阅读真经的整理
我的阅读教学“真经”
我的阅读教学“真经”发表时间：2010-06-13T11:31:37.327Z 来源：《科学教育家》2009年第4期供稿作者：付久扬[导读] 教师在课堂上，除了对教材涉及的知识做必要的顺势拓展和触类引带而外，更主要的任务是鼓励学生求知增知的热情，设法让学生产生求知增知的内需。
我的阅读教学“真经”付久扬(河南省项城市第一高级中学466200)【摘要】现代中学生知识的匮乏、生活经验的缺失，已经成为制约学生语文水平提高与语文能力迅速形成的瓶颈。
对此，我们除了引导学生去关注生活外，让学生自己学会去多读书、读好书是其走楚瓶颈的一条重要途径。
而这仅靠教师在课堂上的拓展、引带是绝对不够的，还应依靠学生自身的课外阅读进行补充。
教师在课堂上，除了对教材涉及的知识做必要的顺势拓展和触类引带而外，更主要的任务是鼓励学生求知增知的热情，设法让学生产生求知增知的内需。
【关键词】教师；阅读教学；学生【中图分类号】G623.23【文献标识码】A【文章编号】1009-9646(2009)04-0132-021 腹有诗书气自华现代的社会，媒体纷繁。
电视，可以轻轻松松地欣赏；广播，可以休闲式地收听；网络，可以海阔天空地漫游；报刊，可以随心所欲地浏览……相比之下，读书，显得有些“沉重”：字要一个个去认，句要一句句去理解，意思要一段段去思索，没有形象画面，没有伴奏音乐，没有旁白点拨，真有点儿“难”！但书里有智者娓娓的谈心，有勇士激昂的呐喊；有恬美如秋月的小夜曲，有壮烈如大潮的交响乐；有春花凋零的叹息，有小鸟归巢的啾啾……可以说任何媒体都不能替代书籍，不仅因为它是这一“大家族”的“老祖宗”，更因为它在锻炼思维、培养能力、丰富文化内涵、提高语言文字运用能力等方面有着特殊功能。
正所谓“腹有诗书气自华，人若无求品自高。
”但现在的一些流行书，思想平庸、趣味低下、知识含量很少，但对十七、八岁的少男少女的又往往极容易形成诱惑，学生读这样的书，鲜有补益。
刘洪波-雅思阅读真经
IV. Secrets to Headings
V. Hot Topics 12/01/12 雪崩 Avalanche 12/09/06 吉尔伯特 和磁场 Magnetism
V. Hot Topics
12/02/04 奥运火炬 Olympic Torch
12/03/08 飓风 Hurricane
III. How to understand more
《剑桥雅思7》第91页第13题。 文章标题：Pulling strings to build pyramids 题型：Summary（总结填空）
题目：In addition, over two thousand years ago kites were used in China as weapons, as well as for sending ………… (NO MORE THAN TWO WORDS) 原文： …And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.
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{
{雅思阅读真经
主讲嘉宾：刘洪波 贵学教育总裁 北京雅思学校总校校长 建国60年推动中国教育培训功勋人物 网易2009中国教育年度大选——教育产业十大 领军人物
《西游记》名著阅读笔记
《西游记》名著阅读笔记《西游记》这本书讲了一个有惊无险的离奇故事，一位唐朝的唐僧去西天取经的路上，收了三个徒弟：孙悟空、猪八戒、沙僧，他们沿途遇到种.种劫难，一路降妖伏魔，化险为夷，九九归一，到达西天取得真经，最终五圣成真的故事。
这里给大家分享一些关于《西游记》名著阅读笔记，供大家参考。
《西游记》名著阅读笔记1《西游记》这本书主要讲述了师徒四人历经艰险去西天取得真经的故事。
故事从一块仙石说起，它日夜吸取天地灵气、日月精华，终于有一天，从里面蹦出只猴子。
那猴子独霸一方，号称“齐天大圣”。
后来因大闹天宫，被如来佛祖压在五指山下。
五百年后，一个前往西天取经的和尚将其救出，齐天大圣便拜他为师，和其他两个师弟一起保护师父共取真经。
一路上遇到了许许多多妖魔鬼怪，他们斩妖除魔，历经九九八十一难，终于取得真经。
这本书的内容十分离奇、惊险、有趣。
我最喜欢孙悟空这位了不起的人物。
他本领非凡，天不怕地不怕，具有不屈的反抗精神。
他嫉恶如仇，一双火眼金睛绝不放过一个妖魔，如意金箍棒下绝不对妖魔留情;他不怕任何困难，不管遇到什么险阻，从不退却。
他代表了正义的力量和必胜的信念。
说到猪八戒，他的本事可比孙悟空差远了。
他是一个幽默人物、憨厚老实、喜欢偷懒耍滑、贪吃好睡。
他的毛病虽然多，但是我并不讨厌他，反而觉得他十分真实可爱。
沙僧则勤勤恳恳、任劳任怨、忠厚正直。
我喜欢这本书，它不光有着丰富多彩的内容，紧张激烈的情节，还有着鲜明的人物特点，更告诉我们一个做人的道理:永不言败!与其说孙悟空靠本领取得真经，不如说孙悟空是靠毅力和永不言败的精神取得真经。
毅力对每个人来说都很重要。
在读书时，如果没有毅力，我们很难在枯燥的学习中坚持到底:在工作中，如果没有毅力，我们很难在坎坷中跨越过去:在生活中，如果没有毅力，我们很难在种.种负担中坚持下去。
当你面对困难准备放弃时，请你一定记住“毅力”。
坚持下去，不放弃，你一定会品尝到成功的果实。
《西游记》名著阅读笔记2一部古老的神话故事，但却引起了儿童的喜爱，那就是《西游记》。
阅读真经总纲
阅读真经总纲《阅读真经总纲》阅读真经，是一项深具启迪力的活动，它不仅仅是一种技能，更是一种对知识的追求和理解的过程。
本文将为您提供阅读真经的总纲，帮助您更好地把握阅读的本质，提高阅读效果。
## 一、引言阅读是获取信息、拓展思维的有效途径，阅读真经则是更深入、更有意义的阅读。
我们将从以下几个方面来探讨如何在阅读中获得更多的收益。
## 二、培养良好的阅读习惯1. **定期阅读时间安排**：合理分配时间，培养每天坚持阅读的良好习惯，以确保持续进步。
2. **选择多样的读物**：广泛涉猎不同领域的书籍，培养多元化的兴趣和知识。
## 三、深入理解阅读的目的1. **明确阅读目标**：在开始阅读之前，了解阅读的目的，是获取信息、解决问题，还是纯粹的娱乐放松。
2. **建立问题意识**：在阅读过程中提出问题，激发思考，促使更深层次的理解。
## 四、掌握有效的阅读技巧1. **速读与精读相结合**：灵活运用速读和精读，根据不同情境选择最合适的阅读方式。
2. **注重文本结构**：学会分析文章结构，抓住关键信息，理清主次，提高阅读效率。
## 五、拓展阅读广度和深度1. **跨学科阅读**：尝试涉足不同学科领域，拓展知识面，培养全面的思维能力。
2. **深度阅读名著**：挑战一些经典著作，深入挖掘其中的内涵，提高对文学艺术的鉴赏水平。
## 六、注重阅读后的思考与总结1. **写读书笔记**：记录阅读心得，归纳总结，形成自己的见解。
2. **参与讨论与分享**：与他人交流，听取不同的观点，拓宽思维，丰富自己的认知。
## 七、持续提升阅读素养1. **定期自我评估**：反思阅读过程，找出不足，制定改进计划，不断提升自己的阅读水平。
2. **多元化学习资源**：善用图书馆、网络等多种资源，获取更丰富的阅读材料，促进全面发展。
## 结语阅读真经是一场不断探索、不断进步的旅程。
通过培养良好的阅读习惯、深入理解阅读的目的、掌握有效的阅读技巧、拓展阅读广度和深度、注重阅读后的思考与总结，以及持续提升阅读素养，我们将能够更深刻地领略阅读之美，更准确地把握知识的精髓。
雅思阅读真经5答案
雅思阅读真经5答案雅思阅读真经5答案【篇一：真经5解析】lass=txt>5. safer=better，took over=alternatives，因此答案是freon。
6. 注意inventing=patentedq1: 请问第一篇冰箱的创造的第2和3空怎么定位，我在原文找不到….a: 第二第三题对应正文第四段最后一句话。
原文：and another made by physician jg, and developed vapor-compression refrigeration for the brewing and meatpacking industries.题干：and commercial refrigeration was applied to as well as industries. 对应：for=applied to; and=as well as定位词：commercial refrigerationq2: 还是冰箱那篇，为什么第5个空不能填alternatives？在原文中不是刚好接在比较级better后面吗？a: 第五题对应正文第五段第三句话。
原文：engineers worked until the 1920s to come up with better alternatives, one of which was freon.题干：the safer took over it in 1920s.对应：better=safer; come up with=took over定位词：1920s请注意，填alternative不是最优答案，最准确的是氟利昂freonreading passage 2 阿尔弗雷德诺贝尔3. 判断填形容词。
不能填explosive，因为炸药都要爆炸，因此爆炸不是炸药的风险。
可控的、安全的爆炸才是问题。
对应原文15页第5行：the safety problems。
阅读真经
一. 阅读方法5. 精读：①每段首句：了解段落大意，且为主题句。
②关键词出现句：服务于细节题。
此时要慢下来仔细阅读这句。
所谓精读，一定要仔细抓住其中每个词。
当模棱两可答案时，寻求最有效的支持是首句。
其次是关键词出现句。
精读一定要慢下来淡定的读，切不可抢时间。
首要原则。
6. 做所有题牢记住：文章主题/主旨>段落主旨>文章细节。
7. 没读懂一段话，反复读，时间是一定够的！直到读懂才做题。
8. “觉得“正确的选项，一定要找出直接对应点来support the answer，TOEFL除两段题外，基本不考察信息整合。
二、题型技巧1.句子改写题（个人错的最多）第一个易错点（1）抓住句子强调的部分；（主、谓、宾）抓主干（2）文章与选项的句子并不是完全等价，需比较选项之间，谁最接近，哪个与文章句子的不同点最少。
（3）选与原句句子语气最接近的一句话。
这个题句子往往很长，要放慢速度做。
2.摘要（Summary）题（最后一题，读文章跳读，了解每段中心即可）一定不选细节！！！（1）越虚的越要选！！！概括性越强越好，不选实的。
且概括的东西进去越多越好，and 越多越好。
（2）在阅读文章中，应该首先都想好了要考的三个点是什么，且一个点只对应一个选项，不会存在一个点对应两个选项。
（3）即使最后文章得出的结论与前面的铺垫关系不大时，前面的铺垫内容也会出现在正确选项中。
第二个易错点在还剩2分钟以上的时候，先整理一下刚才阅读的笔记，每段整理出1~2个观点。
S题都是跟每段中心一一对应的。
注意千万不要选细节，实验过程这些一定不选。
3. 细节题第三个易错点（1）先从题干抓出关键词；再回文定位；直接找出答案；再回选项中匹配。
（抓、定、找，匹）因为先看选项会受ETS误导。
哪些词语可以成为关键词？eg. 阿拉伯数字，地名人名；专有名词，大写字母，斜体字母（书的名字），特殊符号（””、-）这些词比较好找。
题干没有明显关键词时，可以从选项中挑选关键词。
阅读技巧如何整理和归纳书籍中的知识点
阅读技巧如何整理和归纳书籍中的知识点在我们阅读一本书籍时，如何有效地整理和归纳书籍中的知识点是非常重要的。
本文将介绍一些有效的阅读技巧，帮助读者更好地整理和归纳书籍中的知识点。
1. 主题概括法主题概括法是一种将书籍中的各个知识点整合成主题进行归纳的方法。
