雅思阅读难点解析之“剑桥真题系列”

剑桥雅思阅读真题答案：Question1—8：Y、N、Y、NG、Y、Y、N、YQuestion9—12：H、F、A、CPassage1整体分析体裁说明文题材语言学主题介绍两个语言学派的观点和态度段落概括第一段背景介绍：语言的普及性导致人们容易对其持有不同的看法第二段语言在社会各方面的影响第三段语言学派“规范主义”的观点第四段规范主义依赖于严格的语法规则及其目的第五段另一个语言学派“描写主义”的观点和态度第六段两个学派的现状及他们对彼此的误解雅思阅读重点词汇第一段objective adj.客观的debate n.争论，辩论linguistic adj.语言的，语言学的deteriorate v.衰退；恶化，变坏第二段criticise v.批评，批判social status社会地位exempt adj.被免除的，被豁免的identity n.身份；同一性第三段prescriptivism n.规范主义literature n.文学deviation n.背离be imposed on被强加于……之上adherent n.追随者第四段principle n.原则chaos n.混乱reliance n.依赖avoid v.避免beneath prep.在……之下dispute n.争论accurately adv.准确地，精确地alternative n.供代替的选择第五段motivate v.激发variation n.变化，改变第六段opposition n.反对valid adj.有效的advocate n.提倡者，支持者logic n.逻辑analysis n.分析diversity n.多样性halt v.停止，阻止original adj.最初的；独创的legislation n.立法；法律extreme adj.极端的考题精解Questions 1-8题型：判断题YES/NO/NOT GIVEN解析：判断题一般都是有顺序的，确定了第一道题的原文定位后，可以向后查找其他题目的答案。

2019年剑桥雅思6阅读难点解析：Test 3-优秀word范文本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==剑桥雅思6阅读难点解析：Test 3剑桥系列真题 VI 中的 List of Headings ，段落标题配对题的比例呈明显上升趋势。

