Specific-to-General Order 从具体到概括的顺序 教学目的:讲清在段落中如何将一组句子用从具体到概括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: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 2.难点:段落内部的层次安排 教学内容: 1. What is a paragraph of specific-to-general? (he) The specific-to-general order reverses the general-to-specific order---that is, the specific materials are presented first and the general statement, i.e. the topic sentence with the controlling idea, is the final sentence of the paragraph. This type of development tends to increase reader suspense because the general statement comes las xample Let Every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty. This much we pledge---and more ote: general statement is in italics 2 Strategies(写作手法 Focus The arrangement of the order or the materials and general statement. xl KN attern:The specific materials-to- the general statement Some months later, Piaget happened to meet the same young man and stopped to speak with him[ about what I Piaget asked him whether he remembered the ir earlier talk about the lake of Geneva and how it came to be formed. Then] The boy answered that he remembered their conversation very well. [And then In that case, said Piaget, "Let us see whether you remember the story I told you about how the lake of Geneva was really formed. [Fina lly] The boy replied, "Well, there was a giant who stood on the moutain olding.. hat conclusion can be dran from the story Substitution is, then, not automatic and uires that the child be psychologically ready to give up his old idea and to accept new ones ckets are used to show how sentences ae linked logically Strategy An In the above paragrap, the writer fisrt tells us a story which is presented in time order nd the t xam The following summer, we spent at Howburg, then a fashionable but quiet little watering-pl ace with
Specific-to-General Order 从具体到概括的顺序 教学目的：讲清在段落中如何将一组句子用从具体到概括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：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 2．难点：段落内部的层次安排 教学内容： 1. What is a paragraph of specific-to-general? （概念） The specific-to-general order reverses the general-to-specific order----that is,the specific materials are presented first and the general statement , i.e. the topic sentence with the controlling idea , is the final sentence of the paragraph . This type of development tends to increase reader suspense because the general statement comes last . Example: Let Every nation know , whether it wishes us well or ill , that we shall pay any price , bear any burden , meet any hardship , support any friend , oppose any foe , in order to assure the survival and the success of liberty . This much we pledge---and more . Note: General statement is in italics . 2. Strategies （写作手法） Focus:The arrangement of the order or the materials and general statement . 难 点 Pattern:The specific materials-to-the general statement Example1: Some months later , Piaget happened to meet the same young man and stopped to speak with him [ About what ? ] Piaget asked him whether he remembered their earlier talk about the lake of Geneva and how it came to be formed . [ Then ] The boy answered that he remembered their conversation very well . [And then] “ In that case , ” said Piaget , “ Let us see whether you remember the story I told you about how the lake of Geneva was really formed . ” [Finally] The boy replied , “ Well , there was a giant who stood on the moutain , holding … ” [What conclusion can be drawn from the story ?] Substitution is , then , not automatic and requires that the child be psychologically ready to give up his old idea and to accept new ones . Note: words in brackets are used to show how sentences ae linked logically Strategy Analysis: In the above paragrap , the writer fisrt tells us a story which is presented in time order , and then , in the final sentence , draws a conclusion from it . Example2: The following summer , we spent at Howburg , then a fashionable but quiet little watering-place with
at least, seemed neither to improve nor to grow worse I become accustomed to his patient inactivity ld probably thought him as old rather than ill... He died in the early Spring suddenly stricken by paralysis; and I am still haunted by the look in his dear blue eyes, and now tried to convey the goodby essages he could not speak. Twice in my life I have been at the deathbed of someone I dearly loved who was vainly tried to say a last word to me: and I doubt if life holds a subtler anguish trategy analysis In the above example we can learn how to create a dramstic effect by putting the general atement(i.e. the topic sentence)at the end of the paragraph, after furnihing a wealth of descriptive details To create the dramastic effect, the auther keeps our interest by withholding the news of her fathers death. The announcement has greater piognancy - touches us more deeply - when it finally comes. And her final sentence(general statement) has more meaning for us because she has first engaged our sympathies Class activity Tell the arrangement of the order of the sentences in the above two paragraphs Exercises 1. Order-of-Sentence Judgement Read the following paragraphs carefully and then decide which one is of general-to-specific order and which one is of specific-to-general order An individual human existence should be like a river---small at first. and rushing passionately past rocks and over waterfalls. Gradually the river grows wider, the banks recede the waters flow quietly, and in the end, without any visible break, they become merged in the sea, and painlessly lose their individual being Imagine wakeing up and glancing at your clock, which reads 8: 55 a.m. This information neans nothing, until you apply your perception to it. If it is a weekday, you are due at work at 9 am,and being punctual is important, 8: 55 becomes a negative stressor. If it's Saturday, your perception of 8: 55 may result in a feeling of luxurious anticipation of a lazy day. The information in both cases was the same. Your perception of it determined your response 2.P A. Write a paragraph using general-to-specific order for the following topic sentence. In order to help you, some major reasons or facts that can be used to support the topic Topic sentence: It is hard to over-emphasize the importance of education Major supports: 1. Any society needs education 2. Any member of a society needs education 3. Education plays a vitally important role in developing economy B Using the same topic sentence and major facts, write a paragraph of specific-to-general order
at least , seemed neither to improve nor to grow worse ; I become accustomed to his patient inactivity , and probably thought him as old rather than ill … He died in the early Spring,suddenly stricken by paralysis ; and I am still haunted by the look in his dear blue eyes , and now tried to convey the goodby messages he could not speak . Twice in my life I have been at the deathbed of someone I dearly loved , who was vainly tried to say a last word to me ; and I doubt if life holds a subtler anguish . Strategy analysis: In the above example we can learn how to create a dramstic effect by putting the general statement (i.e. the topic sentence) at the end of the paragraph , after furnihing a wealth of descriptive details . To create the dramastic effect , the auther keeps our interest by withholding the news of her father’s death . The announcement has greater piognancy --- touches us more deeply --- when it finally comes . And her final sentence (general statement) has more meaning for us because she has first engaged our sympathies . Class activity: Tell the arrangement of the order of the sentences in the above two paragraphs . Exercises : 1. Order-of-Sentence Judgement Read the following paragraphs carefully and then decide which one is of general-to-specific order and which one is of specific-to-general order . 1 An individual human existence should be like a river---small at first , and rushing passionately past rocks and over waterfalls . Gradually the river grows wider , the banks recede , the waters flow quietly , and in the end , without any visible break , they become merged in the sea , and painlessly lose their individual being . 2 Imagine wakeing up and glancing at your clock , which reads 8:55 a.m. This information means nothing , until you apply your perception to it . If it is a weekday , you are due at work at 9 a.m. , and being punctual is important , 8:55 becomes a negative stressor . If it’s Saturday , your perception of 8:55 may result in a feeling of luxurious anticipation of a lazy day .The information in both cases was the same . Your perception of it determined your response . 2. Paragraph Writing A. Write a paragraph using general-to-specific order for the following topic sentence . In order to help you , some major reasons or facts that can be used to support the topic sentence are also given below . Topic sentence : It is hard to over-emphasize the importance of education . Major supports : 1.Any society needs education . 2. Any member of a society needs education . 3. Education plays a vitally important role in developing economy . B.Using the same topic sentence and major facts , write a paragraph of specific-to-general order