现代大学英语中级写作上课程教(学)案

《现代大学英语中级写作》，徐克容，外语教学与研究出版社

英语写作中级（上）课程教案

I 授课题目：Unit One We Learn As We Grow

一、教学目的、要求：

（一）掌握：1、To learn the basics of exemplication:

→ Definition

→ Kinds of examples

→ Sources of examples

2、To learn to outline expositive essays

知识点：→ The definition and introduction of exposition and essay.

→Exposition is explanatory writing. It’s purpose is to explain or

clarify a point.

→ An essay is a related group of paragraphs written for some purpose （二）熟悉:→ Practice the basics of exemplification

→ Practice outlining

知识点：→Patterns of exposition, the choice of examples, the choice of appropriate examples, the organization of an exemplification essay:

→Types of essays, basic structures of an expositive essay, elements of the expositive essay

→ Types of outline, rules concerning outline

（三）了解：→Patterns of exposition, types of essays, types of outline

process analysis, cause-effect analysis, Comparison and contrast,

classification, definition and analogy，narrative essays,

descriptive essays, expositive essays and argumentative essays 二、教学重点及难点：

重点：Exemplification,types of outline；

难点：Sentence outline and topic outline

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第一課 Exemplification

第一課Elements of the Essay: Outlining

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write an example paper of 200-250 words on the given topic.

第二次：Read on the subject and write an essay of 200-250 words on the given topic, using either a single extended example or two or three short ones to develop your thesis statement.

第三次：Ask students to practice outlining

八、课后小结：Emphasis on the writing procedure

→ Prewriting-choosing a topic and exploring ideas

→ Drafting: getting your ideas on paper

→ Revising: strengthening your essay

→ Editing and proofreading: eliminating technical errors

II授课题目：Unit Two I Made It

一、教学目的、要求：

（一）掌握：1、To learn the basics of process analysis

→ Definition

→ Uses

→ Types

→ Methods

2、To learn to write thesis statement

知识点：→ The definiton and introduction of process analysis

→ The function of process analysis

→ The differences between thesis statement vs. topic sentence （二）熟悉:→ The areas the process analysis is usually used.

知识点: →Functions of process analysis:giving instructions, giving information and giving the history

→ Major types of process analysis: directive analysis, informative

process analysis

→ Writing an effective thesis statement

（三）了解：The basics of process writing and thesis statement

二、教学重点及难点：

重点：Organization of a process paper, practice of effective thesis statement；难点：Guidelines on process analysis, writing effective thesis ststement

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第二課 Process Analysis

第二課 Elements of the essay: The Thesis Statement

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write an informative process paper describing how you succeeded in doing something

第二次：Read on the subject and write a directive process paper telling first-year students how to adjust to life at college.

第三次：Ask students to practise writing the thesis statement

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→ Drafting:getting your ideas on paper

→ Revising: strengthening your essay

→ Editing and proofreading: eliminating technical errors

授课题目：Unit Three College Is Not a Paradise

一、教学目的、要求：

（一）掌握：1、To learn the basics of Cause-Effect analysis

→ Definition

→ Uses

→ Patterns

2、To learn to write an introduction to expositive essays

→ What to include in the introduction

→ How to write effective introduction

知识点：→ The definiton and introduction of cause-effect analysis

→ The function of cause-effect analysis

→ The writing of effective introduction

（二）熟悉:→The functions and areas the cause-effect analysis is usually used. 知识点: →Functions of cause-effect analysis: explaining why certain things happen, analyzing what will happen as a result

→ Major types of cause-effect analysis: focusing on cause and focusing

on effects,

→ How to start and write effective introduction

（三）了解： the basics of cause-effect analysis and writing effective introduction 二、教学重点及难点：

重点：How to focus on cause or effects, How to start and write effective introduction；

难点：How to focus on cause or effects,How to start and write effective introduction

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第三課 Cause-Effect Analysis

第三課 Parts of the essay: The Introduction

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write an essay on any of the given topics analyzing cause.

第二次：Read on the subject and write, from your own experience, an essay analyzing the effects of anthing taught in class.

第三次：Ask students to practise writing the introduction

八、课后小结：Emphasis on the writing procedure

→ Prewriting- chossing a topic and exploring ideas

→ Drafting: getting your ideas on paper

→ Revising: strengthening your essay

→ Editing and proofreading: eliminating technical errors

授课题目：Four What Makes the Differences

一、教学目的、要求：

（一）掌握：1、To learn the basics of Comparison and Contrast

→ Definition

→ Uses

→ Patterns

→ Methods

2、To learn to develop the body of expositive essays

→ What its structure looks like?

