雅思閱讀時間不夠用的原因分析
雅思閱讀時間不夠用?請看這4條原因分析與對策。今天小編給大家?guī)砹搜潘奸喿x時間不夠用的原因分析，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。
雅思閱讀時間不夠用?請看這4條原因分析與對策
雅思閱讀時間不夠用之語法&詞匯問題
什么是語法?說話用詞的順序既是語法，為何要學(xué)英語語法?因為中英間順序有時一樣有時是不一樣的。中文說我愛你我恨你我舔你，英文也是這么說的，一個句子主體部分就是A+V+B，一個名詞做了什么或一個名詞是什么樣的。遇到修飾成分會和中文不一樣，有時會放在名詞前面有時放在名詞后面。所以我們讀句子的關(guān)鍵就是a找到句子主體部分，b找到名詞后面的修飾成分，其余部分和中文語法是很相近的，按順序翻譯即可。
但有時語法沒問題，詞匯好像也都可以，整個句子卻譯不出，題目找不到。這涉及到詞匯在雅思閱讀中的兩個問題，a詞義的語境義轉(zhuǎn)化，b同義替換，這是靠單純背單詞書難以解決的，我們會在之后詳細講解。
詞匯和語法是無論在什么考試中都是最根本的問題。小伙伴們要為自己制定目標(biāo)，比如每天復(fù)習(xí)多少舊單詞，背下多少新單詞，翻譯多少長難句，因人而異。
雅思閱讀時間不夠用之不會快速閱讀
也就是跳讀、略讀，大家從中學(xué)階段就聽過這個，但是從來沒有跳過，永遠在一字一字讀。在雅思閱讀中快速閱讀的目的是去尋找和題目對應(yīng)詞，而不是讀懂每一個句子。如果大家讀得快，讀得準(zhǔn)，一篇文章只需要讀13+個句子即可?？焖匍喿x是需要訓(xùn)練的，既是閱讀能力、單詞熟悉程度的問題，也是閱讀習(xí)慣問題，關(guān)鍵點在于不要嘗試讀懂整段，而是重點放在快速反應(yīng)單詞上。在日常練習(xí)時要給自己頂下目標(biāo)，一段8-10行的文字，保證在一分鐘內(nèi)掃讀完。如果一個段落三分之一詞匯不認識，還是滾去背單詞吧。
雅思閱讀時間不夠用之短時記憶力差
在任務(wù)型閱讀的雅思考試中，我們要先讀題，然后回到原文找答案。 但自己總是秒忘，找的過程已經(jīng)忘了要找的內(nèi)容， 再回去讀題，反反復(fù)復(fù)，耽誤時間。
我們可以通過記憶題目關(guān)鍵詞來訓(xùn)練，一次劃出兩道題目中的關(guān)鍵詞， 然后回到原文讀完一個段落檢測自己是否還記得?？梢詼?zhǔn)確記得兩題后，練習(xí)記憶三題、四題、五題，以此類推，只要保證幾分鐘內(nèi)能記得即可。劃好關(guān)鍵詞后會要求學(xué)生重復(fù)讀兩遍關(guān)鍵詞，強化短時記憶。
6.The ISTP study examined public and private systems in every city of the world.
7. efficient cities can improve the quality of life for their inhabitants.
8. An inner-city tram network is dangerous for car drivers.
9. In Melbourne, people prefer to live in the outer suburbs.
10.Cities with high levels of bicycle usage can be efficient even when public transport is only averagely good
例如這樣，關(guān)鍵詞如標(biāo)黃所示，如何劃關(guān)鍵詞我們之后還會講解
上學(xué)時學(xué)業(yè)要求我們對事物要敏感， 老師會刻意訓(xùn)練我們的短時記憶，比如要我們記憶路上的車輛牌照，比如問我們早上吃了什么，如果大家還記得吃了什么，說明記憶力都是沒有問題的，就看大家去記什么了。
雅思閱讀時間不夠用之專注力不夠
專注力不夠集中，直接導(dǎo)致眼腦配合不夠持久，尤其平時沒有閱讀長文的習(xí)慣導(dǎo)致在3000+詞匯的閱讀考試中會有走神的情況，讀文章看在眼里，卻不在心里。同時，還對雅思題型不了解。雅思題型很多，有的簡單，有的較難，但是分值都是一樣的。所以我們做題時針對不同分數(shù)段需求就會有所側(cè)重，有所調(diào)整。
14種雅思閱讀題型技巧講解大全之摘要題
雅思閱讀摘要題之題型要求
該類題目是一小段文字，是原文或原文中的幾個段落主要內(nèi)容的縮寫或改寫，我們稱之為摘要。摘要中有幾個空白部分要求填空。
摘要可分為兩種：全文摘要和部分段落摘要。全文摘要信息來自全文，題目空格的數(shù)目較多。部分段落摘要信息來自原文某幾個連續(xù)的段落，題目空格的數(shù)目較少。
考試中出現(xiàn)的大部分是部分段落摘要，信息來自原文連續(xù)的兩到三段，題目空格的數(shù)量在5題左右。
對于部分段落摘要，有的在題目要求中會指出它來自原文的哪些段落，但大部分的部分段落摘要只是在題目要求中說它是原文的一個摘要或部分段落摘要，并不指出它來自原文的哪些段落。
按照填空內(nèi)容，摘要也可分為三種：
1. 原文原詞
2. 從多個選項中選詞
3. 自己寫詞。
原文原詞的題目要求中常有from the Reading Passage 的字樣。從多個選項中選詞，選項的數(shù)目常常超過題目空格的數(shù)目。最近考試中，絕大部分是原文原詞或從多個選項中選詞，很少有自己寫詞的。
雅思閱讀摘要題之解題步驟
(1) 仔細讀摘要的第一句話，找出它在原文中的出處，通常是和原文某段話的第一句相對應(yīng)。如果題目要求中已經(jīng)指出了摘要的出處，則此步可以略去不做。
(2) 注意空格前后的詞，到原文中去找這些詞的對應(yīng)詞。
對應(yīng)詞的特點如下：
A. 原詞
B. 詞性變化;如空格前的詞為threatening, 是形容詞，原文中的詞為threat, 是名詞。
C. 語態(tài)變化;一個是主動語態(tài)，一個是被動語態(tài)。
D. 同義詞;如空格前的詞為throw away，原文中的詞為discard(丟棄，拋棄，遺棄)，它們是同義詞。
(3) 仔細閱讀對應(yīng)所在的句子，確定正確答案。
(4) 注意語法，所填答案必須符合語法規(guī)定。
(5) 注意順序性，即題目的順序和原文的順序基本一致。
雅思閱讀摘要題之注意點
1. 注意題目要求中是否有字數(shù)限制。
若要求從原文選詞或自己寫詞，會有字數(shù)要求，如Use ONE OR TWO WORDS等，答案必須滿足這個要求。
2. 若從原文選詞，只能選原文中連續(xù)的幾個詞，不能改變它們的順序。
如原文為virgin fibre, 發(fā)生答案不可能是fibre virgin。原文為 advances in the technology，答案不可能是technology advances。
3. 若要求從原文選詞，越是生詞，越可能是答案。
下列比較生僻的詞如sustainable(可持續(xù)的)、biodegradable(可生物降解的)、contaminants(廢物，雜物)、nostrils(鼻孔)都是一些題目的答案。
4. 從選項中選詞，要注意看題目要求是寫答案本身，還是寫選項前的代表字母。
選項前有代表字母的，肯定是要求答代表字母。最近的考試中，選項前大部分都有代表字母。
5. 從選項中選詞，答案與原文的六大對應(yīng)關(guān)系。
(1) 原文原詞：與原文完全相同的詞或短語。
(2) 詞性變化：原文為necessary，是形容詞，選項為necessity，是名詞。
(3) 語態(tài)變化：原文為Governments have encouraged waste paper collection and sorting schemes，是主動語態(tài)。摘要中的句子為people have also been encouraged by government to collect their waste on a regular basis，是被動語態(tài)。
