最新高三英语概要写作教案资料
高中英语 牛津译林版高三上学期概要写作专题复习教学案
有个别整句抄自原文。
第三档
(11-15分)
理解较为准确,涵盖大部分要点
所使用语法结构和词汇虽有些错误,但不影响意义表达。
应用简单的语句间的连接成分,使上下文内容连贯。
出现两句以上整句抄自原文现象。
第二档
(6-10分)
理解有误差,仅涵盖半数要点。
有些语法结构和词汇方面的错误,影响了意义的表达。
2.试题选材特点
提供给考生阅读的短文词数在350以内；所选材料体裁虽然没有限制,但多以说明文、议论文为主,偶尔也会有记叙文或夹叙夹议的阅读材料。考试说明所给的样题是一篇科普知识类的文章,句子结构复杂,难度较大。
3.熟知概要写作的评分标准
（一）概要写作考查要求：
（1）对原文要点的理解和呈现情况；
（2）应用语法结构和词汇的准确性；
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2.Patience isvery important.(词性转换法)
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5.We should encourage students. We should not scold them.(利用介词短语法)
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高三英语作文复习教学设计(精选五篇)
高三英语作文复习教学设计（精选五篇）第一篇：高三英语作文复习教学设计高三英语作文复习教学设计教学背景：英语写作能力是高中阶段着重培养和提高的语言技能之一。
《英语课程标准》对九级语言技能目标写作能力的描述如下：①能用英文书写摘要、报告、通知和公务信函等；②能比较详细和生动地用英语描述情景、态度或情感；③能阐述自己的观点和评述他人的观点，文体恰当，用词准确；④能在写作中恰当地处理引用的资料及他人的原话；⑤能填写各种表格，写个人简历和申请书，用语基本正确、得当；⑥能做简单的笔头翻译；⑦能在以上写作过程中做到文字通顺，格式正确。
学生情况：学生已经具备一定的写作能力，但是依然存在很多的问题。
相当部分学生对于作文出现畏难情绪，信心不足，常把它看成是死板的任务；也有为数不少的学生在需要用语言表达时，就感到力不从心，写出来的句子常常令人费解；作文中的语言错误、语法错误、词汇拼写及标点符号方面的错误也比比皆是，这种语言表达手段的贫瘠和错误反映出学生所掌握的常用词汇量太少，灵活运用英语句式的能力还较差。
另外，他们思想不活跃，缺乏观察和思考，思路阻塞，又懒于思索，写作时所用的词语自然是最简单、最保险的词，因此所写内容单调，平淡，没有实际内容，苍白无力。
还有的同学动笔前不审题，不构思，想一句写一句，东拼西凑，语无伦次，根本没有使作文主题与段落和句子连贯为一体的整体概念。
此外，修改环节常常受到忽视，以至学生不懂得如何修改文章。
教学目标：1.让每个学生都能够积极思考，有话可说2.让每个学生学会有条理的完成写作内容3.激发学生写作的热情，创造性地完成写作4.让学生找到写作自信重点与难点：1.如何激发学生的写作热情2.如何帮助学生找回写作自信3.如何引导学生很好的完成写作任务教学工具：多媒体常规教具教学步骤：第一步：导入教师播放一段视频，其内容为：一辆大型搅拌车与一辆大型油罐车相撞，搅拌车车头与油罐车车尾相撞,搅拌车右驾驶室严重变形,司机双腿被牢牢卡在驾驶室中无法移动,腿部有血迹,司机意识还算清醒,右车门深深凹进驾驶室,无法打开,地面是两车相撞后产生的大量碎片。
高中英语写作教案15篇
高中英语写作教案15篇高中英语写作教案篇12高中英语写作教案篇13为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。
在“五步学习法”课堂模式的引领之下，我们都在尽自己所能力争将自己的课堂打造成高效的课堂。
作为英语教学我认为结合我校的课堂改革模式我们的外语教学的目的就是培养语言应用能力。
《新课程标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣使学生树立自信念养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作的精神，使学生把握肯定的英语基础学问和基本技能，形成肯定的语言综合运用能力。
作为老师我们要转变自身的角色，确认自己新的教学身份。
我们是学生学习活动的组织者、指导者、参与者。
老师与学生都是课程资源的开发者，共创共生，共同发展。
学校对我们的“五步学习法”课堂教学的要求一再强调要突出互动探究环节，这就要求我们的英语教学就必需要建立以学生为主体的英语教育方式，使英语学习既有利于学生打好英语基础，也有利于学生形成健全的人格，更有利于学生去探究，创新。
教学活动的设计和开展不但要使学生的主观能动性得到充分的发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的课堂气氛，并在教学过程中注重实效，提高课堂教学效率。
在教学方法上，老师应多采用启发式教学。
老师可以通过设计各种情境，问题来引导学生发觉问题，解决问题，并帮忙学生自主地总结归纳。
老师的引导要做到含而不露，指而不明，开而不达，引而不发。
下面我谈谈写作课在新课改下的实施情况及我对此的一些反思。
培养学生规范准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，老师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍旧很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与连接能力弱。
英语概要写作教学设计方案
普通高中一年级学生
问题预设与解决办法：
学生不知道如何用自己的语言去表达从文章中提取出来的重要信息，本节课将运用“教师引导”和“学生讨论”的方法来解决这个问题。
教学目标(含重、难点)
教学目标：加强学生分析文章和提取文章重要信息的能力，让学生学会整合文章重要信息并用自己的语言表达出来，写出一篇概要，培养学生的逻辑思维能力、判断力和写作能力。
学习效果评价设计
