实用英语阅读与写作(1)
超实用高考英语冲刺复习：写作第一节考前冲刺练(其他文体+图表图画式)- 三年真题研读暨考前冲刺练
写作第一节考前冲刺练(其他文体+图表图画式)-决战新高考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。
Passage 1(改编自2023·江西九江统考一模)任何人生活或学习中都会遇到困难。
请写一篇记叙文，描述一次你面临挑战或困难的经历。
要点如下：1.你应对困难的方法和最终结果；2.你从中吸取的经验或教训。
注意：1.词数不少于100，短文的首段已为你写好，不计入总词数；2.可适当加入细节，使内容充实、行文连贯。
As we grow up, we are bound to meet with some obstacles in life. Like any other English learner, I met a lot of difficulties in learning English.____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ __________________________________Passage 2(2023秋·广东潮州高三期末统考)假定你是李华，你要参加学校英语报以“Practice makes perfect”为题开展的征文活动。
专项训练 英语作文01(中考)
中考英语作文专项训练（一）中考英语作文要求中考英语作文要求考生根据提示进行书面表达。
考生应能：（1）准确使用语法和词汇；（2）使用一定的句型、词汇，清楚、连贯地表达自己的意思。
要求考生根据提示写一篇80词左右的英语作文。
提示或图表、或图文皆有。
（3）中考评分标准*满分档（15分）：文本长度符合要求（70-120字），书写规范，涵盖所有要点，结构规范，条理清楚，逻辑严密，词汇丰富，没有任何语法错误。
*第五档（12-14分）：文本长度符合要求，书写规范，涵盖所有要点，结构规范，条理清楚，逻辑严密，词汇比较丰富有少量语法错误。
*第四档（9-11分）：文本长度符合要求，书写规范，基本涵盖要点（有2要点得给9-10分），行文比较连贯，词汇不够丰富，有一些语法错误。
*第三档(6-8分)：文本长度与要求有明显距离，书写不规范，要点不完整（只有1个要点），行文不连贯，词汇量不足，错误较多，勉强能看出作文意图。
*第二档（3-5分）：能用句子表达，错误百出，只能勉强猜测出作文意图。
*第一档（0-2分）：有一些英语单词，但与话题毫不相干。
（白卷0分）（二）写作要点(1)细审题目，切中题意在动笔之间，一定要把试题认真读两遍，明确作文的中心思想。
(2)拟定提纲，提炼要点考生应充分发挥自己的观察力，把情景中给出的各个要点逐条列出，但不用过于详细，只需根据短文的中心思想将主要句型、关键词语记下，以免答题时间不够(3)连词成句，扩展基本句型，连句成篇尽量使用自己最熟悉，最有把握的句型和短语表达，尽量灵活变通，使用多种句型，避免使用句型的单调性。
用英语思维和表达，切忌汉语式英语。
所使用的词组、句型应该是自己见过或听过的，切忌生造词句，凭空捏造。
(4)通读文章，检查改错总之，只有牢固掌握英语的句法和词法，学会运用英语的基本句型和结构，写作时应注意各项细节，才能提高书面表达的得分率。
因此，平时的学习中英多注意累积好词、好句，全面掌握所学的句式及语法知识，多读，多练，认真总结书面表达技巧，最终做到有的放矢、有备无患。
英语阅读和作文的分类
在英语教学中，阅读和写作是两个核心组成部分，它们不仅能够帮助学生提高语言能力，还能培养学生的批判性思维和创造力。
英语阅读和作文的分类各有不同，但它们之间存在着相互联系和补充。
以下是对这两种技能的分类和它们在教学中的重要性的详细探讨。
英语阅读的分类1. 文学阅读：包括小说、诗歌、戏剧和散文等。
文学阅读能够培养学生的审美能力，理解不同文化背景下的人类情感和经历。
2. 学术阅读：涉及学术论文、研究报告和专业书籍等。
这类阅读要求学生具备较高的词汇量和理解能力，以掌握专业领域的知识。
3. 实用阅读：包括新闻报道、杂志文章、产品说明书等。
实用阅读帮助学生了解日常生活中的信息获取方式，提高信息筛选和处理能力。
4. 批判性阅读：要求学生不仅理解文本内容，还要能够分析作者的观点、论据和结构，形成自己的见解。
英语写作的分类1. 叙事写作：通过讲述故事来表达观点或情感。
叙事写作能够锻炼学生的叙述能力和创造力。
2. 描述性写作：详细描述人、地点、事件或物体。
这种写作形式有助于提高学生的观察力和细节描写能力。
3. 议论文写作：表达个人观点，提供论据支持，并反驳可能的反对意见。
议论文写作是培养学生批判性思维和逻辑表达能力的重要方式。
4. 说明文写作：解释概念、过程或原理。
说明文写作要求学生能够清晰、准确地传达信息。
教学中的重要性在教学过程中，英语阅读和写作的分类不仅有助于学生全面提高语言能力，还能够帮助他们发展多方面的技能：语言技能：通过不同类型的阅读和写作练习，学生能够扩大词汇量，提高语法和句式运用的灵活性。
思维技能：批判性阅读和议论文写作能够训练学生的分析、评估和推理能力。
文化理解：文学阅读和学术阅读能够让学生接触不同的文化背景和思想流派，增进跨文化理解。
信息处理：实用阅读和说明文写作帮助学生学会如何快速获取、整理和传达信息。
结合实践在实际教学中，教师可以通过以下方式将这些分类融入课程：多样化材料：选择涵盖不同类别的阅读材料，以满足不同学生的兴趣和需求。
英语学习方法总结[实用15篇]
![英语学习方法总结[实用15篇]](https://img.taocdn.com/s3/m/e1368310e418964bcf84b9d528ea81c759f52e63.png)
英语学习方法总结[实用15篇]英语学习方法总结11、背单词（1）背单词首先一定要读准音标，英语是拼音文字，单词的读音与字母及其组合的发音之间有着密切的联系，只有读准音标了，才走好了背会单词的第一步；（2）为了更好地记忆单词，可以使用联想记忆法。
例如，将发音相似但容易混淆的单词放在一起，让学生比较它们之间的不同点，从而加强记忆效果。
比如，可以将look、lock和book等单词放在一起进行对比学习。
（3）同学之间两人，互相抽单词提问比赛，看谁记得正确率高。
这样记单词就成了一件既愉快又略带些竞赛气氛的趣事。
2、阅读（1）养成晨读的习惯。
早晨起来，读单词和课文，哪怕几分钟也好；（2）在阅读英语文章时，遇到不熟悉的单词应该自己动手翻英语词典。
尽量避免使用电子产品查词，因为这样做虽然快捷方便，却无法使记忆更深刻。
我们可以亲自翻开词典，一页一页地查找单词，这样可以更好地加深对单词的印象。
（3）如果做阅读理解题，可以先快速通读提出的几个问题，然后带着问题去读文章，找到一个答案就用铅笔画横线标出，这样能更加明确地找出答案。
3、听力（1）养成听英语录音的习惯。
常听录音，既可以训练听力，又可以使英语读音更加准确。
当然听录音不一定非得是英语听力，也可以选择英语歌曲和英文小故事；（2）培养用简单英语对话的习惯。
可以在闲时两个人对话，也可以自己~自言自语说。
如果有不会讲的英文词语，可以暂时用汉语代替，时候查一下再讲时就会用了。
4、作文（1）平时多读英语文章（如新概念英语、美文晨读等、，尤其是课文，特别能增加你写作的语感和用词的协调性；（2）养成用英语记简单几句日记或书面表达的习惯，这样做，有利于英语写作水平的提高，也有利于掌握单词的拼写，巩固所学的知识，每天都会觉得自己在提高。
5、培养良好的英语学习习惯（1）注意培养学英语的兴趣。
学习兴趣是推动学生学习的一种最实际最有效的内部动力，直接影响学习效果和教学成绩。
因此在英语学习的过程中，要让自己轻松、愉悦、主动、有效地学习，关键就是培养出自己学习英语的兴趣。
超实用高考英语写作专项提升：读后续写练习
高一年级读后续写练习题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。
