Unit1-Unit8写作讲义2026-2027学年译林版英语八年级上册

新版译林八年级上册 Unit 6 Seasons 学生版 Unit 6 Seasons 单元同步写作讲义 话题解读 季节与天气；描写景物、活动和个人感受。 写作时，可围绕天气与季节特征、景物与活动细节和个人感受与建议选择材料，并用具体细节支撑中心。 写作指导 学校制作英文“Season postcard”。请选苏州的一季写一篇短文：说明为何喜欢它，描写天气和两处能感受到的景物或声音/气味，介绍一项你与家人朋友常做的活动，并表达感受。不得把并不常见的天气写成每年固定现象。 • 明确季节与个人偏好。 • 天气＋两项感官细节。 • 一项活动及其意义或感受。 要求：词数120—150。 ◆ 破题 ◆ 读者是对苏州感兴趣的同龄人；体裁是季节介绍，以第一人称体验和第三人称景物描写结合。 一般现在时写常见景象与习惯；若加入上周经历，要明确时间且不让时态混乱。 ◆ 定题材与时态 ◆ 说明介绍与经历感受类：描述通常的季节特征和活动用一般现在时；叙述特定过去经历时用一般过去时。 例如：Autumn is the season I enjoy most in Suzhou. ◆ 定结构与提纲 ◆ 开头：最爱季节＋基本天气＋核心理由。I like...best → It is often...。 主体：感官景物＋一项日常活动。The air... → The leaves... → On...my family...。 结尾：个性化感受与季节意义。For me... → It gives me...。 ◆ 写作模板 ◆ 第一段 秋天是我在苏州最喜欢的季节。天气通常凉爽舒适，所以很适合到户外活动。 Autumn is ______________ in Suzhou. The weather is often ______________, so it is a good time to ______________. 第二段 晴朗的下午，阳光透过树木洒落，树叶变成金黄色。一些街道附近，空气中弥漫着桂花的甜香。周末，我的家人经常沿着运河散步。我们看变化的色彩，听人们在河对岸交谈。有时我带上笔记本，画一片树叶或一座老桥。 On clear afternoons, sunlight falls through the trees and the leaves ___________. Near some streets, the air ____________ with osmanthus flowers. My family often ______________ at weekends. We look at the changing colours and listen to people chatting across the water. Sometimes I bring a notebook to ___________ or an old bridge. 第三段 对我而言，秋天不只是一个美丽的季节。它让我有时间放慢脚步，留意细微的变化，享受与家人相处的时光。 For me, autumn is ______________. It gives me time to _________, notice small changes and enjoy ______________. ◆ 连句成篇 ◆ An autumn postcard from Suzhou Autumn is the season I enjoy most in Suzhou. The weather is often cool and comfortable, so it is a good time to spend outdoors. After the heat of summer, I welcome the cooler days. On clear afternoons, sunlight falls through the trees and the leaves turn golden. Near some streets, the air smells sweet with osmanthus flowers. My family often walks beside a canal at weekends. We look at the changing colours and listen to people chatting across the water. Sometimes I bring a notebook to draw a leaf or an old bridge. The smell sometimes reaches us before we can see the flowers. For me, autumn is more than a pretty season. It gives me time to slow down, notice small changes and enjoy being with my family. These quiet walks often become my favourite part of the weekend. 素材积累 ◆ 开头句 ◆ ★ Autumn is the season I enjoy most in Suzhou. 秋天是我在苏州最喜欢的季节。 ★ The first cool breeze always makes me look forward to autumn. 第一阵凉风总让我期待秋天的到来。 ★ There is something special about the way autumn changes the colours of my hometown. 秋天改变家乡色彩的方式有一种特别的魅力。 ◆ 中间句 ◆ ★ The leaves turn golden, and the air smells sweet. 树叶变成金黄色，空气中弥漫着甜香。 ★ As we walk beside the canal, I notice colours I usually miss. 当我们沿运河散步时，我会注意到平时错过的色彩。 ★ As the days grow cooler, the smell of osmanthus fills the air. 随着天气渐凉，空气中弥漫着桂花香。 ◆ 结尾句 ◆ ★ This season gives me a chance to relax with my family. 这个季节给我机会与家人一起放松。 ★ For me, autumn is a reminder to slow down and notice life. 对我而言，秋天提醒我要放慢脚步，关注生活。 ★ Whenever I think of autumn, those quiet walks with my family come to mind. 每当想到秋天，我就会想起和家人一起安静散步的时光。 ◆ 高分句型 ◆ ★ As autumn arrives, the leaves gradually turn from green to gold. 随着秋天到来，树叶逐渐由绿变金黄。 ★ The cool breeze makes it a pleasure to walk beside the canal. 凉爽的微风让沿运河散步成为一种乐趣。 ★ What I enjoy most about spring is seeing familiar places come to life. 春天里我最喜欢的是看到熟悉的地方恢复生机。 ★ The air smells so sweet that I often stop to look for the flowers. 空气闻起来如此香甜，以至于我常停下来寻找花朵。 ★ Whenever I hear rain on the window, I remember the afternoons spent with my family. 每当听到雨敲打窗户，我就想起和家人一起度过的下午。 ◆ 过渡表达 ◆ 依次介绍季节特点 To start with, … → What is more, … → Last of all, … 首先…… → 此外…… → 最后…… 可从天气、景物和活动等不同方面展开；表达须与内容顺序相符。 What is more, the scent of osmanthus makes an autumn walk special. 描写季节变化 As …, … / With the arrival of …, … 随着……，…… / 随着……的到来，…… as 后接完整从句；with the arrival of 后接名词或名词短语。 With the arrival of autumn, the leaves gradually turn gold. 引出具体活动 … for example / One favourite activity is … ……例如 / 一项喜爱的活动是…… 前者引出具体例子；后者后接名词或动名词，介绍活动。 One favourite activity is walking beside the canal on a cool afternoon. 表达个人感受 To me, … / What I enjoy most is … 对我而言…… / 我最喜欢的是…… 用于由客观景物转向个人体验，结尾应写出具体原因。 What I enjoy most is spending a quiet afternoon outdoors with my family. ◆ 话题谚语 ◆ After rain comes fair weather. 雨过天晴。 Make hay while the sun shines. 趁晴晒草；把握时机。 April showers bring May flowers. 四月雨带来五月花。 小试牛刀 ◆ 佳句仿写 ◆ 1. The leaves turn golden as the weather gets cooler. 天气变暖时，树叶变绿了。     2. The air smells sweet with flowers in autumn. 雨后空气闻起来很清新。     3. On clear afternoons, we walk beside the canal. 在下雪的早晨，我们常在公园里散步。     4. Autumn is more than a pretty season to me. 对我来说，春天不仅仅是一个温暖的季节。     5. The season gives me time to notice small changes. 周末散步让我有时间享受自然。     ◆ 写作任务 ◆ 你的外国笔友 Alex 计划在你的家乡住一年，想了解当地的四季生活。请你以李华的身份用英语写一封回信，内容包括： 1. 你最推荐的一个季节及其天气特点； 2. 这个季节的景物、活动及推荐理由； 3. 一条适合来访者的实用建议。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 8 Safe and sound 学生版 Unit 8 Safe and sound 单元同步写作讲义 话题解读 平安与安全；紧急事件、自然灾害与个人经历。 写作时，可围绕背景和突发时刻、应对过程与配合和感受、反思与行动选择材料，并用具体细节支撑中心。 写作指导 学校英文报征集“Learning to stay safe”。请写一次学校组织的安全演练：当时你在做什么、教师怎样组织、你和同学怎样配合、演练结束后的感受与以后准备。请以本校实际安排为准，不描述未经证实的危险操作。 • 背景与演练信号。 • 教师组织与同学配合。 • 检查反馈、感受与下一步准备。 要求：词数120—150。 ◆ 破题 ◆ 读者是校报同龄读者；体裁为安全演练经历，须明确 drill，避免让读者误认真实灾害。 第一人称写自己，we 写集体；过去进行时交代信号出现前的背景，过去时叙述后续动作。 ◆ 定题材与时态 ◆ 经历感受类：过去进行时交代当时正在进行的背景，一般过去时叙述发生的事件及后续行动。 例如：Our school held a safety drill last Friday. ◆ 定结构与提纲 ◆ 开头：演练时间与背景。Last Friday... → We were...when...。 主体：教师引导—同学配合—集中检查。Our teacher... → At first... → Then... → After...。 结尾：感受、学习到的内容与后续准备。I learnt... → Next time...。 ◆ 写作模板 ◆ 第一段 上周五，我们学校举行了一次安全演练。演练信号响起时，我们正在安静地阅读。老师提醒我们这只是演练，并解释了接下来的步骤。 Our school held ______________ last Friday. We ______________ when the drill signal sounded. Our teacher reminded us that this was practice and ______________. 第二段 起初我感到紧张，但我认真听着。我遵照老师的指示，和班级在一起。在集合地点，老师清点了所有人。然后我们讨论了哪些地方做得好，哪些地方还需要注意。我意识到，倾听和合作帮助我们遵循计划。 At first, I ____________, but I listened carefully. I ______________ and stayed with my class. At the meeting point, our teacher ______________. Then we discussed what went well and what needed more attention. I realized that listening and ______________ helped us follow the plan. 第三段 这次演练教会我要认真对待准备工作。我会复习学校的安全方案，对不理解的地方提出问题。好习惯需要经常练习。 The drill taught me to ______________. I will ______________ and ask questions about anything I do not understand. Good habits need ______________. ◆ 连句成篇 ◆ Learning to stay safe Our school held a safety drill last Friday. We were reading quietly when the drill signal sounded. Our teacher reminded us that this was practice and explained the next steps. I had never paid much attention to the plan before. At first, I felt nervous, but I listened carefully. I followed our teacher's instructions and stayed with my class. At the meeting point, our teacher checked that everyone was there. Then we discussed what went well and what needed more attention. I realized that listening and working together helped us follow the plan. Afterwards, I asked about a direction I had not understood clearly. The drill taught me to take preparation seriously. I will review our school safety plan and ask questions about anything I do not understand. Good habits need regular practice. Knowing the plan helps me feel calmer. 素材积累 ◆ 开头句 ◆ ★ Our school held a safety drill last Friday. 上周五，学校举行了一次安全演练。 ★ We were reading quietly when the drill began. 演练开始时，我们正在安静地阅读。 ★ I did not realise how important the school plan was until I took part in the drill. 直到参加演练，我才意识到学校方案有多重要。 ◆ 中间句 ◆ ★ I listened carefully and followed our teacher’s instructions. 我认真倾听，并遵照老师的指示。 ★ Although I felt nervous at first, knowing what to do helped me focus. 虽然一开始感到紧张，但知道该怎么做让我能集中注意力。 ★ While my classmates were gathering, I listened for the teacher’s next instruction. 同学们集合时，我留心听老师的下一条指示。 ◆ 结尾句 ◆ ★ The drill taught me to take preparation seriously. 这次演练教会我要认真对待准备工作。 ★ Being prepared begins with understanding and following our school plan. 做好准备始于理解并遵循学校的安全方案。 ★ The experience reminded me that staying calm begins with knowing the plan. 这次经历提醒我，保持冷静始于了解方案。 ◆ 高分句型 ◆ ★ We were discussing the poster when the drill signal sounded. 演练信号响起时，我们正在讨论海报。 ★ While we were gathering, our teacher checked that everyone was present. 我们集合时，老师检查了是否所有人都在场。 ★ Although I felt nervous, I followed the instructions and stayed with my class. 虽然我很紧张，但我遵照指示，和班级待在一起。 ★ It was not until the discussion that I understood the reason for each step. 直到讨论时，我才理解每一步的原因。 ★ Knowing the plan helped me stay calm when the unexpected happened. 突发情况发生时，了解方案帮助我保持冷静。 ◆ 过渡表达 ◆ 交代背景与突发事件 While …, … / … when … 当……的时候，…… / ……正在……时，突然…… while 常引出持续背景；when 常引出该背景中发生的事件。 While we were discussing the poster, the drill signal sounded. 推进事件经过 At that moment, … / Shortly afterwards, … / In the meantime, … 就在那时…… / 不久之后…… / 在此期间…… 前两者提示先后；in the meantime 指与前述动作同时进行的另一件事，不表示最后一步。 Our teacher checked the group. In the meantime, we waited quietly together. 表达情绪变化 Even though …, … / Nevertheless, … 尽管……，…… / 尽管如此，…… even though 引导让步从句，不与 but 同用；nevertheless 可引出另一完整句。 I felt nervous. Nevertheless, I listened carefully to the teacher. 总结经验与后续行动 From then on, … / The experience showed me that … 从那以后…… / 这次经历让我认识到…… 前者引出之后持续的行动；后者引出经历带来的认识。 From then on, I paid closer attention to our school safety plan. ◆ 话题谚语 ◆ Better safe than sorry. 谨慎为上，免得后悔。 Forewarned is forearmed. 预先知情，便能有所准备。 Look before you leap. 三思而后行。 小试牛刀 ◆ 佳句仿写 ◆ 1. We were reading when the signal sounded. 信号响起时，我们正在讨论海报。     2. While we were waiting, our teacher checked the group. 我们等待时，老师解释了下一步。     3. Although I felt nervous, I listened carefully. 虽然我很吃惊，但我仍和同学待在一起。     4. The drill made me realize the importance of preparation. 这次经历让我意识到合作的重要性。     5. I will ask about anything I do not understand. 我会记下任何我不清楚的问题。     ◆ 写作任务 ◆ 学校英文报以“An unexpected moment”为题开展征文。请你用英语写一篇短文，介绍一次突发情况或安全演练，内容包括： 1. 当时的背景及正在发生的事情； 2. 事情的发展以及你或他人的应对； 3. 你的感受和收获。 注意： 1. 词数100—120；如写演练，请明确说明； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 6 Seasons 教师版 Unit 6 Seasons 单元同步写作讲义 话题解读 季节与天气；描写景物、活动和个人感受。 写作时，可围绕天气与季节特征、景物与活动细节和个人感受与建议选择材料，并用具体细节支撑中心。 教学重点：Seasons around the world（第87—90页）；第90页介绍自己最爱的季节。 基本句型Ⅰ：S＋V、S＋V＋O、S＋V＋P（第84—85页）。 教学难点：“喜欢秋天”要有个人理由。选两种感官细节与一项活动，将景物写成自己真实体验到的画面。；天气、景色、活动、感受有内在顺序；不能上句苏州秋天、下句写哈尔滨冰雪节。 写作指导 学校制作英文“Season postcard”。请选苏州的一季写一篇短文：说明为何喜欢它，描写天气和两处能感受到的景物或声音/气味，介绍一项你与家人朋友常做的活动，并表达感受。不得把并不常见的天气写成每年固定现象。 • 明确季节与个人偏好。 • 天气＋两项感官细节。 • 一项活动及其意义或感受。 要求：词数120—150。 ◆ 破题 ◆ 读者是对苏州感兴趣的同龄人；体裁是季节介绍，以第一人称体验和第三人称景物描写结合。 一般现在时写常见景象与习惯；若加入上周经历，要明确时间且不让时态混乱。 ◆ 定题材与时态 ◆ 说明介绍与经历感受类：描述通常的季节特征和活动用一般现在时；叙述特定过去经历时用一般过去时。 例如：Autumn is the season I enjoy most in Suzhou. ◆ 定结构与提纲 ◆ 开头：最爱季节＋基本天气＋核心理由。I like...best → It is often...。 主体：感官景物＋一项日常活动。The air... → The leaves... → On...my family...。 结尾：个性化感受与季节意义。For me... → It gives me...。 ◆ 写作模板 ◆ 第一段 秋天是我在苏州最喜欢的季节。天气通常凉爽舒适，所以很适合到户外活动。 Autumn is the season I enjoy most in Suzhou. The weather is often cool and comfortable, so it is a good time to spend outdoors. 第二段 晴朗的下午，阳光透过树木洒落，树叶变成金黄色。一些街道附近，空气中弥漫着桂花的甜香。周末，我的家人经常沿着运河散步。我们看变化的色彩，听人们在河对岸交谈。有时我带上笔记本，画一片树叶或一座老桥。 On clear afternoons, sunlight falls through the trees and the leaves turn golden. Near some streets, the air smells sweet with osmanthus flowers. My family often walks beside a canal at weekends. We look at the changing colours and listen to people chatting across the water. Sometimes I bring a notebook to draw a leaf or an old bridge. 第三段 对我而言，秋天不只是一个美丽的季节。它让我有时间放慢脚步，留意细微的变化，享受与家人相处的时光。 