雅思精讲阅读班精讲班第7讲讲义
雅思阅读7.0课程讲义(简略)汇编
阅读7.0讲义40 9 30-31 738-39 8.5 (26)27-29 6.535-37 8 23-25 6(32)33-34 7.5 20-22 5.5老五大题型1.List of Headings 选段意(选标题)2.Matching 配对(段落信息配对题)3.True/False/Not Given 判断题4.Summary 摘要题5.Multiple Choice/MC 选择题小五小题型:1.Sentence Completion2.Table Completion3.Picture Naming4.Flow Charts5.Short Answer Questions2.General SolutionsSW”三部曲”1.划掉(常用主题重复)2.特殊(数字字体标点符号)3.独特(名>动>形/副)①key words & signal wordsA.KEY WORDS 含义B.SIGNAL WORDS—定位词1.独特的词n. *(名词)>v.(动词)>adj.(形容词)或者adv.(副词)不能定位的词:1.常用的词(常用的)2.文章主题词(主题词)3.同题型内重复词(同一题重复再重复)B.SIGNAL WORDS—定位词2.特殊词(优先)各种数字(时间)特殊字体(大写,斜体,地点)各种符号(钱,百分…)特殊标点(引号,A-B…)②Scanning & SkimmingA. Scanning熟读题B. Skimming文章结构读各段首句及末句③抓”三点”法“点”=同义词Tip1: 抓KWTip2: 关注否定(no, not…)和“隐含否定”如:independent 、used to do sth. 、until recently、as was once the caseTip3:比较级VS 最高级List of Headings选段意文前出现慎用排除法首先解决它解题步骤: “四部曲”1.通读2.读headings3.读文章4.比较解题前戏:①给段落标号②划掉例子1.通读(确定topic)TitlePictureSkimming 首句2.读Headings目的: 每个heading至少找出一个KeyWord1、排除不符合文章主题的heading反义twinsTricks:①首段对应词1.view/concept /conception/definition/ introduction/essence/explanation/notion/core/main idea/initiation/justification…+ 文章的TOPIC2. what is/ what makes/ what leads to+文章topic3. defy, justify+文章topic②末段对应词effect (affect)/influence/impact/prediction/future/prospect/outlook/perspective/conclusion/result/challenge/consequence/aftermath/…+文章的TOPIC③主体特殊词1.金钱:income/expenditure/expense/financial / business/salary/wage/cost/commercial/ revenue/dealing/purchase2.数字:figure/number/amount/statistic(al)/data/demographics/calculation/census3.百分比:rate/ratio/proportion/percentage/density4.时间:time/period/century/ages/decades/ generation/tradition/heritage/process/procedure/duration多段落section1.主题多个(有and等并列词的一般可选)2.看各段首末句,找出其关系3.多段落按总分/总分总结构思路:先读末段解题,(未遂),回首段。
《了不起的盖茨比》精读班第二季 第7讲 讲义
《了不起的盖茨比》精读班第二季第7讲讲义Her grey, sun-strained eyes stared straight ahead, but she had deliberately shifted our relations, and for a moment I thought I loved her. But I am slow-thinking and full of interior rules that act as brakes on my desires, and I knew that first I had to get myself definitely out of that tangle back home. I'd been writing letters once a week and signing them: "Love, Nick," and all I could think of was how, when that certain girl played tennis, a faint mustache of perspiration appeared on her upper lip. Nevertheless there was a vague understanding that had to be tactfully broken off before I was free.Everyone suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known.Chapter fourOn Sunday morning while church bells rang in the villages alongshore,the world and its mistress returned to Gatsby's house and twinkled hilariously on his lawn."He's a bootlegger," said the young ladies, moving somewhere between his cocktails and his flowers. "One time he killed a man who had found out that he was nephew to Von Hindenburg and second cousin to the devil. Reach me a rose, honey, and pour me a last drop into that there crystal glass.”Once I wrote down on the empty spaces of a time-table the names of those who came to Galsby's house that summer. It is an old time-table now, disintegrating at its foldsand headed "This schedule in effect July 5th, 1922." But I can still read the grey names and they will give you a better impression than my generalities of those who accepted Gatsby's hospitality and paid him the subtle tribute of knowing nothing whatever about him.At nine o'clock, one morning late in July,Gatsby's gorgeous car lurched up the rocky drive to my door and gave out a burst of melody from its three noted horn. It was the first time he had called on me though I had gone to two of his parties, mounted in his hydroplane, and, at his urgent invitation, made frequent use of his beach."Good morning, old sport. You're having lunch with me today and I thought we'd ride up together."He was balancing himself on the dashboard of his car with thatresourcefulness of movement that is so peculiarly American—that comes, I suppose, with the absence of lifting work or rigid sitting in youth and, even more, with the formless grace of our nervous, sporadic games. This quality was continually breaking through his punctilious manner in the shape of restlessness. He was never quite still; there was always a tapping foot somewhere or the impatient opening and closing of a hand.He saw me looking with admiration at his car."It's pretty, isn't it, old sport." He jumped off to give me a better view. "Haven't you ever seen it before?"I'd seen it. Everybody had seen it. It was a rich cream color, bright with nickel, swollen here and there in its monstrous length with triumphant hatboxes and supper-boxes and tool-boxes, and terraced with a labyrinth of windshields that mirrored a dozen suns. Sitting down behind many layers of glass in a sort of green leather conservatory, we started to town.I had talked with him perhaps half a dozen times in the past month and found, to my disappointment, that he had little to say. So my first impression, that he was a person of some undefined consequence, had gradually faded and he had become simply the proprietor of an elaborate roadhouse next door.And then came that disconcerting ride. We hadn't reached West Egg village before Gatsby began leaving his elegant sentences unfinished and slapping himself indecisively on the knee of his caramel-colored suit."Look here, old sport," he broke out surprisingly. "What's your opinion of me, anyhow?”A little overwhelmed, I began the generalized evasions which that question deserves. "Well, I'm going to tell you something about my life," he interrupted. "I don't want you to get a wrong idea of me from all these stories you hear."。
雅思阅读课件
雅思考试评分总表
9分 精通。能将英语运用自如,语言恰当、准确、流利并理解透
彻。
8分 优秀。能将英语运用自如,偶尔出现不准确或不恰当的语句。
能很好地进行复杂详尽的论述。
Test yourself (6)
Complete the table below using information from the reading passage.
Write no more than three words for each answer.
Task Type 7:Matching causes and effects 因果配对
4分 水平有限。仅限在熟悉的语境中进行基本交流 ,表 述观点经常出现错误,无法使用复杂英语。
雅思阅读常见题型技巧
雅思平行阅读法简介
• 第一步: 略读题目.略读文章的标题和首句,理解文章大意.
• 第二步:精读问题. 如果文章配有三种或三种以上的题型, 先精读前三类题型的第一道,找出关键词.
• 第三步: 回原文扫读关键词的3种语言重现.即:
Test yourself (5)
The writer mentions a number of factors related to poor communication which contributed to the disaster.
Which 3 of the following factors are mentioned?
