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The most frightening words in the English language are, “Our computer is down.” You hear it more and more when you are in business. The other day I was at the airport waiting for a ticket to Washington and the girl in the ticket office said, “I’m sorry, I can’t sell you a ticket. Our computer is down.”

“If your computer is down, just write me out a ticket.”

“I can’t write you out a ticket. The computer is the only one allowed to do so.”

I looked down the counter and every passenger was just standing there drinking coffee and staring at the black screen. Then I asked her, “What do you do?”

“We give the computer the information about your trip, and it tells us whether you can fly with us or not.”

“So when it goes down, you go down with it.”

“That’s right, sir.”

“How long will the computer be down?” I wanted to know.

“I have no idea. Sometimes it’s down for 10 minutes, sometimes for two hours. There is no way we can find out without asking the computer, and since it’s down it won't answer us.”

After the girl told me they had no backup(备用的) computers. I said, “Let’s forget the computer. What about your planes? They’re still flying, aren’t they?”

“I couldn't tell without asking the computer.”

“Maybe I could just go to the gate and ask the pilot the he’s flying to Washington.”I suggested.

“I wouldn't know what gate to sent you to. Even if the pilot was going to Washington, he couldn't take you if you didn't have a ticket.”

“Is there any other flight to Washington within the next few hours?”

“I wouldn't know,” she said, pointing at the dark screen. “Only 'IT’ knows. 'IT’ can tell me.”By this time there were quiet a few people standing in line. The word spread to other travelers that the computer was down. Some people left, some people started to cry and still others kicked luggage.

在英语语言中最可怕的话是：“我们的电脑出故障了。”当你在进行业务时，你听到这话越来越多了。有一天，我在机场候买去华盛顿的机票，售票处里的女孩说，“对不起，我无法给你出票。我们的电脑出故障了。”

“如果您的电脑出故障了，我手写一张票吧。”

“我无法手写给你。只有电脑是唯一允许这样操作的。”

我低头扫视了柜台，每个乘客只是站在那里喝着咖啡，盯着黑色屏幕。然后我问她：“那你做什么呢？”

“我们把你的旅行信息输入电脑，它会告诉我们您是否能飞或不能。”

“所以，当电脑出现故障，你和电脑一起停工。”

“没错，先生。”

“电脑出故障会有多长时间？”我想知道。

“我不知道。有时停10分钟，有时停两个小时。除了问电脑我们没有其他办法知道，因为它出故障也就不会回答我们。”

女孩告诉我他们没有备用的电脑之后。我说：“让我们忘掉电脑。那么你们的飞机怎么样了？它们是不是还在飞行呢？”

“不问电脑我无法告诉你。”

“也许我只能走向大门，去问飞向华盛顿的飞行员。”我建议。

“我不知道你该进什么大门。即使飞行员要飞华盛顿，如果你没有机票，他也不能带上你。”

“在未来几个小时里，还有没有其他飞往华盛顿的航班？”

“我不知道，”她指着黑色屏幕说。“只有'它’知道。只有'它’能告诉我。”

到这时候还有相当一部份人在排队。电脑出故障这个词传播到其余旅客。有些人离开，有些人哭了起来，还有一些人踢行李。

P321 (2)

Almost every family buys at least one copy of a newspaper everyday. Some people have as many as two or three different newspapers. But why do people read newspapers?

Five hundred years ago, news of important happenings, battles lost and won, kings or rulers overthrown(推翻) or killed took months and even years to travel from one country to another. The news passed by words of mouth. Today we can read in our newspapers of important things that happen in far away countries on the same day.

Besides giving news from all over the world, newspapers tell us a lot of other useful information. There are weather reports, radio, television and film guides, book reviews, stories, and of course, advertisements(广告). There are all kinds of advertisements. They pay the newspapers thousands of dollars for the advertising space(广告版面), but it is worth the money because news of what they make in factories goes into almost every home in the country. For those who make newspapers, advertisements are also very important. Money from advertisements makes it possible for them to sell their newspapers at a low price and still make a profit.