For me, autumn is more than a pretty season. It gives me time to slow down, notice small changes and enjoy being with my family. ◆ 连句成篇 ◆ An autumn postcard from Suzhou Autumn is the season I enjoy most in Suzhou. The weather is often cool and comfortable, so it is a good time to spend outdoors. After the heat of summer, I welcome the cooler days. On clear afternoons, sunlight falls through the trees and the leaves turn golden. Near some streets, the air smells sweet with osmanthus flowers. My family often walks beside a canal at weekends. We look at the changing colours and listen to people chatting across the water. Sometimes I bring a notebook to draw a leaf or an old bridge. The smell sometimes reaches us before we can see the flowers. For me, autumn is more than a pretty season. It gives me time to slow down, notice small changes and enjoy being with my family. These quiet walks often become my favourite part of the weekend. ◆ 例文讲解 ◆ 景物通过视觉 golden、嗅觉 sweet、听觉 chatting 呈现；活动与画面相连，避免空泛形容 very beautiful。 often/some streets 不把自然现象说成所有地点必然如此；正文以习惯和一般景象为主。 S＋V：sunlight falls；S＋V＋P：the leaves turn golden；S＋V＋O：I bring a notebook，自然覆盖本单元句型。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ Autumn is the season I enjoy most in Suzhou. 秋天是我在苏州最喜欢的季节。 ★ The first cool breeze always makes me look forward to autumn. 第一阵凉风总让我期待秋天的到来。 ★ There is something special about the way autumn changes the colours of my hometown. 秋天改变家乡色彩的方式有一种特别的魅力。 ◆ 中间句 ◆ ★ The leaves turn golden, and the air smells sweet. 树叶变成金黄色，空气中弥漫着甜香。 ★ As we walk beside the canal, I notice colours I usually miss. 当我们沿运河散步时，我会注意到平时错过的色彩。 ★ As the days grow cooler, the smell of osmanthus fills the air. 随着天气渐凉，空气中弥漫着桂花香。 ◆ 结尾句 ◆ ★ This season gives me a chance to relax with my family. 这个季节给我机会与家人一起放松。 ★ For me, autumn is a reminder to slow down and notice life. 对我而言，秋天提醒我要放慢脚步，关注生活。 ★ Whenever I think of autumn, those quiet walks with my family come to mind. 每当想到秋天，我就会想起和家人一起安静散步的时光。 ◆ 高分句型 ◆ ★ As autumn arrives, the leaves gradually turn from green to gold. 随着秋天到来，树叶逐渐由绿变金黄。 讲解：as 引导时间状语从句，呈现季节变化。 ★ The cool breeze makes it a pleasure to walk beside the canal. 凉爽的微风让沿运河散步成为一种乐趣。 讲解：it 作形式宾语，不定式说明令人愉快的事。 ★ What I enjoy most about spring is seeing familiar places come to life. 春天里我最喜欢的是看到熟悉的地方恢复生机。 讲解：what 引导主语从句，让个人偏好更突出。 ★ The air smells so sweet that I often stop to look for the flowers. 空气闻起来如此香甜，以至于我常停下来寻找花朵。 讲解：so＋形容词＋that 表示程度与结果。 ★ Whenever I hear rain on the window, I remember the afternoons spent with my family. 每当听到雨敲打窗户，我就想起和家人一起度过的下午。 讲解：whenever 引导反复发生的时间情境。 ◆ 过渡表达 ◆ 依次介绍季节特点 To start with, … → What is more, … → Last of all, … 首先…… → 此外…… → 最后…… 可从天气、景物和活动等不同方面展开；表达须与内容顺序相符。 What is more, the scent of osmanthus makes an autumn walk special. 描写季节变化 As …, … / With the arrival of …, … 随着……，…… / 随着……的到来，…… as 后接完整从句；with the arrival of 后接名词或名词短语。 With the arrival of autumn, the leaves gradually turn gold. 引出具体活动 … for example / One favourite activity is … ……例如 / 一项喜爱的活动是…… 前者引出具体例子；后者后接名词或动名词，介绍活动。 One favourite activity is walking beside the canal on a cool afternoon. 表达个人感受 To me, … / What I enjoy most is … 对我而言…… / 我最喜欢的是…… 用于由客观景物转向个人体验，结尾应写出具体原因。 What I enjoy most is spending a quiet afternoon outdoors with my family. ◆ 话题谚语 ◆ After rain comes fair weather. 雨过天晴。 Make hay while the sun shines. 趁晴晒草；把握时机。 April showers bring May flowers. 四月雨带来五月花。 小试牛刀 ◆ 佳句仿写 ◆ 1. The leaves turn golden as the weather gets cooler. 天气变暖时，树叶变绿了。 参考答案：The leaves turn green as the weather gets warmer. 2. The air smells sweet with flowers in autumn. 雨后空气闻起来很清新。 参考答案：The air smells fresh after the rain. 3. On clear afternoons, we walk beside the canal. 在下雪的早晨，我们常在公园里散步。 参考答案：On snowy mornings, we often walk in the park. 4. Autumn is more than a pretty season to me. 对我来说，春天不仅仅是一个温暖的季节。 参考答案：Spring is more than a warm season to me. 5. The season gives me time to notice small changes. 周末散步让我有时间享受自然。 参考答案：A weekend walk gives me time to enjoy nature. ◆ 写作任务 ◆ 你的外国笔友 Alex 计划在你的家乡住一年，想了解当地的四季生活。请你以李华的身份用英语写一封回信，内容包括： 1. 你最推荐的一个季节及其天气特点； 2. 这个季节的景物、活动及推荐理由； 3. 一条适合来访者的实用建议。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ Dear Alex, You asked about life in my hometown. If you can choose one season to explore it, I recommend spring. The weather gradually becomes warmer, and trees begin to grow new leaves. On a sunny day, my family often walks in a nearby park. We look for small flowers and watch people flying kites on the grass. After rain, the air feels fresh, and the paths are quieter. I like this season because the changing colours make familiar places feel new again. Spring weather can change, so it is a good idea to check the forecast before you go out. I hope we can enjoy a walk together when you visit. Yours, Li Hua ◆ 范文讲解 ◆ 内容与结构：回信选择春天，结合天气、树叶、散步和雨后空气解释推荐理由；结尾的查天气建议照顾来访者的实际需要，通常情况使用一般现在时。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：系动词后用形容词，实义动词常用副词修饰；be sunny 与 shine brightly 结构不同。 / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 4 Hands-on fun 学生版 Unit 4 Hands-on fun 单元同步写作讲义 话题解读 动手实践；DIY活动、操作步骤与实践收获。 写作时，可围绕制作目的与材料、制作过程与解决困难和使用感受与收获选择材料，并用具体细节支撑中心。 写作指导 学校英语角征集“Hands-on fun”主题日记。请写一次亲手制作、修理或改造物品的经历，说明目的与材料、主要过程、遇到的困难及解决办法，最后写出感受。 • 交代作品的目的与材料。 • 展开制作过程以及一次困难和解决办法。 • 说明作品的用处与自己的收获。 要求：词数120—150。 ◆ 破题 ◆ 读者是日记读者或同龄分享对象；体裁是DIY经历日记，第一人称、一般过去时为主。 日期天气单列，正文不必重复所有日期信息；如果题干给出开头，应沿用。 ◆ 定题材与时态 ◆ 经历感受类：叙述过去的制作过程用一般过去时；说明作品现在的用途可用一般现在时。 例如：This afternoon, my cousin and I made a desk organizer from a clean used box. ◆ 定结构与提纲 ◆ 开头：时间人物＋作品＋原因。This afternoon... → because...。 主体：步骤推进＋一个困难＋修正。First... → Next... → However... → We... → Finally...。 结尾：作品使用效果＋感受收获。Now... → I felt... → I learnt...。 ◆ 写作模板 ◆ 第一段 今天下午，我和表妹用一个干净的旧盒子做了一个桌面收纳盒。我的书桌很乱，所以我想给钢笔一个合适的家。 This afternoon, my cousin and I made ______________ from ______________. My desk was messy, so I wanted to give my pens _____________. 第二段 首先，我们画了一份简单的设计图，用彩纸包好盒子。接着，我们加了两个小隔间，分别放笔和便签。然而，其中一个隔间总是倒下。我们检查尺寸，又用一片硬纸板把它固定好。最后，我们用小房子的图画装饰了正面。 First, we ______________ and covered the box with coloured paper. Next, we added ______________ for pens and notes. However, one section ______________. We checked its size and ______________. Finally, we decorated the front with pictures of little houses. 第三段 现在收纳盒放在我的书旁边。当我把笔放进去时，我感到自豪。这次小制作教会我要认真计划、耐心解决问题。旧材料仍然可以有用。 The organizer now stands beside my books. I __________ when I put my pens inside. This small project taught me to ______________ and solve problems patiently. Old materials can ______________. ◆ 连句成篇 ◆ A new home for my pens This afternoon, my cousin and I made a desk organizer from a clean used box. My desk was messy, so I wanted to give my pens a proper home. We wanted to use what we already had at home. First, we drew a simple plan and covered the box with coloured paper. Next, we added two small sections for pens and notes. However, one section kept falling over. We checked its size and fixed it with another piece of card. Finally, we decorated the front with pictures of little houses. We were glad the section stood up. The organizer now stands beside my books. I felt proud when I put my pens inside. This small project taught me to plan carefully and solve problems patiently. Old materials can still be useful. My cousin and I smiled every time we saw the little houses. 素材积累 ◆ 开头句 ◆ ★ This afternoon, my cousin and I made a desk organizer. 今天下午，我和表妹做了一个桌面收纳盒。 ★ A box that was almost thrown away became something useful today. 一个差点被扔掉的盒子，今天变成了有用的东西。 ★ What began as an old shirt soon became a useful bag. 一件旧衬衫很快变成了一个实用的袋子。 ◆ 中间句 ◆ ★ Next, we added two small sections for pens and notes. 接着，我们加了两个小隔间放笔和便签。 ★ When one part fell over, we checked the plan and tried again. 当一个部分倒下时，我们检查设计图，再次尝试。 ★ When the handle came loose, I tried a different way to fix it. 当提手松动时，我尝试了另一种方法来固定它。 ◆ 结尾句 ◆ ★ I felt proud when I put my pens inside. 把笔放进去时，我感到自豪。 ★ The project taught me to plan carefully before starting work. 这次制作教会我要在动手之前认真计划。 ★ Making something by hand gives me a sense of achievement that a shop-bought item cannot. 亲手制作东西给我一种买来的物品无法带来的成就感。 ◆ 高分句型 ◆ ★ The box was strong enough to hold the books I used every day. 这个盒子足够结实，可以装我每天使用的书。 ★ Instead of throwing the shirt away, I turned it into a useful bag. 我没有把衬衫扔掉，而是将它改造成一个实用的袋子。 ★ It was only after I measured the handle again that I found the problem. 直到再次测量提手后，我才发现了问题。 ★ Not only did I repair the chair, but I also learnt to check each step. 我不仅修好了椅子，还学会了检查每一个步骤。 ★ What I enjoyed most was finding a use for something old. 我最享受的是为旧物找到一个用途。 ◆ 过渡表达 ◆ 叙述制作步骤 At the start, … → Next, … → In the end, … 开始时…… → 接着…… → 最后…… 用于按实际顺序描述制作过程；关键步骤应写清动作。 In the end, we fixed the loose handle with a stronger piece of thread. 引出意外与解决 However, … / To deal with this, … 然而…… / 为了解决这个问题…… 先交代遇到的困难，再说明针对性的解决办法。 To deal with this, I measured the handle again and sewed it in a better place. 说明制作目的 … in order to … / … so as to … ……为了…… / ……以便…… 两者后接动词原形；so as to 一般不放在句首。 I measured both sides again so as to make the handles the same length. 总结实践感悟 Afterwards, … / The experience reminded me that … 后来…… / 这次经历提醒我…… 前者交代后续情况；后者用于从制作经历中提炼认识。 The experience reminded me that a good plan can save time and materials. ◆ 话题谚语 ◆ Measure twice, cut once. 裁剪之前，仔细测量。 Waste not, want not. 不浪费，才不致匮乏。 The devil is in the details. 细节不容忽视。 小试牛刀 ◆ 佳句仿写 ◆ 1. I made a pencil holder out of a clean used box. 我用一张旧卡片做了一张书签。     2. We drew a plan before we started the work. 在我们剪纸之前，先量了一下盒子。     3. One part kept falling over, so we fixed it with card. 把手总是松动，所以我们重新把它固定好。     4. The bag was strong enough to carry my books. 这个盒子足够大，能装下我的笔。     5. Not only did I make a gift, but I also learnt to be patient. 我不仅修好了椅子，还学会了细心检查。     ◆ 写作任务 ◆ 学校劳动周邀请同学分享一次亲手制作、修理或改造物品的经历。请你用英语写一篇短文，内容包括： 1. 物品及制作或修理的目的、材料； 2. 遇到的一个困难及解决过程； 3. 作品的使用情况和你的感受或收获。 注意： 1. 词数100—120；题目自拟； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 1 Friendship 学生版 Unit 1 Friendship 单元同步写作讲义 话题解读 友谊；认识朋友的外貌与品质，理解友谊的意义。 写作时，可围绕相识与特征、性格与具体小事和对友谊的理解选择材料，并用具体细节支撑中心。 写作指导 校英文报征集“A friend who makes a difference”。请介绍一位朋友，写清你们如何相识、其外貌特征与品质，用一次具体经历说明其中一个品质，并表达这位朋友对你的影响。 • 相识与外貌：简洁交代；可合理自拟。 • 品质与事例：两个品质，重点展开一件小事。 • 影响：写出自己准备怎样行动。 要求：词数120—150。 ◆ 破题 ◆ 读者是校报同龄读者；体裁为人物介绍，中心是“朋友怎样影响我”。 第三人称写朋友，第一人称写双方经历和个人感受；切勿全文只写 I。 ◆ 定题材与时态 ◆ 人物介绍与经历感受类：介绍朋友的习惯和品质用一般现在时；叙述过去的一件小事用一般过去时。 例如：Lin is my friend from the school art club. ◆ 定结构与提纲 ◆ 开头：相识＋人物识别＋核心评价。We met... → 外貌一句 → 总体品质。 主体：一次合作中的困难—朋友行动—事情结果。Last month... → I made... → Instead of... → Together...。 结尾：我获得的认识与行动。From..., I learnt... → I now...。 ◆ 写作模板 ◆ 第一段 林是我在学校美术社团认识的朋友。我们去年九月相识。她留着短发，笑容温暖。她诚实又有耐心。 Lin is my friend from the ______________. We met ______________. She has short hair and a warm smile. She is ______________. 第二段 上个月，我们小组为一次社区活动制作地图。我把两条街道的名字放错了位置。林没有嘲笑我，而是活动结束后留下来和我一起核对名称。她慢慢地解释每一处修改。大家离开前，我们一起完成了地图。 Last month, our group __________ for a community activity. I put two street names in ______________. ______________, Lin stayed after the activity and ______________. She explained each change slowly. Together, we finished the map before everyone left. 第三段 林不是我们组里声音最大的人，但她总能让别人感到自在。我从她身上明白，善意始于小小的行动。现在我也会努力更耐心地倾听。 Lin is not the loudest person in our group, but she always makes others ______________. From her, I learnt that kindness begins with _____________. Now I try to ______________, too. ◆ 连句成篇 ◆ A friend who makes a difference Lin is my friend from the school art club. We met last September. She has short hair and a warm smile. She is honest and patient. She makes new members feel welcome, too. Last month, our group made a map for a community activity. I put two street names in the wrong places. Instead of laughing at me, Lin stayed after the activity and checked the names with me. She explained each change slowly. Together, we finished the map before everyone left. When we finished, I felt relieved and thanked her for her help. Lin is not the loudest person in our group, but she always makes others feel comfortable. From her, I learnt that kindness begins with small actions. Now I try to listen more patiently, too. I am grateful to have a friend who helps me grow. 