人与自我—生活学习与职业发展 “叙事反思类”记叙文（教师版）
“叙事反思类”记叙文基本结构：引入事件（背景信息—时间、地点、人物和事件的起因，提出问题或主题）—叙述事件（事件发展，冲突与挑战，解决方案或行动，事件结果）—反思感悟（总结经验、教训、感悟启示，提出希望或建议）
人称：第一人称
语篇分析
试题来源 题材 考查题型 考点分布 考查方向
2025年全国I卷B篇 教育叙事（写作教学反思） 28. 细节理解题 Para. 1 人物身份识别
29. 推理判断题 Para. 2 原因分析
30. 词义猜测题 Para. 3 语境词义推断
31. 主旨大意题 全文 作者观点与启示
语篇意义
本文通过一位九年级写作教师的课堂实践，反思学生写作动机与教学策略的关系，最终揭示写作的核心价值——连接人性与情感。阅读这篇文章，学生将在以下方面得到能力提升： 1. 信息获取与理解能力 学生需提取文中关键信息，如学生初次写作失败的原因（Para.2）、后续作业改进的措施（Para.3）及作者的最终感悟（Para.4），理解教学策略调整的逻辑链条。 教育方法与反思意识 文章通过对比不同写作任务的效果，展现因材施教的重要性。学生可从中学习如何通过调整主题（如从抽象问题转向具体话题）激发学习兴趣，培养问题解决能力。 批判性思维与逻辑分析 学生需分析作者从“写作重要性”的失败提问到“健康话题”“个人叙事”的成功转变，理解教学设计的因果关系，并思考教育中“兴趣驱动”与“目标导向”的平衡。 人文情感与共情能力 文章结尾升华写作的意义——连接人与人之间的情感（“put us in another’s skin”）。学生需体会写作超越工具性的人文价值，培养对文学和社会关系的深层认知。
试题来源 题材 考查题型 考点分布 考查方向
2023年浙江1月卷B篇 个人生活与可持续发展 28. 词义猜测题 Para. 1 短语理解
29. 细节理解题 Para. 3 态度判断
30. 推理判断题 Para. 4-5 人物性格推断
31. 主旨大意题 全文 main idea
语篇意义
本文讲述了作者在尝试零浪费生活方式时，面对家人或室友的不理解，如何调整心态并坚持实践。文章通过个人经历，探讨如何在非完全支持的环境中践行可持续生活理念。阅读这篇文章，学生将在多个方面得到能力的提升： 信息获取与理解能力 学生能够从文中获取作者在零浪费生活方式转变过程中的具体做法，如使用罐子购物、减少个人物品等，并理解作者如何在不完全支持的家庭环境中坚持自己的选择。 批判性思维与问题解决能力 文章展示了作者如何面对家人的质疑，并通过实际行动而非争论来影响他人。这有助于学生思考如何在现实环境中平衡个人信念与他人态度，培养解决问题的策略。 环保与可持续发展观念 通过作者的亲身经历，学生可以认识到零浪费生活方式的挑战与可行性，增强环保意识，并思考如何在日常生活中实践可持续发展理念。 语言运用与表达能力 文章包含一些生活化和环保相关的词汇（如“zero waste”“toiletries”“sustainable”），学生可以学习如何用简洁的语言描述个人经历和观点，提高语言表达能力。 情感态度与价值观培养 作者的经历鼓励学生在面对阻力时保持坚持，并通过行动而非言语影响他人。这有助于培养学生的毅力、同理心以及积极的生活态度。
试题来源 题材 考查题型 考点分布 考查方向
2020年两省联考卷B篇 生活经验与环保主义 28. 细节理解题 Para.1 人物态度判断
29. 细节理解题 Para. 3 文章内容理解
30. 词义猜测题 Para.5 文章内容理解
31. 态度观点题 Para.6 态度判断
语篇意义
本文讲述了作者在学校的组织下种植了一个花园。学校将此举措与记者联系，但是记者并不感冒。在当老师将我们的努力与花园的特殊处向对方诉说并寄了一张花园的照片时，我们的成果登上了新闻画面。阅读这篇文章，学生将在多个方面得到能力的提升： 1.信息获取与理解能力 学生能够梳理从开辟花园、联系媒体到接受采访并登上新闻的完整事件链，理解每一步行动如何导向下一个结果（例如：因花园独特才吸引媒体报道） 2.捕捉具体细节与关键信息 学生可以从中提取重要细节，如“不浇水只除草”“草原种子来自实地采集”“草比四年级学生高”等，这些细节不仅是理解主题的关键，也是回答相关问题时的重要依据。 3.推断隐含信息与深层含义 文章暗示了“主动联系媒体”和“突出项目独特性”是成功获得报道的原因之一，学生可从中学习如何识别做法背后的策略与意图。 4.语言运用与表达能力 学生可通过故事中“合作”“付出努力”“成果获得认可”等真实语境，更好地理解和运用相关词汇与句型（如blisters, be worth it, accomplish, inform等）。5.总结主旨与归纳意义 学生能够练习概括整个事件的核心——通过合作与实践创造价值并获得社会认可，进而理解个人努力与公共传播之间的关系。
Passage one【2025年全国I卷B篇】
①Q24In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well.
