专题2.05 分词状语让续写更流畅-2024年新高考英语读后续写提分技能

这是一份专题2.05 分词状语让续写更流畅-2024年新高考英语读后续写提分技能，共14页。试卷主要包含了05 分词状语让续写更流畅，一般型结构，垂悬分词，特征类分词升华人物/场景描述，独立主格结构增添叙事活力，垂悬分词让表达更紧凑等内容，欢迎下载使用。

知识回顾
1
分词的结构
1.一般型结构
一般型结构是指分词或分词短语在句子中充当状语时，其逻辑主语与句子主语一致 (逻辑主语是非谓语动词动作的执行者或承受者；它们在逻辑上存在着主谓关系或动宾关系，但不能直接作非谓语动词的主语，因此叫逻辑主语。如：
Opening the drawer, he tk ut a revlver.（其中 pening 是分词，它的逻辑主语是句子主语he）
现在分词和过去分词在一般型中的区别：两种分词作状语是，都可表时间，原因，条件，让步，方式， 伴随等。但是，现在分词表主动关系，过去分词表被动关系 。如：
Stepping carelessly ff the pavement, he was kncked dwn by the bus.(分词stepping的逻辑主语是he，和句子主语he一致，且he和stepping 是主动关系，所以用动词 step 的现在分词形式)
Once published,this bk will be very ppular.(分词 published 的逻辑主语是this bk，和句子主语一致，且 this bk 和published是被动关系，所以用动词 publish 的过去分词形式)
判断分词作状语时，到底该用现在分词还是过去分词，主要看要作分词的动词和句子的主语是什么关系 。主动 关系就用现在分词，被动关系就用过去分词 。如：
the news, they were all excited. (用动词hear的分词形式填空 )
at by everybdy, she had my sympathy. (用动词laugh的分词形式填空 )
上述句子中，动词hear和句子主语they 是主动关系，所以应用 hear 的现 在分词形式 hearing；动词laugh和句子主语she是被动关系，所以应用laugh的过去分词形式laughed.
2.独立主格结构
当分词的逻辑主语与句子的主语不一致时，则应将分词的逻辑主 语补出来，且放置分词之前，这种分词结构被称作独立主格结构。独立主格结构的特点有：独立主格结构由两部分组成，前一部分是名词或者代词，后一部分是分词，前后两部分具有逻辑主谓关系；独立主格结构的逻辑主语与句子的主语不同，它独立存在；分词与前面的名词或代词，是主谓关系；独立主格结构一般有逗号与主句分开。
现在分词和过去分词都有独立主格结构 。逻辑主语都需要补出来。但是，现在分词与逻辑主语是主动关系，过去分词与逻辑主语是被动关系。例如：
The girl staring at him , he didn’t knw what t say. (句中现在分词staring与逻辑主语the girl 是主动关系，相当于As the girl stared at him, …）
Her wrk dne, she sat dwn fr a cup f tea. （句中过去分词dne与逻辑主语her wrk 是被动关系，相 当 于 When her wrk was dne, …）
3.垂悬分词
分词的主语既不与句子主语一致，分词本身又非独立主格结构，这种分词在语法上被称作垂悬分词，也叫无依着分词。垂悬分词从起源上来说，是语言的错误使用，即将分词的主语与句子的主语错误联系，从而产生垂悬分词，所以有人又叫它错关联分词 。
垂悬分词通常出现在句子开头或接近开头的位置，与句子中的其 它成分不产生必要的句法关系，特别是它与句子主语无逻辑关系。鉴于这种特点，垂悬分词别名为：独立分词或孤立分词。现在分词和过去分词都可用作垂悬分词 。垂悬分词多数为现在分词，少数为过去分词 。例如：
Being Christmas，the gvernment ffices were clse. (句中being为现在分词，它的逻辑主语既不是句子主语 the gvernment,前面也没有放置逻辑主语)
Granted that yu are right，yu shuld nt get angry.(句中granted 是过去分词， 它的逻辑主语既不是句子主语 yu,前面也没有放置逻辑主语)
垂悬分词与一般分词不一样，是一种超常规的语言现象，但其用途与形式相对固定，应引起我们足够的重视。正因为垂悬分词的使用场合及数量相对有限，英语学习者一方面要学会理解并掌握这一超常语言现象，另一方面切记不要将其它一般分词 (遵循主谓一致原则)模仿垂悬分词使用，因为毕竟垂悬分词的产生源于错误联系，违反了主谓一致原则。
分词作状语时的歧义排除方式
英语分词在句子中作状语时，常用来表 示时间、条件、原因、让步、结果、方式和伴随情况等意义。分词状语前有时有连接词时，连接词作其类别符号，这些类别符号明确地界定了分词的语法范畴和语义范畴。 当分词前没有这些类别符号时，其状语意义有时就显得模糊、不确定，甚至产生歧义。分词状语的歧义范围通 常在时间、条件、原因及让步意义之间。
（1）分词兼作时间和条件状语，语句以充足理由表述客观规律。例如：
Healed, water changes int vapr.