素材积累 ◆ 开头句 ◆ ★ I first met Lin at a school club last year. 我去年在学校社团第一次遇见林。 ★ The person I learn most from is my friend Lin. 我从她身上学到最多的人是我的朋友林。 ★ What I value most about Lin is the way she listens to others. 我最珍视林的一点是她倾听他人的方式。 ◆ 中间句 ◆ ★ When I make a mistake, she listens and helps me try again. 我犯错时，她会倾听并帮助我再试一次。 ★ Instead of blaming me, she helped me find a better way. 她没有责怪我，而是帮我找到了更好的方法。 ★ Whenever I feel discouraged, she reminds me of the progress I have made. 每当我感到灰心时，她都会提醒我已经取得的进步。 ◆ 结尾句 ◆ ★ I hope we can keep learning from each other. 我希望我们能一直相互学习。 ★ Her patience reminds me to treat others with the same care. 她的耐心提醒我要同样关心他人。 ★ Our friendship has taught me that understanding begins with listening. 我们的友谊让我懂得，理解始于倾听。 ◆ 高分句型 ◆ ★ What makes Lin a trusted friend is that she keeps her promises. 让林成为值得信赖的朋友的是她信守承诺。 ★ Whenever I have trouble making a decision, she listens without judging me. 每当我难以作决定时，她都会不加评判地倾听。 ★ Instead of pointing out my mistake in public, she spoke to me privately. 她没有当众指出我的错误，而是私下和我谈了谈。 ★ She is one of the most thoughtful friends I have ever had. 她是我所拥有过的朋友中最体贴的人之一。 ★ Her patience has made me realise how much small actions can mean. 她的耐心让我意识到小小的行动能有多大的意义。 ◆ 过渡表达 ◆ 罗列品质 For one thing, … → For another, … 一方面…… → 另一方面…… 用于从两个不同方面介绍朋友的品质或优点。 For one thing, Lin keeps her promises. For another, she knows how to make others feel welcome. 举例说明 For instance, … / To give an example, … 例如…… / 举个例子…… 两种表达均可引出完整例句，用具体事例证明人物品质。 To give an example, she stayed after the activity to help me correct the map. 比较不同观点 …, while … / …, whereas … ……，而…… / ……，然而…… while 和 whereas 均可连接两个分句，突出不同人的想法；whereas 语气较正式。 Amy wanted to draw by hand, whereas I preferred to use a computer. 归纳友情中的收获 As a result, … / This experience taught me that … 结果…… / 这次经历让我懂得…… 前者引出事情的结果；后者用于结尾，引出自己的认识。 This experience taught me that listening helps friends understand each other. ◆ 话题谚语 ◆ A friend in need is a friend indeed. 患难见真情。 The best mirror is an old friend. 老朋友是最好的镜子。 Shared joy is double joy. 快乐分享，快乐加倍。 小试牛刀 ◆ 佳句仿写 ◆ 1. A true friend is willing to listen when you are upset. 真正的朋友愿意在你犯错时给你建议。     2. Of all my friends, Mia is the most patient. 在我们组所有人当中，本是最细心的。     3. Instead of laughing at me, she helped me correct the mistake. 他没有责怪我，而是帮我找到了解决办法。     4. Her kindness makes it easier for me to ask for help. 他的耐心使我更容易表达自己的想法。     5. The more we share, the better we understand each other. 我们听得越认真，就越能理解朋友。     ◆ 写作任务 ◆ 学校英语社开展“友情中的分歧”征文。请你用英语写一篇短文投稿，介绍一次你与朋友意见不同的经历，内容包括： 1. 发生分歧的背景及双方不同的想法； 2. 你们沟通、解决分歧的过程和结果； 3. 你的感受或从中得到的启示。 注意： 1. 词数100—120；题目自拟； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 5 Wild animals 教师版 Unit 5 Wild animals 单元同步写作讲义 话题解读 野生动物与保护；从动物生活需要出发理解人类活动影响。 写作时，可围绕动物与栖息环境、面临的问题和原因和对应行动与呼吁选择材料，并用具体细节支撑中心。 教学重点：Protecting wild animals（第73—76页）；第76页以一种野生动物身份给人类写求助信。 动词＋to不定式；不定式表目的；动词＋宾语＋带to/不带to的不定式（第70—71页）。 教学难点：角色一致：以水鸟身份写 I/we/our，人类用 you；别在中途无提示地切回保护协会的我们。；保护建议要回应动物困难：水边垃圾对应带走垃圾，栖息地干扰对应保持距离和留出空间。 写作指导 校英语社组织“Let wildlife speak”活动。请以一种野生动物的身份给人类写一封信，介绍生活环境与需要，说明遇到的问题，提出两条相关建议，并说明保护行动的意义。 • 交代动物身份、栖息环境和生活需要。 • 说明遇到的问题及其影响。 • 提出对应建议并表达希望。 要求：词数120—150。 ◆ 破题 ◆ 以湿地水鸟为例，读者是游客；用第一人称介绍需要与困难，并礼貌提出保护建议。 ◆ 定题材与时态 ◆ 说明介绍与观点建议类：介绍动物和现状用一般现在时；提出建议用祈使句或情态动词。 例如：I am a bird living beside this wetland. ◆ 定结构与提纲 ◆ 开头：角色＋写信目的＋生活需要。I am... → I need... → I am asking...。 主体：两个问题、影响与对应行动。Some... → Please...to... → Also... → You can...。 结尾：共同价值＋希望。These actions... → I hope...。 ◆ 写作模板 ◆ Dear Visitors, 第一段 我是一只生活在这片湿地旁的鸟。我需要干净的水域来寻找食物，也需要安静的芦苇丛休息。我写信是想请求你们的帮助。 I am a bird living beside this wetland. I need clean water to find food and quiet reeds to rest. I am writing to ask for your help. 第二段 一些游客把袋子和其他垃圾留在水边。请带走这些东西，保持我们的家园干净。另一些游客走近拍照，我们不得不停止休息。你们可以从远处观察我们，仍然能欣赏我们的美。请给我们足够的空间，让我们自然地生活。 Some visitors leave bags and other rubbish near the water. Please take these things away to keep our home clean. Other visitors come close to take photos, and we have to stop resting. You can watch us from a distance and still enjoy our beauty. Please give us enough space to live naturally. 第三段 这些简单的行动能真正改善我们的生活。我希望每一位游客都帮助保护这片湿地。我们可以怀着关爱和尊重共享这个美丽的地方。 These simple actions can make a real difference to our lives. I hope every visitor will help protect this wetland. We can share this beautiful place with care and respect. Yours sincerely, A wetland bird ◆ 连句成篇 ◆ A letter from a wetland bird Dear Visitors, I am a bird living beside this wetland. I need clean water to find food and quiet reeds to rest. I am writing to ask for your help. The wetland is where I find shelter as well as food. Some visitors leave bags and other rubbish near the water. Please take these things away to keep our home clean. Other visitors come close to take photos, and we have to stop resting. You can watch us from a distance and still enjoy our beauty. Please give us enough space to live naturally. When people stay on the path, we can continue resting in the reeds. These simple actions can make a real difference to our lives. I hope every visitor will help protect this wetland. We can share this beautiful place with care and respect. Thank you for thinking about the other lives around you. Yours sincerely, A wetland bird ◆ 例文讲解 ◆ 水鸟的 I/we 与游客 you 始终一致；两个困难均来自题干，没有虚构物种数据。 两组问题—办法直接对应：垃圾—带走，靠近—远观；每条建议都有清晰目的。 to find/to rest/to keep 不定式表目的；give us enough space 用具体词说明保护需要。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ I am a bird living beside this wetland. 我是一只生活在这片湿地旁的鸟。 ★ I am writing because the place I call home needs your care. 我写信是因为我称之为家的地方需要你们的关心。 ★ Few people notice how closely wild animals depend on their habitats. 很少有人注意到野生动物对栖息地的依赖有多紧密。 ◆ 中间句 ◆ ★ Please take your rubbish away to keep the water clean. 请带走垃圾，让水域保持干净。 ★ You can enjoy watching us without getting too close. 你们不必靠得太近，也能享受观赏我们的乐趣。 ★ When visitors keep their distance, animals have more room to live naturally. 游客保持距离时，动物就有更多空间自然地生活。 ◆ 结尾句 ◆ ★ Small actions can help us live safely here. 小小的行动能帮助我们安全地生活在这里。 ★ Let this wetland remain a home we can share. 让这片湿地继续成为我们共同的家园。 ★ Only when we respect their habitats can wildlife have a safer future. 只有尊重它们的栖息地，野生动物才可能有一个更安全的未来。 ◆ 高分句型 ◆ ★ Wetlands provide birds with places where they can rest and find food. 湿地为鸟儿提供可以休息和觅食的地方。 讲解：where 引导定语从句，补充说明栖息场所。 ★ It is important for visitors to keep their distance from wild animals. 游客与野生动物保持距离很重要。 讲解：It 作形式主语，for visitors 表明不定式动作的执行者。 ★ If we leave less rubbish behind, wildlife will have a cleaner home. 如果我们留下更少的垃圾，野生动物就会拥有更清洁的家园。 讲解：if 条件句表示将来可能的情况时，从句通常用一般现在时。 ★ Watching animals from a distance allows them to rest without being disturbed. 从远处观察动物可以让它们不受打扰地休息。 讲解：without 后用动名词；being disturbed 表示被打扰。 ★ Only when people understand animals’ needs can they make better choices. 只有了解动物的需要，人们才能作出更好的选择。 讲解：only＋状语从句置于句首时，主句使用部分倒装。 ◆ 过渡表达 ◆ 列举保护行动 First of all, … → Additionally, … → Last but not least, … 首先…… → 此外…… → 最后同样重要的是…… 依次提出保护行动；最后一项应当与前面的行动同样重要。 Last but not least, visitors should leave enough space for wild animals to rest. 说明原因与影响 Because of … / Consequently, … 由于…… / 因此…… because of 后接名词或动名词；consequently 可引出前述问题造成的结果。 Some visitors go too close to the birds. Consequently, the birds may stop resting. 列举动物或问题 … such as … / … including … ……例如…… / ……包括…… 两者后接名词或名词短语，用于列举具体种类，不直接引出完整句子。 Plastic waste, including bags and bottles, can make a habitat unsafe. 说明必要条件 If …, … / Provided that …, … 如果……，…… / 只要……，…… 两者均可引导条件从句；provided that 较正式，表示条件必须得到满足。 Provided that we keep our distance, we can watch birds without disturbing them. ◆ 话题谚语 ◆ Live and let live. 自己生存，也让其他生命生存。 Every little helps. 点滴行动都有帮助。 Actions speak louder than words. 行动胜于言语。 小试牛刀 ◆ 佳句仿写 ◆ 1. Wild animals need safe places to find food. 鸟儿需要安静的地方休息。 参考答案：Birds need quiet places to rest. 2. Visitors can watch birds without getting too close. 游客可以在不打扰动物的情况下观察它们。 参考答案：Visitors can watch animals without disturbing them. 3. We should take rubbish away to keep the water clean. 我们应该留在小路上，以保护植物。 参考答案：We should stay on the paths to protect the plants. 4. The wetland provides birds with food and shelter. 这片森林为许多动物提供了家园。 参考答案：The forest provides many animals with a home. 5. If we give wildlife enough space, animals can rest safely. 如果我们保持水域清洁，鸟儿就能更安全地觅食。 参考答案：If we keep the water clean, birds can find food more safely. ◆ 写作任务 ◆ 你所在的英文社团准备制作野生动物保护展板。请你选择一种熟悉的野生动物，用英语写一篇短文，内容包括： 1. 动物的生活环境及其需要； 2. 动物面临的一个问题； 3. 两项与问题相对应的行动及其理由。 注意： 1. 词数100—120；题目自拟，不编造数据； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ Hedgehogs are small wild animals that can live in gardens and other green spaces. They need places to hide and food such as insects. A garden can become dangerous when rubbish or harmful chemicals are left there. To help, we can keep the ground clear of plastic and other waste. We can also leave a quiet corner with fallen leaves instead of clearing every part of a garden. Such spaces may give small animals somewhere to shelter. Before doing any work in the corner, we should check it carefully. Protecting wildlife starts with paying attention to the places animals use. Even a small garden can be safer when people care for it thoughtfully. ◆ 范文讲解 ◆ 内容与结构：首段介绍刺猬需要栖身之处；主体把垃圾、化学品等问题与清理废弃物、保留安静角落的做法关联，末段回扣观察和爱护身边栖息环境。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：物种数据、保护等级、分布等事实不可自编；若题干未给，可选宽泛、稳妥表述，重点写具体行动及目的。 / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 7 The natural world 教师版 Unit 7 The natural world 单元同步写作讲义 话题解读 自然界与生态系统；理解生态空间价值和保护责任。 写作时，可围绕生态环境与价值、问题及其影响和保护行动与参与选择材料，并用具体细节支撑中心。 教学重点：Protecting ecosystems（第101—104页）；第104页选择一种生态系统写倡议，说明重要性、问题和行动。 基本句型Ⅱ：双宾语、宾语补足语；and、but、or、so（第98—99页）。 教学难点：生态写作不只列垃圾问题。先说清“这一空间对谁有什么价值”，再解释破坏如何影响它。；建议要有对象和场景：学生带走包装、观察时保持距离、班级做提示卡；不堆砌 Save the earth。 写作指导 学校英语俱乐部计划开展“Care for our school pond”活动。观察记录显示：池边有水草和小昆虫，是同学观察自然的地方；午休后有包装袋遗留；部分同学为了拍照进入种植区。请写一份给全校同学的倡议：说明价值、问题与影响，提出两条相应行动，邀请同学参与。 • 池塘的自然与学习价值。 • 两个观察到的问题及其影响。 • 两条对应行动与参与呼吁。 要求：词数120—150。 ◆ 破题 ◆ 读者是全校学生；体裁是倡议书，以 we/our 形成共同责任，you 用于邀请。 一般现在时说明价值、问题；should/can/please 表行动；不必编造过去调查经历。 ◆ 定题材与时态 ◆ 说明介绍与观点建议类：介绍环境和问题用一般现在时；提出倡议可用 should、could。 例如：Our school pond is more than a pleasant view. ◆ 定结构与提纲 ◆ 开头：对象价值＋发出保护目的。Our pond... → I am inviting...。 主体：问题—影响—两项办法。However... → We should... → Also... → This will...。 结尾：具体参与方式＋共同愿景。Please join... → Together...。 ◆ 写作模板 ◆ Dear Schoolmates, 第一段 我们学校的池塘不仅是一道美丽的风景。那里有水生植物和小昆虫，还为我们提供了观察自然的地方。让我们一起保护它。 Our school pond is more than a pleasant view. It has water plants and small insects, and it gives us a place to observe nature. Let us protect it together. 第二段 然而，一些同学午饭后把包装袋留在池塘边。另一些人为了拍照走进种植区。这些行为可能破坏这片公共空间。我们应该带走垃圾，并在观察植物和昆虫时留在小路上。每个班也可以制作简单的提醒卡。清楚的提示能帮助大家养成更好的习惯。 However, some students leave packaging beside the pond after lunch. Others step into the planting area to take photos. These habits can harm this shared space. We should take our rubbish away and stay on the paths while watching plants and insects. Each class could also make simple reminder cards. Clear messages can help everyone build better habits. 第三段 请加入我们，每天一起照顾池塘。小小的行动将使它继续成为一个欢迎大家的户外课堂。 Please join us in caring for the pond every day. Small actions will keep it a welcoming outdoor classroom for all of us. With thanks, Li Hua ◆ 连句成篇 ◆ Care for our school pond Dear Schoolmates, Our school pond is more than a pleasant view. It has water plants and small insects, and it gives us a place to observe nature. Let us protect it together. This small habitat supports different forms of life. However, some students leave packaging beside the pond after lunch. Others step into the planting area to take photos. These habits can harm this shared space. We should take our rubbish away and stay on the paths while watching plants and insects. Each class could also make simple reminder cards. Clear messages can help everyone build better habits. We can observe the area without stepping on the plants that grow there. Please join us in caring for the pond every day. Small actions will keep it a welcoming outdoor classroom for all of us. We all share the responsibility for this place. With thanks, Li Hua ◆ 例文讲解 ◆ 开头给出景观与学习价值，再用 However 转到问题；并非只有“环保很重要”。 