雅思阅读其一
剑桥雅思6雅思阅读Test1passage2原文+翻译
雅思给大家带来了剑6雅思阅读Test1passage2原文+翻译-货物运输，Passage1，请点击：剑6雅思阅读Test1passage1译文-澳大利亚的体育成就。
我们还有相应的剑桥雅思6阅读解析哦!剑6下载，请点击：剑6雅思阅读Test1passage2原文+翻译-货物运输The vast expansion in international trade owes much to a revolution in the business of moving freight国际贸易规模的巨大扩张应当归功于货运业的变革A International trade is growing at a startling pace. While the global economy has been expanding at a bit over 3% a year, the volume of trade has been rising at a compound annual rate of about twice that. Foreign products, from meat to machinery, play a more important role in almost every economy in the world, and foreign markets now tempt businesses that never much worried about sales beyond their nation’s borders.A 国际贸易正以惊人的速度不断发展。
世界经济的年均增长率略高于3%，而贸易额的年均复合增长率则高达此数字的近两倍。
外国产品几乎在各国经济中都扮演着愈加重要的角色，产品范围广及肉类制品到机械设备。
国外市场也正在吸引着那些从来不曾关心其商品在国外销路的企业。
B What lies behind this explosion in international commerce? The general worldwide decline in trade barriers, such as customs duties and import quotas, is surely one explanation. The economic opening of countries that have traditionally been minor players is another. But one force behind the import-export boom has passed all but unnoticed: the rapidly falling cost of getting goods to market. Theoretically, in the world of trade, shipping costs do not matter. Goods, once they have been made, are assumed to move instantly and at no cost from place to place. The real world, however, is full of frictions. Cheap labour may make Chinese clothing competitive in America, but if delays in shipment tie up working capital and cause winter coats to arrive in spring, trade may lose its advantages.B 国际贸易飞速发展的原因是什么呢?当然，其原因之一是贸易壁垒在全世界范围的普遍减少，比如关税的减免和进口配额的淡出。
雅思真题第一册阅读翻译A
雅思真题第⼀册阅读翻译A Workaholic Economy1.FOR THE first century or so of the industrial revolution, increased productivity led to decreases in working hours.因为公元⼀世纪或是那些⼯业发展，增长了⽣产⼒导致⼯作时间的下降。
2.Employees who had been putting in 12-hour days, six days a week, found their time on the job shrinking to 10 hours daily, then, finally, to eight hours, five days a week.那些每天⽤12⼩时⼯作，⼀周⼯作6天的被雇⽤者发现他们⼯作的时间缩短到每天10个⼩时，然后，最终到8⼩时，⼀个星期5天。
3.Only a generation ago social planners worried about what people would do with all this new-found free time.只有上⼀代的社会规划者担⼼⼈们将要如何处理这些新找到的⾃由时间。
4.In the US, at least, it seems they need not have bothered.在美国，⾄少，似乎他们需要不被打扰。
5.Although the output per hour of work has more than doubled since 1945, leisure seems reserved largely for the unemployed and underemployed.尽管每个⼩时⼯作输出都⽐1945年以来的两倍还多，空闲似乎主要都留给失业⼈员和未充分就业的⼈。
《雅思阅读精讲READINGPASSAGE1》
雅思阅读精讲READINGPASSAGE1Why pagodas don ' t fall downAIn a land swept by typhoons and shaken by earthquakes, how have Japan's tallest and seemingly flimsiest 不结实的；易损坏的（原型flimsy）old buildings — 500 or so wooden pagodas 宝塔一remained standing for centuries? Records show that only two have collapsed during the past 1400 years.（第1 题）Those that have disappeared were destroyed by fire as a result of lightning or civil war. The disastrous 损失惨重的Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened 使••成为平地office blocks and devastated 毁灭; 摧毁the port area of Kobe. Yet it left the magnificent five-storey pagoda at the Toji temple in nearby Kyoto unscathed 未受损伤；未遭伤害（第 2 题）though it levelled 夷平 a number of buildings in the neighborhood.Topple: ~ （over） be unsteady and fall 不稳而倒下：The pile of books toppled over onto the floor.那一摞书倒在地板上了.B Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. It was only thirty years ago that the building industry felt confident_enough_to_erect_office_blocks_of_steel_and_reinforced_concrete_that_h ad _______________________________________________________________ more than a dozen floors.（笫 3 题）With its special shock absorbers 减震器todampen抑制the effect of sudden sideways movements from an earthquake, the thirty-six-storey Kasumigaseki building in central Tokyo — Japan's first skyscraper 摩天楼—was considered a masterpiece of modern engineering when it was built in 1968.【重要词汇】mystify / 对？st?fa?; ' m?st??a?/ v （pt, pp -fied） [Tn] make （sb）confused through lack of understanding; puzzle; bewilder 使（某人）困惑不解；使迷惑：I'm mystified; I just can't see how he did it. 我大惑不解,就是不明白她是怎麽做到的.* her mystifying disappearance她神秘的失踪.dampen （down ）to make something such as a feeling or activity less strong The light rain dampened the crowd's enthusiasm. Raising interest rates might dampen the economy.to make a sound or movement less loud or strong The spring dampens the shock of the impact.C Yet in 826, with only pegs 短桩and wedges楔子to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic 雄伟的Toji pagoda soaring fifty-five metres into the sky ——nearly half ashigh as the Kasumigaseki skyscraper built some eleven centuries later. Clearly, Japanese_carpenters_ of_the_day_knew_a_few_tricks _________________________________________ about_allowing_a_building_to_ sway and settle itself rather than fight nature's forces.（第 4 题）But what sort of tricks?D The multi-storey pagoda came to Japan from China in the sixth century. As in China,they were first introduced with Buddhism and were attached to important temples .（第9 题）The Chinese built their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as watchtowers （第5 题和第7 题）瞭望塔.When the pagoda reached Japan, however, its architecture was freely adapted to local conditions ——they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed（第5 题）免除，省掉with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter 接连猛击Japan in the summer, Japanese builders learned to extend the eaves 屋檐of buildings further beyond the walls. （第 6 题）This prevents rainwater gushing 流出，泻出，涌出down the walls. Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan.【重要词组】dispense with sb/sth manage without sb/sth; get rid of sb/sth 用不着某人［某事物］;摆脱某人［某事物］:He is not yet well enough to dispense with the pills.她尚未痊愈，仍需吃药.adapte （oneself）（to sth） become adjusted to new conditions, etc 适应（新环境等）: Our eyes slowly adapted to the dark.我们的眼睛慢慢地适应了黑暗的环境. 【重要词汇】overhang / ??jv?hæ?; ' ov??hæ?/ n part that overhangs 悬垂的部分:a bird's nest under the overhang of the roof 房檐下的鸟巢.E The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building's overall width. （第8版）For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to cover these extended eaves not with the porcelain 瓷tiles 瓦of many Chinese pagodas but with much heavier earthenware 陶器tiles.【难句角车析】The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building's overall width. 句子结构the roof ••- cabe made to ••-.by •••日本寺庙的屋顶能够被建造成各面都延伸出庙宇本身，延伸的范围在该寺庙整体宽度的50%或者更多。
剑桥雅思阅读真题及答案解析TESTONEPASSAGE1：Tropicalrainforests
剑桥雅思阅读真题及答案解析TESTONEPASSAGE1:Tropicalrainforests做好雅思的阅读题除了掌握对的方法，也离不开我们日常的辛勤练习，下面小编给大家带来剑桥雅思阅读真题及答案解析TEST ONE PASSAGE 1:Tropical rainforests。
Tropical rainforests原文You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined byteachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. Th e aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-e vident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in th e thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas aboutrainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.Tropical rainforests阅读题目Questions 1-8Do the following statements agree with the information given in Reading Passage 1In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views abo ut the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to change them.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were10 What was the most common response to the question about the importance of the rainforests11 What did most children give as the reason for the loss of the rainforests12 Why did most children think it important for the rainforests to be protected13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and televisionA There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things thatare destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.J As the rainforests are destroyed, the world gets warmer.K Without rainforests there would not be enough oxygen in the air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests are not really important to human life.O The destruction of the rainforests is the direct result of logging activity.P Humans depend on the rainforests for their continuing existence.Question 14Choose the correct letter, A, B, C, D or E.Write your answer in box 14 on your answer sheet.Which of the following is the most suitable title for Reading Passage 1A The development of a programme in environmental studies within a science curriculumB C hildren’s ideas about the rainforests and the implications for course designC The extent to which children have been misled by themedia concerning the rainforestsD How to collect, collate and describe the ideas of secondary school children.E The importance of the rainforests and the reasons for their destructionTropical rainforests答案解析答案：FALSE关键词：media定位原文：第1段第3句“In the face of the frequent and often vivid media coverage…”;“Despite the extensive coverage in the popular media of the destruction of ra inforests…”解题思路：这两段当中的frequent/vivid/extensive/coverage等词都说明媒体对于热带雨林的现状十分关注，并做了广泛报道。
剑桥雅思10test1阅读
剑桥雅思10test1阅读摘要：I.引言- 介绍剑桥雅思10test1 阅读的背景和重要性II.阅读考试概述- 考试的组成部分和题型- 考试的时间安排和难度III.阅读技巧与策略- 针对不同题型的解题技巧- 阅读过程中的时间管理策略IV.真题解析- 剑桥雅思10test1 阅读真题的解析- 分析真题中的难点和重点V.备考建议- 备考过程中应该注意的事项- 推荐备考资料和练习方法正文：剑桥雅思10test1 阅读是雅思考试中非常重要的一部分，它考察了学生在阅读理解方面的能力。
要想在考试中取得好成绩，需要对考试的各个方面有充分的了解，并掌握一定的阅读技巧和策略。
首先，我们来了解一下阅读考试的组成部分和题型。
剑桥雅思10test1 阅读考试主要包括三部分，分别是个人信息填写、文章阅读和题目回答。
其中，文章阅读部分是最重要的，它考察了学生的阅读理解和信息提取能力。
题目回答部分则考察了学生的语言表达和逻辑思维能力。
其次，我们来看一下考试的时间安排和难度。
剑桥雅思10test1 阅读考试的时间安排比较紧张，需要在规定的时间内完成大量的阅读和题目回答。
考试的难度也比较大，需要学生具备一定的英语基础和阅读能力。
那么，如何在考试中取得好成绩呢？这就需要学生掌握一定的阅读技巧和策略。
针对不同题型，学生需要有不同的解题技巧。
例如，对于事实细节题，学生需要仔细阅读文章，并从文章中找到相关的细节信息；对于推理判断题，学生需要理解文章的主旨和作者的观点，并根据文章内容进行推理和判断。
此外，阅读过程中的时间管理策略也非常重要。
学生需要合理分配时间，保证在规定的时间内完成阅读和题目回答。
一般来说，学生可以将时间分配到每个部分，并在阅读过程中根据需要进行调整。
对于备考建议，学生需要注意以下几点。
首先，要充分了解考试的各个方面，包括考试的组成部分、题型、时间安排和难度等。
其次，要掌握一定的阅读技巧和策略，并针对不同题型进行练习。
剑桥雅思真题5-阅读Test1(附答案)
