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。
雅思阅读(填空)教学课件-Sarah
填空题练习题目解析
Practice 1
解析：学生需要认真研究课本，理 解学术内容。
2 Guess from collocations
Look for relationships between words in the passage and use collocations or contextual clues to guess the missing word.
3 Pay attention to grammar
Question 2
解析：题目要求填写一个形容词， 文章中的关键词是"Variety"和 "Eco system "。
Question 3
解析：填写题答案为一个名词， 需要注意与上下文中的动词和名 词的搭配。
模拟练习考试
Practice Test 1
模拟雅思填空题考试时间：45分钟
Practice Test 2
模拟雅思ce Test 3
模拟雅思填空题考试时间：45分钟
名校真题分析
Question 1
解析：根据文章内容，填空选项 中的关键词是"The o rie s "和 "Ev o lu tio n "。
阅读技巧与方法分享
Skim the passage
Quickly read the passage to get an overview of the main ideas and the structure of the text.
IELTS 阅读 lesson pre_英语考试_外语学习_教育专区
Picture naming 图画题
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Βιβλιοθήκη Question Type
Multiple Choice Questions ---List of Headings ---Matching ---Summary ---Multiple Choice
True or False Questions ---True/False/Not Given
– 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。
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
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.
雅思阅读第一堂课
课程安排
• Lecture Seven 雅思阅读TFNG题目part three • Lecture Eight 雅思阅读 Answer Short Questions 题目 • Lecture Nine 雅思阅读Flow Charts 题目 • Lecture Ten 雅思阅读Picture Naming 题目 • Lecture Eleven 雅思阅读Summary 题目之 带词库版 • Lecture Twelve 雅思阅读综合解题指导
expectation
overall
活页夹 This is my IELTS journey
• 雅思阅读题型概览
雅思阅读十大题型
五大
五小
List of Headings选段意 8-10%
Matching配对题 48%（2008） 20-24%
True/False/Not Given 判断题 15-18% Summary 摘要题 1/3 Multiple Choice 选择题 22%
5.46 5.26 5.33 5.00
South Africa German
7.72 7.16
• 雅思阅读的评分标准
40 9
38-39
36-37 32-35
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
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
IELTS READING 雅思阅读
刘璐
• 东北人 • 香港城市大学 • 双子座
雅思托福之Pre-reading(Unit 1)
Passage 1It was Monday, and Mrs. Smith‟s dog was hungry, but there was not any meat in the house.Considering that there was no better way, Mrs. Smith took a piece of paper, and wrote: “Give my dog half a pound of meat.” Then she gave the paper to her dog and said gently, “Take this to the butcher, and he‟s going to give you your lunch today.”Holding the piece of paper in its mouth, the dog ran to the butcher‟s. It gave the paper to the butcher. The butcher read it carefully, recognized it was really the lady‟s handwriting and did as he was asked. The dog was very happy, and ate the meat up immediately.At midday, the dog returned to the shop. It gave the butcher a piece of paper again. After reading it, he gave it half a pound of meat once more.The next day, the dog came again exactly at midday. And as usual, it brought a piece of paper in its mouth. This time, the butcher did not look at the paper, and gave the dog its meat, for he had regarded the dog as one of his customers.But, the dog came again at four o‟clock. And the same thing happened again. To the butcher‟s further surprise, it came for the third time at six o‟clock, and brought with it a third piece of paper. The butcher felt a bit puzzled. He said to himself, “This is a small dog. Why does Mr s. Smith give it so much meat to eat today?”Looking at the piece of paper, he found that there were not any words on it!1. When Mrs. Smith found there was no meat in the house, she .A. went to the butcher‟sB. wrote a noteC. shouted at her dogD. sold her dog2. The butcher gave the dog some meat the next day, because he .A. read the paperB. saw the paperC. felt sorry for the dogD. wanted the dog to go away3. The writer of this passage suggests that the butcher was fooled because .A. he could not readB. the dog could writeC. he was a creature of habitD. the dog looked hungry4. In total, how much meat did the dog get from the butcher?A. Half a pound.B. A pound.C. One and a half pound.D. Two pounds.5. It can be learned from the passage that the dog was .A. lovelyB. smartC. naughty１D. troublesomePassage 2Most people rest and relax when they are old. They do not work. And most people certainly are not famous. But Grandma Moses is different. She starts a new job at age 76. This is her story. It begins in 1860. She is born a poor farmer‟s daughter. Her parents name her Anna Mary Robertson.She is one of 10 children. She works on other people‟s farms to make money. It is 1887. She marries Thomas Moses. He is a farm worker, too. They both work on a farm.Now it is 1930. Anna Mary Moses is 70 and a grandmother. She paints pictures. She makes paintings of country life. One day, her daughter takes her paintings to a store in town. Her paintings are put in the window. A man from New York sees the paintings in the window and buys them. And he wants more!The man likes Grandma Moses‟paintings. He wants to help her. So he takes her paintings to galleries in New York. Otto Kallir has a famous gallery there. He likes the paintings by Grandma Moses. Now it is 1940 and Grandma Moses‟ paintings are in Kallir‟s gallery. She is 80 years old.Grandma Moses suddenly becomes famous. Everyone wants her paintings. So she paints more and more. She wins many prizes for her paintings. She becomes famous in the United States and Europe.When she is 100 years old, the state of New York makes her birthday “Grandma Moses Day.” After her 100th birthday, she paints 6 more paintings. She dies at age 101. She leaves 11 grandchildren, 31 great-grandchildren, and a lot of people who think she is amazing.1. How does Grandma Moses differ from most