雅思阅读错题原因量化分析

时间：2022-05-24 08:28:08 其他范文收藏本文下载本文

【导语】以下是小编为大家收集的雅思阅读错题原因量化分析（共10篇），希望对大家有所帮助。

雅思阅读错题原因量化分析

篇1：雅思阅读错题原因量化分析

很多人的雅思阅读备考，会进入一段刷题再多，正确率不再提升的阶段，这是我们通常所谓的瓶颈期。焦虑疑惑甚至信心丧失会笼罩着你，这个时候，应该冷静下来，好好分析一下那些错误的题目的原因，分布规律。请看本文的表格对雅思阅读错误类型所作的详细分析。

该表格先就普遍存在的在规定时间内，答对题目数量无法提升的情况，列举了四大原因，分别是：词汇，语法，做题速度和做题主观。同时在这四方面之下，还列举了可能出现的具体原因。因为很多学生在修改做题时，80%会归结于自己词汇量不够大。

但从多年的教学经验，和实际对学生的错题情况分析看来，并非如此。很多学生就目前掌握词汇量来说，其实可以做对更多的题。而有的学生对自己的错题原因很模糊，不知道为什么就错了，下次也无法高效的改正。但有了这个错题分析表后，学生可以了解到自己的实际错题原因，并针对性的提升。

篇2：雅思阅读错题原因量化分析

词性分析，主要应用在填空题上，因为填空题要填原文中出现的词，所以判断好要填的空里的词的词性，再去进行定位筛选。而有些学生忽略了这一点，填了不符合词性要求的词，必错无疑。另外，在理解错句子意思时，也要注意词性分析。

比如雅思剑桥真题7 TEST1 PASSAGE 3的Educating psyche一文中的第32题：

Prior to the suggestopedia class, students are made aware that the language experience will be demanding.

这句话中学生普遍认识demand这个词，知道它是要求，需求的意思。就会把这个问题的意思大致理解为，在上suggestopedia的课前，学生意识到，需要有语言经验。但细心的同学会发现，如果理解为要求需求，那么其实应该适用demand的被动形式，也就是will be demanded. 所以这样理解是矛盾的。

而demanding作为形容词的意思是苛刻的，要求高的。所以这个问题的真正意思是，学生意识到，学习语言的经历会是很苛刻，很难的。而原文对应答案的句子是: they develop the expectation that learning will be easy and pleasant. 所以该题答案是False。

句法，也比较好理解。做题时有没有分析好，主被动关系，或是定语从句修饰限定关系等。

比如剑桥真题8 TEST4 PASSAGE2的Biological control of pests一文中的第22-26题。问题中生词较多，但多数都是专有名词，很好定位。

但学生容易错题在23题，Neodumetia sangawani ate _____。A forage grass H grass-scale insects.

对应原文句子： A natural predator indigenous to India, Neoumetia sangawani, was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US.

这个句子搞清楚that引导的定语从句是修饰 Rhodes grass-scale insect的, 而不是Neoumetia sangawani. 就不会误选A答案。正确答案是H。

改进方式：这类错题多的同学，要专注学习扎实下语法基础，多练练句子精读翻译。

词形变化，主要指同一个词，时态的变形，或词性的变形，导致学生认不出来。比如，seek的过去式是sought。很多学生就不认识这个词了。这点也要多累积，多注意。

雅思阅读错题分析之做题速度

其实学生做题速度不够，原因是多方面的,句子理解慢，那重点应放在精读和语法上，还有阅读量。

阅读方式，重点在扫读，精读与略读的结合使用上。扫读能力强，定位快准，就能节省时间，而且，在做多数细节题时，很多文章内容是可以扫读过去，不需要精读的。而略读方式，可以应用于标题匹配题。了解段落结构，就可以较快的分析出重点主旨。

题型技巧，非常重要，运用好了是一个很能节省时间性的东西。比如一篇文章中，第一个题型是段落信息匹配题，(难度较高，乱序，非常不好定位的题型)，第二个题型是判断题(顺序出题，而且较易定位)，第三个题型是人名匹配题(人名通常按顺序出题的，较易定位的细节题)。

那这篇文章，我们通过对题型的了解，应该优先选择做后两类题，最后再做段落信息匹配题。短时间内交易拿分。而且对文章部分内容还有了了解，再去做段落信息匹配题。既方便找，节省了时间，又合理利用了时间，难题本来做对几率不大的情况下，时间不够时可以用技巧蒙，保证了多的时间分配给易得分的题。或者对于基础好的学生，针对难文章，推荐使用平行阅读法，多个题目同时做。

雅思阅读错题分析之做题主观

脑补内容，常见于正误判断题和标题匹配题。学生很容易自己联想出很多内容，强加于作者。比如某一段落，主要内容都在写存在的问题。但有时学生就主动想出了“既然出了问题，那就要解决啊”。所以段落主旨选成了解决方案。而判断题主观联想情况就更多了，尤其是判断NG时。大家一定要忠实于文章内容，就按文章出现的句子来，再寻找有原文句子同义替换的答案。

雅思阅读小范围预测

文章题目 We have star performers

重复年份 0114 1124

题材商业管理

题型段落细节配对 4+判断 4+填空 5

文章大意人才与天赋，讨论人才和选人标准之间的论证。讲公司考核员工主要的依据， talents,

文章批判了传统的观点(才能是与生俱来的，是不变的，是需要公司去发现的)。文章先用一段肯定了有才能的人的存在，然后分段讲到，才能是随时间变化的，是不能被精确度量的，是可以凭努力换来的。

