New Curriculum Reading, Thinking, and Using (New Target English Grade 8, Book 2) Accompanied by PEP Edition

Author: Li Xuejuan
Publisher:
Publish Date: 2005-12-01
Features: After the painstaking efforts of renowned educators and the meticulous editing of our team, a new teaching assistance series that is synchronized with the new standard middle school textbooks and has been successfully tested by teachers and students from some famous key middle schools across the country has been launched. Reading, thinking, using (Reading, thinking, using) is the latest research achievement in the international education field and has now gained high attention from domestic education experts. It is bound to bring about a revolution in middle school teaching methods. "Reading" means transforming hard studying into smart studying, helping students master textbook knowledge comprehensively; "thinking" means enabling students to grasp the patterns of knowledge and develop their thinking skills; "using" means equipping students with the ability to use comprehensive skills to take exams under the current examination system. The quality of teaching does not solely depend on teachers, textbooks, or teaching methods. These three aspects are only external factors in improving teaching quality, while students' desire for knowledge and initiative are internal factors. Nowadays, many students study passively. Their learning methods are simple, outdated, and quite individualistic and. For example, previewing lessons is an important step that directly affects the quality of the 45-minute class. However, due to poor independent learning skills, students currently only understand previewing as reading through the textbook. They rarely think about what important knowledge points the textbook conveys, how to grasp the key and difficult points, how to effectively break through these points, or how to use existing knowledge to form unique problem-solving techniques and ideas. Since students do not think enough before class, they naturally become passive during the lesson, leading to situations where they are led around by the teacher and subjected to "lecturing without interaction," while losing valuable opportunities for participation and discussion. "Reading, thinking, using" starts from the perspective of learning, providing students with opportunities for thinking and practice, and helping them develop good learning methods, the ability to collect and process information, the ability to acquire new knowledge, the ability to analyze and solve problems, and the ability to express themselves in language and writing. The process of promoting the new standard middle school curriculum is also the process of promoting "reading, thinking, using" among middle school students. Therefore, the writing approach of the "Reading, thinking, using" series is unique. It draws on the strengths of others, shows ingenuity, focuses on practicality, incorporates the latest achievements in junior high school teaching research in recent years and the latest characteristics of the junior high school entrance examination, and follows the overall principle of teaching, learning, and practice. Each subject is explained and trained in detail, with sections as points, chapters as surfaces, and points guiding surfaces. Specifically, the columns in this book include:
Preview Self-Construction: Summarizes the unit's knowledge system, content background, ability requirements, and learning objectives for previewing before class, helping readers to be prepared and targeted during the lesson.
Text Highlights Interpretation: Organizes and summarizes key knowledge points and abilities such as new words, phrases, sentences, and word discrimination, enabling readers to master the knowledge comprehensively.
Key and Difficult Points Focus: Summarizes and extracts important grammar points in the unit, explaining them clearly and concisely, which is beneficial for systematic review of the learned knowledge.
Typical Example Analysis: Through detailed analysis of typical examples in the unit, concisely explains the knowledge system and ability system involved in the problem.
Mistake Analysis by Famous Teachers: Summarizes and analyzes common mistakes students make in learning and taking exams in the unit, with annotations by renowned teachers.
Trendy Oral Communication: Briefly summarizes daily communication expressions in the unit and designs related trendy situational dialogues to improve students' English speaking and listening skills.
Related Material Search: Vocabulary is key to learning English, especially in the junior high school entrance examination reading comprehension. This column selects vocabulary related to the unit, which is not only beneficial for expanding vocabulary but also for memorization.
Unit Junior High Entrance Exam Questions: Selects junior high entrance exam questions from various regions based on the learning highlights and grammar points of the unit, providing concise analysis to help readers consolidate their knowledge and quickly adapt to the exam.
Unit Comprehensive Test: Simulates "real combat" exercises to improve the overall mastery of subject knowledge points, knowledge systems, and patterns, as well as the flexible application of knowledge in subjects.
Fun English Links: To enhance English intuition and cultivate students' interest in learning the subject, this column complements the text and provides students with a unique perspective, methods, and techniques for learning English.
After-Class Happy Moment: After the tense study, students urgently need appropriate relaxation to improve learning efficiency. This column selects some English jokes and humorous stories related to the unit to entertain readers.
Additionally, this book also includes special columns such as Mid-Term Comprehensive Test and Final Comprehensive Test, which are provided for students' self-study, self-assessment, and teachers' evaluation of teaching effectiveness.