读后续写“喜怒哀恐”用高阶句型描写情绪 教学设计 2026届高考英语一轮复习

该高中英语教学设计聚焦读后续写“喜怒哀恐”情感描写微技能，整合考纲要求的语言运用能力考查，以迪士尼电影情境为载体，构建“词汇-短语-句型”三级复习体系，提炼四种基础句型及进阶表达。通过视频导入、句型探究、分层练习、小组写作等环节，帮助学生突破情感描写语言单薄的难点，体现复习的系统性与针对性。 资料创新采用“情境赏析-公式提炼-实战输出”教学模式，结合《头脑特工队》角色分析情感表达，培养学生语言能力与思维品质。设计句型公式填空、小组合作段落写作等活动，配合即时评价与分层作业，确保学生高效掌握高级情感描写句式，为教师精准把控复习节奏、提升学生续写得分提供有力支持。

Teaching plan---by徐溪 贵州省织金育才学校 教学设计 课题名称: 一轮复习之读后续写微技能描写——Express "Joy, Anger, Sorrow, and Fear"with 4 Advanced Patterns 教材版本: 导学案 任课地点：大方县第三中学 任课教师: Cindy 徐溪 任课年级: 高三年级 学校校训：育德广才 弘毅笃行 办学思想：真抓实干育俊才 凝心聚力谱新篇 办学理念：为终身发展奠基，为幸福人生导航 办学定位：办一代名校，兴一方教育，育一代精英 学校定位：贵州一流、全国知名的中华名校（十年规划） 培养目标：培养有民族精神国际视野的创新人才 办学目标：办有特色的学校，办有灵魂的学校 办学追求：学生的乐土，生活的家园，教育的圣殿 Teaching plan I.教学内容分析 主题语境：人与社会 课型：微写作课（读后续写情感描写微技能） （一）指导思想 《普通高中英语课程标准》（2017年版2020年修订）中读后续写的根本指导思想是：以发展学生英语学科核心素养为核心，通过创设“阅读与写作深度融合”的综合型任务，促使学生在真实、有意义的语境中，综合运用语言能力、文化知识、思维品质和学习策略，完成对文本的理解、内化、创新与表达，从而实现全面发展的育人目标。 （二）考纲摘录 本部分题型主要考查学生的综合语言运用能力和创造性思维能力。要求考生在阅读一篇不完整的故事后，根据给定的线索，发挥合理想象，续写情节并使之构成一个完整的故事。重点考查以下能力： 1. 准确把握故事发展和人物情感脉络的能力。 2. 创造性地续写故事的情节发展能力和逻辑思维能力。 3. 准确、丰富、得体地使用语言进行表达的能力。 （3） 题型分析 (1)考查形式 提供一篇350词以内的语言材料（记叙文片段）。文章通常有完整的故事背景和开头，但情节在发展至高潮或关键处时中断。续写部分词数要求为150词左右（通常要求完成2个段落)。 (2)考查目标与能力要求 理解能力： 准确把握原文主旨：理解故事的主题、情感基调（如：温暖、励志、惊险、遗憾等）。 深入分析人物特征：准确把握主要人物的性格、情绪、行为动机及人物之间的关系。 理清故事脉络：理解原文的时间、地点、事件发展逻辑，确保续写部分与前半部分无缝衔接。 内容构思能力： 创造性：在尊重原文的前提下，发挥合理的想象力，构思出新颖、有趣且符合逻辑的故事情节。 逻辑性与连贯性：续写的情节必须与原文高度连贯，发展自然合理，不能出现情节跳跃或逻辑矛盾。必须有效使用所给的段落开头语。 完整性 ：续写部分应能形成一个相对完整的结局，解决故事中的主要冲突或矛盾，使故事有头有尾。 语言运用能力： 语法结构与词汇：能够准确、丰富、得体地使用高级词汇和语法结构。 语篇衔接：熟练使用各种衔接手段（如连接词、代词、同义词替换等）使行文流畅，段落内部及段落之间过渡自然。 风格统一：续写的语言风格应尽量与原文保持一致（如叙述口吻、语言难度等）。 (5) 备考策略 1. 精读原文：动笔前花足够时间理解原文，圈划关键信息（人物、时间、地点、冲突、情绪）。 2. 规划情节：根据所给段落开头语，构思2个段落的大致情节。确保情节发展合乎逻辑且走向完整。 3. 丰富语言：避免简单句堆砌，有意识地使用高级词汇和多样化的句型结构。 4. 检查润色：完成后检查故事连贯性、语法错误和词数。 (六)本节课主题与内容分析 本节课的内容主要是复习读后续写中情感（喜怒哀恐）的微技能描写，通过迪士尼电影（头脑特工队）中的主人公莱莉的喜怒哀恐情绪形成的卡通角色展开对喜怒哀恐相关的单词、短语再到句子的复习，并对句式进行升级教学，先赏析句子再从句子中提炼句型公式后做相应练习进行强化，总结所学后再小组内写一段话输出习得内容，目的是为续写内容中情感描写句式丰富性做铺垫，更好地完成今后的续写任务。 II.学情分析 本课的授课对象为高三学生。学生基础差异较大，在平时的考练中有接触到一定的情感描写知识，但是由于基础较差，在情感的语言美化方面仍然是学生读写的薄弱环节，这是他们在写读后续写的主要问题之一，因此，本节课教学主要让他们习得续写中情感描写的最常用的四种常用句型公式以及两个衍生的进阶表达：(1)Pattern 1: Sb. was so+情绪adj.+that从句 Advanced pattern 1: (doing sth. ...),Sb. was so+情绪adj.+that从句; (1) Pattern 2: adj①+adj②, sb did sth. Advanced pattern2:adj①+adj②, sb did sth, doing... (3)Pattern 3: independent body part +doing, sb did sth. (4)Pattern 4: lifeless subject + V. + sb. 以此让学生能够找到英语学习的自信，对文中的情感变化进行生动描写，更好地完成续写任务。 III.教学目标 思维品质： 1. 积极面对丰富多彩的情绪变化。 2. 加强生动的写作能力，培养学生的创造性思维。 学习能力： 1.积累并运用恰当的词汇和句式来表达情绪。 2.掌握四种常用句型公式以及两个衍生的进阶表达，让情感描述更加生动具体。 语言能力: 1.积累词汇、短语、句型, 通过习得续写中的情感描写微技能来提高写作技能。 文化意识： 1.树立合理的、符合文化语境的情感描写价值判断从而增进跨文化沟通能力。 IV.教学重难点 教学重点： 1.培养学生在续写中生动描述喜怒哀恐的能力。 1.学生通过润色句型，扩大词汇量，提高写作水平。 教学难点： 1. 理解四种常用句型公式以及两个衍生的进阶表达并灵活运用到续写写作中。 V.教法和学法 教学方法: 1. 情景教学法 2. 任务型教学法 3. “问题探究·1573”教学法（至少1次小组合作活动；5个有价值的导向问题；7位学生的单独展示；3次教学活动中的反馈） 学习方法： 1. 独立学习 2. 合作学习 VI.