靈活地寫(xiě)后置定語(yǔ)介詞短語(yǔ)分詞短語(yǔ)，用介詞不用動(dòng)詞將句子寫(xiě)的更加緊湊，舉例如下此句中的短語(yǔ)無(wú)實(shí)義所以為錯(cuò)誤句子，主語(yǔ)之后不要每句都是馬上接謂語(yǔ)應(yīng)適當(dāng)加入修飾語(yǔ)，避免歧義有許多結(jié)構(gòu)但這里特指分詞短語(yǔ)及并列
句子表達(dá)技巧
句子表達(dá)
以下是總結(jié)出來(lái)的在寫(xiě)英文作文時(shí)寫(xiě)好句子的重要原則。熟練掌握這些原則并能應(yīng)用自如，你的英文寫(xiě)作水平將會(huì)有一個(gè)很大的提高！
1.寫(xiě)文章時(shí)不是一句中文對(duì)應(yīng)一句英文，而可能是幾句中文對(duì)應(yīng)一句英文。例1.Itshowswhythestudyofconflictissoimportanttoallofus,probeshoweachofushasapersonalhistorythataffectsourconflictchoices,bringsnegativeandpositiveviewsofconflictintofocus,andshowshowourmetaphorsforconflictimpactus.
例2.Argumentationisthecommunicativeproceofadvancing,supporting,criticizing,andmodifyingclaimssothatappropriatedecisionmakers,definedbyrelevantspheres,maygrantordenyadherence.
2.句子結(jié)構(gòu)特點(diǎn)：中文重點(diǎn)后置，英文重點(diǎn)前置。
例1.Apersonwhoagreestoserveasmediatorbetweentwowarringfactionsattherequestofbothabandonsbysoagreeingtherightlatertotakesides.
3.主語(yǔ)之后，不要每句都是馬上接謂語(yǔ)，應(yīng)適當(dāng)加入修飾語(yǔ)。
例1.Yourpersonalhistory,suchasyourfamilyoforiginandotherinfluences,makesadifferenceinhowyourespondtoconflict.
例2.Perceptionsaboutconflict,whetheritisanactivitytobeavoidedorsoughtoutandwhetheritisanegativeorpositiveactivity,developoverone’slifetime.
例3.Theobjectiveofargumentation,asClaimPerelmanandL.Olbrechts-Tytecahavenoted,istogainadherence,whichistheinformedsupportofothers.
例4.Thetermissue,asfrequentlyusedinoursociety,canbeconfusedwiththetermclaim.
例5TheManagementFocusonBordenprovidesanexampleofanorganizationthat,byfailingtotakeadvantageofitsdistinctivecompetencies,hasexperiencedpooroperatingresults.
例6Thisbook’sdualperspective,itsshiftingbetweentheroleofpersuaderandpersuadee,isalsodesignedtoplaceethicalquestionsinpersuasionfrontandcenter.
4、中文的動(dòng)詞點(diǎn)可能對(duì)應(yīng)英文的介詞。
例1AnensemblethatperformsIinaconcertinwhichtheotherperformsOis
5、靈活地寫(xiě)后置定語(yǔ)（介詞短語(yǔ)、分詞短語(yǔ)）。
例1.Anargument,inourusage,isasingleunitofargumentationcomprisingaclaimanditssupport.
例2.Theideaofargumentationfunctioninginacompetitiveforumwherethedesiretowinmightovercomethebestanswerhasalwaysbeentroubling.
例3.Theprimaryreasonforuncertaintyinargumentationstemsfromthefactthatdecision-makinginvariablycommitsyounowtoactionstobecarriedoutinthefuture.
例4.Managementistheproceundertakenbyoneormoreindividualstocoordinatetheactivitiesofothertoachieveresultsnotachievablebyonindividualactingalone.例5.Anissueistheclashoftwoopposingclaimsstatedasaquestion.
