雅思阅读题练习 雅思阅读模拟练习题：段落标题题。

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剑桥雅思阅读AUSTRALIA’SSPORTINGSUCCESS及答案解析

做好雅思的阅读题除了掌握对的 方法 ，也离不开我们日常的辛勤练习，下面我给大家带来剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS及答案解析，一起加油吧！

剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

AUSTRALIA’S SPORTING SUCCESS

A They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sport*en and women. Both provide intensive coaching, training facilities and nutritional advice.

B Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one — such as building muscle strength in golfers — to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. ‘We can’t waste our time looking at ethereal scientific questions that don’t help the coach work with an athlete and improve performance,’ says Peter Fricker, chief of science at AIS.

C A lot of their work comes down to measurement — everything from the exact angle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is on individuals, tweaking performances to squeeze an extra hundredth of a second here, an extra millimetre there. No gain is too slight to bother with. It’s the tiny, gradual improvements that add up to world-beating results. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D *ysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he *yses how her spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason’s contribution to sport also includes the development of the SWAN (Swimming Analysis) system now used in Australian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer’s performance into factors that can be *ysed individually — stroke length, stroke frequency, average duration of each stroke, velocity, start, lap and finish times, and so on. At the end of each race, SWAN spits out data on each swimmer.

D ‘Take a look,’ says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam faster. So why did he finish 35 hundredths of a second down? ‘His turn times were 44 hundredths of a second behind the other guy,’ says Mason. ‘If he can improve on his turns, he can do much better.’ This is the kind of accuracy that AIS scientists’ research is bringing to a range of sports. With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete’s clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete’s ability to run. There’s more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AIS and the University of Newcastle in New South Wales developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes’ saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether. Soon, IgA levels start rising again, and the danger passes. Since the tests were introduced, AIS athletes in all sports have been remarkably successful at staying healthy.

E Using data is a complex business. Well before a championship, sports scientists and coaches start to prepare the athlete by developing a ‘competition model’, based on what they expect will be the winning times.’ You design the model to make that time,’ says Mason.’ A start of this much, each free-swimming period has to be this fast, with a certain stroke frequency and stroke length, with turns done in these times.’ All the training is then geared towards making the athlete hit those targets, both overall and for each segment of the race. Techniques like these have transformed Australia into arguably the world’s most successful sporting nation.

F Of course, there’s nothing to stop other countries copying — and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists’ and rowers’ times. Now everyone uses them. The same has happened to the ‘altitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia’s success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.

剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS题目

Questions 1-7

Reading Passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-7 on your answer sheet.

NB You may use any letter more than once.

1 a reference to the exchange of expertise between different sports

2 an explanation of how visual imaging is employed in investigations

3 a reason for narrowing the scope of research activity

4 how some AIS ideas have been reproduced

5 how obstacles to optimum achievement can be investigated

6 an overview of the funded support of athletes

7 how performance requirements are calculated before an event

Questions 8-11

Classify the following techniques according to whether the writer states they

A are currently exclusively used by Australians

B will be used in the future by Australians

C are currently used by both Australians and their rivals

Write the correct letter, A, B or C, in boxes 8-11 on your answer sheet.

8 cameras

9 sensors

10 protein tests

11 altitude tents

Questions 12 and 13

Answer the questions below.

Choose NO MORE THAN THREE WORDS ANDIOR A NUMBER from the passage for each answer.

Write your answers in boxes 12 and 13 on your answer sheet.

12 What is produced to help an athlete plan their performance in an event?

13 By how much did some cyclists’ performance improve at the 1996 Olympic Games?

剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS答案

Question 1

答案：B

关键词：exchange of expertise, between different sports/collaborate, across a number of sports

定位原文：B段第2、3句“...and collaborates with… a number of sports …”

解题思路: 题干中讲到不同体育领域的专业知识交流正好跟原文中跨不同体育专家之间的合作相对应，理解意思即可容易找到正确答案。

Question 2

答案：C

关键词: visual imaging/3D, image

定位原文: C段第6句: “...shows off the prototype of a 3D *ysis …”

