人与社会—社会服务与人际沟通“报道类”记叙文（教师版）
“记事报道类”记叙文基本结构：引入（背景介绍—事件的时间、地点、人物和背景，事件概述）—事件发展（起因、经过、高潮）—结论（事件结果，影响与意义，评价）
语篇分析
试题来源 题材 考查题型 考点分布 考查方向
2025八省联考卷B篇 介绍邮递员 Jim Johnson 的事迹 24.推理判断题 Para. 1 introduction
25.词义猜测题 Para. 2 introduction
26.细节理解题 Para. 3 development
27.主旨大意题 全文 main idea
语篇意义
本文讲述了邮递员 Jim Johnson 在社区工作三十多年间，不仅完成邮件投递工作，还主动为居民提供帮助、与社区成员建立深厚情谊，以及他退休时的场景，展现了社区与邮递员之间的紧密联系和邮政服务的意义。阅读这篇文章，学生将在多个方面得到能力的提升： 1.人物形象分析能力 学生能够从文中提取关于 Jim Johnson 的具体行为描述，如记住孩子和宠物的名字、帮忙拿杂货、留意未锁的门等，进而分析出他的性格特点，理解人物形象与行为之间的关联。 2.词汇猜测与语境理解能力 文章中出现了需要结合语境理解的词汇（如 “disparaged”），学生通过联系上下文信息（后文提及社区对当地邮政服务的信任依然存在），可以锻炼根据语境推测词义的能力，掌握词汇在具体语境中的含义。 3.细节提取与整合能力 学生能够从文中准确找到 Jim 在退休前最后工作日子里的相关行为描述，区分日常投递工作与额外行为，如接受居民的祝福、与 Butch 一同出行等，提升对细节信息的筛选和整合能力。 4.主旨把握与意图推断能力 学生在阅读过程中需要梳理文章的叙事线索 —— 从 Jim 的日常工作到退休场景，再到对邮政服务意义的阐述，理解各部分内容与核心主题的关系，进而推断出作者的写作意图，学会从整体上把握文章主旨。 5.情感感知与价值认同能力 文章通过描述 Jim 与社区居民的深厚感情、居民对他的不舍等内容，传递出人与人之间的温暖联系以及平凡工作中的价值。学生阅读后能感知其中的情感，认同敬业、友善等品质的意义，理解社区联结的重要性。
2023新高考Ⅱ卷B篇 题材 考查题型 考点分布 考查方向
介绍Urban Sprouts花园项目 24.细节理解题 Para.1 introduction
25.推理判断题 Para.2 development
26. 推理判断题 Para.5 conclusion
27.主旨大意题 全文 main idea
语篇意义
本文介绍了由教师Abby Jaramillo发起的学校园艺项目Urban Sprouts，通过让学生参与种植、实验和烹饪，培养其科学能力、环保意识和健康生活习惯。文章重点分析了项目对学生饮食习惯、家庭行为及心理健康的积极影响。阅读此文，学生将在以下方面得到提升： 1.信息获取与理解能力 学生需提取关键信息，如项目目标（科学技能、环保意识、健康生活）、实施方式（实验、烹饪）及具体成效（学生饮食改变、家庭种植兴趣增加）。 2.社会问题与教育实践结合 文章揭示了低收入社区缺乏健康饮食环境的现实（快餐店多于超市），并通过教育项目提出解决方案，帮助学生理解社会问题与个体行动的关联。 3. 心理健康与行为改变 学生需理解园艺活动对特殊教育学生情绪管理的积极作用（如 calming effect），并分析行为改变的长期性（如家庭饮食习惯变化）。 4.批判性思维与逻辑推理 通过对比学生初期对蔬菜/泥土的抵触与后期参与热情，学生需推断教育干预的效果，并评估标题选项（如C项“培养蔬菜爱好者”是否全面概括主旨）。 5. 语言运用与表达能力 文中涉及教育类术语（如 program evaluations, special education students）及行为描述（turned off by dirt, feel successful），可积累相关表达用于写作。
2023年四省联考卷B篇 题材 考查题型 考点分布 考查方向
介绍Sarah Toumi阻止Sahara扩张 24. 细节理解题 Para.1 introduction
25.推理判断题 Para.2 development
26. 推理判断题 Para.4 development
27.主旨大意题 全文 main idea
语篇意义
本文讲述了法国女孩Sarah Toumi通过童年经历意识到突尼斯荒漠化问题，后创立"Acacias for All"项目，推广可持续农业以保护农田的历程。文章展现了个人行动如何应对气候变化，学生可通过阅读提升以下能力： 1.信息获取与理解能力 提取关键数据（如75%农田受威胁、13万棵树存活率60%），理解荒漠化与气候的关联（降雨减少、干旱加剧），以及项目具体措施（种植金合欢树、自然肥料替代化学品）。 2.环保意识与科学实践结合 分析可持续农业的可行性（小面积土地高回报、水资源处理技术），思考技术创新在生态保护中的作用。 3.社会责任与领导力 通过Toumi的案例，理解个体如何通过在地行动（如培训农民、扩展至阿尔及利亚和摩洛哥）解决全球性问题，培养"本土化解决方案"思维。 4.批判性思维与逻辑推理 对比荒漠化前后农民经济状况（10年从富足到贫困），推断标题选项的合理性（如C项"阻挡撒哈拉"是否准确概括核心目标）。 5.语言运用与表达能力 学习环境类术语（desertification, sustainable crops, droughts）及行动描述（consolidate her dream, put philosophy into action），积累议论文中"问题-解决方案"类写作素材。
Passage one【2025年八省联考卷B篇】
