【英語寫作基礎(chǔ)】教案-彭宇

英語系授課教案《英語寫作基礎(chǔ)》2014～2015學(xué)年第1學(xué)期教研室:英語專業(yè)教研室教師姓名：彭宇授課學(xué)時(shí)：60授課專業(yè)：英語學(xué)生班級(jí)：1343班學(xué)生人數(shù)：45四川民族學(xué)院英語系制TeachingPlanforIntroductionToBusinessEnglishWeeks1-2Part1:ManuscriptFormTeachingPeriods:6I.TeachingObjectives1.Arrangement2.Capitalization3.WordDivision4.Punctuation5.HandwritingII.TeachingFocusandDifficultiesA.Teachingfocus:1.Tounderstandhowtoarrangeproperlyacomposition2.Topayenoughattentiontothehandwriting3.TobeabletocorrectlyusedifferentpunctuationsB.TeachingDifficulties:1.Tounderstandhowtoarrangeproperlyacomposition2.TobeabletocorrectlyusedifferentpunctuationsIII.TeachingContentsandProceduresChickensoupforthesoul:Lifeislikeapiano.Whitekeysrepresentsjoy.Blackshowssadness.Asyougothroughlife,rememberthattheblackkeysmakemusictoo.Lead-in:Asyouarelearningtowrite,youshouldhaveaclearideaofwhatisgoodmanuscriptform.Youshoulddoeverything-writingthetitle,leavingmargins,indenting,capitalizing,anddividingwords-accordingtogenerallyacceptedrules.Wheneveryouwritesomething,workcarefully,writeneatlyandclearly,andtrytomakeasfewmistakesaspossible.ArrangementTomakeyourhandwritingeasytoreadandprovideroomforcorrections,youhadbetterwriteoneveryotherline,andwriteononlyonesideofthepaperifitisthin.Leaveamarginoneachsideofthepaper-abouttwocentimetresatthetopandacentimetreandahalfattheleft,therightandthebottom.

Youcannotmaketherightmarginverystraight,butyoumustnotwritetotheedgeofthepaper.

Writethetitleinthemiddleofthefirstline.CapitalizethefirstandlastwordsofthetitleandallotherwordsCapitalizationCapitalsareusedmainlyatthreeplaces:thefirstwordsofsentenceskeywordsintitlespropernamesNotonlyacompletesentence,butasentencefragmenttreatedasasentence,shouldbeginwithacapitalletterThefirstwordofquotedspeech(wordsputbetweenquotationmarks)iscapitalized.CommonNounsafamousuniversity

abroadstreet

alargelakethepresidentoftheuniversityProperNamesPekingUniversity

ChanganStreet

LakeErie

PresidentBrownPunctuationUseaperiod(fullstop)attheendofacompletesentence,howevershortitis.Donotuseacommatojointwocoordinateclauses;useacommaandaconjunction,orasemicolon.Makeyourcommasdifferentfromyourperiods.Acommahasalittletail(,);aperiodisadot(.),notatinycircle(。),whichisusedinwrittenChinese.Useaquestionmarkattheendofadirectquestion;donotuseoneattheendofanindirectquestion:"Haveyoudoneyourexercises?"theteacherasked.

