8月1日雅思阅读考试真题答案（1月4日雅思阅读考试真题答案）

今天雅思无忧小编整理了8月1日雅思阅读考试真题答案（1月4日雅思阅读考试真题答案）相关信息，希望在这方面能够更好帮助到大家。

本文目录一览：

• 1、2020年8月1日雅思阅读考试真题答案
• 2、2020年1月4日雅思阅读考试真题答案
• 3、雅思阅读真题的6种段落结构

2020年8月1日雅思阅读考试真题答案

8月1号进行了八月初的第一场雅思的考试，相信大家对真题以及答案会非常的感兴趣、今天就由的我为大家介绍2020年8月1日雅思阅读考试真题答案。

一、考题解析

P1 土地沙漠化

P2 澳大利亚的鹦鹉

P3 多重任务

二、名师点评

1.8月份首场考试的难度总体中等，有出现比较多的配对题，没有出现Heading题，其余主要以常规的填空，判断和选择题为主。文章的话题和题型搭配也是在剑桥真题中都有迹可循，所以备考重心依然还是剑桥官方真题。

2. 整体分析：涉及环境类（P1）、动物类（P2）、社科类（P3）。

本次考试的P2和P3均为旧题。P2是动物类的话题，题型组合为：段落细节配对+单选+summary填空，难度中等。题型上也延续19年的出题特点，出现配对题，考察定位速度和准确度。P3也出现了段落细节配对，主要是段落细节配对+单选+判断。三种题型难度中等，但是文章理解起来略有难度。

3. 部分答案及参考文章：

Passage 1：土地沙漠化

题型及答案待确认

Passage 2：澳大利亚的鹦鹉

题型：段落细节配对+单选+Summary填空

技巧分析：由于段落细节配对是完全乱序出题，在定位时需要先做后面的单选题及填空题，最大化利用已读信息来确定答案，尽量避免重复阅读，以保证充分的做题时间。

文章内容及题目参考：

A 概况，关于一个大的生物种类

B 一些物种消失的原因，题干关键词：an example of one bird species extinct

C 一种鹦鹉不能自己存活，以捕食另一种鸟为生，吃该鸟类的蛋。题干关键词：two species competed at the expense of oneanother

D 吸引鹦鹉的原因以及鹦鹉嘴的特点。题干关键词：*ysis of reasons as Australian landscapeattract parrots

E 植物是如何适应鹦鹉。题干关键词：plants attract birds which make the animal adaptto the environment

F 南半球对英语的影响

G 两种鹦鹉从环境改变中获益并存活下来。题干关键词：two species of parrots benefit fromm theenvironment change

H 外来物种及本地鹦鹉

I 鸟类栖息地被破坏以及人类采取的措施

J 作者对于鹦鹉问题的态度

单选题：

why parrots in the whole world are lineal descendants of

选项关键词：continent split from Africa

the writer thinks parrots species beak is for

选项关键词：adjust to their suitable diet

which one is not mentioned

选项关键词：should be frequently maintained

填空题：分布在文章的前两段

one-sixth

16th century

mapmaker

John Gould

Passage 3：多重任务

题型：段落细节配对+单选+判断

参考答案及文章

28 F

29I

30C

31B

32G

33C

34B

35A

36YES

37YES

38NO

39NOT GIVEN

40NO

Passage3： multitasking

Multitasking Debate—Can you do them at the same time？

Talking on the phone while driving isn＇t the only situationwhere we＇re worse at multitasking than we might like to think we are. Newstudies have identified a bottleneck in our brains that some say means we arefundamentally incapable of true multitasking. If experimental findings reflectreal-world performance， people who think they are multitasking are probablyjust underperforming in all-or at best， all but one -of their parallelpursuits. Practice might improve your performance， but you will never be asgood as when focusing on one task at a time.

