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关键词:阅读理解 词汇积累 阅读技能 课内阅读 课外阅读
中图分类号:G632 文献标识码: C 文章编号:1672-1578(2012)08-0125-02
俗话说:得阅读者得天下。培养学生阅读理解能力是高中英语教育的重要目标之一。阅读理解,题量大、难度大,句子结构复杂,通常有5%-10%的生词量,分值约占高考试卷总分的30%;同时,听力、单选、完形填空、阅读表达、书面表达等题型的答题效果,也直接或间接地由学生的阅读能力所决定。由此可见,学生阅读理解能力的强弱,在一定程度上决定着英语高考的成败,体现着高中英语教学成效的好坏。
在多年的高中英语教学实践中,笔者发现这样一个现象:做阅读理解对于不少学生来说是一件“苦差事”。部分学生,尤其是英语基础不好的学生在做阅读理解题目时存在着恐惧心理,认为这类试题太难,无从下手。还有一些有一定语言基础的学生也是在“硬读”、“苦读”,阅读理解依然是失分较多的题型。
语言学习的规律告诉我们:新的语言知识从输入到运用,有一个内化的过程,完成这个过程需要接触语言的机会。机会越多,语言的应用就越熟练,而阅读的过程正是认知语言的绝好机会。实践证明,阅读可以巩固和扩大词汇量,丰富语言知识,提高语言运用能力;可以训练思维能力、理解能力、概括能力与判断能力;还有一点相当重要,阅读能够培养学生学习英语的兴趣。因此,教师在高中英语教学中应注重阅读教学,侧重于培养学生的阅读兴趣和阅读理解能力,使学生变做阅读理解为“悦”读理解。
1 积累词汇与提高阅读理解能力相辅相成
1.1良好的词汇积累方式是实现轻松阅读的前提
词汇是构成语言最基本的要素。如何让学生更多更好地积累词汇呢?引导学生养成良好的词汇积累方式是关键。在教学中,笔者注重引导学生采取音形意相结合的方式记单词。一方面,针对英语是表音文字的特点,培养学生根据发音来拼写单词的习惯;另一方面,指导学生运用构词法来扩充词汇量,例如:合成法grown-up;派生法en+courage=encourage;转换法free(adj.)--free(v.)。
1.2坚持阅读是巩固和扩充词汇量的保证
阅读的过程是词汇反复再现的过程,而且只有在具体的语境中,学生才会对词汇搭配和词性产生感性认识。在日常教学中,笔者引导学生养成坚持阅读的良好习惯,在阅读中弱化生词的重要性,使其流畅阅读。在阅读后,指导学生将重要词汇和高频词汇摘录到生词本上,常添加、常翻阅,从而使学生在阅读过程中实现对词汇的巩固、扩充和循环应用。
2 优化阅读习惯,培养阅读技能
2.1提高阅读速度
阅读速度的快慢是阅读理解能力高低的重要标志之一。在教学中,笔者发现不少学生有译读、回读、指读等坏习惯,这不仅会影响阅读速度,而且还会阻碍英语思维的发展。如何提高阅读速度呢?养成以意群为单位进行阅读的习惯非常重要。意群是指由单词组成的表意单位。阅读时可以指导学生先将句子划分为几个意群,并按意群默读,渐渐养成将句子一眼看到底的习惯,久而久之,学生就可以“一目十行”。
2.2根据上下文(语境)来推测词义
语言学家认为,“阅读是一种心理语言的猜测游戏,是一个选择过程,在获得这个心理语言活动过程中,学生根据语言符号不断的猜测、舍取,然后检测自己的猜测是否正确。”推测词义的方法有很多,如:从句子的结构推测词义、词性;借助作者在下文对词意的解释;利用构词法猜测词义;运用常识进行判断等等。值得一提的是,同一单词往往会因语境不同而产生词义变化,根据上下文推测词义,将有效跨越生词障碍。
2.3学英语也要学文化
语言和文化是密不可分的,学习语言脱离其文化背景就等于是“纸上谈兵”。文化背景知识是决定学生阅读成败的重要因素之一。英语教学一方面是文化知识的传授,另一方面也是跨文化意识的培养。在教学实践中,笔者不失时机地向学生介绍异域文化,使学生在阅读时能够跨越文化障碍。
3 强化课内阅读和讲评
在每周一次四十分钟的阅读训练中,笔者会根据班级的不同情况,要求学生在限定时间内完成适量的阅读理解,一般都是经过精挑细选、内容丰富、原汁原味的英语短文,随后认真批改,发现问题,及时讲解。在讲解过程中,笔者会注意以下几点:
3.1指导学生整体把握语篇
阅读文章的目的是通过阅读对文章的中心思想、立意主旨、观点态度等有全面的理解。笔者在讲评中有意识地引导学生重点领悟短文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思想的概括和总结。对于没有明显主题句的文章,笔者会设计一些问题使学生加强对段落的理解,使学生更好地对整篇文章进行把握。
3.2培养学生逻辑推理能力
逻辑推理是提高阅读理解能力一种必不可少的基本技能。在近年来的高考试题中,推理、判断、综合类试题大量增加。笔者注重引导学生从字里行间理解文章深层含义,即作者的态度和意图。但需要注意的是,在做逻辑推理时,不能脱离文章的主旨,凭空臆想,一定要言之有理,言之有据。
另外,在讲评时,笔者经常要求学生一起大声朗读好的句子和精彩段落。实践表明,经常朗读背诵课文可以增强英语语感。有了强烈的语感,阅读理解能力会不知不觉地慢慢提高。
4 课外阅读是延伸和补充
4.1以娱乐为目的培养学生课外阅读习惯
提高阅读理解能力,光靠课内训练是远远不够的,而支撑课外阅读的最大动力就是兴趣。因此,笔者鼓励学生在课余时间进行不带“任务”的享受型阅读,让学生读得开心、学得快乐,让学生觉得学习英语是一件快乐的事,而不是一个沉重的包袱。通过这样,使学生能够更多地进行课外阅读,最大限度地保护和激发学生的阅读兴趣。
4.2由易及难循序渐进 情节为重语法为辅
在指导学生进行课外阅读时,笔者利用书刊、杂志、网络等资源,首先推荐一些语言难度较低、对学生有吸引力的读物,如《英语周报》上介绍明星的小文章、连载的小说、幽默的笑话,《疯狂英语》中的电影简介、英文故事等。在培养出学生的阅读兴趣和习惯后,逐步提高读物的难度,向学生介绍一些世界名著等。另外,笔者还积极引导学生在课外阅读过程中不要拘泥于语法、句式,把主要精力放在文章的主题和情节上。
总而言之,阅读是学生获得英语知识的必要手段,是培养学生独立思考能力的有效途径。但提高学生的阅读理解能力是一个循序渐进的过程,并非一朝一夕的事。作为教师,在高中英语教学中只有不断创新、勤于实践,注重对学生进行阅读方法的指导,培养学生的阅读兴趣和良好的阅读习惯,才能有效提高学生的阅读理解能力,达到有效教学的良好效果。
参考文献:
Waste can be seen everywhere in the school. Some students ask for more food than they can eat and others often forget to turn off the lights when they leave the classroom. They say they can afford these things. But I don't agree with them.
Waste can bring a lot of problems. Although China is rich in some resources(资源), we are short of(缺乏) others, for example, fresh water. It is reported that we will have no coal(煤) or oil to use in 100 years. So if we go on wasting our resources, what can we use in the future and where can we move? Think about it. I think we should say no to the students who waste things every day. Everybody should stop wasting as soon as possible.
In our everyday life, we can do many things to stop wasting, for example, turn off the water taps(水龙头) when we finish washing, turn off the lights when we leave the classroom, try not to order more food than we need, and so on. Little by little, everything will be changed. Waste can be stopped one day, if we do our best.
1. From the passage we know that some students often______ in the school.
A. eat too much B. don't work hard
C. waste things D. throw rubbish everywhere
2. Which is NOT mentioned in this passage?
A. Fresh water. B. Forest. C. Oil. D. Coal.
3. What may happen in 100 years?
A. We may still have enough oil.
B. We may still have enough coal.
C. We may have a little oil.
D. We may have no coal or oil to use.
4. Which of the following is Right?
A. Waste brings problems. B. Waste can bring no problems.
C. China is rich in fresh water. D. Students never waste things.
5. Which is the best title for this passage?
A. School Life B. Stop Wasting
C. Waste in the School D. Rich Resources in China
(B)
We were going to play against a team from a country school.
They didn't come until the last minute. They looked worse than we had thought. They were wearing dirty blue trousers and looked like farm boys.
We sat down for a rest. We felt that we didn't need any more practice against a team like that.
The game began. One of us got the ball and he shot a long pass to our forward(前锋). From out of nowhere a boy in an old T-shirt stopped the ball and with beautiful style(姿势) he shot and got two points. Then another two points in a minute. Soon the game was all over. We were beaten by the country team.
After that, we thought a lot. We certainly learned that even though your team is very good, you can't look down upon(轻视) others and still need to do your best. And the most important lesson we learned was: One can't judge(判断) a person or a team only by clothes.
1. The team from the country were in old clothes so the writer's team______.
A. looked down upon them B. couldn't win
C. didn't like the city boys D. were afraid of them
2. The country team arrived so late that______.
A. nobody saw them B. the writer's team were angry
C. they had no time to warm up D. they looked worse
3. The team from the country won because______.
A. they were in old clothes
B. they didn't practice before the game
C. they practiced before the game
D. it was better than the writer's
4. From the passage, we can guess the writer's team is______.
A. a basketball team from a country school
B. a basketball team from a school in the city
C. a football team from a school in the city
D. a football team from the country
5. The writer's team learned a lot from the game. They got to know how to______,
A. do better from then on
B. fight against the country boys
C. play against a weak team
D. judge a man or a team by clothes
(C)
Alfred Nobel, the great Swedish inventor and industrialist, was born in Stockholm on October 21, 1833, but moved to Russia with his parents in 1842, where his father, Immanuel, made a strong position for himself in the engineering industry. Immanuel Nobel invented landmine and made a lot of money from the government during the Crimean War, but went bankrupt soon after. Then, the family returned to Sweden in 1859, where Alfred began his own study of explosives(炸药) in his father's lab. He had never been to school or university but had taught himself, and by the time he was twenty, he became a skillful chemist and excellent linguist, speaking Swedish, Russian, German, French and English. He built up over 80 companies in 20 different countries. He was always searching for a meaning to life. He spent much time and money working on how to end the wars, and the peace between nations, until he died in Italy in 1896. His famous last will, in which he left money to provide prizes for outstanding work in physics, chemistry, physiology, medicine, literature and peace, is a memorial to his interests and ideas. And so, the man is remembered and respected long after his death.
1. Where was Alfred Nobel born?
A. In Sweden. B. In Stockholm.
C. In Russia. D. In Moscow.
2. What did Immanuel Nobel invent during the Crimean War?
A. A strong position. B. The engineering industry.
C. Landmine. D. Explosives.
3. Alfred Nobel returned to Sweden because his father______.
A. went bankrupt B. was put in prison
C. was ill D. died
4. Alfred Nobel built up more than______ companies in different countries.
A. 20 B. 40 C. 60 D. 80
5. What was Alfred Nobel always searching for?
A. More time and more money. B. A meaning to life.
C. How to end the war. D. The peace between nations.
(D)
Now satellites are helping to forecast(预报) the weather. They are in space, and they can reach any part of the world. The satellites take pictures of the atmosphere(大气), because this is where the weather forms(形成). They send these pictures to the weather stations. So meteorologists(气象学家) can see the weather of any part of the world. From the pictures, the scientists can often say how the weather will change.
Today, nearly five hundred weather stations in sixty countries receive satellite pictures. When they receive new pictures, the meteorologists compare them with earlier ones. Perhaps they may find that the clouds have changed during the last few hours. This may mean that the weather on the ground may soon change, too. In their next weather forecast, the meteorologists can say this.
So the weather satellites are a great help to the meteorologists. Before satellites were invented, the scientists could forecast the weather for about 24 or 48 hours. Now they can make good forecasts for three or five days. Soon, perhaps, they may be able to forecast the weather for a week or more ahead(提前).
1. Satellites travel______.
A. in space B. above space
C. above the ground D. in the atmosphere
2. We use the weather satellites to take pictures of the atmosphere because______.
A. clouds form there
B. the weather forms there
C. the weather satellites can do it easily
D. the pictures can forecast the weather
3. Meteorologists forecast the weather______.
A. without studying satellite pictures
B. after they have compared the satellite pictures
C. when they have received satellite pictures
D. before they receive satellite pictures
4. Maybe we'll soon be able to forecast the weather for______.
A. one day B. two days
C. five days D. seven days or even longer
5. The main idea of this passage is that satellites are now used in______.
A. taking pictures of the earth
B. receiving pictures of the atmosphere
C. weather forecasting
D. doing other work in many ways
(E)
When you are learning English, you find it not clever to put an English sentence, word for word, into your own language. Take the sentence “How do you do?” as an example. If you look up each word in the dictionary, one at a time, what is your translation? It must be a wrong sentence in your own language.
Languages do not just have different sounds, they are different in many ways. It's important to master(掌握) the rules for word order in the study of English, too. If the speaker puts words in a wrong order, the listener can't understand the speaker's sentence easily. Sometimes when the order of words in an English sentence is changed, the meaning of the sentence changes. But sometimes the order is changed, the meaning of the sentence doesn't change. Let's see the differences between the two pairs of sentences.
“She only likes apples.”
“Only she likes apples.”
“I have seen the film already.”
“I have already seen the film.”
When you are learning English, you must do your best to get the spirit(精神实质) of the language and use it as the English speaker does.
1. From the passage we know that______ when we are learning English.
A. we shouldn't put every word into our own language
B. we should look up every word in the dictionary
C. we need to put every word into our own language
D. we must read word by word
2. The writer thinks it is______ in learning English.
A. difficult to understand different sounds
B. possible to remember the word order
C. important to master the rules in different ways
D. easy to master the rules for word order
3. We can learn from the passage that______.
A. the meaning of an English sentence always changes with the order of the words
B. the order of words can never change the meaning of an English sentence
C. sometimes different order of words has a different meaning
D. if the order of words is different, the meaning of the sentence must be different
4. “She only likes apples.”______.
A. is the same as “Only she likes apples.”
B. is different from “Only she likes apples.”
C. means “She likes fruit except apples.”
D. means “She doesn't like apples.”
5. Which is the best title for this passage?
A. Different Orders, Different Meanings
B. How to Speak English
C. How to Put English into Our Own Language
D. How to Learn English
Key:
文章大意 Mike和Dick因不喜欢寒冷的天气而选择了去澳大利亚度假。在一次到澳大利亚之后的旅途中,
天气十分炎热,又无处乘凉,所以他们一起来到一个小河边准备游泳。在这之前,他们问好了河中
是没有鲨鱼的,可就在游泳过程中,Dick觉得有什么袭击他,其实是些比鲨鱼更可怕的鳄鱼。可
见,Mike和Dick在打听消息时考虑的只是鲨鱼是不对的,河中还可能会有其他可怕的动物呀!
