導語(yu)：如何(he)才能寫(xie)好一篇月(yue)份(fen)英語(yu)，這就需要(yao)搜集整(zheng)理更多的(de)資料和(he)文獻(xian)，歡迎閱讀由公務員之家整(zheng)理的(de)十篇范文，供(gong)你借鑒。

篇1

（1）“Jan”可聯想(xiang)中(zhong)文“箭”。可聯想(xiang)“一”與(yu)“箭頭”相似。記(ji)憶(yi)：“箭”。

（2）February音頭（“Febr”）類似“飛吧”。二月是立春，一般也是春節所在的月份，這個(ge)月學生們都放寒假了(le)，都要“飛(fei)吧”，飛(fei)回家玩去了(le)。也可以聯想(xiang)一年(nian)之計在于春(chun)(chun)，新(xin)(xin)春(chun)(chun)伊始，就開始“飛(fei)吧”。記(ji)憶：新(xin)(xin)春(chun)(chun)“飛(fei)吧”。

2、June（六月(yue)(yue)(yue)）與July（七月(yue)(yue)(yue)）：小朋友(you)的(de)月(yue)(yue)(yue)份。

（1）June與(yu)漢語“聚(ju)呢(ni)”（june）是一樣的。六月有兒童(tong)節(jie)，孩子(zi)們肯定(ding)會在節(jie)日里高興地(di)過節(jie)、聚(ju)“聚(ju)呢(ni)”。記憶：兒童(tong)節(jie)“聚(ju)呢(ni)”。

（2）July發音(yin)類似“就來(lai)”。這個月學生要放暑(shu)假(jia)了，盼望已久的暑(shu)假(jia)“就來(lai)”啦(la)。記憶：暑(shu)假(jia)“就來(lai)”。

3、March（三月(yue)）與May（五月(yue)）：節日最美(mei)的月(yue)份。

（1）March發(fa)音象“媽(ma)妻”。三月有婦(fu)女(nv)節（3月8日），對(dui)小孩來(lai)說，那(nei)是(shi)“媽(ma)”的(de)節日；對(dui)于孩子的(de)父親來(lai)說，那(nei)是(shi)“妻”的(de)節日。記憶：“媽(ma)媽(ma)和(he)妻子”的(de)節日。

（2）May發音類似“美(mei)”。五月有(you)勞動節(jie)，勞動最光榮(rong)，勞動最“美(mei)”。另外，May也是“可以”的(de)意思(si)，聯想(xiang)勞動“可以”使人變“美(mei)”麗(li)。勞動“美(mei)”。

4、April與August（八月(yue)(yue)）記憶：吃(chi)蘋果看月(yue)(yue)亮。

（1）April的(de)(de)Ap與蘋(pin)果(guo)Apple開頭一樣，發音也有點類似(si)，想象四(si)月吃(chi)“蘋(pin)果(guo)”的(de)(de)日子(zi)。

（2）August詞頭(tou)(tou)與Autumn開頭(tou)(tou)Au是一樣的。八月立“秋”，秋天到了，所以八月與秋天Autumn有相似之處。記(ji)憶：秋天“Autumn”。

5、September（九月）;October（十(shi)(shi)月）;November（十(shi)(shi)一月）;December（十(shi)(shi)二月）：秋去冬來。

（1）九(jiu)月(yue)September是(shi)(shi)S字母(mu)開頭，學生和(he)學校（Student、School）也是(shi)(shi)S開頭。暑(shu)假結(jie)束了(le)，September是(shi)(shi)Student到School的日子。Sep也可聯想“瑟瑟秋(qiu)風(feng)”。記憶：九(jiu)月(yue)“Student”上(shang)“School”。

（2）十月October是O開頭，單(dan)詞中間也還(huan)有(you)個O字母。十月有(you)國(guo)慶(qing)節，氣(qi)(qi)球(qiu)滿天飛，氣(qi)(qi)球(qiu)的形狀象“O”。并(bing)且，October的發音象“我可投吧(ba)(ba)”，就可以進一步聯想(xiang)拿著“氣(qi)(qi)球(qiu)”投擲(zhi)玩(wan)(wan)，“我可投吧(ba)(ba)”！記憶：國(guo)慶(qing)節玩(wan)(wan)“氣(qi)(qi)球(qiu)”——“我可投吧(ba)(ba)”！

（3）十一(yi)月November的音頭類似“No溫(wen)(wen)”。十一(yi)月立冬，冬天來(lai)了(le)，當然沒有溫(wen)(wen)度(du)啦。記憶：冬天“No溫(wen)(wen)”度(du)。

篇2

I will never forget the lesson about my window. Four years ago， I moved to a house in a large town. One of my new neighbors’ house was only a few feet away from mine. There lived a woman. Through one of my windows， I could see her reading by her window every afternoon.

Several months later， I found I couldn’t see the woman clearly. I thought her window was too dirty. I said to myself， “Why doesn’t she clean her window？ It looks terrible！”

One afternoon， I decided to clean my house including （包括） the window. I felt tired after three hours of hard work. So I sat down by the window for a rest. What a surprise！ I could see the woman reading there clearly again！By that time， I realized that my own window was too dirty， not hers！I really felt ashamed for myself. I had been watching her through my dirty window in the past days！

The experience is very important for me. So I try to clean the window of my heart before judging （評判） others.

（ ）1. How long has the writer lived in the house according to the passage？

A. Two years. B. Three years. C. Four years.

（ ）2. The writer couldn’t see the woman clearly because .

A. the writer’s window was dirty B. the woman’s house was too far

C. the woman didn’t open her window

（ ）3. The underlined word “ashamed” means .

A. 高興的(de)(de) B. 放松的(de)(de) C. 羞愧的(de)(de)

（ ）4. According to the passage， the writer has learnt how to .

A. clean the house B. judge others C. help neighbors

- Passage 2 -

One afternoon， in Paris， I took a trip to an art museum while waiting for my husband to finish a business meeting. I was looking forward to a quiet view of some great paintings of excellent artists.

A young couple looking at the paintings in front of me were talking non-stop. I watched them a moment and decided she was doing all the talking. In fact， I was surprised at this man for putting up with her everlasting speech. Bored by their noise， I moved on.

I met them several times as I moved through those rooms of art. Each time I heard her voice， I moved away at once.

I was standing at the museum gift shop buying some cards when the couple walked to the exit （出口）.

“He’s a brave man，” said the shop assistant. “Most of us would give up if we were blinded at such a young age. But he and his wife come in whenever there’s a new art show.”

It explained the non-stop talk！ A sudden sense of shame came to my heart for what I was thinking just now. “But what does he get out of the art？” I asked.

“His wife describes each painting so he can see it in his head.”

At that moment I realized what is patience， courage and love. I saw the patience of a young wife describing paintings to a person who can’t see and courage of a husband who would not allow blindness change his love towards art. And I felt the love shared by the two as I watched them walking away holding each other’s hands.

（ ）1. How did the writer feel in the beginning when hearing the woman’s talking？

A. Surprised. B. Bored. C. Excited. D. Happy.

（ ）2. What can we infer from the underlined sentence in Paragraph 1？

A. The writer was waiting for somebody.

B. The writer was a silent person.

C. The writer was looking for some great paintings.

D. The writer wanted t to enjoy some great paintings quietly and carefully.

（ ）3. The woman kept talking while she and her husband were enjoying the art show because

.

A. she was too excited to keep silent B. she preferred talking to listening

C. she had to explain everything to her blind husband

D. she liked to show off in front of others

（ ）4. What did the writer think of the woman at last？

A. The woman was too noisy. B. The woman was patient and loving.

C. The woman was blind. D. The woman was brave.

（ ）5. The passage mainly shows us .

A. patience， courage and love B. how to watch paintings

C. how art changed people’s life D. a trip

- Passage 3 -

“I don’t want to move！” Fred said to his father. “I like living here in New York City. And I like to play in the streets. My friends are here. I want to stay！” “We have to move， Fred.” Mr. Sparks said， “I have a new job on the island. Why don’t you go with us？”

“No.” Fred answered.

After a few weeks， the sparks family left the city by plane. They flew over water. At last they saw the land. “That is Hawaii. It is beautiful！” Mr. Sparks said.

“I don’t care what it is like，” said Fred， “I wish I could go back to New York City right now！”

They lived in their new home near the sea. It rained a little every day. When the sun came out again， they could see a rainbow every day. Mr. Sparks said， “We could see rainbows only once in a while before.” People nearby came to visit them. The visitors brought fruit from their gardens.

Weeks went by. One day Fred wrote to Bob and in the letter he said， “I still miss my old friends. But I guess these are our happy islands. Please come to see me. I know you will like Hawaii， too.”

（ ）1. The Sparks family had to move to Hawaii because .

A. Fred had friends there B. Mr. Sparks didn’t like living in New York

C. Fred wanted to play in the streets D. Mr. Sparks had work there

（ ）2. The Sparks family went to Hawaii .

A. by plane B. by bus C. by train D. by ship

（ ）3. How often could the Sparks family see rainbows in Hawaii？

A. Once in a while. B. Once a week. C. Twice a year. D. Every day.

（ ）4. People in their neighborhood were very .

A. strict B. serious C. friendly D. funny

（ ）5. Which of the following is NOT true？

A. At first Fred wished to stay in New York City.

B. The Sparks family don’t like the weather in Hawaii.

C. People on that island grew fruit in their gardens.

D. Fred began to like his new home after a few weeks.

- Passage 4 -

My name is Sam. I joined a club called “passing help” last month. Now let me tell you why I joined it.

One evening this May， on my way home my old car broken down （出故障）. It was 25 miles from my home. I wanted to get a ride （搭便車）， but there was no car. It was also hard to take a taxi. I decided to take a bus home. I went to a bus stop nearby.

After a while， a bus came， but it did not go to my town. The bus driver was a young woman. She was kind and she told me which bus I should take. I waited there for about thirty minutes， but no bus came. At last a car came to me and a woman came out of the car. She was just the bus driver.

When I reached the bus station， I got to know that the bus to your town couldn’t come， so I returned here. I just can’t leave you here，” she said， “Get in my car and I will take you back to

your home.”

“It is a long way.” I said.

“Come on， sir，” she said， “Let’s go.”

On the way she told me a story. A few days ago， there wasn’t gas （汽油） in her car. An old man drove her up to a gas station and then back to her car.

When we got to my home， I wanted to give her some money to thank her， but she didn’t accept her. “I only want to help others and do something nice for somebody. Pass it along.” She

said.

（ ）1. What happened to Sam one evening this May？

A. He lost his way. B. His car broken down.

C. He was hurt in an accident. D. He couldn’t reach the gas station.

（ ）2. Sam didn’t think of going home that evening .

A. by train B. by bus C. by car D. by taxi

（ ）3. From the passage， we know that the young woman was .

A. a club boss. B. a taxi driver C. a bus driver. D. a gas station worker

（ ）4. The young woman wanted Sam to .

A. give her some money B. get on her bus

C. take her to her house D. help others just as she did

（ ）5. The best title （題目(mu)） of the passage is .

A. A Kind Old Man B. Getting A Ride C. Passing Help D. A Broken Car

- Passage 1 -

New rules and behavior standards （標準） for middle school students came out in March. Middle School is going to use a new way to decide who the top students are. The best students won’t only have high marks. They will also be kids who don’t dye their hair， smoke or drink. The following are some of the new rules.

Tell the truth. Have you ever copied someone else’s work in an exam？ Don’t do it again！ That’s not what an honest student should do. If you have played computer games for two hours in your room， don’t tell your parents you have done homework.

Do more at school. Good students are kind to other people and love animals. April is a bird loving month in China. Is your school doing anything to celebrate？ You should join！ That way， you can learn more about animals and how to protect them. When more people work together， it makes it more fun for everyone.

Have you ever quarreled with your teammates when your basketball team lost？ Only working together can make your team stronger. Be friendly to the people you are with. Try to think of others， not only yourself.

Be open to new ideas. Have you ever thought that people could live on the moon？ Maybe we will discover Earth II some day. Don’t look down on new ideas. Everyone’s ideas are important. You should welcome them， because new ideas make life better for everyone.

Protect yourself. Has someone ever taken money from one of your classmates？ Don’t let it happen to you. If you have to go home late， you should take care of yourself and let your parents know.

Use the internet carefully. The internet can be useful for your studies. But something on the internet isn’t good for kids， so try to look at Web pages that are good sites for children.

（ ）1. An honest student should .

A. tell the truth even when he is wrong B. copy someone else's work in an exam

C. try to think of others，not only yourself

D. quarrel with your teammates when your basketball team loses

（ ）2. The main idea of the fourth paragraph is about .

A. making your team stronger B. being strict with others

 C. learning from each other D. working together with others

（ ）3. Paragraph 5 tells students to .

A. live on the moon B. discover Earth II

C. look down on new ideas D. be open to new ideas

（ ）4. Good Web sites for children can .

A. be a waste of time B. make life much easier

C. help them with their studies D. do homework for them

（ ）5. The school new rules will help kids by telling them .

 A. how they can study well B. what is right and what is wrong

C. what they should do at school D. how they can protect themselves

- Passage 2 -

Reading Oliver James’ Affluenza， I thought about what often happens at home. My 12-year-old daughter is in tears. “I have to take a test tomorrow. I don’t understand any of it，” she cries out. After shouting and shutting her door， she calms down enough to go through her notes. The following day I ask her how the test went and she just says “OK， I got a nine”.

“Wow. Well done！” I say， before she finishes with “But I never get a ten！”

According to James， this obsession with getting top marks has been a bad development， which encourages people to think of education in terms of work and money. To test this， I asked my daughter why she was so worried about her tests. She looked at me as if I was thick. “Well， if I don’t get good grades， I won’t be able to afford nice things like a car and stuff.”

I was quite surprised， because I don’t consider myself a pushy parent. But James suggests and it leaves students feeling failures even if they are very bright. He points to the Danish system （體制） of education as a better model. Creating happy citizens who have good social skills is seen as more important than high achievements at school or the needs of business.

For me， I cannot remember the last time I had to work out the area of a circle， recite a Shakespeare poem or grammar rules， yet I have lived a happy life. What I really needed to learn at school was how to make polite conversations， or how to avoid getting into debt or how to develop good personality.

This is in fact similar to what Oliver James really has in mind. And he is looking for schools where students are encouraged to find and follow their own interests， something more like Tongjon. Tongjon has been developed in some Korean private schools. It is quite different from the more rigid system of learning things by heart that is used in Korea， and indeed in many other school systems around the world.

As the Russian poet Pushkin said， “Inspiration （靈感） is needed in geometry （幾(ji)何(he)學） just as much as in poetry”， and inspiration does not come from endlessly revising for tests or getting worried about them.

（ ）1. What does the writer probably think of his / her daughter？

A. She sets herself a goal too high to reach.

B. She should be more polite to her parents.

C. She is hard-working but not very bright.

D. She takes her grades much too seriously.

（ ）2. What does the word obsession in paragraph 3 mean？

A. A plain and unavoidable fact. B. A satisfied and very proud state.

C. A practical and widely-used way. D. A fixed and often unreasonable idea.

（ ）3. What can we infer from the passage？

A. Social skills are as important as high grades.

B. Interest in grades can shake self-confidence.

C. The writer regrets not having studied hard at school.

D. Danish educational system is for very smart students.

（ ）4. The writer wants to tell us that .

A. learning happily is the key to self-development

B. top marks may be helpful to increase one’s interest

C. tests should be improved to give children inspiration

D. education should meet one's needs for word and money

- Passage 3 -

Paul and Jason were brothers who lived and worked on neighboring farms. For 35 years they farmed side by side， sharing machinery and goods as needed， without a single problem.

However， one autumn， things changed. It began with a tiny disagreement about a horse， which grew into a major difference. The difference led to angry words， followed by weeks of silence between the two brothers.

One morning there was a knock on Paul’s door. He opened it and saw a builder holding his toolbox. “I’m looking for a few days’ work，” the builder said. “Are there any jobs here I could help with？”

“Yes，” answered Paul， extremely pleased to see the builder. “I do have a job for you. Look at that farm across the creek （小溪）. That’s my brother’s farm. That creek used to be a grass field， but last week my brother dug a path from the fiver and made the creek. But I’ll go him one better. See that pile of wood？ I want you to build me a fence， two meters tall， so I won’t need to see him anymore.”

The builder said thoughtfully. “I think I understand the situation and I’ll be able to do a job

that pleases you.”

Paul had business in town that day and left the builder to his work. When he returned， the builder had just finished his job. Paul was shocked. Instead of a fence there was a bridge， stretching from one side of the creek to the other.

As Paul stood on the bridge， staring in amazement， his younger brother Jason， came across， and took Paul’s hand. “You are a good man to have built this bridge after all I’ve done.” said

Jason.

Then， Paul， with tears in his eyes， said to the builder who was packing his bag to go， “Thank you so much. Please stay. I have much more for you to do.”

“I’d love to.” the builder said quietly， “but， I have many more bridges to build.”

（ ）1. What was the cause of the disagreement between the two brothers？

A. The digging of the creek. B. A problem about a farm animal.

C. Who owned the field between the farms.

D. Who would pay for building the fence.

（ ）2. The underlined expression “go him one better” in paragraph 4 means .

A. do something even worse B. improve the situation

C. point out his mistake D. help him out

（ ）3. What do we know about the brothers？

A. They had been fighting for many years. B. Their farms were not very successful.

C. They finally realized their mistakes. D. They liked building bridges.

（ ）4. Why did the builder build the bridge？

A. He needed a way to get across the river.

B. There was not enough wood for the fence.

C. He misunderstood Paul’s instructions.

D. He wanted to bring the brothers together.

（ ）5. In what order did the following take place in the story？

a. The brothers stood on the bridge. b. Jason dug the creek.

c. The brothers became angry with each other. d. The builder asked for work.

e. Paul went into town.

A. b，c，e，d，a B. c，b，d，e，a C. b，e，c，a，d D. c，d，b，a，e

- Passage 4 -

Last year in the UK at least 45 people died and 900 more were injured in car accidents where drivers were using their mobile phones. Yet many people continue to use them while driving even though it’s dangerous.

Research has shown that it is difficult to concentrate on driving and talking at the same time. It can even be more dangerous than driving after drinking too much. A recent study found that when drivers were talking on their mobile phones， their stopping times were 30 percent slower than when they had drunk too much―and nearly 50 percent slower than when they were driving normally. It also found that drivers talking on mobile phones were less able to control their cars than drunk drivers.

And talking isn’t even the most serious problem， texting is. Unbelievably， another recent study reported that 22% of adults admitted they had sent a text message while driving at least once in the past month. An average text message takes 90 seconds to write and send. That means for one and a half minutes a driver is looking at their phone’s screen and not at the road. The arrival of new smart phones such as the iPhone will only make matters worse as they will allow users to do more things than ever before.

Using a mobile phone while driving puts others’ lives at risk. No matter how well we drive， if another driver is not being professional or careful， we are put in danger by their actions. Such drivers are selfish， careless and should have their driving licenses （駕照(zhao)） canceled.

There is no doubt that mobile phones call be fun and are extremely useful， especially when you’re in trouble. But there is no need to use them while driving. Just wait until you stop or you will probably get into trouble of your own.

（ ）1. The underlined word “them” in paragraph 1 refers to .

A. phone users B. mobile phones C. drivers D. ears

（ ）2. According to the passage， if a driver needs 10 seconds to stop when driving normally， they will need seconds to stop when talking on a mobile phone.

A. 12 B. 13 C. 14 D. 15

（ ）3. According to the passage， in what order do the following activities influence driving？

DangerousMore dangerousMost dangerous

A. drinkingtalking on phonetexting B. textingtalking on phonedrinking

C. talking on phonetextingdrinking D. drinkingtextingtalking on phone

（ ）4. Why will new types of mobile phones make the driving problem worse？

A. It will take longer to send text messages.

B. People will want to talk on their phones more often.

C. There will be more things for people to do with their phones.

D. People think the new phones are easier and safer to use.

（ ）5. According to the writer， what should be done to people who use mobile phones when

driving？

A. They should be put into prison. B. Their cars should be taken away.

C. Their phones should be taken from them.

D. They should not be allowed to drive any longer.

- Passage 1 -

Long ago， people lived on wild animals， fruits and other plants and they didn’t need to use money.

As time passed， families had more products （產品） than they needed， such as animals and crops. So they needed to trade （交易） with others. They began to use money to make it easier. However， it was not like the money we use today. They used shells， rice， salt or large stones.

During the 600s BC， people began using coins as money. Because they were easier to carry than goods （貨物(wu)）， countries began to make coins as their money.

The Chinese were the first to use paper money， probably in the 11th century. An Italian traveler， Marco Polo， saw the Chinese use paper money when he visited China in the 1200s. After his travel， he told the western people what he saw. But European countries didn’t start using paper money till the 1600s.

Today we have many ways to pay for things， such as coins， paper money and cards. Some prefer to pay by card. That’s because paying with a card is easier and safer than carrying around a lot of “real” money.

（ ）1. People began to use money because they .

A. lived on plants B. raised animals C. needed to trade

（ ）2. People used as money during the 600s BC.

A. shells B. coins C. cards

（ ）3. Which country used paper money first？

A. Japan. B. USA. C. China.

（ ）4. The passage tells us the of money.

A. history B. use C. collection

- Passage 2 -

Are you bored with your daily life？ Here are some things you should try before you are 18， because after that it’s too late.

Learn to swim

Seriously， this is so important that it can save your life. If you can’t swim well， you won’t be able to do water sports like waterskiing， surfing and diving. Even taking a boat trip will be dangerous for you. Make sure you do it.

Try at least one kind of team sports

Being a good team player is an important skill in life. You can’t just think of yourself， but have to work well with other people. Other advantages of team sports like basketball， football and baseball are that they keep you fit and healthy， and they are also great fun. Teams usually have a good social life too―you’ll go to lots of parties and make many friends.

Collect something

One of the best hobbies for under-18s is collecting things. You could collect kinds of stamps， or you could collect things that make you remember what you have done， like cinema tickets for films you have seen or emails from friends. The best way to collect is to have a special album to put your collection in and to write what each thing means to you. That way you won’t forget.

（ ）1. The most important reason for learning to swim is that .

A. it can save your life B. it can make you healthy

C. you might easily do lots of things

（ ）2. “A good social life” in the passage means .

A. you’ll study in groups B. you’ll go to parties and make many friends

C. you’ll take part in many matches

（ ）3. The writer tells us that one of the best hobbies is to .

A. collect something B. do some water sports C. send emails to your friends

（ ）4. What kind of collection is NOT mentioned （提及） in the passage？

A. Stamps. B. Cinema tickets. C. Snowballs.

（ ）5. The passage is mainly about before you are 18.

A. good habits to keep B. skills to have C. things to do

- Passage 3 -

Hip hop or rap （說唱） music as it is also called， started on the street and in the clubs of the New York City in the 1970s. But today many countries have their own kind of hip hop music. This kind of music comes from reggae， disco and funk music. Rapping means speaking to the rhythm of the music， and it is an important part of the music. People rap to express how they feel about their lives and problems.

Rapping in class.

Would you like to rap in class？ Well actually， hip pop music is played in more than 10，000 schools in the USA. Why？ There is a new school program called “Flocabulary” in which teachers use texts and hip hop CDs to help teach different school subjects. The words of the songs are just what students are studying. This makes learning easy and fun. Students and teachers are excited about the positive results it has had on exam marks. One teacher said， “I’ve used hip hop songs in class， and I have never seen my students so crazy about history！ You can’t imagine how well they imagine how well they remember what I teach！ We even try to write our own songs.”

Whose idea was Flocabulary？

Blake Harrison， a high school student， was the first person to come up with the idea of Flocabulary. The word “Flocabulary” comes from the word “flow” and “vocabulary”. “Flow” is a rap word for “style”， or the way a rapper says the words of a song. “Vocabulary” means the words you have to learn in a language. How did he get the idea？ Well， he realized he could remember the words of a hip hop song very easily. So， why not make lessons into songs？ Today together with Alex Rappaport， a song writer， Blake produces hip hop songs for maths， science and literature （文學）. They are now used in schools with great success.

（ ）1. Rap music started in New York city.

A. in the 1970s B. In a high school C. in the 19 th century D. In a music class

（ ）2. From the passage， we can learn “Flocabulary” is a program to .

A. Write rap music B. Sing a song by talking

C. Remember the words of a song D. help teach some school subjects

 （ ）3. The underlined word “positive” in paragraph 2 most probably means .

A. bad B. good C. final D. direct

（ ）4. Blake Harrison has produced hip hop songs for school subject EXCEPT .

A. maths B. science C. history D. literature

- Passage 4 -

Each country has many kind people who volunteer to take care of others. For example， some high school and university students in the US often spend many hours as volunteers in hospital or old people’s homes. They read books for the people or they just visit them and play games with them or listen to their problems.

Other young volunteers go and work in the homes of the sick people. They clean up their houses or do the shopping. For boys who don’t have fathers there is an organization called “Big Brothers”. University students and other people take these boys to play baseball games and help them get to know things that boys usually learn from their fathers.

Each city has a lot of clubs where boys and girls can go to play games or take part in other activities. Some of these clubs show movies or have short trips to the mountains， the beaches or the museums. Most of these clubs use a lot of high school and university students as volunteers because they can understand the problems of these boys and girls more easily.

Volunteers believe that some of the happiest people in the world are those who help to bring happiness to others.

（ ）1. Which place is not mentioned about volunteering in the US ？

A. Sick people’s homes. B. Hospital.

C. Old people’s homes. D. Zoos.

（ ）2. What is “Big Brothers”？

A. It’s a name of a club. B. It’s the name of famous movie.

C. It’s the home for children who have no brothers.

D. It’s an organization for boys who don’t have fathers.

（ ）3. Why do most of the clubs use a lot of high school and university students as volunteers？

A. Because they can understand the problem children.

B. Because they are young enough to get on well with the child.

C. Because they know the things the young children usually learn from their fathers.

D. Because they have more free time.

（ ）4. What do volunteers believe？

A. The happiest people in the world are those who join some clubs.

B. Bringing happiness to others make them the happiest people in the world.

C. The happiest people in the world are those who make themselves happy.

D. The happiest people in the world are those who are young and healthy.

- Passage 1 -

（ ）1. All the information about the writer must be included except his/her .

A. school name B. e-mail address

C. telephone number D. year of birth

（ ）2. What is required （要求(qiu)） for the articles wanted according to the passage？

A. They must be fully created by the writers themselves.

B. They must be typed in single space and on both sides.

C. They must be provided with photos and descriptions.

D. They must be sent with the copies of texts and pictures

（ ）3. According to the passage， you can send your articles .

A. within 3 weeks B. all summer

C. during the whole term D. all the year round

（ ）4. How many ways can you find in the passage to contact School Life？

A. 1. B. 2. C. 3. D. 4.

（ ）5. Who do you think will write articles for School Life？

A. Students who are interested in writing.

B. Teachers who love writing and taking photos.

C. Readers who had a happy time in their childhood.

D. Parents who wish their kids to be popular writers.

- Passage 2 -

（ ）1. The advertisements above are about .

A. shopping B. food

C. travel D. hotels

（ ）2. If you go to Bangkok， you can .

A. Climb Mountains

B. enjoy the scenery of the forests

C. live in the Post Hotel

D. buy fruits while sitting in your boat

（ ）3. According to （根(gen)據） the advertisements， we know that .

A. the hottest travel place is Soll

B. maybe it often rains in the centre of Kauai

C. the Floating Market is in the middle of Bangkok

D. the Post Hotel in Austria is clean but the price is high

- Passage 3 -

（ ）1. For whom is this form above most probably written？

A. Parents. B. Children.

C. Teachers. D. Students.

（ ）2. According to the information given in the form， why don’t students like to study？

A. Because of too much homework.

B. Because they don’t know how to get on well with classmates.

C. Because of the influence of computer games.

D. Because they don’t like to do exercise.

（ ）3. will help you avoid becoming short-sighted.

A. Doing eye exercises regularly B. Reading in bed

C. Reading in the sun D. Reading too long

（ ）4. If you feel stressed， you should .

A. do less homework

B. make plans for your study， hobbies and relaxation

C. fight with others

D. have some snacks

（ ）5. Peter is very fat. Maybe he .

A. plays computer games too much

B. has too many snacks

C. doesn’t like to do exercise

D. B&C

- Passage 4 -

The NBA playoffs （季后賽） began on April 28， and the next two months will be filled with games decided in the final minutes. The playoffs are also a way to show off the world’s best basketball players.

There’s a saying from Spiderman： “With great power comes great responsibility （責任）.” This is true no matter whether you are a class monitor or a president. A recent survey in the USA asked kids what they would do to make life better for other kids if they were president. “Providing shelter” topped the list.

May 19， 1613： Xu Xiake， a famous traveler during the Ming Dynasty， started his trip around China， which lasted for more than 30 years. In 2011， China announced its first National Tourism Day， held on May 19 every year in memory of this ancient explorer.

Do you have female friends that refer to as “guimi”？ If you are a girl and the answer is yes， you are a lucky dog. “Guimi” is only used among girls. It refers to your most honest friends. In

English， the word to use is “BFF”―which stands for best friend forever. But if you want to say a guy is your close friend or “nanguimi”， you should use “bromeo”， which is made up of “bro” and “Romeo”.

CHINA is planning to build a national earthquake monitoring and warning system in five years. While the system would never be able to forecast an earthquake， it could detect （探測） quakes and notify people within seconds before seismic （地震(zhen)引起的） waves actually hit them， and a trial program including nearly 100 monitoring stations is currently being carried out in southeast China’s Fujian Province and has proven successful.

（ ）1. The above five passages may be .

A. from posters B. from newspapers

C. from ads D. from novels

（ ）2. From the passage we know May 19 is in China.

A. the beginning of the NBA playoffs B. in memory of Spiderman

C. Earthquake Day D. National Tourism Day

（ ）3. “Guimi” refers to .

A. any female friend B. any male friend

C. your most honest friends D. those friends who can only share happiness

（ ）4. China’s earthquake monitoring and warning system could .

