英語(yǔ)學(xué)業(yè)復(fù)習(xí)M3Unit2

EnglishAcademicReviewM3Unit2IntroductionVocabularyandPhraseReviewGrammarknowledgesortingImprovingreadingcomprehensionskillsWritingSkillsGuideSharingofListeningTrainingStrategies目錄01IntroductionTointroducethespecificfocusandobjectivesoftheunit,andhowtheyrelatetotheoverallaimofthecourseToprovideanoverviewofthekeyconcepts,theories,andresearchfindingsrelatedtothetopicoftheunitToestablishtheimportanceandrelevanceoftheunittopicwithinthebrokerfieldofEnglishlanguagestudiesPurposeandbackgroundKeyconceptsandtheoriesrelatedtotheunittopic,includingdefinitions,classifications,andexamplesMajorresearchfindingsanddebuteswithinthefield,highlightingsignificantstudies,methodologies,andconclusionsRelevantcontextualinformation,suchashistoricalbackground,currenttrends,andfuturedirections,tosituatetheunitwithinabroadacademicandsocialcontextReviewscope02VocabularyandPhraseReviewAcademicrelatedtoeducationorresearch,ofteninaformalorserieswayAcriticalexaminationorassessmentofsomething,suchasabook,article,orresearchstudyasinglepartorsectionofalargerwhole,suchasachapterinabookoramoduleinacourseThewordsandphrasesthatmakeupalanguage,specificallythemorespecializedortechnicaltermsagroupofwordsthatformameaningfulunitwithinasense,oftenexpressinganideaorconceptReviewVocabularyPhraseUnitKeyvocabularyUsefulExpressionsOntheotherhandusedtointroduceacontrastingideaorpointTosumuptoinclude;TosummarizeIntermsofwithregardto;ConceptingIncontrasttoincomparisonwith;UnlikeToputitanotherwaytoexpresssomethingindifferentwordsorinasimplermanAcademic:"Theacademiccommunityhasbeendebitingthemeritofthistheoryforyears."Review:"Beforesubmittingyourpaper,pleaseensurethatyouhavethoroughlyrevieweditforgrammarandspellingerrors."Unit:"Eachunitinthiscoursecoversadifferentaspectofthesubjectmatter.""Expandingyourvocabularyisanimportantpartofimprovingyourlanguageskills."Phrase:"Thephrase'tobeornottobe'isoneofthemostcommonlinesinShakespeare'sHamlet."0102030405Examplesofvocabularyusage03GrammarknowledgesortingTenseEnglishverbshavethreetensions:present,past,andfutureEachtensehasasimpleformandacontinuousform.Forexample,"Ieat"(presentsimple),"Iate"(pastsimple),"Iwilleat"(futuresimple),"Iameating"(presentcontinuous),"Iwaseating"(pastcontinuous),"Iwillbeeating"(futurecontinuous)要點(diǎn)一要點(diǎn)二VoiceVerbscanalsobeactiveorpassiveInactivesenses,thesubjectperformstheactionoftheverbInpassivesenses,thesubjectreceivestheactionoftheverbForexample,"Thecatchasesthemouse"(active),"Themouseischasedbythecat"(passive)SenseandvoiceNonfineverbsNonfineverbsareverbsthatdonotshowtensionorhaveasubjectthatperformstheactionTheyincludeinfinities,gerund,andparticlesInfinities:ThebasicformofaverbwithoutasubjectortensemarkerTheycanfunctionasnouns,advisors,oradvisorsForexample,"Torunisgoodforhealth"(infinityasanoun),"Ihavealotofworktodo"(infinityasanadvisory),"Shecameratoseeme"(infinityasanadvisory)Gerunds:The-ingformofaverbthatfunctionsasanounTheyareoftenusedafterpresentationsorasthesubjectofasentenceForexample,"Swimmingismyfavoritesport"(gerundasanoun),"Afterfinishinghiswork,hewenthome"(gerundafterposition)Articles:The-ingor-edformofaverbthatfunctionsasanobjectiveorverbTheydescribethenounorverbtheirmodificationForexample,"Thesingingbirdisbeautiful"(presentparticleasanadvisory),"Helefttheroom,closingthedoorbehindhim"(presentparticleasanadvisory)Attributiveclauses:Alsoknownasobjectiveclauses,theymodifyanounorpronouninthepresenceTheyareintroducedbyrelativepronounssuchaswho,which,that,who,orbyrelativeadvisorssuchaswhen,where,whyForexample,"ThebookthatIreadwasinteresting"(attributiveclauseintroducedbyrelativeprofessor),"Iknowtheplacewherehelives"(attributiveclauseintroducedbyrelativeadvisor)Nounclauses:Theirfunctionasnounsinasenseandcanbethesubject,object,completion,orcosmeticTheyareintroducedbywhwordssuchaswho,what,when,where,why,how,orbythatForexample,"Idon'tknowwhathewants"(nounclauseasobject),"Thequestioniswhowillbethenextpresent"(nounclauseassubject)Attributiveclausesandnonclauses04ImprovingreadingcomprehensionskillsIdentifythetopicandmainideaSkimthearticlequicklytodeterminethetopicandmainideaThiswillhelpyoutounderstandtheoverallcontextofthearticleAnalyzethestructureLookforkeywordsandphrasesthatindicatethestructureofthearticle,suchastopicintentions,transitionwords,andincludingparagraphsThiswillhelpyouunderstandhowtheideasareorganizedandconnectedSummarizethemainpointsAfterreadingthearticle,trytosummarizethemainpointsinyourownwordsThiswillhelpyoutoconsolidateyourunderstandingofthearticleandidentifyanyareaswhereyouneedfurtherclarificationGraspthestructureandmainideaofthearticleIdentifyimportantdetailsPayattentiontospecificdetailsthatarerelevanttothemainideaofthearticleThesedetailsmayincludefacts,examples,statistics,orquotesthatsupportthemainpointsMakeinferencesanddrawconclusionsUseyourownknowledgeandexperiencetomakeinferencesanddrawconclusionsbasedontheinformationprovidedinthearticleThiswillhelpyoutodeepyourunderstandingofthetopicandtoformyourownopinionsaboutitEvaluatetheauthor'sargumentsAnalyzetheauthor'sargumentsandevaluatetheirvalidityandvalidityAdvisorwhoprovidessufficientevidencetosupporttheirclaimsandwhoseargumentsarelogicalandcoherentUnderstandingDetailsandReasoningJudgmentsMethodsforimprovingreadingspeedPracticereadingregulation:Themoreyouread,thefasterandmoreeffectivelyyouwillbenefitSetasidetimeeachdaytoreadavarietyoftexts,includingacademicarticles,newsreports,andfictionIncreaseyourvocabulary:ArichvocabularywillhelpyouunderstandcomplextextsmorequicklyTrytolearnnewwordsandphrasesregularly,andpracticeusingtheminyourownwritingandspeechReadactivity:Engagewiththetextasyoureadbymakingpredictions,askingquestions,andsummarizingthemainpointsThisactivereadingstrategywillhelpyoustayfocusedandunderstandthetextmoredeeplyUsereadingstrategies:Thereareanumberofreadingstrategiesthatcanhelpyouimproveyourreadingspeed,suchasskimming,scanning,andpreviewingPracticeusingthesestrategiesregularlytobecomemoreeffectiveinyourreading05WritingSkillsGuideUnderstandingtheTheme01Identifythemainideaortopicofthecompositiontitleandbrainstormingrelatedconcepts,examples,andargumentsAnalyzingtheAudience02AdvisorwhotheintendedreaderisandwhattheyexpecttolearnfromthecompositionDeterminingthePurpose03Establishthewriter'sintentioninwritingthecomposition,whichistoinform,supervise,retain,orexpressoneselfAnalysisandIntentionofCompositionTitlesIntroductionBeginwithahooktoengagethereader,followedbyabriefoverviewofthemainpointsandathesisstatementthatoutlinesthewriter'spositionBodyParagraphsEachbodyparagraphshouldfocusonasinglemainidea,supportedbyevidenceandexamplesTransitionwordscanbeusedtoconnectideasandmaintainflowConclusionSummarizethemainpointsandresetthethesisinanewwayAvoidingintroducingnewinformationintheconclusionArticlestructureandparagrapharrangementVaryingSentenceStructureAverageusingsimplesensesexclusiveInstant,combinesimplesensesintocompoundorcomplexsensestoaddinterestandclaimUsingAdvancedVocabularyReplacecommonwordswithmoreprecisionandadvancedvocabularytoenhancethelanguagelevelofthecompositionHowever,ensurethatthenewwordsareusedcorrectlyandappropriatelyMinimizingRedundancyandRepetitionAvoidrepeatingthesamewordsorphrasesexceptionallyInstant,usesynonyms,antonyms,orrephrasingtoadddiversityandinteresttothelanguageSentencestructurechangesandtheuseofadvancedvocabulary06SharingofListeningTrainingStrategies要點(diǎn)三AuthenticmaterialsTheseincludenativespeakerconversations,newsreports,speeches,andpodcasts,whichexposelearnerstorealworldlanguageusewithvariableaccounts,speeds,andtopics要點(diǎn)一要點(diǎn)二AcademiclecturesThesearetypicallymoreformalandstructured,focusingonspecificsubjectareasandoftenincludingtechnicalvocabularyandcomplexlanguagestructuresSimulatedtestsThesearedesignedtomimictheformatanddiversityofactualexams,providinglearnerswithanopportunitytopracticeinatestlikeenvironment要點(diǎn)三Typesandcharacteristicsoflisteni