Unit 1 Period 4 D Writing（分层作业）英语沪教版2020必修第二册

Unit 1 No Limits Period 4 D Writing分层练习 基础达标 01 能力提升 02 拓展培优 03 1. 词汇拼写 1. We need to ______ (克服) many difficulties to achieve our goals. 2. His ______ (勇气) in facing danger moved all of us. 3. The ______ (极限) of human endurance are often tested in extreme sports. 4. She has a ______ (强烈的) desire to explore the unknown world. 5. Technology has no ______ (边界) in modern society. 6. The athlete ______ (挑战) the world record successfully. 7. We should have a ______ (积极的) attitude towards life’s challenges. 8. His ______ (成就) in science are widely recognized. 9. They ______ (坚持) on finishing the task despite the bad weather. 10. The ______ (探索) of outer space is a great project for humanity. 2. 单项选择 1. We have to ______ the fact that we can’t finish the work in one day. A. face with B. face up to C. look up D. look forward to 2. The young man ______ his fear of heights and climbed the mountain. A. overcame B. forgot C. remembered D. accepted 3. There is no ______ to what you can achieve if you work hard. A. limit B. limited C. limiting D. limits 4. She ______ on practicing the piano every day and finally won the competition. A. insisted B. depended C. relied D. kept 5. His ______ to succeed made him work day and night. A. desire B. design C. decision D. dream 6. We should take a ______ approach to solving this problem. A. positive B. possible C. passive D. polite 7. The scientist has made great ______ in the field of AI. A. achievement B. achievements C. progress D. progresses 8. They ______ the dangerous journey to find the lost treasure. A. challenged B. undertook C. tried D. managed 9. ______ difficulties we meet, we will never give up. A. Whatever B. Whenever C. Wherever D. However 10. The ______ of the ocean depths is still a mystery to most people. A. exploration B. explanation C. expectation D. expression 3. 句子翻译 1. 人类的潜能是无限的。 2. 她花了三年时间克服语言障碍。 3. 我们应该勇敢面对生活中的每一个挑战。 4. 坚持你的梦想，终有一天你会成功。 5. 科技的发展为我们打开了无限可能。 6. 他的勇气和决心激励了许多年轻人。 7. 探索未知世界是人类的天性。 8. 无论遇到什么困难，我们都不能放弃。 9. 她凭借不懈的努力取得了巨大成就。 10. 积极的心态是克服困难的关键。 1. 阅读理解 By now you’ve probably heard about the “you’re not special” speech, when English teacher David McCullough told graduating seniors at Wellesley High School: “Do not get the idea you’re anything special, because you’re not.” Mothers and fathers present at the ceremony — and a whole lot of other parents across the Internet — took issue with McCullough’s ego-puncturing words. But lost in the uproar was something we really should be taking to heart: our young people actually have no idea whether they’re particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it’s not just privileged high-school students: we all tend to view ourselves as above average. Such inflated self-judgments have been found in study after study, and it’s often exactly when we’re least competent at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, “lack insight” into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a “dual burden”: they’re not good at what they do, and their very incapability prevents them from recognizing how bad they are. In Dunning and Kruger’s study, subjects scoring at the bottom of the heap on tests of logic, grammar and humor “extremely overestimated” their talents. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was “metacognitive skill”: the capacity to monitor how well they’re performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There’s a paradox here, the authors note: “The skills that lead to competence in a particular domain are often the very same skills necessary to evaluate competence in that domain.” In other words, to get better at judging how well we’re doing at an activity, we have to get better at the activity itself. There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don’t possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you’re doing, but just what it is that you’re doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up. If we adopt these strategies — and most importantly, teach them to our children — they won’t need parents, or a commencement (毕业典礼) speaker, to tell them that they’re special. They’ll already know that they are, or have a plan to get that way. 1．Which can be the best title of this passage? A．Special or Not? Teach Kids To Figure It Out B．Let’s Admit That We Are Not That Special C．Tips On Making Ourselves More Special D．Tell The Truth: Kids Overestimate their Talents 2．The author thinks the real problem is that ______. A．we don't know whether our young people are talented or not B．young people don't know how to assess their abilities realistically C．no requirement is set up for young people to get better D．we always tend to consider ourselves to be privileged 3．Which is NOT mentioned about poor students according to the passage? A．They usually give themselves high scores in self-evaluations. B．They tend to be unable to know exactly how bad they are. C．They are intelligently inadequate in tests and exams. D．They lack the capacity to monitor how well they are performing. 4．We can infer from the passage that those high-scoring students ______. A．know how to cultivate clear logic and proper grammar B．tend to underestimate their performance because they know their limits C．tend to regard themselves as competent due to their strict self-judgement D．tend to be very competent in judging their performance in their high-scoring fields. 2. 语法填空 The Hell of the Sandwich Lunch The competition to be the worst two words in the English language is extremely hard-fought. Surprise party. Cruise holiday. Rice pudding. Keen golfer. The list goes on and on. But right up there is “sandwich lunch”. Separately, 1 of these words contains lots of beautiful promise. In combination, however, they spell horrible disaster. Most obviously, they signal that your lunch is ruined. You might have been planning to stroll through a park or eat with a friend. Now you will be spending your break working, 2 (trap) in a meeting room with several of your colleagues. Even more annoyingly, your manager has announced that sandwiches will be provided 3 you should be grateful for the kindness and consideration. The actual food choices are not yours. Instead, they appear 4 (make) by a six-year-old. The centre piece is a platter of sandwiches cut into triangles. There are paper plates. You can’t help 5 (look) around for party hats and balloons. Not that you actually eat much. The etiquette (礼仪) of the sandwich lunch requires everyone to take less than they want, in order to signal that they are team players 6 know how to share. People politely wait their turn and then restrict themselves 7 a few items. Your own paper plate is fairly typical: two triangles of bread, four salt-and-vinegar crisps (薯片), a limp salad leaf and one plum tomato. It’s about as appetizing as a cup of sand. You pick up the biggest of your four crisps and put it in your mouth just as the boss begins to lay out the agenda for the discussion. Crisps are never 8 (noisy) than when eaten at a sandwich lunch. Every bite thunders (响声穿透) through the room; eyes flick your way with each crunch and then back to the speaker. You wonder 9 it takes for a crisp to dissolve (溶解) through the action of saliva (唾液) alone, and conclude it is better to get the whole thing over with. Cue a desperate loud burst of chewing and all eyes are now on you. The boss has stopped speaking. One final bite, and a swallow. The crisp as well as your promotion prospects 10 (be) dead. 