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Continuation Writing
Skills for the Description of Actions
读后续写
动作描写的微技巧
Activity 1 Think and Discuss
How to make your writing vivid and attractive
细节描写
外貌、动作、神态、语言、心理
环境描写
人物描写
读后续写高考真题
题 号 问题 原 因 办 法 体裁 主题思想 侧重点
2023新高考Ⅰ&II 我不愿参加英文作文比赛 英语为非母语，写作很困难 老师的肯定和鼓励 记叙文 自我成长 动作描写
2022新高考Ⅰ&II 残疾的David因害怕别人嘲笑不敢参与越野赛 老师让他自己选择参加还是不参加 特教老师的劝说 记叙文 战胜自卑 动作描写
2021新高考Ⅰ&II 双胞胎做早餐把厨房弄得一团糟 给母亲惊喜,庆祝母亲节 … their father appeared 父亲助攻 记叙文 母亲节惊喜 动作描写
2020新高考卷 帮助Bernard如何赚钱养家 经济衰退 John had an idea: 做爆米花卖钱 记叙文 助人献爱心 动作描写
Please describe the following picture and video.
The girl hugged the boy.
The girl dashed forward, jumped up and hugged the boy tightly.
The boy ate spicy strips （辣条）.
step 1
step 2
step 3
撕开包装
tear up the package
挤出一根
squeeze out one strip
大咬一口
take a big bite
The boy tore up the package, squeezed out one strip, and took a big bite.
the steps we should take to eat spicy strips
Skill 1: 分解动作，形成动作链
将结果性的动作，分解成更细致的连贯性的微动作，使动作结果过程化，形成动作链。
结果性的动作
连贯性的动作
Activity 2 Activate and Apply
Part 1
构建动作链
Action-chain
2017年浙江高考：被狼围堵，身处险境
How to get out of this dangerous situation
threw the meat to the wolves
掏出肉
瞄准狼
扔向狼
He pulled out the meat, aimed at the wolves and threw it straight to the fierce animal.
Chain 1: S+V1, V2 and (then) V3 （表示同一个主语，三个动作接连发生）
Practice
1. 她登上(board)飞机，坐在座位上，寻找她的书。
_______________________________________________________2. Mike跳下自行车，冲进(dash in)他的小车，并关上车门。
_______________________________________________________
3. 这位歌手瞥了(glance at)观众一眼，深吸一口气，开始唱歌。
_______________________________________________________
She boarded the plane, sat on her seat and then looked for her book.
Mike jumped off the bicycle, dashed in his car and closed the door.
The singer glanced at the audience, took a deep breath and began to sing.
S+V1, V2 and (then) V3
Please find out the sentence pattern.
queue
Chain 2: Having done..., S+V. （表示同一个主语，动作有先后关系时, 主动且先完成的动作用 having done）
Having queued for 3 hours, he was told that the tickets had been sold out.
Having failed the second round, the young man was so nervous that he was at a loss what to do.
非谓语having done,
主动且先于谓语动作
S
V
非谓语having done,
主动且先于谓语动作
S
V
Having queued
he
was
told
Having failed
the
young man
was
Practice
1. 得知我英语很好之后，他给了我一份打字的工作。_______________that my English was very good, he_______ me a typing job.
2. 等了很久之后，我独自在雪地里跋涉(trudge)到学校。
_______________for a long time, I _________ to school through the snow alone.
3. 完成这个项目后， Lucy就辞职了。
_______________the project, Lucy _______the job
Having known
Having waited
Having done..., S+V
gave
trudged
Having finished
quit
Mr. Bean attempted to cheat in the exam.
憨豆先生试图在考试中作弊。
Please describe the following picture and video.
During the exam, Mr. Bean looked around, finding everyone writing papers seriously, and he slowly moved towards his deskmate, attempting to glance at his answers.
在考试期间，憨豆先生环顾四周（look around）,发现（find）每个人都在认真写试卷，然后他的身体慢慢地向他同桌移动
（move）,试图瞥一眼（glance at）他的答案。
动作1
动作2
动作1
动作2
动作分解后的画面：
Skill 2: 丰富动作链，形成动作面
侧重从不同角度描绘同一个画面，让画面“满”起来，使读者在阅读时脑海中自然而然地建构出电影画面。
Activity 2 Apply
Part 2
构建动作面
Action-scene
Please describe the following picture.
stand on the stage
hold his fist up
take an oath / θ /宣誓
Our headmaster stood on the stage, holding his fist up and taking an oath.
