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《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）
1. The poet observed the cherry blossoms, counted the syllables and composed a haiku on
the blank paper.
2. Children recited the nursery rhyme, clapped their hands and circled around the lawn.
3. 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）
1. The amateur writer sat by the window, pondering about the sorrow in Shakespeare's
sonnets.
2. Tagore wrote his verses, inspired by the imagery of dewdrops and butterflies.
3. 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））
1. Clapping her hands gently, she said the poem's core mood made her feel sympathetic.
2. Shaking his head in confusion, he noted the complicated rhyme scheme of the Victorian
sonnet was hard to grasp.
3. 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））
1. Affectionately, the poet recited his work with his eyes filled with passion.
2. Sorrowfully, she listened to the folk tale with her hands clenched tightly.
3. 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））
1. Reverently, she gazed at the dawn over the clover field with her breath held.
2. Delightedly, he listened to the mockingbird's song with his eyebrows relaxed in delight.
3. 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））
1. The bright garden, with the sound of bees buzzing and the fragrance of cherry blossoms,
felt like a poem.
2. The quiet study, with the sound of pages turning and the smell of ink, was full of literary
charm.
3. 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）
1. Only after experiencing loss did she realize the depth of grief in Elizabeth Barrett
Browning's verses.
2. Only by combining with his era background can we grasp the essence of Tagore's "The
Crescent Moon".
3. 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）
1. The poet's words were like gentle hands that touched the core of every listener's heart.
2. The rhythm of the folk song was like a dancing flame that made everyone tap their feet.
3. The era of Victorian sonnets was like a garden that birthed countless literary treasures.
九、巧用修辞手法（拟人）
1. The cherry blossom whispered softly, sharing its delicate beauty with the waiting poet.
2. The nursery rhyme sang through the ages, comforting children with its innocent tune.
3. The blank paper waited eagerly, awaiting the poet's words to bring it to life.
十、巧用修辞手法（夸张）
1. The sorrow in the poem was so heavy that it seemed to crush the walls of the room.
2. His passion for haiku was so great that it seemed he dreamt in syllables.3. The literary contest attracted so many entries that they seemed to flood from the village to
the capital.