1.根据Mike和Dick是因为不喜欢寒冷天气而选择去澳大利亚的,澳大利亚那时是夏天,这点从
短文中可以看出,据南北半球季节对称这个道理选D。
2.从“Their plane arrived in Sydney…”,可以判断出Mike和Dick是乘飞机去的,故选A。
3.从“The next morning they rented a car in the city and began their travel.”可以看出,他们到那儿是为了旅
行。故选C。
4.据“It was so hot that they could hardly go on driving”,“天气是这么热,以至于他们几乎都不能继续开车前
行了。”应选C。
5.据“They were afraid and stopped swimming.Dick asked loudly,‘Is it true that there aren't any sharks in the
river?’”“他们害怕了,停止了游泳。Dick大声地问:‘你确信河里没有鲨鱼吗?”’可以想到应选B。
6.最后,那个淘气的孩子说的是,河里没有鲨鱼是因为被鳄鱼吓跑了,那么Mike和Dick一定是吓得立即从
水里钻出来的,故选D。
(二)1--5BACDC
文章大意 Mike出生在一个小村庄,父亲种了大片的土地,家里经济条件很好。但由于村里没有小学校,
Mike 6岁那年,在他叔叔的帮助下,Mike的父亲将Mike送到了伦敦的小学校。由于在小村庄受
到的教育少,Mike还不懂得怎样使用sir这个词。
1.Mike住在农村,后来由大人带到首都伦敦。从此处可以分析出Mike住在英国。故选B。
2.据“Mr Hunt,has a big piece of farm and works hard on it. He often gets good harvests.”“Mr Hunt,他有一大
片农田并且努力耕种,总是能获得大丰收。”可以分析出他的经济收入是可观的,故选A。
3.据“but there's no school…”及“There's a lot of nice schools there(第二个there指的是伦敦)”,故选C。
4.据“You must be polite,”said the teacher,“Always say‘sir’please when you’re speaking to the elders.”可知
选D。
5.如果Mike知道怎样使用“sir”,就不会犯那样的错误了。故选C。
(三)1---5CCBAD
文章大意 Mrs Smith有一幢房子,自己留用一个房间,把其他的房间租给大学生使用。为了能吸引学生来租
用她的房间,在价钱上她不能要得太高,所以只好严格控制电话、用电等其他事宜。但有一次电话
费用偏高,Mrs Smith想了一个办法查出原因,但还是不能弄清原因。
1.“let out”意为“出租”。另外读完短文也能够猜出这个词意,选C。
2.据第一段最后一句可知选C。
3.从表面意思可以分析出,“Keep the bill high"意为“账单上的价格高”,故选B。
一、粗看材料
英语阅读理解题材料多,而每则材料只有三四个题,因此不能在阅读材料上浪费太多时间,也就是要粗看材料。粗看材料体现在关注材料整体大意,注重材料中心主题,而忽略个别单词或句子的意义,这样就可以快速阅读。何况就是有不认识的不理解的词句,也未必就是出题的地方。就好比我们看武侠小说一样,一目十行,某个人名地名汉字不认识,不会对小说整体内容的理解产生影响。所以快速阅读,大致弄清材料想说明什么主题、如何说明这个主题就行了。
二、细看问题
每个阅读理解题中问题的设置都不一样,但通常会考这几种问题:
1.例证题。这种题型题干中会出现example等词,例证题的解题方法要求返回原文,找出该例证所在的位置,找出该例证支持的观点。
2.指代题。这种题型解题方法是返回原文,找出出题的指代词。将找到的词、词组或句子的意思代入替换该指代词,看其意思是否通顺。
3.词汇题。这种题型解题方法是返回原文,找出该词汇出现的地方,确定该词汇的词性,代入所给词汇在材料中的位置看语义是否合适。