首先，读者可以通读整本书，了解书籍的主题和大致内容。
然后，在阅读过程中，将每个章节或段落的主题进行概括，用简洁明了的语言表达出来，形成主题句或关键词。
在阅读完整本书后，读者可以将所有主题进行整合，并制作一份主题索引，以便随时查阅和回顾。
2. 笔记记录法笔记记录法是一种通过记录笔记的方式整理和归纳书籍中的知识点的方法。
读者可以使用纸质笔记本或电子笔记工具，在阅读过程中记录书籍中的关键信息、重要观点和自己的思考。
可以使用标题、关键词、箭头和图表等方式来突出和连接各个知识点，以帮助记忆和整理。
在读完整本书后，读者可以将笔记整理成系统性的摘要，方便以后的复习和使用。
3. 思维导图法思维导图法是一种通过绘制思维导图来整理和归纳书籍中知识点的方法。
读者可以使用纸笔或专业的思维导图软件，在阅读过程中将书籍中的主题、分支知识点和关联关系进行视觉化呈现。
通过绘制主题的中心思想，并以分支和关联的方式展开，便于读者在一张图中获取全书的知识架构和内在逻辑。
这种方法对于整体把握和记忆书籍知识点非常有效。
4. 关键词标注法关键词标注法是一种通过标注和划线书籍中的关键词来整理和归纳知识点的方法。
读者可以使用彩色笔或高亮笔在书籍页面上标注和划线重要的词语、句子和段落。
可以使用不同颜色代表不同类型的信息，比如重要观点、关键术语和实例等。
同时，在书籍的空白页面上或笔记本上，可以记录这些关键词所代表的知识和与其他知识点的联系，方便日后参考。
5. 书摘整理法书摘整理法是一种通过整理书籍的摘录来归纳和整理知识点的方法。
读者可以使用贴标签或书签的方式，将书籍中的重要段落、例子或观点摘抄下来，并按照自己的需求进行整理分类。
雅思阅读真经
INTERNALTIONAL ENGLISH LANGUAGETESTING SYSTEMACADEMIC READINGTEST 1TIME ALLOWED: 1 hourNUMBER OF QUESTIONS: 40READING PASSAGE 1You should spend about 20 minutes on Questions 1 – 13 which are based on Reading Passage 1 below.IMPROVING READING SPEED It is safe to say that almost anyone can double his speed of reading while maintaining equal or even higher comprehension. In other words, anyone can improve the speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fiction 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 involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new techniques and (3) the motivation to practice.Learning to read rapidly and well presupposes that you have the necessary vocabulary and comprehension skills. When you have advanced on the reading comprehension materials to a level at which you can understand college-level materials, you will be ready to begin speed reading practice in earnest.Understanding the role of speed in the reading process is essential. Research has shown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been found in most cases that an increase in rate has been paralleled by an increase in comprehension, and that where rate has gone down, comprehension has also decreased. Most adults are able to increase their rate of reading considerably and rather quickly without lowering comprehension.Some 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 thematerial;(c)vocalization, including the need to vocalize in order to achieve comprehension;(d)faulty eye movements, including inaccuracy in placement of the page, in returnsweep, in rhythm and regularity of movement, etc.;(e)regression, both habitual and as associated with habits of concentration(f)lack of practice in reading, due simply to the fact that the person has read verylittle and has limited reading interests so that very little reading is practiced in the daily or weekly schedule.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. This is an entirely different matter from simply speeding up the rate of reading without reference to the conditions responsible for the slow rate. In fact, simply speeding therate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration may even destroy confidence in ability to read. The obvious solution, then is to increase rate as a part of a total improvement of the whole reading process.A well planned program prepares for maximum increase in rate by establishing the necessary conditions. Three basic conditions include:1.Eliminate the habit of pronouncing words as you read. If you sound out wordsin your throat or whisper them, you can read slightly only as fast as you can read aloud. You should be able to read most materials at least two or three times faster silently than orally.2.Avoid regressing (rereading). The average student reading at 250 words perminute 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.Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereading reflects both his inability to concentrate and his lack of confidence in his comprehension skills.3.Develop a wider eye-span. This will help you read more than one word at aglance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units.Poor results are inevitable if the reader attempts to use the same rate indiscriminately for all 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 reading 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 adjustment within the article. Overall adjustment establishes the basic rate at which the total article is read; internal adjustment involves the necessary variations in rate for each varied part of the material. As an analogy, you plan to take a 100-mile mountain trip. Since this will be a relatively hard drive with hills, curves, and a mountain pass, you decide to take three hours for the total trip, averaging about 35 miles 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 speeding up to 50 miles per hour or more on relatively straight and level sections. This 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 himself an overall rate for the total job.In keeping your reading attack flexible, adjust your rate sensitivity from article to article. It is equally important to adjust your rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you.