阅读真经5 答疑
《雅思阅读真经5》使用说明,补丁,难题解析 (2)
This book is underpinned by a scientific methodology, integrating reading skills and vocabulary building, and unveilling the real tests.《雅思阅读真经5》超越了《真经234》中采用的三篇文章一套题的安排模式，所以它不仅是一本真题机经的预测，更重要的价值是它包含了一种培训体系和理念，引导读者在做题时暗合真经派的教学法。
所以我在封面写了这段英语。
【使用流程】我心中最理想的雅思考生是这样准备雅思阅读的：1.先拿《剑桥雅思4-9》随便一本，比如4，模考四套题。
现在我知道了雅思考试流程，内容，难度，自己现在和目标分数的差距，那种题型自己最讨厌。
自己的词汇和语法还差多少。
2.学习《雅思阅读真经总纲》中各个题型的解题技巧，同时按题型修炼《雅思阅读真经5》，并背记真经5中每篇文章后面的核心词和考点词。
（结合文章背单词是最有效的）3.现在我对雅思阅读各个题型的命题思路和技巧都没问题了，学习《雅思阅读真经总纲》中前两章。
了解真题各题型组合后不同的阅读顺序。
再用《剑桥雅思5-9》开始模考。
同时使用《剑桥雅思阅读考点词真经》，结合剑桥的文章复习单词，同时学习剑桥每道题的考点词设计。
4.考试。
5.庆祝高分，在@雅思教父刘洪波上晒出分数，我奖励《留学Super之路》一本，代价是一堆人会问你的心得，你要帮我给师弟师妹们在微博上答疑和分享学习经验，攒人品。
背后的科学理论是：要先练好内功和分解动作，再去和剑桥组合过招，进步感觉最快。
内功没有，单独的招数还不熟，就天天跟人家拼组合拳，我很佩服一些考生的抗击打能力。
在第2步中，考生积累了单词（内功），集训了题型（招数），了解了题库机经（对手）。
《真经5》的设计目的就是如此。
在做剑桥雅思真题之前，要了解它组合拳的路数。
有两种组合顺序，在《雅思阅读真经总纲》中我详细阐述过。
雅思阅读真经5完整解析
雅思阅读真经5完整解析
雅思阅读真经5是指《The Official Cambridge Guide to IELTS》第五版，是备考雅思阅读考试的重要资料。
该书包含了丰富
的阅读材料和相关练习题，对于备考雅思阅读的考生来说是一本非
常有参考价值的书籍。
下面我将从多个角度对雅思阅读真经5进行
全面解析。
首先，雅思阅读真经5包含了丰富的阅读材料，涵盖了各种不
同主题和类型的文章，包括科学、历史、文化、社会等多个领域的
文章。
这些文章的难度和长度也各不相同，能够帮助考生全面提升
阅读能力，适应不同类型的阅读材料。
其次，该书提供了大量的阅读练习题，这些练习题包括了各种
题型，如选择题、配对题、判断题等，能够帮助考生熟悉考试题型，掌握解题技巧。
同时，书中还附有详细的答案解析，对于考生来说
是很好的自测和自我纠正的工具。
此外，雅思阅读真经5还提供了一些阅读技巧和策略，帮助考
生在有限的时间内高效地解决阅读难题。
这些技巧包括快速定位关
键信息、抓住文章结构、提炼文章主旨等，对于提高考生的阅读效
率和准确性有很大帮助。
最后，雅思阅读真经5作为备考雅思阅读的资料，是由剑桥大
学出版社出版的权威教材，具有很高的权威性和可信度。
考生可以
放心地使用这本书进行备考，相信能够取得很好的效果。
总的来说，雅思阅读真经5是一本非常有参考价值的备考资料，通过系统地学习和练习，考生可以有效地提升自己的阅读能力，为
取得理想的雅思阅读成绩打下坚实的基础。
希望我的解析能够对你
有所帮助。
雅思阅读真经5答案
雅思阅读真经5答案雅思阅读真经5答案【篇一：真经5解析】lass=txt>5. safer=better，took over=alternatives，因此答案是freon。
6. 注意inventing=patentedq1: 请问第一篇冰箱的创造的第2和3空怎么定位，我在原文找不到….a: 第二第三题对应正文第四段最后一句话。
原文：and another made by physician jg, and developed vapor-compression refrigeration for the brewing and meatpacking industries.题干：and commercial refrigeration was applied to as well as industries. 对应：for=applied to; and=as well as定位词：commercial refrigerationq2: 还是冰箱那篇，为什么第5个空不能填alternatives？在原文中不是刚好接在比较级better后面吗？a: 第五题对应正文第五段第三句话。
原文：engineers worked until the 1920s to come up with better alternatives, one of which was freon.题干：the safer took over it in 1920s.对应：better=safer; come up with=took over定位词：1920s请注意，填alternative不是最优答案，最准确的是氟利昂freonreading passage 2 阿尔弗雷德诺贝尔3. 判断填形容词。
不能填explosive，因为炸药都要爆炸，因此爆炸不是炸药的风险。
可控的、安全的爆炸才是问题。
对应原文15页第5行：the safety problems。
雅思阅读真经5判断题15题巧克力
雅思阅读真经5判断题15题巧克力摘要：一、介绍：简述雅思阅读真经5判断题15题的相关背景和内容。
二、主题：分析巧克力在雅思阅读真经5判断题15题中的具体应用和重要性。
三、解答过程：详细解析如何根据所给文本完成判断题。
四、结论：总结完成该题目的关键点和注意事项。
正文：【提纲】一、介绍：简述雅思阅读真经5判断题15题的相关背景和内容。
雅思阅读真经5是雅思考试辅导教材中的一本，该书通过提供大量的阅读题目，帮助考生提高阅读理解能力。
在这本书中，判断题是一种常见的题型，它要求考生根据所给的文本内容，判断某个陈述是否正确。
在这篇文章中，我们要分析的是判断题15题，它的主题是巧克力。
【提纲】二、主题：分析巧克力在雅思阅读真经5判断题15题中的具体应用和重要性。
巧克力是一种广泛食用的食品，它含有丰富的抗氧化剂，可以帮助人体抵抗多种疾病。
在雅思阅读真经5的判断题15题中，巧克力作为文章的主题，涉及到了它的营养价值、生产过程以及对环境的影响等多个方面。
要完成这道题目，考生需要对巧克力的相关知识有一定了解，并能从文章中找到相关信息来判断题目的正误。
【提纲】三、解答过程：详细解析如何根据所给文本完成判断题。
要解答这道题目，首先需要认真阅读文章，理解文章的主要内容和观点。
在阅读过程中，要注意划出与巧克力相关的信息，以便在回答问题时进行查找。
接下来，针对题目的每一个选项，进行仔细分析，查找文章中是否有相应的依据。
在判断题中，需要注意区分true和false的选项，true选项要求文章中的陈述完全正确，而false选项则要求文章中的陈述有误。
在分析过程中，要确保自己没有遗漏任何关键信息，从而确保答案的准确性。
【提纲】四、结论：总结完成该题目的关键点和注意事项。
总的来说，完成雅思阅读真经5判断题15题，需要考生具备一定的英语阅读能力，以及对巧克力相关知识的了解。
在解答过程中，要仔细阅读文章，划出关键信息，针对每个选项进行分析，确保答案的准确性。
刘洪波 雅思阅读真经 内部讲义 上
Cambridge IELTS 9TEST 1READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.William Henry Perkin1 William Henry Perkin was born on March12, 1838, in London, England. As a boy, Perkin’s curiosity prompted early interests in the arts, sciences, photography, and engineering. But it was a chance stumbling upon a run-down, yet functional, laboratory in his late grandfather’s home that solidified the young man’s enthusiasm for chemistry.2As a student at the City of London School, Perkin became immersed in the study of chemistry. His talent and devotion to the subject were perceived by his teacher, Thomas Hall, who encouraged him to attend a series of lectures given by the eminent scientist Michael Faraday at the Royal Institution. Thos speeches fired the young chemist’s enthusiasm further, and he later went on to attend the Royal College of Chemistry, which he succeeded in entering in 1853, at the age of 15.3At the time of Perkin’s enrolment, the Royal College of Chemistry was headed by the noted German chemist August Wilhelm Hofmann. Perkin’s scientific gifts soon caught Hofmann’s attention and, within two years, he became Hofmann’s youngest assistant. Not long after that, Perkin made the scientific breakthrough that would bring him both fame and fortune.4At the time, quinine was the only viable medical treatment for malaria. The drug is derived from the bark of the cinchona tree, native to South America, and by 1856 demand for the drug was surpassing the available supply. Thus, When Hofmann made some passing comments about the desirability of a synthetic substitute for quinine, it was unsurprising that his star pupil was moved to take up the challenge.5During his vacation in 1856, Perkin spent his time in the laboratory on the attempting to manufacture quinine from aniline, an inexpensive and readily available coal tar waste product. Despite his best efforts, however, he did not end up with quinine. Instead, he produced a mysterious dark sludge. Luckily, Perkin’s scientific training and nature prompted him to investigate the substance further. Incorporating potassium dichromate and alcohol into the aniline at various stages of the experimental process, he finally produced a deep purple solution. And, proving the truth of the famous scientist Louis Pasteur’s words ‘chance favours only the prepared mind’, Perkin saw the potential of his unexpected find.6Historically, textile dyes were made from such natural sources as plants and animal excretions. Some of these, such as the glandular mucus of snails, were difficult to obtain and outrageously expensive. Indeed, the purple colour extracted from a snail was once so costly that in society at the time only the rich could afford it. Further, natural dyes tended to be muddy in hue and fade quickly. It was against this backdrop that Perkin’s discovery was made.7Perkin quickly grasped that his purple solution could be used to colour fabric, thus making it the world’s first synthetic dye. Realising the importance of this breakthrough, he lost no time in patenting it. But perhaps the most fascination of all Perkin’s reactions to his find was his nearly instant recognition that the new dye had commercial possibilities.8Perkin originally named his bye Tyrian Purple, but it later became commonly known as mauve (from the French for the plant used to make the colour violet). He asked advice of Scottish dye works owner Robert Pullar, who assured him that manufacturing the dye would be well worth it if the colour remained fast (i.e. Would not fade) and the cost was relatively low. So, over the fierce objections of his mentor Hofmann, he left college to give birth to the modern chemical industry.9 With the help of his father and brother, Perkin set up a factory not far from London. Utilising the cheap and plentiful coal tar that was an almost unlimited byproduct of London’s gas street lighting, the dye works began producing the world’s first synthetically dyed material in 1857. The company received a commercial boost from the Empress Eugenie of France, when she decided the new colour flattered her. Very soon, mauve