雅思托福之Pre-reading(Unit 1)
托福.SAT.雅思.GRE.GMAT.LSAT】通用提高阅读速度
TIPS FOR INCREASING READING SPEEDAs our eyes move across the page they make a series of jerky movements. Whene ver they come to rest on a word that is called a fixation. Most people fixate once on each word across a line of print. In order to make our speed increase we must take in more words with each fixation, rather than make our eyes move faster. 1. Try to avoid focusing on every word, but rather look at groups of 2 to 3 words. For instance, this sentence could be grouped in this manner:for instance / this sentence / could be grouped / in this manner '2. Work on vocabulary improvement.Familiarize yourself with new words so you don't get stuck on them when you read them again.3. Read more! 15 minutes a day of reading an average size novel equals 1 8 books a year at an average reading speed!4.Determine your purpose before reading. If you only need main ideas, th en allow yourself to skim the material. Don't feel you must read very wor d.5.Spend a few minutes a day reading at a faster than comfortable rate (a bout 2 to 3 times faster than your normal speed). Use your hand or an inde x card to guide your eyes down the page. Then time yourself reading a few pages at your normal speed. You'll find that often your normal reading speed will increase after your skimming practice.6. If you have poor concentration when reading, practice reading for only 5 - 10 mi nutes at a time and gradually increase this time.7.There are several books on increasing reading speed available in most bookstores. If you are serious about increasing your rate you may want to work systematically through one of these booksSUGGESTIONS FOR IMPROVING READING SPEEDImprovement of Reading RateIt is safe to say that almost anyone can double his speed of reading while maintain ing equal or even higher comprehension. In other words,anyone can improve th e speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fictio n and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on these materials. What makes the difference? There are three main factors i nvolved in improving reading speed: (1) the desire to improve, (2) the wil lingness to try new techniques and (3) the motivation to practice. : Learning to read rapidly and well presupposes that you have the necessary vocabul ary and comprehension skills. When you have advanced on the reading comprehensi on materials to a level at which you can understand college-level materials, you will be ready to speed reading practice in earnest.The Role of Speed in the Reading ProcessUnderstanding the role of speed in the reading process is essential. Research has s hown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been foun d in most cases that an increase in rate has been paralleled by an increase in com prehension, and that where rate has gone down, comprehension has also decrease d.Although there is at present little statistical evidence, it seems that plodding word-b y-word analysis (or word reading) inhibits understanding. There is some reason to b elieve that the factors producing slow reading are also involved in lowered compreh ension. Most adults are able to increase their rate of reading considerably and rathe r quickly without lowering comprehension. These same individuals seldom show an i ncrease in comprehension when they reduce their rate. In other cases,comprehen sion is actually better at higher rates of speed. Such results, of course, are h eavily dependent upon the method used to gain the increased rate. Simply reading more rapidly without actual improvement in basic reading habits usually results in lo wered comprehension.Factors that Reduce Reading RateSome of the facts which reduce reading rate: (a) limited perceptual span i.e., word-by-word reading; (b) slow perceptual reaction time, i.e., slowness of recognition and response to the material; (c) vocalization, including the need to vocalize in order t o achieve comprehension; (d) faulty eye movements, including inaccuracy in placement of the page, in return sweep, in rhythm and regularity of movement, etc.; (e) r egression, both habitual and as associated with habits of concentration; (f) faulty ha bits of attention and concentration, beginning with simple inattention during the rea ding act and faulty processes of retention; (g) lack of practice in reading, due simpl y to the fact that the person has read very little and has limited reading interests s o that very little reading is practiced in the daily or weekly schedule; (h) fear of los ing comprehension, causing the person to suppress his rate deliberately in the firm belief that comprehension is improved if he spends more time on the individual wor ds; (i) habitual slow reading, in which the person cannot read faster because he ha s always read slowly, (j) poor evaluation of which aspects are important and which are unimportant; and (k) the effort to remember everything rather than to rememb er selectively.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. Thi s is an entirely different matter from simply speeding up the rate of reading withou t reference to the conditions responsible for the slow rate. In fact, simply speeding the rate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration m ay even destroy confidence in ability to read. The obvious solution then is to increa se rate as a part of a total improvement of the whole reading process. This is a fu nction of special training programs in reading.Basic Conditions for Increased Reading RateA well planned program prepares for maximum increase in rate by establishing the necessary conditions. Four basic conditions include:1. Have your eyes checked. Before embarking on a speed reading program, make sure that any correctable eye defects you may have are taken care of by checking with your eye doctor. Often, very slow reading is related to uncorrected eye defe cts.2.Eliminate the habit of pronouncing words as you read.If you sound out words in your throat or whisper them, you can read slightly only as fast as you ca n read aloud. You should be able to read most materials at least two or three time s faster silently than orally. If you are aware of sounding or "hearing" words as yo u read, try to concentrate on key words and meaningful ideas as you force yourself to read faster.3. Avoid regressing (rereading). The average student reading at 250 words per minute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading speed down to a snail's pace. Usually, it is unnecessary to reread words, for the ideas you want are explained and elaborated more fully in later contexts. Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereadi ng reflects both his inability to concentrate and his lack of confidence in his compre hension skills.4.Develop a wider eye-span.This will help you read more than one word at a glance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units.Rate AdjustmentPoor results are inevitable if the reader attempts to use the same rate indiscriminat ely for a-1 types of material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in readi ng to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.Rate adjustment may be overall adjustment to the article as a whole, or internal ad justment within the article. Overall adjustment establishes the basic rate at which th e total article is read; internal adjustment involves the necessary variations in rate f or each varied part of the material. As an analogy, you plan to take a 100-mile mo untain trip. Since this will be a relatively hard drive with hills, curves, and a mount ain pass, you decide to take three hours for the total trip, averaging about 35 mile s an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while sp eeding up to 50 miles per hour or more on relatively straight and level sections. Th is is your internal rate adjustment. There is no set rate, therefore, which the good reader follows inflexibly in reading a particular selection, even though he has set hi mself an overall rate for the total job.Overall rate adjustment should be based on your reading plan, your readi ng purpose, and the nature and difficulty of the material. The reading plan i tself should specify the general rate to be used. This is based on the total "size up ". It may be helpful to consider examples of how purpose can act to help d etermine the rate to be used. To understand information, skim or scan at a rap id rate. To determine value of material or to read for enjoyment, read rapidly or sl owly according to you feeling. To read analytically, read at a moderate pace t o permit interrelating ideas. The nature and difficulty of the material requ ires an adjustment in rate in conformity with your ability to handle that t ype of material. Obviously, level of difficulty is highly relative to the particular reader. While Einstein's theories may be extremely difficult to most laymen, they may be very simple and clear to a professor of physics. Hence, the layman and the phy sics professor must make a different rate adjustment in reading the same material. Generally, difficult material will entail a slower rate; simpler material will permit a faster rate.Internal rate adjustment involves selecting differing rates for parts of a given article. In general, decrease speed when you find the following (1) unfamiliar terminology not clear in context. Try to understand it in context at that point; otherwise, read o n and return to it later; (2) difficult sentence and paragraph structure; slow down e nough to enable you to untangle them and get accurate context for the passage;(3) unfamiliar or abstract concepts. Look for applications or examples of you own a s well as studying those of the writer. Take enough time to get them clearly in mi nd; (4) detailed, technical material. This includes complicated directions, statements of difficult principles, materials on which you have scant background; (5) material o n which you want detailed retention.In general, increase speed when you meet the following: (a) simple material with f ew ideas which are new to you; move rapidly over the familiar ones; spend most o f your time on the unfamiliar ideas; (b) unnecessary examples and illustrations. Sinc e these are included to clarify ideas, move over them rapidly when they are not ne eded; (c) detailed explanation and idea elaboration which you do not need, (d) bro ad, generalized ideas and ideas which are restatements of previous ones. These can be readily grasped, even with scan techniques.In keeping your reading attack flexible, adjust your rate sensitivity from article to ar ticle. It is equally important to adjust you rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you. SummaryIn summary, evidence has been cited which seems to indicate a need for and value of a rapid rate of reading, while at the same time indicating the dangers of speed in reading, as such. We have attempted to point out the relationship betw een rate of reading and extent of comprehension, as well as the necessity for adjustment of reading rate, along with whole reading attack, to the t ype of material and the purposes of the reader.Finally, the factors which reduce rate were surveyed as a basis for pointing out tha t increase in rate should come in conjunction with the elimination of these retarding aspects of the reading process and as a part of an overall reading training progra m where increase in rate is carefully prepared for in the training sequence.TIPS FOR IMPROVING YOUR READING SPEEDThe purpose of this section is to teach you how to increase you reading s peed. Shortly we will be adding a section for reading BETTER as opposed to FASTER.We all have a capacity for reading much faster than we typically do. Our reading s peed changes as we go through life. When we are in high school, we go through a bout two hundred words a minute. We get to college and, because we have to rea d faster due to more time constraints and a much greater amount to read, we rea d faster. Most people in college average about 400 words per minute. Then we get out of college, and now we don't have to read so fast. There are no longer time constraints, and we can read slow and easy. We find ourselves dropping back down to about 200 words per minute.Think of reading like you do a muscle, the more you read, the better you get at it, the faster you're going to read. And we have a great capacity for r eading faster. We aren't even scraping the surface of how fast we can read. You s ee, we have 1,000,000,000,000 brain cells. In fact, the inner connections, the synap ses, in our mind are virtually infinite. It has been estimated by a Russian scientist t hat the number of synapses we have would be one followed by 10 million kilomete rs of zeros. Our physical capacity for reading is beyond our comprehension. Our vis ual unit has the capability to take in a full page of text in 1/20 of a second. If we could turn the pages fast enough, our brain could process it faster than our eyes can see it. If we could turn those pages fast enough, our eyes have the capacity t o read a standard book in six to twenty-five seconds depending on the length of th e book. We could take in the entire Encyclopedia Britannica in one hour. So readin g 700 - 1,000 words a minute is easily within our reach.The key to improving our speed is to SIGHT READ, and that's what we are going t o show you how to do. We are going to start being pure sight readers. Obstacles get in our way, however. What do we mean by obstacles? Well, these are things t hat impede us from reading faster.REGRESSIONS are the most wasteful. Regressions are going back over words. You can call it back-skipping if you want. You go back over words you previously read. People do it for two reasons. Initially we read it to clarify the meaning of what we're reading. We want to be sure of the words we read as we go along. In our early years in school, when we were first taught - incorrectly - to " read slowly and carefully," it became easy to go back over words.Well, this not only slows you down, it causes you comprehension problem s.For instanc e, let’s say you have a sentence, "The man jumped over the log." We ll, if you back-skip, you read that passage like this: "The man jumped," "the man .. . jumped. . . over the log," "jumped over the log." So, what your brain is proce ssing, "The man jumped," "the man jumped," "jumped over the log." Our brain is u sed to processing our flaws, so the brain thinks, "OK, I know what this clown is sa ying, "The man jumped over the log." But this takes time to sort out. And it's conf using. Think how much easier it would be if you simply took the sentence in one si ght, "The man jumped over the log." There's no confusion there. Then you move o n to the next phrase. Regressing or back-skipping is the most harmful thing we do to slow our reading speed.Our second obstacle is that we have BAD HABITS that we pick up. Bad h abits manifest themselves in a number of ways. For one, you've got people who have MOTOR habits as they read. These are the people who are tapping a pe ncil when they read, tapping a foot when they read, moving a book, flicking their h and, etc. If they're sitting next to you, they drive you nuts. But they are the peopl e who have to be moving while they read.Some may even move their lips. If they do that, they're kind of edging over into a nother bad habit where we find AUDITORY readers. This is the bad habit that we have that is the hardest to drop. Auditory reading is difficult to beat because we ar e used to reading and hearing the words in our minds. Some people even go so fa r as to mumble the words. You can see their lips moving sometimes, or you can e ven hear a guttural growl as they go through the words.The other obstacle are the FIXATIONS. Fixations are the actual stops or pause s between eye-spans when the eye is moving to its next fixation point. We can't se e while the eye moves so you do need the fixation points to see. The problem is, most people fixate word by word by word. They stop their eyes on each separate word. The fixations slow you down because you are stopping on each word. )The problem that comes up here is this that, like the other obstacles, it impedes co ncentration and comprehension as well. The paradox with reading slowly is tha t it really hurts your concentration.Research has shown a close relation between speed and understanding. In checking progress charts of thousands of individuals taking reading training, its been found t hat in the vast majority of cases, that an increase in speed reading rate has also b een paralleled by an increase in comprehension. The plodding word by word analyz ation actually reduces comprehension.In this day and age, our brains are used to constant stimulation. Television, r adio, even people talking to you, provide constant stimulation. So when we are rea ding along slowly and carefully, it's kind of like watching a movie and we encounter a slow motion scene. The slow motion scene is kind of interesting at first because the movie has been moving along at a rapid clip and now we have a change of p ace. We've got the slow motion scene of the guy getting shot or the couple runnin g across to each other across a field, and the mind initially says, "Oh, this is cool. This is something different." After a while we get a little impatient and we're ready for the guy who got shot to hit the ground, or the couple who are running across the field to finally get to each other. We start thinking about other things..we’ve l ost our focus on the movie.The brain does the same thing when we read. The brain is getting all the stimulation it normally gets, then we hit this patch where you're reading slowly. And boom, the brain says, "I don't like this. I think I'm going to start thi nking about something else." And the reader starts thinking about the date they ha d Saturday night or the date they hope to have Saturday night. And therefore, you' ve got another impediment to comprehending the reading correctly.OK, what do we do? Well, there are several things we are going to do to increase reading speed. First of all. we are going to increase the EYE SPAN. Eye span is th e number of words that you take in as you look at the words. In other words, if my eye span is just one word, I am going to move from word to word to word. If my eye span is two words, I am going to move along twice as fast. If my eye sp an is three words, three times as fast. If I am moving along in phrases, I'm flying along pretty good.That's where you increase the rate of eye span. You also want to learn t o work in THOUGHT UNITS. Thought units help you move faster.This is w here you group the words accordi ng to context. For instance, let’s say you have, "H e said something." It's easy to put that in a phrase, then you move to the next ph rase. If I had this sentence, "It's safe to say that almost anyone can double his sp eed of reading while maintaining equal or higher comprehension." If I want to read that in phrases, "It's safe to say that almost anyone.......can double his speed........ of reading while maintaining.......equal or even higher comprehension." You move m uch faster that way.So, we are going to increase the number of words we see and we are go ing to group them according to context.One of the key things that we are al so going to work on is RETURN EYE SWEEP.When you get to the end of the se ntence or the end of the line on the written page, if your eye meanders back to the other side, you have a chance to pick up words. If you're picking up words and you're sight reading, that can be confusing. So you want to dramatically, quickly, fo rcefully, go from the end of one line to the beginning of the next one. Using a fin gertip or pen as a pointer is a great way to quickly and directly to the next line. The other thing that helps us increase our speed is CONFIGURATION. As you re ad faster and faster, you've got to learn to rely on your increased recogni tion of how words are configured, how they look, as you do it.In other w ords, "material" looks different than "response". "Recognition" looks different than "p erceptual". The words have visual configurations. As you learn to read faster an d faster you learn to pick up on the configurations and, as you do better and better, your skills at this improve with practice.So, we are going to have no REGRESSIONS, no VOCALIZATIONS, and incr eased EYE SPAN. T hat's the way to true sight reading. How do we do this? First, we avoid the problem areas. We avoid the limited eye-span by expanding the number of words that we take in. We get rid of regressions and we get rid of the return eye sweep problem by using a pointer. You can use a pen, a pencil, even your finger. That gives you a point of focus for your eyes. It helps you focus on th e page, and you move faster because you can dictate how fast you are moving acr oss the page. Your eye will follow your finger, or pen, or pencil.Absolutely stay away from the vocalizations.You have got to be a sight read er. You have got to read fast enough so that you don't have time to hear the wor ds. This way you are comprehending simply with your eyes.You also need to keep in mind that you don't always read at the same sp eed.If you've got a car that will go 120 miles per hour, you're not going to drive that care 120 miles per hour in a shopping center. You'd get killed and get a heck of a ticket. But you may, on a highway when you are passing a car, get it up to a high speed. When you are in that shopping center, you are going to be driving a bout 30 miles per hour.It's the same thing with reading. This is specifically addressed in our Better Re ading section. But you must learn that you speed read in certain areas and there a re other areas that may be particularly dense, that may have something that's parti cularly confusing to you, when you will need to slow down and read in shorter phr ases, smaller groupings of words so that you can comprehend it clearly. It may be a particularly dense passage where each word has great deal of meaning. It may b e even an unusual or specific word.Let's look at what we've got to do to practice it. The big step here is tosimply read faster.It sounds like such a simple statement, it almost sounds stupi d. But it's what you have to do. You have to focus on "I'm going to read faster," f irst.Comprehension comes later. Practice reading without a great concern for comprehension. In clinical terms, we call this the comprehension lag. It takes the mind as many as ten to fifteen days to adapt to the new reading rate.You are going to go through periods, practice periods, you can't use on school boo ks, but it's a practice period where you are simply adapting to reading that much f aster. Comprehension lags for a while but when it catches up it makes a stunning difference.A good place to practice this is magazines or newspapers.They have narr ow columns that almost make a perfect thought unit. You can almost go str aight down the column, taking that finger and puttting it in the middle of the colu mn and moving it straight down the page. You will be stunned how soon you will be able to improve and comprehend what you are reading that way. You find t hat it's quick. It's easy reading.。
