浙江新高考英語(yǔ)作文概要和續(xù)寫(xiě)

1、2016年浙江新高考英語(yǔ)題型解讀概要寫(xiě)作一、2016年浙江新高考考試說(shuō)明英語(yǔ)寫(xiě)作樣題第二節(jié)：概要寫(xiě)作（滿分25分）閱讀下面短文，根據(jù)其內(nèi)容寫(xiě)一篇60詞左右的內(nèi)容概要。    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

2、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 though 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

3、 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 beli

4、ef in the merit (好處) 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 cl

5、eanliness 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. Has the hate for dirt, however, gone too far?    Attitudes to dirt still differ hugely nowadays. Many first-time par

6、ents nervously try to warn their children off touching dirt, which might be responsible for the spread of disease. On the contrary, Mary Ruebush, an American immunologist (免疫學(xué)家), encourages children to play in the dirt to build up a strong immune system. And the latter (后者) position is gaining some

7、ground.（原創(chuàng)范文，僅供參考）One possible version：    People have mixed opinions towards dirt on our skin. (要點(diǎn) 1 ) For a long time in history, people of some European countries, such as France, believed that dirt protected people from getting ill. (要點(diǎn) 2 ) However, people began to change the

8、ir attitudes to dirt about 200 years ago. People have been told that washing dirt off our body can keep us healthy. (要點(diǎn) 3) However, some scientists believe that exposure to some dirt may help our immune system. (要點(diǎn) 4)【范文點(diǎn)撥】 (一)要點(diǎn)分析     1. 文章第一段就是本篇文章的主題句，亮明了總的觀點(diǎn)：Ho

9、wever, there is nothing fixed about attitudes to dirt. 換句話說(shuō)：Different people have different attitudes towards dirt. 再結(jié)合下文談到的主題可知Different people have different attitudes towards dirt on the skin. 范文中的要點(diǎn)1“People have mixed opinions towards dirt on our skin. ”概括非常精煉。    &

10、#160;2第二段主要談到了在16世紀(jì)，人們認(rèn)為dirt on the skin was a means to block out disease，尤以英、法兩國(guó)的貴族為代表。結(jié)合第三段第一句Though the belief in the merit of dirt was long-lived, dirt has no longer been regarded as a nice neighbor ever since 18 century.可知，直到18世紀(jì)之前，人們都認(rèn)為dirt是很“友好的”，有助于預(yù)防疾病。范文中的要點(diǎn)2 “For a long time in histo

11、ry, people of some European countries, such as France, believed that dirt protected people from getting ill.”很好地總結(jié)了這些要點(diǎn)。     3. 第三段用Though引出人們對(duì)dirt觀點(diǎn)的轉(zhuǎn)變“since the 18th century. Scientifically speaking, cleaning away dirt is good to health.”再結(jié)合本段最后一部分Advertisements repeatedly sell

12、 the idea可得出要點(diǎn)3“However, people began to change their attitudes to dirt about 200 years ago. People have been told that washing dirt off our body can keep us healthy.”     4. 文章最后一段第一句指出，現(xiàn)在人們對(duì)于dirt的態(tài)度還是有所不同，On the contrary引出專家的觀點(diǎn)，一位免疫學(xué)家認(rèn)為dirt有助于增強(qiáng)免疫系統(tǒng)。這一觀點(diǎn)獲得了一些支持。范文中的要點(diǎn)4“However,

13、 some scientists believe that exposure to some dirt may help our immune system.”表達(dá)很恰切。(二) 要點(diǎn)連接    文章概要，在寫(xiě)完了要點(diǎn)之后，下一步的工作就是要把這些要點(diǎn)用適當(dāng)?shù)倪B接詞進(jìn)行連接，使上下句之間具有連貫性。本篇文章整篇結(jié)構(gòu)是總分的結(jié)構(gòu)，要點(diǎn)2和要點(diǎn)3在觀點(diǎn)上截然相反，因此，之間需要表示轉(zhuǎn)折的連接詞，范文用了However恰到好處。要點(diǎn)3和要點(diǎn)4在觀點(diǎn)上又存在不同，因此，還是用表轉(zhuǎn)折的連接詞However。不過(guò)小編認(rèn)為，此處用Nevertheless可以避免三句話內(nèi)出現(xiàn)兩次

