2023年10月16日雅思阅读考试真题及答案 2023年10月19日雅思阅读考试真题及答案

今天金博宝188官网小编整理了2023年10月16日雅思阅读考试真题及答案 2023年10月19日雅思阅读考试真题及答案相关内容，希望能帮助到大家，一起来看下吧。

本文目录一览：

• 1、2023年10月16日雅思阅读考试真题及答案
• 2、2023年10月19日雅思阅读考试真题及答案
• 3、剑桥雅思10 test3 阅读 答案

2023年10月16日雅思阅读考试真题及答案

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
阅读考试是雅思考试中占分比重比较大的类型，需要大家认真对待。以下是小钟老师为大家整理的雅思2023年10月16日阅读考试真题及答案，仅供参考。
2023年10月16日雅思阅读考试
Passage 1
主题：贸易船竞争
参考答案：
Passage 2
主题：IQ
参考答案：
14-17 判断
14.FALSE
15.NOT GIVEN
16.TRUE
17.TRUE
18-22 人名匹配
18.A
19.E
20.F
21.C
22.D
23-26 填空
23.scalp electrodes
24.inspiration and elaboration
25.alpha wave activity
26.flexibility
Passage 3
主题：旅游业的发展
待更新
雅思阅读分数对照表
雅思9分对应阅读39-40分；
雅思8.5分对阅读37-38分；
雅思8.分对应阅读35-36分；
雅思7.5分对应阅读33-34分；
雅思7分对应阅读30-32分；
雅思6.5分对应阅读27-29分；
雅思6分对应阅读23-26分；
雅思5.5分对应阅读20-22分；
雅思5分对应阅读16-19分；
雅思4.5分对应阅读13-15分；
雅思4分对应阅读10-12分；
雅思3.5分对应阅读6-9分；
雅思3分对应阅读4-5分；
雅思2.5分对应阅读3分；
雅思2分对应阅读2分；
雅思1分对应阅读1分。
雅思阅读题型介绍
选择题
选择题其实是在考你对于原文中提及的一些详细信息的定位能力。你需要快速读懂题目并选择出正确的选项。往往除了正确选项以外还会有几个迷惑选项给你*陷阱，你必须凭借原文中的特定信息来排除它们（或定位正确选项）。
Summary填空题
这种题目一般是将原文的某一部分信息先进行了一个总结，然后设计了一些空让你填空。你有可能需要用原文的单词进行填空，也可能需要用所给出的一些单词进行选词填空。（词比空多）由于是对原文的总结，所以这段题干的内容在原文中肯定是出现的，但是绝对不会是原文重现，而是用一些同义词对原文的关键词进行替换。
完成句子
这种题目一般是有几个句子中间有空让你用原文中的单词去填。其实这种题目更多的考察你的意译能力，即题干中的句子跟原文中的句子是两个同义句，表达的其实是同一个意思，考察你的同义词掌握能力。一般题目开头会有这么一句话 ”ChooseNO MORE THAN TWO WORDS from the textfor eachanswer”注意，NO MORE THAN TWO WORDS就是不能超过2个单词，只能填1个或2个；此外，from the text 意味着你只能填原文中的词汇，而不是自己去编一个。
句子配对题