was the necessary shade for all the fashionable, ladies in that country. Not to be outdone, England’s Queen Victoria also appeared in public wearing a mauve gown, thus making it all the rage in England as well. The dye was bold and fast, and the public clamoured for more. Perkin went back to the drawing board.10Although Perkin’s fame was achieved and fortune assured by his first discovery, the chemist continued his research. Among other dyes he developed and introduced were aniline rd (1859) and aniline black (1863) and, in the late 1860s, Perkin’s green. It is important to note that Perkin’s synthetic dye discoveries had outcomes far beyond the merely decorative. The dyes also became vital to medical research in many ways. For instance, they were used to stain previously invisible microbes and bacteria, allowing researchers to identify such bacilli as tuberculosis, cholera, and anthrax. Artificial dyes continue to play a crucial role today. And, in what would have been particularly pleasing to Perkin, their current use is in the search for a vaccine against malaria.Questions 1-7Do the following statements agree with the information given in Reading Passage 1? In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationF ALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 Michael Faraday was the first person to recognise Perkin’s ability as a student of chemistry.2 Michael Faraday suggested Perkin should enrol in the Royal College of Chemistry.3 Perkin employed August Wilhelm Hofmann as his assistant.4 Perkin was still young when he made the discovery that made him rich and famous.5 The trees from which quinine is derived grow only in South America.6 Perkin hoped to manufacture a drug from a coal tar waste product.7 Perkin was inspired by the discoveries of the famous scientist Louis Pasteur. Questions 8-13Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 8-13 on your answer sheet.8 Before Perkin’s discovery, with what group in society was the colour purple associated?9 What potential did Perkin immediately understand that his new bye had?10 What was the name finally used to refer to the first colour Perkin invented?11 What was the name of the person Perkin consulted before setting up his own bye works?12 In what country did Perkin’s newly invented colour first become fashionable?13 According to the passage, which disease is now being targeted by researchers using synthetic dyes?。
2021年学为贵雅思雅思备考书籍推荐
学为贵雅思给不同雅思水平阶段考生推荐备考书籍许多烤鸭对于雅思学习教材有着各种各样疑问：这本书写是什么？我应当买什么书？今天小贵贵就为人们简介一下咱们学为贵雅思真经教材，并为不同阶段你做一种修炼手册推荐！一.听力真经修炼手册1.《雅思王听力真题语料库》语料库是每个烤鸭必备书籍，语料库中所有材料一方面建立在对之前所有语言类书籍研究成果，特别是对剑桥1-10计算机分析成果之上还涉及广大考生所提供考试回忆。
书里面归纳总结了许多听力考点词涉及：名词，动词，形容词，数词，字母，词组等，这些词都是雅思考试中会听到甚至需要写出类单词。
王陆教师独创点听，复听，魔鬼跟读法在这本书上均有详细使用阐明和简介。
本书适合听力基本比较薄弱，刚刚接触雅思“小白”，建议没有考过雅思考生先用语料库打好单词基本，在此之上再加入听力技巧使用，并用剑桥真题来做考前模仿。
2.《剑桥雅思听力考点词真经（剑10版）》所谓考点词就是在测试环节中表征测试目词汇。
雅思听力考试题目本质和雅思阅读同样，是考查考生同义替代能力。
而这本听力考点词真经就是总结了剑4到剑10真题中，所有题目所相应同义替代词。
这些同义替代是剑桥官方规定考生所必须掌握听力词汇，也是雅思听力考试精髓。
这本书在总结这些考点词基本上还配有词汇音频。
本书有两种排列形式，一种是按照雅思真题分类方式，一种是按照九宫格方式排列。
无论是哪一种排列方式，都可以作为考生记忆和自我测试工具。
本书适合具备一定词汇量，并已经开始做雅思真题烤鸭。
建议在做完一套真题后，对照本书中这套题考点词来进行归纳，总结。
这样才算真正做完，做懂一套雅思真题。
二.口语真经修炼手册1.《雅思口语冲击波之提分宝》想要说出一口流利口语，前期输入过程是必不可少，这本书为烤鸭提供了输入过程所需词组，加分句，逻辑框架等。
如果是刚刚入门小烤鸭，一方面需要掌握就是万能功能句，以及跟着刘波教师亲自录制音频跟读背诵；如果是基本段烤鸭，重点在地道词汇，词组，惯用语法以及回答题目逻辑方面，因此要掌握词汇加分句，语法加分句和答题逻辑，熟能生巧，提高流利度。
刘洪波阅读真经5解析
刘洪波阅读真经5解析（最新版）目录1.刘洪波阅读真经 5 简介2.阅读真经 5 的主要内容3.阅读真经 5 的优点与不足4.如何使用阅读真经 55.总结正文一、刘洪波阅读真经 5 简介刘洪波阅读真经 5 是一本针对雅思阅读考试的辅导书籍，由著名雅思培训机构新航道的创始人刘洪波老师编著。
该书旨在帮助考生提高雅思阅读能力，包含了丰富的练习题和解题技巧，是许多考生在备考雅思阅读时的重要参考资料。
二、阅读真经 5 的主要内容阅读真经 5 主要分为以下几个部分：1.词汇积累：书中提供了大量的词汇表，帮助考生在阅读过程中积累词汇，提高阅读速度。
2.题型解析：书中详细介绍了雅思阅读考试中常见的题型，如事实细节题、推理判断题、主旨大意题等，并提供了相应的解题技巧。
3.真题练习：书中包含了大量的真题练习，帮助考生在实际操作中熟悉题型，巩固解题技巧。
三、阅读真经 5 的优点与不足优点：1.实用性强：阅读真经 5 提供的解题技巧和真题练习非常实用，能帮助考生迅速提高阅读能力。
2.内容全面：书中涵盖了雅思阅读考试的各个方面，从词汇积累到题型解析，再到真题练习，内容全面。
3.适用范围广：阅读真经 5 不仅适用于雅思考试，对于其他英语阅读考试也有一定的参考价值。
不足：1.时效性不强：阅读真经 5 出版已有一段时间，部分内容可能已经不再适用于当前的雅思考试。
2.缺乏解析：书中的真题练习没有提供详细的解析，对于部分题目考生可能难以理解。
四、如何使用阅读真经 51.首先，考生可以利用阅读真经 5 积累词汇，提高阅读速度。
2.其次，通过学习书中的题型解析，了解雅思阅读考试的常见题型和解题技巧。
3.最后，结合书中的真题练习，实际操作解题技巧，提高阅读能力。
五、总结刘洪波阅读真经 5 是一本具有较高参考价值的雅思阅读辅导书籍。
通过学习书中的词汇积累、题型解析和真题练习，考生可以全面提高自己的雅思阅读能力。
9月21日雅思阅读原题详解：abriefhistoryofchocolate
9月21日雅思阅读原题详解：A Brief History of Chocolate9月21日的雅思阅读考试考到了教主刘洪波老师编著的《雅思阅读真经5》中的两篇原文！分别是《A Brief History of Chocolate》和《From Novices to Experts》。
今天我们先来看第一篇《A Brief History of Chocolate》的详细解析~AWhen most of us hear the word chocolate, we picture a bar, a box of bonbons, or a bunny. The verb that comes to mind is probably “eat,” not “drink,” and the most apt adjective would seem to be “sweet.” But for about 90 percent of chocolate’s long history, it was strictly a beverage, and sugar didn’t have anything to do with it. “I often call chocolate the best-known food that nobody knows anything about,” said Alexandra Leaf, a selfdescribed “chocolate educator” who runs a business called Chocolate Tours of New York City. B The terminology can be a little confusing, but most experts these days use the term “cacao” to refer to the plant or its beans before processing, while the term “chocolate” refers to anything made from the beans, she explained. “Cocoa” generally refers to chocolate in a powdered form, although it can also be a British form of “cacao.” Etymo logists trace the origin of the word“chocolate” to the Aztec word “xocoatl,” which referred to a bitter drink brewed from cacao beans. The Latin name for the cacao tree, T h e o b r o m a c a c a o , means “food of the gods.”Word & Expression1. picture1) ① n.照片；图画；相片；描绘② v. 想象；描述；描写；设想My visits enabled me to build up a broad picture of the culture.参观游览使我对这个文化有了大致的了解。
10、真经五
在生活中我们应该，丢掉抱怨，笑眼看世界抱怨之前，最好想想：我们不是失去，而是得到了更多。
两个旅行中的天使到一个富有的家庭借宿。
这家人对他们并不友好，并且拒绝让他们在舒适的客房过夜，只是在冰冷的地下室给他们找了一个角落。
当他们铺床时，年纪较大的天使发现墙上有一个洞，就顺手把他修补好了。
年轻的天使问为什么，老天使答道：“有些事并不像它看上去那样。
”第二晚，两人又到了一个非常贫穷的农家借宿。
主人夫妇俩对他们非常热情，把仅有的一点点食物拿出来款待客人，然后又让出自己的床铺给两个天使。
第二天一早，两个天使发现农夫和他的妻子在哭泣，他们唯一的生活来源—一头奶牛死了。
年轻的天使非常愤怒，他质问老天使为什么会这样，第一个家庭什么都有，老天使还帮助他们修补墙洞，第二个家庭尽管如此贫穷还是热情款待客人，而老天却没有阻止奶牛的死亡。
“有些事并不像它看上去那样”老天使答道，“当我们在地下室过夜时，我从墙洞看到墙里堆满了尽块。
因为主人被贪欲所迷惑，不愿意分享他的财富，所以我把墙洞填上了。
昨天晚上，死亡之神来召唤农夫的妻子，我让奶牛代替了她。
所以有些事并不像他看上去那样。
”1.佛家有句话：“舍得，舍得，有舍才有得”简单的一句话，包含了人生中的处世智慧与道理。
2.真正豁达的人，应该懂得超脱；能抓住幸福的人，一定懂得放弃。
3.在诱惑面前，我们往往陷入执著，抱残守缺，目光集中在眼前的事物不肯放手。
先放下，我们才能抓住更多。
[反向]……我们常常会面临这样的遭遇：•刚发了奖金，但比起其他同事，我拿的真是少得可怜。
•我刚消停一段时间，破事就找上门了，连老天都跟我做对。
•为什么我那么努力，结果却不尽如人意！•都怪这破工作，我几乎没有自己的私人空间，真让人沮丧！[正向]……其实，只要转换心情，着眼于光明面，人生就会直的反转：•把这事做好了，可能会是一个很好的证明自己的机会。
•拥有和失去是常有的事，受挫一次，我对生活的理解就更深了一层。
•为结果去打拼，虽然不一定能活得轻松，但是绝对可以活得更精彩。
刘洪波 雅思阅读真经总纲 学习笔记
一、做题顺序1.看文章标题2.看文章后题型分布组合段落中心题和匹配题后做，先做细节题。
注意不同题型间交叉混合节题3.定位词（中心体和匹配题除外）画出题型中前两道题目中的定位词（1）特殊词汇：数字、大写、特殊符号、长相怪异词（2）朴素词汇：简单具体词（3）逻辑词汇：重要语法结构：并列、因果、转折对比4.回到原文阅读查找，边读边做5.匹配题出现，画出题型中所有题目定位词，打包记忆查找6.除匹配题型内部乱序外，其余题型内部大部分按顺序出题二、同义替换1.同义词替换手法同义词设计、双重反义词、对原文思想归纳总结三、填空题技巧1.选词填空完成摘要定位：题目给出位置若为第二种题型，对应1-3自然段最后一种题型，对应末尾1-3自然段首句中Keywords的定位空格前后单词，特别是动词和名词，特别注意这两块在原文中的同义词替换。
词性：n80% v10% a, ad, num10%注意：大多数顺序，有可能出现1-2倒序。
注意and并列结构，前后信息可调换。
一个summary题型会设置1-2难题空格答案可能需要变换原文单词的词性答案常是高难词或生词重点考察空格前后单词对原文中同义词理解。
2.从单词列表中选词填空完成摘要读懂3.原文选词填空完成句子4.原文选词回答问题Who找人名，where找地名，when找时间，how，why找due to，thanks to，based on，by等介词后名词，what找名词。
