<details style="color:gray;background-color: #f8f8f8;padding: 8px;border-radius: 4px;" open> <summary> Thinking... </summary>**Initiating Analysis Protocol**
I'm starting the analysis of the prompt, keeping the Chinese education role in mind. My focus is on understanding the nuanced expectations of this field. This involves careful consideration of cultural context and educational goals. I am now proceeding with the planned steps.
**Clarifying Task Parameters**
I'm now fully immersed in the prompt's requirements, specifically aiming for a CSE4 level (B1-B2) essay. I've noted the parameters for vocabulary control, and I'll ensure adherence to the curriculum vocabulary and Longman frequency guidelines. My focus is on the "邀请信" format, with a semi-formal tone appropriate for inviting a classmate. I'm starting to visualize the structure and content for an effective response.
**Decomposing Information**
I'm now fully immersed in the prompt's requirements, specifically aiming for a CSE4 level (B1-B2) essay. I've noted the parameters for vocabulary control, and I'll ensure adherence to the curriculum vocabulary and Longman frequency guidelines. My focus is on the "邀请信" format, with a semi-formal tone appropriate for inviting a classmate. I'm starting to visualize the structure and content for an effective response.
Following prompt analysis, I'm now actively decomposing the information using the provided techniques. This involves breaking down the core elements of the invitation and brainstorming content ideas for each paragraph. I'm carefully considering the target audience and semi-formal tone, and I'm generating example sentences that highlight vocabulary within the established parameters. The process is progressing smoothly.
**Synthesizing Initial Strategy**
I'm now refining my analytical strategy, emphasizing vocabulary control and structural precision. My focus will be on the "邀请信" format, considering the specific context of a high school student. The goal is to draft a model essay adhering to the curriculum, frequency, and lexical constraints, ready for prompt-specific content generation.
**Developing Analytical Depth**
I've significantly deepened my understanding of the analytical process, focusing on integrating the given information decomposition methods. I'm now crafting example sentences for Task One, ensuring the inclusion of bolded topic vocabulary and advanced sentence structures as per the requirements. I'm also preparing for the essay structure outlined in Task Two.
**Initiating Detailed Planning**
I'm now fully immersed in the meticulous planning phase, carefully outlining the steps for prompt analysis and model essay construction. I've broken down each task, focusing on vocabulary control, essay structure, and the integration of decomposition methods. The emphasis on high-quality English output is paramount.
**Finalizing Strategic Refinement**
Now, I'm focusing on the final touches, particularly the critical 30% vocabulary and sentence structure replacement for the upgraded essay. The goal is to maximize lexical density while maintaining grammatical correctness and adherence to the B1-B2 CEFR level. I'm also ensuring the prompt context remains clear and all constraints are strictly met. The process is now in its final phase.
**Defining the Approach**
I've thoroughly analyzed the prompt, defining the parameters for the model essay. My understanding of the constraints is now precise, especially the vocabulary control. This includes the Longman frequency, curriculum vocabulary, and maintaining an appropriate B1-B2 CEFR level. I've initiated the decomposition process for Task One and the detailed planning phase for the essay structure.
**Developing Event Outlines**
I've completed a thorough analysis of the prompt, establishing a clear structure and content flow for the invitation letter. Now, I'm focusing on crafting example sentences for Task One, ensuring each sentence meets the vocabulary, grammatical, and CEFR level requirements. The "invitation letter" genre is the primary guiding element in this phase. The analysis is going according to plan.
**Crafting the Invitation**
I'm now deep in the process, generating example sentences for Task One, ensuring each adheres to the vocabulary and grammatical constraints. The focus remains on the "邀请信" format, considering the specific context of a high school student and the exchange student's perspective. It's a strategic process.
**Analyzing Core Event Details**
My focus is on identifying and outlining the core details of the event invitation. I'm now generating examples of the core information, including the topic, date, activities, and specific details, to ensure they're understandable and complete.
**Analyzing Details & Refining Strategy**
I've thoroughly analyzed the prompt's nuances, particularly focusing on the invitation format and the "传承" (Heritage) theme. I'm now developing example sentences, ensuring they meet the CSE4 criteria. This includes a balance of vocabulary and structure. I'm also ensuring the prompt context is clearly understood and adhered to throughout the process. I believe I am ready to begin the essay construction.