Theteacheraskedwhetherwehaddoneourexercises.HandwritingWritecarefullysothatyourhandwritingcanbereadeasily.Tomakeyourcapitalsalittlebiggerandhigherthanyoursmallletters.Tomakeyoura'sdifferentfromyouro's,andyourn'sdifferentfromyouru'sdotyouri'sandj's.Tocrossyourt's.Leavealittlespace(aboutoneletter)afteracommaandaslightlybiggerspace(abouttwoletters)afteraperiod.Whenyouwanttocrossoutaword,donotusebracketstoencloseit,butdrawathicklineacrossit.Whenyouwanttoaddaword,writeitabove,notbelow,thelineofwordsyouhavewrittenwithaclearsignshowingwhereitistobeinserted.IV.AssignmentsFinishexercisesofthischapterinthetextbook.V.ReflectionsAttheendofthissession,thestudentsshouldbeableto:Beabletocorrectlyusedifferentpunctuationsandhandwritingintheirwriting.Understandtheimportancetoarrangeproperlyacomposition.TeachingPlanforIntroductionToBusinessEnglishWeeks3-6Part2:DICTIONTeachingPeriods:8I.TeachingObjectivesLevelsofWordsTheMeaningofWordsGeneralandSpecificWordsIdiomsFiguresofSpeech1.Simile2.Metaphor3.Personification4.Metonymy5.Synecdoche6.Euphemism7.Irony8.OverstatementandUnderstatement9.TransferredEpithet10.Oxymoron11.AlliterationII.TeachingFocusandDifficultiesA.Teachingfocus:1.Tounderstandthelevelsandmeaningofwords2.Toknowthedifferenceandfunctionsofthegeneralandspecificwords3.Tolearnsomeusefulidioms4.TolearnseveralkindsoffiguresofspeechB.TeachingDifficulties:1.Toknowthedifferenceandfunctionsofthegeneralandspecificwords2.TolearnseveralkindsoffiguresofspeechIII.TeachingContentsandProceduresChickensoupforthesoul:Alongthelongwayofchanging,youmayoccasionallyslipandfall.Youhavetolearntofacefailures,fortheroadtosuccessisfullofupsanddowns.Lead-in:Dictionisthechoiceanduseofwords.TheEnglishlanguagehasaverylargevocabulary:asmanyas400,000wordsarecollectedintheOxfordEnglishDictionary.Ofcoursenooneknowsorneedtousesomanywords.Onlyasmallpartofthemareusedbyordinarypeopleforordinarypurposes.Astudentlearningtowriteshouldlearntousethewordsthataremostusefulandmostoftenusedtoexpresshimself.Sometimeshemayusethewrongwords,butmoreoftenthewordsheusesarenotentirelywrong,butinappropriate,inexact,unidiomaticoruninteresting.Abasicknowledgeofdictionmaybeofhelptohim.Ⅰ.LevelsofWordsThewordsthatareoftenusedmaybedivided,fromastylisticpointofview,intothreetypes:formal,common,andcolloquial.

