Summary of Product Characteristics last updated on the eMC: 12/09/2005
Doxorubin 10 mg, 50 mg
Fehlandtstrasse 3, 20354 Hamburg, Germany
1. NAME OF THE MEDICINAL PRODUCT
2. QUALITATIVE AND QUANTITATIVE COMPOSITION
3. PHARMACEUTICAL FORM
4. CLINICAL PARTICULARS
4.1 Therapeutic indications
4.2 Posology and method of administration
Doxorubin 10 mg.
Doxorubin 50 mg.
Doxorubin 10 mg:
Doxorubin, powder for solution for injection contains 10 mg of doxorubicin hydrochloride E.P.
Doxorubin 50 mg:
Doxorubin, powder for solution for injection contains 50 mg of doxorubicin hydrochloride E.P.
Powder for solution for injection.
In combination with other antineoplastic drugs, doxorubicin is intended for the treatment of acute
lymphocytic leukaemia, (except acute lymphatic leukaemia of low risk in children), acute myeloid
leukaemia, Hodgkin- and non-Hodgkin lymphomas, osteosarcoma, Ewing sarcoma, adult soft tissue
sarcoma, metastatic breast carcinoma, gastric carcinoma, small-cell lung cancer, neuroblastoma, Wilms tumour and bladder carcinoma.
Doxorubicin may be used intravesically as single agent for treatment and prophylaxis of superficial bladder carcinoma.
The route of administration is by intravenous injection.
The vial contents must be reconstituted before use with water for injection or normal saline (see Section
6.6 Instructions for Use/Handling).
Doxorubicin should not be administered intramuscularly or subcutaneously. INTRAVENOUS ADMINISTRATION
Doxorubicin may be given by intravenous bolus injection, or as continuous infusion. Bolus injection causes higher peak plasma concentration and therefore is probably more cardiotoxic. Intravenous administration occurs preferably through a running, recently applied intravenous infusion, of sodium chloride injection, dextrose injection 5% or sodium chloride and dextrose injection over 3 to 5 minutes.
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Patients with an increased risk for cardiotoxicity (see section 4.4 Special warnings and precautions for use) should be considered for treatment with a 24 hours continuous infusion, rather than bolus injection.
In this way, cardiotoxicity may be less frequent, without a reduction in therapeutic efficacy. In these patients, the ejection fraction should be measured before each course.
ADULTS
Dosage depends on tumour type, hepatic function, and concurrent chemotherapy.
The commonly recommended dosage schedule as single agent is 60-75 mg/m2 by intravenous injection, once every 3 weeks. An alternative dose schedule is 20 mg/m2 intravenously, during 3 consecutive days, once every 3 weeks.
Lower doses may be required in patients with inadequate marrow reserves and in patients who have had prior treatment with other cytotoxic agents. When used in combination with other chemotherapeutic agents the dosage of 30-60 mg/m2 are administered. Myelosuppression may be more pronounced
because of the additive effect of the drugs.
The risk of development of cardiomyopathy gradually increases with the dosage. The maximum
cumulative dose of 450 mg/m2 should not be exceeded. The administration of doxorubicin should be monitored by electrocardiography, echocardiography and carotid pulse curve: When the voltage of the QRS wave decreases by 30% or at a fractional shortening of 5% it is recommended to stop treatment.
If a patient receives mediastinal irradiation, has concomitant heart disease, or is also treated with other cardiotoxic, non-anthracycline oncolytics, a maximal cumulative dose of 400 mg/m2 is recommended.
Doxorubicin dosage should be reduced if the bilirubin is elevated. When bilirubin is 12 to 30 mg/l - half the dosage should be given; when bilirubin concentrations> 30 mg/l, one quarter of the dosage should be given.
In general, impaired renal function does not require dose reduction.
CHILDREN
Dosage for children may be lowered, since they have an increased risk for late cardiotoxicity. Myelotoxicity should be anticipated, with nadirs at 10 to 14 days after start of treatment, but is usually followed by a rapid recovery due to the large bone marrow reserve of children as compared to adults.
SUPERFICIAL BLADDER CARCINOMA AND BLADDER CARCINOMA IN SITU:
The recommended dosage is 50 mg in 50 ml normal saline, administered via a sterile catheter. Initially, this dose is given weekly, later on monthly. The optimal duration of treatment has not yet been
determined; it ranges from 6 to 12 months.
Restrictions regarding the maximal cumulative dose, as with intravenous administration, do not apply to intravesical administration, because systemic absorption of doxorubicin is negligible.