教学过程 Step 1：Leading-in Activity 1 Warming-up：Present the learning objectives of this lesson to make students know what they are going to learn. Next, introduce the prevalence of emotional descriptions in the college entrance examination in recent years to make students understand its importance. Then, introduce the background information of the movie (Inside out 1头脑特工队) to lay the groundwork for the video that students will watch next. Meanwhile, ask the students what the four emotions hidden in the video are? Design purpose: To make students know what they are going to learn in this class so as to better achieve the goal. To stimulate students’ interest in the class by watching the video and finding the four emotions hidden in Riley. Meanwhile, this step paves the way for learning the relevant vocabularies, phrases and sentences. Step 2 Pre-writing Activity 2 Review：Review some key words and phrases they will use during the sentence learning. Design purpose:To assist students in overcoming potential words obstacles in writing and accumulating related words and phrases. Activity 3 Exploration：Show the students four sentence patterns and two advanced patterns to express the following emotions: Joy, Anger, Sorrow, and Fear. (1)Pattern 1: Sb. was so+情绪adj.+that从句 Advanced pattern 1: (doing sth. ...),Sb. was so+情绪adj.+that从句; (2)Pattern 2: adj①+adj②, sb did sth. Advanced pattern2:adj①+adj②, sb did sth, doing... (3)Pattern 3: independent body part +doing, sb did sth. (4)Pattern 4: lifeless subject + V. + sb. Design purpose: To enhance students’ language proficiency and learning abilities by learning these 4 basic sentence patterns and 2 advanced ones. This is the key and difficult part of today’s lesson. Students will understand how to express the four emotions—joy, anger, sorrow, and fear—in a more engaging way. Meanwhile, this part also lays a solid foundation for the subsequent sentence practice and group cooperation. Activity 4 Summary: Summarize the four basic sentence patterns and two advanced ones they just learned to solidify the patterns in students’ minds. Design purpose: To help students clarify the sentence structures in their minds by guiding students to summarize what they have just learned. Activity 5 Practice：Have students practice the newly learned sentence patterns in practical use. This will reinforce the foundation for subsequent micro-writing—ultimately helping students develop a deep understanding of these structures. Design purpose: To reinforce the foundation for applying these sentence patterns in subsequent micro-writing by having them practice the four basic sentence patterns and two advanced ones in practical use. Step 3 While-writing Activity 6 Discussion：The teacher plays a video about three emotional changes of Riley: Fear、Joy and Sadness. After watching, the teacher will guide students to work in groups, use the sentence patterns they have learned in this class to write a paragraph about the three emotional changes of Riley. After their presentation, the teacher will present the sample paragraph to students.And the teacher will quote some sentences to tell students: even though sometimes we may encounter some negative emotions, just like Riley's sadness after moving from hometown, remember to be the master of emotion and face life with a big smile. Design purpose: To give the students a scene to depict through visual viewing. This approach allows students to apply the four sentence patterns in actual operation. To enhance students’ language competence as well as writing ability by writing a paragraph and reading it to the class. To form a positive attitude towards emotions among students by giving them some sentences. Step 4 Post-writing Activity 7 Appreciate and evaluate：At the end of the class, the teacher will guide students to conduct a self-assessment. Design purpose: To develop students’ self-monitoring skills and help them become more independent in their learning. Step 5 Assignment Activity 8 Homework：1.Revise the advanced expressions that we have learned today. 