Unit8写作讲义2026-2027学年译林版英语九年级上册

新版译林九年级上册 Unit 8 The world of literature 教师版 Unit 8 The world of literature 单元同步写作讲义 话题解读 本单元围绕文学阅读与故事创作展开。写作时，可以从作品、人物或故事背景入手，结合冲突、对话与行动变化，进一步思考理解、感受与现实联系。 教学重点：单元包括文学阅读与短剧续写。练习可迁移到读后感、推荐与故事续写；若写剧本应交代场景、人物与自然对话，避免把戏剧套为普通影评。注意条件状语从句。 写作指导 学校阅读节征集“一个值得记住的故事”文章。请介绍一个你读过或听过的故事，概述人物面临的问题，描述一个关键行动，并说明它为什么值得记住。 要求：词数100—140；内容完整，结合具体细节，文中不得出现真实校名和姓名。 ◆ 破题 ◆ 梳理故事中的人物、问题和转折，用一个关键行动体现变化，再联系自己的理解。 ◆ 定题材与时态 ◆ 故事介绍与读后感：概述作品内容可用一般现在时；叙述个人阅读经历用一般过去时；评价与认识用一般现在时。 例如：A story I remember is about two classmates who are preparing a class display together. ◆ 定结构与提纲 ◆ 开头：介绍故事中的人物及他们共同承担的任务。 主体：写出误会、交流和双方调整行动的过程，交代结果。 结尾：结合人物的选择说明故事为何难忘，再联系自身经历。 ◆ 写作模板 ◆ 第一段 我记得的一个故事讲述了两个同班同学米娅和利奥一起准备班级展示。 A story I remember is about two classmates, Mia and Leo, who are preparing a class display together. 第二段 起初，利奥缺席了几次小组会议，米娅以为他不在意这个项目。她没有责怪他，而是问他遇到了什么困难。利奥解释说，他放学后必须照顾生病的祖母。听完后，米娅重新安排了他们的工作，利奥在家制作了一张海报。最后，他们一起完成了展示。 At first, Leo misses several meetings, and Mia thinks he does not care about the project. Instead of blaming him, she asks him what is wrong. Leo explains that he has to look after his sick grandmother after school. After hearing this, Mia rearranges their work, and Leo makes a poster at home. In the end, they finish the display together. 第三段 我记得这个故事，因为米娅选择先倾听，再作判断。它提醒我，在贸然下结论之前，要先了解别人的困难。 I remember this story because Mia chooses to listen before making a judgement. It reminds me to ask about someone’s difficulties before I jump to conclusions. ◆ 连句成篇 ◆ A story I remember is about two classmates, Mia and Leo, who are preparing a class display together. They soon face a problem. At first, Leo misses several meetings, and Mia thinks he does not care about the project. Instead of blaming him, she asks him what is wrong. Leo explains that he has to look after his sick grandmother after school. After hearing this, Mia rearranges their work, and Leo makes a poster at home. In the end, they finish the display together. Mia thanks Leo for helping despite his busy days. I remember this story because Mia chooses to listen before making a judgement. It reminds me to ask about someone’s difficulties before I jump to conclusions. Once, listening also helped me understand why a friend seemed upset. ◆ 例文讲解 ◆ 例文以合作中的误会为矛盾：米娅先询问，再得知利奥的家庭困难，两人重新分工并完成任务。结尾的“先倾听再判断”由人物的选择自然引出，并联系自己的经历。 模板内容以蓝灰色呈现；补充句提供情境、动作或感受，可根据真实经历灵活调整。 素材积累 ◆ 开头句 ◆ ★ I would like to introduce / recommend ..., a ... about ... . 我想介绍／推荐……，这是一部讲述……的……。 ★ Set in ..., the story follows ... as ... . 故事以……为背景，讲述……在……过程中的经历。 ★ What drew me into ... was ... . 吸引我读……的是……。 ◆ 中间句 ◆ ★ The main character faces ... and decides to ... . 主人公面临……，并决定……。 ★ The turning point comes when ... . 故事的转折出现在……时。 ★ By showing how ..., the writer explores ... . 通过展现……，作者探讨了……。 ◆ 结尾句 ◆ ★ The story taught me to ... . 这个故事教会我……。 ★ I would recommend ... to readers who ... . 我会把……推荐给……的读者。 ★ Long after finishing ..., I still find myself thinking about ... . 读完……很久以后，我仍会不由得想起……。 ◆ 高分句型 ◆ ★ The character who ... leaves a deep impression on me. ……的人物给我留下了深刻印象。 讲解：who引导定语从句，说明人物的行动或特点；用具体内容支撑“印象深刻”，不只列性格词。 ★ What makes ... memorable is ... . 使……令人难忘的是……。 讲解：What从句作主语，is后说明难忘的原因，可写人物、情节、结局或语言特色。 ★ If ..., ... may / can / will ... . 如果……，……就可能／能够／将会……。 讲解：if引导真实条件句；从句通常用一般现在时，主句按语义选择may、can或will，可用于推测情节或续写。 ★ The more ..., the better ... . 越……，就越……。 讲解：两部分用the加比较级，表示相互关联的变化，可用于表达阅读越深入、理解越充分。 ★ By describing ..., the writer shows ... . 作者通过描写……，展现了……。 讲解：by后接动名词，说明描写手法；主句以the writer为主语，写出细节展现的情绪、处境或主题。 ◆ 过渡表达 ◆ 概述情节与交代转折 At the beginning of the story, ... → As the story unfolds, ... → The turning point comes when ... → By the end, ... 