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本文目錄一覽：

• 1、2023年11月20日雅思閱讀考試真題及答案
• 2、2023年10月19日雅思閱讀考試真題及答案
• 3、2023年12月14日雅思閱讀考試真題答案

2023年11月20日雅思閱讀考試真題及答案

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，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！ 雅思的閱讀考試，在11月20日的考試中，有了新的變化，來一起看看真題吧。下面是小鐘老師整理的2023年11月20日雅思閱讀考試真題及答案。 2023年11月20日雅思閱讀考試真題 Passage 1 主題：世界上最古老的鞋 參考答案： Passage 2 主題：捕捉小行星 參考答案： Passage 3 主題：語言的變化 參考答案： 27-30 填空27.sound laws28.fashion29.imperfect30.principle of ease 31-37 判斷31.F32.NG33.NG34.T35.T36.NG37.T 38-40 匹配38.C39.B40.A 雅思閱讀評(píng)分標(biāo)準(zhǔn) 是直接將答對(duì)題目數(shù)量劃分給對(duì)應(yīng)分?jǐn)?shù)，從9分到0分。其中a類標(biāo)準(zhǔn)稍嚴(yán)于g類，二者是不完全一樣的，請(qǐng)注意。具體看下表： 雅思閱讀考試類型 雅思A類閱讀(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(duì)應(yīng)一個(gè)分?jǐn)?shù)。文章內(nèi)容和題目均出現(xiàn)于試卷中。 文章介紹 閱讀考試中所出現(xiàn)的文章是由真實(shí)的文章改寫而成的。這些文章來源于諸如雜志、期刊、書籍和報(bào)紙等途徑，與考生未來在大學(xué)課程中將閱讀到的文章極為相似。文 章還包括了非文字性的內(nèi)容，比如圖表、曲線圖、以及畫圖等。文章的寫作方式多樣，比如記敘文、說明文或者議論文等文體。文章的內(nèi)容包含即將學(xué)習(xí)本科、研究 生課程或進(jìn)行職業(yè)注冊(cè)的考生所感興趣的、與其認(rèn)知程度相符的常見話題。其中，至少一篇文章會(huì)出現(xiàn)詳盡的論述形式。所有文章總計(jì)長(zhǎng)度約在2000到2750 字之間。 雅思G類閱讀(培訓(xùn)類)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，第二和第三部分分別有13道題。 第一部分通常包含2到3篇短文或者若干段文字(如廣告等)。第二部分通常有2篇文章，第三部分則為一段較長(zhǎng)的文章。文章的內(nèi)容和文體各有不同，難度最深的為第三部分的內(nèi)容。 第一部分的內(nèi)容選自通知、廣告、時(shí)間表、宣傳品、以及其它類似的內(nèi)容。第二部分的內(nèi)容選自大學(xué)招生簡(jiǎn)章、課程介紹、大學(xué)課程介紹、圖書館指引、規(guī)定、以及 其它類似的內(nèi)容。