5.1 Hit the Nail on the Head.docx

COURSEINTRODUCTION1. Purposeofthecourse Developanoverallproficiencyinfourskills Developcriticalabilityinreadingtexts Reinforcegrammaticalcompetence.2. Focusoftrainingatpresentstage Shiftoffocusintraining:FromIisteningZspeaking(1-2years)toreading/writing(3-4years) Adjustedfocusinteaching:Fromgrammar-pre-dominanttotext-slantedDrawstudentsattentiontochangedpurposeandfocusoftrainingatdifferentlevelsof,thecourse.3. Thetextbook Thecompiler Textbookdesign(Student'sBook)a.Pre-classwork(pre-questions,dictionarywork,librarywork)b.Text1c.Comprehension(oral)d.Organizationanddevelopmente.Analysisf.TextIlg.Paragraphwritingh.Listening&speaking(tapes)Evaluatingthetextbooka.Variedcontents(includingissuesofsocialconcernratherthenmerelylanguageandliterature)b.Eclecticapproachc.DrawbacksTeachingsetupandrequirements:a)Sixclasshoursperunitb)Lecture+workshop+seminarc)Pre-classreviewrequiredd)Exercises(completedonindividualbasis,selectedfordiscussion)e)Text2includedinexamsTextIHittheNailontheHeadI. Teachingobjectives1. Understandingthevariousaspectsrelatedtotheusageofwords.2. Cultivatingasenseofappropriatenessinstyle3. 1.earningtouseanalogyasanexpositorymeans.II. Warm-upquestions1. Doesthetitlestrikeyouasabitunusual?2. HaveyoueverheardoftheEnglishproverb“Hitthenailonthehead,7Whatdoesitmean?3. Whosejobinvolveshittingnails?Isthetextconcernedaboutthecarpenter?Then,what,sthemajorconcernoftheauthor?stylisticmatter,howtousetherightwordfromtheextensivevocabularyoftheEnglishlanguage)4. Whatsimilaritiesdoestheauthorrecognizeinthejobofacarpenterandtheworkofawriter? Theprocessthewriterchoosestherightwordissimilartothewayacarpenterhammersanail. 1.ikethecarpenterwhoneedstodrivehomeeverynailifhewantshisworkproperlydone,awriterneedstoputeffortsinchoosingtherightwordifhewantstobeaccurateandconcise.5. Howmuchdoyouknowaboutstyle?Doyoufinditaninterestingtopic?6. Howdoyoulikethetext?Doyoufinditdifficultoreasy?Didittakeyoulongtopreparebeforeyoucometotheclass?Aretheremanynewwordsinthetext?III. OrganizationofthetextDireCtions:Readthroughthewholetextveryquickly,findoutthemainideaofeachparagraph,decidewhethersomeParagraPhScanbegroupedtogethertoformasectionandhoweachsectionisrelatedtotheother.DiSCiISS&COiIdUde:SectionI(paragraph1-3):Raisingthesubject:ImportanceofchoosingtherightwordPara1:Introducingthetopicbydrawingananalogybetweenthecarpenterhammeringanailandthewriterusingwords.Para2-31Elaboratingontheimportanceofchoosingtherightword-Itisaprocessofrealizing,definingandclarifyingyourthought.Secton2(paragraph4-10):、，ExplainingthevariousaspectsintheprofileofawordPara4-7:!Illustratinghowwordswithcommonrootshavedifferentmeanings(Semanticaspect)Para8:Illustratinghowwordswithsimilarmeaningsmayhavedifferentassociations(Connotationalaspect)Para9:Illustratinghowwordswithsimilarmeaningsmayhavestylisticdifferences.(StylisticZsituationalaspect)Para10:Pointingoutthatageneralnotionmaybeexpressedbyavarietyofspecificwords(Variationinexpression)Secton3(paragraph11):Conclusion:Qualityismoreimportantthanquantityinlearningvocabulary(with、，ananalogytoechothebeginning)IV. TextworkandlanguagepointsSectionI(paragraph1-3)ParaBraPh1:1. Callstudents1attentiontotheuseofanalogybyaskingquestionssuchas Howdoestheauthorintroducethesubject? Whatexpositorymeansisusedinthefirstparagraph? Canyouexplainthedifferencebetween“comparison”and"analogy”?2. Askstudentstoreadthepassageonpage7withthefollowingquestionsinmind: WHATisthepurposeofdrawingananalogy? WHENisitoftenused? HOWisitdifferentfrom“comparison”?3. Askstudentstoidentifytheuseofcomparisonandtheuseofanalogyinpara.1ComparisonAclumsymanunskillfulcarpenterAgoodwriteraskillfulcarpenterAnalogyAwriterchoosingtherightwordAcarpenterhammeringanail4. Sumupthemainpoints:Analogyisaspecialkindofcomparisonandamoreconcretewaytoexplainthings.Thepurposeofanalogyistoexplainsomethingabstractandremote.Withanalogy,ofthetwothingsbeingcompared,oneisusuallyafamiliarsubject,whichhelpstoexplaintheother,whichisusuallyadifficultandabstractsubject,somethinghardtodefine.ParaRraDh231. Askquestionstocheckstudents*understandingofthetext Howisparagraph2linkedtothepreviousone?Whatdoestheword"this"referto? Isiteasytofindthewordthatexpressespreciselywhatawriterwantstoexpress?Why?Doyouhavethisprobleminwriting?-Wordsaremanyinnumber-Wordsmayhavesubtledifferencesinthem(semantic,stylistic) Doesabigvocabularyguaranteetheabilityofusingtherightword?Why? Doyouagreewiththeauthorthatthereisagreatdealoftruthintheseeminglystupidquestion“HowcanIknowwhatIthinktill1seewhatIsay?”Thequestionsoundsirrational,butistrue.UnlessWehavefoundtheexactwordstoverbalizeourownthoughts,wecanneverbeverysureofwhatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedorstatedinaclearandprecisemanner.rdefiningyourthoughtChoosingwordsisaprocessofclarifyingwhatyoumean,realizingyourmeaningCallstudents'attentiontotheauthor'sgeneralization(line11-16:iiWordsaremanyandvarious.thosewhohearorreadourwordsy",(line19-21)“ishardwork.wearedealingwith")Askthemtoreadaloud.Remindstudentstheimportanceofgeneralizationafterillustrations.1.anRIIaReDOEtS1) (line4)drivesomethinghome:force(thenail)intotherightplace;makesomethingunmistakablyclear.e.g. Thepersonwhowinstheargumentistheonewhodriveshomehispoints. Advertiserskeeprepeatingthenamesoftheproductinordertodrivethemessagehome.(also:drivehometosb,sth.) YoumustdrivehometoJohnwherethedifficultylies. YoumustdriveithometoJohnthatwedon,thaveenoughmoney.2) (line4)hittingitsquarelyonthehead:directly,usedbothliterallyandfiguratively,examples: Theboxerhithisopponentsquarelyonthejaw. Wemustfacetheproblemsquarely.3) (line7)cleanEnglish:Englishwhichispreciseandclear(incontrastwithvague,slovenlylanguage)4) (line10)scrupulouswriters:writerswhoareverycareful,payingattentiontodetails一丝不苟的作家.scrupulous,generallymeanspainstaking,meticulous(i.e.payinggreatattentiontosmallthings).Itmaybepositiveornegativeinassociation,e.g. Heisscrupulousinhisbusinessdealings,(positive,正派，谨慎) Thenursetreatedhimwiththemostscrupulouscare,(positive) Thepaperisnotentirelyscrupulousinsettingitsassumptions,(negative) Hepaysscrupulousattentiontostyle,(positive)Compare:"unscrupulous”不择手段的(usuallynegativeinassociation)5) shadesofmeaning:slightdifferencesinmeaning.6) Someusefulsentencepatternsinthissection (line13)Itisnotonlyamatterof.fitisalso. (line19)Itishardwork+doingsth (line23).hesitatedoingsth(also.hesitateaboutdoingsth,hesitatetodosth.hesitateatsth.)SellteIICeSforParaPhraSe1. “Awordthatismoreorlessright,aloosephrase,anambiguousexpression,avagueadjective,willnotsatisfyawriterwhoaimsatcleanEnglish.99:i.e.AwriterwhoisparticularlyconcernedaboutthepreciseexpressioninEnglishwillneverfeelhappywithawordwhichfailstoexpressanideaaccurately.2. wChoosingwordsispartoftheprocessofrealization,.forthosewhohearorreadourwords."