【正文】 詞the estimated proportion原文定位A段最后—句The New Zealand Ministry of Health has found from research carried out over two decades that 6—10% of children in that country are affected by hearing loss.題解該句中的百分比610%即為題干中所提到的the estimated proportion。5.定位詞/關(guān)鍵詞a list of medical conditions原文定位D段第一句的后半句話those with a disability that affects their processing of speech and verbal munication could be extremely vulnerable以及第二句的The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).題解題干中的place some children more at risk對(duì)應(yīng)第一句中的extremely vulnerable, a list of medical conditions對(duì)應(yīng)第二句中的hearing impairment, ASD和ADD/ADHD。答案B4.定位詞/關(guān)鍵詞worldwide regulations原文定位I段最后—句It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.題解題干中的 worldwide regulations 同義替換該句中的 international standards。答案C1.定位詞/關(guān)鍵詞a national policy initiative原文定位H段第—句The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wideranging consultation process.題解根據(jù)H段第一句以及后文對(duì)該策略的具體介紹，可知題干中的a national policy initiative是同義替換原文中的 a New Zealand Disability Strategy。I段formulate ；構(gòu)想imperative standard promulgate ；頒布；宣揚(yáng)E段autism ，自閉癥genetic ；遺傳的lifelong ；終生的sensory stimuli 感官刺激intrusive ；侵?jǐn)_的adversely ，有害地neurological ，神經(jīng)系統(tǒng)的discrepancy ；不一致distressing ；令人苦惱的F段indicative ；象征的；暗示的disinhibition distraction ；使人分心的事sustaining ；支持的persistence ，堅(jiān)持不懈screen out 篩選出 其他國家的類似效仿措施重點(diǎn)詞匯A段impairment ；損害；損傷impact consequence ；后果；影響auditory deficit ；不足；赤字；虧損detrimental ；不利的individual decade I H 段 注意力不集中癥的典型特征及其對(duì)孩子學(xué)習(xí)上的影響G 段 聽力障礙的幾種常見病癥E 段 相關(guān)國際機(jī)構(gòu)也開始關(guān)注噪音在傳統(tǒng)教學(xué)中對(duì)孩子的影響。 教室噪音是教師和學(xué)生最關(guān)注的問題。 引出話題，并概要性介紹新西蘭衛(wèi)生部對(duì)本國青少年聽力障礙的相關(guān)研究數(shù)據(jù)。題 科技應(yīng)用主裁體Question 1—6：H、C、B、I、D、AQuestion 7—10：two decades、crowd(noise)、invisible(disabilities/disability)、invisible(disabilities/disability)Question 11—12：A、C劍橋雅思9Passage1整體分析 說明文題材 青少年的聽力障礙及應(yīng)對(duì)措施段落概括A 段B 段C 段D 段 自閉癥的典型特征及其對(duì)孩子學(xué)習(xí)上的影響F 段 隱形聽力障礙兒童在學(xué)習(xí)環(huán)境中的受關(guān)注度愈加不夠。 新西蘭政府應(yīng)對(duì)兒童聽力障礙的新舉措。段B段preliminary ，初級(jí)的；預(yù)備的acoustics n.（空間的）傳聲效果mechanical airconditioning prehend ，領(lǐng)悟collaborative ， 協(xié)作的heighten v.（使）加深，加劇exacerbate ，使加劇concern ；憂慮practice ；慣例；練習(xí)ventilation ，通風(fēng)contribute to 導(dǎo)致；促成；有助于trend interaction possession ；占有；財(cái)產(chǎn)potential ；潛在性；潛力C段maximum ；最高的environment reverberation ；回響generate ；引起；產(chǎn)生evaluate D段disability ASD 自閉癥vulnerable ADD/ADHD 精神不集中G段isolate ；使孤立；單獨(dú)考慮；區(qū)別看待strategy construction ；建設(shè)thorough undiagnosed penetrate ；穿過；穿透；滲入optimum ，最佳的；最適宜的investigation ；審查H段embark on 著手：開始做barrier consultation objective 精解Questions 16題型：段落信息配對(duì)題MATCHING解析：該題型是雅思閱讀中的五星級(jí)難題，即亂序，出題思路點(diǎn)也很繁雜；所以盡管它通常為文章之后的第一個(gè)題型，但是在解答閱讀套題時(shí)，建議考生最后再解決它。答案H2.定位詞/關(guān)鍵詞a global team effort原文定位C段第三句The International Institute of Noise Control Engineering(IINCE) ... has established an international working party ... to evaluate noise and reverberation control for school rooms.題解該句提到了an international working party，題干中的global是international的同義轉(zhuǎn)換。3.定位詞/關(guān)鍵詞classroom noise原文定位B段第—句A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils.題解題干中的classroom noise是原文原詞，可以快速定位并解答。答案I答案D其余各段都沒有提到百分?jǐn)?shù)。Questions 710該問題問到了聽力損傷在新西蘭的研究時(shí)間，原文中的over two decades即是答案點(diǎn)。答案two decades該題需要考生具有快速定位細(xì)節(jié)的能力。9.定位詞/關(guān)鍵詞what term, not been diagnosed原文定位G段倒數(shù)第二句It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities.題解題干中的not been diagnosed同義替換該句中的undiagnosed，句中的‘invisible’ disabilities是用來描述尚未確診的孩子的術(shù)語。10.定位詞/關(guān)鍵詞New Zealand Disability Strategy, equal opportunity原文定位H段第三句Objective 3 of the New Zealand Disability Strategy is to ... by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school