雅思阅读剑5Test1解析
剑桥雅思阅读5原文翻译及答案（test1）
剑桥雅思阅读5原文翻译及答案(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5test1原文翻译及答案解析，希望可以帮助到大家。
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非常适合学生自学的习题解答和听力录音文本。
READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Johnson’s DictionaryFor the centur y before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe thevarious worlds to conquer —lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gou gh Square, in which he set up his ‘dictionary workshop’.James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on everysubject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law —according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe" The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.Questions 1-3Choose THREE letters A-H.Write your answers in boxes 1-3 on your answer sheet.NB Your answers may be given in any order.Which THREE of the following statements are true of Johnson’s Dictionary?A It avoided all scholarly words.B It was the only English dictionary in general use for 200 years.C It was famous because of the large number of people involved.D It focused mainly on language from contemporary texts.E There was a time limit for its completion.F It ignored work done by previous dictionary writers.G It took into account subtleties of meaning.H Its definitions were famous for their originality.Questions 4-7Complete the summary.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-7 on your answer sheet.In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks.On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his ha rd work, he was granted a 7………by the king.Questions 8-13Do the following statements agree with the information given in Reading Passage 1?In boxes 8-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this8 The growing importance of the middle classes led to an increased demand for dictionaries.9 Johnson has become more well known since his death.10 Johnson had been planning to write a dictionary for several years.11 Johnson set up an academy to help with the writing of his Dictionary.12 Johnson only received payment for his Dictionary on its completion.13 Not all of the assistants survived to see the publication of the Dictionary.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Nature or Nurture?A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of lifefor their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically M ilgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.B Milgram’s expe rimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger —severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgramcalmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society —the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this se tting.’H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authorityfigure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.Questions 14-19Reading Passage 2 has nine paragraphs, A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 14-19 on your answer sheet.14 a biological explanation of the teacher-subjects’ behaviour15 the explanation Milgram gave the teacher-subjects for the experiment16 the identity of the pupils17 the expected statistical outcome18 the general aim of sociobiological study19 the way Milgram persuaded the teacher-subjects to continueQuestions 20-22Choose the correct letter, A, B, C or D.Write your answers