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1、雅思阅读提高方法之速度提高 雅思阅读提高方法之速度提高篇一文告知我们提高雅思阅读速度的3种方法。这3种方法针对了不同英语基础的备考人群，下面我就和大家共享雅思阅读提高方法之速度提高篇，来观赏一下吧。 雅思阅读提高方法之速度提高篇 方法一、一揽众山法 适用人群：英语词汇量大，平常常常阅读英语文章或阅读英语网站，语法基础扎实，短期记忆力强，对自己的英语实力特别有信念的考生。 操作方法：拿到阅读试卷后阅读文章标题，然后选定一篇文章起先做题。选定文章后先阅读全部的题目，即13-14道题目，把每一道题目的关键词划出来并进行短期记忆。(注：关键词包括定位词和考点，定位词多以名词为主，考点则多以谓语动词和形
2、容词副词为主)重点记忆一些定位性强的名词。看完题目之后去看文章，从头起先看，按文章的依次和段落去理解，边看边回忆之前记忆中的定位词，看到了就用笔做一个记号。留意在看的过程中是要以理解文章为主，不要过多的去想题目的内容，主要是看懂文章。看完以后再去看题目，依据文章的内容去做题。假如有雅思阅读文章的内容记不清，就可以利用之前读文章时划出的定位词再回原文看一下然后确定答案。 优点：节约时间，做题速度快 缺陷：挑战考生英语实力和记忆力，并不适用于大部分考生，主要针对一些立志阅读考8分以上的考生。 方法二、各个击破法 适用人群：英语基础不是特别好，词汇量缺乏，文章对其来说基本看不太懂的考生。 操作方法：
3、拿到阅读试卷后阅读文章标题，然后选定一篇文章起先做题。但是选择的时候要留意题材的熟识度，可以选择自己相对还比较熟识的题材先做。学生在日常的雅思阅读练习中可以娴熟自己的拿手题型。选定后就起先审题。审题则是根据题型来看。首选是填空题和推断题，其次是选择和配对题。例如说文章后题型搭配为推断题+选择题+填空题，那么先审推断题这一部分题目，一题一题做，依据推断题的做题方法去做，而且可以利用依次性去看文章找答案。做完推断题以后再做填空题，利用填空题的标题或第一句话中的名词去做定位，然后用填空题的做题方法去把填空题做完。最终去做选择题，因为选择题对于文章的理解要求比较高，对于程度不太好的考生来说会比较难做。
4、 优点：能尽量保证填空题的正确率，在能得分的题目中保证得分。对于基础不是很好的考生来说是一个既能保证正确率又能相对节约时间的方法 缺陷：时间花费比较多，而且会多次重复阅读文章。 方法三、如何提高雅思阅读?融会贯穿法很重要 适用人群：有肯定的英语词汇量，并参与过培训班，驾驭了基础语法学问。 操作方法：拿到阅读试卷后阅读文章标题和文章后的题型，选择自己最熟识的话题或者有自己最擅长的题型的那篇文章。然后阅读一下题型，确定下题型关注的先后依次，也是先填空推断，后配对选择。但这种先后并不是肯定的，而是交替的，也就是在重点做填空推断之前已经将配对选择的定位词和关键词划出并记忆，然后在做填空推断时顺带这看看
5、有没有配对题和选择题的定位词出现。假如程度稍好的同学则可以看一段文章，把这段文章中涉及到的各种题型的题目都完成，一段一段解决问题。但是用这种方法的时候要留意时间的把握。 优点：可以相对合理的支配时间去做题，也能保证简单做的题型的正确率。 缺陷：须要考生能见机行事，对不同的题型搭配要有合理的时间安排，可能会造成审题或看文章内容的混乱。 以上就是雅思阅读提高方法之速度提高篇的全部内容，我们可以看出阅读速度慢的缘由有许多种，且各位考雅思的同学的基础也不同，最主要的是能分析出自己做题速度慢的缘由，然后对症下药，去解决速度慢的问题。提高雅思阅读的做题速度可以让我们首先做完题，拿分的可能性增高，并且能有肯
6、定的心理上的舒缓。 雅思阅读材料：不仅仅书中才有“黄金屋” A 12th-grader wrote a college admissions essay about wanting to pursue a career in oceanography. Lets call her Isabella. A few months ago, we edited it in my classroom during lunch. The writing was good, but plenty of 17-year-olds fantasize about swimming with whales. H
7、er essay was distinctive for another reason: Her career goals were not the highlight of the essay. They were just a means of framing her statement of purpose, something surprisingly few personal statements actually get around to making. 一名12年级的中学学生写了一篇申请高校的文章，描述她想要从事与海洋学相关的职业。我们就叫她伊莎贝拉好了。几个月前，我们利用午餐
8、时间在我的教室对文章进行了润色。文章写的不错，但充溢了17岁少女的幻想，比如与鲸鱼结伴遨游。她的文章别出心裁的另一个缘由是：她的职业目标不是这篇文章的重点，只是完成她目的陈述的表达手法，这点很令人惊异，因为事实上很少用这种方式写个人陈述。 The essays core concerned the rhetoric that educators had used to motivate her and her peersother minority students from low-income communities. Shed been encouraged to think of co
9、llege foremost as a path to socioeconomic mobility. Since elementary school, teachers had rhapsodized about the opportunities that four years of higher education could unlock. Administrators had rattled off statistics about the gulf in earnings between college graduates and those with only high-scho
10、ol diplomas. Shed been told to think about her family, their hopes for her, what they hadnt had and what she could have if she remained diligent. Shed been promised that good grades and a ticket to a good college would lead to a good job, one that would guarantee her financial independence and enabl
11、e her to give back to those hard-working people who had placed their faith in her. 文章的核心是围绕教化工作者的一些言论，他们始终用这些言论激励她和她的同龄人来自低收入社区的少数民族学生。不断有人给她洗脑，上高校是位的，是改善社会经济地位的坦途。从上小学起先，老师就极力宣扬四年的高校生活能打开机遇的大门。学校领导能飞速地列举出各种统计数据，说明高校毕业生和只有中学文凭的那些人在收入方面的巨大差距。总是有人对她说，想想你的家人，想想他们寄予的厚望，假如能始终努力读书就会得到父辈无法拥有的东西。只要成果好，拿到顶尖高
