雅思阅读难点解析之“剑桥真题系列”

合集下载

剑桥雅思9真题及解析阅读Test3

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 (1页)

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）

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。

剑桥真题分析雅思阅读

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

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”

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

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。

剑桥雅思4-11-听力阅读真题难度

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。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

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。

略读选项，掌握每一个选项的大意，划出关键词帮助记忆。

回到原文，用Scanning 的方式在原文中Paragraph 5的首句可以看到design: The design of Bakelite objects, everything from earrings to television sets, was governed to a large extent by the technical requirements of the moulding process.由于该句是主题句（Topic Sentence），可知本段的核心是关于design的，细读段落内容，分别有2处讲到了design:1. The object could not be designed so that it was locked into the mould and therefore difficult to extract.2. Moulds had to be carefully designed so that the molten Bakelitewould flow evenly and completely into the mould.两句都毫无疑义地涉及到关于design 的要义，第1句中指不能导致‘locked into the mould’, 以至于不能extract, 正确理解这句话在浇铸生产中的实际意义需要一点想象能力，这对于不了解浇铸工艺的考生来说是不大好理解的，所以在下文中给到了一些解释：A common general rule was that objects should taper towards the deepest part of the mould, and if necessary the product was moulded in separate pieces.在了解到‘一个普遍常规是物体应该越朝向底部越尖细’的意义后，结合‘以免被锁在里面’，读者方能理解它的实际意义，然后确定和C选项中‘removed from the mould’这一信息相吻合。

第2句中‘flow evenly and completely into the mould’在对前文理解的基础上相对容易，不过在下文中也出现了补充解释：Sharp corners proved impractical and were thus avoided, giving rise to the smooth, ‘streamlined’ style popular in the 1930s.在综合理解上文的基础上，可以获知另一个待选的正确选项是B，因为B选项中‘the ease’和‘fill the mould’的表述与上述信息一致。

上述过程带给我们的启示是平时要注意多积累，阅读面要广泛，尽可能涉猎不同领域的内容。

另外，笔者在执教过程中还发现学生对于本篇文章的Summary 中的Question 1& 2做题的正确率不高，朗阁海外考试研究中心分析发现，主要原因还在于信息定位和综合理解能力欠佳，下面具体说明：题目：Choose ONE WORD ONLY from the passage for each answer.Some plastic behave in a similar way to 1____________ in that they melt under heat and can be moulded into new forms. BAKELITE was unique because it was the first material to be both entirely 2____________ in origin, and thermosetting.除了similar 及melt under heat 两个特点可以帮助定位以外，作为主体的Some plastic 也不应被忽略。

原文中：Some plastics are derived from natural sources, some are semi-synthetic (the result of chemical action on a natural substance), and some are entirely synthetic, that is, chemically engineered from the constituents of coal or oil.考生在找到Some plastics 定位后，在涵盖了4行篇幅的文字中并未能如愿找到similar和melt under heat的相关信息。

这时缺乏经验和备考不足的考生可能会失去对定位准确性的信心，另觅他处寻找答案；综合理解能力较好或有经验的考生会意识到，既然此处已经谈及Some plastics的来源和特性，那么就有可能会在后面的内容中涉及和它有类似特性的某种物质，而这种物质的特点是melt under heat, 这意味着只要读下去，甄别出来是容易的。

在接下来的句子中：Some are ‘thermoplastic’, which means that,like candlewax, they melt when heated and can be reshaped. 出现了题目中提及的特点：遇热融化，由前文可发现，答案是candlewax.该题本身难度是不大的，但考生临场过于功利的心态会导致不切实际的急躁做法，希望一出现关键词就得到答案，从而人为增加了难度，教师在授课中应适时地加以引导，教会学生客观实际地看待类似情况，不惧多读上下文，才能使技巧走入良性循环的轨道。

Question 2: BAKELITE 具备的unique 的特点是极好的定位词，加之first, entirely 以及thermosetting, 该题的定位并不比Q1麻烦。

在紧接Q1的下一句中出现了：Others are ‘thermosetting’: like eggs, they cannot revert to their original viscous state, and their shape is thus fixed for ever. Bakelite had the distinction of being the first totally synthetic thermosetting plastic.若能结合上下文背景，就不难理解上述句子中distinction 对应于题目中出现的unique, 还出现了原词重现的first, 而totally 对应于题目的entirely, 根据题目中和thermosetting并列的要求，阅读原文中对plastic 的并列修饰成分synthetic 和thermosetting, 可知答案是synthetic.该题更多考察的是对句子的综合理解能力，在单词，短语和句型被代换的背景下，只有在对句子所表达的意义真正理解的前提下，才能辨别出隐藏其中的答案。

考生应在洞悉技巧的同时，加强实力，才是明智之举。

下篇在本套题的Passage 2中，同样出现了几处有一定难度的题目值得讨论，现分述如下：Q15 (T / F / NG): Plato believed humour to be a sign of above-average intelligence.以大写首字母的人名Plato做关键词来帮助定位，我们会在原文第二段发现它的出处：Plato expressed the idea that humour is simply a delighted feeling of superiority over others.看起来二者已经有对应的可能性了：feeling 似乎只能和sign对应，而superiority 似能和above-average 对应。