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TeachingExperiencePART01Warm-upWarm-up:pickandtry

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Whatroledoteachersplayinthefollowingsituation?Someteachersandstudentsarediscussingquestionstogetherandlisteningtoeachother.instructiveTip:Warm-up:pickandtryGivesometipstotheboy:InEnglishclasstoday,MissTanseemedtohavemadeamistakeinspelling,shouldItellher?HowcanItellher?equalTip:Warm-up:pickandtryAskyourdeskmatethequestion:Whatwillyoudoifyoudisagreewiththeteacher?Howtogetalongwellwithteachers?mutualrespectTip:Warm-up:pickandtryThinkandshare:Pleaserecallthemomentwhenyourteachertouchedyou,describeyourfeelingsandshareitwiththeclass.loveTip:Warm-up:pickandtryPART02Readandthink一、梳理原文信息

Tylerwasonlyinmyseniorclassforasemester.Hehadbeensuspended(使停学)severaltimesinpreviousyearsbecausehehaddifficultycontrollinghisanger.Whenheenteredmyclass,Ithoughttheworst.Tylersatinthebackrow.EverytimeItalkedtotheclass,Iwouldaskstudentsquestionsbycallingouttheirnames.Unfortunately,everytimeIcalledTyler’sname,hewouldrespondwithajoke.Ifhegotananswerwrong,hewouldbecomeangry.Aboutamonthintotheschoolyear,IwasstilltryingtoconnectwithTyler.Icouldusuallygetstudentsinvolvedinclassdiscussionsoratleasthavethemsitquietlywhilepayingattention.Bycontrast,Tylerwasoftenloudandsometimesrude.

Hehadbeeninsomuchtroubleovertheyears.Heexpectedhisteacherstoknowabouthispast:abouthowmanytimeshehadbeensenttotheofficeorsuspendedfromschool.Ihadfoundthatthesesortsofreferrals(移交)werenotveryeffectiveandthatstudentswouldreturnbehavingworsethanbefore.Oneday,TylerkeptinterruptingmewhileIwasteaching.Istoppedmylessonandsaid,“Tyler,whydon’tyoujoininourdiscussioninsteadofhavingoneofyourown?”WhenIsaidthat,hegotupfromhischair,pusheditoverandshoutedatme.Ican’trememberwhathesaidbutheusedbadwords.IsentTylerstraighttotheoffice,andhewastoldnottocometoschoolforaweek.一、梳理原文信息Para.1:

OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.Para.2:

Asparkofsurpriseflashedacrosshisface.一、梳理原文信息ThemeUnderstandingdrivesrelationshipstotransform.WhydidTylerexpecthisteacherstoknowabouthispast?What’smyfirstimpressionofTyler?

What’smyattitudetowardsreferrals?一、梳理原文信息SettingHowdidstudentsgenerallydowhensittingatthebackoftheclassroom?Didtheteacherspaymuchattentiontothem?WhendidTylercometomyclass?Whatdidsuspensionmeanforastudent?MainCharacters一、梳理原文信息I:1.Icouldusuallygetstudentsinvolvedinclassdiscussions(认真负责)2.EverytimeIcalledTyler’sname...;Tyler,whydon’tyoujoininourdiscussion...(关心学生)Tyler:haddifficultycontrollinghisanger

(易怒)BeginningEndingTylerhaddifficultycontrollinghisanger.Iawaitedhisreturnatthedoor.WhatIsaidordidsurprisedTyler.Tylershoutedatmeandwassuspendedagain.Wehadaconversationandunderstoodeachother.一、梳理原文信息PlotHowdidmyemotionschange?worriedIthoughtaboutwhatTylerhaddoneinmyclassandfeltworried.angryAngeredbyTyler’sdisrespectfulattitudeagain,Irecalledthebadmemories.calmdownIknewthatblameandpunishmentonlymadeourrelationworse.一、梳理原文信息MyEmotions？主题环境MyBestTeachingExperience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（myclass,in

thebackrow）、办公室（theoffice）、教室门口（atthedoor）等，时间为高三的一个学期（seniorclass,

asemester）。易怒（haddifficultycontrollinghisanger）不遵守课堂纪律（oftenloudandsometimesrude）主要人物Tyler认真负责（Icouldusuallygetstudentsinvolvedinclassdiscussions）关心学生（everytimeIcalledTyler’sname...;Tyler,whydon’tyoujoininourdiscussion...）ITyler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:OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.

Para.2:

Asparkofsurpriseflashedacrosshisface.

→?→?Step1定主线——构思两段主要情节Para.1:OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.

Para.2:

Asparkofsurpriseflashedacrosshisface.

→TylercamebackandIcommunicatedwithhim.→Tylerrealizedhisproblemsandtriedtochangehisbehaviors.二、续写构思三步走Step1定主线——构思两段主要情节Step2设“四点”——构思所给段首句的衔接句和结尾句Para.1:OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.

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.IthoughtaboutwhatTylerhaddoneinmyclassandfeltworried.Step2设“四点”——构思所给段首句的衔接句和结尾句Para.1:OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.

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.Tylerwalkedwithhishandsinhispockets.Step2设“四点”——构思所给段首句的衔接句和结尾句Para.2:

Asparkofsurpriseflashedacrosshisface.

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.IapologisedtoTylerforembarrassinghiminclass.Step2设“四点”——构思所给段首句的衔接句和结尾句Para.2:

Asparkofsurpriseflashedacrosshisface.

