1. 2 An IMPRESSIVE English lesson Unit 1 Section A FOREIGH LANGUAGE TEACHING AND RESEARCH PRESS AIR FORCE ENGINEERING UNIVERSITY

2. Language is the soul of intellect, and reading is the essential process by which that intellect is cultivated beyond the commonplace experiences of everyday life. — Charles Scribner, Jr. Language shapes the way we think, and determines what we can think about. — Benjamin Lee Whorf 2 1 UNIT

3. Section A 2 1 UNIT An IMPRESSIVE English lesson Objectives To talk about language teaching To further understand the text To apply the phrases and patterns To master the essay writing skill

4. Contents Warming-up activities Text study Language application Summary Section A

5. Warming-up activities Section A

6. Discuss the following questions : 1.What are the key factors that help people learn English as a foreign language? 2.Do you have any problem in English learning? 3.Do you think grammar is important in English learning? Lead-in Short answer questions

7. 1. What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles; Highly developed methodologies, teaching four primary skills of language acquisition; Put the four skills into a discourse; Analyze three different kinds of interactions. Lead-in Short answer questions

8. 2. Do you have any problem in English learning? — I always feel it difficult to… — It’s not easy for me to… understand what others say; remember so many words; learn the grammar; read quickly; speak in public… Lead-in Short answer questions

9. 3. Do you think grammar is important in English learning? —Yes. The basic building blocks of a language; essential for effective communication; put the words in the right order; help to convey correct, meaningful message. Lead-in Short answer questions

10. 3. Do you think grammar is important in English learning? —No. as long as one can understand what other is saying; dynamic and no language is fixed; speak their native language without having studied its grammar. Lead-in Short answer questions

11. Listen and fill in the blank Pre-reading activities Listen to a talk about an English learner’s learning experience and fill in the blank in each sentence based on what you hear. 1.Michal started learning English by ___________________________________________. 2. Michal feels delighted and proud when he listens to the Beatles because he ________________________. 3. Besides listening to English songs, Michal also ________________________________________. listening to the Beatles can understand a lot better reads science fiction books in English

12. Pre-reading activities Listen to a talk about an English learner’s learning experience and fill in the blank in each sentence based on what you hear. 4 Michal made a great breakthrough in learning the English language after ______________________ ________________________________________. 5 According to Michal, English learning brings him ________________________________________. successfully finishing reading the first English book satisfaction and pleasure Listen and fill in the blank

13. 1. How does Michal learn English? Listen to a talk about an English learner’s learning experience and discuss the questions. 2. In your opinion, what is the most effective way to learn English? Listen and talk Pre-reading activities

14. 1. How does Michal learn English? By listening to English songs; By reading science fiction books in English. Listen and talk Pre-reading activities

15. 2. In your opinion, what is the most effective way to learn English? Listen to English songs; Watch English movies; Read extensively; Make friends with native speakers. Listen and talk Pre-reading activities

16. This is the VOA Special English Education Report. Listen to a short passage concerning language learning and fill in the missing information. explicit traditional grammar rules Compound dictation Pre-reading activities

17. implicit native language absorbing Listen to a short passage concerning language learning and fill in the missing information. Compound dictation Pre-reading activities

18. Teachers may ________ these two methods into what Professor Michael Ullman calls immersion-style classroom teaching. But is that ____________ a better way to learn a language? combine necessarily Listen to a short passage concerning language learning and fill in the missing information. Compound dictation Pre-reading activities

19. Mr. Ullman was the ________________ for the new study. He is a professor of neuroscience at Georgetown University Medical Center in Washington. He says he was _________ to find that combining the two methods might not help the brain in ___________ the new language. senior investigator surprised processing Listen to a short passage concerning language learning and fill in the missing information. Compound dictation Pre-reading activities

20. Questions Previewing 1. What is Communicative Language Teaching? 2. What are the features of Communicative Language Teaching? 3. What is the role of teacher in Communicative Language Teaching? Tips Cultural Background American university education

21. 1.What is Communicative Language Teaching? a type of teaching method; develop the communicative ability as well as the knowledge of grammar; learning by doing; make classroom situation of real foreign language environment. Cultural Background American university education

22. 2. What are the features of Communicative Language Teaching? Communicative competence is the goal. An integration of grammatical and functional teaching. Accuracy is secondary to conveying a message. Focus on communicative and contextual factors in language use. Learner-centered and experience-based. Cultural Background American university education

23. 3. What is the role of teacher in Communicative Language Teaching? A facilitator of students' learning A manager of classroom activities An advisor of students' questions A co-communicator in the communicative activity Cultural Background American university education

