【第一期阅读小分队（已结束）】【每日阅读练习贴——速度+越障】【一楼汇总】（另附CD首发花儿阅读教材PDF）

抓抓sandra · 发表于 2011-6-8 02:49:05

第一期小分队阅读要say goodbye了.. 这是阅读小分队的起点。抓看着我们从系列1坚持到了系列6，将近120个拼搏的日子，小分队的娃们一个个都考到了不错的成绩，这就要结束这四个月共同找材料共同学习的日子了，很不舍很不舍~ 第一期小分队的孩纸们就不再发帖了，接下来交给新的小分队队员们去延续。 闲时我们还是会常常来读读以后的小分队的材料，想要读第一期小分队的阅读材料的孩纸也还是可以在这里继续跟帖交流哦~！ 小散场，略微有点伤感。 但是~~ 我们要继续在奋斗的路上互相鼓励，互相加油。 最初的梦想，我们要一起到达！ 相关链接： 【让梦想延续-阅读小分队第二期】http://forum.chasedream.com/GMAT_RC/thread-598648-1-1.html 姐妹篇【阅读小分队】逻辑训练贴http://forum.chasedream.com/GMAT_CR/thread-580862-1-1.html <div style="text-align:center;">一楼内容索引</div> 一、不定期重要更新 二、【每日阅读训练——速度+越障+难度（待定）】练习介绍（均转自gter，感谢gter上的草木也知愁（发起人）和  lghscu （延续者）） 三、速度+越障练习帖子链接汇总（easier to track） 四、【如何加入每日阅读小分队&工作组】 五、阅读材料来源推荐 六、适合每日阅读训练的阅读方法 七、练习所需的小工具（含附件下载） <div style="text-align:center;">帖子主要内容</div> 一、不定期重要更新——kidvii闭关去了（bless！），小分队工作组迎来新成员UlyssesHope^^ UlysessHope加入了小分队的工作组，撒花欢迎呀！ 表情帝kid归隐去了，为了更好的自己奋斗去啦，抓的感冒也终于接近尾声了，要奋起了！ 大家一起继续加油吧！ 梦想之路，一步也不愿停歇。 --------------------------------------9.28更 二、【每日阅读训练——速度+越障+难度（待定）】练习介绍 （均转自gter，感谢gter上的草木也知愁（发起人）和  lghscu （延续者）） 下面摘录部分GTER上的说明(http://bbs.gter.net/bbs/viewthread.php?tid=910464&highlight)， 简单介绍一下什么是“速度”和“越障” “从今天起，每天只要一小时时间（难度部分半小时，速度部分十分钟，越障部分二十分钟），你的阅读实力就可以在两个月里发生飞跃 引入一个大家熟识的概念——“CASK EFFECT木桶效应” 速度、难度、越障、深度，哪一条木板短了你的木桶都是不能装满水的 同时，如果你想让自己的桶可以装更多的水，就要同步去增加每条木板的长度 【速度】 ——训练规则： 每天我贴出五篇CET级别的阅读 大家来做，需要准备一个计时器 每篇文章只看一分钟，一分钟之后就一定要停下来，读到哪里算哪里，这篇就算过了 如果上一篇没有读完，那么就要提醒自己在下一篇中加速，同时调整自己阅读的节奏感，找到最舒服的方式 【越障】 ——训练规则： 每天我贴出1000字左右的一篇文字（从我平时看的书或者paper里摘的）没有别的要求，只要大家坚持读完就可以 不用苛求速度，看完即可 如果你能坚持一个月，你会发现自己的阅读进化了~” 【难度LSAT】updated ——训练规则： LSAT阅读材料传说对GMAT的阅读很有帮助，但考虑到其毕竟是另外一种不同的考试，为了避免耗费过多时间和精力在上面以至于影响到大家的复习安排的平衡，本系列只会维持一个星期（7.27——8.2），每天一篇练习，这7篇LSAT我会跟帖在每天的速度和越障的更新后面。 要求： 1. 不限时阅读（但也请尽量不要回视）和做题 2. 写summary（逻辑结构） 3. 写题目解析（考点、原文对应） 4. 大家有什么疑问和感受可以互相交流探讨，讨论的方式参照“花儿GRE阅读日记”（见本帖附件）。 （LZ始终没有找到过LSAT阅读的详解，所以这个工作我们斗胆尝试一下，预祝我们在讨论和总结的过程中各自升华做题的感觉~） 三、速度+越障练习帖子链接汇总（easier to track） 速度练习: 【速度1-1】【速度1-2】【速度1-3】 http://forum.chasedream.com/GMAT_RC/thread-562296-1-1.html 【速度1-4】 http://forum.chasedream.com/GMAT_RC/thread-562296-2-1.html 【速度1-5】（补编） http://forum.chasedream.com/GMAT_RC/thread-562296-21-1.html 【速度1-6】【速度1-7】 http://forum.chasedream.com/GMAT_RC/thread-562296-3-1.html 【速度1-8】 http://forum.chasedream.com/GMAT_RC/thread-562296-4-1.html 【速度1-9】 http://forum.chasedream.com/GMAT_RC/thread-562296-5-1.html 【(#61楼)速度1-10】【速度1-11】 http://forum.chasedream.com/GMAT_RC/thread-562296-7-1.html 【速度1-12】 http://forum.chasedream.com/GMAT_RC/thread-562296-9-1.html 【速度1-13】 http://forum.chasedream.com/GMAT_RC/thread-562296-10-1.html 【速度1-14】 http://forum.chasedream.com/GMAT_RC/thread-562296-12-1.html**************************************************************************************************** 【速度2-1】【速度2-2】 http://forum.chasedream.com/GMAT_RC/thread-562296-13-1.html 【速度2-3】 http://forum.chasedream.com/GMAT_RC/thread-562296-15-1.html 【速度2-4】 http://forum.chasedream.com/GMAT_RC/thread-562296-17-1.html 【速度2-5】 http://forum.chasedream.com/GMAT_RC/thread-562296-20-1.html 【速度2-6】 http://forum.chasedream.com/GMAT_RC/thread-562296-23-1.html 【速度2-7】 http://forum.chasedream.com/GMAT_RC/thread-562296-25-1.html 【速度2-8】 http://forum.chasedream.com/GMAT_RC/thread-562296-26-1.html 【速度2-9】 http://forum.chasedream.com/GMAT_RC/thread-562296-28-1.html 【速度2-10】 http://forum.chasedream.com/GMAT_RC/thread-562296-29-1.html 【速度2-11】 http://forum.chasedream.com/GMAT_RC/thread-562296-32-1.html 【速度2-12】 http://forum.chasedream.com/GMAT_RC/thread-562296-33-1.html 【速度2-13】 http://forum.chasedream.com/GMAT_RC/thread-562296-39-1.html 【速度2-14】 http://forum.chasedream.com/GMAT_RC/thread-562296-42-1.html 【速度2-15】 http://forum.chasedream.com/GMAT_RC/thread-562296-44-1.html 【速度2-16】 http://forum.chasedream.com/GMAT_RC/thread-562296-47-1.html 【速度2-17】 http://forum.chasedream.com/GMAT_RC/thread-562296-51-1.html 【速度2-18】 http://forum.chasedream.com/GMAT_RC/thread-562296-54-1.html 【速度3-1】 http://forum.chasedream.com/GMAT_RC/thread-577722-1-1.html （【速度3-2】以后的更新见下方【速度】【越障】【难度】三合一系列） **************************************************************************************************** 越障练习: 【越障1-1】【越障1-2】 http://forum.chasedream.com/GMAT_RC/thread-562296-1-1.html 【越障1-3】 http://forum.chasedream.com/GMAT_RC/thread-562296-2-1.html 【越障1-4】 http://forum.chasedream.com/GMAT_RC/thread-562296-3-1.html 【越障1-5】 http://forum.chasedream.com/GMAT_RC/thread-562296-6-1.html 【越障1-6】 http://forum.chasedream.com/GMAT_RC/thread-562296-8-1.html 【越障1-7】 http://forum.chasedream.com/GMAT_RC/thread-562296-9-1.html 【越障1-8】 http://forum.chasedream.com/GMAT_RC/thread-562296-10-1.html 【越障1-8-2】RC水权文相关资料（版里有人贴过，转过来的） http://forum.chasedream.com/GMAT_RC/thread-562296-11-1.html 【越障1-9】 http://forum.chasedream.com/GMAT_RC/thread-562296-12-1.html 【越障1-10】 http://forum.chasedream.com/GMAT_RC/thread-562296-13-1.html 【越障1-11】 http://forum.chasedream.com/GMAT_RC/thread-562296-14-1.html 【越障1-12】 http://forum.chasedream.com/GMAT_RC/thread-562296-15-1.html 【越障1-13】 http://forum.chasedream.com/GMAT_RC/thread-562296-17-1.html 【越障1-14】 http://forum.chasedream.com/GMAT_RC/thread-562296-20-1.html **************************************************************************************************** 【越障2-1】 http://forum.chasedream.com/GMAT_RC/thread-562296-21-1.html 【越障2-2】 http://forum.chasedream.com/GMAT_RC/thread-562296-22-1.html 【越障2-3】 http://forum.chasedream.com/GMAT_RC/thread-562296-25-1.html 【越障2-4】 http://forum.chasedream.com/GMAT_RC/thread-562296-44-1.html 【越障2-5】【越障2-6】 （漏编，不再补，请看最新越障） 【越障2-7】 http://forum.chasedream.com/GMAT_RC/thread-562296-26-1.html 【越障2-8】 http://forum.chasedream.com/GMAT_RC/thread-562296-28-1.html 【越障2-9】 http://forum.chasedream.com/GMAT_RC/thread-562296-29-1.html 【越障2-10】 http://forum.chasedream.com/GMAT_RC/thread-562296-32-1.html 【越障2-11】 http://forum.chasedream.com/GMAT_RC/thread-562296-34-1.html 【越障2-12】 http://forum.chasedream.com/GMAT_RC/thread-562296-39-1.html 【越障2-13】 http://forum.chasedream.com/GMAT_RC/thread-562296-42-1.html 【越障2-14】 http://forum.chasedream.com/GMAT_RC/thread-562296-42-1.html 【越障2-15】 http://forum.chasedream.com/GMAT_RC/thread-562296-47-1.html 【越障2-16】 http://forum.chasedream.com/GMAT_RC/thread-562296-52-1.html 【越障2-17】 http://forum.chasedream.com/GMAT_RC/thread-562296-55-1.html 【越障3-1】 http://forum.chasedream.com/GMAT_RC/thread-577715-1-1.html **************************************************************************************************** 速度、越障、难度——三合一系列 【速度3-2】【越障3-2】【难度LSAT-01】 http://forum.chasedream.com/GMAT_RC/thread-578022-1-1.html 【速度3-3】【越障3-3】【难度LSAT-02】 