Task Type 2: Matching heading to paragraphs 小标题配对
雅思听力精讲 完整版 ppt课件
雅思听力高频场景
雅思听力高频场景
旅游篇分析 它多以填空题和选择题的题型出现 notes/table/summary/sentence completion这几种
题型. 目的地 cities, mountains, deserts沙漠,hilly areas丘陵地带
,wetlands沼泽地 bush land灌木丛,tropical rain forests热带雨林
academic
雅思听力突破
4 雅思听力和传统听力的区别 A 速度 B 答题方式 5 考试时间
阻碍语音识别的因素
• 听力的过程:编码-储存-提取 • 语速问题 • A单个单词熟形不熟音(不认识,存储错误) • B发音有问题 • C连音失爆
雅思听力突破
解决方案 1 跟读模仿 步骤: 2 听写
雅思听力突破
雅思听力高频场景
3. 借的物品 book书 newspapers报纸 video tapes录像带/record journal杂志 general interest a serious magazine
雅思听力高频场景
periodicals期刊, 杂志 current=contemporary issue 现期刊物 back issue过期刊物 fiction/non-fiction/novel reference book magnetic code demagnetized category catalogue under the author/title
雅思写作7.0课程讲义全
2010年冲刺班雅思A类写作讲义主讲:刘巍巍第一讲雅思高分写作思路总览雅思写作高分:7分或7分以上第一节的内容:1.雅思写作的整体介绍2.高分写作的要求3.解决问题的方案4.课程的总览一.雅思写作的整体介绍General Introduction听力、阅读考试之后60分钟Task 1 and Task 2A类和G类的区别:task 2 议论文task 1 A:图表作文G:书信评分:以T ask 2 为主二:高分写作的要求评分标准:Vocabulary and Sentence Structure(词汇与句子结构)Arguments, Ideas and Evidence(论证,论点和论据)Communicative Quality(交流质量)Vocabulary and Sentence Structure(词汇与句子结构)1.避免使用过于低级的单词The problem becomes worse by the poor effects we made.The problem was compounded due to the ineffective measures we had taken.They claim that sports lead to competition rather than cooperation is only an incorrect argument.The claim that sports lead to competition rather than cooperation is only a lame argument.People face violence and crimes on TV and films every day.People are bombarded by violence and crimes on TV and films every day.The kind of growth may lead to very bad results.The kind of growth may lead to dire consequences.consequence:far-reaching(深远的), profound(深刻的), adverse(不利的), catastrophic(灾难的), damaging(破坏性的), devastating(破坏性的), dire(可怕的), disastrous(灾难的), fatal(致命的), tragic(悲惨的), severe (严重的),2.避免过分重复同一样的单词Mothers enjoy the same right for career advancement as fathers do.Mothers are just as entitled to career advancement as fathers.Mothers are empowered to career advancement as fathers.3.尽可能展示多变的句型定语从句:China is the largest developing country and is enjoying rapid economic growth. As a result, in the streets of major cities in China, there are thousands of vehicles of all kinds.As the largest developing country, China is enjoying rapid economic growth, the evidence of which can be seen in all major cities whose streets are teeming with thousands of vehicles of all kinds.倒装句:Young people are so impulsive and easily influenced that they are constantly tricked by advertisement in all forms of media.Impulsive and easily influenced as young people are, they are constantly tricked by advertisement in all forms of media.伴随状语:It is common now for kids to spend six and a half days in school each week because they have to sit through one extra class after another.It is common for kids to spend six and a half days in school each week, sitting through one extra class after another.设问句:Even if machine translation were able to eradicate all the language barriers between peoples, learning foreign languages still make sense.Even if machine translation were able to eradicate all the language barriers between people, would there be no point in learning foreign languages? By no means.Arguments, Ideas and Evidence(论证,论点和论据)Some people think that in order to improve the quality of education, high school students should be encouraged to evaluate and criticize their teachers, but other people maintain that such evaluation and criticism may cause loss of respect for teachers and discipline. What do you think?有人认为,为了提高教育质量,我们应该鼓励高中生对自己的老师进行评估;别的人却认为这种评估是不尊重教师、违反学校纪律的行为。
雅思7分写作讲义
雅思7分写作讲义雅思考试写作金牌教程(6-7.5分)教学方案第一次课一、教学目标:雅思写作概述、基本构成、雅思写作考试与其他考试的类比二、课时陈述:第一次课,2.5小时三、教学重点:议论文体和报告文体的题型四、教学难点:雅思评分标准与其他考试评分标准的异同五、教学亮点:雅思考官阅卷的潜规则六、课堂结构:1、雅思考试介绍2、雅思考试评分标准3、雅思写作话题介绍4、雅思写作题型介绍5、中英两国写作对比 1、雅思考试介绍雅思写作的量分 task1 占三分之一,而task2占三分之二。
Task 1 (以下简称小作文)题型:LINE PIE BAR TABLE DIAGRAM MAP MIXEDTask 2 (以下简称大作文)题型:argumentation report2、雅思考试评分标准孙武子说“知己知彼,百战百胜”.为了更好的对付雅思写作考试,我们起先要了解它的具体评分准则。
Task Response and FulfillmentCoherence and CohesionLexical resourcesGrammatical Range and AccuracyBand 7—good userHas operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.具体要求:Task response: whether all parts of the task are addressed; whether a viewpoint is clearly expressed, developed and supported.Coherence and cohesion: whether the response has a suitable layout and logical ordering of points; correct and appropriate use of connectives. Lexical resources: range and accuracy of vocabulary; the examiner will check the correct forms and the spelling of words used.Grammatical range and accuracy: the range and accuracy of tenses and sentence structures.Task response or fulfillment (完整性)一篇文章必须有一定的架构,议论文通常由“内三合,外三合”所构成。
雅思写作7.0课程讲义
2010年冲刺班雅思A类写作讲义主讲:刘巍巍第一讲雅思高分写作思路总览雅思写作高分:7分或7分以上第一节的内容:1.雅思写作的整体介绍2.高分写作的要求3.解决问题的方案4.课程的总览一.雅思写作的整体介绍General Introduction听力、阅读考试之后60分钟Task 1 and Task 2A类和G类的区别:task 2 议论文task 1 A:图表作文G:书信评分:以Task 2 为主二:高分写作的要求评分标准:Vocabulary and Sentence Structure(词汇与句子结构)Arguments, Ideas and Evidence(论证,论点和论据)Communicative Quality(交流质量)Vocabulary and Sentence Structure(词汇与句子结构)1.避免使用过于低级的单词The problem becomes worse by the poor effects we made.The problem was compounded due to the ineffective measures we had taken.They claim that sports lead to competition rather than cooperation is only an incorrect argument. The claim that sports lead to competition rather than cooperation is only a lame argument. People face violence and crimes on TV and films every day.People are bombarded by violence and crimes on TV and films every day.The kind of growth may lead to very bad results.The kind of growth may lead to dire consequences.consequence:far-reaching(深远的), profound(深刻的), adverse(不利的), catastrophic(灾难的), damaging(破的), severe(严重的),2.避免过分重复同一样的单词Mothers enjoy the same right for career advancement as fathers do.Mothers are just as entitled to career advancement as fathers.Mothers are empowered to career advancement as fathers.3.尽可能展示多变的句型定语从句:China is the largest developing country and is enjoying rapid economic growth. As a result, in the streets of major cities in China, there are thousands of vehicles of all kinds.As the largest developing country, China is enjoying rapid economic growth, the evidence of which can be seen in all major cities whose streets are teeming with thousands of vehicles of all kinds.倒装句:Young people are so impulsive and easily influenced that they are constantly tricked by advertisement in all forms of media.Impulsive and easily influenced as young people are, they are constantly tricked by advertisement in all forms of media.伴随状语:It is common now for kids to spend six and a half days in school each week because they have to sit through one extra class after another.It is common for kids to spend six and a half days in school each week, sitting through one extra class after another.设问句:Even if machine translation were able to eradicate all the language barriers between peoples, learning foreign languages still make sense.Even if machine translation were able to eradicate all the language barriers between people, would there be no point in learning foreign languages? By no means.Arguments, Ideas and Evidence(论证,论点和论据)Some people think that in order to improve the quality of education, high school students should be encouraged to evaluate and criticize their teachers, but other people maintain that such evaluation and criticism may cause loss of respect for teachers and discipline. What do you think?有人认为,为了提高教育质量,我们应该鼓励高中生对自己的老师进行评估;别的人却认为这种评估是不尊重教师、违反学校纪律的行为。
雅思5.5基础课程阅读讲义-ielts-5.5-reading
