最新Academic EnglishReading for academic purposesWord文档格式.docx

最新Academic EnglishReading for academic purposesWord文档格式.docx

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Readingforgeneralmeaningisaveryimportantskillthatwillhelpyoudealwiththeamountofreadingatuniversity.SeeSkimmingintheIntroductiononpageIX.

Summaryheadings

Sections

Linkingeffectivereadingtovocabularyacquisition

Readingwidelyandcritically

Goodreasonsforreading

Thedifficultiesofreadingacademictexts

Themotivationbehindreading

Acquiringgoodreadinghabits

TheEAPreadingsyllabus

1.2NowreadandmatchSections2}-6totheappropriatesummaryheadingsinthetable.Oneofthesummaryheadingsdoesnotneedtobeused.

Task2Readingforspecificdetails

2.1ReadText1aagainandfindtheanswerstothefollowingquestions.Youwillusesomeofyouranswerstocompleteanothertasklaterintheunit.

1.WhattypeofreadingmaterialisBassett（2010）concernedwith?

2.Bassettbelievesthekeytothebestunderstandingofatextis…

3.Thegreaterthereader'

sreadingability,thegreatertheir…

4.WhatarethetwomaincriteriafortextselectionforanEAPcourse?

Beingabletoreadforspecificdetailisanotherimportantskill.SeeScanning,SearchreadingandCarefulreadingintheIntroductiononpageX.

5.WhenareEAPstudentsmorelikelytoreadsubjected-relatedmaterial?

6.Whatdoesacriticalreaderusetoassessthevalueofatext?

7.WhatisKurland'

smainidea?

8.Whathelpstodeterminehowatextshouldberead?

9.Whatreasonforreadingissuggestedforstudentsinhighereducation?

10.Howmuchdailyreadingisrecommended?

12.whatarepostgraduatesoftengivenbeforestartingtheirstudies?

13.Howmuchexposuretoawordisneededbeforeitsusebecomesautomatic?

Task3Paragraphreorganisation

ThesecondparagraphofSection6hasbeenremovedfromtheoriginaltextinReadingtexts.Thesentencesfromtheremovedparagrapharelistedbelow,buttheyareinthewrongorder.

3.1Readthesentences1-6andarrangethemintheappropriateordertoformaparagraph.

a.Readsentences2and3thathavebeenidentifiedasthefirstandfinal

sentences.

b.Readsentences1,4,5and6andidentifythecorrectorder.

c.Completetheremainingboxeswiththeappropriatenumber.

1.Thisisoneofthereasonswhymostreacheduniversitylevelintheirhomecountries.□

2.Fluencyinbothwrittenandspokenlanguagewillonlydevelopwithpractice.□

3.Thus,themorestudentsworkondevelopinggoodreadinghabits,themorefluenttheyshouldbecomeandthemoresuccessfultheyarelikelytobeintheiracademicstudies.□

4.Nonetheless,universitystudentsareexpectedtoreadaconsiderableamountduringatypicalweek.□

5.Infact,internationalstudentsstudyingthroughEnglisharenormallyalreadyfluentreadersintheirownlanguages.□

6.Internationalacademics,i.e.,students,havetodothisinaforeignlanguage-English.□

Task4Inferringmeaningfromcontext

Notknowingthemeaningofwordsisoneofthemaindifficultiesfacedbylanguagelearnersreadinginaforeignlanguage.Whenyoucomeacrossawordwhichisunfamiliar,trytoavoidautomaticallyreachingforadictionaryortappingthewordintoyourelectronictranslator;

developthehabitofreadingoninthetexttoseeifthishelpsyourunderstanding.lf,howeverthisdoesnothelp,experimentwiththefollowingadvice.

4.1LookatthesentencefromText1aanddiscussthemeaningoftheunderlinedwordwithanotherstudent.Ifthiswordwasnewtoyou,whathelpedyouinferitsmeaning?

Bassett'

sfocusisongradedreaders,butarguablythetypeoftextshouldsuittheneedsandinterestsofindividuals.（Lines15-16）

Keyreadingskills:

Inferringmeaning

Onewayofidentifyingthemeaningofthewordistolookatitincontext-thewayitisusedwithinthesentence.Forexample,inthesentenceabove,thewordburisusedtoindicateacontrastordifference.Thus,althoughBassettisinterestedingradedreaders,thewriterissayingthereisarguablymoretoreadingthanjustreaders.Inotherwords,thereissomesortofargumentordisagreementinvolved.

Anotherwayistothinkofthe"

root"

word,whichinthiscaseisargue-whichmeans"

tonotagreeaboutsomething"

.