24. Text study Section A

25. This passage is ____________ that talks about the author’s personal experience in giving ____________________________ to his son. He states that students can learn better if they are __________________. an effective English lesson properly taught Main ideas of the parts a narrative

26. What does the son think of the father? (Para.1) Tips A tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar. Main ideas of the parts

27. Why was the writer shocked by his student’s answer? (Paras.2-4) Tips She is unable to describe her excursion to Europe with the right words. Main ideas of the parts

28. What conclusion did the writer draw from the example of his student? (Para.5) Tips Students ___________ the bulk of the _______ for these knowledge ______ because there is a sense that they should ___________. unfairly bear criticism deficits know better Main ideas of the parts

29. The author is absorbed in ________; The author was shocked by his student’s _______ to describe properly her trip to Europe; Students should ____________ for these knowledge deficits. Part I (paras. 1- _) 5 the background of the story grammar inability not be blamed Main ideas of the parts

30. Why should students not be blamed for their language deficiency? (Paras.6-7) Tips The learning environment is misleading. Sign in grocery stores… Stationary section Friends and loved ones… Have you ate? Main ideas of the parts

31. Why should students not be blamed for their language deficiency? (Paras.6-7) Tips They are not learning the language adequately and efficiently in school. Main ideas of the parts

32. How should grammar be taught as far as the writer is concerned? (Paras.8-10) Tips Grammar must be handled delicately, step by step. An effective way of teaching could arouse children’s interest in learning English grammar. An example: a grammar lesson with my son Main ideas of the parts

33. In his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1) He was shocked by his student’s inability to describe properly her excursion to Europe. (Paras. 2-4) Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5) Introduction Structure of the text

34. Explains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10) Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13) Introduction Body Structure of the text

35. Narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17) Introduction Body Structure of the text

36. Introduction Body Concluding part Structure of the text

37. An Impressive English Lesson To my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe. tedious oddity obliged to absorbed in serious about excursion Summary of the text

38. However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary. make any sense knowledge deficits should know better environment adequately teach Summary of the text

39. Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools. road mapvaluable possession tune up well-conditioned effective Precise beneficial essential not being taught Summary of the text

40. Practical Phrases Specific Meanings Specific Meanings 1. to be/feel obliged to do sth. 感到有责任做某事 2. to be/get serious about 对某事认真；并非开玩笑 3. fresh from 刚从 … 来；刚有 … 经历 4. to make sense 解释得通；有道理 5. to thrust sth. upon/on sb 迫使某人做某事；迫使某 人接受某事 6. to tune up 调整，调节（发动机）使 达到最佳状态 7. to swell with pride/anger, etc 洋洋得意（怒气冲冲等） Practical phrases

41. 感到有责任做某事 (to feel obliged to do/to provide...for... ) Parents feel obliged to provide the best they can for children. to be/feel obliged to do sth. 短语逆译 短语应用 父母觉得有责任尽其所能给孩子提供最好的。 意群提示 Practical phrases

42. 对某事认真 ( to get serious about/to curb/corruption ) It’s time to get serious about curbing political corruption. to be / get serious about 短语逆译 短语应用 应该严肃认真地大力惩治政治腐败。 意群提示 Practical phrases

43. 刚从…来；刚 有…经历 (principals / fresh from / to deal with) School principals should not expect teachers, fresh from college, to deal with a large group of difficult children. fresh from 短语逆译 短语应用 学校的校长不应指望刚从大学毕业的老师来应 付一大群难以对付的孩子。 意群提示 Practical phrases

44. 解释得通；有道理 ( to talk much/to make sense) She doesn’t talk much, but what she says makes sense. to make sense 短语逆译 短语应用 她讲话不多，但言之有理。 意群提示 Practical phrases

45. 迫使某人做某事； 迫使某人接受某事 to be indifferent to / to thrust...on... He was indifferent to the criticism that was thrust on him. to thrust sth. upon / on sb 短语逆译 短语应用 对于强加给他的指责，他从未放在心上。 意群提示 Practical phrases

46. 调整，调好 ( to keep...safe/to urge/mechanics/to make sure/to tune up ) In order to keep drivers safe, mechanics are urged to make sure that car engines are properly tuned up. to tune up 短语逆译 短语应用 为了确保司机的安全，一定要敦促机械师确保 汽车发动机已调整好。 意群提示 Practical phrases

47. 洋洋得意 /怒气冲冲 ( graduate from university / swell with pride ) Her heart swelled with pride as she stood watching her daughter graduate from university. 短语逆译 短语应用 当她站在那儿看到她女儿大学毕业时，内心充 满了骄傲。 意群提示 to swell with pride/anger Practical phrases

