test1&test2 答案
Test1答案
Test1(A)答案21．B 22．A 23．C 24．D 25．C 26．B 27．B 28．C 29．D 30．D 31．C 32．B 33．D 34．C 35．B 36．B 37．A 38．D 39．C 40．B 41．A 42．D 43．C 44．A 45．C 46．B 47．A 48．D 49．B 50．C Test1(B)答案51. B 52. C 53. D 54. A 55. C 56.A 57. D 58. C59. D 60.B 61. C 62. A63. D 64.B 65.C 66. C 67. B 68.B 69.D 70. C71. the door shut考查要点：独立主格结构。
本题属基础题，考生丢分不多。
正确率：73.58% 考生常见错误：①the door was shut动词形式用错。
这里不能用完整的句子来表达②the door shutting; the door being shut非谓语动词的使用错误。
“门”与“关”是动宾关系，应该用过去分词而不是现在分词表示被动含义，也不可用现在分词的被动语态。
③shutting the door没有掌握with独立主格结构④其他错误，比如名词door前掉了冠词the，或动词shut后加了不必要的副词down、off、up等。
在表达时要注意汉语信息，不要画蛇添足。
72. (of) what he‟s talking about考查要点：考查宾语从句、现在进行时和动词短语。
正确率：49.05%。
本题属中等难度题，考生丢分较多。
考生常见错误：①动词时态错误，使用一般过去时、现在完成时的较多②连词使用错误。
这里用what引导宾语从句，连词在从句中做动词短语talk about 的宾语，使用其他连词都是错误的。
73. that he has failed (for) several times考查要点：同位语从句和现在完成时。
剑桥雅思9真题及解析Test1口语
剑桥雅思9真题+解析-Test1口语Part1What games are popular in your country? [Why?]你们国家流行什么游戏?(为什么?)名师点题剑9口语，而近期的雅“游戏”话题是近期考试的热点话题。
它在已有的题库中多出现在Part I，而近期的雅，比如要求考生描述儿童时期玩过的一款游戏（A game you思口语考试多将其放在Part 2，比如要求考生描述儿童时期玩过的一款游戏（）等。
对于这个话题，回答思路既可“天女散花”，即列举在played a lot in childhood一个国家内受不同群体欢迎的游戏，亦可“孤注一掷”，即将答案具体化，将回答的重点落实到具体的某项游戏上，再给以适当的细节描述。
高分示例1It varies. For our young generation, there is only one name for games that we are crazy about, which is the computer games, either single-user version or concurrentversion. For the eider generation, like my grandpa, they have a lot of folk games to play, such as shuttlecock, diabolo and jumping rope. As for the reason why such kind of situation appears, personally I think it has much to do with the changes of times and technology.高分示例2I would say the most popular game is Plants Vs. Zombies. When it comes to the reasonof popularity, I would like to summarize the following two points: firstly, this game is easy to learn; secondly, through conquering the zombies in the game, peoplecan obtain a sense of satisfaction, which is urgently needed to push people forward.高分示例3Based on my own experience and observation from the peers around, I have to admitthat computer games are enjoying an increasing popularity. Various kinds of computergames crop into people's attention, adventure games, role-playing games and racinggames so on and so forth. Why people are fascinated with those games? I think theyjust want to find a way to relieve the pressure brought by study or work.亮点表达be crazy about对……痴迷concurrent version网络版adventure games冒险类游戏racing games竞技类游戏single-user version单机版Plant Vs. Zombies植物大战僵尸role-playing games角色扮演类游戏Do you play any games?[Why/Why not?]你玩儿游戏吗？（为什么？）名师点题剑9口语对于此类问题，开门见山是最好不过的选择。
剑桥雅思阅读9(test1)原文答案解析
剑桥雅思阅读9(test1)原文答案解析雅思阅读部分的真题资料，同学们需要进行一些细致的总结，比如说解析其实就是很重要的内容，接下来就是店铺给同学们带来的关于剑桥雅思阅读9原文解析(test1)的内容，一起来详细的分析一下吧，希望对你们的备考有所帮助。
剑桥雅思阅读9原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.William Henry PerkinThe man who invented synthetic dyesWilliam Henry Perkin was born on March 12, 1838, in London, England. As a boy, Perkin’s curiosity prompted early intere sts in the arts, sciences, photography, and engineering. But it was a chance stumbling upon a run-down, yet functional, laboratory in his late grandfather’s home that solidified the young man’s enthusiasm for chemistry.As a student at the City of London School, Perkin became immersed in the study of chemistry. His talent and devotion to the subject were perceived by his teacher, Thomas Hall, who encouraged him to attend a series of lectures given by the eminent scientist Michael Faraday at the Royal Institution. Those speeches fired the young chemist’s enthusiasm further, and he later went on to attend the Royal College of Chemistry, which he succeeded in entering in 1853, at the age of 15.At the time of Perkin’s enrolment, the Royal College of Chemistry was headed by the noted German chemist August Wilhelm Hofmann. Perkin’s scientific gifts soon caught Hofmann’s attention and, within two years, he becameHofmann’s youngest assistant. Not long after that, Perkin made the scientific breakthrough that would bring him both fame and fortune.At the time, quinine was the only viable medical treatment for malaria. The drug is derived from the bark of the cinchona tree, native to South America, and by 1856 demand for the drug was surpassing the available supply. Thus, when Hofmann made some passing comments about the desirability of a synthetic substitute for quinine, it was unsurprising that his star pupil was moved to take up the challenge.During his vacation in 1856, Perkin spent his time in the laboratory on th e top floor of his family’s house. He was attempting to manufacture quinine from aniline, an inexpensive and readily available coal tar waste product. Despite his best efforts, however, he did not end up with quinine. Instead, he produced a mysterious dark sludge. Luckily, Perkin’s scientific training and nature prompted him to investigate the substance further. Incorporating potassium dichromate and alcohol into the aniline at various stages of the experimental process, he finally produced a deep purple solution. And, proving the truth of the famous scientist Louis Pasteur’s words ‘chance favours only the prepared mind’, Perkin saw the potential of his unexpected find.Historically, textile dyes were made from such natural sources as plants and animal excretions. Some of these, such as the glandular mucus of snails, were difficult to obtain and outrageously expensive. Indeed, the purple colour extracted from a snail was once so costly in society at the time only the rich could afford it. Further, natural dyes tended to be muddy in hue and fade quickly. It was against this backdrop that Perkin’sdiscovery was made.Perkin quickly grasped that his purple solution could be used to colour fabric, thus making it the world’s first synthetic dye. Realising the importance of this breakthrough, he lost no time in patenting it. But perhaps the most fascinating of all Perkin’s reactions to his find was his nearly instant recognition that the new dye had commercial possibilities.Perkin originally named his dye Tyrian Purple, but it later became commonly known as mauve (from the French for the plant used to make the colour violet). He asked advice of Scottish dye works owner Robert Pullar, who assured him that manufacturing the dye would be well worth it if the colour remained fast (i.e. would not fade) and the cost was relatively low. So, over the fierce objections of his mentor Hofmann, he left college to give birth to the modern chemical industry.With the help of his father and brother, Perkin set up a factory not far from London. Utilising the cheap and plentiful coal tar that was an almost unlimited byproduct of London’s gas street lighting, the dye works began producing the world’s first synthetically dyed material in 1857. The company received a commercial boost from the Empress Eugenie of France, when she decided the new colour flattered her. Very soon, mauve was the necessary shade for all the fashionable ladies in that country. Not to be outdone, England’s Queen Victoria also appeared in public wearing a mauve gown, thus making it all the rage in England as well. The dye was bold and fast, and the public clamoured for more. Perkin went back to the drawing board.Although Perkin’s fame was achieved and fortune assured by his first discovery, the chemist continued his research. Among other dyes he developed and introduced were aniline red (1859)and aniline black (1863) and, in the late 1860s, Perkin’s green. It is important to note that Perkin’s synthetic dye discoveries had outcomes far beyond the merely decorative. The dyes also became vital to medical research in many ways. For instance, they were used to stain previously invisible microbes and bacteria, allowing researchers to identify such bacilli as tuberculosis, cholera, and anthrax. Artificial dyes continue to play a crucial role today. And, in what would have been particularly pleasing to Perkin, their current use is in the search for a vaccine against malaria.Questions 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 Michael Faraday was the first person to recognise Perkin’s ability as a student of chemistry.2 Michael Faraday suggested Perkin should enrol in the Royal College of Chemistry.3 Perkin employed August Wilhelm Hofmann as his assistant.4 Perkin was still young when he made the discovery that made him rich and famous.5 The trees from which quinine is derived grow only in South America.6 Perkin hoped to manufacture a drug from a coal tar waste product.7 Perkin was inspired by the discoveries of the famous scientist Louis Pasteur.Questions 8-13Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 8-13 on your answer sheet.8 Before Perkin’s discovery, with what group in society was the colour purple associated?9 What potential did Perkin immediately understand that his new dye had?10 What was the name finally used to refer to the first colour Perkin invented?11 What was the name of the person Perkin consulted before setting up his own dye works?12 In what country did Perkin’s newly invented colour first become fashionable?13 According to the passage, which disease is now being targeted by researchers using synthetic dyes?READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-17Reading Passage 2 has five paragraphs, A-E.Choose the correct heading for paragraphs B-E from the list of headings below.Write the correct number, i-vii, in boxes 14-17 on your answer sheet.List of Headingsi Seeking the transmission of radio signals from planetsii Appropriate responses to signals from other civilisations iii Vast distances to Earth’s closest neighboursiv Assumptions underlying the search for extra-terrestrial intelligencev Reasons for the search for extra-terrestrial intelligencevi Knowledge of extra-terrestrial life formsvii Likelihood of life on other planetsExample AnswerParagraph A v14 Paragraph B15 Paragraph C16 Paragraph D17 Paragraph EIS THERE ANYBODY OUT THERE?The Search for Extra-terrestrial IntelligenceThe question of whether we are alone in the Universe has haunted humanity for centuries, but we may now stand poised on the brink of the answer to that question, as we search for radio signals from other intelligent civilisations. This search, often known by the acronym SETI (search for extra-terrestrial intelligence), is a difficult one. Although groups around the world have been searching intermittently for three decades, it is only now that we have reached the level of technology where we can make a determined attempt to search all nearby stars for any sign of life.AThe primary reason for the search is basic curiosity hethe same curiosity about the natural world that drives all pure science. We want to know whether we are alone in the Universe. We want to know whether life evolves naturally if given the right conditions, or whether there is something very special about the Earth to have fostered the variety of life forms that, we seearound us on the planet. The simple detection of a radio signal will be sufficient to answer this most basic of all questions. In this sense, SETI is another cog in the machinery of pure science which is continually pushing out the horizon of our knowledge. However, there are other reasons for being interested in whether life exists elsewhere. For example, we have had civilisation on Earth for perhaps only a few thousand years, and the threats of nuclear war and pollution over the last few decades have told us that our survival may be tenuous. Will we last another two thousand years or will we wipe ourselves out? Since the lifetime of a planet like ours is several billion years, we can expect that, if other civilisations do survive in our galaxy, their ages will range from zero to several billion years. Thus any other civilisation that we hear from is likely to be far older, on average, than ourselves. The mere existence of such a civilisation will tell us that long-term survival is possible, and gives us some cause for optimism. It is even possible that the older civilisation may pass on the benefits of their experience in dealing with threats to survival such as nuclear war and global pollution, and other threats that we haven’t yet discovered.BIn discussing whether we are alone, most SETI scientists adopt two ground rules. First, UFOs (Unidentified Flying Objects) are generally ignored since most scientists don’t consider the evidence for them to be strong enough to bear serious consideration (although it is also important to keep an open mind in case any really convincing evidence emerges in the future). Second, we make a very conservative assumption that we are looking for a life form that is pretty well like us, since if it differs radically from us we may well not recognise it as a life form,quite apart from whether we are able to communicate with it. In other words, the life form we are looking for may well have two green heads and seven fingers, but it will nevertheless resemble us in that it should communicate with its fellows, be interested in the Universe, live on a planet orbiting a star like our Sun, and perhaps most restrictively, have a chemistry, like us, based on carbon and water.CEven when we make these assumptions, our understanding of other life forms is still severely limited. We do not even know, for example, how many stars have planets, and we certainly do not know how likely it is that life will arise naturally, given the right conditions. However, when we look at the 100 billion stars in our galaxy (the Milky Way), and 100 billion galaxies in the observable Universe, it seems inconceivable that at least one of these planets does not have a life form on it; in fact, the best educated guess we can make, using the little that we do know about the conditions for carbon-based life, leads us to estimate that perhaps one in 100,000 stars might have a life-bearing planet orbiting it. That means that our nearest neighbours are perhaps 100 light years away, which is almost next door in astronomical terms.DAn alien civilistation could choose many different ways of sending information across the galaxy, but many of these either require too much energy, or else are severely attenuated while traversing the vast distances across the galaxy. It turns out that, for a given amount of transmitted power, radio waves in the frequency range 1000 to 3000 MHz travel the greatest distance, and so all searches to date have concentrated on looking forradio waves in this frequency range. So far there have been a number of searches by various groups around the world, including Australian searches using the radio telescope at Parkes, New South Wales. Until now there have not been any detections from the few hundred stars which have been searched. The scale of the searches has been increased dramatically since 1992, when the US Congress voted NASA $10 million per year for ten years to conduct, a thorough search for extra-terrestrial life. Much of the money in this project is being spent on developing the special hardware needed to search many frequencies at once. The project has two parts. One part is a targeted search using the world’s largest radio telescopes, the American-operated telescope in Arecibo, Puerto Rico and the French telescope in Nancy in France. This part of the project is searching the nearest 1000 likely stars with high sensitivity for signals in the frequency rang 1000 to 3000 MHz. The other part of the project is an undirected search which is monitoring all of space with a lower sensitivity, using the smaller antennas of NASA’s Deep Space Network.EThere is considerable debate over how we should react if we detect a signal from an alien civilisation. Everybody agrees that we should not reply immediately. Quite apart from the impracticality of sending a reply over such large distances at short notice, it raises a host of ethical questions that would have to be addressed by the global community before any reply could be sent. Would the human race face the culture shock if faced with a superior and much older civilisation? Luckily, there is no urgency about this. The stars being searched are hundreds of light years away, so it takes hundreds of years for their signal toreach us, and a further few hundred years for our reply to reach them. It’s not important, then, if there’s a delay of a few years, or decades, while the human race debates the question of whether to reply, and perhaps carefully drafts a reply.Questions 18-20Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-20 on your answer sheet.18 What is the life expectancy of Earth?19 What kind of signals from other intelligent civilisations are SETI scientists searching for?20 How many stars are the world’s most powerful radio telescopes searching?Questions 21-26Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 21-26 on your answer sheet, writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this21 Alien civilisations may be able to help the human race to overcome serious problems.22 SETI scientists are trying to find a life form that resembles humans in many ways.23 The Americans and Australians have co-operated on joint research projects.24 So far SETI scientists have picked up radio signals from several stars.25 The NASA project attracted criticism from some members of Congress.26 If a signal from outer space is received, it will be important to respond promptly.