上海高考英语二轮-概要写作之记叙文、议论文速成技巧（复习讲义）（上海专用）（学生版）

这是一份上海高考英语二轮-概要写作之记叙文、议论文速成技巧（复习讲义）（上海专用）（学生版），共22页。学案主要包含了概要写作之记叙文5，概要写作之议论文12等内容，欢迎下载使用。

目录
01 TOC \ "1-3" \h \u \l "_Tc15422" 2
02 \l "_Tc7022" 体系构建·思维可视4
03 \l "_Tc306" 核心突破·靶向攻坚5
\l "_Tc23645" 考点一 概要写作之记叙文5
\l "_Tc8741" 知识点1 题型解读5
\l "_Tc5345" 知识点2 写作技巧6
\l "_Tc5345" 知识点3 写作模板6
【思维建模】根据记叙文六大要素分辨写人或叙事
\l "_Tc818" 考点二 概要写作之议论文12
\l "_Tc27137" 知识点1 题型解读 PAGEREF _Tc27137 \h 12
\l "_Tc28076" 知识点2 写作技巧 PAGEREF _Tc28076 \h 12
\l "_Tc28076" 知识点3 写作模板 PAGEREF _Tc28076 \h 13
【思维建模】根据议论文三要素厘清要点不遗漏
\l "_Tc22970" 0424



说明：从近年考题来看，概要写作说明文是主要考查趋势，但在复习备考过程中，应该兼顾记叙文、议论文等文体，以便有备无患。




考点一、概要写作之记叙文
（一）题型解读
1. 题型特点
材料类型：通常为一篇完整的记叙文，内容涉及人物、事件、时间、地点和情感等要素。
写作要求：要求考生根据原文内容，用简洁的语言概括文章的主要内容，通常要求在60词左右。
评分标准：主要考察考生对文章内容的理解、信息提取和语言表达能力。要点完整、语言简洁、语法正确是关键。
2. 常见主题
人物故事：描述某个人物的经历、成长或转变。
事件经过：叙述某个事件的发生、发展和结果。
情感体验：展现人物在特定情境下的情感变化。
寓意启示：通过故事传达某种道理或启示。
（二）写作步骤与技巧
1. 通读全文，把握主旨
快速浏览：先快速浏览文章，了解大致内容和结构。
标记关键信息：在阅读过程中，标记出人物、时间、地点、主要事件和情感变化等关键信息。
2. 提炼要点，去次留精
提取关键要素：根据文章内容，提炼出人物、事件、情感和结果等核心要点。
忽略细节：避免过多涉及文章中的具体细节，如对话、描述性语言等。
3. 组织语言，简洁表达
使用简单句：尽量使用简单句和短句，避免复杂句式。
合理转换表达：可以用同义词或短语替换原文中的关键词，但要保持原意。
注意连贯性：使用适当的连接词（如“and”“but”“then”等）使内容连贯。
4. 检查核对，确保准确
核对要点：检查是否遗漏了关键信息。
语法检查：确保句子结构正确，时态一致。
字数控制：严格控制在60词左右。
（三）模板及句型
1.通用模板示例
开头：The stry mainly tells abut...（点明故事主要围绕什么展开，填入主要人物及大致主题）
主体内容：Firstly, （描述故事开头的关键事件及人物行为）. Then, （接着阐述事件的发展情况）. After that, （继续说明后续重要情节，比如遇到的问题或转折等）.
结尾：Finally, （总结故事的结局，如人物最终的情况、问题的解决结果等）.