托福口语tpo1解析
托福真题第一套Q1: Talk about a book you have read that was important to you for some r eason. Explain why the book was important to you. Give specific details and examples to explainyour answer.解题思路一：重要性来自于书的内容TS: General Introduction of the book (Name, author, time you read the book)Give a simple account of the book.Key Word: Important-Interesting: draws you in.-knowledge you have learnt-enlightenment you have gainedConclusion: emphasize the IMPORTANCESample Response:3 months ago, I read a book called The Five People You Meet in Heaven written byMitch Albom. It recounts the life and death of a simple yet dignified old man, Eddie. After dying in a accident trying to save a little girl in an amusement park, Eddiefinds himself in heaven where he encounters five people who have significantlyaffected his life. The 5 lessons Eddie learnt about brotherhood, sacrifice, forgiveness, love and purpose of life have also enlightened me. That book changedmy attitude towards life and death. It taught me to cherish life more than ever.解题思路二：重要性来自于书的意义TS: General Introduction of the book (Name of the book, how/where did you getthe book)Give a simple account of the process of getting the book.Key Word: Important-It was a souvenir given by an important person-It was very difficult to get the book (e.g. Limited edition)-You got the book from a special event as a reward.Conclusion: emphasize the IMPORTANCESample ResponseOn my book shelf, there is a hard-covered book-Hamlet-that I have been treasuredfor years. It was given to me as a reward for my progress in Language Arts courseby my high school English teacher Mr Cave. In my 10th grade, I developed a special interest in classical literature. I was crazy about Shakespeare’s play despite my weak English foundation/the lack of English proficiency. Over the 2 years, I havestudied hard and improved my Language Arts’ grade from a C to an A. Therefore, myMr Cave gave me this book in my graduation day and told me to keep my interest inclassical literature. This book is very significant to me because it has become the motivation for my pursuit in English Literature in University.Q2. Some people believe that TV has had a positive influence on society. Othersbelieve it has had a negative influence on the society. Which do you agree withand why. Use details and examples to explain your opinion.解题思路一: Positive InfluenceTS: State your standR1:Positive influence: focus on the main function of TV:-dissemination of information and knowledge-entertainmentR2:Negative influence (just mention)ConclusionSample Response:This is indeed a controversial issue. Form my point of view; TV has far more prosthan cons. Firstly, television has long been regarded as a tool to disseminate information and knowledge. People watch news on TV to know about what’s happening in the country and the world. Children watch Animal World or National Geography to gain more knowledge. At the same t ime, TV is also the most prevalent and effective device to entertain the masses.Although there’s no denying that TV sometimes delivers negative information to people, the public or government censorship can ensure the quality of our TV programs today. Therefore, generally speaking, TV has had apositive influence on society.解题思路二: Negative InfluenceTS: State your standR1:Positive influence (just mention)R2:Negative influence-Lack of censorship bad TV program influence social ideology-Make people lazy/unhealthyConclusionSample Response:In my opinion, unfortunately, television has had much more negative influence onsociety than positive ones. Despite the fact that TV has kept us entertained, there are many negative elements that have infiltrated into our daily life via TV. Forexample, the modern Cinderella stories have created many money-worshiping youngladies who dream to marry rich guys and enjoy all the luxuries in the world.Uncensored TV programme with violent and sexual content can misguide teenagers who are very susceptible to those detrimental influences. Besides, long time watchingTV will negatively affect our eyesight and health. It has become the contributingfactor for many illnesses like obesity, especially in the more developed countries.Q3 Intro: Centerville College is planning to purchase a sculpture for its campus.A student wrote a letter to the school newspaper to oppose the plan.The instruction before you read the passage is important since it gives you anoverview of what the passage is about.The passageLetter in the Centerville College NewsThe administration has announced plans to acquire a new sculpture for campus. Weshould all oppose this plan. The university’s poor financial condition led it to increase the price for campus housing and tuition by 15% this year. Surely then itis in no financial position to purchase such an expensive sculpture. Moreover, just look at the sculpture: several 60-foot long steel plates, jutting out of the earthat odd angels! It’s so large. It’ll take up all the green space in front of the campus center! This is public space that should be reserved for student to use.The conversation:M: Did you see Paul’s letter in the paper about the new sculpture?W: Yeah, but it was totally unconvincing. His reasons for opposing the plan are just totally off. I’m glad we will finally have some nice art on campus. I’d like to shake the donor’s hand and say ‘thank you’!M: What do you mean ‘the donor’?W: You didn’t know? An anonymous donor is paying the bill for most of the sculpture. M: Not the university?W: No. His assumptions about who’s paying for, they are all wrong.M: Still, I wonder if he has a point about the space it’ll take up.W: Well, you know why Paul is upset. He and his friends are always there on the lawn right where the sculpture will be, kicking around a soccer ball. They’ll just haveto use another part of the campus to play.M: Oh, so he just doesn’t want to have to move.W: Yeah. For him, its sculpture verses convenience.Explain why the woman disagrees with the reasons expressed in the letter.Preparation Steps: 4:6Step 1:Read the letter and take note of the main ideas. Omit redundant details such as numbers and people’s name. (Those may be important in Listening section). Tryto form pictures in your mind to help you memorize the content of the letter. (e.g.The 2nd reason: imagine一群本来在草地上踢球的学生很无奈的看着一个从天而降的巨大雕塑把他们的草坪占据了…)Step 2: Identify how many reasons and disagreements there are in the letter andconversation.Pay special attention to signaling words/sentences because they give you an idea about how many points you must include. (e.g. ‘Moreover’ in the letter.)Step 3: Take notes on paper while listening to the conversation. Fast and clear.Don’t expect to fully spell out all the words you’ve heard. Just use your own spelling so that you can pronounce the word. If you didn’t manage to take down some words that you think are important, don’t try to recall, move on and listen to the restof the conversation. 千万不要为了捡芝麻而丢了西瓜！Step 4: Organize your thoughts in the 30 seconds to make a mental outline of howto answer the question. Try to rephrase the words or sentences in the letter andthe conversation.Answering the question:Reason1 in the letter.Disagreement 1 in the conversationSignal words/sentence for transactionReason2 in the letter.Disagreement 2 in the conversationConclusionSample Response:The first reason given by Paul (if you can’t remember the name, you can just omitthis) in the letter against the purchasing of the new sculpture is that he assumesthe financial difficulties faced by the university makes the sculpture too costlyto buy.However,the woman disagrees because most of the price of the sculpture ispaid by a donor. Hence the university will only bear a small sum of money.Besides, Paul also suggests that the huge sculpture will occupy the space in the campus which is supposed to be reserved for students’activities. The woman d ismissed this point because she knows that Paul is just reluctant to find another place to play soccerwith his friends if the lawn they used to play on is occupied by the sculpture.Further more, the woman thinks that the sculpture is a nice art that can actually make thecampus prettier.Q4:PassageGroup thinkOne process by which groups may make bad or irrational decisions is know as group think. Individual members of a group attempt to conform their opinions to what they believe to be the group consensus even though the result may be negative. There are many reasons why groupthink happens. These include the desire to be liked, fearof losing a job, or even not wanting to be the one employee delaying a decision that seems inevitable. These kinds of implicit pressures to conform lead group membersto ultimately make decision that each, by himself or herself, might normally notmake.LectureSo, let me t ell you about my own e xperience with this when I was working for a computer company a couple of years ago. One day a coworker and I suggested that we shouldgive our computer a design make-over, make t hem look more up-to-date. Market research was showing that new customers said they would be more interested in buying ourcomputers if they looked cooler. Our technology was advance, but the outside design looked really old-fashioned. At first, more than half of the group supported us.There were a few senior mangers they are though who didn’t support the design change.’One of the senior manager said, ‘Our focus has always been on technology. Changingthe look is unnecessary cost.Almost immediately, some of our supporters changedtheir minds. Even my c oworker changed his mind.When I asked him why after the meeting, he told me he didn’t want to make a bad impression on the senior managers. He thought that disagreeing with them might jeopardize his chances of getting a promotion, by not looking like a team player. ‘What about me?’‘Ehm…I hate to admit it but aftera few hours of discussion I started wondering if it worth everybody’s time to argue about this. As more people sided with senior management I started to feel that Iwas the only one holding-up the vote. Everyone else seems to think change was unnecessary so I voted against my own idea in the end. So we unanimously decidedto stay with the current old-looking design, but this decision ended up costing usa lot of money.That same year, our competitor came out with a new design thatattracted some of our customers and prevented us from profiting on potential newcustomers.Explain group think and its effects using the example of the computer company.PreparationStep 1: Read the passage and take note of the main ideas. Omit elaborations on details such as examples.Step 2: Pay special attention to technical terms and explanations. If can’t quite understand, try to guess first and wait for more illustration in the lecture later on.Step 3: Picture a short skit in your mind when you listen to the lecture/story told by the professor.Step 4: Listen to similarities between the lecture and the passage you’ve read just now, especially the examples given to prove a point. (e.g. the answers given by the professor’s coworker when the professor asked him for the reasons for his changingof mind)Step 5: Take notes. Make sure that if you know the professor is going to recounta story, you should have the story recorded in chronological order. Outline of the story must be clear. Pay attention to signaling words.Step 6: Organize your thought in the 30 seconds to make a mental outline of how toanswer the question. Try to rephrase the words or sentences in the letter and theconversation.Answering the question:Definition of group thinkExample of the computer companyLink the example to the effect about group thinkSample Response:Group think means that the individuals in a group all agree about something whichmay not be correct. They are under pressure to conform and make i rrational decisions that they seldom make alone.The professor gives an example of him working in a computer company years ago. At first, his coworker and he suggested a proposal toup-grade the outlook of their product. The supporters changed their minds as soonas they realize that the senior managers did not like the plan.His partner also gave up the original thought because he was afraid that if he insisted, he will leavebad impression on others.Despite the consensus we had reached about the proposal, our ultimate product was a failure. Therefore group think sometimes will resultsin negative results.Q5. Conversation between 2 studentsM: Hey Marry! How’s your volunteer work going? You still involved in the after school programme with the elementary school kids?W: Yeah, but I’ve got a problem. I am supposed to be driving a bunch of them to thezoo tomorrow, and I am supposed to rent a van for the trip, but I waited too longto call the rental agency to reserve one and now it turns out they don’t have any van available for tomorrow. I don’t know what to do. These kids will be really disappointed if their trip gets canceled.M: Hmm…well doesn’t one of your friends on campus have a car? I mean couldn’t you borrow it for the day?W: Yeah, probably, but I need to borrow 2 cars or there wouldn’t be enough space for all the kids. That’s why I was going to rent the van and then I need to find somebody else to drive too. I can’t drive 2 cars by myself.M: Yeah, that’s true. Well, I’m sure you can probably find a volunteer or if you want to save of the trouble of hunting down the second driver, what about public transportation? Check the bus schedule. I guess there’s a bus lane that goes rightpass the zoo.W: Yeah, that’s possibility, but I don’t know. It might be a real challenge supervising the kids on the bus. Sometimes they are handful when they get excited.It’s an option though.The speaker discussed 2 possible solutions to the woman’s problem. Briefly summarize the problem. Then state which solution you recommend and explain why.PreparationProblem Solution1 Solution 2The woman is supposed to drive a group of primary school kids to the zoo tomorrow but she has called too late to rent avan. She does not want to disappoint the kids by canceling the trip. Borrow cars from friend andfind volunteer to drive.Take public transportProblem of solution She needs two 2 cars for allthe kids and she has to findanother driver. It is hard to supervise kids in public transportations.This question involves a difficult choice to make. Most of the times, bothsolutions seem feasible. You can choose either one you are more comfortable with elaborating on.Base on the potential problems related to the 2 solutions to think about morepros and cons of each solution.Answering the question:Talk about the problem.Introduce all solutions.Choose one solutionR1 for supporting the solutionR2 for not supporting the other solutionConclusionSample Response:The woman is supposed to drive a group of primary school kids to the zoo tomorrow,but she has called the rental agency too late to rent a van. She does not want todisappoint the kids by canceling the trip.Hence, her friend has given her two possible solutions: borrowing a car or taking a bus.I prefer the first solution because it shouldn’t be very difficult to find someone who has cars available andcan drive for the kids as a volunteer for a one day trip only. Besides, primary school kids are really hard to supervise in public transports, especially when they getexcited. Nevertheless, she should still consider taking bus as the last resort lest she fails to find cars and drivers in such a short period of time.Q6. Now listen to a part of a lecture in a psychology class. The professor isdiscussing the mathematical capabilities of babies.Scientists have learnt some interesting things about the intellectual abilities of babies. They say that there is evidence that babies as young as 5 months old cando basic arithmetic - that they can add!Scientists think that babies know that one plus one equals two and not one. The evidence is indirect because obviously you can’t ask a 5-month-old baby to add up some n umbers for you. So they devised an experiment. In this experiment, a baby is shown a doll on a table. Okay, so the baby looks atthe doll then the researcher lowers a screen in front of the doll, so now the doll hidden behind the screen. But the baby has already seen the doll so known it’s there. Then the researcher takes a second doll and very obviously places it behind the screen with the first one. So now you have 2 dolls behind the screen right? Well, No, because what the researchers did was they secretly took away one of the dolls. And then when they raise the screen back up the baby expects to see 2 dolls, but there’s only onethere. And guess what? The baby surprised, it expected 2 but it only sees one. How could the researchers tell that the baby surprised? They recorded the baby’s eye movements on camera and we know that when a baby is surprised by something, a loudnoise or an unexpected flash of light many b e. Its stares at where the noise or lightis coming from and that’s what the babies in the experiment did. They stared cozthe baby knows if you add one doll and one doll, you should have 2 dolls. So whenit sees 1 doll, then it’s stares because it’s surprised.Using the research explained by the professors what the scientists have learnt about the mathematical abilities of babies.Answering the question:State about what the scientists have learnt.Introducing the experimentAccount of the experiment. Pay special attention to transition and signalingwords.ConclusionSample Response:The scientists have learnt that babies as young as 5-month old can do basic arithmetic/simple addition. They have come to this conclusion from researches that explore babies’mathematical abilities.In one experiment, babies were shown a doll on a table and then the doll is blocked by a screen. After that, they watch theresearches put a second doll behind the screen. At that point of time, the babiesexpect to see 2 dolls once the screen is removed. Therefore, when they only see one doll left on the table after the screen is raised up, they started because they were surprised.This research proves that baby knows that one plus one equals two.。
必修一Module 2 Section Ⅰ Introduction & Reading —Pre-reading
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(Ⅰ)Put the sentences in order according to time.
A．Timoteo Apaza helped to pull people out of a bus.
B．Many vehicles had come off the road.
