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雅思考试对很多考生都觉得有用难度，但只要我们能好好备考，好好准备，相信许多考生都能取得好的成绩。留学群雅思栏目为大家带来“2016雅思阅读9分学霸技巧分享”，希望大家能有所收获!
在雅思的四个考试模块中，阅读可以说是我的强项，考试中得到了9分让我很惊讶，不得不承认这个分数还是有些运气的成分。阅读的基础是单词，这个毫 无疑问。我的单词书是老师推荐的，我前前后后背了将近三遍，每一次背的时候，不是只背单词，而是要背下给出的例句。因为我从小到大对单个抽象的单词都没有 什么好感，很难记住，只有放到句子里面，对于单词的用法，结构都有了很直观的了解，也就容易记住了。每次背单词的时候，都用不同颜色的记号笔划出没有记住 的单词，现在这本书上都是我五颜六色，花花绿绿的线条呢。
有了单词打基础，理解句型很重要
很多同学阅读的时候，明明认识这个句子里面所有的单词，但是就是不知道句子在表达什么，这是因为不熟悉句子结构。词汇书也是老师推荐的。那本书 里面囊括了基本所有出国类考试中所能遇到的登峰造极型的长难句，里面的主谓宾真是千转百回才能找到啊。这本书难度不小，只推荐给英语基础不错，想冲刺高 分，同时时间又充裕(两个月复习时间)的同学使用。前两遍读不懂都没关系，慢慢看解释，慢慢去琢磨。一遍遍去攻克，去研究，要相信从量变到质变的过程。攻 克了这本书，基本你的阅读就是武林至尊了，但是达到武林至尊的这个过程，相当不容易，一定要坚持下去。我当时反复研究了这本书五遍，等到我再回头看雅思阅 读的时候，我基本上都能在十分钟之内完成一篇阅读和题目。
雅思阅读还要讲技巧
准备雅思的同学都对关键词定位法不会陌生的，这个方法的确很好用，而且在考试中一定要用到。但是我不推荐只看关键词前后两句。我一般是把关键词所在的整段都认真看一遍，以确保万无一失。
一般来说，我自己做雅思阅读的流程是，我会先读阅读文章第一段，知道这篇雅思文章大概讲些什么，知道了 when,where,who,what,where，然后才去看问题，找关键词。因为你如果不知道文章大致讲什么，就算找到了问题中的关键词，也会忘 的。雅思的题目是按照文章的顺序来的，所以一次性看两个题目，再返回到文章就足够了，减少记忆的压力，也能提高准确率。
heading的题目放到最后做，这是宏观题目，要理解整段意思。很多人感觉弄懂了首末两句话意思，那么段落的中心思想也八九不离十了。但是我 还是推荐做完其他题目再回来做heading题目，一是可以减少张冠李戴之嫌，不会将这一段的 heading错放到另一段上;二是可以有个完整的思路，万一这段的中心思想不在首末两句呢?
有关T/F/NG题
阅读的题目最难的是T/F/NG了，关于这方面的备考讲解也是最多的，你只要弄懂思路，弄懂一招就够了，把需要把所有讲解都看一遍。我当时到网上查一下，了找一篇讲解打印出来，然后好好研究几遍，再结合剑6的题目来试验几次。T不难，难的是找到F和NG的区别。
一般选择F的题目都是明确是跟题目相反的。如果文章说的是A怎样怎样，但是题目出现的却是B这样这样，那么一定就是NG了。范围的扩大，转移以及曲解，都是NG。F只出现在完全反方向理解文章的意思上，也就是数学中的逆命题。
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不少学生反映在雅思考试中阅读的时间最紧张，常常是做完了两个section, 时间也快到了。的确，在60分钟的时间里， 不仅要阅读完总共约3500字的文章，并且要完成40道题目，还要准确无误地将40个题目的答案誊写到答题卡上。这无疑对考生的阅读速度提出了很高的要求。
对于学生们在课上和做题中的有些情况，我把影响同学做好阅读题的原因和解决方法归为以下三个：
首先，当然是词汇。任何一篇内容相对复杂的阅读文章，都不可避免地出现大量生僻词语或者是难度相对较大的单词。从文章的选材而言，范围是十分丰富的，主要来自世界各国主要的英文报刊杂志，内容涉及任何一个国家的文化、经济、自然和科技等。而IELTS考试所考查的，是实际运用语言的能力，所以在考试中真正需要理解的单词，或是题目中真正考查到的单词，往往是英语阅读中的一些最核心的单词。这些单词虽然数量不多，难度不大，但却是必须掌握的。就考试而言，掌握6000左右的常用词汇，即大学六级大纲中所要求的词汇是必须的。
第二，复杂的句型结构。有些同学的词汇量已经达到了6000左右，但是依然感觉读不懂文章，这就是因为文章中充斥着大量结构复杂难以把握的复杂句。如：The challenge now is to develop policies and practices based on a presumption of shared responsibility between men and women, and a presumption that there are potential benefits for men and women, as well as for families and the community, if there is greater gender equality in the responsibilities and pleasures of family life. 这是一个相对复杂的句子，主干是the challenge now is to develop policies and practices, 从based on到句子的结尾处是由过去分词短语充当的状语。后一个presumption后面有一个由that引导的从句，充当presumption的同位语。在同位语的后面，有一个if 引导的条件状语从句。一般而言，对同学们造成障碍的是并列句或并列复合句，倒装结构，所以在训练时可以精挑一个语段做仔细分析。
第三，题型多样化。这个障碍使原本已经拥有相当英语语言实力的考生，在考试中因为缺乏对题型的理解，或是被众多题型干扰，不能正常发挥。一些必考题型如list of headings, summary, T/F/NG等，可以作为练习重点。如summary题是很多同学感到头痛的题型，普遍感到非常难找。其实不然，只要记住两大原则即可。原则一，顺序原则。summary题的答案排列顺序，必定与文章的行文顺序一致。原则二，完整的summary，不仅应该能够体现文章本身所表达的思想含义，而且必须是符合语法规律的英语文章。所以根据语法也可以进行判断。
在准备考试的过程中，除了要做IELTS考题之...
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Task description
In this task type you will be given a number of statements. You will have to decide if these statements agree with the writer's views.
