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课题：B1U4 Writing(1):Write an ending to a story 课型： 新授课 课时： Period 1
授课班级：高 2025 届 班 授课人： 授课时间：
学习目标：
Ss can know about the method of writing an ending to a story;
Ss can figure out the structure and its main content of an experiment report;
Ss can use suitable tense,layout and linking words to write about an ending to a story;
4. Ss can improve their writing level by using advanced vocabulary and sentence patterns.
教学重点：
Ss can figure out the structure and its main content of an ending to a story.
教学难点：
Ss can use suitable tense,layout and linking words to write an ending to a story.
教学准备：
1. Multi-media; 2. Blackboard & chalk; 3. Textbook ,etc.
教学过程：
Step1. Lead-in
【教师活动】
Greetings；
2. Free Talk：Ask Ss to talk about what interesting experiences impressed them most.
【学生活动】Ss talk about what interesting experiences impressed them most.
【设计意图】Stimulate Ss’ interest and lead to the topic.
Step2. Pre-writing
【教师活动】
Guide Ss to read the passage and find out the main characters and plots.
阅读下面的材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I was lacking in everything needed to start a new friendship.
My parents moved to the town when they decided to look for new jobs, but they didn't realize I was really hurt when I said goodbye to my old friends. It felt awful to be a new student in the school, because when my classmates were chatting, what I could do was be caught up in my thoughts watching the clouds outside the window. I was not good at math or history, nor was I good at drawing or dancing. I was shy and timid (胆怯的).I had a few friends in my hometown and it seemed that they were the only ones who I could be friends with for my whole life. I felt I had reached a point where I could make no further addition to my friend list. I was ashamed of myself, so I believed I deserved no notice from others until Emily came to my world.
Emily was fearless, outspoken and easy to get along with, while I was too shy to come out of my shell.I met Emily in the school almost every day and yet I never talked to her. We were in the same class but we were poles apart (截然相反).How I wished I could be like her or at least be a friend of hers!
It was another ordinary day. I wandered to the bus stop in the morning and waited for the school bus. Birds were singing songs with their friends but who could I sing songs with I got on the bus and went straight to my usual seat, complaining in a low voice about getting up early and going to school, and about how things were going to be the same all over again. Little did I realize something different would happen that day.
注意：续写词数应为150左右。
When I got up to get off the bus, my schoolbag was stuck in the armrest.
I got noticed by Emily, who gave me courage to start a new friendship！
Step3. While-writing
【教师活动】
Ask Ss to writing about an experience about 80 words to finish the writing task.
审题谋篇
仔细审题，明确续写要求；快速浏览文章，知晓文章主旨，做到“心中有数”。
初步审题：
体裁：记叙文；（2）话题：友谊；（3）主题语境：人与自我；
（4）要求：根据其内容和所给段落开头语续写两段，续写词数应为150左右。
2．细读文章，了解文章大意，确定文章线索，以“顺藤摸瓜”。
故事线索：
Para1.
核心句：I was lacking in everything needed to start a new friendship.
关键词： lacking；to start a new friendship
Para.2
核心句：My parents moved to the town ... , but they didn't realize I was really hurt when I said goodbye to my old friends. It felt awful to be a new student in the school ...
关键词：really hurt；said goodbye to my old friends ；awful；be a new student; shy and timid
Para.3
核心句：Emily was fearless, outspoken and easy to get along with, while I was too shy to come out of my shell. How I wished I could be like her or at least be a friend of hers!
关键词：Emily；fearless, outspoken and easy to get along with；wished；be a friend of hers
Para.4
核心句：It was another ordinary day. I wandered to the bus stop in the morning and waited for the school bus. ... I got on the bus and went straight to my usual seat, complaining in a low voice ...
关键词：ordinary;complaining about; something different
结合记叙文六要素梳理故事背景、人物与情节发展。
A New Friendship
Ⅰ.Settings:
①time: on a ordinary day when I was going to school
②location: on the school bus
③background: My family moved to the town and I had to say goodbye to my old friends and went to a new school. I felt awful to be a new student.
П.Characters:
①I-shy and timid;
②Emily-fearless,outspoken,easy to going along with
Ⅲ.Development:
①I found it difficult to make new friends.
②I admired Emily and wanted to become a friend of hers.
③I got on school bus, feeling upset.
根据所给段落开头语推理故事后续，构思完整故事情节。
Para1. clue:“我”起身下车时，书包被扶手卡住了。
guess：①书包里的东西散落一地，Emily看见后帮我一起捡东西。
②“我”和Emily开始交谈，惊讶地发现“我们”志趣相投。
Para2. clue:Emily给了“我”开始一段新友谊的勇气。
guess:“我”和Emily的关系亲近起来，她帮助“我”增强了信心，“我们”成为了好朋友。【结局】“我”在Emily的帮助下，克服性格缺陷，并且愿望成真——成为了Emily的好朋友。
结合推理内容进行合理的细节描写，润色成篇。
【写作思路】
Ⅰ.基本要素：
（1）时态：一般过去时；（2）人称；以第一人称、第三人称为主
П. 注意要点：
连贯性：适当运用衔接词，以使语意通顺连贯；
丰富性：在保证语法正确的基础上使用恰当的词语、多样的句式结构和生动的细节描写，使故事更加立体饱满。
一致性：结合作者在文中所描写的主人公的性格特点，尽可能沿用作者的语言风格来完成故事续写。
积极性：情节发展要体现人文素养和积极向上的人生观、价值观等。
Step4. Post-writing
【教师活动】
Lead Ss to make improvements to each other’s passage.
【Possible Answer】
When I got up to get off the bus, my schoolbag was stuck in the armrest. I didn't notice it and stood up with all my strength. Unluckily, my schoolbag was torn apart and all the things fell to the ground. I knelt down to pick them up. Suddenly, I saw a hand passing me some of the books. I looked up and found it was Emily who was helping me. With her help, I put all the things back to my schoolbag. I began to talk with her and was surprised to find that we had much in common.
I got noticed by Emily, who gave me courage to start a new friendship! One day when I told her that I admired her and how I wished to be a friend of hers, she said, “We have already been friends！” I felt so happy that I even sang a song. Hearing my song, she thought highly of it and asked me to teach her to sing it. She made me realize how unique I was and at last I came out of my shell.
【学生活动】
Ss exchange their composition for correction within groups.
【设计意图】
To develop Ss’ awareness of helping each other in group activities.
Step5. Summary
【教师活动】
Guide Ss to sum up what they have learnt about the passage.
【学生活动】
Try to summarize the content of this class with the guidance of the teacher.
【设计意图】
Exercise Ss’ ability of oral expression.
Step6. Homework
阅读所给材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
板书设计：
教学反思：
课后总结：

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