文章题目 Children and robots

重复年份 20160305 1002

题材科技

题型小标题 5+配对 5+填空 3

文章大意

机器人对孩子学习的影响。主要讲到把机器人放在学校可以辅助老师还有陪学生玩，还可以让它们拥有表情促进交流，但是过度使用可能会造成伦理问题，此外还提到了几个科学家和他们的观点。

参考阅读： Robotics is making inroads into society, not only in factories and

雅思阅读小范围预测

题目：Solutions to Indoor Air Pollution

题材：环境健康类

题型：简答5 +图表填空4+判断4

文章大意：

介绍了关于室内空气污染治理项目的成果。

部分答案回忆：

1. weight

2. fuel

3. distribution

4. stoves

5. consultations G.pilot 7.review

8.10 million

9.international

题目：Egypt' s Sunken Treasures

题材：环境能源类

题型：Matching4+判断+填空

文章大意：

埃及一个古建筑在海底被发现了，考古学拯救家面海底建筑。

部分答案：待补充

题目：Energy from the Ocean

内容：海洋中可以利用的4种能源，分别为tidal power, marine current power, wave power, ocean

thermal energy

题型：多选3+匹配5+填空题5道

参考答案：

多选题(7选3 )

在海洋中建立Tidal power plant 的positive effects ?

A range of sea shore

B cost of establishing a tidal power plant

C it is helpful to establish transportation system

D effect of fish and some other sea life around

配对题

A Tidal energy

B Current energy

C Thermal energy

题目集合均关于三种能量在现阶段开采、使用的程度以及未来发展的潜力(NB )

1. which kind of energy has already been subject to a successful trial

2. A

3.Which kind of energy has been largely used during the past time? B

4. Which kind of energy has failed in an experiment? C

填空题

1. Water, above 30°C, will be冲到水底产生能量

2. ammonia

3. 热能机制里用到了水冲刷turbine的原理

4. 深度是海底500米

industry but also in homes and schools, where social robots are helping children

cope better with conditions such as diabetes and autism.

A robot and child

Studies show that interaction with a robot can benefit children with

certain medical conditions such as diabetes, as well as autism and other

developmental disorders. (Image: ALIZ-E project.)

雅思阅读小范围预测

题目：ancient viruses

题材：自然生物类

题型：段落细节配对题7,句子填空题：7

文章主旨：文章主要讲了在阿拉斯加，北扱地区，随着global

warming的到来,除了气候变暖，海平面上升等有可能出现的问题以外，的危机可能是那些藏在glaciers and ice里的ancient

viruses.作者分析冰川里可能隐藏的病毒，已经他们是如何收集，如何确定这些的地理位置的，及他们可能会引发的灾难，比如supervirus

段落细节配对题：

27. G科学实验的题及

28. D

29. B

30. A global warming可能带来的影响

31. E

32. F 人类流感病毒的地理位置确定的原因

33. C 病毒传播到ice的四种方法

句子填空题7

34 . 病毒必须具有strong protein coast才能在极端条件下存活下来

35. influenza virus

36.科学家收的两种方式: by drilling and ( melting)

37. collective natural herd 会 diminish

38.消灭病毒的自然过程，叫做：hibernation

39.除了对人类，植物影响外，marine creatures也会受到影响

40.新旧病毒结合产生: supervirus

题目：History of Coffee

题材：发展史

题型：填空6 ,判断正误7

文章大意：本文讲解了咖啡的历史。咖啡一开始被一个埃塞俄比亚的放羊人发现，

接着被阿拉伯人传向了全世界。在欧洲咖啡馆非常受欢迎，被一个荷兰人传入到了拉丁美洲及南美洲。之后在东南亚得到大规模地种植，产生了非常高的经济效益。

填空6:

1. Goats山羊先发现了咖啡提神的功效

2. Monastery之后，位于monastery里面的monks也开始饮用咖啡

3. Companies咖啡馆里诞生了很多的公司

4. King 一个法国的国王开始在自己的花园里种植咖啡

5. Flowers咖啡的种子被藏在花朵里带到了美洲

6. Tea当时美国对咖啡征税，所以tea比较受欢迎

判断7

7. TRUE阿拉伯人是第一个把咖啡传播到世界各地的

8. NOT GIVEN咖啡比茶更受欢迎

9. FALSE 16世纪就在欧洲非常受欢迎了，原文是17世纪

10. NOT GIVEN欧洲的第一家咖啡馆在意大利，未提到

11. TRUE荷兰人的一粒种子是美洲所有咖啡的祖先

12. FALSE亚洲咖啡第一次被种植在爪哇岛，错，应该是印度

题目：控制澳洲野狗dingos

题材：动物

题型：段落大意配对7 ,人物配对3 ,填空3

文章大意：文章讲解了在澳大利亚，澳洲野狗泛滥成灾，人们通过bait诱饵的方

式去猎杀澳洲野狗。之后介绍了澳洲野狗是如何被引入到了澳大利亚以及其和兔子、狐狸、夜猫之间的捕食关系，以及野狗对农民家畜和收入的影响。

段落大意配对题7：

13. D

14. E介绍野狗更喜欢native物种而不喜欢non-native物种

15. A介绍野狗是如何被人用毒诱饵的方式捕杀的

16. F介绍兔子和狐狸的捕食关系

17. B介绍野狗是如何被引入澳洲的

人物观点配对3:

18. D

19. A

20. B

填空3 :

21.当Tasmanian tiger灭绝之后，澳洲野狗就成了主要捕食者

22.狐狸和夜猫的主要捕食对象是rabbits

23.澳洲野狗可以控制当地物种不overpopulation

篇3：雅思阅读错题原因量化分析

生词，这个比较好理解，就是存在问题句中子或是答案句子中出现了不认识的词，导致考点无法理解。

改进方式：每次做题时，将不认识的高频考点词进行累积。

一词多义，意味着学生是认识这个词的，但在这段话中这个词适用了学生不知道的意思，导致句意理解错误或是理解偏差。

比如register这个词，学生多数知道它有注册，登记的意思，但不知道它有意识到，显现的意思。而在剑桥真题8 TEST 2 PASSAGE 3的The meaning and power of smell一文中，第34题，原文句子：

Most of the subjects would probably never have given much thought to odour as a cue for identifying family members before being involved in the test, but as the experiment revealed, even when not consciously considered, smells register, 对应了A选项的shows how we make use of smell without realizing it.

同义替换，意味着问题中的词和原文答案句子中的词，学生都是认识的，但没想到两者指代相同，进行了同义替换。比如剑桥真题9 TEST3 PASSAGE 2的Tidal power一文中第24题，sea life替换成了fish and other creatures。

改进方式：以累积为主。累积常见的考点词，包括它的多个意思，和它出现的同义替换词。

篇4：雅思阅读低分原因分析

雅思阅读低分原因分析 3大结论让人信服

雅思阅读低分原因之一、不了解学术阅读，阅读方法不科学

剑桥官方很明确地在雅思网站上说明：雅思阅读考的是学术场景下的阅读，而这种阅读方式是中国英语教学没有强调和专门训练过的。

所以，这些同学不知道什么叫做Skimming for gist(快速浏览把握文章主旨)和Scan for details(快速扫描特定细节)的阅读方式;不明白怎样去区分事实信息和主观论点;更不知道怎样去对文章去进行结构扫描，了解文章线索和脉络(Frame work of the Text, Contextual Clues, Coherence and Cohesion)。

这些阅读技能和策略(Reading Strategies)的缺乏导致他们阅读的时候不分主次，不会灵活调整阅读速度，只看见个别细节而不能把握它们之间的逻辑关系。所以他们在阅读里只能解出那些针对个别细节的小题目，对阅读技能要求比较高的题型，比博彩通如List of Headings(段标题，考察文章线索结构和把握段落章主题的能力)和True / False /NotGiven题(考察观点与事实、主观与客观的区别以及作者态度等)，就明显力不从心。

根据我当时的统计，他们在这些题目上的正确率不足50%。在最近的雅思阅读里，这两种题型加起来超过了总题量的一半，这样的正确率当然没法得到好分数。

雅思阅读低分原因之二、偏重解题技巧，忽视阅读实力

因为着急尽快出国留学，所以这些同学往往是在已经拿到Conditionaloffer的情况准备应考，并必须在Deadline之前提交合格的雅思成绩。这样的学习计划使他们往往只在考试前去“抱佛脚”，听说有什么“阅读秘笈”、“9分方案”就趋之若骛。

这些技巧一学就会，一开始在他们还不熟悉雅思的情况下也显得非常有效——做第一张卷子得4分，了解技巧后再做马上就升到5分。实际上并不是这些阅读技巧有多少神奇之处，只是由陌生到熟悉以后自然的提高，然而同学们还是对此深信不疑。

但是雅思阅读毕竟是现在所有出国英语考试中阅读单项最难的一个，文章最长、题型最多、难度最大，对于阅读技能的考察非常全面深入。

迷信解题技巧而忽视实力的后果就像Castle in the air，吹得越神的技巧最后也让人摔得越惨。我在阅读单项上考过9——绝不是全凭技巧。所以我在课上从不鼓吹说9分靠万能技巧;相反，我还经常提醒同学：技巧有局限，9分靠实力。

雅思阅读低分原因之三、以考试代替学习，没有积累

Deadline的压力导致这些同学仓促考试、匆忙准备，结果就是第一次考试大都没过关。第一次失利后，Deadline的压力又迫使他们马上去报三个月后的考试。

因此，学习计划完全是考试型的，而没有真正积累型的学习。把上次已经证明失败的做法简单重复一遍而没有总结经验教训，也没有提高和改进，这又有什么意义呢?

阅读是最需要积累的一项语言能力，词汇、句法乃至常见文章写法、思路，没有一段时间循序渐进的积累和能力的提升，阅读的能力——Competence就不会有实质的提高。

只凭技巧(Skills)没有实力(Competence)是不可能有长久的效果的。事实也证明：在技巧发挥到了极致，他们的分数上升也就到了头：长期徘徊在6分以下，就是因为他们的阅读实力还没有达到相应水准的缘故。

雅思阅读素材积累：The magic of diasporas

Immigrant networks are a rare bright spark in the world economy. Rich countries should welcome them

THIS is not a good time to be foreign. Anti-immigrant parties are gaining ground in Europe. Britain has been fretting this week over lapses in its border controls. In America Barack Obama has failed to deliver the immigration reform he promised , and Republican presidential candidates would rather electrify the border fence with Mexico than educate the children of illegal aliens. America educates foreign scientists in its universities and then expels them, a policy the mayor of New York calls “national suicide”.

This illiberal turn in attitudes to migration is no surprise. It is the result of cyclical economic gloom combined with a secular rise in pressure on rich countries' borders. But governments now weighing up whether or not to try to slam the door should consider another factor: the growing economic importance of diasporas, and the contribution they can make to a country's economic growth.