四、判断题1.方法(1)末题少驳斥，首题少NG（仅用于蒙题时使用）(2)放慢速度读懂题目(3)90%顺序，一次读两题记忆两道题的keywords(4)题目中出现only，all，most，first，比较级，最高级，比较结构morethan，数字，因果关系等，这些词是该题考点2.True命题规律（1）对原文一句话的同义替换（2）对原文相邻两个句子或同一自然段中上下文信息的归纳总结（3）对原文不同自然段中信息归纳总结3.False命题规律（1）反义词（2）关系型驳斥4.Not given命题规律（1）根据原文无法确定，或者题目描述是原文的一种可能性（2）题目陈述句中前或后的信息原文没有提及，大多是具体名词：（3）题目中描述的关系原文没有提及五、段落题1.最后做2.中心句对应法（1）自然段首句总结（2）自然段首句设问（3）举例前的观点句eg. Blablabla. For example, blablabla...（4）转折词所在句子（5）强调句型或有强调语气词所在的句子（6）起定义功能的句子（7）下一自然段首句六、匹配题1.句子信息与段落匹配（1）画出所有题目中的keywords，短暂记忆（2）看下一题型，记忆下一题型中题目keywords（3）回原文从首段开始阅读，阅读中优先做其他题型在该段落中的题目最后做该段落和句子信息匹配（4）只要某段落中有某题目中keywords的同义词出现，即可确认选择。
雅思阅读真经5
雅思阅读真经5雅思（IELTS）考试是全球范围内广泛使用的英语语言水平测试之一，旨在评估考生的听说读写能力。
阅读是雅思考试中的一项重要内容，考生需要通过阅读各种题材的文章来进行理解、分析和推理等能力的考核。
本篇文章将介绍雅思阅读真经5，帮助考生更好地备考和应对这一考试部分。
第一部分：了解雅思阅读真经5是由雅思官方出版的备考教材，它包含了多篇经典的雅思阅读原文以及相应的题目。
这本教材的特点是贴近考试题型和难度，帮助考生熟悉真实考试环境，提升应对能力。
真经5的题材广泛，涵盖了社会、科学、历史等多个领域，内容丰富有趣。
第二部分：有效利用1.选择合适的时间和地点进行阅读练习。
备考阶段，考生需要有一个相对安静的环境，集中注意力进行阅读练习。
最好选择在每天的相同时间段进行，形成良好的学习习惯。
2.分析题目类型，熟悉解题思路。
雅思阅读真经5提供了大量的题目类型，考生可以通过针对性地分析、总结归纳不同类型的题目，掌握相应的解题思路和技巧。
3.注重词汇积累和理解。
考生在阅读真经5时，可以将不熟悉的单词和词汇进行记录和整理，形成个人的词汇表和笔记本。
同时，阅读中要注重理解文章的语境和上下文，把握作者的观点和意图。
4.模拟真实考试环境进行练习。
在备考阶段，考生可以模拟真实考试的条件进行练习，比如限时、无词典、无标记等，以提升应对考试的能力。
第三部分：其他备考建议1.多读英文原文。
雅思阅读真经5提供了很多英文原文，但考生还是应该多读一些其他材料，如英文报纸、杂志、小说等。
通过广泛阅读，可以提升阅读速度和理解能力，丰富词汇和知识储备。
2.参加专业的雅思培训课程。
除了使用雅思阅读真经5，考生还可以报名参加专业的雅思培训课程。
这样可以有系统性地学习和练习，提高备考效果。
3.刷题量要足够。
通过大量的阅读练习和题目训练，考生可以提高对文章的理解和分析能力。
刷题可以帮助考生熟悉各种题型，并且熟悉题干的表达方式和问题解答思路。
总结：雅思阅读真经5是备考雅思阅读的重要参考资料，它可以帮助考生了解考试的题型和难度，并提供实战训练的机会。
阅读西游记时产生的疑虑
阅读西游记时产生的疑虑阅读《西游记》时，可能会产生一些疑虑。
以下是一些可能的疑虑以及从多个角度进行回答的解释：1. 疑虑，为什么孙悟空的力量如此强大，却被如来佛祖压在五指山下？解释，孙悟空的确拥有强大的力量，但他也是一个顽皮的猴子，经常捣乱。
如来佛祖为了制约他，选择了将他压在五指山下，以此来惩罚他的傲慢和鲁莽之举。
2. 疑虑，为什么唐僧师徒四人要经历那么多困难和危险，才能取得真经？解释，《西游记》是一部寓言式的小说，通过唐僧师徒四人的旅程，表达了人生道路上的艰辛和困难。
他们所经历的各种困境和危险，是为了考验他们的意志和修行，同时也展示了他们的勇气、智慧和团结精神。
3. 疑虑，为什么妖怪们总是被打败，而不被消灭？解释，在《西游记》中，妖怪们并非完全邪恶，而是有着各自的故事和背景。
他们被打败后，往往会受到惩罚或教训，而不是被彻底消灭。
这体现了佛教的慈悲与救度之心，希望妖怪们能够悔过自新，修行成佛。
4. 疑虑，为什么师徒四人在取经途中没有直接飞行，而选择步行？解释，师徒四人选择步行而不是直接飞行，是因为他们的旅程不仅仅是为了取经，更重要的是修行和磨炼自己的心性。
通过步行，他们能够面对各种困难和考验，锻炼自己的毅力和耐力，同时也能与人民群众更好地互动和交流。
5. 疑虑，为什么孙悟空、猪八戒、沙僧都要化斋拜佛才能获得法力？解释，在《西游记》中，化斋拜佛是修行的一种方式，可以净化心灵，提升修为。
孙悟空、猪八戒、沙僧化斋拜佛，是为了修行成为真正的佛教徒，获得更高的法力和智慧。
总之，《西游记》是一部充满奇幻和寓意的文学作品，其中的疑虑和困惑也是可以通过多角度的解读和理解来得到回答。
这部作品不仅仅是一部冒险故事，更是对人性、信仰和修行的思考和探索。
现代大学英语精读5课后问题详解
现代⼤学英语精读5课后问题详解Lesson 1Vocabulary1. Manhood: the state of being human2. White lie:harmless or trivial lie，esp．one told in order to avoid hurting sb．3. black sheep：person regarded as a disgrace or a failure by other members of his family or group4. To upset: to defeat5. Affirmation: stating sth．as truth firmly and forcefully6. To strain: to make the greatest possible effort7. Off base: mistaken8. (a) want (of) : lack of9. Ringing cry: rallying callParagraph1. The job of arousing manhood within a people that have been taught for so many centuries that they are nobody is not easy.It is no easy job to educate a people who have been told over centuries that they were inferior and of no importance to see that they are humans, the same as any other people.2. Psychological freedom, a firm sense of self-esteem, is the most powerful weapon against the long night of physical slavery.If you break the mental shackles imposed on you by white supremacists, if you really respect yourself, thinking that you are a Man, equal to anyone else, you will be able to take part in the struggle against racial discrimination.3. The Negro will only be free when he reaches down to the inner depths of his own being and signs with the pen and ink of assertive manhood his own emancipation proclamation.The liberation of mind can only be achieved by the Negro himself/herself. Only when a negro is fully convinced that he/she isa Man/Woman and is not inferior to anyone else, can he/she throw off the manacles of self-abnegation and become free.4. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love.Power in its best form of function is the carrying out of the demands of justice with love and justice in the best form of function is the overcoming of everything standing in the way of love with power.5. At that time economic status was considered the measure of the individual’s ability and talents.At that time, the way to evaluate how capable and resourceful a person was to see how much money he had made (or how wealthy he was).6. …the absence of worldly goods indicated a want of industrious habits and moral fiber.A person was poor because he was lazy and not hard-working and lacked a sense of right and wrong.7. It is not the work of slaves driven to their tasks either by the task, by the taskmaster, or by animal necessity.This kind of work cannot be done by slaves who work because the work has to be done, because they are forced to work by slave-drivers or because they need to work in order to be fed and clothed.8. …when the unjust measurement of human worth on the scale of dollars is eliminated.…when the unfair practice of judhing human value by the amount of money a person has irs done away with.9. He who hates does not know God, but he who has love has the key that unlocks the door to the meaning of ultimate reality. Those who harbor hate in their hearts cannot grasp the teachings of God. Only those who have love can enjoy the ultimate happiness in Heaven.10. Let us be dissatisfied until America will no longer have a high blood pressure of creeds and an anemia of deeds.Let us be dissatisfied until America no longer only talk about racial equality but is unwilling or reluctant to take action to end such evil practice as racial discrimination.Translation1. A white lie is better than a black lie.⼀个⽆关紧要的谎⾔总⽐⼀个恶意的谎⾔要好。
西游记阅读笔记第五章的恩考廷展
西游记阅读笔记第五章的恩考廷展
（最新版）
目录
1.简介《西游记》第五章的内容
2.恩考廷展的背景和意义
3.恩考廷展的主要情节
4.恩考廷展对《西游记》故事发展的影响
5.总结《西游记》第五章的恩考廷展
正文
《西游记》是我国古典文学名著之一，描绘了唐僧师徒四人西天取经的奇幻旅程。
第五章的恩考廷展是其中一个重要的故事情节，本文将对其进行详细的解读和分析。
恩考廷展，即唐僧师徒四人在前往西天的途中，经过的一片险恶之地。
在这个地方，他们遭遇了无数的困难和挑战，包括妖怪、魔障、险境等。
这个故事背景的设置，既展现了《西游记》的奇幻色彩，又突出了取经之路的艰难和险阻。
恩考廷展的主要情节包括：唐僧师徒四人在穿越一片森林时，遭遇了魔障，孙悟空凭借机智和勇敢，成功地击败了魔障；接着，他们又遇到了一只巨大的妖怪，经过激烈的战斗，孙悟空和八戒联手将妖怪击败；最后，他们来到了一片险境，唐僧师徒们依靠智慧和勇气，成功地度过了危机。
恩考廷展对《西游记》故事发展的影响深远。
首先，这个故事情节展示了唐僧师徒四人的勇气和智慧，使得读者对他们的取经之路充满了期待和信心。
其次，恩考廷展的故事情节也展示了《西游记》的奇幻色彩，吸引了读者的注意力。
最后，恩考廷展的故事情节也推动了《西游记》故事的发展，为后面的情节奠定了基础。
【精编范文】雅思阅读真经5第22篇解析-word范文 (13页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==雅思阅读真经5第22篇解析篇一：雅思基础阅读精讲最新总结版雅思基础阅读1-5讲基础阅读第一讲1.雅思基本介绍? 雅思考试又称IELTS，代表INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM，是一项国际性英语能力测试，其中涵盖对听，说，读，写四项语言能力的考查。
? 雅思考试针对移民和留学对语言的不同要求而分为ACADEMIC(A)与GENERAL(G)两个类别，区别主要体现在读写两个项目上2.雅思考试结构:考试分为四个部分：听力（40分钟）、阅读（60分钟）、写作（60分钟）、口语（11-15分钟），每部分都有各自的独特特点。
3.阅读部分介绍阅读考试是雅思考试的第二项，时长60分钟，考查40个题目。
? A类阅读设置3篇阅读材料，每篇800-1200字，7-9段，取自杂志,学术期刊,报纸,或书籍.题材广泛，涵盖人文、社科、技术等领域，但并不要求考生对文章内容有专业性的了解. 学术类考试的三篇文章中，至少有一篇包含有详细的逻辑论证，可能有一篇文章附带有图解、统计表、曲线图等各式图表。
考试内容和测试角度对中国考生的单词量和阅读能力提出较高要求，一般要求考生至少掌握6000以上词汇。
? G阅读考试时间为60分钟,共40道题,分为三部分,难度递增。
第一部分考日常事务(social survival),主要包含与生活密切相关的实用文本,要求考生能够定位和辨别一般事实性信息。
一般为两篇文章,每篇文章各有一种题型。
第二部分考培训内容(training survival),一般与某种语言类或实用类短期或长期培训有关,与第一部分相比,语言稍复杂一些,表达法更多样。
一般考两篇文章,各一种题型。
第三部分为一般的说明文(general reading),题材广泛,篇幅较长,议论文一般不在考试之列。
雅思阅读真经
