“无词阅读法”对于完成题目的直接效果
“遥远的野玫瑰村”通过精心收集，向本站投稿了2篇“无词阅读法”对于完成题目的直接效果，下面是小编给各位读者分享的“无词阅读法”对于完成题目的直接效果，欢迎大家分享。
篇1：“无词阅读法”对于完成题目的直接效果
“菩提本无树，明镜亦非台。佛性本清静，何处惹尘埃！”——这是“顿悟”的智者的教诲。
一、“顿悟”雅思阅读
一门课，任何人都可以把它搞得纷繁复杂，因为这些人自己本身都没有“顿悟”，都需要别人的“超度”。但是，能把这样纷乱的世界看穿的人却极少，因为这需要“境界”。其实，无数饱受阅读折磨的考生，恰恰是被这貌似复杂的假象所迷惑，“自惹尘埃”，从而难以“顿悟”这个本来“四大皆空”的尘世。
二、“病入膏肓”的传统英语阅读教学方法
传统的英语阅读教学你还记得吗？
老师说：“请大家把书翻到xx页，来这位同学，请从你这里开始给我每人读一句话再翻译出来”。第一位同学永远是最倒霉的，因为他没有时间来查单词，所以一般命运都会比较悲惨——罚站。最后一排的同学赶紧数“1、2、3、4、5、6……”，然后如临大敌的对旁边同学说：“我是这一句话，快告诉我什么意思。”可惜，由于前面的同学没翻译出来，要由后面的同学来弥补，所以等轮到最后一排那位同学的时候，早已经不是他准备好的那句话了。所以，这一列同学的命运都很悲惨——集体罚站。于是，一群孩子稚嫩的自尊心受到了极大的伤害。也许，正是这样“万恶”的英语教学方法导致了很多同学丧失了英语学习的热情和信心。
那么，这种“私塾”式阅读教学方法到底错在哪里了呢？有人说：“阅读理解不就是把每个单词都查明白，每一句话都翻译出来吗？”这正是那些没有“顿悟”的似懂非懂的人在不懂装懂地骗人。
我们在阅读中文报纸的时候，是否需要每一个字都看懂呢？比如，对于《神州六号顺利升空》这样一篇中文报道，可能你大段的内容连看都没看，但是却能够通过找到诸如“发射时间”、“发射地点”、“宇航员姓名”等重要信息，就能快速理解文章的主旨。那么为何读英语文章的时候，就偏要这么“一字不苟”呢？
其实，阅读有四个层次：词、句、段、文章。如果是以单词为单位阅读，逐词翻译，遇到生词就掏出字典来查，那就是最低级的阅读水平。如果以句子为单位阅读，逐句翻译，也好不到哪里去，因为经常是把每一句话都翻译明白了，这一段话甚至这一篇文章的主旨却更糊涂了，也就是所谓的“只见树木，不见森林”。事实上，一句话内部的所有词之间是有主要信息和次要信息之分的，一段话内部有主题句和支持句之分，而一篇文章内部有主题段和支持段之分。所以我们只要学会分清这种“主次关系”，从而重点理解主要信息、主题句、主题段，那么即便是文章中有很多单词不认识，个别句子不理解，也能迅速明白文章的主旨，从而做到“无词阅读”的最高境界。
所以，传统阅读教学方法的“病根”就在于：强迫学生把有限的精力平均分配给了每一个单词和每一句话，却忽略了信息之间的“主次关系”！
三、“无词阅读”的巅峰境界
何谓“境界”？
“境界”，就是能看多远。佛能够看透物质世界，所以佛的境界无限远。
阅读的时候，如果谁能够透过那些生词和难句，把题目的答案直接挑出来，并且文章大致讲什么还能明白，那么就达到了“无词阅读”的最高境界，才能感到“心旷神怡，宠辱皆忘，把酒临风，其喜洋洋者矣”！
其实，“无词阅读法”并非是什么“都不懂”；相反，它是一种对阅读的大彻大悟，彻底颠覆了我们传统的“逐字逐句搞翻译，段落文章看不懂”错误阅读方法，保证读者在存在大量生词的情况下，还能够通过快速阅读掌握段落和文章的主旨。
那么“无词阅读法”的精髓在哪里呢？就在于把握两种东西：方向和关系。
首先，方向是作者在论述一个事物时的基本态度，其重要性远远大于个别词句的理解。例如：
research studies lend strong support to the argument that there are benefits for families considering a change to a fairer or more equitable division of the pleasures and pains of family life. greater equality in the performance of family work is associated with lower levels of family stress and higher self-esteem, better health, and higher marital satisfaction for mothers. there is also higher marital satisfaction for fathers, especially when they take more responsibility for the needs of their children – fathers are happier when they are more involved (russell 1984).
