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月第二次印刷教案（首页）第3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.RulesfortitleWhereshouldatitlebeplaced?Whatkindofwordsshouldbecapitalized?Andwhatshouldnotbe?Isthereafullstop?Isthereaquestionmark?Whattodowiththetitleofabookoranarticle?2.WorddivisionOnesyllablewordsStressedclosesyllablesConsonantplus–leAsingleletterAtwo-letterendingMisleadingdivisionWordswithhyphen…3.CapitalizationPropernamesKeywordsintitlesFirstwordsofsentencesII.Punctuation1.comma(,)2.period/fullstop(.)教案（续页）第4页3.semicolon(;)4.colon(:)5.questionmark(?)6.exclamationmark(!)7.quotationmark(“”)8.Parentheses/brackets(())9.squarebrackets([])10.dash(—)11.slash12.underlininganditalicsIII.AssignmentPreviewchapter2:usingproperwordsTranslate“I”intoproperChinese.教案（续页）第5页授课章节名称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:DiscussionandinteractionII.TeachingproceduresStep1.Revisionandlead-in1.Tellthefunctionofthewords2.DiscussthesynonymsandantonymsStep2.Presentation:Ⅰ.TypesofwordsThewordsthatareoftenusedmaybedivided,fromastylisticpointofview,intothreetypes:formal,common,andcolloquialFormalwordsmayalsobecalledlearnedwords,orliterarywords,or“big”words.Theymainlyappearinformalwriting,suchasscholarlyortheoreticalworks,politicalandlegaldocuments,andformallecturesandaddresses.Manysuchwordscontainthreeormorethanthreesyllables;mostofthemareofGreekorLatinorigin.Theyareseldomusedindailyconversation,exceptforspecialpurposes.Ⅱ.ChoiceofwordsThemeaningofawordhastwoaspects: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.Humble教案（续页）第6页oftenconnotesundueself-depreciation.Sotheyaredifferentintone:oneislaudatoryandtheotherisderogatory.Somesynonymshavedifferentcollocations:theyarehabituallyusedwithcertainwords.Large,notbig,forinstance,isusedtomodifynounslikeamount,numberandquantity(alargeamountofmoney,alargenumberofpeople,alargequantityofbeer,etc.).Similarly,withnounsdenotingpersonalqualities,suchascourage,confidence,ability,andwisdom,notbigorlarge,butgreat,iscommonlyused.Ⅲ.GeneralandspecificwordsandsynonymsComparativelyspeaking,somewordsaremoregeneralormorespecificinmeaningthanothers.Professionals,forinstance,ismoregeneralthanscientists,doctors,teachers,lawyers,journalists,etc.allofwhicharemorespecific.Butscientistsmaybecalledageneralwordwhencomparedwithphysicistsorchemists,which,inturn,ismoregeneralthanbiochemists.Itiseasytoseethatthespecificwordsontherightaremuchmoreconcreteandcolorfulthanthegeneralonesontheleft;theyseemtomakethereadersee,hear,orfeelwhatthewriterwishestodescribe.Usingspecificwordsshouldgoalongwithprovidingdetails,andthentherewillbeeffectiveandimpressivewriting.Studythefollowingexamples.Ⅳ.IdiomsandsomephrasesAnidiomisafixedgroupofwordswithaspecialmeaningwhichisdifferentfromthemeaningsofthewordsthatformit.Toreadabook”,forinstance,isnotanidiom,forthemeaningofthephraseisthemeaningsofthethreewordsputtogether,and“abook”canbereplacedbyotherwordslike“anewspaper”or“anovel”.To“readbetweenthelines”isdifferen