中国××局称今夏为1961年以来最
热夏天
The national average temperature in China this summer reached 22 degrees Celsius, the highest since 1961, with 55 weather monitoring stations posting record high daily temperatures, a meteorological official said last Monday.
一位××局官员上周一表示，今年夏季我国平均气温达到22℃，为1961年以来最高，全国有55个气象监测站日最高气温突破历史极值。
Compared to normal years, the national average reading made from June to August was one degree higher, while summer high temperatures lasted longer, covered more areas and came along with more extreme weather this year, Zhang Zuqiang, director of the emergency relief and public service department of China Meteorological Administration, said at a press conference.
中国××局应急减灾与公共服务司司长张祖强在新闻发布会上表示，今年6月至8月全国平均气温较常年同期偏高1℃，夏季高温时间更长、范围更广、极端天气事件更多。
In August, China's national average temperature reached 22.2 degrees Celsius, 1.2 degrees higher than normal years.
今年八月，我国平均气温达到22.2℃，比往年要高出1.2℃。
Extreme high temperatures were mostly reported in Jilin, Liaoning, Inner Mongolia, Sichuan, Hubei and Shandong.
极端高温事件主要出现在吉林、辽宁、内蒙古、四川、湖北和山东。
Zhang said the lingering high temperatures in the middle and lower reaches of the Yangtze River were detrimental to the growth of crops.
张祖强称，长江中下游的高气温对农作物的生长是有害的。
In September, most regions of the country are expected to record an average temperature close to or higher than that of the normal years, with normal or slightly heavier precipitation, which is conducive to the growth of autumn crops.
今年9月，预计中国大部分地区的平均气温将接近或高于正常年份，降水量正常或稍重，这有利于秋季作物的生长。
睡觉说梦话
日期:2019-09-05 09:59
(单词翻译:单击)
Known officially as 'somniloquy', sleep talking is as mysterious as it can be entertaining to overhear. In the wee, dark hours of the night, many of us have spouted either complete jibberish, or something which, out of context, makes very little sense.
说梦话的官方说法为'梦呓'，说梦话非常神秘，听者还会觉得很有趣。黑暗的深夜，很多人都会胡言乱语，说一些没有意义的不连贯的语句。
Somniloquy (as well as sleep walking) affects around one per cent of adults and there is a widely-held belief that it offers a tantalising glimpse into what's going on in someone else's subconscious - or what they're really like.
大约百分之一的成人会梦呓（和梦游），而且人们普遍认为，这给了人们窥探他人潜意识或他人真正喜欢什么的机会。
Why we talk in our sleep and causes
为什么睡觉的时候会说梦话？
According to the National Sleep Foundation, there are a number of reasons as to why a person may talk in their sleep. The sleep talking could be induced by stress, mental health issues such as depression, sleep deprivation, day-time drowsiness, substance abuse or fever.
国家睡眠基金会表示，导致人们睡觉时说梦话的原因有很多。说梦话可能是由压力、抑郁等心理疾病问题、缺觉、白天嗜睡、药物滥用或高烧所致。
If you suffer with other sleep disorders, such as nightmares, sleep apnoea and REM Sleep Behaviour Disorder, you may be more likely to talk in your sleep. And this is also true if sleep talking runs in your family - though they are not the cause of it, it's all down to external factors. The talking can occur at any stage during sleep, but typically happens in the early stages, and the lighter the sleep is, the more possible the talking should be.
如果你患有其它睡眠障碍，如做噩梦、睡眠呼吸暂停和快速眼部运动睡眠行为障碍，那你就更有可能说梦话。如果家人有说梦话的习惯，你也可能会说梦话--尽管他们不是造成你说梦话的原因，但这完全取决于外部因素。说梦话可能在睡眠的任一阶段发生，睡眠越浅，越有可能说梦话。
Some people talk gibberish, while other people will have entire conversations in their
sleep.
有些人会胡言乱语，而有些人则会说一些完整的对话。
What it reveals about you
说梦话表明什么？
Michael Breus, Ph.D., a sleep specialist and author of The Power Of When, spoke to SELF about what sleep talking does in fact reveal about a person. It turns out, sleep talking is totally meaningless, and not worth paying attention to or analysing.
迈克尔·布鲁斯博士是一名睡眠专家，也是《时间的力量》（The Power Of When）
一书的作者，他在接受SELF的访谈中提及了说梦话所揭露的个人品行。结果表明，
说梦话完全没有意义，不值得人们关注或分析。
"There's no data to suggest that [sleep talking] is either predictive in nature or kind of gives you a window into their subconscious or anything like that," Michael explains. "尚未有数据表明说梦话能预测人的本质，也无法为你提供一个窥探他人潜意识的
窗口，"迈克尔解释道。
It is, however, indicative of one thing: sleep deprivation. Michael adds, "Most of the time it's due to either something causing sleep deprivation or there already is a high level of sleep deprivation."
