英语课外练习题
Please translate the following passages into Chinese:
Passage 1
Today the ancient, ancestral wisdom of the hand has been largely replaced by the simple movements of th e machine operator, our glass and china, furniture, books, and textiles are almost entirely products of the machine. Those machine-made goods can be well designed and good-looking no one denies; nevertheless, there are many who believe that if the old skills of the hand-worker were to die out altogether, it would be a disaster.
Their arguments are, roughly, three. First, that the machine is by its nature a mass producer, and that objects made in ones and twos can be made better, even cheaper, by an individual craftsman than by a machine; secondly that the human hand with relatively simple tools can produce objects of a quality permanently beyond the reach of the machine; thirdly, that it is not good for mankind if people lose the ability to create with their hands.
Passage 2
It was January. Snow was falling; snow had fallen all day. The sky spread like a grey goose's wing from which feathers were falling all over England. The sky was nothing but a flurry of falling flakes. Lanes were leveled; hollows filled; the snow clogged the streams, obscured windows, and lay hedged against doors. There was a faint murmur in the air, as if the air itself were turning to snow; otherwise all was silent, when a sheep coughed, snow flopped from branch all slipped in an avalanche down some roof in London. Now and again a shaft of light spread slowly across the sky as a car drove through the muffled roads. But as the night wore on, snow covered the wheel ruts, softened to nothingness the marks of the traffic, and coated monuments, palaces and statues with a thick vestment of snow. Passage 3
Michael Jordan, a basketball player in whom commentators have discerned aristocratic qualities and supernatural powers, has retired from the game that made him one of the world’s best known and best paid sportsmen, earning a reputed ＄36 million a year.
Last week’s announcement was premature by most people’s measurement —Jordan is 30 and at the height of his playing and earning power —but it was not, by his own account, taken hastily, rashly or under any duress. “This is,” he said, w ith a rare stumble, “the perfect timing for me to walk away.”
After three championships with the Chicago Bulls, a second gold medal with the US team at the 1992 Olympics, and all the accolades the game can bestow, Jordan felt his motivation slipping
七年级英语课外阅读能力测试题
