大学英语课文内容梗概怎么写

1. 各位英语达人啊。。。急求：英语课文的梗概怎么写啊给一个大概的思路或模板。。。。谢谢啦！！！

先用中文归纳（类似小时候的中心思想总结，但要复杂也更多），然后用翻译工具，就大概知道各个关键词句（当然觉得不合适还可以针对词来重查，对比，检验），最后用英文思维整理（翻译工具直译的肯定不能用）。

2. 课文梗概怎么写求思路啊

第一步：读。通过对原文的精读，尽可能地和文本、作者“对话”，了解原文内容，明确作者的写作意图。如果一两遍读不明确就多读几遍，不到胸有成竹绝不“善罢甘休”。

第二步：抽。在理解原文的基础上，抽取出原文各段的段落大意。需要强调的是对一些描写具体或是富含情感的关键段落要注意适当保留原句；对一些简短的、不影响文章表达的次要段落则大胆地取舍。

第三步：连。将抽取出来的各段大意连接起来。

第四步：理。将连接好的语句梳理通顺：删去重复的文字，做好句子与句子之间的衔接，使它成为一段通顺的话。

相信你通过以上四步就能写成一篇梗概，不过好文章都是改出来的，梗概也不例外。成文后多读多
例：
《白雪公主》梗概

白雪公主出生还不到半年，她的母亲就去世了。然后，国王又娶了一个新王后，这个王后非常坏，还有一面魔镜。一天，王后问魔镜：“谁是世界上最美丽的人？”魔镜回答：“白雪公主。”于是，王后叫一个猎人把白雪公主杀死。猎人不忍心杀死这位小姑娘，就把她放了。白雪公主走啊走，走到了森林里的一个小屋子，便睡着了。当她醒来时，却有七个小矮人围着她，白雪公主向小矮人说了自己的遭遇，小矮人非常同情她，便让她和小矮人们住在了一起。

当王后再次问魔镜时，魔镜却说：“白雪公主还活着，而且越来越漂亮了！”王后又化妆成一个卖梳子的老太婆，到七个小矮人的家门口叫卖，王后把那有毒的梳子插在白雪公主的头发上时，白雪公主就晕了过去。七个小矮人回来了，看她倒在地上，不知道发生了什么事，看见白雪公主的头发上有一把梳子，便拔掉梳子，白雪公主又活了过来。

王后得知这个消息后，气得不可开交。于是又做了一个毒苹果到窗前叫卖，白雪公主才吃了一口，就倒了下去。小矮人回来后，看着白雪公主，也不知道她得了什么病，小矮人们舍不得离开她，就做了一个玻璃棺材，把白雪公主放了进去。一天，一个王子看到了她，王子就被白雪公主的美吸引住了，便把她的棺材运了回去，由于路上凹凸不平，口里的苹果被吐了出来，白雪公主又活了。于是，王子和白雪公主举行了盛大的婚礼，王后气得跑进了森林里，再也没回来。

从此，王子和白雪公主过上了美好的生活。改，

3. 全新版大学英语综合教程2课文内容概括

文章讲的是简爱的故事。

大学英语综合教程2课文内容翻译答案：

1B，没有提到的是他的父母。

2D，人们不快乐的原因是不懂得感恩，与他人攀比，盯着小的不足。

3C，考虑拥有它是否能够为你带来快乐。

4D，能够带来快乐的是梦想，生活哲学以及感恩。

(3)大学英语课文内容梗概怎么写扩展阅读：

《简·爱》在内容结构上有以下特点：

一、《简·爱》的结构是一种《神曲》式的艺术构架。简爱经历了地狱（盖茨赫德和罗沃德）的烤炙，炼狱（桑菲尔德和沼泽地）的净化，最后到达可大彻大悟的天国着一理想境界（与罗切斯特结合并诞生了象征新生的下一代）。

二、作者运用渲染气氛、噩梦、幻觉、预感来营造地狱的气氛，构筑寓言式的环境。在盖茨赫德，简爱从生活中感觉到了“阴森森的祭奠气氛”，看到时隐时现的“幽灵”，而压抑恐怖，令人毛骨悚然的“红房子”则几乎成了地狱的化身。

