writing-unit4-LinHanyu-class10

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新编英语教程4Unit

Role-play: What a Pity
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Interaction activities: Music I Like and Dislike
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l Guided writing:
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Basic writing techniques—Expansion of the sentence base
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Text I l Pre-reading activities

Pair work: My favorite music
Mozart, Wolfgang Amadeus (1756-1791 )(Austria)
Mozart was a child prodigy. Mozart was probably the greatest composer that ever lived for he had a gift that no one else has ever had. He could compose a perfect piece of music, while playing cards with his friends. Yet even with this gift Mozart died at the young age of thirty-five from over work. Most sadly of all the genius was buried in a pauper's grave.
3.Individual work: famous composers Bach, Johann Sebastian (1685-1750 ) (Germany)

乐学英语写作教程教学课件unit4

5
01 Unit 15 英文信函格式
Pre-class Activities
6
01 Unit 15 英文信函格式
7
01 Unit 15 英文信函格式
8
01 Unit 15 英文信函格式
01 Unit 15 英文信函格式
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01 Unit 15 英文信函格式
In-class Activities
02 Unit 16 常见书信写作
In-class Activities
Task 1: 阅读下列信函并回答对应的问题，注意各类信函中所包含的必要信息。
02 Unit 16 常见书信写作
In-class Activities
Task 1: 阅读下列信函并回答对应的问题，注意各类信函中所包含的必要信息。
Contents
01
Unit 15 英文信函格式
01 02
Unit 1 简单句
Unit 16 常见书信写作
02 03
Unit 2 复合句
Unit 17 电子邮件格式
03 Unit 3 并列句和并列
复合句
04
Unit 18 常见电子邮件
05
Unit 19 备忘录（一）
05
Unit 5 英语句
06
子的规范性
Unit 20 备忘录（二）
06
单击添加标题
07 Unit 21 通知、海报与启事
4
01 Unit 15 英文信函格式
Pre-class Activities
Explanation:
英语信函主要由七个部分组成：信头（heading）、写信日期（date）、信内地址（inside address）、称呼语（salutation）、正文（body）、结束语（complimentary close）和署名（signature）。写作考试常常只要求包含写信日期、称呼语、正文、结束语和署名这几个要素即可。正文写作的关键是思路和语言。有些题目列出了提纲，要求考生对应提纲进行写作，在这种情况下切忌打乱提纲顺序。如果题目没有明确给出提纲，则需要考生从题目描述中找出要点并进行扩展，写作时务必将所有要点囊括在内。

人教版英语选修10 Unit 4 Learning effectively WritingPPT-完

人教版英语选修10 U nit 4 L e ar ning e f fecti vely W r iting 课件PP T-精品课件（实用版）
Individual &Group Work 自主合作
Useful
lexical chunks(词块) and
sentence patterns(句型)
manyReCahsinoenses films or TV series as you o
can, which can arouse your interest in PCahrtin2ese learning. Besides, reading Chinese Dneotavielelds iinsfoarmlsoatioangood idea. Last but not
consideration.
Yours,
Part 3
Ending
人教版英语选修10 U nit 4 L e ar ning e f fecti vely W r iting 课件PP T-精品课件（实用版）
Li Hua
人教版英语选修10 U nit 4 L e ar ning e f fecti vely W r iting 课件PP T-精品课件（实用版）
Part 3 Ending
人教版英语选修10 U nit 4 L e ar ning e f fecti vely W r iting 课件PP T-精品课件（实用版）
人教版英语选修10 U nit 4 L e ar ning e f fecti vely W r iting 课件PP T-精品课件（实用版）

北师大课标版高中英语必修4Unit 10Writing精品课件

1. AIDA principle & Layout Group 1&2: Para. 1
2. Facts about P20 pro Group 3&4：Para. 2
北师大课标版高中英语必修4Unit 10Writing精品课件
北师大课标版高中英语必修4Unit 10Writing精品课件
Get to know the product
北师大课标版高中英语必修4Unit 10Writing精品课件
北师大课标版高中英语必修4Unit 10Writing精品课件
Guidance & Division
北师大课标版高中英语必修4Unit 10Writing精品课件
Read for stylistic features & strategies
1. Are there any new words or this advertisement?
It is an advertisement.
2. Who are the target readers?
The dog owners who are busy or lazy.
3. What is the purpose of the article?
The purpose is to persuade readers to buy the dogwalker .
2. What tense does the writer use?
北师大课标版高中英语必修4Unit 10Writing精品课件
北师大课标版高中英语必修4Unit 10Writing精品课件
Write an ad for Huawei P20 pro
• This year, sponsored (赞助) by Huawei, the National Students Advertising Competition is soliciting(征集) advertising ideas for Huawei’s newly-released flagship(旗舰机) - Huawei P20 pro.

