M10U2 Grammar and usage-----The elements of a paragraph
Learning aims(学习目标):
1. Let students understand the elements of a paragraph.
2. Get students to master some important words.
Important points(学习重点): To master the usages of some important words.
Learning procedures(学习过程)：
Step1: Introduction and explanation:
Introduction: Paragraphs are one of the major “building blocks” of good writing. They are used to organize information in an essay, a story or an article. When writing paragraphs, we usually include the following:
1. Topic: sentences:
● Each paragraph should have a point. This is usually expressed in a topic sentence, which clearly states what information the paragraph will give.
Not all paragraphs have a topic sentence. This is sometimes the case when, for example, a paragraph is continuing a topic introduced in the previous paragraph, which contains a topic sentence.
● The topic sentence is usually the first sentence of a paragraph. However, in the first paragraph of an essay, a story or an article, the topic sentence may often an interesting fact, a question or a quotation.
Eg. Older Americans are on the move.
2. Supporting sentences
● The topic sentence should be followed by sentences which help explain or prove it.
Eg.For decades, Florida has been attracting older residents. In fact, according to the national population survey conducted in 2000, Florida was home to the largest population of people aged 65 and older.
● The sentences in a paragraph should be listed in an order that makes sense. We can use transitions to link each sentences to the previous or following ones. Transitions we can use include for example, for instance, furthermore, first, second, third, on the other hand, however and also.
3. Concluding sentence
A paragraph should end with one sentence that respects the topic in a new way. We can also use the concluding sentence to express a final idea about the topic or to help introduce the topic of the next paragraph.
Eg. Across the USA, people are noticing the same thing: young people want to live in cities.
4. A hook
Read the second paragraph under the subtitle of “Bright lights, big city” and identify the topic sentence and supporting sentences in it. Why a question is used at the beginning of the paragraph, and whether the question “where are all the young people” is the topic sentence of the paragraph or not. Ask the students to find out the answer to this question: there are almost no young people in a small Midwestern town; they have all moved to live in cities.
A question instead of an affirmative sentence here can catch reader’s eyes and make reader more interested in the topic. A question like this is called a hook.
Step2: Exercise
1). Read both the instructions and Part 1 in this section. Make sure that you know what fun_ction of a topic sentence is what a hook is. Then, read the two paragraphs in Part A and identify the topic sentence for each one.
2). Read part 2 to learn more about the supporting sentences and their fun_ction. Then read the two paragraphs in part A again and point out the supporting sentences as well as the transitions words or phrases in them.
3). Read part 3 to understand what a concluding sentence is. Then read the paragraph in part B. First, you should add transition to complete the paragraph, and then point out the topic and concluding sentences.
4). Find out（underline）the topic sentences of the following short passages:
A
Now more and more people have realized how serious the problem is. Our government is doing its best to take measures to fight against pollution. We've done a good deal of work, but here's still a long way to go. We must keep on fighting until we find ways to protect the environment from being polluted, and do away with pollution. We are sure that we'll win the battle. Goodbye, water pollution!
B
Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word “obey” is hardly accurate as a description of the eager and delighted cooperation usually shown by the child .Before they can speak, many children will also ask questions by gesture and by making questioning noises.
Step3:Language points
1. Not all paragraphs have a topic sentence.（P24）并不是所有的段落都有中心句。
英语中的部分否定（即不完全否定）有如下一些表示方法：
一、 all 的否定式：not all…（或：all…not）表示"并非都……"、"不是所有的都……"例如： Not all men can be masters. (= All men cannot be masters.) 并非人人都能当头头。 Not all bamboo grows tall. 并非所有的竹子都会长很高。
二、 both 的否定式：not…both (或：both… not) "并非两个……都……" 例如： I don't want both the books. 我不是两本书都要。 Both (the) windows are not open. 两扇窗子并不都开着。
三、 every…的否定式："不是每……都……" 例如： Not every book is educative. (或：Every book is not educative.) 不是每本书都有教育意义的。 Not everyone likes this book. 并非人人都喜欢这本书。 This flower is not seen everywhere. 这花并不是随处可见的。
四、 always的否定式："并非总是（并非一直）……" 例如： He is not always so sad. 他并不是一直都这样悲伤。 五、 entirely, altogether, completely 和quite 的否定式："不完全……"，"并非完全……" 例如： The businessman is never to be entirely trusted. 不可以完全信任商人。 He felt not altogether satisfied. 他并不完全满意。 I don't agree completely. 我并不完全同意。 What he did was not quite proper. 他做的不十分妥当。
六、 all the time 的否定式："并非一直……"、"未必老是……" 例如： A foolish man doesn't make a mistake all the time. 笨人未必老是犯错误。 七、 not…and…的否定式，被否定的往往是and后面的那一部分。 例如： He did not speak clearly and correctly. 他讲得清楚但不正确。 This film is not interesting and instructive. 这部电影有趣但无教育意义。 She cannot sing and dance. 她会唱歌但不会跳舞。 如果将and 换成or，not 对其后面的两部分就全盘否定了。
2. For decades, Florida has been attracting older residents.
Grammar point: present perfective progressive(现在完成进行时)
高考链接：
（1.） Cathy is taking notes of the grammatical rules in class at Sunshine School, where she _____ English for a year. （2007 湖南）
A. studies B. studied C. is studying D. has been studying
（2. ）—I have got a headache.
—No wonder. You in front of that computer too long. （2007 江西）
A. work B. are working C. have been working D. worked
（3.） I won't tell the student the answer to the math problem until he ____on it for more than an hour. (2006湖北）
A. has been working????????????? B. will have worked
C. will have been working??????? D. had worked
M10U2 Grammar and usage-----The elements of a paragraph
Answers
part A: 1. A 2. B
(1) At first (2) Then (3) but (4) so (5) However (6) Finally (7) After
Now more and more people have realized how serious the problem is.
