高中英語閱讀300篇（提高卷）

前言

　　這是一套舊書，從中學(xué)英語300訓(xùn)練叢書自第一本《中級英語閱讀300篇（高中卷）》初版算起，已有十多個年頭了?，F(xiàn)在，整套叢書已有近20種書，市場反應(yīng)熱烈，多次重印，總印數(shù)超過百萬。叢書中有的單本印數(shù)已超過了20萬冊，并有數(shù)本書獲“全行業(yè)優(yōu)秀暢銷書”獎，深受廣大中學(xué)生讀者的歡迎?！　∵@又是一套新書，因為現(xiàn)在呈現(xiàn)在讀者面前的，是為2010世博年以后的學(xué)生讀者重新修訂與增補(bǔ)的全新的“300系列”叢書。時代是在發(fā)展的，這套叢書當(dāng)然也必須隨著時代的發(fā)展而發(fā)展，隨著教育的發(fā)展而變化。這十多年來，教育事業(yè)，特別是英語教學(xué)有了很大的變化。隨著新課標(biāo)在全國各地的推廣，英語教學(xué)更加重視基礎(chǔ)、重視實(shí)用。反映在考試中，是更加強(qiáng)調(diào)基礎(chǔ)性和實(shí)用性。正是在這樣的形勢下，叢書的編者決定對其實(shí)行改版。　　首先，是更換了部分較陳舊的題型和題目，更換了某些略嫌過時的內(nèi)容，而代之以更新鮮的話題和內(nèi)容。其次，考慮到考試的實(shí)際情況，將原先分別出書的語法，詞匯及基礎(chǔ)知識三冊書合而為一，作為《詞匯和語法300題》出版。　　此外，為了讓更多讀者結(jié)合自身的學(xué)習(xí)情況有更多的選擇，一個很重要的變動是除了聽力和寫作外，其余各冊都推出“基礎(chǔ)卷”和“提高卷”。讀者可以根據(jù)學(xué)習(xí)的進(jìn)度和深度，在使用“基礎(chǔ)卷”感到學(xué)有余力時，選用“提高卷”?！　∮⒄Z學(xué)習(xí)中最重要、學(xué)生花時間最多的、也是考試中分值最多的部分，是閱讀。在這方面，再怎樣重視都不為過。近年來國家教育部和上海市教委分別編制、并已付諸實(shí)踐的新《英語課程標(biāo)準(zhǔn)》對英語閱讀能力給出了明確的規(guī)定，特別是不約而同地對課外閱讀量作了具體要求。

內(nèi)容概要

本書共收集了近300篇短文，分文化教育、新聞報道、科普知識、微型故事、旅游天地、廣告通知及最新題型共7個單元。書中文章取材廣泛、語言規(guī)范、難度適中，能夠滿足高中學(xué)生擴(kuò)大知識面、提高閱讀水平的要求。    本書可供廣大高中學(xué)生課外閱讀；也可作為參加高考復(fù)習(xí)的學(xué)生及指導(dǎo)老師的閱讀材料。

書籍目錄

文化教育新聞報道科普知識微型故事旅游天地廣告通知最新題型練習(xí)參考答案

章節(jié)摘錄

　　4. We can infer that the writer of this passage wants to tell readers that A. all languages are paradoxes B. languages obey certain regular rules C. you should take the paradoxes in English for granted when you learn it D.　　it is important to explore the unique lunacy of a language Joy Hirsch, a neuroscientist in New York, has recently foundevidence that children and adults don't use the same parts of the brainwhen learning a second language. He used an instrument called anmri magnetic resonance imaging to study the brains of two groups ofbilingual people.One group consisted of those who had learned asecond language as children. The other consisted of people wholearned their second language later in life. People from both groups were placed inside the MRI scanner. This allowed Hirsch to see which parts of the brain were getting more blood and were more active. He asked people from both groups to think about what they had done the day before, first in one language and then the other. They couldn't speak out loud, because any movement would disrupt the scanning.　　Hirsch looked specifically at two language centers in the brain——Broca' s area, believed to control speech production, and Wernicke' s area, thought to process meaning. He found that both groups of people used the same part of Wernicke' s area no matter what language they were speaking. But how they used Broca's area was different.　　People who learned a second language as children used the same region in Broca's area for both languages.People who learned a second language later in life used a special part of Broca's area for their second language——near the one activated for their native tongue.

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