Fast-Reading
“三步”阅读法在初中英语阅读课堂中的探究
“三步”阅读法在初中英语阅读课堂中的探究【摘要】初中英语课文教学是培育学生综合英语能力尤其是阅读能力的重要途径，而新标准也努力提高英语“听、说、读、写”的能力，激发英语阅读的兴趣，以课文为载体。
因此，我采用“三步”阅读法来培养学生的综合英语能力，将课文作为一个整体进行学习探索，通过阅读前（Pre-reading）、阅读中（While- reading）、阅读后（Post-reading）三阶段训练学生，从而提高学生英语阅读能力。
【关键词】三步阅读法；初中英语；课文教学；阅读能力《中学英语教学大纲》指出，“中学英语教学的目标是培养学生口头和书面上初步使用英语的能力，以阅读能力为重点，对中学生进行听说读写的基本训练。
”提高听力、口语和写作能力，关键是提升初中英语阅读能力。
在二十多年的教学实践中，我借鉴现代教学理论，把课本阅读教学分为三个不同的段落，即：读前（Pre-reading）、读中（While reading）、读后（Post-reading）。
使用这三步法进行教学，将各阶段的教学目标明确，自己的教学工作就简便、易于操作。
一、阅读前（Pre-reading）在这段时间里，我根据不同的材料，有针对性地做好引导工作。
初中英语阅读材料的内容有不同的领域，如天文地理，历史人物，环保等。
体裁也有区别，有记叙文，书信，说明文等。
教师在导读过程中，对一些与本课相关的背景知识，根据所读材料内容的不同，进行讲解，帮助学生了解所读材料的大概内容，激发学生获取信息的兴趣和欲望，从而引入新的课堂。
二、阅读中（While-reading）1、快速阅读( fast-reading)学生在阅读时，要求学生快速浏览全篇，抓住主要内容。
对无关紧要的材料，学生可以跳读、找关键词等。
例如，外研版八年级上册Module3Unit2 This year We are training more careFully中，我这样提问：Why are we training harder than usual ? 学生快速的在第一段的最后两句We are training harder than usual because the other team beat us last year.This yearwe want to do better能够找到答案是because the other team beat us last year and this year we want to do better。
fast reading训练英语快速阅读的技巧(ppt课件)
学习交流课件
7
Skimming Exercises
学习交流课件
8
The concept of a national park differs from nation to nation. In Australia, the United States and Japan the land in national parks is government-owned and the management of these parks is decided by government policy. Activities such as housing or industry within the parks are discouraged.
5. Take advantage of typographical印刷上，排字上 details, such bolded-faced words, italicized words, titles and subtitles, footnotes, etc.
6. Pay attention to words and phrases which indicate logical relationship 逻辑关系in the context. (e.g. Adversative conjunctions转折连词 and coordinating conjunctions并列连词)
conclusion that ech学o习e交s流t课h件e introduction)
6
4. Use the skill of recognizing types of paragraphs in order to save time when summarizing the main idea efficiently. If the main idea is not summarized in any one sentence, try to detect it from several sentences.
大学英语四级、六级fast reading
Fast Reading一．题型特点：要求考生在15分钟内浏览完一篇1000字左右的文章并解答后面的10道题。
快速阅读属于信息密集性文章（information-intensive reading），体裁一般为说明文，题材涉及环保，科技，教育，文化和产品说明等。
文章下面的10个题，前7个是判断正误（Y, N,NG），后3题是填空题或回答问题题，答案一般是3-4 个单词（答案基本是文章中的原词）二．考点1.通过略读了解文章大意，抓住文章中心思想2.通过寻读获取某一特定信息或具体事实三．应试技巧（一）正误判断1.Y(yes)1）题目是原文的同义表达，通常用同义词或同义结构。
（有时会出现语态的变化：主动—被动）e.g:原文：In most parts of the world, there are regulations that govern where a landfill can be placed and how it can operate.试题：In most countries, that selection of a landfill site is governed by rules or regulations.2) 题目是根据原文中的几句话作出的推断和归纳；一般是归纳文章的大意。
The passage gives a general description of the structure and use of a landfill.2.N(no)1)题目与原文直接相反，通常用反义词，not加反义词及反义结构。
2)原文是多个条件并列，即：两个或多个情形都可以或都不可以，常有both…and, and, or, 以及also 等词。
题目是其中一个条件，通常有must, only等词。
e.g:原文：In the United States, the building of landfills is the job of both federal and local government.题目：In the United States, taking care of trash and building landfills are local government responsibilities.3)原文和题目中使用了表示不同范围，频率，可能性的词。
fast reading 英语解释
fast reading 英语解释Fast reading is a reading technique that involves being able to quickly process and comprehend large amounts of written information. It emphasizes the importance of speed and efficiency in reading, aiming to improve reading comprehension while also reducing the time it takes to complete a reading task. This technique often involves various strategies such as skimming, scanning, and using contextual clues to grasp the main ideas of a text without necessarily reading every word. Fast reading is particularly useful in academic and professional settings where there is a need to quickly gather information from multiple sources, but it can also be helpful for everyday reading of newspapers, articles, and emails. While fast reading can be a valuable skill, it is important to maintain a balance between speed and understanding, and to ensure that important details are not overlooked in the quest for rapid reading.快速阅读是一种阅读技巧，它涉及能够快速处理和理解大量书面信息。
泛读翻译 Unit 1 fast reading
Unit 1 fast readingThe Effects of China’s Push for EducationJANUARY 21, 2013The Chinese government is investing deeply in higher education, trying to create an educated work force to expand the economy beyond manufacturing.Is China becoming more of a competitive challenge to the United States, Europe and Japan through its rapid expansion of education? Will the nation’s focus on technical fields be a strength or a weakness?Good for China, and the Rest of the WorldWang Huiyao is the director general of the Center for China andGlobalization and a senior visiting fellow at the Harvard KennedySchool.The investment in education will expand the middle class in Chinaand will increase the consumption of goods and services from all over the world.The Chinese government in recent years has given unprecedented attention to the development of talent, hoping to combat emerging development issues and maintain the Chinese growth engine. The government’s plans are a blueprint for developing a highly skilled national work force within the next 10 years. Among the goals is the transformation of China from a manufacturing hub to a world leader in innovation – a grand objective. One step is to increase the pool of highly skilled workers, to 180 million by 2020 from the current 114 million. Another is to ensure that by 2020, 20 percent of the work force has had a college education. That would be 195 million people.For the past 30 years, 225 million migrant workers have made China into aworld-manufacturing powerhouse. The same principle will apply: nearly 195 million college graduates by 2020 will certainly change China and the world. This