雅思閱讀速度慢怎么辦
雅思閱讀速度慢?是種病得早治,小編給大家?guī)砹搜潘奸喿x速度慢怎么辦 ，希望能夠幫助到大家，下面小編就和大家分享，來欣賞一下吧。
雅思閱讀速度慢?是種病得早治
01為什么雅思閱讀速度慢是一種病?
慢點(diǎn)讀有的時(shí)候是必要的，也是重要的，但有的時(shí)候(在雅思考試中)就會導(dǎo)致一些問題，比如：
● 做不完
● 因?yàn)闀r(shí)間快到了讓你產(chǎn)生焦慮的情緒
● 在沒有答案的段落上浪費(fèi)太多時(shí)間
●備考花在閱讀上的時(shí)間太多，一天細(xì)細(xì)的讀一套文章就頭昏腦脹，導(dǎo)致其他科目沒有時(shí)間準(zhǔn)備
很多人讀的慢的原因不是讀不快，而是因?yàn)橐环N習(xí)慣和方法。當(dāng)你習(xí)慣了一個(gè)字一個(gè)字去讀，希望弄懂每個(gè)單詞，每個(gè)句子的意思，看不懂的句子(長難句)會反復(fù)讀 2-3 遍，甚至去想句子背后的深意或是太過于注意細(xì)節(jié)。
甚至有位兄弟跟我說做題前不讀完全文會不舒服。
其實(shí)快速的雅思閱讀，對我們的幫助到底有多大呢?
就像自行車可以從龜速到騎得像閃電一樣快，做飯可以從很拖拉到很麻利，雅思閱讀速度也是可以訓(xùn)練和提升的。當(dāng)你“一目十行”的時(shí)候你會發(fā)現(xiàn)：你能很簡單速度也很快的了解整段以及整篇文章的大意，這會幫助你更快的定位正確答案， 你有更多的時(shí)間去思考答題，而且也有時(shí)間檢查答案了。
當(dāng)然一味地快讀也是不對的!
保持較高的閱讀速度是雅思閱讀考試的要求，但同時(shí)考試技巧也是非常重要的。有的時(shí)候我們要讀很快，有的時(shí)候需要停下腳步來找答案。所以我們需要知道什么時(shí)候需要快，什么時(shí)候需要慢。通常來說，如果我們要了解一整段的大意，我們會使用略讀.(skimming)，當(dāng)我們在找尋特定的信息(人名，地名，時(shí)間日期等)我們會使用掃讀(scanning)這兩種快速閱讀方法。但當(dāng)我們發(fā)現(xiàn)答案的大概位置時(shí)，我們需要精讀(close reading)，仔細(xì)對比題干與原文，發(fā)現(xiàn)正確答案。
什么時(shí)候用closereanding呢?即，當(dāng)我們發(fā)現(xiàn)答案的大概位置時(shí)，仔細(xì)對比題干與原文時(shí)，咱們才精讀。
所以雅思閱讀精讀不是指你一個(gè)字一個(gè)字的去讀，碰到生詞就卡殼，停下來，查個(gè)單詞，然后繼續(xù)讀/或者不查單詞，但反復(fù)閱讀上下文希望能搞清楚這個(gè)單詞的意思，又或者是努力的分析長難句想搞清楚每一個(gè)從句的意思，這種閱讀方法，不叫精讀，也不適用于雅思閱讀考試。
千萬不要為了快而快，為了慢而慢，你之所以快，之所以慢是由題目類型決定的。比如，如果你只是需要找出一整段的中心句或大意，你就應(yīng)該快速的讀這一段的第一句，第二句和最后一句，迅速定位核心主旨句。如果你在找填空題的某一個(gè)詞或詞組，那你就必須在找到信號詞或關(guān)鍵詞以后，逐字閱讀，找到最適合的那個(gè)詞。
02怎樣做到簡便的快速閱讀?
解決這個(gè)問題的辦法就是把單子看做一個(gè)整體，一段段(而不是一個(gè)字一個(gè)字)的讀，咱們來看一個(gè)例子：
Did you know that / your brain does not process/ words individually? Instead it processes them / in groups of 3-5 words together. / These are sometimes called ‘chunks’. / Unfortunately, many of us are /taught at school to read / each word individually /. Also, when reading in/ another language we often / read and think about /the meaning of words individually.
