《高级实用英语写作》参考资料及练习参考答案.docx
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1、高级实用英语写作参考资料及练习参考答案高级实用英语写作参考资料及练习参考答案 To the Teacher Destinations: Writing for Academic Success, Book 2 presents and provides practice with academic writing based on specific academic themes and content introduced through readings. The book is divided into six units, each of which focuses on writin
2、g at the sentence level, the para- graph level, and/or the essay level. Each unit also presents some practice with reading skills (such as comprehension and inference), vocabulary development, and critical thinking. General Notes About Materials and Activities in This Book In some sections, discussi
3、ons or explanations are provided in the form of questions and answers. Teachers are encouraged to present this material in their own class discussions before reviewing these sections of a unit. Then these sections of the book can serve as review of the in-class discussions. Each lesson includes a va
4、riety of activities and exercises. This will afford students many opportunities to participate, as well as offer students a chance to express themselves in varied ways using different language skills. Due to the variations in length and purpose of individual classes, it is not expected that every te
5、acher will cover everything in each lesson.Teachers should feel free to choose those exercises and activities that best suit the needs and abilities of their particular students. Working in pairs and groups is encouraged throughout this book. Many of the exercises and activities are well-suited for
6、this kind of work; those that lend themselves particularly well to group or pair work have an icon next to them. Following are more detailed descriptions of all the parts and suggestions on how to present or follow up on them Unit Organization Part 1: Preview Part 1 of each unit introduces the topic
7、 or theme of the lesson through either discussion or a short activity, such as reading a map or answering a questionnaire. The preview is meant to activate schemata for the students and to give the teacher an idea of what the students might already know about the topic. If students know very little
8、about the topic, Part 1 will serve as an introduction. A Quickwrite is also included here to give the students a chance to write freely on a subject that is related to the content of the unit. Part 2: Reading and Vocabulary In Part 2, the main reading of the unit is presented. This is the longest re
9、ading of each unit and presents both the theme and related vocabulary. Teachers may want to discuss the content of this material before students complete the exercises that follow. In addition, because of the length of these readings, it is strongly suggested that they be assigned as homework along
10、with some of the exercises that follow (such as comprehension and vocabulary). Inference and vocabulary in context exercises might be better completed in class with students in pairs or groups so that they can work through the exercises together. The ideas and vocabulary items presented in this part
11、 are 1 recycled in a number of ways: through discussion/writing topics that follow in the unit in exercises and activities in other parts of the unit in final writing assignments in the accompanying grammar workbook (Destinations: Grammar for Academic Success, Book 2) in word part and word form exer
12、cises on the student Web site Part 3: Writing Sentences In Part 3, writing is presented and practiced at the sentence level in a systematic way through various sentence-combining techniques and through work with sentence problems, such as fragments, run-ons, and comma splices. Different sentence-com
13、bining techniques Each unit focuses on different ways to combine sentences, based on four major groups of connectors: coordinating conjunctions, subordinating conjunctions, transitions, and relative pronouns. A blank chart on the use of these groups is provided in the Appendix, and a completed chart
14、 is provided on the teachers Web site. This blank chart is an excellent tool for students to understand the use of connectors in a logical and organized way. Teachers are encouraged to have students fill out each part of the blank chart as each different section is presented in a unit. When each gro
15、up or part of a group on the sentence-combining chart is introduced in a unit, the relevant part of the chart is explained and highlighted in the explanation section of that unit. Students can check that the information on their charts is the same as the information in the explanation. For a full di
16、scussion of how to use this chart, please see the teachers Web site. In each unit, Part 3 begins with a short reading that includes examples of the sentence-combining technique to be discussed and practiced. Students are then asked to analyze parts of the reading by answering several questions. This
17、 section provides an inductive exercise for students to figure out (or state as review) the grammar and mechanics of the particular sentence-combining technique. An explanation section immediately follows in order to ensure that students understand the topic fully. Following these explanations are e
18、xercises and activities that provide sentence writing practice. Sentence problems (fragments, run-ons, and comma splices) In the explanation section, a discussion of related sentence problems is provided. For example, in the units that present the use of subordinating conjunctions with dependent cla
19、uses, part of the explanation discusses problems of fragments and run-ons related to incorrect use of these clauses. Furthermore, each unit includes exercises that provide practice in identifying and/or editing these problems. Part 4: Writing Paragraphs or Essays Part 4 covers various aspects of org
20、anizing and writing paragraphs and essays. Organizational patterns (process, opinion, compare/contrast, etc.) that students are likely to encounter in college classes are discussed in different units. At the end of each unit, students are given a choice of writing assignments related to the topic. T
21、hese assignments will elicit as much of the information studied and practiced in the unit as 2 possi- ble regarding vocabulary, sentence combining, and organizational techniques. The writing process is explained in Unit One. After the final writing assignment in each unit is given, students are aske
22、d to follow the steps in the process. These steps are tailored to the particular assignments given. Also provided in Part 4 are: some prewriting devices such as charts, outlines, and timelines for students to fill in before they write, checklists that help students review their work before handing i
23、n their assignments. Discussion/Writing Sections Throughout each unit, questions for discussion and/or writing are provided. Teachers may utilize these questions in different ways: to stimulate thinking about and discussion of the information presented in the various parts of the unit. to provide st
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