这种题型就是给你两组不完整的句子让你根据原文的信息进行配对。这种题型并不像 TFNG，填空题那么常见，但我们备考的时候也要练习。这种题的主要目的就是看你是否读懂了句子，是否了解原文的大意。给出的选项要远远多于给出的题干，一般是从 8-9 个句子中选 5-6 个进行配对。（所以排除法也是可以运用的）
判断题（TFNG）题型
判断题又称“TFNG”题，要求你根据原文的信息对给出的题干进行判断。
标题配对题
标题配对题又称 heading 题，需要你把题干中列出个段落标题与原文段落配对，主要就是考察你对文章每一段段落大意的掌握情况。heading 一般都是对某一段信息的简单总结，你必须找出那个最恰当的一个，一般来说 headings 多于段落。
图表题
顾名思义，就是根据原文提供的信息来完成一个图表（通常都是图），原文一般都是描述一个流程，描述一个东西等，有点类似我们小作文的流程图或地图题。
人名配对题
题目要求你根据原文把某个专家，研究员，科学家等的言论，观点，发现或成就等与题干配对。
雅思阅读提升技巧
1、快速浏览全文
考生最好用1—2分钟大致浏览全文，以便掌握文章的结构。
这一步骤虽短，但却是训练及解题过程中的重点。文章的篇章结构模式可以帮助考生更好地理解内容，并理顺句子或段落间的关系，以便在做题过程中有重点的跳读。
2、解析题目
首先，无论遇到哪种题型，考生都应尽可能地找出一些关键词，以便迅速定出答案可能所在的区域。其次，考生应对各种题型有较深入的理解。
尤其是每种题型的应对方法。拿Matching的题来讲，在General Reading和Academic Reading中就不一样，一个是Matching of Information，另一个是Matching of Paragraph Headings，两种题型的做法不一样，在前者，考生应将注意力集中在题中，将每个问题的核心词标出来，然后根据这些核心词去文中找相应的信息。
在后者，考生的注意力应放在归纳文章上，在进行核心词分类后，就要对文章的结构和每段的重心进行归纳与分析，找出各段的主题词，然后在段落的首句中找出相应信息。
3、注意词形变化
考生一定要特别注意词形变化、同（近）义词或是相关词，因为题目中出现的词不一定和文章中出现的词一模一样。
考生在平时训练中尤其要培养这方面的敏感度。核心词尽量以信号词为主，其次才是关键词。
4、攻克单词和句子阅读
雅思阅读是考试一大难点，很多考生在阅读上失手。其主要存在以下几个难点：单词、句子阅读、阅读速度和考生主观臆断。
准备单词卡片，循环背诵一般雅思阅读中涉及词汇量比较大，但考生具备4000左右即可应考。单词贫乏的考生，一定要及时补充词汇，打下扎实的基础。在应试时很容易遗忘或混淆单词的意义，为了避免类似情况发生，一定要加强单词意义的理解。
5、句子参考上下文，分析主谓结构
在句子理解方面，考生最容易犯的错误就是根据自己已有经验片面理解。
雅思阅读中有的题目考的是对于文章中某一句子的理解，要参考上下文客观地看问题。考生应对一些复合句，尤其是双重否定句、比较句、指代句等有较深了解。
特别在遇到复杂句时，应静心思考，从把握句子主干一一主谓结构着手来分析解剖句子结构。
6、学会做标记
雅思阅读追求速度（speed）与准确度（accuracy）的完美结合。快而不准或准而太慢都会影响考分。考生在勤奋练习的时候掌握一些阅读技巧将达到事半功倍的效果。
快速阅读最关键的是在扫描全文的时候把握每段的主旨，并做出标记，在看完全文后对文章的结构主题有大致的了解。此外，考生以单词为单位看文章，遇生词就停顿等坏习惯都要极力避免。