①Jim Johnson, a mail carrier, was an institution in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods, just north of downtown Wilmington, where he delivered much more than the mail. Q24He knew all the kids and their pets by name; he carried in the groceries; he took note of unlocked doors, offered gardening advice, and taught more than a few young boys the art of the curveball. When he wasn’t doing all that, Jim was running across a checkerboard of green lawns (草坪) to ensure the local postal service did not fall short of its daily promise.
②Q25Though the postal service is often disparaged now, the trust in local postal service lives on. In many communities, that trust is won every day when life-saving medicine, greeting cards, social security checks, college acceptance letters — even the bills — appear in mailboxes in front of the houses.
③After more than three decades, Jim approached his final days on the job much like any other. Q26He drove a boxy postal truck to North DuPont Road for the first unofficial stop of the day. Butch, a dog who belonged to one of the neighbors, was waiting just like every day before. And just like every day before, he got into the jump seat and they were off. On the route, Jim and Butch had become inseparable. Now, the dog and the mailman would ride off to retirement together. Q26At every stop, Jim accepted the parting good wishes of families that had become his own. There were tears and laughter, and hugs filled with warm memories.
④Q27It’s been 33 years since Jim left the route, but we are still reminded of the deep bond established between community and letter carrier. That’s what the postal service means to us.
Task 1: Reading for structure
1. What’s the main idea of the passage
The text honors Jim Johnson, a beloved mail carrier, highlighting his kindness and the strong bond he built with his community.
2. Read the passage and figure out the structure.
Beyond the Mail: Jim Johnson and the Bonds That Last Part 1 (para 1-2) Introduction Jim Johnson ·He was a 1.warm-hearted mail carrier, known for going beyond 2.delivering mail (knowing kids/pets, taking note of unlocked doors, etc.). The significance of local postal service ·The postal service, though sometimes 3.criticized, retains community 4.trust as it delivers vital items (medicine, letters, checks).
Part 2 (para 3) Development Jim’s final days as a mail carrier ·After over three decades, Jim neared 5.retirement. ·He followed his routine, with neighbor’s 6.dog Butch riding along (as usual). ·At each stop, families gave 7.parting wishes, with tears, laughter, and warm 8.hugs.
Part 3 (para 4) Conclusion ·33 years later, the community still remembers the 9.deep bond between them and Jim. ·The story reflects what the postal service means—10.connection and trust.
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 we know about Jim Johnson from the first paragraph
