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雅思阅读14类题型解题技巧之完成句子

时间：2023年11月14日

来源：day899

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今天小编在这给大家整理了雅思阅读14类题型解题技巧之完成句子，本文共5篇，我们一起来阅读吧!本文原稿由网友“day899”提供。

篇1：雅思阅读14类题型解题技巧之完成句子

雅思阅读14类题型解题技巧--Sentence completion(完成句子)

Sentence completion(完成句子)

1. 题型要求

每个题目都是一个陈述句，但留有一个或两个空格，要求根据原文填空。目前考试中，绝大部分都是一个空格，而且在句子的结尾。

例如：The international community has begun to demand——

绝大部分的题目要求中有字数限制，一般有如下几种表达方式：(1) NO MORE THAN TWO/THREE/FOUR WORDS (不超过2/3/4个字);(2)ONE OR TWO WORDS (一个或两个字);(3)USE A MAXIMUM OF TWO WORDS(最多两个字)。有字数限制的，一定要严格按照要求去做，必须满足要求。

少部分的题目要求中没有字数限制，这时，请注意，答案字数也不会很长，一般不会超过四个字。

考试中，A类一般是每次必考，考一组，共三题左右。G类一般是两次考一次，考一组，共三题左右。

2. 解题步骤

(1) 找出题目中的关键词，最好先定位到原文中的一个段落。

将题目中的关键词与原文各段落的小标题或每段话的第一句相对照。有些题目能先定位到原文中的一个段落，这必将大大加快解题速度，并提高准确率。但也并非每个题目都能先定位到原文中的一个段落的。

(2) 从头到尾快速阅读该段落，根据题目中的其它关键词确定正确答案。

确定一个段落后，答案在该段落中的具体位置是未知的。所以，需要从头到尾仔细阅读该段落，找出题目中的关键词的对应词。仔细阅读对应词所在句子，确定正确答案。

(3) 要注意顺序性，即题目的顺序和原文的顺序基本一致。

NOTICE

1. 所填答案必须符合语法。同样有语法要求的题型是摘要填空(SUMMARY)，而短问答则不太要求语法。

2. 绝大部分的答案来自原文原词。大部分的答案来自原文原词，而且是原文中连续的几个词。

3. 答案字数不会很长。

绝大部分的题目要求中有字数限制，这时必须满足要求。即使题目要求中没有字数限制，答案字数也不会很长，一般不会超过四个字。如果发现找到的答案字数很多，应首先怀疑自己找错答案的位置。

原文：In addition to basic residence fees, most universities make minor additional charges for items such as registration fees,damage deposits,and power charges.

题目：As well as the basic college residence fees, additional charges and usually made, but are describes as......

有的同学可能会答registration fees, damage deposits,and power charges.因为字数太多，所以应首先怀疑是错误的。正确答案应为Minor。即附加费用被描述为是少量的、微不足道的。

4. 答案绝大部分是名词短语。所填答案绝大部分是名词短语，对应原文相应句子的宾语。也有少数题目的答案是形容词短语或副词短语。

5. 要特别注意顺序性。

由于这种题型定位比较难，所以要特别注意顺序性的运用。一道题若找了很长时间、很多段落也没有找到答案，可能是因为题目中的关键词和原文中的相应词对应不明显，答案位置已经过去。可以先做下一道题。

这种题型比较难，所以通常出现为一篇文章的第二种或第三种题型。它与前面的题型也构成顺序性，即这种题型第一题的答案位置绝大部分应在前一种题型的最后一题的答案位置之后。

雅思阅读机经真题解析-儿童数学教育

It has been pointed out that learning mathematics and science is not so much learning facts as learning ways of thinking. It has also been emphasized that in order to learn science, people often have to change the way they think in ordinary situations. For example, in order to understand even simple concepts such as heat and temperature, ways of thinking of temperature as a measure of heat must be abandoned and a distinction between 'temperature' and 'heat' must be learned. These changes in ways of thinking are often referred to as conceptual changes. But how do conceptual changes happen? How do young people change their ways of thinking as they develop and as they learn in school?

Traditional instruction based on telling students how modem scientists think does not seem to be very successful. Students may learn the definitions, the formulae, the terminology, and yet still maintain their previous conceptions. This difficulty has been illustrated many times, for example, when instructed students are interviewed about heat and temperature. It is often identified by teachers as a difficulty in applying the concepts learned in the classroom; students may be able to repeat a formula but fail to use the concept represented by the formula when they explain observed events.

The psychologist Piaget suggested an interesting hypothesis relating to the process of cognitive change in children. Cognitive change was expected to result from the pupils' own intellectual activity. When confronted with a result that challenges their thinking—that is, when faced with conflict—pupils realize that they need to think again about their own ways of solving problems, regardless of whether the problem is one in mathematics or in science. He hypothesized that conflict brings about disequilibrium, and then triggers equilibration processes that ultimately produce cognitive change. For this reason, according to Piaget and his colleagues, in order for pupils to progress in their thinking they need to be actively engaged in solving problems that will challenge their current mode of reasoning. However, Piaget also pointed out that young children do not always discard their ideas in the face of contradictory evidence. They may actually discard the evidence and keep their theory.

Piaget's hypothesis about how cognitive change occurs was later translated into an educational approach which is now termed 'discovery learning'. Discovery learning initially took what is now considered the: 'lone learner' route. The role of the teacher was to select situations that challenged the pupils' reasoning; and the pupils' peers had no real role in this process. However, it was subsequently proposed that interpersonal conflict, especially with peers, might play an important role in promoting cognitive change. This hypothesis, originally advanced by Perret-Clermont and Doise and Mugny, has been investigated in many recent studies of science teaching and learning.

Christine Howe and her colleagues, for example, have compared children's progress in understanding several types of science concepts when they are given the opportunity to observe relevant events. In one study, Howe compared the progress of 8 to 12-year-old children in understanding what influences motion down a slope. In order to ascertain the role of conflict in group work, they created two kinds of groups according to a pre-test: one in which the children had dissimilar views, and a second in which the children had similar views. They found support for the idea that children in the groups with dissimilar views progressed more after their training sessions than those who had been placed in groups with similar views. However, they found no evidence to support the idea that the children worked out their new conceptions during their group discussions, because progress was not actually observed in a post-test immediately after the sessions of group work, but rather in a second test given around four weeks after the group work.

In another study, Howe set out to investigate whether the progress obtained through pair work could be a function of the exchange of ideas. They investigated the progress made by 12-15-year-old pupils in understanding the path of falling objects, a topic that usually involves conceptual difficulties. In order to create pairs of pupils with varying levels of dissimilarity in their initial conceptions, the pupils' predictions and explanations of the path of falling objects were assessed before they were engaged in pair work. The work sessions involved solving computer-presented problems, again about predicting and explaining the paths of falling objects. A post-test, given to individuals, assessed the progress made by pupils in their conceptions of what influenced the path of falling objects.

Questions 28-30

Choose THREE letters, A-F.

The list below contains some possible statements about learning

Which THREE of these statements are attributed to Piaget by the writer of the passage?

A Teachers play a big role in learning by explaining difficult concepts.

B Mental challenge is a stimulus to learning.

C Teaching should be consistent in order to easily acquire knowledge.

D Children sometimes ignore evidence that conflicts with their original believes.

E Children can help each other make cognitive progress.

F Cognitive progress is mainly relied on children's own intellectual activity.

Questions 31-33

Choose THREE letters, A-F.

Which THREE of these statements describe Howe's experiment with 8-12-year-olds children?

A The difference of learning progress between groups was obvious.

B The most active children made the least progress.

C The children were evaluated on their abilities to understand a physics phenomenon.

D The teacher aided the children to understand a scientific problem.

E A total of three tests were given to the children.

F All the children were working in mixed-ability groups.

Questions 34-37

Do the following statements agree with the hypothesis of the psychologist Piaget?

In boxes 34-37 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

34 facing incompatible problems in different disciplines, students may be required to rethink their approach to solve the problem

35 Pupils learn new solutions by keep questioning their original ways of thinking.

36 With clear instructions, students could acquire new concepts with few problems.

37 Young children are less likely to change their concepts in problems of science than in mathematics.

Questions 38-40

Choose the correct letter. A, B, C or D.

Write the correct letter in boxes 38-40 on your answer sheet.

38 The Tone learner' route is an educational approach which

A is the main approach for discovery learning in many teaching now

B requires help from the pupils' peers.

C relies on how the teacher guides the students heavily.

D missed an important part for discovery learning.

39 it can be inferred from the passage as experiment in paragraph E

A that children acquire more when learning in groups.

B That children opposing each other would learn slower.

C Researches should check feedback right after the first test.

D There can be a satisfying result thanks to the duration of it.

40 Howe set out the pair work experiment in order to

A study how 12-15-years old pupils learn scientific concepts.

B assess whether teammates would have the features of exchange ideas.

C investigate pupils the ability of solving physics problems.

D predict and explain the path of falling objects.

文章题目：

Children’s acquiring the principles of mathematics and science

篇章结构

体裁

议论文

题目

儿童对于数学与科学原则的习得

结构

（一句话概括每段大意）

A段：儿童思维方式（认知）转变

B段：传统教学难以促进儿童的转变

C段：皮亚杰认为智力活动会导致认知改变

D段：皮亚杰的理论发展成“发现式学习”

E段：实验表明不同意见组比相同意见组进步多

F段：实验两人合作交换意见是否有助于取得进步

试题分析：

题目类型：

题号

定位词

文中对应点

题目解析

28-30

Piaget

段落C

A选项：教师通过解释难的概念在学习中扮演重要角色。原文没提到。

B选项：智力挑战促进学习。段落C倒数第三句。

C选项：为了容易获得知识，教学必须一致。原文没提到。

D 选项：儿童有时会忽略与其原始理念违背的证据。段落C倒数两句。

E选项：儿童可以相互帮助达成认知进步。原文没提到

F选项：认知进步主要依赖于儿童自我的智力活动。段落C第二句。

31-33

Howe 8-12

段落E

A选项：两组学习进步的差别很明显。E段落倒数第二句。

B选项：最积极的学生进步最少。原文没提到

C选项：儿童被评估理解物理现象的能力。E段第二句理解斜坡上的移动。

D选项：教师辅助学生理解科学问题。有问题，原文没提到。

E选项：总共三个测试给到学生。原文没提到

F选项：所有的儿童在有各种能力层次的组中学习。原文没提到

Facing problem

段落C第三句

面对不同原则下的不同问题，学生可能要重新考虑解决问题的方法。对应段落C第三句，当面临挑战他们想法的结果，即面对冲突时，学生必须意识到他们需要重新思考解决问题的方法。因此答案为true.

Questioning original way

段落C第三句

学生通过质疑原始的思维方式习得新的解决方案。同上。因此答案为true.

Clear instruction

有着清晰的指导，学生在习得新概念时问题更少。有问题，原文没提到，答案应该是not given.

