2020解答雅思阅读题需要几步

想提高雅思阅读成绩?首先雅思阅读解题步骤就需要掌握。下面小编就和大家分享解答雅思阅读题需要几步，希望能够帮助到大家，来欣赏一下吧。

解答雅思阅读题需要几步

雅思阅读解题步骤1. 扫描标题

考生拿到一篇雅思学术类阅读文章，首先应该看一下文章的标题，而迄今为止，雅思学术类阅读理解考试中大致出现过下列三种题目类型：第一种是正规标题，始可用来判断文章大意、类型、而得知文章结构;第二种是主标题加副标题，副标题有时承担揭示文章结构的重任;第三种是无标题，这种考试形式自99年开在中国考区出现，一般文章较长而且难，但仍然可以在文章第一段发现揭示文章主题的主旨句。考生应注意：描述性标题应该予以忽略;如果文章分几个 SECTION论述，则SECTION 的标题也应该加以注意

雅思阅读解题步骤2.扫描全文的分段情况及其他信息

雅思考试考生应注意数字、百分比、分数、时间或货币符号出现较多的段落;引号、大写专有名词、括号及破折号出现较多的段落;斜体字、黑体字、下划线出现较多的段落

雅思阅读解题步骤3.扫描每个段落的首末句，把握文章主题

主题句提示文章每段的主题含意，进而合成整个文章的大意。因此，一定要找出主题句，从而找出这一段的主题。主题句通常是一段文章的首句(当然并非永远如此)，寻找主题句的方法可按下列顺序：

首句 --→ 第二句 --→中间句--→ 末句

注意：如果首句是描述性语句则应该予以忽略,通过段落首末句判断段落主题的关键是找准中心词(KEYWORD)中心词最可能是表示主要概念的名词，一般是句子的主语和宾语;表明状态的动词;表示程度高低、范围大小、肯定或否定的副词;中心词会在题目及原文中以同义词形式大量出现。比如：famous-prestigious;restructure delayer.

雅思阅读解题步骤4. 扫描连接上下文的信号词

雅思阅读解题步骤5. 扫描文章文章中是否有图表或示意图

这些图表一般包含了一些有关回答问题的信息，因此可以先对这些图表做一扫描，了解其内容从而加快答题速度，不然的话，就可能陷在文章中四处找寻答案而乱无头绪。但应注意，一般照片、地图、漫画可以予以忽略。

雅思阅读材料：英国男子用短信发莎士比亚全集

A Bristol graphic designer who was ripped off by an internet seller hasturned to Shakespeare to get his revenge.

在英国西部的港口城市布里斯托尔，一位平面设计师被一个网上卖家骗了，他让莎士比亚帮他报仇了。

Edd Joseph, 24, who lives in the city with his girlfriend, was furious whenhe bought a PS3 games console for ?80 and the seller failed to deliver thegoods.

24岁的艾德-约瑟夫和女朋友定居在这里，当得知他在网上花了80英镑买的PS3游戏机后卖家没有给他发货时，他非常愤怒。

So Edd decided to take his revenge by sending him the entire works of theBard - by text.

所以艾德决定报仇——把莎士比亚所有的作品全文用短信发给那个卖家。

Edd discovered he could copy the words from the internet and paste theminto a text message - without costing him a penny on his unlimited mobile phonepackage.

艾德发现他可以从网上复制文字再粘贴到短信里，而他自己因为有无限的手机短信包而不用花一个子儿。

He sends it as one text but his victim can only receive them in 160character chunks - meaning the 37 works of Shakespeare will buzz through in29,305 individual texts.

他只用一条短信就能发送整部书的内容，但是他的复仇对象只能每次接收160个字符——意味着莎士比亚的37部作品将会通过29305条短信向他“嗡嗡嗡”得狂轰乱炸。

So far Edd has sent 22 plays including Hamlet, Macbeth and Othello whichhave been delivered in 17,424 texts.

迄今为止，艾德已经发送了22个剧本，包括《哈姆雷特》《麦克白》和《奥赛罗》。这些文字已经通过17424条短信发送出去了。

He reckons the remaining 15 works will take another few days to send -meaning his adversary's phone will have been constantly beeping for nearly aweek.

他预计剩下的15部作品还要花上几天送达——意味着骗子的手机将会在将近一周的时间里不停地振动。

Edd has now started getting abusive replies from the seller.

那位卖家已经回了很多条短信来骂他。

He said: "I got the first reply after an hour, and then a few more abusivemessages after that. His phone must have been going off pretty constantly forhours.

他说：“一个小时后我收到了第一条回复短信，之后他又回了几条短信来骂我。他的手机肯定已经连续关机好几个小时了。”

"I'm going to keep doing it. If nothing else I'm sharing a little bit ofculture with someone who probably doesn't have much experience of it.”

“我还要继续发。没什么，我只是想让某个没文化的人感受一下什么叫文化。”

雅思阅读材料：不仅仅书中才有“黄金屋”

A 12th-grader wrote a college admissions essay about wanting to pursue acareer in oceanography. Let’s call her Isabella. A few months ago, we edited itin my classroom during lunch. The writing was good, but plenty of 17-year-oldsfantasize about swimming with whales. Her essay was distinctive for anotherreason: Her career goals were not the highlight of the essay. They were just ameans of framing her statement of purpose, something surprisingly few personalstatements actually get around to making.

一名12年级的高中学生写了一篇申请大学的文章，描述她想要从事与海洋学相关的职业。我们就叫她伊莎贝拉好了。几个月前，我们利用午餐时间在我的教室对文章进行了润色。文章写的不错，但充满了17岁少女的幻想，比如与鲸鱼结伴遨游。她的文章与众不同的另一个原因是：她的职业目标不是这篇文章的重点，只是完成她目的陈述的表达手法，这点很令人惊讶，因为事实上很少用这种方式写个人陈述。

The essay’s core concerned the rhetoric that educators had used to motivateher and her peers—other minority students from low-income communities. She’dbeen encouraged to think of college foremost as a path to socioeconomicmobility. Since elementary school, teachers had rhapsodized about theopportunities that four years of higher education could unlock. Administratorshad rattled off statistics about the gulf in earnings between college graduatesand those with only high-school diplomas. She’d been told to think about herfamily, their hopes for her, what they hadn’t had and what she could have if sheremained diligent. She’d been promised that good grades and a ticket to a goodcollege would lead to a good job, one that would guarantee her financialindependence and enable her to give back to those hard-working people who hadplaced their faith in her.

文章的核心是围绕教育工作者的一些言论，他们一直用这些言论激励她和她的同龄人——来自低收入社区的少数民族学生。不断有人给她洗脑，上大学是位的，是改善社会经济地位的坦途。从上小学开始，老师就极力宣扬四年的大学生活能打开机遇的大门。学校领导能飞快地列举出各种统计数据，说明大学毕业生和只有高中文凭的那些人在收入方面的巨大差距。总是有人对她说，想想你的家人，想想他们寄予的厚望，如果能一直努力读书就会得到父辈无法拥有的东西。只要成绩好，拿到顶尖大学的录取通知书，保证就会有个好工作，有了好工作，不仅自己经济上能够独立而且还有能力回报亲友，这些人一直努力工作并且对她充满信心。

Thankfully, Isabella decried this characterization as shortsighted andsimplistic. My guess is that only students like her ever have to hear it.

值得庆幸的是，伊莎贝拉批评这类说辞是目光短浅和头脑简单。我猜大概只有像她这样的学生才会听到这些。

The black and Latino kids I teach live in Inglewood and West Adams in LosAngeles. Their parents are house-cleaners, truck drivers, and non-unioncarpenters. When administrators, counselors, and teachers repeat again and againthat a college degree will alleviate economic hardship, they don’t mean tosuggest that there is no other point to higher education. Yet by focusing onthis one potential benefit, educators risk distracting them from the others,emphasizing the value of the fruits of their academic labor and skipping pastthe importance of the labor itself. The message is that intellectual curiosityplays second fiddle to financial security.

我教的那些非洲裔和拉美裔学生都住在洛杉矶的英格尔伍德和西亚当斯。他们父母从事的工作是清洁工、卡车司机和非工会的木匠。当校长、辅导员和老师一次又一次地重复着，有了大学文凭会改善经济窘迫的情况，他们并不是指高等教育除了这点就没别的用处了。但是当只专注在获取这种潜在利益时，教育工作者们让学生注意不到别的事物，他们强调知识累积后成果的价值却忽略了知识累积本身的重要性。这种做法传递的消息是，求知欲排在经济保障之后。

While Isabella’s essay acknowledged her lack of economic advantages andportrayed with sensitivity her parents’ struggles, she was eager to focus firston nurturing her intellectual passion. She detailed how her curiosity about seaurchins and other marine life had led to a passion she wants to sustain throughcollege and a subsequent career. College will ferry her to her intellectualdestiny, not a financial windfall. She’ll make her life’s work what she wants todo, not just what she is able do.

虽然伊莎贝拉的文章承认她没有经济优势也敏感地描绘了她父母生活的困顿，但她盼望能将重心首先放在培养自己的求知欲上。她详细讲述了对海胆等海洋生物的好奇，这种好奇激发了她对海洋生物学的热情，她希望能在未来的大学生活和随后的职业生涯中一直保持这份热情。大学会把她送到知识海洋的彼岸，而不是送来意外的横财。她要让自己毕生的职业是她想要去做的，而不是她能去做的。

My students are understandably preoccupied with money. They don’t have theprivilege to not worry about it. They fantasize about what their future wealthwill permit them to enjoy. They dream about specific models of cars in certaincolors and gargantuan houses in particular neighborhoods and opulent meals attheir favorite restaurants any time they wish. Many swoon over the East Coastliberal arts colleges they visit on the special trips that my school isthoughtful enough to arrange. Colleges like Swarthmore and Haverford flystudents like Isabella out during college applications season. A few areaccepted but most attend state schools, which, especially in California, canprovide excellent educational opportunities. The irony, though, is that many ofthese students aspire to go to a liberal-arts school but don’t necessarilyunderstand its significance. They’re drawn to sleepy quads, weathered brick, andcascading ivy, but they are resolutely pre-professional in spirit.

可以理解我的学生们为什么十分在意金钱。他们没有资本不去担心。他们幻想着将来有钱可以让他们好好享受生活。他们梦想拥有某种颜色的限定款汽车、位于特殊社区的大豪宅以及随时可以在喜欢的餐厅享用丰盛的美食。许多学生参观东岸文科学院时几乎为之疯狂，我所在的学校用心良苦地安排了很多这种参观活动。大学申请季节时，斯沃斯莫尔和哈弗福德等大学会让伊莎贝拉这样的学生飞过去面试。少数几名学生会被东岸大学录取，但绝大多数学生会进入公立大学，尤其是加利福尼亚的大学，这些学校可以提供良好的受教育机会。但具有讽刺意味的是，很多向往文科学院的学生不一定了解这类大学强在哪里。吸引他们的是安静的校园、饱经风雨的墙砖和层层叠叠的常春藤，但在内心他们已经毅然踏入职前教育阶段。

In contrast, at the private school I attended for the last two years ofhigh school, my classmates thought about what they wanted to learn in college,not only what they wanted to become. Some knew medical or law school loomed inthe future, but they thought about the work in a different way. My privilegedclassmates enjoyed money, from what I could tell. A few reveled in their carsand clothes, but most appeared to take it for granted. They didn’t talk aboutit. Instead, a future doctor talked about working at the CDC to fight publichealth epidemics. A future lawyer envisioned starting a defense firm to providea service to the hometown community. Most of us wanted to do somethingspecial.

与此相反，在我高中两年就读的私立学校，我的同学们考虑的是他们想在大学里学到什么，不仅仅只是他们想要从事的职业。有的同学知道将来很可能就读医学院或法学院，但他们以完全不同的方式思考未来。我那些有钱有势的同学很享受金钱带来的快乐，这点我看得出来。有人喜欢汽车，爱买衣服，但大多数人似乎觉得这理所当然。他们不谈论金钱。相反，未来的医生谈论在疾病预防控制中心的工作，治疗影响公众健康的流行病。未来的律师设想开办律师事务所服务家乡的社区。我们当中的绝大多数人想要做一些特别的事。

My students’ fantasies of the actual work they’d do in a well-paidprofessional capacity are vague by comparison—practicing law without knowing thedifference between civil and criminal litigation or how to prepare for lawschool, doing business without an understanding of the nuts and bolts ofentrepreneurship. While the vagueness stems from the lack of models in theircommunities, it also comes from the lack of imagination with which mentors haveaddressed their professed college plans. Students hear that being a doctor isgreat because doctors can make money, enjoy respect, and have a great life.Theydon’t hear that being a doctor is great because doctors possess the expertise todo great things.

相比之下，我那些希望从事高薪职业的学生们对工作实质毫无概念——想当律师的不了解民事诉讼和刑事诉讼的差别，也不知道读法学院要如何准备;想经商的不知道创业的各种细节。虽然这种茫然的根源来自他们的生活圈子里没有可以模仿的对象，但也由于缺乏想象力，因为导师们已经一手包办了他们自称的大学规划。这些学生听到的是，当一名医生很棒，可以赚大钱，受人尊敬，能过上富足的生活。他们没听到的是，当一名医生很棒的原因是，医生所具备的专业知识能让他们去做很棒的事。

When schools deemphasize the intellectual benefits of higher education,students become less imaginative about their futures.

当学校弱化高等教育对智力发展的重要性时，学生们对未来也变得不再富有想象力。

The rhetoric echoes the oft-cited work of Jean Anyon, an educationresearcher who died in September. Studying elementary schools, Anyon looked athow schools can condition kids for positions in life. She saw that schoolsteaching the children of affluent families prepared those kids to take onleadership roles and nurtured their capacity for confident self-expression andargument.Schools teaching children from low-income families focused on keepingstudents busy and managing behavior. A middle-class school deemphasizedindividual expression and in-depth analysis and rewarded the dutiful completionof specified rote tasks. In each case, according to Anyon, a “hidden curriculum”has prepared students for a future role in society. Some students learn to takeorders and others learn to chart a course of action and delegate responsibility.School can either perpetuate inequity through social reproduction or have atransformative effect and help students transcend it.

这类言论也符合大家经常提及的吉恩?安扬(JeanAnyon)的研究，这位教育研究人员于今年9月去世了。在针对小学的研究过程中，安扬注意到学校是如何限定了孩子们的社会地位。她发现，在富裕家庭孩子就读的学校，老师教这些学生如何承担领导角色并培养他们充满自信地自我表达和演讲辩论。对低收入家庭的儿童，学校教育的重点放在让学生总是忙忙碌碌而且规矩听话。而中产阶级家庭孩子就读的学校弱化个性展示和深入分析，奖励学生尽职地完成指定的机械工作。根据安扬的研究，学校针对不同情况制定的“隐性课程”为学生们量身定制了未来的社会角色。有些学生学会服从命令，其他学生学会规划执行方案并且层层落实责任。学校可以通过社会复制让这种不公平延续下去，或者选择努力变革从而帮助学生超越它。

The rhetoric Isabella has heard about the purpose of college has a hiddenmessage as well. When school environments casually yet consistently deemphasizethe intellectual benefits of higher education, students become less imaginativeabout their futures. According to ACT’s College Choice Report from November2013, 32 percent of students pick a college major that doesn’t really interestthem. The same study suggests that students are less likely to graduate whenthey do this. As high school educators know, good students have less troublegetting into selective schools than they do graduating from them – especiallyfirst-generation minority college students like Isabella and her classmates.

伊莎贝拉听到的大学目标这类言论还潜藏了一个信息。当学校看似随意但不停弱化高等教育对智力发展的重要性时，学生对未来也变得不再富有想象力。根据2013年11月ACT(美国大学入学考试)的大学选择报告，32%的学生选择了他们并不真正感兴趣的专业。这份研究还表明，做出这种选择的学生顺利毕业的可能也较小。高中老师都知道，好学生考取重点大学不难，但顺利毕业就难说了——尤其是少数民族的代移民大学生，比如伊莎贝拉和她的同学们。

College should be “sold” to all students as an opportunity to experience anintellectual awakening. All students should learn that privilege is connected tothe pursuit of passions. People are privileged to follow their hearts in life,to spend their time crafting an identity instead of simply surviving. Access tohigher education means that your values and interests can govern your choices.It makes sense that privileged 18-year-olds who have already learned that lessongravitate to liberal-arts colleges. I would prefer not to live in a country inwhich rhetoric about the purpose of college urges kids from privilegedbackgrounds to be innovators and creators while the poor kids who do very wellin school are taught to be educated, capable employees. Isabella figured it outon her own – much as she’s managed to ace her classes without academic helpoutside of school. To achieve this goal more broadly, though, we need toproactively teach our most marginalized students that honing an intellectuallycurious frame of mind is as essential to leading an invigorating working life asambition and work ethic.

大学应该向所有学生“灌输”的是，有机会体验知识带来的觉醒。所有的学生都应该知道，享有特权与追求爱好息息相关。人们有权利按照心灵的指引生活，用生命打造自己独具的特性，而不仅仅是为了生存。接受高等教育意味着你的价值观念和兴趣爱好可以左右你的选择。享有特权的这些18岁孩子们已经得到了被文科学院吸引的教训，这很正常。我不愿生活在这样的国家，夸夸其谈大学的目的就是让有钱有势的孩子成为革新者和创造者，而品学兼优的穷孩子则被教育成有知识的合格打工者。伊莎贝拉靠自己明白了这个道理——就像她没有上过校外辅导班门门功课照样拿优一样。但为了让更多的学生也同样明白，我们需要主动告知我们最被边缘化的学生，想要拥有愉快的职业生涯，培养好奇心和求知欲以及保持进取心和职业道德都是缺一不可的。

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