教主雅思阅读真经总纲笔记

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经典雅思阅读笔记共85页文档

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27、只有把抱怨环境的心情，化为上进的力量，才是成功的保证。——罗曼·罗兰
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ቤተ መጻሕፍቲ ባይዱ
28、知之者不如好之者，好之者不如乐之者。——孔子
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29、勇猛、大胆和坚定的决心能够抵得上武器的精良。——达·芬奇
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30、意志是一个强壮的盲人，倚靠在明眼的跛子肩上。——叔本华
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经典雅思阅读笔记
36、如果我们国家的法律中只有某种神灵，而不是殚精竭虑将神灵揉进宪法，总体上来说，法律就会更好。—— 马克·吐温 37、纲纪废弃之日，便是暴政兴起之时。— —威·皮物特
38、若是没有公众舆论的支持，法律是丝毫没有力量的。 ——菲力普斯 39、一个判例造出另一个判例，它们迅速累聚，进而变成法律。 ——朱尼厄斯
40、人类法律，事物有规律，这是不容忽视的。— —爱献生
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26、要使整个人生都过得舒适、愉快，这是不可能的，因为人类必须具备一种能应付逆境的态度。——卢梭

刘洪波-雅思阅读真经

IV. Secrets to Headings
V. Hot Topics 12/01/12 雪崩 Avalanche 12/09/06 吉尔伯特和磁场 Magnetism
V. Hot Topics
12/02/04 奥运火炬 Olympic Torch
12/03/08 飓风 Hurricane
III. How to understand more
《剑桥雅思7》第91页第13题。文章标题：Pulling strings to build pyramids 题型：Summary（总结填空）
题目：In addition, over two thousand years ago kites were used in China as weapons, as well as for sending ………… (NO MORE THAN TWO WORDS) 原文： …And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.
各种跟风
直接抄袭
VI. Coming Next
P.S. Tips for IETLS Candidates
Listening Reading Writing Speaking
Where to find me?
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{雅思阅读真经
主讲嘉宾：刘洪波贵学教育总裁北京雅思学校总校校长建国60年推动中国教育培训功勋人物网易2009中国教育年度大选——教育产业十大领军人物