Unit4Writing课件牛津深圳版(广州沈阳通用)七年级英语上册

1. What content should we write? 2. What language should we use?
P re-writing
Reading for writing
Content and text structure
Mandy has written about her favourite season.
and it is my favourite holiday. I activities & feelings visit my grandparents and eat lots
of nice food. It is exciting to get red packets during the Spring Festival.
Winter is very cold and sometimes snowy. It is interesting to make snowmen in winter.
festival/holiday
The Spring Festival is in winter
4. Is there a festival or holiday in this season? What is it? 5. What does she eat at this festival? 6. How does she like about this festival?
P re-writing
sing game
Children’s Day
Father’s Day the Dragon Boat Festival ...
show love and respect to teachers enjoy the moon， eat mooncake

北师大课标版高中英语必修4Unit 10 Writing PPT课堂课件(20页)

Task6 English debate
Topic: Is money everything?
正方：Money Is everything. 反方：Money Is not everything.
北师大课标版高中英语必修4Unit 10 Writing PPT课堂课件(20页)（ -精精品品P） PT课件
Writing
Task1 五美：
1.外在美：书写规范、卷面整洁 2.结构美：要点清晰、层次合理、常用3段 3.词汇美：用词准确、灵活运用高级词汇 4.句式美：句式多变、灵活运用高级句式 5.衔接美：内容连贯、衔接自然、结构紧凑
Task2 三审二定：
三审：1. 审体裁 2.审人称 3.审时态二定：1. 定段落结构 2.定段落内容
北师大课标版高中英语必修4Unit 10 Writing PPT课堂课件(20页)（ -精精品品P） PT课件
Task5 六步法：
运用写作技巧六步法，写出本材料作文的草稿。
北师大课标版高中英语必修4Unit 10 Writing PPT课堂课件(20页)（ -精精品品P） PT课件
Байду номын сангаас
北师大课标版高中英语必修4Unit 10 Writing PPT课堂课件(20页)（ -精精品品P） PT课件
Task3 六步法：
①审材料 ②列提纲 ③ 圈要点 ④写短语 ⑤连句子 ⑥ 改进提高
Writing
Is money everything?
Do you like money?
Why do you like money?
Money can buy everything we like and make us live a better life.

高中英语(人教版必修4)教师用书 Unit 4 Period 4 Writing 讲义 Word版含答案

Period 4 Writing1.引导学生运用不同的阅读技巧阅读不同材料的短文。

2.培养学生的跨文化意识。

2.使学生学会列写作提纲。

1.在具体语境中掌握词汇的基本含义、词性及用法。

2.通过反思作文的写作,使学生进一步明白写作前列提纲要领的重要性。

重点单词1. adj.面部的2. n.作用;功能;职能vt.起作用;运转3. adv.真实地;真诚地;真正地4. adj.错误的;假的5. n.怒气;怒火6. n.拳头7. vi.打哈欠8. adj.恭敬的9. adj.主观的 10. n.等级;军衔重点短语1. 即使2. 舒适;快活;自由自在3. 丢脸4. 背对;背弃5. 上上下下6. 不看;不注视7. 在大多数情况下重点句式 Being respectful to people is subjective ,based on each culture ,but in general it is probably not a good idea to give a hug to a boss or teacher. 写作讲座反思作文的写作自我核对重点单词:1.facial2.function3.truly4.false5.anger6.fist7.yawn8.respectful9.subjective 10.rank5.up and down6.look away from7.in most casesⅠ.品句填空1.The (功能) of an adjective is to describe or add to the meaning of a noun or pronoun.2.He got into a (拳头) fight in the bar yesterday afternoon.3.She gave her son a (拥抱) and put him to bed.4.While none of these pictures is of the first r, some are of interest.5.His teeth are f, but they look very natural.【答案】1.function 2.fist 3.hug 4.rank 5.falseⅡ.用适当的介词填空1.This kind of machine is used cutting grass.2.His mother supports him most cases.3.What he said at the meeting was based the facts.4.The two scientists have some similarities character.5.I advised them to watch out the ice on the sidewalk.【答案】1.for 2.in 3.on 4.in 5.forfunction阅读下列句子,注意function的意思及用法。

