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雅思托福英语资料真题详尽-雅思6.5阅读课程

雅思托福英语资料真题详尽-雅思6.5阅读课程



目录


雅思阅读指导
•        雅思阅读评分标准高分攻略
•        如何突破单词语法
•        泛读以及阅读题型
•        网络课堂的使用
  List of headings第一种题型
•        题目解题方法
•        例题讲解
•        解题方法:粗略法、精细法、扫描+标注
  List of headings第二种题型
•        快速解答List Of Headings的方法
•        例题讲解1
•        例题讲解2
•        四种长难句及攻克方法及查字典技巧
  Matching第一种题型
•        段落及相关信息题解题方法
•        解题方法1
•        解题方法2
•        段落及相关信息题解题技巧总结
  Matching第二种题型
•        人物及理论题的解题方法
•        人物及理论题例题讲解1
•        人物及理论题例题讲解2
•        人物及理论题例题总结
  Matching第三种题型 直接对应型
•        Matching第三种题型讲解1
•        Matching第三种题型讲解2
  Matching第四种题型 选各自特点题型
•        Matching第四种题型讲解1
•        Matching第四种题型讲解2
  Matching第三和第四种题型机经如何用
•        Matching机经讲解
  Matching第五种题型 完成句子
•        Matching第五种题型讲解1
•        Matching第五种题型讲解2
•        Matching第五种题型讲解3
•        Matching第五种题型讲解4


雅思6.5分阅读电子讲义

主讲:乐静

课程规划
  课次  内容当堂讲解练习课后练习
Lecture  1LOH题型解题步骤  5分钟如何读懂一篇文章剑八T4 P1 Q1-5剑八T1P2 Q14-19
Lecture  2LOH题型解题技巧剑八T2P2 Q14-17剑八T2P3 Q27-32  剑四T4P3 Q28-31
Lecture  3Matching解题技巧: I  段落+相关信息剑五T1P2 Q14-19剑八T1P1 Q1-4
Lecture  4Matching解题技巧: II  人物+理论剑四T2P1 Q5-9  剑四T2P3 Q36-40剑八T1P1 Q5-8
Lecture5Matching解题技巧:III  事物+特点  选各自特点剑八T4P2 Q22-26剑六T2P1 Q5-10剑八T4P3 Q31-36  剑八T2P2 Q23-26
Lecture  6Matching解题技巧:IV  完成句子剑七T4P2 Q21-26  剑六T2P3 Q27-31剑六T2P2Q23-26  剑七T2P3 Q36-39
Lecture  7SUMMARY解题方法剑四 T2P1 Q1-4  剑八T2P2 Q18-22剑八T2P2 Q37-40
Lecture  8多项选择题剑五T1P3 Q33-37  剑五 T1P1 Q1-3剑八T3P2 Q14-18剑四T4P2 Q20-21              Q22-23
Lecture  9TRUE/FALSE/NOT  GIVEN专项练习剑八T1P2 Q20-26
LectureOneLISTOF HEADINGS 题目解题方法 解题步骤:1.       去掉例子中的heading2.    浏览Headings,找出关键词l 关键词一般是与文章主题相符的概念名词l 名词前的形容词也很重要l 双胞胎型的headings中必有正确答案3.通读段落,寻找段子主题句(TOPICSENTENCE)主题句一般是l 首句( 陈述句,而不是疑问句?感叹句!)l 二句 (陈述句)l 注意例子:由For example/ For instance 引导l 注意文中转折连接词But l 注意表示补充连接词alsol 末句
4.回到heading 中,对比主题句与heading中的关键词,寻找同义词 一模一样有问题稍有变化是正解
work --- work  (迷惑性)work--- operate(同义词)
5.如果没有,再次返回浏览段落.①                  如果段落比较短,一般需要浏览全段,推测段意 ;②                  如果段落很长,则直接再次浏览首二末句要小心注意频繁在段落中出现的名词
一而再 再而三赶紧放弃 五分钟内如何读懂一篇文章扫描+标注scanning + marking
扫描对象:粗略法: 首段+各段首句+末段精细法:首段+各段各句的主语和谓语+末段
标注对象:1.   首段中重复出现的名词 = 本文主题2.   各段首二句中出现的新概念名词 = 分支论点3.   特殊词:·        数字/时间/百分比/大写字母/斜体字·        引号/连字符/括号/破折号/冒号/分号·        职业属性身份名词4.   转折连接词 However  / yet /   on the contrary /  but5.   并列连接词 On the one hand / on the other hand6.   总结连接词 in conclusion7.   末段中被重复强调的概念 pattern= format 示范例题: 剑八T4 P1 题目:

