2019-2020学年度第一学期七年级英语
课
外
阅
读
教
案
掌握英语阅读的方法
英语学科属于基础学科，培养学生英语课外阅读能力至关重要。学生的英语表达能力就其作为一种语言所表达的内容而言，总是涉及各类学科、种种话题，与现实生活有着“千丝万缕”的联系，因此，正确理解和运用语言的能力与阅读能力息息相关。原来旧课程标准初中只要求学生掌握800个左右的英语单词，但实行新课程标准之后，要求初中生掌握1600～1800个英语单词，新课标同时要求初中学生至少要有10万字的课外阅读量。
从新课标实行几年来的中考英语试卷形势来看，短文阅读还将继续加强对学生阅读速度的要求，对语言能力的考查不受大纲限制，试卷中将继续出现一些不注释汉语但不太影响对考试内容理解的生词。对阅读能力的考查不仅仅体现在三段阅读材料上，同时也体现在整个卷面上，如分值比较大的两篇完形填空也是对阅读能力的检测。短文填词和写作题也都与阅读能力有着密不可分的关系。语法部分也不是单纯地考查语法知识，而是通过完整的语篇来考查的。所有这些预测信息都说明了强化学生阅读能力的紧迫性和必要性。
一、抓关键——听说读写读为先
在外语学习中，听、说、读、写这几种能力应是相辅相成的。虽然“说”是语言的第一属性，但在英语教学中还是讲求“其余皆为次，阅读最重要”，因为没有知识的积累，实践便无从谈起。最普遍的例子是，英语课堂中的很多小组活动，最后都成为部分优秀学生的“独角戏”，对于那些没有掌握足够相关词汇的学生，活动根本无法开展。就我个人的教学经验,我将适合中学生的英语读物大致分为三大类：一是读报刊类，如早期的《中学生英语》，以及现在比较受学生欢迎的《英语周报》、《21世纪报》初中版，报刊英语的特点是具有很强的时代性、实用性，内容丰富多彩，学生能通过报刊了解语言变化的日新月异，了解当今世界政治、经济、文化等各方动态，还有相应的配套练习；二是读小说杂志类，有《学英语》、《英语通》、中英文对照的《英语世界》、《英语沙龙》，这类读物的特点是故事性强且题材广泛，如《英语沙龙》有诗歌、剧本等；三是读有声读物，如《疯狂英语》，还有央视九套和十套一些专门针对中学生的节目刻录成的软件，如央视十套每日中午播出的《Outlook English》，这类有声读物趣味性强，有利于激发学生学习英语的兴趣。此外，新概念英语的第一册和第二册也因其故事短小精悍、语言地道，而成为英语课外阅读不错的选择。教师都可以适宜的时间推荐给学生阅读。
二、抓效果——动眼和动手相结合
在学生阅读了相应的文章后, 许多学生都是只用眼睛，不动笔头，也就是说，没有养成
读后写文章概要和提纲的做法,于是,教师应要求他们坚持精心做的读书笔记,写文章概要和提纲，可以巩固阅读成果，要求学生每天坚持做一些摘要、札记，记录一些名言警句。一般概要不宜太长，字数60～80字。建议读写所用时间控制在15分钟之内，学生也可以根据实际情况进行调整。写概要时应特别注意忠实于原文本意，不要另起炉灶写成读后感。应遵循“先易后难”、“先学习，后模仿”的原则，开始可抄写原文中现成的、能够体现文章基本内容的主题句。经过一段时间的训练，就可以试着缩写、改写原句，直到最终自己组织句子，概括总结文段的主要内容、中心思想、作者态度等。这一过程应自然过渡，不能急于求成。比起单纯阅读不写概要的做法来，学生的阅读活动更具有直观性和可操作性。当看到自己写的一本本概要，清楚地知道自己已经读了那么多文章时，学生必然会产生成就感和自我认同感，自我发展、自我提高的心理需求得到满足，从而产生进一步阅读的强烈愿望，使课外阅读活动持续不断地向更高的层次发展。
三、抓能力——养成良好的阅读习惯
在英语课外阅读过程中，生词是个拦路虎。那么，如何克服这一障碍呢？有的学生干脆就选择一些中英文对照读物，原则上我们是不提倡的，学生很容易有依赖性，开始时学生还会将中文先盖住，但到最后，有的学生干脆就只看中文了，这样不利于培养他们的英语思维能力。还有的学生动不动就翻字典，现在有了文曲星或快译通后，查起来更是便捷，生词见一个解决一个。正确的阅读方法是不是先解决单词的问题再阅读呢？恰好相反。因为，在考试中是不允许查词典的。如果平时没有养成通过上下文猜测词义的良好习惯，考试中遇到生词该怎么办？其实,在平时的阅读中，除非遇到一个反复出现的生词，且这个词影响到对整篇文章的理解，这时，才有必要查一下词义。学生要学会根据上下文猜测一下词义，或者干脆跳过去读下面的内容，让自己的思路跟着文章的脉络、人物的情感、情节的发展走，让自己暂时忘记那些字符本身的意义，而着眼于其承载的内容。学生更多着眼的应是文章的内容、故事的情节。假如学生一篇文章生词过多，不查词典就读不懂那篇文章的话，只能说明那篇文章不适合他，另选一篇就行了。只要坚持阅读，也许过不了多久，随着阅读词汇量的不断增加，原来读不懂的那篇文章就能读懂了。在读懂文章之后，也可以顺便学习一些自己认为有价值的句子、词组等语言知识，扩大知识面。只是不可把读懂文章和学习语言知识的顺序颠倒，那样就从根本上违背了阅读活动的初衷，效果不但不会理想，而且往往会导致阅读活动半途而废。
四、抓方法——注重运用文化背景知识
文化背景知识是培养阅读素质的重要基础。中学作为英语教学的初级阶段和初级向中级
过渡阶段，运用文化背景知识显得尤为重要。在阅读过程中，读者不是被动获取阅读材料中的信息，而是运用已经具备的背景知识（包括已学过的语言知识和英语国家的文化），根据上下文去预测和理解意思。图式理论认为，人们在理解新事物的时候，需要将新事物与已知的概念、过去的经历，即背景知识，联系起来。对新事物的理解和解释取决于头脑中已存在的图式，输入的信息必须与这些图式相吻合。其实教师在教课文时，就从文化背景入手，激发学生的学习兴趣。一是学生的预习必须先整体理解内容；二是教师上课必须先从背景知识入手，要求学生说说与之有关的背景知识，问几个整体理解的问题。然后，有重点地讨论一些语法、词汇等知识点。
五、抓技巧——正确处理精读与泛读的关系
精读和泛读是阅读的两个方面。精读应以英语知识（句法、词汇或修辞等）为重，又反过来为泛读打下语言基础；泛读课应以拓宽学生的知识面，扩大词汇量，培养一定的阅读技巧为主，又通过大量的阅读获取丰富的背景知识乃至专业知识。教师应有意识地训练学生的泛读技巧，主要是略读(skimming) 、跳读(scanning) 和整体阅读(global reading) 等。英语课外阅读其实属于泛读，是巩固课堂阅读教学成果、培养学生英语阅读理解能力必不可少的环节。但现在的英语课外阅读，多数的情形是精读不足，一味泛读。读完一篇文章之后，就束之高阁，不再谋面。这种一次性阅读，在大脑中留下的往往是一些朦胧的印象、飘忽的意念和肤浅的感受，不符合英语的学习规律。所以，只有精读与泛读相互结合，才是真正意义上的阅读，它们是相辅相成，互为补充的。
总之，学生阅读能力的培养在于提高学生的阅读素质。影响阅读能力的因素还有很多，例如阅读材料的选择、阅读量、学习者的母语水平、个性差异、阅读策略、环境因素等等，但最重要的是，教师在阅读教学过程中，重视平时，适时测试。加强完形填空、写作等训练，也是培养阅读素质的必要的补充和外延，尽量上几堂这样的专题课对提高阅读能力大有裨益。课堂上老师的带领、指导与督促学生阅读英语课文或做练习，或适当安排布置一些英语阅读方面的回家作业，让学生课外自主完成，则对提高学生的英语阅读能力更有利，都有利于阅读素质的培养。
Grimm’s Fairy Tales
Little Red Riding Hood
No: Date : 主备人：
ⅠTeaching aims and demands
1.To get some basic information from the article by reading
2.To help students learn some reading skills and some new words and phrases
3.To improve students’ reading abilities