书面表达 假定你是学生会主席李华，你校下周六将组织户外劳动（labor）教育活动。请你写一则通知发表在校英文报上，内容包括： 1. 活动介绍； 2. 注意事项； 3. 呼吁参加。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Notice ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The Student Union 1 / 9 学科网（北京）股份有限公司 $ Unit 1 No Limits Period 4 D Writing分层练习 基础达标 01 能力提升 02 拓展培优 03 1. 词汇拼写 1. We need to ______ (克服) many difficulties to achieve our goals. 2. His ______ (勇气) in facing danger moved all of us. 3. The ______ (极限) of human endurance are often tested in extreme sports. 4. She has a ______ (强烈的) desire to explore the unknown world. 5. Technology has no ______ (边界) in modern society. 6. The athlete ______ (挑战) the world record successfully. 7. We should have a ______ (积极的) attitude towards life’s challenges. 8. His ______ (成就) in science are widely recognized. 9. They ______ (坚持) on finishing the task despite the bad weather. 10. The ______ (探索) of outer space is a great project for humanity. 答案： 1. overcome：动词，“克服”，need to 后接动词原形，符合“克服困难”的语境。 2. courage：不可数名词，“勇气”，形容词性物主代词 his 后接名词。 3. limits：可数名词复数，“极限”，由 are 可知主语为复数，指人类耐力的多种极限。 4. strong：形容词，“强烈的”，修饰名词 desire，“强烈的渴望”为常用搭配。 5. boundaries：可数名词复数，“边界”，no 后接可数名词复数表泛指，指技术无边界。 6. challenged：动词过去式，“挑战”，结合语境可知动作已发生，用过去式。 7. positive：形容词，“积极的”，修饰名词 attitude，“积极的态度”为固定搭配。 8. achievements：可数名词复数，“成就”，由 are 可知主语为复数，指多项科学成就。 9. insisted：动词过去式，“坚持”，insist on doing sth. 为固定搭配，结合语境用过去式。 10. exploration：名词，“探索”，定冠词 the 后接名词，作句子主语。 2. 单项选择 1. We have to ______ the fact that we can’t finish the work in one day. A. face with B. face up to C. look up D. look forward to 2. The young man ______ his fear of heights and climbed the mountain. A. overcame B. forgot C. remembered D. accepted 3. There is no ______ to what you can achieve if you work hard. A. limit B. limited C. limiting D. limits 4. She ______ on practicing the piano every day and finally won the competition. A. insisted B. depended C. relied D. kept 5. His ______ to succeed made him work day and night. A. desire B. design C. decision D. dream 6. We should take a ______ approach to solving this problem. A. positive B. possible C. passive D. polite 7. The scientist has made great ______ in the field of AI. A. achievement B. achievements C. progress D. progresses 8. They ______ the dangerous journey to find the lost treasure. A. challenged B. undertook C. tried D. managed 9. ______ difficulties we meet, we will never give up. A. Whatever B. Whenever C. Wherever D. However 10. The ______ of the ocean depths is still a mystery to most people. A. exploration B. explanation C. expectation D. expression 答案： 1. B：face up to 意为“勇敢面对”，符合语境；A 项搭配错误，应为 be faced with；C 项“查阅”，D 项“期待”，均不符合句意。 2. A：overcome 意为“克服”，结合“爬上山顶”可知是克服恐高，其他选项“忘记”“记得”“接受”均不符合。 3. A：no 后接可数名词单数或不可数名词，limit 作“极限”讲时为可数名词，此处用单数表泛指，故选 A。 4. A：insist on doing sth. 为固定搭配，“坚持做某事”；B 项 depend on“依靠”，C 项 rely on“依赖”，D 项 keep on doing sth.，但空格后为 on practicing，故选 A。 5. A：desire 意为“渴望”，desire to succeed“成功的渴望”；B 项“设计”，C 项“决定”，D 项“梦想”，均不如 desire 贴合“日夜工作”的语境。 6. A：positive 意为“积极的”，positive approach“积极的解决方法”；B 项“可能的”，C 项“消极的”，D 项“礼貌的”，均不符合句意。 7. B：make achievements 为固定搭配，“取得成就”；A 项为单数，需加 a；C 项 progress 为不可数名词，无复数形式，故选 B。 8. B：undertake 意为“着手进行；承担”，undertake the journey“踏上旅程”；A 项“挑战”，C 项“尝试”，D 项“设法做到”，均不如 undertake 贴合“危险旅程”的语境。 9. A：whatever 修饰名词 difficulties，“无论遇到什么困难”；B 项“无论何时”，C 项“无论何地”，D 项“无论多么”，均无法修饰名词，故选 A。 10. A：exploration 意为“探索”，海洋深处的探索仍是谜团；B 项“解释”，C 项“期待”，D 项“表达”，均不符合句意。 