IELTS 阅读 lesson pre
雅思强化阅读精讲班第5讲讲义
雅思强化阅读精讲班第5讲讲义判断题（三）一、LSE的原则和技巧一、原则：F1原则（绝对化）：题干在范围、程度上使用了比原文更绝对的词。
例如：原文说some/many，题干说all。
或者原文说sometimes，题干说always/usually。
例1 原文：Many lecturers find their jobs very rewarding.题干：All lecturers get something positive from their work.例2原文：Even in wet areas once teeming with frogs and toads, it is becoming less and less easy to find those slimy, hopping and sometimes poisonous members of the animal kingdom.另外，请参见《剑桥6》移民类第一套阅读第五题F2原则（一个萝卜一个坑）：原文与题干考点词的类型相同，但是具体内容不同。
例题：F2原则的例题包括：《剑桥3》：T2P1Q2，T3P1Q1/Q2，T3P2Q16，T4P2Q22/Q23《剑桥4》：T1P1Q5《剑桥5》：T2P3Q36，T3P2Q20F3原则（实体限定）：原文提供了多种实体选择，而题干仅限定于其中一中。
例如：原文说Ａ and/or B ，题干说only A 。
A and B 相当于NOT only A ，所以存在矛盾，选FALSE 。
例题：F3原则的例题：《剑桥4》T3P1Q11二、技巧：FS1技巧（S代表skill）：含有绝对范围、程度考点词的题目大多数选FALSE/NO。
雅思考试阅读方法与技巧
雅思考试阅读方法与技巧引言雅思考试是国际英语语言测试系统（International English Language Testing System）的简称。
作为世界范围内最受欢迎的英语考试之一，雅思考试的阅读部分对考生的阅读理解能力提出了很高的要求。
而掌握一些有效的阅读方法和技巧，可以帮助考生更好地应对雅思阅读考试，提高阅读理解能力。
方法一：快速阅读快速阅读是提高阅读速度和理解能力的重要方法。
在雅思考试中，考生需要在有限的时间内阅读大量的文章，因此快速阅读是必备的技巧。
1. 预览文章在阅读前，快速预览文章的结构和主题是非常重要的。
可以先阅读文章的标题、副标题以及首尾段，了解文章的大致内容和框架。
预览文章可以帮助考生更好地理解文章的整体结构和逻辑。
2. 主题句和关键词在阅读文章的每一段时，首先寻找并理解每段的主题句。
主题句通常出现在段落的开头或结尾，它能帮助考生快速抓住段落的核心内容。
此外，通过寻找关键词，考生可以更好地理解每段的细节和论点。
3. 跳读和略读快速阅读时，考生可以使用跳读和略读的技巧。
跳读是指忽略一些不重要的细节或内容较为熟悉的部分，以节省时间。
略读是指快速浏览文章，只关注关键信息和重要观点。
通过跳读和略读，考生可以快速捕捉文章的要点，达到快速阅读的目的。
方法二：积累词汇和阅读材料扩大词汇量是提高雅思阅读能力的重要一环。
同时，积累丰富的阅读材料也是非常重要的。
1. 阅读真题通过阅读雅思考试真题，考生可以了解考试的难度和题型，同时也能掌握一些常见的词汇和表达。
考生可以选择从简单的题目开始，逐渐提高难度，通过不断练习来提高阅读能力。
2. 阅读经典文献阅读一些经典的英文文献，如报纸报道、杂志文章、学术论文等，可以帮助考生了解不同领域的知识和词汇。
同时，也可以通过阅读经典文献来拓宽视野，培养阅读兴趣。
3. 积累词汇量积累词汇是提高阅读理解能力的一项重要任务。
考生可以通过背单词、使用词汇卡片等方法来扩大自己的词汇量。
龙犹升思 ielts 2580 阅读原题
龙猶升思 ielts 2580 阅读原题英文版As an international student preparing for the IELTS exam, I have spent countless hours studying and practicing for the reading section. With a target score of 8.5, I have been working diligently to improve my reading comprehension skills and speed.One of the strategies that has helped me the most is practicing with actual IELTS reading materials. By familiarizing myself with the format and types of questions that appear on the exam, I have been able to develop effective strategies for quickly identifying key information and answering questions accurately.In addition to practicing with past exam papers, I have also been reading a variety of English texts to improve my vocabulary and reading speed. By exposing myself to different genres and styles of writing, I have been able to expand my knowledge of English language and literature.Overall, I am confident that my hard work and dedication will pay off on exam day. I am determined to achieve my target score of 8.5 on the IELTS reading section, and I will continue to push myself to improve until I reach my goal.龙猶升思 ielts 2580 阅读原题作为一名准备参加雅思考试的国际学生，我已经花费了无数个小时来学习和练习阅读部分。
2017雅思英语阅读临考冲刺试题附答案
2017雅思英语阅读临考冲刺试题附答案Make yourself a better person and know who you are before you try and know someone else and expect them to know you.以下是小编为大家搜索整理的2017雅思英语阅读临考冲刺试题附答案，希望能给大家带来帮助!更多精彩内容请及时关注我们应届毕业生考试网!New Ways of Teaching HistoryIn a technology and media-driven world, it's becoming increasingly difficult to get our students’ attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors” offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the "Jeopardy" Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are "abysmally ignorant" of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if she were correct, we could have gone down the tubes in 1917!There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or anysubject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia-PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students* unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case .Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.QuestionsReading this passage has eight paragraphs, A- GChoosing the correct heading for paragraphs A- G from the list of heading belowWrite the appropriate number, i- x, in boxes 28-34 on your answer sheetList of Headingsi unavoidable changing facts to be considered when picking up technology meansii A debatable place where the new technologies stand in for history teachingiii Hard to attract students in traditional ways of teaching historyiv Display of the use of emerging multimedia as leaching toolsv Both students and professionals as candidates did not produce decent resultsvi A good concrete example illustrated to show how multimedia animates the history class vii The comparisons of the new technologies applied in history classviii Enormous breakthroughs in new technologiesix Resistance of using new technologies from certain historianx Decisions needed on which technique to be used for history teaching instead of improvement in the textbooks28 Paragraph A29 Paragraph B30 Paragraph C31 Paragraph D32 Paragraph E33 Paragraph F34 Paragraph GQuestion 35-37Do the following statements agree with the information given in Reading Passage?In boxes 35-37 on your answer sheet, writeYES if the statement is trueNO if the statement is falseNOT GIVEN if the information is not given in the passage35 Modem people are belter at memorizing historical information compared with their ancestors.36 New technologies applied in history- teaching are more vivid for students to memorize the details of historical events.37 Conventional ways like literature arc gradually out of fashion as time goes by.Question 38-40Complete the following summary of the paragraphs of Reading Passage, using more than three words from the Reading Passage for each answer.Write your answers in boxes 38-40 on your answer sheet.Contemporary students can be aimed at without many difficulties by integrating studying history with novel. ..38.... Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ...39... and at the same time retain students' distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ...40.... learning feasible. Combined classes like this can also be helpful in taking required tests.文章题目：历史教学的科技篇章结构：体裁：论述文题目：历史教学的科技结构：(一句话概括每段大意)A 关于科技在历史教学中的使用引起争议。
