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1、雅思阅读题目做不完改如何应对 相信参加过雅思考试的同学们都有同样一个困扰，雅思阅读的时间太紧张，根本做不完题目。下面给大家带来了雅思阅读题目做不完改如何应对，希望能够帮助到大家，下面就和大家分享，来欣赏一下吧雅思阅读题目做不完改如何应对?首先，充分的了解考试的。对于雅思阅读，我们需要对于*的长度，内容，风格，题型的数量，分类，特点都有充分的了解。60分钟内完成40个题目，平均一道题只有一分半，这短短的时间内要完成分析题目，文中定位，理解*，解题还有填写答题纸。如果没有足够的熟练度，几乎是不可能的任务。所以我们需要有针对性的总结出*的特点，题型的分类，具体每种题型的特点以及最有效率的解题步骤。这
2、些都是我们应该在备考时就做好充分的准备的。其次，掌握科学的阅读方法。所谓“科学”的阅读方法，是指针对不同阅读目标选择合理的有效率的阅读方法。举个最简单的例子，我们可以使用跳读的方法来进行总结归纳，即跳过段落中细节描述和例子，重点读主题句和观点句。如果需要定位细节，就要使用地毯式搜索的寻读法啦。除了这些基本的方法，还有很多实用的方法，例如如何利用连接词理解上下文含义，如何掌握*段落逻辑关系，如何快速理解长难句，这些都是备考时值得去研究的方向。还有，练习练习练习!Practice makes perfect!这里的练习指的绝不是简单机械的题海战术，但是不可否认对于雅思阅读来说练够一定的量才能在熟练
3、度上有质的飞跃。以我的经验，一个学生在充分了解考试，掌握题型方法和有比较好的阅读方法的前提下，需要通过至少9-15套题的严格计时训练，才可能做到好的熟练读，建立起做题的节奏，比较从容的面对考试。当然除了做题，总结分析错题和超时原因更为重要，只有找出自己错题的原因(例如，解题方法错误，生词问题，句子理解错误)才有可能改掉问题取得进步。所以在练习过程中，可以选取理解不好的*做一做精读;可以总结出自己的易错词，易混淆词，生单词本。反复查漏补缺，坚持积累，才能水滴石穿。最后，上了考场如果真的还是做不完(当然在前几条都准备充分的情况下是不应该出现这种问题的)：合理的舍弃，千万不要个别题目卡住而放弃整个森
4、林。先易后难，先做有把握的题目，再冲击难题。当然喽，实在没有时间做出来的题目，适当的蒙一蒙也是必须的。相信烤鸭们都懂的。最新雅思阅读全真模拟题:信念实验Implication of False Belief experiments 2You should spend about 20 minutes on Question 27-40 which are based on Reading Passage below.AA considerable amount of research since the mid 1980s has been concerned with what has be
5、en termed childrens theory of mind. This involves childrens ability to understand that people can have different beliefs and representations of the world -a capacity that is shown by four years of age. Furthermore, this ability appears to be absent in children with autism. The ability to work out wh
6、at another person is thinking is clearly an important aspect of both cognitive and social development. Furthermore, one important explanation for autism is that children suffering from this condition do not have a theory of mind (TOM). Consequently, the development of childrens TOM has attracted con
7、siderable attention.BWimmer and Perner devised a false belief task to address this question. They used some toys to act out the following story. Maxi left some chocolate in a blue cupboard before he went out. When he was away his mother moved the chocolate to a green cupboard. Children were asked to
8、 predict where Maxi will look for his chocolate when he returns. Most children under four years gave the incorrect answer, that Maxi will look in the green cupboard. Those over four years tended to give the correct answer, that Maxi will look in the blue cupboard. The incorrect answers indicated tha
9、t the younger children did not understand that Maxis beliefs and representations no longer matched the actual state of the world, and they failed to appreciate that Maxi will act on the basis of his beliefs rather than the way that the world is actually organised.CA simpler version of the Maxi task
10、was devised by Baron-Cohen to take account of criticisms that younger children may have been affected by the complexity and too muchinformationof the story in the task described above. For example, the child is shown two dolls, Sally and Anne, who have a basket and a box, respectively. Sally also ha
11、s a marble, which she places in her basket, and then leaves to take a walk. While she is out of the room, Anne takes the marble from the basket, eventually putting it in the box. Sally returns, and the child is then asked where Sally will look for the marble. The child passes the task if she answers
12、 that Sally will look in the basket, where she put the marble; the child fails the task if she answers that Sally will look in the box, where the child knows the marble is hidden, even though Sally cannot know, since she did not see it hidden there. In order to pass the task, the child must be able
13、to understand that anothers mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding. The results of research using been fairly consistent: most normally-developing children are unable to pass the tasks until aroun
14、d age four.DLeslie argues that, before 18 months, children treat the world in a literal way and rarely demonstrate pretence. He also argues that it is necessary for the cognitive system to distinguish between what is pretend and what is real. If children were not able to do this, they would not be a