INTERNALTIONAL ENGLISH LANGUAGETESTING SYSTEMACADEMIC READINGTEST 1TIME ALLOWED: 1 hourNUMBER OF QUESTIONS: 40READING PASSAGE 1You should spend about 20 minutes on Questions 1 – 13 which are based on Reading Passage 1 below.IMPROVING READING SPEED It is safe to say that almost anyone can double his speed of reading while maintaining equal or even higher comprehension. In other words, anyone can improve the speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fiction and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on these materials. What makes the difference? There are three main factors involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new techniques and (3) the motivation to practice.Learning to read rapidly and well presupposes that you have the necessary vocabulary and comprehension skills. When you have advanced on the reading comprehension materials to a level at which you can understand college-level materials, you will be ready to begin speed reading practice in earnest.Understanding the role of speed in the reading process is essential. Research has shown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been found in most cases that an increase in rate has been paralleled by an increase in comprehension, and that where rate has gone down, comprehension has also decreased. Most adults are able to increase their rate of reading considerably and rather quickly without lowering comprehension.Some of the facts which reduce reading rate:(a)limited perceptual span i.e., word-by-word reading;(b)slow perceptual reaction time, i.e., slowness of recognition and response to thematerial;(c)vocalization, including the need to vocalize in order to achieve comprehension;(d)faulty eye movements, including inaccuracy in placement of the page, in returnsweep, in rhythm and regularity of movement, etc.;(e)regression, both habitual and as associated with habits of concentration(f)lack of practice in reading, due simply to the fact that the person has read verylittle and has limited reading interests so that very little reading is practiced in the daily or weekly schedule.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. This is an entirely different matter from simply speeding up the rate of reading without reference to the conditions responsible for the slow rate. In fact, simply speeding therate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration may even destroy confidence in ability to read. The obvious solution, then is to increase rate as a part of a total improvement of the whole reading process.A well planned program prepares for maximum increase in rate by establishing the necessary conditions. Three basic conditions include:1.Eliminate the habit of pronouncing words as you read. If you sound out wordsin your throat or whisper them, you can read slightly only as fast as you can read aloud. You should be able to read most materials at least two or three times faster silently than orally.2.Avoid regressing (rereading). The average student reading at 250 words perminute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading speed down to a snail's pace.Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereading reflects both his inability to concentrate and his lack of confidence in his comprehension skills.3.Develop a wider eye-span. This will help you read more than one word at aglance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units.Poor results are inevitable if the reader attempts to use the same rate indiscriminately for all types of material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in reading to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.Rate adjustment may be overall adjustment to the article as a whole, or internal adjustment within the article. Overall adjustment establishes the basic rate at which the total article is read; internal adjustment involves the necessary variations in rate for each varied part of the material. As an analogy, you plan to take a 100-mile mountain trip. Since this will be a relatively hard drive with hills, curves, and a mountain pass, you decide to take three hours for the total trip, averaging about 35 miles an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while speeding up to 50 miles per hour or more on relatively straight and level sections. This is your internal rate adjustment. There is no set rate, therefore, which the good reader follows inflexibly in reading a particular selection, even though he has set himself an overall rate for the total job.In keeping your reading attack flexible, adjust your rate sensitivity from article to article. It is equally important to adjust your rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you.—Adapted from:Questions 1 - 4Choose the appropriate letters A – D and write them in boxes 1 – 4 on your answer sheet.1. Which of the following is not a factor in improving your reading speed?(A). willing to try new skills(B). motivation to improve(C). desire to practice(D). hesitate to try new techniques2. Understanding college level materials is a prerequisite for(A). learning to comprehend rapidly.(B). having the necessary vocabulary.(C). beginning speed reading.(D). practicing comprehension skills.3. For most people(A). a decrease in comprehension leads to a decrease in rate.(B). a decrease in rate leads to a increase in comprehension.(C). an increase in rate leads to an increase in comprehension.(D). an increase in rate leads to a decrease in comprehension.4. Speeding up your reading rate through forced acceleration often results in(A). reducing comprehension.(B). increasing comprehension.(C). increasing your reading problem.(D). reducing your reading problem.Questions 5 – 9Complete the table below. Choose NO MORE THAN THREE WORDS from theQuestions 10 - 13Do the following statements agree with the information given in Reading Passage 1? In boxes 10 – 13 on your answer sheet write.TRUE FALSE NOT GIVEN if the statement is trueif the statement is falseif the information is not given in the passage10.In gathering material on a topic a reader must maximize his reading rate.11.The basic rate for each part of the reading material involves an overalladjustment.12.The set rate for a 100-mile mountain trip is 35 miles an hour.13. A good reader never establishes a set rate for reading an article.READING PASSAGE 2You should spend about 20 minutes on Questions 14 – 26 which are based on Reading Passage 2 below.Questions 14 - 18Reading Passage 2 has 9 paragraphs A – IFrom the list of headings below choose the 5 most suitable headings for paragraphs B, C, E, G and H. Write the appropriate numbers (ⅰ–ⅹ)NB14.Paragraph B15.Paragraph C16.Paragraph E17.Paragraph G18.Paragraph Hscientists believe they understand fairly well, but insects began flying so much longer ago that details of their stepwise conquest of flight remain obscure. Scientists at Pennsylvania State University hypothesize, however, that a present-day flightless insect called the stonefly may be closely related to ancestral insects that first learned to fly more than 330 million years ago.B. Last February, Dr. James H. Marden, a biologist atPennsylvania State University, and Melissa G. Kramer, hisstudent, began studying the behavior and biology of stoneflies - the immature nymphs of which are familiar to many fishermen as delicacies for trout. The nymphs begin life in river or pond water and then develop primitive wings enabling them to skim across water at high speed without actually taking to the air. Marden and Ms. Kramer have concluded that the humble ancestor of such expert fliers as mosquitoes and wasps may have been very much like the stonefly.C.The stoneflies living in Canada and the northern United States, which belong to a primitive species called Taeniopteryx burksi, breed and mature in cold water and come to the surface for their skimming trip to shore in February