is apositive change, not only for China but also for the United States, Europe and Japan. The investment in education will expand the middle class in China and will certainly increase the consumption of goods and services imported from all over the world.Also, China for the past 30 years has sent 2.5 million students overseas, mainly to developed countries. Nearly two-thirds of them are still in these countries, and are contributing t o their work forces rather than China’s. Some, however, become “seagulls”(flying back and forth), which promotes economic and social exchanges between China and the outside world. This movement of Chinese talent will continue to benefit China and the rest of the world.China’s focus on education in technical fields will certainly be a strength as the nation strives to be more innovative. The technical work force has been falling behind and needs to be upgrade d. Nevertheless, China should also focus more on the social, public and humanities areas in order to have well-balanced development.China Wasn’t Trying to Take On the U.S.Zheng Yongnian is the director of the East Asian Institute at the National University of Singapore.The huge investment in higher education began as an effort to stimulate domestic demand.Will China, with an ever-expanding army of educated workers, beat the United States, Europe and Japan in the global competition for human resources? From our recent study on China’s higher education, the answer is "very unlikely" -- if no fundamental institutional reform is introduced.For one thing, the government-sponsored expansion in higher education was never meant to improve the general quality of higher education. When the policy was hastily put forward in the late 1990s, the goal was to raise domestic demand, relieve fiscal strain and delay young people's entrance to the labor market, rather than lifting the quality of the labor force. Later, the wholeexpansion drive developed into a government-sponsored tournament among the universities for administrative ranks, government money and sheer size of enrollments. Subjects that expanded fastest were not engineering, but cheap subjects like applied social sciences and management. The worst expansion mostly occurred among the lower echelon of the higher education system, whereas elite institutions like Beijing, Qinghua and Fudan have hardly expanded their undergraduate enrollments. As a result, graduates from second- and third-class institutes often end up earning a salary similar to or even lower than those of uneducated migrant laborers.In addition, China’s higher education expansion has not helped much in strengthening the country’s technical capacity. Technical schools have always been ranked at the bottom in China’s higher education hierarchy. In a country where the ideal career for youth is still the civil service and general degrees are the basic requirement for taking the civil service examinations, a technical degree is often associated with low social est eem. Not surprisingly, China’s best technical schools have in fact atrophied while higher education expanded, causing a nationwide shortage of skilled workers and technicians and bottlenecks in manufacturing. Although China’s good research universities tend to produce more engineers and scientists than humanists and social scientists, they do not help to improve the weak technical base of the nation's overall labor force.Luring Back the Chinese Who Study AbroadDavid Zweig is the associate dean of the School of Humanities & Social Sciences at the Hong Kong University of Science and Technology, and the director of its Center on China’s Transnational Relations.If China wants to bring back the best, it needs a fundamental reform of its academic and scientific institutions.China is not only cultivating its own college graduates and experts, but also trying to bring back the sons and daughters who left China for higher education. While the number of Chinese students returning from overseas hasincreased dramatically, three nagging issues remain. First, the rate of return has remained approximately 30 percent for decades. True, in 2009 the numbers of returnees jumped to 115,000 a year, a threefold increase since 2007, but that increase is largely because in 2009, more than 240,000 Chinese students went abroad to study at all levels — high school, undergraduate and graduate degrees, a tenfold increase over 2004.Second, the return rate among Chinese who rec eived Ph.D.’s in the United States is shockingly low. Approximately 92 percent of all Chinese who received a science or technology Ph.D. in the U.S. in 2002 were still in the U.S. in 2007. This rate was well above India’s, which is in second place with 81 percent.Finally, China’s universities and scientific research institutes cannot draw back the ―crème de la crème‖ of its overseas talent. In late 2008, the Chinese Communist Party began the ―1,000 Talents‖ program, aimed at these supremely talented Chinese. Through a wide variety of terrific incentives —sometimes as much as $1 million — the party has encouraged academic and research institutes, as well as municipal governments, to ―bring back the best.