雅思预备2
略读(skimming)，指的是快速浏览全文的阅读方法。略读的对象 是文章的标题、开始段、结束段、每段的段首句和结尾句。文章 内容的概括性陈述一般都在这些位置。 略读的目的是： (1)了解文章的主题; (2)对文章的结构获得一个整体概念; (3)对各部分的内容获得一个粗略印象; (4)对文章主旨做出判断。 对快速阅读而言，略读最重要的意义在于对各部分的内容获得一 个粗略印象，以方便在寻读时迅速确定答案所在的部分或段落。
Scanning is a reading technique to be used when you want to find
specific information quickly. In scanning you have a
question in your
mind and you read a passage only to find the answer, ignoring
When I was a boy growing up in New Jersey in the 1960s, we had a milkman delivering milk to our doorstep. His name was Mr. Basille. He wore a white cap and drove a white truck. As a 5-yearold boy, I couldn’t take my eyes off the coin changer fixed to his belt. He noticed this one day during a delivery and gave me a quarter out of his coin changer. Of course, he delivered more than milk. There was cheese, eggs and so on. If we needed to change our order, my mother would pen a note-“Please add a bottle of buttermilk next delivery”-and place it in the box along with the empty bottles. And then, the buttermilk would magically appear. All of this was about more than convenience,and there existed a close relationship between families and their milkmen. Mr. Basille even had a key to out house, for those times when it was so cold outside that we put the box indoors, so that the milk wouldn’t freeze. And I remember Mr. Basille from time to time taking a break at our kitchen table, having a cup of tea and telling stories
雅思阅读第043套P1-Voya...
雅思阅读第043套P1-Voya...雅思阅读第043套P1-Voyage of Going: beyond the blue line 2 READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Voyage of Going: beyond the blue line 2A One feels a certain sympathy for Captain James Cook on the day in 1778 that he "discovered" Hawaii. Then on his third expedition to the Pacific, the British navigator had explored scores of islands across the breadth of the sea, from lush New Zealand to the lonely wastes of Easter Island. This latest voyage had taken him thousands of miles north from the Society Islands to an archipelago so remote that even the old Polynesians back on Tahiti knew nothing about it. Imagine Cook's surprise, then, when the natives of Hawaii came paddling out in their canoes and greeted him in a familiar tongue, one he had heard on virtually every mote of inhabited land he had visited. Marveling at the ubiquity of this Pacific language and culture, he later wondered in his journal: "How shall we account for this Nation spreading it self so far over this Vast ocean?"B Answers have been slow in coming. But now a startling archaeological find on the island of Efate, in the Pacific nation of Vanuatu, has revealed an ancient seafaring people, the distant ancestors of today's Polynesians, taking their first steps into the unknown. The discoveries there have also opened a window into the shadowy world of those early voyagers. At the same time, other pieces of this human puzzle are turning up in unlikelyplaces. Climate data gleaned from slow-growing corals around the Pacific and from sediments in alpine lakes in South America may help explain how, more than a thousand years later, a second wave of seafarers beat their way across the entire Pacific.C "What we have is a first- or second-generation site containing the graves of some of the Pacific's first explorers," says Spriggs, professor of archaeology at the Australian National University and co-leader of an international team excavating the site. It came to light only by luck. A backhoe operator, digging up topsoil on the grounds of a derelict coconut plantation, scraped open a grave - the first of dozens in a burial ground some 3,000 years old. It is the oldest cemetery ever found in the Pacific islands, and it harbors the bones of an ancient people archaeologists call the Lapita, a label that derives from a beach in New Caledonia where a landmark cache of their pottery was found in the 1950s. They were daring blue-water adventurers who roved the sea not just as explorers but also as pioneers, bringing along everything they would need to build new lives - their families and livestock, taro seedlings and stone tools.D Within the span of a few centuries the Lapita stretched the boundaries of their world from the jungle-clad volcanoes of Papua New Guinea to the loneliest coral outliers of T onga, at least 2,000 miles eastward in the Pacific. Along the way they explored millions of square miles of unknown sea, discovering and colonizing scores of tropical islands never before seen by human eyes: Vanuatu, New Caledonia, Fiji, Samoa.E What little is known or surmised about them has been pieced together from fragments of pottery, animal bones, obsidian flakes, and such oblique sources as comparative linguistics and geochemistry. Although their voyages can betraced back to the northern islands of Papua New Guinea, their language - variants of which are still spoken across the Pacific - came from Taiwan. And their peculiar style of pottery decoration, created by pressing a carved stamp into the clay, probably had its roots in the northern Philippines. With the discovery of the Lapita cemetery on Efate, the volume of data available to researchers has expanded dramatically. The bones of at least 62 individuals have been uncovered so far - including old men, young women, even babies - and more skeletons are known to be in the ground. Archaeologists were also thrilled to discover six complete Lapita pots; before this, only four had ever been found. Other discoveries included a burial urn with modeled birds arranged on the rim as though peering down at the human bones sealed inside. It's an important find, Spriggs says, for it conclusively identifies the remains as Lapita. "It would be hard for anyone to argue that these aren't Lapita when you have human bones enshrined inside what is unmistakably a Lapita urn."F Several lines of evidence also undergird Spriggs's conclusion that