七年级英语课外阅读能力测试题 (A) Rose, Dan and Mike are friends, but they disagree about their favourite lessons. Rose: I don’t care what you say. Science is really cool. We do experiments. It’s practical and fun and Mr. Lee is a good teacher. He explains everything so well. Dan: Rose, Mr. Lee thinks you are a genius. You are his favourite student, Art is the best lesson, We draw and use computers. Miss Green is my favourite teacher. She is funny and clever. That is why all her students like her. Mike: You are both wrong. Science is OK but Art is just a waste of time. Math is the best subject. It’s practical and easy. I don’t understand why people don’t like it. I enjoy working out problems. Dan: Are you crazy? Math is difficult. It makes my brain hurt. Mike: What brain? Rose, do you think Math is useful? Rose: Yes, I do, but t also think Dan does not have a brain. 1.What does Mike think of Art? A.Easy B. A waste of time C. Interesting D. Boring 2.What subject doesn’t Dan like? A.Science B. Computer C. Art D. Math 3.Which of the following is true? A. Rose is Mr. Lee’s favourite student. B. All the students think Rose is a genius. C. Most students like Miss Green because she explain everything well. D. Mike and Dan think Math is easy and useful. 4.The passage is about A.favourite activities B. favorite schools C. favourite subjects D. favourite teachers 5.What does the underlined word “disagree” mean? A. 同意 B. 反对 C. 支持 D. 对抗 (B) Here is a school day in an English School. Morning: The students have an English lesson and a Math lesson. The first lesson begins at 9 a.m. The children have a break from 10 a.m. to 10:20 a.m. They usually eat snacks or play games in the playground. After the break, they have the second lesson. It lasts for an hour and fifteen minutes. They usually take a test during the first fifteen minutes. Lunchtime: Lunchtime is from 12 at noon to 1:10 p.m. Most students bring their own lunch from home. Children have lunch in the school canteen. After lunch, they play games in the playground. Afternoon: The students do some reading. Then they have one or two lessons. They study Art, History and Science, etc. School is over at 3:15 p.m. They they go home. 6.What do the students do during the morning break? A.They eat snacks. B. They go to clubs. C. They have lunch. D. They read some books. 7. School is over at in the afternoon. A. 5:30 B. 5:10 C. 3:15 D. 1:10 8. How long is the lunchtime? A.Half an hour B. One hour and ten minutes C. One hour D.Fifteen minutes 9. When do students take a test? A.From 1:10 to 1:25 B. From 9:20 to 9:35 C. From 10:20 to 10:35 D. From 10:45 to 1:25 10.Which of the subjects is not mentioned in the passage? A.Science B. English C. Art D. Computer (C) Mother's Day is a holiday for mothers. People celebrate it in the United States, England, India
初中英语课外阅读教学
