of grappling with the complexities of our world.中文回答：不同的观点是存在的，我们需要承认它们的存在，因为它们对于我们的智力成长、社会和谐与知识的进步都是必不可少的。
用英语学习科学知识
用英语学习科学知识Learning Scientific Knowledge through EnglishAs the world becomes more interconnected and globalized, the ability to communicate effectively in English is becoming increasingly important. English has become the language of science, with a vast amount of scientific research and discoveries being published in English journals and textbooks. Therefore, learning scientific knowledge through English has become a crucial skill for individuals aspiring to excel in scientific fields. In this article, we will explore the benefits of learning scientific knowledge in English and discuss effective strategies to enhance English proficiency in this domain.The advantages of acquiring scientific knowledge in English are multifaceted. Firstly, English offers access to a wealth of scientific literature and resources. The majority of renowned scientific journals and research articles are published in English. By being proficient in English, individuals can dive into this treasure trove of knowledge and stay up-to-date with the latest scientific advancements. This not only broadens their intellectual horizons but also enhances their research capabilities.Secondly, learning scientific knowledge in English provides a competitive edge in the global scientific community. International collaborations and conferences are integral components of scientific research. English serves as the lingua franca for scientists from diverse backgroundsto communicate and exchange ideas. A strong command of English allows scientists to participate actively in these events, fostering professional growth and networking opportunities.Additionally, English proficiency facilitates effective communication and collaboration with colleagues and peers. Scientific research often involves teamwork and interdisciplinary interactions. The ability to articulate ideas, discuss experimental results, and present findings fluently in English enables seamless collaboration, ensuring the efficient progress of research projects. Moreover, it opens doors for international collaborations, enabling scientists to work with experts from different countries and cultures, thereby enriching their scientific perspectives.To enhance English proficiency in the context of scientific knowledge, it is essential to adopt effective learning strategies. Firstly, individuals should cultivate a solid foundation in general English language skills. This includes focusing on the development of listening, speaking, reading, and writing abilities. This foundation will lay the groundwork for more specialized scientific English learning.Engaging with scientific literature in English is paramount to learning scientific knowledge effectively. Reading research articles, journals, and textbooks written in English can expose individuals to the scientific vocabulary and concepts commonly used in the field. It is advisable to start with simplified texts and gradually progress to more complex and specialized content as language skills improve. An active reading approach, such as highlighting key vocabulary and summarizing the main points, enhances comprehension and retention of scientific information.Furthermore, practicing scientific writing in English is crucial to effectively communicate research findings. Scientific writing conventions differ from other forms of writing, and mastering these conventions isimperative for effectively disseminating research. Individuals should practice writing scientific abstracts, research papers, and reports to refine their writing skills and develop a succinct and accurate scientific style in English.In addition to formally learning through traditional methods, individuals can utilize technology to enhance their English proficiency in scientific knowledge. Online platforms, such as language learning apps and websites, provide interactive modules specifically designed for scientific English. These resources offer vocabulary exercises, listening exercises, and simulated scientific discussions, enabling individuals to enhance their language skills at their own pace and convenience.Furthermore, attending scientific conferences and workshops conducted in English can be an immersive learning experience. Participating in these events exposes individuals to the scientific discourse in English and provides opportunities to engage in discussions, ask questions, and present their own research. Such involvement fosters confidence, improves fluency, and enhances scientific communication skills.In conclusion, learning scientific knowledge through English offers numerous advantages in today's globalized scientific landscape. Proficiency in English provides access to vast scientific literature, promotes international collaborations, and benefits career growth. To enhance English proficiency in this domain, individuals should focus on building a solid English language foundation, actively engage with scientific literature, practice scientific writing, and leverage technology for language learning. By mastering English for scientific purposes, individuals will not only expandtheir scientific knowledge but also unlock opportunities for professional success in the global scientific community.。
新视角设计研究生英语读说写2课文原文加翻译和课后答案解析
新视野研究生英语读说写2英语原文加翻译及课后答案1.大学课堂：还有人在听吗？Toward the middle of the semester, Fowkes fell ill and missed a class. When he returned, the professor nodded vaguely and, to Fowkes’s astonishment, began to deliver not the next lecture in the sequence but the one after. Had he, in fact, lectured to an empty hall in the absence of his solitary student? Fowkes thought it perfectly possible.在学期中间，Fowkes 因病缺了一次课。
他回到课堂的时候，教授毫无表情地向他点了点头。
接着令Fowkes大吃一惊的是，教授并没有按照顺序讲下一课，而是讲了后面一课。
难道他真的在他唯一的学生缺席的情况下对着空教室讲了一课？Fowkes认为这太有可能了。