Ⅱ.Teaching main and difficulties
1.To get the general ideas of the article
2.To learn some reading skills
3.To get news words and phrases
Ⅲ.Teaching procedures
Step1 Warm up
1.Free talk
2.T：What would you like to do when you are free？
Ss: I’d like to watch TV/play with my friends /help my mom do housework. T: Good. I like reading in my free time. Do you like reading?
Ss: OK, today Let’s enjoying reading together.
3.P ick a picture of Little Red Riding Hood, Show it to students, and ask “Do
you know who she is?”
Ss answer together: “Little Red Riding Hood.”
T: Good, then look at the second picture. Do you know who he is?
Ss: A wolf.
T: Well done, then look at the third one, who he is?
Ss：The woodcutter.
T: Well done, then look at the fourth one, who she is?
Ss: Little Red Riding Hood’s grandmother.
然后把四张图片相继贴在墙上。（通过这个展示让同学们熟悉人物，回忆起以前读过的中文版的小红帽。有助于引出话题。）
T: Boys and girls, have you read Little Red Riding Hood ?
Ss: Yes.
T: Do you like this classic fairy tale?
Ss: Yes.
T: We know Little Red Riding Hood is a lovely girl, but today something terrible will happen to her. Would you like to know what will happen to her?
Ss: Yes, I’d love to.
T: Ok, now let’s enjoy th e story together.
Step2 Presentation and practice.
1．PPT shows the title Little Red Riding Hood
2.Try to be a careful reader
Read paragraghs1 and 2 carefully and answer the following questions
1）.Why do you think the little girl’s name was Little Red R iding Hood?
2）.Why do you think Little Red Riding Hood goes into forest?
3）. What kind of animal will she meet in the forest?
( 把全班同学们按故事中人物分成四组，分别是大灰狼组、小红帽组、外婆组和伐木工人组。让同学们读完1-2段之后，提三个简单的问题，小组讨论30秒，然后让同学们抢答。这样既可以让同学们熟悉了故事主人公也增进学习兴趣。) 3Try to be a polite and quiet watcher
Let’s watch cartoon now, while y ou are watching, please be polite and quiet. Pay attention to the pronunciation of words and intonation
（给学生们放视频，提醒他们主要语音语调）.
After watching the cartoon , ask Ss a question: What did Little Red Riding Hood take to her grandmother in the story? (看完视频提个问题，可以检查他们是否认真看了)
4.Try to be an active and a careful reader
Now please read by yourself for five minutes. While you are reading, you can underline the new words. Then answer three questions .
(同学们自由阅读，提示他们可以以多种形式阅读，在他们阅读的过程中下去辅导他们生词。)
5.After reading, ask them three review questions
1)What did Mr.Wolf do to Little Red Riding Hood and her grandmother?
2)How did the woodcutter save Little Red Riding Hood and her grandmother? 3）.Where did Mr.Wolf wait for Little Red Riding Hood?
(通过对学生的提问，检查学生是否读懂故事情节，增进他们对故事的理解。)
6.Try to be an active speaker
Let’s retell the fairy tale with these pictures !
（根据一张张的幻灯片，让他们用英语复述课文，看哪个组说的多，说的最多的小组获貹。）
7.Try to be professional(专业的）actors(演员）
Boys and girls ,let’s act out the fairy tale in roles!
1.Aside (旁白)
2. Little Red Riding Hood
3.Wolf
4.Grandmother
5 Woodcutter
当同学们上台表演完了，给他们纠正他们表演过程中的一些单词的发音错误和句子的语调错误。并表扬和鼓励他们做的好。
（同学们上台利用道具进行故事的再现表演。上台的同学一边读，一边根据自己的理解表演。既增强了阅读的趣味性，有增进了对文章的理解。还增强了对学生阅读英语能力培养。）
Step3. Consolidation
黑板板书。刚上课的时候我们已经把几个主要人物贴在黑板上了，现在通过大家的阅读，我们一起来归纳几个重要人物的性格特点。
Little Red Riding Hood ( cute pure)
Mr. wolf ( bad greedy tricky )
Her grandmother ( kind)
Woodcutter (helpful brave)
Step4. Knowledge expansion
In our daily life, there are some bad people like the bad wolf. They often cheat others. We should be careful with them. Show some pictures for students. Ask students what should they do when they meet these situations.
Step5.Summary
Try to be a thoughtful thinker.
What can we learn from this fairy tale?
1. Don’t believe in others easily.
2.Don’t tell the strangers about our own information.
3. Try to be helpful like the woodcutter.
IV.Homework :
Try to retell the story to your parents and friends.
V. Blackboard design:
VI.Teaching reflection:
Grimm’s Fairy Tales
Snow White and the Seven Dwarfs
The Dwarfs’ House (chapter 1)
No: Date : 主备人：
1.To get some basic information from the article by reading
2.To help students learn some reading skills and some new words and phrases
3.To improve students’ reading abilities
Ⅱ.Teaching main and difficulties
1.To get the general ideas of the article
2.To learn some reading skills
3.To get news words and phrases
Ⅲ.Teaching procedures
Step1. Lead-in:
1.T: Good afternoon, boys and girls. Before having our lesson, let’s have a free talk,
I have many hobbies, such as travelling , shopping , but I like reading best. What
about you?
S: I like…(ask two groups of students)
2.T: I like reading best, and l like reading story books best. Recently, I read a story
called Snow White and the Seven Dwarfs, do you know Snow White? I’d like to show you some pictures of her. Is she beautiful？Do you want to know more
about her? Ok, let’s begin our reading.
Step2. Presentation (chapter1):
1.T: Please open your book to page 7, look at the picture, try to say something about
the picture.(Ask one student to guess the content )
2.(1) T: Good, let’s read the story and try to answer th ree questions on page 7.(学生
阅读前教师把三个问题读一遍) Ok, now read(P7---12) and try to find the
answers by yourselves.(4 minutes)
(2) Work in pairs and ask and answer the three questions.
①Why do you think the little girl was called Snow White?
②Who is in Snow White’s family?
③What kind of relationship does Snow White have with her stepmother?
3.Fill in the chant, let’s look at more details.
(1)Why did the new queen hate her?
(2)What did she do?
(3)How did the dwarfs help Snow White?
Step 3 practice
1.choose the best answer.
(1)What happened to Snow White’s mother?
a.She ran away.
b. She got sick.
c.She die
d. d. She became evil.
2.Why did the new queen hate Snow White?
a.Snow White was bad.
b.Snow White was very beautiful.
c.Snow White was too noisy.
d.Snow White was not beautiful.
3.Why didn’t the guard kill Snow White?
a.He was a good man.
b.He didn’t have a knife.
c.The dwarfs stopped him.
d.Snow White ran away.
IV.Homework :
Read again .Pay attention to the new words and phrases
V
Grimm’s Fairy Tales
Snow White and the Seven Dwarfs
The Queen’s Trick (chapter 2)
No: Date : 主备人：
Teaching aims and demands
1 To get some basic information from the article by reading
2 To help students learn some reading skills and some new words and important phrases
3To p ractice students’ reading skills
Ⅱ.Teaching main and difficulties
1To get the general ideas of the article
2To learn some reading skills
3To get news words and phrases
Ⅲ.Teaching procedures
Step1. Lead-in
1.Revision. Last lesson we have learnt something about Snow White. Can you say
something about it?
2.Look at these pictures, can you guess what happened to Snow White?
Step2. Presentation（chapter2）:
1.Look at some pictures, can you guess what happened to Snow White?
2.Pictuer1: mirror, mirror, who is the fairest woman in the land?
Picture2: the queen: eat this apple you will be more beautiful.
Picture3: (Is Snow White dead?) no, the man may save (help) her.
3.Listen to the story and find out the answers.
(1)Is Snow White dead?
(2)Who saved her?
（3）What’s the ending?
Step3. Practice.
1. Complete exercises on page 55.
2. Finish exercises on page 58.
3. Check the answer.
4. The story is a good ending or bad ending?
Step4. Activity.
1.Try to retell the story according to some pictures.
2.Prepare for the play.
3.Act out.
IV. Homework.
1.Try to tell the story to your friends or other people.
2.Write down your own feelings or thoughts about the story. V. Blackboard design:
VI. Teaching reflection:
Grimm’s Fairy Tales
Bearskin
The Devil and the Soldier (Chapter 1)
No: Date : 主备人：
ⅠTeaching aims and demands
1.To get some basic information from the article by reading
2.To help students learn some reading skills and some new words and phrases
3.To improve students’ reading abilities
Ⅱ.Teaching main and difficulties
1.To get the general ideas of the article
2.To learn some reading skills
3.To get news words and phrases
Ⅲ.Teaching procedures
Step1. Lead in:
1.T: I have many hobbies, such as travelling , shopping , but I like reading best.
What about you?
S: I like…(ask two groups of students)
2.T: I read an interesting story called Bearskin, do you know Bearskin? I’d like to
show you some pictures of him.
3.What do you think of him?
4.Do you want to know more about him? Ok, let’s begin our reading.
Step2. Presentation (chapter1):
1.T: Please open your book to page 18, look at the picture, try to say something
about the picture.(Ask one student to guess the content )
2.(1) T: Good, let’s read the story and try to answer three questions on page 18.(学
生阅读前教师把三个问题读一遍) Ok, now read(P18---23) and try to find out the answers by yourselves.(4 minutes)
(2) Work in pairs, ask and answer the following questions.
①Why do you think this story is called Bearskin,?
②Who do you think the story is about?
③Whatdo you think the Devil will want?
3.Fill in the chart, let’s l ook at more details.
(1)What must the soldier do to become rich?
(2)What was the soldier like at the end of the second year?
(3)Why will the soldier go to the poor old man’s home? Step 3 practice
1.Choose the best answer.
What did the Devil give soldier?
a. A green coat.
b. A bear.
c.Green trousers.
d.A toy.
2.What must the Soldier not do for seven years?
a.He must not go out.
b.He must not have a bath.
c.. He must not speak.
d.He must not mov
e.
3.The Devil promised to make the soldier __________
a. rich b . smart c. handsome d.powerful IV.Homework :
Read again .Pay attention to the new words and phrases
V. Blackboard design:
Grimm’s Fairy Tales
The Devil and the Soldier
The Merchant’s Daughters (chapt er 2)
No: Date : 主备人：
ⅠTeaching aims and demands
1 To get some basic information from the article by reading
2 To help students learn some reading skills and some new words and important phrases
3To practice students’ reading skills
Ⅱ.Teaching main and difficulties
1To get the general ideas of the article
2To learn some reading skills
3To get news words and phrases
Ⅲ.Teaching procedures
Step1. Lead-in
1.Revision. Last lesson we have learnt something about Soldier. Can you say
something about him?
2.Look at these pictures, can you guess what happened to the Soldier?
Step2. Presentation（chapter2）:
1.Look at some pictures, can you guess what happened to the Soldie?
Picture1:the soldier and the three daughters
Picture2:the devil and the soldier
Picture 3:a happy girl
2.Listen to the story and find out the answers.
3.(1)What is the soldier give to the merchant’s youngest daughter?
(2)What did the Soldier make the Devil do?
（3）How did the girl know who the soldier really was? Step3. Practice.
1. Complete exercises on page 61.
2. Finish exercises on page 62.
3. Check the answers.
4. Is the story a good ending or a bad ending?
Step4. Activity.
1.Try to retell the story according to some pictures.
2.Prepare for the play.
3.Act out.
IV. Homework.
1.Try to tell the story to your friends or other people.
2.Write down your own feelings or thoughts about the story. V. Blackboard design:
VI. Teaching reflection:
Grimm’s Fairy Tales
Rapunzel (Chapter 1)
No: Date : 主备人：
ⅠTeaching aims and demands
4.To get some basic information from the article by reading
5.To help students learn some reading skills and some new words and phrases
6.To improve students’ reading abilities
Ⅱ.Teaching main and difficulties
4.To get the general ideas of the article
5.To learn some reading skills
6.To get news words and phrases
Ⅲ.Teaching procedures
Step1. Warming－up
1．Flash showed: Watch a flash full of fairy tales and enjoy it as well Play a flash and make student be interested in it
2．Guessing gam e: Guess teacher’s favorite fairy tale. Try to find the missing part of the story in a competition. Get familiar with the conjunctions while guessing
3.T: I read an interesting story called Rapunzel, do you know Rapunzel? I’d like to show you some pictures of her.
4.What do you think of her?
5.Do you want to know more about him? Ok, let’s begin our reading.
Step2. Presentation (chapter1):
4.T: Please open your book to page 29, look at the picture, try to say something
about the picture.(Ask one student to guess the content )
5.(1) T: Good, let’s read the story and try to answer three questions on page 29.(学
生阅读前教师把三个问题读一遍) Ok, now read(P29---36) and try to find out the answers by yourselves.(4 minutes)
(2) Work in pairs, ask and answer the following questions.
①Why do you think this story is called Rapunzel,?
②Who do you think the story is about?
③What do you think the Rapunzel will want?
6.Fill in the chart, let’s look at more details.
(1)Why can’t she come down?
(2)Why is it that she is much heavier than the prince who comes here every day?
(3)Did they live happily together?
Step 3 practice
4.Choose the best answer.
Why isn’t the woman happy?
a She is poor.
b.She doesn’t have a husband.
c.She doesn’t have a chil
d.
d.She doesn’t have luck.
5.What did the witch grow?
a Flowers. bVegetables. C Fruit. dTree.
IV.Homework :
Read again .Pay attention to the new words and phrases
V. Blackboard design:
No: Date : 主备人：
ⅠTeaching aims and demands
1 To get some basic information from the article by reading
2 To help students learn some reading skills and some new words and important phrases
3To practice students’ reading skills
Ⅱ.Teaching main and difficulties
1To get the general ideas of the article
2To learn some reading skills
3To get news words and phrases
Ⅲ.Teaching procedures
Step1. Lead-in
3.Revision. Last lesson we have learnt something about Rapunzel. Can you say
something about her?
4.Look at these pictures, can you guess what happened to Rapunzel?
Step2. Presentation
1.Choose the right order: Choose the right order to describe a story.
2.Learn the examples: Learn the example of scene 1 and get ready for own reading.
3.Summarize: Summarize each scene in a simple way. Try to use the factors as
possible.
Step3. Practice.
1. Complete exercises on page 63.
2. Finish exercises on page 64.
3. Check the answers.
4. Is the story a good ending or a bad ending?
Step4. Activity.
4.Try to retell the story according to some pictures.
5.Prepare for the play.
6.Act out.
IV. Homework.
3.Try to tell the story to your friends or other people.
