Unit 5 Languages Around the World 一轮复习读后续写句式背诵及仿写练习-2026届高三英语人教版（2019）必修第一册

《人教版 2019 必修一 Unit 5 读后续写句式背诵及仿写练习答案》 句一：As + 主语 + 动作神态短语，主语 + 动作.（动作神态） 1. As Lisa gazed at the classic calligraphy works obsessively, the curator explained their historical background. 1. As the students listened to the dialect samples curiously, the teacher told related folk stories. 句二：主语 + 动作，现在分词短语.（动作伴随） 1. The professor researched, recording different dialects from across the country in his notebook. 1. The artist created, integrating traditional characters into modern calligraphy works. 句三：主语 + 动作，现在分词短语表心理.（动作 + 心理） 1. Tom put down his writing brush, feeling frustrated about his poor performance in the calligraphy competition. 1. The villagers showed their skills, desiring to pass down the ancient carving techniques to the next generation. 句四：What if + 从句？主语 + 建议动作.（假设 + 应对） 1. What if the ancient symbols are unrecognizable? We can ask the linguists for professional analysis. 1. What if the dialect dies out in a few decades? We can make audio recordings to preserve it. 句五：After + 动作短语，主语 + 心理 / 结果.（时间状语 + 结果） 1. After learning about the struggle to preserve the ancient scripts, the team realized the importance of cultural inheritance. 1. After experiencing the variety of local dialects, the foreigner was amazed by the richness of Chinese language. 学科网（北京）股份有限公司 $$ Unit 5 读后续写句式背诵及仿写练习 句一：As + 主语 + 动作神态短语，主语 + 动作.（动作神态） 原句示例：As the linguist stared at the ancient characters carved on the bone in amazement, a native elder came to explain their meaning. 当语言学家惊讶地盯着骨头上刻的古文字时，一位当地长者走上前解释它们的含义。 仿写练习： 1. As Lisa ______ the classic calligraphy works ______, the curator ______ their historical background. （当莉萨痴迷地看着那些经典书法作品时，馆长介绍起了它们的历史背景） 1. As the students ______ the dialect samples ______, the teacher ______ related folk stories. （当学生们好奇地听着方言样本时，老师讲述起了相关的民间故事） 句二：主语 + 动作，现在分词短语.（动作伴随） 原句示例：The researcher studied the shell carvings, noting the symbols that date back to the Ming Dynasty. 研究人员研究着贝壳雕刻，记录下那些可追溯到明朝的符号。 仿写练习： 1. The professor ______, ______ different dialects from across the country in his notebook. （教授调研着，在笔记本上记录全国不同的方言） 1. The artist ______, ______ traditional characters into modern calligraphy works. （艺术家创作着，将传统文字融入现代书法作品中） 句三：主语 + 动作，现在分词短语表心理.（动作 + 心理） 原句示例：They finished the cultural survey, feeling proud that they had explored the roots of the local tongue. 他们完成了文化调研，因探寻到了当地语言的根源而感到自豪。 仿写练习： 1. Tom ______, ______ about his poor performance in the calligraphy competition. （汤姆放下了毛笔，为自己在书法比赛中的糟糕表现而沮丧） 1. The villagers ______, ______ to pass down the ancient carving techniques to the next generation. （村民们展示完技艺，渴望把古老的雕刻技艺传给下一代） 句四：What if + 从句？主语 + 建议动作.（假设 + 应对） 原句示例：What if we can't relate to the classic texts? We can refer to the historical context in the reference books. 要是我们理解不了那些经典文献怎么办？我们可以查阅参考书里的历史背景。 仿写练习： 1. What if the ancient symbols ______? We ______ the linguists for professional analysis. （要是那些古符号无法辨认怎么办？我们可以向语言学家求助进行专业分析） 1. What if the dialect ______ in a few decades? We ______ audio recordings to preserve it. （要是几十年后这种方言消失了怎么办？我们可以录制音频来保存它） 句五：After + 动作短语，主语 + 心理 / 结果.（时间状语 + 结果） 原句示例：After studying the global spread of Chinese characters, she felt a deep appreciation for the wisdom of her ancestors. 研究完汉字在全球的传播后，她对祖先的智慧充满了深深的敬佩。 仿写练习： 1. After ______ the struggle to preserve the ancient scripts, the team ______ the importance of cultural inheritance. （了解到保护古文字的艰难后，团队意识到了文化传承的重要性） 1. After ______ the variety of local dialects, the foreigner ______ by the richness of Chinese language. （体验过当地方言的多样性后，这位外国人被汉语的丰富性所震撼） 学科网（北京）股份有限公司 $$