雅思g類閱讀真題回憶解析匯總
雅思的閱讀備考可以采用題海戰(zhàn)術(shù)，下面小編給大家整理了雅思g類閱讀真題回憶解析匯總，希望大家喜歡。
雅思g類閱讀真題回憶解析1
篇章介紹
體裁：記敘文
結(jié)構(gòu)：第一段 鷹擊長(zhǎng)空情愫不滅
第二段 動(dòng)力滑翔存在缺陷
第三段 遭遇險(xiǎn)情才知培訓(xùn)
第四段 特技飛行魅力無(wú)限
第五段 Rossy改行親身體驗(yàn)
第六段 借助翅膀飛行穩(wěn)健
第七段 即便夢(mèng)圓恐不多見
試題解析
·題目類型：MULTIPLE CHOICE
·題目解析：
題號(hào)：28
定位詞：Vandenbulcke, paragraph 3
文中對(duì)應(yīng)點(diǎn)：第三段：Patrick Vandenbulcke
答案解析：題目：以下哪項(xiàng)關(guān)于Vandenbulcke的信息出現(xiàn)在第三段?分析：解題的關(guān)鍵在于與此人相關(guān)的來(lái)自第三段的原文信息。選項(xiàng)A“他險(xiǎn)些未能避免一次危險(xiǎn)情況”與原文中Another keen paramotorist recently experienced a close call when in the air以及這句話之后的關(guān)于事情經(jīng)過(guò)的描述相對(duì)應(yīng)。選項(xiàng)B“他不懂得自己使用的裝備”在該段中沒有出現(xiàn)。選項(xiàng)C“他沒有對(duì)當(dāng)時(shí)的情況作出迅速的反應(yīng)”與原文中I realized I had to get to the ground fast意思相反。選項(xiàng)D“他幸運(yùn)地得到了所需的幫助”在該段中沒有提及。因此，本題答案為A。
題號(hào)：29
定位詞：second-hand, equipment, sale
中文對(duì)應(yīng)點(diǎn)：第三段：equipment secondhand, pre-used kit, sale
答案分析：題目：當(dāng)作者提到一些有待出售的二手動(dòng)力滑翔設(shè)備時(shí)，他在強(qiáng)調(diào)。分析：選項(xiàng)A“動(dòng)力滑翔設(shè)備供不應(yīng)求”在原文中沒有提到。選項(xiàng)B“動(dòng)力滑翔設(shè)備需要認(rèn)真測(cè)試”在原文中也沒有對(duì)應(yīng)的內(nèi)容。選項(xiàng)C“動(dòng)力滑翔運(yùn)動(dòng)是一項(xiàng)昂貴的興趣愛好”與本話題無(wú)關(guān)。選項(xiàng)D“動(dòng)力滑翔運(yùn)動(dòng)是一項(xiàng)可能帶來(lái)危險(xiǎn)的娛樂(lè)消遣活動(dòng)”與第三段倒數(shù)第四句However he warns:‘Although it seems cheaper to try to teach yourself, you will regret it later as you won’t have a good technique.’以及最后一句‘Scared myself to death,’the seller reported,‘hence the reason for this sale.’對(duì)應(yīng)，構(gòu)成同義表述。因此，本題答案為D。
題號(hào)：30
定位詞：Lake Geneva, Rossy
中文對(duì)應(yīng)點(diǎn)：第四段：Lake Geneva, Rossy
答案分析：題目：對(duì)于在日內(nèi)瓦湖所發(fā)生一幕的描述是為了說(shuō)明Rossy。分析：選項(xiàng)A“頻繁地改變他的計(jì)劃”在原文中沒有提到。選項(xiàng)B“喜歡做看起來(lái)不可能的事情”與原文He has always enjoyed being a daredevil showman構(gòu)成同義表述。選項(xiàng)C“是一個(gè)出色的全能運(yùn)動(dòng)員”與原文Rossy，who has been labelled‘the Birdman’,...from 1988 to 2000所提供的信息不符。選項(xiàng)D“對(duì)這一地區(qū)了解得很透徹”符合題意。
雅思g類閱讀回憶2
劍橋雅思7G類閱讀真題
參考解析：
SECTION 3
篇章結(jié)構(gòu)
體 裁：說(shuō)明文
主要內(nèi)容：介紹了艾恩布里奇鐵橋的歷史及其建造歷程。關(guān)于鐵橋的建造方法存在不同意見，瑞典的一幅水彩畫展示出了鐵橋的建造方法，經(jīng)過(guò)調(diào)查研究證明該方法是可行的。
文章結(jié)構(gòu)：
A段：簡(jiǎn)單介紹了艾恩布里奇鐵橋的地理位置及歷史意義。
