小编今天整理了一些请问雅思阅读Summary该如何做好相关内容，希望能够帮到大家。
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2023年8月1日雅思阅读考试真题答案
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8月1号进行了八月初的第一场雅思的考试，相信大家对真题以及答案会非常的感兴趣、今天就由小钟老师为大家介绍2023年8月1日雅思阅读考试真题答案。
一、考题解析
P1 土地沙漠化
P2 澳大利亚的鹦鹉
P3 多重任务
二、名师点评
1.8月份首场考试的难度总体中等，有出现比较多的配对题，没有出现Heading题，其余主要以常规的填空，判断和选择题为主。文章的话题和题型搭配也是在剑桥真题中都有迹可循，所以备考重心依然还是剑桥官方真题。
2. 整体分析：涉及环境类（P1）、动物类（P2）、社科类（P3）。
本次考试的P2和P3均为旧题。P2是动物类的话题，题型组合为：段落细节配对+单选+summary填空，难度中等。题型上也延续19年的出题特点，出现配对题，考察定位速度和准确度。P3也出现了段落细节配对，主要是段落细节配对+单选+判断。三种题型难度中等，但是文章理解起来略有难度。
3. 部分答案及参考文章：
Passage 1：土地沙漠化
题型及答案待确认
Passage 2：澳大利亚的鹦鹉
题型：段落细节配对+单选+Summary填空
技巧分析：由于段落细节配对是完全乱序出题，在定位时需要先做后面的单选题及填空题，最大化利用已读信息来确定答案，尽量避免重复阅读，以保证充分的做题时间。
文章内容及题目参考：
A 概况，关于一个大的生物种类
B 一些物种消失的原因，题干关键词：an example of one bird species extinct
C 一种鹦鹉不能自己存活，以捕食另一种鸟为生，吃该鸟类的蛋。题干关键词：two species competed at the expense of oneanother
D 吸引鹦鹉的原因以及鹦鹉嘴的特点。题干关键词：analysis of reasons as Australian landscapeattract parrots
E 植物是如何适应鹦鹉。题干关键词：plants attract birds which make the animal adaptto the environment
F 南半球对英语的影响
G 两种鹦鹉从环境改变中获益并存活下来。题干关键词：two species of parrots benefit fromm theenvironment change
H 外来物种及本地鹦鹉
I 鸟类栖息地被破坏以及人类采取的措施
J 作者对于鹦鹉问题的态度
单选题：
why parrots in the whole world are lineal descendants of
选项关键词：continent split from Africa
the writer thinks parrots species beak is for
选项关键词：adjust to their suitable diet
which one is not mentioned
选项关键词：should be frequently maintained
填空题：分布在文章的前两段
one-sixth
16th century
mapmaker
John Gould
Passage 3：多重任务
题型：段落细节配对+单选+判断
参考答案及文章
28 F
29I
30C
31B
32G
33C
34B
35A
36YES
37YES
38NO
39NOT GIVEN
40NO
Passage3： multitasking
Multitasking Debate—Can you do them at the same time？
Talking on the phone while driving isn＇t the only situationwhere we＇re worse at multitasking than we might like to think we are. Newstudies have identified a bottleneck in our brains that some say means we arefundamentally incapable of true multitasking. If experimental findings reflectreal-world performance， people who think they are multitasking are probablyjust underperforming in all-or at best， all but one -of their parallelpursuits. Practice might improve your performance， but you will never be asgood as when focusing on one task at a time.
The problem， according to René Marois， a psychologist atVanderbilt University in Nashville， Tennessee， is that there＇s a sticking pointin the brain. To demonstrate this， Marois devised an experiment to locate nteers watch a screen and when a particular image appears， a red circle，say， they have to press a key with their index finger. Different colouredcircles require presses from different fingers. Typical response time is about half a second， and thevolunteers quickly reach their peak performance. Then they learn to listen todifferent recordings and respond by making a specific sound. For instance， whenthey hear a bird chirp， they have to say ＂ba＂； an electronic soundshould elicit a ＂ko＂， and so on. Again， no problem. A normal personcan do that in about half a second， with almost no effort. The trouble comeswhen Marois shows the volunteers an image， then almost immediately plays them asound. Now they＇re flummoxed. ＂If you show an image and play a sound atthe same time， one task is postponed，＂ he says. In fact，if the second taskis introduced within the half-second or so it takes to process and react to thefirst， it will simply be delayed until the first one is done. The largestdual-task delays occur when the two tasks are presented simultaneously； delaysprogressively shorten as the interval between presenting the tasks lengthens（See Diagram）.
