浙江新高考英語作文概要和續(xù)寫

1、精選優(yōu)質(zhì)文檔-傾情為你奉上2016年浙江新高考英語題型解讀概要寫作一、2016年浙江新高考考試說明英語寫作樣題第二節(jié)：概要寫作（滿分25分）閱讀下面短文，根據(jù)其內(nèi)容寫一篇60詞左右的內(nèi)容概要。    Getting rid of dirt, in the opinion of most people, is a good thing. However, there is nothing fixed about attitudes to dirt.    In the early 16th century, people thought that dirt

2、 on the skin was a means to block out disease, as medical opinion had it that washing off dirt with hot water could open up the skin and let ills in. A particular danger was though to lie in public baths. By 1538, the French king had closed the bath houses in his kingdom. So did the king of England

3、in 1546. Thus began a long time when the rich and the poor in Europe lived with dirt in a friendly way. Henry IV, King of France, was famously dirty. Upon learning that a nobleman had taken a bath, the king ordered that, to avoid the attack of disease, the nobleman should not go out.    Th

4、ough the belief in the merit (好處) of dirt was long-lived, dirt has no longer been regarded as a nice neighbor ever since the 18 century. Scientifically speaking, cleaning away dirt is good to health. Clean water supply and hand washing are practical means of preventing disease. Yet, it seems that st

5、andards of cleanliness have moved beyond science since World War II. Advertisements repeatedly sell the idea: clothes need to be whiter than white, cloths ever softer, surfaces to shine. Has the hate for dirt, however, gone too far?    Attitudes to dirt still differ hugely nowadays. Many f

6、irst-time parents nervously try to warn their children off touching dirt, which might be responsible for the spread of disease. On the contrary, Mary Ruebush, an American immunologist (免疫學家), encourages children to play in the dirt to build up a strong immune system. And the latter (后者) position is

7、gaining some ground.（原創(chuàng)范文，僅供參考）One possible version：    People have mixed opinions towards dirt on our skin. (要點 1 ) For a long time in history, people of some European countries, such as France, believed that dirt protected people from getting ill. (要點 2 ) However, people began

8、to change their attitudes to dirt about 200 years ago. People have been told that washing dirt off our body can keep us healthy. (要點 3) However, some scientists believe that exposure to some dirt may help our immune system. (要點 4)【范文點撥】 (一)要點分析     1. 文章第一段就是本篇文章的主

9、題句，點明了總的觀點：However, there is nothing fixed about attitudes to dirt. 換句話說：Different people have different attitudes towards dirt. 再結(jié)合下文談到的主題可知Different people have different attitudes towards dirt on the skin. 范文中的要點1“People have mixed opinions towards dirt on our skin. ”概括非常精煉。&#

10、160;    2第二段主要談到了在16世紀，人們認為dirt on the skin was a means to block out disease，尤以英、法兩國的貴族為代表。結(jié)合第三段第一句Though the belief in the merit of dirt was long-lived, dirt has no longer been regarded as a nice neighbor ever since 18 century.可知，直到18世紀之前，人們都認為dirt是很“友好的”，有助于預(yù)防疾病。范文中的要點2 “For a long

11、time in history, people of some European countries, such as France, believed that dirt protected people from getting ill.”很好地總結(jié)了這些要點。     3. 第三段用Though引出人們對dirt觀點的轉(zhuǎn)變“since the 18th century. Scientifically speaking, cleaning away dirt is good to health.”再結(jié)合本段最后一部分Advertisements re

12、peatedly sell the idea可得出要點3“However, people began to change their attitudes to dirt about 200 years ago. People have been told that washing dirt off our body can keep us healthy.”     4. 文章最后一段第一句指出，現(xiàn)在人們對于dirt的態(tài)度還是有所不同，On the contrary引出專家的觀點，一位免疫學家認為dirt有助于增強免疫系統(tǒng)。這一觀點獲得了一些支持。范文中

13、的要點4“However, some scientists believe that exposure to some dirt may help our immune system.”表達很恰切。(二) 要點連接    文章概要，在寫完了要點之后，下一步的工作就是要把這些要點用適當?shù)倪B接詞進行連接，使上下句之間具有連貫性。本篇文章整篇結(jié)構(gòu)是總分的結(jié)構(gòu)，要點2和要點3在觀點上截然相反，因此，之間需要表示轉(zhuǎn)折的連接詞，范文用了However恰到好處。要點3和要點4在觀點上又存在不同，因此，還是用表轉(zhuǎn)折的連接詞However。不過小編認為，此處用Nevertheles