4.句子理解题。这种题型解题方法是对原句进行语法和词义的精确分析(找主干),应该重点抓原句的字面含义。若该句的字面含义不能确定,则依据上下文进行判断。注意:局部含义是由整体决定的。
5.推理题。这种题型题干中会出现learn,infer等词,依据原文的意思进行三错一对的判断。先不要进行推理,若有一个选项跟原文的意思一模一样,则该选项必然是正确答案。推理题不是考察我们的想象力,它实际是考察我们原文中的某几个点,如一个、两个点所涉及的问题我们读透了没有。因此,不推的比推的好;推的近的比推的远的要好。
6.主旨题。这种题型题干中会出现mainly about等词,抓首段和其余各段的第一句话,把意思连接成一个整体。要注意总结性的提示词和转折词,特别要注意中心句,主要针对自然段少的材料,而针对自然段多的材料,主旨题最好联系中心句,找一个和中心句最贴近的。
7.态度题。这种题型题干中会出现attitude等词,可以寻找文中一些具有感彩的词,如:fortunately,excessively,too many,抓论述的主线,把第一段读透,把其他各段的段首段尾句拉出来,看整个材料的谋篇结构。
每种题问法都不同,但都有一定规律,因此细看问题找到该问题的特点,就能够具有针对性的回答。
三、巧看选项
做英语阅读理解题,看完问题就知道答案的题几乎没有,都要看选项,比较选项的差异,发现选项中的隐含信息,因此要巧看选项。例如有的选项之间本身就是矛盾的,那么至少有一个是错误的,但通常答案会在其中;有的选项来自材料,只是换了个说法罢了,那么就需要重新回到文中,再次挖掘材料内涵;有的选项只是文化背景知识,而与材料无关,与问答无关,则不能选。所以通过巧看选项,使用排除法,减小做题难度,提高做题速度和准确率。
四、重看联系
文献标识码:A
文章编号:1673-0992(2009)08-0008-02
摘要:阅读理解能力是英语考试中必不可少的一个测试点,学生在从基本技巧训练入手,读懂文章主旨大意,进行快速阅读的训练,才能有效提高阅读技巧。
关键词:英语教学 阅读 训练
阅读理解是英语考试中必不可少的一个测试点。阅读理解试题中通常采用以下几种题型:(1)事实细节题;(2)主旨大意题;(3)推理判断题;(4)猜测词义题等。根据这些测试要求和题型设计,教师应从以下三方面进行针对性的阅读训练:
一、强化基本技巧训练
1、读懂文章细节的训练
对文章细节的理解,是学生基本理解能力的体现。学生读不懂文章细节的主要原因在于:第一,不会分析长句、难句;第二,不理解代词的指代内容:第三,不懂词性、词义的变化。针对这些因素,教师在上阅读课时就必须有的放矢。进行有效的针对性训练:
(1)长句、难句分析。学生在阅读中经常会遇到长句和难句,大多数学生对这类句子存在恐惧感溶易造成阅读障碍,针对这一情况,教师可以要求学生阅读时先找出这类句子,抄写在本子上,然后分析句中的主语、谓语、宾语及非谓语、从句等成分,最后将该句译成汉语。日积月累,学生就养成了分析长句和难句的习惯并掌握了分析这类句子的技巧。
(2)代词的指代分析。学生在阅读中往往会遇到一些含有代词的句子,如果学生明白代词的指代内容,那么,句中之意就显而易见了。所以,在指导学生进行阅读时,教师应该教会他们如何分析代词的指代内容,养成敏捷的思维习惯,掌握阅读技巧。
(3)词性、词义转化猜测。英语单词的词性、词义变化多端,需要根据不同的语境进行判断、猜测。因此,在指导学生进行阅读时,应该训练学生根据句子成分判断词性,根据语境判断词义的能力。坚持长久的训练,定会大有收获。
2、读懂文章主旨大意的训练
在阅读一些说明文、议论文时,经常会遇到一些关于判断文章标题、中心思想或段落大意的试题。读记叙文时,有时也会遇到排列顺序的试题。主旨大意题主要测试学生的全面理解与概括能力,提问的内容可能是全文的大意,也可能是某段的段落大意,一般不易在文中找到答案。
常见以下几种设问方式:
The main idea of this pasage is that.
The passage ismainly about.
The best title for the passage is.
From the passagewe can learn/conclude that.
