A Brief Analysis of english teaching in senior high school
Abstract: Classroom teaching is the main way for students to learn English. But in senior high school, a lots of probelms still exsit in the English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing will be further discussed. Key words: reading writing techniques
Introduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students. Teachers who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings. The basic principle will be used in the teaching of reading and writing.
How to teach reading
I. Why teach reading
There are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
Reading texts provide good models for English writing, provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.
The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.
II. What kind of reading should students do?
When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interesting and meaningful. Teachers should become better acquainted with books written specially for teenagers and dealing with their problems.
III. What are the principles behind the teaching of reading?
i) Permit Students To Read
No one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.
ii) Encourage students to respond to the content of a reading text, not just to the language
Of course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is much more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the meaning is not in the teacher, but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedly, “Does this make sense to me?” Students should be encouraged to reject and to be intolerant of reading materials that do not make sense.
iii) Encourage students to guess or predict
Readers’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. Therefore, their guesses are more often than not appropriate to the materials. Students have to realize that risk taking in reading is appropriate; that using context to decide what words mean is a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and semantic sense of what they are reading.
iv) Match the task to the topic
Once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. Working in groups, the English teacher and students take turns asking each other questions following the reading. The teacher may ask, “ What is the significance of the character’s age?” These questions require inferences based on details from the reading text.
了解文化差异，提高跨文化交际能力
东莞市石龙第三中学 李秀文
【摘要】在跨文化交际中，由于中西方社交礼仪上存在差异,中西方人士在社会交往活动中常常发生误会和冲突,其根本原因则是文化环境的差异形成的认知差异。本文主要分析了中西方人士在问候语、饮食、时空、价值观和道德标准等方面的差异，从而避免文化冲突，以提高跨文化交际能力。
【关键词】文化差异、跨文化交际能力
一、引言
随着中国申办2008年奥运会的成功和加入世贸组织，英语尤其是英语口语在当今社会有着越来越重要的作用。如何更好的进行跨文化交际已经成为目前首要解决的问题。“跨文化交际”的英语名称是“cross-cultural communication”。它指本族语者与非本族语者之间的交际, 也指任何在语言和文化背景方面有差异的人们之间的交际。由于不同的民族所处的生态、物质、社会及宗教等环境不同, 因而各自的语言环境产生了不同的语言习惯、社会文化、风土人情等语境因素。不同文化背景造成人们说话方式或习惯不同。在交流中, 人们总喜欢用自己的说话方式来解释对方的话语,这就可能对对方的话语做出不准确的推论, 从而产生冲突和矛盾。因此，更重要的是要注重文化差异的教学。了解中西方文化差异对于提高跨文化交际能力有着极其重要的意义，它能帮助我们正确理解西方人的言行，在交际过程中，充分了解对方，尊重对方的习俗，以取得最佳的交际效果。
二、中西跨文化交际中经常出现的文化差异
在中西跨文化交际中会出现的文化差异有很多种，在这里我们不可能一一叙述，只能列出比较常见的几种。
2.1.问候语的差异
朋友们间通常会互致问候来促进人际关系，英语常常用的问候语“Hi/Hello!”(你好！)How are you? (你好吗？)Good morning!(早上好！)Good evening(晚上好！) 以上的问候语在中国人之间却很少用，我们中国人在打招呼时常用的是：“你吃过饭了吗？”这是中国人问候的常见方式。其实并非真想知道对方是否吃过了饭。然而在英语中，这种问候语就不是在打招呼了，而表示邀请对方一块进餐的意思。汉语中另一个常见的问候语是“你到哪儿去？”或是“你干什么去？”，我们可以随便给个回答，并非真是想了解问候人到哪儿去或做什么事去。如这样去问西方人，他们往往会不高兴的，会认为这样的问题干涉了他们的私事。所以，不了解中西方文化差异，是不可避免地产生许多误会。认真学习和正确运用英语问候的差异是尤其重要的。
2.2赞扬与祝贺的差异
当英美国家的人向我们中国人表示赞扬或祝贺时，我们即使心里高兴，嘴上难免要谦虚一番。这大概是我 们中国人认为"谦虚"是一种美德的缘故，认为不这样，就是对别人的不敬。例如：一位外国旅游者对导游小 姐说："Your English is quite fluent. （你英语说得很流利）。"这位导游小姐谦虚地回 答："No, no. My English is very poor.（不，不，我的英语讲得不好）。对 于中国人的谦虚回答， 英美人会误解为对方 对自己的判断力表示怀疑。又如：在一次舞会上，一位美国人赞扬一位中国女士说："You look beautiful today （你今天很漂亮）。"这位中国女士谦虚地说："Where（哪里）、Where（哪里）。" 幸亏这位美国人懂 一点汉语习惯，非常巧妙地说了一句："Every-where （到 处）." 根据英美人的习惯，当他们赞扬别人时，总希望别人以道谢或爽快接受的方式作答，而不希望以谦虚、客气的方式作答。对于上面两位的赞扬，恭维话 ， 英美人的回答是："Thank you! ""Thank you for saying so."
