LarkVeil 學測英文非選題：修理與交換的永續生活 — 範例解析

目錄

1. 題目任務拆解
2. 段落安排總覽
3. 第一段：圖片描述寫法
4. 第二段：好處與困難分析
5. 高分範文
6. 範文優點分析
7. 高分句型補充
8. 字彙補充
9. 常見錯誤提醒
10. 作文檢查表
11. 可背模板
12. 學生練習方向
13. 寫作提醒總結

---

一、題目任務拆解

本題是典型的學測英文作文「圖片引導寫作」。考生必須根據圖 A 和圖 B 的內容，寫出一篇英文作文。作答時不能只描述圖片，也不能只寫環保議題，而要完整回應題目中的兩項任務。

本題可以分成兩段處理：

任務 1：第一段描述雙圖

第一段主要是客觀描述圖片。必須寫出：

• 圖 A 的場景：教室內的維修工作坊
• 圖 A 的人物：老師與學生
• 圖 A 的活動：大家合作修理故障物品，例如檯燈、電風扇、耳機等
• 圖 B 的場景：學校走廊上的二手物品交換區
• 圖 B 的人物：學生整理物品、放上交換架、挑選需要的東西
• 兩張圖的共同主題：修理、交換、再利用、減少浪費

寫第一段時，重點是「具體」。不要只寫：

Students are doing something meaningful.

這樣太空泛，也看不出圖中細節。

可以改成：

In Picture A, a teacher and several students are gathered around a table, learning how to repair broken appliances such as a desk lamp, a fan, and a pair of headphones.

這句同時交代了：

• 圖片：Picture A
• 人物：a teacher and several students
• 地點：around a table
• 活動：learning how to repair
• 物品：a desk lamp, a fan, and a pair of headphones

這種寫法比較符合學測作文對「內容完整」的要求。

---

任務 2：第二段說明好處與困難

第二段是主觀論述。題目要求考生說明：

1. 這種做法的好處是什麼？
2. 推廣這種生活方式會遇到什麼困難？

這兩點都必須寫到。若只寫好處，沒有寫困難，文章會有「內容未完整回應題目」的問題。

---

二、段落安排總覽

第一段：圖片描述

• 必寫內容：圖 A、圖 B、人物、物品、動作、共同主題
• 建議句型：In Picture A, ... / In Picture B, ... / Both pictures show that ...

第二段：觀點分析

• 必寫內容：好處、困難、建議或結論
• 建議句型：First, ... / Second, ... / However, ... / Therefore, ...

建議架構：

第一段：圖 A 描述 → 圖 B 描述 → 兩圖共同主題
第二段：好處一 → 好處二 → However 轉折 → 困難 → 建議或結論

---

三、第一段：圖片描述寫法

第一段的核心任務是「看圖說話」，但要比國中程度更細緻。不能只寫：

Students are repairing things.

這句雖然沒有錯，但資訊太少。

可以改成：

A teacher and several students are gathered around a table, learning how to repair broken appliances.

這樣就能寫出人物、地點、動作與活動目的。

---

圖 A 可寫內容

圖 A 是「師生合作修理故障家電」。可以寫：

• 老師正在指導學生
• 學生圍在桌邊
• 桌上有檯燈、電風扇、耳機、工具與零件
• 學生專心合作
• 他們不是把壞掉的東西丟掉，而是學習修理

可用句：

In Picture A, a teacher and several students are gathered around a table in a bright classroom. They are learning how to repair broken appliances, including a desk lamp, a small fan, and a pair of headphones.

---

圖 B 可寫內容

圖 B 是「走廊上的二手物品交換區」。可以寫：

• 學生在走廊整理交換架
• 架上有二手書、杯子、文具、袋子等
• 有些學生把物品放上架
• 有些學生挑選自己需要的東西
• 這是一種分享與再利用的活動

可用句：

In Picture B, students are arranging used books, mugs, bags, and stationery on a shelf in the hallway. Other students are choosing items they need.

