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广州市一模应用文写作和英语高考新闻报道写作

时间：2021-07-19 19:33:09

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假定你是李华,上周你校举办了首届生活技能云端展示活动,主题为“劳动创造美好生活( Work Creates a Better Life)”。请你为校英文报写一篇报道,内容包括：

1. 活动主题；

2. 展示内容(烹饪、急救等)；

3. 活动反响。

注意：

1.写作词数应为100左右；

2.请按如下格式在答题卡的相应位置作答。

习作1：

In order to enrich the campus life, our school held its first online life skills show last week.

With the theme “Work Creates a Better Life”, this show drew students’ and faculty members’ wide participation. As was required, participants exhibited their life skills, such as cooking, baking, performing first aid and so forth, by videoing their demonstration and posting a vlog online. Exquisite cuisine and baked cakes, as well as professional first-aid measures have left us a deep impression.

This activity was innovative and meaningful. Not only did it connect us together through online platforms, it also promoted our awareness of mastering basic life skills.

该文由一位华南师范大学研二男生所写，其研究方向是高考应用文写作。按照传统的高考应用文写作手法，该文有很强的要素意识，首段惜字如金，交代事件、人物、时间、原因和地点；第二段介绍活动主题，生活技能展示和参赛方式；末段是对活动的评价。

习作2（例文）：

Last week, our school’s first ever Online Life Skills Show, themed “Work Creates a Better Life”, attracted over 500,000 online visitors, including students, parents and teachers.

Nearly every student demonstrated their works online and the presentations ranged from cooking traditional meals, to how to perform first aid, to tips on growing vegetables on your balcony.

The event was a huge success and has had a positive effect on everyone involved. “This project has meant a lot to my kid. We’ve watched him grow and become more responsible and thoughtful. He is enjoying life more as well as making academic progress,” wrote one parent on the website’s comment board.

新闻报道首段特点：

首段是新闻导语，交代了新闻报道六要素，即Who（何人）、What（何事）、When（何时）、Where（何地）、Why（何因）、How（如何），符合新闻报道的首段写作特点。

人教版旧教材模块五第五单元第二篇阅读 HEROIC TEENAGER RECEIVES AWARD是一篇新闻报道，首段包含了新闻六要素：

Seventeen-year-old teenager, John Janson, was honoured at the Lifesaver Awards last night in Rivertown for giving lifesaving first aid on his neighbour after a shocking knife attack.

报纸和其他新闻媒体的报道中第二段简短扼要，是一个过渡性段落；其它段落一个段落只写一个事件要素，不能一段到底。但是在高考英语写作中，由于受空间的限制，主体部分应该内容充实，包括多个要素。例文第二段作为新闻报道的主体，相较习作1的第二段主体部分，是显得很不够的，建议参考习作1和习作3第二段的处理方式。

新闻报道末段特点：

新闻报道末段对事件予以总结、点评、说明意义。例文末段的首句忠实地践行了这一原则，并引用一位家长的评价作为支撑结束报道，是符合新闻报道末段的写作手法和特点的。如果有些学生有所顾虑的话，换段再添加一句话结束报道也是可行的。

HEROIC TEENAGER RECEIVES AWARD一文中，倒数第二段是点评段落，引用the Young Lifesaver Scheme负责人Alan Southerton的话，总结了该事件中，指出快速反应和急救知识的重要性。

John had taken part in the Young Lifesaver Scheme at his high school. When congratulating John, Mr Alan Southerton, Director of the Young Lifesaver Scheme said, "There is no doubt that Johns quick thinking and the first aid skills he learned at school saved Ms Slades life. It shows that a knowledge of first aid can make a real difference."

该文的最后一段信息是比较次要的信息，可有可无，视具体情况而决定其去留。

Before receiving their awards last night, John and the nine other Life Savers attended a special reception yesterday hosted by the Prime Minister.

习作3：

With the theme of “Work creates a better life”, the first-ever online life skills show was hosted by our school last week.

Over 1500 students participated in this event, showcasing the variety of life skills such as cooking and doing laundry.

Every participant shot a 5-minute video picturing how they performed a life skill and posted it on the official website for this show. These videos were evaluated by seven teachers. In the end, the first award went to a Year 11 student Wu Weijun, who gave a first-aid, a vital life skill!

The life skills show was a great success. It received praise from not onl students, but also teachers and parents. “My daughter does more chores than before.” Wangs mother told the interviewer.

报道的主体部分介绍了活动的流程，展示内容、参赛方式及结果，整个过程完整，和习作1的主体部分有很多共同点。末段对活动进行总结点评，恰到好处，和例文的对应部分有异曲同工之处。

习作4：

With the aim of equipping students with more life skills and fueling their enthusiasm for work, the first online life skills show, themed “Work Creates a Better Life” was successfully launched last Friday.

At the beginning, an expert from the emergency center demonstrated some critical first aid treatments to sudden situations like getting burnt. Additionally, tips on the safety of using domestic appliances were also provided. What attracted students most is the live stream cooking, during which 3 families were invited to cook some mouth-watering cuisines.

Through this online show, many students interviewed agreed that not only did they gain some crucial life knowledge conveniently, but they became very fascinated about cooking and would love to give a try to prepare a meal for their parents.daoy

该习作首段导语部分和例文的首段处理方式很是相似，在措辞方面很是用心。

从报道的主体部分的处理方式来看，作者对作文的要求在理解上出现了偏离，展示活动的主要参与者应该是学生，校方只是搭建平台。

活动反响部分以学生的收获为主，总结说明了活动的意义，这种处理方式是可行的。