12、校的录用通知书，保证就会有个好工作，有了好工作，不仅自己经济上能够独立而且还有实力回报亲友，这些人始终努力工作并且对她充溢信念。 Thankfully, Isabella decried this characterization as shortsighted and simplistic. My guess is that only students like her ever have to hear it. 值得庆幸的是，伊莎贝拉指责这类说辞是目光短浅和头脑简洁。我猜也许只有像她这样的学生才会听到这些。 The black and Latino kids I teach live in
13、 Inglewood and West Adams in Los Angeles. Their parents are house-cleaners, truck drivers, and non-union carpenters. When administrators, counselors, and teachers repeat again and again that a college degree will alleviate economic hardship, they dont mean to suggest that there is no other point to
14、higher education. Yet by focusing on this one potential benefit, educators risk distracting them from the others, emphasizing the value of the fruits of their academic labor and skipping past the importance of the labor itself. The message is that intellectual curiosity plays second fiddle to financ
15、ial security. 我教的那些非洲裔和拉美裔学生都住在洛杉矶的英格尔伍德和西亚当斯。他们父母从事的工作是清洁工、卡车司机和非工会的木匠。当校长、辅导员和老师一次又一次地重复着，有了高校文凭会改善经济窘迫的状况，他们并不是指高等教化除了这点就没别的用处了。但是当只专注在获得这种潜在利益时，教化工作者们让学生留意不到别的事物，他们强调学问累积后成果的价值却忽视了学问累积本身的重要性。这种做法传递的消息是，求知欲排在经济保障之后。 While Isabellas essay acknowledged her lack of economic advantages and portrayed
16、with sensitivity her parents struggles, she was eager to focus first on nurturing her intellectual passion. She detailed how her curiosity about sea urchins and other marine life had led to a passion she wants to sustain through college and a subsequent career. College will ferry her to her intellec
17、tual destiny, not a financial windfall. Shell make her lifes work what she wants to do, not just what she is able do. 虽然伊莎贝拉的文章承认她没有经济优势也敏感地描绘了她父母生活的困顿，但她盼望能将重心首先放在培育自己的求知欲上。她具体讲解并描述了对海胆等海洋生物的新奇，这种新奇激发了她对海洋生物学的热忱，她希望能在将来的高校生活和随后的职业生涯中始终保持这份热忱。高校会把她送到学问海洋的彼岸，而不是送来意外的横财。她要让自己毕生的职业是她想要去做的，而不是她能去做的。 My
18、students are understandably preoccupied with money. They dont have the privilege to not worry about it. They fantasize about what their future wealth will permit them to enjoy. They dream about specific models of cars in certain colors and gargantuan houses in particular neighborhoods and opulent me
19、als at their favorite restaurants any time they wish. Many swoon over the East Coast liberal arts colleges they visit on the special trips that my school is thoughtful enough to arrange. Colleges like Swarthmore and Haverford fly students like Isabella out during college applications season. A few a
20、re accepted but most attend state schools, which, especially in California, can provide excellent educational opportunities. The irony, though, is that many of these students aspire to go to a liberal-arts school but dont necessarily understand its significance. Theyre drawn to sleepy quads, weather
21、ed brick, and cascading ivy, but they are resolutely pre-professional in spirit. 可以理解我的学生们为什么非常在意金钱。他们没有资本不去担忧。他们幻想着将来有钱可以让他们好好享受生活。他们幻想拥有某种颜色的限定款汽车、位于特别社区的大豪宅以及随时可以在喜爱的餐厅享用丰富的美食。很多学生参观东岸文科学院时几乎为之疯狂，我所在的学校专心良苦地支配了许多这种参观活动。高校申请季节时，斯沃斯莫尔和哈弗福德等高校会让伊莎贝拉这样的学生飞过去面试。少数几名学生会被东岸高校录用，但绝大多数学生会进入公立高校，尤其是加利福尼亚的高
