1、广东高考读写任务解读及提高策略读写任务直击高考 2007年的读写任务试题要求考生阅读一封父亲的信之后,给父亲回信。命题思想是要求考生:能够按照要求概括信中的特定内容(父亲对你的期望);写一封回信,表达对父亲的感恩。回信中的要点包括:读信感受、结合成长经历谈感受、表达感恩。2008年的阅读材料是一篇描述作者大学生活情况的记叙文,所要求写作的是夹叙夹议型的短文。写作内容包括:(1)对中学生活的感受;(2)想象中的大学生活;(3)概况中学生活与大学生活之间的差异以及如何应对大学生活。 2009年读写任务的阅读材料让一只动物以人的口吻来叙述自己生活中的烦恼,最后引出“如果是你,你如何来对人们的行为做出
2、反应”的话题。写作内容包括:(1)人们在参观动物园时为什么喜欢和动物拍照;(2)假如你处在那些动物的处境,你会有什么反应;(3)你认为是否应该禁止游客和动物拍照写作要求学生就“该不该禁止游客和动物拍照”展开议论。这种写作手法与往年相比有了一个较明显的变化,从过去注重叙述,夹叙夹议转到了完全注重议论的写作。而且写作内容不在是固定不变的了。在是否应该禁止游客和动物拍照这个问题上考生将存在不同的选择,这种选择存在如下情况:1、完全禁止;2、完全允许;3;限制性的允许。从过去相对固定的写作模式转向了开放式的写作形式上。纵观三年的读写任务命题,从叙向议;从相对封闭到相对开放,是命题趋势变化的主线。201
3、0年的高考读写任务应该不会脱离这一主线,从考后社会对2009年试题的评论来开,2010年在09年读写任务议论成分较多的情况下,应该会适当加入叙述内容。但是其中仍然会有议论甚至还有可能保留这种相对开放的写作模式。高分突破 根据考试说明来看,读写任务的题型特点在于,给学生提供一篇短文,让学生用30个字概括短文的主要内容。然后给出具体的写作要求,让学生根据写作要求写一篇字数为120的议论文或者记叙文。所给短文的体裁不外乎议论文与记叙文,所要求写的作文就三年的情况来看无非“议论”和“夹叙夹议”两种。记叙型阅读材料的读写任务【调研1】 Erik Weihenmayer was born with an
4、eye disorder. As a child his eyesight became worse and then, at the age of 13, he lost his sight completely. However, he did not lose his determination to lead a full and active life.Erik became an adventurer. He took up parachuting, wrestling and scuba diving. He competed in long-distance biking, m
5、arathons and skiing. His favorite sport, thought, is mountaineering.As a young man, Erik started to climb mountains. He reached the summit of Mount McKinley in 1995 and then climbed the dangerous 1000-metre rock wall of EI Capitan. In 1999, he climbed Aconcagua, the tallest mountain in South America
6、. And then , on May 25, 2001, at the age of 33, Erik successfully completed the greatest mountaineering challenge of all. He climbed Mount Everest, the highest mountain in the world.Although he could not enjoy the view, Erik felt the excitement of being on the summit of Everest. He hopes that his su
7、ccess will change how people think about the blind. “When people think about a blind person or blindness, now they will think about a person standing on top of the world.”写作内容1以约30个词概括所给短文的内容;2以约120个词写一篇短文,并包括如下要点:(1)Erik的行为给了你什么启示;(2)你是如何对待生活中的困难的;(3)对待日后的生活你有什么计划 写作要求1作文中可使用自己的亲身经历或虚构的故事,也可以参照阅读材料
8、的内容但不得直接 引用原文中的句子;2信中不能出现真实姓名和学校名称。 评分标准概括准确,语言规范,内容合适,篇章连贯。思路构建 该读写任务所给的阅读材料是一篇记叙性的短文,通过记叙一个叫做Erik的残疾人的生活揭示一个生活的道理“.he lost his sight completely. However, he did not lose his determination to lead a full and active life.”换句话来说,位于该阅读材料句首的两句话就是我们概括的重点。因为这是这篇记叙文的中心所在。考生如果在概括时,纠缠于记叙的细节而未概括出该篇短文的“中心寓意”必
9、然会在概括中失分。写作内容的第一点和短文的概括其实就是顺承的关系,考生概括对了文章的中心也就必然能够写出“Erik给你的启示”。而这个启示也是指导考生进行第三点写作基础,也就是说,考生应该以自己从文中获得的启示来指导自己日后的生活。写作的第二点是“启示”和“日后计划”的过渡,在具体写作过程中,考生可以将自己目前的生活现状和所得到的启示写成相对立的内容,这样一来就可以顺理成章的写作第三点内容。这篇短文的写作,第二点实际就是“叙述”的内容,考生必须以第一人称的口吻来描述自己目前生活的现状。在叙述的时候,由于篇幅的限制考生最好不要像以往写叙述性的书面表达一样,详细地去叙述生活中的点滴事例,而应以概括
10、的叙述手法说明自己生活现状即可。 第三点应该结合第一和第二点来说明自己日后的计划,换句来说其实就是表明自己日后的决心。在这一段的写作中,考生可以用将来时态来写日后的行动计划。结尾时可以引用“名言警句”来与第一段的启示进行前后的呼应,从而使得整篇文章的结构显得紧凑、合理。范文剖析:一般范文 According to the passage we know that Erik was a great adventurer. When he was a child he have a serious eye disorder, however, he never lost heart to face