雅思5.5根底阅读课程讲义UNIT 1 Education (3)UNIT 2 Food (5)UNIT 3 Health (8)UNIT 4 Media (10)Locating Information (15)UNIT 5 Practice 1 (18)UNIT 6 Advertising (20)UNIT 7 Learning to Speak (29)Summary Completion (31)UNIT 8 The Environment (31)Short Answers (34)UNIT 9 Sponsorship in Sport (34)UNIT 10 Practice 2 (39)Flowchart-Timeline Completion (41)UNIT 11 Transport (41)UNIT 12 Travel (49)UNIT 13 Technology (56)Labelling a Diagram (58)Unit14 Money (59)UNIT 15 Practice 3 (66)Multiple Choice (68)Labelling a Diagram (71)UNIT 17 Social Issues (72)IELTS Type Questions: Reading: for Details and for Main Ideas (74)Table Completion (74)UNIT 20 Practice 4 (80)Note Completion (82)UNIT 1 EducationEducation over the past 100 yearsAThe education of our young people is one of the most important aspects 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, teaching and assessment methods and the expectations of how both students and teachers should behave.词汇讲解:curriculum n. 教学大纲;reflect v. 反映;反射;assessment n. 评价;BTeaching 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 out of class as well. Teachers at that time were expected to set a good example to their pupils and to behave in a very virtuous and proper manner. Women teachers should not marry, nor shou ld they ‘keep company with men.' They had to wear long dresses and no bright colours and they were not permitted to dye their hair. They were not allowed to loiter 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 a week after five years of work for the local school.词汇讲解:manner n. 行为守那么;be expected to:被预期…表示将来时:be expected tobe predicted tobe perspective toCAs well as this long list of ‘dos' and ‘don'ts,' 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 the floor and keep the classroom tidy. However, despite this list of duties, little was stipulated about the content of the teaching, nor about assessment methods.DTeachers would have been expected to teach the three ‘r’s—reading, writing and arithmetic, and to teach the children about Christianity and read from the Bible every day. Education in those days was much simpler than it is today and covered basic literacy skills and religious education. They would almost certainly have used corporal punishment such as a stick or the strap 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. 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.词汇讲解:arithmetic:算数;literacy:文学,阅读;religious:的;discrimination:歧视;religious discrimination:歧视。
Tytope王陆雅思听力高分班讲义
生命中,不断地有人离开或进入。
于是,看见的,看不见的;记住的,遗忘了。
生命中,不断地有得到和失落。
于是,看不见的,看见了;遗忘的,记住了。
然而,看不见的,是不是就等于不存在?记住的,是不是永远不会消失?听力高分班讲义/ieltswang授课教师:王陆词汇检验生词SECTION 1 Questions 1-10Questions 1-4Complete the form below.Write NO MORE THAN THREE WORDS AND/OR NUMBERS for each answer.Questions 5-7Choose the correct letter, A, B or C.5. Sara requires aA. single room.B. twin room.C. triple room.6. She would prefer to live with aA. family.B. single person.C. couple.7. She would like to live in aA. flat.B. h ouse.C. studio apartment.Questions 8-10Complete the sentences below.Write NO MORE THAN ONE WORD for each answer.8.The ______________ will be $320.9.She needs to pay the rent by cash or cheque on a ______________ basis.10. She needs to pay her part of the ______________ bill.SECTION 2 Questions 11-20Questions 11-14Choose the correct letter, A, B or C.11. When is this year’s festival being held?A. 1-13 JanuaryB. 5-17 JanuaryC. 25-31 January12. What will the reviewer concentrate on today?A. theatreB. danceC. exhibitions13. How many circuses are there in the festival?A. oneB. twoC. several14. Where does Circus Romano perform?A. in a theatreB. in a tentC. in a stadium Questions 15-20Complete the notes below.Write NO MORE THAN THREE WORDS for each answer.SECTION 3 Questions 21-30 Questions 21-25Choose the correct letter, A, B or C.21. The man wants information on courses forA. people going back to college.B. postgraduate students.C. business executives.22. The 'Study for Success' seminar lasts forA. one day.B. two days.C. three days.23. In the seminar the work on writing aims to improveA. confidence.B. speed.C. clarity.24. Reading sessions help students to readA. analytically.B. as fast as possible.C. thoroughly.25. The seminar tries toA. prepare learners physically.B. encourage interest in learning.C. develop literacy skills.Questions 26-30Choose the correct letter, A, B or C.26. A key component of the course is learning how toA. use time effectively.B. stay healthy.C. select appropriate materials.27. Students who want to do the 'Study for Success' seminar shouldA. register with the Faculty Office.B. contact their Course Convenor.C. reserve a place in advance.28. The 'Learning Skills for University Study" course takes place onA. Monday, Wednesday and Friday.B. Monday, Tuesday and Wednesday.C. Monday, Thursday and Friday.29. A feature of this course isA. a physical training component.B. advice on coping with stress.C. a detailed weekly planner.30 . The man chooses the 'Study for Success' seminar becauseA. he is over forty.B. he wants to start at the beginning.C. he seeks to revise his skills.SECTION 4 Questions 31-40Questions 31 and 32Complete the notes below.Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.Questions 33-37Complete the table below.Write NO MORE THAN THREE WORDS for each answer.Question 38Choose TWO letters A-G.Which TWO facilities did the students request in the new Union building?A. a libraryB. a games roomC. a student health centreD. a mini fitness centreE. a large swimming poolF. a travel agencyG. a lecture theatreQuestion 39Choose the correct letter, A, B or C.Which argument was used AGAINST having a drama theatre?A. It would be expensive and no students would use it.B. It would be a poor use of resources because only a minority would use it.C. It could not accommodate large productions of plays.Question 40Choose TWO letters A-E.Which TWO security measures have been requested?A. closed-circuit TVB. show Union Card on entering the buildingC. show Union Card when askedD. spot searches of bagsE. permanent Security Office on siteSECTION 4I hope that this first session, which I’ve called An Introduction to British Agriculture, will providea helpful background to the farm visits you’ll be doing next week.I think I should start by emphasizing that agriculture still accounts for a very important part of this country’s economy. We are used to hearing the UK’s society and economy described as being ‘industrial’ or even ‘post-industrial’, but we mustn’t let this blind us to the fact that agriculture are its supporting industries still account for around 20% of our Gross National Product.This figure is especially impressive, I think, when you bear in mind how very small a percentage of the UK workforce is employed in agriculture. This is not a recent development – you would have to go back to 1750 or so to find a majority of the workforce in this Country working in agriculture. By the middle of the next century, in 1850 that is, it had fallen sharply to 10%, and then to 3% by the middle of the twentieth century.And now just 2% of the workforce contribute 20% of GNP. How is this efficiency achieved? Well, my own view is that it owes a great deal to a history, over the last 50 or 60 years, of intelligent support by the state, mainly taking the form of helping farmers to plan ahead. Then the two other factors I should mention, both very important, are the high level of training amongst the agricultural workforce. And secondly, the recognition by farmers of the value of investing in technology.Now, although the UK is a fairly small country, the geology and climate vary a good deal from region to region. For our purposes today we can divide the country broadly into three –I’ve marked them on the map here (indicates map).The region you’ll get to know best, of course, is the north, where we are at present. The land here is generally hilly, and the soils thin. The climate up here, and you’ve already had evidence of this, is generally cool and wet. As you will see next week, the typical farm here in the North is a small, family-run concern, producing mainly wool and timber for the market.If we contrast that with the Eastern region, over here, the east is flatter and more low-lying, with fertile soils and a mixed climate. Average farm-size is much bigger in the east, and farms are likely to be managed strictly on commercial lines. As for crops, well, the east is the UK’s great cereal-producing region. However, increasingly significant areas are now also given over to high quality vegetables for supply direct to the supermarkets.The third broad region is the west, where it’s a different story again. The climate is warmer than in the north and much wetter than in the east. The resulting rich soils in the west provide excellent pasture, and the farms there are quite large, typically around 800 hectares. The main products are milk, cheese and meat.So, clearly, there are marked differences between regions. But this does not prevent quite a strong sense of solidarity amongst the farming community as a whole, right across the country. This solidarity comes in part from the need to present a united front in dealing with other powerful interest-groups, such as government or the media. It also owes something to the close co-operation between all the agricultural training colleges, through which the great majority of farmers pass at the beginning of their careers. And a third factor making for solidarity is the national structure of the Farmers’ Union, of which virtu ally all farmers are members.Finally in this short talk, I would like to say a little about the challenges facing farmers in the next …场景机经图书馆I got the grade of (A plus) in my previous studies.Dina didn‟t attend the lecture because (It was cancelled )Dina advised against? a book by JespersonOnce entering the library, you need to register your name and (departmental/parental address)Students may make use of recall system and(a pink slip)(注:这里pink slip 指代书板)if you want to hand books or make inquiries, you may go to the (information desk)Students will be fined 违反规定需要罚款(25 pence)if they violate the rules.用图书馆的目的make (summaries)(另有答案填:essay plans / advice to essay)写essay 要列出(documents)documental …..exchange draft and (get/give feedbacks)(王陆提醒大家注意复数形式)录制录像21. People include : ……, ………, and ( students)22.Title: (A College Tour)23. 分工:(designer & writer)24. 下一次讨论的时间:Thursday25-26. 拍摄内容:(city overhead view)城市鸟瞰, (college close-up)校园特写27.Interviewee(采访对象): (teacher)28—30.选择:为什么采访普通教师不采访校长?28.第一个原因是选:C hard to approach (注意:校长难以接近)29.第二个是因为季节关系,影响作品质量,选:C quality30.第三个是想做成何种形式?选:B clear & informative (知识性的)学习The importance of study is not in exams; the most important is to:21.(enjoy your courses)22.(learn well)23. 考试之前要做好plan,需提前(6 weeks)24. 还要revision 要求:(immediately and regularly)25. 制定plan 要考虑到emergencies 和(breaks)的时间26. 若24 小时不复习,那所学的东西将忘记(80%)(数字先有个学生大概说了60%,是陷阱,后来老师说是80%)27-28 cramming the test (填鸭式的复习)的坏处是造成:27. (added panic)和28. (lack of sleep)29 科技课程中还包括:(biology) 新题目是:Review topic and decide on (order/priority)30 持续学习多久人就会累?(75 minutes)Section 321—24) Gap Filling:21. Occupation (cashier)22. How much to spend per week shopping (50 pounds),23. Where often go(big department store)24. What is difficult to buy (jeans)25—27)是一个圆形图, 反映消费的三种方式:25. 50%的人每月消费(45镑)26. 15%的人每月花(75镑)25. 35%的人每月花(20镑)28—30)填空:28.29.30.集体反映什么最难买(books, sportswear, trousers)Section 321--22选择题(三选一):21.来自9.7王陆老师03101的回忆:Kira chose the course because she 选:Bpleted her course in her home countryB.took 2-year course in her home countryC.wanted to study it原来的V29原题为:21. In her country Kira had: 选:BA.found her course difficultB.done 2 years for a courseC.complete a course22. 来自9.7王陆老师03101的回忆:In order to be successful in her study, Kira should 选CA. write fasterB. read fasterC.change her way of thinking (critical)原来的V29原题为:22. To succeed with assignment Kira had to: 选:AA. chang her way of thinking (这次王陆老师给大家统一了答案:)B. read fasterC.write faster23—25)填空完成句子题:Kira says that lectures are easier to 23. (approach) than in her home country.Paul suggest that Kira may be more 24. (familiar) than when she was studying before.Kira says that students want to discuss things that 25.(interest) them very much.26—30) 简答题(NO MORE THAN 3 WORDS):26. How did the students do their practical session?(与王陆老师的回忆一致)( in small groups)27. In the second semester how often did Kira work in a hospital? (every second day)28. How much full-time work did Kira do during the year? (2 weeks )29. Having completed the year, what did Kira feel? (much more confident)30. In addition to the language, what do overseas students need to?(the education system)Section 3全是选择题21. Where have three students been to? 选:A the same lectureA the same lectureB the different lecturesC Coffee22. What is Jane‟s problem ? 选:want to write down too much(Jane's difficulty to take down everything is Jane always attempts to write down too many things)23. Ian has the same problem?: 选borrow notes from his friends(Ian 也不行Ian always borrows other's notes /borrows notes from friends)24. Sally 是记笔记高手所以Ian问她对用recorder把lecture 的内容录下来回去再听整理笔记有何看法recording tape is?选:waste of time25. 接着她开始介绍经验要用活页本, 不能像Jane 那样, 而Jane用什么记笔记? 选B. spiral notebook26. 回去以后她会立即复习选:C.review promptly27. Sally说同时要taking headings, to help to review便于复习考试28. According to Ian, how can he emphasize? 选: repetition29. Where to take notes?选: margin or overhead30. Sally说要用abbreviationSally said that选: abbreviation is the best way to space out for saving timeSection 321-- 23)填空题:21. (Teacher)22. Students have (5)minutes to ask questions.23. The presentation won‟t be(assessed)24—27)搭配题Matching:A. 肯定will do in presentationB. 可能may do in presentationC. 不会will not do in presentation24. Geographic Location ――A.25. Economics――B.26. Education History--A.27. Language――C.28—30)图表题Table:3选1:21. Hiroko说那个topic他上次已作过一次presentation,显然选: He was not nervous about it.22. Spiro说其他人很奇怪, they just read out their notes,没新意. 她的作法应该是比他们要interesting一点,选: interesting23. What did Hiroko feel about his presentation? 选:BA. he is not confident (显然不对,他已有经验了,He was not nervous)B. he is unsatisfied(原文说“he feels no sense of satisfaction.”)C. he feels no sense of relief.24. What did Spiro feel about her presentation? 文中说其他人热烈讨论把她甩在一边.选:C. She found others know each other well. (她跟其他人不熟,所以她很难介入discussion。
雅思阅读技巧 PPT
• • • • • • • • • • • • •
indicate v. 指出; 象征; 显示 Research indicates that men find it easier to give up smoking than women. 研究表明,男人比女人更容易戒烟。 involved adj. 复杂的; 有关的 involve v. 包括, 使陷于 I got involved in a quarrel about the price. 我被卷入了一场有关价格的争吵。 issue n. 发行, 后果, 问题 v. 发行; 造成...结果; 流出; 使流出; 发行; 放出The government is trying to keep a low profile on this issue. 政府力图在这个问题上保持低姿态。 The leadership of the movement are in agreement on this issue. 这一运动的领导层对这个问题的看法一致。 The government adopted an uncompromising posture on the issue of independence. 政府在独立的问题上采取了毫不妥协的态度。
定位关键词(训练的瞬间记忆的过程,记住多个关键词) 数字年份日期 首字母大写 人名地名 特殊标点符号:引号, —— 斜体字黑体字 长单词或词组 生词 (花1分钟看题 然后划出题中关键词。再去原文中定位。)
雅思阅读定位技巧:
名词优先于动词、形容词、副词: e.g. Environmentalists take a pessimistic view of the world for a number of reasons. It would be best to attempt to slow down economic growth. Chimpanzees make particular noise when they are playing. 数字表达优先考虑: e.g. Data on the Earth’s natural resources has only been collected since 1972. The 1990 survey related to 550,000 consultations with alternative therapies
新版IELTS--G类阅读课程电子版教材
雅思写作G类阅读理解讲义主讲:耿耿北京新东方学校欢迎使用新东方在线电子教材教材说明:本讲义跟老师讲课的顺序一样,学员只需根据老师的声音按顺序学习即可!快速阅读的方法Strategy Two :Skim Reading 跳跃性阅读Practice 1Skim the following two sentences and get the main idea of each sentence.1)Tea plants are grown on tea plantations, called gardens or estates,in areas that havea great amount of rainfall and rich loamy soil.2)We are now promoting a true national network,composed of traffic_free paths quiet county roads,on_road cycle lanes and protected crossings.Strstegy Three :Scan ReadingWhen you are scanning to locate some specific information, it is not necessary to read and understand every word in the passage. On the contrary,your eyes search across, up,down and around the passage. Think about how you look up a word in a dictionary.You scan the page to find the word you are looking for,you don't read the page. The most important thing about scanning is speed.We do it quickly.Practice 1Answer question 1-4 quickly as possible using the text e your watch to time yourself.Itshould take you 1minute.1.How much of the human body is water ?2.How much water does the average person use for bathing?3.How many people die per day form diseases related dirty water?4.How many litres of water does it take to make one pair of leather shoes?True\False\Not Given的基本概念True :题目中的核心词与原文中的核心词相同、同意、同向以及题目是原文的归纳与总结。