题干的 some/others 保留程度，不夸张指责；建议与垃圾、踩踏一一对应。 gives us a place 是双宾语，keep it a welcoming outdoor classroom 含宾语补足语；语法承担实际意义。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ Our school pond is a place to learn about nature. 学校的池塘是一个了解自然的地方。 ★ A small pond can teach us a great deal if we care for it. 如果我们悉心照料，一个小池塘也可以教会我们许多。 ★ What looks like a small pond is actually home to many living things. 看似一个小池塘，实际上是许多生物的家。 ◆ 中间句 ◆ ★ Some students leave packaging behind, so we need better habits. 有的同学留下包装袋，所以我们需要养成更好的习惯。 ★ Keeping to the paths allows us to watch closely without harming the plants. 留在小路上可以让我们仔细观察，又不伤害植物。 ★ Unless we protect the plants around the pond, small animals may lose part of their habitat. 除非我们保护池塘周围的植物，否则小动物可能失去部分栖息地。 ◆ 结尾句 ◆ ★ Please join our class in making reminder cards. 请加入我们班，一起制作提醒卡。 ★ Together, we can keep this small part of nature healthy. 我们一起努力，可以让这一小片自然环境保持健康。 ★ The future of this shared space depends on the choices we make today. 这片共同空间的未来取决于我们今天的选择。 ◆ 高分句型 ◆ ★ The pond is a small ecosystem where plants and insects depend on one another. 池塘是一个小型生态系统，植物和昆虫在这里相互依存。 讲解：where 引导定语从句；depend on one another 表示相互依存。 ★ Protecting the plants gives small animals a safer place to live. 保护植物为小动物提供更安全的栖息地。 讲解：give sb sth 是双宾语结构，不定式修饰 place。 ★ Unless we take our litter away, it may harm the living things nearby. 如果我们不带走垃圾，它可能伤害附近的生物。 讲解：unless 表示“除非；如果不”，从句用一般现在时。 ★ The less litter we leave, the healthier the pond can be. 我们留下的垃圾越少，池塘就可能越健康。 讲解：比较级结构说明垃圾数量和环境状况之间的关系。 ★ What we do today can make a difference to this shared habitat. 我们今天的行动能给这片共同的栖息地带来改变。 讲解：what 引导主语从句；make a difference to 表示对……产生影响。 ◆ 过渡表达 ◆ 由价值转向问题 …, yet … / Despite …, … ……，但…… / 尽管……，…… yet 连接对比的分句；despite 后接名词、代词或动名词。 Despite its value as a home for insects, the pond is sometimes littered with rubbish. 对应问题提出行动 In response, … / One practical step is to … 作为回应…… / 一项切实可行的措施是…… 先说明问题，再用两种表达引出相应措施。 One practical step is to put reminder cards beside the paths. 用实例支撑观点 To illustrate, … / A case in point is … 举例来说…… / 一个恰当的例子是…… 前者后接完整句子；后者后接名词或名词短语，适合引出具体事物。 A case in point is our school pond, where insects and water plants live together. 从行动过渡到结果 As a consequence, … / By doing so, … 因此…… / 通过这样做…… 前者强调结果；后者指代前文中已经说清楚的具体行动。 We can stay on the paths. By doing so, we give plants room to grow. ◆ 话题谚语 ◆ One generation plants the trees, and another gets the shade. 前人栽树，后人乘凉。 We never know the worth of water till the well is dry. 井干方知水珍贵。 A stitch in time saves nine. 及时处理小问题，可避免更大的麻烦。 小试牛刀 ◆ 佳句仿写 ◆ 1. The pond gives insects a place to live. 树林为鸟类提供了筑巢的地方。 参考答案：The wood gives birds a place to build nests. 2. Rubbish can make the water unsafe for wildlife. 垃圾可能使小路不再整洁。 参考答案：Rubbish can make the paths untidy. 3. Keeping to the paths helps protect the plants. 带走垃圾有助于保护这片水域。 参考答案：Taking rubbish away helps protect the water. 4. The pond is home to insects as well as water plants. 这片树林里既有昆虫，也有鸟类。 参考答案：The wood is home to birds as well as insects. 5. If we care for the pond, it can remain a place to learn. 如果我们保护树林，它就能继续为动物提供家园。 参考答案：If we protect the wood, it can remain a home for animals. ◆ 写作任务 ◆ 学校附近的一片小树林是鸟类和昆虫的栖息地，也是居民散步的地方。最近有人随意丢垃圾、踩踏植物。请你为社区英文公众号写一份倡议，内容包括： 1. 小树林的价值及目前存在的问题； 2. 两项有针对性的保护行动及其作用； 3. 你愿意承担的事情及对大家的呼吁。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ The small wood near our school is home to birds and insects. It also gives local people a quiet place to walk and enjoy nature. Recently, some visitors have left rubbish on the ground or stepped on plants beside the paths. We can help by taking our litter home and staying on the paths. This keeps the area cleaner and gives plants space to grow. Our class could also make signs that explain why the wood matters to wildlife. Clear reasons may encourage more people to care for it. I would like to help put up the signs with my classmates. Please join us in looking after this shared place. ◆ 范文讲解 ◆ 内容与结构：首段兼顾小树林的生态价值与居民活动；主体分别回应垃圾和踩踏问题，并说明标识的作用；结尾写出作者愿承担的具体行动，增强倡议的可信度。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：and 表并列、but 表转折、or 表选择/否则、so 表结果；根据真实逻辑使用，不为数量而乱加连接词。 / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 3 To be a good learner 学生版 Unit 3 To be a good learner 单元同步写作讲义 话题解读 学会学习；学习习惯、策略、榜样与终身学习。 写作时，可围绕学习困难、尝试、反馈与调整和变化与学习感悟选择材料，并用具体细节支撑中心。 写作指导 校英文报“Learning diary”专栏征稿。请写一次你克服学习困难的经历：原来的问题、两项有效做法、现在的改变和你的认识。可写英语口语，也可选择自己熟悉的学科学习问题。 • 一个具体困难。 • 两项相关方法，至少一项带频率或反馈方式。 • 实际变化与下一步行动。 要求：词数120—150。 ◆ 破题 ◆ 读者是同龄学生；体裁是带反思的经历短文，不是只列建议的说明文。 第一人称为主；过去时写起点和做法，现在时写目前状态，未来时可写后续计划。 ◆ 定题材与时态 ◆ 经历感受类：叙述过去的困难与做法用一般过去时，介绍现在的变化用一般现在时。 例如：At the beginning of this term, I found speaking English difficult. ◆ 定结构与提纲 ◆ 开头：问题与转折点。At first... → I decided...。 主体：两个做法＋练习安排＋反馈。First... → After... → Then... → A few weeks later...。 结尾：改变、认识与后续行动。Now... → I learnt... → I will...。 ◆ 写作模板 ◆ 第一段 本学期初，我发现说英语很困难。我认识那些单词，却常常一句话说到一半就停下来。我决定改变这一点。 At the beginning of this term, I found ______________. I knew the words, but I often ______________ through a sentence. I ______________. 第二段 首先，我每天晚上录下自己围绕一个小话题说一分钟的话。然后我仔细听，并纠正一个问题。我还每周和一位同学练习两次。我们互相问简单的问题，并给出明确的建议。四周后，我能完成一段简短的讲话，不再如此频繁地停顿。 First, I ______________ talking about one small topic for a minute each evening. Then I listened carefully and ______________. I also practised with a classmate ____________. We asked each other simple questions and gave clear advice. After four weeks, I could finish a short talk ______________. 第三段 现在我在课堂上说得更自信了。我认识到，有效练习比担心犯错更重要。我会保持这个习惯，每周选择新话题。 Now I speak ______________ in class. I learnt that useful practice is ______________ worrying about mistakes. I will ______________ and choose new topics each week. ◆ 连句成篇 ◆ One minute at a time At the beginning of this term, I found speaking English difficult. I knew the words, but I often stopped halfway through a sentence. I decided to change this. It was frustrating when I knew the answer but could not say it. First, I recorded myself talking about one small topic for a minute each evening. Then I listened carefully and corrected one problem. I also practised with a classmate twice a week. We asked each other simple questions and gave clear advice. After four weeks, I could finish a short talk without stopping so often. Her advice to slow down made my speech easier to follow. Now I speak more confidently in class. I learnt that useful practice is more important than worrying about mistakes. I will keep this habit and choose new topics each week. I still make mistakes, but they no longer stop me from trying. 素材积累 ◆ 开头句 ◆ ★ At first, I knew many words but could not explain my ideas clearly. 起初，我认识许多单词，却无法清晰地表达想法。 ★ A short class talk showed me what I needed to improve. 一次简短的课堂发言让我看到了需要改进的地方。 ★ Looking back, I can see how one small change improved my learning. 回头看，我能发现一个小改变是怎样改善我的学习的。 ◆ 中间句 ◆ ★ I recorded myself for one minute every evening. 我每天晚上录下自己说的一分钟内容。 ★ Instead of trying to fix everything, I corrected one problem each day. 我没有试图解决所有问题，而是每天纠正一个问题。 ★ Whenever I met a difficult word, I tried to understand it in context. 每当遇到难词时，我都试着结合上下文理解它。 ◆ 结尾句 ◆ ★ Now I speak more clearly and feel more confident. 现在我说得更清楚，也更加自信了。 ★ Small steps work best when I learn from each attempt. 当我从每次尝试中学习时，循序渐进最有效。 ★ What matters most is not how quickly I learn, but whether I keep making progress. 最重要的不是我学得有多快，而是我是否一直在进步。 ◆ 高分句型 ◆ ★ I found it difficult to express what I wanted to say in English. 我发现很难用英语表达我想说的话。 ★ Rather than memorising every sentence, I practised speaking from key words. 我没有背诵每个句子，而是根据关键词练习表达。 ★ It was not until I listened to my recording that I noticed how fast I spoke. 直到听了自己的录音，我才注意到自己说得有多快。 ★ The more often I reviewed my mistakes, the more clearly I understood them. 我越经常复习错误，就越清楚地理解它们。 ★ What matters is whether I can use the new words in a real situation. 重要的是我能否在真实情境中使用新词。 ◆ 过渡表达 ◆ 描述学习过程 At first, … → Over time, … → Eventually, … 起初…… → 随着时间推移…… → 最终…… 用于呈现学习困难、逐步练习和最终变化。 Over time, I became more confident about speaking English in class. 更换学习方法 Rather than … / Instead of … 与其……，不如…… / 而不是…… 两者后均可接名词或动名词，用于对比不同的学习方法。 Rather than memorising every sentence, I practised speaking from key words. 举例说明做法 One example is … / Take … as an example. 一个例子是…… / 以……为例。 前者后接名词或动名词；后者通过具体例子说明方法。 Take my word cards as an example. I review them on the bus every morning. 反思学习收获 Through this experience, … / Looking back, … 通过这次经历…… / 回头看…… 用在回顾经历时，引出现在的理解与感悟。 Looking back, I can see that feedback helped me make progress. ◆ 话题谚语 ◆ Practice makes perfect. 熟能生巧。 It is never too late to learn. 学习永远不嫌晚。 Rome was not built in a day. 罗马不是一天建成的。 小试牛刀 ◆ 佳句仿写 ◆ 1. I found it difficult to explain my ideas in English. 我发现自己很难记住新单词。     2. I recorded myself speaking for a minute each day. 我每周录下自己朗读两次。     3. Instead of correcting everything, I focused on one problem. 我没有抄写整个句子，而是标出了关键词。     4. The more regularly I reviewed, the better I remembered. 我练习得越认真，就犯越少的错误。     5. It was useful to ask a partner for clear feedback. 向老师询问如何改进很有帮助。     ◆ 写作任务 ◆ 你的朋友 Sam 在准备英语课堂展示时总是背稿，一忘词就紧张。请你以李华的身份用英语给他写一封回信，内容包括： 1. 你在学习或展示中遇到的相似困难； 2. 结合自己的经历提出两条具体建议； 3. 如何检验方法的效果以及对朋友的鼓励。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 8 Safe and sound 教师版 Unit 8 Safe and sound 单元同步写作讲义 话题解读 平安与安全；紧急事件、自然灾害与个人经历。 写作时，可围绕背景和突发时刻、应对过程与配合和感受、反思与行动选择材料，并用具体细节支撑中心。 教学重点：Staying safe（第115—118页）；第118页写经历过或听说过的一次紧急事件/自然灾害。 过去进行时（第112—113页）。 教学难点：先定时间线：背景正在做什么—信号出现—按要求行动—集中清点—感受反思；不能在地点和时间间跳来跳去。；过去进行时写背景，过去时写发生的动作：We were reading when...；不要让全文每个动词都变成 was doing。 写作指导 学校英文报征集“Learning to stay safe”。请写一次学校组织的安全演练：当时你在做什么、教师怎样组织、你和同学怎样配合、演练结束后的感受与以后准备。请以本校实际安排为准，不描述未经证实的危险操作。 • 背景与演练信号。 • 教师组织与同学配合。 • 检查反馈、感受与下一步准备。 要求：词数120—150。 ◆ 破题 ◆ 读者是校报同龄读者；体裁为安全演练经历，须明确 drill，避免让读者误认真实灾害。 第一人称写自己，we 写集体；过去进行时交代信号出现前的背景，过去时叙述后续动作。 ◆ 定题材与时态 ◆ 经历感受类：过去进行时交代当时正在进行的背景，一般过去时叙述发生的事件及后续行动。 例如：Our school held a safety drill last Friday. ◆ 定结构与提纲 ◆ 开头：演练时间与背景。Last Friday... → We were...when...。 主体：教师引导—同学配合—集中检查。Our teacher... → At first... → Then... → After...。 结尾：感受、学习到的内容与后续准备。I learnt... → Next time...。 ◆ 写作模板 ◆ 第一段 上周五，我们学校举行了一次安全演练。演练信号响起时，我们正在安静地阅读。老师提醒我们这只是演练，并解释了接下来的步骤。 Our school held a safety drill last Friday. We were reading quietly when the drill signal sounded. Our teacher reminded us that this was practice and explained the next steps. 第二段 起初我感到紧张，但我认真听着。我遵照老师的指示，和班级在一起。在集合地点，老师清点了所有人。然后我们讨论了哪些地方做得好，哪些地方还需要注意。我意识到，倾听和合作帮助我们遵循计划。 At first, I felt nervous, but I listened carefully. I followed our teacher's instructions and stayed with my class. At the meeting point, our teacher checked that everyone was there. Then we discussed what went well and what needed more attention. I realized that listening and working together helped us follow the plan. 第三段 这次演练教会我要认真对待准备工作。我会复习学校的安全方案，对不理解的地方提出问题。好习惯需要经常练习。 The drill taught me to take preparation seriously. I will review our school safety plan and ask questions about anything I do not understand. Good habits need regular practice. ◆ 连句成篇 ◆ Learning to stay safe Our school held a safety drill last Friday. We were reading quietly when the drill signal sounded. Our teacher reminded us that this was practice and explained the next steps. I had never paid much attention to the plan before. At first, I felt nervous, but I listened carefully. I followed our teacher's instructions and stayed with my class. At the meeting point, our teacher checked that everyone was there. Then we discussed what went well and what needed more attention. I realized that listening and working together helped us follow the plan. Afterwards, I asked about a direction I had not understood clearly. The drill taught me to take preparation seriously. I will review our school safety plan and ask questions about anything I do not understand. Good habits need regular practice. Knowing the plan helps me feel calmer. ◆ 例文讲解 ◆ 开头两次说明 drill/practice，避免把演练写成真实事故；背景—引导—集合核对—反馈顺序清楚。 