---

第一段結尾：點出共同主題

第一段最後可以統整兩張圖的共同主題：

Both pictures show students trying to reduce waste through repairing and sharing.

這句很重要，因為它不是只描述表面畫面，而是把圖 A 和圖 B 連成同一個主題：減少浪費、再利用資源。

---

第一段範例

In Picture A, a teacher and several students are gathered around a table in a bright classroom. They are learning how to repair broken appliances, including a desk lamp, a small fan, and a pair of headphones. Some students are using tools carefully, while the teacher is giving them guidance. In Picture B, students are arranging used books, mugs, bags, and stationery on a shelf in the hallway. Other students are choosing items they need. Both pictures show students trying to reduce waste through repairing and sharing.

這段寫法的優點：

• 有清楚描述圖 A 和圖 B
• 有寫出人物、物品、地點和動作
• 有使用 while 連接同時發生的動作
• 有點出圖片共同主題，不只是流水帳描述

---

四、第二段：好處與困難分析

第二段要寫「好處」與「困難」。建議順序如下：

好處一 → 好處二 → 好處三 → However 轉折 → 困難 → 建議或結論

---

好處可以從三個角度發展

• 環保層面：減少垃圾、減少電子廢棄物、降低環境負擔
  英文表達：reduce waste / reduce e-waste / reduce the environmental burden
• 經濟層面：省錢、避免不必要消費
  英文表達：save money / avoid unnecessary spending
• 教育層面：學習實用技能、培養責任感、珍惜資源
  英文表達：learn practical skills / develop responsibility / cherish resources

---

困難可以從兩個角度發展

• 觀念困難：有些人習慣買新的，覺得二手物品不夠吸引人
  英文表達：Some people may prefer buying new products.
• 實際困難：缺乏修理技能、擔心衛生、需要有人整理交換區
  英文表達：People may lack repair skills. / Some may have hygiene concerns.

---

第二段範例

Activities like these are meaningful in several ways. First, repairing broken things helps reduce waste and teaches students useful life skills. Second, exchanging second-hand items allows students to save money and make better use of resources. However, this lifestyle may be difficult to promote at first. Some people may think used items are less attractive than new ones, and others may not know how to repair broken appliances. Therefore, schools should hold more workshops and campaigns to help students understand the value of reuse.

這段符合高分方向，因為它具備：

• 明確主題句
• 清楚論點
• 轉折句
• 困難分析
• 簡短建議作結

---

五、高分範文

In Picture A, a teacher and several students are gathered around a table in a bright classroom. Instead of throwing broken items away, they are learning how to repair them. Some students are fixing a desk lamp, while others are working on a small electric fan and a pair of headphones. The teacher is patiently guiding them, and everyone seems focused and willing to cooperate. In Picture B, another group of students is taking part in a sharing activity in the hallway. They put used books, bags, mugs, and stationery on a shelf so that others can choose what they need.

Activities like these are meaningful in several ways. First, repairing things helps reduce waste and reminds us that old objects may still be useful. Second, exchanging items allows students to save money and build a stronger sense of community. For example, a book that one student no longer needs may become helpful to another. However, it may not be easy to promote this idea at first. Some people may think repaired or second-hand items are less attractive than new ones. Therefore, schools should hold more workshops and campaigns to show students that reusing things is both practical and responsible.

---

六、範文優點分析

1. 內容完整

這篇文章完整回應題目要求。第一段描述圖 A 和圖 B，第二段說明好處與困難。沒有偏題，也沒有漏寫重要任務。

第一段有提到：

• teacher and students
• classroom
• repair broken items
• desk lamp
• electric fan
• headphones
• hallway
• used books, bags, mugs, and stationery
• sharing activity

第二段有提到：

• reduce waste
• old objects may still be useful
• save money
• build a stronger sense of community
• repaired or second-hand items may seem less attractive
• schools should hold workshops and campaigns

這些內容都和圖片與題目密切相關，因此「內容」部分容易拿高分。

---

2. 組織清楚

文章分成兩段，符合題目要求。

• 第一段：圖片描述
• 第二段：好處、困難與建議

第二段使用了清楚的論述順序：

First → Second → For example → However → Therefore

這些轉承詞能讓文章邏輯清楚，也能讓閱卷老師快速看出考生的組織能力。

---

3. 句型有變化

範文不是一直使用簡單句，而是有多種句型。

Instead of V-ing

Instead of throwing broken items away, they are learning how to repair them.