11、 the life I was very proud of Erik and I was amazed at his actions. Even though his eyesight became worse , he was confident about his life. To be honest, I have no ways to solve the problem when I in trouble. But Eriks actions told me that nothing is impossible, if we have confident to everything w
12、e can dream it. Now, I have plan to my life, I will become brave to do everything and never feel frustrated when I am in trouble. Erik was so great, his life was helpful to everybody. Can you?优秀范文 Erik, born with an eye disorder, lost sight completely at 13. He led a full and active life with great
13、determination. He conquered the highest mountain in the world to change peoples attitude towards the blind. It goes without saying that Erik is a determined person.No one can deny that Eriks success is due to his courage and determination.Eriks determination toward life shocked me. As a middle schoo
14、l student, I always give in to difficulties easily. Not because I lack the ability to get over them,but because I lack the determination. Erik, as a blind people, he can conquer the Everest Mountain. As a healthy young man, how can I avoid the difficulties. From now on, I will face my life bravely,
15、never give up easily. I firmly believe Where there is a will , there is a way.能力提升 概括部分对比:针对记叙文阅读材料的概括要注意记叙文本身的内容。如果记叙文是完全叙事的,考生必须完整概括出整件事情的关键要素,如:时间、地点、任务、主要经过。如果记叙文是完全记人的,我们就必须概括出该中心人物的特点,特别是该任务身上所表现出的品质内容。而如果该记叙文中既有叙又有议时,我们在简要对叙述进行概括后,还必须恰当概括出文中所议的论点。 这篇范文是一篇记叙人物的记叙文,左侧的范文在进行概括时只概括出了人物的经历故事,而右侧的范
16、文不仅叙述了人物的经历且点明了该人物的经历所反映的人物品质,因此就此来说,右侧的概括比左边的概括是更为成功的。左侧的范文概括只概括了其一未概括到实质,从高考评分的角度来说5分只能给3分。写作部分对比:这篇读写任务的写作部分包含三个部分,左边的作文在写作时候虽然也可以看出三个明显的意思结构,但是在内容中存在不少问题:1、第一层本来要写Erik的行为对自己的启示,但是左边作文的作者写成了自己对Erik的看法。这在一定程度上是离题的。2、第二部分作者也谈到了自己“面对生活中的难题没有自信,以后要勇敢面对生活中的困难”但是整个写作内容显得过于简单,内容不充实,不丰满,让人看完后觉得“淡而为味”。3、整
17、篇写作没有吸引读者的语言亮点,而且存在不少语言错误(见其中的斜体字部分),具体修改如下:When he was a child he have a serious eye disorder-When he was a child he had a serious eye disorderwhen I in trouble-When I was in troubleif we have confident to everything we can dream it- only if we have confidence in our lifeNow, I have plan to my life
18、-Now, I have a new plan with my lifeCan you?- I think we can also make it右侧的优秀范文拥有如下特点:1、文章层次清晰,三层内容读者可以一目了然。第一层明确告诉读者获得的启迪是“勇气和决心是成功的关键”;第二层在描述自己的现状时有自己真实情况的叙述也有和Erik的对比,突出了自己目前的缺点;第三层简洁明了的提出了自己日后的计划“要勇敢面对生活,不轻言放弃”。2、文章中使用了不少规范的英语句型(见粗体字),这些句型使得整篇文章显得内容充实,充满亮点。而这一点恰恰是左侧的范文所匮乏的东西,左侧的范文语言过于平实,几乎没有高级的
19、句型的词汇的出现。两相对比,孰优孰劣结果立现。在平时的备考当中考生可以有意的记忆一些此类写作中可以用到的句型,通过建模的方式建立一套对自己来说行之有效写作规程,从而在真正的考试中对待写作做到从容不迫且能高质量完成任务。万能模版: 这种类型的读写任务一般都会包含这么几大块的内容:1、短文叙述的内容给你的启示或者你从短文中得到了什么人生道理;2、结合该启示或者人生道理谈自身生活实际;3、结合体会谈自己今后的行动。也许它们在不同的题目中表象形式不一样,或者顺序和数量不一样,但是在多数情况下,叙述性阅读材料的读写任务都会出现这种写作内容。 面对这种情况,考生在备考过程中要学会以不变应万变。即不管题目形