Today American colleges and universities (originally modeled on German ones) are under strong attack from many quarters. Teachers, it is charged, are not doing a good job of teaching, and students are not doing a good job of learning. American businesses and industries suffer from unenterprising, uncreative executives educated not to think for themselves but to mouth outdated truisms the rest of the world has long discarded. College graduates lack both basic skills and general culture. Studies are conducted and reports are issued on the status of higher education, but any changes that result either are largely cosmetic or make a bad situation worse.今天美国的大学（原本是以德国的大学为模型的）受到了各方面的严厉指责。
《第二语言习得概论》课程教学大纲
《第二语言习得概论》课程教学大纲课程编码：30615001 学分： 2学分总学时：36学时说明【课程性质】《第二语言习得概论》是英语专业任意选修课。
【教学目的】帮助学习者在语言基础知识学习的基础上，掌握一些基本的教学理论，并使他们在学习的过程中形成自己的教学思路，为今后的教学实践或对其进一步的研究做准备。
【教学任务】通过对语言学习者学习语言过程的讨论，帮助学生将模糊的、无意识的实践性内容变成明确的、有意识的理论方法。
使他们在以后的教学中，能够批判性地接受现行的一些教学方法，并在实践过程中根据不同的受教育对象将其不断完善。
【教学内容】绪论；学习者语言的本质、中介语、中介语的社会层面；中介语的话语层面；中介语的心理语言学层面；中介语的语言学层面；二语习得中的个体差异；课堂教学和二语习得；结论【教学原则和方法】教学原则：理论和实践相结合，突出指导性和应用性。
教学方法：教师提出问题，并组织学生讨论，围绕具体问题进行讲解。
教师讲解与学生练习结合，学生每次课后书面回答具体问题。
【先修课程要求】“语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。
【教材与主要参考书】教材：Rod Ellis 《第二语言习得》上海外语教育出版社,2000年。
参考书：P. M. Lightbown and N. Spada 《语言学习机制》上海外语教育出版社, 20XX年。
Rod Ellis《第二语言习的研究》上海外语教育出版社, 1994年。
大纲内容第一部分Introduction: Describing and Explaining L2 Acquisition【教学目的和要求】教学目的：本章是全书的绪论，学习的目的是弄清第二语言习得的概念和目标。
教学要求：明确什么是学习者语言等相关概念，从而在整体上使学生对第二语言习得的基本理论有个概括性的了解。
【内容提要】Ⅰ.The definition of second language acquisitionⅡ.The goals of second language acquisitionⅢ.Two case studiesⅣ.Methodological issuesⅤ.Issues in the description of learner languageⅥ.Issues in the explanation of L2 acquisition【教学重点与难点问题】教学重点：the definition of second language acquisition教学难点：the goals of second language acquisition【复习参考题】1. In what respects is Wes a ‘good language learner’ and on what respects is he not one?2. What is your own definition of a ‘good language learner’?第二部分The Nature of Learner Language【教学目的和要求】教学目的：学生了解学习者语言的本质。
【教案】Unit+1Reading+and+Thinking人教版(2019)必修第三册
人教版新教材B3U1 Reading and Thinking：Why do We Celebrate Festivals?教学设计主题语境：人与社会授课时长：80分钟文本分析：本单元话题是节日与庆典，本版块文本指向“人与社会——历史、社会与文化”的主题语境，涉及节日与庆典这一话题，主要探究节日与庆典的缘由。
本板块是听说板块主题内容的延续，也是从现象到本质的一个探究。
本文体裁为论说文，引导学生思考人们为何要庆祝节日，通过对节日及庆祝活动追根溯源，学生能体会传承与发展，并能感受寓于节日的美好愿景。
该语篇的文本结构清晰，围绕标题“Why do We Celebrate Festivals?”展开，共含5个段落，每一段句首都有中心句。
第一段主要讲述了节日是全世界普遍存在的文化现象，并分析了各种节日的缘由；第二段选取了各种文化都存在的收获节日进行描述，阐明了文化的共通性和相似性；第三段说明节日传统习俗会随着时间的变化而变化，并不是一成不变的，每一代人在传承文化的同时，也在创新和发展；第四段提出当下的一种社会趋势——节日正在商业化，引发学生们的思考；第五段总结了节日是全世界人们社会生活中重要的组成部分，尽管不同民族拥有不同的节日，但他们体现了人们共同的精神追求和美好愿望。
综上分析，在标题“Why do We Celebrate Festivals?”这个问题的引领下，文本展开了对这一问题的阐释，每个段落对标题都隐含了不同角度的解答：(1）世界各地的人们庆祝不同节日，是由于这些节日起源于季节、宗教、历史人物、重大事件等。
(2）不同文化背景的人们都会庆祝收获的节日，因为他们乐于分享丰收的喜悦，对大自然的馈赠表达感恩，同时此节日也为家庭欢聚创造了机会。
(3）尽管有些节日习俗会随着时间消亡，但是人们也会赋予节日新的习俗和意义，使之得以延续。
(4）商业化的节日氛围能促进消费、繁荣经济，也或多或少为人们营造了一些幸福感，同时增强人们对节日的渴望。
高等教育自学考试自考《英语二》试题及答案指导(2025年)
2025年高等教育自学考试自考《英语二》模拟试题及答案指导一、阅读判断（共10分）第一题Read the following passage and then answer the questions below by choosing the correct answer (T for True, F for False):The passage is about the impact of technology on modern education.In recent years, the integration of technology into education has revolutionized the way students learn. Online learning platforms, digital textbooks, and interactive educational software have become increasingly popular. This has led to a significant increase in the number of students enrolling in online courses and pursuing higher education independently.1、The integration of technology into education has not changed the way students learn.2、Online learning platforms have decreased in popularity over the years.3、Digital textbooks are a common feature in modern education.4、The number of students pursuing higher education independently has decreased due to technology.5、Technology has had no impact on the number of students enrolling in onlinecourses.Answers:1、F2、F3、T4、F5、FSecond Question: Reading and JudgmentPassage:The concept of lifelong learning has become increasingly popular in recent years. As the world changes rapidly, people are realizing that formal education is just the beginning of a journey of continuous personal and professional development. Lifelong learning encourages individuals to pursue knowledge and skills throughout their lives, not only for career advancement but also for personal satisfaction and social engagement. It encompasses a wide range of activities, from traditional classroom learning to online courses, workshops, and even self-directed study. In today’s digital age, access to information and educational resources has never been easier, making it possible for anyone with an internet connection to engage in learning at any time and place.Lifelong learners often find that they have a more positive outlook on life, as the pursuit of new knowledge can be both challenging and rewarding. Moreover, in a competitive job market, the ability to learn and adapt quickly can be asignificant advantage. Many employers value employees who demonstrate a commitment to ongoing learning, as it shows initiative and a willingness to stay relevant in their field. Therefore, whether for personal or professional reasons, embracing lifelong learning can lead to a more fulfilling and successful life.Questions:1、Lifelong learning is becoming less popular due to the fast pace of the world.•Answer: False•Explanation: The passage states that the concept of lifelong learning has become increasingly popular because the world is changing rapidly,indicating that people see the need for continuous learning.2、Formal education is considered sufficient for one’s entire career in the context of lifelong learning.•Answer: False•Explanation: The text suggests that formal education is just the beginning, and there is a need for continuous personal and professional development through lifelong learning.3、Lifelong learning includes a variety of learning methods, such as online courses and self-study.