雅思阅读提升的9个技巧
“himicky”通过精心收集，向本站投稿了8篇雅思阅读提升的9个技巧，下面是小编整理后的雅思阅读提升的9个技巧，欢迎大家阅读分享借鉴，欢迎大家分享。
篇1：雅思阅读提升的9个技巧
掌握9个技巧，雅思阅读8分+你也可以
1. 模拟考试环境
考过雅思的同学都知道， 四科里面时间最紧的当属阅读， 很多人初次去考试都会答不完卷子。如果想在时间上做更好的掌控，计时练习就变得相当有必要了。大家给自己限定一小时时间，之后核对答案，看下最终分数。
另外友情提示下各位，一小时的时间还包括把答案转移到题纸的时间。 转移答案的时候大概会消耗两分钟左右， 如此看来时间就变得更加紧迫了!
2. 不计时完成三篇文章阅读
此方法为了提高大家的精读能力，不要为了做题而做题， 而是为了把题目读懂、吃透。 每个词、每个短语、每个句式的功能都分析清楚再去答题。
此方法适合备考时间较长的，同时对阅读期望分值比较高的同学。
3. 20分钟完成一篇文章
初期做阅读练习学生，整个阅读三篇文章一起读下来会有种大脑被掏空的感觉。适度练习起码不会起到逆反心理。
此方法适合不喜欢阅读的同学， 最前期适应练习。
4. 没有时间限制完成一篇文章
依旧还是一篇文章， 如果20分钟的计时导致时间紧迫造成错误率过高， 可采用此种方法。没有时间限制的阅读也是为了阅读而阅读， 提升总体阅读实力。
5. 一次只做一个题型
题刷多了之后他家会发现， 不同题型他对文章不同部分的考察点是不一样的。比如list of headings考察是段落理解能力，True/ False / Not given考察的是句子理解能力。有针对性的答题往往会总结出适合自己的答题规律。
此方法适合多次刷题， 但毫无题感的同学。
6. 在字典的帮助下答题
此方法可检测出阅读失分的原因， 究竟是因为生词? 句式复杂? 还是逻辑是的问题? 如果有了字典的帮助还是得不到高分，就和生词没有关系了
7. 只读文章不做题
没有压力的阅读， 会让你的阅读分数提升。 其实也是鼓励各位培养良好的阅读习惯。
8. 核对答案后分析答案
如果做题中一味只是为了核对答案而做题， 实际这题方法没有多大意义。很多阅读8分的学生在做题中更多的会思考出题者出题的角度是什么，得出规律。甚至有些学生在阅读完文章后，都会猜到部分题目考官考什么，或者他会挖什么陷阱。这其实就是我们所强调的，从考官角度思考问题。
9. 整理自己的雅思阅读词汇库
其实整个雅思考试就是一套同义替换的体系，阅读听力口语写作皆是如此。 阅读中的同义替换放到写作中当然也适用。毕竟都是学术用语。
如果你已经厌倦了按部就班的做题， 如果你的雅思阅读万年6分得不到改观，不妨试试以上9大雅思阅读考试技巧。根据自己实际情况选择部分方法加以练习!
雅思阅读题型陷阱千万不能跳
判断题(true or false or not given)
我们在考试中如果遇到了对错无关题，只需要看清题目要求的true or false or not given还是yes or no or not given .80%的题目要求将正确的选项用TRUE 表示，错误选项用FALSE表示。但是也有20%的题目要求相应的用YES/NO来表示正确以及错误选项。如果不能很清楚的看清题目要求，那我们的答案是会按照错误去处理的，所以一定要注意。
填空题(summary， complete the sentences， answer short questions， picture filling)
summary(摘要题)这种题有两种出题形式，手边有剑桥六这本书的同学可以翻到97页这是一种填空式的摘要题，而翻到91页审题会发现同样的summary可是形式确实选择题。本段针对summary的填空题型审题原则进行阐释。填空题我们在审题的过程中肯定会发现大写黑体加粗的几个词NO MORE THAN ? WORDS 翻译过来即：不超过?单词。我们可以用一个数学等式来表示即：小于等于?单词。一般情况下都是小于等于三个单词，而个别情况下我们还会发现小于等于两个单词的情况出现。所以一秒钟的时间只需要看清问号是数字几就可以了。
选择题(list of headings， matching， summary， multiple choice)
首先：list of headings 题请参考剑桥四第96页。切忌：这种题答案唯一性，用过一次即在备选项中排除。再有matching ，summary 这种题请将一秒钟的时间用于寻找题目要求中有无NB两个字母，如果有请记住：有且只有一个选项需用两次。答案不再唯一性。如果没有则答案唯一性。最后 multiple choice 看清题目所配题号则可知道单选或多选。
雅思考试阅读精选及答案详解
1.雅思阅读材料
Can Scientists tell us: What happiness is?
A Economists accept that if people describe themselves as happy, then they are happy. However, psychologists differentiate between levels of happiness. The most immediate type involves a feeling; pleasure or joy. But sometimes happiness is a judgment that life is satisfying, and does not imply an emotional state. Esteemed psychologist Martin Seligman has spearheaded an effort to study the science of happiness. The bad news is that we're not wired to be happy. The good news is that we can do something about it. Since its origins in a Leipzig laboratory 130 years ago, psychology has had little to say about goodness and contentment. Mostly psychologists have concerned themselves with weakness and misery. There are libraries full of theories about why we get sad, worried, and angry. It hasn't been respectable science to study what happens when lives go well. Positive experiences, such as joy, kindness, altruism and heroism, have mainly been ignored. For every 100 psychology papers dealing with anxiety or depression, only one concerns a positive trait.
B A few pioneers in experimental psychology bucked the trend. Professor Alice Isen of Cornell University and colleagues have demonstrated how positive emotions make people think faster and more creatively. Showing how easy it is to give people an intellectual boost, Isen divided doctors making a tricky diagnosis into three groups: one received candy, one read humanistic statements about medicine, one was a control group. The doctors who had candy displayed the most creative thinking and worked more efficiently. Inspired by Isen and others, Seligman got stuck in. He raised millions of dollars of research money and funded 50 research groups involving 150 scientists across the world. Four positive psychology centres opened, decorated in cheerful colours and furnished with sofas and baby-sitters. There were get-togethers on Mexican beaches where psychologists would snorkel and eat fajitas, then form “pods” to discuss subjects such as wonder and awe. A thousand therapists were coached in the new science.
C But critics are demanding answers to big questions. What is the point of defining levels of happiness and classifying the virtues? Aren't these concepts vague and impossible to pin down? Can you justify spending funds to research positive states when there are problems such as famine, flood and epidemic depression to be solved? Seligman knows his work can be belittled alongside trite notions such as “the power of positive thinking”. His plan to stop the new science floating “on the waves of self- improvement fashions” is to make sure it is anchored to positive philosophy above, and to positive biology below.
