小学生英语口语短文

小学生英语口语短文（精选8篇）

小学生英语口语短文 篇1

My friend

I have a good friend.She is a pretty girl.She lives in Jiujiang.She is a middle school student.She has big eyes, a small mouth, a small nose and a round face.She is tall and thin.She likes watching TV and playing the basketball.On the weekend, she always plays basketball with her friends in the afternoon and watches TV in the evening.She is a good student.She is good at English.She likes speaking in English.She always reports news in English in her school.She says we are good friends.We often send e-mails to each other everyday.I like her very much.

小学生英语口语短文 篇2

近年来, 高考英语短文改错虽然分值没变, 但在形式上较2009年前有了变化, 不再是一行设一错, 也没有“原行没有错的不要改”这句话。改变了错误在短文中分行设置的格局, 只给出一个语篇, 并告诉考生有10处, 而且“只允许修改10处, 多者 (从第11处起) 不计分”。这种形式的变化增加了考题难度, 但材料一般来源于考生平时的习作, 所以一般无繁难语句结构, 且考点的设置基本上没有变化。

二、科学的短文改错解题步骤

1.改前通读。在进行纠错前, 要通读全文, 了解短文的大意, 并掌握文章的主体时态和人称及行文逻辑, 凭借语感找出那些明显的错误, 切忌拿来就改。

2.改中细读。在纠错时要认真检查, 仔细阅读每个句子, 运用所学的语言知识, 逐句辨别正误。

3.改后复读。复读全文, 检查核对。在改后复读时, 往往 会发现那些在通读与细读中不曾发现的问题和误改现象。

4.紧扣题目要求, 规范答题方法。短文改错题对答题方法有明确要求。同时要注意:1) .标点符号不改;2) .单词拼写及大小写不改;3) .词序错误不改;4) .在纲外生词不改 (带汉语注释的词) 。

三、短文改错常见考点和热点

1.多词

(1) 多冠词

A:抽象不可数名词泛指前和泛指复数可数名词前多余的冠词, 如:an advice、a news、an information。

B:专有名词前多余的冠词。除特殊情况外, 专有名词前不用冠词。

C:固定词组中名词前多余的定冠词。

(2) 多介词

A:one+名词, 指示代词十名词, every+名词及last/next+ 名词组成的时间状语前多余的介词。

B:及物动词与直接宾语间多余的介词, 或某些及物动词的固定词组中, 直接宾语前用了多余的不定冠词。

(3) 在某些固定搭配中, 宾语补足语用不带to的动词不定式, 加to是多余的。几个动词作并列谓语, 加to也是多余的。

(4) 单音节形容词或副词比较级前用多余的more, 如: more longer。

2.缺词

(1) 缺冠词

A:单数名词泛指时缺不定冠词a或an或特指名词前缺定冠词the。

B:形容词最高级前或比较级前表特指时缺冠词the。

(2) 缺代词

A:定语从句中缺作主语的关系代词。

B:it作形式主语、形式宾语或指代时有缺漏。

(3) 缺介词

A:作定语用的动词不定式后缺少必要的介词, 语意不合逻辑。

B:作状语的介词词组缺少必要的介词。

C:不及物动词的间接宾语缺少介词。

D:动词短语中缺少必要的介词。

(4) 缺连词, 如并列句缺并列连词。

(5) 缺副词, 如句子“as+形容词+名词+as+主语+动词……”结构中缺副词as。

(6) 作宾语或状语用的动词不定式缺to。

(7) 名词性从句作主语缺连词、代词、副词。

3.错词

(1) 动词时态和语态 (主要指行为动词) 的错误。常考的时态有两组:A:一般现在时和一般过去时;B:完成时和一般过去时。

(2) 非谓语动词。非谓语动词包括动词不定式、一ing和过去分词。

A:非谓语动词具有动词性质, 有时态和语态之分, 但不能单独作谓语动词用。建议记住某些动词后跟-ing, 而一些动词后跟to do。

B:现在分词与过去分词互改, 现在分词多指性质, 过去分词常表状态, 如:interesting/ interested, surprising/surprised等。

(3) 介词

A:介词的含义很多, 可表示时间、地点、方向、方位、状态、方式、方法、手段等, 很多时候用于短语之中。

B:不该用介词时用了介词。特别提醒:this、that、last前不用介词如next year, 常写成in next year。

C:固定短语中固定的介词搭配。

(4) 冠词。

A:名词前使用哪个冠词最主要取决于名词是特指还是泛指。如果是泛指, 单数名词前要加a (an) , 如果是特指, 名词前要加the。

B:物质名词、抽象名词表示一般概念, 通常不加冠词, 如:advice、information、knowledge、progress、news等。但有时抽象名词具体化时要加冠词, 如:an honor、a success、a fail- ure等专有名词前。除了上述特殊情况, 一般不加冠词。

(5) 一致性原则。一般而言, 有六点值得注意:

A:注意主谓结构是否一致。

B:注意谓语动词的时态、语态前后是否一致。

C:注意名词的数与格的使用前后是否一致。

D:注意行文逻辑中指代词的一致。如人称代词、物主代词、反身代词指代时是否一致;不定代词、关系代词的使用是否正确。

E:注意连接词, 如关系代词、关系副词及从属连词在复合句中的使用是否正确。常见互改的词如下:which/that, what/that, whether f if, which l where等:

F:搞清文字段落中的逻辑意义和逻辑关系, 注意判断以下词的运用是否正确。

(6) 易混淆的词或词组。

A:把名词用作动词, 如advice (n.) 代替advise (v) ;belief (n.) 代替believe (v) , 这样的词读音相同或相似, 是很容易混淆的。

B:词性相同, 词义相近, 但用法不一样。

C:形相似但意义不同的词和词组, 如:beside/besides;hard/hardly;already/ all ready;everyday/every day等。

D:反义词, 如:here/there, go/come up/down, 等。

E:重复词 (不可同时使用) , 如:return back, although/ though…but…等。

优化小学英语短文阅读教学 篇3

关键词 短文阅读 自主学习 阅读前 阅读中 阅读后

《新课程标准》（2011年版）中的二级目标：能在图片的帮助下听懂、读懂并讲述简单的故事，能在教师的帮助下表演小故事或小短剧，演唱简单的英语歌曲和歌谣。能根据图片、词语或例句的提示，写出简单的描述。在语言学习中，阅读是所有其他技能的基础，较强的阅读能力有助于学生对英语的掌握、阅读能力与其他技能交互作用，能带动其他几项语言技能的发展，同时也为更高的语言成就铺平道路。在所有的语言技能中，阅读能力是最容易保持的。学生一旦掌握了阅读的能力，就能在阅读的过程中进行自主学习，达到“授人以渔”的成效。

陶行知先生指出:“好的先生不是教书，不是教学生，乃是教学生学。《新课程标准》也强调“以人为本”的教育理念，要求教师在教育过程中，以学生为中心，充分体现学生的主动性，引导学生自主地学习。所谓自主地学习，即：通过学生的自发活动，最大限度地发挥主观能动性，发现自己优势的学习。在英语课堂中，应努力倡导学生的积极参与，让学生在学习过程中不仅能建构知识、提高语言能力，而且通过感知、体验、实践、参与和合作探究等活动方式，主动完成任务和实现学习目标。为了在英语教学中实现“主体”与“主导”的有机统一，努力培养学生自主学习英语短文的能力，我尝试着采取了一些办法，有目的地培养学生自主学习的能力。

一、阅读前——扩充背景知识

很多研究表明，如果语篇涉及读者熟悉的主题，他们就易理解文章中的信息。相反，如果不熟悉语篇主题，就会出现理解障碍。可见，文章中的背景知识在阅读中起着相当重要的作用。因此，我认为在阅读前对学生介绍相应的背景知识是阅读理解能力提高的关键之一。

1.观察课文插图，展开想象。

在小学英语教材中，出现大量课文插图，它们是一种潜在的文化背景知识，也是对课文内容的概括，是一篇文章主题意义的直观表现。如牛津小学英语5B Unit8 At the weekends Part E Insects are our good friend文章上方出现图片：蜻蜓、蝴蝶、蚂蚁、萤火虫、蜜蜂、树和花，从中我们可以看出公园里有许多不同种类的昆虫，有的在搬运东西，有的在跳舞，有的在发光等。可以让学生自己通过观察、想象，进行看图说话，了解课文的主要内容，搞懂语篇中所蕴含着的主要意思。

2.鼓励学生收集相关的背景知识。

在平时的学习中，牛津小学英语教材每个单元都有一个主题话题。例如Unit8 At the weekends主要讲如何度周末的，E部分短文则主要讲我们的小主人公Jim是如何度过他的周末的。Jim非常喜欢昆虫，所以每个周末他都去公园观察昆虫。所以本节课就让学生自己去收集昆虫的特性，这样不仅能开展有效的阅读教学，还扩充了学生的背景知识。

二、阅读中——活学教材

课内英语阅读教学是以教材为渠道，是一个引导学生探索未知知识的过程，又是一个温故知新的过程，但不能死用教材，照本宣科，把课文教死了，应采用有效的阅读策略，培养学生阅读的兴趣与自主学习的能力。

读活课文，阅读与训练是无法分割的。优化组合各种方式的训练往往能有效地指导多层次、多角度的阅读，从而读活课文，逐步培养其阅读策略。

1.质疑——泛读：让学生带着问题自由朗读课文，去和藏在文中的答案“捉迷藏”。这有助于理解课文的大概内容，又有助于培养学生自主学习的能力，同时产生的正确答案又使其增强阅读的自信心，不断激发学生的阅读兴趣。如在Unit8 At the weekends Part E短文教学中While-reading1：⑴整体感知文章：Watch the cartoon. What insects are mentioned? Teach: ant(s), butterfly-butterflies, dragonfly-dragonflies, firefly-fireflies. ⑵Learn to say: There are a lot of insects in the park. There are ants, butterflies, dragonflies, fireflies and other interesting insects. Teach: other, other interesting insects.

