大學英語課文內容梗概怎麼寫

1. 各位英語達人啊。。。急求：英語課文的梗概怎麼寫啊給一個大概的思路或模板。。。。謝謝啦！！！

先用中文歸納（類似小時候的中心思想總結，但要復雜也更多），然後用翻譯工具，就大概知道各個關鍵詞句（當然覺得不合適還可以針對詞來重查，對比，檢驗），最後用英文思維整理（翻譯工具直譯的肯定不能用）。

2. 課文梗概怎麼寫求思路啊

第一步：讀。通過對原文的精讀，盡可能地和文本、作者「對話」，了解原文內容，明確作者的寫作意圖。如果一兩遍讀不明確就多讀幾遍，不到胸有成竹絕不「善罷甘休」。

第二步：抽。在理解原文的基礎上，抽取出原文各段的段落大意。需要強調的是對一些描寫具體或是富含情感的關鍵段落要注意適當保留原句；對一些簡短的、不影響文章表達的次要段落則大膽地取捨。

第三步：連。將抽取出來的各段大意連接起來。

第四步：理。將連接好的語句梳理通順：刪去重復的文字，做好句子與句子之間的銜接，使它成為一段通順的話。

相信你通過以上四步就能寫成一篇梗概，不過好文章都是改出來的，梗概也不例外。成文後多讀多
例：
《白雪公主》梗概

白雪公主出生還不到半年，她的母親就去世了。然後，國王又娶了一個新王後，這個王後非常壞，還有一面魔鏡。一天，王後問魔鏡：「誰是世界上最美麗的人？」魔鏡回答：「白雪公主。」於是，王後叫一個獵人把白雪公主殺死。獵人不忍心殺死這位小姑娘，就把她放了。白雪公主走啊走，走到了森林裡的一個小屋子，便睡著了。當她醒來時，卻有七個小矮人圍著她，白雪公主向小矮人說了自己的遭遇，小矮人非常同情她，便讓她和小矮人們住在了一起。

當王後再次問魔鏡時，魔鏡卻說：「白雪公主還活著，而且越來越漂亮了！」王後又化妝成一個賣梳子的老太婆，到七個小矮人的家門口叫賣，王後把那有毒的梳子插在白雪公主的頭發上時，白雪公主就暈了過去。七個小矮人回來了，看她倒在地上，不知道發生了什麼事，看見白雪公主的頭發上有一把梳子，便拔掉梳子，白雪公主又活了過來。

王後得知這個消息後，氣得不可開交。於是又做了一個毒蘋果到窗前叫賣，白雪公主才吃了一口，就倒了下去。小矮人回來後，看著白雪公主，也不知道她得了什麼病，小矮人們捨不得離開她，就做了一個玻璃棺材，把白雪公主放了進去。一天，一個王子看到了她，王子就被白雪公主的美吸引住了，便把她的棺材運了回去，由於路上凹凸不平，口裡的蘋果被吐了出來，白雪公主又活了。於是，王子和白雪公主舉行了盛大的婚禮，王後氣得跑進了森林裡，再也沒回來。

從此，王子和白雪公主過上了美好的生活。改，

3. 全新版大學英語綜合教程2課文內容概括

文章講的是簡愛的故事。

大學英語綜合教程2課文內容翻譯答案：

1B，沒有提到的是他的父母。

2D，人們不快樂的原因是不懂得感恩，與他人攀比，盯著小的不足。

3C，考慮擁有它是否能夠為你帶來快樂。

4D，能夠帶來快樂的是夢想，生活哲學以及感恩。

(3)大學英語課文內容梗概怎麼寫擴展閱讀：

《簡·愛》在內容結構上有以下特點：

一、《簡·愛》的結構是一種《神曲》式的藝術構架。簡愛經歷了地獄（蓋茨赫德和羅沃德）的烤炙，煉獄（桑菲爾德和沼澤地）的凈化，最後到達可大徹大悟的天國著一理想境界（與羅切斯特結合並誕生了象徵新生的下一代）。

二、作者運用渲染氣氛、噩夢、幻覺、預感來營造地獄的氣氛，構築寓言式的環境。在蓋茨赫德，簡愛從生活中感覺到了「陰森森的祭奠氣氛」，看到時隱時現的「幽靈」，而壓抑恐怖，令人毛骨悚然的「紅房子」則幾乎成了地獄的化身。