D And this takes us back to our evolutionary past. Homo sapiens evolved during the Pleistocene era (1.8 m to 10,000 years ago), a time of hardship and turmoil. It was the Ice Age, and our ancestors endured long freezes as glaciers formed, then ferocious floods as the ice masses melted. We shared the planet with terrifying creatures such as mammoths, elephant-sized ground sloths and sabre-toothed cats. But by the end of the Pleistocene, all these animals were extinct. Humans, on the other hand, had evolved large brains and used their intelligence to make fire and sophisticated tools, to develop talk and social rituals. Survival in a time of adversity forged our brains into a persistent mould. Professor Seligman says: “Because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain. The way the brain works is looking for what's wrong. The problem is, that worked in the Pleistocene era. It favoured you, but it doesn't work in the modem world.”
E Although most people rate themselves as happy, there is a wealth of evidence to show that negative thinking is deeply ingrained in the human psyche. Experiments show that we remember failures more vividly than successes. We dwell on what went badly, not what went well. Of the six universal emotions, four anger, fear, disgust and sadness are negative and only one, joy, is positive. The sixth, surprise, is psychologist Daniel Nettle, author of Happiness, and one of the Royal Institution lecturers, the negative emotions each tell us “something bad has happened” and suggest a different course of action.
F What is it about the structure of the brain that underlies our bias towards negative thinking? And is there a biology of joy? At Iowa University, neuroscientists studied what happens when people are shown pleasant and unpleasant pictures. When subjects see landscapes or dolphins playing, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant images a bird covered in oil, or a dead soldier with part of his face missing the response comes from more primitive parts of the brain. The ability to feel negative emotions derives from an ancient danger-recognition system formed early in the brain's evolution. The pre-frontal cortex, which registers happiness, is the part used for higher thinking, an area that evolved later in human history.
G Our difficulty, according to Daniel Nettle, is that the brain systems for liking and wanting are separate. Wanting involves two ancient regions the amygdala and the nucleus accumbens that communicate using the chemical dopamine to form the brain's reward system. They are involved in anticipating the pleasure of eating and in addiction to drugs. A rat will press a bar repeatedly, ignoring sexually available partners, to receive electrical stimulation of the “wanting” parts of the brain. But having received brain stimulation, the rat eats more but shows no sign of enjoying the food it craved. In humans, a drug like nicotine produces much craving but little pleasure.
H In essence, what the biology lesson tells us is that negative emotions are fundamental to the human condition, and ifs no wonder they are difficult to eradicate. At the same time, by a trick of nature, our brains are designed to crave but never really achieve lasting happiness.
2.雅思阅读题目
Question 14-20
The reading passage has seven paragraphs A-H.
Which paragraph contains the following information?
Write the correct letter A-H, in boxes 14-20 on your answer sheet.
14 An experiment involving dividing several groups one of which received positive icon
15 Review of a poorly researched psychology area
16 Contrast being made about the brain’s action as response to positive or negative stimulus
17 The skeptical attitude toward the research seemed to be a waste of fund
18 a substance that produces much wanting instead of much liking
19 a conclusion that lasting happiness are hardly obtained because of the nature of brains
20 One description that listed the human emotional categories
Question 21-25
Complete the following summary of the paragraphs of Reading Passage, using no more than four words from the Reading Passage for each answer.
Write your answers in boxes 21-25 on your answer sheet.
A few pioneers in experimental psychology study what happens when lives go well. Professor Alice divided doctors, making a tricky experiment, into three groups: beside the one control group, the other two either are asked to read humanistic statements about drugs, or received …21... The latter displayed the most creative thinking and worked more efficiently. Since critics are questioning the significance of the …22…for both levels of happiness and classification for the virtues. Professor Seligman countered in an evolutional theory: survival in a time of adversity forged our brains into the way of thinking for what's wrong because we have a…23…
There is bountiful of evidence to show that negative thinking is deeply built in the human psyche. Later, at Iowa University, neuroscientists studied the active parts in brains to contrast when people are shown pleasant and unpleasant pictures. When positive images like…24…are shown, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant image, the response comes from …25…of the brain.