②But things were different for their first essay, which was about the question: “Why is writing important ” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. Q25They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change.
③As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. Q26The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.
④I walked into class believing that writing is important as a means of communication. Q27However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human.
Task 1: Reading for structure
1. What’s the main idea of the passage
How adjusting writing assignments to meet students' interests changed their involvement and showed writing's profound power to develop empathy and human connection.
2.Read the passage and figure out the structure.
INTRODUCTION
├─ Background (Class context, students' creativity)
└─ Problem (Failed first essay → disengagement)
EVENT DEVELOPMENT
├─ Action (New assignments: persuasive + narrative/creative)
└─ Result (Staggering improvement, emotional stories)
REFLECTION
├─ Shifted Perspective (From communication to empathy)
└─ Conclusion (Writing’s power to connect humans)
Structure of the Narrative-Reflection Essay
1. Introduction (Setup & Problem)
Background: Time: Last year (ninth-grade writing class).
Characters: Students who 1.created vivid fictional personas (cowboy, strict father, modern Juliet).
Problem: First essay question (“Why is writing important ”) 2.failed—short, no thesis, low interest.
Realization: Abstract topic disengaged students; writing’s real value was3. unclear to them.
2. Event Development (Action & Solution)
Action Taken: Shifted assignments: Persuasive piece on 4.health topics (student choice → increased interest). Personal narratives + creative writing (genre flexibility + thesis requirement).
Result: “Staggering”5. improvement: 10–20-page stories with emotional depth and diverse themes.
3. Reflection (Lesson & Insight)
Initial Belief: Writing = tool for communication.
Revealed Truth: Writing’s higher purpose: Human 6.connection (“put us in another’s skin”), empathy, and understanding humanity.
Conclusion: Yearbook messages affirmed writing’s transformative power.
Task 2: Practice based on the reading strategies
1. Choose the best answer to each question and mark the clues in the passage.
24. Who are the people mentioned at the beginning of paragraph 1 简化合并
A. Ninth graders. B. Students’ parents.
C. Modern writers. D. Fictional characters.
25. Why did the students perform poorly in writing their first essay 同义替换
A. They were not given enough time. B. They had a very limited vocabulary.
C. They misunderstood the question. D. They had little interest in the topic.
26. What does the underlined word “staggering”in paragraph 3 mean 简化合并
A. Mixed. B. Amazing. C. Similar. D. Disturbing.
27. What does the author’s experience show 简化合并
A. Teaching is learning. B. Still waters run deep.
C. Knowledge is power. D. Practice makes perfect.
答案：DDBA
2. Locate and underline the key sentence(s) in the passage for each question's correct choice and highlight the keywords.
3. Match the following skills with the correct choice for each question.
Skills: ①同义替换 ②原词复现 ③词类转换 ④简化合并 ⑤正话反说
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. 拒绝
(2) The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. 各种各样的
2. Analyze and translate the following sentences.
(1) They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important.(para2, the second sentence)
分析：本句为并列连词but连接的并列句。包含虚拟语气“could have written”和插入语“in and of itself”，短语“strike ... as ...”意为“让...觉得...”。
翻译：如果题目是计算机的重要性，他们肯定能写很多页，然而，他们并不认为写作本身有多重要。
(2) For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. (para3, the second sentence)
分析：本句为主从复合句。包含同位语“a personal-narrative unit”和含有虚拟语气的并列宾语从句“I only required that ... and that ...”。
翻译：后来的两次作业，分别是个人叙事单元和创意写作工作坊，我只要求他们提交的作品符合特定的题材，包含一个论点。
Passage two【2023年浙江1月卷B】
①Live with roommates Have friends and family around you Chances are that if you’re looking to Q27live a more sustainable lifestyle, not everyone around you will be ready to jump on that bandwagon.
Q24I experienced this when I started switching to a zero waste lifestyle five years ago, as I was living with my parents, and I continue to experience this with my husband, as he is not completely zero waste like me. I’ve learned a few things along the way though, which I hope you’ll find encouraging if you’re doing your best to figure out how you can make the change in a not-always-supportive household.
②Zero waste was a radical lifestyle movement a few years back. I remember showing my parents a video of Bea Johnson, sharing how cool I thought it would be to buy groceries with jars, and have so little trash! A few days later, I came back with my first jars of zero waste groceries, andQ25 my dad commented on how silly it was for me to carry jars everywhere. It came off as a bit discouraging.
