用“3W+H”模式写好短文概要

纵观广东这几年的读写任务的阅读材料，主要以记叙文、说明文、应用文和议论文为主，不管是2013年的议论文、2011年和2010年以及2012年的记叙文、还是2009年的说明文或是2007年和2008的年应用文（2008年的发言稿、2007年书信）。只要考生抓住一些主要的要素“3W+H”即：Who？What he did？Why？How it ended？来进行概要写作，就可以做到不遗漏要点。

下面以2013年高考题为例说明如何用“3W+H”写概要：

To many people even the word “work” sounds unpleasant， not necessarily because they are lazy. The same man， who dislikes his job in the factory or even in the office， may work hard at the weekend， painting the house or digging the garden.

What is the reason， then？In most cases， it is because these people simply do not enjoy the Job they are doing. It does not give them any real satisfaction. It may be quite easy， like making up wooden boxes， but it is very boring. Very often they are doing a job which is just a small part of a much larger one， such as attaching a door handle to a car. But the part they play in actually making the car is so small that they can never say： I have made something！

Yet in modern society somebody has to do ordinary jobs such as cleaning streets because this is the way society is organized. No matter how ordinary a job is， it plays a part in society and therefore deserves our due respect. Society cannot function a single day without the “dull and boring” jobs.

分析：该材料是一篇说明文，主要包含以下3个要点，分别是每一段的段意：

（1）Many people find their work unpleasant. （现象）

（2）They can’t get real satisfaction from the jobs they are doing because they are boring and ordinary. （原因）

（3）We should respect ordinary workers. （作者看法）

写概要时，只要回答Who？ What he did？ How it ended？ Why？ 这四个问题，再把答案整合起来基本就可以了。因此，可以整理成：

（Who） Many people （What） find their work unpleasant and can’t get real satisfaction from their boring and ordinary jobs. However， （How） we should respect ordinary workers（Why） because every ordinary job plays a part in society. （32 words）

一、即时训练

请用“3W+H”模式写出近年高考读写任务短文的概要。

1. 2012年高考题

My husband received a letter a month ago from a young woman who had been his student when she was in middle school. She wrote thanking him for having a great influence in her life.

In the letter she wrote， “You were the teacher who helped me discover my talent for math. Before you came to teach us， I had been terribly poor at math， and had never thought that I would be interested in it. To my surprise， you magically showed me the beauty of math. I guess that was the turning point of my attitude towards it. Gradually my interest in it began to grow. Thanks to your encouragement， I made continuous progress in math， and finally made up my mind to study it in the university. Today I am working as an accountant at Valley Medical Center in California. You played an important part. Thank you！”

What a wonderful gift to a retired teacher！ My husband has received many letters from students over the years. This one was special， for it arrived at this time in his life when he is in very poor health.

提示：回答以下4个问题，再整合信息。

1. Who？ ________________________________

2. What he did？ What was it about？_________

____________________

3. Why？ _______________________

4. How it ended？ ______________________

整理成段：_______________________________

2. 2011年高考题

When Sam first got to his boarding school with his parents， he was very happy. He thought he would be able to go home every weekend. When he was told he would not， he started crying because the thought of not seeing his parents was driving him crazy.

He was given uniforms and all other things that he would need for the term. He started crying when it was time for his parents to leave. He was then taken to the dorm， where he saw other children happy. He tried as much as he could to fit in but could not because his mind was at home. He started feeling homesick （想家） and wanted to go home as soon as possible.

He got sick soon because he could not eat the school food. He could not concentrate in the classroom. All he could think was being at home with his family. He had no mobile phone or other means to get in touch with his parents. He was angry and felt lonely. He thought his parents hated him and that was why they left him in a boarding school.

3. 20010年高考题

In junior high school， one of my classmates， Eithan， was addicted to TV. This boy simply knew everything about such pop shows as Who’s the Boss？

Then one day Ethan’s mother made him an offer in order to draw him back to his school subjects. She promised that she would give him ￥200 if he could go a full month without watching any TV. None of us thought Ethan could do it， but he did quit TV. His mom paid him ￥200. He went out and bought a TV， the biggest he could find.

In recent years， hundreds of schools have carried out experiments with paying kids with cash for showing up or getting good grades. All school kids admire this trend. But it upsets adults. Teachers say that we are rewarding kids for doing what they should be doing of their own will. Psychologists warn that money can actually make kids perform worse by making the act of learning cheap. The debate has become a typical battle over why our kids are not learning at the rate they should be despite decades of reforms and budget increases.