大学英语B写作教案
大学英语议论写作教案
教学目标：1. 学生能够理解议论文的基本结构和写作要求。
2. 学生能够运用恰当的论据和论点进行论证。
3. 学生能够提高英语写作能力，尤其是在表达观点和论证方面。
教学对象：大学英语专业一年级学生教学时间：2课时教学材料：1. 议论文写作教材2. 相关范文3. 课堂讨论话题教学过程：第一课时一、导入1. 引导学生回顾已学过的英语写作知识，如记叙文、说明文等。
2. 提出议论文写作的重要性，强调其在学术研究和日常生活交流中的应用。
二、讲解议论文写作基本结构1. 介绍议论文的三个基本部分：引言、主体和结论。
2. 讲解每个部分的作用和写作要点。
- 引言：提出论点，引起读者兴趣。
- 主体：论证论点，提供论据和例子。
- 结论：总结全文，强调论点。
三、讨论范文1. 选择一篇优秀的议论文范文，与学生共同分析其结构、论据和论点。
2. 引导学生思考如何运用这些技巧来提高自己的写作水平。
四、课堂练习1. 分组讨论：每组选择一个话题，进行议论文写作。
2. 学生在规定时间内完成写作，教师巡视指导。
第二课时一、回顾上节课内容1. 回顾议论文写作的基本结构和写作要点。
2. 强调论据和论点在议论文中的重要性。
二、学生展示写作成果1. 每组派代表展示本组的议论文写作成果。
2. 全班同学进行评价，提出修改意见。
三、教师点评1. 教师对每组学生的写作成果进行点评，指出优点和不足。
2. 教师针对学生的不足之处，进行针对性的指导和讲解。
四、课堂总结1. 总结议论文写作的关键要点，如论点明确、论据充分、论证有力等。
2. 鼓励学生在课后继续练习议论文写作，提高英语写作能力。
教学反思：1. 本节课通过讲解、讨论和练习，使学生掌握了议论文写作的基本结构和写作技巧。
2. 学生在课堂练习和展示环节表现积极，对议论文写作有了更深入的理解。
3. 教师在点评环节要注重启发学生思考，提高学生的写作能力。
课后作业：1. 根据本节课所学，选择一个话题，完成一篇议论文写作。
大学英语优秀教案模板
1. 知识目标：- 掌握本单元的核心词汇和短语。
- 理解并分析文章的结构和逻辑。
- 学习并运用相关的语法知识。
2. 能力目标：- 提高阅读理解能力，能够准确把握文章的主旨和细节。
- 增强英语写作能力，能够撰写结构清晰、逻辑严谨的短文。
- 提升听说能力，能够进行基本的英语口语交流。
3. 情感目标：- 激发学生对英语学习的兴趣，培养良好的学习习惯。
- 增强学生的自信心，提高面对英语挑战的勇气。
二、教学内容1. 基本内容：- 精读课文，了解文章的主旨和细节。
- 学习并掌握本单元的核心词汇和短语。
- 分析文章的结构和逻辑，提高阅读理解能力。
2. 重点：- 关键词汇和短语的理解与应用。
- 文章结构的分析。
3. 难点：- 语法知识的运用。
- 阅读理解中的逻辑推理。
1. 导入（10分钟）：- 利用图片、视频等多媒体手段，激发学生的学习兴趣。
- 通过简单的提问，引导学生回顾上一节课的内容。
2. 课文精读（30分钟）：- 学生自主阅读课文，完成相关练习。
- 教师讲解课文中的重点词汇和短语，并进行语法知识讲解。
- 针对课文中的难点，进行详细讲解和分析。
3. 课堂讨论（20分钟）：- 学生分组讨论课文内容，分享自己的观点。
- 教师引导学生进行逻辑推理，提高阅读理解能力。
4. 写作练习（20分钟）：- 学生根据课文内容，进行写作练习。
- 教师点评学生的写作，并提供修改建议。
5. 课堂小结（10分钟）：- 教师总结本节课的重点内容。
- 学生回顾本节课所学，并提出疑问。
四、教学评价1. 课堂表现：- 学生参与课堂活动的积极性。
- 学生回答问题的准确性。
2. 作业完成情况：- 学生完成作业的质量。
- 学生对作业内容的掌握程度。
3. 写作能力：- 学生写作文的结构和逻辑。
- 学生对词汇和短语的运用。
4. 听说能力：- 学生在课堂讨论中的表现。
- 学生在口语练习中的流利程度。
五、教学反思1. 教师在教学过程中，要关注学生的学习情况，及时调整教学策略。
外研社2024教案新视野大学英语(第四版)读写教程B3U3 11.1
《新视野大学英语读写教程3》教案Unit 3 Let’s go一、单元教学概况（一）教学目标1. 知识目标（1）语言层面：学生能够学会并使用本单元重点词汇、短语、句型结构，并能够掌握主题相关词汇。
（2）内容层面：学生能够通过篇章学习，理解旅游的意义，了解不同的旅游方式。
2. 能力目标（1）词汇应用能力：学生能够使用主题相关词汇进行话题内容阐述。
• 学生能够描述一段旅行，意思表达准确，词汇丰富。
• 学生能够就旅行相关话题表达观点，同时能够就旅行话题相关观点进行分析评价。
（2）阅读能力：学生能够分析文章结构，了解不同的写作文体，并识别文章的写作风格。
（3）写作能力：学生能够准确进行因果关系论述，论点论据清晰，逻辑性强，并使用准确、丰富的标记词汇。
（4）应用能力：学生能够根据目的地制定多日旅行计划，学会制定日程表，内容全面。
（5）思辨能力：学生能够分析旅游的意义与可能遇到的挑战；能够比较、分析独自旅游的优劣势3.思政育人目标学生能够运用主题相关词汇介绍进入联合国世界文化遗产和自然遗产名录的中国景点，介绍自己家乡景点，培养学生家国情怀。
（二）教学基本内容本单元聚焦“旅行”主题，围绕三篇“旅行”主题相关的阅读素材，进行相关内容、词汇、技能等层面的学习，并在单元最后，应用单元所学，完成一个综合型产出任务。
本单元三篇学习素材各有侧重，旨在从不同维度加深学生对于旅游意义的思考：Text A阐释了旅行的意义，Text B描述了单独旅行的意义， Text C则介绍了一对老年夫妇在退休之后的旅行经历。
1. 词汇（1）重点词汇：ambiguity, cluster, compulsory, contemplate, drawback, globalization, groan, loosen, offset , stubborn, annoyance, cognitive, , trivial, be open to, endow...with, make up for, mi ngle with, more often than not, on sale, settle for, trade...for（2）主题相关词汇：Types of travel: trip, journey, voyage, ...Destinations: resorts, nature reserve, ...Describing a trip: adventurous, exciting, ... // tiring, exhausting, ...UNESCO world heritage sites in China: the Great Wall, the Forbidden City, ... Transportation and accommodation: HSR, metro, tram…;motel, hostel …2.技能• 阅读技能：梳理篇章结构、常用文体类型，并通过对比分析Text A和Text B写作特点，了解非正式语域的特点。