第一段 were reading 是过去进行时；sounded/reminded/explained 是动作推进，用法有分工。 结尾不是“掌握所有自救技能”，而是复习本校预案与提问，真实且符合年龄阶段。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ Our school held a safety drill last Friday. 上周五，学校举行了一次安全演练。 ★ We were reading quietly when the drill began. 演练开始时，我们正在安静地阅读。 ★ I did not realise how important the school plan was until I took part in the drill. 直到参加演练，我才意识到学校方案有多重要。 ◆ 中间句 ◆ ★ I listened carefully and followed our teacher’s instructions. 我认真倾听，并遵照老师的指示。 ★ Although I felt nervous at first, knowing what to do helped me focus. 虽然一开始感到紧张，但知道该怎么做让我能集中注意力。 ★ While my classmates were gathering, I listened for the teacher’s next instruction. 同学们集合时，我留心听老师的下一条指示。 ◆ 结尾句 ◆ ★ The drill taught me to take preparation seriously. 这次演练教会我要认真对待准备工作。 ★ Being prepared begins with understanding and following our school plan. 做好准备始于理解并遵循学校的安全方案。 ★ The experience reminded me that staying calm begins with knowing the plan. 这次经历提醒我，保持冷静始于了解方案。 ◆ 高分句型 ◆ ★ We were discussing the poster when the drill signal sounded. 演练信号响起时，我们正在讨论海报。 讲解：过去进行时交代背景，一般过去时叙述发生的事件。 ★ While we were gathering, our teacher checked that everyone was present. 我们集合时，老师检查了是否所有人都在场。 讲解：while 从句表示另一动作发生时正在进行的背景。 ★ Although I felt nervous, I followed the instructions and stayed with my class. 虽然我很紧张，但我遵照指示，和班级待在一起。 讲解：although 引导让步状语从句，不与 but 连用。 ★ It was not until the discussion that I understood the reason for each step. 直到讨论时，我才理解每一步的原因。 讲解：强调直到某一时间才发生的认识。 ★ Knowing the plan helped me stay calm when the unexpected happened. 突发情况发生时，了解方案帮助我保持冷静。 讲解：动名词短语作主语；help sb do sth 表示帮助某人做某事。 ◆ 过渡表达 ◆ 交代背景与突发事件 While …, … / … when … 当……的时候，…… / ……正在……时，突然…… while 常引出持续背景；when 常引出该背景中发生的事件。 While we were discussing the poster, the drill signal sounded. 推进事件经过 At that moment, … / Shortly afterwards, … / In the meantime, … 就在那时…… / 不久之后…… / 在此期间…… 前两者提示先后；in the meantime 指与前述动作同时进行的另一件事，不表示最后一步。 Our teacher checked the group. In the meantime, we waited quietly together. 表达情绪变化 Even though …, … / Nevertheless, … 尽管……，…… / 尽管如此，…… even though 引导让步从句，不与 but 同用；nevertheless 可引出另一完整句。 I felt nervous. Nevertheless, I listened carefully to the teacher. 总结经验与后续行动 From then on, … / The experience showed me that … 从那以后…… / 这次经历让我认识到…… 前者引出之后持续的行动；后者引出经历带来的认识。 From then on, I paid closer attention to our school safety plan. ◆ 话题谚语 ◆ Better safe than sorry. 谨慎为上，免得后悔。 Forewarned is forearmed. 预先知情，便能有所准备。 Look before you leap. 三思而后行。 小试牛刀 ◆ 佳句仿写 ◆ 1. We were reading when the signal sounded. 信号响起时，我们正在讨论海报。 参考答案：We were discussing the poster when the signal sounded. 2. While we were waiting, our teacher checked the group. 我们等待时，老师解释了下一步。 参考答案：While we were waiting, our teacher explained the next step. 3. Although I felt nervous, I listened carefully. 虽然我很吃惊，但我仍和同学待在一起。 参考答案：Although I felt surprised, I stayed with my classmates. 4. The drill made me realize the importance of preparation. 这次经历让我意识到合作的重要性。 参考答案：The experience made me realize the importance of working together. 5. I will ask about anything I do not understand. 我会记下任何我不清楚的问题。 参考答案：I will write down any questions I am not sure about. ◆ 写作任务 ◆ 学校英文报以“An unexpected moment”为题开展征文。请你用英语写一篇短文，介绍一次突发情况或安全演练，内容包括： 1. 当时的背景及正在发生的事情； 2. 事情的发展以及你或他人的应对； 3. 你的感受和收获。 注意： 1. 词数100—120；如写演练，请明确说明； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ Last Friday, our school held a safety drill. We were working on a group poster when the signal sounded. For a moment, I felt surprised and almost forgot what to do. Our teacher reminded us to follow the school plan. I stayed with my classmates and listened as she explained where our group should go. At the meeting point, she checked that everyone was there. Later, we talked about the drill. I realized that I had not understood one part of the plan, so I asked my teacher about it after class. The experience showed me why preparation matters. I felt calmer once I understood the plan, and I will pay closer attention during future practice. ◆ 范文讲解 ◆ 内容与结构：首段明确是演练，以过去进行时交代信号响起前的背景；主体用一般过去时推进听指示、集合、讨论和提问，结尾写清紧张到平静的变化及未来行动。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：安全主题写作要尊重实际学校预案；不把未经核实的防灾动作包装成通用建议，本题只写遵从教师指令与演练反思。 / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 5 Wild animals 学生版 Unit 5 Wild animals 单元同步写作讲义 话题解读 野生动物与保护；从动物生活需要出发理解人类活动影响。 写作时，可围绕动物与栖息环境、面临的问题和原因和对应行动与呼吁选择材料，并用具体细节支撑中心。 写作指导 校英语社组织“Let wildlife speak”活动。请以一种野生动物的身份给人类写一封信，介绍生活环境与需要，说明遇到的问题，提出两条相关建议，并说明保护行动的意义。 • 交代动物身份、栖息环境和生活需要。 • 说明遇到的问题及其影响。 • 提出对应建议并表达希望。 要求：词数120—150。 ◆ 破题 ◆ 以湿地水鸟为例，读者是游客；用第一人称介绍需要与困难，并礼貌提出保护建议。 ◆ 定题材与时态 ◆ 说明介绍与观点建议类：介绍动物和现状用一般现在时；提出建议用祈使句或情态动词。 例如：I am a bird living beside this wetland. ◆ 定结构与提纲 ◆ 开头：角色＋写信目的＋生活需要。I am... → I need... → I am asking...。 主体：两个问题、影响与对应行动。Some... → Please...to... → Also... → You can...。 结尾：共同价值＋希望。These actions... → I hope...。 ◆ 写作模板 ◆ Dear Visitors, 第一段 我是一只生活在这片湿地旁的鸟。我需要干净的水域来寻找食物，也需要安静的芦苇丛休息。我写信是想请求你们的帮助。 I am a bird ______________. I need ______________ and quiet reeds to rest. I am writing to ______________. 第二段 一些游客把袋子和其他垃圾留在水边。请带走这些东西，保持我们的家园干净。另一些游客走近拍照，我们不得不停止休息。你们可以从远处观察我们，仍然能欣赏我们的美。请给我们足够的空间，让我们自然地生活。 Some visitors __________ and other rubbish near the water. Please take these things away to ______________. Other visitors come close to take photos, and we have to stop resting. You can watch us ______________ and still enjoy our beauty. Please give us ____________ to live naturally. 第三段 这些简单的行动能真正改善我们的生活。我希望每一位游客都帮助保护这片湿地。我们可以怀着关爱和尊重共享这个美丽的地方。 These simple actions can ______________ to our lives. I hope every visitor will help ______________. We can share this beautiful place with ______________. Yours sincerely, A wetland bird ◆ 连句成篇 ◆ A letter from a wetland bird Dear Visitors, I am a bird living beside this wetland. I need clean water to find food and quiet reeds to rest. I am writing to ask for your help. The wetland is where I find shelter as well as food. Some visitors leave bags and other rubbish near the water. Please take these things away to keep our home clean. Other visitors come close to take photos, and we have to stop resting. You can watch us from a distance and still enjoy our beauty. Please give us enough space to live naturally. When people stay on the path, we can continue resting in the reeds. These simple actions can make a real difference to our lives. I hope every visitor will help protect this wetland. We can share this beautiful place with care and respect. Thank you for thinking about the other lives around you. Yours sincerely, A wetland bird 素材积累 ◆ 开头句 ◆ ★ I am a bird living beside this wetland. 我是一只生活在这片湿地旁的鸟。 ★ I am writing because the place I call home needs your care. 我写信是因为我称之为家的地方需要你们的关心。 ★ Few people notice how closely wild animals depend on their habitats. 很少有人注意到野生动物对栖息地的依赖有多紧密。 ◆ 中间句 ◆ ★ Please take your rubbish away to keep the water clean. 请带走垃圾，让水域保持干净。 ★ You can enjoy watching us without getting too close. 你们不必靠得太近，也能享受观赏我们的乐趣。 ★ When visitors keep their distance, animals have more room to live naturally. 游客保持距离时，动物就有更多空间自然地生活。 ◆ 结尾句 ◆ ★ Small actions can help us live safely here. 小小的行动能帮助我们安全地生活在这里。 ★ Let this wetland remain a home we can share. 让这片湿地继续成为我们共同的家园。 ★ Only when we respect their habitats can wildlife have a safer future. 只有尊重它们的栖息地，野生动物才可能有一个更安全的未来。 ◆ 高分句型 ◆ ★ Wetlands provide birds with places where they can rest and find food. 湿地为鸟儿提供可以休息和觅食的地方。 ★ It is important for visitors to keep their distance from wild animals. 游客与野生动物保持距离很重要。 ★ If we leave less rubbish behind, wildlife will have a cleaner home. 如果我们留下更少的垃圾，野生动物就会拥有更清洁的家园。 ★ Watching animals from a distance allows them to rest without being disturbed. 从远处观察动物可以让它们不受打扰地休息。 ★ Only when people understand animals’ needs can they make better choices. 只有了解动物的需要，人们才能作出更好的选择。 ◆ 过渡表达 ◆ 列举保护行动 First of all, … → Additionally, … → Last but not least, … 首先…… → 此外…… → 最后同样重要的是…… 依次提出保护行动；最后一项应当与前面的行动同样重要。 Last but not least, visitors should leave enough space for wild animals to rest. 说明原因与影响 Because of … / Consequently, … 由于…… / 因此…… because of 后接名词或动名词；consequently 可引出前述问题造成的结果。 Some visitors go too close to the birds. Consequently, the birds may stop resting. 列举动物或问题 … such as … / … including … ……例如…… / ……包括…… 两者后接名词或名词短语，用于列举具体种类，不直接引出完整句子。 Plastic waste, including bags and bottles, can make a habitat unsafe. 说明必要条件 If …, … / Provided that …, … 如果……，…… / 只要……，…… 两者均可引导条件从句；provided that 较正式，表示条件必须得到满足。 Provided that we keep our distance, we can watch birds without disturbing them. ◆ 话题谚语 ◆ Live and let live. 自己生存，也让其他生命生存。 Every little helps. 点滴行动都有帮助。 Actions speak louder than words. 行动胜于言语。 小试牛刀 ◆ 佳句仿写 ◆ 1. Wild animals need safe places to find food. 鸟儿需要安静的地方休息。     2. Visitors can watch birds without getting too close. 游客可以在不打扰动物的情况下观察它们。     3. We should take rubbish away to keep the water clean. 我们应该留在小路上，以保护植物。     4. The wetland provides birds with food and shelter. 这片森林为许多动物提供了家园。     5. If we give wildlife enough space, animals can rest safely. 如果我们保持水域清洁，鸟儿就能更安全地觅食。     ◆ 写作任务 ◆ 你所在的英文社团准备制作野生动物保护展板。请你选择一种熟悉的野生动物，用英语写一篇短文，内容包括： 1. 动物的生活环境及其需要； 2. 动物面临的一个问题； 3. 两项与问题相对应的行动及其理由。 注意： 1. 词数100—120；题目自拟，不编造数据； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 2 School life 学生版 Unit 2 School life 单元同步写作讲义 话题解读 校园生活；比较不同学校，思考怎样改善本校生活。 写作时，可围绕校园现状与问题、建议及其理由和学生行动与期待选择材料，并用具体细节支撑中心。 写作指导 学校午间阅读角存在“书少、座位紧张、部分同学边读边大声说话”的问题。请以 Li Hua 的身份给校长写信，提出两至三条建议，并解释它们怎样帮助同学；至少提出一项学生自己能参与的行动。 • 回应图书、空间、秩序中的至少两个问题。 • 每条主要建议有理由或效果。 • 学生参与办法与礼貌结尾。 要求：词数120—150。 ◆ 破题 ◆ 读者是校长，体裁是正式程度适中的建议信；写作目的在第一段直接出现。 第一人称提出观点，our school/we 写共同生活；以一般现在时说明问题，could/should 提建议。 ◆ 定题材与时态 ◆ 说明介绍与观点建议类：说明学校现状用一般现在时；提出建议可用 could、should。 例如：I would like to share some ideas about our lunchtime reading corner. ◆ 定结构与提纲 ◆ 开头：目的＋最突出问题。I would like... → 现有问题。 主体：两至三条建议，每条附理由/效果。First...because... → Also...so... → Students could...。 结尾：预期改变＋感谢。I hope... → Thank you...。 ◆ 写作模板 ◆ Dear Head Teacher, 第一段 我想就午间阅读角分享一些想法。它很受欢迎，但书太少，有时噪声也太大。 I would like to ______________ about our lunchtime reading corner. It is popular, but there are _____________ and sometimes ______________. 第二段 首先，我们可以从同学那里收集合适的书。这样无需把所有书都买新的，也能给大家更多选择。另外，我们可以把小桌子移到靠窗的位置，以便更好地利用空间。最重要的是，我们需要安静的阅读时间。同学们可以轮流整理书籍并制作提醒卡。这些工作能帮助我们爱护共同的空间。 First, we could ______________ from students. This would give us ____________ without buying everything new. Also, we could move the small tables closer to the window to ______________. Most importantly, we need a quiet reading time. Students could ______________ and making reminder cards. These jobs would help us care for our shared space. 第三段 我希望阅读角会变得和图书馆一样温馨。感谢您考虑我的建议。 I hope the corner will become ______________ our library. Thank you for ______________. Yours sincerely, Li Hua ◆ 连句成篇 ◆ A better reading corner Dear Head Teacher, I would like to share some ideas about our lunchtime reading corner. It is popular, but there are too few books and sometimes too much noise. I often read there with my classmates. First, we could collect suitable books from students. This would give us more choices without buying everything new. Also, we could move the small tables closer to the window to make better use of the space. Most importantly, we need a quiet reading time. Students could take turns putting books in order and making reminder cards. These jobs would help us care for our shared space. A short survey could help us find out what kinds of books students need. I hope the corner will become as welcoming as our library. Thank you for considering my ideas. I would be happy to help with the work. Yours sincerely, Li Hua 素材积累 ◆ 开头句 ◆ ★ I would like to share two ideas about our reading corner. 