考拉阅读
考拉小巫之学习英语(口语、阅读、写作、单词)全
学习英语之听力篇(兼考拉回国杂记之四)更新的内容请见橘红色字体。
:)决定必须一鼓作气把答应了许久的这篇文章写下来，要不然开学以后就永远没时间写了。
长话短说，直奔主题。
就按听说读写译的顺序来写吧。
一、听力1. 考拉的方法在以前很多很多文章里，都已经写过很多遍自己是如何练习听力的了（请查看这里）。
但是这次就稍微再写的具体一些吧。
所以，以后凡是询问“考拉你以前是怎么练听力的？”之类的问题，请一律看这里。
自己的总体方法：精听step by step，泛听VOA和BBC。
先说泛听：是从大二为专四做准备的时候，才开始练习听力的。
之前的练习都是很不规律、很无计划的练习，所以称不上为方法。
但从大二时，便开始了有自己的一套方法。
方法如下。
早晨基本六点或六点半起来开始听听力。
没有听过VOA慢速，因为真的觉得慢速如果听惯了，会形成对其很大的依赖性。
所以当时开始练习时，听的是VOA常速。
每天早晨从六点半一直听到八点，八点整上课的时候，VOA准时结束播音。
VOA结束以后，频率稍微向下拨一下，就是BBC，八点左右的时候BBC正好开始它的谈话节目，语速很快，很久以来一直都没有听懂，是后来积累了很久才开始听懂的。
听的时候，我是这么听的：要很用心很用心的去听，不要边听边和别人聊天，不要边听边看书，不要边听边观看行人走路。
一定要用心。
用心的意思是，播音员说一句以后，脑子里要尽量以最快的速度反应过来他在说的是哪些词和句子。
不要郁闷自己现在做不到。
做不到是正常的。
如果刚开始练习你就能百分之百正确快速地反映出来每一句话，那你不是人，洗洗睡吧。
如果现在你做不到，应该高兴才对，因为你有极大的提升空间。
一开始也因为自己做不到，听了等于白听，很是郁闷了一阵子。
但后来发现了：如果我能做到，我岂不是不用练？既然要练，就是因为自己做不到，为了自己早日能做到，所以更是要勤加练习。
所以那个时候非常用心地听，一开始是人家N长的句子出去，我才能明白几个词，慢慢到后来，就能明白一连串词，到最后来，就能把整个句子的意思听明白了。
时文阅读50篇
时文阅读50 篇Passage 1DealingWith Spam1: Confidence Game(2010.11.18 The Economist) [483 words]Bill Gates, then still Microsoft‘s boss, was nearly rightin 2004 when he predicted the end of spam in two years.Thanks to clever filters2 unsolicited3 e-mail has largelydisappeared as a daily nuisance4 for most on the internet.But spam is still a menace5: blocked at the e-mail inbox,spammers post messages as comments on websites andincreasingly on social networks like Twitter and Facebook. The criminal businesses behind spam are competitive and creative. They vault over6 technical fixes as fast as the hurdles7 are erected.The anti-spam industry has done applaudable work in saving e-mail. But it is always one step behind. In the end, the software industry‘s int erest is in making money from the problem (by selling subscriptions to regular security updates) rather than tackling it at its source.Law-enforcement agencies have had some success shutting down spam-control servers in America and the Netherlands. But as one place becomes unfriendly, spammers move somewhere else. Internet connections in poor and ill-run countries are improving faster than the authorities there can police them. That won‘t end soon. In any case, the real problem is not the message, but the link. Sometimes anunwise click leads only to a website that sells counterfeit8 pills. But it can also lead to a page that infects your computer with a virus or another piece of malicious software that then steals your passwords or uses your machine for other immoral purposes. Spam was never about e-mail; it was about convincing us to click. To the spammer, it needs to be decided whether the link is e-mailed or liked.The police are doing what they can, and software companies keep on tightening security. But spam is not just a hack9 or a crime, it is a social problem, too. If you look beyond the computers that lie between a spammer and his mark, you can see all the classic techniques of a con-man: buy this stock, before everyone else does. Buy these pills, this watch, cheaper than anyone else can. The spammer plays upon the universal human desire to believe that we are smarter than anyone gives us credit for, and that things can be had for nothing. As in other walks of life, people become wiser and take preca utions only when they have learned what happens when they don‘t.That is why the spammers‘new arena10— social networks— is so effective. A few fiddles might help, such as tougher default privacy settings on social networks. But the real problem is man, not the machine. Public behaviour still treats the internet like a village, in which new faces are welcome and anti-social behaviour a rarity. A better analogy would be a railway station in a big city, where hustlers11 gather to prey on the credulity12 of new arrivals. Wise behaviour in such places is to walk fast, avoid eye contact and be cautious with strangers. Try that online.1.spam /spæm/ n. 垃圾邮件2.filter /ˈfɪltə/ n. 过滤器；滤光器；筛选过滤程序3.unsolicited /ˌʌnsəˈlɪsɪtɪd/ adj. 未经请求的，自发的考拉进阶英语—时文阅读50 篇4.nuisance /ˈnjuːsəns/ n. 麻烦事，讨厌的人或东西5.menace /ˈmenəs/ n. 威胁，恐吓；危险气氛；烦人的人或事物6.vault over 越过7.hurdle /ˈhɜːdl/ n. 障碍；跨栏，栏8.counterfeit /ˈkaʊntəfɪt/ n. 伪造，仿造，制假9. hack /hæk/ n. 砍, 劈；供出租的马；出租车司机；非法侵入（他人计算机系统）10.arena /əˈriːnə/ n. 圆形运动场，圆形剧场；竞技舞台，活动场所11.hustler /ˈhʌslə/ n. 耍诡计骗钱的人12.credulity /krɪˈduːlɪtɪ/ n. 轻信Passage 2AGene to Explain Depression（2011.1.3 Time）[459 words]As powerful as genes are in exposing clues to diseases,not even the most passionate geneticist1 believes thatcomplex conditions such as depression can be reduced to atell-tale2 string of DNA.But a new study confirms earlier evidence that aparticular gene, involved in ferrying3 a brain chemicalcritical to mood known as serotonin4, may play a role in triggering5 the mental disorder in some people.Researchers led by Dr. Srijan Sen, a professor of psychiatry at University of Michigan, report in the Archives6 of General Psychiatry that individuals with a particular form of the serotonin transporter gene were more vulnerable to developing depression when faced with stressful life events such as having a serious medical illness or being a victim of childhood abuse. The form of the gene that these individuals inherit prevents the mood-regulating serotonin from being re-absorbed by nerve cells in the brain. Having such a low-functioning version of the transporter starting early in life appears to set these individuals up for developing depression later on, although the exact relationship between this gene, stress, and depression isn‘tclear yet.Sen‘s results confirm those of a ground-breaking7 study in 2003, in whichscientists for the first time confirmed the link between genes and environment in depression. In that study, which involved more than 800 subjects, individuals with the gene coding for the less functional serotonin transporter were more likely to develop depression following a stressful life event than those with the more functional form of the gene. But these findings were questioned by a 2009 analysis in which scientists pooled8 14 studies investigating the relationship between the serotonin transporter gene, depression and stress, and found no heightened risk of depression among those with different versions of the gene.―One of the hopes I have is that we can settle this story, and mo ve on to lookingmore broadly across the genome9 for more factors related to depression,‖he says.―Ideally we would like to find a panel of different genetic variations that go togetherto help us predict who is going to respond poorly to stress, and who might respondwell to specific types of treatment as opposed to others.‖He believes that the 2009 findings do not contradict those from 2003, or the latest results, but rather reflect aSen stresses, however, that this gene is only one player in the cast of genetic and environmental factors that contribute to depression. ―All things considered, this geneis a relatively small factor, and for this finding to be clinically10 useful, we really needto find many, many more factors. Ultimately we may identify new pathways that are involved in depression to come up with new and better treatments.‖1. geneticist /dʒɪˈnetɪsɪst/ n. 遗传学家2.tell-tale /ˈtelˈteɪl/ adj. 暴露实情的，能说明问题的3.ferry /ˈferɪ/ vt. 渡运，摆渡4.serotonin /ˌsɪərəʊˈtəʊnɪn/ n. [生化] 血清素，5-羟色胺（神经递质，易影响情绪等）5. trigger /ˈtrɪɡə/ vt. 触发，引发；开动，启动6.archive /ˈɑːkaɪv/ n. 档案馆；档案文件7.ground-breaking /ˈgraʊndˌbreɪkɪŋ/ adj. 开创性的；创新的8.pool /puːl/ vt.合伙经营；集中（智慧等）；共享，分享9.genome /ˈʤiːnəʊm/ n. [生]基因组；[生]染色体组10.clinically /ˈklɪnɪklɪ/ adv. 临床地；冷淡地；通过临床诊断Passage 3Second Thoughts on Online Education(2010.9 New York Times) [415 words]Let the computer do the teaching. Some studies, expertopinion and cost pressures all point toward a continuing shiftof education online.A major study last year, funded by the EducationDepartment, which covered comparative research over 12years, concluded that online learning on average beatface-to-face teaching by a modest1 but statistically meaningful margin2.Bill Gates, whose foundation funds a lot of education programs, predicted lastmonth that in five years much of college education will have gone online. ―Theself-motivated learner will be on the Web,‖ Mr. Gates said, speaking at theTechonomy conference in Lake Tahoe. ―College needs to be less place-based.