雅思閱讀低分四大原因

陳鈴1147由分享時(shí)間：2020-09-02 01:09:13

雅思閱讀總是在中等水平游走，高分可望而不可即。那么究竟怎樣才能提高閱讀分?jǐn)?shù)，今天小編給大家?guī)?lái)了　雅思閱讀低分四大癥狀，希望可以幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧。

雅思閱讀低分四大癥狀

雅思閱讀，對(duì)癥下藥。

1癥狀：題目看不懂，也找不到。

診斷：缺乏語(yǔ)言基礎(chǔ)+定位方法

2癥狀：題目看懂了，但就是找不到。

診斷：缺定位方法

3癥狀：題目看懂了，也找到了，但還做錯(cuò)了。

診斷：方法尚可，替換關(guān)系理解不到位，句子結(jié)構(gòu)分析不準(zhǔn)。

4癥狀：題目看懂了，也找到了，答案對(duì)了，可是時(shí)間不夠!

診斷：缺高效的篇章練習(xí)思路，即平行閱讀法

很多雅思閱讀教學(xué)法往往把學(xué)生從癥狀1中拯救出來(lái)，但又掉進(jìn)了癥狀2;同理，癥狀2的學(xué)生被拯救后掉進(jìn)了癥狀3。與其最后都會(huì)掉進(jìn)癥狀4，我們?yōu)楹尾粡母旧辖鉀Q學(xué)生的整體閱讀思路問(wèn)題?

當(dāng)我們緊緊抓著某些所謂的定位詞去全文搜索時(shí)，就如同大海撈針，而這根針還很有可能被偷換成“金箍棒”，導(dǎo)致烤鴨定位受挫，只能放棄此題，繼續(xù)找下一道題目的定位詞。這就是只見(jiàn)樹(shù)木，不見(jiàn)森林的“關(guān)鍵詞定位法”。

西方人的寫(xiě)作思路有他們慣有的邏輯，比如介紹類(lèi)(橫向/縱向)，問(wèn)題類(lèi)(what-why-how-implication)，具體可以參考以下鏈接：

http://bj.xdf.cn/publish/portal24/tab8635/info862198.htm

不管你是否有時(shí)間研讀文章的發(fā)展順序，上考場(chǎng)前一周必須要熟練的必殺技，就是平行閱讀法。因?yàn)橐呀?jīng)有不少烤鴨在短期內(nèi)獲得了可喜的提分效果。

出題套路

簡(jiǎn)而言之，模式一到模式三，都是各種題型的交叉出題，只有模式四是每種題型先后分節(jié)出題，也是大家最青睞的模式?？蛇z憾的是，出題人更加青睞的是前面三種模式，因?yàn)榧饶芸疾鞂W(xué)生的快速定位能力，還能考察學(xué)生是否真實(shí)理解了文章含義，可謂“去技巧性”愈演愈烈，所謂的“關(guān)鍵詞定位法”會(huì)導(dǎo)致反復(fù)重讀，影響答題效果和效率。

平行閱讀法

今天咱們以模式一為例，具體演練一下平行閱讀法的操作步驟。

C5 p66-70 Disappearing Delta

Step 1. 瀏覽所有題型，劃分考察范圍

我們一拿到文章，先會(huì)看到66頁(yè)有段落小標(biāo)題，劃掉例子選項(xiàng)vii和vi，同時(shí)劃掉文中的A段和C段，表示這兩段不出LOH小標(biāo)題，那么LOH實(shí)際考察B,D,E,F這四段范圍。

關(guān)注大標(biāo)題和68頁(yè)圖示，Disappearing Delta，確定主題詞Nile delta等類(lèi)似詞匯會(huì)高頻出現(xiàn)，不作為定位詞。

看到69頁(yè)有判斷題5道，然后70頁(yè)有總結(jié)題3道，我們將先出現(xiàn)的判斷題作為A類(lèi)題型，同理后出現(xiàn)的作為B類(lèi)題型。因?yàn)锽類(lèi)題型有段落提示考察E和F段，那么在原文E段標(biāo)注題號(hào)24，表示開(kāi)始出總結(jié)題。可以大概推斷E段之前的A-D段會(huì)重點(diǎn)考察判斷題，心中可以呈現(xiàn)如下的考察模式：

模式一：段落小標(biāo)題+其他題型(全篇交叉)

Step 2. 先讀正序題，后讀亂序題

因?yàn)橛辛巳缟峡疾炷Ｊ剑覀兛梢韵茸x正序題A1，劃出定位詞Egypt’s Mediterranean和考點(diǎn)詞erosion occurred before Aswan dams，由于A段不出小標(biāo)題，我們可以直接搜索判斷題的細(xì)節(jié)定位詞，定到A段前兩句，發(fā)現(xiàn)考點(diǎn)吻合(in the past, land scoured away from…)，A1的答案為YES。

由于A段不考小標(biāo)題，也不考察B類(lèi)題型，那么A段被利用完畢。

Step 3. 逐段閱讀每段，完成每段會(huì)考察的題型，交叉做題(先正后亂)

現(xiàn)在到B段，很可能出判斷題A2細(xì)節(jié)題，并且一定會(huì)出小標(biāo)題B段主旨。于是先讀正序題A2，劃出定位詞(Aswan dams)和考點(diǎn)詞(people predicted… before dams were built)。回到B段，先讀第一句話(huà)，發(fā)現(xiàn)后文是對(duì)首句話(huà)的細(xì)節(jié)補(bǔ)充，得出第一句話(huà)為主題句，標(biāo)記TS(Topic Sentence)。然后順著往后讀，發(fā)現(xiàn)沒(méi)有提到修建大壩之前，人們是否預(yù)測(cè)有海水侵蝕的事情。得出A2判斷題答案NOT GIVEN。

B段后半截出現(xiàn)But也需要關(guān)注，但其實(shí)是通過(guò)介紹修大壩的目的，來(lái)呼應(yīng)首句話(huà)，強(qiáng)調(diào)修大壩造成了泥沙被攔截，泥沙無(wú)法像之前那樣自然地流到三角洲去填補(bǔ)侵蝕。于是回到66頁(yè)劃出每個(gè)小標(biāo)題關(guān)鍵詞，得出B段主旨的小標(biāo)題為iv. Interrupting a natural process。

因?yàn)橥瓿闪薃2，現(xiàn)在回到判斷題A3，劃出定位詞(Aswan dams)和考點(diǎn)詞(考修建目的是不是increase fertility)。由于剛才讀B段But后就發(fā)現(xiàn)了修大壩目的，是provide electricity and irrigation…，考點(diǎn)不吻合，答案是NO。

此時(shí)B段已經(jīng)被利用完畢，接著預(yù)估C段可能考察判斷題A4，并一定不會(huì)考察小標(biāo)題C段主旨(因?yàn)槭抢?。于是讀判斷題A4，完成A4。

C段被利用完，就讀判斷題A5，回到D段解決相應(yīng)細(xì)節(jié)判斷題和主旨小標(biāo)題。

以此類(lèi)推，待D段判斷題和小標(biāo)題搞定，接著就用后面的B類(lèi)題型(總結(jié)題)和小標(biāo)題的E段F段平行閱讀，逐段清空，交叉做題。

注意：如果A類(lèi)題型和B類(lèi)題型分節(jié)出題，則先把A1A2A3…全部完成，再讀B1B2B3…;如果A類(lèi)題型和B類(lèi)題型交叉出題，則同時(shí)讀A1和B1，誰(shuí)先出現(xiàn)，先解決誰(shuí)。

總之，把自己當(dāng)作出題者，判斷每段會(huì)出哪些題型，逐段清空，交叉做題。你會(huì)發(fā)現(xiàn)你能夠化被動(dòng)為主動(dòng)，定位上不會(huì)猶豫，并且不用回讀，正確率也相應(yīng)提高。當(dāng)然，這是模式一的解決方案，后面的模式二到模式四，方法類(lèi)似，細(xì)節(jié)處理有所差異。

雅思閱讀三大病癥

1. 閱讀緩慢癥

time flies(時(shí)光飛逝)用來(lái)形容雅思閱讀考試簡(jiǎn)直不能太貼切，基本80%以上的烤鴨們都面臨著時(shí)間嚴(yán)重不夠用這一大難題。還沒(méi)做完第一篇，考官就開(kāi)始 “40 mins left”, 基本來(lái)不及細(xì)看第三篇，閱讀考試就結(jié)束了。這慌慌張張地讀文，糊里糊涂地做題，怪不得大部分人出考場(chǎng)的第一句話(huà)都是“一切都要看天意了!”。其實(shí)，按照雅思官方(即那些母語(yǔ)為英語(yǔ)的英國(guó)人)的邏輯來(lái)說(shuō)，1個(gè)小時(shí)解決3篇文章40道題是totally合理的!因?yàn)楫?dāng)你步入國(guó)外學(xué)習(xí)，等待你的就不僅僅是一個(gè)小時(shí)只看3篇文章那么簡(jiǎn)單了，也就是說(shuō)如果你的閱讀速度不夠快的話(huà)，你是很難跟上國(guó)外課程的節(jié)奏的。那么，這閱讀緩慢癥我們到底應(yīng)該怎么治呢?

首先，我們一定要明確一個(gè)大原則即：以題帶讀文章，不以做題為目的讀文章在考場(chǎng)上是不推薦的，畢竟這是一場(chǎng)昂貴的應(yīng)試考試，如果大家是想鍛煉閱讀能力，那么建議可以在課下多精讀文章。如果是在考場(chǎng)上，那么我們就必須學(xué)會(huì)如何在文章上進(jìn)行掃讀和略讀。我們可以拿下面這段話(huà)試一試：Maintaining a level of daily physical activity may help mental functioning, says Carl Cotman, a neuroscientist at the University of California at Irvine. 這句話(huà)中肯定有我們看著陌生的詞匯比如neuroscientist，但是事實(shí)上它只是人物的身份介紹，對(duì)于我們做題功用性并不大。因此我們可以完全忽略讀句子的后半句，只要獲得physical activity help mental functioning這句信息即可。其實(shí)在每篇?jiǎng)蛘骖}中，都有這樣冗雜的信息，我們并不需要全部讀懂這些內(nèi)容。適當(dāng)?shù)囊淮^(guò)最好不過(guò)了。

2. 定位盲目癥

除了時(shí)間緊張外，多數(shù)烤鴨在考場(chǎng)上也會(huì)犯盲目癥，即閱讀毫無(wú)章法，東挑一塊兒西拎一片兒，完全不知道自己應(yīng)該從哪兒開(kāi)始，也不能夠有效地找到自己要做的題目的切入點(diǎn)。其實(shí)，這很大程度上是由于對(duì)文章缺乏整體的結(jié)構(gòu)把握和對(duì)題目特點(diǎn)不熟悉導(dǎo)致。因?yàn)樵S多考生非常習(xí)慣先做填空型和判斷型題目，這種細(xì)節(jié)型的題目如果簡(jiǎn)單點(diǎn)，大家可以通過(guò)上一道題結(jié)束的位置來(lái)鎖定下一道題目開(kāi)始的位置。但是一旦如果難一點(diǎn)，那么非常容易在文章內(nèi)容上有較大的跨度，有的甚至段落重合。碰到諸如此類(lèi)的題目，很多考生可能在考場(chǎng)上就直接崩潰。且花大量的時(shí)間在鎖定定位上，而非真正解題上。在這里，我想推薦大家可以試試如下的方法↓

首先，我們可以通過(guò)2-3分鐘快速掃讀標(biāo)題和每段段首句信息，粗略把握一下文章大致的走向，(比如它是按時(shí)間線(xiàn)還是按人物線(xiàn)發(fā)展?)亦或者每段可能涉及什么樣的內(nèi)容。其次，我們?cè)倩氐叫枰龅念}目上，觀察一下每道題的各自特點(diǎn)，是細(xì)節(jié)題目還是主旨針對(duì)全文。然后有針對(duì)地先解決容易定位的題目，如帶有標(biāo)題的summary或是筆記題，亦或是題目自報(bào)家門(mén)的選擇題。當(dāng)我們實(shí)在定不準(zhǔn)位置的時(shí)候，一定要借助題干中比較醒目的信號(hào)詞，它可以幫助我們快讀鎖定文章位置，那么這種類(lèi)型的詞我們可以將它們歸納為6類(lèi)，分別是數(shù)字時(shí)間百分比，人名地名和大寫(xiě)。

3. 詞不答題癥

第三類(lèi)病癥的選手往往能夠鎖定住答案出處，但是在答案的選擇上經(jīng)常搞出烏龍，笑點(diǎn)頻出。很多時(shí)候他們對(duì)句子里基本的單詞都認(rèn)識(shí)，就是連到一起意思就亂套了。其實(shí)說(shuō)到底著就是對(duì)長(zhǎng)難句的分析不到位，當(dāng)句子拎不清主干和從句，意思理解上也就費(fèi)勁了。我們看如下這句話(huà)：Research carried out by scientists in the United States has shown that the proportion of people over 65 suffering from the most common age-related medical problems is ———. 作為一道填空題，這句話(huà)很少有學(xué)生能夠一遍看明白。首先我們會(huì)發(fā)現(xiàn)句子的主語(yǔ)是research，提取主干的話(huà)，它的謂語(yǔ)動(dòng)詞應(yīng)該是has shown, 賓語(yǔ)的位置換成了一句話(huà)，且答案空在這句話(huà)上，故我們題干的中心又落在到了這個(gè)賓語(yǔ)從句上，那么從句里很明顯主語(yǔ)是the proportion of people 那么謂語(yǔ)動(dòng)詞成了is,根據(jù)詞性搭配，我們要填的詞判斷是個(gè)形容詞，所以把句子簡(jiǎn)化一下，我們就可理解是Research has shown that the proportion of people is 怎么樣，然后通過(guò)題干中 United States，over 65快速定位，鎖定答案。

通過(guò)該題的特點(diǎn)，我們?cè)陂喿x中是一定要培養(yǎng)自己獨(dú)立讀長(zhǎng)難句的能力的。當(dāng)然，這也絕非短時(shí)間內(nèi)能夠突破的，還在于大家平時(shí)對(duì)文章的精讀。我的建議是大家可以在每做完一篇文章后，在文章中挑出至少5個(gè)自己看起來(lái)費(fèi)力的句子，把它們徹徹底底弄明白，因?yàn)檫@不僅可以修煉閱讀的內(nèi)力，還可以提升寫(xiě)作的功力，可謂一箭雙雕。

雅思閱讀練習(xí)題：Does online preschool program work?

Preschool is good for children, but it’s expensive.

Can 4-year-olds learn what they need to know for kindergarten by sitting in front of a computer for 15 minutes a day?

Utah is betting they can. This year, more than 6,600 children across the state are learning by logging on to laptops at home in a taxpayer-funded online preschool program that is unlike any other.

This is preschool without circle time on the carpet, free play with friends and real, live teachers. In online preschool, children navigate(航行)through a series of lessons, games and songs with the help of a computer mouse and two animated raccoons(浣熊)named Rusty and Rosy.

The Obama administration last year awarded an $11.5 million grant to expand the online program into rural communities to study how well it prepares children for kindergarten. Schools in South Carolina are testing it, and Idaho lawmakers are considering a pilot program(試點(diǎn)項(xiàng)目).

It’s a sign of the growing interest among educators in using technology to customize(定制)learning, even for the youngest children. It also gives children who might otherwise not get any preparation for elementary school a chance to experience an academic program.(這也給了那些上小學(xué)前原本可能沒(méi)有任何準(zhǔn)備的孩子一個(gè)機(jī)會(huì)來(lái)體驗(yàn)學(xué)習(xí)課程。) But it’s also missing some ingredients(成分)— especially social and emotional learning — that many experts and parents consider central to the education of young children.

Utah’s approach, which is far cheaper than traditional preschool programs and can reach students in the state’s most remote areas, is to some critics an example of a common problem: Lawmakers want to harness(利用)the oft-touted benefits of early-childhood education without investing enough to ensure quality. (猶他州的辦法，雖然比傳統(tǒng)學(xué)前方案便宜得多，而且能惠及該州最偏遠(yuǎn)地區(qū)的學(xué)生，但是在一些批評(píng)家看來(lái)，這種方法恰恰體現(xiàn)了一個(gè)常見(jiàn)的問(wèn)題：為政者想利用孩子早期教育被經(jīng)常吹噓的種.種好處，卻又投資不夠以確保其品質(zhì)。)

“It’s wishful thinking(異想天開(kāi)) by state legislatures,” said Steven Barnett, the director of the National Institute for Early Education Research at Rutgers University. “We want preschool, we want to get these great results, but we don’t actually want to spend the money.”

State Sen. Howard A. Stephenson (R), who sponsored the bill that created the Utah program, sees it differently. Utah is one of 10 states that lack a state-funded traditional preschool program. In its K-12 schools, Utah spends just $6,252 per student, which is less than any other state and two-thirds of the national average.

“We want to reach the greatest number of children with the resources that we have,” Stephenson said. “I don’t think we’re being cheap at all. We’re being smart.”

Called Upstart — or Utah Preparing Students Today for a Rewarding Tomorrow — the program has grown quickly since its inception(開(kāi)始) in 2008, bolstered(支持，援助) by external evaluations that have shown early literacy(讀寫(xiě)能力)gains among children who use it. (從2008年開(kāi)展以來(lái)，該課程發(fā)展迅速，而且也得到了外部評(píng)估的支持：使用該課程的孩子已經(jīng)初步顯示出讀寫(xiě)能力的提高。)It is a program of the Waterford Institute, a Utah-based nonprofit center that has long sold instructional software to K-12 schools.

Upstart will cost about $5.3 million this year, or about $800 per student. That is about half the cost of Arizona’s state-funded traditional preschool program, which is the least-expensive in the country, and a fraction(分?jǐn)?shù);一小部分)of Washington’s universal preschool program, which costs $15,000 per student, according to Barnett’s early education research center at Rutgers.

Waterford provides participating families with software and parent training sessions and, if need be, laptops and Internet access. The nonprofit also has installed solar panels for several students whose homes do not have electricity, including for the Parrish family, who live in the Navajo Nation’s iconic(標(biāo)志性的) Monument Valley.

“I would recommend it to other parents,” said Clara Parrish, whose granddaughter began Upstart last year while attending a traditional preschool for two half-days each week. “She was a little behind, and then when she went to Upstart, she caught up. I think she’s doing better than she was.”

Public preschool programs have been expanding nationwide as policymakers have come to see early-childhood education as key to closing persistent achievement gaps between children from poor and affluent(富裕的)families. (公立學(xué)前課程已經(jīng)在全國(guó)范圍內(nèi)發(fā)展起來(lái)，因?yàn)檎阎饾u認(rèn)識(shí)到，孩子的早期教育是消除一直存在的窮人家和富人家孩子成績(jī)差距的關(guān)鍵所在。)Research shows that at-risk children who attend high-quality preschools are more likely to have positive life outcomes than their counterparts(對(duì)等的人或物)who do not attend preschool. They are more likely to graduate from high school and less likely to get into trouble with the law or to go to jail.

But Barnett and other earyl-education experts said that those powerful effects stem not only from(來(lái)自于) the academic boost(提高)that preschools can provide but also from the social and emotional skills — such as self-control — that young children learn when they play and negotiate with their peers in person.

It is not clear whether or how an online learning program can teach those kinds of skills; evaluations of Upstart have not measured what children learn in that realm(領(lǐng)域).

“They’ve selected their outcomes that they are likely to achieve, and it’s probably safe to assume that impacts on the others are zero,” Barnett said. (巴內(nèi)特說(shuō)：“他們只選擇那些可能實(shí)現(xiàn)的結(jié)果，我們也許可以認(rèn)為，[該課程]對(duì)其他方面產(chǎn)生的影響可能為零?！?

Claudia Miner, a Waterford vice president, said Upstart officials teach parents how they can bolster their children’s social skills. But she said that lawmakers are most interested in the program’s potential effect on literacy. “You don’t measure social skills in third grade; you measure reading skills,” she said in an e-mail.

Miner added that some parents simply are not ready to send their 4-year-olds to school, but they also want help to prepare them for kindergarten. And other families, particularly in Utah, live in such far-flung(偏遠(yuǎn)的)places that sending their children to a traditional preschool is not realistic or affordable.

“In some of the most rural parts of Utah and the country, there simply isn’t a bricks-and-mortar(實(shí)體的)option or, if there is, it involves a long travel time,” Miner said.

About half of the children who participated in Upstart during the 2014-2015 school year were enrolled in another preschool program. One of them was Megan Albrecht’s daughter, who attended a preschool three half-days each week.

“The Upstart program was great, but it really just went over letters, just the alphabet and the grammar part, and there’s so much more than just that,” said Albrecht, a mother of three in Panguitch, Utah, a rural town of 1,600 in southern Utah, near Bryce Canyon’s famous rock hoodoos.

But Albrecht said Upstart is an important tool because it provides her a structure, and a daily nudge(推動(dòng)), to teach her daughter the alphabet and basic skills for kindergarten.

Mark Innocenti, a professor at Utah State University, was skeptical(懷疑的)about using scarce state funds to pay for an educational model with unproven results for low-income students. But after evaluating whether the program is effective when used in home day care and district-run preschool programs, his thinking has changed.

Innocenti said he has been convinced that combining online learning with traditional preschool is a valid approach that gives children the best of both worlds. But he said he remains concerned about relying on an in-home computer program to serve the poorest children, especially those whose parents work or speak English as a second language.

Utah’s legislature recently started an effort to serve those children in traditional, center-based preschools. In a twist on preschool funding — using “social impact bonds” — investors can foot(結(jié)算;衡量) the upfront costs of providing traditional preschool programs. And if the program meets goals for reducing the number of children who need costly special education services, taxpayers pay the investors back, with interest.

That program is quite small, serving about 1,000 children, according to Stephenson, the state senator. And it is far more expensive than Upstart. It probably will cost taxpayers between $1,900 and $2,000 per child, according to state fiscal analysts.

Stephenson said the cost of traditional preschool limits how many of the state’s 50,000 4-year-olds can be served.

“We can cover a lot more children with the same dollars with Upstart,” he said.

Vocabulary

navigate 航行

pilot program 試點(diǎn)項(xiàng)目

customize 定制

ingredient 成分

wishful thinking 異想天開(kāi)

inception 開(kāi)始;開(kāi)端

bolster 支持

literacy 讀寫(xiě)能力

fraction 小部分;分?jǐn)?shù)