③Yet as the months of reducing waste continued,Q26 I did what I could that was within my own reach. I had my own bedroom, so I worked on removing things I didn’t need. Since I had my own toiletries (洗漱用品), I was able to start personalising my routine to be more sustainable. I also offered to cook every so often, so I portioned out a bit of the cupboard for my own zero waste groceries. Perhaps your household won’t entirely make the switch, but you may have some control over your own personal spaces to make the changes you desire.
④As you make your lifestyle changes, you may find yourself wanting to speak up for yourself if others comment on what you’re doing, which can turn itself into a whole household debate. If you have individuals who are not on board, your words probably won’t do much and can often leave you feeling more discouraged.
⑤Q27So here is my advice: Lead by action.
Task 1: Reading for structure
1. What’s the main idea of the passage
The article shares the author's experience of living a zero-waste lifestyle among unsupportive family members and advises that one can make sustainable changes in their own personal spaces and should lead by action
2.Read the passage and figure out the structure.
1. Introduction of the Event (Background & Theme)
Time: Five years ago (when the author started 1.switching to a zero-waste lifestyle) and continuing to the present.
Place: The author’s household (first with parents, now with her husband).
Characters: The author, her parents, and her husband.
Cause/Theme: The author aims to live a sustainable/zero-waste 2.lifestyle, but not everyone around her (family members) is 3.supportive, raising the question of how to make such changes in an unsupportive household.
2. Narrative of the Event (Development, Conflict, Action, Result)
Event Development:
The author initially tried to 4. promote zero-waste living by showing her parents a video of Bea Johnson (advocating jar-based grocery shopping to reduce trash).
Conflict & Challenge:
Her dad 5.dismissed her zero-waste efforts as "silly" (e.g., carrying jars for groceries), which was discouraging.
Her husband is also not fully on board with zero-waste living.
Solutions/Action:
Focused on changes within her control: 6.organizing her own bedroom (removing unnecessary items), personalizing her toiletries for sustainability, and allocating cupboard space for her zero-waste groceries by offering to cook occasionally.
Result: Managed to 7.maintain her zero-waste lifestyle in personal spaces despite the household’s lack of full support.
3. Reflection & Insight (Lessons, 启示，Advice)
Lessons Learned: Speaking up to defend one’s lifestyle changes may lead to unproductive debates, especially with unsupportive people, and words are often ineffective.
Insight/Advice: The key is to "lead by action"—making sustainable changes in one’s own personal spaces rather than relying on words to 8.persuade others.
Hope: Encourages readers facing similar situations to persist with their desired changes through 9.action.
Task 2: Practice based on the reading strategies
1. Choose the best answer to each question and mark the clues in the passage.
24. What do the underlined words “jump on that bandwagon” mean in the first paragraph 简化合并
A. Share an apartment with you. B. Join you in what you’re doing.
C. Transform your way of living. D. Help you to make the decision.
25. What was the attitude of the author’s father toward buying groceries with jars
A. He disapproved of it. 同义替换 B. He was favorable to it.
C. He was tolerant of it. D. He didn’t care about it.
26. What can we infer about the author 简化合并
A. She is quite good at cooking. B. She respects others’ privacy.
C. She enjoys being a housewife. D. She is a determined person.
27. What is the text mainly about 简化合并
A. How to get on well with other family members.
B. How to have one’s own personal space at home.
C. How to live a zero waste lifestyle in a household.
D. How to control the budget when buying groceries.
答案：BADC
2. Locate and underline the key sentence(s) in the passage for each question's correct choice and highlight the keywords.
3. Match the following skills with the correctg choice for each question.
Skills: ①同义替换 ②原词复现 ③词类转换 ④简化合并 ⑤正话反说
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Yet as the months of reducing waste continued, I did what I could that was within my own reach.
在我自己的控制范围里
(2) If you have individuals who are not on board, your words probably won’t do much and can often leave
you feeling more discouraged. 失望的
2. Analyze and translate the following sentences.
(1) Chances are that if you're looking to live a more sustainable lifestyle, not everyone around you will be ready to jump on that bandwagon.
分析: Chances are有可能，that引导表语从句，在表语从句中if引导条件状语从句。
翻译: 如果你想过一种更可持续的生活方式，可能不是你周围的每个人都准备好跟上潮流了。
(2) I've learned a few things along the way though, which I hope you'll find encouraging if you're doing your best to figure out how you can make the change in a not-always- supportive household
分析：which引导定语从句，指代a few things，在从句中作find的宾语；if引导条件状语从句，在状语从句中how引导宾语从句。
翻译：在这个过程中我学到了一些东西，我希望如果你在一个不总是支持你的家庭中尽你所能去弄清楚如何做出改变，你会感到鼓舞。
Passage three【2020年两省联考卷B】
①My school appeared on the news last week because we had made an important change in our local area. Our class had planted a large garden in what was once only a vacant lot. It was a lot of work but it was all worth it. I got blisters (水疤) from diging, and we all got insect bites, too.
