英语阅读文本的隐含意义

❶ 如何提高理解英语文章隐含的意思

如何提高理解英语文章隐含的意思 ◤19日932011年2011-7-19 1:33:542011-7-19 1:33:5419日
认真研读近几年高考阅读理解题,我们不难发现其共同特点：文章都是五篇,其所选材料的题材、体裁多样,均取材于英文原版书籍,语言地道、内容新颖,文化意味浓厚；其试题设计均重语篇理解,与以前的高考试题相比,命题者很明显加大了阅读理解试题的考查强度.
一 近几年高考英语阅读理解测试新动向：
⒈ 阅读的词汇量增加,越来越强调提高阅读速度
近年来,高考五篇文章的阅读总词量一直保持着递增的趋势,这就意味着考生在有限的时间内完成这样的阅读量,必须提高阅读速度.
⒉ 文章的生词量增多
文章的生词量增多,主要表现在由构词法产生的新词和教学大纲不作要求的生词增多.这就导致阅读材料文字难度增大,考生往往要反复几遍才能读懂.再加之材料行文表达使用比较正式的语言,结构复杂的长句及省略和插入语等较复杂的语言现象在文章中随处可见.这不仅减慢了阅读速度,而且也影响了根据文章内容去进行推理和判断.
⒊ 选材面宽,贴近生活,保持原汁原味
近几年的高考阅读文章选材更贴近生活实际、更富有时代气息,题材新颖,包括故事、传记、人物、传说、生活常识、社会文化、天文、史地、科普知识、政治、经济及名人逸事等.体裁也不一,有记叙文、说明文、议论文、应用文等.而且文章多是属于原汁原味的文章,其中文章习语用得较多,涉及英美人的文化生活习惯.
⒋ 深层理解及推理判断型题持续增加
一篇文章围绕一个中心,或者是某一话题展开,文中绝大部分的篇幅都围绕这个主题来说明它,反映它.弄清细节,获取信息是正确把握主旨中心的前提.在以往的高考试题中,往往掌握文中细节的直接理解在试题中所占比例较大.但在近些年的高考试题中已明显减少,而推理、判断、综合类试题大大增加了.要求考生能从字里行间理解文章的深层含义,即作者的态度、意图、倾向等,而且能把握全篇的文脉,即句与句、段与段之间的关系,并且能据此进行合乎逻辑的推理和判断.
二 高考对考生的阅读理解能力的要求：
⒈ 掌握所读材料的主旨大意,以及用以说明主旨大意的材料和细节.
⒉ 既理解具体的事实,也理解抽象的概念.
⒊ 既理解字面的意思,也理解深层含义,包括作者的态度、意图等.
⒋ 既理解某句、某段的意义,也理解全篇的逻辑关系,并据此进行推理和判断.
⒌ 既能根据材料所提供的信息,也能结合中学生应有的常识去正确判断生词和短语的含义.
三 近几年高考阅读的主要考点：
高考阅读题通常分为两大类：客观性理解试题,即考查短文大意的试题,事实细节描述题,短文、句子、短语、单词意义理解题；主观性试题,即通过阅读文章,对文章的中心思想、立意主旨、作者观点、态度等有更深入的理解.一般说来,高考阅读理解对考生的测试角度表现在以下几个方面：
⒈ 猜测词义.
这类题要求考生能根据上下文正确理解灵活多变的词义.在做这类题时,应对上下文中已知部分进行逻辑上的推理,必要时还要进行语法分析,尤其是词与词之间的关系,有时还要依据常识和经验进行猜测.
⒉ 理解主旨大意.
一篇文章通常是围绕着一个中心思想展开的.阅读时,我们不可忽视短文中开头和结尾的段落或句子的含义.因为它们往往是文章中心的概括和总结.对于没有明显主题句的文章段落要根据文段中所陈述的事实或提供的线索加以概括总结,从而判断出四个选项中哪一个为最佳选择,说明了文章的中心.
⒊ 推理判断.
这类题要求考生能通过文章表面文字信息去推测文章隐含的意思,要求考生对文章的情节发展,以及作者的态度、意图等做出合乎逻辑的推理和判断.
⒋ 对文章的细节理解.
⒌ 数据推算.
四 提高阅读理解能力的具体办法：
⒈ 注意扩大词汇量.
阅读是理解和吸收书面信息的能力.应该说,词汇量越大,掌握的词汇越多,阅读的基础就越好.所以我们要采取多种手段并尽可能快地扩大自己的词汇量.另外,阅读各种题材、体裁的文章的同时也会迅速地扩大我们的词汇量.
⒉ 掌握一定的英语文化背景知识.
研究和实践表面,背景知识在阅读过程中起着很重要的作用.阅读时若缺乏相关的背景知识,阅读就会很困难；反之,若具有相关的背景知识,阅读就会变得简单.比如,遇到物理、化学方面的文章,理科的学生读起来要比文科的学生省力.同样,文科的学生在历史、政治等方面占有一定的优势.可见,学生的背景知识越丰富,阅读理解题做得就越好.特定的文化产生了各具特色的语言背景.把英语作为外语来学习的学生除具备一定的英美历史和语言文学知识外,还要了解和熟悉一些讲英语的国家的生活习惯、文化背景、风土人情与生活方式等,为提高阅读质量打下基础.