A. He’s open-minded. B. He’s sharp-eyed.
C. He’s warm-hearted. 简化合并 D. He’s strong-willed.
25. What does the underlined word “disparaged” in paragraph 2 mean
A. Refused. B. Criticized. 同义替换
C. Investigated. D. Suspended.
26. What did Jim do besides daily delivery on his final days of work
A. He drove Butch to its owner.
B. He sent presents to his friends.
C. He prepared a retirement party.
D. He said goodbye to the neighbors. 简化合并
27. What is the author’s purpose in writing the text
A. To remember a respected mail carrier. 原词复现，简化合并
B. To record an unforgettable experience.
C. To raise funds for the postal service.
D. To call for harmony in the community.
答案：CBDA
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
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Jim Johnson, a mail carrier, was an institution in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods, just north of downtown Wilmington, where he delivered much more than the mail. （社区中）极具影响力的标志性人物、不可或缺的人
(2) After more than three decades, Jim approached his final days on the job much like any other. 临近、接近
(3) He drove a boxy postal truck to North DuPont Road for the first unofficial stop of the day. 停留点、停靠处
2. Analyze and translate the following sentences.
(1) Jim Johnson, a mail carrier, was an institution in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods, just north of downtown Wilmington, where he delivered much more than the mail. (para1, the first sentence)
分析：本句是一个主从复合句。Jim Johnson是主句的主语，a mail carrier是同位语，补充说明主语的身份；was是系动词，an institution是表语；in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods是介词短语作地点状语；just north of downtown Wilmington是介词短语作后置定语，修饰前面的neighborhoods；where引导非限制性定语从句，指代先行词neighborhoods，在从句中作地点状语，从句的主语是he，谓语是delivered，much more than the mail是宾语。
翻译：吉姆 约翰逊是一名邮递员，在威尔明顿市中心以北绿树成荫的韦斯特摩兰、韦斯特黑文和韦斯托弗山社区，他是一位标志性人物 —— 在那里，他所做的远不止送信。
(2) It’s been 33 years since Jim left the route, but we are still reminded of the deep bond established between community and letter carrier. (para4, the first sentence)
分析：本句是一个并列复合句，由转折连词but连接两个分句。第一个分句中，It是形式主语，真正的主语是since Jim left the route；has been是谓语，33 years是表语。第二个分句中，we是主语，are still reminded of是谓语，the deep bond是宾语；established between community and letter carrier是过去分词短语作后置定语，修饰bond。
翻译：吉姆离开这条邮路已经 33 年了，但我们依然能感受到社区与邮递员之间建立的深厚情谊。
Passage two【2023年新高考II卷B篇】
①Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. Q24.And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles.
②Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. Q25.“They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new.
③Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools.
④Program evaluations show that kids eat more vegetables as a result of the classes. “We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says.
⑤Q26.She adds that the program’s benefits go beyond nutrition. Q27.Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.”
Task 1: Reading for structure
1. What’s the main idea of the passage
The passage highlights how Urban Sprouts, a school garden program initiated by Abby Jaramillo, helps students from low-income areas develop science skills, environmental awareness, and healthy lifestyles through hands-on gardening activities.
2. Read the passage and figure out the structure.
Urban Sprouts program Part 1 (para 1) Introduction Abby Jaramillo ·She1.started Urban Sprouts, a school garden program. ·The program 2.aims to help students develop science skills, etc.
Part 2 (para 2-4) Development Students’ reaction to vegetables ·Come to school with bags of 3. snacks and large bottles of 4. soft drinks. ·Think vegetables are 5. awful, dirt is awful, insects are awful. ·Some are initially 6. scared of the insects. ·Kids eat more 7. vegetables as a result of the classes.
Part 3 (para 5) Conclusion Benefits ·Students get 8. interested in gardening. ·They bring home 9. seeds to start their own vegetable gardens. ·Have a 10. calming effect on special education students.
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 we know about Abby Jaramillo
A. She used to be a health worker. B. She grew up in a low-income family.
C. She owns a fast food restaurant.同义替换 D. She is an initiator of Urban Sprouts.
25. What was a problem facing Jaramillo at the start of the program
A. The kids’ parents distrusted her.
B. Students had little time for her classes.
C. Some kids disliked garden work. 同义替换
D. There was no space for school gardens.
26. Which of the following best describes the impact of the program
A. Far-reaching. 简化合并 B. Predictable.
C. Short-lived. D. Unidentifiable.
27. What can be a suitable title for the text
A. Rescuing School Gardens B. Experiencing Country Life
C. Growing Vegetable Lovers原词复现，简化合并 D.Changing Local Landscape
答案：DCAC
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
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) The kids literally come to school with bags of snacks and large bottles of soft drinks. 实际上
(2) Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools. 偶尔
2. Analyze and translate the following sentences.
(1) Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new. （Para 2, the last sentence）
分析：本句是一个主从复合句，Though 引导让步状语从句。
翻译：尽管有些学生起初害怕昆虫，对泥土也感到厌烦，但大多数人都渴望尝试新鲜事物。
(2) Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. （Para 5, the third sentence ）
分析：本句是一个主从复合句。介词+whom引导非限制性定语从句，修饰先行词Jaramillo’s special education students。
翻译：此外，园艺活动似乎对Jaramillo所教的特殊教育学生有镇静效果——他们中许多人存在情绪控制方面的困难。
Passage three【2023年四省联考卷B篇】
①As a young girl growing up in France, Sarah Toumi dreamed of becoming a leader who could make the world a better place. Q24.Her passion to help others was awakened when, from the age of nine, she accompanied her Tunisian father to his birthplace in the east of the country during holidays. There she organized homework clubs and activities for children.
