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 withSpecific-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