4.3 Contraindications
Doxorubicin therapy should not be started in the following cases:
1. Marked myelosuppression induced by previous chemotherapy or by radiotherapy.
2. Pre-existing heart disease.
3. Previous treatment with complete cumulative doses of doxorubicin or other anthracyclines.
4. Doxorubicin should not be used intravesically for the treatment of bladder carcinoma in patients with
urethral stenosis who can not be catheterised.
4.4 Special warnings and precautions for use
General precautions
Doxorubicin should only be used under supervision of a physician who is experienced in cytotoxic therapy. Nausea, vomiting and mucositis are often severe and should be treated appropriately.
Doxorubicin should not be administered intramuscularly or subcutaneously.
The total dose of doxorubicin administered to the individual patient should take into account any previous or concomitant therapy with related compounds such as daunorubicin.
Extravasation
Extravasation results in a severe and progressive tissue necrosis. If extravasation occurs, the injection should be terminated immediately and restarted in another vein. Flooding with normal saline, local infiltration with corticosteroids with or without sodium hydrogen carbonate solution (8.4%), and application of dimethylsulfoxide have been reported with varying success. The advice of a plastic surgeon should be sought, and wide excision of the involved area should be considered.
Cardiotoxicity
Congestive heart failure and/or cardiomyopathy may be encountered several weeks after discontinuation of doxorubicin therapy. Severe cardiac failure may occur precipitously without antecedent ECG change.
The risk of severe, irreversible and therapy-resistant cardiomyopathy and resulting congestive heart failure gradually increases with increasing dosages. A cumulative dose of 450 mg/m2 should not be exceeded.
Age over 70 or below 15 years and female gender in children should be considered a risk factor, as well as concomitant heart disease. In addition, ECG changes may occur including a reduction in the voltage of the QRS wave, and a prolongation of the systolic time interval, and the ejection fraction may be reduced.
In patients previously treated with other anthracyclines or cyclophosphamide, mitomycin C or dacarbazine, and patients who received radiotherapy to the mediastinal area, cardiotoxicity may occur at doses lower than the recommended cumulative limit. The concurrent use of trastuzumab and anthracyclines (like doxorubicin) is not recommended (see section 4.5).
Acute severe arrhythmias have been reported to occur during or within a few hours after doxorubicin administration.
Heart function should be assessed before, during and after doxorubicin therapy, e.g., by ECG, echocardiography or determination of the ejection fraction. If test results indicate change in cardiac function associated with doxorubicin the benefit of continued therapy must be carefully evaluated against the risk of producing irreversible cardiac damage.
Myelosuppression
The high incidence of bone marrow depression requires careful haematologic monitoring. The nadir is reached between 10-14 days after administration. Blood values usually return to normal within 21 days after administration. Doxorubicin therapy should not be started or continued when polynuclear granulocyte counts are below 2000/mm3, except in the treatment of acute leukaemia, where lower limits may be applied, depending on the circumstances.
Careful haematologic monitoring is also required because of the risk of secondary leukaemias after treatment with cytotoxic agents (see section 4.8 Undesirable effects). A remission of acute leukaemia can be achieved when detected at an early stage.
Hepatic impairment
Hepatic function (SGOT, SGPT, alkaline phosphatase and bilirubin) should be evaluated before and during therapy.
Hyperuricaemia
Doxorubicin may induce hyperuricemia. The blood uric acid level should be monitored. Sufficient fluid intake should be ascertained (with a daily minimum of 3 l/m2). If necessary, a xanthine-oxidase inhibitor (allopurinol) may be administered.
Discoloration of urine
Doxorubicin may impart a red coloration to the urine.
4.5 Interaction with other medicinal products and other forms of interaction
Doxorubicin cardiotoxicity is enhanced by previous or concurrent use of other anthracyclines, mitomycin C, dacarbazine, dactinomycin and, possibly, cyclophosphamide. Also the risk of cardiotoxicity is increased if trastuzumab is given with or after doxorubicin. Trastuzumab and anthracyclines should not be used concurrently in combination except in a well-controlled clinical trial setting with cardiac monitoring.
Furthermore, paclitaxel decreases the elimination of doxorubicin. Care should be taken in case of co- administration of both drugs, because of an increased risk of cardiotoxic effects of doxorubicin. The severity of neutropenia or stomatitis may also be increased.
Doxorubicin may cause exacerbations of haemorrhagic cystitis caused by previous cyclophosphamide therapy.
Doxorubicin may enhance the hepatotoxicity of 6-mercaptopurine.