  List  of Headings    i   The influence of Monbusho     ii   Helping less successful students     iii  The success of compulsory education       iv   Research findings concerning achievements in maths     v   The typical format of a maths lesson     vi  Comparative expenditure on maths education     vii  Background to middle-years education in  Japan     viii The key to  Japanese successes in maths education     ix  The role of homework correction   

    Example            Answer     Section A           iv   
  1   Section B   2   Section C   3   Section D   4   Section E   5   Section F

正文:LAND OF THE RISINGSUM


A Japan has a significantly better record in terms of average mathematical attainment than England andWales. Large sample international comparisons of pupils' attainments since the1960s have established that not only did Japanese pupils at age 13 have betterscores of average attainment, but there was alsoa larger proportion of 'low' attainers in England, where, incidentally, thevariation in attainment scores was much greater. The percentage of GrossNational Product spent on education is reasonably similar in the two countries,so how is this higher and more consistent attainment in maths achieved?
B Lower secondary schools in Japan cover threeschool years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils atthis stage attend state schools: only 3 per cent are in the private sector. Schools are usuallymodern in design, set well back from the road and spacious inside. Classroomsare large and pupils sit at single desks in rows. Lessons last for astandardised 50 minutes and are always followed by a 10-minute break, whichgives the pupils a chance to let off steam. Teachers begin with a formaladdress and mutual bowing, and then concentrate on whole-class teaching.
Classes are large - usually about 40- and are unstreamed. Pupils stay in the same class for all lessons throughoutthe school and develop considerable class identity and loyalty. Pupils attendthe school in their own neighbourhood, which in theory removes ranking by school.In practice in Tokyo, because of the relative concentration of schools, thereis some competition to get into the 'better' school in a particular area.
C Traditional ways of teaching form the basis of thelesson and the remarkably quiet classes take their own notes of the points madeand the examples demonstrated. Everyone has their own copy of the textbooksupplied by the central education authority, Monbusho, as part of the concept of freecompulsory education up to the age of 15. These textbooks are, on the whole, small,presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen tointroduce colour and pictures into maths textbooks: he felt this would makethem more accessible to pupils brought up in a cartoon culture. ) Besidesapproving textbooks, Monbushoalso decides the highly centralised national curriculum and how it is to bedelivered.
D Lessons all follow the same pattern. At the beginning, thepupils put solutions to the homework on the board, then the teachers comment, correct orelaborate as necessary. Pupilsmark their own homework: this is an important principle in Japaneseschooling as it enables pupils to see where and why they made a mistake, sothat these can be avoided in future. No one minds mistakes or ignorance as longas you are prepared to learn from them. After the homework has been discussed, theteacher explains the topic of the lesson, slowly and with a lot of repetitionand elaboration. Examplesare demonstrated on the board; questions from the textbook are worked through first with theclass, and then theclass is set questions from the textbook to do individually. Only rarely aresupplementary worksheets distributed in a maths class. The impression is that the logical natureof the textbooks and their comprehensive coverage of different types ofexamples, combined with the relative homogeneity of the class, renders worksheets unnecessary. Atthis point, the teacher would circulate and make sure that all thepupils were coping well.