•Answer: True•Explanation: The passage explicitly mentions that lifelong learning encompasses a wide range of activities, including online courses andself-directed study.4、In the current job market, the capacity to learn and adjust swiftly is seen as a disadvantage by most employers.•Answer: False•Explanation: The passage indicates that the ability to learn and adapt quickly is actually viewed as a significant advantage by many employers in a competitive job market.5、The benefits of lifelong learning are restricted to professional growth only.•Answer: False•Explanation: The text points out that lifelong learning is beneficial for both personal satisfaction and professional development, suggesting its benefits are not limited to career advancement alone.二、阅读理解（共10分）Passage:The Internet has become an integral part of our daily lives, offering a wealth of information and opportunities. However, it also brings along challenges and risks, particularly for children and teenagers. This passage discusses the impact of the Internet on young people and the measures that can be taken to mitigate the potential negative effects.One of the most significant impacts of the Internet on young people is the potential for excessive screen time. Spending hours in front of a computer or smartphone can lead to physical health issues such as eye strain, neck and backpain, and obesity. Additionally, excessive screen time can disrupt sleep patterns, leading to fatigue and poor academic performance.Another challenge is the exposure to inappropriate content. The Internet is a vast repository of information, but not all of it is suitable for young people. They may come across explicit material, violence, or cyberbullying, which can have a detrimental effect on their mental health.To address these issues, parents and educators should implement several measures. Firstly, they should monitor and regulate the amount of time young people spend online, ensuring that it does not interfere with their physical health and academic responsibilities. Secondly, parents and educators should educate young people about the importance of digital literacy, teaching them how to critically evaluate the information they find online and how to identify and avoid inappropriate content. Finally, promoting healthy online habits, such as taking regular breaks from screens, can help mitigate the negative effects of excessive screen time.Questions:1.What is one of the primary physical health issues associated with excessive screen time for young people?A) Sleep disturbancesB) Eye strainC) CyberbullyingD) Obesity2.Which of the following is NOT mentioned as a potential negative effectof the Internet on young people?A) Disruption of sleep patternsB) CyberbullyingC) Improved academic performanceD) Exposure to inappropriate content3.What is the first measure mentioned in the passage that parents and educators should take to address the issue of excessive screen time?A) Promoting healthy online habitsB) Monitoring and regulating the amount of time spent onlineC) Educating young people about digital literacyD) Providing access to appropriate online content4.According to the passage, what is the role of digital literacy in mitigating the negative effects of the Internet on young people?A) It helps young people find suitable online content.B) It teaches young people how to critically evaluate the information they find online.C) It replaces traditional education methods with online resources.D) It ensures young people have access to the latest technology.5.The passage suggests that which of the following can help mitigate the negative effects of excessive screen time?A) Limiting the time spent onlineB) Providing access to inappropriate contentC) Encouraging continuous screen timeD) Ignoring the issue of screen timeAnswer:1.B) Eye strain2.C) Improved academic performance3.B) Monitoring and regulating the amount of time spent online4.B) It teaches young people how to critically evaluate the information they find online.5.A) Limiting the time spent online三、概况段落大意和补全句子（共10分）First QuestionRead the following passage and then summarize the main idea of each paragraph in your own words. Then complete the sentences that follow based on the information given in the passage.Passage:The role of technology in education has been a topic of discussion among educators and policymakers for many years. With the advent of the internet and digital devices, there is an increasing trend towards incorporating technology into the classroom as a tool to enhance learning. Proponents argue that technology can make learning more engaging and accessible, while critics express concerns over the potential for distraction and reduced social interaction amongstudents.On the other hand, technology offers unprecedented access to educational resources from around the world. Online platforms provide a wealth of information and opportunities for collaborative learning that were not previously available. This democratization of knowledge means that students no longer need to be physically present in a classroom to gain an education. However, it also raises questions about the quality and reliability of online content, prompting the need for critical evaluation skills among learners.Furthermore, there is evidence suggesting that digital tools can personalize the learning experience by adapting to individual student needs. Adaptive learning software can track student progress and offer tailored resources to help learners overcome specific challenges. Yet, this shift towards digital learning environments also highlights disparities in access to technology, particularly in underprivileged areas where students may lack the necessary hardware or internet connectivity.Finally, the integration of technology into education requires training for teachers who must adapt their teaching methods to incorporate new tools effectively. Professional development programs aimed at equipping educators with the necessary skills to leverage technology