2023年5月20日雅思閱讀考試真題及答案解析 雅思閱讀的出題規(guī)律解析 2023年8月1日雅思閱讀考試真題答案

2023年5月20日雅思閱讀考試真題及答案解析 雅思閱讀的出題規(guī)律解析 2023年8月1日雅思閱讀考試真題答案很多朋友對這方面很關(guān)心，大學(xué)路整理了相關(guān)文章，供大家參考，一起來看一下吧！

本文目錄一覽：

• 1、2023年5月20日雅思閱讀考試真題及答案解析
• 2、雅思閱讀的出題規(guī)律解析
• 3、2023年8月1日雅思閱讀考試真題答案

2023年5月20日雅思閱讀考試真題及答案解析

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)夢想的路上，選擇合適的學(xué)校和專業(yè)，準備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗的留學(xué)顧問，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時提問！
在雅思考試中，閱讀考試對于一部分同學(xué)來說，有一點困難，還在備考的同學(xué)，可以看看雅思考試的相關(guān)真題，下面是小鐘老師分享的2023年5月20日雅思閱讀考試真題及答案解析。
一、2023年5月20日雅思閱讀考試真題及答案
PASSAGE 1 ：農(nóng)耕方式的發(fā)展
PASSAGE 2 ：古代不同民族間的商品交易
PASSAGE 3 ：溝通沖突
27. iii
28. vii
29. i
30. iv
31. ix
32. viii
33. v
34. ii
判斷
35. FALSE
36. TRUE
37. NOT GIVEN
38. TRUE
39. TRUE
單選
40. B
二、雅思閱讀考試形式
雅思閱讀考試分學(xué)術(shù)類和培訓(xùn)類兩種，分別針對申請留學(xué)的學(xué)生和計劃在英語語言國家參加工作或移民的人士。三篇文章40道題目總共用時60分鐘，包括將答案謄寫到答題卡上的時間。
學(xué)術(shù)類（A類）閱讀考試形式：IELTS考試閱讀（學(xué)術(shù)類）部分共有三篇文章，考生需要回答40道題目。每一篇文章所需要回答的問題數(shù)量并不相同。每一道問題相對應(yīng)一個分數(shù)。文章內(nèi)容和題目均出現(xiàn)于問卷中。
培訓(xùn)類（G類）閱讀考試形式：IELTS 考試閱讀（培訓(xùn)類）部分共有三部分，文章難度由淺至深，考生需要回答40道題目。第一部分有14道題目，通常包含2到3篇短文或者若干段文字（如廣告 等）。第二和第三部分分別有13道題目。第二部分通常有2篇文章，第三部分則為一段較長的文章。文章內(nèi)容和題目均出現(xiàn)于問卷中。
三、雅思閱讀文章類型
1. 關(guān)于歐洲及世界社會發(fā)展，經(jīng)濟狀況，科學(xué)動向以及文化交流的文章
自1995年雅思考試的題型做出重大改革以后，有兩條原則就被命題的劍橋大學(xué)考試委員會（UCLES）反復(fù)強調(diào)非專業(yè)原則和國際化原則。為了使 不同地域，不同政治經(jīng)濟體制，不同膚色，不同文化背景的人能平等且毫無理解困難地參與雅思，法律及專業(yè)性較強的醫(yī)學(xué)，生物學(xué)，哲學(xué)，文學(xué)，藝術(shù)等的文章已 經(jīng)不再作為雅思的考查范圍。
2. 關(guān)于地球，自然界的科學(xué)現(xiàn)象及地理現(xiàn)象的文章
這種文章類型在I中最為普遍，其涵蓋面之廣無從細分，但就最近一年以來考試文章分析，主要還是以下幾種類型：
太空，宇宙概況，以及外星生物探討等。
全球氣候變暖，厄爾尼諾，洋流異常，臭氧層破壞。
地球災(zāi)難，火山爆發(fā)，地震，彗星撞地球，森林大火，生物滅絕。
3. 人類歷史發(fā)展中重要事件，重要人物及重要標志性產(chǎn)品
這也是雅思中經(jīng)常出現(xiàn)的一種重要的文章類型，但自1998年開始對重要人物的考查總是和重要事件交織在一起，不再單獨羅列。人類歷史上的重大發(fā)明和表明人類文明輝煌成就的重大事件也是重點考查內(nèi)容（發(fā)明電視，電影，計算機及登陸月球）。
四、雅思閱讀考試題型
段落標題（paragraphheadings）
在做雅思閱讀文章的時候，后面給出listofheadings，一般是10個左右選項，其中含一到兩個段落及其標題的例子。要求對題目中給出的段落，根據(jù)其內(nèi)容找出與其相匹配的段落標題。盡管題目說明中提示一個選項可能會適用多個，但正式考試中一般一個選項只能用于一個段落。
段落標題類答題步驟：
1.首先在listofheadings中劃去做為例子的heading或headings，以免在根據(jù)段落內(nèi)容在listofheadings中找出與其相匹配的段落標題時，它（它們）會干擾考試者對其他headings的選擇。
2.在文章中把做為例子的段落劃掉，以免對例子段落進行不必要的精讀。
3.對題目中給出的段落，按照首句（第1、二句）、末句和中間句尋找主題句的方法，在listofheadings中找出與其相匹配的段落標題。
4.如果時間允許，按照文章的段落順序，對非題目中給出的段落及例子段落進行快速閱讀，而對題目中給出并要求找出與其相匹配的段落標題的段落進行精讀。找出其關(guān)鍵意思后，再在listofheadings中找出與其相匹配的段落標題。
5.選出幾個可能匹配的題目進行比較（通常兩至三個），當(dāng)然其中只能有一個為正確答案。
6.對于第1種匹配題型可以將較難的題留在末尾進行匹配，不要在較難的題上花費更多的時間，而應(yīng)選擇較易回答的題目進行匹配，末尾所剩即為該難題的答案。
7.要仔細檢察答案，特別是第1題型，因為答錯一題，便意味著答錯兩道題。
辨別正誤題型（True/false/notgiven）：
該題型還涉及到：（notgiven/notmentioned）沒有提到，有時還會出現(xiàn)下列提法accurat/inaccurat準確/不準確；supported/contradicted一致/不一致。correct/incorrect正確與不正確。辨別正誤題型屬于難度較大的題型。通常在閱讀測試中的第三或第四部分出現(xiàn)。
在規(guī)定的時間內(nèi)如不能完成某一組題，留出一分鐘，用邏輯方法猜測答案做答。這一方法在回答辨別正誤（True；false；notgiven）題型時很有效。邏輯猜題在IELTS測試中是答題的一個很關(guān)鍵的方法。事實上由于時間的限制，很多題是通過此方法求出的。
辨別正誤題答題步驟：
1.詳細閱讀并理解答題指引部分，確定答題方式。
2.確切理解問句的含義，嚴格按照文章本身意思理解和推斷，不要想當(dāng)然。
3.找出問句中的關(guān)鍵詞語。
4.利用關(guān)鍵詞語在文章中確定答案位置。

