The Chain of Love
(三民B4L2)
魏秀蘭
國立台中文華高中
1
Introduction
(I) Reading and writing are
interactive.
(II) Writing tasks should include
work from reading to discussing,
to paraphrasing, to summarizing,
and then finally to guided writing.
2
Introduction
(I) Exercises concerning the
retelling of the story are presented.
(II) Strategies and activities are
designed to promote students’
interest and ability to write on related
topics.
3
Introduction
(I) Difficulty level:
upper--intermediate
upper
(II) Model of writing: narration
(III) Teaching focus: expressions
related to the time order of events
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Introduction
(IV) Teaching procedure:
1. A clear comprehension of the target
lesson.
2. The ability to retell the whole story.
3. Proper use of transitions and adverbs in
picture story writing.
4. The ability to use 5W1H in a narrative.
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Raising students’ Awareness
1. Students view the film
“Pay It Forward.”
2. The teacher asks the students
to brainstorm ideas to perform
an act of kindness by using the
graphic organizer.
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Raising students’ Awareness
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Raising students’ Awareness
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Presenting the Text
(A) Listen as a writer
1. Write down the main characters in
the story.
2. Write down the problems from the
story.
3. Write down the solutions to their
problems.
4. Write down the outcome of the story.
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Presenting the Text
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Presenting the Text
(B) Retell the story
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Presenting the Text
(C) Rewrite the story
1. Translating
(1)Students copy the sentences underlined
by the teacher or chosen by themselves
in their notebooks.
(2) Students are required to write down their
translations of those sentences.
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Presenting the Text
1. Now, as winter raged on, the chill had
finally hit home.
_________________________________
2. She shuddered at the thought of all the
awful things that ________________.
假如Joe
假如
Joe未伸出援手會發生何等糟糕的事
未伸出援手會發生何等糟糕的事
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Presenting the Text
2. Paraphrasing
(1) The teacher selects one or two
paragraphs for students to paraphrase.
(2) The teacher asks students to read the
paragraphs several times.
(3) Students simplify unusual words,
sentences or figures of speech but keep
those words whose meanings are clear.
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Presenting the Text
3. Condensing
(1) The teacher asks students to read the
lesson several times.
(2) Students divide the story into three sections
(beginning, middle, and end).
(3) Students write a summary for each part.
(4) Students connect the three condensed parts
into a complete condensed version of the
story “The Chain of Love.”
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Presenting the Text
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Presenting the Text
4. Imitating
(1) Students write a different ending for
the story.
(2) Students write a journal entry. They
write about this encounter from the
lady’s point of view, or Joe’s point of
view. They might begin the story by
“One foggy evening …” or “Being laid
off, I drove back home…..”
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Bridging Practice to Writing
(A) Picture story writing
1. Students choose the main characters first.
2. They write about what the characters are
like.
3. They write a clear beginning, middle, and
end of the story.
4. They can add dialogues which make a
story more appealing.
5. They should put suitable adverbs or
transitions in the story.
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Bridging Practice to Writing
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Bridging Practice to Writing
(1) Adverbs: now, then, at that time, early
one day, last night, yesterday evening
(2) Subordinators: as, when, while, after,
before, until, as soon as, the moment
(3) Prepositional phrases: from then on, in
the end, in the beginning, in front of, at a
distance, close to, next to
(4) Transitions: first, second, next, after that,
afterwards, later, soon, however,
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therefore, instead, meanwhile
Bridging Practice to Writing
(B) A personal narrative:
narrative: an annoying
experience
(1) Students write an outline by using the
graphic organizer, which includes the
5W1H in a narrative.
(2) The teacher reminds students to write a
clear topic sentence and a concluding
remark.
(3) After the writing, students rere-examine
their story and again put proper adverbs or
transitions in their story.
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Bridging Practice to Writing
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Bridging Practice to Writing
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Bridging Practice to Writing
(C) A biographical sketch
(1) Students draw a life span of themselves,
or a person they know.
(2) Based on the lifelife-span graphic organizer,
they write a biographical sketch.
(3) After the writing, students should doubledoublecheck their tenses and add proper
adverbs and transitional words.
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Bridging Practice to Writing
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Bridging Practice to Writing
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Bridging Practice to Writing
(D) A book report
(1) Students choose a book they wish to
write about.
(2) By using the graphic organizer, they
write a condensed version of the
story and the character they like most.
(3) After the writing, the tense agreement
and proper subordinators and transitions
should be rere-examined.
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Bridging Practice to Writing
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Thank you
for
your time!
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