The problem， according to René Marois， a psychologist atVanderbilt University in Nashville， Tennessee， is that there＇s a sticking pointin the brain. To demonstrate this， Marois devised an experiment to locate nteers watch a screen and when a particular image appears， a red circle，say， they have to press a key with their index finger. Different colouredcircles require presses from different fingers. Typical response time is about half a second， and thevolunteers quickly reach their peak performance. Then they learn to listen todifferent recordings and respond by making a specific sound. For instance， whenthey hear a bird chirp， they have to say ＂ba＂； an electronic soundshould elicit a ＂ko＂， and so on. Again， no problem. A normal personcan do that in about half a second， with almost no effort. The trouble comeswhen Marois shows the volunteers an image， then almost immediately plays them asound. Now they＇re flummoxed. ＂If you show an image and play a sound atthe same time， one task is postponed，＂ he says. In fact，if the second taskis introduced within the half-second or so it takes to process and react to thefirst， it will simply be delayed until the first one is done. The largestdual-task delays occur when the two tasks are presented simultaneously； delaysprogressively shorten as the interval between presenting the tasks lengthens（See Diagram）.

There are at least three points where we seem to getstuck， says Marois. The first is in simply identifying what we＇re looking  can take a few tenths of a second， during which time we are not able tosee and recognise a second item. This limitation is known as the＂attentional blink＂： experiments have shown that if you＇re watchingout for a particular event and a second one shows up unexpectedly any timewithin this crucial window of concentration， it may register in your visualcortex but you will be unable to act upon it. Interestingly， if you don＇texpect the first event， you have no trouble responding to the second. Whatexactly causes the attentional blink is still a matter for debate.

A second limitation is in our short-term visual ＇s estimated that we can keep track of about four items at a time， fewer ifthey are complex. This capacity shortage is thought to explain， in part， our astonishinginability to detect even huge changes in scenes that are otherwise identical，so-called ＂change blindness＂. Show people pairs of near-identicalphotos -say， aircraft engines in one picture have disappeared in the other -andthey will fail to spot the differences （if you don＇t believe it， check out theclips at /~rensink/flicker/download）. Here again， though， thereis disagreement about what the essential limiting factor really is. Does itcome down to a dearth of storage capacity， or is it about how much attention aviewer is paying？

A third limitation is that choosing a response to astimulus -braking when you see a child in the road， for instance，or replyingwhen your mother tells you over the phone that she＇s thinking of leaving yourdad -also takes brainpower. Selecting a response to one of these things willdelay by some tenths of a second your ability to respond to the other. This iscalled the ＂response selection bottleneck＂ theory， first proposed in1952.

Last December， Marois and his colleagues published apaper arguing that this bottleneck is in fact created in two different areas ofthe brain： one in the posterior lateral prefrontal cortex and another in thesuperior medial frontal cortex （Neuron， vol 52， p 1109）. They found this byscanning people＇s brains with functional MRI while the subjects struggled tochoose among eight possible responses to each of two closely timed tasks. Theydiscovered that these brain areas are not tied to any particular sense but aregenerally involved in selecting responses， and they seemed to queue theseresponses when presented with multiple tasks concurrently.

Bottleneck？ What bottleneck？

But David Meyer， a psychologist at the University ofMichigan， Ann Arbor， doesn＇t buy the bottleneck idea. He thinks dual-taskinterference is just evidence of a strategy used by the brain to prioritisemultiple activities. Meyer is known as something of an optimist by his  has written papers with titles like ＂Virtually perfect time-sharing indual-task performance： Uncorking the central cognitive bottleneck＂（Psychological Science， vol 12， p101）. His experiments have shown that withenough practice -at least 2000 tries -some people can execute two taskssimultaneously as competently as if they were doing them one after the  suggests that there is a central cognitive processor that coordinates allthis and， what＇s more， he thinks it uses discretion： sometimes it chooses todelay one task while completing another.

Even with practice， not all people manage to achieve thisharmonious time-share， however. Meyer argues that individual differences comedown to variations in the character of the processor -some brains are just more＂cautious＂， some more ＂daring＂. And despite urban legend，there are no noticeable

differences between men and women. So， according to him，it＇s not a central bottleneck that causes dual-task interference， but rather＂adaptive executive control＂， which ＂schedules task processesappropriately to obey instructions about their relative priorities and serialorder＂.