解题思路: 通过题干中的视频成像可以很容易找到原文中对应的3D和成像。

Question 3

答案：B

关键词: a reason for narrowing/ can’t waste time

定位原文: B段最后1句: “We can’t waste our time looking…”

解题思路: 题目中的research activity和原文中的scientific questions 属于同义表达，定位答题区域，发现此句话所要表达的意思是不在一些飘渺的、不切实际的科学问题上浪费时间，也就是说要缩小研究的范围。

Question 4

答案：F

关键词：AIS ideas reproduce/ copying

定位原文: F段第1句话 “Of course, there’s nothing…”

解题思路: 题干中的reproduce是复制的意思，之后从 文章 中发现 句子 有复制copying，即可以直接定位。

Question 5

答案：D

关键词：Obstacle, investigated/ impact, monitor

定位原文: D段第6句“... to monitor heart rate…”

解题思路: 题干提到理想成绩的障碍是如何被调查研究的，而读到对应句子之后看到正好是sensors(传感器)对于运动员跑步的impact(影响)进行研究的仪器，而且obstacles和impact对应。

Question 6

答案：A

关键词：Overview, funded support finance

定位原文: A段倒数第2句 “...finances programmes of excellence…”

解题思路: finances是解题关键，意思为资助，正好跟题干中funded support表达了相同的义项，直接对应。而且之后一句话提及以上项目所提供的服务和建议，可以确信答案。

Question 7

答案：E

关键词：Calculated before an event/ using data, well before a championship

定位原文: E段第1句、第2句 “Using data is a complex business. Well before a championship, ...”

解题思路: 首先通过well before a championship和文章中before an event定位到E段， 之后发现后面提及的“竞争模型”作用就是计算时间和速率，因此内容对应上calculate，此时可断定答案的位置。

Question 8

答案：A

关键词: digital cameras

定位原文: C段倒数第3句: “..SWAN system now used in Australian national…”

解题思路: 前一句已经提到该系统已广泛应用于澳大利亚各项全国赛事之中，而没有提到其他国家，因此可以判断应该只有澳大利亚人在使用。

Question 9

答案：B

关键词：sensor

定位原文: D段第7句：“...With the Cooperative Research Centre for Micro…”

解题思路: 找到相同对应词sensor，读其前后的句子，发现有 Melbourne，断定是澳大利亚人的发明。之后要特别留心动词develop运用现在进行时，表示正在开发;而且注意之后的定语从句采用了将来时，所以可以断定此发明还没有完成，应该属于将来的成果。因此选择B。

Question 10

答案: A

关键词：protein

定位原文: D段倒数第4句: “… AIS and the University of Newcastle…”

解题思路: 非常容易在前面第一句话中找到跟题目protein tests所对应的词语a test ...protein。之后细读前后句，发现后面一句话对于此项科技成果的受益者文章中只提到AIS运动员，即澳大利亚体育学院的运动员，隶属于澳大利亚，所以应该选择A。

Question 11

答案：C

关键词: altitude tent

定位原文: F段倒数第2句: “The same has happened to the ‘altitude tent ’…”

解题思路: 文章中很容易找到用引号括起来的题目中的名词 短语 ，因此只要细心读原句，就会发现开头的‘The same has happened...’同样的事情也发生在……根据 经验 应该顺着文章向上追溯，发现跟‘altitude tent’相同情况的是1996年奥运会上澳大利亚人受益的流线型散热运动服现在全世界都在用。因此 ‘altitude tent’也被世界各国应用。所以答案应该选择C。且根据此段话大意可以了解文章只提到两种研究成果被别国运用，即髙原帐蓬和流线型散热服。所以可以间接判断前三项成果是由澳大利人独享的。

Question 12

答案： (a)competition model

关键词： help an athlete plan, produced / prepare the athlete by, developing

定位原文: E段第1句“Using data…”

解题思路: Help an athlete plan their performance 对应上prepare the athlete by之后，要认真研究题目所问的是what is produced,断定所作答案必定要填一个名词。因此要细读原文发现有单词developing恰与produced相对应，中文意思是“开发”，则答案必定是开发之后的名词。

Question 13

答案： (by)2 percent/%

关键词： 19% Olympic Games, cyclists, improve

定位原文: F段第3句“At the Atlanta…”