and March. To study them, a scientist must work quickly, since the life span of a stonefly is only about two weeks. The adult stonefly has waterproof hair on its feet, and after reaching the surface of the water, it supports itself by coasting on the water's surface meniscus layer. To hasten its trip to the shore, the insect spreads its four feeble wings and flaps vigorously, using aerodynamic thrust to scoot across the water at speeds up to 2 feet per second. This, Marden said, appears to be the only time in its life the stonefly normally uses its wings.D.In a series of experiments Marden described in a report published in the current issue of the journal Science, he found that although stoneflies in the wild, where ambient temperatures were recorded as ranging between 32 degrees and 53.6 degrees Fahrenheit, are completely flightless, their flying ability improves when they are warmed up in a laboratory. Even when warm, the insects never voluntarily take flight from a horizontal surface, but if they crawl to the edge of a table and drop over the side they will fly for a few yards before settling to the ground. Several specimens tested by the Penn State scientists actually gained a little altitude under their own power after being launched by hand, but none remained in the air for more than a few seconds.E.Stoneflies are interesting, Marden said in an interview, because so little is known of the specific changes insects underwent in the remote past as they gained the ability to fly. The stonefly's faltering efforts to use its wings may approximate a transitional stage of evolution that occurred some 350 million years ago, when swimming insects first became fliers.F.The study of insect evolution is hampered by a gigantic gap in the fossil record. Although fossils of early nonflying insects have been found in sediments dating from the Devonian period nearly 400 million years ago, no insect fossils have turned up from the following 75-million-year period. Marden said that fossil insects reappear in strata 325 million years old, but by then they had evolved greatly, and their increased diversity suggests that at least some species had left the water to colonize land. Many of the fossils of that period look like present-day insects, including grasshoppers.G.Stoneflies lack some features that are important for true fliers, They have relatively weak wing muscles, and their thoracic cuticle plates are not fused together to create a rigid external skeleton. Rigidity is needed to provide strong, inflexible attachment points for an insect's wing muscles if it is to be capable of powered flight - a much more demanding activity than skimming or gliding. If the stonefly is similar to the first protofliers, this would argue against a widely held hypothesis that animalflight begins with gliding, from which powered flight eventually develops. Stoneflies never glide, even though they are on the verge of flying.H.Although the stonefly may have evolved to its present form in a progressive direction from primitive swimming insects, it is possible, Marden believes, that its evolution was digressive - that its ancestors were true fliers that evolved into nonflying skimmers. Skimming requires much less energy than true flight, as demonstrated by a new family of skimming "wing-in-ground-effect" flightless aircraft developed during the last decade in Russia, China and Germany. These aircraft never rise more than a few feet above the ground or water, but their stubby wings support them on an air cushion that eliminates the drag of surface friction.I."Stoneflies seem to have found an ecological niche in any case," Marden said. Whether the evolutionary pathway of the stonefly was progressive or digressive makes little difference to the insect, he said, but to an entomologist, the direction is important. "By mapping behavioral characters and morphology 1of stoneflies, we hope eventually to infer the direction by which evolution carried them to their present stage of development," Marden said.Glossary1morphology The branch of biology that deals with the form and structure of organismsQuestions 19 – 22Using NO MORE THAN THREE WORDS from the passage, answer the following questions.19. How long ago did stoneflies first use their wings?20. How wide is the fossil gap?21.Where is the only place that stoneflies actually fly?22. What time of the year do stoneflies use their wings?Questions 23 – 26Complete the summary below. Choose your answers from the list below the summary. NB There are more words than spaces, so you will not use them all.Stoneflies have ……(23)……wing muscles and a ……(24)……… external skeleton so that they cann ot be true fliers. As they can’t fly or ……(25)…… they skim. Less energy is needed for skimming and so stoneflies have found their ……(26)…... in life.READING PASSAGE 3You should spend about 20 minutes on Questions 27 – 40 which are based on Reading Passage 3 below.Maternal Education and Child Mortality that of mothers) as an effective way of improving children's health and reducing child mortality. Caldwell refers to the results of two surveys that were carried out in Nigeria to arrive at the conclusion that "Maternal education is the single most significant determinant of child mortality." However, maternal education is an intertwined factor, and hence may account for other variables that represent socio-economic conditions as well.B.Although the relationship between maternal education and children's health is no longer an issue to be debated, there still exists a dearth of research information on the mechanisms through which maternal education works to improve children's health. A few of the possible mechanisms that have been focused so far are pointed out below:◆Education makes a woman conscious about the well being of herself andher family. It gives the basic ideas about the path to well being and also equips and encourages to increase her knowledge on healthy living;◆Education helps to form the attitude to practice "manners of hygiene";◆Education equips mothers with the knowledge of scientific causes ofdisease and proper health behaviour and illness behaviour for preventive and curative measures;◆Education encourages mothers to adopt proper feeding practices;◆Education makes the mothers more willing to use health care serviceswhen necessary, and preparing them for overcoming the barriers in doing so. Doctors and nurses are more likely to listen to her, as she can demand their attention, whereas the illiterate might be completely rebuffed;◆Education allows greater exposure to the mass media, which can keepmothers better informed about the health issues;◆Education empowers mothers to make and implement proper and timelydecisions regarding their children's health;Thus, we find maternal education as a gate way toward diversified aspects of modern life that significantly affect children's morbidity and mortality.C. A debate has arisen on the link between maternal education and children's health concerns relative effectiveness of general education (acquired through formal schooling) and health education. While the former enables a mother to become literate and hence gain access to the understanding of written material, the latter only provides her with information on certain health issues. However, educating through general education is time