2.3时空方面的差异
西方人的时间观和金钱观是联系在一起的，时间就是金钱的观念根深蒂固，所以它们非常珍惜时间，在生活中往往对时间都做了精心的安排和计划，并养成了按时赴约的好习惯。在西方，要拜访某人，必须事先通知或约定，并说明拜访的目的、时间和地点，经商定后方可进行。而中国人则属于多向时间习惯的国家，在时间的使用上具有很大的随意性，一般不会像那样严格的按照计划进行，西方人对此往往感到不适应。
中国的上班时间时间为上午8：00—12：00，下午2：00—6：00；而美国则是9：00—12：00；下午1：00—4：00，中国人中午有午休的习惯，因此中午是时间稍长一些，所以，如果我们在中午一点钟接到电话，也许会推断那准是件紧急的事。可是对于西方人来讲一般不会出现这种推断。
空间方面，美国人类雪茄E. T. Hall认为，在相互交际时，人们对空间领域有一定要求。“体距语”是交际者用空间距离传递的信息。根据人际间亲昵和疏远程度，在交际距离上有不同的要求。大致可以分为：1.亲昵距离：0到105英尺；2.个人距离：1.5到4英尺；3.社会距离：4到12英尺；4.公共距离：12到25英尺；5.远距离：25英尺以上。在外国，亲昵距离除适合于父母、子女、夫妻之间外，同性朋友交往时也很少保持这样的距离，不然，会使双方感到非常不安。但在中国文化中，尤其在通常青年朋友交往时，常常会出现亲昵距离――手拖手得散步，相互搂抱以表示亲热等。
2.4餐饮习俗方面的冲突
中华民族素有热情好客的优良传统。在交际场合和酒席上，热情的中国人常常互相敬烟敬酒。中国人宴客，即使美味佳肴摆满一桌，主人也总习惯讲几句“多多包涵”等客套话。主人有时会用筷子往客人的碗里夹菜，用各种办法劝客人多吃菜、多喝酒。而在西方国家，人们讲求尊重个人权益和个人隐私，所以他们不会做强人所难的事。吃饭的时候，绝不会硬往你碗里夹菜，自己想吃什么就吃什么，他们也不会用各种办法劝客人喝酒，不会非要你喝醉了为止。
2.5社会语言的差异
Peter grudgill在《社会语言学》一书中指出：“一个社会所用语言中的词汇体现出该文化与其他文化的主要差别”。
A、一个常见的英语与汉语之间内涵和词汇之间差别的词是“亲爱的（dear）”，在英语中，dear这个词可用在许多场合下表示对某人的尊敬、羡慕、爱情或是作为称呼别人的一种习惯，不表示任何特殊的感情。而英语国家的人们在夫妻、情人或父母和孩子之间，如想表达非常亲密的关系时，他们常常用“亲爱的（darling）”来表示。中国人在感情表达方面趋于含蓄，所以很少用“亲爱的”来称呼别人。
B、在中国，peasant(贫农)和laborer(劳工)含有正面的、积极的含义，但对西方国家来说，却有某种反面的、消积的意味。相反，landlord(地主)，landlady(房主)，boss(老板)对中国人来说有一定的贬义，而在西方国家却不是这样。
2.6价值观与道德标准的差异
A、个性自由与团结协作
西方人十分珍视个人自由，喜欢随心所欲，独往独行，不愿受限制。中国文化则更多地强调集体主义，主张个人利益服从集体利益，主张同甘共苦，团结合作，步调一致
B. 自我中心与无私奉献
西方人自我中心意识和独立意识很强，主要表现在：（1 ）自己为自己负责。在弱肉强食的社会，每个人 生存方式及生存质量都取决于自己的能力，因此，每个人都必须自我奋斗，把个人利益放在第一位。（2）不习 惯关心他人，帮助他人，不过问他人的事情。（3）正由于以上两点，主动帮助别人或接受别人帮助在西方常常是令人难堪的事。因为接受帮助只能证明自己无能，而主动帮助别人会被认为是干涉别人私事。
中国人的行为准则是“我对他人，对社会是否有用”，个人的价值是在奉献中体现出来的。中国文化推崇一种高尚的情操——无私奉献。在中国，主动关心别人，给人以无微不至的体贴是一种美德，因此，中国人不论别人的大事小事，家事私事都愿主动关心，而这在西方会被视为“多管闲事”，甚至是侵犯别人的隐私。
