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《普通高等学校招生全国统一考试英语科考试说明(高考综合改革试验省份试用)》(简称“《说明》”,下文同)对概要写作做出了明确要求:考查学生的归纳概括能力及对文本作者观点的思考能力;考查学生对文本语篇结构及上下逻辑关系的分析能力;考查学生综合运用语言知识(语法、词汇、句型结构等)的能力;考查学生的独立创新输出能力,要求学生对原文的词、句等合理转换,概括文章信息,再用自己的语言进行输出。该题型使阅读和写作有机结合,若能长期坚持练习,对学生的英语语用能力会有较大的促进作用。下面,笔者以“A Master of Nonverbal Humor”的概要写作课为例,对此进行了探讨。
一、教学分析
本课教学内容为“人教版”M4U3Reading“A Master of Nonverbal Humor”。全文共5段,介绍的是幽默大师卓别林先生。文章结构和语法知识不复杂,难度适中。
授课对象为福州市二级达标校高三学生,英语成绩处于市均水平。他们英语学习态度端正、积极性高,且两年前上过该课,对文本内容较熟悉,能较快理解文本,但未受过系统的概要写作训练。
二、教学过程
Step1:Brainstorming
(教师展示关于卓别林的经典图片)
师:Do you remember who he is?
生(快速答出):Charlie Chaplin.
师:说说你对卓别林的印象是什么?
生:a famous actor,a great director,a talented person,I like his films...
一张照片拉近了学生和文本间的距离。为后面的写作教学做好了心理铺垫。
Step2:Reading for ideas
教师先让学生快速浏览课文,找出文章段落大意和主旨,并完成表格(画线处为填空内容)。然后,让学生说出
□陈赞招
【摘要】概要写作是用自己的语言来表达主旨的一种书面、缩略版的写作任务。本文从Brainstorm-ing——
—Reading——
—Main Ideas——
—Electing——
—Paraphrasing——
—Combining这几个教学环节来阐述高中英语概要写作的教学流程，使阅读和写作有机结合，提升学生的整体写作能力。
【关键词】概要写作；关键词；改述；组合
中图分类号:G633.41文献标识码:A文章编号:1671-0568(2017)30-0055-02
例谈高中英语概要写作教学
坚持自己的主见,在遇上困难或挫折时,能够很快地重整旗鼓,面对挑战。在数学教学活动中培养学生学习数学的自信心,可以激发他们的求知欲,促进学生活泼进取的良好个性的形成。因此,教师要培养学生的自信心,鼓励学生积极克服数学活动中遇到的困难。
2.不懂就问
子曰:“敏而好学,不耻下问。”有了疑惑应该主动请教他人,锲而不舍,直到解决心中的疑惑为止。因此,教师要积极引导、鼓励学生,在独立思考的基础上,对不懂的地方或不同的观点有提出疑问的意识,在别人的交流中获益。多问、多看、多思考、多做题,是学好数学的关键。
总之,课堂教学的有效性是广大教师所共同追求的。有效课堂是一种理念,更是一种价值追求、一种教学实践
模式。我们期待以自己的思考、交流,引发更多教师对这
一问题的关注、探索。
参考文献:
[1]贾琳红.新课程目标下研究提高初中数学课堂教学效率[D].石家庄:河北师范大学,2014.
[2]沈文汉.摭谈多媒体在初中数学课堂教学中的角色定位与优势[J].中国电化教育,2011,(10):121-124.
[3]黄文雅.初中数学课堂教学小组合作学习存在的问题及对策研究[D].成都:四川师范大学,2011.
