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跟著感覺飛

---ABird'sEyeViewoftheWritingsofContinuationandSummary

浙江省新高考理念師從何方？

感覺1

Lesson35Stopthief!Summarywriting

Answerthesequestionsinnotmorethan70words.1.IsRoyfindinghisnewjobasabusdriverexcitingornot?2.Inwhichstreetdidheseetwothievesrecently?3.Weretheyrunningoutofashop,orweretheyrunningoutofabank?WheredidRoydrivehisbus?Didtheydropthestolenmoneyornot?Didtheygetintoacar,ordidtheyrunaway?4.WheredidRoydrivehisbusthen?Didhedamagetheircarornot?5.Whomdidhetelephoneafterthis?6.Werebothmenarrestedlaterordidtheygetaway?CompositionRewritethesesentencesusingthecorrectverbsandjoiningwords........................................................................Letterwriting

Supplycommasorfullstopswherenecessaryinthisheading:.......................................................................

概要應用文Lesson77AsuccessfuloperationSummarywriting

Writingasummaryofthepassageinnotmorethan70words.Writetwodifferentparagraphsusingthepointsandconnectionsgivenbelow............................................................Composition

Writetwoparagraphsinabout150words

usingtheideasgivenbelow:1.Amummydisappearedfromamuseum---newspaperreports---strangestoriesaboutthemummy---thepublicgotalarmed.2.Anofficialannouncementwasissuedfromthemuseum---scientistswerestudyingthemummy---itwouldbebackinitsplacesoon.Keystructures