故事开始时…… → 随着故事展开…… → 转折发生在……时 → 到故事结尾时…… 按原有处境、关键变化和结果推进；when后接完整句，指出改变故事走向的事件。 The turning point comes when the hero asks his rival for help. 提出评价并给出依据 In my view, ... / For instance, ... / This is shown when ... / More importantly, ... 我认为……／例如……／这一点体现在……时／更重要的是…… 先评价，再用具体行动或情节作证；more importantly补充更重要的理由。 This is shown when the traveller keeps his promise even after the journey becomes dangerous. 引出感悟并联系现实 Looking back on the story, ... / This led me to realise that ... / In my own life, ... 回顾这个故事……／这让我意识到……／在我自己的生活中…… 从情节引出认识，再联系自身；Looking back后以I或we作主句主语，that后接完整句。 This led me to realise that asking for help can be a form of courage. ◆ 话题谚语与名言 ◆ Books are a uniquely portable magic. 书籍是一种可以随身携带的魔法。 Don’t judge a book by its cover. 不要以貌取人。 Knowledge is power. 知识就是力量。 小试牛刀 ◆ 佳句仿写 ◆ 1. The character who keeps his promise even in danger leaves a deep impression on me. 那个在困难中仍坚持梦想的女孩给我留下了深刻印象。 参考答案：The girl who holds on to her dream in difficult times leaves a deep impression on me. 2. What makes the story memorable is its unexpected but believable ending. 让这首诗难忘的是对春天的生动描写。 参考答案：What makes the poem memorable is its vivid description of spring. 3. If the missing letter is found, the main character may learn the truth. 如果主人公放弃寻找，他可能永远找不到答案。 参考答案：If the main character gives up searching, he may never find the answer. 4. The more closely we read the dialogue, the better we understand the characters. 我们对人物的选择思考得越多，就越能理解故事的主题。 参考答案：The more we think about the characters’ choices, the better we understand the story’s theme. 5. By describing the empty room, the writer shows the old man’s loneliness. 作者通过描写暴风雨，表现了主人公的恐惧。 参考答案：By describing the storm, the writer shows the main character’s fear. ◆ 写作任务 ◆ 学校阅读社邀请同学为新成员推荐一本书或一个故事。请写一篇短文，内容包括： 1. 作品名称、类型和主要内容； 2. 一个令你印象深刻的人物或情节； 3. 推荐理由及读者可能获得的启示。 注意： 1. 词数100左右； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ I would like to recommend The Paper Bridge, a short story about two classmates who disagree while preparing a library display. Their teacher asks them to build a small paper bridge for their books. The moment I remember most is when one student’s design falls apart. Instead of blaming her, her partner suggests testing the folds together. They use what they learn to build a stronger bridge, and their display is ready on time. I recommend the story because its simple problem feels real. It shows that a disagreement can become a chance to listen, experiment and create something together. ◆ 范文讲解 ◆ 范文简述作品与矛盾，聚焦伙伴没有责怪对方、而是一起尝试的关键情节，再说明推荐理由及合作带来的启示。 评价时关注要点完整、细节是否支撑中心、时态和衔接是否准确；符合题意的不同构思均可。 / 学科网（北京）股份有限公司 $新版译林九年级上册 Unit 8 The world of literature 学生版 Unit 8 The world of literature 单元同步写作讲义 话题解读 本单元围绕文学阅读与故事创作展开。写作时，可以从作品、人物或故事背景入手，结合冲突、对话与行动变化，进一步思考理解、感受与现实联系。 写作指导 学校阅读节征集“一个值得记住的故事”文章。请介绍一个你读过或听过的故事，概述人物面临的问题，描述一个关键行动，并说明它为什么值得记住。 要求：词数100—140；内容完整，结合具体细节，文中不得出现真实校名和姓名。 ◆ 破题 ◆ 梳理故事中的人物、问题和转折，用一个关键行动体现变化，再联系自己的理解。 ◆ 定题材与时态 ◆ 故事介绍与读后感：概述作品内容可用一般现在时；叙述个人阅读经历用一般过去时；评价与认识用一般现在时。 例如：A story I remember is about two classmates who are preparing a class display together. ◆ 定结构与提纲 ◆ 开头：介绍故事中的人物及他们共同承担的任务。 主体：写出误会、交流和双方调整行动的过程，交代结果。 结尾：结合人物的选择说明故事为何难忘，再联系自身经历。 ◆ 写作模板 ◆ 第一段 我记得的一个故事讲述了两个同班同学米娅和利奥一起准备班级展示。 A story I remember is about ______________, who are ______________ together. 第二段 起初，利奥缺席了几次小组会议，米娅以为他不在意这个项目。她没有责怪他，而是问他遇到了什么困难。利奥解释说，他放学后必须照顾生病的祖母。听完后，米娅重新安排了他们的工作，利奥在家制作了一张海报。最后，他们一起完成了展示。 At first, Leo ______________, and Mia thinks he does not care about the project. Instead of blaming him, she ______________. Leo explains that he has to ______________ after school. After hearing this, Mia ______________, and Leo makes a poster at home. In the end, they ______________. 