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剑桥雅思8test1阅读passage3 2023年5月20日雅思阅读考试真题及答案解析

更新:2023年12月11日 11:29 雅思无忧

今天雅思无忧小编整理了剑桥雅思8test1阅读passage3 2023年5月20日雅思阅读考试真题及答案解析相关信息,希望在这方面能够更好的大家。

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剑桥雅思8test1阅读passage3 2023年5月20日雅思阅读考试真题及答案解析

请问2023年3月27日雅思阅读考试真题答案

您好,我是专注留学考试规划和留学咨询的小钟老师。选择留学是人生重要的决策之一,而作为您的指导,我非常高兴能为您提供最准确的留学解答和规划。无论您的问题是关于考试准备、专业选择、申请流程还是学校信息,我都在这里为您解答。更多留学资讯和学校招生介绍,欢迎随时访问。
阅读是雅思考试其中的一部分,在这部分的考试里往往是比较容易拿高分的。而学生在准备这部分的考试时可以看看以往的一些阅读真题。那么下面就到小钟老师来看看2023年3月27日雅思阅读考试真题答案。
2023年3月27日雅思阅读真题与答案:
Passage 1
主题:种树
参考答案:无
Passage 2
主题:如何吸引人才
参考答案:无
14-17 匹配
14. F
15. B
16. C
17. G
18-21 判断
18. NOT GIVEN
19. YES
20. NO
21. YES
22-26 填空
22. *ysts / star- stock *ysts
23. performance star / star / star performer
24. working environments / settings
25. salary
26. rivals
Passage 3
主题:Musical Maladies
参考答案:
27- 30 选择
27. B
28. C
29. A
30. A
31- 36 判断
31. YES
32. NOT GIVEN
33. NO
34. NOT GIVEN
35. YES
36. NO
37-40 匹配
37. F
38. B
39. A
40. D
怎么增加雅思阅读词汇量:
技能1:语法
语法在有些人看来是没有用的,他们认为学语法是过时的,完整和良好的语言环境可以使我们在长时间的语言实践过程中产生语感,即使没有专门系统的语法学习,我们的英文一样可以很地道。但是在目前的中国,拥有完整和良好的语言环境以及长时间的语言实践是很难做到的,并且雅思阅读文章中会出现大量的长句,而如果考生们语法不好,则会直接影响句子的理解,最终影响雅思阅读的成绩。因此要备战雅思,语法的精通是必不可少的。
雅思阅读文章中会出现很多的长句,考察考生们从句子的主干成分——主谓结构入手,对并列句、比较句、指代句、复合句和双重否定句充分把握,并且结合句子上下文,正确理解掌握其要表达的意思的能力。因此建议高中考生们平时多多培养长句短读的能力,并且在读完一个长句后能够自己归纳总结,提炼其要点。
技能2:知识面
雅思阅读考试以大众题材为主,不涉及专业性很强的文章,以免给不同专业的考生造成优势或者劣势。因此很多阅读文章中的题目,考生们运用常识就可以直接确定答案。但是中国的大部分高中生都是“一心只读圣贤书,两耳不闻窗外事”,常识的缺乏一定程度上会影响考生们背单词、猜单词甚至解题效率。
在此,专家建议高中考生们在平时扩大自己的知识面,了解和雅思阅读材料有关的背景知识,如美国的人文、地理和历史概况及中西文化差异,多读一些涉及经济、教育、科技、医学、环境、能源、地质、动植物等话题的文章,(相关网站如;;)也可以观看探索频道的一些电视节目或者自然解码等。
技能3:技巧
词汇和语法是基础,而阅读方法&技巧的掌握和正确运用则可以帮助考生把词汇和语法发挥到最大功效,因此高中生们在学习并掌握雅思阅读考试所需要的词汇和语法的同时,还应该注重阅读技巧的学习和掌握。
雅思阅读考试最大特点是阅读量大,而且重点考核考生正确理解文章,把握文章主旨和结构,迅速定位所需要的具体信息,理解某些特定细节,弄清句子间的逻辑关系,进行一定的判断的能力。因此考生们在备考时要注意掌握略读(Skimming)(略读要求学生快速浏览全篇,领会主旨大意或抓住主要内容)、跳读(Scanning)(跳读要求学生从语言材料中快速获取特定信息)、细读(Losingreading)(细读要求学生理解文章细节及其内在联系,促进对篇章结构的更深层次的理解)等阅读方法。
雅思阅读考试的常见问题:
1、不看题目要求粗心大意
其实对于聪明的中国人来说,许多时候雅思阅读的题目要求都可以给我们许多的暗示,例如题目中有NB这样的字眼,有些备选项会被用上2次,这无疑是出题者给我们无声的暗示。还有对于一些notes/diagram/sentence completion的题目,一定要看清字数要求,要不就会出力不讨好了。还有些题干上会标明考查段落,千万不要不看题干,回原文通篇疯狂地寻找,既耽误了时间,又降低了正确率。[学英语,就上英语巴士网]
2、陷入生词困扰
大多数的阅读段落首句都是主题句,呈现出总分结构的特征,接下来的支持具层层展开,保持着与主题句的线性支持关系,这样一来,阅读一段文章时, 思路只要按照首句的方向展开即可,如果第二句和第三句与首句保持一致,那么首句就是段落的主题句,除非中间出现了大的转折或者对比,改变了方向。而如果首 句是主题句,那么首句的方向就是整个段落的方向,因此,在阅读过程中只要把握“主题”和“方向”,以及维持或改变方向的“关系词”,就能理解主旨,而段落中的生词变得毫无意义。当然词汇对于阅读有致命的影响,我们鼓励大家用技巧和方法的同时,提高词汇是解决英语阅读的根本长期问题。
3、指读和回读的不良习惯
指读,顾名思义,用手指或者笔边指边读的习惯说明是在以“词”为单位阅读。以一篇剑桥七中的雅思文章为例,文章篇幅A4纸正反面,字数在 1300字左右,如果word by word,一是时间紧迫,无法在考试规定时间完成题目;二是容易断章取义,失去了对文章整体感的把握。

