高中英語報刊閱讀課題

① 英語閱讀題高中

英語閱讀題高中

高中的閱讀理解重在理解，下面我給大家提供一些高中的英語閱讀理解的練習以及答案解析，歡迎大家閱讀參考!

第一篇：

A Frenchman went to a small Italian town and was staying with his wife at the best hotel there. One night, he went out for a walk alone. It was late and the small street was dark and quiet. Suddenly he felt someone behind him. He turned his head and saw an Italian young man who quickly walked past him. The man was nearly out of sight when the Frenchman suddenly found that his watch was gone. He thought that it must be the Italian who had taken his watch. He decided to follow him and get back the watch.

Soon the Frenchman caught up with the Italian. Neither of them understood the other's language. The Frenchman frightened the Italian with his fist(拳頭) and pointed at the Italian's watch. In the end the Italian gave up his watch to the Frenchman.

When he returned to the hotel, the Frenchman told his wife what had happened. He was greatly surprised when his wife pointed to the watch on the table. Now he realized that by mistake he had robbed the watch and it was the Italian's.

1. The Frenchman went to a small Italian town _______.

A. alone B. with his wife

C. with his friend D. with an Italian

2. One night he went out for _______ alone.

A. a ride B. a walk C. a drink D. rest

3. Suddenly he found his_______ was gone.

A. watch B. money C. book D. ring

4. The Italian gave up his watch to him at last because ________.

A. he had stolen the watch from the Frenchman.

B. he understood what the Frenchman wanted

C. he had picked up the watch on his w ay from work

D. he was afraid of the Frenchman

5. Who was robbed of the watch on earth?

A. The Frenchman was. B. The Italian was.

C. Both of them was. D. Neither of them was.

第二篇：

Lao Yang was born in a small town. He liked reading when he studied at school. He thought the writers were respected(尊敬) and could get a lot of money. He wrote a lot of stories and posted them to the editorial departments (編輯部) but didn't receive any answers.

Now he works in a factory. He's busy at work. When he's free, he always reads something. He always remembers he hoped to be a writer when he was young. One day, Xiao Ping, his ten-year-old daughter, came back. She looked worried and didn't eat anything. She said Miss GAO, her Chinese teacher, told them to write a solicit article(徵文) "My Father" that evening. But she did not know what to write.

"That's easy," said Lao Yang. "Let me help you."

Then he sat down to write the solicit article at once. He easily finished it on time. He was sure Miss GAO would like it. But one afternoon he asked his daughter if the article had been chosen to post to the editorial department.

"My teacher said your article digressed from the subject(離題)," said the girl.

"I don't think so," Lao Yang shouted angrily. "I described(描寫) just my father!"

1. Lao Yang wrote a lot of stories because _______.

A. he likes reading

B. he learned much at school

C. he wanted to be a writera

D. he wanted to help others

2. Lao Yang posted the stories to the editorial departments, _______.

A. and he got a lot of money B. and he became a famous man

C. and he was respected D. but he failed

3. As _______, Lao Yang decided to help his daughter.

A. he was a writer

B. he was free

C. he wanted to realize his ideal(理想)

D. he wanted to make his daughter happy

4. Lao Yang hoped _______.

A. his article could surprise the teacher

B. his article could be chosen

C. the children could like his article

D. everyone could soon know him

5. Lao Yang's solicit article digressed from the subject _______.

A. because he couldn't write it at all

B. because he didn't know his father well

C. because it was too bad to be chosen

D. just because he described his father

第三篇：

It was a quiet village in which there was a military camp. It was far from the towns and cities and there were some high mountains around. Of course it was a good place for training the new soldiers. But it was difficult for the young men to go outside. Mr. White, an officer of forty, was strict with them and he hardly let them leave the camp.

Once Mr. White was ill in bed. He couldn't work and a young officer, Mr. Hunt, began to train the new soldiers instead of him. He knew the young men well and let nine soldiers go to the nearest town to have a holiday. But night fell and none came back to the camp. He was worried about it and stood at the gate. It was five to twelve when Mr. Hunt decided to go to the town and see what was happening with the young men. He started the car quickly and set off. At that moment the nine soldiers came back. It seemed they were all drunk. Of course they found the officer was angry.