Cambridge IV V 各有两篇文章有该题型，而且各自只有9道和7道。

而《剑六》共有5篇文章包含该题型，一共28道题目。

这对广大考生无疑形成了不小的难度，烤鸭们需要加强对段落主旨的把握能力。

在雅思阅读的主流题型中，是非无判断题、小结填空题、简答题、标题配对题、其他配对题和多项选择题的前三种题型属于技巧题，后两种属于考核语言实力题。

《剑桥六》四套留学类阅读试题的题型分配比例是：判断题45道，主观题36道，标题配对题28道，其他配对题40道，选择题11道。

Cambridge VI 体现出的趋势是判断题仍然属于主流题型，但是其比例较Cambridge V 略有下降。

剑 VI 仍然把判断题作为数量最多的一种题型. 而配对题比例已经有所上升， Cambridge VI 中的配对题是最多的。

这恰与09年全年的考试趋势吻合，这会对语言功底相对薄弱的考生造成一定的障碍。

在主观题中， Summary 题型大多数都是针对全篇文章的摘要，而且题量很大，有一定难度。

虽然所占比例略有下降，但因为有一定难度系数，很多考生还是会心生畏惧。

而在无论是是非无判断题还是其他细节考核题目中，解题方式也更趋实力化，即需要一些体现实力的更客观，更理性的良好的阅读习惯跟方法，才能更正确地获得答案。

下面举例说明。

剑桥雅思阅读7原文难度解析(test3)为了帮助大家更好地备考雅思阅读，下面小编给大家分享剑桥雅思阅读7原文翻译及答案解析(test3)，希望对你们有用。

剑桥雅思阅读7原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Ant IntelligenceWhen we think of intelligent members of the animal kingdom, the creatures that spring immediately to mind are apes and monkeys. But in fact the social lives of some members of the insect kingdom are sufficiently complex to suggest more than a hint of intelligence. Among these, the world of the ant has come in for considerable scrutiny lately, and the idea that ants demonstrate sparks of cognition has certainly not been rejected by those involved in these investigations.Ants store food, repel attackers and use chemical signals to contact one another in case of attack. Such chemical communication can be compared to the human use of visual and auditory channels (as in religious chants, advertising images and jingles, political slogans and martial music) to arouse and propagate moods and attitudes. The biologist Lewis Thomas wrote, ‘Ants are so much like human beings as to be an embarrassment. They farm fungi, raise aphids_as livestock, launch armies to war, use chemical sprays to alarm and confuse enemies, capture slaves, engage in child labour, exchange information ceaselessly. They do everything but watch television.’However, in ants there is no cultural transmission —everything must be encoded in the genes — whereas in humansthe opposite is true. Only basic instincts are carried in the genes of a newborn baby, other skills being learned from others in the community as the child grows up. It may seem that this cultural continuity gives us a huge advantage over ants. They have never mastered fire nor progressed. Their fungus farming and aphid herding crafts are sophisticated when compared to the agricultural skills of humans five thousand years ago but have been totally overtaken by modern human agribusiness.Or have they? The farming methods of ants are at least sustainable. They do not ruin environments or use enormous amounts of energy. Moreover, recent evidence suggests that the crop farming of ants may be more sophisticated and adaptable than was thought.Ants were farmers fifty million years before humans were. Ants can’t digest the cellulose in leaves — but some fungi can. The ants therefore cultivate these fungi in their nests, bringing them leaves to feed on, and then use them as a source of food. Farmer ants secrete antibiotics to control other fungi that might act as ‘weeds’, and spread waste to fertilise the crop.It was once thought that the fungus that ants cultivate was a single type that they had propagated, essentially unchanged from the distant past. Not so. Ulrich Mueller of Maryland and his colleagues genetically screened 862 different types of fungi taken from ants’ nests. These turned out to be highly diverse: it seems that ants are continually domesticating new species. Even more impressively, DNA analysis of the fungi suggests that the ants improve or modify the fungi by regularly swapping and sharing strains with neighbouring ant colonies.Whereas prehistoric man had no exposure to urban lifestyles — the forcing house of intelligence — the evidence suggests thatants have lived in urban settings for close on a hundred million years, developing and maintaining underground cities of specialised chambers and tunnels.When we survey Mexico City, Tokyo, Los Angeles, we are amazed at what has been accomplished by humans. Yet Hoelldobler and Wilson’s magnificent work for ant lovers, The Ants, describes a supercolony of the ant Formica yessensis on the Ishikari Coast of Hokkaido. This ‘megalopolis’ was reported to be composed of 360 million workers and a million queens living in 4,500 interconnected nests across a territory of 2.7 square kilometres.Such enduring and intricately meshed levels of technical achievement outstrip by far anything achieved by our distant ancestors. We hail as masterpieces the cave paintings in southern France and elsewhere, dating back some 20,000 years. Ant societies existed in something like their present form more than seventy million years ago. Beside this, prehistoric man looks technologically primitive. Is this then some kind of intelligence, albeit of a different kind?Research conducted at Oxford, Sussex and Zurich Universities has shown that when desert ants return from a foraging trip, they navigate by integrating bearings and distances, which they continuously update in their heads. They combine the evidence of visual landmarks with a mental library of local directions, all within a framework which is consulted and updated. So ants can learn too.And in a twelve-year programme of work, Ryabko and Reznikova have found evidence that ants can transmit very complex messages. Scouts who had located food in a maze returned to mobilise their foraging teams. They engaged incontact sessions, at the end of which the scout was removed in order to observe what her team might do. Often the foragers proceeded to the exact spot in the maze where the food had been. Elaborate precautions were taken to prevent the foraging team using odour clues. Discussion now centres on whether the route through the maze is communicated as a ‘left-right’ se quence of turns or as a ‘compass bearing and distance’ message.During the course of this exhaustive study, Reznikova has grown so attached to her laboratory ants that she feels she knows them as individuals — even without the paint spots used to mark them. It’s no surprise that Edward Wilson, in his essay, ‘In the company of ants’, advises readers who ask what to do with the ants in their kitchen to: ‘Watch where you step. Be careful of little lives.’Questions 1-6Do the following statements agree with the information given in Reading Passage 1?In boxes 1-6 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 Ants use the same channels of communication as humans do.2 City life is one factor that encourages the development of intelligence.3 Ants can build large cities more quickly than humans do.4 Some ants can find their way by making calculations based on distance and position.5 In one experiment, foraging teams were able to use theirsense of smell to find food.6 The essay, ‘In the company of ants’, explores ant communication.Questions 7-13Complete the summary using the list of words, A-O, below.Write the correct letter, A-O, in boxes 7-13 on your answer sheet.Ants as farmersAnts have sophisticated methods of farming, including herding livestock and growing crops, which are in many ways similar to those used in human agriculture. The ants cultivate a large number of different species of edible fungi which convert 7..............into a form which they can digest. They use their own natural 8..............as weed-killers and also use unwanted materials as 9.............. . Genetic analysis shows they constantly upgrade these fungi by developing new species and by 10..............species with neighbouring ant colonies. In fact, the farming methods of ants could be said to be more advanced than human agribusiness, since they use 11..............methods, they do not affect the12..............and do not waste 13.............. .A aphidsB agriculturalC celluloseD exchangingE energyF fertilizersG foodH fungiI growing J interbreeding K natural L other specesM secretions N sustainable O environmentREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-19Reading Passage 2 has seven sections, A-G.Choose the correct headings for sections A-F from the list ofheadings below.Write the correct number, i-x, in boxes 14-19 on your answer sheet.List of Headingsi The results of the research into blood-variantsii Dental evidenceiii Greenberg’s analysis of the dental and linguistic evidence iv Developments in the methods used to study early population movementsv Indian migration from Canada to the U.S.A.vi Further genetic evidence relating to the three-wave theory vii Long-standing questions about prehistoric migration to Americaviii Conflicting views of the three-wave theory, based on non-genetic evidenceix Questions about the causes of prehistoric migration to Americax How analysis of blood-variants measures the closeness of the relationship between different populations14 Section A15 Section B16 Section C17 Section D18 Section E19 Section FExample AnswerSection G viiiPopulation movements and geneticsA Study of the origins and distribution of human populations used to be based on archaeological and fossil evidence. Anumber of techniques developed since the 1950s, however, have placed the study of these subjects on a sounder and more objective footing. The best information on early population movements is now being obtained from the ‘archaeology of the living body’, the clues to be found in genetic material.B Recent work on the problem of when people first entered the Americas is an example of the value of these new techniques. North-east Asia and Siberia have long been accepted as the launching ground for the first human colonisers of the New World1. But was there one major wave of migration across the Bering Strait into the Americas, or several? And when did this event, or events, take place? In recent years, new clues have come from research into genetics, including the distribution of genetic markers in modern Native Americans2.C An important project, led by the biological anthropologist Robert Williams, focused on the variants (called Gm allotypes) of one particular protein — immunoglobin G — found in the fluid portion of human blood. All proteins ‘drift’, or produce variants, over the generations, and members of an interbreeding human population will share a set of such variants. Thus, by comparing the Gm allotypes of two different populations (e.g. two Indian tribes), one can establish their genetic ‘distance’, which itself can be calibrated to give an indication of the length of time since these populations last interbred.D Williams and his colleagues sampled the blood of over 5,000 American Indians in western North America during a twenty-year period. They found that their Gm allotypes could be divided into two groups, one of which also corresponded to the genetic typing of Central and South American Indians. Other tests showed that the Inuit (or Eskimo) and Aleut3 formed a thirdgroup. From this evidence it was deduced that there had been three major waves of migration across the Bering Strait. The first, Paleo-lndian, wave more than 15,000 years ago was ancestral to all Central and South American Indians. The second wave, about 14,000-12,000 years ago, brought Na-Dene hunters, ancestors of the Navajo and Apache (who only migrated south from Canada about 600 or 700 years ago). The third wave, perhaps 10,000 or 9,000 years ago, saw the migration from North-east Asia of groups ancestral to the modern Eskimo and Aleut.E How far does other research support these conclusion? Geneticist Douglas Wallace has studied mitochondrial DNA4 in blood samples from three widely separated Native American groups: Pima-Papago Indians in Arizona, Maya Indians on the Yucatan peninsula, Mexico, and Ticuna Indians in the Upper Amazon region of Brazil. As would have been predicted by Robert Williams’s work, all three groups appear to be