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1、COURSEINTRODUCTION1. Purposeofthecourse Developanoverallproficiencyinfourskills Developcriticalabilityinreadingtexts Reinforcegrammaticalcompetence.2. Focusoftrainingatpresentstage Shiftoffocusintraining:FromIisteningZspeaking(1-2years)toreading/writing(3-4years) Adjustedfocusinteaching:Fromgrammar-
2、pre-dominanttotext-slantedDrawstudentsattentiontochangedpurposeandfocusoftrainingatdifferentlevelsof,thecourse.3. Thetextbook Thecompiler Textbookdesign(StudentsBook)a.Pre-classwork(pre-questions,dictionarywork,librarywork)b.Text1c.Comprehension(oral)d.Organizationanddevelopmente.Analysisf.TextIlg.P
3、aragraphwritingh.Listening&speaking(tapes)Evaluatingthetextbooka.Variedcontents(includingissuesofsocialconcernratherthenmerelylanguageandliterature)b.Eclecticapproachc.DrawbacksTeachingsetupandrequirements:a)Sixclasshoursperunitb)Lecture+workshop+seminarc)Pre-classreviewrequiredd)Exercises(completed
4、onindividualbasis,selectedfordiscussion)e)Text2includedinexamsTextIHittheNailontheHeadI. Teachingobjectives1. Understandingthevariousaspectsrelatedtotheusageofwords.2. Cultivatingasenseofappropriatenessinstyle3. 1.earningtouseanalogyasanexpositorymeans.II. Warm-upquestions1. Doesthetitlestrikeyouasa
5、bitunusual?2. HaveyoueverheardoftheEnglishproverb“Hitthenailonthehead,7Whatdoesitmean?3. Whosejobinvolveshittingnails?Isthetextconcernedaboutthecarpenter?Then,what,sthemajorconcernoftheauthor?stylisticmatter,howtousetherightwordfromtheextensivevocabularyoftheEnglishlanguage)4. Whatsimilaritiesdoesth
6、eauthorrecognizeinthejobofacarpenterandtheworkofawriter? Theprocessthewriterchoosestherightwordissimilartothewayacarpenterhammersanail. 1.ikethecarpenterwhoneedstodrivehomeeverynailifhewantshisworkproperlydone,awriterneedstoputeffortsinchoosingtherightwordifhewantstobeaccurateandconcise.5. Howmuchdo
7、youknowaboutstyle?Doyoufinditaninterestingtopic?6. Howdoyoulikethetext?Doyoufinditdifficultoreasy?Didittakeyoulongtopreparebeforeyoucometotheclass?Aretheremanynewwordsinthetext?III. OrganizationofthetextDireCtions:Readthroughthewholetextveryquickly,findoutthemainideaofeachparagraph,decidewhethersome
8、ParagraPhScanbegroupedtogethertoformasectionandhoweachsectionisrelatedtotheother.DiSCiISS&COiIdUde:SectionI(paragraph1-3):Raisingthesubject:ImportanceofchoosingtherightwordPara1:Introducingthetopicbydrawingananalogybetweenthecarpenterhammeringanailandthewriterusingwords.Para2-31Elaboratingontheimpor
9、tanceofchoosingtherightword-Itisaprocessofrealizing,definingandclarifyingyourthought.Secton2(paragraph4-10):、，ExplainingthevariousaspectsintheprofileofawordPara4-7:!Illustratinghowwordswithcommonrootshavedifferentmeanings(Semanticaspect)Para8:Illustratinghowwordswithsimilarmeaningsmayhavedifferentas
10、sociations(Connotationalaspect)Para9:Illustratinghowwordswithsimilarmeaningsmayhavestylisticdifferences.(StylisticZsituationalaspect)Para10:Pointingoutthatageneralnotionmaybeexpressedbyavarietyofspecificwords(Variationinexpression)Secton3(paragraph11):Conclusion:Qualityismoreimportantthanquantityinl
11、earningvocabulary(with、，ananalogytoechothebeginning)IV. TextworkandlanguagepointsSectionI(paragraph1-3)ParaBraPh1:1. Callstudents1attentiontotheuseofanalogybyaskingquestionssuchas Howdoestheauthorintroducethesubject? Whatexpositorymeansisusedinthefirstparagraph? Canyouexplainthedifferencebetween“com
12、parison”andanalogy”?2. Askstudentstoreadthepassageonpage7withthefollowingquestionsinmind: WHATisthepurposeofdrawingananalogy? WHENisitoftenused? HOWisitdifferentfrom“comparison”?3. Askstudentstoidentifytheuseofcomparisonandtheuseofanalogyinpara.1ComparisonAclumsymanunskillfulcarpenterAgoodwriteraski
13、llfulcarpenterAnalogyAwriterchoosingtherightwordAcarpenterhammeringanail4. Sumupthemainpoints:Analogyisaspecialkindofcomparisonandamoreconcretewaytoexplainthings.Thepurposeofanalogyistoexplainsomethingabstractandremote.Withanalogy,ofthetwothingsbeingcompared,oneisusuallyafamiliarsubject,whichhelpsto
