读后续写之“动作链”教学设计 -2026届高三英语一轮复习专项

勇于创新 精益求精 奋发向上 砥砺前行 Action Chain of Continuation Writing ---高二英语读后续写之“动作链”教学设计 课 题 Action Chain of Continuation Writing 年 级 高 二 班 级 XXXX 学 科 英 语 主备人 XXXX 审核人 XXX 高二英语组 课 型 Continuation Writing Learning Objectives(学习目标) 1.通过静态和动态画面对比，让学生能从词、链、面去描绘颁奖场景。 2.通过使用6张图片，让学生运用所学动作链来讲述生动、形象的故事。 3.通过小组讨论和观察情景表演“Stuck in the Pumpkin”，让学生构建符合逻辑的续写故事面，进行书写。 Learning Important and Difficult Points(学习重难点) 1.通过观察动态画面和静态画面的差异，使用一系列的动词来描绘颁奖场景。 2.总结表达情绪和动作的副词以及介词短语，学生能润色自己的文章。 3.通过词、链、面的练习，增强学生写作的连贯性和生动性。 Learning methods(学习方法) 1.以学生为中心的学习法(Students-centered learning) 2.任务型学习法(Task-based learning method) 3.合作型学习法(Cooperative learning) 4.讨论学习法及小组学习法(Discussing method and group work) Learning Aids(学习工具) PPT, Blankboard and Learning Design Learning procedures(学习过程) Step I. Warming up & Leading-in精导激趣——情景启动 Put forward a question “How to describe the wind vividly in writing?” Then listen to a song“如果你要写风，就不能只写风”。 【设计意图】欣赏歌曲，理解词中“如果你要写风，就不能只写风，你要写柳条轻轻柔柔飘入你心中”，使学生能用眼睛、耳朵和感觉捕捉动作细节，从而引出本课要讲的动作链。 Step Ⅱ. Presenting Learning Objectives精标激行——目标激动 Students look at the learning objectives 30 minutes to know what will be learned. Step Ⅲ. Describe Scenes精探激思——探究互动 （如何通过静态画面，发挥想象力，从词、链、面去描绘场景,搭建动作面） 【Activity 1】 Question 1:Who is she? And what did she do in picture 1? Question 2:Can you imagine what she had done before she received the golden medal? Question 3: How to describe the scene of receiving a golden medal(场景)? Picture 1 Picture 2 【step】 【wave】 【smile】 【receive/accept】 Ex.1:Stepping onto the platform, Quan Hongchan waved her hands, smiled at the audience and received/accepted a golden medal. 【设计意图】借助亚运会热点人物，呈现全红婵获奖的静图，引导学生思考获奖前的一些动作。总结“登台领奖”的一系列动词，从而为Activity 2运用这些动词描绘类似场景做准备。 【Activity 2】 Question 1: Who are they? What did Grandpa Yuan Longping do in picture 2? Question 2: Can you imagine what he had done before he received the medal? Question 3: How to describe the scene of receiving a medal(场景)? 【step】 【shake hands】 【receive/accept】 Ex.2: Grandpa Yuan Longping stepped onto the platform, shook hands with president Xi and received/accepted a medal. 【设计意图】通过呈现类似场景，学生进行描述练习，从而巩固刚学的几个动作描写词汇。并为Activity 3的拓展句子、使句子更生动做好准备。 【Activity 3】 (两个学生表演获奖和授予奖牌的场景，以生动活泼的形式展现更多领奖时的细节。) Question 1:How to describe the process of accepting a medal? Question 2: How did he open the door? Quickly or slowly? Question 3: What was his facial expression when he waved at the audience? Question 4:What was his feeling when he got a medal? Question 5: Was his voice loud or not when he sang a song? 【open】 【wave】 【accept】 【sing】 Step IV. 精点激悟——点拨促动 Eg. 1:He accepted a medal. Eg.2: He opened the door, waved at the audience, accepted a medal and sang a song.【使用多种动词，搭建动作链】 Eg.3: He slowly opened the door, waved at the audience with a big smile, got a medal excitedly and sang a song in a loud voice.【使用表达情绪或动作的副词和介词短语来修饰动词，构成生动的画面】 Eg.4: Opening the door, he waved at the audience with a big smile, and got a medal excitedly, who also sang a song in a loud voice. 【借助多种表达，使画面更丰富多彩】 【设计意图】通过从单个动词、多种动词、多样化的表达来构建生动的画面，达到启发诱导学生展开想象和初步描述单个动作、动作链，从而为Step Ⅳ的学生运用所学技巧展开故事情节、描绘画面做好准备。 