雅思选择题技巧雅思备考技巧 _经验分享

雅思文章考场技巧策略解读
所有的技巧归根结底都要经过考场上的后检验。下面详细分析一篇雅思阅读的文章。
广州雅思英语学校老师提示考生朋友们可以先阅读下面的文章并回答问题，然后再根据具体的分析检验自己在阅读过程中是否注意运用了本章中提到的技巧。本文选自剑桥考试委员会提供的真题模拟。
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…
Aare themselves good learners一resulting in teaching that is dynamic，reflective and constantly evolving as they learn more and more about teaching;Bdisplay enthusiasm for their subject and the desire to share it with their students;Crecognise the importance of context and adjust their teaching accordingly;Dencourage deep learning approaches and are concerned with developing their students' critical-thinking skills, problem-solving skills and problem-approach behaviours;Edemonstrate an ability to transform and extend knowledge，rather than merely transmit it;Frecognise individual differences in their students and take advantage of these;Gset clear goals, use valid assessment techniques and provide high-quality feedback to their students;Hshow 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 writeTRUEif the statement agrees with the information FALSEif the statement contradicts the information NOT GIVENif 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，迅速浏览答题指引，过滤其中提供的信息。此文中提供的信息并无对解题有直接帮助，但提到了答题时间（20分钟)和问题数量（15-27).
Step Two:根据问题和文章的排版方式，确定阅读策略。此文的文章在问题之前，而且文章较长，应迅速略读文章。
首先，从标题TEACHING IN UNIVERSITIES可以确知文章主题是大学的教学方法。
然后，快速浏览文章各段的第一句话，目的是抓住主题句并确定文章的组织方式。此文采用的是提出问题一说明问题的组织方式。第一段第一句中引入19世纪一位叫Newman的学者对大学教育的看法.然后在第二段第一句点明此段主题是本世纪教育的现状.接着，第二段中转入对未来教育的看法。广州雅思英语学校老师提示注意在这三段话中的时间状语:the 19th century、during this century,Most recently,In the near future,In the future，这些都表明有一个认识和发展的过程。而上面一段中从A-11都是对Good teachers的要求，没有必要阅读每一条的细节。接下来的几段都是围绕Good teachers在大学中应该怎样教学，原因又是什么。注意第六段第一句中的In addition to，这表明引入了新的信息。应注意第七段首句话中的As引导的是原因状语从句，信息点应在后而.这时应迅速浏览后而一句话，定位到deep learning, till从第八段首句话中的then表示此段是对上一段逻辑上的顺承，关键词是The new role of the university teacher.后两段是关于教师应采取何种教学措施·以确保Student-centered learning activities和A deep learning approach顺利进行。
Step Three:迅速浏览问题的答题指引及问题本身，抓住关键词及句子大意，并回到文章定位所需信息的区域。
广州雅思英语学校老师提示特别注意:一篇雅思阅读文章的某一特定题型中的题目设计顺序一般是按文章内容发展顺序设计的，了解了这一点，考生在做完一道题目开始下一题时，就不必理会己读过的部分，这样也可以大大提高阅读效率。
第一部分是正误判断题(TRUE/FALSE/NOT GIVEN),首先.快速阅读题干。15题是关于Newman对大学教育的一点的看法;16题是关于职务提升与奖励出色教学的关系的提法;17题讲的是传统的教学评估方法对学习过程的负面影响;18题讲的是大学生对拙劣的教学方法和糟糕的结果的抱怨。通过对题干内容的快速把握及第一步对文章结构的把握，可以看出这一部分题目所需信息点集中的区域是第一、二段。
15题:第一段中Newman的话及后面对他的话的解释说明:Newman argued that if universities were not for teaching but rather for scientific discovery，then they would not need students. (“Newman认为。如果大学的目的不是教书而是做出科学发现的话，那他们就不需要学生。”)言下之意，如果大学的目的不是教书，大学就不成其为大学了。从这一点判断，15题应为TRUE,
16题:题干说的是职务提升己经被应用于奖励出色教学。这就涉及现在的做法，属第二段话的内容。而本题中的关键词是job promotion及outstanding teaching 。此时应迅速跳读本段文字，寻找关键字或其同义词，定位到本段后一句话。这时应.‘精读”这句话，将其意思与题干对比。这句话中的时间状语很重要,In the near future表明，这样的做法还未成为现实。另外，情态动词should也表明，以职务提升来奖励出色教学的做法还未通行。16题应为FALSE.
17题:按题目设计的顺序原则，本题答案应到第三段寻找。根据已掌握的信息，文章重点放在了未来的大学教学上，这就必然会和现阶段的大学教学作对比。通过迅速浏览可以在本段中定位出题干关键词的同义提法Current degree courses, assessment strategies,题干的意思与文章中的意思一致。17题应为TRUE,
18题:前三题分别对前三段的信息点进行了考察。从己阅读的内容来看.并未包括高校学生自身的反应。那么可能的信息点只能按顺序到下一段找。而迅速略读下一段就会发现，这一段己经转向了第二部分的题目，所以不必在这一部分找。有没有可能在第三部分呢?刚才提到过，雅思阅读题目的设计·是按文章的发展顺序来的，所以也不可能在第三部分。广州雅思英语学校老师提示事实上，题干中的提法在文章中并没有与之相对应的信息。18题应为NOT GIVEN,第二部分是配对题(Matching) 。通过迅速阅读答题指引可发现，这是两组非一一对应的配对题。文中的信息点有8个，而题干中的信息点为5个。在这种情况下，需要对文章中的8个信息点和题干中的5个信息点都有透彻的理解。运用的仍是寻找关键词或其同义解释的方法。
19题:题干中关键词是adapt,different situations,而在选项C中，可以看到context,adjust, accordingly这些同义的提法。选项C的意思与此题的意思完全一致，指的是根据不同的教学环境调整教学方法。19题应为C 。
20题:题干中关键词是assist, aims，而通过浏览可在选择项中定位到clear goals(清楚的目标)，与题干中的aims为同义词。20题应为G 。
21题:题干中关键词是interested, developing, learners·而在选项D中可以定位encourage deep learning approaches,紧跟其后的三个skills和behaviours都是对learners能力的鉴定。此题与选项D完全一致。21题应为D,22题:题干中关键词是dignity及concern，而在选项中H,可定位到respect, interest以及high expectations，与题干中的信息相吻合。22题应为H,23题:题干中关键词是improve和monitoring their skills(检验自己的技能)，而在选项A中，可定位到themselves good learners和learn more and more about teaching 。这一点与题于意思完全一致。23题应为A.
在做这一部分时，确定一个答案后，就可以用笔将选过的选项划去，这样可以避免视线有意无意地回到已选过的部分，避免做无用功。
第三部分为多项选择题(Multiple Choice) 。这一部分的题目对应的是文章的第三板块:
对未来大学教学的设想。通过第二步略读题目已经得知，这一部分基本上都是观点题。应采用的方法是:先阅读题干抓住关键词，再回原文定位正确答案，后对比正确信息与四个选择项选出正确答案。
24题:题干中的关键词是university courses和focus more, 并有时间上的限定in the future,可以判断此题需要的信息是未来的大学课程会将重点置于何处。通过第六段的主题句—第一句话可了解到，这一段是关于大学课程应如何帮助学生适应市场需要的。广州雅思英语学校老师提示在此段的后一句中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学生理解课程的概念和原则，并能将这种理解应用到新的环境中，正是概念和能力两个方面。
选择项A与之吻合:发展学生的技能和概念。24题应为A.
25题:这是一道典型的作者观点题。题干中提到，According to the author，关键词是prepare students,需要的信息是大学课程应使学生作好什么样的准备。信息点应从第七段寻找。这段话首先点明未来的大学教学要发生变化的原因，由As引导一个原因状语从句。在这句话里，可以看到be equipped … to enter careers that may not yet be envisaged. With change of profession being commonplace 。大学毕业生可能需要为职业上的频繁变化作好准备.这就是大学课程的目的:To produce graduates equipped for this workforce 。选择项C与之相吻合:能容易地换工作。25题应为C,26题:此题仍为作者观点题。广州雅思英语学校老师提示题干关键词是new learning materials及result in，考察的是有了新的学习材料会有什么样的结果。这一信息点应到第八段中寻找。事实上，本段的主题句己经点明:“高校教师会扮演新的角色”(The new role of the university teacher) 。后面的几句话都是对这一点进行说明。第二句话中提到了这种情况下的learning materials III什么组成，而这正是对高校教师新的角色的阐述。选择项B与之吻合。26题应为B,27题:此题仍为作者观点题。题干关键词是assessment及include,后两段话是关于深度学习所需的策略的.两段都出现了assessment一词。通过略读，可以发现倒数第二段只是提到了创新的评估策略，重点说的是传统评估标准的目的。而后一段都是关于未来的评估方法应当包括哪些内容。此段的主题句A deep learning approach would test a student's ability to identify and tackle new and unfamiliar "real world" problems,深度学习的模式应该能检验学生识别和应对新的、不熟悉的现实问题的能力，而评估策略就应当包括这一项。
选择项C符合题意。
Step Four:将答案按题目顺序抄写到答题卡上，然后检查是否有遗漏或不符合题目要求的情况发生。
【雅思选择题技巧雅思备考技巧】以上是对一篇雅思阅读文章的解析，考生可以将白己的答题思路与解析相对照，并对白己做错的题口进行分析，看看究竟是哪个环节出了问题。这篇文章题目涉及的题型只有三种:正误判断题、配对题和选择题。雅思阅读部分可能出现的题型多达八种.而每个题型涉及的技巧各有不同。下一章将对这八大题型的答题策略和技巧详尽介绍，在题型每一题后还配有专项练习和答案解析。

雅思选择题技巧 雅思备考技巧

雅思选择题技巧雅思备考技巧