剑桥雅思阅读7(test4)真题精讲
剑桥雅思阅读7(test4)真题精讲为了帮助大家更好地备考雅思阅读,下面小编给大家分享剑桥雅思阅读7原文翻译及答案解析(test4),希望对你们有用。
剑桥雅思阅读7原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Pulling strings to build pyramidsNo one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be ‘hanging in the air’.The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object.Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. ‘Coming from Iran, I have a keen interest in Middle Eastern science,’ he says. He too was puzzled by the picture that had sparked Clemmons’s interest. The object in the sky apparently had wings far too short and wide for a bird. ‘The possibility certainly existed that it was a kite,’ he says. And sincehe needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly above the tip of the horizontal column, with pulleys suspended from the scaffold’s apex. The idea was that as one end of the column rose, the base would roll across the ground on a trolley.Earlier this year, the team put Clemmons’s unlikely theory to the test, using a 40-square-metre rectangular nylon sail. The kite lifted the column clean off the ground. ‘We were absolutely stunned,’ Gharib says. ‘The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.’The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. ‘There was a huge initial force — five times larger than the steady state force,’ Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. ‘Whether they actually did is another matter,’ Gharib says.There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. ‘The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method,’ Gh arib says.Indeed, the experiments have left many specialists unconvinced. ‘The evidence for kite-lifting is non-existent,’ says Willeke Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment can’t reach. His idea is to build the arches horizontally, then lift them into place using kites.‘We’ve given him some design hints,’ says Gharib. ‘We’re just waiting for him to report back.’ So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21st century AD.Questions 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 It is generally believed that large numbers of people were needed to build the pyramids.2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.3 Gharib had previously done experiments on bird flight.4 Gharib and Graff tested their theory before applying it.5 The success of the actual experiment was due to the high speed of the wind.6 They found that, as the kite flew higher, the wind force got stronger.7 The team decided that it was possible to use kites to raise very heavy stones.Questions 8-13Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 8-13 on your answer sheet.Additional evidence for theory of kite-liftingThe Egyptians had 8.................., which could lift large pieces of9.................., and they knew how to use the energy of the wind from their skill as 10.................. .The discovery on one pyramid of an object which resembled a 11.................. suggests they may have experimented with 12.................. . In addition, over two thousand years ago kites were used in China as weapons, as well as for sending 13 .................. .READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Endless HarvestMore than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian Islands, a volcanic archipelago in the North Pacific, and learned of a land mass that lay farther to t he north. The islands’ native inhabitants called this land mass Aleyska, the ‘Great Land’; today, we know it as Alaska.The forty-ninth state to join the United States of America (in 1959), Alaska is fully one-fifth the size of the mainland 48 states combined. It shares, with Canada, the second longest river system in North America and has over half the coastline of the United States. The rivers feed into the Bering Sea and Gulf of Alaska —cold, nutrient-rich waters which support tens of millions of seabirds, and over 400 species of fish, shellfish, crustaceans, and molluscs. Taking advantage of this rich bounty, Alaska’s commercial fisheries have developed into some of the largest in the world.According to the Alaska Department of Fish and Game (ADF&G), A laska’s commercial fisheries landed hundreds of thousands of tonnes of shellfish and herring, and well over a million tonnes of groundfish (cod, sole, perch and pollock) in 2000. The true cultural heart and soul of Alaska’s fisheries,however, is salmon. ‘Salmon,’ notes writer Susan Ewing in The Great Alaska Nature Factbook, ‘pump through Alaska like blood through a heart, bringing rhythmic, circulating nourishment to land, animals and people.’ The ‘predictable abundance of salmon allowed some native cultur es to flourish,’ and ‘dying spawners_feed bears, eagles, other animals, and ultimately the soil itself.’ All five species of Pacific salmon — chinook, or king; chum, or dog; coho, or silver; sockeye, or red; and pink, or humpback —spawn_ in Alaskan waters, and 90% of all Pacific salmon commercially caught in North America are produced there. Indeed, if Alaska was an independent nation, it would be the largest producer of wild salmon in the world. During 2000, commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value of over $US260 million.Catches have not always been so healthy. Between 1940 and 1959, overfishing led to crashes in salmon populations so severe that in 1953 Alaska was declared a federal disaster area. With the onset of statehood, however, the State of Alaska took over management of its own fisheries, guided by a state constitution which mandates that Alaska’s natural resources be managed on a sustainable basis. At that time, statewide harvests totalled around 25 million salmon. Over the next few decades average catches steadily increased as a result of this policy of sustainable management, until, during the 1990s, annual harvests were well in excess of 100 million, and on several occasions over 200 million fish.The primary reason for such increases is what is known as ‘In-Season Abundance-Based Management’. There are biologists throughout the state constantly monitoring adult fish as they show up to spawn. The biologists sit in streamsidecounting towers, study sonar, watch from aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen know the approximate time of year when they will be allowed to fish, but on any given day, one or more field biologists in a particular area can put a halt to fishing. Even sport fishing can be brought to a halt. It is this management mechanism that has allowed Alaska salmon stocks —and, accordingly, Alaska salmon fisheries — to prosper, even as salmon populations in the rest of the United States are increasingly considered threatened or even endangered.In 1999, the Marine Stewardship Council (MSC)__commissioned a review of the Alaska salmon fishery. The Council, which was founded in 1996, certifies fisheries that meet high environmental standards, enabling them to use a label that recognises their environmental responsibility. The MSC has established a set of criteria by which commercial fisheries can be judged. Recognising the potential benefits of being identified as environmentally responsible, fisheries approach the Council requesting to undergo the certification process. The MSC then appoints a certification committee, composed of a panel of fisheries experts, which gathers information and opinions from fishermen, biologists, government officials, industry representatives, non-governmental organisations and others.Some observers thought the Alaska salmon fisheries would not have any chance of certification when, in the months leading up to MSC’s final decision, salmon runs throughout we stern Alaska completely collapsed. In the Yukon and Kuskokwim rivers, chinook and chum runs were probably the poorest since statehood; subsistence communities throughout the region, who