"I'm sorry, sir," said the first soldier. "I left the town on time. But something was wrong with my bus on my way here. I had to buy a horse and made it run fast. Bad luck! It died and I had to run back."

And the other seven soldiers said they were late for the same reasons. It was the last soldier's turn. He said, "I'm sorry, sir. I got on a bus on time, but…"

Having heard this, the officer became even angrier and stopped him at once. He called out, "If you say something was wrong with your bus, I'll punish you at once!"

"No, no, sir," said the young man. "My bus was all right, but the dead horses were in its way!"

1. The military camp was built in the village to _______.

A. stop the soldiers going to towns

B. stop the soldiers meeting their friends

C. train the new soldiers

D. make the young men live quietly

2. Mr. Hunt let the nine soldiers have a holiday because _______.

A. he was kind to them

B. they felt lonely

C. they had something important to do

D. they were the best of all

3. The young officer was worried because _______.

A. a traffic accident had happened

B. he was afraid something happened to the nine soldiers

C. the nine soldiers didn't come back on time

D. the nine soldiers drank too much in the town

4. The nine soldiers returned to the camp late because _______.

A. something was wrong with their buses

B. their horses died on the return way

C. it took them much time to run back

D. they all had drunk much in the town

5. Which answer do you think right?

A. I'll believe only the last soldier.

B. The officer believed the nine soldiers.

C. I'll believe none of the nine soldiers.

D. The officer won't punish his soldiers.

>>>>>>答案解析<<<<<<

第一篇：【答案與解析】本文講述了法國人與義大利人語言不通發生誤解的一個有趣的故事。法國人在散步時以為自己的手錶被經過的義大利人偷了，於是他向義大利人舉起了他的拳頭將手錶拿了回來。而他回到旅店發現他的.手錶安然無恙地躺在桌上。

1. B。文章的第1句說The Frenchman是staying with his wife at the best hotel，由此句可推知答案。

2. B。文章第1段的第2句說He went out for a walk alone由此句可推知答案。

3. A。根據第1段的第4行當Italian was nearly out of sight的時候這個法國人就發現他的手錶不見了。據此可知答案為A。

4. D。根據第2段中說The Frenchman frightened...我們可以推知這個義大利人是害怕這個法國人的拳頭才把手錶給他。

5. B。誰被搶走了手錶?讀完全文我們可知The Italian正是被人搶走手錶的無辜受害者。

第二篇：【答案與解析】Lao Yang 是個文學愛好者，但沒能實現他的作家夢，他幫他的女兒寫 my father，本來他應該描寫他自己的，但他卻寫成了他的父親。

1. C。細節題。根據 …he thought the writers were respected and could get a lot of money. He wrote a lot of stories and posted them to the editorial departments but didn't receive any answers 可知答案為 C。

2. D。細節題。根據 He wrote a lot of stories and posted them to the editorial departments but didn't receive any answers 可知答案為D。

3. C。推斷題。Lao Yang 很早就喜歡寫作，多次投稿卻沒有迴音，於是他認為幫他女兒寫作文是個很好的實現理想的機會，因此選 C。

4. B。細節題。根據第4段最後一句 …he asked his daughter if the article had been chosen to post the editorial department 可知答案為 B。

5. D。細節題。文章中說 I described just my father，但根據老師的要求他應該描寫他自己。因此應該選擇 D。

第三篇：【答案與解析】本文講9個士兵為自己沒有按時返回軍營找借口開脫的故事。

1. C。細節題。根據第1段第2句和第3句 It was far from the towns and cities and there were some high mountains around. Of course it was a good place for training the new soldiers 可知答案為 C。