‖But recent research, published as a National Bureau of Economic Researchworking paper, comes to a different conclusion. ―A rush to online education maycome at more of a cost than educators may suspect,‖the authors write.The research was a head-to-head experiment, comparing the grades achieved inthe same introductory economics class by students— one group online, and one in classroom lectures.Certain groups did notably worse online. Hispanic3 students online fell nearly afull grade lower than Hispanic students that took the course in class. Male studentsdid about a half-grade worse online, as did low-achievers, which had collegegrade-point averages below the mean for the university.The difference certainly was not attributable4 to machines replacing atutorial-style human teaching environment. Instead, the classroom was a large lecturehall seating hundreds of students.Initially, David Figlio, an economist at Northwestern University and co-author ofthe paper, said he had thought that the flexibility5 of the Internet—the ability to ―gotraditional ―chalk and talk teaching.‖The online lectures were well done, using a professional producer andcameraman7. ―It had very much the feel of being in the room,‖Mr. Figlio said.So what accounts for the difference in outcomes8? Mr. Figlio has a few theories.For the poorer performance of males and lower-achievers, he says the time-shifting convenience of the Web made it easier for students to put off viewing the lectures and cram9 just before the test, a tactic10 unlikely to produce the best possible results.It‘s partly a stereotype11 but also partly true, Mr. Figlio says, that female students tend to be better at time management, spreading their study time over a semester, than males. ―And the Internet makes it easier to put off12 the unpleasant thing, attending the lecture,‖he said.1. modest /ˈmɔdɪst/ adj. 谦虚的, 谦恭的；适中的, 适度的；些许的2. margin /ˈmɑ:dʒɪn/ n. 页边空白；边, 边缘；差数, 差额3. Hispanic /hɪsˈpænɪk/ adj. 西班牙和葡萄牙的4. attributable /əˈtrɪbjətəbl/ adj. 可归因于，可能由于5.flexibility /ˌfleksɪˈbɪlɪtɪ/ n. 灵活性；柔韧性6.coursework /ˈkɔ:swɜ:k/ n. 课程作业7.cameraman /ˈkæmərəmæn/ n. 摄影师8.outcome /ˈaʊtkʌm/ n. 结果9.cram /kræm/ v. 挤满，塞满；临时死记硬背10. tactic /ˈtæktɪk/ n. 兵法；方法, 策略；手段；招数11.stereotype /ˈsterɪətaɪp/ n. 模式化观念，老一套，刻板形象12.put off 撤销，取消Passage 4The Kids Can’t Help It（2010.12.16 Newsweek）[372 words]What new research reveals about the adolescentbrain— from why kids bully1 to how the teen yearsshape the rest of your life.They say you never escape high school. And forbetter or worse, science is lending some credibility tothat old saw. Thanks to sophisticated imagingtechnology and a raft2 of longitudinal3 studies, we‘re learning that the teen years are a period of crucial brain development subject to a host of environmental and genetic factors. This emerging research sheds4 light not only on why teenagers act they way they do, but how the experiences of adolescence— from rejection to binge5 drinking— can affect who we become as adults, how we handle stress, and the way we bond with others.One of the most important discoveries in this area of study, says Dr. Frances Jensen, a neuroscientist at Harvard, is that our brains are not finished maturing by adolescence, as was previously thought. Adolescent brains ―are only about 80 percent 考拉进阶英语—时文阅读50 篇5of the way to maturity,‖ she said at the annual meeting of the Society for Neuroscience in November. It takes until the mid-20s, and possibly later, for a brain to become fully developed.An excess of gray matter6 (the stuff that does the processing) at the beginning ofpicking up new languages starting in early childhood— but also particularly sensitive to the influences of our environment, both emotional and physical. Our brains‘processing centers haven‘t been fully linked yet, particularly the parts responsible for helping to check7 our impulses8 and considering the long-term repercussions9 of our actions. ―It‘s like a brain that‘s all revved10 up not k nowing where it needs to go,‖says Jensen.It‘s partially because of this developmental timeline that a teen can be so quick to conjure11 a stinging remark, or a biting insult, and so uninhibited12 in firing it off atthe nearest unfortunate target— a former friend, perhaps, or a bewildered parent. The impulse to hurl13 an insult14 is there, just as it may be for an adult in a stressful situation, but the brain regions that an adult might rely on to stop himself from saying something cruel just haven‘t caugh t up.1. bully /ˈbʊlɪ/ v. 恐吓；充当恶霸，恃强凌弱2.raft /rɑːft/ n. 筏；橡皮艇，充气船；大量3.longitudinal /ˌlɒnʤɪˈtjuːdɪnl/ adj. 纵向的；纵观的；经度的4.shed /ʃed/ vt. 散发出光；去除，摆脱；蜕，落5.binge /bɪndʒ/ n. 饮酒作乐；狂饮；狂闹6.gray matter 灰质（脑、脊髓内神经元集中的地方）7.check /tʃek/ v. 检查，核验，核对；制止，控制8.impulse /ˈɪmpʌls/ n. 冲动；脉冲；刺激，推动力9.repercussion /ˌriːpəˈkʌʃən/ n.（间接的）反响，影响，恶果10.rev /rev/ v.（发动机等）加快转速11.conjure /ˈkʌnʤə/ v. 变魔术；使变戏法般地出现（或消失）12. uninhibited /ˌʌnɪnˈhɪbɪtɪd/ adj. 无限制的; 无拘束的, 放任的13.hurl /hɜːl/ vt. 猛掷，猛扔；大声说出14.insult /ɪnˈsʌlt/ n. 侮辱；凌辱；无礼Passage 5The Power of Posture(2011.1.13 The Economist) [486 words]―Stand up straight!‖―Chest out!‖―Shoulders back!‖Theseare the perennial1 cries of sergeant2 majors and fussy3 parentsthroughout the ages. Posture certainly matters. Big is dominantand in species after species, humans included, postures thatenhance the posturer‘s apparent size cause others to treat him asif he were more powerful.The stand-up-straight brigade4, however, often make afurther claim: that posture affects the way the posturer treatshimself, as well as how others treat him. To test the truth of this, Li Huang and Adam Galinsky, at Northwestern University in Illinois, have compared posture‘s effects on考拉进阶英语—时文阅读50 篇6self-esteem with those of a more conventional ego-booster, management responsibility. In a paper just published in Psychological Science they conclude, surprisingly, that posture may matter more.filled out questionnaires5, ostensibly6 to assess their leadership capacity. Half werethen given feedback forms which indicated that, on the basis of the questionnaires,they were to be assigned to be managers in a forthcoming7 experiment. The other half were told they would be subordinates8. While the participants waited for this feedback, they were asked to help with a marketing test on ergonomic9 chairs.In fact, neither of these tests was what it seemed. The questionnaires wereirrelevant. Volunteers were assigned to be managers or subordinates at random. Thetest of posture had nothing to do with ergonomics. And, crucially, each version of the posture test included equal numbers of those who would become ―managers‖and―subordinates‖.Once the posture test was over the participants received their new statuses andthe researchers measured their implicit10 sense of power by asking them to engage in a word-completion task. Participants were instructed to complete a number offragments11 with the first word that came to mind. Seven of the fragments could be interpreted as words related to power (―power‖, ―direct‖, ―lead‖, ―authority‖,―control‖, ―command‖and ―rich‖). Although previous studies suggested a mere title is enough to produce a detectable increase in an individual‘s sense of power, Dr Hu angand Dr Galinsky found no difference in the word-completion scores of those told they would be managers and those told they would be subordinates.Having established the principle, Dr Huang and Dr Galinsky went on to test theeffect of posture on other power-related decisions: whether to speak first in a debate, whether to leave the site of a plane crash to find help and whether to join a movementto free a prisoner who was wrongfully locked up. In all three cases those who had satin expansive12 postures chose the active option (to speak first, to search for help, tofight for justice) more often than those who had sat crouched13.The upshot14, then, is that father (or the sergeant major) was right. Those whowalk around with their heads held high not only get the respect of others, they seemalso to respect themselves.1.perennial /pəˈrenɪəl/ adj. [植]多年生的；长久的，持续的2.sergeant /ˈsɑːʤənt/ n. [军]（英）陆军、空军、海军陆战队中士；（美）陆军或空军中士3.fussy /ˈfʌsɪ/ adj. 