B段：塞文河曾經(jīng)的盛況，歐洲最為繁忙的河道之一。
C段：巴茲爾·布魯克和亞伯拉罕·達(dá)比一世的貢獻(xiàn)。
D段：亞伯拉罕·達(dá)比二世有在塞文河上建造大橋的想法，而最終由亞伯拉罕·達(dá)比三世將此想法付諸實(shí)施。
E段：鐵橋的修建過(guò)程：1778-1779年冬鑄造完成構(gòu)件，1781年正式使用。
F段：鐵橋的修建之謎，一幅水彩畫的出現(xiàn)為鐵橋的建造提供了新的解釋。
G段：瑞典水彩畫中對(duì)鐵橋建造過(guò)程的描繪顛覆了所有歷史學(xué)家先前的假設(shè)，針對(duì)水彩畫中描繪的方法很多人進(jìn)行了調(diào)查研究來(lái)驗(yàn)證其適用與否。
H段：研究結(jié)果告訴我們更多有關(guān)這座橋是如何被建造的信息。
I段：有關(guān)鐵橋的故事仍有一個(gè)未解之謎。
試題解析
Questions 28-31
·題型：SHORT ANSWER QUESTIONS 簡(jiǎn)答題
·題目解析：
題號(hào) 題目定位詞 答案位置 題解
28 when, the furnace, constructed C段
第1行 注意題目要求ONE NUMBER ONLY只能是1個(gè)數(shù)字。題目均是由特殊疑問(wèn)詞when提問(wèn)的，所以首先確定答案形式全都是數(shù)字，表時(shí)間或年代。建議考生可以把全文中所有表時(shí)間、年代的數(shù)字都畫出來(lái)，這樣就會(huì)一目了然，縮小了尋找答案的范圍。然后利用順序原則，細(xì)致比較原文中時(shí)間點(diǎn)附近的單詞是否與題目中的關(guān)鍵詞有同義替換表達(dá)，進(jìn)而確定最佳答案。
題目問(wèn)熔爐的建造時(shí)間。題目中the furnace...originally... constructed與原文中C段第1行中的…and built a furnace對(duì)應(yīng)：In 1638, Basil Brooke patented a steel-making process and built a furnace at Coalbrookdale. This later became the property of Abraham Darby.原文表明達(dá)比所買的那個(gè)熔爐是在1638年被修建的，所以年份1638是答案。
29 when, roads, leading to the bridge, completed E段
第5、6行 題目問(wèn)通往橋的路何時(shí)修建完成。題目中定位詞roads leading to the bridge completed 對(duì)應(yīng)原文E段第5行的...approach roads continued for another two years, and the bridge was opened to traffic in 1781.本句中的another two years(又兩年)是建立在前文所說(shuō)的1779年的基礎(chǔ)之上的，所以年份1781是答案。
30 when, bridge closed to traffic E段
倒數(shù)第3行 題目問(wèn)橋何時(shí)停止運(yùn)輸。題目中定位詞bridge closed to traffic對(duì)應(yīng)原文E段倒數(shù)第3行的Since 1934 the bridge has been open only to pedestrians.(自1934年以來(lái)，大橋一直只對(duì)行人開放。)只對(duì)行人開放，就表明停止了運(yùn)輸功能，所以年份1934是答案。
31 when, model of the bridge, built G段
第6行、7行 題目問(wèn)橋的模型何時(shí)建成。根據(jù)定位詞model of the bridge built找到原文G段第6至7行的So in 2001 a half-scale model of the bridge was built...(因此在2001年，1:2比例的鐵橋模型被建造。)很明顯，年份2001是答案。
題號(hào) 題目定位詞 答案位置 題解
32 no written evidence, how, bridge was constructed F段
第1行 題目：沒有書面證據(jù)來(lái)證明最初的鐵橋是怎樣被建造的。
原文：It has always been a mystery how the bridge was built.鐵橋到底是如何建造的始終是一個(gè)謎。
必要分析：原文中的It has always been a mystery與題目中的no written evidence都指沒有證據(jù)的未解之進(jìn)，兩者陳述明顯一致，互相符合，所以選TRUE。
33 Elias Martin, only F段