(编辑:杨迪)
教法新探55
上海高考英语题型训练: 写作 2020高三第一学期期末质量抽查 IV. Summary Writing （10 分） Directions: Read the following passage. Summarize the main idea and the main point （s）of the passage in no more than 60 words. Use your own words as far as possible. 松江 It goes without saying that the language spoken by the majority of British people has the same name as the language spoken by most citizens of the U.S.A. Nonetheless, quite apart from well-documented lexical （词汇的）differences - pavement/sidewalk, lift/elevator, etc. - there are still some words and phrases which can cause confusion and misunderstanding between speakers of the two different forms. That's why sonic people say that Great Britain and the United States are nations separated by a common language. There are practical reasons for this. When the first English settlers arrived in what we now call America, the language they spoke was naturally the same as that spoken by their compatriots （同胞）on the other side of the Atlantic Ocean. However, they immediately saw things which didn't exist in Europe, often items used and made by Native Americans, such as canoes and moccasins and creatures such as buffalo. They also picked up words which they heard being used by other European immigrants. The word "boss”,for example, was used by settlers from Holland in New York in the mid-17th century. It comes from the Dutch word "baas'" which means master. The word "cookie" also comes from the Dutch "koekje”. There are many words, phrases and even grammatical structures which are mistaken for Americanisms （美式英语用语）in Britain when they are nothing of the sort. Very often, they represent not an American import, but an original form of British English which has disappeared in Britain. The verbs "guess” meaning think and “loan” me aning lend and the adjective "mad" meaning angry are frequently criticized as Americanisms, yet they all appeared in British English hundreds of years ago. In the case of “loan”, it was used as long ago as 1,200 years! In fact, English spoken in the UK has changed so thoroughly in the last 500 years that American English now represents the last place where some original British English forms can be found. 参考答案：Although American English and British English are the same language, there are great differences. Two reasons account for the phenomenon. New words were created after the first English settlers in America saw new things and learned words from other Europeans. Additionally, some original expressions have been changed by British people while they are still being used by Americans. 崇明 Giving Thanks This is the season for taking the time to reflect on what we're thankful for in life. Spending that time with friends and family to give thanks is what makes the holidays so special. But why should we limit it to just a few weeks in the years? Gratitude is a