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.Tylertriedtosaysomethingbutwaslostforwords.Step2设“四点”——构思所给段首句的衔接句和结尾句结合文章标题“MyBestTeachingExperience”及原文第六段的第一句“Thiswasoneofmyworstteachingexperiences.”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TheexperiencewhichIthoughtwastheworstturnedouttobemybestteachingexperience.Step2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Thisteachingexperiencetaughtmethatunderstandingisthebridgeofcommunicationbetweenpeople.

PossibleWritingContents01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。03Tyler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.1Para.2二、续写构思三步走Para.1:OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.

Para.2:

Asparkofsurpriseflashedacrosshisface.

WhatdidTylersay?HowdidIreact?WhatdidTylerdointhenextfewdays?HowdidTylerbehavewhenhesawme?HowdidIfeelwhenIsawTyler?WhatdidIthink?Step3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:OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.Tylercame,butstillshowednorespectforme.Q1:HowdidTylerbehavewhenhesawme?Q2:HowdidIfeelatfirstwhenIsawTyler?IwasstillangrybutImanagedtocontrolmyself.Q3:WhatdidIthink?Iknewthatblameandpunishmentonlymadeourrelationworse.二、续写构思三步走Step3填细节——结合“五所”问答，补充具体情节Para.

2:Asparkofsurpriseflashedacrosshisface.Hisfacewasburningandhesaidsorrytome.Q1:

WhatdidTylerdo?Q2:HowdidIreact?Icomfortedhim.Q3:WhatdidTylerdointhenextfewdays?Inthenextfewdays,Tylerchangedhisbehavior.二、续写构思三步走Step3填细节——结合“五所”问答，补充具体情节1.Tylercame,butstillshowednorespectforme.Tyler来了，但他仍然没有对我表示尊重。(1)使用动作描写（walkwithone’shandsinone’spockets）改写、优化所给句子，体现Tyler目无尊长、桀骜不驯的性格特点。AtlastTylercameand____________________________________________.(2)使用现在分词作状语，改写、优化句(1)中的动作描写。AtlastTylercame,_______________________________________________.三、细节练习——情节优化hewalkedwithhishandsinhispocketswalkingwithhishandsinhispockets2.IwasstillangrybutImanagedtocontrolmyself.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。_____________________________________________________mademeangrybutImanagedtocontrolmyself.(2)使用无灵主语句（image,bringback）改写、优化句(1)。__________________________________________________________________________________anditmademeangrybutImanagedtocontrolmyself.三、细节练习——情节优化ThememoriesthathethrewatantruminclasstheotherdayThatimageimmediatelybroughtbackmemoriesthathethrewatantruminclasstheotherday3.Iknewthatblameandpunishmentonlymadeourrelationworse.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“buildawall”。IknewthatIhadbeen____________betweenuswithblameandpunishment.(2)使用直接引语改写、优化句(1)，体现“我”对Tyler的理解。IknewthatIhadbeen____________betweenuswithblameandpunishment,soIsaid,“_____________________________________________________________________________________________________.”buildingawallbuildingawallIwanttoapologiseforwhatIsaidtheotherdayinthemiddleoftheclassandI’mreallysorryifithurtyourfeelings三、细节练习——情节优化4.Hisfacewasburningandhesaidsorrytome.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。Hisfacewasburningandhe__________,“I’msorry.”(2)使用强调句型（itis...who/that...）改写、优化句(1)，体现Tyler充分认识到了自己的错误。Hisfacewasburningandhe_________,“___________________________.”(3)使用with复合结构，改写、优化句(2)中的神态描写部分。___________________,he_________,“________________________.”murmuredItisIwho/thatshouldsaysorryWithhisfaceburning三、细节练习——情节优化murmuredmurmuredItisIwho/thatshouldsaysorry5.Icomfortedhim.我安慰他。(1)为“我”加入具体的动作链描写（stepforward,patsb.ontheshoulder,signaltosb.todosth.），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___________________________________________________________________________.steppedforwardandpattedhimontheshoulder,signalingtohimtogobacktohisseatWithasmilesteppedforwardandpattedhimontheshoulder,signalingtohimtogobacktohisseat三、细节练习——情节优化6.Tylerchangedhisbehavior.Tyler改变了自己的行为。(1)为Tyler加入具体的行为（takepartindiscussion），突出人物前后的变化。Notmisbehavinganymore,Tyler____________________________________.(2)使用倒装句式（notonly...butalso...）改写、优化句(1)。______________________________________________________________________________三、细节练习——情节优化tookanactivepartinclassdiscussionsNoonlydidhebehavehimselfinclassbutalsohetookanactivepartinclassdiscussions.Summary

readthegiventextforthebasicinformation,exploretheconflictsthroughclues,analysethetwogivensentences,anddeveloptheplots.Beforewriting,weshould:readPART03WriteandshareWriteandshareFinishorpolishyourcompositionaccordingtowhatwehavelearnt.Shareyourworks.Summary

thelanguageshouldbe

vivid.thecontentshouldbe

interrelated.theplotshouldbe

evident.thevalueshouldbe

warm.Whilewriting,weshouldremember:view语言要生动内容要相关情节要明了价值要温暖PART04LearnandappreciateLearnandappreciatePara.1OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.

At

lasthecame,walkingwithhishandsinhispockets.Thatimageimmediatelybroughtbackmemoriesoftheboythrowingatantruminclasstheotherday.Yet

Imanagedtorestrainmyangerthistime.Thesepastfewdays,Ihadbeenbuildingawallbetweenuswithblameandpunishment,soIthoughttomyselfthatmaybeIshouldtryanotherway.“Iwanttoap