中學(xué)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(guó)教育部新制定的全日制義務(wù)教育和普通高級(jí)中學(xué)《英語課程標(biāo)準(zhǔn)》對(duì)學(xué)生的閱讀技能從三級(jí)到九級(jí)提出了明確的要求。在目前國(guó)內(nèi)外的各種英語測(cè)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(xué)英語拓展閱讀叢書”（Timed Readings Plus）。本叢書含有以下3個(gè)子系列：社會(huì)科學(xué)（Social．Studies）、自然科學(xué)（．Science）及數(shù)學(xué)（Mathematics），由上海外語教育出版社從美國(guó)McGraw Hill Glencoe公司引進(jìn)出版。社會(huì)科學(xué)和自然科學(xué)各有10個(gè)分冊(cè)，社會(huì)科學(xué)每?jī)?cè)有24課，自然科學(xué)每?jī)?cè)有25課，每課兩篇閱讀材料；數(shù)學(xué)有5個(gè)分冊(cè)，每?jī)?cè)有15課，每課兩篇閱讀材料。本叢書語言地道，知識(shí)面廣，信息量大，能有效訓(xùn)練學(xué)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(zhǎng)400單詞左右，側(cè)重訓(xùn)練學(xué)生的快速閱讀能力；閱讀理解題則主要檢查學(xué)生是否能在快速閱讀后掌握閱讀材料中的事實(shí)和材料所傳達(dá)的思想。每課中的第二篇閱讀材料較短，著重訓(xùn)練學(xué)生的閱讀技巧，如：從上下文中猜測(cè)生詞的含義，找出作者的觀點(diǎn)，得出中心思想，排列事件順序，推斷作者的論點(diǎn)等。因此，我們認(rèn)為它是一套訓(xùn)練學(xué)生閱讀速度及閱讀理解能力并能同時(shí)開拓他們視野的拓展型叢書，適合外國(guó)語學(xué)校初二及以上年級(jí)學(xué)生和非外國(guó)語學(xué)校高中學(xué)生課內(nèi)、外使用?！　≡鯓邮褂帽鞠盗袇矔兀课覀冇幸韵碌囊恍╅喿x策略供大家參考。　　1．閱讀時(shí)，要集中注意力?！　?．用一分鐘閱讀標(biāo)題，并思考以下問題：我是否了解這一話題？我從這個(gè)話題中能學(xué)到什么？這個(gè)話題引起了我怎樣的思考？　　3．重點(diǎn)閱讀文章第一句和最后一句，因?yàn)榈谝痪浜妥詈笠痪渫亲髡咛岢鲎约河^點(diǎn)和總結(jié)全文觀點(diǎn)的關(guān)鍵句子?！　?．快速閱讀全文以獲得材料所傳達(dá)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(yīng)該放慢速度，以便記住這些內(nèi)容?！　≡鯓硬攀且粋€(gè)快速閱讀者？

內(nèi)容概要

《中學(xué)英語拓展閱讀叢書》包含社會(huì)科學(xué)、自然科學(xué)和數(shù)學(xué)三個(gè)系列。社會(huì)科學(xué)和自然科學(xué)各10冊(cè)，數(shù)學(xué)有5個(gè)分冊(cè)。只要堅(jiān)持每天閱讀，你的閱讀能力一定會(huì)有明顯提高。我們期盼你在趣味盎然的閱讀環(huán)境中培養(yǎng)閱讀能力、遨游知識(shí)天地，學(xué)習(xí)地道英語?！　　渡鐣?huì)科學(xué)系列（4）》為社會(huì)科學(xué)系列第五分冊(cè)，適合外國(guó)語學(xué)校及外語特色學(xué)校初中三年級(jí)學(xué)生使用。

書籍目錄

遨游知識(shí)天地學(xué)習(xí)地道英語　　你聽說過環(huán)境建筑學(xué)嗎？你知道轉(zhuǎn)基因技術(shù)基于怎樣的原理嗎？我們每天點(diǎn)擊的互聯(lián)網(wǎng)是在哪種巧合下誕生的？歐洲中世紀(jì)城堡中一天的生活是怎樣的？中國(guó)古代的造紙術(shù)分哪幾個(gè)步驟？你一定想知道這些問題的答案吧。翻開這套"中學(xué)英語拓展閱讀叢書"，你就走進(jìn)了一個(gè)五彩斑斕的奇妙世界?！　　吨袑W(xué)英語拓展閱讀叢書》由外教社從美國(guó)著名出版機(jī)構(gòu)麥格勞一希爾（McGraw Hill）公司引進(jìn)，語言地道，知識(shí)面廣，信息量大，是一套既注重培養(yǎng)學(xué)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(jìn)，編排設(shè)計(jì)科學(xué)，難度逐級(jí)遞升，既適合外國(guó)語學(xué)校及外語特色學(xué)校初二至高三年級(jí)的學(xué)生使用，也適合普通中學(xué)同等水平的學(xué)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(shí)天地，學(xué)習(xí)地道英語。

章節(jié)摘錄

　　In the nineteenth century, the United States grew quickly. Artists who explored the frontier produced an array of works depicting Western scenes. Some mass-produced their works; others displayed them in traveling shows. These artists offered the public some of the first views of the West. Their works shaped peoples views of the Western frontier.　　In large part, the works of these artists described the Western frontier of myth. Many of the artists depicted landscapes and cultures yet untouched by the modem world. In fact, set- dement had already destroyed aspects of the natural environment and the way of life of many Native Americans. Some artists portrayed vast, unspoiled landscapes. Others portrayed Native Americans as noble savages in perfect harmony with nature.　　The works of Albert Bierstadt and Thomas Moran are examples of paintings that shaped the Western landscape of myth. Bierstadt painted vast scenes of endless plains and mountain ranges. Moran portrayed the wild splendor of such sites as the Grand Canyon.　　Landscape photographers also played a part in shaping the mythic West. The western expanse appeared silent, still, and timeless in photos. Some artists portrayed pristine (原始 的) landscapes. Others, such as Carleton Watkins, explored humankinds union with nature. Watkinss pictures of Yosemite had such an impact that President Abraham Lincoln placed limits on the region to protect it from misuse.　　Many artists depictions of Native Americans portrayed rich cultures as unaffected by Western expansion. These artists sought to preserve the customs of Native Americans. George Catlin was one of the first artists to document Native cultures. His paintings showed their vanishing way of life. Likewise, photographer Edward S. Curtis recorded the diverse cultures of the West in his North American Indian Project. Both artists presented Native cul- tures of a recent past instead of revealing the current challenges faced by Native peoples see- king to adapt to their changing world.　　Unlike Catlin and Curtis who sought to preserve a record of Native cultures, Frederic Remingtons works called on the settler to tame the Wild West and its peoples. His inventive works explored the tensions between the celebrated cowhand and the Native peoples. Remingtons works glorified white settlement. His images assumed that.the setters takeover of the land was justified.

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