The effects of radiation may be enhanced, and recall of these reactions may occur with doxorubicin therapy, even some time after termination of radiotherapy.
Inducers of the enzyme cytochrome P-450 (e.g. rifampicin and barbiturates) may stimulate the
metabolism of doxorubicin, with a possible decrease in efficacy.
Inhibitors of cytochrome P-450 (e.g. cimetidine) may decrease the metabolism of doxorubicin, with a possible increase in toxic effects.
4.6 Pregnancy and lactation
Clinical evidence suggests a possible adverse effect on the foetus. In animals doxorubicin has embryotoxic and teratogenic effects.
Doxorubicin is excreted into breast milk. Usage during pregnancy and lactation is therefore not
recommended.
Men as well as women should take effective contraceptive measures during and for at least three months after doxorubicin therapy.
4.7 Effects on ability to drive and use machines
Due to the frequent occurrence of nausea and vomiting, driving cars and operation of machinery should be discouraged.
4.8 Undesirable effects
Dose limiting toxicities of therapy are myelosuppression and cardiotoxicity.
Blood and Lymphatic System Disorder
Myelosuppression includes a transient leucopenia very commonly. Anaemia and thrombocytopenia are less common. Myelosuppression reaches its nadir at 10 to 14 days after treatment. Blood levels usually return to normal within 21 days after administration.
Myelodysplastic syndrome and acute myeloid leukaemia have been observed after treatment with
combination therapy including doxorubicin. With topoisomerase II inhibitors, secondary leukaemias have been reported more frequently than expected in the form of acute myeloid leukaemia classification 2, 3, and 4. These forms of leukaemia can have a short period of latency (1 to 3 years) but much longer
periods have been reported. They can be cured when detected at an early stage and with an appropriate curative treatment (see section 4.4 Special warnings and special precautions for use).
Immune Disorder
Hypersensitivity reactions, such as fever, urticaria and anaphylaxis occur rarely. Doxorubicin influences and potentiates normal tissue reactions to radiation. Also, late (recall) reactions may occur when
doxorubicin is administered some time after irradiation. Facial flushing may occur if the injection is given too rapidly.
Cardiac Disorder
Cardiotoxicity may occur as arrhythmia directly following drug administration; ECG changes, including T-wave flattening and S-T depression, may last up to 2 weeks after administration.
The risk of cardiomyopathy increases with an increasing dosage. Severe cardiotoxicity is more likely after high cumulative doses of doxorubicin (see section 4.4 Special Warnings and Precautions for Use) and may occur months or years after administration.
Gastrointestinal Disorder
Nausea and vomiting are very common and diarrhoea occurs occasionally.
Mucositis (stomatitis or oesophagitis) may occur 5 to 10 days after administration.
Hepato-biliary Disorder
Slight transient increases of liver enzymes have been reported. Concomitant irradiation of the liver may cause severe hepatotoxicity, sometimes progressing to cirrhosis.
Other adverse reactions:
A generally reversible alopecia is very common.
A red colouration of the urine, imparted by doxorubicin, is very common.
Thrombophlebitis and conjunctivitis have been reported.
Doxorubicin may induce hyperuricemia.
Intravesical Administration
Intravesical administration may cause the following adverse reactions: haematuria, vesical and urethral irritation, dysuria, stranguria and pollakisuria. These reactions are usually of moderate severity and of short duration. Intravesical administration of doxorubicin may sometimes cause a haemorrhagic cystitis;
this may cause a decrease in bladder capacity.
4.9 Overdose
Acute overdose of doxorubicin enhances the toxic effects, particularly-mucositis, leucopenia and
thrombocytopenia. Overdose of intravesical administration may result in more severe cystitis. Treatment of acute overdose consists of treatment of the severely myelosuppressed patient with hospitalisation, antibiotics and transfusions after consultation of an oncologist.
Chronic overdosage with cumulative doses exceeding 450 mg/m2 increases the risk of cardiomyopathy and resultant congestive heart failure. Treatment consists of vigorous management of congestive heart failure with digitalis preparations and diuretics. Single doses of 250 mg and 500 mg of doxorubicin have proved fatal. Such doses may cause acute myocardial degeneration within 24 hours and severe
myelosuppression, the effects of which are greatest between 10 and 15 days after administration.
Treatment should be symptomatic and supportive. Delayed cardiac failure may occur up to six months after the overdose.