http://forum.chasedream.com/GMAT_RC/thread-578283-1-1.html 【速度3-4】&【越障3-4】【难度LSAT03】 http://forum.chasedream.com/GMAT_RC/thread-578695-1-1.html 【速度3-5】&【越障3-5】+【难度LSAT04】 http://forum.chasedream.com/GMAT_RC/thread-578805-1-1.html 【速度3-6】&【越障3-6】【难度LSAT05】 http://forum.chasedream.com/GMAT_RC/thread-579161-1-1.html 【速度3-7】&【越障3-7】【难度LSAT06】 http://forum.chasedream.com/GMAT_RC/thread-579455-1-1.html 【速度3-8】&【越障3-8】【难度LSAT07】——难度练习到此告一段落 http://forum.chasedream.com/GMAT_RC/thread-579591-1-1.html 【速度3-9】&【越障3-9】 http://forum.chasedream.com/GMAT_RC/thread-579816-1-1.html 【速度3-10】&【越障3-10】 http://forum.chasedream.com/GMAT_RC/thread-580112-1-1.html 【速度3-11】&【越障3-11】 http://forum.chasedream.com/GMAT_RC/thread-580457-1-1.html 【速度3-12】&【越障3-12】 http://forum.chasedream.com/GMAT_RC/thread-580652-1-1.html 【速度3-13】&【越障3-13】 http://forum.chasedream.com/GMAT_RC/thread-580830-1-1.html 【速度3-14】【越障3-14】 http://forum.chasedream.com/GMAT_RC/thread-581059-1-1.html 【速度3-15】&【越障3-15】 http://forum.chasedream.com/GMAT_RC/thread-581305-1-1.html#last 【速度3-16】&【越障3-16】 http://forum.chasedream.com/GMAT_RC/thread-581550-1-1.html 【速度3-17】&【越障3-17】 http://forum.chasedream.com/GMAT_RC/thread-581780-1-1.html 【速度3-18】&【越障3-18】 http://forum.chasedream.com/GMAT_RC/thread-582032-1-1.html 【速度3-19】&【越障3-19】 http://forum.chasedream.com/GMAT_RC/thread-582250-1-1.html 【速度3-20】&【越障3-20】 http://forum.chasedream.com/GMAT_RC/thread-582512-1-1.html **************************************************************************************************** 【速度4-1】&【越障4-1】 http://forum.chasedream.com/GMAT_RC/thread-582686-1-1.html 【速度4-2】&【越障4-2】 http://forum.chasedream.com/GMAT_RC/thread-582934-1-1.html 【速度4-3】&【越障4-3】 http://forum.chasedream.com/GMAT_RC/thread-583167-1-1.html 【速度4-4】&【越障4-4】 http://forum.chasedream.com/GMAT_RC/thread-583412-1-1.html 【速度4-5】&【越障4-5】8.19 http://forum.chasedream.com/GMAT_RC/thread-583712-1-2.html 【速度4-6】&【越障4-6】8.20 http://forum.chasedream.com/GMAT_RC/thread-583945-1-1.html 【速度4-7】&【越障4-7】8.21 http://forum.chasedream.com/GMAT_RC/thread-584192-1-1.html 【速度4-8】&【越障4-8】8.22 http://forum.chasedream.com/GMAT_RC/thread-584294-1-1.html 【速度4-9】&【越障4-9】(Aug 23) http://forum.chasedream.com/GMAT_RC/thread-584590-1-1.html 【速度4-10】&【越障4-10】(Aug 24) http://forum.chasedream.com/GMAT_RC/thread-585118-1-1.html 【速度4-11】&【越障4-11】 http://forum.chasedream.com/GMAT_RC/thread-585460-1-1.html 【速度4-12】&【越障4-12】 http://forum.chasedream.com/GMAT_RC/thread-585690-1-1.html 【速度4-13】&【越障4-13】 http://forum.chasedream.com/GMAT_RC/thread-586017-1-2.html 【速度4-14】&【越障4-14】 http://forum.chasedream.com/GMAT_RC/thread-586241-1-2.html 【速度4-15】&【越障4-15】 http://forum.chasedream.com/GMAT_RC/thread-586415-1-1.html 【速度4-16】&【越障4-16】 http://forum.chasedream.com/GMAT_RC/thread-586776-1-1.html 【速度4-17】&【越障4-17】 http://forum.chasedream.com/GMAT_RC/thread-586942-1-1.html 【速度4-18】&【越障4-18】 http://forum.chasedream.com/GMAT_RC/thread-587164-1-1.html 【速度4-19】&【越障4-19】 http://forum.chasedream.com/GMAT_RC/thread-587663-1-1.html 【速度4-20】&【越障4-20】 http://forum.chasedream.com/GMAT_RC/thread-587723-1-1.html **************************************************************************************************** 【每日阅读训练——速度越障5系列】 【5-1】 http://forum.chasedream.com/GMAT_RC/thread-588002-1-1.html 【5-2】 http://forum.chasedream.com/GMAT_RC/thread-588519-1-1.html 【5-3】 http://forum.chasedream.com/GMAT_RC/thread-588483-1-1.html 【5-4】 http://forum.chasedream.com/GMAT_RC/thread-588801-1-1.html 【5-5】 http://forum.chasedream.com/GMAT_RC/thread-589055-1-1.html 【5-6】 http://forum.chasedream.com/GMAT_RC/thread-589326-1-1.html 【5-7】 http://forum.chasedream.com/GMAT_RC/thread-589694-1-1.html 【5-8】 http://forum.chasedream.com/GMAT_RC/thread-589779-1-1.html 【5-9】 http://forum.chasedream.com/GMAT_RC/thread-589894-1-1.html 【5-10】 http://forum.chasedream.com/GMAT_RC/thread-590161-1-1.html 【5-11】 http://forum.chasedream.com/GMAT_RC/thread-590518-1-1.html 【5-12】 http://forum.chasedream.com/GMAT_RC/thread-590770-1-1.html 【5-13】 http://forum.chasedream.com/GMAT_RC/thread-591072-1-1.html 【5-14】 http://forum.chasedream.com/GMAT_RC/thread-591299-1-1.html 【5-15】 http://forum.chasedream.com/GMAT_RC/thread-591546-1-1.html 【5-16】 http://forum.chasedream.com/GMAT_RC/thread-591864-1-1.html 【5-17】 http://forum.chasedream.com/GMAT_RC/thread-592095-1-2.html 【5-18】 http://forum.chasedream.com/GMAT_RC/thread-592345-1-2.html 【5-19】 http://forum.chasedream.com/GMAT_RC/thread-592600-1-2.html 【5-20】 http://forum.chasedream.com/GMAT_RC/thread-592950-1-1.html **************************************************************************************************** 【每日阅读训练——速度越障6系列】 【6-1】 http://forum.chasedream.com/GMAT_RC/thread-593203-1-1.html 【6-2】 http://forum.chasedream.com/GMAT_RC/thread-593582-1-1.html 【6-3】 http://forum.chasedream.com/GMAT_RC/thread-593944-1-1.html 【6-4】 http://forum.chasedream.com/GMAT_RC/thread-594243-1-1.html 【6-5】 http://forum.chasedream.com/GMAT_RC/thread-594512-1-1.html 【6-7】 http://forum.chasedream.com/GMAT_RC/thread-595103-1-1.html 【6-8】 http://forum.chasedream.com/GMAT_RC/thread-595359-1-1.html【6-9】 http://forum.chasedream.com/GMAT_RC/thread-595565-1-1.html 【6-10】 http://forum.chasedream.com/GMAT_RC/thread-595769-1-1.html 【6-11】 http://forum.chasedream.com/GMAT_RC/thread-596119-1-1.html 【6-12】 http://forum.chasedream.com/GMAT_RC/thread-596349-1-1.html 【6-13】 http://forum.chasedream.com/GMAT_RC/thread-596561-1-1.html 【6-14】 http://forum.chasedream.com/GMAT_RC/thread-596841-1-1.html【6-15】 http://forum.chasedream.com/GMAT_RC/thread-597115-1-1.html?extparms=ThreadCatalogID%3d72%26page%3d1 【6-16】 http://forum.chasedream.com/GMAT_RC/thread-597557-1-1.html?extparms=ThreadCatalogID%3d72%26page%3d1 【6-17】 http://forum.chasedream.com/GMAT_RC/thread-597824-1-2.html 【6-18】 http://forum.chasedream.com/GMAT_RC/thread-598080-1-1.html?extparms=ThreadCatalogID%3d72%26page%3d1 【6-19】 http://forum.chasedream.com/GMAT_RC/thread-598268-1-1.html?extparms=ThreadCatalogID%3d72%26page%3d1 【6-20】——THE END http://forum.chasedream.com/GMAT_RC/thread-598864-1-1.html?extparms=ThreadCatalogID%3d72%26page%3d1 四、【如何加入每日阅读小分队&工作组】 1. 正式加入每日阅读小分队: 愿意每天坚持练习但是不方便安排时间来发文章的CDer也可以跟帖加入,但是加入以后要求就是: 必须每天跟进,并且汇报练习情况,具体汇报帖内容如下:   (1)做的是哪份练习;   (2)速度练习:  附上每篇多长时间读完;如果1min内没有读完的话差了几行.  （如果实在觉得做的不好不愿意发表也没有关系,但还是鼓励大家贴出来,这样以后回头看自己的练习情况的时候才有的对比,碰到BT的速度练习的时候也可以和大家一起抱头痛哭一下是不~嘿嘿~）   (3)越障练习: 阅读时长+文章回忆摘要.要当做写狗狗一样看完马上回忆,回忆的时候尽量不要回原文看,写完回忆记录发表之后如果有需要再看原文.   这样的目的是在于提高对文章的理解和记忆能力,避免把越障练习变成盲目的扫视,而没有提高对难的文章的理解能力. 【每日阅读小分队】现有成员: 抓抓sandra , fox0923 ,daisyの小夢想，ccmoom ，kidvii，superbat28，七重纱，裤裤melo，sanxiangsai，我吃果冻，lily0123，

