中学生拓展课程系列

出版时间：2008-7  出版社：上海外语教育出版社  作者：曹娟，沈建平　注  页数：101  

前言

　　阅读既是理解和吸收语言文化信息的重要手段之一，又是语言文化信息的最便捷的输入源。我国教育部新制定的全日制义务教育和普通高级中学《英语课程标准》对学生的阅读技能从三级到九级提出了明确的要求。在目前国内外的各种英语测试中，阅读理解所占的比重越来越大。为此，我们特向你推荐“中学英语拓展阅读丛书”（Timed Readings Plus）。本丛书含有以下3个子系列：社会科学（Social．Studies）、自然科学（．Science）及数学（Mathematics），由上海外语教育出版社从美国McGraw Hill Glencoe公司引进出版。社会科学和自然科学各有10个分册，社会科学每册有24课，自然科学每册有25课，每课两篇阅读材料；数学有5个分册，每册有15课，每课两篇阅读材料。本丛书语言地道，知识面广，信息量大，能有效训练学生的阅读理解能力，提高他们的阅读速度。每课的第一篇阅读材料篇幅长400单词左右，侧重训练学生的快速阅读能力；阅读理解题则主要检查学生是否能在快速阅读后掌握阅读材料中的事实和材料所传达的思想。每课中的第二篇阅读材料较短，着重训练学生的阅读技巧，如：从上下文中猜测生词的含义，找出作者的观点，得出中心思想，排列事件顺序，推断作者的论点等。因此，我们认为它是一套训练学生阅读速度及阅读理解能力并能同时开拓他们视野的拓展型丛书，适合外国语学校初二及以上年级学生和非外国语学校高中学生课内、外使用。　　怎样使用本系列丛书呢？我们有以下的一些阅读策略供大家参考。　　1．阅读时，要集中注意力。　　2．用一分钟阅读标题，并思考以下问题：我是否了解这一话题？我从这个话题中能学到什么？这个话题引起了我怎样的思考？　　3．重点阅读文章第一句和最后一句，因为第一句和最后一句往往是作者提出自己观点和总结全文观点的关键句子。　　4．快速阅读全文以获得材料所传达给你的信息。如遇到含有姓名、日期或数字等的内容，你应该放慢速度，以便记住这些内容。　　怎样才是一个快速阅读者？

内容概要

《中学英语拓展阅读丛书》包含社会科学、自然科学和数学三个系列。社会科学和自然科学各10册，数学有5个分册。只要坚持每天阅读，你的阅读能力一定会有明显提高。我们期盼你在趣味盎然的阅读环境中培养阅读能力、遨游知识天地，学习地道英语。　　《社会科学系列(4)》为社会科学系列第一分册，适合外国语学校及外语特色学校初中三年级学生使用。

书籍目录

致学生致老师1 A George Washington: The Father of Our Country1 B Mount Vernon2 AMaking Coins at the U.S. Mint2 B The Susan B. Anthony Dollar3 A The Key Responsibilities of Local Government3 B Becoming a Firefighter4 A The Nature of Farming in the United States Today4 B The McCormick Reaper5 A The One-Room Schoolhouse of the Nineteenth Century5 B The McGuffey Readers6 A The Kimono: Traditional Dress of Japan6 B Shichi-go-san: The Festival Day for Children in Japan7 A What Is a Region in the United States?7 B The Rocky Mountain Region of the United States8 A How Does Folklore Help Us Learn about the Past?8 B Johnny Appleseed: The Man and the Legend9 A El Pueblo: The Birthplace of the City of Angels9 B A Visit to OIvera Street10 A The Continental Army: America's First Army10 B Who Were the Soldiers in the Continental Army?11 A The Nile River: Lifeblood of Ancient Egypt11 B The Boats of Ancient Egypt12 A What Is an Entrepreneur?12 B Steps for Starting a Business -- For Young People ...13 A The Authority of the Kings and Queens of England ...13 B In the Time of Queen Elizabeth I14 A The Inuit.. People of the Cold14 B Inuit Art15 A The First Voyage of Columbus15 B The Nina, the Pinta, and the Santa Maria16 A Becoming a History Teacher16 B Resolving Conflict: A Social Studies Lesson17 A East Meets West on the Silk Road17 B What Is Silk and How Is It Made?18 A Symbols of Patriotism18 B Betsy Ross and the American Flag19 A Henry Ford and the First Assembly Line19 B The Impact of Mass Production20 A The Spanish-American War20 B Puerto Rico Becomes a United States Territory21 A The Planning of Washington, D. C21 B The Lincoln Memorial22 A The Mound Builders22 B A Visit to Effigy Mounds National Monument23 A Campaigning for Office23 B Why Vote?24 A The Six Landform Regions of Canada24 B The Art and Sport of Ice and Snow Sculpture.附录Answer KeyReading RateComprehension ScoreComprehension Skills Profile……

章节摘录

　　The One-Room Schoolhouse of　　the Nineteenth Century　　In the United States in the nineteenth century, many children were taught in one-room schoolhouses. Grades one through eight shared the same classroom. A typical one-room schoolhouse was.built of wood and painted white or red.　　To get to school, children walked, rode a horse, or rode in a buggy. When it was time for school to begin, the teacher rang a bell. The children then went inside. Sometimes they stopped in a small room to wash their hands. They poured water from a pitcher into a bowl, called a basin. They hung their coats on hooks in a cloakroom and then went to their desks. They stood to recite the Pledge of Allegiance. The smallest children sat at the smallest desks in the front of the room, nearest the teachers desk. The tallest children sat in the back. In the middle of the room stood a potbellied stove. It was used for heat on cold days. Those near the stove may have felt too warm. Those farthest away may have felt cold. The stove burned fuel, such as wood or coal.　　The subjects taught were arithmetic, geography, science, history, reading, art, and penmanship (书写). Students learned to write beautiful flowing script that was easy to read. Teachers wrote lessons on a blackboard in the front of the room. That is also where students worked math problems or practiced writing. In some schools, students had their own small slates to write on. Because one teacher had to teach all grade levels, the children were often taught one at a time.　　Children were expected to be well behaved. Those who were not were punished by the teacher. The teacher may have used a leather strap, wooden cane, or wooden paddle for this purpose. Sometimes a child who had misbehaved would have to cut a switch from a tree, which the teacher would use on him or her. At noon, there was a recess (课间休息). The children played and ate lunch. Students often carried their lunch to school in metal pails. In very cold weather, the teacher might cook something hot on the stove. Lessons resumed in the afternoon. When school let out, the children went home. There was rarely homework. Children were expected to help at home or do farm chores. Only a few children owned books.

编辑推荐

　　遨游知识天地学习地道英语　　你听说过环境建筑学吗？你知道转基因技术基于怎样的原理吗？我们每天点击的互联网是在哪种巧合下诞生的？欧洲中世纪城堡中一天的生活是怎样的？中国古代的造纸术分哪几个步骤？你一定想知道这些问题的答案吧。翻开这套"中学英语拓展阅读丛书"，你就走进了一个五彩斑斓的奇妙世界。　　《中学英语拓展阅读丛书》由外教社从美国著名出版机构麦格劳一希尔（McGraw Hill）公司引进，语言地道，知识面广，信息量大，是一套既注重培养学生英语阅读能力，又致力开阔他们视野的拓展型丛书。整套书编写理念先进，编排设计科学，难度逐级递升，既适合外国语学校及外语特色学校初二至高三年级的学生使用，也适合普通中学同等水平的学生使用。　　我们期盼你在趣味盎然的阅读环境中培养阅读能力，邀游知识天地，学习地道英语。