很多考生認(rèn)為雅思聽(tīng)力考試的第一部分和第三部分都是屬于對(duì)話性質(zhì)的文體，但事實(shí)上，聽(tīng)力考試的第三部分被稱(chēng)作discussion才更為準(zhǔn)確。從做題的情況來(lái)看，大部分考生在第三部分發(fā)揮的效果不好，正確率性對(duì)于前兩個(gè)section也偏低。一方面是因?yàn)榭忌?tīng)到第三部分時(shí)已經(jīng)有點(diǎn)疲憊，精力無(wú)法集中，另一方面是因?yàn)榭忌](méi)有熟練掌握section 3的考試特點(diǎn)，只是簡(jiǎn)單地把這一部分當(dāng)作對(duì)話來(lái)復(fù)習(xí)。在本文中，專(zhuān)家將從section 3自身特點(diǎn)出發(fā)，給眾多考生一些應(yīng)對(duì)的策略和方法。

一、section 1 和 section 3 的辨析

嚴(yán)格意義上來(lái)講，section 1是一個(gè)conversation，而section 3是一個(gè)discussion。這兩個(gè)部分的說(shuō)話方式有著很大的區(qū)別。前者是一問(wèn)一答，后者是互問(wèn)互答。

原創(chuàng)范例：

Conversation: (一問(wèn)一答)

Tom: Are you going to go to Australia?

Mary: yes, but after taking the IELTS exam.

Discussion: (互問(wèn)互答)

Tom: Are you going to go to Australia?

Mary: yes, have you been there before?

Tom: No, but I read a few books and magazines about the country. Why do you want to go there?

從上面的兩個(gè)例子中我們可以看出，對(duì)話的問(wèn)和答的對(duì)象都是相對(duì)固定的，但是討論的問(wèn)和答的對(duì)象卻時(shí)時(shí)更換。這就需要考生看清卷面的題目，以免聽(tīng)錯(cuò)對(duì)象做錯(cuò)題。

二、人稱(chēng)定位

通常情況下，雅思聽(tīng)力section 3的部分題目在卷面上會(huì)有人名或者是表示人身份的詞出現(xiàn)，比如人名Jason, 教授Professor。因此，遇到此類(lèi)題目時(shí)，考生最好用筆劃出，明確此題目的說(shuō)話人，這樣才不會(huì)做錯(cuò)題目，才不會(huì)掉到考官給考生設(shè)置的陷阱里。

舉例：

Cambridge 6 Test 1 Q21

What is Brian going to do before the cousre starts ?

A attend a class

B write a report

C read a book

原文：

Tutor: Hello. Can I help you?

Brian: I was told to come here because I like to talk to someone about taking a management course.

Tutor: Right, I am one of the tutors, so I could help you.

Brian: Ok, my name is Brian; I have decided to enroll a part-time management curse. A friend of mine took one last year, and recommended to me.

Tutor: Right.

Brian: Is there anything I should do before the course, like reading or anything?

Tutor: We prefer to integrate reading with the course, so we don’t give out reading list in advance, but we like people to write a case study, describing an organization they know.

Brian: I have already done that as my friend told me you wanted one. But would it be possible to sit around in teaching session to see what is like? I haven’t been a student for a quite while.

解析：本題的答案為A。在做這道題目時(shí)首先要把人名Brian劃出，確定在課程開(kāi)始之前是這個(gè)Brian要做什么。把人稱(chēng)定位好以后，在考生聽(tīng)題的時(shí)候，就要注意錄音中Brian這個(gè)男生，凡是女生說(shuō)的話我們都可以不做答案的參考內(nèi)容。因此在錄音中提到的reading,case study就不會(huì)形成干擾。同樣地，在Cambridge 5 Test 2 Secton 3和 Test 4 Section 3, Cambridge7 Test 1 Section 3和 Test 3 Section 3等劍橋題目中存在著相同的特點(diǎn)。

三、無(wú)人稱(chēng)定位

顧名思義，無(wú)人稱(chēng)定位是指在section 3中的卷面題目中沒(méi)有指定的人稱(chēng)，通常是以?xún)煞交蛉秸f(shuō)話人討論的主題點(diǎn)作為題目。應(yīng)對(duì)此類(lèi)題目的方法與做section 2和section 4 的方法類(lèi)似——先尋找關(guān)鍵詞，然后根據(jù)所劃關(guān)鍵詞找到答案。但是，在尋找答案的過(guò)程中，專(zhuān)家提醒各位考生，要注意信息的確認(rèn)與信息的對(duì)方更正。

舉例：

原文：

Julie: We also need statistics on different things.

Trevor: Literacy rates

Julie: Yes, school places

Trevor: How about the encyclopedia?

Julie: Not up-to-date enough!

Trevor: Why don’t we call the embassy?

Julie: Someone’s enthusiastic!

Trevor: Well, if something’s worth doing

Julie: I know, it’s worth doing well…OK

Trevor: We can find out statistics on school places from them as well.

Julie: Might as well

解析：從上述原文中，我們不難看出，考官在這兩道題目中給考生做了不少“絆腳石”，方框內(nèi)的文字和紅色文字的對(duì)比，充分地體現(xiàn)了在聽(tīng)力考試第三部分中的信息確認(rèn)與更換的這個(gè)特點(diǎn)，事實(shí)上，考生在聽(tīng)題的過(guò)程中還能感受到信息確認(rèn)與更換的速度也是快的讓一部分考生“透不過(guò)氣來(lái)”。所以，若考生在做題之前看到section 3的卷面做到心中有數(shù)，這樣對(duì)于成績(jī)的提高是非常有幫助的。

四、角色搭配

角色分配有利于考生在對(duì)聽(tīng)力考試第三部分的審題和聽(tīng)題中更好地把握錄音內(nèi)容的分配及說(shuō)話思路。詳見(jiàn)下面的表格：

本文對(duì)雅思聽(tīng)力section 3的考試特點(diǎn)進(jìn)行了分析，希望廣大考生能在了解這一部分考試特點(diǎn)的前提下，再結(jié)合自身的聽(tīng)力水平在考場(chǎng)上發(fā)揮得更好，取得優(yōu)異的成績(jī)！