S: 没有正式加入小分队的也一样欢迎跟帖/发进度/交流哦~ =) 【阅读小分队交流平台】 QQ群 28290341 已满员,建议大家直接来每日更新的帖子里头交流 （欢迎小分队成员加入，也欢迎大家来交流GMAT阅读哦~） 发加群请求的时候请报上   CD的ID   暗号是CD阅读小分队 2. 小分队工作组: 愿意每天坚持练习的并且愿意定期来更新阅读材料的CDer 可以跟帖报名~ 每天尽量在北京时间22:00-23:00之间把次日的练习文章贴上来,内容要求如下: (1)速度练习: 速度练习的文章要求一天5组练习, 每组的字数在200-300左右(可以上下浮动50个字),在每个分组里注明字数, 难度不适宜找过于复杂的文章,以VOA special English和四六级文章为准, （来源见下文“阅读材料来源推荐”） (2)越障练习: 越障练习对字数没有特别要求,但请尽量在1000words以上 题材上要具有一定的专业性,具有较多晦涩生词. （来源见下文“阅读材料来源推荐”） 【每日阅读小分队】工作组: 抓抓sandra , fox0923 ,daisyの小夢想，UlysessHope ，superbat28 (就按照这个顺序轮班). 【每日阅读小分队】工作组荣誉成员:kidvii 五、阅读材料来源推荐 速度练习参考： VOA special English   难度刚好，极力推荐 http://www.voanews.com/english/news/ http://www.51voa.com/VOA_Special_English/  （推荐，文字粘连现象较少） 大学四六级阅读    难度刚好，极力推荐 http://www.hjenglish.com/new/tag/%E5%9B%9B%E5%85%AD%E7%BA%A7%E9%98%85%E8%AF%BB/ ECONOMISTS推荐其中专业性不强的文章 http://www.economist.com/ 越障练习参考： Scientific America 推荐其科普文 http://www.scientificamerican.com/ TIME     其新闻、政治经济评论够难，更新快，极力推荐 http://www.time.com/time/ ECONOMISTS 推荐其中SCIENCE/TECHNOLOGY等学术类的比较复杂的文章 http://www.economist.com/ 《CNN 学生新闻》(CNN Students News)    kidvii给力推荐 (含Transcript+视频，介绍见帖子42页#414楼、#416楼、#419楼） http://edition.cnn.com/2011/US/studentnews/07/13/transcript.thu/index.html   需要翻墙软件： Verycd上相应资源http://www.verycd.com/topics/2896075/ ECO中文网（经济学人论坛）kidvii给力推荐 http://www.ecocn.org/thread-40111-1-1.html 含中文翻译和音频，练习后可参考译文 另：大家平时接触到的英文学术论文 六、适合每日阅读训练的阅读方法 1. LZ的个人感受（仅供参考） 到开贴到现在快要一个月了,小总结一下速度和越障练习的一点点感受.大家一起交流交流. 速度练习: 按照CD上公认的阅读速度要求，考试时应该平均15行/min（真实界面排版情况下）。LZ估算出15行大约是150 words（有精确算过的欢迎提供数据~谢谢~）。而速度系列的练习文章比实战简单，所以大家应该争取一分钟能看完200-300字，具体情况视当天文章难度自己衡量。 请不要只关注每篇阅读的耗时~大家应该知道这样的纵向类比因为文章长度和难度的不同不一定具有可比性，应该努力追求杨鹏老师所说的“速度和理解的平衡”。应该作为一个大概的参考。 当然，既然作为速度练习，主要的目标还是在于提速。 建议目标：一分钟内读完250+words，理解程度达到80%。 越障练习: 一开始练越障的时候我看完就看完了,感觉脑子里头一片混沌. 这样练了几天,觉得这样难以提高,就改变了一下越障练习时候的阅读习惯. 尝试的是杨鹏长难句法+ACTIVE READING+小安第二轮回忆JJ法三者的结合: 1）尽量不回视:严格遵循杨鹏老师的建议.第一遍阅读不回视,不默读.可以放慢速度,但绝对不回视. 2）认真读文章开头两段,每段开头结尾句:按照小安和之前另一个NN的ACTIVE READING方法,读文章的时候开头结尾提高关注度,重视文章框架. 3）读完每段暂停一下回想下本段写的什么, 和全文大意关系是什么(大家都很熟悉的小安法,我在这里就不赘述了) 4）不回视阅读完一遍,马上不看原文写回忆.（小分队成员大多认为有效果）这就是小安法第二遍的方法,个人觉得是最好的检验自己阅读质量的方法. 2.推荐阅读方法（附完整GRE花儿阅读教材PDF上传） 1）杨鹏长难句（版内有相应资源，我就不重复上传了） 使用指南：按照杨鹏老师书上的嘱咐练习即可~ 2）mindfree大牛的 ACTIVE READING法 http://forum.chasedream.com/GMAT_Preparation/thread-2923-1-1.html 3）GRE阅读39+3全攻略（亦称花儿阅读） 找了一下CD上好像没有花儿阅读的全本PDF下载，这边上传一份，还有配套的练习。 资料在本帖附件。 材料简介： “这本书最大的优点讲解的过程中配有大量的阅读题，并且这些阅读题都是来源于历年的真题。均选自GRE NO.题和国内GRE考试题的真题. 文章结构、考点、题型均非常经典的文章共52篇，其中6篇作为经典文章分析范例，6篇作为入门阶段性模考试题，其余40篇留做入门学习后的提高阶段练习之用。GRE阅读文章最值得关注的要点应该说就是文章结构。GRE阅读文章涉及内容颇为广泛，题材各异，内容类型也不尽相同。当然,也可以看新东方杨继的<<GRE阅读剖析及全真题解析>>,也是一本很好的书——转自gter” “花儿的阅读笔记,虽然我没有按照上面的安排一天一天来,但是匆匆看了一遍后感到收获颇丰,而且在临考前2天又花了两小时大概看了一下书中的要点,巩固一下.对于这本书,希望大家能够认真研究,主要对其中出题点,做记号,定位以及阅读文章的方法要理解透彻,然后再加上大量的实践练习,阅读会有大的提升——转自gter” 针对GMAT使用指南： 花儿的方法主要在于训练对于文章的分析能力。 方法中包含了在文章旁边做笔记这个方法，这一步环节LZ认为我们应该跳过，机考做笔记说实话是笔记耗时间的事情。对于我们来说，最值得借鉴的是花儿对文章类型、题型的把握、阅读重点词汇的理解这几个方面的介绍，其中还结合了GRE文章的练习，可以帮助我们把方法融入到文章阅读里去。练习册有详细的解答，适合时间比较充裕的童鞋进行配套练习。建议大家读越障的时候尝试用花儿的方法，也许会有帮助。 七、练习所需的小工具 1.计时器（见附件） 2.找资料需要翻墙的话附件里有翻墙软件。