To complete this task well you will often need to be able to recognise the writer's views not only from what is said directly, but also from what is implied. For example, we do not need the writer to state directly that he/she disapproves of zoos. We can infer this disapproval if the writer states his/her disapproval of the following: animals being taken from the wild, animals being caged, people paying money to see animals, animals not having any privacy. However, if the writer simply describes the problems with zoos this does not necessarily imply disapproval.
Also, we should not try to guess the writer's views. In statement 5 of the sample task on the following page, we should not assume that because we think that the lifeboats should have rescued more people, or because 'everybody' thinks that the lifeboats should have returned to rescue more people, that this is the writer's view. In this case the writer does not express any view on this issue; she simply states the fact that the lifeboats were not full and so the answer must be Not Given.
What is being tested is your ability to:
identify opinion and attitude
skim for detailed information
make inferences
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Task description
In this type of question, you will be given a list of headings. The instructions will also indicate around 4 to 6 paragraphs from the reading text. The task is to find the most suitable heading for each of the paragraphs. There will be more headings than paragraphs, and you shouldn抰 use any heading more than once unless the instructions tell you that you can.
To complete this task well, you will need to be able to identify each paragraph抯 main focus. The correct heading will sum up the main idea of the paragraph.
You may like to print out the original reading text before attempting this test.
What is being tested is your ability to:
Identify the main idea of a paragraph
How to approach matching headings to paragraphs
Step 1: Read the instructions carefully. Note that the heading you choose should sum up the main idea of the paragraph. Also note which paragraphs you need to look at, as you are often not required to do them all.
Step 2: Familiarise yourself with the list of paragraph headings by skimming through them quickly.
Step 3: Read through the first paragraph for which you have to find a heading. Remember that you are reading to find out the main idea of the paragraph. Concentrate on the main idea or focus of the paragraph and try not to be distracted by details or...
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Task description
You will be provided with a number of questions which you have to answer. Generally your answers must be in three words or fewer but confirm this with the instructions.
What is being tested is your ability to:
skim for general information
read for details
identify the focus of the question
understand paraphrase in the question
How to approach short answer questions
Step 1: Read the instructions carefully. Note that in the sample task you may use your own words but you may not use more than three words for each answer.
