练习 专题08 应用文感谢信（抗疫医护）+续写（学校生活）-新高考英语书面表达终极押题（应用文+书面表达）

这是一份练习 专题08 应用文感谢信（抗疫医护）+续写（学校生活）-新高考英语书面表达终极押题（应用文+书面表达），共8页。试卷主要包含了细说理由并赞赏对方的帮助/贡献，再次表示感谢及表达视福， that 引导的定语从句， wh 引导的定语从句， where 引导定语从句等内容，欢迎下载使用。
第一节 应用文
感谢信写作三步走
1.表明写作意图——对…的感谢并说明原因
2.细说理由(具体理由／具体事例)并赞赏对方的帮助/贡献
3.再次表示感谢及表达视福
感谢信模板
Dear ________(对象),
I am writing t extend my sincere gratitude fr_________________(感谢的原因). If it had nt been fr yur assistance in____________________(对方给你的具体帮助), I fear that I wuld have been___________________(没有对方帮助会产生的后果).
Everyne agrees that it was yu wh ____________________(给出细节). Again, I wuld like t express my sincere thanks t yu. Give my best regards t ______. (祝愿)
Yurs Sincerely,
Li Hua
感谢信常用表达
1. 表达感谢
I am writing this letter t thank yu fr.….
I wuld like t cnvey in this letter my sincere gratitude t yu fr.….
With deepest gratitude I write yu this letter.
2. 感谢理由
I still remember that when I was...
The memry is sill fresh in mind that.….
Had it nt been fr yu encuragement and guidance in….,I fear that I culdn't have achieved s much. (倒装+虚拟 要不是您的鼓励和指导，我可能不会.….)
Everyne will agree that it was yu wh.. (强调句 正是您给了我指导 )
I shall always remember yur help. It nt nly ...,,but als ...
Nthing culd ever return the favr yu gave me.
I appreciate it mre than I can say.
3. 再次表示感谢及祝福
My true gratitude is beynd wrds.
Please accept my appreciatin and best wishes.
I wish yu gd health and gd luck.
I wish happiness may fllw yu everywhere.
I hpe that I will have the pprtunity f returning yur kindness by ding..
押题实战演练
假定你是重庆一所学校的学生李华，你校要征集一封英文感谢信，以致敬奋战在抗击新型冠状病毒肺炎第一线的医护人员，请你根据下列要点写一封信用于投稿：
1. 表达谢意：
2. 感谢理由：
3. 表达信心。
参考词汇：流行病epidemic 疫情 epidemic situatin 新型冠状病毒 nvel crna virus
注意：1. 词数80左右；
2. 可以适当增加细节，以使行文连贯。
Dear Medical wrkers,
I am Li Hua, a high schl student in Chngqing. __________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
第二节 读后续写
句式提升之定语从句
定语从句的正确使用能够比较明显地反映出考生对于语言具有较高的掌握能力，所以建议考生一定要在写作中至少使用一个恰到好处的定语从句。
定语从句是比较难掌握而又是考生在写作中喜欢尝试的复杂句，在写作时可采用“三步法”：
第一步：写出两个简单句。
①The freigner is frm Canada.
②He visited ur class yesterday.
第二步：在句①中找出一处要修饰的词汇：the freigner。
第三步：用句②充当定语从句，the freigner为先行词指人，句②中的代词he指代the freigner且在句子中作主语，故用wh或that作关系词。
The freigner wh/that visited ur class yesterday is frm Canada.
经典的定从句式：
1. which 非限制性定语从句的使用
We shuld live in harmny with nature, which，I think， is beneficial t bth humans and nature.
I have a gd cmmand f English, which enables me t cmmunicate with freign friends well.
2. as 引导非限制性定语从句的固定结构
As is knwn t us all,
As we can see ,
As is ften the case,
As is mentined abve,
As is knwn t us all, an increasing number f peple have becme aware f the harm that smking des t the health.
=It is knwn t us all that an increasing number f peple have becme aware f the harm that smking des t the health.
3. 主语+ is + the +形容词最高级+名词+(that)+主语+ have ever dne...
She is the mst beautiful girl that I have ever seen in my life.
This is the mst unfrgettable experience that I have ever had in my life.
4. There was a time when… 曾经有一段时间…
There was a time when I hated t speak t her.
5. that 引导的定语从句
We can als lk fr ther resurces that serve the same purpse.
Gvernments can make laws that help t keep the air and water clean.
6. wh 引导的定语从句
Anyne wh breaks the law shuld be punished.
=Thse wh break the law
Here is the man wh ften cmes t my help.
7. The reasn why is/ was that...
The reasn why he cried was that he was very disappinted at the result.
8. where 引导定语从句
We shuld take an active part in varius after-class activities, where we can nt nly braden ur views but als btain sme scial skiils.
押题实战演练
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。
It was an rdinary schl day. I was in the fifth grade. Children like me wh didn’t live clse enugh t g hme fr lunch brught their paper wrapped meals and gathered under the shade f a tree.
