1、第二部分 雅思考试八大题型之标题对应题DAY1题型讲解标题对应属于雅思阅读中非常特殊的一种题型，它是典型的主旨考查题，不同于雅思阅读中的其他细节考查题型。一段话的标题（heading）往往就是这段话的主旨，或者说这段话的中心思想。而要确定段落的中心思想，就不能从某个细节入手，而应考虑整个段落的结构和框架，这样才能得出正确的答案。这种题型对学生的词汇量、语感和整体把握的能力要求较高，所以要求我们在做这种题目的时候要注意整体把握，而不是只抠细节。解题技巧1. 先将例子所在的选项从选项列表中划掉。注意：虽然 Heading 题的选项肯定比题目个数多，但是选项是一定不会重复使用的。原因很简单，每段话都
2、有一个不同的主旨，只对应一个标题；如果重复，那就意味着两个不同的段落主旨相同，这是不可能的，因为若主旨相同肯定会合成一段而非分成两段。所以，若题目中出现了这样的提示：You may use any heading more than once, 根本不用管，这是个陷阱。2. 对于 Heading 题，我们要先读文章，再看选项，读一段话，做一道题。注意：这种题目不宜先看选项，因为这是一种主旨归纳题而不是细节考查题，最怕先入为主，选项中有很多干扰项，看了之后会影响大家客观地理解段落真正的主旨。3. 读每段话时，要抓住该段的主题句或中心词。正确答案往往是主题句的改写或包含相应段落的中心词。4. 某段
3、话的答案确定后，将它的选项从选项列表中划去。5. 这种题目中的干扰项往往是段落中未展开说明的细节，有时候我们可以适当使用排除法，以缩小选择范围。备注：1）所有的标题只会用一次；2）问句一般不会是主题句（起过渡作用） ；3）举例子的句子不会是主题句；4）若遇到某个段落的标题不能确定时，务必先做其他段落，以免造成“连锁错误” ，即错一个往往就意味着错两个。实战演练You are advised to spend about 20 minutes on Questions 1-6.Please choose the most suitable headings for paragraphs list
4、ed below.NB: There are more headings than paragraphs, so you will not use them all. You may use any heading more than once.List of Headingsi. An important form of transportationii. The great industrialization in the 20th centuryiii. The perceived advantages of mass transit systemsiv. Complicated and
5、 political factorsv. More efficient and comfortable mass transit systemsvi. What is a car culture countryvii. Fewer operators but more passengersviii. The decline in 1970 and its reasonsix. From 1920s to early 1970sx. The definition of mass transitxi. The growing environment concerns and the new sys
6、temsxii. Mass transit systems in the USA1. Paragraph A: 2. Paragraph B: 3. Paragraph C: 4. Paragraph D: 5. Paragraph E: 6. Paragraph F: Mass TransitA Mass transit refers to municipal or regional public shared transportation, such as buses, streetcars and ferries, open to all on a nonreserved basis.
7、An important form of mass transit is rapid transit, such as subways and surface light rail systems, designed for commuting between urban and suburban (or exurban) centers. Mass transit can be divided into fixed route systems (often involving rails), such as streetcars and subway trains, and non-fixe
8、d route transit (along surface streets or water), such as buses and ferries, but does not usually include airplanes, taxis, or long-distance rail with more formal ticketing procedures.B Mass transit systems offer considerable savings in labor, materials and energy over private transit systems. Since
9、 far fewer operators are required for per passenger transported, they can be better trained and more strictly licensed and supervised. When utilized to any reasonable fraction of their capacity, mass transit vehicles carry a far higher passenger load per unit of weight and volume than do private veh
10、icles. They also offer fuel savings, not only because of the relative reduction in weight transported, but also because they are large enough to carry more efficient engines. Further, if emphasis is given to mass transit in the planning of future ground transportation systems, smaller rights of way
11、will be possible, lessening the amount of landscape that must be paved over for highways and roads. Although mass transit offers many savings, it does require some sacrifices in personal convenience. There is the necessity to travel on a fixed rather than an individually selected schedule and to ent
12、er and disembark from the system only at certain designated locations. The obvious goal for a mass transit system is to have as few unused passenger accommodation as possible.C The history of mass transportation is intimately connected to industrialization, urbanization, and the separation of reside
13、nce from workplace. By the beginning of the 20th century, London, New York, Boston, Paris, Budapest, and other major cities had fixed rail subway systems (sometimes elevated); by the 1920s buses were common. In the United States, patronage of mass transit grew steadily from 1990 (six billion passeng
14、ers per year) to 1927 (over 17 billion), but plummeted during the Great Depression. Patronage grew again during World War II, peaking in 1946 at 23 billion riders, but then dropped steadily every year until the mild renaissance of public transit in the early 1970s. D The total number of riders in 19
15、70 was less than that of 1910. The reasons for these declines are complex and often political. Los Angeles, for example, had over 1,000 miles of trolley and interurban lines before 1930; this system was taken over by a private company, dismantled, and replaced with noisy, polluting and comparatively
16、 slow buses. Since few people chose to ride them, costs rose, thereby cutting the number of passengers further. To reduce costs, private companies eliminated outlying branches and smaller stations. These trends, along with inexpensive gasoline, suburban and highway development, the deterioration of
17、older subway lines, and the greater freedom cars offered, helped turn the United States into a car culture.E However, as the public has grown increasingly concerned over the impact of cars on the environment and the quality of life in urban areas, there is growing support for the development of more
18、 efficient and comfortable mass transit systems. Models for such systems were developed in Europe and Japan. Trains in the Paris Metro, for example, operate on rubber tires and can reach speeds of 48 mph (77km/h). Smaller cities are watching developments in Edmonton, Canada, which built a 7.2 km rap
19、id transit system of lightweight trains at a cost of $ 65 million instead of adding five new freeways at ten times the cost.F In the United States, efforts to upgrade mass transit systems have experienced mixed results. The trend has been away from private ownership; by 1999 over 90% of North Americ
20、an mass transit was publicly owned and managed. The BART (Bay Area Rapid Transit) system serving San Francisco and neighboring cities maintained service during the 1989 earthquake, but it has never attracted the number of riders originally anticipated. Washington D.C.s Metro system (144 million ride
21、rs in 1988) included a wider area of service and more efficient schedules. Currently buses account for 60% of mass transit riders in the Untied States; innovations such as articulated buses and reserved lanes on highways are balanced by the problems of noise, air pollution and traffic. The issue of
22、mass transit has come full circle; it is once again a central social and political issue. 答案与解析1. 答案为 x。该段首句为下定义，是主题句。2. 答案为 iii。该段的首句是主题句，此后各句中的 fewer operators, better trained and more strictly licensed and supervised, carry a far higher passenger load, offer fuel savings, carry more efficient eng
23、ines 等词全部都是正向的，说明该段在讨论 mass transit systems 的好处。3. 答案为 ix。第一句说到了 mass transportation 的 history 与工业化、城市化等密切相关。后来提到了 from 1920s to early 1970s 全球各个城市中 mass transportation 的情况。4. 答案为 viii。该段的第一句起导入性作用，第二句是主题句，下边各句都是对具体原因的描述。5. 答案为 xi。该段的第一句为主题句。6. 答案为 xii。DAY2 技巧进阶根据英语文章常见的段落展开形式，现为大家提供三大解题思路：首尾句思路，中心词
24、思路，方向性思路。1. 首尾句思路对与大部分的议论文来说，段落中通常会有三要素：论点、论据和论证，所以找到了论点就找到了该段的主题句，而正确答案通常为主题句的改写。主题句其实就是这段的中心句，它在段落中起着提纲挈领的作用，它的意思就是该段想表达的中心思想。这里要注意一个非常重要的原则首句原则，即段落的主题句通常位于句首。据统计，主题句落在段首的可能性超过 50%，落在第二句的可能性超过 20%，落在最后一句的可能性超过 20%。需要明白的是，有时候第一句是个过渡性或描述性的句子，主题句有可能放在了该段的第二句。所以，我们要重点把握一段话的第一句、第二句和最后一句，这就是所谓的首尾句思路。2.
25、中心词思路对于说明文和部分议论文来说，有时候段落中并不一定有主题句，但通常会有一个核心的说明对象，而这个说明对象在文中通常会重复多次。所以，扫读全段后如果找不到明显的一句话可以概括本段主旨（多数在段首） ，即没有主题句，但发现该段的很多话中出现了意义相同或相近的词，那么这个词即为中心词。中心词往往和该段的中心思想有很大的关系，所以正确选项中很可能会包含该词或其同义变化。3方向性思路除了上面两种情况之外，还有一种可能性，即段落主题句出现在段落中间。为应对此种情况，现提供第三种解题思路：方向性思路。这一思路要求大家先读懂段落的第一句，并假设这一句就是本段的主题句（因为这种情况的可能性最大） ，然后
26、快速浏览后边的句子，如果后边的句子和第一句方向相同（比第一句具体或围绕第一句进行说明） ，则该句必然是主题句的扩展句，此时第一句依然是主题句；但是，如果后边的句子明显和第一句话方向相反，则第一句不再是主题句，而转折后的句子才是这段话的主题句。接下来，再带着新的主题句往下按同样的方法浏览，直到最终确定该段的主旨。那么，句子间的方向到底是同向还是反向该如何去判断呢？其实很简单，利用段落中出现的“逻辑关系信号词”来确定就行了。具体说来，这种“信号词”可分为以下两大类：1）表示前后方向相反的“信号词”转折/让步关系：while, but, however, yet, on the other hand
27、, despite, though, otherwise, in spite of, on the contrary, instead, rather, although, even though, instead of, whereas, nonetheless对比关系：more, lessthan, unlike, asas, than, compared with, in contrast, while2）表示前后方向相同的“信号词”并列关系：A and B, notnor, first/second/third, similarly, as well as, alternatively
28、, on the other hand, too, also, likewise, onethe other递进关系：moreover, in addition, additionally, besides, not onlybut also, and then, what is more, even, further因果关系：as a result, thus, so, in that case, therefore, consequently, it follows that, admittedly, thereby, eventually, the顺序关系：firstly/secondl
29、y/thirdly, then, next, finally, at last, in the end, for one thing, for another thing举例关系：for example, for instance, such as, like, say, to illustrate实战演练You are advised to spend about 20 minutes on Questions 1-6.Please choose the most suitable headings for paragraphs listed below.NB: There are more
30、 headings than paragraphs, so you will not use them all. You may use any heading more than once.List of Headingsi The role of video violenceii The failure of government policyiii Reasons for the increased rate of bullyingiv Research into how common bullying is in British schoolsv The reaction from s
31、chools to enquiries about bullyingvi The effect of bullying on the children involvedvii Developments that have led to a new approach by schools1. Section A 2. Section B 3. Section C 4. Section DYou should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the followin
32、g pages.Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Here he reports on his finding
33、s.A Bullying can take a variety of forms, from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a q
34、uarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.B Bullying is clearly unpleasant, and can make
35、 the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow
36、 up to be physically violent, and convicted of anti-social offences.C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. There is no bullying at this school has been a co
37、mmon refrain, almost certainly untrue. Fortunately more schools are now saying: There is not much bullying here, but when it occurs we have a clear policy for dealing with it.D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resour
38、ces to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Sch
39、ools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted before and after
40、evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary scho
41、ols and seven secondary schools, found that most schools succeeded in reducing bullying.E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who w
42、ill be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time - not just imposed from the head teachers office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented e
43、ffectively.Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the
44、 issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.There are also ways of working with individual pupils, or i
45、n small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as no blame, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who
46、continue with persistent bullying.Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely
47、 to be led into bullying from boredom or frustration. F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The red
48、uction in bullying - and the consequent improvement in pupil happiness - is surely a worthwhile objective. 答案与解析1. 答案为 iv。原文：“在我和 Irene Whitney 开展的一项调查中，我们发现在英国小学中，有四分之一的小学生有过受欺凌的经历，其中十例中有一例为持续受到欺凌。中学的欺凌现象要好一些，大约二十五例中有一例是持续受到欺凌，但是在这些情况中，受欺凌者可能反抗极其强烈。”对应选项iv“对英国学校欺凌现象的研究” 。2答案为 vi。原文：“欺凌显然是很不愉快的，而且会使
49、经历过的孩子产生自贬和沮丧情绪。” 因此答案应为选项 vi“欺凌行为对孩子的影响” 。3. 答案为 v.原文：“ 可能由此产生的一个现象就是学校经常会否认这一问题。”对应选项 v“学校对于欺凌现象的反应 ”。4. 答案为 vii。原文：“导致这一变化有三个原因。第一是对欺凌问题严重性的认识；第二，在英国有一些帮助处理欺凌的资源。第三，有证据表明，这些材料发挥了作用，学校也因此在反欺凌方面取得一些成绩。”因此答案应为选项 vii“学校对付欺凌新办法的发展”。DAY3实战演练The Nature of DisputesQuestions 14-18Reading Passage1,”The Nature of Disputes” has 6 sections.Choose the most suitable heading for each section from the list of headings(ixii)below. Write the appropriate numbers(ixii) in boxes 1418 on your answer sheet.List of Headingsi
