2021届上海市长宁区高三英语二模概要写作指导学案

1、2021长宁二模 Students in the United States are assigned to classes for different goals. Those in the more advantaged tracks and programs not only encounter more curricular material; they are also typically asked to learn the material differently. They have opportunities to think, investigate, and create

2、. They are challenged to explore. In Keeping Track, Jeannie Oakes describes the way in which teachers differently frame their work for students in different tracks.美国的学生被分配到不同的班级。 那些在更有利的轨道和计划中的人不仅会遇到更多的课程材料；他们通常还被要求以不同的方式学习材料。 他们有机会思考、调查和创造。 他们面临着探索的挑战。 在“跟踪”一书中，珍妮奥克斯 (Jeannie Oakes) 描述了教师为不同轨道的学生设

3、计不同框架的方式。 Teachers of high-track classes describe their class goals in terms of higher-order thinking and independent learning, for example: “Logical thought process”; “Scientific reasoning and logic”. Students view of what they learned in class reflect these goals. High-track students said they lea

4、rned: “To understand concepts and ideas and to experiment with them, and to work independently”; “How to express myself through writing and compose my thoughts in a logical manner and express my creativity.”高阶班的老师用高阶思维和自主学习来描述他们的课堂目标，例如：“逻辑思维过程”； “科学推理和逻辑”。 学生对课堂所学的看法反映了这些目标。 高轨学生表示他们学到了：“理解概念和想法并进行

5、实验，并独立工作”； “如何通过写作来表达自己，以合乎逻辑的方式撰写我的想法并表达我的创造力。” Conversely, in low-track classes, teachers described few academic goals for their students and none related to thinking logically, critically or independently. They often focused on low-level skills, for example: “Better use of time”; “Punctuality and

6、 self-discipline”; “Good work habits”. And low-track students said they had learned how to: “Behave in class”; “How to shut up”; “How to listen and follow the directions of the teacher.”相反，在低轨课程中，教师很少为学生描述学术目标，也没有与逻辑、批判性或独立思考相关的内容。 他们通常专注于低级技能，例如：“更好地利用时间”； “守时自律”； “良好的工作习惯”。 低轨学生说他们已经学会了如何：“在课堂上表现得

7、很好”； “如何闭嘴”； “如何听从老师的指示。” This phenomenon is widespread. In his research in New York City, Jonathan Kozol described how, within integrated schools, minority children were disproportionately assigned to special education class that occupy small corners and split classrooms, while gifted and talented

8、classrooms occupied the most splendid spaces filled with books and computers, where they learned, in the childrens words, “logical thinking,” and “problem solving”. Students were recommended for these classes by their teachers and parents as well as by their test scores. Kozol wrote in his notes,“Si

9、x girls, four boys, nine white, one Chinese. I am glad they have this class. But what about the others? Arent there ten black children in the school who could enjoy this also?” 这种现象很普遍。 在纽约市的研究中，乔纳森科佐尔 (Jonathan Kozol) 描述了在综合学校中，少数族裔儿童如何被不成比例地分配到占据小角落和分开教室的特殊教育班级，而有天赋的教室则占据了摆满书籍和电脑的最华丽的空间，用孩子们的话来说，他

10、们在那里学到了“逻辑思维”和“解决问题”。 他们的老师和家长以及他们的考试成绩推荐学生参加这些课程。 科佐尔在笔记中写道：“六个女孩，四个男孩，九个白人，一个中国人。 我很高兴他们有这门课。 但是其他人呢？ 学校里不是有十个黑人孩子也喜欢这个吗？” 【参考答案】 American students are divided into classes or tracks according to different goals. The gifted and talented class focuses on improving higher-order thinking skills and e

11、njoy the best teaching resources, while the low-track class just learns low-level skills. This wide-spread phenomenon has aroused peoples concern about the equality of education. (51words) 美国学生根据不同的目标分为班级或轨道。 资优班注重提高高阶思维能力，享受最好的教学资源，低轨班只学习低阶技能。 这种普遍存在的现象引起了人们对教育平等的关注。 (51字) 概要写作的写作步骤第一步：阅读A. 认真阅读给定的

12、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.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。C. 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. 摘要应尽量用自己的话完成。不要直接引用原文的句子。B. 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。C. 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。D. 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

13、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 c

14、reditor.”可以概括为：”He was in financial difficulties.”6) 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,

15、have brought them within reach of many who never thought of visiting them ten years ago.”可以概括为：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) 使用概括性的名词代替具体的词，

16、比如：“She brought home several Chinese and English novels, a few copies of Time and Newsweek and some textbooks. She intended to read all of them during the winter vocation.”可以概括为：”She brought home a lot of books to read during the vocation.”8）使用最短的连接词。比如，可以使用but, then, thus, yet, though，不能使用at the sa

17、me time, in the first place, because of these, on the other hand等较长的连接词。通常，使用分号就能够达成使用连接词的效果。9) 文章中的第一人称说的话通常在摘要中转换成第三人称，从而把大段的对白简化，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 y

18、ou didnt have salt on your food it would taste awful like eating cardboard or sand just 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.”可以用第三人称概括为：Kate suggested P