上 篇
劍橋雅思真題系列VI中的Test 1在雅思考試中的整體難度中稍顯偏難,其中個(gè)別題尤其令考生頗費(fèi)周折,本文將就這些難點(diǎn)做以解析,希望對(duì)廣大的雅思考生能有所幫助.
在閱讀考試的主流題型中,段落細(xì)節(jié)配對(duì)題Matching 的難度可算是眾所周知的,不僅閱讀量大,對(duì)考生的綜合理解能力要求高,而且要善于辨析,因?yàn)楦蓴_答案往往包含那些與正確答案極為接近的信息,此時(shí)就需要考生具備良好的心理素質(zhì)和扎實(shí)的功底,以及對(duì)考試題型特點(diǎn)的洞察.
在Passage 1 / Test 1中,Questions 1-7 就是Passage 1中對(duì)考生具挑戰(zhàn)的題目,不僅題量大,而且在順序上也極為不利,在三種題型中位居第一,使得一些缺乏實(shí)戰(zhàn)經(jīng)驗(yàn)和沒(méi)有意識(shí)到題目順序可調(diào)的考生在答題伊始就面臨糾結(jié)和困難的境地.這時(shí)如果考生接受過(guò)良好的考前培訓(xùn),練就了一些應(yīng)考必備的素質(zhì),就可以化難為簡(jiǎn).
Questions 1 – 7
Which paragraph contains the following information?
NB You may use any letter more than once.
1. a reference to the exchange of expertise between different sports
2. an explanation of how visual imaging is employed in investigations
3. a reason for narrowing the scope of research activity
4. how some AIS ideas have been reproduced
5. how obstacles to optimum achievement can be investigated
6. an overview of the funded support of athletes
7. how performance requirements are calculated before an event
本文試解析一下其中較難的Question 3, 5 & 7.
細(xì)節(jié)配對(duì)題具備的一個(gè)明顯特征是絕對(duì)亂序,這意味著不可依據(jù)順序原則到原文中依次對(duì)應(yīng)查讀,也是構(gòu)成配對(duì)題難度高的重要原因.因此考生應(yīng)該把握好兩點(diǎn):首先是明確題目的核心意義,據(jù)此劃出關(guān)鍵詞;其次是對(duì)于原文寫作思路和順序的理解,以便依據(jù)文章內(nèi)容的邏輯順序定位.
當(dāng)然,若能順利地根據(jù)關(guān)鍵詞通過(guò)scanning 的對(duì)應(yīng)掃描方式輕松定位,答題的效率很更高.
如果考生訓(xùn)練有素,還應(yīng)該會(huì)考慮到該篇文章所對(duì)應(yīng)的全部3種題型:Matching, Classification & Short Answer之間的不同特點(diǎn),并按照先易后難的順序來(lái)處理:先做Short Answer Questions 12 & 13的細(xì)節(jié)判斷題,然后進(jìn)行Classification Questions8-11,后再應(yīng)對(duì)Matching Questions1-7, 會(huì)更利于學(xué)生快速高效地解題.
就上述第3題而言,首先需要?jiǎng)澇鲫P(guān)鍵詞來(lái)幫助定位.narrowing 和research 是整個(gè)表達(dá)中的核心意義:"縮減 研究活動(dòng)的范圍的原因".在之前做Question 1時(shí)有涉及到Paragraph B, 內(nèi)容是AIS scientists work across a number of sports, applying skills learned in one – such as building music strength in golfers – to others, such as swimming and squash. 考生應(yīng)由此聯(lián)想到和本題之間的關(guān)系.既然文章中談到對(duì)各種運(yùn)動(dòng)技巧的研究并互相借鑒,那就有可能涉及到研究范圍,從而談及和"縮減"相關(guān)的內(nèi)容.但即便考生洞察到這一點(diǎn),在查讀的過(guò)程中,仍需考慮到substitution – 同意代換的問(wèn)題.在本段的Line 5出現(xiàn)了 They all focus on one aim: Winning. "We can't waste our time looking at…" 應(yīng)該引起讀者的充分聯(lián)想和注意.句中:'We can't waste our time looking at ethereal scientific questions that don't help the coach work with an athlete and improve performance,'… 不僅說(shuō)明不可以在一些無(wú)足輕重的科研問(wèn)題上浪費(fèi)時(shí)間（縮減研究范圍: narrowing the scope）,而且也利用定語(yǔ)從句道明了原因（reason）:不能實(shí)際上幫助教練提高運(yùn)動(dòng)員成績(jī).所以,Question 3的答案應(yīng)為:B
接下來(lái)看第5題,顯然在statement中obstacles 和achievement是整個(gè)意義表達(dá)的核心,由于無(wú)順序可言,考生應(yīng)從文章整體的邏輯順序來(lái)考慮,或者通過(guò)scanning 對(duì)應(yīng)查讀.由于本篇文章的題目'Australia's Sporting Success'所揭示的行文類型及風(fēng)格并不能如實(shí)驗(yàn)類文章那樣有典型的寫作套路,利于讀者洞悉順序,所以比較可行的做法是通過(guò)尋找關(guān)鍵詞,對(duì)應(yīng)查讀來(lái)尋找答案.