descended from the same ancestral (Paleo-lndian) population.F There are two other kinds of research that have thrown some light on the origins of the Native American population; they involve the study of teeth and of languages. The biological anthropologist Christy Turner is an expert in the analysis of changing physical characteristics in human teeth. He argues that tooth crowns and roots5 have a high genetic component, minimally affected by environmental and other factors. Studies carried out by Turner of many thousands of New and Old World specimens, both ancient and modern, suggest that the majority of prehistoric Americans are linked to Northern Asian populations by crown and root traits such as incisor6 shoveling (a scooping out on one or both surfaces of the tooth), single-rooted upper first premolars6 and triple-rooted lower firstmolars6.According to Turner, this ties in with the idea of a single Paleo-lndian migration out of North Asia, which he sets at before 14,000 years ago by calibrating rates of dental micro-evolution. Tooth analyses also suggest that there were two later migrations of Na-Denes and Eskimo-Aleut.G The linguist Joseph Greenberg has, since the 1950s, argued that all Native American languages belong to a single ‘Amerind’ family, except for Na-Dene and Eskimo-Aleut — a view that gives credence to the idea of three main migrations. Greenberg is in a minority among fellow linguists, most of whom favour the notion of a great many waves of migration to account for the more than 1,000 languages spoken at one time by American Indians. But there is no doubt that the new genetic and dental evidence provides strong backing for Greenberg’s view. Dates given for the migrations should nevertheless be treated with caution, except where supported by hard archaeological evidence.1 New World: the American continent, as opposed to the so-called Old World of Europe, Asia and Africa2 modern Native American: an American descended from the groups that were native to America3 Inuit and Aleut: two of the ethnic groups native to the northern regions of North America (i.e. northern Canada and Greenland)4 DNA: the substance in which genetic information is stored5 crown/root: parts of the tooth6 incisor/premolar/molar: kinds of teethQuestions 20 and 21The discussion of Williams’s research indicates the periods at which early people are thought to have migrated along certainroutes. There are six routes, A-F, marked on map below.Complete the table below.Write the correct letter, A-F, in boxes 20 and 21 on your answer sheet.Route Period (number of years ago)20.................. 15,000 or more21.................. 600 to 700Early Population Movement to the AmericasQuestions 22-25Reading Passage 2 refers to the three-wave theory of early migration to the Americas. It also suggests in which of these three waves the ancestors of various groups of modern native Americans first reached the continent.Classify the groups named in the table below as originating fromA the first waveB the second waveC the third waveWrite the correct letter, A, B or C, in boxes 22-25 on your answer sheet.Name of group Wave numberInuit 22..................Apache 23..................Pima-Papago 24..................Ticuna 25..................Question 26Choose the correct letter, A, B, C or D.Write the correct letter in box 26 on your answer sheet.Christy Turn er’s research involved the examination ofA teeth from both prehistoric and modern Americans andAsians.B thousands of people who live in either the New or the Old World.C dental specimens from the majority of prehistoric Americans.D the eating habits of American and Asian populations.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Forests are one of the main elements of our natural heritage. The decline of Europe’s forests over the las t decade and a half has led to an increasing awareness and understanding of the serious imbalances which threaten them. European countries are becoming increasingly concerned by major threats to European forests, threats which know no frontiers other than those of geography or climate: air pollution, soil deterioration, the increasing number of forest fires and sometimes even the mismanagement of our woodland and forest heritage. There has been a growing awareness of the need for countries to get together to co-ordinate their policies. In December 1990, Strasbourg hosted the first Ministerial Conference on the protection of Europe’s forests. The conference brought together 31 countries from both Western and Eastern Europe. The topics discussed included the coordinated study of the destruction of forests, as well as how to combat forest fires and the extension of European research programs on the forest ecosystem. The preparatory work for the conference had been undertaken at two meetings of experts. Their initial task was to decide which of the many forest problems of concern to Europe involved the largest number of countries and might be thesubject of joint action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countries therefore had to be discarded. However, this does not mean that in future they will be ignored.As a whole, European countries see forests as performing a triple function: biological, economic and recreational. The first is to act as a ‘green lung’ for our planet; by means of photosynthesis, forests produce oxygen through the transformation of solar energy, thus fulfilling what for humans is the essential role of an immense, non-polluting power plant. At the same time, forests provide raw materials for human activities through their constantly renewed production of wood. Finally, they offer those condemned to spend five days a week in an urban environment an unrivalled area of freedom to unwind and take part in a range of leisure activities, such as hunting, riding and hiking. The economic importance of forests has been understood since the dawn of man — wood was the first fuel. The other aspects have been recognised only for a few centuries but they are becoming more and more important. Hence, there is a real concern throughout Europe about the damage to the forest environment which threatens these three basic roles.The myth of the ‘natural’ forest has survived, yet there are effectively no remaining ‘primary’ forests in Europe. All European forests are artificial, having been adapted and exploited by man for thousands of years. This means that a forest policy is vital, that it must transcend national frontiers and generations of people, and that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The Strasbourg conference was one of the first events on such a scale to reach this conclusion. A general declaration wasmade that ‘a central place in any ecologically coherent forest policy must be given to continuity over time and to the possible effects of unforeseen events, to ensure that the full potential of these forests is maintained’.That general declaration was accompanied by six detailed resolutions to assist national policy-making. The first proposes the extension and systematisation of surveillance sites to monitor forest decline. Forest decline is still poorly understood but leads to the loss of a high proportion of a tree’s needles or leaves. The entire continent and the majority of species are now affected: between 30% and 50% of the tree population. The condition appears to result from the cumulative effect of a number of factors, with atmospheric pollutants the principal culprits. Compounds of nitrogen and sulphur dioxide should be particularly closely watched. However, their effects are probably accentuated by climatic factors, such as drought and hard winters, or soil imbalances such as soil acidification, which damages the roots. The second resolution concentrates on the need to preserve the genetic diversity of European forests. The aim is to reverse the decline in the number of tree species or at least to preserve the ‘genetic material’ of all of them. Although forest fires do not affect all of Europe to the same extent, the amount of damage caused the experts to propose as the third resolution that the Strasbourg conference consider the establishment of a European databank on the subject. All information used in the development of national preventative policies would become generally available. The subject of the fourth resolution discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanentpopulation and development of leisure activities, particularly skiing, have resulted in significant long-term changes to the local ecosystems. Proposed developments include a preferential research program on mountain forests. The fifth resolution relaunched the European research network on the physiology of trees, called Eurosilva. Eurosilva should support joint European research on tree diseases and their physiological and biochemical aspects. Each country concerned could increase the number of scholarships and other financial support for doctoral theses and research projects in this area. Finally, the conference established the framework for a European research network on forest ecosystems. This would also involve harmonising activities in individual countries as well as identifying a number of priority research topics relating to the protection of forests. The Strasbourg conference’s main concern was to provide for the future. This was the initial motivation, one now shared by all 31 participants representing 31 European countries. Their final text commits them to on-going discussion between government representatives with responsibility for forests.Questions 27-33Do the following statements agree with the information given in Reading Passage 3?In boxes 27-33 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this27 Forest problems of Mediterranean countries are to be discussed at the next meeting or experts.28 Problems in Nordic countries were excluded because they are outside the European Economic Community.29 Forests are a renewable source of raw material.30 The biological functions of forests were recognized only in the twentieth century.31 Natural forests still exist in parts of Europe.32 Forest policy should be limited by national boundaries.33 The Strasbourg conference decided that a forest policy must allow for the possibility of change.Questions 34-39Look at the following statements issued by the conference.Which six of the following statements, A-J, refer to the resolutions that were issued?Match the statements with the appropriate resolutions (Questions 34-39).Write the correct letter, A-J, in boxes 34-39 on your answer sheet.A All kinds of species of trees should be preserved.B Fragile mountain forests should be given priority in research programs.C The surviving natural forests of Europe de not need priority treatment.D Research is to be better co-ordinated throughout Europe.E Information on forest fires should be collected and shared.F Loss of leaves from trees should be more extensively and carefully monitored.G Resources should be allocated to research into tree diseases.H Skiing should be encouraged in thinly populated areas.I Soil imbalances such as acidification should be treated with compounds of nitrogen and sulphur.J Information is to be systematically gathered on any declinein the condition of forests.34 Resolution 135 Resolution 236 Resolution 337 Resolution 438 Resolution 539 Resolution 6Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.40 What is the best title for Reading Passage 3?A The biological, economic and recreational role of forestsB Plans to protect the forests of EuropeC The priority of European research into ecosystemsD Proposals for a world-wide policy on forest management剑桥雅思阅读7原文参考译文(test3)TEST 3 PASSAGE 1 参考译文：蚂蚁智能每当我们想到动物界的智能成员时，头脑中立刻出现的会是猿和猴子。