然而，说梦话的确表明你缺觉！迈克尔补充道："大多数情况下，要么是某件事导
致缺觉，要么是本身就极度缺觉。"
这个水杯真的让我喝了更多水
I may not be the first to say it, but I love Hydro Flask water bottles. Not only is the design basically indestructible, but the brand has developed a rainbow of hues (no color left behind, literally), which makes it particularly hard for an indecisive girl like me to choose just one bottle. You can imagine how perplexed (read: annoyed) my clean-freak boyfriend is with the mountain of Hydro Flask bottles in our apartment. "Don't you just need one water bottle, babe?" I've heard him ask on more than a single occasion. I argue that when we moved in together, he had to accept me for who I am, overflowing stash included.
也许，我不是说这话的第一人，但我真的超爱Hydro Flask水杯！不仅因为这款水
杯的设计基本坚不可摧，而且因为这一水杯有多种颜色（彩虹7色，都有），而这
也使得像我这样纠结的姑娘更为优柔寡断：只能买一个。你能想象在我们的公寓、
我那洁癖男朋友看到我买了所有颜色的Hydro Flask水杯后是多么困惑（恼火）啊！"亲爱的，你不是只想买一个水杯吗？"他不止一次的问我。我争辩道，当我们同居的时候，他接受了最真实的自我，包括堆满的贮藏处。
Believe it or not, there was a time in my life when I wasn't aware of Hydro Flask's awesomeness. I'll never forget the day I opened an unexpected package postmarked from Charleston, South Carolina, and pulled out my first Hydro Flask standard mouth bottle. I was a fitness editor at the time, and part of my job involved testing gear, so that bottle was a gift from a PR company. I hadn't encountered Hydro Flask before, and was shocked that this basic-looking bottle had unmelted ice cubes inside. I soon learned that Hydro Flask is famous for this technology, can keep beverages cold for 24 hours or liquids hot for 12 hours.
不管你信不信，有一段时间我根本就不知道原来Hydro Flask水杯这么神奇。有一天，我意外收到了来自南卡罗来纳州查尔斯顿的包裹，打开后，我拿到了人生中第一个Hydro Flask标准杯，我永远不会忘记这一天。当时我是一名健康编辑，需要测试各种健身设备，所以这个水杯是PR公司送的一份礼物。之前，我没用过Hydro Flask水杯，所以看到这么一个普通杯子里居然有未融化的冰块后，我非常震惊。后来我才知道，Hydro Flask正是因为这一技术而被大家所知：保冷达24小时，保热达12小时。
As a writer for Health, I know the importance of drinking plenty of water, since dehydration can lead to low energy levels, irritability, headaches, and dry skin. Although the amount of water you should be drinking can vary with age, the Institute of Medicine recommends men aim for 125 ounces a day and women aim for 91 ounces, including water from foods and other beverages.
作为《健康》杂志的编辑，我知道每天多喝水的重要性，因为脱水会导致能量水平下降、烦躁、头痛、皮肤干燥。尽管年龄大小不同，喝水的量也有所不同，但医学研究所建议：男性每天应喝125盎司水，女性每天应喝91盎司水，包括来自食物和其它饮料的水。
For as long as I can remember, I've had an issue drinking enough water. It's not that I hated the taste, but I didn't crave it and was therefore lazy about drinking it. So, needless to say, I was astonished when I saw those ice cubes floating in my newly-opened Hydro Flask. I've been a huge fan and loyal customer ever since
但我记得，我一直都有喝水不够多的毛病。并不是因为我不喜欢白开水的淡而无味，而是因为我不想喝水，因此就懒得喝了。所以，毫无疑问，当我看到新打开的Hydro Flask水杯里飘着冰块时，我非常震惊，并自此成了一名铁杆粉。
重点单词
issue n. 发行物，期刊号，争论点vi. & vt 发行，流
astonished adj. 惊讶的动词astonish的过去式和过去分词
annoyed adj. 恼怒的；烦闷的v. 使烦恼；打扰（annoy
indecisive adj. 犹豫不决的；非决定性的
irritability n. 易怒，过敏性，兴奋性
brand n. 商标，牌子，烙印，标记vt. 打烙印，铭刻，加污
rainbow n. 彩虹adj.五彩缤纷的
unexpected adj. 想不到的，意外的
gear n. 齿轮，传动装置，设备，工具v. 使适应于，以齿轮
dehydration n. 脱水
高中英语泛读教学初探-英语论文 高中英语泛读教学初探 仔细研读最近几年高考试题，不难发现，完形填空，阅读理解，任务型阅读等题型占了较大比例，这些都是考查学生的阅读理解能力的。再加上阅读理解的文章篇幅变得越来越长，题材多样化，语言地道，很多都是英文原著，所以对学生平时的阅读提出了更高的要求，教材中的一些阅读材料不能满足学生的阅读需要了。因此，在高中教学过程中，开设泛读课程变得越来越有必要了。 一、开设的必要性 1.符合新课程标准 教育部制订的《普通高中英语新课标》关于“内容标准”的规定中要求高中毕业相对应的“语言技能八级目标”，则须达到“除教材外，课外阅读量应累计达到36万词以上”，要达到这样一种课外阅读量仅靠我们平时的精读是无法完成的。另外，新《课标》要求学生具备综合阅读能力，其中包括领悟能力和语言解读能力，强调学科之间的融会贯通，注重培养学生的语篇分析能力以及根据语境进行逻辑推理的能力。 2.顺应高考新形势 以前的高考试卷中的阅读理解文章篇幅相对较短，对于文章细节的直接理解的题目所占的比重比较大，通过阅读，学生很快就能锁定到哪一段，哪一句，答案很容易选出来。但是最近几年的高考试题，文章的阅读材越来越广，有很多都是来自于英文原著，语言地道，内容新颖，具有很丰富的文化气息，试题的设计更注重语篇的理解，大大增加了考查的难度。所以，学生总体感觉难了，考试的时候时间变得紧了，所以在平时的阅读训练中加大学生的阅读量，拓展学生的词汇量
变得更为重要了。 3.适应时代新要求 现在的学生，大部分都要走出去的，开展泛读课程能够让学生开阔眼界，增强英语的理解和表达能力。因为我们阅读的材料涉及到国外的文化，风俗习惯等各个方面，这样对学生将来的学习、工作有很大的作用！ 二、两者的区分度 精读，顾名思义在于一个“精”字，在我看来，就是要把文章中的每个词，每个句子都弄清楚，真正的吃透文章，所花的时间较长！而泛读则要求广泛的阅读，要求没有精读高，只要读懂文章的大意，不必追究文章的深刻内涵，这和高考中的阅读理解较为相似，通过广泛阅读文章，提高我们的阅读能力。 三、课堂的实施情况 1.材料的选择 现在的泛读课还是在摸索阶段，阅读材料大多来自于网上的一些美文或是一些名著中的节选。这些材料基本上是学生比较容易读懂的，有时候还会把相同主题的几篇文章放在一起让学生对比阅读，这样学生可以了解更多的信息，实现我们的阅读目标。 2.环节的设计 首先，词汇的处理。不管是精读还是泛读，词汇是首要的，所以在泛读教学过程对于词汇的处理是至关重要的。因为泛读不像精读那样要求对文章逐字逐句地掌握，所以在处理生词时，我们教师会忽略一些不影响理解的词。对于一些影响阅读理解但是可以通过上下文猜测出来词就设计成猜词理解。 其次，问题的设计。给足学生时间，从文章的整体把握入手，回答一些问题，让
高中英语阅读教学心得体会 高中学生在英语阅读理解方面很薄弱，而高中英语阅读教学又是高中英语教学中极为重要的部分。下面是学习啦带来的高中英语阅读教学的心得体会，欢迎查看。 高中英语阅读教学心得体会一： 新课标实施以来，高中英语教师更加重视培养学生的英语阅读能力。但仍有不少教师没能把握好高中英语阅读教学的侧重点，训练方法较为单一，过度依赖应试型强化训练模式，没有足够重视培养学生阅读策略和阅读技巧。这在教育部考试中心发布的高考试题分析中清晰地反映出来了：概括文章主旨缺乏针对性，以偏概全;捕捉文章信息不分主次，缺乏综合，推测词义脱离语境，一知半解;推理判断看不出线索与事实的关系;理解结构找不到句与句、段与段的逻辑关系。 学生的英语阅读理解能力是通过阅读获取和吸收英语书面信息，从而实现书面交际的能力。学生的英语阅读能力，在英语语言学习和跨文化交际中起着越来越重要的作用。大纲要求高中生能以每分钟50—70个字的速度，独立阅读生词率不超过3%的有关人物传记、故事、记叙文、科普小品等容的材料，实际上，有相当一部分的学生达不到这一要求。根据教学实践中的观察和调查，我发现学生阅读理解存在以下几个方面问题： 1.词汇量有限。对词汇理解和掌握是影响阅读的重要因素，从某种意义上说，学生的阅读能力与其词汇量是成正比的，词汇
储备不足，又会导致学生阅读障碍重重，丧失阅读兴趣。 2.缺乏有效的阅读策略与技巧。有的学生不懂得阅读技巧,他们在阅读时往往从前读到后,用相同的速度和方式理解不同文体的文章，而不是根据不同的文体采取不同方式获得主要信息,这样往往是事倍而功半，吃亏不讨好;也有许多学生在阅读过程中，试图记住所有的容，习惯于逐字逐句地看，试图记住每个句子的意思，时间与精力过于集中于一些非考点的细节，而不善于通过整体阅读去把握文章观念和理念。 3.课外知识面狭窄，英美文化背景知识单薄。有些同学阅读文章时,对文章提及的事实或现象缺乏感性认识,导致理解过程晦涩,有时甚至会产生理解错误。因此，拥有较广的课外知识面和一定的英美文化背景知识会有助于学生尽快地进入阅读理解的状态,迅速地把握文章的整体含义和思路。 4.语言基本功欠佳，对长难句把握不好。阅读文章中,有些句子结构复杂,从句较多,交叉了很多倒装，虚拟，省略等较复杂的语言现象，学生如果对语法知识缺乏系统的理解，就会造成一种望而生畏的心理障碍。 5.阅读动力与兴趣不足。阅读应该是一个积极主动的心理过程，而我们的学生由于上述种种因素的影响，对阅读产生畏惧心理，使阅读成为消极的应付和被动阅读另外，仍有一部分教师未充分领会新课程标准的精神，在阅读教学中，有几点不足： 1.“仍局限于传统的语法翻译方法和以教师讲解为主的教学
高中英语阅读课流程 阅读课应该是我们的传统课，是核心课，也是成熟的课型。大家对阅读课模式已经深入人心，但对其内涵还需要进一步解读和完善，尤其是青年教师。 一、读前(Before reading )：leading-in 1.导入，简洁明了，直奔主题，目的是激发学生阅读兴趣。 这次老师们导入都没有超过三分钟，把宝贵的时间留给了阅读，留给了学生。非常好。有的利用图片，视频，话题等直接引入。 2．预测 本文非常值得预测，而且课文中也提示这样做。预测之后检查预测，就形成了fast reading，同时告诉他们阅读策略。但并不是每篇文章都需要预测，要根据文章话题，结构而定。 3.生词处理 生词是否要处理（目的和需要）？何时处理好（时机）？怎样处理（方式）？阅读课的目的是为了理解，培养阅读能力和阅读微技能。生词处理的目的也应该为了阅读，为了更好的理解文本而服务。生词是否需要处理要根据生词的量而定。如果太多影响学生理解或即使学生猜测也不能理解的话，就很有必要处理，绝不能回避。本文共39个生词，既有生僻词汇，专有名词，也有重要词汇和重点短语，因而需要处理。 何时处理好（时机）？分散与集中相结合。根据文章需要可以在读前如专有名词，在读中如skimming, scanning中进行。如在回答问题中，在问题中，在答案中让学生通过句子和上下文进行猜测或者在同义词替换，或者举出一个语境来猜测。也可以在careful reading集中处理。 怎样处理（方式）？①给出英语解释；②在语境中猜测如use up。My money has used up, and I have to ask parents for help. I have run out of my money, and I have to ask parents for help. I have no money now.③用图片的方式在问题中或回 答问题中进行。如alternative energy ,利用图片展示wind energy, water energy, solar energy然后在组句Wind energy, water energy and solar energy are the forms of the alternative energy.这样学生就可以理解了。再例如，问句What people won’t have to pay for?中won’t have to pay for means free of change。④在长难句翻译中猜测。All forms of recreation, such as cinemas, bowling, softball, concerts and others will be provided free of charge. Free of charge means for free or needn’t pay for.⑤直接给出汉语意思。⑥部分不影响篇章理解的词汇可忽略。 二、读中(while-reading )Input：有序输入（top-down-top） 分层阅读并限时进行。限时要有依据，文本有多少单词，高一学生需要几分钟，高二学生设定几分钟，高三学生要几分钟。这些不仅要根据文本的长短，还要依据本文的生词量多少，文章的题材（说明、议论、记叙、新闻报道等），文章的
泛读——高中英语教学的有效途径 发表时间：2011-10-11T11:23:04.337Z 来源：《科学教育前沿》2011年第7期供稿作者：李黎 [导读] 很多老师认为，泛读即广泛的阅读，所以读得越多就越好，而实际上，泛读既是指广泛的阅读，同时也指泛泛而读。 李黎（广汉市第四中学校四川德阳 618300） 中图分类号：Ｇ63 文献标识码：Ａ文章编号：ISSN1004-1621（2011）07-029-02 《英语新课程标准》要求学生具备综合阅读的能力，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力。再想想高考中运用到阅读技能的，不仅仅有阅读的40分，还包括了完形填空的30分和短文改错的10分。"读书破万卷，下笔如有神"，广泛阅读，并且注重好词好句的积累，也是写作得高分的关键。阅读被提高到了如此高的地位，可谓"得阅读者得天下"。 阅读分为精读和泛读两种。精读是要逐字逐句的读，逐字逐句的理解意思、结构；而泛读是广泛的阅读，泛泛而读，追求的是阅读的速度和量。大纲中所强调的培养学生阅读能力，最终是要培养学生用英语进行思维和表达的能力，泛读将起着非常重要的作用。著名学者柯鲁克先生主张："中国英语教学应采用大量阅读为主要教学手段，进而取代字斟句酌讲解的精读这种传统的教学模式。"那么在英语教学中如何搞好泛读的教学呢？ 一、泛读材料的选择 泛读的材料需精心选择，搭配合理，才能培养学生的阅读兴趣，同时拓宽学生的知识面，提高学生应对各种文体的泛读材料的能力，根据目前课程标准以及考试大纲要求，泛读内容要注意：在体裁的选择上，要有记叙文、议论文、说明文、应用文等各种文体的泛读。在题材的选择上，要涉及到科普、政治经济、历史地理、人物传记、社会文化、故事传说等题材。可供高中生泛读的材料有很多，而高中生的时间却并不多，所以教师要帮助学生选择合适的泛读材料，优化学生的学习时间，提高他们的学习效率。以下几种较好的泛读材料，可供参考： 重视高考的真题。高考题是命题小组成员精心编制的，经过严格的校对审核，是很好的泛读材料。2004年到2011年全国高考真题约有140套，每份试卷中的第一篇阅读比较简单，可以供高一的学生阅读，第二篇可以给高二的学生阅读，第三篇和第四篇可供高三的学生阅读。 英文报纸类的泛读材料。报纸的最大优势在于新，时代性强，更能激发学生的兴趣。英语报纸目前有很多可供选择，比如：English Weekly、China Daily、21st Century、Learning English、Student English Times等等。可指导学生根据自身的英语程度作出适当的选择。 二、泛读的教学方法 1.泛读技能的培养 在近几年高考中，阅读理解题更加强调对学生的知识面、理解能力以及阅读速度的考察，试题形式更多样化，内容涉及面更宽。《普通高等学校招生全国统一考试考试大纲的说明（英语）》对阅读理解部分进行了解释和说明：阅读文章是我国考生接触外语的最主要的途径，因此，阅读理解在试卷中占权重较大。该部分要求考生读懂公告，说明，广告以及书，报，杂志中关于一般性话题的简短文章。考生应能： ( 1 ) 理解主旨和要义（2）理解文中具体信息 ( 3 ) 根据上下文推断生词的词义。 ( 4 ) 作出简单判断和推理 ( 5 ) 理解文章的基本结构 ( 6 ) 理解作者的意图，观点和态度。要想在很短的时间内完成这些任务，就必须要保证阅读的速度，而阅读的速度需要有阅读的技能来保证。进行泛读教学时应参照《英语课程标准》中有关阅读技能目标的要求，要教会学生在泛读中注意： 1）重视主题句（topic sentence）。主题句一般都位于一段话的段首，或者一篇文章的文首。找出文章的主题句，可以给我们启发和想象，帮助我们确定文章的和内容走向，加快泛读的速度。 2）猜测词义的技巧。即对生词进行猜测。根据出题人的意思，可能有以下几种不同的情况： 第一、根据上下文对生词意思进行猜测。比如，2011年英语高考真题（全国卷）中的68题，68. What does the word "residents" in Paragraph 1 probably refer to? A. chickens B. tomatoes C. gardens D. people 看该词在阅读材料中所在的位置：The family's old farm house has become a chicken bourse ,its residents arriving next month.这道题的答案就显然是跟上文中出现的chicken有关的。 第二、根据构词法。阅读的基础在于词汇，因此掌握基本构词法，例如，前后缀、合成和转化等等，是非常有必要的，由已知的单词，即可猜测出生词的含义。 第三、根据日常经验猜词。有些生词根据上下文的意思，再借助常识和生活经验就可以猜测出它的词义。 第四、利用从句猜词。有的生词后面有定语从句或者同位语从句，这两种从句都有解释的功能，根据这个从句，就可以猜出该词的含义。 3）推理判断的技巧。教师要教会学生根据已知的内容与常识相结合，顺着作者的思路去分析、判断和推理，猜出作者的弦外之意。例如，2011年普通高等学校招生全国统一考试（四川卷）英语中，阅读题49.The underline part "its idea" in Paragraph 3 refers to the idea of____ A. the equipment B. the project C. the digital media D. the physical library 该题便是考查推理判断的技巧。根据阅读材料中的"…the project is already providing chances for some of the many small new local companies working at the new technologies."推理可知its即是the project。 4）跳读、略读等忽略生词的技巧。在阅读中，出题人会有意不解释某些单词的含义，从文中其它部分或者用构词法也无法猜出这个生词的意思，这种单词往往不影响整篇文章的理解，用不着管它。这时候就可以忽略不看，继续浏览下文，节约阅读时间，提高泛读的效率。 2.课堂泛读与课外泛读相结合 1）课堂上的泛读。在传统的教学方式中，精读长期占据课堂，而泛读往往认为应该留在课后，实际泛读不仅仅应在课后进行，还要坚持每天上课都会有一篇文章的泛读，不管是听力课，还是精读课，先给出几分钟的时间，读一篇短文，然后再进行其它课。课堂上可用自己设计的几个简单的T--F question 、Yes-No question和wh-question，来考查学生泛读的效果。 2）课外的泛读。课外的泛读更是必不可少，每天花15分钟时间，高一读三篇小短文，这样，一学期下来就积累了几百上千篇的泛读
高中英语阅读理解100篇 一、阅读理解 1、（1分） O. Henry was a pen name used by an American writer of short stories. His real name was William Sydney Porter. He was born in North Carolina in 1862. As a young boy he lived an exciting life. He did not go to school for very long, but he managed to teach himself everything he needed to know. When he was about 20 years old, O. Henry went to Texas, where he tried different jobs. He first worked on a newspaper, and then had a job in a bank, when some money went missing from the bank O. Henry was believed to have stolen it. Because of that, he was sent to prison. During the three years in prison, he learned to write short stories. After he got out of prison, he went to New York and continued writing. He wrote mostly about New York and the life of the poor there. People liked his stories, because simple as the tales were, they would finish with a sudden change at the end, to the reader’s surprise. 1. In which order did O. Henry do the following things? a. Lived in New York. b. Worked in a bank. c. Travelled to Texas. d. Was put in prison. e. Had a newspaper Job. f. Learned to write stories. A. e. c. f. b. d. a B. c. e. b. d. f. a C. e. b. d. c. a. f. D. c. b. e. d. a f. 2. People enjoyed reading O. Henry’s stories because A. they had surprise endings B. they were easy to understand C. they showed his love for the poor D. they were about New York City 3. O. Henry went to prison because . A. people thought he had stolen money from the newspaper B. he broke the law by not using his own name C. he wanted to write stories about prisoners D. people thought he had taken money that was not his 4. What do we know about O. Henry before he began writing? A. He was well-educated. B. He was not serious about his work. C. He was devoted to the poor. D. He was very good at learning. 5. Where did O. Henry get most material for his short stories? A. His life inside the prison. B. The newspaper articles he wrote. C. The city and people of New York. D. His exciting early life as a boy. 2、（1分） One day a few years ago a very funny thing happened to a neighbour of mine. He is a teacher at one of London’s big medical schools, He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture. He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨骼) to be used in his lecture, in a large brown suitcase (箱子). At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop. When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert. 1. Who wrote the story?
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and
第一篇Not a Small Problem Mr. Etha n was a very large man. He had a loud voice and a bad temper. He was not giant巨人，大力士), but he was much bigger than most men. Life was not easy for Mr. Etha n. He could seldom find clothes big eno ugh. His feet were too large for most shoes. In fact, wherever he went and whatever he did, Mr. Etha n had problems because of his size. These problems were so bad that Mr. Ethan stayed at home most of the time. Life was easier at home. The n one day, a frie nd said, “you spe nd too much time at home. You should go out more. There s a good movie at the theater . “lean' tsit in theater seats, Mr. Ethan said. “I' m too big. ” “That is no problem,” his friend said, "T ll buy you two tickets. You can get them at the theater whe n you go. The frie nd sent money to the theater for two tickets. Whe n the day came, Mr. Etha n put on his best clothes an went to the theater. “You have two tickets for me,” he said to the woman in the ticket office. “ My n ame is Etha n” “Oh, yes, Mr Ethan,” the woman said. “ Here you are, seats G4 and P12. I ' m sorry, you and your friend can tsit together because we are very full this evening . Poor Mr. Etha n. He smiled sadly, walked out of the theater and went home. 第二篇What a Nightmare Sometimes when a day starts off badly, it just keeps getting worse and wores as each hour passes. On days like this there is nothing to do but relax and know the next day will be better. Stone had a terrible day. His clock did n twork and he got up late. He missed the train to work . Moreover, he had to wait a long time for the n ext train. As a matter of fact, he waited for more tha n two hours. To make matters worse, he left his briefcase on the train. As a result, he had to go to the police station. Poor Stone never got to work that day. What
高中英语阅读课 此说课稿独家特色简介： 一，高中英语阅读课，该说课稿在赛课中获得了一等奖，同时该阅读课获得了一等奖,经过实战演练，课堂气氛非常活跃，阅读表格等教学方法得到评委一致称赞 二，该说课稿内容超级翔实，脉络十分清晰，课程设计非常有趣有创意。 三，拥有配套的高质量的教案，课件，阅读原文，让你把优秀阅读课信手拈来！ 教案题目：高中英语阅读课公开课教案一等奖 课件题目：高中英语阅读课公开课课件一等奖 阅读原文题目：An interview with Jackie Chan 高
中英语阅读课公开课原文 Interpretation Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure. Part 1 Teaching Material The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Part 2 Teaching Aims According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan’s life career and form their own opinion about success. 2.Ability objects (技能目标：听，说，读，写) (1) To develop the Ss’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss’ abilit ies of studying by themselves and through cooperating. 3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野) Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Part 3 the Important and Difficult Points The important points are what qualities are required to be successful? Such as creativity, persistence and talent. The difficult points are Help students to conclude the questions of interviewers according to Jackie Chan’s answers. Part 4 Teaching Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims,
阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文
persons’ pictures mentioned) Ss: he/she is .... T:What qualities of your idol attract you most (I will pick up three students to answer this question) T: do you want to know who my idol is Ss:no T:have a guess .(then I will show them a picture of Jackie Chan’s profile ) 》 Ss: he is Jackie chan. T: Ok, today, I will introduce my idol—Jackie Chan to all of you. First let us enjoy a video about Jackie Chan’s life. Then I will play a video about Jackie chan. 《 $ Step 2. Pre-reading (8 min)Task1. A small quiz (individual work,3 min) T: let’s check the following sentence using true or false .and I will pick up some students to say his or her answer and tell me why it is wrong or correct. # Ss:ok. 1. Get Ss to know something about Jackie Chan. 】 2. Serve as a warm-up for the following tasks.
