High school English classified reading. Beginner's edition

Author: Gao Wenbo
Publisher:
Publish Date: 2005-01-01
Features: The full-time secondary school English teaching syllabus points out that listening, speaking, reading, and writing should be comprehensively trained in English teaching. While further improving listening and speaking skills, emphasis should be placed on cultivating reading comprehension abilities. With advanced concepts, it fully applies the research findings of modern linguistics and education, catering to the cognitive characteristics of students of various grades and age groups. It is focused and targeted, achieving a revolutionary breakthrough in traditional reading materials. The positioning is scientific. This book is not designed for reading just for the sake of reading, but aims to improve students' comprehensive English proficiency through reading comprehension. It not only examines students' mastery of basic knowledge such as vocabulary and grammar but also cultivates their analytical, summarizing, and logical thinking abilities. The content is rich. This series is scientifically and comprehensively categorized, with diverse section settings, which helps to cultivate students' solid knowledge base, broaden their humanities perspective, and enable them to accumulate and demonstrate their strengths in exams. Led by renowned educator Zhang Guanglu, a leading editor from Beijing's Haidian District Education Bureau, this series is authoritative. Reading comprehension is one of the most important question types in the college entrance examination English test, with a large volume of questions, high difficulty, and significant weight. Looking at recent years' college entrance examination English papers, compared to previous years, the following characteristics are evident: , the time required to complete passages of the same length and number has been shortened, meaning reading speed must be increased; second, the range of the articles is particularly broad, such as advertisements, scientific and technological knowledge, social issues, etc. If students lack cultural literacy, it is very difficult to do well on reading comprehension questions. Therefore, students should read various types and styles of articles, learn to analyze, summarize, deeply understand, and infer the author's emotions. To improve reading comprehension skills, training in two areas is essential: understanding and speed. In the past, we often used analytical intensive reading, but now we should adopt understanding-based speed reading. Through extensive reading, understanding skills can be systematically and purposefully cultivated; under the premise of understanding, reading speed should be continuously increased, vocabulary expanded, knowledge broadened, and reading accuracy improved. This book is compiled with the above goals in mind and has the following three features: First, a wide range of and diverse genres. Each book in this series contains about 120 articles, divided into different units, covering a broad range. Through training, students can not only horizontally improve their understanding of various genres of articles and comprehensively increase their knowledge but also, if their reading ability for a particular type of article is relatively weak, they can target this type of article for specialized reading and training, thereby vertically improving their reading comprehension skills in a specific knowledge area. Second, scientifically arranged exercises. In addition to reading comprehension questions, "Answer and Analysis" and "Notes" sections have been added, enabling readers to thoroughly study each article. Third, moderate difficulty. According to the high school English curriculum standards, the number of new words in the selected articles is generally controlled between 3% and 5%. Students can guess the meaning of these new words while reading, but it does not significantly affect their overall understanding of the article. This series consists of 3 volumes and is aimed at high school students and college/university students of the same level. It can also serve as a teaching reference for teachers. Due to the authors' limited expertise, shortcomings are inevitable. We sincerely welcome criticism and corrections from readers and teaching professionals.