51 Hit the Nail on the Head文档格式.docx
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51 Hit the Nail on the Head文档格式.docx
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c.Comprehension(oral)
d.Organizationanddevelopment
e.Analysis
f.TextII
g.Paragraphwriting
h.Listening&
speaking(tapes)
⏹Evaluatingthetextbook
i.Variedcontents(includingissuesofsocialconcernratherthenmerelylanguageandliterature)
j.Eclecticapproach
k.Drawbacks
4.Teachingsetupandrequirements:
a)Sixclasshoursperunit
b)Lecture+workshop+seminar
c)Pre-classreviewrequired
d)Exercises(completedonindividualbasis,selectedfordiscussion)
e)Text2includedinexams
TextIHittheNailontheHead
I.Teachingobjectives
1.Understandingthevariousaspectsrelatedtotheusageofwords.
2.Cultivatingasenseofappropriatenessinstyle
3.Learningtouseanalogyasanexpositorymeans.
II.Warm-upquestions
1.Doesthetitlestrikeyouasabitunusual?
2.HaveyoueverheardoftheEnglishproverb“Hitthenailonthehead”?
Whatdoesitmean?
3.Whosejobinvolveshittingnails?
Isthetextconcernedaboutthecarpenter?
Then,what’sthemajorconcernoftheauthor?
(stylisticmatter,howtousetherightwordfromtheextensivevocabularyoftheEnglishlanguage)
4.Whatsimilaritiesdoestheauthorrecognizeinthejobofacarpenterandtheworkofawriter?
⏹Theprocessthewriterchoosestherightwordissimilartothewayacarpenterhammersanail.
⏹Likethecarpenterwhoneedstodrivehomeeverynailifhewantshisworkproperlydone,awriterneedstoputeffortsinchoosingtherightwordifhewantstobeaccurateandconcise.
5.Howmuchdoyouknowaboutstyle?
Doyoufinditaninterestingtopic?
6.Howdoyoulikethetext?
Doyoufinditdifficultoreasy?
Didittakeyoulongtopreparebeforeyoucometotheclass?
Aretheremanynewwordsinthetext?
III.
Organizationofthetext
Directions:
Readthroughthewholetextveryquickly,findoutthemainideaofeachparagraph,decidewhethersomeparagraphscanbegroupedtogethertoformasectionandhoweachsectionisrelatedtotheother.
Discuss&
conclude:
SectionI(paragraph1-3):
Raisingthesubject:
Importanceofchoosingtherightword
Para1:
Introducingthetopicbydrawingananalogybetweenthe
carpenterhammeringanailandthewriterusingwords.
Para2-3:
Elaboratingontheimportanceofchoosingtherightword–
Itisaprocessofrealizing,definingandclarifyingyourthought.
Section2(paragraph4–10):
Explainingthevariousaspectsintheprofileofaword
Para4-7:
IIllustratinghowwordswithcommonrootshavedifferentmeanings(Semanticaspect)
Para8:
Illustratinghowwordswithsimilarmeaningsmayhavedifferentassociations(Connotationalaspect)
Para9:
Illustratinghowwordswithsimilarmeaningsmayhavestylistic
differences.(Stylistic/situationalaspect)
Para10:
Pointingoutthatageneralnotionmaybeexpressedbyavariety
ofspecificwords(Variationinexpression)
Section3(paragraph11):
Conclusion:
Qualityismoreimportantthanquantityinlearningvocabulary(withananalogytoechothebeginning)
IV.Textworkandlanguagepoints
SectionI(paragraph1-3)
Paragraph1:
1.Callstudents’attentiontotheuseofanalogybyaskingquestionssuchas
⏹Howdoestheauthorintroducethesubject?
⏹Whatexpositorymeansisusedinthefirstparagraph?
⏹Canyouexplainthedifferencebetween“comparison”and“analogy”?
2.Askstudentstoreadthepassageonpage7withthefollowingquestionsinmind:
⏹WHATisthepurposeofdrawingananalogy?
⏹WHENisitoftenused?
⏹HOWisitdifferentfrom“comparison”?