**Formulating Invitation Draft**
I'm now integrating all previous analyses to construct the essay draft. I'll focus on crafting the initial model letter, ensuring it adheres strictly to the constraints and incorporates the decomposition methods. The emphasis on vocabulary control and structure will be paramount. I'm focusing on the integration of these processes now.
**Elaborating the Invitation**
I'm now integrating information decomposition methods to generate example sentences for the core event activities. These include descriptions of the graduation event, with an emphasis on the "传承" theme, to be understandable and complete. My goal is to craft a complete foundation for the invitation.
**Focusing Invitation Details**
I'm now deep into refining the structure, focusing on a clear presentation of the graduation activities. The approach utilizes information decomposition techniques to generate detailed examples and sentence structures. We aim for a refined "邀请信" format, considering vocabulary control and the perspective of a high school student and their exchange classmate.
**Formulating Draft Strategy**
I'm now fully prepared to draft the model essay using the information decomposition and example sentences generated. I will meticulously incorporate the selected phrases and structures, adhering to all constraints. The initial letter draft will then be ready for refinement and upgrading.
**Analyzing Content Structure**
I've carefully analyzed the prompt, creating a structured plan for the invitation letter. It will follow a clear flow: a concise introduction, detailed activities and a polite conclusion. I've broken down each section and generated example sentences, ensuring the curriculum vocabulary and frequency guidelines are met, focusing on a clear, understandable structure. I'm now ready to draft the essay.
**Analyzing Information & Planning**
I'm now fully immersed in the meticulous planning phase, carefully outlining the steps for prompt analysis and model essay construction. I've broken down each task, focusing on vocabulary control, essay structure, and the integration of decomposition methods. The emphasis on high-quality English output is paramount.
**Mapping Out Invitation Structure**
I've completed a thorough analysis of the prompt, establishing the structure and flow of the invitation letter. Now, I'm focusing on crafting example sentences for Task One. These ensure each sentence meets the vocabulary, grammatical, and CEFR level requirements. The "邀请信" genre is the primary guiding element in this phase. The analysis is going according to plan.
**Drafting Invitation Details**
I'm now fully immersed in the construction phase, aiming for a B1+ level while keeping vocabulary tightly constrained. I've drafted the initial invitation, carefully integrating information decomposition techniques. The structure will be refined further.
**Finalizing Draft Strategy**
I've completed a first draft of the invitation letter, ensuring it aligns with all specified parameters. The essay now meets the word count and structure requirements, and I'll now focus on the lexical density and structure within the B1-B2 CEFR level. I'll meticulously review the draft to refine vocabulary choices and enhance overall coherence.
**Analyzing Current Progress**
I've crafted the initial draft, adhering to all parameters. Now, I'm adjusting word count in Paragraph 2. It will be a more refined and content-complete version. It meets the general specifications of the prompt with specific activity details and context. I'll meticulously ensure vocabulary control.
**Refining the Invitation**
I'm now revising the draft, aiming for tighter vocabulary control and refining the overall flow. Specifically, I'm focusing on the sentence that introduced the "workshop", shortening it to make it more efficient and compact. This is to ensure I can reduce the word count while maintaining the key details. The process of refinement is now proceeding at a strategic pace.
**Crafting Initial Refinement**
I'm now integrating information decomposition methods to create the first draft. The focus is on a clear "邀请信" structure with vocabulary adhering to the prescribed constraints. After generating the initial model essay, I'll revise it for lexical density and overall flow, focusing on the target CEFR level. I'll maintain careful adherence to the established parameters.
**Finalizing Refinement & Upgrading**
I'm now fully immersed in the revision process, aiming for a 30% vocabulary and sentence structure replacement for Task Two. The model essay's clarity is paramount. I'm focusing on lexical density and grammatical correctness. The goal is to maximize the impact within the specified word constraints. This is now well underway.
**Analyzing Initial Drafts**
I'm now closely reviewing the initial essay draft, identifying areas for vocabulary enhancement and structural refinement within the specified parameters. I am focusing on precision, clarity, and thematic integration for the upcoming improvements. I am also planning the key aspects that will contribute to the 30% lexical replacement.
