Step 1 Warm up: Pick and try
realized her fault
要點(diǎn)3：Cathy and Ollie：
續(xù)寫第一段：Ollie was mad at Cathy fr getting him int truble.
wrked hard tgether
made great prgress at maths
續(xù)寫第二段：Ollie prved t be a gd teacher fr Cathy.
與之前獲得Cathy給他的那些物質(zhì)相比
Real success and happiness cme frm hardwrk .
Five weeks later, Cathy made great prgress at maths, which made her as happy as a fish in the water.(20詞)
Upn hearing the sad news,出y heart sank.
At that mment, I was seized by a sense f sadness and culdn’t help ____________.
crying bitterly
Waiting anxiusly fr the teacher t annunce the result f the exam, I stared at the paper held in the teacher's hands.
Terribly unhappy, I hid the paper and lwered my head, thinking abut what I shuld d next.
rganized
Waiting anxiusly fr the teacher t annunce the result f the exam, I stared at the paper held in the teacher's hands. Upn hearing the sad news, my heart sank.Terribly unhappy, I hid the paper and lwered my head, thinking abut what I shuld d next. At that mment, I was seized by a sense f sadness and culdn't help crying bitterly.
A series f events t frm the stry f a nvel, play, film, etc.
Q1: What is the " plt”?
Q2: Hw can we develp a plt?
Step 2 Read and think
It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute(路線) thrugh thick evergreen frest. I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run. What was wrng? He had wrked s hard fr this event! I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide.”
I bit back my frustratin(懊惱). I knew the cach meant well—he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger—that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.
Schl’s cach
A specialeducatin teacher
David, teacher, cach, classmates/kids
David wanted t give up the event.
David felt sad.Teacher/classmates encuraged
David didn’t want t run.
David finally ran.
What I said r did helped him face the challenge.
Cach gave David the chice t run r nt.
Para 1: We sat dwn next t each ther, but David wuldn’t lk at me.Para 2: I watched as David mved up t the starting line with the ther runners.
What did I decide t d?What shuld I d t make him determine t run?...
Why? What was he ding then?Hw was he feeling then?
Hw did he perfrm in the race?Hw did I feel when seeing him perfrm that way?What was the ther kids’ respnse t his perfrmance?
→ David finally ran.
Para.1 We sat dwn next t each ther, but David wuldn’t lk at me.
Patting him gently n his shulder, I said in a sft vice, “Yu never missed a single practice. Yu always finished every run. D yu want yur effrts t end up in vain?”David, what cunts mst is t try the best f yur ability in whatever yu’re ding.
Q1：What did I decide t d? And hw?
Q2：What was David’s respnse t my wrds?
Hearing these wrds, he turned his head, tears shining in his eyes, and murmured（say sth. in a sft quiet vice） “but ther kids will laugh at me. Maybe what the cach said is right” [with glum (quiet and unhappy) lks n his face.]
Q3：What was David’s final decisin?
He wiped the tears ff, walking hard twards the starting line step by step.
Hearing my wrds, he finally made up his mind t run and I urged him t g t the starting line.
Q4: Hw did David feel?
He just ducked his head and stared at his wn shes, trying nt t make eye cntact with me.
Judging frm his expressin, it was evident that he was trapped in a dilemma.
Finally, he decidedt run.
Para.2 I watched as David mved up t the starting line with the ther runners.
Q1：What did I see and hw did I feel when seeing him ? run that way?Q2：Hw did he perfrm in the race?Q3: What was the ther kids’ respnse t his perfrmance?
Befre running
While running
After running
He lked back at me and I cast him an encuraging smile.His classmates welcmed him while the cach was apparently puzzled abut his appearance.
Then the race began. All the runners sht ut like arrws except David. /As the shts f the race rang ut, everyne just rushed frward, nly a small thin bdy was staggering(rck frm side t side) behind. Hwever, he clenched his teeth and swung his legs with all the strength.
Althugh David was the last t crss the finishing line, n ne laughed at him. Instead, all the kids including thse frm ther schls erupted int a big applause, cheering fr his determinatin and persistence.