15、ble to distinguish between imagination and reality. Leslie suggested that this pretend play becomes possible because of the presence of a de-coupler that copies primary representations to secondary representations. For example, children, when pretending a banana is a telephone, would make a secondar
16、y representation of a banana. They would manipulate this representation and they would use their stored knowledge of telephone to build on this pretence.EThere is also evidence that social processes play a part in the development of TOM. Meins and her colleagues have found that what they term mindmi
17、ndedness in maternal speech to six-month old infants is related to both security of attachment and to TOM abilities. Mindmindedness involves speech that discusses infants feelings and explains their behaviour in terms of mental states (e.g. youre feeling hungry).FLewis investigated older children li
18、ving in extended families in Crete and Cyprus. They found that children who socially interact with more adults, who have more friends, and who have more older siblings tend to pass TOM tasks at a slightly earlier age than other children. Furthermore, because young children are more likely to talk ab
19、out their thoughts and feelings with peers than with their mothers, peer interaction may provide a special impetus to the development of a TOM. A similar point has been made by Dunn, who argues that peer interaction is more likely to contain pretend play and that it is likely to be more challenging
20、because other children, unlike adults, do not make large adaptations to the communicative needs of other children.GIn addition, there has been concern that some aspects of the TOM approach underestimate childrens understanding of other people. After all, infants will point to objects apparently in a
21、n effort to change a persons direction of gaze and interest; they can interact quite effectively with other people; they will express their ideas in opposition to the wishes of others; and they will show empathy for the feelings of others. All this suggests that they have some level of understanding
22、 that their own thoughts are different to those in another persons mind. Evidence to support this position comes from a variety of sources. When a card with a different picture on each side is shown to a child and an adult sitting opposite her, then three year olds understand that they see a differe
23、nt picture to that seen by the adult.HSchatz studied the spontaneous speech of three-year-olds and found that these children used mental terms, and used them in circumstances where there was a contrast between, for example, not being sure where an object was located and finding it, or between preten
24、ding and reality. Thus the social abilities of children indicate that they are aware of the difference between mental states and external reality at ages younger than four.IA different explanation has been put forward by Harris. He proposed that children use simulation. This involves putting yoursel
25、f in the other persons position/ and then frying to predict what the other person would do. Thus success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories, rather than children being able to appreciate the beliefs of other
26、 people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.Questions 27-33Use the information in the passage to match the people (listed A-G) with opinions or deeds below. Write the appropriate letters A-G in boxes 27-34 on your answer sheet.A. Baron-C
27、ohenB. MeinsC. Wimmer and PernerD. LewisE. DunnF. SchatzG. Harris27. Giving an alternative explanation that children may not be understanding others belief.28. found that children under certain age can tell difference between reality and mentality29. designed an experiment and drew conclusion that y
28、oung children under age of 4 were unable to comprehend the real state of the world30. found that children who gets along with adults often comparatively got through test more easily31. revised an easier experiment rule out the possibility that children might be influenced by sophisticated reasoning.