我想就阅读角分享两个想法。 ★ Our reading corner is popular, but a few changes could make it more useful. 我们的阅读角很受欢迎，但一些改变可以让它更加实用。 ★ Although our school offers many activities, there is still room for improvement. 虽然学校开设了许多活动，但仍有改进的空间。 ◆ 中间句 ◆ ★ We could collect suitable books from students because we need more choices. 我们可以从学生那里收集合适的书，因为我们需要更多选择。 ★ With clearer rules, more students could enjoy reading without disturbing others. 有了更清晰的规则，更多同学可以不打扰别人地享受阅读。 ★ It would be helpful to offer more choices so that students with different interests can take part. 提供更多选择将很有帮助，这样有不同兴趣的学生都可以参加。 ◆ 结尾句 ◆ ★ I hope these ideas will help our school. 我希望这些想法能对学校有所帮助。 ★ I would be glad to help put these ideas into practice. 我很愿意帮助把这些想法付诸实践。 ★ If these changes are put into practice, more students will feel included. 如果这些改变得以实施，更多学生会感到自己是其中的一员。 ◆ 高分句型 ◆ ★ What our school needs is a place where students can read quietly. 我们学校需要的是一个学生可以安静阅读的地方。 ★ It would be a good idea to collect books that students no longer need. 收集学生不再需要的书是个好主意。 ★ A wider choice of activities would make it easier for everyone to join in. 更多样的活动选择会让每个人更容易参与。 ★ The more chances students have to share ideas, the more useful our plans may become. 学生分享想法的机会越多，我们的计划可能越有用。 ★ Not only would the new club offer more choices, but it would also help students make friends. 新社团不仅会提供更多选择，还会帮助学生交朋友。 ◆ 过渡表达 ◆ 罗列建议 To begin with, … → Besides, … → Finally, … 首先…… → 此外…… → 最后…… 依次提出建议，各条应针对校园问题并附带理由。 To begin with, we could collect suitable books from students. 解释目的 … so that … / … in order that … ……以便…… / ……为了…… 两者后面都接完整从句；in order that 较正式，常与 can、could 连用。 We could offer different activities in order that more students can take part. 提出另一方案 Alternatively, … / Another option is to … 或者…… / 另一个选择是…… 用于提出不同方案，不必把两种方案都写成必须同时执行。 Alternatively, the school could open the hall for quiet reading at lunchtime. 礼貌收束 All in all, … / I would appreciate it if … 总而言之…… / 如果……我将不胜感激 前者用于概括；后者适合礼貌请求对方考虑建议。 I would appreciate it if you could consider these suggestions. ◆ 话题谚语 ◆ Many hands make light work. 众人拾柴火焰高。 Two heads are better than one. 集思广益。 Where there is a will, there is a way. 有志者，事竟成。 小试牛刀 ◆ 佳句仿写 ◆ 1. Our library is popular, but there is room for improvement. 我们的活动很受欢迎，但仍有改进空间。     2. We could collect books so that everyone has more choices. 我们可以调整座位，以便更多同学一起阅读。     3. There are fewer books in this corner than in the library. 这个房间里的桌子比那个房间少。     4. The corner can be as welcoming as our library. 活动室可以和图书馆一样安静。     5. Students can take turns putting books in order. 同学们可以轮流归还运动器材。     ◆ 写作任务 ◆ 学校正在征集关于课后活动的建议。请你以李华的身份用英语给负责老师写一封信，内容包括： 1. 你最希望增加或改进的一项活动及原因； 2. 你的具体建议及其对不同同学的帮助； 3. 你愿意为活动开展做些什么。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 2 School life 教师版 Unit 2 School life 单元同步写作讲义 话题解读 校园生活；比较不同学校，思考怎样改善本校生活。 写作时，可围绕校园现状与问题、建议及其理由和学生行动与期待选择材料，并用具体细节支撑中心。 教学重点：Different school lives（第29—32页）；第32页向校长写建议信，明确目的、礼貌提出建议并给理由。 数量比较；as...as（第26—27页）。 教学难点：建议必须回应具体问题，形成“问题—办法—理由/预期效果”；不要把信写成仅有 We should 的愿望单。；区分 fewer＋可数名词复数与 less＋不可数名词；as...as 中间用原级，比较要有同一维度。 写作指导 学校午间阅读角存在“书少、座位紧张、部分同学边读边大声说话”的问题。请以 Li Hua 的身份给校长写信，提出两至三条建议，并解释它们怎样帮助同学；至少提出一项学生自己能参与的行动。 • 回应图书、空间、秩序中的至少两个问题。 • 每条主要建议有理由或效果。 • 学生参与办法与礼貌结尾。 要求：词数120—150。 ◆ 破题 ◆ 读者是校长，体裁是正式程度适中的建议信；写作目的在第一段直接出现。 第一人称提出观点，our school/we 写共同生活；以一般现在时说明问题，could/should 提建议。 ◆ 定题材与时态 ◆ 说明介绍与观点建议类：说明学校现状用一般现在时；提出建议可用 could、should。 例如：I would like to share some ideas about our lunchtime reading corner. ◆ 定结构与提纲 ◆ 开头：目的＋最突出问题。I would like... → 现有问题。 主体：两至三条建议，每条附理由/效果。First...because... → Also...so... → Students could...。 结尾：预期改变＋感谢。I hope... → Thank you...。 ◆ 写作模板 ◆ Dear Head Teacher, 第一段 我想就午间阅读角分享一些想法。它很受欢迎，但书太少，有时噪声也太大。 I would like to share some ideas about our lunchtime reading corner. It is popular, but there are too few books and sometimes too much noise. 第二段 首先，我们可以从同学那里收集合适的书。这样无需把所有书都买新的，也能给大家更多选择。另外，我们可以把小桌子移到靠窗的位置，以便更好地利用空间。最重要的是，我们需要安静的阅读时间。同学们可以轮流整理书籍并制作提醒卡。这些工作能帮助我们爱护共同的空间。 First, we could collect suitable books from students. This would give us more choices without buying everything new. Also, we could move the small tables closer to the window to make better use of the space. Most importantly, we need a quiet reading time. Students could take turns putting books in order and making reminder cards. These jobs would help us care for our shared space. 第三段 我希望阅读角会变得和图书馆一样温馨。感谢您考虑我的建议。 I hope the corner will become as welcoming as our library. Thank you for considering my ideas. Yours sincerely, Li Hua ◆ 连句成篇 ◆ A better reading corner Dear Head Teacher, I would like to share some ideas about our lunchtime reading corner. It is popular, but there are too few books and sometimes too much noise. I often read there with my classmates. First, we could collect suitable books from students. This would give us more choices without buying everything new. Also, we could move the small tables closer to the window to make better use of the space. Most importantly, we need a quiet reading time. Students could take turns putting books in order and making reminder cards. These jobs would help us care for our shared space. A short survey could help us find out what kinds of books students need. I hope the corner will become as welcoming as our library. Thank you for considering my ideas. I would be happy to help with the work. Yours sincerely, Li Hua ◆ 例文讲解 ◆ 第一段先交代目的，再用 too few books/too much noise 点出问题；未重复题干中过多背景。 建议对应问题：收书—选择更多，调桌—利用空间，安静时段—减少打扰；学生整理书籍是独立行动。 as welcoming as 自然落实本单元语法；could 保持礼貌，不用堆砌复杂句。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ I would like to share two ideas about our reading corner. 我想就阅读角分享两个想法。 ★ Our reading corner is popular, but a few changes could make it more useful. 我们的阅读角很受欢迎，但一些改变可以让它更加实用。 ★ Although our school offers many activities, there is still room for improvement. 虽然学校开设了许多活动，但仍有改进的空间。 ◆ 中间句 ◆ ★ We could collect suitable books from students because we need more choices. 我们可以从学生那里收集合适的书，因为我们需要更多选择。 ★ With clearer rules, more students could enjoy reading without disturbing others. 有了更清晰的规则，更多同学可以不打扰别人地享受阅读。 ★ It would be helpful to offer more choices so that students with different interests can take part. 提供更多选择将很有帮助，这样有不同兴趣的学生都可以参加。 ◆ 结尾句 ◆ ★ I hope these ideas will help our school. 我希望这些想法能对学校有所帮助。 ★ I would be glad to help put these ideas into practice. 我很愿意帮助把这些想法付诸实践。 ★ If these changes are put into practice, more students will feel included. 如果这些改变得以实施，更多学生会感到自己是其中的一员。 ◆ 高分句型 ◆ ★ What our school needs is a place where students can read quietly. 我们学校需要的是一个学生可以安静阅读的地方。 讲解：where 引导定语从句，修饰地点名词 place。 ★ It would be a good idea to collect books that students no longer need. 收集学生不再需要的书是个好主意。 讲解：that 引导定语从句，说明需要收集的书。 ★ A wider choice of activities would make it easier for everyone to join in. 更多样的活动选择会让每个人更容易参与。 讲解：make it＋形容词＋for sb to do sth 中 it 是形式宾语。 ★ The more chances students have to share ideas, the more useful our plans may become. 学生分享想法的机会越多，我们的计划可能越有用。 讲解：比较级结构中的 chances 后接 students have 作定语。 ★ Not only would the new club offer more choices, but it would also help students make friends. 新社团不仅会提供更多选择，还会帮助学生交朋友。 讲解：Not only 位于句首时，前一分句使用部分倒装。 ◆ 过渡表达 ◆ 罗列建议 To begin with, … → Besides, … → Finally, … 首先…… → 此外…… → 最后…… 依次提出建议，各条应针对校园问题并附带理由。 To begin with, we could collect suitable books from students. 解释目的 … so that … / … in order that … ……以便…… / ……为了…… 两者后面都接完整从句；in order that 较正式，常与 can、could 连用。 We could offer different activities in order that more students can take part. 提出另一方案 Alternatively, … / Another option is to … 或者…… / 另一个选择是…… 用于提出不同方案，不必把两种方案都写成必须同时执行。 Alternatively, the school could open the hall for quiet reading at lunchtime. 礼貌收束 All in all, … / I would appreciate it if … 总而言之…… / 如果……我将不胜感激 前者用于概括；后者适合礼貌请求对方考虑建议。 I would appreciate it if you could consider these suggestions. ◆ 话题谚语 ◆ Many hands make light work. 众人拾柴火焰高。 Two heads are better than one. 集思广益。 Where there is a will, there is a way. 有志者，事竟成。 小试牛刀 ◆ 佳句仿写 ◆ 1. Our library is popular, but there is room for improvement. 我们的活动很受欢迎，但仍有改进空间。 参考答案：Our activities are popular, but there is room for improvement. 2. We could collect books so that everyone has more choices. 我们可以调整座位，以便更多同学一起阅读。 参考答案：We could rearrange the seats so that more students can read together. 3. There are fewer books in this corner than in the library. 这个房间里的桌子比那个房间少。 参考答案：There are fewer tables in this room than in that one. 4. The corner can be as welcoming as our library. 活动室可以和图书馆一样安静。 参考答案：The activity room can be as quiet as the library. 5. Students can take turns putting books in order. 同学们可以轮流归还运动器材。 参考答案：Students can take turns returning the sports equipment. ◆ 写作任务 ◆ 学校正在征集关于课后活动的建议。请你以李华的身份用英语给负责老师写一封信，内容包括： 1. 你最希望增加或改进的一项活动及原因； 2. 你的具体建议及其对不同同学的帮助； 3. 你愿意为活动开展做些什么。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ Dear Teacher, I am writing to share an idea about our after-school activities. I hope we can improve the sports programme so that more students feel comfortable joining in. At present, some students enjoy team games, but others find it hard to take part. Could we offer a walking group as well as ball games? Students could choose an activity that suits them. We might also lend out simple equipment during the break. This would give more students a chance to exercise without buying their own. Volunteers could help record what is borrowed and returned. I believe these changes would make our activities more welcoming. I would be glad to help organize them. Thank you for considering my suggestion. Yours sincerely, Li Hua ◆ 范文讲解 ◆ 内容与结构：第一段提出改善课后体育活动；主体说明不同学生的需要，并以步行小组和器材借用回应；志愿者登记使方案具有可操作性，结尾表达参与意愿。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：给校长写信保持礼貌，使用 could、It may help...；题干要求的称呼和落款要保留，不写真实个人信息。 / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 4 Hands-on fun 教师版 Unit 4 Hands-on fun 单元同步写作讲义 话题解读 动手实践；DIY活动、操作步骤与实践收获。 写作时，可围绕制作目的与材料、制作过程与解决困难和使用感受与收获选择材料，并用具体细节支撑中心。 教学重点：Home-made fun（第57—60页）；第60页写一次DIY活动的日记，交代时间地点、过程、结果与感受。 祈使句；should 和 had better（第54—55页）。 教学难点：经历日记与制作说明要区分：日记用过去时写 I did；说明用祈使句写 Fold...。不能在同一段随意切换。；过程要有顺序，也要有关键细节；围绕作品特点选三至四步，避免把“拿起纸—放下纸”写成流水账。 写作指导 学校英语角征集“Hands-on fun”主题日记。请写一次亲手制作、修理或改造物品的经历，说明目的与材料、主要过程、遇到的困难及解决办法，最后写出感受。 • 交代作品的目的与材料。 • 展开制作过程以及一次困难和解决办法。 • 说明作品的用处与自己的收获。 要求：词数120—150。 ◆ 破题 ◆ 读者是日记读者或同龄分享对象；体裁是DIY经历日记，第一人称、一般过去时为主。 日期天气单列，正文不必重复所有日期信息；如果题干给出开头，应沿用。 ◆ 定题材与时态 ◆ 经历感受类：叙述过去的制作过程用一般过去时；说明作品现在的用途可用一般现在时。 例如：This afternoon, my cousin and I made a desk organizer from a clean used box. ◆ 定结构与提纲 ◆ 开头：时间人物＋作品＋原因。This afternoon... → because...。 主体：步骤推进＋一个困难＋修正。First... → Next... → However... → We... → Finally...。 结尾：作品使用效果＋感受收获。Now... → I felt... → I learnt...。 ◆ 写作模板 ◆ 第一段 今天下午，我和表妹用一个干净的旧盒子做了一个桌面收纳盒。我的书桌很乱，所以我想给钢笔一个合适的家。 This afternoon, my cousin and I made a desk organizer from a clean used box. My desk was messy, so I wanted to give my pens a proper home. 第二段 首先，我们画了一份简单的设计图，用彩纸包好盒子。接着，我们加了两个小隔间，分别放笔和便签。然而，其中一个隔间总是倒下。我们检查尺寸，又用一片硬纸板把它固定好。最后，我们用小房子的图画装饰了正面。 First, we drew a simple plan and covered the box with coloured paper. Next, we added two small sections for pens and notes. However, one section kept falling over. We checked its size and fixed it with another piece of card. Finally, we decorated the front with pictures of little houses. 第三段 现在收纳盒放在我的书旁边。当我把笔放进去时，我感到自豪。这次小制作教会我要认真计划、耐心解决问题。旧材料仍然可以有用。 