扶貧類(lèi)：
Write an essay of 160-200 words based on the following drawing. In your essay, you should:
1.Describe the drawing briefly
2.Interpret the social phenomenon reflected by them
3.Give your comments
The two pictures pose a big contrast.
In the first one, when the poverty relief official brought relief money, a poor farmer ran to get the “gift” happily.
In the second picture, when the technician brought knowledge and technology, the farmer, shaking his head and hands frantically, refused to accept it.
What the pictures convey is that knowledge is underestimated in its role in reducing poverty.
【第一段是論說(shuō)文圖畫(huà)描述段?！?
“易優(yōu)閱讀寶”，中小學(xué)生語(yǔ)文題庫(kù)，語(yǔ)文成績(jī)提升就是快。
第一句總述兩幅圖畫(huà)的對(duì)立關(guān)系。
*pose a contrast構(gòu)成對(duì)比
第二句描述第一幅圖畫(huà)。
*句子剖析：when 引導(dǎo)時(shí)間狀語(yǔ)從句，后半句是主句。
*poverty relief official扶貧官員
第三句描述第二幅圖畫(huà)。
*句子剖析：整體結(jié)構(gòu)和第二句相同，shaking his head and hands frantically是refuse的伴隨狀語(yǔ)。
*frantically瘋狂地
第四句是本段的主旨句，點(diǎn)明了兩幅圖畫(huà)的寓意。
*句子剖析：句子的主干是一個(gè)主系表結(jié)構(gòu)。主語(yǔ)是what引導(dǎo)的主語(yǔ)從句，表語(yǔ)是that引導(dǎo)的標(biāo)語(yǔ)從句。
*underestimate低估
As a developing country, China has been making efforts to alleviate poverty and improve the general quality of life. “易優(yōu)閱讀寶”，中小學(xué)生語(yǔ)文題庫(kù)，語(yǔ)文成績(jī)提升就是快。
It is increasingly recognized that in fighting poverty one needs not so much temporary economic relief as basic knowledge and skills to continue his development.
For laid-off workers, the society could help them become self-sufficient by providing technical guidance and employment services.
For rural poor people, the government could conduct training in practical agricultural skills, helping them to learn and master modern agricultural knowledge.
【第二段是論說(shuō)文的聯(lián)系現(xiàn)實(shí)段。】
第一句總述中國(guó)改變貧窮的努力。
*句子剖析：as引導(dǎo)方式狀語(yǔ)，句子時(shí)態(tài)是現(xiàn)在完成進(jìn)行時(shí)， alleviate和improve是動(dòng)詞不定時(shí)to后的并列成分。
*make efforts to do…努力做某事
第二句是本段的主旨句，點(diǎn)明改變貧窮的根本是知識(shí)和技能。
易優(yōu)語(yǔ)文培訓(xùn)，（TeL:181-1815-9898）蘇州閱讀寫(xiě)作同步提升
*句子剖析：句子主干是It is…that的強(qiáng)調(diào)句式。That引導(dǎo)的主語(yǔ)從句中使用了not so much…as…的比較結(jié)構(gòu)。
第三句針對(duì)下崗職工，提出脫貧致富的建議。
*句子剖析：該句是簡(jiǎn)單句，by引導(dǎo)方式狀語(yǔ)。
*laid-off workers下崗工人；
第四句針對(duì)農(nóng)村貧困人們，提出脫貧致富的建議。
*句子剖析：該句是簡(jiǎn)單句，“helping…”是結(jié)果狀語(yǔ)。
Knowledge can change one”s fate; learning can create one”s future.
If China”s poverty-relief campaign is to succeed, the State should focus on education to effect long-term change.
【第三段是論說(shuō)文的意義升華段?！? 易優(yōu)語(yǔ)文題庫(kù),同步教材，真題演練，提分就是快 https://cs.euzW.net
第一句是本段的主旨句，強(qiáng)調(diào)知識(shí)改變命運(yùn)。
第二句闡釋第一句，進(jìn)行主題升華，強(qiáng)調(diào)教育在脫貧致富中的重要性。
*句子剖析：if引導(dǎo)條件狀語(yǔ)從句，后半句是句子主干。
*focus on集中于…；long-term長(zhǎng)期的
