英語寫作教案.doc

沈陽大學(xué)科技工程學(xué)院教 案2011 2012 學(xué)年 第 1 學(xué)期課程名稱： 英語寫作 教師所在院、系： 外國語學(xué)院 學(xué)生所在專業(yè)、班級： 教師姓名： 教師職稱： “英語寫作”課程綜述本課程的主要內(nèi)容：本課程屬于英語專業(yè)重要的專業(yè)學(xué)科必修課、考查課。講授對象為外國語學(xué)院英語專業(yè)二年級學(xué)生。它的目的在于培養(yǎng)學(xué)生初步的英語寫作能力，包括詞的選擇、句子構(gòu)成、提綱、文章摘要、段落展開、短文寫作以及簡單的應(yīng)用文寫作等。要求學(xué)生掌握各種文體，如記敘文、說明文和議論文。做到文章內(nèi)容切題，條理清楚，語言得體，內(nèi)容完整，語法正確。并能正確書寫一般的書信、通知、便條及請貼等應(yīng)用文。寫作課培養(yǎng)學(xué)生有一定的審題判斷能力，并對多方面的熱門話題有一定的思辨能力、較強(qiáng)的邏輯推理能力、一定的文體知識、充實(shí)的詞匯量和流暢地道的英語表達(dá)能力。最終達(dá)到通過寫作體現(xiàn)其跨文化交際能力。并能理論聯(lián)系實(shí)際，為今后工作打下良好基礎(chǔ)。本課程與其他課程的關(guān)系：寫作課培養(yǎng)學(xué)生有一定的審題判斷能力，并對多方面的熱門話題有一定的思辨能力、較強(qiáng)的邏輯推理能力、一定的文體知識、充實(shí)的詞匯量和流暢地道的英語表達(dá)能力。最終達(dá)到通過寫作體現(xiàn)其跨文化交際能力。并能理論聯(lián)系實(shí)際，為今后工作打下良好基礎(chǔ)。寫作為其他課程提供學(xué)生正確的評論思維能力，為外貿(mào)函電，商務(wù)寫作等專業(yè)課打下基礎(chǔ)。本課程總學(xué)時(學(xué)分)數(shù)：32本課程的考核方式：考查本課程的教材：英語寫作基礎(chǔ)教程丁往道主編 高等教育出版社 1998年8月第一版本課程的主要參考書：（5）大學(xué)英文寫作第1-4冊林奈學(xué)主編 南京大學(xué)出版社 1997年2月第一版 1998年4月第二次印刷（1）英語寫作與抽象名詞表達(dá) 蔡基剛編著 復(fù)旦大學(xué)出版社 2003年9月第1版第1 次印刷（2）英語寫作過程、案例及手冊申屠青編著 中國物價出版社 2001年7月第一版 2002年1月第二次印刷（3）英語寫作見進(jìn) 秦伯黨主編 上海交通大學(xué)出版社 1998年9月第一版 1998年11月第二次印刷教 案（續(xù)頁）授課章節(jié)名稱 chapter 1 punctuation and manuscript form 第 1 次課（2學(xué)時）教學(xué)目的與要求basic knowledge about writing 教學(xué)重點(diǎn)punctuation 教學(xué)難點(diǎn)punctuation 思考題與作業(yè)task 1-3 in chapter one教學(xué)內(nèi)容、設(shè)計與時間安排：i. manuscript form n 1. rules for title where should a title be placed? what kind of words should be capitalized? and what should not be? is there a full stop? is there a question mark? what to do with the title of a book or an article? 2. word division n one syllable words n stressed close syllables n consonant plus len a single letter n a two-letter ending n misleading division n words with hyphen n 3. capitalization n proper names n key words in titles n first words of sentences ii. punctuation n 1. comma (,)n 2. period/ full stop (.)n 3.semicolon (;)n 4. colon (:)n 5. question mark (?)n 6. exclamation mark (!)n 7. quotation mark (“”)n 8.parentheses/ brackets ()n 9. square brackets ( )n 10. dash ()n 11. slash n 12. underlining and italics iii. assignment n preview chapter 2: using proper words n translate “i” into proper chinese. 授課章節(jié)名稱chapter 2 using proper words第 1 次課（2學(xué)時）教學(xué)目的與要求grasp correct usage of words 教學(xué)重點(diǎn)diction 教學(xué)難點(diǎn)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 interactionii. teaching proceduresstep 1. revision and lead-in 1. tell the function of the words 2. discuss the synonyms and antonymsstep 2. presentation: . 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 “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 than three syllables; most of them are of greek or latin origin. they are seldom used in daily conversation, except for special purposes. . choice of words the meaning of a word has two aspects: denotative and connotative. a words 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. .general and specific words and synonymscomparatively 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. idioms and some phrasesan 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 ones 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 clichs 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授課章節(jié)名稱chapter 3 chapter 3 making sentences correct sentences ; coordination and subordination第 1 次課（2學(xué)時）教學(xué)目的與要求grasp the coordinative and subordinate sentences教學(xué)重點(diǎn)the ways of making complex sentences in writing教學(xué)難點(diǎn)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 interactionii. teaching proceduresstep 1. revision and lead-in 1. review the ways of complex sentence making2. discuss the functions of coordination and subordinationstep 2. presentation: i. coordination and subordination1. 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 sentences2. summarize the contents of this subjectstep 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 making sentences effective sentences第 2 次課（2學(xué)時）教學(xué)目的與要求grasp the skills of wring effective sentences教學(xué)重點(diǎn)the ways of skillfully using emphatic sentences 教學(xué)難點(diǎn)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 interactionii. teaching proceduresstep 1. revision and lead-in 1. review the functions of coordination and subordination2. discuss the skills of wring effective sentences step 2. presentation: effective sentences1. 