剑桥雅思5Test2雅思阅读Passage3题目+答案+解析

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剑桥5阅读test2解析

剑桥5阅读test2解析【最新版】目录1.剑桥 5 阅读 test2 概述2.文章结构分析3.文章主题与细节理解4.题目解答与技巧5.总结与建议正文【剑桥 5 阅读 test2 概述】剑桥 5 阅读 test2 是剑桥英语考试系列中的一篇阅读理解文章，旨在测试考生的英语阅读理解能力。

文章难度适中，适合英语学习者在中等水平阶段进行学习和练习。

通过阅读 test2，考生可以提高自己的阅读速度、扩大词汇量和理解能力，为今后的学习和工作打下坚实的基础。

【文章结构分析】剑桥 5 阅读 test2 的文章结构分为三部分，分别是：文章开头、文章主体和文章结尾。

文章开头部分主要介绍文章的主题和背景信息，为接下来的内容做铺垫；文章主体部分是文章的核心内容，通过详细的阐述、举例和论证，使读者对文章主题有深入的理解；文章结尾部分主要对全文进行总结，并给出作者的观点和建议。

【文章主题与细节理解】在阅读 test2 中，考生需要关注文章的主题和细节。

主题是文章的灵魂，考生需要通过阅读理解文章的主题，从而把握全文的脉络。

细节是文章的血肉，考生需要关注文章中的具体信息、事实和数据，以便更好地理解文章。

此外，考生还需要注意文章中的逻辑关系和连接词，这些都对理解文章结构和主题具有重要意义。

【题目解答与技巧】解答剑桥 5 阅读 test2 的题目需要运用一定的技巧。

首先，考生需要仔细阅读题目，了解题目要求和答题技巧。

其次，考生需要回到原文中寻找答案，注意题目和原文的关联性。

在答题过程中，考生可以使用排除法、推理法和归纳法等技巧，提高答题正确率。

【总结与建议】剑桥 5 阅读 test2 是英语学习者在中等水平阶段的重要学习材料。

通过阅读 test2，考生可以提高自己的阅读理解能力，为今后的学习和工作打下坚实的基础。

为了更好地学习和掌握 test2，考生需要关注文章的主题和细节，运用一定的答题技巧，并进行大量的阅读练习。

剑桥5阅读test2解析

剑桥5阅读test2解析剑桥5阅读试题是指剑桥大学出版社所出版的第五本英语阅读理解练习题集，其中的第二套试题是本文所要解析的内容。

本套题目涵盖了各种不同主题的文章，并要求读者根据文章内容回答相应的问题。

在解析这套题目之前，我们需要先了解一下该套题的主要内容和要求。

第二套剑桥5阅读试题通常由3-4篇文章组成，每篇文章后面有5-7个问题需要回答。

这些问题涉及文章的主旨、细节、观点、态度等方面，需要读者在阅读文章的基础上理解并作出准确回答。

接下来，我们将逐篇文章进行解析，简要介绍文章的主题和内容，并给出相应的问题解答。

文章一：标题：Climate Change and Crop Yields本文主要讲述气候变化对农作物产量的影响。

文章指出气候变化对全球农作物产量造成了负面影响，如干旱、洪涝、高温等极端气候事件使得农作物的产量减少。

问题集中在文章的主旨、对全球粮食供应的影响以及可能的解决方案。

文章二：标题：The Benefits of Multilingualism本文讲述了多语言能力的好处。

文章指出掌握多种语言的人可以在交流、就业和认知方面获得更多的优势。

问题集中在探讨多语言能力对个人和社会的影响，以及解决方法。

文章三：标题：The Impact of Social Media on Society本文探讨了社交媒体对社会的影响。

文章列举了社交媒体的积极和消极作用，并探讨了随着社交媒体的普及，人们的行为和态度发生了哪些变化。

问题集中在社交媒体对社交关系、个人隐私和信息传播的影响。

文章四：标题：The Importance of Physical Exercise本文强调了体育锻炼的重要性。

文章指出适度的体育锻炼有助于保持身体健康、增强免疫力和提高心理状态。

问题集中在体育锻炼对健康的影响以及如何克服不锻炼的困难。

以上是对剑桥5阅读test2中的四篇文章进行的简要梳理和解析。

每篇文章都涉及不同主题，要求读者仔细阅读，理解文章的核心内容，并根据问题给出准确的答案。

剑桥5阅读test2解析

剑桥5阅读test2解析摘要：1.剑桥5阅读Test2概述2.解析Test2中的文章2.1 文章1：概述及解析2.2 文章2：概述及解析2.3 文章3：概述及解析正文：【剑桥5阅读Test2概述】剑桥5阅读Test2包含了三篇文章，分别涵盖了不同的主题和难度。

