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 Readings Plus）。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(cè)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?！　?．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(jié)全文觀點的關(guān)鍵句子。　　4．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(zhuǎn)基因技術(shù)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(shù)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。　　《中學英語拓展閱讀叢書》由外教社從美國著名出版機構(gòu)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 When the Stars Shone in Harlem1 B Langston Hughes, Harlem's Poet Laureate2 A The Fishing Industry of Nova Scotia2 B Tidal Action in the Bay of Fundy3 A Connecting Two Oceans3 B Fighting Yellow Fever in Panama4 A Powerful First Ladies4 B Jacqueline Kennedy Onassis5 A The Invention of the Wheel5 B Sumerian Chariots: The First Vehicles of War6 A Women's Role in Nazi Germany6 B Dr. Gerda Lerner: Putting Women into History7 A Cambodia's Khmer Civilization: The Angkor Period7 B Touring Ancient Khmer Ruins8 A Living Longer8 B The Growth of Gray Power9 A The Stock Market: Its Bulls and Bears9 B Trading on the NASDAQ10 A The Coldest Continent10 B A Bird Lover's View of Antarctica11 A Social Class in the Roman Empire11 B Helena: From Tavern Girl to Empress to Saint12 AMaroon Cultures12 B Tales of Ti Malice13 AFootwear, Past and Present13 B The Lasting Impact of Jan Ernst Matzeliger14 ANativism and the Know-Nothing Party14 B Sacco and Vanzetti: Guilty?15 ADescendents of the Inca15 B Musical Instruments of the Andes16 APreschool: What Should It Do?16 B Head Start: An Even Start in School?17 A The French Revolution and A Tale of Two Cities17 B Marie Antoinette: Last Queen of France18 A The Great Chicago Fire18 B Rebuilding Chicago19 ASolving the Puzzle of Polynesia19 B Kon-Tiki: Following in the Wake of Ancient Navigators 20 A Alexis de Tocqueville's View of Democracy in America20 B Tocqueville's View of Prisons21 A The Right Attorney for the Right Job21 B Jumping the Bar: Arabella Mansfield22 A Roger Williams: A Man of Conscience22 B Puritanism in New England23 AMongolia23 B Kublai Khan, Ruler of an Empire24 A What Is the United States Supreme Court?24 B Oliver Wendell Holmes Jr. : Supreme Court Justice附錄　Answer Key　Reading Rate　Comprehension Score　Comprehension Skills Profile

章節(jié)摘錄

　　Social Class in the Roman Empire　　The Roman Empire lasted almost 500 years. At its peak, near the end of the third century A.D., it had absorbed parts of northern Africa and the Near East, along the Mediterranean Sea, and almost all of Europe.　　Roman governors enforced Romes class system and laws. Status was based on ancestry, property and wealth, dtizenship, and freedom. There were two classes, each with its own divi- sions, and mobility through the ranks foUowed a rigid set of rules. At the top were aristocrats, who were people of privilege; and below them were the plebeians. Women in all classes were considered socially and biologically inferior to men. Women could not vote, hold public office, or choose a mate, but they could own and inherit property.　　The aristocrats included the patricians who were rich landowners. Senators, an elite group of 600 men from this dass, also held the highest offices and judgeships in the empire. Senators could expect to move up through several ranks, of which consul was the highest. Below patri- cians were equestrians. These were businessmen working in financial realms-such as banking and tax collection, commerce, and public building projects.　　Plebeians were citizens employed as teachers, doctors, actors, musicians, craftsmen, and manual laborers. Some were peasants, subsisting on what they could force from the soil. Many were unemployed. They were powerless in general, but most emperors made a point of control- ling food prices and offering free entertainment to keep them happy-or at least quiet.　　At the bottom of the social ladder were freedmen, slaves, and various noncitzens. Slaves were crucial to the empires economy and at one point made up about 40 percent of the popula- tion. Although many of them were treated harshly, even cruelly, others were valued for their skills and knowledge. Slaves were not necessarily doomed to a lifetime of slavery. They could buy their own freedom or be freed by their owners in a process called "manumission. " Formal manumission as handled by a magistrate gave the freed slave full Roman citizenship.　　Money and achievement, however, began to rival ancestry as a way to move up in life. The culture and wealth of the provinces made themselves felt in the capital city of Rome. Gitizen- ship was extended to conquered peoples-and later, provincials were admitted to the Senate.

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