当看完一本著作后，大家心中一定有很多感想，此时需要认真思考读后感如何写了哦。现在你是否对读后感一筹莫展呢？这里是一米范文可爱的小编给大伙儿收集整理的10篇英文小说读后感的相关范文，希望对大家有所启发。

英文小说读后感 篇一

Henry was born in Greensboro, North Carolina. His father, Algemon Sidney Porter, was a physician. When William was three, his mother died, and he was raised by his parental grandmother and paternal aunt. William was an avid reader, but at the age of fifteen he left school and then worked in a drug store and on a Texas ranch. He continued to Houston, where he had a number of jobs, including that of bank clerk. After moving in 1882 to Texas, he worked on a ranch in LaSalle County for two years. In 1887 he married Athol Estes Roach; they had one daughter and one son., he died in New York on June 5th 1910.

In this novel, there are many short ficition,every of them are worth reading,but The Gift of the Magi left me a deep impression is, I think this is a good article I have ever read, it is meaningful.

In this article, O.Henry used his style of writing narrated a winding and simple story with humorous and a light sad, in western literary area this theme of presenting the gift in the Christmas eve is so ordinary, some of them is wonderful, but I think The Gift of the Magi is the best one.

First, let’s looked from the content. the entire article took one pair of poorly love husbands and wives in American presenting the Christmas gift as a middle line, The family housewife in order to save each coin, she count each one. Even though, entire family only left one dollar and eighty-seven cents on Christmas Eve. The author did not describe much about the poor family, he used one dollar and eighty-seven cents to draw the whole novel, the housewife Della who loves her husband deeply count the money three times, she cried sadly for she could not buy her husband an satisfactory gift. O.Henry was good at using little words to make the sketch and build atmosphere, then the reader will lost in the article, tasting and pondering the character“s destiny. The gloomy atmosphere which was built by one dollar and eighty-seven cents through the whole novel, even when the couples saw gifts, it still contained a little pain. The author had written a poor husband”s and wife“s pain, also enlightens for the people let them obtain beautiful influencing and lead the reader’s interest to a deep boundary when he was describe the character’s thought disposition and plot. This is the true value of The Gift of the Magi.

In order to give her husband an exquisite watch chain, Della sold her beautiful hair though his husband James loved it. James realized that Della had worshipped long for the set of combs, side and back, in Broadway window, he also sold his valuable watch which belonged his grandparents. Della’s hair and James’ gold watch is the most precious property which in this poor family. In order to expresses the deep sincere love to the spouse, all of them had lost these two at the Christmas eve. Happiness in a twinkling had paid the expensive price, but following is the deep pain. after consider the true life ,O Henry had screened the main plot carefully, made this ordinary theme bright again, gold watch and beautiful hair are the great wealth for the poor family which gain 20 dollar per week, This regret brought astringent feeling, caused each reader’s heart to tremble. This is condensing the real contradiction which the social real life is unable to solve multiplies really because of the writer deep style of writing, cause reader”s pitying with the sympathy, and lead them to a more profound ponder. For a while sentimental impulse Della and James had extremely sacrificed most precious thing for each other. In those only money all-powerful societies, their gift can not regard as wisdom, they lost wealth, but they deepened the precious sincere love. In love and in wealth contradiction they have sacrificed the latter.

The novel revelation society reality does not depend on preaching, but depend on the development of character’s emotion. Inspires the reader to touch, feels the character who have the tragedy color. In this society which money can buy love, psychology and sentiment appear the distortion, the sincere deep love between James and Della has filled with writer’s idealism. O.Hery oes not write the money to ruin love in this society, but wrote the artistic flavor in this gloomy lens, admired the intelligence of James and Della, This is certainly unusual manpower pen, Therefore, the work gives us is not depression and gloomy, But is the beautiful pursue and the attachment, Thus lead the reader to the noble boundary.

Processing novel ending, Is O Henry’s most creative contribution, also causes him enjoys the great reputation in American and in the world history of literature. He is good at designing plot theatrically, lays down the foreshadowing, finally appears a beyond expectation result in the ending which makes the reader to feel suddenly sees the light, joy after sorrow, also beside anticipation and in reason, strike the table and shout bravo.

Henry is worth the world famous novelist, his excellent writing technique enabled his novel to have the title of O.Henry.

I have read many kinds of article, before reading O.Henry’s article, I liked detective book, but after reading this book, I knew short fiction is better, Henry’s humors gave me a deep impression, it will never feel boring no matter how many times you have read.