這個句型能形成對比，表達「不是丟掉，而是修理」。

while 連接句

Some students are fixing a desk lamp, while others are working on a small electric fan and a pair of headphones.

這個句型能描寫同一時間不同人物的動作，很適合圖片作文。

so that 子句

They put used books, bags, mugs, and stationery on a shelf so that others can choose what they need.

這句說明目的，讓描述不只是動作，而是有意義。

that 名詞子句

Some people may think repaired or second-hand items are less attractive than new ones.

這句用來說明他人的想法，適合寫困難或反方觀點。

---

4. 字彙符合高中程度

範文使用的字彙不會過難，但很精準，例如：

• repair
• broken items
• appliance
• cooperate
• sharing activity
• reduce waste
• second-hand items
• save money
• sense of community
• promote
• practical
• responsible

高分作文不一定要使用非常艱深的單字。比較重要的是：切題、精準、自然、錯誤少。硬塞難字反而可能像穿西裝去打籃球，正式但卡卡的。

---

七、高分句型補充

1. Instead of V-ing, S + V

表示「不是……，而是……」。

Instead of throwing broken items away, students learn how to repair them.

可套用：

Instead of buying new things, we can reuse what we already have.

---

2. Some ..., while others ...

表示「有些人……，而其他人……」。非常適合圖片描述。

Some students are fixing a lamp, while others are organizing second-hand books.

可套用：

Some students are placing items on the shelf, while others are choosing things they need.

---

3. By V-ing, S + can ...

表示「透過……，某人可以……」。

By repairing old appliances, students can reduce waste and learn useful skills.

可套用：

By exchanging used items, students can save money and make better use of resources.

---

4. not only A but also B

表示「不但 A，而且 B」。

This activity not only reduces waste but also teaches students practical skills.

可套用：

Reusing things not only saves money but also helps protect the environment.

---

5. It is important for 人 to V

表示「對某人來說，做某事很重要」。

It is important for students to understand the value of resources.

可套用：

It is important for young people to develop responsible consumption habits.

---

6. One possible difficulty is that S + V

表示「一個可能的困難是……」。

One possible difficulty is that some people may prefer buying new products.

可套用：

One possible difficulty is that students may not know how to repair broken appliances.

---

7. Some people may think that ...

表示「有些人可能認為……」。

Some people may think that second-hand items are less attractive than new ones.

可套用：

Some people may think that repairing things takes too much time.

---

8. Therefore, S + should V

表示「因此，某人應該……」。適合用在結論。

Therefore, schools should hold more workshops to promote this lifestyle.

可套用：

Therefore, we should learn to repair and reuse things before throwing them away.