通过本文，我们将对这三篇文章进行详细解析，以帮助读者更好地理解文章内容、答题技巧和提高阅读能力。

【文章1：概述及解析】文章1的主题是关于英国乡村的保护和可持续发展。

文章介绍了英国乡村面临的威胁，如城市化、污染和环境破坏等。

同时，文章提出了相应的保护措施，如加强立法、提高环保意识、推广可持续发展等。

在解答这道题目时，需要注意文章中的细节信息，如政策、项目和组织等。

【文章2：概述及解析】文章2讨论了科技发展对人类生活的影响。

文章通过对比过去和现在的生活状况，展示了科技如何改变我们的生活方式。

例如，交通、通讯、娱乐等方面的进步。

文章还提到了科技发展可能带来的问题，如社交障碍、过度依赖等。

在解答这道题目时，需要注意文章中的对比信息和科技发展的影响。

【文章3：概述及解析】文章3介绍了全球气候变化对生态系统的影响。

文章指出，气候变化导致了许多物种的灭绝和生态系统的不平衡。

文章进一步探讨了气候变化的原因，如温室气体排放、森林砍伐等。

此外，文章还提到了一些应对气候变化的措施，如减少温室气体排放、保护森林等。

在解答这道题目时，需要注意文章中的气候变化现象和应对策略。

总之，剑桥5阅读Test2涵盖了多种主题，旨在考查考生的阅读理解能力和策略。

为了提高答题效率，建议考生在备考过程中注重以下几点：1.提高词汇量：熟练掌握各类题型所需词汇，如学术、地理、科技等。

2.培养阅读速度：加快阅读速度，提高答题效率。

3.培养推理能力：根据文章内容和题干，进行合理推理和判断。

4.加强练习：多做阅读练习，了解自己的薄弱环节，针对性地进行提高。

剑桥雅思5阅读解析-Test3

READING PASSAGE 1文章结构体裁说明文主题关于儿童早期教育重要性的研究段落概括A段新西兰的研究关注学前班儿童的教育平等问题。

B段三岁前儿童教育的重要性。

C段社会经济基础较差的孩子在学校的表现较差。

D段“密苏里”项目关注的是家长。

E段研究结果非常显著。

F段研究结果的意义所在。

本节考查词汇A段equity []n. 平等B段suppress []v. 压制，压抑dramatically []adv. 显著地C段acknowledge []v. 承认nationwide []adj. 全国性的pour []v. 倾注peer []n. 同等的人，参照物（人）D段launch []v. 开启，启动predicate on []以…为基础bypass []v. 忽视cross-section []adj. 横向configuration []n. 属性foster []v. 支持，养育intellectual []adj. 智力的periodic []adj. 定期的handicap []n. 障碍interfere []v. 干扰，影响E段evaluate []v. 评价phenomenal []adj. 显著的，轰动的auditory []adj. 听觉的verbal []adj. 口头的eliminate []v. 消除stress []n. 压力interaction []n. 互动F段perpetuate []v. 使永恒access to …[]能够获得…vital []adj. 至关重要的Questions 1-4『题型』PARAGRAPH MATCHING『解析』这种题型大都是对段落主题的变相考查。

应尽量通过段落主题和题干关键字之间的联系，首先大概确定至某个段落，然后再在该段落中找到确切替换，最终确定答案。

略读过程中，重点关注的段落主题句位置：a.段落首句（占80%强）b.表示转折的段落次句（占10%左右）c.段落末句（占10%左右）注意：由于文章首段通常要先介绍背景，在段末才会引出文章主题，所以：d. 首段应读完首句和末句题号关键词原文定位题解1 range offamily type D部分第一段末句答案：D只有D段主题句中的parents与题干中family一词相关，应该先在该段寻找familytype。

雅思阅读第052套P3-What_is_Meaning

雅思阅读第052套P3-What_is_Meaning雅思阅读第052套P3-What is MeaningREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.What is Meaning—Why do we respond to words and symbols in the waves we do?The end, product of education, yours and mine and everybody's, is the total pattern of reactions and possible reactions we have inside ourselves. If you did not have within you at this moment the pattern of reactions that we call "the ability to read.” you would see here only meaningless black marks on paper. Because of the trained patterns of response, you are (or are not) stirred to patriotism by martial music, your feelings of reverence are aroused by symbols of your religion, you listen more respectfully to the health advice of someone who has “MD" after his name than to that of someone who hasn’t. What I call here a “pattern of reactions”, then, is the sum total of the ways we act in response to events, to words, and to symbols.Our reaction patterns or our semantic habits, are the internal and most important residue of whatever years of education or miseducation we may have received from our parents’ conduct toward us in childhood as well as their teachings, from the formal education we may have had, from all the lectures we have listened to, from the radio programs and the movies and televi-sion shows we have experienced, from all the books and newspapers and comic strips we have read, from the conversations we have had with friends and associates, and from all our experiences. If, as the result of all these influences that make us what we are, our semantic habits are reasonably similar to those of most people around us, we are regarded as "normal,” or perhaps “dull.” If our semantic habits are noticeably different from those of others, we are regarded as “individualistic" or “original.” or, if the differences are disapproved of or viewed with alarm, as “crazy.”Semantics is sometimes de fined in dictionaries as “the science of the meaning of words”— which would not be a bad definition if people didn’t assume that the search for the meanings of words begins and ends with looking them up in a dictionary. If one stops to think for a moment, it is clear that to define a word, as a dictionary does, is simply to explain the word with more words. To be thorough about defining, we should next have to define the words used in the definition, then define the words used in defining the words used in the definition and so on. Defining words with more words, in short, gets us at once into what mathemati cians call an “infinite regress”. Alternatively, it can get us into the kind of run-around we sometimes encounter when we look up “impertinence” and fin d it defined as “impudence," so we look up “impudence” and find it defined as “impertinence." Yet—and here we come to another common reaction pattern—people often act as if words can be explained fully with more words. To a person who asked for a definition of jazz, Louis Armstrong is said to have replied, "Man. when you got to ask what it is, you’ll never get to know,” proving himself to be an intuitive semanticist as wellas a great trumpet player.Semantics, then, does not deal with the “meaning of words” as that expression is commonly understood. P. W. Bridgman, the Nobel Prize winner and physicist, once wrote, “The true meaning of a term is to be found by observing what a man does with it, not by what he says about it.” He made an enormous contribution to science by showing that the meaning of a scientific term lies in the operations, the things done, that establish its validity, rather than in verbal definitions.Here is a simple, everyday kind of example of “operational” definition. If you say, “This table measures six feet in length,” you could prove it by taking a foot rule, performing the operation of laying it end to end while counting, “One...two...three...four...” But if you say—and revolutionists have started uprisings with just this statement “Man is born free, but everywhere he is in chains!”—what operations could you perform to demonstrate its accuracy or inaccuracy?But let us carry this suggestion of “operationalism" outside the physical sciences where Bridgman applied it, and observe what “operations” people perform as the result of both the language they use and the language other people use in communicating to them. Here is a personnel manager studying an application blank. He comes to the words “Education: Harvard University,” and drops t he application blank in the wastebasket (that’s the “operation”) because, as he would say if you asked him, “I don’t like Harvard men.” This is an instance of "meaning” at work—but it is not a meaning that can be found in dictionaries.If I seem to be taking a long time to explain what semantics is about, it is because I am trying, in the course of explanation, tointroduce the reader to a certain way of looking at human behavior. I say human responses because, so far as we know, human beings are the only creatures that have, over and above that biological equipment which we have in common with other creatures, the additional capacity for manufacturing symbols and systems of symbols. When we react to a flag, we are not reacting simply to a piece of cloth, but to the meaning with which it has been symbolically endowed. When we react to a word, we are not reacting to a set of sounds, but to the meaning with which that set of sounds has been symbolically endowed.A basic idea in general semantics, therefore, is that the meaning of words (or other symbols) is not in the words, but in our own semantic reactions. If I were to tell a shockingly obscene story in Arabic or Hindustani or Swahili before an audience that understood only English, no one would blush or be angry; the story would be neither shocking nor obscene-induced, it would not even be a story. Likewise, the value of a dollar bill is not in the bill, but in our social agreement to accept it as a symbol of value. If that agreement were to break down through the collapse of our government, the dollar bill would become only a scrap of paper. We do not understand a dollar bill by staring at it long and hard. We understand it by observing how people act with respect to it. We understand it by understanding the social mechanisms and the loyalties that keep it meaningful. Semantics is therefore a social study, basic to all other social studies.SECTION 3: QUESTION 27-40Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-31 on your answer sheet.27What point is made in the first paragraph?A The aim of education is to teach people to readB Everybody has a different pattern of reactions.C Print only carries meaning to those who have received appropriate ways to respond.D The writers should make sure their works satisfy a variety of readers.28According to the second paragraph, people are judged byA the level of education.B the variety of experience.C how conventional their responses are.D complex situations.29What point is made in the third paragraph?A Standard ways are incapable of defining words precisely.B A dictionary is most scientific in defining words.C A dictionary should define words in as few words as possible.D Mathematicians could define words accurately.30What does the writer suggest by referring to Louis Armstrong?A He is an expert of language.B Music and language are similar.C He provides insights to how words are defined.D Playing trumpet is easier than defining words.31What does the writer intend to show about the example of “personnel manager”?A Harvard men are not necessarily competitive in the job market.B Meaning cannot always be shared by others.C The idea of operationalism does not make much senseoutside the physical science.D Job applicants should take care when filling out application forms.Questions 32-35Do the following statements agree with the information given in Reading Passage 3?In boxes 32-35 on you answer sheet, write32 _________________ Some statements are incapable of being proved or disproved.33 _________________ Meaning that is personal to individuals is less worthy to study than shared meanings.34 _________________ Flags and words are eliciting responses of the same reason.35 _________________ A story can be entertaining without being understood.Questions 36-40Complete each sentence with the correct ending, A-H, below.Write the correct letter, A-H, in boxes 36-40 on your answer sheet.36 ___________ A comic strip37 ___________ A dictionary38 ___________ Bridgman39 ___________ A story in a language the audience cannot understand40 ___________ A dollar bill。