When David finished the running...
His big tthy smile ccurred again.
At that mment, a flush f admiratin and jy swept ver me.?
Befre writing, we shuld read the given text fr the basic infrmatin, explre the cnflicts thrugh clues, analyse the tw given sentences, and develp the plts.
Write and share
Step 4 Write and share
Chse a paragraph and write dwn the plt.Share yur wrk.
His usual big tthy smile was absent tday.After making sure ..., his small bdy rcking frm side t side as he swung his feet frward.He always participated t the best f his ability in whatever they were ding.David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always , I was familiar with the challenges David faced and was prud f his strng determinatin.
the language shuld be vivid.the cntent shuld be interrelated.the plt shuld be evident.the value shuld be warm.
While writing, we shuld remember:
語言要生動(dòng)內(nèi)容要相關(guān)情節(jié)要明了價(jià)值要溫暖
Step 5 Learn and appreciate
Para. 1We sat dwn next t each ther, but David wuldn't lk at me.?He just ducked his head and stared at his wn shes. I asked him if he really decided nt t run. He ndded, biting his lip. “Lk, ” I said calmly, “Yu never missed a single practice. Yu always finished every run. D yu want yur effrts t end up in vain?” He hesitated a lt and murmured; “Other kids will laugh at me.” I assured him that he wuld be the best runner n cnditin that he finished the run. Hearing my wrds, he finally made up his mind t run and I urged him t g t the starting line.
Task 1: Appreciate the paragraphs
I watched as David mved up t the starting line with the ther runners.?He lked back at me and I cast him an encuraging smile. Then the race began. All the runners sht ut like arrws. I cheered fr him and headed twards the finishing line. As time wre n, ther runners finished the run but I caught n sight f David. After what seemed like centuries, I finally saw he shwed up with his frehead sweating heavily. I held my breath as his legs seemed t give ut. Althugh David was the last t crss the finishing line, n ne laughed at him. Thunderus applause erupted frm the kids with everyne hailing David. His big tthy smile ccurred again. It clicked that he hurdled his fear and fulfilled his ptential, and the unremitting effrt was wrth it.
Task 2: Evaluate the fllwing paragraphs
We sat dwn next t each ther, but David wuldn't lk at me. Seeing his face filled with anxiety, I felt sad, deciding t talk smething with him. Turning t David, I smiled, “David, Lk, what a wnderful event!” “Yeah!” David smiled weakly, bwing his head. Patting n his shulder, I said in a sft vice, “I heard yu had wrked s hard fr this event. Hw I admire yur strng determinatin. Why nt give it a try?”? “Teacher, I am afraid kids frm ther schls will laugh at me. I think what the cach said is right,” murmured David, with glum lks n his face. “But David, what cunts mst is t participate t the best f yur ability in whatever we’re ding. D yu agree?” After a temprary hesitatin, David ndded in agreement, finally deciding t jin in the crss-cuntry team.
I watched as David mved up t the starting line with the ther runners.?With a blast f the gun, David tried his best t sht frm the start line, but he failed. Painful and?a bit?embarrassed as he was, he still dragged his feet t keep mving frward. The sun was beating dwn, the ht weather suffcating. After what seemed years, David, rcking his small bdy like a cat n a ht brick, eventually finished his run as the last ne. When appraching the finish line, he burst int a big tthy smile and waved t me with excitement, crying “ I made it! I made it!” All the kids including thse frm ther schls erupted int a big applause, cheering fr his determinatin and persistence. At that mment, a flush f admiratin and jy swept ver me.?
Step 6 Make a summary
With “read” mdel, we can exactly get the basic infrmatin frm the given text.With “view” requirements, we can write gd plts.
Cmbining “read” and “view”, we can d cntinuatin writing prject well.
Smile t Cntinuatin Writing.Lve t read and view.And we can make it in Cntinuatin Writing.
Step 7 Hmewrk
Evaluate the given passage.Imprve yur writing.Insist n everyday extended reading and accumulate mre useful expressins.

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