读后续写非谓语动词 课件-2026届高三英语一轮复习专项

该高中英语高考复习课件聚焦“读后续写非谓语动词运用”核心考点，依据高考评价体系明确“画面感营造”“句式多样性”考查要求，梳理主动同时、被动完成等四大逻辑句式，归纳简单句合并、语篇续写等常考题型，体现备考针对性。 课件亮点在于“分层训练+易错点警示+语篇应用”策略，如通过基础改写巩固句式结构，翻译应用提升语言能力，语篇续写培养思维品质。特设逻辑主语一致等易错提醒，帮助学生掌握非谓语动词在续写中的实战技巧，助力高考冲刺，为教师提供系统复习指导。

null 读后续写微技能——用非谓语动词创造画面感 读后续写中使用大量动词创造画面感，但为避免文章从头到尾都是只包含一个谓语动词的简单句，必须使用非谓语动词。续写中常用非谓语动词作状语，表示目的、结果、原因等，或作伴随状语、方式状语，以衔接动作、增强画面感。 句式 1 Doing... (and doing...), sb. did sth. ; Sb. did sth., doing... (and doing...) 某人做了某事，同时做着……（和做着……） 【示例 1】孩子们跑进教室，兴奋地笑着、喊着。 普通句：The children ran into the classroom. They laughed and shouted excitedly. 升级句：The children ran into the classroom, laughing and shouting excitedly. 【示例 2】学生们专心听讲并认真做笔记，吸收讲座中的每一条知识。 普通句：The students listened and took notes attentively. They absorbed every piece of knowledge from the lecture. 升级句：Listening and taking notes attentively, the students absorbed every piece of knowledge from the lecture. 【示例 3】看到一位老人掉了钱包并费力地去捡起来，Lisa 立刻跑过去帮他捡起来。 普通句：Lisa saw an old man drop his wallet and struggle to pick it up. She quickly ran over to help him pick it up. 升级句：Seeing an old man drop his wallet and struggle to pick it up, Lisa quickly ran over to help him pick it up. 句式 2 Done..., sb. did sth. (, doing...) 完成…… 之后，某人做了某事 (，同时做着……) 【示例 1】受到老师的鼓励，Andy 决定试一试。 普通句：Andy was encouraged by her teacher, and she decided to give it a try. 升级句：Encouraged by her teacher, Andy decided to give it a try. 【示例 2】被突如其来的雷暴吓到，Tom 紧紧抱住母亲，大声哭泣。 普通句：Tom was frightened by the sudden thunderstorm, so he hugged his mother tightly and cried loudly. 升级句：Frightened by the sudden thunderstorm, Tom hugged his mother tightly, crying loudly. 句式 3 Having done..., sb. did sth. (, doing...) 做完某事之后，某人做了某事 (，同时做着……) 【示例 1】完成家庭作业后，Bob 去踢足球了。 普通句：After finishing his homework, Bob went to play football. 升级句：Having finished his homework, Bob went to play football. 【示例 2】尝试了各种方法后，这位科学家终于找到了答案，兴奋地跳了起来。 普通句：The scientist had tried various methods. Finally, he found the solution and jumped up in excitement. 升级句：Having tried various methods, the scientist finally found the solution, jumping up in excitement. 句式 4 Doing..., sb. did sth., doing… 在做…… 的时候，某人做了某事，同时做着…… 【示例 1】她快速奔跑，赶上了最后一班火车，气喘吁吁。 普通句：She ran quickly and caught the last train. And at that moment she was gasping for breath. 升级句：Running quickly, she caught the last train, gasping for breath. 【示例 2】发现一只发抖的小狗，他们把它带回家，用温暖的毯子裹住它。 普通句：They found a shivering puppy. Then they took it home and wrapped it in a warm blanket. 升级句：Finding a shivering puppy, they took it home, wrapping it in a warm blanket. 即时训练 3 一、请运用上面所学的 “非谓语动词” 句式改写下列句子。 1. The girl opened the door. She rushed out in a hurry. 2. Lisa stood on the stage. She delivered the speech confidently and gestured naturally with her hands. 3. The boy finished his meal. He went to play football with his friends. 4. The shy boy was invited to the study group. Gradually, he participated in it and shared his notes. 二、请运用上面所学的 “非谓语动词” 句式翻译下列句子。 1. 说出实情后，我紧紧地拥抱着 Anna。 2. 她自豪地笑了，拿着试卷给父母看。 3. 在教练的鼓励下，Tom 每天练习，逐渐提高了速度。 4. 通过每天练习和从错误中学习，她赢得了游泳比赛。 5. 在当地公园做社区服务时，Jessica 清理了垃圾，还种了一些小花。 