**Optimizing the Invitation**
I've now refined the draft, integrating revised vocabulary and enhanced structure for Task Two. The aim is to create a more compelling invitation, focusing on vocabulary control and lexical density. My efforts centered on maintaining the original tone while achieving the necessary 30% lexical replacement. I'm satisfied with the results.
**Refining Invitation Details**
I'm now fully immersed in the refining and upgrading process. I am specifically focusing on integrating refined vocabulary and sentence structures in the "邀请信". The aim is to create a more compelling and precise invitation letter. This involves a thoughtful balance between vocabulary control, enhanced expression, and ensuring clarity of the message.
**Optimizing the Invitation**
Now, I'm integrating the revised vocabulary and sentence structures, aiming for a more compelling model essay. It focuses on the graduation activities and the "Heritage" theme. The aim is to achieve 30% lexical replacement within the constraints, keeping a natural flow. The results are satisfactory.
**Refining Invitation Details**
I'm now fully immersed in the refining and upgrading process. I am specifically focusing on integrating refined vocabulary and sentence structures in the "邀请信". The aim is to create a more compelling and precise invitation letter. This involves a thoughtful balance between vocabulary control, enhanced expression, and ensuring clarity of the message.
**Refining the Invitation**
I'm now fully immersed in the process of refining the draft essay, striving for enhanced lexical density and grammatical accuracy while adhering to the initial framework. I'm carefully replacing vocabulary and sentence structures to ensure clarity and improve the overall impact.
</details>
好的，阅卷专家。我已经仔细阅读并理解了您的要求。下面我将严格按照您的指示，分步骤完成这项任务。
{{Grade}} 将被理解为高三学生对应的 **CSE4** 等级。
**第一步：审题列提纲**
**1.1 文体格式结构→语言风格→人称→时态（理由）**
* **文体格式结构:** 邀请信 (Invitation Letter)。
* 基本结构遵循：1.22 邀请信：活动背景+发出邀请→邀请原因+具体事项→回复要求/期待。
* 优化后篇章逻辑框架：
1. **开篇段：** 问候+点明事由（提及毕业季活动并发出邀请）。
2. **主体段：** 详细介绍活动（主题、日期、具体活动内容1-2项）+ 其他相关事项（如时间、地点、为何邀请对方或对方参与的意义）。
3. **结尾段：** 表达期待+请求回复。
* **语言风格:** 半正式、友好亲切 (Semi-formal, friendly, and welcoming)。因为是写给同班的交换生。
* **人称:** 主要使用第一人称“I” (代表李华)，“we” (代表年级或班级)，以及第二人称“you” (指Jim)。
* **时态:**
* **将来时态 (Future Simple Tense):** 用于描述即将举办的活动细节，如 “The event **will feature**...”, “It **will take place**...”。
* **现在时态 (Present Simple/Continuous Tense):** 用于发出邀请和描述当前计划，如 “I **am writing** to invite you...”, “Our grade **is organizing**...”。
* *(理由：活动是未来计划举行的，而写信邀请这一行为发生在当下。)*
**1.2 核心信息提取与信息分解、优化重组**
**1.2.1 核心信息 (Direct Information Points):**
* 写信人：红星中学高三学生李华 (Li Hua, a Senior 3 student of Hongxing High School)
* 收信人：交换生Jim (Jim, an exchange student)