剑桥雅思真题5-阅读Test1（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.Johnson’s DictionaryFor the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various worlds to conquer —lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gough Square, in which he set up his ‘dictionary workshop’.James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on every subject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on theprinciple of English common law — according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe.’ The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲto offer him a pension. From then on, he was to become the Johnson of folklore.Questions 1-3Choose THREE letters A-H.Write your answers in boxes 1-3 on your answer sheet.NB Your answers may be given in any order.Which THREE of the following statements are true of Johnson’s Dictionary?A It avoided all scholarly words.B It was the only English dictionary in general use for 200 years.C It was famous because of the large number of people involved.D It focused mainly on language from contemporary texts.E There was a time limit for its completion.F It ignored work done by previous dictionary writers.G It took into account subtleties of meaning.H Its definitions were famous for their originality.Questions 4-7Complete the summary.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-7 on your answer sheet.In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks. On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6………… to the English language. As a reward for his hard work, he was granted a 7………by the king.Questions 8-13Do the following statements agree with the information given in Reading Passage 1?In boxes 8-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this8 The growing importance of the middle classes led to an increased demand for dictionaries.9 Johnson has become more well known since his death.10 Johnson had been planning to write a dictionary for several years.11 Johnson set up an academy to help with the writing of his Dictionary.12 Johnson only received payment for his Dictionary on its completion.13 Not all of the assistants survived to see the publication of the Dictionary.Reading Passage 2You should spend about 20 minutes on QUESTIONS 14-26 which are based on Reading Passage 2below.Nature or NurtureA A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology. Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a 'leader in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically, Milgram told each volunteer 'teacher-subject' that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.B Milgram's experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)' to ‘450 volts (danger -severe shock)' in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed 'pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writhings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was, 'You have no other choice. You must go on'. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that 'most subjects would not go beyond 150 volts' and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1000 would give the highest shock of 450 volts.E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative 'teachers' actually do in the laboratory of real life?F One's first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram's teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.G An alternative to this notion of genetic programming is to see the teacher-subjects' actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, 'Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society - the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.'H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology -to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour. Question 14-19Reading Passage 2 has nine paragraphs, A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 14-19 on your answer sheet.14. a biological explanation of the teacher-subjects’ behaviour15. the explanation Milgram gave the teacher-subjects for the experiment16. the identity of the pupils17. the expected statistical outcome18. the general aim of sociobiological study19. the way Milgram persuaded the teacher-subjects to continueQuestion 20-22Choose the correct letter, A, B, C or D.Write your answers in boxes 20-22 on your answer sheet.20. The teacher-subjects were told that they were testing whetherA. a 450-volt shock was dangerous.B. punishment helps learning.C. the pupils were honest.D. they were suited to teaching.21. The teacher-subjects were instructed toA. stop when a pupil asked them to.B. denounce pupils who made mistakes.C. reduce the shock level after a correct answer.D. give punishment according to a rule.22. Before the experiment took place the psychiatristsA. believed that a shock of 150 volts was too dangerous.B. failed to agree on how the teacher-subjects would respond to instructions.C. underestimated the teacher-subjects’ willingness to comply with experimental procedure.D. thought that many of the teacher-subjects would administer a shock of 450 volts.Question 23-26Do the following statements agree with the information given in Reading Passage 2?In boxes 23-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this23. Several of the subjects were psychology students at Yale University.24. Some people may believe that the teacher-subjects’ behaviour could be explained positive survival mechanism.25. In a sociological explanation, personal values are more powerful than authority.26. Milgram’s experiment solves an important question in sociobiology.Reading Passage 3You should spend about 20 minutes on QUESTIONS 27-40 which are based on Reading Passage 2below.The truth about the EnvironmentFor many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet's air and water are becoming ever more polluted.But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book The Limits to Growth was published in1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient -associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution - the release of greenhouse gases that causes global warming - does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled:'Two thirds of the world’s forests lost forever'. The truth turns out to be nearer 20%.Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America^ encounter with El Nino in 1997 and 1998. This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures (which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America's trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3°C in this century, causing considerable problems, at a total cost of US$5,000 billion.Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissionsradically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the worlds single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, and prevent half a billion people from becoming seriously ill.It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic - but more costly still to be too pessimistic.Question 27-32Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 27-32 on your answer sheet, writeTRUE if the statement agrees with the writer's claimsFALSE if the statement contradicts the writer's claimsNOT GIVEN if it is impossible to say what the writer thinks about this27. Environmentalists take a pessimistic view of the world for a number of reasons.28. Data on the Earth's natural resources has only been collected since 1972.29. The number of starving people in the world has increased in recent years.30. Extinct species are being replaced by new species.31. Some pollution problems have been correctly linked to industrialisation.32. It would be best to attempt to slow down economic growth.Question 33-37Choose the correct letter, A, B, C or D.Write your answers in boxes 33-37 on your answer sheet.33. What aspect of scientific research does the writer express concern about in paragraph 4?A. the need to produce resultsB. the lack of financial supportC. the selection of areas to researchD. the desire to solve every research problem34. The writer quotes from the Worldwide Fund for Nature to illustrate howA. influential the mass media can be.B. effective environmental groups can be.C. the mass media can help groups raise funds.D. environmental groups can exaggerate their claims.35. What is the writer’s main point about lobby groups in paragraph 6?A. Some are more active than others.B. Some are better organised than others.C. Some receive more criticism than others.D. Some support more important issues than others.36. The writer suggests that newspapers print items that are intended toA. educate readers.B. meet their readers' expectations.C. encourage feedback from readers.D. mislead readers.37. What does the writer say about America’s waste problem?A. It will increase in line with population growth.B. It is not as important as we have been led to believe.C. It has been reduced through public awareness of the issues.D. It is only significant in certain areas of the country.Question 38-40Complete the summary with the list of words A-I below.Drag the correct letter A-I into boxes 38-40 on your answer sheet.The writer admits that global warming is a 38………… challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.参考答案1-3 (IN ANY ORDER) D E G4 clerks / copying clerks5 library6 stability7 pension8 TRUE9 FALSE10 NOT GIVEN11 FALSE12 FALSE13 TRUE14 F15 A16 B17 D18 I19 C20 B21 D22 C23 NOT GIVEN24 TRUE25 FALSE26 FALSE27 YES28 NOT GIVEN29 NO30 NOT GIVEN31 YES32 NO33 C34 D35 C36 B37 B38 E39 D40 I。
雅思真题剑6Test1阅读Passage1真题及解析.docx