2.常用句型
描述人物行为：
The main character decided t...（主要人物决定做……）
He/She tried hard t...（他 / 她努力去……）
体现事件发展顺序：
At the beginning f the stry,...（在故事开始时……）
As the stry went n,...（随着故事的发展……）
表达结果或结局：
In the end, he/she managed t...（最后，他 / 她成功地……）
Eventually, the prblem was slved and...（最终，问题被解决了并且……）
转折与对比：
Hwever, things didn't g as expected.（然而，事情并没有如预期那样发展。）
Unlike what he/she thught befre,...（不像他 / 她之前所想的那样……）
总之，上海高考英语记叙文概要写作需要考生仔细分析文本，遵循合理的步骤和运用恰当的技巧、句型，准确概括出文章的核心内容，达到概要写作的要求。
(2025届上海市普陀区高三上学期一模考试英语试题)
Directins: Read the fllwing passage. Summarize the main idea and the main pint (s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
The Price f Winning
Furteen-year-ld Angus sits n the bench, watching his baseball team play. He’s ut f the game because he made a mistake. Fr his cach, that's unacceptable — mistakes dn’t win games. But fr mst teens, the fcus n winning isn’t as imprtant. In a recent study, 90% f teenagers said they wuld rather play and lse than sit n the sidelines and nt play at all. Fr them, sprts are abut fun, learning, and being part f a team. Hwever, fr many caches and parents, winning is everything, and they expect perfectin frm yung players.
Unfrtunately, this pressure t win drives many kids away frm rganized sprts early n. In cmpetitive events, nearly every actin a player makes is examined. Parents and caches cnstantly shut instructins, smetimes yelling at kids fr errrs r missed shts. This intense envirnment desn’t let kids make their wn chices r learn frm their mistakes. Instead f enjying the game, yung players feel watched and judged every secnd. They lse the freedm t explre their abilities and develp naturally as athletes and individuals.
The emphasis n winning creates deeper issues, t. Many kids feel anxius because they’re nly praised fr scring gals r winning races, nt fr trying hard r imprving. Over time, this fcus n results can harm their self-cnfidence, especially if they’re ften benched. They start t believe they’re nly valuable if they perfrm perfectly, which can make sprts feel like a burden instead f a jy.
Tw mnths later, Angus is back playing baseball — but nt n a team. He’s at the park with friends, playing just fr fun, and he’s much happier. This raises an imprtant questin: Hw many ptential champins will quit sprts unless adults change their attitude? Fr yung athletes t thrive, they need supprt and encuragement, nt the pressure t always win.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【导语】本文是一篇夹叙夹议文。文章通过讲述棒球选手安格斯因为被过度要求获胜，而产生巨大的心理压力，因此导致球场失误，被罚下场的故事，讲述了盲目追求获胜的弊端：过早离开有组织的体育运动，引起自身焦虑。强调运动过程中，运动员需要更多的支持和鼓励，才能避免焦虑，提升自信，进而自由地探索自己的能力，更加享受运动带来的乐趣，激发出自己的潜力。
解题步骤
第一步：读懂原文，明确篇章结构
本文的篇章结构为“总—分—总”式：
第1段：介绍背景，年轻人对输赢的看法与教练和家长的看法不同。
第2段：分析过度强调胜利对孩子的负面影响。
第3段：指出这种压力对孩子的心理影响。
第4段：总结问题，并提出对孩子真正有益的支持方式。
第二步：去次留精，提炼关键信息
第三步：归纳要点，合理转换表达
第1段：Angus sits n the bench because he made a mistake. Teens fcus n fun, but caches and parents fcus n winning.
（安格斯因失误被罚坐板凳。青少年注重乐趣，而教练和家长注重胜利。）
第2段：Pressure t win drives kids away. Caches and parents cnstantly shut instructins and criticize errrs.
（对胜利的压力使孩子们远离运动。教练和家长不断喊叫指令并批评错误。）
第3段：Kids feel anxius and lse cnfidence because they’re nly praised fr results. Sprts becme a burden.
（孩子们因只被表扬结果而感到焦虑，失去信心，运动变成负担。）
第4段：Many kids quit sprts. Yung athletes need supprt and encuragement, nt just pressure t win.