2.Create a scene and use the 4 sentence patterns to write a paragraph by yourself and then you can send it to me. (My QQ Email l:864962126@qq.com.) Design purpose: To help students consolidate and internalize the knowledge they have learned in this lesson; to develop their creative thinking and written language competence through writing. Step 6 Blackboard design Design purpose: To make the sentence structures clearer and help the students revise them. Ⅶ.Teaching reflection After this lesson, I made some reflections from the following dimensions: 1. Strengths: My teaching design in this lesson fully embodies the cultivation and training of students' language ability, thinking quality, cultural awareness and learning ability advocated by the core quality of English subjects.I designed some flexible activities to help students learn the language based on the real learning situations and truly practice the view of English learning activities. I used characters of a movie and a situational line for this lesson,which stimulated students' desire to learn.I integrated Teaching, Learning and Assessment to provide timely feedback to improve learning and teaching.In short, this lesson highlights the educational value of English. 2. Shortcomings: In the writing session, students were given little time to do this task, so the time was not well grasped. And the questioning process should be more hierarchical, and more gradient questions should be set for students with different foundations, so that more students can have full opportunities to show. 3. Students’ performance: The overall performance of students is good, they can follow the teacher’s ideas to learn and think, and they can actively participate in various activities such as group work and the class is very active. 4.Improve the design: The teaching design should be more rational, scientific and practical. In the actual operation, we need to pay attention to the time and the students’ interest and cooperation. Therefore, I should carefully design every class, establish the spirit of lifelong learning, and make every class an opportunity for me to reflect and constantly enhance comprehensive teaching ability, so that the students will benefit from far more than one lesson. 导学案 描写情绪四种常用句型公式以及两个衍生的进阶表达--“喜怒哀恐” 情绪类表达是读后续写中最常见的、最不可或缺的表达，通过以下的背诵、积累、练，我们定能在今后描写喜怒哀恐的情绪时，更加地道，更加形象，更加传神。 学习目标： 1.积累并运用恰当的词汇和句式来表达情绪。 2.掌握四种常用句型公式以及两个衍生的进阶表达，让情感描述更加生动具体。 3.运用这堂课所学句型小组合作写一段话描述视频中Riley的情感变化。 （1） 情绪类表达: 单词： 1.高兴的（adj.）：__________________________________ 高兴 （n.）： __________________________________ 2.生气的（adj.）：__________________________________ 生气 （n.）： __________________________________ 3.难过的（adj.）： __________________________________ 难过 （n.）： __________________________________ 4.害怕的（adj.）： __________________________________ 害怕 （n.）： __________________________________ 短语： 1. 高兴： 、_________________________________ 2. 生气： 、_________________________________ 3. 难过： 、_________________________________ 4. 