this was a community of pioneers making their first voyages into the remote reaches of Oceania. For one thing, the radiocarbon dating of bones and charcoal places them early in the Lapita expansion. For another, the chemical makeup of the obsidian flakes littering the site indicates that the rock wasn't local; instead it was imported from a large island in Papua New Guinea's Bismarck Archipelago, the springboard for the Lapita's thrust into the Pacific. A particularly intriguing clue comes from chemical tests on the teeth of several skeletons. DNA teased from these ancient bones may also help answer one of the most puzzling questions in Pacific anthropology: Did all Pacific islanders spring from one source or many? Was there only oneoutward migration from a single point in Asia, or several from different points? "This represents the best opportunity we've had yet," says Spriggs, "to find out who the Lapita actually were, where they came from, and who their closest descendants are today."G There is one stubborn question for which archaeology has yet to provide any answers: How did the Lapita accomplish the ancient equivalent of a moon landing, many times over? No one has found one of their canoes or any rigging, which could reveal how the canoes were sailed. Nor do the oral histories and traditions of later Polynesians offer any insights, for they segue into myth long before they reach as far back in time as the Lapita. "All we can say for certain is that the Lapita had canoes that were capable of ocean voyages, and they had the ability to sail them," says Geoff Irwin, a professor of archaeology at the University of Auckland and an avid yachtsman. Those sailing skills, he says, were developed and passed down over thousands of years by earlier mariners who worked their way through the archipelagoes of the western Pacific making short crossings to islands within sight of each other. Reaching Fiji, as they did a century or so later, meant crossing more than 500 miles of ocean, pressing on day after day into the great blue void of the Pacific. What gave them the courage to launch out on such a risky voyage?H The Lapita's thrust into the Pacific was eastward, against the prevailing trade winds, Irwin notes. Those nagging headwinds, he argues, may have been the key to their success. "They could sail out for days into the unknown and reconnoiter, secure in the knowledge that if they didn't find anything, they could turn about and catch a swift ride home on the trade winds. It's what made the whole thing work." Once out there, skilledseafarers would detect abundant leads to follow to land: seabirds and turtles, coconuts and twigs carried out to sea by the tides, and the afternoon pileup of clouds on the horizon that often betokens an island in the distance. Some islands may have broadcast their presence with far less subtlety than a cloud bank. Some of the most violent eruptions anywhere on the planet during the past 10,000 years occurred in Melanesia, which sits nervously in one of the most explosive volcanic regions on Earth. Even less spectacular eruptions would have sent plumes of smoke billowing into the stratosphere and rained ash for hundreds of miles. It's possible that the Lapita saw these signs of distant islands and later sailed off in their direction, knowing they would find land. For returning explorers, successful or not, the geography of their own archipelagoes provided a safety net to keep them from overshooting their home ports and sailing off into eternity.I However they did it, the Lapita spread themselves a third of the way across the Pacific, then called it quits for reasons known only to them. Ahead lay the vast emptiness of the central Pacific, and perhaps they were too thinly stretched to venture farther. They probably never numbered more than a few thousand in total, and in their rapid migration eastward they encountered hundreds of islands - more than 300 in Fiji alone. Still, more than a millennium would pass before the Lapita's descendants, a people we now call the Polynesians, struck out in search of new territory.SECTION 1: QUESTIONS 1-13Questions 1-7Do the following statements agree with the informationgiven in Reading Passage?In boxes 1-7 on your answer sheet, write1 _________________ Captain cook once expected the Hawaii might speak another language of people from other pacific islands.2 _________________N Captain cook depicted number of cultural aspects of Polynesians in his journal.3 _________________ Professor Spriggs and his research team went to the Efate to try to find the site of ancient cemetery.4 _________________ The Lapita completed a journey of around 2,000 miles in a period less than a centenary.5 _________________ The Lapita were the first inhabitants in many pacific islands.6 _________________ The unknown pots discovered in Efate had once been used for cooking.7 _________________ The urn buried in Efate site was plain as it was without any decoration.Questions 8-10Complete the following summary of the paragraphs of Reading Passage, using NO MORE THAN TWO WORDS from the Reading Passage for each answer.Write your answers in boxes 8-10 on your answer sheet.Questions 11-13Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 11-13 on your answer sheet.What did the Lapita travel in when they crossed the oceans?11 _________________In Irwins's view, what would the Latipa have relied on to bring them fast back to the base?12 _________________Which sea creatures would have been an indication to the Lapita of where to find land?13 _________________。
雅思阅读PPT课件
三题型对策
• （一）配对题
• 配对类题型是雅思阅读的一个特色题型之一。其 难度相对较大，对考生能力要求相对较高。在目 前的雅思考试当中，配对题已经占了非常大的比 重，考生在复习的时候必须非常重视。
• 配对类题型有很多种，常见的种类有：1. 人名-观 点配对；2. 地名-描述配对；3. 句子-句子配对；4. 分类题(Classification)；5. 段落-标题配对；6. 段 落-细节配对。其中前四种做题方法比较类似，而 后两种相对较复杂。
• B.helped create language in humans
• C.respond instantly to whatever is happening
• D.may provide valuable information about the operation of the brain.
