最新雅思阅读基础段1-修正版.pdf
雅思阅读练习题(打印版)
雅思阅读练习题（打印版）题目一：环境变化对生物多样性的影响问题：1. 环境变化对生物种群的总体影响是什么？2. 为什么某些物种能够适应环境变化而其他物种则不能？3. 人类活动如何影响生物多样性？4. 保护生物多样性的措施有哪些？题目二：教育对个人发展的重要性问题：1. 教育如何影响个人的职业发展？2. 教育对于社会经济发展的作用是什么？3. 为什么终身学习是现代社会的一个重要趋势？4. 教育不平等问题如何解决？题目三：城市化进程中的挑战问题：1. 城市化给环境带来了哪些挑战？2. 城市化如何影响社会结构？3. 城市化进程中，政府应如何平衡经济发展与居民生活质量？4. 城市化对农村地区的影响有哪些？题目四：健康生活方式的重要性问题：1. 健康生活方式对于预防疾病的作用是什么？2. 为什么运动是健康生活方式的重要组成部分？3. 健康饮食的重要性体现在哪些方面？4. 如何克服不良生活习惯，培养健康的生活方式？题目五：科技在教育中的应用问题：1. 科技如何改变传统的教育模式？2. 在线教育与传统教育相比有哪些优势和劣势？3. 科技在教育中应用的挑战有哪些？4. 如何确保科技在教育中的有效应用？题目六：气候变化的全球影响问题：1. 气候变化对全球经济的潜在影响是什么？2. 气候变化如何影响农业和粮食安全？3. 应对气候变化的国际合作现状如何？4. 个人和社区如何参与到应对气候变化的行动中？题目七：社交媒体对人际关系的影响问题：1. 社交媒体如何改变人们的交流方式？2. 社交媒体对青少年心理健康的影响是什么？3. 社交媒体在社会运动中的作用有哪些？4. 如何平衡社交媒体的使用与现实生活的联系？题目八：旅游业对经济和文化的影响问题：1. 旅游业对当地经济的促进作用是什么？2. 旅游业如何影响文化遗产的保护？3. 旅游业对环境的负面影响有哪些？4. 可持续旅游的概念及其重要性是什么？请根据以上题目进行阅读练习，注意理解文章主旨，掌握细节信息，并能够回答相关问题。
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{。
雅思阅读教材完整版
阅读20课时课程框架1- 2 英语基本概念+从句判断3- 4 配对题----heading题5- 6 配对题----which paragraph题+sentence ending题7-8 配对题----detail matching题+classify题9-10 判断题111-12 判断题213-14 摘要题+填空题15-16 选择题17-18 简答题19-20 平行阅读法英语基本概念(一)十大词性：八大句子成分：(二)句子核心：句子主干举例：长得乖巧的常被邻居夸奖但今天却被妈妈骂了的小明不开心地看似有点想不开的步履蹒跚地走过了这条五年前由他爸爸主持修建的桥。
主干：句子能称为句子，一定是有动词的。
造句练习：1.他造了一座桥。
2.他和我在一起。
1.2.五大基本句型 3.4.5.区分下列句式：(1) Xiaoming finds food bitter.(2) Xiaoming finds food bitterly.(3) Xiaoming finds his little sister some bitter food.造句并说明句型1.汽车使交通变得方便。
2.我给你找了个房子。
3.人们认为猴子很奇怪。
(三)长难句：1.加入复杂修饰成分：形容词，介词短语等2.加入复杂结构：插入语等3.合并多个句子：并列句& 主从句(四)从句概念：八大句子成分中，除谓语动词和补语外，当一个句子充当某成分时，该从句就叫做某某从句。
如一个句子做主语，则该从句叫主语从句。
1. ________从句+动词2. 实义动词+________从句主干性从句(五)六大从句判断标准 3. 系动词+________从句4. 具体名词+________从句5. 抽象名词+________从句修饰性从句6. ______从句，去掉不影响句子完整度(六)六大从句共同特点：1.有连词（可省略）且置于从句句首2.连词在句中做成分，有意思（that除外）3.从句用陈述语序（让步状语从句例外）验证：他住在哪里？我不知道他住在哪里。
剑桥雅思阅读理解解析含翻译
剑桥雅思8-第三套试题-阅读部分-P A S S A G E1-阅读真题原文部分:READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Striking Back at Lightning With LasersSeldom is the weather more dramatic than when thunderstorms strike. Their electrical fury inflicts death or serious injury on around 500 people each year in the United States alone. As the clouds roll in, a leisurely round of golf can become a terrifying dice with death - out in the open, a lone golfer may be a lightning bolt's most inviting target. And there is damage to property too. Lightning damage costs American power companies more than $100 million a year.But researchers in the United States and Japan are planning to hit back. Already in laboratory trials they have tested strategies for neutralising the power of thunderstorms, and this winter they will brave real storms, equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can strike.The idea of forcing storm clouds to discharge their lightning on command is not new. In the early 1960s, researchers tried firing rockets trailing wires into thunderclouds to set up an easy discharge path for the huge electric charges that these clouds generate. The technique survives to this day at a test site in Florida run by the University of Florida, with support from the Electrical Power Research Institute EPRI, based in California. EPRI, which is funded by power companies, is looking at ways to protect the United States' power grid from lightning strikes. 'We can cause the lightning to strike where we want it to using rockets, ' says Ralph Bernstein, manager of lightning projects at EPRI. The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how electrical equipment bears up.Bad behaviourBut while rockets are fine for research, they cannot provide the protection from lightning strikes that everyone is looking for. The rockets cost around $1, 200 each, can only be fired at a limited frequency and their failure rate is about 40 per cent. And even when they do trigger lightning, things still do not always go according to plan. 'Lightning is not perfectly well behaved, ' says Bernstein. 'Occasionally, it will take a branch and go someplace it wasn't supposed to go. ' And anyway, who would want to fire streams of rockets in a populated area 'What goes up must come down, ' points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project, which is backed by EPRI, to try to use lasers to discharge lightning safely - and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk. With around $500, 000 invested so far, a promising system is just emerging from the laboratory.The idea began some 20 years ago, when high-powered lasers were revealing their ability to extract electrons out of atoms and create ions. If a laser could generate a line of ionisation in the air all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth, before the electric field becomes strong enough to break down the air in an uncontrollable surge. To stop the laser itself being struck, it would not be pointed straight at the clouds. Instead it would be directed at a mirror, and from there into the sky. The mirror would be protected by placing lightning conductors close by. Ideally, the cloud-zapper gunwould be cheap enough to be installed around all key power installations, and portable enough to be taken to international sporting events to beam up at brewing storm clouds.A stumbling blockHowever, there is still a big stumbling block. The laser is no nifty portable: it's a monster that takes up a whole room. Diels is trying to cut down the size and says that a laser around the size of a small table is in the offing. He plans to test this more manageable system on live thunderclouds next summer.Bernstein says that Diels's system is attracting lots of interest from the power companies. But they have not yet come up with the $5 million that EPRI says willbe needed to develop a commercial system, by making the lasers yet smaller and cheaper. 'I cannot say I have money yet, but I'm working on it, ' says Bernstein. He reckons that the forthcoming field tests will be the turning point - and he's hoping for good news. Bernstein predicts 'an avalanche of interest and support' if all goes well. He expects to see cloud-zappers eventually costing 100, 000 each.Other scientists could also benefit. With a lightning 'switch' at their fingertips, materials scientists could find out what happens when mighty currents meet matter. Diels also hopes to see the birth of 'interactive meteorology' - not just forecasting the weather but controlling it. 'If we could discharge clouds, we might affect the weather, ' he says.And perhaps, says Diels, we'll be able to confront some other meteorological menaces. 'We think we could prevent hail by inducing lightning, ' he says. Thunder, the shock wave that comes from a lightning flash, is thought to be the trigger for the torrential rain that is typical of storms. A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops. With luck, as the storm clouds gather this winter, laser-toting researchers could, for the first time, strike back.Questions 1-3Choose the correct letter, A, B, C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 The main topic discussed in the text isA the damage caused to US golf courses and golf players by lightning strikes.B the effect of lightning on power supplies in the US and in Japan.C a variety of methods used in trying to control lightning strikes.D a laser technique used in trying to control lightning strikes.2 According to the text, every year lightningA does considerable damage to buildings during thunderstorms.B kills or injures mainly golfers in the United States.C kills or injures around 500 people throughout the world.D damages more than 100 American power companies.3 Researchers at the University of Florida and at the University of New MexicoA receive funds from the same source.B are using the same techniques.C are employed by commercial companies.D are in opposition to each other.Questions 4-6Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-6 on your answer sheet.4 EPRI receives financial support from………………………….5 The advantage of the technique being developed by Diels is that it can be used……………… .6 The main difficulty associated with using the laser equipment is related to its……………….Questions 7-10Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 7-10 on your answer sheet.In this method, a laser is used to create a line of ionisation by removing electrons from 7 …………………………. This laser is then directed at 8 ………………………… in order to control electrical charges, a method which is less dangerous than using 9 …………………………. As a protection for the lasers, the beams are ai med firstly at 10………………………….A cloud-zappersB atomsC storm cloudsD mirrorsE techniqueF ionsG rockets H conductors I thunderQuestions 11-13Do the following statements agree with the information given in Reading Passage 1In boxes 11-13 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 this11 Power companies have given Diels enough money to develop his laser.12 Obtaining money to improve the lasers will depend on tests in real storms.13 Weather forecasters are intensely interested in Diels's system. READING PASSAGE 1篇章结构体裁说明文主题用激光回击闪电结构第1段：闪电带来的危害第2段：科研人员正在研究回击闪电的方法第3段：先前的闪电回击术介绍第4段：火箭回击术的缺陷第5段：更安全的激光回击术第6段：激光回击术的技术原理第7段：激光回击术的缺陷第8段：通过实地实验改进激光回击术第9段：激光回击术对其他学科也有益处第10段：激光回击术的其他用途解题地图难度系数：★★★解题顺序：按题目顺序解答即可友情提示：烤鸭们注意：本文中的SUMMARY题目顺序有改变,解题要小心；MULTIPLE CHOICE的第三题是个亮点,爱浮想联翩的烤鸭们可能会糊掉;必背词汇1. inflict v. 造成The strikes inflicted serious damage on the economy. 罢工给经济造成了重大损失;2. inviting adj. 吸引人的The log fire looked warm and inviting. 篝火看上去温暖而诱人;3. property n. 财产；属性The hotel is not responsible for any loss or damage to guests’ personal property.酒店不承担宾客的任何个人财产的丢失或损坏;a herb with healing properties具有治疗效果的草药physical/chemical properties物理特性/化学特性4. fund v. 资助,投资The project is jointly funded by several local companies. 这个项目得到了当地几家公司的联合资助;government-funded research政府资助的研究5. back v. 支持,帮助The scheme has been backed by several major companies in the region.这个项目得到了该地区几家大公司的支持;Some suspected that the rebellion was backed and financed by the US.有人怀疑这次叛乱是由美国主使并资助的;6. discharge v. 放电；排出Both forms are readily gasified by electrical discharge without leaving any tangible residue.两种形态都易被放电气化而不剩任何可触察的残余;7. emerge v. 出现,浮现The sun emerged from behind the clouds. 太阳从云朵中探出头来;Eventually the truth emerged. 真相最终浮出水面;8. reveal v. 展现,显示；揭示,泄露He may be prosecuted for revealing secrets about the security agency.他可能会因为泄露国安局机密而遭检控;He revealed that he had been in prison twice before. 他透露说他曾经坐过两次牢;9. generate v. 使产生The program would generate a lot of new jobs. 这项计划会创造很多新职位;Tourism generates income for local communities. 旅游业给当地社区带来了收入;10. surge n. 涌流：猛增a surge of excitement一阵兴奋a surge of refugees into the country 涌入该国的难民潮a surge in food costs食品价格猛涨11. install v. 安装They've installed the new computer network at last. 他们最终安装了新的计算机网络;Security cameras have been installed in the city centre. 市中心安装了安全摄像头;12. nifty adj. 灵便的a nifty little gadget for squeezing oranges一个榨橘子汁用的灵便小工具13. in the offing即将发生的Big changes were in the offing. 剧变即将发生;认知词汇dramatic adj. 激动人心的fury n. 狂怒,狂暴本文中指雷暴电流leisurely adv. 轻松地dice with death拿性命开玩笑neutralize v. 中和brave v. 勇敢地面对armoury n. 军械库on command 按指令power grid 电力网precise adj. 精确的voltages n. 电压frequency n. 频率failure rate 失败率trigger v. 激发,触发branch n. 岔路populated adj. 人口密集的extract v. 提取atom n. 原子ion n. 离子ionization n. 离子化electric field 电场conductor n. 导体sporting event体育项目stumbling block 绊脚石monster n. 庞然大物manageable adj. 易管理的yet adv. 尚未；还没有come up with 准备好；提供reckon v. 料想,预计forthcoming adj. 即将来临的field test 实地测试turning point 转折点an avalanche of似雪片般的current n. 电流matter n. 物质interactive meteorology互动气象学confront v. 面临,对抗menace n. 威胁hail n. 冰雹torrential rain 暴雨moisture n. 水汽giant hailstone 大冰雹佳句赏析1. If a laser could generate a line of ionisation in the air all the way up toa storm could, this conducting path could be used to guide lightning to Earth, beforethe electric field becomes strong enough to break down the air in an uncontrollable surge.