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楼主
发表于 2018-11-8 10:50:00 | 只看该作者 回帖奖励 |倒序浏览 |阅读模式
GMAT 12月28日考试
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沙发
 楼主| 发表于 2018-11-8 12:16:01 | 只看该作者
阅读
周一、科技:
周二、经管:
周三、文史哲:
周四、科技:
周五、经管:
周六、文史哲:
周日、经管:
板凳
 楼主| 发表于 2018-11-8 12:24:43 | 只看该作者
Part I: Speaker

Ancient Human Migration Route Marked by Snail Shell "Bread Crumbs"
By Cynthia Graber | 6 June , 2015

Want to know the route humans took when they first migrated from Africa into Europe? Seems that they might have marked the path. Not like Hansel and Gretel, who consciously left bread crumbs. Ancient humans ate as they trekked. And they appear to have chucked aside the packaging for some of their slimy sustenance: snails.  

Conventional wisdom has been that humans initially traveled from Africa to the Near East, then up around the Mediterranean through Lebanon before heading into Europe some 40[,000] to 50,000 years ago. But recently, some scientists have theorized that humans made it to Europe first and then headed east.  

Now there’s more support for the old view that humans traveled through the Levant on the way to Europe–in the form of the shells of edible marine snails. The study is in the Proceedings of the National Academy of Sciences.

Researchers evaluated shells from an archaeological site dated to the Upper Paleolithic in Lebanon. The shells were mostly intact, except the tapered pointy tip had been removed—most likely for easier access to the meat inside.

The scientists calculated the age of the shells via a variety of methods. And they found that the snails dated back almost 46,000 years. The earliest evidence of modern human remains in Europe seem to be no more than 45,000 years old. The snail evidence thus adds weight to the hypothesis that ancient people passed through the Levant on their way to Europe. And not at a snail’s pace, either.

—Cynthia Graber

Source: Scientific American
http://www.scientificamerican.com/podcast/episode/ancient-human-migration-route-marked-by-snail-shell-bread-crumbs/

[Rephrase 1, 1:33]


Part II: Speed


Picture describe: This soft, conductive polymer mesh can be rolled up and injected into the brains of mice.

Injectable brain implant spies on individual neurons
Electronic mesh has potential to unravel workings of mammalian brain.
By Elizabeth Gibney | 8 June, 2015

[Time2]
A simple injection is now all it takes to wire up a brain. A diverse team of physicists, neuroscientists and chemists has implanted mouse brains with a rolled-up, silky mesh studded with tiny electronic devices, and shown that it unfurls to spy on and stimulate individual neurons.

The implant has the potential to unravel the workings of the mammalian brain in unprecedented detail. “I think it’s great, a very creative new approach to the problem of recording from large number of neurons in the brain,” says Rafael Yuste, director of the Neuro­technology Center at Columbia University in New York, who was not involved in the work.

If eventually shown to be safe, the soft mesh might even be used in humans to treat conditions such as Parkinson’s disease, says Charles Lieber, a chemist at Harvard University on Cambridge, Massachusetts, who led the team. The work was published in Nature Nanotechnology on 8 June.

Neuroscientists still do not understand how the activities of individual brain cells translate to higher cognitive powers such as perception and emotion. The problem has spurred a hunt for technologies that will allow scientists to study thousands, or ideally millions, of neurons at once, but the use of brain implants is currently limited by several disadvantages. So far, even the best technologies have been composed of relatively rigid electronics that act like sandpaper on delicate neurons. They also struggle to track the same neuron over a long period, because individual cells move when an animal breathes or its heart beats.
[261 words]

[Time 3]
The Harvard team solved these problems by using a mesh of conductive polymer threads with either nanoscale electrodes or transistors attached at their intersections. Each strand is as soft as silk and as flexible as brain tissue itself. Free space makes up 95% of the mesh, allowing cells to arrange themselves around it.

In 2012, the team showed that living cells grown in a dish can be coaxed to grow around these flexible scaffolds and meld with them, but this ‘cyborg’ tissue was created outside a living body. “The problem is, how do you get that into an existing brain?” says Lieber.

The team’s answer was to tightly roll up a 2D mesh a few centimetres wide and then use a needle just 100 micrometres in diameter to inject it directly into a target region through a hole in the top of the skull. The mesh unrolls to fill any small cavities and mingles with the tissue (see ‘Bugging the brain’). Nanowires that poke out can be connected to a computer to take recordings and stimulate cells.