例6.Thesecondstepinadjustingyourargumentationtothesphereistosurveytheworkofcontemporarydecisionmaker.
例7.Asyouwouldexpect,yourfiltersbasedonyourculturewillimpingeonhowyouinterpretothers.
例8.Actionsinemployeerelations,benefits,andsatisfactionwithworkcanincludeprovidingbenefitsthataccommodateimportantbutunfulfilledemployeeneedssuchasprovidinganonsidedaycarefacilityforparentemployees.
例9.Managementistheproceundertakenbyoneormoreindividualstocoordinatetheactivitiesofothertoachieveresultsnotachievablebyonindividualactingalone.例10.Theoverridingmanagerialresponsibilityistointegratethethreefunctionsintoacoherentthelevelsofperformanceexpectedbytheindividualsandgroupsthatsustainit.
例11.Theremainingchaptersofpart2elaborateontheprinciplescoactivepersuasionintroducedinChapter4.
例12.Second,argumentationisadistinctdimensionofpersuasioninthatittendstobeusedinthosesituationsinwhichpeoplewanttomakewisedecisions,andthestrategiesusedinargumentationtenttobedifferentfromotherforumsofpersuasion.
6、一句話要寫(xiě)得起伏跌宕。
1）…,however,…轉(zhuǎn)折連詞放在主語(yǔ)和謂語(yǔ)的中間。
例1Thereare,however,otherdecisionmakerswhocanmakeadifference.
例2Whatisimportant,however,isthattheneedfornon-programmeddecisionsbeproperlyidentified.
例3Inwell-managedorganizations,therefore,adirectrelationshipexistsbetweenstrategicplanningandtheplanningdonebymanagersatalllevels.
例4Itmaybemisleading,infact,todistinguishbetweenimaginedandactualinteractions.
2)寫(xiě)插入語(yǔ)。
a.主謂插入結(jié)構(gòu)…,Ithink,…
例1TheagreementsarefairandIthinkinthebestinterestsofbothnations.b.條件插入結(jié)構(gòu)…,ifnecessary,…
…,ifany,…
例1Executivesummary,theportionofaresearchreportthatexplainwhytheresearchwasdone,whatwasfoundandwhataction,managementshouldundertake.
c.用句子插入表達(dá)…,itishoped,…
…,butnotthelast,…
例1Theuseofgravitywaves,whichdonotinteractwithmatterinthewayelectromagneticwavesdo,will,itishoped,enableastronomerstostudytheactualformationofblackholesandneutronstars.
3）動(dòng)詞（包括謂語(yǔ)、非謂語(yǔ)）的修飾。如：人口急劇增多，increasedramatically…
例1Decisionmakersvarygreatlyintheirpropensityfortakingrisks:theoptimisticdecisionmakertakesrisksbyassumingthattheoutcomewillalwaysbefavorable.
4）句子變化。
a.倒裝（為了強(qiáng)調(diào)），要求掌握否定詞前置的這種倒裝
例1Notallclaimsresultinissues,butanyclaim(policy,fact,orvalue)maybecome
anissue.
例2Clearly,notallcommunicationisargumentative.
b.用雙重否定寫(xiě)陳述句
例1Thereisnooneherebutwishesyouwell.
c.寫(xiě)一些反義疑問(wèn)句
例子（略）
7.短語(yǔ)修飾。
在英文表達(dá)中對(duì)一個(gè)詞進(jìn)行多重修飾（多級(jí)定語(yǔ)結(jié)構(gòu)）。
例1Theengineermathematicalandnaturalsciencesgainedbytodevelopwaystoutilize,economically,thematerialsandforcesofnatureforthebenefitofmankind.
8.比較與省略。
例1Moreover,therationaleforHerbert’semphasisonthesocialandpoliticalrealitiesthatimpressionistpaintingscanbesaidtocommunicateratherthanontheirstyleisfinallyunderminedbywhatevenHerbertconcedeswasthefailureofImpressionistpainterstoserveasparticularlyconscientiousillustratorsoftheirsocialmilieu.
