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1、高中英语概要写作教学心得体会- 如何有效提高学生的写作能力，这一直是困扰笔者的难题。在阅读了本模块的资料和观看了邓老师和林老师的视频课例后，很受启发。邓老师和林老师都有明确的目的和写作的对象；对写作的指导也非常具体到位，如引导学生开展debate，对的写作内容做了大量的铺垫，同时对的篇章结构、衔接词的使用等都有很明确的提点；林老师一方面通过提问和图片激活学生脑海中关于城市的一些信息，同时还利用学生所学过的阅读，引导学生设计信的内容；为您编辑他们的这种做法对学生把握写作内容的帮助是非常大的。另外，林老师在self-evaluation部分给出的标准非常全面，令学生非常容易理解、也非常容易领悟到其
2、他写作任务应如何进行自检。的确，英语写作是一个综合运用语言的过程，写作能力的培养是一个循序渐进、需要铺垫的过程。另外，笔者想谈谈在日常教学中比较有效的一些做2 -31.平时可以看下适合高中阶段阅读的书虫 摘抄优美的句子 例如人物的心理描写 环境描写 这些都是可以套用的 凑字数2.续写中一定要出现对话 这样得分才会高 并且运用对话的形式要丰富嗯例如：I didnt like that meal at all.plained the customer Help ! sreamed the frightened boy.3.续写对词汇的要求还是略高于概要的 一定的词汇量是必须的概要：1.考试中写概要
3、的时间会相对比较充足 所以可以打个草稿 然后修改 再誊抄上去 这样效果会更好2.概要可以多背一些高级句型 完美套用下3.概要是不能出现细节性的东西的 往往是抓住一个段落的重点 并概括 而重点绝大可能出现在段落的首句或尾句 所以一般就是对那句进行同义转换 4.概要简洁明了 一般几个重点就几句话 切记概要是万万不能直接抄原文的概要写作范例 （附参考答案）篇1：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 likel
4、y than others to start smoking traditional cigarettes and other tobacco products within the ne_t 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 ot
5、her 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 pared the start of tobacco use among 222 students who had used e-cigarettes, but not any other tobacco products, and 2,308 who had neith
6、er 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 aements after si_ and 12 months.Students were asked about lifetime and past si_-month use of e-cigarettes or any ot
7、her forms of tobacco1 products.During the first si_ months after being surveyed, 30.7 percent of those who had used e-cigarettes started using tobacco products, such as cigarettes, and cigars, pared to only 8.1 percent of those who had never used e-cigarettes.Over the follog si_ months leading into
8、the start of 10th grade, 25.2 percent of e-cigarette users had used tobacco products, pared to just 9.3 percent of nonusers.“While teen tobacco use has fallen in recent years, this study confirms that we should continue to closely watch teen smoking patterns,” said NIDA Director Nora D.Volkow, M.D.“
9、Parents and teens should recognize that although e-cigarettes might not have the same harmful effects of regular cigarettes, they do carry a risk of addiction.”“Recreational e-cigarette use is being increasingly popular among teens who have never smoked tobacco,” said Adam M.Leventhal, Ph.D., the fi
10、rst author on the study.“While we cannot conclude that e-cigarette use directly leads to smoking, this research raises concerns that recent increases in youth e-cigarette use could ultimately lead to the spread of smoking-related illne. 2【参考答案】As indicated in a new study, early e_posure to e-cigaret
11、tes may trigger tobacco smoking in teens.(要点一) parison of tobacco use initiation between students with e-cigarettes e_periences and those nonusers has been made, the result of which reveals a significant increase of smoking tendency in the former.(要点二、三) With the prevalence of e-cigarettes, its wort
12、h paying attention to teens smoking patterns and considering the detrimental effects poibly e_erted by e-cigarettes.(要点四)篇2：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 a
13、nd other tobacco products within the ne_t 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
14、.As part of a survey of substance use and mental health3 among high school students in Los Angeles, the study pared 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 whe
