新高考英语概要写作答题技巧

新高中英语概要写作答题技巧

概要写作要求读懂所给的阅读材料，用自己的语言高度概括文章的主要内容和观点，有三个步骤：1阅读

a.把握文章体裁。概要写作的前提是要理解原文。首先，通读原文，把握文章体裁、中心思想和整体结构，根据文章的体裁特点来决定内容的取舍，可以从以下方面的内容(见下表)入手。

▲不同体裁文章的要点

b.画出主题句或关键词，主题句一般出现在段首或段尾。在找到主题句后，要分析主题句的意义，进一步确定衬托主题句的一些关键词（组）如动词、名词等。

c.整合概括大意。根据阅读时获取的信息、主题句或关键词(组)等，对相关的内容进行整合，理清各层次、要点之间的关系，用自己的语言把词(组)扩展成句，归纳出各段落的大意，也就是表达的要点。2写作

概要写作不是对原文的简单复述，而是在透彻理解原文的基础上，对原文进行高度的概括。注意以下几点：

a.准确。准确理解原文包括对原文中每个要点及与之相关的“一些重要论据，句子的理解等。概要写作必须绝对忠实于原文，既不能遗漏任何要点，也不能随意添加内容。概要写作的时态顺应与原文的时态，顺序一致。由于概要写作是转述别人的事情或观点，所以，不管原文使用何种人称概要写作一般都要用第三人称。

b.客观。在进行概要写作时，要依据原文作者的观点，客观地转述文中的要点，不要把自己个人的观点和看法掺杂进去，不要使用“I think”和“I believe”等主观性的词句。由于概要写作不允许照抄原文中的句子，因此，可采用句型转换、同义词转化、语态互换等手法将原文中的句子进行改头换面，达到“雁过不留痕”的效果。如可用单个词汇替换具有相同语法功能的单词和词组：用determine 代替“make up ones mind”;用therefore和to等表示逻辑意义的连接词代替较长的词组“as a result”和“in order to”等。

c.简洁。由于概要写作的词数有限，所以，可以采取削“枝”去“叶”的方法来减少词数。通常的方法是去掉原文中的一些实例、冗长的说明、描述性的修饰语以及省略或简化图表，删除直接引语的对话。如果必须保留某些重要的对话，可将其改为间接引语的形式，即把对话体变为叙述体；或采用主谓缩写( we are→we're；they will→they'll)，句式省略( when he crossed the road= when crossing the road)，合并句子，使用简单句、并列句，with的复合结构，适当使用复合句等方法来进行概要写作。

d.连贯。连接词是内容概要的桥梁，它在句与句或段与段之间起铺垫的作用，能够把内容概要有机地串联起来，确保行文流畅，衔接紧凑。因此，概要写作哪怕只有一个段落，也要根据原文的层次结构，在适当的地方添加连接词，如表示顺序关系的“firstly”¨secondly"“finally”；

表示并列关系的“besides”“in addition”等；表示总结关系的“to sum up”“in conclusion”等，使所写的内容概要衔接紧密，条理清楚。

3检查

检查时，考生要注意以下几点：

a.查。查一查要点是否全面；查人称与时态是否正确；查衔接是否连贯；查是否有直接照抄原文的句子；查拼写和语法是否有误；查标点符号及大小写是否正确；等等。

b.数。数一数内容概要的词数是否符合要求，并标出概要写作的总词数。例、阅读下面短文，根据其内容写一篇60词左右的内容概要：

Like many new graduates，I left university full of hope for the future but with no real idea of what I wanted to do. My degree，with honors，in English literature had not really prepared me for anything practical. I knew I wanted to make a difference in the world somehow，but I had no idea how to do that. That’s when I learned about the lighthouse Project .

I started my journey as a Lighthouse Project volunteer by reading as much as I could about the experiences of previous volunteers. I knew it would be a lot of hard work，and that I would be away from my family and friends for a very long time. In short，I did not take my decision to apply for the Lighthouse Project lightly. Neither did my family.

Eventually，however，I won the support of my family，and I sent in all the paperwork needed for application. After countless interviews and presentations，I

managed to stand out among the candidates and survive the test alone. Several months later，I finally received a call asking me to report for duty. I would be going to a small village near Abuja，Nigeria. Where? What? Nigeria? I had no idea. But I was about to find out .