Whathappened?Whathashappened?Whathasbeenhappening?概要續(xù)寫

新高考理念師從何方？

NEWCONCEPTENGLISH

Practice&Progress

L.G.ALEXANDER浙江省高考新題型師出有名何處體驗

asurpriseending:讀新概念英語？如何“更像英語一點”：背新概念英語？

浙江省新高考誰是師兄師妹？

感覺2

任務型閱讀（江蘇省2018）

請認真閱讀下面短文,并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個最恰當?shù)膯卧~。注意：請將答案寫在答題卡上相應題號的橫線上。每個空格只填一個單詞。HowArtsPromoteOurEconomyWhenmostpeoplethinkofthearts,theyimaginetheendproduct,thebeautifulpainting,awonderfulpieceofmusic,oranaward-winningperformanceinthetheater.Butartsgroupsbringbroadervaluetoourcommunities.Theeconomicimpactoftheartsisoftenoverlookedandbadlyjudged.Theartscreatejobsthathelpdeveloptheeconomy.Anygivenperformancetakesatourbusfullofartists,technicalexperts,managers,musicians,orwriterstocreateanappealingpieceofart.Thesepeopleearnalivingwagefortheirprofessionalknowledgeandskills.Anothergroupoffolksisneededtohelpmarkettheevent.“Ifyoubuildittheywillcome”isamisleadingbelief.Painters,digitalmediaexperts,photographers,bookingagentsandpromotersarehiredtosellticketsandpromotetheevent.AccordingtotheDallasAreaCulturalAdvocacyCoalition,artsagenciesemploymorethan10,000peopleasfull-orpart-timeemployeesorindependentcontractors.Asuccessfulartsneighborhoodscreatesarippleeffect（連鎖反應）throughoutacommunity.In2005,whentheBishopArtsTheatrewasdonatedtoourtown,thelocationwasconsideredapoorareaoftown.Afterinvestingmorethan$1millioninreconstructingthebuilding,webeganproducingafullseasonoftheaterperformances,jazzconcerts,andyear-roundartseducationprogramsin2008.Nearly40percentofjazzloversliveoutsideoftheDallascitylimitsanddriveorflyintoenjoyaneveningintheBishopArtsDistrict.Nodoubtthetheaterhascontributedtothearea’sdevelopmentandeconomicgrowth.Today,therearegalleries,studios,restaurantsandnewlybuiltworkspaceswhereneighborsshareexperiences,wherethereisrenewedlifeandenergy.Inthisway,artsandculturealsoserveasapublicgood.TecoTheatricalProductionsInc.madeuseofBloomberg’sinvestmentof$35,000togetnearly$400,000inpublicandprivatesectorsupportduringthetwo-yearperiod.Further,Dallasartsandarts-basedbusinessesproduce$298foreverydollarthecityspendsonartsprogrammingandfacilities.InPhiladelphia,ametroareasmallerthanDallas,theartshaveaneconomicimpactofalmost$3millionandsupport44,000jobs,80percentofwhichactuallylieoutsidetheartsindustry,includingaccountants,marketers,constructionworkers,hotelmanagers,printers,andotherkindsofartworkers.Theartsareefficienteconomicdriversandwhentheyaresupported,theentiresmall-businesscommunitybenefits.Itiswrongtoassumeartsgroupscannotmakeaprofit.Butinordertostayinbusiness,artsgroupsmustproducereturns.Ifyouareastudentstudyingthearts,chancesareyouhavebeenill-advisedtohaveaplanB.Butthosewhotrulyunderstandtheeconomicimpactandcanworktochangethepatternscancreateawiderangeofcareerpossibilities.思維導圖任務型閱讀（江蘇省2012）請認真閱讀下列短文,并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個最恰當?shù)膯卧~?！癏appinessAdvantage”EffectInJuly2010Burt’sBees,apersonal-careproductscompany,wasgoingthroughenormouschangeasitbeganaglobalexpansioninto19newcountries.Inthiskindofhigh-pressuresituation,manyleadersbothertheirassistantswithfrequentmeetingsorfloodtheirin-boxeswithurgentdemands.Indoingso,managerslifteveryone’sanxietylevel,whichactivatesthepartofthebrainthatprocessesthreatsandstealsresourcesfromtheprefrontalcortex(大腦皮層),whichisresponsibleforeffectiveproblemsolving.Burt’sBees’sthen-CEO,JohnWolfgang,tookadifferentapproach.Eachday,he’dsendoutane-mailpraisingateammemberforworkrelatedtoglobalmarketing.He’dinterrupthisownpresentationstoremindhismanagerstotalkwiththeirteamsaboutthecompany’svalues.Heaskedmetofurtherathree-hoursessionwithemployeesonhappinessinthecourseoftheexpansioneffort.Asonememberoftheseniorteamtoldmeayearlater,Wolfgang’semphasisondevelopingpositiveleadershipkepthismanagersactivelyinvolvedandloyalastheysuccessfullytransformedthecompanyintoaglobalone.Thatoutcomeshouldn’tsurpriseus.Researchshowsthatwhenpeopleworkwithapositivemind-set(思維模式),performanceonnearlyeverylevel---productivity,creativity,involvement---improves.Yethappinessisperhapsthemostmisunderstooddriverofperformance.Forone,mostpeoplebelievethatsuccesscomesbeforehappiness.“OnceIgetapromotion,I’llbehappy,”theythink.Or,“OnceIhitsalestarget,I’llfeelgreat.”Butbecausesuccessisamovingtarget—assoonasyouhityourtarget,youraiseitagain-----thehappinessthatresultsfromsuccessdoesnotlastlong.Infact,itworkstheotherwayaround:Peoplewhohaveapositivemind-setperformbetterinthefaceofchallenge.Icallthisthe“happinessadvantage”–everybusinessoutcomeshowsimprovementwhenthebrainispositive.I’veobservedthiseffectinmyroleasaresearcherandlecturerin48countriesontheconnectionbetweenemployeehappinessandsuccess.AndI’mnotalone:Inananalysisof225academicstudies,researchersfoundstrongevidenceofcause-and-effectrelationshipbetweenlifesatisfactionandsuccessfulbusinessoutcomes.Anothercommonmisunderstandingisthatourgenetics,ourenvironment,oracombinationofthetwodetermineshowhappyweare.Tobesure,bothfactorshaveanimpact.Butone’sgeneralsenseofwell-beingissurprisinglyunstable.Thehabitsyouform,thewayyouinteractwithcolleagues,howyouthinkaboutstress---allthesecanbemanagedtoincreaseyourhappinessandyourchancesofsuccess.