C、创新精神与中庸之道
西方文化鼓励人民开拓创新，做一番前人未做过的、杰出超凡的事业。而传统的中国文化则要求人们不偏不倚，提倡踏踏实实的务实作风，走中庸之道，中国人善于预见未来的危险性，更愿意维护现状，保持和谐。
2.7文化差异具有很强的地区差异性
同样是西方国家，美国跟英国的文化差异之大是人们所熟悉的，美国是一个移民国家，（melting pot）具有丰富多彩的文化，融合进取是主流，而英国是夕日的帝国老大，崇尚高贵，保守守旧。因而形成很不同的生活风格。这就要求在跟不同国家的人交流和沟通时要注意其文化的差异，不能一刀切。
三．英语教学中培养跨文化交际能力的措施
从以上的分析可以看出，在我们与外国人的交往过程中，确实存在着很多文化方面的差异，直接影响到了跨文化交际的效果，为了改变这一状况，我们极有必要在实际教学中培养学生的跨文化交际能力，具体措施如下：
3.1授课教师要转变观念
在我国目前的教学体系中，外语教学多半只在课堂上进行，教师起着绝对的主导作用。如果教师只把重点放在语法和词汇教学上，学生就不可能学会语言的实际运用，也无法获得跨文化交际的能力。因此，授课的教师必须要转变自己的观念，切实认识到文化冲突的危害性和培养学生跨文化交际能力的重要性。同时，教师还要加强学习，提高自身的综合文化素质，只有这样，才能全面把握英语文化知识教育的量与度，以及教学的具体步骤和方法，以达到预期的教学目的。
3.2改进现有的教学方法
一直以来，英语教学侧重点都放在了语言知识的传授上，而忽略了跨文化交际能力的培养。为了改变这种情况，我们必须改进教学方法，在质和量两个方面对课堂教学中的文化教学加以控制，并充分利用现代化的教学手段(电影、投影仪、互联网等)来调动学生的学习积极性。此外还可以举行一些专题性的活动，以满足学生的求知欲望，培养出具有较高跨文化交际能力的人才。但是值得注意的是，在改进教学方法时，一定要使新的内容与学生所学的语言知识紧密联系，并与语言交际实践紧密结合。
3.3重视非语言交际能力的培养
非语言交际也是一种重要的交际方式，指的是在特定的情景或语境中使用非语言行为交流和理解信息的过程，它们不是真正的语言单位，但在生活和交际中有时候却能表达出比语言更强烈的含义，一些特定的非语言行为往往代表着特定的含义，在跨文化交际中必须加以重视。中西文化背景下的非语言文化内涵差异非常大。例如，中国人信奉“沉默是金”，认为沉默里含有丰富的信息，甚至“此时无声胜有声”，而英语国家的人对此颇感不舒服。西方人交谈时，听者一般都会长时间注视对方的眼神，以示听者的认真和对说话者的尊重，但是在中国人看来，这是一种不礼貌的行为，因为中国人不习惯于对方长时间地盯着自己看。
3.4引导学生广泛接触西方文化材料，增加语言习得
英语教学的课时非常有限，但学生在课余有充分的可支配时间，因此不能仅仅依靠教师在课堂上的教学来培养跨文化交际能力，教师要引导学生利用课外时间广泛阅读有关西方文化的趣味读物，增加文化素养，拓宽西方文化视野，提高跨文化交际能力。另外，还应充分发挥多媒体在西方文化传播中的作用，互联网上有很多文化教材，也可能让学生直接与外国人交流，听外教做报告或讲课，其言传身教会对学生起到一种潜移默化的作用。
四、结束语
大家都知道语言是文化的载体， 是文化的结晶，是反映文化的一面镜子。希望老师们能做一个有心人，平时尽力摄取英美国家社会文化生活的最新信息，在提高自身跨文化交际意识的同时把这些信息融入自己的教学实践中，结合文化背景和任务型教学模式进行语言教学，让学生能进行成功的跨文化交际——了解文化，尊重他人，地道的交际。
【参考文献】
[1]任雪萍“中西方不同文化环境下礼仪的差异[J]”，《安徽电力职工大学学报》2003年第3期，121-123.