C．Timpteo Apaza volunteers to direct the traffic. D．A man named Timoteo Apaza came off the road one day. E．The death toll has fallen. 答案：1～5 BDACE 返回
答案：1～8 CDBFEAHG 返回
Ⅱ.写出语境中标为黑体短语的汉语意义
1. One thing in particular kept coming back to her. 尤其 2．He happened to pass by there at that time. 3．Please take note of these warning signs. 经过 注意
He was driving a lorry load of bananas是主句。 [尝试翻译] 当正开着装满香蕉的卡车要驶过一个弯 道的时候，他连人带车翻到了300多米深的山崖下 。 返回
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从句，补充说明road的情况；the most dangerous road in the world作主语补足语。 [尝试翻译] 尤其是从拉巴斯通向北边的一条路被
认为是世界上最危险的路 。
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2．Timoteo Apaza is a gentle 46year- man who lives in old
高中英语Unit1ArtSectionⅠ_WarmingUpPre_readingReadingCo
Unit 1ArtSection Ⅰ— Warming Up,Prereading,Reading & prehending课后篇稳固提升一、写作词汇复习Reading局部的词汇,完成以下小对话或语段。
1.—What’s your biggest (目标) in ten years?—Getting a good job in a big city.2.—Tom was late again.—Yeah,it’s (典型的) of him to keep everybody waiting.3.—This method proves to be effective.—Well,I think more and more students will (采用) it soon.4.—Can you pass the examination on the first (尝试)?—Of course.You know,I have been preparing for it for a long time.5.He (预测)that they would save (大量的)water by using the new equipment.But (另一方面),he added,the equipment would cost (大量的钱).二、阅读词汇复习Reading局部的词汇,写出画线局部的汉语意思。
During the Spring Festival,my father and I visited an art gallery 1.,where we saw many paintings and sculptures 2. by worldfamous artists.These works show that people in different ages show different faith3. and ideas in art.For example,painters during the Renaissance 4.tried to paint people and nature as they really were.Besides,rich people during this period wanted to possess 5. their own paintings,so they could decorate their superb 6. palaces and great houses.We have also learned that painters can use different techniques7.;some even draw;画廊 2.雕塑 3.信念 4.文艺复兴时期 5.拥有;具有 6.卓越的;杰出的7.技术8.荒唐的;可笑的三、用方框内所给短语的正确形式填空1.All of us make an attempt to win the English petition.2.He is better now.Don’t worry about him.3.Their research has a drug which can prevent this disease.4.Cathy a princess when she wore the dress.5.The prisoner his guards.6.It’s hard for us to find the way the small village.7.She has valuable information .8.I have seen the film times.So I don’t want to see it.9.My remarks were not you.10.If he doesn’t finishing the task ahead of time,give him more encouragement.四、根据汉语提示完成句子1.The students(非常尊敬) their history teacher.2.The workers worked hard (试图完成这项任务)before July.3.Jack was always(第一个到校的学生).4.I (对她很有信心) and she won’t let me down.5.(没有你的帮助),I would not have passed the examination.6.(巧合的是),John and I both ended up at Yale.7.Teamwork is required in order to(实现这些目标).8.We can’t (拥有)that house if we fail to reach an agreement with them.五、阅读理解A(2021全国Ⅰ高考)You’ve heard that plastic is polluting the oceans —between 4.8 and 12.7 million tonnes enter ocean ecosystems every year.But does one plastic straw or cup really make a difference? Artist Benjamin Von Wong wants you to know that it does.He builds massive sculptures out of plastic garbage,forcing viewers to reexamine their relationship to singleuse plastic products.At the beginning of the year,the artist built a piece called “Strawpocalypse,〞a pair of 10foottall plastic waves,frozen midcrash.Made of 168,000 plastic straws collected from several volunteer beach cleanups,the sculpture made its first appearance at the Estella Place shopping center in Ho Chi Minh City,Vietnam.Just 9% of global plastic waste is recycled.Plastic straws are by no means the biggest source(来源) of plastic pollution,but they’ve recently e under fire because most people don’t need them to drink with and,because of their small size and weight,they cannot be recycled.Every straw that’s part of Von Wong’s artwork likely came from a drink that someone used for only a few minutes.Once the drink is gone,the straw will take centuries to disappear.In a piece from 2021,Von Wong wanted to illustrate(说明) a specificstatistic:Every 60 seconds,a truckload’s worth of plastic enters the ocean.For this work,titled “Truckload of Plastic,〞 Von Wong and a group of volunteers collected more than 10,000 pieces of plastic,which were then tied together to look like they’d been dumped(倾倒) from a truck all at once.Von Wong hopes that his work will also help pressure big panies to reduce their plastic footprint.1.What are Von Wong’s artworks intended for?A.Beautifying the city he lives in.B.Introducing ecofriendly products.C.Drawing public attention to plastic waste.D.Reducing garbage on the beach.,但是塑料吸管或者塑料杯是否也有影响呢?艺术家本杰明用塑料废物做成了艺术作品,引起公众对塑料垃圾的注意。
雅思托福口语精华
雅思托福口语精华雅思口语：part 1<1> jobare you working or studying?can you describe your daily work?are you satisfied with your current job?do you want to change your job?what do you think of your future job?<2> shoppingwhat places do you often go shopping?what things do you often buy?<3> houseworkwho do major housework in your family?do you do housework in your home? what housework do you like to do?what are the changes of status of family members in chinese families?what kind of housework do you think it is the most important?what benefits can we get from the improvement of technology?<4> foodwhat foods do you like or dislike?what food can you cook?what are the differences betweenshavingsmeals at home and going to restaurant?what is your favorite restaurant? why?<5> industrycan you outline the industries in china?what is major industry of china?what technologies is china lack of?<6> animaldo chinese like or dislike animal? why?how to preserve the animals?what animals can people see in china?what is the most famous animal in china?what is the role of animal in china? what should animal be use as?<7> spare timewhat do people do in their spare time? what do you like to do?do you think spare time is important to you? why?<8> moviedo you like watching films?what kind of movies do like?what are the difference between watching films on tv and going to cinema? do you like to see a film alone or with your friends? why?how do think of the future of movie?<9> transportwhat’s your favorite transport?>>what are advantages and disadvantages of the different transports?>>do transports cause pollution?>>how to improve the traffic of cities?<10> childhoodcan you describe your childhood briefly?where do you play? play what?what is the most memorable thing in your childhood?what is your favorite story in your childhood?<11> hometown_here is your hometown? what do you like/dislike your hometown?<12> hobby_hat’s your hobby? why?<13> holiday_hat kinds of legal holidays are there in china?how do you arrange your holidays?what activities do you do to relax in your spare time?<14> festival_hich festival is important for the chinese people?how do chinese celebrate the festivals?<15> family_what do you think of the increase of divorce rate and single-parent household?雅思口语part 2 & part 3<1> tv programdescribe your favorite tv program-what is it? which channel?-when andswheresdo you watch it?-what kind of it? what’s it talk about?and explain why you like it?-what are the differences between day programs and evening programs?-what are the tv program’s effect on the children and the elderly?-what are the differences of tv programs between now and past?-what are the improvements on tv program in china?-what is the situation of cinemas in china?-how do you think that many people buy dvd and watch at home instead of going to the cinema?<2> sports stardescribe a sports star-who she/he is-what sports he/she play-why you like this stardo your friends like him?what are the benefits from sports?do people around you like sports?what sport do they like?do you think it is rational that sportsmen get high salary?can sports star earn money through commercial advertising?what are differences of view on sport between men and women?can you have a talk about the advantages and disadvantages o f beijing’s holding olympic games?<3> successdescribe an important/recent success in your lifewhen /where/what about ithow do you make itwhy it is important for youhow can you get to success?what are the essential conditions /qualifications of success?why people must have a future goal?what is the effect of goal?what is people’s goal nowadays?what is your aim of life?<4> childdescribe a child you are familiar with-his or her name-age, appearance-hobby and explain why you like him/herwhich are happier, children nowadays or the ones 20 years ago?what do you think of adolescent education in china?what are the effects of pressures exerted by teachers and parents?how do think of educational mode of elementary school in china? are there any problems?what is the proper educational mode?what are the improvements in educational mode in china?what do you like to play when you were young, for example, when you were 10?what are the differences between chinese children and foreign children?what are the differences between children nowadays and the ones in the past?what do you think of the problem the problem the parents overindulge their children?<5> frienddescribe your best friend.how you knew each otherhow you became friendshow you spend time togetherexplain why he/she is your best friendwhat is the difference in requirements for making friends between now and in your childhood?what’s the most important thing between friends?is it more difficult to make a bosom friend when one is grown up than before?<6> favorite songdescribe your favorite music/song-name-what it is about-why you like ithow about the music’s development of china?what is the difference between native music and foreign music?<7> toydescribe a toy for children-what it is-who gave you?-why you like itwhat are the differences in toys between now and past?what are the differences of toys between boys like and girls like?what role do toys play in the process of children’s growth?what are the factors that influence adolescent?what are parent’s attitudes toward too early love affairs of their child?what are the differences between children nowadays and the ones in the past?is there any relation between toy and education?<8> parkdescribe your favorite park or garden-where-how often-what kind of people like it-why you like itwhat are the effect of parks on people’s life?what are advantages and disadvantages of private garden?to what the purpose people want to possess a private garden?do you think we need much more parks?is it convenient to go outing?<9> housedescribe your ideal house or department-where it is-outside/inside? surrounding?-why you like itwhere do you live?swheresdo you want to live?do you live in city or countryside? tell about advantages and disadvantages from both areas.do private space become smaller? how to solve/settle it?are there many people live in high buildings and large mansions?what is the difference between old house and modern house? which one do you prefer? why? what is the advantage of the one that you exclude?how do government settle the problem of houses in danger? what’s your opinion?what kind of house is popular?what are the good houses that majority believe?why people like big house?why should we preserve the old building?<10> exciting perioddescribe an exciting period in your life-when is it-what did you do during that time-who are the friends you made in that time-why it is excitingwhat is the legal age of chinese people?what is the purpose of legal age? why?may the legal age change?what can people do when they reach legal age?what do you do when you were at university?what do old people concern about?who would look after them when people get old?when does the early education usually begin in your country? what is the advantage and disadvantage of beginning education at this age? why?<11> four seasonsdescribe the features of four seasons in you country-what the seasons are-features-what people do in each season?-which season you like best?with the alternation of seasons, are there any changes in wearing clothes?what differences are there in architectural style between north and south considering the differences in season and climate?what differences are there in life style between people from south and the ones from north, for instance, beijing and nanjing?is there any change of climate in the past 20 years?what do you think of the environment in the future?what is the cause of disasters? what are effects of disasters? can we solve it?what should government do to prevent disasters? such as flood.what do you think of the climate of china?can you describe the bad weather you met?what is your favorite season? why?which season do chinese like best?what is green house effect?<12> equipmentdescribe a piece of equipment you think it is useful-what it is-how it is used-advantages and disadvantageswill today’s technology/electric ap paratus still be in use (popular) 50 years later?what differences in purposes of use are there between the young and the old?are there any differences in attitudes about technology between men and women? what are those?do the young people nowadays rely/depend too much on technology?how does technology influence people? does it make life better?do you think the development of science and technology would bring people much more convenience? in what aspects does it show? can you imagine what aspect it is?what are the advantages and disadvantages of new technologiy?are there any people around you who don’t accept new technology?<13> tripdescribe a exciting trip you made.when did you take it?.how did you get there? by what transport?.introduce that trip. what did you see there?.who do you with?.explain why you liked it.what transports are available for chinese people’s trip?what is the difference between traveling by single and traveling in a group?what are defects of tourism?why many people come to china? are there any advantages and disadvantages?why many people go abroad for a trip? what are advantages and disadvantages?what your opinion about the prospect of tourism in china?what kind of people go to china for trips? why?<14> book / storydescribe a book/story you read before.name.when.what influence it brings to youwhat kind of libraries do you often go to?what facilities are there in the library?what improvement do you think that we should make?where do you like to read, in the library or at home?do every village and city have librariesdo majority of people read for study or entertainment?do you like reading novels?some writings can be handed down as classics. what requirements do they must fulfill to make these achievements? / what are the preconditions to be classic?what is your ideal library?<15> normal commoditydescribe a normal commodity in chinese family?.what it is.how it is used.advantages and disadvantagesnote: this topic is similar to the “equipment” topicwhat are advantages and disadvantages of high technology?<16> holidaynote: for this topic, you can combine the “holiday” of part 1 and the “trip” topic to answer it.<17>othernote: there are some questions about international relations in part 3.with competition between countries, how to reinforce the cooperation between countries?can you describe one of your country’s success? what are the nativeeffects and international effects of your country’s success?what is your goal of life?what country do you want to go to?雅思口语part1话题：history雅思口语中说道至历史，我们并不陌生，因为几乎每个人从小就自学历史。
雅思托福阅读(一)
The Triumph of UnreasonA.Neoclassical economics is built on the assumption that humans are rational beings who have a clear idea of their best interests and strive to extract maximum benefit (or “utility”, in economist-speak) from any situation. Neoclassical economics assumes that the process of decision-making is rational. But that contradicts growing evidence that decision-making draws on the emotions—even when reason is clearly involved.B.The role of emotions in decisions makes perfect sense. For situations met frequently in the past, such as obtaining food and mates, and confronting or fleeing from threats, the neural mechanisms required to weigh up the pros and cons will have been honed by evolution to produce an optimal outcome. Since emotion is the mechanism by which animals are prodded towards such outcomes, evolutionary and economic theory predict the same practical consequences for utility in these cases. But does this still apply when the ancestral machinery has to respond to the stimuli of urban modernity?C.One of the people who thinks that it does not is George Loewenstein, an economist at Carnegie Mellon University, in Pittsburgh. In particular, he suspects that modern shopping has subverted the decision-making machinery in a way that encourages people to run up debt. To prove the point he has teamed up with two psychologists, Brian Knutson of Stanford University and Drazen Prelec of the Massachusetts Institute of Technology, to look at what happens in the brain when it is deciding what to buy.D.In a study, the three researchers asked 26 volunteers to decide whether to buy a series of products such as a box of chocolates or a DVD of the television show that were flashed on a computer screen one after another. In each round of the task, the researchers first presented the product and then its price, with each step lasting four seconds. In the final stage, which also lasted four seconds, they asked the volunteers to make up their minds. While the volunteers were taking part in the experiment, the researchers scanned their brains using a technique called functional magnetic resonance imaging (fMRI). This measures blood flow and oxygen consumption in the brain, as an indication of its activity.E.The researchers found that different parts of the brain were involved at different stages of the test. The nucleus accumbens was the most active part when a product was being displayed. Moreover, the level of its activity correlated with the reported desirability of the product in question.F.When the price appeared, however, fMRI reported more activityin other parts of the brain. Excessively high prices increased activity in the insular cortex, a brain region linked to expectations of pain, monetary loss and the viewing of upsetting pictures. The researchers also found greater activity in this region of the brain when the subject decided not to purchase an item.G.Price information activated the medial prefrontal cortex, too. This part of the brain is involved in rational calculation. In the experiment its activity seemed to correlate with a volunteer's reaction to both product and price, rather than to price alone. Thus, the sense of a good bargain evoked higher activity levels in the medial prefrontal cortex, and this often preceded a decision to buy.H.People's shopping behaviour therefore seems to have piggy-backed on old neural circuits evolved for anticipation of reward and the avoidance of hazards. What Dr Loewenstein found interesting was the separation of the assessment of the product (which seems to be associated with the nucleus accumbens) from the assessment of its price (associated with the insular cortex), even though the two are then synthesised in the prefrontal cortex. His hypothesis is that rather than weighing the present good against future alternatives, as orthodox economics suggests happens, people actually balance the immediate pleasure of the prospective possession of a product with the immediate pain of paying for it.I.That makes perfect sense as an evolved mechanism for trading. If one useful object is being traded for another (hard cash in modern time), the future utility of what is being given up is embedded in the object being traded. Emotion is as capable of assigning such a value as reason. Buying on credit, though, may be different. The abstract nature of credit cards, coupled with the deferment of payment that they promise, may modulate the “con”side of the calculation in favour of the “pro”.J.Whether it actually does so will be the subject of further experiments that the three researchers are now designing. These will test whether people with distinctly different spending behaviour, such as miserliness and extravagance, experience different amounts of pain in response to prices. They will also assess whether, in the same individuals, buying with credit cards eases the pain compared with paying by cash. If they find that it does, then credit cards may have to join the list of things such as fatty and sugary foods, and recreational drugs, that subvert human instincts in ways that seem pleasurable at the time but can have a long and malign aftertaste.Questions 1-6Do the following statemets reflect the claims of the writer inReading Passage 1?Write your answer in Boxes 1-6 on your answer sheet.TRUE if the statement reflets the claims of the writer FALSE if the statement contradicts the claims of the writerNOT GIVEN if it is possbile to say what the writer thinks about this1. The belief of neoclassical economics does not accord with the increasing evidence that humans make use of the emotions to make decisions.2. Animals are urged by emotion to strive for an optimal outcomes or extract maximum utility from any situation.3. George Loewenstein thinks that modern ways of shopping tend to allow people to accumulate their debts.4. The more active the nucleus accumens was, the stronger the desire of people for the product in question became.5. The prefrontal cortex of the human brain is linked to monetary loss and the viewing of upsetting pictures.6. When the activity in nucleus accumbens was increased by the sense of a good bargain, people tended to purchase coffee. Questions 7-9Choose the appropriate letters A-D and write them in boxes 7-9 on your answe sheet.7. Which of the following statements about orthodox economics is true?A. The process which people make their decisions is rational.B. People have a clear idea of their best interests in any situation.C. Humans make judgement on the basis of reason rather then emotion.D. People weigh the present good against future alternatives in