in the classroom are becoming essential. Without proper support, teachers may struggle to integrate these innovations successfully, which could hinder rather than help the learning process.Questions:1.Summarize the main point discussed in the first paragraph.Answer: The first paragraph discusses the growing trend of integrating technology into education and the differing viewpoints of supporters and critics regarding its impact on engagement and social interaction.2、Complete the sentence: Critics of technology in the classroom are concerned primarily about________and ________.Answer: Critics of technology in the classroom are concerned primarily about distraction and reduced social interaction.3、What does the second paragraph suggest about the impact of technology on access to education?Answer: The second paragraph suggests that technology provides unprecedented access to educational resources globally, making education less dependent on physical presence in a classroom but also raises concerns about the quality of online content and the need for critical evaluation skills.4、According to the passage, how can digital tools personalize learning experiences?Answer: According to the passage, digital tools can personalize learning experiences by adapting to individual student needs, tracking progress, and offering tailored resources to address specific challenges.5、Summarize the final point made in the last paragraph regarding teacher training.Answer: The final paragraph states that the successful integration of technologyin education requires adequate training for teachers, highlighting the necessity of professional development programs to support educators in adopting new tools effectively.第二题Passage:The rapid advancements in technology have significantly transformed the field of education, particularly in higher learning. E-learning platforms have become increasingly popular, offering flexibility and accessibility to students worldwide. One such platform is the Higher Education Self-study Examination (HESA), which allows individuals to pursue higher education without traditional classroom settings.The HESA program for English as a Second Language (ESL) is known as “English Two.” It is designed to enhance the language proficiency of students who wish to further their studies or career in English-speaking environments. The course covers a variety of topics, including grammar, vocabulary, reading comprehension, and writing skills.Questions:1、What is the primary purpose of the HESA program for English as a Second Language (ESL)?a)To provide in-person classroom education.b)To offer flexibility and accessibility for students worldwide.c)To restrict access to higher education.d)To promote traditional learning methods.Answer: b) To offer flexibility and accessibility for students worldwide.2、Which of the following is NOT a subject covered in the “English Two” course?a)Vocabulary.b)Reading comprehension.c)Math problems.d)Writing skills.Answer: c) Math problems.3、How does the HESA program differ from traditional higher education settings?a)It requires more classroom time.b)It is only available in certain geographical locations.c)It offers self-study opportunities without traditional classrooms.d)It has stricter admission requirements.Answer: c) It offers self-study opportunities without traditional classrooms.4、The passage mentions that the HESA program is beneficial for individuals who wish to:a)Attend in-person classes.b)Study at prestigious universities.c)Further their studies or career in English-speaking environments.d)Avoid learning English.Answer: c) Further their studies or career in English-speaking environments.5、What is the overall impact of technology on the field of education,according to the passage?a)It has diminished the value of traditional education.b)It has made education less accessible to a broader population.c)It has significantly transformed higher learning, especially through e-learningplatforms.d)It has had no significant impact on the education system.Answer: c) It has significantly transformed higher learning, especially through e-learning platforms.四、填空补文（共10分）Part IV: Cloze Test (20 points)Read the following passage and choose the best answer from the four choices marked A, B, C, and D to fill in each blank. Then mark the corresponding letter on your answer sheet with a single line through the center.The Internet has become an integral part of our daily lives, (1)_______the way we communicate, work, and entertain ourselves. It connects people across (2)_______distances, allowing them to share information, collaborate on projects, and form communities based on common interests. With the rise of social media platforms, the Internet has (3)_______transformed the way we interact with one another, giving us the ability to stay connected with friends and family no matter where they are in the world.However, this increased connectivity comes with its own set of challenges.Privacy concerns have grown as personal data is often collected and used by companies for (4)_______purposes. Additionally, there is the issue of misinformation, as false or misleading content can spread quickly online, potentially (5)_______public opinion and even influencing political processes.1.A) alteringB) changingC) modifyingD) transforming2.A) greatB) vastC) largeD) huge3.A) furtherB) moreC) additionallyD) likewise4.A) commercialB) businessC) economicD) financial5.A) shapingB) formingC) moldingD) affectingCorrect Answers:1.D) transforming2.B) vast3.A) further4.A) commercial5.D) affecting五、填词补文（共15分）第一题Please read the following passage and complete the blanks with the most suitable words from the given options below the passage.Passage:In the modern world, technology has become an indispensable part of our daily lives. From the moment we wake up to the time we go to bed, technology surrounds us. It has transformed the way we communicate, work, and even the way we entertain ourselves. One