雅思阅读练习简单题 雅思阅读模拟练习题：段落标题题。

对于雅思阅读比较关注的小伙伴们一定非常关心雅思阅读练习简单题 雅思阅读模拟练习题：段落标题题。，今天雅思无忧小编为大家整理了以下内容，下面一起来看看吧。

雅思阅读模拟练习题：示意图题

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！
雅思阅读的备考，比较好的方法就是多找一些月的真题来做，接下来就和小钟老师来看看雅思阅读模拟练习题：示意图题。

What＇s so funny？
John McCrone reviews recent research on humor
The joke comes over the headphones： ＇Which side of a dog has the most hair？ The left.＇ No， not funny. Try again. ＇Which side of a dog has the most hair？ The outside.＇ Hah！ The punchline is silly yet fitting， tempting a *ile， even a laugh. Laughter has always struck people as deeply mysterious， perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex： ‘unique in that it serves no apparent biological purpose. ’
Theories about humor have an ancient pedigree. Plato expressed the idea that humor is simply a delighted feeling of superiority over others. Kant and Freud felt that joke-telling relies on building up a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern humor theorists have settled on some version of Aristotle＇s belief that jokes are based on a reaction to or resolution of incongruity， when the punchline is either a nonsense or， though appearing silly， has a clever second meaning.
Graeme Ritchie， a computational linguist in Edinburgh， studies the linguistic structure of jokes in order to understand not only humor but language understanding and reasoning in machines. He says that while there is no single format for jokes， many revolve around a sudden and surprising conceptual shift. A comedian will present a situation followed by an unexpected interpretation that is also apt.
So even if a punchline sounds silly， the listener can see there is a clever semantic fit and that sudden mental ＇Aha！＇ is the buzz that makes us laugh. Viewed from this angle， humor is just a form of creative insight， a sudden leap to a new perspective.
However， there is another type of laughter， the laughter of social appeasement and it is important to understand this too. Play is a crucial part of development in most young mammals. Rats produce ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a ‘play-face’—a gaping expression accompanied by a panting ＇ah ah＇ noise. In humans， these signals have mutated into *iles and laughs. Researchers believe social situations， rather than cognitive events such as jokes， trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when tickled to flag a play situation， whether they feel amused or not.
Both social and cognitive types of laughter tap into the same expressive machinery in our brains， the emotion and motor circuits that produce *iles and excited vocalizations. However， if cognitive laughter is the product of more general thought processes， it should result from more expansive brain activity.
Psychologist Vinod Goel investigated humor using the new technique of ＇single event＇ functional magnetic resonance imaging （fMRI）. An MRI scanner uses magnetic fields and radio waves to track the changes in oxygenated blood that accompany mental activity. Until recently， MRI scanners needed several minutes of activity and so could not be used to track rapid thought processes such as comprehending a joke. New developments now allow half-second ＇snapshots＇ of all sorts of reasoning and problem-solving activities.
Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke， he found evidence that understanding a joke involves a widespread mental shift. His scans showed that at the beginning of a joke the listener＇s prefrontal cortex lit up， particularly the right prefrontal believed to be critical for problem solving. But there was also activity in the temporal lobes at the side of the head （consistent with attempts to rouse stored knowledge） and in many other brain areas. Then when the punchline arrived， a new area sprang to life—the orbital prefrontal cortex. This patch of brain tucked behind the orbits of the eyes is associated with evaluating information.
Making a rapid emotional asses*ent of the events of the moment is an extremely demanding job for the brain， animal or human. Energy and arousal levels may need to be retuned in the blink of an eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex， the region that becomes active in Goel＇s experiment， seems the best candidate for the site that feeds such feelings into higher-level thought processes， with its close connections to the brain＇s sub-cortical arousal apparatus and centres of metabolic control.
All warm-blooded animals make constant tiny adjustments in arousal in response to external events， but humans， who have developed a much more complicated internal life as a result of language， respond emotionally not only to their surroundings， but to their own thoughts. Whenever a sought-for answer snaps into place， there is a shudder of pleased recognition. Creative discovery being pleasurable， humans have learned to find ways of milking this natural response. The fact that jokes tap into our general evaluative machinery explains why the line between funny and disgusting， or funny and frightening， can be so fine. Whether a joke gives pleasure or pain depends on a person＇s outlook.
Humor may be a luxury， but the mechani* behind it is no evolutionary accident. As Peter Derks， a psychologist at William and Mary College in Virginia， says： ＇I like to think of humour as the distorted mirror of the mind. It＇s creative， perceptual， *ytical and lingual. If we can figure out how the mind processes humor， then we＇ll have a pretty good handle on how it works in general.＇

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2021年10月16日雅思阅读考试真题及答案

阅读考试是雅思考试中占分比重比较大的类型，需要大家认真对待。以下是我为大家整理的雅思2021年10月16日阅读考试真题及答案，仅供参考。

2021年10月16日雅思阅读考试

Passage 1

主题：贸易船竞争

参考答案：

Passage 2

主题：IQ

参考答案：

14-17 判断

14.FALSE

15.NOT GIVEN

16.TRUE

17.TRUE

18-22 人名匹配

18.A

19.E

20.F

21.C

22.D

23-26 填空

23.scalp electrodes

24.inspiration and elaboration

25.alpha wave activity

26.flexibility

Passage 3

主题：旅游业的发展

待更新

雅思阅读分数对照表

雅思9分对应阅读39-40分；

雅思8.5分对阅读37-38分；

雅思8.分对应阅读35-36分；

雅思7.5分对应阅读33-34分；

雅思7分对应阅读30-32分；

雅思6.5分对应阅读27-29分；

雅思6分对应阅读23-26分；

雅思5.5分对应阅读20-22分；

雅思5分对应阅读16-19分；

雅思4.5分对应阅读13-15分；

雅思4分对应阅读10-12分；

雅思3.5分对应阅读6-9分；

雅思3分对应阅读4-5分；

雅思2.5分对应阅读3分；

雅思2分对应阅读2分；

雅思1分对应阅读1分。

雅思阅读题型介绍

选择题

选择题其实是在考你对于原文中提及的一些详细信息的定位能力。你需要快速读懂题目并选择出正确的选项。往往除了正确选项以外还会有几个迷惑选项给你*陷阱，你必须凭借原文中的特定信息来排除它们（或定位正确选项）。