---

八、字彙補充

• repair（v. / n.｜修理；維修）
  例句：Students are learning how to repair broken appliances.
• fix（v.｜修理）
  例句：My father fixed the old fan last night.
• broken（adj.｜壞掉的）
  例句：We should not throw away broken items too quickly.
• appliance（n.｜家電用品）
  例句：A fan and a lamp are common household appliances.
• household appliance（n.｜家用電器）
  例句：Small household appliances can often be repaired.
• tool（n.｜工具）
  例句：The students used different tools to fix the lamp.
• screw（n.｜螺絲）
  例句：He put the screws carefully on the table.
• instruction（n.｜指示；說明）
  例句：The students followed the instructions step by step.
• workshop（n.｜工作坊）
  例句：The school held a repair workshop last Friday.
• cooperate（v.｜合作）
  例句：The students cooperated to complete the task.
• cooperation（n.｜合作）
  例句：The activity teaches students the importance of cooperation.
• exchange（v. / n.｜交換）
  例句：Students can exchange books they no longer need.
• second-hand（adj.｜二手的）
  例句：Some students may not like second-hand items.
• used items（n.｜二手物品）
  例句：The shelf is full of clean used items.
• shelf（n.｜架子）
  例句：Students placed books and mugs on the shelf.
• stationery（n.｜文具）
  例句：They exchanged books, bags, and stationery.
• reuse（v. / n.｜再利用）
  例句：Reuse is a simple way to reduce waste.
• recycle（v.｜回收）
  例句：Recycling is important, but reusing is even better.
• reduce waste（phr.｜減少浪費）
  例句：Repairing broken things helps reduce waste.
• electronic waste / e-waste（n.｜電子垃圾）
  例句：Repairing appliances can reduce electronic waste.
• throw away（phr.｜丟掉）
  例句：Many people throw away things that can still be used.
• save money（phr.｜省錢）
  例句：Exchanging second-hand items helps students save money.
• resource（n.｜資源）
  例句：We should cherish natural resources.
• cherish resources（phr.｜珍惜資源）
  例句：This activity teaches students to cherish resources.
• practical（adj.｜實用的）
  例句：Repairing things is a practical skill.
• practical skill（n.｜實用技能）
  例句：Students can learn practical skills from the workshop.
• responsible（adj.｜負責任的）
  例句：Reusing things is a responsible choice.
• responsibility（n.｜責任）
  例句：Students can develop a sense of responsibility.
• promote（v.｜推廣）
  例句：Schools should promote the habit of reusing things.
• campaign（n.｜宣導活動）
  例句：The school started a campaign to reduce waste.
• environmentally friendly（adj.｜環保的）
  例句：Repairing and reusing things are environmentally friendly.
• eco-friendly（adj.｜環保的）
  例句：This is an eco-friendly way of living.
• burden（n.｜負擔）
  例句：Waste creates a heavy burden on the environment.
• environmental burden（n.｜環境負擔）
  例句：Reuse can reduce the environmental burden.
• attractive（adj.｜吸引人的）
  例句：New products may seem more attractive than second-hand ones.
• hygiene（n.｜衛生）
  例句：Some people may have concerns about hygiene.
• hygiene concern（n.｜衛生疑慮）
  例句：Hygiene concerns may make people unwilling to use second-hand items.
• throwaway culture（n.｜用完即丟的文化）
  例句：Throwaway culture creates serious waste problems.
• unnecessary（adj.｜不必要的）
  例句：We should avoid unnecessary spending.
• consumption（n.｜消費）
  例句：Modern consumption habits often lead to waste.
• community（n.｜社群；社區）
  例句：Sharing items can build a stronger school community.

---

九、常見錯誤提醒

錯誤 1：只描述圖片，沒有寫好處與困難

不佳寫法：

In Picture A, students are repairing things. In Picture B, students are exchanging things. They look happy.

問題：

• 內容太短
• 只有表面描述
• 沒有回應第二段要求

改善方式：

Activities like these can reduce waste and help students learn useful skills. However, some people may still prefer buying new products, so it may take time to promote this lifestyle.

---

錯誤 2：只寫環保大道理，沒有描述圖片

不佳寫法：

Protecting the environment is very important. We should reduce waste and save the earth.

問題：

• 主題雖然相關，但沒有具體描述圖 A 和圖 B
• 容易被認為沒有依圖寫作

改善方式：

In Picture A, students are learning to repair broken appliances. In Picture B, students are exchanging used books and stationery in the hallway.

---

錯誤 3：第二段只寫好處，沒有寫困難

不佳寫法：

This activity can reduce waste, save money, and help students learn new skills. It is very good for everyone.

問題：

• 題目要求寫「推廣時可能遇到的困難」
• 如果沒有寫到，內容不完整

改善方式：

However, some students may prefer new products, and others may worry about the cleanliness of second-hand items.

---

錯誤 4：句子太短，缺乏連接

不佳寫法：

Students repair things. They are happy. They use tools. The teacher helps them.