normally have priority over commercial fishing, were devastated.The crisis was completely unexpected, but researchers believe it had nothing to do with impacts of fisheries. Rather, they contend, it was almost certainly the result of climatic shifts, prompted in part by cumulative effects of the el nino/la nina phenomenon on Pacific Ocean temperatures, culminating in a harsh winter in which huge numbers of salmon eggs were frozen. It could have meant the end as far as the certification process was concerned. However, the state reacted quickly, closing down all fisheries, even those necessary for subsistence purposes.In September 2000, MSC announced that the Alaska salmon fisheries qualified for certification. Seven companies producing Alaska salmon were immediately granted permission to display the MSC logo on their products. Certification is for an initial period of five years, with an annual review to ensure that the fishery is continuing to meet the required standards._spawners: fish that have released eggs_ spawn: release eggs__MSC: a joint venture between WWF (World Wildlife Fund) and Unilever, a Dutch-based multi-nationalQuestions 14-20Do the following statements agree with the information given in Reading Passage 2?In boxes 14-20 on your answer sheet, writeTRUE if the statement agrees with the information.FALSE if the statement contradicts the informationNOT GIVEN if there is no information on this14 The inhabitants of the Aleutian islands renamed their islands ‘Aleyska.’15 Alaska’s fisheries are owned by some of the world’s largest companies.16 Life in Alaska is dependent on salmon.17 Ninety per cent of all Pacific salmon caught are sockeye or pink salmon.18 More than 320,000 tonnes of salmon were caught in Alaska in 2000.19 Between 1940 and 1959, there was a sharp decrease in Alaska’s salmon populati on.20 During the 1990s, the average number of salmon caught each year was 100 million.Questions 21-26Complete each sentence with the correct ending, A-K, below.Write the correct letter, A-K, in boxes 21-26 on your answer sheet.21 In Alaska, biologists keep a check on adult fish22 Biologists have the authority23 In-Season Abundance-Based Management has allowed the Alaska salmon fisheries24 The Marine Stewardship Council (MSC) was established25 As a result of the collapse of the salmon runs in 1999, the state decided26 In September 2000, the MSC allowed seven Alaska salmon companiesA to recognize fisheries that care for the environment.B to be successful.C to stop fish from spawning.D to set up environmental protection laws.E to stop people fishing for sport.F to label their products using the MSC logo.G to ensure that fish numbers are sufficient to permit fishing.H to assist the subsistence communities in the region.I to freeze a huge number of salmon eggs.J to deny certification to the Alaska fisheries.K to close down all fisheries.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.EFFECTS OF NOISEIn general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet’, an experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did interfere with the subject’s ability to repeat numbers while tracking (Finkelman and Glass, 1970).Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to ‘tune out’ chronic background noise, even if it is quite loud, than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the burstsUnpredictable Noise Predictable Noise AverageLoud noise 40.1 31.8 35.9Soft noise 36.7 27.4 32.1Average 38.4 29.6Table 1: Proofreading Errors and Noiseoccurred at random intervals (unpredictable noise). Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment. But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.Predictability is not the only variable that reduces oreliminates the negative effects of noise. Another is control. If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and Singer, 1972). Just the knowledge that one has control is sufficient.The studies discussed so far exposed people to noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools near Los Angeles’s busiest airport with students who attended schools in quiet neighbourhoods (Cohen et al., 1980). It was found that children from the noisy schools had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.Questions 27-29Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-29 on your answer sheet.27 The writer suggests that people may have difficultysleeping in the mountains becauseA humans do not prefer peace and quiet to noise.B they may be exposed to short bursts of very strange sounds.C humans prefer to hear a certain amount of noise while they sheep.D they may have adapted to a higher noise level in the city.28 In noise experiments, Glass and Singer found thatA problem-solving is much easier under quiet conditions.B physiological arousal prevents the ability to work.C bursts of noise do not seriously disrupt problem-solving in the long term.D the physiological arousal of control subjects declined quickly.29 Researchers discovered that high noise levels are not likely to interfere with theA successful performance of a single task.B tasks of pilots or air traffic controllers.C ability to repeat numbers while tracking moving lines.D ability to monitor three dials at once.Questions 30-34Complete the summary using the list of words and phrases, A-J, below.Write the correct letter, A-J, in boxes 30-34 on your answer sheet.NB You may use any letter more than once.Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which 30..................noise occurs. Subjects were divided into groups to perform a task. Some heard loud burstsof noise, others soft. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to 31..................noise. The predictable noise group 32..................the unpredictable noise group on this task.In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise 33..................the group which had been exposed to predictable noise. The group which had been exposed to loud predictable noise performed better than those who had heard soft, unpredictable bursts. The results suggest that 34..................noise produces fatigue but that this manifests itself later.A no control overB unexpectedC intenseD the same amount ofE performed better thanF performed at about the same level asG noH showed more irritation thanI made more mistakes thanJ different types ofQuestions 35-40Look at the following statements (Questions 35-40) and the list of researchers below.Match each statement with the correct researcher(s), A-E.Write the correct letter, A-E, in boxes 35-40 on your answer sheet.NB You may use any letter more than once.35 Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks.36 Long-term exposure to noise can produce changes in behaviour which can still be observed a year later.37 The problems associated with exposure to noise do not arise if the subject knows they can make it stop.38 Exposure to high-pitched noise results in more errors than exposure to low-pitched noise.39 Subjects find it difficult to perform three tasks at the same time when exposed to noise.40 Noise affects a subject’s capacity to repeat numbers while carrying out another task.List of ResearchersA Glass and SingerB BroadbentC Finkelman and GlassD Cohen et al.E None of the above剑桥雅思阅读7原文参考译文(test4)PASSAGE 1 参考译文:线牵金字塔没有人知道金字塔到底是怎么建成的。
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雅思阅读讲义ppt课件
阅读的词汇量要求最大,熟 练度较低
3
雅思阅读考试与题型分析
听力结束后开始,1小时时间 阅读量:3篇文章,共2000-2750词 文章来源:报纸,书籍,杂志,学术期刊。至少一篇议论文 假设口语速度为125 Words/分钟,仅仅看完以上3篇文章就需要20
分钟+,所以没有必要把文章读完再做题。
雅思阅读—模板法
Lesson 1 简介
1
目录
雅思阅读考试与题型分析 试题拆解与攻略 试题常见陷阱与分析2雅思阅读考试与题型分析
刘洪波-雅思阅读真经(YY)
III. How to understand more “天下间的所有阅读考题只有一种命题方式,无论雅思托福、 四六级考研、GRE、GMAT。”
III. How to understand more
《剑桥雅思7》第25页第21题。 文章标题:Make every drop count 题型:TRUE/FALSE/NOT GIVEN
IV. Secrets to Headings
V. Hot Topics 12/01/12 雪崩 Avalanche 12/09/06 吉尔伯特 和磁场 Magnetism
V. Hot Topics
12/02/04 奥运火炬 Olympic Torch
12/03/08 飓风 Hurricane
题目:Feeding increasing populations is possible due primarily to improved irrigation system.
