作文“杀手锏”之巧用with复合结构做状语 教学设计 2026届高考英语一轮复习

教学设计 作文“杀手锏”之巧用with复合结构做状语 一、本课时教学设计 Basic information 基本信息 Title The adverbial usage of “With” Compound Structure in writing Grade Senior three Duration 40 minutes Analysis of Students 学情分析 1. 知识基础：学生为高三学生，已掌握基本句式和常见语法结构，对简单句、复合句有基本了解，但对“with复合结构”作为状语的用法还不够熟练，尤其在写作中灵活运用能力较弱。 2. 能力特点：学生在写作方面，多习惯简单句堆砌，但在表达复杂情境时，句式单一，缺乏结构变化，写作语言不够生动、丰富。 3. 认知与情感：高三学生对高考写作有较强的提分需求，愿意学习能快速提升作文档次的语言技巧。他们具备一定的逻辑思维和归纳能力，但需通过具体语境和任务激发学习兴趣。 Teaching objectives 教学目标 1. 语言能力： 理解并掌握with复合结构的基本形式和语法功能，能在句子中正确使用“with + 宾语 + 宾补”结构做状语，提升句式的多样性与表达的准确性。 2. 文化意识：通过端午节相关语境，了解中国传统节日文化，增强文化认同感与传播意识。 3. 思维品质：通过观察、比较、归纳、运用等环节，发展学生的逻辑思维与创造性表达能力。 4. 学习能力：能主动参与课堂小组讨论、结对练习等活动，在教师引导下总结培养学生自主总结语法规律、合作改写语篇、在实际写作中迁移运用的能力。 Key points 教学重点 1. · with复合结构的构成与语法意义及with结构在句子中作状语的用法 2. 根据语境正确选择宾补形式（doing/done/to do/adj./adv.等）和在续写与写作中自然、恰当地运用with复合结构 Types of teaching activities 活动类型 Difficult points 教学难点 Time 时间 Steps 步骤 Activities and modes of interaction 教学活动与互动模式 (IW=individual work, CW=class work, PW=pair work, GW=group work) Expected responses from Ss 学生预期反应 (T=teacher, Ss=students) Assessment 评价方式 Intention of design 设计意图 5分钟 Step 1: Lead-in & Warm-up& Discovery 1. T asks a question: “Translating the sentence” (CW) 2. T asks a question:“What structure have you found from these sentences? ” and invites Ss to review (PW, then share in CW) 3.T asks Ss to make one more: “appreciate the sentence of Mother’s love” (CW) 1. Ss actively answer the lead-in question, sharing their welcomes 2. Pairs discuss the function of with compound structure 3.read the poem with emotion 1. Observation: T observes whether Ss participate in the discussion actively. 2. Oral evaluation: T gives feedback on Ss’ answers (e.g., Positive verbal feedback ("Well spotted!", "Good eye!") 翻译句子、欣赏诗歌并找出结构 呈现例句与诗歌，引导学生观察 激发兴趣，初步感知with结构 12分钟 Step 2: Practice & Rule Induction 1.(T):"Let's crack the code. Please complete the sentences in Step 3 and figure out the rules. Work in your groups."(CW) (Students work on the fill-in-the-blanks for the Dragon Boat Festival examples.) 1. rowing 2. added 3. to spend - 4. (1) refused (passive), (2) jumping (active, ongoing), (3) celebrated (passive). (Teacher): "Now, can your group write a one-word summary for the first two?" Summary 1:(Active) Summary 2:(Passive) Check answers as a class. Ask groups to share their summaries. Clarify any misunderstandings immediately. 1. 完成填空练习并总结规律 引导学生归纳三种常见关系：主动、被动、将来 培养学生发现与归纳语法规则的能力 2. 完成续写句式构建与升级练习 设计情境句子，引导学生使用with结构增强画面感 提升学生在读后续写中营造情境的能力 18分钟 Step 3: Application in Writing Activity1: Practical Writing - Rewriting an Invitation (T):"Now, let's apply this to real writing. Look at the invitation to Cathy. Your mission, in your groups, is to rewrite the assigned sentences using our 'secret weapon'."(CW) Group 1: Rewrite "They are wrapped with meat and eggs, so they are delicious." Group 2: Rewrite "...we can watch an exciting dragon boat race there." Group 3: Rewrite "...we’re going to the No.1 International School to share the story..." Group 1: "With meat and eggs added to them, Zongzi taste delicious." · Group 2: "We will visit the Water Park, with an exciting dragon boat race going on there." · Group 3: "We’re going to the No.1 International School, with the story of the festival to be shared with the students." Peer evaluation within groups. Teacher selects groups to present their answers and provides corrective feedback 小组合作改写邀请信句子 提供语段，组织小组展示与互评 在真实语境中训练语言转换与运用能力 Activity2: Continuation Writing - Creating Atmosphere(CW) (T):"This structure is a superstar in continuation writing for describing scenes and emotions. Let's formulate two key sentence structures." Sentence Structure 1: With + n. + V-ing / prepositional phrase, S + V. Example: "With tears streaming down his cheeks, he replied, 'I did try.'" Sentence Structure 2: S + V, with + n. + V-ed / Adj. Example: "With her hand cut, Joe burst into tears and her legs trembled." (T): "Now, let's upgrade these two sentences for a story about Jane. Work individually first, (PW)then compare(CW)." 