48. Functional Patterns Functional Patterns Functions & Usages Functions & Usages 1. If sb./.sth. do/is sth., then perhaps … 用于表述 “ 在特定条件下 可能发生的事情 ” 。 2. Sb. fail to do sth….,while sb. should do sth…. 用于表述 “ 实际情况与预 期的反差 ” 。 3. While sth. / sb. is / does…, sth. / sb. else is / does… 用于表述 “ 人与人或事与 事之间的反差 ” 。 Functional patterns

49. 如果我是唯一一个还在纠正小孩英语的 家长，那么我儿子也许是对的。 原句译文 逆译练习 If I am the only parent who still corrects his child’s English, then perhaps my son is right. 句型提炼 Functional patterns

50. If sb./.sth. do/is sth., then perhaps … 句型提炼 应用提示 用于表达“在特定条件下可能发生的事 情”。 句型应用 Functional patterns

51. ( make up your mind/ a golden chance ) 典型例句 如果你仍然无法下定决心，那么你也许会失去 提高自己的绝佳机会。 意群提示 If you still cannot make up your mind, then perhaps you will lose a golden chance of improving yourself. Functional patterns

52. 学校有责任教会年轻人进行有效的语言沟 通，可他们并没把语言的基本框架——准 确的语法和恰当的词汇——充分地传授给 学生。 原句译文 逆译练习 Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication. 句型提炼 Functional patterns

53. sb. fail to do …, while sb. should do … 句型提炼 应用提示 用于表达“实际情况与预期的反差”。 句型应用 Functional patterns

54. ( to make prompt response to/take the responsibility of/to ensure ) 典型例句 政府有责任保障公民安全，可它并未采取强有 力的措施对抗持续增长犯罪。 意群提示 The government failed to make prompt response to increasing crimes, while they should take the responsibility of ensuring its citizens’ safety. Functional patterns

55. 路线图会把你带到目的地，而一台好车 却能让你完全陶醉于旅途的所有景色、 声音及经历之中。 原句译文 逆译练习 While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way. 句型提炼 Functional patterns

56. While sth. / sb. is / does…, sth. / sb. else is / does… 句型提炼 应用提示 用于表达“人与人或事与事之间的反差”。 句型应用 Functional patterns

57. (to keep students’ minds open to sth./to be full of) 典型例句 鼓励使学生乐于接受新知识，惩罚则使学生充 满挫败感。 意群提示 While encouragement will always keep students’ minds open to new knowledge, punishment may make students full of frustration. Functional patterns

58. 对他而言，我是一个乏 味的怪物：一个他不得 不听其教诲的父亲，一 个还沉湎于语法规则的 人，对此我儿子却似乎 颇为反感。 a. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para.1, L2) Language appreciation

59. 学校有责任教会年轻人 进行有效的语言沟通， 可他们并没把语言的基 本框架——准确的语法 和恰当的词汇——充分 地传授给学生。 b. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication. (Para.7, L5) Language appreciation

60. 也许，语言应该被看 成是一张路线图和一 件珍品：我们要常常 查看路线图（核对语 法）和调整汽车的引 擎（调节词汇）。 c. Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). (Para.11, L1) Language appreciation

61. 学好语法和掌握大 量的词汇就好比拿 着路线图在车况良 好的车里驾驶。 d. Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. (Para.11, L3) Language appreciation

62. 1What are the most important factors that encourage students to learn English? 2In what ways can teachers improve the technique of teaching grammar? 3How can students more effectively enlarge their vocabulary? Tips Theme exploration

63. motivation family support peer pressure financial status future career goals 1.What are the most important factors that encourage students to learn English? Theme exploration

64. 2. In what ways can teachers improve the technique of teaching grammar? use more communicative ways encourage a lot of interactions put sentences in meaningful contexts Theme exploration

65. read a lot from online sources watch TV / listen to radio / watch English online videos talk often with English speakers listen carefully and extensively use dictionaries to look up unfamiliar words use new words as often as possible 3. How can students more effectively enlarge their vocabulary? Theme exploration

66. Both quotes illustrate the essential qualities of an excellent teacher. The first quote is an old Chinese saying which shows the significance of guiding the student to find the way to learn by himself, because give a man fish and he can eat for a day; but if you teach him how to fish, he’ll eat for a lifetime. Culture exploration How do you understand the following quotes: “ 授人以鱼， 不如授之以渔 ”and “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”?