14、explaintheother,whichisusuallyadifficultandabstractsubject,somethinghardtodefine.ParaRraDh231. Askquestionstocheckstudents*understandingofthetext Howisparagraph2linkedtothepreviousone?Whatdoesthewordthisreferto? Isiteasytofindthewordthatexpressespreciselywhatawriterwantstoexpress?Why?Doyouhavethispr
15、obleminwriting?-Wordsaremanyinnumber-Wordsmayhavesubtledifferencesinthem(semantic,stylistic) Doesabigvocabularyguaranteetheabilityofusingtherightword?Why? Doyouagreewiththeauthorthatthereisagreatdealoftruthintheseeminglystupidquestion“HowcanIknowwhatIthinktill1seewhatIsay?”Thequestionsoundsirrationa
16、l,butistrue.UnlessWehavefoundtheexactwordstoverbalizeourownthoughts,wecanneverbeverysureofwhatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedorstatedinaclearandprecisemanner.rdefiningyourthoughtChoosingwordsisaprocessofclarifyingwhatyoumean,realizingyourmeaningCallstudentsattentiontotheauthor
17、sgeneralization(line11-16:iiWordsaremanyandvarious.thosewhohearorreadourwordsy,(line19-21)“ishardwork.wearedealingwith)Askthemtoreadaloud.Remindstudentstheimportanceofgeneralizationafterillustrations.1.anRIIaReDOEtS1) (line4)drivesomethinghome:force(thenail)intotherightplace;makesomethingunmistakabl
18、yclear.e.g. Thepersonwhowinstheargumentistheonewhodriveshomehispoints. Advertiserskeeprepeatingthenamesoftheproductinordertodrivethemessagehome.(also:drivehometosb,sth.) YoumustdrivehometoJohnwherethedifficultylies. YoumustdriveithometoJohnthatwedon,thaveenoughmoney.2) (line4)hittingitsquarelyontheh
19、ead:directly,usedbothliterallyandfiguratively,examples: Theboxerhithisopponentsquarelyonthejaw. Wemustfacetheproblemsquarely.3) (line7)cleanEnglish:Englishwhichispreciseandclear(incontrastwithvague,slovenlylanguage)4) (line10)scrupulouswriters:writerswhoareverycareful,payingattentiontodetails一丝不苟的作家
20、.scrupulous,generallymeanspainstaking,meticulous(i.e.payinggreatattentiontosmallthings).Itmaybepositiveornegativeinassociation,e.g. Heisscrupulousinhisbusinessdealings,(positive,正派，谨慎) Thenursetreatedhimwiththemostscrupulouscare,(positive) Thepaperisnotentirelyscrupulousinsettingitsassumptions,(nega
21、tive) Hepaysscrupulousattentiontostyle,(positive)Compare:unscrupulous”不择手段的(usuallynegativeinassociation)5) shadesofmeaning:slightdifferencesinmeaning.6) Someusefulsentencepatternsinthissection (line13)Itisnotonlyamatterof.fitisalso. (line19)Itishardwork+doingsth (line23).hesitatedoingsth(also.hesit
22、ateaboutdoingsth,hesitatetodosth.hesitateatsth.)SellteIICeSforParaPhraSe1. “Awordthatismoreorlessright,aloosephrase,anambiguousexpression,avagueadjective,willnotsatisfyawriterwhoaimsatcleanEnglish.99:i.e.AwriterwhoisparticularlyconcernedaboutthepreciseexpressioninEnglishwillneverfeelhappywithawordwh
23、ichfailstoexpressanideaaccurately.2. wChoosingwordsispartoftheprocessofrealization,.forthosewhohearorreadourwords.：i.e.Theprocessoffindingtherightwordstouseisaprocessofperfectionwhereyoutrytosearchforwordsthatmaymostaccuratelyexpressyourthoughtsandfeelings,andwordsthatmaymosteffectivelymakeyourliste
24、nersandreadersunderstandyourthoughtsandfeelings.3. “Itishardworkchoosingtherightwords,butweshallberewardedbythesatisfactionthatfindingthembrings.”:i.e.Findingthemostsuitablewordtouseisinnosenseeasy.ButthereisnothinglikethedelightWeshallexperiencewhensuchawordisfound.ReleVantinformation:Theallusionto
25、FIaubert(Note7,page5)GustaveFlaubert(1821-1880),Frenchnovelist,wasassociatedwith,thoughnotrepresentativeof,themovementofnaturalismandknownasoneofthegreatestrealistsofthenineteenth-centuryFrance.Hedevotedhislifetolonghoursspentinheavytoiloverhiswork.Hiswritingismarkedbyexactnessandaccuracyofobservati
26、on,extremeimpersonalityandobjectivityoftreatment,andprecisionandexpressivenessinstyle,ortheprincipleofthemotjuste.Section2(paragraph4-10):Thevariousaspectsinwordusage(DTheSemaIltiCaspectOfWOniS(paragraph4-7)1. AskstudentstomakecommentsonthethreepairsofexamplesgiveninthissectionCompareandcontrastthei