（许多孩子放弃运动。年轻运动员需要支持和鼓励，而不仅仅是胜利的压力。）
第四步：句式多样，注意过渡衔接
使用“Hwever”连接青少年和教练/家长的不同观点。
使用“Instead f”和“Rather than”表达对比。
使用“Because”和“s”连接因果关系。
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
思维建模 根据记叙文六大要素分辨写人或叙事
记叙文体的阅读材料，相比其他文体而言，写概要相对容易。在写概要前，除明确文章主题外，还应抓住六个要素：when, where, wh, what, why, hw。在这六个要素中，所占内容比重最大的是what。一般来说，记叙文的故事概要可以用这样的模板来表示：
记叙文：what / wh / when / where / why / hw
Wh did what by…because…
当然，不是说每个故事概要都包含hw或why，有时两者选其一即可。
1.叙事性的记叙文(Narratin)。
叙事性的记叙文的主要内容的概括主要抓住记叙文的几个要素：时间、地点、人物、事件和影响或后果。
2. 写人的记叙文（Descriptin）。
写人的记叙文总结要点主要抓住人物的主要特点或事迹，划出关键词（所谓关键词是文中反复出现的体现主题或关联的词）。
【变式演练】
Passage 1
【2025届上海市华东师范大学第二附属中学高三下学期三模英语试题】
A Tennessee Cuple Rescued a Kitten... It Turned Out t Be a Bbcat (山猫)
Staff at True Rescue in Munt Juliet, Tennessee, have handled their fair share f kittens ver the years. S all it tk was ne lk at the head and paws f a kitten that was rushed t the animal shelter last week t tell that they were dealing with a case f mistaken identity.
The seemingly distressed kitten fund n the back deck f a Middle Tennessee cuple’s hme was actually a baby bbcat. Whps! “We definitely knew it wasn’t a regular kitten,” Amy Simcik, funder and executive directr f True Rescue, tld McClatchy News. “It was very big-big head, big feet... wild and musky (麝香的) kind f smelling.” Simcik als nted the kitten’s distinctive fur and birdlike vcalizatins. Unlike dmestic kittens, bbcat kittens rarely mew. They als have very shrt tails.
While the cuple meant well, humans shuld avid remving yung wild animals frm their envirnment. Ding s can prevent them frm ever returning t the wild. “We always recmmend peple t search nline fr exactly what t d,” she tld McClatchy. “Mst f the time, the results will say t leave it. Yu’re endangering it far mre trying t pull it ut f that envirnment and care fr it yurself than leaving it.”
The baby bbcat, wh was later named Pearl, was recently transferred frm Walden’s Puddle t Fr Fx Sake Wildlife Rescue in Chattanga, where she can interact with anther bbkitten named Ruby. The tw kittens will be raised as siblings befre being released back int the wild.
“Pearl is in great shape,” rescuers wrte in a Facebk update Sunday. “We’re thankful t True Rescue fr bringing Pearl t Walden’s Puddle and t Walden’s Puddle fr transferring her t us,” the pst cntinues. “Bth Pearl and Ruby have a much better chance at a happy, free life in the wild because they will be able t be tgether.”
Gd luck, little ladies!
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 2
（2024·上海格致中学阶段练习）
Babe Didriksn Zaharias was ne f the mst extrardinary athletes f all time. She achieved particular success in basketball, track and field, and glf. She als cmpeted in baseball, bxing, diving and many ther sprts. In 1950, the Assciated Press declared Babe Zaharias t be the “Wman Athlete f the Half-Century”.
Frm a yung age, her gal was t be “the greatest athlete t ever live”. As a teenager, she acquired the nickname “Babe” in reference t Babe Ruth, a prfessinal baseball player. She never passed up a chance t play ball. One day, when she was a little girl, her mther sent her t the grcery stre t buy sme beef fr dinner. On the way hme, Babe sptted sme bys playing baseball. She drpped her purchases and jined the game. An hur later, her angry mther shwed up, lking fr the grceries. Babe pinted t where she’d left it. A dg was happily enjying the last piece.
