unit 4 telling tales
Unit4英语短篇小说教程ppt课件
在整堂课的教学中，刘教师总是让学 生带着 问题来 学习， 而问题 的设置 具有一 定的梯 度，由 浅入深 ，所提 出的问 题也很 明确
The Character:
A round character: usually has more than one quality, and grows in the course of the story development, as he reacts to events and to other characters.
such as “he’s utterly selfish” or “he loves only himself.” The indirect presentation, on the other hand, does not mention
the trait but display and exemplifies it in various ways, leaving the reader the task of inferring the quality they imply.
A dynamic character, on the other hand, is one who is modified by actions and experiences, and one objective of the work in which the character appears is to reveal the consequences of these actions.
在整堂课的教学中，刘教师总是让学 生带着 问题来 学习， 而问题 的设置 具有一 定的梯 度，由 浅入深 ，所提 出的问 题也很 明确
Unit Four
九年级英语上册Unit4 Stories and poems Lesson21 The Fable
九年级英语上册Unit4 Stories and poems Lesson21 The Fable of the Wood cutter教学设计新版冀教版一. 教材分析冀教版九年级英语上册Unit4 Stories and poems Lesson21 The Fable of the Wood cutter，本节课主要通过讲述一个关于木匠的故事，让学生掌握和运用本单元的重点单词和句型，同时培养学生的阅读理解和口语表达能力。
故事情节曲折，寓意深刻，通过故事让学生明白诚信的重要性。
二. 学情分析九年级的学生已经具备一定的英语基础，对于故事和寓言类的文章有一定的阅读兴趣。
但部分学生英语听说能力较差，对于文中某些表达方式和句型可能还不够熟悉。
因此，在教学过程中需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：–能正确拼读和书写本节课的重点单词和词组。
–能理解并运用本节课的重点句型进行交流。
–能读懂并复述故事内容。
2.能力目标：–培养学生的阅读理解和口语表达能力。
–提高学生的听说能力和团队协作能力。
3.情感目标：–让学生通过故事理解诚信的重要性，培养良好的道德品质。
四. 教学重难点•掌握本节课的重点单词和词组。
•运用本节课的重点句型进行交流。
•读懂并复述故事内容。
•理解故事寓意，明白诚信的重要性。
•运用英语表达自己的观点和感受。
五. 教学方法1.情境教学法：通过设置各种真实情境，让学生在实际环境中运用英语，提高学生的语言运用能力。
2.任务型教学法：通过完成各种任务，让学生在实践中学习英语，提高学生的综合语言运用能力。
3.启发式教学法：教师引导学生思考，激发学生的学习兴趣，培养学生自主学习能力。
4.情感教学法：通过故事引导学生感悟诚信的重要性，培养学生的道德品质。
六. 教学准备1.教师准备：–熟悉教材内容，明确教学目标。
–准备相关教学材料，如PPT、图片、卡片等。
–提前了解学生情况，关注个体差异。
冀教版九年级全册英语教案：Unit4StoriesandPoems
Unit 4 Stories and PoemsLesson 19: A Story or a Poem?I. Learning aims:Master the new words:compare, limit, format, rhyme, power, effort, fat, aloud, althoughII. Le arning important and difficult points:1) I haven’t decided which one to write yet.2) Compared with poems, stories usually have longer passages.3) If you think about it, it can take a long time to come up with the right words.4) I described somethingI love.Language Points:1..I haven’t decided which one to write yet. 我还没有决定该写哪一个。
【用法】句中的which one to write是“疑问词+ 不定式”结构用在动词decide后作宾语。
不定式可以与疑问词 who, what, which, when, how, where 等连用，构成不定式短语，在句中作主语、表语、宾语和宾语补足语等。
【举例】①Where to buy this kind of computer is a problem. 到哪里去买这种计算机是一个问题。
（作主语）②I really don’t know what to do. 我的确不知道该怎么办了。
（作宾语）③The question is how to get there. 问题是怎么到那里去。
（作表语）④Can you tell me which one to choose?你能告诉我该选择哪一个吗？（作宾语补足语）2.If you think about it, it can take a long time to come up with the right words. 如果你考虑一下，找到合适的单词就要花费很长时间。
高中英语 Unit 4 Pygmalion英美文化欣赏(教师用书)教案 新人教版选修8-新人教版高二
Unit 4 Pygmalion[导读] 《窈窕淑女》是一部酷似灰姑娘的喜剧，萧伯纳用风趣和幽默的手法，对资产阶级虚伪性进行揭露和辛辣讽刺。
该剧被布鲁克斯称为“本世纪最优秀之音乐歌舞剧〞，曾经荣获托尼奖，被纽约戏剧评论界和外部评论界评为1956年最正确歌舞剧。
在纽约和伦敦，此剧上座率居高不下，胜过同期上演的任何一出百老汇戏剧。
