新目標英語閱讀課教學設計
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② 課外七年級英語閱讀題要少點的我要把課文背下來要不能在新目標書上的就行誰幫忙找個
七年級英語閱讀理解檢測題
（一）
The day was like any other day in his life, Tom walked past the shop on the street comer. He stopped to look at the front row of shoes, and he felt happy to see that the pair of shoes he wanted very much were still there. Looking down, he felt sorry for himself. He really wanted to have them for his birthday.
He sadly walked away and thought how to tell his mother about it. He knew she would give him anything he liked if she could. But he also knew very well she had little money. He decided not to go home at once, as he looked worried and his mother would notice (注意) it. So he went to the park and sat on the grass. Then he saw a boy in a wheel chair (輪椅) . He noticed that the boy moved the wheel with his hands. Tom looked at him carefully and was surprised to see the boy have no feet. He looked at his own feet. 「It's much better to be without shoes than without feet, 」 he thought. There was no reason (理由) for him to feel so sorry and sad. He sent away and smiled, thinking he was happier.
1.Tom passed the shop______.
A.on foot B.by bus C.by bike D.in a car
2.Why did Tom stop in front of the shop? Because he wanted______.
A.to buy the shoes
B.to look at the shoes he liked
C.to look at the shoes in the shop window
D.to look at the shoes on the front row
3.The pair of shoes he liked was ______.
A.too expensive
B.quite cheap
C.not there
D.not sold yet
4.Tom went into the park because he______.
A.was thinking how to tell his mother about it
B.wanted to see the boy
C.didn't want to make his mother worried
D.he felt sad
5.From the story we can know that Tom______.
A.liked new shoes very much
B.loved his mother best
C.didn't want to go to school
D.didn't want to stay at home
（二）
People sometimes like to read stories of dogs very much. They think that dogs are much cleverer than cats, sheep, cows or other animals in their homes.
One of my close friends, Bob, has a very large police dog named Jack. Every Sunday afternoon, Bob and Jack have a walk in the park nearby. Jack likes these walks very much. One Sunday afternoon, I paid a visit to my friend. I stayed there for a long time and my friend and I had much more talk with each other than ever before. Soon it was time for them to take a walk in the park. We forgot that. Jack became worried about it. He walked around the room several times and then sat down in front of me and looked at me. But I still paid no attention (注意) to him. I went on talking with my friend. At last, Jack could not wait any longer. He went out of the room and came back a few minutes later. He sat down in front of me again. But this time, he held my hat in his mouth. Suddenly, I understood what Jack meant and so did my friend.
1.How many people are there in this story?______.
A.One B.Two C.Three D.Four
2.Jack______.
A.is a close friend of mine
B.enjoys long walks in the park every Sunday afternoon
C.has many close friends
D.enjoys talks in the room
3.Jack was worried because______.
A.he wanted to eat something
B.it was Sunday afternoon again
C.he was not feeling well
D.he wanted his master (主人) to take him for a walk
4.Jack took my hat in his mouth to show that______.
A.I should leave the house at once
B.he liked my hat very much
C.he was hungry and he tried to eat it
D.he wanted to have a rest
5.Which of the following is true?______.
A.When Jack and I were talking, my friend didn't pay any attention to us
B.When I was talking to my friend, Jack didn't pay any attention to us
C.When my friend and I were talking, we didn't pay any attention to Jack
D.When my friend was talking to Jack, I paid attention to them
（三）
Peter was a small boy. He lived with his parents in a small house near some hills. The people there were all poor.
One night it was very dry and windy.
When everybody was asleep, Peter suddenly heard some noise. It came out from the kitchen (廚房). He got up and walked to the kitchen. He found that the wood beside the stove (火爐) was burning . There was no water tap (水龍頭) in the house , so he could not put out (撲滅) the fire . He shouted loudly to wake up everyone in the house. Then he ran out of his house and knocked on the doors of many houses to wake the people up. They all left their houses quickly.
At last the fire was put out by the firemen. Many houses were burnt. But nobody was burnt in the fire.
1.Peter lived with his______.
A.sisters
B.brothers
C.uncles
D.parents
2.One night he found that______ beside the stove was burning.
A.the table
B.the wood
C.the door
D.the window
3.______, so he could not put out the fire.
A.Everybody was asleep
B.He couldn't shout loudly
C.The kitchen was very big
D.there was no water tap in the house
4.Peter knocked on the doors of many houses______.
A.to wake the people up
B.to get some water
C.to find his classmates
D.to visit them
5.______hurt in the fire.
A.People in other houses were
B.Peter's parents were
C.Nobody was
D.Peter was
（四）
「You』re just in time, Joe. We're going to play cowboys（牛仔） and Indians, and you can be the Indians. 」 One of my cousins（堂兄弟）said.
「How many Indians?」 I asked.
「Oh, about a thousand. 」 He answered, and before I could say no，I was pushed out into the night and became a thousand Indians. Two minutes later I was running in the fields with a group of cowboys behind. The shouts of 「After them. Let's catch the killers!」 and other such TV play language came into my ears as I ran round a corner and hurried into my Grandpa's car.
「We』ve got him, boys. Let's go and catch him!」
But no one wanted to come to get me. All of my cousins except one were always very friendly with. It was quiet outside. And I went out of the car to have a look.
Just then I heard a shout , 「Bring the rope（繩子）, and we can burn him. 」
「Only Indians burn people. Cowboys.」 I stopped just in time. I had almost said, 「Cowboys hang（絞死）people. 」
I was tied to a tree, and the cowboys were looking for some wood when my dear mother called, 「We're leaving now. 」
「Untie me.」 I shouted. 」We're going.
「Why did Bobby want matches（火柴）?」 Mum asked when we were in the car. 「He was asking Dad whether he had any. 」
「oh, he was just going t matches? MATCHES? Are you sure he wanted matches」
Mother was quite sure, and I didn't say any more.
1.How many children played the Indians?
A.One thousand
B.One hundred
C.One group
D.One
2.Why did Joe's cousin say that Joe was just in time? Because______.
A.there were not enough children four the game
B.the game was just going to start
C.none of his cousins wanted to be the Indians
D.they were waiting for Joe
3.Joe didn't say 「Cowbays hang people.」 Because______.
A.he was tied to a tree
B.that would make things worse
C.he was caught by the cowboys
D.that would make the cowboys angry
4.Which of the following is TRUE?
A.One of Joe』s cousins was looking for matches.
B.Dad didn't want to give the children any matches.
C.Bobby wanted to get some matches from his father.
D.Mum didn't think children should play with matches.
5.The name of the story should he「______.」
A.Joe and his cousins
B.Who knows what danger is waiting there
C.Cowboys and Indians is a favourite children's game
D.How cowboys and Indians fought in the past
（五）
A very new, young officer was at a station. He was on his way to visit his mother in another town, and he wanted to telephone her to tell her the time of this train , so that she could meet him at the station in her car.He look in all his pockets, but round that he did not have the right money for the telephone, so he went outside and looked around for someone to help him.
At last an old soldier came by, and the young officer stopped him and said, 「Have you got change（零錢） for ten pence（便士）?」
「Wait a moment, 」 the old soldier answered. He began to put his hand in his pock- et, 「I'll see whether I can help you. 」
「Don't you know how to speak to an officer?」 the young man said angrily. 「Now let's start again. Have you got change for ten pence? 」
「No, sir,」 the old soldier answered quickly.
1.The young officer and his mother lived______.
A.in the same town
B.in different places
C.in another town
D.in the other town
2.The young officer Wanted to telephone his mother to tell her______.
A.that he was going to visit her
B.where his train would leave for
C.what time his train would arrive at the station
D.that he was then at the station
3.He looked around for help because he______.
