劍橋雅思第八冊閱讀理解 劍橋雅思閱讀AUSTRALIA’SSPORTINGSUCCESS及答案解析

今天大學路小編整理了劍橋雅思第八冊閱讀理解 劍橋雅思閱讀AUSTRALIA’SSPORTINGSUCCESS及答案解析相關內容，希望能幫助到大家，一起來看下吧。

本文目錄一覽：

• 1、劍橋雅思閱讀AUSTRALIA’SSPORTINGSUCCESS及答案解析
• 2、2020年8月1日雅思閱讀考試真題答案
• 3、雅思閱讀話題：人文科學

劍橋雅思閱讀AUSTRALIA’SSPORTINGSUCCESS及答案解析

做好雅思的閱讀題除了掌握對的 方法 ，也離不開我們日常的辛勤練習，下面我給大家?guī)韯蜓潘奸喿xAUSTRALIA’S SPORTING SUCCESS及答案解析，一起加油吧！

劍橋雅思閱讀AUSTRALIA’S SPORTING SUCCESS

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

AUSTRALIA’S SPORTING SUCCESS

A They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sport*en and women. Both provide intensive coaching, training facilities and nutritional advice.

B Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one — such as building muscle strength in golfers — to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. ‘We can’t waste our time looking at ethereal scientific questions that don’t help the coach work with an athlete and improve performance,’ says Peter Fricker, chief of science at AIS.

C A lot of their work comes down to measurement — everything from the exact angle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is on individuals, tweaking performances to squeeze an extra hundredth of a second here, an extra millimetre there. No gain is too slight to bother with. It’s the tiny, gradual improvements that add up to world-beating results. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D *ysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he *yses how her spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason’s contribution to sport also includes the development of the SWAN (Swimming Analysis) system now used in Australian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer’s performance into factors that can be *ysed individually — stroke length, stroke frequency, average duration of each stroke, velocity, start, lap and finish times, and so on. At the end of each race, SWAN spits out data on each swimmer.

D ‘Take a look,’ says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam faster. So why did he finish 35 hundredths of a second down? ‘His turn times were 44 hundredths of a second behind the other guy,’ says Mason. ‘If he can improve on his turns, he can do much better.’ This is the kind of accuracy that AIS scientists’ research is bringing to a range of sports. 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. There’s more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AIS and the University of Newcastle in New South Wales developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes’ saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether. Soon, IgA levels start rising again, and the danger passes. Since the tests were introduced, AIS athletes in all sports have been remarkably successful at staying healthy.

E Using data is a complex business. 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.’ You design the model to make that time,’ says Mason.’ A start of this much, each free-swimming period has to be this fast, with a certain stroke frequency and stroke length, with turns done in these times.’ All the training is then geared towards making the athlete hit those targets, both overall and for each segment of the race. Techniques like these have transformed Australia into arguably the world’s most successful sporting nation.

F Of course, there’s nothing to stop other countries copying — and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists’ and rowers’ times. Now everyone uses them. The same has happened to the ‘altitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia’s success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.

劍橋雅思閱讀AUSTRALIA’S SPORTING SUCCESS題目

Questions 1-7

Reading Passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-7 on your answer sheet.

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

Questions 8-11

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

Write the correct letter, A, B or C, in boxes 8-11 on your answer sheet.

8 cameras

9 sensors

10 protein tests

11 altitude tents

Questions 12 and 13

Answer the questions below.

Choose NO MORE THAN THREE WORDS ANDIOR A NUMBER from the passage for each answer.

Write your answers in boxes 12 and 13 on your answer sheet.