—Adapted from:Questions 1 - 4Choose the appropriate letters A – D and write them in boxes 1 – 4 on your answer sheet.1. Which of the following is not a factor in improving your reading speed?(A). willing to try new skills(B). motivation to improve(C). desire to practice(D). hesitate to try new techniques2. Understanding college level materials is a prerequisite for(A). learning to comprehend rapidly.(B). having the necessary vocabulary.(C). beginning speed reading.(D). practicing comprehension skills.3. For most people(A). a decrease in comprehension leads to a decrease in rate.(B). a decrease in rate leads to a increase in comprehension.(C). an increase in rate leads to an increase in comprehension.(D). an increase in rate leads to a decrease in comprehension.4. Speeding up your reading rate through forced acceleration often results in(A). reducing comprehension.(B). increasing comprehension.(C). increasing your reading problem.(D). reducing your reading problem.Questions 5 – 9Complete the table below. Choose NO MORE THAN THREE WORDS from theQuestions 10 - 13Do the following statements agree with the information given in Reading Passage 1? In boxes 10 – 13 on your answer sheet write.TRUE FALSE NOT GIVEN if the statement is trueif the statement is falseif the information is not given in the passage10.In gathering material on a topic a reader must maximize his reading rate.11.The basic rate for each part of the reading material involves an overalladjustment.12.The set rate for a 100-mile mountain trip is 35 miles an hour.13. A good reader never establishes a set rate for reading an article.READING PASSAGE 2You should spend about 20 minutes on Questions 14 – 26 which are based on Reading Passage 2 below.Questions 14 - 18Reading Passage 2 has 9 paragraphs A – IFrom the list of headings below choose the 5 most suitable headings for paragraphs B, C, E, G and H. Write the appropriate numbers (ⅰ–ⅹ)NB14.Paragraph B15.Paragraph C16.Paragraph E17.Paragraph G18.Paragraph Hscientists believe they understand fairly well, but insects began flying so much longer ago that details of their stepwise conquest of flight remain obscure. Scientists at Pennsylvania State University hypothesize, however, that a present-day flightless insect called the stonefly may be closely related to ancestral insects that first learned to fly more than 330 million years ago.B. Last February, Dr. James H. Marden, a biologist atPennsylvania State University, and Melissa G. Kramer, hisstudent, began studying the behavior and biology of stoneflies - the immature nymphs of which are familiar to many fishermen as delicacies for trout. The nymphs begin life in river or pond water and then develop primitive wings enabling them to skim across water at high speed without actually taking to the air. Marden and Ms. Kramer have concluded that the humble ancestor of such expert fliers as mosquitoes and wasps may have been very much like the stonefly.C.The stoneflies living in Canada and the northern United States, which belong to a primitive species called Taeniopteryx burksi, breed and mature in cold water and come to the surface for their skimming trip to shore in February and March. To study them, a scientist must work quickly, since the life span of a stonefly is only about two weeks. The adult stonefly has waterproof hair on its feet, and after reaching the surface of the water, it supports itself by coasting on the water's surface meniscus layer. To hasten its trip to the shore, the insect spreads its four feeble wings and flaps vigorously, using aerodynamic thrust to scoot across the water at speeds up to 2 feet per second. This, Marden said, appears to be the only time in its life the stonefly normally uses its wings.D.In a series of experiments Marden described in a report published in the current issue of the journal Science, he found that although stoneflies in the wild, where ambient temperatures were recorded as ranging between 32 degrees and 53.6 degrees Fahrenheit, are completely flightless, their flying ability improves when they are warmed up in a laboratory. Even when warm, the insects never voluntarily take flight from a horizontal surface, but if they crawl to the edge of a table and drop over the side they will fly for a few yards before settling to the ground. Several specimens tested by the Penn State scientists actually gained a little altitude under their own power after being launched by hand, but none remained in the air for more than a few seconds.E.Stoneflies are interesting, Marden said in an interview, because so little is known of the specific changes insects underwent in the remote past as they gained the ability to fly. The stonefly's faltering efforts to use its wings may approximate a transitional stage of evolution that occurred some 350 million years ago, when swimming insects first became fliers.F.The study of insect evolution is hampered by a gigantic gap in the fossil record. Although fossils of early nonflying insects have been found in sediments dating from the Devonian period nearly 400 million years ago, no insect