The organizer now stands beside my books. I felt proud when I put my pens inside. This small project taught me to plan carefully and solve problems patiently. Old materials can still be useful. ◆ 连句成篇 ◆ A new home for my pens This afternoon, my cousin and I made a desk organizer from a clean used box. My desk was messy, so I wanted to give my pens a proper home. We wanted to use what we already had at home. First, we drew a simple plan and covered the box with coloured paper. Next, we added two small sections for pens and notes. However, one section kept falling over. We checked its size and fixed it with another piece of card. Finally, we decorated the front with pictures of little houses. We were glad the section stood up. The organizer now stands beside my books. I felt proud when I put my pens inside. This small project taught me to plan carefully and solve problems patiently. Old materials can still be useful. My cousin and I smiled every time we saw the little houses. ◆ 例文讲解 ◆ 作品用途与制作原因对应：desk was messy → a proper home for pens → beside my books。 However 引出隔板倒下，checked/fixed 回答怎样解决；没有把情绪描写放大到掩盖过程。 叙事主体用过去时；结尾 now stands 用现在时说明成品目前状态，变化有明确时间标志。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ This afternoon, my cousin and I made a desk organizer. 今天下午，我和表妹做了一个桌面收纳盒。 ★ A box that was almost thrown away became something useful today. 一个差点被扔掉的盒子，今天变成了有用的东西。 ★ What began as an old shirt soon became a useful bag. 一件旧衬衫很快变成了一个实用的袋子。 ◆ 中间句 ◆ ★ Next, we added two small sections for pens and notes. 接着，我们加了两个小隔间放笔和便签。 ★ When one part fell over, we checked the plan and tried again. 当一个部分倒下时，我们检查设计图，再次尝试。 ★ When the handle came loose, I tried a different way to fix it. 当提手松动时，我尝试了另一种方法来固定它。 ◆ 结尾句 ◆ ★ I felt proud when I put my pens inside. 把笔放进去时，我感到自豪。 ★ The project taught me to plan carefully before starting work. 这次制作教会我要在动手之前认真计划。 ★ Making something by hand gives me a sense of achievement that a shop-bought item cannot. 亲手制作东西给我一种买来的物品无法带来的成就感。 ◆ 高分句型 ◆ ★ The box was strong enough to hold the books I used every day. 这个盒子足够结实，可以装我每天使用的书。 讲解：enough 放在形容词后，后接不定式表示能力或结果。 ★ Instead of throwing the shirt away, I turned it into a useful bag. 我没有把衬衫扔掉，而是将它改造成一个实用的袋子。 讲解：turn ... into ... 表示把……变成……。 ★ It was only after I measured the handle again that I found the problem. 直到再次测量提手后，我才发现了问题。 讲解：强调时间状语；测量和发现都属于过去经历。 ★ Not only did I repair the chair, but I also learnt to check each step. 我不仅修好了椅子，还学会了检查每一个步骤。 讲解：句首 Not only 引导部分倒装；did 后用动词原形。 ★ What I enjoyed most was finding a use for something old. 我最享受的是为旧物找到一个用途。 讲解：what 引导主语从句，后用动名词说明最喜欢的事。 ◆ 过渡表达 ◆ 叙述制作步骤 At the start, … → Next, … → In the end, … 开始时…… → 接着…… → 最后…… 用于按实际顺序描述制作过程；关键步骤应写清动作。 In the end, we fixed the loose handle with a stronger piece of thread. 引出意外与解决 However, … / To deal with this, … 然而…… / 为了解决这个问题…… 先交代遇到的困难，再说明针对性的解决办法。 To deal with this, I measured the handle again and sewed it in a better place. 说明制作目的 … in order to … / … so as to … ……为了…… / ……以便…… 两者后接动词原形；so as to 一般不放在句首。 I measured both sides again so as to make the handles the same length. 总结实践感悟 Afterwards, … / The experience reminded me that … 后来…… / 这次经历提醒我…… 前者交代后续情况；后者用于从制作经历中提炼认识。 The experience reminded me that a good plan can save time and materials. ◆ 话题谚语 ◆ Measure twice, cut once. 裁剪之前，仔细测量。 Waste not, want not. 不浪费，才不致匮乏。 The devil is in the details. 细节不容忽视。 小试牛刀 ◆ 佳句仿写 ◆ 1. I made a pencil holder out of a clean used box. 我用一张旧卡片做了一张书签。 参考答案：I made a bookmark out of an old card. 2. We drew a plan before we started the work. 在我们剪纸之前，先量了一下盒子。 参考答案：We measured the box before we cut the paper. 3. One part kept falling over, so we fixed it with card. 把手总是松动，所以我们重新把它固定好。 参考答案：The handle kept coming loose, so we fixed it again. 4. The bag was strong enough to carry my books. 这个盒子足够大，能装下我的笔。 参考答案：The box was big enough to hold my pens. 5. Not only did I make a gift, but I also learnt to be patient. 我不仅修好了椅子，还学会了细心检查。 参考答案：Not only did I repair the chair, but I also learnt to check carefully. ◆ 写作任务 ◆ 学校劳动周邀请同学分享一次亲手制作、修理或改造物品的经历。请你用英语写一篇短文，内容包括： 1. 物品及制作或修理的目的、材料； 2. 遇到的一个困难及解决过程； 3. 作品的使用情况和你的感受或收获。 注意： 1. 词数100—120；题目自拟； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ Last weekend I made a cloth bag for my library books. An old shirt at home was too small for me, but its material was still strong. I cut out two pieces and asked my mother to show me how to sew them together. At first, one handle was too short, so the bag did not hang evenly. I measured both sides again and moved the handle. The stitches were not perfectly straight, but the bag was strong enough to carry my books. I took it to the library on Monday. Using something I had made myself felt special. I also learnt to check the size before starting and to give old things another chance. ◆ 范文讲解 ◆ 内容与结构：文章从旧衬衫切入制作目的，重点写提手过短及重新测量、调整的过程，再以实际带去图书馆和使用感受收束。一般过去时描述制作经历。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：困难和解决各写一句即可产生变化；结尾从实际过程得出收获，不拔高成空泛大道理。 / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 7 The natural world 学生版 Unit 7 The natural world 单元同步写作讲义 话题解读 自然界与生态系统；理解生态空间价值和保护责任。 写作时，可围绕生态环境与价值、问题及其影响和保护行动与参与选择材料，并用具体细节支撑中心。 写作指导 学校英语俱乐部计划开展“Care for our school pond”活动。观察记录显示：池边有水草和小昆虫，是同学观察自然的地方；午休后有包装袋遗留；部分同学为了拍照进入种植区。请写一份给全校同学的倡议：说明价值、问题与影响，提出两条相应行动，邀请同学参与。 • 池塘的自然与学习价值。 • 两个观察到的问题及其影响。 • 两条对应行动与参与呼吁。 要求：词数120—150。 ◆ 破题 ◆ 读者是全校学生；体裁是倡议书，以 we/our 形成共同责任，you 用于邀请。 一般现在时说明价值、问题；should/can/please 表行动；不必编造过去调查经历。 ◆ 定题材与时态 ◆ 说明介绍与观点建议类：介绍环境和问题用一般现在时；提出倡议可用 should、could。 例如：Our school pond is more than a pleasant view. ◆ 定结构与提纲 ◆ 开头：对象价值＋发出保护目的。Our pond... → I am inviting...。 主体：问题—影响—两项办法。However... → We should... → Also... → This will...。 结尾：具体参与方式＋共同愿景。Please join... → Together...。 ◆ 写作模板 ◆ Dear Schoolmates, 第一段 我们学校的池塘不仅是一道美丽的风景。那里有水生植物和小昆虫，还为我们提供了观察自然的地方。让我们一起保护它。 Our school pond is ______________. It has ______________, and it gives us a place to observe nature. Let us ______________. 第二段 然而，一些同学午饭后把包装袋留在池塘边。另一些人为了拍照走进种植区。这些行为可能破坏这片公共空间。我们应该带走垃圾，并在观察植物和昆虫时留在小路上。每个班也可以制作简单的提醒卡。清楚的提示能帮助大家养成更好的习惯。 However, some students ______________ beside the pond after lunch. Others ______________ to take photos. These habits can harm this shared space. We should ______________ and stay on the paths while watching plants and insects. Each class could also ______________. Clear messages can help everyone build better habits. 第三段 请加入我们，每天一起照顾池塘。小小的行动将使它继续成为一个欢迎大家的户外课堂。 Please _______ in caring for the pond every day. Small actions will keep it ______________ for all of us. With thanks, Li Hua ◆ 连句成篇 ◆ Care for our school pond Dear Schoolmates, Our school pond is more than a pleasant view. It has water plants and small insects, and it gives us a place to observe nature. Let us protect it together. This small habitat supports different forms of life. However, some students leave packaging beside the pond after lunch. Others step into the planting area to take photos. These habits can harm this shared space. We should take our rubbish away and stay on the paths while watching plants and insects. Each class could also make simple reminder cards. Clear messages can help everyone build better habits. We can observe the area without stepping on the plants that grow there. Please join us in caring for the pond every day. Small actions will keep it a welcoming outdoor classroom for all of us. We all share the responsibility for this place. With thanks, Li Hua 素材积累 ◆ 开头句 ◆ ★ Our school pond is a place to learn about nature. 学校的池塘是一个了解自然的地方。 ★ A small pond can teach us a great deal if we care for it. 如果我们悉心照料，一个小池塘也可以教会我们许多。 ★ What looks like a small pond is actually home to many living things. 看似一个小池塘，实际上是许多生物的家。 ◆ 中间句 ◆ ★ Some students leave packaging behind, so we need better habits. 有的同学留下包装袋，所以我们需要养成更好的习惯。 ★ Keeping to the paths allows us to watch closely without harming the plants. 留在小路上可以让我们仔细观察，又不伤害植物。 ★ Unless we protect the plants around the pond, small animals may lose part of their habitat. 除非我们保护池塘周围的植物，否则小动物可能失去部分栖息地。 ◆ 结尾句 ◆ ★ Please join our class in making reminder cards. 请加入我们班，一起制作提醒卡。 ★ Together, we can keep this small part of nature healthy. 我们一起努力，可以让这一小片自然环境保持健康。 ★ The future of this shared space depends on the choices we make today. 这片共同空间的未来取决于我们今天的选择。 ◆ 高分句型 ◆ ★ The pond is a small ecosystem where plants and insects depend on one another. 池塘是一个小型生态系统，植物和昆虫在这里相互依存。 ★ Protecting the plants gives small animals a safer place to live. 保护植物为小动物提供更安全的栖息地。 ★ Unless we take our litter away, it may harm the living things nearby. 如果我们不带走垃圾，它可能伤害附近的生物。 ★ The less litter we leave, the healthier the pond can be. 我们留下的垃圾越少，池塘就可能越健康。 ★ What we do today can make a difference to this shared habitat. 我们今天的行动能给这片共同的栖息地带来改变。 ◆ 过渡表达 ◆ 由价值转向问题 …, yet … / Despite …, … ……，但…… / 尽管……，…… yet 连接对比的分句；despite 后接名词、代词或动名词。 Despite its value as a home for insects, the pond is sometimes littered with rubbish. 对应问题提出行动 In response, … / One practical step is to … 作为回应…… / 一项切实可行的措施是…… 先说明问题，再用两种表达引出相应措施。 One practical step is to put reminder cards beside the paths. 用实例支撑观点 To illustrate, … / A case in point is … 举例来说…… / 一个恰当的例子是…… 前者后接完整句子；后者后接名词或名词短语，适合引出具体事物。 A case in point is our school pond, where insects and water plants live together. 从行动过渡到结果 As a consequence, … / By doing so, … 因此…… / 通过这样做…… 前者强调结果；后者指代前文中已经说清楚的具体行动。 We can stay on the paths. By doing so, we give plants room to grow. ◆ 话题谚语 ◆ One generation plants the trees, and another gets the shade. 前人栽树，后人乘凉。 We never know the worth of water till the well is dry. 井干方知水珍贵。 A stitch in time saves nine. 及时处理小问题，可避免更大的麻烦。 小试牛刀 ◆ 佳句仿写 ◆ 1. The pond gives insects a place to live. 树林为鸟类提供了筑巢的地方。     2. Rubbish can make the water unsafe for wildlife. 垃圾可能使小路不再整洁。     3. Keeping to the paths helps protect the plants. 带走垃圾有助于保护这片水域。     4. The pond is home to insects as well as water plants. 这片树林里既有昆虫，也有鸟类。     5. If we care for the pond, it can remain a place to learn. 如果我们保护树林，它就能继续为动物提供家园。     ◆ 写作任务 ◆ 学校附近的一片小树林是鸟类和昆虫的栖息地，也是居民散步的地方。最近有人随意丢垃圾、踩踏植物。请你为社区英文公众号写一份倡议，内容包括： 1. 小树林的价值及目前存在的问题； 2. 两项有针对性的保护行动及其作用； 3. 你愿意承担的事情及对大家的呼吁。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。                           / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 1 Friendship 教师版 Unit 1 Friendship 单元同步写作讲义 话题解读 友谊；认识朋友的外貌与品质，理解友谊的意义。 写作时，可围绕相识与特征、性格与具体小事和对友谊的理解选择材料，并用具体细节支撑中心。 教学重点：Making friends（教材第15—18页）；第18页写一篇介绍自己最好朋友的文章，交代结识、外貌与品质、自己的感受。 形容词比较级和最高级（第12—13页）。 教学难点：品质不能只有形容词。每写一个重要品质，紧跟一个看得见的动作或小事作证；helpful 后写具体怎样帮，避免连续罗列 kind, nice, good。；外貌只选一至两项识别性特征，把主体篇幅留给人物品质和影响；比较级需有比较对象，最高级需有合理范围。 写作指导 校英文报征集“A friend who makes a difference”。请介绍一位朋友，写清你们如何相识、其外貌特征与品质，用一次具体经历说明其中一个品质，并表达这位朋友对你的影响。 • 相识与外貌：简洁交代；可合理自拟。 • 品质与事例：两个品质，重点展开一件小事。 • 影响：写出自己准备怎样行动。 要求：词数120—150。 ◆ 破题 ◆ 读者是校报同龄读者；体裁为人物介绍，中心是“朋友怎样影响我”。 第三人称写朋友，第一人称写双方经历和个人感受；切勿全文只写 I。 ◆ 定题材与时态 ◆ 人物介绍与经历感受类：介绍朋友的习惯和品质用一般现在时；叙述过去的一件小事用一般过去时。 例如：Lin is my friend from the school art club. ◆ 定结构与提纲 ◆ 开头：相识＋人物识别＋核心评价。We met... → 外貌一句 → 总体品质。 主体：一次合作中的困难—朋友行动—事情结果。Last month... → I made... → Instead of... → Together...。 结尾：我获得的认识与行动。From..., I learnt... → I now...。 ◆ 写作模板 ◆ 第一段 林是我在学校美术社团认识的朋友。我们去年九月相识。她留着短发，笑容温暖。她诚实又有耐心。 Lin is my friend from the school art club. We met last September. She has short hair and a warm smile. She is honest and patient. 第二段 上个月，我们小组为一次社区活动制作地图。我把两条街道的名字放错了位置。林没有嘲笑我，而是活动结束后留下来和我一起核对名称。她慢慢地解释每一处修改。大家离开前，我们一起完成了地图。 Last month, our group made a map for a community activity. I put two street names in the wrong places. Instead of laughing at me, Lin stayed after the activity and checked the names with me. She explained each change slowly. Together, we finished the map before everyone left. 第三段 林不是我们组里声音最大的人，但她总能让别人感到自在。我从她身上明白，善意始于小小的行动。现在我也会努力更耐心地倾听。 