Challenge concepts

段落C第三句

相比数学，学生在面对科学问题的时候更不可能改变其观念。regardless of whether…science,不管是数学还是科学，所以比较错误。答案应该是false.

Lone learner

段落D第二句

第二句开始介绍lone learner. 讲到发现式学习最初采用现在被认为是“单独学习者”的方法。在这种情况下，老师在没有学生同伴时，挑战学生的理解。

A选项：是现在许多发现式教学的主要方法。没有大的问题，故比较下来选A。

B选项：需要来自于同伴的帮助。矛盾，故不选。

C选项：十分依赖于老师指导学生的程度。没提到，故不选。

D选项：遗漏了发现式学习很重要的一步。矛盾，故不选。

段落E中实验

段落E

段落E讲了比较两组学生的进步情况，一组为争议大，一组为无争议，得出争议大的组进步大这一结论。但是因为并没有在实验后马上检验，没有证据支持。

A选项：组团学习的儿童获得更多知识。两组都有组团，故不选。

B选项：相互反对的儿童学得更慢。矛盾，故不选。

C选项：研究者应该在第一次实验结束后马上检测反馈。对

D选项：由于实验的持续性，应该有一个满意的结果产生。没提到，故不选。

Pair work experiment

段落F第一句

通过研究12-15岁学生理解物体降落的进步，调查通过通过交换意见是否有助于取得进步。实验前，先做了评估，再去检测进步。

A选项：研究12-15岁学生学习科学概念。研究内容而不是目的，故不选。

B选项：研究队员是否有交换想法的特点。

C选项：研究学生解决物理问题的能力。研究内容而不是目的，故不选。

D选项：预测和解释下降物体的途径。研究内容而不是目的，故不选。

参考译文：

(儿童)数学与科学的学习原理

已经有研究指出，学习数学和科学不像学习思考一样那么直观：也有人强调，学习科学知识的时候，人们往往不得不改变他们在普通的情况下的思维方式。(1题)例如，为了理解如热量和温度这样简单的科学概念，温度作为热量的衡量单位的思維方式必须被抛弃，‘温度’和‘热’之间的区别也必须学习。这些思维方式的变化通常被称为概念上的变化。但概念上的变化是怎么发生的呢?在青年人发展脑部和在校学习的时候，他们是如何改变思考方式的呢?

以传统的教学方法告诉学生现代科学家的思考方式似乎并不很成功。(2题)学生可以学习定义、公式和术语，但仍然维持其先前的概念。这个困境已经被说明很多次。例如，当被告知关于热能和温度后的学生受访时，教师往往发现同学在课堂上应用科学概念是会出现困难的。(10题)学生可以重复使用公式，但他们在使用公式背后的概念来解释观察到的现象时就不是很成功。

心理学家Piaget提出了一个在儿童认知转变的过程中的有趣的假设。认知转变被认为是自身智力行为的结果。当学生面临着一个挑战自己的想法的结果时，也就是说发生思想冲突的时候。不论这个是数学还是科学上的问题，学生就会发现他们需要重新思考他们解决问题的方法。(35题)他假设，冲突带来了不平衡，并触发了一个平衡过程，这也最终产生了认知转变。(3题)出于这个原因,Piaget和他的同事们认为学生为了让他们的思想进步，他们需要积极参与解决问题，挑战他们目前的推理模式。(9题)然而，Piaget还指出，在面对矛盾的证据时，年轻的孩子并不容易放弃自己的想法。实际上，他们还可能会放弃证据，并保持他们本来的理论。

Piaget的对于认知转变的假说后来被转化成现在被称为“发现学习”的教育方法。最初“发现学习”走了一条现在被称为“孤独学习”的道路。(4题)教师负责设定情况以挑战学生的推理能力，而其他同学是没有任何实质的角色的。然而，很多人随后提出人与人之间的冲击，尤其是同龄的人，可以对认知转变发挥到重要的作用。(39题)这一假说由Perret-Clermont(1980)和Doise与Mugny(1984)作了进一步研究，而这假说也被很多目前的科学教育所采用。

Christine Howe 和她的同事给予了小孩观察一些关于几个科学概念的事件时，对比了小孩们的认知进度。其中一个研究中，Howe在一群8到12岁的儿童理解什么因素影响山坡运动的进度时进行了对比。(5题)为了确定小组内会存在冲击,他们根据预测把小孩分成了两组：其中一组的孩子有不同的意见，另一组则抱有差不多的观点。Howe发现了支持他们观点的证据。(6题)组中儿童的不同看法使他们的培训课程比那个看法相似的组别更有效果。然而，Howe未能发现任何证据来支持孩子们是在课堂辩论中学到新的概念，这是因为后来的测试未有在第一时间进行，而是在小组讨论后的四个星期。(40题)

在另一项研究中,Howe着手调查两个人一起学习是否能够借交换意见来推进学习进度。(7题)他们调查了 12-15岁的学生在理解物体坠落的路径的过程。这个主题在概念上很容易出现认知困难，为了把学生分成一对一对在概念的程度上相异，Howe在学生分组前为学生的预测和解释物体坠落的路径进行了评估。学生的学习课程中需要解答在电脑上展示的难题，这也一样需要预测和解释物体坠落的路径。最后，学生会单独进行一个课后测试，评估他们对于什么影响到物体坠落的路径的概念上的进展。

参考答案：

Version 17104 主题儿童数学教育

True

False

Not Given

篇2：雅思阅读14类题型解题技巧之简答题

雅思阅读14类题型解题技巧--Short Answer Questions (简答题)

Short Answer Questions (简答题)

1. 题型要求：每个题目都是一个特殊问句，要求根据原文作出回答。

绝大部分的题目要求有字数限制，一般有如下几种表达方式：

(1) NO MORE THAN TWO/THREE/FOUR WORDS(不超过2/3/4个字);

(1) ONE OR TWO WORDS(一个或两个字);

(1) Use a maximum of TWO words(最多两个字)。

有字数限制的，一定要严格按照题目要求去做。少部分的题目要求中没有字数限制，这时，请注意，答案字数也不会很长，一般不会超过四个字。

总之，这种题型的答案都是词或短语，很少是句子，所以又叫“短问答”。

考试中，A类和G类一般都是每次必考，考一组，共三题左右。

2. 解题步骤

(1) 找出题目中的关键词，最好先定位到原文中的一个段落。题目中如果包含年代、人名、地名、数字，这些词肯定是关键词，因为原文中不会对这些词做改变，而且这些词特别好找，所以依据这些词在原文中确定答案比较快。

(2) 从头到尾快速阅读该段落，根据题目中的其他关键词，确定正确答案。

(3) 答案要对应题目中的特殊疑问词。绝大部分的答案是名词或名词短语，也有少部分是动词或形容词短语。详件下文：

特殊疑问词：when, where, what, who

答案词性：名词(时间，地点，人或单位等)

答案例子：8:00am, classroom, calcium deposit, Australian taxpayer

注意事项：不需要时间名词前面的介词及冠词，钟点后面要有am或pm。

特殊疑问词：how many, what proportion, what is the cost

答案词性：数词(比例，钱币等)

答案例子：6, 20-30%, $25million

注意事项：最好写阿拉伯数字。

特殊疑问词：what do

答案词性：动词

答案例子：evacuate the building

特殊疑问词：what happen

答案词性：短的句子

答案例子：The license may be cancelled.

特殊疑问词：how

答案词性：介词短语

答案例子：by bike

(4) 要注意顺序性，即题目的顺序与原文的顺序基本一致。第一题的答案应在文章的前部，第二题的答案应在第一题的答案之后。这个规律也有助于同学确定答案的位置。

NOTICE

1. 所有的答案都不用大写，专有名词除外。

一句话的第一个字母需要大写，我们的答案大部分都是词或短语，都不是一句话，所以不用大写。但答案中的专有名词，如人名和地名需要大写。例如：Australian taxpayer，不能答为：australian taxpayer。

2. 绝大部分的答案来自原文原词，极少一部分需要自己写答案。

大部分的答案来自原文原词，而且是原文中连续的几个词。只有极少一部分需要自己写答案。所以，在考试中，如果发现有很多都需要自己写答案，应首先怀疑自己找错答案的位置。需要自己写答案的例子：

原文：… if your iron produces droplets of water instead of giving off steam, your temperature control is set too low.

题目：What should you do if our iron starts to drip water?

答案及解释：原文说：如果你的熨斗产生水滴而不是放出水蒸气，是以为你把温度设置的过低。题目问：如果你的熨斗开始滴水，你应该做什么?答案应该是升高温度的意思，但原文中并没有相应的原词，需要自己写出来。最好的答案是根据your temperature control is set too low改为set temperature high/higher。同样正确的答案为:increase the temperature或turn up temperature。

3.答案涉及数字的，最好写阿拉伯数字，以免发生拼写错误。

题目问how many/how much/what proportion时，答案一般是数词，这时最好写阿拉伯数字，这样一来最保险，不用拼写成英文。

4. 答案涉及数字的，一般要有简单的四则运算。

题目问how many/how much/what proportion/what is the cost时，答案一般不会直接是原文中出现的数字，而要涉及到简单的四则运算，通常是加减法。

原文：All major cities there have high car ownership, but well developed bus and rail systems are available, and overall public

transport typically accounts for between 20 and 30 percent of passenger-kilometers.

题目：What proportion of passenger kilometer is undertaken by private automobile in Western Europe.

答案及解释：很多同学误答20-30%。原文说：公共交通占20-30%。题目问：私人小轿车所占的比例。答案应为：70-80%。

5. 答案涉及钱币的，在数字前一定要有货币符号，在数字后可能会有单位。

原文：There may have been some consolation in the fact that the bid came in $1 million below the revised budget and $5 million below

the original budget of $29 million formulated in mid-1991.

题目：What was the cost of the revised budget for the Sydney bid?

答案及解释：根据注意事项4，会有简单的四则运算，此题应该是考过的题目中运算最复杂的。费用比修改后的预算少1 million，比最初的预算少5 million，最初的预算是29 million，所以，修改后的预算应为$25 million。注意，这三个词，25、$25、25 million都是错误的答案。

6.找到答案后，要向后看一、两句，看有无重大的改变。

原文中常用转折词修改前面说过的话或作补充。因此，对有些陷阱性题目，找到答案后，要向后看一、两句，看有没有转折词。一般只向后看一、两句即可，不用看得太远。

原文：You iron is designed to function using tap water. However, it will last longer if you use distilled water.

题目：What sort of water are you advised to use?

