The basis of the topic selection of the teaching strategy of junior high school novel reading
Compared with other literary styles, modern novels were more closely related to students 'lives, so it was easier for students to read them. It was an effective way to cultivate students' interest in reading modern novels and improve their appreciation ability. In addition, in 1941, Ye Shengtao mentioned in the "On the revision of the middle school Chinese language curriculum standard" that "the whole book is the main body, and the single chapter is the auxiliary", which provided a certain theoretical basis for the study of junior high school novel reading teaching strategy. However, in actual teaching, there are some problems such as paying attention to commonality and neglecting personality, and the teaching model is the same, which leads to the teaching effect is difficult to achieve expectations. These existing problems also urge the study of junior high school novel reading teaching strategies. Read more exciting novels for free
On the Teaching Method of Fiction-reading in Junior High School
There were many ways to teach junior high novel reading. The following were some common methods: 1. ** Roughly Reading Guidance ** - The teacher guided the students to objectively perceive the text from a macro perspective and sort out the plot. For example, in teaching practice, students could be required to read novels for the first time during the preparation of the new class, read longer works silently or quickly in class, read shorter works in class, and interact with each other at the same table. At the same time, the reading method was not limited to one style, such as silent reading, reading aloud, speed reading, group competition reading, etc. - In the process of rough reading, students should learn words, solve problems, understand levels, and perceive the ups and downs of the plot. For example, the first time, he would understand the story and the main characters, and the second time, he would use the reference book to remove the difficult obstacles of words and key sentences. - Combining the texts to accumulate literary knowledge. Outstanding works originated from outstanding authors. Understanding the author could enrich students 'emotions and improve their humanities. For example, reading Jack London's Love of Life could allow one to feel the respect of human life, and reading Dream of the Red Chamber could allow one to understand the feelings and ideals of the aristocratic youth of the feudal dynasty. - Students were required to learn to pick up the main idea of the text and grasp the context of the article. Teachers could guide students to distinguish the narrative context of different novels from the perspectives of character relationships, article clues, emotional context, and event changes. For example, Kong Yiji used Kong Yiji's encounter as the main thread. 2. ** In-depth study ** - In addition to learning professional knowledge, teachers also needed to learn literature and art, psychology, and other knowledge to improve their literary self-restraint, better understand the charm of works, excavate the content of teaching materials, and convey it to students. For example, when explaining "Fan Jin's Imperial Examinations," the teacher had to understand Confucian knowledge and knowledge related to the imperial examination system in order to answer the students 'questions. - Using interest to guide the classroom, innovative teaching methods. For example, with the help of psychology and aesthetic knowledge, the curriculum was designed according to the age characteristics of the students (strong desire to perform, strong curiosity, sensitivity, etc.). 3. ** Reading and Understanding ** - Through activities such as textbook plays, students could understand the famous works in depth. For example, when teaching Camel Xiangzi, the textbook drama was adapted from Xiangzi's "three ups and downs". From script printing and distribution, actor recruitment, interview to performance, comment and other links, students could deeply understand the characters and plots of famous works. They could also hold hand-copied newspaper competition, famous works knowledge competition, mind map, excellent reading notes display and other activities to stimulate students 'interest in reading. 4. ** Extension of studies ** - In the teaching of reading, novels should not be used purely as political propaganda, popular reading or word games. Students should be guided to fully understand the meaning and value of the novel, and avoid the tendency of pan-politics, pan-fiction, and pan-literature. 5. ** Read back and consolidate ** - Let the students review and summarize the novels they have read, deepen their understanding of the novels, and further consolidate the knowledge and emotional experience obtained from the novels. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Present Situation of the Teaching of Junior High School Fictions and the Interpretation Strategy
