八年级英语阅读题专项练习（10篇）
(001) In England (英格兰人) nobody under eighteen years old is allowed (允许) to drink in a bar (酒吧)．
Mr Thompson often went to a bar near his house．But he never took his son, Tom, because he was too young．Then when Tom had his eighteenth birthday, Mr Thompson took him to his usual bar for the first time．They drank for an hour．Tom drank a bit．Then Mr Thompson said to his son,“Now, Tom, I want to teach you a useful（有用的）lesson．How do you know when you’ve had enough（足够的）? Well, I’ll tell you．Do you see those two lights（灯）at the end of the bar? When they seem（好象）to become four, you’ve had enough and should（应该）go home．”“But, Dad,”said Tom,“I can only see one light at the end of the bar．”
1．Young people ______ allowed to drink in a bar until eighteen．
A．is not B．are not C．many D．must
2．When Tom was a child, his father often went to a nearby bar______ taking him．
A．by B．for C．with D．without
3．On Tom’s eighteenth birthday, he drank together with his father in that bar for ______．A．the first time B．once
C．many times D．eighteen times
4．Father wanted to tell his son ______．
A．the time to drink B．something about the light
C．when to stop drinking D．something about the bar
5．In fact (事实上), there ______ at the end of the bar．
A．was one light B．were two lights
C．were three lights D．were four lights
(002) In 1620, about half the USA was covered（覆盖）by forests．Today the forests have almost gone．A lot of good land has gone with them, leaving only sand（沙地）．China doesn't want to copy（抄）the USA's example．We're planting more and more trees．We've built the " Great Green Wall" of trees across northern（北部的）part of our country．The Great Green Wall is 7,000 kilometres long, and between 400 and 1,700 kilometres wide．It will stop the wind from blowing the earth away．It will stop the sand from moving towards the rich farmland（农田）in the south．More "Great Green Walls" are needed．Trees must be grown all over the world．Great Green Walls will make the world better．
根据短文内容，选择正确答案。
1．In 1620, about ______ the USA was covered by forests．
A．a third B．half C．two thirds D．a fourth
2．A lot of good land has gone with ______．
A．sand B．water C．wind D．forests
3．The Great Green Wall in China is ______ long．
A．7,000 kilometers B．1,700 kilometers
C．7,000 meters D．400 kilometers
4．Trees must be grown in ______.
A．China B．the USA C．some countries D．every part of the world
5．______ will make the world better．
A．The Great Wall B．Tall buildings
C．Great Green Walls D．Flowers and grass
(003) “Cool”is a word with many meanings．Its old meaning is used to express （表达）a temperature that is a little bit cold．As the world has changed，the word has had many different meaning．
“Cool”can be used to express feelings of interest in almost anything．
When you see a famous car in the street，maybe you will say，“It’s cool．”You may think，“He’s so cool，”when you see your favourite footballer．
We all maximize（扩大）the meaning of“cool”．You can use it instead of many words such as “new”or “surprising”．Here’s an interesting story we can use to show the way the word is used．A teacher asked her students to write about the waterfall（瀑布）they had visited．On one student’s paper was just the one sentence（句子），“It’s so cool．Maybe he thought it was the best way to show what he saw and felt．
But the story also shows a scarcity（缺乏）of words．Without “cool”，some people have no words to show the same meaning．So it is quite important to keep some credibility（可信性）．Can you think of many other words that make your life as colourful as the word “cool”？I can．And I think they are also very cool．
1．We know that the word“cool has had ________.
A．only one meaning B．no meanings
C．many different meanings D．the same meaning
2．In the passage，the word“express”means“________”.
A．see B．show C．know D．feel
3．If you are _______ something，you may say，“It’s cool．”
A．interested in B．angry about
C．afraid of D．unhappy with
4．The writer takes an example to show he is ________ the way the word is used．
A．pleased with B．strange to
C．worried about D．careful with
5．In the passage，the writer suggests（暗示）that the word “cool”________．
A．can be used instead of many words B．usually means something interesting
C．can make your life colourful D．may not（可能不）be as cool as it seems
004 A friend of mine named Paul received（收到）an expensive car from his brother as a Christmas present．On Christmas Eve when Paul came out of his office，a street urchin(顽童) was walking around the shining car．“Is this your car，Paul？”he asked．Paul answered，“Yes，my brother gave it to me for Christmas．”The boy was surprised（惊奇）．“You mean your brother gave it to you and it didn’t cost you anything？Boy，I wish…”He hesitated(犹豫)．
Of course，Paul knew what he was going to wish for（希望）．He was going to wish he had a brother like that. But what the boy said surprised Paul greatly.
“I wish,”the boy went on，“that I could be a brother like that．”Paul looked at the boy in surprise, then he said again, “Would you like to take a ride in my car？”
“Oh yes，I’d love that．”
After a short ride，the boy turned and with his eyes shining，said，“Paul，would you mind （介意）driving in front of my house？”
Paul smiled a little．He thought he knew what the boy wanted．He wanted to show his neighbours that he could ride home in a big car. But Paul was wrong again. “Will you stop where those two steps are？the boy asked．
He ran up to the steps. Then in a short while Paul heard him coming back, but he was not coming fast. He was carrying his little crippled（残疾的）brother. He sat him down on the step and pointed to the car.
“There she is, Buddy, just like I told you upstairs. His brother gave it to him for Christmas and it didn’t cost him a cent（美分）. And some day I’m going to give you one just like it…then you can see for yourself all the nice things in the Christmas windows that I’ve been trying to tell you about.”
Paul got out and lifted the boy to the front seat of his car. The shining-eyed older brother climbed in beside him and the three of them began an unforgettable（难忘的）holiday ride.
1．The street urchin was very surprised when ________．
A．Paul received an expensive car
B．Paul told him about the car
C．he saw the shining car
D．he was walking around the car
2．From the story we can see the urchin ________．
A．wished to give his brother a car
B．wanted Paul’s brother to give him a car
C．wished he could have a brother like Paul’s
D．wished Paul could be a brother like that
3．The urchin asked Paul to stop his car in front of his house ________．
A．to show his neighbours the big car
B．to show he had a rich friend
C．to let his brother ride in the car
D．to tell his brother about his wish
4．We can infer（推断）from the story that ________．
A．Paul couldn’t understand the urchin
B．the urchin had a deep love for his brother
C．the urchin wished to have a rich brother
D．the urchin’s wish came true in the end
5．The best name of the name story is _________．
A．A Christmas Present
B．A Street Urchin
C．A Brother Like That
D．An Unforgettable Holiday Ride
005 Dreams
"Dreams (梦) may be more important than sleep. We all need to dream," some scientists say. Dreams take up（占据）about one quarter of our sleeping time. People have several dreams each night. Dreams are like short films. They are usually in colour. Some dreams are like old films. They come to us over and over again. That may be because the dreamer is worrying about something. Dreaming may be a way of trying to find an answer.
Some people get new ideas about their work from dreams. They may（可能）have been thinking about their work all day. These thoughts can carry over（携入）into dreams.
Sometimes we wake up with a good feeling from a dream. But often we can't remember the dream. Dreams can disappear (消失) quickly from memory (记忆).
Too much dreaming can be harmful (有害的). The more we sleep, the longer we dream. The mind is hard at work when we dream. That is why we may have a long sleep and still wake up tired.
1. It may be less important to sleep than to__.
A. think
B. dream
C. work
D. study
2. Dreams and films are usually ____.
A. very long
B. in colour
C. about work
D. very sad
3. Why do some people often dream about their work?
A. Because they are tired in the daytime.
B. Because they are not interested in their work.
C. Because they may be thinking about their work all day.
D. Because they have too much work to do.
4. The main idea of the story is that ____.
A. what dream is
B. people like to sleep
C. dreams are like films
D. we always remember dreams
006 A Faithful（忠实的）Dog
More than seven hundred years ago, the Prince of Wales had a very big and brave dog called Gelert.
One day the Prince wanted to go hunting（打猎）with his men. He told his dog to stay at home and look after his baby son. The baby was in a wooden cradle（摇篮）, which was like a small bed. When the Prince came back from hunting, Gelert ran out to meet his master. He wagged（摇）his tail（尾巴）and jumped up to put his paws（手爪）on the Prince's chest. Then the Prince saw the blood（血）on Gelert's jaws（颚）and head.
"What have you done?" the Prince said. He rushed into his house and looked for his baby son. The cradle was lying on its side on the floor. The clothes were torn and there was blood on them. "So you have killed my son?" the Prince said angrily. "You unfaithful dog!" He took out his sword （剑）and killed the dog. Just as Gelert was dying, he managed（设法）to bark. Then the Prince heard a baby call to the dog.
The Prince ran out of the house and saw his son lying on the ground unhurt（没受伤）. Near him was a dead wolf. Then the Prince knew that Gelert had defended（保卫）the baby and killed the wolf.
The Prince ran back into the house but he was too late. Gelert was dead. The Prince was very sad indeed. Tears ran down his face when he realized 'he had killed his faithful friend. The Prince carried the body of his brave dog to the top of a mountain and buried（埋葬）him there. After this, the Prince never smiled again. Every morning at dawn, he walked up the mountain and stood by the dog's grave for a few minutes.
If you go to Mount Snowdon in Wales, people will show you where Gelert is buried. There is a sign by his grave. It reminds people of a brave and faithful dog.
1. Gelert was the dog of the Prince of ___.
A. Scotland
B. England
C. Ireland
D. Wales
2. The Prince told the dog to _____ when he was leaving.
A. watch the door
B. take care of his baby at home
C. welcome his friends
D. stop the strangers
3. The dog was very ____ when his master came back from hunting.
A. glad
B. fearful
C. afraid
D. tired
4. The Prince was surprised to see blood on Gelert's ____.
A. jaws
B. paws
C. head
D. Both A and C.
5. The Prince never smiled again because __
A. the wolf was killed by Gelert
B. he had buried the dog on the top of mountain
C. he had killed his faithful friend Gelert
D. Gelert had killed his baby son
007 Most people have flown a kite or have seen one ride and dip(下降) in strong spring wind. Not so many people know that kites were first made in China thousands of years ago. The ancient (古代的) Chinese were making and flying kites even before they were writing.
A long time ago, the Chinese made kites to use in wars. They would fly these war kites in the dark. The kites were fixed (固定) so that they made strange sounds. Men who were at war with them would hear these sounds and run away. They thought those strange sounds were made by gods(神) in the sky.
The ancient Chinese also flew kites to bring good luck and to make their crops（农作物）grow rich and tall. Sometimes they tied long strings (细绳) and hooks (钩) to their kites. Then they would fly the kites over water, letting the hooks hang down to catch fish.
The Chinese use sticks（树枝）, strings（线）and paper for their kites. Some of these kites look like animals or trees. Others look like birds or houses.
1. The main idea of the first paragraph（段落) is that
A. kites were first made in China
B. most of us have flown or seen a kite
C. the ancient Chinese were making kites before they were writing
D. the ancient Chinese were good at making kites
2. In ancient China kites could be used for ___.
A. catching fish
B. helping people fly
C. watering the crops
D. helping people walk in the dark
3. The ancient Chinese used kites in wars because the kites ____.
A. could bring good luck
B. looked like animals
C. could help them win a war
D. could fly high
4. The Chinese usually use ____ for their kites.
A. sticks, strings and grass
B. strings, hair and wood
C. paper, strings and sticks
D. paper, ropes and hooks
5. What is the best title (题目) of this passage?
A. Lucky Kites.
B. Strange Kites.
C. Beautiful Kites.
D. Chinese Kites.
008 We are all busy talking about and using the Internet (因特网), but how many of us know the history of the Internet?
Many people are surprised when they find that the Internet was set up in the 1960s. At that time,
computers were large and expensive. Computer networks (网络) didn't work well. If one computer in the network broke down, then the whole network stopped. So a new network system (系统) had to be set up. It should be good enough to be used by many different computers. If part of the network was not working, information（信息）could be sent through another part. In this way computer network system would keep on working all the time.
At first the Internet was only used by the government (政府), but in the early 1970s, universities (大学), hospitals and banks (银行) were allowed (允许) to use it too. However, computers were still very expensive and the Internet was difficult to use. By the start of the 1990s, computers became cheaper and easier to use. Scientists had also developed software (软件) that made "surfing" (浏览) the Internet more convenient (方便).
Today it is easy to get on-line (上网) and it is said that millions of people use the Internet every day. Sending e-mail (电子邮件) is more and more popular among students.
The Internet has now become one of the most important parts of people's life.
1. The Internet has a history of more than ___ years.
A. sixty
B. ten
C. thirty
D. twenty
2. A new network system was set up to ____.
A. make computers cheaper
B. make itself keep on working all the time
C. break down the whole network
D. make computers large and expensive
3. At first the Internet was only used by ______.
A. the government
B. universities
C. hospitals and banks
D. schools
4. ______ made "surfing" the Internet more conve-nient.
A. Computers
B. Scientists
C. Software
D. Information
5. Which of the following is true?
A. In the 1960s, computer networks worked well.
B. In the early 1970s, the Internet was easy to use.
C. Sending e-mail is now more popular among students than before.
D. Today it's still not easy to get on-line.
009 Pollution（污染）
The world itself is becoming much smaller by using modem traffic and modern communication means (通讯设备). Life today is much easier than it was hundreds of years ago, but it has brought new problems. One of the biggest is pollution (污染). To pollute means to make things dirty. Pollution comes in many ways. We see it, smell it, drink it and even hear it.
Man has been polluting the earth. The more people, the more pollution. Many years ago, the problem was not so serious because there were not so many people. When the land was used up （用完）or the river was dirty in one place, Man moved to another place. But this is no longer true. Man is now slowly polluting the whole world.
Air pollution is still the most serious. It's bad for all living things in the world, but it is not the only one kind of pollution. Water pollution kills our fish and pollutes our drinking water. Noise pollution makes us angry more easily.
Many countries are making rules (法规) to fight pollution. They stop people from burning coal (煤) in houses and factories in the city, and from putting dirty smoke into the air.
Pollution by SO2 is now the most dangerous kind of air pollution. It is caused (引起) by heavy traffic. It is sure that if there are fewer people driving, there will be less air pollution.
The earth is our home. We must take care of it. That means keeping the land, water and air clean. And we must take care of the rise in population at the same time.
1. Our world is becoming much smaller ___.
A. because the earth is being polluted day and night.
B. thanks to science development
C. because of the rise in population
D. because the earth is blown away by the wind every year
2. Thousands of years ago, life was ____ it is today.
A. much easier than
B. as easy as
C. as hard as
D. much harder than
3. Pollution comes in many ways. We can even hear it. Here "it" means ____.
A. water pollution
B. air pollution
C. noise pollution
D. rubbish (垃圾)
4. Air pollution is the most serious kind of pollution because ____.
A. it's bad for all living things in the world
B. it makes much noise
C. it makes our rivers and lakes dirty
D. it makes us angry more easily
5. Which of the following is NOT true?
A. Many countries are making rules to fight pollution.
B. The pollution of the earth grows as fast as the world's population does.
C. If people could go to work by bus or bike instead of car or motorbike it would be helpful in fighting against the problem of SO2.
D. The problem of pollution is not so serious because there are not so many people living on the earth.
010
Long, long ago there were only a few thousand people in the world. These people move form place to place over the land, hunting animals for food.
No one knows how or when these people learned about growing food. But when they did, their lives changed. They did not have to look for food any more. They could stay in one place and grow it.
People began to live near one another. And so the first village grew. Many people came to work in the villages. These villages grew very big. When machines appeared(出现), life in the villages changed again. Factories were built. More and more people lived near the factories. The cities grew very big.
Today some people are moving back to small towns. Can you tell why?
1. The best title(题目)of the text should be ___.
A. Cities or Villages
B. Back to Towns
C. How Cities Grew
D. People and Animals
2. The underlined word "they" in the second paragraph refers to(指的是) ___.
A. villages
B. animals
C. cities
D. people
3. When factories were built, ___.
A. more people live near the factories
B. people began to live in the factories
C. many people began to work in villages
D. many machines appeared in big factories
4. We can learn from the text that ___.
A. people like to work only in big cities
B. some people don't like to live in big cities
C. there will be no small towns in the future(将来)
D. it is better to live in cities than in villages
5. In what order did people do the following things?
A. Worked in villages
B. Lived near the factories.
C. Learned to grow food.
D. Built factories.
E. Began to live near each other.
A. d, b, a, e, c
B. e, a, c, d, b,
C. c, e, a, d, b
D. a. c. d. e. b
《英语报刊阅读》课程教学大纲 课程编码：30614003 学分：2 总学时：36 说明 【课程性质】 英语报刊阅读是全日制英语专业本科高年级阶段的一门专业任意选修课，开设时间为第五学期。 【教学目的】 1. 通过为学生提供一定数量的英美报刊阅读，使学生了解国际重大时事，获得最新信息，增加国际知识，提高独立阅读的能力。 2.通过课堂讲授，使学生了解世界主流英文报刊，了解英文报刊阅读常识，提高对信息分析、判断的能力。 3．通过课堂讲授与课后练习，提高学生阅读报刊文章并进行摘要写作的能力。 【教学任务】 此课程教学旨在使学生大致了解英美等英语国家报刊的基本特点，初步掌握阅读英语报刊的技能，学会运用各种工具书和各方面的知识，了解英语报刊的内容和实质，进而在提高学生语言能力的同时提高综合能力和知识水平。 【教学内容】 英语报刊阅读主要包括英语国家报刊简介、英语报刊中的术语、新闻的写作等报刊知识以及报刊文章选读，所选的文章主要来源于国内的21st Century 、China Daily 以及美国《读者文摘》、《今日美国》、《时代周刊》及《新闻周刊》等报刊以及部分互联网文章。选材注重思想性和代表性及学生的实际英语水平。 【教学原则和方法】 教学原则：在《英美报刊阅读》课程当中，强调学生思维能力的培养，我们要有意识地思维能力的培养有机地融合在英语专业技能、英语专业知识和相关知识课程的教学中。要努力为学生创造发表个人见解的机会，对不同的意见和看法要采取鼓励和宽容的态度。 教学方法：以讲授为主，辅以学生查阅相关资料，探究式学习。 【先修课程要求】 可以在第一、二、三、四学期开设了基础英语，以及第二，三学期的英语阅读课的基础上开设此课程。
高中英语阅读课教学设计新案例 王秀琴 高中英语（SEFC）阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。然而，传统的阅读课教学模式常常是单一的自下而上模式，教学方式只是把课文作为单纯向学生传授语法及语言知识的载体，忽视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。那么，如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？经过教学实践和不断尝试，笔者发现：不同阅读活动阶段，必须采用不同阅读理解模式以求不同阅读教学目标的实现。下面以SEFC Book 1A Unit 7 "Earthquakes" 单元阅读课为例对这一问题进行探析。 一、First–reading 采用自上而下模式，侧重培养快速阅读理解能力 ―自上而下的模式‖是哥德曼（Goodman）1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。 阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能达到的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章内容处于陌生状态的基础上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下： 1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。 2、进行快阅。可向学生介绍组读法、察读法、浏读法、略读法、跳读法等快速阅读方法。 3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。 附SEFC Book IA Lesson 26 & Lesson 27 阅读理解问答题： 1) Which was the USA's strongest earthquakes ? 2) How many people lost their lives and how many people lost their homes in the 1906 earthquake ? 3) How many people lost their lives in the 1989 earthquake? 4) When the 1906 earthquake happened, how many metres did the Pacific plate jump to the north ? 5) How many measures(措施) can we take in order to deal with earthquakes ? 6) What is " The Big One"? 经过一读课文及完成表层信息捕捉问题后，学生对文章有了肤浅的认识，阅读速度也得到训练。然而，阅读包含两个阶段：一是辨认文字符号的感性认识阶段；二是理解内容，吸收信息，创造性思维译码的理性认识阶段。因此，二读课文，加深文章的理解就显得尤为必要了。
(A) We are middle school students. We’re in Class 3, Grade 1. This is our classroom. It is a nice big room. You can see a clock over the blackboard. You can see desks and chairs in the room. They’re new. The books are on the desks. The bags are behind the chairs. Can you see a big desk? It is the teacher’s desk. On the teacher’s desk you can see some flowers. They are for our teacher, Miss Gao. She is a good teacher. 阅读短文,判断正（Ｔ）误（F）。 