②I learmed a lot about gardening and collaboration (合作), and then I learned about the media. Our teacher telephoned the TV station and informed them of what we had accomplished. She spoke with the producer.Q24The producer checked with the directors, but they said there were plenty of stories similar tours. They wanted to know what was special about our particular garden, since many schools plant gardens.
③The teacher explained that, after going on the Intemet to learn about the prairie (大草原), we had made a prairie garden. Q25We had been to a prairie and gotten seeds from the plants, and then we planted them. We did not water the garden, but we did weed it. We decided to let nature water it with rain, since that was how prairies grew in the past. We sent a picture of the garden to the news station. In the picture, the grass was so high that it stood taller than the fourth grade students.
④As a result, the producer sent a reporter to our school. The reporter interviewed the headmaster and asked him many questions about the garden. After that, he interviewed us, and we explained to him what we had learned through this project.
⑤That night, we watched the news, and there we were. The news reporter told our story. It was only two minutes long, but it was us. We were famous. Q26Q27All that work, all those blisters, it was worth it. We knew that when we saw the garden every day, but now we knew that the whole city thought so, too.
Task 1: Reading for structure
1. What’s the main idea of the passage
A class's hard work and unique way to creating a prairie garden was recognized and celebrated by their local news, making their effort feel valuable to the entire community.
2.Read the passage and figure out the structure.
1. Introduction of the Event (Background & Theme)
Time: some time ago (when our class had planted a large garden in what was once only a vacant lot) and continuing to 1.the last week.
Place: a vacant lot
Characters: The author,the class, and 2.the teacher.
Cause/Theme:Hard work, creativity, and collaboration can 3.lead to recognition and a deep sense of accomplishment.
2. Narrative of the Event (Development, Conflict, Action, Result)
Event Development:
The class decides to improve their local area by transforming a vacant lot into a garden, which is very 4.demanding.(Students get blisters from digging and insect bites)
Conflict & Challenge:
The class and teacher believe their project is newsworthy. The teacher calls a TV station to report their accomplishment, but the producer first 5.resists, stating that many schools plant gardens and that their story is not unique.
Solutions/Action:
The teacher takes action to 6.overcome the conflict. She explains the unique aspect of their garden: it is an authentic, self-sustaining prairie ecosystem, not a typical school garden; and sends a photo as evidence.
Result:
The story is featured on the nightly news on TV and the class is 7.proud of what they did.
3. Reflection & Insight (Lessons，Insight，Advice)
Lessons Learned: Har work and perservance pay off and the power of collaboration and uniqueness 8.creates value.
Insight/Advice: Postive change and a sense of community are bulit by people taking initiative to improve their local environment, turning a “vacant lot” into a point of pride for the whole city.
Hope: Encourages readers facing similar situations to persist with their desired changes through action.
Task 2: Practice based on the reading strategies
1.Choose the best answer to each question and mark the clues in the passage.
24. What seemed to be the TV directors’ initial reaction to the garden 简化合并
A. They were excited. B. They were surprised.
C. They were worried. D. They were uninterested.
25. What is special about the garden 简化合并
A.Weeds were allowed to spread naturally,
B. The grass grew faster than common grass.
C. The seeds came from the plants of a prairie.
D. Underground water was used for the plants.
26. What does the underlined word "that" refer to in the last paragraph 简化合并
A. We got blisters on our hands.
B. Our hard work was worthwhile.
C. The garden would be famous.
D. The project would be finished.
27. How did the author feel about the project 原词复现
A. Annoyed. B. Curious. C. Proud. D. Regretful.
答案：DCBC
2. Locate and underline the key sentence(s) in the passage for each question's correct choice and highlight the keywords.
3. Match the following skills with the correctg choice for each question.
Skills: ①同义替换 ②原词复现 ③词类转换 ④简化合并 ⑤正话反说
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Our teacher telephoned the TV station and informed them of what we had accomplished.
告诉他们我们所完成的事情
(2) They wanted to know what was special about our particular garden, since many schools plant gardens.
特别
2. Analyze and translate the following sentences.
(1) Our class had planted a large garden in what was once only a vacant lot.
分析：what引导宾语从句，介词in后是宾语，所以是宾语从句。。
翻译: 我们班在曾经仅仅是一块空地的地方，种植了一个大花园。
(2) We decided to let nature water it with rain, since that was how prairies grew in the past.