Language learning begins with listening.
DCA
课件21张PPT。 M10 U2
Grammar and usageThe elements of a paragraphIntroduction and explanation: Introduction: Paragraphs are one of the major “building blocks” of good writing. They are used to organize information in an essay, a story or an article. When writing paragraphs, we usually include the following:1. Topic: sentences:
● Each paragraph should have a point. This is usually expressed in a topic sentence, which clearly states what information the paragraph will give.
Not all paragraphs have a topic sentence. This is sometimes the case when, for example, a paragraph is continuing a topic introduced in the previous paragraph, which contains a topic sentence.● The topic sentence is usually the first sentence of a paragraph. However, in the first paragraph of an essay, a story or an article, the topic sentence may often an interesting fact, a question or a quotation.
Older Americans are on the move.2. Supporting sentences
● The topic sentence should be followed by sentences which help explain or prove it.
For decades, Florida has been attracting older residents. In fact, according to the national population survey conducted in 2000, Florida was home to the largest population of people aged 65 and older. ● The sentences in a paragraph should be listed in an order that makes sense. We can use transitions to link each sentences to the previous or following ones. Transitions we can use include for example, for instance, furthermore, first, second, third, on the other hand, however and also.3. Concluding sentence
A paragraph should end with one sentence that respects the topic in a new way. We can also use the concluding sentence to express a final idea about the topic or to help introduce the topic of the next paragraph.
Across the USA, people are noticing the same thing: young people want to live in cities.4. A hook
Read the second paragraph under the subtitle of “Bright lights, big city” and identify the topic sentence and supporting sentences in it. Why a question is used at the beginning of the paragraph, and whether the question “where are all the young people” is the topic sentence of the paragraph or not. Ask the students to find out the answer to this question: there are almost no young people in a small Midwestern town; they have all moved to live in cities. A question instead of an affirmative sentence here can catch reader’s eyes and make reader more interested in the topic. A question like this is called a hook.Exercises:
1). Read both the instructions and Part 1 in this section. Make sure that you know what fun_ction of a topic sentence is what a hook is. Then, read the two paragraphs in Part A and identify the topic sentence for each one.2). Read part 2 to learn more about the supporting sentences and their fun_ction. Then read the two paragraphs in part A again and point out the supporting sentences as well as the transitions words or phrases in them.3). Read part 3 to understand what a concluding sentence is. Then read the paragraph in part B. First, you should add transition to complete the paragraph, and then point out the topic and concluding sentences. 4). Find out（underline）the topic sentences of the following short passages:? Now more and more people have realized how serious the problem is. Our government is doing its best to take measures to fight against pollution. We've done a good deal of work, but here's still a long way to go. We must keep on fighting until we find ways to protect the environment from being polluted, and do away with pollution. We are sure that we'll win the battle. Goodbye, water pollution! ________________________________________________________________________________________ABLanguage learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word “obey” is hardly accurate as a description of the eager and delighted cooperation usually shown by the child .Before they can speak, many children will also ask questions by gesture and by making questioning noises._______________________________________________________Language points1. Not all paragraphs have a topic sentence.（P24）并不是所有的段落都有中心句。英语中的部分否定（即不完全否定）有如下一些表示方法： 一、 all 的否定式：not all…（或：all…not）表示"并非都……"、"不是所有的都……"例如： Not all men can be masters. (= All men cannot be masters.) 并非人人都能当头头。 Not all bamboo grows tall. 并非所有的竹子都会长很高。 二、 both 的否定式：not…both (或：both… not) "并非两个……都……" 例如： I don't want both the books. 我不是两本书都要。 Both (the) windows are not open. 两扇窗子并不都开着。 三、 every…的否定式："不是每……都……" 例如： Not every book is educative. (或：Every book is not educative.) 不是每本书都有教育意义的。 Not everyone likes this book. 并非人人都喜欢这本书。 This flower is not seen everywhere. 这花并不是随处可见的。 四、 always的否定式："并非总是（并非一直）……" 例如： He is not always so sad. 他并不是一直都这样悲伤。 五、 entirely, altogether, completely 和quite 的否定式："不完全……"，"并非完全……" 例如： The businessman is never to be entirely trusted. 不可以完全信任商人。 He felt not altogether satisfied. 他并不完全满意。 I don't agree completely. 我并不完全同意。 What he did was not quite proper. 他做的不十分妥当。 六、 all the time 的否定式："并非一直……"、"未必老是……" 例如： A foolish man doesn't make a mistake all the time. 笨人未必老是犯错误。 七、 not…and…的否定式，被否定的往往是and后面的那一部分。 例如： He did not speak clearly and correctly. 他讲得清楚但不正确。 This film is not interesting and instructive. 这部电影有趣但无教育意义。 She cannot sing and dance. 她会唱歌但不会跳舞。 如果将and 换成or，not 对其后面的两部分就全盘否定了。 2. For decades, Florida has been attracting older residents.
Grammar point: present perfective progressive(现在完成进行时)高考链接1. Cathy is taking notes of the grammatical rules in class at Sunshine School, where she _____ English for a year. （2007 湖南）
A. studies B. studied
C. is studying D. has been studying D2. —I have got a headache.
—No wonder. You in front of that computer too long. （2007 江西）
A. work B. are working
C. have been working D. worked
3. I won't tell the student the answer to the math problem until he ____on it for more than an hour. (2006湖北）
A. has been working????????????? B. will have worked
C. will have been working??????? D. had workedCAHomework
Review the grammar:
The elements of a paragraph.