1. A clock is under the blackboard. （） 2. The books are on the desks and the bags are behind the chairs. （） 3. We are students. We’re in Class 1, Grade 3. （） 4. The teacher’s desk is big. ( ) 5. Miss Gao is a good teacher. ( ) (B) My name is Mary Green and I’m an English teacher. I am American. But I have many students here in China. The girl in the red coat is Lin Hong. She is twelve. She is in Row One(第一排). Behind her is Lucy, a new student. She is English. Her father, Mr. Black is a teacher of English, too. The boy in the green sweater is Li Lei. He is on duty today. He is thirteen. His father is a policeman. 6. Who is Mary Green？ A. She is an English woman. B. She is Li Lei’s teacher. C. She is Lin Hong’s mother. D. She is Mr. Black’s friend. 7. Where is Mary Green now? A. She is in China. B. She is in English. C. She is in America. D. She is in her room. 8.Which girl is Lin Hong? A. The one in the red skirt. B. The one in the white blouse. C. The one in the black trousers. D. The one in the red coat. 9. What color is Li Lei’s sweater? A. It’s blue. B. It’s red. C. It’s green. D. It’s yellow. 10. Which one is right? A. Lucy is Chinese. B. Li Lei’s father is a teacher of English C. Mary Green is an English teacher. D. Mr. Black is a Chinese teacher. （C） This is a girl. Her name is Jack. She has a cat. It’s an English cat. Her friends are Amy and Barbara. They have cats, too. They are Chinese cats. The English cat is four. The Chinese cats are both two. They all like their cats. Now they can’t see their cats. They think their cats are in the tree. They go there and carry them down. 11. Jack has a good _____ cat.
教学内容 Book 2 unit10 Why was it built?Reading and writing (ppt 13-23) 课型 学时 节次 授课班级授课日期 出勤情况纪律情况 教学目的 知识与技能过程与方法情感态度价值观听—能够听懂建筑物的 建造时间、所在位置及其 他简单信息。 说—能够进行有关建筑 物修建历史的简单对话。 读—能够读懂著名建筑 的简单介绍。 写—能够正确使用一般 过去时的被动语态简述 建筑物的历史 学生能够通过略读等 阅读技巧，巧取文章 大意提高阅读能力。 1、自我探究法 2、情景教学法 3、讲授法 4、小组合作法 文化意识：学生能够 简单了解西方国家建 筑物的特点 情感态度：学生能够 了解古今中外的著名 建筑物，开阔眼界。 教学重点能够本单元与建筑有关的词汇和常用表达方式。 能够听懂建筑物的有关信息和询问建筑物有的问题。能够正确使用一般过去时的被动语态简述建筑物的历史 教学难点能够运用所学的语言知识介绍一个世界著名建筑，并写出有关文章。能够正确使用一般过去时态。 教学资源多媒体、相关建筑资料教学后记
教学程序重、难点诠释、教学方法等 Step1 Review 1、请学生两人一组朗读Activity 6的对话。 2、请学生默写上两节课所学习的单词。Step2 lead in 1.教师呈现一些著名图书馆的图片。 2.教师询问学生几个关于读书的问题： Do you like reading in your free time? Do you often go to the library for reading？What’s your ideal college library ? 3.教师询问学生activity8的问题，由此导入本节课的学习。What do you know about the largest library in the world? Where does it locate? Step 3 Presentation V ocabulary learning collection n. 收集、收取congress v. 国会、代表大会include v. 包括、含有more than 多于 rebuild v. 重建electricity n. 电 describe v. 描述description n. 1、先由学生自由拼读单词（可以让学生在课前预习） 2、教师请学生读单词，并纠正发音。 3、教师带领学生读单词，重点带读学生读错的单词。 4、给予学生三分钟的时间自己读单词，然后教师请小老师带读单词。Text learning Everyday English When was it built? 它是什么时候建造的？ Why was it built? 为什么要建造它？ Who designed it? 它是谁设计的？ What was it used for? 它的用途是什么？可以让学生采用讨论的形式，也可以自由发言。 教师也可以采用小组竞赛的形式，或者男女生竞赛的形式。 注意学生的发音
“英语阅读”课程教学大纲 英文名称：Extensive Reading 课程编号：71120205～71120208 学时数：192 学分数：12 适用专业：外国语学院英语语言文学专业一、二年级学生 一、课程的性质、目的和任务 “英语泛读”是供高等学校英语专业一、二年级使用的基础课程，泛读课的特征体现在“泛”与“读”两个方面，就“泛”而言，泛读课所选的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各类文章；就“读”而言，泛读课的重要任务是指导学生掌握各种阅读方法，从而提高理解的准确性，加快阅读速度。 “英语泛读”课的目的在于培养学生的英语阅读能力和提高学生的阅读速度；培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力；提高学生的阅读技能，包括略读、寻读、细读、评读等能力；并通过阅读训练帮助学生扩大词汇量，增强语感，不断积累各种语言知识，加深文化沉淀。 二、课程教学内容的基本要求、重点和难点 本课程的重要任务是指导学生掌握各种阅读方法，从而提高理解的准确性，加快阅读速度，帮助生活在信息爆炸时代的学生学会通过阅读，快速、准确地获取并处理信息。因此，培养阅读习惯、加快阅读速度、提高理解的准确性，在阅读课程教学中同等重要。 教学要求：Section A 要求在课堂上处理，学生不要预习。 Section B供课外阅读，课堂上进行检查。 Section C 主要用于快速阅读训练，要求严格在规定时间内完成。 课堂教学主要是通过学生按要求在不预习前提下完成Section A（20---25分钟）来培养良好阅读习惯；通过对Section A中词汇练习及阅读思考题的讲解，教授有关阅读方法。如：根据上下文判断生词的词义，熟悉英语句子结构，了解内容题材与中心思想的区别；把握文本中心思想；阅读速度和逻辑推导；对文本的批评鉴赏能力等。 课外要求学生熟练领会教材出现过的词汇，掌握所学阅读方法，并能在实际阅读过程中自觉熟练运用。课外通过大量阅读（建议至少课内阅读量的5---10倍以上），巩固所学阅读方法，扩大词汇量，提高阅读能力。 第一册 本册目的与要求: 第一册首先指导学生根据上下文判断生词的词义，熟悉英语句子结构，了解内容题材与中心思想的区别。 Section 1:Unit1—Unit 4 重点和难点: Context Clue to Word Meaning I (以讲解为主，附以阅读练习) 内容: 1. Unit 1 University Student Life：Text On being a Student 2. Unit 2 Culture Shock：Text Making a Culture Change 3. Unit 3 Movies：Text How Do the Movies Do It 4. Unit 4 Food：Text A Food Tour of the United States