第三部分的內(nèi)容選自報(bào)紙、雜志、期刊、小說或非虛構(gòu)的書籍、以及其它類似的內(nèi)容。所有文章總計(jì)長(zhǎng)度約在2400字左右。 雅思G類閱讀考試評(píng)分標(biāo)準(zhǔn) 按照IELTS評(píng)分標(biāo)準(zhǔn)，考生每科成績(jī)從1~9共分為九個(gè)等級(jí)?？忌目偡秩÷?、說、讀、寫四個(gè)部分得分之和的平均值，平均值也需按照四舍五入的原則統(tǒng)計(jì)，并最終確定考生的雅思總分。今天，新通教育安徽外語專家就和大家來聊聊雅思G類閱讀評(píng)分標(biāo)準(zhǔn)是什么?希望能解答于雅思考生對(duì)于雅思G類閱讀評(píng)分標(biāo)準(zhǔn)的疑惑。 聽力、閱讀、寫作、總分都有半分的情況存在，最后得分均為取四項(xiàng)成績(jī)的平均值，如果遇到四項(xiàng)平均值為x.25或者x.75時(shí)怎么計(jì)算? 遇到這種情況還是按照四舍五入的原則計(jì)算，但需要尾數(shù)大于0.5分才計(jì)入上一級(jí)分?jǐn)?shù)，尾數(shù)小于或者等于0.5則計(jì)入同一級(jí)分?jǐn)?shù)。例如四項(xiàng)平均分等于或大于5.25分，則計(jì)入5的同一級(jí)分?jǐn)?shù)，取5.5分;如果平均分等于或大于5.75分，則計(jì)入5的上一級(jí)分?jǐn)?shù)，取6分。 雅思G類閱讀得分與原始分?jǐn)?shù)換算表 聽力和閱讀都分別有40道題目，每答對(duì)一題得一分。最后的分?jǐn)?shù)(原始分 Raw Score)被折算成1-9分的雅思段位。 由于和A類閱讀考試相比，雅思G類閱讀的題目較簡(jiǎn)單，所以取得高分相應(yīng)的需要多對(duì)2-3題。由于雅思閱讀考試都是相對(duì)比較客觀的題目，所以不存在雅思閱讀成績(jī)復(fù)議這個(gè)程序。大家在備考雅思閱讀考試的時(shí)候，可以根據(jù)上面的雅思G類閱讀評(píng)分標(biāo)準(zhǔn)對(duì)自己的閱讀進(jìn)行測(cè)試。 考試時(shí)間為60分鐘　共3篇文章　每篇約1000左右(閱讀量極大)　40個(gè)題目 在考試內(nèi)容上A類和G類是有一定的差別的： Academic類與General training類的考題都以"三大段"的文章為基本結(jié)構(gòu)，大約1500-3000字之間，內(nèi)容多樣，甚至有時(shí)以圖表、表格的方式出現(xiàn)，學(xué)生答題的方式亦有多種答題形式，共40題. 閱讀部分的主題并不是為了考察學(xué)生對(duì)學(xué)術(shù)的專業(yè)度或認(rèn)知度，所以學(xué)生千萬別因?qū)χ黝}的陌生而緊張起來。 A類與G類內(nèi)容相同之處在于A類除生活化范疇之外，加入考生在學(xué)業(yè)上、學(xué)術(shù)上的探討與了解，而G類較著重于社會(huì)上的、生活化的、工作訓(xùn)練等的主題。 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)的問題或需要進(jìn)一步的協(xié)助，我強(qiáng)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(qǐng)順利！

