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My Best Teaching Experience
PART 01
Warm-up
Warm-up: pick and try
1
2
3
4
What role do teachers play in the following situation
Some teachers and students are discussing questions together and listening to each other.
instructive
Tip:
Warm-up: pick and try
Give some tips to the boy:
In English class today, Miss Tan seemed to have made a mistake in spelling, should I tell her How can I tell her
equal
Tip:
Warm-up: pick and try
Ask your deskmate the question:
What will you do if you disagree with the teacher
How to get along well with teachers
mutual respect
Tip:
Warm-up: pick and try
Think and share:
Please recall the moment when your teacher touched you, describe your feelings and share it with the class.
love
Tip:
Warm-up: pick and try
PART 02
Read and think
一、梳理原文信息
Tyler was only in my senior class for a semester. He had been suspended (使停学) several times in previous years because he had difficulty controlling his anger. When he entered my class, I thought the worst.
Tyler sat in the back row. Every time I talked to the class, I would ask students questions by calling out their names. Unfortunately, every time I called Tyler’s name, he would respond with a joke. If he got an answer wrong, he would become angry.
About a month into the school year, I was still trying to connect with Tyler. I could usually get students involved in class discussions or at least have them sit quietly while paying attention. By contrast, Tyler was often loud and sometimes rude.
He had been in so much trouble over the years. He expected his teachers to know about his past: about how many times he had been sent to the office or suspended from school. I had found that these sorts of referrals (移交) were not very effective and that students would return behaving worse than before.
One day, Tyler kept interrupting me while I was teaching. I stopped my lesson and said, “Tyler, why don’t you join in our discussion instead of having one of your own ” When I said that, he got up from his chair, pushed it over and shouted at me. I can’t remember what he said but he used bad words. I sent Tyler straight to the office, and he was told not to come to school for a week.
一、梳理原文信息
Para.1: On the day of Tyler’s return, I stood at the door awaiting him.
Para.2: A spark of surprise flashed across his face.
一、梳理原文信息
Theme
Understanding drives relationships to transform.
Why did Tyler expect his teachers to know about his past
What’s my first impression of Tyler
What’s my attitude towards referrals
一、梳理原文信息
Setting
How did students generally do when sitting at the back of the classroom
Did the teachers pay much attention to them
When did Tyler come to my class
What did suspension mean for a student
Main Characters
一、梳理原文信息
I:
1. I could usually get students involved in class discussions
(认真负责)
2. Every time I called Tyler’s name...; Tyler, why don’t you join in our discussion...
(关心学生)
Tyler:
had difficulty controlling his anger (易怒)
Beginning
Ending
Tyler had difficulty controlling his anger.
I awaited his return at the door.
What I said or did surprised Tyler.
Tyler shouted at me and was suspended
again.
We had a conversation and understood each other.
一、梳理原文信息
Plot
How did my emotions change
worried
I thought about what Tyler had done in my class and felt worried.
angry
Angered by Tyler’s disrespectful attitude again, I recalled the bad memories.
calm down
I knew that blame and punishment only made our relation worse.
一、梳理原文信息
My Emotions
？
主题
环境
My Best Teaching Experience
人物
本文的主题是师生关系的转变，“我”积极帮助一位特殊的学生Tyler，最终使学生Tyler产生了积极的转变，“我”也从中有所收获。所以一定要体现“我”和Tyler双方的成长。
原文的故事环境属于社会环境中的校园环境，地点包括课堂（my class, in the back row）、办公室（the office）、教室门口（at the door）等，时间为高三的一个学期（senior class, a semester）。
易怒（had difficulty controlling his anger）
不遵守课堂纪律（often loud and sometimes rude）
主要人物
Tyler
认真负责（I could usually get students involved in class discussions）
关心学生（every time I called Tyler’s name...; Tyler, why don’t you join in our discussion...）
I
Tyler因为易怒被停学过很多次。今年他来到我的班级。
Tyler坐在后排，从不认真回答我的问题，一旦自己答错，就开始发怒。
有一天，Tyler又扰乱了我的课堂，被我提醒后，Tyler说脏话、砸椅子。
Tyler被停课一周。
Tyler回来了……
情节
高潮
？
我感觉很好，同时很担心Tyler回来。
Tyler很生气。
我感到苦恼；
Tyler很生气。
我感觉很糟糕。
结局
Tyler很惊讶……
发展
开端
发展
发展
一、梳理原文信息
二、续写构思三步走
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
Para. 2: A spark of surprise flashed across his face.
→
→
Step 1 定主线——构思两段主要情节
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
Para. 2: A spark of surprise flashed across his face.