So far, the researchers have implanted meshes consisting of 16 electrical elements into two brain regions of anaesthetized mice, where they were able to both monitor and stimulate individual neurons. The mesh integrates tightly with the neural cells, says Jia Liu, a member of the Harvard team, with no signs of an elevated immune response after five weeks. Neurons “look at this polymer network as friendly, like a scaffold”, he says.
[260 words]

[Time 4]
The next steps will be to implant larger meshes containing hundreds of devices, with different kinds of sensors, and to record activity in mice that are awake, either by fixing their heads in place, or by developing wireless technologies that would record from neurons as the animals moved freely. The team would also like to inject the device into the brains of newborn mice, where it would unfold further as the brain grew, and to add hairpin-shaped nanowire probes to the mesh to record electrical activity inside and outside cells.

When Lieber presented the work at a conference in 2014, it “left a few of us with our jaws dropping”, says Yuste.

There is huge potential for techniques that can study the activity of large numbers of neurons for a long period of time with only minimal damage, says Jens Schouenborg, head of the Neuronano Research Centre at Lund University in Sweden, who has developed a gelatin-based ‘needle’ for delivering electrodes to the brain. But he remains sceptical of this technique: “I would like to see more evidence of the implant’s long-term compatibility with the body,” he says. Rigorous testing would be needed before such a device could be implanted in people. But, says Lieber, it could potentially treat brain damage caused by a stroke, as well as Parkinson’s disease.

Lieber’s team is not funded by the US govern­ment’s US$4.5-billion Brain Research through Advancing Innovative Neurotechnologies (BRAIN) initiative, launched in 2013, but the work points to the power of that effort’s multidisciplinary approach, says Yuste, who was an early proponent of the BRAIN initiative. Bringing physical scientists into neuroscience, he says, could help to “break through the major experimental and theoretical challenges that we have to conquer in order to understand how the brain works”.
[317 words]

Source: Nature
http://www.nature.com/news/injectable-brain-implant-spies-on-individual-neurons-1.17713


Picture describe:The NIH report lays out seven research areas, such as the identification of all cell types in the brain.

Ambitious plans for BRAIN project unveiled
By Sara Reardon| 6 June, 2014

[Time 5]
A working group of the US National Institutes of Health (NIH) yesterday presented a ten-year plan for the agency's portion of a major neuroscience initiative announced last year by President Barack Obama. But the plan's recommended budget of US$4.5 billion over ten years, a more than ten-fold increase annually over its current 2014 budget, might be unrealistic.

The blueprint provides substantive specifics for the NIH's contribution to the Brain Research through Advancing Innovative Neurotechnologies (BRAIN) initiative, which some criticized for its lack of a clear mission and agenda when it debuted last April. The working group presented the 146-page report to NIH director Francis Collins' advisory council meeting, at the NIH campus in Bethesda, Maryland.

The document lays out seven priority research areas and goals, including identifying all cell types in the brain, developing technologies to watch the brain in action and creating systems to make sense of the immense amount of data that will be generated. The programme will be overseen by a special council of external advisers, including bioethicists, as recommended by the Presidential Commission for the Study of Bioethical Issues.

Down to specifics

At the meeting, Collins hailed the working group's plan as “amazing”, and accepted it after a unanimous council vote. The council praised the report's focus on specific initiatives. “I’ve read a lot of reports, and this is the only one that brings me joy. It makes my heart go pitter-patter,” said council member Huda Akil, a neurobiologist at the University of Michigan in Ann Arbor.

“The report is broad but also scientifically very deep and sound,” adds neurobiologist Rafael Yuste of Columbia University in New York. Yuste was one of the initial proponents of the idea of a brain-activity mapping project, which grew into the BRAIN programme.

Partha Mitra, a neuroscientist at Cold Spring Harbor Laboratory in New York, notes that the report highlights many directions rather than working toward a single, defined endpoint. “There’s clearly recognition that this is not the [Human] Genome Project,” he says.
[346 words]

[Time 6]
Working group co-chair Cornelia Bargmann, a neuroscientist at Rockefeller University in New York, emphasizes that, rather than focusing on any particular diseases or research tools, the plan sticks to basic science at the level of neural circuits. So research areas such as stem cells or genetics will be funded only as they relate to brain circuits, she says. The project will also focus heavily on the development of technologies for observing and manipulating the brain.

That blueprint is unlikely to please everyone, Bargmann acknowledges. Yuste, for instance, says that he would have liked greater focus on creating 'brain observatories', where researchers could go to use high-tech equipment, as is done with large telescopes. The report does not rule out the possibility of setting up such observatories, but recommends waiting for further technological advances before committing to them.

The critical question, says Mitra, is whether the money will come from Congress rather than being redirected from other neuroscience research.

Money matters

For the first five years of the plan, which runs during fiscal years 2016–20, the NIH would invest $400 million annually. That money will be primarily devoted to developing technologies — for tasks such as recording groups of neurons as they fire in real time. Over the subsequent five years, the working group calls for $500 million per year, to capitalize on those new technologies through work on humans and animals.

