2020年3月5日雅思閱讀機(jī)經(jīng)預(yù)測
雅思閱讀考試前，尤其是考試前一個(gè)月這段時(shí)間，很多考生不知道怎么復(fù)習(xí)。今天小編為大家準(zhǔn)備了2020年3月5日雅思閱讀機(jī)經(jīng)預(yù)測，建議各位考生可以參考一下機(jī)經(jīng)練習(xí)，尤其是預(yù)測中的重點(diǎn)題型，大家可以多加練習(xí)。
2020年3月5日雅思閱讀機(jī)經(jīng)預(yù)測1
文章題目Darkside of Technological Boom
重復(fù)年份20151203 20130713 20100520
題材科技
題型小標(biāo)題 9+判斷 5
文章大意文章講了科技在現(xiàn)代生活中的各種弊端。
參考練習(xí)：劍橋雅思 5 Test3 Passage3 The return of artificial intelligence
After years in the wilderness, the term 'artificial intelligence' (AI) seems poised to make a comeback. Al was big in the 1980s but vanished in the 1990s. It re-entered public consciousness with the release of AI, a movie about a robot boy. This has ignited public debate about Al, but the term is also being used once more within the computer industry. Researchers, executives and marketing people are now using the expression without irony or inverted commas. And it is not always hype. The term is being applied, with some justification, to products that depend on technology that was originally developed by Al researchers. Admittedly, the rehabilitation of the term has a long way to go, and some firms still prefer to avoid using it. But the fact that others are
starting to use it again suggests that Al has moved on from being seen as an over-ambitious and under-achieving field of research.
The field was launched, and the term 'artificial intelligence' coined, at a conference in 1956 by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field. The expression provided an attractive but informative name for a research programme that encompassed such previously disparate fields as operations research, cybernetics, logic and computer science. The goal they shared was an attempt to capture or mimic human abilities using machines. That said, different groups of researchers attacked different problems, from speech recognition to chess playing, in different ways; Al unified the field in name only. But it was a term that captured the public imagination.
Most researchers agree that Al peaked around 1985. A public reared on science-fiction movies and excited by the growing power of computers had high expectations. For years, Al researchers had implied that a breakthrough was just around the corner. Marvin Minsky said in 1967 that within a generation the problem of creating ‘a(chǎn)rtificial intelligence' would be substantially solved. Prototypes of medical-diagnosis programs and speech recognition software appeared to be making progress. It proved to be a false dawn. Thinking computers and household robots failed to materialise, and a backlash ensued. 'There was undue optimism in the early 1980s: says David Leake, a researcher at Indiana University. 'Then when people realised these were hard problems, there was retrenchment. By the late 1980s, the term Al was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.
2020年3月5日雅思閱讀機(jī)經(jīng)預(yù)測2
文章題目Children's adults
重復(fù)年份20151219 20140802 20111026
題材文學(xué)
文章大意講了兒童文學(xué)。探討了從成人角度去寫兒童文學(xué)的視角不同。
參考閱讀：
CHILDREN’S LITERATURE
A Stories and poems aimed at children have an exceedingly long history: lullabies, for example, were sung in Roman times, and a few nursery games and rhymes are almost as ancient. Yet so far as written-down literature is concerned, while there were stories in print before 1700 that children often seized on when they had the chance, such as translations of Aesop’s fables, fairy-stories and popular ballads and romances, these were not aimed at young people in particular. Since the only genuinely child-oriented literature at this time would have been a few instructional works to help with reading and general knowledge, plus the odd Puritanical tract as an aid to morality, the only course for keen child readers was to read adult literature. This still occurs today, especially with adult thrillers or romances that include more exciting, graphic detail than is normally found in the literature for younger readers.
