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简答题的每个题目都是一个特殊疑问句，要求考生根据文章对其做出回答。
简答题也是雅思阅读A类考试中经常考到的一种题型。在 Cambridge IELTS 9 的160道A类阅读题目中，有17道是简答题；在 Cambridge IELTS 10 的160道A类阅读题目中，有3道是简答题。
这种题型有三个明显特征：
（1）遵循“顺序原则”。也就是说考题顺序和答案信息在原文中出现的顺序一致，了解这一点对于快速定位答案非常关键。
（2）答案有字数限制。即答案字数必须符合考题要求中所限定的字数。
（3）答案必须是原文原词。即作为答案的单词必须是原文定位句中的原词，考生不可以对答案进行同义替换。
（1）首先画出题干中的关键词。尤其注意句子中的特殊疑问词。
（2）根据题干中的关键词快速定位到原文。
（3）从定位句中选取或总结合适的词回答问题。注意字数限制，并且答案要对应考题中的特殊疑问词。
You should spend about 7 minutes on Questions 7-10, which are based on Reading Passage 1 on the following pages.
A Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication , resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. 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.
B A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils . Modern teaching practices, the organisation of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.
C Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The InternationaI Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organisation, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.
D While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment , autistic spectrum disorders(ASD) and attention deficit disorders (ADD/ADHD) .
E Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterised by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information .
F The attention deficit disorders are indicative of neurological and genetic disorders and are characterised by difficulties with sustaining attention, effort and persistence,organisation skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.
G Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside,which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities .
H The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process . The strategy recognises that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to services.Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ 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. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children,but especially to those with auditory function disabilities.
I A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. 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 .
以上画出的主题句关键词共83个，下面我们根据各个题目和这些主题句关键词来定位答案。
Questions 7-10
Answer the questions below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
Write your answers in boxes 7-10 on your answer sheet.
7 For what period of time has hearing loss in schoolchildren been studied in New Zealand ?
答案：two decades
定位： 根据题干中的特殊关键词hearing loss…New Zealand定位到A段尾句：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 .
解析： 题干中的关键词hearing loss，New Zealand在定位句中重现，定位句中的over表示时间时意思是“在……期间，在……时间内”，它和题目中的period对应，答案就是two decades。
8 In addition to machinery noise , what other type of noise can upset children with autism?
答案：crowd (noise)
定位： 题干中的关键词type of noise在E段主题句中重现，再根据题干中的关键词machinery noise定位到E段倒数第六行：Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing.
解析： 定位句中的noise generated by machinery和题干中的machinery noise对应，另一种和machinery noise类似的噪音就是crowd noise，答案就是crowd (noise)。
9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed ?
答案：i nvisible (disabilities/disability)
定位： 根据题干中的关键词not been diagnosed定位到G段倒数第三行：It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities.
解析： 定位句中的undiagnosed和题干中的not been diagnosed对应，题目问的是what term，答案就是invisible (disabilities/disability)。
10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity ?
答案：Objective 3
定位： 题干中的特殊关键词New Zealand Disability Strategy在H段主题句中重现，定位句是H段第五行： Objective 3 of the New Zealand Disability Strategy is to ‘ Provide the Best Education for Disabled People’ 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.
解析： 题干中的关键词New Zealand Disability Strategy，equal opportunity在定位句中重现，题目问的是What part，答案就是Objective 3。
上面的4道考题，定位答案的方法统计如下：