of the most significant advancements in technology is the internet, which has revolutionized the way we access information and connect with others.Options:A) connectB) transformC) accessD) entertainE) surroundF) accessG) communicateH) wake1、Technology has made it possible for us to________with people all over the world.2、In the past, information was limited and ________. Now, we can access it easily.3、The internet has________the way we share and exchange information.4、Technology________us in every aspect of our lives.5、We use technology to________ourselves during our leisure time.Answers:1、A) connect2、C) access3、B) transform4、E) surround5、D) entertainSecond QuestionRead the following passage carefully and choose the appropriate word to fill in each blank.The rapid development of technology has had a profound effect on modern education. (1)__________, the use of digital resources has become increasingly important for students to stay competitive in today’s society. Educators are now faced with the challenge of integrating these tools into their teaching methods while also ensuring that students can use them responsibly.(2)__________ is clear that the internet provides an almost unlimited amount of information, but it is up to both teachers and learners to filter out what is relevant and credible. Moreover, as more courses move online, accessibility to high-quality educational content has improved, making learning more (3)__________ than ever before. However, this shift towards e-learning also means that students must develop strong self-discipline skills to manage their time effectively and stay motivated. (4)__________ the benefits of digital learning, there are concerns about the potential for increased social isolation among students who primarily learn through screens rather than face-to-face interactions. Thus, it is crucial that educational institutions continue to find ways to balance (5)__________ learning experiences with the advantages of technology.Questions:1、The first blank could be filled with:A) ConsequentlyB) InterestinglyC) UnexpectedlyD) FortunatelyAnswer: A) Consequently2、The second blank could be filled with:A) ItB) ThereC) ThisD) ThatAnswer: A) It3、The third blank could be filled with:A) convenientB) challengingC) expensiveD) traditionalAnswer: A) convenient4、The fourth blank could be filled with:A) DespiteB) BeyondC) AmongD) BesidesAnswer: D) Besides5、The fifth blank could be filled with:A) virtualB) practicalC) theoreticalD) physicalAnswer: A) virtualThis example is designed to test vocabulary knowledge, comprehension skills, and the ability to maintain coherence within a paragraph. Please note that the answers provided are suggestions based on context clues and sentence structure.六、完型补文（共15分）第一题阅读内容：In recent years, the importance of lifelong learning has been increasingly recognized. As the world becomes more interconnected, the need for individuals to continuously update their skills and knowledge has never been greater. One effective way to achieve this is through self-study examinations, such as the National Self-study Examination for Higher Education (NSHE). This exam allows individuals to study at their own pace and convenience, making education more accessible to a wider audience.The NSHE consists of various subjects, including English. The second level of English, often referred to as “English Two,” is designed for students who have already completed basic English studies. The exam aims to assess the students’ ability to understand and use Engl ish in both written and spokenforms.In this passage, you will read a paragraph that has been broken into five sections. Each section contains a blank space that needs to be filled with the appropriate word from the list provided below. Choose the word that best fits each blank to complete the paragraph.List of Words:1.diverse2.proficient3.acquire4.adapt5.enhanceprehensive7.effectively8.participate9.significant10.utilizeParagraph:The NSHE English Two exam is a 1 way to 2one’s English lan guage skills. It covers a 3range of topics, including grammar, vocabulary, reading, writing, and listening. By 4 in the exam, students can 5 their understanding and usage of English, which is 6in today’s globalized world. The exam also 7candidates to 8 in the field of English language studies, providing them with valuableopportunities to 9 their knowledge and 10 their careers.Fill in the Blanks:1、_______2、_______3、_______4、_______5、_______Answers:1、effective2、acquire3、comprehensive4、participate5、enhance第二题Read the following passage and fill in each blank with one suitable word from the list provided below.The 1, 2, and 3 of the brain are crucial for processing language and understanding. The 4 is responsible for 5, while the 6 handles 7 and 8. The 9, on the other hand, is involved in 10.The 11 region, located at the back of the brain, is responsible for 12 and 13. It receives information from the eyes and ears and sends it to the 14 for further processing. The 15 is important for 16, 17, and 18.The 19 region, found on the left side of the brain, is the primary area for 20 and 21. It also plays a key role in 22, 23, and 24. The 25 region, located on the right side of the brain, is involved in 26, 27, and 28.List of words: 1. cerebrum, 2. cortex, 3. lobes, 4. frontal, 5. planning, 6. temporal, 7. memory, 8. speech, 9. occipital, 10. vision, 11. parietal, 12. sensory perception, 13. spatial awareness, 14. frontal lobe, 15. Broca’s area, 16. language production, 17. speech, 18. thou ght, 19. Wernicke’s area, 20. language comprehension, 21. understanding, 22. auditory processing, 23. reading, 24. writing, 25. angular gyrus, 26. non-verbal reasoning, 27. creativity, 28. imagination.Complete the passage with the appropriate words:1.__cerebrum__2.__cortex__3.__lobes__4.__frontal__5.__planning__6.__temporal__7.__memory__8.__speech__9.__occipital__10.__vision__11.__parietal__12.__sensory perception__13.__spatial awareness__14.