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.The history of the tortoiseIf you go back far enough, everything lived in the sea. At various points in evolutionary history, enterprising individuals within many different animal groups moved out onto the land, sometimes even to the most parched deserts, taking their own private seawater with them in blood and cellular fluids. In addition to the reptiles, birds, mammals and insects which we see all around us, other groups that have succeeded out of water include scorpions, snails, crustaceans such as woodlice and land crabs, millipedes and centipedes, spiders and various worms. And we mustn’t forget the pla nts, without whose prior invasion of the land none of the other migrations could have happened.Moving from water to land involved a major redesign of every aspect of life, including breathing and reproduction. Nevertheless, a good number of thorough going land animals later turned around, abandoned their hard-earned terrestrial re-tooling, and returned to the water again. Seals have only gone part way back. They show us what the intermediates might have been like, on the way to extreme cases such as whales and dugongs. Whales (including the small whales we call dolphins) and dugongs, with their close cousins the manatees, ceased to be land creatures altogether and reverted to the full marine habits of their remote ancestors. They don’t even come ashoreto breed. They do, however, still breathe air, having never developed anything equivalent to the gills of their earlier marine incarnation. Turtles went back to the sea a very long time ago and, like all vertebrate returnees to the water, they breathe air. However, they are, in one respect, less fully given back to the water than whales or dugongs, for turtles still lay their eggs on beaches.There is evidence that all modern turtles are descended from a terrestrial ancestor which lived before most of the dinosaurs. There are two key fossils called Proganochelys quenstedti and Plaeochersis talampayensis dating from early dinosaur times, which appear to be close to the ancestry of all modern turtles and tortoises. You might wonder how we can tell whether fossil animals lived on land or in water, especially if only fragments are found. Sometimes it’s obvious. Ichthyosaurs were reptilian contemporaries of the dinosaurs, with fins and streamlined bodies. The fossils look like dolphins and they surely lived like dolphins, in the water. With turtles it is a little less obvious. One way to tell is by measuring the bones of their forelimbs.Walter Joyce and Jacques Gauthier, at Yale University, obtained three measurements in these particular bones of 71 species of living turtles and tortoises. They used a kind of triangular graph paper to plot the three measurements against one another. All the land tortoise species formed a tight cluster of points in the upper part of the triangle; all the water turtles cluster in the lower part of the triangular graph. There was no overlap, except when they added some species that spend time both in water and on land. Sure enough, these amphibious species show up on the triangular graph approximately half way between the ‘wet cluster’ of sea turtles and the ‘dry cluster’of land tortoises. The next step was to determine where the fossils fell. The bones of P. quenstedti and P. talampayensis leave us in no doubt. Their points on the graph are right in the thick of the dry cluster. Both these fossils were dry-land tortoises. They come from the era before our turtles returned to the water.You might think, therefore, that modern land tortoises have probably stayed on land ever since those early terrestrial times, as most mammals did after a few of them went back to the sea. But apparently not. If you draw out the family three of all modern turtles and tortoises, nearly all the branches are aquatic. Today’s land tortoises constitute a single branch, deeply nested among branches consisting of aquatic turtles. This suggests that modern land tortoises have not stayed on land continuously since the time of P. quenstedti and P. talampayensis. Rather, their ancestors were among those who went back to the water, and they then reemerged back onto the land in (relatively) more recent times.Tortoises therefore represent a remarkable double return. In common with all mammals, reptiles and birds, their remote ancestors were marine fish and before that various more or less worm-like creatures stretching back, still in the sea, to the primeval bacteria. Later ancestors lived on land and stayed there for a very large number of generations. Later ancestors still evolved back into the water and became sea turtles. And finally they returned yet again to the land as tortoises, some of which now live in the driest of deserts.Questions 27-30Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 27-30 on your answer sheet.27 What had to transfer from sea to land before any animals could migrate?28 Which TWO processes are mentioned as those in which animals had to make big changes as they moved onto lands?29 Which physical feature, possessed by their ancestors, do whales lack?30 which animals might ichthyosaurs have resembled?Questions 31-33Do the following statements agree with the information given in Reading Passage 3?In boxes 31-33 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this31 Turtles were among the first group of animals to migrate back to the sea.32 It is always difficult to determine where an animal lived when its fossilised remains are incomplete.33 The habitat of ichthyosaurs can be determined by the appearance of their fossilised remains.Questions 34-39Complete the flow-chart below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 34-39 on your answer sheet.Method of determining where the ancestors of turtles and tortoises come fromStep 171 species of living turtles and tortoises were examined anda total of 34 ……………………. were taken from the bones of theirforelimbs.Step 2The data was recorded on a 35 ……………….. (necessary for comparing the information).Outcome: Land tortoises were represented by a dense 36 …………………………… of points towards the top.Sea turtles were grouped together in the bottom part.Step 3The same data was collected from some living 37 ………………. species and added to the other results.Outcome: The points for these species turned out to be positioned about 38 ……………… up the triangle between the land tortoises and the sea turtles.Step 4Bones of P. quenstedti and P. talampayensis were examined in a similar way and the results added.Outcome: The position of the points indicated that both these ancient creatures were 39…………..Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.According to the writer, the most significant thing about tortoises is thatA they are able to adapt to life in extremely dry environments.B their original life form was a kind of primeval bacteria.C they have so much in common with sea turtles.D they have made the transition from sea to land more than once.剑桥雅思阅读9原文参考译文(test1)PASSAGE 1参考译文：William Henry Perkin 合成染料的发明者Wiliam Henry Perkin于1838年3月12日出生于英国伦敦。
剑桥雅思第5册阅读解析----Test1第一篇Johnson’s
剑桥雅思第5册阅读解析----Test1第⼀篇Johnson’s dictionary由于本⼈⽔平有限，⼤致做为参考，仅供学习分享FrankTest1第⼀篇Johnson’s dictionary推荐书⽬:Anniversary Essays on Johnson's Dictionary [平装] [塞缪尔·约翰逊词典出版250周年论⽂集]For the century before Johnson‘s dictionary was published in 1775,There had been concern about the state of the English language .there was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling . Dr Johnson provided the solution .在约翰逊的词典在1775年出版以前，有⼈担⼼英语语⾔的状态。
没有说和写的标准和协议关于最好的⽅法带来⼀些规则给混乱的英语拼写。
约翰逊提供了解决⽅案。
There had ,of course ,been dictionaries in the past ,the first of these being a little book of some 120 pages , compiled by a certain Robert Cawdray ,published in 1604 under the title‘ a table Alphabeticall ’of hard usuall English words’ like the various dictionaries that came after it during the seventeenth century. Cawdray‘s tended to concentrate on ‘scholarly’ words；one function of the dictionary was to enable its student to convey an impression of fine learning . beyond the practical need to make order out of chaos ,the rise of dictionaries is associated with the rise of the English middle class, who were an anxious to define and circumscribe the various worlds to conquer –lexical as well as social and commercial .it is highly appropriate that Dr Samuel Johnson ,the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his dictionary at the very beginning of the heyday of the middle class.有,当然,字典在过去,第⼀个是⼀些120页的⼩书,罗伯特•Cawdray⼀定编制的1604年出版的a table Alphabeticall下usuall英语单词“像之前的各种词典在17世纪。
TTT(Test-Teach-Test)语言教学法研究-精品文档
TTT(Test-Teach-Test) 语言教学法研究、TTT语言教学法概述1.教前测试(Test 1)教前测试(Test 1) 是指让学生在没有教师的帮助之下独立完成设定好的关于目标语言结构的任务或活动，其主要目的发现并诊断学生对目标语言的认知和掌握情况以及以往所学知识对新知识的迁移作用。
教师可根据教学前测试的反馈评估学生的实际情况并实时调整教学策略以适应教学对象的实际需求。
在设计教前测试的时候教师必须遵循以下原则。
(1)、预测旧有知识对目标语言的迁移作用。
在设计教前测试的时候，教师必须充分考虑教学对象的旧有知识与目标语言之间的关系，明确旧知识对新知识的影响，以及学生在完成测试时可能犯的语言错误，以利于教师根据测试结果调整教学策略。
比如，在教学现在进行时表将来用法时，教师要考虑一般将来时对现在进行时表将来这一用法的影响，以及现在进行时的一般用法对表将来用法的影响。
举例如下：根据一般情况推测，大部分学生的答案趋向于“ will+do ” 因为根据语境判断二者讨论的是将要发生的事情，而will+do ”是一般将来时的基本构成，其用法就是谈论将来发生的事情。
但是根据所给动词的性质判断，移动动词一般要用进行时表将来，所以答案只能是“ be+doing ”。
这时，学生又有可能将之与现在进行时的一般用法混淆。
在接下来的教学环节，教师就要将这三种容易混淆的用法进行对比，加以区别，以便学生掌握进行时表将来的用法。
(2)、测试的难度应该与学生的实际水平一致。
教前测试如果太难或太易都容易失去其诊断的功能，无法暴露学生的知识漏洞，不利于教师根据测试反馈调整教学策略。
因此教师必须编制适合目标学生实际水平的教前测试题目，以期达到准确诊断的效果。
(3)、测试的活动应该多种多样。
这里所说的测试不仅限于类似试卷试题的形式。
无论是何种任务、活动，只要能起到诊断作用都可以作为教前测试。
当然，为了便于教师准确及时把握问题，笔者更倾向于书面的活动。
剑桥雅思阅读4test1原文翻译及答案解析
剑桥雅思阅读4test1原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读4原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined byteachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas aboutrainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.Questions 1-8Do the following statements agree with the information given in Reading Passage 1?In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to changethem.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were?10 What was the most common response to the question about the importance of the rainforests?11 What did most children give as the reason for the loss of the rainforests?12 Why did most children think it important for the rainforests to be protected?13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?A There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.J As the rainforests are destroyed, the world gets warmer.K Without rainforests there would not be enough oxygen in the air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests are not really important to human life.O The destruction of the rainforests is the direct result of logging activity.P Humans depend on the rainforests for their continuing existence.Question 14Choose the correct letter, A, B, C, D or E.Write your answer in box 14 on your answer sheet.Which of the following is the most suitable title for Reading Passage 1?A The development of a programme in environmental studies within a science curriculumB Children’s ideas about the rainforests and the implications for course designC The extent to which children have been misled by the media concerning the rainforestsD How to collect, collate and describe the ideas of secondary school children.E The importance of the rainforests and the reasons for their destructionREADING PASSAGE 2You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.What Do Whales Feel?An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtshipritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degree in different species. Baleen species studied at close quarters underwater — specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii —have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear to have very limited vision, and the Indian susus are blind,their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.1. echolocation: the perception of objects by means of sound wave echoes.Questions 15-21Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.Write your answers in boxes 15-21 on your answer sheet.SENSE SPECIES ABILITY COMMENTSSmell toothed no evidence from brain structurebaleen not certain related brain structures are presentTaste some types poor nerves linked to their 15………areunderdevelopedTouch all yes region around the blowhole very sensitiveVision 16……… yes probably do not have stereoscopic vision Dolphins, porpoises yes probably have stereoscopic vision 17………and………18………yes probably have stereoscopic vision forward and upward Bottlenose dolphins yes exceptional in 19………and good in air-water interfaceBoutu and beiji poor have limited visionIndian susu no probably only sense direction and intensity of lightHearing most large baleen yes usually use 20………; repertoire limited21………whales and ………whalesyes song-likeToothed yes use more of frequency spectrum; have wider repertoireQuestions 22-26Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.22 Which of the senses is described here as being involved in mating?23 What species swims upside down while eating?24 What can bottlenose dolphins follow from under the water?25 Which type of habitat is related to good visual ability?26 Which of the senses is best developed in cetaceans?READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.Visual Symbols and the BlindPart 1From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines — or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.To search out these answers, I created raised-line drawingsof five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.Part 2Words associated Agreementwith circle/square amongsubjects (%)SOFT-HARD 100MOTHER-FATHER 94HAPPY-SAD 94GOOD-EVIL 89LOVE-HATE 89ALIVE-DEAD 87BRIGHT-DARK 87LIGHT-HEAVY 85WARM-COLD 81SUMMER-WINTER 81WEAK-STRONG 79FAST-SLOW 79CAT-DOG 74SPRING-FALL 74QUIET-LOUD 62WALKING-STANDING 62ODD-EVEN 57FAR-NEAR 53PLANT-ANIMAL 53DEEP-SHALLOW 51Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus among sighted subjects.We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example,we asked: What goes with soft? A circle