2012年05月26日雅思閱讀機經(jīng)[A類].docx

考試日期：2012年5月26日Reading Passage 1Title:Island Country in PacificQuestion types:True/False/Not Given; Summary; Short Answer Question文章內(nèi)容回顧講考古學(xué)研究的。大致的意思是：從庫克船長環(huán)球航海引入，說他到了夏威夷群島后發(fā)現(xiàn)當(dāng)?shù)赝林v的話是波利尼西亞人講的語言，感覺非常驚奇，因為兩個地方隔得很遠。然后在一個島上，考古學(xué)家和他的team找到了歷史遺跡，里面有6個沒有破損的pottery。記得T/F/NG有說這些pottery是用來煮東西吃的，但原文里面沒有提到，所以選了NG。第一篇難度還行，題目跟文章都挺容易，不過第一段講Captain Cook可能誤導(dǎo)了很多烤鴨們。英文原文閱讀Cooks 12 years sailing around the Pacific Ocean contributed much to European knowledge of the area. Several islands such as Sandwich Islands (Hawaii) were encountered for the first time by Europeans, and his more accurate navigational charting of large areas of the Pacific was a major achievement.To create accurate maps, latitude and longitude need to be known. Navigators had been able to work out latitude accurately for centuries by measuring the angle of the sun or a star above the horizon with an instrument such as a backstaff or quadrant. Longitude was more difficult to measure accurately because it requires precise knowledge of the time difference between points on the surface of the earth. The Earth turns a full 360 degrees relative to the sun each day. Thus longitude corresponds to time: 15 degrees every hour, or 1 degree every 4 minutes.Cook gathered accurate longitude measurements during his first voyage due to his navigational skills, the help of astronomer Charles Green and by using the newly published Nautical Almanac tables, via the lunar distance methodmeasuring the angular distance from the moon to either the sun during daytime or one of eight bright stars during night-time to determine the time at the Royal Observatory, Greenwich, and comparing that to his local time determined via the altitude of the sun, moon, or stars. On his second voyage Cook used the K1 chronometer made by Larcum Kendall, which was the shape of a large pocket watch, 5 inches (13 cm) in diameter. It was a copy of the H4 clock made by John Harrison, which proved to be the first to keep accurate time at sea when used on the ship Deptfords journey to Jamaica, 176162.Cook succeeded in circumnavigating the world on his first voyage without losing a single man to scurvy, an unusual accomplishment at the time. He tested several preventive measures but the most important was frequent replenishment of fresh food. It was for presenting a paper on this aspect of the voyage to the Royal Society that he was presented with the Copley Medal in 1776.Ever the observer, Cook was the first European to have extensive contact with various people of the Pacific. He correctly concluded there was a relationship among all the people in the Pacific, despite their being separated by thousands of miles of ocean (see Malayo-Polynesian languages). Cook came up with the theory that Polynesians originated from Asia, which was later proved to be correct by scientist Bryan Sykes.50 In New Zealand the coming of Cook is often used to signify the onset of colonisation.Cook was accompanied on his voyages by many scientists, whose observations and discoveries added to the importance of the voyages.Joseph Banks, a botanist, went on the first voyage along with fellow botanist Daniel Solander from Sweden. Between them they collected over 3,000 plant species. Banks became one of the strongest promoters of the settlement of Australia by the British, based on his own personal observations.There were also several artists on the first voyage. Sydney Parkinson was involved in many of the drawings, completing 264 drawings before his death near the end of the voyage. They were of immense scientific value to British botanists. Cooks second expedition included the artist William Hodges, who produced notable landscape paintings of Tahiti, Easter Island, and other locations.A number of the junior officers who served under Cook went on to distinctive accomplishments of their own. William Bligh, Cooks sailing master, was given command of HMS Bounty in 1787 to sail to Tahiti and return with breadfruit. Bligh is most known for the mutiny of his crew which resulted in his being set adrift in 1789. He later became governor of New South Wales, where he was subject of another mutinythe only successful armed takeover of an Australian colonial government. George Vancouver, one of Cooks midshipmen, later led a voyage of exploration to the Pacific Coast of North America from 1791 to 1794. In honour of his former commander, Vancouvers new ship was also christened Discovery. George Dixon sailed under Cook on his third expedition, and later commanded an expedition of his own.His contributions to knowledge were internationally recognised during his lifetime. In 1779, while the American colonies were at war with Britain in their war for independence, Benjamin Franklin wrote to captains of American warships at sea, recommending that if they came into contact with Cooks vessel, they were to:.not consider her an enemy, nor suffer any plunder to be made of the effects contained in her, nor obstruct her immediate return to England by detaining her or sending her into any other part of Europe or to America; but that you treat the said Captain Cook and his people with all civility and kindness,.as common friends to mankind.Unknown to Franklin, Cook had met his death a month before this passport was written.題型難度分析題型難度組合非常簡單，沒有復(fù)雜的配對題。是非無判斷題需要考生花一定的時間去定位信息。后面的兩種配對類考題非常簡單。定位非常簡單，答案也非常明顯。題型技巧分析首先，從實踐來說，無論是劍橋雅思官方的8本出版物劍1直至最新的劍8中我們所接觸到的Summary題目，還是像筆者這樣常年“以考帶研”的培訓(xùn)界人士多次考場實踐所遭遇到的Summary題目，都可以明確地傳遞這樣的信息：摘要題的編寫能夠體現(xiàn)篇章的總體行文結(jié)構(gòu)。雖然有時存在特定題空對其他題空構(gòu)成所對應(yīng)passage中具體信息點位置的“穿越”，但不會對實質(zhì)上的in passage order造成巨大的干擾。唯一的整體例外是劍5 Test 3關(guān)于鋼化玻璃的那篇Flawed Beauty。實踐中的體驗來自于內(nèi)在機制的運作。理論上講，如果一個summary不能將哪怕是一部分的篇章結(jié)構(gòu)和要點體現(xiàn)出來，它是沒有理由被稱為summary的。相對于原文因果倒置、主次不分、時間混亂的一段文字，不可能有效地達到概括的目的。其結(jié)果就是我們所往往碰到的題目順序與行文結(jié)構(gòu)一致的情形。結(jié)論Summary總體是是有序的。劍橋雅思推薦原文練習(xí)劍4Test 2 Passage 1Reading Passage 2Title:Corporate Social ResponsibilityQuestion types:Heading; Summary; Matching companies with descriptions文章內(nèi)容回顧講的是CSR, 也就是現(xiàn)在經(jīng)常提到的企業(yè)社會責(zé)任。因為對這方面有些了解，所以做題的時候比較有信心，盡管信心在真正開始對段落大意進行匹配的時候就被ruin掉了。CSR其實就是要求一個企業(yè)在社會中，不能只顧著盈利，還需要根據(jù)企業(yè)自身提點，為社會的某些領(lǐng)域做出貢獻。第一段我覺得應(yīng)該要選todays pressure 對于企業(yè)重視CSR的必要性，然后我就只記得例子的匹配了。三個例子：GE、微軟、XX Food（不記得最后那個的名字了）。GE投資了很多錢，還recruit了新員工之類的，不過沒有直接獲利，微軟是在三個方面跟美國社區(qū)大學(xué)進行合作，派遣專家去幫助社區(qū)大學(xué)的教學(xué)，到最后贏得了profit impact，那個FOOD是在各個方面都貫徹了CSR，因為有一句提到“就連他們用以運輸產(chǎn)品的車輛都用的是生態(tài)友好型燃料”。題型難度分析本篇的難度是三篇中難度最高的。段落標題配對和公司描述的配對兩種配對題型在同一篇文章中出現(xiàn)，造成這篇文章題型難度非常高。另外，這篇又出現(xiàn)了Summary題型。題型技巧分析標準的Summary是由完整，連續(xù)的句子構(gòu)成的段落或段落組，通過句子填空的方式對閱讀能力進行考察的一類題型的總稱。如果用公式簡化，就是uSummary=Paragraph(s) + BlanksNB如果是由完整但是孤立的一個個單獨的句子構(gòu)成的一組填空題，就不是Summary而是Sentence Completion。連貫的句流是Summary的重要外在特征。對這一點的不明確，是網(wǎng)上大量考試回憶中Completion（或填空）題型大量泛濫的最主要原因。需要注意的是，即使句子不完整，或者是不連續(xù)的多個句子，但如果不完整/不連續(xù)的句子間具有一定組合規(guī)則（如Notes Completion）那么這種填空題可以看成是Summary的特殊情形，即其變體。1. 原詞標準Summary存在兩種填充答案的形式，分別為原詞和選詞兩種。當(dāng)instructions中使用 from the passage字眼是，即是“原詞”形式的Summary。這時，所有填寫在留空中的單詞都必須在文中出現(xiàn)，而且不允許有任何詞形變化，用官方的話來說，就是必須directly來自文章。2. 選詞“選詞”則是從給定的一個List中挑選合適的答案用于填寫，List中的候選詞通常以一個文本框的形式出現(xiàn)，相對于“原詞”的填詞方式，“選詞”多了一層轉(zhuǎn)換，因為常常和文中的原始表達有同義替換，這一定程度上增加的了難度劍橋雅思推薦原文練習(xí)劍5 Test 1 Passage 1Reading Passage 3Title:Bilingual ChildrenQuestion types:Summary; Yes/No/Not Given文章內(nèi)容回顧說在加拿大58%的小孩在讀幼兒園的時候是bilingual的。然后說在經(jīng)過調(diào)查，發(fā)現(xiàn)bilingual 是有利有弊的。但是人們在培養(yǎng)Bilingual的小孩在學(xué)其他語言的時候，他們又擔(dān)心因為多學(xué)一門語言而浪費小孩的時間。題型難度分析這篇文章的題型難度不高，完全沒有配對題出現(xiàn)，可以說是這次考試中最簡單的題型組合之一。而匹配的文章話題也是簡單的語言類文章?？傮w而言，題型難度較低。Summary題型第三次出現(xiàn)！題型技巧分析Summary題型的解題策略我們在前面已經(jīng)了解到，對于Summary的答案來源來說有兩種情況。一曰原詞，一曰選詞。我們先就原詞的Summary進一步探討。一、“原詞”相對于“選詞”的難度分析相對于“選詞”而言，“原詞”并沒有一個經(jīng)過二次處理后的pool of options，因而少了一次被同義替換折磨的機會。對于詞匯掌握情況不夠理想，閱讀理解能力有限的同學(xué)來說，這應(yīng)該算是一件好事。但其實這也是一把double-edged sword。由于“選詞”的Summary直接提供了一個有限的list來供挑選，那么不管如何進行同義替換，終究是在這個圈子里面的詞。此外，對于詞匯意義、搭配掌握較好，語法分析和閱讀理解能力優(yōu)秀的考生來說，“選詞”類型的Summary使得“不看文章直接做題”這樣的神話變得不是那么遙不可及。很多時候，通過有效的分析和比較，對于特定空的option可以極大程度縮小范圍，甚至有個別考題可以直接解出。二、原詞Summary的出題特征及解析要點話說回來，針對“原詞”的Summary, 我們有什么針對性的解決方法呢？這需要對原詞和選詞情況下題目編寫的特點進行一番分析。“原詞”Summary由于必須使用和文章完全一樣的表達，使得同義替換的使用相對受限。我們知道，如果在Summary題型的instructions中看到choosewords from the passage這樣的文字，就意味著所填寫的答案詞必須directly來自原文。這對于出題者會帶來什么影響呢？雅思考試貫穿聽、讀、寫、說四個module的主要測試手段，是通過對paraphrase的主動使用和被動識別來對考生的語言應(yīng)用能力進行考量。就閱讀而言，考生需要具備的是識別書面語中的paraphrase。但這其實不僅僅是對考生而言的一種能力，更是對出題者的一種考驗。一個好的出題者，可以靈活的運用各種語言手段，將同一個概念以不同形式進行轉(zhuǎn)述，從而達到迷惑考生的效果。但有時候考試設(shè)計本身會對出題者帶來一些限制，導(dǎo)致其無法盡情發(fā)揮