高中英語(yǔ)課外閱讀教學(xué)
高中英語(yǔ)閱讀不僅包括課內(nèi)的閱讀，還包括課外的閱讀，因此，對(duì)于高中英語(yǔ)課外閱讀的教學(xué)設(shè)計(jì)是教師不容忽視的教學(xué)過(guò)程，從宏觀層面出發(fā)，探討可以提高高中英語(yǔ)課外閱讀教學(xué)效果的幾點(diǎn)思考。接下來(lái)小編為你帶來(lái)高中英語(yǔ)課外閱讀教學(xué)，希望對(duì)你有幫助。
篇一：高中英語(yǔ)課外閱讀教學(xué)
對(duì)于英語(yǔ)的學(xué)習(xí)，教師不僅要在課堂內(nèi)教學(xué)生如何進(jìn)行英語(yǔ)閱讀，同樣在課堂外，教師也要教學(xué)生如何進(jìn)行正確的課外閱讀。課外閱讀教學(xué)既要選擇有效的教學(xué)方法與教學(xué)策略，又要符合學(xué)生認(rèn)知發(fā)展的基本規(guī)律。對(duì)此，高中英語(yǔ)課外閱讀教學(xué)要注意以下三個(gè)方面：
一、得當(dāng)
課外閱讀是一種拓展性的學(xué)習(xí)，學(xué)生自主的學(xué)習(xí)才是課外閱讀的目的所在。所以要充分了解學(xué)生的情況，并有針對(duì)性地進(jìn)行輔導(dǎo)教學(xué)。如，在課外閱讀的教材選擇方面，要盡量選擇學(xué)生感興趣、能夠激發(fā)學(xué)生學(xué)習(xí)欲望的教材，只有這樣學(xué)生才會(huì)有動(dòng)力去進(jìn)行課外的閱讀，讓學(xué)生在循序漸進(jìn)的學(xué)習(xí)中，提高英語(yǔ)的閱讀能力。
二、得法
在具體的教學(xué)方法上，要選取正確的閱讀策略。如有些課外閱讀材料短小易懂，結(jié)構(gòu)清晰，這樣的材料可以選取略讀或是快讀的方法，只需讓學(xué)生了解大意就行；而有些材料內(nèi)容豐富、篇幅較長(zhǎng)、結(jié)構(gòu)混亂，這就需要教師與學(xué)生仔細(xì)地研讀、認(rèn)真地推敲，用心去學(xué)習(xí)。除此之外，課外閱讀組織教學(xué)的核心就是問(wèn)題的設(shè)計(jì)，問(wèn)題的提出要盡量體現(xiàn)多維度，也要符合學(xué)生的最近發(fā)展區(qū)，讓學(xué)生能夠利用自己原先的認(rèn)知去聯(lián)系新的事物，這樣新舊知識(shí)之間就可以產(chǎn)生一種共識(shí)，幫助學(xué)生去解決問(wèn)題。
三、得益
反饋、評(píng)價(jià)對(duì)于教學(xué)的組織來(lái)說(shuō)是至關(guān)重要的，所以，在課外閱讀的教學(xué)中，對(duì)于學(xué)生的表現(xiàn)與取得的成績(jī)要給予及時(shí)的反饋意見與評(píng)價(jià)，讓學(xué)生知道自己哪里做得好，哪里做得不好，在以后的學(xué)習(xí)過(guò)程中相互借鑒。在進(jìn)行反饋時(shí)，要根據(jù)學(xué)生的實(shí)際情況、認(rèn)同學(xué)生的個(gè)體差異給予相應(yīng)的反饋，不能用一刀切的方法斷定所有的學(xué)生。關(guān)于評(píng)價(jià)，不單指進(jìn)行學(xué)習(xí)后的評(píng)價(jià)，在學(xué)習(xí)前和學(xué)習(xí)中都要進(jìn)行評(píng)價(jià)，學(xué)習(xí)后的評(píng)價(jià)起到的是反饋?zhàn)饔�，學(xué)習(xí)前的評(píng)價(jià)是為了了解學(xué)生的實(shí)際情況，學(xué)習(xí)中的評(píng)價(jià)是為了隨時(shí)對(duì)學(xué)習(xí)情況進(jìn)行調(diào)整。評(píng)價(jià)的方法可以是教師評(píng)價(jià)，也可以是學(xué)生間相互評(píng)價(jià)。