5. PHARMACOLOGICAL PROPERTIES
5.1 Pharmacodynamic properties
Doxorubicin is an oncolytic drug of the anthracycline group. It is isolated from cultures of Streptomyces peucetius var. caesius. Animal studies have shown an oncolytic action in several solid and haematologic tumours. The mechanism of action is not completely elucidated. A major mechanism is probably inhibition of topoisomerase II, resulting in DNA breakage. Intercalation and free-radical formation is probably of minor importance. Drug resistance, due to increased expression of the MDR-1 gene encoding for a
multidrug efflux pump, has been reported regularly.
5.2 Pharmacokinetic properties
The intravenous administration of doxorubicin is followed by a rapid plasma clearance (t1/2 ~ 10 min.)
and significant tissue binding. The terminal half-life is approximately 30 hours.
Doxorubicin is partly metabolised, mainly to doxorubicinol and to a lesser extent, to the aglycone, and is conjugated to the glucuronide and sulphate. Biliary and faecal excretion represents the major excretion route. About 10% of the dose is eliminated by renal excretion. Plasma protein binding of doxorubicin ranges from 50-85%. The volume of distribution is 800-3500 1/m2.
Doxorubicin is not absorbed after oral administration; it does not cross the blood-brain barrier.
Impairment of liver function may decrease the clearance of doxorubicin and its metabolites.
5.3 Preclinical safety data
There are no preclinical safety data of relevance to the prescriber which are additional to those already stated in other sections of the SPC.
6. PHARMACEUTICAL PARTICULARS
6.1 List of excipients
Lactose
6.2 Incompatibilities
Doxorubicin should not be mixed with other drugs. Alkaline solutions may hydrolyse doxorubicin.
Doxorubicin should not be mixed with heparin or 5-fluorouracil. Contact with aluminium should be
avoided.
6.3 Shelf life
Following the special precautions for storage (see below) the shelf life for the powder for solution for injection is 5 years. The expiration date is printed on the label.
Chemical and physical in-use stability of the reconstituted solution in 0.9% sodium chloride solution has been demonstrated for 7 days at 15-25 C and for 14 days under refrigeration (2-8 C).
Chemical and physical in-use stability of a 0.5 mg/ml solution in water for injections has been
demonstrated for 24 hours at temperatures below 25 C.
Chemical and physical in-use stability of solutions in the range 0.05 mg/ml to 5 mg/ml in 0.9% sodium chloride solution has been demonstrated for 7 days at room temperature (15-25 C).
From a microbiological point of view, the product should be used immediately. If not used immediately, in-use storage times and conditions prior to use are the responsibility of the user and would normally not be longer than 24 hours at 2 to 8 C, unless reconstitution has taken place in controlled and validated aseptic conditions.
6.4 Special precautions for storage
Doxorubin, powder for solution for injection, 10 mg (50 mg) should be stored at 15-25 C, protected from light.
6.5 Nature and contents of container
Doxorubin, powder for solution for injection, 10 mg (50 mg) is supplied as a red-orange, sterile,
lyophilized powder, in glass injection vials with aluminium seal. The package size is 1 or 10 vials.
6.6 Special precautions for disposal and other handling
Instructions for reconstitution:
For intravenous injection, Doxorubicin powder for solution for injection should be reconstituted to a concentration of 2 mg/ml in water for injections immediately before use. Alternatively, sodium chloride for injections may be used as a solvent, however, the product may take longer to dissolve.
In order to reconstitute the product, ensure the powder, solutions and equipment are at room
temperature, add 5 (25) ml to the 10 (50) mg vial and shake for at least 60 seconds and leave to stand at room temperature for at least 5 minutes before administration to get a clear red mobile liquid. If
gelatinous fragments are seen, leave the solution to stand for 5 minutes and shake again. Should the
fragments still be visible, discard the solution.
When water for injections is used, immediate dilution to a concentration of less than 0.4mg/ml
doxorubicin with 0.9% sodium chloride solution or 5% glucose solution is needed in order to obtain an isotonic solution.
Due to the toxic nature of doxorubicin it is recommended that the following protective measures be taken: -General instructions for safe use of cytotoxics:
- Training in good techniques for reconstitution and handling should be given to relevant personnel.
- Pregnant staff should be excluded from working with this drug
- Protective clothing should be worn while administering, handling or reconstituting doxorubicin
- Contact with skin or eyes should be avoided. If it occurs, the affected area should be washed
immediately with water, soap and water or sodium bicarbonate solution.
- Any spillages should be cleaned with dilute sodium hypochlorite solution.
- All equipment used for the handling, preparation and administration of doxorubicin should be
incinerated.