Zaharias gained fame at the 1932 Olympic Games. She wn gld medals in the javelin (标枪) thrw and the 80-metre hurdles (跨栏), but she was deprived f a third gld medal in the high jump because she had used the unrthdx (不正规的) Western rll t achieve the highest jump. Her Olympic success brught her natinal attentin.
In 1932, Zaharias began playing glf and was sn winning imprtant champinships in the sprt. In 1950, Zaharias helped fund the Ladies Prfessinal Glf Assciatin, and she became the LPGA’s star cmpetitr. Nt nly did she attract interest in the wmen’s game, she revlutinized the sprt and was knwn fr her pwerful drives.
Zaharias died f cancer in 1956, at the age f 45.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 3
（2023·上海嘉定专题练习）
After the sudden lss f her five-year-ld daughter, Elizabeth, Natalia Spencer felt she needed t d smething t hnr the little girl. That strng wish inspired Spencer t start what she calls a “Walk f Lve”, a 6,000-mile trek(长途旅行) alng the British castline.
“Elizabeth particularly lved the beach and the sea and we visited the seaside a lt. After she passed away, I went t the seaside and it was the first time that I had felt sme cmfrt,” Spencer said. “I knew this was what I had t d. It was smething I culd d and it wuld make life mre bearable.”
On Valentine’s Day, Spencer began walking Durdle Dr in Drset, England, the last beach she tk Elizabeth t befre she became ill. S far, Spencer has jurneyed abut 1,500 miles, walking thrugh Drset , Crnwall, Devn and the entire cast f Wales. Every day, except Saturday, Spencer walks 20 miles. Often lcals jin her; many times they share stries abut lsing their wn children.
Everything changed fr Spencer n Nv. 22, 2015. Spencer nticed Elizabeth was ill with what she thught was a chest infectin. But the girl’s health wrsened rapidly. Dctrs diagnsed her with a life-threatening immune cnditin where the immune cells damage the tissues and rgans. This caused Elizabeth’s rgans t shut dwn and stpped the bld supply t her arms and legs. She was mved t Bristl Children’s Hspital where she spent 18 days n life supprt befre passing away n Dec. 10.
After Elizabeth died, Spencer struggled. In January, a friend encuraged Spencer t g fr a walk and the tw ended up at the Gwer Peninsula in Wales. While walking prvides Spencer with time t grieve(悲伤), she’s als using the trip t raise ￡100,000 fr the Bristl Children’s Hspital.
Spencer expects t cmplete her walk next spring. She’d lve t finish n Valentine’s Day, but desn’t knw if that is realistic.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

考点二、概要写作之议论文
（一）题型解读
1. 题型特点
文本类型：议论文通常围绕某一观点或现象进行讨论，包含论点、论据和结论。
字数要求：要求考生在60词以内完成概要写作。
考查能力：主要考查考生对文章主旨的把握能力、信息提取能力以及用简洁语言表达的能力。
2. 常见主题
观点对比类：讨论正反两方面的观点。
问题解决类：提出问题并分析解决方法。
道理/观点论证类：论证某一观点的正确性。
说明利弊类：分析某一事物的优缺点。
（二）写作步骤与技巧
1. 通读全文，梳理结构
略读：快速浏览文章，明确文章的主旨和结构。
划分段落：根据文章结构，划分出不同部分，找出每段的中心句。
2. 提炼要点，去次留精
提取关键信息：提取每段的中心思想和主要支持点，忽略细节。
关键词汇：关注文章中的关键词汇，帮助概括主要内容。
对立观点：如果文章中有不同观点，两种观点都要概括，不能遗漏任何一方。
3. 组织语言，简洁表达
使用简单句：尽量使用简单句和短句，避免复杂句式。
合理转换表达：用同义词或短语替换原文中的关键词，但要保持原意。
连贯性：使用适当的连接词（如“and”“but”“then”等）使内容连贯。
4. 检查核对，确保准确
核对要点：检查是否遗漏了关键信息。
语法检查：确保句子结构正确，时态一致。
字数控制：严格控制在60字左右。
（三）模板及句型
1. 常用模板
观点对比类：
The article discusses the prs and cns f [主题]，arguing that [观点1]，while [观点2] 。
问题解决类：
The article addresses the issue f [问题]，analyzing its causes and prpsing slutins such as [解决方法1] and [解决方法2] 。
道理/观点论证类：
