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  • 劍橋雅思閱讀真題訓練集
    該商品所屬分類:圖書 -> 中國人民大學出版社
    【市場價】
    608-880
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    【作者】 賈若寒 
    【出版社】中國人民大學出版社 
    【ISBN】9787300247762
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    內容介紹



    出版社:中國人民大學出版社
    ISBN:9787300247762
    版次:1

    商品編碼:13414984
    品牌:中國人民大學出版社
    包裝:平裝

    開本:16開
    出版時間:2017-11-01
    用紙:膠版紙

    頁數:291
    字數:408000
    正文語種:中文

    作者:賈若寒

        
        
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    編輯推薦

    《劍橋雅思閱讀真題訓練集》全方位呈現中國大陸和亞太考區雅思閱讀真題,旨在幫助考生通過考前衝刺,充分適應雅思閱讀考試的難度和話題多樣性,掌握考試特點和技法,提高實戰能力。此外,如果能把每篇閱讀文章完全看懂,將不認識的詞彙全部查出來並且熟記,那麼提高的不僅僅是雅思閱讀分數,而是總體的閱讀能力,對於留學讀書也會有極大的幫助。

    內容簡介

    《劍橋雅思閱讀真題訓練集》全方位呈現中國大陸和亞太考區雅思閱讀真題。通過題庫掌握雅思閱讀的考試特點和技法,有效練習雅思閱讀真題。視訓練為考試,變考試為訓練,提高實戰能力。

    作者簡介

    賈若寒先生是國內最早研究新托福的英文老師之一,在2006年新托福考試剛剛進入中國時就投身考試、教學以及研究工作。在教學過程中,賈若寒老師不斷去參加托福考試,了解考試的趨勢和動向。從2006年開始新托福教學以來,培養出眾多110分以上的學員,尤其在新托福口語方面,培養出多名27分至30分的學員。賈若寒老師已陸續出版《讀出托福好英文》《托福寫作提分手冊》《托福詞彙真題集》等多部權威托福教材。這些教材融合了**的中國大陸和北美的真題。同時,在喜馬拉雅FM,賈若寒老師開設了托福口語專欄。每周考試結束,通過即興回答托福口語真題的方式幫助各位考生拓展思路,學習托福口語答題方式。作為國內首屈一指的托福教學專家,賈若寒老師希望通過圖書出版的形式讓更多考生受益,力爭培養出更多的托福高分考生。

    內頁插圖

    目錄





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    精彩書摘

    01 Tattoo on Tikopia
    蒂科皮亞人文身
    There are still debates about the origins of Polynesian culture, but one thing we can ensure is that Polynesia is not a single tribe but a complex one. Polynesians, which include Marquesans, Samoans, Niueans, Tongans, Cook Islanders, Hawaiians, Tahitians, and Maori, are genetically linked to indigenous peoples of parts of Southeast Asia. It’s a sub-region of Oceania, comprising of a large grouping of over 1,000 islands scattered over the central and southern Pacific Ocean, within a triangle that has New Zealand, Hawaii and Easter Island as its corners.
    Polynesian history has fascinated the western world since Pacific cultures were first contacted by European explorers in the late 18th century. The small island of Tikopia, for many people?even for many Solomon Islanders―is so far away that it seems like a mythical land: a place like Narnia, that magical land in C. S. Lewis’ classic, “The Chronicles of Narnia.” Maybe because of it, Tikopia, its people, and their cultures have long fascinated scholars, travelers, and casual observers. Like the pioneers Peter Dillion, Dumont D’Urville and John Colleridge Patterson who visited and wrote about the island in the 1800s, Raymond Firth is one of those people captured by the alluring attraction of Tikopia. As a result, he had made a number of trips to the island since 1920s and recorded his experiences, observations and reflections on Tikopia, its people, cultures and the changes that have occurred.
    While engaged in study of the kinship and religious life of the people of Tikopia, Firth made a few observations on their tattooing. Brief though these notes are, they may be worth putting on record as an indication of the sociological setting of the practice in this primitive Polynesian community. The origin of the English word “tattoo” actually comes from the Tikopia word “tatau”. The word for “tattoo” marks in general is tau, and the operation of tattooing is known as ta tau, ta being the generic term for the act of striking.
    The technique of tattooing was similar throughout Polynesia. Traditional tattoo artists created their indelible tattoos using pigment made from the candlenut or kukui nut. First, they burnt the nut inside a bowl made of half a coconut shell. They then scraped out the soot and used a pestle to mix it with liquid. Bluing was sometimes added to counteract the reddish hue of the carbon-based pigment. It also made the outline of the inscribed designs bolder on the dark skin of tattooing subjects.
    For the instruments used when tattooing, specialists used a range of chisels made from albatross wing bone which were hafted onto a handle which was made from the heart wood of the bush and struck with a mallet. The tattooer began by sketching with charcoal a design on the supine subject, whose skin at that location was stretched taut by one or more apprentices. The tattooer then dipped the appropriate points―either a single one or a whole comb―into the ink (usually contained in a coconut-shell cup) and tapped it into the subject’s skin, holding the blade handle in one hand and tapping it with the other. The blood that usually trickled from the punctures was wiped away either by the tattooer or his apprentice, the latter having also served by restraining a pain-wracked subject from moving, for the operation was inevitably painful―a test of fortitude that tattooers sought to shorten by working as fast as possible. In fact, tattoos nearly always festered and often led to sickness―and in some cases death.
    In ancient Polynesian society, nearly everyone was tattooed. It was an integral part of ancient culture and was much more than a body ornament. Tattooing indicated ones genealogy and/or rank in society. It was a sign of wealth, of strength and of the ability to endure pain. Those who went without them were seen as persons of lower social status. As such, chiefs and warriors generally had the most elaborate tattoos. Tattooing generally began at adolescence, and would often not be completed for a number of years. Receiving tattoo constituted an important milestone between childhood and adulthood, and was accompanied by many rites and rituals. Apart from signaling status and rank, another reason for the practice in traditional times was to make a person more attractive to the opposite sex.
    The male facial tattoo was generally divided into eight sections of the face. The center of the forehead designated a person’s general rank. The area around the brows designated his position. The area around the eyes and the nose designated his hapu, or sub-tribe rank. The area around the temples served to detail his marital status, like the number of marriages. The area under the nose displayed his signature. This signature was once memorized by tribal chiefs who used it when buying property, signing deeds, and officiating orders. The cheek area designated the nature of the person’s work. The chin area showed the person’s mana. Lastly, the jaw area designated a person’s birth status.
    A person’s ancestry was indicated on each side of the face. The left side was generally the father’s side, and the right side was the mother’s. The manutahi design was worked on the men’s back. It consists of two vertical lines drawn down the spine, with short vertical lines between them. When a man had the manutahi on his back, he took pride in himself. At gatherings of the people he could stand forth in their midst and display his tattoo designs with songs. And rows of triangles design on the men’s chest indicated his bravery.
    Tattoo was a way delivering information of its owner. It was also a traditional method to fetch spiritual power, protection and strength. The Polynesians used this as a sign of character, position and levels in a hierarchy. Polynesian peoples believed that a person’s mana, their spiritual power or life force, was displayed through their tattoo.