倒數(shù)1-4行 題目：伊萊亞斯·馬丁的畫是唯一一幅展現(xiàn)鐵橋初建成的新貌的畫作。
原文：In 1997 a small watercolour sketch by Elias Martin came to light in the Swedish capital, Stockholm. Although there is a wealth of early views of the bridge by numerous artists, this is the only one which actually shows it under construction. 1997年瑞典人伊萊亞斯·馬丁的一小幅水彩畫現(xiàn)身瑞典首都斯德哥爾摩。雖然已有眾多的藝術(shù)家描繪了橋梁初建成的情況，但卻只有這件作品描繪了鐵橋正在建設(shè)中的情景。
必要分析：題目中說(shuō)此畫展示了大橋新建成時(shí)的風(fēng)貌，原文中說(shuō)此畫展示了大橋正在建設(shè)時(shí)的風(fēng)貌。題目與文中事實(shí)陳述明顯抵觸，所以選FALSE。
34 painting, constructed, two banks C段
第1-5行 題目：圖畫展示了鐵橋是從兩岸建造起來(lái)的。
原文：Up until recently it had been assumed that the bridge had been built from both banks...But the picture clearly shows sections of the bridge being raised from a barge in the river. It contradicted everything historians had assumed about the bridge... 一直到最近始終有一種推測(cè)，橋梁建造工程可能是從河兩岸同時(shí)開始……但這幅水彩畫清晰地顯示出，橋梁構(gòu)件被河上的一艘駁船托起。這顛覆了所有歷史學(xué)家先前的假設(shè)。
必要分析：原文中說(shuō)水彩畫中的信息顛覆了歷史學(xué)家先前的假設(shè)，(包含了歷史學(xué)家們所假設(shè)的鐵橋是從兩岸開始建造的觀點(diǎn))，題目與原文內(nèi)容相抵觸，所以答案為FALSE。
35 original bridge, model G段
第6-8行 題目：最初的鐵橋及其模型花費(fèi)了同樣的時(shí)間去建造。
原文：So in 2001 a half-scale model of the bridge was built, in order to see if it could have been constructed in the way depicted in the watercolour.因此在2001年，1:2比例的鐵橋模型被建造，用來(lái)驗(yàn)證鐵橋是否真的可以用水彩畫中描繪的方式建成。
必要分析：題目是在比較最初的鐵橋和橋的模型所花費(fèi)的建造時(shí)間。原文提到了模型開始建造的時(shí)間，卻沒有提到建成的時(shí)間，所以無(wú)法比較是否花費(fèi)了等量的時(shí)間去建造。就此話題，原文中沒有任何信息，所以答案為NOT GIVEN。
36 Elias Martin, other paintings I段
第3-5行 題目：人們認(rèn)為伊萊亞斯·馬丁還有其他關(guān)于大橋的圖畫。
原文：It had been drawn by a Swedish artist who lived in London for 12 years and … but perhaps the other sketches still exist somewhere.這幅水彩畫由一位旅居倫敦12年的瑞典畫家所繪……有可能其他的草圖仍然流藏在某個(gè)地方。
必要分析：題目中have made other paintings of the bridge與原文中perhaps the other sketches still exist somewhere都指可能還有其他有關(guān)該橋的圖畫，兩者陳述明顯一致，互相符合，所以答案為TRUE。劍橋雅思G類真題
參考解析：
Questions 37-40
·題型：MATCHING段落與相關(guān)信息的搭配題
·題目解析：
題號(hào) 題目定位詞 答案位置 題解
37 why, bridge, across the River Severn D段
第1、2行 題目：大橋需要橫跨塞文河的原因
原文：...and had the idea of building a bridge over the Severn, as ferrying stores of all kinds across the river...他的兒子，亞伯拉罕·達(dá)比二世，作為鑄鐵業(yè)的先鋒人物，早就有在塞文河上建造一座大橋的想法，以便把各種貨物運(yùn)過(guò)河對(duì)岸。
