High School English Classification Reading (Intermediate Edition)

Author: Huang Suhua
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.
Advanced Concept: Fully applying the research findings of modern linguistics and pedagogy, it suits the cognitive characteristics of students of various grades and age groups. It is focused and targeted, achieving a revolutionary breakthrough in traditional reading materials.
Scientific Positioning: This book is not designed just for reading but aims to improve students' comprehensive English proficiency through reading comprehension. It examines students' mastery of basic knowledge such as vocabulary and grammar while cultivating their analytical, inductive, and logical thinking abilities.
Rich Content: This series is scientifically and comprehensively categorized with diverse section designs, helping to build students' solid knowledge foundation and broaden their humanities perspective, enabling them to excel in exam situations through accumulated strength.
Authored by Experts: Led by the renowned educator Zhang Guangluo, this series is co-created by special and senior teachers from the Haidian District Education Bureau of Beijing, establishing its authoritative status.
Reading comprehension is one of the most important question types in the college entrance examination English test, with large volume, high difficulty, and significant weight. Compared to previous years, recent years' college entrance examination English papers have shown the following characteristics: First, for articles of the same length and number, the time required to complete them has been shortened, meaning reading speed must be increased. Second, the topics of the articles are particularly broad, such as advertisements, scientific knowledge, and social issues. If students lack cultural literacy, it is truly difficult to answer 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:
1. Broad Themes and Diverse Genres. Each book in this series contains about 120 articles, divided into different units, covering a wide range. Through training, students can not only horizontally improve their understanding of various genres but also comprehensively increase their knowledge. Additionally, if students have relatively weaker reading abilities in a specific genre, they can target this genre for specialized reading and training, thereby vertically improving their reading comprehension in that knowledge area.
2. Scientific Exercise Arrangement. In addition to reading comprehension questions, the test structure includes "Answer and Analysis" and "Notes" sections, enabling readers to thoroughly study each article.
3. 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 meanings of these words while reading, but they do not significantly affect their overall understanding of the article.
This series consists of 3 volumes, targeting high school students and college/university students of equivalent levels. 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 educators.