大学英语综合能力实践教案
课时：2课时教学目标：1. 培养学生运用英语进行实际交流的能力。
2. 提高学生的听力、口语、阅读和写作等综合能力。
3. 培养学生的团队合作精神和跨文化交际意识。
教学内容：1. 听力：通过听力材料，了解西方文化背景知识。
2. 口语：进行角色扮演，模拟实际交际场景。
3. 阅读：阅读英文文章，提高阅读速度和理解能力。
4. 写作：根据所学内容，完成一篇英文短文。
教学步骤：一、导入（10分钟）1. 教师简要介绍本节课的教学目标和内容。
2. 学生进行自我介绍，介绍自己的英语学习经历和兴趣。
二、听力训练（20分钟）1. 教师播放听力材料，学生集中注意力听。
2. 学生回答教师提出的问题，检查听力效果。
3. 教师讲解听力材料中的重点词汇和语法结构。
三、口语训练（20分钟）1. 学生进行角色扮演，模拟实际交际场景。
2. 教师巡视课堂，给予学生适当的指导和帮助。
3. 学生展示自己的表演，其他学生进行评价。
四、阅读训练（20分钟）1. 学生阅读英文文章，了解文章大意。
2. 教师提问，检查学生对文章的理解程度。
3. 学生总结文章的主要观点，分享自己的看法。
五、写作训练（20分钟）1. 教师讲解写作技巧，指导学生完成一篇英文短文。
2. 学生根据自己的兴趣和所学内容，撰写短文。
3. 教师巡视课堂，给予学生适当的指导和帮助。
六、总结与反馈（10分钟）1. 学生展示自己的作品，其他学生进行评价。
2. 教师对本节课的教学内容进行总结，并对学生的表现给予评价。
3. 学生分享自己的学习心得，提出改进意见。
教学评价：1. 听力部分：根据学生回答问题的准确率进行评价。
2. 口语部分：根据学生的表演和互动情况进行评价。
3. 阅读部分：根据学生的阅读速度和理解程度进行评价。
4. 写作部分：根据学生的写作内容、结构和语法错误进行评价。
教学反思：本节课通过听力、口语、阅读和写作等多种教学形式，培养学生的英语综合能力。
在教学过程中，教师应注重激发学生的学习兴趣，提高学生的参与度。
大学英语作业设计优秀教案
课程名称：大学英语授课对象：大学一年级学生教学目标：1. 培养学生运用英语进行有效沟通的能力。
2. 提高学生的英语写作和口语表达能力。
3. 增强学生对英语学习的兴趣，提高自主学习能力。
4. 培养学生的团队协作精神和创新思维。
教学重点：1. 英语写作技巧的运用。
2. 英语口语表达的流畅性和准确性。
3. 团队协作和项目管理的实践。
教学难点：1. 如何在有限的时间内完成高质量的英语写作。
2. 如何在口语交流中克服紧张情绪，提高表达能力。
教学过程：一、导入（5分钟）1. 教师简要介绍本节课的作业设计，让学生了解作业的目的和重要性。
2. 提问：大家认为如何设计一份优秀的大学英语作业？二、作业设计讲解（15分钟）1. 英语写作作业设计：- 题目：以“我的大学”为题，写一篇100-150字的短文。
- 要求：结构清晰，内容充实，语言规范。
- 评分标准：内容（30%）、结构（30%）、语言（40%）。
2. 英语口语作业设计：- 题目：介绍自己的家乡。
- 要求：时间限制为3分钟，内容包括家乡的自然风光、文化特色、风俗习惯等。
- 评分标准：内容（30%）、表达（30%）、发音（20%）、时间控制（20%）。
3. 团队协作作业设计：- 题目：设计一个关于环境保护的宣传海报。
- 要求：小组成员分工合作，共同完成海报设计，要求内容丰富、创意新颖。
- 评分标准：内容（40%）、创意（30%）、团队协作（20%）、美观度（10%）。
三、实践环节（30分钟）1. 学生按照作业要求，分组进行写作、口语表达和海报设计。
2. 教师巡回指导，解答学生在作业过程中遇到的问题。
四、成果展示与评价（15分钟）1. 学生展示自己的作业成果，包括英语写作、口语表达和海报设计。
2. 教师对学生的作业进行评价，指出优点和不足，并提出改进建议。
五、总结（5分钟）1. 教师总结本节课的学习内容，强调作业设计的重要性。
2. 鼓励学生在课后继续练习英语写作、口语表达和团队协作。
大学英语写作教案：提升学术写作技能
大学英语写作教案：提升学术写作技能1. 引言在大学阶段，良好的学术写作技能对于学生的学习和未来的职业发展至关重要。
本教案旨在帮助大学生提高他们的英语写作水平，特别是在学术领域中。
2. 教学目标•理解学术写作的基本原则和规范；•掌握撰写论文所需的结构和格式要求；•提高语法、拼写和标点符号的正确使用；•增加词汇量，运用恰当的词汇表达意思；•培养批判性思维和逻辑推理能力。
3. 教学内容3.1 学术写作规范•学术诚信原则及避免抄袭的方法；•文章标题、引言、论点陈述等要素的准确使用。
3.2 论文结构与组织•论文结构：引言、正文、结论等部分的功能与展开；•段落组织：主题句与支持句之间的逻辑关系与过渡方式。
3.3 语法与拼写•常见语法错误与规范的使用；•常见拼写错误及其纠正方法。
3.4 标点符号运用•常见标点符号的使用准则；•标点符号在句子中的作用和效果。
3.5 丰富词汇表达•增加词汇量并学习不同层级的词汇；•运用学术英语词汇表达具体概念和想法。
3.6 批判性思维和逻辑推理•分析文章内容，辨别论证过程中的逻辑漏洞；•提供有效的支持材料和合理的观点陈述。
4. 教学方法•讲授理论知识，并引导学生进行实践操作；•组织讨论、小组活动和互评，促进学生之间的互动和合作；•提供写作示例及相关练习题，进行反馈与订正。
5. 评估标准•学生完成书面作业，校对并纠正自己写作中的问题；•学生参与小组讨论活动，并发表自己对于他人文章提出建议与修正意见；•学生提交个人写作项目（例如一篇短文或学术论文），教师评估学术水平和写作能力。
6. 教学资源•学术写作指南、示例文章及范文；•练习题和答案；•团队合作网络平台。