必要分析：原文講述了亞伯拉罕·達(dá)比二世建造大橋的原因在于運(yùn)送貨物，很明顯這就是題目中所指的原因。所以37題的信息來(lái)自于D段，答案為D。
38 a method used to raise money E段
第6、7行 題目：用來(lái)籌集資金建造鐵橋的方法
原文：Abraham Darby III funded the bridge by commissioning paintings and engravings...亞伯拉罕·達(dá)比三世利用繪畫和雕刻的傭金來(lái)資助橋梁修建……
必要分析：題目中money與原文中fund對(duì)應(yīng);原文講了建橋資金的來(lái)源，所以38題的信息來(lái)自于E段，答案為E。
39 why Coalbrookdale, attractive, iron makers C段
第5-8行 題目：科爾布魯克代爾地區(qū)對(duì)鐵制造者有吸引力的原因
原文：This led to cheaper, more efficient ironmaking from the abundant supplies of coal, iron and limestone in the area.當(dāng)?shù)赜胸S富的煤礦、鐵礦和石灰石資源，這使得煉鐵的成本降低了， 而且效率更高。
必要分析：此題較難。沒有非常明顯的同義替換。通過(guò)上下文我們了解到，亞伯拉罕·達(dá)比搬家的原因就在于他發(fā)現(xiàn)來(lái)源于煤的焦炭可以替代木炭成為更經(jīng)濟(jì)的煉鐵燃料。而科爾布魯克代爾地區(qū)還有著很多的資源優(yōu)勢(shì)可以使煉鐵變得成本更低而效率更髙。很明顯，這些都是該地區(qū)吸引制鐵者的原因。文中ironmaking對(duì)應(yīng)題目中的iron makers;the area指的便是Coalbrookdale。39題的信息來(lái)自于C段，答案為C。
40 how, sections, were connected H段
第3、4行 題目：鐵橋的各部分是如何相互連接的?
原文：Instead it was fitted together using a complex system of joints normally used for wood...與當(dāng)今的鐵制橋梁不同，這座橋的各構(gòu)件之間既不是焊接而成也不是用螺栓固定，而是運(yùn)用了一種通常用于搭建木質(zhì)結(jié)構(gòu)的復(fù)雜連接工藝。
必要分析：題目中的were connected與原文中的it was fitted together...joints normally used for wood相對(duì)應(yīng)。40題的信息來(lái)自于H段。答案為H。
雅思g類閱讀回憶3
Reading Passage 1
話題分類
自然科學(xué)類
內(nèi)容概述
Keep a watchful eye on the bridge
A. Most road and rail bridges are only inspected visually, if at all. Every few months, engineers have to clamber over the structure in an attempt to find problems before the bridge shows obvious signs of damage. Technologies developed at Los Alamos National Laboratory, New Mexico, and Texas A&M University may replace these surveys with microwave sensors that constantly monitor the condition of bridges.
B. “The device uses microwaves to measure the distance between the sensor and the bridge, much like radar does,” says Albert Migliori, a Los Alamos physicist “Any load on the bridge – such as traffic induces displacements, which change that distance as the bridge moves up and down.” By monitoring these movements over several minutes, the researchers can find out how the bridge resonates. Changes in its behaviour can give an early warning of damage.
