2024-2025學年新教材高中英語Unit4Naturaldisasters表達作文巧升格學案新人教版必修第一冊

PAGE1-Unit4Naturaldisasters概要寫作概要寫作，簡言之就是對所讀過的文章簡要概括，寫出文章的中心大意，也可稱之為摘要。所選材料體裁沒有限制，以說明文、爭論文和記敘文為主。所需閱讀的短文詞數(shù)在350以內。[寫作流程]第一步：歸納主旨大意(含段落大意)概要寫作的第一步便是閱讀并抓取主題，進而提取主旨大意，即有關該主題的主要內容或作者在該主題上的觀點或主見。閱讀語篇時，依據(jù)文章不同的文體可實行以下方法：記敘文圈出記敘文的六要素(who，when，where，what，how，why)，假如是夾敘夾議文，還要寫出故事給讀者帶來的啟示或寓意說明文找出文章要說明的對象、觀點或建議爭論文提取爭論文的三要素(論點、論據(jù)、論證)其次步：提煉關鍵詞1．結合主旨大意，細讀段落，找出每個段落的主旨句和關鍵詞，區(qū)分段落中哪些是mainideas，哪些是supportingideas，examples和additionalinformation。通常是在相對重要的句子中提煉關鍵詞。正確的關鍵詞和關鍵句是概要寫作最重要的內容和依據(jù)。2．消減事例，盡量削減實事并省略細微環(huán)節(jié)。第三步：合并和改寫1．合并信息首先須要對信息進行分類、整合，找到信息之間的聯(lián)系，再將聯(lián)系緊密的信息合并在一起。同一層級的主旨句不宜合并在一起，但假如聯(lián)系緊密，且沒有支持的細微環(huán)節(jié)信息，可以考慮合并。2．在核心信息的基礎上進行語言表達形式的改寫，對原文的語言表達形式盡可能實現(xiàn)大規(guī)模的變更(改詞、換句型)。第四步：核查成文核查連貫性，優(yōu)先考慮運用最短連接詞(but，then，later，finally，besides，thus，therefore，yet，however)；核查標點和語法；核查詞數(shù)。[常用語句]1．表示文章的內容以及探討目的Thispaperisaimedat/covers/mainlydealswith...Thearticlefocusesonthetopicof...Thisarticle/passagemainlytells(astory)about...Thispassagemainlydealswith/discusses/explores...Thisessaypresentsknowledgethat...Thispaperprovides/givesanoverviewof...Inthispassage(about...)，theauthor...Theauthorbegantheessay/passagebytelling/presenting...First/Firstly/Inthebeginning/Inthefirstpart，theauthorargues/explains/mentions/states/pointsout(that)．..2．表示探討的結論Theresultshowedthat...Theauthorfoundthat...Itwasconcludedthat...Finally/Asaconclusion，theauthorconcludes/adds/stressesthat...Finally，theauthorsummarizesthat...3．表示觀點或建議Theauthorsuggests/considersthat...Asfarastheauthorisconcerned，...Intheauthor'sview，...閱讀下面短文，依據(jù)其內容寫一篇60詞左右的內容概要。Gettingridofdirt，intheopinionofmostpeople，isagoodthing.However，thereisnothingfixedaboutattitudestodirt.Intheearly16thcentury，peoplethoughtthatdirtontheskinwasameanstoblockoutdisease，asmedicalopinionhaditthatwashingoffdirtwithhotwatercouldopenuptheskinandletillsin.Aparticulardangerwasthoughttolieinpublicbaths.By1538，theFrenchkinghadclosedthebathhousesinhiskingdom.SodidthekingofEnglandin1546.ThusbeganalongtimewhentherichandthepoorinEuropelivedwithdirtinafriendlyway.HenryⅣ，KingofFrance，wasfamouslydirty.Uponlearningthatanoblemanhadtakenabath，thekingorderedthat，toavoidtheattackofdisease，thenoblemanshouldnotgoout.Thoughthebeliefinthemerit(好處)ofdirtwaslong-lived，dirthasnolongerbeenregardedasaniceneighboreversincethe18thcentury.Scientificallyspeaking，cleaningawaydirtisgoodtohealth.Cleanwatersupplyandhandwashingarepracticalmeansofpreventingdisease.Yet，itseemsthatstandardsofcleanlinesshavemovedbeyondsciencesinceWorldWarⅡ.Advertisementsrepeatedlyselltheidea：clothesneedtobewhiterthanwhite，clothseversofter，surfacestoshine.Hasthehatefordirt，however，gonetoofar?Attitudestodirtstilldifferhugelynowadays.Manyfirst-timeparentsnervouslytrytowarntheirchildrenofftouchingdirt，whichmightberesponsibleforthespreadofdisease.Onthecontrary，MaryRuebush，anAmericanimmunologist(免疫學家)，encourageschildrentoplayinthedirttobuildupastrongimmunesystem.Andthelatter(后者)positionisgainingsomeground.[參考范文]Peoplehavemixedopinionstowardsdirtonourskin.(要點1)Foralongtimeinhistory，peopleofsomeEuropeancountries，suchasFrance，believedthatdirtprotectedpeoplefromgettingill.(要點2)However，peoplebegantochangetheirattitudestod