②Toumi witnessed first-hand the destructive effect of desertification. “Within 10 years rich farmers became worse off, and in 10 years from now they will be poor. I wanted to stop the Sahara Desert in its tracks.” Q25. A decrease in average rainfall and an increase in the severity of droughts (干旱) have led to an estimated 75 per cent of Tunisia’s agricultural lands being threatened by desertification.
③Toumi recognized that farming practices needed to change. She is confident that small land areas can bring large returns if farmers are able to adapt by planting sustainable crops, using new technologies for water treatment and focusing on natural products and fertilisers (肥料) rather than chemicals.
④Q27.In 2012, Toumi consolidated her dream to fight the desert. Q26.She moved to Tunisia, and set up a programe named Acacias for All to put her sustainable farming philosophy into action. “I want to show young people in rural areas that they can create opportunities where they are. Nobody is better able to understand the impact of desertification and climate change than somebody who is living with no access to water.”
⑤By September 2016, more than 130,000 acacia trees had been planted on 20 pilot farms, with farmers recording a 60 per cent survival rate.Q26. Toumi estimates that some 3 million acacia trees are needed to protect Tunisia’s farmland. She expects to plant 1 million trees by 2018. In the next couple of years, Toumi hopes to extend the programme to Algeria and Morocco.
Task 1: Reading for structure
1.What’s the main idea of the passage
The article describes how Sarah Toumi started the Acacias for All program in Tunisia to prevent desertification by promoting sustainable farming practices and planting millions of trees to protect farmland.
2. Read the passage and figure out the structure.
Task 2: Practice based on the reading strategies
1. Choose the best answer to each question and mark the clues in the passage.
24. How did Toumi’s holiday trips to Tunisia influence her
A. They made her decide to leave the country.
B. They helped her better understand her father.
C. They fired her enthusiasm for helping others. 同义替换
D. They destroyed her dream of being a teacher.
25. What is the main cause of the desertification of Tunisia’s farmland
A. Low rainfall. 同义替换 B. Soil pollution.
C. Cold weather. D. Forest damage.
26. Why did Toumi set up Acacias for All in Tunisia
A. To create job opportunities for young people.
B. To help the children obtain a basic education.
C. To persuade the farmers not to use fertilizers.
D. To facilitate the protection of their farmland. 原词复现 词类转换
27. Which of the following can be the best title for the text
A. Saving Water in Tunisia
B. Planting Trees of Native Species
C. Holding back the Sahara 原词复现 词类转换
D. Fighting Poverty in North Africa
答案：CADC
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
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Toumi witnessed first-hand the destructive effect of desertification. 破坏性的
(2) In 2012, Toumi consolidated her dream to fight the desert. 强化
2. Analyze and translate the following sentences.
(1) I want to show young people in rural areas that they can create opportunities where they are.（para 4, the third sentence）
分析：本句是一个主从复合句，that 引导宾语从句，where 引导地点状语从句。
翻译：我想向农村地区的年轻人证明，他们在家乡也能创造机遇。
(2) By September 2016, more than 130,000 acacia trees had been planted on 20 pilot farms, with farmers recording a 60 percent survival rate. （para 5, the first sentence）
分析：本句是一个简单句，with 引出一个复合结构，在句中作状语。
翻译：截至2016年9月，20个试点农场已种植超过13万棵金合欢树，农户记录的成活率达60%。
语篇相关话题词汇梳理
试题 子话题词汇
社会服务 人际沟通 挑战与应对
社区服务与 贡献 教育与技能 培养 环境保护与可持续发展 信任与情感 联系 跨文化与 社会影响 社会问题与 需求 解决方案与成效
2025年八省联考卷B篇 deliver the mail 递送邮件 carry in groceries 帮忙搬运杂货 offer gardening advice 提供园艺建议 establish a deep bond 建立深厚联系 win trust 赢得信任 inseparable companionship 不可分割的陪伴 parting good wishes 离别祝福 tears and laughter 泪水与欢笑 warm memories 温暖的回忆 inspire young people 激励年轻人