4.Write down your own feelings or thoughts about the story. V. Blackboard design:
VI. Teaching reflection:
六年级英语课外阅读短文 Let's face it: English is a stupid language. 不要怀疑：英语是一种愚蠢的语言。 There is no egg in the eggplant,no ham in the hamburger,and neither pine nor apple in the pineapple.English muffins were not invented in England;and French fries had nothing to do with France. 茄子里没有鸡蛋，汉堡里也没有火腿，在凤梨即没有松木也没有苹果。英国松饼不是在英国发明的;而炸薯条与法国一点关联都没有。 We sometimes take English for granted,but if we examine its paradoxes we find that quicksnad takes you down slowly,boxing rings are square,and a guinea pig is neither from Guinea nor is it a pig. 我们有时候习惯的以为英语就是这样说的，但如果我们探讨它似是而非的地方，我们会发现流沙是让你慢慢陷下去的，拳击场是方型的，而天竹鼠既不是来自几内亚，更不是猪。 You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down,in which you fill in a form by filling it out,and in which an alarm clock goes off by going on. 你不是不惊讶于这种独特的疯癫语言，比如说你的房子被烧毁时，它是烧起来的，当你填表之时，是要填写出的，而闹钟响起来go off是因为它自己启动了go on。 English was invented by people,not computers,and it reflects the creativity of the human raceWhich of course isn't a race at all.That is why when the stars are out they are visible,but when the lights are out they are invisible.And why is it that when I wind up my watch is starts but when I wind up this story it ends! 英语是由人而不是由电脑发明的，它反应的是人类的创造力那当然根本就不是一种竞赛。那就难怪当星星出来out时是看得见的，但是灯光减了out时是看不见的。为什么我给我的手表上紧发条时它就开始走了，而当我完结了这个故事时它结束了。 ests are part of a student's life.The purpose of testing is to translate intellectualperformance into numbers for comparison within the same standards.The EducationalTesting ServiceETShas created different testing programs for different purposes.The SAT iswhat universities look at for undergraduate admission.The Graduate RecordExaminationsGREis for those who are
初一年级英语科目课外阅读命题竞赛试题 一．完形填空（10） Alice began to grow larger. She ___1___ taller and taller until she could not see her feet. They were so far away. “I can’t see them,” She said to___2___. She often talked to herself. “But I’ll be kind to them. I need them to walk on.” At this moment, her head hit the roof of the room she was in. “How can I get ___3___ of here?” She thought. “ I have the golden key, but now the door is so___4___—or I’m too big. I’m not sure which. I still won’t be ___5___ to get through that door.” She lay down___6___ the floor and opened the door. She looked through it with one eye. There was a garden on the other side. “Oh, I shall never get out of here,” she thought. And she began to cry again. She cried and cried until she was lying in a pool of ___7___. “If I don’t stop___8___,” she thought, “ I shall drown in my own tears. They are already over my legs.” Then she heard the sound of footsteps. She looked up. The White Rabbit was hurrying toward her. “Oh, the duchess will be so angry,” he was saying. “ I shall be late, and she hates to be kept waiting.” Alice, who needed help, said, “ Excuse me, sir, but can you…? But she never finished the sentence. The White Rabbit ran off as ___9___ as his legs could carry him. “Well!” Alice thought. “ This is a very ___10___place. Everything seems to be different. 选自津津有味《爱丽丝漫游奇境》Chapter 2 （）1. A. went B. grew C. jumped D. turned （）2. A. herself B. himself C. ourselves D. themselves （）3. A. away B. into C. out D. off （）4. A. young B. old C. big D. small （）5. A. able B. can C. tall D. high （）6. A. in B. at C. on D. to （）7. A. tears B. flowers C. fruits D. grass （）8. A. cries B. to cry C. cried D. crying （）9. A. fast B. quick C. faster D. long （）10. A. beautiful B. happy C. quiet D. strange 二．首字母填空（每空一分，共10分） It was a cold day in December. A little boy ten years old was standing in f___1___ of a shoe shop, bared-footed, looking t___2___ the window and shivering with cold. A lady walked up to the boy and asked, “My little fellow, w___3___ are you standing here?
初中英语课外阅读教学 尽管初中英语教学重视培养学生的阅读能力，但是目前我们很多英语阅读课教学在很大程度上主要通过阅读材料来传授语音、词汇、语法等语言知识，忽视了培养学生运用科学的阅读方法和策略获取信息的能力，从而导致学生的阅读能力并没有得到实质性的提高。课文是学生英语学习中最重要的语言素材，但是只阅读教科书上提供的语言材料是远远不够的。这就要求我们拓宽阅读范围，将阅读的视野延伸到课外读物上。教师应运用不同的阅读教学策略指导学生展开阅读，帮助学生掌握阅读方法和技巧，为学生在课后养成良好的阅读习惯，培养自主学习提供策略上的帮助。 一、精选材料，扩大范围，培养兴趣 我们为初一年级学生选择的阅读材料，以短小精悍，幽默有趣为主；为初二的学生，我们选择了一些比较适合阅读的，并且具有时代性，新颖性的报刊《21世纪报》、《英语周报》、《上海学生英文报》等报刊杂志，它们比较贴近学生的生活，涉及体育、娱乐、学习等题材，很受学生欢迎。对于初三的学生，因为学生已经具有一定的阅读能力，而且对自己的阅读内容也有所偏好，让他们相互推荐，进行“书讯交流”，分享阅读资源，扩大阅读量，读后摘抄好词好句，列出提纲，甚至可以用英语写短小的读后感。 阅读之后，我们挑选一些所读内容的语言形式进行分析，通过运用内容图式对其作进一步归纳；运用结构图式对语篇的线性结构或层次结构进行分析和讨论；围绕其开展复述、角色扮演、故事续写等活动，以期进一步激活和扩展学生的阅读图式，提高学生的元认知水平。从某种程度上看，读后活动为学生展示风采提供了平台，他们可以尽情地展现自我，展现他们被英语文化熏陶后的自我。 二、培养学生良好阅读习惯，强化阅读意识 要养成良好的阅读习惯，我们必须从点滴做起。在学生进入中学时，就告诉他们课外阅读的重要性和必要性，并做到即时指导。我们不仅为学生提供或推荐课外阅读的资料，还有意识地给他们安排课外阅读的时间，鼓励学生进行课外阅读。 心理因素对阅读的影响也很大，当人的情绪处于紧张焦急状态时，就容易产生恐惧心理。不少学生在阅读时缺乏信心，或被动，或急于求成。我们及时帮助学生克服心理障碍，使他们心平气和主动积极地参与这一活动。为此，我们设立并完善了一些奖励措施和评估办法，如：在每天的Duty Report的时间，请同学讲述阅读的故事或片段，并进行评比，这样不仅锻炼了学生口语，而且也促进了他们主动进行课外阅读。我们还开设了“我和好书交朋友”、“名著伴我行”的活动，让学生利用假期去读一些简易的英文书籍，开学后组织学生进行阅读材料的交流活动，以引导学生逐渐增强阅读意识。
初中英语课外阅读关于课外阅读英语短文 阅读作为四项基本技能之一，对高中生英语语言综合能力的培 养起到举足轻重的作用，因此高中英语阅读教学在英语语言学习中扮演着重要角色。精心收集了关于课外阅读英语短文，供大家欣赏学习! Flexible I has a round face, a pair of bright eyes, long black hair, small mouth, long eyelashes. Height is not high not short, it is of medium height. I am an optimistic child, bad mood, through their own adjustment, will be a lot better, a good mood will always e to me, even if parents criticized me, I am also very optimistic. I would think seriously about, if they do wrong, is it because I'm performance decline, so parents criticize me. So I must be serious about every exam. Done anything wrong, or the teacher criticism, her family said that I have what place is bad, want to correct them. I will aept the opinion, to do better. Want to know the fort yourself, optimistic to face everything. Sometimes, I got good grades, the test will be happy to say to the parents. Sometimes, performance, test paper more wrong topic, I will be happy to face, take an examination of
新目标英语七年级下册全英文教案（全册）Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks.... Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:
Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
课外阅读英语短文带翻译六年级英语短文带翻译 英语阅读，是英语学习和英语教学中的一个重要环节，它是我 们获取知识、外界信息，与外界交流的主要途径之一。了课外英语短文带翻译，欢迎阅读! On Saturday, the weather is sunny, cloudless sky, a group of birds chattering in the trees, as if to we hear singing hit song. At this moment, I saw a little sparrows on our car. Father rushed the sparrow away, but the little sparrow or motionless parked in the car. Jumped up and down in a moment, my father caught the little sparrows, at this time, I carefully looked at the little sparrow, its feathers have not full long, also not too will fly, only walking up and down on the car. I said to my father: "dad, you don't catch! We should protect animals, not hurt them, this is wrong." Say that finish, I heard the tree sparrow kept calling, as if to say: "put a small sparrow, put it!" So my father gently sparrow on the branches, let the little sparrow in the nature of life freely. The sparrows on the tree one see we put the little sparrow, chattering again, as if to say to me: "you are such a good child to protect animals."
