2021屆上海市黃浦區(qū)高三英語(yǔ)二模概要寫(xiě)作指導(dǎo)學(xué)案

1、2021黃浦二模 How the smartphone affected teens智能手機(jī)如何影響青少年Some parents might worry about their teens spending so much time on their phones because it represents a complete departure from how they spent their own adolescence. But spending this much time on screens is not just differentin many ways, its ac

2、tually worse.一些父母可能會(huì)擔(dān)心他們的青少年在手機(jī)上花費(fèi)太多時(shí)間，因?yàn)檫@與他們度過(guò)青春期的方式完全背道而馳。 但是在屏幕上花費(fèi)這么多時(shí)間不僅僅是不同的在很多方面，它實(shí)際上更糟。 Spending less time with friends means less time to develop social skills. A 2014 study found that sixth graders who spent just five days at a camp without using screens ended the time better at reading emo

3、tions on others faces, suggesting that teens screen-filled lives might cause their social skills to decline.花更少的時(shí)間與朋友在一起意味著更少的時(shí)間來(lái)發(fā)展社交技能。 2014 年的一項(xiàng)研究發(fā)現(xiàn)，在營(yíng)地中只呆了五天而不使用屏幕的六年級(jí)學(xué)生在結(jié)束這段時(shí)間時(shí)更善于解讀他人臉上的情緒，這表明青少年充斥著屏幕的生活可能會(huì)導(dǎo)致他們的社交技能下降。 In addition, teens using smartphones read books, magazines and newspapers muc

4、h less than previous generations did as teens: In the annual Monitoring the Future survey, the percentage of high school seniors who read a non-required book or magazine nearly every day dropped from 60 percent in 1980 to only 16 percent in 2015. College teachers tell me that students have more trou

5、ble reading longer text passages, and rarely read the required textbooks. 此外，使用智能手機(jī)的青少年閱讀書(shū)籍、雜志和報(bào)紙的次數(shù)遠(yuǎn)少于前幾代青少年：在年度監(jiān)測(cè)未來(lái)調(diào)查中，幾乎每天閱讀非必需書(shū)籍或雜志的高中生比例從 60從 1980 年的百分比上升到 2015 年的 16%。大學(xué)老師告訴我，學(xué)生在閱讀較長(zhǎng)的文本段落時(shí)遇到更多困難，而且很少閱讀所需的教科書(shū)。 This isnt to say that teens who use smartphones dont have a lot going for them. They

6、are physically safer and more tolerant than previous generations were. They also seem to have more realistic expectations than their parents did at the same age. But the smartphone threatens to disturb them before they even get started.這并不是說(shuō)使用智能手機(jī)的青少年對(duì)他們沒(méi)有什么好處。 與前幾代人相比，他們?cè)谏眢w上更安全、更寬容。 他們似乎也比同齡的父母有更現(xiàn)實(shí)

7、的期望。 但智能手機(jī)威脅著在他們開(kāi)始之前打擾他們。 To be clear, moderate smartphone useup to an hour a dayis not linked to mental health issues. However, most teens are on their phones much more than that.需要明確的是，適度使用智能手機(jī)（每天最多一小時(shí)）與心理健康問(wèn)題無(wú)關(guān)。 然而，大多數(shù)青少年使用手機(jī)的時(shí)間遠(yuǎn)不止這些。 Somewhat to my surprise, the teens I interviewed said they wou

8、ld rather see their friends in person than communicate with them using their phones. Parents used to worry about their teens spending too much time with their friendsthey were a distraction, a bad influence, a waste of time. But it might be just what teens need.令我驚訝的是，我采訪的青少年表示，他們寧愿親自見(jiàn)朋友，也不愿使用手機(jī)與他們交

9、流。 父母過(guò)去常常擔(dān)心他們的青少年花太多時(shí)間和朋友在一起他們會(huì)分心、產(chǎn)生不良影響、浪費(fèi)時(shí)間。 但這可能正是青少年所需要的。 【參考答案】 Teens spending too much time on smartphones affected their development and caused parents worry. Studies found using smartphones might prevent teens developing social skills and reading abilities. But teens using smartphones proper

10、ly are physically safer, more tolerant and realistic, and moderate smartphone use has no connection with mental health problems. Actually, teens prefer face-to-face communication with their friends. (58 words) 青少年在智能手機(jī)上花費(fèi)太多時(shí)間影響了他們的發(fā)展并引起了父母的擔(dān)憂。 研究發(fā)現(xiàn)，使用智能手機(jī)可能會(huì)阻礙青少年發(fā)展社交技能和閱讀能力。 但是，正確使用智能手機(jī)的青少年在身體上更安全、更

