雅思7分课程 阅读讲解第一讲.docx

1、雅思7分课程 阅读讲解第一讲课程： 雅思直通车7分课程课程类型：1对1 阅读讲解主讲老师：李娜课程规划 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 Q14-19Lecture 2LOH题型解题技巧剑八T2P2 Q14-17剑八T2P3 Q27-32剑四T4P3 Q28-31Lecture 3Matching解题技巧: I段落+相关信息剑五T1P2 Q14-19剑八T1P1 Q1-4Lecture 4Matching解题技巧: II人物+理论剑四T2P1 Q5-9剑四T2P3 Q36-40剑八T1P1 Q5-8Lec

2、ture5Matching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 Q23-26Lecture 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 Q36-39Lecture 7SUMMARY解题方法剑四 T2P1 Q1-4剑八T2P2 Q18-22剑八T2P2 Q37-40Lecture 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 Q22-23Lecture 9

3、TRUE/FALSE/NOT GIVEN专项练习剑八T1P2 Q20-26约会日期：周四或周六约会时间：60分钟约会内容：3篇文章 每篇1000字 40道题约会成果：参看评分标准对的题目 分数40 935 830 723 6攻克雅思阅读高分1. 实力：万词王 语法狂 读书人2. 技巧：跟课程 勤练习 多回顾3. 练习：剑桥题 模拟题 语法题雅思阅读题型1. 选择型 List of Headings ，Matching2. 判断型 True/ False/ Not Given , Multiple Choices3. 填空型 Summary , Sentence CompletionEg：1.L

4、ist of Headings 段落标题配对题参考题目：剑桥雅思8 P22Q14-19解题窍门： * 一般出现在文章前面 *每个Heading 只用一次2.Matching 配对题段落+相关信息人物+理论/发明/事迹事物+特点时代+事件完成句子分类特点题 3. True/ False/ Not Given 文中描述Vs 题目描述 若一致 True 若抵触 False 若无关 Not Given参考题目： P73 Q19-26 解题诀窍 题中金词 应选选项 Impossible False Only False All False Possible True A is better than B

5、 Not Given4. Summary 填空题代表题目：P48 Q18-22限制字数：1-3个答案出处：文中/ 词库考察范围：偶尔全篇，一般四段 Nina 老师网络课堂指南1. 听课前先限时做题2. 听课后对照讲义PPT及时复习3. 认真完成每节课后的作业4. 认真完成配套练习5. 考前两周集训模考如果你跟着我完成这5步训练法，那你的阅读会涨1-1.5分！一路有我，烤鸭无忧 Nina第一讲：List of Headings 解题方法LIST OF HEADINGS 题目解题方法 1. 去掉例子中的heading2. 浏览Headings，找出关键词a) 关键词一般是与文章主题相符的概念名词b

6、) 名词前的形容词也很重要c) 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(TOPIC SENTENCE)a) 首句b) 二句c) 注意例子d) 注意文中转折连接词Bute) 注意文中连接词 Andf) 末句4. 回到heading 中,对比主题句与heading中的关键词，寻找同义词 5. 如果没有,再次返回浏览段落.示范例题：剑八T4 P1 题目：List of Headingsi The influence of Monbusho ii Helping less successful students iii The success of compulsory

7、 education iv Research findings concerning achievements in math v The typical format of a math lesson vi Comparative expenditure on math education vii Background to middle-years education in Japan viii The key to Japanese successes in math education ix The role of homework correction Example Answer

8、Section A iv 1 Section B 2 Section C 3 Section D 4 Section E 5 Section F 正文：LAND OF THE RISING SUMA Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils attainments since the 1960s have establishe

9、d that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of low attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasona

10、bly similar in the two countries, so how is this higher and more consistent attainment in math achieved? B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent

11、are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to l

12、et off steam. Teachers begin with a formal address 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 throughout the school and develop considerable class identity and loyalty. Pupi

13、ls attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the better school in a particular area. C Traditional ways of teaching form the basis of the lesso

14、n and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, o

15、n the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into math textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture. ) Besides approving textbo

16、oks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered. D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own hom

17、ework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them. After the homework has been discussed, the teacher exp

18、lains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary wor

19、ksheets distributed in a math class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make s

20、ure that all the pupils were coping well. E It is remarkable that large, mixed-ability classes could be kept together for math throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary.

21、In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other - anyway, it is in their interests since the class progresses together. This scarcely seems adequate help to enable s

22、low learners to keep up. However, the Japanese attitude towards education runs along the lines of if you work hard enough, you can do almost anything. Parents are kept closely informed of their childrens progress and will play a part in helping their children to keep up with class, sending them to J

23、uku (private evening 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 contributing factors in the success of math teaching? Clearly, attitudes are important. Education is valued greatly

24、in Japanese culture; math is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy. Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and th

25、e positive emphasis on learning for oneself and improving ones own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor math lessons were observed. They were mainly goo

26、d and one or two were inspirational. 快速解题之道在于技巧 与首段对应的heading中的关键字：introduction Definition Overview Concept Essence explanation misconception view main idea orientation cause incentive 与末段对应的heading中的关键字：effect conclusion result consequence aftermath influence future prospectheading中的时间词一般对应段落中的具体时间

27、点* early furtherfinal 次序heading中的数据词一般对应段落中的具体数据heading中的金钱词一般对应段落中的数字和金钱符号题中文中Future2046Past1984Statistics / demographics40%SalaryFundingFinancialEconomicsBusinessPension Subsidy 400$ 示范例题：题目： List of Headings i Predicting climatic changes ii The relevance of the Little Ice Age today iii How cities

28、 contribute to climate change iv Human impact on the climate v How past climatic conditions can be determined vi A growing need for weather records vii A study covering a thousand years viii People have always responded to climate change ix Enough food at last Example Answer Paragraph A viii 14 Para

29、graph B Example Answer Paragraph C v 15 Paragraph D 16 Paragraph E 17 Paragraph F THE LITTLE ICE AGEA This book will provide a detailed examination of the Little Ice Age and other climatic shifts, but, before I embark on that, let me provide a historical context. We tend to think of climate - as opp

30、osed to weather - as something unchanging, yet humanity has been at the mercy of climate change for its entire existence, with at least eight glacial episodes in the past 730, 000 years. Our ancestors adapted to the universal but irregular global warming since the end of the last great Ice Age, arou

31、nd 10, 000years ago, with dazzling opportunism. They developed strategies for surviving harsh drought cycles, decades of heavy rainfall or unaccustomed cold; adopted agriculture and stock-raising, which revolutionised human life; and founded the worlds first pre-industrial civilisations in Egypt, Mesopotamia and the Americas. But the price of sudden climate change, in famine, d