27、rdifferencesinmeaning.human:of,orrelatingtoman,1) Je.g.humanbeing;humannature;humanrightshumane:.characterizedbykindness,mercy,orcompassion.e.gahumanejudge/officerrhumanaction=actiontakenbyman1.humaneaction=mercifulactionhumankilldr=personthatkillshumans1.humanekiller=thatwhichkillsbutcauseslittlepa
28、in,esp.instrumentsforthepainlesskillingofanimalsranxiety:associatedwithworry/fear2)-Jeagerness：fullofinterestordesiresingularity(ofmind):oddity,peculiarity,sththatsinglesapersonoutfromothers思想奇特、乖僻3);singleness(ofmind):holdingsteadfastlytothepurposeinmind,withoutbeingdrawnasidebylessworthyobjects.思想
29、专一、坚决2. Pointoutwhatmayhappenifweconfusewordswithasimilarform,(onepossibleconsequence:malapropism).Explain:Malapropismistheuseofawordinmistakeforonesoundingsimilar,resultingincomiceffect,e.g.allegoryforalligato/;delusionsforallusionsyyThewordhasitsorigininMrs.Malaprop9afamouscharacterinSheridan,scom
30、edytheRivals(1775).Sheisnotedforherblundersintheuseofwords.Asheadstrongasanallegory(alligator)onthebanksoftheNileisoneofhergrotesquemisapplications.Shealsorequeststhatnodelusions(allusions)tothepastbemade.Shehasgivenusthewordmalapropismasanameforsuchmistakes.Askstudentswhethertheycanrecallothernames
31、offictioncharactersthathaveenteredtheEnglishdictionaryasMrs.Malaprop,(e.g.Mr.Micawber,RipVanWinkle.etc)Askstudentstogivefurtherexamplesofconfusingwords,i.e.wordsthatlooksimilarinformbutdifferentinmeaning,suchas“credulous”andcredible”,etc.1.anElIaRepoints:1) distinct:adj.A.differentinkinde.g. Weshoul
32、dke叩thetwoideasdistinct.将两个概念区别开来 Donkeysandhorsesaredistinctanimals.不同的动物B.clearlymarked,plain,e.g. adistinctimprovement明显的 adistinctpronunciation清晰的2) afield:adv.awayfromoneshomeorusualenvironment,e.g.Don,tgotoofarafield.Inthetext,itmaybeinterpretedas:Thereisnoneedforustomakeanefforttofindproofofb
33、adcarpentryinlanguage.Namely,44Youcanfindexamplesofbadusageeverywherearoundyou.”3) rife:(predicativeonly)widespread,common,increasinglyprevalent,e.g.Superstitionisstillrifeinthecountry.(Not:rifesuperstition) ThecountryWaSrifeWithrumorsofwar. Crimeandviolencewererifeinthiscitybeforeliberation. Diseas
34、eusedtoberifeinthiscountry.(II) TheCOlIIIOtatioIIalaspectOfaWOrd(ParalraDh8)1. Askstudentstosumupthemainpointoftheparagraph.2. Callattentiontothecohesivelinkinthetopicsentence(frommalapropismtomovetoanewpointinappropriatenessresultingfromanignoranceofthewordsconnotation)3. Discussthedifferentconnota
35、tionsineachofthefollowing:r-imprisoned-force,coercion,compulsion,againstwill contained-moregeneral,neutralJ-epitomized-literary,formal summedup-generalI-distilled-moreformal,Illustratetheusagewithfurtherexamples,e.g. Thecharterincludessomeconditionsthatimprison(限制)theindustrialworkerstoday. Heepitom
36、izes(概括、凝聚)thegoodqualitiesofhisfamily.(beaperfectexample,typify) Watercanbemadepurebydistillingit.(提炼)4. Givefurtherexamplestoillustratethatwordswithsimilarorsamemeaningmayhavedifferentconnotations,e.g.厂happinessjydelightrapture匚ecstasyCallattentiontothegeneralization(line56-60)whichwellsumsupwhat,
37、sbeendiscussedintheparagraph.1.ananaRepoints:Coercion:todosth.undercoercion;togetsth.bycoercionCoerce:tocoercesb.intodoingsth. HepaidthemoneyUndercoercion.被迫 Theterroristsgotwhattheywantedbycoercion.(Longman) TheterroristsCoerCedtheMotintoacceptingtheirdemandnottoland.胁迫(Longman)(III) TheSitlIatiOna
38、laspectOfWordS(paragraph9)_1. Introducetostudentstheconceptofregister,andlevelofformality(e.g.MartinJoo,sFiveClocks:frozen-formal-consultative-casual-intimate)2. Askstudentstocommentonthestylisticdifferencesinthetwopairsofexamplesgiveninthetext.3. Askstudentstogivefurtherexamplestoillustratethediffe
39、rencesinstyle,suchas:poorr-face-rbeginI-poverty-strickenI-mug-Icommence-penniless-visagedinaugurate-broke-initiate4. Discuss: Whatarethefactorsthatdecidethestyle?(subjectmatter,participants,circumstancesetc.) Isitrighttoconsiderastyleasmoresuperiortoanother?(e.g.formalstyleisbetterthaninformalstyle.