初中英语阅读研究课题中期实验总结 北师大泉州附中王海燕一．初中英语课外阅读的意义和要求 阅读是英语教学的重要组成部分，加强对学生阅读技能和技巧的培养，不断提高学生的阅读能力是英语教学的一项重要任务。对学生进行阅读训练不仅是帮助学生吸收语言信息、增加语言知识、扩大词汇量的最重要的手段，而且还能促进学生口语能力和写作能力的发展、促进学生综合语言素质的提高。近几年来的中考题中阅读能力测试题达到近50%，加上与阅读有关的其他能力测试题比例就更高,达三分之二以上。《英语课程标准》对中学生的阅读能力和阅读量提出了明确的要求：初中毕业生应“能读懂供7—9年级学生阅读的简单读物和报刊、杂志，克服生词障碍，理解大意；能根据阅读目的，运用适当的阅读策略；除教材外，课外阅读量应累计达到15万词以上”。 二．初中英语课外阅读推广困难的原因分析 针对目前初中英语教学中课外阅读推广困难的问题,我进行了长期、细致的分析和调查，认为主要有以下四方面的因素导致初中英语教学中课外阅读难以进行或难见成效： 首先，阅读时间不能保证。根据新课程标准的要求，初一学生每天课外至少要阅读100—150词，初二学生每天课外阅读至少200-300词，初三学生每天课外至少要阅读400—500词。然而，由于平时作业多，学生忙于完成教师布置的作业，根本没时间进行课外阅读。 其次，自身知识面狭隘以及对英语国家文化背景知识贫乏是造成阅读障碍的另一原因。初中学生正值身心发育的人生重要阶段，本该是大量吸收周遭信息、丰富个人知识的关键时期，但由于面对升学压力和来自社会、家庭的较高的学业期望，不少学生学习负担繁重、几乎没有时间和渠道了解和吸取功课以外的信息，除了书本知识和校园生活对周遭事物极少关心、知识面比较狭隘；而英语阅读文章大多涉及社会生活的方方面面，不少学生因为对生活现象或历史知识缺乏了解而对阅读有畏难感。另一方面，语言是文化的载体，是文化的表现形式，学习一门外语的过程，也是了解和掌握该语言国家文化背景知识的过程。不少同学对英
Module 1 School Life Unit 1 There are fifty students in the class. Preparation 在黑板上写出单词Festival,要求学生回忆并说出已学过的节日名称，如：New Year, Christmas Day等，并板书。 组织两人小组活动，内容是在节日时的对话。如下例： Happy New Year... Happy New Year... Do you...? Yes/No. We... 两人小组活动后，请几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 介绍短语Spring Festival, 带读后转入第1小节的学习 1．Look and listen. Then repeat. 1）先不打开书，问学生:春节后,一些同学又见面了，他们很高兴地在一起交谈，他们谈了些什么呢（What are they talking about ?）？ 2）要求学生听一遍录音后，回答上面的问题，然后将答案School Life 写在黑板正上方。3）写出以下问题，要求学生听第二遍录音后回答： How many students are there in the class? How long are the lessons? How does Feifei go to school? How long does the bus take to get to school ? 学生回答上述问题后翻开书，跟录音读一遍对话。 组织四人小组操练本段对话，然后要求他们演示和评价。 第2、3、4小节的教学可参考“教师用书”的建议进行。 Unit 2 What’s your favourite lesson? Preparation 1）教师先简单用英语介绍本班的一些情况，然后要求学生分两人小组就School life话题进行对话,也可以给出以下问题要求学生对话： Do you like your school? How many lessons do you have each day? How do you get to school? 两人小组活动后，叫几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 2）教师说:下面有几位同学，他们也就School life 进行了交谈。他们谈了什么呢？
六年级英语阅读理解题及答案 （共16篇） 目录 六年级英语阅读理解题及答案1 (2) 六年级英语阅读理解题及答案2 (2) 六年级英语阅读理解题及答案3 (4) 六年级英语阅读理解题及答案4 (4) 六年级英语阅读理解题及答案5 (5) 六年级英语阅读理解题及答案6 (7) 六年级英语阅读理解题及答案7 (7) 六年级英语阅读理解题及答案8 (9) 六年级英语阅读理解题及答案9 (10) 六年级英语阅读理解题及答案10 (11) 六年级英语阅读理解题及答案11 (12) 六年级英语阅读理解题及答案12 (13) 六年级英语阅读理解题及答案13 (14) 六年级英语阅读理解题及答案14 (15) 六年级英语阅读理解题及答案15 (16) 六年级英语阅读理解题及答案16 (17) 六年级英语阅读理解题答案汇总1——16 (19)
六年级英语阅读理解题及答案1 There are forty-two students in our class . There are also two American boys . They are Jack and Mike . They are our good friends . They like watching TV ,but they don’t like playing basket-ball .They often go to school by bike . And I often go to school on foot . There is one English girl in our class . Her name is Lucy . She likes playing basketball and she also likes swimming . She usually does her homework in the evening . She often watches TV on Saturday afternoons . She is my good friend . All of the Chinese students are Yong Pioneers . 根据短文内容，判断正（T）误（F）。 ( ) 1. There are thirty-nine Chinese students in our class . ( ) 2. There are two American girls and one English boy in our class . ( ) 3. Jack and Mike are our good friends . ( ) 4. Jack and Mike like playing basketball . ( ) 5. Lucy often does her homework on Saturday afternoons . 【答案】TFTFF 六年级英语阅读理解题及答案2 My name is Jack . I am a pupil of Grade One . I’m in No.1 Middle School . On weekdays I get up at six o’clock . I have breakfast at seven and then I go to
初中英语课外阅读课教学案例 英语组：袁迎迎 1、话题：本课时选择的是初二英语review6-8课外阅读文章， How often do you exercise?中的一篇文章，主要是围绕本话题的中心任务“Food and lifestyles ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Warming–up activities （一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?” （二）1.Revise some names of food (Let the students speak freely.) 2. To show the students beautiful pictures of food . During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice. 3. To ask the students to ask and answer: “What is it?”,“Do you like it?” （三）Discussion : （１）What food can we eat a lot? （２） Do you think … is good for our health? （３） Which is your favorite?