15、n initially surveyed at the start of ninth grade.The 2,530 students who initially reported never using tobacco underwent follow-up aements after si_ and 12 months.Students were asked about lifetime and past si_-month use of e-cigarettes or any other forms of tobacco products.During the first si_ mon
16、ths after being surveyed, 30.7 percent of those who had used e-cigarettes started using tobacco products, such as cigarettes, and cigars, pared to only 8.1 percent of those who had never used e-cigarettes.Over the follog si_ months leading into the start of 10th grade, 25.2 percent of e-cigarette us
17、ers had used tobacco products, pared to just 9.3 percent of nonusers.“While teen tobacco use has fallen in recent years, this study confirms that we should continue to closely watch teen smoking patterns,” said NIDA Director Nora D.Volkow, M.D.“Parents and teens should recognize that although e-ciga
18、rettes might not have the same harmful effects of4 regular cigarettes, they do carry a risk of addiction.”“Recreational e-cigarette use is being increasingly popular among teens who have never smoked tobacco,” said Adam M.Leventhal, Ph.D., the first author on the study.“While we cannot conclude that
19、 e-cigarette use directly leads to smoking, this research raises concerns that recent increases in youth e-cigarette use could ultimately lead to the spread of smoking-related illne. 【参考答案】As indicated in a new study, early e_posure to e-cigarettes may trigger tobacco smoking in teens.(要点一) parison
20、of tobacco use initiation between students with e-cigarettes e_periences and those nonusers has been made, the result of which reveals a significant increase of smoking tendency in the former.(要点二、三) With the prevalence of e-cigarettes, its worth paying attention to teens smoking patterns and consid
21、ering the detrimental effects poibly e_erted by e-cigarettes.(要点四)篇3：阅读下面短文，根据其内容写一篇60词左右的内容概要。 A cla pet can be an invaluable e_perience for elementary school children.The pet can teach responsibility, build a5 connection to the claroom, serve as a motivator, and be something for the children to lo
22、ve.If the teacher is willing to take on the added responsibility of caring for an animal in addition to all of the children in the claroom, a cla pet can be a wonderful addition to a cla.Many factors need to be taken into consideration when choosing a cla pet.It cannot be too big, as clarooms genera
23、lly have limited space.Cost should also be considered since the teacher will likely have to pay for the pet, its food and its habitat.It must also be somewhat hardy (耐寒的).Each particular type of animal has its advantages and disadvantages, and a teacher must weigh these and make a decision about whi
24、ch one is right for his or her cla.Birds are physically more delicate (娇养) than many other animals.They will not survive in drafts (气流) and need a somewhat regulated temperature in their environment.Many birds are quite social and do best with other birds or when being handled routinely by people wh
25、o can be ropriate with them.Young children are not likely to have the skill to handle a bird without harming it, making it a poor choice for a cla pet.Some reptiles are beautiful to look at but are delicate,6 afraid of cold, light sensitivity or poisonous and shouldnt be handled by children.Others a
26、re more hardy but require e_pensive habitats.Most snakes eat rats and mice, which may be a frightening thing for small children to witne.A hardy fish, such as a betta, is a good low-cost option for a cla pet.They are obviously not huggable or able to be caught by children.Besides, they are ine_pensi