Marois agrees that practice can sometimes eraseinterference effects. He has found that with just 1 hour of practice each dayfor two weeks， volunteers show a huge improvement at managing both his tasks atonce. Where he disagrees with Meyer is in what the brain is doing to achievethis. Marois speculates that practice might give us the chance to find lesscongested circuits to execute a task -rather like finding trusty back streetsto avoid heavy traffic on main roads -effectively making our response to thetask subconscious. After all， there are plenty of examples of subconsciou*ultitasking that most of us routinely manage： walking and talking， eating andreading， watching TV and folding the laundry.

But while some dual tasks benefit from practice， otherssimply do not. ＂Certain kinds of tasks are really hard to do two atonce，＂ says Pierre Jolicoeur at the University of Montreal， Canada， whoalso studies multitasking. Dual tasks involving a visual stimulus andskeletal-motor response （which he dubs ＂in the eye and out the hand＂）and an auditory stimulus with a verbal response （＂in the ear and out themouth＂） do seem to be amenable to practice， he says. Jolicoeur has foundthat with enough training such tasks can be performed as well together asapart. He speculates that the brain connections that they use may be somehowspecial， because we learn to speak by hearing and learn to move by looking. Butpair visual input with a verbal response， or sound to motor， and there＇s nodramatic improvement. ＂It looks like no amount of practice will allow youto combine these，＂ he says.

For research purposes， these experiments have to be keptsimple. Real-world multitasking poses much greater challenges. Even the upbeatMeyer is sceptical about how a lot of us live our lives. Instant-messaging andtrying to do your homework？ ＂It can＇t be done，＂ he says. Conducting ajob interview while answering emails？ ＂There＇s no way you wind up being asgood.＂ Needless to say， there appear to be no researchers in the area ofmultitasking who believe that you can safely drive a car and carry on a phoneconversation. In fact， last year David Strayer at the University of Utah inSalt Lake City reported that people using cellphones drive no better thandrunks （Human Factors， vol 48， p 381）. In another study， Strayer found thatusing a hands-free kit did not improve a driver＇s response time. He concludedthat what distracts a driver so badly is the very act of talking to someone whoisn＇t present in the car and therefore is unaware of the hazards facing thedriver.

“No researchers believe it＇s safe to drive a car andcarry on a phone conversation”

It probably comes as no surprise that， generallyspeaking， we get worse at multitasking as we age. According to Art Kramer atthe University of Illinois at Urbana-Champaign， who studies how ageing affectsour cognitive abilities， we peak in our 20s. Though the decline is slow throughour 30s and on into our 50s， it is there； and after 55， it becomes moreprecipitous. In one study， he and his colleagues had both young and oldparticipants do a simulated driving task while carrying on a conversation. Hefound that while young drivers tended to miss background changes， older driversfailed to notice things that were highly relevant. Likewise， older subjects hadmore trouble paying attention to the more important parts of a scene than youngdrivers.

It＇s not all bad news for over-55s， though. Kramer alsofound that older people can benefit from practice. Not only did they learn toperform better， brain scans showed that underlying that improvement was achange in the way their brains become active.

Whileit＇s clear that practice can often make a difference， especially as we age， thebasic facts remain sobering. ＂We have this impression of an almightycomplex brain，＂ says Marois， ＂and yet we have very humbling andcrippling limits.＂ For most of our history， we probably never needed to domore than one thing at a time， he says， and so we haven＇t evolved to be ableto. Perhaps we will in future， though. We might yet look back one day on peoplelike Debbie and Alun as ancestors of a new breed of true multitaskers.