Question 26
Write your answers in boxes 26 on your answer sheet.
Choose the correct letter. A, B, C or D.
According to Daniel Nettle in the last two paragraphs, what is true as the scientists can tell us about happiness
A Brain systems always mix liking and wanting together.
B Negative emotions can be easily rid of if we think positively.
C Happiness is like nicotine we are craving for but get little pleasure.
D The inner mechanism of human brains does not assist us to achieve durable happiness.
雅思精读分析
文章题目：科学家可以告诉我们什么是幸福吗
篇章结构 体裁 议论文
题目科学家可以告诉我们什么是幸福吗
结构
A段: 关于幸福的早期心理学研究主流是负面情绪
B段: 少数心理学家研究正面情感带给人的益处
C段: 批评家质疑用积极思考来研究幸福的合理性
D段: 冰河世纪的古人类惯用消极思维模式
E段: 消极想法更容易被牢记
F段: 积极和消极想法的大脑结构的生物学基础
G段: 区分喜欢和欲望是研究幸福的难点
H段: 消极情绪是人类生存的基础
Question 14-26
14 Three groups 本题答案为B
B段第2句 B段讲述了少数心理学家对积极情绪的研究。从第2句话开始，文章详述了实验的方法，题干中的positive icon指代文中的candy。
15 Ignored，only 本题答案选A
A段最后两句 A段是关于早期心里学家研究幸福的方法。从该段最后两句可以看出，积极的情绪在当时的研究被ignored，并且在100个试验中，only one concerns a positive trait。这里的ignored/only/a都是在映射题干中的poorly researched。
16 Structure of the brain 本题答案选F
F段第1句 F段讲述了积极和消极想法的大脑结构的生物学基础。从第一句话的structure of brain可以看出，本段会研究brain action。
17 Critics, big question 本题答案选C
C段第1句 C段是针对B段的观点，批评家质疑少数心理学家研究幸福的方式。从critics, big question, what is the point of…等地方，均可以看出题干中所述的skeptical attitude。
18 Wanting, liking 所以本题答案选G
G段第1句 G段落主要讲wanting和liking的在大脑系统中的区别。从第1句开始，该段多次出现wanting和liking。
19 Brick of nature 本题答案选H
H段第2句 H段是全文最后一段，所以很容易于题干中的conclusion联系在一起。另外在H段第 2句也出现了brick of nature,指代题干中的nature of brains。
20 Six universal emotion
E段中间 E段中提到了人类最基础的六种情感，对应题干中的human emotional categories。
本题答案选E
21 Candy
B段 B段中详细描述了实验的三个分组情况。Into three groups: one received candy, one…
22 What is the point of defining…
C段 从题干中的Since critics可得知此题对应原文中的C段。该段第2句话what is the point of defining levels of happiness and classifying the virtues。所以本题需要填写define的名词definition。
23 Professor Seligman, adversity
D段倒数第三局 D段倒数第3句：Professor Seligman says: because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain。从题干中的Professor Seligman提示了答案应该从这句话中寻找。另外题干中的adversity对应了文章中的ice flood和famine。因此每题应该填catastrophic brain
24 Pleasant picture
E段第3句 E段第3句 讲述了pleasant and unpleasant picture对人类大脑的影响，之后紧接着提到了landscapes and dolphins playing。可见这里的positive image应该填文章中对应的pleasant picture，即landscapes and dolphins playing。
25 Unpleasant images
E段第4句 此题答案紧接着上一题。作者在E段中描述了pleasant picture之后，紧接着提到了unpleasant image(picture)。在该句的末尾处comes from more primitive parts of the brain可以找到改题的答案为 more primitive parts
26 Separate, deeply ingrained, wanting and liking, lasting happiness
E、G、H段
A选项: G段的第一句话brain system for liking and wanting are separate，因此选项中的mix together是错误的。
B选项: 在E段中，作者主要表述了消极思想和情感在大脑中会留下深刻的记忆，并很难被抹去: negative thinking is deeply ingrained in the human psyche。Deeply ingrained和题干中的be easily rid of矛盾。
C选项：G段最后一句，drug like nicotine produces much craving but little pleasure。看似与题干很吻合但是却在意思上大相径庭。G段的核心思想是在强调happiness和满足wanting后的satisfaction是两个概念。题干中的nicotine只是满足了人类大脑的wanting，但是不会带来pleasant，更不会带来happiness。所以这个选项也是错误的。
D选项：H段最后一句，our brain are designed to crave but never really achieve lasting happiness意思与题干一致，表述了由于大脑结构导致了很难持续或者幸福感。
所以本题选D
参考译文：
科学家可以告诉我们什么是幸福吗
A经济学家认为，如果人们会把自己描述成幸福的，那么他们就是幸福的.然而 心理学家却要区分不同幸福感之间的差別。幸福最中等的水平是一种开心或是快乐的感觉。但是有时幸福是对生活的一种评判，认为生活是令人满意的，而这似乎是不涉及感情范畴的。受人敬仰的心理学家Martin Seligman率先致力于关于幸福的研究。不幸的是，我们并不是天生就会感到幸福;而所幸的是，我们可以做一些关于幸福的事情。关于幸福的研究最早要追溯 到130年前在Leipzig的实验室，那时心理学对“善良”和“满足”还知之甚少， 大部分的心理学家都在研究“软弱”和“痛苦”。图书馆里的书涉及的理论都是关于我们为什么会悲伤，担忧和生气这类的情绪。研究生活乎顺时发生的事情在当时看来是不靠谱的。积极正面的体验，比如说快乐，善良，利他主义和英雄主义在当时常常是被人们忽略的。在每100篇关于焦虑和压抑的心理学论文中，只有一篇会涉及积极的心理状态。
B少数的实验心理学家引领了有关幸福研究的潮流。康奈尔大学的Alice Isen教授和她的同事致力于研究正面的情感如何让人们思维更敏捷以及更有创造力。为了展示正面的情感是怎样迅速地提升一个人的智力，Isen教授通过一个巧妙的诊断将参加实验的医生分为3组：一组收到了糖果，一组朗读人本主义的宜言，一组则作为控制对照组，(实验结果表明，)收到糖果的医生的思维更具创造性同时工作也更高效，受到Isen教授和其他人的启发，Seligman也投身关于幸描的研究，他等集到了几百万美金的研究经费，用以资助全世界150名科学家组成的50个研究小组。4家“积极心理学”中心成立，用令人愉悦的颜色装饰，配有沙发和保姆。心理学家聚集在墨西哥的沙滩上享受着潜水的乐趣，品尝墨西哥菜肴fajitas，他们还分成小组讨论有关“夸迹”和“敬畏“的话题。还有一千名临床医学家接受这项新科学项目的培训。
C但是一些批评家要求心理学家回答一些重大的问题，比如说，什么是定义不同幸福水平的标准以及如何将这些特点分类?这些关于幸福的概念难道不是糢糊不清而且无法被这实的吗?当四处还有饥荒，洪水和经济萧条的时候，将这些研究基金用于积极心态的研究合适吗?Seligman知道他的工作会被別人轻看，还可能会被人冠以诸如“积极思考的力量”此类的陈词滥调。因此，为了让这样新的科学研究不要浮于自我满足的状态，就要确保这项研完和“枳极心理学”相联系，又以“枳极生物学”作为基础。
D这就需要我们回到人类的进化史，人类是从更新世时代(180万到1万年前)开始进化的，那是一个充满艰难和动荡的时代。在冰河世纪，我们的祖先先是忍受冰川形成的寒冷，然后是冰川消融时的泛滥的洪水。人们还得和那些令人毛骨悚然的生物比如说猛犸象和体型如大象般巨大的地懒以及长着锐利犬牙的猫共同生存。但是到了更新世的末期，所有的这些动物都灭绝了，人类却进化出了脑容量更大的大脑，并且通过自己的智力学会生火和制造较复杂的工具，还学会了说话并且形成了一些社会礼仪。在逆境中生存将人类变得更加有恒心和毅力。Seligman教授说道：“因为我们的大脑是在一个充满冰川，洪水和饥荒的年代进化来的，我们的大脑经历了太多患难—灾难性，所以我们的大脑的运作模式就是 “发现哪里出了问题”。但问题是，这在更新世那样的时代是起作用的，在那时这对人类是有益的，但是在现代社会就不起作用了。
E尽管大多数人评价自己很幸福，但是大量证据显示消极的想法还是在人类心中根深蒂固。实验显示，较成功而言，失败更容易被我们牢牢记住。我们总是在思想一些不顺利的事情，而不是那些顺利的好的事情。在6种基本的情绪中，有4种是消极的，它们是：生气，害怕，厌恶和悲伤，而只有一种是积极的，它就是喜悦。(第6种情绪是惊奇，属于中性。)心理学家同时也是《幸福》这本书的作者Daniel Nettle和皇家学院的一位学者认为，消极的情绪总是告诉我们“一些不好的事情已经发生了”，从而会让我们采取不一样的行动。
F究竟是什么样的大脑结构让我们会倾向于有消极的想法呢?“快乐”这样的情绪有生物学基础吗?爱荷华大学的神经学家研究了当人们看到令人愉悦的图片和让人不舒服的图片时的情况。当人们看到风景或是海豚玩耍时，大脑的额叶会变得活跃。但是当他们看到一些让人不舒服的图片比如说一只小鸟被埋在土里时，或是一个战死的战士面部还有部分缺失时，大脑最原始的部分会做出反应。这种识别消极情绪的能力是从古时候大脑进化早期形成的危险识别系统来的。大脑前额叶皮质是产生幸福感的部位，是用来进行一些高级的思考，是人类晚些时期进化来的。