shopping.8. The word “miserliness”in line 3 of Paragraph J means__________.A. people's behavior of buying luxurious goodsB. people's behavior of buying very special itemsC. people's behavior of being very mean in shoppingD. people's behavior of being very generous in shopping9. The three researchers are now designing the future experiments, which testA. whether people with very different spending behaviour experience different amounts of pain in response to products.B. whether buying an item with credit cards eases the pain of the same individuals compared with paying for it by cash.C. whether the abstract nature of credit cards may modulate the “con” side of the calculation in favour of the “pro”.D. whether the credit cards may subvert human instincts in waysthat seem pleasurable but with a terrible effect.Questions 10-13Complete the notes below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 10-13 on your answer sheet.To find what happens in the brain of humans when it is decidingthings to buy, George Loewenstein and his co-researchers did an experiment by using the technique of fMRI. They found that differentparts of the brain were invloved in the process. The activity in 10 was greatly increased with the displaying of certain product. Thegreat activity was found in the insular cortex when 11 and the subject decided not to buy a product. The activity of the medial prefrontal cortex seemed to associate with both 12 informaiton. What interested Dr Loewenstein was the 13 of the assessment of the product and its price in different parts of the brain.Don't wash those fossils!Standard museum practice can wash away DNA.1. Washing, brushing and varnishing fossils-all standard conservation treatments used by many fossil hunters and museum curators alike-vastly reduces the chances of recovering ancient DNA.2. Instead, excavators should be handling at least some of their bounty with gloves, and freezing samples as they are found, dirt andall, concludes a paper in the Proceedings of the National Academyof Sciences today.3. Although many palaeontologists know anecdotally that this isthe best way to up the odds of extracting good DNA, Eva-Maria Geiglof the Jacques Monod Institute in Paris, France, and her colleagueshave now shown just how important conservation practices can be. This information, they say, needs to be hammered home among the peoplewho are actually out in the field digging up bones.4. Geigl and her colleagues looked at 3,200-year-old fossil bones belonging to a single individual of an extinct cattle species, calledan aurochs. The fossils were dug up at a site in France at two different times — either in 1947, and stored in a museum collection,or in 2004, and conserved in sterile conditions at -20 oC.5. The team's attempts to extract DNA from the 1947 bones allfailed. The newly excavated fossils, however, all yielded DNA.6. Because the bones had been buried for the same amount of time, and in the same conditions, the conservation method had to be to blame says Geigl. "As much DNA was degraded in these 57 years as in the 3,200 years before," she says.7. Because many palaeontologists base their work on the shape of fossils alone, their methods of conservation are not designed to preserve DNA, Geigl explains.8. The biggest problem is how they are cleaned. Fossils are often washed together on-site in a large bath, which can allow water and contaminants in the form of contemporary DNA — to permeate into the porous bones. "Not only is the authentic DNA getting washed out, but contamination is getting washed in," says Geigl.9. Most ancient DNA specialists know this already, says Hendrik Poinar, an evolutionary geneticist at McMaster University in Ontario, Canada. But that doesn't mean that best practice has become widespread among those who actually find the fossils.10. Getting hold of fossils that have been preserved with their DNA in mind relies on close relationships between lab-based geneticists and the excavators, says palaeogeneticist Svante P bo of the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. And that only occurs in exceptional cases, he says.11. P bo's team, which has been sequencing Neanderthal DNA, continually faces these problems. "When you want to study ancient human and Neanderthal remains, there's a big issue of contamination with contemporary human DNA," he says.12. This doesn't mean that all museum specimens are fatally flawed, notes P bo. The Neanderthal fossils that were recently sequenced in his own lab, for example, had been part of a museum collection treated in the traditional way. But P bo is keen to see samples of fossils from every major find preserved in line with Geigl's recommendations — just in case.13. Geigl herself believes that, with cooperation between bench and field researchers, preserving fossils properly could open up avenues of discovery that have long been assumed closed.14. Much human cultural development took place in temperate regions. DNA does not survive well in warm environments in the first place, and can vanish when fossils are washed and treated. For this reason, Geigl says, most ancient DNA studies have been done on permafrost samples, such as the woolly mammoth, or on remains sheltered from the elements in cold caves — including cave bear and Neanderthal fossils.15. Better conservation methods, and a focus on fresh fossils, could boost DNA extraction from more delicate specimens, says Geigl.And that could shed more light on the story of human evolution.GlossaryPalaeontologists古生物学家Aurochs欧洲野牛Neanderthal(人类学)尼安德特人，旧石器时代的古人类Permafrost(地理)永冻层Questions 1-6Answer the following questions by using NO MORE THAN THREE WORDS for each answer.1. How did people traditionally treat fossils?2. What suggestions do Geigl and her colleagues give on what should be done when fossils are found?3. What problems may be posed if fossil bones are washed on-site? Name ONE.4. What characteristic do fossil bones have to make them susceptible to be contaminated with contemporary DNA when they are washed?5. What could be better understood when conservation treatments are improved?6. The passage mentioned several animal species studied by researchers. How many of them are mentioned?Questions 7-11Do the following statements agree with the information given in the passage? Please writeTRUE if the statement agrees with the writer FALSE if the statement does not agree with the writerNOT GIVEN if there is no information about this in the passage7. In their paper published in the Proceedings of the National Academy of Sciences , Geigl and her colleagues have shown what conservation practices should be followed to preserve ancient DNA.8. The fossil bones that Geigl and her colleagues studied are all from the same aurochs.9. Geneticists don't have to work on site.10. Only newly excavated fossil bones using new conservation methods suggested by Geigl and her colleagues contain ancient DNA.11. Paabo is still worried about the potential problems caused by treatments of fossils in traditional way.Questions 12-13Complete the following the statements by choosing letter A-D for each answer.12. “This information” in paragraph 3 indicates:[A] It is critical to follow proper practices in preservingancient DNA.[B] The best way of getting good DNA is to handle fossils with gloves.[C] Fossil hunters should wear home-made hammers while digging up bones.[D] Many palaeontologists know how one should do in treating fossils.13. The study conducted by Geigl and her colleagues suggests:[A] the fact that ancient DNA can not be recovered from fossil bones excavated in the past.[B] the correlation between the amount of burying time and that of the recovered DNA.[C] the pace at which DNA degrades. the correlation between conservation practices and degradation of DNA.Why did a promising heart drug fail?Doomed drug highlights complications of meddling with cholesterol.1. The failure of a high-profile cholesterol drug has thrown a spotlight on the complicated machinery that regulates cholesterol levels. But many researchers remain confident that drugs to boost levels of ‘good' cholesterol are still one of the most promising means to combat spiralling heart disease.2. Drug company Pfizer announced on 2 December that it was cancelling all clinical trials of torcetrapib, a drug designed to raise heart-protective high-density lipoproteins (HDLs). In a trial of 15000 patients, a safety board found that more people died or suffered cardiovascular problems after taking the drug plus a cholesterol-lowering statin than those in a control group who took the statin alone.3. The news came as a kick in the teeth to many cardiologists because earlier tests in animals and people suggested it would lower rates of cardiovascular disease. "There have been no red flags to my knowledge," says John Chapman, a specialist in lipoproteins and atherosclerosis at the National Institute for Health and Medical Research (INSERM) in Paris who has also studied torcetrapib. "This cancellation came as a complete shock."4. Torcetrapib is one of the most advanced of a new breed of drugs designed to raise levels of HDLs, which ferry cholesterol out of artery-clogging plaques to the liver for removal from the body. Specifically, torcetrapib blocks a protein called cholesterol ester transfer protein (CETP), which normally transfers the cholesterol from high-density lipoproteins to low density, plaque-promoting ones.Statins, in contrast, mainly work by lowering the ‘bad' low-density lipoproteins.5. Researchers are now trying to work out why and how the drug backfired, something that will not become clear until the clinical details are released by Pfizer. One hint lies in evidence from earlier trials that it slightly raises blood pressure in some patients. It was thought that this mild problem would be offset by the heart benefits of the drug. But it is possible that it actually proved fatal in some patients who already suffered high blood pressure. If blood pressure is the explanation, it would actually be good news for drug developers because it suggests that the problems are specific to this compound. Other prototype drugs that are being developed to block CETP work in a slightly different way and might not suffer the same downfall.6. But it is also possible that the whole idea of blocking CETP is flawed, says Moti Kashyap, who directs atherosclerosis research at the VA Medical Center in Long Beach, California. When HDLs excrete cholesterol in the liver, they actually rely on LDLs for part of this process. So inhibiting CETP, which prevents the transfer of cholesterol from HDL to LDL, might actually cause an abnormal and irreversible accumulation of cholesterol in the body. "You're blocking a physiologic mechanism to eliminate cholesterol and effectively constipating the pathway," says Kashyap.7. Most researchers remain confident that elevating high density lipoproteins levels by one means or another is one of the best routes for helping heart disease patients. But HDLs are complex and not entirely understood. One approved drug, called niacin, is known to both raise HDL and reduce cardiovascular risk but also causes an unpleasant sensation of heat and tingling. Researchers are exploring whether they can bypass this side effect and whether niacin can lower disease risk more than statins alone. Scientists are also working on several other means to bump up high-density lipoproteins by, for example, introducing synthetic HDLs. "The only thing we know is dead in the water is torcetrapib, not the whole idea of raising HDL," says Michael Miller, director of preventive cardiology at the University of Maryland Medical Center, Baltimore.Questions 1-7This passage has 7 paragraphs 1-7.Choose the correct heading for each paragraph from the list of headings below.Write the correct number i-ix in boxes 1-7 on your answer sheet.List of Headingsi. How does torcetrapib work?ii. Contradictory result prior to the current trialiii. One failure may possibly bring about future successiv. The failure doesn't lead to total loss of confidencev. It is the right route to followvi. Why it's stoppedvii. They may combine and theoretically produce ideal result viii. What's wrong with the drugix. It might be wrong at the first placeExample answerParagraph 1 iv1. Paragraph 22. Paragraph 33. Paragraph 44. Paragraph 55. Paragraph 66. Paragraph 7Questions 8-14Match torcetrapib，HDLs，statin and CETP with their functions (Questions 8-14)..Write the correct letter A, B, C or D in boxes 8-13 on your answer sheet.NB You may use any letter more than once.8.It has been administered to over 10,000 subjects in a clinical trial.9.It could help rid human body of cholesterol.10.Researchers are yet to find more about it.11. It was used to reduce the level of cholesterol.12. According to Kashyap, it might lead to unwanted result if it's blocked.13. It produced contradictory results in different trials.14. It could inhibit LDLs.List of choicesA. TorcetrapicB. HDLSC. StatinD. CETP。
提高阅读速度
托福.SAT.雅思.GRE.GMAT.LSAT】通用提高阅读速度【其实看完这你的速度已经提高了】来源：波士的日志TIPS FOR INCREASING READING SPEEDAs our eyes move across the page they make a series of jerky movements. Whene ver they come to rest on a word that is called a fixation. Most people fixate once on each word across a line of print. In order to make our speed increase we must take in more words with each fixation, rather than make our eyes move faster. 1. Try to avoid focusing on every word, but rather look at groups of 2 to 3 words. For instance, this sentence could be grouped in this manner:for instance / this sentence / could be grouped / in this manner '2. Work on vocabulary improvement.Familiarize yourself with new words so you don't get stuck on them when you read them again.3. Read more! 15 minutes a day of reading an average size novel equals 1 8 books a year at an average reading speed!4.Determine your purpose before reading. If you only need main ideas, th en allow yourself to skim the material. Don't feel you must read very wor d.5.Spend a few minutes a day reading at a faster than comfortable rate (a bout 2 to 3 times faster than your normal speed). Use your hand or an inde x card to guide your eyes down the page. Then time yourself reading a few pages at your normal speed. You'll find that often your normal reading speed will increase after your skimming practice.6. If you have poor concentration when reading, practice reading for only 5 - 10 mi nutes at a time and gradually increase this time.7.There are several books on increasing reading speed available in most bookstores. If you are serious about increasing your rate you may want to work systematically through one of these booksSUGGESTIONS FOR IMPROVING READING SPEEDImprovement of Reading RateIt is safe to say that almost anyone can double his speed of reading while maintain ing equal or even higher comprehension. In other words,anyone can improve th e speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fictio n and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on these materials. What makes the difference? There are three main factors i nvolved in improving reading speed: (1) the desire to improve, (2) the wil lingness to try new techniques and (3) the motivation to practice. : Learning to read rapidly and well presupposes that you have the necessary vocabul ary and comprehension skills. When you have advanced on the reading comprehensi on materials to a level at which you can understand college-level materials, you will be ready to speed reading practice in earnest.The Role of Speed in the Reading ProcessUnderstanding the role of speed in the reading process is essential. Research has s hown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been foun d in most cases that an increase in rate has been paralleled by an increase in com prehension, and that where rate has gone down, comprehension has also decrease d.Although there is at present little statistical evidence, it seems that plodding word-b y-word analysis (or word reading) inhibits understanding. There is some reason to b elieve that the factors producing slow reading are also involved in lowered compreh ension. Most adults are able to increase their rate of reading considerably and rathe r quickly without lowering comprehension. These same individuals seldom show an i ncrease in comprehension when they reduce their rate. In other cases,comprehen sion is actually better at higher rates of speed. Such results, of course, are h eavily dependent upon the method used to gain the increased rate. Simply reading more rapidly without actual improvement in basic reading habits usually results in lo wered comprehension.Factors that Reduce Reading RateSome of the facts which reduce reading rate: (a) limited perceptual span i.e., word-by-word reading; (b) slow perceptual reaction time, i.e., slowness of recognition and response to the material; (c) vocalization, including the need to vocalize in order t o achieve comprehension; (d) faulty eye movements, including inaccuracy in placem ent of the page, in return sweep, in rhythm and regularity of movement, etc.; (e) r egression, both habitual and as associated with habits of concentration; (f) faulty ha bits of attention and concentration, beginning with simple inattention during the rea ding act and faulty processes of retention; (g) lack of practice in reading, due simpl y to the fact that the person has read very little and has limited reading interests s o that very little reading is practiced in the daily or weekly schedule; (h) fear of los ing comprehension, causing the person to suppress his rate deliberately in the firm belief that comprehension is improved if he spends more time on the individual wor ds; (i) habitual slow reading, in which the person cannot read faster because he ha s always read slowly, (j) poor evaluation of which aspects are important and which are unimportant; and (k) the effort to remember everything rather than to rememb er selectively.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. Thi s is an entirely different matter from simply speeding up the rate of reading withou t reference to the conditions responsible for the slow rate. In fact, simply speeding the rate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration m ay even destroy confidence in ability to read. The obvious solution then is to increa se rate as a part of a total improvement of the whole reading process. This is a fu nction of special training programs in reading.Basic Conditions for Increased Reading RateA well planned program prepares for maximum increase in rate by establishing the necessary conditions. Four basic conditions include:1. Have your eyes checked. Before embarking on a speed reading program, make sure that any correctable eye defects you may have are taken care of by checking with your eye doctor. Often, very slow reading is related to uncorrected eye defe cts.2.Eliminate the habit of pronouncing words as you read.If you sound out words in your throat or whisper them, you can read slightly only as fast as you ca n read aloud. You should be able to read most materials at least two or three time s faster silently than orally. If you are aware of sounding or "hearing" words as yo u read, try to concentrate on key words and meaningful ideas as you force yourself to read faster.3. Avoid regressing (rereading). The average student reading at 250 words per minute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading speed down to a snail's pace. Usually, it is unnecessary to reread words, for the ideas you want are explained and elaborated more fully in later contexts. Furthermore, the slowest reader usually regresses mos t frequently. Because he reads slowly, his mind has time to wander and his rereadi ng reflects both his inability to concentrate and his lack of confidence in his compre hension skills.4.Develop a wider eye-span.This will help you read more than one word at a glance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units.Rate AdjustmentPoor results are inevitable if the reader attempts to use the same rate indiscriminat ely for a-1 types of material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in readi ng to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.Rate adjustment may be overall adjustment to the article as a whole, or internal ad justment within the article. Overall adjustment establishes the basic rate at which th e total article is read; internal adjustment involves the necessary variations in rate f or each varied part of the material. As an analogy, you plan to take a 100-mile mo untain trip. Since this will be a relatively hard drive with hills, curves, and a mount ain pass, you decide to take three hours for the total trip, averaging about 35 mile s an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while sp eeding up to 50 miles per hour or more on relatively straight and level sections. Th is is your internal rate adjustment. There is no set rate, therefore, which the good reader follows inflexibly in reading a particular selection, even though he has set hi mself an overall rate for the total job.Overall rate adjustment should be based on your reading plan, your readi ng purpose, and the nature and difficulty of the material. The reading plan i tself should specify the general rate to be used. This is based on the total "size up ". It may be helpful to consider examples of how purpose can act to help d etermine the rate to be used. To understand information, skim or scan at a rap id rate. To determine value of material or to read for enjoyment, read rapidly or sl owly according to you feeling. To read analytically, read at a moderate pace t o permit interrelating ideas. The nature and difficulty of the material requ ires an adjustment in rate in conformity with your ability to handle that t ype of material. Obviously, level of difficulty is highly relative to the particular rea der. While Einstein's theories may be extremely difficult to most laymen, they may be