上述句子有两种描述：
When healed, water changes int vapr.
If healed, water changes int vapr.
（2）分词兼作时间和原因状语，反映了时序关系与因果关系的紧密联系.。例如：
Healed, water changed int vapr.
上述句子有两种描述：
When healed, the water changed int vapr.
Because it was healed, the water changed int vapr.
（3）分词兼作原因和让步状语，反映了 对因果规律的不同心理预设。例如：
Weighing abut eighty kils, the bx culdn’t be carried by the prter alne.
上述句子有两种解释：
Since the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
Althugh the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
综上所述，分词兼作时间状语和条件状语时，可以用 when 或者 if 描述其深层结构，这类语句一般表述客观规律或者客观真理。这一语言现象的逻辑意义为：以when为时序关联词的语句含有全称肯定假言命题，以if 为条件关联词的语句含有充分条件假言命题。原因状语有时与时间、条件或让步状语兼类。分词兼作时间状语和原因状语的现象反映了时序关系和因果关系的逻辑联系：时序关系是因果关系的前提，因果关系透过事物发展时序，揭示事物发展规律；分词兼作条件状语和原因状语时，语句以充足理由表述事物的因果规律；分词兼作原因状语和让步状语时，无论作哪种释义，语句所隐含的因果规律都是同一的，所不同的只是说话人对结果的心理预设不同。
方法策略
2
在读后续写中， 要提高读后续写的语言表达能力，仅仅强调词汇和语法学习是远远不够的。我们除了掌握读后续写常用的一些词语外，在平时的学习中还要注意积累一些常用句式，特别是分词与状语从句的转换与使用，并晨读背诵、默写、仿写，最后做到在读后续写中运用自如。
一、用分词为读后续写增色的策略
1.心理状态类分词凸显人物情绪状态
例如：Knwing that she was ill, he was s wrried that he even frgt t eat dinner.
Delightedly realizing that he was cming t help her, she sat dwn in relief.
2.感官类分词突出人物的动作回应
例如：Seeing /Watching the bear tearing dwn the fence, she was thrilled with terrr.
Glancing at the dark frest in the distance, she stepped back t the cabin in anxiety.
Feeling nervus, he std there frzen.
3.反思类分词提升人物对事件的认知
例如：Thinking that she wuld see her sn sn, she walked quickly twards her huse and was wearing a big smile.
Recalling/Thinking back n the days they spent tgether, she felt cherished and expressed the gratitude t thse things he did fr her.
4.情感情绪类分词强化人物的心理体验
例如：Cherishing the gratitude twards the villagers, he pick the phne with the purpse f sharing sme heartfelt wrds with them.
Overwhelmed with terrr, she just ran as quickly as he culd t get ut f the ld castle.
Exhausted by the gssips, he finally left her and let g f all the memries there.
5.“否定祈使句+典型动作类分词”深化表述目的
例如：Dn’t just stand there t d nthing, everything waving at yu in fact.
Dn’t hesitate t attend the party, jining yur fellws and sharing yur happiness.
6.特征类分词升华人物/场景描述
例如：Characterized by the beautiful seaside, the city is always crwded with laughter and cheers f the turists.
Featured by the quietness, it is a gd place t relax yurself there.