TESTING ELIZAH＝Higgins CP＝Colonel PickeringE＝Eliza MH＝Mrs HigginsM＝Maid C＝Clara F＝Freddy N＝NarratorN：Eliza's first test is a tea party at Henry's mother's house.H：Well，hello，mother！This is Colonel Pickering，and this is Eliza.CP：Good afternoon，Mrs Higgins.E：(slowlyandcarefully) Good afternoon，Mrs Higgins.MH：(toboth) Good afternoon.(murmurs) Now Henry，how is your experiment ing along?H：Well，mother well.M：(announcesloudly) Here is Mr and Miss Hill!MH：Good afternoon，Freddy and Clara.It's so good of you to e.Let me introduce you to Miss Eliza Doolittle，my son Henry，and his friend Colonel Pickering.F：How do you do？(shakeshandswitheveryone)H：Delighted I'm sure.N：Eliza talks to Clara and Freddy while the others listen.E：(verycarefully)How do you do，Mr Hill and Miss Hill?C：Good afternoon.May I call you Eliza and do please call me Clara.How pretty you look!F：Yes，indeed.May I sit next to you，Eliza?E：Oh yes.Please do.F：Now，will it rain，do you think?E：There are indications that the rain to the west of these islands is likely to move to the east.F：Oh，how funny!E：(crossly) What's wrong with that，young man？I bet I got it right.C：I hope it won't turn cold though.There's so much flu about.E：My aunt died of flu，so they said.But I believe they done the old woman in.C：Done her in？Please what does that mean，Mr Higgins?H：Oh，that's the new small talk.To do a person in means to kill them.E：(continuing)Yes，why should she die of influenza？She recovered from diphtheria the year before.I believe they done her in.C：(turningtoEliza) Do you mean that?E：(gettingenthusiastic)Yes，I do! What became of her new straw hat that she promised to me？Somebody stole it，and what I say is：the person who stole it，done her in.Her family would have killed her for a hatpin，let alone a hat!F：(can'thelplaughing) I like the new small talk.E：(angrily) If that was right，why were you laughing？Have I said anything I oughtn't，Mrs Higgins?MH：Not at all.E：Well，what I say is．．．H：(lookingathiswatch)Ahem!E：(takingthehintandrising)Well，I must go.So pleased to have met you.Goodbye.MH：Goodbye.F：May I walk you home?E：Walk？Not likely！I'm going in a taxi！(exits)(FreddyandClaraalsorise) C：It's time for us to leave.Thank you，Mrs Higgins.MH：It's been my pleasure.See you next week then？(exittheHills)H：Now，mother，do you think she is ready for the ambassador's garden party?MH：You silly boy.Of course not.She looks all right，of course.But she gives herself away with every sentence she speaks!H：Never mind about that！Pickering and I will just have to work a little harder.Do you think，Pickering，we should take her to the theatre?CP：Yes，what a good idea！But do you think she'll．．．(fadeoutastheyleavethehouse)测试伊莱扎旁白：伊莱扎的第一次测试是在亨利的母亲家里举办的茶会。
高中英语Unit4Pygmalion知识讲解话题语言应用——文学作品和戏剧教案
高中英语Unit4Pygmalion知识讲解话题语言应用——文学作品和戏剧教案话题语言应用——文学作品和戏剧编稿：牛新阁审稿：王春霞语言积累交际用语1．推测、猜测I wonder whether... 我想是否......I think it’s because... 我想是因为......Is it possible that...? ......是可能吗？Do you know if...? 你知道是否......Perhaps / Maybe，but... 也许，但是......Do you really think that’s true? 你真的认为那是真的吗？2．情感Why do you think Higgins felt like that? 你认为希金斯为什么想要那个/做那件事？How did you feel about your first lesson? 你感觉你的第一节课怎么样？What do you think would make Eliza happier? 你认为什么会让伊莱扎高兴些？Mrs. Pearce would fort / encourage her by... 皮尔斯夫人会通过......来宽慰/鼓励她。
