學(xué)術(shù)英語綜合 Unit 6

,學(xué)術(shù)英語綜合,AcademicEnglishAnIntegratedCourse,Unit6Mathematics,UnitContents,Unitobjectives,TextA,TextB,TextC,Academiclanguageanddiscourse,Listening,Speaking,Writing,UnitObjectives,1.ProfessionalKnowledgeKnowmoreaboutappliedmathematics;Thinkcriticallyaboutmathematicseducationincollege;GetacquaintedwiththeMayansystemofnumeration2.ReadingSummarizethemainideaofatextandidentifyessentialsupportingpoints;Understanddifficultsentences(e.g.sentenceswithabstractmeaningorambiguousreference);Learntoanalyzecomplexorcontroversialissuescritically(e.g.theroleofmathematicseducationincollege),Unit6Mathematics,UnitObjectives,3.ListeningKnowhowtousenote-takingsymbolsandabbreviations4.SpeakingAnalyzetheaudienceandpurposeofthespeech5.WritingAchievecoherenceinresearchpaperwriting,Unit6Mathematics,UnitObjectives,3.ListeningKnowhowtousenote-takingsymbolsandabbreviations4.SpeakingAnalyzetheaudienceandpurposeofthespeech5.WritingAchievecoherenceinresearchpaperwriting,Unit6Mathematics,UnitObjectives,3.ListeningKnowhowtousenote-takingsymbolsandabbreviations4.SpeakingAnalyzetheaudienceandpurposeofthespeech5.WritingAchievecoherenceinresearchpaperwriting,Unit6Mathematics,UnitObjectives,6.ResearchingLearntointerviewpeersandsummarizewhatisfoundfromtheinterview7.AcademiclanguageanddiscourseAcquiresomespecializedvocabularyofmathematics;Learntousewordsorphrasesindicatingexemplification;ComprehendstylisticdifferencesbetweenformalandinformalEnglishandacquiresomeformalexpressions,Unit6Mathematics,TextALead-in,Believeitornot,mathematicsiseverywhere.Lookattheexamplesbelowandaddmoretothelist.DesigningabuildingMakingabusinessdecisionDesigningthecontoursofasodacanManagingyourowncheckbookNowworkinpairsandshareyouranswerswithyourpartner.,Unit6Mathematics,TextAOverview,SummarizethemainideasofTextAonthebasisofTask1/CriticalReadingandThinking/TextA.,mathematization,thetraditionalmathematics,prescriptivemathematics,mathematicsshouldbeinvoked,withcaution,Unit6Mathematics,TextAIn-depthanalysis,FocusonsomeofthemajorissuesanddifficultsentencesinTextAbydoingTask2/CriticalReadingandThinking/TextA.,Unit6Mathematics,TextASupplementaryinformation,1.AppliedmathematicsAppliedmathematicsisabranchofmathematicsthatconcernsitselfwiththeapplicationofmathematicsinawiderangeofdisciplinesinvariousareassuchasscience,engineering,business,commerceandindustry.Appliedmathematiciansareengagedinthecreation,studyandapplicationofadvancedmathematicalmethodsrelevanttospecificproblems.,Unit6Mathematics,TextASupplementaryinformation,2.ChangesinmathematicsHistorically,mathematicswaswidelyusedinnaturalsciencesandengineering.However,sinceWorldWarII,fieldsoutsideofthephysicalscienceshaveledtonewareasofmathematics,forexample,gametheory,socialchoicetheory,statistics(themostwidespreadmathematicalscienceusedinsocialsciences).,Unit6Mathematics,TextASupplementaryinformation,3.StephenBakerandTheNumeratiStephenBakerisanAmericanjournalist,authorandblogger.TheNumeratiisanon-fictionbookwrittenbyStephenBaker.Inthisbook,Bakerdiscussestheincreasingrolethatdata-miningplaysinpolitics,business,lawenforcement,etc.onthebasisofinterviewswiththeNumerati,i.e.,peoplewhoaredevelopingandusingthetechnologiesusedtoanalyzeandcharacterizeoureverydayactions.Thebookshowsthatdata-miningcanbeusedtopredictoutcomesandinfluencehumanbehavior.,Unit6Mathematics,TextASupplementaryinformation,4.PaulErnest,constructivistviewofmathematicsPaulErnestisanemeritusprofessorofthephilosophyofmathematicseducationatExeterUniversity,whoismostfamousforhisworkondevelopingasocialconstructivistphilosophyofmathematics.Accordingtothissocialconstructivistphilosophy,thetheorems(定理;原理),truthsandobjectsofmathematicsareallculturalproductscreatedbyhumans.Thetheoremsandtruthsofmathematicsalwaysremainrevisableand,inprincipleatleast,fallible.Ernestsversionofsocialconstructivismhasledtostrongcriticism.Theprincipalcriticismisthatmathematicaltheoremsaretruthsandtruthsbytheirnatureareinfallible.,Unit6Mathematics,TextBTextanalysis,1.SummarizethemajorargumentationsraisedinTextBbydoingTask1/CriticalReadingandThinking/TextB.,2.Workingroupsof4-5todiscussthequestionsinTask2/CriticalReadingandThinking/TextB.,Unit6Mathematics,TextBResearching,Giveafive-minutepresentationonyourfindingsinResearching/TextB.,Unit6Mathematics,TextBSupplementaryinformation,1.TheobjectivesofmathematicseducationAtdifferenttimesandindifferentcountries,mathematicseducationhasattemptedtoachievevariousobjectives,forexample:Teachingnumericalskillstoallpupils;Teachingpracticalmathematics(arithmetic,elementaryalgebra,planeandsolidgeometry,trigonometry)tomostpupils,topreparethemforatradeorcraft;Teachingselectedareasofmathematics(forexample,calculus)asanexampleofthemodernintellectualachievements;Teachingadvancedmathematicstothosewhowishtopursueajobinscience,technology,engineering,Unit6Mathematics,TextBSupplementaryinformation,2.TheimportanceofstudyingmathematicsThestudyofmathematicscanberewardingwhateverfuturecareerwewanttopursue.Asweallknow,knowledgeofmathematicsisessentialformanyareasofscience,suchaseconomics,medicineandengineering.Moreover,mathematicscanteachusanalyticalandquantitativeskills,whichareimportantforawiderangeofjobsandmaydeterminewhetherwewillbesuccessfulinthejobornot,especiallywhendecisionmakingandquantitativeactivitiesareinvolved.,Unit6Mathematics,1.ContributeasmuchaspossiblewhatyouknowaboutMayancivilizationandMayaCodices.,TextCTextAnalysis,Unit6Mathematics,TextCSupplementaryinformation,Mayacodices,Unit6Mathematics,Mayacodicesarefoldingbooks,writteninMayahieroglyphicscriptonMesoamericanbarkcloth,madefromtheinnerbarkofcertaintrees.Thecodiceshavebeennamedforthecitieswheretheyeventuallysettled.TheDresdenCodexisgenerallyconsideredthemostimportantofthefewthatsurvive.Whatiscontainedinthecodexincludeastronomicaltables,instructionsconcerningnew-yearceremonies,etc.,3.Explaintoyourclassmatesthesignificanceof20inMayansystemofnumeration.,TextCTextAnalysis,Thenumber“20”wasconsideredasasacrednumberinMayancivilization,becauseitrepresentedthenumberoffingersandtoesahumanbeingcouldcounton.TheMayaadoptedasystembasedon20ratherthan10.Inotherwords,insteadofusingthe“1”,“10”,“100”,“1000”and“10000“ofourmathematicalsystem,theMayaused“1”,“20”,“400”,“800”and“16000”.Base