雅思真题阅读词汇剑桥雅思5 test 2 passage 3 科学英语的诞生.doc

雅思真题阅读词汇剑桥雅思5 test 2 passage 3 科学英语的诞生今天我们雅思真题阅读词汇的文章来研究剑桥雅思5 test 2 passage 3。

这篇雅思阅读文章的内容与用英语描述科学发现相关，包括文艺复兴和科学进步对英语的影响，英格兰两位皇家学会学者的贡献，科学英语发展初期的情况等内容。

按照惯例，我们总结下其中常考的雅思阅读词汇。

第一段dominate v. 统治。

“世界科学现在被少数几种语言统治，包括日语、德语和法语”。

audience n. 读者，观众。

“许多非英语国家的科学家发现他们需要用英语书写他们的研究论文以接触国际读者”。

intellecturals n. 知识分子。

“在那之前，对于欧洲的知识分子而言，拉丁语被认为是lingua franc”。

第二段revival n. 复兴。

“欧洲文艺复兴有时候被叫做学习的复兴”。

classical adj. 古典的。

“在这期间重新燃起了对古典时期失落的知识的兴趣”。

exploration n. 开发，利用。

“欧洲新出现的民族国家在世界开发和贸易发展方面的兴趣互相竞争”。

expansion n. 扩张。

“这一扩张将英语向西带到了美洲，向东带到了印度”。

第三段adopt v. 采纳。

“英国是科学家热心采纳并发表哥白尼学说的首批国家之一”。

promote v. 促进。

“1660年，一些学者，包括两名对语言感兴趣的学者，帮助创立了皇家科学院，以促进帝国的科学研究”。

第四段academy n. 学会。

“在整个欧洲，类似的学会和团体建立起来，创造出新的国家科学传统”。

initial adj. 初始的。

“在这一科学革命的最初阶段，大多数用本国语言的出版物为畅销书”。

第五段original adj. 最初的。

“最初的科学文本继续用拉丁文写作有几个原因”。

第六段domain n. 领域。

“公开发表存在着将作者尚未完全开发的观点公布于公共领域的危险”commercial adj. 商业的。

【最新】剑桥雅思5阅读部分简析(3)-推荐word版 (1页)

【最新】剑桥雅思5阅读部分简析(3)-推荐word版本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==剑桥雅思5阅读部分简析(3)首先关注的是这篇考题的布局。

先出现的四题是人名观点配对题。

接下来的六题是概括归纳题。

最后则是必考题型是非无判断题。

这三类题目全都是细节信息，主要考察学生的信息搜索能力和语言转换的能力。

同时，在短时间内完成所有的题目的能力也对考生提出了较高的要求。

第一种人名观点配对题和大多数考试的出题方式有些许的不同。

以往的考试真题中的出题方式都是以人名作为选项，而把观点作为题目的。

这样一来，就导致了人名作为选项极有可能产生多选的状况。

这样一来就增加了做题的时间和难度。

而在强化玻璃这篇阅读题目中，人名则作为了题目，而观点则放到了选项当中，因此，一个观点配多个人名的可能性就极小了。

但是这样一来会导致另外一个难点：题目和选项都不按照顺序原则出现。

从而对于考生的信息搜索能力的要求就大幅增加了。

作为雅思阅读的讲师来说，对于这篇文章的教学中要充分讲解该考题的难度和学生的做题方法。

在阅读文章中，会出现超过题目中的人名的数量，也会产生相当多的干扰项。

如何排除干扰以及指导学生科学的阅读方法是每个教师在讲解这篇文章的考试技巧时的重要一环!接下来的 Summary 题目则是该文章的题目中较难的题型!也是雅思阅读讲师必讲的题目!首先值得关注的这道摘要归纳题是有选项的 Summary 。

而选项是 A - P ，数量非常多。

在题目的 instruction 中 Complete the summary with list of words A - P below 我们可以发现考生在填写答案是应把字母和单词写完整，否则有可能造成不必要的失分。

