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8A 期中复习作文讲义 4｜DIY与校园实践
一、话题解读
1.核心话题：融合U4 Hands-on fun、U2 School life与U1 Friendship，以一次校园动手实践或环保活动为线索写日记或活动报道。
2.写作要求：① 按题目指定文体选择日记或报道，不混淆日期、称呼等格式；
② 交代背景、材料、分工、制作顺序、成果与收获；
③ 使用First、Next、After that、Finally构建逻辑链，并写出一处真实问题；
④ 90—110词左右，注意安全、合作、环保等意义由细节自然体现。
3.中考定位：“劳动教育”“旧物改造”“校园体验活动”可用本框架。文章的亮点通常不是复杂手工名称，而是过程中的自主思考、合作和解决问题。
二、写作任务
本讲义提供原创“校园创客日”情境，以U4写作要求（第59—60页）为基础，联系U2学校社团与U1合作品质。重点练习过程清楚、细节精准和文体切换。
三、审题指导
读题先辨认是“我做了什么”（日记）还是“活动发生了什么”（报道），再提炼核心过程：
What type of writing does the task require （需要写哪种文体？）
When and where did the activity take place （活动何时何地进行？）
What did your group make and with what materials （小组用什么做了什么？）
How did team members share the work （成员怎样分工？）
What problem did you solve during the activity （解决了什么问题？）
What did you learn beyond making the object （除制作外还有什么收获？）
四、写作步骤
◆ 步骤一：用“时间地点＋作品目的”让读者马上知道活动内容。
◆ 步骤二：按顺序叙述制作步骤，同时点出分工、安全和一次问题解决。
◆ 步骤三：交代成品用途，并从环保、友谊或自信中提炼一项真正的收获。
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（背景） 日期天气或活动名称、地点、参与者 一般过去时 Last Friday, our class...
We decided to make...
中间（过程） 材料、分工、步骤、问题与解决 一般过去时 First,... Next,...
When we found..., we...
结尾（反思） 成品及能力和价值层面的收获 一般过去时／现在时 In the end,...
The experience taught me...
六、素材宝库
1.词汇积累
活动场景（U2） 团队合作（U1） 制作过程（U4） 反思提升
school workshop 校园工作坊 work as a team 团队合作 measure 测量 be proud of 以……为傲
activity room 活动室 divide the work 分工 cut out 剪下 reduce waste 减少浪费
school fair 校园集市 listen to others 倾听他人 stick together 粘在一起 solve a problem 解决难题
recycling day 回收日 offer help 主动帮助 decorate 装饰 develop patience 培养耐心
display board 展板 share tools 共用工具 tie a knot 打结 learn by doing 做中学
art club 艺术社 encourage sb 鼓励别人 make a model 制作模型 value teamwork 重视合作
project corner 项目角 take turns 轮流 follow instructions 遵照说明 feel satisfied 感到满意
2. 句型积累
1. Our class took part in a recycling workshop last Friday. 上周五我们班参加了废物回收工作坊。
2. We wanted to turn used paper into something helpful. 我们想把废纸变成实用的物品。
3. Before starting, we shared the work among the group members. 开始前，我们在组员间分配任务。
4. I measured the paper while my friend prepared the glue. 我测量纸张时，朋友准备胶水。
5. When the box fell apart, we checked the instructions and tried again. 盒子散开时，我们检查说明重新尝试。
6. We should use sharp tools only with proper help. 使用锋利工具应得到适当协助。
7. The final result was better than we had expected. 最终成品比我们预期的好。
8. The activity showed me that patient teamwork can make a difference. 活动让我懂得耐心合作能带来改变。
表达要点：日记常写日期和天气；活动报道适合有标题并以过去时交代事实。DIY过程不要忽略安全，例如剪裁瓶子由成人或老师协助。
3. 写作模板
活动日记模板
[Day], [Date] [Weather]
Today our class [activity]. I worked with [partner]. We made [product] from [materials].
First, [step 1]. Next, [step 2]. When [problem], we [solution]. Finally, [result].
I felt [feeling] because [learning].
活动报道模板
[Title]
Last [time], our class held [activity] at [place]. Students worked in groups to [purpose].
During the activity, we [step 1], [step 2] and [step 3]. One group met [challenge] and solved it by [solution].
The finished works [result]. We learnt that [meaning].
七、参考范文
1.制作过程日记
Thursday, 15 October Sunny
Today our class made recycled-paper photo frames in the activity room. I worked with my friend Oliver. We wanted to give old magazines a new life.
First, we cut thick cardboard into a frame. Next, Oliver rolled colourful magazine pages into thin tubes while I prepared the glue. We stuck the tubes along the edge. At first, one corner was loose, so we used stronger paper and held it in place. Finally, we put a group photo inside the frame.
