资源简介

写作专练
[单元写作训练〗
　　假定你是李华，你校校报的英文版就肢体语言的差异进行征稿。请你根据以下表格内容完成一份关于中美肢体语言差异的英文稿件。
肢体语言 美国 中国
身体接触 保持距离，较少接触，尤其是同性之间 身体接触较多，例如女性之间可以手拉手等
伸舌头 一种粗鲁的表现 一种尴尬的表现
拍小孩的头 给予安慰或鼓励 表示喜爱
注意：1.写作词数应为80左右；
2.短文应包括表格所示的全部内容；
3.文章开头已为你写好，不计入总词数。
[审题谋篇〗
定体裁 说明文——中美肢体语言差异
定人称 第一和第三人称为主
定时态 一般现在时为主
定要点 定结构 开头：引出肢体语言的差异的话题； 主体：对比肢体语言的中美差异； 结尾：总结——正视差异；正确交流。
[遣词造句〗
A.翻译单词或短语
1.　　　　　　　　　　　　手拉手
2.　　　　　　　 相比之下
3.　　　　　　　　 adv. 几乎不
4.　　　　　　　　 adj. 难堪的；尴尬的
5.　　　　　　　　 adj. 羞愧的；惭愧的
6.　　　　　　　 也
7.　　　　　　　 总之
B.完成句子
1.从日常生活中我们可以看到，中国女性经常手牵手走路。
　　　　　　 in our daily life，women in China often 　　　　　　　　　.
2.这在美国并不常见。
It 　　　　　　　in America.
3.美国人通常站得不是很近。
Americans usually 　　　　　　　　　each other.
4.他们几乎不碰对方，尤其是同性之间。
They 　　　　　　　　　　　， especially for people of the same sex.
5.美国人认为伸舌头是粗鲁的，但是中国人却经常使用这种肢体语言。（it作形式宾语）
Americans think 　　　　　　　　　　　， but the Chinese often use this body language.
6.他们感到尴尬或羞愧。
They are 　　　　　　　　　　　.
7.只有充分理解肢体语言的差异，我们才能恰当地进行沟通。
We can communicate appropriately 　　　　　　　the differences in body language.
C.句式升级
8.用which引导的非限制性定语从句合并句1和句2
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
9.用时间状语从句连接句5和句6
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
10.用倒装句改写句7
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
[连句成篇〗
As we have more communication with foreigners， we should pay more attention to the differences in the body language.
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
[读后续写训练〗
　　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。
（2022·新高考Ⅰ卷） It was the day of the big cross-country run.Students from seven different primary schools in and around the small town were warming up and walking the route （路线） through thick evergreen forest.
I looked around and finally spotted David， who was standing by himself off to the side by a fence.He was small for ten years old.His usual big toothy smile was absent today.I walked over and asked him why he wasn’t with the other children.He hesitated and then said he had decided not to run.
What was wrong？ He had worked so hard for this event！
I quickly searched the crowd for the school’s coach and asked him what had happened.“I was afraid that kids from other schools would laugh at him，” he explained uncomfortably.“I gave him the choice to run or not， and let him decide.”
I bit back my frustration （懊恼）.I knew the coach meant well—he thought he was doing the right thing.After making sure that David could run if he wanted， I turned to find him coming towards me， his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children， but at school his classmates thought of him as a regular kid.He always participated to the best of his ability in whatever they were doing.That was why none of the children thought it unusual that David had decided to join the cross-country team.It just took him longer—that’s all.David had not missed a single practice， and although he always finished his run long after the other children， he did always finish.As a special education teacher at the school， I was familiar with the challenges David faced and was proud of his strong determination.
注意：1.续写词数应为150左右；
2.请按如下格式作答。
We sat down next to each other， but David wouldn’t look at me.　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　I watched as David moved up to the starting line with the other runners.　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
[要素解读〗
When 1.　　　　　　　　　　　　　　　　　　　　　　
Where 2.　　　　　　　　　　　　　　　　　　　　　　
Who 3.　　　　　　　　　　　　　　　　　　　　　　