* 写信目的：邀请Jim参加毕业季活动 (To invite Jim to a graduation season activity)
* 活动主题：“传承” (Heritage/Legacy)
* 活动日期：6月18日 (June 18th)
* 必须包含的内容1：活动内容 (Content of the activity)
* 必须包含的内容2：其他相关事项 (Other relevant matters)
**1.2.2 隐藏信息/拓展思考 (Inferred/Extended Information):**
* 毕业季活动通常是为了纪念高中生涯结束，有特殊意义。
* “传承”主题可能涉及回顾学校传统、分享个人成长、展望未来等。
* 邀请交换生Jim，可以体现文化的包容性，Jim的参与可能带来不同文化视角的碰撞与交流。
* “其他相关事项”可能包括具体时间、地点、是否需要准备、以及为什么特别希望Jim参加。
**1.2.3 核心信息与隐藏信息整合优化 (Integration and Optimization):**
文章的逻辑顺序应为：
1. 打招呼并直接点出邀请参加“传承”主题毕业季活动。
2. 介绍活动的主要内容，体现“传承”主题，例如分享与传统有关的故事、展示与文化相关的才艺、制作纪念品等。
3. 说明活动的时间，并可补充地点（若题目未给，可设定为学校礼堂等常见地点）。
4. 阐述邀请Jim的原因，如希望他体验中国文化、分享他的视角等，这属于“其他相关事项”的一部分。
5. 礼貌地请求对方回复，并表达期待。
**1.3 结合信息分解方法的写作提纲示例**
以下将针对“活动内容”和“其他相关事项”进行信息分解和示例句构思：
**1. 活动内容分解 (Decomposing "Activity Content")**
* **思路一：分享与回顾 (Sharing and Reflection)** *(运用“具体列举+描述法”和“分拆内容叙述法”)*
* 示例1: The event, **themed "Heritage,"** **will primarily focus on** students **sharing memorable stories** from our school years and how these experiences **have shaped** us. *(具体列举+描述法; 拓展思路：活动将主要集中于学生分享在校期间的难忘故事以及这些经历如何塑造了我们; 核心语法结构：同位语, 现在分词短语作宾语补足语, 现在完成时; 翻译：这次以“传承”为主题的活动将主要围绕同学们分享在校期间的难忘故事，以及这些经历是如何塑造我们的。)*
* 示例2: **A key part will involve** us **collectively creating** a **"legacy scrapbook,"** **to which** everyone **can contribute** photos or messages **symbolizing** our shared journey. *(分拆内容叙述法; 拓展思路：一个重要环节将是我们共同制作一本“传承纪念册”，每个人都可以贡献象征我们共同旅程的照片或留言; 核心语法结构：动名词作主语的变体 (A key part involves...), "介词+which"引导的定语从句, 现在分词作后置定语; 翻译：一个关键环节将是我们共同创作一本“传承剪贴簿”，每个人都可以贡献照片或留言，以此象征我们共同走过的旅程。)*
* 示例3: We **are also planning** some **performances** where students **can showcase talents** that **reflect** traditional arts or our school’s unique culture. *(具体列举+描述法; 拓展思路：我们还计划安排一些表演，同学们可以展示反映传统艺术或我们学校独特文化的才艺; 核心语法结构：现在进行时表计划,定语从句; 翻译：我们还计划了一些表演环节，同学们可以展示那些能够反映传统艺术或我们学校独特文化的才艺。)*
**2. 其他相关事项分解 (Decomposing "Other Relevant Matters")**
* **思路一：活动细节与对Jim的特殊期待 (Event Details and Specific Hope for Jim's Participation)** *(运用“具体内容描述法”和“同类内容延展法”)*
* 示例1: The celebration **is scheduled to take place** in the school auditorium on the afternoon of June 18th, **lasting for** about three hours. *(具体内容描述法; 拓展思路：庆祝活动定于6月18日下午在学校礼堂举行，持续约三小时; 核心语法结构：被动语态表计划, 现在分词作伴随状语; 翻译：庆祝活动计划于6月18日下午在学校礼堂举行，预计持续大约三个小时。)*
* 示例2: **It would be fantastic** if you **could join us**, as we believe your **perspective** as an exchange student **would greatly enrich** our understanding of "heritage" from an international viewpoint. *(同类内容延展法 – 延展到跨文化交流的价值; 拓展思路：如果你能加入我们那就太棒了，因为我们相信你作为交换生的视角将从国际视野极大丰富我们对“传承”的理解; 核心语法结构：虚拟语气, as引导原因状语从句; 翻译：如果您能参加，那将是非常棒的，因为我们相信您作为交换生的独特视角，将从国际层面极大地丰富我们对“传承”的理解。)*