答案及解释：题目问：建议你使用什么样的水?有的同学从原文的第一句中的出答案：tap water(自来水)，但原文中马上就有一个转折词however，正确答案为：distilled water(蒸馏水)。

7. 满足字数限制的方法。

大多数简单题有字数的限制，找到答案后，如果答案超过了字数要求，就需要去掉一些词。基本原则是：保留核心词，去掉修饰词。可依此去掉：

(1) 冠词：a /an /the

(2) 副词：副词用来修饰动词，保留动词，去掉副词。

(3) 形容词或分词：常用来修饰名词，保留名词，去掉形容词或分词。

(4) 如果有必要，将A of B改为BA：这里A和B都是名词，如type of fabric，可改为fabric type，省掉一个字。

大家注意，在去掉多余的字的时候，不要去得太厉害。在满足字数要求的前提下，应尽可能多保留一些原文中的词句。有时去得太厉害，会造成错误。例如正确答案为：Australian taxpayer，如果答成taxpayer，是不对的。

原文：… the amount of steam being given off depending upon the type of fabric being ironed.

题目：What factor makes you decide on the quantity of steam to use?

答案及解释：如果没有字数限制，可以答为：the type of fabric或the type of fabric being ironed。现在，字数限制为NO MORE THAN THREE WORDS，答案应先去掉冠词the，再去掉分词短语being ironed，正确答案为type of fabric。

雅思阅读机经真题解析-Wealth in a cold climate

Dr William Masters was reading a book about mosquitoes when inspiration struck. “There was this anecdote about the great yellow fever epidemic that hit Philadelphia in 1793,” Masters recalls. “This epidemic decimated the city until the first frost came.” The inclement weather froze out the insects, allowing Philadephia to recover.

If weather could be the key to a city's fortunes. Masters thought, then why not to the historical fortunes of nations? And could frost lie at the heart of one of the most enduring economic mysteries of all - why are almost all the wealthy, industrialised nations to be found at latitudes above 40 degrees? After two years of research, he thinks that he has found a piece of the puzzle. Masters, an agricultural economist from Purdue University in Indiana, and Margaret McMillan at Tufts University, Boston, show that annual frosts are among the factors that distinguish rich nations from poor ones. Their study is published this month in the Journal of Economic Growth. The pair speculates that cold snaps have two main benefits — they freeze pests that would otherwise destroy crops, and also freeze organisms, such as mosquitoes, that carry disease. The result is agricultural abundance and a big workforce.

The academics took two sets of information. The first was average income for countries, the second climate data from the University of East Anglia. They found a curious tally between the sets. Countries having five or more frosty days a month are uniformly rich; those with fewer than five are impoverished. The authors speculate that the five-day figure is important; it could be the minimum time needed to kill pests in the soil. Masters says: “For example, Finland is a small country that is growing quickly, but Bolivia is a small country that isn't growing at all. Perhaps climate has something to do with that.” In fact, limited frosts bring huge benefits to farmers. The chills kill insects or render them inactive; cold weather slows the break-up of plant and animal material in the soil, allowing it to become richer; and frosts ensure a build-up of moisture in the ground for spring, reducing dependence on seasonal rains. There are exceptions to the “cold equals rich” argument. There are well-heeled tropical countries such as Hong Kong and Singapore (both city-states, Masters notes), a result of their superior trading positions. Likewise, not all European countries are moneyed — in the former communist colonies, economic potential was crushed by politics.

Masters stresses that climate will never be the overriding factor — the wealth of nations is too complicated to be attributable to just one factor. Climate, he feels, somehow combines with other factors - such as the presence of institutions, including governments, and access to trading routes - to determine whether a country will do well. Traditionally, Masters says, economists thought that institutions had the biggest effect on the economy, because they brought order to a country in the form of, for example, laws and property rights. With order, so the thinking went, came affluence. “But there are some problems that even countries with institutions have not been able to get around,” he says. “My feeling is that, as countries get richer, they get better institutions. And the accumulation of wealth and improvement in governing institutions are both helped by a favourable environment, including climate.”

This does not mean, he insists, that tropical countries are beyond economic help and destined to remain penniless. Instead, richer countries should change the way in which foreign aid is given. Instead of aid being geared towards improving governance, it should be spent on technology to improve agriculture and to combat disease. Masters cites one example: “There are regions in India that have been provided with irrigation - agricultural productivity has gone up and there has been an improvement in health.” Supplying vaccines against tropical diseases and developing crop varieties that can grow in the tropics would break the poverty cycle.

Other minds have applied themselves to the split between poor and rich nations, citing anthropological, climatic and zoological reasons for why temperate nations are the most affluent. In 350BC, Aristotle observed that “those who live in a cold climate ... are full of spirit”. Jared Diamond, from the University of California at Los Angeles, pointed out in his book Guns, Genus and Steel that Eurasia is broadly aligned east-west, while Africa and the Americas are aligned north-south. So, in Europe, crops can spread quickly across latitudes because climates are similar. One of the first domesticated crops, einkorn wheat, spread quickly from the Middle East into Europe; it took twice as long for corn to spread from Mexico to what is now the eastern United States. This easy movement along similar latitudes in Eurasia would also have meant a faster dissemination of other technologies such as the wheel and writing, Diamond speculates. The region also boasted domesticated livestock, which could provide meat, wool and motive power in the fields. Blessed with such natural advantages, Eurasia was bound to take off economically.

John Gallup and Jeffrey Sachs, two US economists, have also pointed out striking correlations between the geographical location of countries and their wealth. They note that tropical countries between 23.45 degrees north and south of the equator are nearly all poor. In an article for the Harvard International Review, they concluded that “development surely seems to favour the temperate-zone economies, especially those in the northern hemisphere, and those that have managed to avoid both socialism and the ravages of war“. But Masters cautions against geographical determinism, the idea that tropical countries are beyond hope: ”Human health and agriculture can be made better through scientific and technological research,“ he says, ”so we shouldn't be writing off these countries. Take Singapore: without air conditioning, it wouldn't be rich.“

Questions 14-20

The reading passage has seven paragraphs, A-G

Choose the correct heading for paragraphs A-G from the list below.

Write the correct number, i-xi, in boxes 14-20 on your answer sheet.

List of Headings

i. The positive correlation between climate and country

ii. The wealth influenced by other factors besides climate

iii. The inspiration from reading a book

iv. Other researcher results still do not rule out exceptional cases.

v. Eruasia has different attributes with Africa

vi. Low temperature may benefit people and crop

vii. The traditional view reflecting the importance of institution.

viii. The best result to use aid which makes a difference

ix. The spread of crop in European and other courtiers

x. confusions and exceptional cases such as Singapore

14. Paragraph A

15. Paragraph B

16. Paragraph C

17. Paragraph D

18. Paragraph E

19. Paragraph F

20. Paragraph G

Questions 21-26

Summary

Complete the following summary of the paragraphs of Reading Passage, using no more than two words from the Reading Passage for each answer. Write your answers in boxes 21-26 on your answer sheet.

Dr William Master read a book saying that a (an) 21 which struck an American city of Philadelphia hundreds years ago, had been terminated by a cold frost. And academics found that there is a positive contribution of a certain period of cold days to economic success as in the small country of 22 ;Yet besides excellent surroundings and climate, one country need to improve both their economy and 23 to achieve long prosperity.

Thanks to resembling weather condition across latitude, the whole continent of 24 enjoys faster spread of its uniformity in many economic factors. Also the crop such as 25 is bound to spread faster than those countries aligned from South America to the North. William Master finally pointed out though geographical factors are important but tropical country such as 26 still become rich due to scientific advancement.

文章题目：Wealth in a cold climate

篇章结构

体裁

议论文

题目

寒冷气候里的财富

结构

（一句话概括每段大意）

A．一本书所启发的灵感

B．寒流可能会给人类和作物带来好处

C．国家收入和气候之间的关系

D．除了气候，其他因素也会影响财富

E．改变援助的方式

F．欧洲和其他一些国家的作物推广

G．其他研究者对于财富和气候之间联系的理论存疑

试题分析

Question 14-20

题目类型：List of heading

Question 21-26

题目类型：Summary

题号

定位词

文中对应点

题目解析

Inspiration，

Reading book

第一句话

A段第一句话已经表明威廉博士在读一本关于蚊子的书时突然有了灵感，“Dr William Masters was reading a book about mosquitoes when inspiration struck.”所以选择iii

Low temperature, benefit

倒数第二句

“The pair speculates that cold snaps have two main benefits…”第二段【B段】此句之前都是在提出问题，在倒数第二句话真正给出了理由和结论，且cold snaps对应low temperature，所以选择vi

Correlation，climate, country

第一、二、三句

第三段【C段】第一句话总起该段内容，说明有两层相关的信息需要交代，第二句就第一句所给的“two sets”进行解释，”the first was average income for countries, the second climate…”第三句说明研究者发现两者之间有联系“curious tally”，所以选i

Wealth influenced,

Other factors, beside climate

第一、二句

第四段【D段】首句就提出气候不是一个最主要的因素，never be the overriding factor对应所选答案中的“beside climate”，第二句话中给出了other factors，所以选ii

Use aid, make a difference

第二、三句

第二句第一个单词Instead表示转折，一些经济发达的国家改变国外援助的方法；第三句中给到了改变方式以后的结果，improving governance，improve agriculture, combat disease,所以选viii

Spread，European and other countries

第三、四句话

第三句提到了欧亚大陆的地理情况，第四句话首字So表示小结，下结论，“So, in Europe, crops can spread quickly across latitudes because climates are similar”所以选ix

Other researchers，not rule out

第四句话

第四句，but表示转折，表明Masters和之前学者的观点不同，且该句中提到“Masters cautions against geographical determinism…”,并且给出了理由，所以选iv

a/an, Philadelphia

第一段第一、二句话

第一段第一句话给出了背景，威廉博士读了一本书，第二句引号中的内容就是对书中的回忆，a/an之后可以确定所填应是一个名词，空格之后的which引导的是一个定语从句，对空格所填写的内容进行修饰，且在从句中出现了Philadelphia双重定位，所以填写yellow fever epidemic

Economic success，Small country

第三段第六句

of 之后同样可以确定所填词性应为名词，第六句中，Masters在for example 中提到“Finland is a small country that is growing quickly”, growing quickly 对应economic success，所以填Finland

Yet,

Beside，improve both economy and

第四段一、二句话

首先从填空的词性判断，and前后表并列，理应填写名词。其次，填空中，该句的第一个单词是Yet,表转折，且有beside…这样的内容，所以可以判断答案应该的第四段，首句就提出气候不是一个最主要的因素，never be the overriding factor对应所选答案中的“beside climate”，第二句话中给出了combines with other factors，对应both…and，所以应该填写government/governing institutions

Latitude，faster spread

第六段第三、四句

首先从所填内容的词性来看依然是名词，其次，空格之前出现了latitude这个定位词，所以可以确定出现的内容应该在第六段【F段】的第三句，且空格后又出现了faster spread，所以定位到第六段的第四句话， “So, in Europe, crops can spread quickly across latitudes because climates are similar.” 根据of 之前的whole continent判断，所以所填答案应该是Eurasia