高中英语阅读集锦（一） 1 2012北京卷 A The Basics of Math—Made Clear Basic Math introduces students to the basic concepts of mathematics, as well as the fundamentals of more tricky areas. These 30 fantastic lectures are designed to provide students with an understanding of arithmetic and to prepare them for Algebra(代数) and beyond. The lessons in Basic Math cover every basic aspect of arithmetic. They also look into exponents(指数), the order of operations, and square roots. In addition to learning how to perform various mathematical operations, students discover why these operations work, how a particular mathematical topic relates to other branches of mathematics, and how these operations can be used practically. Basic Math starts from the relatively easier concepts and gradually moves on to the more troublesome ones, so as to allow for steady and sure understanding of the material by students. The lectures offer students the chance to “make sense” of mathematical knowledge that may have seemed so frightening. They also help students prepare for college mathematics and overcome their anxiety about this amazing—and completely understandable—field of study. By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery(神秘性) of mathematics and face their studies with more confidence than they ever imagined. In addition, they will strengthen their ability to
如何上好高中英语阅读泛读课 河北省霸州市第一中学李丽丽摘要：在高中英语教学中, 培养学生阅读理解能力一直是教学的重点。在信息发达的当今世界，很大程度上取决于通过阅读进行交流的能力，新课程要求教师创造性地使用教材,开设泛读课，培养学生的阅读兴趣，使学生掌握阅读技巧，提高阅读能力，让学生掌握获取信息，处理信息和综合运用信息的能力，实现语言交际的目的，泛读课就是提高这种交际表达能力的有效途径。 关键字：高中英语、英语阅读、泛读课 高中英语阅读分为泛读( Extensive Reading ) 和精读( Intensive Reading )，前者侧重于信息的获取，后者则侧重于语言知识的掌握。而且泛读课与精读课也不同，前者属于单项技能训练课，其特征体现在“泛”与“读”两个方面。就“泛”而言，教材选用语言材料的内容呈百科知识性，包括社会生活各个方面。同时，语言材料的文体呈多样性，既有文学作品，又有记叙文、说明文、议论文、新闻、广告等语言风格不同的文章。就“读”而言，泛读课的阅读量大。泛读课的重要任务是指导学生掌握各种阅读方法，从而提高阅读理解的准确性，加快阅读速度，并且通过学生的大量阅读，逐渐扩大其词汇量。泛读课应帮助生活在信息爆炸时代的学生能通过阅读可以快速、准确地获取并处理信息。 一、开展高中英语阅读泛读课的必要性 新《课标》要求学生具备的综合阅读能力包括语篇领悟能力和语言解码能力，强调多学科知识的贯通，注重培养学生的语篇分析能力、判断能力以及根据语义进行逻辑推理的能力，提高阅读速度，增加其阅读量和扩大词汇量。 英语高考成绩的高低主要取决于学生的阅读水平。每年高考中的完形填空和阅读理解两大题占的分值很大，学生英语高考成绩的好坏主要就是看这两道题的答题情况，而且这两道题主要是考察学生的阅读能力。所以，学生要想高考取得高分，就必须具备较高的阅读水平。只有依靠大量的阅读，不断扩大词汇量，广泛了解英语国家的文化背景、风俗习惯、历史地理等各方面的知识，才能提高英语的综合水平。 二、高中英语阅读泛读课实施的具体方法 （一）教师应更新观念，正确引导学生。 由于长期以来受“应试教育”观念的影响，某些教师指导的失误，学生成为解题的机器，为做题而阅读，为考试而阅读，而不是为获取知识、信息而阅读。因此，在大力推进素质教育的今天，英语教师应更新观念，还英语学习本来面目，在英语阅读能力培养上正确引导学生，让学生进行自主阅读，使其以积极主动的、探究式的态度参与阅读，享受阅读的乐趣。所以，新形式下的高中英语教师应做到以下几点： 1.高中英语阅读课泛读材料的选取 泛读材料的选择应尽量做到：第一，泛读材料的长度适中，生词量不宜过多，对新的或较难的语言现象要把握好，明显超出学生理解能力范围的句子结构可以进行必要的改写。材料整体安排上应做到从易到难，这样做学生在阅读过程中凭借已有的语言文化背景知识和生活经验，通过联想、重建等创造性思维，可以领会文章表达的意思，从而吸收信息。第二，体裁要多样，题材要丰富。这样有利于拓宽学生的知识结构和激发学生的阅读兴趣，并能增强学生适应各种阅读材料的能力。第三，阅读材料应具有可行性。即选择材料应避免过于平淡，要选择那些趣味性和知识性较强的文章，也要选择有一定深度、内容具有教育意义和富有哲理性的文章。第四，练习应具有可用性。泛读材料的检测练习的形式力求多变，可以包括问答、填空、排列顺序、列表、选择等，以拓展学生解题思维。 2.鼓励学生多进行课外阅读 目前，多数高中英语教师反映在教学中存在课时紧、课程重的教学现象。所以，在课堂上抽出很多时间来进行泛读是不切合实际的，这就要求教师积极开发学生的非智力因素，利用课余时间阅读，激发他们大量进行阅读的兴趣。课内的文章数量与时间都非常有限，课外则有很大的空间和很多的时间，学生可以自由支配时间进行泛读。课内外互相促进，互为补充。因为，新《课标》在课程中还强调要“激发和培养学生的学习兴趣，帮助学生树立学英语的自信心，养成良好的学习习惯，和形成有效的学习策略，发展学生自立学习的能力和合作能力。”待兴趣激活后，再让学生进行知识型阅读，这便是水到渠成之事了。近些年来的阅读理解试题增加了阅读量，提高了对阅读速度的要求，并加大了阅读材料的文字难度，对词汇理解的要求有所提高。一词多义、熟词生义、多种时态的混用、结构复杂的长句、省略句及插入语言现象也随处可见。结合高中学生已有一定词汇量的前提，进行大量阅读，培养阅读技巧，进行侧重于获取信息的泛读将是提高阅读理解的有效途径。而报刊提供了丰富鲜活的泛读材料。报刊的内容故事性强，知识面广，既有利于学生开阔眼界，验证、巩固、充实课文所学内容，自然地吸收活的语言也有利于增加语感，提高英语欣赏水平和文化素养，还有助于培养观察力和判断力。 3.指导学生掌握阅读技巧 泛读材料不同于精读课本上的课文。课本上的课文要求学生逐词、逐句地阅读宜细嚼慢咽，其目的在于透彻理解。而泛读的目的则是扩大知识范围，进一步提高捕捉信息的能力，我们不能照搬精读的阅读方法。常见的阅读泛读方法有以下几种： （1）略读( Skimming ) 又称为掠读或扫读 要求学生在限定的时间内快速浏览全文，即阅读时不要从头到尾、一字不漏地读下去，而是采用跳跃式的阅读方法。在阅读过程中善于抓住文章的关键词、句和主题句，对全文进行结构分段、找出其中的联系，从而理清文章的脉络，了解