It was not perfect, but it looked bright and special. I enjoyed working with Oliver and learnt that patience is important in DIY.
2.简短活动报道
A creative afternoon at school
Last Friday, our school art club held a hands-on afternoon. Students worked in small groups to make useful things from old materials.
Some groups made bookmarks from used paper. Others reused clean jars as pencil holders. My group made a desk organizer from two small boxes. We measured, cut and glued the pieces together. When the organizer could not stand steadily, we added a wider base. Our teacher reminded us to use the scissors carefully.
In the end, we displayed our work in the hall. The activity helped us learn new skills, reduce waste and value teamwork.
3.变式训练题目
学校“Green Makers Day”期间，你与同桌制作废纸收纳盒。先搜集旧纸盒和彩纸，再在老师帮助下修剪纸盒、组合成收纳盒，发现底座不稳后加固，最后装饰并展出；写日记，突出分工与自己的感受。
要求：90—110词；日期天气齐全；至少三种顺序衔接词、一句写困难与解决方法。
Saturday, 17 October Cloudy
Our school held Green Makers Day today.
答案范文：
Saturday, 17 October Cloudy
Our school held Green Makers Day today. My deskmate Jack and I made a desk organizer from old paper boxes. We brought two boxes, coloured paper and some glue.
First, we cleaned the boxes and planned the shape. Next, with our teacher’s help, we cut the cardboard to the right size. I held the pieces while Jack glued them together. However, the organizer could not stand steadily. We added a stronger base and tried again. Finally, we covered it with bright paper and showed it to our classmates.
I felt pleased with our work. We learnt to solve problems patiently, reuse materials and work as a team.
范文翻译：
10月17日，星期六，多云。今天学校举办了“绿色创客日”。我和同桌Jack用两个旧纸盒、彩纸和胶水制作桌面收纳盒。
我们首先清理纸盒并设计形状；接着请老师协助把纸板剪成合适尺寸。我扶着纸板，Jack负责粘贴。收纳盒一开始站不稳，我们加固底座后重新尝试。最后贴上彩纸，并向同学展示成品。
我对作品很满意。我们学会了耐心解决问题、再利用材料，也体会到了合作的价值。
写作自检：文体正确吗？有活动步骤与合作细节吗？有没有合理的安全提醒？是否突出自我收获？
八、写作提升训练｜日记与活动报道的文体转换
同一个DIY活动可以写成日记，也可以写成校园新闻。日记侧重“我的经历和感受”，报道侧重“活动事实与整体成果”，两者不要混用格式。
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
We did DIY at school. Our class held a paper-recycling workshop in the art room last Friday. 报道交代时间地点。
I made something. I turned an empty cardboard box into a small desk organizer with my partner. 日记突出个人动作。
It was meaningful. We reused materials that might otherwise have gone into the bin. 用事实说明意义。
2. 句间衔接：把零散信息写成一个意思
合并训练：用while说明分工：Leo measured the box. I prepared the coloured paper.
参考改写：Leo measured the box while I prepared the coloured paper.
3. 易错句纠偏：先独立修改，再核对
1. We had better to wear gloves. → We had better wear gloves.
2. First, we cutted the cardboard. → First, we cut the cardboard.
3. The activity was held on last Friday. → The activity was held last Friday.
4. 迁移小练笔（学生先写，教师再展示参考）
微写作（约75词）：将“我们做旧纸盒收纳盒”的个人日记改成校园网站上的一则活动简讯，写活动地点、参与方式、作品、展示与环保收获；不用日期天气行。
参考片段｜A creative recycling workshop
Last Friday, our class held a recycling workshop in the school art room. Students worked in pairs to make useful objects from clean old materials. Some groups made bookmarks, while others turned paper boxes into desk organizers. Teachers helped us use tools safely and check our designs. After an hour, we displayed our work in the corridor and explained how we made it. The workshop showed us that small creative actions can reduce waste and bring classmates together.
5. 第二情境：三段式写作迁移
围绕“废纸书签”活动，练习区分个人日记与校园简讯。
段落功能 可选择的细节（不可逐条机械翻译）
事实信息 周四美术教室；八年级学生分组制作环保书签。
过程与作品 选择旧杂志、裁剪纸条、粘贴图案；老师协助使用工具。
成果及意义 作品在图书角展出；宣传减少浪费与同伴合作。
6. 限时造句挑战（1分钟）
任务：把日记句“I was excited to see my bookmark.”改成客观活动报道句。
参考表达：Students proudly displayed their handmade bookmarks in the reading corner.
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：日记可写I felt...；报道多写students / groups / the activity，避免出现Yours sincerely或把日期天气当作新闻标题。

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