高中英语 Unit 4 Learning efficiently单元教案新人教版选修10

Unit 4 Learning efficiently（一）教材分析：本单元的中心话题是“语言学习策略，如何改进听、说、读、写的技能”，内容涉及“如何成为一名成功的阅读者”、“你怎样才能学得更好”、“适用各类人群的学习技巧”、“讨论阅读训练的最佳方法”、“介绍一种新的学习技巧”、“提出建议，改进学习方法” 等。

语言技能和语言知识都是围绕这一中心设计的。

热身（Warming-up）部分由两个练习组成：练习1是一张图表，显示某学生课外学习英语时间分配情况，即用于听、说、读、写、语法、词汇的时间比例。

要求学生参照图表分组讨论三个问题：图表对该学生的学习习惯做了哪些介绍；对该学生课外英语学习的时间安排提出看法；如果对本班同学的调查是否会取得同样结果。

教师应当结合这个表格引导学生反思自己学习英语学习观念是否有积极意义。

练习2是两人小组活动，要求学生相互采访同伴的英语学习习惯，并将结果绘成图表。

读前部分有两个练习，，主要讨论阅读技巧。

练习1是让学生先考虑一下自己阅读汉语的习惯、技巧，并列出六个方面的与此相关的问题帮助学生思考。

练习2是让学生阅读“理解”部分的第一个练习“阅读”部分的标题和图片，要求两人一组讨论课文对“阅读”这一话题会说些什么。

目的是预测阅读内容，抓住阅读要点。

阅读部分上一篇说明文，话题是“如何成为一名成功的阅读者”。

内容涉及以下方面：1）多读、多练习、熟能生巧。

2）享受阅读练习中的乐趣。

3）学会良好的阅读方法，即预测阅读内容、主动阅读、依阅读目的确定阅读方式、学会依据上下文猜测词义。

4）结论是用适当的方法通过大量的练习，我们就能提高阅读能力。

“语言学习”部分由词汇和语法两部分组成。

词汇部分练习有三项练习。

练习1要求学生能理解本课重要词语的意义，并运用到新的语境中去。

练习2设置了九个句子，要求学生能够根据上下文的内容确定句中黑体词的意思。

这个练习用来训练学生判断和猜测词义的能力，进一步让学生消化课文中第三段 d小节的有关内容。

高中英语 Unit 4 Learning efficientlyGrammar课件新人教选修10

二、省略if的条件句如果if条件句中有were，had，should时，可省略if，把were，had，should放在主语前。这种结构主要用于书面语中。如：
Were it necessary (= If it were necessary), I might resign．
如果需要的话，我可以辞职。
3. We suggest that everyone should help the AIDS patients. suggestion
When to use the Subjunctive Mood in
English?
虚拟语气
The definition of the Subjunctive Mood
If I were you, I would accept the offer.
If I were asked to define my mood, I’d say “bored”.
If he had taken his doctor’s advice, he might not have died so soon.
同样的事，如果发生在战时，就会酿成大祸。
（条件暗含在分词短语happening in wartime中）
2. 条件暗含在上下文中。如： You might stay here forever. 你可以永远待在这儿。（可能暗含if you wanted to） They would have succeeded.
当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，动词的形式要依据它所表示的时间来调整。如：
If you had taken the medicine yesterday, you might be well now.

牛津深圳版七年级上册英语U4 Writing-最新

My favourite season is ______. It is ______ and sometimes ______(weather). It is _____to _______________(acivity). _______(festival) is in ______(season). I _________________________. It is _____ to _______________ (activity).
Unit 4 Writing
4.What festival does it have? ______(festival) is in ______(season).
(The Mid-Autumn Festival/the Dragon Boat Festival...) (spring/summer/autumn/winter)
5.What do you do at this festival? I _________________________. It is _____ to_________________ (activity).
Unit 4 Writing
Unit 4 Writing
Join the sentences into a passage.
Notes (Writing)
grandparent n. 祖父（母）；外祖父（母） grandfather （外）祖父 grandmother（外）祖母 grandchild （外）孙子；（外）孙女 grandson （外）孙子 granddaughter （外）孙女
Unit 4 Writing
Winter is very cold and sometimes snowy. It is interesting to make snowmen in winter. What is the weather like in this season? What things can she do in this season?