Such lunches usually cnsisted f a sandwich, hard-biled egg, ckie and a piece f fruit. If a schlmate’s sandwich r ckie appeared t be mre appetizing than yur wn, yu tried t negtiate a trade. I always tried t trade smething I didn’t want anyway--a mashed-bean sandwich r an verripe banana. It never ccurred t me t trade a slice f Mama’s Old Kentucky walnut cake fr my schlmate’s ffering f a bring-lking sweet ckie, even thugh I culd see lnging in the exchanger’s eyes.
Smetimes Mama put tw pieces f fruit in my lunch package, ne t be eaten at mrning recess if I was hungry. Quite ften, thugh, I saved that piece f fruit as my bargaining piece fr a sugary dughnut r fried apple pie.
Unashamedly, I always examined the lks and quality f my fruit t see which piece was better and then ffered my classmate the prer, less attractive piece. I felt n guilty f selfishness. It was just a gd trading sense.
That autumn day after the lunch-bringers had eaten their fd, gt rid f the wrappings and walked t varius parts f the playgrund, I wandered under the shade f a maple, watching butterflies flying lazily suthward. I was still hungry and Mama had put n fruit in my lunch that day.
I saw my classmate Stella cming up a path.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Withut hesitatin, Stella handed me the apple.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案：
1．Dear Medical wrkers，
I am Li Hua frm an internatinal schl in Chngqing. On behalf f my schl, I wuld like t express sincere gratitude t yu all fr yur devtin and sacrifice in the battle against the nvel crna virus.
In this epidemic, it is yu wh, regardless f the shrtage f equipment and the ptential f infectin, desperately rescue thse infected but struggling fr life. It is als yu wh have shed new light n the virus with expertise t build up ur cnfidence t defeat it. It is yu wh deserve all admiratin and lve! Such few wrds can't fully cnvey ur thankfulness fr yur irreplaceable cntributin.
I believe with ur jint effrts China will win the battle and make a quick recvery. Gd luck and stay well!
Yurs sincerely,
Li Hua
【解析】
本篇书面表达属于应用文，要求考生写一封英文感谢信，致敬奋战在抗击新型冠状病毒肺炎第一线的医护人员。
【详解】
1. 词汇积累
表达：express→cnvey
感激之情：gratitude→gratefulness
缺乏：shrtage→lack
增强：build up→bst
2.句式拓展
简单句变复合句
原句：On behalf f my schl, I wuld like t express sincere gratitude t yu all fr yur devtin and sacrifice in the battle against the nvel crna virus.
拓展句：On behalf f my schl, I wuld like t express sincere gratitude t yu all fr yur devtin and sacrifice in the battle that is against the nvel crna virus.
【点睛】
[高分句型1] In this epidemic, it is yu wh, regardless f the shrtage f equipment and the ptential f infectin, desperately rescue thse infected but struggling fr life. (运用了wh引导的非限制性定语从句和强调句)
[高分句型2] It is als yu wh have shed new light n the virus with expertise t build up ur cnfidence t defeat it. (运用了wh引导的非限制性定语从句和强调句)
2．I saw my classmate Stella cming up a path. She was returning frm her hme, ne f the lucky nes wh lived near the schl. The sunshine cast n her black curly hair. She had smething in each hand. When she drew clser I saw she was hlding apples. She nticed my interest and asked, “Want ne?” I ndded and tld her I had nthing t trade. Stella held up the tw apples. One was perfectly shaped, red and shiny. The ther was smaller, slightly wrinkled.
Withut hesitatin, Stella handed me ne f the apples. I held it fr a minute, waiting fr her t realize her mistake. But when she started t eat the less attractive apple, I began t eat mine. I realized it was her nature t give away the best. When I finished the apple, vercme with admiratin fr Stella and shame at my wn bargaining practices. Nw I attempt t crss ver that imaginary line in the grass t jin with the Stellas f this wrld wh always give their best.
【解析】
本文以人物为线索展开，讲述了作者和很多孩子一样在学校里吃妈妈准备的午餐，作者总是用一些较差的、不那么好看的水果和同学交换，作者认为这只是一种良好的交易意识。那个秋天的一天，作者吃了饭以后仍然很饿，他妈妈没有在午餐里放水果。
【详解】
1.段落续写：
①由第一段首句内容“我看见我的同学Stella沿着小路走过来。”可知，第一段可描写Stella带来了两个水果，她提出要给作者一个。
②由第二段首句内容“Stella毫不犹豫地递给我一个苹果。”可知，第二段可描写作者在吃了Stella给的较好的水果后的感想。
2.续写线索：Stella拿来苹果——作者想要苹果——Stella吃不好看的苹果——钦佩——改变
3.词汇激活
行为类
①拿着：have sth. in ne’s hand/hld sth. in ne’s hand
②开始吃：start t eat/begin t eat
③钦佩：vercme with admiratin fr/have admiratin fr
情绪类
①羞愧：shame/abashment
【点睛】
[高分句型1]She was returning frm her hme, ne f the lucky nes wh lived near the schl.(由关系代词wh引导的限制性定语从句)
[高分句型2]Nw I attempt t crss ver that imaginary line in the grass t jin with the Stellas f this wrld wh always give their best.(由关系代词wh引导的限制性定语从句)