The current situation of junior high school novel teaching included the following aspects: ** 1. Selection of teaching materials ** 1. ** Duration and Difficulty ** - The selections for junior high school Chinese textbooks were much longer and more difficult than those for primary school textbooks. More than 2000 words were more common. For example, the sixth unit of the seventh grade's second volume,"The Great Tragedy" and "A Day in Space" were about 4500 words each, and "Put Her Eyes On" was more than 3600 words. This placed a higher demand on students 'reading ability. Students needed to master reading methods such as skipping and browsing to deal with long texts. - The difficulty level of the article was difficult to grasp. It needed to consider whether it was in line with the student's cognitive level and reading ability. It was necessary to avoid the main idea exceeding the student's understanding level and causing reading difficulties. It was also necessary to prevent the content from being too shallow to improve the student's reading ability. However, the difficulty of the text was not necessarily related to the number of words. For example, in the unified compilation of the language textbook for the lower grades,"The Animal Kingdom Conference" had a slightly larger number of words, but the structure was unique and suitable for students to learn. 2. ** Unit theme and arrangement ** - They would arrange the units with novels as the theme. For example, the fourth unit of the first volume of the ninth grade used novels as the theme. The novels selected often had common clues, such as this unit with personal growth as the common clue. At the same time, the unit would clarify the reading goals and requirements, and suggest reading methods or strategies. For example, the language element of the sixth unit of the fourth grade was "learning to grasp the main content of a long article." Different grades gradually increased the requirements for grasping the main content of the text. ** 2. Student Ability ** - The ninth grade students already had the ability to read novels. They had a certain foundation in the plot, environment description, and character creation, but their understanding of the complexity of the characters still needed to be improved. ** The interpretation strategy is as follows **: ** 1. Plot arrangement ** 1. ** Quick Reading ** - The main focus was to teach students to grasp the plot of the novel and cultivate the ability to filter and integrate important information. For example, in the teaching of "Hometown," the students were guided to sort out the narrative order of the novel and the time sequence of the plot's development by quickly browsing through it. This would help the students perceive the main content of the novel as a whole and consolidate the methods and abilities to quickly sort out the plot clues. 2. ** Plot Analysis ** - He had to understand the cause, process, and outcome of the story, and pay attention to the main characters and events. For example, in the teaching of junior high school novels, students could write paragraph outlines, story outlines, plot structure clues, retelling the plot, etc., so that they could familiarize themselves with the plot, grasp the central event, the main contradiction, and the various stages of plot development, and grasp the structural form. ** 2. Character Creation ** 1. ** Read carefully ** - To improve the students 'comprehensive understanding of the novel, including the ability to understand the description of the language, the ability to feel the situation and image. For example, in the teaching of "Hometown," through reading the details, from the description of the environment twenty years ago and the creation of the image of the young Runtu people recalling the good impression of their hometown, they grasped the perspective of character description (language, appearance, action and other details) to analyze the image of the characters and summarize the methods of creating characters in the novel. 2. ** Understanding the complexity of characters ** - Students should be guided to pay attention to the specific environment in which the characters were located, and understand the deep reasons behind their language, actions, and psychology, so as to better understand the complexity and complexity of the characters. 3. ** Comparisons and Analysis ** - For example, in the teaching of "Hometown," through the form of skipping, closely following the changes in the environment and the changes of old friends, circling the key words before and after, comparing and analyzing the changes in the characters, and exploring the main theme of the novel. ** 3. Grasping the gist ** 1. ** Thinking, reading, understanding, reading ** - The focus was to guide students to explore the argumentative and lyrical language and improve their ability to comprehend the content and theme. For example, in the teaching of "Hometown", through the exploration of the argumentative and lyrical language in the novel, the author's criticism of the darkness of old China, deep sympathy for the poor people, and the expectation of breaking the old life were understood. 2. ** Overall assurance ** - He interpreted the novel as a whole, taking into account the characters, plot, environment, and other elements to grasp the theme. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