英语小说读后感 篇二

关键词：新课标；小学英语；发展；英语语感；思考

中图分类号：G623.31 文献标识码：B 文章编号：1672-1578（2016）01-0149-01

叶圣陶先生曾说："文字语言的训练，我以为最要紧的是训练语感。"英语课程标准的目的是使学生掌握一定的语言基本知识和技能，建立初步的语感，获得初步运用英语的能力，为真实的语言交际打下基础。由此可见，培养小学生具备一定的英语语感和语言交际能力是当今新课程改革的一个重要因素。但是，在实际的教学中，许多教师忽略了语言的交际运用能力，缺乏对学生英语语感的有效培养。作为一名新课程改革下的小学英语教师，更应该关注对学生英语语感的培养。然而，英语语感的培养并不是一蹴而就，因为英语知识、生活经验、思维成果的积累是一个长期的过程。所以我们必须从小学生学英语的第一天起就要有意识地耐心培养，逐步提高，以达到我们的教学目的。那么，新课标下小学英语教学如何发展学生语感呢？

1.注重朗读背诵，培养学生良好语感

古人云："书读百遍，其义自见。"这是学习汉语的方法，对于学习英语同样也有道理。朗读背诵是培养学生语感的基本方法，也是提高听说能力的前提。只有多读、多背诵，才能更好地理解句子或文章的意思。著名语言学家朱光潜说过："我觉得初学外语者与其费那么大劲去死记单词，做那些支离破碎的语法练习，倒不如精选几篇经得起仔细推敲的文章作品，把它们懂透背熟，真正消化成为自己的营养，这样就会培养其敏锐的语感。"许国璋先生的英语根基同样使于启蒙时的朗读和背诵。两位名家的言谈道出了朗读背诵对语感培养的重要性，我在平时上课时尽量让学生多读多背，特别要学生注意语音语调，意群停顿，读出英语的韵味和美感来。而在此之前我更注意范读，让同学有美的享受，让他们有欲望主动去模仿，去表达。一种语言有一种语言的精神，而传达这种精神的是音调，语感只能从音调中体会出来。平时在课堂上经常教给学生一些小诗、谚语、绕口令等等既提高他们学习英语的兴趣，同时也有助于音调的把握。对于教材中的对话基本都要求学生背出，做到词不离句，句不离文，并把听音、朗读、背诵20分钟作为每天的课后作业。同时我经常在班级举行朗诵比赛，有时还把同学的朗读录到磁带上，这样提高同学们英语背诵的兴趣，同时语感也得到了提高。

2.营造英语氛围，培养学生良好语感

教学中要激发学生学习英语的兴趣，教师要在课堂上创设一种平等、民主、和谐、宽松的教学氛围，要尊重学生、关心学生、赏识学生，要以积极的态度和发展眼光去看待学生，相信每个学生都有巨大的发展潜能。只有学生产生不怕错误，敢于求异的良好心理，他的创造火花才能迸发出来。如：在教人体部位nose、ears、hands时，我走到学生中间，轻轻捏捏他们的鼻子，摸摸他们的耳朵，握握他们的小手，让学生感受到教师的亲切、和蔼，并置身于一种轻松、愉快的学习环境中。同时尽可能多地给予学生肯定和鼓励，建立一种主动、和谐、充满活力的氛围，培养学生用英语思维的习惯，强化学生的听说英语的素质。

3.引入教学游戏，培养学生良好语感

处于儿童期的小学生，天性好动，喜欢游戏、模仿，注意力不可能长时间集中，要想让他们在40分钟内保持良好的注意力，游戏不失一种好的方法。根据小学生年龄特点要精心设计游戏，这样可以更好地集中他们的注意力，引发他们的兴趣，以现实为背景，从熟悉的环境出发，从生活场景中取材，设计学生熟悉且贴近生活的情景，学生也会主动参与到游戏中，在游戏中学习新内容，在游戏中练习新知识，在交际中体验外国文化。在游戏的同时，不仅巩固了之前的知识，也练习了语言能力。游戏可以有效地刺激小学生对语言的运用，许多游戏都需要小学生动手的同时也要用脑思考，做到手脑有机结合，学生在游戏中既学到了新知识，又锻炼了灵活运用语言的能力，真正做到寓学习于游戏之中。如：在教人体部位的单词face、mouth、nose、ear时，先让他们做"Touch your face/ mouth/ nose/ear.等动作，再让他们学唱歌曲《Head，shoulders，knees and toes》，边唱边表演，通过这些游戏，学生很容易掌握这些单词。如果遇到单词表示抽象意义的时候，可以采用我国的传统游戏――击鼓传花，让单词卡片在学生手中传递，当老师说stop时，手中有卡片的学生站起来，念出手中的单词，这样可以让更多的学生去说练英语，多为学生提供听、说、练英语的机会，通过游戏进一步提高学生学习英语语言的能力，从而进一步强化学生运用英语语言的素质。

4.重视听读训练，培养学生良好语感

听、说、读、写是英语教学的四项重要技能。它们既是教学手段，也是教学目的，四者是相辅相成的。因此，让学生多听多读是培养学生在实际生活中掌握语言，进而提高说、写能力的根本途径，要注意做到"精听"与"泛听"相结合。在实践教学中，要制定有针对性的听力训练计划，合理选用语言材料，促进学生听力水平的提高。同时要教会学生各种阅读技巧，提高学生的识记、分析、判断、猜测能力，等学生有了一定基础后，培养学生提高阅读速度，过渡到培养理解性阅读能力，从而提高语言的表达能力。当然，听说读写是一个整体，既有联系，又相互作用，应全面发展，才能提高学生的语言交际能力。通过听读的训练使学生的语言素质得到进一步的强化，实现语言素质提升的目标。

5.借助多媒体教学，培养学生良好语感

作为现代教育者要经常利用录音机、幻灯机、计算机等进行英语教学。这些辅助工具形象直观、生动活泼，有助于学生直接理解所学的英语。如：新版五年英语上册Unit 1 时，先录下牛、狗、猫等动物的声音，在课堂上放录音，学生们有声有色地模仿这些动物的叫声，而当录音机放出这些动物相应的单词读音时，他们又兴致勃勃地大声跟读"cow，dog，cat…"，课堂上响起了动物们的叫声和英语朗读声，伴随而来的是一片欢笑声，整个教室洋溢着愉快的气氛。有时还利用幻灯片将所教物体与单词显现出来，刺激他们的感官，加深印象，把教科书中的图片与无声的对话变成动态的有声语言，把声音和形象结合起来，让语言与情景相交融，让学生进入语言活动的真实情境，从而给学生营造一个听说英语的环境。通过多媒体为学生提供更多的提高语言素质的机会，强化学生对英语语言的综合运用能力，从而提高学生的语言素质，达到语言目标。

总之，在小学英语教学活动中，教师要提高自身的素养，发挥主导作用，更新观念，与时俱进，充分认识到语感在外语教学中的重要作用，充分发挥小学生的心理优势，加强语感训练，全面提高小学生对语言的感悟能力。

参考文献：

英文小说读后感 篇三

When I first read “gone with the wind”, I saw that some of the passages that were not so attractive at the time were around, but only scarletts strength and her words: Tomorrow is another day.

When I first read “gone with the wind”, I did not know scarlett, and thought she was a very annoying and very young lady, but I was very proud to have the beauty of her country. After reading it, I felt more and more that I was disgusted with scarlett, perhaps only because of jealousy. She was jealous of her beauty, jealous of her beauty, and envious of her superior birth. At that time I realized that I was a very ordinary citizen, how narrow the mind is, how much to shame oneself. Only to see scarletts glamour, she did not notice scarletts strength and bravery during the civil war, and did not notice that scarlett was only seventeen years old. What were we doing when we were seventeen? What is scarlett doing?

The most let I was moved to act, the book is see scarlett to find mead doctor this section for Melanie, see scarlett quickly read the page list that death, go far to see old Mr Wilkes to war after cross ones heart that scarlett, wipe a lot of paper towels. It was a moment to understand that scarlett was not just a vase, as I thought. She was my favorite strong, brave woman.

The civil war, close your eyes feel myself in Atlanta, and groups of people gather in the driveway and so on name list of death, tarleton four brothers are all finished, Tom and the twins were completed, Wilkes, ASHLEYs father, white hair old man hit by artillery also, Mrs. Meades eldest son died, the younger son less than 16 wounded on the battlefield, it is a compelling war, hundreds of thousands of casualties, fluttering flies, dirty bandage, blood, sweat... The south lost, the yankees came...

With such a background, it was only then that scarlett, a troubled woman, was a great one. The name of the film has always been a good one, highlighting the change of scarlett, the lady of the Irish farm owner, who suddenly became a strong and beautiful wild rose from the delicate greenhouse rose. If scarlett had not met rhett, would scarlett be strong enough to challenge tomorrow at the end of the story? If she had not met rhett, scarlett would have known ashhi her own favorite. When rhett left, scarlett realized that what she needed was not ashhi, but rhett. It was too late when she knew rhetts love. Love is always unpredictable and always likes to leave.

Maybe the moment we lose love, many people will be devastated. At that moment, scarlett did not, scarlett merely said, “Tomorrow is another day.”

英语小说读后感 篇四

关键词：小学英语 朗读 教学

中图分类号：G623.31 文献标识码： C 文章编号：1672-1578（2012）11-0184-01

朗读既能帮助学生增强对词汇和语言结构的记忆，又能增强学生的语感。大声朗读，特别是长期坚持以后，有助于学生掌握正确的语音语调和节奏感。朗读不是一朝一夕的事情，只有通过长时间地坚持，它的作用才会慢慢显露出来。让朗读一路伴随着学生的英语学习历程。相信学生在坚持不断地朗读后，会读得更自信，读得更正确，也会读得更精彩。

1 指导正确的朗读方法，养成良好的朗读习惯

心理学研究表明，个体的“读”是建立在“听”的基础之上的。听的正确，听的能力提高了，才会读的流利。学习英语，学生首先得听，然后指导学生如何读，读的效果就会好起来。教师要帮助学生掌握朗读技巧，在讲读课文时，不妨让最难读的句子，放到多媒体上，利用音频的效果，指导学生如何听、如何读。例如：在教学牛津小学英语5A Urdtl A部分时，可以抓住句子“Axe there any reading rooms in the building”训练学生的朗读，第一次播放录音时，要求学生听懂意思即可，第二次播放时，要求学生语音及语调，并跟着模仿，有些学生能听出来这句话最后用的是升调，再请同学说说这句话末尾用是什么语调。在老师的引导下，学生基本上能听准语音与语调，并准确的模仿出来，第三次听录音时，要求学生分清重音与停顿的地方，并标上一些朗读符号，学生再读时效果就明显提高了。刚训练时，在一节课中可以用几分钟时间针对一个句子进行指导读，时间长了就会形成朗读技巧，养成良好的习惯。

2 体会朗读的要领，有感情地进行朗读

心理学研究表明，朗读需要视觉、听觉、动觉的共同参与，即眼到、口到、心到。只有各大器官合力，做到有口有心，才会取得事半功倍的效果。如，5 A Unit 3 At a Music lesson，由于其句型较Unit 1和Unit 2富于感情同时课文内容更富于灵活且深入学生学习生活，因此，首先要“有求而读”，其次是引导学生读出西方优美的语音语调，即语感。教学大纲中指出：“学好语音是学好英语的基础，语音训练在很大程度上是一种习惯的养成过程，从一开始就要严格要求，坚持训练，使学生养成良好的习惯。重视朗读训练和朗读技巧的指导是学好英语的基础。发音标准、朗读流畅是运用英语进行交流的基础。”从视、听、动三者出发，具体落实于眼睛要全面而快速地看，看的速度略快于读，成为读的“引导者”；在读的过程中要让舌头在口腔中跳舞，如跳芭蕾一样，滑润、收放自如地雀跃起来，使朗读材料成为绵延不绝的整体，而非生硬地断裂甚至破裂；同时，朗读者的心将贯穿于眼和动的每一个环节，用心地体会朗读的要领，感受语言材料的内涵，感受语音语调，感悟语言的真正魅力，使朗读变为“品读”，成为掌握或精通英语的有效途径。

3 养成良好的朗读习惯，有助于英语语感的培养

语感是人对语言的敏锐感受力。学习英语与学习汉语一样，需要对语言有一种敏锐的感受力。一个人英语说得是否纯正、流畅，或写出的文章像不像标准的英文，一个有敏锐语感的人会仅凭感觉直接觉察到，能分析出该句子或文章在用词和语法上是否有错误。有时候一个句子即使没有明显的语法错误，也会让人感觉不好，这是因为他的表达方式不符合英语的表达习惯。如，英国人不说“The taste of this apple is very sour”，而说“This apple tastes sour.”这是英语的固定表达方式。如果死啃语法或仅靠靠查词典的方式学习，那是很难形成语感的。现代著名美学家朱光潜说：“在英语学习中，与其费那么大的精力去死记单词，做那繁琐的语法练习，倒不如精读几篇经得起推敲的好文章，把它读透、背熟，真正变成自己的东西，这样就会形成敏锐的感受力。”所以，通过加强朗读，文章的脉络、作者的情感、语言的节奏，就会潜移默化浸润到学生的思维，从而对语言的感受力变得更加敏锐。

4 培养学生寻读能力，增强大脑的记忆能力

在小学英语朗读中，着重培养学生的寻读能力。寻读指带有明确的目的性，有针对性地寻找问题的答案。在学生朗读前提出问题，要求捕捉文章重要的信息，这不但增强了学生对文章的理解，而且可以提高朗读效率。学好英语必须过好词汇关。对于一些英语学习者来讲，词汇是英语学习的最大障碍。不少学生就是由于在课堂教学的有限时间里无法掌握教材中的词汇而掉队，从而影响了朗读能力的发展，为他们的英语学习造成了很大困难。因此，教师要重视对学生单词记忆方法的指导，增强他们记忆单词的能力。一般来讲，小学阶段记忆单词有读音记忆、联想记忆和构词法记忆。读音记忆是根据单词的读音来记忆单词，这是培养学生记忆能力的一个有效方法。读音记忆法的前提是学生的读音一定要准确，并掌握一定的发音规律。联想记忆法是设法把单词的音、形、义联系起来。如拼写联想，就是将拼写类似的单词集中在一起记忆，如peach beach teach，book look cook，boy toy等；利用构词法记忆，也是猜测单词的一个好方法。英语中许多单词是由一个词根派生而来的，派生而来的词由词根加前缀或后缀构成，而前、后缀都有一定的意义。如：形容词-ly就转化为副词，careful care fully，beautiful beauty fully；动词-er转变为名词，work worker，teach tea cher。

在小学英语教学中，加强小学英语的朗读训练，不仅可以使学生在各种朗读中养成良好的朗读习惯，还有助于学生形成英语语感，提高口头表达能力，也有助于提高学生的英语听力和对英语语言整体的把握能力，为他们的今后学习打下坚实的基础。

参考文献：

[1]刘润清。如何学习英语词汇[J].英语周报（小学教师版），2009（3）.

英文小说读后感 篇五

This is a story about a special and unreserved woman who has been exposed to a hostile environment but continuously and fearlessly struggling for her ideal life. The story can be interpreted as a symbol of the independent spirit.

It seems to me that many readers’ English reading experience starts with Jane Eyer. I am of no exception. As we refer to the movie “Jane Eyer”, it is not surprising to find some differences because of its being filmized and retold in a new way, but the spirit of the novel remains----to be an independent person, both physically and mentally.

Jane Eyer was a born resister, whose parents went off when she was very young, and her aunt，the only relative she had，treated her as badly as a ragtag. Since Jane’s education in Lowwood Orphanage began, she didn’t get what she had been expecting——simply being regarded as a common person, just the same as any other girl around. The suffers from being humiliated and devastated teach Jane to be persevering and prize dignity over anything else.As a reward of revolting the ruthless oppression, Jane got a chance to be a tutor in Thornfield Garden. There she made the acquaintance of lovely Adele and that garden’s owner, Rochester, a man with warm heart despite a cold face outside.

Jane expected to change the life from then on, but fate had decided otherwise: After Jane and Rochester fell in love with each other and got down to get marry, she unfortunately came to know in fact Rochester had got a legal wife, who seemed to be the shadow following Rochester and led to his moodiness all the time ----Rochester was also a despairing person in need of salvation. Jane did want to give him a hand, however, she made up her mind to leave, because she didn’t want to betray her own principles, because she was Jane Eyer. The film has finally got a symbolist end: Jane inherited a large number of legacies and finally returned. After finding Rochester’s misfortune brought by his original mad wife, Jane chose to stay with him forever.

I don’t know what others feel, but frankly speaking, I would rather regard the section that Jane began her teaching job in Thornfield as the film’s end----especially when I heard Jane’s words “Never in my life have I been awaken so happily.” For one thing, this ideal and brand-new beginning of life was what Jane had been imagining for long as a suffering person; for another, this should be what the audiences with my views hoped her to get. But the professional judgment of producing films reminded me to wait for a totally different result: There must be something wrong coming with the excellence----perhaps not only should another section be added to enrich the story, but also we may see from the next transition of Jane’s life that “Life is like a box of chocolates, you never know what you would get.”

What’s more, this film didn’t end when Jane left Thornfield. For Jane Eyer herself, there should always be somewhere to realize her great ideal of being independent considering her fortitude, but for Rochester, how he can get salvation? The film gives the answer tentatively: Jane eventually got back to Rochester. In fact, when Jane met Rochester for the first time, she scared his horse and made his heel strained, to a certain extent, which meant Rochester would get retrieval because of Jane. We can consider Rochester’s experiences as that of religion meaning. The fire by his frantic wife was the punishment for the cynicism early in his life. After it, Rochester got the mercy of the God and the love of the woman whom he loved. Here we can say: human nature and pinity get united perfectly in order to let such a story accord with the requirements of both two sides. The value of this film may be due to its efforts to explore a new way for the development of humanism under the faith of religion.

Life is ceaselessly changing, but our living principles remain. Firmly persisting for the rights of being independent gives us enough confidence and courage, which is like the beacon over the capriccioso sea of life. In the world of the film, we have found the stories of ourselves, which makes us so concerned about the fate of the dramatis personae.

In this era of rapid social and technological change leading to increasing life complexity and psychological displacement, both physical and mental effects on us call for a balance. We are likely to find ourselves bogged down in the Sargasso Sea of information overload and living unconsciousness. It’s our spirit that makes the life meaningful.

Heart is the engine of body, brain is the resource of thought, and great films are the mirrors of life. Indubitably, “Jane Eyer” is one of them.

英语小说读后感 篇六

[关键词]：拼音文字 晨读 录音 Chant 朗读热情

英语是一种拼音文字，根据拼音写出单词，是拼音文字的一个特点，要让一个外语学习者掌握这一技能重视早读，显得尤为重要。朗读是学习英语所必须把握的一种基本技能，是学好英语的基础，也是说好英语的前提。《小学英语课程标准》明确指出："读"是任何语言教学中任何阶段都需包含的一个重要环节，朗读教学在小学英语教学中值得重视。朗读是学生学习英语的重要手段，发音标准、朗读流畅是运用英语进行一种基本技能。《英语课程标准》中的"能做什么"的要求中具体描述了读的基本技能的操作性要求，即"能正确朗读所学句子、短文或故事"。在小学英语课堂实践中，尽管教师有目的地让学生进行了朗读，但学生的朗读水平还是不高，具体表现在以下几个方面：

（一）学生能说单词，能流利地和教师进行简单的对话，但翻开课本却不知从哪儿读起，更不知怎样读。

（二）教师板书的独立的单词、句子，学生能熟练认读，但这些单词、句子融入对话、短文中，学生要认读就有些难度，造成朗读不流畅。

（三）在朗读时漫不经心，不是分句朗读，而是滑句，吐字不清，不负责任地一古脑儿读完，存在"假读"现象。

（四）有的学生朗读时语速、节奏掌握不好，顿着读，或朗读过快，发音不到位，无停顿，也无轻重音之分，混着读。特别在集体朗读时，伴有明显拖音，节奏较差，语速偏慢等现象。我从事小学英语教学多年来，发现目前小学生在英语朗读时存在诸多问题，影响到教学质量的提高，而且对小学生以后的英语学习也非常不利，因此，加强小学生的英语朗读训练，提高小学生的英语朗读能力显得非常必要和紧迫。

（1）　培养学生晨读的习惯。

俗话说：一日之计在于晨。前摄作用和后摄作用对于人的记忆有着非常重要的作用。在早读中教师可以选音准好的学生带读，也可以自己示范。日结越累，学生的语感和拼读能力都不可以小觑。我国英语界老前辈之一范存忠先生曾说过："我体会到学语言与学曲子一样。学曲子贵在能唱。""早晨一起床，学生就在屋外，树下，千遍万遍地读·······不到半年，舌头听使唤了，一些句子，不假思索就跑到嘴里来了。"可见，英语语感的增强和朗读是分不开的。

（2）小组学习法。

为后进生创造朗读环境。英语学习中很容易出现"两极分化"。所以采用"同伴互助法"，后进生的同桌安排的是语音语感很好的学生，这样他们可以利用课余时间互相帮助，纠正发音，使他们的效率达到最高。就是朗读能力一般的学生，同桌"互帮"提意见，时间长了，朗读水平均见长。同学之间让他们更加没有生疏感，敢于开口。小学生朗读习惯的培养离不开对后进生的辅导。后进生大多朗读有困难，帮助他们纠正错音，对个别难读的句子，多领读几遍尤为重要。我的班级采用了"一帮一"朗读法，后进生的同桌安排的是语音语感很好的学生，这样每次新课跟读录音后的自读时间，他们的效率才能达到最高。就是朗读能力一般的学生，同桌"互帮"提意见，时间长了，朗读水平均见长。

（3）多种方法激发学生的朗读热情

激发小学生对英语朗读的热情是培养小学生英语朗读能力的首要一步。依据小学生的年龄、心理特点，可以从三个方面着手：一、教师的良好示范，英语教师的朗读水平对学生产生直接影响，教师深情并貌的朗读会引起学生的朗读欲望。二、多种形式的课堂朗读训练，不要将课堂的英语朗读仅仅当作检查小学生是否完成朗读任务的手段，而是要采用形式丰富的朗读，如：分角色读、"开火车"读、小老师领、小组赛读、男女生赛读等，给学生提供展示的机会，满足他们的表现愿望。三、开展丰富多彩的朗读活动，例如：开展朗读比赛，在班级中设立"英语朗读明星"等，本学期我在任教的四年级两个班每月开展一次"英文朗读比赛"，评选出"英语朗读明星"，将照片帖在英语角里。一个学期下来，我的学生们朗读水平有了很大的提高。

（4）课内形式多样的朗读，带给学生朗读的乐趣

（a）大声读。小学生对语音比较敏感，因此，在课堂教学中教师应多让学生听标准的英语，并要求他们模仿并大声的朗读，以学会标准、地道的英语语音、语调。大声朗读有助于培养学生学习英语的自信心，有助于培养学生正确的语音语调和节奏感，有利于英语语感的培养和记忆的加强。

（b）跟录音读。录音磁带大多是由英、美等外籍人士录制而成的，语音语调相对比较规范、纯正，对于初学英语者，应尽可能多地多听、多模仿，增强感性认识，感受不同角色的语调、语气、音质和感彩等，把好语言的"入门关"。然而听录音比较枯燥，教师除了在课堂上采取各种方法和手段吸引学生的注意力，培养他们善于听录音的习惯。

（c）用"心"读。用"心"读首先要做到用"心"听。小学生模仿能力强，但缺乏自控能力，往往一听到教师或录音的示范发音就急于开口模仿，轻声跟读，但往往发音不准确，还影响其他学生听课。因此在英语教学的起始阶段教师要训练学生仔细听教师的示范发音，提醒学生边听发音，边注意观察教师的口形，然后再模仿。

（d）及时读。由于小学英语课时少，训练项目又较多，课内朗读训练是有限的，把朗读延伸到课外势在必行。德国心理学家艾宾浩斯绘制的第一个"遗忘曲线"表明：人们对于所学习的材料，最初的遗忘曲线是"急剧下降"的，但随着时间的进展而逐渐减慢，也就是说，遗忘是"先快后慢"的，它提醒人们要"及时复习"。因此，放学回家后及时放录音，并反复跟读，及时地复习一下刚学过的教材，这样效果较好。

英文小说读后感 篇七

“Not to be left forever in a riot, to be favored to have a bullying.” Eason chans red rose, how many peoples voices are heard. How many people see themselves or others in this song. And I seem to have seen the giggle of the troubled beauty.

“Her heavy eardrop hanging on a long chain of gold, from neatly net with curly hair hangs down, swings around the brown eyes, the eyes like the winter leaves glittering in the bright of the lake, two brown leaf flash reflection from the quiet water of the lake”, she is such a beautiful woman. As the daughter of a southern farmer, she is carefree, cheerful and cheerful, and her fathers doting has made her a proud, rebellious, stubborn and vain character. She is the heroine of gone with the wind -- scarlett. She is beautiful, but she is better at using her beauty, using some tricks, so there are many suitors around her. When she is keen to dance, only wear conspicuous clothes, shuttling between the man and become the centre of each ball, sinking looked at the men in her beauty, her heart is filled with pride. She walked around, refused to return, and watched the men fight for him and pay her respects, and she was just a little bullying.

And it was only ASHLEY that she could not get. ASHLEY was a gentleman, gentle, gentle, and a good book, and he was kind, which attracted scarlett. Scarlett, surrounded by men, was confident that ASHLEY loved her and belonged to her. So when she learned that ASHLEY was about to marry Melanie, she had an unprecedented anxiety and anxiety when she learned that ASHLEY had not belonged to her. The unreable ASHLEY kept stirring scarletts heart. She was relieved that ASHLEY was fond of her, and would be penitant for herself, and dress up to attract mens attention. In the end ASHLEY didnt run away with her as she had expected, and scarlett was married to him in a flash of lightning -- with Melanies brother Charles.