熙西恬甜 · 发表于 2013-8-21 05:19:43

为什么后继无人了？

抓抓sandra · 发表于 2011-7-3 08:21:32

<div class="maxcode-quote">
感谢楼主开了这么好一个帖子； 我的速度太慢了，各位都比我厉害啊，我要加油了！ 第一部分：速度分别差5、3、4、7 慢啊           长文章  8分钟，感觉还是不懂啊！ 顺便问问各位：怎么检测理解了多少啊？尤其是速度练习，快到什么程度啊，保持个什么样的理解力啊？<div style="text-align:right;">-- by 会员 almond518 (2011/6/26 21:44:50)</div> 
</div>
速度练习就是不用抓细节，争取保证每句话看懂，知道每段话说了什么，全文在说什么，然后练习的过程中尽量加速~1min之内看完每个分割开来的部分就可以咯~

抓抓sandra · 发表于 2011-6-8 02:50:53

U.S. History<img src="file:///C:\Users\ADMINI~1\AppData\Local\Temp\msohtmlclip1\01\clip_image001.gif" width="15" height="12" alt="" /> <a href="http://www.voanews.com/templates/Articles.rss?sectionPath=/learningenglish/home/us-history" target="_blank">RSS Feed</a> American History: US-Japan RelationsBefore World War Two 计时1 STEVEEMBER: Welcome to THE MAKING OF A NATION – American history in VOA SpecialEnglish.  I’m Steve Ember. (MUSIC) Inrecent programs, we talked about how the rise of Fascist leaders in Europethreatened American neutrality in the nineteen thirties. (SOUND:Adolf Hitler) AdolfHitler and the Nazi party in Germany created the most obvious threat. But therewas also Benito Mussolini in Italy and Francisco Franco in Spain. These leaderschallenged both the idea of democracy and the security of some of America'sclosest allies. Hitler'sinvasion of Poland and the spread of war in Europe in nineteen thirty-nine madeAmericans wonder if they could remain neutral much longer. TheUnited States would finally go to war against Hitler and the other Axisnations. But its first battle would not be in Europe at all. Instead, the UnitedStates would enter World War Two following a surprise attack by Japan on thelarge American naval base at Pearl Harbor, Hawaii. Relationsbetween the United States and Japan had grown steadily worse throughout thenineteen thirties. Both nations were important industrial powers. But they hadvery different ideas about the economic and political future of East Asia,especially China. (MUSIC) Untilthe late eighteen hundreds, Japan had been a nation with ancient politicaltraditions and little contact with the Western world. Visitsby Commodore Matthew Perry and American warships helped open Japan to tradewith the United States and other nations in the eighteen fifties. And in theyears that followed, Japan took major steps toward becoming a modern industrialnation. 计时2 By the nineteen twenties andthirties, Japan was a strong country. But it lacked oil, rubber and othernatural resources of its own. For this reason, Japanese political leaderslooked with envy at the Dutch, French and British colonies across SoutheastAsia and the Pacific. And Japanese business leaders saw huge markets for theirproducts in nearby countries like Korea and China. Japan's desire to use East Asia togain natural resources and sell manufactured products was in direct conflictwith American plans for Asia. This was especially true concerning China.Washington created an "Open Door" policy toward China. It wanted tokeep China's natural resources and markets free from control by Japan or anyother nation. (MUSIC) For this reason, Americans were veryconcerned when Japanese forces invaded the Manchuria area of China in nineteenthirty-one. And they watched with great interest the efforts of Chinese leaderChiang Kai-shek to oppose the Japanese invaders. The United States was also veryconcerned about protecting its imports of oil, tin and rubber from SoutheastAsia. This area of the world was a major supplier of these resources in thenineteen thirties. The Middle East had not yet become a leading producer ofoil. In these ways, the United States andJapan were competing for the same resources and Asian markets. However, therealso was a good deal of trade between the two nations. In fact, Japan dependedon the United States for most of its metal, copper and oil. This trade with Tokyo became a majorconcern for President Franklin Delano Roosevelt and the Congress in nineteenthirty-seven. (MUSIC) 计时三 In the summer of that year, moreJapanese troops moved into China. They quickly captured much of the Chinesecoast. Much of the metal, oil, and othermaterials that Japan used for its war effort in China came from the UnitedStates. Americans did not like selling Japan materials to use against China.But the trade was legal because of a nineteen eleven agreement between Tokyoand Washington. However, the American government toldJapan in nineteen thirty-nine that it would end the earlier agreement. It wouldno longer sell Japan materials that could be used for war. (MUSIC) Washington's decision made theJapanese government think again about its expansionist plans. And theannouncement a month later of a non-aggression treaty between Germany and theSoviet Union gave Tokyo even more cause for concern. The Soviet Union could bea major opponent of Japanese expansion in East Asia. And it appeared free fromthe threat of war in Europe. These two events helped moderates inthe Japanese government to gain more influence over foreign policy. A moderategovernment took power in January nineteen-forty. However, this period of moderation inTokyo did not last long. (MUSIC) In the spring of nineteen forty,Germany launched its blitzkrieg, or lightning invasion, of Europe. The Naziscaptured Denmark, Norway, the Netherlands, Belgium, Luxembourg, and finallyFrance. 计时4 Extremistsin the Japanese government saw the German victory as their chance to launchtheir own attack on European colonies in Asia. They quickly began negotiationswith Hitler to form a new alliance. And within months, militant leadersoverthrew the moderate government in Tokyo. The newJapanese government was headed by a moderate, Prince Konoye. But the ministerof war was an expansionist, General Tojo. Tokyo wasted no time in takingaction. It forced France to give Japan permission to occupy northern Indochina.And Tokyo also demanded that Britain close the Burma Road to the Chinese citythen known as Chungking. (SOUND) TheBurma Road was a major route by which the United States was supplying Chinawith munitions as part of the Lend-Lease Act. Theseevents caused relations between Tokyo and Washington to become even worse. In thesecond half of nineteen forty, President Roosevelt banned the export of metaland oil products to Japan. His administration also lent money to China. (MUSIC) Americabegan to supply Chiang Kai Shek’s government with a fleet of P-40 fighterairplanes with volunteer pilots, led by Army aviator Claire Chennault, to trainChinese pilots. The squadron became known as the Flying Tigers. Americanrepresentatives quietly began to meet with British and Dutch officials, todiscuss joint defense plans for possible Japanese attacks in the westernPacific. 计时5 Washington and Tokyo held longnegotiations in nineteen forty-one. The American officials hoped thenegotiations might delay Japan from launching an attack to the south. They alsothought that a delay might give more moderate leaders in Japan a chance to gainmore influence. And for a time, the American plan worked. Japan did not makenew acts of aggression. (MUSIC) Again, events in Europe caused thissituation to change. Nazi Germany attacked the Soviet Union in the middle ofnineteen forty-one. This prevented Moscow from doing any fighting on itseastern borders. So Japanese troops were free to invade southern Indochina.

resident Roosevelt reacted toJapan's invasion of Indochina by taking three major steps. First, he tookcontrol of all Japanese money in the United States. Second, he brought thearmed forces of the Philippines under American command. And, third, he closedthe Panama Canal to Japanese shipping. Once again, a conflict developedbetween moderates and extremists in the Japanese government. More moderate leaders such as PrimeMinister Konoye urged one more effort to reach an agreement with the UnitedStates. But the Japanese army and navy believed that the time had come to go towar to end American and European power in East Asia forever. Negotiations between Japan and theUnited States continued through the final months of nineteen forty-one. But thetwo nations were on the edge of war. They were as close to hostilities asWashington was with the Nazi government in Berlin. (MUSIC) American military officials capturedsecret messages from Japan during this time. They learned that Tokyo wasplanning an attack of some kind unless the United States suddenly changed itspolicies. However, the American officials could not discover exactly where or howthe attack would be made. Almost everyone in Washingtonexpected that the Japanese would attack south of Japan. They were wrong. Themilitary leaders in Tokyo were planning a surprise attack on America's mainPacific military base, at Pearl Harbor. That will be our story next week.