7. 结语通过本教案的实施，学生将能够掌握基本的学术写作技能，提高他们的英语写作水平。
这将为他们未来的学业和职业发展打下坚实的基础。
大学英语写作课教案步骤
课时：2课时教学目标：1. 让学生掌握英语写作的基本结构和技巧。
2. 提高学生的英语写作能力和表达能力。
3. 培养学生的创新思维和批判性思维。
教学步骤：一、导入（5分钟）1. 教师用英语简要介绍写作课的目的和重要性。
2. 引导学生回忆自己曾经学过的英语写作知识，激发学生的兴趣。
二、讲解英语写作基本结构（15分钟）1. 讲解英语写作的基本结构：引言、主体、结论。
2. 分析每个部分的作用和特点。
3. 结合实例，让学生了解各个部分在写作中的具体运用。
三、讲解英语写作技巧（20分钟）1. 介绍常用的写作技巧，如：词汇丰富、句子多样、段落连贯等。
2. 分析这些技巧在写作中的应用方法。
3. 通过实例，让学生了解如何运用这些技巧来提高写作水平。
四、写作练习（30分钟）1. 教师给出一个写作题目，要求学生在规定时间内完成。
2. 学生在课堂上进行写作，教师巡视指导。
3. 学生完成写作后，教师进行点评，指出优点和不足。
五、总结与反馈（10分钟）1. 教师总结本节课的重点内容，强调英语写作的基本结构和技巧。
2. 学生分享自己的写作心得，教师给予评价和指导。
3. 教师针对学生的写作问题，给出建议和改进方法。
教学评价：1. 学生课堂参与度：观察学生在课堂上的发言、提问和写作情况。
2. 学生写作水平：通过学生的写作练习和作业，评价学生的英语写作能力。
3. 学生反馈：收集学生对本节课的评价和建议，为以后的教学提供参考。
教学资源：1. 教材：大学英语写作教材。
2. 多媒体课件：展示英语写作的基本结构和技巧。
3. 写作练习题：用于学生在课堂上进行写作练习。
4. 教学反馈表：收集学生对本节课的评价和建议。
教学反思：1. 本节课是否达到了预期的教学目标？2. 学生的课堂参与度和写作水平是否有所提高？3. 教学过程中是否存在不足，如何改进？通过本节课的教学，希望学生能够掌握英语写作的基本结构和技巧，提高自己的英语写作能力，为今后的学习和生活打下坚实的基础。
现代大学英语中级写作课程教案精选版
现代大学英语中级写作课程教案Document serial number【KKGB-LBS98YT-BS8CB-BSUT-BST108】《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 examples2、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 toexplain 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 anexemplification 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 outlineprocess analysis, cause-effect analysis, Comparisonand contrast, classification, definition andanalogy， 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、教学基本内容第一课 Exemplification第一课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 errorsII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→ Methods2、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、教学基本内容第二课 Process Analysis第二课 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→ Patterns2、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、教学基本内容第三课 Cause-Effect Analysis第三课 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→ Methods2、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 ofan essay知识点: → Functions of comparison/contrast: clarifying something unknown, bringing one or both of the subject intosharper shape→ Three patterns of comparison/contrast: subject bysubject, 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 sequenceGeneral 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、教学基本内容第四课 Comparison/Contrast第四课 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→ Methods2、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 usTo present a mass of material by means of some orderly systemTo 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 classificationthe 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、教学基本内容第五课 classification第五课 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 Organization2、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 