雅思閱讀考試十大必考題型（雅思g類閱讀評分標準）相關內(nèi)容，好教育小編（HaojiaOyu.nEt）在這里做了整理，希望能對大家有所幫助，關于雅思閱讀考試十大必考題型（雅思g類閱讀評分標準）信息，一起來了解一下吧！

本文目錄一覽：

• 1、2020年雅思閱讀考試十大必考題型
• 2、雅思g類閱讀評分標準
• 3、請問2023年8月1日雅思閱讀考試真題答案

2020年雅思閱讀考試十大必考題型

對于雅思考試，了解一下做題的技巧，對于雅思提分是非常有幫助的，那么下面就和的我先來看看2020年雅思閱讀考試十大必考題型？

十大雅思閱讀題型

一、Matching（從屬關系搭配題）

二、Matching（因果關系搭配）

三、MATCHING（作者及其觀點搭配題）

四、Summary（摘要填空）

五、Short Answer Questions （簡答題）

六、True /False/Not given（是非題）

七、adings（找小標題）

八、Multiple Choice（選擇題）

九、Sentence completion（完成句子）

十、DIAGRAM/FLOWCHART/TABLE COMPLETION（填圖填表題）

考試思路分析

一、雅思閱讀簡介

雅思閱讀考試分學術類和培訓類兩種，分別針對申請留學的學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。

學術類閱讀考試形式：IELTS考試閱讀（學術類）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。每一道問題相對應一個分數(shù)。文章內(nèi)容和題目均出現(xiàn)于問卷中。

培訓類閱讀考試形式：IELTS 考試閱讀（培訓類）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。

二、雅思閱讀文章來源

我們都知道，雅思閱讀文章多從世界著名的網(wǎng)站雜志報刊中選取，但是了解具體是哪些網(wǎng)站嗎？下面就給大家分享一下，大家可以在休閑的時候多瀏覽一下上面的文章，對大家雅思閱讀備考非常有幫助。

雅思閱讀A類的文章大部分選自國外人文類、經(jīng)濟類和科學類的知名報紙、雜志或各*、組織的研究報告。例如：

1. New Scientist 這本雜志被用到的頻率最高，如劍四中的Lost for Words， Play is a Serious Business，劍五中的What’s So Funny？， Flawed Beauty： the Problem with Toughened Glass，和劍六中的多篇文章 Australia’s Sporting Success， Climate Change and the Inuit， Graying Population Stays in the Pink， Do Literate Women Make Better Mothers？

2. The Economist 列居其次，如劍五中的The Truth about the Environment， 劍六中的Delivering the Goods

3. 還有American Scientist和Scientific American這兩個主要的美國學術期刊，例如劍五的Disappearing Delta和劍六的The Search for Anti-aging Pills

4. 當然還有National Geographic。但是值得注意的是，因為這是休閑雜志，所以只作為了G類的閱讀，如劍六中的Pterosaurs

除了以上提到的若干來源之外，雅思A類的閱讀文章還出自Nature， Discover， Time （Europe）， Boston Global， History Today等其余期刊或雜志。至于是哪次考試的哪篇文章，由于敏感原因在這里就不在透露。

G類的閱讀中前兩部分通常是實用性強的功能性短文，如菜單、產(chǎn)品說明、通知、住宿安排和廣告等，非常貼近西方的實際生活。這就要求考生們爭取每天閱讀一定 量的原版英文報刊、書籍，如time、reader’s digest等，尤其注意其中的各種各樣的廣告。并非要讀懂每一個字，或完全理解，只要能理解其中大至含義既可。

了解這些雅思文章出處之后對于廣大考生平時進行泛讀訓練具有很好的指導作用?？忌梢詮囊陨想s志期刊的官方網(wǎng)站上搜索到相關背景文章進行有針對性的閱讀訓練。

三、雅思閱讀文章類型

雅思閱讀難備考，可能是因為文章的專業(yè)性。畢竟大多數(shù)同學平時都不太會深入了解一些自然類科技類醫(yī)學類……相關領域的最新知識。因為背景知識的 缺乏，很多考生花費大量時間來理解文章，而導致做題時間緊張。所以，烤鴨們在平常的備考中要對一些不熟悉的領域涉獵一下，增強自己的背景知識理解能力。

雅思閱讀文章分類如下：

1. 關于歐洲及世界社會發(fā)展，經(jīng)濟狀況，科學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考試委員會（UCLES）反復強調(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，生物學，哲學，文學，藝術等的文章已 經(jīng)不再作為雅思的考查范圍。

