雅思阅读14类题型解题技巧之完成句子.docx
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雅思阅读14类题型解题技巧之完成句子
雅思阅读14类题型解题技巧之完成句子
一起来研究下阅读题型吧，知己知彼，百战不殆，今天给大家带来了雅思阅读14类题型解题技巧--Sentencecompletion（完成句子），希望能够帮助到大家，下面就和大家分享，来欣赏一下吧。
雅思阅读14类题型解题技巧--Sentencecompletion（完成句子）
Sentencecompletion（完成句子）
1.题型要求
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。
目前考试中，绝大部分都是一个空格，而且在句子的结尾。
例如：
Theinternationalcommunityhasbeguntodemand——
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）NOMORETHANTWO/THREE/FOURWORDS（不超过2/3/4个字）;
（2）ONEORTWOWORDS（一个或两个字）;（3）USEAMAXIMUMOFTWOWORDS（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。
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。
2.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。
NOTICE
1.所填答案必须符合语法。
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：
Inadditiontobasicresidencefees,mostuniversitiesmakeminoradditionalchargesforitemssuchasregistrationfees,damagedeposits,andpowercharges.
题目：
Aswellasthebasiccollegeresidencefees,additionalchargesandusuallymade,butaredescribesas......
有的同学可能会答registrationfees,damagedeposits,andpowercharges.因为字数太多，所以应首先怀疑是错误的。
正确答案应为Minor。
即附加费用被描述为是少量的、微不足道的。
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*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。
雅思阅读机经真题解析-儿童数学教育
A
Ithasbeenpointedoutthatlearningmathematicsandscienceisnotsomuchlearningfactsaslearningwaysofthinking.Ithasalsobeenemphasizedthatinordertolearnscience,peopleoftenhavetochangethewaytheythinkinordinarysituations.Forexample,inordertounderstandevensimpleconceptssuchasheatandtemperature,waysofthinkingoftemperatureasameasureofheatmustbeabandonedandadistinctionbetweentemperatureandheatmustbelearned.Thesechangesinwaysofthinkingareoftenreferredtoasconceptualchanges.Buthowdoconceptualchangeshappen?
Howdoyoungpeoplechangetheirwaysofthinkingastheydevelopandastheylearninschool?
B
Traditionalinstructionbasedontellingstudentshowmodemscientiststhinkdoesnotseemtobeverysuccessful.Studentsmaylearnthedefinitions,theformulae,theterminology,andyetstillmaintaintheirpreviousconceptions.Thisdifficultyhasbeenillustratedmanytimes,forexample,wheninstructedstudentsareinterviewedaboutheatandtemperature.Itisoftenidentifiedbyteachersasadifficultyinapplyingtheconceptslearnedintheclassroom;studentsmaybeabletorepeataformulabutfailtousetheconceptrepresentedbytheformulawhentheyexplainobservedevents.
C
ThepsychologistPiagetsuggestedaninterestinghypothesisrelatingtotheprocessofcognitivechangeinchildren.Cognitivechangewasexpectedtoresultfromthepupilsownintellectualactivity.Whenconfrontedwitharesultthatchallengestheirthinking—thatis,whenfacedwithconflict—pupilsrealizethattheyneedtothinkagainabouttheirownwaysofsolvingproblems,regardlessofwhethertheproblemisoneinmathematicsorinscience.Hehypothesizedthatconflictbringsaboutdisequilibrium,andthentriggersequilibrationprocessesthatultimatelyproducecognitivechange.Forthisreason,accordingtoPiagetandhiscolleagues,inorderforpupilstoprogressintheirthinkingtheyneedtobeactivelyengagedinsolvingproblemsthatwillchallengetheircurrentmodeofreasoning.However,Piagetalsopointedoutthatyoungchildrendonotalwaysdiscardtheirideasinthefaceofcontradictoryevidence.Theymayactuallydiscardtheevidenceandkeeptheirtheory.
D
Piagetshypothesisabouthowcognitivechangeoccurswaslatertranslatedintoaneducationalapproachwhichisnowtermeddiscoverylearning.Discoverylearninginitiallytookwhatisnowconsideredthe:
lonelearnerroute.Theroleoftheteacherwastoselectsituationsthatchallengedthepupilsreasoning;andthepupilspeershadnorealroleinthisprocess.However,itwassubsequentlyproposedthatinterpersonalconflict,especiallywithpeers,mightplayanimportantroleinpromotingcognitivechange.Thishypothesis,originallyadvancedbyPerret-ClermontandDoiseandMugny,hasbeeninvestigatedinmanyrecentstudiesofscienceteachingandlearning.
E
ChristineHoweandhercolleagues,forexample,havecomparedchildrensprogressinunderstandingseveraltypesofscienceconceptswhentheyaregiventheopportunitytoobserverelevantevents.Inonestudy,Howecomparedtheprogressof8to12-year-oldchildreninunderstandingwhatinfluencesmotiondownaslope.Inordertoascertaintheroleofconflictingroupwork,theycreatedtwokindsofgroupsaccordingtoapre-test:
oneinwhichthechildrenhaddissimilarviews,andasecondinwhichthechildrenhadsimilarviews.Theyfoundsupportfortheideathatchildreninthegroupswithdissimilarviewsprogressedmoreaftertheirtrainingsessionsthanthosewhohadbeenplacedingroupswithsimilarviews.However,theyfoundnoevidencetosupporttheideathatthechildrenworkedouttheirnewconceptionsduringtheirgroupdiscussions,becauseprogresswasnotactuallyobservedinapost-testimmediatelyafterthesessionsofgroupwork,butratherinasecondtestgivenaroundfourweeksafterthegroupwork.
F
Inanotherstudy,Howesetouttoinvestigatewhethertheprogressobtainedthroughpairworkcouldbeafunctionoftheexchangeofideas.Theyinvestigatedtheprogressmadeby12-15-year-oldpupilsinunderstandingthepathoffallingobjects,atopicthatusuallyinvolvesconceptualdifficulties.Inordertocreatepairsofpupilswithvaryinglevelsofdissimilarityintheirinitialconceptions,thepupilspredictionsandexplanationsofthepathoffallingobjectswereassessedbeforetheywereengagedinpairwork.Theworksessionsinvolvedsolvingcomputer-presentedproblems,againaboutpredictingandexplainingthepathsoffallingobjects.Apost-test,giventoindividuals,assessedtheprogressmadebypupilsintheirconceptionsofwhatinfluencedthepathoffallingobjects.
Questions28-30
ChooseTHREEletters,A-F.
Thelistbelowcontainssomepossiblestatementsaboutlearning
WhichTHREEofthesestatementsareattributedtoPiagetbythewriterofthepassage?
ATeachersplayabigroleinlearningbyexplainingdifficultconcepts.
BMentalchallengeisastimulustolearning.
CTeachingshouldbeconsistentinordertoeasilyacquireknowledge.
DChildrensometimesignoreevidencethatconflictswiththeiroriginalbelieves.
EChildrencanhelpeachothermakecognitiveprogress.
FCognitiveprogressismainlyreliedonchildrensownintellectualactivity.
Questions31-33
ChooseTHREEletters,A-F.
WhichTHREEofthesestatementsdescribeHowesexperimentwith8-12-year-oldschildren?
AThedifferenceoflearningprogressbetweengroupswasobvious.
BThemostactivechildrenmadetheleastprogress.
CThechildrenwereevaluatedontheirabilitiestounderstandaphysicsphenomenon.
DTheteacheraidedthechildrentounderstandascientificproblem.
EAtotalofthreetestsweregiventothechildren.
FAllthechildrenwereworkinginmixed-abilitygroups.
Questions34-37
DothefollowingstatementsagreewiththehypothesisofthepsychologistPiaget?
Inboxes34-37onyouranswersheet,write
TRUEifthestatementistrue
FALSEifthestatementisfalse
NOTGIVENiftheinformationisnotgiveninthepassage
34facingincompatibleproblemsindifferentdisciplines,studentsmayberequiredtorethinktheirapproachtosolvetheproblem
35Pupilslearnnewsolutionsbykeepquestioningtheiroriginalwaysofthinking.
36Withclearinstructions,studentscouldacquirenewconceptswithfewproblems.
37Youngchildrenarelesslikelytochangetheirconceptsinproblemsofsciencethaninmathematics.
Questions38-40
Choosethecorrectletter.A,B,CorD.
Writethecorrectletterinboxes38-40onyouranswersheet.
38TheTonelearnerrouteisaneducationalapproachwhich
Aisthemainapproachfordiscoverylearninginmanyteachingnow
Brequireshelpfromthepupilspeers.
Creliesonhowtheteacherguidesthestudentsheavily.
Dmissedanimportantpartfordiscoverylearning.
39itcanbeinferredfromthepassageasexperimentinparagraphE
Athatchildrenacquiremorewhenlearningingroups.
BThatchildrenopposingeachotherwouldlearnslower.
CResearchesshouldcheckfeedbackrightafterthefirsttest.
DTherecanbeasatisfyingresultthankstothedurationofit.
40Howesetoutthepairworkexperimentinorderto
Astudyhow12-15-yearsoldpupilslearnscientificconcepts.
Bassesswhetherteammateswouldhavethefeaturesofexchangeideas.
Cinvestigatepupilstheabilityofsolvingphysicsproblems.
Dpredictandexplainthepathoffallingobjects.
*题目：
Children’sacquiringtheprinciplesofmathematicsandscience
篇章结构
体裁
议论文
题目
儿童对于数学与科学原则的习得
结构
（一句话概括每段大意）
A段：
儿童思维方式（认知）转变
B段：
传统教学难以促进儿童的转变
C段：
皮亚杰认为智力活动会导致认知改变
D段：
皮亚杰的理论发展成“发现式学习”
E段：
实验表明不同意见组比相同意见组进步多
F段：
实验两人合作交换意见是否有助于取得进步
试题分析：
题目类型：
题号
定位词
文中对应点
题目解析
28-30
Piaget
段落C
A选项：
教师通过解释难的概念在学习中扮演重要角色。
原文没提到。
B选项：
智力挑战促进学习。
段落C倒数第三句。
C选项：
为了容易获得知识，教学必须一致。
原文没提到。
D选项：
儿童有
升级会员 