概要写作范例五篇（附参考答案） 篇一： 阅读下面短文，根据其内容写一篇60词左右的内容概要。 Students who have used electronic cigarettes by the time they start ninth grade are more likely than others to start smoking traditional cigarettes and other tobacco products within the next year, according to a new study funded by the National Institutes of Health. Electronic cigarettes, or e-cigarettes, deliver nicotine to the lungs by heating a liquid solution that contains nicotine and other chemicals to produce a spray that the user takes in. As part of a survey of substance use and mental health among high school students in Los Angeles, the study compared the start of tobacco use among 222 students who had used e-cigarettes, but not any other tobacco products, and 2,308 who had neither used e-cigarettes or any other tobacco products when initially surveyed at the start of ninth grade. The 2,530 students who initially reported never using tobacco underwent follow-up assessments after six and 12 months. Students were
2020高考英语概要写作、读后续写专题讲解与复习 “概要写作”重点考查考生理解和呈现原文要点和准确使用词汇和语法结构的能力。要求学生客观并且简练的概括出原文，而且要保证故事的完整连贯，逻辑通顺。（这类题型相对来说比较简单；考察三方面的能力：1. 找关键词的能力；2. 把关键词写成正确句子的能力；3. 把句子写成合理的段落的能力） 读后续写主要关注学生以下四个方面的能力： ①把握短文关键信息和语言特点的能力。学生需要了解所给短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。 ②语言运用的准确性和丰富性。学生能准确、恰当地使用所学词汇和语言结构，还能够根据内容需要使用较多、较复杂的词汇和语言结构。 ③对语篇结构的把控能力。学生需要掌握上下文逻辑关系，所续写的短文与所给短文及段落开头语之间要有连贯性，所续写的短文内语句要连贯、有序。 ④创造性思维能力。学生所续写的短文要具有较丰富的内容，包含详细和生动的情景、态度和感情描述。 读后续写解题思路 ◆续写思路 和以往的高考英语命题作文不同，读后续写要求考生首先要读懂已有
信息，不仅要读懂字面含义，还要厘清文章的脉络和关系。续写这篇短文时，考生需要明白故事的发展进程、前因后果、地理位置变化、人物情感等。在此基础上，考生顺着文章的思路，根据线索，发挥想象，对其后的情节进行合理预测，并用英语表达出来。同时，在组织语言时，切记使用5个以上给出的提示词。 ◆续写分析 若已知线索：去西部荒野——体验农场生活——骑马去森林 （父亲带作者去“西部荒野”，喂鸡牧羊，体验农场生活；见父亲和叔叔骑马很是潇洒，作者心生向往，于是亲身上马体验，和父亲一同骑马走向森林……） 可续写线索：迷路？找到回农场的方法？回到农场？ 1. 第一段所给首句“Suddenly a little rabbit jumped out in front of my horse.”这一句是故事发展的转折点，可从兔子出现后带来的结果入手扩展开去，可以写马受到惊吓狂奔而去，也可以写因追赶兔子而迷路，无论从何角度拓展，需注意与续写第二段首句呼应。 2. 第二段所给首句“We had no idea where we were and it was getting dark.”这一句呼应前文Uncle Paul的嘱托——不要误了晚饭、不要迷路，可以从如何寻路返回入手去写续文。前文提示农场附近有河流，并且river为标有下划线的关键词语，所以可以从沿着河流回到农场的角度拓展。
高中英语写作指导-《概要写作》 该题型提供一篇350词以内的短文,要求考生基于该短文写出一篇60词左右的内容概要。原文以说明文、议论文为主,概要,基本就是段落大意。每段用一句话概括,或者两段一个大意,最多用两句话概括。 (一)高分要诀 1.概要应包括原文中的主要事实,略去不必要的细节。 这就要求考生在写作时要找关键词和主题句,准确理解、分析原文要点,归纳段落大意。 2.各要点的表达既要相对独立,又要有适当的衔接,要用适当的关联词语贯通全文,切忌只简单地写出一些互不相干的句子,但也不要每两句之间都加关联词语,以免显得生硬。 3.所用句型力求简单,安排好篇幅的比例,概要应同原文保持协调,即用较多的文字写重要内容,用较少的文字写次要内容。 4.不排斥用原文的某些词句,但不要照搬原文的句子,如果不能完全用自己的话语表达,至少对原文句子做一些同义词替换,如果结构上也能有一些转换会更好。
此外,在写作时,要尽量使用短句,慎用长难句。例如,尽量少用关系代词which,who 等引导的定语从句,而采用动词-ing形式和过去分词做定语。 5.多使用概括性词语,少用具体描述性词语。注意要点之间的衔接。 概要写作中的衔接过渡词汇:
列举过渡目的过渡让步过渡承接过渡first of all first second third in the first place initially to start with furthermore in addition moreover what’s more finally with the aim of for the sake of with a view to for the purpose of although it is true...that even though of course certainly admittedly indeed true as soon as as a matter of fact so to speak however as it were day after day year in and year out 举例理由时间总结 as an illustration for instance one example for example just as in particular such as namely to illustrate a case in point take...for since by virtue of so given as a result of because (of) due to in view of on account of owing to the reason why in other words lead to for this reason before since as until meanwhile at the moment when whenever as soon as just as according to all in all to summarize in summary in conclusion as a consequence lastly by and large finally consequently to sum up hence