in boxes 20-22 on your answer sheet.20 The teacher-subjects were told that were testing whetherA a 450-volt shock was dangerous.B punishment helps learning.C the pupils were honest.D they were suited to teaching.21 The teacher-subjects were instructed toA stop when a pupil asked them to.B denounce pupils who made mistakes.C reduce the shock level after a correct answer.D give punishment according to a rule.22 Before the experiment took place the psychiatristsA believed that a shock of 150 volts was too dangerous.B failed to agree on how the teacher-subjects would respond to instructions.C underestimated the teacher-subjects’ willingness to comply with experimental procedure.D thought that many of the teacher-subjects would administer a shock of 450 volts.Questions 23-26Do the following statements agree with the information given in Reading Passage 2?In boxes 23-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this23 Several of the subjects were psychology students at Yale University.24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.25 In a sociological explanation, personal values are more powerful than authority.26 Milgram’s experiment solves an important question in sociobiology.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40,which are based on Reading Passage 3 below.The Truth about the EnvironmentFor many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient —associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and 1998. This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures(which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, andprevent half a billion people from becoming seriously ill.It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.Questions 27-32Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 27-32 on your answer sheet, writeYES if the statement ag rees with the writer’s claimsNO if the statement contradicts the writer’s clamsNOT GIVEN if it is impossible to say what the writer thinks about this27 Environmentalists take a pessimistic view of the world fora number of reasons28 Data on the Earth’s natural resources has only been collected since 1972.29 The number of starving people in the world has increased in recent years.30 Extinct species are being replaced by new species.31 Some pollution problems have been correctly linked to industrialisation.32 It would be best to attempt to slow down economic growth.Questions 33-37Choose the correct letter, A, B, C or D.Write your answers in boxes 33-37 on your answer sheet.33 What aspect of scientific research does the writer express concern about in paragraph 4?A the need to produce resultsB the lack of financial supportC the selection of areas to researchD the desire to solve every research problem34 The writer quotes from the Worldwide Fund for Nature to illustrate howA influential the mass media can be.B effective environmental groups can be.C the mass media can help groups raise funds.D environmental groups can exaggerate their claims.34 What is the writer’s main point about lobby groups in paragraph 6?A Some are more active than others.B Some are better organised than others.C Some receive more criticism than others.D Some support more important issues than others.35 The writer suggests that newspapers print items that are intended toA educate readers.B meet their readers’ expec tations.C encourage feedback from readers.D mislead readers.36 What does