Event 4.　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　
[谋篇布局〗
Para.1：
请回答下列问题（根据括号内的要求和汉语句子提示补全英文句子）：
1.“David moved up to the starting line” in Para.2 suggests David agreed to run.How should I talk David into doing the cross-country run？ （“我”耐心地对大卫进行说服教育，可以使用几个排比的问句来说服大卫参赛，使得表达铿锵有力，情感充沛）
I said quietly， “David， if you’re not running because you’re afraid someone is going to 　　　　　　， that’s not a good enough reason.　　　　　　 let them get in your way？ 　　　　　　　　　　　　　you did for the run？ 　　　　　　　　　　　　　　　　　　　　　　　？”
我平静地说：“大卫，如果你不跑步是因为害怕别人会嘲笑你，那不是一个充足的理由。你要让他们妨碍你吗？你忘了你为跑步做的所有练习了吗？你想让你的队友和教练失望吗？”
2.What was David’s reaction to my arguments？ How can we describe his reaction to connect Para.2？ （使用时间副词、多个动词短语描写大卫经过短暂的心理斗争终于打开了心结，而后用简单的笔墨描述大卫作出了最终决定；此处可以描述眼神的交流，呼应第一段给出语中的wouldn’t look at me；用坚定的说话语气呼应所给材料中描述的大卫的性格特征his strong determination；另外，大卫的回答应表明他被“我”说服，成功衔接两段内容）
Shortly afterwards， David 　　　　　　　， 　　　　　　　and 　　　　　， “I am going to run.”
没过多久，大卫深吸了一口气，看着我的眼睛，坚定地说：“我要去跑。”
Para.2：
请回答下列问题（根据括号内的要求和汉语句子提示补全英文句子）：
3.How can we describe David’s running to relate to the given text？（用细节描写来衔接第二段给出语，并开启下文；描写大卫的跑步姿态回扣材料内容，既符合故事情节发展，也使得续写内容与材料有机衔接）
The starter’s gun 　　　　， and David 　　　　　　　　　　with the other children.But he had only gone a few metres before he 　　　　　.
发令枪响了，大卫踉跄地和其他孩子一起向前跑去，但他只跑了几米就绊倒了。
4.Did David finish the run？How might the audience react to it？（通过动作链来描写大卫坚持跑完全程，呼应材料中对大卫性格特征的描写；运用夸张的手法描写现场观众的反应，升华文章主题）
David 　　　　　and 　　　　with all his strength.Upon his 　　　　　the finishing line， the audience 　　　　　thunderous cheers.
大卫站起来，用尽全力跑了起来。当他冲过终点线时，观众爆发出雷鸣般的欢呼声。
5.What is a proper ending？（大卫跑完全程后卸下忧虑，对“我”露出了笑容，暗示他对自己的表现很满意，很享受比赛的过程，使用toothy smile原词复现所给材料中对大卫形象的描写，使续写内容与所给材料衔接紧密。最后以大卫对“我”的感激以及他对参加此次越野跑的感悟收尾，升华主题的同时，也给读者以教益）
David got a special award that day.On the winner’s platform， he 　　　　　　　　and 　　　　　　　　　， “I’d like to thank the special education teacher of my school.　　　　 her words 　　　　　　　even if I run slow， I will still be a good runner.”
大卫那天得了特别奖。在领奖台上，他像往常一样对我咧嘴一笑并发表了演讲：“我要感谢我们学校的特殊教育老师。是她的话让我意识到，即使我跑得慢，我仍然会是一个好的跑步者。”
[续写成文〗
Tips：1.按照故事的发展逻辑以及续写第一段的给出语可知，这一段的内容侧重于说服大卫参加越野跑，故本段应在“我”和大卫的互动方面大着笔墨。
2.续写第二段的给出语暗示“我”成功说服大卫参加越野跑，故第一段末尾应体现此内容，这样才能让两段衔接自然。第二段给出语还提示，本段应该根据所给材料的信息（主要是大卫身残志坚）就大卫在比赛中的情况、现场观众的反应方面进行情节设置。
写作专练
[单元写作训练]
[遣词造句]
A.1.hand in hand
2.by contrast
3.barely
4.embarrassed
5.ashamed
6.as well
7.in a word
B.1.As we can see； walk hand in hand
2.is not common
3.don’t stand close to
4.barely touch each other
5.it rude to stick out one’s tongue
6.embarrassed or ashamed
7.only by fully understanding
C.8.As we can see in our daily life， women in China often walk hand in hand， which is not common in America.
9.Americans think it rude to stick out one’s tongue， but the Chinese often use this body language when they are embarrassed or ashamed.