思維導圖江蘇省任務型閱讀文脈

浙江省讀后概要雛形

文脈成圖=江蘇省任務型閱讀文脈成文=浙江省讀后概要

從江蘇省任務型閱讀中獲得什么啟發(fā)？

1.如何精準、有序訓練提高學生概要寫作能力？2.能否借助思維導圖幫助學生閱讀思維的構(gòu)建？準備階段：填空思維導圖起步階段：設計思維導圖實戰(zhàn)階段：變導圖為概要閱讀成圖

成文江蘇省

上海市浙江省師兄師妹。。。

讀后續(xù)寫、讀后概要是什么？

感覺3

語言能力強說你的語言能力強，通俗一點講就是：對某一個問題，別人只能說一句你卻能說三句---語言的擴張能力。對同一個問題，別人用三句才能講清楚你用一句就搞定---語言的收縮能力。

續(xù)寫概要，手心手背1.練續(xù)寫是培養(yǎng)學生的語言“擴張”能力、練概要是培養(yǎng)學生的語言“收縮”能力。2.只要學英語，就必須同時具備英語的擴張和收縮能力！3.先續(xù)寫再概要，符合人的認知規(guī)律：一擴一縮是語言的兩大基礎技能，擴是縮的基礎，縮是擴的提高，兩者缺一不可。4.基礎階段:不問高考,常態(tài)化訓練學生續(xù)寫和概要能力！臨考階段:只問高考,合理化訓練學生續(xù)寫和概要能力！

續(xù)寫概要的恩恩怨怨1.應急與從容“應急”是“快餐、心靈雞湯、必刷、押題”,“從容”是“一日三餐、從容不迫、按部就班”。很大程度上，做試卷“應急”補基礎“從容”。高三聯(lián)考頻繁，疲于“抽水”,疏于“蓄水”,似乎已失去“從容”的機會，正真的“從容”看來只能在高一高二了。背幾句續(xù)寫中各種描寫以備考試之需是“應急”,系統(tǒng)預設情景訓練各種描寫是“從容”。

“從容”是“人民教師”的初心，“應急”是“某校教師”的無奈。2.技巧與技能

視續(xù)寫概要訓練為技巧，小學語文里的三寫（補寫、擴寫、續(xù)寫）一文不值。視續(xù)寫概要訓練為技能，小學語文里的三寫（補寫、擴寫、續(xù)寫）價值連城。

1)練補寫有助于強化學生續(xù)寫兩段之間的銜接意識。補寫可以是續(xù)寫的補充，補寫續(xù)寫道理相通，對完善學生的思維流暢價值相同。

2)擴寫可以是各種描寫的限時訓練，似乎隨時隨地都能進行。如：為訓練特定場景的動作描寫而進行的擴寫。

3)只練“一文一續(xù)”？嘗試“一文多續(xù)或一續(xù)再續(xù)”？技巧似乎可以一蹴而就，技能必定依靠天長日久。

請將“Hegothimselfexaminedinhospitalyesterday”事件進行擴寫:

Yesterdayhegothimselfexaminedinhospital.Thedoctorexaminedhisthroat,

felthispulse,testedhiseyesandbloodpressure,took

histemperature,

sounded

hisheartandlungs,

checkedhisteethandhadhischestX-rayed.Afterthat,thedoctoradvised

sometreatmentandsomemedicine.

3.口頭與書面續(xù)寫概要進行口頭訓練是年輕教師的“心動”卻是年長教師的“心悸”。續(xù)寫概要進行書面訓練是年輕老師的“得心”也是年長老師的“應手”，卻是全體老師的噩夢。

nightmare

daydream

TOP-LEVELDESIGN

Character

Time

Place

Plot

Topic

Patty,Jeremiah,RachelLarry,I=AuntKimmieLindaSundaymorning---Mother'sDayatthechurchdoorJeremiahaskedLindaforaflowerforAuntKimmiebutwasrefusedandhisheartwasbroken.“My”heartachedtoo.theaffectionbetweenJeremiahandme

mybestfriendandherchildrenhusbandandwifethepersonwhopassedoutflowers

Summarizetheoriginal

OnthemorningoftheMother'sDay,atthechurchdoor,JeremiahaskedLindaforaflowerforme,whowascalledAuntKimmiebyhim.AfterbeingrefusedbyLinda,hefeltheart-broken.Conseqently,myheartachedforhim.

ContinuethestoryQuestion:1.WhydidheaskLindaforaflowerforme?Andwhydidhefeelheartbrokenafterhefailedtodoso?2.Whydidmyheartacheforhimtoo?

when?where?who?Orally

先行原文概要

(

Summarizetheoriginal)再行讀后續(xù)寫(Continuethestory)

what?how?