the writer say about America’s waste problem?A It will increase in line with population growth.B It is not as important as we have been led to believe.C It has been reduced through public awareness of the issues.D It is only significant in certain areas of the country.Questions 38-40Complete the summary with the list of words A-I below.Write the correct letter A-I in boxes 38-40 on your answer sheet.GLOBAL WARMINGThe writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.A unrealisticB agreedC expensiveD rightE long-termF usualG surprisingH personalI urgent剑桥雅思阅读5原文参考译文(test1)TEST 1 PASSAGE 1参考译文：Johnson’s Dictionary约翰逊博士的字典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.约翰逊博士的《字典》于1775年出版，在此之前的一个世纪，人们一直对英语的发展状况担忧。
剑5test1passage2阅读解析
剑5test1passage2阅读解析剑5test1passage2阅读解析工作任重而道远，复杂且多变。
剑5test1passage2阅读解析为了积极主动地完成组织机构关于此方面的工作内容，就需要不断加强剑5test1passage2阅读解析自身的制度建设，积极推动组织快速发展。
论文通过对剑5test1passage2阅读解析问题和对策的阐述，旨在帮助组织机构剑5test1passage2阅读解析工作实现长效发展，行之有效地搭建完善的剑5test1passage2阅读解析组织运营模式，提高剑5test1passage2阅读解析的质量和效能，营造更富人文性的组织氛围，使剑5test1passage2阅读解析人员积极地发挥自身的主观能动性。
1剑5test1passage2阅读解析的概述组织的剑5test1passage2阅读解析部门是一个机构整体发展轨迹的记录和缩影，更是一个单位运营的缩影，起到承上启下的作用，集机要保密、后勤保证、督促指导、后续落实、文职撰写等工作职能于一身。
可见，只有做好办公室的剑5test1passage2阅读解析工作，才能为其他工作提供更加便捷的服务，从而提高组织运营机制的效率。
在新形势下，随着社会公共服务要求的不断提升，办公室剑5test1passage2阅读解析工作有了新的变化。
面对纷繁复杂的现状，自身的工作内容多样化，范围也在发生翻天覆地的改变。
剑5test1passage2阅读解析组织中具有综合性、协调性的工作都由剑5test1passage2阅读解析部门来完成。
所以，时代的发展对办公室工作人员的工作内容已经提出了更高的要求，更需要为单位的发展树立一种主动、超前、优质的服务理念，让组织机构能够顺畅运营。
2剑5test1passage2阅读解析工作存在的问题2.1剑5test1passage2阅读解析服务的效果不尽如人意剑5test1passage2阅读解析办公室面临的服务对象众多，承担的服务品类繁多，服务工作常常伴随着艰巨性、复杂性、客观性、兼容性等特点，造成剑5test1passage2阅读解析办公室中剑5test1passage2阅读解析服务很难达到人人都满意的状态，服务评价参差不齐，工作实施起来难度较大。
雅思范文及赏析-剑5Test01-大作文
剑5Test1大作文Universities should accept equal numbers of male and female students in every subject.To what extent do you agree or disagree?话题和题型分类教育类；同不同意题型题目分析大学是否应该招收同等数量的男女生思路提示应该男生女生有各自的天分有平等的权利上大学男生擅长逻辑分析，女生擅长设计与手工大学应该围绕不同性别的学生营造教育氛围不应该准求绝对平等是不科学的女生大多不喜欢机械与数学男生大都不喜欢学护理会导致学生不能满足他们的期望学科的发展会被限制Sample AnswerSince the feminist movement,females have been enjoying increasingly equal opportunities,just as males do.They account for around half of colleges’student population.Some people thus demand complete equality in all subjects in terms of student number.I am,however,strongly against this proposal because enrolment should be based on academic performances and students’own interests.内容详细条目段落此段结构1描述事实2表达观点此段功能首段开篇摆明观点:反对大学各专业中男女人数应该相同。
To begin with,the enrolment of men or women in each major should be dependent upon their respective academic performances and overallabilities,rather than some unrealistic percentage quota.There is no denying that some boy students do really well in majors such as education and literature but in general,the overall performance of girls is better. On the contrary,boys tend to do better in science and engineering.Given the differences in their inherent abilities,it is right to expect boys and girls to have separate academic pursuits.内容详细条目段落此段结构1论点：录取应基于学习成绩和整体能力。
剑桥雅思5test1雅思大作文高分范文：equal male and female in every subject？
剑5test1雅思高分范文:equal male and female in every subject?解析：这是一篇关于教育的雅思写作高分作文范文，主要内容是提供了一种观点就是，在大学的任何一个学科里，都应该有相同数量的男性和女性。
你同意这种观点吗?为什么?Universities should accept equal numbers of male and female study in every subject. Do you agree or disagree.不同意:男生和女生思维特点不同，个人的喜好也不同，实践表明，更多的男生喜欢理科，而更多的女生倾向于文科;生理构造的差异造成的选科上的差异，比如在高强度训练的军事专业，强壮的男生就更适合。