参考译文：如果激光器能够生成一条直达暴雨云的离子线,就可以在闪电电场增强为一股无法控制的涌流并击破空气之前,用这条传导通道把电荷引导到地面上来;语言点：状语从句——条件状语从句条件状语从句的连接词主要有：if, unless,as/so long as,on condition that等;此处为if引导的条件状语从句;例句：Just imagine how horrible the world would be if humans are the only creature in the world.想一想,如果人类是这世界上唯一的生物,这世界会变得多可怕;Some animal species are under threat if they stay in their natural habitat.如果留在自然栖息地,某些动物物种会面临威胁;If引导的条件句有真实条件句和非真实条件句两种;非真实条件句可以表示：1同现在事实相反的假设：从句一般过去时+主句should/would+动词原形2与过去事实相反的假设：从句过去完成时+主句should/would have+过去分词3对将来的假设：从句一般过去时+主句should+动词原形；从句were+不定式/should+动词原形+主句would+动词原形例句：If drug use were to be legalized,considerable police time would be spent in dealing with other more serious problems.如果吸食毒品合法化,警察大量的时间就将用于解决其他更严重的问题;2. A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops.参考译文：一个激光雷工厂可以把水汽从云层中震出,这样也许可以阻止威胁庄稼的大冰雹的形成;语言点：现在分词作状语例句：Facing high competition,people may suffer great pressure.面对高度竞争,人们可能会承受巨大的压力;Being confronted with economic pressure,women have to go outside to work.面临经济压力,妇女不得不外出工作;Not wearing proper clothes people will be considered those who do not know socialand interpersonal skills.如果衣着不当,人们会被当成是不懂社交和人际关系技巧的人;试题解析Questions 1-3题目类型：MULTIPLE CHOICES题目解析：解题小窍门：读清题干巧定位,四个选项要读完,绝对only排除掉,正确选项在中间;题号定位词题目解析1main topic 题目：本文讨论的主题是A闪电攻击对美国高尔夫场地和高尔夫选手造成的损失;B闪电对美国和日本电力供应的影响;C试图用来控制闪电袭击的各种方式;D一种试图用来控制闪电袭击的激光技术;正确翻译后,选项A和B比较容易排除,选项C比较具有迷惑性,但是只要看看文章标题,就不难发现本文主题是laser,所以正确答案是D;2 lightning 题目：根据文章,每年闪电会A在暴风雨期间对建筑物造成相当大的破坏;B在美国主要导致高尔夫球手死亡或受伤;C在全世界范围内导致500人死亡或受伤;D破坏了100多家美国电力公司;选项C和D中的具体数字是很好的定位词,可定位至文章第一段;文中提到,只是在美国,闪电每年就能杀伤500人,而不是世界范围内,因此排除选项C;而100这个数字在文中是100million a year,说的是每年闪电会让电力公司损失超过一亿美元,而不是说毁掉100多家电力公司,因此排除选项D;文中提到了云层翻滚而来时在户外打高尔夫是非常危险的,并没有说每年因雷击而死伤的是高尔夫球手,因此排除选项B;文中提到,there is damage to property too. buildings属于property的范畴,因此正确答案为A;3University of Florida,University of New Mexico 题目：佛罗里达大学和新墨西哥大学的研究员们A有同样的资金来源;B使用同样的技术C受雇于商业公司;D互相反对;此题是不可过多联想的典型,越直白的想法越能解题;一般来讲,带有金钱的选项应该去掉,但是此题剑走偏锋,偏偏选了带funds一词的选项A;文中有两处支持这个答案：第一处在第三段：…with support from the Electrical Power Research Institute EPRI…另一处在第五段：…which is backed by EPRI…两处暗示两项研究都得到了EPRI的资助,因此答案为A;选项B可以从文中说的一个主张用火箭,一个主张用激光来排除；选项C在文中并没有提及；选项D则是过多推理的结果,尽管使用技术不同,但是并不代表两者互相反对;Questions 4—6题目类型：SENTENCE COMPLETION题目解析：题号定位词文中对应点题目解析4 EPRI,financialsupport 第三段：EPRI,which is funded bypower companies…用EPRI定位到文章第三段,EPRI第一次出现之后即指出其是由电力公司资助的,原文中的funded等同于题干中的receives financial support from,因此答案应该填power companies;注意不要写成单数;5Diels 第五段：…to try to use lasers todischarge lightning safely…用人名Diels在文中定位到第五段,从题目看出这里应填入一个副词,所以可以在人名周围寻找use或者use的替换词,并且在其周围找带有-ly形式的词,这样正确答案safely很快就能浮出水面了;6 difficulty,laser equipment 第七段：The laser is no nifty portable：it’s a monster that takes up a whole room. Diels is trying to cut down the size…这道题目的定位稍微有一些困难,需要将difficulty一词与文章中的stumbling block联系起来,进而找到第七段中的laser一词;文中提到,该激光设备并不方便携带,它是个体积占据了一整间房间的庞然大物;看到这里,通过理解,考生们可以想到激光设备最大的问题就是体积太大,不好携带,所以正确答案是size;Questions 7-10题目类型：SUMMARY COMPLETION解题小窍门：题目解析：解题小窍门：1. 理解词库里的单词,并将其按词性归类;2. 带动整道题的定位词是第一行的ionisation,比较容易定位到文章第六段,那么整个summary的答案就应该在这个词周围寻找;题号定位词文中对应点题目解析7electrons 第六段：…to extract electrons out of atoms…本题关键是要理解题目中的remove…from…与文中的extract…out of…属于同义替换,这里要表达的是从原子atoms中提取电荷electrons;故正确答案是B;8 directed at 第六段：If a laser could generate a line of ionization in the air all the way up to a storm cloud…注意文中generate是“产生”的意思；directed at对应文中的all the way up to,其后的a storm cloud 即对应空格处要填的内容;因此正确答案是C;9 less dangerous 第五段：…who would want to fire streams of rockets in a populated area…to try to use lasers to discharge lightning safely…这道题比较麻烦,对于只是按照顺序寻找答案的考生,定位答案会比较困难;这里需要联系第五段中的信息,参照词库里的单词,推测出空格所在句的意思是“用激光控制闪电是比用火箭更安全less dangerous的方式”;正确答案是G; 10 protection,aimed firstly at 第六段：To stop the laser itself beingstruck…Instead it would be directed at amirror…protection对应文中的stop…being struck；at是解题关键词,即使不知道文中的directed和题目中的aimed是同义词,也可以从词组的形式上看出来两者是同位的,其后的名词即为答案;由此可知答案是D;Questions 11-13题目类型：YES/NO/NOT GIVEN题目解析：11. Power companies have given Diels enough money to develop his laser.参考译文电力公司已经向Diels提供了足够的资金来研发他的激光器;定位词Diels,money解题关键词have given…enough money文中对应点由定位词及顺序规律可以定位到第八段：“I cannot say I have money yet, but I am working on it. ”“我还不能说我已经拿到钱了,但是我正在为之努力;”看到这句话,再联系上句：Bernstein says that Diels’ system is attracting lotsof interest from the power companies. But they have not yet come up with the 5 million that EPRI says will be needed to develop a commercial system… Bernstein表示,Diels的激光系统正在引起各电力公司的广泛兴趣;但他们还没有准备好EPRI提出的500万美元——开发一个……的商用系统的所需资金;这两句话足以证明Diels的系统还没有得到足够的资金支持;答案NO12. Obtaining money to improve the lasers will depend on tests in real storms.参考译文获得改善激光器所需的资金依赖于在真正的暴风雨中进行的试验;定位词obtaining money. tests in real storms解题关键词tests in real storms文中对应点第八段：第11题对应的原文下一句提到：He reckons that the forthcoming field tests will be the turning point…其中turning point是“转折点”的意思,联系上题中说到的,目前该项目还没有拿到钱,可知这句话的意思是field tests就是得到资金的转折点;field tests=tests in real storms答案YES13. Weather forecasters are intensely interested in Diels's system.参考译文天气预报员们对Diels的系统设备特别感兴趣;定位词Diels,weather forecasters解题关键词intensely interested文中对应点这是一道典型的完全未提及的题目,interest一词出现在第八段的末尾,而weather forecasters这两个词也仅在第九段最后两句中出现：…not just forecasting the weather butcontrolling it…,而具体内容则完全不相干;答案NOT GIVEN参考译文用激光回击闪电很少有比雷暴天气更令人感到恐怖的天气了;仅在美国,猛烈的雷暴电流每年都会造成大约500人死亡或重伤;云层翻滚而来的时候,在户外打一场轻松的高尔夫成了一件异常可怕的事情,无异于是在拿自己的性命开玩笑——孤身一人在户外的高尔夫球手可能是闪电最喜欢攻击的目标;此外,闪电也会带来财产损失;每年闪电会对美国电力公司造成超过一亿美元的损失;不过,美国和日本的研究人员正在策划回击闪电的方案;他们已开始通过实验测试中和雷暴电荷的各种方法;今年冬天,他们将直面雷暴：使用配备的激光器射向空中的雨云,使其在闪电出现之前放电;迫使雨云根据指令释放闪电并非一个新想法;早在20世纪60年代早期,研究者们就尝试过把带着拖曳线的火箭射入雨云,以期为这些云层发出的庞大的电荷群搭建起便捷的放电路径;由于受到建在加利福尼亚的电力研究所EPRI的支持,这一技术在佛罗里达的州立大学试验基地幸存到了今天;EPRI由电力公司资助,现正致力于研究保护美国输电网不受闪电袭击的方法;“我们可以通过火箭让闪电击向我们想让它去的地方,”EPRI的闪电项目经理Ralph Bemstein如此说道;该火箭基地现在能对闪电电压进行精确测量,并可以让工程师们检测电气设备的负载;不良行为虽然火箭在研究中功不可没,但它们无法提供闪电来袭时所有人都希求的保护;每支火箭造价大约1,200美元,发射频率有限,而失败率却高达40％;即使它们确实能够引发闪电,事情也无法总是按计划顺利进行;“闪电可不那么听话,”Bernstein说,“它们偶尔会走岔路,射到它们本不该去的地方;”但不管怎样,有谁会想在人口密集的地区发射成群的火箭呢“射上去的肯定会掉下来,”新墨西哥大学的Jean-Claude Diels指出;Diels现在正在负责一个项目,该项目由ERPI所支持,试图通过发射激光使闪电安全放电——安全是一项基本要求,因为没人愿意把他们自己的性命或他们的昂贵设备置于危险之中;有了迄今为止的50万美元的投入,一套有巨大潜力的系统装置正在该实验室慢慢成形;这一系统装置的想法始于大约20年前,当时正在开发大功率激光器从原子中提取电荷并生成离子的能力;如果激光器能够生成一条直达暴雨云的离子线,就可以在闪电电场增强为一股无法控制的涌流并击破空气之前,用这条传导通道把电荷引导到地面上来;为了防止激光器本身受到电击,不能把它直接对准云层,而是要把它对准一面镜子,让激光通过镜子折射向天空;要在靠近镜子的四局布置闪电传导器从而对其进行保护;理想的做法是,云层遥控器枪要比较廉价,以便能够把它们安装在所有重点电力设备周围；另外还要方便携带,以便在国际运动赛事场地中用于使逐渐聚积的雨云失去威力;绊脚石可是,仍存在巨大的绊脚石;激光器并不方便携带：它是个能占据整个房间的庞然大物;Diels一直想要缩小它的体积,并表示很快就会有小型桌子大小的激光器了;他计划在明年夏天用真正的雨云来实际测试这个更容易操作的激光系统;Bemstein表示,Diels的激光系统正在引起各电力公司的广泛兴趣;但他们还没有准备好EPRI提出的500万美元——开发一个让激光器更小巧、价格也更便宜的商用系统的所需资金;Bernstein说：“我还不能说我已经拿到钱了,但是我正在为之努力;”他认为,即将进行的实地测试会成为一个转折点,而且他也在期待着好消息;Bemstein预言,如果一切顺利,这将吸引“排山倒海般的兴趣和支持”;他希望看到云层遥控器的最终价格能定在每台5万到10万美元之间;其他科学家也能从中受益;如果手上有了控制闪电的“开关”,材料科学家就可以了解强大的电流遇到物质时会发生什么现象;Diels也希望看到“互动气象学”问世——不仅仅是预测天气,而且能控制天气;“如果我们能使云层放电,我们也许就能左右天气,”他说;而且也许,Diels说,我们将能够对抗一些其他的气象威胁;“我们认为我们也许能通过引导闪电来阻止冰雹,”他说;雷,来自于闪电的冲击波,被认为是大暴雨——典型的雷暴天气——的触发器;一个激光雷工厂可以把水汽从云层中震出,这样也许可以阻止威胁庄稼的大冰雹的形成;如果运气好的话,在今年冬天雨云聚积的时候,持有激光器的研究者们就能第一次对其进行回击了;剑桥雅思8-第三套试题-阅读部分-PASSAGE 2-阅读真题原文部分:READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.The Nature of GeniusThere has always been an interest in geniuses and prodigies. The word 'genius', from the Latin gens = family and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself. Gradually, genius came to represent a person's characteristics and thence an individual's highest attributes derived from his 'genius' or guiding spirit. Today, people still look to stars or genes, astrology or genetics, in thehope of finding the source of exceptional abilities or personal characteristics.The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don't need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them. Language has been enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many, 'intellectual' is a term of denigration.The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc. , we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studiedwere members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson's observation, 'The true genius is a mind of large general powers, accidentally determined to some particular direction'. We may disagree with the 'general', for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves. But before we try to emulate geniuses or encourage our children to doso we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.Questions 14-18Choose FIVE letters, A-K.Write the correct letters in boxes 14-18 on your answer sheet.NB Your answers may be given in any order.Below are listed some popular beliefs about genius and giftedness.Which FIVE of these beliefs are reported by the writer of the textA Truly gifted people are talented in all areas.B The talents of geniuses are soon exhausted.C Gifted people should use their gifts.D A genius appears once in every generation.E Genius can be easily destroyed by discouragement.F Genius is inherited.G Gifted people are very hard to live with.H People never appreciate true genius.I Geniuses are natural leaders.J Gifted people develop their greatness through difficulties.K Genius will always reveal itself.Questions 19-26Reading。
剑桥雅思阅读1-6全接触
剑桥雅思1Reading Passage 1Reading Passage 2Reading Passage 3Test 1A spark, a flint: How fire leapt to lifeZoo conservation programmes ARCHITECTURE–reaching for the skyTest 2Right and left-handedness in humans MIGRATORY BEEKEEPINGTOURISMTest 3SPOKEN CORPUS COMES TO LIFEMoles happy as homes go undergroundA Workaholic EconomyTest 4GLASSCAPTURING THE DANCE OF LIGHTWhy some women cross the finish line ahead of men Population viability analysis剑桥雅思2Reading Passage 1Reading Passage 2Reading Passage 3Test 1AIRPORTS ON WATERChanging our Understanding of Health CHILDREN’S THINKINGTest 2Implementing the cycle of success: a case study NO TITLE(Language barriers)What is a Port City?Test 3Absenteeism in nursing: a longitudinal studyTHE MOTOR CARTHE KEYLESS SOCIETYTest 4Green Wave Washes Over Mainstream Shopping NO TITLE(The harm that picture books can cause)IN SEARCH OF THE HOLY GRAIL剑桥雅思3Reading Passage 2Reading Passage 3Test 1THE ROCKET–FROM EAST TO WESTThe Risk of Cigarette SmokeTHE SCIENTIFIC METHODTest 2A Remarkable BeetleNO TITLE(Environmental management)THE CONCEPT OF ROLE THEORYTest 3THE DEPARTMENT OF ETHNOGRAPHY Secrets of the ForestHighs and lowsTest 4NO TITLE(Air pollution and motor vehicles)VOTES FOR WOMENMEASURING ORGANISATIONAL PERFORMANCE 剑桥雅思4Reading Passage 1Reading Passage 2Reading Passage 3Test 1NO TITLE(Children’s ideas–rainforests)What Do Whales Feel?Visual Symbols and the BlindTest 2Lost for Words(Endangered languages)ALTERNATIVE MEDICINE IN AUSTRALIAPLAY IS A SERIOUS BUSINESSTest 3Micro-enterprise Credit for Street Youth Volcanoes–earth-shattering newsObtaining Linguistic DataTest 4How much higher? How much faster?The nature and aims of archaeologyThe Problem of Scarce Resources剑桥雅思6Reading Passage 1Reading Passage 2Test 1Australia’s Sporting SuccessDelivering the GoodsClimate Change and the InuitTest 2Advantages of Public TransportGreying Population Stays in the Pink NumerationTest 3NO TITLE(Cinematography)Motivating Employees under Adverse Conditions The Search for the Anti-aging PillTest 4Doctoring SalesDo literate women make better mothers?NO TITLE(School bullying)。
雅思阅读总纲三件套pdf分享
雅思阅读总纲三件套pdf分享全文共四篇示例，供读者参考第一篇示例：雅思阅读总纲是雅思考试中最重要的一个部分，对考生的阅读能力和解题能力有着很高的要求。
为了帮助考生更好地备考雅思阅读，本文将分享一份关于雅思阅读总纲三件套的PDF文档。
我们需要了解什么是雅思阅读总纲三件套。
雅思阅读总纲三件套是指雅思阅读考试中的三个重要要素：理解文章主旨、抓取文章细节和解题技巧。
这三个方面相辅相成，是考生备考雅思阅读时需要重点关注的内容。
第一部分：理解文章主旨。
这部分主要是考生在阅读文章时要能够准确把握文章的主题和中心思想，理清文章的逻辑结构和作者的写作意图。
这对于解答后面的问题和整体把握文章的意思非常重要。
第二部分：抓取文章细节。
在阅读文章的过程中，考生需要能够准确抓取文章中的关键细节和重要信息，包括人物的关系、事件的发展等等。
只有充分理解文章的细节，才能更好地回答问题。
第三部分：解题技巧。
雅思阅读考试中的问题形式多样，包括选择题、匹配题、填空题等等。
考生需要掌握一定的解题技巧，例如如何快速定位答案、如何排除干扰项等。
这部分内容对于考生提高解题效率非常重要。
雅思阅读总纲三件套是雅思考试中取得高分的关键。
只有充分掌握这三个方面，考生才能在考试中更好地应对各种挑战，取得理想的成绩。
（在此处可加入PDF文件的下载链接或提醒考生联系相关机构获取）希望考生能够认真阅读和学习这份PDF文档，结合平时的练习和复习，努力提高自己的阅读水平和解题能力。
相信通过不懈的努力和坚持，你一定能够在雅思阅读考试中取得优异的成绩。
祝愿每一位考生都能够顺利通过雅思考试，实现自己的留学梦想！加油！第二篇示例：雅思阅读总纲三件套pdf分享雅思考试是国际上最具影响力的英语语言能力测评考试之一，许多考生将雅思考试作为他们出国留学或移民的必备条件。
雅思考试包括听力、阅读、写作和口语四个部分，其中阅读部分是考生们普遍认为最具挑战性的部分之一。
为了帮助考生更好地备考雅思阅读部分，很多培训机构和学习平台都推出了各种各样的辅导资料，其中最受欢迎的就是雅思阅读总纲三件套pdf。
