雅思閱讀題目做不完改如何應(yīng)對(duì)

陳鈴1147由分享時(shí)間：2020-09-02 11:01:14

相信參加過雅思考試的同學(xué)們都有同樣一個(gè)困擾，雅思閱讀的時(shí)間太緊張，根本做不完題目。下面小編給大家?guī)砹搜潘奸喿x題目做不完改如何應(yīng)對(duì)，希望能夠幫助到大家，下面小編就和大家分享，來欣賞一下吧

雅思閱讀題目做不完改如何應(yīng)對(duì)?

首先，充分的了解考試的。對(duì)于雅思閱讀，我們需要對(duì)于文章的長(zhǎng)度，內(nèi)容，風(fēng)格，題型的數(shù)量，分類，特點(diǎn)都有充分的了解。60分鐘內(nèi)完成40個(gè)題目，平均一道題只有一分半，這短短的時(shí)間內(nèi)要完成分析題目，文中定位，理解文章，解題還有填寫答題紙。如果沒有足夠的熟練度，幾乎是不可能的任務(wù)。所以我們需要有針對(duì)性的總結(jié)出文章的特點(diǎn)，題型的分類，具體每種題型的特點(diǎn)以及最有效率的解題步驟。這些都是我們應(yīng)該在備考時(shí)就做好充分的準(zhǔn)備的。

其次，掌握科學(xué)的閱讀方法。所謂“科學(xué)”的閱讀方法，是指針對(duì)不同閱讀目標(biāo)選擇合理的有效率的閱讀方法。舉個(gè)最簡(jiǎn)單的例子，我們可以使用跳讀的方法來進(jìn)行總結(jié)歸納，即跳過段落中細(xì)節(jié)描述和例子，重點(diǎn)讀主題句和觀點(diǎn)句。如果需要定位細(xì)節(jié)，就要使用地毯式搜索的尋讀法啦。除了這些基本的方法，還有很多實(shí)用的方法，例如如何利用連接詞理解上下文含義，如何掌握文章段落邏輯關(guān)系，如何快速理解長(zhǎng)難句，這些都是備考時(shí)值得去研究的方向。

還有，練習(xí)練習(xí)練習(xí)!Practice makes perfect!這里的練習(xí)指的絕不是簡(jiǎn)單機(jī)械的題海戰(zhàn)術(shù)，但是不可否認(rèn)對(duì)于雅思閱讀來說練夠一定的量才能在熟練度上有質(zhì)的飛躍。以我的經(jīng)驗(yàn)，一個(gè)學(xué)生在充分了解考試，掌握題型方法和有比較好的閱讀方法的前提下，需要通過至少9-15套題的嚴(yán)格計(jì)時(shí)訓(xùn)練，才可能做到好的熟練讀，建立起做題的節(jié)奏，比較從容的面對(duì)考試。當(dāng)然除了做題，總結(jié)分析錯(cuò)題和超時(shí)原因更為重要，只有找出自己錯(cuò)題的原因(例如，解題方法錯(cuò)誤，生詞問題，句子理解錯(cuò)誤)才有可能改掉問題取得進(jìn)步。所以在練習(xí)過程中，可以選取理解不好的文章做一做精讀;可以總結(jié)出自己的易錯(cuò)詞，易混淆詞，生單詞本。反復(fù)查漏補(bǔ)缺，堅(jiān)持積累，才能水滴石穿。

最后，上了考場(chǎng)如果真的還是做不完(當(dāng)然在前幾條都準(zhǔn)備充分的情況下是不應(yīng)該出現(xiàn)這種問題的)：合理的舍棄，千萬不要個(gè)別題目卡住而放棄整個(gè)森林。先易后難，先做有把握的題目，再?zèng)_擊難題。當(dāng)然嘍，實(shí)在沒有時(shí)間做出來的題目，適當(dāng)?shù)拿梢幻梢彩潜仨毜摹Ｏ嘈趴绝唫兌级摹?/p>

最新雅思閱讀全真模擬題:信念實(shí)驗(yàn)

Implication of False Belief experiments 2

You should spend about 20 minutes on Question 27-40 which are based on Reading Passage below.

A considerable amount of research since the mid 1980s has been concerned with what has been termed children's theory of mind. This involves children's ability to understand that people can have different beliefs and representations of the world -a capacity that is shown by four years of age. Furthermore, this ability appears to be absent in children with autism. The ability to work out what another person is thinking is clearly an important aspect of both cognitive and social development. Furthermore, one important explanation for autism is that children suffering from this condition do not have a theory of mind (TOM). Consequently, the development of children's TOM has attracted considerable attention.

Wimmer and Perner devised a false belief task' to address this question. They used some toys to act out the following story. Maxi left some chocolate in a blue cupboard before he went out. When he was away his mother moved the chocolate to a green cupboard. Children were asked to predict where Maxi will look for his chocolate when he returns. Most children under four years gave the incorrect answer, that Maxi will look in the green cupboard. Those over four years tended to give the correct answer, that Maxi will look in the blue cupboard. The incorrect answers indicated that the younger children did not understand that Maxi's beliefs and representations no longer matched the actual state of the world, and they failed to appreciate that Maxi will act on the basis of his beliefs rather than the way that the world is actually organised.

A simpler version of the Maxi task was devised by Baron-Cohen to take account of criticisms that younger children may have been affected by the complexity and too much information of the story in the task described above. For example, the child is shown two dolls, Sally and Anne, who have a basket and a box, respectively. Sally also has a marble, which she places in her basket, and then leaves to take a walk. While she is out of the room, Anne takes the marble from the basket, eventually putting it in the box. Sally returns, and the child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the basket, where she put the marble; the child fails the task if she answers that Sally will look in the box, where the child knows the marble is hidden, even though Sally cannot know, since she did not see it hidden there. In order to pass the task, the child must be able to understand that another's mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding. The results of research using been fairly consistent: most normally-developing children are unable to pass the tasks until around age four.

Leslie argues that, before 18 months, children treat the world in a literal way and rarely demonstrate pretence. He also argues that it is necessary for the cognitive system to distinguish between what is pretend and what is real. If children were not able to do this, they would not be able to distinguish between imagination and reality. Leslie suggested that this pretend play becomes possible because of the presence of a de-coupler that copies primary representations to secondary representations. For example, children, when pretending a banana is a telephone, would make a secondary representation of a banana. They would manipulate this representation and they would use their stored knowledge of 'telephone' to build on this pretence.

There is also evidence that social processes play a part in the development of TOM. Meins and her colleagues have found that what they term mindmindedness in maternal speech to six-month old infants is related to both security of attachment and to TOM abilities. Mindmindedness involves speech that discusses infants' feelings and explains their behaviour in terms of mental states (e.g. ‘you're feeling hungry’).

Lewis investigated older children living in extended families in Crete and Cyprus. They found that children who socially interact with more adults, who have more friends, and who have more older siblings tend to pass TOM tasks at a slightly earlier age than other children. Furthermore, because young children are more likely to talk about their thoughts and feelings with peers than with their mothers, peer interaction may provide a special impetus to the development of a TOM. A similar point has been made by Dunn, who argues that peer interaction is more likely to contain pretend play and that it is likely to be more challenging because other children, unlike adults, do not make large adaptations to the communicative needs of other children.

In addition, there has been concern that some aspects of the TOM approach underestimate children's understanding of other people. After all, infants will point to objects apparently in an effort to change a person's direction of gaze and interest; they can interact quite effectively with other people; they will express their ideas in opposition to the wishes of others; and they will show empathy for the feelings of others. All this suggests that they have some level of understanding that their own thoughts are different to those in another person's mind. Evidence to support this position comes from a variety of sources. When a card with a different picture on each side is shown to a child and an adult sitting opposite her, then three year olds understand that they see a different picture to that seen by the adult.

Schatz studied the spontaneous speech of three-year-olds and found that these children used mental terms, and used them in circumstances where there was a contrast between, for example, not being sure where an object was located and finding it, or between pretending and reality. Thus the social abilities of children indicate that they are aware of the difference between mental states and external reality at ages younger than four.

A different explanation has been put forward by Harris. He proposed that children use 'simulation'. This involves putting yourself in the other person's position/ and then frying to predict what the other person would do. Thus success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories, rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.

Questions 27-33

Use the information in the passage to match the people (listed A-G) with opinions or deeds below. Write the appropriate letters A-G in boxes 27-34 on your answer sheet.

A. Baron-Cohen

B. Meins

C. Wimmer and Perner

D. Lewis

E. Dunn

F. Schatz

G. Harris

27. Giving an alternative explanation that children may not be understanding other's belief.

28. found that children under certain age can tell difference between reality and mentality

29. designed an experiment and drew conclusion that young children under age of 4 were unable to comprehend the real state of the world

30. found that children who gets along with adults often comparatively got through test more easily

31. revised an easier experiment rule out the possibility that children might be influenced by sophisticated reasoning.

32. Related social factor such as mother-child communication to capability act in TOM

33. explained children are less likely tell something interactive to their mother than to their friends

Questions 34-40

Summary

Complete the following summary of the paragraphs of Reading Passage, using No More than Three words from the Reading Passage for each answer. Write your answers in boxes 34-40 on your answer sheet.

In 1980s, researches are designed to test the subject called 34 that if children have the ability to represent the reality. First experiment was carried out on this subject on a boy. And questions had been made on where the how ran find the location of the 35 But it' excessive 36 . So second modified experiment was conducted involving two dolls, and most children passed the test at the age of 37 . Then Lewis and Dunn researched 38 children in a certain place, and found children who have more interaction such as more conversation with 39 actually have better performance in the test, and peer interaction is 40 because of consisting pretending elements.

文章題目：錯(cuò)誤信念實(shí)驗(yàn)

篇章結(jié)構(gòu)

體裁

兒童認(rèn)知心理學(xué)（說明文）

題目

錯(cuò)誤信念理解實(shí)驗(yàn)2

結(jié)構(gòu)

（一句話概括每段大意）

A. 描述兒童思維理論研究

B. Wimmer和Perner以四歲為界點(diǎn)設(shè)計(jì)大小孩子實(shí)驗(yàn)，發(fā)現(xiàn)四歲以后孩子才能理解他人預(yù)期。

C. Baron-Cohen簡(jiǎn)化實(shí)驗(yàn)，得出相同結(jié)果。

D. Leslie提出孩子18月以后才能區(qū)分區(qū)分現(xiàn)實(shí)與虛擬。

E. Meins提出社會(huì)因素對(duì)兒童思維的影響。

F. Lewis發(fā)現(xiàn)與他人互動(dòng)越多的孩子能越早理解他人的信念

G. 對(duì)TOM理論提出質(zhì)疑：嬰兒時(shí)能和人互動(dòng)的

H. Schatz發(fā)現(xiàn)嬰兒能區(qū)分現(xiàn)實(shí)與意念

I. Harris提出“模仿”概念解釋孩子的行為

試題分析

Question 27-40

題目類型：信息配對(duì)及填空題

題號(hào)

定位詞

文中對(duì)應(yīng)點(diǎn)

題目解析

Alternative explanation

I段人名

該題干中提到了另一種解釋Alternative explanation, 說明該題答案位于文章后半部分。 I 段的different explanation與題干意思一致。提出該解釋的人為Harris

因此，本題答案為G

Tell difference between Reality and mentality

H段人名

題干中提到“辨別真假”，H段最后一句說：...aware of the difference between mental states and external reality. 正是討論這個(gè)問題。提出該觀點(diǎn)的人為Schatz

因此，本題答案為F

Comprehend real state of the world

B段人名

題干中提到“理解真實(shí)世界”，B段最后一句話說：...matched the actual state of the world and they failed to appreciate that...rather than the way that the world is actually organized. 得出相關(guān)結(jié)論的人為Wimmer and Perner

因此，本題答案為C

Along with adults

F段人名

題干中提到“和成人呆在一起”，F(xiàn)段就是在討論社交對(duì)孩子心智成熟產(chǎn)生的影響，也有類似的表達(dá)：interact with aldults...。進(jìn)行該實(shí)驗(yàn)的人為L(zhǎng)ewis

因此，本題答案為D

Easier experiment

C段人名

題干中的“更簡(jiǎn)單的實(shí)驗(yàn)”和C段中simper version意思一致，都是在說Baron-Cohen對(duì)前人的實(shí)驗(yàn)進(jìn)行了簡(jiǎn)化。

因此，本題答案為A

Social; TOM

E段人名

題干中是說明“社會(huì)因素對(duì)兒童思維理論”的影響，而E段首句就明確提出這二者之間的關(guān)系：there is also evidence that social process play a part in the development of TOM. 提出該觀點(diǎn)的是Meins.

因此，本題答案為B

Mother; friends

F段人名

題干是對(duì)比型的，證明“孩子更愿意和朋友交流”，而提出該理論的是Dunn: A similar point has been made by Dunn, who argues that peer interaction is more likely to contain petend play and taht is likely to be more challenging becauser....

