利用寫(xiě)作框架觀察閱讀文章結(jié)構(gòu)

1、利用寫(xiě)作框架觀察閱讀文章結(jié)構(gòu)筆者在日常教學(xué)中, 多以閱讀寫(xiě)作為主, 盡管一項(xiàng)為輸入,一項(xiàng)為輸出,一項(xiàng)是許多學(xué) 生的得分機(jī)會(huì),一向讓考生頭痛不已,但兩者在雅思教學(xué)點(diǎn)上卻有著相輔相成的密切關(guān)系。 在教授閱讀時(shí), 筆者常引導(dǎo)學(xué)生利用寫(xiě)作框架觀察閱讀文章結(jié)構(gòu), 更好地把握定位方向; 而 在寫(xiě)作課上,分析真題題目也少不了閱讀能力的幫助。許多學(xué)生認(rèn)為,動(dòng)輒 900-1000字的閱讀文章對(duì)于只有 150和 250字的雅思作文借鑒意 義不大,事實(shí)上,兩者在主題、構(gòu)思、句式、用詞等方面有著很大的相似性。本文中,專家 將就此一一說(shuō)明:1. 主題性閱讀文章和雅思寫(xiě)作題目涵蓋的范圍比較廣, 具有極強(qiáng)的主題性, 其重合

2、話題有:環(huán)境、 社會(huì)、 教育三大方面。 閱讀文章的內(nèi)容能幫助考生更好地理解題目的文化背景, 積累觀點(diǎn)素 材,在備考過(guò)程中,考生可以將這兩項(xiàng)結(jié)合起來(lái)。劍四 test 2的 reading passage 1“ Lost for Words”極好的回答了雅思一道較難的文化類 考題:what are the reasons for the loss of many cultures and languages? How to solve this problem? ”許多學(xué)生因?yàn)槿鄙賹?duì)這一背景的了解而無(wú)從下手, 我們完全可以看看這篇閱讀文章提供 了哪些素材:1 “ What makes a lang

3、uage endangered is not just the number of speakers, but how old they are. If it is spoken by children, it is relatively safe。 ”2 “ people reject the language of their parents It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society”3 “ Quite of

4、ten, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity。 ”4 “ They cannot refuse to speak English if most commercial activity is in English” 這些都是十分準(zhǔn)確而又全面的回答, 說(shuō)明了許多語(yǔ)言喪失的原因, 甚至連語(yǔ)言喪失對(duì)于 文化的連帶影響也有所涉及:“ Language is

5、 also intimately bound with culture, so it may be difficult to preserve one without the other。 ”這篇文章在后文也對(duì)如何解決這一問(wèn)題做出了回答:“ a growing interest in cultural identity may prevent the direst prediction from coming true . apprentice programs have provided life support t several indigenous languages。 ” 值得注意的

6、是, 這篇閱讀文章的結(jié)構(gòu)是遵循 “背景原因解決方式” 的架構(gòu)來(lái)安排的, 對(duì)于寫(xiě)作結(jié)構(gòu)也有很好的架構(gòu)作用。2. 流程圖的描述2010年雅思寫(xiě)作 Task I圖畫(huà)題頻現(xiàn), 許多學(xué)生不太熟悉流程圖, 對(duì)于如何描述其過(guò)程極 為擔(dān)心。 其實(shí)分析發(fā)現(xiàn), 這樣的句式在說(shuō)明型的閱讀文章中屢見(jiàn)不鮮, 這類閱讀文章常常涉 及某個(gè)事物的發(fā)展過(guò)程或者制作方式,其遣詞造句都是可以進(jìn)行學(xué)習(xí)和利用。劍五 Test 2 Reading passage 1是一篇關(guān)于對(duì)現(xiàn)代塑料的說(shuō)明文章,其中有一段就是對(duì)塑 料制作過(guò)程的描述,很多句式都可以“拿來(lái)我用” 。首先是對(duì)這一流程的總體概括 “ The original patent o

7、utlined a three-stage process, in which phenol and formaldehyde were initially combined under vacuum inside a large egg-shaped kettle 。 ” 我們可以根據(jù)這個(gè)句式來(lái)描寫(xiě) 2009年 9月一道關(guān)于玻璃瓶子回收過(guò)程的題目, 如:“ A three-stage process is outlined, in which the used bottles are collected and re-produced in the plant. “接著, 制作過(guò)程中的細(xì)節(jié)按

8、照先后順序鋪開(kāi), 并結(jié)合被動(dòng)語(yǔ)態(tài)與準(zhǔn)確的動(dòng)詞選擇:“ The resin was allowed to cool in shallow trays until it hardened, and then broken up and ground into powder. Other substances were then introduced, including . . In the last stage, the heated Bakelite was poured into a hollow mould of the required shape ” ,其中的” cool, break

9、, grind, pour ”等動(dòng)詞都是在工作流程中的高頻詞匯。 “ then, in the last stage”也可以作為極好的連 接過(guò)渡詞。劍五 Test 4 Reading passage 2關(guān)于強(qiáng)化玻璃的說(shuō)明文中也有類似的描述句式:“ used to make glass, and nickel can also be introduced by fragments of nickel alloys falling into the molten glass. As the glass is heated, these atoms react to form ”其中的“ be us

10、ed to, introduce, melt, heat”也都可以用在描述中。3. 圖表的描述由于閱讀文章中也不乏對(duì)于數(shù)據(jù)的說(shuō)明, 我們也很容易找到可以在雅思圖表作文中使用 的句式。劍四 Test 2 Reading passage 2中的一段“ According to , 18% of patients ; 12% suffer from , which is only 1% more than those . . Those suffering from represents 7% of their patients, and candida sufferers represent an

11、 equal percentage. represent 6% and 5% resp ectively, and a further 4% see “這是一段很好的排序段范例, 在描寫(xiě)數(shù)據(jù)的同時(shí)也比較了大小, 句式變化多樣, 考生也 不妨學(xué)習(xí)一下。4. 辯論文章觀點(diǎn)的表述盡管沒(méi)有與雅思寫(xiě)作辯論文章完全對(duì)應(yīng)的形式, 閱讀文章中也有很多可以效仿的觀點(diǎn)表 述句式,與學(xué)生動(dòng)輒“ some people think”的單調(diào)表述相比,其表達(dá)生動(dòng)多樣。在此進(jìn)行 了一些總結(jié):如“ reject this, pointing out that ” , “ When it comes to , ” , “ believe the main reason for is ” , “ there is a widespread belief that” , “ It was once assumed that . . However, ” , “ There is an abundance of evidence to support the belief that”