請(qǐng)問(wèn)雅思閱讀Summary該如何做好

小編今天整理了一些請(qǐng)問(wèn)雅思閱讀Summary該如何做好相關(guān)內(nèi)容，希望能夠幫到大家。

本文目錄一覽：

• 1、2023年8月1日雅思閱讀考試真題答案
• 2、請(qǐng)問(wèn)雅思閱讀Summary該如何做好
• 3、劍橋雅思難度排行4-17

2023年8月1日雅思閱讀考試真題答案

您好，我是專注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。在追尋留學(xué)夢(mèng)想的路上，選擇合適的學(xué)校和專業(yè)，準(zhǔn)備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗(yàn)的留學(xué)顧問(wèn)，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時(shí)提問(wèn)！
8月1號(hào)進(jìn)行了八月初的第一場(chǎng)雅思的考試，相信大家對(duì)真題以及答案會(huì)非常的感興趣、今天就由小鐘老師為大家介紹2023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(wù)
二、名師點(diǎn)評(píng)
1.8月份首場(chǎng)考試的難度總體中等，有出現(xiàn)比較多的配對(duì)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(dòng)物類（P2）、社科類（P3）。
本次考試的P2和P3均為舊題。P2是動(dòng)物類的話題，題型組合為：段落細(xì)節(jié)配對(duì)+單選+summary填空，難度中等。題型上也延續(xù)19年的出題特點(diǎn)，出現(xiàn)配對(duì)題，考察定位速度和準(zhǔn)確度。P3也出現(xiàn)了段落細(xì)節(jié)配對(duì)，主要是段落細(xì)節(jié)配對(duì)+單選+判斷。三種題型難度中等，但是文章理解起來(lái)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(rèn)
Passage 2：澳大利亞的鸚鵡
題型：段落細(xì)節(jié)配對(duì)+單選+Summary填空
技巧分析：由于段落細(xì)節(jié)配對(duì)是完全亂序出題，在定位時(shí)需要先做后面的單選題及填空題，最大化利用已讀信息來(lái)確定答案，盡量避免重復(fù)閱讀，以保證充分的做題時(shí)間。
文章內(nèi)容及題目參考：
A 概況，關(guān)于一個(gè)大的生物種類
B 一些物種消失的原因，題干關(guān)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(guān)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(diǎn)。題干關(guān)鍵詞：*ysis of reasons as Australian landscapeattract parrots
E 植物是如何適應(yīng)鸚鵡。題干關(guān)鍵詞：plants attract birds which make the animal adaptto the environment
F 南半球?qū)τ⒄Z(yǔ)的影響
G 兩種鸚鵡從環(huán)境改變中獲益并存活下來(lái)。題干關(guān)鍵詞：two species of parrots benefit fromm theenvironment change
H 外來(lái)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(duì)于鸚鵡問(wèn)題的態(tài)度
單選題：
why parrots in the whole world are lineal descendants of
選項(xiàng)關(guān)鍵詞：continent split from Africa
the writer thinks parrots species beak is for
選項(xiàng)關(guān)鍵詞：adjust to their suitable diet
which one is not mentioned
選項(xiàng)關(guān)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(wù)
題型：段落細(xì)節(jié)配對(duì)+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.

希望以上的答復(fù)能對(duì)您的留學(xué)申請(qǐng)有所幫助。如果您有任何更詳細(xì)的問(wèn)題或需要進(jìn)一步的協(xié)助，我強(qiáng)烈推薦您訪問(wèn)我們的留學(xué)官方網(wǎng)站 ，在那里您可以找到更多專業(yè)的留學(xué)考試規(guī)劃和留學(xué)資料以及*的咨詢服務(wù)。祝您留學(xué)申請(qǐng)順利！

請(qǐng)問(wèn)雅思閱讀Summary該如何做好

您好，我是專注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。選擇留學(xué)是人生重要的決策之一，而作為您的指導(dǎo)，我非常高興能為您提供最準(zhǔn)確的留學(xué)解答和規(guī)劃。無(wú)論您的問(wèn)題是關(guān)于考試準(zhǔn)備、專業(yè)選擇、申請(qǐng)流程還是學(xué)校信息，我都在這里為您解答。更多留學(xué)資訊和學(xué)校招生介紹，歡迎隨時(shí)訪問(wèn)。
對(duì)于很多正在考雅思的同學(xué)來(lái)說(shuō)，不知道雅思閱讀準(zhǔn)備得怎么樣？今天就和小鐘老師一起來(lái)看看雅思閱讀Summary該如何做好？

