2021屆上海市金山區(qū)高三英語(yǔ)二模概要寫作指導(dǎo)學(xué)案

1、2021金山二模 The Enduring Power of Print for Learning in A Digital World印刷在數(shù)字世界中對(duì)學(xué)習(xí)的持久力量Todays students see themselves as digital natives, the first generation to grow up surrounded by technology like smartphones, tablets and e-readers. Weve seen students now equipped with school-issued iPads and access

2、 to e-textbooks. Given this trend, it might be assumed that students familiarity and preference for technology translates into better learning outcomes. But more and more studies show that its not always the case. So, there are some lessons that can be conveyed to us about prints place in an increas

3、ingly digital world.今天的學(xué)生將自己視為數(shù)字原住民，是在智能手機(jī)、平板電腦和電子閱讀器等技術(shù)環(huán)境中成長(zhǎng)起來(lái)的第一代人。 我們已經(jīng)看到學(xué)生現(xiàn)在配備了學(xué)校發(fā)放的 iPad 并可以訪問電子教科書。 鑒于這種趨勢(shì)，可以假設(shè)學(xué)生對(duì)技術(shù)的熟悉和偏好會(huì)轉(zhuǎn)化為更好的學(xué)習(xí)成果。 但越來(lái)越多的研究表明，情況并非總是如此。 因此，可以向我們傳達(dá)一些關(guān)于印刷品在日益數(shù)字化的世界中的地位的教訓(xùn)。 We all read for many reasons. Sometimes we re looking for an answer to a very specific question. Other

4、times, we want to browse a newspaper for todays headlines. As we re about to pick up an article or text in a printed or digital format, we should keep in mind why we re reading. Theres likely to be a difference in which medium works best for which purpose.我們閱讀的原因有很多。 有時(shí)我們正在尋找一個(gè)非常具體的問題的答案。 其他時(shí)候，我們想在報(bào)

5、紙上瀏覽今天的頭條新聞。 當(dāng)我們要選擇印刷或數(shù)字格式的文章或文本時(shí)，我們應(yīng)該記住我們?yōu)槭裁匆喿x。 哪種媒介最適合哪種目的可能會(huì)有所不同。 One of the most consistent findings of the studies is that, for some tasks, medium doesnt seem to matter. If all students are being asked to do is to understand and remember the big idea of what they re reading, theres no benefit

6、in selecting one medium over another. But when the reading assignment demands more engagement or deeper comprehension, students may be better off reading print. Teachers could make students aware that their ability to comprehend the assignment may be influenced by the medium they choose.研究中最一致的發(fā)現(xiàn)之一是

7、，對(duì)于某些任務(wù)，媒介似乎并不重要。 如果要求所有學(xué)生做的是理解并記住他們正在閱讀的內(nèi)容的主要思想，那么選擇一種媒介而不是另一種媒介是沒有好處的。 但是，當(dāng)閱讀作業(yè)需要更多的參與或更深入的理解時(shí)，學(xué)生最好閱讀印刷品。 教師可以讓學(xué)生意識(shí)到他們理解作業(yè)的能力可能會(huì)受到他們選擇的媒介的影響。 In another experiment, researchers were able to create meaningful records of college students based on the way they read and comprehended from printed and d

8、igital texts. Among those records, it was found that a select group of undergraduates who actually comprehended better when they moved from print to digital. But they actually read slower when the text was on the computer than when it was in a book. Using this select group as a model, students could

9、 possibly be taught or directed to fight the tendency to glide through online texts.在另一個(gè)實(shí)驗(yàn)中，研究人員能夠根據(jù)大學(xué)生閱讀和理解印刷和數(shù)字文本的方式創(chuàng)建有意義的記錄。 在這些記錄中，發(fā)現(xiàn)一組精選的本科生在從印刷轉(zhuǎn)向數(shù)字時(shí)實(shí)際上理解得更好。 但實(shí)際上，當(dāng)文本在計(jì)算機(jī)上時(shí)，他們的閱讀速度比在書中時(shí)要慢。 使用這個(gè)選擇的小組作為模型，學(xué)生可能會(huì)被教導(dǎo)或指導(dǎo)去對(duì)抗在網(wǎng)上文本中滑行的傾向。【參考答案】Students are given access to e-textbooks and people think t

