Many things happen. Come on, I wish you a rapid improvement in your reading ability.

"English reading ability" can be divided into two kinds, one is "reading comprehension ability" and the other is "ability to do reading questions", which are not exactly the same.

The cornerstones of these two abilities are vocabulary and grammar. It's not hard to understand. If our vocabulary is too small, when we see slightly complicated sentences, we can't understand logic, and reading comprehension is impossible.

First, improve reading comprehension.

After reading an English article, we first understand the main idea of the article (what did the author say in a few sentences or two), and then grasp the main points related to this topic (the author said several aspects around this topic). Therefore, when we read, we always understand the author's meaning according to the idea of "sum up first and then divide"

Explanatory and argumentative essays

Generally speaking, the structure of the article written by the author is mainly "total score" or "total score", so the first paragraph is often "total".

As for how to find the main points, reading training usually tells us to look at the first sentence of each paragraph, and there are also right and wrong points. If it is an expository or argumentative essay, it is often this routine, not a narrative, especially a narrative with a slightly more complicated story.

Back to explanation and narration. Authors usually present them to readers in paragraphs and levels according to their own views. Talk about several aspects around the theme, and each aspect is divided into several points, and there may be some points below each point. In order to clearly show the logic, or to write fluently, the author usually uses words representing quantity (cardinal number, ordinal number, other, another, etc.). ) and words and phrases indicating order (first, then, next, and so on. ). Mastering these words is equivalent to mastering 1, 2,3 or (1)(2)(3) in the main points.

Narrative part

When we see a narrative (such as a story), we can always read it with interrogative words in our minds-who, where, when, why, how ... When and where this story happened, who the parties were, what happened, how it happened, why ... Answering these questions, the content of the article is actually clear.

In addition, when the author writes a story, many people will follow the idea of "cause-development-turning point (climax)-ending", so we can also follow this idea and ask ourselves while reading, so that the context of the article will be clear.

Second, improve the ability to do reading questions

This is a test and there are certain routines to follow.

(A) the steps to do the problem

First, take 5- 10 seconds to browse the article and see what it is like (narrative, explanation, discussion, etc. ), and then focus on the keywords, Chinese notes and some words in the first paragraph, so that we can at least know what the theme of the article is and what it is mentioned. Don't forget that human beings have a strong ability to replenish the brain.

Then, read the topics and options at the end of the article and circle the key words. The questions behind the article are generally the key content of the article, and the order of the questions and the order of the article content basically coincide.

First, we read some words. Second, we read questions. In fact, here, the context of the article will be clearer.

The third step is to read the article with the questions raised. When you encounter those keywords circled just now, you should pay more attention, because the answer clues are often around here, not elsewhere in the article.

After judgment and testing, step by step.

(2) The pits often dug by questioners

Of course, you can't talk about all the pits one by one. Here are some major ones.

1. Pay attention to the words indicating "scope" and "possibility"

Mainly the expression of quantity, frequency and possibility, such as all, some, many, several, sometimes, always, never, maybe, maybe. Questioners like to expand or narrow the scope of the options to interfere with candidates. For example, the article says that "most people are probably like this", but the questioner will change the concept and ask if you are "all people are like this".

This statement seems to be correct, but it is not the author's intention.

Questioners also like to create some "out of thin air" options. This option seems reasonable, but it is not mentioned in the article at all. In this way, it is generally to examine whether readers really read the article or do the questions by feeling.

3. Transplantation method

Some articles are divided into several parts, and the content of each part is relatively independent. For example, an article about local environmental protection measures is divided into several parts, and each part describes a city. In this multi-part article, the author likes to substitute flowers for trees, splicing a little text in part A with a little text in part B, for example, part A says "Zhang San shares hotel strategy" and part B says "Li Si shares tips on buying air tickets", and then asks "How about Li Si's hotel strategy". In this way, it is right to look at it separately. There are indeed Li Si and these strategies, but it is wrong to sum them up.

To sum up the above contents, whether it is to improve reading comprehension or to do reading questions, it is inseparable from vocabulary and grammar knowledge; And we all need to read with questions, starting with the "theme", summing up first and then dividing.

Whether doing homework or reading handouts in class, it is very important to find something useful for yourself as soon as possible. How to make your reading more efficient? I share some experiences.

How to solve a difficult academic article

Many times the sentences in academic articles are very long, there are many adverbial clauses, or the vocabulary is very professional. When many students read these things, the reader's mentality collapses. Let me sort out the ways to overcome difficult articles for you.

Understand the written structure of academic articles

Those academic giants don't follow their inclinations when writing articles. In order to make readers understand their ideas more easily, they always follow some "routines" when writing.

First of all, before reading an article carefully, you must read the abstract and introduction first. Many students will automatically ignore these two parts and read the text directly, which will greatly increase the difficulty of reading.

Then, generally speaking, each paragraph of an academic article will have a certain structure. For example, the first sentence is usually a topic sentence, telling you what this paragraph is about. The following table lists the functions of related "functional sentences", which can help you understand a passage more effectively.

English in Jiangsu is more difficult, but it's all the same. Junior high school, senior high school and college English all have the same ways to improve: memorizing words and learning grammar. Stand-up crosstalk media once coached a graduate student who was admitted to Renmin University of China. Before receiving systematic training, he only got 398 points in the first CET-6. Later, after accumulating words through word software and teacher's guidance, his score reached 535 in the third CET-6 (with a total score of 750). At the same time, he also got a high score of 76 (out of 65,438+000, Beijing's English score is very high. In addition to memorizing words, candidates should also learn to analyze sentence structure from the perspective of grammar. The reason why an English article is difficult is that various clauses are pieced together, which confuses the examinee's sight and improves the difficulty. Therefore, it is necessary for candidates to consolidate their grammatical foundation and analyze sentences by analyzing subject-predicate-object clauses, so as to get the meaning of the article.

I don't know what kind of English reading you are going to do, so explain it with my English reading when I took the postgraduate entrance examination. At that time, I bought a book that was the closest to the English exercises for the postgraduate entrance examination, and studied the laws of reading questions. Memorizing words is of course the foundation, but the more advanced English reading, the higher the requirements for logical ability and observation and thinking ability. At that time, my feeling was that many options are highly similar, and you need to choose the most accurate one from these highly similar options.

So, let me give you a suggestion. Choose some topics that are closest to the exam, study and do it again and again, and try to figure out the law again and again.

Many students who have difficulty in reading comprehension don't handle information properly. They may not know the simple strategies used by Xueba automatically, such as rereading paragraphs that they don't understand. Reading research shows that strong readers have the following habits:

Next, I will provide a centralized and effective method to improve reading comprehension:

talk to oneself

Thinking aloud includes: making your thoughts audible and speaking your thoughts while reading.

Facts have proved that this strategy can improve students' understanding ability when students think aloud, and it can also be used by teachers when they read aloud to students.

A study shows that according to the question-and-answer comprehension test, students who are asked to talk to themselves when reading have better comprehension ability than those who are not asked to talk to themselves.

Another study by Silfven and wallas (1992) shows that as part of comprehension training, students who are encouraged to think aloud are better at summarizing the information in the text than those who do not include thinking aloud. An example of thinking aloud is this: the teacher reads a text aloud and speaks loudly to the child, indicating that he/she is actively participating and reading.

imagine

Visualization involves imagining what is happening in the text in your mind. This will help students change from passive readers to active readers and improve their reading comprehension.

Creative readers make themselves part of the story by vividly imagining the events described in the text; They see colors, hear sounds, feel textures, taste smells and smell the smells described by the author. The more students practice, the more automatic the reading process will be.

Some activities to support students' visualization include drawing a picture when reading or listening to descriptive stories, such as our common mind map.

abstract

Many children need guidance and practice in summarizing in order to write a good oral and written summary. Some activities to support the summary include:

Although these methods are cumbersome, adults can still learn from them.

Speak out loud

Read a paragraph, say it out loud and summarize what you have just read. Then write the summary in your notes. Then say it out loud.

When you need to prepare for the exam in the future, reread all your own summaries.

Remember to contact the text when reading, because this is the way you understand. Good readers usually try to make what they read meaningful by observing the consistency between what they read and what they know.

I believe these methods can help you improve your reading comprehension!

Reading comprehension plays an important role in English test questions, just like reading with high scores. Therefore, in general English teaching, we should attach great importance to the cultivation and training of reading skills, so that students can make great strides in doing problems.

One. Lexical articles:

English advocates that vocabulary is the best in the world. Without a huge vocabulary, they can't even understand the meaning. It is impossible to get high marks. Therefore, we must pay attention to the accumulation of vocabulary and greatly improve students' vocabulary through various methods. Use multimedia to display words frequently, so that students can be familiar with and remember them; Encourage students to break the whole into parts and use notes to make difficult words difficult to remember. And dictation more words, consolidate and strengthen. Once the vocabulary leaps by leaps and bounds, the reading ability will certainly rise.

Two. Training articles:

1. Use the selected articles in the textbook, let students preview before class, and ask questions about vocabulary, theme and author's intention in class, so that students can read the articles intensively and find out the information they need.

Vigorously promote students' group cooperation and strengthen their interest and communication.

2. In classroom teaching, we carefully select English articles on various topics and ask students to use skimming and skipping to train their fast reading ability. Limit certain time, assign tasks and strengthen students' limited reading.

Encourage students to read more English newspapers, magazines and simple English novels after class, so as to stimulate their reading interest, improve their reading speed and strengthen their ability to capture information.

Three. Tips:

1。 Best title: English articles usually start with a topic, so the first sentence of the first paragraph is very important. The first paragraph can generally solve the problem. If not, synthesize the first sentence of each paragraph. When choosing an answer, it's best to use the elimination method, and remove two first. The remaining two, using backward deduction, assume that this is a topic and see if it can be in tune with the article. Both positive and negative methods can get the title well.

2. True or false questions: Many questions require a right or wrong choice, so this kind of questions have to be eliminated and passed one by one. The skill inside is mainly to use the absolute word exclusion method, such as all, everyone, everything, totally, completely and other absolute words, which can generally be excluded.

3. Word guessing: It can be basically solved by word formation, definition, comparison and context.

4. We usually read the article first, and then look at the problem, but if it is a chart, the article is long and informative; There are also a lot of popular science articles about new words, which are boring and difficult to understand. These two kinds, you can consider looking at the questions first and then finding the answers, which should get twice the result with half the effort.

All of the above, communicate with teachers, hoping to help students read.

Everything has a foundation. Reading is based on vocabulary and grammar. Grammar is mainly syntax. With vocabulary and syntax, reading is not difficult. Words can be accumulated in reading, and syntax should be taught by teachers. Self-study is hard and slow, which wastes time. If there is a teacher, the speed will be several times faster.

In addition, it is necessary to have a certain amount of intensive reading, rather than blindly pursuing reading. Beginners must pursue intensive reading. Intensive reading means reading some classic articles repeatedly, studying the syntactic structure of each sentence, understanding the meaning of each word and its role in the sentence, and then listening and reading well. With such a foundation, we can study.

Now many people just want to improve their reading ability by doing reading questions, but because they have not done intensive reading, the effect is very small.

If you want to learn syntactic structure, please read my article, English sentence elements and seven basic English sentences.

English learning is a process of accumulation. You can never create English by yourself with grammar. If you are interested, you can watch some of my talk show videos, in which you can talk about how to learn English in detail.

In fact, the logical thinking difficulty of NMET English reading is only the difficulty of the fifth grade of primary school Chinese. Students who can be admitted to high school have no problem of poor English reading ability at all.

High school students do not do well in English reading. The main reason is that the content behind is not memorized, so there are words or phrases that you can't understand in reading the article, which affects your understanding of the article. If you get it wrong, you can't get high marks. If you don't understand the article at all, you are just guessing the meaning and answer, which is no different from tossing a coin with dice.

If you don't recite all the words and phrases required in the exam, it means that you can't recognize the words and phrases you have learned. How to read books and newspapers if you can't read? How to talk about reading ability if you can't recognize words?

When learning Chinese, many people know that they should learn to write before reading articles, but after switching to English, they feel that they can read articles without memorizing words. This idea is incredible.

First of all, high school English should be able to recite 3500 words. The range of English words in NMET is 3500 words, and there is no exception. In the past 10 college entrance examination, there were no superwords. Even if there are words that are not within 3500 words, they will be marked in Chinese.

So 3500 words is the most basic part of English reading in senior high school.

Many people can't learn English well in high school, but they can't recite words and don't know how to recite them.

Methods of memorizing words

After several words are combined into a phrase, the structure of the whole phrase should be regarded as a new whole with new meaning. If we only understand the literal meaning of words, then the understanding will be biased or completely unreasonable.

In NMET's English test paper writing process, the number of phrases and fixed usages is the standard to adjust the difficulty of the test paper.

Take the more difficult Beijing, Shanghai and Jiangsu volumes as examples. The number of phrases and fixed usages in a college entrance examination English paper is between 200 and 300.

The difficulty of national volume 1 to national volume 3 decreases in turn. The number of phrases and fixed usages in the national volume 1 is generally between 150 ~ 180, and that in the national volume 3 is generally between1/kloc-0 ~130.

The phrases and fixed usages formed by the combination of 3,500 words in senior high school English are all within the range of college entrance examination, about 1.5 million.

Some schools have their own versions of direct subordinate phrases and fixed usages. Generally speaking, they will ask students to recite 3500 words before entering senior one, and then they can begin to recite the phrases and fixed usages in the internal version of the school.

If your school doesn't do this, don't sit still. In the open version, you can choose "Senior High School English 15000 Test Center" in Liao Weiwei. On this 72-page Memory official website, an analysis report on the overall hit rate of the college entrance examination sites is published every July, and 98% of the phrases and fixed usages in the college entrance examination can be memorized. If you can remember 50% of the score, generally remember 80% above 130, you have a chance to break through 140.

If you memorize by sleep memory, you can recite it once a day and finish it in two months. After memorizing it, you can review it twice a day and go back to the college entrance examination.

On the basis of memorizing words and phrases, do some reading and make a complete paper every week. Four reading questions on a piece of paper, and allocate time according to the requirements of the college entrance examination. On the basis of mastering all the words and phrases, all sentences can be understood. At this time, it is meaningful to emphasize the comprehension ability and speed of reading.

Reading is also an important issue in examining phrases. If there are a lot of phrases in the article, the topic will be simple. If the article is simple, there will be more difficult phrases in the title. When reading an article, you can draw sentences with phrases while doing the paper. Generally speaking, the topic revolves around the sentences with the most phrases. If the phrase has a certain foundation, you will probably know what questions you may ask after reading the article, so that you will not be misled when solving problems.

Only by laying a good foundation of language and combining problem-solving methods can we get twice the result with half the effort in reading.