中学生英语课外阅读：Christmas

中学生英语课外阅读：Christmas

For many of us, one Christmas stands out from all the others, the one when the meaning of the day shone clearest. My own “truest” Christmas began on a rainy spring day in the bleakest year of my life.

Recently divorced, I was in my 20s, had no job and was on my way downtown to go the rounds of the employment offices.

I had no umbrella, for my old one had fallen apart, and I could not afford another one.

I sat down in the streetcar--and there against the seat was a beautiful silk umbrella with a silver handle inlaid with gold and necks of bright enamel. I had never seen anything so lovely.

I examined the handle and saw a name engraved among the golden scrolls. The usual procedure would have been to turn in the umbrella to the conductor, but on impulse I decided to take it with me and find the owner myself.

I got off the streetcar in a downpour and thankfully opened the umbrella to protect myself. Then I searched a telephone book for the name on the umbrella and found it. I called and a lady answered.

Yes, she said in surprise, that was her umbrella, which her

parents, now dead, had given her for a birthday present. But, she added, it had been stolen from her locker at school (she was a teacher) more than a year before.

She was so excited that I forgot I was looking for a job and went directly to her small house. She took the umbrella, and her eyes filled with tears.

The teacher wanted to give me a reward, but--though twenty dollars was all I had in the world--her happiness at retrieving this special possession was such that to have accepted money would have spoiled something. We talked for a while, and I must have given her my address. I don’t remember.

The next six months were wretched. I was able to obtain only temporary employment here and there, for a small salary. But I put aside twenty-five or fifty cents when I could afford it for my lithe girl’s Christmas presents.

My last job ended the day before Christmas, my thirty-dollar rent was soon due, and 1 had fifteen dollars to my name--which Peggy and I would need for food.

She was home from convent boarding school and was excitedly looking forward to her gifs next day, which I had already Purchased. I had bough her a small tree, and we were going to decorate it that night.

The air was full of the sound of Christmas merriment as I walked from the streetcar to my small apartment. Bells rang and children shouted in the bitter dusk of the evening, and windows were lighted and everyone was running and laughing. But there should be no Christmas for me, I knew, no gifts, no remembrance whatsoever.

As l struggled through the snowdrifts, l had just about reached the lowest Point in my life. Unless a miracle happened, I would be homeless in January, foodless, jobless. I had prayed steadily for weeks, and there had been no answer but this coldness and darkness, this harsh air, this abandonment.

God and men had completely forgotten me. I felt so helpless and so lonely. What was to become of us?

I looked in my mail box. There were only bills in it, a sheaf of them, and two white envelopes which I was sure contained more bills. I went up three dusty flights of stairs and I cried, shivering in my thin coat.

But I made myself smile so I could greet my little daughter with a Pretense of happiness. She opened the door for me and threw herself in my arms, screaming joyously and demanding that we decorate the tree immediately.

Peggy had proudly set our kitchen table for our evening

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初一英语课外阅读原创及答案

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英语课外阅读教学模式

英语课外阅读教学模式 英语课外阅读教学模式 一、英语课外阅读的好处 首先,阅读能扩大学生的词汇量。有些学生觉得英语学习中最困难的是单词太多,学了就忘。而在课外阅读材料中,有些常用的词复 现率较高。对于这部分单词,学生就可以自然而轻松地习得。同时, 词汇量的扩大也让听、说、读、写变得更轻松。 其次,阅读能提高学生阅读综合能力。经常的大量的课外阅读能提高学生的阅读速度,降低阅读时的困难。学生在坚持了一段时间哪怕是没有时间规律的课外阅读之后,在读阅读理解题的文章时“觉得没那么痛苦”了。 最后,阅读能增强学生对英语的兴趣。一些趣味英语阅读对学生来说除了是学习之外还是一种娱乐、放松,能增强学生对英语的兴趣,让学生更主动地学习、思考和研究英语。 二、高中生如何选择阅读材料 为了培养学生的兴趣,我们应遵循文章由易到难的原则。 1.文章长度:由短到长。高一的学生,尤其是农村学生大多是没有课外阅读习惯的。教师不妨指导他们由最短的小笑话、漫画或者如 一些学习辅导报上的小资讯读起。这些笑话、资讯往往一分钟左右 就能读完,有趣而且简单,并且贴近生活,能引起学生的兴趣。而在培养学生阅读习惯的最初,“兴趣”恰恰是教师最应该注重的。 2.文章内容:由具体到抽象。内容具体的文章如有故事情节的记叙文、报刊上的连载小说等,容易理解,有利于增强学生课外阅读时 的信心,从而使其养成坚持阅读的好习惯。有了这个好习惯之后,再 渐渐过渡到一些说明文、议论文等各种体裁的文章。

三、高中生如何合理安排阅读时间 高中阶段学习任务较重,因此养成好的阅读习惯不是很容易。有 时学生可能会觉得没有时间阅读。这里,我们把时间分为课内和课外 两部分,作如下建议:在培养学生阅读习惯的初期,教师不妨每天给出 课内的一小部分时间,在这有限的时间内指定一些简短而有趣的文章 让学生去阅读。一些英语学得好的学生在做练习的时候比较快,也可 以利用这节省下来的时间进行一些阅读。学生的阅读习惯初步养成 之后,教师就可以逐渐减少课内所用的阅读时间,指导学生利用课外 的零碎的时间去阅读。根据这些时间的长短决定阅读文章的长度。 四、英语课外阅读的方法和技巧 1.词汇的处理。 出现频率较高的词或影响对文章内容理解的词要借助工具书,查 清词的意义、用法,必要的时候还要把这些词摘录下来。一些专有名 词一般不影响对文章的理解,阅读时学生可以跳过去不管它们的意义。还有的词是可以根据上下文猜出其意义的。而猜词的能力也是学生 在课外阅读过程中要培养的一个重要能力。 2.长句、难句的`处理。 阅读的过程中,我们会见到各种各样的句式。一个提高阅读理解 能力的有效途径就是做个有心人,留意、分析已学过的句式,同时思考、与同学讨论、分析不熟悉的句式。还可以把一些优美的句子摘 录下来进行背诵,增强自己对英语的语感。 3.文章大意的把握。 对文章大意的准确的把握,体现了学生的阅读综合能力,也有利于学生考试时对付阅读理解题目。要把握文章大意,就要注意文章的题目、文章的首尾段落和各段落的主题句。此外,一些学生还需要克服 阅读时的一个类似强迫症的坏习惯,即遇到生词时,不管该词是否影 响理解都要较长时间地停留、琢磨,以致于影响阅读速度,更不利于 对文章大意的把握。 4.阅读时应详略得当。