参考答案 即时训练 3 一、 1. The girl opened the door, rushing out in a hurry. 2. Standing on the stage, Lisa delivered the speech confidently, gesturing naturally with her hands. 3. Having finished his meal, the boy went to play football with his friends. 4. Invited to the study group, the shy boy gradually participated in it, sharing his notes. 二、 1. Having told the truth, I hugged Anna tightly. 2. She smiled proudly, holding her test paper and showing it to her parents. 3. Encouraged by his coach, Tom practiced daily, improving his speed gradually. 4. Doing daily practice and learning from mistakes, she won the swimming competition. 5. Doing community service in the local park, Jessica cleaned up the litter, planting some small flowers as well. 1 学科网（北京）股份有限公司 $ 读后续写微技能 Narrative Writing Micro-skill 用非谓语动词创造画面感 Using Non-finite Verbs to Create Vivid Scenes Senior High Grade 2 English Micro-writing Lesson 1.7.2013 大家好，欢迎来到今天的英语微写作课堂。今天，我们将一起探索一个能让我们的读后续写瞬间变得生动、充满画面感的强大工具——非谓语动词。学会它，你的笔下就能呈现出像电影镜头一样流畅的动作和场景。让我们一起开启这段语言升级之旅吧！ ‹#› What You Will Gain Today 知识目标 / Knowledge Objectives Master 4 sentence patterns with non-finite verbs. Understand the meaning and logic of doing, done, and having done. 能力目标 / Ability Objectives Accurately rewrite simple sentences. Apply at least 3 patterns in writing. 素养目标 / Literacy Objectives Appreciate the beauty of concise language. Cultivate the habit of using verb groups. 1.7.2013 在开始之前，我们先明确一下本节课的目标。通过这40分钟的学习，大家不仅要掌握非谓语动词的几种核心用法，更重要的是，要学会如何在实际写作中运用它们，让你的文字不再是简单的句子堆砌，而是能描绘出栩栩如生的画面。我们的最终目标是提升大家的语言素养，感受英语表达的魅力。 ‹#› 环节一：情境导入 · 对比感知 Session 1: Situation Introduction The girl slipped on the wet ground. Her books fell everywhere. A boy came over. He picked up the books for her. He smiled at her gently. Which Version is More Vivid? Version 1 (Simple Sentences) The girl slipped on the wet ground. Her books fell everywhere. A boy came over. He picked up the books for her. He smiled at her gently. Version 2 (Upgraded with Non-finite Verbs) Slipping on the wet ground, the girl dropped all her books everywhere. Seeing this, a boy walked up quickly, picked up the books for her and smiled at her gently. 结论 / Conclusion：非谓语动词能打包多个动作，让句子更紧凑，场景更连贯。 / Non-finite verbs can package multiple actions, making sentences more compact and scenes more coherent. 1.7.2013 大家看，版本1用了五个简单句来描述这个过程，虽然意思表达清楚了，但读起来感觉很生硬，像在记流水账。而版本2，仅仅用了两句话，就把整个过程描绘得非常流畅。这就是非谓语动词的魔力！它能将多个相关的动作连接起来，使句子更简洁，画面感更强。今天，我们就来学习如何使用这个强大的工具。 ‹#› 环节二：新知讲解 · 句式建模 / Session 2: Learning New Patterns 掌握4个万能句式，快速升级你的续写语言。 Master 4 versatile patterns to upgrade your writing. Doing..., sb. did sth. 主动，同时发生 (Active, Simultaneous) Done..., sb. did sth. 被动，完成 (Passive, Completed) Having done..., sb. did sth. 主动，先后 (Active, Sequential) Doing..., sb. did sth., doing... 多重动作叠加 (Multiple Actions) 1.7.2013 In this session, we will explore four versatile sentence patterns that are essential for upgrading your narrative writing. These patterns include: "Doing..., sb. did sth." for active and simultaneous actions, "Done..., sb. did sth." for passive and completed actions, "Having done..., sb. did sth." for active and sequential actions, and "Doing..., sb. did sth., doing..." for depicting multiple concurrent actions. Mastering these will significantly enhance the expressiveness of your writing. ‹#› 句式 1: Doing..., sb. did sth. 