11、寬容、更現(xiàn)實(shí)，適度使用智能手機(jī)與心理健康問(wèn)題無(wú)關(guān)。 實(shí)際上，青少年更喜歡與朋友面對(duì)面交流。 (58 字) 概要寫(xiě)作的寫(xiě)作步驟第一步：閱讀A. 認(rèn)真閱讀給定的原文材料。如果一遍不能理解，就多讀兩遍。閱讀次數(shù)越多，你對(duì)原文的理解就越深刻。B.該決定原文中哪些部分重要，哪些部分次重要了。對(duì)重要部分的主要觀點(diǎn)進(jìn)行概括。C. 簡(jiǎn)要地記下主要觀點(diǎn)主題、標(biāo)題、細(xì)節(jié)等你認(rèn)為對(duì)概括摘要重要的東西。第二步：動(dòng)手寫(xiě)作A. 摘要應(yīng)盡量用自己的話完成。不要直接引用原文的句子。B. 應(yīng)該遵循原文的邏輯順序。這樣你就不必重新組織觀點(diǎn)、事實(shí)。C. 摘要必須全面、清晰地表明原文所載的信息，以便你的讀者不需翻閱原文就可以完全掌握

12、材料的原意。D. 寫(xiě)摘要時(shí)可以采用下列幾種小技巧：1) 刪除細(xì)節(jié)。只保留主要觀點(diǎn)。2) 選擇一至兩個(gè)例子。原文中可能包括5個(gè)或更多的例子，你只需從中篩選一至二個(gè)例子。3) 把長(zhǎng)段的描述變成短小、簡(jiǎn)單的句子。如果材料中描述某人或某事用了十個(gè)句子，那么你只要把它們變成一兩句即可。4) 避免重復(fù)。在原文中，為了強(qiáng)調(diào)某個(gè)主題，可能會(huì)重復(fù)論證說(shuō)明。但是這在摘要中是不能使用的。應(yīng)該刪除那些突出強(qiáng)調(diào)的重述句。5) 壓縮長(zhǎng)的句子。如下列兩例：“His courage in battle might without exaggeration be called lion-like.”可以概括為：”He was

13、very brave in battle.”“He was hard up for money and was being pressed by his creditor.”可以概括為：”He was in financial difficulties.”6) 還可以使用詞組代替整句或者從句。請(qǐng)看下面的例子：Beautiful mountains like Mount Tai, Lushan Mountain, and Mount Huang, were visited by only a few people in the past. Today, better wages, holiday

14、s with pay, new hotels on these mountains, and better train and bus services, have brought them within reach of many who never thought of visiting them ten years ago.”可以概括為：Beautiful mountains like Mount Tai, once visited by only a few people, are today accessible to many, thanks to better wages, pa

15、id holidays, new hotels and better transportation services.”7) 使用概括性的名詞代替具體的詞，比如：“She brought home several Chinese and English novels, a few copies of Time and Newsweek and some textbooks. She intended to read all of them during the winter vocation.”可以概括為：”She brought home a lot of books to read dur

16、ing the vocation.”8）使用最短的連接詞。比如，可以使用but, then, thus, yet, though，不能使用at the same time, in the first place, because of these, on the other hand等較長(zhǎng)的連接詞。通常，使用分號(hào)就能夠達(dá)成使用連接詞的效果。9) 文章中的第一人稱(chēng)說(shuō)的話通常在摘要中轉(zhuǎn)換成第三人稱(chēng)，從而把大段的對(duì)白簡(jiǎn)化，比如：Kate looked at Paul disapprovingly: You use much too much salt on your food, Paul its n

17、ot good for you!” Paul put down his knife and frowned: “Why on earth not! If you didnt have salt on your food it would taste awful like eating cardboard or sand just imagine bread without salt in it, or potatoes or pasta cooked without salt!” Kate was patient. She didnt want to quarrel with Paul. Sh

18、e wanted to persuade him. She said firmly: But too much salt is bad for you. It causes high blood pressure and later on, heart-attacks. It also disguises the taste of food, the real tastes which are much more subtle than salt, and which we have lost the sensitivity to appreciate any more.”可以用第三人稱(chēng)概括為：Kate suggested Paul that he should eat