__frontal lobe__15.__Broca’s area__16.__language production__17.__speech__18.__thought__19.__Wernicke’s area__20.__language comprehension__21.__understanding__22.__auditory processing__23.__reading__24.__writing__25.__angular gyrus__26.__non-verbal reasoning__27.__creativity__28.__imagination__Answers:1.cerebrum2.cortex3.lobes4.frontal5.planning6.temporal7.memory8.speech9.occipital10.vision11.parietal12.sensory perception13.spatial awareness14.frontal lobe15.Broca’s areanguage production17.speech18.thought19.Wernicke’s areanguage comprehension21.understanding22.auditory processing23.reading24.writing25.angular gyrus26.non-verbal reasoning27.creativity28.imagination七、写作（30分）Section VII: WritingTask:Write an essay of about 200 words on the following topic:Many people believe that it is more important to learn from others’ mistakes rather than from our own. Do you agree or disagree? Use specific reasons and examples to support your answer.Example:In my opinion, it is indeed more beneficial to learn from others’ mistakes rather than our own. This is because making mistakes can be costly, and we can save ourselves a lot of trouble by avoiding the same errors that others have made.For instance, consider a student who is preparing for an exam. If this student fails to study properly and, as a result, fails the exam, it will be a waste of time and resources. However, if this student learns from the mistakes of a friend who has already passed the exam, they can avoid making the same mistakes and increase their chances of success.Similarly, in the workplace, it is crucial to learn from the experiences of others. A new employee can save themselves a lot of time and frustration byfollowing the advice of a more experienced colleague. This way, they can avoid making costly mistakes and contribute more effectively to the company.In conclusion, I firmly believe that learning from others’ mistakes is a more effective way to gain knowledge and improve ourselves. By doing so, we can save ourselves time, resources, and potential frustration.Analysis:This essay clearly states the writer’s opinion from the outset, making it easy for the reader to follow. The essay provides specific reasons and examples to support the writer’s viewpoint. The example of a student preparing for an exam effectively illustrates the point about avoiding costly mistakes, and the workplace example further strengthens the argument.The essay demonstrates coherence and cohesion, with a clear structure and logical flow of ideas. The conclusion summarizes the main points and reinforces the writer’s position. Overall, this essay is a good example of how to effectively address the given writing prompt.。
英语方面的困惑英文作文
英语方面的困惑英文作文Possible essay:Confusions in Learning English。
English is a global language that is widely used for communication, education, business, and entertainment. As a non-native speaker of English, I have encountered various challenges and confusions in learning and using this language. In this essay, I will discuss some of the most common and persistent difficulties that I have faced, along with some strategies and resources that have helped me overcome them.One of the first confusions that I had about English was its pronunciation. Unlike some languages that have consistent rules for sound-symbol correspondence, English has many exceptions, irregularities, and variations in its pronunciation. For example, the same vowel letter can be pronounced differently in different words or accents, suchas "a" in "cat" and "car", or "o" in "hot" and "home". Moreover, English has many silent letters, stress patterns, and intonation patterns that can affect the meaning and clarity of a sentence. To address this confusion, I have tried to listen to and imitate native speakers, watch videos and movies with subtitles, and practice with pronunciation apps and websites that provide feedback and drills.Another confusion that I have encountered in English is its grammar. Although English has a relatively simple grammar compared to some other languages, it still has many rules, exceptions, and nuances that can be challenging to master. For example, English has many verb tenses, modal verbs, prepositions, articles, and word order patterns that can affect the meaning and coherence of a sentence. Moreover, English has some idiomatic expressions, phrasal verbs, and colloquialisms that may not be found in textbooks or dictionaries. To cope with this confusion, I have tried to read and write extensively, practice with grammar exercises and quizzes, and seek feedback from teachers and peers.A third confusion that I have faced in English is its vocabulary. Although English has a vast and diverse vocabulary, it also has many words that have multiple meanings, synonyms, antonyms, and connotations. Moreover, English has some slang, jargon, and dialectal words that may not be familiar or appropriate in certain contexts. To overcome this confusion, I have tried to read and listen to a variety of texts and genres, use a dictionary and a thesaurus, and learn new words in context and with examples.In addition to these confusions, there are also some cultural and pragmatic aspects of English that may pose challenges to non-native speakers. For example, English has some social norms, etiquettes, and conventions that mayvary across cultures and situations, such as greetings, apologies, compliments, and requests. Moreover, English has some rhetorical and discourse strategies that may differ from those in one's native language, such as using indirect language, hedging, and politeness markers. To deal with these challenges, I have tried to interact with native speakers and peers from diverse backgrounds, observe andlearn from authentic communication situations, and seek advice and feedback from language experts and cultural consultants.In conclusion, learning English can be a rewarding but also a challenging experience for non-native speakers. To overcome some of the common confusions in English, one can use various strategies and resources, such as listening and speaking practice, reading and writing exercises, grammar and vocabulary drills, cultural and pragmatic awareness, and feedback from teachers and peers. With persistence, curiosity, and openness, one can gradually improve their English proficiency and confidence, and enjoy the benefits of being able to communicate with people from different countries and cultures.。