2.任务——精读：强烈的目标意识是阅读成功的关键。为此，阅读任务的设计必不可缺。“儿童只有在被给予难度与其能力和水平相当的任务时才会学得最好。”这说明设计的任务必须要适度。精读课文是一节课最关键环节，不仅要读通课文还要读懂课文；不仅要理清课文的主要脉络还要对与语言、句式、篇章的结构进行系统的学习。而任务促读，正好符合了精读的要求，能使学生的阅读思维更加活跃，有效促进学生阅读理解能力的提高。如在Unit8 At the weekends Part E短文教学中A.While-reading2:听录音在短文中圈出昆虫的外形。Teach: special.B.While-reading3:自读短文，用横线划出关键动词词组。Teach: carry big things, dance in the flowers, glow at night.C.Exercise1: Fill in blanks. D.头脑风暴：Use the words to make sentences. E. Play a game: Read and guess. F. Teach: Sometimes Jim likes to catch them and put them in bottles. Teach: put…in…, bottle, 再现catch并组词。G.While-reading4: Watch the cartoon again. What insects does Jim like best? Why? H. While-reading5. ⑴Where does Jim study? Teach: primary school. ⑵Why does he often go to the park at the weekends？ I. Read and repeat. J. Exercise: ⑴Judge.⑵Choose.各类学习活动、练习的目的是引导学生自己学会学习短文的方法。

3.表演——活读:在精读课文后，为检查学生对文章的理解程度，可小组以“表演+朗读”的方式再次深入课文，通过表演来直观表现课文的内容，把课文读活，提高学生语言综合运用能力。在Unit8 At the weekends短文教学中我让学生自己运用第三人称来复述文章。

4.提问——留白：有效激发学生的思考和求知欲，促进学生思维的发展。课中师生共同讨论到了“What insects do you like best?”这一话题。有学生问：“Which insects do you like best，Miss Yu?”“I like bees best.”老师很快给出了答案。“Yeah! Me too.”一部分跟老师意见相同的同学很开心。“Why do I like bees best? There are two reasons.Can you guess?”点到为止，教师馬上将话题抛给了学生。学生纷纷开动脑子，做出种种猜测：They are beautiful./They are small./ They can fly. / They can dance in the flowers/ They can make honey…精彩纷呈的话语很好地达到了增强语言表达能力、训练思维的目的。

5.比赛——速度：培养学生速度能力是阅读教学一项不可缺少的任务。虽然在小学阶段对学生速度技能并没有做要求，但作为一种技能、技巧的训练也是很有必要的。在充分理解课文的基础上，利用比赛的方式让学生按时间或按数量认读课文，不仅能加深对课文内容的记忆，也可以为以后的阅读学习做铺垫，这种竞赛活动正好迎合了学生的兴趣。给他们3分钟的时间，使他们在比赛中读出速度、读出乐趣，也不失为一个好主意。

三、阅读后——有效延伸

小学阅读能力的提高虽然主要依靠课内阅读，但不能仅仅满足于此。课内阅读是基础，课外延伸是补充。实践经验证明，课外阅读不但能促进学生英语综合技能的发展。不仅能积累新语言知识，也能帮助学生积累阅读的经验，因此要重视并做到有效指导。如在Unit8 At the weekends Part E 短文教学后我设计了一篇课外阅读I am David. I am a student. I study at Hong Xing Primary School. I like insects very much. At the weekends. I often go to the park. There a lot of insects in the park. There are bees, grasshoppers, dragonflies and other interesting insects in the park. I like bees. They are very busy every day. They like flowers. They can make honey for us. Grasshoppers live in the grass. They can jump very high. Dragonflies are beautiful. I like watching them dance in the flowers. They are long, too. They look like planes. They can fly very high. Sometimes I catch them and put them in bottles.这篇短文是课文内容的延伸，一方面让学生自主学习，学会在实践中运用在课堂上的所学方法，另一方面也扩大了知识面。

小学阶段短文阅读教学的主要侧重点是学生阅读技能技巧的培养、阅读策略的综合运用、良好的阅读习惯的养成以及学生初步的阅读理解能力的培养，这将是一个反复而复杂，多变而灵活的过程，需要我们在教学过程中持之以恒地运用下去，探究下去，教学生学，培养学生的自主学习能力。只有提高了学生的阅读兴趣，让他们形成良好的阅读习惯，才能实现小学英语短文阅读的教学目标，提高小学生英语学习的效率。

参考文献：

[1]林立.新版英语课程标准解析与教学指导[M].北京：北京范大学出版社，2012.

[2]朱慕菊.走进新课程[M].北京：北京师范大学出版社，2002.

[3]龚海平.小学生英语阅读能力的培养[J].中小学英语教学与研究，2005，（11）.

小学三年级英语小短文带翻译 篇4

You can buy drinks, vegetables, fruits, and other kinds of food. Some of them are cheap while some are expensive. On the second floor is the clothing section and there you can find different kinds of clothes.

The supermarket is open twelve hours a day : from 9:00 a. m. to 9:00 p.m. The workers in the supermarket are very friendly and they can help you find what you want.

On Saturdays and Sundays, the market is full of people.