：i.e.Theprocessoffindingtherightwordstouseisaprocessofperfectionwhereyoutrytosearchforwordsthatmaymostaccuratelyexpressyourthoughtsandfeelings,andwordsthatmaymosteffectivelymakeyourlistenersandreadersunderstandyourthoughtsandfeelings.3. “Itishardworkchoosingtherightwords,butweshallberewardedbythesatisfactionthatfindingthembrings.”:i.e.Findingthemostsuitablewordtouseisinnosenseeasy.ButthereisnothinglikethedelightWeshallexperiencewhensuchawordisfound.ReleVantinformation:TheallusiontoFIaubert(Note7,page5)GustaveFlaubert(1821-1880),Frenchnovelist,wasassociatedwith,thoughnotrepresentativeof,themovementofnaturalismandknownasoneofthegreatestrealistsofthenineteenth-centuryFrance.Hedevotedhislifetolonghoursspentinheavytoiloverhiswork.Hiswritingismarkedbyexactnessandaccuracyofobservation,extremeimpersonalityandobjectivityoftreatment,andprecisionandexpressivenessinstyle,ortheprincipleofthemotjuste.Section2(paragraph4-10):Thevariousaspectsinwordusage(DTheSemaIltiCaspectOfWOniS(paragraph4-7)1. AskstudentstomakecommentsonthethreepairsofexamplesgiveninthissectionCompareandcontrasttheirdifferencesinmeaning.human:of,orrelatingtoman,1) Je.g.humanbeing;humannature;humanrightshumane:.characterizedbykindness,mercy,orcompassion.e.gahumanejudge/officerrhumanaction=actiontakenbyman1.humaneaction=mercifulactionhumankilldr=personthatkillshumans1.humanekiller=thatwhichkillsbutcauseslittlepain,esp.instrumentsforthepainlesskillingofanimalsranxiety:associatedwithworry/fear2)-Jeagerness：fullofinterestordesiresingularity(ofmind):oddity,peculiarity,sththatsinglesapersonoutfromothers思想奇特、乖僻3);singleness(ofmind):holdingsteadfastlytothepurposeinmind,withoutbeingdrawnasidebylessworthyobjects.思想专一、坚决2. Pointoutwhatmayhappenifweconfusewordswithasimilarform,(onepossibleconsequence:malapropism).Explain:Malapropismistheuseofawordinmistakeforonesoundingsimilar,resultingincomiceffect,e.g."allegory"for"alligato/'delusions'"for"allusionsyyThewordhasitsorigininMrs.Malaprop9afamouscharacterinSheridan,scomedytheRivals(1775).Sheisnotedforherblundersintheuseofwords."Asheadstrongasanallegory(alligator)onthebanksoftheNile"isoneofhergrotesquemisapplications.Shealsorequeststhatnodelusions(allusions)tothepastbemade.Shehasgivenusthewordmalapropismasanameforsuchmistakes.AskstudentswhethertheycanrecallothernamesoffictioncharactersthathaveenteredtheEnglishdictionaryasMrs.Malaprop,(e.g.Mr.Micawber,RipVanWinkle.etc)Askstudentstogivefurtherexamplesofconfusingwords,i.e.wordsthatlooksimilarinformbutdifferentinmeaning,suchas“credulous”and"credible”,etc.1.anElIaRepoints:1) distinct:adj.A.differentinkinde.g. Weshouldke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.awayfromone'shomeorusualenvironment,e.g.Don,tgotoofarafield.Inthetext,itmaybeinterpretedas:Thereisnoneedforustomakeanefforttofindproofofbadcarpentryinlanguage.Namely,44Youcanfindexamplesofbadusageeverywherearoundyou.”3) rife:(predicativeonly)widespread,common,increasinglyprevalent,e.g.Superstitionisstillrifeinthecountry.(Not:rifesuperstition) ThecountryWaSrifeWithrumorsofwar. Crimeandviolencewererifeinthiscitybeforeliberation. Diseaseusedtoberifeinthiscountry.(II) TheCOlIIIOtatioIIalaspectOfaWOrd(ParalraDh8)1. Askstudentstosumupthemainpointoftheparagraph.2. Callattentiontothecohesivelinkinthetopicsentence(from"malapropism''tomovetoanewpointinappropriatenessresultingfromanignoranceoftheword'sconnotation)3. Discussthedifferentconnotationsineachofthefollowing:r-imprisoned-force,coercion,compulsion,againstwill contained-moregeneral,neutralJ-epitomized-literary,formal summedup-generalI-distilled-moreformal,Illustratetheusagewithfurtherexamples,e.g. Thecharterincludessomeconditionsthatimprison(限制)theindustrialworkerstoday. Heepitomizes(概括、凝聚)thegoodqualitiesofhisfamily.(beaperfectexample,typify) Watercanbemadepurebydistillingit.(提炼)4. Givefurtherexamplestoillustratethatwordswithsimilarorsamemeaningmayhavedifferentconnotations,e.g.