10.Only by fully understanding the differences in body language can we communicate appropriately.
[连句成篇]
As we have more communication with foreigners， we should pay more attention to the differences in the body language.
As we can see in our daily life， women in China often walk hand in hand， which is not common in America.By contrast， Americans usually don’t stand close to each other and they barely touch each other， especially for people of the same sex.Also， Americans think it rude to stick out one’s tongue， but the Chinese often use this body language when they are embarrassed or ashamed.Furthermore， Chinese people will pat a child on the head if they like him or her， and Americans do so as well when they want to give comfort or encouragement.
In a word， differences do exist； only by fully understanding the differences in body language can we communicate appropriately.
[读后续写训练]
[要素解读]
1.the day of the big cross-country run
2.the route through thick evergreen forest
3.David， I， the school’s coach， classmates
4.David， who suffered from a brain disease， took part in the cross-country run.None of his classmates thought it was wrong.He just finished the training a little slower than others.But on the day of the race， David was afraid to run because he was afraid that students from other schools would make fun of him.
[谋篇布局]
1.laugh at you； Are you going to； Have you forgotten all the practice； Are you going to let your teammates and coach down
2.took a deep breath； looked me in the eye； said firmly
3.sounded； staggered forward； tripped
4.stood up； ran； crossing； burst into
5.cast me his usual toothy smile； gave a speech； It was； that made me realize
[续写成文]
参考范文：
We sat down next to each other， but David wouldn’t look at me.I said quietly， “David， if you don’t want to run today， no one is going to make you run.But if you’re not running because you’re afraid someone is going to laugh at you， that’s not a good enough reason.There will always be someone who will laugh and say mean things.Are you going to let them get in your way？ Have you forgotten all the practice you did for the run？ Are you going to let your teammates and coach down？” Shortly afterwards， David took a deep breath， looked me in the eye and said firmly， “I am going to run.”
I watched as David moved up to the starting line with the other runners.The starter’s gun sounded， and David staggered forward with the other children.But he had only gone a few metres before he tripped.As I started to shout encouragement， other voices took up the call.I knew these voices were not just those of his schoolmates.Inspired， David stood up and ran with all his strength.Upon his crossing the finishing line， the audience burst into thunderous cheers.David got a special award that day.On the winner’s platform， he cast me his usual toothy smile and gave a speech， “I’d like to thank the special education teacher of my school.Without her encouragement， I would have quit the race.It was her words that made me realize even if I run slow， I will still be a good runner.”
1 / 6(共27张PPT)
写作专练
[单元写作训练]
　　假定你是李华，你校校报的英文版就肢体语言的差异进行征稿。
请你根据以下表格内容完成一份关于中美肢体语言差异的英文稿件。
肢体语言 美国 中国
身体接触 保持距离，较少接触，尤其是同性之间 身体接触较多，例如女性之间可以手拉手等
伸舌头 一种粗鲁的表现 一种尴尬的表现
拍小孩的头 给予安慰或鼓励 表示喜爱
注意：1.写作词数应为80左右；
2. 短文应包括表格所示的全部内容；
3. 文章开头已为你写好，不计入总词数。
[审题谋篇]
定体裁 说明文——中美肢体语言差异
定人称 第一和第三人称为主
定时态 一般现在时为主
定要点 定结构 开头：引出肢体语言的差异的话题；
主体：对比肢体语言的中美差异；
结尾：总结——正视差异；正确交流。
[遣词造句]
A. 翻译单词或短语
1. 　手拉手
2. 　相比之下
3. adv. 几乎不
4. adj. 难堪的；尴尬的
5. adj. 羞愧的；惭愧的
6. 　也
7. 　总之
hand in hand　
by contrast　
barely　
embarrassed　
ashamed　
as well　
in a word　
1. 从日常生活中我们可以看到，中国女性经常手牵手走路。
in our daily life，women in China often
.
2. 这在美国并不常见。
It in America.
3. 美国人通常站得不是很近。
Americans usually each other.
4. 他们几乎不碰对方，尤其是同性之间。
They ， especially for people of the
same sex.
As we can see　
walk
hand in hand　
is not common　
don’t stand close to　
barely touch each other　
B. 完成句子
5. 美国人认为伸舌头是粗鲁的，但是中国人却经常使用这种肢体语
言。（it作形式宾语）
Americans think ， but the
Chinese often use this body language.