[2]邓慧“论中西方文化对礼仪的影响[J]”，《沿海企业与科技》2005年第8，23-24.
[3]孙爱珍“中西方礼仪文化的差异[J]”，《山西教育学院学报》2002年第2期，17-18.
[4]许果、梅林“文化差异与跨文化交际能力的培养”，《重庆大学学报》(社科版)2002年第8卷第6期，121-123
[5]顾江禾“东西方文化对比小议”，《太原重型机械学院学报》2001年第22卷第4期，279-282
[6]吴锋针“中西习俗文化‘冲突’”，《绥化师专学报》2003年第1期，90-92
[7]程晓莉“英语跨文化交际教学的思考”，《安徽农业大学学报》(社会科学版)2003年第5期，105-107
1. Newspaper English
“Learning a language is not merely an academic exercise. Students of English want to be able to use the language they have acquired in the same way as English people use it. They not only want to understand spoken English and to make themselves understand; they also want to be able to appreciate English television and radio programmers, to laugh at English jokes, to sing English songs and to read English newspapers. This last wish often gives rise to some disappointment, when for example, the student who has passed his exams with top marks and has earned the commendation of his teacher finds that he is quite unable to understand the newspapers which he knows English people read every day. He realizes that he lacks something.
“The deficiency is not entirely his fault. The difficulties in the fact that British newspapers have a style all of their own; or-rather-each paper has its own individual style forming part of a general journalistic pattern which we may loosely classify as ‘Newspaper English’. The more popular dailies use a chatty, slangy, up-to-the moment way of writing, which, as often as not, leaves the foreign reader very bewildered, if not under a totally false impression. Here is a typical piece of such reporting:
Curvaceous Patricia Potts, the girl with the smashing silhouette who was Scunthorpe’s Dish of the Month in October-the dishiest dish in the area-was dished up with a dish of trouble on her way home from bingo last night. Two would-be muggers tried it on in Dark street near her home, but she sent them packing with handbag a-whirling, nails a-scratching and platform clogs a-kicking.
“Even the most conscientious student might be forgiven for giving up at this point. And yet it must be realized that this style carries no problems for the millions that read every day.
“Headlines are another problem. The English reader scans the headlines to find out what the news stories are about; the foreign student has to read the stories to find out what the headlines mean.
“The popular press, in order to print as much information in as small a space as possible, had developed a content-packed sentence, very often crammed with compound words of a highly complicated nature, that needs to be treated warily at first. For example:
Warwickshire police announced late last night that Arthur Prentice, a 35-year-old lorry driver of Babblesthorpe, Cambridgeshire, wanted in connection with the disappearance of 17-year-old Glenys Dennis from her home in Cambridge last March, had been arrested in the Solihull area of Birmingham and was helping police with their enquiries.
There are at least 15 facts in this one sentence. Such has to be digested slowly. If the student of English attempts to absorb a lot of this sort of thing at speed, he will understand very little of what he has read...”
from What's In The News? by Geoffrey Land
Notes:
1. as often as not: quite frequently
2. curvaceous: having many curves, of shapely female figure
3. Scunthorpe’s Dish of the Month in October-the dishiest dish in the area-was dished up with a dish of trouble ...
Dish of the Month: the attractive girl of the current month
the dishiest dish: the most attractive girl
was dished up with a dish of trouble: was given a kind of trouble that some people had prepared for her.
4. she sent them packing: she sent the two would-be muggers running away.
5. platform clogs: shoes with wooden soles made for platform dancing.