Lin is not the loudest person in our group, but she always makes others feel comfortable. From her, I learnt that kindness begins with small actions. Now I try to listen more patiently, too. ◆ 连句成篇 ◆ A friend who makes a difference Lin is my friend from the school art club. We met last September. She has short hair and a warm smile. She is honest and patient. She makes new members feel welcome, too. Last month, our group made a map for a community activity. I put two street names in the wrong places. Instead of laughing at me, Lin stayed after the activity and checked the names with me. She explained each change slowly. Together, we finished the map before everyone left. When we finished, I felt relieved and thanked her for her help. Lin is not the loudest person in our group, but she always makes others feel comfortable. From her, I learnt that kindness begins with small actions. Now I try to listen more patiently, too. I am grateful to have a friend who helps me grow. ◆ 例文讲解 ◆ 开头用相识场景和简短外貌定位人物；主体围绕 patient 只展开一事，避免“品质清单”。 第二段五个动作 put—stayed—checked—explained—finished 让品质可见；结尾的 listen more patiently 回扣具体影响。 not the loudest 给出有限范围内的最高级；instead of 后用 laughing，体现语法为表达服务。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ I first met Lin at a school club last year. 我去年在学校社团第一次遇见林。 ★ The person I learn most from is my friend Lin. 我从她身上学到最多的人是我的朋友林。 ★ What I value most about Lin is the way she listens to others. 我最珍视林的一点是她倾听他人的方式。 ◆ 中间句 ◆ ★ When I make a mistake, she listens and helps me try again. 我犯错时，她会倾听并帮助我再试一次。 ★ Instead of blaming me, she helped me find a better way. 她没有责怪我，而是帮我找到了更好的方法。 ★ Whenever I feel discouraged, she reminds me of the progress I have made. 每当我感到灰心时，她都会提醒我已经取得的进步。 ◆ 结尾句 ◆ ★ I hope we can keep learning from each other. 我希望我们能一直相互学习。 ★ Her patience reminds me to treat others with the same care. 她的耐心提醒我要同样关心他人。 ★ Our friendship has taught me that understanding begins with listening. 我们的友谊让我懂得，理解始于倾听。 ◆ 高分句型 ◆ ★ What makes Lin a trusted friend is that she keeps her promises. 让林成为值得信赖的朋友的是她信守承诺。 讲解：What 引导主语从句，that 引导表语从句；后接解释品质的具体行动。 ★ Whenever I have trouble making a decision, she listens without judging me. 每当我难以作决定时，她都会不加评判地倾听。 讲解：have trouble doing sth 表示做某事有困难。 ★ Instead of pointing out my mistake in public, she spoke to me privately. 她没有当众指出我的错误，而是私下和我谈了谈。 讲解：instead of 后接动名词；对比方式时保持动作和时态一致。 ★ She is one of the most thoughtful friends I have ever had. 她是我所拥有过的朋友中最体贴的人之一。 讲解：one of the＋最高级＋复数名词表示最……的……之一；后面可补充定语从句。 ★ Her patience has made me realise how much small actions can mean. 她的耐心让我意识到小小的行动能有多大的意义。 讲解：make 后接动词原形；how much 引导宾语从句。 ◆ 过渡表达 ◆ 罗列品质 For one thing, … → For another, … 一方面…… → 另一方面…… 用于从两个不同方面介绍朋友的品质或优点。 For one thing, Lin keeps her promises. For another, she knows how to make others feel welcome. 举例说明 For instance, … / To give an example, … 例如…… / 举个例子…… 两种表达均可引出完整例句，用具体事例证明人物品质。 To give an example, she stayed after the activity to help me correct the map. 比较不同观点 …, while … / …, whereas … ……，而…… / ……，然而…… while 和 whereas 均可连接两个分句，突出不同人的想法；whereas 语气较正式。 Amy wanted to draw by hand, whereas I preferred to use a computer. 归纳友情中的收获 As a result, … / This experience taught me that … 结果…… / 这次经历让我懂得…… 前者引出事情的结果；后者用于结尾，引出自己的认识。 This experience taught me that listening helps friends understand each other. ◆ 话题谚语 ◆ A friend in need is a friend indeed. 患难见真情。 The best mirror is an old friend. 老朋友是最好的镜子。 Shared joy is double joy. 快乐分享，快乐加倍。 小试牛刀 ◆ 佳句仿写 ◆ 1. A true friend is willing to listen when you are upset. 真正的朋友愿意在你犯错时给你建议。 参考答案：A true friend is willing to give you advice when you make a mistake. 2. Of all my friends, Mia is the most patient. 在我们组所有人当中，本是最细心的。 参考答案：Of all the people in our group, Ben is the most careful. 3. Instead of laughing at me, she helped me correct the mistake. 他没有责怪我，而是帮我找到了解决办法。 参考答案：Instead of blaming me, he helped me find a solution. 4. Her kindness makes it easier for me to ask for help. 他的耐心使我更容易表达自己的想法。 参考答案：His patience makes it easier for me to share my ideas. 5. The more we share, the better we understand each other. 我们听得越认真，就越能理解朋友。 参考答案：The more carefully we listen, the better we understand our friends. ◆ 写作任务 ◆ 学校英语社开展“友情中的分歧”征文。请你用英语写一篇短文投稿，介绍一次你与朋友意见不同的经历，内容包括： 1. 发生分歧的背景及双方不同的想法； 2. 你们沟通、解决分歧的过程和结果； 3. 你的感受或从中得到的启示。 注意： 1. 词数100—120；题目自拟； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ Good friends do not always agree. Last term, my friend Amy and I had different ideas about our class poster. She wanted to draw by hand, while I wanted to use a computer. At first, we both tried to prove that our idea was better. Then Amy suggested that we listen to each other before making a choice. She explained that hand-drawn pictures would make the poster more personal. I showed her how a computer could help us arrange the words clearly. In the end, we used both ideas. The poster turned out well, but the conversation meant more to me. I learnt that listening carefully can turn a disagreement into a chance to understand a friend. ◆ 范文讲解 ◆ 内容与结构：第一段设置双方对海报做法的分歧；第二段用解释理由、结合两种想法来展现沟通过程；结尾写出倾听的价值，回应友情主题。while 对比两种做法，过去时贯穿这次经历。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：人物一贯特征用一般现在时；用上周的一件事证明品质时切换一般过去时，段末再回到现在感受。 / 学科网（北京）股份有限公司 $新版译林八年级上册 Unit 3 To be a good learner 教师版 Unit 3 To be a good learner 单元同步写作讲义 话题解读 学会学习；学习习惯、策略、榜样与终身学习。 写作时，可围绕学习困难、尝试、反馈与调整和变化与学习感悟选择材料，并用具体细节支撑中心。 教学重点：Lessons in language learning（第43—46页）；第46页写自己改进学习、克服困难的一段经历并分享收获。 副词比较级和最高级；反身代词（第40—41页）。 教学难点：把“努力学习”拆成可执行方法：做什么、多久、怎样反馈；方法必须对应开头的具体困难。；反思要有可观察的改变，例如能说完一分钟、敢于主动发言；不凭空写成绩提高50分等夸张数字。 写作指导 校英文报“Learning diary”专栏征稿。请写一次你克服学习困难的经历：原来的问题、两项有效做法、现在的改变和你的认识。可写英语口语，也可选择自己熟悉的学科学习问题。 • 一个具体困难。 • 两项相关方法，至少一项带频率或反馈方式。 • 实际变化与下一步行动。 要求：词数120—150。 ◆ 破题 ◆ 读者是同龄学生；体裁是带反思的经历短文，不是只列建议的说明文。 第一人称为主；过去时写起点和做法，现在时写目前状态，未来时可写后续计划。 ◆ 定题材与时态 ◆ 经历感受类：叙述过去的困难与做法用一般过去时，介绍现在的变化用一般现在时。 例如：At the beginning of this term, I found speaking English difficult. ◆ 定结构与提纲 ◆ 开头：问题与转折点。At first... → I decided...。 主体：两个做法＋练习安排＋反馈。First... → After... → Then... → A few weeks later...。 结尾：改变、认识与后续行动。Now... → I learnt... → I will...。 ◆ 写作模板 ◆ 第一段 本学期初，我发现说英语很困难。我认识那些单词，却常常一句话说到一半就停下来。我决定改变这一点。 At the beginning of this term, I found speaking English difficult. I knew the words, but I often stopped halfway through a sentence. I decided to change this. 第二段 首先，我每天晚上录下自己围绕一个小话题说一分钟的话。然后我仔细听，并纠正一个问题。我还每周和一位同学练习两次。我们互相问简单的问题，并给出明确的建议。四周后，我能完成一段简短的讲话，不再如此频繁地停顿。 First, I recorded myself talking about one small topic for a minute each evening. Then I listened carefully and corrected one problem. I also practised with a classmate twice a week. We asked each other simple questions and gave clear advice. After four weeks, I could finish a short talk without stopping so often. 第三段 现在我在课堂上说得更自信了。我认识到，有效练习比担心犯错更重要。我会保持这个习惯，每周选择新话题。 Now I speak more confidently in class. I learnt that useful practice is more important than worrying about mistakes. I will keep this habit and choose new topics each week. ◆ 连句成篇 ◆ One minute at a time At the beginning of this term, I found speaking English difficult. I knew the words, but I often stopped halfway through a sentence. I decided to change this. It was frustrating when I knew the answer but could not say it. First, I recorded myself talking about one small topic for a minute each evening. Then I listened carefully and corrected one problem. I also practised with a classmate twice a week. We asked each other simple questions and gave clear advice. After four weeks, I could finish a short talk without stopping so often. Her advice to slow down made my speech easier to follow. Now I speak more confidently in class. I learnt that useful practice is more important than worrying about mistakes. I will keep this habit and choose new topics each week. I still make mistakes, but they no longer stop me from trying. ◆ 例文讲解 ◆ 起点是说话中断，结果是更少中断；变化与问题同一维度，避免前文口语、结尾只写考试分数。 方法含 one minute/every evening/twice a week，且有 listen—correct 的反馈环节。 recorded myself 与 each other 功能不同；more confidently 用副词修饰 speak，落实本单元语法。 蓝灰色部分保留模板内容，补充句细化情境、人物感受或行动，不必要求学生逐句照搬。 素材积累 ◆ 开头句 ◆ ★ At first, I knew many words but could not explain my ideas clearly. 起初，我认识许多单词，却无法清晰地表达想法。 ★ A short class talk showed me what I needed to improve. 一次简短的课堂发言让我看到了需要改进的地方。 ★ Looking back, I can see how one small change improved my learning. 回头看，我能发现一个小改变是怎样改善我的学习的。 ◆ 中间句 ◆ ★ I recorded myself for one minute every evening. 我每天晚上录下自己说的一分钟内容。 ★ Instead of trying to fix everything, I corrected one problem each day. 我没有试图解决所有问题，而是每天纠正一个问题。 ★ Whenever I met a difficult word, I tried to understand it in context. 每当遇到难词时，我都试着结合上下文理解它。 ◆ 结尾句 ◆ ★ Now I speak more clearly and feel more confident. 现在我说得更清楚，也更加自信了。 ★ Small steps work best when I learn from each attempt. 当我从每次尝试中学习时，循序渐进最有效。 ★ What matters most is not how quickly I learn, but whether I keep making progress. 最重要的不是我学得有多快，而是我是否一直在进步。 ◆ 高分句型 ◆ ★ I found it difficult to express what I wanted to say in English. 我发现很难用英语表达我想说的话。 讲解：it 作形式宾语，what 引导宾语从句。 ★ Rather than memorising every sentence, I practised speaking from key words. 我没有背诵每个句子，而是根据关键词练习表达。 讲解：rather than 连接对比的做法；此处后接动名词。 ★ It was not until I listened to my recording that I noticed how fast I spoke. 直到听了自己的录音，我才注意到自己说得有多快。 讲解：强调“直到……才……”的时间；注意不要遗漏 that。 ★ The more often I reviewed my mistakes, the more clearly I understood them. 我越经常复习错误，就越清楚地理解它们。 讲解：比较结构既可写练习频率，也可写学习效果。 ★ What matters is whether I can use the new words in a real situation. 重要的是我能否在真实情境中使用新词。 讲解：what 引导主语从句，whether 引导表语从句。 ◆ 过渡表达 ◆ 描述学习过程 At first, … → Over time, … → Eventually, … 起初…… → 随着时间推移…… → 最终…… 用于呈现学习困难、逐步练习和最终变化。 Over time, I became more confident about speaking English in class. 更换学习方法 Rather than … / Instead of … 与其……，不如…… / 而不是…… 两者后均可接名词或动名词，用于对比不同的学习方法。 Rather than memorising every sentence, I practised speaking from key words. 举例说明做法 One example is … / Take … as an example. 一个例子是…… / 以……为例。 前者后接名词或动名词；后者通过具体例子说明方法。 Take my word cards as an example. I review them on the bus every morning. 反思学习收获 Through this experience, … / Looking back, … 通过这次经历…… / 回头看…… 用在回顾经历时，引出现在的理解与感悟。 Looking back, I can see that feedback helped me make progress. ◆ 话题谚语 ◆ Practice makes perfect. 熟能生巧。 It is never too late to learn. 学习永远不嫌晚。 Rome was not built in a day. 罗马不是一天建成的。 小试牛刀 ◆ 佳句仿写 ◆ 1. I found it difficult to explain my ideas in English. 我发现自己很难记住新单词。 参考答案：I found it difficult to remember new words. 2. I recorded myself speaking for a minute each day. 我每周录下自己朗读两次。 参考答案：I recorded myself reading aloud twice a week. 3. Instead of correcting everything, I focused on one problem. 我没有抄写整个句子，而是标出了关键词。 参考答案：Instead of copying the whole sentence, I marked the key words. 4. The more regularly I reviewed, the better I remembered. 我练习得越认真，就犯越少的错误。 参考答案：The more carefully I practised, the fewer mistakes I made. 5. It was useful to ask a partner for clear feedback. 向老师询问如何改进很有帮助。 参考答案：It was useful to ask the teacher how to improve. ◆ 写作任务 ◆ 你的朋友 Sam 在准备英语课堂展示时总是背稿，一忘词就紧张。请你以李华的身份用英语给他写一封回信，内容包括： 1. 你在学习或展示中遇到的相似困难； 2. 结合自己的经历提出两条具体建议； 3. 如何检验方法的效果以及对朋友的鼓励。 注意： 1. 词数100—120； 2. 内容需涵盖所有要点，可适当发挥； 3. 文中不得出现真实校名和姓名等信息。 ◆ 参考范文 ◆ Dear Sam, I understand why giving a talk makes you nervous. I used to forget my words whenever I tried to remember a whole speech. What helped me was making a short list of key words instead of learning every sentence by heart. I also practised in front of a friend and asked her to tell me whether my ideas were clear. You could try recording yourself, too. Listen again a few days later and see if you can explain the same idea with fewer pauses. Keep the recordings so you can notice your progress. You do not need to sound perfect. Give yourself time, and each attempt will teach you something useful. Yours, Li Hua ◆ 范文讲解 ◆ 内容与结构：回信先回应朋友背稿时的困难，再给出关键词提纲和同伴反馈两种做法；录音与比较停顿次数提供检验方法，结尾给予具体而克制的鼓励。 语言与评价：关注内容是否完整、细节是否服务中心、时态和衔接是否准确；允许与参考范文不同但合理的构思。 教学建议：区分形容词和副词：speak clearly，be clear；反身代词须与主语人称和数对应。 / 学科网（北京）股份有限公司 $