雅思阅读4.23

【关键字】精品Reading 4Improving global reading skillsa Which paragraph contains the most detail?b Which three paragraphs cover one main theme?2 Choose the sentence that best paraphrases the main idea in each paragraph of the test.1 Paragraph A A The amount of money spent on magazine advertising is increasing.B The rivalry between magazines and other media is surprising.C Some magazines sell better than others.2 Paragraph B A Magazines are some more popular than they used to be.B A lot of people are still reading magazines.C TV is more available than ever.3 Paragraph C A Europe allocates a greater proportion of its advertising budgettomagazines than the world average.B Belgium and Germany spend more on magazine advertising thanother European countries.C The figures for magazine advertising in Europe are decreasing.4 Paragraph D A Across Europe, people read very different kinds of magazines.B The idea of a ‘European’ magazine is becoming popular.C Magazines that cover popular activities can become best sellers.5 Paragraph E A Cigarette advertising is banned in some countries.B Magazines advertise a smaller range of products than television.C There are fewer limitations on magazine advertising than TVadvertising.IELTS Reading test practice Global reading question 3What is the purpose of the writer of the passage ?A to compare European and world magazinesB to attract more magazine readersC to review the continuing popularity of magazinesD to illustrate the advantages of electronic magazinesIELTS Reading test practice Choosing headings for paragraphs How to approach the task■■■■■4Take five minutes to answer questions 1-7.Australia’s First Commercial Wind FarmIt’s come years since the rotor blades began spinning in Esperance.A Harvest time in Esperance is constant. As long as the wind blows- which is pretty much all the time – nine identical synchronized wind turbines, reap the benefits of the dependable winds that gust up around the southern coastline of Western Australia. These sleek, white, robot – like wind turbines loom up on the horizon forming part of Australia’s first commercial wind farm. They’re not only functional machines that help provide electricity for this secluded coastal town, but increasingly, they’re also drawcards for curious tourists and scientists alike.B Because of its isolation, Esperance is not linked to Western Power’s grid which supplies electricity from gas-, coal- and oil- fires power stations to the widespread population of Western Australia. Before the wind turbines went in, Esperance’s entire electricity needs were met by the diesel power station in town.C The $5.8 million Ten Mile Lagoon project is not Esperance’s first wind farm. The success of a smaller, experimental wind farm, at a spot called Salmon Beach, encouraged the State’s power utility to take Esperance wind seriously. Today, the wind turbines at Ten Mile Lagoon work in conjunction with the diesel power station, significantly reducing the amount of the town’s electricity generated by expensive diesel power.D The wind farm is connected to the power station by a 33- kilovolt powerline, and a radio link between the two allows operators to monitor and control each wind turbine. The nine 225- kilowatt Vestas wind turbines produce a total generating capacity of two megawatts and provide around 12 per cent of the energy requirements of Esperance and its surrounding districts.E The power produced by a wind turbine depends on the size and efficiency of the machine and, of course, on the energy in the wind. The energy in the wind available to the wind turbines is proportional to wind speed cubed. Thus, the greater the wind speed, the greater the output of the turbine. In other to achieve optimum wind speeds, the right location is imperative. ‘You have to accept the nature of the beast,’ Mr.Rosser, Western Power’s physicist, said. ‘As surface dwellers our perceptions of wind speeds are bad. As you go higher, wind speed increase significantly.’F The most favourable wind sites are on gently sloping hills, away from obstructions like trees and buildings and where the prevailing winds are not blocked. Computer modeling was used to select the optimum site for Esperance’s wind farm. Scientists were protecting the coastal health environment which is rich in plant life and home to tiny pygmy and honey-possums, and a host of bird species. In addition, the wind farm is adjacent to Esperance’s popular scenic tourist drive.G Strict erosion controls have been implemented and access to the wind farm is limited to selected viewing areas. The wind turbine towers are painted white and devoid of corporate logosor signage. According to Mr.Rosser there is something of a worldwide backlash against wind farms with regard to their visual impact. ‘ But because wind turbines perform best in the most exposed positions, they will always be visible. There is a very real need to balance environmental and technical requirements. I think the Ten Mile Lagoon Wind Farm sets the standard for environmentally friendly development.’H In fact, the project has become something of a tourist attraction in itself. Esperance Shire president Ian Mickel said the wind turbines had been well accepted by locals. ‘We have watched the wind farm develop with great interest, and now we find visitors to Esperance are equally enthusiastic about is,’he said. The aim now is to identify other remote locations where wind turbines will be a feasible means of supplementing existing power stations.IELTS Reading test practice Sentence completion How to approach the task■■5Take six minutes to answer questions 1-6 about Australia’s First Commercial Wind Farm.For each answer, state which question the student was doing and say why the answer would be marked wrong.A computer modelingB tree or buildingC around 12 per centD the diesel powerE Western Power’s gridF $5.8 millionG scientists H on gently sloping hills7Match the words and phrases below from questions 1-6in exercise 5 with phrases in theIELTS Reading test practice Global reading question 8What is the main purpose of the writer of the article?A to respond to criticism of a projectB to review the success of a projectC to explain his role in a projectD to predict the future of a project此文档是由网络收集并进行重新排版整理.word可编辑版本！。

