完整版英文Summary写作方法范例及常用句式

摘要是对一篇文章的主题思想的简单陈述。它用最简洁的语言概括了原文的主题。写摘要主要包括三个步骤：（1）阅读；（2）写作；（3）修改成文。

第一步：阅读

A .认真阅读给定的原文材料。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 .给摘要起一个标题。用那些能概括文章主题思想的单词、短语或短句子作为标题。也可以采用文中的主题句作为标题。主题句往往出现在文章的开头或结尾。一个好标题有助于确定文章的中心思想。

C.现在，就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。

D.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.摘要应该只有原文的三分之一或四分之一长。因此首先数一下原

文的字数，然后除以三，得到一个数字。摘要的字数可以少于这个数字，但是千万不能超过这个数字。

B.摘要应全部用自己的话完成。不要引用原文的句子。

C.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。

D.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。

E.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 exaggerati on be called lionke. ” 可以概括为：” He was very brave in battle.

“ He was hard up for money and was being p ressed by his creditor.

可以概括为：“ He was in financial difficulties.

6）你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, Lusha n Mountain, and Mount

Huang, were visited by only a few people in the p ast. Today, better wages, holidays with p ay, new hotels on these mountains, and better tra in and bus services, have brought them within reach of many who n ever thought of visit ing 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, tha nks to better wages, p aid holidays, new hotels and better transp ortati on services.

7）使用概括性的名词代替具体的词，比如:

“ She brought home several Chin ese and En glish no vels, a few cop ies of

Time and Newsweek and some textbooks. She inten ded to read all of them duri ng the win ter vocati on.

可以概括为：” She brought home a lot of books to read during the

vocatio n. ”

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 same 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 P aul disa pprovin gly: You use too much salt on your food,

Paul — it ' s not good for you! ” Paul put down his knife and

frowned: ” Why on earth not! If you didn taste awful ???like eati ng cardboard or sarjidst imagi ne -bread without salt in it, or po tatoes or p asta cooked without salt!

did n ' t want to quarrel with P aul. She wan ted to p ersuade him. She said

't have salt on your food it would ” Kate was p atie

firmly: ” But too much salt is bad for you. It cause high blood pressure and latter on, heart-attacks. It also disguises the taste of food, the real tastes which are much more subtle tha n salt, and which we have lost the sen sitivity to app reciate any more.

可以用第三人称概括为:

Kate suggested to Paul that he should eat less salt. She thought that eat ing real tastes of food. But Paul disagreed. He said that food without salt would be tasteless.

too much salt would do harm to Paul 's health and that it could reduce the 第三步：修改成文

草稿拟好以后，对它进行修改。首先，与原文比较看是否把所有重要的观点都概括了，摘要中的观点是否与原文中的完全一致。其次，如果摘要中出现了不必要的词汇、短语或长句子，删除它们。第三，检查拼写、语法和标点符号的错误。最后，保持语言简单明了。

经过上述步骤和方法，一篇摘要就可以完成了。

Article

Childre n Must be Taught to Tell Right from Wrong

William Kil patrick

Many of today ' s young people have a difficult time seeing any moral dimension （道德层面）to their actions. There are a number of

reasons why that ' s true, but none more prominent than a failed

system of education that eschews （回避） teaching children

the

traditional moral values that bind Americans together as a

society

and a culture. That fail ed approach, called a I ?I??”

d-emcaiskiionng, ” was

introduced in schools 25 years ago. It tells children to

decide for

themselves what is right and what is wrong. It

replaced

charact

education. （品格教育）” Character education didn t ask children to

reinvent the moral wheel ( 浪费时间重新发明早已存在的道德标

准）; instead, it encouraged them to practice habits of courage,

justice and self-

control.

In the 1940s, when a character education approach prevailed, teachers worried about students chewing gum; today they worry about robbery and rape.