(4) 圖表：如果原文中有圖表，一般會有一題答案來自圖表。
(5) 同義詞：原文為tight，選項為restricted，是同義詞。
(6) 歸納：有時文中沒有直接提及，須從幾句話中歸納出答案。一般比較難，目前考試中，至少有一個空格是歸納出來的。
6.從選項中選詞，如果時間不夠，可以直接從選項中選擇，不看原文。
這時，要特別注意語法。這樣做的準(zhǔn)確性50%左右(視題目的難易及考生的水平而定)。所以除非時間不夠，否則不建議大家這樣做。
7. 如果要求自己寫詞，答案絕大部分是原文原詞，少部分是對原文原詞做的形式上的修改。
要求自己寫詞的機率很小，遇到過一次。在這一次的5個題目中有4個答案是原文原詞，剩下一個，原文原詞是de-inked，答案根據(jù)語法的需要改為de-ink。
雅思閱讀模擬題：New Ways of Teaching History
New Ways of Teaching History
In a technology and media-driven world, it's becoming increasingly difficult to get our students’ attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors” offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.
When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the "Jeopardy" Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are "abysmally ignorant" of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if she were correct, we could have gone down the tubes in 1917!
There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.
Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia- PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.
Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.
History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.
Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case .Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.
Questions
Reading this passage has eight paragraphs, A- G
Choosing the correct heading for paragraphs A- G from the list of heading below
Write the appropriate number, i- x, in boxes 28-34 on your answer sheet
List of Headings
i unavoidable changing facts to be considered when picking up technology means
ii A debatable place where the new technologies stand in for history teaching
iii Hard to attract students in traditional ways of teaching history
iv Display of the use of emerging multimedia as leaching tools
v Both students and professionals as candidates did not produce decent results
vi A good concrete example illustrated to show how multimedia animates the history class
vii The comparisons of the new technologies applied in history class
viii Enormous breakthroughs in new technologies
ix Resistance of using new technologies from certain historian
x Decisions needed on which technique to be used for history teaching instead of improvement in the textbooks
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F
34 Paragraph G
Question 35-37
Do the following statements agree with the information given in Reading Passage?
In boxes 35-37 on your answer sheet, write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
35 Modem people are belter at memorizing historical information compared with their ancestors.
36 New technologies applied in history- teaching are more vivid for students to memorize the details of historical events.
37 Conventional ways like literature arc gradually out of fashion as time goes by.
Question 38-40
Complete the following summary of the paragraphs of Reading Passage, using more than three words from the Reading Passage for each answer.
Write your answers in boxes 38-40 on your answer sheet.
Contemporary students can be aimed at without many difficulties by integrating studying history with novel. ..38.... Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ...39... and at the same time retain students' distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ...40.... learning feasible. Combined classes like this can also be helpful in taking required tests.
雅思閱讀時間不夠用的原因分析相關(guān)文章：
