雅思7分课程 阅读讲解第一讲.docx

雅思7分课程 阅读讲解第一讲.docx

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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

Lecture1

LOH题型解题步骤

5分钟如何读懂一篇文章

剑八T4P1Q1-5

剑八T1P2Q14-19

Lecture2

LOH题型解题技巧

剑八T2P2Q14-17

剑八T2P3Q27-32

剑四T4P3Q28-31

Lecture3

Matching解题技巧:

I

段落+相关信息

剑五T1P2Q14-19

剑八T1P1Q1-4

Lecture4

Matching解题技巧:

II

人物+理论

剑四T2P1Q5-9

剑四T2P3Q36-40

剑八T1P1Q5-8

Lecture5

Matching解题技巧:

III

事物+特点

选各自特点

剑八T4P2Q22-26剑六T2P1Q5-10

剑八T4P3Q31-36

剑八T2P2Q23-26

Lecture6

Matching解题技巧:

IV

完成句子

剑七T4P2Q21-26

剑六T2P3Q27-31

剑六T2P2Q23-26

剑七T2P3Q36-39

Lecture7

SUMMARY解题方法

剑四T2P1Q1-4

剑八T2P2Q18-22

剑八T2P2Q37-40

Lecture8

多项选择题

剑五T1P3Q33-37

剑五T1P1Q1-3剑八T3P2Q14-18

剑四T4P2Q20-21

Q22-23

Lecture9

TRUE/FALSE/NOTGIVEN

专项练习

剑八T1P2Q20-26

ÎÒºÍÑÅ˼ÔĶÁÓиöÔ¼»á

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

409

358

307

236

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ListofHeadings，Matching

2.判断型True/False/NotGiven,MultipleChoices

3.填空型Summary,SentenceCompletion

Eg：

1.ListofHeadings段落标题配对题

参考题目：

剑桥雅思8P22Q14-19

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/NotGiven

文中描述Vs题目描述

若一致True

若抵触False

若无关NotGiven

参考题目：

P73Q19-26

解题诀窍

题中金词应选选项

ImpossibleFalse

OnlyFalse

AllFalse

PossibleTrue

AisbetterthanBNotGiven

4.Summary填空题

代表题目：

P48Q18-22

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：

ListofHeadings解题方法

LISTOFHEADINGS题目解题方法

1.去掉例子中的heading

2.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）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（TOPICSENTENCE）

a）首句

b）二句

c）注意例子

d）注意文中转折连接词But

e）注意文中连接词And

f）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T4P1

题目：

ListofHeadings

　　iTheinfluenceofMonbusho

　　iiHelpinglesssuccessfulstudents

　　iiiThesuccessofcompulsoryeducation

　ivResearchfindingsconcerningachievementsinmath

　　vThetypicalformatofamathlesson

　viComparativeexpenditureonmatheducation

　　viiBackgroundtomiddle-yearseducationinJapan

　　viiiThekeytoJapanesesuccessesinmatheducation

　　ixTheroleofhomeworkcorrection

ExampleAnswer

　　SectionAiv

　　1SectionB

　　2SectionC

　　3SectionD

　　4SectionE

　　5SectionF

正文：

LANDOFTHERISINGSUM

AJapanhasasignificantlybetterrecordintermsofaveragemathematicalattainmentthanEnglandandWales.Largesampleinternationalcomparisonsofpupils'attainmentssincethe1960shaveestablishedthatnotonlydidJapanesepupilsatage13havebetterscoresofaverageattainment,buttherewasalsoalargerproportionof'low'attainersinEngland,where,incidentally,thevariationinattainmentscoreswasmuchgreater.ThepercentageofGrossNationalProductspentoneducationisreasonablysimilarinthetwocountries,sohowisthishigherandmoreconsistentattainmentinmathachieved?

BLowersecondaryschoolsinJapancoverthreeschoolyears,fromtheseventhgrade（age13）totheninthgrade（age15）.Virtuallyallpupilsatthisstageattendstateschools:

only3percentareintheprivatesector.Schoolsareusuallymodernindesign,setwellbackfromtheroadandspaciousinside.Classroomsarelargeandpupilssitatsingledesksinrows.Lessonslastforastandardised50minutesandarealwaysfollowedbya10-minutebreak,whichgivesthepupilsachancetoletoffsteam.Teachersbeginwithaformaladdressandmutualbowing,andthenconcentrateonwhole-classteaching.

Classesarelarge-usuallyabout40-andareunstreamed.Pupilsstayinthesameclassforalllessonsthroughouttheschoolanddevelopconsiderableclassidentityandloyalty.Pupilsattendtheschoolintheirownneighbourhood,whichintheoryremovesrankingbyschool.InpracticeinTokyo,becauseoftherelativeconcentrationofschools,thereissomecompetitiontogetintothe'better'schoolinaparticulararea.

CTraditionalwaysofteachingformthebasisofthelessonandtheremarkablyquietclassestaketheirownnotesofthepointsmadeandtheexamplesdemonstrated.Everyonehastheirowncopyofthetextbooksuppliedbythecentraleducationauthority,Monbusho,aspartoftheconceptoffreecompulsoryeducationuptotheageof15.Thesetextbooksare,onthewhole,small,presumablyinexpensivetoproduce,butwellsetoutandlogicallydeveloped.（Oneteacherwasparticularlykeentointroducecolourandpicturesintomathtextbooks:

hefeltthiswouldmakethemmoreaccessibletopupilsbroughtupinacartoonculture.）Besidesapprovingtextbooks,Monbushoalsodecidesthehighlycentralisednationalcurriculumandhowitistobedelivered.

DLessonsallfollowthesamepattern.Atthebeginning,thepupilsputsolutionstothehomeworkontheboard,thentheteacherscomment,correctorelaborateasnecessary.Pupilsmarktheirownhomework:

thisisanimportantprincipleinJapaneseschoolingasitenablespupilstoseewhereandwhytheymadeamistake,sothatthesecanbeavoidedinfuture.Noonemindsmistakesorignoranceaslongasyouarepreparedtolearnfromthem.

Afterthehomeworkhasbeendiscussed,theteacherexplainsthetopicofthelesson,slowlyandwithalotofrepetitionandelaboration.Examplesaredemonstratedontheboard;questionsfromthetextbookareworkedthroughfirstwiththeclass,andthentheclassissetquestionsfromthetextbooktodoindividually.Onlyrarelyaresupplementaryworksheetsdistributedinamathclass.Theimpressionisthatthelogicalnatureofthetextbooksandtheircomprehensivecoverageofdifferenttypesofexamples,combinedwiththerelativehomogeneityoftheclass,rendersworksheetsunnecessary.Atthispoint,theteacherwouldcirculateandmakesurethatallthepupilswerecopingwell.

EItisremarkablethatlarge,mixed-abilityclassescouldbekepttogetherformaththroughoutalltheircompulsoryschoolingfrom6to15.Teacherssaythattheygiveindividualhelpattheendofalessonorafterschool,settingextraworkifnecessary.Inobservedlessons,anystrugglerswouldbeassistedbytheteacherorquietlyseekhelpfromtheirneighbour.Carefullyfosteredclassidentitymakespupilskeentohelpeachother-anyway,itisintheirinterestssincetheclassprogressestogether.

Thisscarcelyseemsadequatehelptoenableslowlearnerstokeepup.However,theJapaneseattitudetowardseducationrunsalongthelinesof'ifyouworkhardenough,youcandoalmostanything'.Parentsarekeptcloselyinformedoftheirchildren'sprogressandwillplayapartinhelpingtheirchildrentokeepupwithclass,sendingthemto'Juku'（privateeveningtuition）ifextrahelpisneededandencouragingthemtoworkharder.Itseemstowork,atleastfor95percentoftheschoolpopulation.

FSowhatarethemajorcontributingfactorsinthesuccessofmathteaching?

Clearly,attitudesareimportant.EducationisvaluedgreatlyinJapaneseculture;mathisrecognisedasanimportantcompulsorysubjectthroughoutschooling;andtheemphasisisonhardworkcoupledwithafocusonaccuracy.

　　Otherrelevantpointsrelatetothesupportiveattitudeofaclasstowardsslowerpupils,thelackofcompetitionwithinaclass,andthepositiveemphasisonlearningforoneselfandimprovingone'sownstandard.Andtheviewofrepetitivelyboringlessonsandlearningthefactsbyheart,whichissometimesquotedinrelationtoJapaneseclasses,maybeunfairandunjustified.Nopoormathlessonswereobserved.Theyweremainlygoodandoneortwowereinspirational.

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

mainidea

orientation

cause

incentive

●与末段对应的heading中的关键字：

effect

conclusion

result

consequence

aftermath

influence

future

prospect

heading中的时间词一般对应段落中的具体时间点

*earlyfurtherfinal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

Future

2046

Past

1984

Statistics/demographics

40%

Salary

Funding

Financial

Economics

Business

Pension

Subsidy

400$

示范例题：

题目：

　　ListofHeadings

　　iPredictingclimaticchanges

　　iiTherelevanceoftheLittleIceAgetoday

　　iiiHowcitiescontributetoclimatechange

　　ivHumanimpactontheclimate

　　vHowpastclimaticconditionscanbedetermined

　　viAgrowingneedforweatherrecords

　　viiAstudycoveringathousandyears

　　viiiPeoplehavealwaysrespondedtoclimatechange

　　ixEnoughfoodatlast

　　ExampleAnswer

　　ParagraphAviii

　　14ParagraphB

　　ExampleAnswer

　　ParagraphCv

　　15ParagraphD

　　16ParagraphE

　　17ParagraphF

THELITTLEICEAGE

AThisbookwillprovideadetailedexaminationoftheLittleIceAgeandotherclimaticshifts,but,beforeIembarkonthat,letmeprovideahistoricalcontext.Wetendtothinkofclimate-asopposedtoweather-assomethingunchanging,yethumanityhasbeenatthemercyofclimatechangeforitsentireexistence,withatleasteightglacialepisodesinthepast730,000years.OurancestorsadaptedtotheuniversalbutirregularglobalwarmingsincetheendofthelastgreatIceAge,around10,000yearsago,withdazzlingopportunism.Theydevelopedstrategiesforsurvivingharshdroughtcycles,decadesofheavyrainfallorunaccustomedcold;adoptedagricultureandstock-raising,whichrevolutionisedhumanlife;andfoundedtheworld'sfirstpre-industrialcivilisationsinEgypt,MesopotamiaandtheAmericas.Butthepriceofsuddenclimatechange,infamine,d