or a square? Which shape goes with hard?All our subjects deemed the circle soft and the square hard.A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’to square and ‘near’ to circle. In fact, only a small majority of sighted subjects —53% —had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.Questions 27-29Choose the correct letter, A, B, C or D.Write your answers in boxes 27-29 on your answer sheet.27 In the first paragraph the writer makes the point that blind people.A may be interested in studying art.B can draw outlines of different objects and surfaces.C can recognise conventions such as perspective.D can draw accurately.28 The writer was surprised because the blind womanA drew a circle on her own initiative.B did not understand what a wheel looked like.C included a symbol representing movement.D was the first person to use lines of motion.29 From the experiment described in Part 1, the writer foundthat the blind subjectsA had good understanding of symbols representing movement.B could control the movement of wheels very accurately.C worked together well as a group in solving problems.D got better results than the sighted undergraduates.Questions 30-32Look at the following diagrams (Questions 30-32), and the list of types of movement below. Match each diagram to the type of movement A-E generally assigned to it the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.A steady spinningB jerky movementC rapid spinningD wobbling movementE use of brakesQuestions 33-39Complete the summary below using words from the box.Write your answers in boxes 33-39 on your answer sheet.NB You may use any word more than once.In the experiment described in Part 2, a set of word 33……was used to investigate whether blind and sighted people perceived the symbolism in abstract 34……in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’.However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices.associations blind deep hardhundred identical pairs shapessighted similar shallow softwordsQuestion 40Choose the correct letter, A, B, C, or D.Write your answer in box 40 on your answer sheet.Which of the following statements best summarises the writer’s general conclusion?A The blind represent some aspects of reality differently from sighted people.B The blind comprehend visual metaphors in similar ways to sighted people.C The blind may create unusual and effective symbols to represent reality.D The blind may be successful artists if given the right training.剑桥雅思阅读4原文参考译文(test1)Passage1参考译文Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible thatsome of these ideas will be mistaken.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。
剑桥雅思阅读10答案精讲（test1）
剑桥雅思阅读10答案精讲(test1)雅思阅读部分的真题资料，同学们需要进行一些细致的总结，比如说解析其实就是很重要的内容，接下来就是小编给同学们带来的关于剑桥雅思阅读10原文翻译解析(test1)的内容，一起来详细的分析一下吧，希望对你们的备考有所帮助。
剑桥雅思阅读10原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13，which are based on Reading Passage 1 below.StepwellsA millennium ago, stepwells were fundamental to life in the driest parts of India. Richard Cox travelled to north-western India to document these spectacular monuments from a bygone era During the sixth and seventh centuries, the inhabitants of the modern-day states of Gujarat and Rajasthan in north-western India developed a method of gaining access to clean, fresh groundwater during the dry season for drinking, bathing, watering animals and irrigation. However, the significance of this invention —the stepwell —goes beyond its utilitarian application.Unique to this region, stepwells are often architecturally complex and vary widely in size and shape. During their heyday, they were places of gathering, of leisure and relaxation and of worship for villagers of all but the lowest classes. Most stepwells are found dotted round the desert areas of Gujarat (where they are called vav) and Rajasthan (where they are called baori), while a few also survive in Delhi. Some were located in or near villages as public spaces for the community; others were positioned beside roads as resting places for travellers.As their name suggests, stepwells comprise a series of stone steps descending from ground level to the water source (normally an underground aquifer) as it recedes following the rains. When the water level was high, the user needed only to descend a few steps to reach it; when it was low, several levels would have to be negotiated.Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers. Others are more elaborate, with long stepped passages leading to the water via several storeys. Built from stone and supported by pillars, they also included pavilions that sheltered visitors from the relentless heat. But perhaps the most impressive features are the intricate decorative sculptures that embellish many stepwells, showing activities from fighting and dancing to everyday acts such as women combing their hair or churning butter.Down the centuries, thousands of wells were constructed throughout north?western India, but the majority have now fallen into disuse; many are derelict and dry, as groundwater has been diverted for industrial use and the wells no longer reach the water table. Their condition hasn’t been helped by recent dry spells: southern Rajasthan suffered an eight-year drought between 1996 and 2004.However, some important sites in Gujarat have recently undergone major restoration, and the state government announced in June last year that it plans to restore the stepwells throughout the state.In Patan, the state’s ancient capital, the stepwell of Rani Ki Vav (Queen’s Stepwell) is perhaps the finest current example. It was built by Queen Udayamati during the late 11th century, but became silted up following a flood during the 13th century. Butthe Archaeological Survey of India began restoring it in the 1960s, and today it is in pristine condition. At 65 metres long, 20 metres wide and 27 metres deep, Rani Ki Vav features 500 sculptures carved into niches throughout the monument. Incredibly, in January 2001, this ancient structure survived an earthquake that measured 7.6 on the Richter scale.Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun Temple, built by King Bhima I in 1026 to honour the sun god Surya. It actually resembles a tank (kund means reservoir or pond) rather than a well, but displays the hallmarks of stepwell architecture, including four sides of steps that descend to the bottom in a stunning geometrical formation. The terraces house 108 small, intricately carved shrines between the sets of steps.Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south of Jaipur, is renowned for its architecture, including its stepwells.One of the larger examples is Raniji Ki Baori，which was built by the queen of the region, Nathavatji, in 1699. At 46 metres deep, 20 metres wide and 40 metres long, the intricately carved monument is one of 21 baoris commissioned in the Bundi area by Nathavatji.In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori, one of India’s oldest and deepest wells; aesthetically it’s perhaps one of the most dramatic. Built in around 850 AD next to the temple of Harshat Mata, the baori comprises hundreds of zigzagging steps that run along three of its sides, steeply descending 11 storeys, resulting in a striking pattern when seen from afar. On the fourth side, verandas which are supported by ornate pillars overlook the steps.Still in public use is Neemrana Ki Baori, located just off the Jaipur-Delhi highway. Constructed in around 1700, it is nine storeys deep, with the last two being underwater. At ground level, there are 86 colonnaded openings from where the visitor descends 170 steps to the deepest water source.Today, following years of neglect, many of these monuments to medieval engineering have been saved by the Archaeological Survey of India, which has recognised the importance of preserving them as part of the country’s rich history. T ourists flock to wells in far-flung corners of north?-western India to gaze in wonder at these architectural marvels from hundreds of years ago, which serve as a reminder of both the ingenuity and artistry of ancient civilisations and of the value of water to human existence.Questions 1-5Do the following statements agree with the information given in Reading Passage 1?In boxes 1-5 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 Examples of ancient stepwells can be found all over the world.2 Stepwells had a range of functions, in addition to those related to water collection.3 The few existing stepwells in Delhi are more attractive than those found elsewhere.4 It took workers many years to build the stone steps characteristic of stepwells.5 The number of steps above the water level in a stepwellaltered during the course of a year.Questions 6-8Answer the questions below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 6-8 on your answer sheet6 Which part of some stepwells provided shade for people?7 What type of serious climatic event, which took place in southern Rajasthan, is mentioned in the article?8 Who are frequent visitors to stepwells nowadays?Questions 9-13Complete the table below.Choose ONE WORD AND/OR A NUMBER from the passage for each answer. Write your answers in boxes 9-13 on your answer sheetStepwell Date Features Other notesRani Ki Vav Late11thcentury As many as 500 sculptures decorate the monument Restored in the 1960sExcellent condition, despite the 9 _______ of 2001Surya Kund 1026 Steps on the10 ______ produce ageometrical patternCarved shrines Looks more like a 11 _______than a wellRaniji Ki Baori 1699 Intricately carved monument One of 21 baoris in the area commissioned by Queen Nathavatji Chand Baori 850 AD Steps take you down 11 storeys to the bottom Old, deep and very dramaticHas 12 _____ whichprovide a view of the stepsNeemrana Ki Baori 1700 Has two 13 ______levels Used by public todayREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-21Reading Passage 2 has nine paragraphs, A-I.Choose the correct heading for paragraphs A-E and G-I from the list of headings below.Write the correct number，i-xi, in boxes 14-21 on your answer sheetList of Headingsi A fresh and important long-term goalii Charging for roads and improving other transport methods iii Changes affecting the distances goods may be transportediv Taking all the steps necessary to change transport patterns v The environmental costs of road transportvi The escalating cost of rail transportvii The need to achieve transport rebalanceviii The rapid growth of private transportix Plans to develop major road networksx Restricting road use through charging policies alonexi Transport trends in countries awaiting EU admission14 Paragraph A 19 Paragraph G15 Paragraph B 20 Paragraph H16 Paragraph C 21 Paragraph I17 Paragraph D18 Paragraph EExample AnswerParagraph F viiEUROPEAN TRANSPORT SYSTEMS1990-2010What have been the trends and what are the prospects for European transport systems?A It is difficult to conceive of vigorous economic growth without an efficient transport system. Although modern information technologies can reduce the demand for physical transport by facilitating teleworking and teleservices, the requirement for transport continues to increase. There are two key factors behind this trend. For passenger transport, the determining factor is the spectacular growth in car use. The number of cars on European Union (EU) roads saw an increase of three million cars each year from 1990 to 2010, and in the next decade the EU will see a further substantial increase in its fleet.B As far as goods transport is concerned, growth is due to a large extent to changes in the European economy and its system of production. In the last 20 years, as internal frontiers have been abolished, the EU has moved from a ‘stock’ economy to a ‘flow’ economy. This phenomenon has been emphasised by the relocation of some industries, particularly those which are labour intensive, to reduce production costs, even though the production site is hundreds or even thousands of kilometres away from the final assembly plant or away from users.C The strong economic growth expected in countries which are candidates for entry to the EU will also increase transport flows, in particular road haulage traffic. In 1998, some of these countries already exported more than twice their 1990 volumes and imported more than five times their 1990 volumes. And although many candidate countries inherited a transport systemwhich encourages rail, the distribution between modes has tipped sharply in favour of road transport since the 1990s. Between 1990 and 1998，road haulage increased by 19.4%, while during the same period rail haulage decreased by 43.5%, although — and this could benefit the enlarged EU — it is still on average at a much higher level than in existing member states.D However, a new imperative — sustainable development —offers an opportunity for adapting the EU’s common transport policy. This objective, agreed by the Gothenburg European Council, has to be achieved by integrating environmental considerations into Community policies, and shifting the balance between modes of transport lies at the heart of its strategy. The ambitious objective can only be fully achieved by 2020, but proposed measures are nonetheless a first essential step towards a sustainable transport system which will ideally be in place in 30 years’ time, that is by 2040.E In 1998，energy consumption in the transport sector was to blame for 28% of emissions of CO2，the leading greenhouse gas. According to the latest estimates, if nothing is done to reverse the traffic growth trend, CO2 emissions from transport can be expected to increase by around 50% to 1,113 billion tonnes by 2020，compared with the 739 billion tonnes recorded in 1990. Once again, road transport is the main culprit since it alone accounts for 84% of the CO2 emissions attributable to transport. Using alternative fuels and improving energy efficiency is thus both an ecological necessity and a technological challenge.F At the same time greater efforts must be made to achieve a modal shift. Such a change cannot be achieved overnight, all the less so after over half a century of constant deterioration infavour of road. This has reached such a pitch that today rail freight services are facing marginalisation, with just 8% of market share, and with international goods trains struggling along at an average speed of 18km/h. Three possible options have emerged.G The first approach would consist of focusing on road transport solely through pricing. This option would not be accompanied by complementary measures in the other modes of transport. In the short term it might curb the growth in road transport through the better loading ratio of goods vehicles and occupancy rates of passenger vehicles expected as a result of the increase in the price of transport. However, the lack of measures available to revitalise other modes of transport would make it impossible for more sustainable modes of transport to take up the baton.H The second approach also concentrates on road transport pricing but is accompanied by measures to increase the efficiency of the other modes (better quality of services, logistics, technology). However, this approach does not include investment in new infrastructure, nor does it guarantee better regional cohesion. It could help to achieve greater uncoupling than the first approach, but road transport would keep the lion’s share of the market and continue to concentrate on saturated arteries, despite being the most polluting of the modes. It is therefore not enough to guarantee the necessary shift of the balance.I The third approach, which is not new, comprises a series of measures ranging from pricing to revitalising alternative modes of transport and targeting investment in the trans-European network. This integrated approach would allow the market shares of the other modes to return to their 1998 levels and thus makea shift of balance. It is far more ambitious than it looks, bearing in mind the historical imbalance in favour of roads for the last fifty years, but would achieve a marked break in the link between road transport growth and economic growth, without placing restrictions on the mobility of people and goods.Questions 22-26Do the following statements agree with the information given in Reading Passage 2?In boxes 22-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this22 The need for transport is growing, despite technological developments.23 To reduce production costs, some industries have been moved closer to their relevant consumers.24 Cars are prohibitively expensive in some EU candidate countries.25 The Gothenburg European Council was set up 30 years ago.26 By the end of this decade, CO2 emissions from transport are predicted to reach 739 billion tonnes.