大家在找雅思閱讀材料的時候千萬不能盲目地找，要找一些難度和內(nèi)容與雅思閱讀切合的文章，下面小編給大家?guī)硌潘奸喿x素材--Keep mobile phones out of the classroom，來看看吧！

雅思閱讀素材--Keep mobile phones out of the classroom

這篇雅思閱讀素材是要跟大家分享關(guān)于“學(xué)生帶手機”的話題。在這個沒有最酷，只有更酷的時代，童鞋們不得不緊跟手機新品發(fā)布會，但要總使用新品，保持酷斃形象(at the pinnacle of cool)卻比前酷(Pre-cool)時代更加亞歷山大了(Now the pressure will be more keenly felt, you can hear it now:“Is your phone just an iPhone 4?”)。開學(xué)伊始，孩紙們應(yīng)不應(yīng)該帶智能手機和平板電腦上學(xué)?To allow or not to allow, this is a question, a question that won’t be going away any time soon…

This week school is back. Kids everywhere will trudge their way (腳步沉重地、磨磨蹭蹭地) through school gates, mourning the end of the long and wet summer holidays. Senior leadership teams everywhere will be preparing to unveil(公布) new policies aimed at improving student behaviour and attitudes to learning. Somewhere, the debate around whether mobiles should be allowed inclassrooms will resurface (重新浮出水面). Given that(考慮到) more than 90% of today’s teenagers own one, it is an important question for teachers and one that won’t be going away any time soon.

In most schools,you will find mobile phones treated like contraband (違禁品). They are items to be kept strictly out of any adult’s sightline. One glimpse could, after all, land (使……陷入) the owner in a world of bother (哪怕只是不經(jīng)意地瞥一眼手機，機主都會因此惹來麻煩不斷), often culminating in the phone’s confiscation(沒收，充公). Because of this, students tend to view their teachers as alien inhabitants from another planet, oblivious(對……視而不見，熟視無睹) to how practically everyone carries a phone 100% of the time. Teachers for our part are merely subscribing to (認(rèn)同，贊同) a simple enough maxim(只認(rèn)一個最簡單的死理), out of sight out of mind (眼不見，心不掛).

Yet a number of mainly fee-payingschools (收費學(xué)校，私立學(xué)校) are promoting pupils’ use of mobiles within school and lessons. Headteacher Caroline Jordan, of Headington school, said: “Until recently we did not allow them in theclassrooms. However, over the last year or so we have begun to harness(利用) the technology. We believe there is a place for smartphones or tablets (包括I-pad在內(nèi)的平板電腦) in lessons. We want to be able to take advantage of this enormously powerful resource that most of our girls carry around with them.”

The proposal sounds unmanageable(難以掌控的). In a class of 30, how do you ensure students are actually Googling the question you’ve posed?Who is to say they’re not quickly checking an update on Facebook, or Twitter or Whatsapp (一種類似于微信和臉書的社交網(wǎng)絡(luò)應(yīng)用)? Isn’t this essentially inviting unnecessary teacher scrutiny (審查) and surveillance (監(jiān)控)? Yet, despite all this, I do understand the reasoning: choosing not to exploit the ubiquity(無處不在)of such devices appears technophobic (現(xiàn)代科技恐懼癥;因循守舊的)and foolhardy (有勇無謀，不識時務(wù)的). Indeed, as educators seek to be engaging and student-led, isn’t it best that we meet pupils where they are rather than where we want them to be? It is a persuasive line but one that falls apart on closer scrutiny.

A recent large-scale study found that banning mobile phones improved exam results by 2%, even when gender and class had been accounted for. At first glance it seems an insignificant rise but the impact is equivalent to one extra week of school a year. The researchers from the London School of Economics centred their work on 91 schools and the exam results from130,000 pupils since 2001. For those entitled to (享有……權(quán)利;獲得…….資格) free school meals or with special educational needs the ban was doubly effective. Investigations such as this throw into question whether mobile phones could, in fact, intensify inequality.

Allowing mobile phones would almost certainly increase cyberbullying(網(wǎng)絡(luò)欺凌;網(wǎng)絡(luò)暴力行為). Then there is the needless work they would create for teachers dealing with pupils who have lost or had stolen a ?180 phone they got for Christmas.

And here is a much less-discussed problem, the pressure of keeping up appearances. In 2012 the department store John Lewis (英國老牌百貨公司)surveyed 2,000 parents, and found the average cost of equipping children for school was an eye-watering (難以想象的;讓人淚奔的[高價]) ?550. Even if we dismiss that figure as far from average, John Lewis being the well-heeled (富有的;闊綽的) person’s Argos(英國家喻戶曉的百貨零售連鎖商)and all, thehigh price of smartphones is hard to ignore. Costing an average of ?270, it is shocking to think that by 2017, 96% of teenagers will own one.

雅思閱讀高分技巧之可參考材料匯總

1、《商業(yè)周刊》：http://www.businessweek.com/

2、《經(jīng)濟學(xué)家》：http://www.economist.com/

3、《金融時報》：http://news.ft.com/home/rw/

4、《英國衛(wèi)報》：http://www.guardian.co.uk/

5、《國家地理》：http://www.nationalgeographic.com/

6、《新科學(xué)家》：http://www.newscientist.com/

7、《美國科學(xué)》：http://www.sciam.com/

雅思閱讀四大常見障礙

雅思閱讀障礙(1) 單詞

雅思普通培訓(xùn)類閱讀文章中涉及詞匯7000左右，但具備4000左右(即大學(xué)英語四級水平)即可應(yīng)考。單詞量不夠的考生，應(yīng)在短期內(nèi)迅速擴充認(rèn)知詞匯，為看文章做題打下一個良好的基礎(chǔ)。

有些考生脫離語境孤立地背單詞，這樣容易遺忘或混淆單詞的意義。如有考生考試時遇到contribution(設(shè)計;設(shè)法做到)想不起來什么意思，只記得在詞匯表里該單詞位于contribution(貢獻(xiàn))之后、controversial(有爭議的)之前。要解決這個問題，考生可以通過制作單詞卡片，正面寫英文拼寫，背面寫中文釋義的方法來記憶。每天背一定量的生詞，并不斷補充，而且還可以打亂次序。當(dāng)然，最有效的是在上下文，即文章當(dāng)中記憶單詞。

雅思閱讀障礙(2) 句子

IELTS閱讀中有的題目考的是對于文章中某一句子的理解，若考生領(lǐng)會有偏差，就容易失分。考生應(yīng)對一些復(fù)合句，尤其是雙重否定句、比較句、指代句等有一定的了解。在遇到比較復(fù)雜的句子的時候，應(yīng)靜下心來，從把握句子主干一一主謂結(jié)構(gòu)著手來分析句子結(jié)構(gòu)。

雅思閱讀障礙(3)速度

幾乎任何閱讀考試均同時考查閱讀速度(speed)與理解精確度(accuracy)。IELTS普通培訓(xùn)類閱讀考試要求考生在60分鐘的時間里迅速而準(zhǔn)確地答題。為趕時間而一味求快或為追求準(zhǔn)確而放棄一些題的做法都是不可取的?？偟膩碚f，閱讀速度的改善不容易一蹴而就，需要大量的練習(xí)和長時間的努力。不過，掌握一些閱讀技巧，革除一些壞習(xí)慣，將有助于看文章時加快速度。

快速閱讀最關(guān)鍵的是在掃描文章的時候把握段落的主旨，并做出標(biāo)記，并且在看完文章后對文章的結(jié)構(gòu)有大致的了解。

至于閱讀的壞習(xí)慣，約有以下幾種?、?邊看邊讀　有的同學(xué)由于以前學(xué)英語課文的時候有朗讀的習(xí)慣，碰到英語文章，總是情不自禁地讀出聲來，或是口里念念有詞。這樣做的后果，必然是閱讀速度降低。解決問題的關(guān)鍵是，一定要樹立“看”文章而不是“讀”文章的心態(tài)。

② 一次只看一個單詞 有的同學(xué)是逐詞逐詞地看，一眼只看一個單詞，這樣做，不僅速度慢， 而且可能會出現(xiàn)這樣一種情形：每個單詞都認(rèn)識，但整句話就是理解不了。克服上述逐詞閱讀壞習(xí)慣的方法是爭取眼睛在文章中移動的速度逐步加快，一次看一個意群(sense unit)，而不是只看一個單詞。意群的劃分如例所示：It is possible to use this iron in a vertical position so that you can remove creases from clothes on coat hangers or from curtains.

③ 遇生詞則停頓　習(xí)慣于在做題的時候先把所有生詞查出來的考生，在實戰(zhàn)時容易出現(xiàn)碰到生詞就停下來思索很長時間以致于打斷閱讀連貫性的情況。考生應(yīng)該平時養(yǎng)成根據(jù)上下文猜測單詞含義的習(xí)慣，而對于那些不影響理解的生詞，則可以忽略不計。

雅思閱讀障礙(4) 不根據(jù)文章內(nèi)容而是按自己的臆測做題

雅思閱讀考查的是考生對于所考文章理解，而不是考生的知識面或是對于某個問題的見解。切忌不依照文章內(nèi)容判斷而憑生活常識或個人感覺來答題，在做TRUE/FALSE/NOT GIVEN題的時候尤其要注意這一點。

雅思閱讀解題效率低為哪般

首先，當(dāng)然是詞匯。任何一篇內(nèi)容相對復(fù)雜的閱讀文章，都不可避免地出現(xiàn)大量生僻詞語或者是難度相對較大的單詞。從文章的選材而言，范圍是十分豐富的，主要來自世界各國主要的英文報刊雜志，內(nèi)容涉及任何一個國家的文化、經(jīng)濟、自然和科技等。

而雅思考試所考查的，是實際運用語言的能力，所以在考試中真正需要理解的單詞，或是題目中真正考查到的單詞，往往是英語閱讀中的一些最核心的單詞。這些單詞雖然數(shù)量不多，難度不大，但卻是必須掌握的。就考試而言，掌握6000左右的常用詞匯，即大學(xué)六級大綱中所要求的詞匯是必須的。

第二，復(fù)雜的句型結(jié)構(gòu)。有些同學(xué)的詞匯量已經(jīng)達(dá)到了6000左右，但是依然感覺讀不懂文章，這就是因為文章中充斥著大量結(jié)構(gòu)復(fù)雜難以把握的復(fù)雜句。如：The challenge now is to develop policies and practices based on a presumption of shared responsibility between men and women, and a presumption that there are potential benefits for men and women, as well as for families and the community, if there is greater gender equality in the responsibilities and pleasures of family life.

這是一個相對復(fù)雜的句子，主干是the challenge now is to develop policies and practices, 從based on到句子的結(jié)尾處是由過去分詞短語充當(dāng)?shù)臓钫Z。后一個presumption后面有一個由that引導(dǎo)的從句，充當(dāng)presumption的同位語。在同位語的后面，有一個if 引導(dǎo)的條件狀語從句。一般而言，對同學(xué)們造成障礙的是并列句或并列復(fù)合句，倒裝結(jié)構(gòu)，所以在訓(xùn)練時可以精挑一個語段做仔細(xì)分析。

第三，題型多樣化。這個障礙使原本已經(jīng)擁有相當(dāng)英語語言實力的考生，在考試中因為缺乏對題型的理解，或是被眾多題型干擾，不能正常發(fā)揮。一些必考題型如list of headings, summary, T/F/NG等，可以作為練習(xí)重點。如summary題是很多同學(xué)感到頭痛的題型，普遍感到非常難找。

其實不然，只要記住兩大原則即可。原則一，順序原則。summary題的答案排列順序，必定與文章的行文順序一致。原則二，完整的summary，不僅應(yīng)該能夠體現(xiàn)文章本身所表達(dá)的思想含義，而且必須是符合語法規(guī)律的英語文章。所以根據(jù)語法也可以進(jìn)行判斷。

在準(zhǔn)備考試的過程中，除了要做雅思考題之外，還要進(jìn)行泛讀和快速閱讀。泛讀可以選擇一些英美主流媒體的文章，在網(wǎng)站上可以找到，目的是熟悉單詞和句型。快速閱讀就是用掃描文章的方法對其結(jié)構(gòu)有大致的了解，并把握其主旨。同時，在重點句子和詞匯上做出標(biāo)記。

這種方法對閱讀考試幫助極大，平時可多加練習(xí)。另外，為了提高閱讀的速度還要養(yǎng)成良好的閱讀習(xí)慣，不能邊看邊用嘴跟著讀，眼、嘴并用必會降低閱讀速度;一旦發(fā)現(xiàn)生詞(這種情況絕大多數(shù)同學(xué)都肯定要遇到)，先不要緊張，要通過英語構(gòu)詞法(前綴、詞根和后綴)來分析推測詞義，或結(jié)合上下文、前后詞語去猜測。

如果根據(jù)上下文及前后詞語還是無法確切了解其真正含義，可以再看一下這個詞對整個句子所構(gòu)成的影響是肯定的，還是否定的，實際上這對你理解作者的意圖已足夠了，實在不行就做上記號，將來看一看是否影響答題，如無影響就堅決忽略。

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