【雅思真题】剑6Test1阅读Passage1真题及解析READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based onReading Passage 1 below.AUSTRALIA'S SPORTING SUCCESSA They play hard, they play often, and they play to win. Australian sportsteams win more than their fair share of titles, demolishing rivals with seemingease. How do they do it? A big part of the secret is an extensive and expensivenetwork of sporting academies underpinned by science and medicine. At theAustralian Institute of Sport (AIS), hundreds of youngsters and pros live andtrain under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousandsof sportsmen and women. Both provide intensive coaching, training facilitiesand nutritional advice.B Inside the academies, science takes centre stage. The AIS employs morethan 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one - such as building muscle strength in golfers - toothers, such as swimming and squash. They are backed up by technicians whodesign instruments to collect data from athletes. They allfocus on one aim: winning. ‘We can't waste our time looking at etherealscientific questions that don't help the coach work with an athlete and improve performance,' says Peter Fricker, chief of science at AIS.C A lot of their work comes down to measurement - everything from the exactangle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is onindividuals, tweaking performances to squeeze an extra hundredth of a second’s here , an extra millimetre there. No gain is too slight to bother with. Itthe tiny, gradual improvements that add up to world-beating results. Todemonstrate how the system works, Bruce Mason at AIS shows off the prototype ofa 3D analysis tool for studying swimmers. A wire-frame model of a championswimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he analyses howher spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason's contribution to sport also includes the development of the SWAN (SWimmingANalysis)system now used in Australian national competitions. It collectsimages from digital cameras running at 50 frames a second and breaks down eachpart of a swimmer's performance into factors that can be analysed individually-stroke length, stroke frequency, average duration of each stroke, velocity,start, lap and finish times, and so on. At the end of each race, SWAN spits outdata on each swimmerD ‘Take a look,' says Mason, pulling out a sheet of data. He points out the dataon the swimmers in second and third place, which shows that the one whofinished third actually swam faster. So why did he finish 35 hundredths of asecond down? ‘His turn times were 44 hundredths of a second behind the otherguy,' says Mason. ‘If he can improve on his turns, he can do much better ’ This is the kind of accuracy that AIS scientists' research is bringing to arange of sports.With the Cooperative Research Centre for Micro Technology in Melbourne,they are developing unobtrusive sensors that will be embedded in an athlete'sclothes or running shoes to monitor heart rate, sweating, heat production or anyother factor that might have an impact on an athlete's ability to run.There's more to it than simply measuring performance. Fricker gives theexample of athletes who may be down with coughs and colds 11 or 12 times ayear. After years of experimentation, AlS and the University of Newcastle in NewSouth Wales developed a test that measures how much of the immune-systemprotein immunoglobulin A is present in athletes' saliva. If IgA levels suddenly fallbelow a certain level, training is eased or dropped altogether. Soon, IgAlevels start rising again, and the danger passes. Since the tests wereintroduced, AIS athletes in all sports have been remarkably successful atstaying healthy.E Using data is a complex business. Well before a championship, sportsscientists and coaches start to prepare the athlete by developing a‘competition model', based on what they expect will be the winning times.‘You design the model to make that time,' says Mason.‘A start of this much, each free-swimming period has to be this fast, with a certain stroke frequencyand stroke length, with turns done in these times.' All the training is thengeared towards making the athlete hit those targets, both overall and foreach segment of the race. Techniques like these have transformed Australiainto arguably the world's most successful sporting nation.F Of course, there's nothing to stop other countries copying-and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes.At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists' and rowers' times. Now everyone uses them. The same has happenedto the ‘altitude tent', developed by AIS to replicate the effect of altitude training atsea level. But Australia's success story is about morethan easily copied technological fixes, and up to now no nation has replicatedits all-encompassing system.Questions 1-7Reading Passage 1 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 1-7 on your answer sheet.NB You may use any letter more than once.1 a reference to the exchange of expertise between different sports2 an explanation of how visual imaging is employed in investigations3 a reason for narrowing the scope of research activity4 how some AIS ideas have been reproduced5 how obstacles to optimum achievement can be investigated6 an overview of the funded support of athletes7 how performance requirements are calculated before an eventQuestions 8-11Classify the following techniques according to whether the writer states theyA are currently exclusively used by AustraliansB will be used in the future by AustraliansC are currently used by both Australians and their rivalsWrite the correct letter, A, B or C, in boxes 8-11 on your answer sheet.8cameras9sensors10protein tests11altitude tentsQuestions 12 and 13Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 12 and 13 on your answer sheet.12 What is produced to help an athlete plan their performance in an event?13 By how much did some cyclists' performance improve at the 1996 Olympic Games? READING PASSAGE 真1解析：篇章构体裁明文主澳大利的体育成就构 A 段：澳大利体育成斐然 B 段：科技是第一生力C段：精确量和数据分析 D 段：精确量和数据分析的例E 段：数据的用F 段：不可复制的成功必背A 段fair adj.合理的 pro n. 运demolish v.；破坏，坏under the eye of在⋯⋯的注意下rival n.争者，手 body n.体，机构seeming adj.表面上的 ( 通常事并非如此 ) finance v.⋯⋯提供ease n. 不力，松 excellence n.秀，卓越extensive adj.广泛的，涉及面广的intensive adj.化的underpin v.以⋯⋯固基nutritional adj.养的B 段centre stage中心地位 squash n.壁球collaborate v.合作 instrument n.器，器械golfer n.打高夫球的人 ethereal adj.渺的，引申不切的C段come down to(sth.)可 wire-frame adj.框的second-by-second每秒的 slice v.划开；切开output n.出 slow motion慢作wring ⋯out of 原扭，榨取，此引申从⋯⋯中( 努力 ) 得 side-on从面stroke n.划，划水tweak v.扭，用力拉 spine n.脊柱world-beating adj.世瞩目的 swivel v.旋prototype n.原型 biomechanical adj.生物力 ( 学 ) 的profile n.原廓、外形，此意模型velocity n.速度，速率lap n. 一圈budding adj.展中的 spit out原是吐出，此引申示出、分析出frame n.，画面D段turn time身 immunoglobulin n.免疫球蛋白unobtrusive adj.不眼的，不醒目的present adj.存在的sensor n.感器 saliva n.唾液embed v. 使插入；使嵌入 ease v.减，减弱sweat v.出汗，汗remarkably adv.著地，引人注目地；非常地experimentation n.，immune-system免疫系的E段complex adj.复的transform v.，，改championship n.冠arguably adv.可地(可地)，有理由地gear v.整，(使)适合segment n. 部分F 段unveil v.展示(新品)；揭开altitude tent高原篷coolant-lined流型散replicate v.复制endurance n.耐力；忍耐力encompass v.包含或包括某事物slice v.减少，降低句解析1. A lot of their work comes down to measurement—everything from the exact angle of a swimmer's dive to the second-by-second power output of a cyclist.参考文：多工作都涉及具体量，量内容包括从游泳运潜水的精确角度到自行运每秒功率出的所有数据。
雅思阅读Unit1
UNIT 1 EducationEducation over the past 100 yearsA The education of our young people is one of the most important aspects（方面）of any community, and ideas about what and how to teach reflect the accepted attitudes and unspoken beliefs of society. These ideas change as local customs and attitudes change, and these changes are reflected in the curriculum [kə´rikjələm] (课程), teaching and assessment [ə´sesmənt]（评价）methods and the expectations of how both students and teachers should behave.B Teaching in the late 1800s and early 1900s was very different from today. Rules for teachers at the time in the USA covered both the teacher’s duties and their conduct [kən´dʌkt]（行为）out of class as well. Teacher at that time were expected to set a good example to their pupils and to behave in a very virtuous [´vʒtʃuəs] （有道德的）and proper manner. Women teachers should not marry, nor should they ‘keep company with men.’ They had to wear long dresses and no bright colours and they were not permitted to dye（染色）their hair. They were not allowed to loiter [´lɔitə]（闲荡）downtown in an ice cream store, and women were not allowed to go out in the evenings unless to a school function, although men were allowed one evening a week to take their girlfriends out if they went to church regularly. No teachers were allowed to drink alcohol. They were allowed to read only good books such as the Bible, and they were given a pay increase of 25c (25 cents) a week after five years of work for the local school.C As well as this long list of ‘dos’ and ‘don’ts’(该做与不该做), teachers had certain duties to perform each day. In country schools, teachers were required to keep the coal bucket full for the classroom fire, and to bring a bucket of water each day for the children to drink. They had to make the pens for their students to write with and to sweep（打扫）the floor and keep the classroom tidy. However, despite this list of duties, little was stipulated [´stipjuletid]（规定）about the content of the teaching, nor about assessment methods.D Teachers would have been expected to teach the three ‘r’s-reading, writing and arithmetic [ə´riθməik]（算术）, and to teach the children about Christianity [,kristi´ænəti]（基督教精神）and read from the Bible every day. Education in those days was much simpler than it is today and covered basic literacy [´litərəsi]（读写能力）skills and religious education. They would almost certainly have used corporal[´kɔrpərəl] punishment（体罚）such as a stick or the strap [stræp]（皮条）on naughty or unruly children, and the children would have sat together in pairs in long rows in the classroom. They would have been expected to sit quietly and to do their work, copying long rows of letters or doing basic maths sums （算术题）. Farming children in country areas would have had only a few years of schooling and would probably have left school at 12 or 14 years of age to join their parents in farm work.E Compare this with a country school in the USA today! If you visited today, you would see the children sitting in groups round large tables, or even on the floor. They would be working together on a range of different activities, and there would almost certainly be one or more computers in the classroom. Children nowadays are allowed and even expected to talk quietly to each other while they work, and they are also expected to ask their teachers questions and to actively engage in（参加)finding out