小学生英语口语短文 篇5

短文改错的题是一篇意思连贯，但有九行文字中各有一个语法或用词错误的英语短文。它所涉及的知识面很广，能力要求较高。而且题中所设的错误常常是考生自己在写作中经常出的语法错误，是专门针对考生的弱点而设的。但它又从另一个角度考查了语法知识的运用。因此，做题时，应从以下几个方面着手解题：动词使用错误；名词使用错误；形容词，副词使用错误；连词使用错误；代词使用错误；冠词使用错误；介词使用错误，上下文逻辑错误等。

在研究每一行的句子时，首先把握句子的意思，然后划分句子的成分：主语；谓语部分；宾语；状语：地点，时间，方式等。如果句子是并列句或复合句，先分开各部分小的分句，根据各个分句之间的关系判断使用的连词是否正确。然后再研究各个分句的成分。

（一）名词使用错误：名词一般在句中做主语或宾语，名词的错误主要在于名词单，复数的错误使用。

1.They were eager to know everything about China and asked me lots of question.： question是可数名词根据本句的意思，前面有lots of修饰，应当改为复数形式。2.We study quite a few subject, such as maths, Chinese, English and physics.：subject是可数名词根据本句的意思，前面有quite a few修饰，应当改为复数形式。

3.We practise three times every week and often watch football match on TV together.：根据本句的意思match在此应当改为复数形式。

4.Happy birthday, Peter, and many return of the day.：return在此是名词，应当改为复数形式：many returns of the day是祝贺人们生日的固定用语：祝你健康长寿。

5.He said that she and my schoolmate all wishes me success.：all 在句中提示了除我以外schoolmate应当是复数形式。

6.On the way up I was taking picture since the scenery was so beautiful.：picture应当改成复数形式，因为作者一路上忙于照相，不止仅照一张像。另外还要注意名词所有格形式上的错误使用。

That kind of lie, a little, does two things: it keeps your friend feeling from being hurt….：根据句子意思：有时一个小小的谎言（善意的）可以使你的朋友的感情免遭伤害friend应当改为friend’s

（二）动词使用的错误：

<一> 作为谓语动词，注意谓语动词在时态，语态，与主语是否一致以及用词方面的问题。1.My favourite sport is football.I was a member of our school team.：全句的基本时态应当是现在时，was应改为am 2.Playing football not only makes us grow up tall and strong but also give us a sense of fair play and team spirit.：主谓一致的错误。Give的主语是Playing football，动名词作主语是单数形式，应改为：gives 3.I use to play ping-pong a lot in my spare time, but now I am interested in football.：前半句是说过去的事情used to do ：过去常常做某事。use改为：used 4.…the scenery was so beautiful.The time passes quickly.Evening came down.：时态错误。全句是过去时态，passes 改为passed 5.As we climbed the mountain, we fed monkeys, visiting temples and told stories.：动词形式的错误。句中有三个连续的动作做谓语。因此visit不是伴随状语，是第二个谓语动词，应该为visited.6.The Internet is a computer network that use the telephone system to link millions of computers around the world.：句中定语从句中的谓语动词use 的主语是先行词a computer network，是单数形式，所以按主谓一致的原则use改为：uses.<二> 作为非谓语动词，现在分词，过去分词，动名词，不定式形式的使用错误，同时注意非谓语动词在平行结构中出现的错误。

1.Not far from the hotel, there was a shop with all kinds of clothes hang up.：hang up在此做定语修饰先行词clothes，应改为现在分词形式表示挂着各种衣服。

2.He had worked on farms and in shops where he spent his spare time studied by himself.：定语从句是说：他把业余时间花在学习上，按句型结构：spend some time doing something.所以studied应改为：studying.<三> 形容词，副词使用错误：

注意：① 形容词和副词的比较级，原级，最高级使用方面的问题。② 修饰比较级的副词的错误使用。③ 以ing和以ed结尾的形容词的混用。④ 形容词和副词的混用。

1.I never knew a ride down a river could be so much exciting：much修饰比较级形式，在此没有比较级的意义，所以去掉much.2.I’m sure we’ll have a wonderfully time together.：形容词与副词混用。Have a wonderful time：过得非常愉快。wonderfully 改为：wonderful 3.…his mother was very poor that she had to send him to a rich family who had no child.：本句含有so…that 句型。very改为：so 4.People will work few hours than they do now.：这是一个含比较级的句子。（句中有than），few 改为比较级形式fewer 5.Computers will be more smaller and useful….：比较级smaller前面的修饰词应该是副词much。More与多音节形容词或副词原形构成比较级。more改为much 6.Last week, I went to a movie, which was very moved.形容词moved指人受到感动。本句的定语从句的主语是movie。应当是moving.<四> 连词使用错误：并列句连词and与but的误用是历年高考题中常考的内容。复合句如宾语从句，状语从句，定语从句中主，从句的连接词的误用根据主从句的关系可以发现。1.My class will be over by then or I will pick you up there.：前后两句的关系是并列关系or应改为：and 2.My grandma was the best cook in the world but could make the most delicious dishes.前后两句是并列关系不具有转折意义。but改为：and 3.It deosn’t matter that I would win or not.Matter后面的从句是whether…or not结构。That改为：whether 4.An Eskimo boy becomes a man since he kills his first polar bear.：根据句子意思：在Eskimo男孩杀死他的第一只北极熊之后，才真正成为一名男子汉。Since改为：after 5.The fine-furniture store ∧I work has been in business since the 1920s.：I work是定语从句修饰先行词The fine-furniture store，The fine-furniture store在从句中做地点状语，应加关系副词where.解题思路：

首先要理解整个短文的含义，逻辑关系，篇章结构。再仔细研究每一句的意义。借助划分句子成分的方法判断每一部分是否有错误。读句子时一定以整句为单位。【典型例题】

A（2004全国卷I）Dear Ralph I’m a newcomer here of a small town.I would 1.from describe myself as shy and quietly.Before my classmates, 2.quiet it seems always difficult for me to do things∧ well as 3.as them.I’m sure they will laugh to me and see me as 4.at a fool.So I feel unhappy every day.5.√