大部分学生通过本节课能学习到如何用自己的语言表达文章中提取出来的重要信息，然后用适当的连词写出一篇完整的概要，教学目标基本完成。
教学设计特色说明与教学反思
教学设计特色：
本节课在老师的引导下，让学生在讨论和完成导学案中学会如何用自己的语言表达文章的重要信息，并把这些表达写成一篇完整的概要。在上课过程中，学生被分成六组，积极讨论，讨论后每个小组用小白板呈现本组的讨论结果（即把每段的重要信息用自己的语言表达出来），上课气氛非常活跃。最后一个写作环节，有学生能当堂写出一篇完整的概要，并展示给全班看，教学目标基本达成。
教学基本信息
课题
概要写作
学科
英语
学段
高中
年级
一年级
教材
浙江省高考英语概要写作
指导思想与理论依据
参考内容：根据广东新高考改革，高考英语中将加入“概要写作”。
教学背景分析
单元内容分析
本课材料是浙江省高考英语概要写作真题。
课时安排
课时
内容
设计意图
课型
1
概要写作
教学生如何用自己的语言表达文章重要信息，写出一篇概要。
写作课
本课时内容分析
本课时是用一篇浙江省的英语高考概要写作真题来指导学生如何写概要。
新高考高中英语写作教案
新高考高中英语写作教案随着教育改革的不断深入，新的高考制度对高中英语写作提出了更高的要求。
为了帮助学生更好地应对新高考的挑战，本文将提供一份新高考高中英语写作的教案范本，旨在通过具体的内容设计、教学目标和教学方法，提高学生的英语写作能力。
一、教学内容本教案以新高考高中英语写作的评分标准为依据，选取了议论文写作作为教学内容。
议论文是高考英语写作中常见的题型，它要求学生能够就给定话题提出自己的观点，并给出合理的论据进行支撑。
二、教学目标1. 知识与技能：学生能够掌握议论文的基本结构，包括引言、主体段落和结尾，并能够使用恰当的连接词使文章结构更加清晰。
2. 过程与方法：学生能够学会如何收集和整理材料，如何构建论点和论据，以及如何进行有效的文章修改。
3. 情感态度与价值观：培养学生的批判性思维能力，激发学生对英语写作的兴趣，增强学生表达个人观点的信心。
三、教学方法1. 导入新课：通过展示一些优秀的议论文范文，让学生了解议论文的特点和结构。
2. 讲解与示范：教师详细讲解议论文的写作技巧，包括如何选择话题、如何构建论点和论据等，并进行现场示范。
3. 实践与练习：学生根据教师的指导，选择一个话题进行议论文写作练习。
在写作过程中，教师巡视指导，帮助学生解决写作中遇到的问题。
4. 互评与反思：学生完成写作后，进行小组互评，相互学习和借鉴。
教师收集学生作品，进行点评，指出优点和不足，并给出改进建议。
5. 作业布置：要求学生根据本次课堂学习的内容，回家后选择一个新的话题进行议论文写作，并准备下次课的分享。
四、教学评价教学评价主要通过学生的写作作品来进行。
评价标准包括内容的完整性、逻辑的严密性、语言的准确性和文章的连贯性。
此外，也要考虑学生在写作过程中的思考深度和创造性。
总结：新高考高中英语写作教案范本旨在通过具体的教学内容、明确的教学目标和有效的教学方法，帮助学生提高英语写作能力。
通过议论文写作的训练，学生不仅能够提升自己的语言表达能力，还能够锻炼思维能力和批判性思考能力。
新高考英语写作精讲+解题演示：概要写作 (教案)
专题10概要写作-新高考英语写作精讲+解题演示距离高考还有一段时间，不少有经验的老师都会提醒考生，愈是临近高考，能否咬紧牙关、学会自我调节，态度是否主动积极，安排是否科学合理，能不能保持良好的心态、以饱满的情绪迎接挑战，其效果往往大不一样。
以下是本人从事10多年教学经验总结出的以下学习资料，希望可以帮助大家提高答题的正确率，希望对你有所帮助，有志者事竟成！养成良好的答题习惯，是决定高考英语成败的决定性因素之一。
做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。
总之，在最后的复习阶段，学生们不要加大练习量。
在这个时候，学生要尽快找到适合自己的答题方式，最重要的是以平常心去面对考试。
英语最后的复习要树立信心，考试的时候遇到难题要想“别人也难”，遇到容易的则要想“细心审题”。
越到最后，考生越要回归基础，单词最好再梳理一遍，这样有利于提高阅读理解的效率。
另附高考复习方法和考前30天冲刺复习方法。
【典题解读】阅读下面短文，根据其内容写一篇60词左右的内容概要。
(2018年11月浙江卷)It’s a really good idea to visit colleges before you apply because their websites can all start to look and sound the same. Nothing will give you the sense of what it will actually be like to live on a college campus(校园)like visiting and seeing for yourself the dorms, classrooms and athletic equipment and, of course, the students. It seems a little crazy once senior year hits to find the time to visit college campuses, and it can also be pricey if the schools you are applying to happen to be more than a car ride away. But keep in mind that you are making a decision about the next four years of your life, and do all the research you can to make sure you are making the right one.There’s no excuse not to visit the schools in your local area. In fact, a lot of college applications even ask if you have visited campus, and obviously, if you live across the country that