Characterized by the shyness befre the public, she is always cautius when amng the students.
7.独立主格结构增添叙事活力
例如： She saw the bear appraching quickly, her legs shaking.
He walked int the classrm with jy, his hands hlding the prize high.
She didn’t knw hw t answer her sn, her heart brken.
8.垂悬分词让表达更紧凑
例如：Speaking f the plan f the jurney, the children were always filled with jy and hpe as well.
Judging frm her clthes, we knw that she was still wrried and had n interest in makeup.
二、利用分词整合续写语篇的策略举例
在整合读后续写语篇的过程中，我们可以利用分词结构，进一步优化句子表达，让叙事、描写、抒情更加有力度。
（2020，新高考I卷）The Meredith family lived in a small cmmunity. As the ecnmy was in decline, sme peple in the twn had lst their jbs. Many f their families were struggling t make ends meet. Peple were trying t help each ther meet the challenges.
Mrs. Meredith was a mst kind and thughtful wman. She spent a great deal f time visiting the pr. She knew they had prblems, and they needed all kinds f help. When she had time, she wuld bring fd and medicine t them.
One mrning she tld her children abut a family she had visited the day befre. There was a man sick in bed, his wife, wh tk care f him and culd nt g ut t wrk, and their little by. The little by -his name was Bernard-had interested her very much.
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”
After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney,” said Clara. “His family is suffering s much.”
“S d I,” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish(完成).”
The ther children als jumped up all attentin. When Jhn had an idea, it was sure t be a gd ne. “I tell yu what we can d,” said Jhn. “Yu knw that big bx f crn Uncle Jhn sent us? Well, we can make ppcrn(爆米花), and put it int paper bags, and Bernard can take it arund t the huses and sell it.”
注意:
1. 续写词数应为150左右:
2. 请按如下格式在答题卡的相应位置作答。
When Mrs. Meredith heard f Jhn's idea, she thught it was a gd ne, t.
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With everything ready, Bernard started ut n his new business.
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文章讲述了热心的Mrs. Meredith与孩子们得知Bernard 家的生活困难后， 想办法帮助他挣钱补贴家用 的故事。文章给出的部分讲到 Mrs. Meredith的三个孩子想 出“做爆米花去卖”的主意，后面的内容则需要我们去续写。根据给定的续写段落的两个首句，我们可以推断续写段 落1的内容应包括：三个孩子积极准备， 最后成功邀请Bernard加人卖爆米花的活动中；而续写段落2的内容则应包括：Bernard卖爆米花的过程，以及他的感受。在叙事的过程中，我们可以在文中灵活运用分词状语结构，让续写语篇的整体表达效果得到提升。例如：
Paragraph 1:
When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t. Having exchanged glances with Mrs. Meredith, Jhn immediately arranged different tasks fr Harry and Clara. Harbring great excitement, Harry and Clara ran ut, intending t brrw a ppcrn machine. And Jhn, verwhelmed with jy t, dashed t Bernard’s hme. It was in a flash that Jhn fund Bernard, and tld him his plan. “Dn’t hesitate t jin us, cntributing t sme family incme.”Jhn added, vice laden with expectatin. Facing this gracius invitatin, Bernard was at a lss fr what t say. N sner had he ndded than Jhn grasped his hand and dragged him away.Later, these children gt tgether at Jhn’s hme and started t make ppcrn.
Paragraph 2:
With everything ready, Bernard started ut n his new business. At the beginning, characterized by the shyness, Bernard failed t sell sme ppcrn.Hwever, encuraged by Jhn, he gradually gain curage and sld sme ppcrn successfully. With time ging by, Bernard attracted a large quantity f peple. Therefre, it didn’t take lng befre Bernard sld all his ppcrn. Seeing the mney brught by his labr, he culdn’t help jumping with excitement. The next tw minutes witnessed the by run jumping t Mrs.Meredith. “Thank yu, Mrs. Meredith.”Bernard said simply in frnt f this Lady, eyes seeming t shine with tears. “By, it’s als a pleasure t help yu. G hme t help yur father. ”said the kind wmen, face radiating bundless lve.