在罗沃德，“死亡成了这里的常客”，“围墙之内笼罩着阴郁和恐怖”，散发着“死亡的恶臭”，对简爱来说，无疑是刚跳出火坑，却又被投进了一个更为可怕的地狱。在桑菲尔德，疯女人像鬼魂一样频频出现，暴风骤雨不断袭击桑宅。

4. 全新版大学英语课文复述

http://www.ebigear.com/SoundTest/PlayResource.php?Res=281|7777700006321&ID=130317
有1-4册,可下载，注册时别忘了推荐人写我的名字哦:fujchj

全新版大学英语综合教程第一册01
yang4664371 2005-10-22 22:15:31 0/14431

--------------------------------------------------------------------------------

大耳朵背单词，让我们时刻在进步: administrate // v.掌管，料理；实施；经营；给予，投(药)

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. 祈祷

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 断断续续地；有时

possibility
n. 可能（性）

take hold
become established 生根，确立

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

associate
vt. join or connect together; bring in the mind 使联系起来；使联想

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

turn out
proce 编写；生产，制造

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

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

anticipate
vt. expect 预期，期望

tedious
a. boring and lasting for a long time 乏味的；冗长的

reputation
n. 名声；名誉

inability
n. lack of power, skill or ability 无能，无力

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

formal
a. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘谨的；正式的，正规的

rigid
a. (often disapproving) fixed in behavior, views or methods; strict 一成不变的；严格的

hopelessly
ad. very much; without hope 十分，极度；绝望地

excessively
ad. 过分地

out of date
old-fashioned 过时的

prim
a. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat 古板的，拘谨的；循规蹈矩的；整洁的

primly ad.

severe
a. completely plain; causing very great pain, difficulty, worry, etc. 朴素的；严重的，剧烈的

necktie
n. tie 领带

jaw
n. 颌，颚

comic▲
a. 滑稽的；喜剧的
n. 连环漫画（册）

antique
n. 古物，古玩

tackle
vt. try to deal with 处理，应付

essay
n. 散文，小品文；论说文

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

finally
ad. at last 最终，终于

face up to
be brave enough to accept or deal with 勇敢地接受或对付

scan
v. look through quickly 浏览，粗略地看

spaghetti
n. 意大利式细面条

title
n. a name given to a book, film, etc. 标题，题目
vt. give a name to 给…加标题，加题目于

extraordinary
a. very unusual or strange 不同寻常的；奇特的

sequence
n. 一连串相关的事物；次序，顺序

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

alt
n. a fully grown person or animal 成年人；成年动物

humor
n. 心情；幽默，诙谐

recall
vt. bring back to the mind; remember 回想起，回忆起

argument
n. 论据，论点；争论

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

put down
write down 写下

recapture
vt. (lit) bring back into the mind; experience again 再现；再次经历

relive
vt. experience again, esp. in one's imagination 再体验，重温

violate
vt. act against 违背，违反

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

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

command
n.,v.命令，指令

discipline
n. punishment; order kept (among school-children, soldiers, etc.) 惩罚，处分；纪律

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

contempt▲
n. 轻视，轻蔑

ridicule
n. making or being made fun of 嘲笑，嘲弄；被戏弄

open-hearted
a. sincere, frank 诚挚的

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

avoid
vt. keep or get away from 避免

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

career
n. 生涯，事业；职业

seal
n. 印，图章

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

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

Proper Names

Russell Baker
拉赛尔·贝克

Belleville
贝尔维尔（美国地名）

Fleagle
弗利格尔（姓氏）

Allen
艾伦（男子名）

Charlie
查理（男子名）

Doris
多丽丝（女子名）

Hal
哈尔（男子名，Henry, Harold的昵称）

Pat
帕特（女子名，Patricia的昵称）
请点击这里查看当前其他网友为该听力资料提供的听力原文，如果您能找到更好的听力原文，请点击这里提供更好的听力原文，如果被采用，您将会获得100到300金币的奖励!