won’t be as much of a possibility, but if you live nearby, go check it out!If campus visits aren’t going to happen before you apply, at the very least you should find some time between applying and getting your acceptance letters to visit the schools you’d like to attend. It can save you a lot of heartache if you rule out now the things that you don’t like about certain campuses, things that you wouldn’t know unless you actually visit.Now, if time and money are making it impossible, then check out the online college fairs at CollegeWeekLive. It’s a chance to chat online with admissions officers, students, and college counselors(顾问), and it won’t cost you a penny! You can register for its online college fair at . While visiting an online college fair can’t take the place of an actual campus visit, it can be a very useful tool that along with all your other research will help you make an informed decision about which colleges or universities you’d like to attend.____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ __________________________________________________________________________________【解读】本文体裁是说明文，主要大意是报考大学之前要进行实地考察。
高中英语概括大意和主旨要义教案
高中英语概括大意和主旨要义教案概要:本教案旨在帮助高中英语学生提高概括大意和主旨要义的理解能力。
通过逐步引导学生分析文章主题、主旨句以及关键信息，并学习相关的技巧和策略，以便能够准确理解文章的中心思想和主要观点。
目标:1. 学生能够通过阅读理解文章的标题和首段来推测主题；2. 学生能够准确找出文章的主旨句；3. 学生能够运用关键词和上下文的线索来概括文章的大意；4. 学生能够运用学到的技巧和策略来进行语篇概括练习。
教学流程:步骤一: 引入1. 通过一个简短的故事或问题来引发学生对主题和主旨要义的思考，例如：“当你看到一个文章的标题和首段时，你通常能从中猜测到这篇文章可能会讨论什么吗？”2. 引导学生思考为什么概括大意和理解文章主旨对于阅读理解至关重要。
步骤二: 分析文章标题和首段1. 给学生展示一篇有标题和首段的英语短文;2. 要求学生思考并猜测这篇文章可能会涉及的主题和内容;3. 讨论学生的猜测和推测的依据;4. 引导学生注意标题和首段中的关键词和信息。
步骤三: 阅读并找出主旨句1. 给学生展示一篇有多个段落的英语短文;2. 要求学生快速浏览全文，并找出最能概括全文主题的句子;3. 引导学生注意全文的主要观点和信息，找出表达最精确的句子;4. 与学生共同核对答案，并讨论答案的依据和理由。
步骤四: 运用关键词和上下文概括大意1. 给学生展示一篇有多个段落的英语短文;2. 要求学生通读全文，并利用关键词和上下文提供的线索来概括文章的大意;3. 引导学生注意关键词的重要性，以及如何通过关键词来确定文章的主题、层次和重点信息;4. 鼓励学生互相分享他们的概括，并进行小组或全班讨论。
步骤五: 进行语篇概括练习1. 给学生分发几篇不同主题的英语短文;2. 要求学生独立阅读并概括每篇文章的大意和主旨要义;3. 提供适当的时间给学生思考和完成练习;4. 学生互相交换他们的概括，并进行互评和讨论。
步骤六: 总结和反思1. 与学生一起回顾本节课学习的重点内容和技巧;2. 汇总学生的反馈和问题，并进行解答和讨论;3. 提出一些复习和巩固的练习建议，如多读英语文章，尝试概括大意和主旨要义。
高中英语写作课程教案3篇
高中英语写作课程教案3篇高中英语写作课程教案篇1教学目标1. 语言知识目标：1) 能掌握以下单词： newspaper, use, soup, wash, movie, just能掌握以下句型：① —What are you doing? —I'm watching TV.② —What's he doing? —He's using the computer.③ —What are they doing? —They're listening to a CD.④—This is Jenny. —It's Laura here.2) 能掌握语法：现在进行时态的用法。
3) 能运用所学的知识，描述人们正在干的事情。
教学重难点1. 教学重点：1) 词汇、词组搭配和现在进行时的用法。
能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等2. 教学难点：现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