挑剔的，大惊小怪的；紧张不安的4.brigade /ˈbrɪɡeɪd/ n. 旅；伙，帮，派5.questionnaire /ˌkwestʃəˈn eə/ n. 问卷；调查表6. ostensibly /ɔsˈtensəblɪ/ adv. 表面上；明显地7.forthcoming /ˌfɔːθˈkʌmɪŋ/ adj. 即将发生的；现成的；乐于提供信息的8.subordinate /səˈbɔːdɪnət/ n. 下级，部属9.ergonomic /ˌɜːɡəʊˈnɒmɪk/ adj. 人类工程学的10. implicit /ɪmˈplɪsɪt/ adj. 不言明的，含蓄的11.fragment /ˈfræɡmənt/ n. 碎片，片段考拉进阶英语—时文阅读50 篇712.expansive /ɪksˈpænsɪv/ adj. 广阔的，辽阔的；广泛的，全面的；友善健谈的，13. crouch /krautʃ/ vt. 屈膝, 蹲伏, 蹲, 蹲下14.upshot /ˈʌpʃɔt/ n. 最后结果，结局Passage 6How Rest Helps Memory: Sleepy Heads(2010.2.25 The Economist) [402words]Mad dogs and Englishmen, so the song has it, go out in themidday sun. And the business practices of E ngland‘s linealdescendant1, America, will have you in the office from nine in themorning to five in the evening, if not longer. Much of the world,though, prefers to take a siesta2. And research presented to theAAAS meeting in San Diego suggests it may be right to do so. Ithas already been established that those who siesta are less likely todie of heart disease. Now, Matthew Walker and his colleagues at theUniversity of California, Berkeley, have found that they probably have better memory, too. A post-prandial3 snooze4, Dr Walker has discovered, sets the brain up for learning.The role of sleep in consolidating5 memories that have already been created hasbeen understood for some time. Dr Walker has been trying to extend this understanding by looking at sleep‘s role in preparing the brain for the formation of memories in the first place. He was particularly interested in a type of memory called episodic6 memory, which relates to specific events, places and times. This contrasts with procedural memory, of the skills required to perform some sort of mechanical task, such as driving. The theory he and his team wanted to test was that the ability to form new episodic memories deteriorates7 with increased wakefulness, and that sleep thus restores the brain‘s capacity for efficient learning.They asked a group of 39 people to take part in two learning sessions, one atnoon and one at 6pm. On each occasion the participants tried to memorise and recall 100 combinations of pictures and names. After the first session they were assigned randomly to either a control group, which remained awake, or a nap group, which had 100 minutes of monitored sleep.Those who remained awake throughout the day became worse at learning. Thosewho napped8, by contrast, actually improved their capacity to learn, doing better in the evening than they had at noon. These findings suggest that sleep is clearing the brain‘s short-term memory and making way for new information.The benefits to memory of a nap, says Dr Walker, are so great that they can equalan entire night‘s sleep. He warns, however, that napping must not be done too late in the day or it will interfere with night-time sleep. Moreover, not everyone awakens refreshed from a siesta.1. lineal descendant 直系后裔2.siesta /sɪˈestə/ n. 午睡，午休3.prandial /ˈprændɪəl/ adj. 膳食的，正餐的4. snooze /snu:z/ n. 小睡考拉进阶英语—时文阅读50 篇85.consolidate /kənˈsɒlɪdeɪt/ vt. 使巩固，使加强；合并6.episodic /ˌepɪˈsɒdɪk/ adj. 偶尔发生的，不定期的；有许多片段的7. deteriorate /dɪˈtɪərɪəreɪt/ vi. 恶化,退化；变坏8.nap /næp/ vi. 小睡Learning Gap Between Rich and Poor Starts Early（2011.2 Newsweek）[354 words]It‘s generally accepted that there is a correlationbetween a child‘s educational attainment1 and a family‘spoverty level, but new research shows that the problemmay take root2 earlier than previously thought.A new study in Psychological Science found that at10 months old, children from poor families performedjust as well as children from wealthier families, but by the time they turned 2, children from wealthier families were scoring consistently higher than those from poorer ones. ―Poor kids aren‘t even doing as well in terms of school readiness, sounding out letters and doing other things that you would expect to be relevant to early learning,‖Elliot M. Tucker-Drob of the University of Texas at Austin, lead author of the study, said in a press release.To conduct the study, researchers assessed the mental abilities of about 750 pairsof fraternal3 and identical4 twins from all over the U.S. The participants‘socioeconomic status w as determined based on parents‘educational attainment, occupations and family income.Each child was asked to perform tasks that included pulling a string to ring a bell, placing three cubes in a cup, matching pictures and sorting pegs by color first at 10 months and again when they were 2 years old. At this time, researchers discovered that during the 14-month window between the aptitude5 tests, gaps in cognitive6 development had started to occur. Children from wealthier families had started to consistently outperform those from poorer ones.Researchers attempted to disprove7 a genetic explanation by comparing theaptitude tests of each set of twins. Among the 2-year-olds from wealthier families, identical twins had much more similar test scores than fraternal twins, who share only half of their genes.However, among 2-year-olds from poorer families, identical twins scored nomore similar to one another than did fraternal twins.The implication is that children‘s genetic potential is subdued8 by poverty,though the study stopped short of drawing a scientific conclusion as to what specifically was causing the achievement gaps. Researchers did postulate9 that, generally speaking, poorer parents may not have the time or resources to spend playing with their children in stimulating ways.1. attainment /əˈteɪnmənt/ n. 达到；成就，造诣2. take root 生根；开始；建立3. fraternal /frəˈtɜːnl/ adj. 兄弟般的，亲如手足的4. identical /aɪˈdentɪkl/ adj. 同一的，完全相同的考拉进阶英语—时文阅读50 篇95. aptitude /ˈæptɪtjuːd/ n. 天资，天赋6. cognitive /ˈkɒɡnətɪv/ adj. 认知的，认识的7. disprove /dɪsˈpruːv/ vt.证明……是错的9. postulate /ˈpɒstjʊleɪt/ v. 假定，假设Passage 8More Than Meets the Mirror：Illusion1 Test Links Difficulty Sensing Internal Cues2 with Distorted3 Body-Image(2011.1.4 Scientific America) [457 words]With all of the New Year‘s diet ads claiming you canlose dozens of pounds in seemingly as many days, youprobably are not alone if you looked in the mirror thismorning and saw a less than ideal body. Or maybe you justpicked up a new magazine in which already thin modelshave their remaining flesh scavenged4 by Photoshop tomake them appear even slimmer. With all of these unrealistic promises and images, it can be hard to gain an accurate sense of one‘s own body. But the disjunction5 for some people might go deeper than manipulated5 photos.A new study shows that the way people perceive their external7 appearance islikely linked to how they experience their bodies internally. Researchers found that people who had greater difficulties sensing their own internal bodily states were also more likely to be fooled into believing a rubber hand was part of their own bodies. These results, published online in the issue of Proceedings of the Royal Society B: Biological Sciences, may one day help scientists understand how body image can become so distorted in disorders like body dysmorphia8 and anorexia nervosa9, says lead author Manos Tsakiris of Royal Holloway, University of London.―The sense of self is built up from a representation of internal states,‖says Hugo Critchley, a professor of psychiatry at the University of Sussex in England who was not involved with the study. ―This paper is showing that sensitivity of individuals to their internal state predicts the strength of their self-representation.‖Most of the time, the image someone has of their body is pretty close to itsexternal appearance. You may see your thighs10 as slightly bigger than they actually are, or your arm muscles as slightly smaller, but the discrepancy11 is usually minimal12. In some mental disorders, however, body image can become dramatically distorted. Those who suffer from body dysmorphic disorder think that parts of their bodies are malformed13 or grotesque14, even when these supposed flaws are not noticeable to others. In eating disorders such as anorexia nervosa patients continue to think they need to lose weight even as their bodies waste away.Crucial to the formation of body image— pathological15 and otherwise— is the integration of external and internal cues. What we see in the mirror and what we feel against our skin melds with16 our own internal awareness of our bodies to create an overarching17 body image. Scientists have historically focused on how external factors like magazines and fashion models affect the creation of an accurate body image. Tsakiris and his colleagues, however, hypothesized that a person‘s internal考拉进阶英语—时文阅读50 篇10awareness of his or her body, known as interoceptive18 awareness, was also related to the creation of an accurate body image.1. illusion /ɪˈljuːʒən/ n. 