分析：how引导的表语从句，在系动词后的句子成分是表语；since根据上下文译作“因为”，引导状语从句。
翻译：我们决定用雨水自然灌溉花园，因为这就是草原曾生长的方式。
语篇相关话题词汇梳理
试题 子话题词汇
日常生活 人物内在 动机与受益
家庭生活 学校生活 情感情绪 能力智慧 动机 受益
2025年全国I卷B篇 2023年浙江1月卷B篇 2020年两省联考卷B篇 not-always-supportive household 并非总是给予支持的家庭环境 zero waste lifestyle 没有任何浪费的生活风格 radical lifestyle movement 激进的生活方式改变行动 toiletries洗漱用品 personalising my routine 个性化我的每日常规 personal space 私人空间 household debate 家庭争论 essay文章 thesis论点assignment任务 personal-narrative个人自述 creative-writing 创造性写作 genre体裁 diverse topics 各种话题 yearbook 校刊，年刊 shocked震惊 encouraging鼓舞的 touched感动 discouraging灰心，气馁 collaboration合作 gardening园艺 control over掌控 demonstrate演示 personal-narrative个人自述 Communication 交流 Movement 活动 action行动 switch改变 desire渴望 debate 争辩，辩论 wonder想知道 collaboration合作 broaden拓展touched感动 encouraging鼓舞的 worth值得
人教版教材相关话题词汇梳理
教材 单元 子话题词汇
日常生活 人物内在 动机与受益
家庭生活 学校生活 情感情绪 能力智慧 动机 受益
教材词汇 XB3U2 Healthy lifestyle household家庭的 outing外出活动 picnic野餐 gathering聚会 routine例程chores杂务housework家务 mess混乱 sweep打扫 campus校园 experiment实验 labor劳动 homework 家庭作业 assignment任务 task任务 essay文章 presentation报告 comprehension 理解 performance表演 activity活动 competition比赛 pleased欣慰 cheerful高兴 Delighted 开心 satisfied满足 excited激动 thrilled 非常激动 Overjoyed 非常开心 sorrow悲伤 depress抑郁 amaze惊讶 astonish 使...惊讶 panic恐惧 ability能力 expert专业的 far-sighted远见 Insightedful 富有洞察力 intelligent智慧 wisdom智慧 solve解决 manage管理 deal with处理 strength能力 curiosity好奇entertainment娱乐 inspire激励 enhance强化 benefit利益 enrich丰富 provide提供 allow允许 energetic 有活力的 relax放松leisure休闲
Writing
最近本校的英语报开设了志愿者故事专栏，正在向同学们征稿，请你以自己亲身经历的志愿者经历撰文投稿，要点包括：
1. 经历的详细过程；
2. 经历的收获及感悟。
注意：
1. 词数100字左右；
2. 可适当增加细节，使内容充实、行文连贯。
Sample 1
My Meaningful Volunteer Experience
During the summer vacation, I volunteered at a local community center where I assisted in teaching English to children from low-income families. My role involved organizing interactive activities like storytelling and role-playing games to make learning engaging. Week by week, I watched the children grow from being hesitant to confidently expressing themselves in simple English.
（开篇就清楚地交代了时间、地点、人物和事件。使用了“storytelling and role-playing games”等具体细节，让过程生动不枯燥。）
Through this experience, I learned the importance of empathy and creativity. It was incredibly rewarding to see their smiles and progress. I realized that even small efforts can make a big difference in someone’s life.
（首句直接点出核心收获，精准回应题目要求。 “incredibly rewarding”, “smiles and progress” 等表达真诚地传达了志愿活动带来的个人满足感和积极情绪，另外最后一句”I realized that even small efforts can make a big difference...” 体现了深刻的个人感悟，提升了文章的思想高度，超越了单纯叙述事件本身。）
This journey has inspired me to continue volunteering and to encourage others to contribute as well. I truly believe that giving back to the community helps us grow together.（总结全文，展望未来，最后一句”I truly believe that giving back to the community helps us grow together.”用一句凝练的哲理式句子收尾，有力且深刻。）
(119 words)
Sample 2
My Volunteer Experience at the City Library
Last month, I participated in a volunteer program at our city library, helping to organize a reading event for young children. My main task was to assist in setting up the reading area, selecting age-appropriate books, and guiding the children during interactive story sessions. At first, some kids were restless, but by using animated voices and encouraging their participation, I managed to capture their attention.
（场景具体，角色明确： 开篇就点明了新颖且具体的场景——城市图书馆“at our city library”，和明确的活动内容——组织儿童阅读活动“organize a reading event”并详细列出了具体任务setting up... selecting books... guiding...”。）
This experience enhanced my communication and leadership skills. I learned to be more patient and adaptable, and nothing was more fulfilling than seeing the children’s excitement about reading. It made me appreciate the impact of community services.
