2020年3月5日雅思阅读机经预测
雅思阅读考试前，尤其是考试前一个月这段时间，很多考生不知道怎么复习。今天小编为大家准备了2020年3月5日雅思阅读机经预测，建议各位考生可以参考一下机经练习，尤其是预测中的重点题型，大家可以多加练习。
2020年3月5日雅思阅读机经预测1
文章题目Darkside of Technological Boom
重复年份20151203 20130713 20100520
题材科技
题型小标题 9+判断 5
文章大意文章讲了科技在现代生活中的各种弊端。
参考练习：剑桥雅思 5 Test3 Passage3 The return of artificial intelligence
After years in the wilderness, the term 'artificial intelligence' (AI) seems poised to make a comeback. Al was big in the 1980s but vanished in the 1990s. It re-entered public consciousness with the release of AI, a movie about a robot boy. This has ignited public debate about Al, but the term is also being used once more within the computer industry. Researchers, executives and marketing people are now using the expression without irony or inverted commas. And it is not always hype. The term is being applied, with some justification, to products that depend on technology that was originally developed by Al researchers. Admittedly, the rehabilitation of the term has a long way to go, and some firms still prefer to avoid using it. But the fact that others are
starting to use it again suggests that Al has moved on from being seen as an over-ambitious and under-achieving field of research.
The field was launched, and the term 'artificial intelligence' coined, at a conference in 1956 by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field. The expression provided an attractive but informative name for a research programme that encompassed such previously disparate fields as operations research, cybernetics, logic and computer science. The goal they shared was an attempt to capture or mimic human abilities using machines. That said, different groups of researchers attacked different problems, from speech recognition to chess playing, in different ways; Al unified the field in name only. But it was a term that captured the public imagination.
Most researchers agree that Al peaked around 1985. A public reared on science-fiction movies and excited by the growing power of computers had high expectations. For years, Al researchers had implied that a breakthrough was just around the corner. Marvin Minsky said in 1967 that within a generation the problem of creating ‘artificial intelligence' would be substantially solved. Prototypes of medical-diagnosis programs and speech recognition software appeared to be making progress. It proved to be a false dawn. Thinking computers and household robots failed to materialise, and a backlash ensued. 'There was undue optimism in the early 1980s: says David Leake, a researcher at Indiana University. 'Then when people realised these were hard problems, there was retrenchment. By the late 1980s, the term Al was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.
2020年3月5日雅思阅读机经预测2
文章题目Children's adults
重复年份20151219 20140802 20111026
题材文学
文章大意讲了儿童文学。探讨了从成人角度去写儿童文学的视角不同。
参考阅读：
CHILDREN’S LITERATURE
A Stories and poems aimed at children have an exceedingly long history: lullabies, for example, were sung in Roman times, and a few nursery games and rhymes are almost as ancient. Yet so far as written-down literature is concerned, while there were stories in print before 1700 that children often seized on when they had the chance, such as translations of Aesop’s fables, fairy-stories and popular ballads and romances, these were not aimed at young people in particular. Since the only genuinely child-oriented literature at this time would have been a few instructional works to help with reading and general knowledge, plus the odd Puritanical tract as an aid to morality, the only course for keen child readers was to read adult literature. This still occurs today, especially with adult thrillers or romances that include more exciting, graphic detail than is normally found in the literature for younger readers.
B By the middle of the 18th century there were enough eager child readers, and enough parents glad to cater to interest, for publishers to specialize in children’s books whose first aim was pleasure rather than education or morality. In Britain, a London merchant named Thomas Boreham produced Cajanus, The Swedish Giant in 1742, while the more famous John Newbery published A Little Pretty Pocket Book in 1744. Its contents—rhymes, stories, children’s games plus a free gift (‘A ball and a pincushion’)— in many ways anticipated the similar lucky-dip contents of children’s annuals this century. It is a tribute to Newbery’s flair that he hit upon a winning formula quite so quickly, to be pirated almost immediately in America.
C Such pleasing levity was not to last. Influenced by Rousseau, whose Emile (1762)decreed that all books children save Robinson Crusoe were a dangerous diversion, contemporary critics saw to it that children’s literature should be instructive and uplifting. Prominent among such voices was Mrs. Sarah Trimmer, whose magazine The Guardian of Education (1802) carried the first regular reviews of children’s books. It was she who condemned fairy-tales for their violence and general absurdity; her own stories, Fabulous Histories (1786)described talking animals who were always models of sense and decorum.
