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英语写作教案
沈阳大学科技工程学院
教案
2011~2012学年第1学期
课程名称:
英语写作
教师所在院、系:
外国语学院
学生所在专业、班级:
10级1-3班
教师姓名:
袁丹
教师职称:
讲师
“英语写作”课程综述
本课程的主要内容:
本课程属于英语专业重要的专业学科必修课、考查课。
讲授对象为外国语学院英语专业二年级学生。
它的目的在于培养学生初步的英语写作能力,包括词的选择、句子构成、提纲、文章摘要、段落展开、短文写作以及简单的应用文写作等。
要求学生掌握各种文体,如记叙文、说明文和议论文。
做到文章内容切题,条理清楚,语言得体,内容完整,语法正确。
并能正确书写一般的书信、通知、便条及请贴等应用文。
写作课培养学生有一定的审题判断能力,并对多方面的热门话题有一定的思辨能力、较强的逻辑推理能力、一定的文体知识、充实的词汇量和流畅地道的英语表达能力。
最终达到通过写作体现其跨文化交际能力。
并能理论联系实际,为今后工作打下良好基础。
本课程与其他课程的关系:
写作课培养学生有一定的审题判断能力,并对多方面的热门话题有一定的思辨能力、较强的逻辑推理能力、一定的文体知识、充实的词汇量和流畅地道的英语表达能力。
最终达到通过写作体现其跨文化交际能力。
并能理论联系实际,为今后工作打下良好基础。
写作为其他课程提供学生正确的评论思维能力,为外贸函电,商务写作等专业课打下基础。
本课程总学时(学分)数:
32
本课程的考核方式:
考查
本课程的教材:
《英语写作基础教程》丁往道主编高等教育出版社1998年8月第一版
本课程的主要参考书:
(5)《大学英文写作》第1-4册林奈学主编南京大学出版社1997年2月第一版1998年4月第二次印刷
(1)《英语写作与抽象名词表达》蔡基刚编著复旦大学出版社2003年9月第1版第1次印刷
(2)《英语写作—过程、案例及手册》申屠青编著中国物价出版社2001年7月第一版2002年1月第二次印刷
(3)《英语写作见进》秦伯党主编上海交通大学出版社1998年9月第一版1998年11月第二次印刷
授课章节名称
Chapter1PunctuationandManuscriptForm
第1次课(2学时)
教学目的与要求
Basicknowledgeaboutwriting
教学重点
Punctuation
教学难点
Punctuation
思考题与作业
Task1-3inchapterone
教学内容、设计与时间安排:
I.Manuscriptform
⏹1.Rulesfortitle
Whereshouldatitlebeplaced?
Whatkindofwordsshouldbecapitalized?
Andwhatshouldnotbe?
Isthereafullstop?
Isthereaquestionmark?
Whattodowiththetitleofabookoranarticle?
2.Worddivision
⏹Onesyllablewords
⏹Stressedclosesyllables
⏹Consonantplus–le
⏹Asingleletter
⏹Atwo-letterending
⏹Misleadingdivision
⏹Wordswithhyphen
⏹…
3.Capitalization
⏹Propernames
⏹Keywordsintitles
⏹Firstwordsofsentences
II.Punctuation
⏹1.comma(,)
⏹2.period/fullstop(.)
⏹3.semicolon(;)
⏹4.colon(:
)
⏹5.questionmark(?
)
⏹6.exclamationmark(!
)
⏹7.quotationmark(“”)
⏹8.Parentheses/brackets(())
⏹9.squarebrackets([])
⏹10.dash(—)
⏹11.slash
⏹12.underlininganditalics
III.Assignment
⏹Previewchapter2:
usingproperwords
⏹Translate“I”intoproperChinese.