Scarlett did not put down ASHLEY, but with the civil war and the turmoil of her life. Scarlett gradually realized that she did not like ASHLEY so much. When ASHLEY came back alive from the battlefield, he was ragged and haggard, and his noble qualities had vanished. When tara was suffering, ASHLEY was weak. When ASHLEY was managed by scarlett, he managed a lumber mill, but it was badly run. Scarlett could not but acknowledge the years. In fact, I love only the perfect ASHLEY, so many years of persistence because I didnt get it.

Sometimes we struggle and persist for what we cant get, and forget whether it is a matter of thinking or feeling. It was like scarlett finally realized that she was really in love with rhett, before her obsession and obsession, just because she couldnt get it. There are always a lot of things in life that you cant get, but its time to let go and take a long view. Sometimes, not get, dont, pay more attention to the people and things around them, polish their hearts, there will be other discoveries.

英语小说读后感 篇八

朗读，是声音清楚、响亮地读，是把无声的书面语言转化为有声很语言的再创作活动，它是学习英语的一种重要方法，也是一项重要技能；它不仅是一种能力，更是一种行之有效的教学手段。古人对读书有“书读百遍，其义自见”的见解。《外语教学与理论》一书中提说：“学外语主要靠‘经历’(experience)培养语言交际能力，而不是靠教师的讲解或理性的分析。”

现行小学英语教材设置，遵循“听说领先，读写跟上”的步骤，“激发和培养小学生对英语学习的兴趣”，让小学生“掌握一定的听说读写技能”、“养成良好的学习习惯和形成有效的学习策略”是课程目标的一部分。由于小学生英语周开课量总计不超过两小时（2到3节课）。小学生往往学得快，忘得也快。让教师们很是困惑的是：明明上节课学生学会了的英语单词、句子，间隔几天后的下一节课开始的时候，学生又不会说！导致出现这些现象的主要原因是小学生没有养成自主朗读英语的好习惯，没有重复记忆，遗忘率高，学与教的效率都比较低下。

在现有的英语教学体制下，朗读、背诵是最接近以英语作为母语的自然习得教学模式和以英语为媒介的学校教育的半习得教学模式的效果。朗读在中国英语教学中有特别的重要性和必要性。语言首先是声音，声音永远是对的，对于中国学生来说，边读边背边模仿――先是语音、语调，然后是词、句、段、篇的结构、内容。多年的中小学英语教学经验告诉我们：那些养成了诵读英文文章习惯的学生，他们学习英语总是那么容易、便捷。

一、朗读是锻炼小学生口腔肌肉等发音器官的重要手段

英语老师一般都有这样的体会：周末在家里说了两天汉语，周一上课时候再讲英语感觉嘴里“打绊”，不流利。可见，天天讲英语能够不停地激活口腔等各个英语发音器官，保持灵敏性。小学生正处于生长发育期，口腔肌肉等各发音器官都需要必要的锻炼，每一天大声地朗读英语，才能使他们的舌头、软腭、鼻子、声道等得到更好的锻炼，才能够正确发出英语中每一个因素的音来。

二、朗读是培养语感、提高记忆水平的重要手段

英语小说读后感 篇九

关键词 英语教学 语感 语言实践 交际能力

小学英语教学的目的是培养小学生语言素质和语言的交流能力。而小学生初步的言语交流能力的形成，主要依靠英语语感的培养和英语实践。英语语感对学生学习英语起着重要作用。语感就是对语言的自我感受、领悟的能力。英语语感包括听说活动中语音的轻重缓急、语言的抑扬顿挫、以及由听说内容带来得情感体验等，所以语感是建立在听说训练上的，但语感又高于听说活动。因为语感有对语言内涵的感受与体验，因此在小学英语教学中进行听说读写训练的同时，教师应采取有效措施去有意识的培养学生的语感，加速学生语感的早日形成和优化，从而更好的促使学生积极主动的去学习英语。那么，在教学中如何有效培养学生良好的英语语感呢？

一、培养学生运用英语思维的习惯

在教学中教师要坚持“尽量使用英语，适当利用母语”的教学原则，以减少学生对母语的依赖性和母语对英语教学的负迁移。教师的教和学生的学都尽量不用母语为中介的翻译法，即使使用也应该加强分析对比。如在进行英语写作或口头表达时，更需要学生用英语来思维。由于学生对英汉两种语言表达方法上的差别缺乏足够的认识，不能用英语来进行思维，所以望文生义，写出来的文章或说出来的英语成了地地道道的中国式英语，阻碍了他们的进步。因此，教师为学生创造一个“英语环境”不失为一个好方法。所谓的“英语环境”是让学生接触到尽可能多的英语，如听英语歌曲，看英语动画片。进行英语朗读等。通过这些活动，既使学生扩大了输入英语的渠道，熟悉了一些英语的习惯用法，增强了语言实践的量，又能有效提高学生的英语理解能力，这关键在于慢慢地培养学生用英语思维的习惯。

