高中英语 Unit2 People on the move-grammar and usager精品教案 牛津译林版选修10VIP免费

Unit2PeopleonthemoveGrammarandUsageStep1:GeneralintroductionThegrammaritemsinthisunitfocusononeaspectofthestructureofanarticle—theelementsofaparagraph.Youwilllearnthatparagraphsareusedtoorganizeinformationinanarticleandwhatisusuallyincludedinaparagraph.Itwillhelpyouwriteanarticlebetter.Youareexpectedtoputwhatyouhavelearntintopractice.Step2:Explanation:Introduction:Paragraphsareoneofthemajor“buildingblocks”ofgoodwriting.Theyareusedtoorganizeinformationinanessay,astoryoranarticle.Whenwritingparagraphs,weusuallyincludethefollowing:1.Topic:sentences:●Eachparagraphshouldhaveapoint.Thisisusuallyexpressedinatopicsentence,whichclearlystateswhatinformationtheparagraphwillgive.Notallparagraphshaveatopicsentence.Thisissometimesthecasewhen,forexample,aparagraphiscontinuingatopicintroducedinthepreviousparagraph,whichcontainedatopicsentence.Thetopicsentenceisusuallythefirstsentenceofaparagraph.However,inthefirstparagraphofanessay,astoryoranarticle,thetopicsentencemayoftenaninterestingfact,aquestionoraquotation.OlderAmericanareonthemove.2.Supportingsentences●Thetopicsentenceshouldbefollowedbysentenceswhichhelpexplainorproveit.Fordecades,Floridahasbeenattractingolderresidents.Infact,accordingtothenationalpopulationsurveyconductedin2000,Floridawashometothelargestpopulationofpeopleaged65andolder.●Thesentencesinaparagraphshouldbelistedinanorderthatmakessense.Wecanusetransitionstolinkeachsentencestothepreviousorfollowingones.Transitionswecanuseincludeforexample,forinstance,furthermore,first,second,third,ontheotherhand,howeverandalso.Floridaisapopularchoiceforthesepeoplebecauseoftheclimateandthestaterelativelyflatlandscape.However,asthenumberofolderAmericansmovingthereincreases,morechangesaremadetocatertothem.Forexample,ambulanceresponsetimehasdecreased,andmanyhouseshavebathroomsdesignedforelderlyhomeowners,withthingslikewalk—inbathtubsthatreducetheriskofslipsandfalls.3.ConcludingsentenceAparagraphshouldendwithonesentencethatrespectsthetopicinanewway.Wecanalsousetheconcludingsentencetoexpressafinalideaaboutthetopicortohelpintroducethetopicofthenextparagraph.AcrosstheUSA,peoplearenoticingthesamething:youngpeoplewanttoliveincities.4.AhookReadthesecondparagraphunderthesubtitleof“Brightlights,bigcity”andidentifythetopicsentenceandsupportingsentencesinit.Whyaquestionisusedatthebeginningoftheparagraph,andwhetherthequestion“wherearealltheyoungpeople”isthetopicsentenceoftheparagraphornot.Askthestudentstofindouttheanswertothisquestion:therearealmostnoyoungpeopleinasmallMidwesterntown;theyhaveallmovedtoliveincities.Aquestioninsteadofanaffirmativesentenceherecancatchreader’seyesandmakereadermoreinterestedinthetopic.Aquestionlikethisiscalledahook.Step3Exercises:1).ReadboththeinstructionsandPart1inthissection.Makesurethatyouknowwhatfunctionofatopicsentenceiswhatahookis.Then,readthetwoparagraphsinPartAandidentifythetopicsentenceforeachone.Answers:A1A2B2).Readpart2tolearnmoreaboutthesupportingsentencesandtheirfunction.ThenreadthetwoparagraphsinpartAagainandpointoutthesupportingsentencesaswellasthetransitionswordsorphrasesinthem.3).Readpart3tounderstandwhataconcludingsentenceis.ThenreadtheparagraphinpartB.First,youshouldaddtransitiontocompletetheparagraph,andthenpointoutthetopicandconcludingsentences.Answers:B(1)Atfirst(2)Then(3)but(4)so(5)However(6)Finally(7)After4).Findout（underline）thetopi...