一、無(wú)選項(xiàng)雅思閱讀Summary的特征
1、主要針對(duì)文章的某一段或某幾段的主要內(nèi)容進(jìn)行概括或改寫，上下句之間有一定的聯(lián)系。
2、每個(gè)空格的間隔時(shí)近時(shí)遠(yuǎn)，例如劍7 T1 P1的summary就定位在D段一段中，而劍5 T1 P1的則分散在四個(gè)段落中，由此可見定位準(zhǔn)確是解題的關(guān)鍵步驟。但考生們不用著急，一般summary的定位還是比較容易的，且大部分是涉及到原文的兩三段。即使某道題比較難找到，也可以先做summary的其他題，切勿因小失大。
3、一般是順序原則，較少亂序。
4、填的答案多是原文原詞，很少需要改變語(yǔ)態(tài)和詞性，相對(duì)簡(jiǎn)單。

二、雅思閱讀Summary的解題步驟
1、閱讀文章的大標(biāo)題和小標(biāo)題。其實(shí)拿到一篇文章，不論有哪些題型，第一步都要閱讀文章的大標(biāo)題和小標(biāo)題，大致掌握文章主題和推測(cè)文章的寫作思路和結(jié)構(gòu)。
2、仔細(xì)審題。 （1）注意字?jǐn)?shù)限制（Choose NO MORE THAN TWO WORDS from the passage for each answer. ），一般有只能填一個(gè)、不超過(guò)兩個(gè)和不超過(guò)三個(gè)單詞。（2）有時(shí)題目會(huì)明確告知summary在原文中的起始段落。
3、根據(jù)summary的小標(biāo)題或者首句，回原文確定起始位置。
4、劃出第一題的定位詞和關(guān)鍵詞（指緊挨著空格的并且肯定會(huì)被同義替換的單詞）。
5、通過(guò)關(guān)鍵詞及空格前后的邏輯關(guān)系來(lái)推測(cè)所填詞的語(yǔ)法特征。（1）?？荚~性有名詞、形容詞、動(dòng)詞和副詞，但主要以“名詞和形容詞”為主，在劍橋真題5-9中的summary共63個(gè)，名詞58個(gè)占92%，形容詞5個(gè)占8%。（2）如果所填詞是名詞，還可以進(jìn)一步去預(yù)測(cè)是人還是物，單復(fù)數(shù)，有時(shí)甚至能推測(cè)出是具體物還是抽象物，但還是要根據(jù)實(shí)際情況而定，不要為了預(yù)測(cè)而硬預(yù)測(cè)。
6、回到原文，通過(guò)略讀定位到題目位置。
7、精讀定位詞所在的句子，一定要讀完整。
8、對(duì)應(yīng)關(guān)鍵詞和邏輯關(guān)系后，通過(guò)語(yǔ)法來(lái)確定答案。
9、繼續(xù)下一題。
二、雅思閱讀Summary解題小貼士
1、一定要注意字?jǐn)?shù)限制。有不少考生會(huì)因?yàn)槌醮慰荚嚲o張而忘記審題，同樣的問(wèn)題在判斷題的TRUE和YES中也有體現(xiàn)。
2、如果在題目或者原文中看到this，that，those，these，it等指代詞，一定要把指代詞的內(nèi)容搞清楚，因?yàn)橹复~往往是考點(diǎn)，或者通過(guò)指代詞所指內(nèi)容能提示解題。
3、如果定位詞所在句子找不到關(guān)鍵詞的同義替換或邏輯關(guān)系，一般可以往下看一句，最多往下看兩句。
4、因?yàn)槭琼樞虺鲱}，所以實(shí)在是有定位不到的題要學(xué)會(huì)放棄，先做下一題，然后在上下兩題的定位之間再尋找一次。
總而言之，無(wú)選項(xiàng)summary是考生必須要得到分?jǐn)?shù)的題型。解題步驟大致為了解文章主題，審題，圈劃定位詞和關(guān)鍵詞，預(yù)測(cè)語(yǔ)法特征，回原文精讀。除了熟練掌握做題步驟和技巧之外，基礎(chǔ)語(yǔ)法和同義替換也是加快做題速度，提高正確率的利劍。每次做完題都要認(rèn)真分析錯(cuò)誤原因，是定位不準(zhǔn)確，同義替換沒背出還是句意或邏輯關(guān)系理解錯(cuò)誤，并積累每道題目（不論對(duì)錯(cuò)）和題目對(duì)應(yīng)原文句子的生詞和同義替換?？忌荒芴^(guò)沉迷于技巧，畢竟扎實(shí)的基本功和踏實(shí)的學(xué)習(xí)態(tài)度才是通過(guò)雅思，成功打開國(guó)外理想大學(xué)大門的鑰匙。