恐惧： 、_________________________________ （2） 课中句型练习： Pattern 1： 1. Riley was so thrilled that she grinned (咧嘴笑) from ear to ear. 2. Riley was so angry that her hands began to tremble uncontrollably. 3. Riley was so depressed that she could hardly speak a single word. 练习：4. a hand grasp her shoulder from behind, Riley was her whole body went numb. 感觉到一只手从后面抓住她的肩膀，莱莉是如此的害怕以至于全身都麻木了。 句式1结构：____________________________________________________________________ 学神进阶版句式1结构：_________________________________________________________ Pattern 2： 1. Thrilled and elated, Riley opened her birthday gift box. 2. Angry and annoyed, Riley could only glare in response(怒视着回应). 3. Sorrowful and depressed, Riley’s tears rolled down from cheeks. 练习：4. , Riley covered her mouth, at the report card in disbelief. 既害怕又惊恐，莱莉用手捂住嘴巴，难以置信地看着自己的成绩单。 句式2结构：_________________________________________________________________ 学神进阶版句式2结构：_______________________________________________________ Pattern 3： 1. Hands trembling with thrill, Riley opened her birthday gift box. 2. Eyes filled with sorrow, Riley’s tears rolled down from cheeks. 练习：3. Eyes with anger, Riley could only clench her fists in response. 眼睛因愤怒而瞪大(widen)，莱莉只能握紧拳头回应 4.Heart with fear, Riley covered her mouth, staring at the report card in disbelief. 心中布满(be clouded with)恐惧，莱莉用手捂住嘴巴，难以置信地看着自己的成绩单。 句式3结构：____________________________________________________________________ Pattern 4： 1. A surge of elation seized Riley when she opened her birthday gift box. 2. A wave of annoyance took hold of Riley as she listened his lies. 3. A flood of depression overwhelmed Riley when she found the old photo of her grandma. 4. At the sight of the report card, a strong sense of fright engulfed (吞没) Riley. 句式4结构：____________________________________________________________________ （3） 即学即练： Pattern 1： 1. 她如此地激动以至于跳了起来。 2. She was ___________________________________ she jumped to her feet. 2. 看到那个凶狠的人，他如此害怕以至于站在那儿一动不动。 (用(doing), sb was so+情绪adj+that句式) _____________the fierce man, he was ______________________ he stood rooted to the spot. Pattern 2： 1.连线（将形容词短语与相对应的句子匹配） Confident and determined, a. Jane lay down near a stone in the forest, and trembled from head to toe. Scared and nervous， b.the innocent girl unwrapped her delicate gift box. Curious and thrilled， c.David kept on running,struggling to reach the finish line. 2.既激动又高兴，他跳起来，挥舞着胳膊。 , he to his feet, his arms wildly. (用adj.①+adj.②, sb did sth, doing...句型) Pattern 3： 1. 手掌恐惧的颤抖，我不能动弹。 My palms _________________with fear, I was unable to move an inch. 独立主语 主句主语 2.眼里充满泪水，Mary独自坐在房中。(be filled with ) _________________________________, Mary sat alone in the room. Pattern 4： 1.当商店失火的时候，她很害怕。 When the shop was on fire, ______________________________________________________. 2.当我意识到这件事，我非常难过。 _____________________________________________________________________________. (4） 小组合作： 根据视频写一段60词左右的文章，用所学句型描述视频中Riley的情感变化。 (在全班做自我介绍时的恐—回忆起和家人在一起的喜—搬家后不能继续打冰球hockey的哀...) 要求：运用刚学的四种句型结构 ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ （五）自我评价： (6) 课后作业： Homework: 1.Revise the advanced expressions that we have learned today. 2.Create a scene and use the 4 sentence patterns to write a paragraph by yourself and then you can send it to me. (My Email:864962126@qq.com) 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $