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阅读是体现英语教学大纲教学目的的一面镜子，是集语言习惯、语法、词汇、短语等基础知识为一体，综合考查学生运用英语能力的有效手段。要攻克中考英语阅读关，关键在平时要加强学生的阅读训练，可从以下四方面着手，不断地练习，直到掌握做题要领，提高学生阅读能力。

一、熟记单词，增加词汇量

在平时的教学中，教师应要求学生熟记每一册书本后单词表中的所有单词，弄清它们的语音、拼写、含义、词性及其用法，并反复听写，迫使他们把单词背得滚瓜烂熟。同时，在平时的练习中，若碰到少数超纲的生词，讲解练习时，应告诉学生这些生词的读音及中文意思，并要求稍加记忆。此外，教师还可以鼓励学生通过阅读自己感兴趣的课外读物来学习和巩固新的词汇，也可以定期向学生推荐一些英语读物。久而久之，词汇量也就慢慢地增大了。

二、扩大知识面，争当“猜词秀”

在指导学生解题时，教师应要求学生在做阅读题时，不要一碰到生词急于去查字典，而要学会去“猜”，即通过上文的联系去理解它。“猜”的能力的培养比动手查字典的“勤”更有意义。当然，这里所讲的“猜”也是有技巧的。简单的，根据生词所在句子就能“猜”出其含义；稍难的，就得联系前后句子、段落的逻辑发展甚至整个语篇的背景知识才能“猜”出其意思。在阅读时，对于那些“猜”不出的意思，又跟做题并无太大关系的生词可暂不去管它。当然，解题结束后，倒有必要去查一下字典，因为这样做有助于验证自己“猜”词的准确率，从而检查自己对英语单词的理解能力，激发学习英语的兴趣。

三、讲究阅读方法，纠正不良习惯

在具体的阅读训练中，教师还应根据文章篇幅的长短和内容的难易程度，指导学生采用不同的阅读方法。对于那些篇幅较长，难度适中的阅读材料，可以采取快速阅读的方式，只要求学生捕捉重要信息和理解文章大意即可。像最近几年出现的类似商业广告的材料，虽然里面生词较多，但题目一般都不难做，通常会就时间、地点、人物、价格、电话号码等要素提出问题，学生可采用泛读或跳读的方法，以便快速找到答案。相反，对于那些句子结构复杂，有一定生词，段落中各句子间逻辑关系复杂，学生又易混淆的篇段，则宜精读，而且要反复阅读，仔细体味。

有的学生阅读英语材料的速度很慢，究其原因是阅读方法不当。而不良的阅读方法往往不能使学生很好地理解文章，从而影响了学生的阅读能力。教师应帮助学生纠正下面几种不良的阅读方法和习惯：

1、有的学生习惯于一个单词一个单词地阅读，还有的经常回读或阅读时口中念念有词，这样容易造成思维中断，不能快速把握文章的整体内容。教师要指导学

生以句子为单位进行阅读，并逐渐培养其对句群的理解能力，让学生养成读完上句就急于想知道下文的良好思维习惯。

2、有的学生在阅读时会逐句在心里翻译成中文，从而造成眼中有文，脑中无义，信息输入过慢的情况。教师可要求学生阅读时脑子里最好别出现中文内容，对英语的记忆和理解都以实物、情景、感觉或英文词的形式出现，以便强化英语思维习惯。

3、良好的阅读习惯不仅要求学生快速把握文章大意，也要求在阅读过程中注重细节，尤其是那些能反映作者观点和态度的细节。而相当一部分学生一段或一篇文章读下来，却抓不住中心，容易以偏概全。这时教师可以引导学生对那些“细节”文字加以理解，培养学生分析和概括的能力，从而更好地理解故事的情节，预测故事情节的发展和可能的结局，正确把握短文的中心思想。

总之，阅读能力的提高并非一朝一夕之事。只有坚持不懈，不断地进行大量而有效的阅读训练，才能取得较好的效果。

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Passage 1 There are some very good things about open education. This way of teaching allows the students to grow as people develop their own interests in many subjects. Open education allows students to be responsible for their own education, as they are responsible for what they do in life. Some students do badly in a traditional classroom. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules. For students who worry about these things a lot, it is a good idea to be in an open classroom. But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of student. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their schools. You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want to have rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to. 1.Open education allows the students to ____. A.grow as the educated B.be responsible for their future C.develop their own interests D.discover subjects outside class 2. Open education may be a good idea for the students who ____. A.enjoy learning B.worry about grades C.do well in a traditional classroom D.are responsible for what they do in life 3. Some students will do little in an open classroom because ____. A.there are too few rules B.they hate activities C.open education is similar to the traditional education D.they worry about the rules 4. Which of the following is NOT mentioned in the passage?____ A.Some traditional teachers do not like it.

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