1.應急與從容2.技巧與技能

3.口頭與書面

續(xù)寫概要的恩恩怨怨續(xù)寫概要是什么？語言技能！

寫作與詞匯的關(guān)系是什么？

感覺4

寫作與詞匯互為平臺！聽力詞匯

閱讀詞匯

應用文詞匯

續(xù)寫詞匯

概要詞匯高中3600詞匯

重視：使用詞匯進行聽說讀寫，忽視：通過聽說讀寫復習詞匯

使用詞匯進行寫作，通過寫作復習詞匯不宜任意擴大詞匯，不能輕易縮減詞匯

2.景象描寫景象描寫1:包圍、包裹、籠罩、沐浴、吞沒、淹沒、覆蓋、橫掃景象描寫2:展開、延伸、蔓延、撒播、暴露、隱現(xiàn)、出現(xiàn)、入眼、撲鼻、入耳景象描寫3:閃耀、反射、(水)照出、映襯、燃燒、變淡變暗、影子變長(光線)

景象描寫4:碰撞、爆炸、變?nèi)?、呼嘯、回響、回蕩(聲音)景象描寫5:搖晃、顫動、漂浮、伴隨、夾帶、鞭打、卷起、追逐景象描寫6：太陽、月亮、星星、天空景象描寫7：云、霧、風、雨、雪、霜、閃電、雷聲景象描寫8：水、樹、草、花、煙、火景象描寫9：舊貌；新顏景象描寫10：喧鬧；寧靜景象描寫11：明亮；黑暗景象描寫12：交通工具景象描寫13：門；窗

景象描寫14：房內(nèi)；床邊景象描寫15：身體；情緒景象描寫16：昏厥；蘇醒景象描寫17：睡；醒景象描寫18：倒裝句表“存在”不但要使用詞匯進行寫作而且要通過寫作復習詞匯

40verbs

中學生優(yōu)秀作品應有的特點？

1.動人的情節(jié)、正能量的主題

2.自然、地道的語法

3.詞匯：

70%常用詞匯

25%高級詞匯(高模塊詞匯+同根詞+熟詞新義)5%超綱詞匯(四、六級詞匯=點綴詞匯)

4.漂亮規(guī)范的書寫

適度的高級詞匯是亮點，過度的超綱詞匯是盲點！

學生的寫作現(xiàn)狀：

Whoistoblame?

感覺5

學生的讀后續(xù)寫寫作現(xiàn)狀

1.不問東西，跟著感覺走。2.咋一瞧：洶涌澎湃細一看：毛骨悚然

1）主題迷失2）情景不和3）情感泛濫4）動作匱乏5）語法崩潰無文不“流淚”、每文必“擁抱”！情感描寫與所給場景別扭尷尬！情節(jié)主題設計牽強附會！動作描寫“快速終點”化、“間接敘述”化！語言表達不問東西跟著感覺走，慘不忍睹！

TOPIC

1.情感：

love/affection/devotion/passion/friendship/faith2.心地：kindness/gratitude/appreciation/cooperation/responsibility3.毅力:

determination/persistence/courage/bravery4.能力:wisdom/intelligence/ability/competence/creativity

constantthemespositiveenergyHow1

語法為寫作服務1.“直接引語、間接引語”為續(xù)寫之語言描寫服務。2.

“狀語從句”為續(xù)寫之時間、地點、目的、條件、原因、結(jié)果、讓步、方式、比較表達服務。3.“定語從句”為續(xù)寫、概要之人物、事物介紹服務。4.“名詞性從句”為續(xù)寫之感知表達、概要之態(tài)度、觀點引述服務。5.“非謂語動詞”為概要之獨立性改寫服務。6.“虛擬語氣”為續(xù)寫之態(tài)度、情感描寫服務。7.“倒裝”為續(xù)寫、概要之平衡、強調(diào)表達服務。8.“構(gòu)詞法”為續(xù)寫之人物、事物介紹、概要之獨立性改寫服務。How2

語法運用:

構(gòu)詞法

高頻構(gòu)詞法

1.

a/n+n.+doing

+n.

dosth.

sth.-doing

2.a/n+adv.+done

+n.

bedone+adv.