    Questions 1?4
    Do the following statements agree with the views of the writer in Reading Passage?
    In boxes 1?4 on your answer sheet, write
    YES if the statement agrees with the views of the writer
    NO if the statement contradicts the views of the writer
    NOT GIVEN if it is impossible to say what the writer thinks about this
    1 Scientists like to do research in Tikopia because this tiny place is of great remoteness.
    2 Firth was the first scholar to study on Tikopia.
    3 Firth studied the cultural differences on Tikopia as well as on some other islands of Pacific.
    4 The English word “tattoo” is evolved from the local language of the island.
    Questions 5?9
    Label the diagram below.
    Choose NO MORE THAN TWO WORDS from the passage for each answer.
    bowl made of 5 ....................
    burn the material inside to get 6 ....................
    and stir in the 7 ....................
    produced from 8 .................... of small trees
    produced from 9 .................... of sea bird
    Questions 10?14
    Complete the table below.
    Choose NO MORE THAN TWO WORDS from the passage for each answer.
    LOCATION ON THE BODY SIGNIFICANCE GEOMETRIC PATTERNS
    10 .................... of male face general rank
    11 .................... of male face prestige
    Female’s right side of the face 12 ....................
    male’s back sense of pride 13 ....................
    male’s chest bravery 14 ....................

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    前言/序言

    雅思閱讀考試的難度最近幾年穩中有升,每個月都會有一些難度較高的文章出現。因此,了解最新雅思閱讀真題是備考雅思閱讀考試的黃金法則。
    《劍橋雅思閱讀真題訓練集》旨在幫助考生通過考前衝刺,充分適應雅思閱讀考試的難度和話題多樣性。
    雅思閱讀的難點在於熟悉不同話題的文章。話題適應性是雅思閱讀備考的重點,很多考生在考試的一個小時內無法完成三篇文章的原因在於不能看懂文章的內容。不僅是因為詞彙量不足,而且在於詞彙量充分的情況下不能理解文章的主旨和邏輯。所以本書的一大目的就是幫助考生熟悉最近雅思閱讀考試的話題。
    本書的話題分類能夠讓考生完全適應考試。歷史、生物和科技是雅思閱讀考試出現頻率最高的三大話題,也是本書分類話題訓練的前三大類。之後的話題也是根據最新考試的內容進行歸納整理,包含醫療、心理學、考古等難點話題。這些話題不僅反映過往考試的特點,也能反映出將來雅思閱讀考試話題的趨勢。因此,學習完本書後,對於任何一次雅思閱讀考試的話題,考生都能從容應對。
    除了熟悉話題之外,題型也是考生訓練的重點。由於官方真題的最新內容不足,因此很多考生用模擬題進行考前的強化衝刺訓練。但是,模擬題在題型上和真題存在差異。所以,通過真題進行雅思閱讀題型訓練是有效的方法。本書力求最大程度還原雅思閱讀真題,從而讓考生通過練習雅思閱讀真題掌握解題技巧。(關於雅思解題技巧和語言指導的內容,可以關注我的另外一本書:《雅思滿分流利閱讀》)
    雅思閱讀想要獲得高分,平時的訓練必不可少。所以,在考試前,本書中每篇文章後面限時20分鐘的訓練一定要完成。對於閱讀來說,如果每天練習20分鐘,經過30天左右,做題速度和正確率就會有質的提升。
    除了做題之外,每天做完練習對完答案之後,把每篇閱讀文章完全看懂,不認識的詞彙全部查出來,並且認知,那麼提高的不僅僅是雅思閱讀分數,而是總體的閱讀能力,對於留學讀書也會有極大的幫助。
    對於各位考生來說,需要的是雅思閱讀分數的提高,更重要的是閱讀能力的總體提升,以及信心的提升。
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