surprised 惊奇的disappointed 失望的worried 担心的confused 糊涂的amazed 吃惊的upset 心烦的sobbing抽泣weeping 哭泣, 流泪 laughing 大笑hesitating 犹豫kindly温和地, 亲切地gently 温和地，慈祥地hopefully 怀有希望地rudely 粗鲁地happily 高兴地unfortably 不自在地gratefully 感激地heartily 尽情地，坚定地proudly 自豪地，傲慢地3．判断与评价You’ve made such progress and... 你已经取得了这么大的进步，而且......The problem was that... 问题是......You were very good with ... 你很擅长...... (be good with sth. 在......有技巧/娴熟)Remember (never) to ... 记住（不）要......All in all，you did very well... 总的来说，你做的很好......I think you just need more practice. 我想你只是需要更多的练习。
2024年冀教版九年级英语上册Unit 4 Stories and Poems
说明文
主要介绍了如何写五行诗
Lesson 21
寓言
主要讲述了伐木工因他的诚实而被精灵赠予金、银斧头的故事
Lesson 22
童话
为童话故事《巨人的花园》的第一部分,主要讲述了巨人驱赶在他花园里玩耍的孩子们,花园因此不再有春天,巨人感到非常困惑
Lesson 23
童话
为童话故事《巨人的花园》的第二部分,主要讲述了巨人看到花园因孩子们的到来而重回春天,决定拆除围墙,让花园成为孩子们的乐园
一、单元学习主题
本单元属于“人与社会”主题范畴中“文学、艺术与体育”这一主题群,涉及子主题“中外文学史上有代表性的作家和作品”。
二、单元内容分析
本单元主要围绕话题“Enjoying Literature”展开听、说、读、写、看等语言活动。
单元内容
分析
课时
语篇形式
主要内容
Lesson 19
对话
主要讨论了故事和诗歌的优缺点,最后丹尼展示了他写的诗
Lesson 24
日记
主要讲述了丹尼对故事和诗歌的理解,以及学习写诗的经过
单元教学
目标
通过本单元的学习,学生能够:
1.了解简单诗歌的写作形式,根据要求写出简单的诗句
2.阅读并欣赏故事、寓言、童话等文学作品,了解其写作特点
3.掌握并运用过去进行时
4.掌握并运用情态动词must
九年级英语上册Unit4 Stories and poems Lesson21 The Fable
九年级英语上册Unit4 Stories and poems Lesson21 The Fable of the Wood cutter说课稿新版冀教版一. 教材分析冀教版九年级英语上册Unit4 Stories and poems Lesson21《The Fable of the Wood cutter》是一篇寓言故事。
通过讲述一个伐木工人的故事，告诫人们不要贪图小便宜，要诚实劳动，不要总想着不劳而获。
故事情节简单，寓意深刻，适合九年级学生学习。
本课主要通过阅读故事，理解故事内容，掌握一定的阅读技巧和策略，提高学生的阅读能力。
二. 学情分析九年级的学生已经具备一定的英语基础，能够进行简单的阅读和理解。
但是，对于一些较复杂的句子结构和词汇，他们可能还有一定的困难。
因此，在教学过程中，需要针对学生的实际情况，适当降低教学难度，注重培养学生的阅读兴趣和阅读能力。
三. 说教学目标1.知识目标：学生能够掌握故事的主要情节，理解故事的主题和寓意。
2.能力目标：学生能够通过阅读故事，提高阅读理解能力，学会从故事中获取有用信息。
3.情感目标：学生能够树立正确的价值观，认识到诚实劳动的重要性，不要贪图小便宜。
四. 说教学重难点1.重点：故事的主要情节和寓意。
2.难点：一些较复杂的句子结构和词汇的理解。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，提高阅读理解能力。
2.教学手段：利用多媒体课件，帮助学生更好地理解故事内容。
六. 说教学过程1.导入：通过提问方式，引导学生思考诚实劳动的重要性。
2.阅读理解：学生自主阅读故事，回答相关问题，检测学生的阅读理解能力。
3.故事讲解：教师讲解故事情节，解释故事中的难点词汇和句子。
4.小组讨论：学生分组讨论，分享对故事的理解和感悟。
5.总结：教师引导学生总结故事的主题和寓意。
6.作业布置：学生课后复述故事，加深对故事的理解。
七. 说板书设计板书设计要简洁明了，能够帮助学生更好地理解和记忆故事内容。
阅读理解第一篇Telling_Tales_about_People
第一篇Telling Tales about PeopleOne of the most common types of nonfiction, and one that many people enjoy reading, is stories about people's lives. These stories fall into three general categories: autobiography, memoir, and biography.An autobiography is the story of a person's life written by himself or herself. Often it beginswith the person's earliest recollections and ends in the present. Autobiography writers may not be entirely objective in the way they present themselves. However, they offer the reader a good look at the way they are and what makes them that way. People as diverse as Benjamin Franklin and Helen Keller have written autobiographies of other writers, such as James Joyce, have written thinly fictionalized accounts of their lives. These are not autobiographies, but they are very close to it.Memoirs, strictly speaking, are autobiographical accounts that focus as much on the events of the times as on the life of the author. 