英语写作教案.docx

英语写作教案.docx

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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：

教师姓名：

教师职称：

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

教案（首页）

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

ma（,）

2.period/fullstop（.）

3.semicoIon（;）

4.colon（:

）

5.questionmark（?

）

6.exclamationmark（!

）

7.quotationmark（—）||

8.Parentheses/brackets（（））

9.squarebrackets（[]）

10.dash（—）

11.slash

12.underlininganditalics

III.Assignment

Previewchapter2:

usingproperwordsTranslate“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—bigwords.Theymainlyappearinformalwriting,suchasscholarlyortheoreticalworks,politicalandlegaldocuments,andformallecturesandaddresses.Manysuchwordscontainthreeormorethanthreesyllables;mostofthemareofGreekorLatinorigin.Theyareseldomusedindailyconversation,exceptforspecialpurposes.

iswh<

n.Choiceofwords

Themeaningofawordhastwoaspects:

denotativeandconnotative.Aword's（

literallymeans,asdefinedbythedictionary;itsconnotationisthefeelingorideasuggestedbyit.

Forinstanee,country,nation,stateandlandhavemoreorlessthesamedenotationandmayallbetranslatedintoguojiainChinese,buttheirconnotationsarequitedifferent.Countryreferstoanareaoflandanditspopulationandgovernment,nationemphasizesthepeopleofacountry,statereferstothegovernmentorpoliticalorganizationofacountry,andlandislessprecisebutmoreliteraryandemotivethancountry.

Ascomparedhere,thesefourwordsmaybesaidtobesynonyms.EnglishisparticularlyrichinsynonymsasaresultofincorporatingwordsfromotherIanguagesoverthecenturies.Butweshouldrememberthatitisdifficulttofindtwowordsthatareexactlythesameinmeaninganduse.Theymaybedifferentinstylisticlevel,inthedegreeofemphasis,inemotionalcoloring,intone,andincollocation.

Smallandlittleareofteninterchangeable,butthereissomedifferenceinemotionalcoloringbetweenthem.Smallisobjective,whilelittlemayimplyafeelingoffondness.

Modestandhumblebothindicatealackofpride,butmodestyisavirtueandhumblenessisnot.Humble

oftenconnotesundueself-depreciation.Sotheyaredifferentintone:

oneislaudatoryandtheotherisderogatory.

Somesynonymshavedifferentcollocations:

theyarehabituallyusedwithcertainwords.Large,notbig,forinstanee,isusedtomodifynounslikeamount,numberandquantity（alargeamountofmoney,alargenumberofpeople,alargequantityofbeer,etc.）.Similarly,withnounsdenotingpersonalqualities,suchascourage,confidenee,ability,andwisdom,notbigorlarge,butgreat,iscommonlyused.

川.Generalandspecificwordsandsynonyms

Comparativelyspeaking,somewordsaremoregeneralormorespecificinmeaningthanothers.Professionals,forinstanee,ismoregeneralthanscientists,doctors,teachers,lawyers,journalists,etc.allofwhicharemorespecific.Butscientistsmaybecalledageneralwordwhencomparedwithphysicistsorchemists,which,inturn,ismoregeneralthanbiochemists.

Itiseasytoseethatthespecificwordsontherightaremuchmoreconcreteandcolorfulthanthegeneralonesontheleft;theyseemtomakethereadersee,hear,orfeelwhatthewriterwishestodescribe.

Usingspecificwordsshouldgoalongwithprovidingdetails,andthentherewillbeeffectiveandimpressivewriting.Studythefollowingexamples.

IV.Idiomsandsomephrases

iv

uagesoundnat

Anidiomisafixedgroupofwordswithaspecialmeaningwhichisdifferentfromthemeaningsofthewordsthatformit.ToreadabookIIforinstanee,isnotanidiom,forthemeaningofthephraseisthemeaningsofthethreewordsputtogether,and—abookIIcanbereplacedbyotherwordslil

or—anovelII.To—readbetweenthelinesIIisdifferent.Thefourwordsthatformnthhiirphiaastec

whatitmeansandnoneofthewordscanbechangedtoformanotherunderstandablephrase.

Idiomsarefrequentlyusedinspeechandwriting.Theyhelptomakeone'slang

idiomatic.ButinusingthemforeignlearnersofEnglishshouldrememberthefollowingtwopoints:

（1）mostidiomsareinformalorcolloquialinstyleandcanbeusedinconversation;butafewareslangandshouldbeusedwithcare,suchasallballedup,meaningtroubledorconfused,andtocoughup,meaningtoproducesomething;

（2）manyidiomshavebecomeclichsandarenotiongerfreshorinteresting,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:

1.coordinationandsubordination

1.Somesentencesfollowclimacticorder,thelastwordbeingthemostimportant,andbecausemanywordsarepiledupbeforethekeyword,thesenseofclimaxismadeverystrong.Mostofthesentencesarecompoundandcompound-complex,andallofthem,exceptthesecondhalfofthelastsentence,arelooseinstructure.Thereisnosuspenseorclimax;thetoneiseasy,relaxedandinformal.Thewriterusestheseloosesentencesbecauseheisenumeratingfactsorideasofequalimportanee,andalsobecauseheaimsatanaturalandorderlypresentation.

Loosesentencesareeasier,simpler,morenaturalanddirect;periodicsentencesaremorecomplex,emphatic,formal,orliterary.

Whenasentencecontainstwoormorechaptersofthesameformandgrammaticalfunction,itisonewithparallelconstructions:

Suchparallelsentencesareemphaticandforceful.Whenasentencecontainstwoparallelclausessimilarinstructurebutcontrastedinmeaning,itisabalaneedsentence.

Balaneedsentencesareimpressivebecauseofthecontrast,andpleasingtohearbecauseoftherhythm.Theyaremainlyusedinformalwriting,likeexpositoryandargumentativeprose,andspeeches.

2.Figuresofspeech

Therearevariouswaysofusingwordsfiguratively.Theyarecalledfiguresofspeech.Amongthemostcommonofthemare:

1.Simileitisacomparisonbetweentwodistinctlydifferentthingsandthecomparisonisindicatedbythewordasorlike:

2.Metaphoritistheuseofawordwhichoriginallydenotesonethingtorefertoanotherwitha

similarquality.Itisalsoacomparison,butthecomparisonisimplied,notexpressedwiththewordasor

hewouldhav

toaredrose,

like.IfRobertburnshadwritten—0mylove'sared,reroseIIwiththewordlikeomittei

usedametaphorinsteadofasimile.Inthechangedline,—myloveIIisalsocompare

isnowordtoindicatethecomparison;henceroseisametaphor.

Step3.Practice:

Makesomecoordinativeandsubordinatesentencesaccordingtotheknowledgementionedabove.

Step4.Summary:

1.Makeabriefsummaryofthewaysofmakingoordinativeandsubordinatesentences

2.Summarizethecontentsofthissubject

Step5.ClasswritingExercise:

SolarEnergy

Refereneeanswer:

Theenergycrisisthew