→ What it includes

知识点：→ The definiton and introduction of Comparison and Contrast

→ The function of cause-effect analysis

→ The writing of effective introduction

（二）熟悉:→The functions and areas the comparison/contrast is usually used., the general structure of the body of an essay

知识点: →Functions of comparison/contrast: clarifying something unknown, bringing one or both of the subject into sharper shape → Three patterns of comparison/contrast: subject by subject, point by point, mixed sequence

→ Familiarity of the general structure of the body of an essay （三）了解： The basics of Comparison and Contrast and the general structure of the body of an essay

二、教学重点及难点：

重点：Three patterns of comparison/contrast: subject by subject, point by point,

mixed sequence

General structure of the body: Beginning, Body and End

难点： How to organize a comparison/contrast essay, How to develop body paragraphs

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第四課 Comparison/Contrast

第四課 Parts of the essay: The Body

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write a subject-by-subject essay of comparison/contraston any of the given topics

第二次：Read on the subject and write a point -by-point essay of comparison/contraston any of the given topics

第三次：Ask students to practise writing the body of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→ Drafting:getting your ideas on paper

→ Revising: strengthening your essay

→ Editing and proofreading: eliminating technical errors 授课题目：Unit Five It Takes All Sorts to Make a World

一、教学目的、要求：

（一）掌握：1、To learn the basics of Classification

→ Definition

→ Uses

→ Methods

2、To learn to write the conclusion of expositive essays

→ What is classification?

→ What is classification used for?

知识点：→ The definiton and introduction of classification

→ The function of classification

→ The writing of effective classification

（二）熟悉:→The functions and areas the classification is usually used., the conclusion of expositive essays

知识点: → Functions of classification:

To organize and perceive the world around us

To present a mass of material by means of some orderly system

To deal with complex or abstract topics by breaking a broad subject into smaller, neatly sorted categories.

→ The general pattern of classification

→ sentence patterns in classification

→ Familiarity of the the conclusion of expositive essays

（三）了解： The functions and areas the classification is usually used., the conclusion of expositive essays

二、教学重点及难点：

重点：some sentence patterns in classification

the conclusion of expositive essays

难点： Parts of the conclusion: a summary of the main points, or restatements of

your thesis in different work.

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第五課 classification

第五課 Parts of the essay: The conclusion

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write a classification essay on any of the given topics

第二次：Write an essay of 200-250 words on any of the given topics.

第三次：Ask students to practise writing the conclusion of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→ Drafting:getting your ideas on paper

→ Revising: strengthening your essay

→ Editing and proofreading: eliminating technical errors

授课题目：Unit Six What Does It Mean

一、教学目的、要求：

（一）掌握：1、To learn the basics of Definition

→ Definition

→ Types

→ Methods of Organization

2、To learn to write the title of expositive essays

→ What is definiton

→ Types of definition

知识点：→ The Standard /Formal Definition

→ The Connotative/Personal Definition

→ The Extended Definition

（二）熟悉:→The functions and areas the definition is usually used., the title of expositive essays

知识点: → Functions and patterns of definition:

→The Standard /Formal Definition is used to explain a term or concept your audience or reader may not know or understand, → The Connotative/Personal Definition is used to explain any word or concept that doesn’t have the same meaning for

everyone.

→The Extended Definition is used to explore a topic by examining its various meanings and implications.

（三）了解：How to write an extended definition

How to organize an extended essay

二、教学重点及难点：

重点：Functions and patterns of definition

How to write an extended definition

How to write the title of an expositive essay

难点：How to organize an extended essay

How to write the title of an expositive essay

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第六課 definition

第六課 Parts of the essay: The Title

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次： Read on the subject and write a definition essay on any of the given topics

第二次：Write an essay of 200-250 words on any of the given topics. 第三次：Ask students to practise writing the title of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting- choosing a topic and exploring ideas

→ Drafting: getting your ideas on paper

→ Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

Unit Six Task One Definition

I What is definition?

In talking with other people, we sometimes offer informal definitions to explain just what we mean by a particular term. That is, to avoid confusion or misunderstanding, we have to define a word, term, or concept which is unfamiliar to most readers or open to various interpretations.

Suppose, for example, we say to a friend:” Forrest is really an inconsiderate person.” We might then explain what we mean by “ inconsiderate” by saying, “He borrowed my accounting book overnight but didn’t return it for a week. And when I got it back, it was covered with coffee stains.

Definition is the explanation of the meaning of a word or concept, and it is also a method of developing an essay.

II. The ways to define a word or term

There are three basic ways to define a word or term

A. To give a synonym For example: ‘ To mend is to repair.” Or “ A fellow is

a man or a boy.”

B. To use a sentence (often with an attributive clause) For example, ink may be

define in a sentence: “Ink is colored water which we use for writing.”