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1word版本
Practice Test 1Section 1 Q1-10Q1-5Circle the appropriate letter.What does her briefcase look like?ABCDWhich picture shows the distinguishing features?A B C D3 What did she have inside her briefcase?A B wallet, pens and novelpapers and wallet C Dpens and novel papers,pens and novelWhere was she standing when she lost her briefcase?ABCDWhat time was it when she lost her briefcase?ABCDQ6-10Complete the form Write NO MORE THAN THREE WORDS for each answer.SECTION 2 Questions 11-21Q11-13Tick the THREE other items which are mentioned in the news headlines.Q14-21Complete the notes below by writing NO MORE THAN THREE WORDS in the spaces provided.The Government plans to give (14)$ ................................................ to assist the farmers. This money was to be spent on improving Sydney’s (15) ........................................................................ but has now been re-allocated. Australia has experienced its worst drought in over fifty years. Farmers say that the money will not help them because it is (16) ............................................................. .An aeroplane which was carrying a group of (17) ..................................................was forced to land just (18) ................................................. minutes after take-off. The passengers were rescued by (19) ............................................................ .The operation was helped because of the good weather. The passengers thanked the (20)............................................................... for saving their lives but unfortunately they lost their (21) .................................................................. .SECTION 3 Questions 22-31Q22-25Circle the appropriate letter.22 The orientation meetingA B C D took place recently. took place last term.will take place tomorrow. will take place next week.23 Attendance at lectures isA B C D optional after 4 pm. closely monitored. difficult to enforce. sometimes unnecessary.24 Tutorials take placeA B C D every morning.twice a week.three mornings a week. three afternoons a week.25 The lecturer’s name isA B C D Roberts. Rawson. Rogers. Robertson.Q26-31Complete the notes below using NO MORE THAN THREE WORDS.SECTION 4 Questions 32-41Q32-33Circle the appropriate letter.32 The speaker works within the Faculty ofA Science and Technology.B Arts and Social Sciences.C Architecture.D Law.33 The Faculty consists firstly ofA subjects.B degrees.C divisions.D departments.Q34-36Complete the notes m NO MORE THAN THREE WORDS.The subjects taken in the first semester in this course are psychology, sociology, (34) ................………………………….and.…….....................………………. .Students may have problems with (35) ................…………………………. and(36) ………………..................………. .Q37-41Circle the appropriate letter.37 The speaker says students can visit herA every morning.B some mornings.C mornings only.D Friday morning.38 According to the speaker, a tutorialA is a type of lecture.B is less important than a lecture.C provides a chance to share views.D provides an alternative to groupwork.39 When writing essays, the speaker advises the students toA research their work well.B name the books they have read.C share work with their friends.D avoid using other writers’ ideas.40 The speaker thinks that plagiarism isA a common problem.B an acceptable risk.C a minor concern.D a serious offence.41 The speaker’s aims are toA introduce students to university expectations.B introduce students to the members of staff.C warn students about the difficulties of studying.D guide students round the university.Practice Test 1SECTION 1R = ReceptionistW = WomanP = Police OfficerR: Good evening, City Police Station. Can I help you?W: Oh hello, I’d like to report a stolen briefcase, please. Example R: Just a minute and I’ll put you through.RepeatP: Lost property. Can I help you?W: Oh, yes. I’ve had my briefcase stolen.P: OK … I’ll take some details … Tell me what it looks like, first of all.W: Well … it’s a soft leather one, you know, not a heavy box-type like a man’s.P: Mmm … and how does it close?W: It’s got buckles at the front ... two of them They’re gold-plated ones. Q1P: Fine … Was it locked?W: No, I’m afraid not.P: Never mind. Any distinguishing features?W: Pardon?P: Any marks or badges on it that make it stand out?W: Only the brand name.P: And where’s that?Q2 W: It’s on the back … at the bottom in the left-hand corner. It’s Sagi. Oh andthere’s a scratch … it’s quite bad but small … directly above the brand name. Idid it recently putting it on my bike.P: Right, got that. So, what did you have inside the briefcase?W: Well all my papers from college. It’s so frustrating but, thank goodness for computers, I haven’t lost them completely!W: I had my wallet in my pocket so I didn’t lose that but there were also mypens which I got for my birthday and a novel I was planning to read on thetrain.P: Right. Where exactly did you lose the briefcase?Q3W: Well … I couldn’t believe it. I was standing on the platform … it was right nextto me.P: You were holding it?Q4 W: I’d just put it down on the floor but I could almost feel it beside me. I was watching for my tram because sometimes it comes early and then next time I looked, my briefcase wasn’t there.P: And what time was this?W: Ah … it was … it must have been about 5.20 … no a bit later. I’d say 5.30Q5 because it was just getting crowded and the train normally comes at abouttwenty-five to six.P: W: P: W: P: W: P: W: P: W: P: W: P:W: P: W:P:W: P: Right, if you’ll just give me some personal details ...Yes.What name is it?I’m Mary Prescott.Can you spell that?Yes, it’s P-R E-S-C-O-T-T.And your address?Flat 2, 41, Fountain Road, Canterbury.Fountain Road.Yes, number 41.And have you got a contact telephone number?Yes, it’s 7-5 double2-3-9. 7-5-double 239. Fine. One last question —what would you say thevalue of Q9 your briefcase is?Including the contents?Yes, Just a rough estimate is fine.I’m not sure. Well, the briefcase itself is quite new; I bought it last month for£40. I suppose about £65. The contents are worth about 20 or 25 pounds atleast.That’s fine. Well, if you could come down to the station tomorrow, you cansign this form an d have a look at what we’ve got here.OK, thanks. 'Bye.Goodbye.Q6 Qs 7and 8Q10SECTION 2Newsreader: This is the 6 o’clock news for Tuesday 25 November. And first the headlines:The Prime Minister has promised to help the drought stricken farmers in the northern part of the country who haven’t seen rain for nearly two years. And in Sydney a group of school children are successfully rescued from a plane which landed in the sea shortly after take-off. Transport workers are on strike in Melbourne over a pay claim and the strike looks set to spread to other states. And on a fashionable note, there s to be a new look for the staff of QANTAS, Australia’s national airline. Example Q11 Q12 Q13The Prime Minister has pledged today that he will make two hundred and fifty million dollars available to help the drought stricken farmers who have not seen ram for years, get through the next five years. Money that was to have been spent on the re-structuring of Sydney’s road system has been re-allocated to what the Prime Minister described as 'a more worthy cause'. Farmers are to receive financial assistance to help see them through the worst drought in over 50 years. Many farmers feel that while the money is welcome it has come too late to save them and their farms from financial ruin and are angry that the government did not act sooner. Q14 Q15 Q16A group of school children who were travelling in a privately chartered aeroplane from Sydney to Queensland to take part in a musical concert found themselves swimming for the shore when their aeroplane had to land in the sea just three minutes after taking off from Sydney airport. The pilot managed to bring the aircraft and its 50 passengers down safely in the calm waters of Botany Bay where boats and pleasurecraft were able to come to the rescue of the boys. The fact that it was a weekend meant that there were hundreds of boats in the bay enjoying the good weather and this undoubtedly helped the rescue operation. 'We owe our lives to the skill of the pilot,' said one of the boys, but the pilot replied modestly that it was 'all part of a day’s work'. However, all their musical instruments were lost and they never got to play at their concert. Q17Q18Q19Q20 Q21SECTION 3M = male studentF = female lecturerM: Hello can I come in?F: Oh yes, come in. How can I help you?M: I was looking for the Economics office. I’ve been all over the Arts Faculty buildinglooking for it but I could only find the School of Accounting and Economic History. Isthis the right place?ExampleF: Yes this is the School of Economics.M: Oh good. Um, I’m a new student and I was wondering if someone could give me some information.F: Well I might be able to help. I lecture on that program. What do you need to Know?M: Quite a few things, actually. Firstly, how many lectures a week do I have to Attend?F: Ah, well, the Economics I course is a double unit so there are two lectures a weekand one tutorial. The lectures are scheduled for Tuesday and Thursday.M: What time?Q22 F: Let me see … You know this information is all in the handout which you should have received yesterday at the orientation meeting.M: Oh, was there a meeting yesterday? I didn’t know about that … no one mentioned …F: Yes, there was, but never mind. Now lectures are at four m the afternoon.M: Four’s a bit late. I’ve got a part time job that starts at four thirty.F: Well, you can’t be in two places at once, can you, and attendance at lectures isQ23 necessary. We expect at least 90% attendance at this university you know.M: 90%! That’s high. Do they enforce that rule?F: Yes, we do. We’re pretty strict about it actually.M: And what times have been set down for the tutorials —do you have that Information?Q24 F: That’s a very well attended course so there’s a number of tutorial times. Monday, Wednesday and Friday, all at 9 o’clock. Yours will be allocated at the first lecture.M: Can’t I choose the time?Q25F: Maybe, maybe not.. You’ll have to talk to the lecturer on the course. Dr.Roberts is his name.M: Oh, OK.F: Anything else I can help you with while you’re here?M: Well, yes, actually. Do you know what the course requirements are? I mean, how much work is expected for this course?F: Well, you have to complete a tutorial paper.M: What does that involve?F: Well, it’s a piece of work on a given topic based on some set reading texts.You’ll have to give a small talk to your tutorial group ... Q26M: How long does that have to be?F: Oh, about 25 minutes usually.M: I have to talk for 25 minutes?Q27F: Yes, that’s right. And then you have to write up your piece of work and give it to the lecturer to be marked.M: Right. And is that all?F: No. You also have to complete a 3,000 word essay on a topic.M: Can I choose the topic?F: Yes, usually you can. Q28 M: Right. That shouldn’t be too bad.F: And in addition to that there is an exam.M: An exam! What sort of exam?F: Well, it’s an open book exam. Q29 M: Does that mean I can have the text book with me during the exam?F: Yes, that’s right.M: And can you give me any idea about the content of the first year of Economics so that I can get into some reading?F: Well, you’ll be getting the reading list next week when lectures start. All the books are in the library.M: Yes, but won’t everyone else take them out as soon as they get the reading list too?F: Well, yes, they might. But most of the important ones are held in Closed Q30 Reserve ... that’s a part of the library where you can go to read books butyou can’t take them out of the building.M: What did you call that section of the library?F: Closed Reserve. However, we do recommend that you buy the core books.You’ll find them useful and you’ll need them for the exam.M: Yes, I suppose I will. But what is the focus of the course?F: Well, the course at this university has a vocational focus, that is a focus on Q31 preparing its graduates for work, so we’re orientated very much towardsemployment.M: So my chances of getting a job are good?F: Well, provided you get good results.M: Well look thanks for your time. You’ve been really helpful.F: That’s fine. See you next week then.SECTION 4Lecturer:Good morning and welcome to the University of Westlands. My name is Marcia Mayhew and I’m the co-ordmator of the Bachelor of Social Science degree. This morning I’d like to tell you about the structure of the university and about someof the requirements of the degree that you’re about to enter. The Bachelor ofSocial Science is in one faculty within the university, that is the faculty where I Q32 work, known as Arts and Social Sciences. Here on this campus we also have the faculties of Architecture, Law and Science and Technology among others.It’s important to know something about the structure of the faculty because, asyou go through your course, you may need to call on members of the staff tohelp you.At the top of the faculty we have a dean and below the dean we have three Q33divisions; each division has a divisional head and your degree is located in the Division of Social Sciences. Within each of the divisions, there are the departmentsand each of these offers the different degrees. For instance two of the departmentswhich offer the major subjects for your award are Sociology and Psychology. Eachhas a departmental head but for practical purposes the people you are going tosee the most of are myself as coordinator of the social sciences degree and theactual lecturers who are teaching the subjects that you are taking. For instanceinthe first semester you’ll be doing four subjects psychology sociology history and Q34 economics.If you have any problems or difficulties, not that I’m anticipating you will, butyou never know, then you should go and see your lecturers. For instance, youmay find that you can’t meet a deadline for an essay or perhaps you re having Q35Q36 problems with attendance. These seem to be the two most common problemsthatstudents face.If your lecturers are unavailable, you can always come and see me in my office.I’m available on Wednesday and Thursday mornings and on Friday afternoons Q37 Outside these hours, perhaps you could ring the secretary and make an appointment.Now you’ll note that all of the subjects which you undertake in the first yearare composed of lectures and tutorials. A lecture is about an hour long and atutorial usually runs for about two hours. A lecture is rather like what I am doingnow where one person will talk to all of you together on a subject. We do askyouto try to attend the lectures.A tutorial is perhaps where most of the learning occurs at a university. You willbe divided into groups of between 12 and 15 students and each week one ofyouwill have to present a piece of work to the group as a whole and then the groupwill discuss what you’ve said. It’s this discussion, this exchange of ideas, which Q38 really constitutes the basis of university learning, in my view. Listening to lecturesin many ways is just giving you information that you could access for yourself inthe library but the discussion at the tutorial is very important. This doesn’t meanthat you shouldn’t go to the lectures though!Other factors to be particularly concerned about are the structure of essays anddelivery of written material and in particular I would like to mention the questionof plagiarism. Plagiarism is taking other people’s work without acknowledging it,that is, without saying where it comes from. Of course all essays are based on research done by other people but you must remember to attribute the work tothe original writer. And while it’s a good idea to work with other people don’thand in work which is exactly the same as your friend’s work because we willnotice! If you don’t acknowledge the source of your information then you runthe risk of failing the subject or in very serious cases you might be denied entryto the university. Q39 Q40Last but not least, stay in touch with us. If things are getting you down, don’t go and hide. Come and talk to us about it. That’s what we are here for. Right, thank you very much for coming along today. Q41 tests global understanding of the talkAnswer keysLISTENINGSection 11 A2 C3 D4 D5 C6Prescott (must be correct spelling with capital “P”)7 418 Fountain (must have capital “F”)9 75223910 £65Section 211E12F13H14 $250 million15 roads//road system16 too late17 school children//boys18 319 boats//pleasure crafty/boats andpleasure craft20 pilot21 (musical) instrumentsSection 322 A 23 B 24 C 25 A 26 talk//give a talk 27 write up work 28 can choose 29 open book 30 closed reserve 31 vocational (subjects)//(preparing for) work/employmentSection 432B33C34history and economics35 (meeting) deadlines (for essays)36 attendance37 B38 C39 B40 D41 A。
雅思--阅读教材(改)完整版
阅读20课时课程框架1- 2 英语基本概念+从句判断3- 4 配对题----heading题5- 6 配对题----which paragraph题+sentence ending题7-8 配对题----detail matching题+classify题9-10 判断题111-12 判断题213-14 摘要题+填空题15-16 选择题17-18 简答题19-20 平行阅读法英语基本概念(一)十大词性：八大句子成分：(二)句子核心：句子主干举例：长得乖巧的常被邻居夸奖但今天却被妈妈骂了的小明不开心地看似有点想不开的步履蹒跚地走过了这条五年前由他爸爸主持修建的桥。
主干：句子能称为句子，一定是有动词的。
造句练习：1.他造了一座桥。
2.他和我在一起。
1.2.五大基本句型 3.4.5.区分下列句式：(1) Xiaoming finds food bitter.(2) Xiaoming finds food bitterly.(3) Xiaoming finds his little sister some bitter food.造句并说明句型1.汽车使交通变得方便。
2.我给你找了个房子。
3.人们认为猴子很奇怪。
(三)长难句：1.加入复杂修饰成分：形容词，介词短语等2.加入复杂结构：插入语等3.合并多个句子：并列句& 主从句(四)从句概念：八大句子成分中，除谓语动词和补语外，当一个句子充当某成分时，该从句就叫做某某从句。
如一个句子做主语，则该从句叫主语从句。
1. ________从句+动词2. 实义动词+________从句主干性从句(五)六大从句判断标准 3. 系动词+________从句4. 具体名词+________从句5. 抽象名词+________从句修饰性从句6. ______从句，去掉不影响句子完整度(六)六大从句共同特点：1.有连词（可省略）且置于从句句首2.连词在句中做成分，有意思（that除外）3.从句用陈述语序（让步状语从句例外）验证：他住在哪里？我不知道他住在哪里。
IELTS Reading 1 - Senior 1
Exercises
• 3. This conference is the first in more than two decades to be held in the United States. It became possible only when a benighted policy that prohibited entry visas for people suffering from AIDS or infected with H.I.V. was finally overturned in 2009. • (1) The present conference will be significant in the US in its field. • (2) The prohibited entry visa policy was believed to be a wise decision. • (3) But for the cancelation of the old visa policy, the conference would not be possible. • (1) T; (2) F; (3)T
Review
• • • • True, False, Not Given 解题步骤: Step 1：定位，找出题目在原文中的出处。 Step2：根据原则和规律，确定正确答案。
Review
• • • • TRUE原则： 1. AA语言重现 2. AB语言重现 3. A，B，C—D 语言重现。(D=A, B, C)
Thank you!
Exercises
• Exercise 2：Passage 1 (See Handout)
Intensive Reading
雅思阅读(IELTS reading)
雅思阅读（IELTS reading）IELTS Reading ClassicsBaihaisongCatalogI. IELTS reading RaidersII. dialysis IELTSIII. IELTS reading testTEST 1READING PASSAGE 1:READING PASSAGE 2:READING PASSAGE 3:TEST 2READING PASSAGE 1:READING PASSAGE 2:READING PASSAGE 3:TEST 3READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST4READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 5READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST6READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 7READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST9READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 10READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: IV. GlossaryV. Answer KeyVI. Reference& BibliographyThe main contents of Section IPropositional laws and solving skills of eight types of questionsSummaryExamples: P3, P56, P69Homework: P14, Hashi Yasi (1-4) all types of questionsCategory: fill in the blanks and optionsTwo, fill in the blanks(I) characteristics of Summary1, do not test the full text of the Summary, usually 5 - 6 empty.2 space probabilities, nouns, numbers, and time -- adj = verb.3 although the answer comes from the original, it sometimes requires verb tense and voice, and the change of noun singular and plural.(two) fill in the blanks with Summary's problem solving steps1 on the Summary article, draw a double bar, scattered the enemy, one by one, less nervous during the exam2 determine where Summary is in the full text,Methods: "1" to see the title of the request"2" is positioned according to the first and last sentence of the Summary article3 determine the syntax attributes for each space4, if the subject is easy, you can directly fill in the answer; if difficult, according to the space before and after the information back to the original location, you can get the right answer.Remarks:1. general positioning words:Sentences subject, terminology, time, place, name, number, percentage, money sign: $& & temperature, density, special punctuation, special print, etc..2. spacing wordsIn the A. Summary article, the certificate of deposit is called "move + name" (space). The verb is returned to the original text because a single verb remains unchanged in the original textIn the B. Summary article, there is a single preposition + name (space) - preposition, and the noun after the preposition isthe answer.C. adjectives (spaces) + nouns, locate nouns, and find adjectives nearest to this noun.Three option Summary problem solving stepsExample: p42Homework: Cambridge IELTS (1-4) all types of questionsI. the problem solving steps of option Summary1, fill in the blanks, read the string, grasp the main idea.2 analyze the grammatical possibilities of each option and categorize them.3 analyze the grammatical possibilities of each question.4 and law classification5 options and Title Classification6, if necessary, back to the original locationSentences CompletionOne categoryFill in the blanks example: P41 P29(Homework: P46 P29 (fill in the blanks), Cambridge IELTS (1-4), all types of questionsOption example: P7Optional assignments: P14, P65, Cambridge IELTS (1-4), all types of questionsTwo types of questions"1" 100% detailed questions, require candidates to complete the missing parts."2" sentences are randomly drawn, there is no logical relationship between themThe order of the subject of the 3 and the answer of the title in the original text are consistent in generalThree fill in the blanks and complete the sentence solving steps"1" reads the topic carefully, asks whether the attention has the related paragraph prompt as well as the specific answer word limit, such as "NO MORE THAN 3 WORDS"""2" specifies the syntax attributes to complete"3" draws out part of the key word / location word"4" back to the original search, positioningA) easy, direct answerB) if it's difficult, read the first paragraph first, narrow the search area, and then search in detailFour, the optional steps to complete the sentence (divided into two cases)The first: the title and the option are a single grammatical attribute. The method of doing something is the same as that of the cloze.Second: questions and options into multiple grammatical attributes of problem-solving steps:"1" analyzes the grammatical possibilities of each option"2" analyzes the grammatical possibilities of each subject. If it is long sentences, draw a central sentenceGrammatical classification of "3""4" option and Title Meaning classification"5" if necessary, back to the original positioning, if it is difficult to read the first sentence of the article to narrow the search area, meta positioning or give up directly.TRUE/FALSE/NOT, GIVEN, or, YES/NO/NOT, GIVENExamples: 14, 17, 27, 49Assignments: 64, 76, 69,72, Cambridge IELTS (1-4), all types of questionsI. Basic Standards of judgmentThe TRUE: topic is consistent with the original meaningFALSE: topics contradict or contradict the meaning of the original textThe NOT GIVEN: topic is inconsistent with the original text and does not contradict or contradictTwo. Types of questions1., four possible answer forms TRUE/FALSE/NOT, GIVEN;YES/NO/NOT, GIVEN; T/F/NG; Y/N/NG2. the order of the subject and the answer of the subject appear in the order of the original text3. does not involve complex modifications, tense and voice4. does not involve subjunctive moodThree. Problem solving procedure1. read and accurately understand the questions, draw words and word point positioningCommon test reference words:A. comparison and superlative -- Er, -est, most, preferableB. compare sentence patterns more-than, rather, than, both, and, not, but, also, either, or, neither, nor, not, but, rather, as, well, as, match,, coincide, mingle, compare, with, only, consistent, withC. figures, time, percentages, money, symbols, temperature, etc., examine accuracy only, without examining range sizeD. contains only title, the test point word is only, the answer must be NO/NOT GIVENE. indicates the causes and consequences of the vocabularyF. a single significant degree adverb, "hardly", means negation2. locate the text with the original text, and search for the elements related to the test point word, and judge according to the criterionMatchingI. classification:Matching examples of names and theories: P20 homework: Cambridge IELTS (1-4) all types of questionsMatching examples of causes and results: P40: IELTS (1-4), Cambridge, all types of questionsExamples of new technologies / products / inventors / agencies: P46 operation: Cambridge IELTS (1-4), all types of questionsTwo. The pairing of names and theories1. types of questions:A. the original text and the correct answer are mostly synonyms or rewriting relationsB. has no obvious orderingC. verbs, such as (suggest, note, indicate, discover, claim, find), are often the objects of the theory after the object clauses.D. note that the names should be drawn and not named after people.E. sometimes needs to summarize the paragraph in which the author is involved, occasionally involving two paragraphs.2., name and theory, problem-solving stepsA. quickly circled all the names in the original.B. accurately understand the theory of questions, find the word in the theory of positioning.C. back to the original location to the source, understand the source, to see whether consistent with the subject significance, in the same situation, if only one paragraph where a personal name is the name for a correct answer, if there are multiple names from the names of the paragraph, the correct answer is the nearest source.Three. Causes and consequences of Marching1. types of questions:A. can match results for reasons or reasons for results.B. usually, the cause is in line with the result, that is, one reason only corresponds to one result.2. solving steps:A. accurately understand the meaning of the topic and determine whether it matches the cause or the resultB. positioning after carefully understand the source meaning, find the corresponding answer. Whether effect can also check the source, near so, cause, consequence, sequence, result, result, from, will, shall, would, should and so on, if any, is expressed in the vicinity of the will have the correct answer.Four. Pairing of new technologies / products with inventors / agencies1. types of questions:A. is usually a technology discovery organizationB. because of its professionalism, terminology, positioning factors are obvious.C. dispersion is large, requiring candidates to quickly locate2. solving steps:A. takes technical terms as positioning words.B. searches quickly. In general, the nearest institution or person is the right answer.List of headingsExamples: 33, 38, 15, 63, 6,, 9 assignments: Cambridge IELTS (1-4), all types of questionsI. characteristics of test questions:A. usually appears in front of passage.B. difficult questions, suggest, do later.C. pay attention to the requirements of the topic. The options can be English letters, Rome letters and other forms.Two. Problem solving procedure:A. read the questions carefully, delete the answers given in the examples and the corresponding paragraphs.B. find the central words of each option (easy to locate),It helps to eliminate interferenceC. carefully studies the first and last sentences of many sections, circle the central words of the first and last sentences, and correspond to the central words of the options. The central words that are closest to the first and last central words are the correct answers.Remark 1: for opportunistic students, you can choose the answer only by looking at the options1. that option is the first paragraph of the article optionA) the central word for the n.+of+ main title or main title,Nouns include: concept, conception, notion, explanation, definition, justification, core,B) What, is/makes/causes/leads, to+, main titleC) verb (define, justify) + main heading2. those options are the end of the article optionN+of+ main titleNouns include: effect, impact, consequence, result, influence, conclusion3. those are intermediate paragraph options (special)The A. comparison options are paragraph options that exclude the first end options and the targeted onesThe prompt words in the options: compare, versus, contrary, to, match, rival, akin, to, alien, toB. if you find that a paragraph in the text is numeric, the number options are paragraph optionsThe prompt words in the options: data, number, figure, calculation, census, demography, statisticsC. if you find a paragraph in the text is moneyThe prompt words in the options: cost, expenditure, income, salary, wage, revenueD. percentage optionsThe prompt in the options: rate, percentage, ratio, proportionE. time optionsThe prompt in the options:ages/period/duration/decade/generation/centuryNote two: how to read the first sentence1., the purpose is to determine the argument sentence, if the first and last sentences for the following sentence pattern, it must be an argument sentenceDefine sentence patterns: It, is/This, is/It,suggest/demonstrations/indicates/refers, toEmphasis on sentence patterns: It is+ is stressed as part of the +that clauseSentences that emphasize sentences: It, is,important/significant/prominent/vital/crucial/+ clausesSummary sentences: It concludes/implies2. if the first and last sentences are descriptive statements. Negligible;3. if the first and last sentences are general and special questions, first of all judge whether or not to draw an argumentNote three: how to read the whole paragraph?Pay attention to the narrative logic of a paragraph1. the order of time, argument, sentence, usually in front of the first time or at the last time2. place transfer order. Argument sentences usually appear before or after the first location3., the names and theoretical statements, usually argument sentences, appear in the theoretical introduction, that is, the indirect speech after the name4. in causal logic, the latter is usually the argumentRead the notes of the dispute:1., for example, the contents of the front can be omitted2., the turn of the relationship, just look at the content of the inflection point3. the parenthesis can be omittedShortly Answer QuestionsExample 3, 24Homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions100 per cent of details2. the order of the subject and the answer of the subject appear in the order of the original text3. the word that begins with which/what is the noun; the answer begins with the word "how many/how much" and the answer is "how", and the answer is usually "by, doing, sth."Two. Problem solving procedure1. read the topic, pay attention to the answer, word limit2. circle the words and return to the original text accurately and accurately3. after finding the answer, you need to make a choice between the information in the original text, retain the modified core part, and omit the modified partTable /Flow chartTable: examples 34, 4, 21 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., the purpose of the table is to simplify, IELTS writing, forms are complicated for Jane2. the information in the form requires simultaneous information about the vertical and horizontal axisTwo. Problem solving procedure:1. read the topic, find out the answer, the word limit2., if you have the ability to combine the given examples, predict the answers to be filled out3., according to the content of the forecast (such as names, places, numbers and other common positioning words), according to the table of the vertical axis information or other obvious positioning words, positioning solve problemsFlowchart/Sequencing example: 50, 41 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., generally for a paragraph content of flow chart, do not test the full text2., sometimes as an option flow chart3., sometimes the cycle occursTwo. Problem solving procedure1., make clear the title of the request, pay attention to the answer, word restrictions2. pay attention to the positioning words before and after each arrow,Choose the easiest positioning word before and after the arrow, without taking into account the distanceMultiple Choices examples 21, 4, 45 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., the details of the topic, only candidates to find the corresponding information points2., the order of the subject3. any containing "all of the above" "none of the above" need to confirm other optionsTwo. Problem solving procedure:1., analyze the topic, draw out the positioning word, and return to the original to find the required information points2., if the problem does not provide any information, through the positioning of the options information word positioning, and one by one to exclude。
Basic reading Unit 1 famliy matters
主题句的特征（7点）
（2）如果段落的第一句是如下句型，它肯定 是主题句 • Doing something is not easy. /It is not easy to do something. • Doing something is complicated. / It is complicated to do something. • Doing something is difficult./ It is difficult to do something. • Doing something is complex. / It is complex to do something.
一、标题匹配题
主题句的特征（7点）
• （1）如果段落的第一句中包含让步状语 从句，它一定是主题句。包含让步状语 句式通常为： • Although A, B. • While A, B. • Despite A, B. • 例如：
• However, despite the importance of the recruitment decision and the range of sophisticated and more objective selection techniques available, including the use of psychometric tests, assessment centers etc., many organizations are still prepared to make this decision on the basis of a single 30 to 45 minute unstructured interview. (找出该句主旨) • 虽然招收新人的决定很重要而且有很多成熟和 更客观的选择技巧，很多单位仍然准备基于 30-45分钟的无组织的面试做出决定。 • 重点在many…部分
2023年雅思基础阅读