浅谈英语阅读课的教学模式 一：结构图 阅读在英语的听、说、读、写中占有特别重要的位置。而在中国大量的中学生经过多年的学习后，仍看不懂英文报刊书信，究其原因，这与我们多年陈旧的教学模式有关。在此，经过多年的教学，我尝试出一个新的模式，分为三个阶段：读前活动——读中活动——阅后活动。 二模式解读 1、读前活动（5分钟），也就是导入，通过问题，讨论或多媒体导入新课，提出指导性问题，让学生了解课文的话题内容和梗概，让其构建初步的、模糊的全文语义图像，帮助学生建立“自上而下”的信息加工机制。 2、读中活动（15分钟）。分略读、细读和研读，指导学生通读全文，了解课文大意，其次让学生细读和研读，使学生
获取较详细的篇章信息，了解和熟悉课文中生疏的词汇，短语结构等语言现象，应着重培养学生的语篇分析能力，老师应对语言作整体处理，并结合意义和语法讲解，可按整体到部分，自下而下的方法即篇章——段落——句子——词组——单词。从整篇入手，捕捉重要语言线索，对所读文章有一个总体印象，再找出中心思想，主题句，把长句和难句放在语言环境中进行语法分析，讲授和训练，使学生在语境中掌握语言表达方式，词组和词汇。 3、阅后活动（20分钟）。目的在于使学生活用，老师创设活动环境，组织和指导学生在练习和活动中自由、实际地运用语言，可运用关键词或图片，引导学生对课文进行复述和改写，课后拓展性的阅读。 三：教学案例： What’s Cool? Step1:标题预测 首先引导学生通过文章题目对语段内容进行预测 Show the title of the passage: What’s Cool? T:Do you think what’s cool? (Ask some students。) S1:I think the sunglasses are very cool。 S2:The wallet is cool.
试论职业高中英语阅读教学中的问题设计邢艳枝 发表时间：2013-05-31T17:49:55.233Z 来源：《职业技术教育》2013年第4期供稿作者：邢艳枝[导读] 英语阅读自主学习教学模式的实施 邢艳枝（山西省吕梁市柳林县职业中学山西吕梁033300） 一、提问要诱发学生兴趣，忌直贵曲 设计问题应该在学生现有知识积累的基础上，在现有逻辑思维的水准下，换几个角度，凡问必曲。如教学《A Problem For The Detective（1）》一课时，作如下一组问题设计：1.Could you say something about Tom Goode and Mrs．Flower？2.From the text can you infer what the relationship is between Mrs．Flower and Clare？3.What did the story of the pet dog—Klegg show？4.What did this sentence “Something somewhere smells funny” show？ 当然，也可对这一内容作如下的问题设计：1.Who were Tom Goode，Clare Flower and Klegg？2.Why was Mrs．Flower so rich？ 3.Who was going to get the money？ 4.What did Tom Goode know about Klegg？相对而言，这种提问设计不利于对学生学习兴趣的激发，不利于学生思维（尤其是发散性思维）能力的培养。 二、提问设计要设阶梯，逐级攀登 教学《A Problem For The Detective（2）》一课时，我们抓住学生“打破砂锅问到底”的心理逐层展开，步步深入，设计了以下几个问题：1.How many people attended the meeting？Who was the unknown man？2.What did the young woman want to do？3.What made Hope think of getting the money instead of Clare？4.What was Mr．Coal‘s best proof that the girl was not Clare Flower？5.Why did Tom Goode think that the money should belong to him？6.What can we infer from the last paragraph？7.How does this story sound？这几个问题的设计基本包括了这一篇文章涉及的人物、环境和故事情节等，使学生思维在问题的坡度上步步升高，连续进行艰苦的活脑训练。 三、提问设计须有“度” 这个“度”必须包括问题的难度、深度（铺垫性设问）、亮度（讲究感情色彩，抓住学生原有知识经验与新接受的信息不适而产生的心理失衡提出问题，打动学生的心）、跨度、角度、精度、密度等，尤其是在提问设计中对问题难度的把握。当然，提问的难易适度还有两个标准：1.问题本身；2.具体学生的素质。 四、提问设计应“巧” 在英语阅读教学的提问设计中，教师对题型的研究显得十分重要。因为纵向看，它必须因课堂教学流程中各个时机、各个环节的不同而不同；从横向看，则要依据教材内容和学生实际有所区别。如此纵横交织，就必须用多种提问方式来体现不同的教学功能，才能适应提问的运行机制。一般来说：1.要采用多种提问方式，如投石激浪式、选择比较式、填充补续式、追踪探因式、检查整理式等；2.要讲究操作调控方式，要注意提问的时机、提问的对象、提问的方式和答问的评价等；3.要防止提问可能产生的负面影响，提问忌深、忌偏、忌全、忌浅、忌滥；4.要讲究提问的逻辑。提问要合理，问域要适度，概念要清楚，表达要明确，答案要未知。 五、提问要注意对学生回答内容的处理 一般地说，教师应面向全班学生提出问题，待学生略作思考后，教师再恰当地指名学生回答，引导其他学生对这一学生的回答进行补充、评价。这样做，有利于把全班学生的注意力集中到教师所提出的问题上来。如果后来指名回答的学生仍然不能订正、补充前一学生的回答，教师可另换一个角度提出启发性的问题，并要求学生注意听取别人的发言，启发学生深入思考，引导学生作概括小结性的评价，以求得问题较全面、较透彻的解决。这样做，才能加强学生对知识记忆的刺激，加深记忆印迹，学得扎实、全面。 六、英语阅读自主学习教学模式的实施 1.Pre-reading to find questions 预读课文不只是简单地读读课文，而是要运用如下步骤进行：第一步，略读(skimming)，通过标题、图画或表格等预测全文大意；第二步，找读(scanning)，设计一定的问题帮学生理清文章思路，理解文章大意；第三步，细读，了解重点细节，猜测词义，分清文中的事实和观点等；第四步，欣赏，理解文章形成图式结构，理清文章逻辑关系和作者意图从而评价阅读材料，在阅读过程中提出自己的欣赏点和质疑点，加深对文章学习的针对性。学生在生疑时，要不断引导学生提高提问的质量，指导他们对问题进行自问，检验淘汰掉那些自己能解决的问题。 2.Solving the questions by themselves 经过提高学生的质疑能力，学生产生的问题就相对集中了，老师可以鼓励、启发和引导学生进行自主探究，通过个体与个体的交流，或小组活动讨论等方法，提高对问题的认识，加深对问题的理解，使他们的解疑能力得到提高。参考文献 [1]陈龙安《阅读教学与创造性思维》.中国轻工业出版社，2010年版。 [2]段继扬《浅谈高中英语阅读教学》.吉林人民出版社，2011年版。 [3]俞学明等《高中英语阅读教学》.教育科学出版社，2009年版。 [4]刘建华《中学英语创新教法》.学苑出版社，2010年版。 [5]包天仁《基础英语教改论坛》.吉林教育出版社，2011年版。 [6]《中小学外语教学》.2008年第10期。
《英语修辞学》课程教学大纲 一、教师或教学团队信息 教师姓名职称办公室电话电子信箱徐桦副教授 本教师教授过的本科课程有：综合英语、英语泛读、英语视听说、英语写作、商务英语写作、英语语言风格、英语修辞学、英语词汇学等。所教授的英语写作获得2014年度学院“精彩课堂”奖；所教授的英语写作、英语词汇学、英语修辞学等课程获得学生评教高分。 本教师主要研究方向为英语课程论和英语写作教学。参加编写过多种英语词典、英语专业课本、和英语教辅书籍，其中参与编写的《英语语言学与教学丛书·写作教程系列》获2008年度上海师范大学教学成果三等奖。撰写和发表重要专业论文十余篇。担任2006-2008年度上海师范大学精品课程建设项目“中级英语写作”项目以及2009-2011年度上海市教委重点课程“英语写作基础”系列课程项目负责人。 二、课程基本信息 课程名称（中文）：英语修辞学 课程名称（英文）：English Rhetoric 课程类别：□通识必修课□通识选修课□专业必修课专业方向课 □专业拓展课□实践性环节 课程性质*：学术知识性方法技能性□研究探索性□实践体验性 课程代码： 周学时：2总学时：32 *2 学分: 4 先修课程：英语写作，英语语法 授课对象：英语（师范）专业本科三年级（5+6学期） 三、课程简介 本课程作为一门选修课程，向具备英语写作基础的学生介绍现代英语修辞学的研究内容、方法和主要修辞手段的运用；教学内容涉及词法、句法和段篇的修