雅思阅读笔记

雅思阅读笔记seek； pursue； go/search/hanker after； crave； court； woo； go/run after雅思阅读笔记1小时完成40道题,时间非常紧.得7分需做对31～32题.拿到文章后先花2～3分钟浏览每段的第一句话,每篇文章总有1～2题就是第一句话,然后读题,每次2～3题.题目是按顺序出的,若第3题在第2段,则第1、2题答案就在第3题前面找.按题目中的关键词进行查找答案,关键词一般挑名词,如下可作为关键词：国名、人名、数字数量、时间若前面有before/after时,文中往往不会直接出现,会被替换掉、引号内的词、粗体缩写词.答案成正态分布,连续4题答案一样是不可能的.一、T/F/NG题型1、同义替换型包括同义词、同义结构例题：1、Few are more than five years old.Q：Most are less than five years old.出题思路：同义结构2、Frogs are losing the ecological battle for survival, and biologists are a loss to explain their demise.Q：Biologists are unable to explain why frogs are dying.出题思路：同义词当然包括近义词难点：要结合上下文来理解,不能只是对比词汇.3、Tiffany was established in the environment.Q：Tiffany was incorporated into the environment.4、The nature of scientific method is inductive.Q：The scientific method is inductive.答案：1、T 2、T 3、T 4、T2、总结归纳型原则：所见即所得,原文讲的就是答案,不要扩展.例题：1、For example, it has been demonstrated that rapid response leads to a greater likelihood of arrest only if responses are in the order of 1-2 minutes after a call is received by the police. When response times increase to 3-4 minutes——still quite a rapid response——the likelihood of an arrest is substantially reduced.Q：A response delay of 1-2 minutes may have substantial influence on whether or not a suspected criminal is caught.答案：1、T3、内容矛盾型例题：1、A species becomes extinct when the last individual dies.Q：A species is said to be extinct when only one individual exists.2、PVA has been successfully used in United States to provide input into resource potential for using population viability toassist wildlife management in Australia’s forest.Q：PVA has been used in Australia for many years.3、You may qualify for the Common Interest Group system, if you are one of at least ten adults who are travelling together.Q：The Common Interest Group scheme does not apply if there are 11 adults in the group.答案：1、F 2、F 3、F4、范围限定型标志性词：guarantee must only例题：1、Booking in advance is strongly recommended as all Daybreak tours are subject to demand, Subject to availability, stand-bytickets can be purchased from the driver.Q：Tickets must be bought in advance from an authorized Daybreak agent.2、Since the Winter Games began, 55 out of 56 gold medals in the men’s Nordic skilling events have been won by competitors from Scandinavia or the former Soviet Union.Q：Only Scandinavians have won gold medals in the men’s winter Olympics.答案：1、F 2、F5、修饰词不同型例题：1、Frogs are sometimes poisonous.Q：Frogs are usually poisonous.2、Without a qualification from a reputable school or university, it is unlikely to find a good job.Q：It is impossible to get a good job without a qualification from a respected institution.出题思路：unlikely与impossible的词义辨析,unlikely指不太可能,而impossible指不可能.答案：1、F 2、F6、条件不同型原有修饰语起限定作用,题目将其去掉了,使意思明显不同.例题：1、The Internet has often been criticized by the media as a hazardous tool in the hands of young computer users.Q：The media has often criticized the Internet because it is dangerous.答案：1、F7、包含型题目的范围真包含于原文的范围,只是其中的一个部分.例题：1、Our computer club provides printer.Q：Our computer club provides color printer.2、Tourists in Cyprus come mainly from Europe.Q：Tourists in Cyprus come mainly from UK.答案：1、NG 2、NG8、主客观型标志性词：vow/swear aim/goal/purpose例题：1、He vowed he would never come back.Q：He never came back.2、His aim was to bring together, once every four years, athletes from all countries on the friendly fields of amateur sport. Q：Only amateur athletes are allowed to compete in the modern Olympics.答案：1、NG 2、NG9、未知型例题：There are many books on psychology in the library.Q：Alen borrowed some books from the library.答案：NG应试技巧：1、题目中出现“only”一词时,答案只可能是F或者NG,其中F的可能性达95％.2、题目中出现“than”一词时,答案NG的可能性为50％,F和T的可能性各为25%.3、中庸型题目,即有“possibly”、“probably”、“may/might”等词时,答案只可能是T或者NG,其中T的可能性达95％.4、“if”型题目,当出现“if/whether”时,答案往往为if/whether条件下的结果,答案只可能是F或NG,可能性各达50％,关键看那个结果.练习：剑3 P21 18~21、P26 36~39、P40 1~4；剑4 P20 1~8、P48 16~23二、Summary注意：做题前先审清题目,是对全文的还是对文中某一段的.1、填空题型出题原则：1符合顺序原则；2答案一定能在原文中找到,且必须用原文中的词填空；3题目以替换其他词来增加难度.解题步骤：1通读题目或读2~3题；2预判词性和内容；3根据字数限制要求,原文未超过的照抄原文,原文超过了则对原文相关词进行取舍.2、选择题型出题原则：1符合顺序原则,极个别情况除外；2答案一般在原文中找不到,会被替换掉；3题目的词被替换掉.解题步骤：1根据题目信息先猜答案,按顺序为：语法结构、词的用法,一定按此顺序进行,把错误选项先排除；2结合上下文选择.应试技巧：约1/2的答案是在段落的最后一句话中.练习：剑4 P44 1～4、P73 22～26、P77 37～40；剑5 P18 4～7、P28 38～40、P50 28～34、P92 18～23三、Multiple Choice1、单选题1细节题出题原则：符合顺序原则；只考虑细节,不考推理.解题思路：选原文最接近的选项.2举例题现很少考3主旨题解题方法：放到文章最后做,一定要文章每段都看：第一段看第一和最后一句,其他段看第一句话.例：若一篇文章有7段,选项为：A第二段主旨；B第3段第一句话；C第3～6段主旨；D第七段主旨；E第1～2段主旨.则选C练习：剑3 P26 40；剑4 P22 14、P29 37～392、多选题解题方法：一定要看题目,可能就关键词缩小范围,绝对不要全文找,答案是某一两句话的同义替换,每道题目最多涉及一段.练习：剑4 P94 20～23 剑5 P18 1～3四、List of headings题一般题目在前,文章在后,出题思路：考查段落主旨1、单段式解题步骤：1找出主题句,缩小范围；2根据答案间的区别查找文章下文；3排除法.一般每段的主题句为第一、第二句的可能性为70％.若第二句顺着第一句的意思讲或没有转折词,如however/nonetheless/nevertheless/but/yet等的话,第一句为主题句；若第二句出现了转折词,且第二句话的观点与第一句相反,这种可能性为75％左右,这时第二句为主题句,否则还是第一句为主题句.最后一段话是主题句的可能性为10％,段中的可能性为5％,其他情况为没有明显的主题句.练习：剑3 P23 29～33 剑3 P107 28～312、多段式解题思路：每段都要看,每段看主题句,主题句的找法同单段式.练习：剑5 P85 1～3 剑4 P70 14～17五、Matching题1、专有信息配对题出题思路：不符合顺序原则,寻找细节.解题步骤：根据题目和选项的关键词进行定位.2、段落信息配对题出题思路：不符合顺序原则,阅读量大.解题步骤：每段文章的第一句话要读,是先看题目再找文章还是先看文章再找题目,根据段落的长短,如果文章段落较短的可先看文章后找答案,如文章中的段落较长,可先读2～3题,根据关键词进行定位后读文章.考试中一篇文章若同时有这两种题型时,将这篇文章放到最后做,并先做专有信息配对题,再做段落信息配对题.练习：剑3 P123 28～33剑4 P44 5～9 P52 27～40剑5 P22 14～19 P64 5～10 P73 27～31剑6 P18 1～11六、其他题型1、Diagram Completion图表完成题不完全符合顺序原则,先分析图上的信息,根据关键词进行定位.2、Short Answer Questions/Flow Chart/Table Completion/Sentence Completion这四种题型都符合顺序原则,都是寻找细节,先根据题目预判答案的词性和内容,然后根据关键词进行定位.练习：剑4 P25 15～21 剑5 P41 4～8。

【精品】雅思阅读真经

【关键字】精品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此文档是由网络收集并进行重新排版整理.word可编辑版本！。

剑桥雅思阅读课堂笔记

剑桥雅思阅读课堂笔记IELTS Reading（剑4. 5. 6. 7）第1章IELTS中关于阅读文章中是非判断题分析1.1 是非题中关于“only”题的总结（共11题，8F, 2NG , 1T）总结：剑4、5、6中共有“only”题（是非判断）7小题，5题F，2题NG，剑7中共有“only”题（是非判断）4小题3F，1T。