The article argues that [观点]，supprting this claim with evidence frm [论据1] and [论据2] 。
说明利弊类：
The article examines the advantages and disadvantages f [主题]，highlighting [优势] and [劣势] 。
描述现象：
The article highlights the issue f [现象]，which has [影响] 。
分析原因：
The main reasns fr [现象] include [原因1] and [原因2] 。
提出建议：
T address [问题]，the authr suggests [建议] 。
2. 常用句型
提出论点：
The authr hlds the view that...（作者认为……）
It is argued in the article that...（文章中主张……）
列举论据：
Fr example/instance,...（例如……）
Accrding t the statistics,...（根据统计数据……）
As is stated by...（正如…… 所说）
体现逻辑关系：
On ne hand... On the ther hand...（一方面…… 另一方面……）
Nt nly... but als...（不但…… 而且……）
By cntrast,...（相比之下……）
总结强调：
All in all,...（总而言之……）
T sum up,...（总之……）
In shrt,...（简言之……）
【上海市复旦大学附属中学2024-2025学年高三上学期期中考试英语试题】
Directins: Read the fllwing passage. Summarize in n mre than 60 wrds the main idea and the main pint(s) f the passage. Use yur wn wrds as far as pssible.
The Silent Crridr Debate
At a secndary schl in Lndn, a new rule requires students t remain silent in the crridrs between classes, aiming t create a quieter, mre disciplined envirnment. The schl believes that minimizing nise during transitin times helps students maintain fcus and encurages a sense f rder, ultimately leading t better academic perfrmance. Hwever, this rule has received mixed reactins.
Supprters f the rule argue that silence in the crridrs can significantly reduce distractins. Nise frm talking students can carry int classrms, particularly in pen-plan layuts, disturbing thse wh are already fcused n their wrk. By enfrcing quiet crridrs, the schl hpes t prmte an envirnment where students can stay calm and fcused thrughut the day. Mrever, prpnents argue that this plicy teaches students valuable skills such as self-discipline and respect fr rules, which are beneficial nt nly in schl but als in their future prfessinal and persnal lives.
On the ther hand, critics believe that banning students frm talking in the crridrs is verly restrictive and can have negative effects n their scial develpment. They argue that schl is nt just a place fr academic learning but als an envirnment where students develp scial skills. Brief cnversatins in the crridrs ffer students a chance t cnnect with their peers, share ideas, and even seek help with subjects they find challenging. Critics wrry that rigid silence plicies make schls feel t cntrlled, ptentially dampening students’ enthusiasm and turning the learning envirnment int smething that feels mre like a prisn than a place f grwth and discvery.
This debate raises a larger questin abut discipline in schls: shuld they enfrce strict rules fr silence t imprve fcus, r allw sme scial interactin, even if it means mre nise? Finding the right balance is challenging. In the end, each schl may decide based n its gals and values, weighing the benefits f quiet fcus against the imprtance f scial cnnectins and student well- being.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【导语】本文是一篇议论文。文章介绍说，伦敦一所中学实施了课间走廊保持安静的规定。支持者声称，它可以减少分心，提高纪律和学习技能。然而，批评者认为它过度限制了对学生发展至关重要的社会互动。找到适当平衡的任务确实很困难。
解题步骤
第一步：读懂原文，明确篇章结构
本文的篇章结构为“总—分—总”式：
第1段：介绍伦敦一所中学的新规定——走廊静默规则，旨在营造更安静、更有纪律的环境。
第2段：支持者认为静默规则可以减少干扰，培养学生自律和尊重规则的能力。
第3段：反对者认为静默规则过于限制学生，可能对他们的社交发展产生负面影响。
第4段：总结这场辩论，并提出关于学校纪律的更广泛问题。
第二步：去次留精，提炼关键信息
第三步：归纳要点，合理转换表达
第1段：A Lndn schl intrduced a rule requiring silence in crridrs t create a disciplined envirnment.