这段话并不长，但是如果让你在30秒钟之内说出主旨是什么，恐怕比登天还难吧！其实不然！请看首句中有一个词benefits是个正向词，紧接着第二句话中lower levels of family stress, higher…, better health, higher… satisfaction等都是正向词。第三句话中higher satisfaction, happier等也都是正向词。这说明这段话作者的基本态度是正向的，那么段落主旨就是首句中的benefits，而第二和第三句话就在具体论述有哪些benefits。至于self-esteem, marital等生词不认识都无所谓了，因为本段落中，除了这些正向词之外，其余的单词的存在都是多余的。30秒足够你“顿悟”了吧！
其次，关系是更为重要的，因为它的存在更加使得单词变得多余。例如：
in business as a whole, there are a number of factors encouraging the prospect of greater equality in the workforce. demographic trends suggest that the number of women going into employment is steadily increasing. in addition a far greater number of women are now passing through higher education, making them better qualified to move into management positions.
这段话中，首句a number of factors encouraging…是一个正向词，说明在分析好的因素。第二句number…increasing和第三句higher education, better qualified都是正向词，说明在具体论述第一句话中的好的因素。但是，二三句之间的一个in addition让我们知道了这两句话之间是一个“递进”关系，那么其前后的方向应该是相同的。所以，当我们看完第二句话之后，发现这个“递进”关系时，后面的内容根本不需要看了。至于prospect和demographic trends即使都是你的生词，又怎能妨碍你抓住段落的主旨——a number of factors呢？
常见的表示方向的关系有如下几大类：
表示前后方向相反：
转折关系： but/however/yet, on the other hand, despite
对比关系： more/less…than…, unlike
表示前后方向相同：
并列关系： a and b, not…nor…, first, second, third
递进关系： moreover, in addition/additionally/besides, not only…but also…
那么请大家来做一个练习：
managerial and executive progress made by women is confirmed by the annual survey of boards of directors carried out by korn /ferry /carre /orban international. this year the survey shows a doubling of the number of women serving as non-executive directors compared with the previous year. however, progress remains painfully slow and there were still only 18 posts filled by women out of a total of 354 non-executive positions surveyed. hilary sears, a partner with korn /ferry, said, ‘women have raised the level of grades we are employed in but we have still not broken through barriers to the top.’
上面一段话，完全可以浓缩成以下内容：
… progress(+) … doubling of the number(+) … however … painfully slow(-) … raised the level of grades(+) … but … not broken through(-) …
也就是说，从两次出现“however/but”这种转折关系词来看，这一段话一直采用的是一种“对比”结构，分别论述了妇女找工作的好坏两方面。怎么样，你能否仅仅用30秒钟完成阅读？
一旦你能 精通“无词阅读法”，那么在面对每篇将近1000字的雅思阅读文章时，就一定能产生这样的“郁闷”心情：怎么文章有这么多生词我不认识，却能够读懂大意？这在以前简直就是mission impossible嘛！但是，不要惊讶，因为你已经“顿悟”了阅读！
四、“无词阅读法”对于完成题目的直接效果
我在讲课的时候，不会像其他没有“顿悟”的老师那样以词句为单位，查单词搞翻译。要知道，如果拿着字典来讲阅读，把文章翻译一遍之后问同学们：“明白这道题为何这样做了吗？”那么是不是所有的人都可以讲阅读了！
相反，凡是听过我的课的同学都知道，我讲题目的解法，从来不会翻译原文和题干，而是紧紧抓住题干的重要考点来加以训练，从而使学生在不翻译原文的情况下，就能把题目作对。比如判断题，“尘埃中人”的做题方法是必须把原文和题干都翻译出来，如果一旦翻译卡壳，就会觉得这道题目是“not given”。但是，我对于每一道判断题，都是先找出定位词，再找出考点词，然后在定位到出题句子之后，“考点对应出题点”的做题。
例如：
原文：frogs are losing the ecological battle for survival, and biologists are at a loss to explain their demise.
题干：biologists are unable to explain why frogs are dying.