20、式如何变化,只要我们准备好一些行之有效的句型,以这些句型为蓝本结合具体的阅读材料内容来写作,就能够做到事半功倍。写作示例: 适用于这种类型写作的句型有如下一些。 在表达某现象给自己的启迪,或者自己对某事的看法时,我们可以用到:1、Aproverbsays,“.”(适用于已记住的名言)2、itgoeswithoutsayingthat.(适用于自编语言)3、Noonecandenythat4、whatamazesmemostis that.5、Fromtheabove passage,it canbeseenthat.6、Thegoodoldproverb-(名言或谚语)remindsustha
21、t-(释义).Indeed,wecanlearnmanythingsfromthe passage. . 在结合某种现象谈论自身实际实际的时候,为了让这种过渡自然、贴切,我们可以考虑使用以下的句型来引出自身的实际:1、Take my experience for example, I firmly believe that 。2、As far as Im concerned.3、I, for example, liked to do.4、Confrontedwiththe same situation,I often.5、Compared with the author, I am. 而在最后
22、结合体会谈自己的行动的时候,我们可以用到的句型有:1、Itisimportant(necessary,difficult,convenient,possible)forme todosth2、I thinkitis necessarytodosth3、It is high time that 。4、With reference to my standpoint ,I will.5、After reading the passage, I decided to . 在整体的写作中,我们适当的安插这些句型,能够让整篇文章显得层次清晰且言语规范吸引阅卷老师的注意。全文模板It goes withou
23、t saying that. No one can deny that.(第一层说明自己所得的启示)Confronted with the same situation, I often.(自己在相同情况下的表现) Compared with the author,I think I . (反思自己与短文作者的差距)After reading the passage, I decided to . I think it is necessary to. Only if I do.,can I. (第三层,谈自己日后的行动决心)议论型阅读材料的读写任务【调研1】 We find that bri
24、ght children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on
25、both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abi
26、lities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.In our classrooms, we work in various ways。 The pupils often work in groups: this gives them
27、 the opportunity to learn to cooperate, to share, and to develop leadership skills。 They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyse and evaluate, and to communicate effectively。The pupils learn from each other as well as from the tea
28、cher写作内容1以约30个词概括所给短文的内容;2以约120个词写一篇短文,并包括如下要点:(1)你所在学校是否有分班的情况;(2)你认为学校这种做法是否正确;(3)你希望学校如何教育和评价学生 写作要求1作文中可使用自己的亲身经历或虚构的故事,也可以参照阅读材料的内容但不得直接 引用原文中的句子;2信中不能出现真实姓名和学校名称。 评分标准概括准确,语言规范,内容合适,篇章连贯。思路构建 该读写任务的材料是一篇典型的议论文,作者的观点是:反对对学生进行分班,反对单纯以学习成绩来评价一个学生,提倡对学生全面发展的教育和评价。考生在进行短文内容概括时,必须要能够准确的概括出这个中心观点。在写作
29、过程中,我们必须严格按照写作要求将要写的短文写成三个层次,首先谈及自己面对的教育现状,然后发表自己对该现象的看法,是赞成还是反对,最后再说明自己认为正确的做法。第一层的写作实际上就是叙述,叙述自己周围发生的类似的情况。这一层写作考生应该以第一人称的叙述角色来进行叙述,但是注意写作时不要展开得太宽。只要做到能够回答写作要求所提出的问题,能够为下面的写作作铺垫即可。第二层写作在表明自己的态度“正确还是不正确”时,不能仅限于此,考生应该适当说明自己持这种态度的原因。只有在这里说明了所持态度的原因,才能在第三层提出自己的建议和措施。最后第三层的写作才是整篇写作的重头戏,考生在承接着前面的原因的情况下应
30、该直截了当的说出自己认为适当的做法。在写作时要注意引用分层表达的英语句型如:On one hand.on the other hand.; Firstly.secondly.;等等。实际上,这种写作就是一种提出问题-分析问题-解决问题的写作模式。在整体的写作过程中要注意使用恰当的语言对三层内容进行合理的过渡和传承。这对于考生的语言运用能力提出一个较高的要求。一般范文 Both the bright and the not-so-bright child will get a bad effect from the disadvantages.We are concerned to develo
31、p their academic ability and value personal qualities and social skills. The school which has classified the class is mine.I think it doesnt benefit us.I hope the school will educate the students fairly.There have no bright student or not-so-bright student in the world. The school shouldnt ignore the not-so-bright students.All of the students will study well if the schoo
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