‖The 1,000 Talents program has met with some success. As of summer 2011, 2,100 people had returned under this program. Entrepreneurs are much more willing to move back permanently; the academics and scientists in the program prefer short term visits and are reluctant to sail to China with all their belongings.So, why do the scientists and academics not return permanently, and what must the Chinese leaders do?If China wants to bring back the best, it needs a fundamental reform of its academic and scientific institutions. Most important, it must weaken the power of academic and scientific administrators. Too much money passes through the hands of these administrators, rather than being distributed through open, competitive, peer-review procedures. Similarly, in many institutions, promotion depends on your relationship with the dean or senior faculty and not your academic pedigree. Returnees, or those who hesitate to return, often say that in China, ―personal relationships are too complex‖ – a code for the backstabbing and petty jealousies and the need to cultivate ties with leaders in your own field.Not all institutions suffer from these foibles. Shanghai Jiaotong University has blind votes for tenure decisions; senior faculty get only one vote and no veto.Nationwide, more and more funding is being allocated on a competitive basis. Moreover, people in the next generation of leaders advocate more ―relaxed, tolerant and lenient‖ institutions.Today, China's leaders recognize the dilemma: Chinese who went abroad for PhDs, and have since become leaders in scientific and academic institutions overseas, will not return unless the system changes. The lack of reform, not funds offered by the state, determines where the really talented will settle.。
fast reading 快速阅读ppt课件
最新课件
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标题
• 标题包括文章标题和各级小标题。标题通常 是对文章主旨的高度概括或提炼，有的标题 直接揭示了文章的主要内容。小标题可以帮 助读者迅速了解该部分的具体内容，有助于 读者寻读时迅速定位所需信息的大体段落位 置。
最新课件
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• Stars 1. Billions and Billions 2. Appearance 3. Life Cycle Questions: 1. How many stars can we see with the
wearing a snowboarding helmet reinforced at the
sides of the head? 最新课件
20
语篇结构
• 文章的整体结构一般由引言、主体和结论组成。 而文章的中心思想常常在起始段和结尾段给出。 因此阅读时要特别注意文章的起始段和结尾段。
• 段落的中心思想常常体现在主题句中。主题句可 能位于段首、段中或段尾，也可能没有主题句。 但是，有经验的读者首先会特别注意每个段落的 段首和段尾，如果在段首或段尾没有找到主题句， 在采用其它的阅读策略，这样可以尽可能的节省 阅读时间。
2. 读题目，确定关键词 （仔细阅读） 明显：数字，专有名词，特殊标点； 不明显：题干中核心的名词、动词等。
3. 根据关键词到文章中定位对应信息。（寻读）
最新课件
10
技能训练
1. 集中注意力；
2. 略读；
3. 寻读；
4. 猜测词义。
最新课件
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集中注意力——方法一
最新课件
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集中注意力——方法二
Main idea:
We communicate a great deal with our body
高一英语上学期Unit 5
Please read the text carefully and finish the True or False questions and tell why.
1. Elias met Nelson Mandela at school.
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F
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2. Nelson Mandela was a black lawyer.
(
T T
F
)
(
3. Elias was unable to read or write because he was lazy.
F
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4. Nelson Mandela helped him keep his job.
5. Elias was happy blowing up government buildings.
Mandela He helped Mandela 1963 …. blow up some government buildings Please try to retell the story according to the timeline!
fast reading 教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校教案Greetings and introduction:Good afternoon, everyone. My name is Che QianZi. I’m glad to have such opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods, Teaching procedures and blackboard design.Teaching Material AnalysisI. Status and functionTo day I’m going to talk about Strategies of Quick ReadingSuch topic plays an essential role in the English study. Focus on this topic, Students can improve their reading ability. The students should receive some efficient and useful methods. Meanwhile, improve their comprehension of passages, articles, etc. in the future study.II. Teaching aims1. Aims on the knowledge(1) To enable the students to read faster and understand clearly.(2) To help Students to develop behavior of doing efficient reading in limittime.2. Aims on the abilities(1) To develop students’ abilities of reading speed.(2) To train the student s’ ability of reading comprehension and speed.(3) To foster student s’ abilities of fast and efficient reading.3. Aims on the emotion(1) To foster Ss’ consciousness of good and reasonable use of time in reading.(2) To enable Ss to pay more attention on the reading speed and correct habitsof reading.4. Key-points of this lesson(1) To help students know about the strategies of fast reading(2) To develop students’ interest in English reading.5. Difficult points(1) To offer the students basic ways of fast reading and make sure they canuse these skills in practice correctly.(2) How to develop their reading skills in a short periodTeaching methodsAs we all know: the main instructional aims of learning English are to cultivate pupils’ basic abilities of reading as well as comprehension and to develop their good sense of the English language. So in this lesson I’ll mainly use several exercises and offer available skills in my lesson. That is to say, I will let the students learn these skills in real situations of reading in limit time, or answering several questions of passages which they have read before. Gradually train their speed and skills of reading.Teaching procedures and purposes of my designingI’ll finish this lesson in five steps.Step 1. Warm-up and previewGive every student a passage or short articles, and let them to read by themselves in the way they prefer to, under the condition without time limit. But order students to offer the time that they have spent. Then provide 3 questions that relate to the passage, require students to answer it, check their rate of correct answers.Purpose: It is an essential procedure to provide a contract fact, which can make all students realize and notice the importance of fast reading and necessity of efficient reading skills.Step 2. PresentationNow I’ll mainly talk about this step.Please write down your timing and correct rate, and remember them. After this short