On the effective guiding strategy of junior high school novel reading
The effective guiding strategies for junior high school novel reading can be carried out from the following aspects: - ** Clear meaning **: Students should understand the importance of reading novels outside the classroom and enrich their knowledge through reading outside the classroom. - ** Familiarize with the style of writing **: Guide the students to familiarize themselves with the basic elements of the novel, such as the plot, characters, environment, etc., master the narrative method and writing skills, and understand the theme and style of the novel. - ** Reading experience accumulation **: Students are encouraged to read various novels, including domestic and foreign classics and contemporary literature works. - ** Reading Comprehension Cultivation **: Pay attention to understanding the author's intention and the theme of the work, and analyze the plot and the relationship between the characters. - [Problem solving skills practice: This is a targeted practice for the high school entrance examination novel reading questions.] - ** Reading Notes Habit Establishment **: Cultivate the habit of taking reading notes while reading. - ** Plot arrangement **: - ** Rereading and Combing **: Guide the students to reread the novel and sort out the plot. Junior high school students often paid attention to the story and the fate of the characters when reading novels, and were not good at sorting out the plot. The teacher could first guide the students to read through the entire text, and then use the topic discussion method to let the students express their opinions. For example, the clue of " sending children " in " Parents 'Hearts " and the police officer's handling of the " dog bite " case in " Chameleon " were examples. - ** Elementary Perception, Sorting and Summing Up **: Guide the students to sort out and summarize the plot during the initial perception and sort out the sequence of development. Students could be allowed to summarize on their own, and the teacher would give guidance to make the summary concise. For example, in the reading teaching of " Gorgal Flight ", students were asked to solve new words and new words with reference books before class, find out keywords and try to summarize the main content; Check the self-study of words in class, guide students to find keywords through various situations, embed multiple knowledge points, and finally trigger thinking by keywords; After class, accumulate keywords according to learning and retell the story completely. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Junior high school essay topic
The following are some junior high school essay questions: 1. "__is a beautiful scenery." 2. __, My Forever Sky 3. "It's all__'s fault." 4. [Laughing Proud__] 5. [Life needs__] 6. "How to relieve my worries, only__" 7. "If I were__" 8. " Let me tell you, I'm very__" 9. [The__in my eyes] 10. Life Need__11. __By My Side 12. __is also a kind of beauty 13. __Is the Most Beautiful Bag 14. Walking with__15. __Growing Up With Me 16. __Three Steps 17. __Have a Date with Me 18. " I Found__" 19. I Really Want to Be a__20. "There's Only__in the World" 21. Prepare a___for Yourself 22. Forever__23. __, I Hate You __, Be Myself 25. The Storm of__26. The Distance Between Me and__27. __Stay and Be Happy 28. Find Yourself a__ Forever Said__30. "That time, I__" 31. [Preparedness___] 32. Bring__On The Road Face to Face with__ __Is a Bright Lamp 35. Those Days A__'s Mind Monologue 37. __, Make Me Happy, Make Me Worry 38. Falling in Love Appreciate__ The__in My Eyes "That__. That_. That_." 42. Remembering____ The Dream of_44. Asking the World What Is__? 45. Painting Mood__ On the Road of Life __, My Favorite The Story of__ __Is a Kind of Nutrient "That Year, I__" Race with__52. I__, I__53. Only with_____can there be a distance. __Is Here, The Dream Is Here 55. "How many more__can I start over?" 56. Tomorrow, I__57. My__I Call the shots 58. __, It Was Tempered This Way 59. Don't Want to Killing in the__61. Life Without__ __is a matter of an instant 63. There Is a Kind of Success __Accompanying My Youth 65. Take__On The Road __Is a Song 67. __Is a Beautiful Pain Memories of__ Days With__Companion 70. __, There's Nothing Wrong 71. Walking with__72. __, Let Me Be Happy, Let Me Be Worried 73. "Refuse__" Let__Color__for__ I__Therefore I Am 76. __, Wonderful 77. Reading__78. I Always__79. The Happy Life of the__Clan 80. __Auction __Never Laid Off 82. "That time, I brushed past__" There were also songs like " That Time, I Surpassed the Steps " and " This Time, I'll Give It My All ". The novel " Flower in the Heart " is equally exciting. Everyone is welcome to click and read it!