2023年新高考Ⅱ卷B篇 develop science skills 培养科学技能) environmental awareness 环保意识 healthy lifestyles 健康生活方式) hands-on experiments 动手实验 bring home seeds 带种子回家种植 feel successful 感到成功 cook vegetables for schools 为学校烹饪蔬菜 make salads for entire schools 为全校制作沙拉 low-income neighborhoods 低收入社区 fresh food shortage 新鲜食物短缺 fast food outnumbers groceries 快餐店多于杂货店 emotional control issues 情绪控制问题 school garden program 学校园艺项目 eat more vegetables 多吃蔬菜 calming effect 镇静效果
2023年四省联考卷B篇 organize homework clubs 组织作业辅导俱乐部 set up a programme 建立项目 fight desertification 对抗沙漠化 plant sustainable crops 种植可持续作物 water treatment technologies (水处理技术) natural fertilizers 天然肥料 protect farmland 保护农田 hold back the Sahara 阻止撒哈拉沙漠扩张 accompany father to birthplace 随父亲回乡 understand climate change impact 理解气候 变化影响 extend programmes to other countries 将项目扩展到其他国家 destructive effect of droughts 干旱的破坏性影响 threatened by desertification 受沙漠化威胁 plant acacia trees 种植金合欢树 focus on natural products 专注天然产品
人教版教材相关话题词汇梳理
教材 单元 子话题词汇
社会服务 人际沟通 挑战与应对
社区服务与 贡献 教育与技能 培养 环境保护与可持续发展 信任与情感联系 跨文化与社会影响 社会问题与需求 解决方案与成效
选择性 必修二 Unit 2 Bridging cultures build bridges搭建桥梁 act as a cultural messenger 担任文化使者 set up a business创业 contribute to the development of our motherland 为祖国发展做贡献 cultural envoys 文化使者promote friendship between nations 促进国际友谊 Belt and Road Initiative 一带一路倡议 study for a business qualification攻读商科学历 a year-long exchange programme 一年交换项目 global business 国际商务 form a wise opinion 形成明智的观点 give presentations（做演讲） generate ideas产生创意/提出想法 apply concepts应用概念/运用理论 raise questions提出问题 gain a global perspective 获得全球视野 improve your general competence 提升综合能力 leadership and organisational skills领导力和组织能力 academic requirements学术要求tuition fees and living expenses 学费和生活费 live with a host family 寄宿家庭生活 deal with all kinds of difficulties by yourself 独自应对各种困难 be fascinated by 对…...着迷 be keen to do… 热衷于做..... be eager to do… 渴望做...... be involved in social activities 参与社会活动 adapt to life in a different country 适应异国生活 get used to a whole new life习惯全新的生活 engage in British culture融入英国文化 suffer from culture shock遭受文化冲击 cultural exchange 文化交流 view the world from different angles 从不同角度看世界 strong cultural awareness强烈的文化意识 understanding of cultural diversity 对文化多样性的理解 give us more insight into our own culture 让我们更深入地理解自身文化 be confused about对…...感到困惑 face great/tremendous economic pressure面对巨大的经济压力 limited language skills 语言能力有限 handle the challenges应对挑战 cost an arm and a leg 花费巨大 encounter problems遇到问题 Adaptation 适应 boost confidence 增强信心 feel at home感觉自在 personal growth 个人成长 better career opportunities更好的职业机会 build character 塑造品格 life-changing experience 改变人生的经历 cooperate with people from diverse cultural backgrounds与多元文化背景人士协作 make great progress 取得重大进展 build a shared future构建命运共同体
选择性 必修四 Unit 4 Sharing volunteer in the bush 丛林志愿服务 build roads and railways修建道路和铁路 agricultural experts 农业专家 mechanics机械师 a volunteer consultant 志愿顾问 help to build a cardiac hospital 帮助建设心脏病医院 provide medical treatment in rural villages在农村地区提供医疗服务 provide consultation and training for local doctors 为当地医生提供咨询和培训 have no concept of doing experiments 无实验概念 firm handshakes with villagers与村民坚定握手 be dying to do sth 非常渴望做某事 be greeted by a chorus of “good morning” 被一片"早上好"的问候声迎接 participate in the conversation参与谈话 spent leisure time together一起度过闲暇时光 be supportive of her work支持她的工作 be proud of为......感到自豪 make a big differences to（ 对...产生重大影响） be a privilege to do sth（做某事是一种荣幸） worth（值得 ） go abroad for heart surgery 出国接受心脏手术 contract 感染（疾病） in need of需要；急需 live without things we take for granted 生活在没有我们习以为常的事物中 become imaginative in teaching创造性教学适应环境 adapt to 适应 Aid 援助；帮助
Writing
暑假期间你校组织了部分学生参加“国际青少年文化体验夏令营”， 请你给校英文报写一篇报道。内容包括：
1. 活动内容；
2. 活动反响。
Sample 1
International Youth Cultural Exchange Summer Camp
This summer, our school organized an unforgettable “International Youth Cultural Exchange Summer Camp,” which attracted over 50 students eager to broaden their horizons. (引入主题，定语从句强调参与热情)
Held in collaboration with schools from three countries, the camp featured cultural workshops, hands-on experiments, and team-building activities. (非谓语作状语，介绍活动内容) Participants not only gained a global perspective but also developed leadership and organizational skills through interactive tasks. (并列结构，突出收获)