After completing my training，I was sent to the village that was small and desperately in need of proper accommodation. Though the local villagers were poor，they offered their homes，hearts，and food as if I were their own family. I was asked to lead a small team of local people in building a new schoolhouse. For the next year or so，I taught in that same schoolhouse. But I sometimes think I learned more from my students than they did from me .

Sometime during that period，I realized that all those things that had seemed so strange or unusual to me no longer did though I did not get anywhere with the local language，and I returned to the United States a different man. The lighthouse project had changed my life forever.

1文本理解

本文是一篇记叙文，全文共五段。第一段讲述作者大学毕业后，对未来充满希望但又不知该如何实现自己的抱负，直到他接触了“灯塔计划”。第二段接着叙述作者为申请做“灯塔计划”志愿者所做的准备。第三段中，作者赢得家人的支持，在激烈的竞争中，脱颖而出成为“灯塔计划”的一员。第四段描述作者成为志愿者后，被派往尼日利亚阿布贾的一个小村庄的生活与工作情况。第五段是作者感悟“灯塔计划”对其人生的影响。

2写作思路

概要写作基本按照两步走，一是解读文本，二是遣词成文。

①解读文本

本文的体裁是记叙文，叙述作者申请当“灯塔计划”的志愿者，经过重重考核被选中以及被派去尼日利亚阿布贾的一个小村庄工作的经历。这段经历让作者学到了许多，改变了他的人生。结合记叙文文体特点，将主题句直观归纳法和关键词整合归纳法相结合，对文本的主旨大意进行梳理解读。文章第一段介绍事件的背景，描述事情发生的人物、时间，以及事情的起因。通过整合关键词“graduates；hope；no real idea；make a difference；the Lighthouse project”可归纳出段落大意“A university graduate，hoping to make a difference，had no real idea of what to do until he learned about the Lighthouse Project.”。第二段描写事件的发展，即作者为申请做“灯塔计划”的志愿者所做的准备。根据本段的倒数第二句“In short”，可知该句是对本段前文内容的总结。第三段进一步描述事件的发展，讲述作者赢得家人的支持，在激烈的竞争中成功地成为了“灯塔计划”的志愿者。所以，通过整合关键词“the support of my family；stood out”可归纳出段落大意“I won the support of my family and after fierce competition，I stood out.”。第四段描写作者成为志愿者后，被派往尼日利亚阿布贾的生活与工作情况。本段的关键词为“sent；village；school house；teach”。通过整合关键词，可归纳出段落大意“I was sent to a village，where I taught in a schoolhouse I had built with some villagers.”。第五段讲述作者对此次经历的感悟，本段的最后一句话是主题句“The lighthouse project had changed my life forever.”

②整理成文

概要的整体表述从who/what进行把握，并关注同义替换、过渡衔接、句型结构三个方面。本篇记叙文按照时间顺序进行，根据一系列事件发生的先后顺序排列。可以使用譬如after、until等表示时间状语的词，并尽量在一个句子中包含尽可能多的信息要点。

3参考范文

After graduation from university the author was at a loss about how to fulfill his ambition until he decided to land a job with the Lighthouse Project. ( 要点1) Adequate preparation and family support finally won him the job as a volunteer teacher in a remote village. (要点2) The experience taught him to see life in a new light and embrace a better self. (要点3)(61 words)

4范文解析

要点1介绍了事件发生的背景，用一个介词短语“after graduation from university”来替换原文中的“Like many new graduates，I left university…”；"“I was at a loss”替换“I had no idea how to do that”；“to fulfill his ambition”替换“to make a difference in the world”，表达的意思简洁明了。

要点2将原文中第二、三、四段的内容进行整合，将作者从申请志愿者所做的准备到赢得家人的支持并最终取得成功成为志愿者及担任志愿者工作的过程用一句话进行表达。运用高级词汇“adequate preparation”来概括原文第二段的内容，“a volunteer teacher in a remote village”概括原文第四段作者在尼日利亚阿布贾的志愿者工作情况。句子主谓分明，结构清晰，要点涵盖广。

要点3可以找到明显段落主题句，即原文第五段的最后一句。该句表达的意思是“灯塔计划”改变了我的人生。结合该段的内容，整合处理为“The experience taught him to see life in a new light and embrace a better self.”。

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