教学工具多媒体教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program.Ⅱ. Presentation1. Show some pictures on the big screen. Present the new words and expressions.2. Ss watch and learn the new words and expressions.3. Give Ss some time and try to remember the new words and expressions.4. (Show some pictures on the screen and ask some students to perform the actions.)e.g. T: What are you doing?S: I am doing homework. (Help him/her to answer)T: What is he /she doing?Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.6. Check the answers with the Ss.Ⅲ. Game (guess)1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?2. Ss watch and guess the actions.3. Ask and answer about the pictures.—What's he/she doing?—He's/She's …Ⅳ. Listening1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the rig ht activities from 1a.2. Play the recording for the Ss twice.3. Ss listen to the recording and write the numbers from 1a.Ⅴ. Pair work1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.2. Ss make conversations by themselves and practice the conversations.Ⅵ. Listening1. Work on 2a;T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )Check the answers.2. Work on 2b.Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)Ⅶ. Pair work1. Now, role-play the conversation with your partners.2. Let some pairs to act out the conversation in front of the class.Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and answerthe questions below.① Are Jenny and L aura talking on the phone?(Yes, they are.)② What's Laura doing now?(She's washing her clothes.)③ What's Jenny doing?(She's watching TV.)④ When do they meet at Jenny's home?(At half past six.)2. Ss read the conversation and answer the questions above.3. Check the answers with the Ss.4. Let Ss work in pairs and role-play the conversation.Homework:1. Review the words and expressions in this period.2. Understand the knowledge about the present progressive tense.3. Make five sentences on what are you doing now.高中英语写作课程教案篇2教学内容：This lesson is about Module 7 Unit 1 “This dog can help him.” of New Standard English, Book 9. This lesson is for the students of Grade Five.教学目标：1、Knowledge aims:a. To enable students to master and use these new words : blind , special.b. To enable students to master the usage of “can” .c. To enable students to use the target sentences correctly : This dog can help him . Can Fifi help the blind people ? No , he can’t . He only wants to play .2、Ability aims:a. Talking about abilities with “can” , “can’t ” and know the objective case.b. To improve students’ language ability.3、Emotion aims:a. To encourage students to cooperate with the others , help each other and learn from each other.b. To educate students to protect animals and help disabled people .教学重点：To master and use the new words , sentence pattern and the usage of “can”。
高考英语概要写作教案