C. To write a paragraph or even an essay But a synonymy or a sentence cannot give

a satisfactory definition of an abstract term whose meaning is complex. We have

to write a paragraph or an essay with examples or negative examples (what the term does not mean), with analogies or comparisons, with classification or cause-effect analysis.

III. When we give a definition, we should observe certain principles:

1.First, we should avoid circular definitions. “Democracy is the democratic

process.”And “astronomer is one who studies astronomy”are circular definition.

2.Second, we should avoid long lists of synonyms if the term to be defined is an

abstract one. For example: By imagination, I mean the power to form mental images

of objects, the power to form new ideas, the gift of employing images in writing, and the tendency to attribute reality to unreal things, situations and states.

(picking up words, expressions from a dictionary , in the hope that one will hit)

3.Third, we should avoid loaded definition, Loaded definitions do not explain terms

but make an immediate appeal for emotional approval.

A definition like:’By state enterprise, I mean high cost and poor efficiency.”

is loaded with pejorative emotional connotation. Conversely, “By state enterprise, I mean one of the great blessing of democratic planning”is loaded with favorable emotional connotation. Such judgements can be vigorious to a discussion, but they lead to argument, not clarification, when offered as definition.

IV. Types of definition

1.Standard/ Formal definition---denotation is a word’s core, direct, and literal

meaning.

2.Connotative/Personal meaning---Explains what you mean by a certain term or

concept that could have different meanings for others.

On the other hand, connotation is the implied, suggested meaning of a word; it refers to the emotional response stimulated by associations the word carries with it.

A.For Americans, Water gate is associated with a political scandal that means

dishonesty. And more words are created with the suffix—gate to mean some scandal in English now, thus, Iran Gate, Intelligence Gate

B.Dogs, in Chinese culture, may be quite a negative image. It is insulting

to call someone a dog. What about the western people? In their eyes, dog is lovely and has good associated meanings. They say “ Love me, love my dog.”

C.Imperialism means to us Chinese quite negative. Some of the western people

may be proud of being imperial and imperialism itself.

D.People everywhere may also share some connotations for some words. They are

general connotations. Mother means love, care, selfless, etc.

E.Let’s get the gang together for a party tonight. (a group)

Don’t go around with that gang or you’ll come to no good. (degraded group of people or group of criminals)

Connotation can make all the difference. It is the mirror of your attitude.

3.Extended definition---is an essay length piece of writing using this method of

development.

V. How to write an extended definition

Follow 4 rules for a good definition:

1. Don’t use the words “when “‘where”, giving a definition. A common

practice is to define the noun with a noun, adjective with adjective and so on.

2. Remember, that definition is not a repetition.

3. Use simple and well- known term in your explanation.

4. Point out the distinguishing features of the term.

Unit Six Task Two: The Title

I.What is title?

A title is a very brief summary of what your paper is about. It is often

no more than several words. You may find it easier to write the title after you have completed your paper.

A title may be a phrase which can indicate a topic of interest (i.e. your

focus) and at the same time point towards a particular kind of discussion (your mode of argument). Accordingly, your title needs not only to indicate what the essay will be about, but also to indicate the point of view it will adopt concerning whatever it is about.

II.The purpose of the title

To give the reader an idea of what the essay is about

To provide focus for the essay

To arouse the reader’s interest

III.How to write a good title

Make it clear, concise and precise

Use a phrase rather than a sentence

Exclude all extra words

IV.Other rules to obey

Center it at the top of the first page.

Use no period at the end or quotation marks

Capitalize the first and last words

Capitalize all other words except

●articles (a, the)

●the to in infinitives

●prepositions containing one syllable

●coordinating conjunctions (and, but, or, etc)

A title leads, but a poor title misleads. Be sure that it is appropriate. Besides, be careful with the capitalization.

Write an appropriate title for each of the introductory paragraphs that follow.

1.Title: _____Reactions to Disappointment___________________

Ben Franklin said that the only sure things in life are death and taxes. He left something out, however: disappointment. No one gets through life without experiencing many disappointments. Strangely, though, most people seem unprepared for disappointment and react to it in negative ways. They feel depressed or try to escape their troubles instead of using disappointments asan opportunity for growth.

2.Title: ____Annoying People_____________________

President Richard Nixon used to keep “enemies list” of all the people he didn’t especially like. Iam ashamed to confess it, butI, too, have an enemies list—a mental one. On this list are the people I would gladly live without , the ones who cause my blood pressure to rise to the boiling point. The top three places on the list go to people with annoying nervous habits, people who talk in movie theatres, and people who talk on car phones while driving.

3.Title: ___The Meaning of Maturity______________________

Being a mature student does not mean being an old-timer. Maturity is not measured by the number of years a person have lived. Instead, the yardstick of maturity is marked by the qualities of self-denial, determination, and dependability.

