雅思阅读

李霜

目录

  • 1 第一单元
    • 1.1 Intro:What skills or abilities is IELTS evaluating?
    • 1.2 Intro:What skills or abilities is IELTS evaluating?
  • 2 第二单元
    • 2.1 Words and phrases in the reading context
    • 2.2 Words and phrases in the reading context
  • 3 第三单元
    • 3.1 Words and phrases in the reading context
    • 3.2 Words and phrases in the reading context
  • 4 第四单元
    • 4.1 Grammatical structures employed in EAP reading
    • 4.2 Grammatical structures employed in EAP reading
  • 5 第五单元
    • 5.1 Grammatical structures employed in EAP reading
    • 5.2 Grammatical structures employed in EAP reading
  • 6 第六单元
    • 6.1 Grammatical structures employed in EAP reading
    • 6.2 Grammatical structures employed in EAP reading
  • 7 第七单元
    • 7.1 Passage structures
    • 7.2 Passage structures
  • 8 第八单元
    • 8.1 Passage structures  Mid-term test
    • 8.2 Passage structures  Mid-term test
  • 9 第九单元
    • 9.1 Main ideas and corresponding question types in IELTS reading
    • 9.2 Main ideas and corresponding question types in IELTS reading
  • 10 第十单元
    • 10.1 Main ideas and corresponding question types in IELTS reading
    • 10.2 Main ideas and corresponding question types in IELTS reading
  • 11 第十一单元
    • 11.1 Main ideas and corresponding question types in IELTS reading
    • 11.2 Main ideas and corresponding question types in IELTS reading
  • 12 第十二单元
    • 12.1 Detailed information and corresponding question types in IELTS reading
    • 12.2 Detailed information and corresponding question types in IELTS reading
  • 13 第十三单元
    • 13.1 Detailed information and corresponding question types in IELTS reading
    • 13.2 Detailed information and corresponding question types in IELTS reading
  • 14 第十四单元
    • 14.1 Detailed information and corresponding question types in IELTS reading
    • 14.2 Detailed information and corresponding question types in IELTS reading
  • 15 第十五单元
    • 15.1 Review
    • 15.2 Review
  • 16 第十六单元
    • 16.1 Final
    • 16.2 Final
Detailed information and corresponding question types in IELTS reading

2. 填空题

特点:填空题衍生类较多,包括complete the sentences below句子填空、complete the summary below概述填空、complete the table below表格填空

解题要点:找准定位信息,做题事半功倍;原汤化原食,所填词汇均为原文原词

a. complete the sentences below句子填空

特征:句子填空题分单个句子填空及段落挖空填空,答案出现位置相对集中,其中段落挖空填空答案聚集在某一特定段落的某一部分;答案全部是来自原文原词不变

解题方法

  1. 找准定位词

单个句子填空题定位词找寻同单选题定位词找寻同理,寻找句子中心话题、能帮助限定话题定位区间词(扎眼词汇,如大写词汇、人名、地名等;修饰限定结构,如of结构,后置定语等),多数情况下依靠句中名词成分(主语、宾语、地点名称)就可完成定位

    2. 利用working memory 记住每句关键词,尤其是第一句关键词(因为后面句子的答案皆在第一句后出现,即出题顺序和行文顺序基本一致);如果是段落句子挖空填空,找准第一句话在原文所在位置

    3. 回原文进行核对

例子1:

                                                               The History of Pencil                                      

The beginning of the story of pencils started with a lightning. Graphite, the main material for producing pencil, was discovered in 1564 in Borrowdale in England when a lightning struck a local tree during a thunder. Local people found out that the black substance spotted at the root of the unlucky tree was different from burning ash of wood. It was soft, thus left marks everywhere. Chemistry was barely out of its infancy at the time, so people mistook it for lead, equally black but much heavier. It was soon put to use by locals in marking their sheep for ownership and calculation.