usuallyused., 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 orunderstand,→ The Connotative/Personal Definition is used to explain any word or concept that doesn’t have the same meaningfor 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 definitionHow to organize an extended essay二、教学重点及难点：重点：Functions and patterns of definitionHow to write an extended definitionHow to write the title of an expositive essay难点：How to organize an extended essayHow 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、教学基本内容第六课 definition第六课 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 errorsUnit Six Task One DefinitionI 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 termThere are three basic ways to define a word or termA. 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 asentence 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 thedemocratic process.” And “astronomer is one who studiesastronomy” are circular definition.2.Second, we should avoid long lists of synonyms if the term to bedefined is an abstract one. For example: By imagination, I meanthe 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 hopethat one will hit)3.Third, we should avoid loaded definition, Loaded definitions donot explain terms but make an immediate appeal for emotionalapproval.A definition like:’ By state enterprise, I mean high cost andpoor efficiency.” is loaded with pejorative emotionalconnotation. Conversely, “ By state enterprise, I mean one ofthe great blessing of democratic planning” is loaded withfavorable emotional connotation. Such judgements can be vigorious to a discussion, but they lead to argument, not clarification,when offered as definition.IV. Types of definition1.Standard/ Formal definition---denotation is a word’s core, direct,and literal meaning.2.Connotative/Personal meaning---Explains what you mean by a certainterm 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 byassociations the word carries with it.A.For Americans, Water gate is associated with a politicalscandal that means dishonesty. And more words are created with the suffix—gate to mean some scandal in English now, thus,Iran Gate, Intelligence GateB.Dogs, in Chinese culture, may be quite a negative image. It isinsulting 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 thewestern people may be proud of being imperial and imperialismitself.D.People everywhere may also share some connotations for somewords. 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 ofyour attitude.3.Extended definition---is an essay length piece of writing usingthis method of development.V. How to write an extended definitionFollow 4 rules for a good definition:1. Don’t use the words “when “‘where”, giving a definition. A commonpractice 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 TitleI.