福州大学：《现代大学英语精读》课程授课教案（二年级下）Unit 2 Englishes/ Stop Being Coy.doc_大学文库

1 Unit Two: Englishes/ Stop Being Coy Teaching objectives:  To make students understand that there are different styles of English, and adequate knowledge about linguistic appropriateness and correctness is crucial to improving communicative competence;  To help students develop a general stylistic awareness, learning to distinguish one style from another and to use the various styles of language in various situations appropriately;  To acquaint the students with basic knowledge of register: formal, informal, colloquial, and nonstandard;  To make students understand what a euphemism is and when it is used;  To help students master the general techniques of expository writing;  To supply students with opportunities to practice their basic language skills. Time Allocation and Teaching Procedure: About 4.5 sessions (9 class hours) are needed for this unit. 1 st session 1. Pre-reading questions: Test students on the background reading materials and see if they have a general idea of styles of English; ask students to explain the title of Text 1A : Englishes. Clarify the meanings of the word “style”, and introduce basic knowledge of register: common core and scales of styles: formal, informal, colloquial, and nonstandard. 2. Study of Text IA: Ask students to point out sentences in the text that are inconsistent in style and explain why. Ask students to sum up the main idea of the text. Analyzing the structure of the test.: involving the students in summing up the techniques of expository writing. 3.Assignment  Review Text 1A.  Preview Text 1B.  Read Text III. 2 nd session 1. Continuation of the study of Text 1A: Allow students some time to ask questions on the text. Focus on language points of the text. 2. Study of Text IB: Ask questions on Text III to help students better understand euphemism. Elicit from students the definition of euphemism and its use. Ask students to pick out euphemisms in the text Focus on language points of Text 1B. 3.Assignment  Review Text 1B.  Workbook: p.22-Guided writing, p.26 Translation A. 3 rd session 1. Continuation of the study of Text 1B: Allow students some time to ask questions on the text. Ask students to sum up the main idea of the text. Ask students to comment on the techniques used in this argumentative writing. 2. Study of Text II

4 II. Teaching Points in Text 1A. 1. a scale of styles scale-a graduated range of values forming a standard system for measuring or grading something: a pay scale 工资等级 a scale of 0-12 for the force of the wind (the wind scale)风级 a scale of styles - different levels of style arranged in the order of formality: “intimate-casual-consultative-formal-frozen” or “familiar-informal-normal-formal-rigid”. Formality-informality scale: perceptive- astute -intelligent -smart-on the ball 2. a haphazard knowledge of “knowledge” is an uncountable noun, but sometimes it’s used with article “a” to mean an understanding of something to a certain degree, e.g.: A knowledge of languages is always useful. He has a wide( good, poor, limited) knowledge of Greek history. He acquired a speaking knowledge of French when he worked in the French company. 3. no more.than—in no greater degree.than Without a degree and with no experience of doing office work, the young man was no more fit to be a secretary than any of us. 4. the height of naivety-The point of highest intensity; the climax: the height of a storm 暴风雨最猛烈的时候 the height of summer 盛夏 When he wrote this excellent novel, he was at the height of his powers as a writer." It's the height of stupidity to go out to sea in this bad weather. the height of absurdity/rudeness. 5. go round (Br. English)= go around (Am. English) -to dress or behave in a particular way He usually goes around in shorts and a T-shirt. Ever since she got that job she's been going around with a big smile on her face. You can't go round being rude to people. 6.nothing but-only, nothing other than There’s nothing for supper but a little piece of cheese. Due to the wide use of insecticides and fertilizers, we saw nothing in the countryside but polluted rivers and lands. 7. disapprove of.-have an unfavourable opinion of I strongly disapprove of under-age drinking. It’s not strange that the writer should disapprove of having a telephone at home, as he thinks it is a pest as well as a time-waster

slovenly and meaningless well-with good reason She might well be the best person to ask. I can't very well(-It would not be acceptable to)refuse their kind offer. 5 raise vegetables are "plan and“raise”,as students tend to use the word“"plant'”when they should use“raise 6.offbeat-slang,unusual and strange and therefore surprising or noticeable: an offbeat sense of humour 7.on the moors and fells These two words are used in plural form 8.understatement-to state or describe something in a way that makes it seem less important, serious,bad,etc.than it really is To say that her resig as a shock would be an unde rstatement-it caused panic She believes the research understates the amount of discrimination women suffer 9.doaway with-get rid of If atomic cars should be invented in the future,the cars we are using would all be done away with. 10.for all I care-infommal,used to say that you are not interested in or worried about what someone else isdoing:与我无关 You can go to the match with Paula.for all I care II.General ofexpositorywritin Different kinds of writing achieve different purposes.On the basis of controlling purpose we traditionally divide all prose into three kinds:narration,description and exposition. Exposition is writing that explains.A narrative arranges its material in time(s in Unit 1,Book 3:My Firs orga nizes in space.Expositio organizes its subject not in time or space but by logic.Expository writings may appea to our emotions,but it is more likely to appeal to our reason by using evidence and logic. Paragraphs of exposition generally contain two different kindsof statement: 1.a gener ral rathe nt-the t 2.particular facts,examples,illustrations,and supporting details-evidence Most often the topic sentence stands first in the paragraph,unless one or two sentences of transition go before.Less frequently,topic sentences appear last,or nearly last,when the paragraph is developed from particular to general.Sometimes. for the sake of clarity or emphasis the writer may restate his topic idea in a second or

6 slovenly and meaningless. well-with good reason She might well be the best person to ask. I can't very well (= It would not be acceptable to) refuse their kind offer. 5.raise vegetables compare “plant” and “raise”, as students tend to use the word “plant” when they should use “raise’. 6. offbeat-slang, unusual and strange and therefore surprising or noticeable: an offbeat sense of humour 7.on the moors and fells of. These two words are used in plural form. 8. understatement -to state or describe something in a way that makes it seem less important, serious, bad, etc. than it really is: To say that her resignation was a shock would be an understatement - it caused panic. She believes the research understates the amount of discrimination women suffer. 9. do away with-get rid of If atomic cars should be invented in the future, the cars we are using would all be done away with. 10. for all I care-informal, used to say that you are not interested in or worried about what someone else is doing: 与我无关 You can go to the match with Paula, for all I care. III. General techniques of expository writing. Different kinds of writing achieve different purposes. On the basis of controlling purpose we traditionally divide all prose into three kinds: narration, description and exposition. Exposition is writing that explains. A narrative arranges its material in time (as in Unit 1, Book 3: My First Job). Description most often organizes in space. Exposition organizes its subject not in time or space but by logic. Expository writings may appeal to our emotions, but it is more likely to appeal to our reason by using evidence and logic. Paragraphs of exposition generally contain two different kinds of statement: 1. a general, rather abstract statement-the topic sentence. 2. particular facts, examples, illustrations, and supporting details-evidence Most often the topic sentence stands first in the paragraph, unless one or two sentences of transition go before. Less frequently, topic sentences appear last, or nearly last, when the paragraph is developed from particular to general. Sometimes, for the sake of clarity or emphasis the writer may restate his topic idea in a second or