英语写作教案.docx

1、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

2、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：

3、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C

4、hapter 1 Pun ctuati on and Manu script Form第1 次课（2学时）教学目的与要求Basic kno wledge about writ ing教学重点Pun ctuati on教学难点Pun ctuati on思考题与作业Task 1-3 in chapter one教学内容、设计与时间安排：I.Manu script form1. Rules for titleWhere should a title be placed?What kind of words should be capitalized? And what should not be?I

5、s there a full stop?Is there a questi on mark?What to do with the title of a book or an article?2. Word divisio nOne syllable wordsStressed close syllablesConsonant plus - leA si ngle letterA two-letter endingMisleadi ng divisio nWords with hyphe n3. Capitalizati onProper n amesKey words in titlesFi

6、rst words of sentencesII.Pun ctuati onma (,)2.period/ full stop (.)3.semico Ion (;)4.colon (:)5.questi on mark (?)6.exclamati on mark (!)7.quotati on mark ( )|8.Pare ntheses/ brackets ()9.square brackets ()10.dash ()11.slash12.un derl ining and italicsIII. Assig nmentPreview chapter 2: using proper

7、words Tran slate “ I” in to proper Chin ese.授课章节名称Chapter 2 Using proper words第1 次课（2学时）教学目的与要求Grasp correct usage of words教学重点Dictio n教学难点The ways of disti nguish ing the levels of words思考题与作业Task 1-2教学内容、设计与时间安排:I.Teach ing method:Discussi on and in teracti onII.Teach ing proceduresStep 1. Revisio

8、n and lead-in1.Tell the function of the words2.Discuss the synonyms and antonymsStep 2. Presentation:I . Types of wordsThe words that are often used may be divided, from a stylistic point of view, into three types: formal, com mon, and colloquialFormal words may also be called learned words, or lite

9、rary words, or big words. 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 tha n three syllables; most of them are of Greek or Latin origin. They are seldom used in da

10、ily conversation, except for special purposes.is whn . Choice of wordsThe meaning of a word has two aspects: denotative and connotative. A word s(literally means, as defi ned by the dicti on ary; its conno tati on is the feeli ng or idea suggested by it.For instanee, country, nation, state and land

11、have more or less the same denotation and may all be tran slated into guojia in Chin ese, but their conno tati ons are quite differe nt. 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 organiz

12、ation of a country, and land is less precise but more literary and emotive than coun try.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 Ianguages over the centuries. But we should remember that it

13、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

14、them. Small is objective, while little may imply a feeling of fondness.Modest and humble both in dicate a lack of pride, but modesty is a virtue and humble ness is not. Humbleoften connotes undue self-depreciation. So they are different in tone: one is laudatory and the other is derogatory.Some syno

15、nyms have differe nt collocati ons: they are habitually used with certa in words. Large, not big, for in sta nee, is used to modify nouns like amount, nu mber and qua ntity (a large amount of mon ey, a large number of people, a large quantity of beer, etc.). Similarly, with nouns denoting personal q

16、ualities, such as courage, con fide nee, ability, and wisdom, not big or large, but great, is com monly used.川.General and specific words and synonymsComparatively speaking, some words are more general or more specific in meaning than others. Professi on als, for in sta nee, is more gen eral tha n s

17、cie ntists, doctors, teachers, lawyers, jo urn alists, etc. all of which are more specific. But scie ntists may be called a gen eral word whe n compared with physicists or chemists, which, in tur n, is more gen eral tha n biochemists.It is easy to see that the specific words on the right are much mo

18、re concrete and colorful than the gen eral 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 writi ng. Study the follow ing examples.IV .Idi

19、oms and some phrasesivuage sound natAn idiom is a fixed group of words with a special meaning which is differe nt from the meanings of the words that form it. To read a book II for instanee, is not an idiom, for the meaning of the phrase is the meanings of the three words put together, and a book II

20、 can be replaced by other words lilor a novel II . To read between the lines II is different. The four words that formnthhiirphiaaste cwhat it means and none of the words can be cha nged to form ano ther un dersta ndable phrase.Idioms are frequently used in speech and writing. They help to make one

21、s langidiomatic. But in using them foreign learners of English should remember the following two points: (1) most idioms are in formal or colloquial in style and can be used in con versati on; but a few are sla ng and should be used with care, such as all balled up, meaning troubled or con fused, an

22、d to cough up, meaning to produce someth ing; (2) many idioms have become clich s and are notion ger fresh or in teresti ng, such as armed to the teeth and as good as gold, and should be used spari ngly.Step 3. Practice:List some idioms, such as:Practice makes perfect.When in Rome, do as the Roma ns

23、 do.All roads lead to Rome.Step 4. Summary:1.Make a brief summary of the word usage2.Summarize the synonymsStep 5. Assignment:Chapter 1Finish doing the task 1,2 ,3 on p2-14授课章节名称Chapter 3 chapter 3 Making sentencescorrect sentences ; coord ination and subord ination第1 次课（2学时）教学目的与要求Grasp the coord i

24、n ative and subord in ate sentences教学重点The ways of making complex sentences in writing教学难点The ways of making complex sentences in writing思考题与作业Task 1-13教学内容、设计与时间安排：I.Teach ing method:Discussi on and in teracti onII.Teach ing proceduresStep 1. Revision and lead-in1.Review the ways of complex sentenc

25、e making2.Discuss the fun cti ons ofcoord in ati on and subord in ati onStep 2. Presentation:1.coord in ati on and subord in ati on1. 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 ve

26、ry strong. Most of the senten ces are compo und and compo un d-complex, and all of them, except the sec ond half of the last senten ce, are loose in structure. There is no suspe nse or climax; the tone is easy, relaxed and in formal. The writer uses these loose sentences because he is enumerating fa

27、cts or ideas of equal importanee, and also because he aims at a n atural and orderly prese ntati on.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 gram

28、matical function, it is one with parallel con structi ons:Such parallel sentences are emphatic and forceful. When a sentence contains two parallel clauses similar in structure but con trasted in meanin g, it is a bala need senten ce.Bala need senten ces are impressive because of the con trast, and p

29、leas ing to hear because of the rhythm. They are mainly used in formal writ in g, like expository and argume ntative prose, and speeches.2.Figures of speechThere are various ways of using words figuratively. They are called figures of speech. Among the most com mon of them are:1.Simile it is a compa

30、rison 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 asimilar quality. It is also a comparison, but the comparison is implied, not expressed with the word as

31、 or,he would havto a red rose,like. If Robert burns had written 0 my love s a red, re rose II with the word like omitteiused a metaphor in stead of a simile. I n the cha nged line, my love II is also compareis no word to indicate the comparison; hence rose is a metaphor.Step 3. Practice:Make some co

32、ord in ative and subord in ate sentences accord ing to the kno wledge men ti oned above.Step 4. Summary:1.Make a brief summary of the ways of makingoordinative and subordinate sentences2.Summarize the contents of this subjectStep 5. Class writing Exercise:Solar En ergyRefere nee an swer:The energy crisis the w