2020年1月4日雅思阅读考试真题答案

2020年的第一次雅思考试已经圆满结束了，真题和答案也已经新鲜出炉，大家考得怎么样呢？为大家准备了2020年1月4日雅思阅读考试真题答案。

考试概述

本场阅读考试3篇文章中匹配题考查较多，对考生的做题速度要求较高。

Passage 1

文章题材：说明文（生物科学）

文章题目：山雀

文章难度：★★★

文章内容：待补充

题型及数量：填空+判断

参考答案：待补充

可参考真题：剑桥12——TEST7 Passage1 Flying tortoises

Passage 2

文章题材：说明文（人文社科）

文章题目：讲故事的演进

文章难度：★★★

文章内容：待补充

题型及数量：填空+选择

参考答案：待补充

可参考真题：剑桥7——TEST3Passage2 Population Movements and Genetics

Passage 3

文章题材：说明文（人文社科）

文章题目：现代科技

文章难度：★★★

文章内容：待补充

题型及数量：匹配题+填空

参考答案：待补充

可参考真题：剑桥9——TEST3 Passage3 Information Theory – the big idea

话题词

科技发展类

1. tran*ission 传播

2. omit 忽略

3. incident 事件

4. distort 变形

5. overcome 克服

6. instrument 设备

7. statistics 统计学

8. pioneer 先驱

9. manage to do sth. 成功地做某事

10. prestigious 有名望的

同义替换词

1. follow/track/tail 跟随，跟踪

2. teach/educate/train/coach/instruct 教学

3. differ from/unusual/distinguish/recognize/identify 区别；与…不同

4. consult/ask somebody＇s advice咨询

5. explain/tell/show/demonstrate /throw/shed light on 解释

6. occur/happen/take place/turn up 发生

7. expand/get bigger/grow/swell up/stretch 扩张，扩大

8. emerge/appear/become visible/come into view/come into sight/come out 出现

9. generate/produce/manufacture 生产

10. predict/anticipate/forecast/foretell/expect 预测；预期

雅思阅读真题的6种段落结构

明白雅思阅读文章的段落结构对于雅思阅读题目的解答帮助非常大,因为大家知道了文章结构就可以到相应的部分去寻找阅读题目的答案,非常省时省力.下面我就与大家分享雅思阅读文章的6种段落结构,供大家参考.

雅思阅读真题的6种段落结构

一般的段落结构可概括为六种：

一.总分段落.一般第二句话有for example/for instance之类举例关系词时, 那么可以断定第一句为中心句.如剑3T2section C段落可说明此问题.这种文章结构在雅思阅读文章中是最常见的一种.

二.总分总段落.这种段落就是在总分结构段落最后加一个总结句.如剑3T1P3就是这种段落,通过分析此段中心句仍是第一句.这种文章结构和上面的结构一样,在雅思阅读文章中也是最常见的一种.

三.分总段落.这种段落把主题句放在了最后.如《剑桥大学老样题》P2Q12中心句为最后一句This is a purely person-skills match approach to selection.这是个下定义句型,一般下定义的句型(A is B, A is defined as….,A is called…, The definition of A is ….)我们可以看之为中心句,这种方法在剑2T1P2B段和E段都有体现.这种段落结构而后上面的两种不一样,这种结构的出现并不多.

四.分总分段落.即在分总的基础上继续分述某些具体内容,参见剑3T1P3Q3.

五.对比段落结构.此种段落的特征为段落中间方向发生改变(如转折),因此,如果段落当中出现but, however, while之类转折词,转折后面是重点,可作为中心句的位置.如剑6T2P1B段.这种段落结构在雅思阅读文章结构中是以说明性的科技文章比较多.

六.并列段落结构.几个共同的例子说明同样的问题.如剑2T3P3A段.

以上6雅思文章的段落结构都是一些非常常见的段落结构形式,但是大家想要掌握这些结构还是需要经过多次的雅思阅读文章的练习才能达到的.

雅思阅读：高效提分必须掌握的三大技巧

雅思阅读单词要求多少? 7000-8000!什么?我四级都没过，2000都觉得多，坑爹了这是!