fossils have turned up from the following 75-million-year period. Marden said that fossil insects reappear in strata 325 million years old, but by then they had evolved greatly, and their increased diversity suggests that at least some species had left the water to colonize land. Many of the fossils of that period look like present-day insects, including grasshoppers.G.Stoneflies lack some features that are important for true fliers, They have relatively weak wing muscles, and their thoracic cuticle plates are not fused together to create a rigid external skeleton. Rigidity is needed to provide strong, inflexible attachment points for an insect's wing muscles if it is to be capable of powered flight - a much more demanding activity than skimming or gliding. If the stonefly is similar to the first protofliers, this would argue against a widely held hypothesis that animalflight begins with gliding, from which powered flight eventually develops. Stoneflies never glide, even though they are on the verge of flying.H.Although the stonefly may have evolved to its present form in a progressive direction from primitive swimming insects, it is possible, Marden believes, that its evolution was digressive - that its ancestors were true fliers that evolved into nonflying skimmers. Skimming requires much less energy than true flight, as demonstrated by a new family of skimming "wing-in-ground-effect" flightless aircraft developed during the last decade in Russia, China and Germany. These aircraft never rise more than a few feet above the ground or water, but their stubby wings support them on an air cushion that eliminates the drag of surface friction.I."Stoneflies seem to have found an ecological niche in any case," Marden said. Whether the evolutionary pathway of the stonefly was progressive or digressive makes little difference to the insect, he said, but to an entomologist, the direction is important. "By mapping behavioral characters and morphology 1of stoneflies, we hope eventually to infer the direction by which evolution carried them to their present stage of development," Marden said.Glossary1morphology The branch of biology that deals with the form and structure of organismsQuestions 19 – 22Using NO MORE THAN THREE WORDS from the passage, answer the following questions.19. How long ago did stoneflies first use their wings?20. How wide is the fossil gap?21.Where is the only place that stoneflies actually fly?22. What time of the year do stoneflies use their wings?Questions 23 – 26Complete the summary below. Choose your answers from the list below the summary. NB There are more words than spaces, so you will not use them all.Stoneflies have ……(23)……wing muscles and a ……(24)……… external skeleton so that they cann ot be true fliers. As they can’t fly or ……(25)…… they skim. Less energy is needed for skimming and so stoneflies have found their ……(26)…... in life.READING PASSAGE 3You should spend about 20 minutes on Questions 27 – 40 which are based on Reading Passage 3 below.Maternal Education and Child Mortality that of mothers) as an effective way of improving children's health and reducing child mortality. Caldwell refers to the results of two surveys that were carried out in Nigeria to arrive at the conclusion that "Maternal education is the single most significant determinant of child mortality." However, maternal education is an intertwined factor, and hence may account for other variables that represent socio-economic conditions as well.B.Although the relationship between maternal education and children's health is no longer an issue to be debated, there still exists a dearth of research information on the mechanisms through which maternal education works to improve children's health. A few of the possible mechanisms that have been focused so far are pointed out below:◆Education makes a woman conscious about the well being of herself andher family. It gives the basic ideas about the path to well being and also equips and encourages to increase her knowledge on healthy living;◆Education helps to form the attitude to practice "manners of hygiene";◆Education equips mothers with the knowledge of scientific causes ofdisease and proper health behaviour and illness behaviour for preventive and curative measures;◆Education encourages mothers to adopt proper feeding practices;◆Education makes the mothers more willing to use health care serviceswhen necessary, and preparing them for overcoming the barriers in doing so. Doctors and nurses are more likely to listen to her, as she can demand their attention, whereas the illiterate might be completely rebuffed;◆Education allows greater exposure to the mass media, which can keepmothers better informed about the health issues;◆Education empowers mothers to make and implement proper and timelydecisions regarding their children's health;Thus, we find maternal education as a gate way toward diversified aspects of modern life that significantly affect children's morbidity and mortality.C. A debate has arisen on the link between maternal