Junior high school novel topic knowledge summary
Junior high school novel topic knowledge is summarized as follows: ** 1. General knowledge of literature ** 1. ** Author's work ** - He had to accurately grasp the author's original name, word, number, dynasty or nationality, representative works, and other information. For example, Xin Qiji was a poet of the Southern Song Dynasty. His works included Nanxiangzi. Meditation on the Ancient Past at Beigu Pavilion in Jingkou. Du Fu was a realistic poet of the Tang Dynasty. It was necessary to distinguish the ownership of different writers 'works. For example, Lao She's Camel Xiangzi could not be mistaken for Mao Dun's work. - He also had to be familiar with the origins of some classic works. For example,"Ode of Mulan" was selected from "Yuefu Poetry Collection", which was called "Yuefu Double Jade" together with "Peacock Flying Southeast". 2. ** Cultural knowledge ** - In ancient culture, there were many special names. For example,"Sheji" referred to the country ("She" referred to the earth god,"Ji" referred to the grain god),"Sangzi" referred to the hometown,"Temple" referred to the imperial court,"Hanqing" referred to the history books, and so on. ** 2. Test Form and Key Points ** 1. ** Examining characters ** - The key points were "technique + content + personality." The specific answer format is: The article uses the character description method (or rhetoric or expression technique) of..., wrote...(plot), shaped (or expressed) the... characteristics of XXX. 2. ** Examining the plot (the plot of the entire article)** - If it was a summary of the main plot of the novel, the answer could be "Who did what under what circumstances? What was the result?"or" Character + Event." - If the plot was supplemented from a specific character's point of view, the answer was: first divide the article level, then lock in the answer range, and finally combine the answer according to the question's questioning method (pay attention to the known items). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Is there any topic for the novel essay? Junior high school?
The following are some junior high school essay questions that may involve or be related to novel creation: - Use the topic of "The Moment of Blessing"(You can create a novel plot to show a certain emotional moment). - With the title "______ - "Champion beside you" as a topic (You can write a novel to show people or things like champions around you). - Use "be your own champion" as the topic (you can write a novel to describe the story of your path to becoming your own champion, etc.). - In the previous high school entrance examination essay topics, such as "Growing up in labor","Please let me come","The wind comes from here","You are the sunshine of my life" and other topics could also be written in the genre of novels. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Junior high school narrative essay topic
Title: My Growing Up Title: My Most Unforgettable Experience Title: My Harvest During the holidays Title: My Love Story Title: My Friendship with My Classmates Title: My Learning Experience Title: My Travel Experience Title: My Family Life Title: My personal growth experience Title: My Growing Up in Sports Title: My Unforgettable Experience in School Title: My Growing Up in School
How to write the basis and significance of the topic selection of the thesis novel
The basis and significance of writing a thesis and novel can be started from the following aspects: ** I. Choice of topic ** 1. ** Interested and Professional ** - First of all, he had to clarify his interest in novel research and his professional field. For example, if one was interested in literary schools and specialized in literary studies, one could start from this intersection to find a topic. 2. ** Literature research available ** - He looked up relevant literature research documents, novel reviews, and so on to understand the existing results of novel research. For example, when studying the characteristics of novels of a certain period, one had to be clear about what universal laws had been summarized by predecessors, and what were not involved or controversial points. - He analyzed the gaps in his research. Perhaps there was less research on certain types of novels in a specific cultural context, or the research on a certain novel creation technique in a cross-cultural context was not deep enough. 3. ** Confirm the reason and importance of the topic selection ** - Based on the analysis of the existing research, the reason for choosing this novel was clear. For example, it might be because the interpretation of a classic novel in the contemporary social and cultural context had new meanings that needed to be explored, or it might be that an emerging genre of novel (such as a certain niche genre in online novels) had an impact on traditional literary concepts that needed to be studied. - It emphasized the importance of the topic, such as its complementary role in the study of novel history or its significance in understanding contemporary cultural phenomena. 4. ** Raise research questions or assumptions ** - Based on the previous research, he decided on the specific problems to be explored in the thesis. For example, assume that the characters in a novel were influenced by the social and economic conditions at that time, or explore the variation of a certain genre of novels in different countries. 5. ** Demonstrate feasibility and feasibility ** - Consider whether you can obtain relevant research materials, such as novel texts, author biographies, relevant historical and cultural materials, etc. If you were to study the differences in the versions of an ancient novel, you had to make sure that you could obtain enough different versions for comparison. - To determine if there was enough time and research ability to conduct in-depth research. For example, to study the influence of translation on the spread of multi-language novels, one needed to have the corresponding language ability and translation research knowledge. 6. ** Consider theoretical framework or method ** - Choose the appropriate theoretical framework or research method according to the research problem. For example, using narratological theory to analyze the plot structure of the novel, or using cultural studies to explore the relationship between the novel and social culture. 7. ** Pay attention to practical application value ** - It emphasized the importance of choosing a topic to solve practical problems, such as the guiding significance of novel teaching and novel creation practice, or the reference value of adapting novels into films and television in the cultural industry. ** II. Meaning of Choosing a Title ** 1. ** Theoretically significant ** - Theoretically, the topic chosen might contribute to the theoretical system of novel studies. For example, if one studied a new genre of novel, one could perfect the existing genre classification theory by studying its characteristics, origin, and development. - It may provide a new perspective or method for the theory of novel criticism, such as reading novels from a new philosophical perspective and widening the theoretical vision of novel criticism. 2. ** Realistic meaning ** - From a realistic point of view, studying the topic of the novel may help to understand the contemporary social and cultural phenomena. For example, studying the trends in online novels could reflect the aesthetic needs and social values of contemporary readers. - For example, through the study of the writing techniques of successful novels, it could provide reference for new novelists. It could also promote cultural inheritance and exchange. For example, studying the cross-cultural communication of minority novels would help the inheritance of national culture and the exchange of multiculturalism. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the characteristics of junior high school novel teaching?