"C4T3P2"指的是剑桥雅思真题集第4册（Cambridge IELTS Series 4）中的第三套试题的第二篇阅读文章。

雅思阅读考试包含三篇文章，选材多样，包括新闻报道、学术讲座、杂志文章等，旨在考察考生的阅读理解能力、词汇量、语法知识和分析判断能力。

在准备雅思阅读考试时，以下是一些有用的策略和技巧：
1. 快速阅读（Skimming）：快速浏览全文，抓住文章的大意和主旨。

2. 精读（Scanning）：根据题目要求，寻找具体信息，如数据、人名、地点等。

3. 关键词定位：在阅读问题时，找出关键词，然后在文章中寻找这些词或其同义词。

4. 段落信息匹配：通常每个问题对应文章中的一个特定段落，理解每个段落的主旨可以帮助快速定位答案。

5. 词汇推断：即使遇到不熟悉的词汇，也要尝试通过上下文来推测其大致意思。

6. 注意细节：雅思阅读考试中的问题往往考查对细节的把握，因此要注意文章中的具体信息。

7. 练习时间管理：在练习时模拟真实考试的时间限制，以提高阅读速度和答题效率。

8. 多样化练习：阅读不同类型的英文材料，如报纸、学术期刊、小说等，以提高适应不同题材的能力。

9. 复习错题：分析错误的原因，是否是因为词汇不足、语法理解错误，还是因为逻辑推理出了问题。

10. 掌握题型：熟悉雅思阅读的各种题型，如标题匹配、判断题（是非不给信息题）、多选题、填空题等。

请注意，由于考试内容会不断更新，建议考生使用最新的备考材料，并参考官方的指南和实践材料来准备考试。

同时，定期参加模拟考试也能帮助你更好地适应考试的节奏和压力。

剑4T1P1Tropical RainforestsAdults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them - independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure' curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous，more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term "rainforest". Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries：Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised die idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ viewsabout the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified chat it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as "we are". About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was chat acid rain is responsible for rainforest destruction；A similar proportion said chat pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced. The misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rain forests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。

雅思阅读| 雅思阅读4大障碍你中招了吗？其实，烤鸭首先要清楚的是，阅读是综合英语的表现，集词汇，语法，速度，准确度，英式思维和文化等于一身。

强调这一点的原因在于很多人醉心于解题技巧，以为有了这些解题技巧就可以顺利拿高分。

而事实上，随着雅思考试的阅读题目难度不断地增大，对考生的答题速度、词汇量、和理解能力都有了较高的要求。

本文将重点解读雅思阅读当中常见的4大障碍及应对方法。

障碍1：词汇量不够无数人在雅思考试失败之后把原因归结为词汇量不够。

现实情况确实如此，很多阅读老师几年阅读课教下来，几乎没有看到有一个学生，甚至是英语专业的学生和有海外教育经历的学生，可以自信的说，他认识文章中每一个单词，这是因为雅思阅读词汇量实在太大了，甚至大到离奇了。

比如剑桥真题集六的一篇文章，出现一个单词，叫"Quetzalcoatlus"，这个单词一般的辞典是查不到的，甚至word的自动纠错功能都会提示它不认识这个单词。

这个单词叫风神翼龙。

所以，阅读看起来，似乎真的需要很大的词汇量。

真的需要这样的词吗? 不。

对于阅读来说，其实，如果能熟练掌握4200个词左右，基本上做题是够用了，如果能掌握6000个词，阅读8分以上是肯定可以实现的。

我们要做的，只有两件事情，第一，明白什么单词才是我们要重点掌握的;第二，把这些单词记得滚瓜烂熟。

首先，我们要清楚雅思阅读材料的出处，才能明白文章用词的特点。

每一本剑桥真题集的后面，都附有一个acknowledgement，即版权声明。

上面清楚地表明每一篇文章的出处。

仔细看过之后，我们发现，它们都是改编自国外日常的刊物、杂志，如TIME、economist等。

即，雅思文章的体裁是媒体英语(media English)。

这也就决定了雅思文章的用词，和一般的文章不一样，有明显的媒体英语特性。

试举三例，如果我们想说，“我支持你”，“支持”这个单词怎么说?大家的第一反应是support. 其实，这个意思在媒体英语中，更倾向于使用‘back’这个单词。