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.The psychology of innovationWhy are so few companies truly innovative?Innovation is key to business survival，and companies put substantial resources into inspiring employees to develop new ideas. There are, nevertheless, people working in luxurious, state-of-the-art centres designed to stimulate innovation who find that their environment doesn’t make them feel at all creative. And there are those who don’t have a budget, or much space, but who innovate successfully.For Robert B. Cialdini, Professor of Psychology at Arizona State University, one reason that companies don’t succeed as often as they should is that innovation starts with recruitment. Research shows that the fit between an employee’s values and a company’s values makes a difference to what contribution they make and whether, two years after they join, they’re still at the company. Studies at Harvard Business School show that, although some individuals may be more creative than others, almost every individual can be creative in the right circumstances.One of the most famous photographs in the story of rock’n’roll emphasises Ciaidini’s views. The 1956 picture of singers Elvis Presley, Carl Perkins, Johnny Cash and Jerry Lee Lewis jamming at a piano in Sun Studios in Memphis tells a hi dden story. Sun’s ‘million-dollar quartet’ could have been a quintet. Missing from the picture is Roy Orbison, a greater natural singer than Lewis, Perkins or Cash. Sam Phillips, who owned Sun, wanted to revolutionise popular music with songs that fused black and white music, and country and blues. Presley, Cash, Perkins and Lewis instinctively understood Phillips’s ambition and believed in it. Orbison wasn’t inspired by the goal, and only ever achieved one hit with the Sun label.The value fit matters, says Cialdini, because innovation is, in part, a process of change, and under that pressure we, as a species，behave differently, ‘When things change, we are hard-wired to play it safe.’ Managers should therefore adopt an approach that appears counter?intuitive — they should explainwhat stands to be lost if the company fails to seize a particular opportunity. Studies show that we invariably take more gambles when threatened with a loss than when offered a reward.Managing innovation is a delicate art. It’s eas y for a company to be pulled in conflicting directions as the marketing, product development, and finance departments each get different feedback from different sets of people. And without a system which ensures collaborative exchanges within the company, it’s also easy for small ‘pockets of innovation’ to disappear. Innovation is a contact sport. You can’t brief people just by saying, ‘We’re going in this direction and I’m going to take you with me.’Cialdini believes that this ‘follow-the-leader syndrome is dangerous, not least because it encourages bosses to go it alone. ‘It’s been scientifically proven that three people will be better than one at solving problems, even if that one person is the smartest person in the field.’ To prove his point, Cialdini cites an interview with molecular biologist James Watson. Watson, together with Francis Crick, discovered the structure of DNA, the genetic information carrier of all living organisms. ‘When asked how they had cracked the code ahead of an array of highly accomplished rival investigators, he said something that stunned me. He said he and Crick had succeeded because they were aware that they weren’t the most intelligent of the scientists pursuing the answer. The smartest scientist was called Rosalind Franklin who, Watson said, “was so intelligent she rarely sought advice”.’Teamwork taps into one of the basic drivers of human behaviour. ‘The principle of social proof is so pervasive that we don’t even recognise it,’ says Cialdini. ‘If your project is beingresisted, for example, by a group of veteran employees, ask another old-timer to speak up for it.’ Cialdini is not alone in advocating this strategy. Research shows that peer power, used horizontally not vertically, is much more powerful than any boss’s speec h.Writing, visualising and prototyping can stimulate the flow of new ideas. Cialdini cites scores of research papers and historical events that prove that even something as simple as writing deepens every individual’s engagement in the project. It is, he says, the reason why all those competitions on breakfast cereal packets encouraged us to write in saying, in no more than 10 words: ‘I like Kellogg’s Com Flakes because… .’ The very act of writing makes us more likely to believe it.Authority doesn’t have to inhibit innovation but it often does. The wrong kind of leadership will lead to what Cialdini calls ‘captainitis, the regrettable tendency of team members to opt out of team responsibilities that are properly theirs’. He calls it captainitis because, he says, ‘crew members of multipilot aircraft exhibit a sometimes deadly passivity when the flight captain makes a clearly wrong-headed decision’. This behaviour is not, he says, unique to air travel, but can happen in any workplace where the leader is overbearing.At the other end of the scale is the 1980s Memphis design collective, a group of young designers for whom ‘the only rule was that there were no rules’. This environment encouraged a free interchange of ideas, which led to more creativity with form, function, colour and materials that revolutionised attitudes to furniture design.Many theorists believe the ideal boss should lead from behind, taking pride in collective accomplishment and givingcredit where it is due. Cialdini says: ‘Leaders should en courage everyone to contribute and simultaneously assure all concerned that every recommendation is important to making the right decision and will be given full attention.’ The frustrating thing about innovation is that there are many approaches, but no magic formula. However, a manager who wants to create a truly innovative culture can make their job a lot easier by recognising these psychological realities.Questions 27-30Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-30 on your answer sheet.27 The example of the ‘million-dollar quartet’ underlines the writer’s point aboutA recognising talent.B working as a team.C having a shared objective.D being an effective leader.28 James Watson suggests that he and Francis Crick won the race to discover the DNA code because theyA were conscious of their own limitations.B brought complementary skills to their partnership.C were determined to outperform their brighter rivals.D encouraged each other to realise their joint ambition.29 The writer mentions competitions on breakfast cereal packets as an example of how toA inspire creative thinking.B generate concise writing.C promote loyalty to a group.D strengthen commitment to an idea.30 In the last paragraph, the writer suggests that it isimportant for employees toA be aware of their company’s goals.B feel that their contributions are valued.C have respect for their co-workers’ achievements.D understand why certain management decisions are made.Questions 31-35Complete each sentence with the correct ending, A-G, below.Write the correct letter, A-G, in boxes 31-35 on your answer sheet31 Employees whose values match those of their employers are more likely to32 At times of change, people tend to33 If people are aware of what they might lose, they will often34 People working under a dominant boss are liable to35 Employees working in organisations with few rules are more likely toA take chances.B share their ideas.C become competitive.D get promotion.E avoid risk.F ignore their duties.G remain in their jobs.Questions 36-40Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 36-40 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 thinksabout this36 The physical surroundings in which a person works play a key role in determining their creativity.37 Most people have the potential to be creative.38 Teams work best when their members are of equally matched intelligence.39 It is easier for smaller companies to be innovative.40 A manager’s approval of an idea is more persuasive than that of a colleague.剑桥雅思阅读10原文参考译文(test1)Passage 1 参考译文：梯水井一千年前，对存活于印度最干旱的地区的生命来说，阶梯水丼是非常重要的。
剑桥17听力test1题目
剑桥17听力test1题目摘要：I.引言- 介绍剑桥17 听力test1 题目的相关信息II.题目概述- 简要介绍剑桥17 听力test1 的题目内容- 说明题目的难度和考察点III.题目解析- 对听力题目进行详细解析- 分析题目的解题思路和方法IV.备考策略- 针对听力题目提出有效的备考策略- 建议考生如何提高听力技能正文：I.引言剑桥17 听力test1 题目是雅思听力考试中的一个重要部分。
在这篇文章中，我们将对剑桥17 听力test1 的题目进行详细解析，并提供一些有效的备考策略。
II.题目概述剑桥17 听力test1 的题目涵盖了各种不同的场景和话题，如旅游、教育、社会等。
题目难度适中，考察了考生的听力理解和笔记技巧。
III.题目解析在剑桥17 听力test1 中，第一部分是日常生活对话，主要考察考生对日常口语表达的理解能力。
第二部分是关于英国一家酒店的介绍，要求考生听取酒店设施和服务的相关信息。
第三部分是一个学术讲座，内容涉及心理学领域的研究，考生需要理解讲座的主要观点和细节。
第四部分是一段关于保护海洋生物多样性的讨论，要求考生听取相关事实和观点。
针对这些题目，考生需要掌握以下解题思路和方法：1.在听题之前，仔细阅读题目和选项，预测可能涉及到的内容和答案。
2.在听的过程中，注意捕捉关键词和信息，对重要内容进行笔记记录。
3.听完后，根据笔记和记忆，对比选项，确定正确答案。
IV.备考策略针对剑桥17 听力test1 的题目，考生可以采取以下备考策略：1.多听英语听力材料，如BBC、VOA 等，提高听力技能。
2.熟悉雅思听力题型和考试流程，增强应试信心。
3.积累各类话题和场景的相关词汇，提高理解能力。
4.定期进行听力模拟测试，检验自己的听力水平。
Test1（大学英语精读第一册第一单元）
Test1（⼤学英语精读第⼀册第⼀单元）Test for Unit 1A. Multiple Choice1. It is so clear that a(n) _________ student can understand it.A. ordinaryB. generalC. usualD. average2. Although everybody thinks that John is clever, he did not pass the ________ test.A. intelligenceB. clevernessC. brightnessD. quickness3. Expensive goods are not _________ good.A. surelyB. necessarilyC. possiblyD. doubtfully4. Nobody dared to use this money in other ways, for it is ________ in “the Hope Project” by our government.A. committedB. directedC. givenD. pointed5. He ran as ________ as he could and disappeared in a minute.A. quickB. quicklyC. skimmedD. slipped6. Mary _________ through the English novel in the morning and got the general idea of it.A. skippedB. scannedC. skimmedD. slipped7. He was deeply ________ in thinking of the people in the calamity-stricken(受灾的) area.A. seizedD. occupied8. If he _______ of all the dangers, he should change his mind.A. knowsB. be clearC. hearsD. be aware9. Because of the heavy fog, we arrived in Shanghai behind ________.A. timeB. timetableC. planD. schedule10. It is a Japanese _______ to take off one’s shoes before entering a house.A. hobbyB. customC. habitD. customs11. What ________ do you like best after class?A. actB. actionC. activityD. active12. That was perhaps the _______ that he failed the exam.A. caseB. situationC. stateD. factor13. Playing violin is my favourite _______.A. relaxmentB. relaxationC. entertainationD. entertainment14. When you meet with a problem, find a way to ________ it.A. answerD. settle15. The ________ temperature of the human body is between 36℃ and 37℃.A. normalB. naturalC. regularD. formalB. Reading ComprehensionNow let us look at how we read. When we read a printed text, our eyes move across a page in short, jerky movement. We recognize words usually when our eyes are still when they fixate. Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time for which the eyes stop ---the duration of the fixation ----varies considerably from person to person. It also varies within any one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness. Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his abili ty to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.1. The time of the recognition span can be affected by the following facts except ________ .A. one’s familiarity with the textB. one’s purpose i n readingC. the length of a group of wordsD. lighting and tiredness2. The author may believe that reading ______.A. requires a reader to take in more words at each fixationB. requires a reader to see words more quicklyC. demands an deeply-participating mindD. demands more mind than eyes3. What does the author mean by saying “but it’s one thing to improve a person’sability to see words and quite another thing to improve his ability to read a text e fficiently.” in the second para graph?A. The ability to see words is not needed when an efficient reading is conducted.B. The reading exercises mentioned can’t help to improve both the ability to see and to comprehend words.C. The reading exercises mentioned can’t help to improve an efficient reading.D. The reading exercises mentioned has done a great job to improve one’s ability to see words.4. Which of the following is NOT true?A. The visual span is a word or a group of words we see each time.B. Many experts began to question the efficiency of eye training.C. The emphasis on the purely visual aspects is misleading.D. The eye training will help readers in reading a continuous text.5. The tune of the author in writing this article is ________A. criticalB. neutralC. pessimisticD. optimisticC. ClozeMethods of studying vary; what works__1__ for some students doesn’t work at all for others. The only thing you can do is experiment __2__ you find a system that does work for you. But two things are sure: __3__ else can do your studying for you, and unless you do find a system that works, you won' t although college. Meantime, there are a few rules that__4__ for everybody. The hint is "don't get ___5___ ".The problem of studying, __6__ enough to start with, becomes almost__7__ when you are trying to do __8__ in one weekend. __9__ the fastest readers have trouble__10__ that. And if you are behind in written work that must be __11__, the teacher who accepts it __12__late will probably not give you good credit. Perhaps he may not accept it__13__ . Getting behind in one class because you are spending so much time on another is really no __14__. Feeling pretty virtuous about the seven hours you'spend on chemistry won' t __15__one bit if the history teacher pops a quiz. And many freshmen do get into trouble by spending too much time on one class at the __16__of the others, either because they like one class much better or because they find it so much harder that they think, they should __17__all their time to it. __18__the reason, going the whole work for one class and neglecting the rest of them is a mistake, if you face this __19__, begin with the shortest and easiest __20__. Get them out of the way and then go to the more difficult, time consuming work.1. A) good B) easily C) sufficiently D) well2. A) until B) after C) while D ) so3. A) somebody B) nobody C) everybody D) anybody4. A) follow B) go C) operate D) work5. A) behind B) after C) slow D) later6. A) hardly B) unpleasant C) hard D) heavy7. A) improbable B) necessary C) impossible D) inevitable8. A) three week's work B) three weeks' worksC) three weeks' work D) three week' s works9. A) Even B) Almost C) If D) with10. A) to do B) doing C) at doing D) with doing11. A) turned in B) tuned up C) turned out D) given in12. A) very B) quite C) such D) that13. A) anyway B) either C) at all D) too14. A) solution B) method C) answer D) excuse15. A) help B) encourage C) assist D) improve16. A) expense B) pay C) debt D) charge17. A) devote B) put C) spend D) take18. A) Whichever B) Whatever C) However D) Wherever19. A) attraction B) decision C) temptation D) dilemma20. A) arrangements B) way C) assignments D) classD. Listen to the passage twice and fill in the blanks.English as an International LanguageInternational languages include both___1____languages that have become international means of communication and languages___2____this purpose. The most famous and____3___artificial international language is Esperanto; however, the most widespread international language is not artificial. Today, English is used in more countries as an____4____language or as the main means of international communication than any other language. ____5____billion people live in countries where English has official_____6___. One out of five of the world’s population speaks some English. And at __7___ one in five is learning English. About ___8____ of the world’s_____9____ is written in English. And 90% of all information in the world’s electronic____10___systems is stored in English.单元测试答题纸（1）A. Multiple ChoiceB. Reading ComprehensionC. ClozeD. Listen to the passage twice and fill in the blanks.。
剑桥雅思阅读8原文翻译及答案解析（test1）
剑桥雅思阅读8原文翻译及答案解析(test1)雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读8原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A Chronicle of TimekeepingOur conception of time depends on the way we measure itA According to archaeological evidence, at least 5,000 years ago, and long before the advent of the Roman Empire, the Babylonians began to measure time, introducing calendars to co-ordinate communal activities, to plan the shipment of goods and, in particular, to regulate planting and harvesting. They based their calendars on three natural cycles: the solar day, marked by the successive periods of light and darkness as the earth rotates on its axis; the lunar month, following the phases of the moon as it orbits the earth; and the solar year, defined by the changing seasons that accompany our planet's revolution around the sun.B Before the invention of artificial light, the moon had greater social impact. And, for those living near the equator in particular, its waxing and waning was more conspicuous than the passing of the seasons. Hence, the calendars that were developed at the lower latitudes were influenced more by the lunar cycle than by the solar year. In more northern climes, however, where seasonal agriculture was practised, the solar year became more crucial. As the Roman Empire expanded northward, it organised its activity chart for the most part around the solar year.C Centuries before the Roman Empire, the Egyptians had formulated a municipal calendar having 12 months of 30 days, with five days added to approximate the solar year. Each period of ten days was marked by the appearance of special groups of stars called decans. At the rise of the star Sirius just before sunrise, which occurred around the all-important annual flooding of the Nile, 12 decans could be seen spanning the heavens. The cosmic significance the Egyptians placed in the 12 decans led them to develop a system in which each interval of darkness (and later, each interval of daylight) was divided into a dozen equal parts. These periods became known as temporal hours because their duration varied according to the changing length of days and nights with the passing of the seasons. Summer hours were long, winter ones short; only at the spring and autumn equinoxes were the hours of daylight and darkness equal. Temporal hours, which were first adopted by the Greeks and then the Romans, who disseminated them through Europe, remained in use for more than 2,500 years.D In order to track temporal hours during the day, inventors created sundials, which indicate time by the length or direction of the sun's shadow. The sundial's counterpart, the water clock, was designed to measure temporal hours at night. One of the first water clocks was a basin with a small hole near the bottom through which the water dripped out. The falling water level denoted the passing hour as it dipped below hour lines inscribed on the inner surface. Although these devices performed satisfactorily around the Mediterranean, they could not always be depended on in the cloudy and often freezing weather of northern Europe.E The advent of the mechanical clock meant that although itcould be adjusted to maintain temporal hours, it was naturally suited to keeping equal ones. With these, however, arose the question of when to begin counting, and so, in the early 14th century, a number of systems evolved. The schemes that divided the day into 24 equal parts varied according to the start of the count: Italian hours began at sunset, Babylonian hours at sunrise, astronomical hours at midday and 'great clock' hours, used for some large public clocks in Germany, at midnight. Eventually these were superseded by 'small clock', or French, hours, which split the day into two 12-hour periods commencing at midnight.F The earliest recorded weight-driven mechanical clock was built in 1283 in Bedfordshire in England. The revolutionary aspect of this new timekeeper was neither the descending weight that provided its motive force nor the gear wheels (which had been around for at least 1,300 years) that transferred the power; it was the part called the escapement. In the early 1400s came the invention of the coiled spring or fusee which maintained constant force to the gear wheels of the timekeeper despite the changing tension of its mainspring. By the 16th century, a pendulum clock had been devised, but the pendulum swung in a large arc and thus was not very efficient.G To address this, a variation on the original escapement was invented in 1670, in England. It was called the anchor escapement, which was a lever-based device shaped like a ship's anchor. The motion of a pendulum rocks this device so that it catches and then releases each tooth of the escape wheel, in turn allowing it to turn a precise amount. Unlike the original form used in early pendulum clocks, the anchor escapement permitted the pendulum to travel in a very small arc. Moreover, this invention allowed the use of a long pendulum which could beat once asecond and thus led to the development of a new floor-standing case design, which became known as the grandfather clock.H Today, highly accurate timekeeping instruments set the beat for most electronic devices. Nearly all computers contain a quartz-crystal clock to regulate their operation. Moreover, not only do time signals beamed down from Global Positioning System satellites calibrate the functions of precision navigation equipment, they do so as well for mobile phones, instant stock-trading systems and nationwide power-distribution grids. So integral have these time-based technologies become to day-to-day existence that our dependency on them is recognised only when they fail to work.Questions 1-4Reading Passage 1 has eight paragraphs, A-H.Which paragraph contains the following information?Write the correct letter, A-H, in boxes 1-4 on your answer sheet.1 a description of an early timekeeping invention affected by cold temperatures2 an explanation of the importance of geography in the development of the calendarin farming communities3 a description of the origins of the pendulum clock4 details of the simultaneous efforts of different societies to calculate time usinguniform hoursQuestions 5-8Look at the following events (Questions 5-8) and the list of nationalities below.Match each event with the correct nationality, A-F.sheet.5 They devised a civil calendar in which the months were equal in length.6 They divided the day into two equal halves.7 They developed a new cabinet shape for a type of timekeeper.8 They created a calendar to organise public events and work schedules.List of NationalitiesA BabyloniansB EgyptiansC GreeksD EnglishE GermansF FrenchQuestions 9-13Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 9-13 on your answer sheet.图片10READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on ReadingPassage 2 on the following pages.Questions 14-19Reading Passage 2 has seven paragraphs, A-G.Choose the correct heading for paragraphs A and C-G from the list below.sheet.List of Headingsi Disobeying FAA regulationsii Aviation disaster prompts actioniii Two coincidental developmentsiv Setting altitude zonesv An oversimplified viewvi Controlling pilots’ licencesvii Defining airspace categoriesviii Setting rules to weather conditionsix Taking off safelyx First steps towards ATC14 Paragraph AExample AnswerParagraph B x15 Paragraph C16 Paragraph D17 Paragraph E18 Paragraph F19 Paragraph GAIR TRAFFIC CONTROLIN THE USAA An accident that occurred in the skies over the Grand Canyon in 1956 resulted in the establishment of the Federal Aviation Administration (FAA) to regulate and oversee the operation of aircraft in the skies over the United States, which were becoming quite congested. The resulting structure of air traffic control has greatly increased the safety of flight in the United States, and similar air traffic control procedures are alsoin place over much of the rest of the world.B Rudimentary air traffic control (ATC) existed well before the Grand Canyon disaster. As early as the 1920s, the earliest air traffic controllers manually guided aircraft in the vicinity of the airports, using lights and flags, while beacons and flashing lights were placed along cross-country routes to establish the earliest airways. However, this purely visual system was useless in bad weather, and, by the 1930s, radio communication was coming into use for ATC. The first region to have something approximating today's ATC was New York City, with other major metropolitan areas following soon after.C In the 1940s, ATC centres could and did take advantage of the newly developed radar and improved radio communication brought about by the Second World War, but the system remained rudimentary. It was only after the creation of the FAA that full-scale regulation of America's airspace took place, and this was fortuitous, for the advent of the jet engine suddenly resulted in a large number of very fast planes, reducing pilots' margin of error and practically demanding some set of rules to keep everyone well separated and operating safely in the air.D Many people think that ATC consists of a row of controllers sitting in front of their radar screens at the nation's airports, telling arriving and departing traffic what to do. This is a very incomplete part of the picture. The FAA realised that the airspace over the United States would at any time have many different kinds of planes, flying for many different purposes, in a variety of weather conditions, and the same kind of structure was needed to accommodate all of them.E To meet this challenge, the following elements were put into effect. First, ATC extends over virtually the entire UnitedStates. In general, from 365m above the ground and higher, the entire country is blanketed by controlled airspace. In certain areas, mainly near airports, controlled airspace extends down to 215m above the ground, and, in the immediate vicinity of an airport, all the way down to the surface. Controlled airspace is that airspace in which FAA regulations apply. Elsewhere, in uncontrolled airspace, pilots are bound by fewer regulations. In this way, the recreational pilot who simply wishes to go flying for a while without all the restrictions imposed by the FAA has only to stay in uncontrolled airspace, below 365m, while the pilot who does want the protection afforded by ATC can easily enter the controlled airspace.F The FAA then recognised two types of operating environments. In good meteorological conditions, flying would be permitted under Visual Flight Rules (VFR), which suggests a strong reliance on visual cues to maintain an acceptable level of safety. Poor visibility necessitated a set of Instrumental Flight Rules (IFR), under which the pilot relied on altitude and navigational information provided by the plane's instrument panel to fly safely. On a clear day, a pilot in controlled airspace can choose a VFR or IFR flight plan, and the FAA regulations were devised in a way which accommodates both VFR and IFR operations in the same airspace. However, a pilot can only choose to fly IFR if they possess an instrument rating which is above and beyond the basic pilot's license that must also be held.G Controlled airspace is divided into several different types, designated by letters of the alphabet. Uncontrolled airspace is designated Class F, while controlled airspace below 5,490m above sea level and not in the vicinity of an airport is Class E. All airspace above 5,490m is designated Class A. The reason for thedivision of Class E and Class A airspace stems from the type of planes operating in them. Generally, Class E airspace is where one finds general aviation aircraft (few of which can climb above 5,490m anyway), and commercial turboprop aircraft. Above 5,490m is the realm of the heavy jets, since jet engines operate more efficiently at higher altitudes. The difference between Class E and A airspace is that in Class A, all operations are IFR, and pilots must be instrument-rated, that is, skilled and licensed in aircraft instrumentation. This is because ATC control of the entire space is essential. Three other types of airspace, Classes D, C and B, govern the vicinity of airports. These correspond roughly to small municipal, medium-sized metropolitan and major metropolitan airports respectively, and encompass an increasingly rigorous set of regulations. For example, all a VFR pilot has to do to enter Class C airspace is establish two-way radio contact with ATC. No explicit permission from ATC to enter is needed, although the pilot must continue to obey all regulations governing VFR flight. To enter Class B airspace, such as on approach to a major metropolitan airport, an explicit ATC clearance is required. The private pilot who cruises without permission into this airspace risks losing their license.Questions 20-26Do the following statements agree with the information given in Reading Passage 2?In boxes 20-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this20 The FAA was created as a result of the introduction of the jet engine.21 Air Traffic Control started after the Grand Canyon crash in 1956.22 Beacons and flashing lights are still used by ATC today.23 Some improvements were made in radio communication during World War II.24 Class F airspace is airspace which is below 365m and not near airports.25 All aircraft in Class E airspace must use IFR.26 A pilot entering Class C airspace is flying over an average-sized city.