9.用介詞不用動(dòng)詞，將句子寫(xiě)的更加緊湊。
例1Inadditiontostrengtheningtheoriginalcommitmenttoanaudiencecenteredapproachtoargumentationwehavealsotried,throughout,toemphasizethecooperativenatureofargumentation.
10.現(xiàn)代英語(yǔ)應(yīng)用的4個(gè)原則。
1）并列：句子盡量對(duì)應(yīng)和工整。
例1Becausetheunderinflationoftirescanwasteuptofivepercentofacar’sfuelbyincreasingcar-roadfriction,carownerscansubstantiallyboosttheirvehicles’fuelefficiencybyproperlyinflatingthetires.
2）平衡：不可以頭重腳輕，但頭輕腳重可以，最好盡可能對(duì)稱。
例1ThateducatorshavenotanticipatedtheimpactofmicrocomputertechnologycandidnotevenmentionmicrocomputersinFutureShock,publishedin1970.[此為錯(cuò)誤例句]
例2ItcanhardlybesaidthateducatorsareatfaultfornotanticipatingtheimpactofdidnotevenmentionmicrocomputersinFutureShock,publishedin1970.[此為正確例句]
3）避免歧義：有許多結(jié)構(gòu)，但這里特指分詞短語(yǔ)及并列。
例1Unlikethoseinmostwarblerspecies,themaleandfemaleblue-wingedwarblersareverydifficulttodistinguish.[此為錯(cuò)誤例句]
例2Blue-wingedwarblersareunlikemostspeciesofwarblerinthatitisverydifficulttotellthemaleandthefemaleapart.[此為正確例句]
4）實(shí)義性：短語(yǔ)不可以無(wú)實(shí)義。
a.Although………for……[此為錯(cuò)誤例句]
b.Although…………..[此為正確例句]
舉例如下：canhardlybesaidthatisthefaultofeducatorswhohavenotanticipatedtheimpactofmicrocomputertechnology:AlvinToffler,oneofthemostprominentstudentsofthefuture,didnotevenmentionmicrocomputersinFutureShock,publishedin1970.（此句中的短語(yǔ)無(wú)實(shí)義，所以為錯(cuò)誤句子）
b.介詞短語(yǔ)的實(shí)義性。舉例如下：
Theproposedhealthcarebillwouldincreasegovernmentregulationofhealthinsurance,forestablishingstandardsthatwouldguaranteewideraccetopeoplewithpasthealthproblemsandtoworkerswhoarechangingjobsandotherwisecouldbeuncoveredformonths.（錯(cuò)誤例句）
Theproposedhealthcarebillwouldincreasegovernmentregulationofhealthinsuranceforestablishingstandardsthatwouldguaranteewideraccetopeoplewithpasthealthproblemsandtoworkerswhoarechangingjobsandotherwisecouldbeuncoveredformonths.（正確例句）
高考書(shū)面表達(dá)之句子寫(xiě)作技巧