education and children's health concerns relative effectiveness of general education (acquired through formal schooling) and health education. While the former enables a mother to become literate and hence gain access to the understanding of written material, the latter only provides her with information on certain health issues. However, educating through general education is time consuming, and to get positive results for the improvement of the health of theilliterate masses, within a short time, health education might be a better choice.D.Although health education as such might be effective for the illiterate, health education cannot be a substitute for general education to ensure survival and health of the children. Rather, more lessons on topics necessary to know in order to maintain a healthy life should be included in the textbooks (such as the germ theory of disease, symptoms of diseases the presence of which should be consulted with a doctor, knowledge in first aid etc.). General education equips a person with literacy -- which gives her access to books and to the mass media, which keeps her up to date regarding new information on health affairs. However, it would certainly be very beneficial to arrange annual or bi-annual health education programs to review the major health issues (and the issue of pregnancy and child care which is difficult for primary school children to grasp).E.At this point another question may be raised: How many years of schooling is required for education to have a substantial amount of effect on children's survival/health? According to a study by Mahalanabis et al., in Bangladesh, schooling of seven years or more of the mothers reduced 55% risk of a child's being attacked by a severe disease resulting from diarrhea, but lesser number of schooling could not provide appreciable protection. Majumder and Islam's study in Bangladesh shows that child survival index moves up from .764 to .811 with the increase of education from no schooling to 5 years of schooling (Primary level in Bangladesh). But the increase of index for the difference between primary level to secondary level or higher (at least ten years of schooling) is even greater, moving up from .811 to .882. Thus, the difference between child survival index rises from .764 to .882 with the difference of no schooling to ten or more years of schooling. Lindenbaum's has mentioned a case of Khurshida, to show how a woman having seven years of schooling was able to ensure proper treatment for her sick child, after overcoming the different sorts of barriers, which came in her way.F.Maternal education, on its own is not sufficient to ensure survival of children. However, all other efforts in absence of maternal education cannot be fully effective either. Hence, we should look for ways in which maternal education can be the most effective to ensure children's health to determine the appropriate policy to be obtained. From the discussion of the studies above, the following can be suggested:◆At least seven years of schooling should be made compulsory for girls.◆All basic health issues (which might differ from society to society) shouldbe covered in the textbooks and curricula of lower grades in school and be taught properly, so that even in cases of dropouts, the children will have sufficient health education to lead a healthy way of life, for themselves and their family and community.◆As it is difficult for school children aged 12 or below to understand thehealth issues related to pregnancy, child birth and child care,arrangements for health education (annual/bi-annual) concerned with these and other basic health issues must be made. Mother and child health care programs must function properly to be beneficial for the public. The health care centers must be situated at suitable distance, and convenient opening hours, friendly behaviour of the staff and supply of sufficient facilities and medicines must be ensured.G.Thus, it can be said that in order to ensure children's survival, the governments of third world countries, world organizations, donor countries and Non-Government Organizations, must take initiatives to ensure literacy and sufficient health-knowledge for the mothers and also provide appropriate conditions and environment for them to apply that knowledge. This indeed is a great task. But this has to be ensured to ensure the survival of children.—Adapted from:Questions 27 – 31Reading Passage 3 has 7 paragraphs A - G. Which paragraph contains the following information?27. A literate person has access to books and the mass media.28. Educated mothers make right decisions in time.29. The illiterate have handicaps to health care services.30. Health issues relating to pregnancy should be included.31. General education is the poorer choice.Questions 32 – 35Choose the appropriate letters A – D and write them in boxes 32 – 35 on your answer sheet.32. In research there seems to be a ________________ of informationon how maternal education affects children’s healthA. plentiful supplyB. average supplyC. overabundant supplyD. meager supply33. Which of the following statements about education and mothers is NOTtrue?A. Medical staff are more helpful.B. Demand for medical services declines.C. Family health is improved.D. Caring for the sick improves.34. _________________ so that children may live and have a healthyway of life for themselves and their family.A. Health education is a priority.B. More textbooks should be provided.C. The illiterate masses need to be taught to read and write.D. Health topics should be included in textbooks.35. General education enables mothers to become _______________A. able to read and write quickly.B. informed on some health issues.C. writers about some health issues.D. able to read and write over a long time.Questions 36 - 40Do the following statements agree with the information given in Reading Passage 3? In boxes 5 – 10 on your answer sheet write.YESNONOT GIVEN if the statement agrees with the writerif the statement contradicts the writerif the there is no information about this in the passage36. A decade of schooling means that the child survival index moves upby .071.37. School education of less than seven years increases the risk of severedisease.38. 7 years of schooling is compulsory for boys.39. Children who leave school early will not have sufficient education to leada healthy life.40. Health education should be arranged every two years.Reading passage 1, Questions 1 - 131. D2. C3. C4. C5. Reading phrases/Read by phrases6. Limited perceptual span7. Slowness of recognition8. Faulty eye movements9. Avoid regressing10. TRUE11. FALSE12. FALSE13. TRUEReading passage 2, Questions 14 – 2614. VIII15. IX16. IV17. VII18. III19. 350 million years20. 75 million years21. a warm laboratory/ a laboratory22. February and March23. weak24. flexible25. glide26. ecological nicheReading passage3, Questions 27 – 4027. D28. B29. B30. F31. C32. D33. B34. D35. D36. NO37. NOT GIVEN38. NOT GIVEN39. NO40. NO。
刘洪波阅读真经重点词汇
刘洪波阅读真经重点词汇（实用版）目录一、刘洪波阅读真经概述二、重点词汇的分类和特点三、如何有效地使用刘洪波阅读真经重点词汇四、总结正文一、刘洪波阅读真经概述刘洪波阅读真经是一本针对雅思阅读考试的辅导书籍，内容涵盖了雅思阅读的各种题型和解题技巧。
这本书最大的特点是将词汇按照主题场景进行分类，方便考生根据词汇出现的场景进行记忆和应用。
此外，书中还配有思维导图和图片，有助于考生更好地理解和记忆词汇。
二、重点词汇的分类和特点刘洪波阅读真经中的重点词汇主要分为以下几个类别：1.主题场景词汇：这些词汇是按照主题场景进行分类的，例如自然地理、植物研究、动物保护、太空探索等。
每个章节都配有国图文，可以很好地帮助考生理解和记忆。
2.考点词：这些词汇是在雅思阅读文章中经常出现的词汇，掌握这些词汇有助于提高阅读速度和理解能力。
3.核心词：这些词汇是雅思阅读文章中至关重要的词汇，对理解文章意义起到关键作用。
三、如何有效地使用刘洪波阅读真经重点词汇要想有效地使用刘洪波阅读真经中的重点词汇，建议考生采取以下几种方法：1.结合真题进行学习：在学习重点词汇时，可以结合剑桥雅思真题进行学习，这样可以更好地了解词汇在实际考试中的应用。
2.制定学习计划：根据自身的实际情况，制定一个合理的学习计划，每天学习一定数量的词汇，并进行复习巩固。
3.多做练习：通过做题，提高自己对词汇的理解和应用能力，加深对词汇的记忆。
4.利用思维导图和图片：利用书中的思维导图和图片，帮助自己更好地理解和记忆词汇。
四、总结刘洪波阅读真经是一本针对雅思阅读考试的辅导书籍，其中重点词汇部分将词汇按照主题场景进行分类，方便考生记忆和应用。
刘洪波阅读真经重点词汇
刘洪波阅读真经重点词汇【实用版】目录1.刘洪波阅读真经的概念与作用2.刘洪波阅读真经的重点词汇分类3.如何有效地使用刘洪波阅读真经提高词汇量4.刘洪波阅读真经的优点与局限性正文刘洪波阅读真经是一本针对雅思阅读考试的辅导书籍，旨在帮助考生提高阅读理解能力。
其中，重点词汇是这本书中的一个重要部分。
这些词汇是根据雅思阅读文章的主题和内容，以及考试常见的题材和题型而筛选出来的。
掌握这些重点词汇，对于提高阅读速度和准确率有着至关重要的作用。
刘洪波阅读真经中的重点词汇可以分为以下几个分类：1.基础词汇：这些词汇是英语学习中的基础，如数词、介词、连词等。
虽然它们在文章中的作用可能不那么显著，但是掌握这些词汇对于阅读理解能力的提高有着重要的作用。
2.常见名词：这些名词是雅思阅读文章中经常出现的，如人名、地名、组织机构名等。
熟悉这些名词，可以帮助考生在阅读文章时更快速地理解文章的内容。
3.话题相关词汇：这些词汇是针对雅思阅读文章的主题和内容而筛选出来的。
掌握这些词汇，可以帮助考生更好地理解文章的主题和内容。
4.题型相关词汇：这些词汇是根据雅思阅读考试的题型而筛选出来的。
熟悉这些词汇，可以帮助考生在应对不同题型时更快速地找到答案。
那么，如何有效地使用刘洪波阅读真经提高词汇量呢？首先，考生可以每天阅读一定量的刘洪波阅读真经中的词汇，通过反复阅读来加深对这些词汇的印象。
其次，考生可以通过记忆词汇的词义、词性和例句来更好地理解这些词汇。
最后，考生可以通过练习阅读理解题来检验自己对这些词汇的掌握情况。
总的来说，刘洪波阅读真经是一本很有帮助的词汇辅导书籍。
通过掌握其中的重点词汇，考生可以提高自己的阅读理解能力，从而在雅思阅读考试中取得更好的成绩。
然而，这本阅读真经也存在一些局限性，比如词汇量有限，不能完全覆盖雅思阅读考试的所有词汇。
剑桥雅思阅读真经核心考点词
60
complicate
['kɒmplɪkeɪt]
vt.使复杂化；使恶化；使卷入
61
comply with
[]
照做，遵守
62
component
[kəm'pəʊnənt]
adj.组成的，构成的n.成分；组件；[电子]元件
63
comprehend
[kɒmprɪ'hend]
adj.有争议的；有争论的
78
convention
[kən'venʃ(ə)n]
n.大会；[法]惯例；[计]约定；[法]协定；习俗
79
cooperation
[kəʊ,ɒpə'reɪʃ(ə)n]
n.合作，协作；[劳经]协力
80
coordinate
[ko'ɔrdɪnet]
n.坐标；同等的人或物adj.并列的；同等的vt.调整；整合vi.协调
n.侵略；进攻；侵犯；侵害
12
agreeable
[ə'griːəb(ə)l]
adj.令人愉快的；适合的；和蔼可亲的
13
aid
[eɪd]
n.援助；帮助；助手；帮助者vt.援助；帮助；有助于vi.帮助n. (Aid)人名；(阿拉伯、印、英)艾德
14
allergic
[ə'lɜːdʒɪk]
adj.对…过敏的；对…极讨厌的
15
alter
['ɔ:ltə]
vt.改变，更改vi.改变；修改n. (Alter)人名；(英)奥尔特；(德、捷、葡、爱沙、立陶、拉脱、俄、西、罗、瑞典)阿尔特
16
西游记阅读摘抄笔记15篇
以下是《西游记》的阅读摘抄笔记15篇，每篇都包含原文摘抄和个人感悟两部分：1、摘抄：猴王出世，那猴在山中，却会行走跳跃，食草木，饮涧泉，采山花，觅树果；与狼虫为伴，虎豹为群，獐鹿为友，猕猿为亲。
感悟：这段描写生动地展现了孙悟空的野性与自由，以及他与大自然的和谐共处。
2、摘抄：大圣道：“他虽年劫修长，也不应久占在此。
常言道，皇帝轮流做，明年到我家。
只教他搬出去，将天宫让与我，便罢了；若还不让，定要搅攘，永不清平！”感悟：孙悟空的反叛精神在此展露无遗，他不满现有的秩序，敢于挑战权威。
3、摘抄：行者笑道：“该与不该，烦为引奏引奏，看老孙的人情如何。
”葛仙翁道：“俗语云苍蝇包网儿，好大面皮！”感悟：孙悟空的自信与厚脸皮让人忍俊不禁，同时也展现出他的机智和勇敢。
4、摘抄：八戒道：“哥啊，你只知道你走路轻省，那里管别人累坠？自过了流沙河，这一向爬山过岭，身挑着重担，老大难挨也！须是寻个人家，一则化些茶饭，二则养养精神，才是个道理。
”感悟：猪八戒的懒惰和贪吃在此暴露无遗，但他也道出了旅途的艰辛和需要休息的真理。
5、摘抄：行者道：“把那个耙子嘴，揣在怀里，莫拿出来；把那蒲扇耳，贴在后面，不要摇动，这就是收拾了。
”那八戒真个把嘴揣了，把耳贴了，拱着头，立于左右。
感悟：孙悟空的机智和幽默再次展现，他对猪八戒的调侃让人捧腹大笑。
6、摘抄：那怪闻言，恐怕大圣伤他，却就解尸，出了元神，跳将起去，佇立在九霄空里，这行者背上越重了。
猴王发怒，抓过他来，往那路旁边赖石头上滑辣的一掼，将尸骸掼得像个肉饼一般，还恐他又无礼，索性将四肢扯下，丢在路两边，俱粉碎了。
感悟：孙悟空的疾恶如仇和暴力倾向在此展现，但他也是为了保护师父和取经的大业。
7、摘抄：三藏闻言，认了真实，就教八戒：“你挣着命，去与那妖精打一仗来。
”八戒道：“打便打他娘！钯破他的头，使个肿杀我也要结果了他，方趁我心！”感悟：唐僧在此展现出对徒弟的信任和鼓励，而猪八戒也表现出了难得的勇气和决心。
刘洪波阅读真经5解析
刘洪波阅读真经5解析（最新版）目录1.刘洪波阅读真经 5 简介2.阅读真经 5 的主要内容3.阅读真经 5 的优点与不足4.如何使用阅读真经 55.总结正文一、刘洪波阅读真经 5 简介刘洪波阅读真经 5 是一本针对雅思阅读考试的辅导书籍，由著名雅思培训机构新航道的创始人刘洪波老师编著。