12 What is produced to help an athlete plan their performance in an event?

13 By how much did some cyclists’ performance improve at the 1996 Olympic Games?

劍橋雅思閱讀AUSTRALIA’S SPORTING SUCCESS答案

Question 1

答案：B

關鍵詞：exchange of expertise, between different sports/collaborate, across a number of sports

定位原文：B段第2、3句“...and collaborates with… a number of sports …”

解題思路: 題干中講到不同體育領域的專業(yè)知識交流正好跟原文中跨不同體育專家之間的合作相對應，理解意思即可容易找到正確答案。

Question 2

答案：C

關鍵詞: visual imaging/3D, image

定位原文: C段第6句: “...shows off the prototype of a 3D *ysis …”

解題思路: 通過題干中的視頻成像可以很容易找到原文中對應的3D和成像。

Question 3

答案：B

關鍵詞: a reason for narrowing/ can’t waste time

定位原文: B段最后1句: “We can’t waste our time looking…”

解題思路: 題目中的research activity和原文中的scientific questions 屬于同義表達，定位答題區(qū)域，發(fā)現(xiàn)此句話所要表達的意思是不在一些飄渺的、不切實際的科學問題上浪費時間，也就是說要縮小研究的范圍。

Question 4

答案：F

關鍵詞：AIS ideas reproduce/ copying

定位原文: F段第1句話 “Of course, there’s nothing…”

解題思路: 題干中的reproduce是復制的意思，之后從 文章 中發(fā)現(xiàn) 句子 有復制copying，即可以直接定位。

Question 5

答案：D

關鍵詞：Obstacle, investigated/ impact, monitor

定位原文: D段第6句“... to monitor heart rate…”

解題思路: 題干提到理想成績的障礙是如何被調查研究的，而讀到對應句子之后看到正好是sensors(傳感器)對于運動員跑步的impact(影響)進行研究的儀器，而且obstacles和impact對應。

Question 6

答案：A

關鍵詞：Overview, funded support finance

定位原文: A段倒數(shù)第2句 “...finances programmes of excellence…”

解題思路: finances是解題關鍵，意思為資助，正好跟題干中funded support表達了相同的義項，直接對應。而且之后一句話提及以上項目所提供的服務和建議，可以確信答案。

Question 7

答案：E

關鍵詞：Calculated before an event/ using data, well before a championship

定位原文: E段第1句、第2句 “Using data is a complex business. Well before a championship, ...”

解題思路: 首先通過well before a championship和文章中before an event定位到E段， 之后發(fā)現(xiàn)后面提及的“競爭模型”作用就是計算時間和速率，因此內容對應上calculate，此時可斷定答案的位置。

Question 8

答案：A

關鍵詞: digital cameras

定位原文: C段倒數(shù)第3句: “..SWAN system now used in Australian national…”

解題思路: 前一句已經提到該系統(tǒng)已廣泛應用于澳大利亞各項全國賽事之中，而沒有提到其他國家，因此可以判斷應該只有澳大利亞人在使用。

Question 9

答案：B

關鍵詞：sensor

定位原文: D段第7句：“...With the Cooperative Research Centre for Micro…”

解題思路: 找到相同對應詞sensor，讀其前后的句子，發(fā)現(xiàn)有 Melbourne，斷定是澳大利亞人的發(fā)明。之后要特別留心動詞develop運用現(xiàn)在進行時，表示正在開發(fā);而且注意之后的定語從句采用了將來時，所以可以斷定此發(fā)明還沒有完成，應該屬于將來的成果。因此選擇B。

Question 10

答案: A

關鍵詞：protein

定位原文: D段倒數(shù)第4句: “… AIS and the University of Newcastle…”

解題思路: 非常容易在前面第一句話中找到跟題目protein tests所對應的詞語a test ...protein。之后細讀前后句，發(fā)現(xiàn)后面一句話對于此項科技成果的受益者文章中只提到AIS運動員，即澳大利亞體育學院的運動員，隸屬于澳大利亞，所以應該選擇A。

Question 11

答案：C

關鍵詞: altitude tent

定位原文: F段倒數(shù)第2句: “The same has happened to the ‘altitude tent ’…”