Unused products should be disposed of in a suitable labelled container, marked as hazardous waste.
7. MARKETING AUTHORISATION HOLDER
Pharmachemie B.V.
Swensweg 5
PO Box 552
2003 RN Haarlem
The Netherlands.
8. MARKETING AUTHORISATION NUMBER(S)
Doxorubin 10 mg: PL 4946/0001
Doxorubin 50 mg: PL 4946/0002
9. DATE OF FIRST AUTHORISATION/RENEWAL OF THE AUTHORISATION
12-July-1993
10. DATE OF REVISION OF THE TEXT
April 2005
Article Children Must be Taught to Tell Right from Wrong William Kilpatrick Many of today 's young people have a difficult time seeing any moral dimension （ 道德层 面 ） to their actions. There are a number of reasons why that 's true, but none more prominent than a failed system of education that eschews （ 回避 ） teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision - making, ” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education. （ 品格教 育 ）” Character education didn 't ask children to reinvent the moral wheel （ 浪费时间重新发明早已存 在的道德标准）; instead, it encouraged them to practice habits of courage, justice and self-control. In the 1940s, when a character education approach prevailed, chewing gum; today they worry about robbery and rape. Decision-making curriculums pose thorny （ 棘手的 ） ethical dilemmas to students, with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues they 've never acquired in the first place or upon which they have only a tenuous （ 薄弱的 ） hold. The assumption behind this method is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion. For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed. This kind of moral illiteracy is further encouraged by values-education （价值观教育 ） programs that are little more than courses in self-esteem （ 自尊 ）. These programs are based on the questionable assumption that a child who feels good about himself or herself won 't want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who has uncritical self-regard w ill conclude that he or she can 't do anything bad. Such naive self-acceptance results in large part from the non-directive （ 无指导性的 ）, non-judgmental （ 无是非观的 ）, as-long-as-you-feel-comfortable-with-your-choices mentality （ 思 想） that has pervaded （ 渗透） public education for the last two and one-half decades. Many of today 's drug education, sex education and values -education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place. Meanwhile, while educators are still fiddling with （ 胡乱摆弄 ） outdated “feel - good ” approaches, New York, Washington, and Los Angeles are burning. Youngsters are leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger on the street and decide to murder him because you need money —if it feels right —you go with that feeling. Clearly, murder is not taught in our schools, but such a conclusion —just about any conclusion —can be reached and justified using the decision-making method. It is time to consign （ 寄出 ） the fads （风尚 ） of “decision - making ” and “non- judgmentalism ” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it. Sample teachers worried about students leaving them
Original: My neighbor's children love playing hide-and-seek as all children do, but no one imagine that a game they played last week would be reported in the local newspaper. One afternoon, they were playing in the vacant lot down the corner. Young Paul, who is only five years old, found the perfect place to hide. His sister, Natalie, had shut her eyes and was counting to ten when Paul noticed the storage mail box at the corner and saw that the metal door was standing open. The mailman had just taken out several sacks of mail and had carried them to his truck which was standing at the curb a few feet away. Paul climbed into the storage box and pulled the door closed so hard that it locked. Soon realizing what he had done, he became frightened and started crying. Meanwhile, Natalie was looking for him everywhere but could not find him. It was lucky that she happened to pause at the corner for a minute and heard her brother's cries. She immediately ran to tell the mailman who hurried back from his truck to unlock the metal door. Paul was now free, but he had had such a bad scare that he could not stop crying. The mailman, however, soon found a way of making him laugh again. He told him that the next time