10、echnology improves their learning. Unfortunately, its not always true. We should learn the following lessons. First, different reading purposes require different reading media. Second, teachers should help students realize that the reading medium may affect their understanding. Finally, students sho

11、uld be taught to read slower on the computer. (57 words) 學(xué)生如今可以訪問電子教科書，人們認(rèn)為技術(shù)可以改善他們的學(xué)習(xí)。 不幸的是，這并不總是正確的。 我們應(yīng)該吸取以下教訓(xùn)。 首先，不同的閱讀目的需要不同的閱讀媒體。 其次，教師應(yīng)幫助學(xué)生認(rèn)識(shí)到閱讀媒介可能會(huì)影響他們的理解。 最后，應(yīng)該教學(xué)生在電腦上閱讀慢一些。 (57 字)概要寫作的寫作步驟第一步：閱讀A. 認(rèn)真閱讀給定的原文材料。如果一遍不能理解，就多讀兩遍。閱讀次數(shù)越多，你對(duì)原文的理解就越深刻。B.該決定原文中哪些部分重要，哪些部分次重要了。對(duì)重要部分的主要觀點(diǎn)進(jìn)行概括。C. 簡(jiǎn)要地記

12、下主要觀點(diǎn)主題、標(biāo)題、細(xì)節(jié)等你認(rèn)為對(duì)概括摘要重要的東西。第二步：動(dòng)手寫作A. 摘要應(yīng)盡量用自己的話完成。不要直接引用原文的句子。B. 應(yīng)該遵循原文的邏輯順序。這樣你就不必重新組織觀點(diǎn)、事實(shí)。C. 摘要必須全面、清晰地表明原文所載的信息，以便你的讀者不需翻閱原文就可以完全掌握材料的原意。D. 寫摘要時(shí)可以采用下列幾種小技巧：1) 刪除細(xì)節(jié)。只保留主要觀點(diǎn)。2) 選擇一至兩個(gè)例子。原文中可能包括5個(gè)或更多的例子，你只需從中篩選一至二個(gè)例子。3) 把長(zhǎng)段的描述變成短小、簡(jiǎn)單的句子。如果材料中描述某人或某事用了十個(gè)句子，那么你只要把它們變成一兩句即可。4) 避免重復(fù)。在原文中，為了強(qiáng)調(diào)某個(gè)主題，可能會(huì)

13、重復(fù)論證說(shuō)明。但是這在摘要中是不能使用的。應(yīng)該刪除那些突出強(qiáng)調(diào)的重述句。5) 壓縮長(zhǎng)的句子。如下列兩例：“His courage in battle might without exaggeration be called lion-like.”可以概括為：”He was very brave in battle.”“He was hard up for money and was being pressed by his creditor.”可以概括為：”He was in financial difficulties.”6) 還可以使用詞組代替整句或者從句。請(qǐng)看下面的例子：Beautifu

14、l 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 a

15、go.”可以概括為：Beautiful mountains like Mount Tai, once visited by only a few people, are today accessible to many, thanks to better wages, paid holidays, new hotels and better transportation services.”7) 使用概括性的名詞代替具體的詞，比如：“She brought home several Chinese and English novels, a few copies of Time and New

16、sweek and some textbooks. She intended to read all of them during the winter vocation.”可以概括為：”She brought home a lot of books to read during the vocation.”8）使用最短的連接詞。比如，可以使用but, then, thus, yet, though，不能使用at the same time, in the first place, because of these, on the other hand等較長(zhǎng)的連接詞。通常，使用分號(hào)就能夠達(dá)成使

17、用連接詞的效果。9) 文章中的第一人稱說(shuō)的話通常在摘要中轉(zhuǎn)換成第三人稱，從而把大段的對(duì)白簡(jiǎn)化，比如：Kate looked at Paul disapprovingly: You use much too much salt on your food, Paul its not good for you!” Paul put down his knife and frowned: “Why on earth not! If you didnt have salt on your food it would taste awful like eating cardboard or sand ju

18、st imagine bread without salt in it, or potatoes or pasta cooked without salt!” Kate was patient. She didnt want to quarrel with Paul. She wanted to persuade him. She said firmly: But too much salt is bad for you. It causes high blood pressure and later on, heart-attacks. It also disguises the taste of food, the real tastes which are much more subtle than salt, and which we have lost the sensitivity to appreciate any more.”可以用第三人稱概括為：Kate suggested Paul that