雅思阅读时间不够用的原因分析
雅思阅读时间不够用?请看这4条原因分析与对策。今天小编给大家带来了雅思阅读时间不够用的原因分析，希望能够帮助到大家，下面小编就和大家分享，来欣赏一下吧。
雅思阅读时间不够用?请看这4条原因分析与对策
雅思阅读时间不够用之语法&词汇问题
什么是语法?说话用词的顺序既是语法，为何要学英语语法?因为中英间顺序有时一样有时是不一样的。中文说我爱你我恨你我舔你，英文也是这么说的，一个句子主体部分就是A+V+B，一个名词做了什么或一个名词是什么样的。遇到修饰成分会和中文不一样，有时会放在名词前面有时放在名词后面。所以我们读句子的关键就是a找到句子主体部分，b找到名词后面的修饰成分，其余部分和中文语法是很相近的，按顺序翻译即可。
但有时语法没问题，词汇好像也都可以，整个句子却译不出，题目找不到。这涉及到词汇在雅思阅读中的两个问题，a词义的语境义转化，b同义替换，这是靠单纯背单词书难以解决的，我们会在之后详细讲解。
词汇和语法是无论在什么考试中都是最根本的问题。小伙伴们要为自己制定目标，比如每天复习多少旧单词，背下多少新单词，翻译多少长难句，因人而异。
雅思阅读时间不够用之不会快速阅读
也就是跳读、略读，大家从中学阶段就听过这个，但是从来没有跳过，永远在一字一字读。在雅思阅读中快速阅读的目的是去寻找和题目对应词，而不是读懂每一个句子。如果大家读得快，读得准，一篇文章只需要读13+个句子即可。快速阅读是需要训练的，既是阅读能力、单词熟悉程度的问题，也是阅读习惯问题，关键点在于不要尝试读懂整段，而是重点放在快速反应单词上。在日常练习时要给自己顶下目标，一段8-10行的文字，保证在一分钟内扫读完。如果一个段落三分之一词汇不认识，还是滚去背单词吧。
雅思阅读时间不够用之短时记忆力差
在任务型阅读的雅思考试中，我们要先读题，然后回到原文找答案。 但自己总是秒忘，找的过程已经忘了要找的内容， 再回去读题，反反复复，耽误时间。
我们可以通过记忆题目关键词来训练，一次划出两道题目中的关键词， 然后回到原文读完一个段落检测自己是否还记得。可以准确记得两题后，练习记忆三题、四题、五题，以此类推，只要保证几分钟内能记得即可。划好关键词后会要求学生重复读两遍关键词，强化短时记忆。
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
例如这样，关键词如标黄所示，如何划关键词我们之后还会讲解
上学时学业要求我们对事物要敏感， 老师会刻意训练我们的短时记忆，比如要我们记忆路上的车辆牌照，比如问我们早上吃了什么，如果大家还记得吃了什么，说明记忆力都是没有问题的，就看大家去记什么了。
雅思阅读时间不够用之专注力不够
专注力不够集中，直接导致眼脑配合不够持久，尤其平时没有阅读长文的习惯导致在3000+词汇的阅读考试中会有走神的情况，读文章看在眼里，却不在心里。同时，还对雅思题型不了解。雅思题型很多，有的简单，有的较难，但是分值都是一样的。所以我们做题时针对不同分数段需求就会有所侧重，有所调整。
14种雅思阅读题型技巧讲解大全之摘要题
雅思阅读摘要题之题型要求
该类题目是一小段文字，是原文或原文中的几个段落主要内容的缩写或改写，我们称之为摘要。摘要中有几个空白部分要求填空。
摘要可分为两种：全文摘要和部分段落摘要。全文摘要信息来自全文，题目空格的数目较多。部分段落摘要信息来自原文某几个连续的段落，题目空格的数目较少。
考试中出现的大部分是部分段落摘要，信息来自原文连续的两到三段，题目空格的数量在5题左右。
对于部分段落摘要，有的在题目要求中会指出它来自原文的哪些段落，但大部分的部分段落摘要只是在题目要求中说它是原文的一个摘要或部分段落摘要，并不指出它来自原文的哪些段落。
按照填空内容，摘要也可分为三种：
1. 原文原词
2. 从多个选项中选词
3. 自己写词。
原文原词的题目要求中常有from the Reading Passage 的字样。从多个选项中选词，选项的数目常常超过题目空格的数目。最近考试中，绝大部分是原文原词或从多个选项中选词，很少有自己写词的。
雅思阅读摘要题之解题步骤
(1) 仔细读摘要的第一句话，找出它在原文中的出处，通常是和原文某段话的第一句相对应。如果题目要求中已经指出了摘要的出处，则此步可以略去不做。
(2) 注意空格前后的词，到原文中去找这些词的对应词。
对应词的特点如下：
A. 原词
B. 词性变化;如空格前的词为threatening, 是形容词，原文中的词为threat, 是名词。
C. 语态变化;一个是主动语态，一个是被动语态。
D. 同义词;如空格前的词为throw away，原文中的词为discard(丢弃，抛弃，遗弃)，它们是同义词。
(3) 仔细阅读对应所在的句子，确定正确答案。
(4) 注意语法，所填答案必须符合语法规定。
(5) 注意顺序性，即题目的顺序和原文的顺序基本一致。
雅思阅读摘要题之注意点
1. 注意题目要求中是否有字数限制。
若要求从原文选词或自己写词，会有字数要求，如Use ONE OR TWO WORDS等，答案必须满足这个要求。
2. 若从原文选词，只能选原文中连续的几个词，不能改变它们的顺序。
如原文为virgin fibre, 发生答案不可能是fibre virgin。原文为 advances in the technology，答案不可能是technology advances。
3. 若要求从原文选词，越是生词，越可能是答案。
下列比较生僻的词如sustainable(可持续的)、biodegradable(可生物降解的)、contaminants(废物，杂物)、nostrils(鼻孔)都是一些题目的答案。
4. 从选项中选词，要注意看题目要求是写答案本身，还是写选项前的代表字母。
选项前有代表字母的，肯定是要求答代表字母。最近的考试中，选项前大部分都有代表字母。
5. 从选项中选词，答案与原文的六大对应关系。
(1) 原文原词：与原文完全相同的词或短语。
(2) 词性变化：原文为necessary，是形容词，选项为necessity，是名词。
(3) 语态变化：原文为Governments have encouraged waste paper collection and sorting schemes，是主动语态。摘要中的句子为people have also been encouraged by government to collect their waste on a regular basis，是被动语态。
(4) 图表：如果原文中有图表，一般会有一题答案来自图表。
(5) 同义词：原文为tight，选项为restricted，是同义词。
(6) 归纳：有时文中没有直接提及，须从几句话中归纳出答案。一般比较难，目前考试中，至少有一个空格是归纳出来的。
6.从选项中选词，如果时间不够，可以直接从选项中选择，不看原文。
这时，要特别注意语法。这样做的准确性50%左右(视题目的难易及考生的水平而定)。所以除非时间不够，否则不建议大家这样做。
7. 如果要求自己写词，答案绝大部分是原文原词，少部分是对原文原词做的形式上的修改。
要求自己写词的机率很小，遇到过一次。在这一次的5个题目中有4个答案是原文原词，剩下一个，原文原词是de-inked，答案根据语法的需要改为de-ink。
雅思阅读模拟题：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.
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雅思阅读时间不够用的原因分析