解题思路: 分析问句是 ‘By how much... improve’，意思为“提高了多少”，可以判断出答案需要写一个数字。因此仔细阅读相关语句找到 sliced as much as two per cent off cyclists ‘and rowers’ time。很快就可以找到数字百分之二

。

请问雅思阅读题型细节题怎么训练

您好，我是专注留学考试规划和留学咨询的小钟老师。选择留学是人生重要的决策之一，而作为您的指导，我非常高兴能为您提供最准确的留学解答和规划。无论您的问题是关于考试准备、专业选择、申请流程还是学校信息，我都在这里为您解答。更多留学资讯和学校招生介绍，欢迎随时访问。
细节题是雅思的阅读考试中很拉风的题目，大家需要多做几套模拟题进行训练，争取拿到分。下面小钟老师就带来雅思阅读题型细节题怎么训练？
一、细节题
雅思阅读中的细节题主要考察大家搜集信息的能力，同学们需要读懂题中考察的细节信息，并能够通过同义替换词汇，在原文中找到正确的答案。常见的细节题有配对题、判断题、选择题、简答题和图表题。
二、解题方法
1. 选择题：选择题几乎是所有学生做过的最多的题型。雅思阅读中的选择题主要考察大家的定位能力和细节分析能力。常见的考试形式有两种：单项选择题和多项选择题。单项选择题比较简单，常见的出题形式为Choose the correct letter， A， B， C or D。多项选择题难度略大一点，常见的出题形式为Choose THREE letters A-F。
如果是单项选择题，大家可以一下看多个题目，划出关键词，然后到原文中寻找答案。将原文和选项进行对比，利用排除法快速确定正确选项。如果是多项选择题，同学们需要先将所有的选项都浏览一遍，然后划出关键词，在到原文中寻找答案，因为答案在原文的位置比较松散，花费时间比较多，所以建议大家放在最后做。更为详细的选择题做题技巧大家可以参考盘点雅思阅读选择题注意事项
2. 配对题：配对题近几年在雅思阅读中考试的频率越来越高，难度也越来越大，主要考察大家寻找细节的能力。常见的考试形式有两种：段落信息配对题和人名配对题。段落信息配对题的出题形式为Which paragraph contains the following information？ NB You may use any letter more than once；人名配对题的出题形式为Match each statement with the correct person. NB You may use any letter more than once。
段落信息配对题主要就是根据题目找出关键词，然后到原文中中寻到答案出处；找到之后，将原文和选项进行比较，确定正确答案。人名配对题就是根据人名定位到原文，将原文中其所说的话、所做的事和选项进行比较，看看哪种选项和原文表述一致。更为具体的配对题的做题方法大可以参考盘点雅思阅读配对题该如何做
3. 判断题：雅思阅读中常见的判断题有两种：一种是对作者观点、看法的一些判断（Yes/no/notgiven），强调理解，属于概念题；一种是我们要讲的对文章细节的判断（True/false/not given），这类题考试频率很高，属于细节题。常见的出题形式为Do the following statements agree with the information given in Reading Passage 1？
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
这类题的做题技巧就是找出题目中的核心关键词，然后根据它到原文去定位，看看原文和选项的表述是否一致。一般，TRUE和FALSE比较好判断，NOT GIVEN让很多烤鸭都判断不准。
a从熟悉话题入手
基于每个考生的专业背景知识不同，在拿到试卷后，建议大家首先快速浏览下每篇文章的题目，然后根据你自己的经验，选择一篇自己最容易把握的文章。
比如，剑桥雅思 12 中 test 8 阅读中的第三篇题目是：UK companies need more effective boards of directors，这个涉及到金融和企业管理方面的话题，很多同学都觉得比较难，但是也有同学正好学金融专业，认为相当简单，对于这类同学，就可以直接从第三篇入手。
因为三篇文章之间并没有关联性，也没有固定的难易顺序，所以用这种方式可以让我们从最容易的部分入手，先确保有把握的题目的正确率。
b快速浏览全文
选定一篇文章后，快速浏览全文，需要采取详读加略读的策略，尽量把时间控制在 20 分钟之内。
所谓详读，就是需要我们逐字阅读，透彻理解内涵意思的部分；略读，就是可以扫一眼就直接略过的部分。注意，略读这一部分，实际是节省了我们的阅读量，而非提升了我们的阅读速度。
速度那哪些内容需要详读，哪些内容可以略读呢？
详读：结构主体（重要的话题、观点、逻辑结构需要记录下来），非举例性质的概括描述。
略读：大量的数据堆积，明显的举例（只需要了解在哪个位置有一个关于什么的举例即可），对比 / 类比只读一半（双方的比较，看了一半，就能推测出下半句意思的，则下半句直接略过），让步转折读一半（读转折后的一半，是主体部分）。