初中英语课外阅读计划制定的指导策略 发表时间：2016-02-25T14:16:27.483Z 来源：《中学课程辅导.教学研究》2015年10月下供稿作者：卢爱娇 [导读] 制订相应的课外阅读计划是学习策略的一种，它的应用能更有效地帮助学生进行英语学习。 摘要：学习策略是第二语言习得研究的一个重要方面。制订相应的课外阅读计划是学习策略的一种，它的应用能更有效地帮助学生进行英语学习。本文就当前初中学生普遍存在的英语课外阅读随意性和盲目性的现象着手，探讨如何在中学英语课外阅读中运用制订计划的策略，从而提高学生自主学习的能力和持续学习的能力。 关键词：英语课外阅读；计划制定；指导策略；自主学习；阅读能力 一、导语 英语课外阅读，作为课堂教学的延伸和补充，在没有英语真实语言环境的情况下，已经成为学生感受语言、运用语言的重要手段之一。课外阅读涉及的知识面较广、文化背景知识较多，能够给学生提供多层次、大密度、跨时空的知识。中学生精力充沛，思维活跃，兴趣广泛，感情丰富，求知欲强，正处于学习的最佳时期；但他们意志薄弱，易受外界影响，学习上往往只凭一时的兴趣和好恶，忽冷忽热，一曝十寒。中学生的这种年龄特征和心理特征往往不利于他们的英语课外阅读能力的提高。目前中学的英语课外阅读现状不容乐观，课外阅读普遍存在着随意性和盲目性，从而导致学生阅读速度慢、理解能力弱的现象。要想培养学生具备良好的英语课外阅读习惯，制定一个科学有效的英语课外阅读计划是很有必要的。 二、现状分析 英语课外阅读是一个长期的积累过程，学生需要根据课程进度和自己的学习情况制定切实可行的周密计划，从而明确学习任务，确立学习目标。但事实上学生们有没有认识到制定计划的必要性并且根据自己的实际情况真正地制定一个适合自己的课外阅读计划呢？ 笔者所在学校所进行的一项调查表明，受调查的735名学生中，仅有115人制订课外阅读计划，约占总人数的15.6%。也就是说，约84.4%的学生并无制订课外阅读读书计划的习惯。这说明绝大多数中学生在进行英语课外阅读时存在随意性和盲目性，缺乏切实可行的周密计划的指导，因而导致学生在英语课外阅读上存在着不少问题。 其一，学生被动阅读。课外阅读的主要目的在于培养和提高学生的阅读能力。通过大量的语言、文化信息输入，让学生潜移默化地获取新知识，提高认知水平，不断增强分析问题和解决问题的能力。很多学生对于课外阅读的目的缺乏正确的认识，之所以进行阅读仅因为教师或家长有要求，从而被动消极地进行阅读；其次，对于阅读目标的不明确也导致学生课外阅读的盲目和被动。 其二，所选材料不当。很多学生在进行课外阅读的材料的选择时，由于缺乏指导或指导不当，导致所选材料偏难或过于简单，达不到课外阅读的预期效果；有的课外阅读材料的选择过于功利化和单一化，英语阅读训练局限于做几道阅读理解题，学生有阅读焦虑心理体验，不能引起学生的阅读兴趣，无法从阅读中获得乐趣。 其三，阅读时间偏短。据调查，学生平时作业多，忙于完成教师布置的作业，根本没时间进行课外阅读。即便有进行课外阅读的学生每天所花时间也非常短，连十分钟都不到，也就是说，每天在十分钟内仅能快速浏览一篇小短文，根本没有花时间来进行更深一步的理解消化和积累生词及做笔记。这样的阅读犹如过眼云烟，不利于学生对于词汇量的积累及扩大，也不利于语言理解能力的培养和提高，无法从整体上把握文章的脉络、归纳文章的主旨大意、揣摩作者意图和感受到作者的心声，从而限制了学生这种创造性的思维能力和美学欣赏能力的自我培养。 其四，缺乏规划性和系统性。学生在英语课外阅读方面缺乏长远规划和方向，任务不明，目标不清。一些学生在课外阅读的坚持上做得很不到位，三天打鱼，两天晒网。 三、应对措施 首先，强调制定课外阅读计划的重要性。教师要帮助学生认识到制定完整的、长远的课外阅读计划是有必要的，学生要在每学期根据课程进度和自己的学习情况制定切实可行的周密计划。计划可分长期计划(初中阶段)和短期计划(每一学期为一阶段)。一个有效的阅读过程应包括建立阅读目标、根据目标调整阅读速度和策略，评价阅读材料、补救理解失误、评估理解水平等。只有当学生对所学语言的特点和规律有了一定的认识，了解自己语言学习的能力，才能制定符合自己情况的学习目标，随时监控学习中遇到的困难，最终找出克服困难的方法。这样，学生可以明确学习任务，确立学习目标，从而更加有效地完成课外阅读，并对自己阅读能力的提高进行预设和自我检查。 其次，在制定英语课外阅读计划时，教师要发挥帮助和指导的作用。首先要对与学习任务相关的学习情境进行具体的分析与思考，如：英语阅读材料的选取(难度适中，多样化，多种形式，趣味性)，学习时间的安排(固定时间和长短适中)，学习环境和学习目标的确定，自己的学习特点等，这是制定计划的基础。在完成了分析学习情境的任务之后，可制定出学习计划，包括确定学习的步骤，安排学习时间，列出可供选择使用的学习策略，如：在英语阅读前的计划制定中可运用不同的学习策略，以帮助更好地完成学习目标。 许多学生执行计划时往往有始无终，这主要是没有遵守学习中由易到难、循序渐进的原则，所定计划目标过高，超过了自身生理负荷所容许的范围，尽管花费了一定的时间和精力，而预定的学习目标却未达到，这种挫折会影响他们的学习兴趣、动机、信心、情感、意志等动力要素，产生学习的心理障碍。所以，制定计划时教师必须帮助学生正确认识自我，制定的计划一定要符合自己的实际情况，在完成计划的过程中体验到“跳一跳，摘桃子”的成就感，学生的英语课外阅读能力在“自我计划→自我调节→自我评价→再次自我计划→再次自我调节→再次自我评价”中呈螺旋上升，从而增强学习英语的自信心。 最后，计划制定后，教师要在阅读进程中进行督促和检查，从而鼓励和协助学生顺利实施阅读计划并进行阶段性的自我评价。 1.教师也可以设计阅读效果检测单，对学生的英语课外阅读前的准备和阅读后的效果评价提供指导，使他们自觉地调整方法和阅读策略； 2.定期了解学生的阅读进展，课上通过讲故事、课本剧表演、讨论、回答问题等形式了解学生的阅读情况和对阅读内容的理解程度。 通过上述检查，学生表现突出者，教师要及时进行肯定和表扬，让学生有阅读的成就感，体会到成功的乐趣。 四、结束语 从七年级开始就指导学生有效地制订英语课外阅读计划，进行由浅入深、循序渐进的课外阅读，一方面可以拓展学生的知识面，扩大单词量，提高语言的综合运用能力，另一方面有助于增强学生的语感。只有足够量的积累，对语言的应用和感悟能力才能有质的飞跃，课
xx ～xx 学年度第一学期期末试卷 六年级英语 总分：50分 考试时间：60分钟 一、英汉互译。( )10’ 1、在上午 2、许多花 3、太阳和月亮 4、画一个形状 5、课后 6、do housework 7、play chess 8、run after the dog 9、a tin of fish 10、help me with my maths 二、选择填空（10’） ( )1. Are there flowers in the garden? A. some B. any C. a ( )2. I live Nanjing my parents. A. on , and B. in , and C. in , with ( )3. Here a card you. A. is , to B. are , for C. is , for ( )4. Look! The girl in the garden. A. dance B.are dancing C. is dancing ( )5. is Mike doing? He ’s sweeping the floor. A. Where B. Whose C. What ( )6. They are showing their things each other. A. to B. at C. for ( )7. What is the sun? It ’s a circle. A. shape B. colour C. time 班级： 姓名： 学号：
