英語寫作學(xué)院教案

PAGE3XXXXXX學(xué)院教案2013—2014學(xué)年度第一學(xué)期授課課程：英語寫作授課教師：XXXX授課班級：交流生項目英語強化班授課章節(jié)名稱

Chapter

1

Using

proper

words

教學(xué)目的與要求

Grasp

correct

usage

of

words

教學(xué)重點

Diction

教學(xué)難點

The

ways

of

distinguishing

the

levels

of

words

思考題與作業(yè)

Task

1-2

教學(xué)內(nèi)容、設(shè)計與時間安排：I.

Teaching

method:

Discussion

and

interaction

II.

Teaching

procedures

Step

1.

Revision

and

lead-in

1.

Tell

the

function

of

the

words

2.

Discuss

the

synonyms

and

antonyms

Step

2.

Presentation:

Ⅰ.

Types

of

words

The

words

that

are

often

used

may

be

divided,

from

a

stylistic

point

of

view,

into

three

types:

formal,

common,

and

colloquial

Formal

words

may

also

be

called

learned

words,

or

literary

words,

or

bigwords.

They

mainly

appear

in

formal

writing,

such

as

scholarly

or

theoretical

works,

political

and

legal

documents,

and

formal

lectures

and

addresses.

Many

such

words

contain

three

or

more

than

three

syllables;

most

of

them

are

of

Greek

or

Latin

origin.

They

are

seldom

used

in

daily

conversation,

except

for

special

purposes.

Ⅱ.

Choice

of

words

The

meaning

of

a

word

has

two

aspects:

denotative

and

connotative.

A

word’s

denotation

is

what

it

literally

means,

as

defined

by

the

dictionary;

its

connotation

is

the

feeling

or

idea

suggested

by

it.

For

instance,

country,

nation,

state

and

land

have

more

or

less

the

same

denotation

and

may

all

be

translated

into

guojia

in

Chinese,

but

their

connotations

are

quite

different.

Country

refers

to

an

area

of

land

and

its

population

and

government,

nation

emphasizes

the

people

of

a

country,

state

refers

to

the

government

or

political

organization

of

a

country,

and

land

is

less

precise

but

more

literary

and

emotive

than

country.

As

compared

here,

these

four

words

may

be

said

to

be

synonyms.

English

is

particularly

rich

in

synonyms

as

a

result

of

incorporating

words

from

other

languages

over

the

centuries.

But

we

should

remember

that

it

is

difficult

to

find

two

words

that

are

exactly

the

same

in

meaning

and

use.

They

may

be

different

in

stylistic

level,

in

the

degree

of

emphasis,

in

emotional

coloring,

in

tone,

and

in

collocation.

Small

and

little

are

often

interchangeable,

but

there

is

some

difference

in

emotional

coloring

between

them.

Small

is

objective,

while

little

may

imply

a

feeling

of

fondness.

Modest

and

humble

both

indicate

a

lack

of

pride,

but

modesty

is

a

virtue

and

humbleness

is

not.

Humble

often

connotes

undue

self-depreciation.

So

they

are

different

in

tone:

one

is

laudatory

and

the

other

is

derogatory.

Some

synonyms

have

different

collocations:

they

are

habitually

used

with

certain

words.

Large,

not

big,

for

instance,

is

used

to

modify

nouns

like

amount,

number

and

quantity

(a

large

amount

of

money,

a

large

number

of

people,

a

large

quantity

of

beer,

etc.).

Similarly,

with

nouns

denoting

personal

qualities,

such

as

courage,

confidence,

ability,

and

wisdom,

not

big

or

large,

but

great,

is

commonly

used.

Ⅲ.General

and

specific

words

and

synonyms

Comparatively

speaking,

some

words

are

more

general

or

more

specific

in

meaning

than

others.

Professionals,

for

instance,

is

more

general

than

scientists,

doctors,

teachers,

lawyers,

journalists,

etc.

all

of

which

are

more

specific.

But

scientists

may

be

called

a

general

word

when

compared

with

physicists

or

chemists,

which,

in

turn,

is

more

general

than

biochemists.