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.TELEPATHYCan human beings communicate by thought alone? For more than a century the issue of telepathy has divided the scientific community, and even today it still sparks bitter controversy among top academicsSince the 1970s, parapsychologists at leading universities and research institutes around the world have risked the derision of sceptical colleagues by putting the various claims for telepathy to the test in dozens of rigorous scientific studies. The results and their implications are dividing even the researchers who uncovered them.Some researchers say the results constitute compelling evidence that telepathy is genuine. Other parapsychologists believe the field is on the brink of collapse, having tried to produce definitive scientific proof and failed. Sceptics and advocates alike do concur on one issue, however: that the most impressive evidence so far has come from the so-called 'ganzfeld'experiments, a German term that means 'whole field'. Reports of telepathic experiences had by people during meditation led parapsychologists to suspect that telepathy might involve 'signals' passing between people that were so faint that they were usually swamped by normal brain activity. In this case, such signals might be more easily detected by those experiencing meditation — like tranquillity in a relaxing 'whole field' of light, sound and warmth.The ganzfeld experiment tries to recreate these conditions with participants sitting in soft reclining chairs in a sealed room, listening to relaxing sounds while their eyes are covered with special filters letting in only soft pink light. In early ganzfeld experiments, the telepathy test involved identification of a picture chosen from a random selection of four taken from a large image bank. The idea was that a person acting as a 'sender' would attempt to beam the image over to the 'receiver' relaxing in the sealed room. Once the session was over, this person was asked to identify which of the four images had been used. Random guessing would give a hit-rate of 25 per cent; if telepathy is real, however, the hit-rate would be higher. In 1982, the results from the first ganzfeld studies were analysed by one of its pioneers, the American parapsychologist Charles Honorton. They pointed to typical hit-rates of better than 30 per cent — a small effect, but one which statistical tests suggested could not be put down to chance.The implication was that the ganzfeld method had revealed real evidence for telepathy. But there was a crucial flaw in this argument —one routinely overlooked in more conventional areas of science. Just because chance had been ruled out as an explanation did not prove telepathy must exist; there were manyother ways of getting positive results. These ranged from 'sensory leakage' — where clues about the pictures accidentally reach the receiver —to outright fraud. In response, the researchers issued a review of all the ganzfeld studies done up to 1985 to show that 80 per cent had found statistically significant evidence. However, they also agreed that there were still too many problems in the experiments which could lead to positive results, and they drew up a list demanding new standards for future research.After this, many researchers switched to autoganzfeld tests — an automated variant of the technique which used computers to perform many of the key tasks such as the random selection of images. By minimising human involvement, the idea was to minimise the risk of flawed results. In 1987, results from hundreds of autoganzfeld tests were studied by Honorton in a 'meta-analysis', a statistical technique for finding the overall results from a set of studies. Though less compelling than before, the outcome was still impressive.Yet some parapsychologists remain disturbed by the lack of consistency between individual ganzfeld studies. Defenders of telepathy point out that demanding impressive evidence from every study ignores one basic statistical fact: it takes large samples to detect small effects. If, as current results suggest, telepathy produces hit-rates only marginally above the 25 per cent expected by chance, it's unlikely to be detected by a typical ganzfeld study involving around 40 people: the group is just not big enough. Only when many studies are combined in a meta-analysis will the faint signal of telepathy really become apparent. And that is what researchers do seem to be finding.What they are certainly not finding, however, is any changein attitude of mainstream scientists: most still totally reject the very idea of telepathy. The problem stems at least in part from the lack of any plausible mechanism for telepathy.Various theories have been put forward, many focusing on esoteric ideas from theoretical physics. They include 'quantum entanglement', in which events affecting one group of atoms instantly affect another group, no matter how far apart they may be. While physicists have demonstrated entanglement with specially prepared atoms, no-one knows if it also exists between atoms making up human minds. Answering such questions would transform parapsychology. This has prompted some researchers to argue that the future lies not in collecting more evidence for telepathy, but in probing possible mechanisms. Some work has begun already, with researchers trying to identify people who are particularly successful in autoganzfeld trials. Early results show that creative and artistic people do much better than average: in one study at the University of Edinburgh, musicians achieved a hit-rate of 56 per cent. Perhaps more tests like these will eventually give the researchers the evidence they are seeking and strengthen the case for the existence of telepathy.Questions 27-30Complete each sentence with the correct ending, A-G, below.Write the correct letter, A-G, in boxes 27-30 on your answer sheet.27 Researchers with differing attitudes towards telepathy agree on28 Reports of experiences during meditation indicated29 Attitudes to parapsychology would alter drastically with30 Recent autoganzfeld trials suggest that success rates will improve withA the discovery of a mechanism for telepathyB the need to create a suitable environment for telepathy.C their claims of a high success rate.D a solution to the problem posed by random guessing.E the significance of the ganzfeld experiments.F a more careful selection of subjects.G a need to keep altering conditions.Questions 31-40Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 31-40 on your answer sheet.Telepathy ExperimentsName/DateDescription Result FlawGanzfeldStudies1982 Involved a personacting as a31..............who picked out one32............froma random selectionof four, and a33..............,who then tried toidentify it. Hit-rates werehigher than withrandom guessing. Positive resultscould be producedby factors such as34..............or35.............. .Autoganzfeldstudies1987 36.............were used for keytasks to limit theamount of37..............in carrying out thetest. The results werethen subjected toa 38............. The 39..........between differenttest results wasput down to thefact that samplegroups were not40...................(aswith most ganzfeldStudies).剑桥雅思阅读8原文参考译文test1PASSAGE 1参考译文：时间记录的历史我们对时间的概念取决于我们测量时间的方式有考古证据表明，至少5000年前，早在罗马帝国尚未出现之时，巴比伦人就开始测量时间，他们引进日历来统筹公共活动，计划货物装运，特别是管控作物种植和收割。
Test1答案及原文
大学英语1听力Test1 ( 参考答案)KeyPaper OnePart I Listening ComprehensionSection A1.D2.A3.C4.A5.C6.D7.C8.C9.C10.CSection B11.C12.A13.B14.B15.C16.D17.C18.B19.A20.D21.D22.B23.A24.A25.DSection C26.A27.C28.C29.A30.C31.D32.B33.D34.B35.C36.APaper TwoPart I Listening ComprehensionSection D37. growth38. average39. 15,00040. cover41. endless42. increasing43. an education system because economic development is still comparatively low44. reflect that the whole society45. Encouraging students to get loans46. be motivated to develop education大学英语1听力Test1 ( 听力文字稿)Script of Listening ComprehensionSection ADirections: In this section, you will hear several statements. Each statement will be read only once. Then there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which one is closest in meaning to the statement you have just heard. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.1.Robert missed his chance to meet the president.2.Ken studies Business in a college.3.Mr. Brown doesn’t have a car and neither do Tom and Nancy.4.John is always nervous, but now he seems quite relaxed. commercials are a real nuisance to me.6.Tom sent his roommate a card to wish him a happy birthday.7.I used to pay 90 cents for a bar of chocolate, but now it costs $1.60.8.John goes to class with that boy playing golf.9.Telephone is a must for all.10.Mary has two brothers and Jack has one sister.Section BDirections: In this section, you will hear several short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.11.M: I can’t decide which of these two articles would be more useful to read.W: As far as I’m concerned, you can’t go wrong.Q: What does the woman mean?12.W: The students in Professor Murray’s class think that the test he gavewas unfair.M: A few of them do, anyway.Q: What can be inferred from this conversation?13.W: You look familiar to me. Have we met before?M: I’m afraid not.Q: What does the man mean?14.W: Well, now. Before we order, shall we agree that we each pay our own bill?M: All right.Q: Where does the conversation most probably take place?15.W: Maybe you could get a ride to campus with Julie tomorrow.M: Oh, Julie no longer drives to class.Q: What does the man say about Julie?16.W: When does the film start, Bill?M: 7:30 p.m. and it lasts exactly two hours.Q: When does the film end?17.M: I hope th ere weren’t too many phone calls when I was away yesterday.W: Mr. Mark, I discovered the phone was out of order around noon butthere were four for you before.Q: How many calls did Mr. Mark’s office receive yesterday before noon?18.W: Which kind of shoes do you want?M: I don’t know. I like the white ones as well as the black ones.Q: What does the man mean?19.W: May I speak to Mr Johnson?M: Hang on just a moment, please.Q: What does the man mean?20.W: I always worry about what clothes to wear for parties and what to say to people I don’tknow.M: I never worry about anything so I always have a good time.Q: What does the man mean?21.W: The bedroom faces south and the living room is pretty big. You can’t find an apartmentlike this in the neighborhood at such a low price.M: It’s a nice place, but I still think twenty-five pounds a week is more than I can afford.Q: What can you learn from the conversation?22.M: I used to be afraid of heights. Every time I was in a high buildingor on a bridge, my knees would begin to shake.W: I have the same problem until I took up mountain climbing.Q: What did the man and the woman say about heights?23.M: Henry says this professor is very strict.W: I used to believe that too, but now I know it’s untr ue.Q: What has the woman done recently?24.W: There are so many children at the school. I wonder how the teacherkeeps track of them?M: I used to get cold feet at the thought of teaching a class of 50.Q: What was the man’s attitude towards teaching?25.M: What will you do after the holiday, stick to this part-time job or be a full-time student?W: I have no idea. I have to ask for my parents’ opinion.Q: What do you know about the woman?Section CDirections: In this section, you will hear several short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will bespoken only once. After you hear a question, you must choose the best answer fromthe four choices marked A), B), C) and D). Then mark the corresponding letter onthe Answer Sheet with a single line through the centre.Passage OneThere were many thefts in a big city, which made the residents complain much about the government. Therefore, the police were ordered to find out the thief within a week. With great efforts, at last they caught him. But while they were taking photographs of him－from the front, from the left, from the right, with a hat, without a hat－he suddenly attacked the policemen and ran off. They tried to catch him, but he got away. All of them felt at a loss what to do.Then a week later the telephone rang in the police station and somebody said, “You are looking for Bill Cross, aren’t you?” “Yes.” “Well, he left here for Waterbridge an hour ago.” Waterbridge was a small town about 100 miles from the city. The city police at once sent four different photographs of the thief to the police in Waterbridge. Less than twelve hours later they got a telephone call from the police in Waterbridge. “We have caught three of the men,” they said happily, “and we will catch the forth this evening, we think.”26. How many kinds of photographs did the police take of the thief?27. When was the police station informed of the trace of the thief after he escaped?28. What is true of the police in Waterbridge according to the passage?Passage TwoAlmost every family buys at least one copy of a newspaper every day. Some people subscribe to as many as two or three different newspapers. But why do people read newspapers?Five hundred years ago, news of important happenings --- battles lost and won, kings or rulers overthrown or killed --- took months and even years to travel from one country to another. The news passed by word of mouth and was never accurate. Today we can read in our newspapers of important events that occur in faraway countries on the same day they happen.Apart from supplying news from all over the world, newspapers give us a lot of other useful information.There are weather reports, radio, television and film guides, book reviews, stories, and, of course,advertisements. There are all sorts of advertisements. The bigger ones are put in by large companies to bring attention to their products. They pay the newspapers thousands of dollars for their advertising space, but it is worth the money, for news of their products goes into almost every home in the country. For those who produce newspapers, advertisements are also important. Money earned from advertisements makes it possible for them to sell their newspapers at a low price and still make a profit.29. How was news sent in the past?30. How long did news travel from one country to another five hundred years ago?31. Why is newspaper sold at a low price?32. Why are newspapers so popular?Passage ThreeBanking began thousands of years ago in very early civilizations. The first bankers were money changers. They took foreign money from travelers and gave them local coins. They carried the money in special boxes called strong boxes to protect it from robbers. Later, people brought their money to money changers for protection. Finally, money changers loaned money to people and charged them interest. The early Italian bankers worked outdoors on the street. They used a bench for their place of business. In fact, the modern word “bank” comes from an Italian word meaning bench. By the 16th century banks were popular everywhere in Europe. They were family business. Kings and other rich people borrowed money from bankers. In the following century, British bankers were the first people to make paper money. They gave their customers paper notes in exchange for their gold and silver. People liked the paper bank notes because they were easy to carry. After a while, everyone accepted bank notes as money. The first successful bank in the United States opened in Philadelphia in 1792. Today there are about 14,000 bankers in the United States.33. What was the original meaning of the word “bank”?34. When were banks popular everywhere in Europe?35. Why did British people like the paper bank notes?36. How many bankers are there in the United States today?Section DDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the missing information. You can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.In the planned-economy era, college students did not have to worry about their tuition because the government bore most of the cost. Now with the (37) growthof educational costs, including teachers’ salaries, equipment and campus construction, the (38) average cost of training a college student has reached (39) 15,000 yuan according to statistics from the Education Department. In theory, tuition fees today do not (40) cover the basic educational cost of each college student. “But increasing tuition fees is not an (41) endless process－when the fee finally gets close to the basic educational cost, it will stop (42) increasing ,” Tang said. China is a populous country and it has not been easy to develop (43) an education system because economic development is still comparatively low . High tuition fees (44) reflect that the whole society is going through a period of transition. “ (45) Encouraging students to get loans in a competitive way andcultivating their sense of social responsibilities,” Zhang said. “The whole of society should (46) be motivated to develop education .”。