初中英语课外阅读教学 尽管初中英语教学重视培养学生的阅读能力，但是目前我们很多英语阅读课教学在很大程度上主要通过阅读材料来传授语音、词汇、语法等语言知识，忽视了培养学生运用科学的阅读方法和策略获取信息的能力，从而导致学生的阅读能力并没有得到实质性的提高。课文是学生英语学习中最重要的语言素材，但是只阅读教科书上提供的语言材料是远远不够的。这就要求我们拓宽阅读范围，将阅读的视野延伸到课外读物上。教师应运用不同的阅读教学策略指导学生展开阅读，帮助学生掌握阅读方法和技巧，为学生在课后养成良好的阅读习惯，培养自主学习提供策略上的帮助。 一、精选材料，扩大范围，培养兴趣 我们为初一年级学生选择的阅读材料，以短小精悍，幽默有趣为主；为初二的学生，我们选择了一些比较适合阅读的，并且具有时代性，新颖性的报刊《21世纪报》、《英语周报》、《上海学生英文报》等报刊杂志，它们比较贴近学生的生活，涉及体育、娱乐、学习等题材，很受学生欢迎。对于初三的学生，因为学生已经具有一定的阅读能力，而且对自己的阅读内容也有所偏好，让他们相互推荐，进行“书讯交流”，分享阅读资源，扩大阅读量，读后摘抄好词好句，列出提纲，甚至可以用英语写短小的读后感。 阅读之后，我们挑选一些所读内容的语言形式进行分析，通过运用内容图式对其作进一步归纳；运用结构图式对语篇的线性结构或层次结构进行分析和讨论；围绕其开展复述、角色扮演、故事续写等活动，以期进一步激活和扩展学生的阅读图式，提高学生的元认知水平。从某种程度上看，读后活动为学生展示风采提供了平台，他们可以尽情地展现自我，展现他们被英语文化熏陶后的自我。 二、培养学生良好阅读习惯，强化阅读意识 要养成良好的阅读习惯，我们必须从点滴做起。在学生进入中学时，就告诉他们课外阅读的重要性和必要性，并做到即时指导。我们不仅为学生提供或推荐课外阅读的资料，还有意识地给他们安排课外阅读的时间，鼓励学生进行课外阅读。 心理因素对阅读的影响也很大，当人的情绪处于紧张焦急状态时，就容易产生恐惧心理。不少学生在阅读时缺乏信心，或被动，或急于求成。我们及时帮助学生克服心理障碍，使他们心平气和主动积极地参与这一活动。为此，我们设立并完善了一些奖励措施和评估办法，如：在每天的Duty Report的时间，请同学讲述阅读的故事或片段，并进行评比，这样不仅锻炼了学生口语，而且也促进了他们主动进行课外阅读。我们还开设了“我和好书交朋友”、“名著伴我行”的活动，让学生利用假期去读一些简易的英文书籍，开学后组织学生进行阅读材料的交流活动，以引导学生逐渐增强阅读意识。
英语课外阅读能力和兴趣的培养
英语课外阅读能力和兴趣的培养 英语教学中十分重视对学生英语阅读能力的培养，对阅读教学的要求也日益提高。英语教学大纲明确指出：在英语教学中，要综合运用听、说、写能力，在进一步提高听、说、写能力的同时，侧重培养阅读能力。从某种意义上讲，提高阅读能力，是提高听、说、写能力的关键。通过阅读，开阔了视野、丰富了语言知识，增加了词汇量和了解了英语国家的社会及文化等，交际时就不会因为知识或词汇的贫乏而言不达意，写作时才能语言地道，内容丰富。学生只有掌握了阅读技巧才能提高阅读效率，达到事半功倍的效果。为此，笔者结合自己的教学经验，从几个方面谈谈英语教学中阅读能力的培养的一点心得。 一、培养阅读兴趣，增强阅读信心 兴趣是最好的老师，是学习积极中最现实、最活跃的成分。一个学生只有对英语阅读产生了浓厚的兴趣，才会把阅读看成是自己的愿望和需要，才会由被动阅读转成主动阅读，才会有阅读的自信心。相反，如果没有兴趣，阅读就成为一种负担。刚开始阅读时，学生可能基础差、词汇量小，读起来比较困难，从而厌恶阅读。因此，应根据学生的心理特点、阅读特点及阅读兴趣，把好选材关。
把所得到的材料，适当加以改写，降低难度，培养学生阅读英语的兴趣。这一环节的特点是内容浅显、题材广泛、趣味性强、阅读量大，其目的是通过趣味性阅读，使学生体会到英语阅读给他们带来的愉悦，从而增强阅读的动机。⑴选材：以故事、小小说、新闻、英语国家概况、风土人情介绍等为主。⑵材料处理：适当改编，对生词加以控制，使绝大多数学生能够顺利阅读。 二、培养良好的阅读习惯，提高阅读效率 读是有目的地获取书面信息的交际行为，阅读是对书面信息的理解与吸收。阅读习惯的好坏，直接影响到阅读效率。好的阅读习惯对提高阅读能力和阅读速度是很有帮助的。但是好的阅读习惯并非一下子就能养成，它需要在正确的指导下，在阅读实践中逐步培养行成。因此在中学英语教学中，要注意培养学生的阅读习惯。1，阅读时，克服疲劳和倦怠的心理。阅读是一种艰苦的智力劳动，它与一般的体力劳动相比更为艰苦，体力和脑力的消耗都很大。然而在阅读过程中，过分的疲劳、紧张和焦虑都有可能使读者产生一种倦怠的情绪。这种情况下，读者的阅读兴趣锐减，对实现阅读目标信心不足。在平时的阅读训练中，学生一般在做前面阅读文章时兴趣很浓，做后面的阅读文章时就会感到厌倦、急躁，甚至放弃阅读，题目的解答也采用猜测的方式，这样就大大地降低了答题的正确
小学一年级英语短文阅读练习题资料
I am Lucy. I am a girl. I am tall and thin. I can sing and draw. This is Peter. He’s my classmate. He is eight. He is fat. He can read books. He likes juice. It’s yummy. 根据短文判断下列句子的对错，对的打?，错的打×。( ) 1. Lucy is a tall girl. ( ) 2.Lucy can sing. ( ) 3.Peter is Lucy’s friend. ( ) 4.Peter can sing, too. ( ) 5.Peter likes to drink juice. 第二段 It’s a fine day.Peter and his dog are in the park. Peter can fly a kite very high.The Kite is yellow and blue. It’s big,too.His dog is brown.It can jump and run fast. They are very happy. 根据短文判断下列句子的对错，对的打?，错的打×。( ) 1. Peter is in the park. ( ) 2.Peter’s kite is yellow and brown. ( ) 3.Peter’s dog can run. ( ) 4.The dog is black. ( ) 5.The dog is very happy.