⒊ 掌握构词法.
应掌握一些构词方法,如词缀法、转换法、合词法、逆成法及缩略法等.另外在词汇复习过程中,不仅要注意词汇的表面含义,而且要注意到词汇背后所蕴含的社会历史、文字艺术等语言文化知识.因为词义反映了一定的客观世界和社会实践,它们还随社会文化、民族习惯、语言环境、社会发展等因素而变化.
⒋ 改掉不良的阅读习惯.
在英语阅读过程中,有一些不良的阅读习惯必须改掉.如：用手指、笔、尺子等指着单词进行阅读,这样会影响阅读速度,还容易忽略了文章所反映的信息内容；"声读"也是一种不良的阅读习惯,有关专家研究发现,一个人的默读速度是他声读速度的两倍."声读"不仅影响了阅读速度,更不利于理解文章所表达的信息.
⒌ 选材广泛,体裁多样.
选材时,注意做到题材广泛、体裁多样,要面广,内容要丰富.它们主要包括新闻、电讯、书信、评论、广告、幽默故事、人物传记、科普常识、史地资料、旅游杂记、风土人情等.
⒍ 培养逻辑推理能力.
阅读一篇短文时,准确地认知文章所表达的信息,只是阅读的初步要求.把握上下文的逻辑关系,领会文中的有关暗示,推敲其特定的内涵,洞察其深层意义,推断作者的"言外之意",则是阅读的高层次的要求.一般来说,作者不可能把他所要表达的全部思想和内容都体现在字面的意思上,很多内容是需要在阅读时通过思考、推理才能正确理解的.逻辑推理就是指在阅读时,根据自己已有的各方面知识以及篇章上下文所出现的某些信息,推导判断出隐含在文章中但没有表达出来的意思.逻辑推理能力是提高阅读能力的一种必不可少的基本技能.在做逻辑推理判断时,不能脱离文章的主旨,凭空想象,一定要言之有理,言之有据.
如：
"…One day, Merlin received an invitation to attend a fancy dress ball. He was very pleased and a little excited. As the day of the party came near, Merlin began to think how to make a grand entrance at the party. He had an idea. He thought he would get a lot of attention if he could skate into the room. Merlin tried different ways to make himself roll. Finally, he decided to put two wheels under each shoe. These were the first roller skates.… "
问题：Merlin put wheels under his shoes in order to ______.
A. impress the party guests
B. arrive at the party sooner
C. test his invention
D. show his skill in walking on wheels.
该题要求透过表面的文字信息去推测文章的隐含意义.我们可以从"Merlin began to think how to make a grand entrance at the party."和"He thought he would get a lot of attention if he could skate into the room."中看出,Merlin把滚轮置于鞋下,用滚轴溜冰的方式进入晚会厅,其目的是为了给参加晚会的人留下深刻的印象,所以答案为A.
⒎ 注意抓文章的中心思想.
文章的中心思想是全篇文章的核心.它体现作者的基本观点、态度和意图.作者是通过多种手段告诉我们文章中心思想的.一般来说,含有中心思想的"主题句"会出现在文首,也就是说,作者先在篇章的开头就点出中心,然后再作进一步的扩展和论说.如：Every city and town must have water. The people in a town need water to drink. They need water for other uses, too. They use water

❷ 英语必修二第一单元readingandthinking怎么分

本单元的话题是野生动物保护。阅读文本A Day in the Clouds通过介绍藏羚羊过去和现在的生存环境，倡导每个人通过改变自身的生活方式来进一步拯救野生动物、地球和人类。
该文本属于叙事类文体，以作者观察藏羚羊时的所见所闻所感为主线，目的是倡导人类和大自然和谐共处。第一段是引入话题，交代此行的目的——观察藏羚羊；第二至第六段是文章的核心部分，讲述藏羚羊的现状、扎西对保护藏羚羊的观念、藏羚羊过去濒临灭绝的原因、政府和志愿者保护藏羚羊所采取的措施和成效；第七段通过对上文的总结和反思提出：人类只有把保护野生动物当做手世腊生活的一部分，和大自然和谐共处才能根本消除对野生动物、对我们赖以生存的星球的威胁。
在进行文本教学设计时，要帮助学生梳理关于野生动植物保护的话题类语言，主要包括野生动植物面临的危险和困境以及保护的措施的表达。本文段落间的关系较为清晰，教师可以通过问题链的设计来加强学生的逻辑思维能力。此外，本课首要关注的文化要素是树立学生保护野生动植物的意识，并指导学生如何采取保护措施。
第1课时
一、教学内容
教学安排：整体理解全文，并根据问题链重点研读文本前四段，了解藏羚羊面临的问题（the problem）—产生问题的原因（the causes）—措施和成效（the measures and effect）。了解字面意义（literal meaning）和隐含意义（implied meaning）的概念。
二、课时目标
1.通过标题预测，自主提问并验证提问，梳理问题链，了解藏羚羊的生存现状、曾经面临的危机和原因、政府和当地人民采取的措施以及效果等。
2.结合文本中的典型例句，准确理解字毕滑面意义（literal meaning）和隐含意义（implied meaning），深度解读文本。
3.聚焦野生动物保护的话题语言，并将其进行分类整理。
三、教学过程
Activity 1: Watching a video clip and talking about wildlife protection
本活动为实现课时目标1做铺垫。
Watch a video clip about the Tibetan Antelope and talk about it.
Q1: What is the animal in the video？
Q2: Where do they live？
[设计意图]通过探讨阅读文本的话题，激活学生的背景知识，引入新的知识和语言，为下一个环节做铺垫。
Activity 2: Asking questions based on the title and answering them after reading
本活动旨在落实课时目返做标1。
1. Encourage students to ask questions based on the title.
S1: Who spent the day in the clouds？
S2: Where does it take place？
S3: What does “in the clouds” mean here？
S4: Why did the writer go there？
2. Read the passage to answer the students’ questions.
3. Read paragraph 1 to answer the following questions.
Q1: What was the place like？
Q2: Which two sentences in paragraph 1 can be used to describe the picture？
[设计意图]引导学生根据标题对课文内容自主设计问题，然后带着问题整体阅读文本并进行自主回答，以验证所设问题的合理性；利用图片为学生提供感知语言和欣赏语言的机会，再通过适当追问，引导学生探求标题后所隐含的核心问题，为了解下文作者为什么来这里可能涉及的问题做铺垫。
Activity 3: Reading again for more detailed information
本活动旨在落实课时目标1和2。
1. Read paragraphs 2—4 and answer the following questions.
Q1: When observing the Tibetan antelopes，what came to the writer’s mind？
Q2: Why did the antelopes become an endangered species in the 1980s and 1990s？
2. Watch a video clip， learn and understand the key words and expressions.

Q3: What did the government do to save them from extinction？
[设计意图]利用问题链解读文本内容，提取并整合以下信息：问题（the problem）、产生问题的原因（the causes）、政府和当地人民采取的部分措施（the measures）；完成主题词汇的教学，如：shoot、attack、threat、remove、make profits、endangered、extinct、reserve等，为第二课时的相关任务做铺垫。
Activity 4: Having a discussion about what else the government can do
本活动旨在落实课时目标1。
Work in groups of 4 to have a discussion about the measures the government has taken or can take besides setting up the nature reserve.
[设计意图]通过讨论为第二课时的相关任务做铺垫，承上启下。
Assignment
本活动旨在落实课时目标3。
Complete the table with words and expressions from this class.

