雅思閱讀“完成句子題”要點分析
在本期專欄中，我們來關注一下雅思閱讀完成句子題。這種題目的題型要求是每個題目都是一個陳述句，但留有一個或兩個空格，要求根據原文填空。下面是小編給大家帶來的雅思閱讀“完成句子題”要點分析，希望能幫到大家!
雅思閱讀“完成句子題”要點分析
目前考試中，絕大部分的題目要求中有字數限制，一般有如下幾種表達方式：(1) no more than two/three/four words (不超過2/3/4 個字) ;(2)one or two words (一個或兩個字);(3)use a maximum of two words(最多兩個字)。有字數限制的，一定要嚴格按照要求去做，必須滿足要求。少部分的題目要求中沒有字數限制，這時，請注意，答案字數也不會很長，一般不會超過四個字。這種題型的解題方法和短問答類似，但比較問答要準。難度在於題目中的關鍵詞和原文中的相應詞對應不明顯，考試中，A類一般是每次必考，考一組，共三題左右。G類一般是兩次考一次，考一組，共三題左右。
特別注意的內容
1所填答案必須符合語法。因爲是填空，所以所填答案必須符合語法規定。同樣有語法要求的題型是摘要填空(summary)，而短問答則不太要求語法。2絕大部分的答案來自原文原詞。大部分的答案來自原文原詞，而且是原文中連續的幾個詞。3答案字數不會很長。絕大部分的題目要求中有字數限制，這時必須滿足要求。即使題目要求中沒有字數限制，答案字數也不會很長，一般不會超過四個字。如果發現找到的答案字數很多，應首先懷疑自己找錯答案的位置。
原文：……in addition to basic residence fees，most universities make minor additional charges for items such as registration fees，damage deposits，and power charges
題目：……as well as the basic college residence fees, additional charges are usually made，but are describes as_______________________. 有的同學可能會答registration fees，damage deposits，and power charges，因爲字數太多，所以應首先懷疑是錯誤的。正確答案應爲minor additional charges。 4. 答案絕大部分是名詞短語。所填答案絕大部分是名詞短語，對應原文相應句子的賓語。也有少數題目的答案是形容詞短語或副詞短語。5. 要特別注意順序性。由於這種題型定位比較難，所以要特別注意順序性的運用。一道題若找了很長時間、很多段落也沒有找到答案，可能是因爲題目中的關鍵詞和原文中的相應詞對應不明顯，答案位置已經過去。可以先做下一道題。這種題型比較難，所以通常出現爲一篇文章的第二種或第三種題型。它與前面的題型也構成順序性，即這種題型第一題的答案位置絕大部分應在前一種題型的最後一題的答案位置之後。
我們可以通過對一篇雅思考試的題目的分析來掌握解考點和對策。
文章內容: This argument, of course, ignores the true nature of public communication and the nature of the occasions in which it occurs. When we engage with people we do not know well to solve problems, share understanding and perspectives, advocate viewpoints, or seek stimulation, we are engaged in public speaking. Public communication is a familiar, daily activity that occurs in the streets, in restaurants, in board rooms, courtrooms, parks, factories and meeting. Public communication is usually situation-specific and ephemeral. Most audiences do well if they remember as much as 40 per cent of what a speaker says immediately after the speaker concludes; even less is retained as time goes by. This fact is both reassuring and challenging to the public communicator. On the one hand, it suggests that there is room for human error in making public pronouncements; on the other hand, it challenges the public speaker to be as informed as possible and to strive to defeat the poor listening habits of most public audiences.
問題: Use information from the above paragraph to complete the following statements. Use NO MORE THAN THREE WORDS OR A NUMBER.
S1 The writer defines public speaking as any activity where people jointly explore problems, knowledge, attitudes and opinions, or look for _____________.
S2 At the end of most public speeches, most audiences immediately forget about _____________ of what they have just heard.
S3 Because most public speeches are short-lived, the speaker should work to counteract the _____________ of the listeners.
試題解析：在S1中空格的前面出現一連串的排比：explore problems, knowledge, attitudes and opinions, or look for...，文章中相應的出現如此的排比的地方第二到第三行：solve problems, share understanding and perspectives, advocate viewpoints, or seek stimulation, 其中solve與explore同義，understanding與knowledge同義， viewpoints與opinions同義，而seek又與look for同義，因此答案是stimulation;S2中的關鍵詞爲most audiences和forget，而在第二小段的第一到第三行有：Most audiences do well if they remember as much as 40 per cent of what a speaker says immediately after the speaker concludes，其中有關鍵詞most audiences，以及forget的反義詞remember，因此這裏應填入60%;在S3中，關鍵詞爲work，counteract和listeners，此處的work有“努力、奮力”的意思，counteract表示“反抗、反對、與...作鬥爭”，而listeners和audiences是同義詞，根據第二小段的最後兩行：to strive to defeat the poor listening habits of most public audiences，我們可以得出正確答案爲poor listening habits，其中strive和work同義，defeat和counteract同義。
由此可見，技巧和語言能力的結合才能提高雅思閱讀完成句子題的準確性
解題步驟：1找出題目中的關鍵詞，最好先定位到原文中的一個段落。將題目中的關鍵詞與原文各段落的小標題或每段話的第一句相對照。有些題目能先定位到原文中的一個段落，這必將大大加快解題速度，並提高準確率。但也並非每個題目都能先定位到原文中的一個段落的。2從頭到尾快速閱讀該段落，根據題目中的其它關鍵詞確定正確答案。確定一個段落後，答案在該段落中的具體位置是未知的。所以，需要從頭到尾仔細閱讀該段落，找出題目中的關鍵詞的對應詞。仔細閱讀對應詞所在句子，確定正確答案。3要注意順序性，即題目的順序和原文的順序基本一致。這種題型是有順序性的。第二題的答案應在第一題的答案之後。這個規律也有助於確定答案的位置。
雅思閱讀真題之Music and the Mind
Music is the manifestation of the human spirit, similar to language. Its greatest practitioners have conveyed to mankind things not possible to say in any other language. If we do not want these things to remain dead treasures, we must do our utmost to make the greatest possible number of people understand their idiom. --Zoltán Kodály
Recently a number of reports have appeared that attest to the connection between music and academic achievement. In a study of the ability of fourteen year-old science students in seventeen countries, the top three countries were Hungary, the Netherlands, and Japan. All three include music throughout the curriculum from kindergarten through high school. In the 1960's, the Kodály system of music education was instituted in the schools of Hungary as a result of the outstanding academic achievement of children in its "singing schools." Today, there are no third graders who cannot sing on pitch and sing beautifully. In addition, the academic achievement of Hungarian students, especially in math and science, continues to be outstanding. The Netherlands began their music program in 1968, and Japan followed suit by learning from the experience of these other countries.
Another report disclosed the fact that the foremost technical designers and engineers in Silicon Valley are almost all practicing musicians.
A third report reveals that the schools who produced the highest academic achievement in the United States today are spending 20 to 30% of the day on the arts, with special emphasis on music. Included are St. Augustine Bronx elementary school, which, as it was about to fail in 1984, implemented an intensive music program. Today 90% of the students are reading at or above grade level.
Davidson School in Augusta, Georgia (grades 5-12), which began its music and arts program in 1981, is #1 academically in the country. Ashley River Elementary in Charleston, North Carolina is #2 academically, second only to a school for the academically gifted.
I personally experienced the relationship between music and scholarship when I was director of the Seattle Creative Activities Center many years ago. At that time, we did not have the research at hand to explain why many children who were taking music and painting classes suddenly began to excel in math at school. Other children began to improve in their language arts skills.
Today, the research emerging from the cognitive sciences gives us useful information to explain those connections. As a result of technology which allows us to see the human brain while it is in the process of thinking, we can observe, for example, t hat when people listen to melodies with a variety of pitch and timbre, the right hemisphere of the brain is activated. It also "lights up" when people play music by ear. When, however, people learn to read music, understand key signatures, notation, and other details of scores, and are able to follow the sequence of notes, then the left hemisphere "lights up." Significantly, it is activated in the same area that is involved in analytical and mathematical thinking.