information for themselves, instead of just listening to the teacher.F There are no rules of conduct for teachers out of the classroom, and they are not expected toperform caretaking (照顾学生)duties such as cleaning the classroom or making pens, but nevertheless(虽然如此) their jobs are much harder than they were in the 1900s. Teachers today are expected to work hard on planning their lessons, to teach creatively and to stimulate [´stimjə´let] (激励) children’s minds, and there are strict protocols(条款) about assessment across the whole of the USA. Corporal punishment is illegal, and any teacher who hit a child would be dismissed (开除) instantly. Another big difference is that most state schools in western countries are secular [´sekjələ] (现世的), so religious teaching is not part of the curriculum.G These changes in educational methods and ideas reflect changes in our society in general. Children in western countries nowadays come from all part of the globe and they bring different cultures, religions and beliefs to the classroom. It is no longer considered acceptable or appropriate [ə´prəupriət] (合适的) for state schools to teach about religious beliefs. Ideas about the value and purpose of education have also changed and with the increasing sophistication [sə,fisti´keiʃn] (复杂) of workplaces and life skills needed for a successful career, the curriculum has also expanded to try to prepare children for the challenges of a diverse [dai´vʒs] (多种多样的) working community. It will be interesting to see how these changes continue into the future as our society and culture grows and develops.4.____Teaching content in the past____Teaching in the present____Rules for teachers in the past____The importance of educational beliefs____Changes in teaching and in society____Teachings duties in the past____Rules for teachers in the presentD E B A G C F5.(1)_____Students as Classroom Researchers(2)______Increasing Teacher Expectations(3)______Teachers as School Cleaners(4)______Education as Preparation for Working Life(5)______Teaching as a Mirror of Societal Beliefs(6)______Expectations of Early Teachers(7)______A Basic CurriculumE F C G A B D(8) In the early 1900s women teachers were:A allowed to get married after five yearsB not allowed to read the Bible at schoolC allowed to go to school eventsD allowed to wear colorful dresses(9) In the early 1900s teachers did not have to :A sweep the floor and fill the coal bucketB ask the students to do group workC teach reading ,writing and arithmeticD teach about the Bible and Christianity(10) In the early 1900s ,the children:A sat in order and were not allowed to speak in classB were not smacked if they were naughtyC stayed at school until they were at least 15D learned how to speak a foreign language(11) Nowadays ,children:A must sit quietly and work by themselvesB have access to computersC may not ask the teacher questionsD must do research after school ,not in school timeC B A B(12) Nowadays ,teachers :A must plan their classes carefullyB have strict assessment plans to followC may smack naughty childrenD teach children to think for themselvesE insist on silence in the classroomF may not smoke after work hoursG may not teach about religion in state schoolsa b d gEducational ideas and methods generally _____the way people think in any society .People’s attitudes to what is important can influence the expectations of teachers’behavior in a community .For example , in the 1900’s ,teachers had to ______ according to a set of strict rules ,and there were many things they were not _____to do , such as drink alcohol .Nowadays ,the ______of teachers outside the classroom is not considered important ,because ideas have changed. In the 1900s there was a list of caretaking ____ for teachers ,but nowadays this does not happen .Ideas about discipline have also changed .______punishment was a common form of discipline in the past ,but this is _____now.Reflect behave permitted conduct duties Corporal illegal(20)The writer’s main idea is that: dA education is very important for young peopleB ideas about education change all the timeC society changes as educational ideas changeD educational ideas change as our society changes6.A ._______is a key part of effective education ,because students and teachers need to know whathas been learned and understood .B._______The best schools have high ________ of the students’achievement .In these schools ,students ,teachers and parents share a similar _____to the importance of hard work and study ,and all ______of education are valued .C Changes in lifestyle ,such ans bigger houses and more car ownership ,_______the development of our economy .D In modern schools ,_______activities such as free writing are encouraged ,and there is a _____ _______ which offers a ______of subject choices to meet the needs and interests of each pupil .There is an increasing level of ______in the curriculum to meet the needs of the workplace .E Students who _____in school activities generally do better than those who are not interested .F In most schools ,smoking is not _____on the grounds .G _______skills such as reading and writing are an important _____for success in life .H This IELTS reading book needs to include _______reading passage which are similar to those found in the reading test . Writers need to ______length ,topic and writing style .Assessmentexpectations ,attitude ,aspectsreflectCreative ,diverse curriculum ,range ,sophistication .ParticipateLiteracy,basisAppropriate ,considercation important aspect of societyIdeas changes as ________changesChanges affect -curriculum ,teaching and assessment- expectations of _____ and _______Rules for teachers in 1900s -duties and ______Conduct -set a good ______to studentsExample : Women could not ____________Clothes rules:_______________Social life:_____________Reading:______________Duties-had to _________________________Subject-reading ,_________,__________,__________Punishment ________________________________Seating arrangements : pairs , seats in ________Teaching style: sit ______________________________Seating arrangements __________________________Teaching style _____________________________Rules for teachers _____________________________May not teach religionMay not ________childrenEducation in the 2000s is to help children with the ______ for working life答案：societyTeachers studentsRules for teachers in 1900s conductExampleSmoke ,drink alcohol ,get marriedLong dresses ,no bright colors ,no hair dyeonly school related events ,no visiting menThe Bible and good books onlyKeep the coal bucket full ,bring water for children ,sharpen pens ,sweep floor ,keep classroom tidy 1900s -teaching -strict and inflexibleWriting ,arithmetic ,BibleCorporal -hit with stick or strapRowsQuietly ,copy from the board2000s - teaching -looser and more flexibleGroupsCreative ,do research ,ask questions ,work togetherNo rules about conduct outside classroomSmack or hitSkills9.Word option 1 option 2 option 3 part of speech Virtuous strict well behaved tidy adj.Keep company go out with talk to start a business with v.Loiter talk to people eat food in public stay for a while v.Function use meeting lesson n. Stipulated required needed discussed v.(p.p.) Corporal army physical severe adj.Unruly pretty badly behaved young adj. Protocols ideas numbers rules n(pl)Illegal sick against the law naughty adj Secular in cities not religious government funded adj。
剑桥雅思阅读真题解析(推荐3篇)
剑桥雅思阅读真题解析（推荐3篇）1.剑桥雅思阅读真题解析第1篇Passage 1Question 1难度及答案：难度低;答案为iv关键词：time and place定位原文：A段最后两句“Why did this…of the 18th century?”为何这个独特的大爆炸——能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏在18世纪末?解题思路：A 段中提到了 happen in Britain 以及 at the end of thel8th century, 与iv 选项当中的time和place是对应的关系。
Question 2难度及答案：难度低;答案为viii关键词：conditions required定位原文：B 段第 2 句“There are about 20 different…he ” 他说：“大约有 20种不同的因素，而且所有的这些因素在工革命发生之前就已存在。
”解题思路：B段中主要论述的是工业革命在英国发生的前提条件，与其他不同的国家做出了对比。
Question 3难度及答案：难度低;答案为vii关键词：Two keys定位原文：C 段第 2 句“Tea and beer, two fuelled the ” 茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。
解题思路：C段主要论述的是茶和啤酒在英国工业革命当中的作用。
Question 4难度及答案：难度低;答案为i关键词：reasons, an increase in population定位原文：D段第4、6句“But then there possible ” 但是在那时(18世纪中期)，英国的人口是爆发增长的……人们觉得有四种原因是导致这种现象发生。
解题思路：D段主要论述英国人口快速增长的背后潜在原因。
Question 5难度及答案：难度低;答案为vi关键词：Changes, drinking habits定位原文：E段第4、9、10句“Some digging it suddenly dropped ”一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾……穷人因此转向喝水和松子酒，在18世纪20年代人口的死亡率又开始上升。
雅思阅读第一第二节ppt
思路总结
投机取巧法 低分段烤鸭 高高分段烤鸭 填词的题型，题⺫目目中出现过的 词都不会作为答案。 生生僻字容易作为答案。
TRUE/FALSE/NOT GIVEN
（判断题）
题型初览
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C7 T2
C7 T3
C5 T1
思维转换
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原文文：You never see him, but they're with you every time you fly. They record where you are going, how fast you're traveling and whether everything on your airplane is functioning normally. Their ability to withstand almost any disaster makes them seem like something out of a comic book. They're known as the black box.
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The FAA was created as a result of the introduction of the jet engine.
EXAMPLE2
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The FAA was created as a result of the introduction of the jet engine.
EXAMPLE2
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An accident that occurred in the skies over the Grand Canyon in 1956 resulted in the establishment of the Federal Aviation Administration (FAA) to regulate and oversee the operation of aircraft in the skies over the United States, which were becoming quite congested.
雅思阅读(一)
破题原则： 1.主旨原则：段落的标题是一个段落的大意， 中心思想，或主要内容 2.选项不可重复使用原则：注意 introduction中有陷阱 解题步骤： 第一步：仔细阅读文章大标题，理解全文的 内容。 第二步骤：仔细阅读解题说明，确定解题目 标
第三步：划掉example项（选项不可重复使 用原则） Example paragraph A Answer：3 第四步：仔细阅读给出的小标题，找出关键 词 分解：可以把复杂的标题用一两个简单的词 语来代替，这些词语被称为关键词（key word) 所谓关键词，不是核心词，而是定位词
Government has encouraged waste paper collection and sorting schemes and at the same time, the paper industry has responded by developing new recycling technologies that have paved the way for even greater utilization of used fiber.