大学英语精读 董亚芬主编 第三版 第一册第4单元课件
Then, “How do you do?”
Said He to She.
“I don’t believe we’ve met.
Spouse is my name.”
■
Before Reading
Global Reading Detailed Reading
After Reading
“What’s yours?” he asked. “Why, mine’s the same.”
International Channel Oriental Horizon Focus Interview Network News Panorama of Science & Technology
Cultural Perspective Off the Shelf Variety Show Sharing the Moment with You Movie Channel CCTV & Its Audience Report on World Affairs Across the Strait China Report
For Part 2 Scanning Blank Filling
But since the first modern home TV set was marketed in 1939, TV's influence on America, for both good and bad has become a major force in determining how people relax and behave. The consequences are staggering. Studies show that the lives of Americans, from their selection of food to their choices of political leaders, are deeply affected by TV, and that influence is growing.
Discourse语篇,社会语言学
Hello, Chicago!
How do you like your new office?
Well, I love it. The room is special and clean with big windows and a lot of sunshine.
本台最新消息： 中国卫生部二十九日通报， 广东省广州市报告的 一例输入性甲型H1N1流感 疑似病例当日被 诊断为确诊病例Discou来自seBy Liuxuan
1
Background 2.1 Definitions 2.2 Types 2.3 Functions
2
Content
Relevent concepts
3
Discourse Analysis
1. Background
Before the 1920s, there were many studies on language itself from syntax view. The studies are mainly on the grammatical structure of seperated sentences. They studied neither the relationship between sentences, nor the functions of sentences in a larger linguistic unit. However, just like one word may have different meanings in different sentences, one sentence also has different meanings and functions in different linguistic context.
大学思辨英语教程精读1Unit3教师用书(20150809)
Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communicationwhile Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the twotexts by quoting anecdotes or relating t o students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy ofOriental and Occidental Culture (CAOOC)Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactionalsociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.Robert Kaplan:An American applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere./usia/E-USIA/education/engteaching/kap0299.htm(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge (e.g., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentions, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(4)Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common se nse, cultural background, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. The former is taken up or filled by a hesitation form like ah,er,and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization.Critical readingI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in para 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience. Section 2.3 is also organized in the order of “question-answer”. Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24). Section 2.5: example-discussion. Section 2.6: personal experience and a very brief interpretation. Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discu ssion about the cases of American-non-American differences (American men, women, Greek and Japanese). Section 2.8: definition and illustration.(5) The experience ina dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particularoccasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the order ofimportance, from the core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communication involvesmany hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talks”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing,their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academicresearches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-culturalcommunication can vary at many other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the textin part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now ho w many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topicof this section, what to say. It is a transition from section2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It isasked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of makingindirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicativeends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt?).3) For example, introvert people may be more tolerant of silencein face-to-face verbal interaction while extroverts usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7) after; (8) out of, into; (9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context. II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk topeople they do not know. According to Scollon, this causes astrange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore,all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g.obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
仁爱新教材U1L3 Thinking Skills and Reading Strategies
Unit 1 Let’s be Friends
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
Thinking Skills内容解读：本部分是思维技能的学习，即学生通过阅读文本将信息以思维导图的形式呈现出来。
文本主要介绍康康和李梅的基本信息，重点培养学生通过思维导图提取信息的技巧，更好地帮助学生了解和归纳文本信息，让思维可视化。
Reading Strategies内容解读：本部分学习看图预测文本主旨大意的阅读策略。
通过呈现阅读策略的定义及图片预测的方法，使学生初步感知如何进行图片预测，并通过阅读文本来检测自己的预测是否正确，进而开展学习理解和应用实践活动，并在此基础上通过阅读有关朋友的文本进行练习，巩固阅读策略。
II. Teaching aims
1. 利用“图片预测”这一阅读策略，获取文本的主旨大意。
2. 运用思维导图，提取文本中人物描写的关键信息。
3. 绘制个人信息的思维导图，多角度地介绍自己和他人。
III. Teaching procedures
IV. Blackboard design。
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• 4. Smoking is impolite.
