《读后续写微技能之使用动作链与动作面》课件 高考英语专题复习

这是一份《读后续写微技能之使用动作链与动作面》课件 高考英语专题复习，共17页。PPT课件主要包含了How等内容，欢迎下载使用。
What did Mr. Bean attempt t d? Hw d yu knw?What did he d?
lked arundpretended t think hardmved slwly tward the man next t himpked his head uthe cpied dwn the answers
读后续写微技能之动作链与动作面Actin Chains and Actin Scenes
Learning bjectives:1.use actin chains t create pictures in writing;2.use actin scenes t make them mre vivid.
细化动作，把动作过程分解成一连串细微的动作，像影片一样一帧一帧地让画面按顺序进行，形成动作链，使读者建立起生动的“画面感”。
动作链（actin chains）是指一系列相互关联、有机连接的动作，它们按照一定的顺序发生，构成一个完整的能体现动作过程的场景或情节。
Part 1 actin chains
Actin 1: 撕开包装Actin 2: 挤出一根Actin 3: 大咬一口
Step 1:T split actins
The by ate spicy strips(辣条).
tear up the package
squeeze ut ne strip
take a big bite
The by tre up the package, squeezed ut ne strip, and tk a big bite.
(将结果性的动作,分解成更细致的连贯性的微动作,使动作过程化,形成动作链。)
Step 2:T cmbine actins
(将细致的动作按照逻辑顺序合并成一个句子。)
The by tre up the package, squeezed ut ne strip, and tk a big bite.
Sentence patterns f actin chains
Pattern 1:Subject + actin 1，actin 2，actin 3，… and actin N.
Pattern 2:V-ing/V-ed/t d, Subject + actin 1，actin 2，actin 3，… and actin N.Subject + actin 1，actin 2，actin 3，… and actin N, V-ing/V-ed/t d. Subject1+ actin 1，actin 2，actin 3，… and actin N, Subject2 V-ing /V-ed/t d.
Task 1: Use actin chains t describe the fllwing vides
Actin 1: Actin 2: Actin 3:
Michelle Yeh accepted the Oscar Award.
Mr. Bean attempted t cheat in the exam.
Michelle Yeh quickly stepped up nt the stage, accepted the prize frm the presenters with excitement, glanced at the audiences, tk a deep breath nervusly and hlding the prize high, expressed her gratitude t the Academy.
During the exam, Mr. Bean lked arund, finding everyne writing papers seriusly, then slwly mved tward the man next t him, pked his head ut t and cpied dwn the answers with satisfactin.
Part 2 actin scenes
动作面（actin scene）是指在写动作链（actin chains）的同时融入情感/心理，环境，语言等，使得动作画面更丰满生动,避免单调的动词堆砌。
Deeply mved, Michelle Yeh quickly stepped up nt the stage, accepted the award frm the presenters with the audiences present applauding, glanced at the audiences, tk a deep breath nervusly and said “thank yu”, hlding the prize up high.
（2025杭州二模读后续写）Paragraph 1: I std there frzen as Justin was handed his medal. My heart punded, nt frm running but frm disbelief. The blue and white ribbn I had imagined arund my neck nw hung n Justin’s, glinting under the sunlight. The cheers fr him eched in my ears, mixing with my wn ragged breaths. I glanced at Mm—her smile had sftened int encuragement, her hands still clapping, but nw fr Justin. A lump rse in my thrat as I watched Justin’s dad ruffle(弄皱,弄乱) his hair prudly. The medal I’d dreamed f, the victry I’d almst tasted, was gne. My legs felt heavy, nt with exhaustin but with disappintment.
Task 2: Analyze actin scenes used in the fllwing paragraph.
动作 环境 情感/心理
Task 3: Use actin scenes t create vivid pictures.
Scene 1: 男孩们去湖中嬉戏的场景。Scene 2: 学生们第五节课快下课时准备吃午饭的场景。Scene 3: 一个学生在解一道很难的数学题。
Sentence Patterns:1. Subject + actin 1，actin 2，actin 3，… and actin d, Subject + actin 1，actin 2，actin 3，… and actin + actin 1，actin 2，actin 3，… and actin N, V-ing/V-ed/t d. 4.Subject1+ actin 1，actin 2，actin 3，… and actin N, Subject2 V-ing /V-ed/t d.
Scene 1: 男孩们去湖中嬉戏的场景。
Under the ht sun, raring with laughters, the bys threw their shirts n the grass, kicked ff their sandals and dived int the lake withut hesitatin excitedly, splashing the waves and scaring away a white bird in the reeds.
Scene 2: 学生们第五节课快下课时准备吃午饭的场景。
With five minutes left in the fifth perid, as the students sniffed the air, they caught whiffs f braised prk frm the cafeteria, their stmachs grwling. Sme students even quickly clsed their ntebks, tapped the pencils impatiently n desks and their eyes kept darting t the clck, lnging fr the lunch bell at any mment.
Scene 3: 一个学生在解一道很难的数学题。
Biting his pencil in frustratin and scratching his head, the student stared at the stubbrn math prblem, feeling extremely desperate, then erased his third failed attempt and flipped thrugh the textbk fr similar examples, as the clck ticked ludly, reminding him the hmewrk deadline was appraching.
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)Para 2: I watched as David mved t the starting line with the ther runners. He ①_____________________________ (转过头来看着我) and I ②____________________________________________________________ (我点点头，朝她他起大拇指，为他感到骄傲). He ③__________________________________________________________________ (笑了笑，深吸一口气，准备比赛，眼里充满决心).With a bang, every runner ④__________________________________ (跑得像箭一还样快). He ⑤_____________________________________________(尽管脚步异常，是用尽全身力气跑). Eventually, he finished the running. As David, the last ne, made it t the finishing line, ⑥_________________________________(时间像静止了一样) Thunderus applause brke ut, with the name David eching again and again.
Task 4: Use actin scenes t finish the cntinuatin writing
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)Para 2: I watched as David mved t the starting line with the ther runners. He① turned his head arund t lk at me and I② ndded and thumbed at him, feeling prud f him. He③smiled, tk a deep breath and gt ready fr the race, eyes brimming with determinatin. With a bang, every runner④ sht like an arrw. He ran with all his strength, in spite f his abnrmal steps. Eventually, he finished the running. As David, the last ne, made it t the finishing line, time seemed t stand still. Thunderus applause brke ut, with the name David eching again and again.