adv.-done

agameforkillingtime=atime-killinggametaskswhichdemandeffort=effort-demandingtaskshisspiritoftakingrisk=hisrisk-takingspiritpeoplewholovepeace=peace-lovingpeopletheviewwhichtakesone'sbreathaway=thebreathtakingviewanachievementwhichmakesanepoch=anepoch-makingachievementamanwhoisillinformed

=an

ill-informedmanasingerwhoiswellreceived=awell-receivedsingerawomanwhoisdressedelegantly=anelegantly-dressedwomanastreetwhichislitdimly

=adimly-litstreetachildwhobehaves(oneself)badly=abadly-behavedchildawindowwhichiscakedwithdirt=adirt-cakedwindowamountainwhichiscappedwithsnow=asnow-cappedmountainarecoveryintheshapeofV=astrongV-shapedrecoveryanattractionwhichcan'tbemissed=acan't-be-missedattractionatripforwhichallexpensesarepaid=anall-expenses-paidtrip

asuccesswhichishopedfor

=ahoped-forsuccessasuccesswhichisnotdreamedof=anundreamed-ofsuccess

語法運用:

時態(tài)群

基調(diào)時態(tài)+點綴時態(tài)

(1)過去時態(tài)群

did

基調(diào)時態(tài)haddonehadbeendoing

woulddo記敘點綴時態(tài)點綴時態(tài)點綴時態(tài)was/weredoing

(1I)現(xiàn)在時態(tài)群

do(es)

基調(diào)時態(tài)has/havedonehas/havebeendoing

willdo點綴時態(tài)點綴時態(tài)點綴時態(tài)is/am/aredoing

說明、議論

10選5作文

從以下10個短語或句型中至少選5個:

造句(每句不少于15個字)或微作文

(下劃線所選短語或句型，寫成2段式記敘文，字數(shù)150左右)：

1.wouldprefertodoAratherthandoB2.makeupone'smind(s)todo...3.determinedtodo...(非謂語：狀語）4.paceupanddown/benddown（bend--bent--bent)5.givein(tosb./sth.)6.o/outofdoing...9.atallcost

10.atasnail'space

模擬讀后續(xù)寫

記敘文Asweallknow,successexistseverywhere.However,whathasimpressedmemostisnotMaYunbutthechangeofaman.Inhisteens,hewouldprefertolearnothersubjectsratherthanstudyEnglish.Gettingupearly,hecouldhavespenthistimereadingEnglishashisclassmatesdid.Thehungerforfood,however,madehimpaceupanddown,waitingforbreakfasttocome.Asaresult,hefailedintheend-of-termexam.Inthisinstance,hemadeuphismindtochangesomething.Fromthenon,afterwakinguphewouldstandnearthedoorwithanEnglishbookinhishand.DeterminedtolearnEnglishwellatallcost,hemadegooduseofhistime.Heevengothimselfshutinhisstudyaroundtheclockorstudied

inthesleepingplaceuntilmidnight.Withhoursflyingby,theteenagerbecamethebee'sknees.Itis

thelife-changingdecisionthatmakeshimnolongerordinaryandgiveshimacolourfullife.Itisnevertoolatetomakeachangeaslongasyouinsist

onmakingit.

基調(diào)時態(tài)2：did

基調(diào)時態(tài)1：do(es)

基調(diào)時態(tài)1：do(es)

點綴時態(tài)

Class8李欣熹

記敘文

AmomentagoIwalkedatasnail'spaceonthewayhome.Thebagonmyweakshoulderwasjustlikeaheavymountain,whichmademetiredandannoyed.Raisingmyhead,Igotawonderfulviewofthebluesea.Bothsidesoftheroadwerelinedwithtrees,greenandtall.Theflowerswerebloominginthesunshine.Whatagracefulsightitwas!Ididrelievemystress.

Now,itishightimethatImadeupmymindtomakealife-changingplan.First,Iamdeterminedtobeself-confident.Second,facingmountainsofdifficulties,Iwillsolvethematallcostinsteadofgivingintothem.Third,Iwouldprefertochoosealivingstylewhichisfilled

withtroubleratherthanliveinacomfortzone.Iwillrunaheadforever,rainorshine.