very simple and clear to a professor of physics. Hence, the layman and the phy sics professor must make a different rate adjustment in reading the same material. Generally, difficult material will entail a slower rate; simpler material will permit a faster rate.Internal rate adjustment involves selecting differing rates for parts of a given article. In general, decrease speed when you find the following (1) unfamiliar terminology not clear in context. Try to understand it in context at that point; otherwise, read o n and return to it later; (2) difficult sentence and paragraph structure; slow down e nough to enable you to untangle them and get accurate context for the passage;(3) unfamiliar or abstract concepts. Look for applications or examples of you own a s well as studying those of the writer. Take enough time to get them clearly in mi nd; (4) detailed, technical material. This includes complicated directions, statements of difficult principles, materials on which you have scant background; (5) material o n which you want detailed retention.In general, increase speed when you meet the following: (a) simple material with f ew ideas which are new to you; move rapidly over the familiar ones; spend most o f your time on the unfamiliar ideas; (b) unnecessary examples and illustrations. Sinc e these are included to clarify ideas, move over them rapidly when they are not ne eded; (c) detailed explanation and idea elaboration which you do not need, (d) bro ad, generalized ideas and ideas which are restatements of previous ones. These can be readily grasped, even with scan techniques.In keeping your reading attack flexible, adjust your rate sensitivity from article to ar ticle. It is equally important to adjust you rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you.SummaryIn summary, evidence has been cited which seems to indicate a need for and value of a rapid rate of reading, while at the same time indicating the dangers of speed in reading, as such. We have attempted to point out the relationship betw een rate of reading and extent of comprehension, as well as the necessity for adjustment of reading rate, along with whole reading attack, to the t ype of material and the purposes of the reader.Finally, the factors which reduce rate were surveyed as a basis for pointing out tha t increase in rate should come in conjunction with the elimination of these retarding aspects of the reading process and as a part of an overall reading training progra m where increase in rate is carefully prepared for in the training sequence.TIPS FOR IMPROVING YOUR READING SPEEDThe purpose of this section is to teach you how to increase you reading s peed. Shortly we will be adding a section for reading BETTER as opposed to FASTER.We all have a capacity for reading much faster than we typically do. Our reading s peed changes as we go through life. When we are in high school, we go through a bout two hundred words a minute. We get to college and, because we have to rea d faster due to more time constraints and a much greater amount to read, we rea d faster. Most people in college average about 400 words per minute. Then we get out of college, and now we don't have to read so fast. There are no longer time constraints, and we can read slow and easy. We find ourselves dropping back down to about 200 words per minute.Think of reading like you do a muscle, the more you read, the better you get at it, the faster you're going to read. And we have a great capacity for r eading faster. We aren't even scraping the surface of how fast we can read. You s ee, we have 1,000,000,000,000 brain cells. In fact, the inner connections, the synap ses, in our mind are virtually infinite. It has been estimated by a Russian scientist t hat the number of synapses we have would be one followed by 10 million kilomete rs of zeros. Our physical capacity for reading is beyond our comprehension. Our vis ual unit has the capability to take in a full page of text in 1/20 of a second. If we could turn the pages fast enough, our brain could process it faster than our eyes can see it. If we could turn those pages fast enough, our eyes have the capacity t o read a standard book in six to twenty-five seconds depending on the length of the book. We could take in the entire Encyclopedia Britannica in one hour. So readin g 700 - 1,000 words a minute is easily within our reach.The key to improving our speed is to SIGHT READ, and that's what we are going t o show you how to do. We are going to start being pure sight readers. Obstacles get in our way, however. What do we mean by obstacles? Well, these are things t hat impede us from reading faster.REGRESSIONS are the most wasteful. Regressions are going back over words. You can call it back-skipping if you want. You go back over words you previously read. People do it for two reasons. Initially we read it to clarify the meaning of what we're reading. We want to be sure of the words we read as we go along. In our early years in school, when we were first taught - incorrectly - to " read slowly and carefully," it became easy to go back over words.Well, this not only slows you down, it causes you comprehension problem s.For instance, let’s say you have a sentence, "The man jumped over the log." We ll, if you back-skip, you read that passage like this: "The man jumped," "the man . . . jumped. . . over the log," "jumped over the log." So, what your brain is proce ssing, "The man jumped," "the man jumped," "jumped over the log." Our brain is u sed to processing our flaws, so the brain thinks, "OK, I know what this clown is sa ying, "The man jumped over the log." But this takes time to sort out. And it's conf using. Think how much easier it would be if you simply took the sentence in one si ght, "The man jumped over the log." There's no confusion there. Then you move o n to the next phrase. Regressing or back-skipping is the most harmful thing we do to slow our reading speed.Our second obstacle is that we have BAD HABITS that we pick up. Bad h abits manifest themselves in a number of ways. For one, you've got people who have MOTOR habits as they read. These are the people who are tapping a pe ncil when they read, tapping a foot when they read, moving a book, flicking their h and, etc. If they're sitting next to you, they drive you nuts. But they are the peopl e who have to be moving while they read.Some may even move their lips. If they do that, they're kind of edging over into a nother bad habit where we find AUDITORY readers. This is the bad habit that we have that is the hardest to drop. Auditory reading is difficult to beat because we ar e used to reading and hearing the words in our minds. Some people even go so fa r as to mumble the words. You can see their lips moving sometimes, or you can e ven hear a guttural growl as they go through the words.The other obstacle are the FIXATIONS. Fixations are the actual stops or pause s between eye-spans when the eye is moving to its next fixation point. We can't se e while the eye moves so you do need the fixation points to see. The problem is, most people fixate word by word by word. They stop their eyes on each separate word. The fixations slow you down because you are stopping on each word. )The problem that comes up here is this that, like the other obstacles, it impedes co ncentration and comprehension as well. The paradox with reading slowly is tha t it really hurts your concentration.Research has shown a close relation between speed and understanding. In checking progress charts of thousands of individuals taking reading training, its been found t hat in the vast majority of cases, that an increase in speed reading rate has also b een paralleled by an increase in comprehension. The plodding word by word analyz ation actually reduces comprehension.In this day and age, our brains are used to constant stimulation. Television, r adio, even people talking to you, provide constant stimulation. So when we are rea ding along slowly and carefully, it's kind of like watching a movie and we encounter a slow motion scene. The slow motion scene is kind of interesting at first because the movie has been moving along at a rapid clip and now we have a change of p ace. We've got the slow motion scene of the guy getting shot or the couple runnin g across to each other across a field, and the mind initially says, "Oh, this is cool. This is something different." After a while we get a little impatient and we're ready for the guy who got shot to hit the ground, or the couple who are running across the field to finally get to each other. We start thinking about other things..we’ve l ost our focus on the movie.The brain does the same thing when we read. The brain is getting all the stimulation it normally gets, then we hit this patch where you're reading slowly. And boom, the brain says, "I don't like this. I think I'm going to start thi nking about something else." And the reader starts thinking about the date they ha d Saturday night or the date they hope to have Saturday night. And therefore, you' ve got another impediment to comprehending the reading correctly.OK, what do we do? Well, there are several things we are going to do to increase reading speed. First of all. we are going to increase the EYE SPAN. Eye span is th e number of words that you take in as you look at the words. In other words, ifmy eye span is just one word, I am going to move from word to word to word. If my eye span is two words, I am going to move along twice as fast. If my eye sp an is three words, three times as fast. If I am moving along in phrases, I'm flying along pretty good.That's where you increase the rate of eye span. You also want to learn t o work in THOUGHT UNITS. Thought units help you move faster.This is w here you group the words according to context. For instance, let’s say you have, "H e said something." It's easy to put that in a phrase, then you move to the next ph rase. If I had this sentence, "It's safe to say that almost anyone can double his sp eed of reading while maintaining equal or higher comprehension." If I want to read that in phrases, "It's safe to say that almost anyone.......can double his speed........ of reading while maintaining.......equal or even higher comprehension." You move m uch faster that way.So, we are going to increase the number of words we see and we are go ing to group them according to context.One of the key things that we are al so going to work on is RETURN EYE SWEEP.When you get to the end of the se ntence or the end of the line on the written page, if your eye meanders back to th e other side, you have a chance to pick up words. If you're picking up words and you're sight reading, that can be confusing. So you want to dramatically, quickly, fo rcefully, go from the end of one line to the beginning of the next one. Using a fin gertip or pen as a pointer is a great way to quickly and directly to the next line. The other thing that helps us increase our speed is CONFIGURATION. As you re ad faster and faster, you've got to learn to rely on your increased recogni tion of how words are configured, how they look, as you do it.In other w ords, "material" looks different than "response". "Recognition" looks different than "p erceptual". The words have visual configurations. As you learn to read faster an d faster you learn to pick up on the configurations and, as you do better and better, your skills at this improve with practice.So, we are going to have no REGRESSIONS, no VOCALIZATIONS, and incr eased EYE SPAN. T hat's the way to true sight reading. How do we do this? First, we avoid the problem areas. We avoid the limited eye-span by expanding the number of words that we take in. We get rid of regressions and we get rid of the return eye sweep problem by using a pointer. You can use a pen, a pencil, even your finger. That gives you a point of focus for your eyes. It helps you focus on the page, and you move faster because you can dictate how fast you are moving acr oss the page. Your eye will follow your finger, or pen, or pencil.Absolutely stay away from the vocalizations.You have got to be a sight read er. You have got to read fast enough so that you don't have time to hear the wor ds. This way you are comprehending simply with your eyes.You also need to keep in mind that you don't always read at the same sp eed.If you've got a car that will go 120 miles per hour, you're not going to drive that care 120 miles per hour in a shopping center. You'd get killed and get a heck of a ticket. But you may, on a highway when you are passing a car, get it up to a high speed. When you are in that shopping center, you are going to be driving a bout 30 miles per hour.It's the same thing with reading. This is specifically addressed in our Better Re ading section. But you must learn that you speed read in certain areas and there a re other areas that may be particularly dense, that may have something that's parti cularly confusing to you, when you will need to slow down and read in shorter phr ases, smaller groupings of words so that you can comprehend it clearly. It may be a particularly dense passage where each word has great deal of meaning. It may b e even an unusual or specific word.Let's look at what we've got to do to practice it. The big step here is to simply read faster.It sounds like such a simple statement, it almost sounds stupi d. But it's what you have to do. You have to focus on "I'm going to read faster," f irst.Comprehension comes later. Practice reading without a great concern for comprehension. In clinical terms, we call this the comprehension lag. It takes the mind as many as ten to fifteen days to adapt to the new reading rate.You are going to go through periods, practice periods, you can't use on school boo ks, but it's a practice period where you are simply adapting to reading that much f aster. Comprehension lags for a while but when it catches up it makes a stunning difference.A good place to practice this is magazines or newspapers.They have narr ow columns that almost make a perfect thought unit. You can almost go str aight down the column, taking that finger and puttting it in the middle of the colu mn and moving it straight down the page. You will be stunned how soon youwill be able to improve and comprehend what you are reading that way. You find t hat it's quick. It's easy reading.。
高中英语 Unit 1 Great Scientists Section Ⅰ Pre-reading
Section ⅠPrereading (Warming Up & Reading)课前预习自测约翰·斯诺战胜“霍乱王”约翰·斯诺是伦敦一位著名的医生——他的确医术精湛，因而成为照料维多利亚女王的私人医生。
但他一想到要帮助那些得了霍乱的普通百姓时，他就感到很振奋。
霍乱在当时是最致命的疾病，人们既不知道它的病源，也不了解它的治疗方法。
每次暴发霍乱时，就有大批惊恐的老百姓病死。
约翰·斯诺想面对这个挑战，解决这个问题。
他知道，在找到病源之前，霍乱疫情是无法控制的。
斯诺对霍乱致人死地的两种推测都很感兴趣。
一种看法是霍乱病毒在空气中繁殖着，像一股危险的气体到处漂浮，直到找到病毒的受害者为止。
第二种看法是人们在吃饭的时候把这种病毒引入体内的。
病从胃里发作而迅速殃及全身，患者就会很快地死去。
斯诺推测第二种说法是正确的，但是他需要证据。
因此，在1854年伦敦再次暴发霍乱的时候，约翰·斯诺着手准备对此进行调研。
当霍乱在贫民区迅速蔓延的时候，约翰·斯洛就开始收集资料。
他发现特别在两条街道上霍乱流行得很严重，在10天之内就死去了500多人。
他决心要查明其原因。
首先，他在一X地图上标明了所有死者住过的地方。
这提供了一条说明霍乱起因的很有价值的线索。
许多死者是住在宽街的水泵附近(特别是这条街上16、37、38、40号)。
他发现有些住宅(如宽街上20号和21号以及剑桥街上的8号和9号)却无人死亡。
他以前没预料到这种情况，所有他决定深入调查。
他发现，这些人都在剑桥街7号的酒馆里打工，而酒馆为他们免费提供啤酒喝，因此他们没有喝从宽街水泵抽上来的水。
看来水是罪魁祸首。
接下来，约翰·斯诺调查了这两条街的水源情况。
他发现，水是从河里来的，而河水被伦敦排出的脏水污染了。
他马上叫宽街上惊慌失措的老百姓拆掉水泵的把手。
这样，水泵就用不成了。
不久，疫情就开始得到缓解。
雅思口语第一部分常见话题
雅思口语第一部分常见话题朗阁雅思考试研究中心如果把经常出现的Part1话题收集起来进行分析，我们不难发现，雅思口语Part1的问题可以被划分为不同类型。
其中，影响类又是较为常见的一类题目。
雅思口语Part1的话题层出不穷，千变万化，涉及的面也越来越广，难度更是有所增加。
不少学生总是抱怨找不到规律，对于一些难题有时甚至不知道该怎么说，完全找不到思路。
本文中，朗阁雅思考试研究中心口语组的专家将以这类题型为主，为考生们提供答题的思路和技巧。
一、影响类题目概述影响类题目是指题目中出现“effect”“affect”等关键词的题目，如：What are the effects of playing indoor games on children。
按照事物的发展规律，凡事有因必有果，有行为就必有影响，只是影响的好坏大小各不相同。
因此，影响类题目一直是雅思口语考试Part1话题中的热门问题。
而经过一番研究我们会发现，几乎所有Part1的话题都包含影响类的题目。
回答好这类题目，我们有必要将大部分影响类的问题进行归类，并总结出各类影响的答题思路，发现其中的共性和规律，以彻底突破雅思口语Part1影响类话题。
二、影响类题目的分类那么，雅思口语Part1影响类该如何分类呢？笔者认为，影响类话题可以从宏观和微观两个角度进行分类。
从宏观上看，影响类题目可以分为显性影响类题目和隐性影响类题目。
所谓显性影响类话题，是指带有“effect”“affect”等词，可以明显判断出答题方向的题目。
例如，雅思口语Part1中有这样一题——What are the effects of music on people’s life and work, 这就是显性影响类的典型问题。
而所谓隐性影响类话题，是指问题中不带有“effect”“affect”等词，无法直接判断应该从影响角度切入回答的话题。
但是通过一定的转换，我们可以把隐性影响类话题变为显性影响类话题。
托福口语TPO 1解析 (1)
托福真题第一套Q1: Talk about a book you have read that was important to you for some reason. Explain why the book was important to you. Give specific details and examples to explain your answer.解题思路一：重要性来自于书的内容●TS: General Introduction of the book (Name, author, time you read the book)●Give a simple account of the book.●Key Word: Important-Interesting: draws you in.-knowledge you have learnt-enlightenment you have gained●Conclusion: emphasize the IMPORTANCE●Sample Response:3 months ago, I read a book called The Five People You Meet in Heaven written by Mitch Albom. It recounts the life and death of a simple yet dignified old man, Eddie. After dying in a accident trying to save a little girl in an amusement park, Eddie finds himself in heaven where he encounters five people who have significantly affected his life. The 5 lessons Eddie learnt about brotherhood, sacrifice, forgiveness, love and purpose of life have also enlightened me. That book changed my attitude towards life and death. It taught me to cherish life more than ever.解题思路二：重要性来自于书的意义●TS: General Introduction of the book (Name of the book, how/where did you get the book) ●Give a simple account of the process of getting the book.●Key Word: Important-It was a souvenir given by an important person-It was very difficult to get the book . Limited edition)-You got the book from a special event as a reward.●Conclusion: emphasize the IMPORTANCE●Sample ResponseOn my book shelf, there is a hard-covered book-Hamlet-that I have been treasured for years.It was given to me as a reward for my progress in Language Arts course by my high school English teacher Mr Cave. In my 10th grade, I developed a special interest in classical literature. I was crazy about Shakespeare’s play despite my weak English foundation/the lack of English proficiency. Over the 2 years, I have studied hard and improved my Language Arts’ grade from a C to an A. Therefore, my Mr Cave gave me this book in my graduation day and told me to keep my interest in classical literature. This book is very significant to me because it has become the motivation for my pursuit in English Literature in University.Q2. Some people believe that TV has had a positive influence on society. Others believe it has had a negative influence on the society. Which do you agree with and why. Use details and examples to explain your opinion.解题思路一: Positive Influence●TS: State your stand●R1:Positive influence: focus on the main function of TV:-dissemination of information and knowledge-entertainment●R2:Negative influence (just mention)●Conclusion●Sample Response:This is indeed a controversial issue. Form my point of view; TV has far more pros than cons. Firstly, television has long been regarded as a tool to disseminate in formation and knowledge. People watch news on TV to know about what’s happening in the country and the world. Children watch Animal World or National Geography to gain more knowledge. At the same time, TV is also the most prevalent and effective device to entertain the masses.Although there’s no denying that TV sometimes delivers negative information to people, the public or government censorship can ensure the quality of our TV programs today. Therefore, generally speaking, TV has had a positive influence on society.解题思路二: Negative Influence●TS: State your stand●R1:Positive influence (just mention)●R2:Negative influence-Lack of censorship✍bad TV program✍influence social ideology-Make people lazy/unhealthy●Conclusion●Sample Response:In my opinion, unfortunately, television has had much more negative influence on society than positive ones. Despite the fact that TV has kept us entertained, there are many negative elements that have infiltrated into our daily life via TV. For example, the modern Cinderella stories have created many money-worshiping young ladies who dream to marry rich guys and enjoy all the luxuries in the world. Uncensored TV programme with violent and sexual content can misguide teenagers who are very susceptible to those detrimental influences. Besides, long time watching TV will negatively affect our eyesight and health. It has become the contributing factor for many illnesses like obesity, especially in the more developed countries.Q3 Intro: Centerville College is planning to purchase a sculpture for its campus. A student wrote a letter to the school newspaper to oppose the plan.The instruction before you read the passage is important since it gives you an overview of what the passage is about.The passageLetter in the Centerville College NewsThe administration has announced plans to acquire a new sculpture for campus. We should all oppose this plan. The university’s poor financial condition led it to increase the price for campus housing and tuition by 15% this year. Surely then it is in no financial position to purchase such an expensive sculpture. Moreover, just look at the sculpture: several 60-foot long steel plates, jutting out of the earth at odd angels! It’s so large. It’ll take up all the green space in front of the campus center! This is public space that should be reserved for student to use.The conversation:M: Did you see Paul’s letter in the paper about the new sculpture?W: Yeah, but it was totally unconvincing. His reasons for opposing the plan are just totally off. I’m glad we will finally have some nice art on campus. I’d like to shake the donor’s hand and say ‘thank you’!M: What do you mean ‘the donor’?W: You didn’t know? An anonymous donor is paying the bill for most of the sculpture.M: Not the university?W: No. His assumptions about wh o’s paying for, they are all wrong.M: Still, I wonder if he has a point about the space it’ll take up.W: Well, you know why Paul is upset. He and his friends are always there on the lawn right where the sculpture will be, kicking around a soccer ball. T hey’ll just have to use another part of the campus to play.M: Oh, so he just doesn’t want to have to move.W: Yeah. For him, its sculpture verses convenience.Explain why the woman disagrees with the reasons expressed in the letter.Preparation Steps: 4:6Step 1: Read the letter and take note of the main ideas. Omit redundant details such as numbers and people’s name. (Those may be important in Listening section). Try to form pictures in your mind to help you memorize the content of the letter. . The 2nd reason: imagine一群本来在草地上踢球的学生很无奈的看着一个从天而降的巨大雕塑把他们的草坪占据了…)Step 2: Identify how many reasons and disagreements there are in the letter and conversation. Pay special attention to signaling words/sentences because they give you an idea about how many points you must include. . ‘Moreover’ in the letter.)Step 3: Take notes on paper while listening to the conversation. Fast and clear. Don’t expect tofully spell out all the words you’ve heard. Just use your own spelling so that you can pronounce the word. If you didn’t manage to take down some words that you think are important, don’t try to recall, move on and listen to the rest of the conversation. 