consuming, and to get positive results for the improvement of the health of theilliterate masses, within a short time, health education might be a better choice.D.Although health education as such might be effective for the illiterate, health education cannot be a substitute for general education to ensure survival and health of the children. Rather, more lessons on topics necessary to know in order to maintain a healthy life should be included in the textbooks (such as the germ theory of disease, symptoms of diseases the presence of which should be consulted with a doctor, knowledge in first aid etc.). General education equips a person with literacy -- which gives her access to books and to the mass media, which keeps her up to date regarding new information on health affairs. However, it would certainly be very beneficial to arrange annual or bi-annual health education programs to review the major health issues (and the issue of pregnancy and child care which is difficult for primary school children to grasp).E.At this point another question may be raised: How many years of schooling is required for education to have a substantial amount of effect on children's survival/health? According to a study by Mahalanabis et al., in Bangladesh, schooling of seven years or more of the mothers reduced 55% risk of a child's being attacked by a severe disease resulting from diarrhea, but lesser number of schooling could not provide appreciable protection. Majumder and Islam's study in Bangladesh shows that child survival index moves up from .764 to .811 with the increase of education from no schooling to 5 years of schooling (Primary level in Bangladesh). But the increase of index for the difference between primary level to secondary level or higher (at least ten years of schooling) is even greater, moving up from .811 to .882. Thus, the difference between child survival index rises from .764 to .882 with the difference of no schooling to ten or more years of schooling. Lindenbaum's has mentioned a case of Khurshida, to show how a woman having seven years of schooling was able to ensure proper treatment for her sick child, after overcoming the different sorts of barriers, which came in her way.F.Maternal education, on its own is not sufficient to ensure survival of children. However, all other efforts in absence of maternal education cannot be fully effective either. Hence, we should look for ways in which maternal education can be the most effective to ensure children's health to determine the appropriate policy to be obtained. From the discussion of the studies above, the following can be suggested:◆At least seven years of schooling should be made compulsory for girls.◆All basic health issues (which might differ from society to society) shouldbe covered in the textbooks and curricula of lower grades in school and be taught properly, so that even in cases of dropouts, the children will have sufficient health education to lead a healthy way of life, for themselves and their family and community.◆As it is difficult for school children aged 12 or below to understand thehealth issues related to pregnancy, child birth and child care,arrangements for health education (annual/bi-annual) concerned with these and other basic health issues must be made. Mother and child health care programs must function properly to be beneficial for the public. The health care centers must be situated at suitable distance, and convenient opening hours, friendly behaviour of the staff and supply of sufficient facilities and medicines must be ensured.G.Thus, it can be said that in order to ensure children's survival, the governments of third world countries, world organizations, donor countries and Non-Government Organizations, must take initiatives to ensure literacy and sufficient health-knowledge for the mothers and also provide appropriate conditions and environment for them to apply that knowledge. This indeed is a great task. But this has to be ensured to ensure the survival of children.—Adapted from:Questions 27 – 31Reading Passage 3 has 7 paragraphs A - G. Which paragraph contains the following information?27. A literate person has access to books and the mass media.28. Educated mothers make right decisions in time.29. The illiterate have handicaps to health care services.30. Health issues relating to pregnancy should be included.31. General education is the poorer choice.Questions 32 – 35Choose the appropriate letters A – D and write them in boxes 32 – 35 on your answer sheet.32. In research there seems to be a ________________ of informationon how maternal education affects children’s healthA. plentiful supplyB. average supplyC. overabundant supplyD. meager supply33. Which of the following statements about education and mothers is NOTtrue?A. Medical staff are more helpful.B. Demand for medical services declines.C. Family health is improved.D. Caring for the sick improves.34. _________________ so that children may live and have a healthyway of life for themselves and their family.A. Health education is a priority.B. More textbooks should be provided.C. The illiterate masses need to be taught to read and write.D. Health topics should be included in textbooks.35. General education enables mothers to become _______________A. able to read and write quickly.B. informed on some health issues.C. writers about some health issues.D. able to read and write over a long time.Questions 36 - 40Do the following statements agree with the information given in Reading Passage 3? In boxes 5 – 10 on your answer sheet write.YESNONOT GIVEN if the statement agrees with the writerif the statement contradicts the writerif the there is no information about this in the passage36. A decade of schooling means that the child survival index moves upby .071.37. School education of less than seven years increases the risk of severedisease.38. 7 years of schooling is compulsory for boys.39. Children who leave school early will not have sufficient education to leada healthy life.40. Health education should be arranged every two years.Reading passage 1, Questions 1 - 131. D2. C3. C4. C5. Reading phrases/Read by phrases6. Limited perceptual span7. Slowness of recognition8. Faulty eye movements9. Avoid regressing10. TRUE11. FALSE12. FALSE13. TRUEReading passage 2, Questions 14 – 2614. VIII15. IX16. IV17. VII18. III19. 350 million years20. 75 million years21. a warm laboratory/ a laboratory22. February and March23. weak24. flexible25. glide26. ecological nicheReading passage3, Questions 27 – 4027. D28. B29. B30. F31. C32. D33. B34. D35. D36. NO37. NOT GIVEN38. NOT GIVEN39. NO40. NO。
新托福阅读真经5