Collins acknowledges that the report's $4.5-billion budget will be difficult to secure. The total 2014 budget for the BRAIN project is $110 million, of which the NIH received only $40 million, with the rest going to the National Science Foundation and the Defense Advanced Research Projects Agency. Without new money from Congress, Collins says, it will not be easy to find the report's requested amount in the NIH budget.

But those keen on the initiative insist that BRAIN will be funded, even if the full requested amount does not materialize. Thomas Insel, director of the National Institute of Mental Health, says that his institute might be willing to redirect funds from other neuroscience research to support BRAIN. “This is really important to us,” says Insel, who expects the initiative to accelerate the pace toward treatments by, for example, uncovering biomarkers and elucidating neural circuits.
[379 words]

Source: Nature
http://www.nature.com/news/ambitious-plans-for-brain-project-unveiled-1.15375


Part III: Obstacle

Overworking Your Brain Can Spark Ideas
Mental exhaustion can unleash creativity, research shows
By Madhuvanthi Kannan | 9 June , 2015

[Paraphrase 7]
If you walk down to the office gallery at Pearlfisher Inc., a design agency based in London, you are bound to hear the unmistakable cluck of plastic balls colliding. At first, you might dismiss it as the sound of employees chilling out on a ping pong game. But if you walk further, following signs for “Jump In!,” the sound will turn into a rattle like that of maracas. What you see next might take your breath away – a huge ball pit filled with 81,000 white plastic balls. But frolicking in the pit are not preschoolers or kindergartners. They are in fact corporate managers and associates, dressed in business suits, in an afternoon brainstorming session

Companies relying on innovation go to astonishing lengths to imbue creativity in their staff. Jump In!, the wacky brainchild of Pearlfisher’s creative strategist, is for instance, built on the premise that interleaving work and play can spark creativity in grown-ups, just like it did back in school days. Many companies including Google, Skype and Facebook similarly emphasize the power of play, while others, such as the news website The Huffington Post, insist on peace and quiet during the break hours. Their offices instead sport nap nooks, where employees can grab some z’s and feel refreshed before returning to write. In theory, both strategies can inspire creativity – one perhaps better than the other depending on whether, for instance, you design products or pen stories for a living. They essentially have the same effect on us: they help us relax and unwind, restoring some of our dulled senses.

But it turns out that mental exhaustion from overwork can itself unleash creativity. When we are tired, our mind can be too weary to control our thoughts, and eccentric ideas that might normally be filtered out as non-relevant can bubble up, suggests a recent study by Rémi Radel at the University of Nice Sophia-Antipolis, France. This means that perhaps creative ideas can be hatched at the workplace, right when we feel drained from a mental overload.

In their study, Radel and colleagues overtaxed the minds of a group of undergrads by having them perform a computerized task that demanded attention: finding the direction of a center arrow by ignoring the directions of surrounding arrows. The task was iterated across 2000 trials. In conflict trials, the center and surrounding arrows pointed in opposite directions whereas in non-conflict trials, all arrows pointed in the same direction. The controls and test subjects faced conflict in 10% and 50% of the trials, respectively. After the students finished the attention task, the scientists measured their creativity in verbal tests. First, they asked the students to enlist multiple, innovative uses for common objects, such as paperclip, newspaper, shoe. Next, they tested the students’ ability to connect unrelated words. They presented the students with a “priming word” followed by “target word” – for example, they flashed the word tiger followed by the word loni, jumbled from lion – and asked the students to vote whether the target word was a real or a non-existent word.

Radel found that students who took the rigorous attention task turned out to be more creative than others who had taken milder versions of the task. They came up with more numerous and quirkier ideas than the latter – one student, for instance, proposed to use a paperclip as a plectrum for guitar, and another saw its use as a compass when inserted into a piece of cork. These students were also more likely to connect unrelated words in the word association test. They identified more non-existent words as real words especially when the prime-target pairs were seemingly related, such as tiger and loni. They perceived loni as lion when it appeared after tiger and hence, called it a real word. Their ability to associate unrelated words, Radel suggests, came from a reduced filtering of irrelevant information – here, for instance, the priming word tiger – from the mind.

Radel’s attention task induced creativity in the students by exhausting their inhibition, which is the brain’s ability to sift out unwanted information from the conscious mind. Although inhibition is essential for day-to-day activities such as problem-solving and focusing on tasks, it stifles creative thinking by gating out eccentric thoughts and ideas. Uninhibited minds, on the other hand, can unleash our creative genius.

