相信不少烤鴨對(duì)雅思閱讀的感情是復(fù)雜的，因?yàn)樗３Ｊ侵覀兝呖偡值男∠膳?，同時(shí)又是磨人的小妖精：文章長(zhǎng)，題目多，時(shí)間短……行了，別說(shuō)了，說(shuō)多了都是淚!事實(shí)上，一小時(shí)內(nèi)要讀三篇800-900字左右的英語(yǔ)文章，還要做40道題，就算是一個(gè)native speaker也很難在這么短的時(shí)間內(nèi)把所有文章看通透啊。

既然如此，問(wèn)題來(lái)了，雅思閱讀考試的目的，是讓你通讀全文嗎?

答案，顯然是否定的。

“閱讀”重點(diǎn)考驗(yàn)的，是提取信息的能力。這種能力，就如同我們讀中文報(bào)紙時(shí)，即便只是的瀏覽，也能找到新聞的要點(diǎn)和想要的內(nèi)容。

而細(xì)心觀察會(huì)發(fā)現(xiàn)，讀報(bào)紙時(shí)，我們會(huì)下意識(shí)地通過(guò)省略掉一些相對(duì)不重要的信息，來(lái)縮短閱讀的時(shí)間。

而這種“下意識(shí)”，并非毫無(wú)依據(jù)，只是我們沒(méi)有察覺(jué)。而個(gè)中依據(jù)，在英語(yǔ)閱讀中也同樣奏效，因?yàn)樗鼈儗?shí)際上都是基本的“邏輯信號(hào)”，只是變成英語(yǔ)之后，我們的感覺(jué)沒(méi)有那么敏銳而已。

那么下面，就來(lái)看看有哪些基本“邏輯信號(hào)”，它們?cè)谟⒄Z(yǔ)中又是如何表達(dá)的：

在文章當(dāng)中，“因?yàn)椤币龑?dǎo)的內(nèi)容，往往是一段陳述或鋪墊，“所以”引導(dǎo)的內(nèi)容，才是結(jié)論和總結(jié)。所以速覽時(shí)，我們可以暫且把“原因”的部分略過(guò)，先看“結(jié)果”的部分，從而減省把握文章重點(diǎn)的時(shí)間。

引出“原因”的常用表達(dá)：because,because of,as a result of,result of,due to,thanks to,owing to,since,for,grateful for等，如：

“Since employees have different needs,what acts as a reinforcement for one may not for another.”

(劍橋雅思真題6,Test 3,Reading Passage 2)

“Since”所在的前半句是原因，關(guān)鍵看后半句的結(jié)果(結(jié)論)。

引出“結(jié)果”的常用表達(dá)：so,therefore,hence,thus,result in,lead to,consequently,as a result等，如：

“Such findings suggest that one person’s equity is another’s inequity,so an ideal should probably weigh different inputs and outcomes according to employee group.”

(劍橋雅思真題6,Test 3,Reading Passage 2)：重點(diǎn)看“so”所在的后半句;

“Speech is often unclear and ambiguous.Where possible,therefore,the recording has to be supplemented by the observer’s written comments on the non-verbal behaviours of the participants,and about the context in general.”

(劍橋雅思真題4,Test 3,Reading Passage 3)：重點(diǎn)看“therefore”所在的第二句。

“讓步”的內(nèi)容再豪華，都敵不過(guò)一個(gè)“但是”。這個(gè)道理很顯淺，就不多作解釋了。而瀏覽文章時(shí)，我們就可以暫且只看“轉(zhuǎn)折”部分的內(nèi)容。反之，遇到“讓步”的內(nèi)容，我們則可暫時(shí)忽略不看。

(1)常見表“轉(zhuǎn)折”的說(shuō)法

常見表“轉(zhuǎn)折”的說(shuō)法還有：but，however，nevertheless，yet，nonetheless等，如：

“Down the centuries,thousands of wells were constructed throughout northwestern India,but the majority have now fallen into disuse…”

(劍橋雅思真題10,Test 1,Reading Passage 1)：無(wú)論前面說(shuō)了什么，也改變不了“the majority(of wells)”被棄用的現(xiàn)實(shí)。重點(diǎn)顯然在轉(zhuǎn)折詞“but”之后。

(2)引導(dǎo)“讓步”的常用說(shuō)法

引導(dǎo)“讓步”的常用說(shuō)法有：whereas，although，though，while，whereas，despite，in spite of，for all等，如：

“Whereasmost exercises are designed to build up strength or endurance,plyometrics focuses on increasing power–the rate at which an athlete can expend energy.”

(劍橋雅思真題4,Test 4,Reading Passage 1)“whereas”所在的半句為讓步狀語(yǔ)從句，重點(diǎn)看另一個(gè)半句(轉(zhuǎn)折的內(nèi)容)。

遞進(jìn)關(guān)系，看后面

所謂遞進(jìn)，即前后保持一致意見的情況下，后者在態(tài)度和語(yǔ)氣上更進(jìn)一步。故，讀懂后者，即可得知前者。速覽文章時(shí)，重點(diǎn)先讀遞進(jìn)后面的內(nèi)容。

常見表達(dá)“遞進(jìn)”的說(shuō)法有：furthermore，moreover，not only…but also…，in addition等，如：

“The psychiatrists felt that‘most subjects would not go beyond 150 volts’and they further anticipated that only four per cent would go up to 300 volts.Furthermore,they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.”

(劍橋雅思真題5,Test 1,Reading Passage 2)即便不讀前面的句子，光靠“Furthermore”后面遞進(jìn)的內(nèi)容也可知，精神病學(xué)家預(yù)測(cè)：會(huì)執(zhí)行高伏電擊的人是少之又少的。

承上：以“代詞”或“所以”為開頭的段落首句，一般都是承接或總結(jié)上一段話的內(nèi)容。借助這樣的句子，可以得知上一段話的內(nèi)容重點(diǎn)。如：

“代詞”開頭：

“These research findings are exciting.There is growing evidence in New Zealand that…”

(劍橋雅思真題5,Test 3,Reading Passage 1)這是文中一段的開頭。

從首句的代詞“These”可知，首句是對(duì)上一段內(nèi)容的承接，并可知上一段講述的是一些“exciting research findings”。

“所以”開頭：

“Thus ageing and death should not be seen as inevitable,particularly as the organism possesses many mechanisms for repair.It is not,in principle,necessary for a biological system…”

(劍橋雅思真題8,Test 3,Reading Passage 3)從段落首句的“Thus”可知，首句是對(duì)上一段內(nèi)容的承接，而并非本段內(nèi)容的重點(diǎn)。

啟下：“問(wèn)句”和“量詞+復(fù)數(shù)詞”通常是引出下文，通過(guò)它們能了解所在段落或緊隨其后的段落的內(nèi)容重點(diǎn)。如：

“問(wèn)句”：“What were the actual results?(借此問(wèn)句可知本段的重點(diǎn)是“actual results”)Well,over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries,the percentage of obedient teacher-subjects was even higher,reaching 85 per cent in one country.How can we possibly account for this vast discrepancy between what calm,rational,knowledgeable people predict in the comfort of their study and what pressured,flustered,but cooperative‘teachers’actually do in the laboratory of real life?

(的問(wèn)句揭示，后面段落的重點(diǎn)內(nèi)容是解釋“this vast discrepancy”的原因)”(劍橋雅思真題5,Test 1,Reading Passage 2)

“量詞+復(fù)數(shù)詞”：“Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.”

(劍橋雅思真題5,Test 1,Reading Passage 3)“four factors”告訴我們，接下來(lái)的段落中，重點(diǎn)應(yīng)該是關(guān)于這四種因素的描述。

遇到“What”時(shí)請(qǐng)仔細(xì)看

“what”經(jīng)常用作表目的或具總結(jié)性的句子的開頭，因此，遇到what開頭的句子要多看兩眼，如：

“…If the subject was still reluctant to proceed,Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end.His final argument was‘you have no other choice.You must go on’.What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock,even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.”

(劍橋雅思真題5,Test 1,Reading Passage 2)原文中，此段很長(zhǎng)，但全部都只是屬于一次實(shí)驗(yàn)過(guò)程的描述。才以“what”為開頭的句子，總結(jié)性地道出了實(shí)驗(yàn)的目的，使得此句成為全段重點(diǎn)。

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