高中英語閱讀不僅包括課內的閱讀，還包括課外的閱讀，因此，對於高中英語課外閱讀的教學設計是教師不容忽視的教學過程，從巨集觀層面出發，探討可以提高高中英語課外閱讀教學效果的幾點思考。接下來小編為你帶來高中英語課外閱讀教學，希望對你有幫助。
對於英語的學習，教師不僅要在課堂內教學生如何進行英語閱讀，同樣在課堂外，教師也要教學生如何進行正確的課外閱讀。課外閱讀教學既要選擇有效的教學方法與教學策略，又要符合學生認知發展的基本規律。對此，高中英語課外閱讀教學要注意以下三個方面：
一、得當
課外閱讀是一種拓展性的學習，學生自主的學習才是課外閱讀的目的所在。所以要充分了解學生的情況，並有針對性地進行輔導教學。如，在課外閱讀的教材選擇方面，要儘量選擇學生感興趣、能夠激發學生學習慾望的教材，只有這樣學生才會有動力去進行課外的閱讀，讓學生在循序漸進的學習中，提高英語的閱讀能力。
二、得法
在具體的教學方法上，要選取正確的閱讀策略。如有些課外閱讀材料短小易懂，結構清晰，這樣的材料可以選取略讀或是快讀的方法，只需讓學生了解大意就行；而有些材料內容豐富、篇幅較長、結構混亂，這就需要教師與學生仔細地研讀、認真地推敲，用心去學習。除此之外，課外閱讀組織教學的核心就是問題的設計，問題的提出要儘量體現多維度，也要符合學生的最近發展區，讓學生能夠利用自己原先的認知去聯絡新的事物，這樣新舊知識之間就可以產生一種共識，幫助學生去解決問題。
三、得益
反饋、評價對於教學的組織來說是至關重要的，所以，在課外閱讀的教學中，對於學生的表現與取得的成績要給予及時的反饋意見與評價，讓學生知道自己哪裡做得好，哪裡做得不好，在以後的學習過程中相互借鑑。在進行反饋時，要根據學生的實際情況、認同學生的個體差異給予相應的反饋，不能用一刀切的方法斷定所有的學生。關於評價，不單指進行學習後的評價，在學習前和學習中都要進行評價，學習後的評價起到的是反饋作用，學習前的評價是為了瞭解學生的實際情況，學習中的評價是為了隨時對學習情況進行調整。評價的方法可以是教師評價，也可以是學生間相互評價。
高中英語課外閱讀的教學對於學生英語學習能力的提高有著重要的作用，因此，在以後的教育教學中，教師與學生都要認真地對待與學習。
參考文獻：
朱文英，謝光巨集。新課標下的高中英語課外閱讀活動［J］。中國小外語教學：中學篇，2006（02）。
如何在高中英語教學中實施情感教學高中英語教學中的研究性學習高中英語演講稿範文
篇二：高中英語課外閱讀教學閱讀是英語教學的難點和重點。高中英語教學大綱明確指出，閱讀是理解和吸收語言資訊的最重要手段，它能給學生提供更為豐富的教育教學資源，有助於他們開闊視野、豐富語言知識、擴大詞彙量和了解英語國家的'社會及文化等。教師要有計劃地指導學生掌握科學、有效的閱讀方法和技巧。為了達到理想的教學效果，筆者在多年的教學實踐中總結出了英語閱讀教學的“五注意”。
第一，注意閱讀選材難易應適當，範圍應廣泛。文章的難易往往和生詞量有關，生詞太多，學生讀不懂文章，達不到訓練的目的，並且還會對閱讀產生畏懼心理而放棄閱讀，給進一步的閱讀教學造成障礙。同時，在內容上，所選材料要儘量涉及社會生活的各個方面，如文化教育、風土人情、傳說、時事、人物及科普等。這樣做的目的是儘可能調動起學生的閱讀興趣，如果學生對所讀內容感到厭煩，很難想像他們能積極地閱讀。
第二，注意培養學生良好的閱讀習慣。習慣的養成會給今後的進一步學習打下良好的基礎。教師應從接手新班的時候就開始培養學生閱讀英語的習慣。最初可在課堂上安排固定的時間讓學生閱讀指定的材料，並對難句、難文進行適當講解。隨後可以給學生布置長期的課外閱讀任務，教師定時抽查，並不時地安排課堂時間與學生分享精彩段落，以此提高學生的閱讀興趣，使學生能持之以恆。
第三，注意精讀﹑泛讀要緊密結合。要提高學生的閱讀能力，首先應使學生具有一定的閱讀量。只有具備了一定的閱讀量，學生才能建立起語感，才能使閱讀上一個臺階。目前，單靠課本提供的閱讀材料，是遠遠不足以培養學生的閱讀能力的。要給學生的閱讀任務做定時定量的要求，以每日兩篇文章為底線。在要求學生定時定量廣泛閱讀的同時，還要注意閱讀的質量。教師每週可挑選出１～２篇較好的文章，對文章的句子結構、用詞、習語、詞語搭配等進行簡單的講解，以達到擴充學生語言知識的目的。對於特別精彩的文章，還可以要求學生背誦。
第四，注意對不同年級的學生要有不同的要求。培養學生閱讀能力是一個漫長而艱辛的過程，應採取循序漸進﹑有的放矢的原則，對每個年級的培養目標和教學要求要做到心中有數。例如，高一年級的重點應放在激發學生閱讀英語文章的興趣上，選材以趣味性、故事性的文章為主。學生有了一定的興趣後，就可以要求他們在每天讀完一篇文章後，對所讀內容作三言兩語的簡介。同時，還要逐漸培養學生猜測生詞的能力；高二年級的重點，則是培養學生具備基礎的閱讀思維能力，如對文章細節的理解能力、對詞句的理解能力以及計算能力等。閱讀範圍可側重於地理、生物、天文等科普性文章。同時，教師還應傳授給學生一定的閱讀技巧，在繼續培養學生猜詞能力的基礎上調整學生面對生詞的心態；高三年級的重點放在培養學生對文章的深層理解上。如培養學生對文章的推理能力、歸納能力等。在注意廣泛選材的同時，還應特別注意對學生進行閱讀技巧、解題方法的訓練，繼續培養學生的猜詞能力和迎考的良好心態。
第五，注意培養學生的英語文化基礎。高中英語教學大綱明確指出?“語言是文化的重要載體，語言與文化密切聯絡。”如果學生缺乏一定的文化背景知識，即使能認識每一個單詞，也不一定能正確理解文章的含義。同時，由於語言和文化總是隨著時代的發展在不斷地變化，而我們教科書上的材料顯得相對老化。因此，教師除了對教材中出現的有關社會文化背景的知識進行詳細介紹外，還要經常補充介紹一些英語國家的當代社會背景知識以及科學技術發展情況。平時要指導學生閱讀有關的英語報刊，甚至一些介紹現代科技發展的中文報刊，鼓勵學生廣泛接觸有關英語國家的人文、地理、歷史、傳記等方面的書籍。只有不斷擴大學生的知識面，才能使他們緊緊跟上語言的發展，才能有效地提高學生的閱讀理解能力。
篇三：高中英語課外閱讀教學Unit Ten ：Going Home
TEXT
I first heard this story a few years ago from a girl I had met in New York's Greenwich Village. Probably the story is one of those mysterious bits of folklore that reappear every few year, to be told anew in one form or another. However, I still like to think that it really did happen, somewhere, sometime.
Going Home
They were going to Fort Lauderdale -- three boys and three girls -- and when they boarded the bus, they were carrying sandwiches and wine in paper bags, dreaming of golden beaches and sea tides as the gray, cold spring of Now York vanished behind them.
As the bus passed through New Jersey, they began to notice Vingo. He sat in front of them, dressed in a plain, ill-fitting suit, never moving, his dusty face masking his age. He kept chewing the inside of his lip a lot, frozen into complete silence.
Deep into the night, outside Washington, the bus pulled into Howard Johnson's, and everybody got off except Vingo. He sat rooted in his seat, and the young people began to wonder about him, trying to imagine his life: perhaps he was a sea captain, a runaway from his wife, an old soldier going home. When they went back to the bus, one of the girls sat beside him and introduced herself.
"We're going to Florida," she said brightly. "I hear it's really beautiful."
"It is," he said quietly, as if remembering something he had tried to forget.
"Want some wine?" she said. He smiled and took a swig from the bottle. He thanked her and retreated again into his silence. After a while, she went back to the others, and Vingo nodded in sleep.
In the morning, they awoke outside another Howard Johnson's, and this time Vingo went in. The girl insisted that he join them. He seemed very shy, and ordered black coffee and smoked nervously as the young people chattered about sleeping on beaches. When they returned to the bus, the girl sat with Vingo again, and after a while, slowly and painfully, he began go tell his story. He had been in jail in New York for the past four years, and now he was going home.
"Are you married?"
"I don't know."
"You don't know?" she said.
"Well, when I was in jail I wrote to my wife," he said. "I told her that I was going to be away a long time, and that if she couldn't stand it, if the kids kept askin' questions, if it hurt her too much, well, she could jus forget me. I'd understand. Get a new guy , I said -- she's a wonderful woman, really something -- and forget about me. I told her she didn't have to write me. And she didn't. Not for three and a half years."
"And you're going home now, not knowing?"
"Yeah," he said shyly. "Well, last week, when I was sure the parole was coming through, I wrote the again. We used to live in Brunswick, just Before Jacksonville, and there's a big oak tree just as you come into town, I told her that if she didn't have a new guy and if she'd take me back, she should put a yellow handkerchief on the tree, and I'd get off and come home. If she didn't want me, forget it -- no handkerchief, and I'd go on through."
"Wow," the girl exclaimed. "Wow."
She told the others, and soon all of them were in it, caught up in the approach of Brunswick, looking at the pictures Vingo showed them of his wife and three children -- the woman handsome in a plain way, the children still unformed in the much-handled snapshots.
Now they were 20 miles from Brunswick, and the young people took over window seats on the right side, waiting for the approach of the great oak tree. Vingo stopped looking, tightening his face, as id fortifying himself against still another disappointment.
Then Brunswick was 10 miles, and then five. Then, suddenly, all of the young people were up out of their seats, screaming and shouting and crying, doing small dances of joy. All except Vingo.
Vingo sat there stunned, looking at the oak tree. It was covered with yellow handkerchiefs -- 20 of them, 30 of them, maybe hundreds, a tree that stood like a banner of welcome billowing in the wind. As the young people shouted, the old con slowly rose from his seat and made his way to the front of the bus to go home.
高中英語輔導：little 和small的用法講解
這一對形容詞是同義詞，但修辭意味有所不同。
Little 往往帶有感情色彩，有指小和可愛的意味，它的對義詞是great或big.
Small是中性詞，不帶感情色彩，它的反義詞是large.通過下列詞語的比較，我們可以分辨它們的隱含意義：
a little house 含義是小巧玲瓏的房子
a small house 含義是面積或容量不大的房子
a little girl 含義是可愛的或可憐的小女孩
a small girl 含義是年齡或身材不大的女孩
a little town 含義是可愛的小鎮
a small town 含義是面積不大或人口不多的小鎮
值得注意的是，little和small在修飾某些名詞時，會產生不同的意思。例如：
little money 是沒有多少錢
small money 是面額小的錢幣
下面兩個句子的涵義並不相同，請注意：
He has no small chance of success.
他大有成功的可能。
He has not the smallest chance of success.
他並沒有成功的可能。
一百多年前，有些英美作家用littler，littlest作為little的比較級和最高階，如 the littlest child;the littler house.這種英語在現代英語中已看不到了。
上面談到great和large是little和small的對語，這裡舉兩個例子予以說明great和large的區別：
a great man是一個偉大的人物，意指他具有高貴的品質或驚人的成就。
a large man是一個身材高大的人，意指他的外表長得高大，並不指他的品性、能力或工作而言。
a great dog是一條大得令人望而生畏的狗，它帶有畏懼的感情色彩。
a large dog 是一條大狗，並無感情色彩在內。
不定式動詞的用法不定式動詞(Infinitive)的形式是：“to + 原動詞”, 如：to come, to go, to play, to read, to listen, to sing等等。
在一般情況下，“to + 原動詞”必須靠攏，但在某些情況裡，“to”和原動詞可以被適當的副詞(Adverb)分開，在某些動詞句型裡，“to”則必須省略。
在什麼情況下，不定式動詞的兩部份可以分開呢?分開的目的何在?在大多數場合裡，不定式動詞兩部分不分開，只有在特殊環境裡才准許讓副詞加入，以便更準確地，更自然地反映某些實際情況。看看下面三個句子：
(1) Bob failed completely to fulfil his duties.
(2) Bob failed to fulfil his duties completely.
(3) Bob failed to completely fulfil his duties.
在(1)裡，狀態副詞“Completely”既可修飾謂語動詞“failed”，也可修飾不定式動詞“to fulfil”。在 (2) 裡，“completely”和被修飾的不定式動詞離開太遠，力道不足，效果欠佳。在 (3) 裡，“completely”夾在不定式動詞兩部份之間，把它修飾得既自然又貼切;這個位置，在三個句子中，可說是最恰當的了。
同樣的，(4)比(5)緊湊;(6)比(7)紮實：
(4) It was wrong for Mr Lim to suddenly quit the job.
(5) It was wrong for Mr Lim suddenly to quit the job.
(6) Is it possible for a chaotic country to further develop its economy?
(7) Is it possible for a chaotic country to develop its economy further?
由於不定式動詞的兩部分在適當時分開有其優點，這種用法，在現代英語裡越來越普遍。例如：
(8) Civil servants were urged to better serve the public.
(9)The Economic Development Board has just announced some new plans to further promote the economic development.
(10) I don't want you to be forever criticising your friends' good efforts.
(11) The new manager wanted the new scheme to be properly implemented.