Formalwordsmayalsobecalledlearnedwords,orliterarywords,or"big"words.Theymainlyappearinformalwriting,suchasscholarlyortheoreticalworks,politicalandlegaldocuments,andformallecturesandaddresses.Manysuchwordscontainthreeormorethanthreesyllables;mostofthemareofGreekorLatinorigin.Theyareseldomusedindailyconversation,exceptforspecialpurposes.TheMeaningofWordsThemeaningofawordhastwoaspects:denotativeandconnotative.Aword'sdenotationiswhatitliterallymeans,asdefinedbythedictionary;itsconnotationisthefeelingorideasuggestedbyit.Forinstance,country,nation,stateandlandhavemoreorlessthesamedenotationandmayallbetranslatedintoguojiainChinese,buttheirconnotationsarequitedifferent.Countryreferstoanareaoflandanditspopulationandgovernment,nationemphasizesthepeopleofacountry,statereferstothegovernmentorpoliticalorganizationofacountry,andlandislessprecisebutmoreliteraryandemotivethancountry.anislandcountry;neighbouringcountriesInareaChinaisthethirdlargestcountryintheworld.apeace-lovingnation;theawakeningnationsofAfricaThemodernizationprogrammehaswonthesupportofthewholenation.stateorgans;state-ownedenterprisesChinaismynativelandGeneralandSpecificWordsComparativelyspeaking,somewordsaremoregeneralormorespecificinmeaningthanothers.Professionals,forinstance,ismoregeneralthanscientists,doctors,teachers,lawyers,journalists,etc.,allofwhicharemorespecific.Butscientistsmaybecalledageneralwordwhencomparedwithphysicistsorchemists,which,inturn,ismoregeneralthanbiochemists.Althoughbothgeneralandspecificwordsareuseful,astudentlearningtowriteshouldmakeanefforttomasterandusespecificwordswhereverpossible.Specificwordshelptomakewritingclear,exact,vivid,andstriking,fortheyaremoreinformativeandexpressivethangeneralwords.Compare:agoodmankind,honest,just,generous,sympathetic,warm-hearted,selfless,brave,honorablegoodfoodtasty,delicious,nourishing,rich,wholesome,fresh,appetizing,abundanthousemansion,villa,chateau,cottage,bungalow,cabin,hut,shack,shanty,shed,barnlaughsmile,grin,beam,giggle,titter,snigger,chuckle,guffaw,chortleItiseasytoseethatthespecificwordsontherightaremuchmoreconcreteandcolorfulthanthegeneralonesontheleft;theyseemtomakethereadersee,hear,orfeelwhatthewriterwishestodescribe.Usingspecificwordsshouldgoalongwithprovidingdetails,andthentherewillbeeffectiveandimpressivewriting.Studythefollowingexamples:General:Itisoftenwindyanddustyhereinspring.Specific:Inspringthereisoftenaverystrongnorthwestwind.Itcarriessomuchfinedustwithitthatsometimesthesunbecomesobscure.Thereisnoescapefromthefinedust;itgetsintoyoureyes,yourears,yournostrils,andyourhair.Itgoesthroughthecracksofclosedwindowsandcoversyourdesksandchairs.IdiomsAnidiomisafixedgroupofwordswithaspecialmeaningwhichisdifferentfromthemeaningsofthewordsthatformit.To"readabook",forinstance,isnotanidiom,forthemeaningofthephraseisthemeaningsofthethreewordsputtogether,and"abook"canbereplacedbyotherwordslike"anewspaper"or"anovel".To"readbetweenthelines"isdifferent.Thefourwordsthatformthephrasegivenohintastowhatitmeansandnoneofthewordscanbechangedtoformanotherunderstandablephrase.Englishisrichinidioms.Thefollowingtypesofidiomsaremostcommon:PhrasalverbsputupwithturnoutlookforwardtocarryoncomeacrossN.+prep.+n.astrawinthewindtheappleofone'seyelikeafishoutofwaterinaworldofone'sownPrep.+n.inkindontheairatlengthwithflyingcolorsV.+n.won'tholdwaterslipone'smindkilltwobirdswithonestonegotothedogsAs...asaseasyaspieasbigaslifeasdifferentasnightanddayaspoorasachurchmouseFiguresofSpeechWordsusedintheiroriginalmeaningsareusedliterally,whilewordsusedinextendedmeaningsforthepurposeofmakingcomparisonsorcallinguppicturesinthereader'sorlistener'smindareusedfiguratively.

Therearevariouswaysofusingwordsfiguratively.Theyarecalledfiguresofspeech.Amongthemostcommonofthemare:SimileItisacomparisonbetweentwodistinctlydifferentthingsandthecomparisonisindicatedbythewordasorlike:Omylove'slikeared,redrose.

-RobertBurnsThatmancan'tbetrusted.He'sasslipperyasaneel.

Theoldman'shairisaswhiteassnow.MetaphorItistheuseofawordwhichoriginallydenotesonethingtorefertoanotherwithasimilarquality.Itisalsoacomparison,butthecomparisonisimplied,notexpressedwiththewordasorlike.

Metaphorsareusednotonlyafterverbtobe,andnotonlynounscanbeusedmetaphorically.Studythefollowingexamples:Thepictureofthosepoorpeople'sliveswascarvedsosharplyinhisheartthathecouldneverforgetit.

Therewasamedievalmagnificenceaboutthebigdining-hall.

Thestreetfadedintoacountryroadwithstragglinghousesbyit.

Therewereafewlordlypoplarsbeforethehouse.PersonificationItistotreatathingoranideaasifitwerehumanorhadhumanqualities.Inpoetrypersonificationisverycommon:Youthishotandbold,

Ageisweakandcold,

Youthiswild,andAgeistame.-WilliamShakespeare4.MetonymyItissubstitutingthenameofonethingforthatofanotherwithwhichitiscloselyassociated.Thusthecrowncanstandforaking,andtheWhiteHousefortheAmericangovernment,thebottleforwineoralcohol,andthebarforthelegalprofession.Whenmetonymyiswellused,brevityandvividnessmaybeachieved:Swordandcrossinhand,theEuropeanconquerorsfellupontheAmericas.

