雅思閱讀考試中可能會(huì)出現(xiàn)哪些文章呢?具體的題型呢?今天小編為大家分享2019年11月7日雅思閱讀機(jī)經(jīng)預(yù)測(cè)內(nèi)容，大家可以參考一下。在這里小編預(yù)祝各位在這場(chǎng)考試中拿到一個(gè)滿(mǎn)意的成績(jī)，順利的實(shí)現(xiàn)留學(xué)的夢(mèng)想。

　　2019年11月7日雅思閱讀機(jī)經(jīng)預(yù)測(cè)1

　　文章題目Gesture

　　重復(fù)年份20150711 20120712 20100211 20071020 20070303

　　題材人文社科

　　題型小標(biāo)題 6+段落細(xì)節(jié)配對(duì) 5+選擇 3

　　文章大意講了手勢(shì)研究。開(kāi)始用電話(huà)鈴聲作比喻說(shuō)手勢(shì)為什么大家都看得懂，后面講 到手勢(shì)的個(gè)體差異，文化差異，包括各國(guó)的舉例。

　　參考閱讀：

　　Gestures have been studied throughout the centuries from different perspectivesDuring the Roman Empire, Quintilian studied in his Institution Oratoria how gesture may be used in rhetorical discourse. Another broad study of gesture was published by Englishman John Bulwer in 1644. Bulwer analyzed dozens of gestures and provided a guide on how to use gestures to increase eloquence and clarity for public speaking.] Andrea De Jorio published an extensive account of gestural expression in 1832. A peer reviewed journal Gesturehas been published since 2001 and was founded by Adam Kendon and Cornelia Müller. The International Society for Gesture Studies (ISGS) was founded in 2002.

　　Gesture has frequently been taken up by researchers in the field of dance studies and performance studies in ways that emphasize the ways they are culturally and

　　contextually inflected. Performance scholar, Carrie Noland, describes gestures as "learned techniques of the body" and stresses the way gestures are embodied corporeal forms of cultural communication.[11] But rather than just residing within one cultural context, she describes how gesture migrate across bodies and locations to create new cultural meanings and associations. She also posits how they might function as a form of "resistance to homogenization" because they are so dependent on the specificities of the bodies that perform them.

　　Gesture has also been taken up within queer theory, ethnic studies and their intersections in performance studies, as a way to think about how the moving body gains social meaning. José Esteban Mu?oz uses the idea of gesture to mark a kind of refusal of finitude and certainty and links gesture to his ideas of ephemera. Mu?oz specifically draws on the African-American dancer and drag queen performerKevin Aviance to articulate his interest not in what queer gestures might mean, but what they might perform. Juana María Rodríguez borrows ideas of phenomenology and draws on Noland and Mu?oz to investigate how gesture functions in queer sexual practices as a way to rewrite gender and negotiate power relations. She also connects gesture to Giorgio Agamben's idea of "means without ends" to think about political projects of social justice that are incomplete, partial, and legibile within culturally and socially defined spheres of meaning.

　　Within the field of linguistics, the most hotly contested aspect of gesture revolves

　　around the subcategory of Lexical or Iconic Co-Speech Gestures. Adam Kendon was the first linguist to hypothesize on their purpose when he argued that Lexical gestures do work to amplify or modulate the lexico-semantic content of the verbal speech with which they co-occur. However, since the late 1990s, most research has revolved around the contrasting hypothesis that Lexical gestures serve a primarily cognitive purpose in aiding the process of speech production As of 2012, there is research to suggest that Lexical Gesture does indeed serve a primarily communicative purpose and cognitive only secondary, but in the realm of socio-pragmatic communication, rather than lexico-semantic modification.

　　2019年11月7日雅思閱讀機(jī)經(jīng)預(yù)測(cè)2

　　文章題目Dust and American

　　重復(fù)年份20150801 20130718 20080214

　　題材環(huán)保

　　題型判斷 7+填空 6

　　文章大意美國(guó)沙漠化問(wèn)題。美國(guó)西南沙塵的起源，歷史，調(diào)查對(duì)大平原地帶的影 響，產(chǎn)生的問(wèn)題。

　　部分答案參考：

　　判斷：

　　1.The dust had shot up dramatically since the second half of 19 century True

　　2.The Aztec civilization disappeared due to the dust in the atmospheres false

　　3.Before people bringing castles southwest has a lot of basins in great plain false

　　4. Basins 'number decrease since European settlers found them are easy to be hu

　　nt not given

　　5. Railway building used more money than expected not given

　　6. &&&hand railway company work hard to protect the land they own false

　　7. Until today the land belongs to company still infertile. True

　　填空：

　　1930s law. Limit 8 cattle herbs

　　Today BF research where the dust comes from ? China?

