1. 2020考研英语阅读教材，用什么讲解更详细呢
英语阅读的话建议买真题，两套及以上，其他都是辅助作用，只有真题有用，真题的解析建议选择正规的大的机构出版的，比如张剑的，也就是所谓的黄皮书，模拟题的话不联系用，效果不怎么样。
2. 如何上好新教材中的英语阅读课
本文根据笔者的教学实践，提出了几点教英语阅读课的行之有效的做法。关键词：《高中英语教学大纲》 英语阅读课 教学模式 进入高中以后，英语阅读课是每个单元教学的重心。我们经常可以在教室中看到这样的教学模式：先教生词，再讲语法，逐句讲解，朗读背诵，大量模仿，仿佛阅读课文只是为了掌握词汇和语法。新的高中大纲强调：阅读是理解和吸收书面信息的手段。也就是说，阅读教学不仅仅是为了掌握一定的语言知识，而且要从中获取有用的信息，同时掌握一些阅读的技能技巧。现在我们正在使用的牛津译林版新教材阅读文章题材广泛，内容丰富，信息量大，知识点多，用以往的老教法来教新教材，显然是行不通的。那么面临着新课程改革下的更富有挑战性的英语阅读课，我们应该怎样有效地组织教学呢？我根据一轮教过来的教学实践，总结了几点教学体会。一、精心备课，并充分发动学生，做好课前的准备 1.寻找背景知识介绍等相关的补充素材。语言是文化的载体，每篇文章总会不同程度地反映出作者的思想境界、立场观点。对不同国家和地区的风俗习惯、社会制度和文化背景下的思维方式和表达的方式等各方面的知识了解，将有助于学生对阅读材料的理解，增强跨文化意识，减少阅读障碍。2. 吃透课文，精心准备我们经常可以发现，一些教师在教完几个单元后，便以为掌握了阅读课文的一般教法，可以不看教参，不查资料，不作教学设计，步步照搬老模式。殊不知每篇文章的题材不同，体裁各异，阅读目的也就有所不同，需要根据具体情况采用不同教法。我们同样也可以发现，有不少有经验的教师，教学过程衔接有序，教学目标明确，方法得当。有的在上课之前往往在黑板上设计一个表格，或画一幅图，在教学过程中要求学生把一些主要的信息填入其中，并以此为线索，组织学生复述或复习课文。虽然他们的课看似上得很轻松，但课前却作了大量的准备。因此，在教课之前，对本课的教学内容、方法、要求要做到心中有数，这是教好阅读课文的基础。3. 预习指导。牛津译林版教材阅读文章考虑到中学阶段的基础性，为学生以后的阅读作准备，所选择的材料包括各种题材和体裁，具有内容新、时代感强，能吸引学生的注意力。指导学生预习课文，不仅有助于学生课前了解教学内容，把握重点、难点，而且能使他们发现问题，提高兴趣。二、教学模式1.速读（Fast-reading） 采用自上而下模式，侧重培养快速阅读理解能力。“自上而下的模式”是哥德曼（Goodman）1971年提出的阅读理论模式。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解文章，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，采用自上而下模式正可以满足这样的需求。因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。可采用问答题、判断题、选择题、填图表等检测形式来检测学生的理解。例如：牛津英语模块八第三单元阅读课文“Visiting the masters”,让学生快速阅读全文后，回答以下三个问题：1.Which countries has Li Ming visited on his trip? 2. How many days did they spent in Paris? 3. Where are they going next?2. 细读（Intensive reading） 这一步骤主要引导学生逐步仔细阅读课文，了解课文的主要情节和细节，就课文内容情节提一些问题，让学生分析段落大意以及段落之间的联系或中心思想。对文中尚未学过的生词和习惯用句式，可鼓励学生根据上下文利用已学过的知识去猜测去推断。目的是培养学生独立分析、独立思考和逻辑推理的能力，以及用英语思维的习惯。这一阶段的教学设计主要如下：（1）、细读课文。可采用全文阅读，逐段阅读，合段阅读等阅读方式。（2）、检测理解。可采用问答题、判断题、讨论题、选择题等检测形式。（3）、阅读析评。可采用学生发言、教师总结或师生一起讨论归纳等双边活动形式。3.复读（Re-reading activity）在速读和细读的基础上，可引导学生再次阅读课文，从整体上把握课文或作者的思想，巩固文章的内涵和语言点，最终达到运用的目的。这一步骤既可在课上进行，也可在课后进行。目的是将课内所学到语言知识延伸到课外某个相似的话题中，创造性的解决问题，从而培养学生举一反三的能力。例如：在完成”Visiting the masters”阅读后，可以设计以下问题：1.As students,what can we learn from Van Gogh’s life experience? 2.What should we do and what shouldn’t we do while visiting the art museums? 三、强化练习，不断巩固在教材的基础上适当增加提高阅读技能的活动，比如：教师可以精心挑选和补充阅读理解训练题型对学生加以训练，课外阅读也是提高学生词汇量和阅读量的有效途径，教师可为学生介绍一些英文方面的报刊和读物，鼓励学生用英语写日记、办简报等活动。阅读是一个综合过程，阅读技能的提高更是一个循序渐进的过程。上好阅读课，既有利于教学目标的达成，即在知识、技能、情感态度、价值观等方面达到既定目标，又可以帮助学生建立新旧知识体系之间的联系，通过将阅读策略与技能培训、思维训练相结合，可以锻炼学生的逻辑思维能力，使学生变得更聪明，同时又可以提高他们的人文素养。教师若能结合学生的认知水平，合理、灵活地进行阅读课文教学，高中英语阅读教学目标是完全能够实现的。 参考文献：1.《高中英语教学大纲》2. 杜萍.“高中英语阅读策略与教学方法的研究”[J].中小学外语教学,2004年第四期
3. 小学英语阅读教材有哪些哪套的教学方法比较好些
阅读教材可以和辅抄导班的老师交流一下，或者是阅读英文版的安徒生童话这种书，教学方法当然是按照听说读写了，按部就班，最好有一个顺序，但是也可以同步进行，比如听和说，可以，一边听一边学，这个学呢不是要求孩子在听的时候背过，而是培养他的语感。我所了解的就只有这些。
4. （转）如何阅读一个英文原版教材
现在很多大学都会开设双语课程, 于是也会采用外国的原版教材. 对很多学生来说, 这真的是一件头疼的事. 是啊, 看到那动不动近千页密密麻麻的小字, 谁都会受不了. 我希望将我读这些书的一些经验分享给你们. 在这里, 我说的原版书是指英文的, 我并不了解其它语言的.读原版书的三个误区1、觉得自己词汇量不够. 你可能费了半天劲, 最后得出的只是这一个词的一个中文镜像而已.另外,真正的技术类书籍, 一般只是由 低级词汇 + 专业词汇组成. 其中, 专业词汇总是有限的, 并且, 在每章的重要概念里, 一般这些专业词汇都会出现. 所以, 不要将词汇当成负担.2、觉得自己阅读能力差. 这也是误区之一. 我想说的是, 和整天看英文说英文的美国人来说, 你对英文的熟悉程度要差很多. 但事实上, 你的阅读能力并没有想像的那么差. 你或许不具备一目十行还能抓住重点的能力, 但是慢点看也是可行的啊.3、希望完全借助于翻译版的教材.很多人觉得自己看不懂外文, 于是去图书馆借原文的翻译版. 我也尝试过这样的事, 但是, 我这样做的结果, 就是我再也没翻过那本翻译教材. 我看到的那本书, 翻译的实在太烂了. 差不多就是用电脑翻译完再稍作编辑的结果. 这让我及其失望.
5. 关于英语阅读参考书。
readers choice 第四版的，很贴近美国生活，新鲜有趣，但是需要有一定的基础。
21世纪报也不错，主要是难度不大
高二的话应该准备高考吧，有很多阅读书的。不过我的印象里用的资料都是学校印的
6. 新版阅读英语一1-28课全文翻译
ggttgt
7. 新概念英语看完后还有类似的阅读型教材吗
严重同意你的方法！我也是专找有趣的短文读。
推荐《新视野大学英语》读写教程。
Adjustments to a New Culture
I had to find more friends. After several weeks in school I knew a couple of students but saw them only a few minutes, perhaps three times a week. I decided to learn a few more names. I came ten minutes early to my News Media and U.S. Government class. Two young women, one black and one white, were already there. I told myself to be aggressive and went up to them.
“Hi.” I tried to be casual. “My name is Liu Zongren. I come from Beijing, China.” I stressed Beijing, hoping that might create some attention.
“Oh, really? How do you find it here?” The white woman seemed interested.
I couldn’t understand what she meant. “I came here by plane, of course.” I must have looked lost. The white woman added quickly, “I mean, do you like this country?”
“Well, I don’t know.” How foolish I was. Why had I said this?
“My name is Ann. This is Geri.”
Several other students had arrived by now. I didn’t know if the two women wanted to go on talking. I began feeling nervous when I realized I was standing in the middle of the classroom.
Ann started to move away. “Glad to meet you, Mr. –”
“Liu,” I said in haste, “Just call me Liu. My last, no, my first name is too hard to pronounce.”
“Glad to meet you, Mr. Liu,” Ann repeated.
“Thank you,” I said, my face turning red. I wondered what I had thanked them for, as I made my way to a seat.
After the class began, most of what the professor said escaped my ears and I left as soon as the lecture ended. I had no other class that day and I didn’t want to go back to the loneliness of the McKnight house, so I explored around the grounds. Many students were entering a particular lecture hall. I stopped and checked my list of classes. It was a history class. Good.
I went in. I sat in a seat away from the lecture stand. Nobody paid any attention to me. I saw several Asian faces among the crowd. I relaxed, took out my notebook, and opened the school newspaper, pretending to be an old hand. A young man sat down beside me and smiled. It was five minutes until class. Perhaps I could strike up a conversation with this friendly looking man. I started my set introction. “My name is Liu Zongren. I come from Beijing, China.”
“Glad to meet you. My name is George Christi.” He seemed ready to talk.
“Please write down your name for me.” I handed my notebook to him. “You know, it is very hard for me to remember American names without seeing them spelled out.” I said this out of a desire to speak two more sentences, rather than as an explanation. I looked at what he wrote. “Is yours the same name as that British woman who writes mystery novels?”
“Sort of,” he answered.
Seeing me at a loss, he asked, “How do you like the weather here?”
“Much the same as that in Beijing. We have cold winters, too.”
“I hope someday I can go to Beijing.”
“You’ll be welcome. If you wait for two years, I can show you around.” I was so very eager to make a friend of him.
Unfortunately, the professor appeared and the class began. I would be sure to come to this class again and locate this friendly person.
I didn’t try my luck anymore that afternoon. Instead I found a seat in the library and tried to finish some assignments. I took out my books, but my mind refused to absorb anything. I glanced around the library; some students were doing their homework; a few were dozing on the sofa along the wall. Looking at those tired students, I remembered an article in the newspaper had reported that the 1981 fees would be $6,900. How could I blame them for not wanting to talk to me? Costs were so high; they had to put their time and energy into their studies.
I closed my books and began a letter to Fengyun, but couldn’t finish it. Sad, I packed up my books and walked slowly back to my room. I knew my sadness came not only from missing my family, but also from the frustration of being unable to learn. People in Beijing must be thinking I was enjoying myself here in the richest country in the world. Yet I was suffering, not because people in America were not accepting me, but because they didn’t understand me and didn’t seem to care how I felt -- and because I didn’t understand them, either. After my three classes each day, I walked without aim around the grounds like a lost soul. I had no place to go.
I felt better when sk fell, knowing that another day had passed.
8. 自学考试英语专业《英语阅读一》教材
早知道你是个那种货色的我，我才不告诉你那些答案呢，
9. 关于新高一英语阅读教材
高中就看 “5.3”高考题 都是高考题，有解析，很清楚
10. 考研英语阅读教材哪些比较好啊
英语一难度大一点抄，不袭过不管是英语一还是英语二，阅读和作文都是重点，阅读得确保在重要单词你大部分都记住了。其次，你要掌握好做题方法。你着重注意针对每种问题，怎么去读问题，通过真题练习。提高阅读的准确率。还有，长难句的结构分析也要多看看，新题型和翻译不用额外花太多时间，后期定期做就可以。作文方面，适当地准备一些模板，至少速度都要快一点。参考清北启航的作文模板的写作思路和特点，积累精美语句，用些高级一点的词汇和复杂一点的句子，有针对性的进行弥补，进而提高自身水平。