* 示例3: **No special preparation is needed** from your side, just **your willingness to experience** this **meaningful** part of our school life and perhaps **share a few thoughts** if you feel comfortable. *(具体内容描述法; 拓展思路：你方无需特殊准备，只需要你愿意体验我们学校生活中有意义的这一部分，如果你愿意，或许可以分享一些想法; 核心语法结构：被动语态, 祈使句的委婉表达 (just your willingness...), 动词不定式作定语; 翻译：您那边不需要做任何特殊准备，只需要您乐于体验我们校园生活中这富有意义的一部分，如果您觉得方便，或许还可以分享一些您的想法。)*
**1.4 布局谋篇 (Overall Structure and Paragraph Outline)**
* **第一段: (背景交代 + 发出邀请)**
* 问候Jim。
* 告知年级将举办以“传承”为主题的毕业季活动，并点明日期。
* 正式邀请Jim参加。
* *(段落功能：活动背景+发出邀请)*
* *(信息分解方法：背景描述法引出活动，条理分解法明确邀请)*
* →核心话题词汇: `graduation event`, `themed "Heritage"`, `invite`, `join`
* **第二段: (活动内容 + 其他相关事项)**
* 具体介绍1-2项活动内容，围绕“传承”展开 (如：分享故事、才艺展示、制作纪念品等)。
* 说明其他相关信息，如活动具体时间段、地点。
* 特别提及希望Jim参加的原因 (如：分享他的文化视角，体验中国校园文化)。
* *(段落功能：邀请原因+具体事项)*
* *(信息分解方法：具体列举+描述法介绍活动，具体内容描述法补充细节和邀请Jim的特殊理由)*
* →核心话题词汇: `activities`, `sharing`, `performances`, `reflect`, `cultural perspective`, `take place`
* **第三段: (表达期待 + 请求回复)**
* 再次表达期待Jim的到来。
* 礼貌地请Jim在某个日期前告知是否能参加，以便统计人数或做安排。
* *(段落功能：回复要求/期待)*
* *(信息分解方法：经验、惯例引入法请求回复)*
* →核心话题词汇: `look forward to`, `let me know`, `able to come`, `arrangements`
**1.5 新课标主题语境与教材链接**
* **主题语境:** 人与社会 (Society and Relationships)
* **子主题群:** 2.3 历史社会与文化 (History, Society, and Culture)
* **具体子话题:** 2.36 不同民族文化习俗与传统节日 (Cultural customs and traditional festivals of different nations)。毕业季的“传承”活动本身就是一种校园文化的体现和延续，邀请交换生Jim参与，更增添了跨文化交流与理解的元素，与此子话题高度契合。
* **教材链接:** **人教B3U1 Festivals and Celebrations**
* 课文 *WHY DO WE CELEBRATE FESTIVALS* 探讨了节日的意义、传统及其社会文化价值，与“传承”主题紧密相关。
* 课文 *MY AMAZING NAADAM EXPERIENCE* 通过具体节日体验展现文化传承，可为构思活动提供灵感。
* (备选关联：**人教XB2U2 Bridging Cultures**，因涉及邀请交换生，有跨文化交流的内涵。)
**维度四：核心英文话题词汇 (CSE4 & B1-B2 Level)**
**单词 (Words):**
1. **heritage** (n. 遗产；传统)
2. **tradition** (n. 传统，惯例)
3. **graduation** (n. 毕业)
4. **event** (n. 活动；事件)
5. **celebration** (n. 庆祝，庆典)
6. **invite** (v. 邀请)
7. **join** (v.参加；加入)
8. **share** (v. 分享)
9. **reflect** (v. 反思；反映)
10. **culture** (n. 文化)
**短语 (Phrases):**
1. **take place** (发生；举行)
2. **themed "Heritage"** (以“传承”为主题的)
3. **a variety of** (各种各样的)
4. **look forward to** (期待)
5. **pass on** (传递)
6. **carry forward** (发扬，推进)
7. **school life** (校园生活)
8. **exchange student** (交换生)
9. **cultural perspective** (文化视角)
10. **memorable occasion** (难忘的时刻/场合)
---
**任务二：打造并升级参考范文**
**第一步：打造参考范文**
Dear Jim,
I hope this email finds you well. Our senior grade **is organizing** a graduation **event themed "Heritage"** on June 18th, and I’d ***like to*** **sincerely invite** you to **join** us for this **special occasion**. (<em>背景交代+发出邀请，引出话题</em>) (<em>信息分解方法：背景描述法+条理分解法</em>)
The **event** ***will feature*** **a variety of activities**, such as students **sharing** personal stories connected to family **traditions** and a **workshop** where we can **experience** creating some local crafts. ***It’s designed to*** help us **reflect on** our school memories and the values we wish to **pass on**. It **will take place** in the school hall from 2 PM to 5 PM. Your **participation** and unique **cultural perspective** would be **truly valuable**. (<em>邀请原因+具体事项，介绍活动内容、时间地点，并强调邀请Jim的价值</em>) (<em>信息分解方法：具体列举+描述法+具体内容描述法+意义功能展望法</em>)