原文:Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world’s food.
各种跟风
直接抄袭
VI. Coming Next
P.S. Tips for IETLS Candidates
Listening Reading Writing Speaking
Where to find me?
II. How to read faster 1. 物理疗法 NO SOUND
剑桥雅思阅读7(test1)真题解析
剑桥雅思阅读7(test1)真题解析为了帮助大家更好地备考雅思阅读,下面小编给大家分享剑桥雅思阅读7真题及答案解析(test1),希望对你们有用。
剑桥雅思阅读7原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Let’s Go BatsA Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals. In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious mass extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.B Bats have an engineering problem: how to find their way and find their prey in the absence of light. Bats are not the only creatures to face this difficulty today. Obviously the night-flying insects that they prey on must find their way about somehow.Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. Plenty of other modern animals make their living in conditions where seeing is difficult or impossible.C Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesn’t req uire a prohibitive amount of energy: a male’s tiny pinprick of light can be seen by a female from some distance on a dark night, since her eyes are exposed directly to the light source itself. However, using light to find one’s own way around requires vast ly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about.D What else might the engineer think of? Well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name ‘facial vision’, because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facialvision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out, really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second World War relied heavily on these devices, under such codenames as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.E The Sonar and Radar pioneers didn’t know it then, but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their ‘radar’ achieves feats of detection and navigation that would strike an engineer dumb with admiration. It is technically incorrect to talk about bat ‘radar’, since they do not use radio waves. It is sonar. But the underlying mathematical theories of radar and sonar are very similar, and much of our scientific understanding of the details of what bats are doing has come from applying radar theory to them. The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation’ to cover both sonar and radar, whether used by animals or by human instruments.Questions 1-5Reading Passage 1 has five paragraphs, A-E.Which paragraph contains the following information?Write the correct letter, A-E, in boxes 1-5 on your answer sheet.NB You may use any letter more than once.1 examples of wildlife other than bats which do not rely on vision to navigate by2 how early mammals avoided dying out3 why bats hunt in the dark4 how a particular discovery has helped our understanding of bats5 early military uses of echolocationQuestions 6-9Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 6-9 on your answer sheet.Facial VisionBlind people report that so-called ‘facial vision’ is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a 6……………arm or leg might be felt. The ability actually comes from perceiving 7……………through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8………………of the seabed. This was followed by a wartime application in devices for finding 9…………………………Questions 10-13Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 10-13 on your answer sheet.10 Long before the invention of radar, …………… had resulted in a sophisticated radar-like system in bats.11 Radar is an inaccurate term when referring to bats because………… are not used in their navigation system.12 Radar and sonar are based on similar ………… .13 The word ‘echolocation’ was first used by someone working as a ……… .READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-20Reading Passage 2 has seven paragraphs, A-H.Choose the correct heading for paragraphs A and C-H from the list of headings below.Write the correct number, i-xi, in boxes 14-20 on your answer sheet.List of Headingsi Scientists’ call for a revision of policyii An explanation for reduced water useiii How a global challenge was metiv Irrigation systems fall into disusev Environmental effectsvi The financial cost of recent technological improvements vii The relevance to healthviii Addressing the concern over increasing populationsix A surprising downward trend in demand for waterx The need to raise standardsxi A description of ancient water supplies14 Paragraph AExample AnswerParagraph B iii15 Paragraph C16 Paragraph D17 paragraph E18 paragraph F19 paragraph G20 paragraph HMAKING EVERYDROP COUNTA The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.C Yet there is a dark side to this picture: despite our progress,half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers_are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions._underground stores of waterE At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority —ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are no w demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasinglyconsidered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen.G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons_of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) —almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.Questions 21-26Do the following statements agree with the information given in Reading Passage 2?In boxes 21-26 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this21 Water use per person is higher in the industrial world than it was in Ancient Rome.22 Feeding increasing populations is possible due primarily to improved irrigation systems.23 Modern water systems imitate those of the ancient Greeks and Romans.24 Industrial growth is increasing the overall demand for water.25 Modern technologies have led to a reduction in domestic water consumption.26 In the future, governments should maintain ownership of water infrastructures.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40,which are based on Reading Passage 3 below.EDUCATING PSYCHEEducating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details —the colour, the binding, the typeface, the table at the library where we sat while studying it — than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore madeindirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be c overed, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students donot focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assi st the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.While suggestopedia has gained some notoriety throughsuccess in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.Questions 27-30Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-30 on your answer sheet.27 The book Educating Psyche is mainly concerned withA the power of suggestion in learning.B a particular technique for learning based on emotions.C the effects of emotion on the imagination and the unconscious.D ways of learning which are not traditional.28 Lozanov’s theory claims that, when we try to remember things,A unimportant details are the easiest to recallB concentrating hard produces the best results.C the most significant facts are most easily recalled.D peripheral vision is not important.29 In this passage, the author uses the examples of a book and a lecture to illustrate thatA both of these are important for developing concentration.B his theory about methods of learning is valid.C reading is a better technique for learning than listening.D we can remember things more easily under hypnosis.30 Lozanov claims that teachers should train students toA memorise details of the curriculum.B develop their own sets of indirect instructions.C think about something other than the curriculum content.D avoid overloading the capacity of the brain.Questions 31-36Do the following statements agree with the information given in Reading Passage 37In boxes 31-36 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 this31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding.33 In the follow-up class, the teaching activities are similar to those used in conventional classes.34 As an indirect benefit, students notice improvements in their memory.35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.Questions 37-40Complete the summary using the list of words, A-K, below.Write the correct letter, A-K, in boxes 37-40 on your answer sheet.Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits thata certain amount of 37..............is necessary in order to convince students, even if this is just a 38.............. . Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39.............., the results of most other teachers using this method have been40.............. .A spectacularB teachingC lessonD authoritarianE unpopularF ritualG unspectacular H placebo I involvedJ appropriate K well known剑桥雅思阅读7原文参考译文(test1)TEST 1 PASSAGE 1参考译文:走近蝙蝠A在黑暗中如何找到方向是蝙蝠面临的一大问题。