初中二年级上学期英语《Unit 4 Writing写作课》教学设计

2.learn to use the word “crowded” and the phrase “the best place to do sth.”
教学内容
教学பைடு நூலகம்点：
1.talk and write about your town.
2.learn to use the word “crowded” and the phrase “the best place to do sth.”
Step 5: Summary
Encourage students to work hard to make our hometown more beautiful!
Encourage students to show the beauty of our hometown to the friends all over the world !
教学设计
课程基本信息
学科
初中英语
年级
八年级
学期
秋季
课题
Unit 4 Writing
教科书
书名：Go for it
出版社：人民教育出版社
教学目标
By the end of the class, you will be able to:
1.talk and write about your town.
Step 6: Homework
1.Finish Self Check on page 32 by yourselves.
2.Ask your parents some questions about the best places or things in China, then write it down and show us.

英语人教版七年级下册unit 4 writing

Unit 4 Don’t eat in class Writing人教版七年级下册Unit 4 写作部分，以下四个方面展开对本课的教学。

一、说教材1.作用与地位本课是人教版英语七年级下册Unit 4 Writing部分.总体而言，这本教材的词汇量较大，有难度，但是，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。

本单元的话题Talk about rules.与日常生活密切相关，本课是本单元的重要组成部分，也是核心的教学内容。

主要以写作为主，通过复习总结前面所学的目标语言，掌握写作应用。

2.学情分析及教具初中阶段的学生特点是思维活跃，兴趣广泛，爱表现，而且对英语的积极性较高，有较强的表达欲望，并且具备了一定的合作探究能力。

教具：ppt, 图片3.教学目标知识目标：能正确使用情态动词和祈使句来陈述规章要求，并能应用到写作中。

能力目标：通过听说读写活动，训练学生的逻辑思维能力，快速反应能力和实践能力。

情感目标：(1) 通过合作与竞赛等小组活动形式，，增强学生的集体荣誉感，培养学生的合作意识和竞争意识；(2) 通过对规章制度的学习与讨论，教育学生从小规范自己的行为。

4.学习重难点（1）根据教学目标和学生的特点，我确定本课的重点是：能用所学词汇和句型谈论规章制度。

（2）根据学生的能力和中英文差异，我确立本课的难点是：用正确的目标语言书写出一篇关于规章制度的文章。

二、说教法学法根据新课程标准的要求，学习活动应体现学生身心发展的特点，应有利于引导学生的主动探索和发现，要让不同的学生在英语学习上得到不同的发展，我主要采用图片提问引入发，情景教学法，思维发散法，任务教学法以及竞赛教学法，为学生创造良好的学习氛围。

三、说教学过程Unit 4 Don’t eat in class第五课时Section B 3a—3b（写作）【学习目标】一、知识目标：1.学会写一篇关于“规章制度”为话题的文章2.将本单元所学的关于rules的知识以及目标语言、短语及句型运用到写作中。

Unit 4 My Favourite Subject人教版英语七年级上册 Writing

互评分
老师评分

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【难句解析及仿写】 I always read Chinese books before I go to bed. 我总是在睡觉前读中文书籍。解析：此句是before引导的时间状语从句，before意为“在……之前”。仿写：吃饭之前我们要先洗手。 We should wash hands __b_e_f_o_re__ we have meals.
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2024秋同步经典学案-英语七年级上册（RJ）课堂本
作文要求： 1. 不能照抄原文；不得在作文中出现真实校名和学生的真实姓名。 2. 语句连贯，词数60左右。作文开头和结尾已经给出，不计入总词数。
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2024秋同步经典学案-英语七年级上册（RJ）课堂本
审题定人称：第一人称、第三人称 ⁠
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2024秋同步经典学案-英语七年级上册（RJ）课堂本
实战训练： Dear Peter，
Thank you for your email. _I _a_m__v_e_r_y__b_u_s_y_o_n__F_r_i_d_a_y_. _I_g_o__to__s_c_h_o_o_l _a_t _7_：__3_0_. _A_t_8_：__0_0__I_h_a_v_e__C_h_i_n_e_s_e._T__h_e_n_a_t__9_：__0_0_I_h_a_v_e__E_n_g_l_is_h_._I__lo_v_e_ _E_n_g_l_is_h__a_n_d__I_a_m___g_o_o_d__a_t _i_t.__It__is__m_y__f_a_v_o_u_r_it_e__s_u_b_je_c_t_._O__u_r_E__n_g_li_s_h_ _te_a_c_h_e_r__is__r_e_a_ll_y_f_u_n_.__A_t__1_0_：__0_0_, _I_h_a_v_e__a_r_t_. _A_f_t_e_r_t_h_a_t__I_h_a_v_e__P_E__a_t_ _11_:_0_0_.__It_'_s__in_t_e_r_e_st_i_n_g_. _L_u_n__ch__i_s__fr_o_m___1_2_：__0_0__to__1_：__0_0__a_n_d__t_h_e_n__w_e_ _h_a_v_e_m__a_th__s._I_t_'_s_d_i_f_fi_c_u_lt__b_u_t_i_n_te_r_e_s_ti_n_g_._A__n_d_a_t__2_：__0_0_, _I_h_a_v_e__h_is_t_o_r_y._ _I_d_o_n_'_t_l_ik_e__h_i_st_o_r_y_b_e_c_a_u_s_e__it_'_s_b_o_r_i_n_g_. ___________________________

