<details style="color:gray;background-color: #f8f8f8;padding: 8px;border-radius: 4px;" open> <summary> Thinking... </summary>**Analyzing Task Parameters**
I'm currently assessing the assignment's scope. I've confirmed my role as a Chinese education expert. Now, I'm focusing on the "普通高中英语课程标准（2020修订版）" to ensure the marking scheme and model essay align with the standards. I'm feeling confident in creating a suitable plan.
**Validating Parameters & Structure**
I've thoroughly checked the assignment constraints, confirming my expertise in Chinese education. My simulated proficiency in the "普通高中英语课程标准（2020修订版）" and the "中国高考评价体系" allows me to create a relevant marking scheme and essay. I'm now structuring the response using the "新闻报道倒金字塔" model and have a framework in place. Confidence is increasing!
**Defining the Model Essay**
I've completed a thorough checklist to ensure I meet all assignment requirements. I can confirm I am ready to outline the framework for my model essay and marking scheme. I'm focusing on crafting a compelling introduction, main body, and conclusion for the essay. My goal is to use clear and concise language.
**Confirming Requirements Adherence**
I've completed a thorough checklist to confirm compliance with all assignment requirements. I can now confidently generate the framework for the model essay and the marking scheme. Specifically, I'm focusing on crafting a compelling introduction, main body, and conclusion for the essay. My goal is to use clear and concise language.
**Refining Task & Genre Details**
I've conducted a thorough checklist to confirm compliance with all assignment requirements. I can confidently generate the model essay framework and marking scheme. Specifically, I am refining the topic analysis and genre. The activity, "班级责任田," is a school-based initiative focusing on teamwork. I've considered linking it to various curriculum sub-themes and settled on an approach that balances the school community aspect with environmental awareness. I'm focusing on the "新闻报道倒金字塔" structure, ensuring a clear and concise presentation. I'm now fine-tuning the vocabulary difficulty, syntax, and cohesion.
**Finalizing the Model Essay**
I've completed my checklist and sandbox simulation, leaving me confident in structuring the model essay. I've chosen the "人与自我 -> 生活与学习 -> 个人、家庭、社区及学校生活" theme. I'll utilize the "新闻报道倒金字塔" structure, ensuring a clear and concise presentation. I'm focusing on crafting a compelling introduction, main body, and conclusion for the essay using precise language. The essay, structured across three paragraphs, will highlight the "班级责任田" activity's impact on students' lives and their involvement. The vocabulary difficulty and cohesion are refined for the target CSE grade. I'm ready to proceed with generating the model essay.
**Revising Topic Analysis**
My evaluation of the task's elements is ongoing. Having simulated the "普通高中英语课程标准（2020修订版）" and "中国高考评价体系," I've now completed a detailed checklist to ensure adherence to assignment requirements. I am actively refining the topic's analysis and genre. The "班级责任田" activity connects to "人与自我 -> 生活与学习 -> 个人、家庭、社区及学校生活," and also with teamwork and environmental aspects, which I've analyzed. I will utilize the "新闻报道倒金字塔" structure for a clear, concise essay that meets the needs of the target audience.
**Defining Key Themes**
I've determined the core themes for the model essay. The activity, "班级责任田," will be analyzed in the context of "人与自我" -> "生活与学习" -> "个人、家庭、社区及学校生活," and also within teamwork and environmental aspects. I'm building out a "新闻报道倒金字塔" essay. I'm ready to fine-tune the introduction.
**Outlining Essay & Standards**
I'm now formulating a detailed outline for the model essay and defining the assessment criteria for the marking scheme, ensuring alignment with the "普通高中英语课程标准（2020修订版）" and "中国高考评价体系." I'm using the "新闻报道倒金字塔" structure, paying particular attention to the "班级责任田" activity. My focus is on language accuracy and the school activity's impact.
**Developing Essay Frameworks**
I'm now integrating the analysis into the structure of my model essay. Focusing on the "新闻报道倒金字塔" format, I'm composing a compelling headline and lead paragraph. I'm leveraging the theme "人与社会" to articulate how the "班级责任田" activity functions within the school community.
**Defining the Activity's Focus**
Now, I'm focusing on the "班级责任田" activity. My analysis indicates its core theme as "人与社会" -> "社会服务与人际沟通" -> "公益事业与志愿服务." The activity connects to school and teamwork, presenting a school-based activity framed in the "新闻报道倒金字塔" format. The objective now is to ensure cohesion and accurate vocabulary for the target audience of the "校英文报," CSE4 and CEFR B1-B2.
