(
课件网) 02 Pre-writing 人教版英语九年级 Unit 8 It must belong to Carla. Section B Writing 学习目标 通过本课时学习，学生能够： 1.获取、梳理故事开端的关键信息（人物、地点、事件）。 (学习理解) 2.梳理线索，并运用 It must/might/could/can't be... 等结构，对“野餐篮失踪”事件进行合乎逻辑的推测，构建续写框架。 (应用实践) 3.依据推测框架，运用恰当的衔接词完成一篇情节连贯、推理有据的续写短文，通过自评与互评优化内容，自信地向全班汇报成果。(迁移创新) it might still be in the music hall. There is nothing valuable in the bag. I left early before the rest of my friends. So it could still be at the park. somebody must have picked it up . So it can’t be stolen. I went to a picnic with the bag at the park. So So I attended a concert yesterday. Yesterday, Linda felt worried—she lost her schoolbag. First, her mom asked, “Where did you last put it ” Then, Linda said, “I went to a concert. It might be in the music hall.” Later, she thought: “Nothing valuable is in it, so it can't be stolen.” Suddenly, she remembered: “I took it to the park! It could be there.” Next, Linda called her friends. Finally, one friend said he found it under a tree. At last, Linda got her bag back and thanked him. As a result, she promised to keep her things well. What’s the case（案件）about What can you see in the picture？ 3a Read the beginning of the case(案件）， and fill in the information. 孤岛历险案信息表 where who why when what An island Ann,Lucy,Lily,Jim,Kate,Bruce Went to a picnic We don’t know A missing basket What are the clues (线索) Let’s find out the truth. Listen carefully. Make inferences（推测） It _____be the wind. It_____be the ghost. It _____be some animals. could/might could/might could/might Who or what do you think took the lunch basket Ask the childern for their ideas，note the ideas. 3a Who or what took the lunch basket Why do you think so It could be the wind. Because /since the wind on the island was so heavy that it blew away the basket. What’s the next action Discuss in your group,you are close to the truth! You can solve the case! Step 3 结案书面报告-- 完成续写 开头：用 XXX said/thought it might/could/must/can’t.... 引出小组的推测（参考《案件推测表》）； 中间：用衔接词描述探案行动与新线索（参考《探案情节框架表》）； 结尾：写真相与结局，体现积极主题（如合作、勇敢）。 （空白区也可以为你的小文章适当配上可爱的插图哟！） Tips： 1.使用衔接句和词体现故事的起伏。 如：All of a sudden，Finally，As a result.... 2.结尾请遵循正面积极方向。 Report： How do you solve the case？ The case is solved! Summary Face difficulties bravely, solve them actively. 经过这节课，我们已能够： 1.获取、梳理故事开端的关键信息（人物、地点、事件）。 2.梳理线索，并运用 It must/might/could/can't be... 等结构，对“野餐篮失踪”事件进行合乎逻辑的推测，构建续写框架。 3.依据推测框架，运用恰当的衔接词完成一篇情节连贯、推理有据的续写短文，通过自评与互评优化内容，自信地向全班汇报成果。 1.基础作业： Please polish your own story. 2.提升作 ... ...