一、题型简介1. 判断题：要求根据文章相关内容判断题干所提到的内容是否与文章一致(YES/TRUE)、是否与文章相悖(NO/FALSE)或者文章没有提到(NOT GIVEN)。

例题：(C5T4P2 Q24-26)Do the following statements agree with the information given in Reading Passage 2In boxes 24-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this24 Little doubt was expressed about the reason for the Bishops Walk accident。

25 Toughened glass has the same appearance as ordinary glass26 There is plenty of documented evidence available about the incidence of nickel sulphide failure2. 选择题：从三个、四个或更多的选项当中选出与题干要求相符的一个或多个答案。

例题：(C5T1P2 Q20-22)Choose the correct letter, A, B, C or DWrite your answers in boxes 20-22 on your answer sheet20 The teacher-subjects were told that they were testing whetherA a 450-volt shock was dangerousB punishment helps learningC the pupils were honestD they were suited to teaching21 The teacher-subjects were instructed toA stop when a pupil asked them toB denounce pupils who made mistakesC reduce the shock level after a correct answerD give punishment according to a rule22 Before the experiment took place the psychiatristsA believed that a shock of 150 volts was too dangerousB failed to agree on how the teacher-subjects would respond to instructionsC underestimated the teacher-subjects’willingness to comply with experimental procedureD thought that many of the teacher-subjects would administer a shock of 450 volts3. 配对题：分各种不同的配对类型，比如：人物与其观点的匹配、城市与其特点的匹配、问题与其解决方案的匹配等。

剑桥雅思阅读真题解析判断题型解题方法雅思阅读板块题型多样，其中推断题是必考题型，下面我就和大家共享剑桥雅思阅读真题解析推断题型解题方法，希望能够关怀到大家，一起来学习吧!剑桥雅思阅读真题解析推断题型解题方法一、推断题题干有表示比较关系的词，考生需留意题目重点考察比较关系。