**Developing the Outline**
I've completed my preliminary framework for the model essay, focusing on the "新闻报道倒金字塔" structure, and outlined key sections with vocabulary difficulty considerations for CSE4. My current task involves refining the introduction to capture the "班级责任田" activity's essence. I'm finalizing vocabulary and syntax to ensure clarity and coherence, aiming for B1/B1+ level CEFR.
**Formulating Essay Structure**
I've now refined the task analysis and genre for the model essay. Specifically, I am focusing on the "新闻报道倒金字塔" structure. I've also re-analyzed the topic and defined the structure, focusing on the core themes and ensuring that all constraints are followed. I'm building out a framework that includes the introduction, body, and conclusion. I'm aiming for clarity and precision in my language.
**Developing the Outline**
I've completed my preliminary framework for the model essay, focusing on the "新闻报道倒金字塔" structure, and outlined key sections with vocabulary difficulty considerations for CSE4. My current task involves refining the introduction to capture the "班级责任田" activity's essence. I'm finalizing vocabulary and syntax to ensure clarity and coherence, aiming for B1/B1+ level CEFR.
**Formulating Essay & Structure**
I'm now fully immersed in constructing the essay, having solidified the structure. The "新闻报道倒金字塔" format is my primary framework, and I'm ensuring it's clearly communicated in the model essay. I'm focusing on "人与自我" -> "生活与学习" -> "个人、家庭、社区及学校生活," and have prepared my outline, focusing on the "班级责任田" activity. The goal is to build a coherent essay that highlights both the activity and the benefits it brings.
I'm currently consolidating the framework and ensuring a clear narrative structure. The "新闻报道倒金字塔" format is my foundation. I am working on the lead paragraph, focusing on the 5W1H elements: what, when, who, where, and why of the "班级责任田" activity. My focus remains on ensuring B1-B1+ CEFR levels while catering to CSE4 vocabulary.
**Finalizing the Lead**
I'm now consolidating the framework and ensuring a clear narrative structure. The "新闻报道倒金字塔" format is my foundation. I am working on the lead paragraph, focusing on the 5W1H elements: what, when, who, where, and why of the "班级责任田" activity. My focus remains on ensuring B1-B1+ CEFR levels while catering to CSE4 vocabulary.
**Crafting a Concise Outline**
I'm now integrating the task's facets into a structured framework. The "新闻报道倒金字塔" is the backbone. I'm focusing on "人与自我 -> 生活与学习 -> 个人、家庭、社区及学校生活" with "班级责任田." Key elements will include an engaging lead, activity details, and student reactions. My goal is to use clear language and meet the CSE4 grade.
</details>
好的，阅卷专家来为您审题并打造这篇新闻报道。
**第一步：审题列提纲**
**1.1 文体格式结构→**新闻报道 (News Report)。
* **格式结构**：遵循“倒金字塔”结构：标题 (Headline) → 导语 (Lead: 5W1H) → 主体 (Body: 详细阐述活动内容和反响) → 结语 (Conclusion: 简要总结或展望)。
* **语言风格**：客观、简洁、信息准确。作为校报报道，可以略带积极色彩。
* **人称**：主要使用第三人称进行客观报道。在引述“活动反响”时，可能会间接或直接引用学生的感受，但整体报道以“本校” (our school) 和学生为主体。
* **时态**：
* 导语和描述上周五发生的活动内容：主要使用一般过去时 (Simple Past Tense)。
* 描述活动反响（如学生现在的感受或学到的东西的影响）：可以使用现在时 (Simple Present Tense) 或现在完成时 (Present Perfect Tense)。
* 结语：可能使用现在时或将来时。
**1.2 新课标主题语境→** 人与自我 (Man and Self) → **主题群1.1 生活与学习** (Life and Learning) → **子话题 1.11 个人、家庭、社区及学校生活** (Personal, family, community and school life)，侧重于学校组织的实践活动及其对学生成长的积极影响。
→ **教材链接**：人教版必修一 Unit 1 Teenage Life 中的 *THE FRESHMAN CHALLENGE* (该文探讨了高中新生面临的挑战与机遇，包括参与课外活动对个人发展的重要性，与“班级责任田”这类提升实践能力和责任感的校园活动主旨相契合)。