Decision-making curriculums pose thorny （棘手的）

ethical

dilemmas to students, leaving them with the impression that

all

morality is problematic and that all questions of right and wrong

are in dispute. Youngsters are forced to question values and virtues

they ' ve never acquired in the first place or upon which they have

only a tenuous （薄弱的） hold. The assumption behind this method

is that students will arrive at good moral conclusions if only they are

given the chance. But the actual result is moral

confusion.

For example, a recent national study of 1,700 sixth- to

ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed.

This kind of moral illiteracy is further encouraged by

values-education （价值观教育） programs that are little more than courses in self-esteem （自尊）. These programs are based on the questionable assumption

that a child who feels good about himself or herself won ' t want to do

anything wrong. But it itsajsus

reasonable to make an opposite assumption: namely, that a child who has

uncritical self- regard will conclude that he or she can anything bad.

t do Such naive self-acceptance results in large part from the

non-directive （无指导性的）, non-judgmental （无是非观的）, as-long-as-you-

feel-comfortable-with-your-choices mentality （思想）

that has pervaded （渗透） public education for the last two and and values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place.

one-half decades. Many of today ' s drug education, sex education Meanwhile, while educators are still fiddiing with （胡舌L摆弄）

outdated “ feeJod ” approaches, New York, Washington, and Los

An geles are burning. Youn gsters are leav ing school believ ing that matters

of right and wrong are always merely subjective. If you p ass a stra nger on

the street and decide to murder him because you n eed money —if it feels right —you go with that feeli ng. Clearly, murder is not taught in our schools, but such a con clusi on —just

about any con clusi on —ca n be reached and justified using the decisi on-mak

ing method.

It is time to con sig n （寄出）the fads （风尚）of “decisimak ing ”

and “ nejiudgmentalism ” to the ash heap of failed policies, and retur n to a p roved method. Character educati on p rovides a much more realistic app roach to moral formatio n. It is built on an un dersta nding that we learn morality not by debat ing it but by p ractic ing it.

Sample

Summary of “ Childre n Must be Taught to Tell Right from Wrong

In his essay Children Must be Taught to Tell Right from Wrong : ”

William Kilpatrick argues fervently that the “ decisionmaking ” app roach to the moral educati on of America n youth, which

rep laced “ character educati on ” 25 years ago, has p reve nted juve niles from behav ing and thinking in accorda nee with the traditi onal moral princip les that are fun dame ntal to America n society. According to Kil patrick, decision-mak ing methods in still in stude nts a

wrong belief that all norms of morality are subjective con structs with on ly relative truth in them and therefore can be interp reted flexibly and eve n questio ned. This belief dep rives them of the cha nee to secure solid moral

sta ndards and in duces misc oncep tio ns about what should be clearly right or wrong.

In p arallel with th is in adequacy of the are the unexp ected outcomes of those values-educatio n p rograms

focusing on students -este e m that subscribe to the

“ noqudgmental ” mindset dominating curriculums. Their mistaken assumption that feeling good warrants morality

excuses stude nts from criticiz ing and disci pli ning their own behaviors. “ -1 - ] I dmakinn app roach a I I -- 力 -

mekiag) n

Basing his con clusi on on his an alysis of the fun dame ntal flaws of the decisi on-mak ing approach, Kilpatrick fin ally proposes an immediate shift back to character educati on which he believes teaches morality more

effectively by emp hasiz ing p ractice in stead of discussi on.

Summary 常用句式

1. This article/ passage mainly tells (a story) about

2. This passage mainly deals with/discusses/explores/

3. In this passage (about

5. The author began the essay/ passage by telling/ p resenting

6. First/Firstly/ In the beginning/In the first part, the author argues/ expl ains/ mentions/ states/ po ints out (that)

7. Secondly/ Next/ Further on/ Then/ In the next part/ In the main p art, the author goes on with

8. Finally/ As a conclusion/, the author concludes/ adds/ stresses that

9. Finally, the author summarizes that

),the author 4. In this passage about ,the author

This paper provides an overview of...

7) This paper elaborates on .. 8) This article gives an overview of...

9) This article compares...and summarizes key findings.

10) This paper includes discussions concerning...

11) This paper presents up

12) This article covers the role of chemicals in...