高中英语 Unit 4 Learning efficiently-Listening课件新人教版选修10

3.Answers. 1. shabby 3. beneath 5. competent
2. caption 4. preview
4. Answers.
Across: 1. ballet 4. bent 5. adopt 6. visual 9. cuisine 10. frequent 11. acquisition Down: 1. bonus 2. tend 3. component 6 vague 7. acute 8. digest
The basic equipment you need for hiking is simple: good shoes, clothes and a backpack.
Hiking is fun and exciting, but you shouldn’t forget safety. Here are some basic tips for successful hiking: 1.Don’t hike alone. 2.2. Tell someone where you are going. 3.3. Bring water and a good map. 4.4. Watch out for dangers, such as spiders,
2). What things should you NOT do when giving a talk? You should not write down every thing you want to say and read it aloud to your audience.
2. Han Tao has to give a talk to his English class. He knows what he wants to say but he doesn’t know the best way to present his talk. His neighbor, Mrs Jones, is giving him some advice. Listen and answer these questions.

guide in writing .unit 4

Guide in writingUnit 4 What did you do last weekend?I. Warm-upHello, boys and girls , do you like weekends? Yes , I like weekends, too. Because we don’t need to go to school or go to work. What did you do last weekend?S1: I…T: How was your weekend?S1: Great.T: What did he do last weekend?Ss: He …T: In this class, we’ll learn how to write some one’s weekend.Here is my daughter’s weekend. What did she do? Do you know? (It doesn’t matter.)Let’s have a memory challenge.I will show you four pictures and four sentences. You can see each picture one sentence for a short time. Try to remember the whole sentence . If you know, hands up. Are you clear? Let’s go. the first picture. (Click) What did my daughter do?S1: She went to the mountain with her father on Sunday morning.T: Good answer! Sit down, please. OK, this time----(Click) xxx, please.S2: She ate a hamburger for lunch in the KFC .T: Clever boy! Do you like hamburgers? Yes, many kids like hamburgers . But I think we shouldn’t eat them too often, because they’re unhealthy. Next picture----(Click)xxx, please.S3: She went to the park on Sunday afternoon.T: Very good! Now the last picture----(Click)S4:After that, she went to a farm and fed some sheep.T: Pretty good!(Show the students all of the sentences.) Now, let’s read together.【设计意图】前情回顾就是要回顾所学，尽可能多的丰富学生的知识储备，并设计活动创设利于学生写作的语境。

人教课标版高中英语必修4 Unit4_Writing_名师教学设计

①描述情景
②询问理由或做出猜测
③表示关心或提出帮助
注意：
1.词数100左右（开头和结尾已为你写好，但不计入总词数）;
2.可适当增加细节，以使行文连贯。
2.Before writing ,review the structure and give some writing tips
1 ). Pay attention to your handwriting.
(2) Is that something bothering you?
(3) I know the way you feel very well.
(4) I can understand how you feel.
3.表示帮助
1.We are best friends so I will ...
2.Please let me know if there is anything I can do.
Paragraph 2:
ask and guess
(询问理由或做出猜测)
Paragraph 3:
offer to help
(提供帮忙)
Yours, (your name)
3.Learn some usefulexpressions and after learning,use the useful expressions to talk something according to the scenes
情景1：
你听说你同学手表不见了，他很不开心。
(如何表达对他的同情和理解？)
情景2：假如你是Susan，好朋友要做很多家务，你如何表达帮助和安慰？
1.通过朗读范文，让学生体会其中的情感，获得一定的信息，同时大概了解文章内容和结构，培养学生观察力、自主思考能力和分析力。