Britain turns out to be major country where mines of graphite can be detected and developed. Even so, the first pencil was invented elsewhere. As graphite is soft, it requires some form of encasement. In Italy, graphite sticks were initially wrapped in string or sheepskin for stability, becoming perhaps the very first pencil in the world. Then around 1560, an Italian couple made what are likely the first blueprints for the modern, wood-encased carpentry pencil. Their version was a flat, oval, more compact type of pencil. Their concept involved the hollowing out of a stick of juniper wood. Shortly thereafter in 1662, a superior technique was discovered by German people: two wooden halves were carved, a graphite stick inserted, and the halves then glued together - essentially the same method in use to this day. The news of the usefulness of these early pencils spread far and wide, attracting the attention of artists all over the known world.

Although graphite core in pencils is still referred to as lead, modern pencils do not contain lead as the “lead” of the pencil is actually a mix of finely ground graphite and clay powders. This mixture is important because the amount of clay content added to the graphite depends on the intended pencil hardness, and the amount of time spent on grinding the mixture determines the quality of the lead. The more clay you put in, the higher hardness the core has. Many pencils across the world, and almost all in Europe, are graded on the European system. This system of naming used B for black and H for hard; a pencil’s grade was described by a sequence or successive Hs or Bs such as BB and BBB for successively softer leads, and HH and HHH for successively harder ones. Then the standard writing pencil is graded HB.

In England, pencils continue to be made from whole sawn graphite. But with the mass production of pencils, they are getting drastically more popular in many countries with each passing decade. As demands rise, appetite for graphite soars.

According to the United States Geological Survey (USGS), world production of natural graphite in 2012 was 1,100,000 tonnes, of which the following major exporters are: China, India, Brazil, North Korea and Canada. However, much in contrast with its intellectual application in producing pencils, graphite was also widely used in the military. During the reign of Elizabeth I, Borrowdale graphite was used as a refractory material to line moulds for cannonballs, resulting in rounder, smoother balls that could be fired farther, contributing to the strength of the English navy. This particular deposit of graphite was extremely pure and soft, and could easily be broken into sticks. Because of its military importance, this unique mine and its production were strictly controlled by the Crown.

That the United States did not use pencils in the outer space till they spent $1000 to make a pencil to use in zero gravity conditions is in fact a fiction. It is widely known that astronauts in Russia used grease pencils, which don’t have breakage problem. But it is also a fact that their counterparts in the United States used pencils in the outer space before real zero gravity pencil was invented. They preferred mechanical pencils, which produced fine line, much clearer than the smudgy lines left by the grease pencils that Russians favored. But the lead tips of these mechanical pencils broke often. That bit of graphite floating around the space capsule could get into someone’s eye, or even find its way into machinery or electronics, causing an electrical short or other problems. But despite the fact that the Americans did invent zero gravity pencils later, they stuck to mechanical pencils for many years.

Against the backcloth of a digitalized world, the prospect of pencils seems bleak. In reality, it does not. The application of pencils has by now become so widespread that they can be seen everywhere, such as classrooms, meeting rooms and art rooms, etc. A spectrum of users are likely to continue to use it into the future: students to do math works, artists to draw on sketch pads, waiters or waitresses to mark on order boards, make-up professionals to apply to faces, and architects to produce blue prints. The possibilities seem limitless.

Questions 14-20

Complete the sentences below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 14-20 on your answer sheet.

Graphite was found under a 14._______ in Borrowdale, it was dirty to use because it was 15._______.

Ancient people used graphite to sign 16._______.

People found graphite 17._______ in Britain.

The first pencil was graphite wrapped in 18._______ or animal skin.

Since graphite was too smooth, 19._______ was added to make it harder.

Russian astronauts preferred 20. _______ pencils to write in the outer space.


答案:

tree

soft

sheep

mines

string

clay

grease


例子2:

                                               Global Warming in New Zealand

For many environmentalists, the world seems to be getting warmer. As the nearest country of South Polar Region, New Zealand has maintained an upward trend in its average temperature in the past few years. However, the temperature in New Zealand will go up 40C in the next century while the polar region will go up more than 60C. The different pictures of temperature stem from its surrounding ocean which acts like the air conditioner. Thus New Zealand is comparatively fortunate.