基础综合英语邱东林test1详解
基础综合英语邱东林test1详解
《新编研究生英语系列：基础综合英语》是大学研究生阶段重要的英语教材之一，涵盖了听、说、读、写等方面的技能训练。
以下是该教材中邱东林编著的test1的详解：- Section A：词汇题。
第21-25题答案为CBAAD；第26-30题答案为CCBDD。
- Section B：词汇题。
第31-35题答案为BCAAC；第36-40题答案为DCBAA。
- Part III：完形填空题。
第41-45题答案为BDAAC；第46-50题答案为ABDCA。
- Part IV：阅读理解题。
第51-54题答案为CDCA；第55-58题答案为CDBB；第59-62题答案为BACD；第63-66题答案为ACDA；第67-70题答案为CABD。
如果你还想要了解更多关于邱东林编著的《基础综合英语》test1的相关信息，可以继续向我提问。
test1
test1 (考试时间: 08:00 -08:00)1、Given:35. String #name = "Jane Doe";36. int $age = 24;37. Double _height = 123.5;38. double ~temp = 37.5;Which two statements are true? (Choose two.)∙A、Line 35 will not compile.∙B、Line 36 will not compile.∙C、Line 37 will not compile.∙D、Line 38 will not compile.2、Given:1. public class TestString1{2. public static void main(String[] args){3. String str = "420";4. str += 42;5. System.out.print(str);6. }7. }What is the output?∙A、42∙B、420∙C、462∙D、42042∙E、mpilation fails.3、Given:1. public class Test{2. public static void main(String[] args){3. int x = 5;4. boolean b1 = true;5. boolean b2 = false;6.7. if((x==4) && !b2)8. System.out.print("1 ");9. System.out.print("2 ");10. if((b2=true) && b1)11. System.out.print("3 ");12. }13. }What is the result?∙A、2∙B、3∙C、1 2∙D、2 3∙E、1 2 34、Given:10. int x = 0;11. int y = 10;12. do{13. y--;14. ++x;15. }while(x < 5);16. System.out.print(x + "," + y);What is the result?∙A、5,6∙B、5,5∙C、6,5∙D、6,65、Given:1. public class Spock{2. public static void main(String[] args){3. Long tail = 2000L;4. Long distance = 1999L;5. Long story = 1000L;6. if((tail>distance) ^ ((story*2)==tail))7. System.out.print("1");8. if((distance+1 != tail) ^ ((story*2)==distance))9. System.out.print("2");10. }11. }What is the result?∙A、1∙B、2∙C、12∙D、Compilation fails.∙E、No output is produced.6、Given:11. String[] elements = {"for", "tea", "too"};12. String first = (elements.length>0) ? elements[0] : null;What is the result?∙A、Compilation fails.∙B、An exception is thrown at runtime.∙C、The variable first is set to null.∙D、The variable first is set to elements[0].7、Given:1. import java.util.*;2. public class Quest{3. public static void main(String[] args){4. String[] colors =5. {"blue","red","green","yellow","orange"};6. Arrays.sort(colors);7. int s2 = Arrays.binarySearch(colors, "orange");8. int s3 = Arrays.binarySearch(colors, "violet");9. System.out.print(s2 + "" + s3);10. }11. }What is the result?∙A、2-1∙B、2-4∙C、2-5∙D、3-1∙E、3-48、Given:1. class Alligator{2. public static void main(String[] args){3. int[]x[] = {{1,2},{3,4,5},{6,7,8,9}};4. int[][]y = x;5. System.out.print(y[2][1]);6. }7. }What is the result?∙A、2∙B、3∙C、4∙D、6∙E、79、Given:11. class Person{12. String name = "No name";13. public Person(String nm){name = nm;}14. }15.16. class Employee extends Person{17. String empID = "0000";18. public Employee(String id){empID = id;}19. }20.21. class EmployeeTest{22. public static void main(String[] args){23. Employee e = new Employee("4321");24. System.out.println(e.empID);25. }26. }What is the result?∙A、4321∙B、0000∙C、An exception is thrown at runtime.∙D、Compilation fails because of an error in line 18.10、Given:5. class Atom{6. Atom(){System.out.print("atom ");}7. }8. class Rock extends Atom{9. Rock(String type){System.out.print(type);}10. }11. public class Mountain extends Rock{12. Mountain(){13. super("granite ");14. new Rock("granite ");15. }16. public static void main(String[] a){new Mountain();}17. }What is the result?∙A、Compilation fails.∙B、atom granite∙C、granite granite∙D、atom granite granite∙E、atom granite atom granite11、Which Man class properly represents the relationship "Man has a bestfriend who is a Dog"?∙A、class Man extends Dog{}∙B、class Man implements Dog{}∙C、class Man{private BestFriend dog;}∙D、class Man{private Dog bestFriend;}∙E、class Man{private Dog;}12、Given:1. class Batman{2. int squares = 81;3. public static void main(String[] args){4. new Batman().go();5. }6. void go(){7. incr(++squares);8. System.out.println(squares);9. }10. void incr(int squares){squares += 10;}11. }What is the result?∙A、81∙B、82∙C、91∙D、92∙E、Compilation fails.13、Given:1. class Pass{2. public static void main(String[] args){3. int x = 5;4. Pass p = new Pass();5. p.doStuff(x);6. System.out.print(" main x = " + x);7. }8. void doStuff(int x){9. System.out.println(" doStuff x = " + x++);10. }11. }What is the result?∙A、Compilation fails.∙B、An exception is thrown at runtime.∙C、doStuff x = 6 main x = 6∙D、doStuff x = 5 main x = 5∙E、doStuff x = 5 main x = 614、Given:1. class ClassA{2. public int numberOfInstances;3. protected ClassA(int numberOfInstances){4. this.numberOfInstances = numberOfInstances;5. }6. }7. class ExtendedA extends ClassA{8. private ExtendedA(int numberOfInstances){9. super(numberOfInstances);10. }11. public static void main(String[] args){12. ExtendedA ext = new ExtendedA(420);13. System.out.print(ext.numberOfInstances);14. }15. }What is the result?∙A、420 is the output∙B、An exception is thrown at runtime.∙C、All constructors must be declared public.∙D、Constructors CANNOT use the private modifier.∙E、Constructors CANNOT use the protected modifier.15、Given:10. interface Jumper{public void jump();}...20. class Animal{}...30. class Dog extends Animal{31. Tail tail;32. }...40. class Beagle extends Dog implements Jumper{41. public void jump(){}42. }...50. class Cat implements Jumper{51. public void jump(){}52. }Which three are true? (Choose three.)∙A、Cat is-a Animal∙B、Cat is-a Jumper∙C、Dog is-a Animal∙D、Dog is-a Jumper∙E、Beagle has-a Tail16、Given:10. class One{11. void foo(){}12. }13. class Two extends One{14. //insert method here15. }Which three methods, inserted individually at line 14, will correctly complete class Two? (Choose three.)∙A、int foo(){/* more code here */}∙B、void foo(){/* more code here */}∙C、public void foo(){/* more code here */}∙D、private void foo(){/* more code here */}∙E、protected void foo(){/* more code here */}17、Given:1. class X{2. X(){System.out.print(1);}3. X(int x){4. this();5. System.out.print(2);6. }7. }8. public class Y extends X{9. Y(){10. super(6);11. System.out.print(3);12. }13. Y(int y){14. this();15. System.out.println(4);16. }17. public static void main(String[] a){new Y(5);}18. }What is the result?∙A、13∙B、134∙C、1234∙D、2134∙E、214318、Given:1. public class A{2. public void doit(){3. }4. public String doit(){5. return "a";6. }7. public double doit(int x){8. return 1.0;9. }10. }What is the result?∙A、An exception is thrown at runtime.∙B、Compilation fails because of an error in line 7.∙C、Compilation fails because of an error in line 4.∙D、Compilation succeeds and no runtime errors with class A occur.19、Given:1. public class SimpleCalc{2. public int value;3. public void calculate(){value += 7;}4. }And:1. public class MultiCalc extends SimpleCalc{2. public void calculate(){value -= 3;}3. public void calculate(int multiplier){4. calculate();5. super.calculate();6. value *= multiplier;7. }8. public static void main(String[] args){9. MultiCalc calculator = new MultiCalc();10. calculator.calculate(2);11. System.out.println("Value is: " + calculator.value);12. }13. }What is the result?∙A、Value is: 8∙B、Compilation fails.∙C、Value is: 12∙D、Value is: -12∙E、The code runs with no output.20、Given:1. public class Base{2. public static final String FOO = "foo";3. public static void main(String[] args){4. Base b = new Base();5. Sub s = new Sub();6. System.out.print(Base.FOO);7. System.out.print(Sub.FOO);8. System.out.print(b.FOO);9. System.out.print(s.FOO);10. System.out.print(((Base)s).FOO);11. }12. }13. class Sub extends Base{public static final String FOO = "bar";}What is the result?∙A、foofoofoofoofoo∙B、foobarfoobarbar∙C、foobarfoofoofoo∙D、foobarfoobarfoo∙E、barbarbarbarbar21、Given:10. public class Hello{11. String title;12. int value;13. public Hello(){14. title += " World";15. }16. public Hello(int value){17. this.value = value;18. title = "Hello";19. Hello();20. }21. }and:30. Hello c = new Hello(5);31. System.out.print(c.title);What is the result?∙A、Hello∙B、Hello World∙C、Compilation fails.∙D、Hello World 5∙E、The code runs with no output.22、Given:21. abstract class C1{22. public C1(){System.out.print(1);}23. }24. class C2 extends C1{25. public C2(){System.out.print(2);}26. }27. class C3 extends C2{28. public C3(){System.out.print(3);}29. }30. public class Ctest{31. public static void main(String[] a){new C3();}32. }What is the result?∙A、3∙B、23∙C、32∙D、123∙E、32123、Given:1. class One{2. public One foo(){return this;}3. }4. class Two extends One{5. public One foo(){return this;}6. }7. class Three extends Two{8. //insert method here9. }Which two methods, inserted individually, correctly complete the Three class? (Choose two.)∙A、public void foo(){}∙B、public int foo(){return 3;}∙C、public Two foo(){return this;}∙D、public One foo(){return this;}∙E、public Object foo(){return this;}24、Given:11. public class ItemTest{12. private final int id;13. public ItemTest(int id){this.id = id;}14. public void updateId(int newId){id = newId;}15.16. public static void main(String[] args){17. ItemTest fa = new ItemTest(42);18. fa.updateId(69);19. System.out.println(fa.id);20. }21. }Which four statments are true?∙A、Compilation fails.∙B、An exception is thrown at runtime.∙C、The attribute id in the ItemTest object remains unchanged.∙D、The attribute id in the ItemTest object is modified to the new value.∙E、A new ItemTest object is created with the preferred value in the id attribute.25、Given:1. class Foo{2. private int x;3. public Foo(int x){this.x = x;}4. public void setX(int x){this.x = x;}5. public int getX(){return x;}6. }7.8. public class Gamma{9. static Foo fooBar(Foo foo){10. foo = new Foo(100);11. return foo;12. }13. public static void main(String[] args){14. Foo foo = new Foo(300);15. System.out.print(foo.getX() + "-");16.17. Foo fooFoo = fooBar(foo);18. System.out.print(foo.getX() + "-");19. System.out.print(fooFoo.getX() + "-");20.21. foo = fooBar(fooFoo);22. System.out.print(foo.getX() + "-");23. System.out.print(fooFoo.getX());24. }25. }What is the output?∙A、300-100-100-100-100∙B、300-300-100-100-100∙C、300-300-300-100-100∙D、300-300-300-300-10026、Given:1. public class KungFu{2. public static void main(String[] args){3. Integer x = 400;4. Integer y = x;5. x++;6. StringBuilder sb1 = new StringBuilder("123");7. StringBuilder sb2 = sb1;8. sb1.append("5");9. System.out.println((x == y) + " " + (sb1 == sb2));10. }11. }What is the result?∙A、true true∙B、false true∙C、true false∙D、false false∙E、Compilation fails.27、1. class A{2. public String doit(int x, int y){3. return "a";4. }5.6. public String doit(int... vals){7. return "b";8. }9. }Given:25. A a = new A();26. System.out.println(a.doit(4, 5));What is the result?∙A、Line 26 prints "a" to System.out.∙B、Line 26 prints "b" to System.out.∙C、An exception is thrown at runtime.∙D、Compilation of class A will fail due to an error in line 6.28、Given:1. class Plant{2. private String name;3. public Plant(String name){ = name;}4. public String getName(){return name;}5. }6. public class Tree extends Plant{7. public void growFruit(){}8. public void dropLeaves(){}9. }What statement is true?∙A、The code will compile without changes.∙B、The code will compile if public Tree(){Plant();} is added to the Tree class.∙C、The code will compile if public Plant(){Tree();} is added to the Plant class.∙D、The code will compile if public Plant(){this("fern");} is added to the Plant class.∙E、The code will compile if public Plant(){Plant("fern");} is added to the Plant class.29、Given:10. public class Pizza{11. ArrayList toppings;12.13. public final void addTopping(String topping){14. toppings.add(topping);15. }16.17. public void removeTopping(String topping){18. toppings.remove(topping);19. }20. }And:30. class PepperoniPizza extends Pizza{31. public void addTopping(String topping){32. System.out.println("Cannot add Toppings");33. }34.35. public void removeTopping(String topping){36. System.out.println("Cannot remove pepperoni");37. }38. }And:50. Pizza pizza = new PepperoniPizza();51. pizza.addTopping("Mushrooms");52. pizza.removeTopping("Pepperoni");What is the result?∙A、Compilation fails.∙B、Cannot add Toppings∙C、The code runs with no output.∙D、A NullPointerException is thrown in Line 4.30、Given:1. public class Venus{2. public static void main(String[] args){3. int[] x = {1, 2, 3};4. int y[] = {4, 5, 6};5. new Venus().go(x, y);6. }7. void go(int[]... z){8. for(int[] a : z)9. System.out.print(a[0]);10. }11. }What is the result?∙A、1∙B、12∙C、14∙D、123∙E、Compilation fails.31、Given:1. public interface A{2. public void doSomething(String thing);3. }1. public class AImpl implements A{2. public void doSomething(String msg){}3. }1. public class B{2. public A doit(){3. //more code here4. }5.6. public String execute(){7. //more code here8. }9. }1. public class C extends B{2. public AImpl doit(){3. //more code here4. }5.6. public Object execute(){7. //more code here8. }9. }Which statement is true about the classes and interfaces?∙A、Compilation will succeed for all classes and interfaces.∙B、Compilation of class C will fail because of an error in line 2.∙C、Compilation of class C will fail because of an error in line 6.∙D、Compilation of class AImpl will fail because of an error in line 2.32、Given:1. package test;2.3. class Target{4. public String name = "hello";5. }What can directly access and change the value of the variable name?∙A、any class∙B、only the Target class∙C、any class in the test package∙D、any class that extends Target33、Given:11. abstract class Vehicle{public int speed(){return 0;}}12. class Car extends Vehicle{public int speed(){return 60;}}13. class RaceCar extends Car{public int speed(){return 150;}}...21. RaceCar racer = new RaceCar();22. Car car = new RaceCar();23. Vehicle vehicle = new RaceCar();24. System.out.println(racer.speed() + ", " + car.speed()25. + ", " + vehicle.speed());What is the result?∙A、0, 0, 0∙B、150, 60, 0∙C、Compilation fails.∙D、150, 150, 150∙E、An exception is thrown at runtime.34、Given:5. class Building{}6. public class Barn extends Building{7. public static void main(String[] args){8. Building build1 = new Building();9. Barn barn1 = new Barn();10. Barn barn2 = (Barn)build1;11. Object obj1 = (Object)build1;12. String str1 = (String)build1;13. Building build2 = (Building)barn1;14. }15. }Which is true?∙A、if line 10 is removed, the compilation succeeds.∙B、if line 11 is removed, the compilation succeeds.∙C、if line 12 is removed, the compilation succeeds.∙D、if line 13 is removed, the compilation succeeds.∙E、More than one line must be removed for compilation to succeed.35、Given:21. class Money{22. private String country = "Canada";23. public String getC(){return country;}24. }25. class Yen extends Money{26. public String getC(){return super.country;}27. }28. public class Euro extends Money{29. public String getC(){return super.getC();}30. public static void main(String[] args){31. System.out.print(new Yen().getC() + " " + new Euro().getC());32. }33. }What is the result?∙A、Canada∙B、null Canada∙C、Canada null∙D、Canada Canada∙E、Compilation fails due to an error on line 26.36、Given:10. interface Foo{}11. class Alpha implements Foo{}12. class Beta extends Alpha{}13. class Delta extends Beta{14. public static void main(String[] args){15. Beta x = new Beta();16. //insert code here17. }18. }Which code, inserted at line 16, will cause ang.ClassCastException?