常见的比较关系词：比较级：more/ less /adj-er than…同级比较：as…as…/the same as…/equal/ like试题中若出现以上比较关系词，需标记题中的比较对象(A 、B)，并明确比较规律(如A比B更聪明)，即可快速完成审题。

如：39. It is easier to find meaning in the field of science than in the field of art.– Test 2, Cambridge IELTS 11审题步骤：1.确定比较对象：A – field of science (科学领域)、B – field of art (艺术领域)2.确定比较规律：科学的含义比艺术的含义更简洁被人们理解(easier to find meaning)。

除了上述较明显的比较关系词外，出题人还会使用较隐晦的表达阐述比较关系，用以干扰考生的推断。

因此，在审题时还需留意以下具有隐含比较关系的表达：prefer to…compare to/compare with/contrastsimilar to…/similarlysuperior to/inferior tounusual同样，考生在判定题干存在比较关系后，需标记题中的比较对象并明确比较规律。

如：35. Teachers say they prefer suggestopedia to traditional approaches to language teaching.– Test 1, Cambridge 71.确定比较对象：A – suggestopedia(示意教学)、B – traditional approaches(传统教学方法)2.确定比较规律：示意教学比传统教学方法更受老师宠爱(teachers say they prefer)。

雅思阅读难点解析之“剑桥真题系列”Cambridge IELTS 5: Test 2上篇剑桥V系列真题的Test 2 无论从文章的核心话题还是题型方面来看都有一定难度，对于雅思考生尤其是初次参加考试的‘烤鸭’们来讲，无疑是一个不小的挑战。

三篇文章的主题分别涉及到‘酚醛材料BAKELITE’, 关于大脑处理幽默的一系列机制的‘What’s so funny?’以及科技英语的诞生：‘The Birth of Scientific English’，其中2篇文章都出现了有一定难度系数的summary 和Matching, 一个关于脑部结构与功能的Labelling题以及多项选择题，除2个表格填空题相对简单外，3篇文章都出现了中等难度的是非无判断题T / F / NG. 下面朗阁海外考试研究中心阅读组的专家将就考生普遍感到困惑的难点做一解析，希望对众‘烤鸭’们有所帮助。

Passage 1‘BAKELITE’算得上是一篇有相当难度的文章，无论就其本身的内容，题型而言还是与后面2篇文章的难度对比而言，有鉴于此，朗阁海外考试研究中心一般会建议学员对3篇文章做一个全盘了解和统筹安排，将本文置于最后来进行，遵循由易到难的基本原则，把最充裕的时间留给最有把握的题，这样才有利于最大限度地优化成绩。

在Passage 1 的题型中出现了Summary 的填空题和凸显定位难度的五选二的多选题，三个是非无判断以及唯一不太具备难度的流程图填空题。

在第一篇文章的题目中最具难度的Q9 & 10两道五选二的多选题，题目为：Which TWO of the following factors influencing the design of Bakelite objects are mentioned in the text?A. the function which the object would serveB. the ease with which the resin could fill the mouldC. the facility with which the object could be removed from the mouldD. the limitations of the materials used to manufacture the mouldE. the fashionable styles of the period要达成快速定位就需要首先在题干中找到关键词，从全句的意思可知，influencing the design是核心意义，也是赖以定位的关键词。

剑桥雅思10阅读题标题：剑桥雅思10阅读题解析引言概述：剑桥雅思10阅读题是备考雅思考试的重要资源之一，通过解析这些题目可以帮助考生更好地理解和应对阅读考试。

本文将从五个大点出发，详细阐述剑桥雅思10阅读题的解析方法和技巧。

正文内容：1. 题目类型解析1.1 主旨题：考察文章的中心思想，解题时应注意关键词和段落的主题句。

1.2 细节题：要求考生从文章中找到具体的细节信息，解题时应注意定位词和上下文的线索。

1.3 推理题：要求考生根据文章中的信息进行推理，解题时应注意逻辑关系和推理过程。

1.4 词汇题：要求考生理解和运用文章中的词汇，解题时应注意词义辨析和上下文的语境。

2. 解题技巧分享2.1 预测答案：在阅读文章之前，可以先读题目，尝试预测答案，然后在阅读过程中寻找相关信息。

2.2 定位信息：解题时应注意文章中的关键词和定位词，通过定位词快速找到相关信息。

2.3 理解作者观点：在解答主旨题和推理题时，要理解作者的观点和态度，通过推理和分析得出正确答案。

2.4 多读原文：为了确保答案的准确性，解答完题目后，应该再次阅读原文，确保自己的答案与原文一致。

2.5 划重点：在阅读过程中，可以用铅笔或记号笔划出关键信息，便于回顾和定位。

3. 常见错误类型3.1 信息误读：考生在阅读过程中理解错误或漏掉关键信息，导致答案错误。

3.2 选项混淆：选项中出现与文章相关但不正确的信息，考生容易被迷惑而选择错误答案。

3.3 无中生有：考生在文章中找不到相关信息，却凭空臆造答案。

3.4 词汇困扰：考生对于生词或复杂词汇的理解错误，导致答案错误。

3.5 时间不足：由于时间紧迫，考生没有仔细阅读题目和原文，导致答案错误。

总结：通过对剑桥雅思10阅读题的解析，我们可以得出以下结论：首先，了解不同题目类型的解题方法和技巧对于提高解题效率至关重要。

其次，预测答案、定位信息和理解作者观点是解题过程中的重要技巧。

最后，要避免常见的错误类型，如信息误读、选项混淆和无中生有。

剑8 剑10 难度最大，建议当作考前模拟听力：1.入门级：剑4剑5所有section 1做完再做section2,然后section3,4以此类推4轮做题方法第一遍：听题-不核对答案第二遍：重听-核对答案第三遍：听懂-对照原文，听懂大意第四遍：精听-听懂，积累替换词汇2.熟练运用：剑7剑6剑9训练解题技巧，总结易错题型Test 1 test2 test3 test4此阶段按照section1-4的考试顺序开始练习，整体难度是剑7-6-9依次递增，也就是说先剑7，再剑6，最后剑93.全真模拟突破：剑8剑10这两套留在最后的考试前作套题练习，即和阅读、写作、口语科目一起完成。

因为目前考试总体难度和剑8较为接近，可以重点练习剑8.剑10出版时间较短，难度偏大。

记住模拟考试时需要充分预留填答题卡的时间。

另外，剑4-剑10中比较难的section在此列出，多花时间精听，按照入门步骤（第一步，初步入门）的4轮做题方法精听。

（521=剑5 test2 section1）Section1 ：521 841 931 941Section2 ：932 612 522 842Section3 ： 813 843 623Section4 ：814 824 834 844阅读部分：剑桥雅思真题阅读难度等级list初级入门难度：511， 513， 521， 541613， 621， 622711911, 931中等难度：512， 533， 542642713， 723， 741， 743912， 922， 933， 942, 943非常难度：533剑8和剑10的阅读建议留到最后进行套题练习雅思阅读题型包括：1、T/F/NG2、SUMMARY3、SENTENCE COMPLETION4、TABLE/FLOW CHART5、SHORT ANSWER6、LIST OF HEADINGS7、CHOICE8、MATCHING/CLASSIFY9、INFORMATION CONTAINING练习步骤：1.先做单项题型,每个题型都做懂，每种题型练习2-3篇就行。

剑桥雅思阅读解析t e s t IMB standardization office【IMB 5AB- IMBK 08- IMB 2C】T e s t 3Question 1答案：A关键词：box/beginning定位原文：标题下方方框中解题思路：题目是问文章开头的方框当中的引言是什么意思。

