三模概要写作-language-anxiety

——Summary

writingLanguageAnxietyIwillfeelanxiouswhenI'm______________Whenwillyoufeelanxious?Reading1.What'sthetypeofthepassage?A.narrative(记叙文）B.exposition（说明文)C.argumentation(争论文）2.What'sthestructureofthepassage?A.topic—differentopinions—conclusionB.introduction—detailedinformationC.phenomenon—analysis—suggestionsPara1—Para4—Para2-3Whenastudentcutsclass,failstoprepareforclassordohomework,orisunabletoanswerevensimplequestionsaboutthetopicbeingstudiedinclass,itisclearthatthestudentisnotlearningwell,andteachersmaywonderwhy.Oneofthecausesmightbelanguageanxiety.Languageanxietyisafearoccurringwhenalearnerisexpectedtoperformintheforeignlanguage.Thatis,whenastudentisaskedtoperforminthetargetlanguageinclass,heislikelytobecomenervousandfailtodoit.

Q:What'slanguageanxiety?signalwordPara.1:Findthekeywordsinthispart.Supportingdetailsoflanguageanxietykeyinformation:studentisnotlearningwell....oneofthecausesmightbelanguageanxietyexpressionsforreasons:词性转化：________________________________________________________________________近义替换：____________________________________

notlearningwell-unsatisfyingperformance

notlearningwell-bad/poorperformance

notlearningwell-performpoorlybecause...,becauseof/accountfor/asaresultof/onaccountof/dueto/owingto/contributto/leadtoLanguageanxietyisoneofthereasonsaccountingforstudents'unsatisfyingbehavioursinclass.Thegoodnewsisthatsofarsomeresearchhassuggestedlanguageanxietycanmakestudentsfocused,getgoodgradesandbuilduphightself-conficence.Despitethesebenefits,mostresearchhasalsoshownanegativerelationshipbetweenlanguageanxietyandperformance.Thenegativekindofanxietyharmslearners'performanceinmanyways.Astimegoesby,theywilldoubtthemselves,refusetojoinindiscussionsandtrytoavoidusingthelanguage.Para.2:Findthekeywordsinthispart.SupportingdetailsofdisadvantageQ:What'sthedisadvantage?Q:Whichpartismoreemphasized?Thegoodnewsisthatsofarsomeresearchhassuggestedlanguageanxietycanmakestudentsfocused,getgoodgradesandbuilduphightself-conficence.Despitethesebenefits,mostresearchhasalsoshownanegativerelationshipbetweenlanguageanxietyandperformance.Para.2Howtoparaphrase

Languageanxietynotonlybringsbenefits

butalsonegativeinfluence.

Disadvantagesoutweighthebenefits句式转化：Thoughresearchshowsitsbenefits,itcausesapassiveimpactonperformanceinmanyaspects.

Besidessomebenefits,thenegativesideplaysanimportantpartaswell.

Para.3FindthekeywordsTeachersandresearchersmightsometimesbeabletojudgelanguageanxietythroughmeasuringscales.Thereareanumberofscales,thebestknownofwhichiscalledtheForeignLanguageClassroomAnxietyScaleorFLCAS.TheFLCASwasdevelopedtomeasurethespecificanxietyreactionofastudenttoforeignlanguagesituation.However,thisisnotrecommendedbecasueresearchersconsiderthatlanguageanxietyisobservableinclass.SignalwordsQ:What'stheFLCASusedfor?词性转化：observable--canbeobserved/noticed__________consider--holdthebelief/inone'sopinion__________________________

Theleveloflanguageanxietycanbeevaluatedbymeasuringscales,suchasFLCAS,butitisnotrecommend.tip:trytobecorrect句型转化：

Thisisnotrecommended--teachersareadvisednotto...Teachersaresupposedtoobservestudents'languageanxietyincalssinsteadofusingFLCAS.Teacersandresearchersarecapableofjudginglanguageanxietyfrommeasuringsclaes,butresearchersmaintainitcanbetracedinclssdd.

Para.4FindthekeywordsTohelpstudentstodealmoreeffectivelywithlanguageanxiety,teachersareadvisedtoallowstudentstoperformdifferentlyaccordingtotheirownabilities.Moreimportantly,teachersoughttoprovidevariousopportunitiesforclassroomsuccessinthelanguage.Inthisway,studentscanbefreedfromthepainofseverelanguageanxiety.Graduallytheywillbecomemoreandmoreconfidentoftheirlanguageabilitiesandeventuallyexperiencewhatitmeanstosucceedinthelanguageclassroom.Q:Howmanysuggestionsarementioned?Q:What'stheresult?SupportingdetailsofresultHowtoparaphrase表目的：inorderto.../todo.../soasto...转换句型：teachersareadvisedto...---teachersareexpectedto.../itisadvisedthatteachers...teachersshouldencouragestudentsto...Thus