Step 2: Briefly read through all of the questions to get an idea of what information you will have to find in the text.
Step 3: Read the first question more carefully. Decide what information you will skim for. In this case you will skim for reference to Alexander Carlisle.
Step 4: Once you have found the relevant section of the reading text, look back at the question and decide what specific information you need to answer the question. In this case, you need to find what the owners thought was less important than Titanic's appearance.
Step 5: Read that part of the text more carefully to find the answer.
Step 6: Your answer does not need to be a complete sentence but it does need to make sense grammatically.
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Task description
You will be provided with two lists. In most cases, one list contains a small number of causes and the other list contains a larger number of effects. The task is to find the effect which arose from (matches) each cause. To complete this task well you will need to understand clearly what the words 'cause' and 'effect' mean.
What is being tested is your ability to:
understand cause and effect relationships
understand gist and paraphrase
skim for information
How to approach questions which ask you to match causes and effects
Step 1: Read the instructions carefully.
Step 2: Look at the table and decide which list you should work from. In most cases it would be most efficient to work from the shorter list (usually the causes).
Step 3: Read the first cause.
Step 4: Briefly familiarise yourself with the effects list. Which effects seem possible at this stage?
Step 5: Skim the reading text to find the section which discusses the first cause.
Step 6: Read that section of the reading text carefully to find the effect.
Step 7: When you have found the effect in the reading passage, refer back to the effects list and select the one which best paraphrases the information in the reading text. If none of the effects listed seem to match, then keep reading ...
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Task description
You will be provided with an incomplete table which summarises or paraphrases information given in the reading text. The information in table form may be organised differently from the way in which it appears in the text, for example chronologically instead of in order of importance. The task is to complete the gaps in three words or fewer.
What is being tested is your ability to:
skim for specific information
understand gist and paraphrase
How to approach table completion tasks
Step 1: Read the instructions carefully. Note that in the sample task you may use your own words if you wish, based on the information in the reading text. In other cases you will be instructed to use the words from the reading text only. Note also that here you may write only three words or fewer.
Step 2: Look at the table and especially any headings. Decide which is the most useful way to read the table. In this case you need to read it horizontally to answer the questions. Glance at the other information given in the table to get an idea of what information you will be searching for when you read.
Step 3: Look at the first row under the headings. Decide what key ideas you will need to search for as you skim the reading text. Decide also what information you will need to complete the first gap. For exa...
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Task description
You will be provided with a number of statements some of which paraphrase or summarise what the writer said. In this task type you need to show that you know what information the writer did (and did not) mention on a particular topic.
What is being tested is your ability to:
skim and scan the text for details
understand paraphrase
understand inference
How to approach questions where you have to select factors
Step 1: Read the instructions carefully. Note that only three of the factors are correct. Note also that the instructions in this sample task tell you what topic to focus on. In this case the instructions tell you to focus on poor communication as a contributing factor in the disaster. Although other factors may have contributed to the disaster (such as A and C) only the three correct answers focus on poor communication as a contributing factor.
Step 2: Read through the list of factors.
Step 3: Scan the text and find the sections or paragraphs which discuss poor communication.
Step 4: Read those sections carefully and select the appropriate three factors.
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Task description
In this question type you will be given a 'stem' which may be an incomplete sentence or a question. The stem will be followed by three or four options - one will be correct (the answer) and three may seem possible but are in fact incorrect in some way (the distracters).
In tackling this type of question, it is very important to read the stem carefully. Candidates often make careless mistakes when they misread the stem and so choose the wrong option.
What is being tested
Multiple choice questions can be designed to test a wide variety of reading skills. The questions may require you to have an overall understanding of the main points of the text as in Question 1 of the sample task, in which case you will need to be able to read for gist. Or they may require you to have a detailed understanding of particular points as in questions 2 and 3 of the Sample Task, in which case you will need to be able to read for specific details. Multiple choice questions may also ask you to identify facts or opinions in the text.
How to approach summary completion questions
Step 1: Read the instructions carefully
Step 2: Skim all the questions briefly to get an idea of the topics for which you will be searching when reading the text.
Step 3: Read the first question again more carefully. Decide wh...
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