雅思阅读同义替换套路大盘点

有烤鸭反馈，在雅思阅读中，单词都认识，但找到定位词之后，却很难在原文找到答案！！究其原因问题就出在同义替换这个环节。题目已经在原文的基础上进行了同义改写。今天就和大家聊聊在判断题中的同义信息！

在判断题中的同义信息

雅思阅读的同义词，这个同义词其真实性在于其具有一定暗示性，而非个个都是直接对接的同义词替换。

所以今天这一篇文章我们继续学习其中的核心——暗示性的同义信息。

1、不直接提出同义词

通过改写形成同义替换的概念，首先同学们先看一道判断题，这篇文章选自C4-T2-P2 Alternative Medicine in Australia

题目：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. 

在这道题目中，出题思路上来看就是用了暗示性的这个概念，不直接提出同义词，而是改写的方式展开，明指长时间，暗指慢性。即long term   v.s.   chronic 

2、双向并列暗示

暗示性分不同程度，程度轻的如同上面所提到的题目，仅仅是简单描述形成同义替换的概念。程度上增加一些，难度提升一些的情况—— 双向并列暗示。

再看一道判断题

选自：C5 –T3-P1 Early Childhood Education

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

看到这道题根据一些题目中的信息进行定位，比如找了Missouri，结果是通篇几乎都有出现。又试着通过“3岁”去定位，找到了对应的段落，自然满心欢喜。为了更好的确定这个信息，因此会从原文找这些信息，“ listening ，speaking ”但结果往往令人遗憾。

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.

全文没有看到listening， speaking 所以正常推理出同义词。

listening  v.s.  auditory comprehension；

speaking  v.s.  verbal ability；

reasoning  v.s.  language ability。

这样的出题思路则是按照双重并列暗示展开的。

3、程度沾边则为同义

暗示性程度三，程度沾边则为同义。这个样的形式比较有难度，因为是按照沾边的信息，而并不是真正意义上的同意替换。

同学们，大家可以看这一道判断题

选自C6-T2-P3 Numeration

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

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

不难看出这里的同义词为 :

body language  v.s.  gesture； 

misunderstanding  v.s. confusion。 

忠告大家，做一个勤劳的小蜜蜂，常常反复记忆这些暗示性的程度区分。

4、假性从属关系

暗示性程度四——假性从属关系。即本无从属性，但是在文中具有唯一性的搭配，因此成为带从属关系的信息。

同学们看看这一道判断题

选自：C7T4P1 Pulling strings to build pyramids

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

见原文: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.

暗示性的程度上划分并不是想象中的那么细，但是可以总结出其规律。这种假性从属关系就是将题目中的people 与 slaves 进行了同义替换。从广义上讲people 这个词可以替换所有有关联的信息，比如：students， teachers,  man， woman，old man，甚至 craftsmen 等。

以上就是为您带来的有关雅思的内容，希望对同学们有所帮助，同学们还可以免费进行进行、、模考测评。也欢迎点击下方咨询老师按钮随时咨询，预祝各位学员们取得优异的成绩！