It

is

easy

to

see

that

the

specific

words

on

the

right

are

much

more

concrete

and

colorful

than

the

general

ones

on

the

left;

they

seem

to

make

the

reader

see,

hear,

or

feel

what

the

writer

wishes

to

describe.

Using

specific

words

should

go

along

with

providing

details,

and

then

there

will

be

effective

and

impressive

writing.

Study

the

following

examples.

Ⅳ.

Idioms

and

some

phrases

An

idiom

is

a

fixed

group

of

words

with

a

special

meaning

which

is

different

from

the

meanings

of

the

words

that

form

it.

To

read

a

book‖,

for

instance,

is

not

an

idiom,

for

the

meaning

of

the

phrase

is

the

meanings

of

the

three

words

put

together,

and

―a

book‖

can

be

replaced

by

other

words

like

―a

newspaper‖

or

―a

novel‖.

To

―read

between

the

lines‖

is

different.

The

four

words

that

form

the

phrase

give

no

hint

as

to

what

it

means

and

none

of

the

words

can

be

changed

to

form

another

understandable

phrase.

Idioms

are

frequently

used

in

speech

and

writing.

They

help

to

make

one’s

language

sound

natural

and

idiomatic.

But

in

using

them

foreign

learners

of

English

should

remember

the

following

two

points:

(1)

most

idioms

are

informal

or

colloquial

in

style

and

can

be

used

in

conversation;

but

a

few

are

slang

and

should

be

used

with

care,

such

as

all

balled

up,

meaning

troubled

or

confused,

and

to

cough

up,

meaning

to

produce

something;

(2)

many

idioms

have

become

clichés

and

are

no

longer

fresh

or

interesting,

such

as

armed

to

the

teeth

and

as

good

as

gold,

and

should

be

used

sparingly.

Step

3.

Practice:

List

some

idioms,

such

as:

Practice

makes

perfect.

When

in

Rome,

do

as

the

Romans

do.

All

roads

lead

to

Rome.

Step

4.

Summary:

1.

Make

a

brief

summary

of

the

word

usage

2.

Summarize

the

synonyms

Step

5.

Assignment:

Chapter

1

Finish

doing

the

task

1,2

,3

on

p2-14

Chapter

2Makingcorrectandeffective

sentences

教學(xué)目的與要求

Grasp

the

coordinative

and

subordinate

sentences

教學(xué)重點

The

ways

of

making

complex

sentences

in

writing

教學(xué)難點

The

ways

of

making

complex

sentences

in

writing

思考題與作業(yè)

Task

1-13

教學(xué)內(nèi)容、設(shè)計與時間安排：

I.

Teaching

method:

Discussion

and

interaction

II.

Teaching

procedures

Step

1.

Revision

and

lead-in

1.

Review

the

ways

of

complex

sentence

making

2.

Discuss

the

functions

of

coordination

and

subordination

Step

2.

Presentation:

I.

coordination

and

subordination

1.

Some

sentences

follow

climactic

order,

the

last

word

being

the

most

important,

and

because

many

words

are

piled

up

before

the

key

word,

the

sense

of

climax

is

made

very

strong.

Most

of

the

sentences

are

compound

and

compound-complex,

and

all

of

them,

except

the

second

half

of

the

last

sentence,

are

loose

in

structure.

There

is

no

suspense

or

climax;

the

tone

is

easy,

relaxed

and

informal.

The

writer

uses

these

loose

sentences

because

he

is

enumerating

facts

or

ideas

of

equal

importance,

and

also

because

he

aims

at

a

natural

and

orderly

presentation.

Loose

sentences

are

easier,

simpler,

more

natural

and

direct;

periodic

sentences

are

more

complex,

emphatic,

formal,

or

literary.

When

a

sentence

contains

two

or

more

chapters

of

the

same

form

and

grammatical

function,

it

is

one

with

parallel

constructions:

Such

parallel

sentences

are

emphatic

and

forceful.

When

a

sentence

contains

two

parallel

clauses

similar

in

structure

but

contrasted

in

meaning,

it

is

a

balanced

sentence.

Balanced

sentences

are

impressive

because

of

the

contrast,

and

pleasing

to

hear

because

of

the

rhythm.

They

are

mainly

used

in

formal

writing,

like

expository

and

argumentative

prose,

and

speeches.