2023年10月19日雅思閱讀考試真題及答案

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，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！ 上周末完成的雅思考試，相信大家都對(duì)真題和答案很感興趣，那么今天就來和小鐘老師一起來看看2023年10月19日雅思閱讀考試真題及答案。 Section1 青春期能力發(fā)展（重復(fù)19年4月13日第一篇文章，考試文章和部分題目稍有改動(dòng)，真題好教育（HaojiaOyu.Net）提醒您以上內(nèi)容僅供參考） Section2 蜜蜂對(duì)于生態(tài)的重要性 Section3 可以參考：歷史教學(xué)新方法 New Ways of Teaching History New Ways of Teaching History In a technology and media-driven world， it＇s becoming increasinglydifficult to get our students’attentions andkeep them absorbed in classroom discussions. This generation， in particular，has brought a unique set of challenges to the educational table. Whereas youthare easily enraptured by high-definition television， computers， iPods， videogames and cell phones， they are less than enthralled by what to them areobsolete textbooks and boring classroom lectures. The question of how to teachhistory in a digital age is often contentious. On the one side， the old guardthinks the professional standards history is in mortal danger fromflash-in-the-pan challenges by the distal that are all show and no the other Side， the self-styled“disruptors”offer over-blown rhetoric about how digital technology has changedeverything while the moribund profession obstructs all progress in the name ofoutdated ideals. At least， that＇s a parody （maybe not much of one） of how thedebate proceeds. Both supporters and opponents of the digital share moredisciplinary common ground than either admits. When provided with merely a textbook as a supplemental learning tool， testresults have revealed that most students fail to pinpoint the significance ofhistorical events and individuals. Fewer still are able to cite andsubstantiate primary historical sources. What does this say about the way oureducators are presenting information？ The quotation comes from a report of a1917 test of 668 Texas students. Less than 10 percent of school-age childrenattended high school in 1917； today， enrollments are nearly universal. Thewhole world has turned on its head during the last century but one thing hasstayed the same： Young people remain woefully ignorant about history reflectedfrom their history tests. Guess what？ Historians are ignorant too， especiallywhen we equate historical knowledge with the ＂Jeopardy＂ Daily a test， those specializing in American history did just fine. But those withspecialties in medieval， European and African history failed miserably whenconfronted by items about Fort Ticonderoga， the Olive Branch Petition， or theQuebec Act—all taken from a typical textbook. According to thetesters， the results from the recent National Asses*ent in History， likescores from earlier tests， show that young people are ＂aby*allyignorant＂ of their own history. Invoking the tragedy of last September，historian Diane Ravitch hitched her worries about our future to the idea thatour nation＇s strength is endangered by youth who do poorly on such tests. Butif she were correct， we could have gone down the tubes in 1917！ There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which technologies are most suitable for the range of topicscovered in junior high and high school history classrooms. Fortunately，technology has provided us with opportunities to present our Civil War lessonplans or our American Revolution lesson plans in a variety of new ways. Teachers can easily target and engage the learners of this generation byeffectively combining the study of history with innovative multimedia- PowerPointand presentations in particular can expand the scope of traditional classroomdiscussion by helping teachers to explain abstract concepts while accommodatingstudents* unique learning styles. PowerPoint study units that have beenpre-made for history classrooms include all manner of photos， prints， maps，audio clips， video clips and primary sources which help to make learninginteractive and stimulating. Presenting lessons in these enticing formats helpstechnology-driven students retain the historical information they＇ll need toknow for standard exams. Whether you are covering Revolutionary War lesson plans or World War IIlesson plans， PowerPoint study units are available in formats to suit the needsof your classroom. Multimedia teaching instruments like PowerPoint software aregetting positive results the world over， framing conventional lectures withcaptivating written， auditory and visual content that helps students recallnames， dates and causal relationships within a historical context. History continues to show us that new times bring new realities. Educationis no exception to the rule. The question is not whether to bring technologyinto the educational environment. Rather， the question is which technologiesare suitable for U.S. and world history subjects， from Civil War lesson plansto World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lessonplans， PowerPoint presentations are available in pre-packaged formats to suityour classroom＇s needs. Meanwhile， some academic historians hold a different view on the use oftechnology in teaching history. One reason they hold is that not all facts canbe recorded by film or videos and literature is relatively feasible in thiscase her challenge they have to be faced with is the painful process tolearn new technology like the making of PowerPoint and the editing of audio andvideo clips which is also reasonable especially to some elderly historians. Question Reading this passage has eight paragraphs， A- G Choosing the correct heading for paragraphs A- G from the list of headingbelow Write the appropriate number， i- x， in boxes 28-34 on your answer sheet List of Headings i unavoidable changing facts to be considered when picking up technologymeans ii A debatable place where the new technologies stand in for historyteaching iii Hard to attract students in traditional ways of teaching history iv Display of the use of emerging multimedia as leaching tools v Both students and professionals as candidates did not produce decentresults vi A good concrete example illustrated to show how multimedia animates thehistory class vii The comparisons of the new technologies applied in history class viii Enormous breakthroughs in new technologies ix Resistance of using new technologies from certain historian x Decisions needed on which technique to be used for history teachinginstead of improvement in the textbooks 28 Paragraph A 29 Paragraph B 30 Paragraph C 31 Paragraph D 32 Paragraph E 33 Paragraph F 34 Paragraph G Question 35-37 Do the following statements agree with the information given in ReadingPassage？ In boxes 35-37 on your answer sheet， write YES if the statement is true NO if the statement is false NOT GIVEN if the information is not given in the passage 35 Modem people are belter at memorizing historical information comparedwith their ancestors. 36 New technologies applied in history- teaching are more vivid forstudents to memorize the details of historical events. 37 Conventional ways like literature arc gradually out of fashion as timegoes by. Question 38-40 Complete the following summary of the paragraphs of Reading Passage， usingmore than three words from the Reading Passage for each answer. Write your answers in boxes 38-40 on your answer sheet. Contemporary students can be aimed at without many difficulties byintegrating studying history with novel. ..38.... Conventional classroomdiscussion is specially extended by two ways to assist the teachers tointerpret ...39... and at the same time retain students＇ distinct learningmodes. PowerPoint study units prepared beforehand comprising a wide variety ofelements make ...40.... learning feasible. Combined classes like this can alsobe helpful in taking required tests. 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)的問題或需要進(jìn)一步的協(xié)助，我強(qiáng)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(qǐng)順利！