英语课外阅读读物推荐
推荐一《典范英语》 《典范英语》（Good English），原名《牛津阅读树》（Oxford Reading Tree），是英国牛津大学出版社出版的一套家喻户晓的英语教材，闻名英国，享誉世界。英国有80%的学校用它教学生学习母语，全球有133个国家用它作为外语学习教材。《典范英语》共分九级，其中（1-5）针对小学生，精选261个最有趣的、最适合我国小学生阅读的故事；（6-9）在此基础上，又从《牛津阅读树》中精选出64部适合我国中学生使用的作品，由权威英语教育专家精心编辑而成。本套教材语言纯正地道，内容生动有趣，贴近儿童生活，融故事性、趣味性、知识性、科学性、权威性于一体，同时，配有原声录音CD，便于学生模仿一口地道纯正的英语。 推荐二“攀登英语阅读系列” “攀登英语阅读系列”包括“关键阅读技能训练”和“分级阅读”两个部分。“关键阅读技能训练”部分包括“有趣的字母”和“神奇字母组合”两辑，主要训练孩子将英语字母或字母组合的形和音准确对应的拼读能力。不管孩子是刚刚开始进行英语学习，还是已经有了一定的英语基础，进行关键阅读技能的训练，都可以帮助孩子达到事半功倍的学习效果。“分级阅读”共包括六个级别的阅读资源，覆盖了国家《英语课程标准》要求掌握的主要词汇、句式和语法点，能满足不同地域、不同年龄、不同英语水平的孩子的英语阅读需求。 推荐三《体验英语》 在外语教学中，经常要面对这样一个问题：同一年级的学生在语言能力、学习兴趣和要求等方面各不相同，那么，到哪里能找到一套丰富的阅读资源让所有的学生都能获益呢?让爱读书的孩子有更多的收获，尽情享受英语阅读的乐趣，让原来不爱阅读的孩子喜欢上英语阅读，通过读故事、读短剧、读科普文章培养自己的认知能力和阅读能力，养成良好的阅读和学习习惯。《体验英语少儿阅读文库》提供解决方案，从适合自己的开始！快乐阅读，强调阅读通畅性和趣味性，满足学生的成就感。 本书共分SETA、SETB 共15级，SETA分9级： 推荐四《开心小读者》 它之前是机灵狗系列。《朗文·清华儿童英语分级读物(第2版):开心小读者(第1级)(套装共4册)》是一套美国幼教专家专门为儿童英语启蒙创作的读物。该套读物从内容创作到绘画编排都立足儿童年龄特点，符合儿童认知规律，注重多元智能的发展，体现儿童情感世界，启发想像空间。通过多种表现形式和丰富的内容为孩子全面成长提供精神食粮。故事书画面优美生动，故事题材广泛，包括儿童日常生活经历、探险、童话故事、自然知识等。各个级别难易程度循序渐进。配套cD为儿童阅读提供语音辅导。朗诵发音清晰，语速适当，并配有生动的音效。充分考虑了人性化因素，让儿童感觉亲近简单，例如朗读中每到图书翻页时，会有一声狗叫提示孩子。有些故事后面还配有与故事情节相呼应的儿歌。《家长手册》提供了英文故事的中文译文，还提供有CD中故事串讲词的原文及译文，并给出了CD中英文歌曲的歌词及译文。 推荐五《国家地理儿童百科》 《国家地理儿童百科提高级(外研社点读书)(套装共24册)》适用于7-13岁的儿童，图书内容囊括了包罗万象的地球知识，并配有大自然的真实图片，设计精美，为孩子开启了认识大千世界的窗口。本套点读书可分句点读文字，也可点击非文字处欣赏旋律优美的歌曲歌谣；同时书中也特别添加了中文翻译的语音内容，适合孩子自学和家长辅导。
小学英语课外阅读教学之小感悟
小学英语课外阅读教学之小感悟 随着英语重要性的逐渐被广大家长、学生所认识和接受，和小学英语教学的开展，学生手中的英语读物和音像资料除了课本之外也正在逐渐增多，但是一方面由于教师教学任务的繁重和紧张，对这些读物没有引起必要的足够的重视；另一方面学生又缺乏自主、合理运用这些资料的能力和耐心，据我发现，这些课外的学习材料大多并没有被充分和有效的利用。 其实，在英语学习中，通过阅读——尤其是课外阅读，和语文学习一样，能让学生扩大视野，获取知识，不断巩固和提高已学过的语言知识及其运用能力。同时，旧知识在新的语境中不断复现，新语言现象的频频出现，通过反复的阅读和合理的引导与帮助，能让学生起到触类旁通，拓展视野，深化知识的作用。如果开展的较好，必能加快学生英语学习的速度，提升阅读及理解的层次，拓展学习的深度与广度，为今后的学习打下坚实的基础。众所周知，在中高考中，阅读的失分力一向是较高的，而学生英语的灵活运用能力正是用这一种方法进行检测的。因此，如何让这些课外读物与教材相结合与配套，共同激发学生英语学习的兴趣和积极性，帮助学生更好的掌握语言知识，发展综合运用能力，是时代给我们提出的一个新的课题。 新课程标准指出，小学生的英语学习在毕业时要达到二级目标要求——即除了能认读、理解教材上所示的单词、短语和对话、短文外，还应看懂贺卡等所表达的简单信息，借助图片读懂简单的故事或小
短文，并养成按意群阅读的习惯，正确朗读故事或短文，并看懂英文动画片和程度相当的英语教学节目。要达到这一目标和要求，仅靠教材所提供的语片和材料，肯定是远远不够的。课外材料的合理、有效利用，即是对教材的有效补充，又是对教材学习的一种检测和提升，也是提高学生英语能力的有效、直接的方式。 进行英语的课外阅读可以有以下几种方式进行检测和反馈。 一开展手抄报比赛 在教学过程的合理时机，结合课本内容，让学生自己去寻找材料，办一份手抄报，即可以独立完成，又可以小组合作，共同完成，然后拿出来展示，让大家 一起来评判。如在教学5a halloween 时让学生作了一期关于万圣节的小报。学生在完成任务的过程中，小组成员分工合作，找材料，做设计，忙得不亦乐乎，很多封存起来的书刊杂志都被找了出来，有的还从网上寻找相关资料，阅读的积极性被极大的激发出来了。结果，学生所选的内容相当精当，有些甚至是教师都不熟悉的，版面设计得也很精彩，不免让人惊叹于学生的能力。 二开展讲故事、作讲演、演短剧等活动 阅读的直接作用就是学生词汇量的扩大和活动能力的提高。为了让学生继续保持并加深英语阅读的兴趣，有效进行课外阅读，教师应该为他们展示课外阅读成果提供一个平台。所以在每节课的开始，除了everyday english之外，还可以抽出几分钟，轮流让一到两名学生用英语来讲一个故事，笑话，或作一段演讲，甚至是唱一首
英语课外阅读
