General-to-Specific Order 从概括到具体的的顺序 教学目的:讲清在段落中如何将一组句子用从概括到具体的顺序安排以达到篇章的连贯,通 过适当练习,使学生掌握运用这一方法安排句子的顺序。 教学重点:1)主题句的写法及中心意思的表达2)段落内部的层次安排 教学难点:段落内部的层次安排 教学方法:教师讲授,配合问答及课堂练习等形式,引导学生积极参与课堂活动,巩固所学 课前复习提示: 1.重点:段落的连贯性 2.难点:三种实现段落连贯性的方法:代名词的指代,关联词的使用和句型的安排 教学内容: 1. What is a is a paragraph of general-to-specific order? ( e) In a paragraph of general-to-specific order, the topic sentence and controlling idea make the general statement The body of the paragraph supports the controlling idea with details,reasons Example I ]Psychologically, there are nvo dangers to be guarded against in old age 2 JOne of these is undue absorption in the past 3It dose not do to live in memories, in regrets for the good old days, or in sadness about friends who are dead 2]The other thing to be avoided is clinging to youth in hope of sucking vigour from its vitality 3]When your children are grown up they want to live their own lives, and if continue to interested in them as you were when they were young ou are likely to become a burden to them, unless they are unusually callous Note: The words expressing the controlling idea are in italics Class activity Find the topic sentence and controlling idea. 1 K 2 Strategies(写作手法) Within a paragraph of general-to-specific order, the ideas flows, step by step, from the highest plane to the lowest one. Such a tidy and neat arrangement of materials gives the paragraph a sense of balane attern 难点 I the most general statement: the topic sentence with the controlling idea 2] first major supporting statement 3]minor supporting statement 2] second major supporting statement 3]minor supporting statement 2]third major supporting statement
General-to-Specific Order 从概括到具体的的顺序 教学目的：讲清在段落中如何将一组句子用从概括到具体的顺序安排以达到篇章的连贯，通 过适当练习，使学生掌握运用这一方法安排句子的顺序。 教学重点：1)主题句的写法及中心意思的表达 2)段落内部的层次安排 教学难点：段落内部的层次安排 教学方法：教师讲授，配合问答及课堂练习等形式，引导学生积极参与课堂活动，巩固所学。 课前复习提示 ： 1． 重点 ：段落的连贯性 2． 难点 ：三种实现段落连贯性的方法：代名词的指代 ，关联词的使用和句型的安排 教学内容： 1.What is a is a paragraph of general-to-specific order ? (概念) In a paragraph of general-to-specific order , the topic sentence and controlling idea make the general statement .The body of the paragraph supports the controlling idea with details , reasons , or illustrations . Example: 1]Psychologically,there are two dangers to be guarded against in old age . 2]One of these is undue absorption in the past . 3]It dose not do to live in memories , in regrets for the good old days,or in sadness about friends who are dead . 2]The other thing to be avoided is clinging to youth in hope of sucking vigour from its vitality . 3]When your children are grown up they want to live their own lives , and if continue to interested in them as you were when they were young , you are likely to become a burden to them , unless they are unusually callous . Note:The words expressing the controlling idea are in italics . Class activity:Find the topic sentence and controlling idea . 重 点 2.Strategies （写作手法） Within a paragraph of general-to-specific order , the ideas flows , step by step , from the highest plane to the lowest one . Such a tidy and neat arrangement of materials gives the paragraph a sense of balance . Pattern: 难 点 1] the most general statement : the topic sentence with the controlling idea 2] first major supporting statement 3] minor supporting statement 2] second major supporting statement 3] minor supporting statement 2] third major supporting statement
3]minor supporting statement I] When people sit down to eat, they unconciously reveal their personal habits 2] The colour of the food that they order indicates their tastes 3] For instance, a person who orders red, yellow, and orange foods usually wears brightly coloured clothes and lives in an apartment decorated in lively colours 2] The texture of the food gives clues to the way that people deal with life situations 3] The diner who prefers such crunchy foods as crackers probably meets the day-to-day conflicts head-on while the diner who orders soft creamy foods will go to almost any length to avoid conflicts 2] Finally, the manner in which people eat their meals reveals their work habits 3] Those that eat all of their food at the same time probably have four or five things going on; those that finish one dish before beginning another one may be capable of handling only one project at a time rategy analy In the above paragraph the writer uses three major supporting statements(plane 2 sentences)to explain the controlling idea in the first(topic) sentence, and then, to make the development more adequate, backs up each of the major supporting statements by giving an example Class activity 2. Put the sentences in the paragraph below in the general-to-specific order 9 1. Piont out the topic sentence, controlling idea, plane 2 and plane 3 sentence (1)On the one hand, the validity and the reliability of the test results themselv are quite questionable. (2)Our examination system often produces students with high marks but poor abilities, for many successful examinees are well trained in exam techniques rather than well educated. (3)Besides, our present exam system leads to the duck-stuffing lecturing method.( 4)On the other hand, both teachers and students are working hard for sake of a high mark on the academic record Examples have shown that some Chinese students who score very high in English proficiency tests have troubles while using the language as a tool for communication (6)Examination. however have some negtive effects on educatior
3] minor supporting statement Example: 1] When people sit down to eat , they unconciously reveal their personal habits . 2] The colour of the food that they order indicates their tastes . 3] For instance,a person who orders red , yellow , and orange foods usually wears brightly coloured clothes and lives in an apartment decorated in lively colours . 2] The texture of the food gives clues to the way that people deal with life situations . 3] The diner who prefers such crunchy foods as crackers probably meets the day-to-day conflicts head-on while the diner who orders soft creamy foods will go to almost any length to avoid conflicts . 2] Finally , the manner in which people eat their meals reveals their work habits . 3]Those that eat all of their food at the same time probably have four or five things going on ; those that finish one dish before beginning another one may be capable of handling only one project at a time . Strategy Analysis: In the above paragraph,the writer uses three major supporting statements (plane 2 sentences) to explain the controlling idea in the first (topic) sentence , and then , to make the development more adequate , backs up each of the major supporting statements by giving an example . Class activity: 1. Piont out the topic sentence ,controlling idea ,plane 2 and plane 3 sentences . 2. Put the sentences in the paragraph below in the general-to-specific order . ⑴ On the one hand , the validity and the reliability of the test results themselves are quite questionable . ⑵ Our examination system often produces students with high marks but poor abilities , for many successful examinees are well trained in exam techniques rather than well educated . ⑶ Besides , our present exam system leads to the duck-stuffing lecturing method . ⑷ On the other hand , both teachers and students are working hard for sake of a high mark on the academic record . ⑸ Examples have shown that some Chinese students who score very high in English proficiency tests have troubles while using the language as a tool for communication . ⑹ Examination , however , have some negtive effects on education