→Tyler came back and I communicated with him.
→Tyler realized his problems and tried to change his behaviors.
二、续写构思三步走
Step 1 定主线——构思两段主要情节
Step 2 设“四点”——构思所给段首句的衔接句和结尾句
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
1. 考虑以“I”的情感态度承接原文。即以“I”的“所感”衔接段首句。
二、续写构思三步走
C. I thought about what Tyler had done in my class and felt worried.
Step 2 设“四点”——构思所给段首句的衔接句和结尾句
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
2. 考虑另一种思路，原文中Tyler屡次受到停学惩罚，但收效甚微。即以Tyler的“所做”衔接段首句。
二、续写构思三步走
B. Tyler walked with his hands in his pockets.
Step 2 设“四点”——构思所给段首句的衔接句和结尾句
Para. 2: A spark of surprise flashed across his face.
3. 构思这一处时需要考虑“我”做了什么或者说了什么让Tyler觉得惊讶。即以“I”的“所说”或“所做”衔接段首句。
二、续写构思三步走
A. I apologised to Tyler for embarrassing him in class.
Step 2 设“四点”——构思所给段首句的衔接句和结尾句
Para. 2: A spark of surprise flashed across his face.
4. Tyler的情感态度或具体表现应承接段首句中的surprise。即以Tyler的“所做”衔接段首句。
二、续写构思三步走
C. Tyler tried to say something but was lost for words.
Step 2 设“四点”——构思所给段首句的衔接句和结尾句
结合文章标题“My Best Teaching Experience”及原文第六段的第一句“This was one of my worst teaching experiences.”可以考虑在结尾时与之呼应。
二、续写构思三步走
首尾呼应式结尾
The experience which I thought was the worst turned out to be my best teaching experience.
Step 2 设“四点”——构思所给段首句的衔接句和结尾句
文章的主题是学生在老师的理解和有效沟通下改变了自己，师生矛盾得以缓和，可以用“我”对于理解和沟通的感想作为结尾，达到升华主题的效果。
二、续写构思三步走
情感升华式结尾
This teaching experience taught me that understanding is the bridge of communication between people.
Possible Writing Contents
01
虽然Tyler返校后的态度仍然让“我”生气，但是“我”对过去的教育方式进行了反思。
02
“我”认为惩罚只会让“我”和Tyler的距离越来越远，于是“我”主动沟通打破僵局。
03
Tyler在和“我”有效的沟通下认识到自己的问题，向“我”道歉，并且改变自己。
04
通过这次交流，“我”认识到了理解的重要性。“我”以为最糟糕的教学经历反而变成了最棒的。
Para. 1
Para. 2
二、续写构思三步走
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
Para. 2: A spark of surprise flashed across his face.
What did Tyler say
How did I react
What did Tyler do in the next few days
How did Tyler behave when he saw me
How did I feel when I saw Tyler
What did I think
Step 3 填细节——结合“五所”问答，补充具体情节
二、续写构思三步走
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
Tyler came, but still showed no respect for me.
Q1: How did Tyler behave when he saw me
Q2: How did I feel at first when I saw Tyler
I was still angry but I managed to control myself.
Q3: What did I think
I knew that blame and punishment only made our relation worse.
二、续写构思三步走
Step 3 填细节——结合“五所”问答，补充具体情节
Para. 2: A spark of surprise flashed across his face.
His face was burning and he said sorry to me.
Q1: What did Tyler do
Q2: How did I react
I comforted him.
Q3: What did Tyler do in the next few days
In the next few days, Tyler changed his behavior.
二、续写构思三步走
Step 3 填细节——结合“五所”问答，补充具体情节
1. Tyler came, but still showed no respect for me. Tyler来了，但他仍然没有对我表示尊重。
(1) 使用动作描写（walk with one’s hands in one’s pockets）改写、优化所给句子，体现Tyler目无尊长、桀骜不驯的性格特点。
At last Tyler came and ____________________________________________.
(2) 使用现在分词作状语，改写、优化句(1)中的动作描写。
At last Tyler came, _______________________________________________.
三、细节练习——情节优化
he walked with his hands in his pockets
walking with his hands in his pockets
2. I was still angry but I managed to control myself. 我仍然很生气，但我设法控制住了自己。
(1) 加入“我”生气的原因（回忆起Tyler之前的所作所为），使得情节发展更加合理。
_____________________________________________________ made me angry but I managed to control myself.
(2) 使用无灵主语句（image, bring back）改写、优化句(1)。
_______________________________________________________________ ___________________ and it made me angry but I managed to control myself.
