| 考试日期： | 2012年4月28日 |
| Reading Passage 1 | |
| Title: | Advertisement |
| Question types: |
TRUE/FALSE/NOT GIVEN Short-answer questions |
| 文章内容回顾 | 判断题，电视比媒体多广告，NG；认为广告应该simpler T；广告形式越多越好F；问答题，那个研究人员在之前是做什么subject；哪些重要的部分被人忘记了；用什么想让消费者记着他们产品的好brand；什么时候广告竞争fierce holiday seasons |
| 题型难度分析 | 第一篇的题型包括是非无判断和简答题。从难度而言，是非无判断题难度并不大，并且因其遵循顺序原则，文章定位也比较容易；而简答题为送分题，特别简单，因此总体而言本篇文章的题型难度较小。 |
| 题型技巧分析 |
是非无判断是雅思阅读基本每次必考的的题型，我们来分析一下这类题目的做题技巧： 首先，让我们来了解一下这种题目的出题特点。 1. 题目说明中容易出陷阱 如果考试的三篇文章中都有是非无判断，他们会改变题目说明中对答案写法的要求，如第一篇文章中的判断题要求写TRUE/FALSE/NOT GIVEN, 第二篇文章中的判断题又会让考生们写YES/NO/NOT GIVEN, 而第三篇文章中又要求考生们写TRUE/FALSE/NOT GIVEN。总之陷阱是一环套一环。 2. 顺序原则 考生们在做是非无判断题时需要谨记：雅思是非无判断题在原文中对应内容的位置遵循“顺序原则”。也就是说如果第一题在第三段中定位到，那么第二题就不可能在第一段或第二段中定位到；如果考生违反这一规律，即便定位到了，答案也肯定是错的，除非“人品好”能够蒙对。考生们在做是非无判断题时应该充分利用这一规律；如果哪道题在文章中定位不到，但又不确定是否答案是NOT GIVEN，可以先定位下一判断题，如果在下一判断题对应原文内容之前没有定位到，则可以确定答案为NOT GIVEN。 具体步骤如下： 1. 首先考生们要做的就是找“考点”。这一步非常关键，若考生考点找错则会直接影响后续的定位和判断。所谓的考点即为题目中可能说错的部分。因为是非无判断题是要求考生们判断题目中句子和原文中内容相符、矛盾还是文章中没有相关信息，因此考生们首先就要确定题目句子中哪部分可能说错（即和原文内容不符），然后再根据文章中内容判断答案。 2. 在考点确定好之后，考生们要做就是确定定位词或定位词组了（注意文章标题中出现的单词不可作为定位词），从而为后续的在文章中定位做好准备，若定位次找错，会直接导致考生在文章中定位不到题目的位置。通常作为定位词/词组的最优先的是专有名词（人名地名等）、专业术语、物质名词和特殊名称，如：Hanshin earthquake，Professor Pretty，forest policy等，因为通常情况下，这些词在文章中出现的会是原词，并且专有名词字体特殊，所以最容易定位。其次是数字和时间，考生们需要注意的是时间和数字在文章中可能会被同义替换。若上述两种定位词/词组在题目中均没有出现，考生则需要根据题目归纳题目是关于哪方面的信息，也就是题目中句子的主体是什么，此主体即为定位词，并且此定位词在文章中通常也会被同义替换掉。 3. 定位词确定之后，考生们就需要在文章中定位题目在文章中对应内容的位置并判断T/F/NG或者Y/N/NG了。 判断TRUE/YES的第一种情况是“近义/同义替换”。 判断TRUE/YES的第二种情况是“归纳总结”。 判断FALSE/NO的情况为“题目100%否认原文”。 判断NOT GIVEN 的情况为“根据原文无法100%确定题目对还是错” |
| 剑桥雅思推荐原文练习 | 剑6 Test3 |
| Reading Passage 2 | |
| Title: | Ants |
| Question types: |
Multiple Choice Which paragraph contains the following information Detail Matching |
| 文章内容回顾 | 蚂蚁和真菌，选择题第一个选earlier study have no evidence, 后面选 D substance useful to humans。A leaf-cutter ants B lower ants C Both 第一个说吃烂蔬菜的是B, nest较小的是B, nest大的是A, 可以吃有害植物，有帮助的是A；配对题中 escovoplish的危害是后面H段好像还有comparison of 两种蚂蚁的nest, leaf蚂蚁比人类做的好的two things，leaf-cutter对环境影响，lower那个蚂蚁的优点等。 |
| 英文原文阅读 |
Fungus-growing ants are only New World in distribution, indicating that the origin and subsequent radiation throughout the Neotropics occurred after the separation of South America from Africa (88). The ability to cultivate fungi has a single origin in ants (72,90), evolving from an ancestor that is believed to have been a generalist forager (57). The ants belong to the monophyletic tribe Attini (subfamily Myrmicinae), which is composed of 12 genera and approximately 210 described species (72; Table 1). The five most phylogenetically derived genera form a clade called the "higher attines," and the remaining seven genera, with approximately half of the species diversity, compose the "lower attines." Although all attine ants are referred to as fungus-growers, the two most phylogenetically derived genera, Acromyrmex and Atta, are more commonly known as leaf-cutter ants. The lower attines typically use dead vegetative debris as well as insect feces and corpses to manure their gardens; the higher attine genera Tra