雅思閱讀精讀別樣解讀
雅思閱讀精讀別樣解讀 ,多精才算精?小編給大家?guī)砹搜潘奸喿x精讀別樣解讀 ，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。
雅思閱讀精讀別樣解讀 多精才算精?
雅思考試任一科目拿高分都絕非易事，靠的不只是答題技巧，更需要有扎實的基礎。對于雅思閱讀來說，劍4-12刷2篇也不能保證你拿高分，但是如果在刷題之外，再認認真真精讀10-20篇閱讀文章則高分則十拿九穩(wěn)。
首先怎么界定你的閱讀是否夠“精“呢?一個簡單的衡量標準就是，你學得越累，學習的效果就越好。很扎心吧，但是這個衡量方式很有道理。你學得累，證明你調(diào)動的認知資源更多，花費的精力更多，專注度更高，因此學習效果自然更好。比如一篇文章，浮光掠影的大致泛讀與逐句翻譯相比，當然是翻譯在時間精力上的花費更大。
泛讀的時候很多寶寶感覺已經(jīng)讀懂了文章大致，但是在逐句分析、精讀、甚至背誦的時候，你就會發(fā)現(xiàn)詞匯的用法，句子成分的分析，甚至是上下文背景的交代等細節(jié)，你還存在大量無法全面理解的知識點。這也體現(xiàn)出了精讀的重要性。
精讀的方向主要有兩個，第一個是reading for learning，也就是說通過精讀而讓你的英語變得更好，這也是大多數(shù)寶寶在學英語中經(jīng)歷的環(huán)節(jié)。第二個方向是learning for reading, 也就是學習如何進行閱讀，更多的是學習一些閱讀方式以及技巧。這兩種最常見的閱讀方向分別如何進行精讀呢?
雅思閱讀精讀方法之reading for learning
先說大家最熟悉的環(huán)節(jié)。雅思閱讀的精讀步驟是什么?首先，嚴格按照考試要求和時間把題目做完。也就是說，你可以20分鐘做完一篇文章的題目，也可以用1小時把三篇題目一氣呵成。做完之后當然要對一對答案，把錯誤標注出來。
第二步，開始對文本進行研讀。研讀過程中完成兩件事：第一，整理文章出現(xiàn)的核心詞匯與話題詞匯(尤其是你經(jīng)常見到但是還不認識的);第二，對照中文翻譯文本進行逐句研讀。方法是：先看一遍英文，腦子里過一下這句英文該怎么翻譯;然后去看正確的中文翻譯，檢視一下你的翻譯與正確翻譯有多大出處;最后再看一遍英文原句，理順一下句子成分。當你完成整篇文章的逐句研讀后，你對文章的細節(jié)理解應該已經(jīng)非常透徹了。當然如果你還有余力，你可以分析一下句間關系和段間關系，句子之間與段落之間的銜接方法。
第三步，分析題目。當你完整把握了全文細節(jié)以及結(jié)構(gòu)之后，在仔細研究每道題的出處考點以及設問方式。當然你也可以借助很多雅思參考書中的提干解析。
第四步，也是最重要的一個步驟，英譯漢逐句翻譯。在文章中挑選3-5段你認為理解困難度最高的段落進行“落筆逐句翻譯”。不管你是寫在紙上還是打在word里，這個環(huán)節(jié)都一定不能省略。你會發(fā)現(xiàn)，即使你已經(jīng)對著翻譯文本逐句進行精讀了，你在逐詞落筆翻譯中依然會對這句話的用詞、句式、成分以及整個段落構(gòu)成有新的認識。
第五步，不是必須要求，但是卻能夠快速拔升你的閱讀乃至整個英語能力：背誦段落。選取你落筆翻譯過的難段進行背誦，注意背誦的目的不是為了把他們用在寫作或者口語考試里，否則難度太大，也會顯得很突兀。背誦過程最重要培養(yǎng)的是你的英語思維能力。
以上就是reading for learning精讀方式的5大步驟，總結(jié)起來就是做題目對答案——對照譯文逐句精讀——分析題目與答案——選段落筆翻譯——選段背誦。
雅思閱讀精讀方法之learning for reading
learning for reading方向的精讀方法，更加針對于閱讀能力的集中提升，而非整個的語言能力。方法很簡單。首先拿到一篇文章，先看它的題目，然后來個prediction，自己分析行文中可能會包括哪些內(nèi)容。
舉個栗子，一篇名為Jonsson’s dictionary 的文章，你盡量全面的猜測文章中會涉及到哪些內(nèi)容。比如對Jonsson這個人的介紹，背景、學歷、身份等，對dictionary的介紹，比如什么時候出版的，有什么特點，作者是誰，等等。
羅列出你的預測內(nèi)容點之后再閱讀文章，同時判斷你的預測哪些在文中提到了，哪些是not given。所有你預測成功的內(nèi)容，試著做一下段落matching，也就是說這些預測內(nèi)容分別出現(xiàn)在文中的哪幾段。最后有余力的寶寶們可以試試自己做一個summary，進行一下句子的改寫。怎么改寫?直接看學姐發(fā)給大家的雅思同義替換詞學學套路。
大家發(fā)現(xiàn)了嗎，這一系列的流程結(jié)束后，雅思閱讀中的高頻題型能力你都得到了提升。這也就是所謂的learning for reading。
精讀也許很耗時，但是效果卻很顯著。學姐強烈建議備考的寶寶用心試一個月，你會看到很明顯的閱讀能力的提升。還等什么，動起來!