practice, you can realize that the lack of time and comprehension. Actually the only way to read faster is to read faster. This may sound like double talk, but it is a serioussuggestion. The fact is that most people can read faster without any loss in comprehension with correct skills.Strategies of fast readingFirst, get your body ready, you should keep sitting at a desk or table rightly and firmly, with you feet flat on floor. Breathe in and out deeply for several times. This makes you feel better.Second, use a clock or a digital watch with a built-in stopwatch to time yourselves. The objective is not to set speed records, so be realistic. Then use fewer minutes to continue after several exercises. Test you limits. The idea is to give yourself a gentle push.Third, relaxation promotes concentration. Focus on the reading material and relax when you find it difficult to comprehend.Forth, you can also read faster by moving your eyes faster.Fifth, when you are in a hurry, scan the assignment and read the headings, subheading, lists, charts, graphs, and summary paragraphs.Sixth, not to vocalize, don’t move you lip as you read from one word to another. Strategies of comprehensive readingFirst, alter the reading rate according to the purpose and the nature of the material Second, skim the passage for the key words and ideasThird, pay attention to the questions that follow, and focus on the answers appearingin the passage.Forth, pay attention to the conclusion part of every paragraphs and whole passage Purpose: To present the key skills one by one is much easier for the Students to learn and comprehend,Step 3. PracticeNow all of you have know the basic skills, then I will give another short passage to everyone, but this time, you need to utilize all the skills I have given, I require all of you finish reading and answering questions with time limits, and compare the speed and correct rate with last time.Purpose: Task-based teaching method is used here to develop Ss’ ability of Fast reading and also their ability of reading comprehension.Step 4. ProductionConsider with the assignments you have done before and after the teaching, decide which method you prefer to use in reading,Purpose: To check the knowledge and skills Ss can used in actual readingStep 5. HomeworkDo one passage per day with time limits, and shorten the time need to be spent. Revise the essential skills in reading, use them in the practice.Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard design1. Timing and correct rate before2. Strategies and skills2.1 Strategies of fast reading2.1.1 Get your body ready2.1.2 Time limits2.1.3 Relaxation promotes concentration2.1.4 Moving your eyes faster2.1.5 Read the important parts2.1.6 Pay attention to the conclusion part2.2 Strategies of comprehensive reading2.2.1 Alter the reading rate2.2.2 Skim the passage for the key words and ideas2.2.3 Pay attention to questions that follow2.2.4 Pay attention to the conclusion part3. Timing and correct rate after and comparison。
fastreading快速阅读
Fast reading (True or False Questions + Blank Filling)Directions: Read the following passages and then answer the questions. For questions 1-7, choose Y (YES) if the statement agrees with the information given in the passage, choose N (NO) if the statement contradicts the information given in the passage, choose NG (NOT GIVEN) if the information is not given in the passage. For questions 8-10, complete the sentences with the information given in the passage.Passage OneWho Brings the Beauty to You?Using smart networking and a keen nose for the slight differences of retail, Andrea Jung rises to the top of the world’s biggest direct marketer of women’s products. When she began flirting with department store work after college her parents scoffed. When she started actually taking full-time retail jobs, they gasped, complaining bitterly that she was selling all they had invested in their little girl into the waste heap and lowering herself into the same class as street hawkers(沿街叫卖的小贩) and used-car salesmen.Her parents’ sneers, however, turned into applause when Andrea Jung moved to the top of retailing respectability by becoming President of Avon’s Product Marketing Group for the US (before moving on to become named CEO of all Avon in late 1999). Jung’s list of responsibility is enough to impress even the snootiest (傲慢) of parents. The Chinese-American oversees marketing, advertising and product development of all of the US, supervising 360 employees. On her slender shoulders now rests the responsibility of not only maintaining but growing the company’s $1.6 billion in annual sales. She also sits on the Board of Trustees of the Fashion Institute of Technology and the Board of Directors of the American Management Association.“No one in my family had a retail or marketing background,” says Jung, 41. “They were professionals. They didn’t understand just what I was doing by going into retailing. After I started, though, it got into my blood. I knew this was what I wanted.” This determined style sweeps across the landscape of her personal and professional life. Jung, every morning, takes her five-year daughter to the bus stop, and then walks to her mid-Manhattan office by 8 a.m. And she insists on returning home by 7:30 p.m. for dinner at home with her husband and daughter. Her professional style reflects her directness. She never shies away from seeking advice and aggressively seeking out the cultivated senior women executives to serve as her mentors.Introducing more Avon cosmetics to American women is no easy task. The 108-year-old company sells $4 billion of beauty goods every year around the world. It is the world’s largest producer of mass-market perfumes, makeup and fashion jewelry. Every American woman knows the name and by the time they reach their mid-30s, most have picked the cosmetics brand they will remain loyal to. There are the customers Jung must win over if she is to make a success of her tenure at Avon. Increasing sales in a market saturated (饱和的) with beauty products and savvyconsumers has proven a challenging task even for a giant of Avon’s stature. In 1993, the year before Jung came aboard, the company’s US sales dipped by 1% though sales in all other world markets increased, especially in Asia.The chance to boost US sales thrilled Jung when Avon offered her the job in January of 1994. After successful stints at exclusive retailers like Neiman Marcus and Magnin, she wanted to try her hand in the decidedly less glamorous but far larger mass-market segment. She expanded the number of products offered to long-time customers by introducing a line of lingerie and casual wear. This generated new revenue from an established consumer base. “We tried to be the first to come out with some ideas,” she says as she explains the need to constantly be on the lookout for new products. The next step involved increased advertising. These are all tricks of the marketing trade Jung gained from a 15-year career she had never intended to enter. But she is hardly an accidental success. Jung has been driven to achieve since the day she turned five, when her mother put her in front of the family piano and taught her how to bang out basic chords. “I was still taking piano lessons up until 18 months ago,” Jung says. “And if I had one thing I could add to my very full calendar, it would be that. That’s one of my personal goals because it helps balance all parts of your life and I really get a lot of enjoyment out of playing Mozart and Beethoven.” And Avon’s corporate culture also appealed to Jung. Women form one quarter of the company’s Board of Directors and nearly half of its senior officers. At Avon, Jung points out, there is no glass ceiling to stop her advancement. And how companies treat women has always played a major role in her decision-making. “I’m very selective in the companies I work for,” she says. “I started at Blooming dales because it was committed to developing women. When I went to Magnin in San Francisco, it was to accompany a female CEO, and because there’s a strong Asian population in that city, I never encountered a glass ceiling because of my race.”Even if companies like Avon did not exist, Jung insists she still would have pursued a marketing career. It might mean banging her head against a glass ceiling, but Jung found the dynamics of marketing so seductive that any other career would have seemed dull as a long, flat stretch of desert highway. “I have a love for this business,” she says. “I have to have passion, or frustration would win out. But I love managing people. The product is second to managing people. And marketing to consumers is so challenging because it is evolving constantly.” While elasticity(弹性) spawns innovation, creativity and other qualities that generate exciting business, Jung believes routine promotes a successful home life. And like most corporate officers, she has learned to allot portions of the day to her family. Otherwise, she says, she would be swallowed by her career.1. After Andrea Jung came into college, she began taking full-time retail jobs which were supported by her parents.2. Every morning, Jung takes her five-year-old daughter to her office in mid-Manhattan by 8 a.m., and in the afternoon they often walk home.3. From the passage, we can clearly see that women play an important role in the companies of Avon and Magnin in San Francisco.4. In 1992, Jung went abroad to run her business with her husband and daughter in America.5. It was not long before she expanded the number of products offered to long-time customers by introducing a line of lingerie and casual wear.6. When Jung was only five years old, she began to learn piano lessons which she enjoyed very much and benefited a lot from.7. As a successful business woman, Jung knows well how to reasonably arrange everything that matters to her life.8. Jung, every morning, takes her five-year-old daughter to the bus stop, and then walks to her _______.9. By the time the American women reach their mid-30s, most have picked the cosmetics brand _____.10. Trying to be the first to come out with some ideas and increased advertising are all tricks of the marketing trade Jung gained ______ she had never intended to enter. Key:1.N2.N3.Y4.NG 5Y 6Y 7Y 8. mid-Manhattan office 9. they will remain loyal to 10. from a 15-year career。
fast reading
ⅲ 偷换概念
• 原文为人们对某个事物的理论感觉，题目则强调是客 观事实或已被证实。 • 真题第7题（06年12月） • 【题干】The real-estate broker the author knows is talented in home decoration. • 【原文】a real estate broker I know keeps herself amused on the job by mentally redecorating the houses she knows to clients… • 【解析】原文中只是说她喜欢幻想如何把这个屋子装 扮漂亮，至于她有没有天赋没有说出来的，所以选NG。
ⅲ 混淆逻辑关系
• 题干设置对段际或句际关系的考查，要求考生注意一些连接词现 象如表示因果，转折，条件等的语句。 • 真题第7题（2006年6月） • 【题干】Service stations, motels and restaurants promoted the development of the interstate highway system. • 【原文】Not only has the highway system affected the American economy by providing shipping routes, it has led to the growth of spin -- off industries like service stations, motels, restaurants and shopping centers. • 【解析】两者都提到了相同的信息内容，但意思相差甚远，这是 一因果关系颠倒的典型例题。