Thank you！
本听力资料仅供试用，若感觉不错，欢迎至音像书店购买正版全套资料。合作单位：

-=点击链接在新窗口打开听力原文=-

5. 新视野大学英语课文辅导大全的内容简介

文化背景阅读指导
本部分对课文相关文化背景知识(包括风俗、节日、相关人物、作家作品、术语等)进行援引介绍。帮助学生更好地理解课文，同时拓宽知识面，积累信息，提升英美文化素养。
重要知识点一网打尽
此部分用网络图对重要知识点进行梳理，帮助学生对课文重点进行整体了解，提高学习效率。 文章风格分析鉴赏
此部分对课文写作风格加以评析，并对语篇结构进行分析，提炼课文内容，对于提高学生的语篇、行文、结构整体理解能力和写作能力很有帮助。
核心词汇与短语学习
此部分收录单元内的核心词汇，每个词条解释详略得当，重点突出，且配有精美图片及从名著或名人演讲中摘选的经典例句和历年四、六级考试真题例句，使学生在记忆词汇时不再感到枯燥。独有的星火式记忆法帮助学生迅速扩大词汇量，适应四、六级考试的要求。
长难例句框架剖析
对每篇课文中出现的长难句进行框架分析，指点长难句的破解方法，培养学生对长难句语群的感知、分析能力，同步增强学生的阅读理解能力，提高翻译水平。
名师指点课后习题
课后练习答案权威，由名师注释习题答案，精心点拨解题思路。为方便读者快速查询课后习题答案，我们特制作了课本练习答案速查表，方便学生使用。书后附有听说教程答案，便于查询。
同步测试综合演练
每个单元后的综合练习题大演练适应最新四、六级题型改革，同时提供考研专栏,解析准确精当，方便学生掌握四、六级考试和考研的命题趋势，在日常学习中轻松备考。本书在编写过程中得到许多著名高校教师的大力协助，在此对本书所有编者表示衷心的感谢。由于时间有限，书中难免有疏漏之处，敬请广大师生指正帮助，衷心希望本书成为广大学子的良师益友！

6. 各位英语达人啊.英语课文的梗概怎么写啊给一个大概的思路或模板.

先用中文归纳（类似小时候的中心思想总结,但要复杂也更多）,然后用翻译工具,就大概知道各个关键词句（当然觉得不合适还可以针对词来重查,对比,检验）,最后用英文思维整理（翻译工具直译的肯定不能用）.

7. 新编大学英语3第一单元课文梗概

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. 跪求英语课文梗概！高分！

没有书，不过你要是能给我发过来的话我可以试着帮你写写。

9. 新视野大学英语的内容简介

《新视野大学英语》(第二版)系列教材是普通高等教育“十一五”国家级规划教材。本教材在保持第一版优势的基础上,依据《大学英语课程教学要求》的精神及大学英语教学的发展方向,对整体结构和内容进行了全面完善和提高。作为一套与现代信息技术相结合的立体化大学英语教材,《新视野大学英语》(第二版)通过课本、光盘、网络等不同载体的有机结合,为新形势下的大学英语教学提供多层次、多渠道、立体化的服务。
先进的教学理念:教材编写充分考虑教学过程,注重教学内容、教学模式、教学方法及教学手段的创新,遵循分类指导和因材施教的原则,倡导课堂教学与自主学习相结合,提高语言能力,培养学习策略。
完备的教材体系:系列教材包含1-4级,每级有《读写教程》、《听说教程》、《泛读教程》、《快速阅读》和《综合训练》。各教程自成一体,又相互联系,在巩固和强化专项能力的同时提高学生的语言综合应用能力。
丰富的主题内容:教材内容以主题为线索,涉及文化交流、道德情感、信息技术、科学教育、社会焦点等各个方面,选材注重信息性、趣味性、时代感和文化内涵,有助于开拓视野,培养人文素质和文化意识。
多样的活动设计:教材针对同步提供课本（Textbook）、光盘（CD-ROM）与网络课程（Online Course）三种不同载体，多层次、多渠道服务于大学英语教与学。
同步提供每级教材的试题库与测试工具、提供试题选择和增删功能，既支持传统课堂测试也支持无纸化测试。
网络课程中设计和制作了规模庞大的语料库，既为学科建设的持续发展提供基础，也为大学英语教师从事理论学习和研究提供方便。

10. 英语梗概怎么写

英语梗概要求：原文用第一人称，写梗概时应用第三人称。

比如，原文I……，要变成He 或者人名。

英语梗概要求：原文用第一人称，写梗概时应用第三人称。

比如，原文I……，要变成He 或者人名。