家?guī)淼摹堆潘奸喿x精讀別樣解讀 多精才算精?》的全部內(nèi)容。想讓自己的復習過程高效科學，讓自己的考試從容優(yōu)雅，答題速度快成閃電，正確率高過喜馬拉雅，請持續(xù)關注小站雅思頻道。祝2018年與雅思一戰(zhàn)即分道揚鑣。
雅思閱讀素材積累：Game lessons
It sounds like a cop-out, but the future of schooling may lie with video games
SINCE the beginning of mass education, schools have relied on what is known in educational circles as "chalk and talk". Chalk and blackboard may sometimes be replaced by felt-tip pens and a whiteboard, and electronics in the form of computers may sometimes be bolted on, but the idea of a pedagogue leading his pupils more or less willingly through a day based on periods of study of recognisable academic disciplines, such as mathematics, physics, history, geography and whatever the local language happens to be, has rarely been abandoned.
Abandoning it, though, is what Katie Salen hopes to do. Ms Salen is a games designer and a professor of design and technology at Parsons The New School for Design, in New York. She is also the moving spirit behind Quest to Learn, a new, taxpayer-funded school in that city which is about to open its doors to pupils who will never suffer the indignity of snoring through double French but will, rather, spend their entire days playing games.
Quest to Learn draws on many roots. One is the research of James Gee of the University of Wisconsin. In 2003 Dr Gee published a book called "What Video Games Have to Teach Us About Learning and Literacy", in which he argued that playing such games helps people develop a sense of identity, grasp meaning, learn to follow commands and even pick role models. Another is the MacArthur Foundation's digital media and learning initiative, which began in 2006 and which has acted as a test-bed for some of Ms Salen's ideas about educational-games design. A third is the success of the Bank Street School for Children, an independent primary school in New York that practises what its parent, the nearby Bank Street College of Education, preaches in the way of interdisciplinary teaching methods and the encouragement of pupil collaboration.
Ms Salen is, in effect, seeking to mechanise Bank Street's methods by transferring much of the pedagogic effort from the teachers themselves (who will now act in an advisory role) to a set of video games that she and her colleagues have devised. Instead of chalk and talk, children learn by doing—and do so in a way that tears up the usual subject-based curriculum altogether.
Periods of maths, science, history and so on are no more. Quest to Learn's school day will, rather, be divided into four 90-minute blocks devoted to the study of "domains". Such domains include Codeworlds (a combination of mathematics and English), Being, Space and Place (English and social studies), The Way Things Work (maths and science) and Sports for the Mind (game design and digital literacy). Each domain concludes with a two-week examination called a "Boss Level"—a common phrase in video-game parlance.
Freeing the helots
In one of the units of Being, Space and Place, for example, pupils take on the role of an ancient Spartan who has to assess Athenian strengths and recommend a course of action. In doing so, they learn bits of history, geography and public policy. In a unit of The Way Things Work, they try to inhabit the minds of scientists devising a pathway for a beam of light to reach a target. This lesson touches on maths, optics—and, the organisers hope, creative thinking and teamwork. Another Way-Things-Work unit asks pupils to imagine they are pyramid-builders in ancient Egypt. This means learning about maths and engineering, and something about the country's religion and geography.
