雅思IELTS閱讀練習題及解析

時間：2021-01-04 09:18:04 考試英語我要投稿

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雅思（IELTS）閱讀練習題及解析

　　雅思(IELTS)閱讀練習題一：單調綜合癥

雅思（IELTS）閱讀練習題及解析

　　閱讀段落

　　By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides. In the early 1970s, the spraying frequently reached 70 times a season as the farmers were pushed to the wall by the invasion of genetically stronger insect species.

　　段落大意

　　本段介紹了這種“單調綜合癥”發展到后期令人無法忍受的情形：每季度噴灑70次農藥。

　　閱讀筆記

　　Mid-1960s：50% of financial outlay on cotton production——pesticides

　　Early 1970s：70 times a season & invasion of genetically stronger insect species

　　邏輯關系

　　1. 并列(無邏輯連接詞)

　　In the early 1970s, the spraying frequently reached 70 times a season as the farmers were pushed to the wall by the invasion of genetically stronger insect species.

　　雅思(IELTS)閱讀練習題二：日本的傳統教學方式

　　閱讀段落

　　Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralized national curriculum and how it is to be delivered.

　　段落大意

　　本段主要介紹了日本的傳統教學方式、教科書，以及中央教育權威機構Monbusho。

　　閱讀筆記

　　Textbook：small， inexpensive <> well set out & logically developed

　　Everyone has their own copy

　　Supplied by the central education authority——Monbusho

　　Monbusho——decides national curriculum & how it delivered

　　邏輯關系

　　1. 解釋(無邏輯連接詞)

　　One teacher was particularly keen to introduce colour and pictures into maths textbooks.

　　He felt this would make them more accessible to pupils brought up in a cartoon culture.

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