B By the middle of the 18th century there were enough eager child readers, and enough parents glad to cater to interest, for publishers to specialize in children’s books whose first aim was pleasure rather than education or morality. In Britain, a London merchant named Thomas Boreham produced Cajanus, The Swedish Giant in 1742, while the more famous John Newbery published A Little Pretty Pocket Book in 1744. Its contents—rhymes, stories, children’s games plus a free gift (‘A ball and a pincushion’)— in many ways anticipated the similar lucky-dip contents of children’s annuals this century. It is a tribute to Newbery’s flair that he hit upon a winning formula quite so quickly, to be pirated almost immediately in America.
C Such pleasing levity was not to last. Influenced by Rousseau, whose Emile (1762)decreed that all books children save Robinson Crusoe were a dangerous diversion, contemporary critics saw to it that children’s literature should be instructive and uplifting. Prominent among such voices was Mrs. Sarah Trimmer, whose magazine The Guardian of Education (1802) carried the first regular reviews of children’s books. It was she who condemned fairy-tales for their violence and general absurdity; her own stories, Fabulous Histories (1786)described talking animals who were always models of sense and decorum.
D. So the moral story for children was always threatened from within, given the way children have of drawing out entertainment from the sternest moralist. But the greatest blow to the improving children’s book was to come from an unlikely source indeed: early 19th-century interest in folklore. Both nursery rhymes, selected by James Orchard Halliwell for a folklore society in 1842, and collection of fairy-stories by the scholarly Grimm brothers, swiftly translated into English in 1823, soon rocket to popularity with the young, quickly leading to new editions, each one more child-centered than the last. From now on younger children could expect stories written for their particular interest and with the needs of their own limited experience of life kept well to the fore.
E What eventually determined the reading of older children was often not the availability of special children’s literature as such but access to books that contained characters, such as young people or animals, with whom they could more easily empathize, or action, such as exploring or fighting, that made few demands on adult maturity or understanding.
F The final apotheosis of literary childhood as something to be protected from unpleasant reality came with the arrival in the late 1930s of child-centered best-sellers intend on entertainment at its most escapist. In Britain novelist such as Enid Blyton and Richmal Crompton described children who were always free to have the most unlikely adventures, secure in the knowledge that nothing bad could ever happen to them in the end. The fact that war broke out again during her books’ greatest popularity fails to register at all in the self-enclosed world inhabited by Enid Blyton’s young characters. Reaction against such dream-worlds was inevitable after World War II, coinciding with the growth of paperback sales, children’s libraries and a new spirit of moral and social concern. Urged on by committed publishers and progressive librarians, writers slowly began to explore new areas of interest while also shifting the settings of their plots from the middle-class world to which their chiefly adult patrons had always previously belonged.
G Critical emphasis, during this development, has been divided. For some the most important task was to rid children’s books of the social prejudice and exclusiveness no longer found acceptable. Others concentrated more on the positive achievements of contemporary children’s literature. That writers of these works are now often recommended to the attentions of adult as well as
child readers echoes the 19th-century belief that children’s literature can be shared by the generations, rather than being a defensive barrier between childhood and the necessary growth towards adult understanding.
2020年3月5日雅思閱讀機(jī)經(jīng)預(yù)測3
文章題目Ancient Greek Coins
重復(fù)年份人文社科
題材20140118 20120510
題型判斷+流程圖+簡答
文章大意古希臘錢幣。介紹了硬幣的制造過程，生產(chǎn)工藝及當(dāng)時(shí)的時(shí)代背景。
參考閱讀：
The history of Ancient Greek coinage can be divided (along with most other Greek art forms) into four periods, the Archaic, the Classical, the Hellenistic and the Roman. The Archaic period extends from the introduction of coinage to the Greek world during the 7th century BC until the Persian Wars in about 480 BC. The Classical period then began, and lasted until the conquests of Alexander the Great in about 330 BC, which began the Hellenistic period, extending until the Roman absorption of the Greek world in the 1st century BC. The Greek cities continued to produce their own coins for several more centuries under Roman rule. The coins produced during this period are called Roman provincial coins or Greek Imperial Coins.