❸ 英语作文阅读的好处有哪些

好处如下：

1、英语阅读有助于全面提高英语能力。英语阅读逐渐成为我国学生、研究者、企业管理人员获取信息的主要手段之一。也是相互交流思想的便捷途径。阅读是人们最必要的学习工具之一，是通往周围世界的窗口。

2、英语阅读有助于培养读者的跨文化交际能力。英语文本是英语文化的主要载体，阅读文本则是了解融人英语文化的主要手段。语言的存在需要有一个环境，不能脱离文化而存在，不能脱离社会继承下来的传统和信念。

3、英语阅读有效提升人文素养。英语语言不仅是一种符号体系或交际T具，而且是英语民族认识、阐释世界的意义体系和价值体系，因而英语具有民族性和鲜明的人文属性。

其他好处：

1. 加深对英语单词的记忆。

家长应选择一本适合孩子阅读的英文图画书。这样，孩子就有了学习的兴趣。当绘本故事中的单词在孩子的眼睛中反复出现时，孩子对单词的印象会加深，从而达到记忆的效果。这种记忆不同于死记硬背，是孩子通过愉快的阅读理解记忆，所以他会记得更多。孩子们喜欢看，他们就会反复地看，把这本图书看透为止。

2. 培养孩子的英语语感。

阅读对培养英语语感很有帮助。只有不断地阅读和学习更多的表达方式，才能逐渐形成语感。语感对以后的英语口语练习很有帮助。

3.培养孩子的英语思维。

让孩子经常阅读英语可以有效地培养孩子的英语思维，让孩子从小就摆脱中式英语的束缚。学习用英语思维来组织语言，将不再是先翻译成汉语再是英语，也不会读得很生硬。

❹ 英语阅读理解的目的意义 英语阅读理解的目的意义是什么

1、学生综合运用能力的形成离不开阅读能力的培养。

2、阅读是扩大语言输入量的有效途径。

3、巩固学过的知识。如词汇、语法、交际用语等。

4、有趣的阅读材料还能给人们带来乐趣(Reading for fun)。

5、通过阅读可以培养学生相应的学习策略。( 如粗读、精读、跳读、抓关键词读。)

❺ 英语阅读理解的目的意义

一是带来外语知识、文化知识和思想;

二是带来乐趣 ( reading for fun)阅读可以扩大我们的视野，丰富我们的知识和语言经验。

小学英语是希望通过阅读帮助学生学英语，通过阅读帮助学生巩固所学的字词句，发展听、说、读、写的能力，所以英语阅读教学的目的与英语阅读的目的有所不同。

小学英语学习目标以听说为主，大量的口头表达，但是学生到了高年级，如只是听说，学习能力发展不快。所以各种技能在小学都要培养，才能适应上中学后英语进一步的学习。

小学生，特别是中国的小学生，由于自然的学习环境还不是特别理想，没有语境，所以需要大量的接触英语素材、资料。

如四年级下，read and write 通过生动活泼的情景呈现趣味对话，扩展语言知识面，提高学生阅读理解的能力。

五、六年级是通过真实、活泼的情景，提高学生阅读理解的能力。力求通过真实自然的.语言情景来巩固、拓展语言知识。

所以小学阶段，即便是低年级阶段我们也应该安排一些小故事，让学生来阅读，来表演，这样能够通过学习故事，表演故事，能够有更多语言输入。

听、说、读、写中，要属“读”输入最大，而读中，属默读输入量最大，朗读是不思考地读，如果真正理解，只有默读。让学生默读，让他眼睛看、心理想着，输入量大而且也能很快理解，速度也快

总结阅读的真正目的：

1、学生综合运用能力的形成离不开阅读能力的培养。

2、 阅读是扩大语言输入量的有效途径。

3、 巩固学过的知识。如词汇、语法、交际用语等。

4、 有趣的阅读材料还能给人们带来乐趣(Reading for fun)。

5、 通过阅读可以培养学生相应的学习策略。( 如粗读、精读、跳读、抓关键词读。)

附加：

英语阅读理解专项练习题一：

Most people usually traveled by ship and train which are driven by steam engine. It played an important part in many kinds of vehicles several scores of years ago. Who invented steam engine and what units could be used to measure the power of engine?

The word “horse-power” was first used two hundred years ago. James Watt from a worker's family made the world first widely used steam engine. At first, he couldn't tell people how powerful it was, because there were no units at that time. Watt decided to find out how much work one strong horse could do in one minute. He named that unit one horse-power. In this way he could measure the work of his steam engine.