G据Daniel Nettle所言，研究的困难在于大脑对于“喜欢”和“欲望”(wanting and liking)的机制是分开的，“欲望”涉及两个最初大脑发育的部位，也就是扁桃体和神经大脑区，它们通过化学多巴酚传递信息来形成大脑的奖励机制。它们常常是让人们很期待吃完东西的快感或是对药品上瘾。小白鼠会不停地击打栅栏来获取对大脑“欲望”情绪的电刺激，而忽略异性同伴，但是获得大脑刺激的小白鼠虽然吃得更多，但是并没有迹象表明它在吃到自己渴想的食物后有一种满足感。对人而言，像尼古丁这样的物质会让人想要摄取更多但是却带来很少的快感。
H从本质上来看，生物课可以告诉我们消极的情绪是人类生存的基本情绪，所以难怪它很难根除。与此同时，让人觉得很诡异的是，我们的大脑总是想要的很多，但是却很难真正得到持续的幸福感。
篇2：雅思阅读提升技巧
【超实用阅读技巧】雅思阅读提升技巧 慢中求稳
1、阅读能力从何而来?更多的是从泛读中来，而不是精读。这个问题如同在问：生活经验从何而来?给一个稚气未脱的孩子讲解结婚的程序，离婚的道理，难道他就象成年人一样会驾御生活了吗?否!精读课文往往短小精悍，生词多，语法点多，是用来学习语言知识的。切记：语言知识不是语言能力。单纯背一万个单词，熟记语法规则并不能保证在正常的时间之内，准确领悟篇章的内容。因为语言知识不是一下子就能转化为能力的。就如同小孩学习成年人的生活。泛读的过程是将知识转化为能力的过程。
2、泛读的最大特点：阅读量。短期内提高能力需要五十万词汇到两百万词汇的阅读量，具体的量视不同的人和不同目标而定。
3、持续时间：3个月——半年
4、阅读材料：首先简单原则(生词量控制在百分之三左右)。读太难的文章是自虐，打击自信，恶性循环;读太简单的文章是自欺欺人，原地踏步。学语言的基本规律：合适的材料读多了，难的自然就变简单了。然后知识趣味原则。reading for pleasure and information， not for English grammar and words。
5、每天的阅读量和时间安排：八千词汇，两个小时左右。
6、基本阅读方法：不为单纯的学英语而读，为了获取知识与乐趣，要与书本产生知识和思想上的交流。一遍读过，不回头，读懂70%-80%的内容即可。基本不查单词，除非单词对领悟文章的核心内容构成障碍。鄙人曾经读Red star over China，遇到如下信息，说毛主席坐在延安的炕头上，脱下裤子找lice，什么东西?单词不认识。对兴趣构成重大障碍，查!虱子。
7、积累和复习：查过的词汇不注解其汉语意思，而是将其所在的句子一并copy下来，当作笔记。利用零星时间，比如上厕所，吃饭，等女朋友时，翻阅笔记，回忆词汇，回忆句子，回忆文章。这样可以巩固知识面，巩固句法结构，巩固词汇，做到一石三鸟。
雅思阅读模拟练习及答案
Birthdays often involve surprises. But this year’s surprise on the birthday of the great British playwright William Shakespeare is surely one of the most dramatic.
On April 22, one day before his 441st birthday anniversary, experts discovered that one of the most recognizable portraits of William Shakespeare is a fake. This means that we no longer have a good idea of what Shakespeare looked like. ”It’s very possible that many pictures of Shakespeare might be unreliable because many of them are copies of this one,“ said an expert from Britain’s National Portrait Gallery.
The discovery comes after four months of testing using X-rays, ultraviolet light, microphotography and paint samples. The experts from the gallery say the image—commonly known as the “Flower portrait” —was actually painted in the 1800s, about two centuries after Shakespeare’s death. The art experts who work at the gallery say they also used modern chemistry technology to check the paint on the picture. These checks found traces of paint dating from about 1814. Shakespeare died in 1616, and the date that appears on the portrait is 1609.
“We now think the portrait dates back to around 1818 to 1840. This was when there was a renewed interest in Shakespeare’s plays,” Tarnya Cooper, the gallery’s curator(馆长), told the Associated President.
The fake picture has often been used as a cover for collections of his plays. It is called the Flower portrait because one of its owners, Desmond Flower, gave it to the Royal Shakespeare Company.
“There have always been questions about the painting,” said David Howells, curator for the Royal Shakespeare Company. “Now we know the truth, we can put the image in its proper place in the history of Shakespearean portraiture.”
Two other images of Shakespeare, are also being studied as part of the investigation(调查) and the results will come out later this month.
______________________________________________________________.
1. Why this year’s surprise on the birthday of Shakespeare is dramatic?
_______________________________________________________________________________
2. Now we know what Shakespeare looked like. (T/F)
3. “Flower portrait” was actually painted using X-rays, ultraviolet light, microphotography and paint samples. (T/F)
4. In history, many people doubted the painting. (T/F)
5.Which is the best sentence to fill in the blank in the last paragraph?
A.Soon we’ll know which portrait is reliable.
B.Maybe we cannot find a real portrait of Shakespeare.
C.If the two portraits are found to be false, they will test more.
D.For now what Shakespeare really looked like will remain a mystery.
1. The Flower portrait has been found to be a fake. 2. F 3. F 4. T 5. D
雅思阅读机经回忆
第一篇：Music: Language We All Speak(音乐通用语言) 第二篇：TV addiction，第三篇：Communicating Styles and Conflice(交流的方式与冲突)，第四篇： Amateur Naturalists(业余自然学家)，第五篇：A second look at twin studies (双胞胎研究)，第六篇： Going nowhere fast，第七篇：艺术家与指纹(Artists’ Fingerprints)第八篇：Numeracy ：can animals tell numbers?(动物数字能力)，第九篇: The ”Extinct “ Grass in Britain (英国灭绝的某种草),第十篇Save Endangered Language拯救濒危语言(文化类)，第十一篇：An Alternative Approach of Farming in Honduras，第十二篇：Health in the Wild(野生动物健康)
最重点：
第一篇：Being Left-handed in a Right-handed World(左右撇子)，第二篇：Fishbourne Roman Palace 罗马宫殿, 第三篇：滑石粉(Talc Powder)第四篇：California’s age of Megafires(加州森林火灾)，第五篇：Ambergris(龙涎香)，第六篇：Internal and External Marketing(内部和外部营销)第七篇：欧洲高温，第八篇：The Farmers! Parade of history，第九篇：What cookbooks really teach us，第十篇：Implication of False Belief Experiments(错误信念实验)，第十一篇：the conquest of malaria in italy(意大利的虐疾)，第十二篇：Stress of Workplace(人类工作压力)，第十三篇：The History of building telegraph lines(电报的发展史)，第十四篇：安慰剂效应，第十五篇 乐观与健康Optimism and health，第十六篇: 霸王龙的最新研究，第十七篇：The seedhunters(种子猎人)，第十八篇：英国海岸考古学，第十九篇：猛犸象灭绝Mammoth Kill，第二十篇：classifying society(社会分层)第二十一篇：Global warming revent poles from melting(北极冰川融化)
一般重点