13) This paper addresses important topics including...

14) This paper touches upon...

15) This paper strongly emphasizes..

、常见句型

1) This paper deals with..

2) This article focuses on the topics of (that,having,etc).

3) This essay presents knowledge that...

4) This thesis discusses...

5) This thesis analyzes...

6)

17)This article not only describes...but also suggests...

18)This paper considers...

19)This paper provides a method of ...

20)This paper introduces an applicable procedure to analyze...

21)This paper offers the latest information regarding...

22)This paper is devoted to examining the role of...

23)This article explores...

24)This paper expresses views on...

25)This paper reflects the state of the art in...

26)This paper explains the procedures for...?

27)This paper develops the theory of ..

28)This article reviews the techniques used in...

29)This paper investigates the techniques and procedures to...

30)This article is about...

31)This essay is related to ...

32)This paper concerns...

33)This paper gives an account of ...

34)This article tells of...

35)This paper tries to describe...

36)This paper provides an analysis of ...

37)This paper reports the latest information on ..

38)The author of this article reviews..

39)The writer of this paper discusses...

40)The writer of this essay tries to explore...

41)The aim of this paper is to determine..

42)The purpose of this article is to review...

43)The objective of this paper is to explore...

破题用语，一般有：

①The author of this article reviews (or: discusses, describes, summarizes, examines) something

②This article reviews (or:reports,tells of,is about,concerns)something

This article has been prep ared (or:designed,wntten)

The purpose of this article is to determine something

The p roblem of something is discussed

结论和建议，一般有以下几种写法: ① The author suggests (recommends,concludes)that

② This article shows that

③It is suggested that

④The author's suggestion (or:conclusion )is that

⑤The author finds it necessary to

Useful Transitions and Transitional Phrases

In the distant p ast, many people thought bats had magical

po wers, but times have changed. Today, many people believe that bats are rodents, that they cannot see, and that they are more likely than other animals to carry rabies. All of these beliefs are mistaken. Bats are not rodents, are not blind, and are no more likely than dogs and cats to transmit rabies. Bats, in fact, are among the least understood and least app reciated of animals.

Bats are not rodents with wings, contrary to popu lar belief. Like all rodents, bats are mammals, but they have a skeleton similar to the human skeleton. The bones in bat wings are much like those in arms and the human hand, with a thumb and four fingers. In bats, the bones of the arms and the four fingers of the hands are very long. This bone structure helps support the web of skin that stretches from the body to the ends of the fingers to form wings.

Although bats cannot see colors, they have good vision in both dim and bright light. Since most bats stay in darkness during the day and do their feeding at night, they do not use their vision to maneuver in the dark but use a process called echolocation. This process enables bats to emit sounds

from their mouths that bounce off objects and allow them to avoid the objects when flying. They use this system to locate flying insects to feed on as well. Typically, insect-eating bats emerge at dusk and fly to streams or ponds where they feed.

They catch the insects on their wingtip or tail membrane and fling them

into their mouths while flying.

There are about 1,000 species of bat, ranging in size from the bumblebee bat, which is about an inch long, to the flying fox, which is sixteen inches long and has a wingspan of five feet.

Each type of bat has a specialized diet. For seventy percent of bats, the diet is insects. Other types of bats feed on flowers, pollen, nectar, and fruit or on small animals such as birds, mice, lizards, and frogs.

One species of bat feeds on the blood of large mammals. This is the common vampire bat, which lives only in Latin America and is probably best known for feeding on the blood of cattle.

Unfortunately, in an attempt to control vampire bat populations, farmers have unintentionally killed thousands of beneficial fruit-and insect-eating bats as well.

Bats, in fact, perform a number of valuable functions. Their greatest economic value is in eliminating insect pests. Insecteating bats can catch six hundred mosquitoes in an hour and eat half their body weight in insects every night. In many tropical rain forests, fruiteating bats are the main means of spreading the seeds of tropical fruits. Nectar-feeding bats pollinate a number of tropical plants. If it were not for bats, we might not have peaches, bananas, mangoes, guavas, figs, or dates.