Old networks, new communications

Diaspora networks—of Huguenots, Scots, Jews and many others—have always been a potent economic force, but the cheapness and ease of modern travel has made them larger and more numerous than ever before. There are now 215m first-generation migrants around the world: that's 3% of the world's population. If they were a nation, it would be a little larger than Brazil. There are more Chinese people living outside China than there are French people in France. Some 22m Indians are scattered all over the globe. Small concentrations of ethnic and linguistic groups have always been found in surprising places—Lebanese in west Africa, Japanese in Brazil and Welsh in Patagonia, for instance—but they have been joined by newer ones, such as west Africans in southern China.

These networks of kinship and language make it easier to do business across borders. They speed the flow of information: a Chinese trader in Indonesia who spots a gap in the market for cheap umbrellas will alert his cousin in Shenzhen who knows someone who runs an umbrella factory. Kinship ties foster trust, so they can seal the deal and get the umbrellas to Jakarta before the rainy season ends. Trust matters, especially in emerging markets where the rule of law is weak. So does a knowledge of the local culture. That is why so much foreign direct investment in China still passes through the Chinese diaspora. And modern communications make these networks an even more powerful tool of business.

Diasporas also help spread ideas. Many of the emerging world's brightest minds are educated at Western universities. An increasing number go home, taking with them both knowledge and contacts. Indian computer scientists in Bangalore bounce ideas constantly off their Indian friends in Silicon Valley. China's technology industry is dominated by “sea turtles” (Chinese who have lived abroad and returned).

Diasporas spread money, too. Migrants into rich countries not only send cash to their families; they also help companies in their host country operate in their home country. A Harvard Business School study shows that American companies that employ lots of ethnic Chinese people find it much easier to set up in China without a joint venture with a local firm.

Such arguments are unlikely to make much headway against hostility towards immigrants in rich countries. Fury against foreigners is usually based on two (mutually incompatible) notions: that because so many migrants claim welfare they are a drain on the public purse; and that because they are prepared to work harder for less pay they will depress the wages of those at the bottom of the pile.

The first is usually not true (in Britain, for instance, immigrants claim benefits less than indigenous people do), and the second is hard to establish either way. Some studies do indeed suggest that competition from unskilled immigrants depresses the wages of unskilled locals. But others find this effect to be small or non-existent.

Nor is it possible to establish the impact of migration on overall growth. The sums are simply too difficult. Yet there are good reasons for believing that it is likely to be positive. Migrants tend to be hard-working and innovative. That spurs productivity and company formation. A recent study carried out by Duke University showed that, while immigrants make up an eighth of America's population, they founded a quarter of the country's technology and engineering firms. And, by linking the West with emerging markets, diasporas help rich countries to plug into fast-growing economies.

Rich countries are thus likely to benefit from looser immigration policy; and fears that poor countries will suffer as a result of a “brain drain” are overblown. The prospect of working abroad spurs more people to acquire valuable skills, and not all subsequently emigrate. Skilled migrants send money home, and they often return to set up new businesses. One study found that unless they lose more than 20% of their university graduates, the brain drain makes poor countries richer.

Indian takeaways

Government as well as business gains from the spread of ideas through diasporas. Foreign-educated Indians, including the prime minister, Manmohan Singh (Oxford and Cambridge) and his sidekick Montek Ahluwalia (Oxford), played a big role in bringing economic reform to India in the early 1990s. Some 500,000 Chinese people have studied abroad and returned, mostly in the past decade; they dominate the think-tanks that advise the government, and are moving up the ranks of the Communist Party. Cheng Li of the Brookings Institution, an American think-tank, predicts that they will be 15-17% of its Central Committee next year, up from 6% in . Few sea turtles call openly for democracy. But they have seen how it works in practice, and they know that many countries that practise it are richer, cleaner and more stable than China.

As for the old world, its desire to close its borders is understandable but dangerous. Migration brings youth to ageing countries, and allows ideas to circulate in millions of mobile minds. That is good both for those who arrive with suitcases and dreams and for those who should welcome them.

雅思阅读低分原因分析

篇5：GRE备考如何分析错题原因

GRE备考如何分析错题原因?这些问题比粗心大意更严重

GRE备考错题3大常见原因分析

备考GRE做练习环节中，对完答案就觉得完事的考生不在少数，而不仔细分析错题原因只会让大家重复犯错降低学习效率。有些偷懒的同学喜欢把错误原因统统丢给粗心大意来背锅而不耐烦做更详细具体的分析，这样的做法反而会让做练习变得毫无意义，下面这3种容易被当成是粗心犯错的情况，其实还有着更需要考生关注的问题。

1. 知识点不足导致的扣分

GRE考试是公认难度较高的一门考试，其难点之一就在于考试范围太大涉及到的不同题型知识点太多。哪怕是完整看过ETS出品官方指南OG的同学，也往往很难保证自己在之后做练习和实战考试中不会遇到一些冷门的知识点。而对于知识点遗忘的问题，很多同学觉得这是粗心大意的问题，小编则不这么认为。粗心大意可以通过集中注意力仔细做题来解决，但缺乏知识点属于基础环节上的不足，并不是依靠细心就能解决的。考生如果发现自己做错题目是因为完全不理解某个知识点或者看不懂某到题目，那还是老老实实地先回去翻一下OG补上这个知识点再说吧，不要抱有下次再遇到细心一点就能做对的侥幸心理了，否则只会深陷反复做错的泥潭里难以自拔。

