1、學(xué)術(shù)英語(yǔ)（社會(huì)科學(xué)）課程與教學(xué),張穎 復(fù)旦大學(xué),學(xué)術(shù)英語(yǔ)（社會(huì)科學(xué)）,2011年春至今 大學(xué)英語(yǔ)選修課 每學(xué)期3-4個(gè)班，每班15-30位學(xué)生，每周兩節(jié)45分鐘課，2學(xué)分 同一班級(jí)有不同年級(jí)，不同專業(yè)，不同research水平，不同英語(yǔ)水平 經(jīng)濟(jì)學(xué)、新聞、政治學(xué)、社會(huì)學(xué)內(nèi)容,復(fù)旦學(xué)術(shù)英語(yǔ)(社科)教學(xué)目標(biāo),Developing generic English skills in content-related activities Developing academic language skills e.g. formality, referencing and citation Develo

2、ping critical thinking e.g. argument/voices/ what makes it science,2013-5-5,Weekly Schedule Spring 2014,3,Unemployment Unemployment has been a serious global social issue in recent years. Both politicians and economists are making great efforts to find ways to reduce the unemployment rate, though th

3、e result is not always satisfactory. The texts in this unit may give you some insights into this issue.,Text A,Language focus Difficult Sentences Collocations EAPcollocation Unit 3.ppt EAPcollocation Unit 4.ppt Formal English Critical reading and thinking,Unit 3Unemployment,Text A,Critical reading a

4、nd thinking the global picture,Unit 3Unemployment,Summary of Text A: 學(xué)生課前完成，上課檢查,Text A,Critical reading and thinking detailed reading,Unit 3Unemployment,The key word to describe frictional unemployment,Mismatch Causes of mismatch Textbook examples / Chinese examples 1. 2. 3. Solutions The arguments

5、 about the solutions:,Text B,Language focus Difficult Sentences （Why difficult?） Collocations Formal English Critical reading and thinking,Unit 3Unemployment,Text B,Critical reading and thinking the global picture,Unit 3Unemployment,Summary of Text B：,Text B,Critical reading and thinking,Unit 3Unemp

6、loyment,Task 1 The tree diagram below illustrates the main points of the text. Complete it according to the text.,Suggested answers,Debate topic: _,Why unemployment is so high?,Employers just arent hiring enough.,Text B,Unit 3Unemployment,The authors position? Although the writer seems to be objecti

7、vely presenting the two sides of the argument, the way he presents the arguments of the two sides and the way he ends the article indicate that he is more in favor of the argument that the unemployment situation in the US is not just structural unemployment.,Critical reading: questions for discussio

8、n,Critical Reading,Do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda something that he or she wants you to believe.,Unit 3Unemployment,Unit 3U

9、nemployment,How about Text A? How many voices do you find in Text A? In text A there is only one voice. Textbooks offer you a basic understanding of the major issues in a particular field, but not in-depth coverage of specific topic, nor the most recent developments.,Critical reading: questions for

10、discussion,Asking Yourself Questions,What is the author trying to say? What is the author assuming I will agree with? Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting i

11、t in hurt her argument?,Unit 3Unemployment,Writing,Writing literature review Writing tasks,Unit 3Unemployment,Writing,Unit 3Unemployment,Literature review,Reviewing literature often involves summarizing the reading.,Find the main ideas which are often to be found in topic sentences. Delete details a

12、nd examples, unimportant or subsidiary information, anecdotes, illustrations, data etc. Rearrange words and sentences. Combine your notes into a piece of continuous writing.,Writing,Unit 3Unemployment,Literature review,In literature review what is most important however is not summarizing for its ow

13、n sake. You summarize others work either to support your points or to criticize the work before you introduce your points.,In the end remember to make sure your purpose of summarizing is clear, the meaning is the same with the original, the writing is your own, and acknowledge other peoples work.,An

14、 exampleWhich sentences are the writers voice?,1. The relationship between price and perceptions of quality is not clear. 2. Alpert, Wilson, and Elliot (1993) observed that higher price alone did not create impressions of a higher quality facial moisturizer. 3. However, they found that a higher pric

15、e, coupled with quality signals such as premium packaging and advertising did indicate higher quality to consumers.,Unit 3Unemployment,An exampleWhich sentences are the writers voice?,4. High price has been shown to have varied effects on the likelihood of trying a product as well. 5. Dodds et al. (

16、1991) demonstrated that high prices reduced reported willingness to buy products. 6. This finding is consonant with the traditional notions of the demand curve, which suggest that price and demand are inversely proportional (Kreul, 1982). 7. Conversely, Rachman (1999) pointed out that high prices of

17、ten increase demand for wine, another case in which consumers may equate high prices with high quality. 8. This phenomenon suggests that the impact of a high price on demand is affected by the type of product. 9. Lambert (1970) showed that high priced products were preferred when different brands of

18、 the product varied greatly in quality and when the product was socially significant, both of which seem to be the case with wine.,Unit 3Unemployment,An Example,1. writers voice introduces topic the relationship between price and quality 2-3 indirect voice of source the perceptions of quality and pr

19、ice with reference to moisturizer 4 writers voice introduces topic 2 relationship between price and likelihood of buying a product 5 indirect voice of source findings of Dodds et al.: high prices reduced demand 6. writers voice comment: the study by Dodds et al supports the traditional concept of th

20、e demand curve 7. indirect voice of source Rachmans study contradicts the study of Dodds et al. 8. writers voice a possible implication of Rachmans study 9. indirect voice of source Lamberts voice supports the implication,Unit 3Unemployment,Homework,Unit 3Unemployment,Check voices in your review of

21、literature,學(xué)術(shù)英語(yǔ)課程教學(xué)手段和方法,Improving general English skills in content-related activities 例：incentive theory Research policies dealing with traffic jam in the cities of Beijing, Shanghai, London, Tokyo and New York, then discuss the effectiveness of the policies with relation to incentives. Developing

22、 academic language skills 例： formal English rules Developing critical thinking 例: Recognising different voices,2013-5-5,跨課文 Unit 3 A/B課文結(jié)合討論voices Unit 7A課文結(jié)尾體現(xiàn)在B課文 Unit 8 A/B課文文體比較哪個(gè)更學(xué)術(shù)？ 跨單元 1.2.3單元 criticizing Mankiw 2.4.10單元 what make economics, sociology, political science studies scientific? 利用非學(xué)術(shù)寫(xiě)作材料 1單元B 新聞寫(xiě)作與學(xué)術(shù)寫(xiě)作對(duì)比 1,2,3,4都是教材寫(xiě)作，找出其中非學(xué)術(shù)寫(xiě)作的用法,靈活使用教