抓抓sandra · 发表于 2011-6-8 03:13:24

【速度1-1】 计时1 差3行 计时2 差3行 计时3 57s 计时4 差3行 计时5 差5行有点多了

抓抓sandra · 发表于 2011-6-8 17:49:21

Today's topic: Racingagainst Invasion: Engineering a Kamikaze "Cruise Missile"  J  }- |#O' ^' M+ i In thesummer of 2007,1 was a volunteer researcher at the Paul E. Garber RestorationFacility of the Smithsonian Institution's National Air and Space Museum (NASM),when a homb-shaped aircraft featuring two cockpits was pulled out of storagefor inspection on the hangar floor. Its unmistakable resemblance to theImperial Japanese Navy's Ohka kamikaze aircraft piqued my interest.Curiously,the artifact bore an unusually brief description: "acquired from the Navyin 1974" and identified as "Kugisho MXY7-K2 Ohka 43B."I wonderedwhy Japan would have built a two-seat trainer for kamikaze missions,especiallysince it already had used the single-seat MXY7-K1 trainer. And what did the 43Bdesignation signify? Finding no satisfactory explanations on the Ohka in publishedEnglish-language sources' or from experts like Robert Mikesh,former NASM seniorcurator and author of Japanese aircraft books, I set off on my own research. Idug into recently discovered Japanese writings as well as some rare wartimeKugisho and Aichi Aircraft engineering records found in NASM's specialcollection. My quest took me through the entire history of the kamikazeaircraft development from wartime demands to the deliberations, decisions, anddesign evolution by the Imperial Japanese Navy's Kugisho—the Air TechnicalArsenal, equivalent to the U.S. Navy's Bureau of Aeronautics—headquartered atYokosuka naval base. - K9 j4 L4 k(U# h" x8 g Inthe process,I found that Japan's abrupt and unexpected "unconditional surrender"had left unfinished the Ohka "human bomb" development.However, thislittle-known project would go on to have intrinsic significance in air powerhistory, beyond the accelerated development of the only combat-deployed OhkaModel 11. At war's end, the year-long Ohka development produced nine distinctvariants of the manned aircraft bomb, from gliders to jets to assortedlaunching modes—all in various stages of design, engineering, test orproduction.$ h) n%o9 m% D' M0 G  B DifferentPerspectives One of Japan'slast wartime innovations acquired the nickname of "Baka"(a derogatoryterm "Fool" in Japanese) bomb among the Allied forces so targeted.^The very notion of a human bomb put the Ohka on the list of famous World War IIaircraft. It also ensured that the Ohka would be well documented, analyzed, andjudged for its short and Limited war record,unorthodox systems specifications,and its rather dismal record of tactical effectiveness. - U' t& L4T& H. ^# L The Japaneseperspective was from the decidedly losing side of the war. The fatalism hadindeed given rise to the kamikaze warfare—an act of desperation even in theJapanese Bushido(the honor code of the Samurai warrior)tradition of extreme loyalty. Japan devotedall of its available technological resources to the war effort—knowing fullwell that it would be for naught. It was a race to fend off the Alliedinvasion, which would be the moment of certain death for the determined nationto fight honorably until the last man. 3 E7 x* f5R" v1 S" j9 y) T3 \ To the Westernmind, the term kamikaze was perceived as an obsession forself-sacrifice.Webster's dictionary later defined kamikaze as "a Japaneseair attack corps assigned to make a suicidal crash on a target." In fact,kamikaze is an alphabetical pronunciation of the Japanese Kanji (Chinesecharacter) Shimpu,which literally translates to "Divine Wind"and refers to the sudden overnight storm that sank the Mongolian fleetthreatening to invade Japan in 1281. When the Imperial military, afteragonizing deliberations, decided to call for the last ditch, certain deathtactics, they called it the TokkoTai, meaning Special- Attack Force. To honor the patrioticsacrifice, Shimpu was attached as the salutary prefix to that forcedesignation. Thus, ShimpuTokkoTai means Divine-Wind Special-Attack Force. The Alliesconnected the prefixShimpu to kamikaze, while the Japanese kept Tokko as spoken solemnly in wartime. The Japanese do notassociate Tokko with the notion of suicide; in Bushido, suicide connotes atonement for a failure or a shamefulact and therefore is a wrong descriptor in this case of patriotic sacrifice.- `# F, \* J# M% e8 ^ " I' e)o# s9 }! p0 R It is interesting to note the late emergence ofthe Japanese accounts of the Ohka history, upon which this paper is based. Thishistory was due, in part, to a marked reticence by the former Ohka projectengineers to relate their decidedly somber chronicle. Their writings reflecttheir "painful experience" of shouldering the nation's fate and theirresponsibility for engineering the final weapon of the war that sent youngpilots to their "Hisshi- Hissho(certain death in certainvictory)." Rear Admiral Jun Okamura, an author and former Imperial Navyengineering officer wrote, "Each case of a young pilot's brave dive intothe enemy ship hit deep in the guts of us engineers, as if a silent protest ofthe pilots against the minute power we and the nation could muster forthem." He continued, "But I write, for the sake of the engineeringrecord, about the Ohka as an aircraft whose designs encompassing application ofseveral types of rockets and jets notched an epoch in our aviation engineeringhistory." Okamura's engineering record covers the Ohka 11 modeldevelopment to the practically simultaneous evolution of the MXY7-K1trainer,Ohka Models 21,22,33,43,43B and its trainer MXY7-K2 and 53. (lz阅读记录：7min31s)

