雅思培训类阅读真题推荐 有哪些雅思备考书籍推荐?

TIME: 5-7'

HOW IQ BECOMES IQ

In 1904 the French minister of education, facing limited resources for schooling, sought a way to separate the unable from the merely lazy. Alfred Binet got the job of devising selection principles and his brilliant solution put a stamp on the study of intelligence and was the forerunner of intelligence tests still used today. He developed a thirty-problem test in 1905, which tapped several abilities related to intellect, such as judgment and reasoning. The test determined a given child's mental age'. The test previously established a norm for children of a given physical age. For example, five-year-olds on average get ten items correct, therefore, a child with a mental age of five should score 10, which would mean that he or she was functioning pretty much as others of that age. The child's mental age was then compared to his physical age.

A large disparity in the wrong direction (e.g., a child of nine with a mental age of four) might suggest inability rather than laziness and means that he or she was earmarked for special schooling. Binet, however, denied that the test was measuring intelligence and said that its purpose was simply diagnostic, for selection only. This message was however lost and caused many problems and misunderstandings later.

Although Binet's test was popular, it was a bit inconvenient to deal with a variety of physical and mental ages. So, in 1912, Wilhelm Stern suggested simplifying this by reducing the two to a single number. He divided the mental age by the physical age and multiplied the result by 100. An average child, irrespective of age, would score 100. a number much lower than 100 would suggest the need for help and one much higher would suggest a child well ahead of his peer.

This measurement is what is now termed the IQ (intelligence quotient) score and it has evolved to be used to show how a person, * or child, performed in relation to others. The term IQ was coined by Lewis m. Terman, professor of psychology and education of Stanford University, in 1916. He had constructed an enormously influential revision of Binet's test, called the Stanford-Binet test, versions of which are still given extensively.

The field studying intelligence and developing tests eventually coalesced into a sub-field of psychology called psychometrics (psycho for ‘mind' and metrics for 'measurements'). The practical side of psychometrics (the development and use of tests) became widespread quite early, by 1917, when Einstein published his grand theory of relativity, mass-scale testing was already in use.

Germany's unrestricted submarine warfare (which led to the sinking of the Lusitania in 1915) provoked the United States to finally enter the first world war in the same year. The military had to build up an army very quickly and it had two million inductees to sort out. Who would become officers and who enlisted men? Psychometricians developed two intelligence tests that helped sort all these people out, at least to some extent. This was the first major use of testing to decide who lived and who died since officers were a lot safer on the battlefield. The tests themselves were given under horrendously bad conditions and the examiners seemed to lack common sense. A lot of recruits simply had no idea what to do and in several sessions most inductees scored zero! The examiners also came up with the quite astounding conclusion from the testing that the average American *'s intelligence was equal to that of a thirteen-year-old!

Nevertheless, the ability for various authorities to classify people on scientifically justifiable premises was too convenient and significant to be di*issed lightly, so with all good astounding intentions and often over enthusia*, society's affinity for psychological testing proliferated.

Back in Europe, Sir Cyril Burt, professor of psychology at University College London from 1931 to 1950, was a prominent figure for his contribution to the field. He was a firm advocate of intelligence testing and his ideas fitted in well with English cultural ideas of eliti*. A government committee in 1943 used some of Burt's ideas in devising a rather primitive typology on children's intellectual behavior. All were tested at age eleven and the top 15 or 20 per cent went to grammar schools with good teachers and a fast pace of work to prepare for the few university places available. A lot of very bright working-class children, who otherwise would never have succeeded, made it to grammar schools and universities.

The system for the rest was however disastrous. These children attended lesser secondary or technical schools and faced the prospect of eventual education oblivion. They felt like dumb failures, which having been officially and scientifically branded. No wonder their motivation to study plummeted. It was not until 1974 that the public education system was finally reformed. Nowadays it is believed that Burt has fabricated a lot of his data. Having an obsession that intelligence is largely genetic, he apparently made up twin studies, which supported this idea, at the same time inventing two co-workers who were supposed to have gathered the results.

Intelligence testing enforced political and social prejudice and their results were used to argue that Jews ought to be kept out of the United States because they were so intelligently inferior that they would pollute the racial mix. And blacks ought not to be allowed to breed at all. Abuse and test bias controversies continued to plaque psychometrics.

Measurement is fundamental to science and technology. Science often advances in leaps and bounds when measurement devices improve. Psychometrics has long tried to develop ways to gauge psychological qualities such as intelligence and more specific abilities, anxiety, extroversion, emotional stability, compatibility with marriage partner and so on. Their scores are often given enormous weight. A single IQ measurement can take on a life of its own if teachers and parents see it as definitive. It became a major issue in the 70s when court cases were launched to stop anyone from making important decisions based on IQ test scores. the main critici* was and still is that current tests don't really measure intelligence. Whether intelligence can be measured at all is still controversial. some say it cannot while others say that IQ tests are psychology's greatest accomplishments.

