將閱讀內(nèi)容運用到雅思寫作的技巧

　　導語：yjbys小編發(fā)現(xiàn)絕大多數(shù)學生寫作分數(shù)提不上去的主要原因是詞匯匱乏、句式單一以及觀點空白這些問題。本文yjbys小編將具體分析如何將閱讀文章中的用詞、句式和思路等套用到雅思寫作中去，歡迎大家參考。

　　1. 用詞

　　在寫雅思辯論文時，考生在文章中可能要多次表明觀點，比如引言段可能要引用別人的觀點，正文段或者結尾段要表明自己的觀點。在引用觀點時，學生動輒"some people think…"，表達相對單調(diào)，缺乏生動多樣。而劍橋四中的兩篇閱讀文章就給了很多關于引用別人觀點的詞匯。比如 Lost for Words 中用到了" ...says Mark Pagel, according to Michael Krauss..., Salikoko Mufwene argues that...,"。又如Play is A Serious Business一文中用到了" Byers point out that..., Sergio Pellis reported that..., Robert Barton believes that..., I concluded that...,"等。這些句子中的 says, according to, argue, report, believe和conclude等動詞都是可以用在雅思寫作中引出各方觀點的很好的`表達。

　　再比如劍四Test 1 第三篇閱讀文章Visual Symbols and the Blind中的一個段落，在表達同一個意思時，作者用到了不同的詞匯，學生也可以適當積累這些詞匯，將它們運用到自己的文章中，滿足詞匯多樣性這個要求。

　　"...Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel's perimeter signified that the wheel had its brakes on and that..."

　　在這一段話中，有好幾個單詞都是表示說明，暗示’的意思，比如indicate, suggest, taken as a sign that 和 signify，這些動詞可以替換著在寫作中出現(xiàn)，因此只要注意閱讀文章中的用詞，對雅思寫作詞匯多樣性的提高也是有很大幫助的。

　　2. 句式

　　劍橋雅思中的一些文章還可以為學生提供一些句式變化的模板。比如許多學生不太熟悉流程圖，對于如何描述其過程極為擔心。這樣的句式在劍橋雅思說明性的閱讀文章中屢見不鮮，這類閱讀文章常常涉及某個事物的發(fā)展過程或者制作方式，其遣詞造句都是可以進行學習和利用的。劍五Test 2 Reading passage 1是一篇關于現(xiàn)代塑料的說明文章，其中有一段就是對塑料制作過程的描述，里面有很多的句式都可以用在流程圖的'描寫中。

　　"The original patent outlined a three-stage process, in which phenol and formaldehyde were initially combined under vacuum inside a large egg-shaped kettle...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..."

　　段落的第一句介紹了酚醛樹脂生產(chǎn)工藝的總體步驟，學生完全可以根據(jù)這個句式來描寫雅思真題中一道關于玻璃瓶回收過程的題目，如"The diagram outline a three-stage process of glass recycling, in which the used bottles are collected and re-produced in the plant."緊接著，作者將制作過程中的細節(jié)按照先后順序鋪開，描寫過程時結合了被動語態(tài)和準確的詞匯表達。

　　其中的"cool, break, grind, pour"等動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渡詞。學生可以將這些詞匯用到玻璃瓶回收等這一類過程圖描寫的正文段中。

　　3. 思路

　　閱讀文章和雅思寫作題目在話題上也存在很多重合，比如經(jīng)常重合的話題有：環(huán)境、社會、教育、文化這四大方面，因此閱讀文章的內(nèi)容能幫助考生更好的積累觀點素材。在備考過程中，考生完全可以將閱讀文章中的觀點或者例子用到自己的寫作中去。比如劍四Test 2的`Reading passage 1 "Lost for Words" 這篇文章就極好的回答了一道較難的雅思文化類考題：What are the reasons for the loss of many cultures and languages? How to solve this problem?

　　這篇閱讀文章的結構是遵循“背景—原因—解決方式”的架構來安排的，在文章的前面部分分析了語言消失的原因：

　　1. "What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children, it is relatively safe. The critically endangered languages are those that are only spoken by the elderly,.."

　　2. "Why do 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...people lose faith in their culture."

　　3. "Quite often, 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. "Salikoko Mufwene...argues that the deadliest weapon is not government policy but economic globalization."

　　這些都十分準確而又全面的回答了許多語言喪失的原因，而這篇文章在后文也對如何解決這一問題做出了回答：

　　"…a growing interest in cultural identity may prevent the direst prediction from coming true…. The key to fostering diversity is for people to learn their ancestral tongue, as well as the dominant language, ’apprentice’ programs have provided life support several indigenous languages. But a written form is essential for this, so the mere possibility of revival has led many speakers of endangered languages to develop systems of writing where none existed before."

　　掌握了這些背景，學生在應對文化類這種比較難的話題時就可以迎刃而解了。

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