千万不要为了捡芝麻而丢了西瓜！Step 4: Organize your thoughts in the 30 seconds to make a mental outline of how to answer the question. Try to rephrase the words or sentences in the letter and the conversation.Answering the question:●Reason1 in the letter.●Disagreement 1 in the conversation●Signal words/sentence for transaction●Reason2 in the letter.●Disagreement 2 in the conversation●ConclusionSample Response:The first reason given by Paul (if you can’t remember the name, you can just omit this) in the letter against the purchasing of the new sculpture is that he assumes the financial difficulties faced by the university makes the sculpture too costly to buy.However,the woman disagrees because most of the price of the sculpture is paid by a donor. Hence the university will only bear a small sum of money.Besides,Paul also suggests that the huge sculpture will occupy the space in the campus which is supposed to be reserved for students’ activities. The woman dismissed this point because she knows that Paul is just reluctant to find another place to play soccer with his friends if the lawn they used to play on is occupied by the sculpture.Further more, the woman thinks that the sculpture is a nice art that can actually make the campus prettier.Q4:PassageGroup thinkOne process by which groups may make bad or irrational decisions is know as group think. Individual members of a group attempt to conform their opinions to what they believe to be the group consensus even though the result may be negative. There are many reasons why groupthink happens. These include the desire to be liked, fear of losing a job, or even not wanting to be the one employee delaying a decision that seems inevitable. These kinds of implicit pressures to conform lead group members to ultimately make decision that each, by himself or herself, might normally not make.LectureSo, let me tell you about my own experience with this when I was working for a computer company a couple of years ago. One day a coworker and I suggested that we should give our computer a design make-over, make them look more up-to-date. Market research was showing that new customers said they would be more interested in buying our computers if they looked cooler. Our technology was advance, but the outside design looked really old-fashioned. At first, more than half of the group supported us. There were a few senior mangers they are though who didn’t support the design change.’One of the senior manager said, ‘Our focus has always been on technology. Changing the look is unnecessary cost.Almost immediately, some of our supporters changed their minds. Even my coworker changed his mind.When I asked him why after the meeting, he told me he didn’t want to make a bad impression on the senior managers. He thought that disagreeing with them might jeopardize his chances of getting a promotion, by not looking like a team player. ‘What about me?’ ‘Ehm…I hate to admit it but after a few hours of discussion I started wondering if it worth everybody’s time to argue about this. As more people sided with senior management I started to feel that I was the only one holding-up the vote. Everyone else seems to think change was unnecessary so I voted against my own idea in the end. So we unanimously decided to stay with the current old-looking design, but this decision ended up costing us a lot of money.That same year, our competitor came out with a new design that attracted some of our customers and prevented us from profiting on potential new customers.Explain group think and its effects using the example of the computer company.PreparationStep 1: Read the passage and take note of the main ideas. Omit elaborations on details such as examples.Step 2: Pay special attention to technical terms and explanations. If can’t quite understand, try to guess first and wait for more illustration in the lecture later on.Step 3: Picture a short skit in your mind when you listen to the lecture/story told by the professor. Step 4: Listen to similarities between the lecture and the passage you’ve read just now, especiallythe examples given to prove a point. . the answers given by t he professor’s coworker when the professor asked him for the reasons for his changing of mind)Step 5: Take notes. Make sure that if you know the professor is going to recount a story, you should have the story recorded in chronological order. Outline of the story must be clear. Pay attention to signaling words.Step 6: Organize your thought in the 30 seconds to make a mental outline of how to answer the question. Try to rephrase the words or sentences in the letter and the conversation.Answering the question:●Definition of group think●Example of the computer company●Link the example to the effect about group thinkSample Response:Group think means that the individuals in a group all agree about something which may not be correct. They are under pressure to conform and make irrational decisions that they seldom make alone.The professor gives an example of him working in a computer company years ago. At first, his coworker and he suggested a proposal to up-grade the outlook of their product. The supporters changed their minds as soon as they realize that the senior managers did not like the plan.His partner also gave up the original thought because he was afraid that if he insisted, he will leave bad impression on others. Despite the consensus we had reached about the proposal, our ultimate product was a failure. Therefore group think sometimes will results in negative results.Q5. Conversation between 2 studentsM: Hey Marry! How’s your volunteer work going? You still involved in the after school programme with the elementary school kids?W: Yeah, but I’ve got a problem. I am supposed to be driving a bunch of them to the zoo tomorrow, and I am supposed to rent a van for the trip, but I waited too long to call the rental agency to reserve one and now it turns out they don’t have any van available for tomorrow. I don’t know what to do. These kids will be really disappointed if their trip gets canceled.M: Hmm…well doesn’t one of your friends on campus have a car? I mean couldn’t you b orrow it for the day?W: Yeah, probably, but I need to borrow 2 cars or there wouldn’t be enough space for all the kids. That’s why I was going to rent the van and then I need to find somebody else to drive too. I can’t drive 2 cars by myself.M: Yeah, that’s true. Well, I’m sure you can probably find a volunteer or if you want to save of the trouble of hunting down the second driver, what about public transportation?Check the bus schedule. I guess there’s a bus lane that goes right pass the zoo.W: Yeah, that’s possibility, but I don’t know. It might be a real challenge supervising the kids on the bus. Sometimes they are handful when they get excited. It’s an option though.The speaker discussed 2 possible solutions to the woman’s problem. Briefly summarize the problem. Then state which solution you recommend and explain why.●This question involves a difficult choice to make. Most of the times, both solutions seemfeasible. You can choose either one you are more comfortable with elaborating on.●Base on the potential problems related to the 2 solutions to think about more pros and cons ofeach solution.Answering the question:●Talk about the problem.●Introduce all solutions.●Choose one solution●R1 for supporting the solution●R2 for not supporting the other solution●ConclusionSample Response:The woman is supposed to drive a group of primary school kids to the zoo tomorrow, but she has called the rental agency too late to rent a van. She does not want to disappoint the kids by canceling the trip.Hence, her friend has given her two possible solutions: borrowing a car or taking a bus.I prefer the first solution because it shouldn’t be very difficult to find someone who has cars available and can drive for the kids as a volunteer for a one day trip only. Besides, primary school kids are really hard to supervise in public transports, especially when they get excited. Nevertheless, she should still consider taking bus as the last resort lest she fails to find cars and drivers in such a short period of time.Q6. Now listen to a part of a lecture in a psychology class. The professor is discussing the mathematical capabilities of babies.Scientists have learnt some interesting things about the intellectual abilities of babies. They say that there is evidence that babies as young as 5 months old can do basic arithmetic - that they can add!Scientists think that babies know that one plus one equals two and not one. The evidence is indirect because obviously you can’t ask a 5-month-old baby to add up some numbers for you. So they devised an experiment. In this experiment, a baby is shown a doll on a table. Okay, so the baby looks at the doll then the researcher lowers a screen in front of the doll, so now the doll hidden behind the screen. But the baby has already seen the doll so known it’s there. Then the researcher takes a second doll and very obviously places it behind the screen with the first one. So now you have 2 dolls behind the screen right? Well, No, because what the researchers did was they secretly took away one of the dolls. And then when they raise the screen back up the baby expects to see 2 dolls, but there’s only one there. And guess what? The baby surprised, it expected 2 but it only sees one. How could the researchers tell that the baby surprised? They recorded the baby’s eye movements on camera and we know that when a baby is surprised by something, a loud noise or an unexpected flash of light many be. Its stares at where the noise or light is coming from and that’s what the babies in the experiment did. They stared coz the baby knows if you add one doll and one doll, you should have 2 dolls. So when it sees 1 doll, then it’s stares because it’s surprised.Using the research explained by the professors what the scientists have learnt about the mathematical abilities of babies.Answering the question:●State about what the scientists have learnt.●Introducing the experiment●Account of the experiment. Pay special attention to transition and signaling words.●ConclusionSample Response:The scientists have learnt that babies as young as 5-month old can do basic arithmetic/simple addition. They have come to this conclusion from researches that explore babies’ mathematical abilities. In one experiment, babies were shown a doll on a table and then the doll is blocked by a screen. After that, they watch the researches put a second doll behind the screen. At that point of time, the babies expect to see 2 dolls once the screen is removed. Therefore, when they only see one doll left on the table after the screen is raised up, they started because they were surprised. This research proves that baby knows that one plus one equals two.。
环球雅思讲义 托福口语第一题 模板例题总结PPT课件
❖46题: what are the important qualities of a good son or daughter? Have these qualities changed or remained the same over the time in your culture? ❖( filial piety, listening to their advice, respect them, obedience) ❖103题 what is the most important characteristic that a person can have to be successful in life? ❖( honesty, intelligence, a sense of humor) ❖62题: what do you want most in a friend—someone who is intelligent, someone who has a sense of humor, or someone who is reliable? Which one of these characteristics is most important to you?
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•Supporting details:
•内在人格魅力： •1. Humorous jokes interesting •2. passionate fascinated •3. knowledgeable-skills and strategies •4. kind-hearted help
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❖× 表示“错误”、“失误”和“坏”的概念 ❖√表示“对的”、“好的”、“积极的” ❖表示“上升”、“发展”、“增加”、“加强”、“上
新托福阅读TPO1PDF版
新托福阅读TPO1PDF版TPO 01Paragraph 1:1. Which of the following can be inferred from paragraph 1 about the ground that we walk on?It cannot hold rainwater for long periods of time.It prevents most groundwater from circulating.It has the capacity to store large amounts of water.It absorbs most of the water it contains fromrivers.2. The word “incredible” in the passage is closest in meaning toConfusing Comforting Unbelievable Interesting Paragraph 2:3. The word “out of sight” in the passage is closest in meaning toFar away HiddenPartly visible Discovered4. According to paragraph 2, where is groundwater usually found?Inside pieces of sand and gravel On top of beds of rockIn fast rivers that are flowing beneath the soilIn spaces between pieces of sediment 5. The phrase “glacial outwash” in the passage refers toFast rivers GlaciersThe huge volumes of water created by glacial meltingGROUNDWATERGroundwater is the word used to describe water that saturates the ground,filling all the available spaces. By far the most abundant type of groundwater is meteoric water; this is the groundwater that circulates as part of the water cycle.Ordinary meteoric water is water that has soaked into the ground from the surface,from precipitation (rain and snow) and from lakes and streams. There it remains,sometimes for long periods, before emerging at the surface again. At first thought it seems incredible that there can be enough space in the “solid” ground underfoot to hold all this water.The necessary space is there, however,in many forms. The commonest spaces are those among the particles—sand grains and tiny pebbles—of loose, unconsolidated sand and gravel. Beds of this material, out of sight beneath the soil, are common. They are found wherever fast rivers carrying loads of coarse sediment once flowed. For example,as the great ice sheets that covered North America during the last ice age steadily melted away, huge volumes of water flowed outwash, that was slowed down.The same thing happens to this day,though on a smaller scale, wherever a sediment-laden river or stream emerges from a mountain valley onto relatively flat land, dropping its load as the current slows:the water usually spreads out fanwise,Paragraph 3:6. All of the following are mentioned in paragraph 3 as places that sediment-laden rivers can deposit their sediments EXCEPTA mountain valley Flat land A lake floor The seafloorParagraph 4:7. The word “overlie” in the passag e is closest in meaning toCover Change Separate Surround Paragraph 5:8. The phrase “so much for” in the passage is closest in meaning toThat is enough about Now let us turn to Of greater concern are This is related to 9. The word “plugged” in the passag e is closet in meaning toWashed Dragged Filled upSoaked throughParagraph 6:Paragraph 7:10. According to paragraphs 6 and 7, why isa also dropped where a river slows on entering a lake or the sea, the deposited sediments are on a lake floor or the seafloor at first, but will be located inland at some future date,when the sea level falls or the land rises;such beds are sometimes thousands of meters thick.In lowland country almost any spot on the ground may overlie what was once the bed of a river that has since become buried by soil; if they are now below the water’s upper surface (the water table), the gravels and sands of the former riverbed, and its sandbars, will be saturated with groundwater.So much for unconsolidated sediments.Consolidated (or cemented) sediments, too,contain millions of minute water-holding pores. This is because the gaps among the original grains are often not totally plugged with cementing chemicals; also, parts of the original grains may become dissolved by percolating groundwater, either while consolidation is taking place or at anytime afterwards. The result is that sandstone, for example, can be as porous as the loose sand from which it was formed.Thus a proportion of the total volume of any sediment, loose or cemented, consists of empty space. Most crystalline rocks are much more solid; a common exception is basalt, a form of solidified volcanic lava,which is sometimes full of tiny bubbles that make it very porous.The proportion of empty space in aIt has a low proportion of empty space. It is highly permeable.11. What is the main purpose of paragraph 7?depends on pore size. If the pores are large,the water in them will exist as drops too heavy for surface tension to hold, and it will drain away; but if the pores are small enough, the water in them will exist as thin films, too light to overcome the force of surface tension holding them in place; thenthe water will be firmly held.Muchof the waterin a sample of water-saturated sediment or rock will drain from it if the sample is put in a suitable dry place. But some will remain, clinging to all solid surfaces. It is held there by the force of surface tension without which water would drain instantly from any wet surface,leaving it totally dry. The total volume of water in the saturated sample must therefore13. Look at the four squares [ ] that indicate the passage.away?Where would the sentence best fit? Click on a square to add the sentence to the passage.14. Directions: An introductory sentence for a brief summary of the passage is provided below.Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.This question is worth 2points.Much of the ground is actually saturated with water.Answer choicesSediments that hold water were spread by glaciers and are still spread by rivers and streams.Water is stored underground in beds of loose sand and gravel or in cemented sediment.The size of a saturated rock’s pores determines how much water it will retain when the rock is put in a dry place.Groundwater often remains underground for a long time before it emerges again.Like sandstone, basalt is a crystalline rock that is very porous.Beds of unconsolidated sediments are typically located at inland sites that were once underwater.be thought of as consisting of water that can,====================================== ========================================= ======Paragraph 1:1. The word “championed” in the passageTHE ORIGINS OF THEATER In seeking to describe the origins of theater, one must rely primarily onis closest in meaning toChanged Debated CreatedSupported2. The word “attributes” in the passage isclosest in meaning toAscribesLeaves LimitsContrasts 3. According to paragraph 1, theories of theorigins of theaterAre mainly hypotheticalAre well supported by factual evidenceHave rarely been agreed upon by anthropologistsWere expressed in the early stages of theater’sdevelopment4. According to paragraph 1, why did some societies develop and repeat ceremonial actions?5. The word “this” in the passage refers to6. The word “autonomous” in the passageis closest in meaning toArtisticspeculation, since there is little concrete evidence on which to draw. The most widely accepted theory, championed by anthropologists in the late nineteenth and early twentieth centuries, envisions theater as emerging out of myth and ritual. The process perceived by these anthropologists may be summarized briefly. During the early stages of its development, a society becomes aware of forces that appear to influence or control its food supply and well-being. Having little understanding of natural causes, it attributes both desirable and undesirable occurrences to supernatural or magicalforces, and it searches for means to win the favor of these forces. Perceiving an apparent connection between certain actions performed by the group and the result it desires, the group repeats, refines and formalizes those actions into fixed ceremonies, or rituals.around a ritual. Frequently the myths include representatives of those supernatural forces that the rites celebrate or hope toinfluence.Performers may wear costumes and masks to represent the mythical characters or supernatural forces in the rituals or in accompanying celebrations.As a people becomes more sophisticated,its conceptions of supernatural forces and causal relationships may change. As a result, it may abandon or modify some rites. But the myths that have grown up around the rites may continue as part of the group’s oral tradition and may even come to be acted out under conditions divorced from these rites. When this occurs, the first step has been taken toward theater as an autonomous activity,and thereafter entertainment and ImportantIndependentEstablished7. According to paragraph 2, what may cause societies to abandon certain rites?Emphasizing theater as entertainmentDeveloping a new understanding of why events occur.Finding a more sophisticated way of representing mythical charactersMoving from a primarily oral tradition to a more written traditionParagraph 5:8. All of following are mentioned in paragraph 5 as possible reasons that led societies to develop theater EXCEPT: Theater allows people to face that they are afraid of.Theater gives an opportunity to imagine a better reality.Theater is a way to enjoy imitating other people.aesthetic values may gradually replace the former mystical and socially efficacious concerns.Although origin in ritual has long been the most popular, itis by no means the only theory about how the theater came into being. Storytelling has been proposed as one alternative. Under this theory, relating and listening to stories are seen as fundamental human pleasures. Thus, the recalling of an event (a hunt, battle, or other feat) is elaborated through the narrator’s pantomime and impersonation and eventually through each role being assumed by a different person.A closely related theory sees theater as evolving out of dances that are primarily pantomimic, rhythmical or gymnastic, or from imitations of animal noises and sounds. Admiration for the performer’s skill, vi rtuosity, and grace are seen as motivation for elaborating the activities into fully realized theatrical performances.In addition to exploring the possible antecedents of theater, scholars have also theorized about the motives that led people to develop theater. Why did theater develop, and why was it valued after it ceased to fulfill the function of ritual? Most answers fall back on the theories about the human mind and basic human needs. One, set forth by Aristotle in the fourth century B.C., sees humans as naturally imitative—as taking pleasure in imitating persons, things, and actions and in seeing such imitations. Another, advanced in the twentieth century, suggests that humans have a gift for fantasy, through which they seek to9. Which of the following best describes the organization of paragraph 5?The author presents two theories for a historical phenomenon.The author argues against theories expressed earlier in the passage.The author argues for replacing older theories with a new one.The author points out problems with two popular theories.Paragraph 6:10 The word “penchant” in the passage is closest in meaning toCompromiseInclinationTraditionRespect11 Why does the author mention “comedy”?To give an example of early types of theaterTo explain how theater helps a society respond to threats to its welfareTo help explain why detachment is needed for the development of theaterTo show how theatrical performers become detached from other members of society.12 Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.life. Thus, fantasy or fiction (of which drama is one form) permits people to objectify their anxieties and fears, confront them, and fulfill their hopes in fiction if not fact. The theater, then, is one tool whereby people define and understand their world or escape from unpleasant realities.But neither the human imitative instinct nor a penchant for fantasy by itself leads to an autonomous theater. Therefore, additional explanations are needed. One necessary condition seems to be a somewhat detached view of human problems. For example, one sign of this condition is the appearance of the comic vision, since comedy requires sufficient detachment to view some deviations from social norms as ridiculous rather than as serious threats to the welfare of the entire group. Another condition that contributes to the development of autonomous theater is the emergence of the aesthetic sense. For example, some early societies ceased to consider certain rites essential to their well-being and abandoned them, nevertheless, they retained as parts of their oral tradition the myths that had grown up around the rites and admired them for their artistic qualities rather than for their religious usefulness.A society’s rites were more likely to be retained in the oral tradition if its myths were admired for artistic qualities.The artistic quality of a myth was sometimes an essential reason for a society toabandon it from the oral tradition.Some early societies stopped using myths in their religious practices when rites ceased to be seen as useful for social well-being.Myths sometimes survived in a soc iety’s tradition because of their artistic qualities even Paragraph 3:13 Look at the four squares [ ] that indicate where the following sentence could be added to the passage.To enhance their listener’s enjoyment,storytellers continually make their stores more engaging and memorable.Where would the sentence best fit? Click on a square to add the sentence to the passage.14Anthropologists have developed many theories to help understand why and how theater originated.Answer choicesThe presence of theater in almost all societies is thought to have occurred because early story tellers traveled to different groups to tell their stores.Many theorists believe that theater arises societies act out myths to preserve social well-being.The more sophisticated societies became,the better they could influence desirable occurrences through ritualized theater.Some theories of theater development focus on how theater was used by group leadersAlthough origin in ritual has long been the most popular, it is by no means the only theory about how the theater came into being. Storytelling has been proposed as one alternative. Under this theory, relating and listening to stories are seen as fundamental human pleasures. Thus, the recalling of an event (a hunt, battle, or othe r feat) is elaborated through the narrator’s pantomime and impersonation and eventually through each role being assumed by a different person.to group leaders govern other members of society.Theater may have come from pleasure humans receive from storytelling and moving rhythmically.The human capacities for imitation andfantasy are considered possible reasons why societies develop theater.====================================== ========================================= =======Paragraph 11. The word “dramatic” in the passage is closest in meaning toGradual Complex VisibleStriking 2. Where is the lower timberline mentioned in paragraph 1 likely to be found?In an area that has little water In an area that has little sunlight Above a transition areaOn a mountain that has on upper timberline.3. Which of the following can be inferred from paragraph 1 about both the upper and lower timberlines? Both are treeless zonesBoth mark forest boundaries.Both are surrounded by desert areas. Both suffer from a lack of moisture.Paragraph 24. Paragraph 2 supports which of the following statements about deciduous trees?They cannot grow in cold climates.They do not exist at the upper timberline. They are less likely than evergreens to survive at the upper timberline.They do not require as much moisture asTIMBERLINE VEGETATIONON MOUNTAINSThe transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and arereplaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.The upper timberline, like the snow line, is highest in the tropics and lowest in the Polar Regions. It ranges from sea level in the Polar Regions to 4,500meters in the dry subtropics and 3,500-4,500 meters in the moist tropics.Timberline trees are normally evergreens, suggesting that these have some advantage over deciduous trees (those that lose their leaves) in the extreme environments of the upper timberline. There are some areas,however, where broadleaf deciduous trees form the timberline. Species of birch, for example, may occur at the timberline in parts of the Himalayas.evergreens do.Paragraph 35. The word attain in the passage is closest in meaning torequire resist achieveendure6. The word they in the passage refers to valleys trees heightsridges7. The word prone in the passage is closest in meaning toadapted likely difficult resistant8. According to paragraph 3, which of the and upper latitudes? Tree growth is negatively affected by the snow cover in valleys.Tree growth is greater in valleys than on ridges.Tree growth on ridges is not affected by high-velocity winds.Tree growth lasts longer in those latitudes than it does in the tropics.Paragraph 49. Which of the sentences below best express the essential information in the highlighted sentence in the passage? In correct choices change the meaning in important ways or leave out essential information.Because of their deformed shapes at high altitudes, trees are not likely to be seriously harmed by the strong winds typical of thoseAt the upper timberline the trees begin to become twisted and deformed.This is particularly true for trees in the middle and upper latitudes, which tend to attain greater heights on ridges, whereas in the tropics the trees reach their greater heights in the valleys. This is because middle- and upper- latitude timberlines are strongly influenced by the duration appear to be more favorable because they are less prone to dry out, they have less frost, and they have deeper soils.There is still no universally agreed-on explanation for why there should be such a dramatic cessation of tree growth at the upper timberline.Various environmental factors may play a role. Too much snow, for example, can smother trees, and avalanches and snow creep can damage or destroy te-lying snow reduces the effective growing season to the point where seedlings cannot establishthemselves.Wind velocity also increases with altitude and may cause serious stress for trees, as is made evident by the deformed shapes at high altitudes. Some scientists have proposed that the presence of increasing levels of ultraviolet light with elevation may play a role, while browsing and grazing animals like the ibex may be another contributing factor.Probably the most important environmental factor is temperature, for if the growing season is too short and temperatures are too low, tree shoots and buds cannot mature sufficiently toaltitudes.As altitude increases, the velocity ofwinds increase, leading to a serious decrease inthe number of trees found at high altitudes.The deformed shapes of trees at highaltitudes show that wind velocity, whichincrease with altitude, can cause serioushardship for trees.Increased wind velocity at high altitudesdeforms the shapes of trees, and this may causeserious stress for trees.10. In paragraph 4, what is the author’smain purpose in the discussion of the dramaticcessation of tree growth at the upper timberline?Above the tree line there is a zonethat is generally called alpine tundra.Immediately adjacent to the timberline,the tundra consists of a fairly completecover of low-lying shrubs, herbs, andgrasses, while higher up the number anddiversity of species decrease until there ismuch bare ground with occasionalindicate where the following sentence could be added to the passage.This explains how, for example, alpine cushion plants have been found growing at an altitude of 6,180 meters.Where would the sentence best fit? Click on a square to add the sentence to the passage.13.At the timberline, whether upper or lower, there is a profound change in the growth of trees and other plants.Answer choicesBirch is one of the few species of tree that can survive in the extreme environments of the upper timberline.There is no agreement among scientists as to exactly why plant growth is sharply different above and below the upper timberline.The temperature at the upper timberline is probably more important in preventing tree growth than factors such as the amount of snowfall or the force of winds.The geographical location of an upper timberline has an impact on both the types of trees found there and their physical characteristics.High levels of ultraviolet light most likely play a greater role in determining tree growth at the upper timberline than do grazing animals such as the ibex.Despite being adjacent to the timberline, the alpine tundrais an area where certain kinds of low trees can endure high winds and very low temperatures.mosses and lichens and some prostrate cushion plants. Some plants can even survive in favorable microhabitats above the snow line. The highest plants in the world occur at around 6,100 meters on Makalu in the Himalayas. At this great height, rocks, warmed by the sun, melt small snowdrifts.。
IELTSreadingunit1education
UNIT ONE
Video
•Education begins a gentleman, conversation completes him.
君子开始形成于教育，而完成于交际。
What sculpture is to a block of marble, education is to the soul.
• stipulate
You may refer to the table on p9, and how you get the meaning.
•
Read for details on p5.
the main idea of the passage on p6.
Summarize the overall structure/outline of the text on p8.
assess/ assessment 评价
creative teaching 创新性教学
• 1. Read it one by one and match on p 4. • (How you get your answers) • 2. Find the following words and guess their
授人以鱼，不如授人以渔。
Education over the past 100 years
--talk about the pictures below
classroom arrangement 教室布置
religious education 宗教教育
•
corporal punishment 体罚
教育之于心灵，犹雕刻之于大理石。
•Instruction knows no class distinction.
Unit1__Pre—reading,Reading__and__Comprehending参考教案
Unit1 Pre—reading，Reading and Comprehending参考教案Teaching objectives:1．abilitya.Further train Ss to predict the content based on the title and pictures;develop Ss’ reading skills of grasping the gist, summing up Para. main ideas, obtaining key information, raising Qs (general,detailed,inferring,writing skills) ,and retelling the text with some questions and words as a support;b.Develop Ss’ ability to acquire information through reading; summarize the methods of observing chimps and Jane Goodall’s achievem ents in chimp study and protection.2. language knowledge & skillsAfter this period of learning,Ss will be able to master the following language items in the specific context of the passage-“A Student Of African Wildlife” After this period of learning,Ss will be able to usea.Key words & phrases:behave, behaviour, shade, worthwhile, nest, bond, observe, childhood, respect, argue, entertainment, inspiremove off, be outspoken about, lead a busy life, crowd inb.Key structures:Watching a family of chimps wake up is our first activity of the day.Everybody sits and waits in the shade of the trees while the family begins to wake up and move off.Jane warns us that our group is going to be very tired and dirty by the afternoon and she is right.Her work changed the way people think about chimps.3. Affect & attitudeGuide Ss to appreciate the heroine’s spirit of braving hardships.Teaching procedures & ways:I. Pre-reading1. Retell the story about Jane Goodall.study chimps in Africa, show the connections between chimps & human beings,protect chimps2. Discuss in groups.• Why do you think Jane Goodall went to Africa to study chimps rather than to university?• Do you think she was right? Give your reasons.• Can you think of the possible difficulties that Jane Goodall might meet doing her research without training?3. PredictionLook at the title and the pictures. Then answer the following questions.1) What do you think the passage will tell us?2) What is Jane Goodall doing in the picture on the top right?3) What is Jane Goodall doing in the picture on the bottom left?4. Vocabulary matching.• _____ close connection that people have with each other• _____ to fill sb with feelings or aims• _____ (of thoughts, questions, etc) to fill one’s mind• _____ the period of time when someone is a child• _____ giving opinions openly and honestly• _____ to move away from a place; to leave• _____ task that requires a lot of time and effort• _____ to watch carefullyII. Reading1. Fast readingSkim the passage and underline the basic information: what, who, why, where, when, how.2. Underline the topic sentence in each paragraph.Following Jane’s way of studying chimps, our group are all going to visit them in the forest.Nobody before Jane fully understood chimp behaviour.For forty years Jane Goodall has been outspoken about making the rest of the worldunderstand and respect the life of these animals.She has achieved everything she wanted to do.3. Ssummarize the main idea of each paragraph-Ex2 p.34. Discover the structure of the text.5. Ask questions.Make up questions within your group based on the reading. Each group chooses a best question and the other groups compete to answer it.E.g. what’s the main idea of the first paragraph? (General)When did Jane first arrive in Gombe? (detailed)What do we know about Jane’s personality from the second paragraph? (make an inference)Which part is the summary of the reading? (writing skills)…6. Answer more questions from the T.ØIn which way has Jane helped people? (behave)ØWhat did we do before we followed the chimps wandering into the forest? (shade, move off)ØWhat did the writer think of the evening? (worthwhile)ØWhat did the writer realize after a day’s watching?(bond)ØHow did Jane discover the society of chimps? (observe )ØHow did Jane try to protect the lives of chimps in their natural habitat? (be outspoken about, respect, argue)ØWhen did Jane want to work with animals in their own environment? (childhood)Ø What abo ut Jane’s life now? (lead a busy/meaningful life)Activity III. Post-reading1. In your group rretell the text using the following questions and words as a support. ØWhat did the writer do? (behave, shade, worthwhile, bond)Ø What did Jane Goodall do and find out about chimps? (observe, discover)ØWhat did Jane Goodall do to protect the chimps? (be outspoken about, respect, argue)Ø What about her achievements?2. Discuss in groups.ØReconsider the title. Do you understand it differently? Discuss with your partners. ØDo you think it is more important to study chimps in the wild rather than in a zoo? Give reasons.ØDo you think you would go if you are asked to study animals in the wild? Why or why not?IV. Summary and homeworkRemember the following words and expression_r_rs.behave, shade, move off, worthwhile, nest, bond, behaviour, observe, childhood, be outspoken about, respect, argue, entertainment, lead a busy life, crowd in, inspire2. Finish Exercises 1 and 3 ( p. 3) and Exercise 3 (p. 4).Reflection:。
雅思托福之Pre-reading(Unit 1)
Passage 1It was Monday, and Mrs. Smith‟s dog was hungry, but there was not any meat in the house.Considering that there was no better way, Mrs. Smith took a piece of paper, and wrote: “Give my dog half a pound of meat.” Then she gave the paper to her dog and said gently, “Take this to the butcher, and he‟s going to give you your lunch today.”Holding the piece of paper in its mouth, the dog ran to the butcher‟s. It gave the paper to the butcher. The butcher read it carefully, recognized it was really the lady‟s handwriting and did as he was asked. The dog was very happy, and ate the meat up immediately.At midday, the dog returned to the shop. It gave the butcher a piece of paper again. After reading it, he gave it half a pound of meat once more.The next day, the dog came again exactly at midday. And as usual, it brought a piece of paper in its mouth. This time, the butcher did not look at the paper, and gave the dog its meat, for he had regarded the dog as one of his customers.But, the dog came again at four o‟clock. And the same thing happened again. To the butcher‟s further surprise, it came for the third time at six o‟clock, and brought with it a third piece of paper. The butcher felt a bit puzzled. He said to himself, “This is a small dog. Why does Mr s. Smith give it so much meat to eat today?”Looking at the piece of paper, he found that there were not any words on it!1. When Mrs. Smith found there was no meat in the house, she .A. went to the butcher‟sB. wrote a noteC. shouted at her dogD. sold her dog2. The butcher gave the dog some meat the next day, because he .A. read the paperB. saw the paperC. felt sorry for the dogD. wanted the dog to go away3. The writer of this passage suggests that the butcher was fooled because .A. he could not readB. the dog could writeC. he was a creature of habitD. the dog looked hungry4. In total, how much meat did the dog get from the butcher?A. Half a pound.B. A pound.C. One and a half pound.D. Two pounds.5. It can be learned from the passage that the dog was .A. lovelyB. smartC. naughty１D. troublesomePassage 2Most people rest and relax when they are old. They do not work. And most people certainly are not famous. But Grandma Moses is different. She starts a new job at age 76. This is her story. It begins in 1860. She is born a poor farmer‟s daughter. Her parents name her Anna Mary Robertson.She is one of 10 children. She works on other people‟s farms to make money. It is 1887. She marries Thomas Moses. He is a farm worker, too. They both work on a farm.Now it is 1930. Anna Mary Moses is 70 and a grandmother. She paints pictures. She makes paintings of country life. One day, her daughter takes her paintings to a store in town. Her paintings are put in the window. A man from New York sees the paintings in the window and buys them. And he wants more!The man likes Grandma Moses‟paintings. He wants to help her. So he takes her paintings to galleries in New York. Otto Kallir has a famous gallery there. He likes the paintings by Grandma Moses. Now it is 1940 and Grandma Moses‟ paintings are in Kallir‟s gallery. She is 80 years old.Grandma Moses suddenly becomes famous. Everyone wants her paintings. So she paints more and more. She wins many prizes for her paintings. She becomes famous in the United States and Europe.When she is 100 years old, the state of New York makes her birthday “Grandma Moses Day.” After her 100th birthday, she paints 6 more paintings. She dies at age 101. She leaves 11 grandchildren, 31 great-grandchildren, and a lot of people who think she is amazing.1. How does Grandma Moses differ from most other old people?A. She has more grandchildren.B. She makes more friends.C. She likes an easy life.D. She starts a new job.2. Grandma Moses doesn‟t paint pictures until .A. she is 60 years oldB. she becomes a grandmotherC. her husband diesD. her daughter asked he to do that3. Grandma Moses‟ paintings are first noticed by .A. her daughterB. the owner of town storeC. a man from New YorkD. Otto Kallir4. The writer of the passage suggests that .A. many people buy her paintings only because she is famousB. Grandma Moses is too old to paint at the age of 60C. many people like her paintings but do not like her２D. it is never too late to start a new job5. The best title for the passage is .A. Grandma Moses‟ DayB. Grandma Moses‟ LifeC. Grandma Moses and FameD. Grandma Moses and PaintingsPassage 3Imagine a classroom missing the one thing that has long been considered a necessary part to reading and writing: paper. No notebooks, no textbooks, no test paper. And there are no pencils or pens, which, after all, always seem to run out of ink at the critical moment.A “paperless classroom”is what more and more schools are trying to achieve. Students don‟t do any handwriting in this class. Instead, they use palm-sized, or specially-designed computers. The teacher downloads texts from Internet libraries and sends them to every student‟s personal computer.Having computers also means that students can search the Web. They can look up information on any subject they‟re studying, from math to social science.And exams can go online, too. At a school in Tennessee, U.S.A., students take tests on their own computers. The teacher records the grades on the network for everyone to see and then copies them into his or her own electronic grade book.A paperless classroom is a big step towards reducing the waste of paper. The school teacher, Stephanie Sorrell in Kentucky, U.S.A., said she used to give about 900 pieces of paper each week to students. “Think about the money and trees we could save with the computers.” she said.But, with all this technology, there‟s always the risk that the machines will break down. So, in case of a power failure or technical problem, paper textbooks are still widely available for these hi-tech students.1. Students use instead of doing any handwriting in a paperless classroom.2. Texts for a paperless classroom are from .3. When an exam goes online, the teacher will easily record the grades on the network and then copy them into his or her own .4. The last but one paragraph mainly tells us that can be saved by the use of computers.5. Paper textbooks are used in a paperless classroom if .３Passage 4Wally worked in a shop that sold clocks. One day his next door neighbor, Harry, came into his shop. Harry was very stingy. Wally said to him, “ When are you going to buy a clock?”“ Never, ” Harry said, “ I don‟t need a clock.”“ Everyone needs a clock, “ Wally said. “ How do you know when to get up?”“ The man who lives on the other side of me turns on his radio at seven o‟clock,”Harry said. “ I hear the announcer say, … The time is seven o‟clock. Here is the news.‟”“ OK. But how do you know when to go to work?”“ By the time I get out of bed, wash and shave, it‟s half past seven,” Harry said. “ By the time I‟ve eaten my breakfast, it‟s eight o‟clock, time to leave for the office. By the time I get to the bus stop, it‟s ten past eight. The bus arrives in a few minutes and by the time it gets to my stop, the time is half past eight. That‟s the time I start work.”“ OK. But how do you know when it‟s time to go home?” Wally said.“ The factory siren rings.”“ How do you know when it‟s time to go to bed?”“ The television programs come to an end.”“ OK,” Wally shouted, really angry. “ Now tell me what would happen if you woke up in the middle of the night and wanted to know the time?”“ That‟s easy,” Harry said. “ I‟ve got a hammer.”“ A hammer! What good is a hammer?”“ I use it to knock on your wall. You‟d shout at me, … What are you doing knocking on my wall at three o‟clock in the morning?‟”1. Wally talked to Harry in the hope that .2. Harry found out it was time to get up by .3. It took Harry from home to the office.4. According to Harry, the end of was a signal for him to go to bed.5. It can be learned from the passage that Wally failed to persuade Harry into .Passage 5Mrs. Green gave her husband her letters to post when he was going to work. But sometimes Mr. Green forgot to do so and kept them in his pocket for days.One fine morning in March, Mrs. Green asked him to post a letter. “ Please post this letter and don‟t forget,” She said. Mr. Green put the letter in his pocket and said, “ I am sure to post this one.” Mrs. Green smiled and said, “ Yes, I believe that you will this time.”Mrs. Green looked at his back, and was still smiling when she closed the door.Mr. Green walked slowly along the street. Soon a man came up from behind him. When he walked by, the man looked back and smiled, “ Don‟t forget to post the letter!”Then a girl walked by, and she turned and smiled, too. “Don‟t forget to post that letter!” She said.Mr. Green said to himself, “ Why are these people smiling at me? And how do they４know I have a letter to post?”At last he came to a post office, posted the letter, and walked on. But after a while, a boy came up from behind him and asked him, “ Did you post your letter?”“ Yes, I did,” said Mr. Green.“ Then I can take off this paper,” said the boy.He took a large piece of paper from the back of Mr. Green‟s coat and showed it to him. On the paper were these words ---- “ Ask him to post the letter.”Mark T if the following statement is True, and mark F if the statement is False.1. Mrs. Green asked her husband to post her letters on his way home.2. Mr. Green sometimes forgot to post the letters immediately.3. Many people in the street knew Mr. Green.4. Mr. Green had his wife put the large piece of paper on his back.5. The paper on his back was a good hint to help Mr. Green remember to post the letter.Passage 6No one is sure how many Americans belong to reading groups called book clubs. Yet publishers and bookstores report that more and more people throughout the United States are joining them.Most of the clubs work the same way. Members read the same book at the same time. Then they meet to talk about the book.Members may be friends or people who live near each other. Or, they may be people who work together. Religious and community groups often establish book club.Some Americans belong to reading groups on the Internet. These groups include people around the world who communicate about books they read. These people send electronic mail instead of meeting to discuss books.Book clubs may be for only women or only men. Or, they can be for husbands and wives together. Some are family groups where parents attend with their children. Children may belong to book clubs of their own.Most reading groups study books by a number of writer. However, some groups read the work of a single writer, usually one that has been famous for a while. William Shakespeare, James Joyce, Jane Austen, George Bernard Shaw and Mark Twain are some examples.Other groups may be named for an important person in the work of the writer, like a Sherlock Holmes Club. Holmes is the great British crime investigator created by Sir Arthur Conan Doyle.Members of these book clubs often are experts about their chosen reading material. For example, one member of a Holmes reading group can identify almost every person in every Sherlock Holmes story.Mark T if the following statement is True, and mark F if the statement is False.1. Many important writers are first members of book clubs.2. Children can apply to join a book club when allowed by their parents.3. The writer of this passage suggests that book clubs are good ways for people to５become good writers.4. Some groups are named after important characters in the works of writers.5. Book clubs are becoming more and more popular in the U.S.６。
高二英语 Unit1 Prereading Reading P
得夺市安庆阳光实验学校【英语】大纲第2册 45分钟过关检测 Unit1 Making a difference课堂训练Pre-reading,Reading & Post-reading基础巩固:站起来,拿得到Ⅰ.词汇练习A.翻译下列短语1.放弃对未来的希望和梦想_________________答案:give up the hope and dream of the future2.寻找问题的答案________答案:seek the answer to the question3.在另一方面________答案:on the other hand4.进展好________答案:get on well5.畅销书________答案:best sellerB.单词拼写6.They are proud that they have a p son.7.He p a bright future for the child.8.Man’s _________(勘探) of the unknown parts of the earth will continue.9.It is reported that the famous actor is suffering from an_________ (不可治愈) disease.10.He often acts in strange ways and is often________ (误会) by people.答案:6.promising 7.predicted 8.exploration 9.incurable10.misunderstoodⅡ.用正确的介词或副词填空1.If you work _________ your pronunciation,it is sure to improve.2.It has been decided that we’ll hold the meeting in the hall instead _______ in the open air.3.He has been dreaming _______ sailing across the Pacific alone.4.This morning he went _________ me without noticing me.5.Let’s work together to find the answer __________ the question.6.The news turned __________ to be true,which surprised all of us.7.Nothing can stop us __________ holding the meeting.8.Sometimes we go on ___________ work after dark by the lights of our tractor.9.Tom was engaged __________ Mary.10.Hawking became famous __________ a scientist.答案:1.on 2.of 3.of 4.by 5.to 6.out 7.from 8.with 9.to10.as能力提升:踮起脚,抓得住!Ⅲ.单项选择1.To everyone’s astonishment,the fashionable young man ________ out to be a thief.A.foundB.provedC.putD.turned答案:D提示:turn out意为“结果是，证明是”。
012508 TOEFL reading Lesson 1
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Persistent Impossible
托福阅读
与你如影随形的东西 1:
托福阅读
与你如影随形的东西 2:
托福阅读
偶尔伴随你的东西 :
托福阅读
托福阅读八节课安排(按题型讲解)
第1节：总体特性/复习计划/十大题型 第2节：词汇题/指代题 第3节：复述题/插句题 第4节：细节题(结构阅读) 第5节：细节题/是非题 第6节：推理题/修辞题 第7节：归总题/表格题/加试题型 第8节：复习/考试细节/留学申请+规划
新托福阅读
陈少清
What is TOEFL?
托福TOEFL（Test of English as a Foreign Language） 由美国教育考试服务处Educational Testing Service （ETS）举办的为申请去美国或加拿大等国家上大学或 入研究生院学习的非英语国家学生提供的一种英语水 平考试。 TOEFL是出国留学(美国、加拿大)的必备考试成绩，美 国和加拿大已有超过2,400所大学和学院承认这项考试 成绩，规定了申请者的最低TOEFL录取分数线。 欧洲（如英国）、大洋洲（如澳大利亚、新西兰）以 及东南亚一些国家和地区也都已承认TOEFL考试成绩 。
What is IELTS?
IELTS (International English Language Testing System) 由英国剑桥大学考试委员会,澳洲教育国际开发署及英 国文化委员会三大国际权威学术机构共同设计和组织 管理。 获得全球超过6000所院校认可，如英国、澳大利亚、 加拿大、爱尔兰、新西兰、荷兰等国家优先认可雅思 成绩。法国、丹麦、芬兰等欧洲国家的英语授课项目 也要求雅思成绩。 目前在美国已有超过2000所院校接受IELTS成绩（截 至2009年3月），如顶级的8所常春藤联盟院校全部接 受IELTS成绩。
剑桥雅思中级教程Unit 1 Reading Textbook Vocabulary
Unit 1 Starting Somewhere newNew words●culture shock: 文化冲击（突然处于一个与以前大不相同的社会和文化环境中因而感到困惑、忧虑、烦恼的心情）●shocking adj. 令人震惊的，可怕的●shock v. 感到震惊，震动，冲突●study abroad 出国留学●work abroad在海外工作●adjust v. 调整，调节，适应，习惯-adjust to a new cultureeg. He has been forced to adjust his schedule.●be referred to as 被称为......(refer to...指的是）●be defined as 被定义为......●identify v. 确认，找出●give rise to 使发生，引起●place a high value on sth. 非常重视某物、某事eg. Australians place a high value on independence.●personal choice 个人选择，个人抉择●tutor 助教，辅导老师●tutorial 辅导课●tuition n. 教学，讲授，指导--tuition (fees)学费●option n. 选项，选择●work out 解决，算出，找出，制定出● a sense of adventure冒险的感觉● a sense of humour 幽默感● a sense of belonging● a sense of responsibility●surroundingn.周围环境，周围事物eg. I need to work in pleasant surroundings.我需要在舒适的环境下工作。
adj. 周围的，附近的-surrounding areav. 围绕，环绕，包围eg. He glared at the people who surrounded the tent. 他怒视着围住帐篷的那些人。
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Passage 1It was Monday, and Mrs. Smith‟s dog was hungry, but there was not any meat in the house.Considering that there was no better way, Mrs. Smith took a piece of paper, and wrote: “Give my dog half a pound of meat.” Then she gave the paper to her dog and said gently, “Take this to the butcher, and he‟s going to give you your lunch today.”Holding the piece of paper in its mouth, the dog ran to the butcher‟s. It gave the paper to the butcher. The butcher read it carefully, recognized it was really the lady‟s handwriting and did as he was asked. The dog was very happy, and ate the meat up immediately.At midday, the dog returned to the shop. It gave the butcher a piece of paper again. After reading it, he gave it half a pound of meat once more.The next day, the dog came again exactly at midday. And as usual, it brought a piece of paper in its mouth. This time, the butcher did not look at the paper, and gave the dog its meat, for he had regarded the dog as one of his customers.But, the dog came again at four o‟clock. And the same thing happened again. To the butcher‟s further surprise, it came for the third time at six o‟clock, and brought with it a third piece of paper. The butcher felt a bit puzzled. He said to himself, “This is a small dog. Why does Mr s. Smith give it so much meat to eat today?”Looking at the piece of paper, he found that there were not any words on it!1. When Mrs. Smith found there was no meat in the house, she .A. went to the butcher‟sB. wrote a noteC. shouted at her dogD. sold her dog2. The butcher gave the dog some meat the next day, because he .A. read the paperB. saw the paperC. felt sorry for the dogD. wanted the dog to go away3. The writer of this passage suggests that the butcher was fooled because .A. he could not readB. the dog could writeC. he was a creature of habitD. the dog looked hungry4. In total, how much meat did the dog get from the butcher?A. Half a pound.B. A pound.C. One and a half pound.D. Two pounds.5. It can be learned from the passage that the dog was .A. lovelyB. smartC. naughty１D. troublesomePassage 2Most people rest and relax when they are old. They do not work. And most people certainly are not famous. But Grandma Moses is different. She starts a new job at age 76. This is her story. It begins in 1860. She is born a poor farmer‟s daughter. Her parents name her Anna Mary Robertson.She is one of 10 children. She works on other people‟s farms to make money. It is 1887. She marries Thomas Moses. He is a farm worker, too. They both work on a farm.Now it is 1930. Anna Mary Moses is 70 and a grandmother. She paints pictures. She makes paintings of country life. One day, her daughter takes her paintings to a store in town. Her paintings are put in the window. A man from New York sees the paintings in the window and buys them. And he wants more!The man likes Grandma Moses‟paintings. He wants to help her. So he takes her paintings to galleries in New York. Otto Kallir has a famous gallery there. He likes the paintings by Grandma Moses. Now it is 1940 and Grandma Moses‟ paintings are in Kallir‟s gallery. She is 80 years old.Grandma Moses suddenly becomes famous. Everyone wants her paintings. So she paints more and more. She wins many prizes for her paintings. She becomes famous in the United States and Europe.When she is 100 years old, the state of New York makes her birthday “Grandma Moses Day.” After her 100th birthday, she paints 6 more paintings. She dies at age 101. She leaves 11 grandchildren, 31 great-grandchildren, and a lot of people who think she is amazing.1. How does Grandma Moses differ from most other old people?A. She has more grandchildren.B. She makes more friends.C. She likes an easy life.D. She starts a new job.2. Grandma Moses doesn‟t paint pictures until .A. she is 60 years oldB. she becomes a grandmotherC. her husband diesD. her daughter asked he to do that3. Grandma Moses‟ paintings are first noticed by .A. her daughterB. the owner of town storeC. a man from New YorkD. Otto Kallir4. The writer of the passage suggests that .A. many people buy her paintings only because she is famousB. Grandma Moses is too old to paint at the age of 60C. many people like her paintings but do not like her２D. it is never too late to start a new job5. The best title for the passage is .A. Grandma Moses‟ DayB. Grandma Moses‟ LifeC. Grandma Moses and FameD. Grandma Moses and PaintingsPassage 3Imagine a classroom missing the one thing that has long been considered a necessary part to reading and writing: paper. No notebooks, no textbooks, no test paper. And there are no pencils or pens, which, after all, always seem to run out of ink at the critical moment.A “paperless classroom”is what more and more schools are trying to achieve. Students don‟t do any handwriting in this class. Instead, they use palm-sized, or specially-designed computers. The teacher downloads texts from Internet libraries and sends them to every student‟s personal computer.Having computers also means that students can search the Web. They can look up information on any subject they‟re studying, from math to social science.And exams can go online, too. At a school in Tennessee, U.S.A., students take tests on their own computers. The teacher records the grades on the network for everyone to see and then copies them into his or her own electronic grade book.A paperless classroom is a big step towards reducing the waste of paper. The school teacher, Stephanie Sorrell in Kentucky, U.S.A., said she used to give about 900 pieces of paper each week to students. “Think about the money and trees we could save with the computers.” she said.But, with all this technology, there‟s always the risk that the machines will break down. So, in case of a power failure or technical problem, paper textbooks are still widely available for these hi-tech students.1. Students use instead of doing any handwriting in a paperless classroom.2. Texts for a paperless classroom are from .3. When an exam goes online, the teacher will easily record the grades on the network and then copy them into his or her own .4. The last but one paragraph mainly tells us that can be saved by the use of computers.5. Paper textbooks are used in a paperless classroom if .３Passage 4Wally worked in a shop that sold clocks. One day his next door neighbor, Harry, came into his shop. Harry was very stingy. Wally said to him, “ When are you going to buy a clock?”“ Never, ” Harry said, “ I don‟t need a clock.”“ Everyone needs a clock, “ Wally said. “ How do you know when to get up?”“ The man who lives on the other side of me turns on his radio at seven o‟clock,”Harry said. “ I hear the announcer say, … The time is seven o‟clock. Here is the news.‟”“ OK. But how do you know when to go to work?”“ By the time I get out of bed, wash and shave, it‟s half past seven,” Harry said. “ By the time I‟ve eaten my breakfast, it‟s eight o‟clock, time to leave for the office. By the time I get to the bus stop, it‟s ten past eight. The bus arrives in a few minutes and by the time it gets to my stop, the time is half past eight. That‟s the time I start work.”“ OK. But how do you know when it‟s time to go home?” Wally said.“ The factory siren rings.”“ How do you know when it‟s time to go to bed?”“ The television programs come to an end.”“ OK,” Wally shouted, really angry. “ Now tell me what would happen if you woke up in the middle of the night and wanted to know the time?”“ That‟s easy,” Harry said. “ I‟ve got a hammer.”“ A hammer! What good is a hammer?”“ I use it to knock on your wall. You‟d shout at me, … What are you doing knocking on my wall at three o‟clock in the morning?‟”1. Wally talked to Harry in the hope that .2. Harry found out it was time to get up by .3. It took Harry from home to the office.4. According to Harry, the end of was a signal for him to go to bed.5. It can be learned from the passage that Wally failed to persuade Harry into .Passage 5Mrs. Green gave her husband her letters to post when he was going to work. But sometimes Mr. Green forgot to do so and kept them in his pocket for days.One fine morning in March, Mrs. Green asked him to post a letter. “ Please post this letter and don‟t forget,” She said. Mr. Green put the letter in his pocket and said, “ I am sure to post this one.” Mrs. Green smiled and said, “ Yes, I believe that you will this time.”Mrs. Green looked at his back, and was still smiling when she closed the door.Mr. Green walked slowly along the street. Soon a man came up from behind him. When he walked by, the man looked back and smiled, “ Don‟t forget to post the letter!”Then a girl walked by, and she turned and smiled, too. “Don‟t forget to post that letter!” She said.Mr. Green said to himself, “ Why are these people smiling at me? And how do they４know I have a letter to post?”At last he came to a post office, posted the letter, and walked on. But after a while, a boy came up from behind him and asked him, “ Did you post your letter?”“ Yes, I did,” said Mr. Green.“ Then I can take off this paper,” said the boy.He took a large piece of paper from the back of Mr. Green‟s coat and showed it to him. On the paper were these words ---- “ Ask him to post the letter.”Mark T if the following statement is True, and mark F if the statement is False.1. Mrs. Green asked her husband to post her letters on his way home.2. Mr. Green sometimes forgot to post the letters immediately.3. Many people in the street knew Mr. Green.4. Mr. Green had his wife put the large piece of paper on his back.5. The paper on his back was a good hint to help Mr. Green remember to post the letter.Passage 6No one is sure how many Americans belong to reading groups called book clubs. Yet publishers and bookstores report that more and more people throughout the United States are joining them.Most of the clubs work the same way. Members read the same book at the same time. Then they meet to talk about the book.Members may be friends or people who live near each other. Or, they may be people who work together. Religious and community groups often establish book club.Some Americans belong to reading groups on the Internet. These groups include people around the world who communicate about books they read. These people send electronic mail instead of meeting to discuss books.Book clubs may be for only women or only men. Or, they can be for husbands and wives together. Some are family groups where parents attend with their children. Children may belong to book clubs of their own.Most reading groups study books by a number of writer. However, some groups read the work of a single writer, usually one that has been famous for a while. William Shakespeare, James Joyce, Jane Austen, George Bernard Shaw and Mark Twain are some examples.Other groups may be named for an important person in the work of the writer, like a Sherlock Holmes Club. Holmes is the great British crime investigator created by Sir Arthur Conan Doyle.Members of these book clubs often are experts about their chosen reading material. For example, one member of a Holmes reading group can identify almost every person in every Sherlock Holmes story.Mark T if the following statement is True, and mark F if the statement is False.1. Many important writers are first members of book clubs.2. Children can apply to join a book club when allowed by their parents.3. The writer of this passage suggests that book clubs are good ways for people to５become good writers.4. Some groups are named after important characters in the works of writers.5. Book clubs are becoming more and more popular in the U.S.６。