雅思阅读临场4步答题技巧

雅思阅读临场4步答题技巧 Ieltser可以了解一下,小编给大家带来了雅思阅读精读别样解读 ，希望能够帮助到大家，下面小编就和大家分享，来欣赏一下吧。

雅思阅读临场4步答题技巧 Ieltser可以了解一下

雅思阅读答题技巧第一步：考生拿到阅读试卷后应该首先应该闭上眼睛，稳定一下自己的情绪。因为很多考生反映由于做听力时过于兴奋，在阅读考试时无法稳定自己的情绪，结果导致阅读考试时十八般武艺未充分发挥。在此也提醒考生，切勿在考官喊“开始”之前翻开试卷答题。因为这将被考官视为作弊，有的考生被直接赶出考场，取消其考试资格;还有的考生被考官记下名字，并在名字后注明“扣一分”;当然也有考生比较幸运，考官虽然记下其名字，但后来却未算其作弊;因为怎样惩罚考生有是取决于很多因素的，如考官心情、性格等。

雅思阅读答题技巧第二步：待考官说“开始”后，考生们要做的是浏览三篇文章的文章标题，看自己对哪篇文章的话题最为熟悉，然后选择最为熟悉的一篇开始做。有的考生按照试卷给出的文章的顺序依次做，结果第二篇文章的话题是其最陌生的，结果考生花费25分钟来做题，但有的题目依然未找到答案，结果导致第三篇文章虽然狂简单，但时间不够，最后剩的几道题只能猜答案，结果可想而知。其实阅读考试的答题时间是60分钟，每篇文章要求是用20分钟，但并未规定三篇文章要先做哪篇;并且雅思阅读文章涉及的都是大众科学，对于熟悉的话题，有的题目可以直接利用常识做出，根本不用看文章，如剑7 Ant Intelligence中的判断和摘要、剑 5 Flawed Beauty: the problem with toughened glass 中的摘要及剑六 The Search for the Anti-aging Pill中的配对题;对于熟悉话题的文章，题目不用20分钟就可以完成，这样就可以把时间留给话题最不熟悉，最难的那一篇。(提醒考生，如果有的文章没有标题或标题不理解，旁边会有插图帮助理解)

雅思阅读答题技巧第三步：在判断好先做哪篇文章之后，下面要决定的就是先做哪种题型了。我们对要考到6.5分以上并且基础好的考生和最多要考到6分并且基础差的考生有不同的建议。

最多只要考到6分并且基础差的考生： 建议考生在题目中先搜索最简单的题目即送分题(流程题、填图题、表格题、简答题、完成句子题)去做，然后再找自己有把握性的题型去做，也就是遵循由易到难的题型原则，最后对于那些难题，利用老师讲过的捷径去做即可;而不是按照考卷所给出的题型顺序去做，因为往往考卷给出题型的难度通常是由大到小，考生即使先做难题，效果也不会很好，而且浪费时间，导致送分题没时间做。同时提醒考生们注意，在定位时送分题的对应信息往往出现在文章后几段。

要考到6.5分以上并且基础好的考生：建议这部分考生按照考卷所给出的题型顺序去做题。因为要考到高分对较高的正确率有要求，而且这部分考生基础较好，具备了对付难题的能力;同时，难题如标题配对题和其他简单题型的考察点不同，也就是说，标题配对题考察考生把握整体信息、归纳总结的能力，而其他题型考察考生定位具体信息并理解的能力。如果考生先做标题配对题，对文章脉络和整体信息已经有所把握，在做其他题型时，一方面可以迅速定位，另一方面有的题型可以直接确定答案，而无需回原文定位。当然对于某题型中的难题，考虑到考试时间限制，还是建议考生先放弃，最后有时间再返回攻克它。

雅思阅读答题技巧第四步：在接下来的做题过程中，建议考生：

首先看题目说明，因为雅思题目说明中会有陷阱和线索。如判断题就比较阴险，它会有两种题目要求：TRUE/FALSE/NOT GIVEN和YES/NO/NOT GIVEN;很多考生答题时不细心就会把TRUE写成YES，那这道题就白做了。而其他题型中如摘要题中又会有线索，如：complete the summary of the last two paragraphs;这就给考生提供了题目在原文中对应内容的范围，找答案就相当容易了。另外有的题型如细节配对题和在给定单词中选答案的摘要题的题目说明中会给出：NB Any letter can be used more than once;这就提示考生答案会有重复使用的状况。

接下来考生要读题目，判断好题目类型，因为题型不同，特点和做题技巧就不同。判断好题型后，考生们则需要在题目中划定位词。

然后就是在文章中定位了(标题配对题除外，除非用捷径)。定位时要注意，定位词在原文中会“36变”，也就是说定位词在原文出现的形式有很多种：原词(仅限定位词为专有名词、专业术语和物质名词)、同义词/短语、近义词/短语、上义词、下义词、反义词的否定形式等。所以考生决不能总想着找原词，同时考生们应该在平时增加词汇的积累，运用词群记忆法来记忆单词。

雅思阅读素材积累：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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