2023年12月14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，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！ 上周完成的雅思考試，大家考得怎么樣呢？難度大不大呢？來一起了解一下吧。小鐘老師為大家準(zhǔn)備了2023年12月14日雅思閱讀考試真題答案。 Section 1厄爾尼諾現(xiàn)象 El-Nino—theusual weather in the Pacific 文章介紹了厄爾尼諾顯現(xiàn)的影響，“康拉德”號(hào)的海上調(diào)研以及結(jié)果，最后Gilbert Walker教授的理論研究和證實(shí) 判斷題（NG，T，NG，T，F(xiàn)，F(xiàn)，NG） 填空題（famine，crops，global，oceantemperature，airpressure，mildwinters） Section2工作場(chǎng)所 Section 3* 2023年最后一場(chǎng)雅思G類考試的大作文考題回憶如下： In many countries， the amount of rubbish is rapidly increasing. Why doe it happen？ What can we do to solve this problem？ 這道題曾于2023年11月出現(xiàn)在其他考區(qū)，也和劍橋真題集5-B的G類大作題目高度相似。組長(zhǎng)搬運(yùn)劍橋真題集后附9分范文過來，供大家學(xué)習(xí)參考。 劍5 General Traning Test B， Writing Task 2： Nowadays we are producing more and more rubbish. Why do you think this is happening？ What can governments do to help reduce the amount of rubbish produced？ 審題：當(dāng)題中有more and more，可在文中提及與過去的對(duì)比；當(dāng)問*措施，通常圍繞立法、征稅、罰款、投入經(jīng)費(fèi)、提供設(shè)施；當(dāng)問到垃圾，屬于環(huán)境話題，通常涉及污染、回收；此外，可對(duì)關(guān)鍵名詞rubbish進(jìn)行拆分，從而產(chǎn)生觀點(diǎn)展開討論。就考題而言，有“increasingly”，也可適當(dāng)用“ past”之類的字樣改寫并回應(yīng)。 范文分段分析（劃線為建議積累的話題相關(guān)表達(dá)）：以下范文的段落結(jié)構(gòu)可能會(huì)讓大家覺得不熟悉、難以上手，沒關(guān)系，這種2-part類的題目相對(duì)好寫，只需開頭結(jié)尾改述背景并預(yù)告/總結(jié)全文，每個(gè)主體段各回應(yīng)一個(gè)問題/寫作任務(wù)即可。建議大家著重學(xué)習(xí)范文中的觀點(diǎn)和話題相關(guān)詞匯。 I think it is true that in almost every country today each household and family produces a large amount of waste every week. Most of this rubbish comes from the packaging from the things we buy， such asprocessed food. But even if we buyfresh foodwithout packaging， we stillproduce rubbishfrom the plastic bags used everywhere to carry shopping home. 學(xué)習(xí)點(diǎn)：開頭段改述題目&引出觀點(diǎn)。將“垃圾增多”具體到“家庭垃圾”，并進(jìn)一步落到“包裝”。 The reason why we have so much packaging is that we consume so much more on a daily basis than families did in the past.Convenienceis also very important in modern life， so we buypackaged or cannedfood that can betransportedfrom long distances andstoreduntil we need it， first in the supermarket， and then at home. 學(xué)習(xí)點(diǎn)：回應(yīng)“為什么”。第一句承接開頭段提出的包裝問題，使段落之間的銜接很緊密，具體的語言表達(dá)很扣題“we consume so much more families in the past”扣題中的 and more。第二句是個(gè)長(zhǎng)句，進(jìn)一步解釋為什么包裝增多。“圖方便”可以是很多問題的原因，雅思寫作小白可以記下來，用于“原因類”寫作任務(wù)的構(gòu)思。 However， I thinkthe amount of waste producedis also a result of our tendency touse something once and throw it away. We forget that even the cheapest plastic bag hasused up vaulable resources and energyto produce. We also forget that it isa source of pollutionand difficult todispose of. 學(xué)習(xí)點(diǎn)：繼續(xù)回應(yīng)“為什么”，“is also a result of”是很好的連接和表達(dá)方式。第二句和第三句解釋為什么會(huì)出現(xiàn)使用一次性物品的趨勢(shì)?！叭狈τ^念”也是很多問題的原因。 I think，therefore，that governments need to raise this awareness in the general public. Children can be educated aboutenviromental issuesat school， but *s need to take action. Governments canencourage such action by putting taxes on packaging， such as plastic bags， byproviding recycling servicesand byfining househoulds and shops that do notattempt to recycle their waste. 學(xué)習(xí)點(diǎn)：回應(yīng)第二個(gè)寫作任務(wù)“怎么辦”。一是提高公眾意識(shí)，這個(gè)idea承接了上一段的“forget”（認(rèn)識(shí)不足）。二是鼓勵(lì)環(huán)保行為，比如征包裝稅，提供回收設(shè)施，對(duì)不進(jìn)行垃圾回收的家庭和商店進(jìn)行罰款。這一段有一些同類問題的“萬用表達(dá)”，比如：提高認(rèn)識(shí) raise the awareness，采取行動(dòng) take action，提供設(shè)施 provide services，征稅 put tax on等。這一段還值得注意的是觀點(diǎn)拓展方式，即分人群 children/*s和列舉主體 household/shops。 With the political will， such measures could really reduce the amount of rubbish we produce. Certainly nobody wants to see our resources used up and our planetpoisoned by waste. 學(xué)習(xí)點(diǎn)：承接上一段，小結(jié)。 （272 words） 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)的問題或需要進(jìn)一步的協(xié)助，我強(qiáng)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(qǐng)順利！

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