other old people?A. She has more grandchildren.B. She makes more friends.C. She likes an easy life.D. She starts a new job.2. Grandma Moses doesn‟t paint pictures until .A. she is 60 years oldB. she becomes a grandmotherC. her husband diesD. her daughter asked he to do that3. Grandma Moses‟ paintings are first noticed by .A. her daughterB. the owner of town storeC. a man from New YorkD. Otto Kallir4. The writer of the passage suggests that .A. many people buy her paintings only because she is famousB. Grandma Moses is too old to paint at the age of 60C. many people like her paintings but do not like her２D. it is never too late to start a new job5. The best title for the passage is .A. Grandma Moses‟ DayB. Grandma Moses‟ LifeC. Grandma Moses and FameD. Grandma Moses and PaintingsPassage 3Imagine a classroom missing the one thing that has long been considered a necessary part to reading and writing: paper. No notebooks, no textbooks, no test paper. And there are no pencils or pens, which, after all, always seem to run out of ink at the critical moment.A “paperless classroom”is what more and more schools are trying to achieve. Students don‟t do any handwriting in this class. Instead, they use palm-sized, or specially-designed computers. The teacher downloads texts from Internet libraries and sends them to every student‟s personal computer.Having computers also means that students can search the Web. They can look up information on any subject they‟re studying, from math to social science.And exams can go online, too. At a school in Tennessee, U.S.A., students take tests on their own computers. The teacher records the grades on the network for everyone to see and then copies them into his or her own electronic grade book.A paperless classroom is a big step towards reducing the waste of paper. The school teacher, Stephanie Sorrell in Kentucky, U.S.A., said she used to give about 900 pieces of paper each week to students. “Think about the money and trees we could save with the computers.” she said.But, with all this technology, there‟s always the risk that the machines will break down. So, in case of a power failure or technical problem, paper textbooks are still widely available for these hi-tech students.1. Students use instead of doing any handwriting in a paperless classroom.2. Texts for a paperless classroom are from .3. When an exam goes online, the teacher will easily record the grades on the network and then copy them into his or her own .4. The last but one paragraph mainly tells us that can be saved by the use of computers.5. Paper textbooks are used in a paperless classroom if .３Passage 4Wally worked in a shop that sold clocks. One day his next door neighbor, Harry, came into his shop. Harry was very stingy. Wally said to him, “ When are you going to buy a clock?”“ Never, ” Harry said, “ I don‟t need a clock.”“ Everyone needs a clock, “ Wally said. “ How do you know when to get up?”“ The man who lives on the other side of me turns on his radio at seven o‟clock,”Harry said. “ I hear the announcer say, … The time is seven o‟clock. Here is the news.‟”“ OK. But how do you know when to go to work?”“ By the time I get out of bed, wash and shave, it‟s half past seven,” Harry said. “ By the time I‟ve eaten my breakfast, it‟s eight o‟clock, time to leave for the office. By the time I get to the bus stop, it‟s ten past eight. The bus arrives in a few minutes and by the time it gets to my stop, the time is half past eight. That‟s the time I start work.”“ OK. But how do you know when it‟s time to go home?” Wally said.“ The factory siren rings.”“ How do you know when it‟s time to go to bed?”“ The television programs come to an end.”“ OK,” Wally shouted, really angry. “ Now tell me what would happen if you woke up in the middle of the night and wanted to know the time?”“ That‟s easy,” Harry said. “ I‟ve got a hammer.”“ A hammer! What good is a hammer?”“ I use it to knock on your wall. You‟d shout at me, … What are you doing knocking on my wall at three o‟clock in the morning?‟”1. Wally talked to Harry in the hope that .2. Harry found out it was time to get up by .3. It took Harry from home to the office.4. According to Harry, the end of was a signal for him to go to bed.5. It can be learned from the passage that Wally failed to persuade Harry into .Passage 5Mrs. Green gave her husband her letters to post when he was going to work. But sometimes Mr. Green forgot to do so and kept them in his pocket for days.One fine morning in March, Mrs. Green asked him to post a letter. “ Please post this letter and don‟t forget,” She said. Mr. Green put the letter in his pocket and said, “ I am sure to post this one.” Mrs. Green smiled and said, “ Yes, I believe that you will this time.”Mrs. Green looked at his back, and was still smiling when she closed the door.Mr. Green walked slowly along the street. Soon a man came up from behind him. When he walked by, the man looked back and smiled, “ Don‟t forget to post the letter!”Then a girl walked by, and she turned and smiled, too. “Don‟t forget to post that letter!” She said.Mr. Green said to himself, “ Why are these people smiling at me? And how do they４know I have a letter to post?”At last he came to a post office, posted the letter, and walked on. But after a while, a boy came up from behind him and asked him, “ Did you post your letter?”“ Yes, I did,” said Mr. Green.