6. 他们感到尴尬或羞愧。
They are .
7. 只有充分理解肢体语言的差异，我们才能恰当地进行沟通。
We can communicate appropriately
the differences in body language.
it rude to stick out one’s tongue　
embarrassed or ashamed　
only by fully
understanding　
C. 句式升级
8. 用which引导的非限制性定语从句合并句1和句2


9. 用时间状语从句连接句5和句6



　As we can see in our daily life， women in China often walk
hand in hand， which is not common in America.　
　Americans think it rude to stick out one’s tongue， but the
Chinese often use this body language when they are embarrassed or
ashamed.　
10. 用倒装句改写句7


　Only by fully understanding the differences in body language can
we communicate appropriately.　
[连句成篇]
As we have more communication with foreigners， we should pay
more attention to the differences in the body language.
As we can see in our daily life， women in China often walk hand
in hand， which is not common in America.By contrast， Americans
usually don’t stand close to each other and they barely touch each
other， especially for people of the same sex.Also， Americans think
it rude to stick out one’s tongue， but the Chinese often use this body
language when they are embarrassed or ashamed.Furthermore，
Chinese people will pat a child on the head if they like him or her，
and Americans do so as well when they want to give comfort or
encouragement.
In a word， differences do exist； only by fully understanding the
differences in body language can we communicate appropriately.
[读后续写训练]
　　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。
（2022·新高考Ⅰ卷） It was the day of the big cross-country
run.Students from seven different primary schools in and around the
small town were warming up and walking the route （路线） through
thick evergreen forest.
I looked around and finally spotted David， who was standing by
himself off to the side by a fence.He was small for ten years old.His
usual big toothy smile was absent today.I walked over and asked him
why he wasn’t with the other children.He hesitated and then said he
had decided not to run.
What was wrong？ He had worked so hard for this event！
I quickly searched the crowd for the school’s coach and asked
him what had happened.“I was afraid that kids from other schools
would laugh at him，” he explained uncomfortably.“I gave him the
choice to run or not， and let him decide.”
I bit back my frustration （懊恼）.I knew the coach meant
well—he thought he was doing the right thing.After making sure that
David could run if he wanted， I turned to find him coming towards
me， his small body rocking from side to side as he swung his feet
forward.
David had a brain disease which prevented him from walking or
running like other children， but at school his classmates thought of
him as a regular kid.He always participated to the best of his ability in
whatever they were doing.That was why none of the children thought
it unusual that David had decided to join the cross-country team.It
just took him longer—that’s all.David had not missed a single
practice， and although he always finished his run long after the other
children， he did always finish.As a special education teacher at the
school， I was familiar with the challenges David faced and was proud
of his strong determination.
2. 请按如下格式作答。
We sat down next to each other， but David wouldn’t look at
me. 　　　　　　　　　　　　　　　　　　　　　　
　　
I watched as David moved up to the starting line with the other
runners. 　　　　　　　　　　　　　　　　　　　　　　
注意：1.续写词数应为150左右；
When 1.
Where 2.
Who 3.
Event 4.





the day of the big cross-country run　
the route through thick evergreen forest　
David， I， the school’s coach， classmates　
David， who suffered from a brain disease， took
part in the cross-country run.None of his classmates
thought it was wrong.He just finished the training a little
slower than others.But on the day of the race， David was
afraid to run because he was afraid that students from
other schools would make fun of him.　
[要素解读]
[谋篇布局]
Para.1：
请回答下列问题（根据括号内的要求和汉语句子提示补全英文句
子）：
1. “David moved up to the starting line” in Para.2 suggests David
agreed to run.How should I talk David into doing the cross-country
run？ （“我”耐心地对大卫进行说服教育，可以使用几个排比的
问句来说服大卫参赛，使得表达铿锵有力，情感充沛）
I said quietly， “David， if you’re not running because you’re
afraid someone is going to ， that’s not a good
enough reason. let them get in your
way？ you did for the
run？
我平静地说：“大卫，如果你不跑步是因为害怕别人会嘲笑你，
那不是一个充足的理由。你要让他们妨碍你吗？你忘了你为跑步
做的所有练习了吗？你想让你的队友和教练失望吗？”
laugh at you　
Are you going to　
Have you forgotten all the practice　
Are you going to let your teammates and coach down
？
？”
2. What was David’s reaction to my arguments？ How can we
describe his reaction to connect Para.2？ （使用时间副词、多个动
词短语描写大卫经过短暂的心理斗争终于打开了心结，而后用简
单的笔墨描述大卫作出了最终决定；此处可以描述眼神的交流，
呼应第一段给出语中的wouldn’t look at me；用坚定的说话语气
呼应所给材料中描述的大卫的性格特征his strong determination；
另外，大卫的回答应表明他被“我”说服，成功衔接两段内容）
Shortly afterwards， David ，
and ， “I am going to run.”
