【三維設(shè)計(jì)】高考英語一輪復(fù)習(xí) 寫作專題講座 第十九講 圖表作文課件

[題目要求](2012·溫州模擬)據(jù)一項(xiàng)調(diào)查顯示，有85.8%的中學(xué)生說自己的字不好看，而他們又不想改善它，其理由有很大差別。請(qǐng)根據(jù)下圖內(nèi)容用英語寫一篇短文，說明該現(xiàn)象并發(fā)表看法。注意：詞數(shù)100—120(開頭已給出，不計(jì)入總詞數(shù))。

Nowadays,withthegrowingpopularityofcomputers,moreandmorepeoplearepayinglessandlessattentiontotheirhandwriting.______________________________________________________________________________________________________________________________________________________________________[技法指導(dǎo)]圖表作文要求學(xué)生首先看懂圖表旨在展示的內(nèi)容，然后準(zhǔn)確清晰地進(jìn)行分析、描述和概括，最后得出合乎情理的結(jié)論。寫圖表作文的一般步驟如下：

1．開頭部分：圖表作文的首段必須描寫圖表，這里應(yīng)該包括趨勢(shì)描寫和數(shù)據(jù)支持。

2．主題段落：在這一部分，考生應(yīng)該根據(jù)圖表所提供的信息進(jìn)行分析，闡述自己的觀點(diǎn)和理由。，3．結(jié)尾部分：考生可以總結(jié)全文，加深讀者的印象；也可以發(fā)出號(hào)召，喚起讀者的共鳴；還可以表示作者的信念，增強(qiáng)文章的感染力；有時(shí)，也可以提出問題，啟發(fā)讀者思考。無論怎樣，考生都應(yīng)該注意既要做到與開頭呼應(yīng)又要概括全文，使讀者有一個(gè)統(tǒng)一完整的概念。寫圖表作文時(shí)，考生還應(yīng)注意以下幾個(gè)方面：

1．圖表往往提供大量數(shù)據(jù)，應(yīng)仔細(xì)觀察分析，從中選擇有效信息進(jìn)行描述。

2．充分利用圖表中提供的文字或說明。同樣，圖表中沒有的信息不能憑主觀想象任意捏造。

3．說明、描述圖表時(shí)應(yīng)該注意動(dòng)詞時(shí)態(tài)，屬于過去發(fā)生的應(yīng)該用一般過去時(shí)，屬于經(jīng)常發(fā)生的應(yīng)該用一般現(xiàn)在時(shí)。

4．句子結(jié)構(gòu)要力求有變化，不要總是一個(gè)句型。第一步構(gòu)建框架，清晰行文[謀篇布局][黃金金模模板板]Thechartgivesusanoverallpictureofthe______________(圖表表主主題題).Thefirstthingwenoticeisthat______________(圖表表最最大大特特點(diǎn)點(diǎn)).Thismeansthatas________，________(進(jìn)一一步步說說明明)．Wecanseefromthestatisticsgiventhat________(圖Judgingfromthesefigures,wecandrawtheconclusionthat________(結(jié)論論).Thereasonforthis,第二二步步打打造造亮亮句句，，增增色色文文章章1．根根據(jù)據(jù)最最近近的的一一項(xiàng)項(xiàng)調(diào)調(diào)查查，，大大約約85.8%的中中學(xué)學(xué)生生認(rèn)認(rèn)為為他他們們的的字不不好好看看。?Arecentsurveyshowsthatabout85.8percentofmiddleschoolstudentsholdtheideathattheirhandwritingispoor.?Accordingtoarecentsurvey,about85.8percentofmiddleschoolstudentsthinkthattheirhandwritingispoor.2．漂漂亮亮整整潔潔的的書書法法是是有有益益的的，，尤尤其其對(duì)對(duì)中中學(xué)學(xué)生生來來說說。。?It'sbeneficialforstudents,especiallyformiddleschoolstudents,tohavebeautifulandneathandwriting.?Beau第三三步步串串句句成成文文，，保保證證流流暢暢Nowadays,withthegrowingpopularityofcomputers,moreandmorepeoplearepayinglessandlessattentiontotheirhandwriting.，Accordingtoarecentsurvey,about85.8percentofmiddleschoolstudentsthinkthattheirhandwritingispoor.Yetforvariousreasons,manystudentsdon'twanttoimprovetheirhandwriting.51.5percentofthemthinkthattheycanjustuseacomputer,sothereisnoneedtowastetimeimprovingtheirhandwriting,and32.3percentbelievethattheyaresobusywiththestudythattheydonothavetimetopractice.10.9percentthinkthatpracticinghandwritingisuseless.Theresthaveotherreasons.Asthesayinggoes,writingstyleshowstheman.Beautifulandneathandwritingisbeneficial,especiallyformiddleschoolstudents.Therefore,inmyopinion,moreemphasisshouldbeplacedonthisaspectinfuture.(2011·北京東城城區(qū)模擬擬)近日，某某報(bào)對(duì)我我市幾所所小學(xué)的的學(xué)生展展開了一一項(xiàng)關(guān)于于“什么么樣的人人可以當(dāng)當(dāng)班長(zhǎng)””的調(diào)查查。請(qǐng)根根據(jù)下面面的圖表表寫一篇篇英語短短文，介介紹調(diào)查查結(jié)果并并談?wù)勀隳阏J(rèn)為什什么樣的的人可以以當(dāng)班長(zhǎng)長(zhǎng)。注意：1．開頭已已為你寫寫好，不不計(jì)入總總詞數(shù)。。2．詞數(shù)不不少于60。Theprimaryschoolstudentshavedifferentopinionsonwhatkindofpersoncanbecomeamonitor.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________參考范文文：Theprimaryschoolstudentshavedifferentopinionsonwhatkindofpersoncanbecomeamonitor.Wecanseefromthepiechartthatabout4.41%ofthestudentsbelievethatthosewhohavegoodrelationshipwithothersarelikelytobecomeamonitor.Morestudentsaround6%,however,thinkthatthemostimportantcharacterofamonitorishavingresponsibility.Interestingly,thereareabout11.04%consideringthatamonitorshouldhaveagoodlookwhile11.75%ofthemsupposethatteachersusuallyappointtheirfavouritestudentsasmonitors.Themajorityofstudents,about67%believethatonlywhentheydowellintheirstudiescantheyhavethechancetobecomeamonitor.Ontheonehand,Ithink,beingamonitorrequireshighgradesinstudysothatyoucansetagoodexampletothefellowstudents.Ontheotherhand,bei