Whenthewarwasover,helaiddowntheswordandtookupthepen.

Hispursewouldnotallowhimthatluxury.SynecdocheWhenapartissubstitutedforthewholeorthewholeissubstitutedforapart,synecdocheisapplied:Thefarmswereshortofhandsduringtheharvestseason.

Hehadtoearnhisdailybreadbydoingoddjobs.

GermanybeatArgentina2to1inthisexcitingfootballmatch.

Thepoorcreaturecouldnolongerendurehersufferings.EuphemismItisthesubstitutionofamildorvagueexpressionforaharshorunpleasantone,forexample:todie

topassaway,toleaveus;one'shearthasstoppedbeating

oldpeople

seniorcitizens

mad

emotionallydisturbed

dustman

sanitationworker

lavatory

bathroom,men's(women's)room

invasion,raid

militaryaction

drivinginhabitantsawayorcontrollingthem

pacification

concentrationcamps

strategichamletsIronyItistheuseofwordswhichareclearlyoppositetowhatismeant,inordertoachieveaspecialeffect.Supposeyouplannedanoutingonacertainday,expectingittobefine;butwhenthedaycameitwasrainingheavily.Ifyousaid,"Whatfineweatherforanouting!"youwerespeakingironically.Ifabarbarousactwascalledcivilizedorcultural,ironywasused.OverstatementandunderstatementInoverstatementthedictionexaggeratesthesubject,andinunderstatementthewordsplaydownthemagnitudeorvalueofthesubject.Overstatementisalsocalledhyperbole.

Bothaimatthesameeffect:tomakethestatementordescriptionimpressiveorinteresting.Sheisdyingtoknowwhatjobhasbeenassignedher.

Onhearingthathehadbeenadmittedtothatfamousuniversity,hewhisperedtohimself,"I'mtheluckiestmanintheworld."

Ittookafewdollarstobuildthisindoorswimmingpool.

"Heisreallystrange,"hisfriendssaidwhentheyheardhehaddivorcedhisprettyandlovingwife.9.TransferredEpithetAnepithetisanadjectiveordescriptivephrasethatservestocharacterizesomebodyorsomething.Atransferredepithetisonethatisshiftedfromthenounitlogicallymodifiestoawordassociatedwiththatnoun.Shewassoworriedabouthersonthatshespentseveralsleeplessnights.

Inhisquietlazinesshesuddenlyrememberedthatstrangeword.

Theassistantkeptarespectfuldistancefromhisbosswhentheywerewalkinginthecorridor.

Hesaid"Yes"tothequestioninanunthinkingmoment.

Theoldmanputareassuringhandonmyshoulder.10.OxymoronInoxymoronapparentlycontradictorytermsarecombinedtoproduceaspecialeffect.Thecoachhadtobecrueltobekindtohistrainees.

Whenthenewsofthefailurecame,allhisfriendssaidthatitwasavictoriousdefeat.

Thepresidentwasconspicuouslyabsentonthatoccasion.

Shereadthelong-awaitedletterwithatearfulsmile.11.AlliterationItreferstotheappearanceofthesameinitialconsonantsoundintwoormorewords,suchas"proudasapeacock"and"blindasabat".Alliterationisoftenusedinpoetrytogiveemphasistowordsthatarerelatedinmeaning:Whereforefeed,andclothe,andsave,

