IELTS RT Unit 1

⼀、雅思閱讀的五種考試技巧
1. 快速瀏覽 (skimming) 找出每個段落的主要思想 (main idea)。不要閱讀所有
suppor ng details忽略任何不熟悉的詞語。
（⼩定位技巧）
skimming => reader faster by focusing nouns, adjec ves and verbs
=> pay a en on to longer expressions, such as subordinate clauses and
preposi onal phrases
e.g.
There is disagreement among experts about the role of laughter in healing cancer.
Prior to the inven on of the computer, doing surveys was me-consuming.

2.確定關鍵詞 (keyword)。掃描問題在段落中找到關鍵字並找到相關信息和細
節，例如⼈名，地點名稱和⽇期。
（⼤定位技巧）

3.確定並找出改述 (paraphrase)。在段落的內容和問題之間尋找資訊的換句話說
或是改述paraphrase。

4.管理時間 ( me management)。有些問題會非常困難，因此您應該⾸先關注最
容易回答的問題。每⼀題花費不超過60秒的時間來考慮答案。
時間配比：
Passage 1 Passage 2 Passage
通常為敘述性質⽂章 學術議論⽂章 學術議論⽂章
如傳記故事，發明家故
事或講述事件的⽂章
15 Minutes 20 minutes 20 minutes

5.擴⼤你的詞彙量。如果擴⼤學術詞彙量 (academic vocabulary)，你會發現更

容易掌握雅思閱讀內容閱讀速度會更快。

⼆、問題類型
以下任何問題類型都可能出現在測試的三個部分中的任何⼀個部分中。就難度
指標以選擇題為最容易題型，判讀題最難
Note: (…)括弧內為OG⾴數

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 - 選擇正確的答案
Mul ple Choice 選擇題 (p.215)
● Iden fy the focus of the ques on through keywords
注意題⽬中的關鍵字留意疑問詞與專有名詞

- 填空題：填寫正確的答案
Sentence Comple on 單句填空(p.179)
Note Comple on 筆記填空 (p.254)
Short Answer Ques ons 簡答題 (p.179)
● Keyword strategy
● Pay a en on to the word count required
運⽤關鍵字技巧並且留意空格答案字數，限制⼩定位跟⼤定位技巧都可運⽤
上
Table Comple on 表格填空 (p.179)
● Note the heading / informa on in the le -hand column
注意表格最左邊欄位的資訊
Summary Comple on 摘要填空(p.204)
Flow-chart Comple on 流程圖填空(p.197)
● Note the informa on about the rst step
抓頭 => 第⼀個步驟為何? 題號最⼩的題⽬在問什麼

Diagram Label Comple on ⽰意圖填空(p.201)

把給你的特殊⽤詞或字詞當關鍵字

- 配對題：共有4種類型，可以從⽂章編排⽅式做出預測
⽂章按英⽂字⺟順序分段：
Matching Informa on 資訊出處配對題(p.222) __________
Matching Headings 標題配對題(p.180)_________
● Keyword strategy
● Keep an eye out for paraphrases / synonyms while reading

如果不是字⺟分段⽽是block text 則注意題⽬中的關鍵字/ 銜接詞:

Matching Features 特殊字詞配對題(p.183)
● Scan for the proper nouns given
類別很多，有⼈名和想法配對，動植物和特徵的配對。主要關鍵在把給你的
特殊字詞當關鍵字在閱讀的時候留意這些關鍵字所出現的段落找和答案相關
的資訊

Matching Sentence Endings 句⼦配對題 (p.197)

● Pay a en on to linking words, such as due to, as a result of, etc.
● Keyword strategy

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 - 判讀
是非或是⽂法辨識題：難度最⾼的題型考驗學⽣兩個層⾯答題思路
Step 1 確認關鍵字iden fy keywords / proper nouns (運⽤⼤定位技巧定位在⽂
章中出現的位置)
Step 2 正確理解句意grasp the meaning of the statement(運⽤⼩定位技巧確實
掌握句⼦的意思閱讀時才能判斷出換句話說或者是改述的相關資訊)
Iden fying Informa on (True/False/Not Given) (p.196)
Iden fying a Writer’s Views/Claims (Yes/No/Not Given)(p.186)

三、考試技巧逐步詳細說明
千萬不要⾺上開始閱讀正⽂先看⼤標題跟次標題確定⽂章主題跟相關領域
Have a quick look at the heading / subheading
=> subject / topic

Step 1: 花3分鐘先研究問題，注意出現的關鍵詞還有正確了解題意 ( 1 to 3
minutes)
Skimming the ques ons => iden fy the keywords