概要写作题型解读与技巧 第一部分概要写作总体介绍 1.题型介绍 ◆选材特点 (1)所需阅读的短文词数在350以内; (2)所选材料体裁没有限制，以说明文、议论文和记叙文为主。 ◆评分参考 阅卷时主要考虑以下内容： (1)对原文要点的理解和呈现情况; (2)应用语法结构和词汇的准确性; (3)上下文的连贯性; (4)对各要点表达的独立性情况。 注意：理解准确，涵盖全部要求，完全使用自己的语言，准确使用相应的语法结构和词汇，得分相应比较高。相反，如果概要写作部分出现两句以上整句抄自原文现象，得分档次将会大大降低;所写内容与所提供内容无关不得分。 2考查能力 概要写作，简言之就是对所读过的文章简要概括，写出文章的中心大意，也可称之为摘要。写概要时，读者要是把文章的具体信息用一些具有概括功能的词和句表述出来，而不是抄袭文章的原句，更不是把细节性信息作为中心，而是要通过对文章中的单词、词组和句子进行合理转换，对文章的具体信息进行概括，再用合适的语言表述出来。这一题型主要考查学生对文章主旨大意的概括和准确获取关键词的能力，同时考查学生用简洁的语言概括文章重要信息的能力以及对文章整体结构的把握能力。因此，概要写作是基于阅读理解和书面表达，是二者的有机结合体，是阅读理解和书面表达的沟通桥梁。 第二部分概要写作步骤和方法 一．概括的写作步骤： 1. 确定主题句。确定阅读文章的主题句，一般在段首。没有主题句的需要自己组合。 2. 寻找关键词。分析主题句意义，确定关键词，关键词一般体现为名词、形容词，关键词的数目决定了概括的信息浓度。 3. 重构主题句。概括的主题句逻辑上要统摄后面所有的支撑句。可以从作者的写作目的逆推，反映写作目的主题句是高度抽象的，它基本决定了概括的质量。
概要写作范例五篇（附参考答案） 阅读下面短文，根据其内容写一篇60 词左右的内容概要。 Students who have used electronic cigarettes by the time they start ninth grade are more likely than others to start smoking traditional cigarettes and other tobacco products within the next year, according to a new study funded by the National Institutes of Health. Electronic cigarettes, or e-cigarettes, deliver nicotine to the lungs by heating a liquid solution that contains nicotine and other chemicals to produce a spray that the user takes in. As part of a survey of substance use and mental health among high school students in Los Angeles, the study compared the start of tobacco use among 222 students who had used e-cigarettes, but not any other tobacco products, and 2,308 who had neither used e-cigarettes or any other tobacco products when initially surveyed at the start of ninth grade. The 2,530 students who initially reported never using tobacco underwent follow-up assessments after six and 12 months. Students were asked about lifetime and past six-month use of e-cigarettes or any other forms of tobacco
上海高考英语概要写作技巧 Rubrics for summary writing (2019-9-14) 评分标准: 1. 本题总分为15分, 其中内容10分, 语言5分。（这部分还有待最终确认，可能是5+5） 2. 评分时应注意的主要方面: 内容要点、信息呈现的连贯性和准确性。 3. 词数超过60，酌情扣分。 各档次给分要求: 内容部分 A. 能准确、全面地概括文章主旨大意，并涵盖主要信息。 B. 能准确概括文章主旨大意，但遗漏个别主要信息。 C. 能概括文章主旨大意，但遗漏部分主要信息。 D. 未能准确概括文章主旨大意，遗漏较多主要信息或留有过多细节信息。 E. 几乎不能概括文章的主旨大意，未涉及文中有意义的相关信息。 F. 完全未作答或作答与本题无关。 语言部分 A. 能用自己的语言连贯、正确地表述。 B. 能用自己的语言较连贯、正确地表述，但有个别语言错误。 C. 基本能用自己的语言连贯、正确地表述，但连贯性较差，且有少量不影响表意的语言错误。 D. 基本能用自己的语言表述，但连贯性较差，且严重语言错误较多。 E. 几乎不能用自己的语言连贯、正确地表述。 F. 完全未作答或作答与本题无关。 把握文体特点 记叙文：what who when where why how 议论文：opinion/ idea+ argument (supporting ideas / reasons) 说明文：phenomenon/ problem + reason + solution (cause and effect), introduction of an object (how it is made, how it is used, how it may change, what makes it new or significant) 新闻：a focus on the first paragraph, and the first or last sentence of the other paragraphs 样题解读 Dirt 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 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 thought to lie in public baths. By 1538, the French king had closed the bath houses in his kingdom. So did the king of England 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. Though the belief in the merit 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 standards 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.
