读后续写专项之动作链描写 课件 2025-2026学年高三英语二轮复习（译林版）

该高中英语高考复习课件聚焦“读后续写专项之动作链描写”，依据高考评价体系明确动作连贯描写的核心考查要求，梳理出“主谓结构”“分词作状语”“with复合结构”等四大动作链结构，精准对接读后续写中生动场景构建的高频考点，形成系统的考点突破路径。 课件亮点在于“真题实战+结构化训练”模式，以2023年全国I卷读后续写真题为载体，通过“场景分解—动词匹配—链状组合”三步训练法，培养学生的语言表达能力和逻辑思维品质。特设自评与互评表，助力教师精准把握学情，帮助学生熟练运用动作链提升描写生动性，高效备战高考。

二轮复习读后续写专项之动作链描写 参赛教师：陈文娟 译林版英语全册 2026年道县优质教学资源评选活动 Vivid Descriptions of Action Chains Continuation Writing Micro-skill Lead in He gently ________open the classroom door, ________ and __________ to his seat, ________ his backpack, and secretly ________ at the teacher. pulled bent down opened tiptoed looked up How to make your continuation writing vivid? action chains：a series of coherent actions Observe , find and practice 使用一连串的动词让画面动起来 1. Split the scene into three verbs. 2.Make chain actions. 3. Apply the structure to the expression. Observe , find and practice 动作链结构1：主语+did A，did B，and did C How to describe the chain actions of the boy? uncap open start uncapped his pen open his notebook write down the homework He opened his notebook, uncapped his pen and started writing down the homework. Practice1 1.女孩停止（stop）了啜泣，从女人身边退了(step)回来，开始（begin）唱歌。 2.她登上(board)飞机，坐在座位上，寻找她的书。 The girl stopped sobbing, stepped back from the woman and began to sing. She boarded the plane, sat on her seat and then looked for her book. 动作链结构1：主语+did A，did B，and did C Observe , find and practice 动作链结构2：doing/done...(分词作状语), 主+谓1 （and 谓语2） Hearing his name called, he looked up from his desk and raised his hand. 动作1 动作2 动作3 【hear】→【look up】→【raise】 He raised his hand. Practice2 1. 当我和妈妈一起装饰(decorate)房子时，我不小心摔坏了一个昂贵的花瓶(vase)。 2. 意识到我负担(afford)不起继续深造(further study)的事实，我不得不停止追逐(chase)我的梦想。 When decorating the house with my mother, I accidentally broke an expensive vase. Realizing that I couldn't afford to continue my further studies, I had to stop chasing my dream. 动作链结构2：doing/done...(分词作状语), 主+谓1 （and 谓语2） Practice2 Describe the scene She knocked at the door. 【dash】→【raise】→【knock】 动作1 动作2 动作3 Dashing to her sister's door, she raised her right hand and knocked cheerfully. 动作链结构2：doing/done...(分词作状语), 主+谓1 （and 谓语2） Observe , find and practice Checking the clock, the students sighed quietly, realizing there were still 20 minutes left. 动作1 动作2 动作3 【check】→【sigh】→【realize】 动作链结构3：Doing/Done…, 主+谓, doing/done... 动作链结构3：Doing/Done…, 主+谓, doing/done... _____________(approach) to the window, the girl ________ (look) outside, ________(feel) the beauty of the snow scenery. Approaching looked feeling Describe the scene Practice3 Practice3 1.他们站在空旷的路边，仰望着天空，感受着这份珍贵的平静。 2.被老师的话所鼓舞， Lucy举起了手，小声说，“我来。” Standing beside the empty road, they looked up into the sky, feeling the precious peace. Encouraged by the teacher's words, Lucy raised her hand,whispering, “I'll do it.” 动作链结构3：Doing/Done…, 主+谓, doing/done... Observe , find and practice 动作2 动作3 动作链结构4：with+ sb./sth. +doing/done, 主+谓，doing/done With the class bell ringing sharply,the whole class raised to their feet, reading the text aloud in unison. 【ring】→【raise to one's feet 】→【read】 动作1 动作链结构4： with+ sb./sth. +doing/done, 主+谓，doing/done 嘴巴贴近姐姐的门，她放声歌唱， 希望姐姐跟她去堆雪人。 (With) her mouth _________ (approach) to her sister's door, she _______ (sing) aloud, _______(hope) to make a snowman with her sister. approached sang hoping Describe the scene Practice4 Practice4 1. 耷拉(droop)着脑袋， Lucy坐在河岸边，若有所思。 2. 感激的眼泪顺着脸颊淌下，他跑过去，紧紧地拥抱他的妈妈。 With her head drooping, Lucy sat at the riverbank, thinking about something. With tears of gratitude rolling down his cheeks, he ran forward and hugged his mother tightly. 动作链结构4：with+ sb./sth. +doing/done, 主+谓，doing/done Summary Vivid Description of Action Chains 1. 主语+谓1 ，谓语2 and 谓语3 2. Doing/ Done…, 主语+谓语1 and 谓语2 3. Doing/Done...,主+谓, doing/done... 4. With+ sb./sth. +doing/done, 主+谓，doing/done Production (2023年全国I卷 )When I was in middle school, my social studies teacher encouraged me to enter for a writing contest. I did not love writing and my teacher had allowed me to present my paper on the sinking of theTitanic as an oral report — a one-act play, where I played all the parts. No one laughed harder than he. So, why to do something at which I was sure to fail? His reply: “Because I love your stories. And if you’re willing to apply yourself, I think you have a good shot at this.” I chose Paul Revere’s horse as my subject. The story would come straight from the horse’s mouth Not a brilliant notion/ idea, but funny; and unlikely to be anyone else’s choice. What did the horse think, as he ripped/ got through the night? Did he get tired? Have doubts? Did he want to quit? I sympathized immediately. Igot tired. I had doubts. I wanted to quit. But, like Revere’s fabled/ imaginary horse, I kept going. I worked hard. I checked my spelling. With a dictionary. I enlisted/ asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them. When I handed in the finished essay, my teacher read it, laughed out loud, and said, “Great. Now, write it again. And no name. Entries are anonymous.” I wrote it again. And again and again. If I didn’t win, I didn’t care. Paragraph 1:When I almost forgot the contest, the news came. Paragraph 2:I went to the teacher’s office after the award presentation. Evaluation 维度 自评 同伴评 教师评 用了几种动作链结构？ 动作顺序是否合理顺畅？ 语法正确吗？ 动作符合原文设定吗？ 动作描写生动、有情绪吗？ $