《剑桥雅思全真试题原版解析9》由环球雅思京、穗、沪近10位顶级名师联手编写，还有许多环球雅思学校的老师充当幕后工作者，成书速度之快，编辑之精细，品质之高，为业界罕见。《剑桥雅思全真试题原版解析9》对听、说、读、写进行了最切实际的剖析：对听力部分进行详尽解析并与最新的听力机经完美结合；口语部分不仅提供了完整的口语高分模板而且还给出了清晰的答题思路；阅读部分除了强调解题的技巧外，不仅体现了阅读考试中同义转换的现象，而且图表解析了长难句并对题目进行定量分析；写作部分表达思路清晰，强调审题重要性；范文深度剖析：从词到短语，再到句子。
在几家大型书店转了一圈，看到形形色色的雅思系列解析书，剑7，剑8数量居高，也有一些出版社开始出版剑9，仔细研读了下几本剑9的解析书籍，发现多是大同小异。而《剑桥雅思全真试题原版解析9》相较于市面上的图书，无论是从解题思路，解题方法还是应试技巧上都有独到之处。该书汇集各路名师， 对“剑9”各科进行权威解析，并发布考题未来方向，实为我们雅思备考的利器。
每两年出版一套的“剑桥雅思真题集”又隆重登场了！对于中国最大的雅思培训学校（环球雅思学校）来说，我们又一次和全国的其他培训学校开始赛跑。我们赛跑的是在第一时间发布最权威的《剑桥雅思全真试题》（IELT9,以下简称“剑9”）的解析及资讯。环球雅思在第一时间集合北京、上海、广州三弟名师为全国考试独家发布“剑9”的信息内容包括：对“剑9”的全面分析和解答、总结常考考点、归纳历年机经、预测未来考题方向及公布最新最权威考题数据库等。
作为全国最大的雅思培训基地，环球雅思一直以“精、准、快”为教学导向！为了让广大考生在第一时间了解到最精准和精到的雅思考题趋势，我们以最快的速度发布权威信息。在3月“剑9”新浪微博、新浪频道及YY语音课程进行全国同步首场“剑9”的解析……
刘薇
国内顶级英语应试专家，北京大学传播学硕士，现任环球雅思北京学校教学校长，外语教学与研究出版社呀四六体图书特约顾问。从事英语教学近8年，深受学生喜爱。数次学术访问剑桥、牛津、哈佛等海外名校，多次受邀赴伦敦参加ELT高端会议，对英语教学颇有心得。
杨凡
环球雅思雅思写作，阅读主讲，具有多年的雅思教学经验，独辟蹊径发明“四要素作文法” 、“双向式阅读法”等若干教法体系，广大学子受益匪浅，亲切地称呼他为“杨雅思”。
王陆
北京外国语大学硕士，剑桥三一学员口语考官，专注雅思听力、口语10多年，创作“妙语连珠”雅思口语；准确把握雅思考试信息，成功预测百场考试，是名副其实的“雅思王”。
李荣华
环球雅思广州学校优秀教师，具有多年托福、雅思教学经验，深谙托福及雅思考试出题规律。李荣华老师悉心钻研解题策略，教学方法灵活多变，善于鼓励启发学生，充分调动学生的积极性，曾多次获得“先进教师”“杰出教学奖”等荣誉称号。
TEST 1
LISTENING
READING
WEITING
SPEAKING
TEST 2
LISTENING
READING
WEITING
SPEAKING
TEST 3
LISTENING
READING
WEITING
SPEAKING
TEST 4
LISTENING
READING
WEITING
SPEAKING
General Training Reading and Writing TEST A
READING
WRITING
General Training Reading and Writing TEST B
READING
WRITING
Most parents and teachers believe that kids should start language learning in their middle schools. However, some elementary schools also provide foreign language learning as a test in educational field. Obviously, it contains positive as well as negative influence.Lingual skills from primary education are always based on the great interests kid's obtained in expressing their feelings. The strong motivation helps students acquire language with ease and fun, and then their unshaped mother language will also remove the barrier between one language and another. More importantly, without exerted pressing stress from tests and exams,students may devote themselves to language itself but nothing else.However, the primary education for language learning is not as perfect as it sounds. The overly flexible timetable for language learning will never ensure that children have mastered some key features of lingual skills. Compared with that, secondary school will supply more professional lessons with accurate teaching from which children can benefit a lot. However, if so, this activity will entirely ruin the interests of language learning for kids, which shift their flexible foreign language interests into the forced and test-oriented study all the time. Thus, this should never be put into practice for a better result until secondary schools. Obviously, primary school should also make some revolutionary changes for a better lingual atmosphere to cater to kids' interests.
In sum, all the contributions made to optimize language learning will benefit both individuals as well as the community, culturally and traditionally, so the adjustments in primary education will be the key to solve this educational problem.
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