高考英语-书面表达之图画类作文-专题练习（十五）（含答案与解析）

这是一份高考英语-书面表达之图画类作文-专题练习（十五）（含答案与解析），共13页。

1．假设你是红星中学高三（1）班的学生李华,请按照以下四幅图的先后顺序,用英文写一篇周记,记述你和父母一起为爷爷过生日的过程.
注意:（1）周记的开头已为你写好.
（2）词数不少于100.
Last Saturday was my grandfather’s birthday. __________________________________________________
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2．假设你是红星中学高三（1）班的学生李华,经常看到“中国式过马路（Chinese Style f Crssing Rads）”现象.请根据以下四幅图的先后顺序,用英语写一篇周记,记述你和同学们尝试改变这一现象的活动过程.
注意:（1）周记的开头已为你写好.
（2）词数不少于60.
提示词:人行横道zebra crssing
Last Mnday,
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________________________________________________________________________________________________________________________________________________________________________________________3．假设你是滨海中学高三（1）班的学生王红,校报英文版正在开展“续写雷锋日记”活动.请根据以下六幅图的先后顺序,将你所做的一件好事及感受以日记形式记述下来,向校报投稿.
注意:日记的开头已为你写好,内容可以适当增加细节,使故事连贯,词数不少于100.
生词:calling card名片.
Saturday, June 2 Fine
One day, n my way hme after schl, _______________________________________________________
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4．假设你是红星中学高三、一班的学生李华,上周末陪你校的外籍教师Mr. Brwn游览了长城.请你按照以上四幅图的顺序为校刊《英语园地》写一篇英文稿件,介绍你陪Mr. Brwn游览长城时的所见所闻.
注意:
（1）可根据汉语提示和图示适当发挥;
（2）词数不少于60.
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注意:
1．短文必需包括图片的所有内容,可适当增加细节,以使行文连贯;
2．词数不少于120.
3．不能使用真实姓名和学校名称.
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________________________________________________________________________________________________________________________________________________________________________________________6．假定你是李华,下面四幅图画描绘了发生在你上学路上的一件事情,请根据图画内容用英语写一篇短文。
注意:（1）短文须包括所有图片的主要内容
（2）可以适当增加细节，以使短文内容完整、连贯
（3）词数：100左右
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内容要求:
（1）描述漫画内容;
（2）分析漫画所揭示的问题;
（3）提出你的看法.
注意:
（1）词数120左右;短文开头已给出,不计入总词数.
（2）考生可适当发挥,使文章内容充实、连贯.
（3）文中不能出现考生的具体信息.
As is shwn in the picture, __________________________________________________________________
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8．请仔细观察下图,按要求写一篇120词左右的短文,题目自拟.
（1）简要描述图片内容;（2）简要阐述图片蕴含的意义;（3）结合学习生活谈谈你的感想
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9．假如你叫李华,你的美国网友Jack通过Email询问你的暑假安排.请根据下面的网站广告,选择参加其中一项活动并说明理由.
UNIUE SUMMRCAMPS
Check ut these camps. They are really unique!
●Rck-Music Camp
●Military Summer Camp
●Science Camp fr Students
●Vlunteering in Anther Cuntry
注意:（1）词数100左右;
（2）可以适当增加细节,以使行文连贯;
（3）开头和结尾已给出,不计入总词数.
Dear Jack.
Nw I’d like t share my plan fr the summer hliday.
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Yurs，
Li Hua
10．In an English cmpetitin, yu are required t write an article accrding t the picture belw. Lk at the picture carefully and write dwn hw yu understand it.
注意:
1．描述图片主要内容,谈谈你的理解及看法;
2．词数不少于120个;
3．文中不能出现考生的具体信息.
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________________________________________________________________________________________________________________________________________________________________________________________ 高考英语专题练习（十五）
书面表达之图画类作文
解 析
1．