F机率远大于NG及T1.2 是非题中关于比较级的总结（共24题，5F, 12NG, 7T）剑7中比较级考点（是非判断）共计4小题1F，2NG，1T剑4.5.6比较级考点（是非判断）共计20小题，6T，10NG，4F总结：NG＞T＞F1.3 是非判断题中同级比较（the same …as…）(…as well as…)的总结剑4.5.6共计the same …as题4道2T，1NG，1F剑7共计2题同级比较，1T，1 F总结: 剑4.5.6.7 阅读真题中同级比较考点无规律可循1.4 剑桥IELTS阅读文章中是非判断题解决方法1、是非判断题的出题顺序与其在原文中定位句（处）的顺序是一致的，所以做此类题时必须有方向感，即Q1题在文中定位要在Q2前边，Q2题在原文中定位句要在Q3原文定位处前边……例如：剑5，P23，T1P2Q26 题目中独特定位词为sociobiology，在 para.F 和para.I中都出现了，第一次出现是在Q25题原文定位处的前面，第二次出现在Q25题原文定位处的后面，因为Q25与 Q26两题具有顺序性，所以Q26题的答案应在原文 Q25题原文定位处的后面的para.I中定位，而不是在Q25题原文定位处的前面的para.F找答案。

注意：此规律内容并非绝对，但基本成立。

2、剑桥IELTS是非判断题基本上是考查原文中连续段落，即几个是非判断题在原文中的定位处是几个连续顺序的段落，或这些是非判断题集中于原文某一个或某两个段落，但无论是何情形，定位处（句）仍旧是按顺序的。

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。

阅读真经的整理

阅读真经的整理所有雅思阅读考试只有一种命题方式-----同意替换（Paraphrase）-----刘洪波《阅读机经整理》1.雅思阅读为什么要考7分中国考生写作差全球共性，口语差中国特性。

在国外四个7比较好。

三个6一个7换算成6.25为6.5！2.雅思阅读如何读得快no sound, 眼睛离书本远一点，单词进入研究多一点。

（物理疗法）读得懂的请读慢一点，读不懂的读快一点甚至跳过，自动调整阅读速度。

3.阅读方法文章一遍读完所有题目做完先做细节题，后做自然段中心思想题！heading&TFNG题要先做细节题，不一定按题号顺序。

根据题型选择做题顺序。

like hand down易如反掌4.所有题的题干中每一个单词必然来源于原文coin （first used）铸造；硬币。

高手与低手的差别：（看懂原文与题干的同义词对应）。

勾画原文中与题干的同义词！在雅思原文上作出思考的笔记。

任何一本剑桥雅思都是老题，价值在于难度与真题一样。

雅思考试：成绩可信赖，连续性。

无招胜有招5.TFNG&Heading题型西方讲究individual！讲自己的观点，用数据事实说话，不要别人的观点。

①：T 概率最高，首题不选NG，末题不选F。

首题对应文章前部分，最后一题NG比较高。

T3种出题题型：所有同义词改写80%是这种题，上写文总结归纳，文章中不同两句话前后照应的进行总结。

F2种出题题型：反义词设计，关系型驳斥（偷换主语之类）。

NG2种出题题型：出在原文中不相关联位置。

F题直接强烈的感觉，NG是一种可能性。

②Heading题：选上不选下（相邻两段都有某个意思时，选上不选下，因为每段都有承上启下句）读完某一自然段＋下自然段首句选中心思想。

雅思阅读：词汇（内功）＋招数＋实战＋机经(对方招数)阅读和听力旧题带新题----------------------------------------------分-----------------------------------------------------------------------------------割-----------------------------------------------------------------------线------------------------------------------《雅思阅读真经总纲》第2回阅读先看题，定位快寻觅真题的顺序：顺序1，各题型按原文顺序安排（＜50%）；顺序2，乱序组合。