充分掃描除B, C, F段（分別為Question 1, 2, 3, 4 的答案）以外的其他段落,在D段的Line 8末尾出現(xiàn)了impact 和athlete's ability,可視作分別是 obstacles 和achievement的同意代換,細(xì)讀本句:With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run. 可知答案就在此處,為D.
該題目的難點(diǎn)不在詞匯,上述2對(duì)代換的單詞對(duì)絕大部分考生來(lái)講并不構(gòu)成挑戰(zhàn).令考生感到困惑的是定位,無(wú)從下手.對(duì)于一個(gè)擁有豐富經(jīng)驗(yàn)的考生來(lái)講,要很快意識(shí)到應(yīng)該調(diào)整思路,轉(zhuǎn)換方式.如果難以從段落之間的脈絡(luò)來(lái)把握考點(diǎn),就要盡快轉(zhuǎn)到以對(duì)應(yīng)查讀的方式來(lái)定位,不可以刻板死守.
但是,有經(jīng)驗(yàn)的讀者也會(huì)由段首句的'… pulling out a sheet of data'中的data 聯(lián)想到'檢測(cè)''研究'等,從而和題目中的'obstacle / achievement' 聯(lián)系起來(lái),亦可殊途同歸,終獲得答案.
另外,在這之前如果先做過(guò)了分類題的話,其中的Question 9 已經(jīng)涉及這部分的內(nèi)容,考生就更容易了解該段中有提及"將sensors 安放在運(yùn)動(dòng)員的衣服里用來(lái)檢測(cè)… 以及對(duì)運(yùn)動(dòng)員的賽跑能力帶來(lái)負(fù)面打擊的其它因素",也同意可以很快找到答案.
Question 7: 首先要找準(zhǔn)關(guān)鍵詞.據(jù)筆者的觀察,一名中等程度的大學(xué)在讀學(xué)生經(jīng)過(guò)系統(tǒng)的考前培訓(xùn)后,通常在尋找關(guān)鍵詞方面都沒(méi)有問(wèn)題,但仍有一小部分考生會(huì)在這種應(yīng)對(duì)細(xì)節(jié)判斷題的過(guò)程之初,還在找關(guān)鍵詞階段,就敗下陣來(lái),這些同學(xué)需要在2方面加強(qiáng):一是詞匯量,詞匯匱乏會(huì)嚴(yán)重影響到選擇關(guān)鍵詞的質(zhì)量;二是練習(xí),輸入量越大,閱讀能力越強(qiáng),對(duì)核心意義的領(lǐng)悟能力越強(qiáng).
該題目中performance 和 calculated 是核心意義.答題進(jìn)行到后一個(gè)時(shí),不僅考生在心理上會(huì)相對(duì)輕松,利于發(fā)揮以外,題目難度也從實(shí)質(zhì)上降低了,因?yàn)檫x擇的范圍極大地縮小了,這意味著閱讀的效率提高了.在分別排除了段落A, B, C, D和 F后,所剩只有一個(gè)段落:E.
但E段絲毫沒(méi)有出現(xiàn)數(shù)字的跡象,因?yàn)轭}目中有提及calculated, 按經(jīng)驗(yàn)而論,出現(xiàn)阿拉伯?dāng)?shù)字的可能性是極大的.但E段卻是個(gè)例外,只有首句'Using data is a complex business'能夠略為增加信心.讀下去就發(fā)現(xiàn)文中有一些斜體印刷的單詞 that, this, these. 而事實(shí)上正是這些變體印刷的單詞符合了題目中how performance requirements are calculated 的內(nèi)容.
在該篇文章的Questions 8-11的Classification中,筆者謹(jǐn)以第9題舉例說(shuō)明考生應(yīng)特別關(guān)注的地方.
