雅思阅读素材--Keepmobilephonesoutoftheclassroom

大家在找雅思阅读材料的时候千万不能盲目地找，要找一些难度和内容与雅思阅读切合的文章，下面小编给大家带来雅思阅读素材--Keep mobile phones out of the classroom，来看看吧！

雅思阅读素材--Keep mobile phones out of the classroom

这篇雅思阅读素材是要跟大家分享关于“学生带手机”的话题。在这个没有最酷，只有更酷的时代，童鞋们不得不紧跟手机新品发布会，但要总使用新品，保持酷毙形象(at the pinnacle of cool)却比前酷(Pre-cool)时代更加亚历山大了(Now the pressure will be more keenly felt, you can hear it now:“Is your phone just an iPhone 4?”)。开学伊始，孩纸们应不应该带智能手机和平板电脑上学?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 (脚步沉重地、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(考虑到) 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 (违禁品). 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 (哪怕只是不经意地瞥一眼手机，机主都会因此惹来麻烦不断), often culminating in the phone’s confiscation(没收，充公). Because of this, students tend to view their teachers as alien inhabitants from another planet, oblivious(对……视而不见，熟视无睹) to how practically everyone carries a phone 100% of the time. Teachers for our part are merely subscribing to (认同，赞同) a simple enough maxim(只认一个最简单的死理), out of sight out of mind (眼不见，心不挂).

Yet a number of mainly fee-payingschools (收费学校，私立学校) 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在内的平板电脑) 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(难以掌控的). 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 (一种类似于微信和脸书的社交网络应用)? Isn’t this essentially inviting unnecessary teacher scrutiny (审查) and surveillance (监控)? Yet, despite all this, I do understand the reasoning: choosing not to exploit the ubiquity(无处不在)of such devices appears technophobic (现代科技恐惧症;因循守旧的)and foolhardy (有勇无谋，不识时务的). 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……权利;获得…….资格) 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(网络欺凌;网络暴力行为). 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 (英国老牌百货公司)surveyed 2,000 parents, and found the average cost of equipping children for school was an eye-watering (难以想象的;让人泪奔的[高价]) ?550. Even if we dismiss that figure as far from average, John Lewis being the well-heeled (富有的;阔绰的) person’s Argos(英国家喻户晓的百货零售连锁商)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.

雅思阅读高分技巧之可参考材料汇总

1、《商业周刊》：http://www.businessweek.com/

2、《经济学家》：http://www.economist.com/

3、《金融时报》：http://news.ft.com/home/rw/

4、《英国卫报》：http://www.guardian.co.uk/

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

6、《新科学家》：http://www.newscientist.com/

7、《美国科学》：http://www.sciam.com/

雅思阅读四大常见障碍

雅思阅读障碍(1) 单词

雅思普通培训类阅读文章中涉及词汇7000左右，但具备4000左右(即大学英语四级水平)即可应考。单词量不够的考生，应在短期内迅速扩充认知词汇，为看文章做题打下一个良好的基础。

有些考生脱离语境孤立地背单词，这样容易遗忘或混淆单词的意义。如有考生考试时遇到contribution(设计;设法做到)想不起来什么意思，只记得在词汇表里该单词位于contribution(贡献)之后、controversial(有争议的)之前。要解决这个问题，考生可以通过制作单词卡片，正面写英文拼写，背面写中文释义的方法来记忆。每天背一定量的生词，并不断补充，而且还可以打乱次序。当然，最有效的是在上下文，即文章当中记忆单词。

雅思阅读障碍(2) 句子

IELTS阅读中有的题目考的是对于文章中某一句子的理解，若考生领会有偏差，就容易失分。考生应对一些复合句，尤其是双重否定句、比较句、指代句等有一定的了解。在遇到比较复杂的句子的时候，应静下心来，从把握句子主干一一主谓结构着手来分析句子结构。

雅思阅读障碍(3)速度

几乎任何阅读考试均同时考查阅读速度(speed)与理解精确度(accuracy)。IELTS普通培训类阅读考试要求考生在60分钟的时间里迅速而准确地答题。为赶时间而一味求快或为追求准确而放弃一些题的做法都是不可取的。总的来说，阅读速度的改善不容易一蹴而就，需要大量的练习和长时间的努力。不过，掌握一些阅读技巧，革除一些坏习惯，将有助于看文章时加快速度。

快速阅读最关键的是在扫描文章的时候把握段落的主旨，并做出标记，并且在看完文章后对文章的结构有大致的了解。

至于阅读的坏习惯，约有以下几种　① 边看边读　有的同学由于以前学英语课文的时候有朗读的习惯，碰到英语文章，总是情不自禁地读出声来，或是口里念念有词。这样做的后果，必然是阅读速度降低。解决问题的关键是，一定要树立“看”文章而不是“读”文章的心态。

② 一次只看一个单词 有的同学是逐词逐词地看，一眼只看一个单词，这样做，不仅速度慢， 而且可能会出现这样一种情形：每个单词都认识，但整句话就是理解不了。克服上述逐词阅读坏习惯的方法是争取眼睛在文章中移动的速度逐步加快，一次看一个意群(sense unit)，而不是只看一个单词。意群的划分如例所示：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 遇生词则停顿　习惯于在做题的时候先把所有生词查出来的考生，在实战时容易出现碰到生词就停下来思索很长时间以致于打断阅读连贯性的情况。考生应该平时养成根据上下文猜测单词含义的习惯，而对于那些不影响理解的生词，则可以忽略不计。

雅思阅读障碍(4) 不根据文章内容而是按自己的臆测做题

雅思阅读考查的是考生对于所考文章理解，而不是考生的知识面或是对于某个问题的见解。切忌不依照文章内容判断而凭生活常识或个人感觉来答题，在做TRUE/FALSE/NOT GIVEN题的时候尤其要注意这一点。

雅思阅读解题效率低为哪般

首先，当然是词汇。任何一篇内容相对复杂的阅读文章，都不可避免地出现大量生僻词语或者是难度相对较大的单词。从文章的选材而言，范围是十分丰富的，主要来自世界各国主要的英文报刊杂志，内容涉及任何一个国家的文化、经济、自然和科技等。

而雅思考试所考查的，是实际运用语言的能力，所以在考试中真正需要理解的单词，或是题目中真正考查到的单词，往往是英语阅读中的一些最核心的单词。这些单词虽然数量不多，难度不大，但却是必须掌握的。就考试而言，掌握6000左右的常用词汇，即大学六级大纲中所要求的词汇是必须的。

第二，复杂的句型结构。有些同学的词汇量已经达到了6000左右，但是依然感觉读不懂文章，这就是因为文章中充斥着大量结构复杂难以把握的复杂句。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.

这是一个相对复杂的句子，主干是the challenge now is to develop policies and practices, 从based on到句子的结尾处是由过去分词短语充当的状语。后一个presumption后面有一个由that引导的从句，充当presumption的同位语。在同位语的后面，有一个if 引导的条件状语从句。一般而言，对同学们造成障碍的是并列句或并列复合句，倒装结构，所以在训练时可以精挑一个语段做仔细分析。

第三，题型多样化。这个障碍使原本已经拥有相当英语语言实力的考生，在考试中因为缺乏对题型的理解，或是被众多题型干扰，不能正常发挥。一些必考题型如list of headings, summary, T/F/NG等，可以作为练习重点。如summary题是很多同学感到头痛的题型，普遍感到非常难找。

其实不然，只要记住两大原则即可。原则一，顺序原则。summary题的答案排列顺序，必定与文章的行文顺序一致。原则二，完整的summary，不仅应该能够体现文章本身所表达的思想含义，而且必须是符合语法规律的英语文章。所以根据语法也可以进行判断。

在准备考试的过程中，除了要做雅思考题之外，还要进行泛读和快速阅读。泛读可以选择一些英美主流媒体的文章，在网站上可以找到，目的是熟悉单词和句型。快速阅读就是用扫描文章的方法对其结构有大致的了解，并把握其主旨。同时，在重点句子和词汇上做出标记。

这种方法对阅读考试帮助极大，平时可多加练习。另外，为了提高阅读的速度还要养成良好的阅读习惯，不能边看边用嘴跟着读，眼、嘴并用必会降低阅读速度;一旦发现生词(这种情况绝大多数同学都肯定要遇到)，先不要紧张，要通过英语构词法(前缀、词根和后缀)来分析推测词义，或结合上下文、前后词语去猜测。

如果根据上下文及前后词语还是无法确切了解其真正含义，可以再看一下这个词对整个句子所构成的影响是肯定的，还是否定的，实际上这对你理解作者的意图已足够了，实在不行就做上记号，将来看一看是否影响答题，如无影响就坚决忽略。

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