A. forecast an earthquake B. be used in Zhejiang Province

C. not detect quakes D. notify people within seconds

（ ）5. Which of the following is WRONG according to the passage？

A. China will build earthquake warning system in five years.

B. In English， the word “BFF” stands for best friend forever.

篇3

滬深300成份股2010年(nian)預(yu)測增長率(lv)為31.90％，較上(shang)期上(shang)調(diao)2.33％，2009年(nian)盈(ying)利預(yu)測增長率(lv)為23.45％，這些公司2008年(nian)盈(ying)利增長率(lv)為-14.62％。

2010年(nian)預測盈利增長(chang)前(qian)三名(ming)為(wei)(wei)金(jin)屬與采礦、電子(zi)設(she)備與儀器、半(ban)導體和(he)化工品，分別為(wei)(wei)233、142和(he)102％。

2010年增長(chang)(chang)率較2。09年增長(chang)(chang)率上(shang)(shang)升(sheng)幅度最大(da)的行業(ye)是金屬與(yu)采礦、電子設備與(yu)儀器和半導體，分別上(shang)(shang)升(sheng)265、135和101％(絕對值)。在我(wo)們(men)統(tong)計的47個(ge)行業(ye)中(zhong)，本期預測增長(chang)(chang)率數(shu)據(ju)上(shang)(shang)調(diao)個(ge)數(shu)為35，下調(diao)個(ge)數(shu)為12，上(shang)(shang)市公司盈(ying)利(li)預期整(zheng)體有所提升(sheng)。

從3個月看，除信息技術稍顯樂(le)觀外，其他產業的(de)(de)盈(ying)(ying)利(li)(li)上調(diao)動能均明顯不足，其中醫療保健為下(xia)調(diao)幅度最大的(de)(de)行業，從盈(ying)(ying)利(li)(li)預(yu)測調(diao)整比率從上期的(de)(de)3.13下(xia)調(diao)到本期的(de)(de)1.58。

從1個(ge)月看，除(chu)金(jin)融與酌情消費(fei)品外，大部分產業盈利(li)調升動能下降趨勢明顯。

1　整體盈利(li)預測(ce)繼續上調

根據(ju)今日投資對(dui)國(guo)內70多家券(quan)商研究(jiu)所1800余位(wei)研究(jiu)員(yuan)盈利預測數據(ju)的最新統(tong)計，分析師對(dui)上市公(gong)司和滬深300成份股2010年的整體盈利預測繼(ji)續上調。

1.1　有分析師跟蹤的上(shang)市公(gong)司(1412家)

有分析師給出盈利預測(ce)(ce)值的上(shang)(shang)市公司2010年對(dui)2009年的整體盈利預測(ce)(ce)增(zeng)長率(lv)為35.02％，與上(shang)(shang)月相比(bi)上(shang)(shang)調(diao)3.00％，這(zhe)些上(shang)(shang)市公司2009年預測(ce)(ce)增(zeng)長率(lv)為26.30％。

1.2滬深300預測增(zeng)長率繼續上調(diao)

滬(hu)深300成份股2010年預測增(zeng)(zeng)長(chang)(chang)率(lv)為(wei)(wei)31.90％，較上期(qi)上調(diao)2.33％，2009年盈(ying)(ying)利(li)預測增(zeng)(zeng)長(chang)(chang)率(lv)為(wei)(wei)23.45％，這(zhe)些公司2008年盈(ying)(ying)利(li)增(zeng)(zeng)長(chang)(chang)率(lv)為(wei)(wei)一14.62％。圖(tu)2給出了分(fen)析師對滬(hu)灤300預測增(zeng)(zeng)長(chang)(chang)率(lv)(2009年和2010年)變化趨勢。

2　科技行業持續看好

在我們統計的47個行(xing)(xing)業中，其中有35個行(xing)(xing)業整體盈利預(yu)測較上(shang)(shang)月上(shang)(shang)調(diao)，上(shang)(shang)市(shi)公司(si)盈利預(yu)期(qi)整體有所提(ti)升、盈利能(neng)力仍然(ran)較為看好。

2010年預測盈利(li)增(zeng)(zeng)長前(qian)三(san)名為金屬與(yu)(yu)采礦、電子設備與(yu)(yu)儀器、半導(dao)體和化工(gong)品，預測增(zeng)(zeng)速(su)(su)分(fen)別為233、142313102％，其(qi)它(ta)增(zeng)(zeng)速(su)(su)較高的(de)行業還(huan)有建筑材(cai)料(liao)、能(neng)源設備與(yu)(yu)服務(wu)、食品生(sheng)產與(yu)(yu)加工(gong)、航空、互聯網軟件與(yu)(yu)服務(wu)、食品藥品銷售(shou)(詳見圖3)。

2010年盈利預測(ce)增長(chang)最低(di)的三個行(xing)業為(wei)紡(fang)織品和(he)服飾、生物(wu)技術以及汽車零配件，分別為(wei)9.01、9.68和(he)20.00％，其它預測(ce)增長(chang)較低(di)的行(xing)業有：公路與鐵(tie)路運輸、銀(yin)行(xing)、制(zhi)藥、林(lin)業與紙制(zhi)品、運輸基(ji)礎設施、證(zheng)券(quan)經紀和(he)電力(詳(xiang)見(jian)圖4)。

最(zui)新數據顯示，2010年增(zeng)長率較(jiao)2009年增(zeng)長率上(shang)升幅度(du)最(zui)大的行業(ye)是金屬與(yu)采礦、航空及電子設(she)備與(yu)儀(yi)器，分別上(shang)升265、176和134％(絕(jue)對值)。其它相對增(zeng)長率較(jiao)高(gao)的還有半導體、能源設(she)備與(yu)服務、建筑材料、工業(ye)品(pin)貿易與(yu)銷售、煤(mei)炭、化工品(pin)以及機械(xie)制(zhi)造。

(詳見圖5)

在(zai)有(you)(you)統計數據的(de)47個行(xing)業中(zhong)，有(you)(you)20個行(xing)業的(de)2010年業績增長率預期(qi)較2009年有(you)(you)所下降(jiang)，下降(jiang)幅度較大的(de)行(xing)業分(fen)別為(wei)：醫療設備(bei)與(yu)保(bao)健(jian)產品(pin)、汽(qi)車(che)零配件(jian)、汽(qi)車(che)制造，降(jiang)幅分(fen)別為(wei)224、189、124％。其它降(jiang)幅較大的(de)行(xing)業有(you)(you)食(shi)品(pin)生(sheng)產與(yu)加(jia)工(gong)、生(sheng)物(wu)技術、容(rong)器與(yu)包裝、水運(yun)、證(zheng)券經紀和紡織品(pin)與(yu)服飾(shi)(詳見圖(tu)6)。

3　信息技術稍顯樂觀

從本期9大一級(ji)行業(ye)的(de)(de)盈利(li)(li)預(yu)測(ce)調(diao)(diao)(diao)整(zheng)比(bi)(bi)率3個月(yue)和1個月(yue)數(shu)據(ju)看(kan)，分析師對(dui)除公用事業(ye)外的(de)(de)其它(ta)產(chan)(chan)業(ye)盈利(li)(li)預(yu)測(ce)調(diao)(diao)(diao)整(zheng)比(bi)(bi)率數(shu)據(ju)均(jun)大于1，說明盈利(li)(li)預(yu)測(ce)上(shang)調(diao)(diao)(diao)的(de)(de)公司(si)仍然比(bi)(bi)下調(diao)(diao)(diao)的(de)(de)公司(si)多，但(dan)從盈利(li)(li)預(yu)調(diao)(diao)(diao)整(zheng)比(bi)(bi)率值近期的(de)(de)變動(dong)看(kan)，各產(chan)(chan)業(ye)的(de)(de)調(diao)(diao)(diao)升(sheng)動(dong)能進一步下降。

(詳見表1、圖(tu)1-A、圖(tu)1-B、圖(tu)7、圖(tu)8)。

圖(tu)7統計的(de)是(shi)2010年盈(ying)利預測(ce)調(diao)(diao)(diao)整(zheng)比率(3個(ge)月)的(de)變(bian)動(dong)(dong)，反映的(de)是(shi)近3個(ge)月盈(ying)利預測(ce)的(de)調(diao)(diao)(diao)整(zheng)情(qing)況。從(cong)統計數據(ju)可以看出(chu)，除(chu)信(xin)息技術(shu)稍顯樂觀(guan)外，其(qi)他(ta)產(chan)業(ye)的(de)盈(ying)利上調(diao)(diao)(diao)動(dong)(dong)能均明顯不足，其(qi)中醫療保健為下調(diao)(diao)(diao)幅度最大的(de)行業(ye)，從(cong)上期(qi)的(de)3.13下調(diao)(diao)(diao)到本期(qi)的(de)1.58。

圖8統計的(de)是(shi)2010年(nian)盈利預測調(diao)整(zheng)比(bi)率(1個月)的(de)變動，反映了近1個月來分(fen)析師對上市公司盈利預期(qi)的(de)調(diao)整(zheng)，情(qing)(qing)況同樣不甚(shen)樂觀。除(chu)酌情(qing)(qing)消費(fei)品與金融外，其(qi)他產業的(de)上調(diao)動能均顯不足，

4　盈利上調(diao)動能明顯不(bu)足(zu)

篇4

關鍵詞(ci)：閱讀文本 教(jiao)學策略(lve) CAI課(ke)件 提高閱讀興趣 培養閱讀水平

中圖分類(lei)號：G420 文(wen)獻標識碼：A 文(wen)章編號：1674-098X（2015）08（c）-0241-02

經過多年的(de)教學實踐(jian)，結(jie)合(he)教學案例(li)談一(yi)下自己的(de)三步閱讀教學法。

1 閱讀前（Pre-reading）

在(zai)這(zhe)一(yi)環(huan)節我常用leading in，free talk，discussion，pictures等設(she)計一(yi)些與閱(yue)讀(du)相(xiang)關的話題來熱(re)身。既(ji)可(ke)以(yi)為閱(yue)讀(du)做好(hao)鋪墊，可(ke)以(yi)使學生明(ming)確基本的閱(yue)讀(du)方向，又可(ke)以(yi)在(zai)熱(re)身這(zhe)一(yi)環(huan)節巧學一(yi)些障礙性詞(ci)匯。為學生排除一(yi)些必要的閱(yue)讀(du)困難。

案例一：

人教版九(jiu)年級Unit7的(de)(de)閱讀前我利用(yong)CAI課件是這樣導入的(de)(de)：

Everyone has hobbies.What’s your hobby？Are you allowed to practice your hobby as much as you would like to？Why or why not？Do you agree with your parents？在free talk中(zhong)，會(hui)用到(dao)(dao)我備(bei)課(ke)時預測的(de)(de)詞(ci)，如(ru)e true此(ci)時我會(hui)把它的(de)(de)替換詞(ci)匯(hui)（新單詞(ci)，短語(yu)）展(zhan)示出來：get in the way of，achieve諸(zhu)如(ru)這樣(yang)的(de)(de)詞(ci)匯(hui)學(xue)習，學(xue)生在心理(li)上(shang)(shang)是(shi)輕松的(de)(de)，自然的(de)(de)，也(ye)有水到(dao)(dao)渠成(cheng)的(de)(de)感覺(jue)。學(xue)生們在以上(shang)(shang)問(wen)題(ti)的(de)(de)引導(dao)下，老師預測的(de)(de)這樣(yang)一(yi)段(duan)話生成(cheng)了（出示課(ke)件）：My hobby is playing basketball.（singing＼...）.I want to be a professional basketball player（singer＼...）.But I am not allowed to practice playing basketball（singing…）every day. They think my dream is hard to achieve.They think my hobby can get in the way of my school work. But I think I should be allowed to make my own decisions.這樣(yang)的(de)(de)導(dao)入對本課(ke)的(de)(de)閱(yue)讀(du)起到(dao)(dao)了過渡作(zuo)用，排(pai)除了閱(yue)讀(du)中(zhong)障礙性詞(ci)匯(hui)，也(ye)明確了閱(yue)讀(du)方(fang)向(xiang)。感覺(jue)是(shi)很成(cheng)功的(de)(de)，適時我還(huan)會(hui)把思想教育(yu)于語(yu)言教育(yu)之中(zhong)。Though our parents don’t allow us to do that，we should know they are caring about us.此(ci)時順勢以下面(mian)的(de)(de)過渡語(yu)Now I know your hobbies and your parents’ideas. How about Liu Yu？ Is he allowed to practice his hobby as much as he wants？What’s his idea？進入了閱(yue)讀(du)的(de)(de)第二環節while―― reading閱(yue)讀(du)中(zhong)教學(xue)。

案例二：

在九年級(ji)英語(yu)Unit 7 Section A 3a 閱(yue)讀教學我(wo)是這樣(yang)導(dao)入的。首先以CAI課件出示一些世界名(ming)勝進行Where would you like to visit？Why？的情景會話。在最(zui)后有(you)目的的出示埃菲(fei)爾(er)鐵塔和巴(ba)黎圣母(mu)院兩個法國(guo)名(ming)勝，跟學生愉快地進行了下面(mian)交流(liu)：

T：Do you know them？

SS：埃菲爾鐵(tie)塔和(he)巴黎圣母院

T：Yes，they are Eiffel Tower and Notre Dame Cathedral.Do you know where they are？

SS：They are in France.

T：what else do you know about France？

學生們此(ci)時的思(si)維相當活躍，他(ta)們的參與性、主動(dong)性一下子被調動(dong)起來。他(ta)們常(chang)常(chang)是站(zhan)起來搶著表達。

S1―― Paris is the Capital of France.

S2―― France is in Europe.

S3―― 香水(shui)is famous all over the world.

S4―― …

在師(shi)生(sheng)(sheng)(sheng)互動、生(sheng)(sheng)(sheng)生(sheng)(sheng)(sheng)互動中，在師(shi)生(sheng)(sheng)(sheng)的思維(wei)碰撞(zhuang)中，學(xue)(xue)生(sheng)(sheng)(sheng)們漸漸提高了聽說能力，也(ye)在交流中鋪墊了閱讀教學(xue)(xue)。順勢我拋給學(xue)(xue)生(sheng)(sheng)(sheng)一個不用(yong)回答的過渡問題(ti)：Do you want to know more about Paris？Now let’s go to the world famous travel spotlight―― Paris.把學(xue)(xue)生(sheng)(sheng)(sheng)帶入閱讀中。同(tong)時在此環節(jie)自(zi)然巧妙(miao)地利用(yong)課件(jian)學(xue)(xue)習了閱讀中障礙性(xing)詞匯Eiffel Tower，Notre Dame Cathedral，church.

2 閱讀中（while-reading）

在此環節我(wo)常利用scanning和 skimming兩種閱(yue)讀(du)方法(fa)(fa)。根據這兩個方法(fa)(fa)所培(pei)養(yang)的能力我(wo)會設計(ji)不同的練習題，主要以Questions，Judgement，Choice，Match，Fill in the chart等不同任務形式。下面是我(wo)在閱(yue)讀(du)教學(xue)中的案例。

九年級英語Unit7 SectionA 3a，Task for Scanning：課(ke)件出(chu)示下面任務：

There are three parts in this passage.Please read fast and match each part with its main idea.

Part 1 people and language

Part 2 geography position and sights

Part 3 traffic

這個任(ren)(ren)務(wu)的(de)設計讓(rang)學生快速瀏覽全文，很輕松的(de)就能連線(xian)搭配(pei)。學生們帶著成功(gong)的(de)心理，在skimming任(ren)(ren)務(wu)的(de)引領下(xia)進入下(xia)一個閱讀環節，用課件出(chu)示下(xia)面任(ren)(ren)務(wu)：There are some other new words in the passage.Can you find them out to match the following？

Task 1 for skimming：

（1）think about doing――

（2）put a kind of language into another language――

（3）便(bian)(bian)利的(de)，方便(bian)(bian)的(de)――

（4）一般而言(yan)，大體(ti)上(shang)說――

此(ci)任(ren)務(wu)引(yin)領學生(sheng)細讀課文，猜測詞義(yi)。培(pei)養學生(sheng)推測詞義(yi)的(de)能力及在(zai)語境中學習生(sheng)詞的(de)科學方法。

Task 2 for skimming：

What kinds of things do you like about Paris？

What kinds of things do you dislike about Paris？

學生細讀課文分別找出了這樣的語句(ju)：

Likes：（1）Paris is one of the liveliest cities in Europe.（2）There are some fantastic sights ，including the Eiffel Tower and Notre Dame Cathedral.（3）It’s very convenient to take the underground train to most places in Paris.（4）Wine isn’t expensive.

Dislikes：（1）It doesn’t have beaches or mountains in Paris.（2）Traveling around Paris by taxi can cost a lot of money.（3）In general ，France is quite an expensive place.（4）Unless you speak French yourself，it’s best to take someone who can translate things for you.

以上任務的完成，完全可以使(shi)學生理解文章(zhang)學習(xi)需要掌握的生詞短語，也沒有必要用(yong)傳統的翻(fan)譯來講解課(ke)文，學生感到乏味。

堅持不懈的(de)以scanning和skimming，

并通過(guo)科學(xue)(xue)合理的(de)(de)導讀任務(wu)，學(xue)(xue)生(sheng)的(de)(de)閱讀水(shui)平會逐步提(ti)高的(de)(de)。至于(yu)文中(zhong)的(de)(de)語言(yan)點、語法結構，可以(yi)在讀后活動中(zhong)加以(yi)強化訓練，沒必要在閱讀中(zhong)肢解(jie)文章。

3 閱讀后（Post-reading）

在(zai)scanning，skimming的(de)閱(yue)(yue)讀理解完成后，為了進一(yi)步(bu)檢(jian)驗學生(sheng)的(de)理解與掌握情況，我常以(yi)有(you)意義的(de)課(ke)文(wen)討論代替背誦(song)（案例(li)(li)一(yi)），以(yi)提供關鍵詞幫學生(sheng)復述(shu)的(de)形式或挖去(qu)重點詞匯和短語來填空的(de)形式（案例(li)(li)二(er)），或是限定使用閱(yue)(yue)讀中出現的(de)好詞好句等仿寫來鞏固（案例(li)(li)三）。下面是我閱(yue)(yue)讀后的(de)三則任務活(huo)動案例(li)(li)。

案例一：

九年(nian)級教材Unit7在處(chu)理Scanning，skimming的任務后，我以下(xia)面的幾個討論題幫學生進行(xing)了語言(yan)輸出。

（1）T：If you go to visit Paris，what will you take？And why？

S1：I’ll take enough money because Paris is quite an expensive place.

S2：I’ll take a camera because there are many fantastic sights there.

S3：I’ll take a translator with me because I can’t speak French.

（2）T：When you are in Paris，how will you travel around？

（3）T：What will you buy for your friendsor family members before yoy leave？

此環節這些問(wen)題的(de)提(ti)出又把(ba)學生的(de)熱情點燃。他(ta)們積極踴躍，把(ba)課文(wen)內容運用(yong)的(de)恰到好(hao)處，這樣的(de)處理遠遠優于被動地背誦課文(wen)，我們都知道：閱讀的(de)最終目的(de)是(shi)達到語言的(de)運用(yong)。

案例二：

閱讀理解完成后，我安排(pai)了(le)挖空關鍵(jian)詞(ci)語讓學生復述的(de)形式進行語言輸(shu)出：（課件）

Martin used to be a problem child after his father’s__.He used to__a lot of trouble for___and his family .He didn’t use to be interested in his study and he often__ __ __ __the police.__ __ he was such a bad boy， his mother was__and never __ __ trying to help him.Instead，she__ __ __to taking care of her son. A conversation with his mother changed his life.__ __ __，he became one of the best students __ __ __.He __ __causes problems for his mother and himself.Now his mother __ __ __ her son now.

案例三：

在處理完九年級unit8 3a的Scanning，skimming后，我安排的仿(fang)寫練習。

Here are three of the students who want to join the school volunteer.

根據表格內(nei)容仿寫，要求用到put this love to good use，not only…but also…，

開頭(tou)和結(jie)尾已給出(chu)。（出(chu)示課件(jian)）

Writing：

Many students want to join the school volunteer project.Xu Hui lov

es______________________________________________________________

If everyone makes a contribution to helping others，our society will become more beautiful.

4 結語

閱(yue)讀(du)(du)是英語學(xue)習的一項(xiang)基本要(yao)求，也是提高英語水平的重要(yao)途徑。閱(yue)讀(du)(du)能(neng)力(li)的提高是一個逐(zhu)步積累的漸進(jin)(jin)過程。只有充(chong)分利(li)用課(ke)堂這一主陣(zhen)地(di)，以先進(jin)(jin)的多媒體(ti)作為輔助手(shou)段，科學(xue)地(di)對學(xue)生進(jin)(jin)行閱(yue)讀(du)(du)訓練，學(xue)生的閱(yue)讀(du)(du)能(neng)力(li)才會提高。

參考文獻

[1]張俊敏.優(you)化(hua)初中英(ying)語閱讀教(jiao)學的實踐研究(jiu)[J].中小學外語教(jiao)學（中學篇），2010（7）：36-39.

篇5

1.為學生創造良好的(de)學習環境

輕(qing)松、愉快的(de)(de)課堂(tang)(tang)環境，可極(ji)大激發(fa)學(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)學(xue)(xue)(xue)習興(xing)趣(qu)，活躍氣氛(fen)(fen)。教(jiao)師要(yao)(yao)創造這種課堂(tang)(tang)氣氛(fen)(fen)，就要(yao)(yao)改變傳(chuan)統的(de)(de)填鴨式的(de)(de)教(jiao)學(xue)(xue)(xue)方法(fa)：課堂(tang)(tang)上教(jiao)師機(ji)械地(di)講解(jie)，講臺下學(xue)(xue)(xue)生(sheng)(sheng)機(ji)械記憶，學(xue)(xue)(xue)生(sheng)(sheng)一(yi)直(zhi)是(shi)被動(dong)地(di)接收枯燥無味的(de)(de)單(dan)詞(ci)、詞(ci)法(fa)、語法(fa)。根本就談不(bu)上什么(me)活躍課堂(tang)(tang)氣氛(fen)(fen)。要(yao)(yao)改變像一(yi)潭死水的(de)(de)狀況，我們可以(yi)根據每節課的(de)(de)內容(rong)(rong)設(she)計(ji)一(yi)些游戲，例(li)如(ru)(ru)：“問候(hou)、吃飯(fan)、看病(bing)、問路、借東西”等(deng)等(deng)。在(zai)游戲的(de)(de)過(guo)程中自然、輕(qing)松的(de)(de)將(jiang)教(jiao)學(xue)(xue)(xue)內容(rong)(rong)呈現(xian)出來。學(xue)(xue)(xue)生(sheng)(sheng)在(zai)玩的(de)(de)過(guo)程中不(bu)知(zhi)不(bu)覺(jue)地(di)學(xue)(xue)(xue)習了知(zhi)識，學(xue)(xue)(xue)習的(de)(de)興(xing)趣(qu)也會(hui)(hui)越來越濃厚。除了寓(yu)教(jiao)于樂(le)，還(huan)是(shi)充分發(fa)揮學(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)主動(dong)性(xing)，激勵學(xue)(xue)(xue)生(sheng)(sheng)大量參與課堂(tang)(tang)活動(dong)，而不(bu)是(shi)旁觀。另外，如(ru)(ru)果(guo)學(xue)(xue)(xue)生(sheng)(sheng)在(zai)學(xue)(xue)(xue)習中出現(xian)的(de)(de)錯(cuo)誤，要(yao)(yao)注意糾正錯(cuo)誤的(de)(de)方式，不(bu)能打擊學(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)學(xue)(xue)(xue)習積(ji)極(ji)性(xing)。總之(zhi) ，課堂(tang)(tang)要(yao)(yao)想方設(she)法(fa)讓學(xue)(xue)(xue)生(sheng)(sheng)上得輕(qing)松，學(xue)(xue)(xue)生(sheng)(sheng)才(cai)會(hui)(hui)愛學(xue)(xue)(xue)，才(cai)會(hui)(hui)學(xue)(xue)(xue)得更好(hao)。

2. 在課(ke)堂(tang)上充分運(yun)用創設情景教學

學(xue)(xue)(xue)習(xi)英(ying)語(yu)就(jiu)是(shi)為了掌握在(zai)(zai)真實的(de)(de)(de)(de)(de)情(qing)(qing)境中(zhong)(zhong)(zhong)運用英(ying)語(yu)交(jiao)流信息和思(si)想感悟的(de)(de)(de)(de)(de)技能，因此，我(wo)(wo)認為在(zai)(zai)課(ke)堂教(jiao)(jiao)學(xue)(xue)(xue)中(zhong)(zhong)(zhong)，根據教(jiao)(jiao)材內(nei)容(rong)創(chuang)(chuang)設(she)一些情(qing)(qing)景組織(zhi)(zhi)課(ke)堂教(jiao)(jiao)學(xue)(xue)(xue)是(shi)十分(fen)重(zhong)要的(de)(de)(de)(de)(de)。創(chuang)(chuang)設(she)情(qing)(qing)景的(de)(de)(de)(de)(de)特點(dian)是(shi)言、行(xing)、情(qing)(qing)融為一體(ti)，目的(de)(de)(de)(de)(de)是(shi)激(ji)起(qi)學(xue)(xue)(xue)生的(de)(de)(de)(de)(de)情(qing)(qing)緒(xu)，營造一種(zhong)學(xue)(xue)(xue)習(xi)氛圍，提高(gao)(gao)學(xue)(xue)(xue)生的(de)(de)(de)(de)(de)能力。所(suo)以在(zai)(zai)教(jiao)(jiao)學(xue)(xue)(xue)過程中(zhong)(zhong)(zhong)充分(fen)利用直(zhi)觀教(jiao)(jiao)學(xue)(xue)(xue)及電化教(jiao)(jiao)學(xue)(xue)(xue)設(she)備，如(ru)實物(wu)掛(gua)圖、錄音機、幻燈機、多媒體(ti)等，配以手勢、表(biao)情(qing)(qing)、刻意(yi)創(chuang)(chuang)設(she)一個情(qing)(qing)景進行(xing)組織(zhi)(zhi)教(jiao)(jiao)學(xue)(xue)(xue)。例如(ru)：我(wo)(wo)在(zai)(zai)教(jiao)(jiao)學(xue)(xue)(xue)第一冊Lesson18時(shi)，在(zai)(zai)課(ke)前準備好尺子、鉛筆、鋼筆、地(di)圖、雪梨、蛋糕(gao)、香(xiang)蕉等實物(wu)，上課(ke)時(shi)要求學(xue)(xue)(xue)生不打(da)開課(ke)本，看老師(shi)所(suo)舉的(de)(de)(de)(de)(de)實物(wu)，來回答問題。我(wo)(wo)舉起(qi)實物(wu)問：“Is this a pen（pencil/ruler）？”學(xue)(xue)(xue)生看著實物(wu)，很容(rong)易回答出(chu)：“Yes， It is或(huo) No. It isn’t ”。然后(hou)我(wo)(wo)說：“pen， pencil， pear， cake， map……”，學(xue)(xue)(xue)生也跟著大(da)聲(sheng)說。爾后(hou)我(wo)(wo)又雙手舉起(qi)實物(wu)問：“What’s this in English？”全(quan)班同學(xue)(xue)(xue)看著實物(wu)回答：“It’s a pen（pencil（pear， cake……”。全(quan)班同學(xue)(xue)(xue)情(qing)(qing)緒(xu)高(gao)(gao)漲，課(ke)堂氣氛非常(chang)活(huo)躍。在(zai)(zai)教(jiao)(jiao)學(xue)(xue)(xue)過程中(zhong)(zhong)(zhong)，學(xue)(xue)(xue)生沒(mei)有(you)必要打(da)開課(ke)本就(jiu)能在(zai)(zai)創(chuang)(chuang)設(she)的(de)(de)(de)(de)(de)情(qing)(qing)景中(zhong)(zhong)(zhong)不知(zhi)不覺地(di)學(xue)(xue)(xue)會(hui)掌握知(zhi)識。可見，英(ying)語(yu)教(jiao)(jiao)學(xue)(xue)(xue)藝術在(zai)(zai)于讓學(xue)(xue)(xue)生產生濃厚的(de)(de)(de)(de)(de)興趣，在(zai)(zai)高(gao)(gao)漲飽滿的(de)(de)(de)(de)(de)熱情(qing)(qing)中(zhong)(zhong)(zhong)集中(zhong)(zhong)(zhong)學(xue)(xue)(xue)生的(de)(de)(de)(de)(de)注意(yi)力，清楚學(xue)(xue)(xue)生學(xue)(xue)(xue)習(xi)疲(pi)勞，積極主(zhu)動地(di)進行(xing)學(xue)(xue)(xue)習(xi)，使他們(men)的(de)(de)(de)(de)(de)可能性和潛(qian)在(zai)(zai)性都(dou)得到發揮，在(zai)(zai)課(ke)堂中(zhong)(zhong)(zhong)享受到成功的(de)(de)(de)(de)(de)樂趣。

3. 運用多種教學方(fang)法

經(jing)常(chang)使(shi)(shi)用(yong)單一(yi)的(de)(de)(de)(de)(de)教(jiao)學(xue)(xue)(xue)(xue)(xue)方法(fa)，即使(shi)(shi)是再(zai)好(hao)的(de)(de)(de)(de)(de)方法(fa)也會(hui)失去它的(de)(de)(de)(de)(de)效力。人們經(jing)常(chang)說“教(jiao)無定(ding)法(fa)，教(jiao)學(xue)(xue)(xue)(xue)(xue)有(you)法(fa)”。能夠激發(fa)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)興趣，很(hen)大程度的(de)(de)(de)(de)(de)取決于教(jiao)學(xue)(xue)(xue)(xue)(xue)方法(fa)。只有(you)用(yong)多種(zhong)多樣的(de)(de)(de)(de)(de)方法(fa)組(zu)織(zhi)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)，才能更(geng)好(hao)的(de)(de)(de)(de)(de)激發(fa)、保持、鞏(gong)固學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)英語(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)熱情(qing)。比(bi)如，有(you)一(yi)次我(wo)在(zai)(zai)復習(xi)(xi)教(jiao)材JEPCBOOK，Unit17“Could You Help Me， Please”時，在(zai)(zai)課堂教(jiao)學(xue)(xue)(xue)(xue)(xue)中我(wo)采用(yong)聊(liao)天的(de)(de)(de)(de)(de)方式來引出(chu)這(zhe)堂課的(de)(de)(de)(de)(de)知識點，并通過一(yi)系(xi)列的(de)(de)(de)(de)(de)活動使(shi)(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)在(zai)(zai)輕松(song)和(he)諧的(de)(de)(de)(de)(de)課堂氣(qi)氛(fen)中理解語(yu)(yu)(yu)(yu)言，掌握語(yu)(yu)(yu)(yu)言，運用(yong)語(yu)(yu)(yu)(yu)言。 我(wo)抱了(le)個(ge)看上去特別(bie)沉的(de)(de)(de)(de)(de)大箱子走(zou)進教(jiao)室(shi)，問(wen)一(yi)位(wei)坐在(zai)(zai)前(qian)面的(de)(de)(de)(de)(de)男同學(xue)(xue)(xue)(xue)(xue)：“Could You help me？”“Certainly”，他(ta)掂(dian)了(le)掂(dian)箱子的(de)(de)(de)(de)(de)份量，說：“No， it isn’t heavy. It’s light.”“It’s light.” 而這(zhe)些(xie)正是這(zhe)單元所學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)主要句型。再(zai)比(bi)如：游戲法(fa)也是一(yi)樣有(you)效的(de)(de)(de)(de)(de)教(jiao)學(xue)(xue)(xue)(xue)(xue)手(shou)段(duan)，語(yu)(yu)(yu)(yu)言的(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)往往會(hui)很(hen)枯燥。因此，我(wo)經(jing)常(chang)利用(yong)游戲法(fa)來調節課堂氣(qi)氛(fen)，幫助(zhu)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)對英語(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)產生(sheng)(sheng)興趣。我(wo)自己也經(jing)常(chang)參加到游戲中，與學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)打成一(yi)片，即融洽了(le)師生(sheng)(sheng)關系(xi)，又使(shi)(shi)課堂氣(qi)氛(fen)更(geng)加輕松(song)和(he)諧。為了(le)提高(gao)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)英語(yu)(yu)(yu)(yu)口語(yu)(yu)(yu)(yu)水(shui)平，訓(xun)練他(ta)們的(de)(de)(de)(de)(de)反應能力，我(wo)安排了(le)“Yes or No”的(de)(de)(de)(de)(de)游戲。首(shou)先讓(rang)我(wo)為model，在(zai)(zai)限定(ding)的(de)(de)(de)(de)(de)時間內每個(ge)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)都(dou)可以向我(wo)提任何(he)問(wen)題，我(wo)必(bi)須避開(kai)“Yes”和(he)“No”，否則(ze)就(jiu)算(suan)輸。For example：

S1： Are you good at English？

T： Of course.

S2： Did you watch TV last night？

T： I did.

S3： Do you love your daughter？

T： Suer， I love her very much.

S4： Will you go shopping this aftermoon？

T： I won’t.

篇6

一、營造活躍的(de)英(ying)語課(ke)堂氛圍(wei)，是(shi)實現教(jiao)學雙贏的(de)必備條(tiao)件

（一(yi)）教師(shi)要具有良好的素質

課堂是否(fou)活躍(yue)，與教(jiao)師(shi)有密切關系。扎實的基本(ben)功(gong)，較高的教(jiao)學水平(ping)，從(cong)容自(zi)如地(di)操縱教(jiao)學的每個環節，這是優秀教(jiao)師(shi)的基本(ben)素質。

“要(yao)(yao)給(gei)學(xue)(xue)(xue)(xue)(xue)生(sheng)一杯(bei)水(shui)(shui)，教(jiao)(jiao)(jiao)師須有一桶水(shui)(shui)。”很難想象，語(yu)音(yin)不準，張口就是錯誤(wu)的(de)教(jiao)(jiao)(jiao)師怎(zen)能(neng)激發學(xue)(xue)(xue)(xue)(xue)生(sheng)興(xing)趣。教(jiao)(jiao)(jiao)育理(li)論貧乏，不會(hui)處理(li)教(jiao)(jiao)(jiao)材、不會(hui)按教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)規律做事(shi)的(de)老師，怎(zen)能(neng)使課堂活(huo)躍。所(suo)以(yi)，教(jiao)(jiao)(jiao)師要(yao)(yao)不斷提高自身(shen)素質(zhi)，要(yao)(yao)有正確的(de)英語(yu)教(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)觀念，明確學(xue)(xue)(xue)(xue)(xue)生(sheng)主動(dong)參與教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)活(huo)動(dong)才是成(cheng)功的(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)活(huo)動(dong)。因為(wei)：“知(zhi)識(shi)(shi)(shi)不能(neng)像杯(bei)子(zi)倒(dao)水(shui)(shui)一樣灌(guan)進學(xue)(xue)(xue)(xue)(xue)生(sheng)頭(tou)腦中去，相(xiang)反，知(zhi)識(shi)(shi)(shi)是學(xue)(xue)(xue)(xue)(xue)生(sheng)在求(qiu)知(zhi)和(he)(he)探索動(dong)機驅動(dong)下通過主動(dong)選(xuan)擇(ze)和(he)(he)發現獲得的(de)。”我們教(jiao)(jiao)(jiao)師應把學(xue)(xue)(xue)(xue)(xue)習的(de)時間、主動(dong)權(quan)交(jiao)給(gei)學(xue)(xue)(xue)(xue)(xue)生(sheng)，不能(neng)以(yi)“教(jiao)(jiao)(jiao)”代“學(xue)(xue)(xue)(xue)(xue)”。“問渠哪得清如許(xu)，唯有源頭(tou)活(huo)水(shui)(shui)來(lai)”。我們教(jiao)(jiao)(jiao)師還要(yao)(yao)樹立終身(shen)學(xue)(xue)(xue)(xue)(xue)習觀和(he)(he)實踐觀，不斷地積累知(zhi)識(shi)(shi)(shi)，更新知(zhi)識(shi)(shi)(shi)。

（二）營(ying)造民主(zhu)和諧合作(zuo)的課堂氣氛

受(shou)傳(chuan)統教(jiao)(jiao)學(xue)(xue)模式的影響，教(jiao)(jiao)師(shi)在學(xue)(xue)生(sheng)(sheng)(sheng)面(mian)前永遠是(shi)(shi)權威(wei)，居高臨下，所謂：“師(shi)者，所以(yi)(yi)傳(chuan)道(dao)授業解(jie)惑(huo)也(ye)。”英語(yu)課(ke)堂(tang)(tang)教(jiao)(jiao)學(xue)(xue)成為了教(jiao)(jiao)師(shi)的“一(yi)言堂(tang)(tang)”，缺少必要的民(min)主(zhu)，即使是(shi)(shi)傳(chuan)道(dao)、授業、解(jie)惑(huo)，也(ye)是(shi)(shi)以(yi)(yi)參(can)考書、標準答案去束(shu)縛學(xue)(xue)生(sheng)(sheng)(sheng)。升(sheng)學(xue)(xue)模式又造成學(xue)(xue)生(sheng)(sheng)(sheng)之間競爭多、合作少。這(zhe)樣，學(xue)(xue)生(sheng)(sheng)(sheng)的各種能力都(dou)受(shou)到了嚴(yan)重(zhong)束(shu)縛和壓抑，學(xue)(xue)生(sheng)(sheng)(sheng)不是(shi)(shi)主(zhu)體(ti)(ti)，課(ke)堂(tang)(tang)自然難(nan)以(yi)(yi)活躍。因此，教(jiao)(jiao)學(xue)(xue)中，教(jiao)(jiao)師(shi)要放(fang)下面(mian)子(zi)和架(jia)子(zi)，與學(xue)(xue)生(sheng)(sheng)(sheng)建立起(qi)“民(min)主(zhu)、和諧、相互尊重(zhong)、相互信任”的師(shi)生(sheng)(sheng)(sheng)關(guan)系，充分體(ti)(ti)現學(xue)(xue)生(sheng)(sheng)(sheng)在課(ke)堂(tang)(tang)的主(zhu)體(ti)(ti)地位，教(jiao)(jiao)師(shi)以(yi)(yi)朋友(you)、師(shi)長、參(can)與者的身份參(can)與學(xue)(xue)生(sheng)(sheng)(sheng)的學(xue)(xue)習活動(dong)。在這(zhe)樣的氛圍(wei)下，學(xue)(xue)生(sheng)(sheng)(sheng)有心理(li)安全感(gan)、舒(shu)適感(gan)，拋開(kai)壓抑心理(li)，變被動(dong)為主(zhu)動(dong)，課(ke)堂(tang)(tang)自然活躍。

（三）一(yi)切從(cong)學(xue)生出(chu)發靈活運用教學(xue)方(fang)法

課(ke)堂教(jiao)學(xue)(xue)中的(de)“沉悶”主(zhu)要(yao)在(zai)于教(jiao)師(shi)(shi)(shi)(shi)(shi)的(de)教(jiao)學(xue)(xue)方(fang)(fang)式(shi)太單(dan)一(yi)(yi)(yi)，毫無創造性，把靈(ling)活運用多種教(jiao)學(xue)(xue)策略拋到九霄云(yun)外了(le)，從而(er)不(bu)能激起學(xue)(xue)生的(de)興趣(qu)，無法調(diao)動學(xue)(xue)生的(de)主(zhu)觀能動性。英語也(ye)是(shi)(shi)語言交流的(de)工具，靠教(jiao)師(shi)(shi)(shi)(shi)(shi)的(de)一(yi)(yi)(yi)張(zhang)嘴、一(yi)(yi)(yi)根(gen)粉筆(bi)去“講(jiang)”，是(shi)(shi)遠遠不(bu)夠的(de)。作(zuo)為(wei)教(jiao)師(shi)(shi)(shi)(shi)(shi)，要(yao)精于根(gen)據學(xue)(xue)科特點、要(yao)求結合教(jiao)學(xue)(xue)內容、學(xue)(xue)生實際(ji)，靈(ling)活運用教(jiao)學(xue)(xue)方(fang)(fang)法。“知(zhi)之者(zhe)不(bu)如(ru)好知(zhi)者(zhe)，好知(zhi)者(zhe)不(bu)如(ru)樂(le)知(zhi)者(zhe)。”寓教(jiao)于學(xue)(xue)，寓教(jiao)于樂(le)，才能激活課(ke)堂。所以要(yao)盡快(kuai)改變(bian)傳統(tong)的(de)以老(lao)師(shi)(shi)(shi)(shi)(shi)為(wei)主(zhu)體(ti)的(de)教(jiao)學(xue)(xue)模(mo)(mo)式(shi)，而(er)是(shi)(shi)變(bian)成教(jiao)師(shi)(shi)(shi)(shi)(shi)為(wei)主(zhu)導(dao)、學(xue)(xue)生為(wei)主(zhu)體(ti)的(de)教(jiao)學(xue)(xue)模(mo)(mo)式(shi)。一(yi)(yi)(yi)切為(wei)了(le)學(xue)(xue)生，為(wei)了(le)學(xue)(xue)生的(de)一(yi)(yi)(yi)切。

二(er)、發掘教材內(nei)在力(li)量，活化(hua)教材內(nei)容，激(ji)發學生學習興(xing)趣

（一）做好課(ke)堂預設，把握(wo)課(ke)堂動(dong)態生成(cheng)

課(ke)(ke)(ke)堂(tang)動(dong)態生(sheng)(sheng)成是新課(ke)(ke)(ke)程理念下課(ke)(ke)(ke)堂(tang)教(jiao)學(xue)(xue)的(de)(de)主要特征。我(wo)們對教(jiao)案進行(xing)優(you)化，要充(chong)(chong)分考慮學(xue)(xue)生(sheng)(sheng)可能的(de)(de)需(xu)求和(he)動(dong)態課(ke)(ke)(ke)堂(tang)的(de)(de)生(sheng)(sheng)成過程，給課(ke)(ke)(ke)堂(tang)上(shang)的(de)(de)不確定(ding)因素留(liu)有(you)(you)一(yi)定(ding)的(de)(de)空間，同時也為學(xue)(xue)生(sheng)(sheng)靈活發揮留(liu)有(you)(you)空間。備(bei)(bei)課(ke)(ke)(ke)時應(ying)該預設某(mou)種情況(kuang)之相應(ying)對策，設計要著眼教(jiao)學(xue)(xue)的(de)(de)多個要素。要首先考慮學(xue)(xue)生(sheng)(sheng)的(de)(de)需(xu)求和(he)實(shi)際，要兼顧新課(ke)(ke)(ke)標的(de)(de)三維目(mu)標，尊重(zhong)學(xue)(xue)生(sheng)(sheng)的(de)(de)差異，使不同學(xue)(xue)生(sheng)(sheng)都有(you)(you)相應(ying)努力的(de)(de)目(mu)標，而且可以動(dong)態調整。實(shi)際上(shang)這就是我(wo)們說的(de)(de)要充(chong)(chong)分備(bei)(bei)教(jiao)材、備(bei)(bei)學(xue)(xue)生(sheng)(sheng)。

另外要注(zhu)(zhu)意為學(xue)(xue)(xue)生的主動參與(yu)留(liu)下時間和(he)空間，教師不可一(yi)講到底(di)；練習作業的設計也應關(guan)注(zhu)(zhu)學(xue)(xue)(xue)生層次(ci)(ci)差異，讓每個層次(ci)(ci)的學(xue)(xue)(xue)生都不同程(cheng)度的有任(ren)務、有收獲。

（二(er)）活(huo)化(hua)教材的目的

活化教材(cai)的(de)(de)目的(de)(de)是將教材(cai)內容按其交際(ji)(ji)原貌活化于課(ke)堂，形成不(bu)同(tong)側面、不(bu)同(tong)形式(shi)的(de)(de)活動，讓學生(sheng)(sheng)共同(tong)投(tou)入、互相交流，幫助學生(sheng)(sheng)將所(suo)學知識變成語(yu)言技能，培養學生(sheng)(sheng)為了交際(ji)(ji)而初(chu)步運用英語(yu)的(de)(de)能力(li)。比如，進行文體(ti)轉變也是活化教材(cai)的(de)(de)好辦法。可以要求學生(sheng)(sheng)使用本(ben)單(dan)元(yuan)的(de)(de)四會詞(ci)、習語(yu)、句型(xing)將對(dui)話或(huo)戲(xi)劇改(gai)成敘述故事或(huo)小短文。這種改(gai)變體(ti)裁(cai)的(de)(de)練習，對(dui)學生(sheng)(sheng)鞏固本(ben)課(ke)重點知識，用活習語(yu)，提高交際(ji)(ji)和書(shu)面表達能力(li)，有(you)很好的(de)(de)促進作用。

（三）精心設計板書

板(ban)書(shu)設計不(bu)但便于學(xue)生(sheng)理解、記憶，而且能培養學(xue)生(sheng)把握句子、段落(luo)結(jie)構(gou)的能力(li)和(he)概括能力(li)。板(ban)書(shu)設計要巧妙合理，以便更(geng)好地完成(cheng)課(ke)堂教學(xue)目標。板(ban)書(shu)的形式要多(duo)種多(duo)樣，如(ru)提綱(gang)式、表格式等，還(huan)可以以三筆字、簡(jian)筆畫等體現教師七項(xiang)基本(ben)技能。科學(xue)、美(mei)觀、新穎、獨特的板(ban)書(shu)，不(bu)僅能給學(xue)生(sheng)美(mei)的享受，激(ji)發學(xue)生(sheng)學(xue)習(xi)的興趣，啟發學(xue)生(sheng)思(si)考，而且能提高學(xue)生(sheng)學(xue)習(xi)的效率。

三(san)、表(biao)演是激活課堂不可或缺的環節

中學(xue)(xue)(xue)(xue)生有(you)旺盛的(de)(de)求知欲和表現(xian)欲。他們(men)想在同學(xue)(xue)(xue)(xue)面前體現(xian)有(you)個性的(de)(de)氣質形(xing)(xing)象(xiang)、敏捷的(de)(de)思維、豐富的(de)(de)知識、出眾的(de)(de)口(kou)才和組織(zhi)能力(li)，以(yi)此來吸引同學(xue)(xue)(xue)(xue)注意、博得(de)好評和贊(zan)揚(yang)。如果我們(men)將(jiang)這(zhe)種張(zhang)揚(yang)與教學(xue)(xue)(xue)(xue)內容結(jie)合起來，多采用直觀、形(xing)(xing)象(xiang)的(de)(de)表演法，可(ke)以(yi)讓(rang)學(xue)(xue)(xue)(xue)生身(shen)臨(lin)其境，使(shi)學(xue)(xue)(xue)(xue)生在課(ke)堂上因(yin)興奮(fen)而出現(xian)一種積(ji)極的(de)(de)求知欲望(wang)，又(you)能讓(rang)學(xue)(xue)(xue)(xue)生淋漓盡致地張(zhang)揚(yang)個性，這(zhe)樣會(hui)比教師長者口(kou)吻式的(de)(de)叮嚀、囑咐、強調更有(you)效(xiao)。當味同嚼蠟的(de)(de)講(jiang)讀教學(xue)(xue)(xue)(xue)轉(zhuan)變成聲情并茂的(de)(de)形(xing)(xing)象(xiang)教學(xue)(xue)(xue)(xue)，學(xue)(xue)(xue)(xue)生就不會(hui)為(wei)學(xue)(xue)(xue)(xue)英(ying)語(yu)而學(xue)(xue)(xue)(xue)英(ying)語(yu)，教師也(ye)不會(hui)再擔(dan)心為(wei)教英(ying)語(yu)而講(jiang)得(de)口(kou)干舌燥，筋疲力(li)盡，學(xue)(xue)(xue)(xue)生也(ye)不會(hui)心不在焉，昏昏欲睡。

四、運用(yong)現代媒(mei)體激活興(xing)趣

篇7

我(wo)校是一所農村中心校，由(you)于受家長素(su)質、家庭環境、學校條(tiao)件局限性，學生的課外閱(yue)讀狀況與大多數農村學校一樣(yang)不容樂觀。主要(yao)表現(xian)在以下幾(ji)方(fang)面。

1．閱(yue)讀(du)(du)(du)時(shi)間(jian)較少(shao)。從調(diao)查結果來看(kan)，小(xiao)學(xue)(xue)(xue)生課(ke)外(wai)閱(yue)讀(du)(du)(du)的(de)(de)時(shi)間(jian)普遍偏少(shao)。無論是(shi)學(xue)(xue)(xue)習日(ri)還是(shi)雙(shuang)休(xiu)日(ri)，絕大部分學(xue)(xue)(xue)生平(ping)均(jun)每(mei)天只能(neng)保(bao)證10分鐘左(zuo)右的(de)(de)課(ke)外(wai)閱(yue)讀(du)(du)(du)時(shi)間(jian)，學(xue)(xue)(xue)習日(ri)內堅(jian)(jian)持(chi)課(ke)外(wai)閱(yue)讀(du)(du)(du)30分鐘的(de)(de)僅(jin)(jin)占22.5%，雙(shuang)休(xiu)日(ri)內堅(jian)(jian)持(chi)課(ke)外(wai)閱(yue)讀(du)(du)(du)30分鐘的(de)(de)也(ye)僅(jin)(jin)占38.5%，每(mei)天堅(jian)(jian)持(chi)課(ke)外(wai)閱(yue)讀(du)(du)(du)1小(xiao)時(shi)的(de)(de)更少(shao)，學(xue)(xue)(xue)習日(ri)內僅(jin)(jin)占1.5%，雙(shuang)休(xiu)日(ri)內也(ye)僅(jin)(jin)占8%，而(er)平(ping)均(jun)每(mei)天堅(jian)(jian)持(chi)課(ke)外(wai)閱(yue)讀(du)(du)(du)2小(xiao)時(shi)的(de)(de)，學(xue)(xue)(xue)習日(ri)內為0，雙(shuang)休(xiu)日(ri)內也(ye)只占4.5%。

2．閱(yue)讀(du)(du)量(liang)不大。調查結果顯示，小學(xue)生的課外閱(yue)讀(du)(du)量(liang)極(ji)小，學(xue)生學(xue)習日內(nei)每(mei)(mei)天只(zhi)(zhi)能(neng)堅持閱(yue)讀(du)(du)300字(zi)(zi)至(zhi)1000字(zi)(zi)，雙(shuang)休日也只(zhi)(zhi)能(neng)堅持每(mei)(mei)天閱(yue)讀(du)(du)500字(zi)(zi)至(zhi)2000字(zi)(zi)。

3．閱(yue)讀(du)內容不精(jing)(jing)。大多數(shu)學生的(de)課外閱(yue)讀(du)以教輔(fu)類(lei)書籍為主，如《字詞(ci)句段(duan)篇(pian)章》《同步作文》及其他教輔(fu)類(lei)報刊等(deng)。除此以外，還有相當(dang)一部分學生只滿足于(yu)(yu)入(ru)眼(yan)不入(ru)腦的(de)淺表性閱(yue)讀(du)，滿足于(yu)(yu)過眼(yan)云煙(yan)式(shi)的(de)娛樂(le)性閱(yue)讀(du)，滿足于(yu)(yu)缺乏精(jing)(jing)神營養(yang)的(de)快餐式(shi)閱(yue)讀(du)，而對那(nei)些真正能滋養(yang)心靈的(de)經(jing)典書籍卻少有問津。

4．閱(yue)讀效(xiao)果(guo)不(bu)佳(jia)。為了解學生的(de)(de)(de)(de)閱(yue)讀效(xiao)果(guo)，筆者以《語文(wen)(wen)課(ke)程標(biao)(biao)準》的(de)(de)(de)(de)具體指標(biao)(biao)為調查項目(mu)，通(tong)過數(shu)據整理(li)，發現小學生的(de)(de)(de)(de)閱(yue)讀效(xiao)果(guo)不(bu)佳(jia)。如背(bei)(bei)(bei)誦“課(ke)標(biao)(biao)”推(tui)薦的(de)(de)(de)(de)70首(shou)必(bi)背(bei)(bei)(bei)古(gu)詩文(wen)(wen)，能(neng)背(bei)(bei)(bei)10首(shou)的(de)(de)(de)(de)占61%，能(neng)背(bei)(bei)(bei)20首(shou)的(de)(de)(de)(de)占27.5%，能(neng)背(bei)(bei)(bei)30首(shou)的(de)(de)(de)(de)占9.5%，能(neng)背(bei)(bei)(bei)40首(shou)的(de)(de)(de)(de)僅(jin)占2%，能(neng)背(bei)(bei)(bei)50至70首(shou)的(de)(de)(de)(de)為0；通(tong)讀長(chang)篇(pian)文(wen)(wen)學名著《西游記》《水滸傳》《三國演義》《駱(luo)駝(tuo)祥子(zi)》（也僅(jin)是閱(yue)讀影視文(wen)(wen)學）之比分別(bie)為86%：12.5%：14%：0；對于《安(an)徒生童話》《格林童話》《伊(yi)索寓言(yan)(yan)》《克雷洛夫寓言(yan)(yan)》學生僅(jin)讀其中的(de)(de)(de)(de)少數(shu)篇(pian)目(mu)，無人涉獵整部書籍；而深受都(dou)市兒(er)童喜愛(ai)的(de)(de)(de)(de)《草房(fang)子(zi)》《長(chang)襪子(zi)皮皮》《彼(bi)得·潘》《夏洛的(de)(de)(de)(de)網》《窗邊的(de)(de)(de)(de)小豆豆》等兒(er)童文(wen)(wen)學作品，幾乎所有的(de)(de)(de)(de)學生都(dou)坦言(yan)(yan)“沒聽說過”。種種數(shu)據表明，學生的(de)(de)(de)(de)閱(yue)讀效(xiao)果(guo)離“課(ke)標(biao)(biao)”的(de)(de)(de)(de)要求(qiu)相差甚遠。

為此，我所在的農(nong)村學校在加(jia)強師生閱讀方面做了以下嘗試。

一(yi)、“有(you)效指導”課堂(tang)閱讀

專門設立設置閱(yue)(yue)讀(du)(du)指導(dao)課，任何(he)(he)教(jiao)師(shi)不(bu)允許以任何(he)(he)理由(you)占用閱(yue)(yue)讀(du)(du)指導(dao)課。在(zai)(zai)閱(yue)(yue)讀(du)(du)指導(dao)課上，要求教(jiao)師(shi)教(jiao)給(gei)學(xue)(xue)(xue)生(sheng)(sheng)科(ke)學(xue)(xue)(xue)的(de)(de)閱(yue)(yue)讀(du)(du)方(fang)法，是開(kai)展課外閱(yue)(yue)讀(du)(du)活(huo)(huo)動(dong)的(de)(de)基(ji)礎(chu)保障。我們主要培養學(xue)(xue)(xue)生(sheng)(sheng)掌握(wo)以下(xia)方(fang)法：一是閱(yue)(yue)讀(du)(du)方(fang)式多樣化，如(ru)默讀(du)(du)、朗讀(du)(du)、誦(song)讀(du)(du)、精(jing)讀(du)(du)、略讀(du)(du)等(deng)。要根(gen)據文章的(de)(de)內容(rong)選擇閱(yue)(yue)讀(du)(du)方(fang)法；二是邊讀(du)(du)邊思(si)；三是合作(zuo)中(zhong)(zhong)閱(yue)(yue)讀(du)(du)，閱(yue)(yue)讀(du)(du)后要與別人交流(liu)討(tao)論；四是有選擇地閱(yue)(yue)讀(du)(du)，要自覺抵制那(nei)些(xie)低級趣味、庸俗的(de)(de)對身心健(jian)康不(bu)利的(de)(de)讀(du)(du)物；五是在(zai)(zai)實踐中(zhong)(zhong)閱(yue)(yue)讀(du)(du)，把從課外閱(yue)(yue)讀(du)(du)中(zhong)(zhong)學(xue)(xue)(xue)到的(de)(de)知識(shi)運用于學(xue)(xue)(xue)習生(sheng)(sheng)活(huo)(huo)中(zhong)(zhong)，如(ru)在(zai)(zai)作(zuo)文、學(xue)(xue)(xue)校(xiao)黑板報、文藝(yi)活(huo)(huo)動(dong)等(deng)，不(bu)斷(duan)提高(gao)閱(yue)(yue)讀(du)(du)質量。

六是網上閱(yue)讀(du)，教師根(gen)據課內閱(yue)讀(du)鏈接(jie)，引導學(xue)生進(jin)行讀(du)電子書(shu)目(mu)。如學(xue)習《冬陽 童(tong)年 駱(luo)駝隊》以后(hou)，組織引導學(xue)生網上閱(yue)讀(du)《城南舊事》。 轉貼于

二、“好書推(tui)介”家長陪讀

閱(yue)(yue)讀(du)(du)(du)(du)(du)是一(yi)(yi)(yi)(yi)場心靈(ling)的(de)(de)(de)(de)(de)對話(hua)。笛卡爾說：“讀(du)(du)(du)(du)(du)一(yi)(yi)(yi)(yi)本好書(shu)(shu)(shu)，就是和(he)一(yi)(yi)(yi)(yi)位(wei)心靈(ling)高尚的(de)(de)(de)(de)(de)人交(jiao)談。”因此，要(yao)(yao)找到(dao)適合學生(sheng)讀(du)(du)(du)(du)(du)的(de)(de)(de)(de)(de)課外(wai)書(shu)(shu)(shu)籍尤為重(zhong)要(yao)(yao)。首(shou)先我(wo)們(men)按學生(sheng)年(nian)齡(ling)特(te)點(dian)、年(nian)級差異有(you)針對性地向(xiang)學生(sheng)推(tui)(tui)介課外(wai)閱(yue)(yue)讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)籍。本學期，我(wo)們(men)向(xiang)一(yi)(yi)(yi)(yi)二(er)年(nian)級推(tui)(tui)薦(jian)的(de)(de)(de)(de)(de)是繪(hui)本閱(yue)(yue)讀(du)(du)(du)(du)(du)，如《文字的(de)(de)(de)(de)(de)奧秘(mi)》《恐(kong)龍(long)的(de)(de)(de)(de)(de)溫馨(xin)故事》《小企(qi)鵝(e)心靈(ling)成長(chang)(chang)(chang)(chang)(chang)故事》《“我(wo)在(zai)這兒”成長(chang)(chang)(chang)(chang)(chang)閱(yue)(yue)讀(du)(du)(du)(du)(du)叢(cong)書(shu)(shu)(shu)系列》《聰明豆(dou)》等；三四年(nian)級推(tui)(tui)薦(jian)了《父(fu)與子(zi)(zi)(zi)全集》《草原上的(de)(de)(de)(de)(de)小木屋》《新版(ban)神奇(qi)校(xiao)車》《安徒(tu)生(sheng)童(tong)話(hua)》等；五六年(nian)級推(tui)(tui)薦(jian)了《夏(xia)洛的(de)(de)(de)(de)(de)網(wang)》《誰也(ye)不知(zhi)道的(de)(de)(de)(de)(de)小小國》《長(chang)(chang)(chang)(chang)(chang)襪子(zi)(zi)(zi)皮皮》等。其次(ci)轉變家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)的(de)(de)(de)(de)(de)觀念，贏得家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)的(de)(de)(de)(de)(de)支持。教師利(li)用開家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)會(hui)(hui)和(he)家(jia)(jia)(jia)(jia)訪的(de)(de)(de)(de)(de)機會(hui)(hui)，向(xiang)家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)宣傳讀(du)(du)(du)(du)(du)課外(wai)書(shu)(shu)(shu)的(de)(de)(de)(de)(de)重(zhong)要(yao)(yao)性，讓家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)根據子(zi)(zi)(zi)女的(de)(de)(de)(de)(de)需要(yao)(yao)，經常(chang)為孩子(zi)(zi)(zi)多(duo)買一(yi)(yi)(yi)(yi)些(xie)課外(wai)書(shu)(shu)(shu)籍，并(bing)督促(cu)子(zi)(zi)(zi)女在(zai)家(jia)(jia)(jia)(jia)多(duo)讀(du)(du)(du)(du)(du)一(yi)(yi)(yi)(yi)些(xie)課外(wai)書(shu)(shu)(shu)，少看一(yi)(yi)(yi)(yi)點(dian)電視(shi)，必要(yao)(yao)時，家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)可以陪讀(du)(du)(du)(du)(du)，營(ying)造一(yi)(yi)(yi)(yi)定的(de)(de)(de)(de)(de)家(jia)(jia)(jia)(jia)庭讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)氛(fen)圍(wei)，激發學生(sheng)的(de)(de)(de)(de)(de)興趣(qu)。同時通過校(xiao)訊通讓家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)知(zhi)道本學期閱(yue)(yue)讀(du)(du)(du)(du)(du)的(de)(de)(de)(de)(de)書(shu)(shu)(shu)目和(he)每月(yue)重(zhong)點(dian)閱(yue)(yue)讀(du)(du)(du)(du)(du)的(de)(de)(de)(de)(de)書(shu)(shu)(shu)目，提倡親子(zi)(zi)(zi)共(gong)讀(du)(du)(du)(du)(du)、家(jia)(jia)(jia)(jia)長(chang)(chang)(chang)(chang)(chang)陪讀(du)(du)(du)(du)(du)并(bing)定期召開“親子(zi)(zi)(zi)讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)交(jiao)流會(hui)(hui)” 。

三、“沐浴陽(yang)光(guang)”師生共讀(du)

蘇(su)霍(huo)姆林斯基(ji)說：“把每一個學(xue)(xue)生(sheng)(sheng)都(dou)領進書籍的(de)(de)(de)(de)世界，培養起對書的(de)(de)(de)(de)酷愛，使書籍成為智力生(sheng)(sheng)活中的(de)(de)(de)(de)指路明星，這(zhe)些都(dou)取決于(yu)教師(shi)，取決于(yu)書籍在教師(shi)本人的(de)(de)(de)(de)精(jing)神生(sheng)(sheng)活中占有何種地(di)(di)位。”所以(yi)老(lao)(lao)師(shi)本人就是很好(hao)的(de)(de)(de)(de)榜樣，每天(tian)早上(shang)、中午安排(pai)一定的(de)(de)(de)(de)讀書時(shi)間，不允許任何教師(shi)和(he)學(xue)(xue)生(sheng)(sheng)占用，倡(chang)導教師(shi)陪讀。在校園、班級營造(zao)一定的(de)(de)(de)(de)讀書氛(fen)圍，讓書香飄進每個角落當(dang)看到老(lao)(lao)師(shi)經(jing)常地(di)(di)閱讀，學(xue)(xue)生(sheng)(sheng)也不自覺(jue)地(di)(di)進行模仿，逐漸(jian)地(di)(di)走(zou)上(shang)閱讀之旅(lv)。我們學(xue)(xue)校的(de)(de)(de)(de)具體做法是這(zhe)樣的(de)(de)(de)(de)：

四、與清晨共(gong)舞——經典晨誦，讓靈感的(de)花朵(duo)迎著初升的(de)太陽悄然綻放

每(mei)天上午預(yu)備鈴響后十分(fen)鐘作為師(shi)生(sheng)(sheng)(sheng)(sheng)誦(song)(song)讀(du)經(jing)典(dian)時(shi)間。晨誦(song)(song)時(shi)，要求教師(shi)與學(xue)生(sheng)(sheng)(sheng)(sheng)一(yi)(yi)起(qi)朗誦(song)(song)、一(yi)(yi)起(qi)感受(shou)、一(yi)(yi)起(qi)陶醉，一(yi)(yi)起(qi)激勵，讓教師(shi)、學(xue)生(sheng)(sheng)(sheng)(sheng)、經(jing)典(dian)三者交織在一(yi)(yi)起(qi)。每(mei)個(ge)早晨，在瑯(lang)瑯(lang)的誦(song)(song)讀(du)聲中，學(xue)校、老(lao)師(shi)、孩子一(yi)(yi)起(qi)共同穿越(yue)經(jing)典(dian)，享受(shou)生(sheng)(sheng)(sheng)(sheng)命，開(kai)啟一(yi)(yi)個(ge)個(ge)新的黎明。師(shi)生(sheng)(sheng)(sheng)(sheng)于清晨極靜之(zhi)時(shi)，聽著(zhu)鳥鳴，誦(song)(song)著(zhu)經(jing)典(dian)，讓靈感的花(hua)朵自(zi)由(you)綻放(fang)。

篇8

【導語(yu)】溫馨提(ti)示，2018年(nian)(nian)廣(guang)東環(huan)境(jing)影(ying)響(xiang)評(ping)價(jia)師考試報(bao)名時(shi)(shi)間(jian)暫(zan)未公布，根(gen)據歷年(nian)(nian)時(shi)(shi)間(jian)安排預(yu)計2018年(nian)(nian)廣(guang)東環(huan)境(jing)影(ying)響(xiang)評(ping)價(jia)師報(bao)名時(shi)(shi)間(jian)預(yu)計在(zai)3月份期間(jian)【2017年(nian)(nian)報(bao)名時(shi)(shi)間(jian)：3月3日-20日】。

廣大考生可隨(sui)時(shi)關(guan)注“當地(di)人事考試(shi)網”或“環境(jing)影(ying)響評價師報名專題”，我們將(jiang)第一(yi)時(shi)間提供2018廣東(dong)環境(jing)影(ying)響評價師考試(shi)報名最新、最快(kuai)、最全面的熱點資訊，敬請關(guan)注！

【環境影響(xiang)評(ping)價師報考條件(jian)】

(一)凡遵守國家法(fa)律、法(fa)規，恪守職業道德，并具備下列條件之一者，可申請(qing)參加環境影響評價師(shi)職業資格考試：

1.取得環(huan)(huan)(huan)境保護相(xiang)關(guan)專業(ye)(見(jian)附(fu)件(jian)，下同)大專學歷(li)，從事環(huan)(huan)(huan)境影(ying)響(xiang)評價工作滿7年;或(huo)取得其他(ta)專業(ye)大專學歷(li)，從事環(huan)(huan)(huan)境影(ying)響(xiang)評價工作滿8年;

2.取得環(huan)境(jing)(jing)保(bao)護相(xiang)關(guan)專業(ye)學士學位(wei)(wei)，從(cong)事環(huan)境(jing)(jing)影(ying)響評(ping)價工作滿(man)5年;或取得其(qi)他專業(ye)學士學位(wei)(wei)，從(cong)事環(huan)境(jing)(jing)影(ying)響評(ping)價工作滿(man)6年;

3.取(qu)得環境(jing)保護相(xiang)關專業碩(shuo)士學位，從事環境(jing)影(ying)響評價(jia)工作(zuo)滿2年;或取(qu)得其他專業碩(shuo)士學位，從事環境(jing)影(ying)響評價(jia)工作(zuo)滿3年;

4.取得(de)環境保(bao)護相關專業(ye)博士學位，從事環境影響(xiang)評價(jia)(jia)工(gong)作滿1年;或取得(de)其他(ta)專業(ye)博士學位，從事環境影響(xiang)評價(jia)(jia)工(gong)作滿2年。

(二)截止(zhi)2003年12月31日前，長期在環(huan)(huan)境(jing)影(ying)(ying)響(xiang)評(ping)價(jia)崗位上(shang)工作，并符合下列(lie)條(tiao)件(jian)之一的，可免試(shi)(shi)《環(huan)(huan)境(jing)影(ying)(ying)響(xiang)評(ping)價(jia)技術導(dao)則與標(biao)準》和《環(huan)(huan)境(jing)影(ying)(ying)響(xiang)評(ping)價(jia)技術方法(fa)》2個科目(mu)，只參加《環(huan)(huan)境(jing)影(ying)(ying)響(xiang)評(ping)價(jia)相關法(fa)律(lv)法(fa)規》和《環(huan)(huan)境(jing)影(ying)(ying)響(xiang)評(ping)價(jia)案例分析》2個科目(mu)的考(kao)試(shi)(shi):

1.受聘擔任(ren)工程類(lei)高級專(zhuan)業技術職(zhi)務(wu)滿3年，累(lei)計從(cong)事環境(jing)影(ying)響(xiang)評(ping)價相關業務(wu)工作(zuo)滿15年。

篇9

關鍵詞：高中英語；分級閱讀(du)；教學實(shi)踐；趣味性

中圖分類號：G633.41 文獻標志(zhi)碼：A 文章(zhang)編號：1008-3561（2016）14-0051-01

一、 高(gao)中(zhong)英語分級閱讀概述

所謂分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)，指的(de)(de)(de)是(shi)(shi)依據(ju)(ju)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)實(shi)際(ji)情況提(ti)出(chu)相(xiang)應的(de)(de)(de)要求(qiu)(qiu)，針對不同(tong)的(de)(de)(de)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)，要求(qiu)(qiu)往(wang)往(wang)也會不同(tong)。而在進行(xing)高(gao)中英(ying)語(yu)(yu)分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)的(de)(de)(de)具體設(she)(she)計時，往(wang)往(wang)有兩(liang)個重(zhong)要的(de)(de)(de)依據(ju)(ju)。第一，必(bi)須從教材出(chu)發，要依據(ju)(ju)教材的(de)(de)(de)難度(du)來設(she)(she)置相(xiang)應的(de)(de)(de)分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)目標(biao)，從而使得分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)難度(du)能(neng)(neng)夠按照梯度(du)逐級(ji)(ji)增加(jia)，更加(jia)利于學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)學(xue)(xue)(xue)(xue)習；第二，依據(ju)(ju)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)英(ying)語(yu)(yu)學(xue)(xue)(xue)(xue)習的(de)(de)(de)基礎和(he)閱(yue)(yue)(yue)讀(du)(du)(du)能(neng)(neng)力。因為學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)英(ying)語(yu)(yu)學(xue)(xue)(xue)(xue)習基礎和(he)英(ying)語(yu)(yu)學(xue)(xue)(xue)(xue)習能(neng)(neng)力在很(hen)大程度(du)上(shang)限制著(zhu)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)英(ying)語(yu)(yu)學(xue)(xue)(xue)(xue)習，所以在進行(xing)分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)目標(biao)的(de)(de)(de)設(she)(she)計時，必(bi)須參考他們的(de)(de)(de)實(shi)際(ji)情況。只(zhi)有按照這(zhe)(zhe)兩(liang)個依據(ju)(ju)來進行(xing)高(gao)中英(ying)語(yu)(yu)分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)目標(biao)的(de)(de)(de)設(she)(she)計，才(cai)能(neng)(neng)夠更加(jia)有利于學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)英(ying)語(yu)(yu)學(xue)(xue)(xue)(xue)習。通過分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)，可以使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)詞匯(hui)量(liang)得到有效(xiao)的(de)(de)(de)豐富，能(neng)(neng)夠增強學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)英(ying)語(yu)(yu)語(yu)(yu)感。高(gao)中英(ying)語(yu)(yu)分(fen)級(ji)(ji)閱(yue)(yue)(yue)讀(du)(du)(du)就是(shi)(shi)根據(ju)(ju)學(xue)(xue)(xue)(xue)習內容和(he)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)學(xue)(xue)(xue)(xue)習實(shi)際(ji)提(ti)出(chu)來的(de)(de)(de)，這(zhe)(zhe)是(shi)(shi)個性(xing)化教學(xue)(xue)(xue)(xue)的(de)(de)(de)需要，同(tong)時也是(shi)(shi)新課(ke)程改革的(de)(de)(de)必(bi)然要求(qiu)(qiu)。

二、高中英語分級閱讀的(de)實踐

（1）倡導(dao)學(xue)(xue)(xue)(xue)生(sheng)主動(dong)參與。要(yao)有效地(di)進(jin)(jin)(jin)行(xing)高中英(ying)語分(fen)級(ji)閱(yue)(yue)讀(du)教學(xue)(xue)(xue)(xue)，需要(yao)將學(xue)(xue)(xue)(xue)生(sheng)進(jin)(jin)(jin)行(xing)分(fen)類(lei)，而進(jin)(jin)(jin)行(xing)分(fen)類(lei)的(de)依(yi)據(ju)就(jiu)是(shi)學(xue)(xue)(xue)(xue)生(sheng)的(de)英(ying)語閱(yue)(yue)讀(du)興趣、學(xue)(xue)(xue)(xue)習(xi)動(dong)機以(yi)及英(ying)語知識能(neng)(neng)(neng)力等，在(zai)對學(xue)(xue)(xue)(xue)生(sheng)進(jin)(jin)(jin)行(xing)分(fen)類(lei)之(zhi)后，才(cai)能(neng)(neng)(neng)夠(gou)依(yi)據(ju)每一(yi)類(lei)學(xue)(xue)(xue)(xue)生(sheng)的(de)實際情況為其(qi)制定相應的(de)分(fen)級(ji)閱(yue)(yue)讀(du)目(mu)標(biao)。在(zai)對學(xue)(xue)(xue)(xue)生(sheng)進(jin)(jin)(jin)行(xing)分(fen)組(zu)之(zhi)后，教師(shi)可以(yi)為學(xue)(xue)(xue)(xue)生(sheng)提供不同的(de)學(xue)(xue)(xue)(xue)習(xi)建議，依(yi)據(ju)每一(yi)個組(zu)的(de)特征進(jin)(jin)(jin)行(xing)相應的(de)引(yin)導(dao)，從(cong)而使(shi)得他們能(neng)(neng)(neng)夠(gou)更加積(ji)(ji)極(ji)(ji)主動(dong)地(di)參與到(dao)英(ying)語分(fen)級(ji)閱(yue)(yue)讀(du)中來(lai)(lai)。由(you)于每一(yi)個小組(zu)的(de)閱(yue)(yue)讀(du)目(mu)標(biao)都是(shi)不一(yi)樣的(de)，而這(zhe)些(xie)(xie)閱(yue)(yue)讀(du)目(mu)標(biao)都是(shi)學(xue)(xue)(xue)(xue)生(sheng)能(neng)(neng)(neng)夠(gou)完(wan)(wan)成的(de)，所以(yi)，學(xue)(xue)(xue)(xue)生(sheng)在(zai)完(wan)(wan)成這(zhe)些(xie)(xie)閱(yue)(yue)讀(du)目(mu)標(biao)后，就(jiu)會對英(ying)語的(de)學(xue)(xue)(xue)(xue)習(xi)更加有信心，從(cong)而使(shi)得學(xue)(xue)(xue)(xue)生(sheng)能(neng)(neng)(neng)夠(gou)更加積(ji)(ji)極(ji)(ji)主動(dong)地(di)參與到(dao)分(fen)級(ji)閱(yue)(yue)讀(du)中來(lai)(lai)。總而言之(zhi)，教師(shi)必須對學(xue)(xue)(xue)(xue)生(sheng)加以(yi)積(ji)(ji)極(ji)(ji)引(yin)導(dao)，倡導(dao)學(xue)(xue)(xue)(xue)生(sheng)自(zi)覺地(di)參與到(dao)分(fen)級(ji)閱(yue)(yue)讀(du)中來(lai)(lai)。只有學(xue)(xue)(xue)(xue)生(sheng)自(zi)覺自(zi)愿地(di)參與進(jin)(jin)(jin)來(lai)(lai)，分(fen)級(ji)閱(yue)(yue)讀(du)才(cai)能(neng)(neng)(neng)夠(gou)更好(hao)地(di)發揮其(qi)作用。

（2）加(jia)強閱(yue)(yue)(yue)(yue)讀(du)(du)(du)指(zhi)(zhi)導(dao)。進行(xing)分(fen)級閱(yue)(yue)(yue)(yue)讀(du)(du)(du)教(jiao)(jiao)學(xue)(xue)并不意味著教(jiao)(jiao)師(shi)(shi)的(de)(de)(de)(de)(de)(de)(de)任務(wu)就變得(de)(de)輕松了，相反，在(zai)(zai)進行(xing)分(fen)級閱(yue)(yue)(yue)(yue)讀(du)(du)(du)教(jiao)(jiao)學(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)過(guo)程(cheng)中(zhong)(zhong)，教(jiao)(jiao)師(shi)(shi)更(geng)(geng)(geng)加(jia)需要加(jia)強閱(yue)(yue)(yue)(yue)讀(du)(du)(du)指(zhi)(zhi)導(dao)。因(yin)為(wei)在(zai)(zai)分(fen)組(zu)之后(hou)，每一個(ge)學(xue)(xue)習(xi)小組(zu)的(de)(de)(de)(de)(de)(de)(de)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)目標是不一樣的(de)(de)(de)(de)(de)(de)(de)，教(jiao)(jiao)師(shi)(shi)必須要針(zhen)對(dui)(dui)(dui)(dui)每一個(ge)學(xue)(xue)習(xi)小組(zu)的(de)(de)(de)(de)(de)(de)(de)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)目標，同時(shi)再結(jie)合(he)該組(zu)內(nei)(nei)(nei)學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)實際情況對(dui)(dui)(dui)(dui)學(xue)(xue)生(sheng)(sheng)(sheng)加(jia)以(yi)(yi)指(zhi)(zhi)導(dao)，從而(er)使得(de)(de)他(ta)們的(de)(de)(de)(de)(de)(de)(de)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)能(neng)(neng)力得(de)(de)到(dao)有(you)效的(de)(de)(de)(de)(de)(de)(de)提高。在(zai)(zai)教(jiao)(jiao)學(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)過(guo)程(cheng)中(zhong)(zhong)，必須注重課內(nei)(nei)(nei)外結(jie)合(he)，因(yin)為(wei)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)的(de)(de)(de)(de)(de)(de)(de)內(nei)(nei)(nei)容相對(dui)(dui)(dui)(dui)來說(shuo)更(geng)(geng)(geng)為(wei)簡單(dan)，所以(yi)(yi)在(zai)(zai)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)的(de)(de)(de)(de)(de)(de)(de)量(liang)上(shang)必須要得(de)(de)到(dao)充分(fen)的(de)(de)(de)(de)(de)(de)(de)保(bao)證，通過(guo)大量(liang)的(de)(de)(de)(de)(de)(de)(de)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)不僅可以(yi)(yi)有(you)效擴大學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)詞(ci)匯量(liang)，同時(shi)還能(neng)(neng)夠(gou)使學(xue)(xue)生(sheng)(sheng)(sheng)通過(guo)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)文章對(dui)(dui)(dui)(dui)英美文化(hua)加(jia)以(yi)(yi)了解(jie)。教(jiao)(jiao)師(shi)(shi)在(zai)(zai)對(dui)(dui)(dui)(dui)學(xue)(xue)生(sheng)(sheng)(sheng)進行(xing)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)指(zhi)(zhi)導(dao)的(de)(de)(de)(de)(de)(de)(de)時(shi)候，要注重對(dui)(dui)(dui)(dui)學(xue)(xue)生(sheng)(sheng)(sheng)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)速(su)度和閱(yue)(yue)(yue)(yue)讀(du)(du)(du)技(ji)巧(qiao)的(de)(de)(de)(de)(de)(de)(de)培養(yang)，因(yin)為(wei)只(zhi)有(you)掌握(wo)一定(ding)的(de)(de)(de)(de)(de)(de)(de)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)技(ji)巧(qiao)，才(cai)能(neng)(neng)更(geng)(geng)(geng)好(hao)(hao)地理(li)解(jie)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)內(nei)(nei)(nei)容，同時(shi)只(zhi)有(you)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)速(su)度得(de)(de)到(dao)提升，才(cai)能(neng)(neng)夠(gou)為(wei)學(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)考試中(zhong)(zhong)爭取更(geng)(geng)(geng)多的(de)(de)(de)(de)(de)(de)(de)時(shi)間。此外，教(jiao)(jiao)師(shi)(shi)對(dui)(dui)(dui)(dui)學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)指(zhi)(zhi)導(dao)還應該致力于(yu)學(xue)(xue)生(sheng)(sheng)(sheng)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)習(xi)慣(guan)的(de)(de)(de)(de)(de)(de)(de)養(yang)成(cheng)，因(yin)為(wei)只(zhi)有(you)學(xue)(xue)生(sheng)(sheng)(sheng)擁有(you)了良好(hao)(hao)的(de)(de)(de)(de)(de)(de)(de)閱(yue)(yue)(yue)(yue)讀(du)(du)(du)習(xi)慣(guan)，才(cai)能(neng)(neng)夠(gou)使其終生(sheng)(sheng)(sheng)受益，在(zai)(zai)今后(hou)獲得(de)(de)更(geng)(geng)(geng)好(hao)(hao)的(de)(de)(de)(de)(de)(de)(de)發展。

（3）對(dui)學生進行分(fen)(fen)(fen)級(ji)(ji)(ji)評(ping)(ping)價。在(zai)開展(zhan)分(fen)(fen)(fen)級(ji)(ji)(ji)閱(yue)(yue)讀(du)(du)后，應該對(dui)學生進行分(fen)(fen)(fen)級(ji)(ji)(ji)評(ping)(ping)價，而(er)不能夠采(cai)取統一評(ping)(ping)價的(de)(de)(de)(de)(de)方式對(dui)學生的(de)(de)(de)(de)(de)學習(xi)成果加以(yi)(yi)評(ping)(ping)價。分(fen)(fen)(fen)級(ji)(ji)(ji)評(ping)(ping)價的(de)(de)(de)(de)(de)實現需(xu)要依賴(lai)于有效的(de)(de)(de)(de)(de)分(fen)(fen)(fen)級(ji)(ji)(ji)評(ping)(ping)價體系，所(suo)以(yi)(yi)，教師(shi)必須制訂合(he)理的(de)(de)(de)(de)(de)分(fen)(fen)(fen)級(ji)(ji)(ji)評(ping)(ping)價體系，在(zai)對(dui)學生進行評(ping)(ping)價時(shi)加以(yi)(yi)充分(fen)(fen)(fen)利用。高中英(ying)語分(fen)(fen)(fen)級(ji)(ji)(ji)閱(yue)(yue)讀(du)(du)評(ping)(ping)價，應該提出(chu)五個方面的(de)(de)(de)(de)(de)要求，即聽、說(shuo)、讀(du)(du)、寫、用，通過對(dui)這五個方面的(de)(de)(de)(de)(de)考查，可以(yi)(yi)有效反(fan)映(ying)出(chu)學生分(fen)(fen)(fen)級(ji)(ji)(ji)閱(yue)(yue)讀(du)(du)的(de)(de)(de)(de)(de)效果，體現學生的(de)(de)(de)(de)(de)語言綜(zong)合(he)運用能力。此外，教師(shi)的(de)(de)(de)(de)(de)分(fen)(fen)(fen)級(ji)(ji)(ji)評(ping)(ping)價更(geng)具有針對(dui)性，可以(yi)(yi)使每個學生都能夠清(qing)楚(chu)自身(shen)的(de)(de)(de)(de)(de)不足，從而(er)在(zai)后面的(de)(de)(de)(de)(de)學習(xi)中加以(yi)(yi)改(gai)善。