核心语义 / Core Meaning 主动、同时发生 适用场景 / Applicable Scenarios 伴随动作、情绪表达 (Accompanying actions, emotions)。 1.7.2013 第一个句式是“Doing..., sb. did sth.”。它强调的是主句的动作和doing的动作是同时发生的，并且主语是主动发出doing这个动作的。比如，孩子们跑进教室，同时在笑和叫。在续写中，我们可以用它来描绘人物的伴随动作或情绪。例如，“紧紧地握着破风筝”这个动作，和“跑向父亲”是同时发生的，生动地表现了女孩的焦急和难过。 ‹#› 句式 1: Doing..., sb. did sth. 【示例 1】孩子们跑进教室，兴奋地笑着、喊着。 普通句：The children ran into the classroom. They laughed and shouted excitedly. 升级句：The children ran into the classroom, laughing and shouting excitedly. 【示例 2】学生们专心听讲并认真做笔记，吸收讲座中的每一条知识。 普通句：The students listened and took notes attentively. They absorbed every piece of knowledge from the lecture. 升级句：Listening and taking notes attentively, the students absorbed every piece of knowledge from the lecture. 【示例 3】看到一位老人掉了钱包并费力地去捡起来，Lisa 立刻跑过去帮他捡起来。 普通句：Lisa saw an old man drop his wallet and struggle to pick it up. She quickly ran over to help him pick it up. 升级句：Seeing an old man drop his wallet and struggle to pick it up, Lisa quickly ran over to help him pick it up. 1.7.2013 第一个句式是“Doing..., sb. did sth.”。它强调的是主句的动作和doing的动作是同时发生的，并且主语是主动发出doing这个动作的。比如，孩子们跑进教室，同时在笑和叫。在续写中，我们可以用它来描绘人物的伴随动作或情绪。例如，“紧紧地握着破风筝”这个动作，和“跑向父亲”是同时发生的，生动地表现了女孩的焦急和难过。 ‹#› 句式 2: Done..., sb. did sth. 核心语义 / Core Meaning 被动、完成 (Passive & Completed)。表示主句主语是done动作的承受者。 适用场景 / Applicable Scenarios 情绪触发 (Emotional triggers)，如被鼓励、感动。 1.7.2013 本页介绍了句式“Done..., sb. did sth.”。其核心语义是被动和完成，即主句主语是done这个动作的承受者。该句式适用于情绪触发的场景，比如受到鼓励、感到感动等。教材示例展示了“被老师鼓励后，安迪决定尝试”，写作应用则给出了“被她的话感动后，他坚定地点头”的例子，帮助大家理解和使用这个句式。 ‹#› 句式 2: Done..., sb. did sth. 【示例 1】受到老师的鼓励，Andy 决定试一试。 普通句：Andy was encouraged by her teacher, and she decided to give it a try. 升级句：Encouraged by her teacher, Andy decided to give it a try. 【示例 2】被突如其来的雷暴吓到，Tom 紧紧抱住母亲，大声哭泣。 普通句：Tom was frightened by the sudden thunderstorm, so he hugged his mother tightly and cried loudly. 升级句：Frightened by the sudden thunderstorm, Tom hugged his mother tightly, crying loudly. 1.7.2013 本页介绍了句式“Done..., sb. did sth.”。其核心语义是被动和完成，即主句主语是done这个动作的承受者。该句式适用于情绪触发的场景，比如受到鼓励、感到感动等。教材示例展示了“被老师鼓励后，安迪决定尝试”，写作应用则给出了“被她的话感动后，他坚定地点头”的例子，帮助大家理解和使用这个句式。 ‹#› 句式 3: Having done..., sb. did sth. 核心语义 / Core Meaning 主动、先后 (Active & Sequential)。表示having done的动作发生在主句动作之前。 适用场景 / Applicable Scenarios 动作先后衔接 (Linking sequential actions)。 1.7.2013 第三个句式是“Having done..., sb. did sth.”。这个句式强调动作的先后顺序，doing的动作发生在主句动作之前。比如，鲍勃先完成作业，然后才去踢足球。在续写中，我们可以用它来清晰地衔接两个有先后关系的动作，让叙事更有条理，同时避免重复使用then, after等词汇。 ‹#› 句式 3: Having done..., sb. did sth. 【示例 1】完成家庭作业后，Bob 去踢足球了。 普通句：After finishing his homework, Bob went to play football. 升级句：Having finished his homework, Bob went to play football. 【示例 2】尝试了各种方法后，这位科学家终于找到了答案，兴奋地跳了起来。 普通句：The scientist had tried various methods. Finally, he found the solution and jumped up in excitement. 升级句：Having tried various methods, the scientist finally found the solution, jumping up in excitement. 1.7.2013 第三个句式是“Having done..., sb. did sth.”