高考書(shū)面表達(dá)之句子寫(xiě)作技巧
如何寫(xiě)好簡(jiǎn)單句
當(dāng)一個(gè)句子只包含一個(gè)主謂結(jié)構(gòu)時(shí)稱為簡(jiǎn)單句。句子的兩個(gè)主要組成部分是主語(yǔ)和謂語(yǔ)，而謂語(yǔ)都是由動(dòng)詞構(gòu)成的。因此，動(dòng)詞在句子中起著極其重要的作用。在英語(yǔ)中，各類動(dòng)詞后有不同的結(jié)構(gòu)，從而構(gòu)成不同的句型，抓住動(dòng)詞及它們引起的各種句型，就會(huì)對(duì)英語(yǔ)句子有一個(gè)總的概念。
簡(jiǎn)單句大體上可以分為下面五種類型：
1.主語(yǔ)+不及物動(dòng)詞
Thelittlebabysmiled.嬰兒笑了。
2.主語(yǔ)+及物動(dòng)詞+賓語(yǔ)
LilyknowsFrench.莉莉懂法語(yǔ)。
Everybodylaughedatthatuglyboy.每個(gè)人都嘲笑那個(gè)丑陋的男孩。
3.主語(yǔ)+及物動(dòng)詞+間接賓語(yǔ)+直接賓語(yǔ)
Mygrandmothertoldmeastory.我的奶奶給我講了一個(gè)故事。
Myuncleboughtanewcomputerforme.我的叔叔給我買了一臺(tái)新電腦。
4.主語(yǔ)+系動(dòng)詞+表語(yǔ)
Thefoodis(tastes)verydelicious.食物嘗起來(lái)非常美味。
5.主語(yǔ)+及物動(dòng)詞+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)
Thenewsmadeussurprised.這消息使我們很吃驚。
MiWangtoldmenottobediscouraged.王女士告訴我別氣餒。
即時(shí)練習(xí)——連詞成句
1.at,red,face,news,her,turned,the
2.we,bus,catch,soasto,got,first,up,the,early
3.a,made,she,dress,beautiful,me
4.first,my,made,homework,me,do,mymother
5.found,with,family,to,it,your,very,I,pleasant,be
簡(jiǎn)單句型的高級(jí)形式
簡(jiǎn)單句其實(shí)也可以不簡(jiǎn)單，若將簡(jiǎn)單句與非謂語(yǔ)動(dòng)詞短語(yǔ)、形容詞短語(yǔ)、同位語(yǔ)、獨(dú)立主格結(jié)構(gòu)等巧妙結(jié)合在一起，不但可以表達(dá)更豐富的內(nèi)容，而且可以使句子變得更精彩，充分顯示你的英語(yǔ)表達(dá)實(shí)力。
1.同位語(yǔ)：
Iwanttohaveapenfriend,hopefullyagirlinherearlytwentiesandwithinterestssimilartomine.
我想有一個(gè)筆友，希望是一個(gè)二十出頭且興趣相投的女孩子。
（同位語(yǔ)中又有兩個(gè)并列的介詞短語(yǔ)修飾）
2.形容詞短語(yǔ)：
BorninAmerica,ThomasEdisonwasagreatscientistandinventor.
出生于美國(guó)的托馬斯·愛(ài)迪生是一個(gè)偉大的科學(xué)家和發(fā)明家。
3.不定式短語(yǔ)：
Inordertostudywell，weneedtodosports...
為了學(xué)習(xí)好，我們需要體育運(yùn)動(dòng)……
4.現(xiàn)在分詞短語(yǔ)：
Inthispicture,amotherbirdstaysinhernestinabigtree,watchingherbabiesflyingaway.
在這幅圖中，一個(gè)鳥(niǎo)媽媽呆在一棵大樹(shù)的鳥(niǎo)巢里，觀看她的鳥(niǎo)仔飛走。
5.過(guò)去分詞短語(yǔ)：
Comparedwithlettersandpublicphones,mobilephonesandtheInternetarefasterandmuchmoreconvenient.