2. A。推斷題。根據第2段第3句 He knew the young men well and let nine soldiers go to the nearest town to have a holiday 可知答案為 A。

3. B。推斷題。根據 …Mr. Hunt decided to go to the town and see what was happening with the young men 可知答案為 B。

4. D。細節題。根據 It seemed they were all drunk 可知答案為 D。

5. C。推斷題。那9個士兵在為自己的晚歸找借口，他們是在說謊，因此應該選擇C。

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② 誰有比較新的高中英語課題研究題目急！

1) 中小學英語教來學內容（自含人文教育內容）的縱向比較
2) 中小學英語課堂教學藝術研究
3) 中小學英語銜接教學研究
4) 中小學英語教學過程及考查方式的分析研究
5) 中小學英語教學資源的開發與應用研究
6) 中小學英語教師教育和培訓方式、內容及其效果研究
7) 中小學英語教師專業化提升的理論與實踐研究
8) 中小學英語不同考試的體制、結構與功能研究
9) 中小學英語課堂有效教學研究
10) 英語學習策略的訓練與運用研究
11) 當前英語課堂教學存在的問題及對策研究
12) 中小學英語閱讀教學與評價融合的研究
13) 中小學英語寫作教學與評價融合的研究
14) 中小學英語語法教學研究
15) 中小學英語詞彙教學研究
16) 中小學英語教學如何開展研究性學習
17) 新課程英語高考的發展研究

③ 如何有效拓展高中學生英語課外閱讀能力

高中學生在英語學習中，普遍感覺閱讀理解是一大難關。教師在閱讀教學上花費了很多時間，學生的閱讀理解能力卻沒有多大提高。本文從譯林版《牛津高中英語》教材的教學實際出發，建議教師可從各種媒介中選擇課外閱讀材料，依託恰當的分層練習形式，進行課外文本拓展閱讀，打破囿於教材反復閱讀、簡單設題的思維定勢。這不僅能滿足學生的學習需求，拓寬學生的閱讀視野，還能使學生的學習能力和思維能力得到提升。
閱讀在高中英語教學中的地位毋庸置疑，廣泛的課外閱讀能為英語學習者提供大量的語言輸入。《普通高中英語課程標准（實驗）》（以下簡稱課標）明確要求學生能夠嘗試閱讀英語故事及其他英語課外讀物，藉助詞典閱讀題材較為廣泛的文學作品。同時，課標對閱讀技能目標八級也提出要求，指出除教材外，學生的課外閱讀量應累計達到30萬詞以上（教育部，2003）。要達到這一目標，教師有必要根據學生具體情況，有計劃地指導學生開展適量的課外閱讀，讓學生接觸到語言地道、題材更廣泛的閱讀材料，提高綜合語言應用能力。