Fromthecradletothegrave,

Thoseungratefuldroneswhowould

Drainyoursweat-nay,drinkyourblood?-PercyByssheShelleyIV.AssignmentsMakesentenceswiththefiguresofspeechwehavelearnedinthispart.Finishexercisesofthischapterinthetextbook.V.ReflectionsAttheendofthissession,thestudentsshouldbeableto:Beabletocorrectlyuseseveralkindsoffiguresofspeechintheirwriting.Understandtheimportanceofsomeusefulidioms.Knowthedifferenceandfunctionsofthegeneralandspecificwords.TeachingPlanforIntroductionToBusinessEnglishWeeks7-9Part3:TheSentenceTeachingPeriods:6I.TeachingObjectivesCompleteSentencesandSentenceFragmentsTypesofSentences1.Declarative,Interrogative,Imperative,andExclamatorySentences2.Simple,Compound,Complex,andCompound-ComplexSentences3.Loose,Periodic,andBalancedSentences4.ShortandLongSentencesEffectiveSentences1.Unity2.Coherence3.Conciseness4.Emphasis5.VarietyII.TeachingFocusandDifficultiesA.Teachingfocus:1.Tounderstandthedifferencebetweencompletesentencesandsentencefragments2.Toknowthefunctionofseveraldifferenttypesofsentences3.knowthecriteriaofeffectivesentencesB.TeachingDifficulties:1.Toknowthefunctionofseveraldifferenttypesofsentences2.knowthecriteriaofeffectivesentencesIII.TeachingContentsandProceduresChickensoupforthesoul:Inlifeweallhaveanunspeakablesecret,anirreversibleregret,anunreachabledreamandanunforgettablelove.Lead-in:Wordsmakeasentence,andseveralsentencesmakeaparagraph,andthenacompositioncouldcomeintobeing.Whenwearewriting,woshouldknowhowtomakesentencesuseful,rightandeffective,whichisthecourseallabouttoday.CompleteSentencesandSentenceFragmentsAgrammaticallycompletesentenceisonethatcontainsatleastasubjectandapredicate(orfinite)verb;iftheverbistransitive,theremustbeanobject;iftheverbisalink-verb,theremustbeapredicativeorcomplement:

Hecame.

Shewrotealetter.

Dr.Smithisaprofessor.Itisimportanttorememberthisbasicstructureofasentence;otherwise,beginnersmightmakesentenceswithoutasubjectorapredicateverbor,both,like"Havedoneit,""Raining,"and"Howtouseit?"insteadof"Ihavedoneit,""Itisraining,"and"Howdoyouuseit?"

Attributesandadverbials,thoughtheyarenotessentialelementsofasentence,helptomakethemeaningclearorcomplete:

Hecametotheclassroomveryearly.

Shewrotealonglettertoherparents.

Dr.Smithisawell-knownprofessorofphysics.Acompletesentencebeginswithacapitalletterandendswithaperiod.Again,thissimpleruleisimportantforbeginnerstoremember,forinChinesewritingcommasmaybeusedtoseparatecompletesentences.Theuseofacommainplaceofaperiod,asemicolon,acolon,oradashinEnglishwritingiscalledthecommafault,whichChinesestudentsshouldbeonguardagainst.Faulty:Itwasraininghard,theycouldnotworkinthefields.

Improved:

Itwasraininghard;theycouldnotworkinthefields.

Itwasraininghard.Theycouldnotworkinthefields.TypesofSentences1.Declarative,Interrogative,Imperative,andExclamatorySentencesAccordingtotheiruse,sentencesaredeclarative,interrogative,imperative,orexclamatory.Adeclarativesentencemakesanassertionorastatement.Aninterrogativesentenceasksaquestion.Animperativesentenceexpressesacommandorarequest.Anexclamatorysentenceexpressesastrongfeelingoremotion,suchassurprise,pain,orjoy.2.Simple,Compound,Complex,andCompound-ComplexSentencesAccordingtotheirstructure,sentencesaresimple,compound,complex,orcompound-complex.

Asimplesentencehasonlyonesubjectandonepredicate-verb,butitmaycontainmorethanoneobject,attributeoradverbial.Acompoundsentenceconsistsoftwoormoreindependentclauses(orsimplesentences)relatedtoeachotherinmeaning,andlinkedbyacoordinatingconjunction(and,but,or,etc.)orbyasemicolonwithoutaconjunction.Acomplexsentencecontainsonemain(orprincipal)clauseandoneormoredependent(orsubordinate)clauses,withaconnectiveworddenotingtherelationbetweenthetwoparts.Acompound-complexsentencecontainsatleasttwomainclausesandatleastonedependentclause-acombinationofacompoundandacomplexsentence.3.Loose,Periodic,andBalancedSentencesFromarhetoricalpointofview,sentencesareloose,periodic,orbalanced.Aloosesentenceputsthemainideabeforeallsupplementaryinformation;inotherwords,itputsfirstthingsfirst,andletsthereaderknowwhatitismainlyaboutwhenhehasreadthefirstfewwords.Thereversearrangementmakesaperiodicsentence:themainideaisexpressedatorneartheendofit,anditisnotgrammaticallycompleteuntiltheendisreached.Thereaderdoesnotknowwhatitismainlyaboutuntilhefinishesreadingit.Compare:ShedecidedtostudyEnglishthoughshewasinterestedinmusic.