C. The Interstate 40 bridge over the Rio Grande river in Albuquerque provided the researchers with a rare opportunity to text their ideas. Chuck Farrar, an engineer at Los Alamos, explains: “The New Mexico authorities decided to raze this bridge and replace it. We were able to mount instruments on it, test it under various load conditions and even inflict damage just before it was demolished.” In the 1960s and 1970s, 2500 similar bridges were built in the US. They have two steel girders supporting the load in each section. Highway experts know that this design is “fracture critical” because a failure in either girder would cause the bridge to fail.
D. After setting up the microwave dish on the ground below the bridge, the Los Alamos team installed conventional accelerometers at several points along the span to measure its motion. They then tested the bridge while traffic roared across it and while subjecting it to pounding from a “shaker”, which delivered precise punches to a specific point on the road.
E. “We then created damage that we hoped would simulate fatigue cracks that can occur in steel girders,” says Farrar. They first cut a slot about 60 centimetres long in the middle of one girder. They then extended the cut until it reached the bottom of the girder and finally they cut across the flange – the bottom of the girder's “I” shape.
F. The initial, crude analysis of the bridge's behaviour, based on the frequency at which the bridge resonates, did not indicate that anything was wrong until the flange was damaged. But later the data were re-analysed with algorithms that took into account changes in the mode shapes of the structure – shapes that the structure takes on when excited at a particular frequency. These more sophisticated algorithms, which were developed by Norris Stubbs at Texas A&M University, successfully identified and located the damage caused by the initial cut.
G. “When any structure vibrates, the energy is distributed throughout with some points not moving, while others vibrate strongly at various frequencies,” says Stubbs. “My algorithms use pattern recognition to detect changes in the distribution of this energy.” NASA already uses Stubbs' method to check the behaviour of the body flap that slows space shuttles down after they land.
H. A commercial system based on the Los Alamos hardware is now available, complete with the Stubbs algorithms, from the Quatro Corporation in Albuquerque for about $100,000. Tim Darling, another Los Alamos physicist working on the microwave interferometer with Migliori, says that as the electronics become cheaper, a microwave inspection system will eventually be applied to most large bridges in the US. “In a decade I would like to see a battery or solar-powered package mounted under each bridge, scanning it every day to detect changes,” he says.
題目回憶
選擇題(4道)