刘洪波雅思阅读词汇总结

刘洪波雅思阅读词汇总结雅思阅读备考中我们需要积累大量的词汇，来帮助我们更好的理解文章内容。

今天小编为大家准备的是刘洪波雅思阅读词汇，大家可以参考一下。

希望各位考生能找到适合自己的词汇记忆方法，帮助我们扩大词汇量。

刘洪波雅思阅读词汇总结atmosphere n. 大气, 气氛，空气, 格调, 情趣, 气压hydrosphere n. 水圈, 水界, 水气lithosphere n. 岩圈,地壳core n.中心，核心，精髓; 果心，果核; [地质学]地核; [计] 磁心 vt.去(果)核，挖去…的果心; 提取岩芯(样品)mantle n. 斗篷, 覆罩之物, 罩子 v. 罩住, 覆盖, 脸红crust n. 外壳,坚硬的外壳,面包皮 vt. 盖以硬皮 vi. 结硬皮magnetic adj. 有磁性的,有吸引力的,催眠术的gravity n. 地心引力,重力,严重,庄重,严肃plate n. 碟,盘,金属板,板块 vt. 镀金,电镀,为...制印版,, 给...装钢板,用金属板固定drift n. 漂移,漂流物,观望,漂流,吹积物,趋势 vi. 漂移,漂流,吹积 vt. 使漂流,把...吹积crack vt.破裂，打开; (使…)开裂; 说(笑话); 开瓶 vi.断裂，折断; 碎裂声，爆裂声; 镜子破裂了; 失去控制，衰退 n.裂缝; 试图; 缝隙; (可听到响声的)重击 adj.训练有素的; 技艺高超的; 优秀的; 一流的trigger vt. 引发，引起;触发 vi. 松开扳柄 n. 扳机;[电子] 触发器;制滑机flaw n. 缺点,裂纹,瑕疵,突然的狂风天气 vi. 变得有缺陷 vt. 使破裂interact vi. 相互作用,相互影响absorb v. 吸收,吸引...的注意,使全神贯注melt n. 熔化,熔化物 vt. &vi. 熔化,溶解, 软化, 渐渐混合thaw n. 融雪 v. 使融解, 暖和dissolve vt. 消除,解散,使溶解,解决(问题),使沮丧 vi. 消散,溶解, 解散, 液化,变得模糊 n. 叠化画面release n. 释放, 让渡, 发行 vt. 释放, 让与, 准予发表, 发射accumulate vt. 积聚,累加,堆积 vi. 累积decompose vi. &vt. 分解 vt. 腐烂volcano n. 火山erupt v. 爆发magma n. 岩浆，糊剂lava n. 熔岩, 火山岩tsunami n. 海啸tidal adj. 潮的, 有关潮水的hurricane n. 飓风,飓风般猛烈的东西 adj. 有防风罩的tornado n. 飓风,旋风,龙卷风typhoon n. 台风earthquake n. 地震avalanche n. 雪崩glacier n. 冰河, 冰川fertile adj. 肥沃的,能繁殖的 n. 多产,肥沃fertilizer n. 肥料barren adj. 不育的, 贫瘠的drought n. 干旱famine n. 饥荒, 极度缺乏flooding n. 泛滥, [医]产后出血 adj. 泛滥的动词flood的现在分词形式arid adj. 干燥的, 不毛的 adj. 枯燥的，无趣的acid adj. 酸的 n. 酸, 酸味物质ozone n. 臭氧, 新鲜空气layer n.层，层次; 膜; [植]压条; 放置者，计划者 vt.把…分层堆放; 借助压条法; 生根繁殖; 将(头发)剪成不同层次 vi.形成或分成层次; [植]通过压条法而生根photosynthesis n. 光合作用greenhouse n. 温室, 暖房phenomenon n. 现象, 非凡的人或事物carbon n. 碳,灯芯,复写纸sulfur n. 硫 vt. 用硫处理液化nitrogen n. 氮hydrogen n. 氢oxygen n. 氧,氧气dioxide n. 二氧化物pollutant n. 污染物质pollution n. 污染, 污染物toxic adj. 有毒的 n. 有毒物质devastate vt. 毁坏,使震惊deteriorate vt. (使)恶化 vi. (使)恶化, 瓦解, 衰退aggravate vt. 使...恶化,使...更严重 vt. [口]激怒contaminate vt. 弄脏,污染erode vt. 腐蚀,侵蚀 vi. 受到侵蚀degrade vt. 贬低;使……丢脸;使……降级;使……降解 vi. 降级，降低;退化upgrade vt. 提高(上升,浓集,加强) n. 提高(上升,浓集,加强)recycle vt. 使再循环,再利用,再制 vi. 循环 n. 再循环conservation n. 保存, 防止流失, 守恒, 保护自然资源conversation n. 会话,谈话ecosystem n. 生态系统eco-friendly adj. 对生态环境友好的，不妨害生态环境的sediment n. 沉淀物deposit vt. 存放, 堆积, 使沉淀 vi. 沉淀 n. 存款, 定金, 堆积物petroleum n. 石油petrol n. 汽油gasoline n. 汽油fume n. 臭气, 烟, 激怒 v. 熏, 冒烟smoke n. 烟, 无常的事物, 抽烟 v. 吸烟, 以烟熏, 冒烟fog n. 雾, 朦胧, 喷雾, 迷惑 vt. &vi.以雾笼罩, 使模糊, 迷惑smog n. 烟雾solar adj. 太阳的,太阳能的lunar adj. 月亮的,阴历的,银的calendar n. 日历,月历,日程表 vt. 进入日历radiation n. 辐射,放射线ultraviolet adj. 紫外线的 n.紫外线thermodynamics n. 热力学extinction n.熄灭; 消灭，灭绝; 废除; [物]消光，自屏，衰减extinct adj. 灭绝的,熄灭的 n. 消灭,熄灭catastrophe n. 大灾难,大祸,彻底失败disaster n. 灾难endanger vt. 危及，危害jeopardize vt. 危害,使受危困,使陷危地habitat n. (动植物的)产地,栖息地habit n. 习惯，习性;嗜好 vt. 使穿衣deforestation n. 森林开伐, 滥伐森林desertification n. (土壤)荒漠化, 沙漠化dessert n. 甜食vegetation n. 植物,草木,(植物)生长vegetarian n. 素食者 adj. 素食的log n. 记录,圆木,日志,计程仪 vt. 伐木,切,记录,航行,度过(时间) vi. 采伐logo n. 图形,商标,标识语dune n. 沙丘dust-storm n. 尘暴, 大灰尘delta n. (河流的)三角洲granite n. 花岗岩;坚毅;冷酷无情clay n. 粘土,泥土mechanism n. 机制,原理，机械,机构,结构dump n. 垃圾场,堆放处 vt. 丢弃,抛售,导出 vi. 骤降,扔垃圾landfill n. 垃圾堆reclaim v. 开垦, 纠正, 收回circulation n. 流通,循环,发行量,消息传播precipitation n. 坠落, 沉淀, 凝结; 冰雹evaporation n.蒸发(作用)meteorology n. 气象学, 气象状态Celsius adj. 摄氏的Fahrenheit adj. 华氏的 n. 华氏温度计longitude n. 经度latitude n. 纬度，界限,自由选择权altitude n. 高度,海拔,高地attitude n. 态度, 看法, 姿势equator n. 赤道Arctic adj. 北极的,极寒的 n. (首字母大写时)北极圈,北极地方Antarctic adj. 南极的 n. 南极洲, 南极圈border n. 边缘 vt. 作...之疆界,加边tropical adj. 热带的, 炎热的, 热带植物的temperate adj. 温和的, 适度的, 有节制的mild adj. (烟、酒)味淡的,轻微的,温柔的,文雅的frigid adj. 寒冷的, 死板的，(指女性)性冷淡的freeze v. 冻结, 冷冻, 僵硬 [计算机] 冻结irreversible adj. 不可逆转的inevitable adj. 不可避免的, 必然(发生)的feasible adj. 可行的,可能的viable adj. 能生存的,可行的,能居住的的opt vi. 选择,决定做某事option n.选择(的自由); 选项; 选择权; 选择能力vt.得到或获准进行选择; 调动球员prioritize vt. 把 ... 区分优先次序prior adj. 更重要的, 较早的, 在先的 adv. 居先 n. 小修道院院长; 大修道院副院长priority n. 优先权, 优先顺序, 优先attribute n. 属性, 特征; 标志, 象征 vt. 归于, 属于雅思阅读真经总纲刘洪波编著内容笔记阅读分为四种题型1、单词题(最简单：summary,流程图，填空，填句)2、句子题T/F和选择(中等难度：判断题和选择题)3、段落题Heading题(最难的，归纳中心思想)4、匹配题Matching题(有诀窍，并不难)前两种直拳，第3种还我漂亮拳，第4种面目全非掌无标题的文章很可能出标题题：末段+大意(把题干读一遍)!!雅思文章首段不是最重要段落，末段和第二段才是最重要的防盗版内容：Before群里去背单词During 助教讲部分内容After 模考如何提升阅读速度1扩大视距：把单词变为意群，不要默读2跳读和变速：重点读认识的单词，读得懂的读慢，读不懂的读快题干3类词汇如果任意打开一篇题干13道题不认识的有3个及以上，阅读词汇需补充三大类：主题词不认识没关系模板词如account /reference/ mention在阅读题干中就是“描述”之义，毫无意义，不需要去特别记(拿任何一本剑桥，把题干中所有不认识的词记下来)考点词如resemble考点词真经很重要，要背3类关键词Keywords问题:正确读题方法一定要慢且2遍找到Keyword 解题，不用再读题干三大类：眼球级朴素级普通动词、名词、形容词逻辑关系词并列(重大考点)、转折、因果总纲标注法：(做真题时做这个工作)画出题干和原文所有对应之处(同义替换)要用此法做真题练习精细理解力句子题段落题匹配题为什么不要精读?而要快速阅读和对比阅读首先就要背考点词，才能敏感地找到同义替换按总纲标注法做文章填空题考察的不是空格而是空格前后的同义替换如果找不到替换，关键词的本行和上下行，找不认识的词。

