高三英语第二课时写作讲解开头结尾教师版.docxVIP

高三英语第二课时写作讲解开头结尾教师版.docx

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高三英语第二课时写作讲解开头结尾教师版

高考作文开头结尾 三、议论文模板   1.正反观点式议论文模板   导入:   1)第1段:   Recently we have had a discussion about whether we should... (导入话题)   Our opinions are divided on this topic.(观点有分歧)   2) 正文:   第2段:   Most of the students are in favour of it.(正方观点)   Here are the reasons. First... Second... Finally...(列出2~3个赞成的理由)   3) 第3段:   However, the others are strongly against it. (反方观点)   Their reasons are as follows. In the first place... What’s more... In addition...(列出2~3个反对的理由)   4) 结论:   第4段:   Personally speaking, the advantages overweigh the disadvantages, for it will do us more harm than good, so I support it.(个人观点)   2.“A或者B”类议论文模板:   1) 导入:   第1段:Some people hold the opinion that A is superior to B in many ways. Others, however, argue that B is much better. Personally, I would prefer A because I think A has more advantages.   2) 正文:   第2段:There are many reasons why I prefer A. The main reason is that ... Another reason is that...(赞同A的原因)   3) 第3段: Of course, B also has advantages to some extent... (列出1~2个B的优势)   4) 结论:   第4段: But if all these factors are considered, A is much better than B. From what has been discussed above, we may finally draw the conclusion that ...(得出结论) オ   3.观点论述类议论文模板:   1) 导入:   第1段:提出一种现象或某个决定作为议论的话题   As a student, I am strongly in favour of the decision. (亮明自己的观点是赞成还是反对)   The reasons for this may be listed as follows. (过渡句,承上启下)   2) 正文:   第2段:First of all... Secondly... Besides...(列出2~3个赞成或反对的理由)   3) 结论:   第3段:In conclusion, I believe that... (照应第1段,构成总—分—总结构)   4.How to类议论文模板:   1) 导入:   第1段:提出一种现象或某种困难作为议论的话题   2) 正文:   第2段:Many ways can help to solve this serious problem, but the following may be most effective. First of all... Another way to solve the problem is ... Finally...(列出2~3个解决此类问题的办法) 四、图表作文写作模板:   The chart gives us an overall picture of the 图表主题. The first thing we notice is that 图表最大特点 . This means that as (进一步说明).   We can see from the statistics given that   图表细节一 . After 动词-ing 细节一中的第一个变化, the动词-ed+幅度+时间(紧跟着的变化) . The figures also te

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