《人教版 2019 选择性必修三 Unit 5 读后续写遣词造句练习答案解析》
一、动作描写（“谓语动词 A, B and C” 结构）
The poet observed the cherry blossoms, counted the syllables and composed a haiku on the blank paper.
Children recited the nursery rhyme, clapped their hands and circled around the lawn.
She hummed the folk song, marked the rhythm with a brass bell and taught it to her students.
二、动作描写（“谓语动词 + 非谓语动词（描述肢体动作 / 心理）” 结构）
The amateur writer sat by the window, pondering about the sorrow in Shakespeare's sonnets.
Tagore wrote his verses, inspired by the imagery of dewdrops and butterflies.
They stood in the cherry orchard, watching the blossoms fall like pink snow.
三、情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理））
Clapping her hands gently, she said the poem's core mood made her feel sympathetic.
Shaking his head in confusion, he noted the complicated rhyme scheme of the Victorian sonnet was hard to grasp.
Flipping through the nursery rhyme book, they mentioned the innocence of childhood in the verses warmed their hearts.
四、情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写））
Affectionately, the poet recited his work with his eyes filled with passion.
Sorrowfully, she listened to the folk tale with her hands clenched tightly.
Eagerly, they discussed the literary contest with their voices charged with eagerness.
五、环境描写（形容词（描述心理）+ 句子（描述肢体动作）+ with 复合结构（神态描写））
Reverently, she gazed at the dawn over the clover field with her breath held.
Delightedly, he listened to the mockingbird's song with his eyebrows relaxed in delight.
Attentively, they attended the poetry reading with their faces set in concentration.
六、环境描写（形容词（视觉、听觉、嗅觉））
The bright garden, with the sound of bees buzzing and the fragrance of cherry blossoms, felt like a poem.
The quiet study, with the sound of pages turning and the smell of ink, was full of literary charm.
The lively village square, with the melody of folk music and the aroma of fresh bread, showed a lively scene.
七、公用高级句式（倒装结构）
Only after experiencing loss did she realize the depth of grief in Elizabeth Barrett Browning's verses.
Only by combining with his era background can we grasp the essence of Tagore's "The Crescent Moon".
When seeing a butterfly resting on a diamond-like dewdrop came the inspiration for his award-winning cinquain.
八、巧用修辞手法（比喻）
The poet's words were like gentle hands that touched the core of every listener's heart.
The rhythm of the folk song was like a dancing flame that made everyone tap their feet.
The era of Victorian sonnets was like a garden that birthed countless literary treasures.
九、巧用修辞手法（拟人）
The cherry blossom whispered softly, sharing its delicate beauty with the waiting poet.
The nursery rhyme sang through the ages, comforting children with its innocent tune.
The blank paper waited eagerly, awaiting the poet's words to bring it to life.
十、巧用修辞手法（夸张）
The sorrow in the poem was so heavy that it seemed to crush the walls of the room.
His passion for haiku was so great that it seemed he dreamt in syllables.
The literary contest attracted so many entries that they seemed to flood from the village to the capital.《人教版 2019 选择性必修三 Unit 5 读后续写遣词造句练习》
