山西省太原市2023-2024學(xué)年高一下學(xué)期期中小作文解讀與示范講義素材

24太原市高一下英語期中作文解讀與示范第一節(jié)(滿分10分)假定你是李華，你校外語節(jié)的演講主題是“低碳生活，綠色行動”，請你寫一篇號召“光盤行動”的英文演講稿參賽，內(nèi)容包括：1.活動意義；2.提出倡議。注意：詞數(shù)60左右，開頭已給出；2.為使行文連貫，可適當增加細節(jié)。DearFriends,I'mLiHua,fromClass8.I'mgivingthisspeechtodaytocalloneveryonetotakepartintheClearYourPlatecampaign.____________________________________________________________________________________________________行文與示范：戰(zhàn)略：方向——人與自我（校園話題——綠色行動演講——對接B2U5環(huán)境保護）戰(zhàn)術(shù)：內(nèi)容——1.意義（題設(shè)內(nèi)容漢語）；2.倡議（角度1：點多少吃多少——對接2022全國1卷B芝麻菜；角度2：鼓勵更多人加入）；3.勿忘收尾（呼吁）DearFriends,I'mLiHua,fromClass8.I'mgivingthisspeechtodaytocalloneveryonetotakepartintheClearYourPlatecampaign.Itwilldefinitelyhelpusdevelopaconsciousnessofadoptinglow-carbonlifestyleandgreenactionsinourdailylife.Justtakingthefollowingsimplesteps,eachofuscouldliveincloserharmonywithourenvironment.Firstly,itisusefulforustoreducewastebyaskingtheschoolcanteentonotincludethesidedishwewon’teat.Secondly,wearerequiredtoencouragedmorepeoplearoundus,likeourrelativesandfriendstojointhecampaign.Ibelieveonlyinthiswaycanweseemoreclearwatersandgreenhillsinthenearfuture.（5句）錦言妙語：1....的意識——consciousnessof2.過低碳生活與采取綠色行動——adoptinglow-carbonlifestyleandgreenactions3.非謂語做狀語——Justtakingthefollowingsimplesteps4.與環(huán)境和諧相處——liveincloserharmonywithourenvironment5.it形式主語——itisusefulforustodo6.應(yīng)該做——arerequiredtodo7.部分倒裝——onlyinthiswaycan點評：本次高一下期中的小作文，結(jié)構(gòu)與邏輯比較清晰，話題為熟悉的環(huán)境話題，正好與B2U5正文的內(nèi)容契合。同時命題的要求與當下的新課標命題保持一致，除了字數(shù)60字（高考為80字）少一點外，別的差異不但（建議：可以按照高考要求進行行文與練手）。范文亮點：I'mgivingthisspeechtodaytocalloneveryonetotakepartintheClearYourPlatecampaign.運用了不定式做目的狀語。Itwilldefinitelyhelpusdevelopaconsciousnessofadoptinglow-carbonlifestyleandgreenactionsinourdailylife.運用了一般將來時。Justtakingthefollowingsimplesteps,eachofuscouldliveincloserharmonywithourenvironment.運用了分詞短語作狀語。Firstly,itisusefulforustoreducewastebyaskingtheschoolcanteentonotincludethesidedishwewon’teat.運用了形式主語以及定語從句。Secondly,wearerequiredtoencouragedmorepeoplearoundus,likeourrelativesandfriendstojointhecampaign.運用了被動語態(tài)。Ibelieveonlyinthiswaycanweseemoreclearwatersandgreenhillsinthenearfuture.運用了倒裝。24太原高一下期中讀后續(xù)寫解讀與示范第二節(jié)(滿分15分)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。人與自我——問題解決——對接B3U1MylittlebrotherPeterandIgotpermissionfromourparentstocampinafieldclosetoourfarm.But,beingadventurousboys,weknewitwouldbemoreexcitingtocampinthewoodsthatlaybeyondtheriver.Excited,wewentawaywithourtentandfood.Carryingourheavyload,wewalkedalongtheriverbank,hardlynoticingthedistanceortheburningsun.Wewereeagertoreachourdestinationbeforelunchtime.Alongtheway,wesawsomebirdssearchingforfoodaroundafallentreetrunk.Asweenteredthecool,shadowywoods,webegantosearchforasuitablecampingspot.Peterwantedtostayclosetotheriverattheedgeofwoods,butIinsistedthatwecampfurtheraway.Unwillingly,Peterfollowedmedeeperintothewoods."Thisisreallyawonderfulsetting!"Isaidinexcitement.Weputupourtent,andsettleddowntoeatthesandwicheswehadmade.Aboutanhourlater,wedecidedtofindourwaybacktotherivertocatchsomefish.注意：1.