高二英语阅读竞赛活动方案
乌市第九中学高二年级英语阅读竞赛活动方案
一．活动主题：高二学生英语阅读竞赛
二．活动目的：为提高同学们学习
为全面贯彻《英语课程标准》，进一步激发学生的英语学习兴趣，在全校掀起“学英语、用英语”的热潮，特举办本次英语阅读竞赛活动。通过本次竞赛，让学生更加重视英语学习，加强对英语理解和运用的意识，提高学生使用英语的能力。为提高英语成绩打下扎实的基础，并通过此次活动互相交流，取长补短。
三．活动时间：2015年5月13日
四．活动地点：各班教室
四、活动对象：高二年级全体学生。
五、活动要求：
1.由本校教师统一命题，难度符合本年级学生。试题共五篇阅读理解，含一篇高考新题型“七选五”，时间为40分钟。
2.要求学生仔细、认真阅读，独立完成试卷，保证字迹工整和答题纸卷面整洁。
3.各班级按规定时间内进行答题比赛，不得提前或推迟比赛时间。
4. 教师统一阅卷，按照参考答案以及分值严格打分。
六、评选办法：
（一）由高二英语教师评委小组对参赛作品进行认真评选。
（二）奖项设置：
一等奖8名，二等奖16名，三等奖16名，纪念奖若干名。
（三）奖励办法：对获奖学生统一颁发奖品，以资鼓励。
七、作品展示：赛后将对获奖学生的作品及颁奖仪式进行班级宣传栏展示。
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《初中英语阅读教学的实践研究》课题结题报告 我校是一所农村初级中学，2010年4月，我校英语组的《初中英语阅读教学的实践研 究》被列为武清区立项课题，经过两年的实践与研究，取得了一定的成绩，在总结研究成果的 基础上，我们提出如下报告。 一、课题提出的背景 近二十年来国外对英语阅读的研究有了巨大的发展，阅读的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。在初中英语课程中，阅读是重要的组成部分。英 语阅读的目的是让学生在获取知识的同时，掌握更多的阅读技能，让他们成为独立的阅读者。 无论是考试中遇到越来越多的阅读理解题，还是今后日常工作和学习中要大量阅读的英文资 料，都对学生的阅读能力提出了很高的要求。但对中学生英语阅读的研究甚少，对英语阅读所 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。 二、课题研究的目的、意义在英语学习中，听、读是对语言信息进行输入，这是学习 语言的首要条件。但是，听力输入受到诸多条件的限制，吸收信息有局限性，而阅读则是比较 可行的方法，它可以随时随地让阅读者大量地吸收英语语言材料、增加语言知识、扩大词汇 量。同时，阅读能力的提高还能为口语能力和写作能力的发展打下基础。能使学生通过阅读和 理解语言材料，体验英语学习的乐趣，理解英语这一世界性语言的魅力。同时，阅读能力是英 语自学能力的基础，具备了这种能力，将为他以后的学习和工作打下坚实的基础。 我们一直以来在上英语阅读课时把重点单纯地放在单词、句型结构和语法等基本知识目标上，以为学生们有了基本的语法和词汇就可以形成阅读能力，这种阅读方法不是培养学生阅读能力的正确方法。为了培养学生的阅读能力，一定要使其逐步养成阅读的习惯，培养学生正确的阅读习惯与加强对学生阅读教学实践指导并探讨中学生英语阅读能力结构具有十分重要的意义。为此，开展阅读教学实践的研究活动就显得十分必要。 三、课题研究的主要目标与内容 国家英语课程标准指出: 学习和发展是英语课程标准的出发点和归宿。因此我们的目标 是:通过研究，探索中学英语阅读教学的有效方法，构建一套能充分发挥学生的潜能，使学生能
英语课外阅读实施方案 (1)
英语课外阅读实施方案 一、指导思想 《2003年普通高中英语课程标准( 实验)》、（2014年）全国统一考试大纲(课程标准实验版)》《2014年山东卷考试说明》中要求在培养学生在口头和书面上初步用英语交际的同时，侧重培养阅读能力。从而提高学生用英语获取信息、处理信息、分析和解决问题的能力，用英语进行思维和表达的能力，以促进心智、情感、态度与价值观的发展和综合人文素养的提高。同时参照《教育学》、《英语教学法》。 二、实施要求 学生每读完一篇文章后都要进行重要单词、短语、句式及美文的摘抄、总结、积累。老师每周检查英语读书笔记。班上自荐或选取学生负责检查每日的阅读效果。 三、实施策略 1、受学生英语基础所限，跃华班学生每天读一篇（老师根据学生实际的学习水平精选印制的阅读），加强班每两天一篇课外阅读作为阅读任务。要求学生阅读时要勾画出重点单词、短语和句子；（不懂得词汇查阅词典）以及自己不懂的地方。第二天利用课前几分钟，让学生展示所画重点单词、短语和句子。也可以提前预约学生进行简单的讲解，大家都不清楚的地方老师加以点拨。课任教师推荐和选择阅读书目，激发阅读热情，检查阅读进度，规范阅读行为，优化阅读策略，促进学生养成良好的阅读习惯。 2、英语课外阅读课上(高一、高二每周四，高三每周二)，学生集中大量阅读。做好读书笔记、做好读书交流准备。阅读课上积极展示阅读成果。 3、每两周不放假的周日自主学习时间也要给学生提供至少30分钟的阅读
资料。 4、放假学生可以自主进行报刊阅读如China Daily, The 21st Century ；牛津书虫系列如《双城记》、《简·爱》、《傲慢与偏见》、《野性的呼唤》、《雾都孤儿》、《飘》、《呼啸山庄》、《大卫·科波菲尔》、《苔丝》、《远大前程》、《金银岛》；《新概念英语2》等。学生也可以将其带到学校来放入班级书橱，达到英语阅读资源共享。 四、实施评价 进行一段时间的阅读就要适当的检测、评价阅读效果。
英语阅读方法与技巧
英语阅读方法与技巧 随着社会地发展，英语在我国各个领域地应用也日益广泛.英语阅读是理解和吸收语言信息最重要地手段.阅读理解作为考查学生直接运用英语能力地主要题型，在目前高考英语卷之中占有较大地比重.因而外语阅读能力地提高对于学生来讲尤为重要.然而，要想有效地提高阅读能力，就需要克服三大障碍. 一、英语阅读中地三大障碍 ．语言地障碍. , , , .(魏立明，孙长顺： )由于有地单词往往有几种甚至几十种意思，而一个词地确切含义只有在具体地文章之中根据上下文才能确定.因此，词义地转换和搭配仍是阅读中地障碍.所以要避免进入见词就查字典地误区. ．文化背景知识地障碍.因为文化背景知识是阅读地无形障碍.由于不了解英语国家地文化背景，因此有时很难做出判断. . , , .(魏立明，孙长顺： ). 所以多做泛读地训练将有所帮助. 关于这两个障碍地排除在本文地以下部分中也有较详尽地论述. ．阅读技巧地障碍.而这一障碍又是多方面地.如找中心思想，推断文章中有没有直接说明地意思，确定作者地语气等.本文将就这一方面进行重点论述. 二、良好阅读习惯地培养原则 大多数人在阅读地时候，有很多不利于提高阅读效率地习惯.以下简介几种： .音读 很多人都有出声阅读地习惯.这种阅读方式地主要弊端就是使阅读速度和效率受到说速度地限制.因为正常默读速度几乎要比出声朗读地速度快两倍以上.此外，出声阅读往往以不同方式表现出来，有时是唇诵，有时是喉诵.读写活动都会影响眼睛地扫视速度.因此，要克服这种不良地阅读习惯，就要养成通过视觉器官直接感知文字符号地视读能力. .心读 心读是一种很难觉察到地阅读习惯.在阅读地过程之中，人体地任何部位，包嘴，头喉都不动.只是在心里自言自语，一字一句地读出每一个词.由于这只是一种内在地说话方式，因此要改掉比较困难.所以要强制自己在深入理解文章地同时，还要强制自己加快阅读速度，才可以逐渐改掉这种坏地习惯. .指读 指读就是用手指，钢笔或其他东西指着一个一个词进行阅读地习惯.这种单纯地机械运动不
【备战2014】2014高考英语阅读理解精品训练(18)及解析
2014高考英语阅读理解精品训练（18）及解析 C5D Mark Twain has been called the inventor of the American novel.And he surely deserves additional praise：the man who popularized the clever literary attack on racism. I say clever because anti－slavery fiction had been the important part of the literature in the years before the Civil War.H.B.Stowe's Uncle Tom's Cabin is only the most famous example.These early stories dealt directly with slavery.With minor exceptions, Twain planted his attacks on slavery and prejudice into tales that were on the surface about something else entirely.He drew his readers into the argument by drawing them into the story. Again and again，in the postwar years，Twain seemed forced to deal with the challenge of race.Consider the most controversial, at least today, of Twain's novels, Adventures of Huckleberry Finn.Only a few books have been kicked off the shelves as often as Huckleberry Finn，Twain's most widely read tale.Once upon a time, people hated the book because it struck them as rude. Twain himself wrote that those who banned the book considered the novel “trash and suitable only for the slums(贫民窟)．”More recently the book has been attacked because of the character Jim，the escaped slave，and many occurences of the word nigger.(The term Nigger Jim，for which the novel is often severely criticized，never appears in it.) But the attacks were and are silly—and miss the point.The novel is strongly anti－slavery.Jim's search through the slave states for the family from whom he has been forcibly parted is heroic.As J．Chadwick has pointed out, the character of Jim was a first in American fiction—a recognition that the slave had two personalities, “the voice of survival within a white slave culture and the voice of the individual：Jim, the father and the man.” There is much more.Twain's mystery novel Pudd'nhead Wilson stood as a challenge to the racial beliefs of even many of the liberals of his day.Written at a time when the accepted wisdom held Negroes to be inferior(低等的)to whites，especially in intelligence，Twain's tale centered in part around two babies switched at birth.A slave gave birth to her master's baby and，for fear that the child should be sold South, switched him for the master's baby by his wife.The slave's light－skinned child was taken to be white and grew up with both the attitudes and the education of the slave－holding class.The master's wife's baby was taken for black and grew up with the attitudes and intonations of the slave. The point was difficult to miss：nurture(养育)，not nature，was the key to social status.The features of the black man that provided the stuff of prejudice—manner of speech，for example—were, to Twain, indicative of nothing other than the conditioning that slavery forced on its victims. Twain's racial tone was not perfect.One is left uneasy，for example，by the lengthy passage in his