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围绕本节课的写作教学任务，本课采用“Input-Output”两个阶段教学模式。
Input环节：学生复习Dealing with trouble主要内容，激活对故事背景，情节发展的认知。通过回顾课文的叙事过程，寻找情节发展中的连接词，学会如何使用事情发展顺序记叙一次经历；教师在此环节帮助学生归纳记叙文写作的基本结构，引导学生使用一些连接词使叙事具有条理性。此外，在教师的引导下，学生通过关注原文本中的反映人物心理的对话和动作，学习、体会如何使用细节和对话描写使人物形象更鲜明，记叙更形象生动。
Output环节：学生根据老师给出的图片思考、讨论图片中讲述的故事和反映人物心理的细节和对话，并在此基础上完成看图写话任务。之后，学生根据checklist进行同伴互评，教师选择1~2篇学生习作进行集体点评。学生在此过程中巩固之前所学的内容，基本掌握记叙文写作。
作业：（1）修改课堂习作，对语言做润色。
(2) 独立写作一篇叙事短文，记叙一次难忘的经历。
教学目标
At the end of the lesson, the students are expected to:
Write about a past experience based on the given pictures.
Identify the organization and useful expressions in narrative writing.
Foster their awareness of using details and dialogues in narrative writing to show a person’s feelings.
教学重、难点
The students know the basic elements of a narrative writing and learn to describe an experience with details and dialogues.
教学过程
Step 1
Ss’ activity: Tell what happened in the story based on the pictures and the question
words presented by the teacher.
Purpose: To review the story and five basic elements of narrative writing ‘4W+1H’
n the story
Guided questions:
Who were the main characters of the story?
When and where did the story take place?
What was the trouble?
How did Paul’s father deal with the trouble?
What happened in the end?
What did Paul learn from the experience?
Step 2
Ss’ activity: Learn how to organize narrative writing.
Purpose: To know the organization of narrative writing.
Step 3
Ss’ activity: Find and circle details (action words) which Paul used to describe characters’