Besides, I have few friends, I don’t know that they 6.why

don’t like to talk with me.Sometimes, we talked to each other 7.talk very well in class, but after class we become stranger at 8.strangers once.I am trying to improve the situation since it dosen’t 9.but seem to work.Can you tell me about what I should do? 10.about去掉 分析：

1.来自一个小镇的新生。强调“来自于”用介词：from 2.describe oneself as +形容词，所以quietly改为quiet 3.缺少连词，这是同级比较结构as…as，加上as 4.介词错误：词组laugh at somebody：嘲笑某人。

6.宾语从句连词的错误，that 本身没有意义可以省略，本句是说：我不知道他们为什么不喜欢我。

7.时态错误，全篇用的是现在时。

8.名词单复数的错误，主语是we，宾语与主语呼应，应该是复数形式。9.这是一个并列句，前后为转折关系。10.根据句子意思，about多余。

B全国卷III2004 You can find all kinds ∧information in just 1.of a few minute on the Internet.It’s like going to a 2.minutes huge library without have to walk around to find 3.having your books.Recently even though, many people 4.去掉even have been discussing the dangers of the Internet.5.√ They have been reports in America about people 6.There trying to steal person information for bad purposes.7.personal Finding information on the Net is easily.But not all 8.easy information are good to society.For example, you 9.is can find such information like how to kill people.10.as The problem will become more serious in the future.分析：

1.all kinds of是固定词组，of 不能缺少.2.a few 后面的名词是复数形式。minute是可数名词 3.without是介词，后面跟动词ing形式。

4.even though：即使，此处表示“虽然”。应去掉even 6.此处表示：在美国有报道说…..应当用表示“有…”的句型：there be… 7.此处表示“个人的信息”，需要用形容词做定语。personal：个人的。8.is后面是形容词形式。

9.information是不可数名词。后面的谓语动词用单数形式。10.such…as是固定句型。【模拟试题】（答题时间：45分钟）A You can find all kinds information in just 1._____ a few minute on the Internet.It’s like going to a 2._____ huge library without have to walk around to find 3._____ your books.Recently even though, many people 4._____ have been discussing the dangers of the Internet 5._____ They have been reports in America about people 6._______ trying to steal person information for bad purposes.7._______ Finding information on the Net is easily.But not all 8.________ information are good to society.For example, you 9.________ can find such information like how to kill people.10.________ The problem will become more serious in the future.B This is a story told by my father: “When I was boy, 1._________

The most exciting thing was when to celebrate the Spring 2._________ Festival.My grandma was the best cooker in the world 3._________ but could make the most delicious dishes.One time, I just 4._________ couldn’t wait for the Spring Festival dinner.As I was 5._________ about take a picture from a cooked duck, I saw Grandma in 6._________ the kitchen looking at me.Shake her hand, she said, ‘It 7._________ isn’t a good time to do that, dear.’ At once I apologize 8._________ and controlled me at my best till the dinner started.You 9._________ know, that was a dinner we had waited for several month.” 10.________

参考答案 A 1.在kinds后面加of ：all kinds of 是固定短语。这里缺少了介词of 2.名词“数”的错误, minute是可数名词，有a few修饰，应改为：minutes 3.have改为：having：without是介词，后面的动词应该是动名词形式。4.去掉even：even though：即使。此处表示：虽然。5.此行正确。

6.They改为：There：本句表示：有一份报告。用there be 句型。7.person改为：personal：此处指个人的信息，应该用形容词形式。8.easily改为easy：be后面接形容词。

9.are改为is：主语information是不可数名词。

10.like改为as：such…as为固定句型，表示：象……这样的……。B 分析：

1.boy是可数名词，第一次提到，前面必须加a 2.本句是说：欢渡春节。When在此多余.3.用词不当，cooker：炊具。Cook：厨师。4.前后两个分句是并列关系。

6.be about to do something 是固定句型。7.Shake her hand在本句中做伴随状语。应该用ing形式。8.全句都在叙述过去的事，用过去时。

英语短文阅读:高中英语作文 篇6

I’ve always considered myself a relatively well-rounded person — someone whose attitude to work-life balance is “healthy,” or at least consistent. And yet early last year at a barbecue in South Africa, a woman asked me a question that caused me to doubt this view of myself — or rather, her response to my response did.

“What do you do?” she asked.

“I work for a magazine,” I told her.

The woman laughed a little, as if she’d found my answer simple. “No, I mean, what do you do?” she asked, then moved on.

Perplexed, I listened to others answer this question over the evening. Some said they were surfers; others said they hiked, and many played music. Some people said they had been trying to improve their cooking skills. Others talked about their kids.

I’ve never heard such a variety of answers to the “what do you do?” question in the United States — we all respond with what we do for work — and that, I think, is no coincidence. Work defines our national identity, so it tends to define us individually too. More than half of us get a sense of identity from our jobs, even though more of us, some 55 percent, feel dissatisfied with them.

