书名：8天提升英语阅读理解力：高中版（高阶）pdf/doc/txt格式电子书下载

推荐语：用8天时间攻克英语阅读！

作者：新东方优能中学推广管理中心著

出版社：海豚出版社

出版时间：2018-02-01

书籍编号：30507894

ISBN：9787511041647

正文语种：中英对照

字数：300000

版次：1

所属分类：教材教辅-中小学

版权信息

书名：8天提升英语阅读理解力——高中版（高阶）

作者：新东方优能中学推广管理中心

出版社：海豚出版社

出版时间：2018-02-01

ISBN：9787511041647

。

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本丛书编委会

丛书总编：王专

本书主编：钟雷

本书副主编：王灿

本书编委：王　灿　孙　坤　寇芸

　　　　　高　歌　盛建鹏　郝巧亚

　　　　　张　静　周　珊　尤晶雯

　　　　　孙广鑫　张钦

本书审校：王　灿　孙　坤　寇　芸

序言

这是一套市场上独树一帜、针对学生实际问题编写的教材

目前，市面上的教辅书籍主要有两类，一是“题海战术”教辅书，二是“精讲文章”教辅书。这两种教辅书都有一定的适应性，也受到了很多学生和老师的喜欢。但这两种教辅书都“千书一面”，并没有把不同水平的学生进行区别对待。换句话说就是对学生“一视同仁”。但是，我们都知道，学生要想真正学好，或者老师要真正把学生教好，需要“因材施教”。而学生的问题并不只是“没有做对题”这么简单。

新东方优能中学的进步可视化教学体系（Visual Progress System，简称VPS）的教学理念认为，关于英语学习，学生存在的问题“不止一面”，通常会有如下刘哥方面的问题：

1、学生是否能够背诵或默写基本概念；

2、学生是否会理解相关概念、相关结构以及相关使用场景等；

3、学生是否会根据解题步骤解题；

4、学生是否会识别提姆并解题；

5、学生是否会把只是进行迁移；

6、学生是够会综合解答题目。

根据这六个问题，我们设计了针对性的练习。本书的阅读理解就是按照这种理念进行编写的。

因此，学生可以根据自己的实际水平分板块进行学习。比如一位词汇掌握比较好的学生，可以跳过词汇的练习，直接进入到词汇的解答以及长难句翻译环节；而如果是一位基础薄弱、词汇掌握都有问题的学生，就需要从每章教材的第一部分练习开始。因此，从某种意义上说，这本书是一套真正“因材施教”的教材。

这是一套凝聚新东方优秀教师团队多年经验的“群智”教材

这套书的主编人钟雷是已在新东方优能中学工作超过13年的资深教师，是新东方20周年的功勋教师之一。面授学生约两万人，培训教师千人以上。扎实的英语功底、丰富的教学经验以及国外留学先进理念的融合，使得他对于提升中学生英语水平有了更多的体会，并对英语教学有了更独到的见解。而他所召集的其他编写者也是新东方的“精英教师\"，有的具有多年一线授课经验，有的具有先进的教学理念，有的具有丰富的培训经验等。因此，我相信，这是汇聚了新东方优秀教师“群智\"的一套教材。

基于以上两点，我相信，这套8天系列教材，无论对于学生读者还是教师读者，都将是一场盛宴。敬请享用！

新东方优能中学推广管理中信主任　王专

2018年2月2日

使用说明

根据《中国中小学生英语分级阅读标准（实验稿）》对于中小学生英语阅读理解的能力素养要求和理论框架（下图），我们能够看出中国中小学生英语阅读素养发展目标包含“阅读能力”和“阅读品格”两大要素。同时，《高考考试大纲》中，关于“阅读”板块的考查能力要求为：要求考生能读懂书、报、杂志中关于一般性话题的简短文段以及公告、说明、广告等，并能从中获取相关信息。考生应能：（1）理解主旨要义；（2）理解文中具体信息；（3）根据上下文推断单词和短语的含义；（4）做出判断和推理；（5）理解文章的基本结构；（6）理解作者的意图、观点和态度。