解題思路: 文章中很容易找到用引號括起來的題目中的名詞 短語 ，因此只要細心讀原句，就會發(fā)現(xiàn)開頭的‘The same has happened...’同樣的事情也發(fā)生在……根據 經驗 應該順著文章向上追溯，發(fā)現(xiàn)跟‘altitude tent’相同情況的是1996年奧運會上澳大利亞人受益的流線型散熱運動服現(xiàn)在全世界都在用。因此 ‘altitude tent’也被世界各國應用。所以答案應該選擇C。且根據此段話大意可以了解文章只提到兩種研究成果被別國運用，即髙原帳蓬和流線型散熱服。所以可以間接判斷前三項成果是由澳大利人獨享的。

Question 12

答案： (a)competition model

關鍵詞： help an athlete plan, produced / prepare the athlete by, developing

定位原文: E段第1句“Using data…”

解題思路: Help an athlete plan their performance 對應上prepare the athlete by之后，要認真研究題目所問的是what is produced,斷定所作答案必定要填一個名詞。因此要細讀原文發(fā)現(xiàn)有單詞developing恰與produced相對應，中文意思是“開發(fā)”，則答案必定是開發(fā)之后的名詞。

Question 13

答案： (by)2 percent/%

關鍵詞： 19% Olympic Games, cyclists, improve

定位原文: F段第3句“At the Atlanta…”

解題思路: 分析問句是 ‘By how much... improve’，意思為“提高了多少”，可以判斷出答案需要寫一個數(shù)字。因此仔細閱讀相關語句找到 sliced as much as two per cent off cyclists ‘and rowers’ time。很快就可以找到數(shù)字百分之二

。

2020年8月1日雅思閱讀考試真題答案

8月1號進行了八月初的第一場雅思的考試，相信大家對真題以及答案會非常的感興趣、今天就由的我為大家介紹2020年8月1日雅思閱讀考試真題答案。

一、考題解析

P1 土地沙漠化

P2 澳大利亞的鸚鵡

P3 多重任務

二、名師點評

1.8月份首場考試的難度總體中等，有出現(xiàn)比較多的配對題，沒有出現(xiàn)Heading題，其余主要以常規(guī)的填空，判斷和選擇題為主。文章的話題和題型搭配也是在劍橋真題中都有跡可循，所以備考重心依然還是劍橋官方真題。

2. 整體分析：涉及環(huán)境類（P1）、動物類（P2）、社科類（P3）。

本次考試的P2和P3均為舊題。P2是動物類的話題，題型組合為：段落細節(jié)配對+單選+summary填空，難度中等。題型上也延續(xù)19年的出題特點，出現(xiàn)配對題，考察定位速度和準確度。P3也出現(xiàn)了段落細節(jié)配對，主要是段落細節(jié)配對+單選+判斷。三種題型難度中等，但是文章理解起來略有難度。

3. 部分答案及參考文章：

Passage 1：土地沙漠化

題型及答案待確認

Passage 2：澳大利亞的鸚鵡

題型：段落細節(jié)配對+單選+Summary填空

技巧分析：由于段落細節(jié)配對是完全亂序出題，在定位時需要先做后面的單選題及填空題，最大化利用已讀信息來確定答案，盡量避免重復閱讀，以保證充分的做題時間。

文章內容及題目參考：

A 概況，關于一個大的生物種類

B 一些物種消失的原因，題干關鍵詞：an example of one bird species extinct

C 一種鸚鵡不能自己存活，以捕食另一種鳥為生，吃該鳥類的蛋。題干關鍵詞：two species competed at the expense of oneanother

D 吸引鸚鵡的原因以及鸚鵡嘴的特點。題干關鍵詞：*ysis of reasons as Australian landscapeattract parrots

E 植物是如何適應鸚鵡。題干關鍵詞：plants attract birds which make the animal adaptto the environment

F 南半球對英語的影響

G 兩種鸚鵡從環(huán)境改變中獲益并存活下來。題干關鍵詞：two species of parrots benefit fromm theenvironment change

H 外來物種及本地鸚鵡

I 鳥類棲息地被破壞以及人類采取的措施

J 作者對于鸚鵡問題的態(tài)度

單選題：

why parrots in the whole world are lineal descendants of

選項關鍵詞：continent split from Africa

the writer thinks parrots species beak is for

選項關鍵詞：adjust to their suitable diet

which one is not mentioned

選項關鍵詞：should be frequently maintained

填空題：分布在文章的前兩段

one-sixth

16th century

mapmaker

John Gould

Passage 3：多重任務

題型：段落細節(jié)配對+單選+判斷

參考答案及文章

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.