Also, faster，south America

第六段第五句

填空中，also一词表示内容上的递进，从south America可以定位到第六段第五句“Mexico”与之相对应，第五句的前半句有提到Einkorn wheat很快的从中东进入欧洲，所以应该填写Einkorn wheat

Finally，tropical country

第七段最后两句

填空中的finally一词可以定位到文章最后一段，且是Masters所给出的观点，所以直接看到文章的最后两句话，根据填空所提示这里需要填写一个tropical country，且最后一句用新加坡举例，for example对应such as, 所以应该填Singapore

参考范文：

篇3：雅思阅读14类题型解题技巧之是非题

雅思阅读14类题型解题技巧--Ture/False/Not given(是非题)

Ture/False/Not given(是非题)

1. 题型要求

题目是若干个陈述句，要求根据原文所给的信息，判断每个陈述句是对(Ture)、错(False)、还是未提及(Not Given)。

这种题型的难度在于，在对和错之外还有第三种状态：未提及。很多同学难以区分“错”和“未提及”。

实际上，这种题型本身有一定的缺陷，即不严密。有些题目很难自圆其说，比如6道题中，可能会有1-2题英语老师也解释不清，在实际考试中，他们也可能将它们做错。但大多数题目还是有规律可循的，同学们应认真阅读下面讲的方法和规律，争取做对大多数的题目。

这种题型，A类考试每次考1-2组，共5-10题左右。G类考试一般考3组，20题左右，最多的一次超过30题。所以，G类考生更应重视此种题型。

2. 解题步骤

STEP 1：定位，找出题目在原文中的出处。

(1)找出题目中的关键词，最好先定位到原文中的一个段落。

(2)从头到尾快速阅读该段落，根据题目中的其它关键词，在原文中找出与题目相关的一句或几句话。

(3)仔细阅读这一句话或几句话，根据第二大步中的原则和规律，确定正确答案。

(4)要注意顺序性，即题目的顺序和原文的顺序基本一致。第一题的答案应在文章的前部，第二题的答案应在第一题的答案之后。这个规律也有助于大家确定答案的位置。

STEP 2：判断，根据下列原则和规律，确定正确答案。

1. True

第一种情况：题目是原文的同义表达。通常用同义词或同义结构。

例 1：原文：Few are more than five years old.

译文：很少有超过五年的。

题目：Most are less than five years old.

译文：大多数都小于五年。

解释：题目与原文是同义结构，所以答案应为True。

第二种情况：题目是根据原文中的几句话做出推断或归纳。不推断不行，但有时有些同学会走入另一个极端，即自行推理或过度推理。

例 1：原文：Compare our admission inclusive fare and see how much you save. Cheapest is not the best and value for

money is guaranteed. If you compare our bargain Daybreak fares, beware--------most of our competitors

do not offer an all inclusive fare.

译文：比较我们包含的费用会看到你省了很多钱。最便宜的不是最好的。如果你比较我们的价格，会发现绝大多数的竞争对手不提供一揽子费用。

题目：Daybreak fares are more expensive than most of their competitors.

译文：Daybreak的费用比绝大多数的竞争对手都昂贵。

解释：虽然文章没有直接提到的费用比绝大多数的竞争对手都昂贵。但从原文几句话中可以推断出Daybreak和绝大多数的竞争对手相比，收费更高，但服务的项目要更全。与题目的意思一致，所以答案应为True。

2. False

第一种情况：题目与原文直接相反。通常用反义词、not加同义词及反义结构。

例 1：原文：A species becomes extinct when the last individual dies.

译文：最后一个个体死亡时，一个物种就灭亡了。

题目：A species is said to be extinct when only one individual exists.

译文：当只有一个个体存活时，一个物种就被说是灭亡了。

解释：可以看出题目与原文是反义结构。原文说一个物种死光光，才叫灭绝，而题目说还有一个个体存活，就叫灭绝，题目与原文直接相反，以答案应为False。

第二种情况：原文是多个条件并列，题目是其中一个条件(出现must或only);反之，原文是两个或多个情形(通常是两种情形)都可以，常有both…and、and、or及also等词，题目是“必须”或“只有”其中一个情况，常有must及only等词。

例 1：原文：Booking in advance is strongly recommended as all Daybreak tours are subject to demand. Subject to

availability, stand by tickets can be purchased from the driver.

译文：提前预定是强烈建议的，因为所有的Daybreak旅行都是由需求决定的。如果还有票的话，可直接向司机购买。

题目：Tickets must be bought in advance from an authorized Daybreak agent.

译文：票必须提前从一个认证的代理处购买。

解释：原文是提前预定、直接向司机购买都可以，是多个条件的并列。题目是必须提前预定，是必须其中一个情况。所以答案应为False。

第三种情况：原文为人们对与于某样事物的理论或感觉，题目则强调是客观事实或已被证明。原文强调是一种“理论”或“感觉”，常有feel等词。题目强调是一种“事实”，常有fact及prove等词。

例 1：原文：But generally winter sports were felt to be too specialized.

译文：但一般来说，冬季项目被感觉是很专门化的。

题目：The Antwerp Games proved that winter sports were too specialized.

译文：Antwerp运动会证明冬季项目是很专门化的。

解释：原文中有feel，强调是“感觉”。题目中有prove，强调是“事实”。所以答案应为False。

第四种情况：原文和题目中使用了表示不同范围、频率、可能性的词。原文中常用many(很多)、sometimes(有时)及unlikely(不太可能)等词。题目中常用all(全部)、usually(通常)、always(总是)、及impossible(完全不可能)等词。

例 1：原文：Without a qualification from a reputable school or university, it is unlikely to find a good job.

译文：不是毕业于著名学校的人不太可能找到一个好的工作。

题目：It is impossible to get a good job without a qualification from a respected institution.

译文：不是毕业于著名学校的人找到一个好的工作是完全不可能的。

解释：原文中有unlikely，强调是“不太可能”。题目中有impossible，强调是“完全不可能”。所以答案应为False。

第五种情况：原文中包含条件状语，题目中去掉条件成份。原文中包含条件状语，如if、unless或if not也可能是用介词短语表示条件状语如in,with,but for或exept for。题目中去掉了这些表示条件状语的成份。这时，答案应为False。

例文：The Internet has often been criticized by the media as a hazardous tool in the hands of young computer users.

译文：Internet通常被媒体指责为是年轻的计算机用户手中的危险工具。

题目：The media has often criticized the Internet because it is dangerous.

译文：媒体经常指责Internet ，因为它是危险的。

解释：原文中有表示条件状语的介词短语in the hands of young computer users, 题目将其去掉了。所以答案应为 False。

3.Not Given

第一种情况：题目中的某些内容在原文中没有提及。题目中的某些内容在原文中找不到依据。

第二种情况：题目中涉及的范围小于原文涉及的范围，也就是更具体。原文涉及一个较大范围的范筹，而题目是一个具体概念。也就是说，题目中涉及的范围比原文要小。

例1：原文：Tourists in Cyprus come mainly from Europe.

译文：到塞浦路斯旅游的游客主要来自欧洲。

题目：Tourists in Cyprus come mainly from the UK.

译文：到塞浦路斯旅游的游客主要来英国。

解释：题目中涉及的概念“UK”比原文中涉及的概念“Europe”要小。原文只说到塞浦路斯旅游的游客主要来自欧洲，有可能

主要来自英国，也可能主要来自欧洲的其他国家，文章中没给出进一步的信息。所以答案应为Not Given。

第三种情况：原文是某人的目标、目的、想法、愿望、保证、发誓等，题目是事实。原文中常用aim(目的)、purpose(目的)、promise(保证)、swear(发誓)及vow(发誓)等词。题目中用实意动词。

例1：原文：His aim was to bring together, once every four years, athletes from all countries on the friendly fields

of amateur sport.

译文：他的目的是把各国的运动员每四年一次聚集到友好的业余运动的赛场上。

题目：Only amateur athletes are allowed to compete in the modern Olympics.

译文：只有业余运动员被允许在现代奥运会中竞争。

解释：原文中用aim表示“目的”，题目中用实意动词表示“事实”。把各国的运动员聚集到友好的业余运动的赛场上，这只是

创建者的目的，实际情况怎样，文章中没说，所以答案应为Not Given。

第四种情况：题目中有比较级，原文中没有比较。

例1：原文：In Sydney, a vast array of ethnic and local restaurants can be found to suit all palates and pockets.

译文：在悉尼，有各种各样的餐馆。

题目：There is now a greater variety of restaurants to choose from in Sydney than in the past.

译文：现在有更多种类的餐馆可供选择。

解释：原文中提到了悉尼有各种各样的餐馆，但并没有与过去相比，所以答案应为Not Given。

NOTICE

1. 一定要依据原文，不能凭皆自己的知识。

原文是判断的唯一根据。所以，无论你对文章内容或背景多么熟悉，或者你的知识多么丰富，都不能凭借自己的知识来确定答案。即使题目中说“地球是正方形的”。如果文章中没说，你只能答Not Given，不能答False。

例1：原文：His aim was to bring together, once every four years, athletes from all countries on the friendly fields

of amateur sport.

译文：他的目的是把各国的运动员每四年一次聚集到友好的业余运动的赛场上。

题目：Only amateur athletes are allowed to compete in the modern Olympics.

译文：只有业余运动员被允许在现代奥运会中竞争。

解释：有的同学会认为，现在奥运会中有很多职业运动员参赛，所以答False。但是很可惜，这是你自己的知识，文章中没说，所以答案应为Not Given。

2. 可以依据原文做适当的推断，但不能做无根据的自行推断或过度推断。

有些题目需要根据原文做适当的推断，才能确定正确答案，但必须是根据原文来做推断，不能做毫无根据的推理。而且一般来讲，即使有推理，也只推一步，不要推得很深。有些阅读水平好的同学，如果不掌握前面的规律和方法，做这种题型反而错得更多，主要原因就是想得太多，或推理得太多和太深。

3. 要注意题目要求答什么。

同是是非题，有时题目要求考生答Ture/False/Not Given，有时要求答T/F/NG，有时又要求考生答Yes/No/Not Given，必须按照要求去做，否则，本来判断正确，因为不符合要求而失分，很可惜。避免答错的一个方法是：在平常练习中就按照题目的要求去答，而不是随心所欲。

4. 题目中若出现must、only、all及always，答案一般不会是Ture。

题目中出现这些瓷很常见，95%的答案都不是Ture。笔者只遇到过一次题目中出现了must而答案为Ture的情况。题目中出现上述这些词，答案False是还是Not Given，就不一定，需要根据上面讲的规律再做判断，一般答案是False的比例更大一些。不看原文，下面几个题目的答案都是False。

i. Europeans learned all of what they knew of edible, wild plants from Aborigines.

ii. Before the dry plate process short exposures could only be achieved with cameras held in the hand.