“ Then I can take off this paper,” said the boy.He took a large piece of paper from the back of Mr. Green‟s coat and showed it to him. On the paper were these words ---- “ Ask him to post the letter.”Mark T if the following statement is True, and mark F if the statement is False.1. Mrs. Green asked her husband to post her letters on his way home.2. Mr. Green sometimes forgot to post the letters immediately.3. Many people in the street knew Mr. Green.4. Mr. Green had his wife put the large piece of paper on his back.5. The paper on his back was a good hint to help Mr. Green remember to post the letter.Passage 6No one is sure how many Americans belong to reading groups called book clubs. Yet publishers and bookstores report that more and more people throughout the United States are joining them.Most of the clubs work the same way. Members read the same book at the same time. Then they meet to talk about the book.Members may be friends or people who live near each other. Or, they may be people who work together. Religious and community groups often establish book club.Some Americans belong to reading groups on the Internet. These groups include people around the world who communicate about books they read. These people send electronic mail instead of meeting to discuss books.Book clubs may be for only women or only men. Or, they can be for husbands and wives together. Some are family groups where parents attend with their children. Children may belong to book clubs of their own.Most reading groups study books by a number of writer. However, some groups read the work of a single writer, usually one that has been famous for a while. William Shakespeare, James Joyce, Jane Austen, George Bernard Shaw and Mark Twain are some examples.Other groups may be named for an important person in the work of the writer, like a Sherlock Holmes Club. Holmes is the great British crime investigator created by Sir Arthur Conan Doyle.Members of these book clubs often are experts about their chosen reading material. For example, one member of a Holmes reading group can identify almost every person in every Sherlock Holmes story.Mark T if the following statement is True, and mark F if the statement is False.1. Many important writers are first members of book clubs.2. Children can apply to join a book club when allowed by their parents.3. The writer of this passage suggests that book clubs are good ways for people to５become good writers.4. Some groups are named after important characters in the works of writers.5. Book clubs are becoming more and more popular in the U.S.６。
2023年雅思基础阅读
Reading Passage 1Birthday traditions in different countriesBirthdays are celebrated all over the world. Some traditions are fairly similar from country to country: candles, cakes and birthday wishes, birthday games and pinches for good luck. Other customs are quite different. Here are a few.Argentina–In Argentina, as in many Latin American countries, one of the most important birthday parties is a girl’s fifteenth. When girls turn 15, they have a huge party and dance the waltz first with their father, and then the boys at the party.China– The birthday child pays respect to the parents and receives a gift of money. Friends and relatives are invited to lunch, and noodles are served to wish the birthday child a long life. Denmark– A flag is flown outside a window to show that someone who lives in that house is having a birthday. Presents are placed around the child’s bed while they are sleeping so they will see them immediately when they wake up.The Netherlands– Special year birthdays such as 5, 10, 15, 20, 21 are called “crown” years and the birthday child receives an especially large gift. The family also decorates the birthday child’s chair with flowers or paper streamers, paper flowers and balloons.India – Usually Indian children wear white to school. However, on their birthday children wear coloured clothes to school and give out chocolates to everyone in the class. Their best friend helps them to do this.Japan– The birthday child wears new clothes to mark the occasion. Certain birthdays are moreimportant than others and these are celebrated with a visit to the local shrine. These are the third and seventh birthdays for girls and the fifth for boys.Questions 1-5Match the countries in the box with their descriptions.1 A country where longevity is celebrated by a special dish ________2 A country where candies are distributed among peers ________3 A country where the birthday is made known to the community ________4 A country where the household is full of birthday ornaments ________5 A country where religious worship is sometimes involved ________Reading Passage 2The American Revolution was not a revolution in the sense of a radical or total change. It was not a sudden and violent overturning of the political and social framework, such as later occurred in France and Russia, when both were already independent nations. Significant changes were ushered in, but they were not breathtaking. What happened was accelerate evolution rather than outright revolution. During the conflict itself people went on working and praying, marrying and playing. Most of them were not seriously disturbed by the actual fighting, and many of the more isolated communities scarcely knew that a war was on.America’s War of Independence heralded the birth of three modern nations. One was Canada, which received its first large