22、校，这些学校可以供应良好的受教化机会。但具有讽刺意味的是，许多憧憬文科学院的学生不肯定了解这类高校强在哪里。吸引他们的是宁静的校内、饱经风雨的墙砖和层层叠叠的常春藤，但在内心他们已经毅然踏入职前教化阶段。 In contrast, at the private school I attended for the last two years of high school, my classmates thought about what they wanted to learn in college, not only what they wanted to become. Some knew
23、 medical or law school loomed in the future, but they thought about the work in a different way. My privileged classmates enjoyed money, from what I could tell. A few reveled in their cars and clothes, but most appeared to take it for granted. They didnt talk about it. Instead, a future doctor talke
24、d about working at the CDC to fight public health epidemics. A future lawyer envisioned starting a defense firm to provide a service to the hometown community. Most of us wanted to do something special. 与此相反，在我中学两年就读的私立学校，我的同学们考虑的是他们想在高校里学到什么，不仅仅只是他们想要从事的职业。有的同学知道将来很可能就读医学院或法学院，但他们以完全不同的方式思索将来。我那些有钱
25、有势的同学很享受金钱带来的欢乐，这点我看得出来。有人喜爱汽车，爱买衣服，但大多数人好像觉得这天经地义。他们不谈论金钱。相反，将来的医生谈论在疾病预防限制中心的工作，治疗影响公众健康的流行病。将来的律师设想开办律师事务所服务家乡的社区。我们当中的绝大多数人想要做一些特殊的事。 My students fantasies of the actual work theyd do in a well-paid professional capacity are vague by comparisonpracticing law without knowing the difference betwee
26、n civil and criminal litigation or how to prepare for law school, doing business without an understanding of the nuts and bolts of entrepreneurship. While the vagueness stems from the lack of models in their communities, it also comes from the lack of imagination with which mentors have addressed th
27、eir professed college plans. Students hear that being a doctor is great because doctors can make money, enjoy respect, and have a great life.They dont hear that being a doctor is great because doctors possess the expertise to do great things. 相比之下，我那些希望从事高薪职业的学生们对工作实质毫无概念想当律师的不了解民事诉讼和刑事诉讼的差别，也不知道读法学
28、院要如何打算;想经商的不知道创业的各种细微环节。虽然这种茫然的根源来自他们的生活圈子里没有可以仿照的对象，但也由于缺乏想象力，因为导师们已经一手包办了他们自称的高校规划。这些学生听到的是，当一名医生很棒，可以赚大钱，受人敬重，能过上富足的生活。他们没听到的是，当一名医生很棒的缘由是，医生所具备的专业学问能让他们去做很棒的事。 When schools deemphasize the intellectual benefits of higher education, students become less imaginative about their futures. 当学校弱化高等教化对
29、智力发展的重要性时，学生们对将来也变得不再富有想象力。 The rhetoric echoes the oft-cited work of Jean Anyon, an education researcher who died in September. Studying elementary schools, Anyon looked at how schools can condition kids for positions in life. She saw that schools teaching the children of affluent families prepared
30、 those kids to take on leadership roles and nurtured their capacity for confident self-expression and argument.Schools teaching children from low-income families focused on keeping students busy and managing behavior. A middle-class school deemphasized individual expression and in-depth analysis and
31、 rewarded the dutiful completion of specified rote tasks. In each case, according to Anyon, a “hidden curriculum” has prepared students for a future role in society. Some students learn to take orders and others learn to chart a course of action and delegate responsibility. School can either perpetu
32、ate inequity through social reproduction or have a transformative effect and help students transcend it. 这类言论也符合大家常常提及的吉恩?安扬(Jean Anyon)的探讨，这位教化探讨人员于今年9月去世了。在针对小学的探讨过程中，安扬留意到学校是如何限定了孩子们的社会地位。她发觉，在富有家庭孩子就读的学校，老师教这些学生如何担当领导角色并培育他们充溢自信地自我表达和演讲辩论。对低收入家庭的儿童，学校教化的重点放在让学生总是忙劳碌碌而且规则听话。而中产阶级家庭孩子就读的学校弱化特性展示和深