14、However。(三) 關(guān)鍵詞匯     第一段：fixed (確定的；不變的)   第二段：means (手段，方法), block out (擋住), open up (打開(kāi)), upon (之后；立即)   第三段：long-lived (長(zhǎng)期存在的), sell the idea (說(shuō)服某人接收某個(gè)觀點(diǎn)) 第四段：warn sb off (警告某人不要靠近), position (觀點(diǎn)), gain some ground (取得優(yōu)勢(shì))    以上這些關(guān)鍵詞對(duì)于整篇文章的理解與

15、轉(zhuǎn)化成自己的語(yǔ)言都很關(guān)鍵，如果不能準(zhǔn)確領(lǐng)會(huì)其用意，語(yǔ)篇理解的效果會(huì)大打折扣。所以，概要寫(xiě)作的基礎(chǔ)是理解語(yǔ)篇，而讀懂語(yǔ)篇的基礎(chǔ)是詞匯，尤其是對(duì)關(guān)鍵詞匯的掌握與運(yùn)用。在此基礎(chǔ)上，綜合運(yùn)用語(yǔ)法與句法結(jié)構(gòu)，按照行文邏輯組織語(yǔ)言，形成概要。二、題型解讀  1.題型介紹            選材特點(diǎn)（1）所需閱讀的短文詞數(shù)在350以內(nèi)；（2）所選材料體裁沒(méi)有限制，以說(shuō)明文、議論文和記敘文為主。  評(píng)分參考閱卷時(shí)主要考慮以下內(nèi)容：（1）對(duì)原文要點(diǎn)的理解和呈現(xiàn)情況；（2）應(yīng)用語(yǔ)法結(jié)構(gòu)和詞匯的準(zhǔn)確性；

16、（3）上下文的連貫性；（4）對(duì)各要點(diǎn)表達(dá)的獨(dú)立性情況。注意：理解準(zhǔn)確，涵蓋全部要求，完全使用自己的語(yǔ)言，準(zhǔn)確使用相應(yīng)的語(yǔ)法結(jié)構(gòu)和詞匯，得分相應(yīng)比較高。相反，如果概要寫(xiě)作部分出現(xiàn)兩句以上整句抄自原文現(xiàn)象，得分檔次將會(huì)大大降低；所寫(xiě)內(nèi)容與所提供內(nèi)容無(wú)關(guān)不得分。 2考查能力               概要寫(xiě)作，簡(jiǎn)言之就是對(duì)所讀過(guò)的文章簡(jiǎn)要概括，寫(xiě)出文章的中心大意，也可稱之為摘要。寫(xiě)概要時(shí)，讀者要是把文章的具體信息用一些具有概括功能的詞和句表述出來(lái)，而不是抄襲文章的原句，更不是把細(xì)節(jié)性信息作為中心，而是要通過(guò)對(duì)

17、文章中的單詞、詞組和句子進(jìn)行合理轉(zhuǎn)換，對(duì)文章的具體信息進(jìn)行概括，再用合適的語(yǔ)言表述出來(lái)。這一題型主要考查學(xué)生對(duì)文章主旨大意的概括和準(zhǔn)確獲取關(guān)鍵詞的能力，同時(shí)考查學(xué)生用簡(jiǎn)潔的語(yǔ)言概括文章重要信息的能力以及對(duì)文章整體結(jié)構(gòu)的把握能力。因此，概要寫(xiě)作是基于閱讀理解和書(shū)面表達(dá)，是二者的有機(jī)結(jié)合體，是閱讀理解和書(shū)面表達(dá)的溝通橋梁。 3寫(xiě)作步驟           1）細(xì)讀原文。首先要仔細(xì)閱讀短文，掌握文章主旨和結(jié)構(gòu)，明確各段的大意。2）弄清要求。新高考的概要寫(xiě)作是寫(xiě)全文概要，不是寫(xiě)某一部分的概要，或者就某些問(wèn)題寫(xiě)出要點(diǎn)。3）列出原文要點(diǎn)