评分标准： 正确题数：21-23----6分 24-26----6.5分 27-30----7分 31-32----7.5分 雅思阅读难点的突破对策： 特点：阅读量大，时间紧张（3个section， 3500单词，40道题目） 对策：掌握阅读方法，阅读过程中详略得当
详略得当：仔细阅读一些与考题有关的内容， 快速浏览甚至略读一些与考试没有关系的内 容。 特点：题型多样化 对策：逐一突破雅思阅读的题型（p13) 特点：生词比例高 对策：把握核心单词，跳读生僻单词（把握 好常见的阅读核心单词） 特点：句型结构复杂 对策：把握对应语法，逐一突破雅思常考难 句
雅思阅读UNIT1Food
UNIT 1 Food Warm up-Thinking about the TopicLook at the two pictures below. Talk about them with your partner. 1 What type of environment do these people and these plants live in? 2 Match these descriptions to the right picture:a. . .. look like a cactus, but are not related.b. . .. grow in dry sandy or rocky areas.c. . .. move around the Kalahari desert in search of food. d. . .. walk long distances on the hot sand.e. . .. only grow about 400 cm tall.f ... have flowers which are 3 - 4 cm across.g. . .. are traditional hunter-gatherers, who do not grow food.3 Now , work together with a partner to make some sentences about the San people and the hoodia plant. Speak, do not write.“The san …Hoodia plants …Beginning to readSkimming-Finding the Passage Structure and the Main Idea Complete the activities below to practice how to do this. Keep to the time limit! HoodiaThe San live in that part of Africa called the Kalahari Desert. Life there is hard,and nature can be harsh . There are somewhere between 45,000 and 100,000 of them living in countries like Zambia and Zimbabwe. They're not rich and they don't live in expensive houses. T here are no roads or schools or hospitals near them. They don't have many material p ossession s like cars or computers, things that people in the developed world can't do without. In fact, they have many problems such as unemployment and poverty. On top of this, they also suffer from alcoholism, drinking ATIPFor IELTS reading, you need to be able to read QUICKLY to find main ideas and the structure, ororganisation, of thereading passage.to forget their problems. They're the San, a tribe of traditional hunter-gatherers, w ho used to travel in search of food for their families instead of growing it or keeping animals. They have a culture that is 20,000 years old, but their old way of life is disappearing fast and has nearly gone forever. So yes, they're poor, and yes, their lifestyle is not attractive to outsiders, but they do have one thing that certain people in the developed world are very , very interested in and want to have, and that may make them some money. It's called hoodia.Many countries have basic, common crops t hat . people plant for food, such as rice or potatoes. Potatoes are grown in many European countries as well as South America (They originated there!), and rice is a staple food in Asia. But not all plants are grow just for food; some of them can also be used as medicine. A few examples are garlic, which is said to help with colds or high blood pressure, ginger to help with headaches o r toothache, or the magnolia tree which is used in Chinese traditional medicine to treat some forms of cancer and heart disease. Hoodia, a cactus-like plant, only grows in the area where the San live, and they know where to find it and the best time to use it. They have known about it for centuries and they understand how to use it, but they don't use it for food, and they don't use it to cure disease either. They use it to fight hunger. In the old days when the San had to travel in search of food, they and their children sometimes had to go without food for several days. This was even longer in times of famine or when the rains failed. They ate the hoodia plant when they were starving, to help them survive until they found food, to stop their children from crying, and to give them the strength to continue their search. However, i t didn't give them energy like normal food would. Instead, the chemicals in the hoodia plant killed the feeling of hunger and stopped them wanting food. They didn't know exactly how it worked; the only thing they knew for certain was that it did work. Scientists have now discovered that the plant contains a substance w hich they have called P57. This chemical makes the brain believe that the stomach is full and that the body doesn't need food. That is why people in the developed wo rld, especially those in pharmaceutical companies, are extremely interested in this very promising plant. Obesity in the developed w orld is a huge and growing problem, not only amongadults, but increasingly among children. It has been estimated that up to 50% of people in the developed world are overweight and 20% of these are obese; at the time of writing, for example, 30% of Chinese children were considered to be too heavy for their age. One cause of obesity is eating too much, too often, and another is eating the wrong kind of food. Our grandparents h ad the time to prepare simple yet nourishing meals, and t hey didn't have money to afford expensive food. They didn't eat as much meat or fatty foods as we do nowadays, and that's one reason why they were slimmer and healthier than their descendants. Today we have less time to cook, and we haveBCDEmore money, so the easiest thing to do is to buy ready-made meals. They may be convenient and taste good, but they're often high in fat, salt and sugar. Too much of these make people unhealthy and fat. They need to lose weight, and that's where hoodia comes in.It seems t o be the perfect solution. People in the West want to lose weight and Fhoodia is ideal. Western companies pay for the right to use the secrets of the hoodia plant; by selling these rights to the West, the San make money and can then help themselves. Obese people lose weight and the San people make a profit, so everyone is happy.Read the first and last sentence ONLY of each paragraph in the reading passage. Take NO MORE THAN FIVE minutes to do this.4 Put these simple headings into the same order as the passage itself. Write the number of the paragraph beside each one.a. _________ Hoodia may help people to lose weight.b. _________ Some children have a weight problem in the developed world.c. _________ Most places have a staple food.d. _________ The San can be found in Kalahari desert in Africa.e. _________ The San learnt to survive without food for days on end.f .__________Hoodia contains P5 7.Skimming to Summarise the Reading Passage1Now, work with a partner to complete a brief summary of this reading passage. Speak, do not write.This passage is about ... It describes ... The main idea is that ...IEL TS Type Question: Reading for Details and for Main Ideas Now, you should be able to read this passage quickly to find details and answer the following questions.Multiple Choice QuestionsCircle the correct letter. Some questions may have more than one correct answer; and this will be indicated in the instructions.1) The San:a. herd cows and collect plantsb. hunt animals and grow plantsc. hunt animals and collect plantsd. herd cows and grow plants2) Which problem is NOT mentioned in the passage?a. they can't find jobsb. they have family problemsc. they drink too much alcohold. they are very poor3) Examples of staple foods are:a. rice and potatoesb. garlic and gingerc. magnolia and hoodiad. all of the above4) In the old days, the San:a. ate hoodia every dayb. ate hoodia when they were hungryc. ate hoodia when there was a famined. ate hoodia when they wanted to diet5) In the West:a. most people are overweightb. 30% of people are overweightc. 20% of people are overweightd. the majority of people are not overweight Locating InformationThe passage has six paragraphs, A - F Which paragraph contains the following information? Write the correct letter, A-F, beside the statements below.NOTE: you may use any letter more than once. You may not need to use all the letters.6) ___________Some foods are used to cure health problems.7) ___________ Many modern people do not eat well and have weight problems.8) ___________The San have something that people in the West want.9) ___________The sale of hoodia from Africa to the West might help everyone.10) __________Hoodia was used by the San to control hunger when food was scarce.TIPThese questions usually follow the order of the passageShort AnswersAnswer the questions below. Choose NO MORE THAN FOUR WORDS from the passage for each answer.11) What do the San not have that people in developed countries mostly have? ____________________________________________________________12) How long have the San people known about hoodia?__________________________________________13) What does hoodia have that makes it so useful for western people?______________________________________________________14) What sort of meals does the writer say our grandparents prepared?_____________________________________________________15) What did our grandparents eat less of, compared to people these days? _________________________________________________________Summary CompletionComplete the summary of the passage u sing words from thebox below. There are more words than gaps. nourishingobesity ideal hoodia desireunemployment cactus material overcome attractive originate traditional The San are a tribe of hunter-gatherers i n the Kalahari desert whose 16)___________ lifestyle is changing fast. They now suffer from 'modern' problems such as alcoholism, poverty and 17) ____________. Since ancient times they have used a cactus-like plant, hoodia, to help 18) ___________hunger when food was scarce. In the West, where19)____________ is becoming a major health issue, hoodia is seen as a solution as it appears to control the 20)_____________ to eat.Circle the Letter for the Correct Answer: Global Multi-Choice21) The writer's main idea is that:a) The ancient practice of using hoodia when food was scarce may lead to an improvement in the San's financial situation. b) Obesity , a growing problem all over the developed world, is spreading to the less developed countries as well. c) The ancient culture and lifestyle of the San is changing rapidly now. d) The pharmaceutical companies want to get control of supplies of hoodia. TIP Watch carefully for word endings and grammar clues tohelp you with this.TIP 1You will usually find the answer to this question in thefinal and / or the first paragraph.TIP 2Some or all of the four choices will be ideas from the passage.You job is to choose the main, or most important oneAfter You ReadThis section of the reading units will include some activities to help you to understand and practice reading skills that you will need in the IELTS test.Vocabularyharsh material possessions unemployment poverty alcoholism traditional attractive substancesurvive cactus famine obesitynourishing staple.6 Match the words above to the meanings belowa. an addiction to strong drinks _________________________________b. a basic item, in widespread use _________________________________c. to be cruel or unkind _________________________________d. pleasant or looking good _________________________________e. things such as mobile phones, cars _________________________________f. a time when there is no food _________________________________g. a lack of money, food or possessions __________________________________h. to manage to stay alive __________________________________i. providing for growth and health __________________________________ j. the state of being without a paying job _________________________________ k. a prickly desert plant _________________________________ 1. in the old way, not modern __________________________________ m. the state of being overweight __________________________________ n. a solid, powder or liquid __________________________________7 Complete the following sentences, using the target vocabulary.a. Food that is________________________ is healthy and helps us grow.b. Hoodia looks like a______________________ , but is not actually related.c. In recent times, the San people have begun to suffer from______________________because they drink too much.d. They have few __________________ __________________ a s they live simplyand move around a lot.e. As