希望以上的答复能对您的留学申请有所帮助。如果您有任何更详细的问题或需要进一步的协助，我强烈推荐您访问我们的留学官方网站 ，在那里您可以找到更多专业的留学考试规划和留学资料以及*的咨询服务。祝您留学申请顺利！

2023年10月19日雅思阅读考试真题及答案

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
上周末完成的雅思考试，相信大家都对真题和答案很感兴趣，那么今天就来和小钟老师一起来看看2023年10月19日雅思阅读考试真题及答案。
Section1
青春期能力发展（重复19年4月13日第一篇文章，考试文章和部分题目稍有改动，真题仅供参考）
Section2
蜜蜂对于生态的重要性
Section3
可以参考：历史教学新方法 New Ways of Teaching History
New Ways of Teaching History
In a technology and media-driven world， it＇s becoming increasinglydifficult to get our students’attentions andkeep them absorbed in classroom discussions. This generation， in particular，has brought a unique set of challenges to the educational table. Whereas youthare easily enraptured by high-definition television， computers， iPods， videogames and cell phones， they are less than enthralled by what to them areobsolete textbooks and boring classroom lectures. The question of how to teachhistory in a digital age is often contentious. On the one side， the old guardthinks the professional standards history is in mortal danger fromflash-in-the-pan challenges by the distal that are all show and no the other Side， the self-styled“disruptors”offer over-blown rhetoric about how digital technology has changedeverything while the moribund profession obstructs all progress in the name ofoutdated ideals. At least， that＇s a parody （maybe not much of one） of how thedebate proceeds. Both supporters and opponents of the digital share moredisciplinary common ground than either admits.
When provided with merely a textbook as a supplemental learning tool， testresults have revealed that most students fail to pinpoint the significance ofhistorical events and individuals. Fewer still are able to cite andsubstantiate primary historical sources. What does this say about the way oureducators are presenting information？ The quotation comes from a report of a1917 test of 668 Texas students. Less than 10 percent of school-age childrenattended high school in 1917； today， enrollments are nearly universal. Thewhole world has turned on its head during the last century but one thing hasstayed the same： Young people remain woefully ignorant about history reflectedfrom their history tests. Guess what？ Historians are ignorant too， especiallywhen we equate historical knowledge with the ＂Jeopardy＂ Daily a test， those specializing in American history did just fine. But those withspecialties in medieval， European and African history failed miserably whenconfronted by items about Fort Ticonderoga， the Olive Branch Petition， or theQuebec Act—all taken from a typical textbook. According to thetesters， the results from the recent National Asses*ent in History， likescores from earlier tests， show that young people are ＂aby*allyignorant＂ of their own history. Invoking the tragedy of last September，historian Diane Ravitch hitched her worries about our future to the idea thatour nation＇s strength is endangered by youth who do poorly on such tests. Butif she were correct， we could have gone down the tubes in 1917！
There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which technologies are most suitable for the range of topicscovered in junior high and high school history classrooms. Fortunately，technology has provided us with opportunities to present our Civil War lessonplans or our American Revolution lesson plans in a variety of new ways.
Teachers can easily target and engage the learners of this generation byeffectively combining the study of history with innovative multimedia- PowerPointand presentations in particular can expand the scope of traditional classroomdiscussion by helping teachers to explain abstract concepts while accommodatingstudents* unique learning styles. PowerPoint study units that have beenpre-made for history classrooms include all manner of photos， prints， maps，audio clips， video clips and primary sources which help to make learninginteractive and stimulating. Presenting lessons in these enticing formats helpstechnology-driven students retain the historical information they＇ll need toknow for standard exams.
Whether you are covering Revolutionary War lesson plans or World War IIlesson plans， PowerPoint study units are available in formats to suit the needsof your classroom. Multimedia teaching instruments like PowerPoint software aregetting positive results the world over， framing conventional lectures withcaptivating written， auditory and visual content that helps students recallnames， dates and causal relationships within a historical context.
History continues to show us that new times bring new realities. Educationis no exception to the rule. The question is not whether to bring technologyinto the educational environment. Rather， the question is which technologiesare suitable for U.S. and world history subjects， from Civil War lesson plansto World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lessonplans， PowerPoint presentations are available in pre-packaged formats to suityour classroom＇s needs.
Meanwhile， some academic historians hold a different view on the use oftechnology in teaching history. One reason they hold is that not all facts canbe recorded by film or videos and literature is relatively feasible in thiscase her challenge they have to be faced with is the painful process tolearn new technology like the making of PowerPoint and the editing of audio andvideo clips which is also reasonable especially to some elderly historians.
Question
Reading this passage has eight paragraphs， A- G
Choosing the correct heading for paragraphs A- G from the list of headingbelow
Write the appropriate number， i- x， in boxes 28-34 on your answer sheet
List of Headings
i unavoidable changing facts to be considered when picking up technologymeans
ii A debatable place where the new technologies stand in for historyteaching
iii Hard to attract students in traditional ways of teaching history
iv Display of the use of emerging multimedia as leaching tools
v Both students and professionals as candidates did not produce decentresults
vi A good concrete example illustrated to show how multimedia animates thehistory class
vii The comparisons of the new technologies applied in history class
viii Enormous breakthroughs in new technologies
ix Resistance of using new technologies from certain historian
x Decisions needed on which technique to be used for history teachinginstead of improvement in the textbooks
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F
34 Paragraph G
Question 35-37
Do the following statements agree with the information given in ReadingPassage？
In boxes 35-37 on your answer sheet， write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
35 Modem people are belter at memorizing historical information comparedwith their ancestors.
36 New technologies applied in history- teaching are more vivid forstudents to memorize the details of historical events.
37 Conventional ways like literature arc gradually out of fashion as timegoes by.
Question 38-40
Complete the following summary of the paragraphs of Reading Passage， usingmore than three words from the Reading Passage for each answer.
Write your answers in boxes 38-40 on your answer sheet.
Contemporary students can be aimed at without many difficulties byintegrating studying history with novel. ..38.... Conventional classroomdiscussion is specially extended by two ways to assist the teachers tointerpret ...39... and at the same time retain students＇ distinct learningmodes. PowerPoint study units prepared beforehand comprising a wide variety ofelements make ...40.... learning feasible. Combined classes like this can alsobe helpful in taking required tests.