Whether things will work the way Ms Salen hopes will, itself, take a few years to find out. The school plans to admit pupils at the age of 12 and keep them until they are 18, so the first batch will not leave until 2016. If it fails, traditionalists will no doubt scoff at the idea that teaching through playing games was ever seriously entertained. If it succeeds, though, it will provide a model that could make chalk and talk redundant. And it will have shown that in education, as in other fields of activity, it is not enough just to apply new technologies to existing processes—for maximum effect you have to apply them in new and imaginative ways.
雅思閱讀素材積累：The screw tightens
ONE can almost hear the gates clanging: one after the other the sources of funding for Europe's banks are being shut. It is a result of the highly visible run on Europe's government bond markets, which today reached the heart of the euro zone: an auction of new German bonds failed to generate enough demand for the full amount, causing a drop in bond prices (and prompting the Bundesbank to buy 39% of the bonds offered, according to Reuters).
Now another run—more hidden, but potentially more dangerous—is taking place: on the continents' banks. People are not yet queuing up in front of bank branches (except in Latvia's capital Riga where savers today were trying to withdraw money from Krajbanka, a mid-sized bank, pictured). But billions of euros are flooding out of Europe's banking system through bond and money markets.
At best, the result may be a credit crunch that leaves businesses unable to get loans and invest. At worst, some banks may fail—and trigger real bank runs in countries whose shaky public finances have left them ill equipped to prop up their financial institutions.
To make loans, banks need funding. For this, they mainly tap into three sources: long-term bonds, deposits from consumers, and short-term loans from money markets as well as other banks. Bond issues and short-term funding have been seizing up as the panic over government bonds has spread to banks (which themselves are large holders of government bonds). This blockage has been made worse by tighter capital regulations that are encouraging banks to cut lending (instead of raising capital).
Markets for bank bonds were the first to freeze. In the third quarter bonds issues by European banks only reached 15% of the amount they raised over the same period in the past two years, reckon analysts at Citi Group. It is unlikely that European banks have sold many more bonds since.
Short-term funding markets were next to dry up. Hardest hit were European banks that need dollars to finance world trade (more than one third of which is funded by European banks, according to Barclays). American money market funds, in particular, have pulled back from Europe. Loans to French banks have plunged 69% since the end of May and nearly 20% over the past month alone, according to Fitch, a ratings agency. Over the past six months, it reckons, American money market funds have pulled 42% of their money out of European banks. European money market funds, too, continue to reduce their exposure to France, Italy and Spain, according to the latest numbers from Fitch.
Interbank markets, in which banks lend to one another, are now also showing signs of severe strain. Banks based in London are paying the highest rate on three month loans since 2009 (compared with a risk-free rate). Banks are also depositing cash with the ECB for a paltry, but risk-free rate instead of making loans.
That leaves retail and commercial deposits, and even these may have begun to slip away. "We are starting to witness signs that corporates are withdrawing deposits from banks in Spain, Italy, France and Belgium," an anlayst at Citi Group wrote in a recent report. "This is a worrying development."
With funding ever harder to come by, banks are resorting to the financial industry's equivalent of a pawn broker: parking assets on repo markets or at the central bank to get cash. "We have no alternative to deposits and the ECB," says a senior executive at one European bank.
So far the liquidity of the European Central Bank (ECB) has kept the system alive. Only one large European bank, Dexia, has collapsed because of a funding shortage. Yet what happens if banks run out of collateral to borrow against? Some already seem to scrape the barrel. The boss of UniCredit, an Italian bank, has reportedly asked the ECB to accept a broader range of collateral. And an increasing number of banks are said to conduct what is known as "liquidity swaps": banks borrow an asset that the ECB accepts as collateral from an insurer or a hedge fund in return for an ineligible asset—plus, of course, a hefty fee.
The risk of all this is two-fold. For one, banks could stop supplying credit. To some extent, this is already happening. Earlier this week Austria's central bank instructed the country's banks to limit cross-border lending. And some European banks are not just selling foreign assets to meet capital requirements, but have withdrawn entirely from some markets, such as trade finance and aircraft leasing.
Secondly and more dangerously, as banks are pushed ever closer to their funding limits, one or more may fail—sparking a wider panic. Most bankers think that the ECB would not allow a large bank to fail. But the collapse of Dexia in October after it ran out of cash suggests that the ECB may not provide unlimited liquidity. The falling domino could also be a "shadow" bank that cannot borrow from the ECB.
Europe's leaders are certainly aware of the dangers—and are working on solutions. But it would not be the first time that their efforts are overtaken by events.
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雅思閱讀精讀別樣解讀