刘洪波阅读真经重点词汇

刘洪波阅读真经重点词汇（实用版）目录一、刘洪波阅读真经概述二、重点词汇的分类和特点三、如何有效地使用刘洪波阅读真经重点词汇四、总结正文一、刘洪波阅读真经概述刘洪波阅读真经是一本针对雅思阅读考试的辅导书籍，内容涵盖了雅思阅读的各种题型和解题技巧。

这本书最大的特点是将词汇按照主题场景进行分类，方便考生根据词汇出现的场景进行记忆和应用。

此外，书中还配有思维导图和图片，有助于考生更好地理解和记忆词汇。

二、重点词汇的分类和特点刘洪波阅读真经中的重点词汇主要分为以下几个类别：1.主题场景词汇：这些词汇是按照主题场景进行分类的，例如自然地理、植物研究、动物保护、太空探索等。

每个章节都配有国图文，可以很好地帮助考生理解和记忆。

2.考点词：这些词汇是在雅思阅读文章中经常出现的词汇，掌握这些词汇有助于提高阅读速度和理解能力。

3.核心词：这些词汇是雅思阅读文章中至关重要的词汇，对理解文章意义起到关键作用。

三、如何有效地使用刘洪波阅读真经重点词汇要想有效地使用刘洪波阅读真经中的重点词汇，建议考生采取以下几种方法：1.结合真题进行学习：在学习重点词汇时，可以结合剑桥雅思真题进行学习，这样可以更好地了解词汇在实际考试中的应用。

2.制定学习计划：根据自身的实际情况，制定一个合理的学习计划，每天学习一定数量的词汇，并进行复习巩固。

3.多做练习：通过做题，提高自己对词汇的理解和应用能力，加深对词汇的记忆。

4.利用思维导图和图片：利用书中的思维导图和图片，帮助自己更好地理解和记忆词汇。

四、总结刘洪波阅读真经是一本针对雅思阅读考试的辅导书籍，其中重点词汇部分将词汇按照主题场景进行分类，方便考生记忆和应用。

刘洪波阅读真经重点词汇

刘洪波阅读真经重点词汇【实用版】目录1.刘洪波阅读真经的概念与作用2.刘洪波阅读真经的重点词汇分类3.如何有效地使用刘洪波阅读真经提高词汇量4.刘洪波阅读真经的优点与局限性正文刘洪波阅读真经是一本针对雅思阅读考试的辅导书籍，旨在帮助考生提高阅读理解能力。

