Unit2 IconicAttractions一轮复习读后续写遣词造句练习(含答案)-2026届高三英语人教版(2019)选择性必修第四册

文档属性

名称 Unit2 IconicAttractions一轮复习读后续写遣词造句练习(含答案)-2026届高三英语人教版(2019)选择性必修第四册
格式 zip
文件大小 34.4KB
资源类型 教案
版本资源 人教版(2019)
科目 英语
更新时间 2025-07-23 20:35:32

文档简介

《人教版 2019 选择性必修四 Unit 2 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 Aborigines played the didgeridoo, lit the barbecue and gathered for the celebration.(土著人吹奏迪吉里杜管,点燃烤肉架,聚集起来参加庆典。依次呈现 “吹奏乐器 - 点燃烤架 - 聚集庆祝” 连贯动作)
仿写填空
They ______ their tents, ______ the herb and ______ in the geothermal park.(他们搭起帐篷,采摘草药,在地热公园游玩)
The tourists ______ the monument, ______ the kiwis and ______ for photos.(游客们参观纪念碑,观赏几维鸟,停下来拍照)
We ______ the bakery, ______ the buns and ______ the beach in the afternoon.(我们走进面包店,买了 buns,下午去了海滩)
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
Felicity dived into the water, feeling excited about the kayaking activity.(费利西蒂跳入水中,对皮划艇活动感到兴奋。“dived” 是谓语,“feeling excited about the kayaking activity” 现在分词短语表伴随心理)
仿写填空
He walked along the Bondi Beach, ______ about the upcoming barbecue.(他沿着邦迪海滩走着,期待着即将到来的烧烤。用现在分词短语体现伴随心理)
The prime minister ______ the prison, ______ by the prisoners' stories.(首相走进监狱,被囚犯们的故事所触动。过去分词短语表伴随状态)
They sat in the bakery, ______ on the delicious dim sims.(他们坐在面包店里,谈论着美味的点心。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 to the music, the villagers said they were happy with the freedom of the festival.(村民们随着音乐跳舞,说他们为节日的自由氛围感到开心。“Dancing to the music” 展现肢体动作,后续句子点明开心的心理)
仿写填空
______ with joy, she ______ the upcoming kayaking and couldn't wait to start.(欣喜地跳跃着,她期待着即将到来的皮划艇运动,迫不及待地想开始。非谓语体现动作,句子说明期待心理)
______ slowly, he ______ the violent scene and felt scared.(慢慢地走着,他看到了暴力场景,感到害怕。非谓语表肢体,句子表恐惧心理)
______ curiously, the children ______ the duck-billed platypus and asked many questions.(好奇地打量着,孩子们看着鸭嘴兽,问了很多问题。非谓语展动作,句子表好奇心理)
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
Excited, they watched the haka with their eyes shining.(兴奋不已,他们看着哈卡舞,眼睛闪闪发光。“Excited” 表心理,“with their eyes shining” 复合结构描神态)
仿写填空
______, she watched the geyser with her mouth ______.(惊叹不已,她看着间歇泉,嘴巴张着。非谓语表心理,复合结构描神态)
______, he listened to the didgeridoo with his face ______.(满怀敬畏,他听着迪吉里杜管演奏,脸上露出崇敬之情。非谓语体现心理,复合结构绘神态)
______, they discussed the festival with their hands ______.(兴致勃勃,他们讨论着节日,手舞足蹈。非谓语表心理,复合结构描神态)
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
Amazed, the visitors wandered in the Bay of Islands with their cameras ready.(惊叹不已,游客们在岛屿湾漫步,相机准备就绪。“Amazed” 表心理,“wandered in the Bay of Islands” 是动作,“with their cameras ready” 描神态)
仿写填空
______, she ______ the Aborigine ceremony with her hands ______.(敬畏地,她参加土著人仪式,双手合十。形容词表心理,句子描动作,复合结构绘内在状态)
______, he ______ the manuka honey with his nose ______.(垂涎欲滴,他看着麦卢卡蜂蜜,鼻子抽动着。形容词体现心理,句子表动作,复合结构描神态)
______, they ______ the Sydney Opera House with their eyes ______.(赞叹不已,他们观赏悉尼歌剧院,眼睛里充满赞赏。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 green forest, with the sound of frogs and the smell of flowers, was full of vitality.(绿色的森林里,伴随着青蛙的叫声和花香,充满了生机。“green”(视觉)、“sound of frogs”(听觉)、“smell of flowers”(嗅觉)营造氛围)
仿写填空
The ______ beach, with the ______ of waves and the ______ of seafood, was full of joy.(热闹的海滩上,海浪的声音和海鲜的香味充满了欢乐。用视觉、听觉、嗅觉形容词 / 名词,渲染场景)
The ______ village, with the ______ of didgeridoo and the ______ of barbecue, made people feel warm.(宁静的村庄里,迪吉里杜管的声音和烤肉的香味让人们感到温暖。用视觉、听觉、嗅觉形容词 / 名词,渲染场景)
The ______ park, with the ______ of birds and the ______ of grass, showed a peaceful scene.(美丽的公园里,鸟儿的叫声和青草的香气呈现出宁静的景象。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 sun set did the beach become quiet.(只有当太阳落山时,海滩才变得安静。“Only when the sun set” 提前,引发倒装,强调时间节点)