第三段 我记得这个故事，因为米娅选择先倾听，再作判断。它提醒我，在贸然下结论之前，要先了解别人的困难。 I remember this story because Mia ______________. It reminds me to ______________ before I ______________. ◆ 连句成篇 ◆ A story I remember is about two classmates, Mia and Leo, who are preparing a class display together. They soon face a problem. At first, Leo misses several meetings, and Mia thinks he does not care about the project. Instead of blaming him, she asks him what is wrong. Leo explains that he has to look after his sick grandmother after school. After hearing this, Mia rearranges their work, and Leo makes a poster at home. In the end, they finish the display together. Mia thanks Leo for helping despite his busy days. I remember this story because Mia chooses to listen before making a judgement. It reminds me to ask about someone’s difficulties before I jump to conclusions. Once, listening also helped me understand why a friend seemed upset. 素材积累 ◆ 开头句 ◆ ★ I would like to introduce / recommend ..., a ... about ... . 我想介绍／推荐……，这是一部讲述……的……。 ★ Set in ..., the story follows ... as ... . 故事以……为背景，讲述……在……过程中的经历。 ★ What drew me into ... was ... . 吸引我读……的是……。 ◆ 中间句 ◆ ★ The main character faces ... and decides to ... . 主人公面临……，并决定……。 ★ The turning point comes when ... . 故事的转折出现在……时。 ★ By showing how ..., the writer explores ... . 通过展现……，作者探讨了……。 ◆ 结尾句 ◆ ★ The story taught me to ... . 这个故事教会我……。 ★ I would recommend ... to readers who ... . 我会把……推荐给……的读者。 ★ Long after finishing ..., I still find myself thinking about ... . 读完……很久以后，我仍会不由得想起……。 ◆ 高分句型 ◆ ★ The character who ... leaves a deep impression on me. ……的人物给我留下了深刻印象。 ★ What makes ... memorable is ... . 使……令人难忘的是……。 ★ If ..., ... may / can / will ... . 如果……，……就可能／能够／将会……。 ★ The more ..., the better ... . 越……，就越……。 ★ By describing ..., the writer shows ... . 作者通过描写……，展现了……。 ◆ 过渡表达 ◆ 概述情节与交代转折 At the beginning of the story, ... → As the story unfolds, ... → The turning point comes when ... → By the end, ... 故事开始时…… → 随着故事展开…… → 转折发生在……时 → 到故事结尾时…… 按原有处境、关键变化和结果推进；when后接完整句，指出改变故事走向的事件。 The turning point comes when the hero asks his rival for help. 提出评价并给出依据 In my view, ... / For instance, ... / This is shown when ... / More importantly, ... 我认为……／例如……／这一点体现在……时／更重要的是…… 先评价，再用具体行动或情节作证；more importantly补充更重要的理由。 This is shown when the traveller keeps his promise even after the journey becomes dangerous. 引出感悟并联系现实 Looking back on the story, ... / This led me to realise that ... / In my own life, ... 回顾这个故事……／这让我意识到……／在我自己的生活中…… 从情节引出认识，再联系自身；Looking back后以I或we作主句主语，that后接完整句。 This led me to realise that asking for help can be a form of courage. ◆ 话题谚语与名言 ◆ Books are a uniquely portable magic. 书籍是一种可以随身携带的魔法。 Don’t judge a book by its cover. 不要以貌取人。 Knowledge is power. 知识就是力量。 小试牛刀 ◆ 佳句仿写 ◆ 1. The character who keeps his promise even in danger leaves a deep impression on me. 那个在困难中仍坚持梦想的女孩给我留下了深刻印象。     2. What makes the story memorable is its unexpected but believable ending. 让这首诗难忘的是对春天的生动描写。     3. If the missing letter is found, the main character may learn the truth. 如果主人公放弃寻找，他可能永远找不到答案。     4. The more closely we read the dialogue, the better we understand the characters. 我们对人物的选择思考得越多，就越能理解故事的主题。     5. By describing the empty room, the writer shows the old man’s loneliness. 作者通过描写暴风雨，表现了主人公的恐惧。     ◆ 写作任务 ◆ 学校阅读社邀请同学为新成员推荐一本书或一个故事。请写一篇短文，内容包括： 1. 作品名称、类型和主要内容； 2. 一个令你印象深刻的人物或情节； 3. 推荐理由及读者可能获得的启示。 注意： 1. 词数100左右； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $