高中英语课外阅读教学

　　高中英语阅读不仅包括课内的阅读，还包括课外的阅读，因此，对于高中英语课外阅读的教学设计是教师不容忽视的教学过程，从宏观层面出发，探讨可以提高高中英语课外阅读教学效果的几点思考。接下来小编为你带来高中英语课外阅读教学，希望对你有帮助。

高中英语课外阅读教学

　　篇一：高中英语课外阅读教学

　　对于英语的学习，教师不仅要在课堂内教学生如何进行英语阅读，同样在课堂外，教师也要教学生如何进行正确的课外阅读。课外阅读教学既要选择有效的教学方法与教学策略，又要符合学生认知发展的基本规律。对此，高中英语课外阅读教学要注意以下三个方面：

　　一、得当

　　课外阅读是一种拓展性的学习，学生自主的学习才是课外阅读的目的所在。所以要充分了解学生的情况，并有针对性地进行辅导教学。如，在课外阅读的教材选择方面，要尽量选择学生感兴趣、能够激发学生学习欲望的教材，只有这样学生才会有动力去进行课外的阅读，让学生在循序渐进的学习中，提高英语的阅读能力。

　　二、得法

　　在具体的教学方法上，要选取正确的阅读策略。如有些课外阅读材料短小易懂，结构清晰，这样的材料可以选取略读或是快读的方法，只需让学生了解大意就行；而有些材料内容丰富、篇幅较长、结构混乱，这就需要教师与学生仔细地研读、认真地推敲，用心去学习。除此之外，课外阅读组织教学的核心就是问题的设计，问题的提出要尽量体现多维度，也要符合学生的最近发展区，让学生能够利用自己原先的认知去联系新的事物，这样新旧知识之间就可以产生一种共识，帮助学生去解决问题。

　　三、得益

　　反馈、评价对于教学的组织来说是至关重要的，所以，在课外阅读的教学中，对于学生的表现与取得的成绩要给予及时的反馈意见与评价，让学生知道自己哪里做得好，哪里做得不好，在以后的学习过程中相互借鉴。在进行反馈时，要根据学生的实际情况、认同学生的个体差异给予相应的反馈，不能用一刀切的方法断定所有的学生。关于评价，不单指进行学习后的评价，在学习前和学习中都要进行评价，学习后的评价起到的是反馈作用，学习前的评价是为了了解学生的实际情况，学习中的评价是为了随时对学习情况进行调整。评价的方法可以是教师评价，也可以是学生间相互评价。

　　高中英语课外阅读的教学对于学生英语学习能力的提高有着重要的作用，因此，在以后的教育教学中，教师与学生都要认真地对待与学习。

　　参考文献：

　　朱文英，谢光宏。新课标下的高中英语课外阅读活动［J］。中小学外语教学：中学篇，2006（02）。

　　如何在高中英语教学中实施情感教学高中英语教学中的研究性学习高中英语演讲稿范文

　　篇二：高中英语课外阅读教学

　　阅读是英语教学的难点和重点。高中英语教学大纲明确指出，阅读是理解和吸收语言信息的最重要手段，它能给学生提供更为丰富的教育教学资源，有助于他们开阔视野、丰富语言知识、扩大词汇量和了解英语国家的社会及文化等。教师要有计划地指导学生掌握科学、有效的阅读方法和技巧。为了达到理想的教学效果，笔者在多年的教学实践中总结出了英语阅读教学的“五注意”。

　　第一，注意阅读选材难易应适当，范围应广泛。文章的难易往往和生词量有关，生词太多，学生读不懂文章，达不到训练的目的，并且还会对阅读产生畏惧心理而放弃阅读，给进一步的阅读教学造成障碍。同时，在内容上，所选材料要尽量涉及社会生活的各个方面，如文化教育、风土人情、传说、时事、人物及科普等。这样做的目的是尽可能调动起学生的阅读兴趣，如果学生对所读内容感到厌烦，很难想像他们能积极地阅读。

　　第二，注意培养学生良好的阅读习惯。习惯的养成会给今后的进一步学习打下良好的基础。教师应从接手新班的时候就开始培养学生阅读英语的习惯。最初可在课堂上安排固定的时间让学生阅读指定的材料，并对难句、难文进行适当讲解。随后可以给学生布置长期的课外阅读任务，教师定时抽查，并不时地安排课堂时间与学生分享精彩段落，以此提高学生的阅读兴趣，使学生能持之以恒。

　　第三，注意精读﹑泛读要紧密结合。要提高学生的阅读能力，首先应使学生具有一定的阅读量。只有具备了一定的阅读量，学生才能建立起语感，才能使阅读上一个台阶。目前，单靠课本提供的阅读材料，是远远不足以培养学生的阅读能力的。要给学生的阅读任务做定时定量的要求，以每日两篇文章为底线。在要求学生定时定量广泛阅读的同时，还要注意阅读的质量。教师每周可挑选出１～２篇较好的文章，对文章的句子结构、用词、习语、词语搭配等进行简单的讲解，以达到扩充学生语言知识的目的。对于特别精彩的文章，还可以要求学生背诵。

　　第四，注意对不同年级的学生要有不同的要求。培养学生阅读能力是一个漫长而艰辛的过程，应采取循序渐进﹑有的放矢的原则，对每个年级的培养目标和教学要求要做到心中有数。例如，高一年级的重点应放在激发学生阅读英语文章的兴趣上，选材以趣味性、故事性的文章为主。学生有了一定的兴趣后，就可以要求他们在每天读完一篇文章后，对所读内容作三言两语的简介。同时，还要逐渐培养学生猜测生词的能力；高二年级的重点，则是培养学生具备基础的阅读思维能力，如对文章细节的`理解能力、对词句的理解能力以及计算能力等。阅读范围可侧重于地理、生物、天文等科普性文章。同时，教师还应传授给学生一定的阅读技巧，在继续培养学生猜词能力的基础上调整学生面对生词的心态；高三年级的重点放在培养学生对文章的深层理解上。如培养学生对文章的推理能力、归纳能力等。在注意广泛选材的同时，还应特别注意对学生进行阅读技巧、解题方法的训练，继续培养学生的猜词能力和迎考的良好心态。

　　第五，注意培养学生的英语文化基础。高中英语教学大纲明确指出?“语言是文化的重要载体，语言与文化密切联系。”如果学生缺乏一定的文化背景知识，即使能认识每一个单词，也不一定能正确理解文章的含义。同时，由于语言和文化总是随着时代的发展在不断地变化，而我们教科书上的材料显得相对老化。因此，教师除了对教材中出现的有关社会文化背景的知识进行详细介绍外，还要经常补充介绍一些英语国家的当代社会背景知识以及科学技术发展情况。平时要指导学生阅读有关的英语报刊，甚至一些介绍现代科技发展的中文报刊，鼓励学生广泛接触有关英语国家的人文、地理、历史、传记等方面的书籍。只有不断扩大学生的知识面，才能使他们紧紧跟上语言的发展，才能有效地提高学生的阅读理解能力。

　　篇三：高中英语课外阅读教学

　　Unit Ten ：Going Home

　　TEXT

　　I first heard this story a few years ago from a girl I had met in New York's Greenwich Village. Probably the story is one of those mysterious bits of folklore that reappear every few year, to be told anew in one form or another. However, I still like to think that it really did happen, somewhere, sometime.

　　Going Home

　　They were going to Fort Lauderdale -- three boys and three girls -- and when they boarded the bus, they were carrying sandwiches and wine in paper bags, dreaming of golden beaches and sea tides as the gray, cold spring of Now York vanished behind them.

　　As the bus passed through New Jersey, they began to notice Vingo. He sat in front of them, dressed in a plain, ill-fitting suit, never moving, his dusty face masking his age. He kept chewing the inside of his lip a lot, frozen into complete silence.

　　Deep into the night, outside Washington, the bus pulled into Howard Johnson's, and everybody got off except Vingo. He sat rooted in his seat, and the young people began to wonder about him, trying to imagine his life: perhaps he was a sea captain, a runaway from his wife, an old soldier going home. When they went back to the bus, one of the girls sat beside him and introduced herself.

　　"We're going to Florida," she said brightly. "I hear it's really beautiful."

　　"It is," he said quietly, as if remembering something he had tried to forget.

　　"Want some wine?" she said. He smiled and took a swig from the bottle. He thanked her and retreated again into his silence. After a while, she went back to the others, and Vingo nodded in sleep.

　　In the morning, they awoke outside another Howard Johnson's, and this time Vingo went in. The girl insisted that he join them. He seemed very shy, and ordered black coffee and smoked nervously as the young people chattered about sleeping on beaches. When they returned to the bus, the girl sat with Vingo again, and after a while, slowly and painfully, he began go tell his story. He had been in jail in New York for the past four years, and now he was going home.

　　"Are you married?"

　　"I don't know."

　　"You don't know?" she said.

　　"Well, when I was in jail I wrote to my wife," he said. "I told her that I was going to be away a long time, and that if she couldn't stand it, if the kids kept askin' questions, if it hurt her too much, well, she could jus forget me. I'd understand. Get a new guy , I said -- she's a wonderful woman, really something -- and forget about me. I told her she didn't have to write me. And she didn't. Not for three and a half years."

　　"And you're going home now, not knowing?"

　　"Yeah," he said shyly. "Well, last week, when I was sure the parole was coming through, I wrote the again. We used to live in Brunswick, just Before Jacksonville, and there's a big oak tree just as you come into town, I told her that if she didn't have a new guy and if she'd take me back, she should put a yellow handkerchief on the tree, and I'd get off and come home. If she didn't want me, forget it -- no handkerchief, and I'd go on through."

　　"Wow," the girl exclaimed. "Wow."

　　She told the others, and soon all of them were in it, caught up in the approach of Brunswick, looking at the pictures Vingo showed them of his wife and three children -- the woman handsome in a plain way, the children still unformed in the much-handled snapshots.

　　Now they were 20 miles from Brunswick, and the young people took over window seats on the right side, waiting for the approach of the great oak tree. Vingo stopped looking, tightening his face, as id fortifying himself against still another disappointment.

　　Then Brunswick was 10 miles, and then five. Then, suddenly, all of the young people were up out of their seats, screaming and shouting and crying, doing small dances of joy. All except Vingo.

　　Vingo sat there stunned, looking at the oak tree. It was covered with yellow handkerchiefs -- 20 of them, 30 of them, maybe hundreds, a tree that stood like a banner of welcome billowing in the wind. As the young people shouted, the old con slowly rose from his seat and made his way to the front of the bus to go home.

　　高中英语辅导：little 和small的用法讲解

　　这一对形容词是同义词，但修辞意味有所不同。

　　Little 往往带有感情色彩，有指小和可爱的意味，它的对义词是great或big.

　　Small是中性词，不带感情色彩，它的反义词是large.通过下列词语的比较，我们可以分辨它们的隐含意义：

　　a little house 含义是小巧玲珑的房子

　　a small house 含义是面积或容量不大的房子

　　a little girl 含义是可爱的或可怜的小女孩

　　a small girl 含义是年龄或身材不大的女孩

　　a little town 含义是可爱的小镇

　　a small town 含义是面积不大或人口不多的小镇

　　值得注意的是，little和small在修饰某些名词时，会产生不同的意思。例如：

　　little money 是没有多少钱

　　small money 是面额小的钱币

　　下面两个句子的涵义并不相同，请注意：

　　He has no small chance of success.

　　他大有成功的可能。

　　He has not the smallest chance of success.

　　他并没有成功的可能。

　　一百多年前，有些英美作家用littler，littlest作为little的比较级和最高级，如 the littlest child;the littler house.这种英语在现代英语中已看不到了。

　　上面谈到great和large是little和small的对语，这里举两个例子予以说明great和large的区别：

　　a great man是一个伟大的人物，意指他具有高贵的品质或惊人的成就。

　　a large man是一个身材高大的人，意指他的外表长得高大，并不指他的品性、能力或工作而言。

　　a great dog是一条大得令人望而生畏的狗，它带有畏惧的感情色彩。

　　a large dog 是一条大狗，并无感情色彩在内。

　　不定式动词的用法不定式动词(Infinitive)的形式是：“to + 原动词”, 如：to come, to go, to play, to read, to listen, to sing等等。

　　在一般情况下，“to + 原动词”必须靠拢，但在某些情况里，“to”和原动词可以被适当的副词(Adverb)分开，在某些动词句型里，“to”则必须省略。

　　在什么情况下，不定式动词的两部份可以分开呢?分开的目的何在?在大多数场合里，不定式动词两部分不分开，只有在特殊环境里才准许让副词加入，以便更准确地，更自然地反映某些实际情况。看看下面三个句子：

　　(1) Bob failed completely to fulfil his duties.

　　(2) Bob failed to fulfil his duties completely.

　　(3) Bob failed to completely fulfil his duties.

　　在(1)里，状态副词“Completely”既可修饰谓语动词“failed”，也可修饰不定式动词“to fulfil”。在 (2) 里，“completely”和被修饰的不定式动词离开太远，力道不足，效果欠佳。在 (3) 里，“completely”夹在不定式动词两部份之间，把它修饰得既自然又贴切;这个位置，在三个句子中，可说是最恰当的了。

　　同样的，(4)比(5)紧凑;(6)比(7)扎实：

　　(4) It was wrong for Mr Lim to suddenly quit the job.

　　(5) It was wrong for Mr Lim suddenly to quit the job.

　　(6) Is it possible for a chaotic country to further develop its economy?

　　(7) Is it possible for a chaotic country to develop its economy further?

　　由于不定式动词的两部分在适当时分开有其优点，这种用法，在现代英语里越来越普遍。例如：

　　(8) Civil servants were urged to better serve the public.

　　(9)The Economic Development Board has just announced some new plans to further promote the economic development.

　　(10) I don't want you to be forever criticising your friends' good efforts.

　　(11) The new manager wanted the new scheme to be properly implemented.

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