Junior high school novel teaching had the following characteristics: 1. ** Teaching objectives **: - It was multi-layered. It was necessary to guide the students to learn and master the key words and passages in the text, understand the meaning and thoughts of the text, and pay attention to cultivating the students 'reading ability, teaching scientific reading methods, and also enriching the students' emotional experience and cultivating their sentiments in the reading teaching. It was also targeted at different texts and students, and the goal was more targeted. It reflected the level of reading teaching and the individual differences of students to meet the individual learning needs. 2. ** Teaching materials **: - Teaching materials were the most important material. The novels in the middle school language teaching materials were classics. Teachers should make good use of the teaching materials to carry out reading teaching. At the same time, the teaching materials were used as the basis for in-class and out-of-class teaching. On the one hand, the teaching materials were deeply excavated, and the author and creative background were included in the classroom teaching. On the other hand, the reading materials were expanded from the teaching materials, such as guiding the students to read the author's other classic articles independently. This could improve the students 'understanding of the text and the effect of reading teaching. 3. ** Teaching Method **: - The teaching method must conform to the students 'cognitive laws. From the seventh grade to the ninth grade, the principle of easy to difficult and gradual progress should be followed. Seventh grade students focus on the overall perception of the novel content, grasp the plot context, and summarize the plot; Eighth grade students master the method of portraying characters, grasp the character image, and understand the structural ideas; Ninth grade students have the most articles and the highest requirements. Students should understand the theme deeply through the analysis of characters, plots, and environments, understand the meaning and function of words, appreciate beautiful sentences, and understand the function of environmental description. - Students should focus on cultivating their critical thinking skills. For example, they should use the comparison reading method to choose valuable " relevant points " to compare different texts. They should think from multiple angles and dimensions to train and improve their critical thinking skills, and then explore and grasp the theme of the novel in depth. - Teaching should focus on students and change the single teaching mode. "Create a good reading atmosphere and environment, such as using multi-media, micro-lessons, and other teaching methods to enrich the reading content and mobilize the enthusiasm of the students. Pay attention to the teaching of reading methods, such as intensive reading, extensive reading, selective reading, speed reading, etc., and guide the students to make annotations." To organize reading exchange activities, such as group cooperation, reading exchange meetings, etc., so that students can interact, communicate, learn from each other, and improve together. At the same time, teachers can understand the needs and opinions of students through exchanges and formulate better teaching plans. 4. ** Text selection **: - Most of the novels selected for junior high school textbooks were classic works. They were small in size, concentrated in characters, distinct in personality, simple in plot, compact in structure, story, plot, targeted, readable, beautiful in literary quality, and suitable for the needs of the times and the lives of middle school students. They were easy for students to accept and understand. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Junior high school novel explanation teaching plan
The following is an example of a junior high school novel: ##1. Teaching objectives ###(1) Knowledge and Ability 1. Students can understand the key words in the novel. 2. Understand the author of the novel and his background. ###(2) The process and method Through reading, analysis, group discussion, and other learning methods, students can learn to analyze the characters, story plots, and environmental descriptions in the novel, and be able to say their effects. ###(3) Emotions, attitudes, and values Cultivate students 'interest in reading novels and guide students to understand the emotions and thoughts conveyed by novels, such as thinking about human nature and social phenomena. ##2. Difficulties in Teaching ###(1) Teaching Focus 1. Master the analysis method of the three elements of the novel (character, plot, environment). 2. He had a deep understanding of the theme of the novel. ###(2) Difficulties in Teaching 1. How to guide students to dig out the character's personality, inner world, and the symbolic meaning behind the character's image through character description. 