18、。分析原文的內(nèi)容和結(jié)構(gòu)，將內(nèi)容分項(xiàng)扼要表述并注意在結(jié)構(gòu)上的順序。在此基礎(chǔ)上選出與文章主題密切相關(guān)的部分。4）在寫(xiě)作時(shí)要特別注意下面幾點(diǎn)：（1）概要應(yīng)包括原文中的主要事實(shí)，略去不必要的細(xì)節(jié)。（2）安排好篇幅的比例，概要應(yīng)同原文保持協(xié)調(diào)，即用較多的文字寫(xiě)重要內(nèi)容，用較少的文字寫(xiě)次要內(nèi)容。（3）注意要點(diǎn)之間的銜接，要用適當(dāng)?shù)年P(guān)聯(lián)詞語(yǔ)貫通全文，切忌只簡(jiǎn)單地寫(xiě)出一些互不相干的句子，但也不要每?jī)删渲g都加關(guān)聯(lián)詞語(yǔ)，以免顯得生硬。（4）不排斥用原文的某些詞句，但不要照搬原文的句子，如果不能完全用自己的話語(yǔ)表達(dá)，至少對(duì)原文句子做一些同義詞替換，如果結(jié)構(gòu)上也能有一些轉(zhuǎn)換會(huì)更好。（5）計(jì)算詞數(shù)，看是否符合規(guī)定的詞

19、數(shù)要求。4.備考建議               概要寫(xiě)作，其實(shí)我們考生并不陌生，在日常的英語(yǔ)教學(xué)中，教師經(jīng)常讓學(xué)生就所學(xué)英語(yǔ)課文逐段概括段落大意或者復(fù)述課文，這在一定程度上都為概要寫(xiě)作打基礎(chǔ)。除此之外，作為考生，還要注意以下幾點(diǎn)：（1）積累常見(jiàn)的同義短語(yǔ)和句型轉(zhuǎn)換，掌握并運(yùn)用單詞、短語(yǔ)和句型。“巧婦難為無(wú)米之炊”，即使有再好的寫(xiě)作技巧，如果沒(méi)有相應(yīng)的基礎(chǔ)詞匯和句法知識(shí)，也很難寫(xiě)出概要寫(xiě)作的上乘之作。因此，考生要在基礎(chǔ)詞匯和句法知識(shí)上下功夫，以不變應(yīng)萬(wàn)變。（2） 進(jìn)行適度地專題練習(xí)。有計(jì)劃地進(jìn)行適度練習(xí)有

20、利于考生快速掌握概要寫(xiě)作的要點(diǎn)，找到概要寫(xiě)作的感覺(jué)，沖破對(duì)概要寫(xiě)作的不適感。平時(shí)可多關(guān)注往年的高考閱讀文章，進(jìn)行結(jié)構(gòu)分析和主旨概括訓(xùn)練?？砂次捏w和題材，分類訓(xùn)練篇章結(jié)構(gòu)的布局，增強(qiáng)對(duì)文章上下文連貫性的把握。概要寫(xiě)作首先要掌握各種文體的寫(xiě)作特點(diǎn)和框架。如：記敘文：what / who / when / where / why / how議論文：opinion / idea + argument (supporting ideas / reasons)說(shuō)明文：phenomenon / problem + reason + solution (cause and effect), introduct

21、ion of an object (how it is made, how it is used, how it may change, what makes it new or significant)新聞： a focus on the first paragraph and the first and last sentences of the other paragraphs       綜合以上分析可知，新高考更加重視考查考生高中階段英語(yǔ)基本技能的掌握情況，也注意考查考生進(jìn)入高等學(xué)校繼續(xù)學(xué)習(xí)的潛能，目標(biāo)是利用高考命題的導(dǎo)向功能推動(dòng)新課

22、程的課堂教學(xué)改革2016年浙江新高考英語(yǔ)題型解讀讀后續(xù)寫(xiě)第二節(jié)：讀后續(xù)寫(xiě)（滿分25分）閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。    A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue near the First National Bank, he heard the sound of someone trying to start a car. He tried again a

23、nd again but couldnt get the car moving. Arthur turned and looked inside at the face of a young man who looked worried. Arthur stopped and asked, “It looks like youve got a problem,” Arthur said.    “Im afraid so. Im in a big hurry and I cant start my car.”    “Is there something

24、 I can do to help?” Arthur asked. The young man looked at the two suit cases in the back seat and then said, “Thanks. If youre sure it wouldnt be too much trouble, you could help me get these suitcases into a taxi.”    “No trouble at all. Id be glad to help.”  