Althoughshewasinterestedinmusic,shefinallydecidedtostudyEnglish.4.ShortandLongSentencesShortsentencesareusuallyemphatic,whereaslongsentencesarecapableofexpressingcomplexideaswithprecision,becauseitmaycontainmanymodifiers.Shortsentencesaresuitableforthepresentationofimportantfactsandideas,andlongsentencesfortheexplanationofviewsandtheories,orthedescriptionofthingswithmanydetails.

EffectiveSentences1.UnityUnityisthefirstqualityofaneffectivesentence.Aunifiedsentenceexpressesasinglecompletethought.Itdoesnotcontainideasthatarenotcloselyrelated,nordoesitexpressathoughtthatisnotcompletebyitself.Faulty:BorninasmalltowninSouthChinaintheearly50s,hegrewuptobeafamousmusician.

Revised:HewasborninasmalltowninSouthChinaintheearly50s.Inhischildhoodhelikedtosingsongs.Laterheenteredaconservatory.Inthe70shebecameafamousmusician.2.CoherenceCoherencemeansclearandreasonableconnectionbetweenparts.Asentenceiscoherentwhenitswordsorpartsareproperlyconnectedandtheirrelationshipsunmistakablyclear.Itisnotcoherentifithasfaultyparallelconstructions,pronounswithambiguousreference,danglingormisplacedmodifiers,confusingshiftsinpersonandnumber,orinvoice,tense,andmood.Faulty:Amanisjudgednotonlybywhathesaysbutalsobyhisdeeds.

Revised:Amanisjudgednotonlybywhathesaysbutalsobywhathedoes.3.ConcisenessAsentenceshouldcontainnounnecessarywords.Iftheideaisfullyexpressed,thefewerwordsareused,thebetter.Wordinessonlyobscures,insteadofclarifying,theidea.Butoneoftenusesmorewordsthannecessary,soitisagoodhabittorereadwhathasbeenwrittentoseeiftherearewordsthatcanbedeletedwithoutaffectingthemeaningexpressed.Comparethefollowing:Wordy:Itwasblueincolor.

Itwassmallinsize.

Maryisaquietandcarefulwoman.

HereturnedintheearlypartofthemonthofAugust.

Concise:Itwasblue.

Itwassmall.

Maryisquietandcareful.

HereturnedinearlyAugust.4.EmphasisWhenthereisanimportantidea,itshouldbeexpressedwithemphasis.Inspeechpeopleusevariouswaysforthispurpose,suchasspeakingloudly,orslowly,sayingveryshortsentences,orusingagesture.Inwritingtherearealsowaysforplacingemphasisonsentencesorwordsthatshouldbeemphasized.(1)EmphaticSentencesInapassagetheremaybesentenceswhicharemoreimportantthanothersbecausetheyconveymoreimportantideasthanothersdo.Suchsentencesmaybeemphasizedinthefollowingways:

Shortsentences.Ithasbeenmentionedthatshortsentencesaremoreemphaticthanlongones,especiallyatthebeginningorendofaparagraph,orinthemidstoflongsentences.

Sentencefragments.Theyarealsocalledone-membersentences.Theyareemphaticbecausetheycontainonlythefewwordsthatexpressthemainidea;Theskywasovercast.Anorthwindwasblowing.Itthreatenedtorainatanymoment.Agloomyday.Invertedsentences.Theyareemphaticbecausetheirunusualwordorderdrawsthereader'sattention:Inrushedthenoisychildren.

Thepoetwasbornpoor,andpoorheremainedallhislife.Parallelconstructionsandbalancedsentences.Forexamplesseethesectionontypesofsentences.

Periodicsentences.Theirclimacticwordordermakesthememphatic.Imperativeandexclamatorysentences.Theyarenaturallyemphatic:

Don'tmove!