抓抓sandra · 发表于 2011-6-8 17:55:31

A Legal Education, From Shakespeare; A Mixed-RaceCouple Who Fought the Law 计时1 ARBARAKLEIN: Welcome to THIS IS AMERICA in VOA Special English. I’m Barbara Klein. STEVE EMBER:And I’m Steve Ember. This week on our program, our subject is law and society.We hear about a new film that tells the story of a couple who helped makeinterracial marriage legal in America. And we hear about a new book that tellslawyers and law students what they can learn from Shakespeare. (MUSIC) BARBARAKLEIN: William Shakespeare died almost four centuries ago in sixteen sixteen.Yet the great English writer's understanding of human nature is timeless. KenjiYoshino is a professor of constitutional law at New York University. ProfessorYoshino has written a book called "A Thousand Times More Fair: WhatShakespeare's Plays Teach Us About Justice." Forexample, take the play "Measure for Measure." There are two officialswho represent opposite ideas about enforcing the law. Professor Yoshino saysone of them is driven by mercy and empathy, the ability to understand anotherperson's feelings. KENJIYOSHINO: "That notion of judging is represented by the Duke Vicentio atthe beginning of the play. And what Vicentio’s problem is that’s he’s somerciful that the state sinks into anarchy." STEVEEMBER: The other official, Lord Angelo, is a judge who takes over for Vicentio.Lord Angelo enforces the law without any mercy. By the end, says Kenji Yoshino,both approaches are shown to be wrong.、 计时2 KENJIYOSHINO: "And I want to say, look, Shakespeare got there first and heeliminated both of these extremes. He showed that the first extreme isdangerous because it lead to too much mercy. Mercy in an individual is awonderful thing, but mercy on the part of a government actor can be a verydangerous thing." Butthe professor says Shakespeare also understood that strict enforcement of thelaw can be unjust. KENJIYOSHINO: "So what we’re looking for is jurists who are able to balance theclaims of empathy against the claims of the rule of law and can find thatmiddle path." Thedebate over judges and empathy played a part in the Senate confirmation processfor Sonia Sotomayor. She became the first Hispanic justice on the United StatesSupreme Court in two thousand nine. This was what she said at her confirmationhearing. SONIASOTOMAYOR: "We're not robots, to listen to evidence and don’t have feelings.We have to recognize those feelings and put them aside." BARBARAKLEIN: Shakespeare dealt with questions of justice in many of his plays. KenjiYoshino points out that in the England of Shakespeare's time, the modern stateand the rule of law were evolving. In"Othello," lago convinces Othello that his wife has been unfaithfulto him. The evidence is that his wife no longer has the cloth handkerchief thatOthello gave her as a symbol of his love. In fact, lago had asked his own wifeto steal the handkerchief. Othello does not know that. 计时3 OTHELLO:Villian, be sure thou prove my love a whore; Be sure of it; give me the ocular proof: Or by the worth of man’s eternal soul, Thou hadst been better have been born a dog Than answer my waked wrath!" STEVEEMBER: Professor Yoshino explains. KENJIYOSHINO: "Shakespeare calls this a problem of ocular proof, the idea thatwe need to see evidence before we believe in it -- and that, oftentimes, whenmetaphysical questions of guilt or innocence are difficult for us to answer, wehave a tendency to reduce them to questions that pertain to physical evidence.So when we can’t measure what’s important, we make important what we canmeasure." Thelaw professor sees an example of this in the murder trial of O.J. Simpson innineteen ninety-five. The former football star was accused of killing hisex-wife and a male friend of hers in Los Angeles. Manypeople believed that the case against him was strong. But his lawyer JohnnieCochran showed the jury a glove found at the crime scene. He showed that theglove appeared not to fit Mr. Simpson’s hand, and he told the jury again andagain: JOHNNIECOCHRAN: "If it doesn’t fit, you must acquit." Severalmembers of the jury said the glove influenced their decision to find O.J. Simpsonnot guilty of the criminal charges. A jury in a civil court, however, did laterfind him responsible for money damages in a case brought by family members ofthe victims. 计时4 BARBARAKLEIN: Professor Yoshino says the Shakespeare play that deals most directlywith the law is "The Merchant of Venice." In this story, a trialtakes place to decide if the moneylender Shylock can take a pound of flesh froma borrower who fails to repay his loan. Thecourt must decide if the contract can be enforced even though it could resultin the death of the borrower, Antonio. In the end, Antonio is saved byBalthazar. Balthazar is a young lawyer who is really Portia, a woman, and whohas this to say about mercy. BALTHAZAR(PORTIA): "The quality of mercy is not strain’d It droppeth as the gentle rain from heaven Upon the place beneath; it is twice blest;" STEVEEMBER: Law professor and author Kenji Yoshino says his students benefit fromreading Shakespeare. KENJIYOSHINO: "Law students continuously surprise me in their capacity torespond to the humanities, and when I teach my courses in law and literature,it is really as a healing or a recuperative experience both for the studentsand for me, because I think that what a legal education does, to paraphraseanother author, is that is sharpens the mind by narrowing it." Thisnarrowing of the mind can help law students recognize important facts. Butliterature can help them understand human conflict, and he says no one has moreinsight into that than William Shakespeare. (MUSIC) 计时5 BARBARAKLEIN: President Barack Obama's Kenyan father and American mother were marriedin Hawaii in nineteen sixty-one. At that time mixed-race marriage was stillillegal in a number of states. But six years later, in nineteen sixty-seven,the Supreme Court struck down the last of these laws. Thecase that led to that historic decision was brought by an interracial couple,Richard and Mildred Loving. Their story is the subject of a new documentarycalled "The Loving Story." Thefilm was shown at the Tribeca Film Festival in New York and will air on the HBOchannel next February. STEVEEMBER: The story of the Lovings is little known compared to other historiccivil rights cases. RichardLoving and Mildred Jeter met in nineteen fifty-one. At the time, Mildred waseleven years old and Richard was seventeen. He was white; she was of Africanand Native American ancestry. They grew up in the same Virginia town of CentralPoint. Mildredlater recalled what it was like living with racial segregation. MILDREDLOVING: "The whites and colored went to school differently. Things likethat, you know. You couldn't go in the same restaurants. I knew that. But Ididn’t realize how bad it was until we got married." BARBARAKLEIN: In nineteen fifty-eight, when Mildred was eighteen, she became pregnant.Virginia law barred interracial marriage. So the couple got married in nearbyWashington, DC. Mildredrecalled how six weeks later, police broke down the door of their small housein Central Point and arrested them. 计时结束 （LZ计时情况： 差2行 差1行 差2行 差1行 死活差2行>< 慢慢要加速了~） 后面的内容感兴趣的可以读完~ MILDREDLOVING: "I guess it was about two a.m. And I saw this light, and I wokeup, and it was the police standing beside the bed, and he told us to get up,that we was under arrest." STEVEEMBER: The Lovings were jailed and charged with violating Virginia'santi-miscegenation laws. As their sentence, they were ordered to leave thestate for twenty-five years. Theymoved to Washington and had three children. But Mildred was so unhappy that, innineteen sixty-three she wrote to the United States attorney general, RobertKennedy. Sheasked if new civil rights laws would help. He told her to contact the AmericanCivil Liberties Union. Two young lawyers, Bernard Cohen and Philip Hirschkop,took the case. In"The Loving Story." Mr. Cohen explains what they faced. BERNARDCOHEN: "Challenging the anti-miscegenation laws was the most seriousthreat to the white racists, and even those whites who were not racist but werevery pro-establishment. I looked at it as an unbelievable challenge for alawyer one or two years out of law school, to be getting involved in what wassure to be a major civil rights case." STEVEEMBER: Nancy Buirski from North Carolina directed and produced "The LovingStory." The film includes documentary footage shot by Hope Ryden, whofilmed the couple and their lawyers as they prepared for trial. Ms.Buirski says the Lovings were quiet, working-class people who did not likepublic attention. They did not even attend the legal arguments when their casereached the United States Supreme Court. NANCYBUIRSKI: "And it wasn’t surprising, given how reticent they were aboutpublicity in general. They were a very modest, humble couple. They reallyweren’t doing this to change history. They never saw themselves asheroes." Yetthat was what they became, she says, through their desire to remain married andraise their children in a place they loved. NANCYBUIRSKI: "Apparently they never disagreed about any of it. They were verymuch in love. And, as far as I'm concerned, they in some ways upendstereotypes, because they weren’t activists. They just wanted to go home andlive in Virginia with their families." OnJune twelfth, nineteen sixty-seven, the Supreme Court decided that laws againstinterracial marriage were unconstitutional. The court struck down what wereknown as anti-miscegenation laws in the sixteen states that still had them. Thecouple returned to their Virginia town. Richard built a home where they livedthe rest of their lives. He died in nineteen seventy-five when a drunk driverhit his car. Mildred died in two thousand eight. BARBARAKLEIN: Today, about eight percent of all marriages in the United States arebetween people of different races. Fifteen percent of new marriages areracially mixed. Someinterracial couples celebrate the anniversary of the Loving decision, Junetwelfth, as "Loving Day." The day is also increasingly celebrated bysupporters of same-sex marriage -- a right that Mildred Loving supported in herlater years. Currently same-sex marriage is permitted in five of the fiftystates and the District of Columbia. (MUSIC) STEVEEMBER: Our program was written and produced by Brianna Blake, with reporting byMike O'Sullivan and Carolyn Weaver. I’m Steve Ember. BARBARAKLEIN: And I’m Barbara Klein. You can find transcripts and MP3s of our programsand activities for learning English. Join us again next week for THIS ISAMERICA in VOA Special English.

抓抓sandra · 发表于 2011-6-9 08:45:36

计时1 Should All Students inUS Learn the Same Things?<div style="text-align:right;"><div style="text-align:right;"> 08 June 2011</div> </div> This isthe VOA Special English Education Report. Morethan forty of the fifty American states have approved what are known as thecommon core state standards. These are lists of content that students aresupposed to learn at each grade level from kindergarten to high school. Stategovernors and schools chiefs led the effort to develop the standards. Theproject involved teachers, administrators, experts and public comments. Thefinal standards were released last June. Acceptanceis voluntary. But acceptance helped states that entered President Obama'sfour-billion-dollar "Race to the Top" competition for school reform. Thestandards are for English language arts and math. More subjects may come later. Supporterssay the standards provide clear goals to prepare students to succeed in collegeand in jobs. But critics of national standards say the idea goes against one ofAmerica's oldest traditions -- local control of education.

oliticalconservatives generally oppose federal intervention in schools. Yet it was aRepublican president, George W. Bush, who expanded testing requirements to showthat public schools are making yearly progress. Still,opponents of national standards call them "one-size-fits-all." Theysay the idea does not make sense for a country as large and diverse as theUnited States. One ofthose opponents is Bill Evers at the Hoover Institution at Stanford Universityin California. He was an assistant education secretary under President Bush. BILLEVERS: "We are having Washington, DC, having control and final say over,and supervision over and direction over, what is happening in the classrooms ofAmerica, in the public schools. Most changes, most positive influences havebubbled up from below. 计时2 "Soit's closing the door on innovation by locking in a national, uniformbureaucratic system. But the states don’t have a problem in setting theircurriculum -- they’ve been doing it ever since there've been public schools.” RichardReilly was education secretary to President Bill Clinton, a Democrat. Mr.Reilly says the federal government is not forcing the common core standards onstates. RICHARDREILLY:  "Conservatives would be concerned if we had federal-mandatedcommon core standards. That’s not what we have. It’s a state-driven measure.High standards, challenging work for young people across the country. To bechallenged to do and be the same, and not one way in Texas and another way inSouth Carolina." Mr.Reilly says when he served in the nineteen nineties, he pushed states todevelop their own statewide standards. But some of those standards were notvery strong, he says, so he believes national standards are needed. ButBill Evers says technology now makes it easier to develop individual learningplans to meet the different needs of students. BILLEVERS: "If we put a bureaucratic hand on this, we will stifle the capacityfor modern technology to give us a better shot at the students learning thematerial." He saysschools should worry less about a common curriculum and more about improvingteacher quality. Andthat’s the VOA Special English Education Report. We'll have more about thisdebate next week. You can find a link to the common core standards atvoaspecialenglish.com. I'm Christopher Cruise. 计时3 Hope of Profit, SocialChange Meet in New College Programs<div style="text-align:right;"><div style="text-align:right;">  02 June 2011</div> </div> This is the VOA Special EnglishEconomics Report. Small business entrepreneurs play animportant part in American job growth. Small businesses have created almosttwo-thirds of new jobs in the last fifteen years. They also employ about fortypercent of the workers in high technology jobs. The economy has traditionally beendivided into three sectors. One is the private sector, meaning businesses. Thesecond is the public sector, or government. And the third is the nonprofitsector. But now some people talk about afourth sector. It represents nonprofit and for-profit organizations workingtoward goals of social change and environmental activism. Universities are starting to offertraining and degree programs to prepare students to work in this area. One ofthese schools is Belmont University in Nashville, Tennessee. It now offers adegree in social entrepreneurship. Bernard Turner is director of theCenter for Social Entrepreneurship at the university. He says student interestis driving these new programs. BERNARD TURNER: "Students aresaying 'Now I want to be an entrepreneur, but I want to do something that dealswith a social problem or a social issue that's dear to me.' So what happens isthat a lot of these programs have come to fruition because they arestudent-driven." William Paddock is founder anddirector of a business consulting company in Tennessee called WAPSustainability. He has a business degree and training in the area ofenvironmental sustainability. Recently, the Custom Packagingcompany of Lebanon, Tennessee, hired him to help make its business moreenvironmentally friendly. The company makes cardboard advertising displays forsales campaigns. 计时4 Mr. Paddock advised the company onrecycling and ways to create less waste. He also persuaded the business to useelectricity from solar energy. William Paddock offers his consultingservices for profit, but says social responsibility is a big part of what hiscompany does. WILLIAM PADDOCK: "For us it'sabout protecting the environment, being better to society, but also there's aneconomic piece to it. We love to, you know, find our passions, but also savesomebody money." There are now more than sixtyAmerican universities offering so-called green business degrees. The definition of socialentrepreneurship and the exact nature of this sector continue to evolve. Somepeople are more interested in social programs and charity. Others are moreinterested in business plans and profits. But the root of the movement seems tobe a desire to earn a living and make a difference at the same time. And that’s the VOA Special EnglishEconomics report, co-written by Mike Osborne. You can watch a video report onsocial entrepreneurship at voaspecialenglish.com. I’m Mario Ritter American History: GermanForces Defeated in Russia and Britain<div style="text-align:right;"><div style="text-align:right;"> 08 June 2011</div> </div> STEVE EMBER: Welcome to THEMAKING OF A NATION – American history in VOA Special English. I’m Steve Ember. (MUSIC) In December nineteen forty-one, theUnited States was at war. It declared war against Japan afterJapanese planes attacked the American naval base at Pearl Harbor, Hawaii. A fewdays later, Germany and Italy declared war against the United States.

resident Franklin Roosevelt quicklydecided that America could not fight major campaigns in the Pacific and inEurope at the same time. He and his advisers decided to fight first against theGermans and Italians. Then, when victory in Europe seemed sure, the UnitedStates could turn to fight the Japanese in Asia. 计时5 This left the Japanese free to extend their power throughout Asia and thewestern Pacific. Soon after the attack at Hawaii, Japanese forces invaded HongKong, Malaya and the Philippines. American forces in the Philippines sufferedheavy losses. And Manila fell to Japanese troops. In February nineteenforty-two, Japan's forces won a great victory against the British inSingapore. Japanese forces marched into Burma.They attacked Ceylon -- now Sri Lanka -- and captured the Andaman Islands inthe Bay of Bengal. The Japanese military forces seemed too strong to stop.

resident Roosevelt sent some forcesto the Pacific. And he began to rebuild the American naval forces destroyed atPearl Harbor. But he sent most of America's military strength to Europe. TheUnited States rushed troops and war equipment to help Britain survive againstAdolf Hitler's Germany. American military leaders wanted tofight Germany quickly by launching an attack across the English Channel. ButBritish Prime Minister Winston Churchill opposed this. He and others feared such an invasionmight fail. So, British and American forces attacked Italian and Germanoccupation troops in North Africa. They defeated them, and then crossed theMediterranean Sea to attack enemy forces in Sicily. Within weeks, they pushedthe Germans out of Sicily to the Italian mainland. The Allied invasion of Italyfollowed. Hitler could not strengthen hisforces in North Africa and Italy, because Germany also was fighting hard in theSoviet Union. 计时结束 LZ计时情况: 差6行 57s 60s 58s 56s 今天有进步~继续寻找理解和速度的平衡点... 以下感兴趣的可以读完 Hitler's decision early in the war toattack the Soviet Union was a serious mistake. It divided his men andmaterials. His plan was to defeat Soviet forces quickly with one strong attack.But he failed. And his failure cost him valuable troops and supplies that mighthave helped him win the battles for North Africa and Italy. MUSIC) Germany'sattack on the Soviet Union began with great success. In themiddle of nineteen forty-one, a German force of more than three million meninvaded the Soviet Union. It captured the Ukraine, took control of Kiev, andmarched deep into Russia. Thesituation changed the following year. Soviet forces under Marshal Georgy Zhukovwon a fierce battle for the city of Stalingrad -- now Volgograd. A great manyGerman soldiers died from cold and hunger during the bitter winter months thatfollowed. <img src="file:///C:\Users\ADMINI~1\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg" width="230" height="230" alt="" /> APCaptured German soldiers making theirway in the cold through the ruins of Stalingrad (MUSIC) Zhukov'sforces attacked the German troops and pushed back the invaders. Other Soviettroops forced the Germans away from the city of Leningrad -- now St.Petersburg. By themiddle of nineteen forty-four, German forces throughout the Soviet Union wereretreating. And Soviet forces were preparing to push them over the border andinvade Germany themselves. The fighting came at a terrible cost. Huge numbersof soldiers and civilians were killed. (MUSIC) Thefighting in World War Two was not limited to land. Battles were also beingfought on the sea. The main goal of the German navy during the war was toprevent the United States from sending ships to Britain with war materials,food and troops. At first, the Germans were very successful. There was hungerin Britain in nineteen forty-one because so few ships could cross the NorthAtlantic with food. (MUSIC) Germansubmarines were the greatest danger to ships crossing the Atlantic. TheseU-boats, as the Germans called them, could hide below the surface and attack withoutwarning. Thethreat from German submarines did not ease until new technology was developedin nineteen forty-three. Allied scientists improved sonar and radar systemsthat helped find submarines on the surface and underwater. More of the enemysubmarines were found and destroyed. The Allies slowly gained control of theAtlantic. (MUSIC) Alliedand German warships fought a number of traditional naval battles. But airplanescame to play an increasingly important part in the fighting at sea. British ships,with the help of planes launched from an aircraft carrier, destroyed a powerfulGerman battleship, the Bismarck on May 27, 1941. (MUSIC) Themost famous air battle of the war in Europe took place during the summer andautumn of the previous year. It was known as the Battle of Britain. It got itsname from a speech to Parliament by Prime Minister Churchill following theevacuation of British and French forces from Dunkirk. BBC:"This is the BBC Home Service. Here is the news. In the House of Commonsthis afternoon, the prime minister, Mr. Churchill, said: 'What General Weygandcalled the Battle of France is over. The Battle of Britain is about tobegin.'" STEVEEMBER: It was the most extensive aerial bombing yet in the war.  It wasalso the first battle to be fought entirely in the air. (SOUND) GermanStuka dive-bombers attacked shipping centers, areas of political importance,airfields, and airplane factories. <img src="file:///C:\Users\ADMINI~1\AppData\Local\Temp\msohtmlclip1\01\clip_image002.jpg" width="230" height="230" alt="" /> loc.govTwo American pilots prepare to fly aBritish Spitfire Luftwaffepilots in their Messerschmidts battled the Hurricanes and Spitfires of theRoyal Air Force. While the flying skills of the German and British pilots werewell matched, it was ultimately the greater maneuverability of the BritishSpitfire that won the long months of battle over the English Channel. (MUSIC) TheBritish victory in the air helped prevent “Operation Sea Lion,” a plannedGerman invasion of Britain. In Mayof nineteen forty-two, Britain's Royal Air Force carried out an attack onGermany with one thousand bombers. It was just the first of many bombing runsover Germany and German-occupied areas by the air forces of Britain and theUnited States. Theplanes bombed German military and industrial centers. They also bombed civiliantargets in an effort to demonstrate to the German people the price of Germany'saggression. The German cities of Cologne, Dresden and Hamburg sufferedwidespread destruction. The Allied bombing attacks continued until the war'send in nineteen forty-five. Hitler'svictories in the early months of the war had struck fear in the hearts ofpeople throughout the world. Hitlerand his Axis allies had won battle after battle. They had captured most ofwestern Europe, except for Britain, and invaded the Soviet Union. They hadseized North Africa. And their submarines controlled the Atlantic. <img src="file:///C:\Users\ADMINI~1\AppData\Local\Temp\msohtmlclip1\01\clip_image003.jpg" width="230" height="177" alt="" /> APA German submarine in June 1943 Germanycontinued to seem strong during the first months after the United Statesentered the war in Europe. But the situation began to change. German strengthand control were greatest in November of nineteen forty-two. After then, themighty German military machine began to slow down. Germanyand its Axis partner Italy suffered serious losses in the first six months ofnineteen forty-three. Germanlosses were extremely heavy in the Soviet Union. One hundred sixty thousandGerman troops died at Stalingrad, and more than one hundred ten thousandsurrendered. Americanand British forces captured two hundred fifty thousand German and Italiantroops in North Africa. Many more thousands were killed or captured in Sicilyand the Italian mainland. German submarines were being destroyed in the NorthAtlantic, allowing more Allied troops and supplies to reach Britain. By theend of nineteen forty-three, Hitler and his armies no longer seemed so strong.But German forces continued to occupy France, Belgium and much of the rest ofwestern Europe. Now, the time had come for the Allies to invade German-heldEurope from Britain. Alliedforces planned the greatest military invasion in history to break the Germancontrol of Europe and win the war. USGENERAL DWIGHT EISENHOWER: &quot