14、s可以避免三句話內(nèi)出現(xiàn)兩次However。(三) 關(guān)鍵詞匯     第一段：fixed (確定的；不變的)   第二段：means (手段，方法), block out (擋住), open up (打開), upon (之后；立即)   第三段：long-lived (長期存在的), sell the idea (說服某人接收某個觀點) 第四段：warn sb off (警告某人不要靠近), position (觀點), gain some ground (取得優(yōu)勢)    以上這些

15、關(guān)鍵詞對于整篇文章的理解與轉(zhuǎn)化成自己的語言都很關(guān)鍵，如果不能準確領(lǐng)會其用意，語篇理解的效果會大打折扣。所以，概要寫作的基礎(chǔ)是理解語篇，而讀懂語篇的基礎(chǔ)是詞匯，尤其是對關(guān)鍵詞匯的掌握與運用。在此基礎(chǔ)上，綜合運用語法與句法結(jié)構(gòu)，按照行文邏輯組織語言，形成概要。二、題型解讀  1.題型介紹            選材特點（1）所需閱讀的短文詞數(shù)在350以內(nèi)；（2）所選材料體裁沒有限制，以說明文、議論文和記敘文為主。  評分參考閱卷時主要考慮以下內(nèi)容：（1）對原文要點的理解和呈現(xiàn)情況；（2）應(yīng)

16、用語法結(jié)構(gòu)和詞匯的準確性；（3）上下文的連貫性；（4）對各要點表達的獨立性情況。注意：理解準確，涵蓋全部要求，完全使用自己的語言，準確使用相應(yīng)的語法結(jié)構(gòu)和詞匯，得分相應(yīng)比較高。相反，如果概要寫作部分出現(xiàn)兩句以上整句抄自原文現(xiàn)象，得分檔次將會大大降低；所寫內(nèi)容與所提供內(nèi)容無關(guān)不得分。 2考查能力               概要寫作，簡言之就是對所讀過的文章簡要概括，寫出文章的中心大意，也可稱之為摘要。寫概要時，讀者要是把文章的具體信息用一些具有概括功能的詞和句表述出來，而不是抄襲文章的原句，更不是把細節(jié)性

17、信息作為中心，而是要通過對文章中的單詞、詞組和句子進行合理轉(zhuǎn)換，對文章的具體信息進行概括，再用合適的語言表述出來。這一題型主要考查學生對文章主旨大意的概括和準確獲取關(guān)鍵詞的能力，同時考查學生用簡潔的語言概括文章重要信息的能力以及對文章整體結(jié)構(gòu)的把握能力。因此，概要寫作是基于閱讀理解和書面表達，是二者的有機結(jié)合體，是閱讀理解和書面表達的溝通橋梁。 3寫作步驟           1）細讀原文。首先要仔細閱讀短文，掌握文章主旨和結(jié)構(gòu)，明確各段的大意。2）弄清要求。新高考的概要寫作是寫全文概要，不是寫某一部分的概要，或者就某些問題

18、寫出要點。3）列出原文要點。分析原文的內(nèi)容和結(jié)構(gòu)，將內(nèi)容分項扼要表述并注意在結(jié)構(gòu)上的順序。在此基礎(chǔ)上選出與文章主題密切相關(guān)的部分。4）在寫作時要特別注意下面幾點：（1）概要應(yīng)包括原文中的主要事實，略去不必要的細節(jié)。（2）安排好篇幅的比例，概要應(yīng)同原文保持協(xié)調(diào)，即用較多的文字寫重要內(nèi)容，用較少的文字寫次要內(nèi)容。（3）注意要點之間的銜接，要用適當?shù)年P(guān)聯(lián)詞語貫通全文，切忌只簡單地寫出一些互不相干的句子，但也不要每兩句之間都加關(guān)聯(lián)詞語，以免顯得生硬。（4）不排斥用原文的某些詞句，但不要照搬原文的句子，如果不能完全用自己的話語表達，至少對原文句子做一些同義詞替換，如果結(jié)構(gòu)上也能有一些轉(zhuǎn)換會更好。（5）計

19、算詞數(shù)，看是否符合規(guī)定的詞數(shù)要求。4.備考建議               概要寫作，其實我們考生并不陌生，在日常的英語教學中，教師經(jīng)常讓學生就所學英語課文逐段概括段落大意或者復述課文，這在一定程度上都為概要寫作打基礎(chǔ)。除此之外，作為考生，還要注意以下幾點：（1）積累常見的同義短語和句型轉(zhuǎn)換，掌握并運用單詞、短語和句型?！扒蓩D難為無米之炊”，即使有再好的寫作技巧，如果沒有相應(yīng)的基礎(chǔ)詞匯和句法知識，也很難寫出概要寫作的上乘之作。因此，考生要在基礎(chǔ)詞匯和句法知識上下功夫，以不變應(yīng)萬變。（2） 進行適度地專題練