He discovered that a horse could lift a 3300-pound weight 10 feet into the air in one minute. His engine could lift a 3300-pound weight 100 feet in one minute. Because his engine did ten times as much work as the horse, Watt called it a ten horse-power engine.

31. The main idea of the passage is __B_.

A. James Watt invented the steam engine

B. James Watt first used horse-power as a unit of measure

C. how much power does a horse have

D. why Watt's engine is called a ten horse-power engine

32. The story says that Watt made the first __D__.

A. engine

B. horse-power engine

C. useful engine

D. widely used steam engine

33. James Watt was born in _A___.

A. a worker's family

B. a farmer's family

C. a teacher's family

D. a doctor's steam engine

34. Watt wanted to find a way to _D___.

A. measure the work his engine could do

B. tell people how powerful his engine was

C. lift a 3300-pound weight

D. both A and B

35. One horse-power means the __A__.

A. work a horse could do in a minute

B. weight a horse could do in ten minutes

C. work a horse could do in ten minutes

D. weight of one horse

A holiday jet pilot(飞行员)said that he would land and call the police after a woman refused to stop smoking. He WARNED Maureen Harkavy, ―Put that cigarette(香烟)out ,or I'll land the plane and have you arrested(逮捕)

英语阅读理解专项练习题二：

Maureen, 47, was so shocked she wrote to airline's chairman. But his reply was even ruder. ―You seem to think you have a God – given right to pollute your neighbours' atmosphere, wrote John Ferriday of Paramount Airways. (a) Said Maureen, ―I only found out about it when I was checking in. I'm a nervous flyer so I lit a cigarette ring the flight. A stewardess(空姐)asked me to put it out, but I said I wanted to carry on as there was no rule against smoking on the plane. She was just finishing her cigarette when the pilot arrived. (b) ―I've never seen such an unpleasant letter, she said, ―I don't think I'll ever fly again. But there was a funny side. Maureen explained, ―We were offered ty – free(免税的)cigarette from the stewardess on the plane! (c) Mr Ferriday went on, ―Believe me, you haven't Especially when you travel on my planes. Maureen and her husband Michael were moved to paramount flight just before they left Portugal. But they were not told of the company's no smoking policy. (d) ―He was loud and rude, said Maureen. ―He said if I lit another cigarette he would land the plane at Bordeaux and hand me to the French police. Later, from her home in Mosely, Birmingham, Maureen wrote to company and received the rude reply.

1. The Second half of the story has been in wrong order. (parts a – d). Choose the rearranged order (重新排列的顺序)which you think is right.