环球教育老师为同学们总结2020年雅思阅读考试备考建议如下，希望对您的备考有所帮助~

1、学会总结

环球教育老师建议同学们在进行雅思阅读备考过程中一定要学会总结，不要盲目地进行题海战术，要好好利用我们手里的剑桥雅思阅读真题。每当答完雅思阅读后，我们可以对文中的生词、同义替换词进行整理，总结错题原因寻找解决方法，总结做题技巧，相信不久你就会发现自己的雅思阅读能力正在提升。

2、语言能力的提升

环球教育老师建议同学们在进行雅思阅读备考过程中，注重语言能力的提升，平时要增加对词汇的积累，做好基础准备，同时对于句子的理解能力要加强。

3、剑桥雅思真题的使用

环球教育老师建议同学们在进行雅思阅读备考过程中可以利用剑桥雅思真题进行强化提升，我们可以根据题型总结出题规律，总结考试大致范围，根据雅思阅读文章分类进行词汇的积累。剑14是官方最新出版的一本题集，同学们可以将其好好利用。

不知道以上内容能否对您的雅思备考有些许帮助，如有雅思备考相关问题可以随时在线咨询我们的环球教育老师~~第一时间为您制定计划解答疑问，希望同学们都可以取得理想的雅思分数~

环球教育秉持教育成就未来的理念，专注于为中国学子提供优质的出国语言培训及配套服务。环球教育在教学中采用“九步闭环法”，帮助学生快速提升学习效能，同时提供优质的课后服务，跟进学生学习进程，为优质教学提供坚强的保障。目前，环球教育北京学校已构建了包含语言培训、出国咨询、国际课程、游学考察、在线课程等在内的一站式服务教育生态圈。相关问题可在线免费咨询，或拨打免费热线400-616-8800~~

一、剑桥雅思真题必备7本(4-10)，一切复习都围绕官方真题系列。
剑桥雅思真题(1-10系列)是剑桥雅思官方*了历年雅思考试真题的精华部分，麦考瑞雅思推荐比较靠近现在的4-10系列，其题型、题量、考官范文和分析、考试取材范围和之后的雅思考试一脉相承，是最佳雅思备考资料。每本剑桥雅思真题由4个TEST构成，包括雅思听力、雅思阅读、雅思写作、雅思口语部分，以雅思写作为例，书中还囊括了很多雅思考官的点评细则，对揣摩雅思写作、进行仿写参照有直接有效的指导意义。
剑桥雅思10目前已经面世，中国大陆的考生在5月已经可以*到。7本真题，28套TEST，该如何使用呢？麦考瑞雅思老师建议同学们精做、限时做，每做完一套真题不要急于做第二套，而是仔细对照答案，找到自己完全不懂、懂了却做错、花费太多时间才能做对的三类题。前两者需要进行题型梳理和仔细分析，后者则需要提升速度。
雅思听力真题麦考瑞雅思老师建议不要仅仅听-做一遍，而是至少做2-3遍，填写答案注意用铅笔。做完后每天还要听-读练习，以锻炼口语发音地道性和积累语感。
雅思阅读真题每天做完后每篇需要同学们摘录至少50个生词和词串。要知道剑桥雅思真题中，阅读的核心词汇出现频度很高的。摘录生词时，麦考瑞雅思建议不要纠结于过于专业的名词，一类型的几几个就可以，遇到类似的通过推测也能猜出意思。而是要将摘录重点放在动词、形容词、固定搭配和词组上，这样对理解文章、写作、口语都有很大帮助。
雅思口语和雅思写作麦考瑞雅思建议烤鸭备考时最好能找到有过雅思考试经验且成绩不错或者母语国家的人进行对练以及作文批改。
其实，剑桥雅思真题如果备考时间充裕(4-6个月)，做透、钻透的话，已经足够承担备考的80%参考书需求。
二、剑桥雅思官方考试指南
本书包含8套完整的学术类雅思全真试题、2套培训类雅思阅读与写作全真试题、各种题型的全面介绍以及剑桥大学考试委员会采用的评分系统解析。书中附赠一张DVD-ROM光盘，包含雅思听力及口语测试部分，并给出考官评分标准，方便考生体验真实考试情境。本书既关注考生的能力发展又兼顾应试策略，在最大程度上帮助考生取得理想成绩。书中的练习部分在雅思考生的真实答案及错误分析的基础之上编写而成；全真测试题由资深雅思考官编写，帮助考生熟悉考试，提高考生的应试信心；口语考试视频则为考生在最棘手的口试部分指明了备考方向。选择《剑桥雅思官方指南》，考生便拥有了雅思考试最权威的备考资料。
以此作为做真题时的辅助，尤其注意做下练习题部分和分析考试评分标准。
三、雅思词汇需要书吗？做真题，构建你自己的词汇书。
市面上雅思词汇书籍非常多，坚持背下来的同学却很少。因为背而不用是件非常无聊的事，遗忘率也很大。所以，在使用前两本资料时进行生词积累，一般大学生四级基础的同学能再增加至少4000的词汇量，汇合大学英语四级5000左右的词汇，9000词足以应付剑桥雅思考试了。
很多同学舍本逐末，去寻找“秘籍”，希望通过某本书帮助自己快速增分。麦考瑞雅思老师提醒：大热的书往往被很多人使用、参照，尤其是写作口语书，会出现大量的思维、结构甚至表达同质化的现象，如果想拿高分，这些书可以看看思路，但不要人云亦云照抄。
考雅思，无招胜有招。备考做得踏实，做好自己的单词积累和题型训练，才不会担心和别人一样，从而遭到惩罚性分数。