20、習。有計劃地進行適度練習有利于考生快速掌握概要寫作的要點，找到概要寫作的感覺，沖破對概要寫作的不適感。平時可多關(guān)注往年的高考閱讀文章，進行結(jié)構(gòu)分析和主旨概括訓練?？砂次捏w和題材，分類訓練篇章結(jié)構(gòu)的布局，增強對文章上下文連貫性的把握。概要寫作首先要掌握各種文體的寫作特點和框架。如：記敘文：what / who / when / where / why / how議論文：opinion / idea + argument (supporting ideas / reasons)說明文：phenomenon / problem + reason + solution (cause and effec

21、t), introduction of an object (how it is made, how it is used, how it may change, what makes it new or significant)新聞： a focus on the first paragraph and the first and last sentences of the other paragraphs       綜合以上分析可知，新高考更加重視考查考生高中階段英語基本技能的掌握情況，也注意考查考生進入高等學校繼續(xù)學習的潛能，目標是利用

22、高考命題的導向功能推動新課程的課堂教學改革2016年浙江新高考英語題型解讀讀后續(xù)寫第二節(jié)：讀后續(xù)寫（滿分25分）閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構(gòu)成一個完整的故事。    A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue near the First National Bank, he heard the sound of someone trying to start a car. He

23、tried again and again but couldnt get the car moving. Arthur turned and looked inside at the face of a young man who looked worried. Arthur stopped and asked, “It looks like youve got a problem,” Arthur said.    “Im afraid so. Im in a big hurry and I cant start my car.”    “Is th

24、ere something I can do to help?” Arthur asked. The young man looked at the two suit cases in the back seat and then said, “Thanks. If youre sure it wouldnt be too much trouble, you could help me get these suitcases into a taxi.”    “No trouble at all. Id be glad to help

25、.”    The young man got out and took one of the suitcases from the back seat. After placing it on the ground, he turned to get the other one. Just as Arthur picked up the first suitcase and started walking, he heard the long loud noise of an alarm.    It was from the ba

26、nk. There had been a robbery (搶劫)!    Park Avenue had been quiet a moment before. Now the air was filled with the sound of the alarm and the shouts of people running from all directions. Cars stopped and the passengers joined the crowd in front of the bank. Pe

27、ople asked each other, “What happened?” But everyone had a different answer.    Arthur, still carrying the suitcase, turned to look at the bank and walked right into the young woman in front of him.    She looked at the suitcase and then at him. Arthur was surprised. “Why is she

28、looking at me like that?” He thought. “The suitcase! She thinks Im the bank thief!”    Arthur looked around at the crowd of people. He became frightened, and without another thought, he started to run.注意：1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2. 應(yīng)使用5個以上短文中標有下劃線的關(guān)鍵詞語；3. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好；4. 續(xù)寫完成后，請用下劃線

29、標出你所使用的關(guān)鍵詞語。Paragraph 1:As he was running, Arthur heard the young man shouting behind, “Stop, stop!”_ Paragraph 2:The taxi stopped in front of the Police Station and Arthur._ 原創(chuàng)范文，僅供參考）One possible version：    As he was running, Arthur heard the young man shouting behind, “Stop,

30、stop!” And also at the moment, Arthur suddenly realized that the young man might be the bank robber. So Arthur didnt stop, but continued to run until he saw a taxi. He stopped it, jumped in with the suitcase and said to the driver, “Go to the police station, please.

31、0;The man shouting behind is the bank thief! The taxi raced away like the wind.    The taxi stopped in front of the Police Station and Arthur told the police what had happened. Obviously, the police had already learned about the robbery. They opened the suitcase and there wa

32、s a large sum of money inside, as Arthur had expected. Then the police asked Arthur to describe the young man and the other suitcase. Later, with the information, the police caught the robber. The police and the bank both thanked Arthur a lot. (Words 153) Another possible version：

33、0;   As he was running, Arthur heard the young man shouting behind, “Stop, stop!”Thinking of the way the young man had behaved, he realized the young man might be the bank robber. So Arthur ran faster and stopped a taxi. The moment he got into the taxi, he told the driver the man

34、 shouting behind was the bank thief and asked him to drive to the nearest police station. The driver followed what Arthur said and drove away.    The taxi stopped in front of the Police Station and Arthur thanked the driver and directly went in. Just as Arthur was describing

35、 what had happened near the bank on the Park Avenue and reported the young man to the police, he heard a voice outside, “Help! Help!” To the surprise of Arthur, it was the young man. He had followed Arthur in another taxi. It turned out that the young man was innocent and in

36、side the suitcases were just some clothes. Arthur felt embarrassed but the policemen thanked him anyway.(Words: 158) 【范文點撥】原文所給關(guān)鍵詞分類：地點：Park Avenue, the bank人物：The young man, people, the bank thief事件：suitcases, in the back seat, loud noise of an alarm, robbery, the shouts在續(xù)寫時，除了注意原文給出的關(guān)鍵詞，還需要注意