Reading Passage 1Birthday traditions in different countriesBirthdays are celebrated all over the world. Some traditions are fairly similar from country to country: candles, cakes and birthday wishes, birthday games and pinches for good luck. Other customs are quite different. Here are a few.Argentina–In Argentina, as in many Latin American countries, one of the most important birthday parties is a girl’s fifteenth. When girls turn 15, they have a huge party and dance the waltz first with their father, and then the boys at the party.China– The birthday child pays respect to the parents and receives a gift of money. Friends and relatives are invited to lunch, and noodles are served to wish the birthday child a long life. Denmark– A flag is flown outside a window to show that someone who lives in that house is having a birthday. Presents are placed around the child’s bed while they are sleeping so they will see them immediately when they wake up.The Netherlands– Special year birthdays such as 5, 10, 15, 20, 21 are called “crown” years and the birthday child receives an especially large gift. The family also decorates the birthday child’s chair with flowers or paper streamers, paper flowers and balloons.India – Usually Indian children wear white to school. However, on their birthday children wear coloured clothes to school and give out chocolates to everyone in the class. Their best friend helps them to do this.Japan– The birthday child wears new clothes to mark the occasion. Certain birthdays are moreimportant than others and these are celebrated with a visit to the local shrine. These are the third and seventh birthdays for girls and the fifth for boys.Questions 1-5Match the countries in the box with their descriptions.1 A country where longevity is celebrated by a special dish ________2 A country where candies are distributed among peers ________3 A country where the birthday is made known to the community ________4 A country where the household is full of birthday ornaments ________5 A country where religious worship is sometimes involved ________Reading Passage 2The American Revolution was not a revolution in the sense of a radical or total change. It was not a sudden and violent overturning of the political and social framework, such as later occurred in France and Russia, when both were already independent nations. Significant changes were ushered in, but they were not breathtaking. What happened was accelerate evolution rather than outright revolution. During the conflict itself people went on working and praying, marrying and playing. Most of them were not seriously disturbed by the actual fighting, and many of the more isolated communities scarcely knew that a war was on.America’s War of Independence heralded the birth of three modern nations. One was Canada, which received its first large influx of English-speaking population from the thousands of loyalists who fled there from the United States. Another was Australia, which became a penal colony now that America was no longer available for prisoners and debtors. The third newcomer – the United States – based itself squarely on republican principles.Yet even the political overturn was not so revolutionary as one might suppose. In some states, notably Connecticut and Rhode Island, the war largely ratified a colonial self-rule already existing. British officials, everywhere ousted, were replaced by a home-grown governing class, which promptly sought a local substitute for king and Parliament.Questions 6-106. Which of the following would be the best title for the passage?A The United States: An Isolated CommunityB Breathtaking Events During the American RevolutionC Canada and the American War of IndependenceD The American Revolution: Evolution Not Revolution7. In the first paragraph, what does the author suggest about the French and Russian Revolutions?A They were explosive and abrupt.B They were ineffective.C They involved only those people living in urban areas.D They led to the release of all political prisoners.8. In line 5, what does the author mean by “people went on working and praying, marrying and praying”?A More people got married than divorced.B The war created new jobs.C Life went on as usual.D People had more than enough leisure time.9. In the second paragraph, the author states that the colonies’ struggle for self-government preceded the creation of all of the following countries EXCEPTA CanadaB The United StatesC AustraliaD The United Kingdom10. It can be inferred from the passage that the loyalists who escaped to Canada wereA RussianB FrenchC BritishD AustralianReading Passage 3Puffery in AdvertisingA “Our coffee is loved by millions worldwide.” Do you often see this kind of advertising in yourcountry? Statements like these, that no-one can prove, are called puffery This is a term that has been developed for exaggerated claims that are made in advertising. Puffery is legal, even though such claims cannot be proved. In fact, puffery has been termed “a licence to lie”, as it is vague enough to be classed as opinion, an expression of the salesperson's evaluation of the product, rather than an objective statement.B Using puffery to raise awareness of products and to generate increased sales is a common advertising strategy. Goods and services are described in terms of superlatives, subjective opinions and exaggerations; various kinds of general claims are made, with no specific facts. So, why do some people worry about puffery? One of the concerns is whether consumers are misled by false advertising. Legal guidelines and government controls are required to prevent dishonest advertising. Companies understandably object to untruthful ads which give a competitor an unfair advantage in the market. These claims can be tested in the courts, and the decisions that are made help to make the boundary between acceptable puffery and illegal advertising.C Puffery is nothing new. It has been identified in documents dating from as long ago as the sixteenth century, when the notion of “caveat emptor” or “let the buyer beware” developed in business transactions. Although this initially applied to property deals, it came to be used more generally. This Latin term basically meant that anyone buying a product had a responsibility to check it carefully before payment. The seller did not need to take responsibility for defects (unless a problem had been deliberately concealed). In those days, of course, there was no notion of consumer rights or returns policies.D These days, however, if a company claims to sell the country's “best-loved” or “favourite” product, whether a brand of coffee or a make of car, this is held to be puffery, rather than an objective claim of market share. Similarly, the company does not have to produce proof that this claim is actually backed up by numbers or facts. In other words, claims such as “the world's best cup of coffee” are impossible to prove. They are also so exagge rated that it is expected that any consumer will understand how subjective they are. In effect, the company in question is said to be “boasting” rather than making objective claims. The claims are therefore not considered to be deceptive. In fact, puffery is often considered to add to the entertainment value of advertisements, especially television commercials.E On the other hand, a company that states their product is the “safest” or “cheapest” needs to show proof, because these claims can directly affect their competitors. Statements that are objective need to be backed up by proof or statistics, as consumer rights organisations can run tests to compare products such as washing machines and vacuum cleaners. They also investigate companies involved in insurance, finance, property, credit cards and other such services. Companies and salespeople should therefore be very careful when making factual statements about a product, or assertions regarding the quality of goods and services. In most developed countries, there is likely to be an official organisation which oversees the validity of advertising claims. In addition, there may be a government council with the authority to take legal action against companies that overstep the limit.F A primary function of advertising is to create product awareness. As consumers, we need toknow about competing products, so we can make informed decisions on which one to buy. While it is important that advertisers are monitored to ensure they do not mislead consumers, it can be argued that puffery is a good technique for raising awareness of new products that otherwise would go unnoticed in a crowded market. As long as there are effective ways of monitoring the claims of advertisers, to prevent deliberate deception in terms of safety or particular aspects of performance, it seems that most puffery is relatively harmless. Rather, it should be seen as an integral part of advertising, which most consumers can detect and laugh at rather than being misled.Questions 11-16The reading passage has six paragraphs, A-E Choose the correct heading for each paragraph from the list of headings below. Write the correct number, i-vii, next to the appropriate paragraph. There are more headings than paragraphs.11) Paragraph A12) Paragraph B13) Paragraph C14) Paragraph D15) Paragraph E16) Paragraph FQuestions 17- 23Do the following statements agree with the information given in the reading passage? Write TRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this17.______ Some people argue against puffery because buyers might believe everything inadvertising.18.______ A court case is a way of determining whether advertising is deceptive or not.19.______ Puffery dates from the days of television commercials.20.______ ‘Caveat emptor' means that the seller has a responsibility for any problems withthe item sold21.______ ‘The world's best coffee' is an example of puffery22.______ ‘The world's safest chainsaw' is an example of puffery.23.______ People should carefully check prices before they buy goods.Questions 24-30Short AnswersAnswer the questions below. Choose NO MORE THAN THREE WORDS from the reading passage for each answer24.In addition to legal guidelines, what else is necessary to stop companies from usingdeceptive advertising? __________________25.When was puffery first used? __________________26.What does the writer say about claims such as ‘the world's best'? __________________.27.What does puffery contribute to television commercials? __________________28.What should objective statements be supported by? __________________29.What is the main purpose of advertising? To __________________30.Consumers need information on competing products to make……? ________________。
雅思阅读官方真题一套
READING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1. Spider silk cuts weight of bridgesA strong, light bio-material made by genes from spiders could transform construction and industry.A Scientists have succeeded in copying the silk-producing gene of the Golden Orb Weaverspider and are using them to create a synthetic material which they believe is the model for a new generation of advanced bio-materials. The new material, biosilk, which has been spun for the first time by researchers at DuPont, has an enormous range of potential uses in construction and manufacturing.B The attraction of the silk spun by the spider is a combination of great strength and enormouselasticity, which man-made fibres have been unable to replicate. On an equal-weight basis, spider silk is far stronger than steel and it is estimated that if a single strand could be made about 10m in diameter, it would be strong enough to stop a jumbo jet in flight. A third important factor is that it is extremely light. Army scientists are already looking at the possibilities of using it for lightweight, bullet-proof vests and parachutes.C For some time, biochemists have been trying to synthesise the drag-line silk of the Golden OrbWeaver. The drag-line silk, which forms the radial arms of the web, is stronger than the other parts of the web and some biochemists believe a synthetic version could prove to be as important a material as nylon, which has been around for 50 years, since the discoveries of Wallace Carothers and his team ushered in the age of polymers.D To recreate the material, scientists, including Randolph Lewis at the University of Wyoming,first examined the silk-producing gland of the spider. "We took out the glands that produce the silk and looked at the coding for the protein material they make, which is spun into a web. We then went looking for clones with the right DNA," he says.E At DuPont, researchers have used both yeast and bacteria as hosts to grow the raw material,which they have spun into fibres. Robert Dorsch, DuPont’s director of biochemical development, says the globules of protein, comparable with marbles in an egg, are harvested and processed. "We break open the bacteria, separate out the globules of protein and use them as the raw starting material. With yeast, the gene system can be designed so that the material excretes the protein outside the yeast for better access," he says.F "The bacteria and the yeast produce the same protein, equivalent to that which the spider usesin the drag lines of the web. The spider mixes the protein into a water-based solution and then spins it into a solid fibre in one go. Since we are not as clever as the spider and we are not using such sophisticated organisms, we substituted man-made approaches and dissolved the protein in chemical solvents, which are then spun to push the material through small