在羅沃德，「死亡成了這里的常客」，「圍牆之內籠罩著陰郁和恐怖」，散發著「死亡的惡臭」，對簡愛來說，無疑是剛跳出火坑，卻又被投進了一個更為可怕的地獄。在桑菲爾德，瘋女人像鬼魂一樣頻頻出現，暴風驟雨不斷襲擊桑宅。

4. 全新版大學英語課文復述

http://www.ebigear.com/SoundTest/PlayResource.php?Res=281|7777700006321&ID=130317
有1-4冊,可下載，注冊時別忘了推薦人寫我的名字哦:fujchj

全新版大學英語綜合教程第一冊01
yang4664371 2005-10-22 22:15:31 0/14431

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大耳朵背單詞，讓我們時刻在進步: administrate // v.掌管，料理；實施；經營；給予，投(葯)

Unit 1
Growing Up

Part I Pre-reading Task

Listen to the recording two or three times and then think over the following questions:
1. Do you know who John Lennon was?
2. Have you ever heard the song before?
3. What does Lennon think of growing up? Is it easy or full of adventures?
4. Can you guess what the texts in this unit are going to be about?

The following words in the recording may be new to you:

monster
n. 怪物

prayer
n. 祈禱

Part II
Text A

When we are writing we are often told to keep our readers in mind, to shape what we say to fit their tastes and interests. But there is one reader in particular who should not be forgotten. Can you guess who? Russell Baker surprised himself and everyone else when he discovered the answer.

WRITING FOR MYSELF

Russell Baker

The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I'd been bored by everything associated with English courses. I found English grammar ll and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.
When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for llness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim. He wore primly severe eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.
I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. Late in the year we tackled the informal essay. Mr. Fleagle distributed a homework sheet offering us a choice of topics. None was quite so simple-minded as "What I Did on My Summer Vacation," but most seemed to be almost as ll. I took the list home and did nothing until the night before the essay was e. Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. The topic on which my eye stopped was "The Art of Eating Spaghetti."
This title proced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table — Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat served spaghetti for supper. Spaghetti was still a little known foreign dish in those days. Neither Doris nor I had ever eaten spaghetti, and none of the alts had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth.
Suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for myself. I wanted to relive the pleasure of that evening. To write it as I wanted, however, would violate all the rules of formal composition I'd learned in school, and Mr. Fleagle would surely give it a failing grade. Never mind. I would write something else for Mr. Fleagle after I had written this thing for myself.
When I finished it the night was half gone and there was no time left to compose a proper, respectable essay for Mr. Fleagle. There was no choice next morning but to turn in my tale of the Belleville supper. Two days passed before Mr. Fleagle returned the graded papers, and he returned everyone's but mine. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline when I saw him lift my paper from his desk and knock for the class's attention.
"Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'"
And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a small prim smile.
I did my best to avoid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker."
(797 words)

New Words and Expressions

off and on
from time to time; sometimes 斷斷續續地；有時

possibility
n. 可能（性）

take hold
become established 生根，確立

bore
vt. make (sb.) become tired and lose interest 使（人）厭煩

associate
vt. join or connect together; bring in the mind 使聯系起來；使聯想

assignment
n. a piece of work that is given to a particular person（分配的）工作，任務，作業

turn out
proce 編寫；生產，製造

agony▲
n. very great pain or suffering of mind or body （身心的）極度痛苦

assign
vt. give as a share or ty 分配，分派

anticipate
vt. expect 預期，期望

tedious
a. boring and lasting for a long time 乏味的；冗長的

reputation
n. 名聲；名譽

inability
n. lack of power, skill or ability 無能，無力

inspire
vt. fill (sb.) with confidence, eagerness, etc. 激勵，鼓舞

formal
a. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘謹的；正式的，正規的

rigid
a. (often disapproving) fixed in behavior, views or methods; strict 一成不變的；嚴格的

hopelessly
ad. very much; without hope 十分，極度；絕望地

excessively
ad. 過分地

out of date
old-fashioned 過時的

prim
a. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat 古板的，拘謹的；循規蹈矩的；整潔的

primly ad.