辞特色、组织安排及表达手段。教学目的是让学生了解英语语言较深层次的表达特点和规律，辨别英汉修辞技巧的异同，能够利用修辞知识分析英语读物，提高欣赏水平和语言修养，并恰当地使用修辞手段，提高语言交际效果。 本课程对于高年级的英语语言文学专业的学生是不可或缺的学习领域及环节，它集理论性和实践性为一身，具备较高的实用价值，对于提升学生的专业水平具有重要帮助。 四、课程目标 英语修辞学的教学内容涉及词法、句法和段篇的修辞特色、组织安排及表达手段；通过修辞中的美学和非美学两套标准，系统传授英语修辞学的相关理论及实践技巧。教学目的是让学生了解英语语言较深层次的表达特点和规律，辨别英汉文化及修辞技巧的异同，能够利用修辞知识分析英语读物，提高欣赏水平和语言修养，并恰当地使用修辞手段，提高笔头及口头的语言表达效果。总之，本课程旨在培养学生针对不同目的、场景、对象，使用相应风格的英语交际能力，以及一定的研究英语语言有效表达的学术素养。 五、教学内容与进度安排*（满足对应课程标准的第2条） 本课程内容分三个大方面，第一方面为现代修辞学的研究对象、内容和方法，英语修辞活动的层次；第二方面为不同句法的修辞特色，短篇组织安排，文章写作和修改；第三方面为一些专题研究内容以及常用修辞格。
小学英语阅读课教学模式初探 历城区工业北路小学张自立 一、什么是阅读课 在小学英语教学中，由于受到传统教学观念影响，人们往往认为小学生的词汇少，知识面窄、语法欠缺，不易开展阅读教学。有不少老师对于阅读课采用“讲解式”的呆板陈旧的教学方式，无法培养学生良好的阅读习惯，提高阅读技巧，无助于提高学生的阅读能力。事实上，英语阅读教学的目的是教给学生阅读方法，训练其阅读技巧，培养和提高学生的阅读能力。具体地说，就是使学生学会在英语阅读中有目的地去获取信息，并能对它们进行分析和判断，从而准确地理解文章的内容和思想意义。《英语课程标准》明确规定小学毕业时的阅读要求：“.…..能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯，能正确朗读所学故事或短文。” 阅读课教学顾名思义就是以语篇阅读为主，以学生对文章信息的整体正确输入与否为标准进行的教学。即学生是否能正确理解全文意思，深入理解重点词、词组和句子的意思，并能就文章进行口、笔头理解练习。对于阅读课我们不能以词汇课、对话课的标准去衡量是否完成了几个词的教学，是否达到了“x会”的要求，更不能以是否具有花样繁多的教学活动如：TPR,玩游戏等为衡量标准，因为它的教学目的不是“点”而是“面”。对话课就是听说领先，让学生尽量地多听多说，最后达到能交际，而阅读课则要在阅读的基础上不断扩展一些知识。 阅读课文是传授语音、词汇、语法知识和培养听、说、读、写能力最好的综合教学材料。只有通过阅读课才能提升学生的综合语用能力及持久的学习兴趣，因为学生到了高年级后如只停留在句型教学（对话课）上，学生会因没有提高而感到单调乏味，从而使英语学习没有后劲。这如同《英语九百句》不适合作为中小学教材一样。阅读课不像句型课那么单一，它是各种句型、语言现象构成的“杂烩”，因此抓好重点是个关键，抓住了关键句或词组，以点带面，很多非重点的问题也随之迎刃而解。 有些自命话题阅读课容量大，生词多，新句型多，在40分钟内要处理好的确不容易。遗憾的是个别教师在教学中出现了教学目标定位偏差。教师将目光更多放在了学生词生句上，导致花费了大量时间用来呈现、学习、领读、练习生词上，进入课文后所剩时间无多。这样，一节课的主体放在了新授生词、句上，文本阅读理解反而成了附属，这就把阅读课的
Part1: Fill in the blanks according to the text Both TV and the Internet are great wonders of _________ and _________ .TV brings the world into our home ______ and _______. Television makes our life _______ .but some people often _______________ watching TV ____________. Now , the Internet is getting ___________________. By surfing _____________, people can easily get news and ___________ information. the Internet has changed _________ we live work and learn .However ,there are some ____________(缺点) in watching TV and surfing internet. So we must _______________ TV and the internet , thus we will ________ a lot from them . Part 2: find out the best answers A In almost every big university（大学）in the United States, football is a favorite sport. American football is different. Players sometimes kick the ball, but they also throw the ball and run with it. They try to take it to the other end of the field. They have four chances（机会）to move the ball ten yards（码）. They can carry it or they can throw it. If they move the ball ten yards, they can try to move it another ten yards. If they move it to the end of the field, they receive six points（点. It is difficult to move the ball. Eleven men on the other team try to stop the man with the ball. If he does not move the ball ten yards, his team kicks the ball the other team. Each university wants its own team to win. Many thousands of people come to watch. They all shout for their favorite team. Young men and women come on the field to help the people shout more. They dance and jump while they shout. Each team plays ten or eleven games each season. The season begins in September and ends in November. If a team is very good, it may play another game after the season ends. The best teams play again on January 1, the first day of the New Year. Many people go to see these games and many others watch them on TV. ( ) passage talks about ___________. A. football B. how to play football C. American sport s D. American football ( ) 2. We can _______ the football in both American football and Chinese football. A. kick B. throw C. run with D. catch ( ) 3. Why is it difficult to move the ball? Because ___________. A. ten yards is a long way