（收获分层，虚实结合： 将收获分为两个层面：一是硬技能“communication and leadership skills”，二是软素质“patience and adaptability”。最后上升到情感价值“fulfilling, appreciation”，层次非常丰富。并且语言精炼： “nothing was more fulfilling than...” 等表达地道且富有情感，增强了感染力。）
I hope to continue volunteering in the future and inspire more peers to join in. Giving back truly brings joy and meaning to our lives.
（个人承诺与号召结合： 先表达个人愿望“continue volunteering”，再自然地扩展到鼓励他人“inspire more peers”，完美契合了征文“投稿”以激励更多同学参与的深层目的。）
(127 words)1.人与自我—生活学习与职业发展 “叙事反思类”记叙文（学生版）
“叙事反思类”记叙文基本结构：引入事件（背景信息—时间、地点、人物和事件的起因，提出问题或主题）—叙述事件（事件发展，冲突与挑战，解决方案或行动，事件结果）—反思感悟（总结经验、教训、感悟启示，提出希望或建议）
人称：第一人称
Passage one【2025年全国I卷B篇】
①In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well.
②But things were different for their first essay, which was about the question: “Why is writing important ” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change.
③As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.
④I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human.
Task 1: Reading for structure
1. What’s the main idea of the passage
How adjusting writing assignments to meet students' interests _______their involvement and showed writing's profound power to develop empathy and human _________.
2. Read the passage and figure out the structure.
INTRODUCTION
├─ Background (Class context, students' creativity)
└─ Problem (Failed first essay → disengagement)
EVENT DEVELOPMENT
├─ Action (New assignments: persuasive + narrative/creative)
└─ Result (Staggering improvement, emotional stories)
REFLECTION
├─ Shifted Perspective (From communication to empathy)
└─ Conclusion (Writing’s power to connect humans)
Structure of the Narrative-Reflection Essay
1. Introduction (Setup & Problem)
Background: Time: Last year (ninth-grade writing class).
Characters: Students who 1. ______ vivid fictional personas (cowboy, strict father, modern Juliet).
Problem: First essay question (“Why is writing important ”) 2. ______—short, no thesis, low interest.
Realization: Abstract topic disengaged students; writing’s real value was 3. ______ to them.
2. Event Development (Action & Solution)
Action Taken: Shifted assignments: Persuasive piece on 4. _______topics (student choice → increased interest). Personal narratives + creative writing (genre flexibility + thesis requirement).
Result: “Staggering” 5. ________: 10–20-page stories with emotional depth and diverse themes.
3. Reflection (Lesson & Insight)
Initial Belief: Writing = tool for communication.
Revealed Truth: Writing’s higher purpose: Human 6. _______ (“put us in another’s skin”), empathy, and understanding humanity.
Conclusion: Yearbook messages affirmed writing’s transformative power.
Task 2: Practice based on the reading strategies
1. Choose the best answer to each question and mark the clues in the passage.
24. Who are the people mentioned at the beginning of paragraph 1
A. Ninth graders. B. Students’ parents.
C. Modern writers. D. Fictional characters.
25. Why did the students perform poorly in writing their first essay
A. They were not given enough time. B. They had a very limited vocabulary.
C. They misunderstood the question. D. They had little interest in the topic.
26. What does the underlined word “staggering”in paragraph 3 mean
A. Mixed. B. Amazing. C. Similar. D. Disturbing.
27. What does the author’s experience show
A. Teaching is learning. B. Still waters run deep.
C. Knowledge is power. D. Practice makes perfect.
2. Locate and underline the key sentence(s) in the passage for each question's correct choice and highlight the keywords.
3. Match the following skills with the correct choice for each question.
Skills: ①同义替换 ②原词复现 ③词类转换 ④简化合并 ⑤正话反说
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. _________
(2) The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. _________
2. Analyze and translate the following sentences.
(1) They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important.(para2, the second sentence)
分析：本句为并列连词but连接的并列句。包含_______“could have written”和插入语“in and of itself”，短语“strike ... as ...”意为 “_________”。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
(2) For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only
required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. (para3, the second sentence)
分析：本句为主从复合句。包含_______“a personal-narrative unit”和含有虚拟语气的___________“I only required that ... and that ...”。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
Passage two【2023年浙江1月卷B】
①Live with roommates Have friends and family around you Chances are that if you’re looking to live a more sustainable lifestyle, not everyone around you will be ready to jump on that bandwagon.
②I experienced this when I started switching to a zero waste lifestyle five years ago, as I was living with my parents, and I continue to experience this with my husband, as he is not completely zero waste like me. I’ve learned a few things along the way though, which I hope you’ll find encouraging if you’re doing your best to figure out how you can make the change in a not-always-supportive household.