就可能涉獵的文章類型而言，以下幾個方面的內(nèi)容經(jīng)常作為考點出現(xiàn)：

·世界范圍的就業(yè)狀況

·語言學，考古學，生物學，簡單醫(yī)學（單詞量不會影響對文章的理解）

·世界范圍內(nèi)的教育狀況，經(jīng)濟發(fā)展的問題，機遇及挑戰(zhàn)（糧食，能源）

·女權注意及女性歧視問題

·環(huán)境保護（海洋，生物，陸地，森林等）及環(huán)境污染（化學，石油泄漏等）

·種族，民族問題

·人*炸及居住問題，城市化及相關問題（交通擁擠，設施缺乏，噪聲等）

2. 關于地球，自然界的科學現(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、雅思閱讀文章結構

雅思閱讀的學術性決定了其深度和難度，卻也限制了文章的結構、使其必須符合一定的學術規(guī)范。學術性文章的寫作對象可以天南海北、作者觀點可以光 怪陸離，但是行文論證必須規(guī)范嚴密，所以雅思閱讀的層次結構相對固定。就目前出版的十本劍橋雅思系列而言，學術類閱讀大致可分為兩類：說明文和議論文。其 中，說明文從客觀的角度介紹或陳述一個既定的事實，議論文則通常針對某個特定的問題進行分析和論證，有時一并提出解決的方案。如下的表格對雅思閱讀及相應 的文章結構做了一個粗淺的分類：

從備考角度出發(fā)，對雅思學術閱讀文章進行結構分析是一種有效的應試策略，在針對亂序題、尤其是考生棄之如敝履的信息包含題這方面，其作用尤為突出。

雅思g類閱讀評分標準

雅思G類閱讀考試評分標準的主要要點如下：

1、任務完成度（Task Achievement）：

考生需根據(jù)題目要求閱讀指定文本，把握文章中具體的細節(jié)、主題、態(tài)度等要素，對問題進行回答。如果考生能夠較好地完成這些主要任務，那么就能得到任務完成度較高的評分。

2、詞匯和語法（Lexical Resource and Grammatical Range and Accuracy）：

考生應該在閱讀過程中理解和運用更加高級的詞匯和語法，以能夠準確地回答問題并表達自己的觀點。正確運用語法結構和詞匯是評分標準的重要因素。

3、描述和推理（Coherence and Cohesion）：

考生需要能夠通過文本中給出的信息來推斷和解析文章的結構和含義，同時也需要在文章中建立明顯的邏輯聯(lián)系，使文章內(nèi)容擁有良好的連貫性。

雅思簡介：

全稱為國際英語測試系統(tǒng)(International English Language Testing System)簡稱(IELTS)，是著名的國際性英語標準化水平測試之一。

雅思考試于1989年設立，由英國文化教育協(xié)會、劍橋大學考試委員會和澳大利亞教育國際開發(fā)署(IDP)共同管理。

雅思考試堅持 “溝通為本”的理念，在全球首創(chuàng)從聽、說、讀、寫四方面進行英語能力全面考核的國際考試，能夠立體綜合地精準測評考生的英語語言運用能力。

作為全球認可度最高的國際英語測試，雅思考試獲得全球超過140多個國家和地區(qū)的10,000所院校機構的認可，每年有超過300萬人次參加雅思考試。

2019年1月15日，中國教育部考試中心與英國文化教育協(xié)會在京聯(lián)合發(fā)布雅思、普思考試與中國英語能力等級量表對接研究結果。雅思成為率先完成與中國英語能力等級量表對接的考試。

請問2023年8月1日雅思閱讀考試真題答案

您好，我是專注留學考試規(guī)劃和留學咨詢的小鐘老師。選擇留學是人生重要的決策之一，而作為您的指導，我非常高興能為您提供最準確的留學解答和規(guī)劃。無論您的問題是關于考試準備、專業(yè)選擇、申請流程還是學校信息，我都在這里為您解答。更多留學資訊和學校招生介紹，歡迎隨時訪問。 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 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(nèi)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. 以上信息希望能幫助您在留學申請的道路上少走彎路。如果您還有更多問題或需要深入探討，不要猶豫，您可以在我們的留學官方網(wǎng)站上找到更豐富的考試資訊、留學指導和*專家咨詢服務。我們的團隊始終站在您的角度，為您的留學夢想全力以赴。祝您申請順利！

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