5.1 Hit the Nail on the Head.docx

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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?”Thequestionsoundsirrational,butistrue.UnlessWehavefoundtheexactwordstoverbalizeourownthoughts,wecanneverbeverysureofwhatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedorstatedinaclearandprecisemanner.rdefiningyourthoughtChoosingwordsisaprocessofclarifyingwhatyoumean,realizingyourmeaningC