3. 句子翻译 1. 人类的潜能是无限的。 答案：Human potential has no limits. 2. 她花了三年时间克服语言障碍。 答案：She spent three years overcoming the language barrier. 3. 我们应该勇敢面对生活中的每一个挑战。 答案：We should face up to every challenge in life bravely. 4. 坚持你的梦想，终有一天你会成功。 答案：Insist on your dream, and you will succeed one day. 5. 科技的发展为我们打开了无限可能。 答案：The development of technology has opened up unlimited possibilities for us. 6. 他的勇气和决心激励了许多年轻人。 答案：His courage and determination have inspired many young people. 7. 探索未知世界是人类的天性。 答案：Exploring the unknown world is human nature. 8. 无论遇到什么困难，我们都不能放弃。 答案：No matter what difficulties we meet, we must not give up. 9. 她凭借不懈的努力取得了巨大成就。 答案：She has made great achievements through unremitting efforts. 10. 积极的心态是克服困难的关键。 答案：A positive attitude is the key to overcoming difficulties. 1. 阅读理解 By now you’ve probably heard about the “you’re not special” speech, when English teacher David McCullough told graduating seniors at Wellesley High School: “Do not get the idea you’re anything special, because you’re not.” Mothers and fathers present at the ceremony — and a whole lot of other parents across the Internet — took issue with McCullough’s ego-puncturing words. But lost in the uproar was something we really should be taking to heart: our young people actually have no idea whether they’re particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it’s not just privileged high-school students: we all tend to view ourselves as above average. Such inflated self-judgments have been found in study after study, and it’s often exactly when we’re least competent at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, “lack insight” into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a “dual burden”: they’re not good at what they do, and their very incapability prevents them from recognizing how bad they are. In Dunning and Kruger’s study, subjects scoring at the bottom of the heap on tests of logic, grammar and humor “extremely overestimated” their talents. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was “metacognitive skill”: the capacity to monitor how well they’re performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There’s a paradox here, the authors note: “The skills that lead to competence in a particular domain are often the very same skills necessary to evaluate competence in that domain.” In other words, to get better at judging how well we’re doing at an activity, we have to get better at the activity itself. There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don’t possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you’re doing, but just what it is that you’re doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up. If we adopt these strategies — and most importantly, teach them to our children — they won’t need parents, or a commencement (毕业典礼) speaker, to tell them that they’re special. They’ll already know that they are, or have a plan to get that way. 1．Which can be the best title of this passage? A．Special or Not? Teach Kids To Figure It Out B．Let’s Admit That We Are Not That Special C．Tips On Making Ourselves More Special D．Tell The Truth: Kids Overestimate their Talents 2．The author thinks the real problem is that ______. A．we don't know whether our young people are talented or not B．young people don't know how to assess their abilities realistically C．no requirement is set up for young people to get better D．we always tend to consider ourselves to be privileged 3．Which is NOT mentioned about poor students according to the passage? A．They usually give themselves high scores in self-evaluations. B．They tend to be unable to know exactly how bad they are. C．