太原杏花岭区雅思移民培训哪个专业

课程介绍

招生对象：针对目标是移民、海外工作或者其他参加G类雅思考试的学员专项设置。

课程特色：

专为移民类学生设置，授课内容及对应练习具有高度针对性

小班授课，更多关注学生个体进步，更多时间解决个体问题

经验丰富G类雅思老师，教学内容具有针对性

个性化制定备考策略与复习方向

师资力量：经验丰富G类考试培训师

课次安排：

阅读，写作，听力，口语

前任雅思外教考官口语，全真模考，讲解课，备考指导课。

考试报名:代为办理*35个考场30天后的任意雅思考试

专用教材:教育补充资料

如何提升雅思阅读速度？

1.因果关系，重点看“果”

在文章当中，“因为”引导的内容，往往是一段陈述或铺垫，“所以”引导的内容，才是结论和总结。所以速览时，我们可以暂且把“原因”的部分略过，先看“结果”的部分，从而减省把握文章重点的时间。

引出“原因”的常用表达：because, because of, as a result of, result of, due to, thanks to, owing to, since, for, grateful for等，如：

“Since employees have different needs, what acts as a reinforcement for one may not for another.”

(雅思*题6, Test 3, Reading Passage 2)

“Since”所在的前半句是原因，关键看后半句的结果（结论）。

引出“结果”的常用表达：so, therefore, hence, thus, result in, lead to, consequently, as a result等，如：

“Such findings suggest that one person’s equity is another’s inequity, so an ideal should probably weigh different inputs and outcomes according to employee group.”

(雅思*题6, Test 3, Reading Passage 2) ：重点看“so”所在的后半句；

“Speech is often unclear and ambiguous. Where possible,therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviours of the participants, and about the context in general.”

(雅思*题4, Test 3, Reading Passage 3)：重点看“therefore”所在的第二句。

2.转折关系，忽略“让步”，看“但是”

“让步”的内容再豪华，都敌*一个“但是”。这个道理很显浅，就不多作解释了。而浏览文章时，我们就可以暂且只看“转折”部分的内容。反之，遇到“让步”的内容，我们则可暂时忽略不看。

（1）常见表“转折”的说法

常见表“转折”的说法还有：but，however，nevertheless，yet，nonetheless等，如：

“Down the centuries, thousands of wells were constructed throughout northwestern India, but the majority have now fallen into disuse…”

(雅思*题10, Test 1, Reading Passage 1) ：无论前面说了什么，也改变不了“the majority (of wells)”被弃用的现实。重点显然在转折词“but”之后。

（2）引导“让步”的常用说法

引导“让步”的常用说法有：whereas，although，though，while，whereas，despite，in spite of，for all等，如：

“Whereasmost exercises are designed to build up strength or endurance, plyometrics focuses on increasing power – the rate at which an athlete can expend energy.”

(雅思*题4, Test 4, Reading Passage 1) “whereas”所在的半句为让步状语从句，重点看另一个半句（转折的内容）。

3.递进关系，看“后面”

所谓递进，即前后保持一致意见的情况下，后者在态度和语气上更进一步。故，读懂后者，即可得知前者。速览文章时，重点先读递进后面的内容。

常见表达“递进”的说法有：furthermore，moreover，not only…but also…，in addition等，如：

“The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts. ”

(雅思*题5, Test 1, Reading Passage 2) 即便不读前面的句子，光靠“Furthermore”后面递进的内容也可知，精神病学家预测：会执行高伏电击的人是少之又少的。

4.借助“承上、启下”的句子，找段落重点

承上： 以“代词”或“所以”为开头的段落首句，一般都是承接或总结上一段话的内容。借助这样的句子，可以得知上一段话的内容重点。如：

“代词”开头：

“These research findings are exciting. There is growing evidence in New Zealand that…”

(雅思*题5, Test 3, Reading Passage 1) 这是文中较后一段的开头。

从首句的代词“These”可知，首句是对上一段内容的承接，并可知上一段讲述的是一些“exciting research findings”。

“所以”开头：

“Thus ageing and death should not be seen as inevitable, particularly as the organism possesses many mechanisms for repair. It is not, in principle, necessary for a biological system…”

(雅思*题8, Test 3, Reading Passage 3) 从段落首句的“Thus”可知，首句是对上一段内容的承接，而并非本段内容的重点。

启下：“问句”和“量词+复数词”通常是引出下文，通过它们能了解所在段落或紧随其后的段落的内容重点。如：

“问句”： “What were the actual results? (借此问句可知本段的重点是“actual results”)Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?

(较后的问句揭示，后面段落的重点内容是解释“this vast discrepancy”的原因)” (雅思*题5, Test 1, Reading Passage 2)

“量词+复数词”：“Yet opinion polls suggest that many people nurture the belief that environmental standards are declining andfour factors seem to cause this disjunction between perception and reality.”

(雅思*题5, Test 1, Reading Passage 3) “four factors”告诉我们，接下来的段落中，重点应该是关于这四种因素的描述。

5.遇到“what”时请细看

“what”经常用作表目的或具总结性的句子的开头，因此，遇到what开头的句子要多看两眼，如：

“…If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.”

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