67. Both quotes illustrate the essential qualities of an excellent teacher. According to William Arthur Ward, an American famous writer and scholar, the best teacher should make students think, suggest rather than dogmatize ( 独断 ), and inspire students to bring out their potentials. Culture exploration

68. What do you think of the English mania in China? Watch a video clip about English mania in China and discuss the following question: Video Watching Tips

69. Back

70. What do you think of the English mania in China? To some extent, a good command of English language represents more opportunities and will give you a great advantage over others. But the importance of English cannot be overemphasized. After all, English is only a tool for you to communicate with people from different nations, to solve problems, to assist you with your work.

71. Language application Section A

72. Introduction: Simile is a figure of speech that compares two different things and the comparison is indicated by the word as or like. Examples: 1.Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. 2.A poem Figurative language: simile

73. My Love Is Like A Red Red Rose 我的爱人像朵红红的玫瑰 ----Robert Burns 罗伯特 · 彭斯 O, my Love’s like a red, red rose 啊，我的爱人像朵红红的玫瑰 That’s newly sprung in June. 六月里迎风初开 O, my Love’s like the melodie. 啊，我的爱人像支甜甜的曲子 That’s sweetly played in tune. 奏得合拍又和谐 Figurative language: simile

74. My Love Is Like A Red Red Rose 我的爱人像朵红红的玫瑰 ----Robert Burns 罗伯特 · 彭斯 As fair art thou, my bonnie lass, 我的好姑娘，多么美丽的人儿 So deep in love am I; 请看我，多么深挚的爱情 And I will love thee still, my dear, 亲爱的，我永远爱你 Till all the seas gone dry. 纵使大海干涸水流尽 Figurative language: simile

75. My Love Is Like A Red Red Rose 我的爱人像朵红红的玫瑰 ----Robert Burns 罗伯特 · 彭斯 Till all the seas gang dry, my dear, 纵使大海干涸水流尽 And the rocks melt with the sun; 太阳将岩石烧作灰尘 I will love thee still, my dear, 亲爱的，我永远爱你 While the sands of life shall run. 只要我一息犹存 Figurative language: simile

76. My Love Is Like A Red Red Rose 我的爱人像朵红红的玫瑰 ----Robert Burns 罗伯特 · 彭斯 And fare thee well, my only love 珍重吧，我唯一的爱人 And fare thee well, a while! 珍重吧，让我们暂时别离 And I will come again, my love, 但我定要回来 Though it were ten thousand mile. 哪怕千里万里！ Figurative language: simile

77. a. 生活像一具大秋千 (swing) ，总在开心和忧 愁间摇摆 (dangle) 。 Life is like a big swing, dangling between the depths of happiness and sadness. Practice Figurative language: simile

78. b. 生活没有目标犹如航行没有指南针 (compass) 。 Living without an aim is like sailing without a compass. Practice Figurative language: simile

79. c. 婚姻就像一座城堡 (beleaguered fortress) ， 外面的人想进去，里面的人想出来。 Marriage is like a beleaguered fortress: those who are without want to get in, and those within want to get out. Practice Figurative language: simile

80. An essay normally has three main parts: Introduction, body and conclusion. Introduction Body Concluding part How to write a college essay: Essay writing

81. Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be an opinion, an attitude or a stand about the topic. How to write a college essay: Essay writing

82. Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, comparison and contrast, classification, argumentation, etc. How to write a college essay ： Essay writing

83. Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end of the conclusion, the writer’s final thoughts on the topic may be added such as a predication, a suggestion, or a warning. How to write a college essay ： Essay writing

84. Read the sample essay and see how it develops. Essay writing

85. Topic: Grammar English learning Introduction: Thesis statement: Now I think it is really fun to learn English grammar. Essay writing

86. Body: Example 1: Adding a comma could show an entire difference in meaning. Example 2: A grammar mistake could make a world of difference in meaning. Essay writing

87. Conclusion: English grammar is truly a mysterious world of art. Essay writing

88. Sample: During my middle school years, I was very allergic to English grammar. However, the two incidents I experienced later changed my view about learning English. Now I think it is really fun to learn English grammar. Essay writing

89. Sample: It occurred while I was absorbed in the mysterious world of the iPhone. My English teacher wrote two sentences on the blackboard: 1) The king would wear no clothes which make him appear differently from others; 2) The king would wear no clothes, which makes him appear differently from others. Glancing at the two sentences, I thought the teacher must have made a mistake because these two sentences were the same. Suddenly, the class burst into a loud laughter. Only then did I realize that adding a comma could show a big difference in meaning. Essay writing