While identifying with your job isn’t bad on its own — who doesn’t want to make money doing something that contributes to their self-worth? — it takes on an almost fetishistic quality here. Like when overwork apologists blog about how great it is to take conference calls on Thanksgiving between apple-pie bakes. (In a clumsy stab at social rebellion, this particular blog post is called “My work is my life. Is that a problem?”) Or like when companies weave overwork into their brand identity, a trend The New Yorker’s Jia Tolentino documented earlier this year. In a piece about the emergent gig economy, Tolentino examines a series of recruitment ads posted by Fiverr, a TaskRabbit-esque online service marketplace:

“One ad, prominently displayed on some New York City subway cars, features a woman staring at the camera with a look of blank determination. “You eat a coffee for lunch,” the ad proclaims. “You follow through on your follow through. Sleep deprivation is your drug of choice. You might be a doer.’”

Americans, so the cultural-industrial myth goes, are doers. But is that all we are? Not if we want to be healthy, according to Patricia W. Linville, an associate professor at the Fuqua School of Business and psychology department at Duke University. Linville has studied the idea of “self-complexity” — or how a human sorts the many traits, roles, and other identity markers that make up him- or herself. She has found that the narrower a person’s vision of their “self” is, the more prone they are to depression and anxiety. For instance, Linville writes, consider a woman who thinks about her life mainly in terms of her career and her relationship to her husband. If her husband says something dismissive, half of her “self” takes a hit. If her boss issues her a harsh reprimand, again, that’s an attack on 50 percent of her identity.

On the other hand, someone who considers themselves in a variety of lights — as a mother, sister, doctor, surfer, crossword-puzzle wiz, etc. — has less emotional dependence on any single one of these identity “baskets.” Thus, if this person faces a professional setback or deals with a difficult breakup, they will be able to weather it more steadily, and get back on their feet more quickly. A harsh blow to 20 percent of you isn’t going to knock you out.

Attaining self-complexity is not an easy task, especially if you’ve identified with your work for most of your life. But hobbies can help kickstart the journey. For instance, my friend Allie Rawson, a 25-year-old employee at LinkedIn, is a hardworking person to whom balance does not come easily. But nowadays, in addition to working at LinkedIn full time, she sails and takes improv classes. “It’s really easy for work to become the only thing in your life,” Rawson says. Especially when surrounded by workaholics: Her team is comprised mainly of ex-consultants, so “there is a culture of staying late. It feels virtuous to be working a lot of hours.”

When Rawson first started working, she says, she made many mistakes — typical for someone just starting out, but also unnerving for someone whose identity rests on professional competence. Whenever she went out on the water, though, Rawson relaxed: For a brief time, her negative feelings dissipated. “It was nice to have something I felt I was good at,” she says. “Like, I might not be great at my job right now, but if I go sailing, I’ll feel good.”

Rawson is prone to depression, and she says that having hobbies that represent and nourish her various sides of self is the best means she’s found to combat her symptoms. “It’s important to have more than one way to connect with yourself,” she says. “Having a creative outlet and having a connection with nature are two things that are especially important for me. Sailing and improv fill those [categories].”

Another friend, Kaitlin Hansen, is also an example of healthy self-complexity, though her approach differs from Rawson’s. Hansen’s got a busy schedule, too — over the past year she helped prepare an inmate for his parole hearing, tutored at a federal prison in Brooklyn and worked with the Jails Action Coalition (“and tried to work out once in a while,” she says, laughing). Unlike Rawson, though, Hansen says her hobbies don’t speak to different aspects of her identity. They all align with her view of herself as a person committed to social justice, as does her job (which she admits is an immense privilege). For Hansen, who has enjoyed a fair amount of mental stability throughout her life, hobbies amplify a preexisting sense of self-complexity — and it’s not exactly self-complexity, either.

浅淡高中英语短文改错策略 篇7

1掌握解题技巧

(1) 纵观加联想。首先要通读全文, 在理解篇章的基础上逐句审读, 分行判断, 上下兼顾, 不可顾此失彼。

(2) 难易定夺。把明显的、拿得准的先做了, 以缩小做题范围, 为对全文进一步理解打下基础。

(3) 攻难再读。第一遍解决不了的, 第二遍重点突破。

(4) 反思并修正。做完题目后, 认真核对答案, 尽量减少失误。

2紧扣题目要求, 选择答题方法

短文改错答题方法有明确的规定, 答题必须严格按所要求格式去做, 多余的划掉 () 、漏掉的要添 (∧) 、错误之处要改正 (—) 、正确无误的要标明 (√) 。

3搞清短文改错的考查点, 运用所学英语语言知识或语法知识, 逐句辨别正误

(1) 句子的时态、语态考查点。

(2) 固定短语的习惯搭配, 此为短文改错最常见的考查项目。

(3) 画蛇添足或故意遗漏现象。短文改错文章中不该用词的地方用就是画蛇添足, 也称多余现象, 而该用词的地方却不用就是故意遗漏现象。

(4) 复合句中, 从句的引导 (或关系词) 是否合适, 注意主从句时态应用是否对应。

(5) 冠词的运用是否恰当。

(6) 句中词的使用是否合适。 (1) 同义词、近义词 (短语) 的区别运用; (2) be动词后常跟形容词作表语, 修饰整个句子或动词用副词; (3) 代词的格和性, 名词的数运用; (4) 谓语动词形式的合理选择。

