写作 · 2026-06-26
问题解决类大作文提纲；组合图小作文开头、总览段、静态饼图主体段写法
课堂推进：本节课先梳理了问题解决类大作文的提问方式：通常包含“原因”和“解决办法”两个问题。
老师处理：老师说明这类题会问 what are the causes of the problems 和 how to overcome it / how to solve it，并给出文章结构。
老师示范 / 修改方向：开头段说明现象并引出原因和解决方案；主体一写原因，主体二写对应对策；结尾来不及写可以简短收束。
复习抓手：问题解决类不是只回答一个问题，而是原因和对策都要写；主体段可以按“两个原因 + 两个对应对策”推进；对策要尽量对应前一段的原因
课堂推进：老师重点提醒：写原因时不要总写“没有意识到”，要写真实、客观、可被解决的外部原因。
老师处理：老师用 work-life balance、缺乏锻炼、老年员工不退休等例子说明，很多问题不是“没有意识”，而是科技、经济压力、政策和企业激励导致。
学生原始输出：有些人觉得钱不够多
老师示范 / 修改方向：不要写“没有意识到工作生活平衡的重要性”或“政府提高意识”；应向外归因，例如 modern technology、economic pressure、highly competitive market。
复习抓手：不要写无意义原因：lack of awareness（缺乏意识）；原因最好是客观存在、能被政策或制度影响的因素；常见外部原因：technology（科技）、economic pressure（经济压力）、work pressure（工作压力）、highly competitive market（高度竞争的市场）
课堂推进：老师讲解了对策段的核心思路：个人层面可以提，但主要解决方案通常应落到政府、法律、税收或学校家庭等可执行主体。
老师处理：老师示范政府可通过法律限制加班、提高违法成本、设置 tax incentive 等方式影响企业行为。
学生原始输出：穷人又打不起官司也不管
老师示范 / 修改方向：老师回应：确实可能有执行困难，但考试作文中不需要把问题聊得过深，只要对策基本合理即可。
复习抓手：solution（解决办法）要对应 cause（原因）；政府可以通过 law and regulation（法律法规）、tax incentive（税收激励）、penalty（惩罚）影响企业；考试作文不要求提出完美政策，但要合理、说得通
课堂推进：老师要求课后补齐利弊类提纲，并完成新的问题解决类提纲。
老师处理：老师明确要求学生在下午课前补齐上次利弊类提纲，并写出本次问题解决类提纲。
老师示范 / 修改方向：问题类先不用写全文，先确认能写出合理的两个原因和两个对策。
复习抓手：问题解决类本次先写 outline（提纲）；利弊类要补齐上节课任务；提纲重点是观点合理，不要写“提高意识”套路
课堂推进：小作文部分进入组合图：两个或三个图同时出现，可能都是动态图、静态图，或一动一静。
老师处理：老师说明组合图和单图的区别：开头段必须介绍所有图，不能只介绍其中一个。
老师示范 / 修改方向：开头段可以分开写：The line graph illustrates..., and the pie chart shows...；也可以合并写：The line graph and pie chart illustrate...
复习抓手：组合图开头要覆盖所有图；单数图作主语时 illustrate 加 s；两个图合在一起作主语时 illustrate 不加 s
课堂推进：老师讲解组合图 overview（总览段）写法：每张图至少总结最大值，再用分号或连接词衔接。
老师处理：老师用 immigration 组合图示范：线图总结 less than two years 的人数最高；饼图总结 work and study 是主要原因。
老师示范 / 修改方向：基础写法：The number of immigrants staying in the UK for less than two years remained the highest throughout the given period; the percentage of immigrants for work and study was the highest in 2008.