环球雅思-三口全部讲义1-20
英语口译三级精讲班第1讲讲义一、背景1、翻译资格考试从2003年12月底开始实施的全国翻译资格(水平)考试(CATTI),英文叫China Aptitude Test for Translators and Interpreters,缩写叫CATTI。
是由国家人事部委托中国外文局负责实施与管理的一个面向全国的翻译专业资格考试,分为7个语种4个等级(资深翻译与一级、二级、三级口译、笔译翻译)进行,不对报名者的学历、资历、职业做出限定,强调"以能力标准为核心"的翻译资格标准。
翻译专业资格考试,最重要的特点就是翻译资格认证的权威性。
此外,全国翻译专业资格(水平)考试独特之处是深化职称改革。
过去获得职称必须通过评审,现在,如果通过全国翻译专业资格(水平)考试三级笔译或口译考试,就可以申请获得助理翻译职称。
助理翻译是翻译专业系列初级职称。
通过了二级笔译或口译考试,也可以申请翻译职称。
翻译职称是翻译专业系列中级职称。
全国翻译专业资格(水平)考试的设立,旨在将来和一些得到国际公认的翻译考试资格认证的发达国家,进行资格的互相承认,比如英国、澳大利亚等英语国家都已经有了自己的翻译资格认证。
到那个时候我们的翻译资格考试证书就成为了一个“国际驾照”。
全国翻译专业资格(水平)考试三级口译的基本要求是掌握5000个以上英语词汇,初步了解中国和英语国家的文化背景知识,能胜任一般场合的交替传译。
2、英语口译实务3级考试英语口译实务3级考试含对话英汉互译(20%)、语篇英汉交替传译(40%,约500-650个单词)和语篇汉英交替传译(40%,约300-400个单词)。
考试时间为30分钟。
3、英语口译实务3级课程为了帮助大家提高口译实战的能力及备考的能力,我们开设这门3级“口译实务”课程。
本课程一共16个单元,内容按照3级考试的题型分为对话英汉互译和语篇英汉互译。
每个单元围绕一个主题展开,第一个主题就是“礼仪祝词”。
雅思听力7.0课程讲义全
雅思课程听力讲义第二讲第一节考试介绍Ielts常考题型1,表格题:个人信息表格有横纵轴的表格表格中的完成句子2,完成句子: 单句提纲填空总结填空3,问答题:1-3需要边听边写的能力4,选择题:单项选择多项选择边听边读Ielts次常考题型1,地图题:选字母(P65)/写地名(剑桥四P13)--方向感2,搭配题:P94--边听边读/抽象思维。
很多题干,很多项选择项Ielts不常考题型1,判断改错题2,图画题3,图例题4,推理题第二节常考场景1,SURVIVAL:住宿:价钱、环境、设施的选择/家乡:where are u from度假/:where how 肿么安排活动:时间、参与人物2,ACADEMIC:新生入学orientation, registration图书馆booklist/layout上述6个话题一般在S1和S2出现3---作业/研究/选课 assignment data deadline questionnaire compulsory 4---教师讲课galaxy 银河Peregrine Falcon 游隼kangaroo koalaNeolithic Jurassic Cambrian评分标准13-16=4.5-517-23=5.5-624-30=6.5-731-35=7.5-8TEXT 1SECTION 1 Questions 1-10Question 1-5Compete the form belowWhite only ONE WORD or NUMBER, or TICK (√ ) for each answer.个人信息表格考前须知1,信息修正(听写)标记:分为全部否认和局部否认。
标志词——否认.no not avoid hate dislike unable转折while but however whereas on the other hand nevertheless改 change amendment a second thought2,速度陷阱:答案局部语速较快、轻读。
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雅思精讲阅读班精讲班第7讲讲义Questions 22-24What is a dinosaur?A. Although the name dinosaur is derived from the Greek for “terrible lizard”, dinosaurs were not, in fact,lizards at all. Like lizards, dinosaurs are included in the class Reptilia, or reptiles, one of the five main classes of Vertebrata, animals with backbones. However, at the next level of classification, within reptiles, significant differences in the skeletal anatomy of lizards and dinosaurs have led scientists to place these groups of animals into two different superorders: Lepidosauria, or lepidosaurs, and Archosauria, or archosaurs.B. Classified as lepidosaurs are lizards and snakes and their prehistoric ancestors. Included among the archosaurs, or “ruling reptiles”, are prehistoric and modern crocodiles, and the now extinct thecondonts, pterosaurs and dinosaurs. Paleontologists believe that both dinosaurs and crocodiles evolved, in the later years of the Triassic Period (c. 248-208 million years ago), from creatures called pseudosuchian thecodonts. Lizards, snakes and different types of thecondont are believed to have evolved earlier in the Triassic Period from reptiles known as eosuchians.C. The most important skeletal differences between dinosaurs and other archosaurs are in the bones of the skull, pelvis and limbs. Dinosaur skulls are found in a great range of shapes and sizes, reflecting the different eating habits and lifestyles of a large and varied group of animals that dominated life on Earth for an extraordinary 165 million years. However, unlike the skulls of any other known animals, the skulls of dinosaurs had two long bones known as vomers. These bones extended on either side of the head, from the front of the snout to the level of the holes in the skull known as the antorbital fenestra, situated in front of the dinosaur’s orbits or eyesockets.D. All dinosaurs, whether large or small, quadrupedal or bipedal, fleet-footed or slow-moving, shared a common body plan. Identification of this plan makes it possible to differentiate dinosaurs from any other types of animal, even other archosaurs. Most significantly, in dinosaurs, the pelvis and femur had evolved so that the hind limbs were held vertically beneath the body, rather than sprawling out to the sides like the limbs of a lizard. The femur of a dinosaur had a sharply in-turned neck and a ball-shaped head, which slotted into a fully open acetabulum or hip socket. A supra-acetabular crest helped prevent dislocation of the femur. The position of the knee joint, aligned below the acetabulum, made it possible for the whole hind limb to swing backwards and forwards. This unique combination of features gave dinosaurs what is know as a “fully improved gait”. Evolution of this highly efficient method of walking also developed in mammals,but among reptiles it occurred only in dinosaurs.E. For the purpose of further classification, dinosaurs are divided into two orders: Saurischia, or saurischian dinosaurs, and Ornithischia, or ornithischian dinosaurs. This division is made on the basis of their pelvic anatomy. All dinosaurs had a pelvic girdle with each side comprised of three bones: the pubis, llium and ischium. However, the orientation of these bones follows one of two patterns. In saurischian dinosaurs, also known as lizard-hipped dinosaurs, the pubis points forwards, as is usual in most types of reptile. By contrast, in ornithischian, or bird-hipped, dinosaurs, the pubis points backwards towards the rear of the animal, which is also true of birds.(26F. Of the two orders of dinosaurs, the Saurischia was the larger and the first to evolve. It is divided into two suborders: Therapoda, or therapods, and Sauropodomorpha, or sauropodomorphs. The therapods, or “beast feet”, were bipedal, predatory carnivores. They ranged in size from the mighty Tyrannosaurus rex, 12m long, 5.6m tall and weighing as estimated 6.4 tonnes, to the smallest known dinosaur, Compsognathus, a mere 1.4m long and estimated 3kg in weight when fully grown. The sauropodomorphs, or “lizard feet forms”, included both bipedal and quandrupedal dinosaurs. Some sauropodomorphs were carnivorous or omnivorous but later species were typically herbivorous. They included some of the largest and best-known of all dinosaurs, such as Diplodocus, a huge quadruped with an elephant-like body, a long, thin tail and neck that gave it a total length of 27m, and a tiny head.G. Ornithischia dinosaurs were bipedal or quadrupedal herbivores. They are now usually divided into three suborders: Ornithipoda, Thyreophora and Marginocephalia. The ornithopods, or “bird feet”, both large and small, could walk or run on their long hind legs, balancing their body by holding their tails stiffly off the ground behind them. An example is lguanodon, up to 9m long, 5m tall and weighing 4.5 tonnes. The thyreophorans, or “shield bearers”, also known as armoured dinosaurs, were quadrupeds with rows of protective bony spikes, studs, or plates along their backs and tails. They included Stegosaurus, 9m long and weighing 2 tonnes.H. The marginocephalians, or “margined heads”, were bipedal or quadrupedal ornithischians with a deep bony frill or narrow shelf at the back of the skull. An example is Triceratops a rhinoceros-like dinosaur, 9m long, weighing 5.4 tonnes and bearing a prominent neck frill and three large horns.Questions 22-24Complete the sentences below. Use NO MORE THAN THREE WORDS from the passage for each blank space.Write your answers in Boxes 22-24 on your answer sheet.22.Lizards and dinosaurs are classified into two different superorders because of the difference intheir .23. In the Triassic period, evolved into thecondonts, for example, lizards and snakes.24.Dinosaur skulls differed from those of any other known animals because of the presence o .f vomers:。