問題：

• 句子太零散
• 像國中程度描述
• 缺乏句型變化

改善方式：

The students are using tools carefully, while the teacher is standing beside them and giving advice.

---

錯誤 5：中文式英文

不佳寫法：

They very carefully repair the things and let environment become better.

問題：

• let environment become better 不自然
• environment 前面通常需要 the
• 語氣像中文直翻

改善方式：

They repair things carefully and help reduce the burden on the environment.

---

十、作文檢查表

寫完後，請用以下清單檢查自己的作文。

內容

• ☐ 我有描述圖 A 嗎？
• ☐ 我有描述圖 B 嗎？
• ☐ 我有寫出人物、物品、地點和活動嗎？
• ☐ 我有說明這種做法的好處嗎？
• ☐ 我有說明推廣時可能遇到的困難嗎？
• ☐ 我有提出簡單結論或建議嗎？

組織

• ☐ 我有分成兩段嗎？
• ☐ 第一段是圖片描述嗎？
• ☐ 第二段是好處與困難分析嗎？
• ☐ 我有使用 First、Second、However、Therefore 等轉承詞嗎？

文法句構

• ☐ 動詞時態一致嗎？
• ☐ 主詞和動詞一致嗎？
• ☐ 名詞單複數正確嗎？
• ☐ 有避免連續使用太多短句嗎？
• ☐ 有使用 while、so that、because、however 等句型嗎？

字彙拼字

• ☐ repair、reduce、exchange、second-hand 等關鍵字拼對了嗎？
• ☐ 有避免重複一直使用 good、thing、do 嗎？
• ☐ 有使用較精準的字，例如 appliance、resource、workshop、campaign 嗎？

---

十一、可背模板

第一段模板：圖片描述

In Picture A, a teacher and several students are gathered around a table in a classroom. They are learning how to repair broken items, such as ____, ____, and ____. Some students are ____, while others are ____. In Picture B, students are taking part in a sharing activity in the hallway. They put used items, including ____, ____, and ____, on a shelf so that others can choose what they need. Both pictures show students trying to reduce waste through repairing and sharing.

---

第二段模板：好處與困難

Activities like these are meaningful in several ways. First, they can help students reduce waste and make better use of resources. Second, students can save money and learn practical life skills. However, it may not be easy to promote this lifestyle at first. Some people may prefer new products, while others may worry about the quality or cleanliness of second-hand items. Therefore, schools should hold more workshops and campaigns to help students understand the value of reuse.

---

十二、學生練習方向

基礎版目標

能完成兩段，並清楚寫出：

• 圖 A
• 圖 B
• 好處
• 困難

建議句型：

In Picture A, ...
In Picture B, ...
This activity can ...
However, ...
Therefore, ...

---

進階版目標

加入更多細節與較好的句型，例如：

Instead of throwing broken items away, students are learning how to repair them.

Some students are fixing appliances, while others are organizing second-hand items.

This activity not only helps reduce waste but also teaches students to cherish resources.

---

高分版目標

做到以下三點：

1. 圖片描述具體，不空泛
2. 第二段論述有層次，有好處、有困難、有建議
3. 句型自然多變，字彙精準但不過度艱深

高分作文不一定要使用非常難的單字，而是要做到：

切題、清楚、自然、錯誤少。

---

十三、寫作提醒總結

本題的關鍵不是寫出很難的環保理論，而是要做到三件事：

第一，圖片描述要具體

要讓閱卷老師看得出你真的有根據圖 A 和圖 B 寫作。人物、物品、地點、活動都要寫出來。

第二，論述要完整

好處和困難都要寫到，不能只寫其中一邊。看到題目有兩個要求，就要像打卡一樣一個一個完成，少一個都很傷。

第三，英文要自然

使用高中程度但精準的字彙，例如：

• repair
• reuse
• exchange
• reduce waste
• save money
• practical skills

只要文章能清楚描述圖片、完整回應題目、段落安排合理，並且文法錯誤不多，就很符合學測英文作文的高分要求。