1. 當前閱讀教學中存在的問題
當前英語閱讀教學存在高耗低效的問題，在教材上耗費的時間和精力多，學生閱讀的效果差，遠遠達不到《課標》的要求。為此我們研究人員和教師進行了反思：學生閱讀能力的提高，是否必須靠教師循規蹈矩地解讀和傳授教材內容呢？我們對師生進行了調查和訪談，發現存在一下幾方面的問題：
1.1閱讀范圍狹窄
教與學的材料一直是圍繞教材轉，從書本到書本，學習的焦點始終是教材中文本的理解，翻來覆去地對教材中的材料進行解讀，難以走出教材。課堂上教師照本宣科，空講知識，尤其「教單詞――讀課本――回答問題」這種模式最為常見，教師機械講解，教學從操練到操練，學生感到單調、乏味和沉悶。
1.2閱讀興趣低下
學生手頭的閱讀材料可讀性、趣味性、時效性差、與其生活實際脫節，學生不願意讀。教師在給學生提供閱讀材料時常忽視學生的需求與興趣，導致大多數學生只能被動地完成閱讀任務。
1.3閱讀能力欠缺
學生運用已有的知識完成閱讀的能力欠缺，只能讀懂教材上的材料，對教材之外的材料往往束手無策，遇到程度相當的教材之外的文本時就讀不懂，理解不到位，做出不正確的判斷。學生對閱讀材料理解的正確率與理解的速度都較低，閱讀理解能力難以提高。
2. 拓展學生英語課外閱讀能力的策略
在新課程標准下，教師應充分認識到拓展高中英語課外閱讀的必要性，即拓展高中英語課外閱讀是當下高中生英語學習的剛性需求，是實現新課標提出的閱讀能力要求的有效方式。但是，目前學生面臨的主要問題是很難找到一些合適的閱讀材料以及在進行課外閱讀的過程中缺乏教師有效的指導，主動參與意識不強。筆者通過閱讀相關文獻、參加專家講座，進一步加強專題理論學習；同時積極參加各級各類的閱讀課交流活動，第一時間獲取和把握閱讀教學的發展方向；另外，有意識地在教學中進行拓展高中課外閱讀的實踐，結合教材中課文的主題，補充各類富有時代氣息的課外閱讀材料，並針對學生個性特徵進行有針對性的閱讀指導，引導學生積極主動地參與各種形式的課外閱讀活動。
2.1重視英語報刊閱讀課程
英語報刊在時效性、趣味性、內容多樣性等方面相較於教科書有著顯著的優勢。現代英語報刊語篇融合了多種模態資源，不僅帶給讀者視覺上的享受，也傳達著更為豐富的意義。在高中階段實施英語報刊閱讀課程，可大大增加學生的多模態語篇的閱讀量，促進他們多模態閱讀能力的提升。適合高中生閱讀的英語報刊越來越多，常見的有China Daily、21st Century、Shanghai Star、Beijing Weekend、Learning English等。重視英語報刊閱讀，教師在課堂中應合理指導，積極「助讀」。在報刊閱讀課程的早期，學生的多模態閱讀能力尚未形成，教師應仿照課本上的課文閱讀教學，對學生進行詳細的分步指導 堅持一段時間後，再適當「放手」。
筆者在2015年11月27日參加了江蘇省錫山高級中學的開放日活動。我們聆聽了高二教師開設的課外閱讀課。本節課的材料是《21世紀英文報》第12期。授課教師結合報紙內容：英國靈魂歌手阿黛爾的回歸、007邦德的回歸、國際空間站迎來載人飛行15周年，給本節課創設了 「Hero」主題，通過不同的閱讀方式，學習了幾篇文章，設計了判斷、猜測詞義、任務型閱讀等不同閱讀形式，穿插了閱讀微技能的指導。課末，授課教師讓學生積極討論，闡述他們對於英雄的理解，並且交流他們心目中的英雄。最後，學生們以寫得形式完成了本課的最後一個環節，很好地完成了閱讀過程中的輸入與輸出。開課教師充分利用了課外閱讀資源，並且很好地進行了閱讀微技能的培養。閱讀課注重培養學生的創造性思維和批判性思維，激發學生的個人觀點和結論。在這節課外閱讀課上有一條主線，整堂課圍繞主線進展下去，讓學生隨時跟著教師的思維走，而不會出現課堂死角。此外，學生課堂的參與度是另一大值得學習的亮點。閱讀如何讓學生覺得精彩，如何吸引學生，學生的參與度是最重要的一個環節。只有學生積極參與思考討論稱述，閱讀才是有靈魂的，才起到了作用。
2.2加強英語課外閱讀材料的背誦
所有智力方面的工作都要依賴於興趣，學習興趣在傳授知識過程中是至關重要的。教師在選擇課外閱讀材料時，要仔細分析閱讀材料，找到學生的興趣點，力求滿足不同層次學生的求知慾。學習的最好刺激是�λ�學材料的興趣，補充適當的閱讀材料，注意要形式多樣、難易適中、富有趣味，這樣才能激發學生課外閱讀的積極性，並引導學生養成背誦課外閱讀材料的良好習慣。
筆者作為本市高中英語中心組成員，於2016年10月26日來到江蘇省揚州中學進行學習交流。我們先聆聽了一節由省揚州中學青年骨幹教師執教的高二閱讀公開課，課題為新概念英語三Lesson 34 「A happy discovery」。授課教師首先讓一位女學生做了一個presentation主題發言，該位學生發言緊扣主題，語言嫻熟，感染力較強，為整節課開了一個好頭。整節課師生情緒飽滿，學生積極主動參與課堂，課上既有精彩的個人發言，又有活躍的小組討論，學生的閱讀能力得到了培養，語言技能得到了提升。揚州中學英語教研組非常重視培養學生的課外閱讀能力，課外閱讀材料有二十一世紀英文報，新概念英語等，要求學生養成摘抄的習慣，主要摘抄詞彙，短語和句型。教師要求學生背誦新概念英語的文章，以學生背給小組長聽，小組長背給課代表聽，課代表背給教師聽的方式進行督促檢查，教師也會隨機抽背學生，學生背誦熱情高漲，積極參與教師布置的背誦任務。學生會把她們平時摘抄的好詞好句會有意識地應用到演講之中，到最後還有以小組合作的形式自編劇本，完成情景劇的表演，這有助於鼓勵學生學習英語的積極性，增強她們學習英語的成就感，有利於學生課外閱讀能力的培養。

④ 高中英語閱讀理解題及答案

高中英語閱讀理解題及答案

下面是我為大家准備的高中英語的閱讀理解題以及參考答案，大家一起來看一下吧!

第一篇：

Douglas Grace talks about his ideal city of the future.

I see the city of the future in three zones(區域)---inner(內部), middle and outer. In the inner zone there will be no private(私人的.) cars. Public transport(交通) will be free and there will only be ambulances(急救車), fire engines, taxis and police cars. This inner zone will be the residential(住宅的) and recreational(娛樂的) area of the city. People will live there and go out to enjoy themselves----to cinemas and restaurants. There will be parks and open spaces, trees and lakes, schools and universities. This way, when people are at home, they can go out easily and safely.

Just outside the inner zone there will be big car parks for all private cars.

The banks and most of the shops and hospitals will be in the middle zone. These are things that people don’t need every day.

All the factories and offices will be in the outer zone. People will travel out of the center to work, and back to the center in the evenings. The inner zone will be cleaner and better to live in and there will be more space for instry on the outside.

This is my ideal city of the future--- a very beautiful place! But I don’t really think things will ever be like that!

1. Where will people live and go out to enjoy themselves?

A. In the middle zone. B. In the inner zone.

C. In the outer zone. D. In the inner and middle zone.

2. Where will big car parks be?

A. Just outside the middle zone. B. Just inside the middle zone.

C. Just outside the inner zone. D. Just inside the inner zone.

3. What will be in the middle zone?

A. The banks, hospitals and schools.

B. The banks, hospitals and police stations.

C. The banks, schools and car parks.

D. The banks, hospital and most of the shops.

4. Where will the factories and offices be?

A. In the outer zone. B. In the middle zone.

C. In the inner zone. D. In the middle and inner zone.

5. Douglas Grace is probably .

A. a painter B. a builder C. a town planner D. an officer

6. Write these words in the zone where you will find them in Douglas Grace’s city

A==the inner zone B==outside the inner zone

C==the middle zone D==the outer zone

Hospital Office Bank Lake Cinema

School Park Car park Shops Factory

第二篇：

The clock struck eleven at night. The whole house was quiet. Everyone was in bed except me. Under the strong light, I looked sadly before me at a huge pile of that troublesome stuff(東西) they call “books”.

I was going to have my examination the next day. “When can I go to bed?” I asked myself. I didn’t answer, In fact I dared not.

The clock struck twelve.” Oh, dear!” I cried. “Ten more books to read before I can go to bed!” We pupils are the most wretched creatures in the world. Dad does not agree with me on this. He did not have to work so hard when he was a boy.

The clock struck one. I was quite desperate(絕望的) now. I forgot all I had learned. I was too tired to go on. I did the only thing I could. I prayed, “Oh, God, please help me pass the exam tomorrow. I do promise to work hard afterwards, Amen.” My eyes were so heavy that I could hardly open them A few minutes later, with my head on the desk, I fell asleep.

1. When the author was going over his lessons, all the others in the house were .

A. asleep B. outside C. working in bed D. quietly laughing at him

2. He underlined word wretched in Paragraph 3 probably means .

A. very happy B. disappointed C. very unhappy D. hopeful

3. Reviewing his lessons didn’t help him because .

A. it was too late at night

B. he was very tired

C. his eyes lids were so heavy that he couldn’t keep them open

D. he hadn’t studied hard before the examination

4. What do you suppose happened to the author?

A. He went to a church to pray again B. He passed the exam by sheer luck

C. He failed in the exam D. He was punished by his teacher

5. The best title for the passage would be .

A. The Night Before the Examination B. Working Far into the Night

C. A Slow Student D. Going Over My Lessons

>>>>>>參考答案<<<<<<

第一篇：1B 2 C 3 D 4 A 5 C

6 Hospital-C Office-D Bank-C Lake-A Cinema-A

School-A Park-A Car park-B Shops-C Factory-D

第二篇：1A 2 C 3 D 4 C 5 A

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⑤ 高三英語閱讀公開課如何起個好聽的課題名稱

綜合研究的對象、內容、方法、情景素材等起名字。
一個好的課題使我們明確了三個問題:我在做什麼(研究對象)?我想做什麼(研究內容)?我想怎麼做(研究方法)?課題的名稱必須明確表述所研究的問題。課題名稱包括:研究對象、研究內容和研究方法。
一個好的課題名稱要簡明具體，准確反映研究范圍、內容和實質，要符合準確、規范、簡潔、醒目的要求。在課題中所用的詞語、句型規范、科學，所以似是而非的詞不能用，口號方式、結論式的句型不能用。因為課題就是我們要解決的問題，這個問題正在探討，正准備進行研究，不能有結論性的口氣。課題的表述是十分關鍵的，如果表述不準確，就直接影響了研究的進行。

⑥ 淺析高中英語閱讀課的問題設計英語論文

淺析高中英語閱讀課的問題設計英語論文

【摘要】閱讀課的問題設計關繫到教師能否完成教學目標，促進學生學習。本文，筆者將結合自身的教學實踐，淺析各個環節的問題設計，完成教學目標。

【關鍵詞】高中英語閱讀課 教學目標 問題設計

高中英語課程標准指出高中英語課程應該強調在進一步發展學生綜合語言運用能力的基礎上，著重提高學生用英語獲取信息，處理信息，分析問題和解決問題的能力，特別注重提高學生用英語進行思維和表達的能力。筆者認為高中英語閱讀課堂是培養和形成學生上述能力的主要戰場，而教師的准確引導則是培養和形成學生上述能力的利器。在當今的教學中，教師不再僅僅是知識的傳授者，而應成為學生學習的引導者。要想成為一個好的引導者，教師必須時刻謹記教學目標，認真設計每一堂課。而閱讀課的提問設計的成與敗無疑決定了教師是否能完成這一使命。本文，筆者將結合自身的教學實踐探究在高中英語閱讀課各個環節中的問題設計。

一、導入部分

Good beginning is half done, 導入作為一節課的開始是非常重要的。在這一環節中，教師的問題，主要是為了引出本堂課的中心話題，激發學生的學習興趣。首先，為了引起學生的興趣，導入的問題應與學生的生活實際相結合。例如 B5U2 Puzzles in Geography 的導入部分可以提問 Whichcountry will hold the next Olympic Games? 學生的答案肯定五花八門，有的說是 England, 有的說是 Great Britain,有的說是 The UK. 這樣正好可以引出題目 ---Puzzles inGeography, 也讓學生知道自己知識的欠缺，從而激起他們的學習願望。其次，問題的答案應該是發散性的，其主要目的是激發學生進一步探究的慾望。例如，B1U1，Anne』s bestfriend, 可以就題目和旁邊的圖畫，讓學生來猜一猜誰會是這樣一個女孩的好朋友。Who do you think would be Anne』sbest friend? 讓學生來回答並給出一定的理由。讓學生帶著疑問進行閱讀來尋找答案。

二、快速閱讀

這一部分是讓學生初步了解整篇文章，把握基本信息，培養學生用英語獲取信息和處理信息的基本能力。因此這一環節的問題設計應該簡單一些，能讓學生直接從文章中找出答案。在學生完成這一階段的閱讀任務後，應了解整篇文章的整體建構和文章中涉及的基本信息。問題類型可以包括以下幾方面。一，Information questions, 即幾個 W-----WHO, WHAT,WHEN, WHERE 等。這些問題，可以幫助學生了解文章的基本內容。二，讓學生來找找文章的關鍵段落和關鍵句，從而分析整篇文章的'構建，初步明確文章的主要內容和作者的寫作意圖。例如 B6U4 The earth is becoming warmer –but doesit matter? 是一篇典型的新聞類文章，第一段即全文的關鍵段落。可以讓學生快速閱讀第一段，提問 1)Who wrote thearticle? 2) where is the article from? 3) what do youthink the article will mainly talk about? 通過這幾個問題，學生了解了文章的主要內容和題材。三，可以提幾個問題讓學生先進行預測，再到文章中去找答案。例如 B6U5Anexciting job, 可 以 提 問 1) what does a volcanologistusually do? 2)What do you think is the most dangerousring the volcanic eruption? 學生通常會根據自己的常識進行猜測。帶著疑問去閱讀，會大大地提高閱讀效率。