Passage ⅠAgricultural Society in Eighteenth-Century British AmericaP1: Throughout the colonial period, most Northerners, especially New Englanders,depended on the land for a livelihood, although a living had literally to be wrested from the earth. Community lands were used for grazing and logging (people could petition the town for the right to cut wood). Agriculture was the predominant occupation, and what industrial and commercial activity there was revolved almost entirely around materials extracted from the land, the forests, and the ocean.P2: At the end of the eighteenth century, approximately 90 percent of all Americans earned a major portion of their living by farming. Generally, high ratios of land and other natural resources to labor generated exceptionally high levels of output per worker in the colonies. Located between the Potomac and the Hudson rivers, the Middle Colonies were, on the whole, fertile and readily tillable, and therefore enjoyed a comparative advantage in the production of grains and other foodstuffs. Most production in the New World was for the colonists’ own consumption, but sizable proportions of colonial goods and services were produced for commercial exchange. In time, New England colonists had tapped into a sprawling Atlantic trade network that connected them to the English homeland as well as the West African Slave Coast, the Caribbean's plantation islands, and the Iberian Peninsula.1.Paragraph 1 mentions all of the following as economic activities that NewEnglanders practiced EXCEPTA growing cropsB raising animalsC trading goodsD cutting timber2.Paragraph 1 and Passage 2 support all of the following statements about theeconomies in colonial period EXCEPTA The northern colonies engaged in international trade.B The middle colonies had agricultural advantages the northern colonies did not.C The northern colonists earned their living by farmingD The middle colonies were less prosperous than the northern colonies.3.According to paragraph2, what can be inferred about New Englanders at the end ofthe eighteenth century?A They wanted to connect with their homeland.B They prepared products for international trade.C They could not be self-sufficient on grains.D They produced most of the goods in the New World.4.The word “sizable” in the passage is closet in meaning toA mixedB enormousC growingD constantP3: In the North, land was seemingly limitless in extent and therefore not highly priced, and almost every colonist wanted to be a landholder. The widespread ownership of land distinguished farming society in Colonial America from every other agricultural region of the Western world. Equal access to land ownership in this early period made it possible for most men other than indentured servants to purchase or inherit a farm of at least 50 acres. The North was developed as a rigidly hierarchical society in which status was determined by or at least strongly correlated with the extent to which one owned, controlled, or labored on land.5.According to paragraph 3 in what way did farming society in the northern coloniesdiffer from farming societies in the rest of the Western world?A The differences between social classes were much greater.B People lived much closer together.C The proportion of land owners was much higher.D Many more families had servants.P4: The eighteenth century witnessed a sharp rise in population, which left many faced with the harsh reality of an increasingly limited supply of land; this was especially true in New England, where farms inherited from prior generations could not be divided and subdivided indefinitely. An example of this principle in action was the life of Edward Richards in Dedham, Massachusetts, a proprietor of the town, who had significant civic responsibilities, including road-building, militia duty, and fence-viewing, and who received parcels of land in return for his investment and work. By 1653, he owned over 55 acres and ranked twelfth of 78 property owners in terms of the size of his holdings. Eventually, the Richards family controlled several hundred acres of land, enough for Nathaniel Richards, Edward’s son, to give 80-acre farms to two sons while a third retained the central farm after his death. In this way, the average farm would shrink by two thirds in a century.6.The word “indefinitely” in the passage is closet in meaning toA fairlyB safelyC more than onceD without limit7.Why does author include a discussion of “Edward Richards in Dedham,Massachusetts”A To give an example of the type of inheritance farm owners generallyprovided for their sons.B To help explain why the farms started by the founders averaged at least 250acres.C To indicate that New England farms were always inherited by the oldest sonsfrom their fathers.D To help illustrate how limited the overall land supply was in New England.P5: The decreasing fertility of the soil compounded the problem of dwindling farm size in New England. When land had been plentiful, farmers had planted crops in the same field for three years and then let it lie fallow in pasture seven years or more until it regained its fertility. On the smaller farms of the eighteenth century, however, farmers reduced fallow time to only a year or two. Such intense use of the soil reduced crop yields, forcing farmers to plow marginal land or shift to livestock production.8.The word “compounded” in the passage is closet in meaning toA added toB resulted fromC led toD occurred before9.According to paragraph5, what causes the crop yields in New England to fail?A The shift to livestock production by many farmers.B The decreased amount of time that fields were left fallow.C The practice of planting crops in the same field for three years in a row.D The reduced size of the average field.P6: Under these circumstances, those families who were less well-off naturally struggled to make ends meet farming what little land they had. The diminishing size and productivity of family farms forced many New Englanders to move to the frontier or out of the area altogether in the eighteenth century. Vital as the agriculture of New England was to the people of the area, it constituted a relatively insignificant portion of the region’s total commercial output for sale (its destiny lay in another kind of economic endeavor). In addition, the growing season was much shorter in the North, and the cultivation of cereal crops required incessant labor only during spring planting and autumn harvesting; and so, from a very early date, many New Englanders combined farming with other intermittent work, such as clock-making, shoe-making, carpentry, and weaving, thereby enabling themselves to live better lives than they would have had they been confined to the resources of their own farms. Homecrafts and skilled trades of all varieties were common features of rural life in all the colonies, but especially in New England.10.A ccording to paragraph 6 why did many New Englanders move out of the area inthe eighteenth centuryA They wanted to live in towns rather than on farms.B Their farms no longer provided them with good living.C There was unequal distribution of males and females in New England.D They were being crowded out by migrants from outside New England.11.T he word “endeavor” in the passage is closet in meaning toA effectB improvementC effortD accelerator12.W hy does the author include the information about the “intermittent work, such asclock-making, shoe-making, carpentry, and weaving” that northern culti vators engaged in?A To suggest that northern cultivators were not as skilled at agricultural workas southern cultivators were.B To indicate an economic effect of the shorter northern growing season onnorthern cultivators.C To challenge the claim that work routines in the north were less intense thanthey were in the south.D To emphasize that northern workers tried to change their agriculturallycentered economy.P6: Under these circumstances, those families who were less well-off naturally struggled to make ends meet farming what little land they had. ■ The diminishing size and