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
续写的词数应为150左右。
Grandpa’s Old ChairIt was the annual cleaning day for the family. John and his mom were busy cleaning the house. They cleaned upstairs, downstairs, inside and outside until everything was spotless. Exhausted, they sank into the couch. Just then, John’s mom noticed an old chair that was faded and worn. That chair was for John’s grandpa, who had lived with them since John’s grandma had died.“John, come and help me.” John’s mom sprang to her feet. “We’ll take the chair to the curb (路边). The garbage truck is picking up on our block tomorrow.”As they attempted to move the chair, John’s grandpa made his way through the door. Seeing what was hap pening, he quickly tried to stop them. “No!” he protested. “You can’t take my chair.”“But it’s so old...” John’s mom argued. “We’ll buy you a new one.”“No,” he persisted, trying to push his chair back into place.John’s mom finally let go of the chair an d left the room. With a sigh of relief, the old man sank into his chair and closed his eyes.“Grandpa, why won’t you let us get rid of the chair?” John asked.“You don’t understand, John.” His grandpa shook his head and said, “I sat in this chair with your grandma right here when I asked her to marry me. And I sat in this chair the night your father was born. Many years later,” Grandpa’s voice broke, “I sat in this chair when the doctor called and told me that your grandma was ill. I was lost without her, b ut the chair gave me comfort and warmth.” The old man’s sadness seemed to grow as he recalled that fateful day.“I understand now.” John looked at his grandpa and said, “This is not just any old chair. It is more like a friend.”“Yes,” he nodded. “We’ve gone through a lot together.”However, that night, when John and his grandpa were asleep, John’s mom and dad carried the chair outside. It was a starless night. Snow fell silently from the black sky and covered Grandpa’s chair in a blanket of white.The next morning, John was woken by the garbage truck pulling up to the house.Hearing this, John’s mom looked at his grandpa and slowly walked towards him.参考答案The next morning, John was woken by the garbage truck pulling up to the house. He run downstairs and saw his grandpa looking outside through the window, tears rolling down his cheeks. The chair stood at the curb路边on the street, covered in snow. “Wait! Don’t take that chair,” he shouted. John then ran back inside and said, “Mom, you can’t throw out grandpa’s chair. It has been with him for decades and is like a loyal friend that has witnessed the most important moments in his life!”Hearing this, John’s mom looked at his grandpa and slowly walked towards him. She handed grandpa a tissue and said, “I’m sorry… I just didn’t realize how much it meant to you. John and I will bring your chair back.” They took the chair back inside. They placed it next to the fireplace so it could dry. John’s mom stepped back, as if seeing the chair for the very first time. “Mm... I guess it does give the room a certain touch of character,” she mused. 我想它确实给这个房间带来了某种特色，”她若有所思地说。
大学生英语教材分类目录
大学生英语教材分类目录一、初级教材1.《新视野大学英语》- 新视野大学英语(第一册)- 新视野大学英语(第二册)- 新视野大学英语(第三册)- 新视野大学英语(第四册)2.《大学英语》- 大学英语(第一册)- 大学英语(第二册)- 大学英语(第三册)- 大学英语(第四册)二、中级教材1.《英语视听说》- 英语视听说(第一册)- 英语视听说(第二册)- 英语视听说(第三册)- 英语视听说(第四册)2.《大学英语阅读与写作》- 大学英语阅读与写作(第一册) - 大学英语阅读与写作(第二册) - 大学英语阅读与写作(第三册) - 大学英语阅读与写作(第四册)三、高级教材1.《英语专业四级听力与口语》- 英语专业四级听力与口语(上册) - 英语专业四级听力与口语(下册) 2.《英语专业八级阅读与写作》- 英语专业八级阅读与写作(上册) - 英语专业八级阅读与写作(下册)四、学术教材1.《英语专业翻译》- 英语专业翻译(上册)- 英语专业翻译(下册)2.《跨文化交际学》- 跨文化交际学(上册)- 跨文化交际学(下册)五、实用教材1.《商务英语》- 商务英语(第一册)- 商务英语(第二册)- 商务英语(第三册)- 商务英语(第四册)2.《职业英语》- 职业英语(第一册)- 职业英语(第二册)- 职业英语(第三册)- 职业英语(第四册)备注：以上仅为示例教材名称，实际教材可能存在差异。