The camp was widely praised for its positive impact. (过渡句，引出反响) Many students felt fascinated by the diverse traditions and were keen to share their own culture. (情感反应，非谓语作状语) “It cost an arm and a leg but was worth every penny,” said Li Hua, who admitted adapting to a new environment initially challenged him. (直接引语+定语从句，个人体验)Thanks to the camp, participants now view the world from different angles, making it a life-changing experience. (特殊句式+非谓语总结，强调意义)
(98 words)
Sample 2
A Memorable International Youth Camp
This summer, our school organized an unforgettable “International Youth Cultural Experience Camp,” which attracted over 50 students eager to explore global cultures. (引入主题，定语从句)
Acting as cultural envoys, participants engaged in activities like traditional craft workshops, folk dance performances, and debates on cultural diversity. (活动内容1，非谓语动词作状语) Not only did they gain a global perspective, but they also formed friendships with peers from 10 countries. (活动反响1，倒装句) What impressed everyone most was the host family experience, where students adapted to local customs while sharing Chinese traditions. (活动内容2，定语从句+并列结构) Fascinated by foreign lifestyles, many overcame language barriers and even cooked dumplings for their hosts. (活动反响2，非谓语动词作状语)“It’s a life-changing experience,”said Li Hua, who now plans to study abroad. (引用+定语从句，强调影响)
Through this camp, students not only built bridges across cultures but also developed stronger leadership and problem-solving skills. (总结升华，并列结构) The school vows to extend such programmes, inspiring more youths to embrace global connections. (展望未来，非谓语动词作状语)
(128 words)人与社会—社会服务与人际沟通“报道类”记叙文（学生版）
“记事报道类”记叙文基本结构：引入（背景介绍—事件的时间、地点、人物和背景，事件概述）—事件发展（起因、经过、高潮）—结论（事件结果，影响与意义，评价）
Passage one【2025年八省联考卷B篇】
①Jim Johnson, a mail carrier, was an institution in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods, just north of downtown Wilmington, where he delivered much more than the mail. He knew all the kids and their pets by name; he carried in the groceries; he took note of unlocked doors, offered gardening advice, and taught more than a few young boys the art of the curveball. When he wasn’t doing all that, Jim was running across a checkerboard of green lawns (草坪) to ensure the local postal service did not fall short of its daily promise.
②Though the postal service is often disparaged now, the trust in local postal service lives on. In many communities, that trust is won every day when life-saving medicine, greeting cards, social security checks, college acceptance letters — even the bills — appear in mailboxes in front of the houses.
③After more than three decades, Jim approached his final days on the job much like any other. He drove a boxy postal truck to North DuPont Road for the first unofficial stop of the day. Butch, a dog who belonged to one of the neighbors, was waiting just like every day before. And just like every day before, he got into the jump seat and they were off. On the route, Jim and Butch had become inseparable. Now, the dog and the mailman would ride off to retirement together. At every stop, Jim accepted the parting good wishes of families that had become his own. There were tears and laughter, and hugs filled with warm memories.
④It’s been 33 years since Jim left the route, but we are still reminded of the deep bond established between community and letter carrier. That’s what the postal service means to us.
Task 1: Reading for structure
1. What’s the main idea of the passage
The text honors Jim Johnson, a beloved ______________, highlighting his ___________ and the strong _______ he built with his ___________.
2. Read the passage and figure out the structure.
Beyond the Mail: Jim Johnson and the Bonds That Last Part 1 (para _____) Introduction Jim Johnson ·He was a 1. ______________ mail carrier, known for going beyond 2. ______________ (knowing kids/pets, taking note of unlocked doors, etc.). The significance of local postal service ·The postal service, though sometimes 3. ______________, retains community 4. ______ as it delivers vital items (medicine, letters, checks).