A.had no money to make the phone call
B.did not know where to make the phone call
C.needed some change for the phone call
D.wanted to get change from the old soldier
4.The young officer was angry because he thought the old soldier______.
A.was polite to him
B.was not polite to him
C.didn't know how to speak to him
D.didn't like to help him at all
5.Which of the following is not true?
A.Both the young officer and the old soldier were angry.
B.The young officer wanted his mother to meet him at the station.
C.He wanted the old soldier to speak to him in a polite way.
D.He didn't know the soldier before.
參考答案
1.ABDCB 2.BBDAC 3.DBDAC 4.DCBAB 5.BCCBA
③ 急求初二下學期新目標英語第九課SB大閱讀後一個小框，讓我們寫家鄉的作文的提綱，拍照也ok,急求啊，
控股發過一條義憤填膺規范化和符合法規和規范化19及有關關於結婚提供一個和法規有關化工用汞菲亞特乳房高防禦天賦與共和國與
④ 如何提高新目標初中英語閱讀教學的有效性
閱讀教學一直以來都是中學英語教學的主體。新課程中學英語課程標准明確指出：「要側重培養學生的閱讀理解能力。」以中考試題為例，閱讀理解題共佔了30分。這就意味著考生閱讀效率的高低，在很大程度上影響著英語考試成績。而要提高學生的閱讀能力，除了必要的一些課外閱讀量以外，更應該注重在日常教學活動中英語閱讀教學的有效性。
下面是本人對如何提高初中英語閱讀教學有效性的幾點思考。
一、閱讀教學中存在的問題
許多教師重視對知識的傳授，輕視對閱讀理解能力的培養，在閱讀教學中，教師往往是講解生詞、逐句逐段分析，然後對對答案，沒有培養學生的閱讀理解能力。同時目前的教學方法沒有很好地體現英語課程標准，突出學生的主體作用，教學方法單一、陳舊，很難激發學生的閱讀興趣，於是學生的閱讀能力也很難得到提高。
二、影響學生閱讀能力提高的因素
一般說來，影響閱讀的主要因素有：
1.背景知識。背景知識不僅指文化背景，還指人們掌握的各種知識，包括語言知識本身及已有的各種生活經驗、經歷。缺乏必要的背景知識是造成閱讀困難的主要原因之一。因此，教師要鼓勵學生進行廣泛閱讀，並提供多種適合學生閱讀水平和興趣的英語閱讀材料，增加閱讀量，讓學生多了解英語國家的背景知識。
2.詞彙掌握。一般說來，詞彙量的大小預示著閱讀能力的高低，因為詞彙量的缺乏是構成閱讀困難的首要原因。閱讀能力的提高離不開詞彙的擴充。
3.語法知識。學生語法基礎知識不扎實，也是造成閱讀困難的原因之一，特別是當遇到長句、難句或者是對句法結構的陌生同樣會影響閱讀。
4.閱讀策略。閱讀策略是有效閱讀的保證，不能正確運用閱讀策略就很難在規定的時間內完成閱讀任務，從而影響閱讀的質量和數量。
5.閱讀習慣。學生不良的閱讀習慣，也在一定程度上影響了閱讀教學。比如我在日常教學中經常看到有的學生喜歡用筆或手指著閱讀，有的學生喜歡在心裡默讀或者唇讀，還有的學生喜歡不斷回頭重復閱讀過的內容。這些不良的閱讀習慣不僅費時費力，影響閱讀速度，而且還會直接影響到連貫思維，進而阻礙理解。教師要幫助學生克服各種不良閱讀習慣，可以經常進行限時閱讀訓練，努力提高閱讀速度。
三、提高閱讀有效性的策略和建議
1.激起學生閱讀的興趣。孩子們是在不知不覺中學會語言的。我們在課堂中所開展的活動應有助於這樣的語言學習，故事便是開展這種活動最好的資源。故事有助於孩子把新事物和他們已經知道的事物聯系起來，讓孩子了解異國文化和觀念，通過小組合作來分享別人的經歷，有助於思維的發展。
2.選擇合適的閱讀材料。老師在選擇閱讀的書籍時，不論是故事書，還是其他的非小說類書，都要有目的性，而不是隨便選一本書讀給學生聽，要選擇適合學生年齡段的書籍，而且要逐步加深書的內容、書的長度以及語言的難度和情節的復雜性。選擇的標准以剛剛超出學生的現有水平為宜，不能太容易，那樣學生會使感到乏味；也不能太難，那樣學生又容易產生挫折感。所以選擇的書籍對學生來說既要有可讀性，也要有挑戰性。
3.培養學生良好的閱讀習慣。讓學生閱讀時用眼睛掃視閱讀材料，而不是用手指或用筆頭指著所讀的閱讀材料，也不能在閱讀時將頭左右擺動。因為這樣做不僅容易疲勞，而隨著手指、筆頭、頭部的移動。學生的注意力會受到一定的影響，同時也不利於閱讀速度的提高，不利於養成「一目十行」的閱讀習慣。
4.教師應掌握閱讀課文教學的方法。人教版新目標教材的每個單元都編排了閱讀課，其主要目的就是讓學生通過這些訓練來提高閱讀能力，教師應圍繞此目的，充分利用好閱讀課文這個載體，精心研究教學方法，設計教學活動，突出培養學生閱讀能力的教學，使英語閱讀教學的有效性得到較好的發揮。
為此，在教學實踐中，我採用了「導——讀——練」的閱讀課文教學三步法並取得了較好的教學效果。
(1)導——感知教材。對於學生來說，影響閱讀的最重要的因素莫過於詞彙了。教師應在閱讀前通過游戲、動畫、圖片、故事、對話等形式，設計語境導入詞彙，掃除詞彙障礙，從而更好地幫助學生閱讀。教師可以通過「學案導學，先學後教」的方式在課前指導學生預習，並布置難度適當的預習題，這種有針對性的預習使處理課文的節奏明顯加快，為閱讀課文後的鞏固理解，即課文的「升華」處理贏得了時間，從而加大了課堂的容量。
(2)讀——理解教材。這同樣是輸入階段。讀，即指導學生閱讀。閱讀訓練不僅僅是讓學生看懂文章，重要的是對學生進行閱讀方法的指導。閱讀教學過程中老師應更新教學觀念，靈活處理教材，仔細尋求文章內容與學生思維相關的切合點，指導學生在閱讀中開展各種思維活動，如預測、想像、推論、判斷、歸納等，激活學生思維，有效延伸知識。
(3)練——總結升華。這是輸出階段。在教授完課文以後，教師除了指導學生達到基本的能力培養目標，還要有拔高性的練習，讓優等生的能力發展再快一步。
總之，閱讀是一個多因素相互作用、相互促進的過程。讓學生獲得較強的閱讀能力是閱讀教學的重要目的。閱讀教學是培養閱讀能力的重要途徑，且方便、實用，始終貫穿於日常的英語教學之中。因此，在教學中，教師應該積極發現，認真摸索，善於總結，找到更好的方法，進一步提高初中英語閱讀教學的有效性。