D. So the moral story for children was always threatened from within, given the way children have of drawing out entertainment from the sternest moralist. But the greatest blow to the improving children’s book was to come from an unlikely source indeed: early 19th-century interest in folklore. Both nursery rhymes, selected by James Orchard Halliwell for a folklore society in 1842, and collection of fairy-stories by the scholarly Grimm brothers, swiftly translated into English in 1823, soon rocket to popularity with the young, quickly leading to new editions, each one more child-centered than the last. From now on younger children could expect stories written for their particular interest and with the needs of their own limited experience of life kept well to the fore.
E What eventually determined the reading of older children was often not the availability of special children’s literature as such but access to books that contained characters, such as young people or animals, with whom they could more easily empathize, or action, such as exploring or fighting, that made few demands on adult maturity or understanding.
F The final apotheosis of literary childhood as something to be protected from unpleasant reality came with the arrival in the late 1930s of child-centered best-sellers intend on entertainment at its most escapist. In Britain novelist such as Enid Blyton and Richmal Crompton described children who were always free to have the most unlikely adventures, secure in the knowledge that nothing bad could ever happen to them in the end. The fact that war broke out again during her books’ greatest popularity fails to register at all in the self-enclosed world inhabited by Enid Blyton’s young characters. Reaction against such dream-worlds was inevitable after World War II, coinciding with the growth of paperback sales, children’s libraries and a new spirit of moral and social concern. Urged on by committed publishers and progressive librarians, writers slowly began to explore new areas of interest while also shifting the settings of their plots from the middle-class world to which their chiefly adult patrons had always previously belonged.
G Critical emphasis, during this development, has been divided. For some the most important task was to rid children’s books of the social prejudice and exclusiveness no longer found acceptable. Others concentrated more on the positive achievements of contemporary children’s literature. That writers of these works are now often recommended to the attentions of adult as well as
child readers echoes the 19th-century belief that children’s literature can be shared by the generations, rather than being a defensive barrier between childhood and the necessary growth towards adult understanding.
2020年3月5日雅思阅读机经预测3
文章题目Ancient Greek Coins
重复年份人文社科
题材20140118 20120510
题型判断+流程图+简答
文章大意古希腊钱币。介绍了硬币的制造过程，生产工艺及当时的时代背景。
参考阅读：
The history of Ancient Greek coinage can be divided (along with most other Greek art forms) into four periods, the Archaic, the Classical, the Hellenistic and the Roman. The Archaic period extends from the introduction of coinage to the Greek world during the 7th century BC until the Persian Wars in about 480 BC. The Classical period then began, and lasted until the conquests of Alexander the Great in about 330 BC, which began the Hellenistic period, extending until the Roman absorption of the Greek world in the 1st century BC. The Greek cities continued to produce their own coins for several more centuries under Roman rule. The coins produced during this period are called Roman provincial coins or Greek Imperial Coins.
The three most important standards of the Ancient Greek monetary system were the Attic standard, based on the Athenian drachma of 4.3 grams of silver and the Corinthian standard based on the stater of 8.6 grams of silver, that was subdivided into three silver drachmas of 2.9 grams, and the Aeginetan stater or didrachm of
12.2 grams, based on a drachma of 6.1 grams. The word drachm(a) means "a handful", literally "a grasp". Drachmae were divided into six obols (from the Greek word for a spit), and six spits made a "handful". This suggests that before coinage came to be used in Greece, spits in prehistoric times were used as measures in daily transactions. In archaic/pre-numismatic times iron was valued for making durable tools and weapons, and its casting in spit form may have actually represented a form of transportable bullion, which eventually became bulky and inconvenient after the adoption of precious metals. Because of this very aspect,
Spartan legislation famously forbade issuance of Spartan coin, and enforced the continued use of iron spits so as to discourage avarice and the hoarding of wealth. In addition to its original meaning (which also gave the euphemistic diminutive "obelisk", "little spit"), the word obol (?βολ??, obolós, or ?βελ??, obelós) was retained as a Greek word for coins of small value, still used as such in Modern Greek slang (?βολα, óvola, "monies").
The obol was further subdivided into tetartemorioi (singular tetartemorion) which represented 1/4 of an obol, or 1/24 of a drachm. This coin (which was known to have been struck in Athens, Colophon, and several other cities) is mentioned by Aristotle as the smallest silver coin :237 Various multiples of this denomination were also struck, including the trihemitetartemorion (literally three half-tetartemorioi) valued at 3/8 of an obol.