2Memoir writers typically use these events as backdrops for their lives. They describe them in detail and discuss their importance. Recently, though, the term memoir seems to be becoming interchangeable with autobiography. A memoir nowadays may or may not deal with the outside world.Biographies are factual accounts of someone else's life. In many senses, these may be the hardest of the three types to write. Autobiography writers know the events they write about. because they lived them. But biography writers have to gather information from as many different sources as possible. Then they have to decide which facts to include. Their goal is to present a balanced picture of a person, not one that is overly positive or too critical. A fair, well-presented biography may take years to research and write.练习：1. This passage is mostly about________.A) the characteristics of autobiographies, memoirs, and biographiesB) famous autobiographiesC) why biography can be difficult to writeD) differences between autobiographies and memoirs2. Helen Keller wrote________.A) a memoirB) an autobiographyC) a work of fictionD) a biography3. Autobiography writers are not always objective because they________.A) feel they have to make up details to make their books sellB) constantly compete with biography writersC) want to present themselves in a good lightD) have trouble remembering the good times4. The writer introduces each category in the passage by________.A) defining itB) giving an exampleC) explaining why it is hard to writeD) telling when people first began writing it5. Diverse means________.A) able to swim in deep waterB) similar or alikeC) varied or differentD) enjoying poetry【答案】1. A2. B3. C4. A5. C【译文】第一篇讲述关于人们的故事最普遍的非小说类文学作品类型之一就是一些描述人们生活的故事，并且很多人喜欢阅读这类作品。
九级英语上册Unit4StoriesandpoemsLesson21TheFableoftheWoo
spirit
woodcutter
Language Points
1.He had only one axe, and he needed it to make his living.
他只有一把斧头，他需要它谋生。 make one’s living 谋生 What do most people make their living? 大多数人靠什么谋生呢？ make a living by doing sth./as a … I heard that it was easier to make a living in big cities.
Prices have gone up again. go by 经过
A car went by. go on doing 继续做某事。
He went on talking even though no one 。
carry, take, bring, fetch 1.Tom, can you_______ me some milk from
4.The spirit went down a third time and returned
with the woodcutter’s old axe.
精灵第三次下水，带回了樵夫的旧斧头。 go down 下降，下来 The price of oil is going down. 油价正在下跌。 拓展：与go有关的短语; go up 上升
3.辨析：bring, carry, take, fetch bring 表示向说话人的方向运动，从别处把 人或物“拿来，带来”。
take 表示向其他方向运动，把人或物带走 拿走到别处。
carry 不表示方向，意为携带,拿,提，有负 重的含义。
Unit-4-The-Nightingale-and-the-rose课件
diction playwright of skill and subtle humor
• a dramatist whose plays had all the characteristics of
his conversations
•
All these pieces had the same qualities--a
2
• 教学重点：识别关键词汇及分析理解难句。 • 教学方法: 讲授、问答、讨论、模仿、练习、
作业等。
3
Unit 4 The Nightingale and the Rose
I.