Step V.Thinking and Speaking精测激效——检测评定 【Activity 4——看6幅图，观察人物的语言、动作、神态和心理状态等细节，选择前2幅图来编个故事，并展示】 Question 1: What is the story about? Question 2:What can you know from the dialogue? Question 3: How do you feel? ( Picture 2 ) ( Picture 3 ) ( Picture 1 ) ( Picture 6 ) ( P icture 5 ) ( P icture 4 ) Question 4:Can you circle the verbs used in this sample? ( One day, with an empty bowl held in his hand, a man wearing ragged clothes walked slowly towards a boy, who asked the boy in a sad voice, Can you give me some money? ” After hearing that, the boy reached deep into the wallet, pulled out 10 yuan and gave it to the poor beggar. Then he walked away. However, the beggar spoke to the boy rudely and scolde d him loudly, who added , “ You wear expensive clothes so can you give me more money ” ... —— A Sample by Miss Han ) 【设计意图】通过小组讨论，从而发挥学生创造力和主体地位，并通过运用所学技巧，用动作链描述细节、展现生动的画面，从而为Step Ⅴ的写作做好准备。 Step ⅤI. Writing精拓激能——拓展应用 Activity 5：Application【展示图片，创设情景Stuck in the Pumpkin】Pumpkin (南瓜) carving at Halloween is a family tradition. But Anna was stuck in the pumpkin that was carved. 1.Group Discussion Question 1:What would you do if you were Anna? Question 2: What would you see? Question 3: What would you hear? Question 4: How would you feel? 【设计意图】通过小组讨论，并找小组成员表述“头卡南瓜”的解决方法，从而激发学生的想象力和表达能力，从而为Show Time的表演做好准备。 2.Show Time【两位同学表演，再现头卡在南瓜里的情景】 【设计意图】通过学生表演，引导学生关注更多的动作、语言、神情和心理描写，从而为生动的写作过程做准备。 【Try to find various solutions and select the most proper one】 ( Eg. He tried varieties of methods, eventually succeed ing in getting my head out by pushing the pumpkin and carefully cutting it open with a knife. Eg. Feeling funny and amused, he laughed at me loudly but soon picked up a slammer(锤子), knocked on the top of the vegetable and it cracked(裂开). ) 3.Writing and Display【学生去黑板展示、屏幕投屏展示学生的作文、展示范文并】 【设计意图】学生对人物语言、情感、心理活动等进行动作链描写，进行输出练习。通过黑板和屏幕两种展示方式呈现，并当场通过副词、介词短语、定语从句和非谓语等的使用，润色文章，巩固本节课所学。 StepⅤII. Summary方法总结 回顾用动作链构建动作面的技巧。 ( Create V ivid S cene s ) ( C hain of A ction ) ( Various V erbs ) ( v erbs ) StepⅤIII. Homework 1.Review various verbs that have been learned in this class. 2.Polish your writing with your partners by using what you’ve learned. 【Work sheet】 Step 1: Word Bank about Action Description reach deeply into the wallet 伸进口袋 hold an empty bowl 拿着一个空碗 wear ragged clothes 穿着破旧的衣服 spoke to the boy rudely and scolded him loudly 粗鲁地对男孩说，大声责备 Step 2: Word Bank about Writing Verbal Phrases grab a knife; cut the pumpkin into halves; tear it open(撕开); pull the pumpkin off my head; pick up a slammer(拿起锤子); crack(裂开); knock on the top of the vegetable; tears welled up in one’s eyes(热泪盈眶). Adverbs gently, carefully, cautiously, tightly Prep. phrases with caution, in great panic, with all his might(用尽全力) Sentence Structures With the knife moving lightly on the pumpkin...[with复合结构] Step 3: Evaluate the possible solutions and try to find the most proper one Eg.1____________________________________________________________________________ _______________________________________________________________________________ Eg.2____________________________________________________________________________ _______________________________________________________________________________ Eg.3____________________________________________________________________________ _______________________________________________________________________________ Step 4:Writing(Stuck in the Pumpkin) _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _________________________ 精细 务实 4 规范 创新 学科网（北京）股份有限公司 $