They are intelligently inadequate in tests and exams. D．They lack the capacity to monitor how well they are performing. 4．We can infer from the passage that those high-scoring students ______. A．know how to cultivate clear logic and proper grammar B．tend to underestimate their performance because they know their limits C．tend to regard themselves as competent due to their strict self-judgement D．tend to be very competent in judging their performance in their high-scoring fields. 【答案】1．A 2．B 3．C 4．D 【分析】本文是一篇议论文。文章从你并不特别的演讲入手，指出了现在的年轻人不知道如何评估自己的能力，他们既需要有对自己的内在诚实又需要对他人的外在诚实。 1．主旨大意题。通读全文，特别是根据第一段中的“By now you’ve probably heard about the “you’re not special” speech”（可能你已经听说过“你并不特别”的演讲了）以及“ our young people actually have no idea whether they’re particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities”（我们的年轻人实际上不知道他们是否特别有才华或有成就。我们急于提高他们的自尊心，却忘了教他们如何实事求是地评估自己的能力）并结合倒数第二段内容可知，文章从你并不特别”的演讲入手，指出了现在的年轻人不知道如何评估自己的能力，他们既需要有对自己的内在诚实有需要对他人的外在诚实，故选A。 2．细节理解题。根据第一段中“In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities,”（我们急于提高他们的自尊心，却忘了教他们如何实事求是地评估自己的能力）可知，作者认为真正的问题是年轻人不知道如何现实地评估自己的能力。故选B。 3．细节理解题。根据第二段中“In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, “lack insight” into their own inadequacy. ”（例如，在2006年发表在《医学教育》杂志上的一项研究表明，在论文测试中得分最低的医学生在自我评价中是最仁慈的，而高分学生对自己的评价要严格得多。作者指出，得分低的学生对自己的不足“缺乏洞察力”）和 “they’re not good at what they do, and their very ineptness prevents them from recognizing how bad they are”（他们并不擅长自己所做的事情，而正是他们能力的欠缺使他们无法认识到自己有多糟糕）以及第三段中“What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was “metacognitive skill”: the capacity to monitor how well they’re performing.”（这些人所缺少的（除了清晰的逻辑、恰当的语法和幽默感之外）是“元认知技能”：即监控他们表现如何的能力。在缺乏这种能力的情况下，受试者对自己的能力产生了过于乐观的看法）可知，A（他们通常在自我评价中给自己高分）、B（他们往往不知道自己到底有多糟糕）、D（他们缺乏监控自己表现如何的能力）三点都提到了，而C“他们在测试和考试中不够聪明”在文中未提到。故选C。 4．推理判断题。根据第二段中“Such inflated self-judgments have been found in study after study, and it’s often exactly when we’re least competent at a given task that we rate our performance most generously.”（这种夸大的自我判断在一个又一个的研究中被发现，而正是在我们最不胜任某项任务的时候，我们才会对自己的表现给予最慷慨的评价）可知，那些高分的学生往往在他们的高分领域非常有能力。故选D。 2. 语法填空 The Hell of the Sandwich Lunch The competition to be the worst two words in the English language is extremely hard-fought. Surprise party. Cruise holiday. Rice pudding. Keen golfer. The list goes on and on. But right up there is “sandwich lunch”. Separately, 1 of these words contains lots of beautiful promise. In combination, however, they spell horrible disaster. Most obviously, they signal that your lunch is ruined. You might have been planning to stroll through a park or eat with a friend. Now you will be spending your break working, 2 (trap) in a meeting room with several of your colleagues. Even more annoyingly, your manager has announced that sandwiches will be provided 3 you should be grateful for the kindness and consideration. The actual food choices are not yours. Instead, they appear 4 (make) by a six-year-old. The centre piece is a platter of sandwiches cut into triangles. There are paper plates. You can’t help 5 (look) around for party hats and balloons. Not that you actually eat much. The etiquette (礼仪) of the sandwich lunch requires everyone to take less than they want, in order to signal that they are team players 6 know how to share. People politely wait their turn and then restrict themselves 7 a few items. Your own paper plate is fairly typical: two triangles of bread, four salt-and-vinegar crisps (薯片), a limp salad leaf and one plum tomato. It’s about as appetizing as a cup of sand. You pick up the biggest of your four crisps and put it in your mouth just as the boss begins to lay out