Newspapers often have information on gardening, cookery and fashion(时装) as well as a small but very popular part on jokes and cartoons.

几乎每个家庭每天至少购买一份报纸。有些人购买多达两种或三种不同的报纸。人们为什么看报纸？

五百年前，重大事件，战争输赢，国王或统治者被推翻或杀死的新闻信息要过上几个月甚至数年才能从一个国家传播到另一个国家。那时的新闻信息通过口头传播。今天，我们能够在报上看到同一天里在遥远的国度发生的重要事件。

除了来自世界各地的新闻，报纸还给我们提供了其它很多有用的信息。有天气预报，广播，电视和电影预告，书评，故事，当然，还有广告。有各种各样的广告。他们支付给广告版面数千美元，但这是值得的，因为他们在工厂发生的新闻信息传入几乎每一个在乡间的家庭。对于经营报纸和广告的那些人也是非常重要的。广告收入使他们有可能以低廉的价格出售他们的报纸并且仍然能够盈利。

报纸经常有园艺，烹饪和时装方面的信息，也有笑话和漫画方面的一小块但非常流行的版面。

P322 (3)

Many students are injured or killed in different kinds of accidents.

Chen haoyu, a teacher at Beijing No. 25 middle School and a self-protection expert, gives young students advice on how to deal with danger:

·If you are robbed

Keep clam. If you cannot cry for help or run away, give the robber your money. Try and remember what the robber looked like and tell the police.

·If you are in a traffic accident

If you are hurt by a car, take down the registration number, if it is a bicycle, try to contact your parents before you let the rider go. This is in case you don't realize how seriously you are hurt.

·If it is raining hard and there is lightning

Don't stay in high places and keep away from trees.

·When there is a fire

Gets away as fast as you can. But wet material on your body and try to find an exit. Do not take

elevator!

·If someone is drowning

If you can’t swim, don't get into the water. Cry out for help.

·Remember that danger is never as far away as you think. Look after yourself at all times!

许多学生在各类事故中受伤或死亡。

陈浩宇，一位北京第25中学教师和自我保护的专家，给年轻学生关于如何处理危险的建议：

?如果被抢劫

保持沉默。如果你不能呼叫求助或逃离开，把你的钱给强盗。设法记住这个强盗长什么样子，报告警察。

?如果出交通事故

如果你被汽车撞了，记下车牌号，如果是自行车，在你让骑车人离开之前，设法联系你的父母。这是在你不知道你伤得有多严重的情况下。

?如果天下大雨并有雷电

不要停留在高处，远离大树。

?当发生火灾

尽你的可能快速撤离。随身带上湿的东西，并设法找到一个出口。不要乘电梯！

?如果有人溺水

如果你不会游泳，不能跳入水中。呼叫求助。

?请记住此类危险从来不是你想象中的遥远。你自己时时要当心！

P323 (4)

Suppose(假设) a man has a car accident. He is hurt badly and is unconscious(失去知觉的); that is, he can’t think, speak, or hear. His family takes him to the hospital. The doctors tell the family that his brain(大脑) is dead. A machine can make him breathe.

Now the patient’s(病人) family must answer some difficult questions. Should they think he is dead? Should they ask the doctors to use the machine to make him breathe? Sometimes machines can make an unconscious person breathe for years. However, if his brain is dead, he will never think, speak, or hear again. Then, should his family ask the doctors not to use the machine and let him die?

Someone who is unconscious can’t say he wants to die. Can his family say this for him? Some people think this is a good idea. Some think otherwise(不同地).

Many people are hurt when machines keep a person alive. The unconscious person doesn't know this. Machine only make the family and friends hurt longer.

假设一个男子出了车祸。他伤的很重，失去了知觉；也就是说，他不能思考，不能说话，不能听见。他的家人送他到医院。医生告诉家人，他的大脑已经死亡。一台机器可以辅助他呼吸。

现在，病人的家属必须回答一些棘手的问题。他们可以认为他死了吗？他们可以要求医生使用机器使他呼吸吗？有时机器可以使昏迷不醒的人呼吸多年。但是，如果他的大脑已经死亡，他再也不能思考，不能说话，不能听见了。那么，能允许他的家属要求医生不使用机器，让他死去吗？

昏迷不醒的人无法说出他想死。他的家属能替他说吗？有些人认为这是一个好主意。另有一些人持不同认识。

当机器维持一个人活着的时候，许多人受到了伤害。昏迷不醒的人不知道这一点。机器仅能造成他的家人和朋友更长时间的伤害。

P324 (5)

Most people want to work, but it has become more difficult in today’s world to find work for everybody. The economies of the world need to grow by 4% each year just to keep the old number of jobs for people. often this is not possible, and so more people are without work. Some people have

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初中英语阅读教学实践与研究[1]doc开题报告

《初中英语阅读教学实践与研究》初中英语课题研究开题报告课题名称《初中英语阅读教学实践与研究》课题主持人姜峰所在单位秦皇岛市青龙满族自治县草碾乡初级中学研究起止时间2011年6月至2012年6月开题日期2011年6月

初中英语课题开题报告课题名称：《初中英语阅读教学实践与研究》课题行政主持人：周宝军，草碾中学校长，本科学历。课题业务主持人：姜峰，草碾中学英语教师，专科学历。课题组成员：姜峰李春英、朱海荣、徐志诚、申小乔、潘颖华孙静莉一、本课题国内外研究现状述评，选题的意义。近二十年来国外对英语阅读的研究有了巨大的发展，阅读研究已从教育和心理的研究中独立出来形成体系，并提出了多种英语阅读的理论模式。随着我国改革开放进一步发展与深化，对中学生英语掌握运用的要求日益提高。但对中国中学生掌握英语的重要方面，英语阅读的研究甚少，他们对中学生的英语学习尤其是英语阅读所存在的主要障碍不甚了解。中学生英语阅读的能力结构应该是怎样的，也有待于研究。结合中国中学生的特点，如何借鉴国外各种英语阅读理论模式，为提高外语阅读教学，培养学生正确的阅读习惯与加强对学生阅读教学模式指导并探讨中学生英语阅读能力结构具有十分重要的理论意义和现实意义。二、本课题研究的主要思路。改革开放以来，我国的英语教育规模不断扩大，教育教学取得了显著的成就。然而，英语教育的现状尚不能适应我国经济建设和社会发展的需要，与时代发展的要求还存在差距。因此，新课改的重点是：

要改变英语课程过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力培养的倾向，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。我国现行"九年制义务教育全日制初级中学英语课程标准教学目的的要求主要有： 1、通过课本学习语言知识，了解中西方的语言文化差异，掌握一定的语言技能。语言技能是构成语言交际能力的重要组成部分，包括听、说、读、写各方面的技能以及综合运用的能力。 2、获取更多的信息，拓宽视野，逐步培养学习英语的兴趣，培养运用知识的能力和创造能力。要求学生对英语学习表现出积极性和初步的自信心。能听懂有关熟悉的话题的语段和简短的故事。能就有关的话题交换信息，能参与简单的角色扮演等活动。 3、提高学生的阅读技巧，培养学生的阅读能力。要求学生在一定的时间内完成一定的阅读任务，掌握一定的阅读技巧，提高阅读的能力。英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程，又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。

初三英语完型阅读专项练习

* 完型填空与阅读理解专项练习家长签名: 一．完型填空 A I walked along the sea for about an hour until I began to feel hungry. It was seven. By that time, I was not far from a favourite restaurant of mine, where I often went to eat two or three times a week. I knew the owner well. I went into the restaurant, which was already crowded, and ordered my meal. While I was waiting, I looked 1 to see if I knew anyone in the restaurant. Then I saw a man sitting at a corner table near the door keeping looking in my direction (方向), as if he knew me. I certainly didn’t know him, for I never forgot a 2 . The man had a newspaper __3 in front of him. But I could see that he was keeping an 4 on me. When the waiter brought my soup, the man was 5 puzzled (迷惑) by the familiar (熟悉) way that the waiter and I called each other. He became even more puzzled as 6 went on. He could see that I was well 7 in the restaurant. At last he got up and went into the kitchen. After a few minutes he came out again, 8 for his meal and left. When I had finished, I called the owner of the restaurant over and asked him 9 the man had wanted. The owner told me he was a detective（侦探）. “Really?”I was 10 . “He was certainly 11 in me. But why?” I asked. “He followed you here because he thought you were a man he was looking 12 ,”the owner said. “When he came into the kitchen, he showed me a 13 of the wanted man . He certainly looked like you! Of course, since we 14 you here, I told him that he had made a mistake.”It’s 15 I came to a restaurant where I am known, or I might have been arrested! 1. A. for B. at C. around D. like 2. A. name B. face C. person D. friend 3. A. open B. closed C. opened D. close 4. A. orange B. arm C .apple D. eye 5. A. badly B. fast C. quickly D. clearly 6. A. Program B. story C. time D. news 7. A. taken B. made C. known D. brought 8. A. paid B. paying C. spent D. cost 9. A. that B. what C. when D. which 10. A. worried B. surprised C. surprising D. sad 11. A. interested B. Interesting C. worried D. sure 12. A. up B. like C. at D. for 13. A. book B. photo C. paper D. magazine 14. A. know B. see C. hear D. look at 15. A. bad B. good C. lucky D . Best B There was a robbery near Harry's home one night. Harry was looking out of his window 1 . He saw a robber run out of a shop and he saw the robber 2 his mask . He saw his face. Harry told his father what he had seen. When the police came, Harry and his 3 went to talk to them. "I saw the robber," Harry told the police. "I can 4 him. He was about fifty years old. He __5 a big red nose. His ears were big. He was quite tall and thin. He had 6 wrong with his right leg." " 7 do you know that ?" one of the policemen asked Harry. "He limped (跛行)," Harry said. "What was he wearing?" the other policeman asked.

阅读与表达

八、阅读短文, 根据短文内容回答问题。(共10分，每小题2分) Dr. Sharon M. Draper is an excellent teacher as well as a successful writer. She is a woman of achievements. She has been honored as the National Teacher of the Year, is a five-time winner of the Coretta Scott King Literary Awards, and is a New York Time s bestselling writer. She was chosen as Ohio's Outstanding High School Language Arts Educator, Ohio Teacher of the Year, and as a NCNW Excellence in Teaching Award winner. She is a Milken Family Foundation National Educator Award winner. She is a YWCA Career Woman of Achievement, and is the recipient (接受者) of the Dean's Award from Howard University School of Education. Two years ago she was named Ohio Pioneer in Education by the Ohio State Department of Education, and received the Beacon of Light Humanitarian Award, as well as the Doctor of Laws Degree from Pepperdine University. She has been honored at the White House six times, and was chosen as one of only four writers in the country to speak at the National Book Festival Gala in Washington, D.C. Her book Copper Sun has been chosen by the US State Department and the International Reading Association as the United States novel for the international reading project. Students in the US, Nigeria, and Ghana are reading the book and sharing the ideas—a true intercontinental, cross-cultural experience. She has worked all over the United States, as well as in Russia, Ghana, Togo, Kenya, Ethiopia, Bermuda, and Guam, spreading the word about the power of successful teaching and excellence in education. She became known when she won first prize in a literary (文学的) competition. She was given $5000 and her short story, One Small Torch, came into being. She has written many poems, articles, and short stories in literary journals (期刊). Here are some of her books which are very popular in America. We Beat the Street (Dutton, 2005) Copper Sun (Simon and Schuster, 2006) Fire from the Rock (Dutton, 2007) Just Another Hero (Simon and Schuster, 2009) Out of my Mind (Simon and Schuster, 2010) 64.Is Dr. Sharon M. Draper a writer? 65.What was she named in 2011? 66.How many times has she been to the White House at least? 67.What has she written in literary journals? 68. What’s the passage mainly about?

初中英语阅读教学与研究

《初中英语阅读教学与研究》课题研究方案一、课题的核心概念及界定中学英语教学大纲指出：“阅读是理解和吸收书面信息的能力,它有助于扩大词汇量,丰富语言知识，了解英语国家的社会文化背景，阅读也是人们获得信息和知识的主要手段。”当前，“学英语难,学好英语更难”，我们每个初中生都从心里发出这样的感慨.那么,怎么样才能学好英语呢？我们认为学好英语的关键在语感，因为语感是语言的灵魂.而语感的获得又与阅读休憩相关。因此，要学好英语，有必要培养良好的阅读习惯,掌握科学的阅读方法。然而，在初中阶段,虽然阅读教学一直倍受从事英语教学的教育工作者的重视，但效果却不理想.问题的关键在哪里呢？我们在多年教学实践中感到学生由于接触和使用英语的时空受到一定的限制,许多学生知道一个个单词的意思,但连词成句,连句成篇之后却又不知道它们的意思了。造成这种现象的一个重要原因是现行的中学英语并无明确的英语阅读教学目标和配套的阅读教材，因此进行英语阅读教学研究不仅具有重要的现实意义，更是提高学生英语阅读能力,为其终生发展奠定基础的必然趋势，也是时代发展的必然趋势。本课题《初中英语阅读教学实践与研究》的开展，正是基于这样的背景提出的，它有如下的理论意义和实践意义：、有利于教师进一步更新观念，改变传统的教学方式。对小学英语阅读教学的研究与实践，就是要引导教师转变教学观念，树立以人为本、促进发展的课程观和学生观，突破接受学习的定势，探索引导

学生英语阅读的教学方式和教学模式，不断提高课堂教学效益。、有利于发展学生的探究学习能力。阅读教学应“逐步培养学生探究性阅读和创造性阅读的能力”。所谓探究性阅读，就是在教师的指导下，学生通过研究探索的方式自主地阅读获取和运用的一种学习方式。、有利于拓展教学内容，开阔学生的知识视野，使阅读教学课堂从封闭走向开放，体现用英语做事的教学思想。二、课题研究的背景和意义《英语课程标准》提出了明确的要求：英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。中学英语的教学任务是通过对学生听、说、读、写的训练，使学生掌握一定的语言基本知识和基本技能，并初步具有运用英语进行交际的能力。其中，英语阅读是我们进行基本训练的重要内容之一。随着课程改革的不断深入，新目标英语教材的使用，阅读教学是困难重重。我校英语阅读教学的现状并不理想，学生普遍存在着阅读速度慢，理解能力差的现象，阅读学习成了英语学习的最大障碍，而且在很大程度上会影响学生学习的积极性和信心，这些就成了增加教师教学的难度。结合我校学生的特点，如何借鉴国外各种英语阅读理论模式，为提高英语阅读教学，培养学生正确的阅读习惯与加强对学生阅读教学

初中英语阅读理解专项讲解

初中英语阅读理解专项讲解一、阅读理解概述阅读是语言学习的主要目的之一。阅读理解题已经成为全面评估学生英语水平的重要测试题型，在中考英语试卷中所占比重也比较大，它不仅考查学生综合运用英语语言知识的能力，而且考查学生阅读的速度及理解能力。（一）（2011版）英语《课程标准》五级阅读要求（初中毕业要求） 1、能根据上下文和构词法推断、理解生词的含义； 2、能理解段落中各句子之间的逻辑关系； 3、能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局； 4、能读懂常见体裁的阅读材料； 5、能根据不同的阅读目的运用简单的阅读策略获取信息； 6、能利用字典等工具书进行学习； 7、除教材外，课外阅读量应累计达到15万词以上。综合语言运用能力目标：能读懂供7~9年级学习阅读的简单读物和报刊、杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。（二）从近几年初中升学考试试卷来看，阅读理解考题的类型大致可分为三种：

1.阅读短文，选择答案这类题目类型是阅读理解最常考的一种。这类题型的选项应在理解短文的基础上做出判断，坚持短文内容与考项对比的方法，把一些与短文内容明显相符或不相符的答案选出来，然后再对要求根据上下文进行推埋的考项即短文伪容中没有直接答案的考项进行推断。 2.阅读短文，判断正误这种题型要求应考者根据短文的内容，对所列的句子与短文内容是否相符做出正误判断。应考者做这类考题时应特别注意反义词、近义词以及一些词组的互替使用。 3.阅读短文，回答问题考生对这种题型除了将考项的内容与短文内容对比之外，还应特别留意一般疑问句、特殊疑问句和反意疑问句。对于一般疑问句，回答要简洁明了，用Yes，No。对于特殊疑问句的回答，切忌用Yes，No，答话也应尽量简单，可以避免不必要的丢分。对于反意疑问句，应根据反意疑问句的特点和短文的内容仔细分析。此外纵观这几年全国各地的中考“阅读理解”试题，用于阅读理解测试的语篇内容涉及社会生活的方方面面，除了一般的英语故事外，还有书信、通知、广告、交通图、各种表格等。在体现知识测试的同时，更注重英语的实际应用。因此，要做好中考英语试题中的语篇“阅读理解”题，需要

初中英语阅读教学行为研究案例

初中英语阅读教学行为研究案例高洁弟《摘要》中学英语要立足于素质教育，取得好的教育成效，必须以“培养学生运用英语能力”为中心，进行“听、说、读、写”综合训练，而阅读能力的培养具有十分重要地位，并且《英语课程标准》也明确规定要“侧重培养阅读能力”。阅读是吸收英语语言材料、增加语言知识、扩大词汇量的最重要手段，而且阅读能力的提高将为英语口语能力与写作能力的发展打下良好基础，也能使学生从英语阅读中认识学习英语的真正意义和价值，体验学习英语的乐趣，树立学好英语的自信心。学生所学的语言知识能否巩固、言语技能能否得到培养和发展，在很大程度上取决于学生能否真正学会阅读。关键词：英语阅读教学行为一问题的提出近年来，英语中考中阅读部分的题量增大、分值增多、题材和体裁多样，设题更加全面和细致。而对于初中阶段的学生来说，由于受词汇、句型和语法结构等语言综合运用能力方面的限制，在对阅读理解的学习上存在一定的困难。同时，在日常的英语学习中，学生能自己主动挤时间来阅读课文从而提高自身阅读能力的可谓少之又少。这就要求老师在平时的教学中必须进行教材、教法的改革，才能培养和提高学生的英语阅读能力。在传统的英语阅读教学中，总是把大量的时间和精力放在生词的认读、重点词的理解搭配、句子的翻译和造句训练上，显然这样的教学，其弊端是过于重视语言形式的把握，却忽视对内容的理解，只能让学生的思路停留于凌乱的知识点上，并不能培养学生领悟作者的思想和驾驭文章结构的能力，阅读能力也就无法提高。二、调查研究为了了解原因，我首先对我所在教的两个班级96位学生进行了问卷调查，发下96份问卷，收上90份有效答卷。从调查情况不难看出，学生对阅读理解还是比较重视的，但是都觉得很难，因此产生恐惧心理和厌烦心理，而在老师的帮助下，他们是非常愿意提高他们的阅读能力的。对调查情况做了认真的分析后，我归纳了以下3个原因：（一）学生词汇量少，阅读量不足，是阅读理解能力差的根本原因；（二）学生阅读习惯差，阅读方法不正确，是阅读理解能力差的主要原因；（三）学生之间缺乏交流，教师对学生的阅读技巧也缺乏必要的指导，也导致学生的阅读理解能力偏低。三、制定并实施行动计划基于上述原因的反思、研究，我决定从2009年10月开始到2010年5月，一学年的教学时间对学生实施“科学有效的阅读方法研究”的教学策略。（主要包括跳读scanning、掠读skimming和细读close reading）。具体计划分两部分：（一）在英语课堂教学中实施“科学有效的阅读方法研究”的教学策略