When two testosterone fueled alpha males meet in a toilet and one flashes his big hard meaty cock at the other that’s all it takes for the beginning of something truly special. Sparks, sweat and cum fly when US porn star Junior Stellano meets UK porn star Dillon Buck. As Dillon takes a leak in the urinal Junior comes out of the cubicle and both men eye each other up. Dillon’s large cock stiffens at the sight of the hunky Junior. Junior moves in closer and starts to play with Dillon’s rock hard cock and massive balls, he almost c hokes on Dillon’s meat as he takes it all in his mouth. The action moves from the toilet to the office where Dillon bounds Juniors hands with a tie and force feeds his cock to Junior. Some passionate kissing leads to Dillon ripping open Juniors shirt and feasting on the studs ripped torso and hairy chest. Dillon forces Junior on to the desk and begins to rim his hole. His cock is aching to fuck Junior’s hungry hole and pounds away like his life depends on it. Junior stares into Dillon’s eyes teasing him, wanting more, wanting it harder! Both studs are uninhibited and very sexually experienced which makes for some mind blowing, sensational fucking! The sex is fast, passionate and aggressive between two men with big throbbing cocks who know just how to use them to drive the other man wild. If you are after real men having real sex then look no further! Menatplay, the number one suit sex site has it all for you! leak / li?k; lik/ n (a) hole, crack, etc through which liquid or gas may wrongly get in or out 漏洞; 裂隙: a leak in the roof(b) liquid or gas that passes through this 泄出的液体或气体: smell a gas leak闻出有泄出的煤气味. similar escape of an electric charge, caused by faulty insulation, etc 漏电（因绝缘不良等）. (fig 比喻) accidental or deliberate disclosure of secret or confidential information 泄露或透露的秘密或情报: the latest in a series of damaging leaks一系列危害性泄密事件中最新的一椿. ( sl 讳, 俚) act of urination 撒尿: have/take/go for a leak撒尿. (idm 习语) spring a leak => spring3. > leak v 1 (a) [I] (of a container) allow liquid or gas to get in or out wrongly （指容器）漏: This boat leaks like a sieve, ie very badly. 这条船漏得像个筛子. (b) [I, Ipr, Ip] (of liquid or gas) get in or out in this way （指液体或气体）渗入或逸出: The rain's leaking in. 雨水在往里渗. * Air leaked out of the balloon. 空气自气球中逸出. =>Usage at drip1用法见drip1. 2 [Tn, Tn.pr] ~ sth (to sb) reveal (information) 透露或泄露（情报）: Who leaked this to the press?这件事是谁泄露给新闻界的? 3 (phr v) leak out (of information) become known （指情报）泄露, 透露: The details were
英语课外练习题
Please translate the following passages into Chinese: Passage 1 Today the ancient, ancestral wisdom of the hand has been largely replaced by the simple movements of th e machine operator, our glass and china, furniture, books, and textiles are almost entirely products of the machine. Those machine-made goods can be well designed and good-looking no one denies; nevertheless, there are many who believe that if the old skills of the hand-worker were to die out altogether, it would be a disaster. Their arguments are, roughly, three. First, that the machine is by its nature a mass producer, and that objects