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雅思阅读

Knowledge in medicine

A What counts as knowledge? What do we mean when we say that we know something? What is the status of different kinds of knowledge? In order to explore these questions we are going to focus on one particular area of knowledge----medicine.

B How do you know when you are ill? This may seem to be an absurd question. You know you are ill because you feel ill; your body tells you that you are ill. You may know that you feel pain or discomfort but knowing you are ill is a bit more complex. At times, people experience the symptoms of illness, but in fact they are simply tired or over-worked or they may just have a hangover. At other times, people may be suffering from a disease and fail to be aware; of the illness until it has reached a late stage in its development. So how do we know we are ill, and what counts as knowledge?

C Think about this example. You feel unwell. You have a bad cough and always seem to be tired. Perhaps it could be stress at work, or maybe you should give up smoking. You feel worse. You visit the doctor who listens to your chest and heart, takes your temperature and blood pressure, and then finally prescribes antibiotics for your cough.

D Things do not improve but you struggle on thinking you should pull yourself" together, perhaps things will ease off at work soon. A return visit to your doctor shocks you. This time the doctor, drawing on years

of training and experience, diagnoses pneumonia. This means that you will need bed rest and a considerable time off work. The scenario is transformed. Although you still have the same symptoms, you no longer think that these are caused by pressure at work. You now have proof that you are ill. This is the result of the combination of your own subjective experience and the diagnosis of someone who has the status of a medical expert. You have a medically authenticated diagnosis and it appears that you are seriously ill; you know you are ill and have evidence upon which to base this knowledge.

E This scenario shows many different sources of knowledge. For example, you decide to consult the doctor in the first place because you feel unwell---this is personal knowledge about your own body However, the doctor's expert diagnosis is based on experience and training, with sources of knowledge as diverse as other experts, laboratory reports, medical textbooks and years of experience.

F One source of knowledge is the experience of our own bodies; the personal knowledge we have of changes that might be significant, as well as the subjective experience of pain and physical distress. These experiences are mediated by other forms of knowledge such as the words we have available to describe our experience and the common sense of our families and friends as well as that drawn from popular culture. Over the past decade, for example, Western culture has seen a significant

emphasis on stress-related illness in the media. Reference to being 'stressed out' has become a common response in daily exchanges in the workplace and has become part of popular common-sense knowledge. It is thus not surprising that we might seek such an explanation of physical symptoms of discomfort.

G We might also rely on the observations of others who know us. Comments from friends and family such as ‘you do look ill’ or ‘that's a bad cough’ might be another source of knowledge. Complementary health practices, such as holistic medicine, produce their own sets of knowledge upon which we might also draw in deciding the nature and degree of our ill health and about possible treatments.

H Perhaps the most influential and authoritative source of knowledge is the medical knowledge provided by the general practitioner. We expect the doctor to have access to expert knowledge. This is socially sanctioned. It would not be acceptable to notify our employer that we simply felt too unwell to turn up for- work or that our faith healer, astrologer, therapist or even our priest thought it was not a good idea. We need an expert medical diagnosis in order to obtain the necessary certificate if we need to be off work for more than the statutory self-certification period. The knowledge of the medical sciences is privileged in this respect in contemporary Western culture. Medical practitioners are also seen as having the required expert knowledge that

permits them legally to prescribe drugs and treatment to which patients would not otherwise have access. However there is a range of different knowledge upon which we draw when making decisions about our own state of health.

I However, there is more than existing knowledge in this little story; new knowledge is constructed within it. Given the doctor's medical training and background, she may hypothesize 'is this now pneumonia?' and then proceed to look for evidence about it. She will use observations and instruments to assess the evidence and---critically-interpret it in the light of her training and experience. This results in new knowledge and new experience both for you and for the doctor. This will then be added to the doctor's medical knowledge and may help in future diagnosis of pneumonia.

Questions1-6

Complete the table.

Choose no more than three words from the passage for each answer. Write your answers in boxes 1-6 on your answer sheet

Question 7-40

The reading Passage has nine paragraphs A-I

Which paragraph contains the following information?

Write the correct letter A-I, in boxes 33-40 0n your answer sheet.