二、激活学生的思维

在教学中教师要力争创造一个让学生无拘无束的说话环境，学生一旦进入这种境界，思维就会变得异常活跃。另外，说和听又是共时的、相依的，是培养学生语言交际能力的重要组成部分。教师在教学中要通过多种形式，既注意训练学生的口语，又注意训练学生的听力，使学生的主动参与意识不断提高。同时，教师要突破为教而说的一问一答的教学桎梏，学生的说才好更加多样化。随着不断的多说多练，学生说的水平必定会不断的进步，从而有效的培养他们的语感。

三、培养学生朗读的习惯

儿童发展心理学告诉我们，小学生活泼好动，爱表现，爱模仿，可塑性强，而且形象思维好。针对学生的这些年龄阶段特征和心理发展规律，我们在教学时应注重培养学生的自主意识，坚持他们为学习的主体，通过学生在具体情景中的角色体验来体验英语，有意识地训练学生的语感。而朗读的功能就是把书面语言变为了口头语言，把无声语言变成了有声语言，它在语言活动中的影响远比文字大得多。因此，英语教学中的朗读对学生英语水平的提高理应受到教师的高度重视。朗读不仅能增强学生对字、词、句的理解，更能使学生产生心灵的共鸣。通过大量的朗读，语感问题便会在不知不觉中得到解决。同时，培养学生朗读的习惯也就是培养学生善于积累的习惯。为以后的学习打下良好的基础。

四、运用音形结合的方法，适时进行音标教学

教学中我们经常发现有些学生用汉语或汉语拼音给英语单词注音的现象，这不利于学生准确地听说英语，不利于学生掌握单词的音与形的联系，不利于创造英语语境。学生说出来的英语，汉语味很浓，听起来别扭生硬，严重影响学生学好英语的信心，严重挫伤学生学习的积极性。在学生开始学单词时，可以结合单词教学进行音标教学。在教学中，教师可经常运用彩色粉笔，用同一种颜色的粉笔分别写出单词中的某一字母或字母组合以及与此相对应的音标。这样可以形象地帮助学生把字母与读音联系起来，以加强音形联系。要求学生在需要注音时必须用音标，而不能用汉语。用音形结合的方法进行音标教学，学生不仅能顺利准确地给单词标注音标或根据音标读准单词，而且还有助于学生在听到读音或能说出、想起读音的情况下，准确写出或头脑中马上就能反应出该词的拼写形式，并能够准确读出单词，这对培养学生的语感很有好处。

五、帮助学生了解中西方文化差异

语言是交际的工具，不了解交际对象的文化背景，势必会产生歧义，也就不可能有效地培养学生的语感。人们常说的汉语式的英语是指仿照汉语的表达习惯和方法产生的不符合英语表达习惯的句式或表达法，其中就包括由于没有考虑到中西文化的差异而出现的貌似正确实则错误的表达。不了解中西方文化差异，我们就不能做到确切理解和正确表达思想，所以教师要介绍不同的文化背景，促进学生对中西文化差异的了解和认识。

六、重视对学生的学法指导

“教师的教是为了达到不需要教”。教师要注意教给学生获取知识的方法，只有学生掌握了独立学习的方法，才能达到教师“不教”的目的，如学生的泛读应运用默读的方法，这样有助于提高学生的阅读能力，要求学生在泛读时要兼顾速度和理解的准确度。精读可采用先默读，学了之后要朗读和背诵的方法。朗读对培养学生的语感很有作用，朱熹曾说过：“凡读书，须要读得字字响亮，不可误一字，不可少一字，不可多一字，不可倒一字，不可牵强暗记，只要多读数遍，自然上口，久远不忘。”

总之，语感是一种难以名状而又实实在在存在着的非常有用的对语言的感觉，教师不能忽视对学生语感的培养。语感的训练应该贯穿于英语教学与活动的各个环节，只要有意识的对学生加强语感的培养，就能不断提高学生的英语技能。并且随着小学英语教学改革的不断深入，英语语感培养会越来越得到人的重视，并会在英语学习中发挥应有的作用。

参考文献：

[1]《英语课程标准》 2011版

英语小说读后感 篇十

Before I read this book, I had watched a cartoon movie made by Japan. So I have a strong interest on it.

It all begins in the dead of winter; The Christmas Season. The coldest one of all, were the war has made fuel for heating very scarce. While her husband is off at war, Marmee is left alone to raise their four daughters: Jo, Meg, Beth, and Amy.

On Christmas Eve, Marmee has just arrived home from passing out food to the less fortunate with a letter from her husband, the girls' father. The all gather together around the fire to read the letter. Afterwards, the girls are teary eyed. Marmee kisses them and they are off to bed.

Jo is longing to become a writer. So, every night she stays up late writing the script for soap operas. As morning comes she is the last one awake. The table is set, and food prepared for their Christmas feast.

As dusk falls, the girls are all up in the attic acting out Jo's play, which she reads from the local (fake) newspaper. As they are performing, their rich, next-door neighbors grandson watches from the window.

The 2 oldest girls: Jo and Meg, get ready to attend the Christmas Ball. While Jo is curling Meg's hair, there is a strange smell to the air. Amy screams, Megs hair is being singed. They continue digging through the old clothes bin for a pair of white gloves.