they also have problems such as poverty and unemployment, the San lifestyle isnot very _______________ to outsiders.f. These days, it is difficult for the San to maintain their__________________lifestyle and culture.g. In the old days, the San people used hoodia to help them _________________whenfood was difficult to find..h. A________________________ in hoodia seems to stop people feeling hungry1. A major problem in many countries is________________ , as people eat too muchfatty food and do not exercise enough.Text StructureThis reading passage has four main parts.? It describes the San people and their lifestyle, now and in the past.?It discusses the use of food plants for medicine.?It describes the problem of obesity in the West.?It describes how people hope hoodia might provide a solution.8 Read carefully through the passage a gain, and highlight or underline those sentences which introduce the San and their way of life.In a different color, mark all the sentences which discuss plants, including hoodia, as medicine.In a third color, mark the sentences which discuss obesity.Finally, mark all the sentences w hich discuss how hoodia can solve obesity in the developed world.Note: There may be some overlap.9 Now, complete these notes.The San - Live in the Kalahari ____________________.Lifestyle: traditional hunter-gatherers,_____________ year old cultureProblems: _______________, poverty, unemploymentOld way of life: ____________________fastPlants - Grown forEating - e.g. rice, _______________________________________e.g. . garlic ,______________________, magnoliaHoodia - Grows where _______________________ liveUsed for _______________during _______________or drought.Contains_________________ - brain thinks __________________is fullTherefore -____________________ countries want it_______________ in developed countries -Big ______________, for adults, ________________Numbers:up to 50% -overweight________________-_____________30% - _______________children heavyCauses -Too much food, _________________________food.Past timefood-simple. ___________,less_______________ Today_______________.more money-_______________foodshigh____________________Solution -Western people want to _________________use _________________pay_____________ for the plantSan_____________________________________lose weight。
雅思阅读一(初级版)
READINGREADING PASSAGE 1You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage 1 below.Bird Body LanguageABirds are becoming popular as pets, but unlike with more common pets, owners of birds are often not familiar with(熟悉)the behavioural patterns(行为模式) of the animal which allow them to recognise what the pet needs and wants. For example, most of us can recognise the behaviour a dog exhibits(展出) when he is hungry or wants attention, but how many of us know how birds go about showing the same feelings By learning about the behavioural patterns of birds, its owner can forge(锻造) a stronger relationship with his pet. Owners can learn how to read bird body language, including movements of the eyes, wings, tail and beak(喙). In addition, the sounds the bird makes(样式) can also indicate() the mood, desires, and requirements(要求) of the pet.BA bird’s eyes are different from a human’s. While both birds and humans have pupils(瞳孔) and irises(虹膜) (the black and coloured parts respectively), birds have the ability to control the size of their pupils by enlarging and reducing their irises quickly. This behaviour, flashing, is something birds may do when they are angry, interested, or frightened.CA bird also communicates through the use of their wings. A bird may lift or open his wings as a sign of happiness. But if the bird starts opening and closing their wings, it may signal anger or pain. If a bird fails to fold(折叠) its wings against its body, and instead lets them hang by their side, the bird may be ill. Healthy adult birds will typically tuck(裹起) their wings against their bodies when they are at rest.）DBirds often use their tail feathers to communicate, so an understanding of this behaviour will help the pet’s owne r. A bird may move his tail from side to side, called wagging, to express happiness (similar to dogs in behaviour and meaning). Happiness is also the emotion expressed by other kinds of tail movement, such as up and down. However, if a bird fans his tail feathers out, it is usually a way to show anger or aggression.EWhile the bird’s beak is used mainly for eating and grooming, a bird may also communicate by using beak movements. For example, a bird may click his beak once as a greeting, and several clicks can be taken as a warning. Birds may sometimes bite, but it is often difficult to determine the reason behind it – birds bite as a way to defend territory, show anger or express fear.FFinally, the sounds a bird makes are very important in communication. Birds use vocalisations to communicate with each other (and with their owners). Singing is the sign of a happy bird, and many birds love to sing when others are around. Birds may also purr, though this is not the same as a cat's purr. A bird's purr sounds more like a low growl, and may indicate annoyance. Finally, a bird may click his tongue against his beak, and this often indicates a desire to be picked up and petted. QuestionsComplete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.The Reading Passage has six paragraphs, A-F.Which paragraph contains the following informationWrite the correct letter A-F in boxes 9-14 on your answer sheet. You may use any letter more than once.9) Mentions behaviour connected to a bird’s state of health10) Describes how birds say hello，11) Compares the behaviour of two different pets12) Compares humans and birds13) Discusses the importance of learning about bird behaviour14) Describes how birds indicate they want physical contact;？参考答案Answers1) in2) flashing$3) open4) movement5) hanging down / at side6) illness7) wagging / movement8) greeting9) C10) E11) D/F12) B13) A14) F{。
2023年7月8日雅思阅读第一题原题
2023年7月8日的雅思考试第一题原题是《地球上的生命如何适应特殊环境》。
这是一个备受关注的主题，因为随着人类对地球资源的不断开发和利用，我们对于生命如何在各种特殊环境中生存的探索也变得越来越重要。
我们可以从特殊环境的定义开始，特殊环境指的是那些对生命来说极具挑战性的环境，例如极寒地区、高温地带、高海拔、高压、低压等等。
在这些特殊环境中，生物体需要具备相应的适应性来生存，并且通常会表现出一些特殊的生理和生态特征。
接下来，让我们先来探讨一下极寒环境中的生命适应性。
在地球上极寒地区的生物种类众多，例如北极熊、企鹅、北极狐等。
它们多数都具备相应的特殊适应性，比如厚厚的皮毛、脂肪层、特殊的呼吸系统等，以应对极寒环境的严酷。
而在高温地带，生命也在不断适应着特殊环境。
在炎热的沙漠地带，我们能看到一些植物和动物能够在极高的温度和干旱条件下生存，它们往往具备节水机制、耐热的特殊细胞结构等，从而帮助它们在这样的环境下生存。
除了极寒和高温环境外，还有一些其他的特殊环境，例如高海拔、高压、低压等，生命也在这些环境中有着各自的适应性。
比如在高海拔地区，有些生物可能会具备更高的氧气利用效率，或者更有效的心血管系统，以适应低氧的高海拔环境。
生命在地球上呈现出了极大的适应性，在各种特殊环境中生存，并且不断进化。
我们人类也可以从这些生物的适应性中学到很多知识，尤其是对于我们人类来说，如何在地球资源有限的情况下更好地适应和生存。
从个人的角度来看，我认为生命在特殊环境下的适应性是非常了不起的。
它们的生存方式和生态特征也让人类深感敬畏和钦佩。
对于我们人类来说，也需要更加珍惜地球资源，保护环境，让更多的生命都能够在这个美丽的蓝色星球上生存和繁衍。
通过对特殊环境下生命适应性的探讨，我们可以更加深入地了解生命在地球上的不同环境中的表现和特点。
这也提醒着我们，如何更好地珍惜和保护这个唯一的家园，让地球上的一切生命都能够得到尊重和生存的权利。
雅思剑桥8test1passage1阅读
雅思剑桥8 Test 1 Passage 1 阅读概述本文主要介绍了雅思剑桥8 Test 1 Reading Passage 1的内容。
阅读中，作者探讨了石油与经济之间的关系。
文章介绍了石油的历史背景、生产过程、利用领域以及对经济和环境的影响。
正文I. 石油的历史背景石油是一种可以从地下提炼出的燃料，经过精炼后可以用于动力、照明、加热等多个领域。
其使用历史可以追溯到数千年前。
最早被人类使用的石油是自然出露的油脂，人们将其当作药品或建筑材料使用。
II. 石油的生产过程石油的生产过程通常包括勘探、开采和提炼。
勘探是指找到潜在的石油资源，并确定其储量和质量。
开采是指采取合适的技术手段，将石油从地下取出。
提炼是指将原油中的杂质去除，并通过不同的精炼工艺分离出不同的产品。
III. 石油的利用领域石油广泛应用于交通运输、工业生产和能源供应等领域。
在交通中，石油被用作燃料，如汽车、飞机和船只等都需要石油来提供动力。
工业生产中，石油往往被用作原料，如化学工业中的塑料制品等。
此外，石油也是许多国家能源供应体系的重要组成部分。
IV. 石油对经济的影响石油对经济有着深远的影响。
首先，石油是许多国家的重要能源资源，其价格的波动会直接影响全球经济形势。
石油价格的上升会增加国家的石油进口成本，导致能源供应紧张和通货膨胀等问题。
其次，石油产业本身也是一个庞大的经济体系，涉及到勘探、开采、提炼和销售等多个环节，创造了大量的就业机会和财富。
最后，石油产业的发展还会带动相关产业的发展，如石油设备、化工产品和运输等。
V. 石油对环境的影响石油的使用对环境有着重要的影响。
首先，石油的燃烧会产生大量的二氧化碳等温室气体，加剧了全球气候变暖的问题。
其次，石油的开采和提炼过程会对地下水和土壤造成污染。
此外，油船事故和石油泄漏也是石油对环境的一种影响，这些事故会导致海洋生态系统的破坏和鱼类资源的减少。
结论综上所述，石油作为一种重要的能源资源，对经济和环境都有着深远的影响。
雅思阅读UNIT 1 Food
UNIT 1 Food Warm up-Thinking about the TopicLook at the two pictures below. Talk about them with your partner.1 What type of environment do these people and these plants live in?2 Match these descriptions to the right picture:a. . .. look like a cactus, but are not related.b. . .. grow in dry sandy or rocky areas.c. . .. move around the Kalahari desert in search of food. d. . .. walk long distances on the hot sand.e. . .. only grow about 400 cm tall.f ... have flowers which are 3 - 4 cm across.g. . .. are traditional hunter-gatherers, who do not grow food.3 Now, work together with a partner to make some sentences about the San people and the hoodia plant. Speak, do not write. “The san … Hoodia plants … Beginning to readSkimming-Finding the Passage Structure and the Main Idea Complete the activities below to practice how to do this. Keep to the time limit!HoodiaThe San live in that part of Africa called the Kalahari Desert. Life there is hard, and nature can be harsh . There are somewhere between 45,000 and 100,000 of them living in countries like Zambia and Zimbabwe. They're not rich and they don't live in expensive houses. There are no roads or schools or hospitals near them. They don't have many material possession s like cars or computers, things that people in the developed world can't do without. In fact, they have many problems such as unemploymentand poverty. On top of this, they also suffer from alcoholism , drinking Ato forget their problems. They're the San, a tribe of traditional hunter-gatherers, who used to travel in search of food for their families instead of growing it or keeping animals. They have a culture that is 20,000 years old, but their old way of life is disappearing fast and has nearly gone forever. So yes, they're poor, and yes, their lifestyle is not attractive to outsiders, but they do have one thing that certain people in the developed world are very, very interested in and want to have, and that may make them some money. It's called hoodia.Many countries have basic, common crops that . people plant for food, such as rice or potatoes. Potatoes are grown in many European countries as well as South America (They originated there!), and rice is a staple food in Asia. But not all plants are grow just for food; some of them can also be used as medicine. A few examples are garlic , which is said to help with colds or high blood pressure, ginge r to help with headaches or toothache, or the magnolia tree which is used in Chinese traditional medicine to treat some forms of cancer and heart disease. Hoodia, a cactus-like plant, only grows in the area where the San live, and they know where to find it and the best time to use it. They have known about it for centuries and they understand how to use it, but they don't use it for food, and they don't use it to cure disease either. They use it to fight hunger.In the old days when the San had to travel in search of food, they and their children sometimes had to go without food for several days. This was even longer in times of famine or when the rains failed. They ate the hoodia plant when they were starving , to help them survive until they found food, to stop their children from crying, and to give them the strength to continue their search. However, it didn't give them energy like normal food would. Instead, the chemicals in the hoodia plant killed the feeling of hunger and stopped them wanting food. They didn't know exactly how it worked; the only thing they knew for certain was that it did work.Scientists have now discovered that the plant contains a substance which they have called P57. This chemical makes the brain believe that the stomach is full and that the body doesn't need food. That is why people in the developed world, especially those in pharmaceutical companies, are extremely interested in this very promising plant.Obesity in the developed world is a huge and growing problem, not only among adults, but increasingly among children. It has been estimated that up to 50% of people in the developed world are overweight and 20% of these are obese; at the time of writing, for example, 30% of Chinese children were considered to be too heavy for their age. One cause of obesity is eating too much, too often, and another is eating the wrong kind of food. Our grandparents had the time to prepare simple yet nourishing meals, and they didn't have money to afford expensive food. They didn't eat as much meat or fatty foods as we do nowadays, and that's one reason why they were slimmer and healthier than their descendants. Today we have less time to cook, and we have B C D Emore money, so the easiest thing to do is to buy ready-made meals. They may be convenient and taste good, but they're often high in fat, salt and sugar. Too much of these make people unhealthy and fat. They need to lose weight, and that's where hoodia comes in.FIt seems to be the perfect solution. People in the West want to lose weight and hoodia is ideal. Western companies pay for the right to use the secrets of the hoodia plant; by selling these rights to the West, the San make money and can then help themselves. Obese people lose weight and the San people make a profit, so everyone is happy.Read the first and last sentence ONLY of each paragraph in the reading passage. Take NO MORE THAN FIVE minutes to do this.4 Put these simple headings into the same order as the passage itself. Write the number of the paragraph beside each one.a. _________ Hoodia may help people to lose weight.b. _________ Some children have a weight problem in the developed world.c. _________ Most places have a staple food.d. _________ The San can be found in Kalahari desert in Africa.e. _________ The San learnt to survive without food for days on end.f .