Step 2: 由於⽂章中出現資訊和題⽬順序是⼀致，可以利⽤這平⾏架構依照段
落瀏覽並尋讀先前問題中確定的關鍵字
字⺟分段：⼀次看⼀段
沒有字⺟分段：⼀次看兩段
scanning the passage => keep an eye out for the keywords from the ques ons
alphabe cally paragraphed passage => read the passage paragraph by paragraph
block format => read two paragraphs at a me

Step 3: ⼀次閱讀⼀段或兩段後⾺上再看⼀遍問題，就已經看到的關鍵字詞或
資訊看看可以回答哪些問題，答題時注意字數限制

Step 4: 往下繼續答題時如果看到⽂章中尚未出現的關鍵字詞或資訊時表⽰已
經閱讀部分中的資訊已經達到答題極限，返回正⽂繼續往下閱讀

Step 5: 重覆步驟3跟4 ⼀般⽂章總共6到8段

四、⽂章閱讀以尋找題⽬相關資訊為⽬的所以事先瀏覽問題查找關鍵詞是得分
關鍵
⾸先需要閱讀問題，在掃描過程中找到可以標記的重要關鍵詞(keyword)，同時
理解問題的含義。
句意理解關鍵通常是名詞（名詞片語），形容詞跟動詞等，不需留意a，an，
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 the，介詞（for，in，at）。

五、關鍵字技巧
A⼩定位技巧
關鍵字技巧的⼀個極其重要的策略是確定問題的焦點或題意為何，特別是在選
擇題中，⼩定位技巧是在理解題⽬核⼼前提下在之後閱讀⽂章時能找出其中細
緻隱藏或改寫的部分進⽽找到答案。問題的焦點或詞幹常常是問題中的⼀個
詞，它將幫助您選擇正確的選項。

Which of the following is most at fault for the Titanic disaster?

A. The ship
B. Captain and crew
C. Titanic’s owners and builders
D. Standard opera ng procedure

有時題⽬中的關鍵字是同義詞或類似的詞，⽽不是⽂章中給出⼀摸⼀樣的字
詞，因此可以嘗試理解其含義與對應的段落相做連結。附近的單詞和改述
paraphrases也可以幫助您理解問題的含義。

閱讀⽂章中留意關鍵字出現的位置

B ⼤定位技巧
在閱讀⽂章時迅速找到專有名詞類的關鍵字詞，可以在段落中重要關鍵字下⽤
鉛筆畫線或圈記下來，這些關鍵字可以幫助你更快找到答案

⼤定位技巧需要注意的關鍵字類別（⼀般都是⼤寫的專有名詞）：
1. 姓名，特定地點，科學現象，科學理論等。
2. 名稱（故事中涉及的科學家，⼈員等）地點（城鎮，國家等）
3. 年或⽇期（1978年，1982年10⽉12⽇等）
4. 數字（120萬，20000等）
5. 動植物專有名詞

六、實戰練習題
聚焦題型
● 特殊字詞配對題（⼈名想法配對題）
把給你的特殊字詞當關鍵字在閱讀的時候留意這些關鍵字所出現的段落
找和答案相關的資

● 是非⽂法辨識題

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是非或是⽂法辨識題：難度最⾼的題型考驗學⽣兩個層⾯答題思路
Step 1 確認關鍵字iden fy keywords / proper nouns (運⽤⼤定位技巧定位
在⽂章中出現的位置)
Step 2 正確理解句意grasp the meaning of the statement(運⽤⼩定位技巧
確實掌握句⼦的意思閱讀時才能判斷出換句話說或者是改述的相關資訊)

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 Reading Passage 3
Ques ons 28 - 40
Read the passage and answer ques ons 28-40.

Measuring Intelligence
A Intelligence has been de ned as ‘a property of mind that enables us to perform a
wide variety of mental ac vi es that include reasoning, planning, solving problems
and learning new things’. However psychologists that focus on ways to measure
intelligence, de ne it as ‘the degree to which one can adapt to one’s environment’.

B The rst a empts in the modern era to systema cally measure intelligence date
back to the beginning of the 20th century. French psychologist Alfred Binet
published the rst modern intelligence test, the Binet-Simon intelligence scale in
1905. His original inten on was to iden fy students that needed extra academic
support. Unfortunately, he was not able to complete his work, managing just two
revisions of his ini al study, before he passed away in 1911 at the age of 54.

C Englishman Sir Francis Galton also contributed to the development of intelligence

measurement techniques. His research focused on a slightly di erent aspect of
intelligence that he called psychometrics. This area of study was concerned with the
measurement of knowledge, abili es, a tudes, and personality traits. Like Binet, he
also started his research by focusing on the di erences between individuals and
groups of individuals. Galton studied people’s ‘everyday ac vi es’ for several weeks
and noted that although the ac vi es are common to all people, there were
considerable varia ons in terms of the mental processes required to perform the
tasks. Galton’s psychometric point of view and Binet’s idea of a scale-based
measurement of intelligence opened new avenues for further research and inspired
other psychologists.

