雅思閱讀同義替換套路大盤點

有烤鴨反饋，在雅思閱讀中，單詞都認識，但找到定位詞之后，卻很難在原文找到答案�。【科湓�因問題就出在同義替換這個環(huán)節(jié)。題目已經(jīng)在原文的基礎(chǔ)上進行了同義改寫。今天就和大家聊聊在判斷題中的同義信息！

在判斷題中的同義信息

雅思閱讀的同義詞，這個同義詞其真實性在于其具有一定暗示性，而非個個都是直接對接的同義詞替換。

所以今天這一篇文章我們繼續(xù)學習其中的核心——暗示性的同義信息。

1、不直接提出同義詞

通過改寫形成同義替換的概念，首先同學們先看一道判斷題，這篇文章選自C4-T2-P2 Alternative Medicine in Australia

題目：Q23. All the patients in the 1993 Sydney survey had long-term medical complaints.

原文：Those surveyed had experienced chronic illnesses, for which orthodox medicine had been able to provide little relief. 

在這道題目中，出題思路上來看就是用了暗示性的這個概念，不直接提出同義詞，而是改寫的方式展開，明指長時間，暗指慢性。即long term   v.s.   chronic 

2、雙向并列暗示

暗示性分不同程度，程度輕的如同上面所提到的題目，僅僅是簡單描述形成同義替換的概念。程度上增加一些，難度提升一些的情況—— 雙向并列暗示。

再看一道判斷題

選自：C5 –T3-P1 Early Childhood Education

題目：Q11.  Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others.

看到這道題根據(jù)一些題目中的信息進行定位，比如找了Missouri，結(jié)果是通篇幾乎都有出現(xiàn)。又試著通過“3歲”去定位，找到了對應的段落，自然滿心歡喜。為了更好的確定這個信息，因此會從原文找這些信息，“ listening ，speaking ”但結(jié)果往往令人遺憾。

原文：By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and problem were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.

全文沒有看到listening， speaking 所以正常推理出同義詞。

listening  v.s.  auditory comprehension；

speaking  v.s.  verbal ability；

reasoning  v.s.  language ability。

這樣的出題思路則是按照雙重并列暗示展開的。

3、程度沾邊則為同義

暗示性程度三，程度沾邊則為同義。這個樣的形式比較有難度，因為是按照沾邊的信息，而并不是真正意義上的同意替換。

同學們，大家可以看這一道判斷題

選自C6-T2-P3 Numeration

題目：Q34.  Some peoples with simple number systems use body language to prevent misunderstanding of expressions of number.

見原文：But in real situations the number and words are often accompanied by gestures to help resolve any confusion.

不難看出這里的同義詞為 :

body language  v.s.  gesture； 

misunderstanding  v.s. confusion。 

忠告大家，做一個勤勞的小蜜蜂，常常反復記憶這些暗示性的程度區(qū)分。

4、假性從屬關(guān)系

暗示性程度四——假性從屬關(guān)系。即本無從屬性，但是在文中具有唯一性的搭配，因此成為帶從屬關(guān)系的信息。

同學們看看這一道判斷題

選自：C7T4P1 Pulling strings to build pyramids

題目：Q1.  It is generally believed that large numbers of people were needed to build the pyramids.

見原文:The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up.

暗示性的程度上劃分并不是想象中的那么細，但是可以總結(jié)出其規(guī)律。這種假性從屬關(guān)系就是將題目中的people 與 slaves 進行了同義替換。從廣義上講people 這個詞可以替換所有有關(guān)聯(lián)的信息，比如：students， teachers,  man， woman，old man，甚至 craftsmen 等。

以上就是為您帶來的有關(guān)雅思的內(nèi)容，希望對同學們有所幫助，同學們還可以免費進行進行、、�？紲y評。也歡迎點擊下方咨詢老師按鈕隨時咨詢，預祝各位學員們?nèi)〉脙?yōu)異的成績！