與信件和公用電話相比，手機(jī)和網(wǎng)絡(luò)更快也更方便。
6.介詞短語(yǔ)：
Insteadofgivingusanswerimmediately，heencouragesustothinkbyourselves.他鼓勵(lì)我們獨(dú)立思考，而不是馬上告訴我們答案。
即時(shí)練習(xí)——按括號(hào)中的提示翻譯下列句子
1.我是李華，四川的一個(gè)學(xué)生。（同位語(yǔ)）
2.與其他老師相比，摩爾先生更注意教學(xué)方法。（用過(guò)去分詞短語(yǔ)）
3.北京動(dòng)物園，建于1906年，有100多年的歷史了。（用過(guò)去分詞短語(yǔ)）
4.李華在公共汽車站等601路公交車去上學(xué)。（現(xiàn)在分詞短語(yǔ)）
5.我們學(xué)生應(yīng)當(dāng)通過(guò)努力學(xué)習(xí)而不是考試作弊來(lái)試圖獲得好成績(jī)。（介詞短語(yǔ)）
簡(jiǎn)單句的擴(kuò)展
句子的擴(kuò)展，就是在名詞前后加上前置或后置定語(yǔ)，在動(dòng)詞、形容詞或者副詞
前后加上適當(dāng)?shù)臓?/p>
語(yǔ)，或增加修飾整個(gè)句子的狀語(yǔ)，等等，其目的是使結(jié)構(gòu)形式更飽滿、內(nèi)容表達(dá)更加清楚、語(yǔ)言表達(dá)更生動(dòng)。
【例1】對(duì)Themanwasfamous.（主語(yǔ)+系動(dòng)詞+表語(yǔ)）一句進(jìn)行擴(kuò)展，可得到以下一些句子：
a.ThemannamedMikewasafamousstudent.
(劃線部分為定語(yǔ))
b.Attheageofseventeen,themanwasveryfamousbecauseofbeinggoodatplayingthepiano.
(劃線部分為狀語(yǔ))
【例2】對(duì)Thestudentjumped.（主語(yǔ)+謂語(yǔ)）一句進(jìn)行擴(kuò)展，可得到以下一些句子：a.Thenaughtystudentjumped.（劃線部分為定語(yǔ)）
b.Hearingthegoodnews,thenaughtystudentinclajumpedwithjoywithoutanyhesitation.
（劃線部分為狀語(yǔ)）
【例3】對(duì)ChinesearemakingChinamorepowerful.（主語(yǔ)+謂語(yǔ)+賓語(yǔ)+賓補(bǔ)）一句進(jìn)行擴(kuò)展，可得到以下一些句子：
a.Hard-workingandopen-mindedChinesearemakingChinafullofresourcesmorepowerful.
（劃線部分為定語(yǔ)）
b.Withtimegoingon,hard-workingandopen-mindedChinesearemakingfullofresourcesmorepowerfulthanbeforeasexpected.
（劃線部分為狀語(yǔ)）
即時(shí)練習(xí)——按要求對(duì)下列句子進(jìn)行擴(kuò)展
1.Studentsbuybooks.（至少要含非謂語(yǔ)、介詞短語(yǔ)和從句等作定語(yǔ)）
2.Studentswork.（至少要含非謂語(yǔ)、介詞短語(yǔ)和從句等作狀語(yǔ)）
3.Themangavemeapen.（至少含一個(gè)不定式短語(yǔ)，一個(gè)現(xiàn)在分詞短語(yǔ)）
簡(jiǎn)單句合并成并列句或復(fù)合句
有時(shí)為了使句子的連貫性更強(qiáng)，表達(dá)更為貼切、自然，我們?cè)趦蓚�(gè)或者多個(gè)簡(jiǎn)單句之間加上and,
but,or（或者，否則），for（因?yàn)椋�，while（而，卻），when（就在這個(gè)時(shí)候）等并列連詞，就成為并列復(fù)合句。如：
1.Theywerehappy.Theydeservedtheirhappiness.
→Theywerehappyandtheydeservedtheirhappiness.
2.Youmusthurry.You’llmitheplane.
→Youmusthurryoryou’llmitheplane.
3.Honeyissweet.Thebeestings.
→Honeyissweet,butthebeestings.
在兩個(gè)或者多個(gè)簡(jiǎn)單句之間加上when,after,as,because,where,which,who等從屬連詞，可以使簡(jiǎn)單句變成復(fù)合句，從而擴(kuò)展成高級(jí)句子。如：
1.Iforgottoposttheletter.Iwroteityesterday.（改為含定語(yǔ)從句的復(fù)合句）→IforgottoposttheletterwhichIwroteyesterday.