因此，本題答案為E

Subject called

A段首句

很明顯，該題討論的是本文的研究對(duì)象，而A段首句即提出了研究對(duì)象為children’s theory of mind. 空格前面的called和文字的termed意思一致。

因此，本題答案為children’s TOM/TOM/theory of mind/ children’s theory of mind

First; find

B段

根據(jù)first可以定位到文章提到的第一個(gè)實(shí)驗(yàn)，而該使用涉及需要尋找的東西為巧克力。

因此，本題答案為chocolate

Accused; excessive

C段首句

題干中說的還是第一個(gè)實(shí)驗(yàn)，但是人們的質(zhì)疑，而C段就是因?yàn)榈谝粋€(gè)實(shí)驗(yàn)受到質(zhì)疑而做出的簡(jiǎn)化。accused與criticism傳達(dá)的意思一致；excessive又等同于too much。

因此，本題答案為information

Second; Passed; age

C段末句

題干在描述第二個(gè)實(shí)驗(yàn)的結(jié)果，所以到C段后半部分尋找。最后一句意思：正常的小孩要到四歲才能通過測(cè)試。

因此，本題答案為four/4

Lewis and Dunn; researched

F段首句

根據(jù)題干中人名快速定位到F段，題干中researched與investigated意思一致。

因此，本題答案為older

Interaction

F段第二句

題干中提到孩子們和誰交流得多，而F段第二句也有類似的表達(dá)：interact with more adults

因此，本題答案為adults

Peer interaction

F段末句

題干中在討論同齡人交流問題，且題干空格處需要一個(gè)形容詞對(duì)Peer interaction進(jìn)行描述。

因此，本題答案為（more）challenging

參考譯文：

錯(cuò)誤的信念實(shí)驗(yàn)

自從1980年代起就有大量的研究致力于研究從兒童的想法角度來看待問題，這牽涉到兒童理解人們對(duì)這個(gè)世界是有不同的信仰系統(tǒng)這一問題的能力——四歲的兒童所表現(xiàn)出的theory of mind(TOM)能力。此外，這種能力對(duì)于以自我為中心的孩子來說是缺失的。顯然，能夠明白別人所想的能力是認(rèn)知和社會(huì)發(fā)展的—個(gè)重要方面。對(duì)于自我中心主義的一個(gè)解釋是具備這種特征的兒童缺乏兒童心理理論（TOM）的概念。因此，這類兒童引起了廣泛的關(guān)注。

Wimmer和Perner設(shè)計(jì)了一個(gè)“錯(cuò)誤想法的任務(wù)”來解決這個(gè)問題，他們使用一些玩具來將接下來的故事演繹出來。Maxi在他出門前將一些巧克力放在一個(gè)藍(lán)色的櫥柜上，（第22題）在他出門后他的母親將巧克力移到了綠色的櫥柜上，研究人員問其他孩子Maxi回來后會(huì)傾向于在哪個(gè)櫥柜上找之前放的巧克力，大多數(shù)4歲以下的兒童給出了錯(cuò)誤的答案，（第15題）他們認(rèn)為Maxi會(huì)在綠色的櫥柜上找巧克力，而超過四歲的孩子認(rèn)為Maxi會(huì)在藍(lán)色的櫥柜上找。這些錯(cuò)誤的答案表明年紀(jì)較小的孩子不能理解Maxi最初的想法和實(shí)際情況是不同的，他們不能理解Maxi會(huì)以自己的想法來采取行動(dòng)而不是依據(jù)實(shí)際情況。

Maxi任務(wù)的一個(gè)更為簡(jiǎn)單的版本是由Baron-Cohen設(shè)計(jì)的，他是在考慮到年幼的孩子可能會(huì)被復(fù)雜性和原來實(shí)驗(yàn)中過量的信息所影響的情況。（第17,23題）比方說，分別給Sally和Anne兩個(gè)孩子一個(gè)籃子和一個(gè)盒子作為玩具，Sally還有一個(gè)玻璃珠，她將玻璃珠放在籃子里，然后放下籃子出去玩了，當(dāng)她離開房間的時(shí)候，Anne從籃子中拿出了玻璃珠，將其放在了盒子里，然后問接受測(cè)試的孩子當(dāng)Sally回來的時(shí)候，她會(huì)在哪里找她的玻璃珠，如果孩子回答Sally會(huì)在自己曾經(jīng)放置的籃子里找，就算通過：如果孩子回答Sally將會(huì)在盒子里找玻璃珠，因?yàn)楹⒆又啦Ａе楹髞肀环旁诹四抢?，即使Sally并不知道玻璃珠藏在哪里，那么就算沒有通過。要想通過這個(gè)任務(wù)測(cè)試，那么參加測(cè)試的兒童就要能夠理解別人的想法是和自己的是不同的，并且他們必須要能夠在這個(gè)理解的基礎(chǔ)上來做出自己的預(yù)測(cè)。使用錯(cuò)誤理解為任務(wù)的研究的結(jié)果也很一致：大多數(shù)正常發(fā)展的兒童要到4歲才能通過這個(gè)任務(wù)的測(cè)試。（第24題）

Lislie認(rèn)為，在18個(gè)月之前，兒童是按照字面來理解這個(gè)世界的，很少能夠表現(xiàn)偽裝的一面。他還認(rèn)為認(rèn)知系統(tǒng)是需要分辨什么是假裝的什么是實(shí)際的。如果兒童不能夠分辨，他們就不能分辨想象和現(xiàn)實(shí)。Lislie認(rèn)為這個(gè)假裝的游戲之所以能奏效，是因?yàn)闀?huì)將后來的代表代替原來的代表，比方說，當(dāng)假裝將香蕉當(dāng)作電話時(shí),就會(huì)認(rèn)為香蕉有另一個(gè)代表含義。他們將會(huì)建立這種想法，并且將這種知識(shí)儲(chǔ)存起來將來得以使用。

還有證據(jù)表明社會(huì)發(fā)展過程在兒童心理理論（TOM）方面扮演重要的角色。Mein和她的同事發(fā)現(xiàn)對(duì)于6個(gè)月大的嬰兒而言，母親將心比心的言語關(guān)懷對(duì)其安全歸屬感和理解他人思想（TOM）放面有關(guān)。（第18題）將心比心包括關(guān)心嬰兒的感覺，以及從嬰兒的角度來解釋他們的思想狀態(tài)。（比方說“小寶貝，你覺得餓了吧”）

Lewis調(diào)查了在和Crete和Cyprus的家庭里生活的年紀(jì)大一些的孩子，他們發(fā)現(xiàn)平時(shí)和成人有比較多互動(dòng)，有較多朋友以及其他年長(zhǎng)的孩子的兒童能夠在較小的年紀(jì)通過TOM測(cè)試。（第16，25，26題）此外，因?yàn)槟暧椎暮⒆痈鼉A向于向自己的同伴講出自己的想法和感覺而不是將這些告訴自己的母親，所以同伴間的互動(dòng)對(duì)孩子TOM的發(fā)展起著至關(guān)重要的刺激作用，Dunn也提出類似的理論，他認(rèn)為同伴間的互動(dòng)更傾向于包含假扮的成分，這將造成一個(gè)不小的挑戰(zhàn)，因?yàn)閮和幌癯扇?，因?yàn)樗麄儾惶枰斫鈩e人的需求。（第17,27題）

此外，TOM的測(cè)試方法的某些方面低估了兒童對(duì)別人的理解。畢竟兒童會(huì)直接指向目標(biāo)物來改變-個(gè)人的關(guān)注點(diǎn)和興趣：他們能夠和其他人很好地互動(dòng)，他們表達(dá)和別人意思相反的想法。所有這些表明，他們或多或少可以理解別人的想法和自己的是有所不同的。很多研究都支持這個(gè)觀點(diǎn)，當(dāng)孩子和坐在對(duì)面的成人同時(shí)在肴兩面印有不同圖片的卡片時(shí)，3歲的孩子會(huì)認(rèn)為自己所看的圖片和對(duì)面坐的成人看的圖片不同。

Schatz研究3歲大的孩子隨機(jī)說的話，發(fā)現(xiàn)這些孩子使用自己想的術(shù)語,并且經(jīng)常是在不知道某個(gè)東西在哪里并且要找它的時(shí)候或是在假裝和現(xiàn)實(shí)對(duì)立的情況下使用它們。因此，兒童的社交能力表明他們?cè)谒臍q以前是能意識(shí)到想法和現(xiàn)實(shí)的不同的。（第14題）

Harris提出了一個(gè)不同的解釋，他認(rèn)為兒童常常是善于模擬，包括將自己擺在別人的位置上，然后試圖揣測(cè)別人會(huì)怎么做。因此錯(cuò)誤想法實(shí)驗(yàn)的成功可以解釋為孩子是假設(shè)如果是自己的話，自己會(huì)怎么做，而不是孩子能夠理解別人的想法。這種關(guān)于并不存在的情況的想法包括與事實(shí)相反的推理。

參考答案：

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