厂happinessjydelightrapture匚ecstasyCallattentiontothegeneralization(line56-60)whichwellsumsupwhat,sbeendiscussedintheparagraph.1.ananaRepoints:Coercion:todosth.undercoercion;togetsth.bycoercionCoerce:tocoercesb.intodoingsth. HepaidthemoneyUndercoercion.被迫 Theterroristsgotwhattheywantedbycoercion.(Longman) TheterroristsCoerCedtheMotintoacceptingtheirdemandnottoland.胁迫(Longman)(III) TheSitlIatiOnalaspectOfWordS(paragraph9)_1. Introducetostudentstheconceptofregister,andlevelofformality(e.g.MartinJoo,sFiveClocks:frozen-formal-consultative-casual-intimate)2. Askstudentstocommentonthestylisticdifferencesinthetwopairsofexamplesgiveninthetext.3. Askstudentstogivefurtherexamplestoillustratethedifferencesinstyle,suchas:poorr-face-rbeginI-poverty-strickenI-mug-Icommence-penniless-visagedinaugurate-broke-initiate4. Discuss: Whatarethefactorsthatdecidethestyle?(subjectmatter,participants,circumstancesetc.) Isitrighttoconsiderastyleasmoresuperiortoanother?(e.g.formalstyleisbetterthaninformalstyle.)WhatcriteriashouldWeusewhenevaluatingthestyle?RefertoRandolphQuirk,sAGrammarofContemporaryEnglish:-AscaleofstylesexistsinallouruseofEnglish.Eachofusworksnotjustwithonestylebutdifferentstyles.-AhaphazardknowledgeofseveralStyleSmayheworsethanuselessifwedonotknowtheoccasionswhenweareshiftingfromonetoanother.-Itistheheightofnaivetytogoroundwithasingleyardstick,measuringEnglishas,tgood,for,ibad,f(IV)Variationinexpression:genericvs.specific(paragraph10)1. Askstudentstosortoutthespecificverbsfor4walk,accordingtothedifferentconnotationormannerinvolved.Classifythemintosensiblecategories,suchas- walkingwithoutmakinganoise(creep.)- walkinginashowyway(strut,stalk.)- walkingwithoutadefiniteaim(loiter,ramble.- walkingwithleisure(stroll,saunter,meander,lounge)- walkingwithbigsteps(stride,march,.)- walkingwithdifficulty(plod,tramp,trudge,.)- .etc.2. Referstudentstotheexerciseonpage8-9(Workbook)forpractice.Summary:ProfileofawordthevariousaspectsGrammatical、/SemanticConnotational->WOR11-Situational(Stylistic)CulturalSection3:Conclusion1. Callstudents,attentiontotheanalogyusedinthelastparagraph.Identifythetwosubjectsbeingcomparedandtheparallelelements.2. Paraphrasetheconcludingsentence“Agoodcarpenterisnotdistinguishedby.cleanlyonthehead.,Tojudgewhetheracarpenterisgoodorbad,wewouldnotjustseehowmanytoolshehas.Whatcountsishisskills.Inthesameway,awriterisnotjudgedbythenumberofwordsheknows,butbyhisabilityinusingsuchwords.Inotherwords,qualityismoreimportantthanquantityinlearningvocabulary.1.anRIIaRCPoilItS1) alliterationindiscouragedanddismayed.(line87)tohaveagoodcontrolandcommandover.(line93)similarto“safeandsound''2) takecourage:bebrave,beconfidente.g.It,sachallengingjob,buttakecourageandworkhardatit,andyou,llberewarded.V.Classroomdiscussion1. WhathaveyoulearnedfromthetextabouttheEnglishvocabularyandtheEnglishrhetoric?Doyoufindsuchknowledgeusefulornot?Explainwithillustration.2. WhataspectsdoweneedtoconsiderwhenWeareconfrontedwithseveralwordsbutnotcertainaboutwhichtochoose?3. Whatcontributestoappropriatenessinstyle?TextIlTheMaker,sEye:RevisingYourOwnManuscriptsI. Teachingobjectives1. Understandingthecreativenatureofwritingandrevision2. DevelopingsomeskillsfordoingrevisioninwritingII. Warm-upquestions1. Doyouthinkitisnecessarytodorevisionafterfinishingyourwriting?2. Areyouinthehabitofrevisingyourcompositionbeforehandlingin?3. Howdoyoureviseyourwriting?4. Whatshouldbetakenintoconsiderationwhendoingrevision?Whatskillsareneeded?5. Doyoufindtheadvisegivenbytheauthorusefulornot?III. Relevantinformation1. TheauthorDonaldM.Murray,U.S.writer,hasmadetheartofwritingwellhisworkfordecades.HehasbeenaneditorofTimemagazine.In1954hewonthePulitzerPrizeforhiseditor