这里要特别指出，这篇文章的归纳题并非按照顺序原则来出题，而且包含了大量的词汇同义转换和句子同义转换。

雅思剑桥5阅读解析

雅思剑桥5阅读解析标题：雅思剑桥5阅读解析引言概述：雅思考试是全球范围内最受欢迎的英语语言水平考试之一，而剑桥雅思教材系列被广大考生所青睐。

本文将对剑桥雅思教材系列中的第五本《剑桥雅思5》的阅读部分进行解析，旨在帮助考生更好地理解和应对该教材中的阅读题型。

正文内容：1. 主题和中心思想1.1 了解文本的主题1.1.1 通过标题和副标题确定主题1.1.2 分析首段和尾段，寻找主题线索1.1.3 注意文本中的关键词和关键句1.2 确定文本的中心思想1.2.1 分析作者的观点和态度1.2.2 注意文本中的转折和强调词语1.2.3 通过段落主题句找出中心思想2. 细节理解和推理判断2.1 寻找细节信息2.1.1 注意文本中的数字、日期和地点2.1.2 找出文本中的定义和解释2.1.3 确定文本中的因果关系和举例说明2.2 推理判断2.2.1 根据文本信息进行推断2.2.2 判断作者的观点和态度2.2.3 分析文本中的逻辑关系和推理过程3. 段落结构和篇章结构3.1 分析段落结构3.1.1 寻找段落的主题句和支持句3.1.2 理解段落的过渡和连接词语3.1.3 注意段落的逻辑顺序和层次关系3.2 理解篇章结构3.2.1 分析篇章的开头和结尾3.2.2 寻找篇章的中心思想和主题线索3.2.3 注意篇章的段落组织和信息展示方式4. 词汇和词义理解4.1 学习常见的词汇和短语4.1.1 注意文本中的高频词汇和固定搭配4.1.2 学习常见的同义词和反义词4.1.3 掌握常见的词根、前缀和后缀4.2 理解词义和上下文关系4.2.1 利用上下文推测词义4.2.2 注意词汇的词性和词义变化4.2.3 分析词汇的隐含含义和比喻意义5. 推理和判断题型5.1 推理题型5.1.1 判断推理的依据和逻辑5.1.2 分析文本中的条件和前提5.1.3 注意推理过程中的可能偏见和错误5.2 判断题型5.2.1 理解判断题的要求和限制5.2.2 注意文本中的细节和限定词语5.2.3 掌握排除法和反向思维的技巧总结：综上所述，解析《剑桥雅思5》的阅读部分需要考生掌握主题和中心思想的理解、细节理解和推理判断的技巧、段落结构和篇章结构的分析、词汇和词义理解的能力，以及推理和判断题型的应对策略。

剑桥雅思5test3reading2的阅读全文解析-智课教育出国考试

智课网雅思备考资料剑桥雅思5test3reading2的阅读全文解析-智课教育出国考试本文小编为大家带来的是剑桥雅思5test3reading2的阅读全文解析，希望大家能够关注，这里对文章的难度、疑难词、高频词、长难句、文章结构都进行了详细的分析，是非常值得大家参考的雅思阅读素材，下面是详细内容，一起来看看吧！You should spend about 20 minutes on Questions 14-26. which are based on Reading Passage 2 on the following pages.Questions 14-17Reading Passage 2 has six paragraphs, A-F.Choose the correct heading for paragraphs B and D—F from the list of headings below. Write the correct number i-viii in boxes 14-17 on your answer sheet.List of HeadingsiEffects of irrigation on sedimentation(沉淀，沉积)iiThe danger of flooding the Cairo areaiiiCausing pollution in ihc MediterraneanivInterrupting a natural processVThe threat to food productionviLess valuable sediment(n.沉积，沉淀物) than beforeviiEgypt's disappearing coastlineviiiLooking at the long-term impactExample Paragraph A Answer vii14 Paragraph B ivExample Paragraph C Answer vi15 Paragraph D i16 Paragraph E v17 Paragraph F viiiDisappearing Delta（逐渐消失的三角洲）A The fertile land of the Nile delta is being eroded along Egypt's Mediterranean coast at an astounding rate, in some partsestimated at 100 metres per year. In the past, land scoured away from the coastline by the currents of the Mediterranean Sea used to be replaced by sediment brought down to the delta by the River Mile, but this is no longer happening.B Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt, which hold back virtually all of the sediment that used to flow down the river. Before the dams were built, the Nile flowed freely, carrying huge quantities of sediment north from Africa's interior to be deposited on the Nile delta. This continued for 7,000 years, eventually covering a region of over 22,000 square kilometers with layers of fertile silt. Annual flooding brought in new, nutrient-rich soil to the delta region, replacing what had been washed away by the sea, and dispensing with the need for fertilizers in Egypt's richest food-growing area. But when the Aswan dams were constructed in the 20th century to provide electricity and irrigation, and to protect the huge population centre of Cairo and its surrounding areas from annual flooding and drought, most of the sediment with its natural fertilizer accumulated up above the dam in the southern, upstream half of Lake Nasser, instead of passing down to the delta.C Now, however, there turns out to be more to the story. It appears that the sediment-free water emerging from the Aswan dams picks up silt and sand as it erodes the river bed and banks on the 800-kilometre trip to Cairo. Daniel Jean Stanley of the Smithsonian Institute noticed that water samples taken in Cairo, just before the river enters the delta, indicated that the river sometimes carries more than 850 grams of sediment per cubic metre of water - almost half of what it carried before the dams were built. 'I'm ashamed to say that the significance of this didn't strike me until after I had read 50 or 60 studies,' says Stanley in Marine Geology. 'There is still a lot of sediment coming into thedelta, but virtually no sediment comes out into the Mediterranean to replenish the coastline. So this sediment must be trapped on the delta itself.'D Once north of Cairo, most of the Nile water is diverted into more than 10,000 kilometres of irrigation canals and only a small proportion reaches the sea directly through the rivers in the delta. The water in the irrigation canals is still or veryslow-moving and thus cannot carry sediment, Stanley explains. The sediment sinks to the bottom of the canals and then is added to fields by formers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta. So very little of it actually reaches the coastline to replace what is being washed away by the Mediterranean currents.E The farms on the delta plains and fishing and aquaculture in the lagoons account for much of Egypt's food supply. But by the lime the sediment has come to rest in the fields and lagoons it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people. 'Pollutants are building up faster and faster,' says Stanley.Based on his investigations of sediment from the delta lagoons, Frederic Siegel of George Washington University concurs. 'In Manzalah Lagoon, for example, the increase in mercury, lead, copper and zinc coincided with the building of the High Dam at Aswan, the availability of cheap electricity, and the development of major power-based industries/ he says. Since that time the concentration of mercury has increased significantly. Lead from engines that use leaded fuels and from other industrial sources has also increased dramatically. These poisons can easily enter the food chain, affecting the productivity of fishing and farming. Another problem is that agricultural wastes include fertilizers which stimulate increases in plantgrowth in the lagoons and upset the ecology of the area, with serious effects on the fishing industry.F According to Siegel, international environmental organizations are beginning to pay closer attention to the region, partly because of the problems of erosion and pollution of the Nile delta, but principally because they fear the impact this situation could have on the whole Mediterranean coastal ecosystem. But there are no easy solutions. In the immediate future, Stanley believes that one solution would be to make artificial floods to flush out the delta waterways, in the same way that natural floods did before the construction of the dams. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. 'In my view, Egypt must devise a way to have more water running through the river and the delta,' says Stanley. Easier said than done in a desert region with a rapidly growing population.Questions 18-23Do the following statements reflect the claims of the writerin Reading Passage 2?In boxes 18-23 on your answer sheet, writeYES if the statement reflects 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 this18 Coastal erosion occurred along Egypt's Mediterranean coast before the building of the Aswan dams. YES19 Some people predicted that the Aswan dams would cause land loss before they were built. NG20 l"he Aswan dams were built to increase the fertility of the Nile delta. NO21 Stanley found that the levels of sediment in the river water in Cairo were relatively high. YES22 Sediment in the irrigation canals on the Nile delta causes flooding. NG23 Water is pumped from the irrigation canals into the lagoons. YESQuestions 24-26Complete the summary of paragraphs E and F with the list of words A-H below.Write the correct letter A-H in boxes 24 26 on your answer sheet.In addition to the problem of coastal erosion, there has been a marked increase in the level of 24......F.....contained in the silt deposited in the Nile delta. To deal with this, Stanley suggests the use of 25......A.....in the short term, and increasing the amount of water available through 26......B......in the longer term.A artificial floodsB desalinationC delta waterwaysD natural floodsE nutrientsF pollutantsG population controlH sediment这篇文章相对来说并不是很难，讲述的就是尼罗河逐渐消失的三角洲的自然现象，所以如果基础稍好的考生理解这篇文章是完全没有问题的，下面我们来看看本文需要掌握的生词和高频词汇：1. 疑难词注解sedimentation(沉淀，沉积)sediment(n.沉积，沉淀物)fertile land(肥沃的土地、良田)scoured 擦洗，腐蚀，冲刷replenish(补充)aquaculture(水产养殖)municipal(市政的，市的)mercury(汞)lead(铅)copper(铜)zinc(锌)leaded fuels(加铅燃料)desalination(海水淡化，脱盐作用)Easier said than done说起来容易做起来难desert region(不毛之地)2. 高频词Erode侵蚀，腐蚀hold back(隐瞒，退缩，阻止)square kilometres(平方公里)dispensing with(无需，免除，省掉)upstream(上游)coincided with(符合，与……一致)文章虽然不是很难，但是难免总是有一些长难句困扰着大家，本文为大家带来本篇文章的一些长难句分析，希望大家能够从中获益。