雅思閱讀話題：人文科學

很多烤鴨們備考雅思閱讀的時候發(fā)現(xiàn)即使自己背了很多詞匯，閱讀方法也掌握了不少，但正確率仍舊不是很高，而且速度不夠快。通過實際教學經驗發(fā)現(xiàn)，這其中的一個主要原因在于烤鴨們對于雅思閱讀考察的話題不熟悉。為了解決烤鴨們的這個難題，專家對雅思閱讀的話題進行了歸類總結，讓烤鴨們在考場上找到一種“他鄉(xiāng)遇故人”的感覺，同時也給出了烤鴨們做閱讀的一些方法建議，讓烤鴨們在考場上不只是“他鄉(xiāng)遇故人”更要“知故人”。

經過對歷年的雅思閱讀考試的分析，閱讀話題主要有兩大類，分別是自然科學類和人文社科類。上文中我們已經探討過自然科學類的話題，本文將重點對人文科學類話題的文章進行分析。雅思閱讀人文科學類的話題主要分為三大塊：教育類，語言學類，發(fā)展史。同時還會涉及到企業(yè)管理和心理類。

1. 教育類

首先，教育類的話題一直是雅思考試閱讀部分的熱門話題。在2011年的考試中，主要涉及到了兒童的性格，歐洲女子教育，兒童心理教育，兒童情感發(fā)展，教育方法的研究，噪音對兒童的影響，兒童文學，家長參與教育，天才教育，學習歷史的意義。在2012年上半年的考試來看，教育類涉及到了學術道德，閱讀方法的探討，年輕人當父母，澳大利亞文盲。從去年及今年上半年的教育類話題分析，兒童教育及家庭教育是教育類話題的中心。在劍橋雅思真題集中這類型話題的分布也很廣泛，比如劍橋5 Test3 passage1 “Early Childhood Education”, 這篇文章主要是關于兒童教育的，講解了兩個項目'Headstart' programme和'Missouri' programme; 劍橋6 Test4 passage2 “Do Literate Women Make Better Mothers?”, 這篇文章討論了高學歷女性是否可以是更好的媽媽，有關兒童的家長問題。劍橋8 Test4 Passage1 'Land of the Rising Sum' 探討了日本的數(shù)學教育。

因此，各位烤鴨應多關注一下這類型的文章，如果沒有時間進行課外泛讀，也可以對劍橋雅思真題集4-8的教育類文章先進行限時訓練，做完對了答案將錯誤修改之后，建議烤鴨們在這時千萬別以為這篇文章就已經做完了，一定要再對整篇文章進行泛讀，每段的大意應該知道，并最好用中文標在每段后面，然后把每段主題句中的關鍵詞標出來，如果有不認識的最好摘下來。這樣到了考場上才能真正體會到“他鄉(xiāng)知故人”，否則，只是遇到了但不夠熟悉，做題時仍然會比較困難。