基調(diào)時態(tài)2：do(es)

基調(diào)時態(tài)1：did

點綴時態(tài)

點綴時態(tài)

點綴時態(tài)

Class7潘虹羽

說明文Asafreshmaninseniorschool,bothstudyanddailylifeare

bigchallenges.First,mathis

reallyawideriverIcan'tgothrougheasily.Ialwaysfailtounderstandwhattheteacherissaying.Thisleadstomydoinghomeworkatasnail'space.ManytimesIconsidergivingintothedifficulty,butgoodgradeswouldprefertocometothosewhoinsistonsettlingproblemsratherthancometosomeonewhotendstoquiteasily.Determinedtogetgoodgrades,Ihavemadeupmymindtodomoreexerciseinordertoimprovemyskills.Also,dailylifeisanotherdifficulty.Ican

wellremeber

thattherewas

atimewhen,facingasetofdirtyclothes,Ipacedupanddown,notknowinghowtowashthem.Inotherwords,I'mpoorinlifeskills,butinsuchalife-changingperiod,Iwillhavetoimprovemyselfforthebetterfuture.

基調(diào)時態(tài)1：do(es)

基調(diào)時態(tài)2：did

點綴時態(tài)

點綴時態(tài)

點綴時態(tài)

Class8李欣熹

基調(diào)時態(tài)、點綴時態(tài)和時態(tài)群

特定時段里按時間順序發(fā)生的一連串動作使用基調(diào)時態(tài)。在該基調(diào)時態(tài)之前、之時或之后發(fā)生的動作則使用點綴時態(tài)?；{(diào)時態(tài)和點綴時態(tài)構(gòu)成一個時態(tài)群，常用的時態(tài)群有過去時態(tài)群和現(xiàn)在時態(tài)群。

記敘文常用過去時態(tài)群，說明文和議論文則使用現(xiàn)在時態(tài)群。引號內(nèi)和引號外自成時態(tài)群。Whoistoblame?Whoseresponsibilityisittohelpthemout?像重視“情感描寫”一樣重視“時間描寫”！像重視“情感描寫”一樣重視“景象描寫”！像重視“情感描寫”一樣重視“外貌描寫”！像重視“情感描寫”一樣重視“性格描寫”！像重視“情感描寫”一樣重視“動作描寫”！像重視“情感描寫”一樣重視“語言描寫”！像重視“情感描寫”一樣重視“心理描寫”！像重視“情感描寫”一樣重視“語法運用”！How3Ifyouhave

aheadache,toothache,backache,earacheorbadpaininthestomach,ifyoucomplainofabadcough,ifyourunahightemperatureand

haveabadcold,orifyousufferfromhighorlowbloodpressure,Ithinkyoushouldgotothedoctor.

Thedoctorwill

examineyourthroat,

feelyourpulse,testyourbloodpressure,take

yourtemperature,

sound

yourheartandlungs,

testyoureyes,checkyourteethorhaveyourchestX-rayed.Afterthathewill

advise

sometreatment,orsomemedicine.Theonlythingyouhavetodoistofollowhisadvice.

老中醫(yī)“望、聞、問、切”式動作描寫

Believeinthestudents'potentialforimprovement

相信學生的潛力

Limitless!

Letgoofit!Letittakewing!1.Walkinginthedarkplacewithoutothers'company,shecouldclearlyhearthebeatingofherownheart.2.Thehappeningofthetragedythatherfatherdiedabruptlyupsetherinabigway.3.Theshinningofthemoon,thetouchingofthebreeze,theswayingofthebranchesandeventhechirpingoftheinsectsletmereturntonatureandforgetthedisturbingofmeaninglessworries.4.Theterror-strikingexperienceisboundtohaveaharm-doingeffectonhiscriminal-arrestingcareer.5.Onhisarrivalatthebeautifulplace,hebegantorelaxhimselfandenjoythisI'm-on-vocationfeeling.Class7鄭浩Class7田一鳴Class7俞凱瑞Class2孫懿鑫Class7俞凱瑞

感覺6

不甘“應急”，嘗試“從容”