六、结语以上是针对大学生英语教材的分类目录，涵盖了初级、中级、高级、学术和实用教材等不同层次。
每个教材都有其特定的内容和教学目标，帮助学生逐步提升英语听说读写的能力。
通过选择适合自己水平的教材，大学生能够更有效地学习英语，提升综合能力，为将来的学习和职业发展打下坚实基础。
超实用高考英语应用文万能句型写作速成技能突破加模板与练习：通知——英语满分作文分类话题
高中英语满分作文分类话题---万能句型写作速成技能突破加模板与练习—————通知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。
【篇章结构】通知可分为口头通知和书面通知。
这两种通知在格式上有较大区别:第一部分：（1）书面通知的常见形式有一般通知、布告、海报等。
时间、地点、参加者、内容及注意事项是通知的要点，应直截了当--予以说明。
一般在通知的正文上方居中写标题Notice 或Announcement。
书面通知一定要有发通知的时间及落款。
（2）口头通知一般没有标题，也没有发出通知的时间。
发布口头通知首先需说明被通知的对象，在正文前面加称呼。
另外，口头通知中常使用"Bequite，please!"或"Mayl have your attention?"或"Attention，please!"等以引起注意。
美国大学英语写作课后习题与答案
Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class;see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. b Answer a is too broad; answers c and d are too narrow.4. c Answers a and b are too narrow; answer d is too broad.5. b Paragraph 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists and the public. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as “seducers” and “brainwashers.” She refers to their “alluring images,”their “tricks,”and their “charm.”She describes the public as “content”and “eager . . . victims.”Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.2. What key term does McClintock define in paragraph 2? Why does she define it here? Whereelse in the essay does she use the technique of definition?Answer:She defines the term “propaganda.” She places the definition close to the beginning because it is so essential to the reader’s understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose dothese parentheses serve?Answer:Paragraph 7 lists “high-sounding but basically empty phrases.”The author uses parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include “weasel words.”The author uses parentheses to show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? What does she accomplish with this technique?Answer:McClintock’s many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life. The examples make the reader more aware of the effects of propaganda on decisions he or she makes.Critical Reading and Discussion,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-calling and glittering generalities contrast with each other? Testimonials and plain folks?Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public’s positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.Testimonials depend on the public’s interest in or affection for celebrities—people ordinary viewers don’t know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people—people like themselves—in the products and services they buy.2. Why are ads that use the bandwagon approach so effective? What ads have you seenrecently that use that approach?Answer:The bandwagon technique is effective because of the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about something—even something as trivial as what frozen coffee cake is best (“Nobody doesn’t like Sara Lee”). Answers to the second question will vary.3. The author states, “Americans, adults and children alike, are being seduced.” What mightbe the differences between the ways adults and children react to the seductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to be victimized”(paragraph 1). Do you agree? Is this article likely to change how you view ads in the future?Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names or comments (5).3. Glittering generalities—making important-sounding general claims with no explanation (6-8).4. Transfer—associating something with a symbol or image most people respect and admire (9-11).5. Testimonial—promoting something with the support of a celebrity (12-15).6. Plain folks—associating something with the average person (16-17).7. Card stacking—making something sound good by suppressing relevant evidence ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve with this introduction?Answer:She uses an anecdote. By telling a brief story about Tod’s experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer’s thesis by showing the potential danger of even small amounts of alcohol.2. Dunayer introduces her criticism of alcohol with the words “Part of the myth is . . . .” (Seethe first sentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?Answer:The three addition transitions are “another,”“also,”and “finally.”Each transition makes the reader aware that one element of the myth is being introduced.3. The body of Dunayer’s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her own perspective in that paragraph?Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth.She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking is more closelyrelated to lack of success than to achievements.She then follows that sentence with supporting facts.By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.4. In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly inparagraphs 3 and 5. What vivid details does she provide? How do these details support her main point?Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen.In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser’s premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.Critical Reading and Discussion,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are these four myths?According to Dunayer, what is the reality behind each myth?Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive.Dunayer says that alcohol actually lowers one’s hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes’ability to focus, and increases the likelihood of various serious diseases. (4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.2. Dunayer concludes, “‘Here’s to your health’rings with a terrible irony when it isaccompanied by the clink of liquor glasses” (paragraph 11). What is the “terrible irony” she refers to? How does this irony—already signaled in her essay’s title—relate to her main point?Answer:The irony is that alcohol, rather than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.3. Do you think Dunayer’s essay about the myths of alcohol is one-sided, or is it balanced?Explain. What additional points could be used to support her point or to rebut it?Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult.Rebuttals of Dunayer’s argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people’s misuse of it.4. Advertisers often create myths or use false ideas to get people to buy their products. Besidesalcohol ads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?Answer:Answers will vary.Thesis-and Support OutlineThesis: The media and our culture promote a false myth about alcohol.1. Part of the myth is that alcohol signals success; the reality is that alcohol can preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol slows people down and can lead to physical decline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness; the reality isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction relate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2. Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerousdetails. What are some of these details? How do they relate to the essay’s main idea?Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.4. Daniels’s essay is an argument against the lecture system of education. What argumentationtechniques does he employ? (See pages 319–337 for information on argumentation.)Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:1) Point out common ground. Daniels points out common ground between him and schoolsthat support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support)viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits ofopposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”4) Rebut differing views. Daniels rebuts the support for lecture classes for first- andsecond-year students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.”And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion,684-6851. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Active learning. . . is far more beneficial for those who have not yet fully learned how to learn” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning is so good?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: “trying to anticipate the speaker’s next point”and “taking notes selectively.” We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve students in ways they are not ready to be involved in as listeners.2. In paragraph 8, Daniels acknowledges that he has exaggerated Mary’s negative classroomexperience, saying,“I admit this picture is overdrawn.”Does this admission strengthen or weaken his argument? Explain.Answer:The case could be made that the admission strengthens Daniels’argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary’s class. It is also psychologically sound to admit a shortcoming of one’s argument, as it helps establish the writer as a reasonable person.3. According to Daniels, the lecture system harms professors by reducing feedback fromstudents to a minimum. What is useful about about feedback from students?Answer:If students’ comments indicate they don’t understand something, the teacher can then do something to help students improve their understanding. Students’ comments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.4. How do your experiences in both lecture classes and smaller classes compare with Daniels’sdescriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?Answer:Answers will vary.Thesis-and-Support OutlineThesis:Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1. The lecture system is outmoded (4).2. It is inadequate for students, especially less experienced students (5-11).3. It is harmful to educators (12).4. The lecture system continues because administrators like its profitability and teachers andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。
涵盖广泛情境的实用英语写作指南
