中學生拓展課程系列

前言

　　閱讀既是理解和吸收語言文化信息的重要手段之一，又是語言文化信息的最便捷的輸入源。我國教育部新制定的全日制義務教育和普通高級中學《英語課程標準》對學生的閱讀技能從三級到九級提出了明確的要求。在目前國內(nèi)外的各種英語測試中，閱讀理解所占的比重越來越大。為此，我們特向你推薦“中學英語拓展閱讀叢書”（Timed ReadingsPlus）。本叢書含有以下3個子系列：社會科學（Social．Studies）、自然科學（Science）及數(shù)學（Mathematics），由上海外語教育出版社從美國McGraw Hill Glencoe公司引進出版。社會科學和自然科學各有10個分冊，社會科學每冊有24課，自然科學每冊有25課，每課兩篇閱讀材料；數(shù)學有5個分冊，每冊有15課，每課兩篇閱讀材料。本叢書語言地道，知識面廣，信息量大，能有效訓練學生的閱讀理解能力，提高他們的閱讀速度。每課的第一篇閱讀材料篇幅長400單詞左右，側重訓練學生的快速閱讀能力；閱讀理解題則主要檢查學生是否能在快速閱讀后掌握閱讀材料中的事實和材料所傳達的思想。每課中的第二篇閱讀材料較短，著重訓練學生的閱讀技巧，如：從上下文中猜測生詞的含義，找出作者的觀點，得出中心思想，排列事件順序，推斷作者的論點等。因此，我們認為它是一套訓練學生閱讀速度及閱讀理解能力并能同時開拓他們視野的拓展型叢書，適合外國語學校初二及以上年級學生和非外國語學校高中學生課內(nèi)、外使用。　　怎樣使用本系列叢書呢？我們有以下的一些閱讀策略供大家參考?！　?．閱讀時，要集中注意力。　　2．用一分鐘閱讀標題，并思考以下問題：我是否了解這一話題？我從這個話題中能學到什么？這個話題引起了我怎樣的思考？　　3．重點閱讀文章第一句和最后一句，因為第一句和最后一句往往是作者提出自己觀點和總結全文觀點的關鍵句子?！　?．快速閱讀全文以獲得材料所傳達給你的信息。如遇到含有姓名、日期或數(shù)字等的內(nèi)容，你應該放慢速度，以便記住這些內(nèi)容?！　≡鯓硬攀且粋€快速閱讀者？

內(nèi)容概要

　　遨游知識天地學習地道英語　　你聽說過環(huán)境建筑學嗎？你知道轉基因技術基于怎樣的原理嗎？我們每天點擊的互聯(lián)網(wǎng)是在哪種巧合下誕生的？歐洲中世紀城堡中一天的生活是怎樣的？中國古代的造紙術分哪幾個步驟？你一定想知道這些問題的答案吧。翻開這套"中學英語拓展閱讀叢書"，你就走進了一個五彩斑斕的奇妙世界?！　　吨袑W英語拓展閱讀叢書》由外教社從美國著名出版機構麥格勞一希爾（McGraw Hill）公司引進，語言地道，知識面廣，信息量大，是一套既注重培養(yǎng)學生英語閱讀能力，又致力開闊他們視野的拓展型叢書。整套書編寫理念先進，編排設計科學，難度逐級遞升，既適合外國語學校及外語特色學校初二至高三年級的學生使用，也適合普通中學同等水平的學生使用?！　∥覀兤谂文阍谌の栋蝗坏拈喿x環(huán)境中培養(yǎng)閱讀能力，邀游知識天地，學習地道英語。

書籍目錄

致學生致老師1 A Toiling in the Textile Mills1 B Samuel Slater and the American Textile Industry2 A President Eisenhower and Progress in the 1950s2 B A Popular First Lady3 A New England Shipbuilding Past and Present3 B The USS Jimmy Carter, the Final Seawolf Submarine4 A The Caste System of India4 B The Buddha's Path5 A Working on the Transcontinental Railroad5 B Chipping Away at the Summit Tunnel6 A A Celebration of Renewal6 B Celebrating Tet in Vietnam7 A Changing Tunes for Changing Times7 B Queen of Soul8 A A Nation of Immigrants8 B Early Twentieth-Century Ports of Entry9 A The Effects of Joblessness9 B How to Obtain Unemployment Services10 A Submerged Histories10 B Excavating Underwater Artifacts11 A The Main Branches of Law11 B Wacky Laws, More than Something to Laugh About12 A Thomas Jefferson and the Declaration of Independence12 B Exploring Innovation at Monticello13 ADiego Rivera. Murals of the Great Depression13 B Kahlo and Rivera14 AMilitary Communications During World War I14 B The Great Flu Epidemic15 A The Five Themes of Geography15 B Human Beings Adapt to Their Environment16 A The Coast Guard. Always Ready16 B A Successful Search and Rescue17 A Writing a Biography17 B Catherine Drinker Bowen. Writing About Musicians18 A Climate in Sub-Saharan Africa18 B Protecting Lake Malawi19 A Vikings, Brutal Warriors or Noble Seafarers?19 B The Unique Construction of the Longship20 A Three Aspects of Chinook Society20 B A Chinook Origin Myth21 A Cattle Ranching in the West21 B The Rise of Rustlers22 A The Origins of Writing22 B The Impact of Gutenberg's Printing Method23 A The Construction of the Hoover Dam23 B Water Rights in the Colorado River Basin24 A The Public and the Mass Media 24 B An Exercise in Media Literacy附錄　Answer Key　Reading Rate　Comprehension Score　Comprehension Skills Profile

章節(jié)摘錄

　　An immigrant is a person who comes to a new country to live. People often think of the United States as a nation of immigrants. This is because， with the exception of Native Ameri- cans， people from other countries and their descendants make up the entire U.S. population. There have been three distinct waves of immigration to the United States since the colonists founded the nation.　　The earliest setders were the colonists. Unlike immigrants， who come to settle in a country that is already established， colonists come to a region to found a colony under the rule of their home country. Before the founding of the United States， colonists welcomed set- tlers， from England as well as from Germany， who came to tend and settle the land.　　Once the colonists had founded the nation， the first wave of large-scale immigration oc- curred. Between 1820 and 1880， nearly 8 million immigrants chose to come to the country. Most of these were from Germany， England， and Ireland. They were at ease with British customs. They spoke English or a related language. Many were artisansand laborers who found work in the growing cities. On the West Coast， immigrants from China came to strike it rich in the Gold Rush and to work on the transcontinental railroad. Among those who made up the first wave were a large number of immigrants from Africa. These people were brought to the United States against their will and were sold to plantation owners to do forced labor.　　During the second wave of immigration——from 1880 to 1920——more than 24 million immigrants arrived. Most were from Russia， Poland， and Italy. Many were of Jewish de- scent. They brought with them a range of languages， religions， and ideas about education and government. Prior fears that immigrants would change early American values grew more intense. Immigrants were willing to work for low wages. This inspired additional fears. Citi- zens feared that immigrants would take their jobs. Laws were passed to limit the number and kinds of immigrants to enter each year.　　The third wave of immigration in the United States spoons （持續(xù)） the period from 1970 to the present. More than a million immigrants arrive each year from such regions as Latin America， the Caribbean， and Asia.

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