Question

　　假如你校與加拿大某中學(xué)是友好學(xué)校，對方校刊來信想了解你校選修課開設(shè)情況。

　　請根據(jù)下表提供的學(xué)生問卷調(diào)查，用英語寫一篇報導(dǎo)。

課程門類　　　　十余種 (學(xué)生可任選)

上課時間　　　　每周二下午3：30-5：00

最受歡迎的課　　計算機(jī)、英語口語、藝術(shù)等

對課程的看法　　1．十分感興趣

　　　　　　　　2．學(xué)到許多課外的知識

　　　　　　　　3．有大量的實(shí)踐機(jī)會

建議　　　　　　1．增加選修課

　　　　　　　　2．減少作業(yè)量

　　　　　　　　3．多組織參觀，了解社會

要求：1． 報導(dǎo)需包括表內(nèi)提供的所有內(nèi)容。

　　　2． 詞數(shù)100左右。報導(dǎo)題目已給出。

Answer 1

答案：
解析：

One possible version： 　　Students Like Optional Courses 　　This term our school has offered more than 10 optional courses, from which students can choose． The courses are given from 3：30 to 5：00 every Tuesday afternoon． Students take great interest in the optional courses． Their favorites are computer, spoken English, arts and so on． They say they have learned a lot that is not taught in textbooks, and they have got a great deal of practice． However, students are not quite satisfied． They hope more optional courses will be offered while their homework load should be reduced． They suggest more trips and visits should be organized so that they can learn more about what is going on outside school．

提示：

建議使用句型： take great interest in 　　　　learn more about what is going on outside school 建議使用動詞： offer, satisfy, suggest　　 建議使用過渡性詞語：　however 寫作技巧提示： 　　　補(bǔ)述技巧是高考英語寫作最重要的技巧之一, 值得重視。補(bǔ)述分并列補(bǔ)述和后位　　補(bǔ)述兩種。補(bǔ)述的特點(diǎn)是既可以使語言連貫, 又可以收到簡練、生動的效果, 有時又能適時地表現(xiàn)當(dāng)事人內(nèi)心的思想活動, 好處是很多的。 請看近年的一份高考英語書面表達(dá)： Saturday, May 6　　　　　　　　　　　　　　　cloudy 　　Li Ming and I took part in a wilderness survival program yesterday, and it has been one of the most unforgettable experiences since high school． 　　Early in the morning, we set out． Li Ming was carrying a compass and a tent in his backpack, and in mine there was a flashlight, a map, a knife, a first-aid kit, some matches, candles, food, and clothing． 　　On the way to the campsite, we climbed a hill, and then we swam across a river, pushing the backpacks on a large piece of wood we had found by the river． As we got into a forest, we lost our way． Luckily, we found the right direction with the compass． By the time we arrived at the campsite, it had already been dark． Li Ming then put up the tent, and I made a fire and started cooking． The two of us spent the night in the forest． We learned to use knowledge gained in classroom training to solve problems． It was quite an experience for us both, which I'll never forget for the rest of my life． 其中含并列補(bǔ)述的句子： (1) Li Ming and I took part in a wilderness survival program yesterday,　[and it has been one of the most unforgettable experiences since high school．] (2) Li Ming was carrying a compass and a tent in his backpack, [and in mine there was a flashlight, a map, a knife, a first-aid kit, some matches, candles, food, and clothing．] →補(bǔ)述句內(nèi)的`there'一詞最好略去, 因?yàn)槠淝暗慕樵~短語[in mine' + be 動詞]已具有[there' + be]的功能。 并列補(bǔ)述常使用并列連詞來表現(xiàn), 而并列連詞代替從屬連詞的特點(diǎn)是讓讀者自己去補(bǔ)充所連接的兩部分間的邏輯聯(lián)系,　根據(jù)兩部分的思想內(nèi)容去推論, 從而達(dá)到思想表達(dá)生動、有力和鮮明的修辭效果。 1． We were leaving the farm, and every farm worker seemed sorry． 2． It is true he is young, but / and yet　he is really good at go． 　→It is true ．．． but．．． = It is true．．．a(chǎn)nd yet ．．． 　=Indeed ．．． but　=Indeed．．． and yet (的確．．．, 然而．．．)　　 3． The teacher came, and the class began． 4． Tom is very tired, and really he should go to bed． 5． 他上周一著了涼，從那時起就躺在床上。 　He caught a cold last Monday, and has been in bed since~ ~． 6． 我七點(diǎn)離開家，不到兩小時到達(dá)機(jī)場。 　I left home at seven and arrived at the airport within two hours． 　=I left home at seven, arriving at the airport within two hours． 并列句的修辭作用在于它把兩個或幾個平行或?qū)α⒌南嚓P(guān)的思想聯(lián)系在一起,構(gòu)成一比較完整的思想, 因而它比兩個或幾個孤立的簡單句的思想內(nèi)容要豐富得多, 邏輯關(guān)系要清楚得多。例如將下列兩個以上的簡單句合并成一個并列句： ① Tom is ill． He cannot study． He still attends school． 　　→Tom is ill and cannot study, yet he still attends school．　 ② He saw the boy in the street． He stopped to speak to him． He gave him a penny． 　　→Seeing the boy in the street, he stopped to speak to him and gave him a penny． ③ The hotel is made of brick, and the post-office is, too． 再說說后位補(bǔ)述。請看例句： 1． He bathed and had dinner, giving everyone the impression that there was no danger at all． 2． He paused for a moment, wondering whether to turn back as the captain urged him． 3． Upon arrival, my uncle hugged Pompy, and tried to give him courage． 4． After dinner, my uncle said he wanted to sleep, and it seemed as if he really wanted to do so． 后位補(bǔ)述的主要特點(diǎn)是先描寫外在動作, 再抒發(fā)內(nèi)心活動。 外在描寫常用到： sitting/standing there, get off the bus, hurry to the school．．．等等 抒發(fā)內(nèi)心活動常用到： thinking/wondering/feeling/making．．． giving everyone the impression that．．． 后位補(bǔ)述常用到分詞短語作狀語, which引出非限定性定語從句, 以及由[with + 賓語 + 賓語補(bǔ)足語]等, 用于對事實(shí)表述后的情感感受或事實(shí)細(xì)節(jié)補(bǔ)充的場合。請看例句： 1． 用分詞短語作狀語 ① 我乘的火車六點(diǎn)開，下午四點(diǎn)到。　　　 　　My train starts at six, arriving there at four p．m．(＝and (it) will arrive there at four p．m．) ② 他順便帶著他的弟弟來看我。　　　 　　He came to see me, bringing his brother with him． ③ 他的父親去世了，留下了債務(wù)。 　　His father died, leaving debts behind him(＝…，and left debts behind him)． 2．　用which引出非限定性定語從句 　　It was quite an experience for us both, [which I'll never forget for the rest of my life]． 　　→逗號隔開追敘性的(Continuative)定語從句