高考英语get it 65个写作常用句型.doc

1、2019年高考英语get it 65个写作常用句型一、议论文常用句型1. It is a fact that .是一个事实2. It is well-known that.众所周知3.There is no doubt that.毫无疑问4. I think that.我认为.5. Contrary to the popular thought, I prefer.与流行的想法相反，我更喜欢.6. Some people say/believe/claim that.有人说/相信/声称.7. It is generally believed that.人们普遍认为.8. It is widel

2、y accepted that.这是被广泛接受的9. It is argued/held that.有人认为/认为.10. While it is commonly believed that, I believe.虽然人们普遍认为，我相信.11. It can be concluded that.可以得出结论12. Peoples views vary from person to person.人们的观点因人而异二、图表型常用句型1.The table/diagram/bar chart/pie graph/tree diagram/curve graph/column chart sho

3、ws/illustrates/reveals/describes/depicts/reflects that/how.表显示/ 反映/如何2.The graph provides some interesting data regarding.图提供了一些有趣的数据3. The data/statistics/figures can be interpreted as follows:数据/统计/数据可以解释如下4. The data/statistics/figures lead us to the conclusion that.数据/统计/数据使我们得出这样的结论：5. As is sh

4、own/demonstrated/exhibited in the diagram/graph/chart/table, .如图所示/图表/表格中显示/展示6. It is clear/apparent from the table/chart/diagram/figures that.从表/图/图中清楚/明显7. The vertical/horizontal axis stands for.垂直/水平轴代表8.There was rapid/noticeable/great/sharp/steep/remarkable/slow/little/slight/gradual rise/inc

5、rease/decrease/fall/decline/drop/change in development in .有迅速/明显/大/急/显/慢/有/轻微/逐渐上升/增加/减少/下降/下降/下降/变化在发展中9. The percentage remained steady/stable at.的百分比仍然在稳定/稳定10. The figures stayed the same.这些数字保持不变11. The figures bottomed out/peaked at.这些数字触底/见顶12. The figures reached the bottom/a peak/a plateau

6、 during. 这些数字达到了底部/一个高峰三、原因分析型常用句型1.There are several reasons for, but in general, they come down to three major ones.有几个原因，但总的来说，他们归结为三大问题2.There are many factors that may account for, but the following are the most typical ones.有很多因素可以解释，但以下是最典型的因素3.Many ways can contribute to solving this problem

7、, but the following ones may be most effective.许多方法可以有助于解决这个问题，但以下的可能是最有效的4.Generally, the advantages can be listed as follows.一般而言，优势可以列举如下5.The reasons are as follows.其原因如下四、因果推理常用句1.Because/Since we read the book, we have learned a lot.因为我们读了这本书，我们学到了很多2.If we read the book, we would learn a lot.

8、如果我们读了这本书，我们会学到很多3.We read the book; as a result / therefore / thus / hence / consequently / for this reason / because of this, weve learned a lot.我们读了这本书，因此/因为这个原因/，因为这，我们已经学到了很多4. As a result of /Because of/Due to/Owing to reading the book, weve learned a lot.由于读了这本书，我们学到了很多5. The cause of/reason

9、for/overweight is eating too much.超重的原因是吃太多了6. Overweight is caused by/due to/because of eating too much.超重是由于吃得太多而引起的。7. The effect/consequence/result of eating too much is overweight.吃太多的影响/结果/结果是超重8. Eating too much causes/results in/leads to overweight.吃太多导致/导致超重五、举例型常用句型1.Here is one more examp

10、le.下面是一个例子2.Take for example.以为例3.The same is true of.同样是真实的4.This offers a typical instance of.这提供了一个典型的实例5.We may quote a common example of.我们可以引用一个共同的例子6. Just think of.只是想到六、结合全文归纳总结句型1 From what has been discussed above, we may safely draw the conclusion that.通过上面的讨论，我们可以得出结论：2 Taking into acco

11、unt all the factors, we may safely come to the conclusion that.考虑到所有的因素，我们可以得出结论：3 Judging from all the evidence offered, we may safely arrive at/reach the conclusion that.从所提供的所有证据来看，我们可以得出结论：4 All the evidence supports a sound conclusion that所有的证据都支持健全的结论“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先

12、生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之

13、意基本一致。5 From what is mentioned above, we may come to the conclusion that从上面提到的，我们可以得出这样的结论：6 To sum up/draw a conclusion, we find that.总结/得出结论，我们发现7 In short/brief/a word/conclusion/sum/, it is.总之/简短/一个字/结论/总和/，这是8. Therefore/Thus/Then, it can be inferred/concluded/deduced that.因此，它可以推断/推断出9. From/T

14、hrough/According to what has been discussed above, we can come to/reach/arrive at/draw the conclusion that.从/通过/根据上面的讨论，我们可以得出/到达/得出结论10. It is believed that.它被认为七、表达个人观点句型1.As far as I am concerned, I agree with the latter opinion to some extent.就我而言，在某种程度上我同意后者的观点2.As far as I am concerned, I am r

15、eally/completely in favor of the test/policy.就我而言，我完全的测试/政策的支持3. In conclusion/a word, I believe that.总之一句话，我相信4. There is some truth in both arguments, but I think the disadvantages of outweigh its advantages.这两种观点都有一定的道理，但我认为的缺点超过了它的优点。5. In my opinion/view, we should.在我看来，我们应该6. As for me, I.至于我，

16、我单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。7. As I see it, .正如我看到的8. From my point of view, .从我的观点看9. Personally, I think.我个人认为10. My view is that.我的观点是其实,任何一门学科都离不开死记硬

17、背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。11. I think/consider.我认为/考虑12. I take/hold a negative/positive view of.我采取/保持一个消极的/积极的看法与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。