Scientifically speaking, this temperature phenomenon in New Zealand originated from what researchers call "SAM" {Southern Annular Mode), which refers to the wind belt that circles the Southern Oceans including New Zealand and Antarctica. Yet recent work has revealed that changes in SAM in New Zealand have resulted in a weakening of moisture during the summer, and more rainfall in other seasons. A bigger problem may turn out to be heavier droughts for agricultural activities because of more water loss from soil, resulting in poorer harvest before winter when the rainfall arrive too late to rescue.

Among all the calamities posed by drought, moisture deficit ranks the first. Moisture deficit is the gap between the water plants need during the growing season and the water the earth can offer. Measures of moisture deficit were at their highest since the 1970s in New Zealand. Meanwhile, ecological analyses clearly show moisture deficit is imposed at different growth stage of crops. If moisture deficit occurs around a crucial growth stage, it will cause about 22% reduction in grain yield as opposed to moisture deficit at vegetative phase.

Global warming is not only affecting agriculture production. When scientists say the country's snow pack and glaciers are melting at an alarming rate due to global warming, the climate is putting another strain on the local places. For example, when the development of global warming is accompanied by the falling snow line, the local skiing industry comes into a crisis. The snow line may move up as the temperature goes up, and then the snow at the bottom will melt earlier. Fortunately, it is going to be favourable for the local skiing industry to tide over tough periods since the quantities of snowfall in some areas are more likely to increase.

What is the reaction of glacier region? The climate change can be reflected in the glacier region in southern New Zealand or land covered by ice and snow. The reaction of a glacier to a climatic change involves a complex chain of processes. Over time periods of years to several decades, cumulative changes in mass balance cause volume and thickness changes, which will affect the flow of ice via altered internal deformation and basal sliding. This dynamic reaction finally leads to glacier length changes, the advance or retreat of glacier tongues. Undoubtedly, glacier mass balance is a more direct signal of annual atmospheric conditions.

The latest research result of National Institute of Water and Atmospheric (NIWA) Research shows that glaciers line keeps moving up because of the impacts of global warming. Further losses of ice can be reflected in Mt. Cook Region. By 1996, a 14 km long sector of the glacier had melted down forming a melt lake (Hooker Lake) with a volume. Melting of the glacier front at a rate of 40 m/yr will cause the glacier to retreat at a rather uniform rate. Therefore, the lake will continue to grow until it reaches the glacier bed.

A direct result of the melting glaciers is the change of high tides that serves the main factor for sea level rise. The trend of sea level rise will bring a threat to the groundwater system for its hyper-saline groundwater and then pose a possibility to decrease the agricultural production. Many experts believe that the best way to counter this trend is to give a longer-term view of sea level change in New Zealand. Indeed, the coastal boundaries need to be upgraded and redefined.

There is no doubt that global warming has affected New Zealand in many aspects. The emphasis on the global warming should be based on the joints efforts of local people and experts who conquer the tough period. For instance, farmers are taking a long term, multi-generational approach to adjust the breeds and species according to the temperature, Agriculturists also find ways to tackle the problems that may bring to the soil. In broad terms, going forward, the systemic resilience that's been going on a long time in the ecosystem will continue.

How about animals' reaction? Experts have surprisingly realised that animals have unconventional adaptation to global warming. A study has looked at sea turtles on a few northern beaches in New Zealand and it is very interesting to find that sea turtles can become male of female according to the temperature. Further researches will try to find out how rising temperatures would affect the ratio of sex reversal in their growth. Clearly, the temperature of the nest plays a vital role in the sexes of the baby turtles,

Tackling the problems of global warming is never easy in New Zealand, because records show the slow process of global warming may have a different impact on various regions. For New Zealand, the emission of carbon dioxide only accounts for 0.5% of the world's total, which has met the governmental standard. However, (New Zealand's effort counts only a tip of the iceberg. So far, global warming has been a world issue that still hangs in an ambiguous future.

Questions 33-35

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 33-35 on your answer sheet.

Research data shows that sea level has a closely relation with the change of climate. The major reason for the increase in sea level i s conncected with 33._______. The increase in sea level is also said to have a threat to the underground water system, the destruction of which caused by rise of sea level will lead to a high probability of reduction in 34._______. In the long run, New Zealanders may have to improved the 35. _______ if they want to diminish the effect change in sea levels.


答案: 

high tides

agricultural production

coastal boundaries