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    8．第二节情景作文
    假设你是红星中学高三学生李华，请根据以下四幅图先后顺序，介绍在"国画之旅"活动中，向
    国画艺术家学习国画的过程，并以"A Day with an Artist of Traditional Chinese Painting"为题，给校
    刊"英语角"写一篇英文稿件．
    注意：词数不少于60
    提示词：国画traditional Chinese painting
    荷花lotus

    分析 本文是图画类作文，以"A Day with an Artist of Traditional Chinese Painting"为题属命题作文，根据四幅图的内容介绍在"国画之旅"活动中，向国画艺术家学习国画的过程，又是一种开放性作文．
    在写作时，描述图片应以第三人称和过去时态为主，体裁为记叙文．根据情景的发展，抓住细节按顺序安排好材料．
    重要短语：invite sb to to do（邀请某人做某事），as soon as （一…就），give a warm welcome（热烈欢迎某人），wear big smiles （带着笑容），make an attempt to do （努力做某事），under the careful instruction of sb（在某人的指代之下），because of（因为，由于），award sb sth（授予某人某物），be amazed at（对…惊讶），be proud of（对…自豪），in the future（将来）． 
    【高分句型一】
    1．As soon as the artist came into the classroom，he was given a warm welcome which made him so happy．
    此处是由连词短语"as soon as"引导的时间状语从句，意为"一…就"主句为"he was given a warm welcome which made him so happy"．
    【高分句型二】
     2．Looking at the award，I felt very excited．
         此处是由现在分词短语"Looking at the award"作原因状语，主句为"I felt very excited"，主句的主语为"I"与所给动词"look at"构成逻辑上的主动关系．

    解答 Last Friday，our class invited a well-known artist to teach us how to draw a lotus in Chinese painting．（开头---引出话题）
    As soon as the artist came into the classroom，he was given a warm welcome which made him so happy．【高分句型一】All of us wore big smiles．（Picture 1欢迎国画艺术家）First，he showed us some skills of drawing a lotus． We watched him carefully around him．（Picture 2 认真聆听技巧）Then each of us made an attempt to do it by ourselves under the careful instruction of him．（Picture 3 艺术家指导技巧）Finally，because of my excellent performance，I was awarded"Outstanding Young Artist"．Looking at the award，I felt very excited．【高分句型二】（Picture4 表现突出获得嘉奖）
    Through this experience，we are all amazed at Chinese painting and proud of being Chinese．We hope we can have more activities of this kind in the future!（结尾---总结概括）

    点评 写好这类图表及提纲式作文的关键是认真分析所给提示信息，灵活运用英语知识，采用不同的表达方式将要点完整地表述出来，并认真看图，围绕主题，提炼要点，发挥想象，语言力求准确、简洁．选用合适的连接词或过渡词，使文章具有一定的连贯性．同时也要注意使用高级词汇和高级句型使文章显得更有档次，最后还要认真查验是否有漏写情况，有无拼写错误及标点误用等．

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