• ⅱ.同一概念不同范畴：（包括大小、范围、条件、程度、可能性、 时间、主/客观性）。在同一概念下，如果题干的范畴包含了原文的 内容，而又超出原文所表示的范围时，应判断为NG而不是N。 • 例题1 • 【题干】The majority of people who visit Iceland are intoxicated by it for life. • 【原文】Those once intoxicated by it are likely to become addicts for life. • 【解析】题目意思是：大多数参观冰岛的人一生都被它陶醉，而原 文是说那些曾经被它所陶醉的人们很有可能一生都热爱它。两者都 包含了同一信息内容，肯定会有人为此而陶醉，至于有多少人并没 有提及到，也不能排除有大多数人存在的可能性。题干中的 majority的范围超过原文中的those，所以应判断为NG。 • 例题2 • 【题干】The United States is the world’s NO.1 emitter of greenhouse gases. • 【原文】The U.S, with only four percent of the world’s population, is responsible for 22 percent of the world’s greenhouse gas missions. • 【解析】原文仅列出美国排放的气体在世界上的所占的比例，并未 说明是否是最多，但也不能排除这种可能性，故答案应是NG。
fast reading的好处
fast reading的好处
快速阅读是一种有效的阅读技巧，它不仅可以节省时间，还可以
加快理解和记忆，提高阅读效率。
本文将从不同角度探讨快速阅读的
好处。
一、节省时间
快速阅读可以帮助我们在较短的时间内阅读更多的文本。
传统的阅读
方式需要逐字逐句地阅读，浪费了大量的时间。
而快速阅读利用了人
类大脑的视觉和语言处理能力，通过快速扫视文本，快速捕捉信息，
从而节省了大量的时间。
二、加强记忆
快速阅读不仅节省时间，还可以增强记忆力。
通过快速扫视和快速捕
捉信息，我们可以更快地理解内容，刺激记忆区域，从而提高记忆效率。
快速阅读能够让我们更全面地了解文本，对于需要长时间阅读的
资料也能够保持持久的记忆。
三、提高理解能力
快速阅读可以提高我们的理解能力。
当我们以较快的速度阅读文本时，我们的大脑需要更加努力地处理信息，包括语言处理、记忆、集中注
意力等，这些都能促进我们的理解能力的提高。
四、降低阅读焦虑
传统的阅读方式需要逐字逐句地阅读，这种方式容易导致阅读焦虑，
影响我们的阅读效率。
而快速阅读更加灵活和高效，我们在阅读时可
以快速捕捉信息，且不必过分在意每个细节，这可以降低我们的阅读
焦虑，提高我们的阅读体验。
总之，快速阅读是一种全新的阅读方式，它不仅可以节省时间，
还可以增强记忆、提高理解能力和降低阅读焦虑。
因此，学习快速阅
读技巧，对于我们提高阅读效率和提高学习质量都有很大的帮助。
Fast Reading复习过程
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查读的特点 • 查读既要求速度又要求准确性，带有明确的目的性。
因此可以把整段整段的文字直接映入大脑不必字字过 目，视线在印刷材料上掠过时, 一旦发现有关内容， 就要稍作停留,将它记住或摘下; • 查读与略读不同。略读时读者事先对材料一无所知, 而查读则是在读者对材料有所了解的情况下进行的。
1. 略读(Skimming) • 又称跳读(reading and skipping)或浏览(dancing),
是一种非常实用的快速阅 读技能,其目的是以尽可能快 的速度了解文章的大意和主题思想,并对文章的结构有 个总的概念 • 例如 : 浏览报纸；书籍的目录
9
略读可以运用下列技巧:
1) 要利用印刷细节 (typographical details), 如书或文章的标 题、副标题、小标题、斜体词、黑体词、脚注、标点符号等,对 书和文章进行预测略读 (preview skimming)。预测略读要了 解作者的思路、行文方式(模式), 以便把握大意、相关细节及其 相互关系。
三种基本句型 ·主+系动词+表语 ·谓+主+状,即There be句型 ·主+谓+宾+状
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2. 快速阅读答题技巧
fastreading学生预想行为
fastreading学生预想行为
学生在参与fastreading活动时可能会表现出以下预想行为：
1. 集中注意力：学生会尽力集中精力，以便能够快速读完给定的文本或文章。
他们可能会关闭任何可能分散注意力的噪音源或干扰源。
2. 快速翻阅：学生可能会快速翻阅文本，只关注关键词、主题句和重要信息，而忽略不重要的细节。
3. 提前计划：学生可能会制定阅读计划，例如根据时间要求和页数，来决定每分钟需要读的页数或段落数。
4. 边读边写：学生可能会边读边写摘要或记录重要观点，以便能够更好地理解和记忆文本内容。
5. 背景调整：学生可能会调整自己的学习环境，例如选择安静的地方、调整座位等，以便更好地专注于阅读任务。
6. 与他人合作：学生可能会选择与同学一起进行fastreading活动，以便能够相互激励和提供帮助，同时分享阅读技巧和经验。
总体而言，fastreading对学生来说需要快速而专注的阅读能力，同时也需要他
们有合理的计划和摘要写作能力。
强调阅读效率和速度的fastreading活动可能会推动学生去尝试更高水平的阅读技巧和策略，提高他们的阅读理解和信息处理能力。
fast reading 快速阅读
命题趋势
• 采用1-2篇较长篇幅的文章或多篇短文，总长 度约为1000词； • 要求考生在15分钟内完成10道题目； 7选择+3填空 7判断+3填空 • 命题顺序基本与文章顺序保持一致； • 命题以细节题为主，基本从原文可直接找到 答案。
解题步骤
1. 浏览全文 （略读） 大标题、副标题、段落标题、各段首尾句 2. 读题目，确定关键词 （仔细阅读） 明显：数字，专有名词，特殊标点； 不明显：题干中核心的名词、动词等。 （寻读） 3. 根据关键词到文章中定位对应信息。
• Stars 1. Billions and Billions 2. Appearance 3. Life Cycle Questions: 1. How many stars can we see with the naked eye on a clear, dark night? 2. Which is NOT true about the appearance of stars according to the passage? 3. According to the passage, what is TRUE about a star’s lifespan?
略读
• 能迅速的找出阅读材料的中心思想。通常 从以下三方面入手： 1. 标题； 2. 语篇结构； 3. 语篇标志词。
标题
• 标题包括文章标题和各级小标题。标题通常 是对文章主旨的高度概括或提炼，有的标题 直接揭示了文章的主要内容。小标题可以帮 助读者迅速了解该部分的具体内容，有助于 读者寻读时迅速定位所需信息的大体段落位 置。
fast reading训练英语快速阅读的技巧
Para. 1: the concept of a national park differs from nation to nation.
Para. 1: Australia, the United States and Japan Para. 2: Britain Para. 3: Africa and Southern Asia
Skimming Exercises
The concept of a national park differs from nation to nation. In Australia, the United States and Japan the land in national parks is government-owned and the management of these parks is decided by government policy. Activities such as housing or industry within the parks are discouraged.
The average human spends 1/3 of his or her lifetime sleeping. Imagine how much people could accomplish if they spent less time sleeping. For many high school students, getting enough rest is not a priority. A National Sleep Foundation survey confirms that teens are staying up too late at night, usually getting 7 hours of sleep instead of the recommended 9 hours. Although teenagers’ internal clocks are partially to blame for not sleeping earlier, many students lose sleep because of school.
fast reading 快速阅读
1’30’’ 优秀
2’10’’ 较好
2’40’’ 2’40’’+ 一般 较差
A
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集中注意力——方法三
42 7 58 52 28 61 2 81 10 40 18 88 82 14 41 72 56 67 29 94 91 83 23 92 51 34 80 15 38 63 33 9 66 87 1 79 22 46 5 54 78 73 21 37 45 30 17 74 47 86 57 39 53 95 8 50 25 62 16 69 4 89 70 24 93 65 32 85 26 76 77 12 96 27 44 11 49 3 48 97 43 100 6 35 13 59 98 75 99 31 20 64 84 55 90 A 71 36 68 19 6015
3. 视觉中枢处理后传达到语言中枢；
4. 语言中枢再传递到听觉中枢；
5. 听觉中枢传输到记忆中枢。
• 这是一个自己读给自己听的过程，即使是
高水平的默读也是如此，只不过外部动作
控制得比较好罢了。所以，一般人在以传
统阅读法阅读时，实际上是在“读书”，
而不是在真正“看书”。
A
3
• 快速阅读（“眼脑直映”式阅读）：
• 快速阅读理解要求考生运用略读(skimming) 和寻读(scanning)的技能从篇章中获取信息。
• 略读：考核学生通过快速阅读获取文章主旨 大意或中心思想的能力。阅读速度约每分钟 100词。
• 寻读：考核学生利用各种提示，快速查找特 定信息的能力。如数字、大写单词、段首句 或句首词。
Aபைடு நூலகம்
8
命题趋势
2. 读题目，确定关键词 （仔细阅读） 明显：数字，专有名词，特殊标点； 不明显：题干中核心的名词、动词等。
大学英语四级讲义fastreading
是非判断题
是非判断题考查考生对原文信息的判断和 理解能力，共分为以下三类： Y题（Yes）－当可以根据原文信息判断题干表 述为正确时，答案为Y； N题（No）－当可以根据原文信息判断题干表 述为错误时，答案为N； NG题（Not Given）－当无法在原文中找到题 干的表述而不能判断时，答案为NG。
解题方法
（1）略读法（Skimming） 略读法旨在快速浏览全文，以了解中心思想、
段落大意及主题背景等等。 1. 首先应该读首段和结尾段 通常来说，文章的第一段和最后一段是文章主
题思想的阐明和总结 2. 读每段的主题句
主题句
一般每一段的主题句体现了每一个段落的中 心思想。它一般出现在段首，开宗明义；有 时也在段落的结尾，画龙点睛；有时放在段 落中间，承上启下。有时有些段落没有主题 句，需要加以总结。在略读过程中，要特别 关注这些主题句。
“长难句”的理解
Compared with American tourists abroad, visitors to the U.S. stay longer and spend more money at each stop. (Passage 4, 98/1)
找出修饰成分 (副词;独立结构;介词或分词短语)--找出主干----分析句子意思
架结构） The main point/ reason…(提示文章出现重要
信息) 信号词
解题技巧
6）题目顺序基本和文章写作顺序一致 7）巧用逻辑关系
逻辑关系散布在文章的句子内部、句句之间、 以及段落之间。考生应该尤其注意快速阅读文章 中逻辑关系的运用，以便省时省力的理解文章信 息。最基本的逻辑关系有以下几种： 1）因果关系：as a result，therefore，hence， consequently，because, due to等。 2）并列、递进关系：and, or, in addition， besides，in other words，moreover等。 3）转折关系：however，but, yet, in fact等。
英语四级fastreading技巧