这些试题测试学生是否抓住文章主旨大意,领会文章中心思想。这要求学生要有很强的归纳、概括能力,这种能力的培养也离不开经常的训练。
(1)加标题训练。阅读题大多没有标题,在指导阅读时,教师应要求学生在阅读完文章后,给文章加标题。加标题训练,其实就是找出文章的中心主题句,所以加标题训练也就是找中心主题句的训练。
(2)划分层次训练。找出主题句后,并不等于完全读懂文章大意。还应该读懂该文章谈到的多层意思,这就要求阅读者首先要读懂各自然段的中心意思,然后再进行归纳。这样就能够清楚地分出文章的层次,完全领会文章大意。
(3)辨认重要事实的训练。在记叙文和某些说明文、议论文的阅读中,我们需要弄清一些主要事实,以达到明确文章大意的目的。这种训练是阅读中必不可少的。训练可分两步进行:第一步,在阅读中以句子的形式写下重要事实:第二步。以时间或以步骤等顺序排列这些事实。
3、读懂深层含义的训练
深层含义是指文中一些需要想象的抽象概念:作者的态度和意图:全文的逻辑关系。这是一种难度比较大的训练。根据学生的实际水平,教师可以分以下几方面进行训练。
(1)换句训练。对于需要发挥想象力才能读懂的抽象概念,教师可以把有关句子抽出,进行改写。这种换句训练,能有效提高学生的想象力和抽象思维能力。
(2)作者意图猜测训练。读完文章后,教师可以设置以下问题:
What's the purpose of the passage?
Whom does the authorwrite for?
What's the background of the passage?
通过学生回答问题的情况来了解学生对文章的理解程度,训练他们判断语境,猜测有关事实的能力。
(3)逻辑推测训练逻辑推测训练包括四种内容:数量推测、年月推测、故事结局推测、人物关系推测。前两种属于数字推测后两种属于逻辑推理。进行逻辑推理训练的最好方法就是让学生分组讨论。
4、进行快速阅读的训练
衡量阅读能力的一个重要尺度是阅读速度。如果一个学生阅读速度太慢,即使理解正确,也不能说明他阅读能力强。《英语教学大纲》明确规定:高中学生的阅读速度是每分钟60~70个单词。因此,教师可以按大纲要求,进行限时训练。可精选5篇文章,让学生在40分钟内完成。每周至少进行两次限时阅读训练。阅读旨在提高阅读速度。阅读速度的提高取决于一定的阅读技巧。所以,教师要在限时阅读中培养学生以下快速阅读技巧:
(1)视读。用眼睛扫描文章内容,按意群理解句子的意思。看文章时。禁止学生朗读、默读、逐词读或用手、笔指着读,因为看文章比读文章的速度快。
(2)猜测词义。学生看文章时,经常会因遇到生词而紧张,影响阅读情绪。其实,可以采用“战略上藐视,战术上重视”的策略,放松心情,根据上下文或语法知识猜测词义。
(3)抓整体。阅读时,应把注意力放在整篇文章上,不要过多地考虑每个单词、短语或单句的意思,否则很难在短时间内把握文章的主旨。
二、丰富文化背景知识
学生对世界的认识。对人文、历史、地理、科技、体育、卫生、环境、生活、习俗和风土人情等方面知识的多寡直接影响对文章理解的水平。学生的非语言信息也是提高阅读理解能力的重要因素之一。因此每个学生都必须有意识地排除非语言障碍,利用各种途径充实自己的背景知识。现有的教材为学生提供了较为丰富的阅读材料,题材多样,主要涉及科学技术、天文地理、环境保护、人文历史、自然灾害、医疗保护和饮食文化等。在使用教材时,学生不仅要注意语言基础知识的学习,还要注意文章所提供的信息。了解和掌握相关的常识,还应鼓励学生泛读各类有助于增长见识的课外读物。
三、注意阅读篇目题材形式特征
文章的题材主要有:科技小品、说理小品、新闻报道、人物传记、短篇故事、史地文化、幽默小品和图形表格。不同题材往往有各自的写作方法和语言表达方式。学生若不了解题材,阅读就会带有盲目性。在学习和阅读时。教师要引导学生注意文章的题材特征,掌握不同题材的阅读方法,从而提高阅读速度和理解的准确性。以新闻报道的题材为例,这类文章有非常明显的特点:
(1)主题突出。文章的第一句话或第一段即是对整篇文章的高度概括。