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8A 期中复习作文讲义 1｜友谊与成长
一、话题解读
1.核心话题：综合U1 Friendship和U3 To be a good learner，用人物特点加一段共同成长的经历，写出“朋友如何影响我”。
2.写作要求：① 审清人物描述类题目，写出相识背景、品质、具体事件与个人改变；
② 描述品质用现在时，叙述事件用过去时，结果与感悟注意时态；
③ 至少用一个比较结构和两处自然的衔接词；
④ 控制在90—110词左右，不编造空泛口号。
3.中考定位：期中常将“介绍好友”改写成“最值得感谢的人”“成长中的伙伴”。与其写四五个优点，不如挑两个优点并举一个真实事件。
二、写作任务
本讲义为期中综合训练：以U1“好友介绍”为主线，适当融合U3“学习问题与改进”。训练重点是让一个可观察的事件同时体现人物品质和成长效果；教材没有提供本题原文，以下均为原创模拟情境。
三、审题指导
从“是谁—做了什么—我发生了什么变化”的顺序审题，避免把故事写成成绩报告：
Who helped you grow （谁在成长中帮助了你？）
How did you become friends （你们怎样成为朋友？）
What does the person look like （他／她长什么样？）
What qualities can one action show （一个行动能体现哪些品质？）
What changed after his/her help （他／她帮助后有何变化？）
What kind of friend do you hope to be （你希望成为怎样的朋友？）
四、写作步骤
◆ 步骤一：抓住好友最鲜明的品质和一个最有意义的事件。
◆ 步骤二：用具体动作和对话交代“困难—帮助—转变”，不堆砌赞美词。
◆ 步骤三：结尾呼应友谊主题，并写明未来自己会怎样行动。
五、写作框架
写作部分 核心内容 推荐时态 连接词/过渡语
开头（人物） 介绍相识背景和好友特点 一般现在时／过去时 I got to know...when...
What I value most is...
中间（事件） 自己的难题、朋友的帮助、后来变化 一般过去时 At first,...
Instead of..., he/she...
With...help,...
结尾（收获） 评价友谊并联系自我 一般现在时／将来时 I have learnt that...
I hope I can...
六、素材宝库
1.词汇积累
人物品质（U1） 学习方法（U3） 动作细节 成长收获
thoughtful 体贴的 make a plan 制定计划 stay after class 课后留下 become more confident 变自信
trustworthy 值得信赖的 check mistakes 查错 explain patiently 耐心解释 learn to encourage others 学会鼓励他人
humorous 幽默的 practise daily 每天练习 share notes 分享笔记 make steady progress 稳步进步
kind-hearted 善良的 read aloud 大声朗读 offer to help 主动帮忙 feel less nervous 没那么紧张
honest 诚实的 record oneself 给自己录音 point out errors 指出错误 understand the value of friendship 懂得友情价值
cheerful 开朗的 learn from mistakes 从错误中学习 listen without judging 不加指责地听 support one another 互相支持
patient 耐心的 set small goals 设定小目标 celebrate progress 庆祝进步 make a difference 带来改变
2. 句型积累
1. We became friends when we worked on a school project. 我们一起做校园项目时成了朋友。
2. She is not as outgoing as some students, but she is a wonderful listener. 她不如一些同学外向，却很善于倾听。
3. I was too nervous to speak clearly in front of the class. 我当时紧张得无法在全班面前清楚表达。
4. Instead of giving me the answers, he showed me how to find them. 他没有直接告诉我答案，而是教我如何找到答案。
5. She spent ten minutes practising with me every afternoon. 她每天下午花十分钟陪我练习。
6. Little by little, I began to speak more confidently. 渐渐地，我开始更有信心地表达。
7. What touched me most was her willingness to help. 最让我感动的是她乐于助人的态度。
8. A good friend helps us discover our own strengths. 好朋友能帮助我们发现自身优势。
表达要点：人物品质最好通过“有动作的句子”证明，如He waited until I finished speaking，优于He is very nice。比较级常见错误：more kinder×、the most kindest×。
3. 写作模板
综合人物故事模板
My friend [name] is [brief description]. We met [time/place]. What makes him/her special is [quality].
Last [time], I had trouble with [specific problem]. I felt [feeling]. When [friend] noticed this, he/she [specific help]. After [time], I [clear improvement].
This experience taught me [lesson]. I will also try to [future action].
强调变化模板
At first, I could hardly [task]. With [person]’s help, I started to [method]. I practised [frequency]. Now I can [improvement] much more [adverb] than before.
七、参考范文
1.共同成长
The friend who believed in me
My best friend is Sophie. We met when we joined the school drama club. She has long hair and a quiet smile. She is patient and always notices when someone needs help.
Last month, I had to introduce our group’s work in English. I was so nervous that I could hardly say a word. Sophie listened to me after class and helped me organize my ideas. We practised together for a few minutes each day. On presentation day, I spoke more clearly and even enjoyed answering questions.