Part 2 (para _____) Development Jim’s final days as a mail carrier ·After over three decades, Jim neared 5. ______________. ·He followed his routine, with neighbor’s 6. _________ Butch riding along (as usual). ·At each stop, families gave 7. ______________, with tears, laughter, and warm 8. __________.
Part 3 (para _____) Conclusion ·33 years later, the community still remembers the 9. ______________ between them and Jim. ·The story reflects what the postal service means—10. ______________ and trust.
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 we know about Jim Johnson from the first paragraph
A. He’s open-minded. B. He’s sharp-eyed.
C. He’s warm-hearted. D. He’s strong-willed.
25. What does the underlined word “disparaged” in paragraph 2 mean
A. Refused. B. Criticized.
C. Investigated. D. Suspended.
26. What did Jim do besides daily delivery on his final days of work
A. He drove Butch to its owner.
B. He sent presents to his friends.
C. He prepared a retirement party.
D. He said goodbye to the neighbors.
27. What is the author’s purpose in writing the text
A. To remember a respected mail carrier.
B. To record an unforgettable experience.
C. To raise funds for the postal service.
D. To call for harmony in the community.
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
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Jim Johnson, a mail carrier, was an institution in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods, just north of downtown Wilmington, where he delivered much more than the mail.
____________________________
(2) After more than three decades, Jim approached his final days on the job much like any other.
______________
(3) He drove a boxy postal truck to North DuPont Road for the first unofficial stop of the day. ______________
2. Analyze and translate the following sentences.
(1) Jim Johnson, a mail carrier, was an institution in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods, just north of downtown Wilmington, where he delivered much more than the mail. (para1, the first sentence)
分析：本句是一个主从复合句。Jim Johnson是主句的______________，a mail carrier是______________，补充说明主语的身份；was是系动词，an institution是______________；in the leafy Westmoreland, Westhaven and Westover Hills neighborhoods是介词短语作______________；just north of downtown Wilmington是介词短语作______________，修饰前面的neighborhoods；where引导______________，指代先行词______________，在从句中作______________，从句的主语是he，谓语是______________，much more than the mail是______________。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
(2) It’s been 33 years since Jim left the route, but we are still reminded of the deep bond established between community and letter carrier. (para4, the first sentence)
分析：本句是一个______________，由转折连词but连接两个分句。第一个分句中，It是______________，真正的主语是since Jim left the route；has been是______________，33 years是______________。第二个分句中，we是______________，are still reminded of是______________，the deep bond是______________；established between community and letter carrier是过去分词短语作______________，修饰______________。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
Passage two【2023年新高考II卷B篇】
①Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles.
②Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. “They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new.
③Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools.
④Program evaluations show that kids eat more vegetables as a result of the classes. “We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says.
⑤She adds that the program’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.”
Task 1: Reading for structure
1.What’s the main idea of the passage
The passage highlights how Urban Sprouts, a school ______ program initiated by Abby Jaramillo, helps students from low-income areas develop ______ skills, _________ awareness, and ________ lifestyles through hands-on gardening activities.
2. Read the passage and figure out the structure.
Part 1 (para __) Introduction Abby Jaramillo ·She1.______ Urban Sprouts, a school garden program. ·The program 2._____to help students develop science skills, etc.
Part 2 (para ___) Development Students’ reaction to vegetables ·Come to school with bags of 3. _____ and large bottles of 4. _________. ·Think vegetables are 5. ______, dirt is awful, insects are awful. ·Some are initially 6. ______ of the insects. ·Kids eat more 7. __________ as a result of the classes.
Part 3 (para __) Conclusion Benefits ·Students get 8. ________ in gardening. ·They bring home 9. ______ to start their own vegetable gardens. ·Have a 10. ________ effect on special education students.