以上信息希望能幫助您在留學(xué)申請(qǐng)的道路上少走彎路。如果您還有更多問(wèn)題或需要深入探討，不要猶豫，您可以在我們的留學(xué)官方網(wǎng)站上找到更豐富的考試資訊、留學(xué)指導(dǎo)和*專家咨詢服務(wù)。我們的團(tuán)隊(duì)始終站在您的角度，為您的留學(xué)夢(mèng)想全力以赴。祝您申請(qǐng)順利！

劍橋雅思難度排行4-17

劍橋雅思難度排行4-17如下：

劍橋雅思4、劍雅5、劍雅7、劍雅9、劍雅10、劍雅14、劍雅15、劍雅16、劍雅6、劍雅8、劍雅12、劍雅13、劍雅17。

一、劍橋雅思考試

劍橋雅思是劍橋大學(xué)考試委員會(huì)（UCLES）主辦的一項(xiàng)考試，主要用于評(píng)估非英語(yǔ)為母語(yǔ)的英語(yǔ)使用者的英語(yǔ)能力。這項(xiàng)考試被廣泛用于申請(qǐng)英國(guó)、澳大利亞、加拿大等英語(yǔ)國(guó)家的大學(xué)、研究生院、工作單位等需要英語(yǔ)能力的場(chǎng)所。

其中，聽力部分要求考生根據(jù)所聽到的內(nèi)容完成填空、選擇等題型；閱讀部分要求考生在規(guī)定時(shí)間內(nèi)閱讀一篇長(zhǎng)文，并根據(jù)文章內(nèi)容完成選擇、判斷等題型；寫作部分要求考生在規(guī)定時(shí)間內(nèi)完成一篇議論文和一篇說(shuō)明文；口語(yǔ)部分要求考生與考官進(jìn)行*的對(duì)話，包括對(duì)所提供的話題進(jìn)行討論、描述等。

二、考試難度和特點(diǎn)

劍橋雅思考試的難度相對(duì)來(lái)說(shuō)較高，考試的題目設(shè)計(jì)也比較靈活和多樣化。在聽力部分，考生需要聽懂英語(yǔ)口音和語(yǔ)速，同時(shí)需要快速反應(yīng)和記錄關(guān)鍵信息；在閱讀部分，文章長(zhǎng)度比較長(zhǎng)，需要考生具備較高的閱讀速度和理解能力。

在寫作部分，要求考生具備良好的語(yǔ)言表達(dá)和邏輯思維能力；在口語(yǔ)部分，考官會(huì)根據(jù)考生的表現(xiàn)進(jìn)行評(píng)分，因此需要考生具備流利的口語(yǔ)表達(dá)和語(yǔ)言組織能力。

三、考試用途和適用人群

劍橋雅思考試主要用于申請(qǐng)英國(guó)、澳大利亞、加拿大等英語(yǔ)國(guó)家的大學(xué)、研究生院等教育機(jī)構(gòu)，同時(shí)也是一些企業(yè)招聘時(shí)所要求的英語(yǔ)能力測(cè)試之一。適用人群包括需要申請(qǐng)留學(xué)或工作的英語(yǔ)學(xué)習(xí)者、需要證明自己英語(yǔ)能力的工作人士等。

總之，劍橋雅思是一項(xiàng)具有較高難度和靈活性的英語(yǔ)能力測(cè)試，能夠全面評(píng)估考生的聽、說(shuō)、讀、寫四個(gè)方面的能力。對(duì)于需要申請(qǐng)留學(xué)或工作的英語(yǔ)學(xué)習(xí)者來(lái)說(shuō)，掌握好英語(yǔ)語(yǔ)言技能并取得好的成績(jī)將對(duì)未來(lái)的發(fā)展有很大的幫助。

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