第一篇: 过山车，第二篇：指纹识名画，第三篇：郁金香，第四篇：古苏格兰乌鸦造窝工具，第五篇捕捉蚂蚁，第六篇：鳄鱼，第七篇：挽救鱼鹰，第八篇：新西兰珊瑚鱼，第九篇 澳洲能源，第十篇 短信投票，第十一篇: The Lost City(失落的城市)，第十二篇：地图发展史，第十三篇:火星探险，第十四篇：快乐成因，第十五篇：苏梅克9号慧星，第十六篇：生态旅游，第十七篇：过山车，第十八篇History ofSahara撒哈拉历史(历史类)，第十九篇：新手与专家，第二十篇：沙丘，第二十一篇：性格与人际关系
次重点：
第一篇：录音发展史、第二篇：肥胖成因、第三篇:从众现象Conformity、第四篇奥运火炬的发展、第五篇儿童的智商、第六篇: 英国人对正确拼写的态度、第七篇：Rainmaker、第八篇：修建古堡、第九篇：龙涎香与琥珀、第十篇：噪音的影响、第十一篇：天赋与练习，第十二篇：某种松树、第十三篇：美国手语、第十四篇：左右手成因; 第十五篇:沙漠温室 Rainmaker、第十六篇：学术道德、第十七篇：健脑药、、第十八篇：打火石的大量生产、第十九篇：加州森林防火、第二十篇:自然节奏、第二十一篇：鸟类的智慧、第二十二篇：海洋发电、第二十三篇生物钟、第二十四篇：Power and Space、第二十五篇:清洁海滩、第二十六篇:法国古堡、第二十七篇：体育赛事与兴奋、第二十八篇：提炼饮用水、第二十九篇: 纹身
有空看看：
第一篇：英国建筑、第二篇：厄尔尼诺与水鸟、第三篇：B湖研究; 第四篇：大脑训练、第五篇: 幸福感与选择、第六篇：儒艮;第七篇：清洁剂、第八篇：早期人类航海迁徙、第九篇：科幻小说、第十篇：精益生产、第十一篇：解密记忆力、第十二篇：古头骨容貌重现、第十三篇：生物多样性、第十四篇：茶的历史与发展、第十五篇：双胞胎研究、第十六篇：明星员工与企业、第十七篇：新式科技对历史教学的影响、第十八篇:天才儿童、第十九篇：失败与创新、第二十篇：电子书及数学音乐、第二十一篇：植物纯净水、第二十二篇:学习历史的意义、第二十三篇：语言对商业的作用、第二十四篇：大象沟通方式及构造、第二十五篇：香味猎取者Perfume hunter，第二十六篇: 蝴蝶的保护色、
篇3：雅思阅读技巧
a. 题型要求：
每个题目都是一个特殊问句，要求根据原文作出回答。
绝大部分的题目要求有字数限制，一般有如下几种表达方式：
◆ no more than two/three/four words(不超过2/3/4 个字);
◆ one or two words(一个或两个字);
◆ use a maximum of two words(最多两个字)。
有字数限制的，一定要严格按照题目要求去做。少部分的题目要求中没有字数限制，这时，请注意，答案字数也不会很长，一般不会超过四个字。总之，这种题型的答案都是词或短语，很少是句子，所以又叫“短问答”。考试中，A 类和G 类一般都是每次必考，考一组，共三题左右。
b. 解题步骤
◆找出题目中的关键词，最好先定位到原文中的一个段落。将题目中的关键词与原文各段落的小标题或每段话的第一句相对照。有些题目能先定位到原文中的一个段落，这必将大大加快解题时间，并提高准确率。但并不是每个题目都能先定位到原文中的一个段落的。题目中如果包含年代、人名、地名、数字，这些词肯定是关键词，因为原文中不会对这些词做改变，而且这些词特别好找，所以依据这些词在原文中确定答案比较快。
◆从头到尾快速阅读该段落，根据题目中的其他关键词，确定正确答案。确定一个段落后，答案在该段落中的具体位置是未知的。所以，需要从头到尾快速阅读该段落，确定正确答案。
◆答案要对应题目中的特殊疑问词。
答案必须要对应题目中的特殊疑问词。绝大部分的答案是名词或名词短语，也有少部分是动词或形容词短语。
◆要注意顺序性，即题目的顺序与原文的顺序基本一致。
题目是有顺序性的。第一题的答案应在文章的前部，第二题的答案应在第一题的答案之后。这个规律也有助于确定答案的位置。
注意事项：
◆所有的答案都不用大写，专有名词除外。
一句话的第一个字母需要大写，我们的答案大部分都是词或短语，都不是一句话，所以不用大写。但答案中的专有名词，如人名和地名需要大写。例如：Australian taxpayer，不能答为：australian taxpayer。
◆绝大部分的答案来自原文原词，极少一部分需要自己写答案。
大部分的答案来自原文原词，而且是原文中连续的几个词。只有极少一部分需要自己写答案。所以，在考试中，如果发现有很多都需要自己写答案，应首先怀疑自己找错答案的位置。需要自己写答案的例子：
原文：…… if your iron produces droplets of water instead of giving off steam, your temperature control is set too low.
题目：What should you do if our iron starts to drip water?
答案及解释：原文说：如果你的熨斗产生水滴而不是放出水蒸气，是以为你把温度设置的过低。题目问：如果你的熨斗开始滴水，你应该做什么?答案应该是升高温度的意思，但原文中并没有相应的原词，需要自己写出来。最好的答案是根据your temperature control is set too low 改为set temperature high/higher。同样正确的答案为:increase the temperature 或turn up temperature。
篇4：雅思阅读技巧
雅思阅读技巧：Table completion
Task description
You will be provided with an incomplete table which summarises or paraphrases information given in the reading text. The information in table form may be organised differently from the way in which it appears in the text, for example chronologically instead of in order of importance. The task is to complete the gaps in three words or fewer.
What is being tested is your ability to:
skim for specific information
understand gist and paraphrase
How to approach table completion tasks
Step 1: Read the instructions carefully. Note that in the sample task you may use your own words if you wish, based on the information in the reading text. In other cases you will be instructed to use the words from the reading text only. Note also that here you may write only three words or fewer.
Step 2: Look at the table and especially any headings. Decide which is the most useful way to read the table. In this case you need to read it horizontally to answer the questions. Glance at the other information given in the table to get an idea of what information you will be searching for when you read.
Step 3: Look at the first row under the headings. Decide what key ideas you will need to search for as you skim the reading text. Decide also what information you will need to complete the first gap. For example, in the sample task you will skim for a paragraph or section discussing icebergs not being plotted because something was scattered all over the ship. What was that something?
Step 4: Skim the text for the appropriate paragraph or section.
Step 5: Read that section more carefully and decide on the best word or words to fill the gap. Remember that you will need to use the appropriate form of any verbs.
雅思阅读技巧：Selecting factors
Task description
You will be provided with a number of statements some of which paraphrase or summarise what the writer said. In this task type you need to show that you know what information the writer did (and did not) mention on a particular topic.
What is being tested is your ability to:
skim and scan the text for details
understand paraphrase
understand inference
How to approach questions where you have to select factors
Step 1: Read the instructions carefully. Note that only three of the factors are correct. Note also that the instructions in this sample task tell you what topic to focus on. In this case the instructions tell you to focus on poor communication as a contributing factor in the disaster. Although other factors may have contributed to the disaster (such as A and C) only the three correct answers focus on poor communication as a contributing factor.
Step 2: Read through the list of factors.
Step 3: Scan the text and find the sections or paragraphs which discuss poor communication.