剑桥雅思最新真题题源详解——阅读(学术类)(第五版)

TEST PAPER 1
PASSAGE 1动物自我疗伤 PASSAGE 2辨别说谎 P 1寻找种子 PASSAGE 2南极与气候 PASSAGE 3海洋能源发电
TEST PAPER 3
PASSAGE 1苏联弹性工作时间 PASSAGE 2伏尼契手稿 PASSAGE 3航海钟的发明
内容摘要
内容摘要
《剑桥雅思最新真题题源详解——阅读（学术类）（第五版）》具有以下特点：真题回顾：通过对已考文章和试题的回忆，透视真实考题，抓住重复规律。背景知识：帮助考生快速理解文章，提高答题速度和准确率。 12套真题实战演练：所选文章的题材、背景、试题的题型和难度与已考文章相同，权威精准。
目录分析
TEST PAPER 4
PASSAGE 1磁疗 PASSAGE 2猛犸象幼崽 PASSAGE 3阿尔弗雷德·诺贝尔
TEST PAPER 5
PASSAGE 1彗星撞木星 PASSAGE 2珍珠 PASSAGE 3看体育节目和大脑活动
TEST PAPER 6
PASSAGE 1口译：同传和交传 PASSAGE 2生物防治 PASSAGE 3阅读的教学方法
TEST PAPER 7
PASSAGE 1机器人 PASSAGE 2城市规划 PASSAGE 3美国电影
TEST PAPER 8
PASSAGE 1英国天才工程师 PASSAGE 2水坝的灾难 PASSAGE 3考拉（树袋熊）
TEST PAPER 9
PASSAGE 1美国肥胖 PASSAGE 2玻璃研究 PASSAGE 3学术腐败
精彩摘录
精彩摘录
这是《剑桥雅思最新真题题源详解——阅读（学术类）（第五版）》的读书笔记模板，可以替换为自己的精彩内容摘录。

剑桥雅思5Test2阅读Passage2题目+答案解析

剑桥雅思5Test2阅读Passage2题目+答案解析－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－本篇文章主要和烤鸭分享剑桥雅思5Test2阅读Passage2题目+答案解析。

更多剑桥雅思5真题解析，请点击：剑桥雅思5阅读解析。

剑桥雅思5Test2阅读答案解析：剑桥雅思5Test2Passage 1阅读题目+答案解析剑桥雅思5Test2雅思阅读Passage3题目+答案+解析剑桥雅思5Test2阅读Passage2题目+答案解析Question 14答案：FALSE关键词：Arthur Koestler定位原文: 第1段最后1句“The writer….”解题思路: 文中已经明确指出“笑的独特之处就在干它没有明显的生物学目的”，而题目却一定要说它从生物学的很多方面而言都很重要，本题是抵触型的False。

Question 15答案：NOT GIVEN关键词：Plato定位原文: 第2段第2句“Plato expressed…”解题思路: 这句话应该翻译为“柏拉图认为幽默是因感觉比别人优越而体会到的快乐感觉”而并没有具体提到在哪方面比别人优越。

题目将这个范围缩小到了在智力上比别人优越，明显是一道完全未提及型的NOT GIVEN。

Question 16答案：TRUE关键词：Kant定位原文: 第2段第3句“Kant and Freud felt…”解题思路: 康德和弗洛伊德认为讲笑话时需要营造一种精神上的紧张气氛，最后抖开笑话的包袱，让其滑稽有趣之处化解这种紧张气氛。

tension 等同于energy，safely punctured 等同于controlled release。

本题是一道典型的同义词对应型的TRUE。

Question 17答案：FALSE关键词：Aristotle定位原文: 第2段最后1句“But most modem humour…”解题思路: 但是大多数当代幽默理论家最终都采纳了类似亚里士多德的观点……settle on决定;选定，题目中的ignore就和这个词组抵触，反义词抵触型FALSE。