上述范文中划横线的分词状语有效地传达了有关动作、情感以及特征等信息，同时也丰富了句式结构，为续写语篇增色、增效。
实践强化
3
续写语篇中分词状语的使用策略导引
1．（2022·河北保定·二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
An Encunter in a Department Stre
Candle hlders, picture frames and s n surrunded me in a husehld gds stre. While my husband and I waited fr cnstructin t be finished in ur new huse, I enjyed seeking decrating ideas. A figurine n ne f the shelves attracted my attentin, and I picked it up. It was beautiful, made f cast brnze. A wman was dancing with a yung girl, their faces caught in a mment f pure jy, and the girl lked up lvely at what culd nly be her mther.
Memries flded in I remembered my daughter, Laura, my sn, Glenn, and me dancing arund the living rm. I was a nurse, which meant lng shifts at the hspital, s I cherished these mments with my kids. “Having s fun,” as Laura used t say.
I culd see bth f my children nw — Glenn dancing t the recrd player as Laura spun rund and rund. Time had passed in the blink f an eye. Nw my husband and I were mving ut f the huse they’d grwn up in. Laura has children f her wn and wrks as a designer. Glenn als wrks in a design cmpany.
I had t buy it, and knew just where I’d put it in the new huse. It wuld be put n the side f the fireplace in the living rm. Only ne thing culd make my purchase mre perfect: if this figurine were part f a set, the ther piece f a mther dancing with a by. It was pssible I’d find ne.
Determined, I searched the entire stre. I carefully scanned every shelf. There was n cmpanin figurine anywhere, nr a salespersn t help me. Maybe the cashier will knw, I thught. I headed t the registers. As I std in the checkut line, I sptted an lder wman walking quickly with smething like a figurine in ne f her hands.
注意：1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
I stepped aside, s the wman culd get past.
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I asked the cashier abut the wman helping me.
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【参考范文】
I stepped aside, s the wman culd get past. But when she suddenly stpped in frnt f me, I saw that she was hlding a figurine similar t mine. T my surprise, she held it ut t me. It was a wman, a by dancing with her. I accepted her ffering. Hw did she knw just what I was lking fr? Befre I culd gather myself enugh even t say thank yu, the wman walked away with smiles.
I asked the cashier abut the wman helping me. “Des she wrk in the stre?” I asked. The cashier said her name was Mary. Mary desn’t wrk here but she is very warm-hearted and ften helps custmers chse the right gds. Befre I left the stre, I tk anther lk arund fr the wman wh’d sent me back t happy memries f my children. I fund her at last and shwed my sincere thanks t her.
【写作分析】本文以人物为线索展开，讲述了作者在百货公司看到了一个很喜欢的小雕像，但这个小雕像是一套的一部分，另一件是一个母亲与一个男孩跳舞，作者发现另一个被一个上了年纪的妇女拿到了。还没等作者开口，妇女就把雕塑给了作者，让作者很意外。
1.段落续写：
①由第一段首句内容“我让开了，让那个女人过去。”可知，第一段可描写女人把雕像给作者的经过。
②由第二段首句内容“我向收银员询问了帮助我的那个女人。”可知，第二段可描写作者向店员了解这个女人以及对女人的感谢。
2.续写线索：女人给作者雕像——作者惊讶——询问收银员——了解女人情况——作者感悟
3.词汇激活
行为类
拿着：hld/carry
寻找：lk fr/search fr
选择：chse/select
情绪类
惊讶：surprise /astnishment
快乐：happy /jyful
【典型句式】
[句型1] But when she suddenly stpped in frnt f me, I saw that she was hlding a figurine similar t mine. (运用了when引导时间状语从句)
[句型2] Befre I left the stre, I tk anther lk arund fr the wman wh’d sent me back t happy memries f my children. (运用了wh引导定语从句)
2．（2022·河北·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Teenagers lve t stay in clse cntact, but nly when it’s thrugh ur phnes and almst never in persn. Withut phnes, ur relatinships are frail (脆弱的). We may have 600 fllwers n scial media, but nly a few wh we can call true friends. We make friends quickly, but lse them just as fast. We dn’t knw the real meaning f human cnnectins. I fell prey t this rule as well. But all changed when I began vlunteering.
