雅思文章考場技巧策略解讀

　　雅思文章考場技巧策略解讀

　　所有的技巧歸根結底都要經過考場上的后檢驗。下面詳細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，然后再根據具體的分析檢驗自己在閱讀過程中是否注意運用了本章中提到的技巧。本文選自劍橋考試委員會提供的真題模擬。

　　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解題有直接幫助，但提到了答題時間（20分鐘)和問題數量（15-27).

　　Step Two:根據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，應迅速略讀文章。

　　首先，從標題TEACHING IN UNIVERSITIES可以確知文章主題是大學的教學方法。

　　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世紀一位叫Newman的學者對大學教育的看法.然后在第二段第一句點明此段主題是本世紀教育的現狀.接著，第二段中轉入對未來教育的看法。注意在這三段話中的時間狀語:the 19th century、during this century,Most recently,In the near future,In the future，這些都表明有一個認識和發(fā)展的過程。而r面一段中從A-11都是對Good teachers的要求，沒有必要閱讀每一條的細節(jié)。接下來的幾段都是圍繞Good teachers在大學中應該怎樣教學，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。應注意第七段首句話中的As引導的是原因狀語從句，信息點應在后而.這時應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表示此段是對上一段邏輯上的順承，關鍵詞是The new role of the university teacher.后兩段是關于教師應采取何種教學措施·以確保Student-centered learning activities和A deep learning approach順利進行。

　　Step Three:迅速瀏覽問題的答題指引及問題本身，抓住關鍵詞及句子大意，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計順序一般是按文章內容發(fā)展順序設計的，了解了這一點，考生在做完一道題目開始下一題時，就不必理會己讀過的部分，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題是關于Newman對大學教育的重點的看法;16題是關于職務提升與獎勵出色教學的關系的提法;17題講的是傳統的教學評估方法對學習過程的負面影響;18題講的是大學生對拙劣的教學方法和糟糕的結果的抱怨。通過對題干內容的快速把握及第一步對文章結構的把握，可以看出這一部分題目所需信息點集中的區(qū)域是第一、二段。

　　15題:第一段中Newman的話及后面對他的話的解釋說明:Newman argued that if universities were not for teaching but rather for scientific discovery，then they would not need students. (“Newman認為。如果大學的目的不是教書而是做出科學發(fā)現的話，那他們就不需要學生?！?言下之意，如果大學的目的不是教書，大學就不成其為大學了。從這一點判斷，15題應為TRUE,16題:題干說的是職務提升己經被應用于獎勵出色教學。這就涉及現在的做法，屬第二段話的內容。而本題中的關鍵詞是job promotion及outstanding teaching。此時應迅速跳讀本段文字，尋找關鍵字或其同義詞，定位到本段后一句話。這時應.‘精讀”這句話，將其意思與題干對比。這句話中的時間狀語很重要,In the near future表明，這樣的做法還未成為現實。另外，情態(tài)動詞should也表明，以職務提升來獎勵出色教學的做法還未通行?！　?6題應為FALSE.

　　17題:按題目設計的順序原則，本題答案應到第三段尋找。根據已掌握的信息，文章重點放在了未來的大學教學上，這就必然會和現階段的大學教學作對比。通過迅速瀏覽可以在本段中定位出題干關鍵詞的同義提法Current degree courses, assessment strategies,題干的意思與文章中的意思一致。17題應為TRUE,18題:前三題分別對前三段的信息點進行了考察。從己閱讀的內容來看.并未包括高校學生自身的反應。那么可能的信息點只能按順序到下一段找。而迅速略讀下一段就會發(fā)現，這一段己經轉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，雅思閱讀題目的設計·是按文章的發(fā)展順序來的，所以也不可能在第三部分。事實上，題干中的提法在文章中并沒有與之相對應的信息?！　?8題應為NOT GIVEN,第二部分是配對題(Matching)。通過迅速閱讀答題指引可發(fā)現，這是兩組非一一對應的配對題。文中的信息點有8個，而題干中的信息點為5個。在這種情況下，需要對文章中的8個信息點和題干中的5個信息點都有透徹的理解。運用的仍是尋找關鍵詞或其同義解釋的方法。

　　19題:題干中關鍵詞是adapt,different situations,而在選項C中，可以看到context,adjust, accordingly這些同義的提法。選項C的意思與此題的意思完全一致，指的是根據不同的教學環(huán)境調整教學方法。19題應為C。

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

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

　　在做這一部分時，確定一個答案后，就可以用筆將選過的選項劃去，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。

　　第三部分為多項選擇題(Multiple Choice)。這一部分的題目對應的是文章的第三板塊:

　　對未來大學教學的設想。通過第二步略讀題目已經得知，這一部分基本上都是觀點題。應采用的方法是:先閱讀題干抓住關鍵詞，再回原文定位正確答案，后對比正確信息與四個選擇項選出正確答案。

　　24題:題干中的關鍵詞是university courses和focus more, 并有時間上的限定in the future,可以判斷此題需要的信息是未來的大學課程會將重點置于何處。通過第六段的主題句—第一句話可了解到，這一段是關于大學課程應如何幫助學生適應市場需要的。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生理解課程的概念和原則，并能將這種理解應用到新的環(huán)境中—正是概念和能力兩個方面。

　　選擇項A與之吻合:發(fā)展學生的技能和概念。24題應為A.

　　25題:這是一道典型的作者觀點題。題干中提到，According to the author，關鍵詞是prepare students,需要的信息是大學課程應使學生作好什么樣的準備。信息點應從第七段尋找。這段話首先點明未來的大學教學要發(fā)生變化的原因，由As引導一個原因狀語從句。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。大學畢業(yè)生可能需要為職業(yè)上的頻繁變化作好準備.這就是大學課程的目的:To produce graduates equipped for this workforce。選擇項C與之相吻合:能容易地換工作。25題應為C,26題:此題仍為作者觀點題。題干關鍵詞是new learning materials及result in，考察的是有了新的學習材料會有什么樣的結果。這一信息點應到第八段中尋找。事實上，本段的主題句己經點明:“高校教師會扮演新的角色”(The new role of the university teacher)。后面的幾句話都是對這一點進行說明。第二句話中提到了這種情況下的learning materials III什么組成，而這正是對高校教師新的角色的闡述。選擇項B與之吻合。26題應為B,27題:此題仍為作者觀點題。題干關鍵詞是assessment及include,后兩段話是關于深度學習所需的策略的.兩段都出現了assessment一詞。通過略讀，可以發(fā)現倒數第二段只是提到了創(chuàng)新的評估策略，重點說的是傳統評估標準的目的。而后一段都是關于未來的評估方法應當包括哪些內容。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,深度學習的模式應該能檢驗學生識別和應對新的、不熟悉的現實問題的能力，而評估策略就應當包括這一項。

　　選擇項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照，并對白己做錯的題目進行分析，看看究竟是哪個環(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、配對題和選擇題。雅思閱讀部分可能出現的題型多達八種.而每個題型涉及的技巧各有不同。下一章將對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練習和答案解析。