雅思文章考場(chǎng)技巧策略解讀

　　雅思文章考場(chǎng)技巧策略解讀

　　所有的技巧歸根結(jié)底都要經(jīng)過考場(chǎng)上的后檢驗(yàn)。下面詳細(xì)分析一篇雅思閱讀的文章。

　　考生朋友們可以先閱讀下面的文章并回答問題，然后再根據(jù)具體的分析檢驗(yàn)自己在閱讀過程中是否注意運(yùn)用了本章中提到的技巧。本文選自劍橋考試委員會(huì)提供的真題模擬。

　　READING PASSAGE 2

　　You should spend about 20 minutes on Questions 15一27 which are based on Reading Passage 2.

　　Interestingly，during this century.while still teaching thousands of students each year.there sources of most universities have been steadily channeled away from teaching into research activities. Most recently，however. there have been strong moves in both North America and the United Kingdom to develop initiatives that would enhance the profile of the teaching institutions of higher education.In the near future。therefore.as well as the intrinsic rewards gained from working with students and the sense that they are contributing to their overall growth and development，there should soon be extrinsic rewards. in the form of job promotion，for those pursuing academic excellence in teaching in universities.

　　In the future.there will be more focus in universities on the quality of their graduates and their progression rates. Current degree courses, whose assessment strategies require astudent to interact with the material.or construct a personal meaning about it or even to understand the discipline，are resulting in poor learning outcomes. This traditional teaching approach does not take into account modern theories of education.the individual needs of the learner, nor his or her prior learning experience.

　　In order for universities to raise both the quality and status of teaching。it is first necessary to have some kind of understanding of what constitutes good practice. A 1995 report·compiled in Australia，lists eight qualities that researchers agree arc essential to good teaching.

　　Good teachers…

　　A are themselves good learners一resulting in teaching that is dynamic，reflective and constantly evolving as they learn more and more about teaching;B display enthusiasm for their subject and the desire to share it with their students;C recognise the importance of context and adjust their teaching accordingly;D encourage deep learning approaches and are concerned with developing their students' critical-thinking skills, problem-solving skills and problem-approach behaviours;E demonstrate an ability to transform and extend knowledge，rather than merely transmit it;F recognise individual differences in their students and take advantage of these;G set clear goals, use valid assessment techniques and provide high-quality feedback to their students;H show respect for, and interest in，their students and sustain high expectations of them.In addition to aiming to encourage students in the learning process, there is also a need to address the changing needs of the marketplace. Because in many academic disciplines the body of relevant knowledge is growing at an exponential rate·it is no longer possible·or even desirable，for an individual to have a complete knowledge base. Rather，it is preferable that he or she should have an understanding of the concepts and the principles of the subject，have the ability to apply this understanding to new situations and have the wherewithal to seek out the information that is needed，As the world continues to increase in complexity.university graduates will need to be equipped to cope with rapid changes in technology and to enter careers that may not yet be envisaged，with change of profession being commonplace. To produce graduates equipped for this workforce，it is essential that educators teach in ways that encourage learners to engage in deep learning which may be built upon in the later years of their course.and also be transferred to the workplace.

　　The new role of the university teacher, then.is one that focuses on the students' learning rather than the instructor's teaching. The syllabus is more likely to move from being a set of learning materials made up of lecture notes·to a set of learning materials made up of print，cassettes，disks and computer programs·Class contact hours will cease to be the major determinant of an academic workload. The teacher will then be released from being the sole source of information transmission and will become instead more a learning manager，able to pay more attention to the development and delivery of education rather than content.

　　Student-centered learning activities will also require innovative assessment strategies.

　　Traditional assessment and reporting has aimed to produce a single mark or grade for each student.The mark is intended to indicate three things:the extent to which their learning materials was mastered or understood;the level at which certain skills were performed and the degree to which certain skills were performed and the degree to which certain attitudes were displayed.

　　A deep learning approach would test a student's ability to identify and tackle new and unfamiliar "real world" problems. A major assessment goal will be to increase the size and complexity of assignments and minimise what can be achieved by memorising or reproducing content. Wherever possible, students will be involved in the assessment process to assist them to learn how to make judgments about themselves and their work.

　　Questions 15一18

　　Do the following statements agree with the information given in Reading Passage 2? In boxes15一18 on your answer sheet writeTRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this in the passage15.Newman believed that the primary focus of universities was teaching.

　　16.Job promotion is already used to reward outstanding teaching.

　　17.Traditional approaches to assessment at degree level arc having a negative effect on the learning process.

　　18.University students have complained about bad teaching and poor results.

　　Questions 19一23

　　Look at the eight qualities A一H of "good teachers" in Reading Passage 2 and the statements belowMatch each quality to the statement with the same meaning.

　　Write the correct letter A一11 in boxes 19一23 on your answer sheet.

　　Good teachers

　　19.can adapt their materials to different situations.

　　20.assist students to understand the aims of the course.

　　21 .are interested in developing the students as learners.

　　22 .treat their students with dignity and concern.

　　23 .continually improve their teaching by monitoring their skills.

　　Questions 24一27

　　Choose the correct letter, A, B, C or D.

　　Write your answers in boxes 24一27 on your answer sheet.

　　24 .In the future·university courses will focus more onA .developing students' skills and concepts.

　　B .expanding students' knowledge.

　　C .providing work experience for students.

　　D .graduating larger numbers of students.

　　25.According to the author，university courses should prepare students toA .do a specific job well.

　　B .enter traditional professions.

　　C .change jobs easily.

　　D .create their own jobs.

　　26 .The author believes that new learning materials in universities will result in A .more work for teachers.

　　B .a new role for teachers.

　　C .more expensive courses.

　　D .more choices for the students.

　　27. The author predicts that university assessment techniques will include more A .in-class group assignments.

　　B .theoretical exams.

　　C .problem-solving activities.

　　D .student seminar presentations.

　　文章解析

　　Step One:拿到文章后，迅速瀏覽答題指引，過濾其中提供的信息。此文中提供的信息并無對(duì)解題有直接幫助，但提到了答題時(shí)間（20分鐘)和問題數(shù)量（15-27).

　　Step Two:根據(jù)問題和文章的排版方式，確定閱讀策略。此文的文章在問題之前，而且文章較長(zhǎng)，應(yīng)迅速略讀文章。

　　首先，從標(biāo)題TEACHING IN UNIVERSITIES可以確知文章主題是大學(xué)的教學(xué)方法。

　　然后，快速瀏覽文章各段的第一句話，目的是抓住主題句并確定文章的組織方式。此文采用的是提出問題一說明問題的組織方式。第一段第一句中引入19世紀(jì)一位叫Newman的學(xué)者對(duì)大學(xué)教育的看法.然后在第二段第一句點(diǎn)明此段主題是本世紀(jì)教育的現(xiàn)狀.接著，第二段中轉(zhuǎn)入對(duì)未來教育的看法。注意在這三段話中的時(shí)間狀語:the 19th century、during this century,Most recently,In the near future,In the future，這些都表明有一個(gè)認(rèn)識(shí)和發(fā)展的過程。而r面一段中從A-11都是對(duì)Good teachers的要求，沒有必要閱讀每一條的細(xì)節(jié)。接下來的幾段都是圍繞Good teachers在大學(xué)中應(yīng)該怎樣教學(xué)，原因又是什么。注意第六段第一句中的In addition to，這表明引入了新的信息。應(yīng)注意第七段首句話中的As引導(dǎo)的是原因狀語從句，信息點(diǎn)應(yīng)在后而.這時(shí)應(yīng)迅速瀏覽后而一句話，定位到deep learning, till從第八段首句話中的then表示此段是對(duì)上一段邏輯上的順承，關(guān)鍵詞是The new role of the university teacher.后兩段是關(guān)于教師應(yīng)采取何種教學(xué)措施·以確保Student-centered learning activities和A deep learning approach順利進(jìn)行。

　　Step Three:迅速瀏覽問題的答題指引及問題本身，抓住關(guān)鍵詞及句子大意，并回到文章定位所需信息的區(qū)域。

　　特別注意:一篇雅思閱讀文章的某一特定題型中的題目設(shè)計(jì)順序一般是按文章內(nèi)容發(fā)展順序設(shè)計(jì)的，了解了這一點(diǎn)，考生在做完一道題目開始下一題時(shí)，就不必理會(huì)己讀過的部分，這樣也可以大大提高閱讀效率。

　　第一部分是正誤判斷題(TRUE/FALSE/NOT GIVEN),首先.快速閱讀題干。15題是關(guān)于Newman對(duì)大學(xué)教育的重點(diǎn)的看法;16題是關(guān)于職務(wù)提升與獎(jiǎng)勵(lì)出色教學(xué)的關(guān)系的提法;17題講的是傳統(tǒng)的教學(xué)評(píng)估方法對(duì)學(xué)習(xí)過程的負(fù)面影響;18題講的是大學(xué)生對(duì)拙劣的教學(xué)方法和糟糕的結(jié)果的抱怨。通過對(duì)題干內(nèi)容的快速把握及第一步對(duì)文章結(jié)構(gòu)的把握，可以看出這一部分題目所需信息點(diǎn)集中的區(qū)域是第一、二段。