烤鸭在雅思阅读中易犯的两大错误
错误一、不看题目要求粗心大意
其实雅思阅读对于聪明的中国考生来说，许多时候雅思阅读的题目要求往往都可以给我们带来许多的暗示，例如题目中如果有NB这样的字眼，那么有些备选项会被用上2次，这无疑就是出题者给了我们一种无声的暗示。还有对于一些notes/diagram/sentence completion的题目，大家一定要看清字数要求，要不就会显得出力不讨好了。还有些题干上往往会标明考查段落，所以大家千万不要不看题干，回原文通篇疯狂地寻找，这样做既耽误了时间，同时又降低了正确率。
错误二、指读和回读的不良习惯
指读，顾名思义，其实就是用手指或者笔边指边读的习惯，也就是说在以一种“词”为单位进行阅读。=提醒烤鸭，指读通常会导致大家在考试规定的时间内无法完成题目;并且还特别容易断章取义，失去了自己对文章整体感的把握。
回读的话就是一段话，一遍不行两遍，两遍不行再去读三遍，直到自以为读懂了为止，这样的做法就是典型的以“句子”为单位阅读的特征，因为读者虽然有可能在后面能够读懂每一句话，但是你们却不可能有效的去区分主题句和支持句，导致后面不可能去掌握段落主旨。其实这是一种不自信的表现，烤鸭应该要改正。
综上所诉，备考雅思阅读的时候，烤鸭经常出现的一些错误，往往会拉低了你们的阅读水平，因此 呼吁大家，一定要改掉这些不良的习惯，使用正确的方法去备考。
提高雅思阅读成绩要怎么做
通常来说，如果考生的雅思阅读可以拿到高分，那么考生其他部分的成绩也不会太惨。要想提高考生的雅思阅读成绩，我们要如何做呢?一起看看新东方小编给大家整理的内容吧。
首先，是如何提高自己英语阅读的基本能力。而这样的能力又主要分为两个层次：词汇的掌握和读句子的能力。阅读基本能力的提升，需要至少2个月的时间，通过给学生专业化的方案指导，将课堂上的学习和课堂后的复习相结合，让其在一个合理的时间规划期内去提升自己的基础能力，达到一个最佳的效果。这也是对于我们老师在教学中要求一直秉持的原则，忌急于求成，囫囵吞枣。
那么怎么去做基础能力提升呢?对于大部分学生而言，词汇的把握是核心。第一、同学们必须去把握阅读部分的高频词，这些词汇是所有同学都必须认真记忆的，按照我们最新的权威数据统计，大概在1000个单词左右，我们也为所有的学员将这些单词做成了独有的单词库，帮助大家以最高效的方式掌握必考词汇;第二、同学们需要掌握好一些近义词或同义词词组，雅思的阅读部分考查就是看同学们对同义词替换的一个把握，这些词组的掌握是同学们获得高分的基础。
我们同样为同学们对这些词组进行了总结和研究。在我们课堂上，我们授课老师会定期抽查同学们对于这2个词汇库的掌握，督促同学们做好词汇的记忆工作。未参加培训的同学不妨可以效仿这样的模式，给自己一些压力和期限，认真做好最基本词汇与词组的积累。
解决雅思阅读的第二方面，就是要掌握好雅思阅读部分解题的关键性技巧。雅思阅读部分共有3篇文章，每篇1000词左右，有40道题目要回答，时间是一小时。如果没有对考试题型有透彻理解，那么很难在这么紧张的时间里去做好题目。因此一定要按照不同考题的特点和对应的能力要求，有的放矢的去准备以及应对。笔者在日常的教学中会指导同学们把握不同题目的做题方法和技巧，一方面要让他们知道为什么要这样去思考，去做题，另一方面告诉他们怎么去灵活变通的去使用技巧。
只有把方法以及如何灵活运用这些方法讲透，学生们才能真正地掌握好、正确使用、自信满满地考取高分。我的小部分学生曾和我透露过这样的困惑，在参加过一些培训之后，考试不理想，但是明明上课的时候听得很爽，只是到考场上做题却犯难。
其实，那正是因为题目的解题技巧没讲透，没讲清楚应该怎么灵活的运用，培训老师没有从考生的角度去思考。我们的模考体系就是考虑到这一点建立健全起来的，通过阶段性测试检验学生有没有真正地听懂，老师有没有认真负责地讲清楚。模考也不断让同学们看到自己阶段性学习成果，从而更有动力。
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