There are at least three points where we seem to getstuck， says Marois. The first is in simply identifying what we＇re looking can take a few tenths of a second， during which time we are not able tosee and recognise a second item. This limitation is known as the＂attentional blink＂： experiments have shown that if you＇re watchingout for a particular event and a second one shows up unexpectedly any timewithin this crucial window of concentration， it may register in your visualcortex but you will be unable to act upon it. Interestingly， if you don＇texpect the first event， you have no trouble responding to the second. Whatexactly causes the attentional blink is still a matter for debate.
A second limitation is in our short-term visual ＇s estimated that we can keep track of about four items at a time， fewer ifthey are complex. This capacity shortage is thought to explain， in part， our astonishinginability to detect even huge changes in scenes that are otherwise identical，so-called ＂change blindness＂. Show people pairs of near-identicalphotos -say， aircraft engines in one picture have disappeared in the other -andthey will fail to spot the differences （if you don＇t believe it， check out theclips at /~rensink/flicker/download）. Here again， though， thereis disagreement about what the essential limiting factor really is. Does itcome down to a dearth of storage capacity， or is it about how much attention aviewer is paying？
A third limitation is that choosing a response to astimulus -braking when you see a child in the road， for instance，or replyingwhen your mother tells you over the phone that she＇s thinking of leaving yourdad -also takes brainpower. Selecting a response to one of these things willdelay by some tenths of a second your ability to respond to the other. This iscalled the ＂response selection bottleneck＂ theory， first proposed in1952.
Last December， Marois and his colleagues published apaper arguing that this bottleneck is in fact created in two different areas ofthe brain： one in the posterior lateral prefrontal cortex and another in thesuperior medial frontal cortex （Neuron， vol 52， p 1109）. They found this byscanning people＇s brains with functional MRI while the subjects struggled tochoose among eight possible responses to each of two closely timed tasks. Theydiscovered that these brain areas are not tied to any particular sense but aregenerally involved in selecting responses， and they seemed to queue theseresponses when presented with multiple tasks concurrently.
Bottleneck？ What bottleneck？
But David Meyer， a psychologist at the University ofMichigan， Ann Arbor， doesn＇t buy the bottleneck idea. He thinks dual-taskinterference is just evidence of a strategy used by the brain to prioritisemultiple activities. Meyer is known as something of an optimist by his has written papers with titles like ＂Virtually perfect time-sharing indual-task performance： Uncorking the central cognitive bottleneck＂（Psychological Science， vol 12， p101）. His experiments have shown that withenough practice -at least 2000 tries -some people can execute two taskssimultaneously as competently as if they were doing them one after the suggests that there is a central cognitive processor that coordinates allthis and， what＇s more， he thinks it uses discretion： sometimes it chooses todelay one task while completing another.
Even with practice， not all people manage to achieve thisharmonious time-share， however. Meyer argues that individual differences comedown to variations in the character of the processor -some brains are just more＂cautious＂， some more ＂daring＂. And despite urban legend，there are no noticeable
differences between men and women. So， according to him，it＇s not a central bottleneck that causes dual-task interference， but rather＂adaptive executive control＂， which ＂schedules task processesappropriately to obey instructions about their relative priorities and serialorder＂.
Marois agrees that practice can sometimes eraseinterference effects. He has found that with just 1 hour of practice each dayfor two weeks， volunteers show a huge improvement at managing both his tasks atonce. Where he disagrees with Meyer is in what the brain is doing to achievethis. Marois speculates that practice might give us the chance to find lesscongested circuits to execute a task -rather like finding trusty back streetsto avoid heavy traffic on main roads -effectively making our response to thetask subconscious. After all， there are plenty of examples of subconsciousmultitasking that most of us routinely manage： walking and talking， eating andreading， watching TV and folding the laundry.