同意: 天赋人权，人人生而平等与自由。
男女平等，无论男生还是女生都应该享有平等的选择专业的机会。
比如居里夫人就在以前人们认为男人才能胜任的放射性元素研究上取得了杰出的成就雅思高分范文：Nowhere in the world has the issue of female rights and interests been so much debated as in our society. Nowadays, plenty of universities limit the number of female students who study in some of subjects; therefore, many people think universities should accept equal numbers of men and female study in every subject, but others have a negative attitude.As far as I am concerned, I think men and women should gain equal educational opportunities, but accepting equal numbers of male and female, in every subject, is unnecessary and impossible. Therefore, I disagree with the view that universities should accept equal numbers of male and female students in every subject. My argument in support of my view is as follows. The main reason is that mode of thinking is different between female and male. Everyone, male and female, has equal right to study in universities, nevertheless, due to difference of in thought and views. Men and Women may represent varied study capability. A case in point is that men may possess more talent than women in mathematics, physics and like stuff. In the study of language, on the other hand, female shows stronger ability than male. In the history of human beings, most scientists, especially those who research abstract theories, are male.Another reason is that nature decides different directions of development between men and women. Today, although female’s right is being increased, female still plays a different social role. Women are by nature good at house keeping since the biological function of a woman is first to bring children into the world and then to bring them up and it has been proved by some scientists that women are not good at business management, political administeration, etc. So, in the study of business and management, requiring equal numbers of male and female is not essential.From what has been discussed above, we may draw the conclusion that accepting equal numbers of male and female students in every subject is impossible and I also disagree with this point of view.。
剑桥雅思5 test1阅读解析
剑桥雅思5t e s t1阅读解析(共10页)-本页仅作为预览文档封面，使用时请删除本页-剑桥雅思5 test1阅读解析Test 1 Passage1Question 1-Question 3答案：D E G关键词：Johnson’s Dictionary定位原文：全文综合信息处理解题思路: A选项的all，B选项的only都太绝对了;C选项对应的原文在第4段第4句“Johnson decided…”原文都说了他不需要那么多人来确认语言问题的讨论结果，和选项意思矛盾;D选项说约翰逊字典主要集中于当代文本中的语言，原文第6段第1句“Johnson wrote…”说的是drawn from the Elizabethans to his own time;意思一致;E选项和文中第6段第3句“Working to a deadline…”意思一致;G选项和第6段第5句意思一致;F选项和H选项的定位句分别在第6段“...he had to draw on the best of all previous dictionaries.”和第6段“He did not expect to achieve complete originality.”都与原文矛盾。
Question 4答案：copying clerks或clerks关键词：1764/a number of/who stood at定位原文: 第5段第1句“…with a long desk running down the middle”解题思路: a number of要求其后填名词复数形式，而此空后面的非限制性定语从句who又限定要填一个关于人的名词。
Question 5答案：library关键词：did not have a/40，000定位原文: 第6段第1句“The work was immense：filling about eighty large…”解题思路: 找到定位句后，很容易得到答案library。
Cambridge English IELTS 5 test1 passpage 3精读