33、化分析，嘉奖学生尽职地完成指定的机械工作。依据安扬的探讨，学校针对不怜悯况制定的“隐性课程”为学生们量身定制了将来的社会角色。有些学生学会听从吩咐，其他学生学会规划执行方案并且层层落实责任。学校可以通过社会复制让这种不公允持续下去，或者选择努力变革从而帮助学生超越它。 The rhetoric Isabella has heard about the purpose of college has a hidden message as well. When school environments casually yet consistently deemphasize the intelle
34、ctual benefits of higher education, students become less imaginative about their futures. According to ACTs College Choice Report from November 2022, 32 percent of students pick a college major that doesnt really interest them. The same study suggests that students are less likely to graduate when t
35、hey do this. As high school educators know, good students have less trouble getting into selective schools than they do graduating from them especially first-generation minority college students like Isabella and her classmates. 伊莎贝拉听到的高校目标这类言论还潜藏了一个信息。当学校看似随意但不停弱化高等教化对智力发展的重要性时，学生对将来也变得不再富有想象力。依据20
36、22年11月ACT(美国高校入学考试)的高校选择报告，32%的学生选择了他们并不真正感爱好的专业。这份探讨还表明，做出这种选择的学生顺当毕业的可能也较小。中学老师都知道，好学生考取重点高校不难，但顺当毕业就难说了尤其是少数民族的代移民高校生，比如伊莎贝拉和她的同学们。 College should be “sold” to all students as an opportunity to experience an intellectual awakening. All students should learn that privilege is connected to the purs
37、uit of passions. People are privileged to follow their hearts in life, to spend their time crafting an identity instead of simply surviving. Access to higher education means that your values and interests can govern your choices. It makes sense that privileged 18-year-olds who have already learned t
38、hat lesson gravitate to liberal-arts colleges. I would prefer not to live in a country in which rhetoric about the purpose of college urges kids from privileged backgrounds to be innovators and creators while the poor kids who do very well in school are taught to be educated, capable employees. Isab
39、ella figured it out on her own much as shes managed to ace her classes without academic help outside of school. To achieve this goal more broadly, though, we need to proactively teach our most marginalized students that honing an intellectually curious frame of mind is as essential to leading an inv
40、igorating working life as ambition and work ethic. 高校应当向全部学生“灌输”的是，有机会体验学问带来的觉醒。全部的学生都应当知道，享有特权与追求爱好休戚相关。人们有权利根据心灵的指引生活，用生命打造自己独具的特性，而不仅仅是为了生存。接受高等教化意味着你的价值观念和爱好爱好可以左右你的选择。享有特权的这些18岁孩子们已经得到了被文科学院吸引的教训，这很正常。我不愿生活在这样的国家，夸夸其谈高校的目的就是让有钱有势的孩子成为革新者和创建者，而得才兼备的穷孩子则被教化成有学问的合格打工者。伊莎贝拉靠自己明白了这个道理就像她没有上过校外辅导班门门功
41、课照样拿优一样。但为了让更多的学生也同样明白，我们须要主动告知我们最被边缘化的学生，想要拥有开心的职业生涯，培育新奇心和求知欲以及保持进取心和职业道德都是缺一不行的。 雅思阅读解题技巧之段落标题 Paragraph headings(段落标题)最常见的题型之一 在阅读文章的后面给出list of headings,一般是10个左右选项，其中含一到两个段落及其标题的例子。要求对题目中给出的段落，依据其内容找出与其相匹配的段落标题。尽管题目说明中提示一个选项可能会适用多个，但正式考试中一般一个选项只能用于一个段落。 段落标题类答题步骤： 1. 首先在list of headings中划去做为例子的
42、heading 或headings，以免在依据段落内容在list of headings中找出与其相匹配的段落标题时，它(它们)会干扰考试者对其他headings的选择。 2. 在文章中把做为例子的段落划掉，以免对例子段落进行不必要的精读。 3. 对题目中给出的段落，根据首句(第一、二句)、末句和中间句找寻主题句的方法，在list of headings中找出与其相匹配的段落标题。 4. 假如时间允许，根据文章的段落依次，对非题目中给出的段落及例子段落进行快速阅读，而对题目中给出并要求找出与其相匹配的段落标题的段落进行精读。找出其中心愿思后，再在list of headings中找出与其相匹配
43、的段落标题。 5. 选出几个可能匹配的题目进行比较(通常两至三个)，当然其中只能有一个为正确答案。 6. 对于第一种匹配题型可以将最难的题留在最终进行匹配，不要在较难的题上花费更多的时间，而应选择较易回答的题目进行匹配，最终所剩即为该难题的答案。 7. 要细致检察答案，特殊是第一题型，因为答错一题，就意味着答错两道题。 雅思阅读提高方法之速度提高篇本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第20页 共20页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页