4.Title: _____College Stress____________________

Jack’s h eart pounds as he casts panicky looks around the classroom. He doesn’t recognize the professor, he doesn’t know any of the students, and he can’t even figure out what the subject is. In front of him is a test. At the last minute his roommate awakens him. I t’s only another anxiety dream.

The very fact that dreams like Jack’s are common suggests that college is

a stressful situation for young people. The cause of this stress can be academic,

financial, and personal.

5.Title: __How to Complain_______________________

I’m not just a consumer—I’m a victim. If I order a product, it is sure to arrive in the wrong color, sixe, or quantity. If I hire people to do repairs, they never arrive on the day scheduled. If I owe a bill, the computer is bound to overcharge me. Therefore, in self-defense, I have developed the following consumer’s guide to complaining affectively

授课题目：Unit Seven The Insight I Gained

一、教学目的、要求：

（一）掌握：1、To learn the basics of Analogy

→ Definition

→ Uses

→ Methods of Organization

2、To learn to use transitions

→ What is analogy

→ The difference between analogy and comparison

知识点：→ The field analogy is used

→ The difference between analogy and comparison

→ The patterns of analogy

（二）熟悉:→The functions and areas analogy is usually used., to learn

to use transition

知识点: → Functions and patterns of analogy:

→ A comparison explains two obviously similar things and considers both their differences and similarities → An analogy compares two apparently unlike things, and focus only on their major similarities

→ An analogy is thus an extended metaphor—the figure of speech that declares one thing to be another

（三）了解：How to organize an analogy by the way ---subject by subject How to organize an analogy by the way—point by point 二、教学重点及难点：

重点：Functions and patterns of definition

The differences between comparison and analogy

How to learn to use transition

How to organize an analogy by the way ---subject by subject How to organize an analogy by the way—point by point

难点：How to learn to use transition

How to organize an analogy by the way ---subject by subject How to organize an analogy by the way—point by point

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第六課 definition

第六課 Parts of the essay: The Title

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次： Read on the subject and write a definition essay on any of the given topics

第二次：Write an essay of 200-250 words on any of the given topics. 第三次：Ask students to practise writing the title of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→ Drafting: getting your ideas on paper

→ Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

《屈原(节选)》名师优质课导学案

年级：高二学科：语文编写人：审核人： 屈原列传 学习目标： 1、掌握文中重点实词、虚词和句式等文言知识。 2、了解屈原的生平事迹，学习屈原的爱国精神和志洁行廉、刚正不阿的高尚品德。 3、背诵第三段。 重点难点： 1、掌握文中重点实词、虚词和句式等文言知识。 2、了解屈原的生平事迹，学习屈原的爱国精神和志洁行廉、刚正不阿的高尚品德。 导学流程： 第一课时 一、相关知识回顾： 屈原(约公元前340——约前278年)，名平，战国末期楚国人，主要作品有《离骚》、《天问》、《九歌》、《九章》等。汉代把它们合编为《楚辞》。 二、新知学习与探究1-3节： （一）基础知识整体感知： 1、字音 属草稿惨怛帝喾靡不毕见濯淖蝉蜕滋垢浊秽泥而不滓者 2、通假字 （1）、离骚者，犹离忧也（）（2）、人穷则反本 （） （3）、糜不毕见（）（4）、其称文小而其指极大（） （5）、自疏濯淖污泥之中（） 3、词语释义

（1）、娴于辞令（）（2）争宠而心害其能（）（3）、屈平属草稿（）（4）、怀王使屈原造．为宪令（） （5）、平伐其功（）（6）、王怒而疏屈 平（） （7）、屈平疾王听之不聪也（）（8）、可谓穷矣（）（9）、其文约（）（10）、其词微（）（11）、明道德之广崇（）（12）、治乱之条贯（）4、词类活用 （1）、屈平疾王听之不聪也（2）、谗谄之蔽明也 （3）、邪曲之害公也（4）、蝉蜕于污秽 （5）、方正之不容也（6）、明道德之广崇 5、文言句式（1）屈原者名平,楚之同姓也（2）方正之不容也（3）明于治乱,娴于辞令（4）离骚者,犹离忧 也 （5）信而见疑,忠而被谤（6）其行廉,故死而不容 （7）明道德之广崇 6、翻译句子 （1）、人穷则反本，故劳苦倦极，未尝不呼天也；疾痛惨怛，未尝不呼父母也。 （2）、其称文小而其指极大，举类迩而见义远。 （3）、博闻强志，明于治乱，娴于辞令。 （二）核心问题探究：（小四号宋体）

(完整word版)高中英语写作课教学设计

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