其中，重点词汇是这本书中的一个重要部分。

这些词汇是根据雅思阅读文章的主题和内容，以及考试常见的题材和题型而筛选出来的。

掌握这些重点词汇，对于提高阅读速度和准确率有着至关重要的作用。

刘洪波阅读真经中的重点词汇可以分为以下几个分类：1.基础词汇：这些词汇是英语学习中的基础，如数词、介词、连词等。

虽然它们在文章中的作用可能不那么显著，但是掌握这些词汇对于阅读理解能力的提高有着重要的作用。

2.常见名词：这些名词是雅思阅读文章中经常出现的，如人名、地名、组织机构名等。

熟悉这些名词，可以帮助考生在阅读文章时更快速地理解文章的内容。

3.话题相关词汇：这些词汇是针对雅思阅读文章的主题和内容而筛选出来的。

掌握这些词汇，可以帮助考生更好地理解文章的主题和内容。

4.题型相关词汇：这些词汇是根据雅思阅读考试的题型而筛选出来的。

熟悉这些词汇，可以帮助考生在应对不同题型时更快速地找到答案。

那么，如何有效地使用刘洪波阅读真经提高词汇量呢？首先，考生可以每天阅读一定量的刘洪波阅读真经中的词汇，通过反复阅读来加深对这些词汇的印象。

其次，考生可以通过记忆词汇的词义、词性和例句来更好地理解这些词汇。

最后，考生可以通过练习阅读理解题来检验自己对这些词汇的掌握情况。

总的来说，刘洪波阅读真经是一本很有帮助的词汇辅导书籍。

通过掌握其中的重点词汇，考生可以提高自己的阅读理解能力，从而在雅思阅读考试中取得更好的成绩。

然而，这本阅读真经也存在一些局限性，比如词汇量有限，不能完全覆盖雅思阅读考试的所有词汇。

雅思阅读笔记

阅读笔记一、List of Headings（段意匹配）1、题目特点：（1）唯一出现在文章前面的题（2）标题通常有剩余（3）并非原文中每一段都有匹配（4）标题与段落一一对应2、解题思路：（1）确认有待匹配的段落（2）画出标题中的核心词（3）重点阅读各段首、末两句，快速扫面其余文字，预判大致含义（4）通过“核心词”+“标题含义或结构”的方法确认答案3、题型总结：（1）对于A of B、A to B、A for B结构的标题，核心词画B（2）若标题中上述结构B位置的单词大面积雷同，改为画A（3）对于“adj.+n.”结构，核心词画名词（4）对于“v.+n.”结构的标题，核心词画名词（5）若标题中有可数名词复数，段落中应有原词、同义词和罗列的形式与之对应（6）介词（引导状语部分）前后的名词应作为核心词（7）并列结构中的名词应作为核心词（8）若标题是句子，主语和宾语应作为核心词（9）核心词出现在段落中，是该标题成为段落大意的前提条件（排除法的使用依据）（10）抽象概括的小标题要加倍留心（通过排除法）（11）含有相同特殊性的段落与标题之间的匹配是正确的（12）转折联词后的内容绝对不能放过yet/but/however/whereas/nevertheless（13）含有“总—分”结构段落中“分”说部分核心词的标题一定不能选（14）含有段落“上镜率”高的单词的标题是该段的大意二、Summary（总结摘要）1、题目特点：（1）考查范围：部分与全文（2）题目顺序与原文一致（3）答案多为名词性原词重现2、解题思路：（1）明确阅读范围和答案的字数限制（2）划出每道小题中的定位词，并判断空格处的词性（3）通过定位词所在原文内容，并结合词性确定题目的最终答案Summary（with choices）1、题目特点：（1）考查范围分两种：部分与全文（2）题目顺序与原文内容相一致（3）答案原词重现与同义替换的混搭2、解题思路：（1）明确阅读范围和选项的使用次数（2）辨别选项词性，分析选项语义关系（3）画出每道小题的定位词，并结合选项判断空格处的词性（4）通过定位词在原文内容及选项，确定题目的最终答案3、题型总结：（1）在不超过数字限制的情况下，尽可能保留修饰、限定作用的成分（2）如果字数超限，从左向右依次删（3）对于空格处的词性判断要做到“瞻前顾后”（4）通过对生词词性及其在句中的成分的判断有助于最终答案的确定（5）对于题目内在逻辑关系的分析不仅可以更高效的划分定位词，还能更准确地把握答案的词性和词义（6）对于特征格外明显的题目可采用非常规的做题方法或答题顺序（7）对于答案范围不明显的题目可依据顺序原则：“掐头去尾”把控范围（8）a或the引导答案时，其本身就可以用于定位环节（9）注意选择类总结摘要题的干扰项形式，尤其注意近义词（10）确定选项可以被多次使用的唯一标识是“NB”三、Multiple Choice（选择题）1、题型特点：（1）考查类型：单选（细节与主旨题）和多选（细节）（2）题目顺序与原文内容相一致（主旨题不存在顺序问题）2、解题思路：（1）画出题目中的定位词（2）回原文查找有定位词出现的地方（3）边看该处文字，边看选项（4）选择与题意相符的最佳答案3、题型总结：（1）定位词有时可来自于选项（2）题意是判定选项“最佳性”的唯一标准（3）注意观察、分析选项间的异同性（4）细节、微观的选项是单选主旨题的常见干扰项四、Matching（搭配题）1、题型特点：（1）考查类型：人物类（说与做）和事物类（内容与属性）（2）选项可能会被多次使用（多次使用条件：题目个数大于选项个数、NB）（3）题目的本质是单选（4）题目不遵循顺序性原则2、解题思路：（1）明确选项的使用次数（2）选取并画出定位词（3）将原文扫读一遍，用不同的符号将各类定位词标注出来（4）仔细阅读每类定位词周围的文字，通过同义表述选出最终的答案3、题型总结：（1）通常情况下，在题目与选项两者间个数较少的一方划分定位词（2）如果出现有专业术语，应以其作为定位词（3）如果出现动宾结构，可通过谓语动词将题目或选项区分为“说”类和“做”类，使解题更具有针对性（4）人物类搭配题在原文中的呈现方式：full name, family name, 引号，代词（5）若定位词在原文中出现的次数差异明显，可按照“由少到多”的顺序来做题（6）通过题目或选项中熟识的单词即可完成排除法的使用五、TRUE/FALSE/NOT GIVEN（判断题）1、题型特点：（1）整体句义（2）顺序一致（3）细节微观2、解题思路：（1）画出题目中的定位词（2）依据定位词是否出现进行初步判断①若所有画的定位词都没出现，选NOT GIVEN②若有定位词出现，参看“解题步骤3”（3）依据定位词所在内容进行二次分析①原文中有对应信息，且文字内容方向一致甚至相同，选YES/TRUE②原文中有对应信息，但文字内容方向相反或矛盾，选NO/FALSE③原文中没有或有部分对应信息，选NOT GIVEN3、题型总结：（1）答案必须大写全拼，但要注意两种书写方式（2）是非的判断是建立在一件事的基础上（3）不同的两件事只能选NOT GIVEN（4）如果只有三道小题，通常会有一道NOT GIVEN （5）无论多少道小题，NOT GIVEN最多两道。