（伦敦一所学校引入静默规则，旨在营造有纪律的环境。）
第2段：Supprters say silence reduces distractins and teaches self-discipline and respect.
（支持者认为静默可以减少干扰，培养学生自律和尊重规则的能力。）
第3段：Critics argue that banning talking is verly restrictive and hampers scial develpment.
（反对者认为禁止交谈过于限制学生，可能阻碍社交发展。）
第4段：The debate highlights the challenge f balancing quiet fcus with scial interactin.
（这场辩论凸显了在安静专注与社交互动之间寻求平衡的挑战。）
第四步：句式多样，注意过渡衔接
使用“On the ther hand”表达对比。
使用“argue that”引出观点。
使用“weighing”表达权衡。
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
思维建模 根据议论文三要素厘清要点不遗漏
议论文（Argumentatin）：找出议论文的三要素，即论点、论据和结论。其关键是找出主题句或结论句。而这种文章的整体结构多数为总分结构、分总结构、平行结构等。因此，我们通常在首段或尾段，或者在各段的首句或尾句找论点。若文中有一分为二(即对立观点)的观点，两种观点都要概括，不要漏掉其中一方的观点。
议论文概要写作模板
pinin / idea + argument (supprting ideas / reasns)
【变式演练】
Passage 1
【2025届上海市宜川中学高三下学期三模英语试题】
The Future Withut Middle Managers
The rise f technlgy has dramatically reshaped business peratins. Instant cmmunicatin, real-time feedback, and easy access t infrmatin have enhanced efficiency and cllabratin. Yet these advances have als triggered a quiet restructuring f the wrkfrce — mst ntably, the steady decline f traditinal middle management rles.
Much like the Industrial Revlutin replaced skilled craftsmen with machines, mdern technlgy nw autmates many tasks nce handled by middle managers: perfrmance tracking, reprting, and basic supervisin. As teams becme mre self-directed and tls take ver rutine wrk, rles that rely primarily n general versight are becming less essential.
This shift als reflects a brader change in hw expertise (专业知识) is valued. In the past, career grwth ften meant staying with ne cmpany, gradually gaining deep institutinal knwledge and earning respect. Tday, infrmatin is widely available. The ability t search and learn quickly has weakened the advantage f generalists and highlighted the imprtance f specialized, hard-t-replace skills.
Wrkplace culture has evlved as well. Yunger generatins tend t prefer caching ver management. They want t be guided by thse with hands-n expertise, nt verseen by smene whse rle is limited t supervisin.
Fr current middle managers, this desn’t mean their rles are abut t disappear — but it des call fr adaptatin. Success nw depends n tw key investments. First, prfessinals must have rare and valuable skills — a “signature” strength that distinguishes them in their field. Increasingly, credibility cmes nt frm title but frm demnstrated expertise, ften recgnized thrugh peer netwrks r prfessinal cmmunities.
Secnd, lifelng learning is essential. Wrkers must cntinue t grw and evlve, explring new fields and updating their skill sets. As sme frms f knwledge lse relevance, thers — such as caching, clean energy, digital health, r creative prblem-slving—will likely gain imprtance.
Technlgy isn’t ging t stp reshaping the wrkplace. The real questin is whether we are ready t reshape urselves.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 2
【2025届上海市复兴高级中学高三下学期三模英语试题】
Directins: Read the fllwing passage. Summarize the main idea and the main pint(s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
Hwever imprtant we may regard schl life t be, we can’t ignre the fact that children spend mre time at hme than in the classrm. Therefre the greatest influence f parents can’t be ignred r discunted by the teacher. They can becme strng supprt f the schl r they can cnsciusly r uncnsciusly prevent the schl frm accmplishing its aims.
Administratrs have been aware f the need t keep parents infrmed f the newer methds used in schls. Many principals have cnducted wrkshps explaining such matters as the reading readiness prgram and develpmental math.