。这个句式强调动作的先后顺序，doing的动作发生在主句动作之前。比如，鲍勃先完成作业，然后才去踢足球。在续写中，我们可以用它来清晰地衔接两个有先后关系的动作，让叙事更有条理，同时避免重复使用then, after等词汇。 ‹#› 句式 4: Doing..., sb. did sth., doing... 核心语义 / Core Meaning 多重动作叠加 (Multiple Actions Overlapping)。一句话包含多个动作。 适用场景 / Applicable Scenarios 打造“电影镜头感” (Creating a "movie shot" feel)。 1.7.2013 最后是一个更高级的句式：“Doing..., sb. did sth., doing...”。这个句式可以在一句话里包含三个动作，形成一个连续的动作链，非常有画面感，就像电影里的一个镜头。比如，“她飞快地跑着”，这是第一个动作；“赶上了火车”，这是核心动作；“喘着粗气”，这是伴随状态。这样的句子能让你的描写立刻生动起来。 ‹#› 句式 4: Doing..., sb. did sth., doing... 【示例 1】她快速奔跑，赶上了最后一班火车，气喘吁吁。 普通句：She ran quickly and caught the last train. And at that moment she was gasping for breath. 升级句：Running quickly, she caught the last train, gasping for breath. 【示例 2】发现一只发抖的小狗，他们把它带回家，用温暖的毯子裹住它。 普通句：They found a shivering puppy. Then they took it home and wrapped it in a warm blanket. 升级句：Finding a shivering puppy, they took it home, wrapping it in a warm blanket. 1.7.2013 最后是一个更高级的句式：“Doing..., sb. did sth., doing...”。这个句式可以在一句话里包含三个动作，形成一个连续的动作链，非常有画面感，就像电影里的一个镜头。比如，“她飞快地跑着”，这是第一个动作；“赶上了火车”，这是核心动作；“喘着粗气”，这是伴随状态。这样的句子能让你的描写立刻生动起来。 ‹#› 核心逻辑对比 / Core Logic Comparison Pattern 1 Doing... (主动 & 同时 / Active & Simultaneous) Pattern 2 Done... (被动 & 完成 / Passive & Completed) Pattern 3 Having done... (主动 & 先后 / Active & Sequential) Pattern 4 Doing..., doing... (多重 & 叠加 / Multiple & Overlapping) 1.7.2013 为了帮助大家更好地理解和区分，我把这四个句式的核心逻辑整理成了一个表格。大家可以清晰地看到，它们的主要区别在于逻辑关系：是主动还是被动？是同时发生还是有先后顺序？理解了这一点，我们就能在不同的写作场景中正确地选择和使用它们。 ‹#› ⚠️ 易错点提醒 / Common Mistake Alert 非谓语的逻辑主语必须和主句主语一致！（The logical subject must be consistent!） ❌ Incorrect Example Looking out of the window, the tree was shaking. 谁在看窗外？是I，不是the tree。（Who is looking out the window? It's "I", not "the tree".） ✅ Correct Example Looking out of the window, I saw the tree shaking. 逻辑一致：现在分词“Looking”的执行者是主句主语“I”，即“I”看窗外并看到树在摇晃，主语与动作执行者统一，句子逻辑连贯准确。 1.7.2013 When using non-finite verbs, there is a crucial principle—and also the most common pitfall: the logical subject of the non-finite verb must match the subject of the main clause. Look at the incorrect example: the logical subject of "Looking out of the window" should be a person, but the main clause subject is "the tree", which causes logical confusion. The correct version is "I saw the tree shaking". Remember this principle, and your sentences will be error-free. ‹#› 环节三：分层训练 · 逐步进阶 / Session 3: Practice 01 Basic Rewriting 合并简单句 (Combine simple sentences) 02 Translation Application 运用所学句式翻译 (Translate using learned patterns) 03 Discourse Enhancement 续写片段 (Continue a story) From basics to practice, consolidate learning. 1.7.2013 理论学习结束，现在是实战演练时间！我们将通过三个关卡的训练，从基础的句子改写，到翻译应用，再到真实的语篇升级，一步步巩固今天所学的知识。请大家准备好纸和笔，我们马上开始！ ‹#› Level 1: Basic Rewriting (5 mins) 将简单句合并为非谓语句式。 1. The girl opened the door. She rushed out in a hurry. →The girl opened the door, rushing out in a hurry. 2. Lisa stood on the stage. She delivered the speech confidently. She gestured naturally with her hands. →Standing on the stage, Lisa delivered the speech confidently, gesturing naturally with her hands. 