以上信息希望能帮助您在留学申请的道路上少走弯路。如果您还有更多问题或需要深入探讨,不要犹豫,您可以在我们的留学官方网站上找到更丰富的考试资讯、留学指导和*专家咨询服务。我们的团队始终站在您的角度,为您的留学梦想全力以赴。祝您申请顺利!

2020年8月1日雅思阅读考试真题答案

8月1号进行了八月初的第一场雅思的考试,相信大家对真题以及答案会非常的感兴趣、今天就由的我为大家介绍2020年8月1日雅思阅读考试真题答案。

一、考题解析

P1 土地沙漠化

P2 澳大利亚的鹦鹉

P3 多重任务

二、名师点评

1.8月份首场考试的难度总体中等,有出现比较多的配对题,没有出现Heading题,其余主要以常规的填空,判断和选择题为主。文章的话题和题型搭配也是在剑桥真题中都有迹可循,所以备考重心依然还是剑桥官方真题。

2. 整体分析:涉及环境类(P1)、动物类(P2)、社科类(P3)。

本次考试的P2和P3均为旧题。P2是动物类的话题,题型组合为:段落细节配对+单选+summary填空,难度中等。题型上也延续19年的出题特点,出现配对题,考察定位速度和准确度。P3也出现了段落细节配对,主要是段落细节配对+单选+判断。三种题型难度中等,但是文章理解起来略有难度。

3. 部分答案及参考文章:

Passage 1:土地沙漠化

题型及答案待确认

Passage 2:澳大利亚的鹦鹉

题型:段落细节配对+单选+Summary填空

技巧分析:由于段落细节配对是完全乱序出题,在定位时需要先做后面的单选题及填空题,最大化利用已读信息来确定答案,尽量避免重复阅读,以保证充分的做题时间。

文章内容及题目参考:

A 概况,关于一个大的生物种类

B 一些物种消失的原因,题干关键词:an example of one bird species extinct

C 一种鹦鹉不能自己存活,以捕食另一种鸟为生,吃该鸟类的蛋。题干关键词:two species competed at the expense of oneanother

D 吸引鹦鹉的原因以及鹦鹉嘴的特点。题干关键词:*ysis of reasons as Australian landscapeattract parrots

E 植物是如何适应鹦鹉。题干关键词:plants attract birds which make the animal adaptto the environment

F 南半球对英语的影响

G 两种鹦鹉从环境改变中获益并存活下来。题干关键词:two species of parrots benefit fromm theenvironment change

H 外来物种及本地鹦鹉

I 鸟类栖息地被破坏以及人类采取的措施

J 作者对于鹦鹉问题的态度

单选题:

why parrots in the whole world are lineal descendants of

选项关键词:continent split from Africa

the writer thinks parrots species beak is for

选项关键词:adjust to their suitable diet

which one is not mentioned

选项关键词:should be frequently maintained

填空题:分布在文章的前两段

one-sixth

16th century

mapmaker

John Gould

Passage 3:多重任务

题型:段落细节配对+单选+判断

参考答案及文章

28 F

29I

30C

31B

32G

33C

34B

35A

36YES

37YES

38NO

39NOT GIVEN

40NO

Passage3: multitasking

Multitasking Debate—Can you do them at the same time?

