学术英语综合ppt课件.ppt

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1、1,学术英语 综合,Academic English An Integrated Course,2,3,Unit 6Mathematics,Unit Contents,Unit objectives,Text A,Text B,Text C,Academic language and discourse,Listening,Speaking,Writing,4,Unit Objectives,1. Professional KnowledgeKnow more about applied mathematics;Think critically about mathematics educat

2、ion in college;Get acquainted with the Mayan system of numeration2. ReadingSummarize the main idea of a text and identify essential supporting points;Understand difficult sentences (e. g. sentences with abstract meaning or ambiguous reference);Learn to analyze complex or controversial issues critica

3、lly (e.g. the role of mathematics education in college),Unit 6Mathematics,5,Unit Objectives,3. ListeningKnow how to use note-taking symbols and abbreviations 4. SpeakingAnalyze the audience and purpose of the speech5. WritingAchieve coherence in research paper writing,Unit 6Mathematics,6,Unit Object

4、ives,3. ListeningKnow how to use note-taking symbols and abbreviations 4. SpeakingAnalyze the audience and purpose of the speech5. WritingAchieve coherence in research paper writing,Unit 6Mathematics,7,Unit Objectives,3. ListeningKnow how to use note-taking symbols and abbreviations 4. SpeakingAnaly

5、ze the audience and purpose of the speech5. WritingAchieve coherence in research paper writing,Unit 6Mathematics,8,Unit Objectives,6. ResearchingLearn to interview peers and summarize what is found from the interview7. Academic language and discourseAcquire some specialized vocabulary of mathematics

6、;Learn to use words or phrases indicating exemplification;Comprehend stylistic differences between formal and informal English and acquire some formal expressions,Unit 6Mathematics,9,Text A Lead-in,Believe it or not, mathematics is everywhere. Look at the examples below and addmore to the list.Desig

7、ning a buildingMaking a business decisionDesigning the contours of a soda canManaging your own checkbookNow work in pairs and share your answers with your partner.,Unit 6Mathematics,10,Text A Overview,Summarize the main ideas of Text A on the basis of Task 1/Critical Reading and Thinking/Text A.,mat

8、hematization,the traditional mathematics,prescriptive mathematics,mathematics should be invoked,with caution,Unit 6Mathematics,11,Text A In-depth analysis,Focus on some of the major issues and difficult sentences in Text A by doing Task 2/Critical Reading and Thinking/Text A.,Unit 6Mathematics,12,Te

9、xt A Supplementary information,1. Applied mathematicsApplied mathematics is a branch of mathematics that concerns itself with the application of mathematics in a wide range of disciplines in various areas such as science, engineering, business, commerce and industry. Applied mathematicians are engag

10、ed in the creation, study and application of advanced mathematical methods relevant to specific problems.,Unit 6Mathematics,13,Text A Supplementary information,2. Changes in mathematicsHistorically, mathematics was widely used in natural sciences and engineering. However, since World War II, fields

11、outside of the physical sciences have led to new areas of mathematics, for example, game theory, social choice theory, statistics (the most widespread mathematical science used in social sciences).,Unit 6Mathematics,14,Text A Supplementary information,3. Stephen Baker and The NumeratiStephen Baker i

12、s an American journalist, author and blogger. The Numerati is a non-fiction book written by Stephen Baker. In this book, Baker discusses the increasing role that data-mining plays in politics, business, law enforcement, etc. on the basis of interviews with the Numerati, i.e., people who are developi

13、ng and using the technologies used to analyze and characterize our everyday actions. The book shows that data-mining can be used to predict outcomes and influence human behavior.,Unit 6Mathematics,15,Text A Supplementary information,4. Paul Ernest, constructivist view of mathematicsPaul Ernest is an

14、 emeritus professor of the philosophy of mathematics education at Exeter University, who is most famous for his work on developing a social constructivist philosophy of mathematics. According to this social constructivist philosophy, the theorems(定理;原理), truths and objects of mathematics are all cul

15、tural products created by humans. The theorems and truths of mathematics always remain revisable and, in principle at least, fallible. Ernests version of social constructivism has led to strong criticism. The principal criticism is that mathematical theorems are truths and truths by their nature are

16、 infallible.,Unit 6Mathematics,16,Text B Text analysis,1. Summarize the major argumentations raised in Text B by doing Task 1/Critical Reading and Thinking/Text B.,2. Work in groups of 4-5 to discuss the questions in Task 2/Critical Reading and Thinking/Text B.,Unit 6Mathematics,17,Text B Researchin

17、g,Give a five-minute presentation on your findings in Researching/ Text B.,Unit 6Mathematics,18,Text B Supplementary information,1. The objectives of mathematics educationAt different times and in different countries, mathematics education has attempted to achieve various objectives, for example:Tea

18、ching numerical skills to all pupils;Teaching practical mathematics (arithmetic, elementary algebra, plane and solid geometry, trigonometry) to most pupils, to prepare them for a trade or craft;Teaching selected areas of mathematics (for example, calculus) as an example of the modern intellectual ac

19、hievements;Teaching advanced mathematics to those who wish to pursue a job in science, technology, engineering ,Unit 6Mathematics,19,Text B Supplementary information,2. The importance of studying mathematicsThe study of mathematics can be rewarding whatever future career we want to pursue. As we all

20、 know, knowledge of mathematics is essential for many areas of science, such as economics, medicine and engineering. Moreover, mathematics can teach us analytical and quantitative skills, which are important for a wide range of jobs and may determine whether we will be successful in the job or not,

