许多学员在初次接触雅思阅读的时候，都会抱怨文章晦涩难懂。“读不懂”是诸多烤鸭在备考过程中的拦路虎。究其根源，除了同学们本身的语言功底，词汇储备这些“硬伤”之外，对于不同类型文章结构的不熟悉也是极为重要的一个因素。

   雅思阅读文章涵盖内容广泛，上至天文下至地理是极为贴切的形容。自然科学类文章数量庞大，探究历史遗迹人文现象，社会科学内容博古通今。厚度和广度还不足以彰显雅思文章的多样，不同类型文章的写作手法也是各有千秋。初次接触实验类文章的感觉通常是“满屏生词”，“晦涩难懂”，等等。其实在我们掌握了这类文章的结构之后，这些都会成为不足畏惧的纸老虎。接下来，笔者将结合C5T1P2 Nature or Nurture这篇文章，详细解析实验类文章结构。

  A few years ago, in one of the most fascinating and disturbing experiments in behavioral psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a 'leader' in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically Milgrarm told each volunteer 'teacher-subject' that the experiment was in the noble cause o education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils' ability to learn.

段首句是雅思阅读文章中非常典型的长难句，抽出主干，经过缩句之后，此句就会变成极为简易的Milgram tested 40 subjects. 该句结尾处的for之后表述实验目的。由此我们可总结出实验类文章结构的开篇：关于实验背景信息的交代。具体多为实验对象，实验目的的阐述。

Migram's experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from'15 volts of electricity(slight shock)'to '450 volts (danger-severe shock}' in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed 'pupil' was in reality an actor hired by Migram to simulate receiving the shocks by emitting a spectrum of groans, screams and writhings together with an assortment of statements and expletives denouncing both the experiment and the experimenter.Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.

  第二段首句的主语 set-up透露出该段落主要交代实验的准备过程。段落后半部分主要讲述具体的操作细节，可以用methodology来概括。

As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher,thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Migram with questioning looks and/or complaints about continuing the experiment.In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Mllgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was,'You have no other choice. You must go on.'What Migram was trying to discover was the number of teacher-subjects who would be wiling to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.

第三段看似很长，但是究其本质，unfolded“展开”这一个词就可以极为精炼的总结出这个段落应该是在描述实验过程。

Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts.

  第四段首句中的prior to 以及 predict可以告诉我们该段落应该是对实验结果的预测。

  第五段的首句What were the actual results?理解起来没有任何难度，与此同时，我们可以概括出该段的主旨应该是阐述实际的实验结果。

  至此我们可以加速文章的skimming速度，从第6,7,8段的首句可以概括出这三个段落应该是对实验结果的分析。结尾段总结了该实验的研究意义。

 一番周折，在Skim完整篇文章之后，我们终于可以概括出实验类文章结构：

1，实验前：实验背景，实验目的（Ａ），实验准备 （B）

2，试验中：实验过程 （C）

3，试验后：实验结果（Ｄ＆Ｅ），结果分析（Ｆ＆Ｇ＆Ｈ），实验意义（Ｉ）

   当各位同学读到现在，一定会有下列问题：分析文章结构意义何在？与考试的关联何在？

   接下来，笔者将结合文章结构来解析该篇文章的个题型：段落信息配对。该题型被很多学员贴切的形容为“断子绝孙配”，其难度可想而知。熟悉文章结构，合理预测段落区间，再结合题干中的关键字定位的对应句是解决该题型的制胜法宝。

Questions 14-19

Reading Passage2 has nine paragraphs, A-I.

Which paragraph contains the following information?

Write the correct letter A-I in boxes 14-19 on your answer sheet.

14 a biological explanation of the teacher-subjects' behaviour

15 the explanation Milgram gave the teacher-subjects for the experiment

16 the identity of the pupils

 17 the expected statistical outcome

18 the general aim of sociobiological study

19 the way Miligram persuaded the teacher-subjects to continue

14题中的 explanation应该是对实验结果的分析，对应结构－试验后，预测出区间：ＦＧＨ段。再根据biological对应到F段中genetic

15题中for应该是对实验目的的分析，对应结构－实验前，预测出区间并找到信息：Ａ。

１６题中ｐｕｐｉｌｓ对应结构－实验前，预测出区间范围Ａ＆Ｂ，因为Ａ段已选，所以答案只能是Ｂ。

１７题中ｏｕｔｃｏｍｅ对应结构－实验后：结果。再根据ｅｘｐｅｃｔｅｄ找到信息：Ｃ段中的ｐｒｅｄｉｃｔ。

１８题中的ａｉｍ以及ｓｏｃｉｏｌｏｇｙ可以对应的结构应该是实验意义：Ｉ

１９题中的ｃｏｎｔｉｎｕｅ可以对应的结构的是实验的展开：Ｃ

希望各位同学能够通过这篇文章的详解，充分了解并掌握实验类文章结构，从而更好，更从容地面对该类型文章。