A答案：exemplify例证;举……例子;B答案是解释国际流浪儿童组织建立的原因;C答案：outline描述，描画轮廓;D答案中highlight是指突出、强调。

很明显引言是在举例子，故正确答案选A。

Question 2答案：D关键词：purpose/ 定位原文：Introduction部分第2段首句“Over the past nine years, …lives of street children.”解题思路：“to support the economic lives of street children...等同于D答案，而其他三个选项基本未提到。

Question 3答案：C关键词：reason/end up定位原文：Background部分的第一段首句“Typically, children do not end up on … and violence.”解题思路：…the demand for income at home...等同于poverty，而D答案crime并不是儿童流浪的原因，而是其可能产生的后果。

Question 4答案：C关键词：independent定位原文：Background部分的第2段最后1句“Many children may choose entrepreneurship because it allows them a degree of independence,”解题思路：A,B,D三个答案都比较极端，只有C符合本文的主题。

children独立的方式是“choose entrepreneurship”与C选项中的“set up their own businesses”是同义替换，故C 正确。

剑桥雅思7阅读解析Test4 Passage1 READING PASSAGE 1文章结构名师点题剑桥雅思7阅读：考题精解Questions 1-7『题型』TRUE / FALSE / NOT GIVEN 『解析』1.2.3.4.5.6.7.名师点题剑桥雅思7阅读：Questions 8-13『题型』SUMMARY(without word bank)『解析』题目中的小标题evidence（A-A重现）与原文第七段开头第一句；而另外一个题目的关键词additional（A-B重现）与原文第八段开头第一句others feel；而原文第七段只有两句话，不可能包含六个答案方向，所以按照顺序性，答案最好从原文第八段开始。

名师点题剑桥雅思7阅读：READING PASSAGE 2文章结构名师点题剑桥雅思7阅读：考题精解Questions 14-20『题型』TRUE / FALSE / NOT GIVEN 『解析』14.15.16.17.18.19.20.Questions 21-26『题型』MATCHING 『解析』名师点题剑桥雅思7阅读：READING PASSAGE 3文章结构名师点题剑桥雅思7阅读：考题精解Questions 27-29『题型』MULTIPLE CHOICES 『解析』名师点题剑桥雅思7阅读：Questions 30-34『题型』SUMMARY『解析』因为该题的首尾句很明显是在谈试验，而原文中很明显有一处表格很惹眼，由此我们可以判断此表格所在的原文第三段是我们在解题时应当予以关注的。

名师点题剑桥雅思7阅读：Questions 35-40『题型』MATCHING『解析』。

剑桥雅思Test阅读Passage真题解析－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－剑桥雅思7T e s t4阅读P a s s a g e1真题解析剑桥雅思7，第四套试题，阅读部分Passage 1，阅读真题原文部分：READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1below.Pulling stings to build pyramidsNo one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be hanging in the air.The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object. Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. Coming from Iran, I have a keen interest in Middle Eastern science, he says. He too was puzzled by the picture that had sparked Clemmonss interest. The object in the sky apparently had wings far too short and wide for a bird. The possibility certainly existed that it was a kite, he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tu nnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly above the tip of the horizontal column, with pulleys suspended from the scaffolds apex. The idea was that as one end of the column rose, the base would roll across the ground on a trolley. Earlier this year, the team put Clemmonss unlikely theory to the test, using a 40-square-metre rectangular nylon sail. The kite lifted the column clean off the ground. We were absolutely stunned, Gharib says. The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. There was a huge initial force- five times larger than the steady state force, Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. Whether they actually did is another matter, Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method, Gharib says.Indeed, the experiments have left many specialists unconvinced. The evidence forkite-lifting is non-existent, says Willeke Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. 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.The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment cant reach. His idea is to build the arches horizontally, then lift them into place using kites. Weve given him some design hints, says Gharib. Were just waiting for him to report back. So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21 st century AD.Questions 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 It is generally believed that large numbers of people were needed to build the pyramids.2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.3 Gharib had previously done experiments on bird flight.4 Gharib and Graff tested their theory before applying it.5 The success of the actual experiment was due to the high speed of the wind.6 They found that, as the kite flew higher, the wind force got stronger.7 The team decided that it was possible to use kites to raise very heavy stones. Questions 8-13Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answerWrite your answers in boxes 8-13 on your answer sheet.Additional evidence for theory of kite-liftingThe Egyptians had 8 ………… which could lift large pieces of 9 ………… , and they knew how to use the energy of the wind from their skill as 10 ………… . The discovery on one pyramid of an object which resembled a 11 ………… suggests they may have experimented with 12 ………… . In addition, over two thousand years ago kites were used in China as weapons, as well as for sending 13 ………… .READING PASSAGE 1篇章结构体裁说明文主题线牵金字塔结构引言：引出Marcus Chown的新观点。

【第一时间】《剑桥雅思真题11》之阅读分析从话题类型来说，根据统计可以看出，雅思阅读的考试话题一直广泛多样。

而题型则稳中有变。

以剑桥11的test 4为例。

出现的三篇文章分别是社会科学类，艺术类，还有语言类。

具体来说，从话题的难易程度来看，三篇文章基本是按照依次变难的顺序来排列。

而题型的分布，我们从上图中我们可以看出，在剑桥11中，判断题占据的题目个数，约为1/4的量。

从考查的频率来看，这和2015全年雅思考试中判断题的考察频次保持一致。

而其他题型的考查也主要是摘要填空，配对题和选择题。

所以同学们在准备考试的时候，还是应该将精力集中在常见题型上面。

同学们可以根据题型的难易，结合自己的目标分数做有针对性的练习。

目标分数5-5.5：夯实基础——填空题。

句子填空在雅思阅读中属于细节题，遵循顺序性的原则，是一种相对容易得分的题型。

句子填空题首先是判断定位词；然后解题前可以对所填答案做一个预判断——判断词性及题干的空格与前后文之间的逻辑关系即主谓关系、动宾关系、并列关系、举例关系、等义关系、偏正关系等；之后再在原文中找寻关键词，如果找不到，则应考虑对关键词做同义替换；最后根据关键词所在句或前后句及逻辑关系填写答案，同时注意答案为“原文原词”的原则及题干词汇数的要求。

以test1前三题为例：1.Some food plants, including____, are already grown indoors.这是一个被动语态，根据indoor farming的标题，定位到原文第二段，The concept of indoor farming is not new, sincehothouse production of tomatoes and other produce has been in vogue for sometime.结合意思，这个indoor farming的概念并不新颖，对应题目中的already,而production则变成了被动的grown,因此这个题目的答案为tomatoes.2. Vertical farms would be located in _____,meaningthat there would be less need to take them long distances to customers.根据关键词Vertical farms定位第二段右侧段第三行所在句。

剑桥雅思阅读真题解析（推荐3篇）1.剑桥雅思阅读真题解析第1篇Passage 1Question 1难度及答案：难度低;答案为iv关键词：time and place定位原文：A段最后两句“Why did this…of the 18th century?”为何这个独特的大爆炸——能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏在18世纪末?解题思路：A 段中提到了 happen in Britain 以及 at the end of thel8th century, 与iv 选项当中的time和place是对应的关系。

Question 2难度及答案：难度低;答案为viii关键词：conditions required定位原文：B 段第 2 句“There are about 20 different…he ” 他说：“大约有 20种不同的因素，而且所有的这些因素在工革命发生之前就已存在。

”解题思路：B段中主要论述的是工业革命在英国发生的前提条件，与其他不同的国家做出了对比。

Question 3难度及答案：难度低;答案为vii关键词：Two keys定位原文：C 段第 2 句“Tea and beer, two fuelled the ” 茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。

