,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Summary,writing,概要写作,Summary writing概要写作,What is summary?,A summary is a short statement that gives only the main,points of sth,not the details.,牛津高阶英汉双解词典,摘要,是一种对原始文献或文章的基本内容进行,浓缩,的,语义连贯,的短文,.,What is summary?A summary is a,普通高等学校招生全国统一考试英语科考试说明,概要写作：,提供一篇,350,词以内,的短文，要求考生基于该短文,写出一篇,60,词左右的,内容概要。（满分,25,分）,词数,少于,40,的和,多余,80,的，,从,总分中减去,2,分,3,普通高等学校招生全国统一考试英语科考试说明概要写作：词数,Steps to help our writing,Step 1:Read,Step 2:Underline key words/Make an outline,Step 3:Rewrite the sentences in other ways,Step 4:Make the summary coherent,Step 5:Check to make the summary better,Steps to help our writingStep,Read and write,Read and write,What can make students feel anxious,?,What can make students feel an,Language Anxiety,Language Anxiety,Reading,1.Whats the type of the passage?,A.Narrative (,记叙文,),B.Exposition (,说明文,),C.Argumentation (,议论文,),2.Whats the structure of the passage?,A.Topic different opinions conclusion,B.Introduction detailed information,C.Phenomenon(,现象,)analysis,（分析）,suggestions,Para1,Para 4,Para2-3,Reading1.Whats the type of t,When a student cuts class,fails to prepare for class or do homework,or is unable to answer even simple questions about the topic being studied in class,it is clear that the student is not learning well,and teachers may wonder why.One of the causes might be language anxiety.Language anxiety is a fear occurring when a learner is expected to perform in the foreign language.That is,when a student is asked to perform in the target language in class,he is likely to become nervous and fail to do it.,Para.1:Find the key words in this part.,Supporting details of language anxiety,When a student cuts class,Para.1:How to rewrite/paraphrase,student is not learning well.one of the causes might be language anxiety in the foreign language,Expressions for reasons:,换词：,_,_,_,unsatisfying performance/be not good at,not learning well-bad/poor performance,/perform badly/poorly,because.,because of,account for,as a result of,on account of,due to,owing to,contribute to,lead to,Students may experience language anxiety leading to their unsatisfying behaviors in class.,Para.1:How to rewrite/paraphr,The good news is that so far some research has suggested language anxiety can make students focused,get good grades and build up high self-confidence.Despite these benefits,most research has also shown a negative relationship between language anxiety and performance.The negative kind of anxiety harms learners performance in many ways.As time goes by,they will doubt themselves,refuse to join in discussions and try to avoid using the language.,Para.2:Find the key words in this part.,Supporting details of disadvantage,The good news is that so far s,The good news is that so far some research has suggested language anxiety can make students focused,get good grades and build up high self-confidence.Despite these benefits,most research has also shown a negative relationship between language anxiety and performance.,Para.2 How to rewrite/paraphrase,Key information:,The good newsLanguage anxiety,can make,students focused Despite,also,shown a negative relationship,The good news is that so far s,The good news is that so far some research has suggested language anxiety can make students focused,get good grades and build up high self-confidence.Despite these benefits,most research has also shown a negative relationship between language anxiety and performance.,Para.2 How to rewrite/paraphrase,句式转化,:,Language anxiety,not only,brings benefits,but also,negative influence.,Or:Besides,some benefits,the negative side plays an important part as well.,The good news is that so far s,Para.3 Find the key words,Teachers and researchers might sometimes be able to judge language anxiety through measuring scales.There are a number of scales,the best known of which is called the Foreign Language Classroom Anxiety Scale or FLCAS.The FLCAS was developed to measure the specific anxiety reaction of a student to foreign language situation.However,this is not recommended because researchers consider that language anxiety is observable in class.,Signal words,换词：,observablecan be observed/noticed/seen/found.,_,consider think/believe/hold the belief that,/in ones opinion,_,Para.3 Find the key wordsTeac,句型转化：,This is not recommended,Teachers are advised not to.,Teachers are advised not to use FLCAS to measure students language anxiety,instead,of observing it,in class.,Teachers,should/are supposed to observe,students language anxiety in class,instead of,using FLCAS.,Teachers and researchers can judge language anxiety from measuring scales,but,researchers maintain it can be noticed in class.,句型转化：,Para.4 Find the key words,To help students to deal more effectively with language anxiety,teachers are advised to allow students to perform diff