Standing on the stage, our headmaster held his fist up, taking an oath.
Scene 1: S+V, doing (and doing). / Doing, S+V, doing
（表示同一个主语，同时发生不同动作，且表主动）
Notes:在对人物进行动作描写时，可以从人物的外貌、神态、心理、语言等角度进行描述。
Please find out the sentence patterns.
Terrified by the scene in front of him, he was rooted to the spot, being at a loss what to say.
Scene 2: Done, S+V, (doing). / S+V, done（表示同一个主语，动作与逻辑主语关系为被动时用 done）
The sadness that had been looming over her birthday disappeared, replaced with joy and gratitude.
非谓语done, 表被动
V
非谓语doing, 表主动
S
S
V
非谓语done, 表被动
Terrified
he
was rooted
being
The sadness
disappeared,
replaced
①The bell was ringing.
②The students entered the classroom.
The bell ringing, all the students entered the classroom.
Scene 3: 独立主格结构/with复合结构，S+V （表示动作的逻辑主语不一致时用独立主格结构/with复合结构: （with）逻辑主语+非谓语/形容词/副词/介词短语）
③She opened the parcel slowly.
④Her hands were trembling.
Notes: 独立主格结构在句中充当状语，with复合结构在句中充当状语和定语，两者有时可互换。
She opened the parcel, with her hands trembling.
独立主格结构
with
1. 听到这个消息，她的母亲微笑着，轻轻地拍了拍他的背。__________ the news, her mother ________, _________ his back gently.
2. 被老师的话所鼓舞，Lucy举起了手，小声说，“我来。”
_______________by the teacher’s words, Lucy _______ her hand, _______________, “I’ll do it.”
3. 天真的女孩心跳加速，毫不犹豫地打开了精致的礼盒。
With her heart _________wildly, the innocent girl ___________ her delicate gift box without any hesitation.
raised
Practice
Encouraged
whispering
Hearing
smiled
patting
beating
unwrapped
Activity 3 Summary
Skills for the description of actions
① S+V1, V2 and (then) V3 （表示同一个主语，三个动作接连发生）
② Having done..., S+V.（表示同一主语动作有先后关系时, 主动且先完成的动作用 having done）
① S+V, doing (and doing). / Doing, S+V, doing（表示同一主语同时发生不同动作，且表主动）
Action-chain
Action-scene
②Done, S+V, (doing). / S+V, done（表示同一个主语，动作与逻辑主语关系为被动时用 done）
③独立主格结构/with复合结构，S+V.
Activity 4 Understand and Consolidate
感悟真题
A MOTHER’S DAY SURPRISE
2021新高考ⅰ卷:
The twins were filled with excitement as they thought of the surprise they were planning for Mother’s Day. How pleased and proud Mother would be when they brought her breakfast in bed. They planned to make French toast and chicken porridge. They had watched their mother in t he kitchen. There was nothing to it. Jenna and Jeff knew exactly what to do.
The big day came at last. The alarm rang at 6 a.m. The pair went down the stairs quietly to the kitchen. They decided to boil the porridge first. They put some rice into a pot of water and left it to boil while they made the French toast. Jeff broke two eggs into a plate and added in some milk. Jenna found the bread and put two slices into the egg mixture. Next, Jeff turned on the second stove burner to heat up the frying pan. Everything was going smoothly until Jeff started frying the bread. The pan was too hot and the bread turned black within seconds. Jenna threw the burnt piece into the sink and put in the other slice of bread. This time, she turned down the fire so it cooked nicely.
Then Jeff noticed steam shooting out of the pot and the lid starting to shake. The next minute, the porridge boiled over and put out the fire. Jenna panicked. Thankfully, Jeff stayed calm and turned off the gas quickly. But the stove was a mess now. Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge. But Jeff’s hand touched the hot burner and he gave a cry of pain. Jenna made him put his hand in cold water. Then she caught the smell of burning. Oh dear! The piece of bread in the pan had turned black as well.
the conflict:
the main plot:
the twins messed up the breakfast
the twins made breakfast to mother on Mother’s Day
boil
put
left
made
broke
added
clean it up
cook
Para1: As the twins looked around them in disappointment, their father appeared.