productivity of family farms forced many New Englanders to move to the frontier or out of the area altogether in the eighteenth century. ■Vital as the agriculture of New England was to the people of the area, it constituted a relatively insignificant portion of the region’s total commercial output for sale. ■ (its destiny lay in another kind of economic endeavor). ■In addition, the growing season was much shorter in the North, and the cultivation of cereal crops required incessant labor only during spring planting and autumn harvesting; and so, from a very early date, many New Englanders combined farming with other intermittent work, such as clock-making, shoe-making, carpentry, and weaving, thereby enabling themselves to live better lives than they would have had they been confined to the resources of their own farms. Homecrafts and skilled trades of all varieties were common features of rural life in all the colonies, but especially in New England.13.L ook at the four squares [■] that indicate where the following sentence could beadded to the passage.By the end of the eighteenth century, New England was a net importer of food and fiber.Where would the sentence best fit? Click on a square [■] to add the sentence to the passage.14.Directions: An introductory sentence for a brief summary of the passage isprovided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Drag your choices to the spaces where they belong. To review the passage, click on View Text.In eighteenth century British America agriculture was more productive and profitable in the middle colonies than in New England.●●●Answer ChoicesA By the mid-eighteenth century shipping had become important to the economyof the middle colonies where farmers produced large surpluses of foodstuffs for trade with Europe and elsewhere.B The labor provided by indentured servants allowed most New England farmersto raise enough food and livestock to earn a living and leave a comfortable inheritance for their children.C Declining farm size forced farmers to greatly reduce the time fields were leftfallow, and this more intensive use of relatively poor soil resulted in seriously decreased fertility and lowered crop yields.D Land ownership was far more important to New Englanders than to people in the middle colonies because it was necessary for political rights and economic independence only in the North.E Land ownership was widespread in the North but a shortage of farmland and the practice of dividing family farms among the sons had left the average farm barely big enough to support a family.F The reduced size and productivity of northern farms forced many farmers to move to other regions or to take up other occupations at least during those periods when little work was required on a farm.AnswersPassage Ⅰ1.C2.D3.B4.B5.C6.D7.D8.A9.B 10.B 11.C 12.B 13.C 14. C E FExplanations1.【否定事实信息题】第一段提到放牧、砍柴、农业种植，而没有提到贸易。
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Passage01 冰箱Q: 请问第一篇冰箱的发明的第2和3空怎么定位，我在原文找不到。
A: 第二第三题对应正文第四段最后一句话。
原文：and another made by physician JG, and developed vapor-compression refrigeration for the brewing and meatpacking industries.题干：and commercial refrigeration was applied to as well as industries.对应：for=applied to; and=as well as定位词：commercial refrigerationQ: 还是冰箱那篇，为什么第5个空不能填alternatives？在原文中不是刚好接在比较级better 后面吗？A: 第五题对应正文第五段第三句话。
原文：engineers worked until the 1920s to come up with better alternatives, one of which was Freon.题干：The safer took over it in 1920s.对应：better=safer; come up with=took over定位词：1920s请注意，填alternative不是最优答案，最准确的是氟利昂FreonPassage02 阿尔弗雷德诺贝尔Q: 求问第二篇第三题写highly explosive行不行？第二篇第三提求解析填的consideredA: 第三题对应正文第三段倒数第三行：he also realised that the safety problems had to be solved对应原文译文：阿尔弗雷德.诺贝尔对硝化甘油以及如何将它投入到建工领域进行实用非常有兴趣。
同时，他也意识到安全问题的解决以及发展如何控制硝化甘油爆炸的方法的必要性。
难度较大，需要结合文意理解，因为爆炸不是炸药的风险和问题，如何安全控制炸药的爆炸时机才是问题所在，所以答案选safetyQ: 看到了，那第五题呢limited行不行A: 第五题对应正文第四段第四行原文：...exceedingly dangerous. They forbade further experimentation with nitrolycerine within the Stockholm city limits and..题干：Since the experiments were too dangerous and were within the city area by the government of the Stockholm city, ...对应：exceedingly=too; 本题需将找到信息变换词性，虽不常见，但也在真题中出现过另外有些同学误填limited 请注意词义间的却别，禁止和限制不能等价替换。
定位词：experiments; too dangerousPassage04 塔斯马尼亚虎Q: they ran briskly and awkwardly when chased.这句话怎么理解？被追逐的时候又轻快又笨拙？A: 袋狼的反应不是很敏捷，看起来也懒洋洋的，就连追赶猎物的时候虽然不慢但也满笨拙的。
Q: 还有第4篇塔斯马尼亚虎的第2题，为什么是pouch，我看到了27页最后一行有unlike other marsupialsA:第二题对应正文第三段第九行原文：The female Tasmanian tiger had a pouch with four teats but unlike other marsupials, the pouch opened at the back.题干：Tasmanian tigers belong to marsupials that have a in common.对应：定位词：***请注意，题干中的that是定义marsupials=有袋目哺乳动物的，那么答案就显而易见了。
顾名思义，它们应该都有育儿袋。
本题难点在于题干与原文采取了反义对应，unlike和in common，这需要同学们有一定的总结和对段落大意的把握能力。
Passage06 超市起源Q: 第6个文章Merchandise was displayed as single units each within a glass cabinet under which was a keyhole 怎么翻译A: 每个商品的单独样品被展示在一个玻璃柜里，柜子下边有个钥匙孔。
Q: 请问助教真经第6篇的第8个空在那一句话啊A: 第八题对应四十一页倒数第三段倒数第二行in the labor needed to stock the shelvesPassage07 学术欺诈Q: 助教第七篇的第2个空是不是accurate和concoctive同意转换啊？真5的p48，题目2，求解答。
A: 第二题对应D段第二句话accurate是准确的...concoctive是捏造的。
对应原文that incorrect results cannot last indefinitelyQ: 请教一下，第七篇文章第四题，虽然我在原文看到了function，（P46倒数第二行），但是因为当时只知道function的名词，题目中空格后面是usefully，所以觉得副词前面应该是动词，选择了working。
后来查了词典，function有动词意思，是起作用，可是working也有起作用的意思啊？A: 第四题填working和function都对Passage08 涂鸦艺术Q:T1 我知道polarized和dividing是同义替换，但是题目中的具体我理解不了啊。
第一句话是说“涂鸦是否包含艺术这一争论区分了英国的确立制度？”书P51第五段第一行的credit for=题目3前面的responsible for？A: 涂鸦是不是艺术这个争论让英国的派别两极分化；五十一页理解正确Q:ESSE passage8 第一和二题不理解。
找不到定位对了答案也没怎么明白A: 第一二题请具体参照翻译稿理解一下Passage09 古钱Q: 助教请问第九篇第十个空定位在那里啊A: 第十题对应五十七页倒数第三行Passage11 苏联工作制Q:请教一下第11篇第6题能否填写benefit（P69页F段第一行），虽然参考答案increase也很明显，就是想问一下……A: 第六题69页benefit总感觉是使获益的感觉不是最优选择，勉强可以Q: 助教71页第8题为啥是worker啊求提示求解答71页第8题，我看了F段最后一句就填了family了A: 第八题G段第七行，the workers hated it；注意，有些童鞋会误填families不是所有的家庭都会反对的，反对的是那些家里有双职工的又因为这个狗屁不通的工作制见不到面的家庭。
所以反对的是大部分工人Q: 此篇第9题如果表达为「caused failure of responsibility」可以吗？那个麻烦再问一下第九题A: 第九题定位在70页第一句话，unfamiliar=no longer consistently in the hands of people who knew how to tend them；failure=broken。
如果选择responsibility责任的失败、损坏，文意不通。
Passage12 牛逼闪闪的土星Q: 那第12篇的第7题呢？①第七题答案的定位在哪里？我写的是swarm of satellites 找不到ice什么的啊。
A: 第七题对应正文在第一段第二句话Q:请教：②第八题，不太能够理解题干中所谓的「state」：Galile 是第一个发现的，但是没有statr，Christiaan也只是describe，Giovanni是announced，不太能够理解到底怎样才算state？A: 第八题第一个哥儿们脚着那个圈是卫星神马的第二个哥们第一次发表声明说这个圈是圈我看到了第三个哥们说我还发现是俩圈Q: 助教77页7和10题在哪啊A: 第十题答案请在Flight to Saturn 这部分中寻找Passage14 哈欠Q：91页第三题A：第三题打哈欠被认为是种可使脑表面降温的机制而降温了以后能不能更加清醒和高效文章没有涉及到啊所以NGQ：ESSE……那个91页第四题，我觉得是NG啊，定位到89页倒数第二段，文中说看到别人打哈欠自己也打前面是It's well know,也没说是因为看了打哈欠的照片啊A：第四题你想多了，这话就是根据前边那个图片顺下来的就是指看到别人打哈欠的图片。
Q：还有这篇的第七题……去哪儿定位的啊A：第七题定位在九十页17段（左边最后一段），还有下一段的第一句。
题干说的是打哈欠的传染效应证明揭示了它在生理学上的作用...Q:霸气姐姐：请教第14篇第9题。
不过不急，你先休息A:第九题对应着原文最后一段第一句“it is not that i don't think there is any ...it is contagious.”倒不是说我不同意打哈欠有社会学上的功能，因为实际上哈欠确实会传染，”ACG说。
题干说的是这个ACG完全不同意AGG的说法，这构成了直接反义，F的很明显。
Passage15 巧克力简史Q:97页第2题，文中说2000 years…even older. 题目是more than 3000 years. 为什么还能选对。
题目的older不能够表示就是三千年了吧，也可能不到三千年吧。
求解答，谢谢。
是不是还有别的地方判断这个题目，我漏了什么？A: 第二题请再往下看第一句说的是很多历史学家都说巧克力大概有2000年的历史，但是最近的调查显示可能更长。
空一行第四行后边，the earliest linguistic evidence of chocolate consumption stretches back three or even four millennia，是千年的意思；这里说最早的证据要追溯回三千甚至四千年前，所以题干是对的Q: 问2,想确认一下第5题，解题思路是不是因为关系性的驳斥所以选错。
A: 第五题巧克力只有富人能吃是因为它产量小、很贵...有营养的话大家不就都吃了。
Passage16 摩斯码Q: 102页，第三题，没找到怎么判断yes的，求解答。