took a deep breath　
looked me
in the eye　
said firmly　
没过多久，大卫深吸了一口气，看着我的眼睛，坚定地说：“我要去跑。”
3. How can we describe David’s running to relate to the given text？
（用细节描写来衔接第二段给出语，并开启下文；描写大卫的跑
步姿态回扣材料内容，既符合故事情节发展，也使得续写内容与
材料有机衔接）
The starter’s gun ， and David
with the other children.But he had only gone a few
metres before he .
发令枪响了，大卫踉跄地和其他孩子一起向前跑去，但他只跑了
几米就绊倒了。
sounded　
staggered
forward　
tripped　
请回答下列问题（根据括号内的要求和汉语句子提示补全英文句子）：
Para.2：
4. Did David finish the run？How might the audience react to
it？（通过动作链来描写大卫坚持跑完全程，呼应材料中对大
卫性格特征的描写；运用夸张的手法描写现场观众的反应，升
华文章主题）
David and with all his strength.Upon
his the finishing line， the audience
thunderous cheers.
大卫站起来，用尽全力跑了起来。当他冲过终点线时，观众爆发
出雷鸣般的欢呼声。
stood up　
ran　
crossing　
burst into　
5. What is a proper ending？（大卫跑完全程后卸下忧虑，对
“我”露出了笑容，暗示他对自己的表现很满意，很享受比赛
的过程，使用toothy smile原词复现所给材料中对大卫形象的描
写，使续写内容与所给材料衔接紧密。最后以大卫对“我”的
感激以及他对参加此次越野跑的感悟收尾，升华主题的同时，
也给读者以教益）
David got a special award that day.On the winner’s platform，
he and ，
“I’d like to thank the special education teacher of my school.
her words even if I run slow， I
will still be a good runner.”
大卫那天得了特别奖。在领奖台上，他像往常一样对我咧嘴一笑
并发表了演讲：“我要感谢我们学校的特殊教育老师。是她的话
让我意识到，即使我跑得慢，我仍然会是一个好的跑步者。”
cast me his usual toothy smile　
gave a speech　
It
was　
that made me realize　
[续写成文]
Tips：1.按照故事的发展逻辑以及续写第一段的给出语可知，这一段
的内容侧重于说服大卫参加越野跑，故本段应在“我”和大卫的互动
方面大着笔墨。
2. 续写第二段的给出语暗示“我”成功说服大卫参加越野跑，故
第一段末尾应体现此内容，这样才能让两段衔接自然。第二段
给出语还提示，本段应该根据所给材料的信息（主要是大卫身
残志坚）就大卫在比赛中的情况、现场观众的反应方面进行情
节设置。
We sat down next to each other， but David wouldn’t look at me.I said quietly， “David， if you don’t want to run today，no one is going to make you run.But if you’re not running because you’re afraid someone is going to laugh at you， that’s not a good enough reason. There will always be someone who will laugh and say mean things.Are you going to let them get in your way？ Have you forgotten all the practice you did for the run？ Are you going to let your teammates and coach down？” Shortly afterwards， David took a deep breath， looked me in the eye and said firmly， “I am going to run.”
参考范文：
I watched as David moved up to the starting line with the other
runners.The starter’s gun sounded， and David staggered forward with the other children.But he had only gone a few metres before he tripped.As I started to shout encouragement， other voices took up the call.I knew these voices were not just those of his schoolmates.Inspired， David stood up and ran with all his strength.Upon his crossing the finishing line， the audience burst into thunderous cheers.David got a special award that day.On the winner’s platform， he cast me his usual toothy smile and gave a speech， “I’d like to thank the special education teacher of my
school.Without her encouragement， I would have quit the race.It was her words that made me realize even if I run slow， I will still be a good runner.”
谢 谢 观 看 ！

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