**1.3 信息提取**
**1.31 核心信息 (Direct Information Points)：**
* **事件 (What):** “班级责任田”种植活动 (Class Responsibility Field planting activity)。
* **时间 (When):** 上周五 (Last Friday)。
* **地点 (Where):** 在学校内 (At our school)。
* **参与者 (Who):** 学校学生 (students of our school)。
* **报道者身份 (Reporter):** 李华，校学生会宣传部成员 (Li Hua, a member of the Student Union's Publicity Department)。
* **发表媒体 (Publication):** 校英文报 (school English newspaper)。
* **报道内容要求 (Content Requirements):** (1) 活动内容 (Activity content); (2) 活动反响 (Activity reactions/feedback)。
**1.32 隐藏信息 (Inferred Information / Background Information)：**
* **活动目的 (Purpose of the activity):** 培养学生的责任感、团队合作精神、劳动技能，亲近自然，美化校园环境。
* **“责任田”性质 (Nature of "Responsibility Field"):** 每个班级分配到一块土地进行耕种和管理。
* **活动具体流程 (Possible activity process):** 分发工具、领取种子/树苗、老师指导、学生分工合作（翻地、播种、浇水等）。
* **“反响”的具体体现 (Manifestations of "reactions"):** 学生们感到快乐、有成就感，学到了新知识/技能，增进了友谊，对劳动和自然有了新的认识。
* **宣传部的角色 (Role of Publicity Department):** 通过报道传递校园正能量，展示学生活动风采。
**1.4 对1.3中信息整合优化：**
本次报道旨在向全校师生介绍上周五举行的“班级责任田”种植活动。报道将首先简述活动概况，接着详细描述学生们参与种植的过程和具体内容，最后重点呈现活动后收集到的积极反响，如学生们在责任感、团队协作及亲近自然等方面获得的体验和感悟。
**文章结构为：**
1. **标题 (Headline):** 点明主题，简洁吸引人。
2. **导语 (Lead):** 一句话概括新闻核心要素 (Who, What, When, Where, Why/How)。
3. **主体段1 (Body Paragraph 1 - 活动内容):** 详细描述种植活动的过程、学生如何参与、种植了什么等。
4. **主体段2 (Body Paragraph 2 - 活动反响):** 阐述学生们对活动的感受、评价以及从中获得的益处。
5. **结语 (Conclusion):** 简要总结活动的意义或对未来的积极展望。
**1.5 布局谋篇**
**第一段 (导语 - Lead Paragraph):**
*(功能：概括核心新闻要素，引出下文。信息分解方法：背景描述法，简述事件)*
→ **话题词汇:** planting activity, launched, last Friday, engage in, hands-on
**示例1→** **Our school** **successfully launched** an engaging “Class Responsibility Field” planting activity **last Friday**, **inviting** students to connect with nature. (*一般过去时被动语态+现在分词作伴随状语，背景描述法；翻译→ 我校于上周五成功发起了一项引人入胜的“班级责任田”种植活动，邀请同学们亲近自然。*)
**示例2→** **Last Friday**, students **enthusiastically participated in** the "Class Responsibility Field" initiative, **transforming** a designated area into a vibrant green space. (*过去时主动语态+现在分词作结果状语，具体内容描述法；翻译→ 上周五，同学们热情地参与了“班级责任田”活动，将指定区域变成了一片生机勃勃的绿色空间。*)
**示例3→** A **memorable** "Class Responsibility Field" planting event **took place** at our school last Friday, **aimed at fostering** students' sense of responsibility and teamwork. (*一般过去时+过去分词作目的状语，意义功能展望法；翻译→ 上周五，我校举办了一场令人难忘的“班级责任田”种植活动，旨在培养学生的责任感和团队合作精神。*)
**第二段 (主体 - Body Paragraph 1: 活动内容):**
*(功能：详细描述活动过程和细节。信息分解方法：具体内容描述法、条理分解法)*
→ **话题词汇:** equipped with, tools, saplings, seeds, teamwork, guidance
**示例1→** **Equipped with** small shovels and watering cans, students **worked in teams** to **dig holes**, **plant saplings**, and **sow vegetable seeds** under the patient **guidance** of their teachers. (*过去分词作状语+不定式表目的+并列结构，条理分解法；翻译→ 配备着小铲子和水壶，同学们在老师们的耐心指导下，分组合作，挖坑、植树苗、播撒蔬菜种子。*)
**示例2→** The activity **saw** students **actively involved in** every step, from **preparing the soil** and **carefully placing** young plants to **watering them with great hope**. (*see sb doing sth 结构+动名词并列，具体内容描述法；翻译→ 活动中，同学们积极参与每一个环节，从整理土壤、小心翼翼地放置幼苗，到满怀希望地给它们浇水。*)
**示例3→** **Throughout the afternoon**, cheerful voices and the sounds of digging **filled the air** as classes **collaborated** to bring their assigned plots to life with a variety of greenery. (*介词短语时间状语+主谓倒装趋势+动词运用生动，背景描述法；翻译→ 整个下午，欢声笑语和挖土的声音充满了空气，各个班级通力合作，用各种绿色植物使他们分配的责任田焕发生机。*)
**第三段 (主体 - Body Paragraph 2: 活动反响):**
*(功能：阐述活动的积极影响和学生的感受。信息分解方法：具体列举+描述法、意义功能展望法)*