made in ones and twos can be made better, even cheaper, by an individual craftsman than by a machine; secondly that the human hand with relatively simple tools can produce objects of a quality permanently beyond the reach of the machine; thirdly, that it is not good for mankind if people lose the ability to create with their hands. Passage 2 It was January. Snow was falling; snow had fallen all day. The sky spread like a grey goose's wing from which feathers were falling all over England. The sky was nothing but a flurry of falling flakes. Lanes were leveled; hollows filled; the snow clogged the streams, obscured windows, and lay hedged against doors. There was a faint murmur in the air, as if the air itself were turning to snow; otherwise all was silent, when a sheep coughed, snow flopped from branch all slipped in an avalanche down some roof in London. Now and again a shaft of light spread slowly across the sky as a car drove through the muffled roads. But as the night wore on, snow covered the wheel ruts, softened to nothingness the marks of the traffic, and coated monuments, palaces and statues with a thick vestment of snow. Passage 3 Michael Jordan, a basketball player in whom commentators have discerned aristocratic qualities and supernatural powers, has retired from the game that made him one of the world’s best known and best paid sportsmen, earning a reputed ＄36 million a year. Last week’s announcement was premature by most people’s measurement —Jordan is 30 and at the height of his playing and earning power —but it was not, by his own account, taken hastily, rashly or under any duress. “This is,” he said, w ith a rare stumble, “the perfect timing for me to walk away.” After three championships with the Chicago Bulls, a second gold medal with the US team at the 1992 Olympics, and all the accolades the game can bestow, Jordan felt his motivation slipping
英语课外阅读教学模式
英语课外阅读教学模式 英语课外阅读教学模式 一、英语课外阅读的好处 首先,阅读能扩大学生的词汇量。有些学生觉得英语学习中最困难的是单词太多,学了就忘。而在课外阅读材料中,有些常用的词复 现率较高。对于这部分单词,学生就可以自然而轻松地习得。同时, 词汇量的扩大也让听、说、读、写变得更轻松。 其次,阅读能提高学生阅读综合能力。经常的大量的课外阅读能提高学生的阅读速度,降低阅读时的困难。学生在坚持了一段时间哪怕是没有时间规律的课外阅读之后,在读阅读理解题的文章时“觉得没那么痛苦”了。 最后,阅读能增强学生对英语的兴趣。一些趣味英语阅读对学生来说除了是学习之外还是一种娱乐、放松,能增强学生对英语的兴趣,让学生更主动地学习、思考和研究英语。 二、高中生如何选择阅读材料 为了培养学生的兴趣,我们应遵循文章由易到难的原则。 1.文章长度:由短到长。高一的学生,尤其是农村学生大多是没有课外阅读习惯的。教师不妨指导他们由最短的小笑话、漫画或者如 一些学习辅导报上的小资讯读起。这些笑话、资讯往往一分钟左右 就能读完,有趣而且简单,并且贴近生活,能引起学生的兴趣。而在培养学生阅读习惯的最初,“兴趣”恰恰是教师最应该注重的。 2.文章内容:由具体到抽象。内容具体的文章如有故事情节的记叙文、报刊上的连载小说等,容易理解,有利于增强学生课外阅读时 的信心,从而使其养成坚持阅读的好习惯。有了这个好习惯之后,再 渐渐过渡到一些说明文、议论文等各种体裁的文章。