influx of English-speaking population from the thousands of loyalists who fled there from the United States. Another was Australia, which became a penal colony now that America was no longer available for prisoners and debtors. The third newcomer – the United States – based itself squarely on republican principles.Yet even the political overturn was not so revolutionary as one might suppose. In some states, notably Connecticut and Rhode Island, the war largely ratified a colonial self-rule already existing. British officials, everywhere ousted, were replaced by a home-grown governing class, which promptly sought a local substitute for king and Parliament.Questions 6-106. Which of the following would be the best title for the passage?A The United States: An Isolated CommunityB Breathtaking Events During the American RevolutionC Canada and the American War of IndependenceD The American Revolution: Evolution Not Revolution7. In the first paragraph, what does the author suggest about the French and Russian Revolutions?A They were explosive and abrupt.B They were ineffective.C They involved only those people living in urban areas.D They led to the release of all political prisoners.8. In line 5, what does the author mean by “people went on working and praying, marrying and praying”?A More people got married than divorced.B The war created new jobs.C Life went on as usual.D People had more than enough leisure time.9. In the second paragraph, the author states that the colonies’ struggle for self-government preceded the creation of all of the following countries EXCEPTA CanadaB The United StatesC AustraliaD The United Kingdom10. It can be inferred from the passage that the loyalists who escaped to Canada wereA RussianB FrenchC BritishD AustralianReading Passage 3Puffery in AdvertisingA “Our coffee is loved by millions worldwide.” Do you often see this kind of advertising in yourcountry? Statements like these, that no-one can prove, are called puffery This is a term that has been developed for exaggerated claims that are made in advertising. Puffery is legal, even though such claims cannot be proved. In fact, puffery has been termed “a licence to lie”, as it is vague enough to be classed as opinion, an expression of the salesperson's evaluation of the product, rather than an objective statement.B Using puffery to raise awareness of products and to generate increased sales is a common advertising strategy. Goods and services are described in terms of superlatives, subjective opinions and exaggerations; various kinds of general claims are made, with no specific facts. So, why do some people worry about puffery? One of the concerns is whether consumers are misled by false advertising. Legal guidelines and government controls are required to prevent dishonest advertising. Companies understandably object to untruthful ads which give a competitor an unfair advantage in the market. These claims can be tested in the courts, and the decisions that are made help to make the boundary between acceptable puffery and illegal advertising.C Puffery is nothing new. It has been identified in documents dating from as long ago as the sixteenth century, when the notion of “caveat emptor” or “let the buyer beware” developed in business transactions. Although this initially applied to property deals, it came to be used more generally. This Latin term basically meant that anyone buying a product had a responsibility to check it carefully before payment. The seller did not need to take responsibility for defects (unless a problem had been deliberately concealed). In those days, of course, there was no notion of consumer rights or returns policies.D These days, however, if a company claims to sell the country's “best-loved” or “favourite” product, whether a brand of coffee or a make of car, this is held to be puffery, rather than an objective claim of market share. Similarly, the company does not have to produce proof that this claim is actually backed up by numbers or facts. In other words, claims such as “the world's best cup of coffee” are impossible to prove. They are also so exagge rated that it is expected that any consumer will understand how subjective they are. In effect, the company in question is said to be “boasting” rather than making objective claims. The claims are therefore not considered to be deceptive. In fact, puffery is often considered to add to the entertainment value of advertisements, especially television commercials.E On the other hand, a company that states their product is the “safest” or “cheapest” needs to show proof, because these claims can directly affect their competitors. Statements that are objective need to be backed up by proof or statistics, as consumer rights organisations can run tests to compare products such as washing machines and vacuum cleaners. They also investigate companies involved in insurance, finance, property, credit cards and other such services. Companies and salespeople should therefore be very careful when making factual statements about a product, or assertions regarding the quality of goods and services. In most developed countries, there is likely to be an official organisation which oversees the validity of advertising claims. In addition, there may be a government council with the authority to take legal action against companies that overstep the limit.F A primary function of advertising is to create product awareness. As consumers, we need toknow about competing products, so we can make informed decisions on which one to buy. While it is important that advertisers are monitored to ensure they do not mislead consumers, it can be argued that puffery is a good technique for raising awareness of new products that otherwise would go unnoticed in a crowded market. As long as there are effective ways of monitoring the claims of advertisers, to prevent deliberate deception in terms of safety or particular aspects of performance, it seems that most puffery is relatively harmless. Rather, it should be seen as an integral part of advertising, which most consumers can detect and laugh at rather than being misled.Questions 11-16The reading passage has six paragraphs, A-E Choose the correct heading for each paragraph from the list of headings below. Write the correct number, i-vii, next to the appropriate paragraph. There are more headings than paragraphs.11) Paragraph A12) Paragraph B13) Paragraph C14) Paragraph D15) Paragraph E16) Paragraph FQuestions 17- 23Do the following statements agree with the information given in the reading passage? Write TRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this17.______ Some people argue against puffery because buyers might believe everything inadvertising.18.______ A court case is a way of determining whether advertising is deceptive or not.19.______ Puffery dates from the days of television commercials.20.______ ‘Caveat emptor' means that the seller has a responsibility for any problems withthe item sold21.______ ‘The world's best coffee' is an example of puffery22.______ ‘The world's safest chainsaw' is an example of puffery.23.______ People should carefully check prices before they buy goods.Questions 24-30Short AnswersAnswer the questions below. Choose NO MORE THAN THREE WORDS from the reading passage for each answer24.In addition to legal guidelines, what else is necessary to stop companies from usingdeceptive advertising? __________________25.When was puffery first used? __________________26.What does the writer say about claims such as ‘the world's best'? __________________.27.What does puffery contribute to television commercials? __________________28.What should objective statements be supported by? __________________29.What is the main purpose of advertising? To __________________30.Consumers need information on competing products to make……? ________________。
雅思5.5基础课程阅读讲义-ielts-5.5-reading
雅思5.5根底阅读课程讲义UNIT 1 Education (3)UNIT 2 Food (5)UNIT 3 Health (8)UNIT 4 Media (10)Locating Information (15)UNIT 5 Practice 1 (18)UNIT 6 Advertising (20)UNIT 7 Learning to Speak (29)Summary Completion (31)UNIT 8 The Environment (31)Short Answers (34)UNIT 9 Sponsorship in Sport (34)UNIT 10 Practice 2 (39)Flowchart-Timeline Completion (41)UNIT 11 Transport (41)UNIT 12 Travel (49)UNIT 13 Technology (56)Labelling a Diagram (58)Unit14 Money (59)UNIT 15 Practice 3 (66)Multiple Choice (68)Labelling a Diagram (71)UNIT 17 Social Issues (72)IELTS Type Questions: Reading: for Details and for Main Ideas (74)Table Completion (74)UNIT 20 Practice 4 (80)Note Completion (82)UNIT 1 EducationEducation over the past 100 yearsAThe education of our young people is one of the most important aspects of any community, and ideas about what and how to teach reflect the accepted attitudes and unspoken beliefs of society. These ideas change as local customs and attitudes change, and these changes are reflected in the curriculum, teaching and assessment methods and the expectations of how both students and teachers should behave.词汇讲解：curriculum n. 教学大纲；reflect v. 反映；反射；assessment n. 评价；BTeaching in the late 1800s and early 1900s was very different from today. Rules for teachers at the time in the USA covered both the teacher's duties and their conduct out of class as well. Teachers at that time were expected to set a good example to their pupils and to behave in a very virtuous and proper manner. Women teachers should not marry, nor shou ld they ‘keep company with men.' They had to wear long dresses and no bright colours and they were not permitted to dye their hair. They were not allowed to loiter downtown in an ice cream store, and women were not allowed to go out in the evenings unless to a school function, although men were allowed one evening a week to take their girlfriends out if they went to church regularly. No teachers were allowed to drink alcohol. They were allowed to read only good books such as the Bible, and they were given a pay increase of 25c a week after five years of work for the local school.词汇讲解：manner n. 行为守那么；be expected to：被预期…表示将来时：be expected tobe predicted tobe perspective toCAs well as this long list of ‘dos' and ‘don'ts,' teachers had certain duties to perform each day. In country schools, teachers were required to keep the coal bucket full for the classroom fire, and to bring a bucket of water each day for the children to drink. They had to make the pens for their students to write with and to sweep the floor and keep the classroom tidy. However, despite this list of duties, little was stipulated about the content of the teaching, nor about assessment methods.DTeachers would have been expected to teach the three ‘r’s—reading, writing and arithmetic, and to teach the children about Christianity and read from the Bible every day. Education in those days was much simpler than it is today and covered basic literacy skills and religious education. They would almost certainly have used corporal punishment such as a stick or the strap on naughty or unruly children, and the children would have sat together in pairs in long rows in the classroom. They would have been expected to sit quietly and to do their work, copying long rows of letters or doing basic maths sums. Farming children in country areas would have had only a few years of schooling and would probably have left school at 12 or 14 years of age to join their parents in farm work.词汇讲解：arithmetic：算数；literacy：文学，阅读；religious：的；discrimination：歧视；religious discrimination：歧视。
IELTS阅读方法与技巧
IELTS阅读方法与技巧(上)READING STRATEGIES AND SKILLSThis course will give you the opportunity to develop and practice reading strategies and skills which can be applied to all forms of IELTS tests. The strategies and skills you will practice are as follows:1 Predicting2 Skimming3 Scanning4 Detailed reading5 Guessing unknown words6 Understanding main ideas7 Inferring8 Understanding text organization9 Assessing a writer's purpose10 Evaluating a writer's attitude.1 PredictingBefore you read a text in detail, it is possible to predict what information you may find in it. You will probably have some knowledge of the subject already, and you can use this knowledge to help you anticipate what a reading text contains.After looking at the title, for example, you can ask yourself what you know and do not know about the subject before you read the text. Or you can formulate questions that you would like to have answered by reading the text. These exercises will help you focus more effectively on the ideas in a text when you actually start reading.To help you predict, you may also use skimming and scanning strategies as described below.2 SkimmingSkimming involves reading quickly through a text to get an overall idea of its contents. Features of the text that can help you include the following:(a) Title(b) Sub-title(s)(c) Details about the author(d) Abstract(e) Introductory paragraph(f) First, second and last sentences of following paragraphs(g) Concluding paragraphA text may not contain all of these features - there may be no abstract, for example, and no sub-titles - but you can usually expect to find at least (a), (e), (f) and (g). Focusing on these will give you an understanding of the overall idea or gist of the text you are reading - in other words, a general understanding as opposed to a detailed reading.Another term for this kind of reading is surveying. Surveying can be described as looking quickly through a book, chapter of a book, article from a journal, etc., to decide whether or not it is suitable for your purpose. To decidewhether or not a text is suitable, especially if it is a book, you will also need to focus on the following features in addition to those mentioned above:(a) Edition and date of publication(b) Table of contents(c) Foreword(d) Introduction(e) Index3 ScanningWhen you scan a text, again you look quickly through it. However, unlike skimming, scanning involves looking for specific words, scanning involves rapid reading for the specific rather than the general; for particular details rather than the overall idea.When you read a text, for example, you may want to find only a percentage figure or the dates of particular historical events instead of the main ideas. Scanning will help you find such information more efficiently.4 Detailed readingA second and third reading of a text will also focus on the secondary ideas and details which support, explain and develop the main ideas. This can be described as a more comprehensive reading. It involves a slower and more careful reading process. At this stage you can also try to guess the meaning of unfamiliar vocabulary.5 Guessing unknown wordsIt is unlikely that you will understand 100 percent of the vocabulary in a text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words. At your first reading of a text it is usually best not to stop and consult your dictionary. This will interrupt your process of reading and understanding. often the meaning of unfamiliar words and phrases becomes clear as you continue to read through the text. The dictionary can be used at a later stage.In using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which help you guess the meaning of unfamiliar words.6 Understanding main ideasYou will practice recognizing the main ideas contained within a text. In the process of skimming you will already have identified some of these main ideas. During a second and third reading you can recognize and understand them more fully. Each paragraph will usually contain one main idea. sometimes referred to as the paragraph topic. The reading materials provide several exercises which help you identify and understand the main ideas in a text. Knowing the key points in a reading text is vital in assessing its importance and relevance for your needs. Understanding the main ideas will also lead you to an understanding of a writer's organization.7 InferringSometimes a writer will suggest or express something indirectly in a text. In other words, a writer will imply something and leave it to the reader to infer or understand what is meant. When writers do this, they rely to someextent on the knowledge of their readers - knowledge of a subject or cultural knowledge, for example. Inferring a writer's meaning is sometimes important in the process of understanding a reading text.8 Understanding text organizationWriters structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully. A writer may want, for example, to outline a situation, discuss a problem and propose a solution. This will usually result in a particular pattern of organization. Or a writer may want to compare and contrast two ideas and will choose one of two basic structures commonly used to compare and contrast.Another feature related to organization is a writer's use of time. To give an account of events or describe a process, writers will often use a chronological order, in which events are recounted in the order in which they have occurred. Other writers will choose to organize an account of events in different ways, perhaps with repeated contrasts between past and present time.9 Assessing a writer's purposeOnce you understand the organization of a text, you can then recognize the writer's purpose more clearly. The text organization a writer selects will partly depend upon his or her particular purpose. A writer may want to inform or persuade, and he or she will select a structure or pattern of organization according to this purpose.A writer may also intend to do both of these things in a written text - to inform as will as persuade. In such cases it is often helpful to try to assess which of these purposes seems to be more important or dominant.10 Evaluating a writer's attitude.Writers are not necessarily neutral or objective when they write, particularly if the are trying to persuade readers to agree with their opinions. It is important that you recognize what an author's attitude is in relation to the ideas or information being presented. This is because such attitudes can influence the ways in which information is presented. You will be looking at ways in which a writer's attitude may be identified. You will also practice evaluating how relatively neutral or biased his or her attitude may be.DEMONSTRATION - TEXT AND QUESTIONSDo not read the following text and questions first. Go directly to the How to Answer section which will show you the most efficient way of answering the questions.YOUR POST OFFICEat your serviceAt our main offices we are introducing, where appropriate, a number of changes to help improve the standard of service provided to our customers.Similar developments are taking place at many of our agency offices.Improvements:.more staff at peak periods for faster service.a single queuing system for fairer service.special service windows for some transactions.Post-Shops in main offices with their own separate service till for greeting cards, stationery, stamps and gifts .the refurbishment of a number of main offices to provide a better environment.new vending machine services such as cash-change machines, and phonecard and stamp dispensers for faster service.extended opening hours at selected main offices.a new range of air package services.Questions 1-3Do the following statements agree with the information given in the reading passage above? Write:TRUE if the statement is trueFALSE if the statement is falseNOT GIVEN if the information is not given in the passagein the correct boxes on your answer sheet.1. All offices will have more staff throughout the day.2. There will be special service windows for cash transactions at all main offices.3. It will be possible to obtain some items from machines in many offices.Question 4Using NO MORE THAN THREE WORDS answer the following question.4. Which change will ensure that the customers are treated more fairly?Question5Choose the correct answer by writing A, B, C, or D.5. Which offices will stay open longer?A all officesB all main officesC some main officesD some agency officesHOW TO ANSWERBEFORE YOU ANSWER ANY QUESTIONSStep 1 - Look at the text quickly (survey the text)The heading tells you that the text is about service at post offices. The sub-heading and the points listed below it show eight improvements to the services.QUESTION 1Step 2 - Read the instructions and the questionThe instructions for questions 1-3 tell you to write True, False or Not Given on the answer sheet.You are looking for specific information in the passage. The key words for question one are:All offices will have more staff throughout the day.The question is about more (additional) staff. You should also note that the question specifies all (not just some) offices and it also mentions throughout the day (that is, all day, not just part of the day).Step 3- Find the answerThe best way to find the answer is to look quickly through the text for the key words or their synonyms (words with similar meaning). Then, read the phrase or sentence that contains those words.Looking for the word 'office', in the first section of the text you find that the changes are being introduced in 'our main offices' and 'many of our agency offices'. It seems that the changes do not refer to all offices.The word 'staff' is in the first improvement listed. It says there are 'more staff at peak periods'. This means that there are only more staff at the busiest times of the day and not all day. Therefore, the answer if FALSE.QUESTION 2Step 2 - Read the questionThey key words are underlined:There will be special service windows for cash transactions at all main offices. You need to find information about special service windows, namely: their functions ( are they used for cash transactions?) and where they are located ( are they at all main offices?).Step 3- Finzd the answer'Special service windows' are mentioned in the third point, but cash transactions are not mentioned. There is no information in the text about what kinds of transactions take place. Nor is there any information about whether these windows will be at all main post offices. Therefore, the correct answer is NOT GIVEN.QUESTION 3Step 2 - Read the questionThe key words are:It will be possible to obtain some items from machines.You should search the text for the word 'machines' or synonyms.Step 3 - Find the answerPoint 6 mentions 'cash machines' and 'phonecard and stamp dispensers'. So you can obtain (get) cash (one item) from a machine, but what are 'dispensers'? The text tells you that they provide a faster service, and vending machines do that, so it is reasonable to guess that a dispenser is a kind of machine. So, you can get some items from machines. Therefore, the correct answer is TRUE.Note: If you don't know the meaning of a word, you may be able to work out its meaning by looking at the words around it. This technique is called guessing from context. It is a very important skill and will be discussed in detail at the end of Section 2.QUESTION 4Step 2 - Read the instructions and the questionHere you are instructed to write your answer in up to three words (i.e. one, two or three words).The key words in the question 4 are:Which change will ensure that the customers are treated more fairly?All of the changes mentioned in the text are to 'help improve the standard of service'. Which one provides fairer service?Stet 3 - Find the answerPoint one provides 'faster service'. Point two provides 'fairer service'. You don't need to read further than this. The answer is 'single queuing system' (3 words).QUESTION 5Step 2 - Read the instructions and questionThe instruction tell you to write a letter (A, B, C, or D), not a word.The key words in the question are underlined:Which offices will stay open longer?The answer choices also help here. Factors such as the type of office ( main or agency) and whether it is some or all offices are relevant.Step 3 - Find the answerWe have already looked for the key word 'office' (in question1) and found that the changes are being introduced in 'our main offices' (sentence 1) and 'many of our agency offices'. It seems that the changes do not refer to all offices. Looking quickly for stay open longer or synonyms, we find 'extended opening hours' in the seventh improvement. However, it mentions only ' selected main offices'. The answer is therefore C - 'some main offices'.ANALYSIS AND PRACTICEThe three different kinds of questions used in the Demonstration are the most common question types in Section 1 of the Reading test.True - False - Not Given (questions 1-3)short answer of no more than three words ( question 4)Multiple choice (question 5)Following the three-step strategy:survey the textread the instructions and the question(s)find the answersis usually the fastest and surest way of doin the kinds of questions you will find in Section 1. We will now look at each of these steps in more detail.STEP 1 - SURVEY THE TEXTYou can quickly obtain a lot of useful information about a text by just looking at: the titlesection headings or subheadingsany words in special print (bold, italics, CAPITALS or underlined)any diagrams, tables or picturesany unusual features of the text (e.g. layout or boxed text).Surveying tells you about the topic or subject of the text. It may also tell you something about how the text is organized (subheadings are especially useful). Surveying may also tell you something about the writer's purpose - whether the intention is to give instructions, to compare, to give information, and so on.。
雅思阅读第一节课
• 雅思阅读题材来源 • 2.The Economist列居其次 如剑五中的The Truth about the Environment, 剑六中的Delivering the Goods • 雅思阅读题材来源3. 还有American Scientist 和Scientific American这两个主要的美国学术 期刊 例如剑五的Disappearing Delta和剑六的The Search for Anti-aging Pills
Reading
• Read the following 4 situations and decide which is skimming and which is scanning:
1.You look at a newspaper to see if there’s a film showing tonight. scanning scanning 2.You look at an email to see when the meeting starts. 3.You need to decide if a long article will be useful for some research you are doing. skimming 4.You have a meeting in ten minutes, and you haven’t read the report you are going to discuss. skimming
Multiple Choice Questions 选择题
Classification 分类 Matching view points and sentence ending 配对 Matching information 配对 Heading 小标题
雅思阅读课程试讲 (2)
考试目的： Double S A类：考查学生通过学术话题文章阅读掌握所需的信息，理解并获取 知识的能力 要的基础（Study）。 是为学生以后在国外论文写作和阅读中提供必
G类考试考查的目的是：考查学生在英语国家中生活所必备的阅读能
关键： personalize the rewards = match rewards to individuals
Ⅱ
17. Key Point Five: Managers need to make rewards contingent on
performance（首句）. Make….contingent on就是将。。联系起来。 在Ⅳ中发现achievement 与 performance 是近义词 ( 答案是 Link rewards to achievement)。
A: the person-skills match approach to selection.
文章体裁：说明文。 文章主旨：在逆境中激励员工。 此篇文章包括了三种题型：
List of Headings True/ False/ Not Given
Matching
List of Headings: 14. Key Point Two:
ensure targets are realistic (Ⅲ)
16.Key Point Four:
Managers could use their knowledge of each
employee to personalize the rewards over which they have control（第二句）
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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。