Step 4: Read those sections carefully and select the appropriate three factors.
雅思阅读技巧：Multiple choice
Task description
In this question type you will be given a 'stem' which may be an incomplete sentence or a question. The stem will be followed by three or four options - one will be correct (the answer) and three may seem possible but are in fact incorrect in some way (the distracters).
In tackling this type of question, it is very important to read the stem carefully. Candidates often make careless mistakes when they misread the stem and so choose the wrong option.
What is being tested
Multiple choice questions can be designed to test a wide variety of reading skills. The questions may require you to have an overall understanding of the main points of the text as in Question 1 of the sample task, in which case you will need to be able to read for gist. Or they may require you to have a detailed understanding of particular points as in questions 2 and 3 of the Sample Task, in which case you will need to be able to read for specific details. Multiple choice questions may also ask you to identify facts or opinions in the text.
How to approach summary completion questions
Step 1: Read the instructions carefully
Step 2: Skim all the questions briefly to get an idea of the topics for which you will be searching when reading the text.
Step 3: Read the first question again more carefully. Decide what you will need to read to answer the question. Is the question asking you for a particular detail that you need to find in the text? Or is the question asking you for an answer which requires a global understanding of the whole text?
Step 4: Once you have decided the best strategy for dealing with the question (as above), you will need to proceed to read the text in the appropriate manner, for example reading for gist, reading for detail etc.
雅思阅读技巧：Identify writer's views
Task description
In this task type you will be given a number of statements. You will have to decide if these statements agree with the writer's views.
To complete this task well you will often need to be able to recognise the writer's views not only from what is said directly, but also from what is implied. For example, we do not need the writer to state directly that he/she disapproves of zoos. We can infer this disapproval if the writer states his/her disapproval of the following: animals being taken from the wild, animals being caged, people paying money to see animals, animals not having any privacy. However, if the writer simply describes the problems with zoos this does not necessarily imply disapproval.
Also, we should not try to guess the writer's views. In statement 5 of the sample task on the following page, we should not assume that because we think that the lifeboats should have rescued more people, or because 'everybody' thinks that the lifeboats should have returned to rescue more people, that this is the writer's view. In this case the writer does not express any view on this issue; she simply states the fact that the lifeboats were not full and so the answer must be Not Given.
What is being tested is your ability to:
identify opinion and attitude
skim for detailed information
make inferences
How to approach questions requiring you to identify the writer's views
Step 1: Read the instructions carefully. Note that you are asked to identify the writer's opinion, which may not necessarily be the same as the facts. Note also the difference between the three categories you have to use, particularly:
No The statement contradicts the writer.
Not Given The writer does not give an opinion on this point.
Step 2: Skim through all of the statements to get an idea of the topics you will be searching for in your reading of the text.
Step 3: Read the first statement again more carefully. Note the main point or opinion given in the statement.
Step 4: Skim the text for the section which refers to that idea. If you come across information relating to other statements, put a mark beside the section so that you can find it quickly again later.
Step 5: Once you have found the appropriate section of the text, read more carefully. Decide if the statement agrees with the view of the author (select Yes) or disagrees with the author (select No). If the author doesn't give an opinion which agrees or disagrees with the statement then select Not Given.
雅思阅读技巧：Matching headings
Task description
In this type of question, you will be given a list of headings. The instructions will also indicate around 4 to 6 paragraphs from the reading text. The task is to find the most suitable heading for each of the paragraphs. There will be more headings than paragraphs, and you shouldn抰 use any heading more than once unless the instructions tell you that you can.
To complete this task well, you will need to be able to identify each paragraph抯 main focus. The correct heading will sum up the main idea of the paragraph.
You may like to print out the original reading text before attempting this test.
What is being tested is your ability to:
Identify the main idea of a paragraph
How to approach matching headings to paragraphs
Step 1: Read the instructions carefully. Note that the heading you choose should sum up the main idea of the paragraph. Also note which paragraphs you need to look at, as you are often not required to do them all.
Step 2: Familiarise yourself with the list of paragraph headings by skimming through them quickly.
Step 3: Read through the first paragraph for which you have to find a heading. Remember that you are reading to find out the main idea of the paragraph. Concentrate on the main idea or focus of the paragraph and try not to be distracted by details or by unfamiliar vocabulary.
Step 4: Choose the heading from the list which best sums up the main point of the paragraph you have just read. If you can抰 choose between two headings, go on to the next paragraph ?you can come back to that question later. But don抰 forget to make a choice before the end of the test because if you leave a blank or you have marked two answers on your answer sheet, you will be graded as incorrect for that question.
篇5：雅思阅读技巧
Part I：单词与短语
aunt n.姑妈、姨妈、伯母等;actress n.女演员;at least至少;in spite of不管，虽然;appear v.出现，露面;看上去，显得;on the stage在舞台上;a girl of 18 一个18岁的女孩子;in a bright red dress穿着一身鲜红色的衣服;in long black stockings 穿着黑色长袜;wear short socks 穿着短袜;a bright orange-colored dress一件橘黄色的衣服;darling (昵称)宝贝;terrible adj.糟糕的，可怕的;grown up长大的
Part II：语法学习
情态动词must与have to
概念解释：所谓情态动词就是可以表达一定情感色彩的助动词，这里先行介绍的是must与have to。在表示主观上感到必须去做什么事情时，用must;在表示客观上就必须那么做时，用have to。have to的过去时是had to;must的过去时也是had to。must经常用来表示对某种情况的判断。
示例1：She must be at least 35 years old.(表示判断)
示例2：Jennifer will have to take part in a new play soon.(表示客观上的必须)
示例3：In the play, she must appear in a bright red dress and long black stockings.(表示主观上的必须)
示例4：Last year in another play, she had to wear short socks and a bright orange-colored dress.(must的过去时)
示例5：Darling, it must be terrible to be grown up.(表示判断)
Part III：综合训练
My aunt, Jennifer, is an (1 actor). She must (2) at least 35 years old. (3) spite of this, she often (4 appear) (5) the stage (6) a young girl. Jennifer will have to take part in a new play soon. This time, she will be a girl (7) 17. (8) the play, she must appear (9) a bright red dress and long black stockings. Last year (10) another play, she (11) to wear short socks (12) a bright orange-colored dress. (13) someone ever asked her (14) old she is, she always answers, ‘Darling, it must be terrible to (15) grown up!’
答案：
(1) actress; (2) be; (3) In; (4) appears; (5) on; (6) as; (7) of; (8) In; (9) in; (10) in; (11) had; (12) and; (13) When; (14) how; (15) be
Part IV：句型转换
将下面句子进行最大程度的合并：
1. My aunt, Jennifer, is an actress. She must be at least 35 years old. In spite of this, she often appears on the stage as a young girl.
2. Jennifer will have to take part in a new play soon. This time, she will be a girl of 17.
3. In the play, she must appear in a bright red dress and long black stockings. Last year in another play, she had to wear short socks and a bright orange-colored dress.
4. When someone ever asked her how old she is, she always answers, ‘Darling, it must be terrible to be grown up!’
答案：
1. My aunt, Jennifer, is an actress and she must be at least 35 years old, but in spite of this, she often appears on the stage as a young girl.