实际上淡水是非常紧缺的。（人口增加、工业用水增加）
3） 我们应该怎么办？
Global Shortage of Fresh Water
Generally, people think that fresh water is inexhaustible. Every year there is enough rain. And there is plenty of fresh water in the rivers and lakes. What's more, we have a lot of underground water.
Actually, fresh water is in a short supply. Due to the rapid population increase, fresh water consumption remains great. Besides, with the development of industry, more water is needed. Moreover, a lot of our rivers and lakes have been so polluted that water from them is undrinkable.
We must take some measures to solve the problem of water shortage. First, population growth should be slowed down to reduce fresh water demand. Second, pollution should be controlled to purify fresh water in the rivers and lakes. What is most important, we should cherish every drip of water in our daily life.
再如：95年1 月份试题：
提纲：1） 有人认为钱是幸福之本（source of happiness）
2） 有人认为金钱是万恶之源(root of evil)
3） 我的看法。
Some think that money is the source of happiness. Once they have money, they will enjoy everything. They can use the money they have to buy, a beautiful house or even a wife.
Some others think that money is the root of all evil. Due to the greed for money, people will do various kinds of evil things, such as stealing, robbing or even murder. Money can easily change a kind, honest man into a cruel, cunning woe.
In my opinion, both of the above-mentioned viewpoints go to an extreme. Money itself is neither good nor evil. It all depends on how we look at it. We can not deny the importance of money in the modern society. Meanwhile, we should not ignore the fact that something can not be bought by money, such as friendship, true love and so on.
这两例都是采用了对应写作方式，将提示中的三句分别扩展成三段，三段之间相互衔接，构成一个完整的篇章。
2．调整法
尽管是提纲式写作，提纲所提示的只是文章所要包括的主要内容，却不是文章的结构模式，一般情况下，同学们应根据英语文章的类型，重新安排文章。如上面有关钱的一个写作，按照英语的表达习惯，最好是加上一个引子。
What is money? To this question, different people hold differently. Some thing money is the source of happiness, while some regard it as the root of all evils. As far as I am concerned, they both have their reasons
Those who consider money as the source of happiness argue that money means massive house, beautiful clothes, or luxurious cars, and can enable them and their families live comfortably. They even believe that money can bring power, friendship, and love. But due to the temptation of money, there are many people who become thieves, robbers, or murderers. It is also out of the greed for money that some officials forget their duty and cause enormous losses to the country, so some people think that money is the root of all evil and suggest that we keep away from money.
In fact, money is merely a medium of exchange. It may bring you happiness; it may lead you to a life of crime. Whether it is good or bad depends on how it is used.
二、 首段和尾段的写作
上一讲中我们介绍了段落的扩展模式，也就是说，我们已经了解了文章中间一部分的叙述模式。根据四六级写作的特点，一般首段和尾段都要自己补上，那么怎么才能写好首尾段呢，下面我介绍一下，首尾段的写作方式。
1．首段的写作
首段的写作方式一般为：
运用事实性信息、调查或故事等引出话题，2）导入主题，然后提出自己的观点，也就是文章的论点
首段开篇的方式常见的有：
1） 谚语法
由于谚语一般已经被大家所接受，用谚语提出自己的观点也容易被读者所接受。
As the saying goes, Money makes the mare go, but there are many things we can't buy with money, such as time and true love. …
2） 定义法
定义法是通过对文章中的关键词做一些简单或正面或反面的解释，限定其范围，这样比较有利于引出主题。
Practice makes perfect is an old saying. It tells us that it does not matter if we are clumsy at doing something. As long as we keep on trying and practicing, we will do a good job in the end.
3） 提问法
通过提问一个或一连串的问题，可以激发读者的兴趣，从而引出主题。
a. Do you have many friends? Are they similar to you or different from you? Which kind of friends do you prefer?
b. What is a good student? Different people may have different answers to this question.
4） 概括法
概括法指先总结文章内容所涉及的现状，然后引出主题。
In recent years, with the development of science and technology, the Internet has come into more and more homes and is playing a more and more important role in our work and daily life. It has become a must to us, but at the same time, Internet has also brought with it a lot of problems.
5） 故事法
故事法指用简单有趣的故事激发读者的兴趣，从而提出自己的观点。如下面Is Stress a Bad Thing?