授课章节名称
Chapter2Usingproperwords
第1次课(2学时)
教学目的与要求
Graspcorrectusageofwords
教学重点
Diction
教学难点
Thewaysofdistinguishingthelevelsofwords
思考题与作业
Task1-2
教学内容、设计与时间安排:
I.Teachingmethod:
Discussionandinteraction
II.Teachingprocedures
Step1.Revisionandlead-in
1.Tellthefunctionofthewords
2.Discussthesynonymsandantonyms
Step2.Presentation:
Ⅰ.Typesofwords
Thewordsthatareoftenusedmaybedivided,fromastylisticpointofview,intothreetypes:
formal,common,andcolloquial
Formalwordsmayalsobecalledlearnedwords,orliterarywords,or“big”words.Theymainlyappearinformalwriting,suchasscholarlyortheoreticalworks,politicalandlegaldocuments,andformallecturesandaddresses.Manysuchwordscontainthreeormorethanthreesyllables;mostofthemareofGreekorLatinorigin.Theyareseldomusedindailyconversation,exceptforspecialpurposes.
Ⅱ.Choiceofwords
Themeaningofawordhastwoaspects:
denotativeandconnotative.Aword’sdenotationiswhatitliterallymeans,asdefinedbythedictionary;itsconnotationisthefeelingorideasuggestedbyit.
Forinstance,country,nation,stateandlandhavemoreorlessthesamedenotationandmayallbetranslatedintoguojiainChinese,buttheirconnotationsarequitedifferent.Countryreferstoanareaoflandanditspopulationandgovernment,nationemphasizesthepeopleofacountry,statereferstothegovernmentorpoliticalorganizationofacountry,andlandislessprecisebutmoreliteraryandemotivethancountry.
Ascomparedhere,thesefourwordsmaybesaidtobesynonyms.Englishisparticularlyrichinsynonymsasaresultofincorporatingwordsfromotherlanguagesoverthecenturies.Butweshouldrememberthatitisdifficulttofindtwowordsthatareexactlythesameinmeaninganduse.Theymaybedifferentinstylisticlevel,inthedegreeofemphasis,inemotionalcoloring,intone,andincollocation.
Smallandlittleareofteninterchangeable,butthereissomedifferenceinemotionalcoloringbetweenthem.Smallisobjective,whilelittlemayimplyafeelingoffondness.
Modestandhumblebothindicatealackofpride,butmodestyisavirtueandhumblenessisnot.Humbleoftenconnotesundueself-depreciation.Sotheyaredifferentintone:
oneislaudatoryandtheotherisderogatory.
Somesynonymshavedifferentcollocations:
theyarehabituallyusedwithcertainwords.Large,notbig,forinstance,isusedtomodifynounslikeamount,numberandquantity(alargeamountofmoney,alargenumberofpeople,alargequantityofbeer,etc.).Similarly,withnounsdenotingpersonalqualities,suchascourage,confidence,ability,andwisdom,notbigorlarge,butgreat,iscommonlyused.
Ⅲ.Generalandspecificwordsandsynonyms
Comparativelyspeaking,somewordsaremoregeneralormorespecificinmeaningthanothers.Professionals,forinstance,ismoregeneralthanscientists,doctors,teachers,lawyers,journalists,etc.allofwhicharemorespecific.Butscientistsmaybecalledageneralwordwhencomparedwithphysicistsorchemists,which,inturn,ismoregeneralthanbiochemists.
Itiseasytoseethatthespecificwordsontherightaremuchmoreconcreteandcolorfulthanthegeneralonesontheleft;theyseemtomakethereadersee,hear,orfeelwhatthewriterwishestodescribe.
Usingspecificwordsshouldgoalongwithprovidingdetails,andthentherewillbeeffectiveandimpressivewriting.Studythefollowingexamples.
Ⅳ.Idiomsandsomephrases
Anidiomisafixedgroupofwordswithaspecialmeaningwhichisdifferentfromthemeaningsofthewordsthatformit.Toreadabook”,forinstance,isnotanidiom,forthemeaningofthephraseisthemeaningsofthethreewordsputtogether,and“abook”canbereplacedbyotherwordslike“anewspaper”or“anovel”.To“readbetweenthelines”isdifferent.Thefourwordsthatformthephrasegivenohintastowhatitmeansandnoneofthewordscanbechangedtoformanotherunderstandablephrase.