5. 答案选择有一定的规律。

笔者通过实践得出如下的规律：

A. 题目数目在5个或5个以上时，三种答案都要出现。题目数目在5个以下时，则不一定。

B. 可以连续三题答案都一样，如都是Ture，但还没有连续四题答案都一样。连续三题都一样的情况也不多见，笔者只遇到过两次，一次都是Ture，一次都是Not Given。

6.要相信自己的第一感觉，不要轻易改答案。在考试中，除非有特别强的理由，否则不要轻易改答案，人的第一感觉往往是正确的。很多同学都将正确的答案改错了。

7. 要注意上述规律和方法的运用，不要钻牛角尖。

这种题型本身有一定的缺陷，即不严密。所以上述规律和方法若能理解就最好，如不能理解，就记住它们，考试时，照着做就可以了，这些规律都经过实践的检验。

雅思阅读机经真题解析-Man or Machine

Man or Machine

ADuring July , the Museum of Science in Cambridge, Massachusetts exhibited what Honda calls 'the world's most advanced humanoid robot', AS1MO (the Advanced Step in Innovative Mobility). Honda's brainchild is on tour in North America and delighting audiences wherever it goes. After 17 years in the making, ASIMO stands at four feet tall, weighs around 115 pounds and looks like a child in an astronaut's suit. Though it is difficult to see ASIMO's face at a distance, on closer inspection it has a smile and two large eyes' that conceal cameras. The robot cannot work autonomously - its actions are 'remote controlled' by scientists through the computer in its backpack. Yet watching ASMIO perform at a show in Massachusetts it seemed uncannily human. The audience cheered as ASIMO walked forwards and backwards, side to side and up and downstairs. After the show, a number of people told me that they would like robots to play more of a role in daily life - one even said that the robot would be like 'another person'.

BWhile the Japanese have made huge strides in solving some of the engineering problems of human kinetics (n.动力学) and bipedal (adj. 两足动物的)movements, for the past 10 years scientists at MIT's former Artificial Intelligence (Al) lab (recently renamed the Computer Science and Artificial Intelligence Laboratory, CSAIL) have been making robots that can behave like humans and interact with humans. One of MITs robots, Kismet, is an anthropomorphic (adj.拟人的) head and has two eyes (complete with eyelids), ears, a mouth, and eyebrows. It has several facial expressions, including happy, sad, frightened and disgusted. Human interlocutors are able to read some of the robot's facial expressions, and often change their behavior towards the machine as a result - for example, playing with it when it appears ‘sad’. Kismet is now in MIT’s museum, but the ideas developed here continue to be explored in new robots.

CCog (short for Cognition) is another pioneering project from MIT’s former AI lab. Cog has a head, eyes, two arms, hands and a torso (n.躯干) - and its proportions were originally measured from the body of a researcher in the lab. The work on Cog has been used to test theories of embodiment and developmental robotics, particularly getting a robot to develop intelligence by responding to its environment via sensors, and to learn through these types of interactions.

DMIT is getting furthest down the road to creating human-like and interactive robots. Some scientists argue that ASIMO is a great engineering feat but not an intelligent machine - because it is unable to interact autonomously with unpredictabilities in its environment in meaningful ways, and learn from experience. Robots like Cog and Kismet and new robots at MIT’s CSAIL and media lab, however, are beginning to do this.

EThese are exciting developments. Creating a machine that can walk, make gestures and learn from its environment is an amazing achievement. And watch this space: these achievements are likely rapidly to be improved upon. Humanoid robots could have a plethora of uses in society, helping to free people from everyday tasks. In japan, for example, there is an aim to create robots that can do the tasks similar to an average human, and also act in more sophisticated situations as firefighters, astronauts or medical assistants to the elderly in the workplace and in homes – partly in order to counterbalance the effects of an ageing population.

FSuch robots say much about the way in which we view humanity, and they bring out the best and worst of us. On one hand, these developments express human creativity - our ability to invent, experiment, and to extend our control over the world. On the other hand, the aim to create a robot like a human being is spurred on by dehumanized ideas - by the sense that human companionship can be substituted by machines; that humans lose their humanity when they interact with technology; or that we are little more than surface and ritual behaviors, that can be simulated with metal and electrical circuits.

Questions 1-6

Reading passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-6 on your answer sheet.

NB you may use any letter more than once

1 different ways of using robots

2 a robot whose body has the same proportion as that of an adult

3 the fact that human can be copied and replaced by robots

4 a comparison between ASIMO from Honda and other robots

5 the pros and cons of creating robots

6 a robot that has eyebrows

Questions 7-13

Complete the following summary of the paragraphs of Reading Passage 1, using NO MORE THAN TWO WORDS from the Reading Passage for each answer.

Write your answers in boxes 7-13 on your answer sheet.

In 2003, Massachusetts displayed a robot named ASIMO which was invented by Honda, after a period of 7 in the making. The operating information is stored in the computer in its 8 so that scientists can control ASIMO's movement. While Japan is making great progress, MIT is developing robots that are human-like and can 9 humans. What is special about Kismet is that it has different 10 which can be read by human interlocutors. 11 is another robot from MIT, whose body's proportion is the same as an adult. By responding to the surroundings through 12 ,it could develop its 13 .

文章题目：Man or Machine

篇章结构

体裁议论文

题目是人还是机器

结构A. ASMID研制成功并向公众展示的社会影响

B. CSAIL一直致力于研制拟人机器人

C. Cog是有着和人来一样的比例的机器人

D. 在创造类人互动机器人方面, MIT走在前端

E. 类人机器人的发展空间

F. 创造类人机器人的利与弊

试题分析

Question 1-13

题目类型：Information in relevant paragraph

定位词文中对应点题目解析

1Different ways E段第4句E段开头就引出创造机器人的成就, 随后并提出这些成就有一定的发展空间, 直到第四句说明这些类人机器人have a plethora of uses,用途多样. 因此答案为E

2The same proportion

...adultC段第2句C段第2句提到cog has a head...and its proportions were originally measured from the body of a researcher in the lab. 表明该机器人是按照成年人人体比例创造的, 因此答案为C

3Copied replacedF段第3句F段第三句the aim to create...by the sense human...can be substituted..., that can be simulated 都表示人类可被机器等取代.因此答案为F

4Comparison

ASIMO... Pther robotsD段第2,3句D段第2句指出ASIMO is...but not an intelligent machine,because it is unable to...learn from experience.第3句又表明robots like...however, are beginning to do this. 体现出其他机器人能做到ASIMO所不能做到的自发学习. 因此答案为D

5Pros and consF段第1句F段开头指出这些机器人证明了我们看待人性的方式, bring out the best and worst of us.这半句话体现出创造机器人的利与弊. 因此答案为F

6eyebrowsB段倒数第4句B段倒数第四句提到one of MIT’S robots is...and has two eyes...and eyebrows. 因此答案B

Question7-13 Summary from Reading Passage

summary参考解题思路: 先跳开空格把该段通读一遍, 了解大意, 发现总体是按照文章段落顺序概括的. (如有所遗忘, 再看原文各段段首句, 大概知道各句在文章的相应段落)

解析: 第1句和第2句对应文章A段, 根据after a period of 7___in the making定位该段第3句, 答案为17 years. 然后根据文章倒数第四句its action are...controlled by scientists through...in its backpack.可以判断8答案为backpack. 该题第3, 4句对应文章B段, MIT is inventing robots...with the ability to 8___humans定位该段第2句behave like humans and interact with humans.可以判断9答案为interact with. 根据Kismet ...has various...by human interlocutors定位原文倒数第2句human interlocutors are able to read some of the robots’ facial expressions得出10答案为facial expressions. 第5,6句对应原文C段, robot from MIT，proportion定位该段第1, 2句得出11答案为Cog/cognition. 最后根据该段最后一句getting a robot to develop intelligence via sensors判断12答案为sensors, 13 答案为intelligence.

参考翻译：

是人还是机器

A在7月，曼彻斯特的剑桥博物馆陈列了Honda称之为“世界最先进的人性机器人”：ASIMO (即“创新移动的进步之举)。Honda的智力产物正在北美巡回展示，所过之处，总能令现众开心不已。的辛苦制作，ASIMO高4英尺，重115磅，以小孩的形态穿着宇航服。在远距离看不清ASIMO,近距离下ASIMO面带微笑，两个大眼睛包含着摄像头。它不能自己行走，得由科学家通过机器人背包上的电脑远程控制。观察ASIMO在曼彻斯特的表演，很令人惊讶，它具有人性的特征。ASIMO走来走去的时候，上下楼梯的时候，现众总是爆发出喝彩声。展示过后，许多人跟我说，他们喜欢机器人在日常生活中起更大的作用——有人甚至说：机器人就像是人一样。

B日本人大踏步地解决人类动力学和两足动物移动的工程问題。与此同时，近十年来，MIT的前人工智能实验室AI(现在重新命名为电脑科学人工智能实验室CSAIL)—直致力于研制能够类似于人类，同时能与人互动的机器人。Kismet是MIT的拟人机器人，有一个像人一样的头，有两只眼睛(也有眼睑)，耳朵，嘴巴，眉毛。它可以做好些面部表情，比如开心，悲伤，惊恐，讨厌。与之对话，我们可以获得机器人的些许面部表情，从而改换面对机器人的态度。比如说：当机器人表现出“悲伤”的时候，就与机器人玩耍.Kismet如今位于MIT的博物馆，但这里发展的理念将继续在新的机器人身上被探索。

CCOG(认知cognition的缩写)是另外一个前MIT智能实验室的先驱项目。有头，两条胳膊，手臂和躯干，其比例最早是由实验室研究员的身体测量而来的。COG被用来检测机器人学的体现和发展，特别是通过传感器去发展智力反应周边环境方面，以及通过互动类型学习方面。

D在创造类人互动机器人方面，MIT无疑走得最远。有些科学家争辩道：ASIMO是一个伟大的工程，但并不算是智力机器。因为它不能自动以有意义的方式与未知情况互动，也不能从经验中学习。COG和Kismet,以及在MIT的CSAIL媒体实验室的新机器人却是可以自发学习的。

E这些都是令人激动的进展。创造一个机器，能走，能做手势，能从环境中学习，这是了不起的成就。看看这种发展空间吧：这些现有成就都还能够很快地加以改进。类人机器人能在社会上具有广泛的用途：把人们从日常琐事中解放出来。举个例子：在日本，人们想创造出精密的机器人，能够与正常人做一样的工作，比如说消防队员，宇航员，工作地点和家中医护助手，以便于部分地抵消老龄化的影响。

F这些机器人证明了我们看待人性的方式，它们也表现出了我们人类中最好的和最差的方面。一方面，这些发展表达了人类创新性，也就是我们有能力去发明，实验，和延长对世界的控制。另一方面，创造类人机器人的目标被去个性化的理念所刺激。人类友情将让路于机器。当人类与技术互动时，人类失去了人性。或者说，我们人类不过是表面和楼式行为而己，能够被钢铁和电路所取代。