希望以上的答复能对您的留学申请有所帮助。如果您有任何更详细的问题或需要进一步的协助，我强烈推荐您访问我们的留学官方网站 ，在那里您可以找到更多专业的留学考试规划和留学资料以及*的咨询服务。祝您留学申请顺利！

剑桥雅思10 test3 阅读 答案

答案解析：
1. 选ii。定位到第二段第一句话：Touri* in the mass form as we know it today is a distinctly twentieth-century phenomenon. 表明就我们所知，广义的旅游业是一个二十世纪的现象。选项中的mass touri*与原文中的touri* in the mass form是同义替换。
2. 选i。定位到第三段第一句话：Touri* today has grown significantly in both economic and social importance. 即目前旅游业对经济及社会都非常重要。选项中的significance替换原文的importance。
3. 选v。定位到第四段第一句话：However, the major problems of the travel and touri* industry that have hidden or obscured its economic impact are the diversity and fragmentation of the industry itself. 意思是旅游业的主要问题是这个产业本身的多样性和分散性，这使得其经济影响变得不那么明显。选项中的difficulty，effects分别替换原文的problems和impact。
4. 选vii。定位到第五段第一句话：Once the exclusive province of the wealthy, travel and touri* have become an institutionalised way of life for most of the population. 表明旅游业曾经是富人们的特权，而现在已经变成大多数人们习以为常的一种生活方式了。选项中的world，impact替换原文的most of the population, institutionalised。
Questions 5-10 判断题
5. The largest employment figures in the world are found in the travel and touri* industry.
6. Touri* contributes over six per cent of the Australian gross national product.
7. Touri* has a social impact because it promotes recreation.
8. Two main features of the travel and touri* industry make its economic significance difficult to ascertain.
9. Visitor spending is always greater than the spending of residents in tourist areas.
10. It is easy to show statistically how touri* affects individual economies.
答案解析：
5. 选TRUE。定位到第三段第三句话： According to the World Travel and Touri* Council (1992), ‘Travel and touri* is the largest industry in the world on virtually any economic measure including value-added capital investment, employment and tax contributions’。意思是旅游业是全世界最大的行业，不管是用哪种经济学估算，其中包括资本增值投资，就业及税收贡献。题目中的figures替换原文measure。
6. 原文没有提到Australian gross national product这个概念，所以选择NG。
7. 原文没有提到recreation这个概念，所以选择NG。
8. 选TRUE。定位到第四段第一句话：However, the major problems of the travel and touri* industry that have hidden, or obscured its economic impact, are the diversity and fragmentation of the industry itself. 意思是旅游业的主要问题是这个产业本身的多样性和分散性，这使得其经济影响变得不那么明显。题目中的two main features指代原文的diversity and fragmentation。
9. 原文没有提到visitor spending 和residents’ spending的比较关系，所以选择NG。
10. 选FALSE。定位到第四段倒数第二句，原文表明this problem has made it difficult ...to estimate the contribution it makes, 即估算旅游业对经济的贡献很困难，所以选FALSE。
Questions 11-13 句子填空题
11. In Greece, touri* is the most important ________.
12. The travel and touri* industry in Jamaica is the major ______ .
13. The problems associated with measuring international touri* are often reflected in the measurement of _______ .
答案解析：
11. 填source of income/home。定位到最后一段的第三句: For example, touri* is the major source of income in Bermuda, Greece, Italy, Spain, Switzerland, and most Caribbean countries. 说明旅游业在以下国家都是收入的主要来源，题目中的most important替换原文的major。
12. 填employer。定位到最后一段的第四句: In addition, Hawkins and Ritchie, quoting from data published by the American Express Company, suggesting that the travel and touri* industry is the number one ranked employer in the Bahamas, Brazil, Canada, France, (the former) West Germany, Hong Kong, Italy, Jamaica, Japan, Singapore. 说明旅游业在一下国家是最需要聘用雇员的行业，题目中的major替换原文的number one ranked。
13. 填domestic industry。定位到最后一段的最后一句: In many cases, similar difficulties arise when attempts are made to measure domestic touri*. 说明测量估算国内旅游业非常困难，题目中的measurement, problems替换原文的measure, difficulties。

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