三、精讀部分

這一部分是整堂閱讀課的核心部分。也是培養學生用英語獲取，處理信息，分析和解決問題的能力，以及用英語進行思考的能力的重要環節。這一部分問題設計要注意以下幾個方面。第一，緊密結合文章內容進行提問，引出文章中的詞，習語，句型等，讓學生對文章的細節有深入的了解，對語言知識有初步的認識。有些老師在這一環節設計的問題過於簡單淺顯，流於表面，甚至迴避新生詞彙。然後再通過填鴨式的方式來教授知識點。這樣的安排是不符合新課程的要求的。

學生不但對課文內容沒有深入理解，對知識點也毫無概念。

因此將文章的理解和知識點的掌握相結合是非常值得研究的課題。通過問問題，讓學生用文章中的語言來回答是完成這一目標的重要手段。在問題中，用同義詞來呈現生詞也是一種很好的方法。引導學生聯繫上下文，推測新生詞彙的意思也不失為一種好的手段。第二，問題的設計要落到實處，讓學生真正用英語思考起來，討論起來，有話可說。如果所問的問題只需學生用yes or no來回答，或者是一些浮於表面的，無話可說的問題，那麼根本無法訓練學生用英語思考和表達的能力。第三，完成這一部分的教學任務後，學生應對整篇文章的內容和英語語言知識有了全盤的把握。教師應已通過

某種手段，呈現本課的中心內容和關鍵詞彙，為接下去的教

學任務做好鋪墊。下面筆者將舉例自己一堂課的精讀部分，以探究如何提問。 B4U2 A pioneer for all people 的精讀部分，設計了三個問題。1)Why does he consider himselfa farmer? Do you think he is more of a farmer ormore of a scientist?2) What does he think about beingfamous and being rich? How does he deal with it? 3)Can you find out all the sentences from the text thatare concerned with his achievements? 第一個問題的前半部分，能讓學生找出文章中對袁隆平的外表描述 --- 一個普通農民的形象;第一個問題的後半部分，是要引導學生關注袁隆平的成就。兩者對比，能讓學生更深刻地體會袁隆平的偉大。

第二個問題是讓學生關注文章中對袁隆平的精神世界的描述。

回答完這個問題之後，學生對袁隆平豎然起敬。第三個問題，能讓學生對袁隆平在農業科學上取得的成就有更詳細的了解，明確他在中國農業發展中無可取代的地位。在回答這三個問題的過程中，學生需要對文章的各個部分進行梳理，找出文章中相應的句子。又需要加入自己的思考，對文章內容進行整合之後再來回答。那麼在回答完這些問題之後，學生對文章內容的把握已經非常完善了---袁隆平的外表，內心，和成就;

同時，學生對詞，習語和句型也有所把握了。在回答這些問題的過程中，老師已將關鍵的語言結構在黑板或 PPT 里呈現。

那麼這樣，就為本堂課的最後一部分復述課文做好了鋪墊。

一堂英語閱讀課的結尾，教師往往會採取小組討論、辯論等形式，其目的是培養學生用英語進行思考和表達的能力。

在採用各類形式的過程中，合理問問題同樣是非常重要的。筆認為，這一階段的問題要注意幾個方面。第一，問題的設計應該是綜合性的，需要學生對文章的內容全盤把握的基礎上來回答。第二，問題的設計應該源於文章又有所深化，能讓學生用英語思考起來，能在一定程度上體現學生的價值觀、世界觀，完成情感目標。比如，上文所列袁隆平的文章，最後就可以這樣設計：Would you please introce Yuanlongping tous and tell us your opinion about him? 那麼學生首相要對剛才所提三個問題進行整合來復述， 其次需要談一談自己對袁隆平的認識。這是一個完整的用英語獲取，處理信息，用英語思考和表達的過程。

合理的問題設計能夠幫助教師完成教學目標，激發學生興趣，提高教學和學習效率，使英語課堂生機勃勃，教學內容渾然一體。每位奮斗在教學第一線的英語老師，都應不斷地思考問問題的藝術。

參考文獻：

[1] 英語課程標准 .

[2] 李躍紅 . 高中英語課堂提問分析 .

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