Words & phrases
读后感
dú hòu gǎn
reading response
Model sentences
读后感既要简要介绍所读内容，也要写出自己的理解。
dú hòu gǎn jì yào jiǎn yào jiè shào suǒ dú nèi róng， yě yào xiě chū zì jǐ de lǐ jiě。
A reading response should briefly introduce the text and also explain the reader's own understanding.
海底世界激发了我的想象，但想象不能代替对原文的理解。
hǎi dǐ shì jiè jī fā le wǒ de xiǎng xiàng， dàn xiǎng xiàng bù néng dài tì duì yuán wén de lǐ jiě。
The underwater world inspires my imagination, but imagination cannot replace understanding of the text.
珊瑚有多种形状和颜色，为许多海洋生物提供生活空间。
shān hú yǒu duō zhǒng xíng zhuàng hé yán sè， wèi xǔ duō hǎi yáng shēng wù tí gōng shēng huó kōng jiān。
Coral has many shapes and colours and provides living space for many marine organisms.
我设想自己乘坐潜水器观察深海，并注明这是阅读后的想象。
wǒ shè xiǎng zì jǐ chéng zuò qián shuǐ qì guān chá shēn hǎi， bìng zhù míng zhè shì yuè dú hòu de xiǎng xiàng。
I imagine observing the deep sea from a submersible and make clear that this is an idea inspired by the reading.
表达观点时，我从文章中找出一句话作为依据。
biǎo dá guān diǎn shí， wǒ cóng wén zhāng zhōng zhǎo chū yī jù huà zuò wéi yī jù。
When stating my view, I find a sentence in the text to support it.
把故事写得生动，不表示其中每个细节都属于现实。
bǎ gù shì xiě de shēng dòng， bù biǎo shì qí zhōng měi gè xì jié dōu shǔ yú xiàn shí。
Writing a vivid story does not mean that every detail in it belongs to reality.
读后感
An original reader’s response to Jules Verne’s Twenty Thousand Leagues Under the Seas.
读《海底两万里》时，我最难忘的是尼摩船长和他的潜艇。船潜入水下，人物透过窗户看见海中的景物，原来只在海面上航行的人，忽然有了另一种望向世界的机会。
dú 《 hǎi dǐ liǎng wàn lǐ 》 shí， wǒ zuì nán wàng de shì ní mó chuán zhǎng hé tā de qián tǐng。 chuán qián rù shuǐ xià， rén wù tòu guò chuāng hù kàn jiàn hǎi zhōng de jǐng wù， yuán lái zhǐ zài hǎi miàn shàng háng xíng de rén， hū rán yǒu le lìng yì zhǒng wàng xiàng shì jiè de jī huì。
Reading Twenty Thousand Leagues Under the Seas, I remembered Captain Nemo and his submarine most vividly. Through its windows, the characters see underwater scenery, gaining a new view of the world.
我喜欢书里的冒险，也常为人物担心。海底并不是只有漂亮的鱼和安静的水，有时会出现危险，船上的人必须想办法应对。吸引我的，不只是到了哪里，还有他们怎样面对变化。
wǒ xǐ huan shū lǐ de mào xiǎn， yě cháng wèi rén wù dān xīn。 hǎi dǐ bìng bú shì zhǐ yǒu piào liàng de yú hé ān jìng de shuǐ， yǒu shí huì chū xiàn wēi xiǎn， chuán shàng de rén bì xū xiǎng bàn fǎ yìng duì。 xī yǐn wǒ de， bù zhǐ shì dào le nǎ lǐ， hái yǒu tā men zěn yàng miàn duì biàn huà。
I enjoyed the adventures and worried for the characters. The sea holds danger as well as beautiful fish and quiet water. I was drawn not only to where they travelled but to how they responded to change.
合上书，我想画一座海底观察站。窗边有人记录鱼的动作，也有人查看仪器。可是画到门口，我突然问自己：人怎样进去？空气从哪里来？遇到困难，又怎样回到岸上？
hé shàng shū， wǒ xiǎng huà yí zuò hǎi dǐ guān chá zhàn。 chuāng biān yǒu rén jì lù yú de dòng zuò， yě yǒu rén chá kàn yí qì。 kě shì huà dào mén kǒu， wǒ tū rán wèn zì jǐ： rén zěn yàng jìn qu？ kōng qì cóng nǎ lǐ lái？ yù dào kùn nán， yòu zěn yàng huí dào àn shàng？
After closing the book, I imagined an underwater observation station, with people watching fish and checking instruments. Drawing its doorway made me ask how people would enter, obtain air and return safely.
我还想把书推荐给朋友，问他最记得哪一次冒险。也许他喜欢的地方和我不同，我们就能一起谈谈，为什么同一本书会留下不同的画面。
wǒ hái xiǎng bǎ shū tuī jiàn gěi péng yǒu， wèn tā zuì jì de nǎ yí cì mào xiǎn。 yě xǔ tā xǐ huan de dì fang hé wǒ bù tóng， wǒ men jiù néng yì qǐ tán tán， wèi shén me tóng yì běn shū huì liú xià bù tóng de huà miàn。
I also wanted to recommend the book to a friend and hear which adventure stayed with him. Different favourites could start a conversation about the same book.
这些问题使我发现，想象可以打开一扇门，却不能替我们完成所有准备。书里的旅程已经结束，我的问题还没有结束。下一次去图书馆，我想再找一本讲海洋探索的书。
zhè xiē wèn tí shǐ wǒ fā xiàn， xiǎng xiàng kě yǐ dǎ kāi yī shàn mén， què bù néng tì wǒ men wán chéng suǒ yǒu zhǔn bèi。 shū lǐ de lǚ chéng yǐ jīng jié shù， wǒ de wèn tí hái méi yǒu jié shù。 xià yí cì qù tú shū guǎn， wǒ xiǎng zài zhǎo yì běn jiǎng hǎi yáng tàn suǒ de shū。
I realised imagination can open a door without doing all the preparation. The book's journey had ended, but my questions had not. On my next library visit, I wanted a book about ocean exploration.
Conversation
A 读后感要先交代什么？
dú hòu gǎn yào xiān jiāo dài shén me？
What should a reading response establish first?
B 读过的文章，以及使我注意的一处细节。
dú guò de wén zhāng， yǐ jí shǐ wǒ zhù yì de yí chù xì jié。
The text read and a detail that drew my attention.
A 你的观察站来自原文吗？
nǐ de guān chá zhàn lái zì yuán wén ma？
Does your observation station come from the text?
B 不是，它是读后产生的设想。
bú shì， tā shì dú hòu chǎn shēng de shè xiǎng。
No; it is my imaginative extension.
A 为什么在画上分别标注？
wèi shén me zài huà shàng fēn bié biāo zhù？
Why label the drawing separately?
B 让读者区分原文景物与我增加的设备。
ràng dú zhě qū fēn yuán wén jǐng wù yǔ wǒ zēng jiā de shè bèi。
To distinguish the text's scenery from added equipment.