__________Hoodia contains P5 7.Skimming to Summarise the Reading Passage1Now, work with a partner to complete a brief summary of this reading passage. Speak, do not write.This passage is about ... It describes ... The main idea is that ...IELTS Type Question: Reading for Details and for Main Ideas Now, you should be able to read this passage quickly to find details and answer the following questions.Multiple Choice QuestionsCircle the correct letter. Some questions may have more than one correct answer; and this will be indicated in the instructions.1) The San:a. herd cows and collect plantsb. hunt animals and grow plantsc. hunt animals and collect plantsd. herd cows and grow plants2) Which problem is NOT mentioned in the passage?a. they can't find jobsb. they have family problemsc. they drink too much alcohold. they are very poor3) Examples of staple foods are:a. rice and potatoesb. garlic and gingerc. magnolia and hoodiad. all of the above4) In the old days, the San:a. ate hoodia every dayb. ate hoodia when they were hungryc. ate hoodia when there was a famined. ate hoodia when they wanted to diet5) In the West:a. most people are overweightb. 30% of people are overweightc. 20% of people are overweightd. the majority of people are not overweightLocating InformationThe passage has six paragraphs, A - F Which paragraph contains the followinginformation? Write the correct letter, A-F, beside the statements below.NOTE: you may use any letter more than once. You may not need to use all the letters.6) ___________Some foods are used to cure health problems.7) ___________ Many modern people do not eat well and have weight problems.8) ___________The San have something that people in the West want.9) ___________The sale of hoodia from Africa to the West might help everyone.10) __________Hoodia was used by the San to control hunger when food was scarce.Short AnswersAnswer the questions below. Choose NO MORE THAN FOUR WORDS from the passage for each answer.11) What do the San not have that people in developed countries mostly have?____________________________________________________________12) How long have the San people known about hoodia?__________________________________________13) What does hoodia have that makes it so useful for western people?______________________________________________________14) What sort of meals does the writer say our grandparents prepared?_____________________________________________________15) What did our grandparents eat less of, compared to people these days?_________________________________________________________Complete the summary of the passage using words from thebox below. There are more words than gaps.The San are a tribe of hunter-gatherers in the Kalahari desert whose 16)___________ lifestyle is changing fast. They now suffer from 'modern' problems such as alcoholism, poverty and 17) ____________. Since ancient times they have used a cactus-like plant, hoodia, to help 18) ___________hunger when food was scarce. In the West, where 19)____________ is becoming a major health issue, hoodia is seen as a solution as itappears to control the 20)_____________ to eat.Circle the Letter for the Correct Answer: Global Multi-Choice21) The writer's main idea is that:a) The ancient practice of using hoodia when foodwas scarce may lead to an improvement in the San'sfinancial situation.b) Obesity, a growing problem all over thedeveloped world, is spreading to the less developedcountries as well.c) The ancient culture and lifestyle of the San ischanging rapidly now.d) The pharmaceutical companies want to getcontrol of supplies of hoodia.After You ReadThis section of the reading units will include some activities to help you to understand and practice reading skills that you will need in the IELTS test.Vocabulary6 Match the words above to the meanings below.a. an addiction to strong drinks _________________________________b. a basic item, in widespread use _________________________________c. to be cruel or unkind _________________________________d. pleasant or looking good _________________________________e. things such as mobile phones, cars _________________________________f. a time when there is no food _________________________________g. a lack of money, food or possessions __________________________________h. to manage to stay alive __________________________________i. providing for growth and health __________________________________ j. the state of being without a paying job _________________________________ k. a prickly desert plant _________________________________ 1. in the old way, not modern __________________________________ m. the state of being overweight __________________________________ n. a solid, powder or liquid __________________________________7 Complete the following sentences, using the target vocabulary.a. Food that is________________________ is healthy and helps us grow.b. Hoodia looks like a______________________ , but is not actually related.c. In recent times, the San people have begun to suffer from ______________________because they drink too much.d. They have few __________________ __________________ as they live simplyand move around a lot.e. As they also have problems such as poverty and unemployment, the San lifestyle isnot very _______________ to outsiders.f. These days, it is difficult for the San to maintain their__________________lifestyle and culture.g. In the old days, the San people used hoodia to help them _________________when food was difficult to find.h. A________________________ in hoodia seems to stop people feeling hungry.1. A major problem in many countries is________________ , as people eat too much fatty food and do not exercise enough.Text StructureThis reading passage has four main parts.• It describes the San people and their lifestyle, now and in the past.•It discusses the use of food plants for medicine.•It describes the problem of obesity in the West.•It describes how people hope hoodia might provide a solution.8 Read carefully through the passage again, and highlight or underline those sentences which introduce the San and their way of life.In a different color, mark all the sentences which discuss plants, including hoodia, as medicine.In a third color, mark the sentences which discuss obesity.Finally, mark all the sentences which discuss how hoodia can solve obesity in the developed world.Note: There may be some overlap.9 Now, complete these notes.The San - Live in the Kalahari ____________________.Lifestyle: traditional hunter-gatherers,_____________ year old cultureProblems: _______________, poverty, unemploymentOld way of life: ____________________fastPlants - Grown forEating - e.g. rice, _______________________________________e.g. . garlic ,______________________, magnolia Hoodia - Grows where _______________________ liveUsed for _______________during _______________or drought.Contains_________________ - brain thinks __________________is fullTherefore -____________________ countries want it_______________ in developed countries -Big ______________, for adults, ________________Numbers:up to 50% -overweight________________-_____________30% - _______________children heavyCauses -Too much food, _________________________food.Past timefood-simple. ___________,less_______________ Today_______________.more money-_______________foodshigh____________________Solution -Western people want to _________________use _________________pay_____________ for the plantSan_____________________________________lose weight。
雅思阅读一
雅思阅读一IELTS READING(一)I.Directions：Quickly underline or mark the key phrase every time it appearsin the columns. Try to finish in 10 seconds or less by reading down the column. Key phrase： blood pressureblood stream blood pressureeconomic pressure military pressureblood pressure pressure bottleblood typing blood pressureblood brother elder brotherblood pressure social pressureblood group pressure gaugeblood plasma blood pressurefresh blood word processorblood pressure good professorblood relation blood pressureblood volume blood hungryblood pressure mental pressureheavy pressure blood pressureII Housework Make British Men More AttractiveBritish men make some of the best husbands in the world because they are more willing to do housework, new research suggests.Experts claim that women are more attracted to men if they believe they will help out with household chores and make an equal contribution towards childcare.The study, which looked at relationships in 13 countries, ranked British men as the third most likely to win women's heartsthrough their apparent commitment to domestic life.Swedes and Norwegians topped the table while Australian men –stereotyped for their love of beer, sport, and the great outdoors – came in last, rated as the least attractive in terms of pulling their weight around the house.The Oxford University study examined marriage and cohabitation rates across the developed world and compared them to attitudes towards the roles of men and women at home.Researchers questioned 13,500 men and women aged between 20 and 45 from each country about gender, housework and childcare responsibilities.Based on their responses, each country was given a rating on an "egalitarian index", which was then compared against the number of couples living together.The study found there was a correlation between the ratings on the index and proportion of citizens who were married or shared their home with a partner.Women in less egalitarian countries were found to be between 20 and 50 per cent less likely to settle down with a man.Dr Almudena Seville-Sanz, of the university's Centre for Time Use Research, said: "This study shows that in egalitarian countries there is less social stigma attached to men doing what was traditionally women's work."This leads to men in egalitarian societies taking on more of a domestic role so the likelihood of forming a harmonious household becomes greater, resulting in a higher proportion of couples setting up households in these countries."However, while the study suggested that women favour men who are willing to treat them as equals, it also found that men themselves placed less value on the quality in the opposite sex.Questions:1.How many countries are involved in the first study?2.Which country’s men devote least to domestic life?3.How many people are questioned in the oxford university study?4.Which society’s men are more likely to take on the domestic role?III LibrariesLibraries are quite difficult to define. If you ask most people to define a library, they will