1.時間描寫時間描寫1：表“一…就…”時間描寫2：表“…就在此時…”時間描寫3：表“直到…才…”時間描寫4：表“邊...邊...;隨著...;當...期間”(兩個動作同時發(fā)生)時間描寫5：表“在...之后;說完這些話后”(兩個動作先后發(fā)生)時間描寫6：表“…(多少時間)才/就…”時間描寫7：表“…發(fā)生已經(jīng)(多少時間了)”時間描寫8:表“當...發(fā)生時,時間是...”時間描寫9:表“正是在...時間...發(fā)生了”（強調(diào)句）時間描寫10:表“每當.../無論何時...”時間描寫11:表“這/那/它是第...次...;當?shù)?..次...時,...”時間描寫12:表“曾經(jīng)一度...;有時(可能)會...”時間描寫13:表“未來的...；隨后的...”時間描寫14:表“花費/節(jié)約/擠騰出/消磨/耗盡/浪費/彌補/利用/珍惜/分享時間”時間描寫15:表“該...的時候了;時機已經(jīng)/尚未成熟”時間描寫16:表“提前；正點;晚點;來得及...”時間描寫17:表“...的時光一去不復返了;...的時刻很快就要到來了”時間描寫18:表“...只是時間問題/早晚要...;只有時間會證明...”時間描寫19:表“...還有很長的路要走；挑戰(zhàn)/困難還多著呢”時間描寫20:表“...簡直是浪費時間/金錢/精力/資源”時間描寫21:表“時間過得很快/轉(zhuǎn)瞬即逝”時間描寫22:表“時間過得很慢/度日如年”表“一…就…”連詞①assoonas…,...②themoment/theminute/theinstant…,...③immediately/directly/instantly...,...介詞①on/upon(doing)sth.

on/upon(sb's)arrival(at/in…)一到達

on/upon(sb's)return(from…to…)一回來

on/upon(sb's)departure(from…)一離開②atthesightof…一看到…

atthethought/ideaof…一想到…

atthementionof…一提到…倒裝句型①Nosoonerhad+S.+done…than…did…②Hardlyhad+S.+done…when…did…非謂語動詞①Doing…，…

2.景象描寫景象描寫1:包圍、包裹、籠罩、沐浴、吞沒、淹沒、覆蓋、橫掃景象描寫2:展開、延伸、蔓延、撒播、暴露、隱現(xiàn)、出現(xiàn)、入眼、撲鼻、入耳景象描寫3:閃耀、反射、(水)照出、映襯、燃燒、變淡變暗、影子變長(光線)景象描寫4:碰撞、爆炸、變?nèi)?、呼嘯、回響、回蕩(聲音)景象描寫5:搖晃、顫動、漂浮、伴隨、夾帶、鞭打、卷起、追逐景象描寫6：太陽、月亮、星星、天空景象描寫7：云、霧、風、雨、雪、霜、閃電、雷聲景象描寫8：水、樹、草、花、煙景象描寫9：舊貌；新顏景象描寫10：喧鬧；寧靜景象描寫11：明亮；黑暗景象描寫12：交通工具景象描寫13：門；窗景象描寫14：房內(nèi)；床邊景象描寫15：身體；情緒景象描寫16：昏厥；蘇醒景象描寫17：睡；醒景象描寫18：倒裝句表“存在”

2.景象描寫景象描寫1:包圍、包裹、籠罩、沐浴、吞沒、淹沒、覆蓋、橫掃景象描寫2:展開、延伸、蔓延、撒播、暴露、隱現(xiàn)、出現(xiàn)、入眼、撲鼻、入耳景象描寫3:閃耀、反射、(水)照出、映襯、燃燒、變淡變暗、影子變長(光線)景象描寫4:碰撞、爆炸、變?nèi)酢⒑魢[、回響、回蕩(聲音)景象描寫5:搖晃、顫動、漂浮、伴隨、夾帶、鞭打、卷起、追逐景象描寫6：太陽、月亮、星星、天空景象描寫7：云、霧、風、雨、雪、霜、閃電、雷聲景象描寫8：水、樹、草、花、煙景象描寫9：舊貌；新顏景象描寫10：喧鬧；寧靜景象描寫11：明亮；黑暗景象描寫12：交通工具景象描寫13：門；窗景象描寫14：房內(nèi)；床邊景象描寫15：身體；情緒景象描寫16：昏厥；蘇醒景象描寫17：睡；醒景象描寫18：倒裝句表“存在”6.Heknockedon/atthedoorbutfoundthatthedoorwasofflatch.=他敲敲門發(fā)現(xiàn)門是虛掩著。7.He

left

the

door

ajar

in

case

I

needed

him.