参考答案：

Version 17203 主题仿生小机器人

1E 2C 3F

4D 5F 6B

7 17 years 8backpack 9interact with

10 facial expressions 11Cog/Cognition 12sensors

13 intelligence

篇4：雅思阅读14类题型解题技巧之Headings

雅思阅读14类题型解题技巧--Headings(找小标题)

Headings(找小标题)

1. 题型要求：文章由若干段话组成，要求给每段话找个小标题。

小标题即指该段话的段落大意，中心思想，主旨。本题型不是让你写出每段话的小标题，而是要求从选项列表(list of headings)中选择。

在现在的考试中，选项的数目往往大大多于文章中段落的数目，有很多干扰选项，假如文章有五段话，选项的数目很可能是十个，甚至十二个。

题目形式：通常会在文中一段话上标出小标题，然后要求为余下段落选择小标题。通常是原文的第一段。

在考试中，该题型A类每次必考一组，共5题左右。有时会考两组，共十题左右。G类不是每次必考，考的时候，一般只考一组，共五题左右。

2. 解题步骤

(1) 先将例子所在的选项从选项列表中划去，同时，不读例子所在的段落。

每个选项最多只能用一次，也就是说，两个段落的小标题不可能是一个选项。这是因为不同段落的主旨肯定是不同的，原文将他们分为不同的段落，就是要分别说不同的内容。

有时，这类题目的要求中有这样一句话：You may use any heading more than once(你可以使用任何小标题超过一次)。这句话纯属误导，也就是说，即使题目的要求中有这句话或类似的话，任何选项也不可能被使用两次以上。

既然每个选项最多只能用一次，所以例子所在的段落已经使用的选项是不会被其它段落使用的，将其划去，以免被其它的段落误选。而且在选其它段落的答案时，可以不看该选项，节省时间。

例子所在的段落已经给出了小标题，所以不必阅读该段落了，以免浪费时间，直接从下一段读起。

(2) 不要先看选项，而要从文章入手，读一段话，做一道题。

如果先看选项，不仅花费的时间很多，而且极易受到干扰选项的误导。所以先不要看选项，而是要先读文章。

读文章的时候，不要一下把文章全读完，而是读一段话，做一道题。假如原文的第一段已作为例子给出，那么，先读第二段，然后到选项列表中找该段话的小标题。然后再读第三段，同样处理，直至完成。这样做，不仅速度快，而且准确率高。

(3)读每段话时，要抓住该段话的主题句和核心词汇。正确答案常常是主题句的改写。

读每段话时，并不是该段落全要仔细阅读。这样，既浪费时间，也不容易抓住重点。应该抓住该段话的的主题句。

先读该段话的第一句，然后，与选项列表中大各选项一一对应，确定正确答案，正确选项一般就该句话的改写。如果答案不能确定，应再读该段话的第二句，然后，与选项列表中的各选项一一对应。如果答案还是不能确定，应再读该段话的最后一句，再与选项列表中大各选项一一对应。如果还是找不到正确答案，则就需要阅读整段话了。

根据统计，段落的主题句在第一句的可能性超过50%，段落的主题句在第二句的可能性超过20%，段落的主题句在最后一句的可能性超过20%。也就是说，按照上述方法做这种题型，读完该段话的第一句，就能在选项列表中找出该段话的Heading, 这种可能性超过50%。整段话都需要阅读的可能性不到10%。

(4) 某段话的答案确定后，将它的选项从选项列表中划去。

前面已经讲过，每个选项最多用一次，也就是说，不可能两个段落的小标题是一个选项。所以，一段话的答案确定后，将它的选项从选项列表中划去，以免被误选为其它段落的小标题。而且在选其它段落的答案时，可以不看选项，节省时间。但某段话的答案不太确定，如第三段可能是C，也可能不是C，这时不能将C从选项列表中划去。

NOTICE

(0)举例子的句子不会是主题句

(1)正确答案应是主题句的改写，所以与主题句特别一致的选项应引起怀疑。例：某段(1) 如果答案不确定，先将可能的选项全部选出。

(2) 干扰选项的特点是：段落中未展开说明的细节。

(3) 如果主题句比较复杂(如复合句)，应重点看主句部分。主题句中，常常有如下的句式：Although/While/Despite/Despite the fact…, …的中文意思是：“虽然…，但是…”。前面是个让步状语从句，后面是主句，要说明的观点在主句中。

(4) 如果主题句中有show和suggest等词，应重点看其后的宾语从句。show和suggest是“表明”、“说明”的意思，其后的宾语从句往往是要说明的观点，是该段的主旨。

(5) 如果主句是not only…but also句型，应重点看but also后面的部分。not only…but also的意思是“不仅…而且…”，常用来承上启下。not only的后面是“承上”，即上一段主旨，but also 后面的部分是“启下”，即本段的主旨。所以重点看but also后面的部分。

(6) 问句不会是主题句问句通常作为引题，是过度性的句子。

(7) 如果需要阅读整个段落，应重点阅读该段落中的重点词句

A. 反复出现的词

B. 括号里的词

C. 引号里的词

D. 黑体字

E. 斜体字.

雅思阅读机经真题解析--Paul Nash

Paul Nash

APaul Nash, the elder son of William Nash and his first wife, Caroline Jackson, was born in London on 11th May, 1889. His father was a successful lawyer who became the Recorder of Abingdon. According to Ronald Blythe: ”In 1901 the family returned to its native Buckinghamshire, where the garden of Wood Lane House at Iver Heath, and the countryside of the Chiltern hills, with its sculptural beeches and chalky contours, were early influences on the development of the three children. Their lives were overshadowed by their mother's mental illness and Nash himself was greatly helped by his nurse who, with some elderly neighbours, introduced him to the universe of plants.“

BNash was educated at St. Paul's School and the Slade School of Art, where he met Dora Carrington. Unlike some of his contemporaries at the Slade School, Nash remained untouched by the two post-impressionist exhibitions organized by Roger Fry in 1910 and 1912. Instead, he was influenced by the work of William Blake. He also became a close friend of Gordon Bottomley, who took a keen interest in his career.

CNash had his first one-man show, of ink and wash drawings, at the Carfax Gallery in 1912. The following year he shared an exhibition at the Dorien Leigh Gallery with his brother, John Nash. Myfanwy Piper, has added: ”Nash had a noteworthy sense of order and of the niceties of presentation; his pictures were beautifully framed, drawings mounted, his studio precisely and decoratively tidy, and oddments which he collected were worked up into compositions.“

DPaul Nash was strongly attracted to Dora Carrington: He later recalled “Carrington was the dominating personality, I got an introduction to her and eventually won her regard by lending her my braces for a fancy-dress party. We were on the top of a bus and she wanted them then and there.”

EOn the outbreak Nash considered the possibility of joining the British Army. He told a friend: “I am not keen to rush off and be a soldier. The whole damnable war is too horrible of course and I am all against killing anybody, speaking off hand, but beside all that I believe both Jack and I might be more useful as ambulance and red cross men and to that end we are training. Nash enlisted in the Artists' Rifles. He told Gordon Bottomley: ”I have joined the Artists' London Regiment of Territorials the old Corps which started with Rossetti, Leighton and Millais as members in 1860. Every man must do his bit in this horrible business so I have given up painting. There are many nice creatures in my company and I enjoy the burst of exercise - marching, drilling all day in the open air about the pleasant parts of Regents Park and Hampstead Heath.“

FIn March 1917 he was sent to the Western Front. Nash, who took part in the offensive at Ypres, had reached the rank of lieutenant in the Hampshire Regiment by 1916. Whenever possible, Nash made sketches of life in the trenches. In May, 1917 he was invalided home after a non-military accident. While recuperating in London, Nash worked from his sketches to produce a series of war paintings. This work was well-received when exhibited later that year. As a result of this exhibition, Charles Masterman, head of the government's War Propaganda Bureau (WPB), and the advice of Edward Marsh and William Rothenstein, it was decided to recruit Nash as a war artist. In November 1917 in the immediate aftermath of the battle of Passchendaele Nash returned to France.

GNash was unhappy with his work as a member of War Propaganda Bureau. He wrote at the time: ”I am no longer an artist. I am a messenger who will bring back word from the men who are fighting to those who want the war to go on forever. Feeble, inarticulate will be my message, but it will have a bitter truth and may it burn their lousy souls.“ However, as Myfanwy Piper has pointed out: ”The drawings he made then, of shorn trees in ruined and flooded landscapes, were the works that made Nash's reputation. They were shown at the Leicester Galleries in 1918 together with his first efforts at oil painting, in which he was self-taught and quickly successful, though his drawings made in the field had more immediate public impact.

HIn 1919 Nash moved to Dymchurch in Kent, beginning his well-known series of pictures of the sea, the breakwaters, and the long wall that prevents the sea from flooding Romney Marsh. This included Winter Sea and Dymchurch Steps. Nash also painted the landscapes of the Chiltern Hills. In 1924 and 1928 he had successful exhibitions at the Leicester Galleries. Despite this popular acclaim in 1929 his work became more abstract. In 1933 Nash founded Unit One, the group of experimental painters, sculptors, and architects.

IDuring the Second World War Nash was employed by the Ministry of information and the Air Ministry and paintings produced by him during this period include the Battle of Britain and Totes Meer. His biographer, Myfanwy Piper, has argued: “This war disturbed Nash but did not change his art as the last one had. His style and his habits were formed, and in the new war he treated his new subjects as he had treated those he had been thinking about for so long. His late paintings, both oils and watercolours, are alternately brilliant and sombre in colour with the light of setting suns and rising moons spreading over wooded and hilly landscapes. 'Paul Nash died at 35 Boscombe Spa Road, Bournemouth, on 11th July 1946.

Questions 11-13

Answer the questions below.

Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

11 Because of a popular display of Nash's works created in the army, what did his

leader designate him as?

12 How did Nash learn oil painting?

13 What a change took place for Nash's painting style in the late second decade of

the twentieth century?

Questions 14-17

Choose the correct letter, A-G?

Write your answers in boxes 14-17 on your answer sheet.

What four statements are correct concerning Nash's story?

A He did not make an effort after becoming a high ranking official in the army.

B He had a dream since his childhood.

C He once temporarily ceased his painting career for some reason.

D He was not affected by certain shows attractive to his other peers.

E He had cooperation in art with his relative.

F Some of his paintings were presented in a chaotic way.

G His achievement after being enlisted in the army did not as much attention as his previous works.

Questions 18-23

The reading Passage has eleven paragraphs A-I.

Which paragraph contains the following information?

Write the correct letter A-I, in boxes 18-23 on your answer sheet.

NB You may use any letter more than once.