解题思路：C段主要论述的是茶和啤酒在英国工业革命当中的作用。

Question 4难度及答案：难度低;答案为i关键词：reasons, an increase in population定位原文：D段第4、6句“But then there possible ” 但是在那时(18世纪中期)，英国的人口是爆发增长的……人们觉得有四种原因是导致这种现象发生。

解题思路：D段主要论述英国人口快速增长的背后潜在原因。

Question 5难度及答案：难度低;答案为vi关键词：Changes, drinking habits定位原文：E段第4、9、10句“Some digging it suddenly dropped ”一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾……穷人因此转向喝水和松子酒，在18世纪20年代人口的死亡率又开始上升。

上篇 剑桥雅思真题系列VI中的Test 1在雅思考试中的整体难度中稍显偏难,其中个别题尤其令考⽣颇费周折,本⽂将就这些难点做以解析,希望对⼴⼤的雅思考⽣能有所帮助. 在阅读考试的主流题型中,段落细节配对题Matching 的难度可算是众所周知的,不仅阅读量⼤,对考⽣的综合理解能⼒要求⾼,⽽且要善于辨析,因为⼲扰答案往往包含那些与正确答案极为接近的信息,此时就需要考⽣具备良好的⼼理素质和扎实的功底,以及对考试题型特点的洞察. 在Passage 1 / Test 1中,Questions 1-7 就是Passage 1中对考⽣挑战的题⽬,不仅题量⼤,⽽且在顺序上也极为不利,在三种题型中位居第⼀,使得⼀些缺乏实战经验和没有意识到题⽬顺序可调的考⽣在答题伊始就⾯临纠结和困难的境地.这时如果考⽣接受过良好的考前培训,练就了⼀些应考必备的素质,就可以化难为简. Questions 1 – 7 Which paragraph contains the following information? NB You may use any letter more than once. 1. a reference to the exchange of expertise between different sports 2. an explanation of how visual imaging is employed in investigations 3. a reason for narrowing the scope of research activity 4. how some AIS ideas have been reproduced 5. how obstacles to optimum achievement can be investigated 6. an overview of the funded support of athletes 7. how performance requirements are calculated before an event 本⽂试解析⼀下其中较难的Question 3, 5 & 7. 细节配对题具备的⼀个明显特征是绝对乱序,这意味着不可依据顺序原则到原⽂中依次对应查读,也是构成配对题难度⾼的最重要原因.因此考⽣应该把握好两点:⾸先是明确题⽬的核⼼意义,据此划出关键词;其次是对于原⽂写作思路和顺序的理解,以便依据⽂章内容的逻辑顺序定位. 当然,若能顺利地根据关键词通过scanning 的对应扫描⽅式轻松定位,答题的效率很更⾼. 如果考⽣训练有素,还应该会考虑到该篇⽂章所对应的全部3种题型:Matching, Classification & Short Answer之间的不同特点,并按照先易后难的顺序来处理:先做Short Answer Questions 12 & 13的细节判断题,然后进⾏Classification Questions8-11,最后再应对Matching Questions1-7, 会更利于学⽣快速⾼效地解题. 就上述第3题⽽⾔,⾸先需要划出关键词来帮助定位.narrowing 和research 是整个表达中的核⼼意义:"缩减研究活动的范围的原因".在之前做Question 1时有涉及到Paragraph B, 内容是AIS scientists work across a number of sports, applying skills learned in one – such as building music strength in golfers – to others, such as swimming and squash. 考⽣应由此联想到和本题之间的关系.既然⽂章中谈到对各种运动技巧的研究并互相借鉴,那就有可能涉及到研究范围,从⽽谈及和"缩减"相关的内容.但即便考⽣洞察到这⼀点,在查读的过程中,仍需考虑到substitution – 同意代换的问题.在本段的Line 5出现了 They all focus on one aim: Winning. "We can't waste our time looking at…" 应该引起读者的充分联想和注意.句中:'We can't waste our time looking at ethereal scientific questions that don't help the coach work with an athlete and improve performance,'… 不仅说明不可以在⼀些⽆⾜轻重的科研问题上浪费时间（缩减研究范围: narrowing the scope）,⽽且也利⽤定语从句道明了原因（reason）:不能实际上帮助教练提⾼运动员成绩.所以,Question 3的答案应为:B 接下来看第5题,显然在statement中obstacles 和achievement是整个意义表达的核⼼,由于⽆顺序可⾔,考⽣应从⽂章整体的逻辑顺序来考虑,或者通过scanning 对应查读.由于本篇⽂章的题⽬'Australia's Sporting Success'所揭⽰的⾏⽂类型及风格并不能如实验类⽂章那样有典型的写作套路,利于读者洞悉顺序,所以⽐较可⾏的做法是通过寻找关键词,对应查读来寻找答案. 充分扫描除B, C, F段（分别为Question 1, 2, 3, 4 的答案）以外的其他段落,在D段的Line 8末尾出现了impact 和athlete's ability,可视作分别是 obstacles 和achievement的同意代换,细读本句:With the Cooperative Research Centre for MicroTechnology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run. 可知答案就在此处,为D. 该题⽬的难点不在词汇,上述2对代换的单词对绝⼤部分考⽣来讲并不构成挑战.令考⽣感到困惑的是定位,⽆从下⼿.对于⼀个拥有丰富经验的考⽣来讲,要很快意识到应该调整思路,转换⽅式.如果难以从段落之间的脉络来把握考点,就要尽快转到以对应查读的⽅式来定位,不可以刻板死守. 但是,有经验的读者也会由段⾸句的'… pulling out a sheet of data'中的data 联想到'检测''研究'等,从⽽和题⽬中的'obstacle / achievement' 联系起来,亦可殊途同归,最终获得答案. 另外,在这之前如果先做过了分类题的话,其中的Question 9 已经涉及这部分的内容,考⽣就更容易了解该段中有提及"将sensors 安放在运动员的⾐服⾥⽤来检测… 以及对运动员的赛跑能⼒带来负⾯打击的其它因素",也同意可以很快找到答案. Question 7: ⾸先要找准关键词.据笔者的观察,⼀名中等程度的⼤学在读学⽣经过系统的考前培训后,通常在寻找关键词⽅⾯都没有问题,但仍有⼀⼩部分考⽣会在这种应对细节判断题的过程之初,还在找关键词阶段,就败下阵来,这些同学需要在2⽅⾯加强:⼀是词汇量,词汇匮乏会严重影响到选择关键词的质量;⼆是练习,输⼊量越⼤,阅读能⼒越强,对核⼼意义的领悟能⼒越强. 该题⽬中performance 和 calculated 是核⼼意义.答题进⾏到最后⼀个时,不仅考⽣在⼼理上会相对轻松,利于发挥以外,题⽬难度也从实质上降低了,因为选择的范围极⼤地缩⼩了,这意味着阅读的效率提⾼了.在分别排除了段落A, B, C, D和 F后,所剩只有⼀个段落:E. 但E段丝毫没有出现数字的迹象,因为题⽬中有提及calculated, 按经验⽽论,出现阿拉伯数字的可能性是极⼤的.但E段却是个例外,只有⾸句'Using data is a complex business'能够略为增加信⼼.读下去就发现⽂中有⼀些斜体印刷的单词 that, this, these. ⽽事实上正是这些变体印刷的单词符合了题⽬中how performance requirements are calculated 的内容. 在该篇⽂章的Questions 8-11的Classification中,笔者谨以第9题举例说明考⽣应特别关注的地⽅. Classify the following techniques according to whether the writer states they A are currently exclusively used by Australians B will be used in the future by Australians C are currently used by both Australians and their rivals 9. sensors 按照对应扫描的查读⽅式,在D段中出现了'With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run.'.在判断是否是澳洲/其他国家⽬前/将来在使⽤这种技术时,考⽣的⽬光⾃然转向了涉及到地点的Melbourne ,但若此时⼀味求速度⽽草率作答,则是不可取的.应充分注意到上⽂还有'With the…',从⽽返回前⽂阅读,上⽂中出现了AIS, ⽽由第⼀段得知AIS是指 the Australian Institute of Sport, ⽅可确定答案为:B 在本⽂的第三种题型Short Answer 中,Question 12也成为了⼀部分同学的拦路虎. 12. What is produced to help an athlete plan their performance in an event? 在进⾏短答题时,⾸先需明⽩答案的类属,是什么性质的内容;其次要了解其根本特征.上述问句中 produced 和plan分别揭⽰了这2⽅⾯的内容.What is produced 说明是⼀种产品或技术, plan 说明是在赛事前的准备阶段. 返回原⽂查读,在E段中不仅有特殊符号的'competition model'引⼈注意,还出现了well before, 来应对题⽬中plan 所揭⽰的内容.细读全句:Well before a championship, sports scientists and coaches start to prepare the athlete by developing a'competition model', based on what they expect will be the winning times. 该题的特点是学⽣必须能理解其中的同意代换,才能做出正确的答案.上⽂中before和prepare 是对题⽬中plan的代换,championship （锦标赛）是题⽬中event（赛事）的代换produced 在⽂章中体现为developing, 这样以来,what is produced 就昭然若揭了:a 'competition model'. 总⽽⾔之,考⽣在应对每篇⽂章的不同题型时,除了需加强实⼒外,还需掌握⼀些应对策略,在使⽤这些策略时⼜不可以过于刻板,有时不仅需要'同题异做'（另案讨论）,还需考虑到⼀篇passage ⾥⾯不同题型的先后解题顺序,以便在有效的时间⾥限度地优化成绩,⽽所有上述这些要领的把握都需要实践练习来巩固. 下篇 剑桥真题Test 1的Passage 2（Delivering The Goods）⽆论在本次考试的三篇⽂章中还是雅思整体考试的平均⽔平中都算是难度不低,⼀⽅⾯是因为涉及到海上运输的具体细节,不是每⼀位同学都能熟悉这个话题并很快适应;另⼀⽅⾯是题⽬的题型所带来的难度,其中2种难度较⾼的题型Matching 和带有box的Summary 都出现了,下⾯笔者将就本⽂出现的难点做⼀解析. 当考⽣注意到这篇⽂章后⾯的三种不同的题型时,应该意识到要将做题顺序做⼀调整.通常对于⼤多数考⽣⽽⾔,尤其是中国⼤陆的考⽣,对于细节判断题的TRUE / FALSE / NOT GIVEN 领悟较好,所以应考虑先做,这样不仅合理地争取了时间,也利于增强⾃信⼼;⽽接下来应该应对的是位于最后的Summary, 虽然难度也不低,不过填空题历来便于定位的信息⽐较丰富,所以⽐起Questions 14-17的⾼难度题matching,可以考虑先做,将Matching放在最后再做,这样统筹安排做的最巧妙之处就在于限度地保证了正确率,将最充裕的时间分配给了最有把握的题⽬,⽽且做Matching 时可以有效利⽤前⾯细节题的阅读所带来的信息,考⽣会发现容易得多了. 然⽽即便是细节判断题的T / F / NG, 答题过程也并⾮⼀帆风顺,下⾯试讨论其中⼀道可能会令很多考⽣困惑的⼀道难题. Questions 18-22 19. Cheap labor guarantees effective trade conditions. 先找出代表句中的核⼼意义的词,划出关键词 cheap labor和effective,按照顺序原则考⽣会来到Paragraph B对应查读,在Line 7⼀句中出现了Cheap labor may make Chinese clothing competitive in America, but if delays in shipment tie up working capital and cause winter coats to arrive in spring, trade may lose its advantages. 对于上述题⽬的判断难度并⾮来⾃对于句⼦本⾝细节的理解,本句中并没有出现⼤词,难词,句⼦本⾝的意思并不难理解,⽽是对整句所表达出的语⽓的理解,只有具备⼀定的综合理解能⼒,善于把握全局,甚⾄将本段置于全篇的背景下去理解,才会真正明⽩写作者的深意. 句中前半部分'Cheap labor may make Chinese clothing competitive in America,'与题⽬中的句⼦表达意思吻合,这会令⼀部分考⽣理解为与原⽂⼀致,从⽽确定答案为TRUE, ⽽事实上,有经验的考⽣会⽐较关注but后⾯的并列分句,因为这往往是作者的重⼼所在,是作者真正要表达的语⽓,所以,'trade may lose its advantages'代表了全句的真正含义,本题的正确答案为: FALSE.个别学⽣会纠缠在if delays in shipment… 只是⼀个条件状语从句,表达的是假设,那就意味着不⼀定会实际上发⽣,最终还是以前⾯的分句作为理解的重⼼,这种错误和纠结充分表现出学⽣在依托全篇背景的基础上对细节理解能⼒⽅⾯的⽋缺.学⽣⼀⽅⾯应该增加阅读量,另⼀⽅⾯需要有针对性的练习. Passage 3中的难度相对于前2篇有进⼀步的提升,表现在话题（Climate Change and the Inuit）和题型⽅⾯（List of Headings & Summary）这对考⽣⽆疑是个不⼩的挑战.除了有8道题之多的Summary 以外,List of Headings也有6道题之多. 在List of Headings 中,和⼤多数其他考题⼀样,同⼀篇⽂章的其他细节判断题所涉及的信息能为1-2道Headings 题的判断提供帮助,本篇⽂章中Summary 所涉及的信息都集中在Paragraph C和D两段中,这就为Questions 28（Paragraph C）和29（Paragraph D）提供了帮助,所以善于统筹,训练有素的考⽣会先解决这2道题,很快得出答案vi 和iii. 这⾥笔者想要讨论的是⽐较会令考⽣困惑的 Questions 31 & 32. 第31题要求找出F段的⼤意的选项,若按照常规阅读该段的⾸句,认为topic sentence 可以揭⽰⼤意,在这⼀段就难以奏效了,因为⾸句'With so much at stake, the Inuit are determined to play a key role in teasing out the mysteries of climate change in the Arctic.'主要是衔接了上⼀句的语⽓,虽然也有意义上的递进（the Inuit are determined to…）但对本段将要表达的核⼼意义的揭⽰还不到位,⽽是将中⼼意思后移⾄第3句话: And Western scientists are starting to draw on this wisdom, increasingly referred to as …,此时才能在List 中找到对应的选项iv. Respect for Inuit opinion grows. 这就提⾼了对考⽣在阅读速度,良好的阅读习惯以及对核⼼意义的领悟⽅⾯的考察难度,考⽣应进⾏充分的针对性练习,提升这⽅⾯的能⼒. Question 32 考察的是G段的段落⼤意.通常⽂章的最后⼀段表达的是写作者对于讨论的现象的⼀种前景展望,建议或提出新的任务,课题等,所以相对简单.本段的⾸句虽然也⼀定程度地提⽰了答案:Some scientists doubt the value of traditional knowledge because …,不过仍显不充分,要想确定答案: Understanding of climate change remains limited, 必须将⼀个相对完整的⼀群读完,⾄第3句:There are still huge gaps in our environmental knowledge, and despite the scientific… 才能明了⼤意,选出正确答案ii. Understanding of climate change remains limited. 考⽣应通过上述个例逐渐洞悉考⽅的考察⼒度和宗旨,就是充分考察学⽣的实⼒,并且考核⾯越加全⾯,完善,考⽣应充分领会,通过提⾼英语的综合实⼒来应对考⽅的要求.。