Mrever, the classrm teacher can als play an imprtant rle in explaining t parents what they shuld d. The infrmal tea and the many interviews carried n during the year, as well as new ways f reprting pupils’ prgress, can significantly aid the interchange f ideas between schl and hme.
Suppse that a father has been drilling Junir in arithmetic prcesses night after night. In a friendly interview, the teacher can help the parent change his methd. He might be persuaded t let Junir participate in discussing the family budget, buying the fd, using a measuring cup at hme, setting the clck, calculating mileage n a trip and engaging in scres f ther activities that have a mathematical basis.
If the father fllws the advice, it is reasnable t assume that he will sn realize his sn is making satisfactry prgress in math and at the same time, enjying the wrk.
T ften, hwever, teachers’ cnferences with parents are devted t unimprtant accunts f children’s wrngding, cmplaints abut laziness and pr wrk habits, and suggestins fr punishments and rewards at hme.
What is needed is a mre creative apprach in which the teacher, as a prfessinal adviser, plants ideas in parent’s minds fr the best use f the many hurs that the child spends ut f the classrm. In this way, the schl and the hme jin frces in fstering the fullest develpment f yungsters’ cmpetence.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 3
【上海市七宝中学2025年阶段练习】
Directins: Read the fllwing passage. Summarize in n mre than 60 wrds the main idea f the passage and hw it is illustrated. Use yur wn wrds as far as pssible.
Educatinal Inquiry: Frm Childhd t the TikTk Math Debate
Children are naturally curius. Many cnstantly ask questins. At sme pint, mst f them just stp. Why des this happen? It’s nt as if the wrld starts t make perfect sense after several years f living. T succeed, t be recgnized as smart, children typically feel scial pressure t stp asking questins and start prviding answers.
This pressure persists int adulthd, as an nline incident illustrates. During the summer f 2020, n TikTk, a wman named Gracie wndered abut the rigins f algebra (代数) and abut whether math is “real”. The vide spread widely when it was shared with the cmment “stupidest vide I’ve ever seen.” After being laughed at by many, thers came t Gracie’s defense, including mathematicians, scientists and philsphers. Fr nt even they knew the answers t her questins.
I think this incident is wrth examining fr what it indicates abut questins. Given the cmments received, Gracie’s questins initially appeared silly t many. Such a reactin — even the mere threat f being laughed at — is a significant bstacle t asking questins. In respnse t her critics, Gracie admirably made anther attempt t questin math. She seemed like an easy target. Her questins were directed at smething that is widely suppsed t be unquestinable: basic mathematics. Few defenders did s n the basis that her questins were sincere r revealed genuine curisity. It seems the primary reasn the questins came t be cnsidered gd is just that they did nt have easy answers, as if the difficulty f questins were equivalent t value.
Lts f very gd questins have easy answers if yu ask the right persn. Often, a gd questin is just mtivated by curisity, asked in rder t understand better smething in the wrld. By this measure, Gracie’s questins were gd frm the very start.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 1
（2018年6月·上海高考真题）
Directins: Read the fllwing passage. Summarize the main idea and the main pint( s)f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
Becming an attractive emplyee
The 2008 financial crisis created an unstable jb market. Fast-frward t the present, and the ecnmy has nt fully recvered. Thus, it’s f vital imprtance fr jb seekers t carefully strategize their apprach t jb applicatin. And it is especially imprtant fr thse new t the wrkfrce. They shuld lk at making themselves as attractive as pssible t emplyers.
Fr yung peple, infrmatin technlgy skills will play an increasing rle in the future As the generatin t have grwn up in the Infrmatin Age, they are quite cnfident when it cmes t shwing ff their interests and skills in this field. This makes them a natural fit fr cmpanies seeking expertise in technlgy, marketing, and netwrking. They shuld emphasize these skills when applying fr jbs that require the ability t multitask.
