试题预览
[评分标准] 概括的准确性、语言的规范性、内容的合适性以及篇章的连贯性。 “读写任务”的设计体现了先“读”后“写”的结构特点，其中的阅读材料引出了写作的话题，“写作内容”的设计一方面限定了学生的写作内容，另一方面则是在“引导”学生的写作思路，即学生完全可以按照“写作内容”的说明逐条写下去。所以说，“读写任务”是设计结构引导下的“半开放性”写作。 把握设计结构只是认识“读写任务”的第一步。接下来要看要“读”什么、“写”什么。让我们不妨从命题人角度考虑一下。阅读材料的设计是个很难把握。因为“读写任务”的重点在“写”，所以阅读材料应该很容易，让绝大多数学生看得懂。因为阅读材料的任务是引出写的话题，所以阅读材料不会是长篇大论，不会同学们很难概括其观点。理想的阅读材料是学生所熟悉的话题，让大家“有话想说，而且有话能说”。阅读材料的体裁可以是说明文如实地说明一个现象，如科普知识，可以是一个记叙文，如用一个故事引出一个话题或道理，可以是一个新闻报道引发的一场争论，还可以是旗帜鲜明、说理性很强的文章。鉴于学生的英语表达能力难以支撑复杂的思辨过程，设置议论性阅读材料难度大。所以理想的阅读材料应该是一个故事或一个熟悉的现象引发同学们的共鸣，让他们把握话题，然后在“写作任务”的指引下完成写作。 那么同学们到底如何才能完成“读写任务”呢？ 关键要把握思路。“读写任务”的写作过程要遵循以下总的思路：把握阅读材料的结构、思路、观点与意图――概括阅读材料的观点（论证过程）――在“写作内容”的引导下写作。 根据阅读材料与“写作内容”的设计差异，解题思路与方法应有所变化。阅读材料的设计与“写作内容”的设计应该是浑然一体的。假如给定的是一个说明性的短文，它反映的现象必定要引发学生的共鸣，让他就此现象进行思考，如阅读材料会给你一篇反映中学生厌学的短文，但并不表明观点。然后“写作内容”要求你结合自己的亲身经历或同学的经历来说明厌学现象的普遍性。假如阅读材料是一个故事，这个故事应该让同学们感到似曾相识，好像就发生在你我身上或身边。而且这个故事肯定蕴含着一个道理，一个让你我认可的道理。比如，故事讲的是一位自卑的学生如何因为老师的一句表扬而树立了自信，找到了奋斗的目标。相反，故事还可以讲述一位原本聪明的学生如何因老师不恰当的批评而产生厌学情绪，最终毁了自己。这样的故事几乎每天都在发生，“写作材料”就是要让你作为亲身经历者、目击者或其他第三者来简要讲述过去、反思自己或他人的行为或心态。如果阅读材料是一篇议论文，应该是观点明确，论证严密而有条理。 如果是说明性或叙述性阅读材料，你要有一个“心理预期”或猜测， 即猜测阅读之后下面会让你写什么。这种心理准备很重要，不要“为阅读而阅读”。 现在展开说明解题思路： 第一、 把握阅读材料的结构、思路、观点与意图。 例： （1）Almost every student has days when they don't feel like going to school. （2）It is not unusual for some of them sometimes to pretend to be feeling ill and get their poor parents fooled , who may call the school, asking their kids to be allowed to stay at home for a day or two, but sometimes these students make plans to meet up with friends or go somewhere alone for the day. （3）Still some other students make a show of going to school as usual, or their parents think they do. （4）Then when they are alone on the way they go off to some other places by himself or with a friend. （5）Schools call this truancy.（6） Kids call it ‘wagging school', ‘skiving off', and all sorts of other names. （7）What do you call it where you live? （8）No matter what you may call it, most students never do it and a lot of schools nowadays have very strict rules to stop truancy in order to keep kids safe and help them to make the most of their chance to learn at school.