高中概要写作一. 概要写作评分标准二. 解题步骤1. 提纯：归纳文章主旨，筛选各段中心句2. 加减：筛选支持信息，保留核心词汇3. 整合：整理文章结构4. 转换：句型转换，词汇转换5. 过度：观点、问题、方法之间的过度【例题】阅读下列短文，根据其内容写一篇60词左右的内容概要。
Using too much water or throwing rubbish into our rivers are clear ways that humans can put our water supply in danger , but we also affect our water supply in less obvious ways. You may wonder how paving(铺砌) a road can lead to less useable fresh water. A major part of the water we use every day is groundwater. Groundwater does not come from lakes or rivers. It comes from underground. The more roads and parking lots we pave the less water can flow into the ground tobecome groundwater.Human activity is not responsible for all water shortages(短缺). Drier climates are of course more likely to have droughts(干旱) than areas with more rainfall, but in any case, good management can help to make sure there is enough water to meet our basic needs.Thinking about the way we use water every day can make a big difference, too. In the United States , a family of four can use 1. 5 tons of water a day! This shows how much we depend on water to live, but there’s a lot we can do to lower the number.You can take steps to save water in your home. To start with use the same glass for your drinking water all day. Wash it only once a day. Run your dishwasher (洗碗机)only when it is full. Help your parents fix any leaks in your home. You can even help to keep our water supply clean by recycling batteries instead of throwing them away.第一步提纯：归纳文章主旨，筛选各段中心句主旨内容：有关该主题的主要内容或者作者在该主题上的观点或主张主旨：除了干旱的气候以外，人类的行为也会导致水资源的匮乏，我们应该在生活中通过对水的合理使用来节约水资源。
新高考英语概要写作教案：噪音对海洋生物的影响
阅读下面短文,根据其内容写一篇60词左右的内容概要。
We already know that the underwater world is anything but silent. It is full of natural sounds produced by animals and by the motion of the atmosphere and water. But today's researchers are increasingly concerned about the man-made noises under the water. They are confusing-and even killing-fish,whales and other marine animals.Although hearing is important to all animals, the special qualities of the undersea world emphasize the use of sound. Underwater sound allows marine animals to gather information and communicate at great distances and from all directions. Loud underwater noises can cause damage to their hearing. And nowadays it's becoming too much for marine wildlife. Evidence shows that whales will swim hundreds of miles, rapidly change their depth, and even beach themselves to get away from the sounds of sonar.You might think lower noises, typically caused by shipping or construction, do not pose a threat to marine animals. In fact, while they may not kill the animals directly, they can disturb their ability to locate food, find mates and avoid predators(掠食动物).Scientists looked at the effects of