29、32. Related social factor such as mother-child communication to capability act in TOM33. explained children are less likely tell something interactive to their mother than to their friendsQuestions 34-40SummaryComplete the following summary of the paragraphs of Reading Passage, using No More than Th
30、ree words from the Reading Passage for each answer. Write your answers in boxes 34-40 on your answer sheet.In 1980s, researches are designed to test the subject called 34 that if children have the ability to represent the reality. First experiment was carried out on this subject on a boy. And questi
31、ons had been made on where the how ran find the location of the 35 But it excessive 36 . So second modified experiment was conducted involving two dolls, and most children passed the test at the age of 37 . Then Lewis and Dunn researched 38 children in a certain place, and found children who have mo
32、re interaction such as more conversation with 39 actually have better performance in the test, and peer interaction is 40 because of consisting pretending elements.*题目：错误信念实验篇章结构体裁儿童认知心理学（说明文）题目错误信念理解实验2结构（一句话概括每段大意）A.描述儿童思维理论研究B. Wimmer和Perner以四岁为界点设计大小孩子实验，发现四岁以后孩子才能理解他人预期。C. Baron-Cohen简化实验，得出相同结
33、果。D. Leslie提出孩子18月以后才能区分区分现实与虚拟。E. Meins提出社会因素对儿童思维的影响。F. Lewis发现与他人互动越多的孩子能越早理解他人的信念G.对TOM理论提出质疑：婴儿时能和人互动的H. Schatz发现婴儿能区分现实与意念I. Harris提出“模仿”概念解释孩子的行为试题分析Question 27-40题目类型：信息配对及填空题题号定位词文中对应点题目解析27Alternative explanationI段人名该题干中提到了另一种解释Alternative explanation,说明该题答案位于*后半部分。I段的different explanation
34、与题干意思一致。提出该解释的人为Harris因此，本题答案为G28Tell difference between Reality and mentalityH段人名题干中提到“辨别真假”，H段最后一句说：.aware of the difference between mental states and external reality.正是讨论这个问题。提出该观点的人为Schatz因此，本题答案为F29Comprehend real state of the worldB段人名题干中提到“理解真实世界”，B段最后一句话说：.matched the actual state of the wo
35、rld and they failed to appreciate that.rather than the way that the world is actually organized.得出相关结论的人为Wimmer and Perner因此，本题答案为C30Along with adultsF段人名题干中提到“和成人呆在一起”，F段就是在讨论社交对孩子心智成熟产生的影响，也有类似的表达：interact with aldults.。进行该实验的人为Lewis因此，本题答案为D31Easier experimentC段人名题干中的“更简单的实验”和C段中simper version意思一
36、致，都是在说Baron-Cohen对前人的实验进行了简化。因此，本题答案为A32Social; TOME段人名题干中是说明“社会因素对儿童思维理论”的影响，而E段首句就明确提出这二者之间的关系：there is also evidence that social process play a part in the development of TOM.提出该观点的是Meins.因此，本题答案为B33Mother; friendsF段人名题干是对比型的，证明“孩子更愿意和朋友交流”，而提出该理论的是Dunn: A similar point has been made by Dunn, who
37、 argues that peer interaction is more likely to contain petend play and taht is likely to be more challenging becauser.因此，本题答案为E34Subject calledA段首句很明显，该题讨论的是*的研究对象，而A段首句即提出了研究对象为childrens theory of mind.空格前面的called和文字的termed意思一致。因此，本题答案为childrens TOM/TOM/theory of mind/ childrens theory of mind35Fi