2.Figures

of

speech

There

are

various

ways

of

using

words

figuratively.

They

are

called

figures

of

speech.

Among

the

most

common

of

them

are:

1.

Simile

it

is

a

comparison

between

two

distinctly

different

things

and

the

comparison

is

indicated

by

the

word

as

or

like:

2.

Metaphor

it

is

the

use

of

a

word

which

originally

denotes

one

thing

to

refer

to

another

with

a

similar

quality.

It

is

also

a

comparison,

but

the

comparison

is

implied,

not

expressed

with

the

word

as

or

like.

If

Robert

burns

had

written

―0

my

loves

a

red,

re

rose‖

with

the

word

like

omitted,

he

would

have

used

a

metaphor

instead

of

a

simile.

In

the

changed

line,

my

love‖

is

also

compared

to

a

red

rose,

but

there

is

no

word

to

indicate

the

comparison;

hence

rose

is

a

metaphor.

Step

3.

Practice:

Make

some

coordinative

and

subordinate

sentences

according

to

the

knowledge

mentioned

above.

Step

4.

Summary:

1.

Make

a

brief

summary

of

the

ways

of

making

oordinative

and

subordinate

sentences

2.

Summarize

the

contents

of

this

subject

Step

5.

Class

writing

Exercise:

Solar

Energy

Reference

answer:

The

energy

crisis

the

world

is

now

experiencing

has

forced

scientists

to

investigate

new

sources

of

energy.

It

is

clear

that

the

fossil

fuel

era

is

gradually

coming

to

an

end.

Oil

and

natural

gas

will

be

depleted

first,

followed

eventually

by

coal.

The

need

for

developing

energy

alternatives

is

thus

evident.

Solar

power

is

receiving

wide

attention

as

one

of

the

possible

best

sources

of

energy.

It

has

mainly

two

factors

in

its

favor.

Firstly,

unlike

fossil

fuels,

it

is

an

environmentally

clean

source

of

energy.

Secondly,

it

is

an

abundant

and

inexhaustible

source

of

energy.

However,

solar

power

has

its

disadvantages.

One

of

them

is

that

large

collecting

areas

are

required.

The

second

disadvantage

is

that

this

system

would

not

work

in

a

cloudy

area

as

well

as

at

night.

However,

in

sunny

area,

solar

power

could

help

solve

the

energy

crisis.

Step

6.

Assignment:

Chapter

2

Task1,2

P28-34

授課章節(jié)名稱

chapter

3

Developingparagraphs

教學(xué)目的與要求

Grasp

the

skills

of

developingparaphs教學(xué)重點

The

ways

of

skillfully

using

emphatic

sentences

教學(xué)難點

Grasp

the

skills

of

wring

effective

sentences

思考題與作業(yè)

Task

13-20

教案內(nèi)容：

I.

Teaching

method:

Discussion

and

interaction

II.

Teaching

procedures

Step

1.

Revision

and

lead-in

1.

Review

the

functions

of

coordination

and

subordination

2.

Discuss

the

skills

of

wring

effective

sentences

Step

2.

Presentation:

Effective

Sentences

1.

Unity

Unity

is

the

first

quality

of

an

effective

sentence.

A

unified

sentence

expresses

a

single

complete

thought.

It

does

not

contain

ideas

that

are

not

closely

related,

nor

does

it

express

a

thought

that

is

not

complete

by

itself.

2.Coherence

Coherence

means

clear

and

reasonable

connection

between

chapters,

a

sentence

is

coherent

when

its

words

or

chapters

are

properly

connected

and

their

relationships

unmistakably

clear.

It

is

not

coherent

if

it

has

faulty

parallel

constructions,

pronouns

with

ambiguous

reference,

dangling

or

misplaced

modifiers,

confusing

shifts

in

person

and

number,

or

in

voice,

tense,

and

mood.

Parallel

ideas

had

better

be

expressed

in

parallel

constructions,

which

give

emphasis,

clarity

and

coherence

to

a

sentence.

―what

he

says‖

and

―his

deeds‖

are

not

parallel

in

form,

so

one

of

them

has

to

be

changed.