小盆友们不要急，确实，阅读是四门课中对单词量要求最高的科目，但是要求的质是最低的，只要能明白个大概即可。甚至有的时候，我们只需要能靠上下文猜出个意思也是可以的。今天我就来给大家传授个猜词大法——利用“并列关系”猜词。

很多同学在阅读过程中很少考虑逻辑关系词的作用，导致在阅读过程中对文章的理解效率比较低。实际上，英文学术文章中有很多逻辑关系词，这些关系词对我们的文章理解有着直接或间接的帮助作用。另外，在做题的时候，逻辑关系词也是我们在文章中定位题目的一大利器，同学们首先要有一种对逻辑关系词的敏感度，进而要有效地在文章阅读和做题时利用上逻辑关系词。阅读中常见的逻辑关系有并列关系、递进关系、转折关系、让步关系、比较关系、因果关系等。在以后的专题中，我会一一为大家解读这些关系词的作用，今天我们先来看看文章理解的时候，并列关系词的作用。

常见的并列关系词有以下：and, or, also, not only … but also…, both … and…, not … but…等，在这些词中and这个单词出现的频率最高，它作为并列关系词所体现出来的并列关系也被我们利用得最多。下面我们来看看并列关系词在阅读中的作用。

1.如果and前后连接的是单词的话，那么这两个词很有可能是“类别一致”(多为前后是名词的情况)或“方向一致”(多为前后是动词、形容词或副词的情况)，如：

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. (squash和swimming为并列关系，可以推测squash是一项运动，此为“类别一致”)

Researchers, now *ysing the results of data gathered in 1994, say arthritis, high blood pressure and circulation problems - the major medical complaints in this age group - are troubling a *aller proportion every year. (arthritis, high blood pressure 和 circulation problems为并列关系，可以推测arthritis是一种疾病，此为“类别一致”)

The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. (predictable 和 constant意思接近，方向一致)

The continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to agricultural crops and human health is proving to be counter-productive. (continuous和 reckless在此都有否定方向性)

很多年前，老师读到过一篇介绍阿姆斯特朗的文章，里面有一个用法，至今印象深刻：

However, everything changed dramatically and drastically in October of 1996, shortly after his 25th birthday. (dramatically 和drastically在此含义近似，方向一致;叠加使用表示强调，这在英文中是一种修辞手法，叫押头韵——首字母发音相同，词性相同的两个词连用，一般表示强调)

2.or也有这样的用法，但是相对的，or更加接近“含义近似”:

The water in the irrigation c*s is still or very slow-moving and thus cannot carry sediment, Stanley explains. (still和 slow-moving含义近似)

Even more impressively, DNA *ysis of the fungi suggests that the ants improve or modify the fungi by regularly swapping and sharing strains with neighbouring ant colonies. (improve和modify含义近似)

The sense of *ell, or olfaction, is powerful. (The sense of *ell和olfaction含义近似)

3.另外一些表达并列关系的词或短语，当前后在说两件并列的事时，也会用不同的词来表达近似的含义：

Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs.

此处apart from体现前后两件事为并列关系(Apart from A, B …意思是“除了A, B还怎么怎么样”，用法类似于in addition to)，engender和emergence虽然词性不同，但是含义接近。

大家应该可以看得出来，当并列关系词出现的时候，我们经常可以用这种用法来进行猜词，如果我们认识其中一个单词，那么可以依靠这个单词猜测另外一个单词的类别或者方向性。雅思阅读很多时候并不要求我们了解每一个单词的含义，我们只要大概知道近似含义或作者想表达的方向性、保证阅读能够顺利进行下去即可。

今天我们主要看了并列关系词在阅读中“猜词”这样一个作用，下一次我们会讲解并列关系词在长难句中的作用。

(注：以上所有例句，除介绍“阿姆斯特朗”那句，皆出自《剑桥雅思真题》)

以上，就是雅思无忧小编给大家带来的8月1日雅思阅读考试真题答案（1月4日雅思阅读考试真题答案）全部内容，希望对大家有所帮助！

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