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HowtousetextbooksproperlyandefficientlyAbstract:theEnglishtextbooks—NewSeniorEnglishforChinaoffergreatspaceforourteacherstospreadknowledgeanddevelopourteachingskills.It’simportantforourteacherstoexplorehowtousethemproperlyandefficientlyaccordingtotherealityofstudents’learning.Keywords:textbooksthenewcurriculumideaefficiencyteachingcasesSomeonesaid,“Ifyouhavenohand,youcan’tmakeafist.”Forourteachers,thefistreferstoteachingwhilethehandstandsforourtextbooks.Weshouldmakeoureffortstousethetextbookstoteachwell.PartIBriefintroductionofthetextbooksFirstofall,I’dliketointroducethestructureofourEnglishtextbookstoyou,there’reelevenmodulesintotal.Foreachmodule,therearefiveunits,eachofwhichisbasedononetopic.Eachunitconsistsofeightpartscontainingtask-basedactivitiesforlistening,speaking,reading,andwritingSecondly,thecontentofthebooksisrich.Intermsoftopics,manyaspectsareinvolved,rangingfromthescience,geographytolanguageculture,nature,historyandsoon.Thetopicsrelyonthereallifeandkeeppacewithtimes.Notonlydotheybroadenourfieldsofvision,butalsoenablestudentstoenhancetheirunderstandingofthehistoryandcultureofourcountrythusdeepeningtheirpassionfortheirmotherland.PartIIRequirementsforusingtextbooksunderthenewcurriculumideasAccordingtothenewcurriculumideas,thestudygoalofthestudentsinseniorhighschoolistodevelopthecapacityofautonomiclearning,cooperationlearningandinquirylearning;Theknowledgeaimistocultivatetheirabilityofusinglanguageandtoimprovetheirpowerofgaininganddealingwithinformation,analyzingandsolvingproblems.Furthermore,theemotionalgoalistohelpstudentsbuilduptheirmoralvalueandpatrioticspirits.Ourtextbooks-NewSeniorEnglishforChinaarethemethodandtoolofcarryingoutthenewcurriculumandarethecoreofteachingresources.Theyoffersuchavaststageforustostandon.Sinceit’ssuchagoodtool,it’simportantforourteacherstoknowhowtouseitproperlyandefficiently.PartIIIHowtousethetextbooksproperlyandefficientlyaccordingtostudents’learningrealityNow,I’dliketogivesomeactualexamplesforyoufromthefollowingthreepoints:1.UsingthetextbooksasthemainresourceinteachingInNSEFCModule1Unit4thereadingpartisaboutthe1976Tangshanearthquake.Formystudentswhowereborninthe1990s,they’renotfamiliarwiththatearthquake.Beforereadingclass,IenlightenedthemintoreadingbyaskingquestionsaboutWenchuanearthquakewhichthey’remuchmorefamiliarwithandmeanwhilepresentedsomepicturesandvideosaboutthequaketogivethemvividimages.Activity1Answerthequestions1)DoyouknowWenchuanEarthquake?2)Canyoutellmesomethingaboutit?(usemulti-mediaasauxiliaryteachingmethod)Whathappened?(Before,during,andafterthequake)IencouragedstudentstomakeuseofthepicturesinthePre-readingandonthescreenandfindsentencesinthereadingtextthatcandescribe.Afterthat,Iaskedstudentstospeakouttheiropinionsinfrontofclass.Theytoldasmuchinformationastheycould.Inthispart,Itrainedstudents’abilityofspeaking&gaininginformation.ThenIdirectedthemtoreadthefollowingwholepassage.Activity2Dividethepassageintothreepartsandfindmainideaforeachpart.Part1(Para1)signsbeforetheearthquakePart2(Paras2&3)destructionduringtheearthquake.Part3(Para4)rescueaftertheearthquakeIpassedonalearningstrategytothem:Topicsentencesoftenfallonthefirstorthelastsentenceofeachparagraph.It’sveryeasyforthemtodividethewholepassageaccordingtomeaningandsummarizethemainideaforeachparagraph.Inthisactivity,students’abilitiesofcomprehendingandsummarizingweretrained.Afterthereading,Iaddedonequestionandengagedthemindiscussing.Activity3Discussion:Whathaveyoulearnedfromthepassage?Givethemsomecluepoints:①Whydidsomanypeoplediesincetherewereunusualthingshappeningbeforetheearthquake?Theyknowpeopleshouldimprovetheirawarenessofsafety.②Whyweresomanybuildingsdestroyed?Theyknewweshouldbuildstronghouses.③Whydidsomanysoldiersgotohelp?Weshouldbegratefulforothersandbewillingtohelpotherswhenothersareintrouble.Inthisactivity,Icultivatedstudents’emotionalattitudes.Atlast,Idesignedaninterviewforstudentstoconsolidatetheirknowledge.Activity4Interview:Ifyou’reasurvivorfromTangshanearthquake,I’mareporterwhoisgoingtointerviewyou,tellamewhatyou’veexperienced.Inthisactivity,Inotonlyhelpedthemreviewwhattheylearned,madetheatmosphereofthewholeclasslively,butalsoembodiedtheinteractionbetweentheteacherandthestudents.Fromthisreadingclass,Inotonlydisciplinedstudents’knowledgeability,suchassummingupapassage,speakingsomethingaboutadisaster,butalsocultivatedtheiremotionalattitudes.2.AddingordeletingandreplacingorextendingsomecontentsForexample,Module2Unit1Culturalrelics,thequestionsinWarminguparedifficultforstudentstoanswer.Ireplacedthemwithsimplequestion-askingtask.1)Doyouknowthesefamousplaces?Ifyouknow,whatdoyouknowaboutthem?2)Whichonedoyouliketovisit?Why?3)Whatmakesacitygreatandfamous?4)Inyouropinion,whatareculturerelics?Thesequestionsstandmuchclosertostudents’lifeandcanbetterarousetheirinterest.3.RearrangingtheorderofthetextbooksSometimes,it’snecessaryforustorealignthedifferentpartsinoneunitorevenadjusttheordersindifferentunitsaccordingtothecognitivelawsandknowledgestructure.Forinstance,Module1Unit3Traveljournals,there’resixpa