Low inhibition is in fact the basis of the paradoxical creativity seen in psychosis and the reason behind enviable accounts of sudden artistic output. For example, in a certain type of psychiatric disorder called fronto-temporal dementia, patients acquire artistic skills anew as their disease progresses. Bruce Miller, a neurologist at the University of California, San Francisco, is an expert in the field. He proposes that in these patients, the damage to parts of the prefrontal cortex – the brain’s seat of execution, in the area of the forehead – particularly in the analytical left hemisphere, releases the inhibition on the right side. As a result, their right prefrontal cortex – the region that fosters visual expression and metaphorical thinking – is liberated from control, and allows a flowering of creativity. The patients develop a sudden compulsive interest in painting. Of course, the sustained loss of inhibition has devastating problems on behavior including changes in social conduct and poor impulse control.

Creative, healthy minds on the other hand can control their inhibition more effectively. In an elegant experiment, back in 2008, neuroscientist Charles Limb at Johns Hopkins University captured brain activity in jazz pianists as they played a specially designed keyboard inside a functional MRI scanner. He saw that the pianists switched to an uninhibited state when they spontaneously improvised a musical piece but not when they played the C-major scale from memory. In the former case, which requires more creativity, Limb could observe a waning of activity in regions of the prefrontal cortex associated with planning, execution and self-assessment, unveiling newer activity in areas for self-expression and individuality. Of course, the inhibition was intact when the pianists played a learned order of notes from memory, a task requiring greater attention.

Being creative is not just about achieving a state of low inhibition, which is probably what we get from alcohol or drugs, but about tweaking inhibition for brief stints without losing control. Harvard psychologist Shelly Carson, author of Your Creative Brain, calls this process “flexing the brain.” She says that creative people can turn down the volume of inhibition to let novel ideas inspire them, and then, turn the volume back up to put their ideas to meaningful use.

Any strategy aimed at upping our creativity should do exactly this – help “manipulate” our inhibition. For beginners, Radel’s technique of overtaxing the brain, to find a sweet window for a creative spell, may be a good place to start. As we go through our day, juggling multiple tasks and deadlines, our mind works hard to stay focused on a single task. There is the added pressure to keep distractions at bay – meetings, e-mails, news updates, and so on. At the end of it all, we are left feeling exhausted. At such times, instead of shutting down and relaxing, we should perhaps learn to capitalize on the mental fatigue and try to kindle our creative genius.
[1230 words]

Source: Scientific American
http://www.scientificamerican.com/article/overworking-your-brain-can-spark-ideas/
地板
 楼主| 发表于 2018-11-8 15:28:57 | 只看该作者
速度练习方法:计时阅读,并简要回忆总结。
越障练习的理解就是:注重文章框架
Ø What’s the overall point?
Ø What’s the purpose of each paragraph?
Ø What are the main pieces of content and judgment(conclusion) made?
Ø What changes of direction exist?
读完第一遍的时候,尽量写回忆。如果写不出来,再回读理解,然后对照地一遍读完的回忆查漏补缺,然后总结自己的困难在哪里,要怎样去克服、突破。
GMAT考的东西远远不止让你知道这大段文字说的是什么,同以前习惯的快餐式阅读相比,GMAT考的是在短时间读懂读深文字的能力,而不是问你XXX讲什么故事~
因此,除了上头说的4点梗概注意内容,还需要明确!
作者观点的起承转合~~(这也是国内各种XX名师强调的,GMAT阅读就那么几句话,看懂了,你做题就不烂了…)
起:作者这文章开头是怎么说的,意图是什么?
承:中间是否是过度,还是递进前头的概念?
转:是否有新旧对比,或者是查遗补缺,或者是攻击推翻前内容?
合:结尾是如何升华主旨,或者是类比,讲述该理论用在其他行业的作用。

FOV中提到的一个重要的阅读手法就是画逻辑简图,在阅读的过程中,把文章的脉络用简单的逻辑简图精要地画出来,更有助于理解文章。
如果细节定位不准确,那么对于读者对文章的脉络掌握就有很大的影响,更谈不上文章的逻辑结构了。这里强烈推荐PowerScore GMAT CR bible的前四章内容,直到把must be true的内容看完、掌握。

小安阅读法:http://forum.chasedream.com/GMAT_RC/thread-435082-1-1.html

悠悠阅读法:http://forum.chasedream.com/thread-733532-1-1.html

Mindfree active reading:http://forum.chasedream.com/GMAT_RC/thread-435087-1-2.html

5#
 楼主| 发表于 2018-11-8 17:12:50 | 只看该作者
Ø What’s the overall point?
Ø What’s the purpose of each paragraph?
Ø What are the main pieces of content and judgment(conclusion) made?
Ø What changes of direction exist?
读完第一遍的时候,尽量写回忆。如果写不出来,再回读理解,然后对照地一遍读完的回忆查漏补缺,然后总结自己的困难在哪里,要怎样去克服、突破。
起:作者这文章开头是怎么说的,意图是什么?
承:中间是否是过度,还是递进前头的概念?
转:是否有新旧对比,或者是查遗补缺,或者是攻击推翻前内容?
合:结尾是如何升华主旨,或者是类比,讲述该理论用在其他行业的作用。

Part I: Speaker Timer 1 (1'22'')
Ancient Human Migration Route Marked by Snail Shell "Bread Crumbs"
1. Overall point: New study on the acient people's migrate route
2. Main conclusion:The acient people migrate route is not from africa to the east, but acutally move to europe first and then go to east.