高中英語(yǔ)課外閱讀的教學(xué)對(duì)于學(xué)生英語(yǔ)學(xué)習(xí)能力的提高有著重要的作用，因此，在以后的教育教學(xué)中，教師與學(xué)生都要認(rèn)真地對(duì)待與學(xué)習(xí)。
參考文獻(xiàn)：
朱文英，謝光宏。新課標(biāo)下的高中英語(yǔ)課外閱讀活動(dòng)［J］。中小學(xué)外語(yǔ)教學(xué)：中學(xué)篇，2006（02）。
如何在高中英語(yǔ)教學(xué)中實(shí)施情感教學(xué)高中英語(yǔ)教學(xué)中的研究性學(xué)習(xí)高中英語(yǔ)演講稿范文
篇二：高中英語(yǔ)課外閱讀教學(xué)
閱讀是英語(yǔ)教學(xué)的難點(diǎn)和重點(diǎn)。高中英語(yǔ)教學(xué)大綱明確指出，閱讀是理解和吸收語(yǔ)言信息的最重要手段，它能給學(xué)生提供更為豐富的教育教學(xué)資源，有助于他們開闊視野、豐富語(yǔ)言知識(shí)、擴(kuò)大詞匯量和了解英語(yǔ)國(guó)家的社會(huì)及文化等。教師要有計(jì)劃地指導(dǎo)學(xué)生掌握科學(xué)、有效的閱讀方法和技巧。為了達(dá)到理想的教學(xué)效果，筆者在多年的教學(xué)實(shí)踐中總結(jié)出了英語(yǔ)閱讀教學(xué)的“五注意”。
第一，注意閱讀選材難易應(yīng)適當(dāng)，范圍應(yīng)廣泛。文章的難易往往和生詞量有關(guān)，生詞太多，學(xué)生讀不懂文章，達(dá)不到訓(xùn)練的目的，并且還會(huì)對(duì)閱讀產(chǎn)生畏懼心理而放棄閱讀，給進(jìn)一步的閱讀教學(xué)造成障礙。同時(shí)，在內(nèi)容上，所選材料要盡量涉及社會(huì)生活的各個(gè)方面，如文化教育、風(fēng)土人情、傳說(shuō)、時(shí)事、人物及科普等。這樣做的目的是盡可能調(diào)動(dòng)起學(xué)生的閱讀興趣，如果學(xué)生對(duì)所讀內(nèi)容感到厭煩，很難想像他們能積極地閱讀。
第二，注意培養(yǎng)學(xué)生良好的閱讀習(xí)慣。習(xí)慣的養(yǎng)成會(huì)給今后的進(jìn)一步學(xué)習(xí)打下良好的基礎(chǔ)。教師應(yīng)從接手新班的時(shí)候就開始培養(yǎng)學(xué)生閱讀英語(yǔ)的習(xí)慣。最初可在課堂上安排固定的時(shí)間讓學(xué)生閱讀指定的材料，并對(duì)難句、難文進(jìn)行適當(dāng)講解。隨后可以給學(xué)生布置長(zhǎng)期的課外閱讀任務(wù)，教師定時(shí)抽查，并不時(shí)地安排課堂時(shí)間與學(xué)生分享精彩段落，以此提高學(xué)生的閱讀興趣，使學(xué)生能持之以恒。
第三，注意精讀﹑泛讀要緊密結(jié)合。要提高學(xué)生的閱讀能力，首先應(yīng)使學(xué)生具有一定的閱讀量。只有具備了一定的閱讀量，學(xué)生才能建立起語(yǔ)感，才能使閱讀上一個(gè)臺(tái)階。目前，單靠課本提供的閱讀材料，是遠(yuǎn)遠(yuǎn)不足以培養(yǎng)學(xué)生的閱讀能力的。要給學(xué)生的閱讀任務(wù)做定時(shí)定量的要求，以每日兩篇文章為底線。在要求學(xué)生定時(shí)定量廣泛閱讀的同時(shí)，還要注意閱讀的質(zhì)量。教師每周可挑選出１～２篇較好的文章，對(duì)文章的句子結(jié)構(gòu)、用詞、習(xí)語(yǔ)、詞語(yǔ)搭配等進(jìn)行簡(jiǎn)單的講解，以達(dá)到擴(kuò)充學(xué)生語(yǔ)言知識(shí)的目的。對(duì)于特別精彩的文章，還可以要求學(xué)生背誦。