20wasalsousedinMayancalendar,whichwasdevelopedbyastronomersforkeepingtrackoftime.,Unit6Mathematics,2.DothetaskinTextC.,TextCTextAnalysis,astronomy,calendar,unique,complicated,multiplesof20,multiplesof360,positionalnotation,Unit6Mathematics,Academiclanguageanddiscourse,1.DoTask1Specializedvocabulary/Languagebuilding-up/TextA.,Specializedvocabulary,Unit6Mathematics,Academiclanguageanddiscourse,Specializedvocabulary,2.Additionalclassroomactivity,MatchthetermsinColumnA(fromTextsBandC)withtheChinesetranslationsinColumnB.,Unit6Mathematics,Academiclanguageanddiscourse,3.Payattentiontosomeoftheconfusablewords.,Specializedvocabulary,1)mechanicsvs.mechanismmechanics:thebranchofphysicsconcernedwiththemotionofbodiesinaframeofreferencemechanism:awayofdoingsomethingthatisplannedorpartofasystem;apartofamachine,orasetofpartsthatworktogether,2)genomicsvs.geneticsgenomics:thestudyofthegenomesoflivingthingsgenetics:thestudyofhow,inalllivingthings,thecharacteristicsandqualitiesofparentsaregiventotheirchildrenbytheirgenes,Unit6Mathematics,Academiclanguageanddiscourse,3.Payattentiontosomeoftheconfusablewords.,Specializedvocabulary,3)calculusvs.calculationcalculus:anareaofadvancedmathematicsinwhichcontinuouslychangingvaluesarestudiedcalculation:theprocessofusinginformationyoualreadyhaveandadding,takingaway,multiplying,ordividingnumberstojudgethenumberoramountofsomething,Unit6Mathematics,Academiclanguageanddiscourse,Signpostlanguage,1.morepatternsofgivingexamples.,Bywayofillustration,showsthatTogiveanexample,Aclassic/well-known/famousexampleofthisis.AdifferentbutconnectedexampleisAnadditionalexampleisAnotherexampleisisagoodexample/illustrationof.illustratesthispoint/showsthispointclearly.Thiscanbeillustratedbrieflyby.Theevidenceofcanbeclearlyseeninthecaseof,Unit6Mathematics,Academiclanguageanddiscourse,Signpostlanguage,2.DoTask2Signpostlanguage/Languagebuilding-up/TextA.,Unit6Mathematics,Academiclanguageanddiscourse,FormalEnglish,1.DoTask3FormalEnglish/Languagebuilding-up/TextA.,Unit6Mathematics,Academiclanguageanddiscourse,FormalEnglish,2.Additionalclassroomactivity,ThefollowingsentencesarefromTextB.Replacetheunderlinedformalwordswithlessformalones.,1)Forexample,mostdoctorsneedtobeabletomakediagnoses.Forthatpurpose,theyneedtoelicitinformationfrompatients,toabsorbandapplytheresultsofmedicalresearch,andtodevelopandmonitoradequatetreatment.(get),Unit6Mathematics,Academiclanguageanddiscourse,FormalEnglish,2)Still,itwouldbemorerationalandequitabletoassessapplicantstomedicalorbusinessschoolaccordingtoabilitiesandcommitmentsthatareactuallyappropriatetotheirpotentialprofession.(fair),3)TheU.S.customsofficeraskedhimwhathehadbeendoingduringhisoneweeksojourn.(stay),Unit6Mathematics,Listening,1.Moretipsaboutnote-taking,Donttakenotesjusttobetakingnotes!Takenotesthatwillbevaluabletoyou.Concentrateontheimportantwords,thatis,contentwords(usuallynouns,sometimesverbs,adjectivesoradverbs)thatgivetheimportantinformation.Omitunimportantwords,suchasauxiliaryverbs,determiners,prepositions,andpronouns.Haveaconsistentsystemforpunctuationandabbreviationthatwillmakesensetoyou.,Unit6Mathematics,Li