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 we know about Abby Jaramillo
A. She used to be a health worker. B. She grew up in a low-income family.
C. She owns a fast food restaurant. D. She is an initiator of Urban Sprouts.
25. What was a problem facing Jaramillo at the start of the program
A. The kids’ parents distrusted her.
B. Students had little time for her classes.
C. Some kids disliked garden work.
D. There was no space for school gardens.
26. Which of the following best describes the impact of the program
A. Far-reaching. B. Predictable.
C. Short-lived. D. Unidentifiable.
27. What can be a suitable title for the text
A. Rescuing School Gardens B. Experiencing Country Life
C. Growing Vegetable Lovers D. Changing Local Landscape
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
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) The kids literally come to school with bags of snacks and large bottles of soft drinks. __________
(2) Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools. __________
2. Analyze and translate the following sentences.
(1) Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new. （Para 2, the last sentence）
分析：本句是一个主从复合句，Though 引导________________。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
(2) Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. （Para 5, the third sentence ）
分析：本句是一个主从复合句。介词+whom引导______________，修饰先行词_________________。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
Passage three【2023年四省联考卷B篇】
①As a young girl growing up in France, Sarah Toumi dreamed of becoming a leader who could make the world a better place. Her passion to help others was awakened when, from the age of nine, she accompanied her Tunisian father to his birthplace in the east of the country during holidays. There she organized homework clubs and activities for children.
②Toumi witnessed first-hand the destructive effect of desertification. “Within 10 years rich farmers became worse off, and in 10 years from now they will be poor. I wanted to stop the Sahara Desert in its tracks.” A decrease in average rainfall and an increase in the severity of droughts (干旱) have led to an estimated 75 per cent of Tunisia’s agricultural lands being threatened by desertification.
③Toumi recognized that farming practices needed to change. She is confident that small land areas can bring large returns if farmers are able to adapt by planting sustainable crops, using new technologies for water treatment and focusing on natural products and fertilisers (肥料) rather than chemicals.
④In 2012, Toumi consolidated her dream to fight the desert. She moved to Tunisia, and set up a programme named Acacias for All to put her sustainable farming philosophy into action. “I want to show young people in rural areas that they can create opportunities where they are. Nobody is better able to understand the impact of desertification and climate change than somebody who is living with no access to water.”
⑤By September 2016, more than 130,000 acacia trees had been planted on 20 pilot farms, with farmers recording a 60 percent survival rate. Toumi estimates that some 3 million acacia trees are needed to protect Tunisia’s farmland. She expects to plant 1 million trees by 2018. In the next couple of years, Toumi hopes to extend the programme to Algeria and Morocco.
Task 1: Reading for structure
1.What’s the main idea of the passage
The article describes how Sarah Toumi started the Acacias for All program in Tunisia to prevent __________ by promoting sustainable farming practices and planting millions of trees to protect __________.
2. Read the passage and figure out the structure.
Task 2: Practice based on the reading strategies
1. Choose the best answer to each question and mark the clues in the passage.
24. How did Toumi’s holiday trips to Tunisia influence her
A. They made her decide to leave the country.
B. They helped her better understand her father.
C. They fired her enthusiasm for helping others.
D. They destroyed her dream of being a teacher.
25. What is the main cause of the desertification of Tunisia’s farmland
A. Low rainfall. B. Soil pollution.
C. Cold weather. D. Forest damage.
26. Why did Toumi set up Acacias for All in Tunisia
A. To create job opportunities for young people.
B. To help the children obtain a basic education.
C. To persuade the farmers not to use fertilizers.
D. To facilitate the protection of their farmland.
27. Which of the following can be the best title for the text
A. Saving Water in Tunisia
B. Planting Trees of Native Species
C. Holding back the Sahara
D. Fighting Poverty in North Africa
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
Task 3: Reading for Language features
1. Write the Chinese meanings of the underlined words in the sentences.
(1) Toumi witnessed first-hand the destructive effect of desertification. __________
(2) In 2012, Toumi consolidated her dream to fight the desert. __________
2. Analyze and translate the following sentences.
(1) I want to show young people in rural areas that they can create opportunities where they are.（para 4, the third sentence）
分析：本句是一个主从复合句，that 引导_________，where 引导_____________。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
(2) By September 2016, more than 130,000 acacia trees had been planted on 20 pilot farms, with farmers recording a 60 percent survival rate.（para 5, the first sentence）
分析：本句是一个简单句，with 引出一个复合结构，在句中作_______。
翻译：__________________________________________________________________________________
__________________________________________________________________________________
语篇相关话题词汇梳理
词汇 子话题词汇
社会服务 人际沟通 挑战与应对
社区服务与贡献 教育与技能培养 环境保护与可持续发展 信任与情感 联系 跨文化与 社会影响 社会问题与 需求 解决方案与成效
试题词汇
教材词汇
Writing
暑假期间你校组织了部分学生参加“国际青少年文化体验夏令营”， 请你给校英文报写一篇报道。内容包括：
1. 活动内容；
2. 活动反响。
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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