severe
a. completely plain; causing very great pain, difficulty, worry, etc. 樸素的；嚴重的，劇烈的

necktie
n. tie 領帶

jaw
n. 頜，顎

comic▲
a. 滑稽的；喜劇的
n. 連環漫畫（冊）

antique
n. 古物，古玩

tackle
vt. try to deal with 處理，應付

essay
n. 散文，小品文；論說文

distribute
vt. divide and give out among people, places, etc. 分發，分配，分送

finally
ad. at last 最終，終於

face up to
be brave enough to accept or deal with 勇敢地接受或對付

scan
v. look through quickly 瀏覽，粗略地看

spaghetti
n. 義大利式細面條

title
n. a name given to a book, film, etc. 標題，題目
vt. give a name to 給…加標題，加題目於

extraordinary
a. very unusual or strange 不同尋常的；奇特的

sequence
n. 一連串相關的事物；次序，順序

image
n. a picture formed in the mind 形象；印象；（圖）像

alt
n. a fully grown person or animal 成年人；成年動物

humor
n. 心情；幽默，詼諧

recall
vt. bring back to the mind; remember 回想起，回憶起

argument
n. 論據，論點；爭論

respectable
a. (of behavior, appearance, etc.) socially acceptable 可敬的；體面的；文雅的

put down
write down 寫下

recapture
vt. (lit) bring back into the mind; experience again 再現；再次經歷

relive
vt. experience again, esp. in one's imagination 再體驗，重溫

violate
vt. act against 違背，違反

compose
vt. write or create (music, poetry, etc.) 創作

turn in
hand in (work that one has done) 交（作業）

command
n.,v.命令，指令

discipline
n. punishment; order kept (among school-children, soldiers, etc.) 懲罰，處分；紀律

what's more
in addition, more importantly 而且，此外；更有甚者

contempt▲
n. 輕視，輕蔑

ridicule
n. making or being made fun of 嘲笑，嘲弄；被戲弄

open-hearted
a. sincere, frank 誠摯的

hold back
prevent the expression of (feelings, tears, etc.) 控制（感情、眼淚等）

avoid
vt. keep or get away from 避免

demonstration
n. act of showing or proving sth. 表明；證明

career
n. 生涯，事業；職業

seal
n. 印，圖章

essence▲
n. the most important quality of a thing 本質；精髓

congratulation
n. (usu. pl) expression of joy for sb.'s success, luck, etc. 祝賀，恭喜

Proper Names

Russell Baker
拉賽爾·貝克

Belleville
貝爾維爾（美國地名）

Fleagle
弗利格爾（姓氏）

Allen
艾倫（男子名）

Charlie
查理（男子名）

Doris
多麗絲（女子名）

Hal
哈爾（男子名，Henry, Harold的昵稱）

Pat
帕特（女子名，Patricia的昵稱）
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5. 新視野大學英語課文輔導大全的內容簡介

文化背景閱讀指導
本部分對課文相關文化背景知識(包括風俗、節日、相關人物、作家作品、術語等)進行援引介紹。幫助學生更好地理解課文，同時拓寬知識面，積累信息，提升英美文化素養。
重要知識點一網打盡
此部分用網路圖對重要知識點進行梳理，幫助學生對課文重點進行整體了解，提高學習效率。 文章風格分析鑒賞
此部分對課文寫作風格加以評析，並對語篇結構進行分析，提煉課文內容，對於提高學生的語篇、行文、結構整體理解能力和寫作能力很有幫助。
核心詞彙與短語學習
此部分收錄單元內的核心詞彙，每個詞條解釋詳略得當，重點突出，且配有精美圖片及從名著或名人演講中摘選的經典例句和歷年四、六級考試真題例句，使學生在記憶詞彙時不再感到枯燥。獨有的星火式記憶法幫助學生迅速擴大詞彙量，適應四、六級考試的要求。
長難例句框架剖析
對每篇課文中出現的長難句進行框架分析，指點長難句的破解方法，培養學生對長難句語群的感知、分析能力，同步增強學生的閱讀理解能力，提高翻譯水平。
名師指點課後習題
課後練習答案權威，由名師注釋習題答案，精心點撥解題思路。為方便讀者快速查詢課後習題答案，我們特製作了課本練習答案速查表，方便學生使用。書後附有聽說教程答案，便於查詢。
同步測試綜合演練
每個單元後的綜合練習題大演練適應最新四、六級題型改革，同時提供考研專欄,解析准確精當，方便學生掌握四、六級考試和考研的命題趨勢，在日常學習中輕松備考。本書在編寫過程中得到許多著名高校教師的大力協助，在此對本書所有編者表示衷心的感謝。由於時間有限，書中難免有疏漏之處，敬請廣大師生指正幫助，衷心希望本書成為廣大學子的良師益友！