Anther attractive quality is experience. It is imprtant that an applicant’s resume list any activities that invlved teamwrk and gal-driven respnsibilities. Membership in a sprts r scial club and participatin as a vlunteer are gd examples f this. These activities invlve gal management and planning, alng with the ability t fcus while cmpeting n a team. When hiring cmmittees see this, they see a candidate wh is capable f wrking in a variety f envirnments.
Finally, an attractive quality when jb-hunting is a great attitude tward a ptential jb. Yung jb seekers are knwn t be vercnfident because they have been praised fr everything they have dne. But they must realize that the emplyment market is abut hw an emplyee will be a gd fit fr a cmpany, nt the ther way arund. In fact, in an interview, an imprtant questin t ask is: “What wuld be expected f me as an emplyee?”
In tday’s tugh jb market. yung jb seekers need t prvide a ptential emplyer with gd reasns t hire them.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 2
（2021年秋考真题）
Directins: Read the fllwing passage. Summarize the main idea and the main pint( s)f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
Ann Grand: A Visual Thinker
Ann Grand is a visual thinker. When smebdy speaks t her, the wrds are instantly translated int pictures, like a vide in her head. Unlike mst peple, her thughts mve frm vide-like images t generalizatins and cncepts. Furthermre, her memries usually appear in her imaginatin in rder f time, and the images visualized are always specific. Fr example,if she thinks abut a chimney, she sees detailed pictures, like the ne in her ld huse and then thse in her hmetwn. That ne wrd can tun int a full-length vide in her head. Grand's mind wrks like the Internet search engine which prduces dzens f images f an bject a user is searching fr.
Visual thinking has enabled grand t build entire systems in her imaginatin which wrks similarly t a cmputer prgram because it can prduce three-dimensinal design simulatins(三维仿真设计).This was imprtant t her as an equipment designer fr the livestck industry. Befre she started cnstructin n her designs, she wuld test-run the equipment in her mind She frmed mental pictures f her designs in every pssible situatin, with different sizes and breeds f cattle and in different weather cnditins. This prcess made it pssible fr her t crrect mistakes befre cnstructin started.
Grand's mind is als sensitive t details, which was imprtant in her wrk with cattle. Her sharp awareness f the visual wrld led t ntewrthy bservatins abut animals, She nticed many little things that mst peple wuld nt cnsider that seared the cattle. Fr example, a cat n a fence r a pipe n the flr wuld frighten them away. Grand's visualizatin abilities have als helped her understand the animals she wrked with. This led her t create designs ranging frm sweeping, curved fences intended t reduce the stress experienced by animals that were ging t be killed t systems fr handling sick cattle and pigs.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
题型
概要写作
2023上海秋考
说明文。青少年应远离沙发，多听音乐，多参加运动等活动。
2023上海春考
说明文。讲述阅读小说的益处，实验表明它能培养品性及产生共情。
2022上海秋考
说明文。什么是智商？什么是天才？以及智商与天才之间的关系。
2022上海春考
说明文。脑迹印记并不是孤立于大脑的一个区域，科学家们研究了积极记忆和消极记忆之间的存储位置和相互作用。
2021上海秋考
说明文。介绍一名视觉思想家，她的记忆以时间顺序作为特定的图像出现在她的脑海中。
2021上海春考
说明文。Fluid发布了FluidPlus，一种通过监控MAC来收集客户信息的产品，从而帮助分析他们的行为来促进市场营销。
段落
关键词
1.背景
①Angus，mistake，cach，winning，teens，fun，team
2.负面影响
②pressure，drives away，examined，shut，errrs，judged
3.心理影响
③anxiety，praised，self-cnfidence，burden
4.总结
④quit，attitude，supprt，encuragement
段落
关键词
1.背景
①Lndn schl，silent crridrs，disciplined envirnment
2.支持者观点
②reduce distractins，self-discipline，respect fr rules
3.反对者观点
③verly restrictive，scial develpment，scial skills，enthusiasm
4.总结
④debate，balance，quiet fcus，scial cnnectins