Backgroundor: Oscar Wilde’s early school years
To love oneself is the beginning of a life-long romance. Phrases and Philosophies for
the Use of the Young. A man can be happy with any woman as long as
11
Quotes on Woman
One should never trust a woman who tells one her real age. A woman who would tell one that, would tell one anything. A Woman of No Importance.
position in the dramatic world
9
Oscar Wilde’s belief Art for art’s sake
The only purpose of the artist is art, not religion, or science, or interest. He who paints or writes only for financial return or to propagandize political and economic interests can only arouse feeling of disgust.
九年级英语上册 Unit 4 Stories and Poems Lesson 20 Say It in Five教学资源 (新版)冀教版
Lesson 20 Say It in Five1．英文诗歌朗诵Nothing Gold Can Stay 岁月流金Nature's first green is gold, 大自然的第一抹新绿是金，Her hardest hue to hold. 也是她最无力保留的颜色。
Her early leaf's a flower; 她初发的叶子如同一朵花；But only so an hour. 然而只能持续若此一刹那。
Then leaf subsides leaf, 随之如花新叶沦落为旧叶，So Eden sank to grief. 由是伊甸园陷入忧伤悲切。
So dawn goes down to day, 破晓黎明延续至晃晃白昼，Nothing gold can stay. 宝贵如金之物岁月难保留。
2．诗歌欣赏悯农Sympathize Peasants锄禾日当午，Scorched under the midday sun weeds the young cereal a farmer wet，汗滴禾下土。
Ticking into the soil beads of sweat.谁知盘中餐，Who knows that in your plate，粒粒皆辛苦。
Every grain costs a bead of sweat.活动一五人一组展示诗歌内容。
活动二课下利用互联网寻找有关英文诗歌的资料。
1．教学方法(1)情景教学法：利用多媒体教学手段，给学生展示英文诗歌。
(2)合作学习法：将学生每五人分为一组，练习五行诗的写作。
2．学习方法模仿学习法：按照本课提供的诗歌模式写诗歌。
第一行指出诗歌的主题或描写对象，使用一个名词；第二行对主题或对象进行描述，使用两个形容词；第三行用三个词来说出你所描写的对象能做什么；第四行用四个词来表达你对描写对象的一种情感或观点；第五行用一个词总结你的描写对象。
高二英语上学期Unit-4(20200724153527)
至于说受了什么教育，早已抛到脑后，不知去向了。真人反水
三
国产电影绝迹的年代，两个社会主义兄弟国家朝鲜和阿尔巴尼亚的电影得以大行其道。《卖花姑娘》《金姬和银姬》《海岸风雷》《地平线上的故事》等等，每一部上映都能引起轰动，以致一票难 求。
一个星期天，同年入伍的鲁晓军约我进城，说县城正上映阿尔巴尼亚电影《宁死不屈》，并神秘地透露：片中有一个情节非常刺激，他省城的同学单为看这一情节，把这部电影连看了八遍。说得我 心痒难挠。
ቤተ መጻሕፍቲ ባይዱ
九年级英语上册 Unit 4 Stories and poems Lesson 20 Say It In Five教案
Unit 4 Stories and PoemsLesson 20 Say It In Five1. Analysis of the StudentsThe students of Grade 9 have mastered certain vocabularies, expressions and structures. They also have the abilities of self-teaching and working in groups. Most of them are willing to express their opinions in English.2. Analysis of Teaching ContentLesson 20 is the second lesson in Unit 4, Book 5.This unit focus on the subject stories and poems, also teach the students cultural about European. Students cares about the subject because it is close to everyone. Lesson 20 mainly talks about the rules【知识目标】To master the words: line, text, single, screen, state, express1.To master the phrases: a set number of, another two, in one word, in the nineteenth century【能力目标】Enjoy literature and try to write their own poems.【情感目标】Learn about some of the literary.【教学重点】To master the phrases.【教学难点】Write a poem in English.Tape recorder, MultimediaStep 1. Warm-up1. Free talk:Teacher show two pictures of poems in Chinese, and ask students: Do Chinese old poems follow a pattern?2.Show a poem “Brother”in English to elicit five-line poem. Then answer the questions:(1)How many lines?(2)Translate the poem.Step 2. Presentation1.Match and complete the format of a five-line poem. By the five-line poem below.2.Check the answers.3.Enjoy and read the five-line poems on page 52. ( T: How about another poems? Let’s see!)4.Explain the new words.5.Listen to the passage and answer the questions:(1)Where are five-line poems from?(2)What are they about?(3)Where is the topic in a five-line poem?6.Check the answers through train game.7.Explain the language points:in the nineteenth century意为“在19世纪”=in the 1800s。
Unit 4--Telling Tales
Telling Tales
Warming-up Reading
Language in Use
Project Learning to Lear1. Watch the two videos. Is any difference in their ways of narration? Why?