You may use any letter more than once

7 the contrast between the nature of personal judgment and the nature of doctor

8 the reference of culture about pressure

9 sick leave will be not permitted if employees are without the professional diagnosis

10 how doctors are regarded in the society

11 the symptom of the patients can be added as new information

12 what the situation will be if we come across knowledge from non-specialised outer sources

13 an example of collective judgment from personal experience and professional doctor

14 a reference about those people who do not realize their illness

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Birthday traditions in different countries Birthdays are celebrated all over the world. Some traditions are fairly similar from country to country: candles, cakes and birthday wishes, birthday games and pinches for good luck. Other customs are quite different. Here are a few. Argentina–In Argentina, as in many Latin American countries, one of the most important birthday parties is a girl’s fifteenth. When girls turn 15, they have a huge party and dance the waltz first with their father, and then the boys at the party. China– The birthday child pays respect to the parents and receives a gift of money. Friends and relatives are invited to lunch, and noodles are served to wish the birthday child a long life. Denmark– A flag is flown outside a window to show that someone who lives in that house is having a birthday. Presents are placed around the child’s bed while they are sleeping so they will see them immediately when they wake up. The Netherlands– Special year birthdays such as 5, 10, 15, 20, 21 are called “crown” years and the birthday child receives an especially large gift. The family also decorates the birthday child’s chair with flowers or paper streamers, paper flowers and balloons. India – Usually Indian children wear white to school. However, on their birthday children wear coloured clothes to school and give out chocolates to everyone in the class. Their best friend helps them to do this. Japan– The birthday child wears new clothes to mark the occasion. Certain birthdays are more important than others and these are celebrated with a visit to the local shrine. These are the third and seventh birthdays for girls and the fifth for boys. Questions 1-5 Match the countries in the box with their descriptions. 1 A country where longevity is celebrated by a special dish ________ 2 A country where candies are distributed among peers ________ 3 A country where the birthday is made known to the community ________ 4 A country where the household is full of birthday ornaments ________ 5 A country where religious worship is sometimes involved ________

雅思阅读教材完整版

阅读20课时课程框架 1- 2 英语基本概念+从句判断 3- 4 配对题----heading题 5- 6 配对题----which paragraph题+sentence ending题 7-8 配对题----detail matching题+classify题9-10 判断题1 11-12 判断题2 13-14 摘要题+填空题 15-16 选择题 17-18 简答题 19-20 平行阅读法

英语基本概念 (一)十大词性：八大句子成分： (二)句子核心：句子主干举例：长得乖巧的常被邻居夸奖但今天却被妈妈骂了的小明不开心地看似有点想不开的步履蹒跚地走过了这条五年前由他爸爸主持修建的桥。主干：句子能称为句子，一定是有动词的。造句练习： 1.他造了一座桥。 2.他和我在一起。 1. 2. 五大基本句型 3. 4. 5.

区分下列句式： (1) Xiaoming finds food bitter. (2) Xiaoming finds food bitterly. (3) Xiaoming finds his little sister some bitter food. 造句并说明句型 1.汽车使交通变得方便。 2.我给你找了个房子。 3.人们认为猴子很奇怪。 (三)长难句：1.加入复杂修饰成分：形容词，介词短语等 2.加入复杂结构：插入语等 3.合并多个句子：并列句& 主从句 (四)从句概念：八大句子成分中，除谓语动词和补语外，当一个句子充当某成分时，该从句就叫做某某从句。如一个句子做主语，则该从句叫主语从句。 1. ________从句+动词 2. 实义动词+________从句主干性从句 (五)六大从句判断标准 3. 系动词+________从句 4. 具体名词+________从句 5. 抽象名词+________从句修饰性从句 6. ______从句，去掉不影响句子完整度 (六)六大从句共同特点：1.有连词（可省略）且置于从句句首 2.连词在句中做成分，有意思（that除外）

雅思阅读—精读才能领悟其精髓

浅谈雅思阅读——精读精读才能领其精髓郑州朗阁培训中心---阅读主讲Cathy 在雅思阅读的备考，学习过程中，很多老师都强调在做完文章之后，要精读雅思阅读文章。也就是说，备考时不仅仅是做题，还要对这篇阅读文章进行分析和精读。起到举一反三的作用！但是要如何去精读，是很多同学疑惑的问题，不知道应该从哪些角度或运用哪些方法去精读，精读的度应该如何去把握。在此，朗阁郑州培训中心资深阅读老师Cathy给大家一些建议：有人认为：精读雅思阅读文章，第一步就是把文章中的生词都解决掉。换句话说，就是利用字典把文章中不认识的单词都查出来。Cathy老师不赞同这种说法。这样大家会崩溃的。面对这么多生词，你或许会产生想放弃阅读的念头。感觉先不说你选的文章是不是适合精读，有时候，同学认识了所有单词的意思，却还是不理解句子意思。呵呵，这种词汇无障碍的现象，在真实的考试中其实不经常出现。比这更尴尬的还有，同学真的，正确地理解了文章，可是题目还是没有做作对。雅思阅读真的这么难搞定吗？NO !NO!NO……所以，阅读是有方法的，精读也是讲究的。下面请和朗阁郑州培训中心资深阅读老师Cathy一起来看看怎么精读。

“精读”的“精”字是最值得推敲的，“精”如果换句话说就是理解，其包括了几个方面：所选精读文章难易合适；对应；单词及句子意思的理解。先来谈一下适合的问题。话题难度一般，题目比较具有代表性，包含大量常见的核心词汇的文章比较适合精读。如剑桥雅思Rainforest这篇文章的第一句话Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. 这句话中confronted, statements, alarming 和tropical rainforests. 都很常用；Confront是指面临、遭遇，statement是指声明、陈述，alarming是指令人担忧的，令人震惊的，tropical rainforest是指热带雨林。反之，文章比较抽象，晦涩难懂，难度太大，又不具有代表性的就不适合精读，如剑桥7 test 1, Reading passage 3 Educating Psyche .就不适合精读。其次对应问题，如填空题A linguist can use a corpus to comment objectively on __________. 把题目和文章对应的目标句对照着看结构变化，看词汇对应变化。目标句：A corpus enables the linguist to make unbiased statements about frequency of usage。题目A linguist用a corpus 去干什么事情（to do）。原文A corpus使（enable）the linguist去干什么事情（to do）。所以题目to comment objectively on __________应该对应to make unbiased statements about frequency of usage。根据空格前面的介词

Fuackeg雅思阅读考试重要注意事项

-+ 懒惰是很奇怪的东西，它使你以为那是安逸，是休息，是福气；但实际上它所给你的是无聊，是倦怠，是消沉;它剥夺你对前途的希望，割断你和别人之间的友情，使你心胸日渐狭窄，对人生也越来越怀疑。 —罗兰雅思阅读考试重要注意事项在IELTS阅读测试中，TIME对绝大部分学生，特别是英文阅读水平相对一般的学生来说，更尤为至关重要。即使是英语为母语的人（NATIVE-ENGLISH SPEAKER）也无法在IELTS测试规定的时间内完全理解所有的词汇。因此，一定控制好TIME。所问所答 IELTS测试的金玉良言就是："所问所答"。首先，要完全了解问题的类型，及根据所提供的信息，再去回答问题。有的学生在参加完IELTS测试后总感觉所得分数与自己估算的分数相差甚远，原因无它，就在于对问题理解不够彻底，因此，也就无法对所提问题做到精确回答。系统地制定学习计划大部分参加（GENERAL MODULE）普通类测试的考生都已离开学校多年，甚至很长时间没有继续英文方面的学习。因此，必须尽量每天安排一定的时间，比如说每天一小时，并根据自身英文情况制定一个学习计划，稳步、系统地学习。阅读训练：争取每天阅读一定量的原版英文报刊、书籍，并非要读懂每一个字，或完全理解，只要能理解其中大至含义既可。可采取3:1的比例进行泛读与精读。增加阅读速度要增加英语阅读的速度，当然并非一朝一日即可达到。通常需要相当长一段时间的学习及训练。但无论如何，应加强英文基础训练，掌握必要的测试技巧，从而在现有的英文基础之上取得最好的成绩。总之，付出越多，收获越大。控制答题时间

在IELTS测试过程中，每组题都给有答题参考时间，当所给时间结束时，就一定要停下来，即使这组题没有做完也要开始回答下一组题，否则所能完成的题数就会减少，从而影响IELTS的得分。答案一定填在"答案纸"上在IELTS测试时，所有答案务必要填在所给的“ANSWER SHEET”纸上。否则，即使您完成了全部问题，也是没有任何分数，这种现象曾有发生过。带着问题阅读所给文章在开始阅读所给文章前，应首先弄清下列问题再带着这些问题有的放矢地去读那些与答题有关的部分，有些部分则完全不看，这样就可以节省出更多时间，达到事半功倍的效果。查看试题布局 1.阅读试题三部分的每一部分的开头与结尾； 2.每部分有多少道题； 3.每部分（或每组题）的答题时间； 4.先回答那些问题。扫描式阅读文章扫描式阅读的目的就是： 1. 找出文章的大意； 2. 查找某一具体内容。 3. 比对关键词语，确定答案。具体方法：在一篇文章中从左至右或逐行快速移动，同时眼睛要紧随其移动，查看所要寻找的内容。这种方法对阅读考试帮助极大，平时可多加练习。确定答案在文章中的位置在IELTS阅读测试中，可采用下述两种方法快速确定答案在文章中的位置。

雅思阅读基础班材料

第三章一基础句型（1）S+V Nobody went out. The children are playing. (2) S+V+O We love our country. Granny looks after the baby carefully. They put up a new hospital. He dreamed a horrible dream last night. (3) S+V+O+O He gave his sister the piano. He bought his wife a fur coat. The old man gave a story book to the boy. (4) S+V+O+C I found the book easy. They held him hostage. I heard him singing. (5) S+L+P Trees are green. The milk tastes sour. She became a lawyer. 感观动词：seem，appear，look，taste，smell ，sound ，feel 变化过程动词：become，get，grow，turn，go，come ，fall 保持状态动词：be，stay，remain，keep，continue，stand 二句子成分主语谓语宾语定语状语补语表语同位语 Samuel Pepys , the famous writer of the test，was most sorry for the fact that many famous buildings were destroyed. 同位语从句独立成分：与句子的其他成分没有语法上的联系如：感叹语呼语插入语 Hi , Tracy, you look tired. What’s more, their parents allow them to stay out. As a result, it became a success in the US. 三动名词：含义（1）做主语：According to the writer of the test, imaging the future will serve the interests of the present and future generations. It’s no use buying a lot of books without reading them. (2) 做表语：His job is teaching physics. Seeing is believing. (3) 做宾语：Our monitor suggested having a discussion of this subject. We are looking forward to visiting your country. (4)做定语：There is a swimming pool at the back of the garden 四分词：动词的另一种形式，是谓语动词

雅思阅读高分必经之路

雅思阅读高分必经之路雅思阅读高分必经之路,正确率与答题速度双提升。给大家带来了雅思阅读高分必经之路，希望能够帮助到大家，下面就和大家分享，来欣赏一下吧。雅思阅读高分必经之路正确率与答题速度双提升如何保证雅思阅读做题正确率 01做好临场心理建设任何考试都有临场发挥的因素，而纵观临场发挥好的同学，大都有一个特点，就是心理素质好，有一定的大局观。因此，当你刚刚进入考场，在考位坐定之后，首先需要做的就是对自己进行心理辅导。你需要再次提醒自己，一定要沉着应战，不要慌，确保把有把握的分数拿到手。 02从熟悉话题入手基于每个考生的专业背景知识不同，在拿到试卷后，建议大家首先快速浏览下每篇*的题目，然后根据你自己的经验，选择一篇自己最容易把握的*。

比如，剑桥12 中test 8 中的第三篇题目是：UK companies need more effective boards of directors，这个涉及到金融和企业管理方面的话题，很多同学都觉得比较难，但是也有同学正好学金融专业，认为相当简单，对于这类同学，就可以直接从第三篇入手。因为三篇*之间并没有关联性，也没有固定的难易顺序，所以用这种方式可以让我们从最容易的部分入手，先确保有把握的题目的正确率。 03快速浏览全文选定一篇*后，快速浏览全文，需要采取详读加略读的策略，尽量把时间控制在20 分钟之内。所谓详读，就是需要我们逐字阅读，透彻理解内涵意思的部分;略读，就是可以扫一眼就直接略过的部分。注意，略读这一部分，实际是节省了我们的阅读量，而非提升了我们的阅读速度。那哪些内容需要详读，哪些内容可以略读呢? 详读：结构主体(重要的话题、观点、逻辑结构需要记录下来);非举例性质的概括描述略读：

雅思无词阅读法(总论)

解析“无词阅读法”（总论）一、阅读的本质——“一切为了主旨” “无词阅读法”是什么？这要从我们阅读的目的说起。阅读的目的无非两个：细节和主旨。细节题不必多说，需要细心和一定的单词量。但是大家真正解决不了的问题就在于主旨题，包括段落主旨和文章主旨。那么为何掌握不了主旨呢？因为我们阅读的时候有四个层次：词、句、段、章。可惜的是，我们中国的英语阅读教学仅仅强调查单词和翻译句子，也就是停留在前两个低级层次，而一直忽视了段落和篇章的阅读训练。然而，在我们考试的时候，出题人为了增加难度，绝大多数阅读题目都是以段落和篇章主旨为目的设计的。结果形成了“以词句为单位学习，以段章为单位做题”的尴尬。这就是大家为何会感到“每一个单词、每一句话都读懂了，结果却作不对题目”的原因。 “无词阅读法”正是为了解决这一阅读尴尬而诞生的。也就是说，在原来仅仅以词句为单位阅读的基础上，训练掌握段落和篇章的主旨。二、主旨的概念既然明白了阅读的本质是主旨，那么什么是主旨？我的定义是：主旨=Topic+方向。见图1。 Topic就是句子、段落或者文章的主题。以下面这段话为例：“让我们来认识一下萨达姆”。很明显，Topic就是“萨达姆”。这就相当于语文老师让我们总结的“段落大意”。但是，你并不明白我要说什么，因为我只有Topic，而没有方向。我可以围绕萨达姆，说他的高矮、胖瘦、好坏等等。这些方向可以分成两大类：正项（+）和负项（-）。所以，你必须看我的第二句话：“萨达姆是个独裁者。他当年杀害了很多无辜的人，而且发动了两伊战争…”。那么你会有一个直观的方向感，那就是不好。用符号表示，就是负项（-）。所以，方向就是作者针对“萨达姆”这个Topic发表的一种观点，也就是语文课所说的“中心思想”。二者合而为一，主旨就是“萨达姆这人不咋地”。高好胖萨达姆瘦坏矮图1 主旨=Topic+方向对于任何一篇议论文或者段落，都必须找到Topic和方向，才能理解其主旨。这就是小学语文老师为何要同时概括每一个段落的“段落大意”和“中心思想”的原因。但是，如果是一般的说明文，其主旨=Topic，没有方向。例如：“让我们来认识一下萨达姆。他身高和体重分别是…”。 Topic一般是位于主语或者宾语位置上的名词，而方向一般位于一句话的谓语动词或者表语位置上。例如：Bush hates Sadam， Bush是Topic，hate （-）是方向。再例如：Bush is good， good（+）是方向。三、何为“无词阅读法” 下面我们必须解决的是如何找到主旨？首先请问大家：做阅读题的最大障碍是什么？大家的回答肯定是“生词”。再问大家一个问题：我们做阅读题的时候到底是认识的单词多还是不认识的单词多？可能有的同学会不假思索的回答：“当然是‘不认识的’多！”而有的同学仔细思考一下之后才会惭愧的回答：“当然是‘认识的’多！” 那么，为何会有这么多同学的第一反应是“不认识的”单词多呢？因为我们已经被“生词”搞得如履薄冰了。也就是说，不论一篇文章多少个单词是认识的，只要有几个单词不认识，阅读就无法进行了。但是，这样对于那些大部分都认识的单词而言是否公平？难道就因为几个单词不认识，文章就读不懂了吗？就好像我们全班同学绝大多数都到了，仅仅因为几个同学没来，我们就无法上课了吗？当然不能！

1雅思基础阅读课件

Reading handout for lesson 1 Part 1 Part 1.1 :Vocabulary Chess Basketball Board games Sports Swimming Tennis Cards Dancing Weightlifting Skiing Yoga Shopping Exercise Having fun PartyingKarate Poker Puzzles Kick boxing Hiking Sharing Chatting Part 1.2: Practice3

Part 2：Reading 1.Read the following text and then look at the questions on the next page. The value of friendship Recent research into the world of teenagers has suggested that they value friendship above everything else. Children aged between 12 and 15 were asked what was important to them. Their answers included possessions such as money and computer gadgets but also relationships with people. The teenagers questioned said that friends were the most important to them, more even than family, or boyfriends and girlfriends. We wanted to find out more about the results of this research so we asked our readers what they thought about the value of friendship. Here are some examples of what they said about their friends: Ben, 15: Every time I have a fight with my parents, I need some time on my own. But after that, the first thing I do is meet up with my friends. After playing football for a while, or skateboarding, I usually feel much happier again. Rory, 13: When I moved to a village in the countryside, I thought that it would be the end of my friendships. But my old friends have kept in touch and they come and visit in the holidays. There's a lake nearby, so we often go sailing, water-skiing or windsurfing. And I have made some new friends here too, at school, and since I joined the rugby club. Carlos, 11: Last year, I broke my arm on a skiing holiday. Unfortunately, it was my left arm and I am lefthanded. My school friends all helped and copied their notes for me. It seems that our readers value their friendships very highly. From what they told us, they spend a lot of time with their friends, just hanging out, or sharing hobbies and interests. They seem to need their friends for advice, help, chats, and for having fun. Clearly, friends make each other feel better. Looking at what our readers told us, the results of the recent research are not really surprising. 2.Try to answer this question yourself first, before reading the explanation. Choose the best answer from the letters a-d. To teenagers, money is ... a)not important. b)as important as computer gadgets. c)as important as relationships with people. d)less important than friendships. 3.Look at the questions in Exercise 4, without reading the answer options. Underline the question words (e.g. where, when, what) and the key words in each of the questions (1-3) and sentence stems (4-5). 4.Now answer these multiple-choice questions. Choose the appropriate letter a, b, c or d. i.Why are Ben, Rory and Carlos mentioned in the article? A.They know why teenagers value friendship. B.They gave information about themselves. C.They read magazines, D.They are teenage boys.