he wanted to hide in a mail box, he should remember to put a stamp on himself! Summary: The children were playing hide-and-seek in a vacant lot one afternoon. Finding that the storage mailbox had been left open, Paul hid and locked himself in it accidentally. His sister, Natalie, heard his cries and realized where he was hiding, so she immediately told the mailman to unlock the metal door. After letting him out, the mailman made him stop crying by telling him to put a stamp on himself the next he wanted to hide in a mailbox. Original: Why do some animals die out? In the past two hundred years people have caused many kinds of animals to die out--to become extinct. People keep building houses and factories in fields and woods. As they spread over the land, they destroy animals' homes. If the animals can't find a place to live, they die out. Sixteen kinds of Hawaiian birds have become extinct for this reason. Other animals, such as the Florida Key deer, may soon die out because they are losing their homes.Hunters have caused some animals to become extinct, too. In the last century, hunters killed all the passenger pigeons in North America and most of the buffalos. Today they are fast killing off hawks and wolves. Pollution is killing many animals today, too. As rivers become polluted, fish are poisoned. Many die. Birds that eat the poisoned fish can't lay strong, healthy eggs. New birds aren’t born. So far, no animals have become extinct because of pollution. But some, such as the bald eagle and the brown pelican, have become rare and may die out. Scientists think that some animals become extinct because of changes in climate. The places where they live become hotter or cooler, drier or wetter. The food that they eat cannot grow there any more. If the animals can't learn to eat something else, they die. Dinosaurs may have died out for this reason. Summary:
一篇英语summary范文英语Summary写第一步：阅读 A.认真阅读给定的原文材料。如果一遍不能理解，就多读两遍。阅读次数越多，你对原文的理解就越深刻。 B.给摘要起一个标题。用那些能概括文章主题思想的单词、短语或短句子作为标题。也可以采用文中的主题句作为标题。主题句往往出现在文章的开头或结尾。一个好标题有助于确定文章的中心思想。 C.现在，就该决定原文中哪些部分重要，哪些部分次重要了。对重要部分的主要观点进行概括。 D.简要地记下主要观点——主题、标题、细节等你认为对概括摘要重要的东西。 第二步：动手写作 A. 摘要应该只有原文的三分之一或四分之一长。因此首先数一下原文的字数，然后除以三，得到一个数字。摘要的字数可以少于这个数字，但是千万不能超过这个数字。
B. 摘要应全部用自己的话完成。不要引用原文的句子。 C. 应该遵循原文的逻辑顺序。这样你就不必重新组织观点、事实。 D. 摘要必须全面、清晰地表明原文所载的信息，以便你的读者不需翻阅原文就可以完全掌握材料的原意。 E. 写摘要时可以采用下列几种小技巧： 1) 删除细节。只保留主要观点。 2) 选择一至两个例子。原文中可能包括5个或更多的例子，你只需从中筛选一至二个例子。 3) 把长段的描述变成短小、简单的句子。如果材料中描述某人或某事用了十个句子，那么你只要把它们变成一两句即可。 4) 避免重复。在原文中，为了强调某个主题，可能会重复论证说明。但是这在摘要中是不能使用的。应该删除那些突出强调的重述句。
5) 压缩长的句子。如下列两例： “His courage in battle might without exaggeration be called lion-like.” 可以概括为：”He was very brave in battle.” “He was hard up for money and was being pressed by his creditor.”可以概括为：“He was in financial difficulties.” 6) 你还可以使用词组代替整句或者从句。请看下面的例子： “Beautiful mountains like Mount Tai, Lushan Mountain, and Mount Huang, were visited by only a few people in the past. Today, better wages, holidays 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.”
摘要是对一篇文章的主题思想的简单陈述。它用最简洁的语言概括了原文的主题。写摘要主要包括三个步骤：（1）阅读；（2）写作；（3）修改成文。 第一步：阅读 A．认真阅读给定的原文材料。如果一遍不能理解，就多读两遍。阅读次数越多，你对原文的理解就越深刻。 B．给摘要起一个标题。用那些能概括文章主题思想的单词、短语或短句子作为标题。也可以采用文中的主题句作为标题。主题句往往出现在文章的开头或结尾。一个好标题有助于确定文章的中心思想。C．现在，就该决定原文中哪些部分重要，哪些部分次重要了。对重要部分的主要观点进行概括。 D．简要地记下主要观点——主题、标题、细节等你认为对概括摘要重要的东西。 第二步：动手写作 A. 摘要应该只有原文的三分之一或四分之一长。因此首先数一下原文的字数，然后除以三，得到一个数字。摘要的字数可以少于这个数字，但是千万不能超过这个数字。 B. 摘要应全部用自己的话完成。不要引用原文的句子。 C. 应该遵循原文的逻辑顺序。这样你就不必重新组织观点、事实。 D. 摘要必须全面、清晰地表明原文所载的信息，以便你的读者不需翻阅原文就可以完全掌握材料的原意。 1 / 19
E. 写摘要时可以采用下列几种小技巧： 1) 删除细节。只保留主要观点。 2) 选择一至两个例子。原文中可能包括5个或更多的例子，你只需从中筛选一至二个例子。 3) 把长段的描述变成短小、简单的句子。如果材料中描述某人或某事用了十个句子，那么你只要把它们变成一两句即可。 4) 避免重复。在原文中，为了强调某个主题，可能会重复论证说明。但是这在摘要中是不能使用的。应该删除那些突出强调的重述句。 5) 压缩长的句子。如下列两例： “His courage in battle might without exaggeration be called lion-like.” 可以概括为：”He was very brave in battle.” “He was hard up for money and was being pressed by his creditor.” 可以概括为：“He was in financial difficulties.” 6) 你还可以使用词组代替整句或者从句。请看下面的例子：“Beautiful mountains like Mount Tai, Lushan Mountain, and Mount Huang, were visited by only a few people in the past. Today, better wages, holidays 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.” 2 / 19
英文s u m m a r y写作范 例