40、)WhatcriteriashouldWeusewhenevaluatingthestyle?RefertoRandolphQuirk,sAGrammarofContemporaryEnglish:-AscaleofstylesexistsinallouruseofEnglish.Eachofusworksnotjustwithonestylebutdifferentstyles.-AhaphazardknowledgeofseveralStyleSmayheworsethanuselessifwedonotknowtheoccasionswhenweareshiftingfromonetoa
41、nother.-Itistheheightofnaivetytogoroundwithasingleyardstick,measuringEnglishas,tgood,for,ibad,f(IV)Variationinexpression:genericvs.specific(paragraph10)1. Askstudentstosortoutthespecificverbsfor4walk,accordingtothedifferentconnotationormannerinvolved.Classifythemintosensiblecategories,suchas- walkin
42、gwithoutmakinganoise(creep.)- walkinginashowyway(strut,stalk.)- walkingwithoutadefiniteaim(loiter,ramble.- walkingwithleisure(stroll,saunter,meander,lounge)- walkingwithbigsteps(stride,march,.)- walkingwithdifficulty(plod,tramp,trudge,.)- .etc.2. Referstudentstotheexerciseonpage8-9(Workbook)forpract
43、ice.Summary:ProfileofawordthevariousaspectsGrammatical、/SemanticConnotational-WOR11-Situational(Stylistic)CulturalSection3:Conclusion1. Callstudents,attentiontotheanalogyusedinthelastparagraph.Identifythetwosubjectsbeingcomparedandtheparallelelements.2. Paraphrasetheconcludingsentence“Agoodcarpenter
44、isnotdistinguishedby.cleanlyonthehead.,Tojudgewhetheracarpenterisgoodorbad,wewouldnotjustseehowmanytoolshehas.Whatcountsishisskills.Inthesameway,awriterisnotjudgedbythenumberofwordsheknows,butbyhisabilityinusingsuchwords.Inotherwords,qualityismoreimportantthanquantityinlearningvocabulary.1.anRIIaRCP
45、oilItS1) alliterationindiscouragedanddismayed.(line87)tohaveagoodcontrolandcommandover.(line93)similarto“safeandsound2) takecourage:bebrave,beconfidente.g.It,sachallengingjob,buttakecourageandworkhardatit,andyou,llberewarded.V.Classroomdiscussion1. WhathaveyoulearnedfromthetextabouttheEnglishvocabul
46、aryandtheEnglishrhetoric?Doyoufindsuchknowledgeusefulornot?Explainwithillustration.2. WhataspectsdoweneedtoconsiderwhenWeareconfrontedwithseveralwordsbutnotcertainaboutwhichtochoose?3. Whatcontributestoappropriatenessinstyle?TextIlTheMaker,sEye:RevisingYourOwnManuscriptsI. Teachingobjectives1. Under
47、standingthecreativenatureofwritingandrevision2. DevelopingsomeskillsfordoingrevisioninwritingII. Warm-upquestions1. Doyouthinkitisnecessarytodorevisionafterfinishingyourwriting?2. Areyouinthehabitofrevisingyourcompositionbeforehandlingin?3. Howdoyoureviseyourwriting?4. Whatshouldbetakenintoconsiderationwhendoingrevision?Whatskillsareneeded?5. Doyoufindtheadvisegivenbytheauthorusefulornot?III. Relevantinformation1. TheauthorDonaldM.Murray,U.S.writer,hasmadetheartofwritingwellhisworkfordecades.HehasbeenaneditorofTimemagazine.In1954hewonthePulitzerPrizeforhiseditor