27、ve, have relatively long life spans, and can be kept in a simple fish bowl.【参考答案】A cla pet is a wonderful addition to the cla, which can develop childrens responsibility, build a connection and act as a motivator.(要点1) But many factors need considering when choosing a cla pet, including its size, co
28、st, advantages and disadvantages.(要点2) Birds and reptiles are a poor choice because they are delicate and easy to be harmed by children.(要点3) A hardy fish can be an ideal cla pet, for its cheap, long-lived and easy to raise.(要点4)篇4：阅读下面短文，根据其内容写 一篇60词右的内容概要 。 My old profeors death sentence came in t
29、he summer of 1994.Doctors gueed he had two yearsleft.Morrie knew it was le.But my old profeor had made a great decision,one7 he began to construct theday when he came out of the doctors office with a knife hanging over rus head.Do I give up,or do Imake best of my time left? He had asked himself.He w
30、ould not be ashamed of dying.Instead,he wouldmake death his final project,the center point of days.The last cla of my old profeor s life had only one student.I was the student.The last cla took place once a week in his house,by a dow in the study, The cla met on Tuesdays.It began after breakfast.The
31、 subject was The Meaning of Life.It was taught from e_perience.No grades were given, but there were oral e_ams each week.You were e_pected to respond Lo questions,and you were e_pected to ask questions of your own.You were also required to perform physical tasks now and then,such as lifting the prof
32、eor s head to a fortable spot on the pillow or placing his glaes on the bridge of his nose.Kiing him goodbye.【参考答案】The author tells us a story about his old profeor, who was sentenced to death because of his illne, but he tried to make best of his time left rather than give up.During the last time o
33、f the old profeors life, the author went to see him every Tuesday.They talked about the meaning of life, from which the author learned that there is no such thing as too late in life.9 篇5：Paperle office was first coined in 1975.Four decades later, were still chasing the paperle office dream Take the
34、 financial industry for e_le-it is one of the slower industries to hug digital transformation.Many financial institutions today still send out trade conformations by mail.I can tell you from first-hand e_perience that going paperle is by no means impoible.The Centric Digital office is a paperle work
35、 environment where all the office operations go digital, which has amazed our busine partners.Actually panies need to stre the benefits of a digital culture for munications.Going paperle can save time and money.You could say goodbye to costly repairs, office supply orders, wasted employee time and s
36、o on.Besides, forbidding paper in the office forces information to be 100 digital, where you can make endle amounts of backups (备份), which easily increase transparency(透明).Not to mention, talents want to work for digital panies.You might think the secret to a paperle pany is purely technology.Well,
37、not really.Thanks to products like iPads, smart-phones and cloud services, the ability to go paperle is highly acceible.Yet, even with all this technology,10 panies continue to rely on paper.Its not because they dont have acce to the technology, but because theyre lacking the politics, organizationa