來，試讀上面的這段話，不要一個(gè)字一個(gè)字的讀，按照我給的破折號隔開的這么讀。剛開始讀的時(shí)候有點(diǎn)不習(xí)慣吧?慢慢來，你會發(fā)現(xiàn)你的閱讀速度不斷加快了。(這是因?yàn)槟愕拈喿x速度跟上了你的大腦處理速度-一次 3-5 個(gè)單詞)希望你每天用這種方法來刷幾篇真題文章，遇到不懂的單詞可以直接跳過，不要讓眼睛停留在某一個(gè)單詞上，然后數(shù)一數(shù) 5 分鐘你大概讀了多少內(nèi)容。
就這樣持之以恒的練習(xí)，雅思閱讀速度會有明顯的提高。因?yàn)槟愕难劬σ恢倍⒆〉亩际窃~組或短語，所以這樣練習(xí)還有一個(gè)好處，就是提升你的語法和詞匯，所以它是一種全方位的能力提升。的確需要花點(diǎn)時(shí)間，但這很值得。
03雅思閱讀速度提升的小建議
你沒有必要為了每一個(gè)問題讀整篇文章，你只需要找到你需要讀的信息。
碰到不認(rèn)識的單詞不要急，你可以通過上下文去猜它的意思，如果猜不出來，就跳過去。一篇雅思閱讀文章連 native speaker 都不敢保證每個(gè)詞都認(rèn)識就更不要說你了。
如果算平均時(shí)間的話，大概是 90 秒一道題，但有的題難一些，有的題簡單一些，沒有必要練習(xí)的時(shí)候卡每一題的時(shí)間
我的確建議大家難題多花點(diǎn)時(shí)間，但也不是無限時(shí)間。有些題就是給沖8分9分的同學(xué)設(shè)置的，不一定每個(gè)人都能做出來。也許你最終做出來，但跟所耗費(fèi)的時(shí)間來比太不值。
一般情況下，簡單的題在前面，難題一般是在后面
有些同學(xué)有個(gè)習(xí)慣，就是喜歡默念或者小聲讀文章，我建議你不要再這么干了，這會嚴(yán)重拖累你的閱讀速度。
如果你習(xí)慣性的重讀句子(就是讀一遍以后沒弄懂又回頭再重讀)我建議你手里拿張紙，遮擋住已經(jīng)讀過的內(nèi)容，這樣堅(jiān)持一段時(shí)間，這個(gè)壞毛病會改掉。
最后，一定要要先讀題，后看文章，這樣讀起來更有目的性。不然讀完整篇再看題，還要看第二遍文章，極大的浪費(fèi)了寶貴的時(shí)間。
雅思閱讀素材積累：Why so few university slots?
GETTING into college in America has gotten considerably more difficult over time. Zubin Jelvah writes:
Thanks to the positive effects of higher education on pay, the competition for entrance into the top colleges has increased sharply over the past three decades--particularly in the Northeast and California. But over the same period, the number of slots available at these schools has stayed largely unchanged, leading to a situation where demand far outstrips supply.
He says that this has led students to go to ever greater lengths to develop a competitive advantage in applying for university admission—taking advanced placement courses and test preparatory courses, and investing heavily in extracurricular activities. But that's a positive, right? Competition is forcing students to learn more and be more involved in the community.
To a certain extent, yes, but new research suggests that intense admissions competition also brings with it serious costs. Mr Jelvah cites a paper by John Bound and Brad Hershbein and says:
The researchers argue that instead of better preparing high school students for the rigors of higher ed, increased competition may actually be counterproductive. They find that increased competition is negatively correlated with college enrollment and earnings at age 25 for students in a subset of highly competitive states.
The authors themselves note:
In conjunction with the psychological and informational costs associated with competitive pressure ... these results should raise doubts that the increased competition for college admission has had a net positive effect on what and how students learn.
From an economic standpoint, it also seems probable that stagnant supply coupled with rising demand should generate a predictable price response. And sure enough:
That chart is from Niraj Choksi at the Atlantic. Now Claudia Goldin and Lawrence Katz have argued convincingly that recent growth in income inequality can be attributed to a relative decline in the supply of college graduates and a corresponding increase in the relative supply of lower skilled workers. But James Heckman has established that declines in college completion are about a drop in the rate of college enrolment and a corresponding decline in high school graduation rates. Here's the conclusion to a Vox piece by Mr Heckman and co- author Paul LaFontaine:
In the first half of the 20th century, growth in high school graduation was the driving force behind increased college enrolments. The decline in high school graduation since 1970 (for cohorts born after 1950) has flattened college attendance and completion rates as well as growth in the skill level of the U.S. workforce. To increase the skill levels of its future workforce, America needs to confront a large and growing dropout problem.The origins of this dropout problem have yet to be fully investigated. Evidence suggests a powerful role of the family in shaping educational and adult outcomes. A growing proportion of American children are being raised in disadvantaged families. This trend promises to reduce productivity and promote inequality in the America of tomorrow.
Mr Heckman tends to focus his policy solutions on the very young where, he has argued, remediation efforts bear the most fruit. At the same time, it's possible that the relative lack of success of remediation efforts later on in a student's career is directly related to the above state of affairs.
There is a wage premium earned by high school graduates relative to non- graduates, but its pretty small—much smaller than the gap between high school graduates and those with college degrees. The big advantage of a high school diploma is that it clears the way for a student to move on to the next level.
But the next level is increasingly out of reach for disadvantaged students. Money is occasionally the problem, but competition may be more of an issue. Disadvantaged households do not have the resources to invest in preparatory courses or multiple admissions applications. Students may not have the time after school to participate in extracurricular activities, needing, instead, to work. And disadvantaged students are unlikely to get the parental pressure at home to continue investing in activities designed to enhance competitiveness in admissions.
Perhaps the increasing competitiveness of college admissions processes are leading more students to conclude that college is out of reach—which is therefore reducing the return to a high school diploma and increasing the dropout rate.
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雅思閱讀速度慢怎么辦