《大学英语》课程教学大纲 COLLEGE ENGLISH 执笔者：吴勇 审核人：易强 编写日期：2017年10月 二、课程简述 《大学英语》课程是我校非英语专业本科基础阶段的公共基础课，旨在提高学生的英语综合能力和素质，安排在第一、二学年的四个学期开设。根据我校实际情况，《大学英语》课程实行分级教学，第一学期修读《大学英语1》，第二学期修读《大学英语2》，第三学期修读《大学英语（跨文化交际英语）》，第四学期修读《大学英语（学术英语）》。大学英语课程每学期48学时，3学分，两学期合计96学时，6学分，四学期合计192学时，12学分。本课程根据教育部制订的《大学英语教学指南》（2014）及我校人才培养定位实
际情况确定其教学内容和制订其教学大纲。 本课程的教学对象是我校非英语专业的本科生，入学时他们应已掌握基本的英语语音、词汇及语法知识，书面和口语表达具备一定的语篇组织及跨文化交际能力，接近或达到《高中英语课程标准》8级水平，少数学生超过8级以上水平。 三、课程的性质、目的和任务 《大学英语》课程是高等教育的有机组成部分，是大学生必修的一门基础课程，兼有工具性和人文性双重性质。所谓工具性，就是要在高中英语教学的基础上进一步提高学生通用英语技能（听、说、读、写、译）及专门用途英语能力（学习学术英语或职业英语，获得在学术或职业领域进行交流的相关能力）。就人文性而言，就是进行跨文化教育，了解国外的社会与文化，增进对不同文化的理解、对中外文化异同的意识，培养跨文化交际能力，提高个人综合素质和全面发展。 《大学英语》课程以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的课程体系。本课程教学旨在提高学生英语综合应用能力，特别是听说能力，强调教学过程必须满足学生学习的自主性和个性化。为此，在分级教学、分类指导的教学原则指导下，通过第一课堂、第二课堂、多媒体网络和外语自主学习相结合，使学生根据自己英语水平、语言能力和个人发展需要，利用多媒体网络课件和参加自己感兴趣的第二课堂教学活动等来提高语言应用能力。在广泛利用现代教育技术的同时，注意传统教学方法与现代教学手段的有机结合，
初中英语阅读课教学模式研究
初中英语阅读课教学模式研究 摘要：阅读教学是中学英语教学的一个重要组成部分，阅读能力是英语学习中必须具备的能力之一。那么,教师怎样指导学生进行阅读,才能收到良好的学习效果呢? 本文对初中英语阅读理解教学模式进行了初步探究及分析。 关键词：初中英语阅读教学教学模式 阅读教学是中学英语教学的一个重要组成部分，义务教育阶段英语课程的目的是激发和培养学生的学习兴趣，发展自主学习的能力，形成有效的学习策略；使学生掌握一定的语言基本知识和基本技能，建立初步的语感，获得初步运用英语的能力；开发智力，培养观察、记忆、思维、想象和创造能力；了解文化差异，培养爱国主义精神，增强世界意识，为继续学习运用英语切实打好基础。 英语阅读教学是一个较为复杂的过程，其中每一个环节都有可能关系到阅读教学的整体质
量。我们既要重视对学生阅读策略能力的培养，又要重视学生对阅读习惯、技巧的培养，这样才能更好地提高学生的阅读能力和英语运用能力。现行初中英语教材（Junior English Go For It人教版新目标）中，阅读课文在各单元都有分布，在八年级下及九年级每单元还有一篇拓展阅读，这些阅读文章涵盖历史事件，旅游，课余生活等话题，具有篇幅长，句式复杂，词汇障碍多，教学难度大的特点。阅读课在我们平时的英语教学中尤为重要，怎样上好阅读课成为英语教师教学中的关键。那么，阅读课应如何把握，遵循哪些原则呢？ 一、主要原则 1、整体性原则。整体性原则一是指在教学中教师要从单元整体出发，整体把握教材的逻辑体系，通盘考虑教材处理：将一单元中各课的内容和教学过程所涉及的有关环节作整体安排和设计，使各部分、各环节构成一个合理、优化的整体，在不同的阶段有所侧重。从阅读教学而言，教师应当清楚在一个单元中，哪些听、说、写的
试论职业高中英语阅读教学中的问题设计 发表时间：2013-04-23T14:53:06.233Z 来源：《职业技术教育》2013年第3期供稿作者：刘永林[导读] 在英语阅读教学的提问设计中，教师对题型的研究显得十分重要。 刘永林（山西省吕梁市柳林县职业中学山西吕梁033300）摘要：本文阐述了职业高中英语阅读教学中的问题设计。在阅读教学中要诱发学生的学习兴趣，提问要设计阶梯，深度适宜，提问要巧，恰到好处，达到最佳教学效果。 关键词：激发兴趣设计阶梯承前追踪探求因果目前，职业高中英语教学中的课堂提问普遍存在“三多，三少”的状况，即：一问一答多，独立思考少；尖子生回答多，中下游学生回答少；给直接答案多，分析理解过程少。针对以上不足，本文试作如下探讨： 一、提问要诱发学生兴趣，忌直贵曲 设计问题应该在学生现有的知识积累的基础上，在现有的逻辑思维水准下，换几个角度，凡问必曲。如教学“A Problem For The Detective（1）”一课时，作如下一组问题设计： 1．Could you say something about Tom Goode and Mrs．Flower？ 2．From the text can you infer what the relationship is between Mrs．Flower and Clare？ 3．What did the story of the pet dog—Klegg show？ 二、提问设计要设阶梯，逐级攀登 教学“A Problem For The Detective（2）”一课时，我们抓住学生“打破砂锅问到底”的心理逐层展开，步步深入，设计了以下几个问题： 1．How many people attended the meeting？Who was the unknown man？ 2．What did the young woman want to do ？ 3．What made Hope think of getting the money instead of Clare？ 这几个问题的设计基本包括了这一篇文章涉及的人物、环境和故事情节等，使学生思维在问题的坡度上步步升高，连续进行艰苦的活脑训练。 三、提问设计须有“度” 这个“度”必须包括问题的难题、深度（铺垫性设问）、亮度（讲究感情色彩，抓住学生原有知识经验与新接受的信息不适而产生的心理失衡提出问题，打动学生的心）、跨度（抓住教材重点、难点，问得集中，施行浓缩法，加大问题容量）、角度、精度、密度等，尤其是在提问设计中对问题难度的把握。当然，提问的难易适度还有两个标准：1.问题本身；2.具体学生的素质。 四、提问设计应“巧” 在英语阅读教学的提问设计中，教师对题型的研究显得十分重要。纵向看，它必须因课堂教学流程中各个时机、各个环节的不同而不同；从横向看，则要依据教材内容和学生实际有所区别。如此纵横交织，就必须用多种提问方式来体现不同的教学功能，才能适应提问的运行机制。一般来说：1.要采用多种提问方式，如投石激浪式、选择比较式、填充补续式、追踪探因式、检查整理式等；2.要讲究操作调控方式，要注意提问的时机、提问的对象、提问的方式和答问的评价等；3.要防止提问可能产生的负面影响，提问忌深、忌偏、忌全、忌浅、忌滥；4.要讲究提问的逻辑，提问要合理，问域要适度，概念要清楚，表达要明确，答案要未知。 五、提问要注意对学生回答内容的处理 一般地说，教师应面向全班学生提出问题，待学生略作思考后，教师再恰当地指名其他学生，引导他们对这一学生的回答进行补充、评价。这样做，有利于把全班学生的注意力集中到教师所提出的问题上来。如果后来指名回答的学生仍然不能订正、补充前一学生的回答，教师可另换一个角度提出启发性的问题，并要求其他学生注意听取别人的发言，启发学生深入思考，引导学生作概括小结性的评价，以求得问题较全面、较透彻的解决。这样做，才能加强对学生知识记忆的刺激，加深记忆印迹，学得扎实、全面。 六、英语阅读自主学习教学模式的实施 1. Pre-reading to find questions 预读课文要运用如下步骤进行：第一步，略读(skimming)，通过标题、图画或表格等预测全文大意；第二步，找读(scanning)，设计一定问题帮学生理清文章思路，理解文章大意；第三步，细读，了解重点细节、猜测词义、分清文中的事实和观点等；第四步，欣赏，理解文章形成图式结构，理清文章逻辑关系和作者意图，从而评价阅读材料。 2. Solving the questions by themselves 经过提高学生的质疑能力后，学生产生的问题就相对集中了，老师可以鼓励、启发和引导学生进行自主探究，通过个体与个体的交流，或小组活动讨论、辩论等方法，提高对问题的认识，加深对问题的理解，使他们的解疑能力得到提高。 参考文献 [1]陈龙安《阅读教学与创造性思维》.中国轻工业出版社2010年版。 [2]段继扬《浅谈高中英语阅读教学》.吉林人民出版社2011年版。 [3]俞学明等《高中英语阅读教学》.教育科学出版社2009年版。 [4]刘建华《中学英语创新教法》.学苑出版社，2010年版。 [5]包天仁《基础英语教改论坛》.吉林教育出版社，2011年版。 [6]《中小学外语教学》.2008年，第10期。