Please **let me know** by June 15th if you **are able to come**. We **are all looking forward to celebrating** this **memorable** day with you. (<em>回复要求/期待，表达期待并请求回复</em>) (<em>信息分解方法：经验、惯例引入法</em>)
Yours,
Li Hua
(110 words)
**第二步：满分范文升级**
Dear Jim,
I hope this email finds you well. Our senior grade **is arranging** a graduation **celebration**, **specially themed "Heritage,"** on June 18th, and I’d ***be delighted to*** **warmly welcome** you to this **significant gathering**. (<em>背景交代+发出邀请，引出话题</em>) (<em>信息分解方法：背景描述法+条理分解法</em>)
The **celebration** ***will offer*** **a range of engaging activities**, including **exchanging** anecdotes about family **heritage** and a **hands-on session** for traditional crafts. ***The aim is to*** encourage us to **look back on** our school experiences and the **principles** we aspire to **carry forward**. This **memorable event is scheduled** in the school hall from 2 PM to 5 PM. Your **involvement** and **distinct viewpoint** would **add considerable richness** to our **discussions**. (<em>邀请原因+具体事项，介绍活动内容、时间和地点，并强调邀请Jim的价值</em>) (<em>信息分解方法：具体列举+描述法+具体内容描述法+意义功能展望法</em>)
Could you **please inform me** by June 15th if you **can make it**? We **are all eagerly anticipating sharing** this **cherished occasion** with you. (<em>回复要求/期待，表达期待并请求回复</em>) (<em>信息分解方法：经验、惯例引入法</em>)
Yours,
Li Hua
(118 words)
---
**满分范文升级批注：**
**高级语法结构运用：**
1. **现在进行时表计划：** `is arranging` (第一段)
2. **过去分词作定语/状语：** `specially themed "Heritage"` (第一段), `scheduled` (第二段)
3. **动词不定式作目的状语或表语：** `to warmly welcome` (第一段), `to encourage us to look back on...` (第二段)
4. **V-ing形式作宾语/定语/状语：** `engaging activities`, `exchanging anecdotes`, `sharing this cherished occasion` (第二、三段)
5. **被动语态：** `is scheduled` (第二段)
6. **名词性从句（宾语从句）：** `if you can make it` (第三段)
7. **强调结构（通过副词）：** `specially themed` (第一段), `eagerly anticipating` (第三段)
8. **较为复杂的介词短语：** `about family heritage`, `for traditional crafts`, `to our discussions` (第二段)
**信息分解方式体现：**
1. **背景描述法：** 第一段清晰交代了毕业庆典的背景（时间、主题）。
2. **条理分解法：** 第一段直接点明邀请意图；第二段清晰划分活动内容、活动目的及其他事项。
3. **具体列举+描述法：** 第二段列举了“exchanging anecdotes about family heritage”和“a hands-on session for traditional crafts”作为核心活动，并进行了简要描述。
4. **具体内容描述法：** 第二段补充了活动的时间（2 PM to 5 PM）和地点（school hall），并阐述了邀请Jim的特殊原因（他的参与和独特视角会丰富讨论）。
5. **意义功能展望法：** 第二段点出了活动的核心目的——“encourage us to look back on our school experiences and the principles we aspire to carry forward”。
6. **经验、惯例引入法：** 第三段采用了礼貌且常见的请求回复方式（Could you please inform me by June 15th if you can make it?）。