Talking on the phone while driving isn't the only situationwhere we're worse at multitasking than we might like to think we are. Newstudies have identified a bottleneck in our brains that some say means we arefundamentally incapable of true multitasking. If experimental findings reflectreal-world performance, people who think they are multitasking are probablyjust underperforming in all-or at best, all but one -of their parallelpursuits. Practice might improve your performance, but you will never be asgood as when focusing on one task at a time.

The problem, according to René Marois, a psychologist atVanderbilt University in Nashville, Tennessee, is that there's a sticking pointin the brain. To demonstrate this, Marois devised an experiment to locate nteers watch a screen and when a particular image appears, a red circle,say, they have to press a key with their index finger. Different colouredcircles require presses from different fingers. Typical response time is about half a second, and thevolunteers quickly reach their peak performance. Then they learn to listen todifferent recordings and respond by making a specific sound. For instance, whenthey hear a bird chirp, they have to say "ba"; an electronic soundshould elicit a "ko", and so on. Again, no problem. A normal personcan do that in about half a second, with almost no effort. The trouble comeswhen Marois shows the volunteers an image, then almost immediately plays them asound. Now they're flummoxed. "If you show an image and play a sound atthe same time, one task is postponed," he says. In fact,if the second taskis introduced within the half-second or so it takes to process and react to thefirst, it will simply be delayed until the first one is done. The largestdual-task delays occur when the two tasks are presented simultaneously; delaysprogressively shorten as the interval between presenting the tasks lengthens(See Diagram).

There are at least three points where we seem to getstuck, says Marois. The first is in simply identifying what we're looking  can take a few tenths of a second, during which time we are not able tosee and recognise a second item. This limitation is known as the"attentional blink": experiments have shown that if you're watchingout for a particular event and a second one shows up unexpectedly any timewithin this crucial window of concentration, it may register in your visualcortex but you will be unable to act upon it. Interestingly, if you don'texpect the first event, you have no trouble responding to the second. Whatexactly causes the attentional blink is still a matter for debate.

A second limitation is in our short-term visual 's estimated that we can keep track of about four items at a time, fewer ifthey are complex. This capacity shortage is thought to explain, in part, our astonishinginability to detect even huge changes in scenes that are otherwise identical,so-called "change blindness". Show people pairs of near-identicalphotos -say, aircraft engines in one picture have disappeared in the other -andthey will fail to spot the differences (if you don't believe it, check out theclips at /~rensink/flicker/download). Here again, though, thereis disagreement about what the essential limiting factor really is. Does itcome down to a dearth of storage capacity, or is it about how much attention aviewer is paying?

A third limitation is that choosing a response to astimulus -braking when you see a child in the road, for instance,or replyingwhen your mother tells you over the phone that she's thinking of leaving yourdad -also takes brainpower. Selecting a response to one of these things willdelay by some tenths of a second your ability to respond to the other. This iscalled the "response selection bottleneck" theory, first proposed in1952.

Last December, Marois and his colleagues published apaper arguing that this bottleneck is in fact created in two different areas ofthe brain: one in the posterior lateral prefrontal cortex and another in thesuperior medial frontal cortex (Neuron, vol 52, p 1109). They found this byscanning people's brains with functional MRI while the subjects struggled tochoose among eight possible responses to each of two closely timed tasks. Theydiscovered that these brain areas are not tied to any particular sense but aregenerally involved in selecting responses, and they seemed to queue theseresponses when presented with multiple tasks concurrently.

Bottleneck? What bottleneck?

But David Meyer, a psychologist at the University ofMichigan, Ann Arbor, doesn't buy the bottleneck idea. He thinks dual-taskinterference is just evidence of a strategy used by the brain to prioritisemultiple activities. Meyer is known as something of an optimist by his  has written papers with titles like "Virtually perfect time-sharing indual-task performance: Uncorking the central cognitive bottleneck"(Psychological Science, vol 12, p101). His experiments have shown that withenough practice -at least 2000 tries -some people can execute two taskssimultaneously as competently as if they were doing them one after the  suggests that there is a central cognitive processor that coordinates allthis and, what's more, he thinks it uses discretion: sometimes it chooses todelay one task while completing another.

Even with practice, not all people manage to achieve thisharmonious time-share, however. Meyer argues that individual differences comedown to variations in the character of the processor -some brains are just more"cautious", some more "daring". And despite urban legend,there are no noticeable

differences between men and women. So, according to him,it's not a central bottleneck that causes dual-task interference, but rather"adaptive executive control", which "schedules task processesappropriately to obey instructions about their relative priorities and serialorder".