the agenda for the discussion. Crisps are never 8 (noisy) than when eaten at a sandwich lunch. Every bite thunders (响声穿透) through the room; eyes flick your way with each crunch and then back to the speaker. You wonder 9 it takes for a crisp to dissolve (溶解) through the action of saliva (唾液) alone, and conclude it is better to get the whole thing over with. Cue a desperate loud burst of chewing and all eyes are now on you. The boss has stopped speaking. One final bite, and a swallow. The crisp as well as your promotion prospects 10 (be) dead. 【答案】 1．each/either 2．trapped 3．as if/as though 4．to be made/to have been made 5．looking 6．who/that 7．to 8．noisier 9．how long 10．is 【导语】这是一篇说明文。文章围绕“三明治午餐”展开，描述了其种种糟糕之处以及在这种午餐场合下发生的尴尬情况等。 1．考查代词。句意：单独来看，这些词中的每一个（或者任意一个）都蕴含着很多美好的期许。根据下文“contains lots of beautiful promise(蕴含着很多美好的期许)”可知此处表示每一个（或者任意一个）都蕴含着很多美好的期许，此处表示“每一个”用each，也可以表示“两者中的任意一个”用either，故填each/either。 2．考查非谓语动词。句意：现在你将会在午休时间工作，和几位同事被困在会议室里。空白处在句子中做状语，使用非谓语动词，trap与主语you之间是被动关系，用过去分词作伴随状语，故填trapped。 3．考查连词。句意：更恼人的是，你的经理宣布会提供三明治，好像你应该对这份善意和体贴心怀感激似的。根据下文“you should be grateful for the kindness and consideration(你应该对这份善意和体贴心怀感激似的)”可知此处表示“好像，似乎”，引导方式状语从句，故填as if/as though。 4．考查非谓语动词。句意：相反，它们似乎是由一个六岁小孩做出来的。此处appear后接动词不定式，又因为make与主语they之间是被动关系，且可以表示动词不定式表达的动作在主句谓语动词之前发生，所以可以用不定式的被动式to be made，也可以用不定式的完成被动式to have been made，故填to be made/to have been made。 5．考查非谓语动词。句意：你忍不住环顾四周找派对帽和气球。can’t help doing sth是固定用法，意为 “忍不住做某事”，故填looking。 6．考查定语从句。句意：三明治午餐的礼仪要求每个人拿的比自己想要的少，以表明他们是懂得分享的团队成员。此处引导定语从句，先行词是team players，指人，在从句中作主语，故填who/that。 7．考查介词。句意：人们礼貌地排队等候，然后只拿几样东西。restrict...to... 是固定短语，意为 “把…… 限制在……”，故填to。 8．考查形容词比较级。句意：在三明治午餐时吃薯片，声音从来没有比这时更吵的了。根据后面的than 可知要用形容词比较级，noisy的比较级是noisier，故填noisier。 9．考查宾语从句。句意：你想知道仅靠唾液的作用一片薯片需要多长时间才能溶解，然后得出结论最好快点把它吃完。此处是包含宾语从句的复合句，根据下文“it takes(花费……)”可知此处问的是 “多长时间”，故填how long。 10．考查主谓一致、时态。句意：那片薯片以及你的晋升前景都完了。此处主语是“The crisp as well as your promotion prospects”，as well as连接并列主语时，谓语动词的数要与前面的主语保持一致，The crisp是单数，且此处描述的是一般情况，用一般现在时，故填is。 书面表达 假定你是学生会主席李华，你校下周六将组织户外劳动（labor）教育活动。请你写一则通知发表在校英文报上，内容包括： 1. 活动介绍； 2. 注意事项； 3. 呼吁参加。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Notice ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The Student Union 【答案】                                                                         Notice Dear students,         Next Saturday, our school will organize an outdoor labor education activity, which aims to enhance our understanding of the value of labor and foster teamwork spirit.        There are some things you should pay attention to. Firstly, dress comfortably and wear suitable shoes for outdoor activities. Moreover, bring enough water and sunscreen to stay hydrated and protected.         We strongly encourage all students to participate in this meaningful event. It’s a great opportunity to learn and grow together. Don’t miss out!                                                                                                                  The Student Union 【导语】本篇书面表达属于应用文，要求考生写一则通知发表在校英文报上，告知学生学校下周六将组织户外劳动（labor）教育活动一事。 【详解】1.词汇积累 提高：enhance→boost 培养：foster→cultivate 另外：moreover→what’s more 参加：participate in→take part in 2.句式拓展 简单句变复合句 原句： Firstly, dress comfortably and wear suitable shoes for outdoor activities. 拓展句：Firstly, dress comfortably and wear shoes that are suitable for outdoor activities. 【点睛】[高分句型1] Next Saturday, our school will organize an outdoor labor education activity, which aims to enhance our understanding of the value of labor and foster teamwork spirit. (运用了which引导的非限制性定语从句) [高分句型2] There are some things you should pay attention to. (运用了that/which引导的限制性定语从句，省略了that/which) 1 / 9 学科网（北京）股份有限公司 $