developed, humans
• 26 Individual responses to humour • 27 Peter Derks believes that humour • 其中的黑体字部分就是定位词。因为句子配对题
讲顺序原则，因此完全可以从最后一题着手，因 为人名是这里最保险的定位词。找到最后一题所 在段落后，再根据顺序原则逆推。 • 在分类题题型中，定位词有两种情况：第一种就 是所给选项中的定位词，如剑5 Test 3 Q5-10
IELTS-A类阅读-教材(全)
IELTS-A类阅读-教材(全)IELTS-A类阅读-教材(全)雅思写作A类阅读理解讲义主讲：乐静北京新东方学校欢迎使用新东方在线电子教材雅思整体介绍：INTRODUCTION TO IELTSIELTS is a testing system which assesses how good a person's English language is for the purpose of study or training. The test is recognised around the world by universities and colleges.There are two forms to the test:Academic: which tests a person's language for university studyGeneral Training: which tests basic languageskills with education or immigration in mindThere are 4 parts to each test. The Listening and Speaking tests are the same for both Academic and GeneralTraining forms of the test. There are separate papers for the Reading and Writing tests. The organisation looks like this:Listening4 sections, 40 questionsapproximately 30 minutes↙↘Academic Reading General Training Reading3 sections, 40 questions 3 sections, 40 questions1 hour 1 hour↓↓Academic WritingGeneral Training Writing2 tasks 2 tasks1hour1 hour↖↗Speaking3 sections11-14 minutesThis book contains practice tests to help prepare students for these tests, whichever form of the test they take. Choose the Reading and Writing tasks appropriate for the exam being taken.雅思A类阅读评分标准：Reading ListeningIELTS RSW IELTS RAW1 1 1 12 2,3 2 2, 33 4, 5, 6, 7 3 4, 5, 63.5 8, 9, 10 3.5 7, 8, 94 11, 12, 13 4 10, 11, 12 4.5 14, 15, 16 4.5 13, 14, 15,165 17, 18, 19 5 17, 18, 19,205.5 20, 21, 22,23 5.5 21, 22, 23,246 24, 25, 26,27 6 25, 26, 27,286.5 28, 29, 30 6.5 29, 30, 317 31, 32, 33 7 32, 337.5 34, 35 7.5 34, 358 36, 37 8 36, 378.5 38, 39 8.5 38, 399 40 9 409 Expert User: native speaker level. Can function appropriately and accurately in allskills.8 Very Good User: has excellent command of the language but may produce some errors in unfamiliar circumstances.7 Good User: generally handles language well but with some inaccuracies. Can produce a competent written argument. Can understand abstract reasoning in reading passages.6 Competent User: has reasonable control of the language but with some inaccuracies. May have some difficulties with unfamiliar situations.5 Modest User: can deal adequately with language in his own area but will find difficulty in dealing with complex language and unfamiliar situations.4 Limited User: only able to deal with familiar situations and not complex language. Often has difficulty in understanding and expression.3 Very Limited User: has problems in communicating. Able to express general meaning only in familiar circumstances.2 Intermittent User: had many difficulties usingthe language. Can only communicate very little basic information by using a few words or phrases.1 Non User: has no ability to communicate except for a few isolated words.0 Did not write the test: did not produce any information to be assessed.雅思A类阅读基本解题方法：TIPS FOR IELTS STUDENTS Readinga Always read the instructions to the tasks, as they may vary from test to test.b Make sure you complete the computer sheet after each reading. You are not given any extra time at the end of the test to fill in the sheet.c Do not spend more than 20 minutes on any section, as you may not have enough time to complete the three passages. Always time yourself when doing the practice tests, to get used to finishing each section in no more than 20 minutes.d As the sections of the Reading test become progressively more difficult, if you take longer than 20 minutes on the first two sections, you will have little chance of finishing the third passage.e As the IELTS Reading paper covers a variety of written styles, make sure you prepare yourself for this by reading newspapers, journals, magazines and fiction and non-fiction books.f Be prepared to be tested on any subject someone attending a university would be expected to be aware of. However, you are not expected to be an expert on all these topics.g In IELTS Reading the questions are sometimes written before the passage. Always check that you have read and answered all 40 questions.雅思篇章阅读：第一册TEST 1Section 1You should spend about 20 minutes on questions 1 - 15, which are based on Reading Passage 1 below.National Parks and Climate ChangeANational parks, nature reserves, protected areas and sites of special scientific interest (SSSIs) are an important part of the natural landscape in most countries. Their habitat and terrains vary massively, from tundra and glacier parks in the north to wetlands in Europe, steppes in central and eastern Europe, and prairie grasslands and deserts in other areas. Virtually all kinds of landscape are protected somewhere. And these protected areas are important for the variety of plant and animal life they harbour: caribou, bears, wolves, rare types of fish and birds.BBut these areas are under threat from a recent peril - global climate change. No amount oflegislation in any one country can protect against a worldwide problem. What exactly are the problems caused by climate change? David Woodward, head of the British Council for Nature Conservation, spoke to Science Now about some of these areas, and his first point highlighted the enormous variation in nature reserves.C"Each park or reserve is an ecosystem," he says, "and the larger reserves, such as those in Canada, may have several types of ecological subsystems within it. There are reserves which are half the size of Western Europe, so it doesn't make sense to talk about them as if they were all the same, or as if the microclimates within them were uniform." Woodward outlines some of the dangers posed by climatic change to parks in the northern Americas, for example.D"If climatic change is severe, and in particular if the change is happening as quickly as it is at themoment, then the boundaries of the park no longer make much sense. A park that was designated as a protected area 90 years ago may suffer such change in its climate that the nature of it changes too. It will no longer contain the animal and plant life that it did. So the area which once protected, say, a species of reindeer or a type of scenery, will have changed. In effect, you lose the thing you were trying to protect." This effect has already been seen in Canada, where parks which once contained glaciers have seen the glaciers melted by global warming.EJennie Lindstrom, Chief Executive Officer of H2O, the charity which campaigns on an international level on behalf of mainland Europe's protected wetland and wilderness areas, is even more pessimistic. In a letter to Science Now, she has asserted that up to 70% of such areas are already experiencing such "significant change ... in climate" that the distribution patterns. of flora and fauna arechanging, and that all areas will eventually be affected. She estimates that the most profound change is occurring