chymyrmex and Sericomyrmex typically use dead vegetable matter, whereas those of the genera Acromyrmex and Atta use mostly fresh leaves and flowers (Table 1). Fungus-growing ants are obligately dependent on their fungal cultivars. The fungus serves as the sole food source for the larvae and queen, while workers supplement this by feeding on plant sap (42,59,67). The general nutritional value of the fungi that the attine ants cultivate is not clear (see 57); however, the fungi cultivated by many members of the higher attines produce specialized structure called gongylidia that the ants preferentially feed on (52,66,87,88). Gongylidia are hyphal swellings that, at least among the fungi cultivated by leaf-cutters, are rich in lipids and carbohydrates (47,67). Fungus-growing ants, like all ants, are social, forming colonies of closely related individuals. Ant colonies have been described as "superorganisms" (34), with individual workers performing tasks for the functioning of the colony just as cells in higher organisms. The queen, of which there is usually only one, tends the garden in its incipient stage and subsequently reproduces the worker population; workers engage in tasks that help the colony function, such as foraging for food, cleaning the nest, caring for the brood, and defending against attackers; and males participate only in reproduction, dying shortly after the nuptial flight. The queen transfers the fungus into the next generation by carrying a small clump of the cultivar with her during the nuptial flight (35,36). This ball of fungus from the parent colony is stored in the queen's infrabuccal pocket, a cavity and filtering device within the mouthparts of ants (27). Once inseminated, the queen typically digs a clasutral chamber, spits-up the fungus, and begins tending it underground, although some species form new colonies under leaf litter or rocks, under or within logs, or even in trees (88). Prior to the presence of workers, growth of the fungus is supported by the foundress queen, who either forages for substrate or uses fecal fluids to manure the garden (depending on the species). The queen tends the new garden until the first brood of workers has been reared, at which point workers take over the tasks of tending the fungal cultivar and foraging for garden substrate. The colony continues to accumulate biomass of both ants and fungus until reaching sufficient size to produce new reproductive individuals. Colonies typically are perennial, living for many years and producing reproductives annually until the queen dies. Among the lower attines, colony and worker size are typically small, with no worker polymorphism. There is an apparent evolutionary trend toward greater colony and worker size as well as worker polymorphism from the lower to higher attines (34,91,93; Table 1). This trend finds its culmination in the leaf-cutter genus Atta, which can have colonies with millions of workers, can live for more than 10 years, and has strong worker polymorphism (87,88). FUNGI CULTIVATED BY FUNGUS-GROWING ANTS