英语写作基础教程2第二次课教案.ppt

Writing 2 Unit 1 Memorable significant moments (period 1),Warm Up,Is there a significant memory in your life? What is it? Try to present it to us.,Types of Writing,And reading!,writing genres,There are many different forms of writing for different purposes,Even within each genre of writing there are different kinds of writing,Each “kind” ( or genre) of writing has certain characteristics,Narrative Has a plot- beginning middle end Has interesting characters Has an interesting setting (place, time),Narrative,A narrative is a story developed from an event or a series of events Character, setting and the mood are usually established at the beginning of the story The middle describes events in which a character deals with some kind of conflict The end of the story or climax, tells how the conflict is resolved,Plot,The plot is a series of events,Narrative writing,The general characteristics of narrative writing include: plot structure introduction rising action climax falling action resolution conflict characterization setting theme point of view sequencing transitions,Good Narration: Includes specific details to make the incident come alive for your reader Focuses on re-creating an incident that happened to you over a short period of time (usually an emotional experience) Conveys a particular mood (feeling) - do you want to surprise your readers, make them laugh, have them share in your sorrow or fear?,Narrative writing appears in and is not limited to novels, short stories, biographies, autobiographies, historical accounts, essays, poems, and plays.,Narration,Types Elements Tips on writing personal narratives,Narration and its types,It is the type of writing which tells a story: personal experience imaginative fiction, or historical narrative ( a story or an account of something that happened).,Essential elements of narration,A series of events Told by a narrator For some particular purpose,Activity 1,Check the sentences that you think would make interesting topic sentences for personal experience narrative. And explain it. (p.2),How to write a personal experience narrative,Construct a topic sentence Use the first person point of view Present it in chronological order Select only the details Connect the details by using transitions,Personal experience narrative,Narrator: first person Structure: 1.begining: topic sentence ( who, when, where, what, why, how), describing the whole event (p.2) 2. body: present the experience in chronological order ( using some transitions: afterward, later, when, soon, while, before, then.) (p.5) 3. end: summarize the whole text and show the theme (p.3 reading),Activity:,Compare two passages by your peers (p.8,p.9) “Reunion with my best friend” “what a change” Which one is better? (Title, topic, structure, content, writing skill, language),Writing,List all the ideas of reunion you have experienced. Make a plan Discuss with your classmates write according to your plan improved Editing,Writing 2 Unit 1 Memorable significant moments (period 2),Warm up,Is there any significant moment in your life? Try to share it with us.,In order for the following to make sense, you need to understand the difference between a phrase and a clause (dependent or independent). A phrase is a group of words that does not express a complete thought. It might have a subject or a verb, but it does not have both. As a result, the phrase does not make sense standing by itself: Waiting at the street corner Tired from working all day This morning at school,By contrast, a clause has a subject and a verb that goes with the subject; a clause makes sense by itself. John waited at the street corner. He is tired from working all day. The above examples are called independent clauses because they make sense on their own. However, if you put a “dependent clause marker” (or subordinating conjunction) in front of them, they lose their independence. They are now called dependent clauses because they need another independent clause to make sense as part of a complex sentence. While John waited at the street corner, (his friend looked for him at school.) Although he is tired from working all day, (he plays ball with his kids at night).,Effective sentences,Coordination Subordination,Coordinating conjunctions: the FANBOYS: for (reason),and (addition), nor (negative choice), but (contrast), or (choice), yet (contrast), so (result or effect) Conjunctive adverbs: Addition: also, furthermore, moreover, besides, finally Contrast: however, still, nevertheless, nonetheless, conversely, nonetheless, instead, otherwise, still Comparison: similarly, likewise Result or summary: therefore, thus, consequently, accordingly, hence, then Time: next, then, meanwhile, finally, subsequently Emphasis: indeed, certainly, specifically Transitional Phrases: Addition: in addition, equally important Contrast: on the other hand, in contrast, at the same time, on the contrary, even so Comparison: in the same way Concession: of course, to be sure, certainly, granted, admittedly Example: for example, for instance, as an illustration, namely, specifically, in fact Summary/Result: in short, in brief, in summary, in conclusion, as a result, accordingly Time/Ranking: first, second, third (), next, finally, afterwards, meanwhile, subsequently, eventually, in the first place, at the same time,coordination,It is combining two or more ideas in one sentence to create equal emphasis. You can coordinate words, phrases and clauses. Coordination of sentences is a grammatical strategy to communicate that the ideas in two or more INDEPENDENT CLAUSES are equivalent or balanced. Coordination can produce harmony by bringing related elements together. Whenever you use the technique of coordination of sentences, make sure that it works well with the meaning you want to communicate.,Subordination,It is combining two or more ideas in one sentence to create unequal emphasis. To give unequal emphasis to two or more ideas, you express the major idea in an independent clause and express minor ideas in subordinate clauses, phrases or single words.,Subordination is a grammatical strategy to communicate that one idea in a sentence is more important than another idea in the same sentence. To use subordination, you place the more important idea in an INDEPENDENT CLAUSE and the less importantthe subordinateidea in a DEPENDENT CLAUSE. The information you choose to subordinate depends on the meaning you want to deliver.,Sentences with Adverb Clauses Adverb clause, independent clause. After the sky grew dark, the wind died suddenly. Independent clause, adverb clause. Birds stopped singing, as they do during an eclipse. Independent clause, adverb clause. The stores closed before the storm began. Sentences with Adjective Clauses Independent clause, restrictive (essential)* adjective clause. Weather forecasts warned of a storm that might bring a thirty-inch snowfall. Independent clause, nonrestrictive (nonessential)* adjective clause. Spring is the season for tornadoes, which may have wind speeds over 220 miles an hour. Beginning of independent clause, restrictive (essential)* adjective clause, end of independent clause. Anyone who lives through a tornado remembers its power. Beginning of independent clause, nonrestrictive (nonessential)* adjective clause, end of independent clause. The sky, which had been clear, turned greenish black.,Subordinating conjunctions and their meanings Time after, before, once, since, until, when, whenever, while After you have handed in your report, you cannot revise it. Reason or Cause as, because, since Because you have handed in your report, you cannot revise it. Purpose or Result in order that, so that, that I want to read your report so that I can evaluate it. Condition if even, if, provided that, unless Unless you have handed in your r