剑桥雅思真题5-阅读Test3(附答案)

剑桥雅思真题5-阅读Test3（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.Early Childhood EducationNew Zealand's National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for NewZealand's education policyA'Education To Be More' was published last August. It was the report of the New Zealand Government's Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that's a real need; but since parents don't normally send children to pre-schools until the age of three, are we missing out on the most important years of all?BA 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words — most of the language they will use in ordinary conversation for the rest of their lives.Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.CIt is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That's observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called 'Headstart' was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, 'Headstart' children returned to the same disadvantaged home environment.DAs a result of the growing research evidence of the importance of the first three years of a child's life and the disappointing results from 'Headstart', a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers. The 'Missouri' programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and whorepresented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.The programme involved trained parent — educators visiting the parents' home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development. Periodic check-ups of the child's educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.EAt the age of three, the children who had been involved in the 'Missouri' programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.Most important of all, the traditional measures of 'risk', such as parents' age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child's development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.FThese research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.Questions 1-4Reading Passage 1 has six sections, A-F.Which paragraph contains the following information?Write the correct letter A-F in boxes 1-4 on your answer sheet.1 details of the range of family types involved in an education programme2 reasons why a child's early years are so important3 reasons why an education programme failed4 a description of the positive outcomes of an education programmeQuestions 5-10Classify the following features as characterisingA the 'Headstart' programmeB the 'Missouri' programmeC both the 'Headstart' and the 'Missouri' programmesD neither the 'Headstart' nor the 'Missouri' programmeWrite the correct letter A, B, C or D in boxes 5-10 on your answer sheet.5 was administered to a variety of poor and wealthy families6 continued with follow-up assistance in elementary schools7 did not succeed in its aim8 supplied many forms of support and training to parents9 received insufficient funding10 was designed to improve pre-schoolers’ educational developmentQuestions 11-13Do the following statements agree with the information given in Reading Passage 1?In boxes 11-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this11 Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening speaking, reasoning and interacting with others.12 ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests.13 The richer families in the ‘Missouri’ programme had higher stress levels.Reading Passage 2You should spend about 20 minutes on QUESTIONS 14-26 which are based on Reading Passage 2 below.Disappearing DeltaA The fertile land of the Nile delta is being eroded along Egypt's Mediterranean coast at an astounding rate, in some parts estimated at 100 metres per year. In the past, land scoured away from the coastline by the current of the Mediterranean Sea used to be replaced by sediment brought down to the delta by the River Nile, but this is no longer happening.B Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt, which hold back virtually oil of the sediment that used to flow down the river. Before the dams were built, the Nile Bowed freely, carrying huge quantities of sediment north from Africa's interior to be deposited on the Nile delta. This continued for 7000 years, eventually covering a region of over 22,000 square kilometres with layers of fertile silt. Annual flooding brought in new, nutrient-rich soil to the delta region, replacing what had been washed away by the sea, and dispensing with the need for fertilizers in Egypt’s richest food-growing area. But when the Aswan dams were constructed in the 20th century to provide electricity and irrigation, and to protect the huge population centre of Cairo and its surrounding areas from annual flooding and drought, most of the sediment with its natural fertilizer accumulated up above the dam in thesouthern, upstream half of Lake Nasser, instead of passing down to the delta.C Now, however, there turns out to be more to the story. It appears that the sediment-free water emerging from the Aswan dams picks up silt and sand as it erodes the river bed and banks on the 800-kilometre trip lo Cairo. Daniel Jean Stanley of the Smithsonian Institute noticed that water samples taken in Cairo, just before the river enters the delta, indicated that the river sometimes carries more than 850 grams of sediment per cubic metre of water - almost half of what it carried before the dams were built. ‘I’m ashamed to say that the significance of this didn't strike me until after I had read 50 or 60 studies,’ says Stanley in Marine Geology. "There is still a lot of sediment coming into the delta, but virtually no sediment comes out into the Mediterranean to replenish the coastline.So this sediment must be trapped on the delta itself.’D Once north of Cairo, most of the Nile water is diverted into more than 10,000 kilometres of irrigation canals and only a small proportion reaches the sea directly through the rivers in the delta. The water in the irrigation canals is still or very slow-moving and thus cannot carry sediment, Stanley explains. The sediment sinks to the bottom of the canals and then is added to fields by farmers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta. So very little of it actually reaches the coastline to replace what is being washed away by the Mediterranean currents.E The farms on the delta plains and fishing and aquaculture in the lagoons account for much of Egypt's food supply. But by the time the sediment has come to rest in the fields and lagoons it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people. Pollutants are building up faster and faster,’ says Stanley. Based on his investigations of sediment from the delta lagoons, Frederic Siegel of George Washington University concurs.’ In Manzalah Lagoon, for example, the increase in mercury, lead and zinc coincided with the building of the High Dam at Aswan, the availability of cheap electricity, and the development of major power-based industries,’ he says. Since that time the concentration of mercury has increased significantly. Lead from engines that use leaded fuels and from other industrial sources has also increased dramatically. These poisons can easily enter the food chain, affecting the productivity of fishing and farming. Another problem is that agricultural wastes include fertilizers which stimulate increases in plant growth in the lagoons and upset the ecology of the area, with serious effects on the fishing industry.F According to Siegel, international environmental organisations are beginning to pay closer attention to the region, partly because of the problems of erosion and pollution of the Nile delta, but principally because they fear the impact this situation could have on the whole Mediterraneancoastal ecosystem. But there are no easy solutions. In the immediate future, Stanley believes that one solution would be to make artificial floods to flush out the delta waterways, in the same way that natural floods did before the construction of the dams. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. ‘In my view, Egypt must devise a way to have more water running through the river and the delta,’ says Stanley. Easier said than done in a desert region with a rapidly growing population. Question 14-17Reading Passage 2 has six paragraphs, A-F.Choose the correct heading for paragraphs B and D-F from the list of headings below.Write the correct number i-viii in boxes 14-17 on your answer sheet.List of Headingsi. Effects of irrigation on sedimentationii. The danger of flooding the Cairo areaiii. Causing pollution in the Mediterraneaniv. Interrupting a natural processv. The threat to food productionvi. Less valuable sediment than beforevii. Egypt's disappearing coastline16Paragraph E17Paragraph FQuestion 18-23Do the following statements reflect the claims of the writer in Reading Passage 2?In boxes 18-23 on your answer sheet, writeTRUE if the statement reflects the claims of the writerFALSE if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this18. Coastal erosion occurred along Egypt’s Mediterranean coast before the building of the Aswan dams.19. Some people predicted that the Aswan dams would cause land loss before they were built.20. The Aswan dams were built to increase the fertility of the Nile delta.21. Stanley found that the levels of sediment in the river water in Cairo were relatively high.22. Sediment in the irrigation canals on the Nile delta causes flooding.23. Water is pumped from the irrigation canals into the lagoons.Question 24-26Complete the summary of paragraphs E and F with the list of words A-H below.Write the correct letter A-H into boxes 24-26 on your answer sheet.In addition to the problem of coastal erosion, there has been a marked increase in-the level of 24 ………… contained in the silt deposited in the Nile delta. To deal with this, Stanley suggeststhe use of 25………… in the short term, and increasing the amount of water available throughYou should spend about 20 minutes on QUESTIONS 27-40 which are based on Reading Passage 3 below.The Return of Artificial IntelligenceIt is becoming acceptable again to talk of computers performing human tasks such asproblem-solving and pattern-recognitionA After years in the wilderness, the term 'artificial intelligence’ (Al) seems poised to make a comeback. Al was big in the 1980s but vanished in the 1990s. It re-entered public consciousness with the release of Al, a movie about a robot boy. This has ignited public debate about Al, but the term is also being used once more within the computer industry. Researchers, executives and marketing people are now using the expression without irony or inverted commas. And it is not always hype. The term is being applied, with some justification, to products that depend on technology that was originally developed by Al researchers. Admittedly, the rehabilitation of the term has a long way to go, and some firms still prefer to avoid using it. But the fact that others are starting to use it again suggests that Al has moved on from being seen as an over-ambitious and under-achieving field of research.B The field was launched, and the term 'artificial intelligence' coined, at a conference in 1956 by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field. The expression provided an attractive but informative name for a research programme that encompassed such previously disparate fields as operations research, cybernetics, logic and computer science. The goal they shared was an attempt to capture or mimic human abilities using machines. That said, different groups of researchers attacked different problems, from speech recognition to chess playing, in different ways; Al unified the field in name only. But it was a term that captured the public imagination.C Most researchers agree that Al peaked around 1985. A public reared on science-fiction movies and excited by the growing power of computers had high expectations. For years, Al researchers had implied that a breakthrough was just around the corner. Marvin Minsky said in 1967 that within a generation the problem of creating 'artificial intelligence, would besubstantially solved. Prototypes of medical-diagnosis programs and speech recognition software appeared to be making progress. It proved to be a false dawn. Thinking computers and household robots failed to materialise, and a backlash ensued. There was undue optimism in the early 1980s,’ says David Leake, a researcher at Indiana University. Then when people realised these were hard problems, there was retrenchment. By the late 1980s, the term Al was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.'D Ironically, in some ways Al was a victim of its own success. Whenever an apparently mundane problem was solved, such as building a system that could land an aircraft unattended, the problem was deemed not to have been Al in the first place. 'If it works, it can't be Al,’ as Dr Leake characterises it. The effect of repeatedly moving the goal-posts in this way was that Al came to refer to 'blue-sky* research that was still years away from commercialisation. Researchers joked that Al stood for 'almost implemented'. Meanwhile, the technologies that made it onto the market, such as speech recognition, language translation and decision-support software, were no longer regarded as Al. Yet all three once fell well within the umbrella of Al research.E But the tide may now be turning, according to Dr Leake. HNC Software of San Diego, backed by a government agency, reckon that their new approach to artificial intelligence is the most powerful and promising approach ever discovered. HNC claim that their system, based on a duster of 30 processors, could be used to spot camouflaged vehicles on a battlefield or extract a voice signal from a noisy background - tasks humans can do well, but computers cannot. 'Whether or not their technology lives up to the claims made for it, the fact that HNC are emphasising the use of Al is itself an interesting development,’ says Dr Leake.F Another factor that may boost the prospects for Al in the near future is that investors are now looking for firms using clever technology, rather than just a clever business model, to differentiate themselves. In particular, the problem of information overload, exacerbated by the growth of e-mail and the explosion in the number of web pages, means there are plenty of opportunities for new technologies to help filter and categorise information - classic Al problems. That may mean that more artificial intelligence companies will start to emerge to meet this challenge.G The 1969 film, 2001: A Space Odyssey, featured an intelligent computer called HAL 9000. As well as understanding and speaking English, HAL could play chess and even learned to lipread. HAL thus encapsulated the optimism of the 1960s that intelligent computers would be widespread by 2001. But 2001 has been and gone, and there is still no sign of a HAL-like computer. Individual systems can play chess or transcribe speech, but a general theory of machine intelligence still remains elusive. It may be, however, that the comparison with HAL no longer seems quite so important, and Al can now be judged by what it can do, rather than by how well it matches up to a 30-year-old science-fiction film. 'People are beginning to realise that there are impressive things that these systems can do,' says Dr Leake hopefully.Question 27-31Reading Passage 3 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27. how AI might have a military impact28. the fact that AI brings together a range of separate research areas29. the reason why AI has become a common topic of conversation again30. how AI could help deal with difficulties related to the amount of information available electronically31. where the expression AI was first usedQuestion 32-37Do the following statements agree with the information given in Reading Passage 3?In boxes 32-37 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information about this32. The researchers who launched the field of AI had worked together on other projects in the past.33. In 1985, AI was at its lowest point.34. Research into agent technology was more costly than research into neural networks.35. Applications of AI have already had a degree of success.36. The problems waiting to be solved by AI have not changed since 1967.37. The film 2001: A Space Odyssey reflected contemporary ideas about the potential of AI computersQuestion 38-40Choose the correct letter A, B, C or D.Write your answers in boxes 38-40 on your answer sheet.38. According to researchers, in the late 1980s there was a feeling thatA. a general theory of AI would never be developed.B. original expectations of AI may not have been justified.C. a wide range of applications was close to fruition.D. more powerful computers were the key to further progress.39. In Dr Leake's opinion, the reputation of AI suffered as a result ofA. changing perceptions.B. premature implementation.C. poorly planned projectsD. commercial pressures.40. The prospects for AI may benefit fromA. existing AI applications.B. new business models.C. orders from internet-only companies.D. new investment priorities.参考答案1 D2 B3 C4 E5 B6 D7 A8 B9 D10 C11 TRUE12 FALSE13 NOT GIVEN14 iv15 i16 v17 viii18 YES19 NOT GIVEN20 NO21 YES22 NOT GIVEN23 YES24 F25 A26 B27 E28 B29 A30 F31 B32 NOT GIVEN33 FALSE34 NOT GIVEN35 TRUE35 FALSE37 TRUE38 B39 A40 D。

