英语写作手册教案.docx

英语写作手册教案.docx

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英语写作手册教案

Part1ParagraphDevelopmentbyListing

一、讲课时间：

Feb.22-Feb.25

二、讲课种类：

理论课

三、讲课题目：

Paragraphdevelopmentbylisting

四、教课目标和要求：

Tomakethestudentsknowhowtodevelopparagraphsbylisting五．教课要点及难点：

Thestructureofalistingparagraph

六、教课方法、基本内容与步骤

讲解法、议论法、师生互动

StepIGreetings

StepIIIntroductiontoTEM4

StepIIIPresentation

Focus:

Listingisprobablythemostcommonwaytodevelopaparagraph

Thestructureofalistingparagraph

Notes

Samplesandanalyses

Listingisanextremelycommonwaytodevelopparagraphs.Itcanbeusedtoanalyze

causesandeffects,tostatetheimportanceofsomething,tolisttheshortcomingsor

benefits.Itcanalsobeusedtorefuteopponents’ideas,ortostatepersonalopinions

5.1Thestructure

Mostoftenlistingparagraphstartswithageneralstatementandproceedstodetails.Inotherwords,theparagraphstartswithatopicsentencethatstatesapointofviewandthenprovidesdiscussionsusuallyorderedfromthemostimportantideatotheleastimportant,orviceversa.

Thefollowingformatsshowhowparagraphcanbebuiltupbylisting.

1.TheimportanceofEnglishcannotbeoveremphasized.First,.

Second,.Third,.Finally,.

2.ThisbookwillhaveamajorimpactonbothpoliticsandeconomicsinChina.

Inpolitics,

Ineconomics,.

3.Readingextensivelyisobviouslyofgreatbenefitinlearninganewlanguage.

Foronething,.

Foranother,.

Intheend,

4.Thenegativeeffectsoftheinfectionsdiseaseonservicebusinesseswereobviousinthefirstfewmonths.

Firstly/forexample,.

1

Secondly,.

Thirdly,.

Lastly,.

5.2Notes

Thereareseveralpointsthatareworthourattentionwhenwebuildaparagraphbylisting:

First,arrangethesupportingideasinalogicalorder.Itistruethatweshouldarrangethesupportingideasinalogicalorderineverythingwewriteforotherpeople;otherwise,paragraphsarenoteffectiveorcannotbebestfollowedbyreaders.Chinesestudents,whenwritinginEnglish,tendtofocusalltheirattentiononexpressingideas,andthusignorethearrangementoftheideas.

Forexample:

Teachersofforeignlanguagesshouldbeextremelywell-qualified

inordertocarryout

theirdutiesproperly.Interestinteaching,socialskillstodealwithallkindsofstudents,

masteryofmodernaudio-lingualtechniquesandcompetenceinthetargetlanguageare

fourbasicrequirementsoflanguageteachers

Iftheparagraphgoesonfromthistopicsentence,theparagraphwillnotbequiteeffective

asthesupportingideasarenotarrangedinaneffectiveorder.

“competenceinthetarget

language”isthemostimportantideaamongthefour;therefore,itshouldbeplacedfirst.Whentheideatobedevelopedareplacedinorderofimportance,theargumentwillbestronger.

Thesecondpointweshouldpayattentiontowhenwedevelopalistingparagraphisthecorrectuseoflistingexpressions.Figure1showsthepossibleexpressionsusedforlisting.Figure1possibleexpressionsforlisting

Thefirstpoint

Otherpoints

Thelastpoint

First,

Second,

Last,

Firstly,

Secondly,

Thelast

Firstofall,

Next,

Lastly,

Tobeginwith,

Thenext

Intheend,

Primarily,

Then,

Finally,

Initially,

Moreover,

Thefinal

Foronething

Furthermore,

Mostimportantly

Inaddition,

Fortheother,

Another,

Theother,

Moreimportantly

Whenweusetheseexpressions,weshouldfollowtheserules:

1.Don’tmixsetsoflistingexpressions

Chinesewriterstendtomixsetsofexpressionsusedforlisting.Itisnotgoodstyletodoso.

Beconsistentwhenusingthefollowingtwobasicsetsofexpressionsusedforlisting:

First

firstly

firstly

Secondly

second

secondly

Thirdly

third

thirdly

Finally,

finally

finally

2

2.Distinguish“first”and“atfirst”

“firstis”alistingword,but“atfirstis”not.“atfirstindicates”achange.Comparethe

followingtwosentences.

First,youshouldbefrank.

Atfirsthewasalittleshyinclass,butnowheactsmorenatural.

“atfirst”isoftenusedasthefollowing:

afterawhile

Atfirstbutnow.

later

then;

e.g.Atfirsthehadonesmallshop;nowheistheownerofavastbusinesswithmanybranches.

3.Distinguish“lastly”and“atlast”

“lastlyis”alistingword,but“atlast”isnot.“Atlast”indicatethatsomethinghappens

afteralongexpectation.

Forexample:

Lastly,Iwouldlikesummarizethepointsofmyargument.

Wewaitedandwaited,stillatlast,afterathree-hourdelay,thetrainarrivedinthestation.