基于上述理论框架和高考的考查能力要求，我们能够看出，如果中学生希望在高考题的阅读理解板块中拿到近满分，并且从长远角度来说，对外语阅读能力有较大提升，那么中学生需要从根本上提升阅读理解力，而不仅仅是提升解题能力或者一味地追求“解题技巧”。因此，本书致力于从语言知识、阅读理解、文化意识三方面提升中学生的阅读能力，从阅读习惯和阅读体验两方面培养中学生的阅读品格（下图中变色的部分）。

一、权威真题选材以保证阅读质量

^[1]

《8天提升英语阅读理解力——高中版》这套书从历年全国卷及高考改革重点省市的高考题中挑选了32篇文章。基于词汇量和长难句理解的难度，我们将其分为初阶篇（16篇）和高阶篇（16篇），分别适合阅读水平中等及以上的中学生。这32篇精选的高考真题文章涵盖了记叙文、应用文、说明文和议论文，重点选取了学生普遍理解有困难的说明文和议论文；涉及22个话题，占《高考考试大纲》中话题项目表所列24个话题的91.67%。如下表所示：

二、分步练习进阶以巩固语言知识

1. 词汇量要大，但更要“真”。阅读理解是学生增加词汇量、深度理解词汇真实使用场景的主要途径。对于中学生来说，他们基本能识别语料中的生词，但是不一定熟悉考试题中的重难点词汇，同样不一定能准确说出生词在具体场景中具有的特定含义。因此，我们帮学生挑出这些重难点生词，并且只给出该词在该文章中的特定含义，同时给出英文释义的匹配练习和词汇题练习。词汇题的来源有三：（1）高考词汇题真题；（2）改编自高考真题中阅读理解、完形填空或者写作范文的句子；（3）优能研发中心的原创题目。我们对所有的真题都保留了出处和原题号，在保证权威性的同时，方便学生能够对应相关真题。我们希望能解决学生的词记和词用两方面的问题，也希望能够让学生在宝贵的学习时间内，高效地获得词汇知识。

2. 你学的语法不等于“阅读”语法。语法在英语学习中确实有着非常重要的地位，然而学英语的主要内容并不是学习语法（这是很多中小学生存在的误区）。学生需要将语法知识放入阅读素材中，才能获得语言内容，识别语言形式，判断语言的得体性。因此，我们将这些文章中影响学生理解的语法现象及其组成的长难句挑出，帮助学生读懂语义，为掌握理解能力中的“信息提取”技能打好基础。

3. “长难句”的主要问题在“难”，而不是“长”。由于本书中选取的阅读真题文章主要来自北京、上海、江苏、浙江、湖北和广东的试题，这些地区的英语考题对考生的要求相对较高，尤其是在词汇量和长难句方面；同时，为了提升中学生的阅读理解力，我们必须要聚焦于词汇知识、语法知识和语篇知识，因此我们在每篇文章“真题重现（★★★★★）”的后边，设计了四个分项的专门练习：

三、超详全面解析以核验阅读理解

对于阅读真题文章的解析包括以下四个部分：

1 “看得懂”的答案及解析

在做阅读理解题时，学生主要的问题在于：（1）无法正确定位正确答案来源；（2）定位句理解不准确；（3）因为选项理解有误，进而无法准确对应正确答案与原文的相互改写方式。因此，该板块对每一道题目进行了详尽的解析，包含题型分类和考查能力、解题原则、题干翻译、定位过程、定位句的解读、正确答案是如何同义改写的、错误答案的原因和特征、干扰项的辨析，以及选项中重点的、易错的表达。通过学习解析部分，学生能够从理解力和解题思路两个角度，既知道错误答案为什么错，更重要的是，知道正确答案为什么对。

如：

2 “能提分”的词汇解答

为保证学生在做完词汇题后，能够及时反思，并且核对句子中的每一个理解细节，我们在这部分的解析中给出了句子的参考译文，并且对四个选项词汇分别进行词性、释义及用法的辨析，尽最大努力保证学生能够根据解析来发现自己的知识盲区。

如：

2 “说人话”的长难句翻译

该板块选取了学生在阅读文章时理解有难点的句子，这些句子的主要特征是：复合句较多、存在特殊句式现象（如强调、倒装、虚拟等）、插入语较多、非谓语动词或介词短语较多。学生在阅读长难句时的普遍问题是，单词可能都认识，但是按照自己的阅读习惯从左到右拼凑句意时发现，句子理解不通，于是就只挑自己认识的、“词能达意”的语义进行叠加，结果自己的理解和正确句意相差十万八千里。因此我们将文章中的长难句进行详细剖析，分段讲解，并且标注重点理解的语义群，希望学生在学习完解析后，能够自行在长难句底下横线处尝试写出翻译。

如：

4 “扫盲点”的长难句答案

针对解析后的长难句，我们不仅给出长难句的整句翻译，还给出了原句拆分翻译，即对句中的重点内容进行标注（下划线）和专门翻译（括号内的中文），以便学生能够准确地发现自己的理解盲点。

如：

四、进步可视理念以培养阅读品格

根据《中国中小学生英语分级阅读标准（实验稿）》，“阅读素养不仅包括能够在阅读中提取信息构建含义的‘阅读能力’，同时也包含辅助学生终身阅读的‘阅读品格’”。那么在阅读素养框架下，阅读品格的培养包括阅读习惯和阅读体验。

在阅读习惯中，除了狭义的阅读行为之外，还包含阅读频率和阅读量。为了更加关注中学生良好阅读习惯的培养，我们将阅读训练周期设为8天，每天阅读学习两篇文章，完成相关的练习，从客观上增加学生的阅读频率。

在阅读体验中，包括阅读态度、阅读兴趣和自我评估。根据进步可视教学理念，为了让学生的进步能够看得见，我们将重点放在让学生能够自我评估学习效果。因此我们将阅读理解力的提升划分成五个星级等级（即第二部分提到的分步练习进阶），明确每一步的具体能力和目标，使学生在每完成一步训练后，能直观地看到自己的成就。

同时，为了强化学生的自我评估体验，我们在词汇识记的表格中，加入了“已掌握请打√”栏，给学生提供目标核查的空间。

Day　1

第一天进步目标

★★★★★

Level 5

通过第一天的学习和训练，你能够：

Passage 1

Passage 1 进步目标

[1]能够正确理解 Passage 1 中出现的重点词汇和句子；

[2]能够正确解答 Passage 1 的题目。

真题重现 | 2013江苏卷 D篇 ★★★★★

Mark Twain has been called the inventor of the American novel. And he surely deserves additional praise: the man who popularized the clever literary attack on racism.

I say clever because anti-slavery fiction had been the important part of the literature in the years before the Civil War. H. B. Stowe’s Uncle Tom’s Cabin is only the most famous example. These early stories dealt directly with slavery. With minor exceptions, Twain planted his attacks on slavery and prejudice into tales that were on the surface about something else entirely. He drew his readers into the argument by drawing them into the story.

Again and again, in the postwar years, Twain seemed forced to deal with the challenge of race. Consider the most controversial, at least today, of Twain’s novels, Adventures of Huckleberry Finn. Only a few books have been kicked off the shelves as often as Huc kleberry Finn, Twain’s most widely read tale. Once upon a time, people hated the book because it struck them as rude. Twain himself wrote that those who banned the book considered the novel “trash and suitable only for the slums (贫民窟).” More recently the book has been attacked because of the character Jim, the escaped slave, and many occurrences of the word nigger. (The term Nigger Jim, for which the novel is often severely criticized, never appears in it.)

But the attacks were and are silly—and miss the point. The novel is strongly anti-slavery. Jim’s search through the slave states for the family from whom he has been forcibly parted is heroic. As J. Chadwick has pointed out, the character of Jim was a first in American fiction—a recognition that the slave had two personalities, “the voice of survival within a white slave culture and the voice of the individual: Jim, the father and the man.”

There is much more. Twain’s mystery novel Pudd’nhead Wilson stood as a challenge to the racial beliefs of even many of the liberals of his day. Written at a time when the accepted wisdom held Negroes to be inferior (低等的) to whites, especially in intelligence, Twain’s tale centered in part around two babies switched at birth. A slave gave birth to her master’s baby and, for fear that the child should be sold South, switched him for the master’s baby by his wife. The slave’s light-skinned child was taken to be white and grew up with both the attitudes and the education of the slave-holding class. The master’s wife’s baby was taken for black and grew up with the attitudes and intonations of the slave.

The point was difficult to miss: nurture (养育), not nature, was the key to social status. The features of the black man that provided the stuff of prejudice—manner of speech, for example—were, to Twain, indicative of nothing other than the conditioning that slavery forced on its victims.

Twain’s racial tone was not perfect. One is left uneasy, for example, by the lengthy passage in his autobiography (自传) about how much he loved what were called “nigger shows” in his youth—mostly with white men performing in black-face—and his delight in getting his mother to laugh at them. Yet there is no reason to think Twain saw the shows as representing reality. His frequent attacks on slavery and prejudice suggest his keen awareness that they did not.

Was Twain a racist? Asking the question in the 21st century is as wise as asking the same of Lincoln. If we read the words and attitudes of the past through the “wisdom” of the considered moral judgments of the present, we will find nothing but error. Lincoln, who believed the black man the inferior of the white, fought and won a war to free him. And Twain, raised in a slave state, briefly a soldier, and inventor of Jim, may have done more to anger the nation over racial injustice and awaken its collective conscience than any other novelist in the past century.

1.How do Twain’s novels on slavery differ from Stowe’s?

A. Twain was more willing to deal with racism.

B. Twain’s attack on racism was much less open.

C. Twain’s themes seemed to agree with plots.

D. Twain was openly concerned with racism.

2.Recent criticism of Adventures of Huckleberry Finn arose partly from its__________.

A. target readers at the bottom

B. anti-slavery attitude

C. rather impolite language

D. frequent use of “nigger”

3.What best proves Twain’s anti-slavery stand according to the author?

A. Jim’s search for his family was described in detail.

B. The slave’s voice was first heard in American novels.

C. Jim grew up into a man and a father in the white culture.

D. Twain suspected that the slaves were less intelligent.

4.The story of two babies switched mainly indicates that______ .

A. slaves were forced to give up their babies to their masters

B. slaves’ babies could pick up slave-holders’ way of speaking

C. blacks’ social position was shaped by how they were brought up

D. blacks were born with certain features of prejudice

5.What does the underlined word “they” in Paragraph 7 refer to?

A. The attacks.

B. Slavery and prejudice.

C. White men.

D. The shows.

6.What does the author mainly argue for?

A. Twain had done more than his contemporary writers to attack racism.

B. Twain was an admirable figure comparable to Abraham Lincoln.

C. Twain’s works had been banned on unreasonable grounds.

D. Twain’s works should be read from a historical point of view.

Section 1　词汇识记 ★☆☆☆☆

Section 2　词汇理解 ★★☆☆☆

请为下列词汇匹配正确的英文释义。

_____1. popularize　A.causing a lot of disagreement, because many people have strong opinions about the subject being discussed

_____2. prejudice　B.to express your disapproval of someone or something, or to talk about their faults

_____3. controversial　C.someone is worried that someone will make something happen, especially something bad

_____4. ban　D.to make a difficult subject or idea able to be easily understood by ordinary people who have no special knowledge about it

_____5. criticize　E.a lower rank or position

_____6. part　F.an unreasonable dislike and distrust of people who are different from you in some way, especially because of their race, sex, religion, etc. used to show disapproval

_____7. keen　G.to seem to have an impression of one particular quality or feature

_____8. inferior　H.to separate from someone, or end a relations

....