holes to form the solid fibre.”G Researchers at DuPont say they envisage many possible uses for a new biosilk material. Theysay that earthquake-resistant suspension bridges hung from cables of synthetic spider silk fibres may become a reality. Stronger ropes, safer seat belts, shoe soles that do not wear out so quickly and tough new clothing are among the other applications. Biochemists such as Lewis see the potential range of uses of biosilk as almost limitless. "It is very strong and retains elasticity; there are no man-made materials that can mimic both these properties. It is also a biological material with all the advantages that has over petrochemicals," he says.H At DuPond’s laboratories, Dorsc h is excited by the prospect of new super-strong materials buthe warns they are many years away. "We are at an early stage but theoretical predictions are that we will wind up with a very strong, tough material, with an ability to absorb shock, which is stronger and tougher than the man-made materials that are conventionally available to us," he says.I The spider is not the only creature that has aroused the interest of material scientists. They havealso become envious of the natural adhesive secreted by the sea mussel. It produces a protein adhesive to attach itself to rocks. It is tedious and expensive to extract the protein from the mussel, so researchers have already produced a synthetic gene for use in surrogate bacteria.Questions 1-5The passage has nine paragraphs A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 1-5 on your answer sheet.1 a comparison of the ways two materials are used to replace silk-producing glands2 predictions regarding the availability of the synthetic silk3 on-going research into other synthetic materials4 the research into the part of the spider that manufactures silk5 the possible application of the silk in civil engineeringQuestions 6- 11Complete the flow chart below.Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 6-11 on your answer sheet..Synthetic gene growth in 6_______ or 7_________globules of 8 ________dissolved in 9__________passed through 10 ________to produce 11 ___________Questions 12- 14Do the following statements agree with the information given in Reading Passage 1? In boxes 12-14 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 this12 Biosilk has already replaced nylon in parachute manufacture.13 The spider produces silk of varying strengths.14 Lewis and Dorsch co-operated in the synthetic production of silk.READING PASSAGE 2You should spend about 20 minutes on Questions 15-27 which are based on Reading Passage 2.TEACHING IN UNIVERSITIESIn the 19th century, an American academic, Newman, characterised a university as: “a place of teaching universal kn owledge…(a plane for) thediffusion and extension of knowledge rather than its advancement.”Newman argued that if universities were not for teaching but rather for scientific discovery, then they would not need students.Interestingly, during this century, while still teaching thousands of students each year, the resources of most universities have been steadily channelled away from teaching into research activities. Most recently, however, there have been strong moves in both North America and the United Kingdom to develop initiatives that would enhance the profile of the teaching institutions of higher education. In the near future, therefore, as well as the intrinsic rewards gained from working with students and the sense that they are contributing to their overall growth and development, there should soon be extrinsic rewards, in the form of job promotion, for those pursuing academic excellence in teaching in universities.In the future, there will be more focus in universities on the quality of their graduates and their progression rates. Current degree courses, whose assessment strategies require students to learn by rote and reiterate the course material, and which do not require the student to interact with the material, or construct a personal meaning about it or even to understand the discipline, are resulting in poor learning outcomes. This traditional teaching approach does not take into account modern theories of education, the individual needs of the learner, nor his or her prior learning experience.In order for universities to raise both the quality and status of teaching, it is first necessary to have some kind of understanding of what constitutes good practice. A 1995 report, compiled in Australia, lists eight qualities that researchers agree are essential to good teaching.Good teachers...A are themselves good learners - resulting in teaching that is dynamic, reflective and constantlyevolving as they learn more and more about teaching;B display enthusiasm for their subject and the desire to share it with their students;C recognise the importance of context and adjust their teaching accordingly;D encourage deep learning approaches and are concerned with developing their students' criticalthinking skills, problem solving skills and problem-approach behaviours:E demonstrate an ability to transform and extend knowledge, rather than merely transmit it;F recognise individual differences in their students and take advantage of these;G set clear goals, use valid assessment techniques and provide high-quality feedback to theirstudents;In addition to aiming to engage students in the learning process, there is also a need to address the changing needs of the marketplace. Because in many academic disciplines the body of relevant knowledge is growing at an exponential rate, it is no longer possible, or even desirable, for an individual to have a complete knowledge base. Rather, it is preferable that he or she should have an understanding of the concepts and the principles of the subject, have the ability to apply this understanding to new situations and have the wherewithal to seek out the information that is needed.As the world continues to increase in complexity, university graduates will need to be equipped to cope with rapid changes in technology and to enter careers that may not yet be envisaged, with change of profession being commonplace. To produce graduates equipped for this workforce, it is essential that educators teach in ways that encourage learners to engage in deep learning, which may be built upon in the later years of their course, and also be transferred to the workplace.The new role of the university teacher, then, is one that focuses on the students' learning rather than the instructor's teaching. The syllabus is more likely to move from being a set of learning materials made up of lecture notes, to a set of learning materials made up of print, cassettes, disks and computer programs. Class contact hours will cease to be the major determinant of an academic workload. The teacher will then be released from being the sole source of information transmission and will become instead more a learning manager, able to pay more attention to the development and delivery of education rather than content.Student-centred learning activities will also require innovative assessment strategies. Traditional assessment and reporting has aimed to produce a single mark or grade for each student. The mark is intended to indicate three things: the extent to which the learned material was mastered or understood; the level at which certain skills were performed and the degree to which certain attitudes were displayed.A deep learning approach would test a student’s ab ility to identify and tackle new and unfamiliar 'real world' problems. A major assessment goal will be to increase the size and complexity of assignments and minimise what can be achieved by memorising or reproducing content. Wherever possible, students will be involved in the assessment process to assist them to learn how to make judgments about themselves and their work.Questions 15-18Do the following statements agree with the information given in Reading Passage 2?In the boxes 15-18 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 this15Newman believed that the primary focus of universities was teaching.16Job promotion is already used to reward outstanding teaching.17Traditional approaches to assessment at degree level are having a negative effect on the learning process.Questions 19-23Look at the eight qualities A-H of “good teachers” in Reading Passage 2 and the statements below (Questions 19-23).Match each quality to the statement with the same meaning.Write the correct letter A-H in boxes 19-23 on your answer sheet.Good teachers19 can adapt their materials to different learning situations.20 assist students to understand the aims of the course.21 are interested in developing the students as learners.22treat their students with dignity and concern.23continually improve their teaching by monitoring their skills.Questions 24-27Choose the correct letter, A, B, C or DWrite your answers in boxes 24-27 on your answer sheet.24 In the future, university courses will focus more onA developing students’ skills and concepts.B expanding students’ knowledge.C providing work experience for students.D graduating larger numbers of students.25 According to the author, university courses should prepare students toA do a specific job well.B enter traditional professions.C change jobs easily.D create their own jobs.26 The author believes that new learning materials in universities will result inA more work for teachers.B a new role for teachers.C more expensive courses.D more choices for students.27 The author predicts that university assessment techniques will include moreA in-class group assignments.B theoretical exams.C problem-solving activities.D student seminar presentations.READING PASSAGE 3Rising Sea LevelsADuring the night of 1st February 1953, a deadly combination of winds and tide raised the level of the North Sea, broke through the dykes which protected the Netherlands arid inundated farmland and villages as far as 64 km from the coast, killing thousands. For people around the world who inhabit low-lying areas, variations in sea levels are of crucial importance and the scientific study of oceans has attracted increasing attention. Towards the end of the 1970s, some scientists began suggesting that global warming could cause the world's oceans to rise by several metres. The warming, they claimed, was an inevitable consequence of increasing carbon dioxide in the atmosphere which acted like a greenhouse to trap heat in the air. The greenhouse warming was predicted to lead to rises in sea levels in a variety of ways. Firstly, heating the ocean water would cause it to expand. Such expansion might be sufficient to raise the sea level by 300mm in the next 100 years. Then there was the observation that in Europe's Alpine valleys glaciers had been shrinking for the past century. Meltwater from the mountain glaciers might have raised the oceans 50mm over the last 100 years and the rate is likely to increase in future. A third threat is that global warming might cause a store of frozen water in Antarctica to melt which would lead to a calamitous rise in sea level of up to five metres.BThe challenge of predicting how global warming will change sea levels led scientists of several disciplines to adopt a variety of approaches. In 1978 J H Mercer published a largely theoretical statement that a thick slab of ice covering much of West Antarctica is inherently unstable. He suggested that this instability meant that, given just 5 degrees Celsius of greenhouse warming in the south polar region, the floating ice shelves surrounding the West Antarctic ice sheet would begin to disappear. Without these buttresses the grounded ice sheet would quickly disintegrate and coastlines around the world would be disastrously flooded. In evidence Mercer pointed out that between 130,000 and 110,000 years ago there had been just such a global warming as we have had in the past 20,000 years since