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

2026年道县优质教学资源评选活动 ---高三二轮复习读后续写专题之动作链描写教学设计 课程基本信息 主备人 陈文娟 课型 二轮复习 学科 英语 年级 高三年级 学段 高三 版本章节 读后续写之动作链描写 教学目标 By the end of this section, students would be able to: 1. learn and understand 4 core structures of action chains; master basic usage of participles and with-complex structure. 2. split a scene into sequential actions and express them correctly with 1–2 action chain structures. 3. improve logic and vividness in written expression; enhance performance in continuation writing. 教学重难点 By the end of this section, students would be able to: 1. understand and apply 4 action chain structures 2. correct use of doing/done forms; logical arrangement of action order 学情分析 1. Knowledge Basis: Students master basic verbs and simple sentences but have poor command of participles as adverbials and with-complex structure, with frequent grammatical mistakes. Their writing is full of separated simple sentences without coherent action chains. 2. Ability Deficiencies: Unable to split continuous actions; overuse basic SVO sentences; lack logic and vividness in action description, leading to low scores in continuation writing. 3. Learning Needs: Need memorable, formulaic, easy-to-use sentence patterns to reduce writing difficulty and quickly improve accuracy and variety. 4. Teaching Adaptation: Focus on “verb chains + fixed structures”, low starting point, small steps, intensive practice to fit medium-level students. 教学准备 The videos of action chains; PPT 教学过程 Activity Design Purpose Step 1 Lead-in Watch the video and fill in the blanks. (Using a series of verbs makes the scene dynamic.) Finish the blank: He gently ____ open the classroom door, ____ and ____ to his seat, ____ his backpack, and secretly ____ at the teacher. (pulled, tiptoed, bent down, opened, looked up) Activate prior knowledge with a familiar school scenario; help students directly perceive the concept of action chains; lower the threshold and motivate learning. Step 2 Presentation 1. Core idea: Action chain = a series of logical actions + fixed structures, which is key to high scores. 2. Explain 4 structures with examples and analysis: - Structure 1: Subject + did A, did B, and did C Example: He opened his notebook, uncapped his pen and started writing. - Structure 2: Doing/Done…, Subject + Predicate 1 and Predicate 2 Example: Hearing his name called, he looked up and raised his hand. - Structure 3: Doing/Done…, Subject + Predicate, doing/done… Example: Checking the clock, the students sighed, realizing the time. - Structure 4: With + sb./sth. + doing/done, Subject + Predicate, doing… Example: With the bell ringing, we stood up and read aloud. Use formulaic structures to reduce grammar difficulty; enable medium-level students to memorize and apply directly, solving problems of “not knowing how to write” and “writing incorrectly”. Step 3 Practice Activity 1: Basic Gap-filling (Individual work) 1. The girl stopped sobbing, stepped back and ____ (begin) to sing. 2. ____ (Realize) the truth, I had to give up. 3. ____ (Stand) by the road, they looked up, ____ (feel) peace. 4. With her head ____ (droop), Lucy sat there, ____ (think). Activity 2: Sentence Transformation (Pair check) - Simple sentences → action chain sentences: She ran to the door. She knocked. → Dashing to the door, she raised her hand and knocked. Basic drills strengthen grammar and structures; transformation trains action-splitting ability; layered practice ensures all students can participate and master. Step 4 Production Writing task based on National Volume I 2023: Paragraph 1: When I almost forgot the contest, the news came. Requirement: Use at least 2 action chain structures; about 50 words; describe continuous actions and feelings. Connect to college entrance examination questions; form a closed loop of learn–practice–use; help students experience practical value and build confidence. 板书设计/课堂小结 Structure 1: Subject + did A, did B, and did C Example: He opened his notebook, uncapped his pen and started writing. - Structure 2: Doing/Done…, Subject + Predicate 1 and Predicate 2 Example: Hearing his name called, he looked up and raised his hand. - Structure 3: Doing/Done…, Subject + Predicate, doing/done… Structure 4: With + sb./sth. + doing/done, Subject + Predicate, doing… 教学反思 Clear logic from input to output The teaching process follows “lead‑in → presentation → practice → production”, which helps students recognize, imitate, and then apply the four structures independently. The connection to the 2023 National College Entrance Examination question helps students understand the practical value of the skill. — - 1 - — 学科网（北京）股份有限公司 $