可以看出阅读材料反映的是逃学这一现象，但是并没有明显的观点。（1）是说明厌学情绪的普遍性“almost every student”，（2）—（4）是逃学现象的具体表现，（5）—（6）指出这一现象学校与学生各有其叫法，（7）—（8）则是要你引起注意，同时表明校方的态度。 例2：2007年广东省高考英语试题改革方案样题 （1）Let children learn to their own work. （2）A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. （3）He notices a thousand times a day the difference between his language and others’ language. （4）Bit by bit, he makes the right changes to make his language like other people’s. （5）In the same way, children learn to do all the other things. （6）They learn to talk, run, climb, ride a bicycle by comparing their own behaviors with those of more skilled people, and slowly make the needed changes. （7）But in school teachers never give a child a chance to find out his mistakes for himself, even fewer chances for him to correct himself. （8）They do it all for him. （9）Teachers act as if the student would never notice a mistake if they did not point out it to him. （10）They act as if the student would never correct it unless he was made to. （11）Soon he becomes dependent on the teacher. （12）Let the student do it himself.（13）Let him work out, with the help of other children if he wants it, what this word means and what the answer is to that problem. 阅读材料是议论性短文，短文具有完整而缜密的论证过程：论点、论据、结论俱备。其中（1）为论点，（2）-（11）为论证部分，（12）-（13）为结论。 值得注意的是，所给短文的论证部分是从正反两方面进行论证的。(2)—（6）为正面论据，（8）—（11）为反面论据。所给短文的说理思路可以整理如下： 1论点: (1) 2论据: 1）正面论据: a. (2)—(4) b. (5)—(6) 2) 反面论据:（8）—（11） 3结论:（12）-（13） 理清议论性短文的结构与思路,其观点与写作意图自然“图穷匕见”。本阅读材料是认为学生的学习错误应该由学生自己来纠正，老师不能干预。带着这样的思路与理解便可以进入第二阶段——概括阅读材料。 第二、概括阅读材料 如果给定的阅读材料是一则故事，应该用最简练的语言来说明故事讲述了什么，不能拖泥带水讲细节，而且最好讲出故事给你的启示或其中的一个道理。比如说，This story tells how a teacher’s word of saved a shy and unconfident child and helped him find himself and hold on to his dreams. It tells us that teachers’ words can make difference to a child’s life. 如果是说明性或描述性短文，如上面本人所给的设计范文，你就必须用概括性的文字说明逃学这一现象。比如，可以概括如下This article point out the common phenomenon —— playing truancy ---- among students. It also gives us a picture of the forms truancy takes. Finally, it tells the attitude on the part of the schools. 如果是议论性的阅读短文，则要尽可能客观简要地转述阅读材料的观点。 还是以 2007年广东省高考英语试题改革方案样题为例： 概括对方观点首先是要转换视角，即以“第三人称”或“无人称”来概括。本材料的观点是（1）Let children learn to judge their own work.. 如果换成第三人称就是 The writer of this article thinks that children should learn to judge their own work /correct their own mistakes. 或者你认为本材料的观点代表了一些人的思想，就可以说 Some people think students’ mistakes should be corrected by themselves and it is wrong for the teachers to do it for them too often in school. It will make the children dependent on the teachers. 还可以从中立的角度或用“无人称”的方式来说The article gives the view that teachers should stop correcting students’ mistakes for them. Students are able to correct their own mistakes and teachers’ frequent correction will make children unable to judge their own work. 如果这一部分要求用30个左右的词来概括，上述概括就是点到为止的高度概括。如果是用60左右的词来概括，我们就必须对阅读材料的整个说理过程做出概括，即概括其观点、论证过程和结论。 下面试概括作者的说理过程： 阅读材料的观点是Let children learn to judge their own work, 可以概括为 Some people think that teachers should not correct students’ mistakes for them. 其正面论据为（2）A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. （3）He notices a thousand times a day the dif