Hownice!Rhetoricalquestions.Theyarequestionsinformbutemphaticstatementsinmeaning:Didn'tItellyouthatyoumustn'ttouchthismachine?

Ididn'tgetaticketfortheopera.HowcouldI?

Youcallthatagoodplay?Whatisgoodaboutit?

Cananyonebelievehisexplanation?Negative-positivestatements.Theyfirstpointoutwhatisnotthetruth,andthenwhatis.Thecontrastmakesthememphatic:Thedelegatesshoutedandquarrelled.Itwasnotameeting;itwasafarce.

Thereweresomanyerrorsintheperformancethattheresultwasnotatragedy,butacomedy.Sentenceswithrepeatedwordsorphrases.Therepetitiongivesemphasistosuchsentences:Governmentofthepeople,bythepeople,forthepeopleshallnotperishfromtheearth.-AbrahamLincoln(2)EmphasiswithintheSentenceVeryoftenapartofasentence,whetheritisawordoraphrase,shouldbegivenemphasisbecauseitiswherethemainpointofthesentenceis.Variouswayscanbeusedtoachievethis.

Placing.Thebeginningandtheend,especiallytheend,ofasentencearethetwoplacesthatattractthereader'sattention.Ifpossible,importantwordsshouldbeputthere.5.VarietyVarietyisessentialtogoodwriting.Aseriesofsentencesofthesamestructureandlength,beginningwiththesamenounorpronounasthesubject,wouldsoundmonotonous.

Varietyisachievedwhenshortsentencesareusedinbetweenlongones,simplesentencesinbetweencompoundandcomplexones,periodicsentencesinbetweenlooseones.Anoccasionalquestion,command,orexclamationamongstatementsmayalsobehelpful.IV.AssignmentsFinishexercisesofthischapterinthetextbook.V.ReflectionsAttheendofthissession,thestudentsshouldbeableto:Beabletoknowthefunctionofseveraldifferenttypesofsentencesandknowthecriteriaofeffectivesentences.Understandthedifferencebetweencompletesentencesandsentencefragments.TeachingPlanforIntroductionToBusinessEnglishWeeks10-12Part4:TheParagraphTeachingPeriods:6I.TeachingObjectivesCriteriaofanEffectiveParagraph1.Unity2.Coherence3.TransitionStepsinWritingaParagraphWaysofDevelopingParagraphs1.DevelopmentbyTime2.DevelopmentbyProcess3.DevelopmentbySpace4.DevelopmentbyExampleorGeneralization5.DevelopmentbyComparisonandContrast6.DevelopmentbyCauseandEffect7.DevelopmentbyClassification8.DevelopmentbyDefinition9.DevelopmentbyaCombinationofMethodsII.TeachingFocusandDifficultiesA.Teachingfocus:1.Tounderstandthecriteriaofaneffectiveparagraph2.Toknowstepsinwritingaparagraph3.ToknowthewaysofdevelopingparagraphsB.TeachingDifficulties:1.Toknowhowtodevelopaparagraphinseveraldifferentways2.ToknowthecriteriaofeffectiveparagraphIII.TeachingContentsandProceduresChickensoupforthesoul:Acceptyourlifeifyoucan'tchangeit.Changeyourlifeifyoucan'tacceptit.Lead-in:Aparagraphisaunitofthought;itisatonceaunitinitselfandpartofalargerwhole,thatis,theessay.

Aparagraphislikeamini-essay;itshouldbeunified,coherentandwelldeveloped.Aparagraphisunifiedwhenallthesentencesintheparagrapharefocusedononecentralthoughtoronasingletopic;whenthewriterwishestointroduceanewthoughtortopic,heshouldbeginanewparagraph.Aparagraphiscoherentwhenitdevelopsnaturallyandsmoothly,andonesentenceleadslogicallytoanother.Therearemanywaystodevelopaparagraph,forexample,byprocess,bycauseandeffect,bycomparisonandcontrast,etc.Todaywewilllearnhowtodevelopaparagraph.EffectiveParagraphs1.UnityUnityofaparagraphisconce