18 a charming lady in Nash's eyes

19 Nash's passion on following particularly appreciated artists

20 Nash's works with contrast elements

21 the true cause for Nash to join the military service

22 the noticeable impact on Nash's growth exerted from the rearing environment

23 high praise for Nash's unique taste of presenting his works

文章题目：画家保罗﹒纳什

篇章结构

体裁

人物传记

题目

画家保罗﹒纳什

结构

（一句话概括每段大意）

A：保罗的出身介绍

B：保罗在求学期间的兴趣形成。

C：保罗举办个人画展及作者对于其画风的简评。

D：保罗的爱情故事。

E：参军使保罗暂时放弃绘画。

F：保罗因其战争画作初获认可，进而被招募为战争画家。

G：作为战争画家期间的作品使得保罗开始成名。

H：保罗开始创作山，水画作且风格变得抽象。

I：本文作者对于保罗画作的评论。

试题分析

Question 11-16

题目类型：客观事实题和判断对错题。

题号

定位词

文中对应点

题目解析

Display of Nash’s works, army, designate

F段，倒数第二句和第三句话。

此题类似于托福中的细节题，所以对应题目中的定位关键词即可找出正确答案。文中倒数第二句和第三句话直接解释了保罗为什么被招募为战争艺术家。

Oiling painting

G段倒数第一句话。

此题仍旧是客观性质的，文中直接描述了保罗是self-taught。

Painting style, the late second decade of the twentieth century

H段倒数第二句话。

此题与上述两题性质一样，文中直接给出了答案“his work became abstract”。

High ranking official, did not make an effort

F段第二句和第四句话。

第二句介绍了保罗在军队中的级别，第四句说“he was invalided home after a non-military accident”，据此所以选择A。

Ceased his painting career

E段倒数第二句话。

“every man must do his bit in this horrible business so I have given up painting”,据此所以选择C.

Not affected, certain show, other peeps

B段第二句话.

”unlike some of his contemporaries at…Nash remained untouched by the two post-impressions...”，据此所以选择D。

参考答案：

Version 17402 主题山水画作家

A War Artist

Self-taught

More abstract

篇5：雅思阅读14类题型解题技巧之Summary

雅思阅读14类题型解题技巧--Summary(摘要填空)

Summary(摘要填空)

1. 题型要求：该类题目是一小段文字，是原文或原文中的几个段落主要内容的缩写或改写，我们称之为摘要。摘要中有几个空白部分要求填空。

摘要可分为两种：全文摘要和部分段落摘要。全文摘要信息来自全文，题目空格的数目较多。部分段落摘要信息来自原文某几个连续的段落，题目空格的数目较少。

考试中出现的大部分是部分段落摘要，信息来自原文连续的两到三段，题目空格的数量在5题左右。

对于部分段落摘要，有的在题目要求中会指出它来自原文的哪些段落，但大部分的部分段落摘要只是在题目要求中说它是原文的一个摘要或部分段落摘要，并不指出它来自原文的哪些段落。

按照填空内容，摘要也可分为三种：

1. 原文原词

2. 从多个选项中选词

3. 自己写词。

原文原词的题目要求中常有from the Reading Passage 的字样。从多个选项中选词，选项的数目常常超过题目空格的数目。最近考试中，绝大部分是原文原词或从多个选项中选词，很少有自己写词的。

这类题在A类和G类考试中出现的频率一般都是每两次考一次，每次考一组，共五题左右。

2. 解题步骤

(1) 仔细读摘要的第一句话，找出它在原文中的出处，通常是和原文某段话的第一句相对应。如果题目要求中已经指出了摘要的出处，则此步可以略去不做。

(2) 注意空格前后的词，到原文中去找这些词的对应词。

对应词的特点如下：

A. 原词

B. 词性变化;如空格前的词为threatening, 是形容词，原文中的词为threat, 是名词。

C. 语态变化;一个是主动语态，一个是被动语态。

D. 同义词;如空格前的词为throw away，原文中的词为discard(丢弃，抛弃，遗弃)，它们是同义词。

(3) 仔细阅读对应所在的句子，确定正确答案。

(4) 注意语法，所填答案必须符合语法规定。

(5) 注意顺序性，即题目的顺序和原文的顺序基本一致。

NOTICE

1. 注意题目要求中是否有字数限制。

若要求从原文选词或自己写词，会有字数要求，如Use ONE OR TWO WORDS等，答案必须满足这个要求。

2. 若从原文选词，只能选原文中连续的几个词，不能改变它们的顺序。

如原文为virgin fibre, 发生答案不可能是fibre virgin。原文为 advances in the technology，答案不可能是technology advances。

3. 若要求从原文选词，越是生词，越可能是答案。

下列比较生僻的词如sustainable(可持续的)、biodegradable(可生物降解的)、contaminants(废物，杂物)、nostrils(鼻孔)都是一些题目的答案。

4. 从选项中选词，要注意看题目要求是写答案本身，还是写选项前的代表字母。

选项前有代表字母的，肯定是要求答代表字母。最近的考试中，选项前大部分都有代表字母。

5. 从选项中选词，答案与原文的六大对应关系。

(1) 原文原词：与原文完全相同的词或短语。

(2) 词性变化：原文为necessary，是形容词，选项为necessity，是名词。

(3) 语态变化：原文为Governments have encouraged waste paper collection and sorting schemes，是主动语态。摘要中的句子为people have also been encouraged by government to collect their waste on a regular basis，是被动语态。

(4) 图表：如果原文中有图表，一般会有一题答案来自图表。

(5) 同义词：原文为tight，选项为restricted，是同义词。

(6) 归纳：有时文中没有直接提及，须从几句话中归纳出答案。一般比较难，目前考试中，至少有一个空格是归纳出来的。

6.从选项中选词，如果时间不够，可以直接从选项中选择，不看原文。

这时，要特别注意语法。这样做的准确性50%左右(视题目的难易及考生的水平而定)。所以除非时间不够，否则不建议大家这样做。

7. 如果要求自己写词，答案绝大部分是原文原词，少部分是对原文原词做的形式上的修改。

要求自己写词的机率很小，遇到过一次。在这一次的5个题目中有4个答案是原文原词，剩下一个，原文原词是de-inked，答案根据语法的需要改为de-ink。

雅思阅读机经真题解析--How to Achieve Happiness

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

Throughout the whole period of one’s lifetime, the achieving of happiness can be seen as our ultimate and everlasting goal. Happiness is far more than a strong body, a magnificent villa or an around-the-world tour; it is something we need from our heart. However, we can investigate happiness through scientific methods.

When we are asked the question ”Where can we find happiness“, it is a puzzle difficult to answer accurately. We can find happiness right in our own home, in our workplace, in school, in the company of our friends, etc. It is up to us to find the ways and means to achieve that happiness each of us seek and long for. However, it is essential to recognize that there is no one absolute way to achieve happiness. People may have different ideas with regard to the ways of achieving happiness. The following five classifications are perceived by many people as sources of happiness: family and friends, wealth, position, educational achievement and fame.

To give it a comprehensive definition, happiness is a mental state of well-being characterized by positive or pleasant emotions ranging from contentment to intense joy. A variety of biological, psychological, religious, and philosophical approaches have striven to define happiness and identify its sources. Various research groups, including Positive Psychology, endeavor to apply the scientific method to answer questions about what ”happiness“ is, and how we might attain it. While philosophers and religious thinkers often define happiness in terms of living a good life, or flourishing, rather than simply as an emotion. Happiness in this sense was used to translate the Greek Eudaimonia, and is still used in virtue ethics.

While the level of physical healthiness is the biggest determinant of happiness, comparison of financial success with others of the same age group is the second largest source of happiness and unhappiness. Financially richer people tend to be happier than poorer people, according to sociological researcher Glenn Firebaugh of Pennsylvania State University. Their research is focused on whether the income effect on happiness results largely from the things money can buy (absolute income effect) or from comparing one's income to the income of others (relative income effect). They present their research in a session paper, tided ”Relative Income and Happiness: Arc Americans on a Hedonk Treadmill?\" Firebaugh argues that, in evaluating their own incomes, individuals compare themselves to their peers of the same age. Therefore, a persons reported level of happiness depends on how his or her income compares to others in the same age group. Using comparison groups on the basis of age, the researchers find evidence of both relative and absolute effects, but relative income is more important than absolute income in determining the happiness of individuals in the United States. This may result in a self-indulgent treadmill, because incomes in the United States rise over most of the adult lifespan. They always dissatisfy with the salary. For example, the survey indicates that the students studied in Harvard University expect to earn much more money than their classmates rather than care about the exact amount of the salary.

We have long been aware that elements from various perspectives of We could contribute to realizing happiness. The Minnesota Study of Twins Reared Apart (MISTRA) has recently conducted a research project, choosing 120 pairs of reared-apart twins as subjects to test their perception of happiness. In an early report of results it was found that, on most measurable psychological traits, the level of welfare between the twins in a set felt is varied instead of being the same or similar. Thus environmental factors may not be the only factor that affects the feeling of happiness significantly. In another investigation, among persons of European ancestry, for psychological features that can be measured, heritability range from about 25 percent to 80 percent. Or, to put it more concretely, from one-fourth to four-fifths of the variation from person to person in such features as IQ, creativity and happiness, is associated with genetic differences between those persons. That indicates that genetic difference may also affect the happiness. Furthermore, neurobiological evidence shows that left and right frontal lobes play different roles in the emotion (MC) (M). Happiness is a type of emotion, a positive one. From the experiments, happiness and the left prefrontal lobe are combined together. The more active it is, the more positive emotion you sense.

At the outset of new millennium, a global research had a result that the people living in the modern world were even unhappier. With crises being on the rise these days, finding happiness can be a bit challenging. Despite of all the stresses associated with life, we still do our best to be happy — because being happy is the only way to keep us afloat. Happiness is considered a very important therapy, both physically and mentally. With it, we are inspired to accomplish whatever goals we want to achieve. It's a strong drive that keeps us going and helps us live our life every single day.

There are many ways to be happy. Spend time with individuals who are dear to you. There is nothing more joyful than to be with the people you love. During the weekends, try to schedule a fun trip for you and your partner, or one for your whole family. Just go somewhere else for a change and enjoy the change of scenery. Do something nice for others. Helping others is a very honorable way to find happiness. If your schedule is too tight for volunteer work, you can just donate a small sum of money or some old clothes or toys to charity. When you eat out, try to be a good tipper to the waiters or the valet who safely parked your car. All these simple things will not only make you happy, but other people as well. Start and end your day with a smile. Smiling is a very powerful gesture. There's no need for words to describe how pleasant it is. If you have a lousy day, smile your way out of the office. When people smile back at you, it will uplift your mood and make you feel better. Spending some time with your friends. A close circle of friends is one of the most important sources of happiness.

Questions 1-5

The reading Passage has six paragraphs A-F

Choose the correct heading for paragraphs A-E from the list of headings below.

Write the appropriate number, i-ix. in boxes 1-5 on your answer sheet.