第三步：分解对应，四项对比 找到题目在文章中的出处后，将题干的句子进行 简单的成分划分，然后将句子的主谓宾各个部分与 原文对应，判断Y、N、NG 第四步：分解问题，填写准确 对于填空题，先看所缺的句子成分，然后根据小 标题或者题眼找到原文。尽量照抄原文，但要抄得 恰到好处，抄得简练，也就是说，题干问什么或缺 什么，就抄什么，其余不相干内容不要抄上，保证 所填内容的准确性
如果题目中所表述的内容与原文明显不符、 矛盾或相反，可判断为N 确定为N的情况：（1）题目中的信息与原文 内容相反 （2）题目将原文的意思张冠李戴 （3）将原文中的不确答题技巧七：两段判定（判断NG最好方法）
在四级快速阅读中，如果上一题已经确定了 在原文中的位置，读过两段后仍无下一题所 需信息，则可以判定该题为NG，而不用通读 全文。
改变坏习惯：有些考生的阅读习惯很糟糕，比如 lip reading和Pointing reading。阅读时即使不出声 但嘴巴在动，属于lip reading，还有的考生必须用 笔或手指帮助阅读，也就是pointing reading。这 比用眼睛看要花费更多时间，阅读习惯直接影响 阅读速度。正确的习惯是eye moving，且不是一 个单词一个单词地看，而是一组一组地看，以 “sense group”意群为单位阅读文章。在做题看选 项时，要认真看、准确把握题干中的信号词，以 便在文章中准确找到相关信息。
答题技巧二：显性信息
查读的信息通常是显性信息，只要将问题 在原文中进行准确定位就能得到正确答案， 一般不需要做推理。
答题技巧三：题文同序
大学英语四级考试的快速阅读部分，问题顺 序与原文顺序一致（有时判断题和填空题交 汇处顺序不一致），这就要求考生应该按照 题目的顺序依次做题。对于所有的四级快速 阅读文章这个技巧都适用，在此就不做特别 举例
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P assage OneHave you ever heard "hit the nail on the head"? Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive home the nail with a few firm, deft blows, hitting it each time squarely on the head. So it is with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose. The French have an apt phrase for this. They speak of "le mot juste", the word that is just right. Stories are told of scrupulous writers, like Flaubert, who spent days trying to get one or two sentences exactly right. Words are many and various; they are subtle and delicate in their different shades of meaning, and it is not easy to find the ones that express precisely what we want to say. It is not only a matter of having a good command of language and a fairly wide vocabulary; it is also necessary to think hard and to observe accurately. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. Someone once remarked: "How can I know what I think till I see what I say?" This sounds stupid, but there is a great deal of truth in it.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings. The exact use of language gives us mastery over the material we are dealing with. Perhaps you have been asked "What sort of a man is so-and-so?" You begin: "Oh, I think he's quite a nice chap but he's rather..." and then you hesitate trying to find a word or phrase to express what it is about him that you don't like, that constitutes his limitation. When you find the right phrase you feel that your conception of the man is clearer and sharper.In certain primitive tribes it was thought dangerous to reveal your name to a stranger. It might give him power over you. Even in modern civilized society you find yourself at a slight social disadvantage if someone knows your name but you don't know his. Command of words is ultimately command over life and experience.(447 words)1. The author uses the idiom "hit the nail on the head" to demonstrate ______ .( )(a) the skill of a carpenter(b) the importance of being skillful(c) how one's point can be driven home(d) the importance for a writer to choose the right word2. The word "scrupulous" in paragraph two means ________ . ( )(a) minutely careful(b) highly skillful(c) very accomplished(d) carpenter-like3. To find an appropriate word for the specified purpose ________. ( )(a) is a matter of command of the specific language only(b) is a matter of vocabulary(c) is to pick out a word with subtle meaning(d) involves telling people your thoughts and feelings4. Which of the following is NOT mentioned in the passage? ( )(a) Choosing a right word for the right situation is challenging and rewarding.(b) Choosing a right word means weighing among its many synonyms.(c) You need to have a clear idea of the thing you are describing to choose the right word.(d) The different shades of meaning are helpful to our expression of ideas.5. It can be inferred that the paragraph that follows the passage may possibly discuss ______ . ( )(a) a carpenter's work(b) choice of words(c) modern civilized society(d) primitivetribesP assage TwoEnglish has a wide vocabulary and it is a very flexible language. There are many different ways of making a statement. But words that are very similar in meaning have fine shades of difference and a student needs to be alive to these differences. By using his dictionary, and above all by reading, a student can increase his sensitivity to these shades of difference and improve his ability to express his own meanings exactly. Professor Raleigh once stated: "There are no synonyms, and the same statement can never be repeated in a changed form of words." This is perhaps too absolute, but it is not easy to disapprove. Even a slight alteration in the wording of a statement can subtly shift the meaning. The change in words is a change in style, and the effect on the reader is quite different. It is perhaps easier to be a good craftsman with wood and nails than a good craftsman with words, but all of us can increase our skill and sensitivity with a little effort and patience. In this way we shall not only improve our writing, but also our reading.Above all we should try to cultivate an interest in words. The study of words, of their origins and shifting meanings, can tell us a great deal about human life and thought. English offers a fascinating variety of words for many activities and interests.The foreign student of English may be discouraged and dismayed when he learns that there are over 400 000 words in the English language, without counting slang. But let him take courage. More than half of these words are dead. Even Shakespeare used a vocabulary of only some 20 000 words. The average Englishman today probably has a vocabulary range of from 12 000 to 13 000 words. It is good to make your vocabulary as complete as you can, but a great deal can be said and written with a vocabulary of no more than 10 000 words. The important thing is to have a good control and command over the words you do know. Better know two words exactly than three vaguely. A good carpenter is not distinguished by the number of his tools, but by the craftsmanship with which he uses them. So a good writeris not measured by the extent of his vocabulary, but by his skill in finding the word that will hit the nail cleanly on the head.