　　Analysis components and 9 size From southwest

　　BN soil cannot be destroyed by high 10 wind

　　Soil can be destroyed by cattle hooks

　　Analyzing 11 lake sediments

　　Discover. 12 nutrients

　　Dust cannot be blamed for gradual disappearance of. Snow and 13 glaciers

　　2019年11月7日雅思閱讀機(jī)經(jīng)預(yù)測(cè)3

　　文章題目Australia Parrots

　　重復(fù)年份20150919 20140802 20120209 20090627 20080821

　　題材動(dòng)物

　　題型段落細(xì)節(jié)配對(duì) 6+選擇 3+填空 4

　　文章大意本文主要講了澳洲鸚鵡 Australia Parrots 在澳洲數(shù)量繁多的原因和各種特 點(diǎn)習(xí)性的分析。在適應(yīng)環(huán)境的過(guò)程中，有的鸚鵡滅絕了。

　　部分答案參考：

　　14.one example of one parrot species survive from the change of environment. D

　　20. parrot 都分布在哪些地區(qū)?C .in the continent which split up.

　　21. 關(guān)于 parrot beaks 哪一項(xiàng)是對(duì)的?D

　　22. nesting 的確定是什么?D

　　23. one-sixth in Australia

　　24. as easy as 16th century

　　25. mapmaker cartographer

　　精讀到底怎樣操作最有效

　　首先怎么界定你的閱讀是否夠“精“呢?一個(gè)簡(jiǎn)單的衡量標(biāo)準(zhǔn)就是，你學(xué)得越累，學(xué)習(xí)的效果就越好。很扎心吧，但是這個(gè)衡量方式很有道理。

　　你學(xué)得累，證明你調(diào)動(dòng)的認(rèn)知資源更多，花費(fèi)的精力更多，專(zhuān)注度更高，因此學(xué)習(xí)效果自然更好。比如一篇文章，浮光掠影的大致泛讀與逐句翻譯相比，當(dāng)然是翻譯在時(shí)間精力上的花費(fèi)更大。

　　泛讀的時(shí)候很多寶寶感覺(jué)已經(jīng)讀懂了文章大致，但是在逐句分析、精讀、甚至背誦的時(shí)候，你就會(huì)發(fā)現(xiàn)詞匯的用法，句子成分的分析，甚至是上下文背景的交代等細(xì)節(jié)，你還存在大量無(wú)法全面理解的知識(shí)點(diǎn)。這也體現(xiàn)出了精讀的重要性。

　　下面講精讀方法。

　　精讀的方向主要有兩個(gè)，第一個(gè)是reading for learning，也就是說(shuō)通過(guò)精讀而讓你的英語(yǔ)變得更好，這也是大多數(shù)寶寶在學(xué)英語(yǔ)中經(jīng)歷的環(huán)節(jié)。第二個(gè)方向是learning for reading, 也就是學(xué)習(xí)如何進(jìn)行閱讀，更多的是學(xué)習(xí)一些閱讀方式以及技巧。這兩種最常見(jiàn)的閱讀方向分別如何進(jìn)行精讀呢?

　　1 reading for learning

　　先說(shuō)大家最熟悉的環(huán)節(jié)。雅思閱讀的精讀步驟是什么?首先，嚴(yán)格按照考試要求和時(shí)間把題目做完。也就是說(shuō)，你可以20分鐘做完一篇文章的題目，也可以用1小時(shí)把三篇題目一氣呵成。做完之后當(dāng)然要對(duì)一對(duì)答案，把錯(cuò)誤標(biāo)注出來(lái)。