三、高中生如何合理安排阅读时间 高中阶段学习任务较重,因此养成好的阅读习惯不是很容易。有 时学生可能会觉得没有时间阅读。这里,我们把时间分为课内和课外 两部分,作如下建议:在培养学生阅读习惯的初期,教师不妨每天给出 课内的一小部分时间,在这有限的时间内指定一些简短而有趣的文章 让学生去阅读。一些英语学得好的学生在做练习的时候比较快,也可 以利用这节省下来的时间进行一些阅读。学生的阅读习惯初步养成 之后,教师就可以逐渐减少课内所用的阅读时间,指导学生利用课外 的零碎的时间去阅读。根据这些时间的长短决定阅读文章的长度。 四、英语课外阅读的方法和技巧 1.词汇的处理。 出现频率较高的词或影响对文章内容理解的词要借助工具书,查 清词的意义、用法,必要的时候还要把这些词摘录下来。一些专有名 词一般不影响对文章的理解,阅读时学生可以跳过去不管它们的意义。还有的词是可以根据上下文猜出其意义的。而猜词的能力也是学生 在课外阅读过程中要培养的一个重要能力。 2.长句、难句的`处理。 阅读的过程中,我们会见到各种各样的句式。一个提高阅读理解 能力的有效途径就是做个有心人,留意、分析已学过的句式,同时思考、与同学讨论、分析不熟悉的句式。还可以把一些优美的句子摘 录下来进行背诵,增强自己对英语的语感。 3.文章大意的把握。 对文章大意的准确的把握,体现了学生的阅读综合能力,也有利于学生考试时对付阅读理解题目。要把握文章大意,就要注意文章的题目、文章的首尾段落和各段落的主题句。此外,一些学生还需要克服 阅读时的一个类似强迫症的坏习惯,即遇到生词时,不管该词是否影 响理解都要较长时间地停留、琢磨,以致于影响阅读速度,更不利于 对文章大意的把握。 4.阅读时应详略得当。
适合初中生阅读的英语课外读物 (1)
阅读英语课外读物，是提高英语阅读理解水平的有效途径，本文根据各年级学生的英语水平和学习特点，推荐了一些适合他们阅读的英语书籍，让他(她)们在浩如烟海的英语书籍中，找到适合自己的精神食粮。 第一级：300生词量，适合小学、初一学生，共8本 1、《爱情与金钱》 2、《苏格兰玛丽女王》 3、《在月亮下面》 4、《潘德尔的巫师》 5、《歌剧院的幽灵》 6、《猴爪》 7、《象人》 8、《世界上最冷的地方》 第二级：600生词量，适合初一学生，8本 1、《威廉·莎士比亚》 2、《一个国王的爱情故事》 L3、《亡灵岛》 4、《哈克贝利·费恩历险记》 5、《鲁宾孙漂流记》 6、《爱丽丝漫游奇境记》 7、《格林·盖布尔斯来的安妮》 8、《五个孩子和沙精》 第三级：1000生词量，适合初二学生，分上册7本，下册8本 上册
1、《弗兰肯斯坦》 2、《野性的呼唤》 3、《秘密花园》 4、《曾达的囚徒》 5、《爱丽丝镜中世界奇遇记》 6、《风语河岸柳》 7、《神秘幻想故事集》 下册： 1、《圣诞欢歌》 2、《多里安·格雷的画像》 3、《勃朗特一家的故事》 4、《牙齿和爪子》 5、《星际动物园》 6、《诱拐》 7、《公正》 8、《化学秘密》 第四级：1500生词量，适合初三学生，分上册5本，下册6本上册： 1、《巴斯克维尔猎犬》 2、《不平静的坟墓》 3、《三怪客泛舟记》 4、《三十九级台阶》
5、《小妇人》 下册： 1、《黑骏马》 2、《织工马南》 3、《双城记》 4、《格列佛游记》 5、《金银岛》 6、《化身博士》 第五级：2000生词量，适合高一学生，共4本。 1、《远大前程》 2、《大卫·科波菲尔》 3、《呼啸山庄》 4、《远离尘嚣》 第六级：2300生词量，适合高二、高三学生，共4本 1、《简·爱》 2、《雾都孤儿》 3、《傲慢与偏见》 4、《苔丝》 入门级：适合小学高年级,初一共10本 1 《生存游戏》 2《侠盗罗宾汉》 3《白色巨石》
英语课外阅读
My Physics Teacher我的物理老师 “Get up, Jim! It’s time to wake up! Are you deaf?” mother said on a weekday morning in May while she was pushing me. I opened my eyes and looked at the clock. “Oh, dear! It’s a quarter to eight already. It’s not a holiday! I’ll b e late for school again and the teacher will have my neck!” I thought. I jumped out of the bed, washed my face, then hurried to the bus stop without a shower, breakfast or glass of juice. As soon as I got on the bus, It started running. “I’m sure I can get to school on time,” I said to myself. All of a sudden the bus stopped. The bus driver said, “I’m sorry, there is something wrong with the bus. Please get off and wait for another one.” I’d better race to school, I thought, and then began to run, but wished I could skate. But before I got to school, there was a clap of thunder and it began to rain hard. I lacked a raincoat. It was clear that I was going to be late. I reached the classroom but I was wet and beginning to shake with cold. The physics teacher had already begun his lesson and was standing at the blackboard with a piece of chalk and an eraser and ruler, drawing a standard diagram, giving a speech. It was Mr. Smith. The students were afraid of him and so was I. I liked neither him nor his physics lessons. I stood feeling shy at the edge of room No. 303, and then I opened the door, “I’m very sorry, Mr. Smith. I’m late again for first period,” I said with a red face. “It’s you again, Jim,” Mr Smith said angrily, “I’ve told you not to be late, but you---” He suddenly stopped and looked at my wet clothes