25、0; The young man got out and took one of the suitcases from the back seat. After placing it on the ground, he turned to get the other one. Just as Arthur picked up the first suitcase and started walking, he heard the long loud noise of an alarm.    It was from the bank. There had

26、 been a robbery (搶劫)!    Park Avenue had been quiet a moment before. Now the air was filled with the sound of the alarm and the shouts of people running from all directions. Cars stopped and the passengers joined the crowd in front of the bank. People asked ea

27、ch other, “What happened?” But everyone had a different answer.    Arthur, still carrying the suitcase, turned to look at the bank and walked right into the young woman in front of him.    She looked at the suitcase and then at him. Arthur was surprised. “Why is she looking at me

28、 like that?” He thought. “The suitcase! She thinks Im the bank thief!”    Arthur looked around at the crowd of people. He became frightened, and without another thought, he started to run.注意：1. 所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右；2. 應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；3. 續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好；4. 續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。P

29、aragraph 1:As he was running, Arthur heard the young man shouting behind, “Stop, stop!”_ Paragraph 2:The taxi stopped in front of the Police Station and Arthur._ 原創(chuàng)范文，僅供參考）One possible version：    As he was running, Arthur heard the young man shouting behind, “Stop, stop!” A

30、nd also at the moment, Arthur suddenly realized that the young man might be the bank robber. So Arthur didnt stop, but continued to run until he saw a taxi. He stopped it, jumped in with the suitcase and said to the driver, “Go to the police station, please. The man sho

31、uting behind is the bank thief! The taxi raced away like the wind.    The taxi stopped in front of the Police Station and Arthur told the police what had happened. Obviously, the police had already learned about the robbery. They opened the suitcase and there was a large sum

32、 of money inside, as Arthur had expected. Then the police asked Arthur to describe the young man and the other suitcase. Later, with the information, the police caught the robber. The police and the bank both thanked Arthur a lot. (Words 153) Another possible version：    As

33、he was running, Arthur heard the young man shouting behind, “Stop, stop!”Thinking of the way the young man had behaved, he realized the young man might be the bank robber. So Arthur ran faster and stopped a taxi. The moment he got into the taxi, he told the driver the man shouting beh

34、ind was the bank thief and asked him to drive to the nearest police station. The driver followed what Arthur said and drove away.    The taxi stopped in front of the Police Station and Arthur thanked the driver and directly went in. Just as Arthur was describing what had hap

35、pened near the bank on the Park Avenue and reported the young man to the police, he heard a voice outside, “Help! Help!” To the surprise of Arthur, it was the young man. He had followed Arthur in another taxi. It turned out that the young man was innocent and inside the suit

36、cases were just some clothes. Arthur felt embarrassed but the policemen thanked him anyway.(Words: 158) 【范文點(diǎn)撥】原文所給關(guān)鍵詞分類：地點(diǎn)：Park Avenue, the bank人物：The young man, people, the bank thief事件：suitcases, in the back seat, loud noise of an alarm, robbery, the shouts在續(xù)寫(xiě)時(shí)，除了注意原文給出的關(guān)鍵詞，還需要注意以下線索：1. Why d

37、id the young man look worried?2. What happened? But everyone had a different answer.3. Arthur became frightened and without another thought, he started to run. 二、題型解讀   1.題型介紹選材特點(diǎn)（1）所需閱讀的短文詞數(shù)在350以內(nèi)；（2）多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但是，故事線索的邏輯性比較強(qiáng)。 評(píng)分參考閱卷時(shí)主要考慮以下內(nèi)容：（1）與所給短文

38、及段落開(kāi)頭語(yǔ)的銜接程度；（2）內(nèi)容的豐富性和對(duì)所給關(guān)鍵詞語(yǔ)的覆蓋情況；（3）應(yīng)用語(yǔ)法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；（4）上下文的連貫性。  注意：（1）所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右（詞數(shù)少于130的，從總分中減去2分）；（2）應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；（3）續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好；（4）續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。2.考查能力    讀后續(xù)寫(xiě)是一種將閱讀與寫(xiě)作緊密結(jié)合的考查形式，旨在考查學(xué)生的綜合語(yǔ)言運(yùn)用能力。與應(yīng)用文不同，故事續(xù)寫(xiě)除了要求學(xué)生掌握豐富的詞匯和句式外，還注重學(xué)生的內(nèi)容構(gòu)思和情節(jié)銜接的能力