An understanding of this mutualism has been greatly hindered by the lack of information regarding the taxonomic placement and evolutionary history of the fungal cultivars. The traditional methods for fungal taxonomy and systematics depend on the morphology of fruiting structures; however, the fungi cultivated by attine ants do not readily produce these sexual structures in association with the ants or in pure culture (31,52,55). Although there generally has been a consensus that the fungi are basidiomycetes, likely in the order Agaricales (52,88), definitive generic identification was not possible prior to the recent development of molecular phylogenetic techniques. With the use of this technology, it has been established that most of the fungi belong to the family Lepiotaceae (Basidiomycota: Agaricales), in the tribe Leucocoprineae (16,32,56). This tribe is composed of two genera, Leucocoprinus and Leucoagaricus. Members of the Leucocoprineae are mostly topical species that are specialized litter decomposers (25,76). An extensive study by Mueller and colleagues (56) indicates that there are at least two distinct clades of leucocoprineous fungi that are cultivated by fungus-growing ants and, as I discuss below, the dynamics of the association between the ants and their fungi are complex. In contrast to most attines that cultivate fungi in the family Lepiotaceae, some ant species in the genus Apterostigma cultivate fungi in the family Tricholomataceae (16). These cultivars appear to be closely related to the wood decomposing fungi in the genus Gerronema (53). |
| 题型难度分析 | 这篇文章的难度比第一篇的难度要高一些，因为题型为选择题和两种配对题，而双配对题无疑很大程度上增加了这篇文章的难度。 |
| 题型技巧分析 |
配对题分类： 人/物体/地点/时间&特点/描述/事件 人名→理论 段落→具体信息 特点： 1）A: 当题目为专有名词、术语或物质名词时，题目一般遵循顺序原则 B: 当题目不是专有名词、术语或物质名词，而选项是时，题目不 遵循顺序原则 2）答案是否会重复使用？取决于NB 3）做题方法： A: 当题目为专有名词、术语或物质名词时，根据题目在原文定位，理 解原文对应内容并选出答案（着重考察对文章的理解） B: 当题目不是专有名词、术语或物质名词，而选项是时，在文章中把选项中所有的专有名词、术语或物质名词划出，然后在题目中划定位词在文章中定位。 注意：结构阅读法的运用 若某1、2题做不出来，可先做后面题目，然后再返回来做 |
| 剑桥雅思推荐原文练习 | 剑7Test 3 剑8Test 4 |
| Reading Passage 3 | |
| Title: | Venus |
| Question types: |
TRUE/FALSE/NOT GIVEN Matching Summary Completion |
| 文章内容回顾 |
各个科学家对Venus的研究. 判断题 1.研究起源于19century F 2.不用什么方法研究很危险 NG 3.那些人最终统计出来sun和earth距离 T 4.普通人19世纪后把scientific study freeing from ignorance F 填空英国啊什么organization, Royal society 人们都可以去了解科学了。 |
| 题型难度分析 | 本篇文章还是以配对题和是非无判断题作为主打题型， 总体难度相对而言不是高。 |
| 题型技巧分析 |
摘要题原文中选词填空： 1. 注意题目说明中是否给出文章范围 2. 注意字数限制 3. 题目在原文中出现的位置？：顺序原则 4. 原文中单词是否能改动？：不可改动 5. 做题方法： 首先：利用标题或者第一句话定位题目在文章中的起始段落 然后：利用空前后的限定信息在文章中定位并确定答案 （限定信息和原文内容必须一一对应才能选出正确答案） |
| 剑桥雅思推荐原文练习 | 剑2 General Test B Section 3 |
|
考试趋势分析和备考指导： 本次雅思阅读考试出现了很多配对题和是非无判断题。配对题一直以来都是考官比较青睐的题型，因为雅思阅读的主要目的就是考查考生们定位所需信息的能力，而这种题型的一个典型特点是乱序，最能考查考生们的定位能力，因此在未来几个月这种题型的数量将继续占主导地位。在接下来的雅思阅读考试题型将会保持“判断题数量基本不变，配对题比重稳中有升，其他题型星星点点，题型分布较广但不均匀”的特点。 应对策略：考生要特别注意每一种题型的复习，切不可因侥幸心理忽视了某种题型技巧的复习，因为很有可能忽略的题型成为考试中的主导题型。另外雅思阅读考试越来越偏爱自然科学类话题，建议考生们在备考过程中多了解这方面的知识，扩大自己的知识面并且配备对应的话题词汇。 由于雅思阅读考试对考生的词汇和句型理解要求相当高，所以每位考生们在学习每种题型的做题技巧的同时，要努力提高自己的语言功底，达到雅思所要求的词汇量和语法要求。考生们切不可迷信所谓“技巧”，因为任何应试技巧都是建立在英语基础之上的，也就是说技巧是“锦上添花”，而不是“雪中送炭”的。 |