雅思试卷讲评--剑桥5 test2 reading

对于众多扮演教师的实验对象为了一个个隶属于某机构的权威人物而愿意放弃个人责任感的这种行为，我们有2种完全不同的解释。生物学家，心理学家和人类学家所要解决的问题就是找出这2种截然对立的解释哪种更合理。从本质上讲，这是当代社会生物学的一个问题--探索与人类密切相关的基因编程能在多大程度上支配，或至少说是强烈影响动物和人与环境的相互作用，即行为。换句话说，社会生物学关注的是如何去阐释所有行为的生物学基础。
米尔格兰姆对实验对象给出了解释
fascinating 有趣的，引人入胜的 behavioural psychology 行为心理学 willingness 意愿 obey 遵守v specially adv. 特别地；专门地 call upon/on 号召，呼吁 cause 事业，原因
disturbing 令人不安的 all walks of life 社会各界 distaste 反感，厌恶 nobel 高尚的，高贵的 positive 积极的，确定的
文章中实验并为解决生物学上的重大问题，只不过是证明了这个问题的存在。
Hale Waihona Puke Passage 3YES 由于一系列原因，环保主义者对世界持悲观态度。定位词：environmentalists 第一段
pessimistic 悲观主义者划进行杀害的名单 species 物种 the planet 星球地球
TRUE 有人可能会认为扮演教师的实验对象的行为可以被解释为一种积极的生存机制。 mechanism ['mek(ə)nɪz(ə)m] n. 机制；原理，途径 F段第四行
技巧：一般带有could / may be 等不确定词语的题目，都选 TRUE。
FALSE
从社会生物学角度解释，个人价值观比权威机构更加有力量。

剑桥雅思5阅读答案

Reading---Test1Johnson’s Dictionary1.D.It focused2.E.There was3.G.It took4.clerks.5.library.6.stability.7.pension8.T. The growing9.F. Johnson has 10.NG.Johnson had 11. F. has set up 12.F. Johnson only received 13.TNot all of Nature or nurture?14.F. a biological 15.A.the explanation16.B.the identity 17.D.the expected 18.I.the general 19.the way 20.B.punishment 21.D give punishment 22.C.underestimated 23.NG.Several of 24.T.Some people may25.F.In a sociological gram’s experimentThe truth about the Environment27.YES. Environmentalists view28.NG.Date 29.NO.The number30.NG.Extinct species 31.YES.Some pollution problems32.NO.It would be 33.C. the selection 34.D.environmental 35.C.Somereceivemore 36.B.meet thei. 37.B.It is not .38.E.long-term.39.D.right.40.I.urgent.Reading---Test2BAKELITE1.candlewax2.synthetic3.chemistry4.Novalak5.fillers6.hexa7.raw8.pressure9.B.ease 10.C.facility. 11.T.Modern-day. 12.F immediately. 13.F. only availableWhat’s so funny14. F. Arthur important 15.NG.Platohumour16.T. Kant 17.F.Current 18.T.Craeme Ritchie’s 19.NG.Most comedians 20.T.Chimpanzees 21.problem solving. 22.temporal lobes. 23.evaluation information.24.C.One/respond 25.A.Because/react26.F.Individual/relate 27.D.Peter/mayThe Birth of Scientific Englishtin 29.doctors30.technical vocabulary.31.grammatical resources32.Royal society33.German 34.industrial 35.NG.there36.F.the most 37.In 17th-century.38.popular39.principia40.localReading---Test3Early Childhood Education1.D.details2.B.reasonscations4.E.description5.B.was6D.continued.7.A.did.8.B.supplied.9D.received.10.C.was.11.T.most.12.F.missouri13.NG.thericher14.4.interrupting.15.1.effect.16.5.the threat.17.8.lookingDisappearing Delta18.Y.coastal.19.NG.some.20.N.the.21.Y.stanley.22.NG.Sediment.23.Y.water.24.F.pollutants25.A.arti fical floods.26.B.desalination.The Return of Artificial Intelligence27.E.how28.B.the fact.29.A.the reason.30.F,how.31.B.where32.NG.the33.F.In.34.NG.Research 35.T.Applications36.F.the problems37.T.the film.38.B.original.39.A.changing.40.D.newReading---Test4The Impact of Wilderness Tourism1.3.Fragile2.5some3.2how4.Y.the low.5.Y.Deserts6.N.Wilderness.7.Y.the spread.8.Ntraditionalement10.cheese11.tour.12.pottery.13.jewelleryFlawed Beauty: the problem with toughened glass14.G.claims.15.A.suggests.16.H.refers.17.C.closely18.F.sharp19.I.unexpectedly.20.C.quickly.21.K.c ontracts.22.E.warn.23.L.disputed24.T.little.25.NG.toughened26.F.thereThe effects of light on plant and animal species27.T.there28.T.some.29.NG.photoperiodism30.F.desert31.F.bamboos.32.T.scientists 33.F.Eastern 34.temperatures35.day-neutral36.food37.insects38.rainfall39.sugarcane40.classfication.。

IELTS-剑哥阅读-cam5-t2-p3

READING PASSAGE 3You should spend about 20 minutes on Questions 28-40, which are based on Reading Passage 3 below.The Birth of Scientific English科技英语的诞生World science is dominated today by a small number of languages, including Japanese, German and French, but it is English which is probably the most popular global language of science. This is not just because of 后跟短语the importance of English-speaking countries such as the USA in scientific research; the scientists of many non-English-speaking countries find that they need to write their research papers论文in English to reach不定式a wide international audience. Given the prominence of scientific English today, it may seem surprising that no one really knew how to write science in English before the 17th century. Before that, Latin was regarded as the lingua franca 1 for European intellectuals.虽然当今世界科学为包括日语、德语和法语在内的少数几门语言所统治，但是英语可能才是科学界最普及的世界语言。

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