Part II: Speed Timer 2 (1'13'')
1. Overall point: A group of scienctist are doing research on stimulating single neurons by injecting a small mesh into mouse's brain.
2. Main conclusion: Although the study maybe able to help solving some diseases but it's very difficult to track how the brain works as individual cells will move frequently.

Timer 3 (1'41'')
1. Overall point: The team use a different mesh to conduct the research.
2. Main conclusion: The 2D mesh works fine with the experimental mouse.

Timer 4 (1'19'')
1. Overall point: Although the study is not founded by goverment, but it may bring more interest into brain study.

Timer 5 (1''12'')
1. Overall point: The project leader is trying to find some sponsorship, however, different people holds different opinions towards this project. Some are totally attacted by this project, some think that this project doesn't have a clear goal.

Timer 6 (2'07'')
1. Overall point: There are some difficulties in getting the funding for the BRAIN project.

Part III: Obstacle
1. Overall point: People might be more creative when they are exausted and feeling very tired.







6#
发表于 2018-11-8 17:23:02 | 只看该作者
无条件支持你,愿意做你的小书童
7#
 楼主| 发表于 2018-11-12 16:49:14 | 只看该作者
小安阅读法具体操作的整理
小安的阅读方法真的好好啊!可惜对话那段看起来有点吃力,今天简单的整理了一下,要是有整理不当的地方,小安千万别怪偶破坏原创啊!

There is a good way to improve reading, try to get my post and try to practice hard on the second round review, you can get a framework of RC and you will hardly do wrong on some question types, and then again the third round review will help you to practice what you learned from the second round, do not ignore this round, because when I finally take test, I have no tip for any question types. The tips I summarized are all translated into a feeling, I can easily correctly choose the answer according to my feelings, you have to practice to get those tips all translated into a habit.

Before you practice, try to think “why those answers are wrong?”, “Is there anything common in the wrong answers?”, “And in the right answers?” Try to comprehend what is "related" and what is "unrelated",do not easily judge, try to comprehend what is "related" and what is "unrelated"?? What is "related" and what is "unrelated" information (choice), that is a very important rule to quickly rule out some wrong choices and the next is “what is conform to the author”, “what is conform to the author's attitude”, and “what is not (also choices)”. If you see, try to read the passage again for the attitude info, this is a great rule to rule out some wrong choices, the attitude thing and I can tell you that, I did all the RC infer question without relocate because I can easily rule out wrong answers, memorize the pattern, and try to practice. Without practice, you can get nothing. But it is the goal; you should do something before hand.

First, categorize all the RC questions

You should guarantee 100% right on "main idea" type questions, try to collect all detail questions, I mean those with line number or key words, try to get these right answer back to the passage. You will see some question rules. I do not want to tell you because you can get the rules by yourself, if I tell you the detailed rule, you will not certainly get what I mean. Then collect the "structure type", and promise yourself you can do 90% right or higher, it is just easy like "main idea and attitude" thing.

Do you know why you should get question types apart?

First, you can get suttle feelings about how to make a question
Second, you can get info about how to prepare to do those questions when you are reading the passage, it is very important to get the question right, you will see when you finished summarizing, you can easily tell that “oh, I think ETS will make a question in here", when you are reading the passage, when you know there is a structure type questions, you will think following questions when reading:
1. why the author write this paragraph?
2. What he want to tell us?
3. Is there any change in attitude?
4. What is the function of the detail in this paragraph?
5. What may be the relation between this paragraph and the whole passage?
That is very important! Not everyone do that when reading, so they have to relocate info and it cost precious time, you should analyze the question like "what can I get the answer when I read", it is equal to "what part of passage I should read carefully when I read", I get all passages reread and underlined what part is the key to question. I mean on the passage using fluerecent pen, it is very clear.

Second: try to get all infer question collected, try to contrast the answer and the original text and try to get what is wrong about the wrong questions

Why they are all wrong, do not stop on why they are all wrong when you can get some feeling like "too extreme", you should think hard on how to quickly rule out some of them, that is the "related/unrelated" stuff. And the "attitude" stuff, which I mentioned above, the infer questions are very important if you want to get higher scores such as 730+.
You should categorize on subject matter, you will see that what the "science" passages want to test you on. The most important is "the whole logic relation between facts and stuffs", you have to get the logic relation between A,B,C,D...A lead to B, C can restrain A. D can restrain B, you must quickly realized that both C and D can restrain B, only A can lead to B, you only should memorize the "either lead to or restrain" relationships between things, do not get it more complicated, you will confused if you do not memorize or memorize too much. So just lead to or restrain, just support or do not support, that is enough for quickly ruling out most confusing wrong answers without relocating.