in the northernmost parks in areas such as Finland, Greenland, Iceland and northern Russia, but adds that "there is no place which will not suffer the effects of global warming. What we are seeing is a massive change in the environment - and that means the extinction of whole species, as well as visual and structural changes which means that areas like the Camargue may literally look totally different in 50 or 60 years' time."FThe problems are manifold. First, it is difficult or impossible to predict which areas are most in need of help - that is, which areas are in most danger. Predicting climate change is even more unreliable than predicting the weather. Secondly, there is a sense that governments in most areas are apathetic towards a problem which may not manifest itself until long after that government's term of office has come to an end. In poor areas,of course, nature conservation is low on the list of priorities compared to, say, employment or health. Third, and perhaps most important, even in areas where there is both the political will and the financial muscle to do something about the problem, it is hard to know just what to do. Maria Colehill of Forestlife, an American conservation body, thinks that in the case of climate change, the most we can realistically do is monitor the situation and allow for the changes that we cannot prevent, while lobbying governments internationally to make the changes to the pollution laws, for example, that will enable us to deal with the causes of the problem. "I am despondent," she admits. "I have no doubt that a lot of the work we are doing on behalf of the North American lynx, for example, will be wasted. The animal itself can live in virtually any environment where there are few humans, but of course its numbers are small. If climate change affects the other animal life in the areas where it now lives, if the foodchain changes, then the lynx will be affected too. Less food for the lynx means fewer lynxes, or lynxes with nowhere to go."GCertainly, climate change is not going to go away overnight. It is estimated that fossil fuels burnt in the 1950s will still be affecting our climate in another 30 years, so the changes will continue for some time after that. If we want to protect the remnants of our wild landscapes for future generations, the impetus for change must come from the governments of the world.Questions 1 - 7Do the following statements agree with the information given in Reading Passage 1?In boxes 1 - 7 on your answer sheet, write Yes if the statement agrees with the information, No if the statement contradicts the information, Not Given if there is no information on this in the passage.1 Every country has protected areas or national parks.2 Countries can protect their parks by changing their laws.3 A protected area or park can contain many different ecosystems.4 David Woodward thinks that Canadian parks will all be different in 90 years.5 Canada, more than any other country, has felt the effects of global warming.6 H2O works to protect wetlands all over the world.7 Some parts of the world will feel the results of global warming more than others.Questions 8 - 13Complete the summary below. Choose your answers from the box below the summary and write them in boxes 8 - 13 on the answer sheet. There are more words than spaces, so you will not use all the given words.There are ________ (8) encountered inattempting to stop the effects of ________ (9). One is the difficulty of predicting change. Another is a lack of ________ (10) to change the situation; most governments' interest in the matter is limited because it will not become very serious ________ (11). Finally, there is the quandary of what action we should actually take. One solution is both to keep an eye on the situation as it develops, and to push for changes ________ (12). Even if we do this, the problem is not going to ________ (13), since it takes a considerable time for global warming to happen.willingness of the authoritieslots of ways global warminginternationallyfor many years locallydisappear straight awaymany problems after allQuestions 14 and 15Reading Passage 1 has seven paragraphs A - G. Which paragraphs state the following information?Write the appropriate letters A - G in boxes 14 and 15 on your answer sheet.14 All areas of the world are likely to be affected by global climate changes._________________________________________ _______________________________15 Remedies for global warming will not reverse these trends immediately._________________________________________ _______________________________List of Headings题型讲解：第二册TEST 2Section 2 Questions 14 - 26You should spend about 20 minutes on questions 14 - 26, which are based on Reading Passage 2 below.Question 14Choose the most suitable title for Reading passage 2 from the list below. Write your answer in box 14 on your answer sheet.A Old Remedies Still Work Today.C Miracle Cure From Nature.B The Forest Pharmacy.D A Modern Cure For An Ancient KillerAThe search for cures to treat common diseases is not new, nor is it unusual to find the cures for such diseases in tree bark. Aspirin for headaches and quinine for the treatment of malaria are both examples of modern medicines which have been derived from tree bark. But the latest additions to this list may be the most significant yet, according to the findings of research into the medicinal benefits of the bark of the African Bush Willow. At an international conference, DrScott Remick of the USA claimed that combretastin, a product of this bark, has proved up to 85% effective in combating cancer, and may, in combination with chemotherapy, finally provide a way to destroy many types of tumour.BThe African Bush Willow, which grows in South Africa, has been recognised as a medicinal plant by local tribespeople for many years. In the past, its roots were used as purgatives and its gum was used to treat sores and ulcers. Common along river banks in southern Africa, this plant (scientific name, Combretum caffrum) has proved both hardy and prolific, It is one of the world's fastest-growing trees and can grow one metre in height annually to a maximum of fourteen metres. To sustain this level of growth normally requires warmth, rich soil and abundant water. but even when these are in short supply, the African Bush Willow can survive. It is resistant to severe drought andeven sustained periods of frost, and temperatures well below zero do not damage the tree.CCombretastin, the active ingredient in the bark, was originally isolated form the stems and branches in the 1970a by South African researcher, Dr Gordon Cragg. A massive seventy-seven kilogrammes of material was needed from the tree to produce just a few milligrams of the active ingredient. However, scientists have now been able to produce the drug synthetically. This type of manufacturing has meant that the drug can now be mass-produced and used much more widely in the treatment of cancer. Most cancers are caused by tumours, which create their own network of capillaries to supply the blood they need in order to grow. The effect of combretastin is to reduce the tumour's ability to create these capillaries and thereby starve the tumour todeath.DCombretastin appears to work very quickly, often reducing the blood flow to a tumour within four to six hours after its first application. A feature in its favour is that combretastin does not appear to affect the blood supplies to other healthy organs. But, used in isolation, a small number of cancerous cells which appear able to live off normal blood supplies, appear to remain unaffected by combretastin, and radiation therapy is required to destroy these cells and remove the threat of cancer altogether.EInitial trials have been carried out on twenty-five patients in the USA. These have met with a remarkable measure of success. One 55-year-old man, suffering from a particularly aggressive form of thyroid cancer before treatment, has been cancer-free for two yearsfollowing a course of the new drug. It is generally held that if a cancer does not return within two years of treatment, it has been cured. So far, other patients involved in the trials since then, including those with cancer of the bowel, have also remained clear of their cancers.FTrials in the UK have met with similar success, but have reported significant side effects, including diarrhoea and skin pain. In Britain, experts believe that the drug works best in conjunction with other therapies, including radiotherapy. The results of these combined treatments suggest that 85% of cancers could be totally eliminated, and similar trials are due to start in the USA. Dr Kate Law of the Cancer Research Campaign in London comments, "We will be watching the results of these trials with interest. On the face of it, these latest trials are very encouraging.GThe drug has been greeted with enthusiasm by professionals and patients alike despite some of the experiments having limited success. One patient suffering from lung and liver cancers agreed to be one of the guinea pigs in the pharmaceutical trials. Fortunately he met with a degree of success in that his respiratory organs have been clear for over a year. However, this has not been the case with the other source of cancer and as yet the new drug has had no marked effect on it. Nevertheless, researchers are continuing in their quest to find a cure for all forms of cancers and they are confident that a breakthrough is on the horizon.Questions 15 - 17Choose the best answers A, B, C or D. Write your answers in boxes 15 - 17 on your answer sheet.15 The active ingredient of combratastin was found in which part of the tree?A the gumB the branchesC the rootsD the leaves16 According to the text, medicines NOT derived from tree bark, have been used to cure which condition?A soresB malariaC cancerD migraine17 According to the text, which of the following has not as yet been cured using combretastin?A bowel cancerB thyroid cancerC liver cancerD lung cancerQuestions 18 - 20Write NO MORE THAN THREE WORDS from Reading Passage 2 for each answer, Write your answers in boxes 18 - 20 on your answer sheet.18 Researchers believe that advances will be made in ......................... in finding cures for all types of cancer.19 The African Bush Willow is extremely sturdy and can survive long intervals in very low ......................... .20 In Britain, researchers believe that most cancers can be cured using combretastin together with ......................... .Questions 21 - 26Reading Passage 3 has seven paragraphs, A - G. Choose the most suitable headings for paragraphs B - G from the list below. Write the appropriate numbers i-x in boxes 21 - 26 on your answer sheet.There are more headings than paragraphs, so you will not use them all.List of Headingsi Strange Medicinevi Ongoing Researchii How the Drug Worksvii Research Campaigniii Robust and Versatileviii Artificial Substitutesiv Plants Growingix Happy Patientsv Universal Approvalx Additional Consequences21 Paragraph B .........................22 Paragraph C .........................23 Paragraph D .........................24 Paragraph E .........................25 Paragraph F .........................26 Paragraph G .........................True / False / Not given题型讲解：第一册TEST 1Section 1You should spend about 20 minutes on questions1 - 15, which are based on Reading Passage 1 below.National Parks and Climate ChangeANational parks, nature reserves, protected areas and sites of special scientific interest (SSSIs) are an important part of the natural landscape in most countries. Their habitat and terrains vary massively, from tundra and glacier parks in the north to wetlands in Europe, steppes in central and eastern Europe, and prairie grasslands and deserts in other areas. Virtually all kinds of landscape are protected somewhere. And these protected areas are important for the variety of plant and animal life they harbour: caribou, bears, wolves, rare types of fish and birds.BBut these areas are under threat from a recent peril - global climate change. No amount of legislation in any one country can protect against a worldwide problem. What exactly arethe problems caused by climate change? David Woodward, head of the British Council for Nature Conservation, spoke to Science Now about some of these areas, and his first point highlighted the enormous variation in nature reserves.C"Each park or reserve is an ecosystem," he says, "and the larger reserves, such as those in Canada, may have several types of ecological subsystems within it. There are reserves which are half the size of Western Europe, so it doesn't make sense to talk about them as if they were all the same, or as if the microclimates within them were uniform." Woodward outlines some of the dangers posed by climatic change to parks in the northern Americas, for example.D"If climatic change is severe, and in particular if the change is happening as quickly as it is at the moment, then the boundaries of the park no longer make much sense. A park that wasdesignated as a protected area 90 years ago may suffer such change in its climate that the nature of it changes too. It will no longer contain the animal and plant life that it did. So the area which once protected, say, a species of reindeer or a type of scenery, will have changed. In effect, you lose the thing you were trying to protect." This effect has already been seen in Canada, where parks which once contained glaciers have seen the glaciers melted by global warming.EJennie Lindstrom, Chief Executive Officer of H2O, the charity which campaigns on an international level on behalf of mainland Europe's protected wetland and wilderness areas, is even more pessimistic. In a letter to Science Now, she has asserted that up to 70% of such areas are already experiencing such "significant change ... in climate" that the distribution patterns. of flora and fauna are changing, and that all areas will eventually be affected. She estimates that the most profoundchange is occurring in the northernmost parks in areas such as Finland, Greenland, Iceland and northern Russia, but adds that "there is no place which will not suffer the effects of global warming. What we are seeing is a massive change in the environment - and that means the extinction of whole species, as well as visual and structural changes which means that areas like the Camargue may literally look totally different in 50 or 60 years' time."FThe problems are manifold. First, it is difficult or impossible to predict which areas are most in need of help - that is, which areas are in most danger. Predicting climate change is even more unreliable than predicting the weather. Secondly, there is a sense that governments in most areas are apathetic towards a problem which may not manifest itself until long after that government's term of office has come to an end. In poor areas, of course, nature conservation is low on the list of priorities compared to, say, employment orhealth. Third, and perhaps most important, even in areas where there is both the political will and the financial muscle to do something about the problem, it is hard to know just what to do. Maria Colehill of Forestlife, an American conservation body, thinks that in the case of climate change, the most we can realistically do is monitor the situation and allow for the changes that we cannot prevent, while lobbying governments internationally to make the changes to the pollution laws, for example, that will enable us to deal with the causes of the problem. "I am despondent," she admits. "I have no doubt that a lot of the work we are doing on behalf of the North American lynx, for example, will be wasted. The animal itself can live in virtually any environment where there are few humans, but of course its numbers are small. If climate change affects the other animal life in the areas where it now lives, if the food chain changes, then the lynx will be affected too. Less food for the lynx means fewer lynxes, orlynxes with nowhere to go."GCertainly, climate change is not going to go away overnight. It is estimated that fossil fuels burnt in the 1950s will still be affecting our climate in another 30 years, so the changes will continue for some time after that. If we want to protect the remnants of our wild landscapes for future generations, the impetus for change must come from the governments of the world.Questions 1 - 7Do the following statements agree with the information given in Reading Passage 1?In boxes 1 - 7 on your answer sheet, write Yes if the statement agrees with the information, No if the statement contradicts the information, Not Given if there is no information on this in the passage.1 Every country has protected areas or national parks.2 Countries can protect their parks by changing their laws.3 A protected area or park can contain many different ecosystems.4 David Woodward thinks that Canadian parks will all be different in 90 years.5 Canada, more than any other country, has felt the effects of global warming.6 H2O works to protect wetlands all over the world.7 Some parts of the world will feel the results of global warming more than others.Questions 8 - 13Complete the summary below. Choose your answers from the box below the summary and write them in boxes 8 - 13 on the answer sheet. There are more words than spaces, so you will not use all the given words.There are ________ (8) encountered in attempting to stop the effects of ________ (9). One is the difficulty of predicting change.Another is a lack of ________ (10) to change the situation; most governments' interest in the matter is limited because it will not become very serious ________ (11). Finally, there is the quandary of what action we should actually take. One solution is both to keep an eye on the situation as it develops, and to push for changes ________ (12). Even if we do this, the problem is not going to ________ (13), since it takes a considerable time for global warming to happen.willingness of the authoritieslots of ways global warminginternationallyfor many years locallydisappear straight awaymany problems after allQuestions 14 and 15Reading Passage 1 has seven paragraphs A - G. Which paragraphs state the following information? Write the appropriate letters A - G in boxes 14 and 15 on your answer sheet.14 All areas of the world are likely to be affected by global climate changes._________________________________________ _______________________________15 Remedies for global warming will not reverse these trends immediately._________________________________________ _______________________________第一册TEST 2Section 1You should spend about 20 minutes on questions 1 - 15, which are based on Reading Passage 1 below.Sharks—— Face Extinction ——Professor Robert Law, head of Marine Biological Ltd, which monitors the ocean environment, and a leading governmental advisor on marine pollution, is claiming today that sharks are in danger of extinction. Professor Law's main point is that worldwide the number of sharks of most species is dropping rapidly. Exact figures about these elusive creatures are hard to come by, but the general consensus is that certain kinds of shark population have decreased by up to 75% in the last 30 years.The great white and tiger sharks have seen the greatest drop in numbers, down by as much as 90% from 20 years ago. Smaller sharks are also under threat - the populations of makos, hammerheads, even common dogfish are being decimated. Estimates suggest that British dogfish numbers have halved in the last decade alone.And this decline is worldwide. The big sharks congregate mainly in the warmer waters of the Pacific and Caribbean, but cold water areas such as the Atlantic and the north Sea have their own species and these too are in danger.The reasons for the decline in numbers are not hard to see. One huge reason is the continued demand for shark fins in South-East Asia, where they are used to make soup and as ingredients in medicines. Most sharks that are killed commercially in the West are processed for the oil that comes from their livers Sharks are also victims of fear, since they are routinely killed by fishermen when they are landed with other catches."Sharks have no protection," writes Professor Law. "They are not outside the law - most countries have laws protecting the species which are most under threat - but the problem is that people are so frightened of these creatures that。
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什么是容易定位的标志词呢？
• • • • 数字时间百分比 人名地名和大写 引号括号破折号 职业属性身份词
不能作为定位词的表达： 1.最常用的表达（非名词）：The, of, in, other… 2.文章的主题词 3.同一题型内部反复出现的单词
Matching 配对题 任务配理论 事物配时代 公司配发明 …
True/False/Not Given 判断题
（Yes/No/Not Given）
芙蓉姐姐比章子怡丰满。 NOT GIVEN!
Summary 摘要题
n. v. adj. adv. 主谓宾 &主系表 However, we need to learn to accept paper which is generally a (35) quality than before. A.special B.lower 剑桥初级语法 C.perfect
雅思阅读考试与题型分析
• 文章难易程度的判别
– – – – – 文章的题材和背景是否熟悉 文章的长度 语言难度 排版字体 所配题型
三篇文章难度常见设置
90 80 70 60 50 40 30 20 10 0 type 1 type 2
4
1 2 3
2016/6/29
三篇文章难度罕见设置
90 80 70 60 50 40 30 20 10 0 type3 type4
8.5
8 7.5
29-31
26-28 23-25
7
6.5 6
20-22
16-19 13-15 10-12 6-9
5.5
5 4.5 4 3.5
• • • • • •
Cam 3 不要自己尝试 Cam 4 /Cam 5最正统 Cam 6 有些题型剑走偏锋 Cam 7 注意怪异题型 （Test3 passage one ） Cam 8考前两周模拟 （Test 1最接近考试） Cam 9 10最贴近时代
雅思阅读考试与题型分析
• 议论文基本结构分析
– 一般：总起——分叙述——总结 – 时间顺序：回顾过去——立足现在——展望 未来
• 问题讨论
– 引出问题——问题原因——问题发展——问 题的过程原理——问题的影响——问题的解 决方法——方法局限性——展望问题解决的 前景
• 人物介绍
– 身份——特点——事业发展——功绩——对
UK, AUS, NZ本科和硕士入学起评分为6.5分 Canada 顶级学校7.5分 名校7分 一般学校6.5 分 如果分数差0.5分可以申请4周语言课程 如果分数差1分可以申请8周语言课程 如果分数差1.5分可以申请12周语言课程 如果分数差2分…
• 雅思阅读的评分标准
40 9
38-39
36-37 32-35
Байду номын сангаас
雅思阅读考试与题型分析
熟练度
听 力 写 作 阅 读 口 语
词汇量
• 雅思听力对于词 汇的熟练程度要 求最高 • 口语考试对词汇 掌握熟练程度稍 松 • 写作题目的广度 和深度使得写作 的词汇量要求又 高了一些
试题拆解与攻略
• 雅思阅读考试题型
– Multiple Choice（单选， 多选，文章大意选择） – Identifying information （判断） – Identifying writer’s review （判断） – Matching information（段 落内容匹配） – Matching Headings（段 落大意配对）
Multiple Choice 选择题
单/多 老情人
Answer short questions 问答题
Cam 4 Test 1 Passage Two What do whales feel? mating
Flow Charts 流程题
do it first!!
Picture naming 图画题
Diagram label completion（图表） Short-answer questions（简答）
Question Type
Multiple Choice Questions ---List of Headings ---Matching ---Summary ---Multiple Choice True or False Questions ---True/False/Not Given
5
1 2 3
2016/6/29
雅思阅读考试与题型分析
• 文章结构分析
• 介绍性的说明文
– 文章第一段用具体的事例引出文章主题，然后 介绍主题相关的起源，发展，现况，并在最后 一段进行展望。
– 事例——主题——起源——发展——现况——展望
雅思阅读考试与题型分析
• 论证性的议论文
– 开头段落引出需要论辩的观点，然后介绍这个 有争议的论点的发展过程以及不同人对其进行 的论证和相互间的辩论。
Question Type
Fill in the Blanks ---Summary ---Complete the sentences ---Short answer questions ---Picture filling Others
List of Headings/ LOH
Cam 3 P14-15 Test 1 Passage 1 (1)How the reaction principle works Paragraph C A simple analogy can help us to understand how a rocket operates How the reaction principle works
IELTS READING
雅思阅读考试与题型分析
• 听力结束后开始，1小时时间 • 阅读量：3篇文章，共2000-2750词 • 文章来源：报纸，书籍，杂志，学术期刊。 至少一篇议论文 • 假设口语速度为125 Words/分钟，仅仅看 完以上3篇文章就需要20分钟+，所以没有 必要把文章读完再做题。