2. Understand the construction techniques of the novel plot and its relationship with the theme. ##3. Teaching Method 1. Teaching method: Explain the basic knowledge of the novel, such as concepts, three elements, etc. 2. Question Guidance Method: Ask the students to think about the key content of the novel. 3. Group cooperation method: organize students to discuss the characters in the novel, plot development and other issues to promote the exchange of ideas between students. 4. Reading the text carefully: Guide the students to read the text carefully and savor the language features and details of the novel. ##4. Teaching process ###(1) Introduction to the new lesson 1. By telling a short story related to the theme of the novel, showing a picture related to the novel, or asking an interesting question related to the content of the novel, the students would be interested in the new lesson. ###(2) Knowledge Explanation 1. Basic knowledge of novels - To clarify the concept of a novel: a novel is a literary genre that focuses on shaping the characters and reflects social life through story narration and environmental descriptions. It had to have vivid characters, a complete plot, and the specific environment of the characters 'activities. The image of the characters was the main element. - Character description methods: introduce in detail the methods of appearance description, action description, language description, psychological description, expression description, etc. At the same time, explain the difference between positive description and side description (direct description and indirect description) and their role in shaping the character image. - Character analysis: Explain how to determine the protagonist in the novel, and how to analyze the core of the character's image from the words, deeds, thoughts, emotions, etc., emphasizing the importance of character analysis in understanding the theme of the novel. - The structure of the story: The plot of a novel can generally be divided into four parts: the beginning, the development, the climax, and the ending. Some novels also have a prologue and an ending. Explain the characteristics and functions of each part. For example, the beginning is the beginning of the conflict, and the development is the process of intensifying the conflict. - Description of the environment: Explain the concept and content of natural environment description (scenery description) and social environment description, as well as their role in setting off characters, promoting plot development, revealing the theme, etc. 2. Combining the selected novels for a specific analysis - It introduced the author of the novel and its background to help students better understand the content of the novel. - According to the three elements of the novel: - Character image: Guide students to find the sentences that describe the characters in the text. Use the character description methods to analyze the character's personality characteristics, thoughts and emotions, and determine the position and role of the characters in the novel. - Plot: Combing the plot development of the novel, finding out the key events in the plot, analyzing the beginning and ending of the plot, and exploring the rationality and ingenuity of the plot development. - Description of the environment: Find out the sentences describing the natural environment and social environment in the text, and analyze their effects on the characters, plot, and theme, such as exaggerating the atmosphere, setting off the character's mood, and hinting at the social background. ###(3) Group Discussion 1. Ask a thoughtful question, such as,"What kind of social reality do the characters in the novel reflect?" "What is the significance of the climax of the plot development to the theme?" Wait, organize the students to discuss in groups. 2. Each group elected a representative to speak and share the results of the group's discussion. Other groups could add or put forward different opinions. ###(4) Class Practice 1. Some practice questions were designed according to the content of the novel, such as short answer questions for character analysis, fill-in-the-blank questions for plot summary, multiple-choice questions for environmental description, etc. 2. Students were allowed to complete the exercises independently. Teachers would patrol and give timely guidance. ###(5) Class summary 1. Review the basic knowledge of the novel and the analysis of the selected novel. 2. Summing up the students 'performance in group discussions and class exercises, emphasizing key knowledge and error-prone points. ###(6) Assignment 1. Required homework: Students are required to complete a character analysis essay about a character in the novel. The word count is about 300 - 500 words. 2. Choose to do homework: recommend another novel with a similar style or theme to the one you have learned in this class. Let the interested students read it and compare the similarities and differences between the two novels in terms of characters, plot, environment, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>