一、动作描写（“谓语动词 A, B and C” 结构）
句型
多个连续动作，用 “主语 + 谓语动词 1, 谓语动词 2 and 谓语动词 3”，按动作先后或逻辑排列，简洁呈现连贯动作流。
迁移示例
The villagers lit the lanterns, decorated the street and gathered for the harvest ceremony.（村民们点亮灯笼，装饰街道，聚集起来参加丰收仪式。依次呈现 “点亮灯笼 - 装饰街道 - 聚集参加仪式” 连贯动作）
仿写填空
The poet ______ the cherry blossoms, ______ the syllables and ______ a haiku on the blank paper.（诗人凝视樱花，数着音节，在空白纸上写下一首俳句）
Children ______ the nursery rhyme, ______ their hands and ______ around the lawn.（孩子们背诵童谣，拍着手，在草坪上转圈）
She ______ the folk song, ______ the rhythm with a brass bell and ______ it to her students.（她哼唱民歌，用铜铃打着节奏，把它教给学生们）
二、动作描写（“谓语动词 + 非谓语动词（描述肢体动作 / 心理）” 结构）
句型
“主语 + 谓语动词 + 非谓语动词（现在分词 / 过去分词，体现伴随肢体动作或心理状态）”，让动作与伴随情况融合，丰富表意。
迁移示例
The children ran through the square, laughing loudly during the Christmas carnival.（孩子们跑过广场，在圣诞狂欢节期间大声笑着。“ran” 是谓语，“laughing loudly during the Christmas carnival” 现在分词短语表伴随动作）
仿写填空
The amateur writer sat by the window, ______ about the sorrow in Shakespeare's sonnets.（业余作家坐在窗边，思索着莎士比亚十四行诗中的悲伤。用现在分词短语体现伴随心理）
Tagore ______ his verses, ______ by the imagery of dewdrops and butterflies.（泰戈尔写下诗句，被露珠与蝴蝶的意象所启发。过去分词短语表伴随状态）
They stood in the cherry orchard, ______ the blossoms fall like pink snow.（他们站在樱花园里，看着花瓣像粉色雪花般飘落。现在分词短语表伴随动作）
三、情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理））
句型
先以非谓语动词（多为现在分词）呈现肢体动作，后接句子说明心理，把外在动作和内在情绪关联，让情绪表达更具画面感。
迁移示例
Dancing with joy, she said she was excited to attend the La Tomatina festival.（高兴地跳着舞，她说自己很兴奋能参加番茄大战节。“Dancing with joy” 展现肢体动作，后续句子点明兴奋的心理）
仿写填空
______ her hands gently, she ______ the poem's core mood made her feel sympathetic.（轻轻拍着手，她说这首诗的核心意境让她心生共鸣。非谓语体现动作，句子说明共鸣心理）
______ his head in confusion, he ______ the complicated rhyme scheme of the Victorian sonnet was hard to grasp.（困惑地摇着头，他说维多利亚时代十四行诗复杂的韵律很难掌握。非谓语表肢体，句子表困惑心理）
______ the nursery rhyme book, they ______ the innocence of childhood in the verses warmed their hearts.（翻阅童谣书，他们说诗句中童年的纯真温暖了他们的心。非谓语展动作，句子表温暖心理）
四、情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写））
句型
非谓语动词（如现在分词）体现心理，句子进一步阐释心理，并用 “with + 名词 + 形容词 / 现在分词” 复合结构描绘神态，多维度渲染情绪。
迁移示例
Joyful, they celebrated the occasion with smiles on their faces.（喜气洋洋，他们庆祝这个节日，脸上带着笑容。“Joyful” 表心理，“with smiles on their faces” 复合结构描神态）
仿写填空
______, the poet recited his work with his eyes ______ with passion.（深情地，诗人朗诵自己的作品，眼睛里充满激情。非谓语表心理，复合结构描神态）
______, she listened to the folk tale with her hands ______ tightly.（悲伤地，她听着民间故事，双手紧紧握着。非谓语体现心理，复合结构绘神态）
______, they discussed the literary contest with their voices ______ with eagerness.（热切地，他们讨论着文学竞赛，声音里充满渴望。非谓语表心理，复合结构描状态）
五、环境描写（形容词（描述心理）+ 句子（描述肢体动作）+ with 复合结构（神态描写））
句型
先用形容词体现人物心理，接着句子描述肢体动作，再以 “with + 名词 + 形容词 / 现在分词” 复合结构补充神态，借环境或场景关联心理、动作与神态。
迁移示例
Astonished, the visitor wandered through the carnival crowd with his mouth open.（惊叹不已，游客在狂欢节人群中漫步，嘴巴张着。“Astonished” 表心理，“wandered through the carnival crowd” 是动作，“with his mouth open” 描神态）
仿写填空
______, she ______ the dawn over the clover field with her breath ______.（敬畏地，她凝视着三叶草田野上的黎明，屏住了呼吸。形容词表心理，句子描动作，复合结构绘内在状态）
______, he ______ the mockingbird's song with his eyebrows ______ in delight.（欣喜地，他听着知更鸟的歌声，眉头舒展着。形容词体现心理，句子表动作，复合结构描神态）
______, they ______ the poetry reading with their faces ______ in concentration.（专注地，他们参加诗歌朗诵会，脸上带着专注的神情。形容词表心理，句子描动作，复合结构绘神态）
六、环境描写（形容词（视觉、听觉、嗅觉））