3.Askstudentstoidentifytheuseofcomparisonandtheuseofanalogyinpara..1
Comparison
Aclumsymanaskillfulcarpenter
Agoodwriteraskillfulcarpenter
Analogy
Awriterchoosingtherightword
Acarpenterhammeringanail
4.Sumupthemainpoints:
Analogyisaspecialkindofcomparisonandamoreconcretewaytoexplainthings.Thepurposeofanalogyistoexplainsomethingabstractandremote.Withanalogy,ofthetwothingsbeingcompared,oneisusuallyafamiliarsubject,whichhelpstoexplaintheother,whichisusuallyadifficultandabstractsubject,somethinghardtodefine.
Paragraph2-3
1.Askquestionstocheckstudents’understandingofthetext
⏹Howisparagraph2linkedtothepreviousone?
Whatdoestheword“this”referto?
⏹Isiteasytofindthewordthatexpressespreciselywhatawriterwantstoexpress?
Why?
Doyouhavethisprobleminwriting?
-Wordsaremanyinnumber
-Wordsmayhavesubtledifferencesinthem(semantic,stylistic)
⏹Doesabigvocabularyguaranteetheabilityofusingtherightword?
⏹Doyouagreewiththeauthorthatthereisagreatdealoftruthintheseeminglystupidquestion“HowcanIknowwhatIthinktillIseewhatIsay?
”
[Thequestionsoundsirrational,butistrue.Unlesswehavefoundtheexactwordstoverbalizeourownthoughts,wecanneverbeverysureofwhatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedorstatedinaclearandprecisemanner.]
definingyourthought
Choosingwordsisaprocessofclarifyingwhatyoumean.
realizingyourmeaning
2.Callstudents’attentiontotheauthor’sgeneralization(line11-16:
“Wordsaremanyandvarious…thosewhohearorreadourwords.”;
(line19-21)“Itishardwork…wearedealingwith”)Askthemtoreadaloud.Remindstudentstheimportanceofgeneralizationafterillustrations.
Languagepoints
1)(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…,itisalso…
⏹(line19)Itishardwork+doingsth
⏹(line23)…hesitatedoingsth(also..hesitateaboutdoingsth,hesitatetodosth.hesitateatsth.)
Sentencesforparaphrase
1.“Awordthatismoreorlessright,aloosephrase,anambiguousexpression,avagueadjective,willnotsatisfyawriterwhoaimsatcleanEnglish.”:
i.e.AwriterwhoisparticularlyconcernedaboutthepreciseexpressioninEnglishwillneverfeelhappywithawordwhichfailstoexpressanideaaccurately.
2.“Choosingwordsispartoftheprocessofrealization,…forthosewhohearorreadourwords.”:
i.e.Theprocessoffindingtherightwordstouseisaprocessofperfectionwhereyoutrytosearchforwordsthatmaymostaccuratelyexpressyourthoughtsandfeelings,andwordsthatmaymosteffectivelymakeyourlistenersandreadersunderstandyourthoughtsandfeelings.
3.“Itishardworkchoosingtherightwords,butweshallberewardedbythesatisfactionthatfindingthembrings.”:
i.e.Findingthemostsuitablewordtouseisinnosenseeasy.Butthereisnothinglikethedelightweshallexperiencewhensuchawordisfound.
Relevantinformation:
TheallusiontoFlaubert(Note7,page5)
GustaveFlaubert(1821–1880),Frenchnovelist,wasassociatedwith,thoughnotrepresentativeof,themovementofnaturalismandknownasoneofthegreatestrealistsofthenineteenth-centuryFrance.Hedevotedhislifetolonghoursspentinheavytoiloverhiswork.Hiswritingismarkedbyexactnessandaccuracyofobservation,extremeimpersonalityandobjectivityoftreatment,andprecisionandexpressivenessinstyle,ortheprincipleofthemotjuste.
Section2(paragraph4–10):
Thevariousaspectsinwordusage
(I)Thesemanticaspectofwords(paragraph4-7)
1.AskstudentstomakecommentsonthethreepairsofexamplesgiveninthissectionCompareandcontrasttheirdifferencesinmeaning.
human:
of,orrelatingtoman,
1)e.g.humanbeing;
humannature;
humanrights
humane:
.characterizedbykindness,mercy,orcompassion.
e.gahumanejudge/officer
humanaction=actiontakenbyman
humaneaction=mercifulaction
humankiller=personthatkillshumans
humanekiller=thatwhichkillsbutcauseslittlepain
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