对于这道题，“尘埃中人”一看就傻眼，因为原文中ecological, at a loss, demise都是生词。但是，“无词阅读”者是这样作题的：
首先洞悉本题的考点词为unable to explain，属于典型的是非判断考点词，对应原文的考点是at a loss to explain。loss是负向词，而unable也是负向词，原文与题干在考点上方向相同。那么本题就应该是true。至于那些污七八糟的生词是什么意思，“sorry, i don’t know!”
你敢这样做判断题吗？你有这样的境界吗？你“顿悟”了吗？
结语
电影《黑客帝国》大家可能都看过，其中的男主角让人们记忆犹新。他一开始没有看透那个计算机的虚拟世界，所以被那些网络杀手追杀得不亦乐乎。但是，自从他看透了射来的每一颗子弹，原来都是计算机程序的那一瞬间，他就变得无比强大，天下无敌。为何？因为他“顿悟”了。
有些人为了证明他“修炼”多么“努力”，写下了这样的话：“身是菩提树，心如明镜台。时时勤拂拭，莫使有尘埃。”现在看来，这表面的“努力”多么可笑！因为他们用工用错了地方！
佛曰：“空即是色，色即是空”。这“色”，在佛法上指的就是物质世界。其实这个世界本来都是空的，那么何来的“尘埃”呢？盖因有芸芸众生肉眼凡胎，无法看穿，从而“自惹尘埃”。做人如此，阅读亦如此！祝愿大家能够从此摆脱阅读中单词的“尘埃”，洞悉其中的奥妙，修成正果，升入“无词阅读”的极乐世界！
篇2：细说无词阅读法在雅思阅读中的运用
无词胜有词——细说无词阅读法在雅思阅读中的运用
填空题目中哪些单词一定不会是答案
1. 介词： at , in , to , on ,for, by, with, among, between … ….
2. 连词： and, but, however, as well, because, so, for, if, also, not only… but also…, such as, for example
3. 情态动词： can , may, must, should, could, would, might, have to
4. 否定词：not, no，还有文章中有without, unnecessary, exclude 【不包含】,
5. 冠词：a, an, the
6. 代词：it, he, she, they, their, we, us, I,
7. BE动词 am, is, are
8. 助动词：do, does, have, has
填空题目的做题顺序
1. 题目是按照文章顺序出的，所以要按照题目的顺序做题
2. 先从题目中划出关键词【快，狠，准!】
? 快：快速定位文章中的段落或者句子
? 狠：要从题目中尽可能少划出一些关键词
? 准：要划出能够代表这个题目中的关键词，往往满地都是的，不同题目重复的单词都不可能作为关键词
3. 按照文章顺序，通过关键词，扫读文章，找到对应的段落
? 根据前后题目的顺序
? 根据每段段落前面的小标题---：代表着文章段落意思的总结词汇
? 根据每段当中的第一句来判断是否内容有提到：第一句：往往统领段落大意的句子【topic sentence主题句】
4. 扫读文章，确定相对应的句子， 【通过你在题目中所划的关键词来判断】
..关键词的作用：帮助定位;关键词本身不会是正确答案
5. 确定相应句子后，删除不可能是答案的单词
A.删除“八大类不可能是答案的”单词
B. 删除题目中已经出现过的单词
? 一模一样的词汇
? 词性改变的词汇【create---creativity; support --- supporting】单词前面的拼写不会改变，后半部分的拼写会有所改变
? 同义词：题目中的单词和文章中的单词中文意思相同【film—movie;】
? .上义词：如果题目中的关键词是一个概念词，文章中的对应词可能是这个概念的具体词汇【fruit ---banana; entertainment --- clubing; media--- Internet】【题目中的关键词是包含了文章中对应词】
? .下义词: 题目中的这个关键词是一个具体词，文章中的对应词是一个概念词【题目中的关键词被包含在文章中的概念词中】
C. 删除文章中满地都是的词汇【高频词汇】
..可能是答案的情况： 这个重复出现的词汇只有在某一个段落中反复出现
D.删除其他题目中重复出现的词汇
6. 在剩余的单词中，根据答案特点来选择内容
答案特点：
1. 在找到句子前，考生应该先猜测题目中所题写的答案词性
? 如果空格前面是a，an, the; 答案一定是名词，而且文章中答案前可能也有对应的冠词出现
? 如果空格前面有介词, in ,at, on 答案一定是时间或者地方，而且文章中一定会有对应的介词方式或者词组
? 如果空格后面是一个名词，答案往往会是形容词，文章中你要去找对应的名词前面的形容词，【必须排除动词，BE动词】
? 如果空格的前面是一个动词，答案通常就是副词，副词通常都是以-ly结尾的
2. 长单词是答案的可能性比短单词高
3. 特殊词汇是答案的可能性是相当高的，特殊词汇往往会通过斜体，或者是引号来强调其特殊性，例如 ” phone phrase”.