（4）豐(feng)(feng)富(fu)閱讀(du)資(zi)源。雖(sui)然高中英語(yu)分級(ji)閱讀(du)的(de)(de)(de)(de)(de)開展要依(yi)賴(lai)于教材的(de)(de)(de)(de)(de)內容，但是僅僅局限(xian)于教材也是不夠的(de)(de)(de)(de)(de)。所(suo)以，教師(shi)在(zai)進(jin)行(xing)英語(yu)分級(ji)閱讀(du)教學的(de)(de)(de)(de)(de)過程中，必須對(dui)學生(sheng)(sheng)閱讀(du)的(de)(de)(de)(de)(de)資(zi)源加(jia)以豐(feng)(feng)富(fu)。教師(shi)要積極(ji)地為(wei)(wei)學生(sheng)(sheng)收集課外的(de)(de)(de)(de)(de)閱讀(du)資(zi)料(liao)，使得學生(sheng)(sheng)的(de)(de)(de)(de)(de)閱讀(du)資(zi)源能(neng)夠得到豐(feng)(feng)富(fu)，這樣學生(sheng)(sheng)的(de)(de)(de)(de)(de)閱讀(du)量才能(neng)夠得到有效保證。同(tong)時學生(sheng)(sheng)也應該積極(ji)地通過各種平臺來尋找適合(he)自己的(de)(de)(de)(de)(de)英語(yu)閱讀(du)資(zi)源。在(zai)對(dui)閱讀(du)資(zi)料(liao)進(jin)行(xing)選取的(de)(de)(de)(de)(de)時候，一定要結合(he)學生(sheng)(sheng)的(de)(de)(de)(de)(de)學習和生(sheng)(sheng)活實際，因為(wei)(wei)這些文章與(yu)學生(sheng)(sheng)實際生(sheng)(sheng)活的(de)(de)(de)(de)(de)結合(he)較為(wei)(wei)緊(jin)密，學生(sheng)(sheng)會更感(gan)興趣(qu)。

（5）增加(jia)(jia)高(gao)中(zhong)(zhong)英(ying)語(yu)分(fen)級(ji)(ji)閱(yue)(yue)讀(du)的趣味(wei)(wei)(wei)性。在(zai)高(gao)中(zhong)(zhong)英(ying)語(yu)分(fen)級(ji)(ji)閱(yue)(yue)讀(du)的實踐(jian)(jian)過程(cheng)中(zhong)(zhong)，還需要(yao)注重(zhong)分(fen)級(ji)(ji)閱(yue)(yue)讀(du)的趣味(wei)(wei)(wei)性。因(yin)為(wei)在(zai)高(gao)中(zhong)(zhong)階段，許多學生都會感到英(ying)語(yu)學習(xi)枯燥無味(wei)(wei)(wei)，他(ta)們往往對于英(ying)語(yu)學習(xi)沒有興趣，而采(cai)取一定的措施增加(jia)(jia)分(fen)級(ji)(ji)閱(yue)(yue)讀(du)的趣味(wei)(wei)(wei)性，可(ke)以使(shi)學生更愿意參(can)與到分(fen)級(ji)(ji)閱(yue)(yue)讀(du)中(zhong)(zhong)來(lai)。比如可(ke)以通過舉(ju)行(xing)一些(xie)小型的英(ying)語(yu)閱(yue)(yue)讀(du)比賽、英(ying)語(yu)朗讀(du)比賽等。這(zhe)樣既(ji)能(neng)(neng)夠(gou)有效(xiao)地調節(jie)學生的生活，同時還能(neng)(neng)夠(gou)使(shi)學生更加(jia)(jia)愿意參(can)與到分(fen)級(ji)(ji)閱(yue)(yue)讀(du)的實踐(jian)(jian)中(zhong)(zhong)來(lai)。

三、結束語

高(gao)中英(ying)語(yu)(yu)(yu)(yu)分級閱讀有著非常重要的(de)作用和(he)(he)意義，所(suo)以，在進(jin)行高(gao)中英(ying)語(yu)(yu)(yu)(yu)分級閱讀的(de)實踐時，應該注(zhu)重方(fang)式方(fang)法和(he)(he)教(jiao)學(xue)策略，使(shi)得學(xue)生(sheng)對英(ying)語(yu)(yu)(yu)(yu)學(xue)習充滿(man)興趣和(he)(he)信心，通過(guo)多樣化的(de)教(jiao)學(xue)手段不斷地對學(xue)生(sheng)的(de)英(ying)語(yu)(yu)(yu)(yu)水平加以提高(gao)，從而使(shi)學(xue)生(sheng)能夠學(xue)好英(ying)語(yu)(yu)(yu)(yu)、用好英(ying)語(yu)(yu)(yu)(yu)。

參考文獻：

篇10

部分(fen)高(gao)中(zhong)(zhong)學(xue)生(sheng)的(de)(de)英語閱(yue)(yue)讀(du)正確率往往不(bu)(bu)高(gao)，選擇正確答案往往具(ju)有偶然性(xing)，教師針(zhen)對閱(yue)(yue)讀(du)結果(guo)，分(fen)析原因(yin)(yin)，但在(zai)(zai)下輪閱(yue)(yue)讀(du)中(zhong)(zhong)，學(xue)生(sheng)依舊會(hui)復制錯誤，錯誤得不(bu)(bu)到合情合理(li)的(de)(de)歸(gui)因(yin)(yin)。究其原因(yin)(yin)，歸(gui)結為(wei)高(gao)中(zhong)(zhong)學(xue)習高(gao)強度(du)、高(gao)密度(du)，使學(xue)生(sheng)不(bu)(bu)能抽出更多時(shi)間進(jin)(jin)行(xing)(xing)閱(yue)(yue)讀(du)，時(shi)間缺失(shi)造成(cheng)了閱(yue)(yue)讀(du)不(bu)(bu)精，理(li)解障(zhang)礙叢生(sheng)：閱(yue)(yue)讀(du)慢，理(li)解難，選擇不(bu)(bu)明，所以憑直覺做題(ti)(ti)等。造成(cheng)高(gao)中(zhong)(zhong)學(xue)生(sheng)這種閱(yue)(yue)讀(du)障(zhang)礙的(de)(de)主要原因(yin)(yin)有三個(ge)：詞匯量(liang)不(bu)(bu)夠、西(xi)方(fang)(fang)文(wen)(wen)化(hua)背(bei)(bei)(bei)景(jing)知識(shi)積(ji)累不(bu)(bu)足(zu)、缺乏正確的(de)(de)閱(yue)(yue)讀(du)技巧(qiao)。詞匯量(liang)不(bu)(bu)足(zu)就使得學(xue)生(sheng)在(zai)(zai)進(jin)(jin)行(xing)(xing)閱(yue)(yue)讀(du)的(de)(de)時(shi)候難以進(jin)(jin)行(xing)(xing)，遇到生(sheng)詞就畏難；西(xi)方(fang)(fang)文(wen)(wen)化(hua)背(bei)(bei)(bei)景(jing)知識(shi)積(ji)累不(bu)(bu)足(zu)，學(xue)生(sheng)在(zai)(zai)遇到一些和文(wen)(wen)化(hua)背(bei)(bei)(bei)景(jing)相(xiang)關的(de)(de)題(ti)(ti)目時(shi)，不(bu)(bu)能夠按照西(xi)方(fang)(fang)人的(de)(de)思(si)維(wei)方(fang)(fang)式進(jin)(jin)行(xing)(xing)解題(ti)(ti)抉擇；缺乏正確的(de)(de)閱(yue)(yue)讀(du)技巧(qiao)使學(xue)生(sheng)在(zai)(zai)進(jin)(jin)行(xing)(xing)閱(yue)(yue)讀(du)時(shi)，往往關注的(de)(de)是一些不(bu)(bu)必要的(de)(de)信息，不(bu)(bu)能夠將主要的(de)(de)精力放在(zai)(zai)關鍵處，錯過了一些重要信息。

一、增加詞匯積累，夯實(shi)閱讀基礎(chu)

詞(ci)(ci)匯(hui)(hui)(hui)量(liang)是保證學(xue)(xue)(xue)生(sheng)(sheng)閱(yue)讀(du)(du)(du)(du)水平的(de)(de)基本因(yin)素，因(yin)此在平時的(de)(de)閱(yue)讀(du)(du)(du)(du)過程中，教師就需要(yao)(yao)加(jia)強(qiang)學(xue)(xue)(xue)生(sheng)(sheng)詞(ci)(ci)匯(hui)(hui)(hui)的(de)(de)積(ji)累(lei)，抓(zhua)好基本功(gong)。學(xue)(xue)(xue)生(sheng)(sheng)進行詞(ci)(ci)匯(hui)(hui)(hui)記(ji)憶(yi)的(de)(de)時候(hou)，教師不能(neng)讓(rang)學(xue)(xue)(xue)生(sheng)(sheng)一味(wei)記(ji)憶(yi)，要(yao)(yao)讓(rang)學(xue)(xue)(xue)生(sheng)(sheng)在閱(yue)讀(du)(du)(du)(du)的(de)(de)過程中進行詞(ci)(ci)匯(hui)(hui)(hui)的(de)(de)記(ji)憶(yi)，要(yao)(yao)挑出一些品質較高的(de)(de)文章來(lai)讓(rang)學(xue)(xue)(xue)生(sheng)(sheng)進行精(jing)讀(du)(du)(du)(du)，要(yao)(yao)求學(xue)(xue)(xue)生(sheng)(sheng)將(jiang)精(jing)讀(du)(du)(du)(du)文章里面的(de)(de)詞(ci)(ci)匯(hui)(hui)(hui)積(ji)累(lei)下來(lai)，進行記(ji)憶(yi)背誦，學(xue)(xue)(xue)生(sheng)(sheng)接觸到的(de)(de)詞(ci)(ci)匯(hui)(hui)(hui)源于實際意(yi)義的(de)(de)句(ju)子，而不是記(ji)憶(yi)脫離(li)語境的(de)(de)詞(ci)(ci)匯(hui)(hui)(hui)。教師要(yao)(yao)讓(rang)學(xue)(xue)(xue)生(sheng)(sheng)加(jia)深單詞(ci)(ci)印象，指導學(xue)(xue)(xue)生(sheng)(sheng)用構詞(ci)(ci)法(fa)(fa)(fa)、分類法(fa)(fa)(fa)、詞(ci)(ci)綴法(fa)(fa)(fa)等(deng)來(lai)輔助記(ji)憶(yi)。

比如教師為(wei)了讓學(xue)(xue)生(sheng)記住(zhu)有關(guan)節(jie)(jie)日的詞(ci)匯(hui)(hui)，就可以(yi)(yi)先給(gei)學(xue)(xue)生(sheng)講節(jie)(jie)日來歷，比如圣(sheng)誕節(jie)(jie)、萬圣(sheng)節(jie)(jie)這樣的詞(ci)匯(hui)(hui)，使學(xue)(xue)生(sheng)對(dui)詞(ci)匯(hui)(hui)的印象是文(wen)化性和(he)故事(shi)性。教師也可以(yi)(yi)通過(guo)給(gei)學(xue)(xue)生(sheng)放一(yi)些視頻來增加學(xue)(xue)生(sheng)對(dui)詞(ci)匯(hui)(hui)的感(gan)知(zhi)。在班(ban)級里面形(xing)成(cheng)詞(ci)匯(hui)(hui)學(xue)(xue)習氛圍(wei)，調動學(xue)(xue)生(sheng)詞(ci)匯(hui)(hui)學(xue)(xue)習的積極性。比如在教學(xue)(xue)中(zhong)給(gei)學(xue)(xue)生(sheng)放映《侏羅紀公園(yuan)》，學(xue)(xue)生(sheng)在觀(guan)看的過(guo)程(cheng)中(zhong)，老師要求(qiu)他們掌握有關(guan)史前(qian)文(wen)化詞(ci)匯(hui)(hui)，配(pei)合學(xue)(xue)生(sheng)閱讀(du)有關(guan)考古(gu)文(wen)章，閱讀(du)起來就比較順利(li)，學(xue)(xue)生(sheng)的閱讀(du)成(cheng)績提升較快。

二、擴(kuo)大課外閱讀，熟悉文(wen)化背景

學(xue)(xue)(xue)生(sheng)(sheng)在(zai)閱(yue)讀過程(cheng)中(zhong)，遇到的(de)(de)文(wen)(wen)章(zhang)大多(duo)是(shi)(shi)都是(shi)(shi)歐(ou)美(mei)國家(jia)的(de)(de)文(wen)(wen)章(zhang)，因此(ci)文(wen)(wen)章(zhang)就(jiu)涉及到了一(yi)些(xie)文(wen)(wen)化(hua)(hua)背景知識(shi)(shi)，學(xue)(xue)(xue)生(sheng)(sheng)如果(guo)沒(mei)有(you)有(you)關(guan)方面的(de)(de)知識(shi)(shi)積(ji)累(lei)，在(zai)進(jin)(jin)行閱(yue)讀時(shi)(shi)就(jiu)不能夠理解文(wen)(wen)章(zhang)的(de)(de)深層含義(yi)。平時(shi)(shi)教(jiao)學(xue)(xue)(xue)需要(yao)增(zeng)加(jia)學(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)課外(wai)閱(yue)讀，使學(xue)(xue)(xue)生(sheng)(sheng)多(duo)關(guan)注歐(ou)美(mei)國家(jia)文(wen)(wen)化(hua)(hua)，并和中(zhong)國文(wen)(wen)化(hua)(hua)進(jin)(jin)行對比，學(xue)(xue)(xue)生(sheng)(sheng)閱(yue)讀時(shi)(shi)就(jiu)能夠用西方思維(wei)來思考問題(ti)，不會因中(zhong)西方文(wen)(wen)化(hua)(hua)認知差(cha)異導致(zhi)沒(mei)必要(yao)的(de)(de)失分(fen)。對一(yi)詞多(duo)義(yi)的(de)(de)學(xue)(xue)(xue)習(xi)(xi)，教(jiao)師要(yao)讓學(xue)(xue)(xue)生(sheng)(sheng)多(duo)進(jin)(jin)行總結歸納。比如對于“cook”這(zhe)個(ge)詞，學(xue)(xue)(xue)生(sheng)(sheng)一(yi)般(ban)的(de)(de)理解就(jiu)是(shi)(shi)“制作，烹飪(ren)”的(de)(de)意思，但是(shi)(shi)在(zai)一(yi)些(xie)科(ke)技文(wen)(wen)體中(zhong)“cook”還具有(you)“篡(cuan)改、編造”的(de)(de)意思，這(zhe)些(xie)知識(shi)(shi)點都需要(yao)學(xue)(xue)(xue)生(sheng)(sheng)在(zai)平時(shi)(shi)的(de)(de)學(xue)(xue)(xue)習(xi)(xi)中(zhong)多(duo)進(jin)(jin)行積(ji)累(lei)。

學(xue)(xue)(xue)生(sheng)(sheng)在(zai)進行有關(guan)閱讀理解的(de)(de)時候(hou)，看到(dao)許(xu)多文(wen)章里(li)面(mian)(mian)出現了”汽車靠左”的(de)(de)行使(shi)規(gui)則(ze)，學(xue)(xue)(xue)生(sheng)(sheng)就(jiu)會(hui)覺得很奇怪，這(zhe)是和中國人的(de)(de)行車習慣不同(tong)，教師(shi)要(yao)讓學(xue)(xue)(xue)生(sheng)(sheng)不斷(duan)積累知(zhi)識，避免(mian)產(chan)生(sheng)(sheng)文(wen)化(hua)認知(zhi)矛盾。在(zai)學(xue)(xue)(xue)習牛津版高中英語高二上Unit 2 Global Drinks 的(de)(de)時候(hou)，這(zhe)里(li)面(mian)(mian)就(jiu)涉及到(dao)了世界各國人們的(de)(de)飲酒習慣，比如“伏(fu)特加”、“威(wei)士(shi)忌”這(zhe)樣的(de)(de)詞，教師(shi)就(jiu)需要(yao)讓學(xue)(xue)(xue)生(sheng)(sheng)了解這(zhe)些詞的(de)(de)文(wen)化(hua)背(bei)景。

三、掌握閱(yue)(yue)讀(du)技(ji)巧，提升閱(yue)(yue)讀(du)水平