Her kindness gave me courage. Now I try to be as supportive as she is.
2.学习伙伴
More than a study partner
My friend Ben and I first met in Grade 7. He is funny, but he takes his promises seriously.
Before the midterm exams, I found English reading very difficult. Ben invited me to read one short passage with him after lunch. We looked for the main idea first and checked new words later. When I made a mistake, he explained it patiently instead of laughing. After three weeks, I could finish reading exercises faster.
Ben did not do my work for me; he helped me learn by myself. That is why I think he is a true friend.
3.变式训练题目
学校举办“My friend, my guide”征文。介绍好友Mia：在学校科技节结识；开朗、可靠；你曾因为制作展示海报失败而沮丧，Mia陪你重新规划、分工并鼓励你；后来展示成功；谈谈你对友谊的认识。
要求：90—110词，体现U1人物品质与U3学习成长；至少有一个过去时事件与一处比较表达。
My friend, my guide
Mia is the friend who has taught me the most about teamwork.
答案范文：
My friend, my guide
Mia is the friend who has taught me the most about teamwork. We met at our school science festival. She is cheerful, and I can always trust her.
Last term, I made a poster for a group project, but it looked messy. I was disappointed and wanted to stop. Mia suggested making a clearer plan. She helped us divide the work and encouraged me to try again. We changed the layout, checked every detail and finally gave a successful presentation. I felt much more confident than before.
Mia taught me that friends do not solve every problem for us. They help us find the courage to solve it together.
范文翻译：
Mia是最能教会我团队合作的朋友。我们在学校科技节认识。她开朗而值得信赖。
上学期我为小组项目制作海报，但版面很乱，我失望得想放弃。Mia建议制定更清晰的计划，帮大家分工并鼓励我再试一次。我们修改了布局、认真检查细节，最终顺利完成展示。我比以前更有信心了。
Mia让我懂得，朋友并不是替我们解决所有问题，而是帮助我们鼓起勇气一起解决。
写作自检：有无人物特征、清晰事件和变化？是否只写“helpful”却没有行动？时态转换合理吗？
八、写作提升训练｜友谊话题中的“人物＋合作＋成长”
期中综合题常把U1人物品质和U3学习经历放在一起。写作时先讲清“谁”，再用一次合作经历说明“为什么重要”。
1. 句子升级：从“说了什么”到“如何证明”
普通表达 升级表达与写作提示
He is a good friend. When I failed to finish our group poster, he stayed after school to help me. 用行动支撑品质。
We worked together. I collected examples while he organized them into a clear mind map. 写出分工。
I became better. After three weeks, I could present our ideas with less fear than before. 用前后对比展示改变。
2. 句间衔接：把零散信息写成一个意思
合并训练：用instead of连接：Mia did not give me the answer. She asked questions to help me think.
参考改写：Instead of giving me the answer, Mia asked questions to help me think.
3. 易错句纠偏：先独立修改，再核对
1. She is one of my best friend. → She is one of my best friends.
2. He is more patient than any student in our class. → He is more patient than any other student in our class.
3. We help each others. → We help each other.
4. 迁移小练笔（学生先写，教师再展示参考）
微写作（约75词）：校刊征稿“Learning with a friend”，写你和好友共同完成英语海报的经历，突出两人分工、一处困难和各自的成长。
参考片段｜Learning with a friend
My friend Ben and I made an English poster for our class last month. Ben is creative, and I am good at finding information. I collected useful facts while he drew the pictures. At first, our poster looked too crowded. Ben listened to my idea, and we removed some details together. In the end, it became clearer. I learnt how to explain my opinion politely, and Ben learnt to use fewer words. Working with a true friend helped us both grow.
5. 第二情境：三段式写作迁移
改写为同伴互助的阅读课经历，训练U1品质词和U3成长词融合。
段落功能 可选择的细节（不可逐条机械翻译）
人物与任务 好友Ella善于倾听；我们要合作介绍一篇英语故事。
分工与难点 Ella画人物关系图；我选关键段落；发言顺序一开始不清楚。
互助后的改变 我们调整讲解顺序；我学会尊重不同想法，也敢于开口。
6. 限时造句挑战（1分钟）
任务：把“She is caring.”改成“事件—行动—影响”的证据句。
参考表达：When I lost my place during our talk, Ella calmly pointed to the next part and helped me continue.
7. 自评与同伴互评
□ 主题扣题，写作身份和文体明确 □ 至少一处“动作／方法＋具体细节”
□ 连接词自然、时态一致 □ 检查了比较级、动词形式及句子完整性
教师点拨：综合题注意“人—事—收获”主线：朋友品质必须服务于活动叙事，而不是另起一段独立罗列优点。
编写依据：8A Unit 1 第17—18页、Unit 3 第45—46页；联动任务为原创期中练习。情境、人物与例文均为原创教学示例。

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