→ **话题词汇:** rewarding, sense of achievement, cooperation, appreciate, labor
**示例1→** The feedback **has been overwhelmingly positive**, with many students **expressing** that the activity was not only **fun** but also **incredibly rewarding**, **instilling in them** a **deep sense of achievement**. (*现在完成时+现在分词作伴随状语+not only...but also...结构，具体列举+描述法；翻译→ 活动的反响非常积极，许多学生表示，这个活动不仅有趣，而且非常有益，给他们带来了强烈的成就感。*)
**示例2→** Students **reported learning** the importance of **teamwork** and **patience**, and many **developed a newfound appreciation** for nature and the hard work involved in growing things. (*动名词作宾语+并列谓语，意义功能展望法；翻译→ 同学们表示学到了团队合作和耐心的重要性，许多人对自然以及种植的辛勤劳动产生了新的认识。*)
**示例3→** **Beyond the joy of planting**, the event **cultivated** a stronger sense of community and **highlighted** the satisfaction derived from **hands-on labor** and **contributing to** the school environment. (*介词短语引导+并列谓语+动名词短语，意义功能展望法；翻译→ 除了种植的乐趣，这次活动还培养了更强的社区意识，并突显了参与体力劳动和为学校环境做贡献所带来的满足感。*)
**第四段 (结语 - Conclusion Paragraph):**
*(功能：总结活动意义，展望未来。信息分解方法：总结归纳法)*
→ **话题词汇:** successful, valuable experience, look forward to, greener campus
**示例1→** Overall, the "Class Responsibility Field" activity **proved to be** a **resounding success**, **offering** students a **valuable hands-on experience**. (*prove to be结构+现在分词作结果状语，总结归纳法；翻译→ 总而言之，“班级责任田”活动被证明是一次巨大的成功，为学生们提供了宝贵的实践经验。*)
**示例2→** This initiative **has undoubtedly enriched** campus life, and students are already **looking forward to nurturing** their plots and enjoying a **greener campus**. (*现在完成时+展望，总结归纳法；翻译→ 毫无疑问，这项活动丰富了校园生活，同学们已经开始期待照料他们的责任田，享受更绿色的校园。*)
**示例3→** The school **hopes** that this planting activity will **inspire** more students to **cherish nature** and **actively participate in** collective endeavors. (*宾语从句+动词不定式，意义功能展望法；翻译→ 学校希望这次种植活动能激励更多学生珍惜自然，积极参与集体活动。*)
**维度四：核心英文话题词汇**
**单词 (Words):**
1. **Planting** (n. 种植)
2. **Activity** (n. 活动)
3. **Responsibility** (n. 责任)
4. **Engage** (v. 参与；从事)
5. **Guidance** (n. 指导)
6. **Teamwork** (n. 团队合作)
7. **Rewarding** (adj. 有益的；值得的)
8. **Feedback** (n. 反馈)
9. **Appreciate** (v. 欣赏；理解；感激)
10. **Cultivate** (v. 培养；耕作)
**短语 (Phrases):**
1. **Last Friday** (上周五)
2. **Take place** (发生；举行)
3. **Equipped with** (配备有)
4. **Work in teams** (分组合作)
5. **Sense of achievement** (成就感)
6. **Hands-on experience** (实践经验)
7. **Look forward to** (期待)
8. **Connect with nature** (亲近自然)
9. **Care for** (照料)
10. **Contribute to** (为……做贡献)
---
**任务二：打造并升级参考范文**
**第一步：打造参考范文**
(遵循三段式框架，总词数约110词，CSE4/B1-B1+难度)
**Headline: Students Cultivate Green Thumbs in "Class Responsibility Field"**
Our school **successfully launched** an engaging “Class Responsibility Field” planting activity last Friday, **inviting** students to connect with nature and learn practical skills. (第一段：导语 - 概括新闻核心要素，引出下文。背景描述法)
**Throughout the afternoon**, students, **equipped with** tools and **full of enthusiasm**, **worked diligently in teams**. Under the **guidance** of teachers, they **carefully planted** various saplings and vegetable seeds in their assigned plots. The air **was filled with** cheerful chatter and a shared sense of purpose. The feedback **has been overwhelmingly positive**; many found it a **rewarding** experience, **fostering** teamwork and a **deep appreciation** for labor and nature. (第二段：主体 - 描述活动内容与反响，词数占比超过50%。具体内容描述法 + 具体列举+描述法)
This initiative **has undoubtedly enriched** campus life, and everyone is **eagerly looking forward to** seeing these small plots flourish and **contribute to** a greener school environment. (第三段：结语 - 总结活动意义，展望未来。总结归纳法)