Classify the following techniques according to whether the writer states they
A are currently exclusively used by Australians
B will be used in the future by Australians
C are currently used by both Australians and their rivals
9. sensors
按照對(duì)應(yīng)掃描的查讀方式,在D段中出現(xiàn)了'With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run.'.在判斷是否是澳洲/其他國(guó)家目前/將來(lái)在使用這種技術(shù)時(shí),考生的目光自然轉(zhuǎn)向了涉及到地點(diǎn)的Melbourne ,但若此時(shí)一味求速度而草率作答,則是不可取的.應(yīng)充分注意到上文還有'With the…',從而返回前文閱讀,上文中出現(xiàn)了AIS, 而由第一段得知AIS是指 the Australian Institute of Sport, 方可確定答案為:B
在本文的第三種題型Short Answer 中,Question 12也成為了一部分同學(xué)的攔路虎.
12. What is produced to help an athlete plan their performance in an event?
在進(jìn)行短答題時(shí),首先需明白答案的類屬,是什么性質(zhì)的內(nèi)容;其次要了解其根本特征.上述問(wèn)句中 produced 和plan分別揭示了這2方面的內(nèi)容.What is produced 說(shuō)明是一種產(chǎn)品或技術(shù), plan 說(shuō)明是在賽事前的準(zhǔn)備階段.
返回原文查讀,在E段中不僅有特殊符號(hào)的'competition model'引人注意,還出現(xiàn)了well before, 來(lái)應(yīng)對(duì)題目中plan 所揭示的內(nèi)容.細(xì)讀全句:Well before a championship, sports scientists and coaches start to prepare the athlete by developing a 'competition model', based on what they expect will be the winning times.
該題的特點(diǎn)是學(xué)生必須能理解其中的同意代換,才能做出正確的答案.上文中before和prepare 是對(duì)題目中plan的代換,championship （錦標(biāo)賽） 是題目中event（賽事）的代換produced 在文章中體現(xiàn)為developing, 這樣以來(lái),what is produced 就昭然若揭了:a 'competition model'.
總而言之,考生在應(yīng)對(duì)每篇文章的不同題型時(shí),除了需加強(qiáng)實(shí)力外,還需掌握一些應(yīng)對(duì)策略,在使用這些策略時(shí)又不可以過(guò)于刻板,有時(shí)不僅需要'同題異做'（另案討論）,還需考慮到一篇passage 里面不同題型的先后解題順序,以便在有效的時(shí)間里大限度地優(yōu)化成績(jī),而所有上述這些要領(lǐng)的把握都需要實(shí)踐練習(xí)來(lái)鞏固.
下 篇
劍橋真題六中Test 1的Passage 2（Delivering The Goods）無(wú)論在本次考試的三篇文章中還是雅思整體考試的平均水平中都算是難度不低,一方面是因?yàn)樯婕暗胶Ｉ线\(yùn)輸?shù)木唧w細(xì)節(jié),不是每一位同學(xué)都能熟悉這個(gè)話題并很快適應(yīng);另一方面是題目的題型所帶來(lái)的難度,其中2種難度較高的題型Matching 和帶有box的Summary 都出現(xiàn)了,下面筆者將就本文出現(xiàn)的難點(diǎn)做一解析.
當(dāng)考生注意到這篇文章后面的三種不同的題型時(shí),應(yīng)該意識(shí)到要將做題順序做一調(diào)整.通常對(duì)于大多數(shù)考生而言,尤其是中國(guó)大陸的考生,對(duì)于細(xì)節(jié)判斷題的TRUE / FALSE / NOT GIVEN 領(lǐng)悟較好,所以應(yīng)考慮先做,這樣不僅合理地爭(zhēng)取了時(shí)間,也利于增強(qiáng)自信心;而接下來(lái)應(yīng)該應(yīng)對(duì)的是位于后的Summary, 雖然難度也不低,不過(guò)填空題歷來(lái)便于定位的信息比較豐富,所以比起Questions 14-17的高難度題matching,可以考慮先做,將Matching放在后再做,這樣統(tǒng)籌安排做的巧妙之處就在于大限度地保證了正確率,將充裕的時(shí)間分配給了有把握的題目,而且做Matching 時(shí)可以有效利用前面細(xì)節(jié)題的閱讀所帶來(lái)的信息,考生會(huì)發(fā)現(xiàn)容易得多了.
然而即便是細(xì)節(jié)判斷題的T / F / NG, 答題過(guò)程也并非一帆風(fēng)順,下面試討論其中一道可能會(huì)令很多考生困惑的一道難題.
Questions 18-22
19. Cheap labor guarantees effective trade conditions.
先找出代表句中的核心意義的詞,劃出關(guān)鍵詞 cheap labor和effective,按照順序原則考生會(huì)來(lái)到Paragraph B對(duì)應(yīng)查讀,在Line 7一句中出現(xiàn)了Cheap labor may make Chinese clothing competitive in America, but if delays in shipment tie up working capital and cause winter coats to arrive in spring, trade may lose its advantages.
對(duì)于上述題目的判斷難度并非來(lái)自對(duì)于句子本身細(xì)節(jié)的理解,本句中并沒(méi)有出現(xiàn)大詞,難詞,句子本身的意思并不難理解,而是對(duì)整句所表達(dá)出的語(yǔ)氣的理解,只有具備一定的綜合理解能力,善于把握全局,甚至將本段置于全篇的背景下去理解,才會(huì)真正明白寫作者的深意.
句中前半部分'Cheap labor may make Chinese clothing competitive in America,'與題目中的句子表達(dá)意思吻合,這會(huì)令一部分考生理解為與原文一致,從而確定答案為TRUE, 而事實(shí)上,有經(jīng)驗(yàn)的考生會(huì)比較關(guān)注but后面的并列分句,因?yàn)檫@往往是作者的重心所在,是作者真正要表達(dá)的語(yǔ)氣,所以,'trade may lose its advantages'代表了全句的真正含義,本題的正確答案為: FALSE. 個(gè)別學(xué)生會(huì)糾纏在if delays in shipment… 只是一個(gè)條件狀語(yǔ)從句,表達(dá)的是假設(shè),那就意味著不一定會(huì)實(shí)際上發(fā)生,終還是以前面的分句作為理解的重心,這種錯(cuò)誤和糾結(jié)充分表現(xiàn)出學(xué)生在依托全篇背景的基礎(chǔ)上對(duì)細(xì)節(jié)理解能力方面的欠缺.學(xué)生一方面應(yīng)該增加閱讀量,另一方面需要有針對(duì)性的練習(xí).
Passage 3中的難度相對(duì)于前2篇有進(jìn)一步的提升,表現(xiàn)在話題（Climate Change and the Inuit）和題型方面（List of Headings & Summary）這對(duì)考生無(wú)疑是個(gè)不小的挑戰(zhàn).除了有8道題之多的Summary 以外,List of Headings也有6道題之多.
在List of Headings 中,和大多數(shù)其他考題一樣,同一篇文章的其他細(xì)節(jié)判斷題所涉及的信息能為1-2道Headings 題的判斷提供幫助,本篇文章中Summary 所涉及的信息都集中在Paragraph C和D兩段中,這就為Questions 28（Paragraph C）和29 （Paragraph D） 提供了幫助,所以善于統(tǒng)籌,訓(xùn)練有素的考生會(huì)先解決這2道題,很快得出答案vi 和iii.
這里筆者想要討論的是比較會(huì)令考生困惑的 Questions 31 & 32. 第31題要求找出F段的大意的選項(xiàng),若按照常規(guī)閱讀該段的首句,認(rèn)為topic sentence 可以揭示大意,在這一段就難以奏效了,因?yàn)槭拙?With so much at stake, the Inuit are determined to play a key role in teasing out the mysteries of climate change in the Arctic.'主要是銜接了上一句的語(yǔ)氣,雖然也有意義上的遞進(jìn)（the Inuit are determined to…）但對(duì)本段將要表達(dá)的核心意義的揭示還不到位,而是將中心意思后移至第3句話: And Western scientists are starting to draw on this wisdom, increasingly referred to as …,此時(shí)才能在List 中找到對(duì)應(yīng)的選項(xiàng)iv. Respect for Inuit opinion grows. 這就提高了對(duì)考生在閱讀速度,良好的閱讀習(xí)慣以及對(duì)核心意義的領(lǐng)悟方面的考察難度,考生應(yīng)進(jìn)行充分的針對(duì)性練習(xí),提升這方面的能力.
Question 32 考察的是G段的段落大意.通常文章的后一段表達(dá)的是寫作者對(duì)于討論的現(xiàn)象的一種前景展望,建議或提出新的任務(wù),課題等,所以相對(duì)簡(jiǎn)單.本段的首句雖然也一定程度地提示了答案:Some scientists doubt the value of traditional knowledge because …,不過(guò)仍顯不充分,要想確定答案: Understanding of climate change remains limited, 必須將一個(gè)相對(duì)完整的一群讀完,至第3句:There are still huge gaps in our environmental knowledge, and despite the scientific… 才能明了大意,選出正確答案ii. Understanding of climate change remains limited.
考生應(yīng)通過(guò)上述個(gè)例逐漸洞悉考方的考察力度和宗旨,就是充分考察學(xué)生的實(shí)力,并且考核面越加全面,完善,考生應(yīng)充分領(lǐng)會(huì),通過(guò)提高英語(yǔ)的綜合實(shí)力來(lái)應(yīng)對(duì)考方的要求.
劍橋雅思真題系列VI中的Test 1在雅思考試中的整體難度中稍顯偏難,其中個(gè)別題尤其令考生頗費(fèi)周折,本文將就這些難點(diǎn)做以解析,希望對(duì)廣大的雅思考生能有所幫助.
在閱讀考試的主流題型中,段落細(xì)節(jié)配對(duì)題Matching 的難度可算是眾所周知的,不僅閱讀量大,對(duì)考生的綜合理解能力要求高,而且要善于辨析,因?yàn)楦蓴_答案往往包含那些與正確答案極為接近的信息,此時(shí)就需要考生具備良好的心理素質(zhì)和扎實(shí)的功底,以及對(duì)考試題型特點(diǎn)的洞察.
在Passage 1 / Test 1中,Questions 1-7 就是Passage 1中對(duì)考生具挑戰(zhàn)的題目,不僅題量大,而且在順序上也極為不利,在三種題型中位居第一,使得一些缺乏實(shí)戰(zhàn)經(jīng)驗(yàn)和沒(méi)有意識(shí)到題目順序可調(diào)的考生在答題伊始就面臨糾結(jié)和困難的境地.這時(shí)如果考生接受過(guò)良好的考前培訓(xùn),練就了一些應(yīng)考必備的素質(zhì),就可以化難為簡(jiǎn).
Questions 1 – 7
Which paragraph contains the following information?
NB You may use any letter more than once.
1. a reference to the exchange of expertise between different sports
2. an explanation of how visual imaging is employed in investigations
3. a reason for narrowing the scope of research activity
4. how some AIS ideas have been reproduced
5. how obstacles to optimum achievement can be investigated
6. an overview of the funded support of athletes
7. how performance requirements are calculated before an event
本文試解析一下其中較難的Question 3, 5 & 7.
細(xì)節(jié)配對(duì)題具備的一個(gè)明顯特征是絕對(duì)亂序,這意味著不可依據(jù)順序原則到原文中依次對(duì)應(yīng)查讀,也是構(gòu)成配對(duì)題難度高的重要原因.因此考生應(yīng)該把握好兩點(diǎn):首先是明確題目的核心意義,據(jù)此劃出關(guān)鍵詞;其次是對(duì)于原文寫作思路和順序的理解,以便依據(jù)文章內(nèi)容的邏輯順序定位.
當(dāng)然,若能順利地根據(jù)關(guān)鍵詞通過(guò)scanning 的對(duì)應(yīng)掃描方式輕松定位,答題的效率很更高.
如果考生訓(xùn)練有素,還應(yīng)該會(huì)考慮到該篇文章所對(duì)應(yīng)的全部3種題型:Matching, Classification & Short Answer之間的不同特點(diǎn),并按照先易后難的順序來(lái)處理:先做Short Answer Questions 12 & 13的細(xì)節(jié)判斷題,然后進(jìn)行Classification Questions8-11,后再應(yīng)對(duì)Matching Questions1-7, 會(huì)更利于學(xué)生快速高效地解題.
就上述第3題而言,首先需要?jiǎng)澇鲫P(guān)鍵詞來(lái)幫助定位.narrowing 和research 是整個(gè)表達(dá)中的核心意義:"縮減 研究活動(dòng)的范圍的原因".在之前做Question 1時(shí)有涉及到Paragraph B, 內(nèi)容是AIS scientists work across a number of sports, applying skills learned in one – such as building music strength in golfers – to others, such as swimming and squash. 考生應(yīng)由此聯(lián)想到和本題之間的關(guān)系.既然文章中談到對(duì)各種運(yùn)動(dòng)技巧的研究并互相借鑒,那就有可能涉及到研究范圍,從而談及和"縮減"相關(guān)的內(nèi)容.但即便考生洞察到這一點(diǎn),在查讀的過(guò)程中,仍需考慮到substitution – 同意代換的問(wèn)題.在本段的Line 5出現(xiàn)了 They all focus on one aim: Winning. "We can't waste our time looking at…" 應(yīng)該引起讀者的充分聯(lián)想和注意.句中:'We can't waste our time looking at ethereal scientific questions that don't help the coach work with an athlete and improve performance,'… 不僅說(shuō)明不可以在一些無(wú)足輕重的科研問(wèn)題上浪費(fèi)時(shí)間（縮減研究范圍: narrowing the scope）,而且也利用定語(yǔ)從句道明了原因（reason）:不能實(shí)際上幫助教練提高運(yùn)動(dòng)員成績(jī).所以,Question 3的答案應(yīng)為:B
接下來(lái)看第5題,顯然在statement中obstacles 和achievement是整個(gè)意義表達(dá)的核心,由于無(wú)順序可言,考生應(yīng)從文章整體的邏輯順序來(lái)考慮,或者通過(guò)scanning 對(duì)應(yīng)查讀.由于本篇文章的題目'Australia's Sporting Success'所揭示的行文類型及風(fēng)格并不能如實(shí)驗(yàn)類文章那樣有典型的寫作套路,利于讀者洞悉順序,所以比較可行的做法是通過(guò)尋找關(guān)鍵詞,對(duì)應(yīng)查讀來(lái)尋找答案.
充分掃描除B, C, F段（分別為Question 1, 2, 3, 4 的答案）以外的其他段落,在D段的Line 8末尾出現(xiàn)了impact 和athlete's ability,可視作分別是 obstacles 和achievement的同意代換,細(xì)讀本句:With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run. 可知答案就在此處,為D.
該題目的難點(diǎn)不在詞匯,上述2對(duì)代換的單詞對(duì)絕大部分考生來(lái)講并不構(gòu)成挑戰(zhàn).令考生感到困惑的是定位,無(wú)從下手.對(duì)于一個(gè)擁有豐富經(jīng)驗(yàn)的考生來(lái)講,要很快意識(shí)到應(yīng)該調(diào)整思路,轉(zhuǎn)換方式.如果難以從段落之間的脈絡(luò)來(lái)把握考點(diǎn),就要盡快轉(zhuǎn)到以對(duì)應(yīng)查讀的方式來(lái)定位,不可以刻板死守.
但是,有經(jīng)驗(yàn)的讀者也會(huì)由段首句的'… pulling out a sheet of data'中的data 聯(lián)想到'檢測(cè)''研究'等,從而和題目中的'obstacle / achievement' 聯(lián)系起來(lái),亦可殊途同歸,終獲得答案.
另外,在這之前如果先做過(guò)了分類題的話,其中的Question 9 已經(jīng)涉及這部分的內(nèi)容,考生就更容易了解該段中有提及"將sensors 安放在運(yùn)動(dòng)員的衣服里用來(lái)檢測(cè)… 以及對(duì)運(yùn)動(dòng)員的賽跑能力帶來(lái)負(fù)面打擊的其它因素",也同意可以很快找到答案.
Question 7: 首先要找準(zhǔn)關(guān)鍵詞.據(jù)筆者的觀察,一名中等程度的大學(xué)在讀學(xué)生經(jīng)過(guò)系統(tǒng)的考前培訓(xùn)后,通常在尋找關(guān)鍵詞方面都沒(méi)有問(wèn)題,但仍有一小部分考生會(huì)在這種應(yīng)對(duì)細(xì)節(jié)判斷題的過(guò)程之初,還在找關(guān)鍵詞階段,就敗下陣來(lái),這些同學(xué)需要在2方面加強(qiáng):一是詞匯量,詞匯匱乏會(huì)嚴(yán)重影響到選擇關(guān)鍵詞的質(zhì)量;二是練習(xí),輸入量越大,閱讀能力越強(qiáng),對(duì)核心意義的領(lǐng)悟能力越強(qiáng).
該題目中performance 和 calculated 是核心意義.答題進(jìn)行到后一個(gè)時(shí),不僅考生在心理上會(huì)相對(duì)輕松,利于發(fā)揮以外,題目難度也從實(shí)質(zhì)上降低了,因?yàn)檫x擇的范圍極大地縮小了,這意味著閱讀的效率提高了.在分別排除了段落A, B, C, D和 F后,所剩只有一個(gè)段落:E.
但E段絲毫沒(méi)有出現(xiàn)數(shù)字的跡象,因?yàn)轭}目中有提及calculated, 按經(jīng)驗(yàn)而論,出現(xiàn)阿拉伯?dāng)?shù)字的可能性是極大的.但E段卻是個(gè)例外,只有首句'Using data is a complex business'能夠略為增加信心.讀下去就發(fā)現(xiàn)文中有一些斜體印刷的單詞 that, this, these. 而事實(shí)上正是這些變體印刷的單詞符合了題目中how performance requirements are calculated 的內(nèi)容.
在該篇文章的Questions 8-11的Classification中,筆者謹(jǐn)以第9題舉例說(shuō)明考生應(yīng)特別關(guān)注的地方.
Classify the following techniques according to whether the writer states they
A are currently exclusively used by Australians
B will be used in the future by Australians
C are currently used by both Australians and their rivals
9. sensors
按照對(duì)應(yīng)掃描的查讀方式,在D段中出現(xiàn)了'With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run.'.在判斷是否是澳洲/其他國(guó)家目前/將來(lái)在使用這種技術(shù)時(shí),考生的目光自然轉(zhuǎn)向了涉及到地點(diǎn)的Melbourne ,但若此時(shí)一味求速度而草率作答,則是不可取的.應(yīng)充分注意到上文還有'With the…',從而返回前文閱讀,上文中出現(xiàn)了AIS, 而由第一段得知AIS是指 the Australian Institute of Sport, 方可確定答案為:B
在本文的第三種題型Short Answer 中,Question 12也成為了一部分同學(xué)的攔路虎.
12. What is produced to help an athlete plan their performance in an event?
在進(jìn)行短答題時(shí),首先需明白答案的類屬,是什么性質(zhì)的內(nèi)容;其次要了解其根本特征.上述問(wèn)句中 produced 和plan分別揭示了這2方面的內(nèi)容.What is produced 說(shuō)明是一種產(chǎn)品或技術(shù), plan 說(shuō)明是在賽事前的準(zhǔn)備階段.
返回原文查讀,在E段中不僅有特殊符號(hào)的'competition model'引人注意,還出現(xiàn)了well before, 來(lái)應(yīng)對(duì)題目中plan 所揭示的內(nèi)容.細(xì)讀全句:Well before a championship, sports scientists and coaches start to prepare the athlete by developing a 'competition model', based on what they expect will be the winning times.
該題的特點(diǎn)是學(xué)生必須能理解其中的同意代換,才能做出正確的答案.上文中before和prepare 是對(duì)題目中plan的代換,championship （錦標(biāo)賽） 是題目中event（賽事）的代換produced 在文章中體現(xiàn)為developing, 這樣以來(lái),what is produced 就昭然若揭了:a 'competition model'.
總而言之,考生在應(yīng)對(duì)每篇文章的不同題型時(shí),除了需加強(qiáng)實(shí)力外,還需掌握一些應(yīng)對(duì)策略,在使用這些策略時(shí)又不可以過(guò)于刻板,有時(shí)不僅需要'同題異做'（另案討論）,還需考慮到一篇passage 里面不同題型的先后解題順序,以便在有效的時(shí)間里大限度地優(yōu)化成績(jī),而所有上述這些要領(lǐng)的把握都需要實(shí)踐練習(xí)來(lái)鞏固.
下 篇
劍橋真題六中Test 1的Passage 2（Delivering The Goods）無(wú)論在本次考試的三篇文章中還是雅思整體考試的平均水平中都算是難度不低,一方面是因?yàn)樯婕暗胶Ｉ线\(yùn)輸?shù)木唧w細(xì)節(jié),不是每一位同學(xué)都能熟悉這個(gè)話題并很快適應(yīng);另一方面是題目的題型所帶來(lái)的難度,其中2種難度較高的題型Matching 和帶有box的Summary 都出現(xiàn)了,下面筆者將就本文出現(xiàn)的難點(diǎn)做一解析.
當(dāng)考生注意到這篇文章后面的三種不同的題型時(shí),應(yīng)該意識(shí)到要將做題順序做一調(diào)整.通常對(duì)于大多數(shù)考生而言,尤其是中國(guó)大陸的考生,對(duì)于細(xì)節(jié)判斷題的TRUE / FALSE / NOT GIVEN 領(lǐng)悟較好,所以應(yīng)考慮先做,這樣不僅合理地爭(zhēng)取了時(shí)間,也利于增強(qiáng)自信心;而接下來(lái)應(yīng)該應(yīng)對(duì)的是位于后的Summary, 雖然難度也不低,不過(guò)填空題歷來(lái)便于定位的信息比較豐富,所以比起Questions 14-17的高難度題matching,可以考慮先做,將Matching放在后再做,這樣統(tǒng)籌安排做的巧妙之處就在于大限度地保證了正確率,將充裕的時(shí)間分配給了有把握的題目,而且做Matching 時(shí)可以有效利用前面細(xì)節(jié)題的閱讀所帶來(lái)的信息,考生會(huì)發(fā)現(xiàn)容易得多了.
然而即便是細(xì)節(jié)判斷題的T / F / NG, 答題過(guò)程也并非一帆風(fēng)順,下面試討論其中一道可能會(huì)令很多考生困惑的一道難題.
Questions 18-22
19. Cheap labor guarantees effective trade conditions.
先找出代表句中的核心意義的詞,劃出關(guān)鍵詞 cheap labor和effective,按照順序原則考生會(huì)來(lái)到Paragraph B對(duì)應(yīng)查讀,在Line 7一句中出現(xiàn)了Cheap labor may make Chinese clothing competitive in America, but if delays in shipment tie up working capital and cause winter coats to arrive in spring, trade may lose its advantages.
對(duì)于上述題目的判斷難度并非來(lái)自對(duì)于句子本身細(xì)節(jié)的理解,本句中并沒(méi)有出現(xiàn)大詞,難詞,句子本身的意思并不難理解,而是對(duì)整句所表達(dá)出的語(yǔ)氣的理解,只有具備一定的綜合理解能力,善于把握全局,甚至將本段置于全篇的背景下去理解,才會(huì)真正明白寫作者的深意.
句中前半部分'Cheap labor may make Chinese clothing competitive in America,'與題目中的句子表達(dá)意思吻合,這會(huì)令一部分考生理解為與原文一致,從而確定答案為TRUE, 而事實(shí)上,有經(jīng)驗(yàn)的考生會(huì)比較關(guān)注but后面的并列分句,因?yàn)檫@往往是作者的重心所在,是作者真正要表達(dá)的語(yǔ)氣,所以,'trade may lose its advantages'代表了全句的真正含義,本題的正確答案為: FALSE. 個(gè)別學(xué)生會(huì)糾纏在if delays in shipment… 只是一個(gè)條件狀語(yǔ)從句,表達(dá)的是假設(shè),那就意味著不一定會(huì)實(shí)際上發(fā)生,終還是以前面的分句作為理解的重心,這種錯(cuò)誤和糾結(jié)充分表現(xiàn)出學(xué)生在依托全篇背景的基礎(chǔ)上對(duì)細(xì)節(jié)理解能力方面的欠缺.學(xué)生一方面應(yīng)該增加閱讀量,另一方面需要有針對(duì)性的練習(xí).
Passage 3中的難度相對(duì)于前2篇有進(jìn)一步的提升,表現(xiàn)在話題（Climate Change and the Inuit）和題型方面（List of Headings & Summary）這對(duì)考生無(wú)疑是個(gè)不小的挑戰(zhàn).除了有8道題之多的Summary 以外,List of Headings也有6道題之多.
在List of Headings 中,和大多數(shù)其他考題一樣,同一篇文章的其他細(xì)節(jié)判斷題所涉及的信息能為1-2道Headings 題的判斷提供幫助,本篇文章中Summary 所涉及的信息都集中在Paragraph C和D兩段中,這就為Questions 28（Paragraph C）和29 （Paragraph D） 提供了幫助,所以善于統(tǒng)籌,訓(xùn)練有素的考生會(huì)先解決這2道題,很快得出答案vi 和iii.
這里筆者想要討論的是比較會(huì)令考生困惑的 Questions 31 & 32. 第31題要求找出F段的大意的選項(xiàng),若按照常規(guī)閱讀該段的首句,認(rèn)為topic sentence 可以揭示大意,在這一段就難以奏效了,因?yàn)槭拙?With so much at stake, the Inuit are determined to play a key role in teasing out the mysteries of climate change in the Arctic.'主要是銜接了上一句的語(yǔ)氣,雖然也有意義上的遞進(jìn)（the Inuit are determined to…）但對(duì)本段將要表達(dá)的核心意義的揭示還不到位,而是將中心意思后移至第3句話: And Western scientists are starting to draw on this wisdom, increasingly referred to as …,此時(shí)才能在List 中找到對(duì)應(yīng)的選項(xiàng)iv. Respect for Inuit opinion grows. 這就提高了對(duì)考生在閱讀速度,良好的閱讀習(xí)慣以及對(duì)核心意義的領(lǐng)悟方面的考察難度,考生應(yīng)進(jìn)行充分的針對(duì)性練習(xí),提升這方面的能力.
Question 32 考察的是G段的段落大意.通常文章的后一段表達(dá)的是寫作者對(duì)于討論的現(xiàn)象的一種前景展望,建議或提出新的任務(wù),課題等,所以相對(duì)簡(jiǎn)單.本段的首句雖然也一定程度地提示了答案:Some scientists doubt the value of traditional knowledge because …,不過(guò)仍顯不充分,要想確定答案: Understanding of climate change remains limited, 必須將一個(gè)相對(duì)完整的一群讀完,至第3句:There are still huge gaps in our environmental knowledge, and despite the scientific… 才能明了大意,選出正確答案ii. Understanding of climate change remains limited.
考生應(yīng)通過(guò)上述個(gè)例逐漸洞悉考方的考察力度和宗旨,就是充分考察學(xué)生的實(shí)力,并且考核面越加全面,完善,考生應(yīng)充分領(lǐng)會(huì),通過(guò)提高英語(yǔ)的綜合實(shí)力來(lái)應(yīng)對(duì)考方的要求.