第四，注意對(duì)不同年級(jí)的學(xué)生要有不同的要求。培養(yǎng)學(xué)生閱讀能力是一個(gè)漫長(zhǎng)而艱辛的過(guò)程，應(yīng)采取循序漸進(jìn)﹑有的放矢的原則，對(duì)每個(gè)年級(jí)的培養(yǎng)目標(biāo)和教學(xué)要求要做到心中有數(shù)。例如，高一年級(jí)的重點(diǎn)應(yīng)放在激發(fā)學(xué)生閱讀英語(yǔ)文章的興趣上，選材以趣味性、故事性的文章為主。學(xué)生有了一定的興趣后，就可以要求他們?cè)诿刻熳x完一篇文章后，對(duì)所讀內(nèi)容作三言兩語(yǔ)的簡(jiǎn)介。同時(shí)，還要逐漸培養(yǎng)學(xué)生猜測(cè)生詞的能力；高二年級(jí)的重點(diǎn)，則是培養(yǎng)學(xué)生具備基礎(chǔ)的閱讀思維能力，如對(duì)文章細(xì)節(jié)的`理解能力、對(duì)詞句的理解能力以及計(jì)算能力等。閱讀范圍可側(cè)重于地理、生物、天文等科普性文章。同時(shí)，教師還應(yīng)傳授給學(xué)生一定的閱讀技巧，在繼續(xù)培養(yǎng)學(xué)生猜詞能力的基礎(chǔ)上調(diào)整學(xué)生面對(duì)生詞的心態(tài)；高三年級(jí)的重點(diǎn)放在培養(yǎng)學(xué)生對(duì)文章的深層理解上。如培養(yǎng)學(xué)生對(duì)文章的推理能力、歸納能力等。在注意廣泛選材的同時(shí)，還應(yīng)特別注意對(duì)學(xué)生進(jìn)行閱讀技巧、解題方法的訓(xùn)練，繼續(xù)培養(yǎng)學(xué)生的猜詞能力和迎考的良好心態(tài)。
第五，注意培養(yǎng)學(xué)生的英語(yǔ)文化基礎(chǔ)。高中英語(yǔ)教學(xué)大綱明確指出?“語(yǔ)言是文化的重要載體，語(yǔ)言與文化密切聯(lián)系�！比绻麑W(xué)生缺乏一定的文化背景知識(shí)，即使能認(rèn)識(shí)每一個(gè)單詞，也不一定能正確理解文章的含義。同時(shí)，由于語(yǔ)言和文化總是隨著時(shí)代的發(fā)展在不斷地變化，而我們教科書上的材料顯得相對(duì)老化。因此，教師除了對(duì)教材中出現(xiàn)的有關(guān)社會(huì)文化背景的知識(shí)進(jìn)行詳細(xì)介紹外，還要經(jīng)常補(bǔ)充介紹一些英語(yǔ)國(guó)家的當(dāng)代社會(huì)背景知識(shí)以及科學(xué)技術(shù)發(fā)展情況。平時(shí)要指導(dǎo)學(xué)生閱讀有關(guān)的英語(yǔ)報(bào)刊，甚至一些介紹現(xiàn)代科技發(fā)展的中文報(bào)刊，鼓勵(lì)學(xué)生廣泛接觸有關(guān)英語(yǔ)國(guó)家的人文、地理、歷史、傳記等方面的書籍。只有不斷擴(kuò)大學(xué)生的知識(shí)面，才能使他們緊緊跟上語(yǔ)言的發(fā)展，才能有效地提高學(xué)生的閱讀理解能力。
篇三：高中英語(yǔ)課外閱讀教學(xué)
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.
