目录
原书第 7 页
CONTENTS
| READING | LISTENING & VIEWING | |
| Unit 1 Higher Education P. 1 | 1. Will MOOCs Make College Obsolete?2. Why Do We Steer So Many 18-Year-Olds Towards University Before They Are Ready? Skimming Scanning | 1. Do We Need to Attend Lectures?2. The 100,000-Student Classroom Note-taking (III): symbols & abbreviationsNote-taking (IV): linear notes |
| Unit 2 Social Networks P. 32 | 1. The More Time That Children Chat on Social Media, the Less Happy They Feel2. Screen Time Guidelines Need to Be Built on Evidence, Not Hype Identifying the structure of an academic text (I): introduction and conclusionIdentifying the structure of an academic text (II): main body | 1. The Rise of the Emoji2. Connected, But Alone?Note-taking (V): Cornell notesNote-taking (VI): charting notes |
| Unit 3 Medical Care P. 60 | 1. My Laughter Rx for Your Heart2. When Less Medicine Means More HealthUnderstanding subheadings Recognizing different ways to begin an academic text | 1. The Next Outbreak? We're Not Ready (Part I)2. The Next Outbreak? We're Not Ready (Part II)Distinguishing facts and opinionsDistinguishing perspectives and stances |
| Unit 4 Gender Equality P. 89 | 1. Why Your Cell Phone Sounds Female2. Men's Looks Matter More Than Women Admit Understanding how a researcher is first introducedUnderstanding key research information | 1. Emma Watson's UN Speech on Gender Equality2. Gender Equality Recognizing attitudesRecognizing problem and solution |
原书第 8 页
| SPEAKING | WRITING | TRANSLATING | VOCABULARY |
| Seminar discussions (I): citing sources | Writing process (I): planning and researching | Determining the subject (I): choosing another constituentDetermining the subject (II): adding a subject | Clipping (I): front clipping & back clippingClipping (II): middle clipping & compound clipping |
| Seminar discussions (II): giving an oral summary and evaluation | Writing process (II): drafting and revising | Choosing the predicate (I): collocating with the subject and the objectChoosing the predicate (II): tense and subject-verb agreement | Blending Acronymy |
| Seminar discussions (III): presenting academic arguments | Writing smoothly (I): cohesion | Changing word order (I): attributivesChanging word order (II): adverbials | AnalogyOnomatopoeia |
| Seminar discussions (IV): responding and linking to others’ contributions | Writing smoothly (II): coherence | Translating negation (I): as negationTranslating negation (II): as affirmation | Synonymy (I): various sources of vocabularySynonymy (II): distinguishing synonyms |
原书第 9 页
| READING | LISTENING & VIEWING | |
| Unit 5Artificial IntelligenceP. 119 | 1. Working with Robots: Human and Machine Coexistence in the Workforce2. How I Learned to Stop Worrying and Love the RoombaPaying attention to linkers expressing contrast / contradiction | 1. Driverless Cars2. The Jobs We’ll Lose to Machines – and the Ones We Won’t Recognizing pros and consRecognizing similarity and difference |
| Unit 6CommunicationP. 148 | 1. You Talk Too Much!2. Does Your Communication Style Hold You Back?Understanding specific details and general statements | 1. Lower Your Voice Pitch to Persuade2. Talk Nerdy to MeRecognizing cause and effect (I): cause and effect relationshipsRecognizing cause and effect (II): cause and effect language |
| Unit 7Forces of NatureP. 178 | 1. Give the Earth an Inch…2. Does Salvaging Scorched Trees Hurt the Environment?Recognizing exemplification / illustration | 1. Loss of Biodiversity Affects Human Society2. The U.S.’s Quietest PlacesRecognizing reasons and explanationsRecognizing evaluations |
| Unit 8Behavioral ScienceP. 209 | 1. A Case Against the Clock2. Laziness Is ContagiousUnderstanding the author’s opinions in contrast to others’ | 1. Healthy Behavior Can Spread Like Illness2. Try Something New for 30 DaysRecognizing emphasizing strategiesRecognizing conclusion |
| Glossary P. 237 | ||
原书第 10 页
| SPEAKING | WRITING | TRANSLATING | VOCABULARY |
| Research-based group presentations (I): teamwork | Writing argumentative essays | Translating comparative structures (I)Translating comparative structures (II) | Antonymy (I): classificationAntonymy (II): multiple antonymy |
| Research-based group presentations (II): research methods | Writing comparison-contrast essays | Translating set phrases (I): literal translationTranslating set phrases (II): free translation | PolysemyHomonymy |
| Research-based group presentations (III): data analysis | Writing cause-effect essays | Translating figures of speech (I): literal translationTranslating figures of speech (II): compensation | Hyponymy and hypernymySemantic field |
| Research-based group presentations (IV): the organization of the presentation | Writing problem-solution essays | Translating long sentences (I): splitting Translating long sentences (II): combining | Extension of meaning & narrowing of meaningElevation of meaning & degradation of meaning |