21、especially when decision making and quantitative activities are involved.,Unit 6Mathematics,20,1. Contribute as much as possible what you know about Mayan civilization and Maya Codices .,Text C Text Analysis,Unit 6Mathematics,21,Text C Supplementary information,Maya codices,Unit 6Mathematics,Maya co

22、dices are folding books, written in Maya hieroglyphic script on Mesoamerican bark cloth, made from the inner bark of certain trees. The codices have been named for the cities where they eventually settled. The Dresden Codex is generally considered the most important of the few that survive. What is

23、contained in the codex include astronomical tables, instructions concerning new-year ceremonies, etc.,22,3. Explain to your classmates the significance of 20 in Mayan system of numeration.,Text C Text Analysis,The number “20” was considered as a sacred number in Mayan civilization, because it repres

24、ented the number of fingers and toes a human being could count on. The Maya adopted a system based on 20 rather than 10. In other words, instead of using the “1”, “10”, “100”, “1 000” and “10000“of our mathematical system, the Maya used “1”, “20”, “400”, “800”and “16 000”. Base 20 was also used in M

25、ayan calendar, which was developed by astronomers for keeping track of time.,Unit 6Mathematics,23,2. Do the task in Text C.,Text C Text Analysis,astronomy,calendar,unique,complicated,multiples of 20,multiples of 360,positional notation,Unit 6Mathematics,24,Academic language and discourse,1. Do Task

26、1 Specialized vocabulary/Language building-up/Text A.,Specialized vocabulary,Unit 6Mathematics,25,Academic language and discourse,Specialized vocabulary,2. Additional classroom activity,Match the terms in Column A (from Texts B and C) with the Chinese translations in Column B.,Unit 6Mathematics,26,A

27、cademic language and discourse,3. Pay attention to some of the confusable words.,Specialized vocabulary,1) mechanics vs. mechanismmechanics: the branch of physics concerned with the motion of bodies in a frame of referencemechanism: a way of doing something that is planned or part of a system; a par

28、t of a machine, or a set of parts that work together,2) genomics vs. geneticsgenomics: the study of the genomes of living thingsgenetics: the study of how, in all living things, the characteristics and qualities of parents are given to their children by their genes,Unit 6Mathematics,27,Academic lang

29、uage and discourse,3. Pay attention to some of the confusable words.,Specialized vocabulary,3) calculus vs. calculationcalculus: an area of advanced mathematics in which continuously changing values are studiedcalculation: the process of using information you already have and adding, taking away, mu

30、ltiplying, or dividing numbers to judge the number or amount of something,Unit 6Mathematics,28,Academic language and discourse,Signpost language,1. more patterns of giving examples.,By way of illustration, shows that To give an example, A classic /well-known/famous example of this is . A different b

31、ut connected example is An additional example is Another example is is a good example / illustration of . illustrates this point / shows this point clearly. This can be illustrated briefly by . The evidence of can be clearly seen in the case of,Unit 6Mathematics,29,Academic language and discourse,Si

32、gnpost language,2. Do Task 2 Signpost language / Language building-up/Text A.,Unit 6Mathematics,30,Academic language and discourse,Formal English,1. Do Task 3 Formal English/ Language building-up/Text A.,Unit 6Mathematics,31,Academic language and discourse,Formal English,2. Additional classroom acti

33、vity,The following sentences are from Text B. Replace the underlined formal words with less formal ones.,1) For example, most doctors need to be able to make diagnoses. For that purpose, they need to elicit information from patients, to absorb and apply the results of medical research, and to develo

34、p and monitor adequate treatment. (get),Unit 6Mathematics,32,Academic language and discourse,Formal English,2) Still, it would be more rational and equitable to assess applicants to medical or business school according to abilities and commitments that are actually appropriate to their potential pro

35、fession. (fair),3) The U.S. customs officer asked him what he had been doing during his one week sojourn. (stay),Unit 6Mathematics,33,Listening,1. More tips about note-taking,Dont take notes just to be taking notes! Take notes that will be valuable to you. Concentrate on the important words, that is

36、, content words (usually nouns, sometimes verbs, adjectives or adverbs) that give the important information.Omit unimportant words, such as auxiliary verbs, determiners, prepositions, and pronouns.Have a consistent system for punctuation and abbreviation that will make sense to you.,Unit 6Mathematic

37、s,34,Listening,1. Practice note-taking skills by doing Tasks 1-2/Listening. Then compare your notes with your classmates.,Unit 6Mathematics,35,Speaking,Make a presentation for the task in Speaking.,Topic: The Numerati1. Explain what the Numerati are doing.2. Discuss the impact of the Numerati on our

38、 daily life.,Unit 6Mathematics,36,Writing,Do Task 1/ Writing.,2. Additional classroom activity,The following is the introductory paragraph of Text A, Unit 5. Identify the strategies of coherence employed in this paragraph.,In countless movies, computers play a starring role. Some talk in synthesized

39、 voices; others write a stream of words on a screen. Some manage spaceships; others, the“brains” of robots, manage their own “bodies”. People converse with them, are understood by them, exchange information and greetings with them. Much of this is still science fiction. But real computers advise law

40、yers on relevant cases, doctors on diagnoses, engineers on the state of atomic reactors. Both the fantasy and the fact would have astonished our grandparents. They might have thought that this could only be achieved by magic. Yet most of us are getting used to it, taking the silicon age for granted.,Unit 6Mathematics,