I’d signed up t help ut at a children’s rehabilitatin (康复) hspital. I was full f fear. I’d never interacted clsely with anyne with a disability. Thugh I thught f myself as an acceptable, pen-minded persn, I was wrried.
I wndered if children wh may never speak, wh may never be respnsive, cannt make meaningful human cnnectins. “Hw wuld we be able t understand each ther if we culd nt speak?” I wndered. “Wuld the children feel lnely? Wuld I feel lnely?”
But n the first day, my wrries disappeared. Walking int Hlland Blrview Kids Rehabilitatin Hspital was like walking int a rm where all the nise and sund we experience day-t-day disappeared.
Many f the children were nn-verbal. S yu seldm heard a cnversatin. Things seemed t mve in slw mtin. My jb was t prvide ne-n-ne supprt during activities.
Befre we began t wrk, we had a vlunteer training sessin. We were tld that t make sure we were being understd, we shuld lk int the children’s eyes, and ask, “Are yu seeing me?” This was t create a sense f mutual (互相的) understanding. We were als taught t use gestures, such as eye cntact, smiling, ndding, and patting t cmmunicate.
I was paired with a by named Miles, wh culd neither speak nr hear. The first time I accmpanied him, I never thught we wuld make such a meaningful cnnectin nly thrugh eye cntact and smiles. The tw f us lay side by side in a rm called Rest and Relaxatin with classical music filling the air. Lights were strung up that changed clr with a remte cntrl. Miles stared at the clrful lights. Obviusly, he gt interested in the lights.
注意：1.续写词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
I did as I was taught, lking quietly at him with a smile.
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This cnnectin frmed in thse tw hurs was s different, telling me what human cnnectins really mean.
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【参考范文】
I did as I was taught, lking quietly at him with a smile. He smiled at me, t. Suddenly, he patted me n my shulder, pinting t the center f the rm and began t shake his bdy rhythmically. I immediately understd that he wanted t invite me t dance with him. I smiled and ndded. We came t the middle f the rm. Under the clrful lights, I tk his hands and danced with him. He laughed frm his heart, and s did I. I felt happy. At this mment, we frmed a clse cnnectin, which des nt need language.
This cnnectin frmed in thse tw hurs was s different, telling me what human cnnectins really mean. Human cnnectins are frm the heart and need face-t-face cmmunicatin. I began t try t assciate with peple in real life. I participated in varius utdr activities, in which I made many friends, many real friends. I felt excited. I still insist n vlunteering in the hspital nw. I like t get alng with Miles, wh taught me what human cnnectins are.
【写作分析】本文讲述了作者和其他同龄人一样，只沉迷于网络交友，不知道在现实生活中如何处理人际关系，但一次志愿者经历改变了作者的态度。作者报名参加了一个儿童康复中心的志愿者活动，为不会说话的孩子们提供一对一的帮助。作者帮助的对象是一个叫迈尔斯的男孩，他既不会说话也听不见，作者和他通过眼神和微笑进行交流。两人躺在休息室里，迈尔斯对五颜六色的灯光很感兴趣。
1.段落续写：
①由第一段首句内容“我照培训时教的做了，微笑着静静地看着他。”可知，第一段可描写作者和迈尔斯是如何在不用语言的情况下进行交流的。
②由第二段首句内容“在这两个小时里形成的这种联系是如此的不同，告诉了我人际关系的真正含义。”可知，第二段可描写这次经历给作者带来的感悟和改变。
2.续写线索：邀请跳舞——欣然同意——一起跳舞——建立联系——作者的改变——作者开始融入现实生活——作者的感悟
3.词汇激活
行为类
①.开始做某事：begin t d sth./start t d sth.
②.明白，理解：understand/cmprehend
③.参加：participate in/take part in
情绪类
①.高兴的：happy/pleased
②.激动的，兴奋的：excited/thrilled
【典型句式】
[句型1]. I immediately understd that he wanted t invite me t dance with him.(由that引导的宾语从句作understd的宾语)
[句型2]. At this mment, we frmed a clse cnnectin, which des nt need language.(由关系代词which引导非限制性定语从句)
3．（2022·河北·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Amelia wrked as a nurse fr 5 years and lved it. She lved helping thers and fund the jb demanding, but always rewarding.