名师点题剑桥雅思7阅读：
READING PASSAGE 1
文章结构
名师点题剑桥雅思7阅读：
考题精解
Questions 1-6
『题型』TRUE / FALSE / NOT GIVEN 『解析』
1.
2.
3.
4.
5.
6.
名师点题剑桥雅思7阅读：
Questions 7-13
『题型』SUMMARY
『解析』
名师点题剑桥雅思7阅读：
READING PASSAGE 2
文章结构
名师点题剑桥雅思7阅读：
考题精解
Questions 14-19
『题型』LIST OF HEADINGS 『解析』
名师点题剑桥雅思7阅读：
Questions 20-21
『题型』MATCHING
『解析』
名师点题剑桥雅思7阅读：
Questions 22-25
『题型』MATCHING
名师点题剑桥雅思7阅读：
Questions 26
『题型』MULTIPLE CHOICE
『解析』
名师点题剑桥雅思7阅读：
READING PASSAGE 3
文章结构
名师点题剑桥雅思7阅读：
考题精解
Questions 27-33
『题型』TRUE / FALSE / NOT GIVEN 『解析』
27.
28.
29.
30.
31.
名师点题剑桥雅思7阅读：
Questions 34-39
『题型』MATCHING
『解析』
名师点题剑桥雅思7阅读：
Questions 40
『题型』MULTIPLE CHOICE 『解析』。

2019-雅思阅读难点解析之“ 剑桥真题系列”-实用word文档本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==雅思阅读难点解析之“ 剑桥真题系列”雅思剑桥真题系列5在整个雅思真题系列中的位置非常突出，不容忽略，这本书虽然只是收录了201X年以前全球雅思考试的真题，但是就学术方面而言，剑5系列的大部分题目代表了雅思考试的平均难度和普遍特点，具有典型意义，对初入雅思门的考生而言非常值得进行细致深入的了解。

在这4套题目中，其中又以 Test 3 最具备讲解和复习价值的。

朗阁海外考试研究中心分析发现，在第三套测试卷中，三个 Passages 均是雅思亚太区考试201X-201X年度出现的真题。

而且，这套题目的题型与201X年的考试趋势中所体现的出题规律极为相似!所以该套题是考试之前的必练题目，也是雅思培训教师讲解的精华之作!其中的题型 Detailed Matching 即 which paragraph contains the following information 是最近雅思考试的热门题型，而在这套题目中有两个 Passage 都出了这种题型。

另外，填空题比例的下降是最近考试的特点，这一特点也在这套题目中得以体现：这套题目中没有直接填写答案的题目，唯一的 Summary 题目也是以选择题方式填写字母出现的!在第三套试题的 Passage 1中，雅思考试的特点完全体现了出来。

Questions 1-4是段落细节配对，这种题型考察综合阅读能力，包括快速阅读能力，词汇同义转换能力，句子同义转换能力以及归纳能力和上下文阅读能力;接下来的 Questions 5-10是分类题。

这种题型的难度不亚于细节配对题，难点在于对信息的综合把握。

这种题目的特点是 A 、 B 、 both A and B 、neither A and B ，对于后面两者的选择要求难度相当高，除了定位能力之外，还测试了对于信息的对比和排除干扰的能力，同时也测试了语言的转换能力;随后的三题是非无判断题不仅仅考了定位和词汇转换，也考察了对于上下文理解的能力。

雅思阅读难点解析之“剑桥真题系列”（一）《剑桥雅思真题集V》收录的文章一贯被雅思教学者作为认识雅思考试平均难度的题目，可见其具备充分的典型性，尤其是Test 4. 虽然这些文章的时效性并不强，是题库中的比较老的资料，属于自06年以来较少重现的内容，但对考生来讲，作为考前模拟冲刺的训练，却有很大的帮助。

总体来讲，该套题体现的难度不大，对考生不具备太大的挑战。

其中即便是在话题看来略微专业，可能会具备难度的Passage 2: Flawed Beauty: the problem with toughened glass 的题型中，最具难度系数的Questions 14-17: List of Statements 中，也并未体现出特别的难度；而三篇文章中都出现的T / F / NG 也没有在信息定位方面显得过难。

下面将就Test 4 中常出现的难点做一解析，希望和各位雅思教学和研究者们探讨。

在Passage 1的Questions 4-9中(Y/ N/ NG):8. Traditional food-gathering in desert societies was distributed evenly overthe year.显然，判断的主体是food-gathering, 而考点应该是evenly. 如果考生按照关键词food-gathering 去原文中定位，可能会先找到本段第二句位于Line 4 的内容：However, as some inhabitants become involved in tourism, they no longer have time to collect wild food;看起来定位很快，可是接着读下去就发现不能找到和题目对应的信息，这意味着无法作答。

事实上，该题目的信息在文中分布的位置较好地遵循了顺序原则，在Section B 的第二段可以看到首句：In Arctic and desert societies, year-round survival has traditionally depended on hunting animals and fish and collecting fruit over a relatively short season.我们注意到，food 已经被代换得了无痕迹，变换成许多具体代表food 的内容：animals, fish & fruit. 而位于句末的short season 则巧妙地说明‘猎取食物是集中在相对较短的几个月里，以此来维持全年的生计’，这和题目中evenly 的表述是背离的，因而答案是NO.在雅思阅读文章中，这种巧妙代换并不在少数。

雅思剑桥真题系列VI的Test 4 分别包括了以药品经销代表，母亲的背景和教育⼦⼥的关系以及⼉童成长中同伴间相处的问题为内容的三篇⽂章，本⽂中，朗阁海外考试研究中⼼将就其中考⽣们普遍感到困惑的难点进⾏解析，希望对‘烤鸭’们有所帮助，也借此和雅思教学研究者们讨论。

第⼀篇⽂章‘Doctoring sales’出现了难度系数极⾼的List of Headings 题型。

在此向各位备考雅思的学⽣提醒，这种考察综合能⼒的题型应该建⽴在其他细节判断题已经完成的前提下再来应对，⼀⽅⾯可以更明智更有效地利⽤时间，另⼀⽅⾯也增强⾃信⼼，利于考场发挥。

在Questions 1-7中，List of Headings ⾥⾯列举了10个Statements, 对应于7道题⽬，属于段落标题配对题。

其中Q3 可能会导致许多学⽣在选择的过程中误判或纠结，以下列举： Q3. Paragraph C C段的⾸句极具欺骗性，它的特殊位置会让考⽣极为相信该句就是全段的主题句Topic Sentense: Selling pharmaceuticals is a daily exercise in ethical judgement. 从⽽有可能选中答案iv. Fighting the drug companies. 或者由第⼆句：Salespeople like Schaefer walk the line between the common pratice of buying a prospect's time with a free meal, and bribing doctors to prescribe their drugs. ⽽误选答案vi. Gifts include financial incentives, 但事实上，直⾄读完全段才会意识到，也才会领略到作者的真正表达意图： ..., so are doctors to blame for the escalating extravagance of pharmaceutical marketing? Or is it the industry's responsibility to decide the boundaries? 前⾯的⽂字都成为寻找‘谁来负责’的铺垫，⽽核⼼的表达意思在最后⼀句才得以出现，正确答案应该是iii. Who is responsible for the increase in promotions? 对考⽣⽽⾔，尤其是能⼒相对较弱的同学，更希望⼀些应考技巧相对固定，便于运⽤，但⽂⽆定法，并不是每⼀次每⼀位作者的写作风格和特点都完全⼀样，这时就需要我们审慎细致。