2. 没有思路不知道怎么做题

这个问题也是比较常见的容易被大家当成粗心大意的情况。有些同学做题时遇到某类题目完全没有思路，不知道怎么入手去做，看了一下解析又恍然大悟，觉得自己肯定会做只是一时粗心没记起来而已，事实却并非如此。在小编看来，没有解题思路绝非小事，而是相当严重的问题。无论是临时没想起来怎么做题还是根本就不知道怎么解答，都是绝不应该发生在考生身上的情况，缺乏基本的解题思路就等于不具备应对考试的主动思考和应对能力，这样的水平是无法在GRE考试中拿到高分甚至平均成绩的。小编建议大家在遇到完全不清楚解题方法基本思路的题目时，不要再把粗心大意当成借口，也不要再看过解析后就觉得自己已经会做了，还是踏踏实实多做几道同类题目来巩固一下解题思路才是稳妥做法。

3. 各类解题陷阱引发的思维错误

这个问题在GRE考试中是相当常见的，本来能做对的题目，因为某些特定的选项或者题干中的误导，最终解题思路被带歪从而做错题目。大家也需会觉得这并非自己不给力，是ETS太奸诈陷阱挖的太坑人，一时粗心不察才会中招。真的是这样吗?GRE考试考察的本来就是大家的思维模式，如果有着明确的思路，积累了足够的应试解题经验，考生是不会被陷阱所误导的。换句话说，会因为陷阱干扰出现错误，本来就说明了你的解题思维还不够稳固和坚定，又或者是遇到过的陷阱不够多积累的应试经验不足。觉得自己粗心大意才会中招犯错，又何尝不是一种思维错误呢?对此，小编还是希望各位同学能够拥有清晰明确的解题思路，对于各类常见陷阱也要做到见多识广，具备足以应对的丰富经验才行。

综上所述，GRE备考做题过程中，考生还是需要认真分析自己做错题目的原因才能发现不足并在此基础上得到提升。如果只是埋头做题然后把一切错误原因都扔给粗心大意，那么想要提高备考效率乃至考试成绩，都只能是白费力气而已，这一点还请大家谨记。

GRE分类词汇记忆：继续

3.23 继续

continuation n. 继续，延续

ensue v. 继而发生 (ensuing adj. 随后的)

resume v. 继续，重新开始

subsist v. 继续存在，维持生活;生存下去

GRE分类词汇记忆

3.25.2 成功，胜利

accomplish v. 做成功，完成

fructify v. 成功;结果实

attainment n. 成就

eclat n. 辉煌成就

feat n. 功绩，壮举

circumvent v. 用计谋战胜或规避;回避

landslide n. 压倒性胜利;山崩

outfox v. 以机智胜过

outmaneuver v. 以策略制胜

outwit v. 以机智胜过

preponderant adj. 以重胜的，优势的，压倒性的

preponderate v. (重量上、重要性上)压倒，超过 (preponderance n. 优势)

prevail v. 战胜;盛行 (prevailing adj. 流行的;占优势主导地位的)

surmount v. 战胜，克服

triumph v./n. 凯旋，胜利，欢欣

GRE分类词汇记忆：完成

3.25.1 完成，实现

accessible adj. 易达到的;易受影响的

accomplish v. 完成，做成功

attain v. 达到，实现

attainment n. 成就

consummate v. 完成;adj. 完全的，完善的 (consummation n. 达到极点，完成)

dispatch v. 一下子做完;吃完;派遣;n. 迅速

fruition n. 实现，完成

implement v. 实现，实施;n. 工具，器具

materialize v. 实现;赋予形体，使具体化

wrought adj. 做成的，精炼的

GRE分类词汇记忆：

3.28.2 打击

belabor v. 痛打;过分冗长地做或说

lambaste v. 痛打;痛骂

ram n. 猛击，撞锤;公羊;填塞(塞子)

sock v. 重击，痛打;(n. 短袜)

wallop n./v. 重击，猛打

flick v./n. 轻打，轻弹

flip v. 用指轻弹;蹦跳;adj. 无礼的

clout n. 用手猛击;权力，影响力

pugilism n. 拳击，搏击

pummel v. (用拳)接连地打，打击

punch v. 以拳猛击;打洞

sparring n. 拳击，争斗

bludgeon v. 用棒打击;n. 大头棒

flagellate v. 鞭打，鞭笞 (flagellant n. 鞭笞者 flagellum n. 鞭子;鞭毛)

lash v. 鞭打;捆住;n. 鞭子

thrash v. 鞭打

flail v. 打，打击;n. 连枷(打谷工具)

spank v. 打，拍打(在屁股上)

stroke n. 击，打;一笔;v. 抚摸

toll v. (缓慢而有规律地)敲;n. 过路(桥)费;伤亡人数，损失

篇6：雅思阅读速度慢的原因分析

雅思阅读速度慢的原因分析及速度要求

雅思阅读，你为什么读得慢?

弄清楚问题的原因，我们才能”对症下药“，下面同学们自我诊断一下，找出读得慢的原因。这些小毛病，你中了几个?