(7) 短文改错是否遵循解题原则, 如一致性原则。短文改错中常设置一些使用不一致的错误, 只有掌握一致性原则的正确用法, 才能找出并改正那些不一致的错误。

1) 主谓一致原则。英语句子谓语受主语的支配, 必须和主语在人称和数上保持一致, 这种一致包括:语法一致、意义一致、就近一致。例如Now my picture and prize is hanging in the library. (are)

2) 主从句时态一致原则。英语时态很多, 一般来说, 单独使用某一种时态较容易, 当几种时态同时使用或要求主从句时态保持一致时就容易出错, 故只有掌握一致性原则, 才能根据上下文的具体情况找出短文中的错误加以改正。My favourite sport is football.I was member of our school football team. (am)

3) 上下文指代一致原则。做短文改错时, 对于短文中出现的每一个代词, 都要查一下它所指代的内容, 注意其数、格、词性是否正确和前后一致。例如:

The Smiths did his best to make me feel at home. (their)

4) 平行结构一致。英语中由并列连词或词组连接的结构叫平行结构, 常见的并列连词有and, or, but, either...or, not only...but also等。平行结构中在词性、时态、非谓语动词形式上往往要求前后保持一致。

例如:She was smiling butnodding at me. (and)

冰冻三尺非一日之寒, 铁杵成针非一日之功。平时要勤学苦练, 积累经验, 真正体会到短文改错的技巧、方法, 切实抓住通向成功之路的机遇。

参考文献

[1]宋卫民.高考英语短文改错题型的“去留”[J].教学与管理, 2007 (11) :58-59.

[2]魏茂欣, 孙晓洁.高考英语短文改错命题分析与技巧点拨[J].基础教育外语教学研究, 2003 (4) :57-60.

高考英语短文写作技巧 篇8

一、结构

了解短文写作的文章结构,弄清作文的体裁(通知、书信、日记、便条、人物或地点介绍、小论文、看图作文或改写等)。如果要求写信,就要弄清收信人、写信人;如果是口头通知,就要记住前言后语,打招呼就要说“Attention, please.”之类的话,结束语要说“That’s all. Thank you”等;如果是看图作文,就要注意时态,故事性的作文时态一般为过去时,而如果是描写一个地方、介绍一个产品,时态一般用现在时。对试题所提供的信息,不论是文字还是图片,都要认真分析、反复推敲,有一个清醒的思路之后再动笔。

从近年的命题特点来看,湖北省高考英语短文写作多属于半开放式,采用三段式结构,即引言(introduction)-主体(body)-结尾(conclusion)。引言部分通常给出,让学生在限定的范围内组织要点,完成主体部分和结尾部分。2007～2009年湖北卷的短文写作都是书信格式,开头和结尾部分已经给出,考生只需把所给要点进行适当安排,组织成文即可。

由于中西方人在思维习惯上有明显差别,因此书面表达的组织方式也存在着明显差异。英语作文的组织方式是按直线进行的,主题句放在句首,其余的句子作为支撑句,对主题句起到解释作用,也就是先概括后具体。而汉语作文通常是先描述具体事实,然后再进行归纳。一些学生在学习英语的过程中不能完全摆脱母语的影响,在写作过程中容易按照汉语作文的组织方式处理,导致文章的结构不明确。短文写作词数最多120个词,所以不需要有过多的铺垫,直接切入主题即可;短文最好分段,一段一个要点,以使条理清晰、层次分明;主体部分控制在10～12个句子,以刚好写满答题纸为最佳。

二、文字

考纲的书面表达部分要求考生具有以下能力:(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。纵观近几年高考书面表达的评分标准不难看出,句式单调的文章,即使没有任何表达错误,也不能得高分。而“语法结构或词汇方面有些许错误,但为尽量使用复杂结构或较高级词汇所致”得分也在最高一档(21～25分)。

词汇是构成语言的一个重要要素,词汇能力是衡量学习者语言水平的尺度之一。评分标准也明确鼓励考生多用高级词汇,比如要表达“聪明”,大多数同学的第一反应就是“clever”,这个首先想到的clever只能算作基础词汇。其实,表示“聪明”的单词我们学过不少,比如bright,intelligent等,类似这样的词汇才可以算是高级词汇。一个好词往往能让句子增色不少。例如:

①突然,我想出了一个注意。

Suddenly I thought out a good idea. (一般)

A good idea occurred to me. (高级)

A good idea suddenly struck me. (高级)

②雨很大所以我昨天没去那儿。

I didn’t go to the concert because of the heavy rain. (一般)

The heavy rain prevented me from going to the concert yesterday. (高级)

③你能很容易找到我家。

You can find my house easily. (一般)

You’ll have no trouble/difficulty finding my house. (高级)

④我们每天有许多作业做。

We have a lot of homework to do every day. (一般)

We have endless homework to do every day. (高级)

⑤非常感谢你的帮助。

Thank you for your help very much. (一般)

I feel thankful / grateful for your help. (高级)

I appreciate your help very much. (高级)

要想在高考作文中用到更多的高级词汇,同学们在备考时可以做一些构词法的练习,掌握合成词、派生词以及转换词的规律,这样就能够在较短时间内扩大词汇量。在平时的学习中,应注意归纳同义词和近义词,英语中有着最丰富的、最庞大的同义词和近义词体系,同一种含义可以由不同的词汇来表达,比如表示“认为”的词就有think,believe,consider,feel,figure,regard,expect等。另外,养成Brainstorming的好习惯,看到一个新话题时首先想想自己可能用到哪些词,将它们列出来,然后翻一翻参考书和字典,把自己认为不错的词补充进去。久而久之,建立起自己的词库(word bank),考试时就不会捉襟见肘了。

至于复杂结构,也就是说句式要富于变化,如使用被动句、倒装句、定语从句、强调句型、名词性从句、非谓语动词等。

例如:“他生病了,没有上学。”这个句子可以有多种表达方式。

①He was ill so he didn’t go to school.