the last ice age. In the geological remains of that earlier period there are indications that the sea level was five metres above the current sea level- just the level that would be reached if the West Antarctic ice sheet melted. The possibility of such a disastrous rise led a group of American investigators to form SeaRISE (Sea-level Response to Ice Sheet Evolution) in 1990. SeaRISE reported the presence of Five active "ice streams" drawing ice from the interior of West Antarctica into the Ross Sea. They stated that these channels in the West Antarctic ice sheet "may be manifestations of collapse already under way."CBut doubt was cast on those dire warnings by the use of complex computer models of climate. Models of atmospheric and ocean behaviour predicted that greenhouse heating would cause warmer, wetter air to reach Antarctica, where it would deposit its moisture as snow. Thus, the sea ice surrounding the continent might even expand causing sea levels to drop. Other observations have caused scientists working on Antarctica to doubt that sea levels will be pushed upward several metres by sudden melting. For example, glaciologists have discovered that one of the largest ice streams stopped moving about 130 wars ago. Ellen Mosley-Thompson, questioning the SeaRISE theory, notes that ice streams "seem to start and stop, and nobody really knows why." Her own measurements of the rate of snow accumulation near the South Pole show that snowfalls have increased substantially in recent decades as global temperature has increased.DMost researchers are now willing to accept that human activities have contributed to global warming, but no one can say with any assurance whether the Antarctic ice cap is growing or shrinking in response.A satellite being planned by the National Aeronautics and Space Administration will use laser range finders to map changes in the elevation of the polar ice caps, perhaps to within 10 millimetres, and should end the speculation.EWhatever the fate of the polar ice caps may be, most researchers agree that the sea level is currently rising. That, however, is difficult to prove. Tide gauges in ports around the world have been measuring sea levels for decades but the data are flawed because the land to which the gauges are attached can itself be moving up and down. In Stockholm the data from the sea level gauge show the sea level to be falling at four millimetres a year, but that is because all Scandinavia is still rebounding after being crushed by massive glaciers during the last ice age. By contrast, the gauge at Honolulu, which is more stable, shows the sea level to be rising at a rate of one and a half millimetres a year. Unstable regions cannot be omitted from the data because that would eliminate large areas of the world. Most of the eastern seaboard of North America is still settling after a great ice sheet which covered Eastern Canada 20,000 years ago tilted it up. And then there is buckling occurring at the edges of the great tectonic plates as they are pressed against each other. There is also land subsidence as oil and underground water is tapped. In Bangkok, for example, where the residents have been using groundwater, land subsidence makes it appear as if the sea has risen by almost a metre in the past 30 years.FUsing complex calculations on the sea level gauge data, Peltier and Tushingham found that the global sea level has been rising at a rate of 2mm a year over the past few decades. Confirmation came from the TOPEX satellite which used radar altimeters to calculate changes in ocean levels. Steven Nerem, working on the TOPEX data, found an average annual sea level rise of 2mm which is completely compatible with the estimates that have come from 50 years of tide gauge records. The key question still facing researchers is whether this trend will hold steady or begin to accelerate in response to a warming climate. The Intergovernmental Panel on Climate Change gives the broad prediction for the next century of a rise between 200mm and 1 metre.Questions 33 - 40Complete each sentence with the correct ending A-L from the box below. Write the correct letter A-L in boxes 33-40 on your answer sheet.。
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。
雅思阅读原文完整版下载
智课网IELTS备考资料
雅思阅读原文完整版下载
摘要：雅思阅读原文完整版下载。
小编为大家汇总了20篇经典的雅思阅读真题原文，帮助考生更快的熟悉雅思考试思路和答题技巧，有需要的同学可以立即下载电子版哦!
大黄蜂，乌鸦造工具、简单英语，等等这些经典的雅思阅读真题原文已经整理完毕，这些题目代表了最新雅思阅读考试特点，考生可以立即下载电子版(含有原文和答案解析)哦!
雅思阅读原文完整版下载20-1
文章标题：大黄蜂Wasp
文章大意：就是讲黄蜂对人们生活的帮助.也不难。
题目类型：List of Heading
填空和选题目
参考答案：
填空题说wasp use to feed on other insects, rather than on vegetation(原文开头说wasp现在开始吃素了，通过这样的试验让他们的后代也吃素什么的，相比之下，作为他们的source of protein，以前是alternative as insects)
有一题，好像是22题，说是问the process of 什么很有效率，使得蜜蜂不用去别的话授粉而可以直接回巢(我找了很久，结果往上看了好几行才找到，就是pollination-cross)其他题都很简单就不记得了.
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以上是小编为大家整理的雅思阅读原文完整版的介绍，这是考生们难得的雅思资料，考生们可以收藏后不要着急，要认真练习!
相关字搜索：雅思阅读原文。
雅思阅读第118套P1-Sust...
雅思阅读第118套P1-Sust...雅思阅读第118套P1-Sustainable architecture - lessons from the antReading Passage 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Sustainable architecture - lessons from the antTermite mounds were the inspiration for an innovative design in sustainable livingAfrica owes its termite mounds a lot. Trees and shrubs take root in them. Prospectors mine them, looking for specks of gold carried up by termites from hundreds of metres below. And of course, they are a special treat to aardvarks and other insectivores.Now, Africa is paying an offbeat tribute to these towers of mud. The extraordinary Eastgate Building in Harare, Zimb abwe’s capital city, is said to be the only one in the world to use the same cooling and heating principles as the termite mound.Termites in Zimbabwe build gigantic mounds inside which they farm a fungus that is their primary food source. This must be kep t at exactly 30.5°C, while the temperatures on the African veld outside can range from 1.5°C at night only just above freezing to a baking hot 40°C during the day. The termites achieve this remarkable feat by building a system of vents in the mound. Those at the base lead down into chambers cooled by wet mud carried up from water tables far below, and others lead up through a flue to the peak of the mound. By constantly opening and closing these heating and cooling vents over thecourse of the day the termites succeed in keeping the temperature constant in spite of the wide fluctuations outside.Architect Mick Pearce used precisely the same strategy when designing the Eastgate Building, which has no air conditioning and virtually no heating. The building the country's largest commercial and shopping complex uses less than 10% of the energy of a conventional building ns size. These efficiencies translated directly to the bottom line: the Eastgate’s owners saved $3.5 million on a $36 million building because an air- conditioning plant didn't have to be imported. These savings were also passed on to tenants: rents are 20% lower than in a new building next door.The complex is actually two buildings linked by bridges across a shady, glass-roofed atrium open to the breezes. Fans suck fresh air in from the atrium, blow it upstairs through hollow spaces under the floors and from there into each office through baseboard vents. As it rises and warms, it is drawn out via ceiling vents and finally exits through forty- eight brick chimneys.To keep the harsh, highveld sun from heating the interior, no more than 25% of the outside is glass, and all the windows are screened by cement arches that just out more than a metre.During summer’s cool nights, big fans flush air throu gh the building seven times an hour to chill the hollow floors. By day, smaller fans blow two changes of air an hour through the building, to circulate the air which has been in contact with the cool floors. For winter days, there are small heaters in the vents.This is all possible only because Harare is 1600 feet above sea level, has cloudless skies, little humidity and rapid temperature swings days as warm as 31°C commonly drop to 14°C at night. 'You couldn’t do this in New York, with itsfantastically h ot summers and fantastically cold winters,’ Pearce said. But then his eyes lit up at the challenge.' Perhaps you could store the summer's heat in water somehow.The engineering firm of Ove Amp & Partners, which worked with him on the design, monitors daily temperatures outside, under the floors and at knee, desk and ceiling level. Ove Arup's graphs show that the temperature of the building has generally stayed between 23"C and 25°C. with the exception of the annual hot spell just before the summer rains in October, and three days in November, when a janitor accidentally switched off the fans at night. The atrium, which funnels the winds through, can be much cooler. And the air is fresh far more so than in air-conditioned buildings, where up to 30% of the air is recycled.Pearce, disdaining smooth glass skins as 'igloos in the Sahara’, calls his building, with its exposed girders and pipes, 'spiky’. The design of the entrances is based on the porcupine-quill headdresses of the local Shona tribe. Elevators are designed to look like the mineshaft cages used in Zimbabwe's diamond mines. The shape of the fan covers, and the stone used in their construction, are echoes of Great Zimbabwe, the ruins that give the country its name.Standing on a roof catwalk, peering down inside at people as small as termites below. Pearce said he hoped plants would grow wild in the atrium and pigeons and bats would move into it. like that termite fungus, further extending the whole 'organic machine’ metaphor. The architecture, he says, is a regionalised style that responds to the biosphere, to the ancient traditional stone architecture of Zimbabwe's past, and to local human resources.SECTION 1: QUESTIONS 1-13Questions 1-5Choose the correct answer, A, B, C or D.Write your answers in boxes 1-5on your answer sheet.1Why do termite mounds have a system of vents?Ato allow the termites to escape from predatorsBto enable the termites to produce foodCto allow the termites to work efficientlyDto enable the termites to survive at night2Why was Eastgate cheaper to build than a conventional building?AVery few materials were imported.BIts energy consumption was so low.CIts tenants contributed to the costs.DNo air conditioners were needed.3Why would a building like Eastgate not work efficiently in New York?ATemperature change occurs seasonally rather than daily.BPollution affects the storage of heat in the atmosphere.CSummer and winter temperatures are too extreme.DLevels of humidity affect cloud coverage.4What d oes Ove Arup’s data suggest about Eastgate’s temperature control system?AIt allows a relatively wide range of temperatures.BThe only problems are due to human error.CIt functions well for most of the year.DThe temperature in the atrium may fall too low5Pearce believes that his building would be improved by Abecoming more of a habitat for wildlife.Beven closer links with the history of Zimbabwe.Cgiving people more space to interact with nature.Dbetter protection from harmful organisms.Questions 6-10Complete the sentences below with words taken from Reading Passage 1.Use NO MORE THAN THREE WORDSfor each answer.Write your answers in boxes 6-10on your answer sheet.Warm air leaves the offices through 6 _________________The warm air leaves the building through 7 _________________ Heat from the sun is prevented from reaching the windows by 8_________________When the outside temperature drops 9 _________________ bring air in from outside.On cold days 10 _________________ raise the temperature in the offices.Questions 11-13Answer the question below, using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 11-13on your answer sheet.Which three parts of the Eastgate Building reflect important features of Zimbabwe’s h istory and culture?AentrancesBquillCcagesDelevatorsEfan coversFstone。