仿写填空
______ did they realize the importance of protecting the duck-billed platypus.(直到看到它的稀少,他们才意识到保护鸭嘴兽的重要性。用倒装突出意识到的时机)
______ can we understand the culture of the Aborigines.(只有通过深入了解,我们才能理解土著人的文化。借倒装强调理解的方式)
______ came the announcement that the festival would start.(在钟声敲响时,传来了节日即将开始的通知。用倒装突出通知出现的情境)
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 koala in the tree is like a soft toy, attracting many children.(树上的考拉像一个柔软的玩具,吸引了很多孩子。把考拉比作玩具,突出其可爱)
仿写填空
The geyser was ______ that shot water into the air.(间歇泉像一个巨大的喷泉,把水喷向空中。用比喻描绘间歇泉的形态)
The didgeridoo's sound was ______ that echoed in the valley.(迪吉里杜管的声音像一阵风,在山谷中回荡。借比喻展现声音的传播)
The manuka honey was ______ that brought sweetness to people.(麦卢卡蜂蜜像一种魔法,给人们带来甜蜜。用比喻体现蜂蜜的美好)
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 ancient tree has witnessed the changes of the village for centuries.(这棵古树几个世纪以来见证了村庄的变迁。“witnessed” 赋予古树人的动作)
仿写填空
The Bondi Beach ______ every year, welcoming millions of visitors.(邦迪海滩每年都敞开怀抱,欢迎数百万游客。拟人化,赋予海滩 “敞开怀抱” 动作)
The geyser ______ from time to time, showing its power to the world.(间歇泉不时地喷发,向世界展示它的力量。让间歇泉 “展示力量”,拟人呈现)
The wind ______ through the forest, singing a beautiful song.(风穿过森林,唱着一首美妙的歌。赋予风 “唱歌” 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 tourists at the peak season was so large that it seemed to cover the entire beach.(旅游旺季的游客数量如此之多,仿佛覆盖了整个海滩。夸张突出人数之多)
仿写填空
The taste of the dim sims was so delicious that ______ who ate them.(点心的味道如此美味,吃了它们的人都觉得飘飘欲仙。夸张渲染味道的美味)
The sound of the horn was so loud that ______ for miles around.(号角的声音如此之大,方圆几英里都能听到。夸张体现声音的响亮)
His excitement at seeing the Tasmanian devil was ______ that he couldn't stop taking photos.(他看到塔斯马尼亚恶魔时的兴奋劲儿如此强烈,以至于不停地拍照。夸张突出兴奋的程度)《人教版 2019 选择性必修四 Unit 2 读后续写遣词造句练习答案详解》
一、动作描写(“谓语动词 A, B and C” 结构)
set up, picked, played(他们搭起帐篷,采摘草药,在地热公园游玩)
visited, admired, stopped(游客们参观纪念碑,观赏几维鸟,停下来拍照)
entered, bought, headed for(我们走进面包店,买了 buns,下午去了海滩)
二、动作描写(“谓语动词 + 非谓语动词(描述肢体动作 / 心理)” 结构)
looking forward(他沿着邦迪海滩走着,期待着即将到来的烧烤)
visited, touched(首相走进监狱,被囚犯们的故事所触动)
chatting(他们坐在面包店里,谈论着美味的点心)
三、情绪 + 动作融合(非谓语动词(描述肢体动作)+ 句子(描述心理))
Jumping, looked forward to(欣喜地跳跃着,她期待着即将到来的皮划艇运动,迫不及待地想开始)
Walking, saw(慢慢地走着,他看到了暴力场景,感到害怕)
Staring, observed(好奇地打量着,孩子们看着鸭嘴兽,问了很多问题)
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))
Amazed, wide open(惊叹不已,她看着间歇泉,嘴巴张着)
Respectful, full of reverence(满怀敬畏,他听着迪吉里杜管演奏,脸上露出崇敬之情)
Enthusiastic, waving(兴致勃勃,他们讨论着节日,手舞足蹈)
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))
Reverent, attended, folded(敬畏地,她参加土著人仪式,双手合十)
Greedy, stared at, twitching(垂涎欲滴,他看着麦卢卡蜂蜜,鼻子抽动着)
Admiring, viewed, full of appreciation(赞叹不已,他们观赏悉尼歌剧院,眼睛里充满赞赏)
六、环境描写(形容词(视觉、听觉、嗅觉))
lively, sound, smell(热闹的海滩上,海浪的声音和海鲜的香味充满了欢乐)
peaceful, sound, smell(宁静的村庄里,迪吉里杜管的声音和烤肉的香味让人们感到温暖)
beautiful, chirping, fragrance(美丽的公园里,鸟儿的叫声和青草的香气呈现出宁静的景象)
七、公用高级句式(倒装结构)
Only when they saw its rarity(直到看到它的稀少,他们才意识到保护鸭嘴兽的重要性)
Only through in-depth understanding(只有通过深入了解,我们才能理解土著人的文化)
When the bell rang(在钟声敲响时,传来了节日即将开始的通知)
八、巧用修辞手法(比喻)
like a huge fountain(间歇泉像一个巨大的喷泉,把水喷向空中)
like a wind(迪吉里杜管的声音像一阵风,在山谷中回荡)
like a magic(麦卢卡蜂蜜像一种魔法,给人们带来甜蜜)
九、巧用修辞手法(拟人)
opens its arms(邦迪海滩每年都敞开怀抱,欢迎数百万游客)
erupts(间歇泉不时地喷发,向世界展示它的力量)
blows(风穿过森林,唱着一首美妙的歌)
十、巧用修辞手法(夸张)
it made people feel as if they were in paradise(点心的味道如此美味,吃了它们的人都觉得飘飘欲仙)
it could be heard(号角的声音如此之大,方圆几英里都能听到)
so intense(他看到塔斯马尼亚恶魔时的兴奋劲儿如此强烈,以至于不停地拍照)