The

second

sentence

is

faulty

for

the

same

reason

and

can

be

improved

in

the

same

way.

In

the

third,

―faith‖

and

―hope‖

are

parallel,

but

they

should

be

followed

by

different

prepositions.

The

three

sentences

are

labeled

―faulty‖

because

of

the

unclear

or

wrong

connection

between

certain

chapters.

In

the

first

sentence

―about

sportsmen‖

seems

to

modify

―magazine,‖

but

it

should

modify

―story.‖

In

the

second

the

which-clause

is

related

to

―bag‖

but

apparently

it

is

meant

to

modify

―books.‖

In

the

third

―at

first‖

may

modify

―mentioned‖

and

may

also

modify

―sounded‖

–an

ambiguity

that

should

be

cleared

up.

All

the

faults

are

caused

by

misplaced

modifiers.

The

faulty

sentences

are

not

coherent

because

of

a

confusing

change

in

person,

in

number,

in

mood,

and

in

voice

respectively.

A

sentence

should

be

consistent

in

these

respects.

Unnecessary

shifts

should

be

avoided.

3.

Conciseness

Chapter

7

writing

for

practical

purpose

letters

教學(xué)目的與要求

Grasp

the

skills

of

writing

personal

and

business

letters

教學(xué)重點

The

ways

of

writing

business

letters

教學(xué)難點

The

ways

of

writing

business

letters

思考題與作業(yè)

Task

19-26

教學(xué)內(nèi)容、設(shè)計與時間安排：

教案內(nèi)容：

I.

Teaching

method:

Discussion

and

interaction

II.

Teaching

procedures

Step

1.

Revision

and

lead-in

1.

Review

the

skills

of

notices

and

note

writing

2.

Discuss

the

skills

of

writing

personal

and

business

letters

Step

2.

Presentation:

I.

Letters

Letters

are

important

means

of

communication.

Generally

speaking,

there

are

two

types

of

letters,

business

letters

and

personal

letters.

…

1.

Form

A

letter

has

six

chapters:

the

heading,

the

inside

address,

the

salutation,

the

body,

the

complimentary

close,

and

the

signature.

(1)

The

heading

The

heading

gives

the

full

address

of

the

writer

and

the

date

of

the

letter.

…

(2)

The

inside

address

The

inside

address,

which

is

often

omitted

in

personal

letters,

gives

the

name

and

full

address

of

the

addressee.

(3)

The

salutation

The

salutation

is

a

greeting

to

the

addressee.

It

is

written

flush

with

the

left

margin

two

spaces

below

the

inside

address.

(4)

The

body

In

the

body

of

the

letter,

all

paragraphs

should

begin

flush

with

the

left

margin

(the

block

style)

or

begin

with

an

equal

indention

(the

indented

style),

and

the

letter

is

usually

single-spaced

within

the

paragraph

and

doubled-spaced

between

paragraphs.

(5)

The

complimentary

close

The

closing

of

a

business

letter

consists

of

three

chapters:

complimentary

close,

signature,

and

the

typed

name.

In

the

complimentary

close,

only

the

first

word

is

capitalized.

…

2.

Language

The

style

and

tone

of

letters

can

be

greatly

varied.

General

speaking,

the

style

and

tone

of

a

personal

letter

differ

from

those

of

a

business

letter-the

former

is

casual,

whereas

the

latter

is

formal.

…

(1)

Business

letters

1)

Invitation

2)

Application

for

entry

to

a

college

4)

Applications

for

visas

(2)

Personal

letters

II..

Curriculum

Vitae

A

curriculum

vitae(c.

v.)

or

resume

is

a

short

written

account

of

the

main

events

of

one’s

life.

It

is

often

required

when

one

applies

for

a

job.

…

1.

Name;

Unlike

most

Westerners.

We

Chinese

put

our

family

name

at

the

beginning

as

surname,

whereas

they

put

it

at

the

end

as

last

name.

…

2.

Address:

If

you

like,

you

may

write

both

your

business

or

temporary

address

and

your

home

address

for

example:

…

3.

Telephone:

(0)

or(W)

is

put

after

your

office

telephone

number

and

(H),

your

home

telephone

number.

4.

Marital

status:

Put

single

or

married(,

no/two

children).