一个词都不放过，逐字逐句地读;

被一个陌生单词拦截，看到不会的单词就停下来;

念紧箍咒式的默念默读;

强迫症型，想完全理解每个字、每句话的意思;

一个句子读2、3遍;

入戏太深，对文章的观点想得太深入、太多;

有的小伙伴不幸全中!是你吗?捂脸的小伙伴，注意了，读的太慢有害身心哦!不信你看：

阅读太慢带来的问题

有时候，慢读是必要的，而且很重要，但一味慢读就会造成一些问题：

读不完文章，考试无法完成;

时间快用完时，带来紧张等负面情绪;

浪费时间在一些无法带给你正确答案的文章内容上;

考前做阅读练习时，花费很长时间读不完一篇文章;

如何提高雅思阅读速度

(一) 略读粗略地阅读语言材料的面式读法。通过略读获取雅思阅读材料的主要内容和大意。快速阅读时，训练学生略读文章标题判断预测主要内容。略读首尾段、首尾句了解文章大意。

(二)跳读带着明确目的寻找特定信息，忽略无关内容的点式阅读。跳读适用于细节检索式问题。SEFC阅读课前的问题常可以用来训练跳读技巧。

如：Look Carefully and Learn (SB1A L6)

How did the students feel after they tasted the mixture?

首先归纳出问题的要点： How, students ,feel,

然后要求学生目光蛇形下移在规定的时间内在文章中检索出答案:

Instead of smiling, each of them made a face. The mixture tasted terrible.

(三)组读以意群为单位，一组一组视读。边读边理解。减少眼停次数，缩短“眼脑直映”时间。

(四)记忆阅读语言材料时，熟记文中的重要事实，情节是提高雅思阅读速度的重要手段。边读边忘，便无法深入全面理解材料。回视，重读等不良阅读习惯会随之出现。加强记忆能力的训练可以通过背诵重点句型、段落主题句、课文主要段落、结论，也可以在规定的时间之内要求学生阅读一段文章，然后复述该段文章的主要内容。

以上就是雅思阅读速度慢的原因分析及速度要求的全部内容，我们可以看出，雅思阅读速度提不上去的原因究其根本还是被一些单词所绊住或者在没有理解题干考察要点情况下的盲目地阅读。一句话说，要么就是就是没有搞清楚阅读的目的，要么就是阅读能力不够，不能理解大部分文章导致读起来吃力。

雅思考试阅读模拟试题及答案解析

Felicity Lawrence

Thursday December 28,

The Guardian

1. Consumers are to be presented with two rival new year advertising campaigns as the Food Standards Agency goes public in its battle with the industry over the labelling of unhealthy foods.

2. The Guardian has learned that the FSA will launch a series of 10-second television adverts in January telling shoppers how to follow a red, amber and green traffic light labelling system on the front of food packs, which is designed to tackle Britain’s obesity epidemic.

3. The campaign is a direct response to a concerted attempt by leading food manufacturers and retailers, including Kellogg’s and Tesco, to derail the system. The industry fears that traffic lights would demonise entire categories of foods and could seriously damage the market for those that are fatty, salty or high in sugar.

4. The UK market for breakfast cereals is worth ￡1.27bn a year and the manufacturers fear it will be severely dented if red light labels are put on packaging drawing attention to the fact that the majority are high in salt and/or sugar.

5. The industry is planning a major marketing campaign for a competing labelling system which avoids colour-coding in favour of information about the percentage of “guideline daily amounts” (GDAs) of fat, salt and sugar contained in their products.

6. The battle for the nation’s diet comes as new rules on television advertising come into force in January which will bar adverts for unhealthy foods from commercial breaks during programmes aimed at children. Sources at the TV regulators are braced for a legal challenge from the industry and have described the lobbying efforts to block any new ad ban or colour-coded labelling as “the most ferocious we’ve ever experienced”.

7. Ofcom’s chief executive, Ed Richards, said: “We are prepared to face up to any legal action from the industry, but we very much hope it will not be necessary.” The FSA said it was expecting an onslaught from the industry in January. Senior FSA officials said the manufacturers’ efforts to undermine its proposals on labelling could threaten the agency’s credibility.

8. Terrence Collis, FSA director of communications, dismissed claims that the proposals were not based on science. “We have some of the most respected scientists in Europe, both within the FSA and in our independent advisory committees. It is unjustified and nonsensical to attack the FSA’s scientific reputation and to try to undermine its credibility.”

9. The FSA is understood to have briefed its ad agency, United, before Christmas, and will aim to air ads that are “non-confrontational, humorous and factual” as a counterweight to industry’s efforts about the same time. The agency, however, will have a tiny fraction of the budget available to the industry.

10. Gavin Neath, chairman of Unilever UK and president of the Food and Drink Federation, has said that the industry has made enormous progress but could not accept red “stop” signs on its food.

11. Alastair Sykes, chief executive of Nestlé UK, said that under the FSA proposals all his company’s confectionery and most of its cereals would score a red. “Are we saying people shouldn’t eat confectionery? We’re driven by consumers and what they want, and much of what we do has been to make our products healthier,” he said.

12. Chris Wermann, director of communications at Kellogg’s, said: “In principle we could never accept traffic light labelling.”

13. The rival labelling scheme introduced by Kellogg’s, Danone, Unilever, Nestlé, Kraft and Tesco and now favoured by 21 manufacturers, uses an industry-devised system based on identifying GDAs of key nutrients. Tesco says it has tested both traffic lights and GDA labels in its stores and that the latter increased sales of healthier foods.

14. But the FSA said it could not live with this GDA system alone because it was “not scientific” or easy for shoppers to understand at a glance.

Questions 1-6

Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.

1. When will instructions be given on reading the color-coded labels?

2. Where can customers find the red light labels?

3. What problem is the FSA trying to handle with the labeling system?

4. Which product sells well but may not be healthy?

5. What information, according to the manufacturers, can be labeled on products?

6. What can not be advertised during children’s programmes?

雅思考试阅读模拟试题及答案解析

Questions 7-13

Use the information in the text to match the people (listed A-E) with the opinions (listed 7-13) below. Write the appropriate letter (A-E) for questions 1-7.