2019高考英语概要写作技巧讲解 一、考点分析 （一）考查内容： 1、考查读懂文章内容的能力 2、考查识别作者写作目的的能力 3、考查归纳总结的能力 4、考查组织文章的能力 （二）评分要点 ?1）字数50左右 ?2）理解准确，涵盖全部要点 ?3）准确使用相应的语法结构和词汇 ?4）完全使用自己的语言 ?5）有效使用语句间的连接成分，结构紧凑 二、专题详解 定义： It is a brief, thorough and objective restatement of the main idea and key points of a longer composition. 读者在正确理解文章的基础上, 在不改变原文中心思想、 体裁和结构的前提下，用简明、精练的语句高度浓缩文章的主要内容和观点。 （三）写作方法 Step 1. 确定体裁，明确主题 Step 2. 明确文章结构（总-分，总-分-总，分-总，并列） Step 3. 划主题句与关键信息 Step 4. 写纲要，打草稿 Step 5. 润色成文
1) 找准体裁，提炼要点 按体裁 2) 语言：同义词 ① 同义转换：近义词、同义词和词组的替换，尽量用单词替换短语 （例 improve=promote, of great importance = greatly important ） ② ） ③ 句子重构：调整词类（名词、动词、形容词转换）、时态、语态（主动变被动）等 3) 衔接（替换；省略；增加）：表逻辑关系的连接词 替换：并列关系and, moreover, furthermore, in addition, 转折关系 but, instead, however, on the other hand 省略：并列观点有时可省略连接词;记叙文可省略衔接词。 增加：按逻辑关系，补充连接词firstly…, secondly…, finally…; and…, moreover…, furthermore…; but, instead, however, 例（一）
教学篇誗教学反思 概要写作是为了考核学生从英语材料中获取信息、处理信息、分析及解决问题的能力，并在理解、处理信息后转化为自己语言的能力。面临新考试题型，尽管高中英语老师快速调整了教学内容安排，但从学生目前的习作上看，很多学生还是无法使用自己的语言进行概要写作，大多数都是从短文中摘抄原句，凑齐字数完成任务。显然，这样的写作不符合题目要求，那么在英语概要写作教学中做了哪些尝试？我们需要反思些什么呢？ 一、高中英语概要写作教学尝试 新题型、新要求的出现，触动了老师的敏感神经，老师针对新要求迅速做出反应，开始了多种教学尝试： 首先，注重锻炼学生的阅读理解能力，老师针对性地选择350词左右的短文供学生锻炼，让学生阅读材料、理解内容，并用笔标记每段主题句，从而获取短文的主题内容，对全文内容进行概括。 其次，引导学生根据主题句子以及自己理解的内容，转化为自己的语言，运用替换法，将主题句子词汇替换为近义词、同义词，高级词汇，从而形成自己的语言概括。 最后，加强了日常评价工作，在评审日常习作时，指出学生存在的问题，并引导学生如何改正，从而帮助学生查漏补缺，在此基础上，充分认可并展示优秀学生的作品。学生处于同样的语言学习环境，身边人的范例往往比老师的示范来得更有效。 这样的教学尝试帮助学生掌握了该题型的解答技巧，提升了答题效果，但并没有提升学生的英语阅读能力、信息处理能力、概括能力以及写作能力，与新时期教学目标相违背，那么如何做好改善呢？ 二、高中英语概要写作反思及改善 （一）尊重个体差异性、差异化教学 学生的英语基础不同，在处理题目的时候也存在差异，老师上述的教学手法对于大多数学生而言，可以很好地解决问题，但对于一部分词汇量匮乏的学生而言就很难完成写作，因此，在教学过程中，老师应该根据日常英语学习情况进行分类，从而实施差异性教学、训练。比如说，根据习题内容可以看出有些学生完成情况很好，老师可以划分为A组；有些学生词汇量不足，无法完成替换法转述，划分为B组；还有些学生无法找到阅读内容的主题句子，划分为C组。那么在阅读课上，老师可以针对A组，加大阅读量，提升A组学生英语全面素养，针对B组，可以提出词汇阅读要求，在阅读的同时要求B组学生记录每次阅读的单词、记忆，针对C组学生，可以帮助学生首先学会找到英语短文的主题，短文选择从简到难，帮助学生先掌握短文主题句子寻找能力。 针对性教学可以帮助学生找到根本原因，从而针对性改善、提升，最终达到共同提升的目的。 （二）不同短文概要写作要点归纳 阅读短文种类不一，以记叙文和说明文为主，那么针对不同的文体，老师可以给予不同的概要写作要点归纳。 以记叙文为例说明，记叙文是比较简单的概要写作文体，我们在明确了文章主题后，必须要抓住文章中when，where，who，what，why，how这六个要素，并在概要写作时写出来。 而说明文又分很多类，有现象揭示类、利弊对比类、研究显示类等，老师可以针对性地选择短文来训练学生怎么处理不同文体的概要写作，从而提升学生应对不同题材短文的概要写作能力。 （三）激发学生的阅读、概要写作兴趣 阅读、概要写作是考核学生英语综合能力的关键，也是教学重难点，很多学生也对这部分训练有厌烦心理，缺乏学习兴趣。