But while some dual tasks benefit from practice， otherssimply do not. ＂Certain kinds of tasks are really hard to do two atonce，＂ says Pierre Jolicoeur at the University of Montreal， Canada， whoalso studies multitasking. Dual tasks involving a visual stimulus andskeletal-motor response （which he dubs ＂in the eye and out the hand＂）and an auditory stimulus with a verbal response （＂in the ear and out themouth＂） do seem to be amenable to practice， he says. Jolicoeur has foundthat with enough training such tasks can be performed as well together asapart. He speculates that the brain connections that they use may be somehowspecial， because we learn to speak by hearing and learn to move by looking. Butpair visual input with a verbal response， or sound to motor， and there＇s nodramatic improvement. ＂It looks like no amount of practice will allow youto combine these，＂ he says.
For research purposes， these experiments have to be keptsimple. Real-world multitasking poses much greater challenges. Even the upbeatMeyer is sceptical about how a lot of us live our lives. Instant-messaging andtrying to do your homework？ ＂It can＇t be done，＂ he says. Conducting ajob interview while answering emails？ ＂There＇s no way you wind up being asgood.＂ Needless to say， there appear to be no researchers in the area ofmultitasking who believe that you can safely drive a car and carry on a phoneconversation. In fact， last year David Strayer at the University of Utah inSalt Lake City reported that people using cellphones drive no better thandrunks （Human Factors， vol 48， p 381）. In another study， Strayer found thatusing a hands-free kit did not improve a driver＇s response time. He concludedthat what distracts a driver so badly is the very act of talking to someone whoisn＇t present in the car and therefore is unaware of the hazards facing thedriver.
“No researchers believe it＇s safe to drive a car andcarry on a phone conversation”
It probably comes as no surprise that， generallyspeaking， we get worse at multitasking as we age. According to Art Kramer atthe University of Illinois at Urbana-Champaign， who studies how ageing affectsour cognitive abilities， we peak in our 20s. Though the decline is slow throughour 30s and on into our 50s， it is there； and after 55， it becomes moreprecipitous. In one study， he and his colleagues had both young and oldparticipants do a simulated driving task while carrying on a conversation. Hefound that while young drivers tended to miss background changes， older driversfailed to notice things that were highly relevant. Likewise， older subjects hadmore trouble paying attention to the more important parts of a scene than youngdrivers.
It＇s not all bad news for over-55s， though. Kramer alsofound that older people can benefit from practice. Not only did they learn toperform better， brain scans showed that underlying that improvement was achange in the way their brains become active.