该书旨在帮助考生提高雅思阅读能力，包含了丰富的练习题和解题技巧，是许多考生在备考雅思阅读时的重要参考资料。
二、阅读真经 5 的主要内容阅读真经 5 主要分为以下几个部分：1.词汇积累：书中提供了大量的词汇表，帮助考生在阅读过程中积累词汇，提高阅读速度。
2.题型解析：书中详细介绍了雅思阅读考试中常见的题型，如事实细节题、推理判断题、主旨大意题等，并提供了相应的解题技巧。
3.真题练习：书中包含了大量的真题练习，帮助考生在实际操作中熟悉题型，巩固解题技巧。
三、阅读真经 5 的优点与不足优点：1.实用性强：阅读真经 5 提供的解题技巧和真题练习非常实用，能帮助考生迅速提高阅读能力。
2.内容全面：书中涵盖了雅思阅读考试的各个方面，从词汇积累到题型解析，再到真题练习，内容全面。
3.适用范围广：阅读真经 5 不仅适用于雅思考试，对于其他英语阅读考试也有一定的参考价值。
不足：1.时效性不强：阅读真经 5 出版已有一段时间，部分内容可能已经不再适用于当前的雅思考试。
2.缺乏解析：书中的真题练习没有提供详细的解析，对于部分题目考生可能难以理解。
四、如何使用阅读真经 51.首先，考生可以利用阅读真经 5 积累词汇，提高阅读速度。
2.其次，通过学习书中的题型解析，了解雅思阅读考试的常见题型和解题技巧。
3.最后，结合书中的真题练习，实际操作解题技巧，提高阅读能力。
五、总结刘洪波阅读真经 5 是一本具有较高参考价值的雅思阅读辅导书籍。
通过学习书中的词汇积累、题型解析和真题练习，考生可以全面提高自己的雅思阅读能力。
教主雅思阅读真经总纲笔记
教主雅思阅读真经材料主要是剑789阅读分为四种题型1、单词题（最简单：summary,流程图，填空，填句）2、句子题T/F和选择（中等难度：判断题和选择题）3、段落题Heading题（最难的，归纳中心思想）4、匹配题Matching题（有诀窍，并不难）前两种直拳，第3种还我漂亮拳，第4种面目全非掌无标题的文章很可能出标题题：末段+大意（把题干读一遍）！！雅思文章首段不是最重要段落，末段和第二段才是最重要的！！！防盗版内容：Before群里去背单词During 助教讲部分内容After 模考如何提升阅读速度1扩大视距：把单词变为意群，不要默读2跳读和变速：重点读认识的单词，读得懂的读慢，读不懂的读快题干3类词汇如果任意打开一篇题干13道题不认识的有3个及以上，阅读词汇需补充三大类：主题词不认识没关系模板词如account /reference/ mention在阅读题干中就是“描述”之义，毫无意义，不需要去特别记（拿任何一本剑桥，把题干中所有不认识的词记下来）考点词如resemble考点词真经很重要，要背3类关键词问题:三大类：眼球级朴素级普通动词、名词、形容词逻辑关系词并列（重大考点）、转折、因果总纲标注法：(做真题时做这个工作)画出题干和原文所有对应之处（同义替换）要用此法做真题练习精细理解力句子题段落题匹配题为什么不要精读？而要快速阅读和对比阅读首先就要背考点词，才能敏感地找到同义替换按总纲标注法做文章填空题考察的不是空格而是空格前后的同义替换如果找不到替换，关键词的本行和上下行，找不认识的词。
（词汇量低合适）如果几个词都对，选最具体的Sth. Is valued greatly所以先做细节题，再做heading题（细节题包括summary填空题、T/F题、选择题）两种题后做:matching和heading千万不要为了一道题，去再次看全文多选题Factors contributing to /contributing factors多选一定原文是并列，肯定在某一段落里，不可能在全文并列T/F/NG题一般一套题有12个这样的题T题：70%有三组以上的同义替换。
刘洪波阅读真经总纲
刘洪波阅读真经总纲刘洪波阅读真经总纲刘洪波是中国当代知名作家、文化评论家，以其独到的见解和洞察力而闻名。
他的作品涉及文学、哲学、历史、社会学等多个领域，被誉为读者的真经。
本文将从刘洪波阅读真经的总纲入手，介绍他的阅读方法和其所倡导的一些重要观点。
1. 阅读的目的和价值刘洪波认为，阅读是一种认识世界和自我的重要方式。
通过阅读，人们可以汲取知识、提升思考能力、拓宽视野。
他强调，阅读不仅是获取信息和知识的手段，更是一种审视和思考的过程，可以帮助人们理解自己和他人，认识社会和历史，从而更好地面对现实生活的挑战。
2. 看透表象，探索本质刘洪波在阅读真经中强调要看透表象，探索事物的本质。
他认为，很多人只停留在表面现象的看法上，缺乏对事物本质的深入思考，导致对问题的理解和解决方式都存在偏差。
因此，在阅读中，他鼓励读者要超越表面现象，深入思考问题的本质，从根本上理解事物的真正含义。
3. 建立自己的阅读体系刘洪波主张每个人都应该建立自己的阅读体系。
他认为，每个人都有自己的兴趣和特长，应该根据自身的需求和目标来选择阅读的内容和方法。
他建议读者要广泛涉猎不同领域的书籍，建立自己的阅读清单，并坚持每天阅读一些书籍，以培养自己的阅读习惯。
4. 感知文化的多元性刘洪波对于文化的多元性有着深刻的认识。
他认为，不同的文化背景和价值观念会对人们的认知和思考方式产生重要影响。
因此，他鼓励读者要接触和了解不同文化的书籍，以拓宽自己的视野，增加对世界的理解和包容。
5. 阅读的力量和责任刘洪波认为，阅读是一项具有力量和责任的行为。
他强调，读书不仅是为了个人的成长和满足，更重要的是要将所读之书的智慧和思想付诸实践，为社会的进步和发展做出贡献。
他呼吁读者要将阅读的成果转化为实践行动，为社会的发展贡献自己的力量。
总之，刘洪波阅读真经总纲提供了一个全面而深入的阅读指导。
通过深入思考问题本质、建立个人的阅读体系和拥抱多元文化，读者可以更好地理解世界，培养批判性思维和创新能力，并将所读之书的智慧运用到实际生活中，为个人和社会的进步做出贡献。
托福阅读真经1200词汇(pdf)
智课网TOEFL备考资料托福阅读真经1200词汇（pdf）摘要：托福阅读真经1200词汇。
再一次阅读的经典资料分享给大家，各位考托的同学们，里面都是阅读的核心词汇，一共1200个，需要的盆友快来下载，希望对大家有帮助。
托福阅读真经1200词汇(pdf)内容速览文件大小:690 KB (706,661 字节)文件类型:pdf托福阅读真经1200词汇：1 a matter of speculation supposition n. 推断2a solicitation of an invitation ofn. 垦求;垦请3 abandoned left a.被遗弃的4 aberrant abnormal a. 脱离常轨的,5 abort quit v. 夭折;中止6 abruptly suddenly ad. 突然地;意外地7 absorb appeal v. 吸收;被…吸引 8absorb learn(学习)v.吸收9 absorb take in v. 吸收;被…吸引10 abstract not concrete a. 抽象的;非实际的 11 absurd ridiculous a. 荒谬的;可笑的 12 abundancelarge amount n. 大量13 abundance great number n. 大量14 abundant affluent a. 丰富的;大量的 15 abundant ample a. 丰富的;大量的16 abundant numerous a. 丰富的;大量的 17 abundant plentiful a. 丰富的;大量的 18 abundant substantial a.丰富的;大量的 19 abundantlyplentifullyad. 丰富地;大量地20 access reach v. 接近 21 accessible reachablea. 可接近的 22 accessible easy to reach a. 易接近的23 accidentalunexpected a.意外的;偶然的24 accommodate provide for v. 提供 25 accomplished achieved a. 实现完成的 26 accomplished skilled a. 熟练的 27 account description n. 说明 28 account for explain v. 说明29 accumulate collect v. 积累;聚集30 accumulate pile up v. 积累;聚集聚集 31 accurate correct a. 正确的 32accurately correctly ad. 正确地33 acknowledge recognize v. 承认 34 actually in fact ad. 事实上 35 added extra a. 附加的;额外的 36 adept skilled a. 熟练的37 adherent supportern. 拥护者38 adjacent nearby a. 毗连的39 adjacent neighboring a. 毗连的40 adjust modify v. 调整;改变…以适应 40+ administer manage v. 管理 41 admit let in v. 准许进入 42 adoptenactv.采用43 advance improvement n. 发展;增长 44 advent arrival n. 出现;到来 45 advent beginningn. 出现;到来 46 affair matter n. 事件;事情 47 affordprovide v. 提供;给予48 aggravate increase v. 加重;增剧 49 aggravate annoy v. 使恼火50 aggregate overall a. 聚集的;合计的 51 aggregate combined a. 聚集的;合计的 52 agile astute a. 灵活的;敏捷的 53agile clevera. 灵活的;敏捷的54 agile quick and activea.灵活的;敏捷的55 agile move and act quickly a. 灵活的;敏捷的56 air feeling n. 气氛57 alarm sound v. 警报 58 alarm warning n. 警告59 albeit although conj. 尽管;虽然60 albeit even though conj. 尽管;虽然 61 allow enable v. 允许 62 alludesuggest v.暗示63 allude to refer to phrv. 提到 64 ally with link to v.结盟65 alter change tov.改变66 amazing remarkable/replacement a.令人惊讶的、非凡的以上是我们为大家介绍的有关托福阅读的词汇内容，每一个参加托福考试的考生，有很多都是败在了托福阅读词汇上面，为了帮助大家在即将到来的托福考试中取得优异的成绩，希望这些内容能够有效的帮助到你，最后祝愿大家在即将到来的托福考试中还存在一定问题。
新托福阅读真经(解析版)
新托福阅读真经(解析版)During ___ century。
agriculture was ___ and knowledge。
and to ___ farms.One of the most ___。
founded in 1785.The society was made up of wealthy landowners。
farmers。
and merchants who shared a common interest in ___ and published a journal to ___.___。