尤其是对于高中生而言，学生承受着较大的学习压力，一味机械地教学、训练，会让学生反感，最终培养出的都只是一些题海战高手，并不能真正从阅读、写作中享受乐趣。高中英语老师应该考虑学生当下的学习状况，选择符合学生心理的一些英语短文。比如说，高中生处于对音乐、电影感兴趣的年龄阶段，老师可以选择当下流行的音乐歌手、电影明星或是正在播映的电影介绍相关题材的阅读短文来供学生练习，既让学生扩大了阅读量，训练了概要写作能力，同时充满吸引力的题材也让学生充满了阅读兴趣，并积极进行概要写作，进而让学生爱上阅读与概要写作。 概要写作考核是对新时期高中生英语综合能力的考核，顺应了时代对英语应用人才的要求，作为高中英语老师应该积极推动概要写作教学，认真做好教研工作，发现教学中的问题，及时、有效调整教学方式，提升学生的概要写作能力及英语综合素养，为培养新时期人才贡献力量。 参考文献： ［1］陆霞.高中英语概要写作教学例析［J］.上海课程教学研究，2018（6）：44-47. ［2］何晴.衔接理论在高中英语概要写作教学中的应用研究［D］.重庆师范大学，2018. ［3］张雪莲.基于不同体裁高中英语概要写作教学实践研究［D］.重庆师范大学，2018. ［4］金小微.“意欲‘合’为”指导策略在高中英语概要写作教学中的实践［J］.英语教师，2018，18（7）：127-130. 誗编辑段丽君 高中英语概要写作的教学尝试与反思 杜旭霞 （金华市第六中学，浙江金华） 摘要：概要写作（Summary writing）是新型英语高考试题，既是对高中生的新要求，也是对老师教学的新要求。概要写作是让学生通过一篇短文阅读、理解，然后写作一篇60词左右的概要。这个过程是对学生英语阅读能力和写作能力的双重考核，因为之前缺乏相关教学经验，高中英语老师在面临新考试试题时，在教学上也做出了针对性尝试。针对英语概要写作教学尝试现状进行了简单分析，并反思了相关不足。 关键词：高中英语；概要写作；尝试；反思 123 --
2017高考新题型英语概要写作 阅读下面短文,根据其内容写一篇60词左右的内容概要。 Getting rid of dirt, in the opinion of most people, is agood thing. However, there is nothing fixed about attitudes to dirt. In the early 16th century, people thought that dirt onthe skin was a means to block out disease, as medical opinion had it thatwashing off dirt with hot water could open up the skin and let ills in. Aparticular danger was thought to lie in public baths. By 1538, the French kinghad closed the bath houses in his kingdom. So did the king of England in 1546.Thus began a long time when the rich and the poor in Europelived with dirt in a friendly way. Henry IV, King of France, was famouslydirty. Upon learning that a nobleman had taken a bath, the king ordered that,to avoid the attack of disease, th,e nobleman should not go out. Though the belief in the merit (好处)of dirt was long-lived,dirt has no longer beenregarded as a nice neighbor ever since the 18 century. Scientifically speaking,cleaning away dirt is good to health. Clean water supply and hand washing arepractical means of preventing disease. Yet, it seems that standards ofcleanliness have moved beyond science since World War II. Advertisementsrepeatedly sell the idea:clothes need to be whiter than white, cloths eversofter, surfaces to shine. Has the hate for dirt, however, gone too far?