4. 根据题目中的句子结构来判断答案的位置，通过一些已经删除的词汇来确定答案在文章对应句中所相对应的词汇
三、“无词阅读”的巅峰境界
何谓“境界”?
“境界”，就是能看多远。佛能够看透物质世界，所以佛的境界无限远。
阅读的时候，如果谁能够透过那些生词和难句，把题目的答案直接挑出来，并且文章大致讲什么还能明白，那么就达到了“无词阅读”的最高境界，才能感到“心旷神怡，宠辱皆忘，把酒临风，其喜洋洋者矣”!
其实，“无词阅读法”并非是什么“都不懂”;相反，它是一种对阅读的大彻大悟，彻底颠覆了我们传统的“逐字逐句搞翻译，段落文章看不懂”错误阅读方法，保证读者在存在大量生词的情况下，还能够通过快速阅读掌握段落和文章的主旨。
那么“无词阅读法”的精髓在哪里呢?就在于把握两种东西：方向和关系。
首先，方向是作者在论述一个事物时的基本态度，其重要性远远大于个别词句的理解。例如：
Research studies lend strong support to the argument that there are benefits for families considering a change to a fairer or more equitable division of the pleasures and pains of family life. Greater equality in the performance of family work is associated with lower levels of family stress and higher self-esteem, better health, and higher marital satisfaction for mothers. There is also higher marital satisfaction for fathers, especially when they take more responsibility for the needs of their children – fathers are happier when they are more involved (Russell 1984).
这段话并不长，但是如果让你在30秒钟之内说出主旨是什么，恐怕比登天还难吧!其实不然!请看首句中有一个词benefits是个正向词，紧接着第二句话中lower levels of family stress, higher…, better health, higher… satisfaction等都是正向词。第三句话中higher satisfaction, happier等也都是正向词。这说明这段话作者的基本态度是正向的，那么段落主旨就是首句中的benefits，而第二和第三句话就在具体论述有哪些 benefits。至于self-esteem, marital等生词不认识都无所谓了，因为本段落中，除了这些正向词之外，其余的单词的存在都是多余的。30秒足够你“顿悟”了吧!
其次，关系是更为重要的，因为它的存在更加使得单词变得多余。例如：
In business as a whole, there are a number of factors encouraging the prospect of greater equality in the workforce. Demographic trends suggest that the number of women going into employment is steadily increasing. In addition a far greater number of women are now passing through higher education, making them better qualified to move into management positions.
这段话中，首句a number of factors encouraging…是一个正向词，说明在分析好的因素。第二句number…increasing和第三句higher education, better qualified都是正向词，说明在具体论述第一句话中的好的因素。但是，二三句之间的一个In addition让我们知道了这两句话之间是一个“递进”关系，那么其前后的方向应该是相同的。所以，当我们看完第二句话之后，发现这个“递进”关系时，后面的内容根本不需要看了。至于prospect和demographic trends即使都是你的生词，又怎能妨碍你抓住段落的主旨——a number of factors呢?