2.Hemissedthefirstbus.Hecametoschoollate.（改為含狀語(yǔ)從句的復(fù)合句）→Becausehemissedthefirstbus,hecametoschoollate.
→Hemissedthefirstbus,sohecametoschoollate.
即時(shí)練習(xí)——按要求對(duì)下列句子進(jìn)行擴(kuò)展
1.Hewastired.Hewenttobed.（合并成一個(gè)并列句）
2.Ourteachermustbeathome.Thedoorisopen.（合并成一個(gè)并列句）
3.Theywereintruthsisters.Itwasclear.（改為含名詞性從句的復(fù)合句）
基礎(chǔ)寫(xiě)作專題一（學(xué)校生活）資料另附
經(jīng)典句子背誦：
http://www.lookme-vision.com paredwiththeeducationathome,educationinforeigncountriespaysmoreattentiontocultivatingthestudents’abilityandoffer’betterstudyingconditions.
2.Thestudentswillhavetospendalotoftimeandenergygettingusedtotheirnewlife,whichisunnecessaryiftheyareathome.
3.Livingoncampuscanhelpdevelopagoodhabitofstudyingandliving.Besides,wecanspendletimeonthewaytoschoolandhome.What’smore,theycanconsult’teachersanddiscuwithclassmates,whichwillcontributetotheirimprovement.
4.IfIwasinchargeofaschool,Iwouldalsobeverystrictwithstudentswhodon’tbehavewell.Iwouldfirstwarnandthenpunishthestudentswhointerruptthelearningofothersordisrespecttheirteachers.
5.Asmiddleschoolstudents,weshouldlearnsomeknowledgeaboutsafety.Forexample,whenwegoacrotheroad,wemustwaitforthegreenlight;whenwegotoschoolorgohomebybike,weshouldgoalongtherightsideandshouldnotrideatahighspeed.
6.Itishightimethatweshouldbeawareoftheimportanceofself-protection.Andonlywithagoodsenseofself-protectioncanweliveasafeandhappylife!
http://www.lookme-vision.com itarytrainingisoneofthebestwaystoimprovethestudents’’personalqualities.
8.Someofusarehavingproblemswithourparents,astheyoftenlookintoourschool
bagsorreadourdiaries.Ifullyunderstandwhywearenotcomfortableaboutit,butthere’snoneedtofeeltoosad.
http://www.lookme-vision.com hisletterIwouldliketoconveymyappreciationtoyouforyourkindassistanceinmyEnglishlearningwhenIwasinNewYork.Additionally,yourgeneroushelpandtendercaremademefeelwarmlywelcomedandtransformedmyfirstAmericantripintoaunforgettablememory.
10.Theproblemyouarefacingiscommonamongourteenagers.However,itshouldbewisenottodoanythingthatmayhurtherfeelings.
話題經(jīng)典范文背誦：
閱讀下面這則新聞，然后按照要求寫(xiě)一篇120詞左右的英語(yǔ)短文。
TheheadmasterofamiddleschoolinsouthernEngland,DavidHayes,hassuspended(停課)athisschoo1478timesoverthepastyear—oneintwentyofallthestudentsuspensionsinEngland.
Althoughsomepeoplebelievethathisactionsgotoofar,heseemstobegettingresults.Thenumberofstudentsreceiving“A”gradesinthenationa1seniorschoo1examhasincreasedfrom48%in2004to74%thisyear.Mr.Hayessaysthatmanyschoolscouldachievesimilarimprovementsiftheyimprovetheirschoolstudents’’behavior.HealsosaystheBritishgovernmentiswrongforpressuringschoolsnottosuspendtroublesomestudentsandpointsouttheharmfuleffectssuchstudentshaveonthequalityofteachingandstudentlearning.Suspensionsoftengetmanynaughtystudentstoimprovetheirbehavior,hesays.