noise from small motorboats on coral-reef fish at the Great Barrier Reef in Australia. In the lab, the fish had been trained to recognize the smell of three common predators as a threat. Some fish were trained in the presence of boat noise, while the others had training with the natural sounds of the ocean. It turned out that the first group showed no fright reactions when exposed to the predator. However, the other group was scared. And under the influence of underwater noise on this group，only 20 percent of fish survived, compared to almost 70 percent of unexposed fish.Humans rely on the ocean for its natural resources and biodiversity. The ocean also plays an important role in regulating(调节)temperatures. As Cousteau said，"For most of history, man has had to fight nature to survive; in this century he is beginning to realize that, in order to survive, he must protect it.整个课堂设计以三个主题展开：分析文本体裁；解构概要写作步骤；总结概要写作原则。
英语概要作文教案
英语概要作文教案### 英语概要作文教案教学目标：- 学生能够理解概要作文的目的和结构。
- 学生能够掌握如何从长篇文章中提炼关键信息。
- 学生能够独立撰写概要作文。
教学材料：- 一篇长度适中的英语文章（例如新闻报道、短篇小说、科学论文等）。
- 笔记本和笔。
- 白板和马克笔。
教学流程：1. 引入（5分钟）- 通过提问激发学生对概要写作的兴趣，例如：“你们认为为什么我们需要写概要？”2. 讲解概要写作的重要性（10分钟）- 解释概要写作在学术和职业环境中的应用。
- 强调概要写作能够帮助读者快速抓住文章的主要内容。
3. 分析文章结构（15分钟）- 展示一篇示例文章，并引导学生识别文章的引言、主体和结论部分。
- 讨论如何从这些部分中提取关键信息。
4. 概要写作技巧（20分钟）- 教授学生如何使用自己的语言重新表达原文中的观点。
- 强调避免直接引用原文，而是进行适当的改写和概括。
5. 实践练习（20分钟）- 分发文章给学生，让他们独立完成概要写作。
- 提供一些关键点作为引导，例如：主题、主要论点、结论。
6. 小组讨论（15分钟）- 学生分组，相互分享和讨论各自的概要。
- 每组选出一个代表，向全班展示他们的概要。
7. 教师点评（10分钟）- 教师提供反馈，指出概要中的亮点和需要改进的地方。
- 强调概要写作的准确性和连贯性。
8. 总结（5分钟）- 总结概要写作的关键点。
- 鼓励学生在日常生活中练习概要写作。
作业：- 学生需要选择另一篇英语文章，独立完成概要写作，并准备在下一节课上分享。
评估：- 学生概要写作的质量。
- 学生在小组讨论中的参与度。
- 学生对概要写作技巧的掌握情况。
注意事项：- 确保学生理解概要写作与总结的区别。
- 鼓励学生在练习中尝试不同的文章类型，以提高适应性。
高三英语专题复习教案——基础写作【最新资料】
高三英语专题复习教案——基础写作教学目标：学生进一步熟悉基础写作的特征和基本要求，培养正确的写作思路及方法，掌握常用的写作模式和句型。
消除对写作的恐惧心理，培养写作兴趣。
教学重点：如何审题；如何进行信息整合；上下文的承接。
教学难点：写作思路及方法的培养教学方法：讲练结合，精讲多练，引导学生体会与模仿。
一、基础写作题的特点高考设置基础写作题的目的是要检测考生最基础的书面语言表达能力，如用词的合理性、句子结构的复杂度、语法运用的正确性、信息内容的完整性、句子之间的连贯性等。
因此，基础写作题与往年的书面表达依然会有很多相似点，但也会出现一些新的特点。
1．写作题材贴近考生的学习和生活。
历年来高考作文题的题材都非常贴近考生的学习和生活，如校园活动、校外见闻、交友、旅游、以及与考生有关的话题讨论等。
可以预料明年高考写作题的题材还会在这些范围内，并为所有考生所熟悉。
2．写作的题材主要是故事性描述和应用文。
历年的基础写作题的题材也会与往年书面表达相似，主要有故事性描写和应用文写作两大类。
命题形式可能是看图写故事、看图表说明、根据表格信息完成一封短信或一份通知这类的应用文等。
3．内容呈现的方式具有半封闭性。
作文试题逐步走向开放将是大势所趋。
但是，基础写作题还只能是半封闭的，其特点是写作的内容是被规定了的，考生必须将文章所规定的信息点完整、全面地表达出来，但对于语言表达的方式、信息组织的先后秩序、需要补充哪些必要的信息等，考试又有一定的自主构思空间。
4．用5句话表达。
这是基础写作题与往年书面表达题最显著的不同点。
往年是规定字数（100词左右），句子的数量不作规定，所以很多考生为了不犯句法错误总是使用一些简单句。
而历年的基础写作只能用5句话来表达题目所给的全部信息点，但所给的信息点与往年的书面表达相比并不会减少，所以，用5个简单句很难完成任务，必须使用复合句或并列句来综合多个信息点，而且还要照顾句子之间的衔接和语意上的连贯。
概要写作 高三英语必修教案教学设计
概要写作的教案
教学目标:
一、知识与技能目标：掌握概要写作的写作要领。
二、过程与方法目标：学会通过找关键词和主题句理解短文进行写作
三、情感态度与价值观：通过小组合作方式概提高学生的合作能力和概
要写作能力。
教学重难点:掌握概要写作的写作步骤和写作技巧进行写作.