D The next signi cant step along the road to measuring intelligence was in 1912
through the work of William Stern. Although Stern did not follow directly on from
Binet’s work, his research popularised the term intelligence quo ent or IQ. It was
Stanford University psychologist Lewis Terman who did con nue Binet’s work
showing, through the Stanford-Binet Intelligence Scale, that IQ could be measured.
Almost a century later, one of the most e ec ve measurement tools of human
intelligence is based upon Stern’s original IQ test. Later, in 1906 while at Stanford,
Terman published a revised and perfected Binet-Simon scale for American
popula ons. This Stanford Revision of the Binet-Simon Scale, soon became known as
the Stanford-Binet, was considered to be the best available individual intelligence
test of its day. Terman’s work focused on the scien c diagnosis and classi ca on of
children based on their intelligence. Terman followed Stern's research methods and
measured human intelligence through use of a formula - the ra o of mental age and
chronological age mul plied by 100. Terman’s research enabled schools to organise
special classes for the students with a low score on the intelligence scale and to
develop an advanced curriculum for students who were of superior intelligence.
From 1949 to 1955, psychologist David Wechsler developed an integrated

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 intelligence measurement tool. This tool was used to measure the intelligence of
both adults and children. Wechsler’s tests have grown in popularity amongst today’s
psychologists with the Wechsler Adult Intelligence Scale and Wechsler Intelligence
Scale for Children being commonly used for adults and children alike.

E Like all revolu onary inven ons, the measurement of IQ also went through a lot of
changes during the early phases of its development. Gradually, the complex tes ng
format was simpli ed and standardised. During the 1990s, IQ measurement was
reduced to simply answering some ques ons in a 30-minute test. IQ measurement
systems have proven to be so popular that organisa ons, clubs and socie es have
formed which only accept members with certain IQ levels. The most well-known of
these groups, Mensa Interna onal, was founded by an Australian barrister Roland
Berrill a er he received nancial assistance from Bri sh technologist, Dr. Lancelot
Ware. Mensa only accepts members who have scored in the top 2% of a
standardised IQ test. Gradually a number of similar clubs and socie es have formed
worldwide, many of them now well-established authori es that promote human
intelligence studies for the bene t of greater humanity.

F In the present day, psychologists have grouped IQ test forms based on the precise
aspects of intelligence to be tested. These IQ tests are usually a mix of problems
aimed at measuring short-term memory, pinpoin ng verbal knowledge, exploring
spa al visualisa on and calcula ng the speed of percep on. Based upon the
method used, some tests have a total me limit while others have a speci c me
limit for each subset. When it comes to measuring high intelligence however, tests
are neither bound by me nor by supervision.

G The acceptance of modern IQ tes ng systems increased when the Guinness Book
of World Records added a category which they called ‘Highest IQ’. Many were
surprised to learn that Marilyn Savant, the one given the tle, was a university drop-
out. There are, however, groups of people who oppose the concept of measuring
intelligence. They represent a school of thought that conclude that intelligence is
something too abstract to measure and to express in terms of numeric values. It is
believed that the development of computer technology will someday resolve the
controversies surrounding how intelligence is measured.

Ques ons 28-34

Look at the following statements (Ques ons 28-34) and the list of people below.
Match each statement with the person to whom it refers.
Write your answers A-H in boxes 28-34 on your answer sheet.

28 the founda on for one of the best present-day intelligence measurement tools
29 intellectual ability to do daily work varies from person to person
30 a wealthy man who helped someone to implement an idea
31 the pioneer of contemporary intelligence tes ng
32 highly intelligent but did not complete university
33 invented a mathema cal rule to measure intelligence
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 34 originated the concept of a group that only accepts members who have high IQs
List of People

A Lewis Terman
B Marilyn Savant
C William Stern
D Roland Berrill
E Francis Galton
F Alfred Binet
G David Wechsler
H Lancelot Ware

Ques ons 35-40

Do the following statements agree with the informa on given in the text?
In boxes 35-40 on your answer sheet, write
TRUE if the statement agrees with the informa on
FALSE if the statement contradicts the informa on
NOT GIVEN if there is no informa on on this

35 Psychologists that measure intelligence de ne it as being how easily people can

change to suit their surroundings.
36 Binet studied intelligence in order to locate students with learning problems.
37 Galton’s research showed that regular human ac vi es use di erent parts of the
brain.
38 Stern’s IQ test is considered the best intelligence measurement tool today.
39 IQ tests must be supervised by a quali ed professional.
40 Computers are expected to solve the problems related to the measurement of IQ.

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