The Truth about the Environment1.Fear n. v. 恐惧frighten v. 使...惊吓吓唬scare v. 惊吓；把…吓跑n.惊吓2.Run out 耗尽=exhaust3.Abundant=rich 丰富的4.Starve v. 饥饿starvation n. Hungry adj. 饥饿的5.Specie n. 物种6.Indeed adv. 的确真正地7.Expect v.期望期待look forward to sth/doing8.Exaggerate v. 夸大夸张= overstate9.Transient adj. 短暂的；路过的n. 瞬变现象；过往旅客；候鸟10.Phase n.阶段11.Cure v. 治愈12.Restrict v. 限制=limit Strict adj. be strict at sb/with sth 严格对待某人/某事13.Economy n. 经济economic adj. 经济的14.Accelerate v. 加速=speed up15.Release v. 释放=emit v. 排放=let off emission n. n. 释放；发布；让与16.Phenomenon n. Phenomena（复数）现象17.Extend v. 延伸延展extension n. Expand v. 扩张，使膨胀expansion n.18.Impact n. v. 影响（偏向不好的）19.Be likely to do be unlikely to do20.Pose vt. 造成，形成；摆姿势；装模作样；提出…讨pose an impact/influence21.Devastate v. 毁坏，毁灭22.Turn out to be 结果是。
23.Appropriate adj. 适合的，适当的24.Response n. 反应respond v.25.Poll n. 投票民意调查26.Nurture v. 教养，培养，培植=cultivate27.Standard n. 标准standardize v. 使...标准化28.Decline vi. 下降=drop=decrease=go down=descend=fall29.Disjunction n. 分离；析取；分裂；折断junction n. 连接，接合；交叉点；接合点30.Perception n. 知觉；[生理] 感觉；看法；洞察力；获取31.Poll n. 投票民意调查32.Nurture v. 教养，培养，培植=cultivate33.Standard n. 标准standardize v. 使...标准化34.Decline vi. 下降=drop=decrease=go down=descend=fall35.Disjunction n. 分离；析取；分裂；折断junction n. 连接，接合；交叉点；接合点36.Lopsidedness n. 不均衡不平衡37.Wise adj. 智慧的聪明的38.Impression n. 印象39.Mass media 大众媒体mass 大量民众40.Roll v. 滚roll in 蜂拥而来41.Issue n. 问题；流出；期号；发行物vt. 发行，发布；发给；放出，排出vi. 发行；流出；造成…结果；传下42.Press vt. 压；按；逼迫；紧抱vi. 压；逼；重压n. 压；按；新闻；出版社；[印刷] 印刷机43.Entitle vt. 称做…；定名为…；给…称号；使…有权利44.Overwhelmingly adv. 压倒性地，不可抗地45.Selfless adj. 无私的selfish adj. 自私的46.Folk n. 人们=people adj. 民间的folklore 民俗学；民间传说；民间风俗47.Nevertheless adv. 然而，不过；虽然如此conj. 然而，不过48.Share v. 分享n. 股份49.Characteristic adj. 典型的；特有的；表示特性的n. 特征；特性；特色50.Lobby n. 大厅；休息室；会客室；游说议员的团体vt. 对……进行游说vi. 游说议员lobby group 游说团体51.Matter n. 物质；原因；事件vi. 有关系；要紧52.Apply v. 申请应用application53.Degree n. 程度，等级；度；学位；阶层54.Scepticism n. 怀疑；怀疑论；怀疑主义=doubt=suspect=be suspicious of sceptical adj. =suspicious55.Trade v. n. 贸易anization n. 组织57.Argue for 为...做争论58.Instantly adv. 立即地；马上地；即刻地conj. 一…就…59.self-interested adj. 自私的；利己主义的60.Oppose vt. 反对；对抗，抗争opponent n. 对手；反对者；敌手adj. 对立的；敌对的component adj. 组成的，构成的n. 成分；组件；[电子] 元件61.Altruistic adj. 利他的；无私心的62.Impartial adj. 公平的，公正的；不偏不倚的= judicial , fair prejudiced偏见的63.Harm n. 伤害harmful adj.64.Confuse v. 使疑惑confused adj. 感到疑惑的confusion n.65.Attitude n. 态度，看法=opinion=view=perception66.Curious adj. 好奇的=inquisitive curiosity n.67.Broadcast v./n. 广播cast vt. 投，抛；计算；浇铸；投射cast doubt on 引起对…的怀疑；对…产生怀疑68.Distort v. 扭曲distortion n.69.Encounter v. 遭遇= meet face=confront面对70.Accuse accuse vt. 控告，指控；谴责；归咎于vi. 指责；控告accuse of71.Wreck n. 破坏；失事；残骸；失去健康的人vt. 破坏；使失事；拆毁vi. 失事；营救失事船只72.Allergic allergic adj. 对…过敏的；对…极讨厌的73.Estimate v. 估计overestimate高估underestimate低估74.Diminish vt. 使减少；使变小vi. 减少，缩小；变小75.Individual adj./n. 个人（的）76.Endless adj. 无止境的77.Stuff n. 东西；材料；填充物；素材资料vt. 塞满；填塞；让吃饱78.Throw away 扔掉throw light on 使......显得清楚；阐明；照亮=shed light on The discovery of the sunken ship shed light on ancient shipbuilding techniques and trading routes. 沉船的发现使人们了解古代的造船技术和当时的贸易路线I really hope that new light will be thrown on the cause of cancer by the research that is going on. 我真希望目前正进行的研究对癌症的起因白日做梦更多的信息。
雅思剑桥5阅读解析
雅思剑桥5阅读解析标题：雅思剑桥5阅读解析引言概述：雅思考试是全球范围内最受欢迎的英语语言水平考试之一，而剑桥雅思教材系列被广大考生所青睐。
本文将对剑桥雅思教材系列中的第五本《剑桥雅思5》的阅读部分进行解析，旨在帮助考生更好地理解和应对该教材中的阅读题型。
正文内容：1. 主题和中心思想1.1 了解文本的主题1.1.1 通过标题和副标题确定主题1.1.2 分析首段和尾段，寻找主题线索1.1.3 注意文本中的关键词和关键句1.2 确定文本的中心思想1.2.1 分析作者的观点和态度1.2.2 注意文本中的转折和强调词语1.2.3 通过段落主题句找出中心思想2. 细节理解和推理判断2.1 寻找细节信息2.1.1 注意文本中的数字、日期和地点2.1.2 找出文本中的定义和解释2.1.3 确定文本中的因果关系和举例说明2.2 推理判断2.2.1 根据文本信息进行推断2.2.2 判断作者的观点和态度2.2.3 分析文本中的逻辑关系和推理过程3. 段落结构和篇章结构3.1 分析段落结构3.1.1 寻找段落的主题句和支持句3.1.2 理解段落的过渡和连接词语3.1.3 注意段落的逻辑顺序和层次关系3.2 理解篇章结构3.2.1 分析篇章的开头和结尾3.2.2 寻找篇章的中心思想和主题线索3.2.3 注意篇章的段落组织和信息展示方式4. 词汇和词义理解4.1 学习常见的词汇和短语4.1.1 注意文本中的高频词汇和固定搭配4.1.2 学习常见的同义词和反义词4.1.3 掌握常见的词根、前缀和后缀4.2 理解词义和上下文关系4.2.1 利用上下文推测词义4.2.2 注意词汇的词性和词义变化4.2.3 分析词汇的隐含含义和比喻意义5. 推理和判断题型5.1 推理题型5.1.1 判断推理的依据和逻辑5.1.2 分析文本中的条件和前提5.1.3 注意推理过程中的可能偏见和错误5.2 判断题型5.2.1 理解判断题的要求和限制5.2.2 注意文本中的细节和限定词语5.2.3 掌握排除法和反向思维的技巧总结：综上所述，解析《剑桥雅思5》的阅读部分需要考生掌握主题和中心思想的理解、细节理解和推理判断的技巧、段落结构和篇章结构的分析、词汇和词义理解的能力，以及推理和判断题型的应对策略。