NB You may use any letter more than once.

A Ed Richard

B Terrence Collis

C Gavin Neath

D Alastair Sykes

E Chris Wermann

7. Generally we will not agree to use the red light labels.

8. It is unreasonable to doubt if FSA is trustworthy.

9. We are trying to meet our consumers’ needs.

10. The food industry has been improving greatly.

11. The color-coded labeling system is scientific.

12. Our products will be labeled unhealthy by the FSA.

13. We are ready to confront the manufacturers.

Answer keys:

1. 答案：(in) January (见第2段：The Guardian has learned that the FSA will launch a series of 10-second television adverts in January telling shoppers how to follow a red, amber and green traffic light labelling system on the front of food packs, which is designed to tackle Britain’s obesity epidemic.)

2. 答案：food packs/packaging (见第2段：The Guardian has learned that the FSA will launch a series of 10-second television adverts in January telling shoppers how to follow a red, amber and green traffic light labelling system on the front of food packs, which is designed to tackle Britain’s obesity epidemic. 或者在第4段中也提到另一个答案：The UK market for breakfast cereals is worth ￡1.27bn a year and the manufacturers fear it will be severely dented if red light labels are put on packaging drawing attention to the fact that the majority are high in salt and/or sugar.)

3. 答案：(Britain’s) obesity epidemic (见第2段：The Guardian has learned that the FSA will launch a series of 10-second television adverts in January telling shoppers how to follow a red, amber and green traffic light labelling system on the front of food packs, which is designed to tackle Britain’s obesity epidemic.)

4. 答案：(breakfast) cereals (见第4段：The UK market for breakfast cereals is worth ￡1.27bn a year and the manufacturers fear it will be severely dented if red light labels are put on packaging drawing attention to the fact that the majority are high in salt and/or sugar.)

5. 答案：guieline daily amounts/GDAs (见第5段：The industry is planning a major marketing campaign for a competing labelling system which avoids colour-coding in favour of information about the percentage of “guideline daily amounts” (GDAs) of fat, salt and sugar contained in their products.)

6. 答案：unhealthy foods (见第6段第1句：The battle for the nation’s diet comes as new rules on television advertising come into force in January which will bar adverts for unhealthy foods from commercial breaks during programmes aimed at children.)

7. 答案：E (见第12段：Chris Wermann, director of communications at Kellogg’s, said: “In principle we could never accept traffic light labelling.” )

8. 答案：B (见第8段最后一句：It is unjustified and nonsensical to attack the FSA’s scientific reputation and to try to undermine its credibility.)

9. 答案：D (见第11段最后1句：We’re driven by consumers and what they want, and much of what we do has been to make our products healthier.)

10. 答案：C (见第10段:Gavin Neath, chairman of Unilever UK and president of the Food and Drink Federation, has said that the industry has made enormous progress but could not accept red “stop” signs on its food.)

11. 答案：B (见第8段：Terrence Collis, FSA director of communications, dismissed claims that the proposals were not based on science. “We have some of the most respected scientists in Europe, both within the FSA and in our independent advisory committees. It is unjustified and nonsensical to attack the FSA’s scientific reputation and to try to undermine its credibility.”)

12. 答案：D (见第11段第1句：Alastair Sykes, chief executive of Nestlé UK, said that under the FSA proposals all his company’s confectionery and most of its cereals would score a red.)

13. 答案：A (见第7段第1句：Ofcom’s chief executive, Ed Richards, said: “We are prepared to face up to any legal action from the industry, but we very much hope it will not be necessary.”)

雅思阅读速度慢的原因分析及速度要求

篇7：雅思阅读时间不够用的原因分析

雅思阅读时间不够用之语法&词汇问题

什么是语法?说话用词的顺序既是语法，为何要学英语语法?因为中英间顺序有时一样有时是不一样的。中文说我爱你我恨你我舔你，英文也是这么说的，一个句子主体部分就是A+V+B，一个名词做了什么或一个名词是什么样的。遇到修饰成分会和中文不一样，有时会放在名词前面有时放在名词后面。所以我们读句子的关键就是a找到句子主体部分，b找到名词后面的修饰成分，其余部分和中文语法是很相近的，按顺序翻译即可。

但有时语法没问题，词汇好像也都可以，整个句子却译不出，题目找不到。这涉及到词汇在雅思阅读中的两个问题，a词义的语境义转化，b同义替换，这是靠单纯背单词书难以解决的，我们会在之后详细讲解。

词汇和语法是无论在什么考试中都是最根本的问题。小伙伴们要为自己制定目标，比如每天复习多少旧单词，背下多少新单词，翻译多少长难句，因人而异。

篇8：雅思阅读时间不够用的原因分析

也就是跳读、略读，大家从中学阶段就听过这个，但是从来没有跳过，永远在一字一字读。在雅思阅读中快速阅读的目的是去寻找和题目对应词，而不是读懂每一个句子。如果大家读得快，读得准，一篇文章只需要读13+个句子即可。快速阅读是需要训练的，既是阅读能力、单词熟悉程度的问题，也是阅读习惯问题，关键点在于不要尝试读懂整段，而是重点放在快速反应单词上。在日常练习时要给自己顶下目标，一段8-10行的文字，保证在一分钟内扫读完。如果一个段落三分之一词汇不认识，还是滚去背单词吧。