The three most important standards of the Ancient Greek monetary system were the Attic standard, based on the Athenian drachma of 4.3 grams of silver and the Corinthian standard based on the stater of 8.6 grams of silver, that was subdivided into three silver drachmas of 2.9 grams, and the Aeginetan stater or didrachm of
12.2 grams, based on a drachma of 6.1 grams. The word drachm(a) means "a handful", literally "a grasp". Drachmae were divided into six obols (from the Greek word for a spit), and six spits made a "handful". This suggests that before coinage came to be used in Greece, spits in prehistoric times were used as measures in daily transactions. In archaic/pre-numismatic times iron was valued for making durable tools and weapons, and its casting in spit form may have actually represented a form of transportable bullion, which eventually became bulky and inconvenient after the adoption of precious metals. Because of this very aspect,
Spartan legislation famously forbade issuance of Spartan coin, and enforced the continued use of iron spits so as to discourage avarice and the hoarding of wealth. In addition to its original meaning (which also gave the euphemistic diminutive "obelisk", "little spit"), the word obol (?βολ??, obolós, or ?βελ??, obelós) was retained as a Greek word for coins of small value, still used as such in Modern Greek slang (?βολα, óvola, "monies").
The obol was further subdivided into tetartemorioi (singular tetartemorion) which represented 1/4 of an obol, or 1/24 of a drachm. This coin (which was known to have been struck in Athens, Colophon, and several other cities) is mentioned by Aristotle as the smallest silver coin :237 Various multiples of this denomination were also struck, including the trihemitetartemorion (literally three half-tetartemorioi) valued at 3/8 of an obol.
烤鴨在雅思閱讀中易犯的兩大錯(cuò)誤
錯(cuò)誤一、不看題目要求粗心大意
其實(shí)雅思閱讀對(duì)于聰明的中國考生來說，許多時(shí)候雅思閱讀的題目要求往往都可以給我們帶來許多的暗示，例如題目中如果有NB這樣的字眼，那么有些備選項(xiàng)會(huì)被用上2次，這無疑就是出題者給了我們一種無聲的暗示。還有對(duì)于一些notes/diagram/sentence completion的題目，大家一定要看清字?jǐn)?shù)要求，要不就會(huì)顯得出力不討好了。還有些題干上往往會(huì)標(biāo)明考查段落，所以大家千萬不要不看題干，回原文通篇瘋狂地尋找，這樣做既耽誤了時(shí)間，同時(shí)又降低了正確率。
