雅思閱讀臨場(chǎng)4步答題技巧
雅思閱讀臨場(chǎng)4步答題技巧 Ieltser可以了解一下,小編給大家?guī)?lái)了雅思閱讀精讀別樣解讀 ，希望能夠幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧。
雅思閱讀臨場(chǎng)4步答題技巧 Ieltser可以了解一下
雅思閱讀答題技巧第一步：考生拿到閱讀試卷后應(yīng)該首先應(yīng)該閉上眼睛，穩(wěn)定一下自己的情緒。因?yàn)楹芏嗫忌从秤捎谧雎?tīng)力時(shí)過(guò)于興奮，在閱讀考試時(shí)無(wú)法穩(wěn)定自己的情緒，結(jié)果導(dǎo)致閱讀考試時(shí)十八般武藝未充分發(fā)揮。在此也提醒考生，切勿在考官喊“開(kāi)始”之前翻開(kāi)試卷答題。因?yàn)檫@將被考官視為作弊，有的考生被直接趕出考場(chǎng)，取消其考試資格;還有的考生被考官記下名字，并在名字后注明“扣一分”;當(dāng)然也有考生比較幸運(yùn)，考官雖然記下其名字，但后來(lái)卻未算其作弊;因?yàn)樵鯓討土P考生有是取決于很多因素的，如考官心情、性格等。
雅思閱讀答題技巧第二步：待考官說(shuō)“開(kāi)始”后，考生們要做的是瀏覽三篇文章的文章標(biāo)題，看自己對(duì)哪篇文章的話題最為熟悉，然后選擇最為熟悉的一篇開(kāi)始做。有的考生按照試卷給出的文章的順序依次做，結(jié)果第二篇文章的話題是其最陌生的，結(jié)果考生花費(fèi)25分鐘來(lái)做題，但有的題目依然未找到答案，結(jié)果導(dǎo)致第三篇文章雖然狂簡(jiǎn)單，但時(shí)間不夠，最后剩的幾道題只能猜答案，結(jié)果可想而知。其實(shí)閱讀考試的答題時(shí)間是60分鐘，每篇文章要求是用20分鐘，但并未規(guī)定三篇文章要先做哪篇;并且雅思閱讀文章涉及的都是大眾科學(xué)，對(duì)于熟悉的話題，有的題目可以直接利用常識(shí)做出，根本不用看文章，如劍7 Ant Intelligence中的判斷和摘要、劍 5 Flawed Beauty: the problem with toughened glass 中的摘要及劍六 The Search for the Anti-aging Pill中的配對(duì)題;對(duì)于熟悉話題的文章，題目不用20分鐘就可以完成，這樣就可以把時(shí)間留給話題最不熟悉，最難的那一篇。(提醒考生，如果有的文章沒(méi)有標(biāo)題或標(biāo)題不理解，旁邊會(huì)有插圖幫助理解)
雅思閱讀答題技巧第三步：在判斷好先做哪篇文章之后，下面要決定的就是先做哪種題型了。我們對(duì)要考到6.5分以上并且基礎(chǔ)好的考生和最多要考到6分并且基礎(chǔ)差的考生有不同的建議。
最多只要考到6分并且基礎(chǔ)差的考生： 建議考生在題目中先搜索最簡(jiǎn)單的題目即送分題(流程題、填圖題、表格題、簡(jiǎn)答題、完成句子題)去做，然后再找自己有把握性的題型去做，也就是遵循由易到難的題型原則，最后對(duì)于那些難題，利用老師講過(guò)的捷徑去做即可;而不是按照考卷所給出的題型順序去做，因?yàn)橥季斫o出題型的難度通常是由大到小，考生即使先做難題，效果也不會(huì)很好，而且浪費(fèi)時(shí)間，導(dǎo)致送分題沒(méi)時(shí)間做。同時(shí)提醒考生們注意，在定位時(shí)送分題的對(duì)應(yīng)信息往往出現(xiàn)在文章后幾段。
要考到6.5分以上并且基礎(chǔ)好的考生：建議這部分考生按照考卷所給出的題型順序去做題。因?yàn)橐嫉礁叻謱?duì)較高的正確率有要求，而且這部分考生基礎(chǔ)較好，具備了對(duì)付難題的能力;同時(shí)，難題如標(biāo)題配對(duì)題和其他簡(jiǎn)單題型的考察點(diǎn)不同，也就是說(shuō)，標(biāo)題配對(duì)題考察考生把握整體信息、歸納總結(jié)的能力，而其他題型考察考生定位具體信息并理解的能力。如果考生先做標(biāo)題配對(duì)題，對(duì)文章脈絡(luò)和整體信息已經(jīng)有所把握，在做其他題型時(shí)，一方面可以迅速定位，另一方面有的題型可以直接確定答案，而無(wú)需回原文定位。當(dāng)然對(duì)于某題型中的難題，考慮到考試時(shí)間限制，還是建議考生先放棄，最后有時(shí)間再返回攻克它。
雅思閱讀答題技巧第四步：在接下來(lái)的做題過(guò)程中，建議考生：
首先看題目說(shuō)明，因?yàn)檠潘碱}目說(shuō)明中會(huì)有陷阱和線索。如判斷題就比較陰險(xiǎn)，它會(huì)有兩種題目要求：TRUE/FALSE/NOT GIVEN和YES/NO/NOT GIVEN;很多考生答題時(shí)不細(xì)心就會(huì)把TRUE寫成YES，那這道題就白做了。而其他題型中如摘要題中又會(huì)有線索，如：complete the summary of the last two paragraphs;這就給考生提供了題目在原文中對(duì)應(yīng)內(nèi)容的范圍，找答案就相當(dāng)容易了。另外有的題型如細(xì)節(jié)配對(duì)題和在給定單詞中選答案的摘要題的題目說(shuō)明中會(huì)給出：NB Any letter can be used more than once;這就提示考生答案會(huì)有重復(fù)使用的狀況。
接下來(lái)考生要讀題目，判斷好題目類型，因?yàn)轭}型不同，特點(diǎn)和做題技巧就不同。判斷好題型后，考生們則需要在題目中劃定位詞。
然后就是在文章中定位了(標(biāo)題配對(duì)題除外，除非用捷徑)。定位時(shí)要注意，定位詞在原文中會(huì)“36變”，也就是說(shuō)定位詞在原文出現(xiàn)的形式有很多種：原詞(僅限定位詞為專有名詞、專業(yè)術(shù)語(yǔ)和物質(zhì)名詞)、同義詞/短語(yǔ)、近義詞/短語(yǔ)、上義詞、下義詞、反義詞的否定形式等。所以考生決不能總想著找原詞，同時(shí)考生們應(yīng)該在平時(shí)增加詞匯的積累，運(yùn)用詞群記憶法來(lái)記憶單詞。
雅思閱讀素材積累：Coarse work
BRITISH universities, it appears, are considering abandoning a 200-year old system of degree classification in favour of the American GPA model. At present, students are bunched into grade clusters. The top 10-20% receive a "1st", the majority receive a "2.1" or "two-one" and the stragglers receive either a "two-two" or a "3rd". The latter group can be very small (5%) at the elite universities but is larger nationally.
The main reasoning for this is that it is hard for employers to distinguish between graduates if everyone has a 2.1 grade. But it is possible for employers to ask for a full transc ript of individual grades, though this is not nearly as common in Britain as you might expect. The stronger point (which you might have already picked up on) is that the existing system can be difficult to interpret internationally. Adopting the GPA system would be helpful to undergraduates wishing to study or work abroad.
I think this might be missing a trick. My experience of the 1st/2.1/2.2 system is that it has a very strong effect on students' work effort. For weaker students, either those of lower natural ability or the more workshy, fear of the notorious "Desmond" (cockney rhyming slang after the eponymous archbishop) is the ultimate motivator. Many attractive careers simply advertise the minimum requirement of a 2.1, and therefore getting the lower grade can be quite a handicap in the job market.
For stronger students, the aspiration of a first, the only true distinguisher in the system, is also a strong incentive. The risk is that working quite hard could leave you with only a high 2.1, largely indistinguishable from all other 2.1's. The crudeness of the grading system drags everyone up.
An interesting paper by Pradeep Dubey and John Geanakoplos of the Cowles foundation at Yale Univeristy makes the same point. They write:
Suppose that the professor judges each student's performance exactly, though the performance itself may depend on random factors, in addition to ability and effort. Suppose also that the professor is motivated solely by a desire to induce his students to work hard. Third and most importantly, suppose that the students care about their relative rank in the class, that is, about their status. We show that, in this scenario, coarse grading often motivates the student to work harder.
One might think that finer hierarchies generate more incentives. But this is often not the case. Coarse hierarchies can paradoxically create more competition for status, and thus better incentives for work.
They give a simple example. Suppose there are two students, Brainy and Dumbo, with disparate abilities. Brainy achieves a uniformly higher score even when he shirks and Dumbo works. Suppose, for example, that Dumbo scores between 40 and 50 if he shirks, and between 50 and 60 if he works, while Brainy scores between 70 and 80 if he shirks and 80 and 90 if he works. With perfectly fine grading, Brainy will come ahead of Dumbo regardless of their effort levels. But since they only care about rank, both will shirk.
But, by assigning a grade A to scores above 85, B to scores between 50 and 85, and C to below 50, the professor can inspire Dumbo to work, for then Dumbo stands a chance to acquire the same status B as Brainy, even when Brainy is working. This in turn generates the competition which in fact spurs Brainy to work, so that with luck he can distinguish himself from Dumbo. He doesn't want to be mislabelled. With finer grading everyone gets their own label so this effect disappears.
The corollary to this in my example is that if the brainy student knows that even when slacking off he will still do measurably better than most students he may decide that he can still get a very good job with 70 to 80. There may be students who score 80 to 90 with superior credentials but academic performance is only part of the hiring criteria. If he can signal himself as a brainy student he might think this is enough.
However, critical to all this is that all exams are taken together, as they are at Oxford or Cambridge universities, usually at the end of the degree in a consecutive-day marathon. The trend in other British universities has been to examine various courses throughout the degree. The result is that those in the middle of the ability range can work very hard at the beginning, bank a 2.1 and then slack off in the remaining years. It is partly for this reason that those universities pushing hardest for the changes have exams split across years. Oxford and Cambridge are less keen.
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