③Zero waste was a radical lifestyle movement a few years back. I remember showing my parents a video of Bea Johnson, sharing how cool I thought it would be to buy groceries with jars, and have so little trash! A few days later, I came back with my first jars of zero waste groceries, and my dad commented on how silly it was for me to carry jars everywhere. It came off as a bit discouraging.
④Yet as the months of reducing waste continued, I did what I could that was within my own reach. I had my own bedroom, so I worked on removing things I didn’t need. Since I had my own toiletries (洗漱用品), I was able to start personalising my routine to be more sustainable. I also offered to cook every so often, so I portioned out a bit of the cupboard for my own zero waste groceries. Perhaps your household won’t entirely make the switch, but you may have some control over your own personal spaces to make the changes you desire.
⑤As you make your lifestyle changes, you may find yourself wanting to speak up for yourself if others comment on what you’re doing, which can turn itself into a whole household debate. If you have individuals who are not on board, your words probably won’t do much and can often leave you feeling more discouraged.
⑥So here is my advice: Lead by action.
Task 1: Reading for structure
1. What’s the main idea of the passage
The article shares the author's experience of living a zero-waste _______ among unsupportive family members and advises that one can make _________ changes in their own personal spaces and should lead by action
2. Read the passage and figure out the structure.
1. Introduction of the Event (Background & Theme)
Time: Five years ago (when the author started 1._______ to a zero-waste lifestyle) and continuing to the present.
Place: The author’s household (first with parents, now with her husband).
Characters: The author, her parents, and her husband.
Cause/Theme: The author aims to live a sustainable/zero-waste 2._______, but not everyone around her (family members) is 3.________, raising the question of how to make such changes in an unsupportive household.
2. Narrative of the Event (Development, Conflict, Action, Result)
Event Development:
The author initially tried to 4. _______ zero-waste living by showing her parents a video of Bea Johnson (advocating jar-based grocery shopping to reduce trash).
Conflict & Challenge:
Her dad 5.________ her zero-waste efforts as "silly" (e.g., carrying jars for groceries), which was discouraging.
Her husband is also not fully on board with zero-waste living.
Solutions/Action:
Focused on changes within her control: 6.________ her own bedroom (removing unnecessary items), personalizing her toiletries for sustainability, and allocating cupboard space for her zero-waste groceries by offering to cook occasionally.
Result: Managed to 7.________ her zero-waste lifestyle in personal spaces despite the household’s lack of full support.
3. Reflection & Insight (Lessons, 启示，Advice)
Lessons Learned: Speaking up to defend one’s lifestyle changes may lead to unproductive debates, especially with unsupportive people, and words are often ineffective.
Insight/Advice: The key is to "lead by action"—making sustainable changes in one’s own personal spaces rather than relying on words to 8.________ others.
Hope: Encourages readers facing similar situations to persist with their desired changes through 9._______.
Task 2: Practice based on the reading strategies
1. Choose the best answer to each question and mark the clues in the passage.
24. What do the underlined words “jump on that bandwagon” mean in the first paragraph
A. Share an apartment with you. B. Join you in what you’re doing.
C. Transform your way of living. D. Help you to make the decision.
25. What was the attitude of the author’s father toward buying groceries with jars
A. He disapproved of it. B. He was favorable to it.
C. He was tolerant of it. D. He didn’t care about it.
26. What can we infer about the author
A. She is quite good at cooking. B. She respects others’ privacy.
C. She enjoys being a housewife. D. She is a determined person.
27. What is the text mainly about
A. How to get on well with other family members.
B. How to have one’s own personal space at home.
C. How to live a zero waste lifestyle in a household.
D. How to control the budget when buying groceries.
2. Locate and underline the key sentence(s) in the passage for each question's correct choice and highlight the keywords.
3. Match the following skills with the correctg choice for each question.
Skills: ①同义替换 ②原词复现 ③词类转换 ④简化合并 ⑤正话反说
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Yet as the months of reducing waste continued, I did what I could that was within my own reach.
________________
(2) If you have individuals who are not on board, your words probably won’t do much and can often leave
you feeling more discouraged. __________
2. Analyze and translate the following sentences.
(1) Chances are that if you're looking to live a more sustainable lifestyle, not everyone around you will be ready to jump on that bandwagon.
分析： Chances are_______，that引导表语从句，在表语从句中if引导____________。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
(2) I've learned a few things along the way though, which I hope you'll find encouraging if you're doing your best to figure out how you can make the change in a not-always- supportive household
分析：which引导_______，指代a few things，在从句中作find的宾语；if引导条件状语从句，在状语从句中how引导________。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
Passage three【2020年两省联考卷B】
①My school appeared on the news last week because we had made an important change in our local area. Our class had planted a large garden in what was once only a vacant lot. It was a lot of work but it was all worth it. I got blisters (水疤) from diging, and we all got insect bites, too.