教学思路:
1.明确教学目标，解读2016年的考纲要求和命题特点，为高考备考指明方
向。
2.简单明了地概括概要写作三步曲，让学生领会概要写作的关键。
点拨概
要写作的技巧，让学生在阅读文体素材中学会利用“三词两句”，并在写作中注意“三转两替一不换”。
3.通过案例剖析，举例子讲解说明，加深对所学技巧的理解和运用。
4.分类归纳使上下文连贯的衔接词，让学生背诵，提高学生概要写作的能
力。
5.小结本节课内容，并对议论文体裁的概要写作进行归纳，加深对本节课
的理解。
并对高考备考提出小建议。
英语概要作文教案模板
英语概要作文教案模板Title: English Summary Composition Lesson Plan Template。
Objective:To teach students how to write a summary composition effectively in English.Materials Needed:Whiteboard or chalkboard。
Markers or chalk。
Handouts with sample texts for summarizing practice。
Pens/pencils for students。
Timer。
Lesson Outline:1. Introduction (10 minutes):Greet the students and introduce the topic of summary writing.Explain the importance of summarizing skills in academic and professional contexts.Provide examples of when summarizing is useful in everyday life.2. Understanding the Components of a Summary (15 minutes):Break down the key elements of a summary: main idea, supporting details, and concise expression.Discuss the difference between summarizing and paraphrasing.Show examples of well-written summaries and analyze what makes them effective.3. Strategies for Effective Summarizing (20 minutes):Teach students various strategies for summarizing, such as identifying the main idea, omitting unnecessary details, and using their own words.Conduct a guided practice session where students summarize short passages using the strategies learned.Encourage peer review and feedback to enhance understanding.4. Writing Practice (25 minutes):Distribute handouts with sample texts for summarizing practice.Set a timer and have students write a summary of the given text within a specified time limit.Emphasize the importance of clarity, coherence, and brevity in their summaries.Circulate the classroom to provide individual assistance and feedback.5. Review and Discussion (15 minutes):Collect the students' summaries and randomly select a few to read aloud.Lead a discussion on the strengths and weaknesses of each summary.Encourage students to share their own strategies for improving their summarizing skills.Summarize the key points covered in the lesson and address any remaining questions or concerns.6. Homework Assignment (5 minutes):Assign homework that requires students to practice summarizing a longer passage or article independently.Provide clear instructions and expectations for the assignment.7. Conclusion (5 minutes):Recap the main concepts covered in the lesson.Encourage students to continue practicing their summarizing skills outside of the classroom.Thank the students for their participation and effort.Additional Notes:Adapt the difficulty level of the texts and activities based on the proficiency level of the students.Provide additional support and guidance forstruggling students as needed.Encourage creativity and critical thinking in summarizing, rather than focusing solely on rote techniques.Monitor student progress and offer ongoing feedbackto foster improvement over time.。
英语概要作文教案
英语概要作文教案Title: English Summary Writing Lesson Plan。
Objective:The objective of this lesson is to guide students in effectively summarizing English texts, enhancing their reading comprehension and writing skills.Introduction:Summary writing is a crucial skill that enables individuals to extract key information from a text and present it concisely. In this lesson, students will learn the fundamental techniques of summary writing, including identifying main ideas, paraphrasing, and omitting irrelevant details.Warm-up Activity:To engage students, begin with a brief discussion on the importance of summary writing in academic and professional contexts. Ask students to share their experiences with summarizing texts and the challenges they face.Main Content:1. Understanding the Text:Explain to students that before summarizing a text, it is essential to thoroughly understand its content.Encourage students to read the text carefully, highlighting key points and unfamiliar vocabulary.Discuss strategies for comprehension, such as identifying the main idea of each paragraph and recognizing supporting details.2. Identifying Main Ideas:Teach students how to identify the main idea of a text or paragraph. The main idea is the central point or message that the author wants to convey.Provide examples and guide students in locating the main idea by analyzing topic sentences, thesis statements, and recurring themes.3. Paraphrasing and Condensing:Emphasize the importance of paraphrasing, which involves expressing the main ideas of a text in one's own words.Demonstrate paraphrasing techniques, such as substituting synonyms, changing sentence structure, and condensing information while preserving meaning.Encourage students to avoid plagiarism by citing sources appropriately and using quotation marks when necessary.4. Omitting Irrelevant Details:Discuss the significance of omitting irrelevant details to maintain conciseness in a summary.Guide students in distinguishing between essential information that contributes to the main idea andtangential details that can be excluded.Provide practice exercises where students identify and eliminate unnecessary information from sample texts.5. Structuring the Summary:Introduce students to different formats for summarizing texts, such as bullet points, outlines, and paragraph summaries.Discuss the importance of coherence and organization in structuring a summary.Model the process of creating a well-structuredsummary by arranging main ideas in a logical sequence.Practice Activities:Divide students into pairs or small groups and provide them with short passages to summarize.Encourage peer review and feedback to promote collaboration and improve summarizing skills.Offer guidance and support as students work through the practice activities, addressing any questions or difficulties that arise.Conclusion:Summary writing is a valuable skill that empowers individuals to extract essential information from texts efficiently. By mastering the techniques of identifying main ideas, paraphrasing, and omitting irrelevant details, students can enhance their reading comprehension and communication skills. Continued practice and feedback willfurther refine their summarizing abilities, preparing them for success in academic and professional endeavors.。
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概要写作
阅读下面短文，根据其内容写一篇60词左右的内容概要。
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 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 thought 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 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 belief in the merit(好处) 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 cleanliness 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 parents 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(免疫学家)，encourages children to play in the dirt to build up a strong immune system.And the latter(后者) position is gaining some ground.