6. 各位英語達人啊.英語課文的梗概怎麼寫啊給一個大概的思路或模板.

先用中文歸納（類似小時候的中心思想總結,但要復雜也更多）,然後用翻譯工具,就大概知道各個關鍵詞句（當然覺得不合適還可以針對詞來重查,對比,檢驗）,最後用英文思維整理（翻譯工具直譯的肯定不能用）.

7. 新編大學英語3第一單元課文梗概

Love without limitations
My brother, Jimmy, was born with braindamage e to a difficult delivery. Accompanying my growing up was revolvingaround my brother』s life and protecting him from being picked on by other kids.Unfortunately, father, who was inseparable with Jimmy, died in 1991. Jimmy wasa wreck and believed that the world he』d known was gone . Even worse, motherdied six months later and I alone was left to look after Jimmy.
After that,Jimmy moved to New York City to live with me for a while. But he still longedto live in parents』 house and he finallyreturned. So far, he has lived there for 11 years and blossomed on his own . Iheld a party for Jimmy』 57th birthday just a few days after 9.11 disaster,but no one of the family could come. I called on my friends to help who broughtideal presents and made it a festive and merry occasion.
Iknew that the constant love and support of our friends and family would get us throughall the hardships in life. There had never been any limitations to what Jimmy』slove could accomplish.

8. 跪求英語課文梗概！高分！

沒有書，不過你要是能給我發過來的話我可以試著幫你寫寫。

9. 新視野大學英語的內容簡介

《新視野大學英語》(第二版)系列教材是普通高等教育「十一五」國家級規劃教材。本教材在保持第一版優勢的基礎上,依據《大學英語課程教學要求》的精神及大學英語教學的發展方向,對整體結構和內容進行了全面完善和提高。作為一套與現代信息技術相結合的立體化大學英語教材,《新視野大學英語》(第二版)通過課本、光碟、網路等不同載體的有機結合,為新形勢下的大學英語教學提供多層次、多渠道、立體化的服務。
先進的教學理念:教材編寫充分考慮教學過程,注重教學內容、教學模式、教學方法及教學手段的創新,遵循分類指導和因材施教的原則,倡導課堂教學與自主學習相結合,提高語言能力,培養學習策略。
完備的教材體系:系列教材包含1-4級,每級有《讀寫教程》、《聽說教程》、《泛讀教程》、《快速閱讀》和《綜合訓練》。各教程自成一體,又相互聯系,在鞏固和強化專項能力的同時提高學生的語言綜合應用能力。
豐富的主題內容:教材內容以主題為線索,涉及文化交流、道德情感、信息技術、科學教育、社會焦點等各個方面,選材注重信息性、趣味性、時代感和文化內涵,有助於開拓視野,培養人文素質和文化意識。
多樣的活動設計:教材針對同步提供課本（Textbook）、光碟（CD-ROM）與網路課程（Online Course）三種不同載體，多層次、多渠道服務於大學英語教與學。
同步提供每級教材的試題庫與測試工具、提供試題選擇和增刪功能，既支持傳統課堂測試也支持無紙化測試。
網路課程中設計和製作了規模龐大的語料庫，既為學科建設的持續發展提供基礎，也為大學英語教師從事理論學習和研究提供方便。

10. 英語梗概怎麼寫

英語梗概要求：原文用第一人稱，寫梗概時應用第三人稱。

比如，原文I……，要變成He 或者人名。

英語梗概要求：原文用第一人稱，寫梗概時應用第三人稱。

比如，原文I……，要變成He 或者人名。