高中英语阅读材料

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高中英语阅读材料常用[6篇]

高中英语阅读材料1

　　一、课题的启动工作

高中英语阅读材料常用[6篇]

　　课题组成员召开了工作室筹备会议，主持人介绍了计划课题实施方案、课题研究方法、步骤等。进一步细化了分工、研究方式、阶段划分等细节问题。然后按分工分头准备开题所需要的各项数据、资料。课题主持人及时将课题立项情况向学校相关领导做了汇报，介绍课题组的工作进展及设想，以求得学校领导在思想上、业务上和资金上的支持。

　　二、开题后的工作进展

　　课题开题后，课题组全体成员团结合作，按照申报书中确定的方法和步骤展开课题研究。

　　（一）课题组成员过去一个阶段的分工工作

　　1.课题组成员系统学习有关的教育、教学理论，研读基础教育课程改革纲要和新课程标准，了解国内外的有关研究现状，明确研究目标，确立研究重点，进一步做好分工工作。

　　2.课题组通过翻阅图书资料，查阅相关网站，并结合课题组需要和学生实际情况，每人都写了文献综述。

　　3.课题成员每学期分批次参加学校教研工作，多次到济南市各中学听课，并与学校老师交流，座谈。

　　4.课题成员听课后，相互交换意见并进行讨论研究，共同拟定调查问卷。调查问卷由专人发放和回收

　　5.问卷的统计由课题组成员合理分配，分别完成。而数据汇总、分析，确定存在的代表性问题则由课题组成员共同讨论完成。

　　6.撰写调查报告：专人负责

　　7.对代表性问题进行深入研究、分析，并与学生进行交流：将问题分配到人，分头进行，定期集中，交流感受，共同研究解决问题。

　　（二）过去一阶段教学活动中的具体实践

　　首先，课题组成员首先共同研究阅读教学与批判性思维能力培养的教学策略，转变教学理念，提升能力，形成了较强的批判性思维和熟练的批判反思能力。我们并没有因为高中生面临的主要是高考，就考什么讲什么，根据教材照本宣科。大家巧妙设计课堂问题，使学生对问题产生研究兴趣。例如，人教版《普通高中课程标准实验教科书英语》选修9 Unit1 中，老师可以问学生 Do you think that the events that Ashrita participates in are childish? Why or why not? 这个开放性问题可以充分调动学生的积极性，在思考问题的过程中培养批判性思维。在《新概念英语》Book 2 lesson 57 中，老师可以问 Why the woman in jeans hesitated for a moment ? (before she went into an expensive shop). Lesson49 中，老师可以问 Why the man in Teheran was tired of sleeping on the floor? ，从而使学生了解不同的文化。《剑桥国际英语教程》第三册和第四册中的文章原汁原味，教师在教授语言知识的同时，还引领学生对其中的人物，背景，情节和潜藏的种种问题展开大胆的推测和分析，在思考过程中提高批判性思维的能力。

　　其次，鼓励学生能够自己发现问题，分析问题并解决问题。这一部分主要是针对考试试题中的阅读理解和完型填空。在阅读理解的处理过程中，除了对五个选择题的讲解外，我们通常有以下几种深度处理方法：

　　1. 学生自己找出来文中的好句子，并且说明原因。让学生明确，好句子不仅仅是传统意义上的句子结构好，还有语言的运用，内容的表达。让学生在说明原因的过程中，了解作者的写作意图和语言的运用。鼓励学生相互讨论甚至辩论。学生在一问一答的过程中，不光学习到了语言知识，还能了解语言背后深层次的东西，大大提高学生对文章的`理解和把握。

　　2. 学生来做出题者。利用阅读材料，学生自己出题，设计选项。学生在体会出题者角色的同时，能更好的换位思考，理解出题者的意图，更好的理解文章。对于节选的文章，可以让学生预测内容的发展趋势，拓展学生思维。

　　3. 对于观点或者现象，让学生进行分析，阐述和发表观点。学生以小组活动进行或者辩论进行。学生在讨论或者辩论的过程中，不仅能深层次理解的文章，还能有效地进行批判性思维。假日时日，学生对于任何问题都能形成自己的观点并能准确阐述，提高了学生的综合能力。

　　4. 进行文化的碰撞。阅读小短文中反映出的西方文化，让学生去假想：若是在其他的国家，比如中国，事情还会是文中所说的那样与否。

　　5. 对于‘心灵鸡汤’式的文章，就让学生进行一场心灵的洗礼。

　　6. 阅读理解变身完形填空。碰到合适的材料，我们会让学生自己挖空，并设计选项。

　　最后，老师们不仅在阅读中充分实施批判性思维能力培养的策略，还把这种策略迁移到单选，写作以及英语教学中的各个方面，收获颇丰。学生从高一到高三变化巨大，与调查问卷的结果相符合。

　　三、成果

　　课题成员们在研究和实践过程中，定期交流心得，成果丰厚。有老师们整理的案例和案例分析，教师论文和活动资料。三个年级的老师们都进行了公开课和示范课的展示，收到了教研室专家的好评。

高中英语阅读材料2

　　1.用不同方法教授不同材料

　　针对高中英语阅读材料题材广泛、体裁多样的特点，采取灵活多样的教学方法，激发学生阅读材料的兴趣，作好高中英语阅读前的心理准备。例如，在教American English这一篇阅读材料前，选择几段BBC和VOA的节目录音，对比播放，让学生对英国英语和美国英语的语音差异有一些感性认识，讨论总结美国英语与英国英语在语音上的不同之处，在此之后，学生就会产生一种强烈的求知欲望，想进一步了解美国英语和英国英语的差异，此时进行阅读，可谓水到渠成，事半功倍。美国现代流行音乐和美国乡村音乐有什么特点?选一些美国现代流行音乐和美国乡村音乐的片段，使学生产生阅读Country Music一文的欲望。与学生谈论他们喜爱的动画片《米老鼠和唐老鸭》，他们一定会更想了解Walt Disney和他创建的Disneyland。兴趣是阅读的原动力，学生对所阅读的材料感兴趣，阅读效果才会更佳。

　　2.合理利用标题，预测中心思想，设定阅读目标

　　在高中英语教材中，每篇高中英语阅读课文都有标题，在教学中，这些标题往往不受重视，一带而过，其实，标题就是课文主题的反映。对标题的分析能预测课文的内容，能了解作者的写作意图和思想倾向，对高中英语阅读材料的深刻理解有所帮助。如Book I lesson26中，Earthquake是阅读文章的标题，它又是该文章的中心和主题，围绕标题我们可以提出以下问题：

　　(1)Why do earthquakes happen?

　　(2)What will the cities be when an earthquake happens?

　　(3)In what provinces in China did earthquakes happen in the past?

　　(4)In what other places of the world do earthquakes often happen?

　　(5)How can we prevent the buildings from destroying in earthquakes?

　　就标题创设的上述问题，既活跃了课堂气氛，又启发了学生的思维，使学生对于earthquake有了一定的了解，更激发了学生阅读该课文的兴趣。待到深入阅读课文时，理解起来就容易了。

　　3．分清阅读材料的体裁，了解不同体裁的结构特征，多方位地训练学生的阅读理解能力

　　近年来高考英语阅读材料所选择的文章涉及了记述文、论说文和应用文等多种文体。高考题选材多样化的趋向意味着中学英语阅读教学不仅要注重阅读材料的内容，而且要注重高中英语阅读的体裁。不同的体裁从结构和写作手法上都有所不同。如写人，就要写出人物的言行举止和心理感受；如记事，就要记清楚事情的来龙去脉；如议论，则应该有感而发，不要说空话。弄清楚阅读材料的体裁，在高中英语阅读过程中才会做到心中有数，较快地抓住文章的主旨和重要信息，忽略次要、冗余的信息，直接找到主题句，使高中英语阅读理解更快捷和准确。

　　4.注意不同高中英语阅读材料中语言与文化的结合

　　在高中英语教材中阅读教材的内容涉及到了英语国家许多文化背景知识，充分体现了“语言是文化的载体”这一重要理念。这也是近几年高考试题中所注重的一个方面。事实上，在阅读中缺少必要的文化背景知识，对语言材料的理解就会造成困难。因此，在阅读之前可向学生讲授一些与材料相关的文化背景知识，消除学生对高中英语阅读理解的障碍。

　　5.通过高中英语阅读材料注重词汇的学习

　　词汇能力在基础教育阶段最为重要，它是高中英语阅读训练的前提条件。同时高中英语阅读又是提高词汇能力、扩充词汇量最有效的途径。在高中英语阅读教学中，应该有意识地培养学生根据上下文猜测词义的'能力。例如，根据构词法知识推断词义。

　　6.补充课外高中英语阅读材料

　　高中英语阅读能力的提高主要靠量的积累，教材中的阅读材料只是为培养学生的阅读理解能力提供一种范例，从量的方面来说，是远远不够的。所以，学生必须高中英语阅读大量的课外材料，才能有效地巩固和提高阅读理解能力。简写的文学名著、浅显的幽默故事、科普文章、报纸、杂志等都是很好的课外阅读材料。

　　最后，想要获得成功，仅从上面的方法是不行的，还要付出时间和努力，通过不断的做题，然后总结经验，才能在高中英语阅读中取得突破。

高中英语阅读材料3

　　Yoe Go Your Way，I'll Go Mine

　　A young boy faces the impossible task of trying to soften the blow of tragic mews.

　　You Go Your Way, I'll Go Mine

　　The messenger got off his bicycle in front of the house of Mrs. Rosa Sandoval. He went to the door and knocked gently. He knew almost immediately that someone was inside the house. He could not hear anything, but he was sure the knock was bringing someone to the door and he was most eager to see who this person would be -- his woman named Rosa Sandoval who was now to heat of murder in the world and to feel it in herself. The door was not a long time opening, but there was no hurry in the way it moved on its hinges. The movement of the door was as if, whoever she was, she and nothing in the world to fear. Then the door was open, and there she was.

　　To Homer the Mexican woman was beautiful. He could see that she had been patient all her life, so that now, after years of it, her lips were set in a gentle and saintly smile. But like all people who never receive telegrams the appearance of a messenger at the front door is full of terrible implication. Homer knew that Mrs. Rosa Sandoval was shocked to see him. Her first word was the first word of all surprise. She said "Oh," as if instead of a messenger she had thought of opening the door to someone she had know a long time and would be pleased to sit down with. Before she spoke again she studied Homer's eyes and Homer Knew that she knew the message was not a welcome one.

　　"You have a telegram?" she said.

　　It wasn't Homer's fault. His work was to deliver telegrams. Even so, it seemed to him that he was part of the whole mistake. He felt awkward and almost as if he alone were responsible for what had happened. At the same time he wanted to come right out and say, "I'm only a messenger, Mrs. Sandoval, I'm very sorry I must bring you a telegram like this, but it is only because it is my work to do so."

　　"Who is it for?" the Mexican woman said.

　　"Mrs. Rosa Sandoval, 1129 G Street." Homer said. He extended the telegram to the Mexican woman, but she would not touch it.

　　"Are you Mrs. Sandoval?" Homer said.

　　"Please," the woman said. "Please come in. I cannot read English. I am Mexican. I read only La Prensa which comes from Mexico City." She paused a moment and looked at the boy standing awkwardly as near the door as he could be and still be inside the house.

　　"Please," she said, "what does the telegram say?"

　　"Mrs. Sandoval," the messenger said, "the telegram says --"

　　But now the woman interrupted him. "But you must open the telegram and read it to me," she said. "You have not opened it."

　　"Yes, ma'am," Homer said as if he were speaking to a school teacher who had just corrected him.

　　He opened the telegram with nervous fingers. The Mexican woman stooped to pick up the torn envelope, and tried to smooth it out. As she did so she said, "Who sent the telegram -- my son Juan Domingo?"

　　"No, ma'am." Homer said. "The telegram is from the War Department."

　　"War Department?" the Mexican woman said.

　　"Mrs. Sandoval," Homer said swiftly, "your son is dead. Maybe it's a mistake, Everybody makes a mistake, Mrs. Sandoval. Maybe it wasn't your son. Maybe it was somebody else. The telegram says it was Juan Domingo. But maybe the telegram is wrong,"

　　The Mexican woman pretended not to hear.

　　"Oh, do not be afraid," she said. "Come inside. Come inside. I will bring you candy." She took the boy's arm and brought him to the table at the center of the room and there she made him sit.

　　"All boys like candy," she said. "I will bring you candy." She went into another room and soon returned with an old chocolate candy box. She opened the box at the table and in it Homer saw a strange kind of candy.

　　"Here," she said. "Eat this candy. All boys like candy."

　　Homer took a piece of the candy from the box, put it into his mouth, and tried to chew.

　　"You would not bring me a bad telegram," she said. "You are a good boy -- like my little Juanito when he was a little boy. Eat another piece." And she made the messenger take another piece of the candy.

　　Homer sat chewing the dry candy while the Mexican woman talked. "It is our own candy," she said, "from cactus. I made it for my Juanito when he come home, but you eat it. You are my boy, too."

　　Now suddenly she began to sob, holding herself in as if weeping were a disgrace. Homer wanted to get up and run, but he knew he would stay. He even thought he might stay the rest of his life. He just didn't know what else to do to try to make the woman less unhappy, and if she had asked him to take the place of her son, he would not have been able to refuse, because he would not have known how. He got to his feet, as if by standing he meant to begin correcting what could not be corrected and then he knew the foolishness of this intention and became more awkward than ever. In his heart he was saying over and over again, "What can I do? What the hell can I do? I'm only the messenger."

　　NEW WORDS

　　soften

　　v. (cause to) become soft(er) or gentle （使）软化；（使）温和

　　tragic

　　a. very sad, unfortunate; of or related to tragedy 悲惨的；悲剧的

　　messenger

　　n. a person employed to deliver telegrams, letters or parcels 送信人，电报投递员

　　gently

　　ad. softly 轻轻地

　　immediately

　　a. at once

　　immediate a.

　　eager

　　a. marked by strong interest or impatient desire 热切的，渴望的

　　hinge

　　n. 铰链

　　whoever

　　pron. no matter who 无论谁，不管谁

　　saintly

　　a. like a saint; very holy 像圣徒一样的；圣洁的

　　implication

　　n. 含义

　　imply vt.

　　shock

　　vt. cause unpleasant or angry surprise to (sb.) 使（某人）震惊

　　deliver

　　vt. take (sth.) to the place where it esp. sth. bad 交付，递送

　　awkward

　　a. uncomfortable 尴尬的'

　　responsible

　　a. having done or been the cause of esp. sth. bad（应）负责的

　　Mexican

　　n & a. 墨西哥人；墨西哥（人）的

　　extend

　　vt. hold out 伸出

　　pause

　　vi. stop for a short time 暂停，中止

　　interrupt

　　vt. stop (sb. speaking) by breaking in 打断（某人讲话）

　　nervous

　　a. 神经质的；紧张的

　　ma'am

　　madam (used in direct address) 夫人，太太，小姐

　　smooth

　　vt. make smooth or smoother 把...弄平

　　department

　　n. 部门；系

　　swiftly

　　ad. rapidly, quickly 快速地；敏捷地

　　swift a.

　　chocolate

　　n. 巧克力（糖）

　　chew

　　vt. crush (food) with the teeth 咀嚼

　　cactus

　　n. 仙人掌

　　sob

　　vi. cry with short, quick breaths 啜泣；呜咽

　　disgrace

　　n. shame 耻辱；丢脸的人（或事）

　　unhappy

　　a. not happy

　　hell

　　n. 地狱

　　PHRASES

　　hear of

　　have knowledge of or receive information about 听到，听说

　　be responsible for

　　be the cause of 应对...负责的

　　come out (with)

　　speak out 大声地说，清楚地说

　　smooth out

　　make smooth(er) 把……弄平

　　hold oneself in

　　control one's feelings 控制情绪

　　take the place of

　　act or be used instead of, replace 代替，取代

　　over and over again

　　very often, repeatedly 反复地，再三地

高中英语阅读材料4

　　Dear Kitty

　　I am sorry that I did not write to you earlier because I have been verybusy.

　　亲爱的kitty很抱歉我没有早点给你写信，因为我一直很忙。

　　I was helping with a charity show to raise money for Project GreenHope.

　　我正在为一场慈善演出帮忙，想为绿色希望工程筹款。

　　A lot of work needed to be finished, so I did not have much free time.

　　因为有很多工作要完成，所以我没有太多的空余时间。

　　I felt very happy when I was chosen to be the host. It was exciting, but Iwas also very nervous because of the TV cameras.

　　当选我做主持人的时候，我感到很高兴。那是令人兴奋的事，但我也会因电视镜头而紧张。

　　I knew that lots of people would watch the show and that many famous popstars would come too.

　　我知道许多人会观看演出，并且许多的流行歌星也会来。

　　We started working on the show two months ago, so we could do everything ontime.

　　我们两个月前就开始准备演出工作，以便我们能按时做好一切。

　　It was my job to introduce each star. I also had many other duties. It washard work but was happy to do it.

　　介绍每个明星是我的工作。我也有许多其他的任务。那是很辛苦的工作，但是我很高兴去做。

　　We practiced a lot before the show. I had to remember to look at the rightcamera at the tight time.

　　在演出之前我们进行了大量的练习。我必须记住在适合的时间对准镜头。

　　In the beginning, I thought I would never be abele to remember all thewords and do everything right at the same time. Slowly, everything becameeasier.

　　开始我认为我无法记住所有的台词并同时把每件事做好。慢慢地，一切变的容易了。

　　The big day come every quickly, and suddenly it was the night before thecharity show.

　　这盛大的一天来的很快，不知不觉就到了慈善演出的前一天晚上。

　　I couldn’t sleep at all that night because I was so excited. ‘Will it be asuccess?’ I kept asking myself.

　　因为我很兴奋，所以在那天晚上我一点也睡不着。“演出会成功吗?”我一直在问自己。

　　Twenty minutes before the big event, the doors opened and many people cameinto the theatre. ‘No time to be nervous any more. This is it,’ I toldmyself.

　　在这盛大演出前20分钟，门开了，许多人进入剧场。“没有时间紧张了，就这样了，”我告诉自己。

　　A lot of people came to watch the show. The fans of the pop stars weremaking a lot of noise, so I had to speak loudly.

　　许多人来看演出。流行歌星的歌迷们也欢声四起，所以我必须大声说话。

　　Everything seemed to happen so fast, and now it is all over. A lot of moneyhas been donated to Project Green Hope.

　　一切似乎来的`太快，现在一切都结束了。人们给绿色希望工程捐了很多钱。

　　Everyone was very generous and we had a lot of support from localbusinesses.

　　人人都很慷慨，我们也得到了当地企业的支持。

　　I hope more events like this will be organized to raise money for charityand I think more people should be invited to take part in them.

　　我希望我们多举行些像这样为慈善机构筹钱的活动，我认为更多的人应当被邀请参加这样的活动

　　I hope to see you soon.我希望很快见到你。

　　Best wishes最美好的祝愿

高中英语阅读材料5

　　Interest in basketball in the United States peaks around three bigchampionship events in the spring: the college championships for men and womenin late March or early April and the professional playoffs that climax inJune.

　　But that’s only organized basketball. Informally, the game has been learnedby generations of American youths on city playgrounds and schoolyards, on lonelybaskets put up in backyards of rural homes and on the driveway basketball courtsof countless suburban homes. Here, playing on teams, going one-on-one against asingle opponent or just shooting the ball hour after hour alone, some of thefinest basketball players have developed their skills to incredible levels.

　　But as brilliant as some players may be, basketball requires coaching toteach athletes skills they are deficient in and to blend a group of individualsinto a team. Styles of coaching vary. Some coaches favor an extremelydisciplined game with each player having a specific role while others are moreinclined to let their players dictate the style of play.

　　美国人对篮球的兴趣在春季三大锦标赛期间达到高潮。这包括三月底或四月初举行的大学男篮锦标赛和大学女篮锦标赛，以及在六月份进入决赛高潮的职业篮球赛。

　　上面说的只是有组织的正式比赛。在市内的运动场和学校的操场上，在农舍后院的简易篮球筐下，或是在无数市郊住宅的自家车道上划出的篮球场上，一代代的美国青少年的学习打篮球。一批秀的篮球选手，就是在这种队与队的对抗，单与单的较量，或是一个人数小时的投篮练习中，练就一身出神入化的球技的.。

　　尽管有些球员很有天赋，篮球运动还是需要有教练指导的，帮助球员学习他们掌握欠佳的技术，并把一个个球员熔合成一个队，教练的风格各异。有些教练部署严谨，队员各司其职;有的则倾向于让队员去决定比赛的打法和风格。