38、l structure and strong desire to change.In order to go paperle, panies need to change the way they think and operate.The decision needs to be made and cried out and everyone needs to work together to make it Yes, the paperle office has been a very long time in the making but it no longer has to be.W
39、ith numerous amounts of software, services, s and technology available today, the only thing we need to do is to make the decision to go paperle and see it through.【参考答案】Were still in pursuit of the paperle office dream forty years after its first invention.(要点1) To reach the goal ,corporations shou
40、ld highlight the advantages of going paperle in economy, efficiency and attracting talented staff.(要点2)They should also be determined to shift their politics and operation.(要点3) Therefore, it wont be long before we attain the goal if we make up our minds.(要点4) 1112高中英语写作教学-高中英语写作教学论文高中英语写作能力的培养【摘 要】
41、高中英语写作教学实际上是在教师的引导下，让学生与社会环境进行书面交际的重要途径，实质上是作者对语言编码，从而创造一个更为合乎英语逻辑语篇的过程。高中英语写作教学高中英语写作教学如果学生不具有语篇意识，则不可能写出高水平的语篇，也就难以实现预期目的。将以语篇意识理论为研究基础，借鉴一些研究成果，提出一些培养学生语篇能力的措施，以供参考。【关键词】：p 】： 】高中英语；写作教学；语篇能力；培养高中英语教学实践中，无论新课标之规定，还是历年高考对书面表达的考查，写作教学始终是重点，同时也是学生必须掌握的一项基本技能。然而，实践中可以看到，写作教学中关于语篇意识的培养仍处于空白地带，因此学生很难写出
42、高质量的作文。笔者认为，在当前新课标背景下，若想有效提高学生的语篇意识、写作能力，就必须认真做好以下几个方面的工作。1.加强高中英语语篇连贯与衔接教学在日常的写作教学过程中，教师应当结合实例向学生传授有效的衔接技巧，从而使学生能够在写作过程中将前后的句子紧密联系在一起，这对于全面提高高中学生的英语写作水平，具有非常重要的作用。比如以下经典教学案例：In rockmusic there is a distinct and almost overwhelming beat is characteristic of the music each song hasan easily recogniza
43、ble you listen to a song,your footusually starts to pick up the long，your entire bodyseems to be moving with head pounds with the beat，andthere is no room for the surge of the music its own way，rock music is as dominant as theRock of meage is an overpowering emotional one.在该语篇中，不仅有语法衔接、连词，而且教师还可以根据情
44、况引导学生识别和学习词汇之间的衔接纽带。需要说明的是在实际教学过程中，教师不可能完全借助单个的语篇向学生讲解衔接问题，而是应当在日常教学过程中更加留意这方面的素材，相信经过多次讲解，学生一定能够掌握衔接形式和技巧，并应用于写作实践之中。2.语篇段落发展与结尾教学段落是英语语篇之本，同时也是构成基本篇章的最小单位和基本框架。但需要说明的是一个段落的形成，并非是诸多彼此不相干的语句简单地堆积而成，应当是一些有价值、意义，而且彼此相关的语句为实现某交际目的而组合在一起的，然后利用有效的衔接手段，使整个句子更加的合乎逻辑要求。在高中英语教学过程中，教师可根据实际情况，帮助学生对段落写作图式方面的知识面
45、进一步扩展，尤其是主题句写作时，应当确保主题可写性。对于支持句而言，其作为对主题句的有效论述，要求扩展句必须为主题句服务；对于结论句而言，其作为全段的浓缩和总结，应当体现强调和总述作用。在弄清楚语篇段落基本结构以后，接下来要做的就是段落写作，即如何扩展主题句，使之成为一个段落。实践中常用的方法是按照时间和空间顺序、因果关系以及比较与对比模式，同时还可以按照递降、递增以及总分或者分总和下定义的模式将段落展开。从本质上来讲，该种段落展开方法与该节所探讨的问题是一致的，无论采取哪种具体展开模式，都应当符合段落基本架构，必须由支持句、主题句以及结论句构成。在结尾写作教学过程中，结尾句就是整个段落的最后
46、冲刺，是整个段落的最终浓缩，虽然不是全部的段落都一定要有结尾句，但好的结尾句可以使段落更加的严谨，否则将会出现言出意未尽现象，显得空泛、无力，整篇文章的质量也会大打折扣。总而言之，高中阶段的英语书面表达与教学活动，一直都是令英语老师、学生非常头疼的难题，教师不知怎样有效的组织教学活动，学生不知怎样去写出色的英语文章。因此，笔者基于新课标关于高中英语写作方面的要求，提出了通过语篇意识培养，来提高学生的英语写作能力，从根本上打破传统的局限于字、词以及句的学习模式，提高英语写作水平。例谈高中英语概要写作教学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）
47、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p 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?W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p 本课教学内容为“人教版”M4U3Reading “A Master of Nonverbal Humor”
48、。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Step 1：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 fil
49、ms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。Step 2：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，让学生说出每段大意的，并提问：“Are these all related to the general idea of the article？”学生通过观察，发现并非所有段落的内容都与文章主旨息息相关。于是，教师询问哪些段落的内容与全文主旨无重要关联。通读全文理解大意可以帮助学生从宏观上把握文本的行文逻辑、篇章结构和主旨，为写作奠定基础。而多数学生在阅读原材料的过程中往往只注重对单个的词、短语和句子的理解，忽视对文章整体结构的把控。因此，本环节通过速览全文和填空，训练学生速读和概括大意的能力，让学生思考