5.3Samplesandanalyses

Sampleparagraph1:

SentenceFunctionsinParagraphDevelopment

Thesentenceinthemostwellwrittenparagraphshasoneoffourcommonfunctions.First,thereareparagraphintroducers,whicharesentencesthatestablishthetopicfocusoftheparagraphasawhole.Second,thereareseveralparagraphdevelopers,whichpresentexamplesordetailsofvariouskindsthatsupporttheideassetforthbytheparagraphintroducers.Third,thereareviewpointorcontextmodulators,whicharesentencesthatprovideasmoothtransitionbetweendifferentsetsofideas.Fourth,thereareparagraphterminators,whichlogicallyconcludetheideasdiscussedintheparagraphinapsychologicallysatisfyingmanner.Notallpiecesofwritingwillconformtothisanalysis;however,mostsuccessfulparagraphsusuallycontainsomecombinationofthesefoursentencetypes.

Analysis:

Thisisatypicalparagraphdevelopedbylistingandalsoaveryunifiedandcoherentparagraph.

七、作业、议论题、思虑题

Writeaparagraphbylisting

八、课后小结:

九、参照资料:

CheryalPavlik，《写作通》，辽宁教育第一版社，2005

陈会军，《中国人英语写作全攻略技巧与训练》，外文第一版社，2004吕煦，《适用英语修辞》，清华大学第一版社，2005

3

Part2ParagraphDevelopmentbyClassification

一、讲课时间：

Mar.l-Mar.3

二、讲课种类：

理论课

三、讲课题目：

Paragraphdevelopmentbyclassification四、教课目标和要求：

Tomakethestudentsknowhowtodevelopparagraphsbyclassification五．教课要点及难点：

Thestructureofaclassificationparagraph

六、教课方法、基本内容与步骤

讲解法、议论法、师生互动

StepIGreetings

StepIICheckofhomework

StepIIIPresentation

Focus:

Expressionsforclassification

Organizationofaclassifyingparagraph

Samplesandanalyses

Note:

parallelclassification

Classificationisoneofthemostusefulmethodsforexplaininganobjectoridea.Webreakageneralclassdownandgroupthepartsintocategorieswhosememberssharesimilarcharacteristics.Withthismethod,wecreateorderoutofconfusionandprovideaclearoverviewoftheinformationweoffer.

6.1Expressionsforclassification

Expressionsinthefollowingtablearecommonwordsusedforclassification.Theyarein

twogroups:

VerbsNouns

Fallintoclass

Divideintogroup

Group.intosort

Sortintokind

Category

Label

Type

Inpractice,toavoidsoundingrepetitions,writersoftenuseavarietyofclassificationwordsratherthanjuststicktoonlyoneword.

6.2Organization

Likeotherstandardparagraphs,aclassificationparagraphmayalsoconsistofatopicintroducertointroducethesubjecttobeclassified,atopicsentencetoprovidethecontrollingidea,supportingdetailstoclarifythenatureoftheclassificationandaconcludingsentencetoendtheparagraph.sometimesthetopicintroducerandtheconcludingsentenceareunnecessary.

Topicsentence

Ifaparagraphstartswithonlyatopicsentence,apartfromacleartopic,thetopicsentence

4

foraclassifyingparagraphshouldindicatethecriterionofclassificationandthenumberofsmallergroupsintowhichourtopicgroupisbroken.Froexample:

1.Therearedifferentkindsofpeopleinsociety.

2.Anygoodlibraryshouldcontainthreebasictypesofmaterials.Sentence1isnotagoodtopicsentence,asitdoesnotindicatethecriterionbywhichtheclassificationismade.Thesecondsentenceisagoodtopicsentenceasitcontainsthetopic

“anygoodlibrary,”andthecontrollingeashouldidcontainthreebasictypesofmaterials.

Thecriterionis“basictypes”andthenumber“three”.

Note:

Thecriterionofclassificationmayalsobeclearlyindicatedineachsupport.

Supportingdetails

Thesupportingitemsinaclassifyingparagraphareparallelandarepresentedbylisting.Therefore,generallyspeaking,theclassifyingparagraphisalsoalistingparagraph.wemakealistoftheitemsanddiscussthemonebyone.Weachievecoherencebyusinglistingwords.

6.3SamplesandAnalyses

Sample1

TheclassificationofParagraphs

Individualparagraphs—thebuildingblocksofessays,articles,chapters,andotherlongerpapers—maybeclassifiedinavarietyofways.Attheessaylevel,paragraphsmaybesortedintofunctionalgroupssuchasintroductory,developmental,transitional,andthelike.Dependinguponthepurposeorintentofthewriter,particularparagraphsmaybethoughtofasaimingtopersuade,inform,argue,orexcite.Paragraphsmayalsobeclassifiedaccordingtosuchtechniquesofdevelopmentascomparison,contrast,anddefinition.Anotherdevelopmentaldevicemightalsobetheclassificationparagraph,whichorganizeditemsorideastobediscussedintorelativelyhomogeneousgroups.Suchclassificationsmakeitpossibletotalkaboutalargenumberofparagraphsbygroupingthemintoasmallnumberofclasses.

--authorunknown

Analysis:

Thisisawell-writtenclassifyingparagraph.itisunified.Thetopicsentencepresentsthe

topic

“paragraphs”andthecontrollingidea

“canbeclassifiedinavarietyofways

”.

word

“classifiedindicates”

thetypeoftheparagraphand“avarietyofways”is

the

controllingideatobedeveloped.Thespecificcriteriaforclassificationareclearlystatedin

each

supportingitem.At

theend,the

writermakesapersonalcommenton

the

classificationintheparagraph,thusbindingthewhole