then he rapidly took off his own jacket and handed it to me. “Now, I don’t have a towel, but take off your wet coat and put this overcoat on, or you’ll freeze and catch the flu from the storm and have to see the nurse,” he said kindly with a nod, and went back to talking about the role of physics for a pilot. I went to my seat with Mr. Smith’s jacket on beginning to feel the heat. It was a bit large for me but I felt very warm, if n ot hot, in the material. I was touched by this kind treatment. I found, for the first time, physics was so interesting and how well I could understand it! Next time I hoped to miss P.E. i nstead. My Physics Teacher我的物理老师 “Get up, Jim! It’s time to wake up! Are you deaf?” mother said on a weekday morning in May while she was pushing me. I opened my eyes and looked at the clock. “Oh, dear! It’s a quarter to eight already. It’s not a holiday! I’ll be late for school ag ain and the teacher will have my neck!” I thought. I jumped out of the bed, washed my face, then hurried to the bus stop without a shower, breakfast or glass of juice. As soon as I got on the bus, It started running. “I’m sure I can get to school on time,” I said to myself. All of a sudden the bus stopped. The bus driver said, “I’m sorry, there is something wrong with the bus. Please get off and wait for another one.” I’d better race to school, I thought, and then began to run, but wished I could skate. But before I got to school, there was a clap of thunder and it began to rain hard. I lacked a raincoat. It was clear that I was going to be late. I reached the classroom but I was wet and beginning to shake with cold. The physics teacher had already begun his lesson and was standing at the blackboard with a piece of chalk and an eraser and ruler, drawing a standard diagram, giving a speech. It was Mr. Smith. The students were afraid of him and so was I. I liked neither him nor his physics lessons. I stood feeling shy at the edge of room No. 303, and then I opened the door, “I’m very sorry, Mr. Smith. I’m late again for first period,” I said with a red face. “It’s you again, Jim,” Mr Smith said angrily, “I’ve told you not to be late, but you---” He suddenly stop ped and looked at my wet clothes then he rapidly took off his own jacket and handed it to me. “Now, I don’t have a towel, but take off your wet coat and put this overcoat on, or you’ll freeze and catch the flu from the storm and have to see the nurse,” he said kindly with a nod, and went back to talking about the role of physics for a pilot. I went to my seat with Mr. Smith’s jacket on beginning to feel the heat. It was a bit large for me but I felt very warm, if n ot hot, in the material. I was touched by this kind treatment. I found, for the first time, physics was so interesting and how well I could understand it! Next time I hoped to miss P.E. i nstead.