第一部分 主题语境 1 学校生活 人与自我 必修第一册 Welcome Unit Unit 1 主题佳作：主题下的多篇应用文写作 1．告知信 （2024 新课标 Ⅰ，Ⅱ） 假定你是李华，上周五你们班在公园上了一堂美术课。请你给英国朋友 Chris 写一封邮件分享这次经历，内容包括： (1) 你完成的作品；(2) 你的感想。 Dear Chris， Hope this email finds you well! I just have to share with you the amazing art class our class had in the city park last Friday—it was such a memorable experience that I can’t stop thinking about it. Our assignment was to create an artwork that captured the most striking part of the park. As soon as I walked into the park, the vivid colors and peaceful atmosphere caught my eye. I ended up painting a watercolor of the old stone bridge across the lake, with willow branches swaying gently by the water and colorful flowers blooming all around it. Working outdoors was totally different from being in the classroom. Breathing in the fresh air and listening to the birds singing made the creative process so relaxing. It not only helped me let go of the stress from schoolwork but also made my imagination flow freely. I felt so calm and focused while painting, like I was truly connecting with nature. This art class wasn’t just about finishing a painting; it was a wonderful chance to slow down and appreciate the beauty around us. I really cherished that moment of peace. How have your recent classes been I’d love to hear if you’ve had any interesting experiences lately. Yours， Li Hua 2．建议信 （2023 新课标 Ⅰ，Ⅱ） 假定你是李华，外教 Ryan 准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件，内容包括： 1．说明问题；2. 提出建议。 Dear Ryan， I’m Li Hua from Class 3. We’re all thrilled to hear that we’ll be having oral English practice after class—it’s a great opportunity to improve our speaking skills. However, I’m writing to share some thoughts about the random two-person grouping plan, hoping to offer some suggestions that might make the practice more effective. Random grouping may lead to some issues. For example, if two students with similar low English levels are paired, they might struggle to communicate smoothly or correct each other’s mistakes. On the other hand, if one student is much more proficient than the other, the less confident one may not get enough chance to speak. To address this, I suggest grouping students with different English proficiency levels on purpose. This way, advanced students can help their peers, and everyone can learn from each other. Besides, increasing the group size to three or four students and assigning a group leader would encourage more in-depth discussions. The leader can make sure everyone participates and keep the conversation on track. I truly hope these suggestions will be helpful. Thank you for considering my ideas, and we’re all looking forward to the oral English practice under your guidance. Yours sincerely， Li Hua 3．祝贺信 假定你是学生会主席李华，你校运动会今日结束，交换生 Ja ... ...
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