　　15題:第一段中Newman的話及后面對(duì)他的話的解釋說明:Newman argued that if universities were not for teaching but rather for scientific discovery，then they would not need students. (“Newman認(rèn)為。如果大學(xué)的目的不是教書而是做出科學(xué)發(fā)現(xiàn)的話，那他們就不需要學(xué)生。”)言下之意，如果大學(xué)的目的不是教書，大學(xué)就不成其為大學(xué)了。從這一點(diǎn)判斷，15題應(yīng)為TRUE,16題:題干說的是職務(wù)提升己經(jīng)被應(yīng)用于獎(jiǎng)勵(lì)出色教學(xué)。這就涉及現(xiàn)在的做法，屬第二段話的內(nèi)容。而本題中的關(guān)鍵詞是job promotion及outstanding teaching。此時(shí)應(yīng)迅速跳讀本段文字，尋找關(guān)鍵字或其同義詞，定位到本段后一句話。這時(shí)應(yīng).‘精讀”這句話，將其意思與題干對(duì)比。這句話中的時(shí)間狀語很重要,In the near future表明，這樣的做法還未成為現(xiàn)實(shí)。另外，情態(tài)動(dòng)詞should也表明，以職務(wù)提升來獎(jiǎng)勵(lì)出色教學(xué)的做法還未通行?！　?6題應(yīng)為FALSE.

　　17題:按題目設(shè)計(jì)的順序原則，本題答案應(yīng)到第三段尋找。根據(jù)已掌握的信息，文章重點(diǎn)放在了未來的大學(xué)教學(xué)上，這就必然會(huì)和現(xiàn)階段的大學(xué)教學(xué)作對(duì)比。通過迅速瀏覽可以在本段中定位出題干關(guān)鍵詞的同義提法Current degree courses, assessment strategies,題干的意思與文章中的意思一致。17題應(yīng)為TRUE,18題:前三題分別對(duì)前三段的信息點(diǎn)進(jìn)行了考察。從己閱讀的內(nèi)容來看.并未包括高校學(xué)生自身的反應(yīng)。那么可能的信息點(diǎn)只能按順序到下一段找。而迅速略讀下一段就會(huì)發(fā)現(xiàn)，這一段己經(jīng)轉(zhuǎn)向了第二部分的題目，所以不必在這一部分找。有沒有可能在第三部分呢?剛才提到過，雅思閱讀題目的設(shè)計(jì)·是按文章的發(fā)展順序來的，所以也不可能在第三部分。事實(shí)上，題干中的提法在文章中并沒有與之相對(duì)應(yīng)的信息?！　?8題應(yīng)為NOT GIVEN,第二部分是配對(duì)題(Matching)。通過迅速閱讀答題指引可發(fā)現(xiàn)，這是兩組非一一對(duì)應(yīng)的配對(duì)題。文中的信息點(diǎn)有8個(gè)，而題干中的信息點(diǎn)為5個(gè)。在這種情況下，需要對(duì)文章中的8個(gè)信息點(diǎn)和題干中的5個(gè)信息點(diǎn)都有透徹的理解。運(yùn)用的仍是尋找關(guān)鍵詞或其同義解釋的方法。

　　19題:題干中關(guān)鍵詞是adapt,different situations,而在選項(xiàng)C中，可以看到context,adjust, accordingly這些同義的提法。選項(xiàng)C的意思與此題的意思完全一致，指的是根據(jù)不同的教學(xué)環(huán)境調(diào)整教學(xué)方法。19題應(yīng)為C。

　　20題:題干中關(guān)鍵詞是assist, aims，而通過瀏覽可在選擇項(xiàng)。中定位到clear goals(清楚的目標(biāo))，與題干中的aims為同義詞。20題應(yīng)為G。

　　21題:題干中關(guān)鍵詞是interested, developing, learners·而在選項(xiàng)D中可以定位encourage deep learning approaches,緊跟其后的三個(gè)skills和behaviours都是對(duì)learners能力的界定。此題與選項(xiàng)D完全一致?！　?1題應(yīng)為D,22題:題干中關(guān)鍵詞是dignity及concern，而在選項(xiàng)中H,可定位到respect, interest以及high expectations，與題干中的信息相吻合?！　?2題應(yīng)為H,　　23題:題干中關(guān)鍵詞是improve和monitoring their skills(檢驗(yàn)自己的技能)，而在選項(xiàng)A中，可定位到themselves good learners和learn more and more about teaching。這一點(diǎn)與題于意思完全一致。23題應(yīng)為A.

　　在做這一部分時(shí)，確定一個(gè)答案后，就可以用筆將選過的選項(xiàng)劃去，這樣可以避免視線有意無意地回到已選過的部分，避免做無用功。

　　第三部分為多項(xiàng)選擇題(Multiple Choice)。這一部分的題目對(duì)應(yīng)的是文章的第三板塊:

　　對(duì)未來大學(xué)教學(xué)的設(shè)想。通過第二步略讀題目已經(jīng)得知，這一部分基本上都是觀點(diǎn)題。應(yīng)采用的方法是:先閱讀題干抓住關(guān)鍵詞，再回原文定位正確答案，后對(duì)比正確信息與四個(gè)選擇項(xiàng)選出正確答案。

　　24題:題干中的關(guān)鍵詞是university courses和focus more, 并有時(shí)間上的限定in the future,可以判斷此題需要的信息是未來的大學(xué)課程會(huì)將重點(diǎn)置于何處。通過第六段的主題句—第一句話可了解到，這一段是關(guān)于大學(xué)課程應(yīng)如何幫助學(xué)生適應(yīng)市場(chǎng)需要的。在此段的后一句中it is preferable that he or she should have an understanding of the concepts and the principles ofthe subject, have the ability to apply this understanding to new situations表明更好的做法是能使學(xué)生理解課程的概念和原則，并能將這種理解應(yīng)用到新的環(huán)境中—正是概念和能力兩個(gè)方面。

　　選擇項(xiàng)A與之吻合:發(fā)展學(xué)生的技能和概念。24題應(yīng)為A.

　　25題:這是一道典型的作者觀點(diǎn)題。題干中提到，According to the author，關(guān)鍵詞是prepare students,需要的信息是大學(xué)課程應(yīng)使學(xué)生作好什么樣的準(zhǔn)備。信息點(diǎn)應(yīng)從第七段尋找。這段話首先點(diǎn)明未來的大學(xué)教學(xué)要發(fā)生變化的原因，由As引導(dǎo)一個(gè)原因狀語從句。在這句話里，可以看到be equipped ... to enter careers that may not yet be envisaged. With change of profession being commonplace。大學(xué)畢業(yè)生可能需要為職業(yè)上的頻繁變化作好準(zhǔn)備.這就是大學(xué)課程的目的:To produce graduates equipped for this workforce。選擇項(xiàng)C與之相吻合:能容易地?fù)Q工作。25題應(yīng)為C,26題:此題仍為作者觀點(diǎn)題。題干關(guān)鍵詞是new learning materials及result in，考察的是有了新的學(xué)習(xí)材料會(huì)有什么樣的結(jié)果。這一信息點(diǎn)應(yīng)到第八段中尋找。事實(shí)上，本段的主題句己經(jīng)點(diǎn)明:“高校教師會(huì)扮演新的角色”(The new role of the university teacher)。后面的幾句話都是對(duì)這一點(diǎn)進(jìn)行說明。第二句話中提到了這種情況下的learning materials III什么組成，而這正是對(duì)高校教師新的角色的闡述。選擇項(xiàng)B與之吻合。26題應(yīng)為B,27題:此題仍為作者觀點(diǎn)題。題干關(guān)鍵詞是assessment及include,后兩段話是關(guān)于深度學(xué)習(xí)所需的策略的.兩段都出現(xiàn)了assessment一詞。通過略讀，可以發(fā)現(xiàn)倒數(shù)第二段只是提到了創(chuàng)新的評(píng)估策略，重點(diǎn)說的是傳統(tǒng)評(píng)估標(biāo)準(zhǔn)的目的。而后一段都是關(guān)于未來的評(píng)估方法應(yīng)當(dāng)包括哪些內(nèi)容。此段的主題句A deep learning approach would test a student's ability to identify and tackle new and unfamiliar "real world" problems,深度學(xué)習(xí)的模式應(yīng)該能檢驗(yàn)學(xué)生識(shí)別和應(yīng)對(duì)新的、不熟悉的現(xiàn)實(shí)問題的能力，而評(píng)估策略就應(yīng)當(dāng)包括這一項(xiàng)。

　　選擇項(xiàng)C符合題意。

　　Step Four:將答案按題目順序抄寫到答題卡上，然后檢查是否有遺漏或不符合題目要求的情況發(fā)生。

　　以上是對(duì)一篇雅思閱讀文章的解析，考生可以將白己的答題思路與解析相對(duì)照，并對(duì)白己做錯(cuò)的題目進(jìn)行分析，看看究竟是哪個(gè)環(huán)節(jié)出了問題。這篇文章題目涉及的題型只有三種:正誤判斷題、配對(duì)題和選擇題。雅思閱讀部分可能出現(xiàn)的題型多達(dá)八種.而每個(gè)題型涉及的技巧各有不同。下一章將對(duì)這八大題型的答題策略和技巧詳盡介紹，在題型每一題后還配有專項(xiàng)練習(xí)和答案解析。