篇9：雅思阅读时间不够用的原因分析

专注力不够集中，直接导致眼脑配合不够持久，尤其平时没有阅读长文的习惯导致在3000+词汇的阅读考试中会有走神的情况，读文章看在眼里，却不在心里。同时，还对雅思题型不了解。雅思题型很多，有的简单，有的较难，但是分值都是一样的。所以我们做题时针对不同分数段需求就会有所侧重，有所调整。

14种雅思阅读题型技巧讲解大全之摘要题

雅思阅读摘要题之题型要求

该类题目是一小段文字，是原文或原文中的几个段落主要内容的缩写或改写，我们称之为摘要。摘要中有几个空白部分要求填空。

摘要可分为两种：全文摘要和部分段落摘要。全文摘要信息来自全文，题目空格的数目较多。部分段落摘要信息来自原文某几个连续的段落，题目空格的数目较少。

考试中出现的大部分是部分段落摘要，信息来自原文连续的两到三段，题目空格的数量在5题左右。

对于部分段落摘要，有的在题目要求中会指出它来自原文的哪些段落，但大部分的部分段落摘要只是在题目要求中说它是原文的一个摘要或部分段落摘要，并不指出它来自原文的哪些段落。

按照填空内容，摘要也可分为三种：

1. 原文原词

2. 从多个选项中选词

3. 自己写词。

原文原词的题目要求中常有from the Reading Passage 的字样。从多个选项中选词，选项的数目常常超过题目空格的数目。最近考试中，绝大部分是原文原词或从多个选项中选词，很少有自己写词的。

雅思阅读摘要题之解题步骤

(1) 仔细读摘要的第一句话，找出它在原文中的出处，通常是和原文某段话的第一句相对应。如果题目要求中已经指出了摘要的出处，则此步可以略去不做。

(2) 注意空格前后的词，到原文中去找这些词的对应词。

对应词的特点如下：

A. 原词

B. 词性变化;如空格前的词为threatening, 是形容词，原文中的词为threat, 是名词。

C. 语态变化;一个是主动语态，一个是被动语态。

D. 同义词;如空格前的词为throw away，原文中的词为discard(丢弃，抛弃，遗弃)，它们是同义词。

(3) 仔细阅读对应所在的句子，确定正确答案。

(4) 注意语法，所填答案必须符合语法规定。

(5) 注意顺序性，即题目的顺序和原文的顺序基本一致。

雅思阅读摘要题之注意点

1. 注意题目要求中是否有字数限制。

若要求从原文选词或自己写词，会有字数要求，如Use ONE OR TWO WORDS等，答案必须满足这个要求。

2. 若从原文选词，只能选原文中连续的几个词，不能改变它们的顺序。

如原文为virgin fibre, 发生答案不可能是fibre virgin。原文为 advances in the technology，答案不可能是technology advances。

3. 若要求从原文选词，越是生词，越可能是答案。

下列比较生僻的词如sustainable(可持续的)、biodegradable(可生物降解的)、contaminants(废物，杂物)、nostrils(鼻孔)都是一些题目的答案。

4. 从选项中选词，要注意看题目要求是写答案本身，还是写选项前的代表字母。

选项前有代表字母的，肯定是要求答代表字母。最近的考试中，选项前大部分都有代表字母。

5. 从选项中选词，答案与原文的六大对应关系。

(1) 原文原词：与原文完全相同的词或短语。

(2) 词性变化：原文为necessary，是形容词，选项为necessity，是名词。

(3) 语态变化：原文为Governments have encouraged waste paper collection and sorting schemes，是主动语态。摘要中的句子为people have also been encouraged by government to collect their waste on a regular basis，是被动语态。

(4) 图表：如果原文中有图表，一般会有一题答案来自图表。

(5) 同义词：原文为tight，选项为restricted，是同义词。

(6) 归纳：有时文中没有直接提及，须从几句话中归纳出答案。一般比较难，目前考试中，至少有一个空格是归纳出来的。

6.从选项中选词，如果时间不够，可以直接从选项中选择，不看原文。

这时，要特别注意语法。这样做的准确性50%左右(视题目的难易及考生的水平而定)。所以除非时间不够，否则不建议大家这样做。

7. 如果要求自己写词，答案绝大部分是原文原词，少部分是对原文原词做的形式上的修改。

要求自己写词的机率很小，遇到过一次。在这一次的5个题目中有4个答案是原文原词，剩下一个，原文原词是de-inked，答案根据语法的需要改为de-ink。

雅思阅读模拟题：New Ways of Teaching History

New Ways of Teaching History

In a technology and media-driven world, it's becoming increasingly difficult to get our students’ attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors” offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.

When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the “Jeopardy” Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are “abysmally ignorant” of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if 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't know history at all.” Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying “Kids don’t know the history we want then to know” and saying “Kids don't know history at all.” Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.

Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia- PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.

Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.

History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.

Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case .Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.

Questions

Reading this passage has eight paragraphs, A- G

Choosing the correct heading for paragraphs A- G from the list of heading below

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 technology means

ii A debatable place where the new technologies stand in for history teaching

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 decent results

vi A good concrete example illustrated to show how multimedia animates the history 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 teaching instead 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 Reading Passage?

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 compared with their ancestors.

36 New technologies applied in history- teaching are more vivid for students to memorize the details of historical events.

37 Conventional ways like literature arc gradually out of fashion as time goes by.

Question 38-40

Complete the following summary of the paragraphs of Reading Passage, using more 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 by integrating studying history with novel. ..38.... Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ...39... and at the same time retain students' distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ...40.... learning feasible. Combined classes like this can also be helpful in taking required tests.