When you get 文科 passages, pay more attention on 列举, when you get economic and management passages, pay more attention to the logic推理顺序and support/unsupported relationship. You can easily get the feeling if you summarize and can get detailed feelings.

Third:

1. Try to directly get all the answers from passage because you are familiar with the passages. Do not see the questions, try to get what may be a question here

2. When you finished reading, try to write the frame in Chinese (or English) in a paper. It is quite like to write down 机经, do not read questions, do not read the passage when you write the frame,

Why you have to do this?

--To know what you have forgotten and the capacity of your memorization and you can improve in the next passage. Every paragraph, five questions and what may be the key point for questions and finally you will improve on the ability to memorize more of the passage framework, the more and the clear you can memorize the frame of the passage, the less time you have to spend on questions, practice in this round and try to get all your tips summarized into reading, you cannot tell clear rules finally, and you have get the all steps.

On the third round, try to answer the questions after finish the writing. Why? Try to practice "related/unrelated" and "conform or not conform to the attitude" rule, this is all I know about RC review and try to practice more passages in one day on the second round. The more you can get in one day, the stronger you feel about RC, it's easy to say but very tough.

小安阅读法中文版
一直恐惧于小安阅读法中所写的那几段英文,终于在昨晚狠狠心对深海微风小安阅读法具体操作的整理帖进行了个人理解翻译。虽然感觉没有期望的那么痛苦,但是错误是在所难免的啦,大家一块儿来指正错误,共同修改共同进步哈!

根据我的帖子认真进行第二轮复习,你就可以抓住阅读部分的重点,保证某些题型不再犯错;为了巩固第二轮的战果可以进而展开第三轮的复习,此轮不容忽视,因为由此可以将所整理的技巧全部转为一种自我感觉,只有通过实践,你才能将这些技巧转化为自己的解题习惯,灵活运用。


练习前先想想错误选项为什么错?错误选项有没有共同处?正确选项情况又如何?好好理解什么是“相关”,什么是“无关”,而不要轻易做出判断。通过判断“相关”选项与“无关”选项可以迅速排除一些错误选项,这步非常重要。接下来则要搞清楚“什么是与作者相一致的”,即辨别出“与作者态度一致”和“与作者态度不一致”的选项。通过对这种态度信息的把握来排除选项的方法也是相当重要的。我做阅读的推断题时就是利用上述方法加上一定练习从而迅速定位正确选项的。下面具体说说为了完成这个目标而应做的工作。


首先,将所有阅读题目进行分类。你应该保证主旨题100%正确,利用行数或关键词尽可能地收集所有细节题,并找到正确选项的相应原文。之后你就可以领会到这些问题的规律了。至于具体的规律则必须由你自己去发现,即使我告诉了你,你也不一定可以领会应用。接下来是收集结构题,告诉自己你可以达到90%甚至更高的正确率,它就如同主旨观点题一样简单。通过如此对题目进行分类,首先,你会对一个问题是如何产生的有个原始的认识;其次,你可以就如何应付这些问题有所准备,这对答对题的帮助很大。或许,当你总结以后,你可以轻而易举的说“呵,我认为ETS会在这儿出道题”。比如,当你阅读时意识到这将出道结构题时你的脑海中会立刻呈现以下几种问题1)作者写这段有何用意?2)他想告诉我们什么?3)此处作者的态度会有所转变吗?4)这段这个细节起到了怎样的作用?5)这段和全文会有怎样的联系呢?请注意!如此一来,需要花费大量宝贵的时间来对信息进行重新定位,这是得不偿失的。你应该分析类似“我读时可以获得什么信息”这样的问题,即“文章的哪部分是我应该认真阅读的”,这就要求在重新阅读文章时,可使用荧光笔在答案的原文处标记。


其次,试图收集所有推断题,对答案与原文进行比较,并理解错误选项的错误原因。了解错误原因不要只停留在你认为“过于极端”的水平上,还应该更进一步想想如何才能快速排除部分选项,这就是上文所提到的关于“相关/无关”以及有关“态度”辨别的内容。如果你想取得比如730以上的高分,那么推断题将占有非常重要的地位。在科学类文章的推断题中,考察最重要的是“事实与材料之间的逻辑关系”,你必须搞清A、B、C、D之间相互的逻辑关系...A导致B,C能抑制A,D能抑制B,你必须迅速反应出,CD都可以抑制B,而只有A可以导致B。事实上,只需要记住事物间“非导致,即抑制”的关系就可以了,其他可以不予理会,记忆过多与不记忆只会令你感到困惑。总而言之,要想不重新定位就快速排除迷惑选项,只需知道“导致或抑制”,“支持或不支持”,足矣!如果遇到文科段落,则更多需要关注“列举”。如果遇到经济管理类文章,则要注意“逻辑推理顺序”以及“支持/不支持的关系”。自己总结将可以很容易的体会到这些详细的规律。