*(118 words | 预估蓝思值: 850L-950L | CEFR: B1/B1+ | 话题词汇密度较高)*
**第二步：满分范文升级**
(在第一步基础上替换约30%词汇和句式，增强表达，严格控制词汇难度和词数)
**Headline: Campus Blooms: "Class Responsibility Field" Sparks Joy and Learning**
Our school **orchestrated** a vibrant “Class Responsibility Field” planting event last Friday, **enabling** students to **immerse themselves in** nature and acquire hands-on skills. (第一段：导语 - 背景交代与过渡，采用更生动的动词。背景描述法)
The afternoon **buzzed with activity** as students, **armed with** gardening tools and **brimming with excitement**, **collaborated effectively in groups**. With teachers **offering expert advice**, they **meticulously sowed** a variety of seeds and **planted young saplings**. A palpable sense of camaraderie and shared accomplishment **pervaded the atmosphere**. The response **has been exceptionally favorable**; participants described it as a **fulfilling** endeavor that **bolstered** cooperation and instilled a **profound respect** for the natural world and diligent work. (第二段：主体 - 核心要点信息分解，运用更精确的词汇和更丰富的表达。具体内容描述法 + 具体列举+描述法)
This **meaningful project has significantly enhanced** our school community, with all **anticipating** the growth in their plots and the beauty of an even **more verdant campus**. (第三段：结语 - 归纳总结，词汇升级。总结归纳法)
*(119 words)*
**批注 (Annotations for Upgraded Model Essay):**
* **高级语法结构运用：**
* 现在分词作伴随状语 (e.g., enabling students to..., brimming with excitement)
* 过去分词作定语 (e.g., assigned plots - implied in context of responsibility field)
* 动名词作宾语 (e.g., anticipating the growth)
* 宾语补足语 (e.g., found it a fulfilling endeavor)
* 被动语态的灵活运用 (e.g., The afternoon buzzed with activity - implied passive sense of being filled with)
* 介词短语的丰富使用 (e.g., with teachers offering..., with all anticipating...)
* **信息分解方式：**
* **第一段 (导语):** 背景描述法 (描述活动的基本情况和目的)。
* **第二段 (主体):**
* 活动内容部分: 具体内容描述法 (描述学生使用的工具、种植的种类、合作方式)；条理分解法 (隐含了种植的步骤：准备、种植)。
* 活动反响部分: 具体列举+描述法 (列举学生的积极感受如“fulfilling”, “bolstered cooperation”, “profound respect”)；意义功能展望法 (活动带来的团队合作增强和对自然尊重加深)。
* **第三段 (结语):** 总结归纳法 (总结活动的积极影响并展望未来)。
* **词汇和句式升级亮点 (对比第一稿)：**
* `launched` → `orchestrated` (更显精心策划)
* `inviting students to connect with nature` → `enabling students to immerse themselves in nature` (更具沉浸感)
* `equipped with tools` → `armed with gardening tools` (更形象)
* `full of enthusiasm` → `brimming with excitement` (更强烈的情感)
* `worked diligently in teams` → `collaborated effectively in groups` (更强调效果)
* `guidance of teachers` → `teachers offering expert advice` (更具体)
* `carefully planted` → `meticulously sowed ... and planted` (更细致)
* `air was filled with` → `afternoon buzzed with activity`; `A palpable sense of camaraderie ... pervaded the atmosphere` (表达更生动、高级)
* `overwhelmingly positive` → `exceptionally favorable`
* `rewarding experience` → `fulfilling endeavor` (词义更丰富)
* `fostering teamwork` → `bolstered cooperation` (更强调增强)
* `deep appreciation` → `profound respect`
* `undoubtedly enriched` → `meaningful project has significantly enhanced`
* `eagerly looking forward to` → `all anticipating`
* `greener school environment` → `even more verdant campus` (词汇更书面化)