2. Jennifer will have to take part in a new play soon and this time, she will be a girl of 17.
3. In the play, she must appear in a bright red dress and long black stockings and last year in another play, she had to wear short socks and a bright orange-colored dress.
4. If anyone ever asked her how old she is, she always answers, ‘Darling, it must be terrible to be grown up!’
篇6：雅思阅读技巧
雅思平行阅读法介绍
首先，应明确雅思阅读的顺序性：所谓顺序性是指题目答案的在文章中出现的先后顺序.大题之间是无序的，而一类题中的几个小题之间是有序的.例如：一篇文章中有三种题型，第一种是选择(1-3)，第二种是T/F/NG(4-7),第三种是summary(8-11).按照以上的规律则表明，第一种题型之中即1-3题是有序的，而第4题在文章中的位置就不一定在第3题后面，也许在第一题后面或第二题后面.所以，抓住阅读文章的顺序性是很重要的.
下面介绍平行阅读的方法：
假设此篇文章有11道题，且11道题的答案在文章中出现位置的顺序如下：
....1....4............
........2.......3.....
5......8......9.......
6......10.....7.......
.........11...........
从上面的文章中可以看出，题型一、二、三之间是无序的，但每个题型之中的小题是有序的，即1-3，4-7，8-11是有序的.
方法：第一步，我们先带着第一类型的第一题和第二类型的第一题即(第1题和第4题)去阅读文章，首先，我们在读第一行的时候能碰到第1题的答案，此时，我们精读，把第1题做出.
第二步，我们在做出第1题后，带着第一类题型的第二小题和第二类题型的第一小题即(第2题和第4题)去读，然后在阅读的时候找到了第4题，精读，做出之后带着第一类题型的第二小题和第二题型的第二小题即(第2题和第5题)去读.在第二行能找到第2题的答案，精读，做出之后带着第3题和第5题去读.然后看到了第3题的答案，精读，做出第3题.此时第一类体型已经做完，于是，我们就带着第5题和第三类题型的第一小题去读，即(第5题和第8题)去读......这样就能一次性把阅读做完，能节省不少时间.
篇7：雅思阅读技巧
猜词可有多种方法，下面介绍几种常用且准确性高的方法。
一、利用上下文线索猜测词义
1.根据同义、反义关系猜词
Today’s teenagers seem to be more liberal in their ideas than their _______ grandparents.
A. freethinking
B. traditional
C. old
D. happy
traditional与liberal意思相反，故选B。
2.根据句意或段落文章的上、下文猜测词义。
Klebold and Harris felt _______ and wanted to revenge against those who disliked playing
together with them or laughed at them.
A. discouraged
B. ashamed
C. tired
D. separated
根据下文的disliked playing together with them判断此处应为”感到孤立"，故选D。
篇8：雅思阅读技巧
雅思阅读技巧之多练泛读
雅思阅读能力多从泛读中来，而不是精读。精读课文往往短小精悍，生词多，语法点多，是用来学习语言知识的。切记：语言知识不是语言能力。单纯背一万个单词，熟记语法规则并不能保证在正常的时间之内，准确领悟篇章的内容。因为语言知识不是一下子就能转化为能力的。就如同小孩学习成年人的生活。泛读的过程是将知识转化为能力的过程。
泛读的最大特点：阅读量。短期内提高能力需要五十万词汇到两百万词汇的阅读量，具体的量视不同的人和不同目标而定。
持续时间：3个月——半年
雅思阅读材料：简单原则(生词量控制在百分之三左右)。读太难的文章是自虐，打击自信，恶性循环;读太简单的文章是自欺欺人，原地踏步。学语言的基本规律：合适的材料读多了，难的自然就变简单了。
每天的阅读量和时间安排：八千词汇，两个小时左右。
基本阅读方法：不为单纯的学英语而读，为了获取知识与乐趣，要与书本产生知识和思想上的交流。一遍读过，不回头，读懂70%-80%的内容即可。基本不查单词，除非单词对领悟文章的核心内容构成障碍。鄙人曾经读Red star over China，遇到如下信息，说毛主席坐在延安的炕头上，脱下裤子找lice，什么东西?单词不认识。对兴趣构成重大障碍，查!
雅思阅读技巧：提升阅读速度的两个着手点
提升雅思阅读速度的两个着手点：
第一、积累词汇量
词汇量的重要性相信大家都知道，词汇量的积累是句子语法写作的基础。
第二、进行句子分析训练
句子读的慢，其实有一个根本的原因就是理解得慢，句子读不懂。
因此，备考阶段的一大任务就是要去学会如何去分析句子，并且还要通过大量的句子分析训练，使自己能够去快速的提取句子中的主干成分，以便能够分辨出各部分的语法功能，从而让自己可以去快速理解句子意思。
做句子分析之前，建议大家可以先通读一遍原文，并且还要把里面的生词意思查好标出。然后针对一些复合句进行句子分析，具体步骤如下：
第一步，子句拆分。(将复合句拆全部都分为多个简单句，并且还要去分析复合结构与从句类型)
第二步，对各简单句进行一些成分划分。(标出主语、谓语、宾语、系动词、表语、定语、状语、以及还有补语等成分)
第三步，翻译各简单句。(然后还要将各个子句翻译为汉语)
第四步，整句翻译。(将复合句当作是一个整体来进行进行翻译)
想要提高你的雅思阅读分数，一定要从根本上提升阅读速度，当你的速度上去了，那么一些其他的问题也就迎刃而解了。
雅思阅读考试技巧：阅读解题顺序备考指导
很多学生除了在课堂听讲及做题外，还会试图通过各种渠道获取可能遗漏的信息。一个小时、三篇长文章、40道题目，这样的工作量使时间不足成为学生继词汇量不够之后的第二大死穴，所以学生总希望能有一种灵丹妙药帮他们找到除提高词汇量、强化语法知识和纠正阅读方式以外的捷径来减少时间、提高做题效率，其中做题顺序的课题自然被提了出来。于是积极以市场为导向的各个培训老师们便干劲十足地开辟着这样一个研究领域，并提出各自能足以“惊艳”到学生的理论，顺着他们的意愿给予他们希望。问题是，这些希望能否成为绝望孩子们的指路明灯，抑或只能是他们暂时的精神寄托?而这个问题的众说纷纭，莫衷一是更是让本来就忙乱浮躁的学生感到困惑。所以，笔者欲在此探讨一下雅思阅读解题顺序的问题，并主张最简单的才是最实用的。以下从文章做题顺序的选择、文本阅读及做题先后顺序的选择及各个题型做题顺序的选择这三个方面来和大家一起讨论。太傻教育助力雅思高分