三、细节练习——情节优化
The memories that he threw a tantrum in class the other day
That image immediately brought back memories that he threw a tantrum in class the other day
3. I knew that blame and punishment only made our relation worse. 我知道责备和惩罚只会让我们的关系恶化。
(1) 使用比喻（暗喻）的修辞手法改写、优化所给句子，将blame和punishment对“我们”关系的影响比作“build a wall”。
I knew that I had been ____________ between us with blame and punishment.
(2) 使用直接引语改写、优化句(1)，体现“我”对Tyler的理解。
I knew that I had been ____________ between us with blame and punishment, so I said, “______________________________________________________
_______________________________________________.”
building a wall
building a wall
I want to apologise for what I said the other day in the middle of the class and I’m really sorry if it hurt your feelings
三、细节练习——情节优化
4. His face was burning and he said sorry to me. 他满脸通红，对我说对不起。
(1) 使用“说”的具体动作替换句中的say，体现Tyler此时的羞愧。
His face was burning and he __________, “I’m sorry.”
(2) 使用强调句型（it is... who/that...）改写、优化句(1)，体现Tyler充分认识到了自己的错误。
His face was burning and he _________, “___________________________.”
(3) 使用with复合结构，改写、优化句(2)中的神态描写部分。
___________________, he _________, “________________________.”
murmured
It is I who/that should say sorry
With his face burning
三、细节练习——情节优化
murmured
murmured
It is I who/that should say sorry
5. I comforted him. 我安慰他。
(1) 为“我”加入具体的动作链描写（step forward, pat sb. on the shoulder, signal to sb. to do sth.），展现“我”安慰Tyler的过程并推动情节发展。
I ______________________________________________________________
_______________.
(2) 使用with复合结构为“我”加入神态描写（smile）优化句(1)，使人物形象更加立体。
___________, I __________________________________________________
_________________________.
stepped forward and patted him on the shoulder, signaling to him to go back to his seat
With a smile
stepped forward and patted him on the shoulder, signaling to him to go back to his seat
三、细节练习——情节优化
6. Tyler changed his behavior. Tyler改变了自己的行为。
(1) 为Tyler加入具体的行为（take part in discussion），突出人物前后的变化。
Not misbehaving anymore, Tyler ____________________________________.
(2) 使用倒装句式（not only...but also...）改写、优化句(1)。
______________________________________________________________________________
三、细节练习——情节优化
took an active part in class discussions
No only did he behave himself in class but also he took an active part in class discussions.
Summary
read the given text for the basic information,
explore the conflicts through clues,
analyse the two given sentences, and
develop the plots.
Before writing, we should :
read
PART 03
Write and share
Write and share
Finish or polish your composition according to what we have learnt.
Share your works.
Summary
the language should be vivid.
the content should be interrelated.
the plot should be evident.
the value should be warm.
While writing, we should remember:
view
语言要生动
内容要相关
情节要明了
价值要温暖
PART 04
Learn and appreciate
Learn and appreciate
Para. 1
On the day of Tyler’s return, I stood at the door awaiting him. At last he came, walking with his hands in his pockets. That image immediately brought back memories of the boy throwing a tantrum in class the other day. Yet I managed to restrain my anger this time. These past few days, I had been building a wall between us with blame and punishment, so I thought to myself that maybe I should try another way. “I want to apologise for what I said the other day in the middle of class, and I’m really sorry if it hurt your feelings,” I said, finally breaking the ice.
现在分词作状语
宾语从句
Learn and appreciate
A spark of surprise flashed across his face. The naughty boy froze there, staring at me with wide eyes. It was clear that he had never heard an apology from a teacher before. “It is I who should say sorry,” he murmured, his face burning with shame, “I should have learned to control myself.” With a smile, I stepped forward and patted him on the shoulder, signaling to him to go back to his seat. In the days that followed, Tyler didn’t misbehave in class anymore and took an active part in class discussions. I had never expected “understanding” could make such a huge difference — it turned one of my worst teaching experiences into perhaps the best one.
Para. 2
独立主格结构
主语从句
Learn and appreciate
Cohesion ①
Cohesion ②
Cohesion ③
Cohesion ④
所给句1与后文
所给句2与前文
所给句2与后文
结尾主题句与前文
Cohesion is an important means to make up a text.
衔接是构成语篇的一个重要手段。
PART 05
Make a summary
Make a summary
Smile to Continuation Writing.
Love to read and view.
And we can make it
in Continuation Writing.
PART 06
Homework
Homework
Evaluate the given passage.
Improve your writing.
Insist on everyday extended reading and accumulate more useful expressions.
Let’s enjoy the continuation writing and make it an enjoyable journey!
THANKS!

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