以上信息希望能帮助您在留学申请的道路上少走弯路。如果您还有更多问题或需要深入探讨，不要犹豫，您可以在我们的留学官方网站上找到更丰富的考试资讯、留学指导和*专家咨询服务。我们的团队始终站在您的角度，为您的留学梦想全力以赴。祝您申请顺利！

雅思阅读模拟练习题：段落标题题。

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
想要提升雅思阅读的成绩，那么想要同学们平时有没有做一些习题来提升自己的雅思阅读做题能力呢？今天就和小钟老师来看看雅思阅读模拟练习题：段落标题题。

雅思阅读模拟练习题：段落标题题
Persistent bullying is one of the worst experiences a child can face. How can it be prevented？ Peter Smith， Professor of Psychology at the University of Sheffield， directed the Sheffield
Anti-Bullying Intervention Project， funded by the Department for Education. Here he reports on his findings.
A
Bullying can take a variety of forms， from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms， such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying， which in about one in ten cases was persistent. There was less bullying in secondary schools， with about one in twenty-five suffering persistent bullying， but these cases may be particularly recalcitrant.
B
Bullying is clearly unpleasant， and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to *， though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as *s， while children who persistently bully are more likely to grow up to be physically violent， and convicted of anti-social offences.
C
Until recently， not much was known about the topic， and little help was available to teachers to deal with bullying. Perhaps as a consequence， schools would often deny the problem. ＇There is no bullying at this school＇ has been a common refrain， almost certainly untrue. Fortunately more schools are now saying： ＇There is not much bullying here， but when it occurs we have a clear policy for dealing with it.”
D
Three factors are involved in this change. First is an awareness of the severity of the problem. Second， a number of resources to help tackle bullying have become available in Britain. For example， the Scottish Council for Research in Education produced a package of materials， Action Against Bullying， circulated to all schools in England and Wales as well as in Scotland in summer 1992， with a second pack， Supporting Schools Against Bullying， produced the following year. In Ireland， Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third， there is evidence that these materials work， and that schools can achieve something. This comes from carefully conducted ＇before and after＇ evaluations of interventions in schools， monitored by a research team. In Norway， after an intervention campaign was introduced nationally， an evaluation of forty-two schools suggested that， over a two-year period， bullying was halved. The Sheffield investigation， which involved sixteen primary schools and seven secondary schools， found that most schools succeeded in reducing bullying.
E
Evidence suggests that a key step is to develop a policy on bullying， saying clearly what is meant by bullying， and giving explicit guidelines on what will be done if it occurs， what records will be kept， who will be informed， what sanctions will be employed. The policy should be developed through consultation， over a period of time—not just imposed from the head teacher＇s office！ Pupils， parents and staff should feel they have been involved in the policy， which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum， using video， drama and literature. These are useful for raising awareness， and can best be tied in to early phases of development， while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils， or revising it in the light of experience. But curriculum work alone may only have short-term effects； it should be an addition to policy work， not a substitute.
There are also ways of working with individual pupils， or in *all groups. Assertiveness training for pupils who are liable to be victims is worthwhile， and certain approaches to group bullying such as ＇no blame＇， can be useful in changing the behaviour of bullying pupils without confronting them directly， although other sanctions may be needed for those who continue with persistent bullying.
Work in the playground is important， too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting， and help them break up conflicts. Another possibility is to improve the playground environment， so that pupils are less/likely to be led into bullying from boredom or frustration.
F
With these developments， schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement， the more substantial the results are likely to be. The reduction in bullying—and the consequent improvement in pupil happiness—is surely a worthwhile objective.

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