应用文写作
(one possible version ) 报纸13期
Dear Mr Brown,
Our school is planning to hold a Canadian Culture Week event next month,when different kinds of activities abut Canadian Culture will be organized .I am writing to invite you give us a lecture about local customs and practices which are unique to Canada.We expect that our teachers and students could have a better understanding if Canada culture through your lecture.The lecture is scheduled to be held in the Lecture Hall from 9.am to 11.am on November 15th It would be our greatest honour if you could accept the invitation.
I am looking forward to your early reply.
Yours sincerely
Li Hua
【参考范文】
People have mixed opinions about dirt on our skin.(要点1) For a long time in history，people of some European countries believed that dirt protected people from getting ill.(要点2) However，people began to change their attitudes towards dirt about 200 years ago.People have been told that washing dirt off our body can keep us healthy.(要点3) Yet，some scientists believe that exposure to some dirt may help our immune system.(要点4)
报纸14期
读后续写
One possible version
When we got home and opened our bag, Ollie asked, "Now much money did we get back?" Almost five dollars, "I said .Ollie thought for a minute. " That’s too much, right ? "I did the math in my head.” Yeah, it's about three dollars too much.” I shrugged. “The store probably made a mistake by giving us the wrong change.”“so. should we keep it?” I asked“1'm afraid not, The cashier was nice. What if he gets into trouble for making a mistake? "Ollie felt sorry for him." Yeah, and either way. I guess it's not really our money, "I said.
We felt bad about the extra money, so we headed back to Jackson’s and put the extra money on the counter. The cashier was really surprised and happy to see us back "Wow, thanks a lot. When I realized my mistake. I figured I' d be paying the difference out of my own pocket. Then he gave us another two free ice cream cones. We both felt a sense of satisfaction just because of a small act of kindness.
初中数学知识点大全
第一章 实数 一、 重要概念 1．数的分类及概念 数系表：
2．非负数：正实数与零的统称。
（表为：x ≥0）
常见的非负数有： 性质：若干个非负数的和为0，则每个非负担数均为0。
3．倒数： ①定义及表示法
②性质：A.a≠1/a （a≠±1）;B.1/a 中，a≠0;C.0＜a ＜1时1/a ＞1;a ＞1时，1/a ＜1;D.积为1。
4．相反数： ①定义及表示法 ②性质：A.a≠0时，a≠-a; B.a 与-a 在数轴上的位置; C.和为0,商为-1。
5．数轴：①定义（“三要素”）
②作用：A.直观地比较实数的大小;B.明确体现绝对值意义;C.建立点与实数的一一对应关系。
6．奇数、偶数、质数、合数（正整数—自然数）
定义及表示：奇数：2n-1 偶数：2n （n 为自然数）
实数
无理数(无限不循环小数) 有理数 正分数 负分数 正整数 0 负整数 (有限或无限循环性数) 整数 分数 正无理数 负无理数 0 实数 负数 整数
分数 无理数 有理数 正数 整数 分数 无理数 有理数 │a │ 2a a (a ≥0)
(a 为一切实数)。