Article Children Must be Taught to Tell Right from Wrong William Kilpatrick Many of today’s young people have a difficult time seeing any moral dimension (道德层面) to their actions. There are a number of reasons why that’s true, but none m ore prominent than a failed system of education that eschews (回避) teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education. (品格教育)” Character education didn’t ask children to reinvent the moral wheel (浪费时间重新发明早已存在的道德标准); instead, it encouraged them to practice habits of courage, justice and self-control. In the 1940s, when a character education approach prevailed, teachers worried about students chewing gum; today they worry about robbery and rape. Decision-making curriculums pose thorny (棘手的) ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues they’ve never acquired in the first place or upon which they have only a tenuous (薄弱的) hold. The assumption behind this method is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion. For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed. This kind of moral illiteracy is further encouraged by values-education (价值观教育) programs that are little more than courses in self-esteem (自尊). These programs are based on the questionable assumption that a child who feels good about himself or herself won’t want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who has uncritical self-regard will conclude that he or she can’t do anything bad. Such naive self-acceptance results in large part from the non-directive (无指导性的), non-judgmental (无是非观的), as-long-as-you-feel-comfortable-with-your-choices mentality (思想) that has pervaded (渗透) public education for the last two and one-half decades. Many of today’s drug education, sex education and values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place. Meanwhile, while educators are still fiddling with (胡乱摆弄) outdated “feel-good” approaches, New York, Washington, and Los Angeles are burning. Youngsters are leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger on the street and decide to murder him because you need money—if it feels right—you go with that feeling. Clearly, murder is not taught in our schools, but such a conclusion—just about any conclusion—can be reached and justified using the decision-making method. It is time to consign (寄出) the fads (风尚) of “decision-making” and “non-judgmentalism” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it.
2019级高一英语学案 新高考英语作文新题型——概要写作 一. 概要写作题型特点 概要写作（summary），《牛津高阶英语词典》（第8 版）对它的定义如下:“A summary is a brief statement that gives only the main points of something not the details”。也就是要求考生在整体把握原文的前提下，用自己简洁、精练的语言，对原文的主旨大意进行高度的浓缩，写出一篇语义连贯的短文，也可称之为摘要。这一题型一方面考查学生通过阅读获取文章主旨大意和关键词的能力，另一方面也考查学生的写作能力即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的，是二者的有机结合体，是阅读理解和书面表达的沟通桥梁。 从《考试说明》上对概要写作的评分原则以及各档次的给分范围和要求的规定中，我们可以发现概要写作有以下特点： 客观性：概要写作其实是一种客观的复述，在正确理解原文的基础上，用自己的语言忠实地再现作者的思想，写作内容要全面，既不能漏掉任何要点，也不能随意增加内容；写作时要尽可能避免使用原文中的字句。考生应通过释义的方式，用自己的语言呈现原文主要内容。需要注意的是，考生不能对原文进行解释和评论，也不能掺杂任何个人想法，或做出任何评判，因此不能出现“I believe”, “I think”等字句。 简洁性：简洁是概要写作的一个显著特点。概要写作是一种对原文“浓缩”后产生的新语篇，通过删除原文中的细节减少例证，简化描述内容以及去除重复来实现语言的简洁性，但是简洁的同时还要做到意义的完整。 连贯性：概要写作并不是写提纲那样只是要点的罗列。写概要时，必须在各要点之间增加一些体现逻辑的关系词，使概要衔接紧密、脉络清晰。写出的概要读起来要完整连贯、独立成篇。 二. 评分原则 《考试说明》中关于概要的评分原则中第一条：本题总分为25分，按5个档次给分；评分时，先根据所写概要的内容和语言初步确定其所属档次，然后以该档次的要求衡量、确定或调整档次，最后给分。其中最高档次第五档（21-25分）的给分描述如下：理解准确，涵盖全部要点；能准确使用相应的语法结构和词汇；有效地使用了语句间的连接成分，使所完成的概要结构紧凑；完全使用自己的语言。 三. 解题思路 1. 通读全文，确定文体，明确文章结构，标出关键信息。（注意区分事实和观点，重要和次要，普遍与特殊，相关和不相关信息，原因和结果等逻辑关系） 2. 改写，重组关键词。用同义表达替换；分词短语，从句，语态转换整合信息；关键词可以不变。（注意语言简练，客观） 3. 润色全文，连句成篇。（尽可能恰当使用功能连接词） 从不同文体入手，解题思路如下： 记叙文： 1. 通读全文，寻词，摘句，定要素。 把握六要素who,when,where,what,how,why (5w1h) 和故事情节plot (引入---发展---高潮---结局---尾声) 引入（Exposition）: 作为故事的开端，主要交代故事的背景（时间，地点，人物，矛盾冲突）； 发展（Rising action）: 故事矛盾不断变化发展的过程； 高潮（Climax）：故事矛盾冲突的转折点，故事最紧张的部分; 结局（Falling action）: 故事发展的结局，矛盾最终的解决； 尾声（Resolution）: 故事结局的影响以及作者的总结思考。尾声不是情节发展的必要部分，并非所有文章都必备。