such as the use of fertilizers and improved plows.___ agricultural societies。
however。
___ compared to European standards。
The use of slave ___ and practices。
and the vast distances een farms made it difficult to disseminate n and ideas.In n。
agricultural societies ___-century ___。
they ___.___。
___ Northerners。
especially those from New England。
relied on the land as their main source of ___。
making a living from the land was not an easy task。
People had to work hard towrestle a living from the ___。
and people had to n the town for the right to cut wood。
Agriculture was ___。
雅思阅读真经5
雅思阅读真经5雅思（IELTS）考试是全球范围内广泛使用的英语语言水平测试之一，旨在评估考生的听说读写能力。
阅读是雅思考试中的一项重要内容，考生需要通过阅读各种题材的文章来进行理解、分析和推理等能力的考核。
本篇文章将介绍雅思阅读真经5，帮助考生更好地备考和应对这一考试部分。
第一部分：了解雅思阅读真经5是由雅思官方出版的备考教材，它包含了多篇经典的雅思阅读原文以及相应的题目。
这本教材的特点是贴近考试题型和难度，帮助考生熟悉真实考试环境，提升应对能力。
真经5的题材广泛，涵盖了社会、科学、历史等多个领域，内容丰富有趣。
第二部分：有效利用1.选择合适的时间和地点进行阅读练习。
备考阶段，考生需要有一个相对安静的环境，集中注意力进行阅读练习。
最好选择在每天的相同时间段进行，形成良好的学习习惯。
2.分析题目类型，熟悉解题思路。
雅思阅读真经5提供了大量的题目类型，考生可以通过针对性地分析、总结归纳不同类型的题目，掌握相应的解题思路和技巧。
3.注重词汇积累和理解。
考生在阅读真经5时，可以将不熟悉的单词和词汇进行记录和整理，形成个人的词汇表和笔记本。
同时，阅读中要注重理解文章的语境和上下文，把握作者的观点和意图。
4.模拟真实考试环境进行练习。
在备考阶段，考生可以模拟真实考试的条件进行练习，比如限时、无词典、无标记等，以提升应对考试的能力。
第三部分：其他备考建议1.多读英文原文。
雅思阅读真经5提供了很多英文原文，但考生还是应该多读一些其他材料，如英文报纸、杂志、小说等。
通过广泛阅读，可以提升阅读速度和理解能力，丰富词汇和知识储备。
2.参加专业的雅思培训课程。
除了使用雅思阅读真经5，考生还可以报名参加专业的雅思培训课程。
这样可以有系统性地学习和练习，提高备考效果。
3.刷题量要足够。
通过大量的阅读练习和题目训练，考生可以提高对文章的理解和分析能力。
刷题可以帮助考生熟悉各种题型，并且熟悉题干的表达方式和问题解答思路。
总结：雅思阅读真经5是备考雅思阅读的重要参考资料，它可以帮助考生了解考试的题型和难度，并提供实战训练的机会。
五年级西游记阅读笔记
五年级西游记阅读笔记唐僧的优点是意志坚定，不管路上遇到多少困难从不退缩，这种精神影响着他们师徒一行最终取得真经。
但是，唐僧的缺点也是显而易见的，就是容易轻信他人的谎言，结果总是上当受骗。
以下是XX给大家整理的西游记阅读笔记，希望大家喜欢!西游记阅读笔记1《西游记》是一部长篇章回体神魔小说，它记载了唐僧师徒一起去西天取得真经的故事。
师徒四人中，折的情节和唐僧师徒，他为人忠厚老实，一心随师父去西天取经，他的决心实在让我赞叹不已。
猪八戒，大家都知道，他有三大恶习：好吃、好色、好睡，而且他非常贪婪，并且做事没有决心，一遇到困难就想退缩，他想取真经时，还求佛祖让他下凡来玩呢!孙悟空最大的优点是非常勇敢，他从不向困难低头，一直勇往直前，一路帮师傅降妖除魔，师傅被妖怪抓走了，他或者靠自己、或者寻求外援，总之想方设法营救师傅。
他坚忍不拔、不屈不挠的意志是我学习的好榜样。
唐僧有时会很固执，但他最大的优点是非常善良，虽然有时会显得有些懦弱，但柔弱的外表下，却有一颗坚持目标、永不懈怠的心。
凭借着这种坚忍不拔的精神，取得了真经。
《西游记》让我领悟到：想做成一件伟大的事情，往往不是一帆风顺的，总会遇到挫折和困难，因此我们要学着勇敢，要有一颗执着的心，不断努力奋斗，只有这样最终才能取得成功。
西游记阅读笔记2相信大家一定对《西游记》中的每一个片段都很熟悉，我也一样。
再次拿起西游记细细的读起来，聪明机警的孙悟空，憨厚贪吃的猪八戒，忠诚老实的沙和尚，坚持不懈的唐僧清晰的展现在我眼前。
在西游记中我最喜欢孙悟空。
他有一身高超的武艺，天不怕地不怕，有一种不屈不饶的奋斗精神。
他敢作敢当，他机智勇敢，敢于高高在上的玉皇大帝作斗争，大闹蟠桃会，砸坏了太白金星的炼丹炉，多次大闹天宫，还撕毁阎王的生死薄，机智地与妖魔鬼怪作斗争绝不低头，这就是我眼中的孙悟空，一个敢作敢当的'大英雄!孙悟空的那种伸张正义，顽强不屈的斗争精神，深深地触动了我，使我向他学习。
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所有雅思阅读考试只有一种命题方式-----同意替换（Paraphrase）
-----刘洪波
《阅读机经整理》
1.雅思阅读为什么要考7分
中国考生写作差全球共性，口语差中国特性。
在国外四个7比较好。
三个6一个7换算成6.25为6.5！
2.雅思阅读如何读得快
no sound, 眼睛离书本远一点，单词进入研究多一点。
（物理疗法）
读得懂的请读慢一点，读不懂的读快一点甚至跳过，自动调整阅读速度。
3.阅读方法
文章一遍读完所有题目做完！！！
先做细节题，后做自然段中心思想题！
heading&TFNG题要先做细节题，不一定按题号顺序。
根据题型选择做题顺序。
like hand down易如反掌
4.所有题的题干中每一个单词必然来源于原文！！！
coin （first used）铸造；硬币。
高手与低手的差别：（看懂原文与题干的同义词对应）。
勾画原文中与题干的同义词！
在雅思原文上作出思考的笔记。
任何一本剑桥雅思都是老题，价值在于难度与真题一样。
雅思考试：成绩可信赖，连续性。
无招胜有招
5.TFNG&Heading题型
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①：T 概率最高，
首题不选NG，末题不选F。
首题对应文章前部分，最后一题NG比较高。
T3种出题题型：所有同义词改写80%是这种题，上写文总结归纳，文章中不同两句话前后照应的进行总结。
F2种出题题型：反义词设计，关系型驳斥（偷换主语之类）。
NG2种出题题型：出在原文中不相关联位置。
F题直接强烈的感觉，NG是一种可能性。
②Heading题：
选上不选下（相邻两段都有某个意思时，选上不选下，因为每段都有承上启下句）
读完某一自然段＋下自然段首句选中心思想。
雅思阅读：词汇（内功）＋招数＋实战＋机经(对方招数)
阅读和听力旧题带新题
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《雅思阅读真经总纲》
第2回阅读先看题，定位快寻觅
真题的顺序：顺序1，各题型按原文顺序安排（＜50%）；顺序2，乱序组合。
正确选择定位词：特殊词汇；朴素词汇（简单具体的词）；逻辑词汇（表示重要的语法结构）
真经阅读法：两种题后做（heading+paragraph matching），优先细节题。
step1：先看三篇文章标题，心中有数
step2：看第一篇文章标题，看后面题型分布
step3：heading+matching题后做，先做细节题
step4：先画出前两道题的定位词，边读文章边做
step5：matching，要画出所有题干定位词，后读文章
step6：除matching内部乱序外，其它题型内部顺序出题
第3回同义替换多，单词有灵犀
无招胜有招：所有雅思阅读考试只有一种命题方式-----同意替换（Paraphrase）
同义替换的三种手法：同义词设计（80%）；双重反义词设计（10%）；对原文思想归纳总结（10%）修炼阅读内功：雅思阅读考点同义词
第4回填词有规律，前后找痕迹
单词填写题命题规律与解题要诀summary
原文选词填空完成摘要：
step1：确定summary原文出处
step2：判断要填的词性，名词（80%），动词（10%）形容词副词数词（10%）
step3：空格前后信息锁定答案
step4：填完通读一遍
NB：会有1-2个难题+变换原文单词词性+常包含高难词和生词
从单词列表中选词填空完成summary：多一步从单词列表中选出原文答案
原文选词填空完成句子：同上
从原文选词回答问题：题目为what/which/why等疑问句
第5回我有七种意，天下剑桥题
答案概率：T（41.4%）；F（32.4%）;NG(26.2%)首题少NG（13.6%），末题少驳斥（13.6%）四项注意：90%顺序原则；only, all, most, first, 比较级，最高级，比较结构（more than），数字，因果关系等都是考点；首题不蒙NG，末题不蒙F
T/F/NG命题规律：
T1单词同义词改写；
T2相邻句子归纳；
T3不相邻句子归纳；
F1反义词设置；
F2关系型驳斥；
NG1题干中信息不存在；
NG2题干中描述的关系不存在。
第6回段中找两点，中心藏后边
段落中心题命题规律与解题诀窍：唯一出在文章之前的题型
四项注意：首先划掉例子对应的heading，选过的heading随时划掉，拿不准的放弃，先做每个段落包含的细节题最后选该段heading
中心句对应法：找出每段中心句，看哪个heading对应
关键词对应法：heading中的keyword在自然段中出现。
第7回匹配乱序多，定位找同义
匹配题命题规律与解题诀窍：匹配乱序多，定位找同义
句子信息与段落匹配：Which paragraph contains the following information? (此类题和heading+TFNG是雅思阅读三座大山)
step1：仔细阅读该题型所有题目信息，画出所有keyword
step2：接着看下一题型，记忆下一题型中题目keyword
step3：阅读原文，优先选做其他题型在该段落中的题目。
最后做该段落和句子信息的匹配。
step4：只要某段落中有某题目中keyword的同义词出现，即使只出现一次，即可确认选项。
step5：看到NB，有的段落会选两次
step6：难题可酌情使用排除法，缩小阅读范围。
关系匹配（单词短语）：常考人名和他们各自不同的理论、事物和它们的特点匹配
关系匹配（句子）：多数情况不需细读选项，直接做题
第8回多选找并列，单选是TRUE题
选择题命题规律与解题诀窍：选找并列，单选是TRUE题；如遇选标题，段末加大意。
单选题：是true题
多选题：找并列结构，尤其原文出现的并列句，正确选项是原文并列项之一的同意改写。
选标题：末段必然是全篇的结论和总结。
第9回顺藤能摸瓜，按图可索骥
图表题命题规律与解题诀窍：填表填图题，一见笑眯眯
填表题：顺序原则；空格所填答案与上下左右信息的关系---信息衔接
填图题：答案常集中；以简单题为突破口，顺藤摸瓜，答案大多数是名词。
选图题：只出现两次。
第10回三剑已合璧，笑看雅思谜
雅思阅读高分备考计划：
step1：《真经5》 1 month
step2：《总纲》 1 week
step3：《剑4---9》、《考点词真经》1 month。