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 easierto write the title after you have completed your paper.A title may be a phrase which can indicate a topic ofinterest (i.e. your focus) and at the same time point towardsa particular kind of discussion (your mode of argument).Accordingly, your title needs not only to indicate what theessay will be about, but also to indicate the point of view itwill adopt concerning whatever it is about.II.The purpose of the titleTo give the reader an idea of what the essay is aboutTo provide focus for the essayTo arouse the reader’s interestIII.How to write a good titleMake it clear, concise and preciseUse a phrase rather than a sentenceExclude all extra wordsIV.Other rules to obeyCenter it at the top of the first page.Use no period at the end or quotation marksCapitalize the first and last wordsCapitalize all other words exceptarticles (a, the)the to in infinitivesprepositions containing one syllablecoordinating 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 deathand taxes. He left something out, however: disappointment. Noone gets through life without experiencing many disappointments.Strangely, though, most people seem unprepared fordisappointment and react to it in negative ways. They feeldepressed or try to escape their troubles instead of usingdisappointments 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 threeplaces on the list go to people with annoying nervous habits,people who talk in movie theatres, and people who talk on carphones 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 havelived. Instead, the yardstick of maturity is marked by thequalities of self-denial, determination, and dependability.4.Title: _____College Stress____________________Jack’s heart pounds as he casts panicky looks around theclassroom. He doesn’t recognize the professor, he doesn’t know any of the students, and he can’t even figure out what thesubject is. In front of him is a test. At the last minute hisroommate awakens him. It’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 thisstress 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 dayscheduled. 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 Organization2、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 bysubjectHow to organize an analogy by the way—point by point 二、教学重点及难点：重点：Functions and patterns of definitionThe differences between comparison and analogyHow to learn to use transitionHow 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 transitionHow 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、教学基本内容第六课 definition第六课 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。