6） 引语法
Just as eating without liking harms the health, learning without interest harms the memory and can't be retained. From Vinci's words we can see how important it is to motivate the students in language learning.
7） 调查法
为了得到读者的认可，文章的开始可以引出调查数据等，借以提出主题，如下面Is Stress a Bad Thing?的1）和Can Schoolchildren Start Using the Internet?的4）。
8） 假设法
假设法是指通过假设提出一种选择，交代文章要涉及的问题，从而提出文章的主题。
Suppose you were offered two jobs, one is highly-paid but rather demanding, the other is less demanding, but poorly-paid, which would you prefer? …
9） 综合法
具体写作时，同学们没有必要拘泥于一种方式，可以将上述方法总和起来。
首段示例1：
题目：Is Stress a Bad Thing?
提纲：1）有人害怕压力
2） 有人认为压力并不是一件坏事
3） 我的看法
I can't stand the pressure and competition, explained one friend of mine when asked why he decided to quit his highly-paid but demanding position in his company recently. My friend may have his own reasons, but I don't think his decision is wise in reality.
It is true that my friend's case is not unique. In the last few years quite a number of men and women have chosen to do something less competitive at the cost of a comfortable, easy life a highly-paid job can obtain. They are afraid that the stresses and strains of work will rob them of joy and happiness and do them harm both physically and mentally. In fact, however, stress isn't the bad thing it is often supposed to be. Unless it gets out of control, a certain amount of stress is vital to provide motivation and challenge, and to give purpose and significance to an otherwise meaningless, idle life. People under stress tend to express their full range of potential and to actualize their own personal worth - the very aim of a human life.
Stress is a natural part of everyday life and there is no way to avoid it. What we can do is to develop our adaptive abilities to deal with it rather than to escape from it.
就这一标题而言，根据所提示的提纲，首段的写作还可以采用下列方式：
1) According to a recent survey, in the last few years, quite a number of young people have chosen to quit their demanding but highly-paid jobs. Although they may have their own respective reasons, I don't think their decision is wise in reality.
2) Which job do you prefer, a highly-paid but very competitive position or a poorly-paid but also less demanding job? You may choose the latter and have your own reasons, but I don't think this choice is wise enough whatever reasons.
3) Faced with a hard and demanding task, people's attitude varies widely: some try to avoid it and others regard it as a challenge to their abilities. In fact the choice we make between flight or fight make the difference between leaders and mediocrities(平庸之辈).
首段示例2：
标题：Can Schoolchildren Start Using the Internet?
提纲： 1）随着科技的发展，网络越来越普及；
2）网络有其优点但也有缺点；
3）我的观点
根据上面的提示，首段可有下列几种方式：
1) Nowadays, using the Internet has become a fashion. Many parents begin to teach their children to use the Internet. However, there are diverse opinions on this. Some think it wise, but I don't agree with them.
2) Today, the Internet is becoming more and more common. It begins to play a more and more important role in our society and life. It's so useful that most adults are learning how to use it. What about children? Of course they can start using it.
3) Today, with the development of science and technology, the Internet is beginning to play a more and more important role in our life. More and more people are starting to use the Internet, including schoolchildren. However, I think schoolchildren are too young to start using the Internet.
4) According to a recent survey, Internet users are becoming younger and younger, and Internet bars have become a resort for schoolchildren who log in to chat or play games. Faced with this phenomenon, many people argue for measures to prevent schoolchildren from using the Internet, and I think they have their reasons.
2． 结论段的写作
结论一般采用归纳概括、主题重述或提建议等方式。
常见的方式有：
1） 重述或总结主题
重述主题指于结论处以另外一种表达方式重申主题，与首段照应。
Families offer us warmth and care. Friends give us strength and horizon. They both help us understand the world as it is. Both of them are the dearest parts in our life.
2） 提出建议
Since postcards do us more harm and good, since we have many other ways to convey our feelings and promote our friendship, I hope everyone will take actions now to stop using postcards.
3） 概括总结
As we can see from the above, living in the suburb we can stay away from pollution, lead an easy leisure time, and needn't invest too much money, so I prefer living in the suburb to living in the city.
4） 引用名人名言
In particular, I enjoy what Francis Bacon said Studies serve for delight, for ornament and for ability.
5)综合法
与首段一样，结论段也可以是多种方法的综合。一般说来，