最后,1.试着直接从文中得出答案,因为你已经熟悉了整篇文章,所以不要看问题,试着直接判断出问题可能在哪儿出现。2.阅读完以后,试着用中文或英文在纸上写出文章框架,这有点像写机经,要求写的时候不读题,不读原文。之所以有这一步是为了掌握你遗忘的部分以及你记忆容量的情况以便在今后的阅读任务加以改善。通过对每一段及其相关问题和问题要点的回忆可以使你加强对文章结构的记忆,记得越多越清楚,则你在问题上所耗费的时间将越短。而只有将所有步骤一一完成,你才能将技巧完全融入阅读过程。写完以后在第三轮中试着答题,记住运用“相关/不相关”“是否与作者态度一致”的规律,这就是我所知道的关于阅读复习的一切。切记:在第二轮练习中尽可能的每日多练,每天练得数量越多,才越能培养出你对阅读的感觉。
8#
 楼主| 发表于 2018-11-12 16:53:34 | 只看该作者
小安阅读法具体操作的整理
小安的阅读方法真的好好啊!可惜对话那段看起来有点吃力,今天简单的整理了一下,要是有整理不当的地方,小安千万别怪偶破坏原创啊!

There is a good way to improve reading, try to get my post and try to practice hard on the second round review, you can get a framework of RC and you will hardly do wrong on some question types, and then again the third round review will help you to practice what you learned from the second round, do not ignore this round, because when I finally take test, I have no tip for any question types. The tips I summarized are all translated into a feeling, I can easily correctly choose the answer according to my feelings, you have to practice to get those tips all translated into a habit.

Before you practice, try to think “why those answers are wrong?”, “Is there anything common in the wrong answers?”, “And in the right answers?” Try to comprehend what is "related" and what is "unrelated",do not easily judge, try to comprehend what is "related" and what is "unrelated"?? What is "related" and what is "unrelated" information (choice), that is a very important rule to quickly rule out some wrong choices and the next is “what is conform to the author”, “what is conform to the author's attitude”, and “what is not (also choices)”. If you see, try to read the passage again for the attitude info, this is a great rule to rule out some wrong choices, the attitude thing and I can tell you that, I did all the RC infer question without relocate because I can easily rule out wrong answers, memorize the pattern, and try to practice. Without practice, you can get nothing. But it is the goal; you should do something before hand.

First, categorize all the RC questions

You should guarantee 100% right on "main idea" type questions, try to collect all detail questions, I mean those with line number or key words, try to get these right answer back to the passage. You will see some question rules. I do not want to tell you because you can get the rules by yourself, if I tell you the detailed rule, you will not certainly get what I mean. Then collect the "structure type", and promise yourself you can do 90% right or higher, it is just easy like "main idea and attitude" thing.

Do you know why you should get question types apart?

First, you can get suttle feelings about how to make a question
Second, you can get info about how to prepare to do those questions when you are reading the passage, it is very important to get the question right, you will see when you finished summarizing, you can easily tell that “oh, I think ETS will make a question in here", when you are reading the passage, when you know there is a structure type questions, you will think following questions when reading:
1. why the author write this paragraph?
2. What he want to tell us?
3. Is there any change in attitude?
4. What is the function of the detail in this paragraph?
5. What may be the relation between this paragraph and the whole passage?
That is very important! Not everyone do that when reading, so they have to relocate info and it cost precious time, you should analyze the question like "what can I get the answer when I read", it is equal to "what part of passage I should read carefully when I read", I get all passages reread and underlined what part is the key to question. I mean on the passage using fluerecent pen, it is very clear.

Second: try to get all infer question collected, try to contrast the answer and the original text and try to get what is wrong about the wrong questions

Why they are all wrong, do not stop on why they are all wrong when you can get some feeling like "too extreme", you should think hard on how to quickly rule out some of them, that is the "related/unrelated" stuff. And the "attitude" stuff, which I mentioned above, the infer questions are very important if you want to get higher scores such as 730+.
You should categorize on subject matter, you will see that what the "science" passages want to test you on. The most important is "the whole logic relation between facts and stuffs", you have to get the logic relation between A,B,C,D...A lead to B, C can restrain A. D can restrain B, you must quickly realized that both C and D can restrain B, only A can lead to B, you only should memorize the "either lead to or restrain" relationships between things, do not get it more complicated, you will confused if you do not memorize or memorize too much. So just lead to or restrain, just support or do not support, that is enough for quickly ruling out most confusing wrong answers without relocating.

When you get 文科 passages, pay more attention on 列举, when you get economic and management passages, pay more attention to the logic推理顺序and support/unsupported relationship. You can easily get the feeling if you summarize and can get detailed feelings.

Third:

1. Try to directly get all the answers from passage because you are familiar with the passages. Do not see the questions, try to get what may be a question here

2. When you finished reading, try to write the frame in Chinese (or English) in a paper. It is quite like to write down 机经, do not read questions, do not read the passage when you write the frame,

Why you have to do this?

--To know what you have forgotten and the capacity of your memorization and you can improve in the next passage. Every paragraph, five questions and what may be the key point for questions and finally you will improve on the ability to memorize more of the passage framework, the more and the clear you can memorize the frame of the passage, the less time you have to spend on questions, practice in this round and try to get all your tips summarized into reading, you cannot tell clear rules finally, and you have get the all steps.

On the third round, try to answer the questions after finish the writing. Why? Try to practice "related/unrelated" and "conform or not conform to the attitude" rule, this is all I know about RC review and try to practice more passages in one day on the second round. The more you can get in one day, the stronger you feel about RC, it's easy to say but very tough.

我给一个我做简化版的中文总结

三轮复习

第一轮,就是读题做题,主要是获得文章的框架感,当然会做错很多

第二轮,反复练习并分类总结错题,建立对每类题的敏感和思路

第三轮,运用第二轮中总结的思路和套路做第三遍,强化和融会贯通这些方法

最后达到无招胜有招的境地,也就是将每种题的解题思路变成一种习惯,也就是所谓套路感


第二轮复习的具体方法:

总结时多注意比较错误选项的之间共同之处在哪

正确选项之间又有哪些共同的地方


做题时要迅速找到“相关”和“不相关信息”从而快速排除错误选项,尽可能少的回原文定位。如何做到这一点呢?首先需要按照“主题题”、“态度题”、“细节题”、“结构题”等来分类所有问题,然后将正确答案带回到原文中找到原文的定位用的关键词等,反复比对要产生一种感觉:什么样的地方能出什么样的题。也就是要进入到出题人的角度,做到看文章时就知道会遇到什么题目。比如对于解决结构题类型的题,你需要阅读每一段时都要思考下面的问题:

1.      Why the author writes this paragraph?

2.      What he wants to tell us?

3.      Is there any change in attitude?

4.      What is the function of the detail in this paragraph?

5.       What may be the relation between this paragraph and the whole passage?

在阅读时不断带着这样的问题读,将最终建立起“什么地方该详细读,什么地方该略读”的语感


对于“推断题”,要比较错误答案和原文,找出错误选项为什么是错的,错误的标志是什么,比如“过于极端的答案”。然后想想如何利用这些标志快速的排除错误答案。搞定“推断题”对于想拿高分的人来说很重要,快速的排除能减少回原文定位的次数和时间。


按题型将题目分类后,第二轮还需要按题材将文章分类,搞清楚每一种素材通常会考查哪些方面。比如“科技类”文章重点测试的是“事实与素材之间的逻辑关系”比如说文章中有提到A,B,C,D四件事物,他们的关系是A lead to B, C can restrain A. D can restrain B,那么应该迅速的意识到both C and D can restrain B 。这就是我们要在读文章中所记住的事物之间的lead to or restrain或者说是support or do not support的逻辑关系。把握了这种关系,解题时将可以不需要回原文定位


再比如“文科类”应该多留意“列举”,而“经济管理类”文章则应该注意“推理的顺序”以及科技类中谈到的support or do not support关系等。


至此第二轮复习才结束


那么第三轮应该做的工作:

1.       对于前两轮复习过的文章,试图看文章时(还没看题目的情况下)直接找出答案,也就是说读文章时能找到出题点

2.       看完文章后,不再看文章和问题,用中文或英文写出文章的框架。主要是为了了解你自己忘了什么,短期记忆的容量有多大,然后以便于在下一篇文章练习时改进。读的时候记得越多,做题时则花的时间越少

3.       写完框架后开始运用第二轮总结的方法,按照“相关和不相关”、“符合和不符合”的原则来做题。


这是一个痛苦和艰难的过程,要坚持。 复习的时候要集中突破,第二轮复习要同一天内分类和总结尽可能多的文章,最好三天完成所有OG的文章的总结。
9#
 楼主| 发表于 2018-11-15 11:42:02 | 只看该作者
这几天在都杨鹏的长难句,书里有句话,贵在每天坚持,雷打不动,不可半途而废,以此鼓励自己,加油!希望能在18号之前读完长难句。
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