希望以上的答復(fù)能對您的留學(xué)申請有所幫助。如果您有任何更詳細的問題或需要進一步的協(xié)助，我強烈推薦您訪問我們的留學(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)申請順利！

雅思閱讀的出題規(guī)律解析

分析雅思閱讀真題的出題規(guī)律對于大家的雅思閱讀備考有很大的好處，因為這樣就可以節(jié)省很多的時間和精力。大家就可以把注意力集中放在最常出現(xiàn)的幾個類別上面了。下面雅思就為大家整理了以雅思劍橋系列為準的對雅思閱讀真題出題規(guī)律的分析。

Test1的題型組合：5題段落歸屬配對題，7題段落小標題，8題歸納摘要題，12題是非無判斷題，還有4題選擇題，最后還有4題為完成句子填空題。從這個test我們可以看出它跟現(xiàn)行考試的'特點是完全符合的。

Test 2的題型組合：4題段落歸屬配對題，6題分類題，5題歸納摘要題，4題段落小標題，13題是非無判斷題，4題完成句子ending題，還有4題選擇題。Test2的題型比 Test1要更加豐富，不過總體而言，前三大題型的歸屬還是沒有變化的。

Test3的題型組合：13題是非無判斷題，6題信息配對題，6題分類題，6題段落小標題，7題歸納摘要題，還有4題選擇題，6題填表題和2題選擇題。Test 3 的題型設(shè)置跟前面兩個test有些不同的地方。填表題和信息配對題在這個test中出現(xiàn)了。但是這類題目的難度并不高，因此整體難度并不大。

Test4的題型： 6題人名觀點配對題，14題是非無判斷題，11題歸納摘要題，6題完成句子題，3題選擇題。在這篇試題中人名觀點配對題的特殊之處在于：有一個選項是以上所有人名都不是，這在以前的雅思考試題型中都沒有出現(xiàn)過。考生應(yīng)對此類出題方式引起重視。

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)夢想的路上，選擇合適的學(xué)校和專業(yè)，準備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗的留學(xué)顧問，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時提問！
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(fù)閱讀，以保證充分的做題時間。
文章內(nèi)容及題目參考：
A 概況，關(guān)于一個大的生物種類
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。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(guān)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(guān)鍵詞：continent split from Africa
the writer thinks parrots species beak is for
選項關(guān)鍵詞：adjust to their suitable diet
which one is not mentioned
選項關(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.

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