剑桥雅思阅读真题及答案解析TESTONEPASSAGE1：Tropicalrainforests
剑桥雅思阅读真题及答案解析TESTONEPASSAGE1:Tropicalrainforests做好雅思的阅读题除了掌握对的方法，也离不开我们日常的辛勤练习，下面小编给大家带来剑桥雅思阅读真题及答案解析TEST ONE PASSAGE 1:Tropical rainforests。
Tropical rainforests原文You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined byteachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. Th e aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-e vident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in th e thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas aboutrainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.Tropical rainforests阅读题目Questions 1-8Do the following statements agree with the information given in Reading Passage 1In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views abo ut the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to change them.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were10 What was the most common response to the question about the importance of the rainforests11 What did most children give as the reason for the loss of the rainforests12 Why did most children think it important for the rainforests to be protected13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and televisionA There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things thatare destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.s f i d = " 1 2 0 " > 0 0 J A s t h e r a i n f o r e s t s a r e d e s t r o y e d , t h e w o r l d g e t s w a r m e r . / p > p b d s f i d = " 1 2 1 " > 0 0 K W i t h o u t r a i n f o r e s t s t h e r e w o u l d n o t b e e n o u g h o x y g e n i n t h e a i r . / p > p b d s f i d = " 1 2 2 " > 0 0 L T h e r e a r e p e o p l e f o r w h o m t h e r a i n f o r e s t s a r e h o m e . / p > p b d s f i d = " 1 2 3 " > 0 0 M Ra i n f o r e s t s a r e f o u n d i n A f r i c a . / p > pb d s f i d = "1 2 4 " > 0 0 N R a i n f o r e s t s a r e n o t r e a l l y i m p o r t a n t t o h u m a n l i f e . / p > p b d s f i d = " 1 2 5 " > 0 0 O T h e d e s t r u c t i o n o f t h e r a i n f o r e s t s i s t h e d i r e c t r e s u l t o f l o g g i n g a c t i v i t y . / p > p b d s f i d = " 1 2 6 " >0 0 P H u m a n s d e p e n d o n t h e r a i n f o r e s t s f o r t h ei r c o n t i n u i n g e x i s t e n c e . / p > p b d s f i d = " 1 2 7 " >0 0 Q u e s t i o n 1 4 / p > p b d s f i d = " 1 2 8 " > 0 0 C h o o se t h e c o r r e c t l e t t e r , A , B , C , D o r E . / p > p b d sf i d = " 1 2 9 " > 0 0 W r i t e y o u r a n s w e r i n b o x 1 4 o n y o u r a n s w e r s h e e t . / p > p b d s f i d = " 1 3 0 " > 0 0 W h i c h o f t h e f o l l o w i ng i s th e m o s t s ui t a b l e t i t l e f o r R e a d i n g P a s s a g e 1 / p > p b d s f i d = " 1 3 1 " > 0 0 A T h e d e v e l o p m e n t o f a p r o g r a m m e i n e n v i r o n m en t a l s t u d i e s w i t h i n a s c i e n c e c u r r i c u l u m / p > p b d s f i d = " 1 3 2 " > 0 0 B C h i l d r e n s i d e a s a b o u t t h e r a i n f o r e s t s a n d t h e i m p l i c a t i o n s