Today, the survival of many bat species is uncertain. Sixty percent of bats do not survive past infancy. Some are killed by predators such as owls, hawks, snakes and other meat-eating creatures, but most are victims of pesticides and other human intrusions. In

Carlsbad Caverns, New Mexico, where there were once eight million bats, there are now a quarter million.

At Eagle Creek, Arizona, the bat population dropped from thirty million to thirty thousand in six years.

Bats often have been burdened with a bad reputation, perhaps because they are not the warm, cuddly sort of animal. we love to love. However, their unusual physical features should not lead us to overestimate their harm or to underestimate their value.

英文summary写作范例

Article Children Must be Taught to Tell Right from Wrong William Kilpatrick Many of today 's young people have a difficult time seeing any moral dimension （ 道德层 面 ） to their actions. There are a number of reasons why that 's true, but none more prominent than a failed system of education that eschews （ 回避 ） teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision - making, ” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education. （ 品格教 育 ）” Character education didn 't ask children to reinvent the moral wheel （ 浪费时间重新发明早已存 在的道德标准）; instead, it encouraged them to practice habits of courage, justice and self-control. In the 1940s, when a character education approach prevailed, chewing gum; today they worry about robbery and rape. Decision-making curriculums pose thorny （ 棘手的 ） ethical dilemmas to students, with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues they 've never acquired in the first place or upon which they have only a tenuous （ 薄弱的 ） hold. The assumption behind this method is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion. For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed. This kind of moral illiteracy is further encouraged by values-education （价值观教育 ） programs that are little more than courses in self-esteem （ 自尊 ）. These programs are based on the questionable assumption that a child who feels good about himself or herself won 't want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who has uncritical self-regard w ill conclude that he or she can 't do anything bad. Such naive self-acceptance results in large part from the non-directive （ 无指导性的 ）, non-judgmental （ 无是非观的 ）, as-long-as-you-feel-comfortable-with-your-choices mentality （ 思 想） that has pervaded （ 渗透） public education for the last two and one-half decades. Many of today 's drug education, sex education and values -education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place. Meanwhile, while educators are still fiddling with （ 胡乱摆弄 ） outdated “feel - good ” approaches, New York, Washington, and Los Angeles are burning. Youngsters are leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger on the street and decide to murder him because you need money —if it feels right —you go with that feeling. Clearly, murder is not taught in our schools, but such a conclusion —just about any conclusion —can be reached and justified using the decision-making method. It is time to consign （ 寄出 ） the fads （风尚 ） of “decision - making ” and “non- judgmentalism ” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it. Sample teachers worried about students leaving them

summary 范文

Original: My neighbor's children love playing hide-and-seek as all children do, but no one imagine that a game they played last week would be reported in the local newspaper. One afternoon, they were playing in the vacant lot down the corner. Young Paul, who is only five years old, found the perfect place to hide. His sister, Natalie, had shut her eyes and was counting to ten when Paul noticed the storage mail box at the corner and saw that the metal door was standing open. The mailman had just taken out several sacks of mail and had carried them to his truck which was standing at the curb a few feet away. Paul climbed into the storage box and pulled the door closed so hard that it locked. Soon realizing what he had done, he became frightened and started crying. Meanwhile, Natalie was looking for him everywhere but could not find him. It was lucky that she happened to pause at the corner for a minute and heard her brother's cries. She immediately ran to tell the mailman who hurried back from his truck to unlock the metal door. Paul was now free, but he had had such a bad scare that he could not stop crying. The mailman, however, soon found a way of making him laugh again. He told him that the next time he wanted to hide in a mail box, he should remember to put a stamp on himself! Summary: The children were playing hide-and-seek in a vacant lot one afternoon. Finding that the storage mailbox had been left open, Paul hid and locked himself in it accidentally. His sister, Natalie, heard his cries and realized where he was hiding, so she immediately told the mailman to unlock the metal door. After letting him out, the mailman made him stop crying by telling him to put a stamp on himself the next he wanted to hide in a mailbox. Original: Why do some animals die out? In the past two hundred years people have caused many kinds of animals to die out--to become extinct. People keep building houses and factories in fields and woods. As they spread over the land, they destroy animals' homes. If the animals can't find a place to live, they die out. Sixteen kinds of Hawaiian birds have become extinct for this reason. Other animals, such as the Florida Key deer, may soon die out because they are losing their homes.Hunters have caused some animals to become extinct, too. In the last century, hunters killed all the passenger pigeons in North America and most of the buffalos. Today they are fast killing off hawks and wolves. Pollution is killing many animals today, too. As rivers become polluted, fish are poisoned. Many die. Birds that eat the poisoned fish can't lay strong, healthy eggs. New birds aren’t born. So far, no animals have become extinct because of pollution. But some, such as the bald eagle and the brown pelican, have become rare and may die out. Scientists think that some animals become extinct because of changes in climate. The places where they live become hotter or cooler, drier or wetter. The food that they eat cannot grow there any more. If the animals can't learn to eat something else, they die. Dinosaurs may have died out for this reason. Summary:

一篇英语summary范文英语Summary写

一篇英语summary范文英语Summary写第一步：阅读 A.认真阅读给定的原文材料。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.给摘要起一个标题。用那些能概括文章主题思想的单词、短语或短句子作为标题。也可以采用文中的主题句作为标题。主题句往往出现在文章的开头或结尾。一个好标题有助于确定文章的中心思想。 C.现在，就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。 D.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. 摘要应该只有原文的三分之一或四分之一长。因此首先数一下原文的字数，然后除以三，得到一个数字。摘要的字数可以少于这个数字，但是千万不能超过这个数字。

B. 摘要应全部用自己的话完成。不要引用原文的句子。 C. 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。 D. 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。 E. 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 creditor.”可以概括为：“He was in financial difficulties.” 6) 你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, have brought them within reach of many who never thought of visiting them ten years ago.”

summary写作指导

读写任务概要（summary）写作指导 30字概要的基本四大技巧： Skill1: Omit (省略) the details Skill2: Omit the examples Skill3: Use general(概括性) words instead of specific(具体的) words Skill4: Put the main points of a dialogue in indirect speech (间接引语，第三人称) 第一类：记叙文 （1）记叙文的概要, 一般包括记叙文的六个要素(who; when; where; what; how; why), 也就是考生应先通读阅读短文，找出这六个要素,然后用自己的话将这六个要素串成一两句话即可。当然, 不一定每篇记叙文都包含这六个要素,但“某人做了某事, 结果如何”是应当包括的。因此, 要写好概要, 需找到以下两个问题的答案：1）谁做了什么？(who did what) 2）结果如何？(what was the result) ☆特别提醒：如果是夹叙夹议的文章，还要找主题句或利用“写作内容”给出的提示，写出故事给我们的启示、教育或其中的一个道理。 （2）记叙文概要的参考模版： The story is about …, from which (启示）...... The passage mainly tells us that …, which shows that（启示）...... The author thinks / points out / tells us / holds the view that …, through w hich（启示）...... According to the article, we know that … We can see from the text … As can be seen from the text, … [例文]阅读下面短文, 然后按要求写一篇150词左右的英语短文。 When Sam first got to his boarding school with his parents, he was very happy. He thought he would be able to go home every weekend. When he was told he would not, he started crying because the thought of not seeing his parents was driving him crazy. He was given uniforms and all other things that he would need for the term. He started crying when it was time for his parents to leave. He was then taken to the dorm, where he saw other children happy. He tried as much as he could to fit in but could not because his mind was at home. He started feeling homesick(想家)and wanted to go home as soon as possible. He got sick soon because he could not eat the school food. He could not concentrate in the classroom. All he could think was being at home with his family. He had no mobile phone or other means to get in touch with his parents. He was angry and felt lonely. He thought his parents hated him and that was why they left him in a boarding school. ［写作内容］1. 以约30个词概括上文的主要内容； 2. 以约120个词讲述一次你(或你的朋友)想家的经历。 [解题过程] 第一步, 根据［写作内容2］, 快速获取大意。解题前, 可以通过［写作内容2］和材料文体,快速准确地把握阅读材料的主要内容并形成概要的基本框架。如本题阅读［写作内容2］,并扫视材料可知是记叙文, 于是可推知,本文的概要框架应是：Sam想家的时间、地点、原因、影响和结果。 第二步：阅读材料，回答以下两个问题。 (1) 谁做了什么？__ (2) 结果如何？ 第三步：用自己的话将其串联起来： ____________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________ [巩固训练]阅读下面的短文，然后按要求写一篇150词左右的英语短文。 