　　第二步，開(kāi)始對(duì)文本進(jìn)行研讀。研讀過(guò)程中完成兩件事：第一，整理文章出現(xiàn)的核心詞匯與話(huà)題詞匯(尤其是你經(jīng)常見(jiàn)到但是還不認(rèn)識(shí)的);第二，對(duì)照中文翻譯文本進(jìn)行逐句研讀。方法是：先看一遍英文，腦子里過(guò)一下這句英文該怎么翻譯;然后去看正確的中文翻譯，檢視一下你的翻譯與正確翻譯有多大出處;最后再看一遍英文原句，理順一下句子成分。當(dāng)你完成整篇文章的逐句研讀后，你對(duì)文章的細(xì)節(jié)理解應(yīng)該已經(jīng)非常透徹了。當(dāng)然如果你還有余力，你可以分析一下句間關(guān)系和段間關(guān)系，句子之間與段落之間的銜接方法。

　　第三步，分析題目。當(dāng)你完整把握了全文細(xì)節(jié)以及結(jié)構(gòu)之后，在仔細(xì)研究每道題的出處考點(diǎn)以及設(shè)問(wèn)方式。當(dāng)然你也可以借助很多雅思參考書(shū)中的提干解析。

　　第四步，也是最重要的一個(gè)步驟，英譯漢逐句翻譯。在文章中挑選3-5段你認(rèn)為理解困難度最高的段落進(jìn)行“落筆逐句翻譯”。不管你是寫(xiě)在紙上還是打在word里，這個(gè)環(huán)節(jié)都一定不能省略。你會(huì)發(fā)現(xiàn)，即使你已經(jīng)對(duì)著翻譯文本逐句進(jìn)行精讀了，你在逐詞落筆翻譯中依然會(huì)對(duì)這句話(huà)的用詞、句式、成分以及整個(gè)段落構(gòu)成有新的認(rèn)識(shí)。

　　第五步，不是必須要求，但是卻能夠快速拔升你的閱讀乃至整個(gè)英語(yǔ)能力：背誦段落。選取你落筆翻譯過(guò)的難段進(jìn)行背誦，注意背誦的目的不是為了把他們用在寫(xiě)作或者口語(yǔ)考試?yán)?，否則難度太大，也會(huì)顯得很突兀。背誦過(guò)程最重要培養(yǎng)的是你的英語(yǔ)思維能力。

　　以上就是reading for learning精讀方式的5大步驟，總結(jié)起來(lái)就是做題目對(duì)答案——對(duì)照譯文逐句精讀——分析題目與答案——選段落筆翻譯——選段背誦。

　　2 learning for reading

　　learning for reading方向的精讀方法，更加針對(duì)于閱讀能力的集中提升，而非整個(gè)的語(yǔ)言能力。方法很簡(jiǎn)單。首先拿到一篇文章，先看它的題目，然后來(lái)個(gè)prediction，自己分析行文中可能會(huì)包括哪些內(nèi)容。

　　舉個(gè)栗子，一篇名為Jonsson’s dictionary 的文章，你盡量全面的猜測(cè)文章中會(huì)涉及到哪些內(nèi)容。比如對(duì)Jonsson這個(gè)人的介紹，背景、學(xué)歷、身份等，對(duì)dictionary的介紹，比如什么時(shí)候出版的，有什么特點(diǎn)，作者是誰(shuí)，等等。

　　羅列出你的預(yù)測(cè)內(nèi)容點(diǎn)之后再閱讀文章，同時(shí)判斷你的預(yù)測(cè)哪些在文中提到了，哪些是not given。所有你預(yù)測(cè)成功的內(nèi)容，試著做一下段落matching，也就是說(shuō)這些預(yù)測(cè)內(nèi)容分別出現(xiàn)在文中的哪幾段。最后有余力的寶寶們可以試試自己做一個(gè)summary，進(jìn)行一下句子的改寫(xiě)。怎么改寫(xiě)?直接看學(xué)姐發(fā)給大家的雅思同義替換詞學(xué)學(xué)套路。

　　大家發(fā)現(xiàn)了嗎，這一系列的流程結(jié)束后，雅思閱讀中的高頻題型能力你都得到了提升。這也就是所謂的learning for reading。

　　精讀也許很耗時(shí)，但是效果卻很顯著。學(xué)姐強(qiáng)烈建議備考的寶寶用心試一個(gè)月，你會(huì)看到很明顯的閱讀能力的提升。還等什么，動(dòng)起來(lái)!

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