教主雅思阅读真经总纲笔记

教主雅思阅读真经材料主要是剑789阅读分为四种题型1、单词题（最简单：summary,流程图，填空，填句）2、句子题T/F和选择（中等难度：判断题和选择题）3、段落题Heading题（最难的，归纳中心思想）4、匹配题Matching题（有诀窍，并不难）前两种直拳，第3种还我漂亮拳，第4种面目全非掌无标题的文章很可能出标题题：末段+大意（把题干读一遍）！！雅思文章首段不是最重要段落，末段和第二段才是最重要的！！！防盗版内容：Before群里去背单词During 助教讲部分内容After 模考如何提升阅读速度1扩大视距：把单词变为意群，不要默读2跳读和变速：重点读认识的单词，读得懂的读慢，读不懂的读快题干3类词汇如果任意打开一篇题干13道题不认识的有3个及以上，阅读词汇需补充三大类：主题词不认识没关系模板词如account /reference/ mention在阅读题干中就是“描述”之义，毫无意义，不需要去特别记（拿任何一本剑桥，把题干中所有不认识的词记下来）考点词如resemble考点词真经很重要，要背3类关键词问题:三大类：眼球级朴素级普通动词、名词、形容词逻辑关系词并列（重大考点）、转折、因果总纲标注法：(做真题时做这个工作)画出题干和原文所有对应之处（同义替换）要用此法做真题练习精细理解力句子题段落题匹配题为什么不要精读？而要快速阅读和对比阅读首先就要背考点词，才能敏感地找到同义替换按总纲标注法做文章填空题考察的不是空格而是空格前后的同义替换如果找不到替换，关键词的本行和上下行，找不认识的词。

（词汇量低合适）如果几个词都对，选最具体的Sth. Is valued greatly所以先做细节题，再做heading题（细节题包括summary填空题、T/F题、选择题）两种题后做:matching和heading千万不要为了一道题，去再次看全文多选题Factors contributing to /contributing factors多选一定原文是并列，肯定在某一段落里，不可能在全文并列T/F/NG题一般一套题有12个这样的题T题：70%有三组以上的同义替换。

2018年7月雅思阅读重点笔记整理(4)

2018年7月雅思阅读重点笔记整理（4）今天三立在线教育雅思网为大家带来的是2018年7月雅思阅读重点笔记整理（4）的相关资讯，备考的烤鸭们，赶紧来看看吧！九、电影学习推荐1.看生活片，看三遍才能有提高第一遍：打开中文字幕，看懂情节第二遍：关掉字幕，练听力第三遍：打开英文字幕，摘抄好句型推荐Forrest Gump, Pretty Women, BJ单身日记，初恋50次，我最好朋友的婚礼，Sleepless in Seattle十、homework(一)机经、预测多看文章背景描述，不要背答案(二)泛读1.内容(一定要看special report,top story),(today’s news),(看科学类文章)，(难度略高于IELTS，每天看10min，如有讲义上题材认真看。

其他看自己有兴趣的)2.如何泛读把握文章结构大意，留意难句理解，一遍足够(三)精读1.四步(1)快速泛读一遍(2)看错题(3)背单词(结合文章)(4)重读文章并理解难句2.内容P10,13,15,18,68,106,131,171,135,139,155,163,167,170 要对数字敏感十一、复习计划(一)考前一个月第一周：每天2篇精读(30’/篇)第二周：复习讲义、笔记，IELTS 2另两套题(G类也做)第三周IELTS 3(4套A类阅读)，单词(自己熟的书)，语法第四周IELTS 4(4套题)+全攻略考前：周五早1000~1100做IELTS 第3套题不能休息和偷懒，找一个做体平衡点去无忧雅思网刊最近考了哪6篇文章(二)两个月后考试IELTS 3精练(2遍)，IELTS 4考前做，雅思阅读真经长期：词汇、语法(系统看)如上就是三立网课教育小编为大家带来的2018年7月雅思阅读重点笔记整理（4）的相关资讯，掌握最新雅思资讯，敬请关注（三立在线教育雅思网）更多雅思考试资讯以及备考资料免费领！。

雅思阅读真经

雅思阅读真经引言雅思考试中的阅读部分对于考生来说是一个相对较难的部分。

考生需要在有限的时间内阅读并理解一篇长文，并回答相关的问题。

在备考过程中，掌握一些阅读技巧和策略是非常重要的，可以帮助提高考生的阅读效率和得分。

本文将介绍一些雅思阅读的真经，包括一些建议和技巧，帮助考生更好地应对雅思阅读部分的挑战。

提前预览在做每一篇阅读之前，考生可以先进行一次预览。

预览可以帮助考生对文章的结构和内容有一个大致的了解，从而更有针对性地阅读和理解文章。

预览的步骤可以包括：1.阅读文章标题和每段的主题句，了解文章的整体结构；2.浏览文章中的图表、图像、标题和粗体字，获取文章的重点信息；3.预估可能会出现的问题类型，例如细节题、推理题、词汇题等。