Para2: The twins carried the breakfast upstairs and woke their mother up.
What would happen next
父亲要发火
父亲了解情况后, 没有发火
父亲和他们一起做早餐
4. 在父亲的助攻下,早餐顺利做好了
5. 他们都非常开心和自豪
父亲了解情况后, 没有发火
父亲和他们一起做早餐
在父亲的助攻下,早餐顺利做好了
了解情况后, 蹲下来, 给拥抱/拍肩膀, 说…
Having learned their plan, he knelt down, patted them on the shoulder / gave them a big hug and comforted, “Time is on our side. Let’s do it together”.
清洗了锅, 重新煮上了粥, 并且烤上了面包
They cleaned up the pot, cooked the porridge and toasted the bread once again.
有了经验和父亲的帮助, 早餐做好了, 散发出宜人的香味
Armed/ equipped with the experience of failure and an extra helping hand, the breakfast was ready, giving off a pleasant smell.
Chain 2: Having done..., S+V. + Chain 1
Chain 1: S+V1, V2 and (then) V3
Scene 2: Done, S+V, doing
Activity 5 Transfer and Innovate
迁移与创新
Scene 1 跳水救人 （第一、二组同学做）
Henry jumped into the river and saved Robert.
（可以思考跳水前发生什么，如何跳，如何救）
Scene 2 在全班面前进行演讲（第三、四、五组同学做）
Tom gave a speech in front of the whole class.
（可以思考演讲前Tom的表现，演讲后同学老师的反应）
描写以下场景
Show Time
Possible version
Upon hearing the screams, Henry ran/ dashed/ rushed to
the riverside hurriedly, threw off his clothes and jumped into the water without hesitation. Robert almost sinking,
Henry reached him. By great effort, and with much danger to himself, he dragged Robert to the shore.
心理
心理
S
V1
V2
V3
Chain 1: S+V1 +V2 and V3
without hesitation
hurriedly
独立主格结构
S
V
Scene 3: 独立主格结构，S+V.
拖，拽
Scene 1 跳水救人
Tom glanced through the audience off the stage, took a deep breath to calm down and began his speech. With his speech finished, all my classmates cheered up with wide eyes and burst into thunderous applause. The teacher looked at Tom, nodding with satisfaction and thumbing up at him.
心理
神态
心理
Possible version
S
V1
V2
Chain 1: S+V1+V2 and V3
V3
with 复合结构
V1
V2
S
S
V1
doing
doing
Scene 3: with复合结构，S+V.
Scene 1: S+V, doing and doing.
cheered up
wide
eyes
satisfaction
Scene 2 在全班面前进行演讲
The things I did 1-5 point(s)
1. I understood and applied action chains.
2. I built up action scenes properly in my writing.
3. I arranged the plot logically.
4. I used accurate words to describe the actions.
5. I performed well in class.
Activity 6 Evaluation
Activity 7 Summary
Skills for the description of actions
① S+V1, V2 and (then) V3 （表示同一个主语，三个动作接连发生）
② Having done..., S+V.（表示同一主语动作有先后关系时, 主动且先完成的动作用 having done）
① S+V, doing (and doing). / Doing, S+V, doing（表示同一主语同时发生不同动作，且表主动）
Action-chain
Action-scene
②Done, S+V, (doing). / S+V, done（表示同一个主语，动作与逻辑主语关系为被动时用 done）
③独立主格结构/with复合结构，S+V.
动作
镜头1：
神态
镜头3：
心理
镜头2：
环境
镜头4：
语言
局部
整体
Activity 8 Further Thinking
Activity 9 Homework
Must-do (必做)
1. Polish your first paragraph of the writing.
2. Finish the second paragraph of the continuation writing in Test 19(测试十九）
Selected (选做)
阅读2020-2023年高考真题读后续写的优秀范文，用今天所学的内容去深度学习动作描写。

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