39、。主要聚焦在以下四個(gè)方面：    一是把握短文關(guān)鍵信息和語(yǔ)言特點(diǎn)的能力。學(xué)生需要了解給定短文的主要內(nèi)容，清楚其關(guān)鍵詞和語(yǔ)言結(jié)構(gòu)的使用情況，并通過(guò)續(xù)寫(xiě)短文表現(xiàn)出來(lái)。    二是語(yǔ)言運(yùn)用的準(zhǔn)確性和豐富性。期望學(xué)生在詞匯和語(yǔ)言結(jié)構(gòu)的使用方面準(zhǔn)確、恰當(dāng)，能夠根據(jù)內(nèi)容需要使用較為高級(jí)的詞匯和語(yǔ)言結(jié)構(gòu)，閱卷老師會(huì)感覺(jué)這個(gè)學(xué)生很有水平。    三是對(duì)語(yǔ)篇結(jié)構(gòu)的把控能力?？疾閷W(xué)生對(duì)上下文邏輯關(guān)系的掌握情況，希望學(xué)生續(xù)寫(xiě)的短文語(yǔ)句連貫、有序。    四是創(chuàng)造性思維能力。這是對(duì)學(xué)生續(xù)寫(xiě)短文內(nèi)容得要求，期望學(xué)生續(xù)寫(xiě)的短文具有較豐富的內(nèi)容

40、。該試題具有一定的開(kāi)放性，要求學(xué)生詳細(xì)和生動(dòng)地描述情景、態(tài)度和感情，符合課程標(biāo)準(zhǔn)的要求和學(xué)生的能力水平（劉慶思，陳康，2016）。3. 續(xù)寫(xiě)特點(diǎn)    讀后續(xù)寫(xiě)，簡(jiǎn)言之，就是閱讀完一篇還未寫(xiě)完的文章之后，根據(jù)要求和提示把這篇文章未寫(xiě)完部分補(bǔ)充完整，使之渾然一體。它一方面很好地考查考生對(duì)所學(xué)語(yǔ)言知識(shí)的實(shí)際運(yùn)用能力，而另一方面，它也培養(yǎng)學(xué)生的發(fā)散思維能力。根據(jù)考試說(shuō)明該部分的規(guī)定，考生在續(xù)寫(xiě)文章時(shí)，要注意續(xù)寫(xiě)部分“與所給短文及段落開(kāi)頭語(yǔ)的銜接程度”，“內(nèi)容的豐富性和對(duì)所標(biāo)出關(guān)鍵詞語(yǔ)的應(yīng)用情況”，“應(yīng)用語(yǔ)法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性”以及“上下文的連貫性”。根據(jù)這些規(guī)定

41、，我們會(huì)發(fā)現(xiàn)讀后續(xù)寫(xiě)有如下特點(diǎn)：   （1）讀后續(xù)寫(xiě)不是隨心所欲，是要在引導(dǎo)語(yǔ)（開(kāi)頭語(yǔ)）和提示詞的幫助下完成續(xù)寫(xiě)部分。如考試說(shuō)明樣題中規(guī)定“應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)（10處）”。這些關(guān)鍵詞語(yǔ)類似于傳統(tǒng)寫(xiě)作中的要點(diǎn)提示，如人物、地點(diǎn)、事件，但是不同點(diǎn)在于這些關(guān)鍵詞語(yǔ)并不是全用。這樣考生可根據(jù)自己的理解有很大的自主權(quán)。另外，所續(xù)寫(xiě)部分不能脫離各自段落的首句開(kāi)頭語(yǔ)，即：不能另起爐灶。這些開(kāi)頭語(yǔ)與傳統(tǒng)寫(xiě)作中的開(kāi)頭語(yǔ)類似，在某種程度上引導(dǎo)你的思路向哪方面發(fā)展。   （2）續(xù)寫(xiě)短文多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但是，故事線索的邏輯性比較強(qiáng)。這樣考生能夠根據(jù)提示詞語(yǔ)，順著原來(lái)文章的思路續(xù)寫(xiě)文章，并適當(dāng)發(fā)散。   （3）讀后續(xù)寫(xiě)要求讀寫(xiě)并重。與閱讀理解題一樣，讀后續(xù)寫(xiě)同樣需要對(duì)本篇文章精確理解，這樣所續(xù)寫(xiě)部分才不至于偏離主題，就這方面而言有點(diǎn)類似閱讀理解題中對(duì)文章后續(xù)發(fā)展的推斷，如“Whatwould happen next?”。   （