涵盖广泛情境的实用英语写作指南English is a global language that transcends borders and connects people worldwide. To excel in writing across various contexts, it's crucial to understand the nuances, grammar rules, and cultural considerations. This guide aims to provide a comprehensive roadmap for effective English writing, covering different scenarios.1. Understanding the basics- Grammar: Familiarize yourself with the fundamentals, such as subject-verb agreement, tenses, punctuation, and sentence structure. The English language has both formal and informal styles; understanding these differences is vital.- Vocabulary: Expand your vocabulary by reading regularly and using a thesaurus to express ideas more precisely.2. Formal writing- Academic writing: For academic papers, ensure clarity, objectivity, and adherence to citation styles (APA, MLA, or Chicago). Use technical terms and avoid colloquialisms.- Business communication: In emails, memos, or reports, maintaina professional tone, use concise language, and follow proper formatting guidelines.3. Informal writing- Conversational style: Engage in friendly and casual conversations by using contractions, idiomatic expressions, and colloquialisms. Be mindful of cultural references and slang usage.4. Creative writing- Fiction: Develop characters, plot, and setting with vivid descriptions. Use literary devices like metaphors, similes, and symbolism to enhance storytelling.- Poetry: Experiment with meter, rhyme, and imagery to convey emotions effectively.5. Technical writing- Instruction manuals: Write step-by-step procedures, diagrams, and clear explanations to guide readers through complex tasks.- Technical documentation: Use jargon appropriately, break down technical concepts into simpler terms, and include examples where possible.6. Writing for social media- Twitter: Keep messages short and engaging, using hashtags and emojis judiciously.- Blogging: Write in an accessible tone, structure posts coherently, and consider SEO optimization for better visibility.7. Adapting to different cultures- Cultural sensitivity: Avoid stereotypes, respect local customs, and be mindful of non-verbal cues when communicating with international audiences.- Language variations: Be aware of regional differences in grammar, vocabulary, and pronunciation.8. Proofreading and editing- Read aloud: This helps catch errors in syntax and flow.- Get feedback: Share your work with others to receive constructive criticism and suggestions for improvement.- Use online tools: Grammarly and Hemingway Editor can assist with grammar and readability.9. Continuous learning and practice- Join writing groups or workshops: Engage with fellow writersfor support and inspiration.- Set writing goals: Regular practice helps build confidence and refine your skills.中文翻译：标题：适用于各种情境的实用英语写作指南英语是一种全球通用语言，跨越国界，连接世界各地的人们。
新编实用英语综合教程1第五版第二单元课件
新编实用英语综合教程1第五版第二单元课件第一部分：介绍课程概述本单元课件旨在帮助学生提高英语综合应用能力，重点讲解实用英语的基本知识和技巧。
通过本单元的学习，学生将能够掌握基本的英语交流技巧，并能够在日常生活和工作中有效地运用所学的英语知识。
第二部分：听力训练本部分内容围绕着有效的听力训练展开，学生将通过多种听力材料来训练自己的听力技巧和理解能力。
同时，课件还提供了一些听力练习题目，帮助学生巩固所学的听力知识。
第三部分：口语表达本部分将帮助学生提高口语表达能力，包括日常对话、电话沟通和面试技巧等内容。
通过模拟对话和实际情景练习，学生将能够更加自信地进行英语口语交流。
第四部分：阅读理解本部分将为学生提供最新的英语阅读材料，涵盖社会、文化、科技等多个领域。
通过阅读这些材料，学生将培养自己的阅读理解能力，并了解到当代世界的发展动态。
第五部分：写作技巧本部分着重讲解英语写作的技巧和要点，包括句子结构、段落组织、篇章连贯等方面。
学生将通过实际的写作练习来提高自己的英语写作水平。
第六部分：语法讲解本部分将详细介绍英语语法的重要内容，帮助学生理解语法规则并正确运用。
通过各种练习题，学生将能够熟练掌握英语语法知识，提高语言表达的准确性。
第七部分：词汇扩充本部分将为学生提供丰富的词汇学习资源，并涵盖各个语境和主题。
通过词汇的学习和记忆，学生将拓展自己的词汇量，提高英语的表达能力。
第八部分：综合测试本部分将对学生进行一次综合性的测试，用以检验他们在本单元中的掌握程度。
学生将通过测试来评估自己的学习成果，并查漏补缺，进一步提高自己的英语综合能力。
结语：通过本单元课件的学习，相信学生们能够在英语学习的道路上更加自信和有效地前行。
希望学生们能够将所学的知识运用到实际生活中，并不断提升自己的英语水平。
祝愿大家学有所成，取得优异的成绩！。