90. Sample: Afterward, something interesting happened to me again. At the beginning of my English class one day, the teacher returned our homework assignment. To my surprise, my teacher had crossed out -ly in the sentence “I studied English hardly.” “Isn’t hardly an adverb?” I asked myself. Later, of course, I figured out what was wrong: an over- generalization! I was assuming every adjective added with -ly still maintains the meaning of that adjective. Not till then did I find out that hardly actually means “almost not”, so what I wrote made a world of difference from what I wanted to say. Essay writing

91. Sample: In conclusion, what I experienced enables me to understand English grammar is truly a mysterious world of art. How fun it is to learn English grammar! Essay writing

92. Writing practice Directions: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow. Essay writing

93. Topic: Grammar, a headache to me Introduction: Thesis statement: English Grammar is a big headache to me. Body: Example: The difference between used to and be used to Conclusion: I’m allergic to learning English grammar. Essay writing

94. More topics: Learning English through imitation / repetition Learning English with / without grammar Essay writing

95. Suppose you are expected to share your experience of English learning with your classmates. M ake a speech on the following topic. Speech making

96. You can follow the outline given below. Part I. My general feeling about learning English 1. Difficult and frustrating; 2. Rewarding and well worth the effort Speech making

97. You can follow the outline given below. Part II. The difficulties and how I overcome them 1.Listening and speaking 2.Writing 3.Grammar and vocabulary Part III. Benefits from English learning 1.New sights into another culture 2.New ways of seeing things 3.Communication with people from different nations Speech making

98. You may adopt the following expressions. be/feel obliged to do sth. be absorbed in be allergic to sth. full of earnest anticipation bear the bulk of the criticism not make any sense language deficit Speech making

99. You may adopt the following expressions. get lost become attracted to out of curiosity learn from scratch with a long sigh swell with pride Speech making

100. Translate a paragraph based on a summary of the text by using the expressions from the text.

101. 尽管很多学生反感英语，经常 对英语学习感到迷茫，他们仍 然觉得必须学好英语。那么老 师如何使学生的英语学习之旅 变得愉快呢？有效、准确且有 益的沟通技能取决于语法和词 汇。 to be allergic to to get lost to feel obliged to do

102. 因此，对于那些缺乏语言功底， 需要从头学起的学生来说，教授 语言的基本框架，准确的语法和 恰当的词汇是非常有道理的。学 好语法和掌握大量的词汇就好比 拿着路线图在车况良好的车里驾 驶。 language deficit to learn from scratch to make sense well-conditioned

103. 我们要常常查看路线图（核对 语法）和调整汽车的引擎（调 节词汇）。具备了这两大有利 条件，学生就会逐渐喜欢上英 语，他们的英语学习之旅也会 变得得心应手。 to tune up to have excellent control two essential assets to become attracted to

104. Although many students seem allergic to English and always get lost in English learning, they still feel obliged to learn it well. Then how can teachers make students’ journey of English learning enjoyable? Effective, precise, and beneficial communication depends upon grammar and a good vocabulary.

105. Thus, for the students with language deficit and should learn from scratch, it does make sense to teach them the essential framework of language, accurate grammar and proper vocabulary. Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.

106. One should often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Equipped with these two essential assets, students will surely become attached to English and have excellent control in their journey of English learning.

107. Summary Section A

108. 1 感到有责任做某事 2 全神贯注，专注于 3 对…反感 4 刚从…来，刚有…经历 5 满怀着热切期待 6 承受着大部分批评和指 责 7 不合乎情理 8 缺乏语言功底 9 不知所措 10 绞尽脑汁，苦苦寻找 be/feel obliged to do sth. be absorbed in be allergic to sth. fresh from full of earnest anticipation bear the bulk of the criticism not make any sense language deficit get lost search the heavens for Language points—Useful expressions

109. 11 产生兴趣 12 出于好奇 13 在短短十分钟的驾 车时间内 14 从头学起 15 长叹一声 16 感到无比骄傲 17 制定出更高的标准 18 英语熟练程度 19 一件珍品 20 两大有利条件 out of curiosity within the span of a 10-minute drive English language proficiency learn from scratch with a long sigh swell with pride set high standards of a valuable possession the two essential assets Language points—Useful expressions become attracted to sth.

110. Functions & Usages Functions & Usages Sentence Patterns Sentence Patterns 1. 用于表达“在特定条件下 可能发生的事情”。 2. 用于表达“实际情况与预 期的反差”。 3. 用于表达“人与人或事与 事之间的反差”。 If sb./sth. do/is sth., then perhaps … Sb. fail to do sth…, while sb. should do sth…S While sth. / sb. is / does…, sth. / sb. else is / does… Language points—Useful patterns

111. The end Section A