Summary填空题

这种题目一般是将原文的某一部分信息先进行了一个总结，然后设计了一些空让你填空。你有可能需要用原文的单词进行填空，也可能需要用所给出的一些单词进行选词填空。（词比空多）由于是对原文的总结，所以这段题干的内容在原文中肯定是出现的，但是绝对不会是原文重现，而是用一些同义词对原文的关键词进行替换。

完成句子

这种题目一般是有几个句子中间有空让你用原文中的单词去填。其实这种题目更多的考察你的意译能力，即题干中的句子跟原文中的句子是两个同义句，表达的其实是同一个意思，考察你的同义词掌握能力。一般题目开头会有这么一句话 ”ChooseNO MORE THAN TWO WORDS from the textfor eachanswer”注意，NO MORE THAN TWO WORDS就是不能超过2个单词，只能填1个或2个；此外，from the text 意味着你只能填原文中的词汇，而不是自己去编一个。

句子配对题

这种题型就是给你两组不完整的句子让你根据原文的信息进行配对。这种题型并不像 TFNG，填空题那么常见，但我们备考的时候也要练习。这种题的主要目的就是看你是否读懂了句子，是否了解原文的大意。给出的选项要远远多于给出的题干，一般是从 8-9 个句子中选 5-6 个进行配对。（所以排除法也是可以运用的）

判断题（TFNG）题型

判断题又称“TFNG”题，要求你根据原文的信息对给出的题干进行判断。

标题配对题

标题配对题又称 heading 题，需要你把题干中列出个段落标题与原文段落配对，主要就是考察你对文章每一段段落大意的掌握情况。heading 一般都是对某一段信息的简单总结，你必须找出那个最恰当的一个，一般来说 headings 多于段落。

图表题

顾名思义，就是根据原文提供的信息来完成一个图表（通常都是图），原文一般都是描述一个流程，描述一个东西等，有点类似我们小作文的流程图或地图题。

人名配对题

题目要求你根据原文把某个专家，研究员，科学家等的言论，观点，发现或成就等与题干配对。

雅思阅读提升技巧

1、快速浏览全文

考生最好用1—2分钟大致浏览全文，以便掌握文章的结构。

这一步骤虽短，但却是训练及解题过程中的重点。文章的篇章结构模式可以帮助考生更好地理解内容，并理顺句子或段落间的关系，以便在做题过程中有重点的跳读。

2、解析题目

首先，无论遇到哪种题型，考生都应尽可能地找出一些关键词，以便迅速定出答案可能所在的区域。其次，考生应对各种题型有较深入的理解。

尤其是每种题型的应对方法。拿Matching的题来讲，在General Reading和Academic Reading中就不一样，一个是Matching of Information，另一个是Matching of Paragraph Headings，两种题型的做法不一样，在前者，考生应将注意力集中在题中，将每个问题的核心词标出来，然后根据这些核心词去文中找相应的信息。

在后者，考生的注意力应放在归纳文章上，在进行核心词分类后，就要对文章的结构和每段的重心进行归纳与分析，找出各段的主题词，然后在段落的首句中找出相应信息。

3、注意词形变化

考生一定要特别注意词形变化、同（近）义词或是相关词，因为题目中出现的词不一定和文章中出现的词一模一样。

考生在平时训练中尤其要培养这方面的敏感度。核心词尽量以信号词为主，其次才是关键词。

4、攻克单词和句子阅读

雅思阅读是考试一大难点，很多考生在阅读上失手。其主要存在以下几个难点：单词、句子阅读、阅读速度和考生主观臆断。

准备单词卡片，循环背诵一般雅思阅读中涉及词汇量比较大，但考生具备4000左右即可应考。单词贫乏的考生，一定要及时补充词汇，打下扎实的基础。在应试时很容易遗忘或混淆单词的意义，为了避免类似情况发生，一定要加强单词意义的理解。

5、句子参考上下文，分析主谓结构

在句子理解方面，考生最容易犯的错误就是根据自己已有经验片面理解。

雅思阅读中有的题目考的是对于文章中某一句子的理解，要参考上下文客观地看问题。考生应对一些复合句，尤其是双重否定句、比较句、指代句等有较深了解。

特别在遇到复杂句时，应静心思考，从把握句子主干一一主谓结构着手来分析解剖句子结构。

6、学会做标记

雅思阅读追求速度（speed）与准确度（accuracy）的完美结合。快而不准或准而太慢都会影响考分。考生在勤奋练习的时候掌握一些阅读技巧将达到事半功倍的效果。

快速阅读最关键的是在扫描全文的时候把握每段的主旨，并做出标记，在看完全文后对文章的结构主题有大致的了解。此外，考生以单词为单位看文章，遇生词就停顿等坏习惯都要极力避免。

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.

希望以上的答复能对您的留学申请有所帮助。如果您有任何更详细的问题或需要进一步的协助，我强烈推荐您访问我们的留学官方网站 ，在那里您可以找到更多专业的留学考试规划和留学资料以及*的咨询服务。祝您留学申请顺利！

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