probably say that it is a building with a lot of books. Strictly speaking, a library does not h ave to be a building: it can be a room, or indeed any area where material is kept. Equally, a library is not merely a collection of books: there are journals, newspapers, CD-ROMs, micr ofilm, audio-visual materials and so on . So, to be more accurate we can say that a library i s a collection of information or material.Libraries are organized in three ways. most libraries will use one or more of the three main classification systems that have been developed to detail the materials in the collection. They are referred to the Dewey decimal system, the universal decimal classification and the library of congress system.Nowadays, libraries are under threat for a number of reasons. The primary challenge as never before, is funding. Hardware and personnel costs increase each time technology expands. Equally, there are challenges in the skills needed by users and resource professionals.It is difficult to predict the future of libraries. Our basic concept of libraries will almost certainly. It would appear, change dramatically in that we will not think of them as physical places, which is the prevailing concept at the moment. But beyond that,it is difficult to predict both usage patterns and preferred systems of data recording and retrieval.VI Science in the Sky: The Reasons for RainbowsEvery culture seems to have its own myth about how rainbows are formed. The ancient Greeks considered them paths between Earth and Heaven made by the messenger goddess, Iris. The Chinese, Hindus, and Celts all had their own lore about rainbows as well. The phenomena are mentioned in the Judeo-Christian Bible and the Epic of Gilgamesh. But what is the scientific explanation for them?Despite rainbows’ miraculous appearance, the science behind them is actually basic optics, the principles of which were discovered by Isaac Newton in the 17th century and developed by Thomas Young in the early 19th century.The Bending of LightRainbows are formed whenever sunlight shining from behind an observer on the ground is refracted through water droplets in the air. Refraction is considered the ―bending‖ of light, but can be more accurately described as the process of light changing speed as it moves through different densities.Imagine that you’re swimming through a p ool of water. Now imagine that water turning into mineral oil. You’ll be swimming slower, since the thickness of the oil will be more difficult to move through. And when that mineral oil turns to strawberry Jell-O, you’ll be moving even slower.Light does exactly the same thing as it moves through various mediums. It must change its frequency, or speed, depending on whether it is traveling through air, water, or glass. Different colors have different frequencies, which is why a beam of white light separates into its component colors as it movesthrough a prism. In the sky, water droplets after a rainfall act as a prism for sunlight, breaking it into the component colors of red, orange, yellow, green, blue, indigo, and violet.There are as many mnemonic devices to remember the order of these colors as there are people who love rainbows. You may have learned one of the following in elementary school: ROY G. BIV, Richard of York Gave Battle in Vain, or (my favorite) Rainbows Over Your Grass Bring Instant Victory.The Wide World of RainbowsJust as light has many variations in appearance, so do rainbows.They aren’t objective phenomena. In other words, because the perception of refracted light depends on the angle of the observer, it is impossible to pinpoint exactly where a rainbow appears.And the rainbow itself is only the beginning. There are double rainbows that result from light reflecting within the raindrop and exiting at a different angle, so that it appears higher than the original arc. Because a double rainbow is really a reflection of the first, you’ll notice that it appears fainter and with reversed color order. Triple and quadruple rainbows exist, but are very rare.Rainbows also vary in size and shape depending on the density of the water droplets. Because seawater has a higher density than rain water—this is why it’s easier to float in the ocean—and a higher refractive index, the rainbows that appear in sea spray are smaller than ―true‖ rainbows that appear aft er a storm. Rainbows that are reflected below the horizon over a body of water are simply called ―reflected rainbows.‖Supernumerary rainbows are several faint rainbows on theinner side of the main rainbow. They are slighting detached and their color bands do not fit the usual pattern. Their existence was the first indication of light’s wave nature rather than the particle theory adopted after Newton.Write TRUE, FALSE, NOT GIVEN.1.Early American thought rainbows paths between earth and heaven made by the messengersgoddess.2.Thomas Young discovered the reasons of rainbows in the 17th century.3.The substance the light travels through determines its frequency.4.The angle of observer will not affect the perception of rainbow.5.The density of the water dr oplet s can affect rainbow’s size and shape.。
雅思剑5阅读test1
TRUE / FALSE / NOT GIVEN
10.johnson had been planning to write a dictionary for several years. 11.Johnson set up an academy to help with the writing of his dictionary.
He was to be paid ₤1,575 in installments, and from this he took money to rent 17 Gough Square, in which he set up his ' dictionary workshop '. 约翰逊因此获得了总价值1575英镑的分 期付款，他从这些钱中拿出一些租下了 17Gough广场，在这里建起了自己的“字 典作坊”。
雅ntury before Johnson's Dictionary was published in 1775, there had been concern about the state of the English language. 约翰逊博士的字典于1775年出版，在此 之前的一个世纪，人们一直对英语的发 展状况担忧。
约翰逊是诗人、批评家，他将常识提高 到了天赋的高度。
His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. 对于那些从17世纪晚期到18世纪早期一 直困扰着作家的问题，约翰逊的解决方 法是非常实用的。
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Shoemaker-Levy 9 Collision with JupiterA The last half of July 1994 witnessed much interest among the astronomical community and the wider public in the collision of comet Shoemaker-Levy 9 with Jupiter. The comet was discovered on 25 March 1993 by Eugene and Carolyn Shoemaker and David Levy, using a 450 mm Schmidt camera at the Mount Palomar Observatory. The discovery was based on a photographic plate exposed two days earlier. The Shoemakers are particularly experienced comet hunters with 61 discoveries to their credit. Their technique relied on the proper motion of a comet to identify the object as a non-stellar body. They photograph large areas of the sky, typically with an eight minute exposure, and eight minute later. Comparison of the two photographs with a stereo-microscope reveals any bodies which have moved against the background of fixed stars.B As so often in science, serendipity played a large part in the discovery of Shoemaker-Levy 9. The weather on the night of 23 March was so poor that the observers would not normally have bothered putting film into their camera. However, they had a box of old film to hand which had been partially exposed by accident some days previously, so decided to insert it into the camera rather than waste good film. Fortunately, two of the film plates, despite being fogged round the edges captured the first image of a very strange, bar-shaped object. This object, which Carolyn Shoemaker fist described as a squashed comet, later became known as comet Shoemaker-Levy 9.C Other, more powerful, telescopes revealed that the comet was in fact composed of 21 cemetery fragments, strung out in a line, which accounted for the unusual shape. The term string of pearls was soon coined. Some graphic proofs obtained by the Hubble Spac e Telescope shows the main time spanned a linear distance of approximately 600,000 km. Initially the fragments were surrounded by extensive dust clouds in the line of the nuclei also faded out, while others split into multiple fragments.D The size of the original comet and each of the fragments was, and still is, something of a mystery. The first analysis of the orbital dynamics of the fragments suggested that the comet was originally some 2.5 km in diameter with an average fragment diameter of 0.75 km. Later work gave corresponding diameters of approximately 10 km and 2 km and these values are now considered more likely. There was considerable variation in the diameters of different fragments.E Further calculations revealed that the cemetery fragments were on course to collide with Jupiter during July1994, and that each fragment could deliver an energy equivalent to approximately 500,000 million tons of TNT. The prospect of celestial fireworks on such a grand scale immediately captured the attention of astronomers worldwide!F Each fragment was assigned an identity letter A-W and a coordinated program of observations was put in place worldwide to track their progress towards impact with Jupiter. As the cemetery fragments reached the cloud tops of Jupiter, they were travelling at approximately 60 km/s and the chain of fragments had spread out to cover approximately 30,000,000 km. The impacts occurred during 16-22 July. All took place at a latitude of approximately 48 degrees south which nominally placed then in the SSS Temperate Region, however visually they appeared closeto the Jovian polar region. The impacts all occurred some 10-15 degrees round the limb on the far side of the planet as seen from Earth. However the rapid rotation of the planet soon carried the impact sites into the view of Earth-based telescopes. The collisions lived up to all but the wildest expectations and provided a truly impressive spectacle.G Jupiter is composed of a relatively small core of iron and silicates surrounded by hydrogen. In the depths is so compressed that it is metallic in form; further from the centre, the pressure is lower and the hydrogen is in its normal molecular form. The Jovian cloud tops visible from Earth consist primarily of methane and ammonia. There are other elements and compounds lurking in the cloud tops and below which are thought to be responsible for the colors seen in the atmosphere.H The smaller cemetery fragments plunged into Jupiter, rapidly disintegrated and left little trace; three of the smallest fragments, namely T, U and V left no discernible traces whatsoever. However, many of the cemetery fragments were sufficiently large to produce a spectacular display. Each large fragment punched through the cloud tops, heated the surrounding gases to some 20,000 k on the way, and caused a massive plume or fireball up to 2,000 km in diameter to rise above the atmosphere and disintegrating in a mammoth shock wave, the large fragments raised dark dust particles and ultra-violet absorbing gases high into the Jovian cloud tops. The dark particles and ultra-violet absorbing gases manifested themselves as a dark scar surrounding the impact site in visible light.I Some days after collision the impact sites began to evolve and fade as they became subject to the dynamics of Jupiter’s atmosphere. No-one knows how long they will remain visible from Earth, but it is thought that the larger scars may persist for a year or more. The interest of professional astronomers in Jupiter is now waning and valuable work can therefore be performed by amateurs in tracking the evolution of the collision scars. The scars are easily visible in a modest telescope, and a large reflector will show then in some detail. There is scope for valuable observing work from now until Jupiter reaches conjunction with the Sun in November 2004.J Astronomers and archivists are now searching old records for possible previously unrecognized impacts on Jupiter. Several spots were reported from 1690 to 1872 by observers including William Herschel and Giovanni Cassini. The records of the BAA in 1927 and 1948 contain drawings of Jupiter with black dots or spots visible. It may be possible that comet impacts have been observed before, without their identity being realized, but no-one can sure.。