雅思阅读“完成句子题”要点分析

　　在本期专栏中，我们来关注一下雅思阅读完成句子题。这种题目的题型要求是每个题目都是一个陈述句，但留有一个或两个空格，要求根据原文填空。下面是小编给大家带来的雅思阅读“完成句子题”要点分析，希望能帮到大家!

　　雅思阅读“完成句子题”要点分析

　　目前考试中，绝大部分的题目要求中有字数限制，一般有如下几种表达方式：(1) no more than two/three/four words (不超过2/3/4 个字) ;(2)one or two words (一个或两个字);(3)use a maximum of two words(最多两个字)。有字数限制的，一定要严格按照要求去做，必须满足要求。少部分的题目要求中没有字数限制，这时，请注意，答案字数也不会很长，一般不会超过四个字。这种题型的解题方法和短问答类似，但比较问答要准。难度在于题目中的关键词和原文中的相应词对应不明显，考试中，A类一般是每次必考，考一组，共三题左右。G类一般是两次考一次，考一组，共三题左右。

　　特别注意的内容

　　1所填答案必须符合语法。因为是填空，所以所填答案必须符合语法规定。同样有语法要求的题型是摘要填空(summary)，而短问答则不太要求语法。2绝大部分的答案来自原文原词。大部分的答案来自原文原词，而且是原文中连续的几个词。3答案字数不会很长。绝大部分的题目要求中有字数限制，这时必须满足要求。即使题目要求中没有字数限制，答案字数也不会很长，一般不会超过四个字。如果发现找到的答案字数很多，应首先怀疑自己找错答案的位置。

　　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

　　题目：……as well as the basic college residence fees, additional charges are usually made，but are describes as_______________________. 有的同学可能会答registration fees，damage deposits，and power charges，因为字数太多，所以应首先怀疑是错误的。正确答案应为minor additional charges。 4. 答案绝大部分是名词短语。所填答案绝大部分是名词短语，对应原文相应句子的宾语。也有少数题目的答案是形容词短语或副词短语。5. 要特别注意顺序性。由于这种题型定位比较难，所以要特别注意顺序性的运用。一道题若找了很长时间、很多段落也没有找到答案，可能是因为题目中的关键词和原文中的相应词对应不明显，答案位置已经过去。可以先做下一道题。这种题型比较难，所以通常出现为一篇文章的第二种或第三种题型。它与前面的题型也构成顺序性，即这种题型第一题的答案位置绝大部分应在前一种题型的最后一题的答案位置之后。

　　我们可以通过对一篇雅思考试的题目的分析来掌握解考点和对策。

　　文章内容: 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.

　　问题: 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.

　　试题解析：在S1中空格的前面出现一连串的排比：explore problems, knowledge, attitudes and opinions, or look for...，文章中相应的出现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与explore同义，understanding与knowledge同义， viewpoints与opinions同义，而seek又与look for同义，因此答案是stimulation;S2中的关键词为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，其中有关键词most audiences，以及forget的反义词remember，因此这里应填入60%;在S3中，关键词为work，counteract和listeners，此处的work有“努力、奋力”的意思，counteract表示“反抗、反对、与...作斗争”，而listeners和audiences是同义词，根据第二小段的最后两行：to strive to defeat the poor listening habits of most public audiences，我们可以得出正确答案为poor listening habits，其中strive和work同义，defeat和counteract同义。

　　由此可见，技巧和语言能力的结合才能提高雅思阅读完成句子题的准确性

　　解题步骤：1找出题目中的关键词，最好先定位到原文中的一个段落。将题目中的关键词与原文各段落的小标题或每段话的第一句相对照。有些题目能先定位到原文中的一个段落，这必将大大加快解题速度，并提高准确率。但也并非每个题目都能先定位到原文中的一个段落的。2从头到尾快速阅读该段落，根据题目中的其它关键词确定正确答案。确定一个段落后，答案在该段落中的具体位置是未知的。所以，需要从头到尾仔细阅读该段落，找出题目中的关键词的对应词。仔细阅读对应词所在句子，确定正确答案。3要注意顺序性，即题目的顺序和原文的顺序基本一致。这种题型是有顺序性的。第二题的答案应在第一题的答案之后。这个规律也有助于确定答案的位置。

　　雅思阅读真题之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.