38、rst; findB段根据first可以定位到*提到的第一个实验，而该使用涉及需要寻找的东西为巧克力。因此，本题答案为chocolate36Accused; excessiveC段首句题干中说的还是第一个实验，但是人们的质疑，而C段就是因为第一个实验受到质疑而做出的简化。accused与criticism传达的意思一致；excessive又等同于too much。因此，本题答案为information37Second; Passed; ageC段末句题干在描述第二个实验的结果，所以到C段后半部分寻找。最后一句意思：正常的小孩要到四岁才能通过测试。因此，本题答案为four/438Lewis an
39、d Dunn; researchedF段首句根据题干中人名快速定位到F段，题干中researched与investigated意思一致。因此，本题答案为older39InteractionF段第二句题干中提到孩子们和谁交流得多，而F段第二句也有类似的表达：interact with more adults因此，本题答案为adults40Peer interactionF段末句题干中在讨论同龄人交流问题，且题干空格处需要一个形容词对Peer interaction进行描述。因此，本题答案为（more）challenging参考译文：错误的信念实验A自从1980年代起就有大量的研究致力于研究从儿童
40、的想法角度来看待问题，这牵涉到儿童理解人们对这个世界是有不同的信仰系统这一问题的能力四岁的儿童所表现出的theory of mind(TOM)能力。此外，这种能力对于以自我为中心的孩子来说是缺失的。显然，能够明白别人所想的能力是认知和社会发展的个重要方面。对于自我中心主义的一个解释是具备这种特征的儿童缺乏儿童心理理论（TOM）的概念。因此，这类儿童引起了广泛的关注。BWimmer和Perner设计了一个“错误想法的任务”来解决这个问题，他们使用一些玩具来将接下来的故事演绎出来。Maxi在他出门前将一些巧克力放在一个蓝色的橱柜上，（第22题）在他出门后他的母亲将巧克力移到了绿色的橱柜上，研究人员
41、问其他孩子Maxi回来后会倾向于在哪个橱柜上找之前放的巧克力，大多数4岁以下的儿童给出了错误的答案，（第15题）他们认为Maxi会在绿色的橱柜上找巧克力，而超过四岁的孩子认为Maxi会在蓝色的橱柜上找。这些错误的答案表明年纪较小的孩子不能理解Maxi最初的想法和实际情况是不同的，他们不能理解Maxi会以自己的想法来采取行动而不是依据实际情况。CMaxi任务的一个更为简单的版本是由Baron-Cohen设计的，他是在考虑到年幼的孩子可能会被复杂性和原来实验中过量的信息所影响的情况。（第17,23题）比方说，分别给Sally和Anne两个孩子一个篮子和一个盒子作为玩具，Sally还有一个玻璃珠，她
42、将玻璃珠放在篮子里，然后放下篮子出去玩了，当她离开房间的时候，Anne从篮子中拿出了玻璃珠，将其放在了盒子里，然后问接受测试的孩子当Sally回来的时候，她会在哪里找她的玻璃珠，如果孩子回答Sally会在自己曾经放置的篮子里找，就算通过：如果孩子回答Sally将会在盒子里找玻璃珠，因为孩子知道玻璃珠后来被放在了那里，即使Sally并不知道玻璃珠藏在哪里，那么就算没有通过。要想通过这个任务测试，那么参加测试的儿童就要能够理解别人的想法是和自己的是不同的，并且他们必须要能够在这个理解的基础上来做出自己的预测。使用错误理解为任务的研究的结果也很一致：大多数正常发展的儿童要到4岁才能通过这个任务的测试
43、。（第24题）DLislie认为，在18个月之前，儿童是按照字面来理解这个世界的，很少能够表现伪装的一面。他还认为认知系统是需要分辨什么是假装的什么是实际的。如果儿童不能够分辨，他们就不能分辨想象和现实。Lislie认为这个假装的游戏之所以能奏效，是因为会将后来的代表代替原来的代表，比方说，当假装将香蕉当作电话时,就会认为香蕉有另一个代表含义。他们将会建立这种想法，并且将这种知识储存起来将来得以使用。E还有证据表明社会发展过程在儿童心理理论（TOM）方面扮演重要的角色。Mein和她的同事发现对于6个月大的婴儿而言，母亲将心比心的言语关怀对其安全归属感和理解他人思想（TOM）放面有关。（第18题
44、）将心比心包括关心婴儿的感觉，以及从婴儿的角度来解释他们的思想状态。（比方说“小宝贝，你觉得饿了吧”）FLewis调查了在和Crete和Cyprus的家庭里生活的年纪大一些的孩子，他们发现平时和成人有比较多互动，有较多朋友以及其他年长的孩子的儿童能够在较小的年纪通过TOM测试。（第16，25，26题）此外，因为年幼的孩子更倾向于向自己的同伴讲出自己的想法和感觉而不是将这些告诉自己的母亲，所以同伴间的互动对孩子TOM的发展起着至关重要的刺激作用，Dunn也提出类似的理论，他认为同伴间的互动更倾向于包含假扮的成分，这将造成一个不小的挑战，因为儿童不像成人，因为他们不太需要理解别人的需求。（第17,
45、27题）G此外，TOM的测试方法的某些方面低估了儿童对别人的理解。毕竟儿童会直接指向目标物来改变-个人的关注点和兴趣：他们能够和其他人很好地互动，他们表达和别人意思相反的想法。所有这些表明，他们或多或少可以理解别人的想法和自己的是有所不同的。很多研究都支持这个观点，当孩子和坐在对面的成人同时在肴两面印有不同图片的卡片时，3岁的孩子会认为自己所看的图片和对面坐的成人看的图片不同。HSchatz研究3岁大的孩子随机说的话，发现这些孩子使用自己想的术语,并且经常是在不知道某个东西在哪里并且要找它的时候或是在假装和现实对立的情况下使用它们。因此，儿童的社交能力表明他们在四岁以前是能意识到想法和现实的不同的。（第14题）IHarris提出了一个不同的解释，他认为儿童常常是善于模拟，包括将自己摆在别人的位置上，然后试图揣测别人会怎么做。因此错误想法实验的成功可以解释为孩子是假设如果是自己的话，自己会怎么做，而不是孩子能够理解别人的想法。这种关于并不存在的情况的想法包括与事实相反的推理。参考答案：Version20306主题错误的信念实验27G28F29C30D31A32B33E34Theory of mind/TOM/Childrens TOM35chocolate36information37four/438older39adults40more challenging