f o r c o u r s e d e s i g n / p > p b d s f i d = " 1 3 3 " > 0 0 C T h e e x t e n t t o w h i c h c h i l d r e n h a v e b e e n m i s l e d b y t h e m e d i ac o n c e r n i n g t h e r a i n f o r e s t s / p > p bd s f i d = " 1 34 " > 0 0 D H o w t o c o l l e c t , c o l l a t e a n d d e s c r i b e th e i d e a s o f s e c o n d a r y s c h o o l c h i l d r e n . / p > p b d s f i d = " 1 3 5 " > 0 0 E T h e i m p o r t a n c e o f t h e r a i n f o r e s t s a n d t h e r e a s o n s f o r t h e i r d e s t r u c t i o n / p > p b d s f i d = " 1 3 6 " > s t r o n g b d s f i d = " 1 3 7 " > 0 0 T r o p i c a l r a i n f o r e s t s T{ Hh 銐恎 / s t r o n g > / p >。
剑桥雅思5Test1PASSAGE3阅读译文：环境问题真相
剑桥雅思5Test1PASSAGE3阅读译文：环境问题真相雅思为各位考生推荐复习材料-剑桥雅思5TEST1PASSAGE3阅读译文,相应的解析，请点击：剑桥雅思5Test1Passage3阅读答案解析。
TEST 1 PASSAGE 3 参考译文：The Truth about the Environment环境问题真相For many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.在许多环境论者看来，我们的世界似乎变得越来越糟。
他们列出了一系列我们担忧的问题：自然资源正在枯竭，人口不断增长，粮食越来越少，物种大批灭绝，地球的空气污染和水污染越来越严重。
But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient —associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming— does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.但我们只要简单分析一下事实就会发现另外一种情况。
雅思阅读剑5Test1解析[整理版]
![雅思阅读剑5Test1解析[整理版]](https://img.taocdn.com/s3/m/ee7192d19fc3d5bbfd0a79563c1ec5da50e2d6da.png)
雅思阅读剑5教研任务Test1Passage 11-3.A题干中的all过于绝对化，所以不选，B题干中only太过于绝对，亦不选。
C题干中说到字典出名因为参与的人众多，而我们在文章第四段第11行可以找到Johnson decided he did not need an academy…这句话足以证明当时并未招聘很多编撰人员。
D题干中提到约翰逊字典主要集中于当代文本中的语言，我们可以在文章第六段第三行Johnson wrote the definitions ….to his own time 找到对应点,还可以在文章第六段倒数第三句中找到living一词跟题干中的contemporary一词属于同义替换。
E题干中的time limit与文章第六段中的第九行deadline一词属于同义替换。
F题干中提到在字典编撰的过程中忽略了以前的字典编撰者的工作，而我们在文章第六段第十行找到he had to draw on the best of all previous dictionaries,正好矛盾。
G题干中提到约翰逊字典讲述了词义的细微差别，我们在文章第六段倒数第三句找到shades ,而这个词就是题干中subtleties的同义替换。
H题干中提到字典的定义以原创著称，而我们在文章第六段第八行找到he did not expect to achieve complete originality,正好矛盾，故不选。
4. 根据所要填的空的前后词a number of, who，我们可以推知此空要填的是关于人的复数名词首先在定位词，根据特殊定位词1764,我们在第四段最后迅速找到1764，然后找到第五段第一句话…..copying clerks would work…因此正确答案为copying clerks or clerks.5.根据特殊定位词40000，迅速在文章第六段进行定位，而题干中的did not have 直接对应文章中的without，所以答案为library。
雅思剑桥5test 1阅读第三篇
雅思剑桥5test 1阅读第三篇第一部分：概述1.1 雅思剑桥5test 1阅读第三篇简介本文主要讨论了雅思剑桥5test 1阅读第三篇的主题，以及相关的要点和主要观点。
1.2 雅思剑桥5test 1阅读第三篇主题介绍雅思剑桥5test 1阅读第三篇的主题是环境保护和可持续发展。
文章通过介绍自然资源的消耗和环境破坏的问题，呼吁人们采取措施保护环境，实现可持续发展。
第二部分：文章要点2.1 自然资源消耗的问题自然资源消耗是导致环境破坏的主要原因之一。
文章列举了一些自然资源的消耗情况，如水资源的过度使用、森林的砍伐、土壤的耕作等。
这些活动导致了水源枯竭、生物多样性减少、土壤侵蚀等问题。
2.2 环境破坏的后果环境破坏对人类社会和生态系统都带来了严重的后果。
文章指出，环境破坏导致气候变化、水资源短缺、生物灭绝等问题。
这些问题对人类社会的发展和生态系统的稳定都造成了巨大的威胁。
2.3 可持续发展的重要性为了解决自然资源消耗和环境破坏的问题，可持续发展变得越来越重要。
文章指出，可持续发展是指在满足当前需求的同时，不损害未来世代的发展需求。
可持续发展需要寻找新的能源替代品、推行循环经济、促进绿色交通等措施。
第三部分：主要观点3.1 自然资源消耗是环境破坏的根本原因自然资源的过度消耗导致了环境破坏。
只有减少自然资源的消耗，才能保护环境，实现可持续发展。
3.2 环境破坏对人类社会和生态系统的影响环境破坏会导致气候变化、水源短缺、生物灭绝等问题，对人类社会和生态系统造成了巨大的威胁。
3.3 可持续发展的重要性和措施可持续发展是解决环境问题的关键。
为了实现可持续发展，需要采取措施减少自然资源的消耗，推行循环经济，促进绿色交通等。
第四部分：结论雅思剑桥5test 1阅读第三篇通过讨论环境保护和可持续发展的问题，提醒人们要意识到自然资源的重要性，采取行动保护环境，实现可持续发展。
只有通过可持续发展，我们才能保护地球，保障人类社会的未来。
雅思剑桥5阅读解析
雅思剑桥5阅读解析全文共四篇示例，供读者参考第一篇示例：雅思剑桥5阅读解析雅思考试对考生的阅读能力要求较高，其中雅思剑桥系列是备考雅思阅读的权威资料之一。
本文将对雅思剑桥5的阅读部分进行解析，帮助考生更好地备考雅思阅读。
雅思剑桥5共分为三个部分，分别是雅思听力部分、阅读部分和写作部分。
其中阅读部分包含了三篇文章，分别是《如何使用火焰吹管》、《被动太阳能》和《情感类型》。
这三篇文章分别涉及了科学技术、环保和心理学等不同领域的知识，考察考生对不同主题的理解和解析能力。
首先我们来解析第一篇文章《如何使用火焰吹管》。
这篇文章主要介绍了使用火焰吹管的方法和步骤，以及火焰吹管在实验室中的应用。
考生在阅读这篇文章时，需要关注文章中的关键词和关键信息，同时要能够理解文章的整体结构和主旨。