2. 語言類

雅思閱讀人文科學類的第二大話題就是語言類。從2011年全年來看，主要涉及到語言的傳播，筆譯，國際公司的外語策略培訓，語言對商業(yè)的作用，語言的起源，語言的消失，對語言發(fā)展的態(tài)度。在 2012年上半年來看，語言類話題主要有交流與文化，語義的理解，雙語學習的利弊。從去年到今年上半年，語言類話題主要涉及到了語言對商業(yè)，文化等的影響，語言的保護以及語言與教育的結合。這類型話題在劍橋雅思真題集中也有廣泛分布，比如：劍橋4 Test2 Passage1 Lost for Words, 這篇文章主要講解了少數(shù)語言的消亡，探討了語言消亡的原因以及相應的解決辦法。除此之外，劍橋4 Test3 Passage3 Obtaining Linguistic Data也是關于語言的，這篇文章相對比較專業(yè)化，講述了獲取語料的方法并討論了這些方法的利弊，但即使這樣做這篇文章時也不需要理解那些專業(yè)化的詞匯。劍橋5 Test2 Passage3 The Birth of Scientific English, 這篇文章結合了語言與發(fā)展史，講述了科學英語的誕生及發(fā)展。烤鴨們在遇到這類型的話題時，很多都會覺得相當困難，除非有些烤鴨們的專業(yè)就是語言學專業(yè)。因為語言學本身就包括了很多分支比如語音學，詞匯學，句法學等等。每一個分支都會有很多相關的專業(yè)術語，烤鴨們尤其是還在讀高中的小烤鴨們會覺得異常難懂，但是要記住一點：雅思考試的一大特色就是“非專業(yè)性”。也就是說，雖然考試中會考到很多有關語言學的內容，但是大多是關于語言傳播方式，如何保護語言等等比較簡單易懂的方面，并不會出現(xiàn)太專業(yè)性的內容。即使有專業(yè)詞匯出現(xiàn)，也應該感到高興，因為它們不會涉及同意轉換。

3. 發(fā)展史

第三類的話題就是有關各種事物的發(fā)展史。2011年的雅思閱讀考試中主要涉及到了歐洲印刷術，古人記事，茶的歷史與發(fā)展，加拿大移民史，英國戰(zhàn)后農業(yè)政策，澳大利亞羊毛產業(yè)，非洲部落發(fā)展等。2012年上半年的雅思閱讀考試中主要有管理學之父彼得德魯克，遠古電腦，奧運火炬演變發(fā)展，劇院，超市模式的誕生，地圖的發(fā)展狀況，英國人的農業(yè)發(fā)明-犁地機，小提琴*，庫克發(fā)現(xiàn)新大陸。這類型話題在劍橋雅思真題集中也有體現(xiàn)，比如：劍橋5 Test1 Passage1 'Johnson's Dictionary', 這篇文章講述了約翰字典的發(fā)展歷史，相對來說比較容易理解，而且題目也比較容易做。Test2 Passage1 The Birth of Modern Plastics, 這篇文章論述了現(xiàn)代塑料的發(fā)展歷程，并講解了*過程。專業(yè)術語較多，但沒有同意轉換，因此這些專業(yè)術語不會影響做題。劍橋7 Test1 Passage2 'Making Every Drop Count', 這篇文章涉及到了人類用水的情況。劍橋8 Test1 Passage1 A Chronicle of Time Keeping, 這篇文章是很典型的發(fā)展史類的閱讀文章，講述了計時器的發(fā)展歷史，講述的是有史以來不同國家發(fā)明的鐘表和計時器，也可當作鐘表或計時器的發(fā)展史來準備這個話題。這類話題是各位烤鴨們必需關注的話題，原因很簡單，所有的東西都有歷史、有來由，而且這也是近期考試的一個主要話題?？忌豢赡軠蕚渌械陌l(fā)展史，但是備考過程中完全放棄又很可惜，所以在所有的發(fā)展史中，那些曾經考過的發(fā)展史考生一定要列為重點準備的內容。比如說“Co*etic Painting”講述了化妝品發(fā)展的歷史，從野人時代到現(xiàn)代，但是講述現(xiàn)代化妝的比較少，主要是對比古代?！叭祟愗泿诺倪M化史”，提到了巴比倫貨幣，中國貨幣，日本貨幣，非洲貨幣等等，以及劍橋雅思真題集上給出的文章一定要做到。

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