Marois agrees that practice can sometimes eraseinterference effects. He has found that with just 1 hour of practice each dayfor two weeks, volunteers show a huge improvement at managing both his tasks atonce. Where he disagrees with Meyer is in what the brain is doing to achievethis. Marois speculates that practice might give us the chance to find lesscongested circuits to execute a task -rather like finding trusty back streetsto avoid heavy traffic on main roads -effectively making our response to thetask subconscious. After all, there are plenty of examples of subconsciou*ultitasking that most of us routinely manage: walking and talking, eating andreading, watching TV and folding the laundry.

But while some dual tasks benefit from practice, otherssimply do not. "Certain kinds of tasks are really hard to do two atonce," says Pierre Jolicoeur at the University of Montreal, Canada, whoalso studies multitasking. Dual tasks involving a visual stimulus andskeletal-motor response (which he dubs "in the eye and out the hand")and an auditory stimulus with a verbal response ("in the ear and out themouth") do seem to be amenable to practice, he says. Jolicoeur has foundthat with enough training such tasks can be performed as well together asapart. He speculates that the brain connections that they use may be somehowspecial, because we learn to speak by hearing and learn to move by looking. Butpair visual input with a verbal response, or sound to motor, and there's nodramatic improvement. "It looks like no amount of practice will allow youto combine these," he says.

For research purposes, these experiments have to be keptsimple. Real-world multitasking poses much greater challenges. Even the upbeatMeyer is sceptical about how a lot of us live our lives. Instant-messaging andtrying to do your homework? "It can't be done," he says. Conducting ajob interview while answering emails? "There's no way you wind up being asgood." Needless to say, there appear to be no researchers in the area ofmultitasking who believe that you can safely drive a car and carry on a phoneconversation. In fact, last year David Strayer at the University of Utah inSalt Lake City reported that people using cellphones drive no better thandrunks (Human Factors, vol 48, p 381). In another study, Strayer found thatusing a hands-free kit did not improve a driver's response time. He concludedthat what distracts a driver so badly is the very act of talking to someone whoisn't present in the car and therefore is unaware of the hazards facing thedriver.

“No researchers believe it's safe to drive a car andcarry on a phone conversation”

It probably comes as no surprise that, generallyspeaking, we get worse at multitasking as we age. According to Art Kramer atthe University of Illinois at Urbana-Champaign, who studies how ageing affectsour cognitive abilities, we peak in our 20s. Though the decline is slow throughour 30s and on into our 50s, it is there; and after 55, it becomes moreprecipitous. In one study, he and his colleagues had both young and oldparticipants do a simulated driving task while carrying on a conversation. Hefound that while young drivers tended to miss background changes, older driversfailed to notice things that were highly relevant. Likewise, older subjects hadmore trouble paying attention to the more important parts of a scene than youngdrivers.

It's not all bad news for over-55s, though. Kramer alsofound that older people can benefit from practice. Not only did they learn toperform better, brain scans showed that underlying that improvement was achange in the way their brains become active.

Whileit's clear that practice can often make a difference, especially as we age, thebasic facts remain sobering. "We have this impression of an almightycomplex brain," says Marois, "and yet we have very humbling andcrippling limits." For most of our history, we probably never needed to domore than one thing at a time, he says, and so we haven't evolved to be ableto. Perhaps we will in future, though. We might yet look back one day on peoplelike Debbie and Alun as ancestors of a new breed of true multitaskers.