Youmightalsothinkaboutwordswithasimilarsoundorspellingwhichmayhelpyou.Thekeythingisthatthemoreyouthinkaboutaword,themorelikelyitistobecomepartofyouractivelexicon.

Themoreyouread,thewideryourvocabularywillbecomeandtheeasieritwillbetoidentifysynonyms.

Itisalsousefultorecogniseandunderstandthewaythatlanguagevarieswithinatext.Onewayofvaryinglanguageisthroughtheuseofsynonyms.

Asynonymisawordorphrasethathasthesamemeaning,oralmostthesamemeaning,asanotherwordorphrase.

4.2ReadSection1againfromText1aandfindsynonymsforthewordsorexpressionsintheleft-handcolumn.

Definingwords

synonym

Linenumber

proof/confirmation

evidence

7

awiderangeof

closelyconnected/significant

getsomethingback

help/makeeasier

withoutbeingawareoforwithoutthinkingaboutsomething

ability/skill

Somethingwhichisaimedatoristhemainfocus

Task5Identifyingwordclass

5.1Readthefollowingdefinitionsofwordclassesandmatchthemtothecorrectwordsinthebox.

Identifyingthewordclassofawordorphraseoftenhelpsyoutoworkoutthemeaningofawordyoudon'

tknow.

Conjunction,preposition,noun,adverb,verb,adjective,pronoun

1.awordreferringtoaperson,aplaceorathing（）

2.anactionordoingword（）

3.awordthatdescribeswhataperson,aplaceorathingisLike（）

4.awordusedtodescribeaverb,anadjectiveoranotheradverb（）

5.awordwhichcomesbeforeanounorapronounandshowitsrelationtoanotherpartofsentence（）

6.awordthatisusedtoreplaceaperson,aplaceorathing（）

7.awordthatisusedtojoinotherwords,phrases,clausesorsentences（）

5.2ReadSections2-5againfromText1aandfindthewordsinthetable.Completethetablebywritingthelinenumberwhereeachwordoccursinthetextandthewordclassofeachword.

word

Wordclass

Topics

31

noun

Typically

This

blends

Consideration

Simply

Through

Embark

Their

only

5.3LookatthewordsfromEx5.2andchoosewhichonesyouwanttorecord.

Youshouldrecordwordsif:

°

youdon'

tknowtheirmeaningorhowtheyareused,and/or

youthinktheymightbeusefulwordstoknoweithernoworforfutureacademicpurposes

Choosingandrecordingnewwordsfromatext

Onewayofdecidingwhichwordstorecordistocheckhowfrequentlythewordisusedbynativespeakers.YoucandothisbyvisitingthecompIeatLexicalTutor,whichcanbefoundatwww.lextutor.ca/vp/bnc;

hereyouwillfindthat,forexample,theadverbarguablyisaK1word-inotherwords,itisamongthe1,000mostcommonlyusedwords.Consideringthisinformation,youmaydecidethatitisawordyouwouldwanttouseinfutureand,therefore,keeparecordof.

Inyourownlanguage,younaturallymakeuseofwordclassestoreadeffectivelywithspeedandunderstanding.ThiswilldevelopinEnglishovertime.

Task6Readingforapurpose

AtvariousstagesinUnits1-8,youwillbegivenaFocustask.Thisisanessayquestion,orsimilaracademictask,thatislinkedtoareadwillhelpdirectyourreadingandtheuseyouingtextortextsinReadingtexts.TheFocustaskmakeofthetext（s）tosynthesiseideas.

Focustask:

Summarisethemainpointsofthetext"

Readingforacademicpurposes"

.

6.1Re-readText1aandthenwriteashortone-paragraphsummaryofthemainideas.YoucanusesomeoftheanswersinTask2tohelpyou.

Keyreadingslcil.ls:

Readingselectively

Atuniversitylevel,youmaybegivenextensivereadinglists.Itcanbeadauntingprospecttoreadallthetextsandsourcesandtounderstandthematthesametime.Itisthereforeimportanttoreadselectively.Thismeansthinkingcarefullyaboutyourreadingpurposeandconcentratingonly-ormainly-ontexts,orpartsoftexts,whicharerelevanttothatreadingpurpose.

1Readingisaveryimportantlanguageskillforstudentstodevelopinordertostudyeffectively,becauseduringtheiracademiccoursestheymaybeexpectedtoreadmanypagesinaweek,possiblyhundreds!

Itseemsfairlyobviousthatthemoresomeonereadsthebetterareaderhe/shewillbecome.Readingwillalsohelpinthereader'

seffortstodevelopotherlanguageskills.AccordingtoPulido（2003）,"

asyoureadyouwilldevelopawidervocabulary”.Shegoesonto