Unit4Writing教学设计-高中英语上外版选择性

《高中英语（上外版）》必修第四册Unit 4 Approaching Classics课时：第 6课时教学内容：Writing a Continuation of a Story课型：读后续写一、教学设计与说明1. 教学目标本课为本单元的第 7课时，核心目标为能依据语篇成分，组织写作内容；能依据叙事语篇的结构要素，完成相关语篇成分的续写；能依据语篇的情景语境和话题词汇语义网选择恰当的语言完成续写；能和同学展开互评，欣赏和评价彼此的作品。

2. 设计思路本课为本单元的第 7课时，旨在引导学生依据叙事语篇的结构要素，完成“shifting gears”一文的读后续写。

首先，教师请学生回忆 reading A，对记叙文情节 5要素进行回顾。

其次，教师引导学生对所给语篇进行发分析，分析故事的 beginning，概括出故事的setting和 characters，找到故事的 rising action和 climax，通过主要人物的动作和情感等来推断出故事的 conflict和 climax。

其次，在学生着手写作之前，引导学生分析矛盾的解决方法：主人公态度的转变，并通过例子为学生提供了变现人物情感态度变化的四种写作技巧。

最后，给予学生充分的时间进行读后续写，并在完成后小组合作，根据 checklist进行互评。

3. 重点难点找到故事中矛盾的解决方法，并利用一定的写作技巧呈现问题的结果过程。

Lesson PlanBy the end of this period, students will be able to:1. grasp the main ideas of every plot element;2. figure out the falling action and resolution by analyzing the beginning, rising action andclimax based on an incomplete text;3. complete the continuation of the incomplete story and make comments on others’ writing.Procedures:I. Review the five basic elements and plot diagram of a fictionI. *T: 1Have students recall the basic elements and the plot diagram of a fiction byreferring to what has been learned in The Old Man and the Sea.II. *Ss: Grasp the five basic elements and plot diagram of a fiction and understand what should be included in each element.Purpose: To get familiar with the structure of a story and be clear what should be included in a continuation of a story.Guided questions:1. What are the three basic elements of a fiction?2. What is a plot diagram?II. Locate the basic elements in the passage “Shifting gears”*T: Let students read the incomplete text “shifting gears” and choose one plot element to match each given part of the story.*Ss: Read the incomplete text and finish the match work on page 64Purpose: To grasp the main idea of each plot elementGuided questions:What is the writing strategy of every plot element?III.Find out the beginning problem of the story*T: Ask the students to read the first two paragraphs and find out what information is given in this part.*Ss: Read the first two paragraphs and conclude the setting of the story and find the characters in the story.Purpose: To figure out the setting and the characters of the story.Guided question:1. Can you find out the setting of the story in the introduction part?2. Who are the characters in the story?IV. Figure out the rising action in the story*T: Ask the students to focus on the main character’s action and to figure out the possible conflict.*Ss: Focus on the main character’s action while reading para 3 and conclude what is the possible leading problem in the story.Purpose: To figure out the possible leading problem.Guided question:1. Did Ted realize the dream of getting the bike?2. Did Ted just give up the wish to get the bike?V. Understand the climax of the story*T:Ask the students to read para 4 and complete the table to figure what happened on the morning of Ted’s birthday and what was Ted’s response and how Ted felt.*Ss: Read papa 4 again and complete the tablePurpose: To figure out the boiling point of the leading problem.Guided questions:1. What happened on the morning of Ted’s birthday?2. How would Ted feel at that moment?VI. Figure out how the main character work to solve the problem*T:Guide students to analyze how the main characters work to solve the leading problem. *Ss: Figure out the possible falling action and the possible resolution in the story.*T: provide students with some writing tips about how to reflect a change in the characters’attitude.*Ss: Learn the writing tips through examples.*T: Ask students to assess the partner’s writing according to the given checklist.*Ss: Assess the partner’s writing according to the given checklist and make some comments.Purpose: To figure out the possible falling action and the possible resolution in the story, briefly summarize the given writing tips and assess and comment on the partner’s writing.Guided questions:will Ted work to solve the problem?can we reflect a change in people’s attitude?VII. Assignments:1. review the writing strategies talked about in the class2. polish the story after class。