外研版（2019） 必修第一册 Unit 4 Friends Forever Developing ideas教学设计

Lesson Plan
Teaching objectives
At the end of the class, students would be able to:
Learn about the key elements of a story.
Find out the key elements of a story in the text on page 62.
Write an ending to the story After Twenty Years in groups.
Learning materials
B1U4 Friends Forever writing part---Writing an ending to a story.
Students
They are10th graders.
They have the ability to read and understand an English stories.
They have written endings to stories before and have certain basic knowledge about writing stories.
Some of them may not fully understand the the former reading--After Twenty Years.
Teaching focuses and difficulties
Guiding students to sum up the key elements of a story on their own and write an ending to a story with the elements.
Getting students to understand the importance of a positive theme in their English stories.
Giving clear instructions to help students finish their story within limited time.
Teaching methods
Task-based Language Teaching approach, The Cognitive method
Learning aids
PPT, A blackboard, a speaker, markers, task-allocating cards, learning sheets
Blackboard design
B1U4-Writing an ending to a story.
key elements of a story
setting
theme characters
plot(conversations/actions)
group work
Teaching procedures
Task 1 Leading in
Reviewing the story--After Twenty Years using setting, characters, plot and theme.
Purpose of design: to help students quickly recall the story and get to know the key elements of a story.
Task 2 Introduction
Introducing the key elements and what should be included in each key element.
Purpose of design: To strengthen students’ understanding of the key elements of a story.
Task 3 Talking&Reading
Asking students to guess what might happen to Bob and Jimmy after another 20 years
Getting students to read the ending provided by the editor on page 62 and find out the setting, characters, plots and theme in the passage.
Encouraging students to share their findings and the teacher provides her own answer.
Purpose of design:
to get students motivated in reading the text by asking the question
To guide check the key elements from the passage.
To equip students with a sample ending necessary for their own writing.
Writing
Teacher Divides students into groups of 6-8, and makes sure everyone knows their roles and tasks in the group.
(
Underline possible
actions
：
hug
拥抱
ask
问
notice
注意到
answer
回答
explain
解释
recall
回忆
encoura
ge鼓励
inspire
鼓舞，激发
apologize
道歉
appreciate
感激
cr
y 哭
thank
感谢tremble颤抖
realize
意识到 murmur 低语 arrest 逮捕 change one
’
s life 改变某人的生活
pat sb on the shoulder
轻拍某人肩膀
look sb in the eyes
看着某人的眼睛
walk up to sb
向某人走去 cut contact with sb 和某人失去联系
put one's head down
低下头
shake hands with
和某人握手
wipe the tear
s
from one's cheek
s 擦掉某人脸上的泪水
invite sb to join him
邀请某人加入
have a lo
n
g conversation about
长聊某事
made up one's mind to
下定决心做某
)By doing the following multiple choices, each group takes 5 minutes to decide on the settings, characters, plot, and theme for their own story.
Choose a positive theme for your story.
Real friendship survives long time.
learning from the past mistakes.
Forgiveness between old friends.
Saved by an old friend.
It is never too late to start a new life.
Other choice：________________
Choose possible characters for your story.
Bob
Jimmy
Other:__________
(
Underline possible
conversations
：
“How’
s
the 20 years treat
ed
you
（20年来你怎么样了？）
”
“Where have you been
（你都去了哪里？）
”
“I am sorry to inform you...
（很遗憾通知您...）
”
“
It has been a long time.（好久不见）
”
“I am here to
/for
...
（我来这里是想/为了...）
”
“
welcome home.（欢迎回家）
”
“
Y
ou
have been and
will always be my best friend
(你永远是我最好的朋友。)
”
“I have never expected you to...
（我从来没没想过你会...）
”
)Choose a possible place for your story.
in a restaurant
in a park
outside a jail
in a funeral（葬礼）
in a hospital
other choice:__________________
(
Underline possible
adjectives
that you may want to use
for
characters
’
inner feelings
.
r
elieved
释怀的
heartbroken
心碎的
ashamed
羞愧的
bitter
苦涩的
delight
ed开心的
, regretful
后悔的
unbelievable
不敢相信
surprised
惊讶的
helpless
无助的
dou
b
tful
怀疑的
hesitant
犹豫的 lost迷茫的
lonely
孤单的
confused
困惑的
glad
乐意的
warm
温暖的
)
After that, each group members works together and write an ending to the story After Twenty Years. The beginning has been given.
Purpose of design:
To get students collect different ideas from their peers and put those key elements into use.
To offer students with some language inputs that they can refer to in their writing process.
Sharing&evaluating
Students exchange their stories with other groups and mark them with the key elements of a story.
Evaluation table (10 points)
necessary characters 1 reasonable setting 2 possible plot 4 positive theme 3
Assignment
Students organize their thoughts and write their own ending to the story.
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