②He was so sick that he didn’t go to school.

③He suffered from such an illness that he didn’t go to school.

④He was absent from class because he was ill.

⑤The reason why he didn’t go to school was that he was ill.

⑥He was too sick to attend the class.

⑦His being sick led to his absence from class.

⑧Being sick/ill, he didn’t go to school.

⑨His illness stopped him from going to school.

⑩He missed his class for his illness.

{11}It was because he got sick that he was absent from school.

{12}If he hadn’t been ill, he would have attended the class.

当然,也没有必要每句话都追求这些复杂的语法结构,但整篇作文中一定要有所体现。从某种程度讲,作文就是“做秀”,应当把自己多年的语言知识的积累通过短文写作“秀”出来。

三、连贯

评分标准指出,短文写作应该注意上下文的连贯性,并能有效地使用语句间的连接成分,使全文结构紧凑。这里说的连贯性,就是指通过连接词(包括并列连词、从属连词和连接性副词)、非谓语动词短语等语法成分,使两个或多个意义相互关联的事情或观点在同一个句子内得以表达,从而使整个段落或篇章浑然一体,连贯流畅。短文写作的每一个分数档都对连贯性提出了明确要求:

第五档 (21～25分):有效地使用了语句间的连接成分,使全文结构紧凑。

第四档(16～20分):应用简单的语句间的连接成分,使全文结构紧凑。

第三档 (11～15分):应用简单的语句间的连接成分,使全文内容连贯。

第二档 (6～10分):较少使用语句间的连接成分,内容缺少连贯性。

第一档 (1～5分):缺乏语句间的连接成分,内容不连贯。

也就是说,在考查考生语言准确性的基础上,进一步强调了文章的连贯性,连贯性越强则得分越高。

有效地使用关联词会使句子间的逻辑关系更加明确,使整篇文章更加条理清楚,连贯流畅。在写作的过程中,以下关联词的应用非常关键。

有了这些词的连接,就会使文章变得语句通顺,层次清楚,有声有色,让评卷人感觉到考生的语言功底。

另外,短文作为一个整体,考生应当在段落与段落之间用到一些过渡性语言,使得作文在结构上严密和连贯。以下是文章的起承转合中常见的过渡语:

①启

A proverb says......

At present......

As the proverb says......

Currently......

Generally speaking, ......

Now, ......

In general, ......

On the whole......

It is clear that......

Recently......

It is often said that......

Without doubt, ......

②承

First(of all), ......

Moreover, ......

Firstly, ......

No one can deny that......

In the first place, ......

Obviously......

To begin with, ......

Of course, ......

Also, ......

Similarly,......

At the same time......

Therefore, we should realize that......

Certainly......

There is no doubt that.......

In addition,......

What`s more, ......

In fact......

It can be easily proved that......

Meanwhile......

③转

But......

Still, ......

But the problem is not so simple...

There is a certain amount of truth in this, but we still have a problem with regard to.......

However,.......

To our surprise,......

Nevertheless, ......

Unfortunately......

On the other hand, ......

Yet difference will be found and that is why I feel that......

Others may find this to be true, but I do not. I think......

④合

Above all,

In brief, ........

Accordingly, .....

In conclusion, ........

All in all, .......

In other words, it is hard to escape the conclusion that........

As a consequence, .........

In short, .........

As I have shown/said/stated/....

In sum, ........

In summary, .......

As has been noted, ....

Obviously, .........

By so doing, .....

On the whole, .....

Consequently, ........

Presumably, .......

Eventually, .........

To conclude, ......

Finally, ........

To sum up, .....

In a word, ......

To summarize, ......

四、检查

检查是短文写作的最后一道工序。最后一道工序也意味着稍有疏忽,则很难弥补。因此,认真仔细地检查对于最终的得分是十分重要的。在检查过程中,应注意以下几个方面:

1.通读全文,仔细检查内容是否完整,要点有无遗漏,文章的人称是否符合题目的要求。

2.检查格式是否正确,有无文不对题或欠缺之处。

3.检查语法是否正确,有无句式或用词错误,尤其要注意名词单复数-冠词及动词的使用, 还要注意句与句、段与段的过渡是否自然得体。

4.检查书写是否规范,有无拼写、大小写、标点符号等错误。

5.检查字数是否符合要求。

总之,短文写作并非容易的事情,它需要平时的积累,需要同学们在平时的学习过程中加强训练,以求水到渠成之功。功夫在平常, 一切急功近利的做法都是徒劳的。一分耕耘,一分收获,同学们只要持之以恒,夯实基础,再加上考前有针对性的科学训练,在高考中一定能够取得理想的成绩!