List of Headings

i. Solutions of acquiring happiness

ii. Happiness helps to ease pressure from modem life

iii. Smile can make you happy

iv. The wealthier, the happier

v. The influence of environment

vi. Sources of happiness

vii. How to define happiness

viii. The comparison of old times and modem life

ix. Factors that affect the happiness

1. Paragraph A

2. Paragraph B

3. Paragraph C

4. Paragraph D

5. Paragraph E

Example

Paragraph F i

Questions 6-10

Choose the correct letter, A, B, C, or D.

Write your answers in boxes 6-10 on your answer sheet

6 Which of the following items is NOT the source of happiness?

A. company of wife and children

B. experience of having a big feast

C. obtaining higher education

D. high social status

7 What is the decisive step of achieving happiness?

A. having a positive mind

B. strong in social activities

C. lots of belongings and properties

D. a healthy body

8 Which is NOT mentioned in this passage for affecting the happiness?

A. personal character

B. the reflection of frontal lobes

C. genetic differences

D. environmental factors

9 A worldwide research in the 21st century indicates that

A. Male feels more stressful than female.

B. People are leading a happy life.

C. Modem life makes people upset.

D. Most people are not satisfied with current situation.

10 Which suggestion is NOT mentioned in the last paragraph for achieving happiness?

A. go out for a picnic during weekends

B. to consult a psychologist

C. make donations to charities

D. a beautiful smile

Questions 11-13

Complete each sentence with the correct ending, A-G, below.

Write the correct letter, A-G, in boxes 11-13 on your answer sheet.

11 A study of reared-apart twins

12 The left prefrontal lobe of human

13 People living in modern city

A. have no method to escape from pressure.

B. may cam more sense of happiness by a circle of close friends.

C. encouraged people to make further investigation.

D. demonstrates that environment is not the sole factor that affects happiness.

E. suggests that people have no control on their welfare.

F. has affirmative connection with the feeling of happiness.

G. are not sure about what is happiness.

文章标题：怎样获得快乐?

篇章结构

体裁

论说文

题目

怎么获得快乐

结构

A段幸福的来源

B段如何定义幸福

C段财富会影响幸福，越富有的越幸福

D段影响幸福的因素

E段幸福帮助现代生活缓解压力

F段获得快乐的方法

试题分析

Question 1-5

试题类型： summary

题号

定位词

文中对应点

题目解析

sources of happiness

A段倒数第二行

A段一开始提问人们从哪里可以找到快乐，然后举例说了很多可以找到快乐的地方，最后总结出获得快乐的5个来源，只有 vi sources of happiness符合要求。因此，本题答案为vi

define happiness，definition

B段的第一，三，六行

B段从不同的学科角度对获得快乐这个问题进行探讨，试着对快乐进行定义，只有vii 选项反复提到了对快乐进行定义。因此，本题答案为vii

wealthier, happier

C段的第三行

C段第一句说到同龄人的富裕程度决定快乐与否，然后又通过两项具体的相关研究来说明在同龄人当中，通常越富裕的人会觉得越快乐。因此，本题答案为 iv

factors, effect happiness

D段的第一，六，七，十二行

D段第一句说到生活中各个方面的因素可能影响快乐，然后通过一项双胞胎分开抚养的研究结果来说明environment, genetic differences等都有可能是影响快乐获得的因素，只有ix factors that affect happiness可以概括这段的意思。因此，本题答案为 ix

ease, pressure, modern life

E段的第一，四，五行

E段主要在说当代的生活压力大，人们过的并不愉快，但是大家还是尽力寻找快乐，快乐是一个很好的治疗方式，只有ii选项可以概括本段的意思。因此，本题答案为ii

Question 6-10

试题类型：choose the correct answer

not, sources of happiness

A段倒数第一，二，三行

A段中提到快乐的来源有family and friends, wealth, position, educational achievements和fame,而题目问不是快乐的来源，只有B选项experience of having a big feast 文中没有提到。因此，本题答案为B

decisive step, achieving happiness

C段第一行

C段第一句就说到healthiness is the biggest determinant of happiness,由这句话可以推出决定快乐的决定性因素应该是人的身体健康，D选项healthy body刚好是同意表达。因此，本题答案为D

not mentioned ,affecting happiness

D段第六，十一行，倒数第一，二行

本题提问哪个选项不影响快乐的获得，B，C,D这三个选项分别在D段第六，十一行，倒数第一，二行都有提到，只有A选项是原文没有提及的信息。因此，本题答案为A

worldwide research,21st century

E段的第一行

E段第一句话说在新千年开始的时候，全球的研究表明人们过的不快乐，而题目问这个全球的研究表明了什么，符合原文描述的相同意思的就只有D选项人们对现状不满。因此，本题答案为D

suggestion, not mentioned, achieving happiness

F段的第二三行，第五六行，倒数第三，四五行

本题问的是以下哪个不属于获得快乐的建议，A,C,D选项分别在原文F段的第二三行，第五六行，倒数第三，四五行都有提到，只有B选项咨询心理医生这点文章并未提及。因此，本题答案为B

Question 11-13

试题类型：complete sentence

reared-apart twins

D段第二，三，四五六七行

根据关键词reared-apart twins定位到文章D段第二行到第七行提到对120对双胞胎进行分开抚养，对他们的一些测试结果表明环境并不是唯一的影响快乐的因素，只有D选项符合原文的意思。因此，本题答案为D

left prefrontal lobe

D段倒数第一二行

根据关键词left prefrontal lobe定位到D段的倒数第1,2行，原文说的是happiness and left prefrontal lobe are combined together这句话，而选项F中affirmative connection 刚好可以看成是combined together 的同意改写。因此，本题答案为F

people，modern city

F段倒数第一二行

本题需要用到排除的方法，因为正面去做的话，根据题干people living in the modern city这句在原文可以找到很多相关的信息，A选项的描述和E段的第3,4行信息相反，C,E,G的信息原文并没有提及，D和F已经选完，只有B

参考译文

怎样获得快乐

终其一生，快乐是我们最终和永恒的最求目标。快乐不仅仅是一个强健的体魄，一栋豪华的别墅，或者一场环球旅行，而是我们自己心底的某种感觉。然而，我们可以通过科学的方法来研究快乐。

“我们可以从哪里找到快乐？”当被问到时，会发现这个问题很难准确回答。我们可以从家里，工作中，学校，朋友的陪伴中找到快乐。获得我们自己所寻找和渴望的快乐的方式和方法取决于我们自己。然而，有一点我们非常清楚，获得快乐并没有绝对唯一的方式。不同的人可能对于获得快乐的方式的看法不一样。以下五种分类被很多人认为是快乐的来源：亲人朋友，财富，地位，教育成就和名望。

快乐的宽泛定义是一种以积极或愉快的情绪为特点的良好的精神状态，其中情绪从满足到极度快乐都有可能。很多生物学的，心理学的，宗教的和哲学的方法都已经试图定义快乐和它的来源。各种各样的研究组，包括积极心理学，致力于应用科学的方法来回答诸如“快乐是什么以及我们如何可能获得快乐”这样的问题。哲学家们和宗教思想家们仍然定义快乐为好好生活或者健康成长，而不是简单的定义为一种情绪。从这个层面上来说，快乐被用来理解希腊的快乐主义并且仍然被用在美德伦理学。

身体健康的程度是快乐最大的决定因素，而同年龄层的人们财务成功的对比则是快乐与否的第二大来源。根据宾夕法尼亚州立大学的格伦菲尔鲍社会学研究表明，财务上富裕的人比贫穷的人更倾向于变得快乐。他们的研究注重收入对快乐的影响是否很大程度上因为金钱能够买到的东西（绝对收入影响）或对比人与人之间的收入（相对收入影响）。他们把自己的研究以“相对收入和快乐：美国人处于享乐适应症吗？”为标题放在了学期的论文上。格伦菲尔鲍通过估计他们自己的收入证明人们会把自己和同龄人比较。因此，个人所报告出来的快乐程度取决于和同龄的其他人比起来，他或她的收入怎么样。通过基于同龄人群的比较，研究者们发现了相对和决定影响的证据，但是在决定美国个体快乐程度方面，相对收入比觉得收入更重要。这可能导致自我放纵的单调的工作，因为在美国大部分成年人的整个生命中收入是上升的。他们总是对收入不满。比如，这个研究表明哈佛大学的学生期望比他们的同学挣更多的钱而不关心工资的准确数量。

我们很早就知道来自生活的各个方面的因素能够促进实现快乐。米尼苏达州双胞胎分开抚养研究最近做了一个研究项目，选了120对分开抚养的双胞胎作为测试快乐理解的对象。在早期的结果报告中发现，在大部分可测的心理学特点方面，双胞胎之间的良好程度并非相同或相似而是不同。因此环境因素可能不是唯一的对快乐感影响巨大的因素。在另一项调查中，研究对象的祖先都是欧洲人，对于可以测量的心理学特点而言，遗传可能性从25%到80%都有可能，或者更加具体的来说，人和人之间在智商，创造力和快乐方面的差异度从四分之一到五分之四，遗传性和这些人之间的基因不同有联系。那就表明基因不同可能也会影响快乐。此外，神经生物学的证据表明左右大脑额叶可能在情绪在有不同的作用。快乐是一种情绪，一种积极的情绪。从这个实验来看，快乐和左前额叶是结合在一起的。左前额叶越活跃，你就会感觉到越积极的情绪。

在新千年的开始，一项全球的研究表明生活在现代的人们甚至感觉更加不快乐。在那些日子里伴随着危机上升，寻找快乐比较有挑战。尽管和生活相关的所有压力，我们任然尽力变得快乐，因为变得快乐是我们保持活动起来的唯一方式。快乐被认为是一种非常重要的身心的治疗方法。有了它，我们被激励去完成任何我们想要到达的目标。它是一个保持我们继续向前和帮助我们过好每一天的强大动力。

有很多方法可以变得快乐。花时间和自己爱的人在一起。没有什么比和自己爱的人在一起更开心。周末，试着组织一次你和朋友或者全家人的旅行。只需要去其他的地方并且享受由此带来的变化的风景。为其他人做件好事。帮助他人是一种寻找快乐的可敬方式。如果你的安排太满以至于没有时间去做志愿者工作，你可以捐点钱，旧衣服或者玩具给慈善机构。当你外出吃饭的时候，多给服务员或者帮你安全停好车的服务人员一些小费。所有这些事情，不仅可以使你自己快乐而且也可以让别人快乐。用微笑来开始和结束你的一天。微笑是一个非常有力量的表情。没有必要去表述它有多愉快。如果你的一天过得不顺利，在离开办公室的路上微笑。当人们对你的微笑给予回复，这会使你情绪变好并使你感觉好起来。花更多时间和你的朋友在一起。一群关系亲密的朋友是快乐最重要的来源之一。

参考答案：

Version 5-4 主题怎样获得快乐1vi2vii3iv4ix5ii6B7D8A9D10B11D12F13B

雅思阅读14类题型解题技巧之完成句子.doc

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