题目内容
20.假定你是来自澳大利亚的高三学生Tom,爱好广泛,性格开朗,到中国某高中学习中文.该校流行音乐俱乐部正在招聘新成员,要求会某种乐器、嗓音好且有团队意识.你希望加入该俱乐部.请用英文写一封申请信,要点如下:分析 本文是一篇提纲作文.根据所提供的材料信息,写一封申请信,申请加入校流行音乐俱乐部.写作要点:1.个人基本情况;2.加入俱乐部的目的及满足加入俱乐部的条件;3.自己的联系方式(电话:12345678;邮箱:tom101@hotmail.com).写作时人称以第一人称为主,时态以一般现在时为主.重要短语:be good a doing sth (擅长做某事),sound beautiful(听起来动听),in addition(除…还),have a strong team spirit (有强烈的团队精神),join the club(参加俱乐部),serve as (充当,作为),strengthen one's skills (增强某人的技能),improve one's abilities(增强某人的能力),allow sb to(允许某人做某事).
【高分句型】
1.I will be more than happy to serve as the host,which,I believe,can strengthen my skills and improve my abilities.
这里是由which引导的非限制性定语,which在从句中作主语,指代前面整个主句的内容,定语从句中"I believe"为插入语.
2.I would appreciate it if you can allow me to join the club so please email me on tom101@hotmail.com or call me at 12345678.
这里是由it作形式宾语,if you can allow me to join the club so please email me on tom101@hotmail.com or call me at 12345678作真正的宾语,常用结构为"I appreciate/love/like/hate/dislike+it+if/when…".
解答 Dear Sir/Madam,
POP CLUB attracts me deeply.
I'm Tom,a senior 3 student from Australian.I have many interests,especially music.I am good at playing guitar.I also love singing popsongs and people tell me my voice sounds beautiful.(个人基本情况)
In addition,I have a strong team spirit.I want to improve my spoken Chinese by joining the club.When there is an activity,I will be more than happy toserve as the host,which,I believe,can strengthen my skills and improve my abilities.【高分句型】What's more,I believe that I can make many Chinese friends there.(加入俱乐部的目的及满足加入俱乐部的条件)
I would appreciate it if you can allow me to join the club soplease email me on tom101@hotmail.com or call me at 12345678.【高分句型】(自己的联系方式:电话、邮箱)
Yours sincerely,
Tom
点评 提纲作文在写作时要注意内容是否包含了所有要点.写作时注意准确运用时态,上下文意思连贯,符合逻辑关系,尽量使用自己熟悉的单词句式,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,平时需注意积累短语和重要句型.
A. | will conduct | B. | will be conducted | ||
C. | has conducted | D. | is conducted |
A. | will never do | B. | never did | C. | have never done | D. | had never done |
A. | whenever | B. | however | C. | whatever | D. | whichever |
A. | were reached | B. | had been reached | ||
C. | have reached | D. | had reached |