Children Must be Taught to Tell Right from Wrong William Kilpatrick Many of today’s young people have a difficult time seeing any moral dimension (道德层面) to their actions. There are a number of reasons why that’s true, but none more prominent than a failed system of education that eschews (回避) teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education. (品格教育)” Character education didn’t ask children to reinvent the moral wheel(浪费时间重新发明早已存在的道德标准); instead, it encouraged them to practice habits of courage, justice and self-control. In the 1940s, when a character education approach prevailed, teachers worried about students chewing gum; today they worry about robbery and rape. Decision-making curriculums pose thorny (棘手的) ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues they’ve never acquired in the first place or upon which they have only a tenuous (薄弱的) hold. The assumption behind this method is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion. For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed. This kind of moral illiteracy is further encouraged by values-education (价值观教育) programs that are little more than courses in self-esteem (自尊). These programs are based on the questionable assumption that a child who feels good about himself or herself won’t want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who has uncritical self-regard will conclude that he or she can’t do anything bad. Such naive self-acceptance results in large part from the non-directive (无指导性的), non-judgmental (无是非观的), as-long-as-you-feel-comfortable-with-your-choices mentality (思想) that has pervaded (渗透) public education for the last two and one-half decades. Many of today’s drug education, sex education and values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place. Meanwhile, while educators are still fiddling with (胡乱摆弄) outdated “feel-good” approaches, New York, Washington, and Los Angeles are burning. Youngsters are leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger on the street and decide to murder him because you need money—if it feels right—you go with that feeling. Clearly, murder is not taught in our schools, but such a conclusion—just about any conclusion—can be reached and justified using the decision-making method. It is time to consign (寄出) the fads (风尚) of “decision-making” and “non-judgmentalism” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it.
上册两篇 Unit Two Text A Recession-proofing your career Introductory remarks In the text, Dr. Barbara Moses describes a new career development paradigm for today’s employees, that is, guaranteed jobs have already become history and it’s high time to engage in a lifelong, self-monitored process which can help to promote and prepare oneself for a change, esp. during periods of recession. She then suggests some skills which are indispensable when responding to new work trends. She recommends discovering both your overt and covert talents, making sure a wide range of positions are available to you, and never committing to any “hot job” which exceeds either your interest or talent. Moreover, being skilled or qualified is not the only criteria. You must be able to “market” yourself, to convince the employer that you are the most suitable candidate for the job, for which purpose you have to establish a social network that can help you make your career decisions “both inside and outside of your professions.” Always follow work trend s. Finally, psychological elements are also important, so never let yourself down and find a balance between the ambitious Type A and more relaxed Type B. In a word, don't be under the misconception that your job is always secure and if you work hard you’ll surely get a good job. You must be fully responsible for the future prospects of your chosen career. Unit Three Text A Lies Introductory Remarks People usually have very negative views regarding lies. Liars are frequently criticized, even cursed. Yet this passage exemplifies a different perspective, one which cruelly reveals the fact that everyone tells lies and that lies are indispensable for happiness, perhaps even our very survival. According to the author, lies are consoling elements that can soothe dying patients and help consolidate the requirements of a society. Lies make us feel superior to other species and disguise our mortal doom. Religions abound with myths and tales, which are basically lies that provide human beings with a sense of safety. People need big lies, though they are occasionally taken advantage of, because lying disguises our mortality, our inadequacies, our fears and anxieties, our loneliness in the midst of the crowd.