2020年3月5日雅思閱讀機經預測

雅思閱讀考試前，尤其是考試前一個月這段時間，很多考生不知道怎麼複習。今天小編爲大家準備了2020年3月5日雅思閱讀機經預測，建議各位考生可以參考一下機經練習，尤其是預測中的重點題型，大家可以多加練習。

2020年3月5日雅思閱讀機經預測1

文章題目Darkside of Technological Boom

重複年份20151203 20130713 20100520

題材科技

題型小標題 9+判斷 5

文章大意文章講了科技在現代生活中的各種弊端。

參考練習：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 ‘artificial 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日雅思閱讀機經預測2

文章題目Children's adults

重複年份20151219 20140802 20111026

題材文學

題型選擇 4+句子配對 4+判斷 4+簡答 1

文章大意講了兒童文學。探討了從成人角度去寫兒童文學的視角不同。

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日雅思閱讀機經預測3

文章題目Ancient Greek Coins

重複年份人文社科

題材20140118 20120510

題型判斷+流程圖+簡答

文章大意古希臘錢幣。介紹了硬幣的製造過程，生產工藝及當時的時代背景。

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誤

錯誤一、不看題目要求粗心大意

其實雅思閱讀對於聰明的中國考生來說，許多時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，那麼有些備選項會被用上2次，這無疑就是出題者給了我們一種無聲的暗示。還有對於一些notes/diagram/sentence completion的題目，大家一定要看清字數要求，要不就會顯得出力不討好了。還有些題幹上往往會標明考查段落，所以大家千萬不要不看題幹，回原文通篇瘋狂地尋找，這樣做既耽誤了時間，同時又降低了正確率。

錯誤二、指讀和回讀的不良習慣

指讀，顧名思義，其實就是用手指或者筆邊指邊讀的習慣，也就是說在以一種“詞”爲單位進行閱讀。=提醒烤鴨，指讀通常會導致大家在考試規定的時間內無法完成題目;並且還特別容易斷章取義，失去了自己對文章整體感的把握。

回讀的話就是一段話，一遍不行兩遍，兩遍不行再去讀三遍，直到自以爲讀懂了爲止，這樣的做法就是典型的以“句子”爲單位閱讀的特徵，因爲讀者雖然有可能在後面能夠讀懂每一句話，但是你們卻不可能有效的去區分主題句和支持句，導致後面不可能去掌握段落主旨。其實這是一種不自信的表現，烤鴨應該要改正。

綜上所訴，備考雅思閱讀的時候，烤鴨經常出現的一些錯誤，往往會拉低了你們的閱讀水平，因此 呼籲大家，一定要改掉這些不良的習慣，使用正確的方法去備考。

　　提高雅思閱讀成績要怎麼做

通常來說，如果考生的雅思閱讀可以拿到高分，那麼考生其他部分的成績也不會太慘。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爲兩個層次：詞彙的掌握和讀句子的能力。閱讀基本能力的提升，需要至少2個月的時間，通過給學生專業化的方案指導，將課堂上的學習和課堂後的複習相結合，讓其在一個合理的時間規劃期內去提升自己的基礎能力，達到一個最佳的效果。這也是對於我們老師在教學中要求一直秉持的原則，忌急於求成，囫圇吞棗。

那麼怎麼去做基礎能力提升呢?對於大部分學生而言，詞彙的把握是核心。第一、同學們必須去把握閱讀部分的高頻詞，這些詞彙是所有同學都必須認真記憶的，按照我們最新的權威數據統計，大概在1000個單詞左右，我們也爲所有的學員將這些單詞做成了獨有的單詞庫，幫助大家以最高效的方式掌握必考詞彙;第二、同學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們對同義詞替換的一個把握，這些詞組的掌握是同學們獲得高分的基礎。

我們同樣爲同學們對這些詞組進行了總結和研究。在我們課堂上，我們授課老師會定期抽查同學們對於這2個詞彙庫的掌握，督促同學們做好詞彙的記憶工作。未參加培訓的同學不妨可以效仿這樣的模式，給自己一些壓力和期限，認真做好最基本詞彙與詞組的積累。

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，時間是一小時。如果沒有對考試題型有透徹理解，那麼很難在這麼緊張的時間裏去做好題目。因此一定要按照不同考題的特點和對應的能力要求，有的放矢的去準備以及應對。筆者在日常的教學中會指導同學們把握不同題目的做題方法和技巧，一方面要讓他們知道爲什麼要這樣去思考，去做題，另一方面告訴他們怎麼去靈活變通的去使用技巧。

只有把方法以及如何靈活運用這些方法講透，學生們才能真正地掌握好、正確使用、自信滿滿地考取高分。我的小部分學生曾和我透露過這樣的困惑，在參加過一些培訓之後，考試不理想，但是明明上課的時候聽得很爽，只是到考場上做題卻犯難。

其實，那正是因爲題目的解題技巧沒講透，沒講清楚應該怎麼靈活的運用，培訓老師沒有從考生的角度去思考。我們的模考體系就是考慮到這一點建立健全起來的，通過階段性測試檢驗學生有沒有真正地聽懂，老師有沒有認真負責地講清楚。模考也不斷讓同學們看到自己階段性學習成果，從而更有動力。