2016年2月20日雅思阅读考试真题回忆——Passage1
所谓阅读是中国考生的最强项。今天为大家带来的是2016年2月20日雅思阅读考试真题回忆的Passage1原文文本和题目回忆。
考试概述：
本次考试的文章是三篇旧的文章的变形，难度适中。第一篇讲了照明工具的发展历史，从火到灯的过程。第二篇讲了塔斯马尼亚的老虎，灭绝以后的相关专题讨论。第三篇讲了女性领导的特点以及他们与男性领导者的特征对比。
题型：每篇文章都有判断题出现，且数量稳定;另外配对题和填空题依然是考试的重点;注意选考题型选择题频繁出现。
Passage1：照明发展史
题型解析：8道判断题;5道填空题
讲述了照明工具的发展史，从蜡烛到煤油灯再到爱迪生
Question:1-8判断题
1. True
2. False
3. Not Given
4. True
5. True
6. Not given
7. False
8. Not given
Question:9-13 句子填空题
9. applications
10. bright
11. attention
12. air
13. filaments
雅思阅读小范围预测
Coastal sculpture 艺术
New Zealand famous writer Margaret Mahy
人物传记
Solving an Arctic Mystery 人文社科
When did music begin? 艺术
New Zealand Home Textile Craft人文社科
Sweet Trouble–Australia sugarcane industry农业
The Grimme Fairy Tale
人文社科
Gesture 人文社科
Dust and American 环保
Birds intelligence 动物
Food Addictive 工业
Japan's ancient pottery 历史
Fish communications 动物
Darkside of Technological Boom科技
Children's adults 文学
文章题目 Children's adults
重复年份 20151219 20140802 20111026
题材 文学
题型 选择 4+句子配对 4+判断 4+简答 1
文章大意 讲了儿童文学。探讨了从成人角度去写儿童文学的视角不同。
参考阅读：
CHILDREN’S LITERATURE
A Stories and poems aimed at children have an exceedingly long history:
lullabies, for example, were sung in Roman times, and a few nursery games and
rhymes are almost as ancient. Yet so far as written-down literature is concerned,while there were stories in print before 1700 that children often seized on when they had the chance, such as translations of Aesop’s fables, fairy-stories and popular ballads and romances, these were not aimed at young people in particular.Since the only genuinely child-oriented literature at this time would have been a few instructional works to help with reading and general knowledge, plus the odd Puritanical tract as an aid to morality, the only course for keen child readers was to read adult literature. This still occurs today, especially with adult thrillers or romances that include more exciting, graphic detail than is normally found in the literature for younger readers
B By the middle of the 18th century there were enough eager child readers, and enough parents glad to cater to interest, for publishers to specialize in children’s books whose first aim was pleasure rather than education or morality. In Britain, a London merchant named Thomas Boreham produced Cajanus, The Swedish Giant in 1742, while the more famous John Newbery published A Little Pretty Pocket Book in 1744. Its contents—rhymes, stories, children’s games plus a free gift (‘A ball and a pincushion’)— in many ways anticipated the similar lucky-dip contents of children’s annuals this century. It is a tribute to Newbery’s flair that he hit upon a winning formula quite so quickly, to be pirated almost immediately in America.
C Such pleasing levity was not to last. Influenced by Rousseau, whose Emile (1762)decreed that all books children save Robinson Crusoe were a dangerous diversion, contemporary critics saw to it that children’s literature should be instructive and uplifting. Prominent among such voices was Mrs. Sarah Trimmer, whose magazine The Guardian of Education (1802) carried the first regular reviews of children’s books. It was she who condemned fairy-tales for their violence and general absurdity; her own stories, Fabulous Histories (1786)described talking animals who were always models of sense and decorum
D. So the moral story for children was always threatened from within, given the way children have of drawing out entertainment from the sternest moralist. But the greatest blow to the improving children’s book was to come from an unlikely source indeed: early 19th-century interest in folklore. Both nursery rhymes, selected by James Orchard Halliwell for a folklore society in 1842, and collection of fairy-stories by the scholarly Grimm brothers, swiftly translated into English in 1823, soon rocket to popularity with the young, quickly leading to new editions, each one more child-centered than the last. From now on younger children could expect stories written for their particular interest and with the needs of their own limited experience of life kept well to the fore
E What eventually determined the reading of older children was often not the availability of special children’s literature as such but access to books that contained characters, such as young people or animals, with whom they could more easily empathize, or action, such as exploring or fighting, that made few demands on adult maturity or understanding
F The final apotheosis of literary childhood as something to be protected from unpleasant reality came with the arrival in the late 1930s of child-centered bestsellers intend on entertainment at its most escapist. In Britain novelist such as Enid Blyton and Richmal Crompton described children who were always free to have the most unlikely adventures, secure in the knowledge that nothing bad could ever happen to them in the end. The fact that war broke out again during her books’ greatest popularity fails to register at all in the self-enclosed world inhabited by Enid Blyton’s young characters. Reaction against such dreamworlds was inevitable after World War II, coinciding with the growth of paperback sales, children’s libraries and a new spirit of moral and social concern. Urged on by committed publishers and progressive librarians, writers slowly began to explore new areas of interest while also shifting the settings of their plots from the middle-class world to which their chiefly adult patrons had always previously belonged.
G Critical emphasis, during this development, has been divided. For some the most important task was to rid children’s books of the social prejudice and exclusiveness no longer found acceptable. Others concentrated more on the positive achievements of contemporary children’s literature. That writers of these works are now often recommended to the attentions of adult as well as child readers echoes the 19th-century belief that children’s literature can be shared by the generations, rather than being a defensive barrier between childhood and the necessary growth towards adult understanding.
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