37、以下線索：1. Why did the young man look worried?2. What happened? But everyone had a different answer.3. Arthur became frightened and without another thought, he started to run. 二、題型解讀   1.題型介紹選材特點（1）所需閱讀的短文詞數(shù)在350以內(nèi)；（2）多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但是，故事線索的邏輯性比較強。 評分參考閱卷時主要考慮

38、以下內(nèi)容：（1）與所給短文及段落開頭語的銜接程度；（2）內(nèi)容的豐富性和對所給關(guān)鍵詞語的覆蓋情況；（3）應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準確性；（4）上下文的連貫性。  注意：（1）所續(xù)寫短文的詞數(shù)應(yīng)為150左右（詞數(shù)少于130的，從總分中減去2分）；（2）應(yīng)使用5個以上短文中標有下劃線的關(guān)鍵詞語；（3）續(xù)寫部分分為兩段，每段的開頭語已為你寫好；（4）續(xù)寫完成后，請用下劃線標出你所使用的關(guān)鍵詞語。2.考查能力    讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的考查形式，旨在考查學生的綜合語言運用能力。與應(yīng)用文不同，故事續(xù)寫除了要求學生掌握豐富的詞匯和句式外，還注重學生

39、的內(nèi)容構(gòu)思和情節(jié)銜接的能力。主要聚焦在以下四個方面：    一是把握短文關(guān)鍵信息和語言特點的能力。學生需要了解給定短文的主要內(nèi)容，清楚其關(guān)鍵詞和語言結(jié)構(gòu)的使用情況，并通過續(xù)寫短文表現(xiàn)出來。    二是語言運用的準確性和豐富性。期望學生在詞匯和語言結(jié)構(gòu)的使用方面準確、恰當，能夠根據(jù)內(nèi)容需要使用較為高級的詞匯和語言結(jié)構(gòu)，閱卷老師會感覺這個學生很有水平。    三是對語篇結(jié)構(gòu)的把控能力?？疾閷W生對上下文邏輯關(guān)系的掌握情況，希望學生續(xù)寫的短文語句連貫、有序。    四是創(chuàng)造性思維能力。這是對學生續(xù)寫短文內(nèi)容得要求，期望學生

40、續(xù)寫的短文具有較豐富的內(nèi)容。該試題具有一定的開放性，要求學生詳細和生動地描述情景、態(tài)度和感情，符合課程標準的要求和學生的能力水平（劉慶思，陳康，2016）。3. 續(xù)寫特點    讀后續(xù)寫，簡言之，就是閱讀完一篇還未寫完的文章之后，根據(jù)要求和提示把這篇文章未寫完部分補充完整，使之渾然一體。它一方面很好地考查考生對所學語言知識的實際運用能力，而另一方面，它也培養(yǎng)學生的發(fā)散思維能力。根據(jù)考試說明該部分的規(guī)定，考生在續(xù)寫文章時，要注意續(xù)寫部分“與所給短文及段落開頭語的銜接程度”，“內(nèi)容的豐富性和對所標出關(guān)鍵詞語的應(yīng)用情況”，“應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準確性”以及“上下

41、文的連貫性”。根據(jù)這些規(guī)定，我們會發(fā)現(xiàn)讀后續(xù)寫有如下特點：   （1）讀后續(xù)寫不是隨心所欲，是要在引導語（開頭語）和提示詞的幫助下完成續(xù)寫部分。如考試說明樣題中規(guī)定“應(yīng)使用5個以上短文中標有下劃線的關(guān)鍵詞語（10處）”。這些關(guān)鍵詞語類似于傳統(tǒng)寫作中的要點提示，如人物、地點、事件，但是不同點在于這些關(guān)鍵詞語并不是全用。這樣考生可根據(jù)自己的理解有很大的自主權(quán)。另外，所續(xù)寫部分不能脫離各自段落的首句開頭語，即：不能另起爐灶。這些開頭語與傳統(tǒng)寫作中的開頭語類似，在某種程度上引導你的思路向哪方面發(fā)展。   （2）續(xù)寫短文多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但是，故事線索的邏輯性比較強。這樣考生能夠根據(jù)提示詞語，順著原來文章的思路續(xù)寫文章，并適當發(fā)散。   （3）讀后續(xù)寫要求讀寫并重。與閱讀理解題一樣，讀后續(xù)寫同樣需要對本篇文章精確理解，這樣所續(xù)寫部分才不至于偏離主題，就這方面而言有點類似閱讀理解題中對文章后續(xù)發(fā)展的推斷，如“Whatwould happen next?”。   （4）所給文章