1　 "To her great delight, Jane finally arrived at an open area. Her eyes stared at the sky." 2　 "She walked slowly to the stage and her heart was pounding nearly out of her chest." 1. Ss listen carefully and take notes, understanding the sentence structures. 2. Ss actively respond to T’s questions (e.g., "To her great delight, Jane finally arrived at an open area, with her eyes staring at the sky." "She walked slowly to the stage, with her heart pounding nearly out of her chest.") and master the strategy quickly. 1. Observation: T observes whether Ss take notes and follow the analysis. 2. Oral evaluation: Teacher circulates to check individual work. Quick whole-class review of correct answers. 注重学生主体性与合作学习，兼顾语言能力与思维品质的发展，助力学生在高考写作中脱颖而出。 Activity3: Final Challenge - Translation (Teacher):"Final challenge! Translate these high-exam-frequency sentences using the 'with' structure. You have 3 minutes." (Students work on the 2018 and 2020 exam sentence translations.)Work individually first, (PW)then compare(CW)." 1. Ss complete the practice tasks independently, then check with partners, and correct mistakes 2. Ss comment on shared works (e.g., "With such an important meeting to attend, I'm afraid I can't go to the bookstore with you." · "On learning about Puppy's experience, the boy hugged the two lovely creatures, with tears rolling down his cheeks."). 1. Written evaluation: Teacher collects answers or has students write them on the board for immediate correction and scoring. 2. Oral evaluation: Praise creative rewrites and guide Ss to improve (e.g., “Your translation is vivid! ) 1. 展示与评价环节让学生获得反馈，提升写作信心，同时促进互相学习。 2. 完成高考真题句子翻译 提供高考真题语境，指导学生准确输出 检验学习成效，对接高考写作要求 5 分钟 Step 6: Theme summary & homework assignment 1. T leads Ss to discuss: “What’s the function of with compound structure ? What sentence structure did you learn?” (CW), and concludes that the structure：With+宾语+n./adj./adv./prep.phrases； With+ 情绪名词+doing/done, 主谓……；With+身体部位+done/doing, 主谓……(CW). 2. T assigns homework: Micro-writing(微写作) 1. Ss actively discuss the function of with compound structure(e.g.With+宾语+n./adj./adv./prep.phrases), and clearly express their understanding (e.g., “With+ 情绪名词+doing/done, 主谓……；With+身体部位+done/doing, 主谓…….”), and agree with the conclusion. 2. Ss write down the homework and ask questions if they have doubts 1. Oral evaluation: Check Ss’ understanding of the with compound structure through their discussions. 2. Task assignment: Clearly explain the homework requirements to ensure Ss know how to complete it. 自我评价与课堂小结 引导学生总结结构并反思掌握情况 强化学习成果，形成知识结构 二、作业设计 Micro-writing(微写作) 一进入这个大厅，她发现有很多观众正等待她的表演。突然，紧张淹没了她。她脸色苍白，双腿颤抖着向前走去。她努力地掩饰她的紧张，但是她仍能听到心脏砰砰的跳动声，痛苦的节奏让她窒息，使她很虚弱。最终，她还是成功的走到了台上。深呼吸，努力地让自己平静下来，但是大脑一片空白。她交叉双手，结果发现自己冰冷的双手在出汗、在颤抖着。 提示词：一…就 on/upon doing sth 表演performance 紧张nervous，nervousness苍白的white 痛苦的节奏 painful beating 使某人窒息 choke sb大脑一片空白 one’s mind went blank 出汗sweat. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 三、课堂学案 教学课题：作文“杀手锏”之巧用with复合结构做状语 班级: 姓名: 小组:____________ 【导学流程】 一、导 Step1：Translating Step2：lead-in：enjoy a poem and thinking Mother’s love With you my guide, I’m confident. With you supporting me, I’m brave. With you to help me, I’m hopeful. With your love around me, I’m lucky. With your love on and on, I’m rich. With your love kept in my heart, I’m powerful. With your love deep as the sea, I’m grateful. Q1:What structure(结构） have you found from the poem? Step3：Practice 1.With all the racers_______ (row) the dragon boats quickly, they are speeding to the finishing line. Summary1: 宾语和宾补为_____关系 2.With meat and eggs ______(add) to Zongzi, they taste delicoius. Summary1:宾语和宾补为_____关系 3.With a one-day holiday ________ ( spend) with my family , I’m looking forward to the coming festival. Summary1:表_______的动作 4.The most famous story of the Dragon Boat Festival is about QuYuan. (1)He, with his suggestions ______(refuse), felt hopeless. (2)With Quyuan_________ (jump) into the Miluo river, people felt very sad. (3)This year, with the festival ___________ (celebrate), we will hold many activities in honor of Quyuan. Step3：How can we apply it to our practical writing? & Rewrite（改写） by using with+o+o.c. Dear Cathy, Knowing that you’re quite interested in the Dragon Boat Festival, I’m delighted to invite you to celebrate it with my family. The festival is approaching, and I have made a plan for it. First, we’ll go to buy some Zongzi. They are wrapped(包裹） with meat and eggs, so they are delicious . Then,we will visit the Water Park, because we can watch an exciting dragon boat race there. At last, we’re going to the No.1 International School to share the story of the festival with the students . Hope you can accept my sincere invitation and I’m looking forward to your coming. Group1:________________________________________________________ Group2:________________________________________________________ Group3:________________________________________________________ Step4：How can we apply it to our continuation writing? sentence structure with “With” Compound Structure sentence structure 1: _____________________________________________________ 眼泪顺着他的脸颊流下，他回答说：“我真的试过了。” __________________________________________________________________________ he replied, “ I did try.” sentence structure 2 :___________________________________________________ Joe的手被割伤，她突然大哭，腿抖着。 __________________________________ Joe burst into tears and her legs trembled. Practice 5:upgrade sentences using ‘with’ compound structures. To her great delight, Jane finally arrived at an open area. Her eyes stared at the sky. ______________________________________________________________________________________________________________________________________________________________ She walked slowly to the stage and heart was pounding nearly out of her chest. ______________________________________________________________________________________________________________________________________________________________Step5：Application 【2018全国卷I】有这么重要的会议要参加，恐怕我不能和你去书店了。______________________________________________________________________________________________________________________________________________________________【2020浙江I卷】在得知Puppy的遭遇后，男孩拥抱了这两个可爱的小家伙，泪水顺着他的脸颊滚落下来。______________________________________________________________________________________________________________________________________________________________ Step6：Summary 1.With 的复合结构做状语: With 的复合结构在读后续写中的句式结构: Step7：Self-assessment Step8：Homework: Micro-writing(微写作) 一进入这个大厅，她发现有很多观众正等待她的表演。突然，紧张淹没了她。她脸色苍白，双腿颤抖着向前走去。她努力地掩饰她的紧张，但是她仍能听到心脏砰砰的跳动声，痛苦的节奏让她窒息，使她很虚弱。最终，她还是成功的走到了台上。深呼吸，努力地让自己平静下来，但是大脑一片空白。她交叉双手，结果发现自己冰冷的双手在出汗、在颤抖着。 提示词：一…就 on/upon doing sth 表演performance 紧张nervous，nervousness苍白的white 痛苦的节奏 painful beating 使某人窒息 choke sb大脑一片空白 one’s mind went blank 出汗sweat _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $