雅思阅读教材完整版
雅思阅读教材完整版
阅读20课时课程框架1- 2 英语基本概念+从句判断3- 4 配对题----heading题5- 6 配对题----which paragraph题+sentence ending题7-8 配对题----detail matching题+classify题9-10 判断题111-12 判断题213-14 摘要题+填空题15-16 选择题17-18 简答题19-20 平行阅读法英语基本概念(一)十大词性：八大句子成分：(二)句子核心：句子主干举例：长得乖巧的常被邻居夸奖但今天却被妈妈骂了的小明不开心地看似有点想不开的步履蹒跚地走过了这条五年前由他爸爸主持修建的桥。
主干：句子能称为句子，一定是有动词的。
造句练习：1.他造了一座桥。
2.他和我在一起。
1.2.五大基本句型 3.4.5.区分下列句式：(1) Xiaoming finds food bitter.(2) Xiaoming finds food bitterly.(3) Xiaoming finds his little sister some bitter food.造句并说明句型1.汽车使交通变得方便。
2.我给你找了个房子。
3.人们认为猴子很奇怪。
(三)长难句：1.加入复杂修饰成分：形容词，介词短语等2.加入复杂结构：插入语等3.合并多个句子：并列句& 主从句(四)从句概念：八大句子成分中，除谓语动词和补语外，当一个句子充当某成分时，该从句就叫做某某从句。
如一个句子做主语，则该从句叫主语从句。
1. ________从句+动词2. 实义动词+________从句主干性从句(五)六大从句判断标准 3. 系动词+________从句4. 具体名词+________从句5. 抽象名词+________从句修饰性从句6. ______从句，去掉不影响句子完整度(六)六大从句共同特点：1.有连词（可省略）且置于从句句首2.连词在句中做成分，有意思（that除外）3.从句用陈述语序（让步状语从句例外）验证：他住在哪里？我不知道他住在哪里。
雅思阅读(IELTS reading)
雅思阅读（IELTS reading）IELTS Reading ClassicsBaihaisongCatalogI. IELTS reading RaidersII. dialysis IELTSIII. IELTS reading testTEST 1READING PASSAGE 1:READING PASSAGE 2:READING PASSAGE 3:TEST 2READING PASSAGE 1:READING PASSAGE 2:READING PASSAGE 3:TEST 3READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST4READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 5READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST6READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 7READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST9READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 10READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: IV. GlossaryV. Answer KeyVI. Reference& BibliographyThe main contents of Section IPropositional laws and solving skills of eight types of questionsSummaryExamples: P3, P56, P69Homework: P14, Hashi Yasi (1-4) all types of questionsCategory: fill in the blanks and optionsTwo, fill in the blanks(I) characteristics of Summary1, do not test the full text of the Summary, usually 5 - 6 empty.2 space probabilities, nouns, numbers, and time -- adj = verb.3 although the answer comes from the original, it sometimes requires verb tense and voice, and the change of noun singular and plural.(two) fill in the blanks with Summary's problem solving steps1 on the Summary article, draw a double bar, scattered the enemy, one by one, less nervous during the exam2 determine where Summary is in the full text,Methods: "1" to see the title of the request"2" is positioned according to the first and last sentence of the Summary article3 determine the syntax attributes for each space4, if the subject is easy, you can directly fill in the answer; if difficult, according to the space before and after the information back to the original location, you can get the right answer.Remarks:1. general positioning words:Sentences subject, terminology, time, place, name, number, percentage, money sign: $& & temperature, density, special punctuation, special print, etc..2. spacing wordsIn the A. Summary article, the certificate of deposit is called "move + name" (space). The verb is returned to the original text because a single verb remains unchanged in the original textIn the B. Summary article, there is a single preposition + name (space) - preposition, and the noun after the preposition isthe answer.C. adjectives (spaces) + nouns, locate nouns, and find adjectives nearest to this noun.Three option Summary problem solving stepsExample: p42Homework: Cambridge IELTS (1-4) all types of questionsI. the problem solving steps of option Summary1, fill in the blanks, read the string, grasp the main idea.2 analyze the grammatical possibilities of each option and categorize them.3 analyze the grammatical possibilities of each question.4 and law classification5 options and Title Classification6, if necessary, back to the original locationSentences CompletionOne categoryFill in the blanks example: P41 P29(Homework: P46 P29 (fill in the blanks), Cambridge IELTS (1-4), all types of questionsOption example: P7Optional assignments: P14, P65, Cambridge IELTS (1-4), all types of questionsTwo types of questions"1" 100% detailed questions, require candidates to complete the missing parts."2" sentences are randomly drawn, there is no logical relationship between themThe order of the subject of the 3 and the answer of the title in the original text are consistent in generalThree fill in the blanks and complete the sentence solving steps"1" reads the topic carefully, asks whether the attention has the related paragraph prompt as well as the specific answer word limit, such as "NO MORE THAN 3 WORDS"""2" specifies the syntax attributes to complete"3" draws out part of the key word / location word"4" back to the original search, positioningA) easy, direct answerB) if it's difficult, read the first paragraph first, narrow the search area, and then search in detailFour, the optional steps to complete the sentence (divided into two cases)The first: the title and the option are a single grammatical attribute. The method of doing something is the same as that of the cloze.Second: questions and options into multiple grammatical attributes of problem-solving steps:"1" analyzes the grammatical possibilities of each option"2" analyzes the grammatical possibilities of each subject. If it is long sentences, draw a central sentenceGrammatical classification of "3""4" option and Title Meaning classification"5" if necessary, back to the original positioning, if it is difficult to read the first sentence of the article to narrow the search area, meta positioning or give up directly.TRUE/FALSE/NOT, GIVEN, or, YES/NO/NOT, GIVENExamples: 14, 17, 27, 49Assignments: 64, 76, 69,72, Cambridge IELTS (1-4), all types of questionsI. Basic Standards of judgmentThe TRUE: topic is consistent with the original meaningFALSE: topics contradict or contradict the meaning of the original textThe NOT GIVEN: topic is inconsistent with the original text and does not contradict or contradictTwo. Types of questions1., four possible answer forms TRUE/FALSE/NOT, GIVEN;YES/NO/NOT, GIVEN; T/F/NG; Y/N/NG2. the order of the subject and the answer of the subject appear in the order of the original text3. does not involve complex modifications, tense and voice4. does not involve subjunctive moodThree. Problem solving procedure1. read and accurately understand the questions, draw words and word point positioningCommon test reference words:A. comparison and superlative -- Er, -est, most, preferableB. compare sentence patterns more-than, rather, than, both, and, not, but, also, either, or, neither, nor, not, but, rather, as, well, as, match,, coincide, mingle, compare, with, only, consistent, withC. figures, time, percentages, money, symbols, temperature, etc., examine accuracy only, without examining range sizeD. contains only title, the test point word is only, the answer must be NO/NOT GIVENE. indicates the causes and consequences of the vocabularyF. a single significant degree adverb, "hardly", means negation2. locate the text with the original text, and search for the elements related to the test point word, and judge according to the criterionMatchingI. classification:Matching examples of names and theories: P20 homework: Cambridge IELTS (1-4) all types of questionsMatching examples of causes and results: P40: IELTS (1-4), Cambridge, all types of questionsExamples of new technologies / products / inventors / agencies: P46 operation: Cambridge IELTS (1-4), all types of questionsTwo. The pairing of names and theories1. types of questions:A. the original text and the correct answer are mostly synonyms or rewriting relationsB. has no obvious orderingC. verbs, such as (suggest, note, indicate, discover, claim, find), are often the objects of the theory after the object clauses.D. note that the names should be drawn and not named after people.E. sometimes needs to summarize the paragraph in which the author is involved, occasionally involving two paragraphs.2., name and theory, problem-solving stepsA. quickly circled all the names in the original.B. accurately understand the theory of questions, find the word in the theory of positioning.C. back to the original location to the source, understand the source, to see whether consistent with the subject significance, in the same situation, if only one paragraph where a personal name is the name for a correct answer, if there are multiple names from the names of the paragraph, the correct answer is the nearest source.Three. Causes and consequences of Marching1. types of questions:A. can match results for reasons or reasons for results.B. usually, the cause is in line with the result, that is, one reason only corresponds to one result.2. solving steps:A. accurately understand the meaning of the topic and determine whether it matches the cause or the resultB. positioning after carefully understand the source meaning, find the corresponding answer. Whether effect can also check the source, near so, cause, consequence, sequence, result, result, from, will, shall, would, should and so on, if any, is expressed in the vicinity of the will have the correct answer.Four. Pairing of new technologies / products with inventors / agencies1. types of questions:A. is usually a technology discovery organizationB. because of its professionalism, terminology, positioning factors are obvious.C. dispersion is large, requiring candidates to quickly locate2. solving steps:A. takes technical terms as positioning words.B. searches quickly. In general, the nearest institution or person is the right answer.List of headingsExamples: 33, 38, 15, 63, 6,, 9 assignments: Cambridge IELTS (1-4), all types of questionsI. characteristics of test questions:A. usually appears in front of passage.B. difficult questions, suggest, do later.C. pay attention to the requirements of the topic. The options can be English letters, Rome letters and other forms.Two. Problem solving procedure:A. read the questions carefully, delete the answers given in the examples and the corresponding paragraphs.B. find the central words of each option (easy to locate),It helps to eliminate interferenceC. carefully studies the first and last sentences of many sections, circle the central words of the first and last sentences, and correspond to the central words of the options. The central words that are closest to the first and last central words are the correct answers.Remark 1: for opportunistic students, you can choose the answer only by looking at the options1. that option is the first paragraph of the article optionA) the central word for the n.+of+ main title or main title,Nouns include: concept, conception, notion, explanation, definition, justification, core,B) What, is/makes/causes/leads, to+, main titleC) verb (define, justify) + main heading2. those options are the end of the article optionN+of+ main titleNouns include: effect, impact, consequence, result, influence, conclusion3. those are intermediate paragraph options (special)The A. comparison options are paragraph options that exclude the first end options and the targeted onesThe prompt words in the options: compare, versus, contrary, to, match, rival, akin, to, alien, toB. if you find that a paragraph in the text is numeric, the number options are paragraph optionsThe prompt words in the options: data, number, figure, calculation, census, demography, statisticsC. if you find a paragraph in the text is moneyThe prompt words in the options: cost, expenditure, income, salary, wage, revenueD. percentage optionsThe prompt in the options: rate, percentage, ratio, proportionE. time optionsThe prompt in the options:ages/period/duration/decade/generation/centuryNote two: how to read the first sentence1., the purpose is to determine the argument sentence, if the first and last sentences for the following sentence pattern, it must be an argument sentenceDefine sentence patterns: It, is/This, is/It,suggest/demonstrations/indicates/refers, toEmphasis on sentence patterns: It is+ is stressed as part of the +that clauseSentences that emphasize sentences: It, is,important/significant/prominent/vital/crucial/+ clausesSummary sentences: It concludes/implies2. if the first and last sentences are descriptive statements. Negligible;3. if the first and last sentences are general and special questions, first of all judge whether or not to draw an argumentNote three: how to read the whole paragraph?Pay attention to the narrative logic of a paragraph1. the order of time, argument, sentence, usually in front of the first time or at the last time2. place transfer order. Argument sentences usually appear before or after the first location3., the names and theoretical statements, usually argument sentences, appear in the theoretical introduction, that is, the indirect speech after the name4. in causal logic, the latter is usually the argumentRead the notes of the dispute:1., for example, the contents of the front can be omitted2., the turn of the relationship, just look at the content of the inflection point3. the parenthesis can be omittedShortly Answer QuestionsExample 3, 24Homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions100 per cent of details2. the order of the subject and the answer of the subject appear in the order of the original text3. the word that begins with which/what is the noun; the answer begins with the word "how many/how much" and the answer is "how", and the answer is usually "by, doing, sth."Two. Problem solving procedure1. read the topic, pay attention to the answer, word limit2. circle the words and return to the original text accurately and accurately3. after finding the answer, you need to make a choice between the information in the original text, retain the modified core part, and omit the modified partTable /Flow chartTable: examples 34, 4, 21 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., the purpose of the table is to simplify, IELTS writing, forms are complicated for Jane2. the information in the form requires simultaneous information about the vertical and horizontal axisTwo. Problem solving procedure:1. read the topic, find out the answer, the word limit2., if you have the ability to combine the given examples, predict the answers to be filled out3., according to the content of the forecast (such as names, places, numbers and other common positioning words), according to the table of the vertical axis information or other obvious positioning words, positioning solve problemsFlowchart/Sequencing example: 50, 41 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., generally for a paragraph content of flow chart, do not test the full text2., sometimes as an option flow chart3., sometimes the cycle occursTwo. Problem solving procedure1., make clear the title of the request, pay attention to the answer, word restrictions2. pay attention to the positioning words before and after each arrow,Choose the easiest positioning word before and after the arrow, without taking into account the distanceMultiple Choices examples 21, 4, 45 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., the details of the topic, only candidates to find the corresponding information points2., the order of the subject3. any containing "all of the above" "none of the above" need to confirm other optionsTwo. Problem solving procedure:1., analyze the topic, draw out the positioning word, and return to the original to find the required information points2., if the problem does not provide any information, through the positioning of the options information word positioning, and one by one to exclude。
雅思阅读真题附答案(完整版)
智课网IELTS备考资料
雅思阅读真题附答案（完整版）
摘要：雅思阅读真题是考生练习雅思阅读的必备资料。
不少考生在网上寻求雅思阅读真题，今天小编汇总了里面雅思阅读真题附答案版，方便考生复习。
雅思阅读真题是历年雅思考试中出现的雅思阅读题目，练习雅思阅读真题对于考生提升雅思阅读答题能力有很大的帮助。
小编整理了历年雅思阅读真题附答案，帮助考生复习雅思阅读。
雅思阅读真题附答案版(部分内容)：
题型:
人名观点配对
他在寻找古老的湖泊，这名Mungo女子是被火葬的A
持怀疑态度的教授对一些化石的DNA进行了可靠的分析E
教授测定的人的年龄要比62000年前年轻的多的结果A
确定Mungo人的年龄，争议了澳大利亚人的起源B
在澳洲，研究小组谁先恢复生物的证据，发现尼安德特人C
年代的支持者认为澳大利亚巨型动物的灭绝是由于古代人类狩猎造成的D
多区域的解释已经被提出，而不是坚持认为单一的起源B
史前人类活动导致气候变化而不是巨型动物的灭绝A
判断题
Mungo湖仍然为考古学家提供了图解说明人类活动的证据True
在Mungo湖发现Mungo使用的武器Not given
Mungo人是在复杂的文化世界上已知最古老的考古证据之一，如埋葬仪式True
Mungo男人和女人的骨架是被发现在同一年False
澳大利亚教授使用古老的研究方法对“走出非洲”支持者的批判Not given
以上就是关于雅思阅读真题附答案的相关汇总，考生可以通过上方下载完整版历年雅思阅读真题解析，提升资深雅思阅读能力。
相关字搜索：雅思阅读真题附答案。
雅思阅读讲义
Unit 1 Overview 概述1.Format of the reading moduleTime: 60 minutesContent:2.Scores (on a scale of 1 - 9)4. Question Type 题型5. Reading skills (test purpose)6. Reading techniques recommended7. How to prepare for IELTS Reading Module1)V ocabulary: 不需要把大部分时间放在背单词上，更没必要死记硬背很多偏难怪的词。
应该集中精力突破雅思阅读核心高频动词和主题高频词。
2)Reading technique: 非常重要，一定要遵循技巧勤加练习3)Practice：每次做完题后一定要花时间做分析总结4)Read, read, read8. 剑桥系列习题集的使用剑桥雅思系列的每一篇阅读文章起码要做够三遍第一遍，严格限时做题，进行模考演练，既能测试自己的水平，又能保持好的临战状态。
第二遍，放松时间严格按照正确的步骤方法做题，并将每个题在文章中的依据标示出来，对于第一遍做错的题思考为什么做错，找出原因，思考以后如何改进做题方法；对于做对的题，也要思考自己做题是的判断依据和思考过程，加强答对题的思维和感觉。
第三遍，把雅思阅读文章作为单词书使用，也就是把每篇文章里的高频核心动词和主题词汇总出来，这同时也是分析长难句的过程，经过这个分析句子―理解记忆单词的过程，这个过程可以重复多遍，这样你的雅思阅读能力才会有实质性的提高！Unit 2 Sentence comprehension(你会读句子吗？)1.句子理解包含三层境界，而只有达到第二层境界才算正确有效第一层境界：能快速辨识出句子中至少70%的词汇或短语。
第二层境界：把句子中的散乱的词汇和短语的含义依照语法规则正确的连接贯通，最后提取出整个句子的整体含义。
雅思阅读总纲三件套pdf分享
雅思阅读总纲三件套pdf分享全文共四篇示例，供读者参考第一篇示例：雅思阅读总纲是雅思考试中最重要的一个部分，对考生的阅读能力和解题能力有着很高的要求。
为了帮助考生更好地备考雅思阅读，本文将分享一份关于雅思阅读总纲三件套的PDF文档。
我们需要了解什么是雅思阅读总纲三件套。
雅思阅读总纲三件套是指雅思阅读考试中的三个重要要素：理解文章主旨、抓取文章细节和解题技巧。
这三个方面相辅相成，是考生备考雅思阅读时需要重点关注的内容。
第一部分：理解文章主旨。
这部分主要是考生在阅读文章时要能够准确把握文章的主题和中心思想，理清文章的逻辑结构和作者的写作意图。
这对于解答后面的问题和整体把握文章的意思非常重要。
第二部分：抓取文章细节。
在阅读文章的过程中，考生需要能够准确抓取文章中的关键细节和重要信息，包括人物的关系、事件的发展等等。
只有充分理解文章的细节，才能更好地回答问题。
第三部分：解题技巧。
雅思阅读考试中的问题形式多样，包括选择题、匹配题、填空题等等。
考生需要掌握一定的解题技巧，例如如何快速定位答案、如何排除干扰项等。
这部分内容对于考生提高解题效率非常重要。
雅思阅读总纲三件套是雅思考试中取得高分的关键。
只有充分掌握这三个方面，考生才能在考试中更好地应对各种挑战，取得理想的成绩。
（在此处可加入PDF文件的下载链接或提醒考生联系相关机构获取）希望考生能够认真阅读和学习这份PDF文档，结合平时的练习和复习，努力提高自己的阅读水平和解题能力。
相信通过不懈的努力和坚持，你一定能够在雅思阅读考试中取得优异的成绩。
祝愿每一位考生都能够顺利通过雅思考试，实现自己的留学梦想！加油！第二篇示例：雅思阅读总纲三件套pdf分享雅思考试是国际上最具影响力的英语语言能力测评考试之一，许多考生将雅思考试作为他们出国留学或移民的必备条件。
雅思考试包括听力、阅读、写作和口语四个部分，其中阅读部分是考生们普遍认为最具挑战性的部分之一。
为了帮助考生更好地备考雅思阅读部分，很多培训机构和学习平台都推出了各种各样的辅导资料，其中最受欢迎的就是雅思阅读总纲三件套pdf。
雅思阅读真经
INTERNALTIONAL ENGLISH LANGUAGETESTING SYSTEMACADEMIC READINGTEST 1TIME ALLOWED: 1 hourNUMBER OF QUESTIONS: 40READING PASSAGE 1You should spend about 20 minutes on Questions 1 – 13 which are based on Reading Passage 1 below.IMPROVING READING SPEED It is safe to say that almost anyone can double his speed of reading while maintaining equal or even higher comprehension. In other words, anyone can improve the speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fiction and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on these materials. What makes the difference? There are three main factors involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new techniques and (3) the motivation to practice.Learning to read rapidly and well presupposes that you have the necessary vocabulary and comprehension skills. When you have advanced on the reading comprehension materials to a level at which you can understand college-level materials, you will be ready to begin speed reading practice in earnest.Understanding the role of speed in the reading process is essential. Research has shown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been found in most cases that an increase in rate has been paralleled by an increase in comprehension, and that where rate has gone down, comprehension has also decreased. Most adults are able to increase their rate of reading considerably and rather quickly without lowering comprehension.Some of the facts which reduce reading rate:(a)limited perceptual span i.e., word-by-word reading;(b)slow perceptual reaction time, i.e., slowness of recognition and response to thematerial;(c)vocalization, including the need to vocalize in order to achieve comprehension;(d)faulty eye movements, including inaccuracy in placement of the page, in returnsweep, in rhythm and regularity of movement, etc.;(e)regression, both habitual and as associated with habits of concentration(f)lack of practice in reading, due simply to the fact that the person has read verylittle and has limited reading interests so that very little reading is practiced in the daily or weekly schedule.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. This is an entirely different matter from simply speeding up the rate of reading without reference to the conditions responsible for the slow rate. In fact, simply speeding therate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration may even destroy confidence in ability to read. The obvious solution, then is to increase rate as a part of a total improvement of the whole reading process.A well planned program prepares for maximum increase in rate by establishing the necessary conditions. Three basic conditions include:1.Eliminate the habit of pronouncing words as you read. If you sound out wordsin your throat or whisper them, you can read slightly only as fast as you can read aloud. You should be able to read most materials at least two or three times faster silently than orally.2.Avoid regressing (rereading). The average student reading at 250 words perminute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading speed down to a snail's pace.Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereading reflects both his inability to concentrate and his lack of confidence in his comprehension skills.3.Develop a wider eye-span. This will help you read more than one word at aglance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units.Poor results are inevitable if the reader attempts to use the same rate indiscriminately for all types of material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in reading to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.Rate adjustment may be overall adjustment to the article as a whole, or internal adjustment within the article. Overall adjustment establishes the basic rate at which the total article is read; internal adjustment involves the necessary variations in rate for each varied part of the material. As an analogy, you plan to take a 100-mile mountain trip. Since this will be a relatively hard drive with hills, curves, and a mountain pass, you decide to take three hours for the total trip, averaging about 35 miles an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while speeding up to 50 miles per hour or more on relatively straight and level sections. This is your internal rate adjustment. There is no set rate, therefore, which the good reader follows inflexibly in reading a particular selection, even though he has set himself an overall rate for the total job.In keeping your reading attack flexible, adjust your rate sensitivity from article to article. It is equally important to adjust your rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you.—Adapted from:Questions 1 - 4Choose the appropriate letters A – D and write them in boxes 1 – 4 on your answer sheet.1. Which of the following is not a factor in improving your reading speed?(A). willing to try new skills(B). motivation to improve(C). desire to practice(D). hesitate to try new techniques2. Understanding college level materials is a prerequisite for(A). learning to comprehend rapidly.(B). having the necessary vocabulary.(C). beginning speed reading.(D). practicing comprehension skills.3. For most people(A). a decrease in comprehension leads to a decrease in rate.(B). a decrease in rate leads to a increase in comprehension.(C). an increase in rate leads to an increase in comprehension.(D). an increase in rate leads to a decrease in comprehension.4. Speeding up your reading rate through forced acceleration often results in(A). reducing comprehension.(B). increasing comprehension.(C). increasing your reading problem.(D). reducing your reading problem.Questions 5 – 9Complete the table below. Choose NO MORE THAN THREE WORDS from theQuestions 10 - 13Do the following statements agree with the information given in Reading Passage 1? In boxes 10 – 13 on your answer sheet write.TRUE FALSE NOT GIVEN if the statement is trueif the statement is falseif the information is not given in the passage10.In gathering material on a topic a reader must maximize his reading rate.11.The basic rate for each part of the reading material involves an overalladjustment.12.The set rate for a 100-mile mountain trip is 35 miles an hour.13. A good reader never establishes a set rate for reading an article.READING PASSAGE 2You should spend about 20 minutes on Questions 14 – 26 which are based on Reading Passage 2 below.Questions 14 - 18Reading Passage 2 has 9 paragraphs A – IFrom the list of headings below choose the 5 most suitable headings for paragraphs B, C, E, G and H. Write the appropriate numbers (ⅰ–ⅹ)NB14.Paragraph B15.Paragraph C16.Paragraph E17.Paragraph G18.Paragraph Hscientists believe they understand fairly well, but insects began flying so much longer ago that details of their stepwise conquest of flight remain obscure. Scientists at Pennsylvania State University hypothesize, however, that a present-day flightless insect called the stonefly may be closely related to ancestral insects that first learned to fly more than 330 million years ago.B. Last February, Dr. James H. Marden, a biologist atPennsylvania State University, and Melissa G. Kramer, hisstudent, began studying the behavior and biology of stoneflies - the immature nymphs of which are familiar to many fishermen as delicacies for trout. The nymphs begin life in river or pond water and then develop primitive wings enabling them to skim across water at high speed without actually taking to the air. Marden and Ms. Kramer have concluded that the humble ancestor of such expert fliers as mosquitoes and wasps may have been very much like the stonefly.C.The stoneflies living in Canada and the northern United States, which belong to a primitive species called Taeniopteryx burksi, breed and mature in cold water and come to the surface for their skimming trip to shore in February and March. To study them, a scientist must work quickly, since the life span of a stonefly is only about two weeks. The adult stonefly has waterproof hair on its feet, and after reaching the surface of the water, it supports itself by coasting on the water's surface meniscus layer. To hasten its trip to the shore, the insect spreads its four feeble wings and flaps vigorously, using aerodynamic thrust to scoot across the water at speeds up to 2 feet per second. This, Marden said, appears to be the only time in its life the stonefly normally uses its wings.D.In a series of experiments Marden described in a report published in the current issue of the journal Science, he found that although stoneflies in the wild, where ambient temperatures were recorded as ranging between 32 degrees and 53.6 degrees Fahrenheit, are completely flightless, their flying ability improves when they are warmed up in a laboratory. Even when warm, the insects never voluntarily take flight from a horizontal surface, but if they crawl to the edge of a table and drop over the side they will fly for a few yards before settling to the ground. Several specimens tested by the Penn State scientists actually gained a little altitude under their own power after being launched by hand, but none remained in the air for more than a few seconds.E.Stoneflies are interesting, Marden said in an interview, because so little is known of the specific changes insects underwent in the remote past as they gained the ability to fly. The stonefly's faltering efforts to use its wings may approximate a transitional stage of evolution that occurred some 350 million years ago, when swimming insects first became fliers.F.The study of insect evolution is hampered by a gigantic gap in the fossil record. Although fossils of early nonflying insects have been found in sediments dating from the Devonian period nearly 400 million years ago, no insect fossils have turned up from the following 75-million-year period. Marden said that fossil insects reappear in strata 325 million years old, but by then they had evolved greatly, and their increased diversity suggests that at least some species had left the water to colonize land. Many of the fossils of that period look like present-day insects, including grasshoppers.G.Stoneflies lack some features that are important for true fliers, They have relatively weak wing muscles, and their thoracic cuticle plates are not fused together to create a rigid external skeleton. Rigidity is needed to provide strong, inflexible attachment points for an insect's wing muscles if it is to be capable of powered flight - a much more demanding activity than skimming or gliding. If the stonefly is similar to the first protofliers, this would argue against a widely held hypothesis that animalflight begins with gliding, from which powered flight eventually develops. Stoneflies never glide, even though they are on the verge of flying.H.Although the stonefly may have evolved to its present form in a progressive direction from primitive swimming insects, it is possible, Marden believes, that its evolution was digressive - that its ancestors were true fliers that evolved into nonflying skimmers. Skimming requires much less energy than true flight, as demonstrated by a new family of skimming "wing-in-ground-effect" flightless aircraft developed during the last decade in Russia, China and Germany. These aircraft never rise more than a few feet above the ground or water, but their stubby wings support them on an air cushion that eliminates the drag of surface friction.I."Stoneflies seem to have found an ecological niche in any case," Marden said. Whether the evolutionary pathway of the stonefly was progressive or digressive makes little difference to the insect, he said, but to an entomologist, the direction is important. "By mapping behavioral characters and morphology 1of stoneflies, we hope eventually to infer the direction by which evolution carried them to their present stage of development," Marden said.Glossary1morphology The branch of biology that deals with the form and structure of organismsQuestions 19 – 22Using NO MORE THAN THREE WORDS from the passage, answer the following questions.19. How long ago did stoneflies first use their wings?20. How wide is the fossil gap?21.Where is the only place that stoneflies actually fly?22. What time of the year do stoneflies use their wings?Questions 23 – 26Complete the summary below. Choose your answers from the list below the summary. NB There are more words than spaces, so you will not use them all.Stoneflies have ……(23)……wing muscles and a ……(24)……… external skeleton so that they cann ot be true fliers. As they can’t fly or ……(25)…… they skim. Less energy is needed for skimming and so stoneflies have found their ……(26)…... in life.READING PASSAGE 3You should spend about 20 minutes on Questions 27 – 40 which are based on Reading Passage 3 below.Maternal Education and Child Mortality that of mothers) as an effective way of improving children's health and reducing child mortality. Caldwell refers to the results of two surveys that were carried out in Nigeria to arrive at the conclusion that "Maternal education is the single most significant determinant of child mortality." However, maternal education is an intertwined factor, and hence may account for other variables that represent socio-economic conditions as well.B.Although the relationship between maternal education and children's health is no longer an issue to be debated, there still exists a dearth of research information on the mechanisms through which maternal education works to improve children's health. A few of the possible mechanisms that have been focused so far are pointed out below:◆Education makes a woman conscious about the well being of herself andher family. It gives the basic ideas about the path to well being and also equips and encourages to increase her knowledge on healthy living;◆Education helps to form the attitude to practice "manners of hygiene";◆Education equips mothers with the knowledge of scientific causes ofdisease and proper health behaviour and illness behaviour for preventive and curative measures;◆Education encourages mothers to adopt proper feeding practices;◆Education makes the mothers more willing to use health care serviceswhen necessary, and preparing them for overcoming the barriers in doing so. Doctors and nurses are more likely to listen to her, as she can demand their attention, whereas the illiterate might be completely rebuffed;◆Education allows greater exposure to the mass media, which can keepmothers better informed about the health issues;◆Education empowers mothers to make and implement proper and timelydecisions regarding their children's health;Thus, we find maternal education as a gate way toward diversified aspects of modern life that significantly affect children's morbidity and mortality.C. A debate has arisen on the link between maternal education and children's health concerns relative effectiveness of general education (acquired through formal schooling) and health education. While the former enables a mother to become literate and hence gain access to the understanding of written material, the latter only provides her with information on certain health issues. However, educating through general education is time consuming, and to get positive results for the improvement of the health of theilliterate masses, within a short time, health education might be a better choice.D.Although health education as such might be effective for the illiterate, health education cannot be a substitute for general education to ensure survival and health of the children. Rather, more lessons on topics necessary to know in order to maintain a healthy life should be included in the textbooks (such as the germ theory of disease, symptoms of diseases the presence of which should be consulted with a doctor, knowledge in first aid etc.). General education equips a person with literacy -- which gives her access to books and to the mass media, which keeps her up to date regarding new information on health affairs. However, it would certainly be very beneficial to arrange annual or bi-annual health education programs to review the major health issues (and the issue of pregnancy and child care which is difficult for primary school children to grasp).E.At this point another question may be raised: How many years of schooling is required for education to have a substantial amount of effect on children's survival/health? According to a study by Mahalanabis et al., in Bangladesh, schooling of seven years or more of the mothers reduced 55% risk of a child's being attacked by a severe disease resulting from diarrhea, but lesser number of schooling could not provide appreciable protection. Majumder and Islam's study in Bangladesh shows that child survival index moves up from .764 to .811 with the increase of education from no schooling to 5 years of schooling (Primary level in Bangladesh). But the increase of index for the difference between primary level to secondary level or higher (at least ten years of schooling) is even greater, moving up from .811 to .882. Thus, the difference between child survival index rises from .764 to .882 with the difference of no schooling to ten or more years of schooling. Lindenbaum's has mentioned a case of Khurshida, to show how a woman having seven years of schooling was able to ensure proper treatment for her sick child, after overcoming the different sorts of barriers, which came in her way.F.Maternal education, on its own is not sufficient to ensure survival of children. However, all other efforts in absence of maternal education cannot be fully effective either. Hence, we should look for ways in which maternal education can be the most effective to ensure children's health to determine the appropriate policy to be obtained. From the discussion of the studies above, the following can be suggested:◆At least seven years of schooling should be made compulsory for girls.◆All basic health issues (which might differ from society to society) shouldbe covered in the textbooks and curricula of lower grades in school and be taught properly, so that even in cases of dropouts, the children will have sufficient health education to lead a healthy way of life, for themselves and their family and community.◆As it is difficult for school children aged 12 or below to understand thehealth issues related to pregnancy, child birth and child care,arrangements for health education (annual/bi-annual) concerned with these and other basic health issues must be made. Mother and child health care programs must function properly to be beneficial for the public. The health care centers must be situated at suitable distance, and convenient opening hours, friendly behaviour of the staff and supply of sufficient facilities and medicines must be ensured.G.Thus, it can be said that in order to ensure children's survival, the governments of third world countries, world organizations, donor countries and Non-Government Organizations, must take initiatives to ensure literacy and sufficient health-knowledge for the mothers and also provide appropriate conditions and environment for them to apply that knowledge. This indeed is a great task. But this has to be ensured to ensure the survival of children.—Adapted from:Questions 27 – 31Reading Passage 3 has 7 paragraphs A - G. Which paragraph contains the following information?27. A literate person has access to books and the mass media.28. Educated mothers make right decisions in time.29. The illiterate have handicaps to health care services.30. Health issues relating to pregnancy should be included.31. General education is the poorer choice.Questions 32 – 35Choose the appropriate letters A – D and write them in boxes 32 – 35 on your answer sheet.32. In research there seems to be a ________________ of informationon how maternal education affects children’s healthA. plentiful supplyB. average supplyC. overabundant supplyD. meager supply33. Which of the following statements about education and mothers is NOTtrue?A. Medical staff are more helpful.B. Demand for medical services declines.C. Family health is improved.D. Caring for the sick improves.34. _________________ so that children may live and have a healthyway of life for themselves and their family.A. Health education is a priority.B. More textbooks should be provided.C. The illiterate masses need to be taught to read and write.D. Health topics should be included in textbooks.35. General education enables mothers to become _______________A. able to read and write quickly.B. informed on some health issues.C. writers about some health issues.D. able to read and write over a long time.Questions 36 - 40Do the following statements agree with the information given in Reading Passage 3? In boxes 5 – 10 on your answer sheet write.YESNONOT GIVEN if the statement agrees with the writerif the statement contradicts the writerif the there is no information about this in the passage36. A decade of schooling means that the child survival index moves upby .071.37. School education of less than seven years increases the risk of severedisease.38. 7 years of schooling is compulsory for boys.39. Children who leave school early will not have sufficient education to leada healthy life.40. Health education should be arranged every two years.Reading passage 1, Questions 1 - 131. D2. C3. C4. C5. Reading phrases/Read by phrases6. Limited perceptual span7. Slowness of recognition8. Faulty eye movements9. Avoid regressing10. TRUE11. FALSE12. FALSE13. TRUEReading passage 2, Questions 14 – 2614. VIII15. IX16. IV17. VII18. III19. 350 million years20. 75 million years21. a warm laboratory/ a laboratory22. February and March23. weak24. flexible25. glide26. ecological nicheReading passage3, Questions 27 – 4027. D28. B29. B30. F31. C32. D33. B34. D35. D36. NO37. NOT GIVEN38. NOT GIVEN39. NO40. NO。
新版IELTS--G类阅读课程电子版教材
雅思写作G类阅读理解讲义主讲：耿耿北京新东方学校欢迎使用新东方在线电子教材教材说明：本讲义跟老师讲课的顺序一样，学员只需根据老师的声音按顺序学习即可！快速阅读的方法Strategy Two :Skim Reading 跳跃性阅读Practice 1Skim the following two sentences and get the main idea of each sentence.1)Tea plants are grown on tea plantations, called gardens or estates,in areas that havea great amount of rainfall and rich loamy soil.2)We are now promoting a true national network,composed of traffic_free paths quiet county roads,on_road cycle lanes and protected crossings.Strstegy Three :Scan ReadingWhen you are scanning to locate some specific information, it is not necessary to read and understand every word in the passage. On the contrary,your eyes search across, up,down and around the passage. Think about how you look up a word in a dictionary.You scan the page to find the word you are looking for,you don't read the page. The most important thing about scanning is speed.We do it quickly.Practice 1Answer question 1-4 quickly as possible using the text e your watch to time yourself.Itshould take you 1minute.1.How much of the human body is water ?2.How much water does the average person use for bathing?3.How many people die per day form diseases related dirty water?4.How many litres of water does it take to make one pair of leather shoes?True\False\Not Given的基本概念True ：题目中的核心词与原文中的核心词相同、同意、同向以及题目是原文的归纳与总结。
【7A文】暑期雅思阅读课讲义完整版
王晓春雅思阅读课讲义IELTS Reading Lecture Notes by Spring Wang（版权所有严禁翻印）目录第一章雅思阅读考试基本情况介绍第二章雅思阅读考试词汇学习第三章雅思阅读与英语句子第四章雅思阅读与英语段落结构第五章雅思阅读核心解题技能第六章List of Headings 题注意事项和解题方法第七章Summary题注意事项和解题方法第八章TRUE/FALSE/NOT GIVEN题注意事项和解题方法第九章Matching题注意事项和解题方法第十章Multiple Choice题注意事项和解题方法第十一章Sentence Completion题注意事项和解题方法第十二章Short Answer Question题注意事项和解题方法第十三章Table/Diagram/Flow Chart题注意事项和解题方法第十四章最新仿真阅读材料附录第一章雅思阅读考试基本情况介绍雅思考试（IELTS）考试的全称是：International English Language Testing System（国际英语语言测试系统）。
它是由剑桥大学地方考试委员会，英国文化委员会和澳大利亚教育国际开发署共同举办的国际英语考试。
考题主要是由剑桥大学地方考试委员会出，英国文化委员会和澳大利亚教育国际开发署主要负责一些考务管理方面的事情。
雅思考试是针对去英语国家留学或移民人员的一种语言能力的测试。
接受雅思成绩的国家以前是以英联邦和欧洲为主。
而现在北美也越来越多地接受雅思成绩。
雅思考试分为Academic Module（学术类考试，简称A类考试）和General Training Module（普通培训类考试，简称G类考试）。
A类主要是为留学，G类主要是为移民。
两类考试的听力和口语部分完全一致，但在阅读和写作部分有所区别。
A类阅读考试●考试时间为60分钟。
要特别注意的是：听力部分的考试会在结束后专门提供10分钟的时间用于誊写答案。
雅思阅读课件ppt课件
可编辑课件PPT
2
雅思考试评分总表
9分 精通。能将英语运用自如，语言恰当、准确、流利并理解透
彻。
8分 优秀。能将英语运用自如，偶尔出现不准确或不恰当的语句。
能很好地进行复杂详尽的论述。
just read.
可编辑课件PPT
8
Test yourself (2)
Directions:The reading passage has 11 paragraphs AK.Choose the most suitable heading for paragraphs B-K from the list of headings below. Write the appropriate numbers (I-XII).
可编辑课件PPT
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Task Type 3: Identify the writer’s views 是/非/无判断
How to approach identifying the writer’s views
雅思考试简介
可编辑课件PPT
1
Introduction to the IELTS Test
International English Language Testing System Academic Module & General Training Module
Listening 40m Reading 60m,three passages, about 40 questions,1500-3000w
Step 3:Read through the first paragraph for which you have to find a heading.
雅思--阅读教材(改)完整版
阅读20课时课程框架1- 2 英语基本概念+从句判断3- 4 配对题----heading题5- 6 配对题----which paragraph题+sentence ending题7-8 配对题----detail matching题+classify题9-10 判断题111-12 判断题213-14 摘要题+填空题15-16 选择题17-18 简答题19-20 平行阅读法英语基本概念(一)十大词性：八大句子成分：(二)句子核心：句子主干举例：长得乖巧的常被邻居夸奖但今天却被妈妈骂了的小明不开心地看似有点想不开的步履蹒跚地走过了这条五年前由他爸爸主持修建的桥。
主干：句子能称为句子，一定是有动词的。
造句练习：1.他造了一座桥。
2.他和我在一起。
1.2.五大基本句型 3.4.5.区分下列句式：(1) Xiaoming finds food bitter.(2) Xiaoming finds food bitterly.(3) Xiaoming finds his little sister some bitter food.造句并说明句型1.汽车使交通变得方便。
2.我给你找了个房子。
3.人们认为猴子很奇怪。
(三)长难句：1.加入复杂修饰成分：形容词，介词短语等2.加入复杂结构：插入语等3.合并多个句子：并列句& 主从句(四)从句概念：八大句子成分中，除谓语动词和补语外，当一个句子充当某成分时，该从句就叫做某某从句。
如一个句子做主语，则该从句叫主语从句。
1. ________从句+动词2. 实义动词+________从句主干性从句(五)六大从句判断标准 3. 系动词+________从句4. 具体名词+________从句5. 抽象名词+________从句修饰性从句6. ______从句，去掉不影响句子完整度(六)六大从句共同特点：1.有连词（可省略）且置于从句句首2.连词在句中做成分，有意思（that除外）3.从句用陈述语序（让步状语从句例外）验证：他住在哪里？我不知道他住在哪里。
雅思阅读+材料
1 Chinese New Yearlunar 月(亮)的exact 确切的calendar 日历rat 鼠ox 公牛rabbit 兔子ram 公羊rooster 公鸡legend 传说name after 按....命名particular 特殊的characteristic 特征春节对于全世界的华人来说，中国的新年是最重要的节日。
人们也称它为春节或农历新年。
公历春节的确切日期每年都在变化。
但是春节一般都在 1 月 1 日到 2 月19 日之间。
在农历中，每年都有一个生肖。
这些生肖是鼠、牛、虎、兔、龙、蛇、马、羊、猴、鸡、狗和猪。
据传说，这十二个动物举行了一次赛跑，第一年就以获胜者鼠命名，其他十一年就根据动物们到达终点的顺序命名。
聪明的鼠跳在牛背上，在最后时刻跳过牛的头顶第一个到达终点！中国人相信在某一年出生的人具有这一年生肖的一些特征。
2 A Teenager's Joke: Guidelines for Doing Schoolworkguideline 指导方针policy 政策per 每assignment 作业mean 低劣的snack 小吃TV guide 电视指南有关青少年的一则笑话——做作业的指导方针我的学校有一项针对作业的政策。
学生每天晚上做作业的时间不应该超过九十分钟。
以下就是我如何为完成作业而使用这九十分钟的。
花十五分钟找作业；花十一分钟打电话向同学问作业；花二十三分钟抱怨老师为什么总是那么讨厌，为什么不喜欢我们这些十几岁的孩子；花八分钟在洗手间里；花十分钟找小吃；花七分钟查看电视节目预告；花六分钟告诉父母，老师从没解释过所布置的作业；花十分钟坐在餐桌旁等妈妈或者爸爸来做作业。
3 The Toad and the Frogtoad 蟾蜍,癞蛤蟆moan 呻吟hop 跳跃oak 橡树croak 一种低而嘶哑的声音癞蛤蟆和青蛙一只癞蛤蟆在路边看到一只青蛙。
那是只又胖又老的青蛙。
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。
雅思阅读讲义ppt课件
阅读的词汇量要求最大，熟 练度较低
3
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。
雅思阅读—模板法
Lesson 1 简介
1
目录
雅思阅读考试与题型分析 试题拆解与攻略 试题常见陷阱与分析2雅思阅读考试与题型分析
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。
雅思阅读真经
INTERNALTIONAL ENGLISH LANGUAGETESTING SYSTEMACADEMIC READINGTEST 1TIME ALLOWED: 1 hourNUMBER OF QUESTIONS: 40READING PASSAGE 1You should spend about 20 minutes on Questions 1 – 13 which are based on Reading Passage 1 below.IMPROVING READING SPEED It is safe to say that almost anyone can double his speed of reading while maintaining equal or even higher comprehension. In other words, anyone can improve the speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fiction and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on these materials. What makes the difference? There are three main factors involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new techniques and (3) the motivation to practice.Learning to read rapidly and well presupposes that you have the necessary vocabulary and comprehension skills. When you have advanced on the reading comprehension materials to a level at which you can understand college-level materials, you will be ready to begin speed reading practice in earnest.Understanding the role of speed in the reading process is essential. Research has shown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been found in most cases that an increase in rate has been paralleled by an increase in comprehension, and that where rate has gone down, comprehension has also decreased. Most adults are able to increase their rate of reading considerably and rather quickly without lowering comprehension.Some of the facts which reduce reading rate:(a)limited perceptual span i.e., word-by-word reading;(b)slow perceptual reaction time, i.e., slowness of recognition and response to thematerial;(c)vocalization, including the need to vocalize in order to achieve comprehension;(d)faulty eye movements, including inaccuracy in placement of the page, in returnsweep, in rhythm and regularity of movement, etc.;(e)regression, both habitual and as associated with habits of concentration(f)lack of practice in reading, due simply to the fact that the person has read verylittle and has limited reading interests so that very little reading is practiced in the daily or weekly schedule.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. This is an entirely different matter from simply speeding up the rate of reading without reference to the conditions responsible for the slow rate. In fact, simply speeding the rate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration may even destroy confidence in ability to read. The obvious solution, then is to increase rate as a part of a total improvement of the whole reading process.A well planned program prepares for maximum increase in rate by establishing the necessary conditions. Three basic conditions include:1.Eliminate the habit of pronouncing words as you read. If you sound out wordsin your throat or whisper them, you can read slightly only as fast as you can read aloud. You should be able to read most materials at least two or three times faster silently than orally.2.Avoid regressing (rereading). The average student reading at 250 words perminute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading speed down to a snail's pace.Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereading reflects both his inability to concentrate and his lack of confidence in his comprehension skills.3.Develop a wider eye-span. This will help you read more than one word at aglance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units.Poor results are inevitable if the reader attempts to use the same rate indiscriminately for all types of material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in reading to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.Rate adjustment may be overall adjustment to the article as a whole, or internal adjustment within the article. Overall adjustment establishes the basic rate at which the total article is read; internal adjustment involves the necessary variations in rate for each varied part of the material. As an analogy, you plan to take a 100-mile mountain trip. Since this will be a relatively hard drive with hills, curves, and a mountain pass, you decide to take three hours for the total trip, averaging about 35 miles an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while speeding up to 50 miles per hour or more on relatively straight and level sections. This is your internal rate adjustment. There is no set rate, therefore, which the goodreader follows inflexibly in reading a particular selection, even though he has set himself an overall rate for the total job.In keeping your reading attack flexible, adjust your rate sensitivity from article to article. It is equally important to adjust your rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you.—Adapted from:Questions 1 - 4Choose the appropriate letters A – D and write them in boxes 1 – 4 on your answer sheet.1. Which of the following is not a factor in improving your reading speed?(A). willing to try new skills(B). motivation to improve(C). desire to practice(D). hesitate to try new techniques2. Understanding college level materials is a prerequisite for(A). learning to comprehend rapidly.(B). having the necessary vocabulary.(C). beginning speed reading.(D). practicing comprehension skills.3. For most people(A). a decrease in comprehension leads to a decrease in rate.(B). a decrease in rate leads to a increase in comprehension.(C). an increase in rate leads to an increase in comprehension.(D). an increase in rate leads to a decrease in comprehension.4. Speeding up your reading rate through forced acceleration often results in(A). reducing comprehension.(B). increasing comprehension.(C). increasing your reading problem.(D). reducing your reading problem.Questions 5 – 9Complete the table below. Choose NO MORE THAN THREE WORDS from the passage for each answer.Questions 10 - 13Do the following statements agree with the information given in Reading Passage 1? In boxes 10 – 13 on your answer sheet write.TRUE FALSE NOT GIVEN if the statement is trueif the statement is falseif the information is not given in the passage10.In gathering material on a topic a reader must maximize his reading rate.11.The basic rate for each part of the reading material involves an overalladjustment.12.The set rate for a 100-mile mountain trip is 35 miles an hour.13. A good reader never establishes a set rate for reading an article.READING PASSAGE 2You should spend about 20 minutes on Questions 14 – 26 which are based on Reading Passage 2 below.Questions 14 - 18Reading Passage 2 has 9 paragraphs A – IFrom the list of headings below choose the 5 most suitable headings for paragraphs B, C, E, G and H. Write the appropriate numbers (ⅰ–ⅹ)NB There are more headings than paragraphs, so you will not use them all.14.Paragraph B15.Paragraph C16.Paragraph E17.Paragraph G18.Paragraph HA.Pterosaurs, birds and bats took to the air from evolutionary runways that scientists believe they understand fairly well, but insects began flying so much longer ago that details of their stepwise conquest of flight remain obscure. Scientists at Pennsylvania State University hypothesize, however, that a present-day flightless insect called the stonefly may be closely related to ancestral insects that first learned to fly more than 330 million years ago.B. Last February, Dr. James H. Marden, a biologist atPennsylvania State University, and Melissa G. Kramer, hisstudent, began studying the behavior and biology of stoneflies- the immature nymphs of which are familiar to manyfishermen as delicacies for trout. The nymphs begin life inriver or pond water and then develop primitive wings enablingStoneflythem to skim across water at high speed without actuallytaking to the air. Marden and Ms. Kramer have concluded that the humble ancestor of such expert fliers as mosquitoes and wasps may have been very much like the stonefly.C.The stoneflies living in Canada and the northern United States, which belong to a primitive species called Taeniopteryx burksi, breed and mature in cold water and come to the surface for their skimming trip to shore in February and March. To study them, a scientist must work quickly, since the life span of a stonefly is only about two weeks. The adult stonefly has waterproof hair on its feet, and after reaching the surface of the water, it supports itself by coasting on the water's surface meniscus layer. To hasten its trip to the shore, the insect spreads its four feeble wings and flaps vigorously, using aerodynamic thrust to scoot across the water at speeds up to 2 feet per second. This, Marden said, appears to be the only time in its life the stonefly normally uses its wings.D.In a series of experiments Marden described in a report published in the current issue of the journal Science, he found that although stoneflies in the wild, where ambient temperatures were recorded as ranging between 32 degrees and 53.6 degrees Fahrenheit, are completely flightless, their flying ability improves when they are warmed up in a laboratory. Even when warm, the insects never voluntarily take flight from a horizontal surface, but if they crawl to the edge of a table and drop over the side they will fly for a few yards before settling to the ground. Several specimens tested by the Penn State scientists actually gained a little altitude under their own power after being launched by hand, but none remained in the air for more than a few seconds.E.Stoneflies are interesting, Marden said in an interview, because so little is known of the specific changes insects underwent in the remote past as they gained the ability to fly. The stonefly's faltering efforts to use its wings may approximate a transitional stage of evolution that occurred some 350 million years ago, when swimming insects first became fliers.F.The study of insect evolution is hampered by a gigantic gap in the fossil record. Although fossils of early nonflying insects have been found in sediments dating from the Devonian period nearly 400 million years ago, no insect fossils have turned up from the following 75-million-year period. Marden said that fossil insects reappear in strata 325 million years old, but by then they had evolved greatly, and their increased diversity suggests that at least some species had left the water to colonize land. Many of the fossils of that period look like present-day insects, including grasshoppers.G.Stoneflies lack some features that are important for true fliers, They have relatively weak wing muscles, and their thoracic cuticle plates are not fused together to create a rigid external skeleton. Rigidity is needed to provide strong, inflexible attachment points for an insect's wing muscles if it is to be capable of powered flight - a much more demanding activity than skimming or gliding. If the stonefly is similar to the first protofliers, this would argue against a widely held hypothesis that animal flight begins with gliding, from which powered flight eventually develops. Stoneflies never glide, even though they are on the verge of flying.H.Although the stonefly may have evolved to its present form in a progressive direction from primitive swimming insects, it is possible, Marden believes, that its evolution was digressive - that its ancestors were true fliers that evolved into nonflying skimmers. Skimming requires much less energy than true flight, as demonstrated by a new family of skimming "wing-in-ground-effect" flightless aircraft developed during the last decade in Russia, China and Germany. These aircraft never rise more than a few feet above the ground or water, but their stubby wings support them on an air cushion that eliminates the drag of surface friction.I."Stoneflies seem to have found an ecological niche in any case," Marden said. Whether the evolutionary pathway of the stonefly was progressive or digressive makes little difference to the insect, he said, but to an entomologist, the direction is important. "By mapping behavioral characters and morphology 1of stoneflies, we hope eventually to infer the direction by which evolution carried them to their present stage of development," Marden said.Glossary1morphology The branch of biology that deals with the form and structure of organismsQuestions 19 – 22Using NO MORE THAN THREE WORDS from the passage, answer the following questions.19. How long ago did stoneflies first use their wings?20. How wide is the fossil gap?21.Where is the only place that stoneflies actually fly?22. What time of the year do stoneflies use their wings?Questions 23 – 26Complete the summary below. Choose your answers from the list below the summary. NB There are more words than spaces, so you will not use them all.Stoneflies have ……(23)……wing muscles and a ……(24)……… external skeleton so that they cann ot be true fliers. As they can’t fly or ……(25)…… they skim. Less energy is needed for skimming and so stoneflies have f ound their ……(26)…... in life.READING PASSAGE 3You should spend about 20 minutes on Questions 27 – 40 which are based on Reading Passage 3 below.Maternal Education and Child Mortality A.Many studies have been carried out which recognize education (especially that of mothers) as an effective way of improving children's health and reducing child mortality. Caldwell refers to the results of two surveys that were carried out in Nigeria to arrive at the conclusion that "Maternal education is the single most significant determinant of child mortality." However, maternal education is an intertwined factor, and hence may account for other variables that represent socio-economic conditions as well.B.Although the relationship between maternal education and children's health is no longer an issue to be debated, there still exists a dearth of research information on the mechanisms through which maternal education works to improve children's health. A few of the possible mechanisms that have been focused so far are pointed out below:◆Education makes a woman conscious about the well being of herself andher family. It gives the basic ideas about the path to well being and also equips and encourages to increase her knowledge on healthy living;◆Education helps to form the attitude to practice "manners of hygiene";◆Education equips mothers with the knowledge of scientific causes ofdisease and proper health behaviour and illness behaviour for preventive and curative measures;◆Education encourages mothers to adopt proper feeding practices;◆Education makes the mothers more willing to use health care serviceswhen necessary, and preparing them for overcoming the barriers in doing so. Doctors and nurses are more likely to listen to her, as she can demand their attention, whereas the illiterate might be completely rebuffed;◆Education allows greater exposure to the mass media, which can keepmothers better informed about the health issues;◆Education empowers mothers to make and implement proper and timelydecisions regarding their children's health;Thus, we find maternal education as a gate way toward diversified aspects of modern life that significantly affect children's morbidity and mortality.C. A debate has arisen on the link between maternal education and children's health concerns relative effectiveness of general education (acquired through formal schooling) and health education. While the former enables a mother to become literate and hence gain access to the understanding ofwritten material, the latter only provides her with information on certain health issues. However, educating through general education is time consuming, and to get positive results for the improvement of the health of the illiterate masses, within a short time, health education might be a better choice.D.Although health education as such might be effective for the illiterate, health education cannot be a substitute for general education to ensure survival and health of the children. Rather, more lessons on topics necessary to know in order to maintain a healthy life should be included in the textbooks (such as the germ theory of disease, symptoms of diseases the presence of which should be consulted with a doctor, knowledge in first aid etc.). General education equips a person with literacy -- which gives her access to books and to the mass media, which keeps her up to date regarding new information on health affairs. However, it would certainly be very beneficial to arrange annual or bi-annual health education programs to review the major health issues (and the issue of pregnancy and child care which is difficult for primary school children to grasp).E.At this point another question may be raised: How many years of schooling is required for education to have a substantial amount of effect on children's survival/health? According to a study by Mahalanabis et al., in Bangladesh, schooling of seven years or more of the mothers reduced 55% risk of a child's being attacked by a severe disease resulting from diarrhea, but lesser number of schooling could not provide appreciable protection. Majumder and Islam's study in Bangladesh shows that child survival index moves up from .764 to .811 with the increase of education from no schooling to 5 years of schooling (Primary level in Bangladesh). But the increase of index for the difference between primary level to secondary level or higher (at least ten years of schooling) is even greater, moving up from .811 to .882. Thus, the difference between child survival index rises from .764 to .882 with the difference of no schooling to ten or more years of schooling. Lindenbaum's has mentioned a case of Khurshida, to show how a woman having seven years of schooling was able to ensure proper treatment for her sick child, after overcoming the different sorts of barriers, which came in her way.F.Maternal education, on its own is not sufficient to ensure survival of children. However, all other efforts in absence of maternal education cannot be fully effective either. Hence, we should look for ways in which maternal education can be the most effective to ensure children's health to determine the appropriate policy to be obtained. From the discussion of the studies above, the following can be suggested:◆At least seven years of schooling should be made compulsory for girls.◆All basic health issues (which might differ from society to society) shouldbe covered in the textbooks and curricula of lower grades in school and be taught properly, so that even in cases of dropouts, the children will have sufficient health education to lead a healthy way of life, for themselves and their family and community.As it is difficult for school children aged 12 or below to understand the health issues related to pregnancy, child birth and child care, arrangements for health education (annual/bi-annual) concerned with these and other basic health issues must be made. Mother and child health care programs must function properly to be beneficial for the public. The health care centers must be situated at suitable distance, and convenient opening hours, friendly behaviour of the staff and supply of sufficient facilities and medicines must be ensured.G.Thus, it can be said that in order to ensure children's survival, the governments of third world countries, world organizations, donor countries and Non-Government Organizations, must take initiatives to ensure literacy and sufficient health-knowledge for the mothers and also provide appropriate conditions and environment for them to apply that knowledge. This indeed is a great task. But this has to be ensured to ensure the survival of children.—Adapted from:Questions 27 – 31Reading Passage 3 has 7 paragraphs A - G. Which paragraph contains the following information?27. A literate person has access to books and the mass media.28. Educated mothers make right decisions in time.29. The illiterate have handicaps to health care services.30. Health issues relating to pregnancy should be included.31. General education is the poorer choice.Questions 32 – 35Choose the appropriate letters A – D and write them in boxes 32 – 35 on your answer sheet.32. In research there seems to be a ________________ of informationon how maternal education affects children’s healthA. plentiful supplyB. average supplyC. overabundant supplyD. meager supply33. Which of the following statements about education and mothers is NOTtrue?A. Medical staff are more helpful.B. Demand for medical services declines.C. Family health is improved.D. Caring for the sick improves.34. _________________ so that children may live and have a healthyway of life for themselves and their family.A. Health education is a priority.B. More textbooks should be provided.C. The illiterate masses need to be taught to read and write.D. Health topics should be included in textbooks.35. General education enables mothers to become _______________A. able to read and write quickly.B. informed on some health issues.C. writers about some health issues.D. able to read and write over a long time.Questions 36 - 40Do the following statements agree with the information given in Reading Passage 3? In boxes 5 – 10 on your answer sheet write.YESNONOT GIVEN if the statement agrees with the writerif the statement contradicts the writerif the there is no information about this in the passage36. A decade of schooling means that the child survival index moves upby .071.37. School education of less than seven years increases the risk of severedisease.38. 7 years of schooling is compulsory for boys.39. Children who leave school early will not have sufficient education to leada healthy life.40. Health education should be arranged every two years.Reading passage 1, Questions 1 - 131. D2. C3. C4. C5. Reading phrases/Read by phrases6. Limited perceptual span7. Slowness of recognition8. Faulty eye movements9. Avoid regressing10. TRUE11. FALSE12. FALSE13. TRUEReading passage 2, Questions 14 – 2614. VIII15. IX16. IV17. VII18. III19. 350 million years20. 75 million years21. a warm laboratory/ a laboratory22. February and March23. weak24. flexible25. glide26. ecological nicheReading passage3, Questions 27 – 4027. D28. B29. B30. F31. C32. D33. B34. D35. D36. NO37. NOT GIVEN38. NOT GIVEN39. NO40. NO。
雅思阅读第082套P1Frogwatch
雅思阅读第082套P1Frogwatch雅思阅读第082套P1FrogwatchReading Passage 1You should spend about 20 minutes on Questions 1-13 which are based on this passage.FrogwatchFrogwatch, a remarkable success story started in Western Australia, is the brainchild of Dr. Ken Aplin. His work, as the curator of reptiles and frogs in the Western Australian Museum, invoked long field trips and he wondered if a community-based frog-rmonitoring network could help him keep track of frogs. Through such a network, ordinary untrained members of the community could learn about frog habitats, observe the numbers and kinds of frogs in their local area, and report this information to the museum.'Launched in 1995, Frogwatch recently gained its 3221st member, and many people say that this is the best thing the museum has ever done. Each participant receives a 'Frogwatch Kit’ - a regular newsletter, an audio tape of frog calls and identification sheets. Recently, Frogwatch membership increased dramatically when a mysterious parasitic fungus disease began attacking frogs nationwide. Although research is yet incomplete, scientists suspect the fungus originated overseas, perhaps in South America, where frogs have died in catastrophic numbers from a fungus disease genetically similar to the Australian organism.Researchers in Western Australia needed to know how widespread the infection was in the state’s frog populations. SoAplin sent an 'F-file’ (frog fungus facts) alert to F rogwatch members, requesting their help. He asked them to deliver him dead or dying frogs. More than 2,000 frogs have now been examined, half from the museum’s existing collection. Aplin once thought the fungus had arrived in Western Australia in only the past year or two, but tests now suggest it has been there since the late 1980s.Frogwatch has proved to be Abe perfect link to the public and Aplin has become a total convert to community participation. He’s now aiming for a network of 15,000 Frogwatch mem bers as the museum can’t afford to use professional resources to monitor frog populations. Much of the frog habitat is on private land, and without community support, monitoring the frogs would be impossible.Not everyone is convinced by the 'feelgood' popularity of Frogwatch. While Aplin believes even tiny backyard ponds can help to significantly improve frog numbers, Dr. Dale Roberts isn’t so sure, A senior zoology lecturer at the University of WA, Roberts agrees the program has: tapped into the public’s enthusiasm for frogs, but he warns that strong public awareness does not amount to sound science.He argues that getting the public to send in pages of observations is a good thing, but giving these reports credibility may not be valid scientifically. In a ddition, he’s not convinced that Frogwatch’s alarmist message about the danger of fungal infection is valid either. In Western Australia, for example, there was a long summer and very, late drenching rains, that year, following two equally dry years. So, he argues, there are other things that might have precipitated the deaths. He questions what could be done about it anyway. If it’s already widespread,it may not be worth the cost and effort of doing anything about it. Even if it’s causing high death rates, he says he can still find every frog species found over the past ten years in the south-west of Australia.Roberts argues that Western Australia is different. Unlike most other states, species are still being discovered there; the disappearances of frog types in Queensland and New South Wales, are not occurring in Western Australia, although three south-west species are on the endangered list. Roberts believes that no amount of garden ponds in Perth will help those species, which live in isolated habitats targeted for development.Aplin’s response is that increasing the number of frog-friendly habitats is important for the very reason that many Western Australian frog species are found in small, highly restricted locations. He argues that pesticide-free gardens and ponds can offer a greater chance of survival to animals battling habitat disturbance, environmental pollutants, climatic variations, and now fungal disease. Aplin’s opinion is that they should use the precautionary principle in cases where they d on’t yet know enough about the situation. Usually diseases sort themselves out naturally and some frog fauna will co-evolve with the fungus. Given time some balance may be restored, but in the shorter term, they are seeing negative impacts.The nationwide spread of the chytrid fungus is being mapped by Dr. Rick Speare, a specialist in amphibian disease at James Cook University. Speare also tests the accuracy of' Aplin’s fungus diagnoses and says Frogwatch is 'an amazing and under-acknowledged system ... the best program in Australia for harnessing public interest in frog biology... There are a lot of eyes out there looking for dead or sick frogs, beyond the power of anybiologist to collect.’Aplin argues that they should never underestimate the importance of' having a community base, especially when governments want to cut research funds, 'People can protest in ways that a handful of scientists hiding in a laboratory can’t do. For just about every environmental problem, community involvement is fundamental.’Furthermore, Frogwatch is proving to be a social phenomenon as much as anything else. It seems ordinary people know that frogs are a measure of the environment’s health.SECTION 1: QUESTIONS 1-13Questions 1-6Do the following statements reflect the claims of the writer of the passage?Write:1 _________________ Frogwatch members need a basic level of scientific training.2 _________________ All Frogwatch members live in Western Australia.3 _________________ Frogwatch has proved that frogs are disappearing because of a fungus.4 _________________ Scientists in WA have examined about two thousand frogs collected by Frogwatch.5 _________________ The frog fungus disease has been in Western Australia for more than ten years.6 _________________ New species of frogs have been foundin Western Australia recently.Questions 7-12The reading passage describes the opinions of Dr, Ken Aplin, Dr. Dale Roberts and Dr. Rick Speare in relation to strategies for frog conservation.Match one of the researchers A-Cto each of the statements below.There may be more than one correct answer.Write:A - for Dr. AplinB - for Dr. RobertsC - for Dr. SpeareExampleFrogwatch is the best Australian program for encouraging public interest in frogs. A7 ___________Although the involvement of large numbers of people is encouraging, this does not guarantee scientifically valid data.8 ___________The development of frog-friendly backyards will help to conserve frog species.9 ___________Although it is possible that frogs will adapt to fungal and other problems in the long term, we should take precautions in case this does not occur.10 ___________As there may be many other explanations for recent frog deaths, it is not worth spending a great deal of time and money studying this fungus.11 ___________Because of the unique geography of Western Australia,most frog species in this State are not in danger of extinction.12 ___________Frogwatch has greater potential for frog observation than is possible by the scientific community. Question 13Write the appropriate letter A-D.13The main purpose of Frogwatch is ...Afor people to collect and deliver dead or dying frogs to scientists.Bfor people to observe and collect information about frog populations for scientists.Cfor people to allow scientists onto their private laud to look at frog habitats.Dfor people to set up ponds in their gardens as habitat for frogs.做真题，得高分，好录取。
10月雅思阅读机经;完整
年10月雅思阅读机经完整版9月雅思考试已经结束，10月份已经悄然来临，为了帮助大家在10月雅思考试中取得理想成绩，给大家收集整理了年10月雅思阅读机经的详细内容供大家参考，最新最专业的雅思备考资料，尽在雅思官网！年10月雅思阅读机经内容如下：一、重点题材社会类教育类人类文化类二、次重点题材科技类历史类自然类植物类动物类三、文章题目预测：社会类第1篇——工作压力第2篇——社会分类第3篇——电视上瘾第4篇——过山车第5篇——斯里兰卡蓄水工程第6篇——Pearl 珍珠第7篇——欧洲高温第8篇——新型超市教育类第1篇——幸福心理学第2篇——拯救濒危语言第3篇——语言变化机制第5篇——从历史吸取教训第6篇——儿童和食品广告第7篇——儿童概念的开展第8篇——儿童文学读物第9篇——古代文字人类第1篇——嗅觉和记忆第2篇——左右撇子第3篇——艾费雷德·诺贝尔第4篇——说服的秘密第5篇——面部表情第6篇——笑的研究第7篇——解密记忆力第8篇——交流方式与冲突第9篇——味觉感知第10篇——挠痒和笑第11篇——减肥的各种力量文化类第1篇——钢铁艺术第2篇——涂鸦第3篇——音乐共同语言第4篇——博物馆大片第5篇——音乐心理书评第6篇——人体铸造与艺术科技类第1篇——火星探险第2篇——海岸线考古第3篇——量化研究第4篇——仿生学第6篇——仿生蜥蜴第7篇——纸张和电脑第8篇——太阳能硅电池历史类第1篇——塑料的历史第2篇——茶叶的历史第3篇——早期航海第4篇——远古计算机第5篇——中国战车第6篇——物种起源自然类第1篇——噪音污染第2篇——生态旅游第3篇——新冰川时代第4篇——加州森林大火第5篇——昆士兰小岛旅游第6篇——生物多样性第7篇——北极冰川融化第8篇——淡水资源紧缺植物类第1篇——香蕉第2篇——竹子神奇植物第3篇——郁金香动物类第1篇——考拉第2篇——动物思维第3篇——塔斯马尼亚虎第4篇——鸟的迁徙第5篇——猛犸象灭绝年10月雅思阅读机经具体内容就是这些，希望对关注雅思考试的同学们有用，更多精彩内容请继续关注我们。
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阅读 20 课时课程框架1- 2英语基本概念+从句判断3- 4配对题----heading题5- 6配对题----which paragraph题+sentence ending 题7-8 配对题 ----detail matching 题+classify 题9-10 判断题 111-12 判断题 213-14 摘要题 +填空题15-16 选择题17-18 简答题19-20 平行阅读法英语基本概念(一 ) 十大词性：八大句子成分：(二 )句子核心：句子主干举例：长得乖巧的常被邻居夸奖但今天却被妈妈骂了的小明不开心地看似有点想不开的步履蹒跚地走过了这条五年前由他爸爸主持修建的桥。
主干：句子能称为句子，一定是有动词的。
造句练习：1.他造了一座桥。
2.他和我在一起。
1.2.五大基本句型 3.4.5.区分下列句式：(1)Xiaoming finds food bitter.(2)Xiaoming finds food bitterly.(3)Xiaoming finds his little sister some bitter food.造句并说明句型1.汽车使交通变得方便。
2.我给你找了个房子。
3.人们认为猴子很奇怪。
(三 )长难句：1.加入复杂修饰成分：形容词，介词短语等2.加入复杂结构：插入语等3.合并多个句子：并列句& 主从句(四 ) 从句概念：八大句子成分中，除谓语动词和补语外，当一个句子充当某成分时，该从句就叫做某某从句。
如一个句子做主语，则该从句叫主语从句。
1. ________ 从句 +动词2. 实义动词 +________ 从句主干性从句(五 ) 六大从句判断标准 3. 系动词 +________ 从句4. 具体名词 +________ 从句5. 抽象名词 +________ 从句修饰性从句6.______从句，去掉不影响句子完整度(六 ) 六大从句共同特点： 1.有连词（可省略）且置于从句句首2.连词在句中做成分，有意思（that 除外）3.从句用陈述语序（让步状语从句例外）验证：他住在哪里？我不知道他住在哪里。
总结：从句的位置是连词开始，到下一个动词或连词前结束(七 ) 在长难句中找从句的方法：1.找动词 ---- 判断依据：有谓语动词的句子是一个分句，不是主句就是从句2.找连词 ---- 判断依据：从句有连词（可省略）且置于从句句首3.找从句 ---- 判断依据：连词开始，第二个动词前或下个连词前结束例 1：In Africa I met a boy who was crying as if his heart would break and who said, when I spoke to him, that he was hungrybecause he had had no food for two days.去掉修饰性成分和修饰性从句外的主干为：例 2：Many experts suggest that the child raised in an environment where there are many stimuliwhich develop his capacity for appropriate responseswill experience greater intellectual development.去掉修饰性成分和修饰性从句外的主干为：(八 ) 真题断句练习：1.An accident that occurred in the skies over the Grand Canyon in 1956 resulted inthe establishmentof the Federal Aviation Administration to regulate and oversee the operation of aircraft in the skies over the United States, which were becoming quite congested.(C8T1P1)主干：2.Unprecedented construction of tens of thousands of monumental engineering projects designed tocontrol floods, protect clean water supplies, and provide water for irrigation and hydro-powerbrought great benefits to hundreds of millions of people. (C7T1P2)主干 :3.At the height of the Roman, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.(C7T1P2)主干：非谓语动词一、概念以动词 do 为例，写出所有该词的变形:非谓语形式：1、不定式： to do---- 表示目的和将来2、现在分词 : doing ---- 表示主动和进行3、过去分词：done ----表示被动和完成插入语插入语一般对一句话作一些附加的说明。
通常与句中其它部分没有语法上的联系，将它删掉之后，句子结构仍然完整。
插入语在句中有时是对一句话的一些附加解释、说明或总结；有时表达说话者的态度和看法；有时起强调的作用；有时是为了引起对方的注意；还可以起转移话题或说明事由的作用；也可以承上启下，使句子衔接得更紧密一些。
掌握这一语言现象不仅有利于对英语句子等的理解，还有利于提高写作等的水平。
插入语的类型较多，常见的如下几种：一、副词（短语）作插入语。
能用作插入语的副词（短语）有：indeed，surely，still ，otherwise ，certainly ，however，generally ，personally ，honestly，fortunately ，luckily ， though， besides， exactly， perhaps， maybe， probably ，frankly ， or rather 等。
如： When he got to there， he found ， however， that the weather was too bad.可是到了那儿之后他发现，那儿的天气太坏了。
Otherwise ，he would still be at home. 不然的话，他还会在家的。
三、介词短语作插入语。
能用作插入语的介词短语有：in fact ，in one?s opinion ，in general ，in a word ，in other words ，in a few words ，of course，by the way ，as a result ， for example ， on the contrary ， on the other hand ， to one?s surprise ， in short ，as a matter of fact，in conclusion ， in brief 等。
如： You can?t wait anymore-in other words ， you should start at once. 你不能再等了——换言之，你得立即出发。
On the contrary， we should strengthen our corporation with them.相反我们应加强和他们的合作。
四、 V-ing （短语）作插入语。
能用作插入语的V-ing （短语）常见的有：generally speaking， strictly speaking ， judging from by ， talking of ， considering 等。
如： Generally speaking ， the weather there is neither too cold in winter nor too hot in summer.一般来说，那儿的气候冬天不太冷，夏天不太热。
五、阅读中出现大量插入语会增加理解障碍。
熟练掌握插入语，有利于分析句子结构，理解文章大意。
写作要求语言连贯、地道，恰当使用插入语，也可以给文章增色不少。
配对题 ----List of Heading一．题型介绍：List of Heading 即段落大意题或者标题对应题，位置都是在所给文章的第一个题型考察，并且题的位置是放在文章之前。
这个题型是选出所给段落的大意，相当于中学语文的中心大意题，所以需要考生从宏观上理解段落大意，最好的方法是通过找一些主旨句子读懂文章段落的大意，如果没有主旨句子，需要考生自己总结段落大意，之后再浏览所给选项，选出大意最相近的选项。
List of Heading 在阅读题型中考察幅度占30%，且可能一次考试中考两次甚至三次。
二．题型分布：剑桥真题难度指数剑桥真题难度指数4.3.2 (p70-72) 中 6.3.2(p67-69 ) 中4.4.3 (p96-98 ) 初 6.4.1(p85-87 ) 高5.3.2(p66-68 ) 中6.4.3(p93-95 ) 中5.4.1(p85-87 ) 高7.1.2(p22-24 ) 高6.1.3(p26-28 ) 中7.2.3(p48-50 ) 中6.2.1(p40-42 ) 中7.3.2(p69-71 ) 高三．思路与技巧1.注意事项段落大意题是理解性的题型，需注意：1）跟其他题型混合时，该题型一般会位于第一个题型，且常常位于文章之前，注意不要遗漏。
且文章的段落数与题目考查数量可能不对应，要注意考查的是哪几段。
2）虽然位于第一个题型，但切忌首先来做。
因为本题是阅读所有题型中唯一考查段落大意的题，当我们完成相应段落的细节题后，很可能该段的段落大意不需要8骤和技巧都是基于细节题后没有判断出段落大意的其他方法）3）切忌先读题，后读文章。
因为先读题，考生往往会带着题干中的关键词去读文章，这样一旦这个关键词在段落中出现，可能会影响考生利用关键词做题，而不去读段落大意，造成错误。
例如：List of Headingsi MIRTP as a future modelii Identifying the main transport problemsiii preference for motorized vehiclesiv Government authorities ’ instructionsv Initial improvements in mobility and transport modesvi Request for improved transport in Maketevii Transport improvements in the northern part of the districtviii Improvements in the rail networkix Effects of initial MIRTP measuresx Co-operation of district officialsxi Role of wheelbarrows and donkeysSection E （概括不是细节）It would have been easy to criticize the MIRTP for using in the early phases a 'top-down' approach, in which decisions were made by experts and officials before being handed down to communities, but it was necessary to start the process from the level of the governmental authorities of the district. It would have been difficult to respond to the requests of villagers and other rural inhabitants without the support andunderstanding of district authorities.(C7T2P3)总结：小标题与目标段落关键词相似度越高，正确的概率越低（排除本段反复出现的词作为段落标题的现象）2.做题步骤：1）看已给出的答案及文章标题，排除干扰选项，以防错选。