概要写作专项练习（一） 1.阅读下面短文，根据其内容写一篇60词左右的内容概要。 While many of us go to sleep before midnight, some teenagers choose to stay up much later. They are not driven by the burning desire to write a better essay or achieve a higher grade. Instead, they are busy playing online games. Known as young Internet addicts, they have long been a problem in China. A report released in 2016 by the China Youth Association for Network Development showed that there were over 24 million young Internet addicts among China’s youn g urban Internet users. The report also said that over 18 million youths had a tendency to develop Internet addiction. To deal with the problem of Internet addiction among teenagers, the Cyberspace Administration of China has released draft regulations which carried out a ban on online gaming. If the regulations are adopted，under-18s would be banned from playing online games between midnight and 8 am. As soon as the government’s draft law surfaced, it drew great attention from the public. Some applauded the law as a way to better protect minors (未成年人)，saying that too much overnight gaming is harmful to minors’health and believing the period between midnight and 8 am to be vital to human physical functions. However, others wondered whether it would be practical if it came into effect, as minors could just borrow their parents’IDs to register accounts to play online games. The Guangming Daily suggested that parents should help their teenagers find a balance between the cyber world and the real world. China is by no means the only one trying to fight against teenager gaming addiction. Germany introduced a regulation in 2002 in an attempt to stop minors from playing online games from 10 pm to 6 am. Meanwhile，the UK，the US and Australia have forced a rating system on computer games to make sure that teenagers cannot access “adult” content such as violence，sex or bad language. 【答案】 Many teenagers in China have become addicted to overnight online games. Thus，the government released a draft law to solve the long-lasting issue. Some people welcomed the law because it is beneficial to the teenagers’ health，while others doubted whether it would be
1.读后续写主要考查什么能力？ 读后续写主要关注学生以下四个方面的能力： ①把握短文关键信息和语言特点的能力。学生需要了解所给短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。 ②语言运用的准确性和丰富性。学生能准确、恰当地使用所学词汇和语言结构，还能够根据内容需要使用较多、较复杂的词汇和语言结构。 ③对语篇结构的把控能力。学生需要掌握上下文逻辑关系，所续写的短文与所给短文及段落开头语之间要有连贯性，所续写的短文内语句要连贯、有序。 ④创造性思维能力。学生所续写的短文要具有较丰富的内容，包含详细和生动的情景、态度和感情描述。 2.新题型的高考真题到底长什么样？ (2018年6月浙江高考真题) 阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 It was summer, and my dad wanted to treat me to a vacation like never before. He decided to take me on a trip to the Wild West. We took a plane to Albuquerque, a big city in the state of New Mexico. We reached Albuquerque in the late afternoon.Uncle Paul, my dad’s friend, picked us up from the airport and drove us up to his farm in Pecos.
His wife Tina cooked us a delicious dinner and we got to know his sons Ryan and Kyle. My dad and I spent the night in the guestroom of the farm house listening to the frogs and water rolling down the river nearby. Very early in the morning, Uncle Paul woke us up to have breakfast. “The day starts at dawn on my farm,”he said. After breakfast, I went to help Aunt Tina feed the chickens, while my dad went with Uncle Paul to take the sheep out to graze (吃草). I was impressed to see my dad and Uncle Paul riding horses. They looked really cool. In the afternoon, I asked Uncle Paul if I could take a horse ride, and he said yes, as long as my dad went with me. I wasn’t going to take a horse ride by myself anyway. So, my dad and I put on our new cowboy hats, got on our horses, and headed slowly towards the mountains. “Don’t be late for supper,”Uncle Paul cried, “and keep to the track so that you don’t get lost!”“OK!”my dad cried back. After a while Uncle Paul and his farm house were out of sight. It was so peaceful and quiet and the colors of the brown rocks, the deep green pine trees, and the late afternoon sun mixed to create a magic scene. It looked like a beautiful woven (编织的) blanket spread out upon the ground just for us.