Idiomsarefrequentlyusedinspeechandwriting.Theyhelptomakeone’slanguagesoundnaturalandidiomatic.ButinusingthemforeignlearnersofEnglishshouldrememberthefollowingtwopoints:
(1)mostidiomsareinformalorcolloquialinstyleandcanbeusedinconversation;butafewareslangandshouldbeusedwithcare,suchasallballedup,meaningtroubledorconfused,andtocoughup,meaningtoproducesomething;
(2)manyidiomshavebecomeclichésandarenolongerfreshorinteresting,suchasarmedtotheteethandasgoodasgold,andshouldbeusedsparingly.
Step3.Practice:
Listsomeidioms,suchas:
Practicemakesperfect.
WheninRome,doastheRomansdo.
AllroadsleadtoRome.
Step4.Summary:
1.Makeabriefsummaryofthewordusage
2.Summarizethesynonyms
Step5.Assignment:
Chapter1
Finishdoingthetask1,2,3onp2-14
授课章节名称
Chapter3chapter3Makingsentences
correctsentences;coordinationandsubordination
第1次课(2学时)
教学目的与要求
Graspthecoordinativeandsubordinatesentences
教学重点
Thewaysofmakingcomplexsentencesinwriting
教学难点
Thewaysofmakingcomplexsentencesinwriting
思考题与作业
Task1-13
教学内容、设计与时间安排:
I.Teachingmethod:
Discussionandinteraction
II.Teachingprocedures
Step1.Revisionandlead-in
1.Reviewthewaysofcomplexsentencemaking
2.Discussthefunctionsofcoordinationandsubordination
Step2.Presentation:
I.coordinationandsubordination
1.Somesentencesfollowclimacticorder,thelastwordbeingthemostimportant,andbecausemanywordsarepiledupbeforethekeyword,thesenseofclimaxismadeverystrong.Mostofthesentencesarecompoundandcompound-complex,andallofthem,exceptthesecondhalfofthelastsentence,arelooseinstructure.Thereisnosuspenseorclimax;thetoneiseasy,relaxedandinformal.Thewriterusestheseloosesentencesbecauseheisenumeratingfactsorideasofequalimportance,andalsobecauseheaimsatanaturalandorderlypresentation.
Loosesentencesareeasier,simpler,morenaturalanddirect;periodicsentencesaremorecomplex,emphatic,formal,orliterary.
Whenasentencecontainstwoormorechaptersofthesameformandgrammaticalfunction,itisonewithparallelconstructions:
Suchparallelsentencesareemphaticandforceful.Whenasentencecontainstwoparallelclausessimilarinstructurebutcontrastedinmeaning,itisabalancedsentence.
Balancedsentencesareimpressivebecauseofthecontrast,andpleasingtohearbecauseoftherhythm.Theyaremainlyusedinformalwriting,likeexpositoryandargumentativeprose,andspeeches.
2.Figuresofspeech
Therearevariouswaysofusingwordsfiguratively.Theyarecalledfiguresofspeech.Amongthemostcommonofthemare:
1.Simileitisacomparisonbetweentwodistinctlydifferentthingsandthecomparisonisindicatedbythewordasorlike:
2.Metaphoritistheuseofawordwhichoriginallydenotesonethingtorefertoanotherwithasimilarquality.Itisalsoacomparison,butthecomparisonisimplied,notexpressedwiththewordasorlike.IfRobertburnshadwritten“0mylove’sared,rerose”withthewordlikeomitted,hewouldhaveusedametaphorinsteadofasimile.Inthechangedline,“mylove”isalsocomparedtoaredrose,butthereisnowordtoindicatethecomparison;henceroseisametaphor.
Step3.Practice:
Makesomecoordinativeandsubordinatesentencesaccordingtotheknowledgementionedabove.
Step4.Summary:
1.Makeabriefsummaryofthewaysofmakingoordinativeandsubordinatesentences
2.Summarizethecontentsofthissubject
Step5.ClasswritingExercise:
SolarEnergy
Referenceanswer:
Theenergycrisistheworldisnowexperiencinghasforcedscientiststoinves