1. How did the traditional way to prevent damage of the bridges before the invention of new monitoring system?
A. bridges has to be tested in every movement on two points
B. bridges has to be closely monitored by microwave devices
C. bridges has already been monitored by sensors
D. bridges has to be frequently inspected by professional workers with naked eyes
2. How do the new microwave monitors find out the problems of bridges?
A. by changeling the distance between the positions of devices
B. by controlling the traffic flow on the bridges
C. by monitoring the distance caused by traffic between two points
D. by displacement of the several critical parts in the bridges
3. Why did the expert believe there is a problem for the design called “fracture critical”?
A. Engineers failed to apply the newly developed construction materials
B. There was not enough finance to repair the bridges
C. the supporting parts of the bridges may crack and cause the bridge to fail
D. There were bigger traffic load conditions than the designers had anticipated
4. Defect was not recognized by a basic method in the beginning
A. until the mid of faces of bridges has fractures
B. until the damage appears along and down to the flanges
C. until the points on the road have been punched
D. until the frequency of resonates appears disordered
結(jié)構(gòu)圖填空題(4道
5. Something circular, appear below the bridge microwave dish
6. Something small, appear along the bridge accelerometers
7. Two things under the bridge and are supporting it steel girders
8. Something under the bridge with a “L” (or “I”) shape flange
段落信息匹配題(5道)
9. how is the pressure that they have many a great chance to test bridges C
10. a ten-year positive change for microwave device H
11. the chance they get an honorable contract G
12. explanation of the mechanism for the new microwave monitoring to work B
13. how is the damage deliberately created by the researchers E
參考閱讀
C7TBS3(G類)
Reading Passage 2話題分類
自然科學(xué)類
內(nèi)容概述
The Future of Fabric and Fiber
文章討論了一種用來(lái)制作衣服的復(fù)合纖維。文中用傳統(tǒng)服裝面料的缺點(diǎn)(如透氣性不好)與這種新型的紡織面料的優(yōu)點(diǎn)(透氣性好、舒適柔軟)做對(duì)比。提到這種纖維之前主要是用于航天事業(yè)，如今逐漸大眾化。
題目回憶
選擇題(6道)
14-19.(待補(bǔ)充)
填空題(5道)
20. Barriers
21. Hollow
22. Static electricity
23. Space
24. (待補(bǔ)充)
信息匹配題
(待補(bǔ)充)
參考閱讀
C9T1P1
Reading Passage 3話題分類
人文科學(xué)類
內(nèi)容概述
Discovering the language families
語(yǔ)言學(xué)家 Joseph Greenberg，發(fā)現(xiàn)許多語(yǔ)言來(lái)自同一個(gè)語(yǔ)系。對(duì)于這個(gè)觀點(diǎn)，有人表示反對(duì)，他們認(rèn)為Joseph Greenberg使用的研究方法及數(shù)據(jù)太過(guò)簡(jiǎn)單，具有偶然性。而另外一些人則對(duì)該觀點(diǎn)表示認(rèn)同，并就語(yǔ)言的起源展開討論。
題目回憶
選擇題
(待補(bǔ)充)
人名觀點(diǎn)匹配題
(待補(bǔ)充)
判斷題(4道)
37. Y
38. Y
39. N
40. NG
雅思g類閱讀回憶4
劍橋雅思閱讀原文：You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
A. Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.
B. A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.
C. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.
D. While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).
E. Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.
F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.
G. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.
H. The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.
I. A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.
Questions 1-6
Reading Passage 1 has nine sections, A-I.
Which section contains the following information?
Write the correct letter, A-I, in boxes 1-6 on your answer sheet.
1 an account of a national policy initiative
2 a description of a global team effort
3 a hypothesis as to one reason behind the growth in classroom noise
4 a demand for suitable worldwide regulations
5 a list of medical conditions which place some children more at risk from noise than others
6 the estimated proportion of children in New Zealand with auditory problems
Questions 7-10
Answer the questions below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
Write your answers in boxes 7-10 on your answer sheet.
7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?
8 In addition to machinery noise, what other type of noise can upset children with autism?
9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?
10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?
Questions 11 and 12
Choose TWO letters, A-F.
Write the correct letters in boxes 11 and 12 on your answer sheet.
The list below includes factors contributing to classroom noise.
Which TWO are mentioned by the writer of the passage?
A current teaching methods
B echoing corridors
C cooling systems
D large class sizes
E loud-voiced teachers
F playground games
Question 13
Choose the correct letter, A, B, C or D.
Write the correct letter in box 13 on your answer sheet.
What is the writer’s overall purpose in writing this article?
A to compare different methods of dealing with auditory problems
B to provide solutions for overly noisy learning environments
C to increase awareness of the situation of children with auditory problems
D to promote New Zealand as a model for other countries to follow
劍橋雅思閱讀答案解析Question 1
答案： H
關(guān)鍵詞： national policy
定位原文: H段第1句“The New Zealand Government…”
解題思路: 這一段的首句就以一種敘事口吻向考生交代了新西蘭全國(guó)上下正在開展的一場(chǎng)為殘疾人服務(wù)的戰(zhàn)略，該句含義為“新西蘭政府已經(jīng)制定出一項(xiàng)‘新西蘭殘疾人事業(yè)發(fā)展戰(zhàn)略’，并開始進(jìn)入廣泛咨詢意見的階段。”此外，在該段其他語(yǔ)句中也提到the strategy recognises..., Objective 3...is to provide...等信息，非常符合題干中account一詞的含義。
Question 2
答案： C
關(guān)鍵詞： global team
定位原文： C段最后一句“The International Institute of…”
解題思路： 這句含義為“在世界衛(wèi)生組織的建議下，國(guó)際噪聲控制工程學(xué)會(huì)(I-INCE)成立了一個(gè)國(guó)際工作小組來(lái)”，這句話中international可以對(duì)應(yīng)題干中的global, 而working party可以對(duì)應(yīng)team。這是對(duì)應(yīng)關(guān)系非常明顯的一道題目。
Question 3
答案： B
關(guān)鍵詞： hypothesis, reason, growth in classroom noise
定位原文： B段第3句“Nelson and Soil have also suggested...”