高中英語(yǔ)輔導(dǎo)：little 和small的用法講解
這一對(duì)形容詞是同義詞，但修辭意味有所不同。
Little 往往帶有感情色彩，有指小和可愛(ài)的意味，它的對(duì)義詞是great或big.
Small是中性詞，不帶感情色彩，它的反義詞是large.通過(guò)下列詞語(yǔ)的比較，我們可以分辨它們的隱含意義：
a little house 含義是小巧玲瓏的房子
a small house 含義是面積或容量不大的房子
a little girl 含義是可愛(ài)的或可憐的小女孩
a small girl 含義是年齡或身材不大的女孩
a little town 含義是可愛(ài)的小鎮(zhèn)
a small town 含義是面積不大或人口不多的小鎮(zhèn)
值得注意的是，little和small在修飾某些名詞時(shí)，會(huì)產(chǎn)生不同的意思。例如：
little money 是沒(méi)有多少錢
small money 是面額小的錢幣
下面兩個(gè)句子的涵義并不相同，請(qǐng)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.
他并沒(méi)有成功的可能。
一百多年前，有些英美作家用littler，littlest作為little的比較級(jí)和最高級(jí)，如 the littlest child;the littler house.這種英語(yǔ)在現(xiàn)代英語(yǔ)中已看不到了。
上面談到great和large是little和small的對(duì)語(yǔ)，這里舉兩個(gè)例子予以說(shuō)明great和large的區(qū)別：
a great man是一個(gè)偉大的人物，意指他具有高貴的品質(zhì)或驚人的成就。
a large man是一個(gè)身材高大的人，意指他的外表長(zhǎng)得高大，并不指他的品性、能力或工作而言。
a great dog是一條大得令人望而生畏的狗，它帶有畏懼的感情色彩。
a large dog 是一條大狗，并無(wú)感情色彩在內(nèi)。
不定式動(dòng)詞的用法不定式動(dòng)詞(Infinitive)的形式是：“to + 原動(dòng)詞”, 如：to come, to go, to play, to read, to listen, to sing等等。
在一般情況下，“to + 原動(dòng)詞”必須靠攏，但在某些情況里，“to”和原動(dòng)詞可以被適當(dāng)?shù)母痹~(Adverb)分開，在某些動(dòng)詞句型里，“to”則必須省略。
在什么情況下，不定式動(dòng)詞的兩部份可以分開呢?分開的目的何在?在大多數(shù)場(chǎng)合里，不定式動(dòng)詞兩部分不分開，只有在特殊環(huán)境里才準(zhǔn)許讓副詞加入，以便更準(zhǔn)確地，更自然地反映某些實(shí)際情況�？纯聪旅嫒齻�(gè)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，狀態(tài)副詞“Completely”既可修飾謂語(yǔ)動(dòng)詞“failed”，也可修飾不定式動(dòng)詞“to fulfil”。在 (2) 里，“completely”和被修飾的不定式動(dòng)詞離開太遠(yuǎn)，力道不足，效果欠佳。在 (3) 里，“completely”夾在不定式動(dòng)詞兩部份之間，把它修飾得既自然又貼切;這個(gè)位置，在三個(gè)句子中，可說(shuō)是最恰當(dāng)?shù)牧恕?/p>
同樣的，(4)比(5)緊湊;(6)比(7)扎實(shí)：
(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?
由于不定式動(dòng)詞的兩部分在適當(dāng)時(shí)分開有其優(yōu)點(diǎn)，這種用法，在現(xiàn)代英語(yǔ)里越來(lái)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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