續(xù)寫詞數(shù)應(yīng)為100個左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Paragraph1“Areyousurethatthisistherightway?”Peterasked.__________________________________________________第一段續(xù)寫：“你確定這是正確的路么”皮特問。——本段提示可知：兄弟兩人迷路了。同時結(jié)合二段提示，繼續(xù)可以得知：兄弟兩人最終還是找到了正確的方向。因此，本段續(xù)寫的關(guān)鍵在于面對迷路時，兄弟兩人的反應(yīng)與應(yīng)對，為了更好地體現(xiàn)沖突，可以通過兄弟兩人來設(shè)計反差，同時為二段的主題升華做鋪墊?！獏⒖荚~匯：Peter；woods；riverbank；fallentreetrunk；findourwayback；catchfish行文與示范：Paragraph1“Areyousurethatthisistherightway?”Peterasked.Hearingthequestion,Ilookedaroundandimmediatelyaterriblefactcametomymindthatwelostinthewoods.Itriedtohidemyfear.Still,Iwasbetrayedbymytremblingbodylanguage.Outofmyimagination,Peterdidn’tcomplainaboutmebutcomfortedme,thencarefullysearchingsomeclueswehadleft.Ittookbothofusalongtimetofinallyfindthefallentreetrunkandtheriverbank.Althoughitwasimpossibletocatchfish,findingourwaybackhomereallytaughtmealot.（6句）Paragraph2Returninghome,wecouldn'twaittotelltheanxiousparentsaboutouradventurestory._____________________第二段續(xù)寫：回到家，我們迫不及待地告訴焦急的父母我們的冒險故事?！径卫m(xù)寫的核心在于，對于發(fā)生的迷路事件再次回顧，父母如何從焦急到不焦急的反應(yīng)變化，從側(cè)面反應(yīng)出我們成長與冷靜處事的態(tài)度?！獏⒖荚~匯：woods；Peter行文與示范：Paragraph2Returninghome,wecouldn'twaittotelltheanxiousparentsaboutouradventurestory.Fromtheireyesandfacialexpressions,Icouldfeelhowmuchtheylovedusinsuchacommittedstatethatwhentheyhuggedus,Istillfelttheirheartsbeatstrongly.Afterawhileofsilence,theyburstintolaughter,affirmingwhatwehaddonewhenbeinglostinwoodswascorrect.ThentheyfurtherpraisedPeterforkeepingcalmwhensomethingincidentoccurred,whichatthatmomenttaughtmealifelonglessonthatnomatterwhatchallengesImightencounterinmylife,Icouldbearinmindthataclearmindwasamust.（3句）點評：本次高一下期中的讀后續(xù)寫，使一篇典型的人與自我（問題解決）主題，與同步課本B3U1話題密切關(guān)聯(lián)。從內(nèi)容的層面而言，主題明確，立意鮮明，通過兄弟兩人行事風格的差異，把兩人的性格區(qū)分的淋漓盡致，為問題的解決與“我”的成長與升華做好了內(nèi)容鋪墊，是一篇不錯的命題。續(xù)寫作文：Paragraph1“Areyousurethatthisistherightway?”Peterasked.Hearingthequestion,Ilookedaroundandimmediatelyaterriblefactcametomymindthatwelostinthewoods.Itriedtohidemyfear.Still,Iwasbetrayedbymytremblingbodylanguage.Outofmyimagination,Peterdidn’tcomplainaboutmebutcomfortedme,thencarefullysearchingsomeclueswehadleft.Ittookbothofusalongtimetofinallyfindthefallentreetrunkandtheriverbank.Althoughitwasimpossibletocatchfish,findingourwaybackhomereallytaughtmealot.（6句）Paragraph2Returninghome,wecouldn'twaittotelltheanxiousparentsaboutouradventurestory.Fromtheireyesandfacialexpressions,Icouldfeelhowmuchtheylovedusinsuchacommittedstatethatwhentheyhuggedus,Istillfelttheirheartsbeatstrongly.Afterawhileofsilence,theyburstintolaughter,affirmingwhatwehaddonewhenbeinglostinwoodswascorrect.ThentheyfurtherpraisedPeterforkeepingcalmwhensomethingincidentoccurred,whichatthatmomenttaughtmealifelonglessonthatnomatterwhatchallengesImightencounterinmylife,Icouldbearinmindthataclearmindwasamust.（3句）續(xù)寫亮點：Hearingthequestion,Ilookedaroundandimmediatelyaterriblefactcametomymindthatwelostinthewoods.運用了現(xiàn)在分詞短語作狀語。Still,Iwasbetrayedbymytremblingbodylanguage.運用了方式狀語。Outofmyimagination,Peterdidn’tcomplainaboutmebutcomfortedme,then