错觉，幻觉；假象2. cue /kjuː/ n. 提示；暗示, 暗号4.scavenge /ˈskævɪnʤ/ v.（从废弃物中）觅食，捡破烂；吃（动物尸体）5.disjunction /dɪsˈʤʌŋkʃən/ n. 分离，分裂6.manipulate /məˈnɪpjʊleɪt/ vt. 控制，操纵；操作，使用；正骨7.external /ɪkˈstɜːnl/ adj. 外部的，外面的；外界的，外来的；对外的8.dysmorphia /dɪsˈmɔːfɪə/ n.[医]畸形, 变形9.anorexia nervosa 神经性厌食症10. thigh /θaɪ/ n. 股，大腿11.discrepancy /dɪsˈkrepənsɪ/ n. 差异，不符合，不一致12.minimal /ˈmɪnɪməl/ adj. 极小的，极少的，最小的13.malformed /ˌmælˈfɔːmd/ adj. 畸形的14.grotesque /ɡrəʊˈtesk/ adj. 怪诞的，荒唐的；奇形怪状的15.pathological /ˌpæθəˈlɒʤɪkl/ adj. 不理智的，无道理的；病态的；病理学的16. meld with 与……融合；与……合并17.overarching /ˌəʊvərˈɑːtʃɪŋ/ adj. 非常重要的，首要的18. interoceptive /ˌɪntərəuˈseptɪv/ adj. 内感受(器)的Passage 9The Tussle1 for Talent（2011.1.6 The Economist）[432 words]Plato believed that men are divided into three classes:gold, silver and bronze. Vilfredo Pareto, an Italianeconomist, argued that ―the vital2 few‖account for mostprogress. Such sentiments are taboo today in public life.Politicians talk of a ―leadership class‖or ―the vital few‖attheir peril3. Schools abhor4 picking winners. Universitieswelcome the masses: more people now teach at British ones than attended them in the 1950s.In the private sector5 things could hardly be more different. The wo rld‘s best companies struggle relentlessly6 to find and keep the vital few. They offer them fat pay packets, extra training, powerful mentors7 and more challenging assignments. If anything, businesses are becoming more obsessed with ability.This is partly cyclical8. Deloitte and other consultancies have noticed that as the economy begins to recover, companies are trying harder to nurture raw talent, or to poach9 it from their rivals. When new opportunities arise, they hope to have the brainpower to seize them. The acceleration of the tussle for talent is also structural, however. Private-equity firms rely heavily on a few stars. High-tech firms, for all their sartorial10 egalitarianism11, are ruthless12 about recruiting the brightest. Firms in emerging markets are desperate to find high-flyer13s— the younger the better— who can cope with rapid growth and fast-changing environments.Successful companies make sure that senior managers are involved with ―talent考拉进阶英语—时文阅读50 篇11that they spent 40% of their time on personnel. Andy Grove, who ran Intel, a chipmaker14, obliged all the senior people, including himself, to spend at least a week a year teaching high-flyers. Nitin Paranjpe, the boss of Hindustan Unilever, recruits people from campuses and regularly visits high-flyers in their offices. Involving the company‘s top brass15 in the process prevents lower-level managers from monopolising16 high-flyers (and taking credit for their triumphs). It also creates a dialogue between established and future leaders.Successful companies also integrate talent development with their broader strategy. This ensures that companies are more than the sum of their parts. Adrian Dillon, a former chief financial officer of Agilent, a firm that makes high-tech measuring devices, says he would rather build a ―repertory17 company‖ than a―collection of world experts‖. P&G likes its managers to be both inn ovative and worldly: they cannot rise to the top without running operations in a country and managing a product globally. Agilent and Novartis like to turn specialists into general managers. Goodyear replaced 23 of its 24 senior managers in two years as it shifted from selling tyres to carmakers to selling them to motorists.1.tussle /tʌsl/ n.扭打；争论；争斗；奋斗2.vita l /ˈvaɪtl/ adj.生命的；充满活力的；生死攸关的；极其重要的3.peril /ˈperəl/ n. 严重危险；祸害，险情4.abhor /əbˈhɔː/ vt. 痛恨，憎恶5.sector /ˈsektə/ n.[数]扇形；两脚规；部分；部门6.relentlessly /rɪˈlentləslɪ/ adv. 残酷地，无情地；不停地，不减弱地7.mentor /ˌmenˌtɔː/ n.私人教师，辅导教师；良师益友8.cyclical /ˈsaɪklɪkl/ adj. 周期的，循环的9.poach /pəʊtʃ/ vt. 水煮；偷猎；盗用，挖走（人员）10.sartorial /sɑːˌtɔːrɪəl/ adj. 服装的，男装的，衣着的11.egalitarianism /ɪˌɡælɪˈteərɪənɪzəm/ n. 平等主义，平均主义12. ruthless /ˌruːθlɪs/ adj. 无情的，冷酷的; 残忍的13.high-flyer /ˈhaɪflaɪə/n.抱负极高的人；有野心的人14.chipmaker /ˈtʃɪpˌmeɪkə/ n. 集成块制造者；半导体(元件)制造商15.top brass 要员16.monopolise /məˈnɒpəlaɪz/ vt. 垄断，独占；占去（大部分时间、精力），霸占17.repertory /ˈrepətrɪ/ n. 保留剧目轮演Passage 10What Is a Medically Induced Coma1 and Why Is It Used?（2011.1.10 Scientific America）[497 words]Basically what happens with a medically inducedcoma is that you take a drug and administer it until yousee a certain pattern in the monitor2 that follows thepatient‘s brain waves, the E EG（electroencephalogram3）.Patients with brain injuries who are in a coma have asimilar pattern. If that pattern is there, then you feelcomfortable that the patient is in a drug-induced coma. You are doing it so that you考拉进阶英语—时文阅读50 篇。
小达人和小考拉点读包转换
小达人和小考拉点读包转换摘要：1.背景介绍2.小达人和小考拉点读包的概念3.小达人和小考拉点读包的转换方法4.转换过程中可能遇到的问题及解决方案5.总结正文：1.背景介绍随着科技的发展，人们越来越重视孩子的教育，各种教育产品应运而生。
点读包作为一种新型的教育工具，越来越受到家长和孩子的欢迎。
小达人和小考拉点读包是其中的两种，它们各自具有特色和优势。
那么，如何将这两种点读包进行转换呢？本文将为您详细介绍。
2.小达人和小考拉点读包的概念小达人点读包是一款基于移动互联网的点读教育产品，通过手机或平板扫描图书上的二维码，即可实现有声阅读。
它拥有丰富的有声资源，包括儿歌、故事、国学、英语等，满足孩子不同年龄段的学习需求。
小考拉点读包则是一款具有语音识别功能的点读教育产品，通过内置的点读笔点击图书上的文字或图片，即可听到相应的发音。
它支持多种语言的学习，帮助孩子提高语言能力。
3.小达人和小考拉点读包的转换方法虽然小达人和小考拉点读包具有各自的特点，但它们之间的资源是可以互相转换的。
用户可以通过以下方法实现点读包的转换：（1）将小达人点读包的资源转换为小考拉点读包格式：用户可以在小达人官网或相关应用商店下载并安装“小达人转小考拉”工具，然后根据提示操作，即可将小达人点读包的资源转换为小考拉点读包格式。
（2）将小考拉点读包的资源转换为小达人点读包格式：用户可以在小考拉官网或相关应用商店下载并安装“小考拉转小达人”工具，然后根据提示操作，即可将小考拉点读包的资源转换为小达人点读包格式。
4.转换过程中可能遇到的问题及解决方案（1）音频文件格式不兼容：在转换过程中，可能会出现音频文件格式不兼容的问题。
用户可以尝试使用音频转换工具（如格式工厂）将音频文件转换为对方支持的格式，然后重新进行转换。
（2）部分资源无法转换：由于各种原因，部分资源可能无法成功转换。
用户可以尝试在小达人或小考拉官网上查找相应的资源，或者联系客服寻求帮助。
考拉学习英语之阅读篇
学习英语之阅读篇首先要感谢所以为前三篇文章留言、并分享自己学习方法的筒子们，我看了激动的不行，因为很多很多方法真的比我的方法要好，要更有效，所以严重建议读文章的筒子也读一下留言。
我稍后会把留言编辑到文章里去的。
尤其要感谢墨飞和fred两个筒子，你们的留言我都很认真很认真地读了，谢谢分享自己的感受和学习方法。
一句话：YOU GUYS ROCK!感谢完以后写阅读篇。
我其实很不擅长写阅读篇，因为自己在阅读方面没有任何方法可言，也从来没有进行过诸如口语、听力之类的系统的练习。
我自己本身在复习GRE的时候就是很怵阅读的。
不是我读不懂，是我读懂了以后题目也做不对。
我不知道为啥。
其他考试我都能轻松搞定，唯有GRE阅读能把我搞死。
还好在美国学习是不需要答题的，只需要每天读书就行了。
只要不让我答题，怎么都好说。
哎。
Anyways,还是尽全力分享吧。
我写的不到位的地方，希望大家还能像前几篇文章一样，彼此分享彼此的经验和方法噢～感谢了。
1. 考拉的阅读经历很早的时候就开始读英文的东西了，初中的时候妈妈就跑到新华书店买了整个一套书虫，大家都知道那套书吧，绿色的磨砂皮的，很薄，基本是外国大部分名著的精简版，词语都很简单。
这里要再次感谢妈妈对我的要求从来都是有求必应，全世界最好的妈妈，叩拜中......所以阅读英文原著的兴趣是从初中培养起来的。
最初开始读的时候，被满篇不认识的生词打击的够呛，现在我翻开这些书，看到自己标的密密麻麻的生词，都觉得很感动。
那个时候劲头那么足呢？！那个时候发现竟然连“excited“这种词都不认识，哈哈哈哈哈啊哈～初中的时候虽然读的东西很简单，但养成了一直延续至今的很好很好的语感。
如果说阅读英文对英语水平有好处的话，那么我觉得最大的好处就是提高语感。
它可以让你知道一句正确的英文读起来是一个什么感觉。
这种感觉太重要了，它可以让我在从来不用学习语法的情况下（是真的，我没学过语法，我根本不知道什么叫谓语什么什么句，定语什么状语句，什么吊什么结构，靠，我想举个例子都举不出来，可见我的语法有多差），可以把语法题全部都做对。
小学议论文《水从哪里来》有感
《水从哪里来》有感
在我八岁那年，我读了一本《水从哪里来》的书后，知道了水源本是从雪山或冰川来的，经过太阳照射融化后，形成泉水或溪流，最后汇集成大海。
就让我们看到了水的世界。
这也是我对大自然探索的开始。
最近在考拉阅读里读到一篇《大地像一块花手帕》的文章，它深深地吸引了我。
主人公考拉是一位热爱大地的小朋友，他说：“大地就像一块蓝色加几小块绿色的手帕。
”我想这是在向人们呼吁未来要创造一种绿色环保生活。
可是，人们的实际行为却不是这样的：一些人把杂物扔进水里；不及时关掉水龙头，随意浪费水；还有滥砍滥伐现象频发，森林可是防止水土流失的“保护神”呀！
妈妈说：“地球的水土越来越少，我们应该保护它们”。
是呀，水和土就像地球妈妈送给我们的两道护身符，时时刻刻在保护我们。
我们再也不能这样下去了，地球妈妈的身上已经伤痕累累，如果再这样下去，地球迟早会毁灭的。
同学们，让我们手牵手一起保护环境，从身边的小事做起，比如：不乱扔垃圾、节约用水、保护树木，爱护家园……一起帮助地球妈妈恢复她原来美丽的容颜。
考拉进阶英语_时文阅读50篇
考拉进阶英语时文阅读 50 篇Passage 1Dealing With Spam1: Confidence Game(2010.11.18 The Economist) [483 words]Bill Gates, then still Microsoft‘ boss, was nearly rightin 2004 when he predicted the end of spam in two years.Thanks to clever filters2unsolicited3e-mail has largelydisappeared as a daily nuisance4for most on the internet.But spam is still a menace5: blocked at the e-mail inbox,spammers post messages as comments on websites and increasingly on social networks like Twitter and Facebook. The criminal businesses behind spam are competitive and creative. They vault over6 technical fixes as fast as the hurdles7 are erected.The anti-spam industry has done applaudable work in saving e-mail. But it is always one step behind. In the end, the software industry‘ interest is in making money from the problem (by selling subscriptions to regular security updates) rather than tackling it at its source.Law-enforcement agencies have had some success shutting down spam-control servers in America and the Netherlands. But as one place becomes unfriendly, spammers move somewhere else. Internet connections in poor and ill-run countries are improving faster than the authorities there can police them. That won‘t end soon.In any case, the real problem is not the message, but the link. Sometimes an unwise click leads only to a website that sells counterfeit8 pills. But it can also lead to a page that infects your computer with a virus or another piece of malicious software that then steals your passwords or uses your machine for other immoral purposes. Spam was never about e-mail; it was about convincing us to click. To the spammer, it needs to be decided whether the link is e-mailed or liked.The police are doing what they can, and software companies keep on tightening security. But spam is not just a hack9 or a crime, it is a social problem, too. If you look beyond the computers that lie between a spammer and his mark, you can see all the classic techniques of a con-man: buy this stock, before everyone else does. Buy these pills, this watch, cheaper than anyone else can. The spammer plays upon the universal human desire to believe that we are smarter than anyone gives us credit for, and that things can be had for nothing. As in other walks of life, people become wiser and take precautions only when they have learned what happens when they don‘t.That is why the spammers‘new arena10— social networks— is so effective. A few fiddles might help, such as tougher default privacy settings on social networks. But the real problem is man, not the machine. Public behaviour still treats the internet like a village, in which new faces are welcome and anti-social behaviour a rarity. A better analogy would be a railway station in a big city, where hustlers11 gather to prey on the credulity12of new arrivals. Wise behaviour in such places is to walk fast, avoid eye contact and be cautious with strangers. Try that online.1.spam /spæm/ n.垃圾邮件2.filter /ˈfɪltə/ n.过滤器；滤光器；筛选过滤程序3.unsolicited /ˈʌnsəˈlɪsɪtɪd/ adj.未经请求的，自发的14.nuisance /ˈnjuːsəns/ n.麻烦事，讨厌的人或东西5.menace /ˈmenəs/ n.威胁，恐吓；危险气氛；烦人的人或事物6.vault over 越过7.hurdle /ˈhɜːdl/ n.障碍；跨栏，栏8.counterfeit /ˈkaʊntəfɪt/n.伪造，仿造，制假9. hack /hæk/ n.砍, 劈；供出租的马；出租车司机；非法侵入（他人计算机系统） 10.arena /əˈriːnə/ n.圆形运动场，圆形剧场；竞技舞台，活动场所11.hustler /ˈhʌslə/ n.耍诡计骗钱的人 12.credulity /krɪˈduːlɪtɪ/ n.轻信Passage 2A Gene to Explain Depression（2011.1.3 Time） [459 words]As powerful as genes are in exposing clues to diseases,not even the most passionate geneticist1believes thatcomplex conditions such as depression can be reduced to atell-tale2 string of DNA.But a new study confirms earlier evidence that a particular gene, involved in ferrying3 a brain chemical critical to mood known as serotonin4, may play a rolein triggering5 the mental disorder in some people.Researchers led by Dr. Srijan Sen, a professor of psychiatry at University of Michigan, report in the Archives6of General Psychiatry that individuals with a particular form of the serotonin transporter gene were more vulnerable to developing depression when faced with stressful life events such as having a serious medical illness or being a victim of childhood abuse. The form of the gene that these individuals inherit prevents the mood-regulating serotonin from being re-absorbed by nerve cells in the brain. Having such a low-functioning version of the transporter starting early in life appears to set these individuals up for developing depression later on, although the exact relationship between this gene, stress, and depression isn‘t clear yet.Sen‘s results confirm those of a ground-breaking7study in 2003, in which scientists for the first time confirmed the link between genes and environment in depression. In that study, which involved more than 800 subjects, individuals with the gene coding for the less functional serotonin transporter were more likely to develop depression following a stressful life event than those with the more functional form of the gene. But these findings were questioned by a 2009 analysis in which scientists pooled814 studies investigating the relationship between the serotonin transporter gene, depression and stress, and found no heightened risk of depression among those with different versions of the gene.―One of the hopes I have is that we can settle this story, and move on to looking more broadly across the genome9for more factors related to depression,‖he says. ―Ideally we would like to find a panel of different genetic variations that go together to help us predict who is going to respond poorly to stress, and who might respond well to specific types of treatmen t as opposed to others.‖He believes that the 20092考拉进阶英语—时文阅读50篇findings do not contradict those from 2003, or the latest results, but rather reflect a difference in the way the study was conducted.Sen stresses, however, that this gene is only one player in the cast of genetic and environmental factors that contribute to depression. ―All things considered, this gene is a relatively small factor, and for this finding to be clinically10useful, we really need to find many, many more factors. Ultimately we may identify new pathways that are involved in depression to come up with new and better treatments.‖1. geneticist /dʒɪˈnetɪsɪst/n.遗传学家2.tell-tale /ˈtelˈteɪl/ adj.暴露实情的，能说明问题的 3.ferry /ˈferɪ/ vt.渡运，摆渡4.serotonin /ˈsɪərəʊˈtəʊnɪn/ n.[生化]血清素，5-羟色胺（神经递质，易影响情绪等）5. trigger /ˈtrɪɡə/ vt.触发，引发；开动，启动 6.archive /ˈɑːkaɪv/ n.档案馆；档案文件7.ground-breaking /ˈgraʊndˈbreɪkɪŋ/ adj.开创性的；创新的8.pool /puːl/ vt.合伙经营；集中（智慧等）；共享，分享9.genome /ˈʤ iːnəʊm/ n.[生]基因组；[生]染色体组10.clinically /ˈklɪnɪklɪ/ adv.临床地；冷淡地；通过临床诊断Passage 3Second Thoughts on Online Education(2010.9 New York Times) [415 words]Let the computer do the teaching. Some studies, expertopinion and cost pressures all point toward a continuing shiftof education online.A major study last year, funded by the EducationDepartment, which covered comparative research over 12years, concluded that online learning on average beatface-to-face teaching by a modest1 but statistically meaningful margin2.Bill Gates, whose foundation funds a lot of education programs, predicted last month that in five years much of college education will have gone online. ―The self-motivated learner will be on the Web,‖ Mr. Gates said, speaking at the Techonomy conference in Lake Tahoe. ―College needs to be less place-based.‖But recent research, published as a National Bureau of Economic Research working paper, comes to a different conclusion. ―A rush to online education may come at more of a cost than educators may su spect,‖the authors write.The research was a head-to-head experiment, comparing the grades achieved in the same introductory economics class by students—one group online, and one in classroom lectures.Certain groups did notably worse online. Hispanic3 students online fell nearly a full grade lower than Hispanic students that took the course in class. Male students did about a half-grade worse online, as did low-achievers, which had college grade-point averages below the mean for the university.The difference certainly was not attributable4to machines replacing a tutorial-style human teaching environment. Instead, the classroom was a large lecture hall seating hundreds of students.3Initially, David Figlio, an economist at Northwestern University and co-author of the paper, said he had thought that the flexibility5 of the Internet—the ability to ―go back and roll the tape‖— would probably give the online coursework6 an edge over traditional ―chalk and talk teaching.‖The online lectures were well done, using a professional producer and cameraman7. ―It had very much the feel of being in the room,‖Mr. Figlio said.So what accounts for the difference in outcomes8? Mr. Figlio has a few theories. For the poorer performance of males and lower-achievers, he says the time-shifting convenience of the Web made it easier for students to put off viewing the lectures and cram9 just before the test, a tactic10 unlikely to produce the best possible results.It‘s partly a stereotype11but also partly true, Mr. Figlio says, that female students tend to be better at time management, spreading their study time over a semester, than males. ―And the Internet makes it easier to put off12the unpleasant thing, attending the lecture,‖he said.1.modest /ˈmɔdɪst/adj.谦虚的,谦恭的；适中的,适度的；些许的2.margin /ˈmɑ:dʒɪn/n.页边空白；边,边缘；差数,差额3. Hispanic /hɪsˈpæ nɪk/adj.西班牙和葡萄牙的4. attributable /əˈtrɪbjətəbl/ adj.可归因于，可能由于5.flexibility /ˈfleksɪˈbɪlɪtɪ/ n.灵活性；柔韧性 6.coursework /ˈkɔ:swɜ :k/ n.课程作业7.cameraman /ˈkæmərəmæn/ n.摄影师8.outcome /ˈaʊtkʌm/ n.结果9.cram /kræm/ v.挤满，塞满；临时死记硬背10. tactic /ˈtæ ktɪk/n.兵法；方法,策略；手段；招数11.stereotype /ˈsterɪətaɪp/ n.模式化观念，老一套，刻板形象 12.put off 撤销，取消Passage 4The Kids Can’t Help It（2010.12.16 Newsweek）[372 words]What new research reveals about the adolescentbrain—from why kids bully1to how the teen yearsshape the rest of your life.They say you never escape high school. And forbetter or worse, science is lending some credibility tothat old saw. Thanks to sophisticated imaging technology and a raft2 of longitudinal 3studies, we‘re learning that th e teen years are a period of crucial brain development subject to a host of environmental and genetic factors. This emerging research sheds4 light not only on why teenagers act they way they do, but how the experiences of adolescence—from rejection to binge5 drinking— can affect who we become as adults, how we handle stress, and the way we bond with others.One of the most important discoveries in this area of study, says Dr. Frances Jensen, a neuroscientist at Harvard, is that our brains are not finished maturing by adolescence, as was previously thought. Adolescent brains ―are only about 80 percent4of the way to maturity,‖ she said at the annual meeting of the Society for Neuroscience in November. It takes until the mid-20s, and possibly later, for a brain to become fully developed.An excess of gray matter6 (the stuff that does the processing) at the beginning of adolescence makes us particularly brilliant at learning—the reason we‘re so good at picking up new languages starting in early childhood— but also particularly sensitive to the influences of our environment, both emotion al and physical. Our brains‘ processing centers haven‘t been fully linked yet, particularly the parts responsible for helping to check7 our impulses8 and considering the long-term repercussions9 of our actions. ―It‘s like a brain that‘s all revved10 up not knowing where it needs to go,‖says Jensen.It‘s partially because of this developmental timeline that a teen can be so quick to conjure11 a stinging remark, or a biting insult, and so uninhibited12 in firing it off at the nearest unfortunate target— a former friend, perhaps, or a bewildered parent. The impulse to hurl13 an insult14 is there, just as it may be for an adult in a stressful situation, but the brain regions that an adult might rely on to stop himself from saying something cruel just haven‘t ca ught up.1. bully /ˈbʊlɪ/v.恐吓；充当恶霸，恃强凌弱2.raft /rɑːft/ n.筏；橡皮艇，充气船；大量3.longitudinal /ˈlɒnʤɪˈtjuːdɪnl/ adj.纵向的；纵观的；经度的4.shed /ʃed/ vt.散发出光；去除，摆脱；蜕，落5.binge /bɪndʒ/n.饮酒作乐；狂饮；狂闹6.gray matter 灰质（脑、脊髓内神经元集中的地方）7.check /tʃek/ v.检查，核验，核对；制止，控制8.impulse /ˈɪmpʌls/ n.冲动；脉冲；刺激，推动力9.repercussion /ˈriːpəˈkʌʃən/ n.（间接的）反响，影响，恶果 10.rev /rev/ v.（发动机等）加快转速11.conjure /ˈkʌnʤə/ v.变魔术；使变戏法般地出现（或消失）12. uninhibited /ˈʌnɪnˈhɪbɪtɪd/adj.无限制的; 无拘束的,放任的 13.hurl /hɜːl/ vt.猛掷，猛扔；大声说出14.insult /ɪnˈsʌlt/ n.侮辱；凌辱；无礼Passage 5The Power of Posture(2011.1.13 The Economist) [486 words]―Stand up straight!‖―Chest out!‖―Shoulders back!‖These are the perennial1cries of sergeant2majors and fussy3parentsthroughout the ages. Posture certainly matters. Big is dominantand in species after species, humans included, postures thatenhance the posturer‘ apparent size cause others to treat him as ifhe were more powerful.The stand-up-straight brigade4, however, often make a further claim: that posture affects the way the posturer treats himself, as well as how others treat him. To testthe truth of this, Li Huang and Adam Galinsky, at Northwestern University in Illinois, have compared posture‘ effects onself-esteem with those of a more conventional ego-booster, management responsibility. In a paper just published in Psychological Science they conclude, surprisingly, that posture may matter more.The two researchers‘experimental animals—77 undergraduate students—first filled out questionnaires5, ostensibly6to assess their leadership capacity. Half were then given feedback forms which indicated that, on the basis of the questionnaires, they were to be assigned to be managers in a forthcoming7 experiment. The other half were told they would be subordinates8. While the participants waited for this feedback, they were asked to help with a marketing test on ergonomic9 chairs.In fact, neither of these tests was what it seemed. The questionnaires were irrelevant. Volunteers were assigned to be managers or subordinates at random. The test of posture had nothing to do with ergonomics. And, crucially, each version of the posture test include d equal numbers of those who would become ―managers‖ and ―subordinates‖.Once the posture test was over the participants received their new statuses and the researchers measured their implicit10 sense of power by asking them to engage in a word-completion task. Participants were instructed to complete a number of fragments11 with the first word that came to mind. Seven of the fragments could be interpreted as words related to power (―power‖, ―direct‖, ―lead‖, ―authority‖, ―control‖, ―command‖and ―rich‖). A lthough previous studies suggested a mere title is enough to produce a detectable increase in an individual‘s sense of power, Dr Huang and Dr Galinsky found no difference in the word-completion scores of those told they would be managers and those told they would be subordinates.Having established the principle, Dr Huang and Dr Galinsky went on to test the effect of posture on other power-related decisions: whether to speak first in a debate, whether to leave the site of a plane crash to find help and whether to join a movement to free a prisoner who was wrongfully locked up. In all three cases those who had sat in expansive12 postures chose the active option (to speak first, to search for help, to fight for justice) more often than those who had sat crouched13.The upshot14, then, is that father (or the sergeant major) was right. Those who walk around with their heads held high not only get the respect of others, they seem also to respect themselves.1.perennial /pəˈrenɪəl/ adj. [植]多年生的；长久的，持续的2.sergeant /ˈsɑːʤənt/ n. [军]（英）陆军、空军、海军陆战队中士；（美）陆军或空军中士3.fussy /ˈfʌsɪ/ adj.挑剔的，大惊小怪的；紧张不安的4.brigade /ˈbrɪɡeɪd/ n.旅；伙，帮，派5.questionnaire /ˈkwestʃəˈn eə/ n.问卷；调查表 6. ostensibly /ɔsˈtensəblɪ/adv.表面上；明显地7.forthcoming /ˈfɔːθˈkʌmɪŋ/ adj.即将发生的；现成的；乐于提供信息的 8.subordinate /səˈbɔːdɪnət/ n.下级，部属9.ergonomic /ˈɜːɡəʊˈnɒmɪk/ adj.人类工程学的10. implicit /ɪmˈplɪsɪt/adj.不言明的，含蓄的11.fragment /ˈfræɡmənt/ n.碎片，片段6考拉进阶英语—时文阅读50篇12.expansive /ɪksˈpænsɪv/ adj.广阔的，辽阔的；广泛的，全面的；友善健谈的，开朗的13. crouch /krautʃ/vt.屈膝,蹲伏,蹲,蹲下14.upshot /ˈʌpʃɔt/n.最后结果，结局Passage 6How Rest Helps Memory: Sleepy Heads(2010.2.25 The Economist) [402words]Mad dogs and Englishmen, so the song has it, go out in themidday sun. And the business practices of England‘s linealdescendant1, America, will have you in the office from nine in themorning to five in the evening, if not longer. Much of the world,though, prefers to take a siesta2. And research presented to the AAASmeeting in San Diego suggests it may be right to do so. It has alreadybeen established that those who siesta are less likely to die of heartdisease. Now, Matthew Walker and his colleagues at theUniversity of California, Berkeley, have found that they probably have better memory, too. A post-prandial3 snooze4, Dr Walker has discovered, sets the brain up for learning.The role of sleep in consolidating5 memories that have already been created has been understood for some time. Dr Walker has been trying to extend this understanding by looking at sleep‘ role in preparing the brain for the formation of memories in the first place. He was particularly interested in a type of memory called episodic6 memory, which relates to specific events, places and times. This contrasts with procedural memory, of the skills required to perform some sort of mechanical task, such as driving. The theory he and his team wanted to test was that the ability to form new episodic memories deteriorates7 with increased wakefulness, and that sleep thus restores the brain‘s capacity f or efficient learning.They asked a group of 39 people to take part in two learning sessions, one at noon and one at 6pm. On each occasion the participants tried to memorise and recall 100 combinations of pictures and names. After the first session they were assigned randomly to either a control group, which remained awake, or a nap group, which had 100 minutes of monitored sleep.Those who remained awake throughout the day became worse at learning. Those who napped8, by contrast, actually improved their capacity to learn, doing better in the evening than they had at noon. These findings suggest that sleep is clearing the brain‘s short-term memory and making way for new information.The benefits to memory of a nap, says Dr Walker, are so great that they can equal an entire night‘s sleep. He warns, however, that nappin g must not be done too late in the day or it will interfere with night-time sleep. Moreover, not everyone awakens refreshed from a siesta.1. lineal descendant 直系后裔2.siesta /sɪˈestə/ n.午睡，午休3.prandial /ˈprændɪəl/ adj.膳食的，正餐的 4. snooze /snu:z/ n.小睡75.consolidate /kənˈsɒlɪdeɪt/ vt.使巩固，使加强；合并6.episodic /ˈepɪˈsɒdɪk/ adj.偶尔发生的，不定期的；有许多片段的7. deteriorate/dɪˈtɪərɪəreɪt/vi.恶化,退化；变坏8.nap /næp/ vi.小睡Passage 7Learning Gap Between Rich and Poor Starts Early（2011.2 Newsweek）[354 words]It‘s generally accepted that there is a correlationbetween a child‘s educational attainment1and a family‘spoverty level, but new research shows that the problemmay take root2 earlier than previously thought.A new study in Psychological Science found that at 10 months old, children frompoor families performed just as well as children from wealthier families, but by thetime they turned 2, children from wealthier families were scoring consistently higher than those from poorer ones. ―Poor kids aren‘t even doing as well in terms of school readiness, sounding out letters and doing other things that you would expect to be relevant to early learn ing,‖ Elliot M. Tucker-Drob of the University of Texas at Austin, lead author of the study, said in a press release.To conduct the study, researchers assessed the mental abilities of about 750 pairs of fraternal3 and identical4 twins from all over the U.S. The participants‘ socioeconomic status was determined based on parents‘educational attainment, occupations and family income.Each child was asked to perform tasks that included pulling a string to ring a bell, placing three cubes in a cup, matching pictures and sorting pegs by color first at 10 months and again when they were 2 years old. At this time, researchers discovered that during the 14-month window between the aptitude5tests, gaps in cognitive6 development had started to occur. Children from wealthier families had started to consistently outperform those from poorer ones.Researchers attempted to disprove7a genetic explanation by comparing the aptitude tests of each set of twins. Among the 2-year-olds from wealthier families, identical twins had much more similar test scores than fraternal twins, who share only half of their genes.However, among 2-year-olds from poorer families, identical twins scored no more similar to one another than did fraternal twins.The implication is that children‘s genetic potential is subdued8by poverty, though the study stopped short of drawing a scientific conclusion as to what specifically was causing the achievement gaps. Researchers did postulate9that, generally speaking, poorer parents may not have the time or resources to spend playing with their children in stimulating ways.1.attainment /əˈteɪnmənt/ n.达到；成就，造诣2.take root 生根；开始；建立3.fraternal /frəˈtɜːnl/ adj.兄弟般的，亲如手足的4.identical /aɪˈdentɪkl/ adj.同一的，完全相同的85.aptitude /ˈæptɪtjuːd/ n.天资，天赋6.cognitive /ˈkɒɡnətɪv/ adj.认知的，认识的7.disprove /dɪsˈpruːv/ vt.证明……是错的8.subdue /səbˈdjuː/ vt.征服；抑制，克制9.postulate /ˈpɒstjʊleɪt/ v.假定，假设Passage 8More Than Meets the Mirror：Illusion1 Test Links Difficulty Sensing InternalCues2 with Distorted3 Body-Image(2011.1.4 Scientific America) [457 words]With all of the New Year‘s diet ads claiming you canlose dozens of pounds in seemingly as many days, youprobably are not alone if you looked in the mirror thismorning and saw a less than ideal body. Or maybe you justpicked up a new magazine in which already thin modelshave their remaining flesh scavenged4 by Photoshop to make them appear even slimmer. With all of these unrealistic promises and images, it can be hard to gain an accurate sense of one‘s own body. But the disjunction5for some people might go deeper than manipulated5 photos.A new study shows that the way people perceive their external7appearance is likely linked to how they experience their bodies internally. Researchers found that people who had greater difficulties sensing their own internal bodily states were also more likely to be fooled into believing a rubber hand was part of their own bodies. These results, published online in the issue of Proceedings of the Royal Society B: Biological Sciences, may one day help scientists understand how body image can become so distorted in disorders like body dysmorphia8 and anorexia nervosa9, says lead author Manos Tsakiris of Royal Holloway, University of London.―The sense of self is built up from a representation of internal states,‖says Hugo Critchley, a professor of psychiatry at the University of Sussex in England who was not involved with the study. ―This paper is showing that sensitivity of individuals to their internal state predicts the strength of their self-representation.‖Most of the time, the image someone has of their body is pretty close to its external appearance. You may see your thighs10 as slightly bigger than they actually are, or your arm muscles as slightly smaller, but the discrepancy11is usually minimal12. In some mental disorders, however, body image can become dramatically distorted. Those who suffer from body dysmorphic disorder think that parts of their bodies are malformed13or grotesque14, even when these supposed flaws are not noticeable to others. In eating disorders such as anorexia nervosa patients continue to think they need to lose weight even as their bodies waste away.Crucial to the formation of body image— pathological15 and otherwise— is the integration of external and internal cues. What we see in the mirror and what we feel against our skin melds with16 our own internal awareness of our bodies to create an overarching17body image. Scientists have historically focused on how external factors like magazines and fashion models affect the creation of an accurate body image. Tsakiris and his colleagues, however, hypothesized that a person‘ internal9awareness of his or her body, known as interoceptive18 awareness, was also related to the creation of an accurate body image.1.illusion /ɪˈljuːʒən/n.错觉，幻觉；假象2.cue /kjuː/ n.提示；暗示, 暗号3.distorted /dɪsˈtɔːtɪd/ adj.变形的，扭曲的；歪曲的，曲解的4.scavenge /ˈskævɪnʤ / v.（从废弃物中）觅食，捡破烂；吃（动物尸体）5.disjunction /dɪsˈʤʌŋkʃən/ n.分离，分裂6.manipulate /məˈnɪpjʊleɪt/ vt.控制，操纵；操作，使用；正骨7.external /ɪkˈstɜːnl/ adj.外部的，外面的；外界的，外来的；对外的8.dysmorphia /dɪsˈmɔːfɪə/ n.[医]畸形,变形 9.anorexia nervosa 神经性厌食症10. thigh /θaɪ/n.股，大腿11.discrepancy /dɪsˈkrepənsɪ/ n.差异，不符合，不一致 12.minimal /ˈmɪnɪməl/ adj.极小的，极少的，最小的 13.malformed /ˈmælˈfɔːmd/ adj.畸形的14.grotesque /ɡrəʊˈtesk/ adj.怪诞的，荒唐的；奇形怪状的15.pathological /ˈpæθəˈlɒʤɪkl/ adj.不理智的，无道理的；病态的；病理学的 16. meld with 与……融合；与……合并17.overarching /ˈəʊvərˈɑːtʃɪŋ/ adj.非常重要的，首要的 18. interoceptive /ˈɪntərəuˈseptɪv/adj.内感受(器)的Passage 9The Tussle1 for Talent（2011.1.6 The Economist）[432 words]Plato believed that men are divided into three classes:gold, silver and bronze. Vilfredo Pareto, an Italianeconomist, argued that ―the vital2few‖ account for mostprogress. Such sentiments are taboo today in public life.Politicians talk of a ―leadership class‖or ―the vital few‖attheir peril3. Schools abhor4 picking winners. Universities welcome the masses: more people now teach at British ones than attended them in the 1950s.In the private sector5things could hardly be more different. The world‘s best companies struggle relentlessly6 to find and keep the vital few. They offer them fat pay packets, extra training, powerful mentors7 and more challenging assignments. If anything, businesses are becoming more obsessed with ability.This is partly cyclical8. Deloitte and other consultancies have noticed that as the economy begins to recover, companies are trying harder to nurture raw talent, or to poach9it from their rivals. When new opportunities arise, they hope to have the brainpower to seize them. The acceleration of the tussle for talent is also structural, however. Private-equity firms rely heavily on a few stars. High-tech firms, for all their sartorial10 egalitarianism11, are ruthless 12 about recruiting the brightest. Firms in emerging markets are desperate to find high-flyer13s—the younger the better—who can cope with rapid growth and fast-changing environments.Successful companies make sure that senior manager s are involved with ―talentdevelopment‖. Jack Welch and A.G. Lafley, former bosses of GE and P&G, claimed that they spent 40% of their time on personnel. Andy Grove, who ran Intel, a chipmaker14, obliged all the senior people, including himself, to spend at least a week a year teaching high-flyers. Nitin Paranjpe, the boss of Hindustan Unilever, recruits people from campuses and regularly visits high-flyers in their offices. Involving the company‘s top brass15in the process prevents lower-level managers from monopolising16high-flyers (and taking credit for their triumphs). It also creates a dialogue between established and future leaders.Successful companies also integrate talent development with their broader strategy. This ensures that companies are more than the sum of their parts. Adrian Dillon, a former chief financial officer of Agilent, a firm that makes high-tech measuring devices, says he would rather build a ―repertory17company‖ than a ―collection of world experts‖. P&G likes its managers to be both innovative and worldly: they cannot rise to the top without running operations in a country and managing a product globally. Agilent and Novartis like to turn specialists into general managers. Goodyear replaced 23 of its 24 senior managers in two years as it shifted from selling tyres to carmakers to selling them to motorists.1.tussle /tʌsl/ n.扭打；争论；争斗；奋斗2.vita l /ˈvaɪtl/adj.生命的；充满活力的；生死攸关的；极其重要的3.peril /ˈperəl/ n.严重危险；祸害，险情 4.abhor /əbˈhɔː/vt.痛恨，憎恶5.sector /ˈsektə/n.[数]扇形；两脚规；部分；部门6.relentlessly /rɪˈlentləslɪ/ adv.残酷地，无情地；不停地，不减弱地7.mentor /ˈmenˈtɔː/n.私人教师，辅导教师；良师益友8.cyclical /ˈsaɪklɪkl/ adj.周期的，循环的9.poach /pəʊtʃ/ vt.水煮；偷猎；盗用，挖走（人员）10.sartorial /sɑːˈtɔːrɪəl/adj.服装的，男装的，衣着的11.egalitarianism /ɪˈɡælɪˈteərɪənɪzəm/ n.平等主义，平均主义 12. ruthless /ˈruːθlɪs/adj.无情的，冷酷的; 残忍的 13.high-flyer /ˈhaɪflaɪə/n.抱负极高的人；有野心的人14.chipmaker /ˈtʃɪpˈmeɪkə/ n.集成块制造者；半导体(元件)制造商 15.top brass 要员16.monopolise /məˈnɒpəlaɪz/ vt.垄断，独占；占去（大部分时间、精力），霸占 17.repertory /ˈrepətrɪ/ n.保留剧目轮演Passage 10What Is a Medically Induced Coma1 and Why Is It Used?（2011.1.10 Scientific America）[497 words]Basically what happens with a medically induced comais that you take a drug and administer it until you see acertain pattern in the monitor2that follows the patient‘sbrain waves, the EEG（electroencephalogram3）. Patientswith brain injuries who are in a coma have a similar pattern.If that pattern is there, then you feelcomfortable that the patient is in a drug-induced coma. You are doing it so that you。
小达人和小考拉点读包转换
小达人和小考拉点读包转换【实用版】目录1.引言：介绍小达人和小考拉点读包2.小达人点读包的特点和功能3.小考拉点读包的特点和功能4.小达人和小考拉点读包的转换方法5.结语：对小达人和小考拉点读包转换的评价正文一、引言小达人和小考拉是我国知名的儿童教育品牌，它们各自推出了一款点读包，旨在帮助孩子们更好地学习和成长。
小达人点读包内容丰富，覆盖了多个年龄段，而小考拉点读包则以互动性强、趣味性高而受到孩子们的喜爱。
二、小达人点读包的特点和功能小达人点读包分为幼儿版、小学版和中学版，涵盖了语文、数学、英语等各个学科。
它具有以下特点和功能：1.内容丰富：点读包中包含了大量的知识点和习题，能够满足孩子们不同年龄段的学习需求。
2.互动性强：小达人点读包采用趣味答题的方式，激发孩子们的学习兴趣，让他们在游戏中学习。
3.学习效果显著：通过对比学习，小达人点读包可以帮助孩子们查漏补缺，巩固所学知识，提高学习成绩。
三、小考拉点读包的特点和功能小考拉点读包则以趣味性和互动性为主，分为认知篇、故事篇、游戏篇等，旨在让孩子们在轻松愉快的氛围中学习。
其特点和功能如下：1.形式多样：小考拉点读包以点读、跟读、朗读等多种形式呈现，让孩子们在不同的情景中学习。
2.趣味性强：小考拉点读包将知识点融入到有趣的故事和游戏中，让孩子们在玩耍中学习。
3.提高孩子们的语言表达能力：通过朗读和跟读，小考拉点读包可以帮助孩子们提高语言表达能力，培养良好的阅读习惯。
四、小达人和小考拉点读包的转换方法为了让孩子们更好地利用这两个点读包，可以将它们进行转换。
具体方法如下：1.购买相应的转换插件，将小达人点读包中的内容转换成小考拉点读包可以识别的格式。
2.使用转换软件，将小达人点读包中的音频、视频等内容转换成小考拉点读包支持的格式。
3.手动转录：对于部分不支持转换的内容，可以采用手动转录的方式，将小达人点读包中的内容转化为小考拉点读包可以识别的文本格式。
五、结语总的来说，小达人和小考拉点读包转换可以帮助孩子们更好地利用这两个学习工具，实现资源共享，提高学习效率。
中文分级阅读的实践与探索
中文分级阅读的实践与探索作者：时霞来源：《中小学信息技术教育》2018年第10期阅读是学生获取信息、提升素质的主要手段之一，也是具备终身学习能力的基础。
阅读对于个人终生发展的重要性不言而喻，自“全民阅读”两次被写进李克强总理的政府工作报告以来，“促进全民阅读，实现书香社会”已从全社会的共识升华为我们全民实践的方向。
背景与意义2016年，国家发布《全民阅读“十三五”发展规划》，提出要“探索建立中国儿童阶梯阅读体系”。
《全民阅读促进条例》也明确指出“教育主管部门应当根据不同年龄段未成年人身心发展状况，推广阶梯阅读”。
《义务教育语文课程标准》（2011年版）对于义务教育阶段学生的阅读方法要求应“关注个体差异和不同的学习需求，积极倡导自主、合作、探究的学习方式”。
儿童阶段是个体阅读能力发展的黄金时期，基础教育的任务之一就是要为学生打开一个广阔的认知空间。
中小学的阅读教学就是我们落实儿童阅读发展的主战场。
然而必须认识到的是，看书并不等同于阅读，每个人的阅读能力存在差异性。
传统的阅读教学已经难以满足儿童阅读发展的需求，在信息时代阅读教学也面临着改革。
传统阅读缺乏科学的阅读测评体系，学生的阅读无法进行量化和跟踪监测，阅读能力提升难以比较和考量。
因此，对学生的阅读过程、阅读习惯等进行过程性监测，并针对监测结果进行反馈指导就显得尤为重要。
开展教育质量监测是提高教育质量、解决教育热点难点问题的重要途径，目的在于掌握影响学生发展的相关因素，为教育决策提供科学依据；对引导教师、学校和家长、社会树立正确的教育质量观，促进少年儿童综合素质的提升和身心的健康发展具有重要意义，而分级阅读就是一种将监测评估向学科教学推进的实践路径。
现状与分析甘肃省近年来积极深化义务教育课程改革，进一步完善课程体系，加强课程建设，改进教育评价，中小学语文教学质量得到极大提高，在推进语文学科教育教学改革中也取得了一定的成绩。
一是语文课堂更加注重以学生为中心，以激发学生的潜能为根本，强调学生积极主动地参与，把知识的传授作为培养学生能力的手段。
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首先要感谢所以为前三篇文章留言、并分享自己学习方法的筒子们，我看了激动的不行，因为很多很多方法真的比我的方法要好，要更有效，所以严重建议读文章的筒子也读一下留言。
我稍后会把留言编辑到文章里去的。
尤其要感谢墨飞和fred两个筒子，你们的留言我都很认真很认真地读了，谢谢分享自己的感受和学习方法。
一句话：YOU GUYS ROCK!
感谢完以后写阅读篇。
我其实很不擅长写阅读篇，因为自己在阅读方面没有任何方法可言，也从来没有进行过诸如口语、听力之类的系统的练习。
我自己本身在复习GRE的时候就是很怵阅读的。
不是我读不懂，是我读懂了以后题目也做不对。
我不知道为啥。
其他考试我都能轻松搞定，唯有GRE阅读能把我搞死。
还好在美国学习是不需要答题的，只需要每天读书就行了。
只要不让我答题，怎么都好说。
哎。
Anyways,还是尽全力分享吧。
我写的不到位的地方，希望大家还能像前几篇文章一样，彼此分享彼此的经验和方法噢～感谢了。
1. 考拉的阅读经历
很早的时候就开始读英文的东西了，初中的时候妈妈就跑到新华书店买了整个一套书虫，大家都知道那套书吧，绿色的磨砂皮的，很薄，基本是外国大部分名著的精简版，词语都很简单。
这里要再次感谢妈妈对我的要求从来都是有求必应，全世界最好的妈妈，叩拜中......所以阅读英文原著的兴趣是从初中培养起来的。
最初开始读的时候，被满篇不认识的生词打击的够呛，现在我翻开这些书，看到自己标的密密麻麻的生词，都觉得很感动。
那个时候劲头那么足呢？！那个时候发现竟然连“excited“这种词都不认识，哈哈哈哈哈啊哈～初中的时候虽然读的东西很简单，但养成了一直延续至今的很好很好的语感。
如果说阅读英文对英语水平有好处的话，那么我觉得最大的好处就是提高语感。
它可以让你知道一句正确的英文读起来是一个什么感觉。
这种感觉太重要了，它可以让我在从来不用学习语法的情况下（是真的，我没学过语法，我根本不知道什么叫谓语什么什么句，定语什么状语句，什么吊什么结构，靠，我想举个例子都举不出来，可见我的语法有多差），可以把语法题全部都做对。
后来很多人问我某道语法题怎么做，我做了，做对了，人家问什么，我根本讲不出道理来。
汗。
所以，要重视语感！语感！语感！[注：现在返回头来想这段经历，并无多少参考价值，所以请针对自己的情况有选择地吸收与学习。
]
高中的时候，抛弃超薄的简缩版，开始去书店或图书馆买或者借原著读，于是在家里不想学习的时候，就会抱起很厚的gone with the wind，jane eyre，wuthering heights等等之类开始狂读。
那个时候偶尔会翻翻四六级的单词书，所以单词量比较有猛涨的感觉，读书也就不会经常被单词绊住了。
有一点需要说明，那时候买的名著书，都是带中文翻译的，如果某句话发现自己死也读不懂，就会看一下相对的中文翻译，然后根据人家的翻译自己琢磨一下为什么英语句子就读不懂。
很多情况下都是可以自己琢磨出来的。
读了很久，大多数很出名的英文名著就都被我读完了。
我在想，后来我理科很差，很可能就是因为我大多数时间都读了英文了，从来不下功夫学别的科目，所以英文一直很好，其他理科一直很差，貌似几门理科成绩加起来也不到100分。
我是一个严重偏科的坏学生。
*_*
大学的时候，就不像以前那么轻松了，没有时间花在这些闲杂书上，大多数读的东西都很专业，例如经济学家啦，泰晤士报啦，时代周刊啦一类。
那个时候读书主要就是为了考试，不是为了陶冶情操。
偶尔去北京淘书的时候，会从书摊上买到那种很厚却很轻的原版书籍偶尔读一读，但读的并不是很多。
因为报纸、杂志，加上以前的英文名著读的太多了，所
以后来在考专四专八时，阅读貌似并不是什么问题。
只需要明晰考试里阅读题材的架构、以及问问题的集中题型，搞清楚这些，基本就可以做到只错一道至多两道的正确率了。
但是后来开始复习GRE的时候，开始为阅读感到郁闷。
很长一段时间甚至开始怀疑自己的阅读水平，咋了文章都读懂了，题就答不对呢？分析来分析去，题目都分析明白了，但做下一套题的时候，还是会错很多。
当时就无语了，也正是因为阅读的原因，后来第一次考GRE的时候成绩很惨。
研究生的时候，开始为第二次考GRE做准备，这次打算从心态和行动上主动鄙视GRE 阅读，于是貌似练的非常认真。
那个时候我会经常和皮诺曹同学比两个人阅读谁错的少，但是发现两个人死的都很惨。
把39+3花儿那本书从头看到尾，从尾看到头，总结了不下三遍，拿着自己认为是“真经”的笔记，才算在最后时刻把GRE的阅读提高了很多。
但是最后谁知道考场还出现了表的时间走错了这种灾难。
不过也依然靠着在最后一个阶段练就的强大的蒙答案的能力、在短时间内把两长一短的阅读蒙完了。
才万幸地保住了第二次GRE 的成绩。
在研究生阶段，读的全部东西都是GRE阅读和IBT阅读，读的每天快吐了，下载了很多很多经济学家，一有时间就看上几眼，让自己保持新鲜的阅读的感觉。
研究生时大概就是这样了。
在美国的时候，过去的这一年读的最多的就是各种专业书和各种专业论文，并深刻地感叹幸亏自己努力认真学习过GRE阅读，否则这些专业书恐怕是没有办法读懂的吧。
再感叹一下，凡是曾说GRE单词根本用不上的人，我想大多数都是最后没有出成国的人吧，因为当你真的出了国，拿起自己的专业书随便翻一翻，就会发现书中充斥着各种GRE词汇。
就算你不看GRE书，你随便翻一翻高端杂志报纸，也都是由GRE词汇组成的。
所以！所以！所以！背G词的筒子们，好好背吧！一定要用心背！因为这些词你一定会在未来的专业学习中用到的！！！(我说的是专业学习，不是在生活中，生活中没人用GRE词聊天。
哈哈哈哈哈～)
2. 考拉的阅读方法
请问这段我可以略过么。
因为我真的没有方法可言。
我的方法就是读。
读了就懂了。
不是我不想分享，是真的好像没遇到过读不懂的东西。
反正这里先空下吧，
等想起来好的所谓“方法”，我再补上来。
或者哪位筒子有了自己的好的方法，愿意分享的话，我也可以把它编辑到这里来，好吧。