( )8. What the students ? A. does , has B. do , has C. do , have ( )9. Why you go to school today? A. isn’t B. don’t C. doesn’t ( )10. I don’t like pictures . A. draw B. to draw C. drawing 三、单句改错：下列每句的划线部分中，各有一处错误，请将其 序号填入题前括号内，并在句子后面的横线上订正。（10’） ( )1、What do you doing ? I’m watching TV. A B C ( )2、The children is running in the playground. A B C ( )3、Tom’s brothers has six dogs. A B C ( )4、Are there any juice on the desk? A B C ( )5、I like playing the football with my friends. A B C 四、翻译句子：根据中文提示，完成下列句子，每空一词。（10’） 1、迈克有什么？他有一个望远镜。 What Mike ? He a tent. 2、你要去哪里？我要去图书馆。 are you ? I’m going to the library. 3、不要忘了在纸上写上你的名字。
初中英语课外阅读： （一）农夫和苹果树 A poor farmer had a friend who was famous for the wonderful apple he grew. One day, his friend gave the farmer a young apple tree and told him to take it home and plant it. The farmer was pleased with the gift, but when he got home he did not know where to plant it. He was afraid that if he planted the tree near the road, strangers would steal the fruit. If he planted the tree in one of his field, his neighbors would come at night and steal some of the apples. If he planted the tree near his house, his children would take the fruit. Finally he planted the tree in his wood where no one could see it. But without sunlight and good soil, the tree soon died. Later the friend asked the farmer why he had planted the tree in such a poor place."What's the difference?" the farmer said angrily. "If I had planted the tree near the road, strangers would have stolen the fruit. If I had planted the tree in one of my field, my neighbors would have come at night and stolen some of the apples. If I had planted it near my house, my own children would have taken the fruit." "Yes," said the friend, "but at least someone could have enjoyed the fruit. Now you not only have robbed everyone of the fruit, but also you have destroyed a good apple tree!" （二）阅读理解趣味故事题 Several years ago, a television reporter was talking to three of the most important people in America. One was a very rich banker, another owned one of the largest companies in the world, and the third owned many buildings in the center of New York. The reporter was talking to them about being important. “How do we know if someone is really important?” the reporter asked the banker. The banker thought for a few moments and then said, “I think anybody who is invited to the White House to meet the P resident of the United States is really important.” The reporter then turned to the owner of the very large company. “Do you agree with that?” she asked. The man shook his head, “No. I think the President invites a lot of people to the White House. You?d o nly be important if while you were visiting the President, there was a telephone call from the president of another country, and the President of the US said he was too busy to answer it.”The reporter turned to the third man. “Do you think so?” “No, I don?t.” he said. “I don?t think that makes the visitor important. That makes the President important.” “Then what would make the visitor important?” the reporter and the other two men asked.“Oh, I think if the visitor to the White House was talking to the Pr esident and the phone rang, and