关于篇章的顺序
目前一个最流行的说法是阅读要用好“4s”阅读法，其中survey就是要用最短的时间综合浏览三篇文章，通过有无标题、有无图片及小标题、篇章的话题、文章的长短、各段段首句子的难易度、生词的多少及后面的题型类别来判断各个篇章的难易度，然后以由易到难的顺序做题。首先不讨论学生是否有在短时间内正确判断文章难易度的能力，这里只说这些信息是否可以正确真实地反映出文章的难易程度。诚然，标题、图片的存在也许能让人快速把握文章大概在讲什么内容，但其实对文章的理解与否及做题跟这个大概内容没有必然的联系，更何况有些标题看似简单，人家走的却是哲学文艺范儿。篇章的长短及生词的多少则更是不可靠了。当然，如果一眼发现文章讨论的是自己很熟悉的话题，抑或是真心对有些题型情有独钟，而对另一些深恶痛绝，那就另当别论了。除此之外，我的观点是直接按试卷上安排的顺序来。原因有二：一、雅思不考察考生识别文章难易度的能力及他们的心理素质，所以一般在排列难易文章时还是有天理可循的，较难的文章通常会在第二或第三篇出现。二、轻装上阵是硬道理。本来做这么多题目就很费神了，何必在做题前就给自己下达这么貌似统领全局、关系成败的重大的、但实则没太大必要的任务呢?题目迟早都是要做的，而额外的思想负担、多余的工作量、抉择正误的不确信可能带来的浮躁与反复就为了所谓的“软着陆”，真的值得吗?太傻教育助力雅思高分
文本阅读及做题
针对这个话题有三种声音：先大致了解文本再做题、先读完所有题目再统一去文中定位及边做题边定位。第一种方法是最亏最笨最耗时间的办法，采用这种方式的学生最实在、最好学，但思维还停留在高中语文阅读的阶段，而且绝不是能识时务的俊杰，因为他们连基本的学习和应试场合都没能够分清。而且其实通过读题和做题来理解文章比通过通读文本要有效快速得多。第二种方式的倡导者据说是环球教育的张岳老师。听起来十分惊艳，因为这样避免了同一段文字被重复阅读的必要，从而节约了时间。但一次性记住所有13-14个题干本身就是一个非常牛叉的任务。除非学生短时记忆力超好而且英语基础很不错才可能做到，否则努力记忆题干的时间、反复停滞寻找的时间加上遗漏后再次搜索的时间估计比文章重复看上几遍的时间还要长吧。而事实是很多同学会觉得记住一种题型中的5-6题都有难度了，而且做一种题型就焦头烂额了，更别提对十几个题目运筹帷幄了。第三种方式是我推崇的方式，即边做题边定位。一方面雅思阅读大部分题目都是按照原文顺序的，而且也几乎没有需要考生通篇理解以后才能解答的题目，另一个这样做的好处是学生的目的可以更明确，而且做题时注意力和精力可以更集中，因而正确率可以更高。
各题型的顺序选择
对于这个问题，建议是按照试卷原本的题目顺序做题，而很多老师会提出先做细节题，再做主旨题，抑或者是先做某种题型再做另外的题型。why bother?还是那句话，题目都是要做的，而文本都是要读的，但随意挑选题目做却会打乱出题人出题时的顺序性的，这样加大了定位的难度只能是得不偿失。
雅思阅读考试技巧：阅读速度提升解决策
1、雅思阅读的难度分配原则
雅思阅读考试当中时间的分配很重要，一共60分钟时间做3篇文章，你怎么分配时间?平均每篇20分钟?别傻了，这样你第三篇文章肯定来不及!根据长期的观察，可以把雅思阅读的文章按照难度从低到高排列分为1，2，3三个等级。
难度最低的1级文章90%以上的题目答案都在每一段的“3句”(第一句，第二句，最后一句)范围之内，因此只要把文中每一段的“3句”读完就能找到绝大多数题目的答案，而且可以很快!
难度为2级的文章则是70%的题目答案在每段的“3句”范围中，剩下30%的题目答案则必须借助定位关键词等技巧在文中其它部分寻找。
难度最高的3级文章最“恐怖”，在这种类型的雅思文章中你会发现光看每一段的“3句”根本找不到任何题目的答案，绝大多数题目的答案都隐藏在文中中及其不起眼的角角落落。定位关键词?对不起，你会发现题目当中你根本找不到任何关键词给你定位!也就是说，在3级难度的阅读文章里，你会发现基本上所有的阅读技巧都不管用了。
根据观察，雅思阅读文章的命题有一个规律，即必须保证每次考试总体难度系数相当。具体来说，如果按照上面所讲的1，2，3三个难度等级来分的话，每次的阅读考试三篇文章总的难度系数一定等于5!这就意味着考官可以把三篇文章设定为1+2+2模式，即第一篇文章最简单，第二第三篇稍难。或者是1+1+3模式，即两篇送分的文章和一篇噩梦级难度的超难文章。太傻教育助力雅思高分
2、“1+1+3”模式的解决对策
小编之前参加雅思考试的时候阅读的部分碰到的就是第二种模式，第一第二篇文章都很简单，只要把每一段的“3句”看一篇基本上所有的答案都找到了，因此我只花了20分钟不到就把前两篇文章做完了。然后再看第三篇文章……噩梦开始了……文章很长，我一开始照例还是先看了每一段的“3句”，再回头去看题目，发现题目问的内容跟我刚看过的内容完全没关系。
再找关键词……没有专有名词，没有数字……总之一般可以当作关键词的，题目里面都没有!(这种情况在配对题里体现得尤为明显。)而这时候已经又用掉了我10分钟时间了!所幸还剩30分钟，时间还比较充裕，于是我使出了最后一招——通读全文!
仗着自己阅读速度比较快，我老老实实地全篇文章从头到尾一字不漏地通读了一遍，于是，那些原本隐藏在犄角旮旯里的key information，也就给我一个一个找到了!既然所有问题的答案在哪里都找到了，接下来只要正确理解那些key information的意思，我想阅读要拿个9分真的并不难吧?
综上所述，在阅读考试中，不管任何情况都绝对不应该把做三篇阅读文章的时间平均分配。
建议大家可以按照以下方案来分配时间：
1+2+2模式=10分钟+25分钟+25分钟
1+1+3模式=10分钟+10分钟+40分钟
雅思阅读考试技巧：阅读逻辑能力培养
1、高质快速地阅读
第一遍读文章时，我们应当模拟考试的紧张气氛，尽量高质快速。但，对完答案后，我们有充足的时间再次阅读文章。第二次阅读文章我们的目的不在是获取信息，而是把握文章的布局安排，分析作者的意图。
2、要把握句子结构规律
同学们应当做的是找一本好的语法书，认认真真学习句子结构那部分。英语的句子主干往往并不复杂，只是其粘着修饰成分过多。我们一开始应当学会如何写出简单的基本句型，然后再通过附加各种从句、插入语、非谓语形式，来逐步扩充句子结构。
3、要对文章分类
可是如果我们把自己读过的所有文章按照主题分类，比如分为校园类、医学类、家庭类、环境类等等，到了考前，再按类别复习这些文章，我们不仅能系统掌握某一类别文章常用的词汇，也能把握该类文章的结构特点和出题规律。
【雅思阅读提升的9个技巧】相关文章：
1.雅思阅读考试技巧
2.雅思阅读速读技巧
10.雅思阅读解题的技巧4步骤
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