E It is remarkable that large,mixed-ability classes could be kept together for maths throughout all theircompulsory schooling from 6 to 15. Teachers say that they give individual help at the end ofa lesson or after school, setting extra work if necessary. In observed lessons,any strugglers would beassisted by the teacher or quietly seek help from their neighbour. Carefullyfostered class identity makes pupils keen to help each other - anyway, it is intheir interests since the class progresses together.
Thisscarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towardseducation runs along the lines of 'if you work hard enough, you can do almostanything'. Parents are kept closely informed of their children's progress andwill play a part in helping their children to keep up with class, sending themto 'Juku' (privateevening tuition) if extra help is needed and encouraging them to work harder.It seems to work, at least for 95 per cent of the school population.
F So what are the major contributingfactors in the success of maths teaching? Clearly, attitudes are important. Education isvalued greatly in Japanese culture; maths is recognised as an importantcompulsory subject throughout schooling; and the emphasis is on hard workcoupled with a focus on accuracy.
  Other relevant pointsrelate to the supportive attitude of a class towards slower pupils, the lack ofcompetition within a class, and the positive emphasis on learning for oneselfand improving one's own standard. And the view of repetitively boring lessonsand learning the facts by heart, which is sometimes quoted in relation toJapanese classes, may be unfair and unjustified. No poor maths lessons wereobserved. They were mainly good and one or two were inspirational. 题目解析:Headings翻译如下:  i. 文部省的影响  ii. 帮助后进学生  iii. 义务教育的成功之处  iv. 有关数学教育成绩的研究发现  v. 数学课的典型模式  vi. 数学教育投入资金的比较  vii. 日本中学的教育背景  viii. 日本数学教育成功的关键  ix. 批改作业的作用
  题号  定位词文中对应点题目解析
    1     background,middle-years     education     Section B首句:  Lower  secondary schools in Japan cover…作为LIST OF HEADINGS的第一个题目,此题还是稍有难度的,因为需要通读Section  B的全部内容才能看出这是在讲日本中学的教育背景。如果单纯用首句中的lower secondary  schools来对应题目中的middle-years education 也能够得到答案,但是需要一定程度的大胆推测。正确答案为vii。
    2     Monbusho   Section  C:  Monbusho,  as part of…  Monbusho  also decides…Monbusho在文中第一次出现于Section C,单凭这一点就能够锁定正确答案了。如果找到本段Monbusho出现的两个地方:Everyone has their own  copy of the textbook supplied by the central education authority,Monbusho…以及末句…Monbusho also decides the  highly centralised national curriculum and how it is to be delivered. ,就可以推测出这一段在讲Monbusho的影响。故正确答案为i。
    3typical  formatSection  D首句:  Lessons  all follow the same pattern. 读首句就能够判断本题答案,题干中的format 与文中的pattern属于同义转述。故正确答案为v。
    4less  successful   students   Section E第一小段:  …any  strugglers would be assisted by the teacher or quietly seek help from their  neighbour.  Section  E第二小段:  Parents  are kept closely informed of their children's progress and will play a part  in helping their children to keep up with class,sending them to  'Juku'(private evening tuition)if extra help is needed and encouraging them  to work harder. 本题稍有难度,对应信息分布较广。Section E 中第一段的对应句说的是后进生在学校里得到的帮助;第二段的对应句则在讨论家长如何帮助孩子跟上班级的进度。定位词与文中的strugglers属于同义转述。故正确答案为ii。
    5   key,successes Section F首句:  So  what are the major contributing factors in the success of maths teaching?Section  F开头设问道:“那么什么是日本数学教学成功的主要因素呢?”下面紧接着回答:显然态度是重要的,然后具体解说态度如何重要。其中的contributing factors与key相对应。故正确答案是viii。
LectureTwo如何快速解决LIST OF HEADINGS题型:


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