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 a sentence should contain no unnecessary words. if the idea is fully expressed, the fewer words are used, the better. wordiness only obscures, instead of clarifying, the idea. but one often uses more words than necessary, so it is a good habit to reread what has been written to see if there are words that can be deleted without affecting the meaning expressed. compare the following the same words are repeated in the fist sentence, and different words with the same meaning (“in my opinion” and “i think,” “jointly” and “in collaboration with”) are used in the second and third sentences.conciseness can sometimes be achieved by changing the sentence structure, compare:these examples show that sometimes a clause can be replaced by a phrase and a phrase by a word without any change in the meaning. they also show that6 sometimes two sentences may be combined with the idea of the less important one expressed in a phrase, an attributive clause, or some other form. 4. emphasis when there is an important idea, it should be expressed with emphasis, in speech people use various ways for this purpose, such as speaking loudly, or slowly, saying very short sentences, or using a gesture. in writing there are also ways for placing emphasis on sentences or words that should be emphasized. (1) emphatic sentences (2) emphasis within the sentence 5.variety variety is essential to good writing. a series of sentences of the same structure and length, beginning with the same noun or pronoun as the subject, would sound monotonous. variety is achieved when short sentences are used in between long ones, simple sentences in between compound and complex ones, periodic sentences in between loose ones. an occasional question. command, of exclamation among statements may also be helpful. but variety is not to be sought for its own sake. the structure and length of sentences are primarily determined by the ideas to be expressed. only when ideas are properly expressed is variety desirable. step 3. practice: make some effective sentences according to the knowledge mentioned above. step 4. summary:1. make a brief summary of the ways of making effective sentences in unity, coherence and so on.2. summarize the contents of this subjectstep 5. assignment: writing: how to spend a meaningful life chapter 3 task15,16,17,18p71-76授課章節(jié)名稱chapter 4 developing paragraphfeatures of paragraph 第 1 次課（2學(xué)時）教學(xué)目的與要求grasp writing paragraph in effective ways教學(xué)重點(diǎn)the ways of transition教學(xué)難點(diǎn)the ways of transition思考題與作業(yè)task 1 教學(xué)內(nèi)容、設(shè)計與時間安排：i. teaching method: discussion and interactionii. teaching proceduresstep 1. revision and lead-in 1. review he skills of wring effective sentences 2. discuss the skills of developing paragraphstep 2. presentation: .effective paragraphs 1. unity unity of a paragraph is concerned with its content. if all the sentences in the paragraph lead to one central theme, the paragraph is unified. the central theme is usually summarized in what is called the topic sentence. it often appears at the beginning of the paragraph; however. it often appears at the beginning of the paragraph; however, it may also be found in the middle or at the end of a paragraph. 2. coherence coherence of a paragraph is concerned with its form, or its organization. the sentences in a paragraph should be arranged in a clear, logical order, and the transitions should be smooth and natural. as a result, the reader finds it easy to follow the writers train of thought and understand what he is talking about. 3. transition coherence may not be perfect even if the writer arranges his sentences in a clear, logical order. he has to use gook transitions so that one sentence runs smoothly to another. the following ways may help the writer to produce a fluent paragraph:a. using parallel structures; b. repeating words or word groups;c. using pronouns to refer to nouns in preceding sentences;d. being consistent in the person and number of nouns and pronouns, and the tense of verbs. e. using transitional expressions 1) connectives and transitional ph