eople of Western Europe: A landing was madethis morning on the coast of France by troops of the Allied ExpeditionaryForce. This landing is part of a concerted United Nations plan for theliberation of Europe. Although the initial assault may not have been made inyour own country, the hour of your liberation is approaching." (MUSIC) STEVEEMBER: That invasion -- the famous D-Day landing on the beaches of Normandy --will be our story next week. Ourprogram was written by David Jarmul. You can find our series online withtranscripts, MP3s, podcasts and pictures at voaspecialenglish.com. You can alsofollow us on Facebook and Twitter at VOA Learning English. I’m Steve Ember,inviting you to join us again next week for THE MAKING OF A NATION – Americanhistory in VOA Special English.

抓抓sandra · 发表于 2011-6-9 08:48:17

Today's topic: Efficacy of Dialectical BehaviorTherapy in Women Veterans With Borderline Personality Disorder （转自GTER） Until very recently,there was only one punished randomized clinical trial of a psychosocialtreatment for persons with borderline personality disorder (BPD), namely thereport by Linehan, Axmstrong,Suarez, Allmon, and Heard (1991) on dialecticalbehavior therapy (DBT),summarized below. The need for replication of thetreatment's efficacy at an independent site provided the primary impetus forthe present study. Since our study was conducted, Bate-man and Fonagy (~1999)have reported significantly more favorable outcomes for patients diagnosed withBPD who were randomly assigned to a long term, psychodynamically orientedpartial hospital program(average length of stay = 1.45 years) than for thoserandomly assigned to standard outpatient treatment that included nopsychotherapy. It is certainly fortunate for patients and intriguing forresearchers that there now appear to be two treatments for BPD with somedemonstrated efficacy. DBT was developedinitially by Marsha Linehan(Linehan, 1993a, 1993b), specifically for thetreatment of chronically suicidal and self-injurious women. Most of these womenmeet criteria for BPD. About 75%of those diagnosed with BPD are female, andchronic suicidal behavior is a common feature (Widiger & Frances, 1987). % L) R6 B0 m& ?7H  r. c7 d Linehan et al. (1991)randomly assigned 44parasuicidal women diagnosed with BPD to 1 year of DBT orto treatment-as-usual(TAU) in the community. Women receiving DBT hadsignificantly greater reductions in self-harm behaviors (including suicide attempts),in the medical risk of those behaviors, and in the frequency of psychiatrichospitalizations and lengths of stay, and lower treatment dropout rates thanwomen receiving TAU. DBT also showed superior efficacy in reducing trait angerand improving Global Assessment Scale scores and both interviewer-rated andself-rated social adjustment (Linehan, Tutek, Heard, & Armstrong, 1994). Onquestionnaire measures of depression, hopelessness, reasons for living, andsuicidalideation, however, although patients in both conditions showedsignificant improvement during the 12 months of treatment, the treatmentconditions did not significantly differ (Linehan et al., 1991). Improvedsymptoms and functioning of patients were generally maintained at 6- and 12-monthfollow-up (Linehan,Heard, & Armstrong, 1993)." h6 A! `% _&p  }7 N6 d+ @1 F+ N 3 q6 t( a7 d0 X$ o: Z! X2k DBT has generatedconsiderable interest since the Linehan et al. (1991) report, and was thesubject of a recent critical review (Scheel, 2000) and accompanying series ofcommentaries. DBT principles and strategies increasingly are being used in awide variety of clinical settings, perhaps, as Swenson (2000) has noted, notonly because there has been no other treatment with any documented efficacy, butalso because clinicians and clinical administrators may find numerous aspectsof the treatment's principles and strategies very appealing.( v5 n" _) ]" M5 I# U*e. B3 i. k$ L ; g4 C  j% q# n5\2 V; E DBT also has beenadapted for use with a variety of populations other than suicidal borderlinewomen, A few nonrandomized controlled studies have been conducted with thesepopulations(Rathus & Miller, 1999, with suicidal adolescents; Telch, Agras,&Linehan, 1999, with binge eaters), and some randomized trials are inprogress or recently completed (Linehan, Dimeff, Comtois, K_ivlahan, &McDavid,1999, with BPD and opiate dependence; Linehan et al., 1999, with BPDand drug dependence; Lynch et al., 1999, with depressed elderly; and van denBosch,1999, with alcohol/drug dependence with or without BPD), but none are yetpublished. Linehan and hercolleagues are conducting a more rigorously controlled trial in whichpreliminary results so far again support the relative efficacy of DBT forsuicidal borderline women (Linehan etal., 1998). However, as Scheel (2000)points out, conclusions about DBT's efficacy currently rest primarily on onlyone published randomized study(Linehan et al., 1991; Linehan et al., 1993;Linehan, Tutek, et al., 1994)conducted by the treatment's developer and"replication is clearly needed to ensure that initial results arereliable" (p. 80). Indeed, criteria designating a treatment aswell-established adopted by the APA Division 12 Task Force on Promotion andDissemination of Psychological Procedures require an independent demonstrationof efficacy in a randomized trial (Chambless et al.,1996). DBT is the onlytreatment currently listed as "probably efficacious" for BPD, and notreatments are listed as"well-established" - T0 c  H# u) l$s We report results of thefirst randomized controlled trial of DBT conducted outside of its site ofdevelopment. It was designed as a pilot study with a relatively small sample,with the goals of determining whether our research therapists could conduct DBTwith adequate adherence and whether outcomes would be superior to those ofusual care in the same setting and system.6 a* V; U" t2 x4 N" h7 } ( t( P- I7 I7 o' g& P4| Just as in Linehan etal. (1991), we compared DBT to TAU. Comparison with another standardizedtreatment would provide a stronger test of specific efficacy, but no suchtreatment manual was available,and TAU provides a useful, clinically meaningfulcomparison. TAU was somewhat more standardized in our study than in otherrandomized controlled trials of psycho dynamic or cognitive behavioraltreatments for BPD (Bateman &Fonagy, 1999; Linehan et al., 1991) or forrecurrent suicidal or self-injurious behavior (Evans et al., 1999; Salkovskis,Atha, & Storer,1990) in that all patients received their treatment in thesame system (the local VA) and efforts were successfully made to ensure thatall patients referred to TAU actually began treatment. # l' K3 ?" o% D6 U)d" f' s Because in our studyrecent parasuicide wasnot a criterion for study entry, we expected our sampleto have less currentparasuicidal behavior than the sample of Linehan et al.(1991), andhypothesized that DBT would be associated with significantreductions in abroader range of symptoms. Because of its focus on distresstolerance skills,we predicted significant declines in both parasuicidalbehavior and suicidalideation. Because DBT links behavioral change to specificgoals and focuses ondeveloping a "life worth living;' we predictedthat itwould reducehopelessnes s. In addition, we predicted that the focus ondeveloping and usingemotion regulation and interpersonal effectiveness skills,together with thetargeted problem-solving approach, would significantly :reducedepression,anxiety, anger, and dissociation. We predicted that patients in DBTwouldchange significantly more on these variables than patients in TAU. Wealsoassessed whether patients in either treatment changed in diagnosticstatusfollowing treatment, as recommended by Turner (2000).

yohofiona · 发表于 2011-6-9 20:53:32

抓抓厉害呀~ 绝对考毅力的方法!~

aeiou0315 · 发表于 2011-6-9 21:51:48

楼主我来了，和你一起练习阅读。 我6月一战惨烈的挂了。准备7月二战。还在琢磨计划中。 但是我觉得你这个办法很好。 加油

aeiou0315 · 发表于 2011-6-9 22:20:04

刚才测了一下 【速度1-1】 计时1 差4行 计时2 差4行 计时3 60s 计时4 差3行 计时5 差6行 读不完啊。。

【第一期阅读小分队（已结束）】【每日阅读练习贴——速度+越障】【一楼汇总】（另附CD首发花儿阅读教材PDF）

本帖子中包含更多资源

【速度1-1】VOA系列

【越障1-1】趁现在有网络整一下，回头来读

【速度1-2】VOA

【速度1-3】VOA special English

【越障1-2】转自gter

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