2．
3．
Saturday, June 2 Fine
One day, n my way hme after schl, suddenly I fund a wallet lying in the street near the N. 323Bus Stp. I picked up the wallet. What surprised me mst was that I saw lts f mney and a calling card in the wallet when I pened it. Frm the calling card I knew smething abut the wner, including her name, address and telephne number. Immediately I realized I culd get in tuch with the wner. S I went t the telephne bth and called the wner, telling her the matter. Then I waited at the bus stp. It was nt lng befre the wner arrived, and I gave the wallet t her.
S excited and thankful t me was the wner that she tk ut a 100-yuan nte t reward me. But I plitely refused it. When I left, the wner said cntinuusly “Thank yu, thank yu.”
I was happily walking in the street n my way hme, feeling like being n the tp f the wrld. I tk pride in what I did that day!
4．
Last weekend, I tk ur freign teacher Mr. Brwn t the Great Wall, wh came t China fr the first time. Having been tld abut the histry f the Great Wall, he was amazed at this wrld wnder. He was struck by the beauty f the Great Wall. S I tk phts fr him, which wuld be a gd memry fr him. At the tp, Mr. Brwn was s interested in the activity f prtecting the cultural relics that he was eager t jin in and signed his name. Only when a Chinese girl brught back his bag did he realize he had frgtten abut it. Mr. Brwn ex- pressed his thanks t her.
Bth the Great Wall and the Chinese peple impressed him deeply.
5．
6．
I was walking t schl this mrning when I caught sight f an ld wman with a walking stick lying n the grund. I quickly ran ver t help her up and asked her what was wrng with her. She tld me she slipped and fell due t heart truble. I was wrried and decided t take her t a hspital. And then I went t a department stre near the hspital and cntacted her family. Sn her sn and daughter came t the hspital. They thanked and praised me fr my kindness by writing me a thank-yu letter. Althugh I was late fr schl tday, I felt very prud f what I had dne.
7．
As is shwn in the picture, tw students are crssing the street fcusing n their mbile phnes withut nticing the cming car. They narrwly escaped being hit by the car. Actually recent years have witnessed an increasing use f the mbile phne in the students’ daily life.
The cnsequences f this phenmenn can never be neglected. One f the mst bvius ne is that t much use f mbile phnes may d harm t the students’ physical health, especially eyesight. Besides, it will be difficult fr them t cncentrate n their walking and learning, r even daily life. Last but nt least, it may negatively impact the relatinship amng peple due t less face-t-face cmmunicatin.
As far as I am cncerned, we shuld use mbile phnes in a wise way and try t avid depending t much n them. It’s better t get in tuch with thers by ther means such as reading and sprts t enrich urselves.
8．
Many Hands Make Light Wrk
As we can see in the picture, there is a river and a grup f ants. Sme ants are wrking tgether t build an “ant bridge” s that their grup members are able t crss the river and reach their final destinatin.
In my pinin, this picture vividly shws the imprtance f teamwrk. It is impssible fr a single ant t crss the river, but when they wrk tgether as a grup, they can achieve their gals. Similarly in ur life, an individual persn cannt easily carry ut a challenging task n his wn withut jining hands with thers. In fact, there are a lt f ccasins when teamwrk is needed, such as ballgames, prject learning and even parties. As lng as every ne f us cmbines ur effrts, we can surely crss the “river” in ur life, just like what the little ants d in the picture.
9．
10．
One pssible versin:
As we can see frm the picture, tw peple, father and sn, are talking t each ther. The by, standing n the grund, is lking up at his father, slightly scared, while his father, seated high n a big Chinese character “fu”, meaning “father”, is shuting t his sn.
Such a situatin seems fairly cmmn in ur sciety. When talking t each ther, father and sn are nt in equal psitins. Fathers simply tell their sns what t d rather than listen patiently. Therefre, sns will have few chances t share their wn ideas r pen up t their fathers. They ften lk up t their fathers with respect, fearing that they might nt live up t fathers’ expectatins.
I hpe ur parents will listen t us mre instead f just giving us rders.