筆者在日常教學(xué)中,多以閱讀寫作為主,盡管一項為輸入,一項為輸出,一項是許多學(xué)生的得分機(jī)會,一向讓考生頭痛不已,但兩者在雅思教學(xué)點上卻有著相輔相成的密切關(guān)系。在教授閱讀時,筆者常引導(dǎo)學(xué)生利用寫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,動輒900-1000字的閱讀文章對于只有150和250字的雅思作文借鑒意義不大,事實上,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,專家將就此一一說明:

1. 主題性

閱讀文章和雅思寫作題目涵蓋的范圍比較廣,具有極強(qiáng)的主題性,其重合話題有:環(huán)境、社會、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,積累觀點素材,在備考過程中,考生可以將這兩項結(jié)合起來。

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)生因為缺少對這一背景的了解而無從下手,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 language 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 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 “… 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,說明了許多語言喪失的原因,甚至連語言喪失對于文化的連帶影響也有所涉及:“Language is 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….’apprentice’ programs have provided life support t several indigenous languages.”

值得注意的是,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)來安排的,對于寫作結(jié)構(gòu)也有很好的架構(gòu)作用。