Unit 1 Word Study
1. 1 Context Clues • Introduction and methods:
Context clues exercises are designed to improve your ability to guess the meaning of unfamiliar words by using the context clues.
• Context
also co-text, means the speech, writing, or print that normally precedes and follows a word or other element of language.
• The sequence of the units in this book will be rearranged.
• You are not supposed to preview the reading materials unless you are required to do so.
1.1.2. Use grammar and punctuation clues that point to the relationship among the various parts of the sentence.
e.g. Linguistics, the scientific study of language, is very interesting to me!
Reader’s Choice
Three main parts:
1. Odd-numbered units: skills are focused. 2. Even-numbered units: Reading Selections (reading materials are provided, and skills are required to apply to the understanding of them). 3. Unit 13 and 14: long and complex reading selections.
• Example: • in a bookstore to decide which book you tend
to buy
Hale Waihona Puke Scanning• 1.Read quickly • 2.Look for information about a question you
want to answer • ually look for a number or a word or the
1. The manner of taking a seat and the arrangement of seats
2. Sequence of ordering and serving dishes
3. The setting of tableware and the way of using knife and fork
• 3.Understand the main ideas, author’s point of view, relationships of ideas, concepts, vocabulary, implied ideas and points of view.
Critical reading
Four points
1.1.1 Use the meaning of the other words and the meaning of the sentence as a whole to reduce the number of possible meanings.
e.g. Work came to a halt when the machine broke down.
bacon ham
omelette sausage
Buffalo chicken
Scanning
1. What information are you looking for? 2. Where to find the information you want? 3. Move your eyes quickly. 4. Stop when you find what you need.
• Sequence of ordering:
Main Course first!
• Sequence of serving:
①Appetizer ②Soup ③Side order ④Main course ⑤Salad ⑥Dessert ⑦Coffee
• Manners: • 1. Only salad could be shared. • 2. Start after the food of everyone is
Reader’s Choice
• Extensive Reading Focusing on learning of the skills of reading and understanding of different types of texts.
• Language skills and reading skills, such as skills of studying words and sentences and paragraph analysis are emphasized.
Reader’s Choice
Reader’s Choice
• Sandra Silberstein • Barbara K. Dobson • Mark A. Clarke
• Characteristics of the book:
– Authentic – Various – Well-organized – Web work
name of something Example:
telephone directory (姓名地址录)
Reading for thorough comprehension
• 1.Try to understand the full meaning of the reading.
• 2.Know the details as well as the general meaning of the selection.
• The materials will be selected for you, and some materials will be left for your self-study.
• Suggested work: read 3 articles/1500 words per week.
Reader’s Choice
Homework
Group work:
Read articles about western dining etiquette and each group prepare a presentation for the next class (ppt with pictures) focusing on one of the following aspects:
Evaluation of the Course
• Final examination 60% • Homework and Performance in class 40%
Unit 1 Discourse Focus Reading for Different
Goals – Web Work
• Skimming • Scanning • Reading for Thorough Comprehension • Critical Reading
• 1. Read the beginning and the end of an article
• 2. Read the topic sentence, title and subtitle (pictures, charts, graphs, icons, etc., for clues to what the text is about.)
Context means the linguistic, situational, social, and cultural environment of an element of language, an action, behavior, etc. (Oxford Concise
Companion to the English Language, 2001).
Exercise
• Scan the menu to answer the questions in exercise 1 within 13 minutes.
• Scan the menu to answer the questions in exercise 2 within 9 minutes.
served. The second dish served after the first dish finished, and the plates of the first dish withdrawn. Unhurriedly while eating, and you’d better have something to talk in the process. Remember to keep it quiet.
• 1.Draw conclusions and make judgments about the reading.