社会科学系列4(中学英语拓展阅读丛书)(Timed Readings Plus in Social Studies)
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品牌: 曹娟
基本信息·出版社：上海外语教育出版社
·页码：101 页
·出版日期：2008年
·ISBN：9787544607209
·包装版本：第1版
·装帧：平装
·开本：16
·正文语种：英语
·丛书名：中学英语拓展阅读丛书
·外文书名：Timed Readings Plus in Social Studies
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内容简介《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)》为社会科学系列第四分册，适合外国语学校及外语特色学校初中三年级学生使用。
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。
目录
致学生
致老师
1 A Toiling in the Textile Mills
1 B Samuel Slater and the American Textile Industry
2 A President Eisenhower and Progress in the 1950s
2 B A Popular First Lady
3 A New England Shipbuilding Past and Present
3 B The USS Jimmy Carter, the Final Seawolf Submarine
4 A The Caste System of India
4 B The Buddha's Path
5 A Working on the Transcontinental Railroad
5 B Chipping Away at the Summit Tunnel
6 A A Celebration of Renewal
6 B Celebrating Tet in Vietnam
7 A Changing Tunes for Changing Times
7 B Queen of Soul
8 A A Nation of Immigrants
8 B Early Twentieth-Century Ports of Entry
9 A The Effects of Joblessness
9 B How to Obtain Unemployment Services
10 A Submerged Histories
10 B Excavating Underwater Artifacts
11 A The Main Branches of Law
11 B Wacky Laws, More than Something to Laugh About
12 A Thomas Jefferson and the Declaration of Independence
12 B Exploring Innovation at Monticello
13 ADiego Rivera. Murals of the Great Depression
13 B Kahlo and Rivera
14 AMilitary Communications During World War I
14 B The Great Flu Epidemic
15 A The Five Themes of Geography
15 B Human Beings Adapt to Their Environment
16 A The Coast Guard. Always Ready
16 B A Successful Search and Rescue
17 A Writing a Biography
17 B Catherine Drinker Bowen. Writing About Musicians
18 A Climate in Sub-Saharan Africa
18 B Protecting Lake Malawi
19 A Vikings, Brutal Warriors or Noble Seafarers?
19 B The Unique Construction of the Longship
20 A Three Aspects of Chinook Society
20 B A Chinook Origin Myth
21 A Cattle Ranching in the West
21 B The Rise of Rustlers
22 A The Origins of Writing
22 B The Impact of Gutenberg's Printing Method
23 A The Construction of the Hoover Dam
23 B Water Rights in the Colorado River Basin
24 A The Public and the Mass Media .
24 B An Exercise in Media Literacy
Answer Key
Reading Rate
Comprehension Score
Comprehension Skills Profile
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序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 ReadingsPlus）。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？
文摘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 artisans'and 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 kind
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