錯(cuò)誤二、指讀和回讀的不良習(xí)慣
指讀，顧名思義，其實(shí)就是用手指或者筆邊指邊讀的習(xí)慣，也就是說在以一種“詞”為單位進(jìn)行閱讀。=提醒烤鴨，指讀通常會(huì)導(dǎo)致大家在考試規(guī)定的時(shí)間內(nèi)無法完成題目;并且還特別容易斷章取義，失去了自己對(duì)文章整體感的把握。
回讀的話就是一段話，一遍不行兩遍，兩遍不行再去讀三遍，直到自以為讀懂了為止，這樣的做法就是典型的以“句子”為單位閱讀的特征，因?yàn)樽x者雖然有可能在后面能夠讀懂每一句話，但是你們卻不可能有效的去區(qū)分主題句和支持句，導(dǎo)致后面不可能去掌握段落主旨。其實(shí)這是一種不自信的表現(xiàn)，烤鴨應(yīng)該要改正。
綜上所訴，備考雅思閱讀的時(shí)候，烤鴨經(jīng)常出現(xiàn)的一些錯(cuò)誤，往往會(huì)拉低了你們的閱讀水平，因此 呼吁大家，一定要改掉這些不良的習(xí)慣，使用正確的方法去備考。
提高雅思閱讀成績要怎么做
通常來說，如果考生的雅思閱讀可以拿到高分，那么考生其他部分的成績也不會(huì)太慘。要想提高考生的雅思閱讀成績，我們要如何做呢?一起看看新東方小編給大家整理的內(nèi)容吧。
首先，是如何提高自己英語閱讀的基本能力。而這樣的能力又主要分為兩個(gè)層次：詞匯的掌握和讀句子的能力。閱讀基本能力的提升，需要至少2個(gè)月的時(shí)間，通過給學(xué)生專業(yè)化的方案指導(dǎo)，將課堂上的學(xué)習(xí)和課堂后的復(fù)習(xí)相結(jié)合，讓其在一個(gè)合理的時(shí)間規(guī)劃期內(nèi)去提升自己的基礎(chǔ)能力，達(dá)到一個(gè)最佳的效果。這也是對(duì)于我們老師在教學(xué)中要求一直秉持的原則，忌急于求成，囫圇吞棗。
那么怎么去做基礎(chǔ)能力提升呢?對(duì)于大部分學(xué)生而言，詞匯的把握是核心。第一、同學(xué)們必須去把握閱讀部分的高頻詞，這些詞匯是所有同學(xué)都必須認(rèn)真記憶的，按照我們最新的權(quán)威數(shù)據(jù)統(tǒng)計(jì)，大概在1000個(gè)單詞左右，我們也為所有的學(xué)員將這些單詞做成了獨(dú)有的單詞庫，幫助大家以最高效的方式掌握必考詞匯;第二、同學(xué)們需要掌握好一些近義詞或同義詞詞組，雅思的閱讀部分考查就是看同學(xué)們對(duì)同義詞替換的一個(gè)把握，這些詞組的掌握是同學(xué)們獲得高分的基礎(chǔ)。
我們同樣為同學(xué)們對(duì)這些詞組進(jìn)行了總結(jié)和研究。在我們課堂上，我們授課老師會(huì)定期抽查同學(xué)們對(duì)于這2個(gè)詞匯庫的掌握，督促同學(xué)們做好詞匯的記憶工作。未參加培訓(xùn)的同學(xué)不妨可以效仿這樣的模式，給自己一些壓力和期限，認(rèn)真做好最基本詞匯與詞組的積累。
解決雅思閱讀的第二方面，就是要掌握好雅思閱讀部分解題的關(guān)鍵性技巧。雅思閱讀部分共有3篇文章，每篇1000詞左右，有40道題目要回答，時(shí)間是一小時(shí)。如果沒有對(duì)考試題型有透徹理解，那么很難在這么緊張的時(shí)間里去做好題目。因此一定要按照不同考題的特點(diǎn)和對(duì)應(yīng)的能力要求，有的放矢的去準(zhǔn)備以及應(yīng)對(duì)。筆者在日常的教學(xué)中會(huì)指導(dǎo)同學(xué)們把握不同題目的做題方法和技巧，一方面要讓他們知道為什么要這樣去思考，去做題，另一方面告訴他們怎么去靈活變通的去使用技巧。
只有把方法以及如何靈活運(yùn)用這些方法講透，學(xué)生們才能真正地掌握好、正確使用、自信滿滿地考取高分。我的小部分學(xué)生曾和我透露過這樣的困惑，在參加過一些培訓(xùn)之后，考試不理想，但是明明上課的時(shí)候聽得很爽，只是到考場上做題卻犯難。
其實(shí)，那正是因?yàn)轭}目的解題技巧沒講透，沒講清楚應(yīng)該怎么靈活的運(yùn)用，培訓(xùn)老師沒有從考生的角度去思考。我們的?？俭w系就是考慮到這一點(diǎn)建立健全起來的，通過階段性測試檢驗(yàn)學(xué)生有沒有真正地聽懂，老師有沒有認(rèn)真負(fù)責(zé)地講清楚。?？家膊粩嘧屚瑢W(xué)們看到自己階段性學(xué)習(xí)成果，從而更有動(dòng)力。
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