Who says honesty is dead? Last Tuesday morning Alan Reed, a student, was at the bank. He asked to take out 50 yuan but the bank clerk mistakenly gave him five twenties instead of five tens. For a few seconds he wondered what to do. Should he give the extra money back? Keep it? If he kept it, he could buy several new books,, or he could take his friend Alice to a fancy dinner. Probably no one would ever notice. But then he looked at the clerk. She was a middle-aged woman with a sweet face, and she reminded him of his mother. She had been nice to him, and she looked pressureed ( 有压力的）. Then it occurred to him that the lady would probably get in trouble. Worst of all, Alan felt, he would probably feel shameful about keeping the extra cash. So Alan gave back the extra money. The bank clerk was so impressed that someone was honest enough to return money not rightfully his that she contacted the newspaper. So there you have it. What would you have done if you had been in Alan's situation? （概要） ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ 第二类：说明文 我们根据说明文的不同类型, 分别给出三种参考模板： 1. 描写某事物的性质功用。即“对象+性质功用+利好”： (In the passage) the writer introduces... (对象)to us, especially its...(性质或功用), from which we know...(对象带来的利好). 2. 针对某个问题提出解决方法或措施。即“问题+解决方法”： The passage tells us...(问题), including...(方法1), ...(方法2)and...(方法3). 3. 介绍某现象及其原因和结果。即“现象+原因+结果”： (The author/writer said/talks about)...(现象)of..., because /but...(原因/本质1),and... (原因/本质2). ☆特别提醒：在高考读写任务中, 多为说明某种社会现象的说明文。 [例文]阅读下面短文，然后以约30个词概括该文的主要内容。 Imagine entering a very large building and you have no idea how to get to the office you are looking for. But then as you’re standing there a nearly silent balloon floats over to you and speaks to you. It asks you where you want to go. You tel l it and then it simply says “follow me” like a child’s game and begins to float off in the direction of yo ur destination. It keeps going as you follow leading you to where you want to go. The guide works itself without any help from any human being. It says hello to people as they arrive in the building, speaks to them, processes their requests and then guides them to the destination. The balloon has two tiny fans to help keep it floating and to provide just a touch of lift. Onboard is a wireless receiver for receiving directions from a computer that directs the fans and sensors that let it know where objects are around it. The idea of such a simple robot is one that has been on the minds of scientists for years and has been mentioned in novels many times. Today the iPhone does something similar but has to be connected to the Internet which is sometimes difficult. This is why this little balloon might be the wave of the future ----because it is so much easier to follow .

英文Summary写作方法、范例及常用句式

摘要是对一篇文章的主题思想的简单陈述。它用最简洁的语言概括了原文的主题。写摘要主要包括三个步骤：（1）阅读；（2）写作；（3）修改成文。 第一步：阅读 A．认真阅读给定的原文材料。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．给摘要起一个标题。用那些能概括文章主题思想的单词、短语或短句子作为标题。也可以采用文中的主题句作为标题。主题句往往出现在文章的开头或结尾。一个好标题有助于确定文章的中心思想。C．现在，就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。 D．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. 摘要应该只有原文的三分之一或四分之一长。因此首先数一下原文的字数，然后除以三，得到一个数字。摘要的字数可以少于这个数字，但是千万不能超过这个数字。 B. 摘要应全部用自己的话完成。不要引用原文的句子。 C. 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。 D. 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。 1 / 19

E. 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 creditor.” 可以概括为：“He was in financial difficulties.” 6) 你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, have brought them within reach of many who never thought of visiting them ten years ago.” 2 / 19

高一英语读写任务---概括Summary

英语读写任务---概括Summary 定义：什么是summary？ Summary：用自己的语言概括原文的要点。 时态：如果阅读材料是过去时，那么基本时态用过去时；如果是现在的，那么基本时态用现在时；不过，开头语一般为现在时如The passage tells us that ……（that 后面的部分原文是什么时态就用什么时态） 人称：一般情况下采用第三人称来写作。（特殊如书信交往的，可能会使用第一、二人称；） 注：概括summary时一定要忠于原文信息，不能加入我们自己的观点。 Part I. 概括的步骤和形式 一、概括的写作步骤： 1. 确定主题句。 2. 寻找关键词。 3. 重组句子，用自己的语言组织要点使之连贯成文。 二、概括的形式： 文体概括形式 记叙文故事的梗概+（作者的）感想/评论/故事的寓意 议论文文章论点+ 文章论据 说明文说明的对象/现象/问题+ 解释/ 分述； 现象/问题+ 解决措施/ 建议 Part II. 写概括的具体方法 Ⅰ. 写摘要时可以采用下列几种小技巧： 1) 删除细节，只保留要点。 2) 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，应该删除那些突出强调的重述句。 3) 删除具体例子。不过，阅读材料本身是由几个具体例子构成的，如：阅读材料是谈西方种种节日的，若删除具体例子，则概括很难达到30个词的话，那就选择一至两个例子（即一两个主要节日）。（注：通常情况下，若原文中出现多个例子，你只需从中筛选一至二个例子。） 4) 使用概括性的名词代替具体的词，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 some books to read during the vocation.” 5)用词组代替句子。 Ⅱ.如何概括整篇文章。 ①段意合并法(说明文、应用文) 第一步通读全文, 领略大意; 第二步小结每一段的大意; 第三步根据每一段的大意以及作者的侧重点, 综合归纳全文的大意。 ②要素串联法（记叙文）

英文summary写作范例教学提纲

英文s u m m a r y写作范 例

Article Children Must be Taught to Tell Right from Wrong William Kilpatrick Many of today’s young people have a difficult time seeing any moral dimension (道德层面) to their actions. There are a number of reasons why that’s true, but none m ore prominent than a failed system of education that eschews (回避) teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education. (品格教育)” Character education didn’t ask children to reinvent the moral wheel (浪费时间重新发明早已存在的道德标准); instead, it encouraged them to practice habits of courage, justice and self-control. In the 1940s, when a character education approach prevailed, teachers worried about students chewing gum; today they worry about robbery and rape. Decision-making curriculums pose thorny (棘手的) ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues they’ve never acquired in the first place or upon which they have only a tenuous (薄弱的) hold. The assumption behind this method is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion. For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed. This kind of moral illiteracy is further encouraged by values-education (价值观教育) programs that are little more than courses in self-esteem (自尊). These programs are based on the questionable assumption that a child who feels good about himself or herself won’t want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who has uncritical self-regard will conclude that he or she can’t do anything bad. Such naive self-acceptance results in large part from the non-directive (无指导性的), non-judgmental (无是非观的), as-long-as-you-feel-comfortable-with-your-choices mentality (思想) that has pervaded (渗透) public education for the last two and one-half decades. Many of today’s drug education, sex education and values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place. Meanwhile, while educators are still fiddling with (胡乱摆弄) outdated “feel-good” approaches, New York, Washington, and Los Angeles are burning. Youngsters are leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger on the street and decide to murder him because you need money—if it feels right—you go with that feeling. Clearly, murder is not taught in our schools, but such a conclusion—just about any conclusion—can be reached and justified using the decision-making method. It is time to consign (寄出) the fads (风尚) of “decision-making” and “non-judgmentalism” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it.