Theschoolwasbelowaveragein2003.Mr.Hayesjoinedthefollowingyearandnowsuspendstwooftheschool’s1880studentsonaverageeachschoolday.Thetotalof478suspensionsovertheyearmeansthatalmostoneinfourstudentshavebeenpunishedthisway.Thisyeartheschool’sacademicperformancewasjudgedasexcellent.
【寫(xiě)作內(nèi)容】你在某英文報(bào)刊看到這則新聞后，準(zhǔn)備就學(xué)生違紀(jì)的處理方式寫(xiě)一篇簡(jiǎn)評(píng)給該報(bào)編輯部，題目是“ShouldSchoolsSuspendTroublesomeStudents？”
內(nèi)容要點(diǎn)包括：
1．以約30詞簡(jiǎn)要概括新聞內(nèi)容；
2．然后以約120詞談?wù)勀愕挠^點(diǎn)，內(nèi)容包括：
(1)你是否支持該校長(zhǎng)的做法，并陳述理由；
(2)假設(shè)你是學(xué)校校長(zhǎng)，談?wù)勀銓⑷绾翁幚磉`紀(jì)學(xué)生并陳述理由。
ShouldSchoolsSuspendTroublesomeStudents?
ThenewsstoryisaboutaschoolinEnglandwhoseheadmasteroftensuspendsmisbehavingstudents.Theheadmasterbelievesthatstrongdisciplineimprovesbothstudents’’behaviorandacademicperformance.
Ibelievetheheadmasteriscorrecttotakethisaction.Ifafewstudentsarealwaysbehavingpoorlyinclathenitwillnegativelyaffectotherstudents’’learning.Asaresult,manyinnocentstudentswillsufferandtheywillfailtoachievetheirfullpotential.Ifthenaughtystudentsareremovedfromtheclathentheotherscanlearninpeace.Hopefullythemisbehavingstudentswilllearntheirlessonsandwhentheyreturntheirbehaviorwillbebetter.
IfIwasinchargeofaschoolIwouldalsobeverystrictwithstudentswhodon’tbehavewell.Iwouldfirstwarnandthensuspendstudentswhointerruptthelearningofothersordisrespecttheirteachers.ButIwouldalsovisitthepoorstudent’shomeanddiscutheproblemwithhisparentssowecouldfindasolution.
基礎(chǔ)寫(xiě)作
假如你是學(xué)生會(huì)主席，假如你是學(xué)生會(huì)主席，根據(jù)下列內(nèi)容和提示，寫(xiě)一篇通知稿，告之全校師生。
【寫(xiě)作內(nèi)容】
1．事由：歡迎20名日本學(xué)生來(lái)校參觀。
2．具體安排：
(1)9月15日上午8∶45在校門口集合，歡迎來(lái)校參觀的日本學(xué)生。
(2)帶客人到接待室?guī)Э腿说浇哟?receptionroom)，開(kāi)聯(lián)歡會(huì)(get-together)
(3)帶客人參觀圖書(shū)館、實(shí)驗(yàn)室和教學(xué)樓
(4)11∶30和日本學(xué)生在食堂共進(jìn)午餐，并互贈(zèng)小禮物。
Boysandgirls，
Attention， http://www.lookme-vision.com entyJapanese，studentswillcometoourschoolforavisitonSeptember15th.We’llmeetthemattheschoolgateat8∶45a.m.togivethemawarmwelcome.Thenwe’lltakethemtothereceptionroom，wherewewillholdaget-together.
Afterthat，we’llshowthemaroundourlibrary,thelabsandtheteachingbuildings.At11∶30we’llhavelunchwiththeJapanesestudentsinthedining-hall,wherewewillexchangeourpresentswiththem.TheJapanesestudentswillleaveatabout12∶00.
That’sall.Thankyou.