A. a, c, b, d B. c, a, b, d C. c, a, d, b D. d, a, b, c

2. Maureen Harkavy _________on the plane.

A. accepted the warning B. agreed to the warning

C. refused to do what she was told to

D. was so shocked that she wrote to the airline's chairman.

3. In the answer letter to Maureen Harkavy the airline's chairman_______.

A. made an apology to her for his worker's rudeness.

B. made sure that he would solve the problem.

C. said that she had the right to smoke on his plane because the right is given by God to everyone

D. actually completely agreed with what the pilot said

4. From the story we can see that the writer probably takes the side of _________.

A. the pilot B. the airline's chairman C. the stewardess D. Maureen Harkavy

❻ 如何做高考英语阅读理解推断题

根据近几年高考英语推断题的考查情况，本文拟就对隐含意义的推断、作者观点的推断、写作目的推断以及材料出处的推断等四种典型的推断题类型进行分析。
一、如何推断隐含意义
1.推断隐含意义的提问方式 It can be inferred from the text that . according to…, we can infer that . From the text we know that …is most likely . When the writer talks about …, what the writer really means is . The writer suggests that . The story implies that . We can infer [conclude] from the passage that . 这类题干中通常常含有infer, suggest, imply, conclude, intend, purpose, be likely to…等标志性词语。
2. 干扰项的设置特点 在通常情况下，这类试题的干扰项具有以下特点：或是文章中直接用于表达细节的信息，或是文章中无关紧要或片面推出的结论，或是与文章内容完全相反的结论，或是不合常理或不合逻辑的结论等。
3. 答题误区 同学们在做类题目时，很容易误选文段中直接用于表达信息的选项或表示片面结论的选项。
4. 技巧点拨 一是要全面分析所有相关信息，切忌片面思考，得出片面结论。二是要忠实原文，切忌脱离原文，凭空臆断。三是注意不要选择表层信息答案，应该立足由已知推断未知。
5. 实例分析(江西卷)
A stronger argument comes from research into school results. Girls grow up earlier than boys, tend to be more orderly and are likely to be better at languages. In a mixed class, boys who might do well in a single-sex class become discouraged and take on the rule of troublemaker. Certainly in the UK this situation has greatly alarmed(惊动) the government for it to be encouraging co-ecational schools to have some single-sex classes. In the UK the best schools are all single-sex, strongly suggesting that co-ecation is not the best answer. This may, however, not be as simple as it looks. It may simply be that the famous old schools that attract the best students happen to be single-sex, rather than that being single-sex makes them better schools. ●At the end of the passage the writer suggests that ________. A. single-sex schools are the best schools in the UK B. being single-sex does not necessarily make a school better C. co-ecational schools are better for both sexes in personal development D. because boys cannot compete with girls in study, they go to single-sex schools
【解题思路分析】答案选 B。
作者在罗列In a mixed class, boys who might do well in a single-sex class become discouraged and take on the rule of troublemaker和In the UK the best schools are all single-sex等事实后，得出了It may simply be that the famous old schools that attract the best students happen to be single-sex, rather than that being single-sex makes them better schools这个结论。要做对上面这道题，正确理解文章末尾这句结论性的句子至关重要。这里尤其要注意句中的rather than这个关键性词语，它的意思是“而不是”，用于否定或排除其后引出的内容。故只有选项B最合适。
二、如何推断作者观点
1. 提问方式 The writer’s attitude toward… is______. The writer thought that______. according to the author ______.
2. 干扰选项 此类试题的干扰项通常具有以下特点：或是自己的某种看法或观点，或是社会的一种普遍种倾向，或是与本文无关或与作者相反的观点或看法等。
3. 答题误区 容易误选与自己的看法相吻合的选项。
4. 技巧点拨 注意作者在文中的措辞，尤其是表达感情色彩的形容词、副词、动词及所举的例子，才能推断出作者的弦外之音。
5. 实例分析(江西卷) Just as crying can be healthy, not crying—holding back tears of anger, pain or suffering—can be bad for physical(身体的) health. Studies have shown that too much control of emotions can lead to high blood pressure, heart problems and some other illnesses. If you have a health problem, doctors will certainly not ask you to cry. But when you feel like crying, don’t fight it. It’s a natural—and healthy—emotional response(反应). ●according to the author, which of the following statements is true? A. Crying is the best way to get help from others. B. Fighting back tears may cause some health problems. C. We will never know our deep feelings unless we cry. D. We must cry if we want to rece pressure.
【解题思路分析】答案选B。
作者在文章中说Studies show that too much control can lead to high blood press, heart problems and other illnesses，即过多地忍住情感(如忍住不哭等)有可能会导致健康问题。

❼ 英语名著阅读的意义和价值

1.提升英语学习兴趣

初中学生对英语学习的态度已经开始分化，有的学生对英语单词的识记和英语句型的背诵开始产生排斥情绪，有的学生对英语毫无感情，唯一的兴趣点便是英语老师课堂教学的一些技巧。面对这种状况，教师不妨引进英语经典名著，用英语经典故事激发学生学习英语的兴趣。英语经典故事是最真实的英语语言环境，学生在阅读时可以沉浸在轻松愉快的氛围中，与作者进行心灵对话，进行情感互动。而且学生如果能读懂故事情节，也是对自己阅读能力的肯定，从而产生自我效能感，以更强的自信投入阅读中。阅读经典，可以让学生感受真正意义上的英语语言环境，有利学生英语口语的学习和语法思维的形成。

3.提高阅读写作能力

英语阅读写作能力的提高需要学生掌握更多的词汇，阅读经典名著则可以不断增加积累语言知识。初中生在阅读经典名著开始时可能会有一定的难度，可以筛选出英汉双语版，这样学生在英汉对照阅读时可以猜测出单词的意思，减少阅读障碍，经典名著有很多的场景描写，对于喜欢了解故事情节的初中生来说显得枯燥一些，这就需要老师给予正确的引导。阅读名著不要贪多贪快，要对文中的描写进行揣摩赏析，甚至要摘抄背诵。经典名著语言灵活，句型多变，蕴含着更加丰富的语法内容。学生经过一段时间的阅读可以积累丰富的语言特点，经过自身的加工整合，在写作时可以随时迁移，提高英语写作能力。