5.

Education:

schools

should

be

listed

either

in

chronological

order

(usually

starting

from

the

year

when

you

entered

college

or

when

you

got

your

first

degree)

or

from

the

most

recent

backwards

with

the

dates

of

attendance.

…

6.

Professions/work

Experience:

Under

this

heading,

in

addition

to

the

date,

write

also

your

position/title

and

the

name

of

the

institution.

For

example:

…

7.

Awards/Honors

and

scholarships:

these

include

scholarships,

fellowships,

grants,

etc:

8.

Publications:

Books

and

articles

follow

the

format

of

the

bibliography

card

in

chapter

Eight

The

Research

Paper,

with

the

name

of

the

author

omitted.

…

9.

Professional

Affiliations/Memberships:

Examples

under

this

heading

are:

10.

Languages:

You

may

write

the

following

under

this

heading:

11.

References/Referees:

They

are

people

who

know

you

and

can

offer

information

or

recommendation.

The

normal

number

of

references

is

two

or

three,

and

it

is

imperative

that

you

obtain

their

permission

before

using

their

names.

In

addition

to

names

of

your

references,

provide

also

their

positions,

full

addresses

and

telephone

numbers.

Step

3.

Practice:

Discuss

the

method

of

writing

a

business

letter

with

the

method

mentioned

above.

Step

4.

Summary:

1.Make

a

brief

summary

of

the

ways

of

letter

writing

2.Summarize

the

contents

of

this

subject

Writing

exercise:

Write

a

personal

letter

to

your

friend

(about

200

words)

Step

5.

Assignment:

Chapter

7

Task11-20

p202-216

授課章節(jié)名稱

Chapter

8

Preparing

research

papers

Steps

and

formats

教學(xué)目的與要求

Grasp

the

methods

of

writing

the

research

paper

教學(xué)重點

The

format

of

research

paper

教學(xué)難點

The

format

of

research

paper

思考題與作業(yè)

Task

1-7

教學(xué)內(nèi)容、設(shè)計與時間安排、教案內(nèi)容：

I.

Teaching

method:

Discussion

and

interaction

II.

Teaching

procedures

Step

1.

Revision

and

lead-in

1.

Review

the

skills

of

writing

personal

and

business

letters

2.

Discuss

the

methods

of

writing

the

research

paperStep

2.

Presentation:

I.

Definition

and

Purpose

Having

learned

how

to

write

essays,

we

are

now

working

at

the

highest

and

the

most

difficult

stage

of

writing—thesis

writing

or

writing

of

a

research

paper.

…

In

the

process

of

preparing

a

research

paper,

we

may

at

least

achieve

the

following:

1)

we

may

learn

how

to

use

libraries,

how

to

read

books

critically

and

efficiently,

and

how

to

use

them

wisely

and

correctly.

2)

we

may

familiarize

ourselves

with

the

knowledge

and

mechanics

necessary

for

writing

a

research

paper.

II.

Steps

We

go

through

five

steps

or

stages

in

the

process

of

preparing

a

research

paper:

1)

choosing

a

topic;

2)

collecting

information;

3)

analyzing

the

information,

organizing

ideas,

and

working

out

an

outline;

1.

Choosing

a

Topic

The

selection

of

a

topic

is

the

first

important

step

in

preparing

a

research

paper.

An

inappropriate

decision

about

a

research

topic

may

lead

to

the

failure

of

the

whole

project,

or

at

least

a

waste

of

time

and

energy.

…

1)

Selecting

a

general

topic

2)

Reading

and

thinking

3)

Narrowing

down

the

scope

of

our

topic

to

a

facet

or

facets

which

can

be

developed

into

a

research

paper.

The

following

points

may

be

used

as

a

set

of

criteria

for

our

final

topic:

(1)

It

should

be

a

topic

that

is

meaningful

and

serious.

(2)

It

should

be

a

topic

which

we

are

able

to

handle.

(3)

It

should

be

a

topic

for

which

sufficient

materials

are

available.

(4)

It

should

be

a

topic

that

can

be

treated

objectively,

a

topic

that

does

not

involve

personal

likes

or

dislikes.

The

following

example

shows

how

to

restrict

the

scope

and

ho