∙A、Alpha a = x;∙B、Foo f = (Delta)x;∙C、Foo f = (Alpha)x;∙D、Beta b = (Beta)(Alpha)x;37、Given two files, GrizzlyBear.java and Salmon.java:1. package animals.mammals;2.3. public class GrizzlyBear extends Bear{4. void hunt() {5. Salmon s = findSalmon();6. s.consume();7. }8. }1. package animals.fish;2.3. public class Salmon extends Fish {4. public void consume() { /* do stuff */ }5. }If both classes are in the correct directories for their packages, and the Mammal classcorrectly defines the findSalmon() method, which change allows this code to compile?∙A、add import animals. mammals.*; at line 2 in Salmon.java∙B、add import animals.fish.*; at line 2 in GrizzlyBearjava∙C、add import animals.fish.Salmon.*; at line 2 in GrizzlyBear.java∙D、add import animals. mammals.GrizzlyBear*; at line 2 in Salmon.java38、Given:31. class Foo{32. public int a = 3;33. public void addFive(){ a += 5; System.out.print("f "); }34. }35. class Bar extends Foo{36. public int a = 8;37. public void addFive(){this.a += 5; System.out.print("b ");}38. }Invoked with:Foo f = new Bar();f.addFive();System.out.println(f. a);What is the result?A. b 3B. b 8C. b 13D. f 3E. f 8F. f 13G. Compilation fails,H. An exception is thrown at runtime.答案：A∙A、b 3∙B、b 8∙C、b 13∙D、f 3∙E、f 839、Given:10. abstract public class Employee {11. protected abstract double getSalesAmount();12. public double getCommision() {13. return getSalesAmount() * 0.15;14. }15. }16. class Sales extends Employee {17. //insert method here18. }Which two methods, inserted independently at line 17, correctly complete the Sales class? (Choose two.)∙A、double getSalesAmount() { return 1230.45; }∙B、public double getSalesAmount() { return 1230.45; }∙C、private double getSalesAmount() { return 1230.45; }∙D、protected double getSalesAmount() { return 1230.45; }40、Given the following six method names:addListeneraddMouseListenersetMouseListenerdeleteMouseListenerremoveMouseListenerregisterMouseListenerHow many of these method names follow JavaBean Listener naming rules?∙A、1∙B、2∙C、3∙D、4∙E、541、Given11. public interface Status {12. /* insert code here */ int MY_VALUE = 10;13. }Which three are valid on line 12? (Choose three.)∙A、final∙B、static∙C、native∙D、public∙E、private42、Given:1. package geometry;2. public class Hypotenuse {3. public InnerTriangle it = new InnerTriangle();4. class InnerTriangle {5. public int base;6. public int height;7. }8. }Which statement is true about the class of an object that can reference the variable base?∙A、It can be any class.∙B、No class has access to base.∙C、The class must belong to the geometry package.∙D、The class must be a subclass of the class Hypotenuse.43、Given:11. public interface A{ public void m1(); }13. class B implements A{ }14. class C implements A{ public void m1(){}}15. class D implements A{ public void m1(int x){}}16. abstract class E implements A {}17. abstract class F implements A { public void m1(){} }18. abstract class G implements A { public void m1(int x){} }What is the result?∙A、Compilation succeeds.∙B、Exactly one class does NOT compile.∙C、Exactly two classes do NOT compile.∙D、Exactly four classes do NOT compile.∙E、Exactly three classes do NOT compile.44、Given:1. class TestA{2. public void start(){System.out.println("TestA");}3. }4. public class TestB extends TestA{5. public void start(){System.out.println("TestB");}6. public static void main(String[] args){7. ((TestA)new TestB()).start();8. }9. }What is the result?∙A、TestA∙B、TestB∙C、Compilation fails.∙D、An exception is thrown at runtime.45、Given:11. public static void main(String[] args) {12. Object obj = new int[] {1, 2, 3};13. int[] someArray = (int[])obj;14. for (int i: someArray) System.out.print(i + " ");15. }What is the result?∙A、1 2 3∙B、Compilation fails because of an error in line 12.∙C、Compilation fails because of an error in line 13.∙D、Compilation fails because of an error in line 14.∙E、A ClassCastException is thrown at runtime.46、Given:3. interface Fish{}4. class Perch implements Fish{}5. class Walleye extends Perch{}6. class Bluegill{}7. public class Fisherman {8. public static void main(String[] args) {9. Fish f = new Walleye();10. Walleye w = new Walleye()11. Bluegill b = new Bluegill();12. if(f instanceof Perch) System.out.print("f-p ");13. if(w instanceof Fish) System.out.print("w-f ");14. if(b instanceof Fish) System.out.print("b-f ");15. }16. }What is the result?∙A、w-f∙B、f-p w-f∙C、w-f b-f∙D、f-p w-f b-f∙E、Compilation fails.47、Given:1. interface DoStuff2{2. float getRange(int low, int high);}3.4. interface DoMore {5. float getAvg(int a, int b, int c);}6.7. abstract class DoAbstract implements DoStuff2, DoMore{}8.9. class DoStuff implements DoStuff2{10. public float getRange(int x, int y){return 3.14f;}}11.12. interface DoAll extends DoMore{13. float getAvg(int a, int b, int c, int d);}What is the result?∙A、The file will compile without error.∙B、Compilation fails. Only line 7 contains an error.∙C、Compilation fails. Only line 12 contains an error.∙D、Compilation fails. Only line 13 contains an error.∙E、Compilation fails. Only lines 7 and 12 contain errors.48、Given:11. public interface A111{12. String s = "yo";13. public void method1();14. }17. interface B{}20. interface C extends A111, B{21. public void method1();22. public void method1(int x);23. }What is the result?∙A、Compilation succeeds.∙B、Compilation fails due to multiple errors.∙C、Compilation fails due to an error only on line 20.∙D、Compilation fails due to an error only on line 21.∙E、Compilation fails due to an error only on line 22.49、Given:11. class Alpha{12. public void foo(){System.out.print("Afoo ");}13. }14. public class Beta extends Alpha{15. public void foo(){System.out.print("Bfoo ");}16. public static void main(String[] args){17. Alpha a = new Beta();18. Beta b = (Beta)a;19. a.foo();20. b.foo();21. }22. }What is the result?∙A、Afoo Afoo∙B、Afoo Bfoo∙C、Bfoo Afoo∙D、Bfoo Bfoo∙E、Compilation fails.50、Given:11. class Animal{public String noise(){return "peep";}}12. class Dog extends Animal{13. public String noise(){return "bark";}14 }15. class Cat extends Animal{16. public String noise(){return "meow";}17. }...30. Animal animal = new Dog();31. Cat cat = (Cat)animal;32. System.out.println(cat.noise());What is the result?∙A、peep∙B、bark∙C、meow∙D、Compilation fails.∙E、An exception is thrown at runtime.。
剑桥雅思15 test1 听力试题
剑桥雅思15 test1 听力试题摘要：I.剑桥雅思15 test1 听力试题概述A.考试简介B.试题类型及难度C.考试流程II.听力试题解析A.Section 1: 生活咨询1.题目1-42.答案及解析B.Section 2: 图书馆信息1.题目5-82.答案及解析C.Section 3: 课程介绍1.题目9-122.答案及解析D.Section 4: 学术讲座1.题目13-142.答案及解析III.备考策略A.提高听力技巧B.扩大词汇量C.熟悉考试题型D.增强阅读能力正文：剑桥雅思15 test1 听力试题涵盖了各种生活、学术和职业场景，考察了考生们在英语听力方面的综合能力。
接下来，我们将对听力试题进行详细解析，并提供一些备考策略。
I.剑桥雅思15 test1 听力试题概述A.考试简介剑桥雅思15 test1 听力试题是雅思考试的一部分，共有四个部分，难度逐渐增加。
考生需要在规定的时间内完成所有题目，以此检验自己的英语听力水平。
B.试题类型及难度本次听力试题涵盖了生活、学术和职业场景，共有14 道题目。
试题难度适中，考察了考生们的基本听力技巧和词汇量。
C.考试流程本次考试的流程如下：1.Section 1: 生活咨询(3 题)2.Section 2: 图书馆信息(4 题)3.Section 3: 课程介绍(4 题)4.Section 4: 学术讲座(3 题)接下来，我们将对每个部分进行详细解析。
II.听力试题解析A.Section 1: 生活咨询1.题目1-4本次Section 1 的题目涉及到了生活场景，主要是关于租房和家具购买的问题。
答案及解析：1) 1.What is the man"s purpose in making the phone call?Answer: To inquire about a room for rent.2) 2.What is the man"s impression of the accommodation?Answer: It is within his budget and has a convenient location.3) 3.What does the woman suggest the man do?Answer: Visit the accommodation in person to have a look.4) 4.What will the man probably do next?Answer: Visit the accommodation and make a decision.B.Section 2: 图书馆信息1.题目5-8本次Section 2 的题目涉及到了图书馆场景，主要是关于借书和还书的问题。
pet《新版1(标准版)》等级考试英语试卷test1试卷
pet《新版1(标准版)》等级考试英语试卷test1试卷全文共3篇示例，供读者参考篇1PET (Preliminary English Test) is an English language exam offered by the University of Cambridge ESOL Examinations. It is a widely recognized qualification for individuals who wish to demonstrate their English proficiency for work, study, or travel purposes. The new version of the PET exam, also known as the Standard Version, has been designed to test candidates on their listening, reading, writing, and speaking skills.Test 1 of the PET exam consists of four parts, each testing a different skill set. The first part is a listening section where candidates listen to a variety of recordings and answer multiple-choice questions based on what they hear. This part assesses the candidate's ability to understand spoken English in different contexts.The second part is a reading section where candidates read a series of texts and answer multiple-choice questions or fill in the blanks with the appropriate words. This section tests the candidate's comprehension and vocabulary skills.The third part is a writing section where candidates are required to write a short letter or email based on a given prompt. This part assesses the candidate's ability to write in English with correct grammar and spelling.The final part is a speaking section where candidates engage in a conversation with an examiner and another candidate. They are asked to discuss a topic and express their opinions on it. This part tests the candidate's ability to speak fluently and coherently in English.Overall, the PET exam is a comprehensive test that evaluates a candidate's English language skills in listening, reading, writing, and speaking. Passing the exam demonstrates that the candidate has a solid foundation in English and is capable of using the language in real-life situations. It is a valuable qualification that can open up new opportunities for work, study, and travel.篇2PET (Preliminary English Test) is an international language test for speakers of other languages. It is aimed at an Intermediate level and covers the four language skills - Listening, Reading, Writing, and Speaking. The new version of the PET test,known as PET 1 (Standard Version), has been redesigned to reflect the changes in English language learning and teaching.This article will provide a detailed overview of the PET《新版1(标准版)》level exam English test 1.Section 1: ListeningThe Listening section consists of four parts and is approximately 30 minutes long. Students will listen to a recording and answer multiple-choice questions based on the information they hear. They will also need to fill in the missing information in a form or complete sentences.Section 2: Reading and WritingThe Reading and Writing section is divided into two parts and takes around 90 minutes to complete. Part 1 requires students to read various texts and answer multiple-choice questions, while Part 2 asks them to write a short essay or letter based on a given prompt.Section 3: SpeakingThe Speaking section is conducted in pairs and lasts for about 10-12 minutes. Students will be asked to engage in a conversation with the examiner, describe a picture, and discuss a short topic with their partner.Overall, the PET 1 exam aims to assess a student's ability to communicate effectively in English, both written and spoken. It is a valuable certification for individuals who wish to demonstrate their proficiency in the language for academic or professional purposes.In conclusion, the PET《新版1(标准版)》level exam English test 1 is a comprehensive evaluation of a student's English language skills. It covers all aspects of language learning and provides a well-rounded assessment of their abilities. Students who successfully pass this exam can use it as a stepping stone to further their studies or career prospects.篇3Pet (Preliminary English Test) is an English language exam that tests the ability of non-native speakers to communicate in English in everyday situations. The test is designed for students who have a basic understanding of the English language and want to improve their skills further.The following is a sample test paper for the Pet exam:PET (Preliminary English Test) – Test 1Reading and WritingPart 1: Multiple Choice1. Choose the word that best fits the blank space in the sentence:I don't like _________ coffee. I prefer tea.a) theb) ac) somed) any2. What time does the film _________?a) beginsb) beginc) is beginningd) beginning3. _________ are the keys to the car?a) Whereb) Whatc) HowPart 2: Multiple ChoiceRead the text and choose the best answer for each question.My name is Emily and I am 12 years old. I live in London with my parents and two younger brothers. I love playing sports and spending time with my friends. My favorite subject at school is English because I enjoy reading and writing stories.4. How old is Emily?a) 10b) 11c) 12d) 135. What is Emily's favorite subject?a) Mathb) Sciencec) Historyd) English6. Where does Emily live?b) Londonc) New Yorkd) SydneyListeningPart 1: Multiple ChoiceListen to the conversation and choose the best answer for each question.7. What time does the library open?a) 8:00 amb) 9:00 amc) 10:00 amd) 11:00 am8. How many books can you borrow at a time?a) 2b) 3c) 4d) 5Part 2: MatchingListen to the conversation and match the sentences to the pictures.9. _____ It's sunny today.10. _____ I'm going to the beach.WritingWrite an email to your friend about your favorite holiday destination. Include information about the weather, activities, and attractions in the area.Overall, the Pet exam is a comprehensive test of English language skills and is designed to assess the ability of non-native speakers to communicate effectively in English. By practicing with sample test papers like the one above, students can improve their English proficiency and increase their chances of success in the exam. Good luck!。
剑桥17听力test1题目
剑桥17听力test1题目摘要：1.剑桥17 听力test1 简介2.题目分类及难度分析3.剑桥17 听力test1 题目答案及解析正文：剑桥17 听力test1 简介剑桥17 听力test1 是剑桥雅思真题中的一套听力题目，其难度相较于剑16 有所上升，主要体现在词汇难度增加、题目总体较长、干扰信息增多。
该套题目包括了三个部分，即Section1、Section2 和Section3。
题目分类及难度分析Section1：以日常生活对话为主，考生需要根据对话内容完成相应的填空任务。
这一部分的难度相对较低，主要考查考生的听力理解和词汇掌握能力。
Section2：以生活场景描述为主，考生需要根据题目要求完成相应的选择题。
这一部分的难度适中，主要考查考生的听力理解、推理和判断能力。
Section3：以学术场景讨论为主，考生需要根据讲座内容完成相应的填空和选择题。
这一部分的难度较高，主要考查考生的听力理解、推理和速记能力。
剑桥17 听力test1 题目答案及解析由于篇幅原因，这里只提供部分题目的答案及解析。
以Section1 为例：1.题目：Anna Ventura?答案：Anna Ventura 是一位高级时装品牌，其风格简洁俐落，代表了纽约式风格。
解析：本题考查考生对名词的理解和推理能力。
通过听力材料中的关键词"ANNE KLEIN"和" senior fashion brand"，可以推断出Anna Ventura 也是一家高级时装品牌，且风格简洁俐落。
2.题目：Nina and George"s relationship?答案：Nina 和George 是朋友关系。
解析：本题考查考生对人物关系的理解能力。
通过听力材料中的关键词"glad you"re back"和"loads of people have phoned you"，可以推断出Nina 和George 是好友关系。
剑桥雅思15test1阅读解析
剑桥雅思15test1阅读解析
雅思考试是一个普遍被认可并且广泛使用的英语语言能力测试。
剑桥雅思15
是雅思考试的一套真题模拟试卷，其中的阅读部分对考生的阅读理解能力进行测试。
在剑桥雅思15test1阅读部分中，总共有三篇文章，每篇文章后面都附有11个
问题。
考生需要仔细阅读文章，并根据文章的细节和上下文回答问题。
第一篇文章讲述了关于对生态系统可能产生负面影响的一项研究。
文章首先介
绍了研究的目的和方法，然后详细描述了研究的结果和结论。
问题涉及到文章中的关键概念、数据解释和推理推断。
第二篇文章探讨了有关艺术品及其价值的一些观点。
文章列举了几个不同的观点，从不同的角度解释了艺术品的定义和价值。
考生需要根据文章中的信息确定不同观点的主张和作者的态度。
第三篇文章则介绍了关于艺术品保护的一项新技术。
文章描述了这项技术的原理、应用和可能的影响。
问题要求考生理解文章中的技术描述和讨论，并加以推理和解释。
剑桥雅思15test1的阅读部分要求考生具备快速阅读、理解和推理能力。
考生
需要通过仔细阅读、分析和解释文章中的信息，准确回答问题。
总之，剑桥雅思15test1阅读部分为考生提供了一系列与生态系统和艺术品有
关的文章，要求考生准确理解文章中的信息，并根据文章回答问题。
通过完成这些阅读任务，考生可以提高他们的阅读理解能力，为雅思考试做好充分准备。
剑桥雅思10test1写作真题及范文
剑桥雅思10test1写作真题及范文写作离不开练习和积累，下面小编给大家带来剑桥雅思10test1写作真题及范文，希望可以帮助大家。
剑桥雅思10test1写作task1范文+真题Task11.图表类型：饼图+饼图2.主体段时态：一般现在时3.题目要求：分别描述澳大利亚每个家庭的能源使用情况(饼图1)和温室气体排放情况(饼图2)，并将不同能源排放的温室气体量进行相关的对比4.描述重点：饼图1：描述energy use最大值 heating 42%; water heating 30%最小值 refrigeration 7%, lighting 4%, cooling饼图2：描述greenhouse gas emissions最大值 water heating 32%; other appliances 28%最小值 lighting 8%; cooling 3%对比1&2：图1中的最大值heating在图2中仅占15%剑桥雅思10test1写作task2范文+真题It is important for children to learn the difference between right and wrong at an early age. Punishment is necessary to help them learn this distinction.To what extent do you agree or disagree with this opinion?What sort of punishment should parents and teachers be allowed to use to teach good behaviour to children?1.话题和题型分类教育类，同意不同意型2.题目分析孩子们在早期学习分辨是非很重要，对于学习分辨是非，惩罚是很重要的，你是否同意这种观点，并说明哪些惩罚你认为是可以允许的。