②I learmed a lot about gardening and collaboration (合作), and then I learned about the media, Our teacher telephoned the TV station and informed them of what we had accomplished. She spoke with the producer. The producer checked with the directors, but they said there were plenty of stories similar tours. They wanted to know what was special about our particular garden, since many schools plant gardens.
③The teacher explained that, after going on the Intemet to learn about the prairie (大草原), we had made a prairie garden. We had been to a prairie and gotten seeds from the plants, and then we planted them. We did not water the garden, but we did weed it. We decided to let nature water it with rain, since that was how prairies grew in the past. We sent a picture of the garden to the news station. In the picture, the grass was so high that it stood taller than the fourth grade students.
④As a result, the producer sent a reporter to our school. The reporter interviewed the headmaster and asked him many questions about the garden. After that, he interviewed us, and we explained to him what we had learned through this project.
⑤That night, we watched the news, and there we were. The news reporter told our story. It was only two minutes long, but it was us. We were famous. All that work, all those blisters, it was worth it. We knew that when we saw the garden every day, but now we knew that the whole city thought so, too.
Task 1: Reading for structure
1. What’s the main idea of the passage
A class's ________ and unique way to creating a prairie garden was recognized and celebrated by their local news, making their effort feel ________ to the entire community.
2. Read the passage and figure out the structure.
1. Introduction of the Event (Background & Theme)
Time: some time ago (when our class had planted a large garden in what was once only a vacant lot) and continuing to 1._________.
Place: a vacant lot
Characters: The author,the class, and 2._________.
Cause/Theme:Hard work, creativity, and collaboration can 3.________ recognition and a deep sense of accomplishment.
2. Narrative of the Event (Development, Conflict, Action, Result)
Event Development:
The class decides to improve their local area by transforming a vacant lot into a garden, which is very 4.________.(Students get blisters from digging and insect bites)
Conflict & Challenge:
The class and teacher believe their project is newsworthy. The teacher calls a TV station to report their accomplishment, but the producer first 5._______, stating that many schools plant gardens and that their story is not unique.
Solutions/Action:
The teacher takes action to 6._______ the conflict. She explains the unique aspect of their garden: it is an authentic, self-sustaining prairie ecosystem, not a typical school garden; and sends a photo as evidence.
Result:
The story is featured on the nightly news on TV and the class is 7.________ what they did.
3. Reflection & Insight (Lessons，Insight，Advice)
Lessons Learned: Har work and perservance pay off and the power of collaboration and uniqueness 8._______ value.
Insight/Advice: Postive change and a sense of community are bulit by people taking initiative to improve their local environment, turning a “vacant lot” into a point of pride for the whole city.
Hope: Encourages readers facing similar situations to persist with their desired changes through action.
Task 2: Practice based on the reading strategies
1. Choose the best answer to each question and mark the clues in the passage.
24. What seemed to be the TV directors’ initial reaction to the garden
A. They were excited. B. They were surprised.
C. They were worried. D. They were uninterested.
25. What is special about the garden
A. Weeds were allowed to spread naturally,
B. The grass grew faster than common grass.
C. The seeds came from the plants of a prairie.
D. Underground water was used for the plants.
26. What does the underlined word "that" refer to in the last paragraph
A. We got blisters on our hands.
B. Our hard work was worthwhile.
C. The garden would be famous.
D. The project would be finished.
27. How did the author feel about the project
A. Annoyed. B. Curious. C. Proud. D. Regretful.
2. Locate and underline the key sentence(s) in the passage for each question's correct choice and highlight the keywords.
3. Match the following skills with the correctg choice for each question.
Skills: ①同义替换 ②原词复现 ③词类转换 ④简化合并 ⑤正话反说
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Our teacher telephoned the TV station and informed them of what we had accomplished.
_____________________________
(2) They wanted to know what was special about our particular garden, since many schools plant gardens.
_________________
2. Analyze and translate the following sentences.
(1) Our class had planted a large garden in what was once only a vacant lot.
分析：what 引导________，介词in后是_______，所以是宾语从句。。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
(2) We decided to let nature water it with rain, since that was how prairies grew in the past.
分析：how引导的________，在系动词后的句子成分是_____；since根据上下文译作“_____”，引导_______。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
语篇相关话题词汇梳理
词汇 子话题词汇
日常生活 人物外在 动机与受益
家庭生活 学校生活 情感情绪 外貌形象 动机 受益
试题词汇
教材词汇
Writing
最近本校的英语报开设了志愿者故事专栏，正在向同学们征稿，请你以自己亲身经历的志愿者经历撰文投稿，要点包括：
1. 经历的详细过程；
2. 经历的收获及感悟。
注意：
1. 词数100字左右；
2. 可适当增加细节，使内容充实、行文连贯。
___________________________________________________________________________________
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