(405 words)6. In this passage, the author tells us that reading can ______ . ( )(a) increase the vocabulary enormously(b) make one become more aware of the subtle differences of synonyms(c) enable one to learn as many synonyms as possible(d) enable one to be flexible in expressions7. Professor Raleigh's statement "There are no synonyms..." ______ . ( )(a) stresses the different shades of meanings(b) is too absolute and easy to disapprove(c) is what the author tries to disapprove(d) means that there is no such word "synonym"8. According to the author, an interest in words should be cultivated because _____. ( )(a) it is more difficult to be expert at words than at nails(b) words are the most fascinating things to observe(c) words offer us a lot of information about human activities(d) words are the most important part of a language9. The author thinks that ______ . ( )(a) Shakespeare had a very small vocabulary(b) Shakespeare used only a small portion of the English vocabulary(c) it's not necessary to enlarge your vocabulary(d) it's reasonable to feel discouraged at the large amount of vocabulary in English10. In the author's opinion, the most important thing is to ______ . ( )(a) have a large vocabulary to write and speak with(b) have at least a vocabulary of 10 000(c) use the words you already know(d) know how to find the rightwordP assage ThreeLanguage is often irrational even in the way it combines words into sentences － in its synthesis. If language were perfectly rational in this respect, we should be able to handle words like the nine digits in arithmetic, and combine them into sentences at pleasure by applying a few simple grammatical rules. In practice, however, we find that a great part of all languages consists of a limited number of natural sentences, only some of which admit of being formed a priori and freely modified by the substitution of the other words, as when from "have", "ink", "pen", we make up such sentences as "I have the ink"; "Who has the pen?" "Who has the ink?" "He has the ink," and so on.But just as we cannot go on speaking long without using irregular inflections, so also we cannot go on speaking naturally for any length of time without using irregular combinations of words － combinations which cannot be constructed a priori. The sentences which make up natural speech are of two kinds － general sentences, such as those which have just been given, and special sentences or idioms, such as "how do you do?" "never mind", which are really on a level with simple words, such as salutation, indifference, and like them, have to be learnt one by one, in the same way as the irregularities of the grammar. Many of them, indeed, have meanings inconsistent with those of the words of which they are made up. Thus "do by itself" never has the meaning it has in "how do you do?" and "help" in the idiomatic expression "I could not help being late" has the meaning "prevent" "avoid", which is the exact contrary of its ordinary meaning.Again, even in those cases in which the grammar and dictionary allow us to express an idea by various combinations of words, there is often only one of these combinations in actual use. Those who have had to do Latin prose composition know that the main difficulty of the art consists in having an instinctive knowledge of what combinations to avoid. French has a similar character. English and Greek are much freer in this respect, a fact which many foreigners find it difficult to realize. When they ask me such questions as "Can one speak of an 'elegant supper'?" "Can you say, 'He was bad last night'?" I always answer that English is a free language, and that there is nothing to prevent any one calling a supper "elegant" although I do not remember ever doing so myself. Nevertheless, English has its limitations as well as other languages. Foreigners' English often presents the curious spectacle of a language constructed on strict grammatical principles, but with hardly a single genuinely English sentence in it.(464 words)11. Language is irrational in that _______________ .( )(a) we can combine words by using simple grammatical rules(b) words in a language are like the nine digits in arithmetic(c) the meaning of a sentence can be inferred from the meanings of the words in it(d) the meaning of a sentence does not always conform to the meaning of the words in it12. According to the author, ________. ( )(a) all languages have a limited number of natural sentences(b) not all the sentences in a language can be modified by substituting different words(c) regular combinations of words should be avoided in our speech(d) we should construct a priori before we combine words into sentences13. Which of the following is true? ( )(a) Grammatically correct sentences are definitely correct.(b) Grammatically correct sentences are not necessarily used in practice.(c) A sentence based on grammar should be idiomatic.(d) A sentence in practical use must be rational.14. The author thinks it ______ to call a supper "elegant". ( )(a) not idiomatic(b) impossible(c) wise(d) good English15. The main idea of the passage is that ____________. ( )(a) we cannot speak by strict grammatical rules(b) no rule but has exceptions(c) there are two kinds of sentences in a language(d) language has strict grammatical rules tofollow。