Whileit＇s clear that practice can often make a difference， especially as we age， thebasic facts remain sobering. ＂We have this impression of an almightycomplex brain，＂ says Marois， ＂and yet we have very humbling andcrippling limits.＂ For most of our history， we probably never needed to domore than one thing at a time， he says， and so we haven＇t evolved to be ableto. Perhaps we will in future， though. We might yet look back one day on peoplelike Debbie and Alun as ancestors of a new breed of true multitaskers.
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请问雅思阅读Summary该如何做好
您好，我是专注留学考试规划和留学咨询的小钟老师。选择留学是人生重要的决策之一，而作为您的指导，我非常高兴能为您提供最准确的留学解答和规划。无论您的问题是关于考试准备、专业选择、申请流程还是学校信息，我都在这里为您解答。更多留学资讯和学校招生介绍，欢迎随时访问。对于很多正在考雅思的同学来说，不知道雅思阅读准备得怎么样？今天就和小钟老师一起来看看雅思阅读Summary该如何做好？
一、无选项雅思阅读Summary的特征
1、主要针对文章的某一段或某几段的主要内容进行概括或改写，上下句之间有一定的联系。
2、每个空格的间隔时近时远，例如剑7 T1 P1的summary就定位在D段一段中，而剑5 T1 P1的则分散在四个段落中，由此可见定位准确是解题的关键步骤。但考生们不用着急，一般summary的定位还是比较容易的，且大部分是涉及到原文的两三段。即使某道题比较难找到，也可以先做summary的其他题，切勿因小失大。
3、一般是顺序原则，较少乱序。
4、填的答案多是原文原词，很少需要改变语态和词性，相对简单。
二、雅思阅读Summary的解题步骤
1、阅读文章的大标题和小标题。其实拿到一篇文章，不论有哪些题型，第一步都要阅读文章的大标题和小标题，大致掌握文章主题和推测文章的写作思路和结构。
2、仔细审题。 （1）注意字数限制（Choose NO MORE THAN TWO WORDS from the passage for each answer. ），一般有只能填一个、不超过两个和不超过三个单词。（2）有时题目会明确告知summary在原文中的起始段落。
3、根据summary的小标题或者首句，回原文确定起始位置。
4、划出第一题的定位词和关键词（指紧挨着空格的并且肯定会被同义替换的单词）。
5、通过关键词及空格前后的逻辑关系来推测所填词的语法特征。（1）常考词性有名词、形容词、动词和副词，但主要以“名词和形容词”为主，在剑桥真题5-9中的summary共63个，名词58个占92%，形容词5个占8%。（2）如果所填词是名词，还可以进一步去预测是人还是物，单复数，有时甚至能推测出是具体物还是抽象物，但还是要根据实际情况而定，不要为了预测而硬预测。
6、回到原文，通过略读定位到题目位置。
7、精读定位词所在的句子，一定要读完整。
8、对应关键词和逻辑关系后，通过语法来确定答案。
9、继续下一题。
二、雅思阅读Summary解题小贴士
1、一定要注意字数限制。有不少考生会因为初次考试紧张而忘记审题，同样的问题在判断题的TRUE和YES中也有体现。
2、如果在题目或者原文中看到this，that，those，these，it等指代词，一定要把指代词的内容搞清楚，因为指代词往往是考点，或者通过指代词所指内容能提示解题。
3、如果定位词所在句子找不到关键词的同义替换或逻辑关系，一般可以往下看一句，最多往下看两句。
4、因为是顺序出题，所以实在是有定位不到的题要学会放弃，先做下一题，然后在上下两题的定位之间再寻找一次。
总而言之，无选项summary是考生必须要得到分数的题型。解题步骤大致为了解文章主题，审题，圈划定位词和关键词，预测语法特征，回原文精读。除了熟练掌握做题步骤和技巧之外，基础语法和同义替换也是加快做题速度，提高正确率的利剑。每次做完题都要认真分析错误原因，是定位不准确，同义替换没背出还是句意或逻辑关系理解错误，并积累每道题目（不论对错）和题目对应原文句子的生词和同义替换。考生不能太过沉迷于技巧，毕竟扎实的基本功和踏实的学习态度才是通过雅思，成功打开国外理想大学大门的钥匙。
以上信息希望能帮助您在留学申请的道路上少走弯路。如果您还有更多问题或需要深入探讨，不要犹豫，您可以在我们的留学官方网站上找到更丰富的考试资讯、留学指导和一对一专家咨询服务。我们的团队始终站在您的角度，为您的留学梦想全力以赴。祝您申请顺利！
剑桥雅思难度排行4-17
剑桥雅思难度排行4-17如下：
剑桥雅思4、剑雅5、剑雅7、剑雅9、剑雅10、剑雅14、剑雅15、剑雅16、剑雅6、剑雅8、剑雅12、剑雅13、剑雅17。
一、剑桥雅思考试
剑桥雅思是剑桥大学考试委员会（UCLES）主办的一项考试，主要用于评估非英语为母语的英语使用者的英语能力。这项考试被广泛用于申请英国、澳大利亚、加拿大等英语国家的大学、研究生院、工作单位等需要英语能力的场所。
其中，听力部分要求考生根据所听到的内容完成填空、选择等题型；阅读部分要求考生在规定时间内阅读一篇长文，并根据文章内容完成选择、判断等题型；写作部分要求考生在规定时间内完成一篇议论文和一篇说明文；口语部分要求考生与考官进行一对一的对话，包括对所提供的话题进行讨论、描述等。
二、考试难度和特点
剑桥雅思考试的难度相对来说较高，考试的题目设计也比较灵活和多样化。在听力部分，考生需要听懂英语口音和语速，同时需要快速反应和记录关键信息；在阅读部分，文章长度比较长，需要考生具备较高的阅读速度和理解能力。
在写作部分，要求考生具备良好的语言表达和逻辑思维能力；在口语部分，考官会根据考生的表现进行评分，因此需要考生具备流利的口语表达和语言组织能力。
三、考试用途和适用人群
剑桥雅思考试主要用于申请英国、澳大利亚、加拿大等英语国家的大学、研究生院等教育机构，同时也是一些企业招聘时所要求的英语能力测试之一。适用人群包括需要申请留学或工作的英语学习者、需要证明自己英语能力的工作人士等。
总之，剑桥雅思是一项具有较高难度和灵活性的英语能力测试，能够全面评估考生的听、说、读、写四个方面的能力。对于需要申请留学或工作的英语学习者来说，掌握好英语语言技能并取得好的成绩将对未来的发展有很大的帮助。
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