2023年5月20日雅思阅读考试真题及答案解析

您好,我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上,选择合适的学校和专业,准备相关考试,都可能让人感到迷茫和困扰。作为一名有经验的留学顾问,我在此为您提供全方位的专业咨询和指导。欢迎随时提问!
在雅思考试中,阅读考试对于一部分同学来说,有一点困难,还在备考的同学,可以看看雅思考试的相关真题,下面是小钟老师分享的2023年5月20日雅思阅读考试真题及答案解析。
一、2023年5月20日雅思阅读考试真题及答案
PASSAGE 1 :农耕方式的发展
PASSAGE 2 :古代不同民族间的商品交易
PASSAGE 3 :沟通冲突
27. iii
28. vii
29. i
30. iv
31. ix
32. viii
33. v
34. ii
判断
35. FALSE
36. TRUE
37. NOT GIVEN
38. TRUE
39. TRUE
单选
40. B
二、雅思阅读考试形式
雅思阅读考试分学术类和培训类两种,分别针对申请留学的学生和计划在英语语言国家参加工作或移民的人士。三篇文章40道题目总共用时60分钟,包括将答案誊写到答题卡上的时间。
学术类(A类)阅读考试形式:IELTS考试阅读(学术类)部分共有三篇文章,考生需要回答40道题目。每一篇文章所需要回答的问题数量并不相同。每一道问题相对应一个分数。文章内容和题目均出现于问卷中。
培训类(G类)阅读考试形式:IELTS 考试阅读(培训类)部分共有三部分,文章难度由浅至深,考生需要回答40道题目。第一部分有14道题目,通常包含2到3篇短文或者若干段文字(如广告 等)。第二和第三部分分别有13道题目。第二部分通常有2篇文章,第三部分则为一段较长的文章。文章内容和题目均出现于问卷中。
三、雅思阅读文章类型
1. 关于欧洲及世界社会发展,经济状况,科学动向以及文化交流的文章
自1995年雅思考试的题型做出重大改革以后,有两条原则就被命题的剑桥大学考试委员会(UCLES)反复强调非专业原则和国际化原则。为了使 不同地域,不同政治经济体制,不同肤色,不同文化背景的人能平等且毫无理解困难地参与雅思,法律及专业性较强的医学,生物学,哲学,文学,艺术等的文章已 经不再作为雅思的考查范围。
2. 关于地球,自然界的科学现象及地理现象的文章
这种文章类型在I中最为普遍,其涵盖面之广无从细分,但就最近一年以来考试文章分析,主要还是以下几种类型:
太空,宇宙概况,以及外星生物探讨等。
全球气候变暖,厄尔尼诺,洋流异常,臭氧层破坏。
地球灾难,火山爆发,地震,彗星撞地球,森林大火,生物灭绝。
3. 人类历史发展中重要事件,重要人物及重要标志性产品
这也是雅思中经常出现的一种重要的文章类型,但自1998年开始对重要人物的考查总是和重要事件交织在一起,不再单独罗列。人类历史上的重大发明和表明人类文明辉煌成就的重大事件也是重点考查内容(发明电视,电影,计算机及登陆月球)。
四、雅思阅读考试题型
段落标题(paragraphheadings)
在做雅思阅读文章的时候,后面给出listofheadings,一般是10个左右选项,其中含一到两个段落及其标题的例子。要求对题目中给出的段落,根据其内容找出与其相匹配的段落标题。尽管题目说明中提示一个选项可能会适用多个,但正式考试中一般一个选项只能用于一个段落。
段落标题类答题步骤:
1.首先在listofheadings中划去做为例子的heading或headings,以免在根据段落内容在listofheadings中找出与其相匹配的段落标题时,它(它们)会干扰考试者对其他headings的选择。
2.在文章中把做为例子的段落划掉,以免对例子段落进行不必要的精读。
3.对题目中给出的段落,按照首句(第1、二句)、末句和中间句寻找主题句的方法,在listofheadings中找出与其相匹配的段落标题。
4.如果时间允许,按照文章的段落顺序,对非题目中给出的段落及例子段落进行快速阅读,而对题目中给出并要求找出与其相匹配的段落标题的段落进行精读。找出其关键意思后,再在listofheadings中找出与其相匹配的段落标题。
5.选出几个可能匹配的题目进行比较(通常两至三个),当然其中只能有一个为正确答案。
6.对于第1种匹配题型可以将较难的题留在末尾进行匹配,不要在较难的题上花费更多的时间,而应选择较易回答的题目进行匹配,末尾所剩即为该难题的答案。
7.要仔细检察答案,特别是第1题型,因为答错一题,便意味着答错两道题。
辨别正误题型(True/false/notgiven):
该题型还涉及到:(notgiven/notmentioned)没有提到,有时还会出现下列提法accurat/inaccurat准确/不准确;supported/contradicted一致/不一致。correct/incorrect正确与不正确。辨别正误题型属于难度较大的题型。通常在阅读测试中的第三或第四部分出现。
在规定的时间内如不能完成某一组题,留出一分钟,用逻辑方法猜测答案做答。这一方法在回答辨别正误(True;false;notgiven)题型时很有效。逻辑猜题在IELTS测试中是答题的一个很关键的方法。事实上由于时间的限制,很多题是通过此方法求出的。
辨别正误题答题步骤:
1.详细阅读并理解答题指引部分,确定答题方式。
2.确切理解问句的含义,严格按照文章本身意思理解和推断,不要想当然。
3.找出问句中的关键词语。
4.利用关键词语在文章中确定答案位置。

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