复习抓手：overview 至少写最大值；两张图的结论看不出关系时可以用分号连接；更好的总览写法要换主语，不要总用 the number / the percentage
课堂推进：老师示范把“数值最大”升级为“含义表达”，让 overview 更像高分答案。
老师处理：老师把 the number is highest 改写成 the vast majority of immigrants stayed in the UK for less than two years，并把 work and study 改写为 primary reasons / employment and academic pursuit。
学生原始输出：prime 是啥呀
老师示范 / 修改方向：老师区分 prime 和 primary：primary 更适合表达“占比最大 / 最主要”，prime 更偏“最好的、最优质的”。
复习抓手：the vast majority of（绝大多数）可替换 most；the primary reason for（最主要的原因）适合写占比最大原因；employment（工作/就业）可替换 work；academic pursuit（学术追求/学习目的）可替换 study；primary 不等于 prime
课堂推进：老师补充了移民相关词汇区别，帮助学生在小作文中更准确替换。
老师处理：老师解释 immigrants、emigrants、migrants、migration 的区别，并用 migrant workers 举例。
学生原始输出：老师和immigrants能区分开吗
老师示范 / 修改方向：immigrants 偏“进入某国的移民”；emigrants 偏“离开某国的移民”；migrants 更宽泛，可指短期迁移或流动人口；migration 是迁移这个行为或现象。
复习抓手：immigrant（移入某国的人）；emigrant（从某国移出的人）；migrant（迁移者，不一定永久定居）；migration motive（迁移动机）
课堂推进：老师用舞蹈课组合图继续示范：开头可分开写或合并写，总览段要提取每张图的最大信息。
老师处理：老师示范 pie chart 和 bar chart 的开头段，并说明静态图可用 compare。
老师示范 / 修改方向：private studios are the primary location of dance classes；the age group under eleven showed preference for ballet classes, whereas the elder age group showed predilection for modern dance classes.
复习抓手：static chart（静态图）常用于 compare（比较）；primary location（主要地点）可用于地点占比最大；show preference for（偏好）可用于年龄组选择；predilection for（偏好）是更高级替换
课堂推进：老师最后讲解静态饼图主体段：先写第一大，再写第二大，再写第三大，最后写剩余部分。
老师处理：老师用 immigration 饼图示范主体段表达，包括 employment、study、accompanying or joining families、remaining percentage 等。
学生原始输出：employment；primary reason；behind；migration；accounting for 百分之三十八
老师示范 / 修改方向：Employment was the primary reason behind migration, accounting for 38%. Study was another significant driving force behind immigration at 32%. Accompanying or joining families ranked third.
复习抓手：accounting for（占比）；constituting（构成）；representing（代表/占）；contributing（贡献）；ranked third（排名第三）；the remaining percentage / the remainder（剩余比例）
大作文重点纠正了“没有意识到 / 提高意识”这一类空泛原因和对策，改为分析更真实的外部原因。
小作文进入组合图，学习了两个图或三个图同时出现时，开头段和总览段如何覆盖所有图。
老师示范了把“数值最大”升级为“含义表达”的写法，例如 the vast majority of、the primary reason for。
课堂补充了 employment、academic pursuit、migration motive、predilection 等可用于小作文升级的表达。
有些人觉得钱不够多
穷人又打不起官司也不管
employment
primary reason
behind
accounting for 百分之三十八
prime 是啥呀
本节课主要讲大作文提纲和小作文组合图写法，没有完整要求学生当堂写出一篇最终作文。以下为按课堂已讲方向整理的课后复习改进版，内容仅使用课堂示范过的题材和表达。
Topic: Many people aim to achieve a balance between work and life, but few people achieve it. Introduction: This essay will analyse the causes of this problem and propose possible solutions. Body Paragraph 1 - Causes: 1. Modern technology has blurred the boundary between work and personal life. Employees can still receive work messages after working hours, so it becomes harder for them to fully rest. 2. Economic pressure also forces many people to prioritise work. In a highly competitive market, employees may worry about losing their jobs, so they accept overtime and sacrifice their leisure time. Body Paragraph 2 - Solutions: 1. The government should introduce stricter laws and regulations to limit unreasonable overtime. For example, companies that require extra working hours should pay much higher overtime wages. 2. The government can also use penalties or tax policies to change company behaviour. If companies violate labour rules, they should face serious punishment; if they protect employees' work-life balance, they can receive tax incentives. Conclusion: Therefore, this problem is mainly caused by technology and economic pressure, and it should be addressed through stronger government regulation.
The line graph illustrates the number of three groups of migrants from 2000 to 2008, and the pie chart shows the percentage of migrants for different reasons in 2008.
Overall, the number of immigrants staying in the UK for less than two years remained the highest throughout the given period; the percentage of immigrants for work and study was the highest in 2008.
Overall, the vast majority of migrants stayed in the UK for less than two years, while employment and academic pursuit were the primary reasons for migration in 2008.
Turning to the pie chart, employment was the primary reason behind migration, accounting for 38%. Study was another significant driving force behind immigration at 32%. Accompanying or joining families ranked third, while the remaining 14% consisted of no reason and other reasons.
| 原句问题 | 推荐表达 | 记忆方法 |
|---|---|---|
writing_review_version classroom_supported_review_draft
本节课没有完整产出一篇学生最终定稿；已在 improvedOutput 中整理课堂支持的提纲、开头段、总览段和主体段复习版。