2023届高考英语二轮复习读后续写：动作描写课件

这是一份2023届高考英语二轮复习读后续写：动作描写课件，共26页。PPT课件主要包含了本课目标，正能量原则，三原则， ，Summary，Thank you等内容，欢迎下载使用。

1. 复习读后续写”三原则四步骤”2. 能够理解并使用固定句式进行动作描写3. 能够根据短文细节,合理选用动作描写撰写与原文相呼应的细节,提升续文合理度, 与原文融洽度及语言优美度.
快速完成优质续写文的策略
内容要前后衔接，上下连贯语言表达风格一致。
故事情节应跌宕起伏，其中人物会遇到困难或问题，但最终能解决。
故事内容一定要正能量，弘扬社会主义核心价值观。如迷路了但最终一定回到了家；失败了或遇到困难了，但最终一定成功了；吵架了但最后一定是言归于好,和睦相处；犯错了，最后一定会改过自新，重新做人；贼逃了，最后一定是绳之以法等等。
Characters: Wh, Events: What (when, where, hw, why )
环境描写,语言描写, 动作描写,情绪描写, 心理描写,
读 后 续 写 高 考 真 题
如何使动作描写更饱满？
感知:结合语境,如何优化表达？1. Because f his lies, she lked at him.Because f his lies, she at him.2. With nly twenty secnds left, I ran t the line.With nly twenty secnds left, I t the line.3. With nly tw minutes left, he ate his meal.With nly tw minutes left. He up his meal.4. She heard her mther say quietly as she walked dwn the hall, "Dn't wake yur dad up."She heard her mther as she dwn the hall, "Dn't wake yur dad up. "
rush/dashed
general wrds（笼统词） cncrete wrds(具体词） walk (蹑手蹑脚地走) run (猛冲) lk (瞥见) (怒视) (凝视) say/talk (闲聊) (耳语) cry （啜泣) eat (咬) （咀嚼) (吞下)
stare
whisper
Skill 1：Chse Accurate Verbs 用精准动词代替笼统动词
start/begin decide cry remember tired see attract
get dwn t ding
make up ne's mind
burst int tears
keep in mind
catch sight f
Skill 2：Chse prper phrases用恰当短语代替普通动词
拥抱 hug/embrace
思考：Which picture is mre vivid?
Skill 3：分解动作，形成动作链 Actin chains
把动作过程分解成一连串的动作，构造动作链，让你的动作描写既丰富又生动！
she dashed frward,jumped up and hugged the by tightly.
Sentence pattern 1： Sb. 谓语 A, 谓语B and 谓语 C
描述一系列的动作。如果是同一个主语做了两个动作以上，可以用这样的结构,这可以进行大量的动作细节描写，完整的交代过程。
I put n my cat hurriedly, grabbed my bag and rushed t schl this mrning.
思考：匆忙上学前有哪些动作
put n my cat
grabbed my bag
rushed t schl
动作链 结构1: A, B and C
主要动作-用谓语动词表示（时态）
次要动作-用非谓语动词表示（主动且先发生,用having dne）
排了三个小时的队伍, 他被告知票被卖完了.
Having queued fr 3 hurs, he was tld that the tickets had been sld ut.
Sentence pattern 2:当出现两个动作，而前后两个动作逻辑主语一致时，非谓语(主动且完成:Having dne sth), 主+谓
Blamed by his teacher and laughed at by everyne, he felt rather upset and depressed.
次要动作-用非谓语动词表示（被动形式dne）
受到老师的责难和大家的嘲笑，他感到相当的不安和沮丧。
Sentence pattern 3:当出现两个动作，而前后两个动作逻辑主语一致时，非谓语(dne 被动),主+谓
　The girl began blwing her whistle, trying t get ther’s attentin.
次要动作-用非谓语动词表示（主动用ding）
女孩开始吹她的口哨，尝试去吸引其他人的注意力。
Sentence pattern 4:当出现两个动作，而前后两个动作逻辑主语一致时，主+谓, 非谓语(主动用ding)
①Encuraged by the teacher's wrds, Li Hua raised his hand high, saying, “ I vlunteer.”
②Encuraged by the teacher's wrds, Tm hesitated t raise his hand , whispering, “ ignre me.”
Sentence pattern : Dne/Ding, 句子主干 , ding 句子主干, ding +ding
1. 肢体2. 面部3. 心理 4. 语言
把动作和面部表情，心理，语言等结合，形成动作面。
Skill 4：构造动作面 Creating a whle picture
感受着这份珍贵的宁静。
动作面 句型1: ding+句子主干+ding
Standing beside the empty rad, they lked up t the sky,feeling the precius peace.
贝贝坐在泳池边，双臂低垂，眺望远方，思考自己是白熊猫还是黑熊猫。
动作面 句型2: with +逻辑主语+非谓.
With his arms drpping,Beibei sat beside the pl, wndering whether he was white r black.
Hw t describe an actin vividly?
4.看到一辆车开过来，他猛烈地挥手，希望能搭车。
3.被她的善良所感动，我决定把这份无私的爱传递下去，将来帮助更多的人。
1. 他拦下出租车，拿着箱子跳上去，告诉司机去警察局。
2. 被母亲误解后，她跑回房间，哭得很伤心。
患有脑疾的小男孩David参加越野比赛，赛前他信心动摇想要放弃，“我“鼓励他积极面对困难，战胜自我，David接受了我的建议，尽管困难重重他依然勇敢地完成了比赛，赢得其了同学们的喝彩。(选自2022年高考全国1卷)
请运用所学技巧续写故事：
He stpped the taxi, jumped in with the suitcase and tld the driver, “G t the plice statin, please.”.
Deeply mved by her kindness , I decided t pass n the selfless lve, helping mre peple in the future.
Seeing a car appraching, he waved vilently, hping t get a ride.
Misunderstd by her mther, she ran back t her rm, crying sadly.
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute(路线) thrugh thick evergreen frest. I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run. What was wrng? He had wrked s hard fr this event! I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him”, he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide”.I bit back my frustratin(懊恼). I knew the cach meant well—he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.
David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger—that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin. 注意：1. 续写词数应为150左右; 2. 请按如下格式在答题卡的相应位置作答. We sat dwn next t each ther, but David wuldn’t lk at me.____________I watched as David mved up t the starting line with the ther runners.______