The beginning f March was far frm ptimistic because by the middle f March there were just ver fifty patients in the hspital with the same illness. Mst were n ventilatrs(呼吸机),which helped them t breathe. Then n the 23rd f that mnth there was a natinal lckdwn, which meant mst places were clsed apart frm supermarkets and essential shps. Peple culd nly leave their hmes fr a shrt while t d shpping r t pick up medicatin. All the streets were empty.
Amelia arrived at wrk an hur befre her shift started. The jurney there was quicker than nrmal, because she was the nly ne n the bus. And beying the new rules, she wre her mask the entire trip.
Anther shift ver with, she was exhausted. The bus turned up n time. She gt n and nticed a different persn at the wheel. “Where’s the usual driver? ” she asked plitely.
The yunger man lked sad, and replied grimly(严肃地), “The virus gt him，Miss. He was a friend f mine. ” Amelia was shcked by the news. “I’m s srry t hear this. He was a lvely man. ” “Yes, he was, ”the driver said.
She shwed her ticket and headed t a seat. At the back f the bus was the wman she recgnized frm smewhere. On the jurney hme every street was quiet.
Amelia put n her earphnes and clsed her eyes. The terrible events f that day were nw becming a distant memry.
A week later n a Thursday Amelia left the hspital a bit later than nrmal, as it had been a very busy day. She’d wrked the last fur days and just wanted t g hme. She realized the chance f catching her nrmal bus wuld nt happen. The next ne shuld arrive shrtly. Amelia glanced at her watch and the bus was twelve minutes late.
注意：1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Suddenly frm the drways f mst huses n the street appeared families as they clapped.
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And at that mment Amelia felt prud f everyne she wrked with.
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【参考范文】
Suddenly frm the drways f mst huses n the street appeared families as they clapped. Amelia didn’t understand what was ging n. What were these peple ding? Then it became evidently clear as ne family held a big sign which read: Thank yu, dctrs and nurses! Tears running frm her eyes, she felt this was ne f the lveliest things she’d ever witnessed. Frm all arund, the nise eched up and dwn every street in the city. Hrns blared and peple shuted, “We lve yu, dctrs and nurses.”
And at that mment Amelia felt prud f everyne she wrked with. She was thankful t all the key wrkers in whatever rle they played. And mst f all, she was prud f herself fr everything she’d accmplished in the wrst year pssible, determined t keep n helping thers in their hur f need.
【写作分析】本文以人物为线索展开，讲述了身为护士的阿米莉亚目睹了暖心的一幕：疫情期间，民众自发组织了一场向医护人员致谢的活动。
1.段落续写：
①由第一段首句内容“突然间，街上的大多数房屋的门口出现了家家户户在鼓掌。”可知，第一段可描写阿米莉亚对眼前这一幕很不解，当看到致谢标语后感动万分以及街上的致谢活动。
②由第二段首句内容“那一刻，阿米莉亚为与她共事的每一个人感到骄傲。”可知，第二段可描写阿米莉亚为自己和同事们感到骄傲并决心继续帮助有需要的人们。
2.续写线索：不解——致谢标语——感动——致谢活动——骄傲——继续提供帮助
3.词汇激活
行为类
①大喊：shut/cry
②.明白、了解：understand /be aware f
③.帮助：help /assist
情绪类
①.感动：tears ran frm her eyes/be mved
②.感到骄傲：feel prud f/take pride in
【典型句式】
[句型1]. Then it became evidently clear as ne family held a big sign which read: Thank yu, dctrs and nurses!（运用了as引导的时间状语从句）
[句型2]. And mst f all, she was prud f herself fr everything she’d accmplished in the wrst year pssible, and lived with a firm determinatin that she wuld keep n helping thers in their hur f need.（运用了省略了关系代词的定语从句和that引导的同位语从句）
分词状语
源语篇典型例句
续写中可能用的的句子
动作类
心理类
情感类
垂悬分词
独立主格结构