解題思路： 在該段首句中就出現(xiàn)了classroom noise這個(gè)詞，因此該段有可能就是本題的對(duì)應(yīng)段落。在接下來(lái)的敘述Nelson and Soil have also suggested...中，suggest一詞可以對(duì)應(yīng)題干中的 hypothesis 后一句中的This all amounts to heightened activity and noise levels，與題干中的 one reason相對(duì)應(yīng)。
Question 4
答案： I
關(guān)鍵詞： worldwide regulations
對(duì)應(yīng)原文： I 段最后一句“It is imperative that the needs…”
解題思路： 全文只有此句中提及國(guó)際標(biāo)準(zhǔn)，含義為“今后在制定和頒布國(guó)際標(biāo)準(zhǔn)時(shí)，必須把這些孩子的需求考慮進(jìn)去?！本渲械膇nternational應(yīng)題干中的worldwide，standards對(duì)應(yīng)題干中的regulations。這道題屬于考點(diǎn)明晰、詞語(yǔ)替換幅度也不大的簡(jiǎn)單題型。
Question 5
答案： D
關(guān)鍵詞： medical conditions，more at risk
定位原文： D段第1句“… those with a disability that affects…”
解題思路： 該段第一句話就明確說(shuō)出了題干中的意思。While引導(dǎo)讓步狀語(yǔ)從句，不必細(xì)看，直接跳到主句，those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable，含義為“那些在語(yǔ)言溝通方面有障礙的孩子們顯然是噪音的更大受害者”; disability that affects their processing of speech and verbal communication對(duì)應(yīng)題干中的medical conditions, extremely vulnerable對(duì)應(yīng)題干中的more at risk。此外，下文羅列出的hearing impairment, autistic spectrum disorders and attention deficit disorders可與a list of medical conditions相對(duì)應(yīng) 。
Question 6
答案: A
關(guān)鍵詞: proportion, with auditory problems
定位原文: A段最后一句“The New Zealand…”
解題思路： 此題相對(duì)來(lái)說(shuō)比較簡(jiǎn)單，看到題干中proportion“比例”一詞，馬上掃描文章，尋找?guī)в邪俜直鹊亩温洹ｏ@然，只有A段最后一句帶有明顯的百分比。接著需要驗(yàn)證百分比所在的句子是否在講新西蘭聽力殘障患兒的比例，然后確認(rèn)選擇就可以了。該句中affected by hearing loss與題干中的with auditory problems相對(duì)應(yīng)。
Question 7
答案： two decades
關(guān)鍵詞： For what period of time, been studied
定位原文： A段最后一句“The New Zealand Ministry of Health…”
解題思路： 在這句話中，有的考生會(huì)認(rèn)為答案是over two decades,他們會(huì)把 over翻譯成“超過(guò)”。實(shí)際上，在雅思閱讀中，over大多數(shù)情況下是 during的意思，表示“在某段時(shí)間內(nèi)”。況且此處若填over two decades，也不符合題目要求。故正確答案為two decades，注意復(fù)數(shù)形式。
Question 8
答案: crowd (noise)
關(guān)鍵詞: machinery noise, autism
定位原文: E段倒數(shù)第3句“Autistic…”
解題思路: 此題的難度就是對(duì)應(yīng)點(diǎn)和上一題離得太遠(yuǎn)，不太好找。但是考生如果能循著autism(自閉癥)這個(gè)詞，同時(shí)再留意一下它的變形，如 autistic, 就能快速定位到E段首句Autism這個(gè)詞，然后找到such as和the noise generated by machinery。這樣就不難推出正確答案就是和the noise generated by machinery并列的 crowd noise。