3. The boy finished his meal. He went to play football with his friends. →Having finished his meal, the boy went to play football with his friends. 4. The shy boy was invited to the study group. He gradually participated in it and shared his notes. →Invited to the study group, the shy boy gradually participated in it, sharing his notes. 1.7.2013 Level 1: Basic Rewriting. Please combine the four sets of simple sentences on the screen into a more concise and advanced sentence using the patterns we just learned. You have 5 minutes to complete this independently. After finishing, you can check each other's answers with your deskmate. ‹#› Level 2: Translation Application (5 mins) 1.说出实情后，我紧紧地拥抱着 Anna。 2.她自豪地笑了，拿着试卷给父母看。 3.在教练的鼓励下，Tom 每天练习，逐渐提高了速度。 4.通过每天练习和从错误中学习，她赢得了游泳比赛。 5.在当地公园做社区服务时，Jessica 清理了垃圾，还种了一些小花。 →Having told the truth, I hugged Anna tightly. →She smiled proudly, holding her test paper and showing it to her parents. →Encouraged by his coach, Tom practiced daily, improving his speed gradually. →Doing daily practice and learning from mistakes, she won the swimming competition. →Doing community service in the local park, Jessica cleaned up the litter, planting some small flowers as well. 1.7.2013 很好，第一关大家完成得不错。现在进入第二关，翻译应用。请大家用今天学的句式来翻译这几个句子。注意，要优先考虑使用非谓语动词来表达动作和情绪。同样是5分钟时间，开始吧。 ‹#› 第三关：语篇升级 / Level 3: Discourse Enhancement (5 mins) 故事背景 / Story Context It was a cold winter afternoon. I was walking home alone when I heard a weak cry from the bushes. 挑战 / Challenge Continue for 3-4 sentences, using at least 2 patterns. 1.7.2013 这是语篇升级的练习。请根据左侧的情境和右侧的故事背景，续写3-4句话，要求用上至少两种非谓语动词句式，让故事更生动。 ‹#› 第三关：语篇升级 / Level 3: Discourse Enhancement (5 mins) 参考示例 / Reference It was a cold winter afternoon. I was walking home alone when I heard a weak cry from the bushes. Bending down carefully, I pushed aside the leaves and saw a little cat shivering with cold. Wrapping it in my scarf gently, I held it tightly and hurried home. 1.7.2013 这是语篇升级的练习。请根据左侧的情境和右侧的故事背景，续写3-4句话，要求用上至少两种非谓语动词句式，让故事更生动。 ‹#› 环节四：成果展示 · 点评升华 / Session 4: Presentation & Review 亮点肯定 / Highlights 共性问题 / Common Issues 1.7.2013 Time's up! I've seen many wonderful pieces. Let's take a look at some students' work. This student's piece skillfully uses the "Having done" structure... Of course, we also found some common issues, such as inconsistent logical subjects. Remember, the purpose of learning non-finite verbs is not to show off grammar, but to make our writing more expressive and immersive for the reader. ‹#› 环节五：课堂小结 / Session 5: Summary 4个万能句式 1. Doing..., sb. did sth. 2. Done..., sb. did sth. 3. Having done..., sb. did sth. 4. Doing..., sb. did sth., doing... 3个核心逻辑 • doing (主动同时) • done (被动完成) • having done (主动先后) 1个黄金原则 逻辑主语必须一致 (Logical subject must be consistent) 1.7.2013 Okay, our class is coming to an end. Let's review today's takeaways together. We've learned 4 versatile patterns, understood 3 core logics, and kept in mind 1 golden rule. I hope you can internalize this knowledge and truly apply it to your own writing. ‹#› Thanks Keep Writing, Keep Improving 1.7.2013 今天的课就到这里。感谢大家的积极参与！记住，语言的学习是一个持续的过程，不断地写作，不断地改进，你们的笔下之路将会越走越宽广。下课！ ‹#› $