=他虛掩房門，以防我會需要他。14.Inthemidnight,astringofhastyknocksatmydoorwokemeup.=夜半，一陣急促的敲門聲把我驚醒。30.When

she

arrived,

before

she

evenwas

able

to

knock,

the

door

swung

open,revealing

a

prettyblond.

=她抵達的時候，在她來得及敲門之前，那門搖晃著打開了，出來一位美麗的金發(fā)女郎。

3.外貌描寫外貌描寫1:發(fā)須外貌描寫2:臉額外貌描寫3:眼眉外貌描寫4:嘴鼻外貌描寫5:皮膚外貌描寫6:身體外貌描寫7:衣著外貌描寫8:氣質(zhì)3.A

gentle

old

lady

whose

wrinkled

face

formed

a

portrait

of

beauty.

=慈祥的老婆婆，滿臉皺紋，然而在我眼里卻是無比的美麗。7.Themanhadaworn,weatheredface.=這個男人有張飽經(jīng)滄桑的臉。9.He

seemed

surprised

and

then

his

weather-beatenfacewarmed

up

with

a

huge

smile.=他似乎很驚訝，隨后他飽經(jīng)風霜的臉被溫暖得綻開著巨大的笑容。11.Withsun-kissedskinandblondehighlightsinherhair,shewasreadyforsummerinJuly2007.=耀眼的古銅色皮膚和金發(fā)成為亮點所在，她已經(jīng)為7月的盛夏準備好了！12.The

old

man

looked

at

him

with

his

sunburned,

confident

loving

eyes.

=老兒用他那雙日曬風吹的，堅定的慈愛的眼睛望著他。13.His

strongly-built

body

and

sun-tanned

skin

makehimlook

like

a

sportsman.

=結(jié)實的身材、曬黑的皮膚使他看起來像運動員。14.They

have

raised

their

rough,

work-soiled

hands

andlaid

them

on

the

gentry.

=他們舉起他們那粗黑因工作弄臟的手，放在紳士們頭上了。

4.性格描寫性格描寫1：“希望.../渴望...”性格描寫2：“有興趣...；厭倦...”性格描寫3：“不得不...；愿意...”性格描寫4：“習慣.../適應...;...是...的風格/典型/慣常做法”性格描寫5：“開始/著手做某事”性格描寫6：“參加;缺席”性格描寫7：“專心致志于.../忙于...”性格描寫8：“(盡最大)努力.../夜以繼日...”性格描寫9：“繼續(xù).../堅持.../不放棄...”性格描寫10：“過著...的生活；謀生/維持生計”性格描寫11：“花費;浪費;要價;出價”性格描寫12：“決定...;決心...”性格描寫13：“成功...;未能...”性格描寫14：“結(jié)果是…/最終表明是…/以…告終”性格描寫15：“評價/印象”性格描寫16：“不可替代/無與倫比/百里挑一”性格描寫17：“值得/配得上...”性格描寫18：“擅長于/有能力...”性格描寫19：“對B來說A是個...”性格描寫20：“把A當B對待/看待/接受”

*Thereisnobodybetterthan...=沒有比...更好的東西*Thereisnosubstitutefor.../Nothingcansubstitutefor...=沒有任何東西能代替...*Nothingbeats.../Youcan'tbeat...

=...是無與倫比的*...be(a+n.)withoutequal./...can'tholdacandleto...=簡直不能與...相比*...besecondtonone

=...無出其右者*...beoneinamillion

=...是百里挑一*distinguishoneself(as...)

=(作為...)受人青睞;享有盛名*standout(as...)

=(作為...)脫穎而出*live

up

to

one’s

reputation/name(as...)

=(作為...)名副其實*oneofakind

=獨一無二；獨特*is/stand

head

and

shoulders

above...

=出類拔萃；鶴立雞群

5.動作描寫動作描寫1:表“位置變化”之動態(tài)介詞動作描寫2:表“去向”之“v.+one'sway+(adv./prep.+n.)”動作描寫3:“腳”動作動作描寫4:“手”動作動作描寫5:“頭、臉”動作動作描寫6:“眼”動作動作描寫7:“耳、鼻、口”動作動作描寫8:“doing...(伴隨)”動作描寫9:表“動作伴隨”之“with+賓語+賓補”和“prep