Question 9
答案: invisible (disabilities/disability)
關(guān)鍵詞: term, schoolchildren which have not been diagnosed
定位原文: G段倒數(shù)第2句“It is…”
解題思路： 根據(jù)順序原則，可以大概判斷出此題應(yīng)該在E段以后的段落出現(xiàn)，而term一詞是“術(shù)語(yǔ)”的意思，一般對(duì)應(yīng)文中特殊字體或加引號(hào)的詞。按這個(gè)思路找下去，很快可以找到G段倒數(shù)第二行的引號(hào)。 接下來(lái)只需判斷一下在引號(hào)周圍的內(nèi)容是否是在談which have not been diagnosed。文中提到…many undiagnosed children exist in the education system with‘ invisible’disabilities，undiagnosed一詞即使不認(rèn)識(shí)也可以根據(jù)構(gòu)詞法利用前綴un猜測(cè)為“未經(jīng)的”，完全可以與題目have not been diagnosed對(duì)應(yīng)。故正確答案為invisible (disabilities/disability )。
Question 10
答案: Objective 3
關(guān)鍵詞： What part, New Zealand Disability Strategy, equal opportunity
定位原文： H段第3句“Objective 3…”
解題思路: 首先利用大寫New Zealand Disability Strategy定位到H段，然后開始尋找equal opportunity，很快將目標(biāo)鎖定在第六行末尾處。讀完這個(gè)詞所在的整句話，不難發(fā)現(xiàn)是這個(gè)戰(zhàn)略中的Objective 3專門針對(duì)平等機(jī)會(huì)問(wèn)題。故正確答案為Objective 3。
Question 11 & Question 12
答案: A C (in either order)
關(guān)鍵詞: factors contributing to classroom noise
定位原文: B段，參見詳細(xì)的解題思路解析
解題思路: 選項(xiàng)A：當(dāng)今教學(xué)方式——B段第二行出現(xiàn)的Modem teaching practices以及第五行出現(xiàn)的...recent trends in learning...都可以對(duì)應(yīng)該選項(xiàng)。故選項(xiàng)A正確;選項(xiàng)B：走廊回音——沒有提到，不要因?yàn)锽段第三行提到poor classroom acoustics就聯(lián)想是這個(gè)選項(xiàng)，這只是指教室中的音響效果差;選項(xiàng)C：制冷系統(tǒng) ——第三行中提到…mechanical means of ventilation such as air-conditioning, 指空調(diào)通風(fēng)口產(chǎn)生的噪音。故選項(xiàng)C正確;選項(xiàng)D：班級(jí)學(xué)生數(shù)量太多——完全未提及;選項(xiàng)E：老師聲音洪亮——文中只是提到老師，但是沒有說(shuō)老師聲音洪亮;選項(xiàng)F：操場(chǎng)游戲——完全沒有提到。
Question 13
答案： C
關(guān)鍵詞： overall purpose
定位原文： I 段
解題思路： 題目：作者寫本文的主要目的是什么?A. 比較應(yīng)對(duì)聽覺障礙的不同措施;
B.為過(guò)分嘈雜的學(xué)習(xí)環(huán)境提供解決方法;C提高對(duì)聽覺障礙兒童現(xiàn)狀的關(guān)注;D把新西蘭作為其他國(guó)家學(xué)習(xí)的榜樣。首先排除D,因?yàn)镮段前兩句話表明新西蘭實(shí)際上要效仿其他國(guó)家，而不是被其他國(guó)家效仿，這個(gè)選項(xiàng)與文中信息矛盾。接著I段提到：Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account…這句話明確表示本文的目的是讓更多人關(guān)注聽覺障礙兒童的現(xiàn)狀。故正確答案是C。
雅思g類閱讀真題回憶解析匯總相關(guān)文章：