句型
用视觉、听觉、嗅觉相关形容词描绘环境，营造氛围，为故事添背景色彩，让读者借感官感受场景。
迁移示例
The colorful square, with the sound of drums and the smell of roast potatoes, was full of festival atmosphere.（色彩斑斓的广场上，鼓声阵阵，烤土豆的香味弥漫，充满了节日气氛。“colorful”（视觉）、“sound”（听觉）、“smell”（嗅觉）营造氛围）
仿写填空
The ______ garden, with the ______ of bees buzzing and the ______ of cherry blossoms, felt like a poem.（明媚的花园里，蜜蜂的嗡嗡声和樱花的芬芳让人感觉像一首诗。填视觉、听觉、嗅觉形容词 / 名词，营造氛围）
The ______ study, with the ______ of pages turning and the ______ of ink, was full of literary charm.（安静的书房里，翻书的声音和墨水的气味充满了文学气息。用视觉、听觉、嗅觉形容词 / 名词，渲染场景）
The ______ village square, with the ______ of folk music and the ______ of fresh bread, showed a lively scene.（热闹的乡村广场上，民间音乐的旋律和新鲜面包的香气呈现出热闹的景象。借视觉、听觉、嗅觉形容词 / 名词，营造氛围）
七、公用高级句式（倒装结构）
句型
把谓语或谓语部分提前，如 “副词 / 介词短语 + 谓语 + 主语”，突出强调，让句子有变化、更紧凑，增强表达力度。
迁移示例
Only when the lanterns were lit did the festival atmosphere become lively.（只有当灯笼点亮时，节日气氛才变得热闹起来。“Only when the lanterns were lit” 提前，引发倒装，强调时间节点）
仿写填空
______ did she realize the depth of grief in Elizabeth Barrett Browning's verses.（直到经历了失去，她才意识到伊丽莎白 巴雷特 勃朗宁诗句中悲伤的深度。用倒装突出意识到的时机）
______ can we grasp the essence of Tagore's "The Crescent Moon".（只有结合他的时代背景，我们才能理解泰戈尔《新月集》的精髓。借倒装强调理解的方式）
______ came the inspiration for his award-winning cinquain.（在看到蝴蝶停在钻石般的露珠上时，他获得了创作获奖五行诗的灵感。用倒装突出灵感出现的情境）
八、巧用修辞手法（比喻）
句型
用 “像…… 一样”（like）、“仿佛……”（as if）等，把事物比作另一类事物，让描述生动形象、具体可感。
迁移示例
The lanterns in the square are like stars in the sky, brightening the whole night.（广场上的灯笼像天上的星星，照亮了整个夜晚。把灯笼比作星星，突出其明亮）
仿写填空
The poet's words were ______ that touched the core of every listener's heart.（诗人的话语像温柔的手，触动了每个听者的心灵深处。用比喻描绘话语的感染力）
The rhythm of the folk song was ______ that made everyone tap their feet.（民歌的节奏像跳动的火焰，让每个人都忍不住踮脚打拍。借比喻展现节奏的活力）
The era of Victorian sonnets was ______ that birthed countless literary treasures.（维多利亚时代的十四行诗时期像一座花园，孕育了无数文学瑰宝。用比喻体现时代的创造力）
九、巧用修辞手法（拟人）
句型
把事物或抽象概念当作人，赋予人的动作、情感、神态等，让描写鲜活有趣，拉近与读者距离。
迁移示例
The old church has witnessed countless wedding ceremonies over the years.（这座古老的教堂多年来见证了无数场婚礼。“witnessed” 赋予教堂人的动作）
仿写填空
The cherry blossom ______ softly, sharing its delicate beauty with the waiting poet.（樱花温柔地低语，把它娇嫩的美丽分享给等待的诗人。拟人化，赋予樱花 “低语” 动作）
The nursery rhyme ______ through the ages, comforting children with its innocent tune.（童谣穿越岁月歌唱着，用纯真的旋律安慰孩子们。让童谣 “歌唱”，拟人呈现）
The blank paper ______ eagerly, awaiting the poet's words to bring it to life.（空白的纸张急切地等待着，期待诗人的文字赋予它生命。赋予纸张 “等待” 的拟人化行为）
十、巧用修辞手法（夸张）
句型
故意夸大或缩小事物特征、程度，突出特点，增强感染力，让读者印象深刻。
迁移示例
The number of people at the carnival was so large that it seemed to cover the entire city.（狂欢节上的人数如此之多，仿佛覆盖了整个城市。夸张突出人数之多）
仿写填空
The sorrow in the poem was so heavy that ______ the walls of the room.（诗中的悲伤如此沉重，仿佛要压垮房间的墙壁。夸张渲染悲伤的浓烈）
His passion for haiku was so great that ______ he dreamt in syllables.（他对俳句的热爱如此强烈，仿佛连做梦都在用音节说话。夸张体现热爱的程度）
The literary contest attracted so many entries that ______ from the village to the capital.（文学竞赛吸引了如此多的作品，仿佛从乡村到首都都被稿件淹没。夸张突出参与的广泛）