Grammar Development
2. The Past Perfect
The Past Perfect is used to express an action that happened before a definite time in the past. A writer can use it to reorder the events of a narrative for dramatic effect.
Language in Use
Grammar Development Vocabulary Building
Grammar Development
Narrative Tenses
1. The Past Simple
The Past Simple is used to narrate past events in chronological order. e.g. Alice left her family home in the morning and moved to the
6 I moved to Manhattan. Several months later I returned to the house to collect a box of books I had stored there. While the landladies offered me tea and cakes, I enquired of Mr. Jones. Thewomen lowered their eyes. Clearing her throat, one said: “It’s in the hands of the police.”
九年级英语上册 Unit 4 Stories and Poems Lesson 20 Say It in Five教案 (新版)冀教版(1)
Unit 4 Stories and PoemsLesson 20 Say It in Five同步教案Navigation of the course(课程导航)Teaching aims（教学目标）1. Mastery words and patterns:line, text, single, screen, state, express, a set number of, another two poems, in one word2. Oral words and expressions:poet, liquid, noun, stretch, hum, adjective3. Improve the students’ listening and reading abilities.Teaching important points(教学重点)1.Grasp mastery words of the lesson.2.Know about the pattern of the five-line poem.Teaching difficult points(教学难点)e the pattern to describe something.2.Learn the American five-line poems.Guiding Teaching scene(教学情景导入)Last lesson we learnt a form of poem, Limerick. It has some rules. For example: It has five lines. It was created by an American poet. Each line has a set number of words and so on. You must say it in five.Teaching steps(教学过程设计)Step 1. Warming up: Chinese old poems follow a pattern. Let’s enjoy Chinese old poems and limerick.•望月怀远•海上生明月, 天涯共此时。
九年级英语上册 Unit 4 Stories and poems Lesson 20
设计意图：新课开始，教师通过设计几个学生感兴趣的问题导入新课，能调动他们的学习积极性。
There is a single table(only one table)in the room.房间里只有一张桌子。
(2)单身的，未婚的
He remains single all his life.他一生独身。
(3)单程的，与return相对
a single ticket＝a oneway ticket单程票；a return ticket来回票
2.The studentsread the text by themselves.Give the students several minutes to remember the dialogue，then role play the dialogue.Find out the main words and sentences in the dialogue.
Lesson 20Say It in Five
┃教学整体设计┃
【教学目标】
1.掌握文中单词line，text，poet，single，screen，stretch，liquid，state，noun，adjective，verb，express等的用法并能熟练记忆。
2.掌握文中出现的一些典型句型：Look at the poem on the right.Each line has a set number of words.
3.接触并了解五行诗的结构。
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Outline
• • • • • Warm up Pre-reading activities Reading comprehension Vocabulary and expressions assignment
Warm up
• legend vs.
tale vs. story
Yu Gong removed the mountain
Noah’s Ark
City pa It was 7:15 in the morning. I was walking along Park Road towards the east when an old man came out of the park on the other side of the street. • Then I saw a yellow car drive up Third Street and make a right turn into Park Road. • The next moment the car hit the man while he was crossing the road. He fell with a cry. The car didn’t stop and drove off at full speed heading west. • I noticed the driver was a young woman and the plate number was AC864. After two minutes, I stopped a passing car and took the old man to the nearest hospital.
Narrative essay
• A narrative, in some sense, is simply a story that conveys a message.
Elements of a narrative essay (details)
characters
are people in the story
setting
tells us when and where the story takes place
plot
tells us what happens in the story. Beginning Middle (a buildup to a problem; the problem itself; and how it is resolved) Ending (what they have learned)
A story mountain (plan)
problem
Build- up beginning
resolution ending
Pre-reading
• The adj.s below are used to describe the main character– Mr. Jones in the story. Search the meaning in dictionary. slender, lean, thin blind crippled scarlet star-shaped birthmark