通过提前预览，考生可以快速地获取文章的主要信息，并更有方向地进行后续的阅读。

理解关键词在阅读过程中，理解关键词是非常重要的。

关键词通常是文章中的重要概念、主题词或专有名词。

考生在遇到关键词时，应该做到：1.认真阅读关键词所在的句子或段落，确保理解其意义；2.注意关键词的单复数形式、时态和其他语法变化；3.在答题过程中，将关键词与题目中的关键词进行对照，确保回答正确。

通过理解关键词，考生可以更准确地回答问题，避免因为对关键词的理解不准确而导致错误。

利用上下文线索阅读过程中，文章中的上下文线索可以提供对于某个词语或句子含义的暗示。

考生可以通过注意文章中的上下文相关词语、解释性语句和观点转折等信息，来理解文章中难以理解的内容。

在答题过程中，考生可以根据上下文线索来判断某个词语的含义、某段文字的作者态度等，并根据这些信息来回答相关问题。

多做练习为了提高阅读能力，考生需要进行大量的练习。

练习可以帮助考生熟悉雅思阅读的题型、提高阅读速度、培养答题的技巧。

在做练习时，考生可以：1.定期完成一些模拟试题，从中了解自己的薄弱环节；2.注意错题的和复习，弄清楚错误的原因；3.多读一些雅思范文、专业文章或英文报纸，积累词汇和阅读技巧。

刘洪波雅思阅读真经总纲学习笔记

一、做题顺序1.看文章标题2.看文章后题型分布组合段落中心题和匹配题后做，先做细节题。

注意不同题型间交叉混合节题3.定位词（中心体和匹配题除外）画出题型中前两道题目中的定位词（1）特殊词汇：数字、大写、特殊符号、长相怪异词（2）朴素词汇：简单具体词（3）逻辑词汇：重要语法结构：并列、因果、转折对比4.回到原文阅读查找，边读边做5.匹配题出现，画出题型中所有题目定位词，打包记忆查找6.除匹配题型内部乱序外，其余题型内部大部分按顺序出题二、同义替换1.同义词替换手法同义词设计、双重反义词、对原文思想归纳总结三、填空题技巧1.选词填空完成摘要定位：题目给出位置若为第二种题型，对应1-3自然段最后一种题型，对应末尾1-3自然段首句中Keywords的定位空格前后单词，特别是动词和名词，特别注意这两块在原文中的同义词替换。

词性：n80% v10% a, ad, num10%注意：大多数顺序，有可能出现1-2倒序。

注意and并列结构，前后信息可调换。

一个summary题型会设置1-2难题空格答案可能需要变换原文单词的词性答案常是高难词或生词重点考察空格前后单词对原文中同义词理解。

2.从单词列表中选词填空完成摘要读懂3.原文选词填空完成句子4.原文选词回答问题Who找人名，where找地名，when找时间，how，why找due to，thanks to，based on，by等介词后名词，what找名词。

四、判断题1.方法(1)末题少驳斥，首题少NG（仅用于蒙题时使用）(2)放慢速度读懂题目(3)90%顺序，一次读两题记忆两道题的keywords(4)题目中出现only，all，most，first，比较级，最高级，比较结构morethan，数字，因果关系等，这些词是该题考点2.True命题规律（1）对原文一句话的同义替换（2）对原文相邻两个句子或同一自然段中上下文信息的归纳总结（3）对原文不同自然段中信息归纳总结3.False命题规律（1）反义词（2）关系型驳斥4.Not given命题规律（1）根据原文无法确定，或者题目描述是原文的一种可能性（2）题目陈述句中前或后的信息原文没有提及，大多是具体名词：（3）题目中描述的关系原文没有提及五、段落题1.最后做2.中心句对应法（1）自然段首句总结（2）自然段首句设问（3）举例前的观点句eg. Blablabla. For example, blablabla...（4）转折词所在句子（5）强调句型或有强调语气词所在的句子（6）起定义功能的句子（7）下一自然段首句六、匹配题1.句子信息与段落匹配（1）画出所有题目中的keywords，短暂记忆（2）看下一题型，记忆下一题型中题目keywords（3）回原文从首段开始阅读，阅读中优先做其他题型在该段落中的题目最后做该段落和句子信息匹配（4）只要某段落中有某题目中keywords的同义词出现，即可确认选择。

【参考文档】雅思阅读技巧和重点笔记整理(一)-范文模板 (2页)

【参考文档】雅思阅读技巧和重点笔记整理(一)-范文模板
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雅思阅读技巧和重点笔记整理(一)
一、体裁：说明文两篇，议论文一篇，涉及政治、种族、宗教类的体裁不考。

二、核心思路
define keywords scanning understanding
l keywords :题干中出现的人名、地名、时间、专有名词、数字、斜体字、连字符、所有格 s 、长相怪异的词或词组。

2 原则：唯一快速大到小定位
3 把握文章结构
三、 reading methods
1. 用20秒通览3个 passage ，分配做题时间
2. 从第1篇文章开始： titlequestion types
读题目：1~2分钟，通览文章：7~8分钟，做题：10~12分钟
3. 如何阅读：通览文章7~8分钟重点读首句，其他快速浏览
四、 reading factor
1. vocabulary : CET -4 4200 CET -6 5500 IELTS 7000
2. grammar : 非谓语动词和从句
3. reading habits
no sound :也不能默读，3~5个词/意群
如何克服默读的习惯。

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