通过阅读这篇文章，考生可以了解火焰吹管的原理和用途，从而提高自己对科学实验的理解能力。
雅思剑桥5的阅读部分涉及了不同领域的知识，考察考生对不同主题的理解和解析能力。
考生在备考雅思阅读时，应该注重扩大自己的知识面，提高理解和解析能力，同时要多做真题练习，提高应试技巧。
希望本文的解析能够帮助考生更好地备考雅思阅读，取得理想的成绩。
第二篇示例：雅思考试是全球最为知名的英语能力考试之一，而阅读部分是其中的一个重要组成部分。
剑桥雅思5是一本备考雅思阅读的经典教材，本文将对该教材进行解析，帮助考生更好地备考雅思阅读部分。
第一篇文章是关于《鸟类迁徙的进化》的，主要讲述了鸟类迁徙的特点和影响因素。
文章中提到，鸟类迁徙是鸟类适应环境变化的一种生存策略，能帮助它们避开恶劣的气候条件。
文章还讨论了鸟类迁徙的进化历程，以及不同种类鸟类迁徙的差异。
考生在阅读这篇文章时，可以先了解一下鸟类迁徙的基本概念，再仔细分析文章中提到的各种因素，理解鸟类迁徙的原因和意义。
第二篇文章是关于《短时间内消失的风景》的，主要讨论了人类活动对自然环境的影响。
文章指出，人类的过度开发和破坏导致了很多珍贵的自然景观在短时间内消失，给生态系统和生物多样性带来了巨大的影响。
[新版]雅思剑5浏览长难句解析
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雅思剑5阅读长难句解析雅思阅读长难句语法分析教你雅思阅读长难句语法分析。
雅思阅读考试中往往有很多长难句，对于考生来说很难在看到的第一眼就完完全全地理解，而这些难于理解的长难句往往又是雅思阅读出题的点，那么要如何攻破雅思阅读长难句呢?小马过河雅思培训老师建议从语法分析的角度进行加强，能够快速加强对于雅思阅读长难句的理解能力。
“剑5”Test 1的第二篇阅读中间有一个句子(21页F段4行至8行)：“A modern hard-core sociobiologistmight even go so far as to claim that this aggressive instinct evolved as anadvantageous trait, having been of survival value to our ancestors in theirstruggle against the hardships of life on the plains and in the caves,ultimately finding its way into our genetic make-up as a remnant of our ancientanimal ways.”这个句子也快要达到5行的长度，但仔细研究会发现：“modern”和“hard-core”都是对sociobiologist的修饰;紧接着后面实际上是“so …as”的结构;“that”引导的宾语从句之中，“having”和“finding”显然是现在分词作为状语，其逻辑主语依然是宾语从句中的主语“instinct”。
单独如果写一个句子“Beinga vegetarian, she does not eat any meat.”，应该许多考生在理解上都没有问题;但是上述句子中本身结构就已经很复杂，最后还是两个现在分词并列，就未必所有考生都能一次看懂了。
剑5阅读词汇梳理TEST1PASSAGE1解读
剑5，TEST 1 PASSAGE 1 ，P16Chaos n. 混乱，混沌Comply vi 应允，遵照，依从,顺从,Table n. 表，目录。
Tend to do 有倾向于。
Concentrate on 专注于。
Scholarly adj. 学者的;学者风度的Enable….to do 使。
能够。
Convey v. 传达,传递,表达Fine adj 美好的,优秀的;杰出的Learning n. 学问,学识Make order out of chaos 从混乱到有序Be associated with….与。
有联系Define v. 解释,给...下定义, 规定,限定,使明确Circumscribe v. 为...下定义;为...划界线Conquer v. 战胜;克服;征服;Lexical adj.词汇的;语词的Appropriate adj.适当的,恰当的,相称的Heyday n. 全盛期Critic n.批评家,评论家Common sense 常识;情理The heights of …..的顶点，极致Approach to the problem 解决问题的办法。
Up until直到。
才on a large scale 大规模地single-handed 单独的;独力做的;无人帮助的in installments 分期付款;分期交付biographer n. 传记作者garret (小而简陋的)阁楼counting house 帐房;会计室station v.驻扎,到某处站，或坐rickety adj. 摇摇晃晃的，不牢固的whilst=whileillustrate v(用图,实例等)说明,阐明quotation n. 引用,引证Elizabethan adj. 英国女王伊丽莎白一世的Originality n. 创造力;独创性;创见;创举draw on 接近；靠近；临近；利用；依赖；凭借heroic adj. 英雄的,英勇的, 史诗的synthesis n. 综合体;综合predecessor n. 前任;前辈, 祖先shade n. 荫;阴凉处;阴暗, 细微的差别adopt v. 采取;采纳;吸收common law 普通法、习惯法、一致法、共同法precedent n. 惯例, 先例,前例rival v. 与...竞争, 与...匹敌;比得上vicissitude n. 变化无常;变换,变故。
剑桥雅思5阅读答案
Reading---Test1Johnson’s Dictionary1.D.It focused2.E.There was3.G.It took4.clerks.5.library.6.stability.7.pension8.T. The growing9.F. Johnson has 10.NG.Johnson had 11. F. has set up 12.F. Johnson only received 13.TNot all of Nature or nurture?14.F. a biological 15.A.the explanation16.B.the identity 17.D.the expected 18.I.the general 19.the way 20.B.punishment 21.D give punishment 22.C.underestimated 23.NG.Several of 24.T.Some people may25.F.In a sociological gram’s experimentThe truth about the Environment27.YES. Environmentalists view28.NG.Date 29.NO.The number30.NG.Extinct species 31.YES.Some pollution problems32.NO.It would be 33.C. the selection 34.D.environmental 35.C.Somereceivemore 36.B.meet thei. 37.B.It is not .38.E.long-term.39.D.right.40.I.urgent.Reading---Test2BAKELITE1.candlewax2.synthetic3.chemistry4.Novalak5.fillers6.hexa7.raw8.pressure9.B.ease 10.C.facility. 11.T.Modern-day. 12.F immediately. 13.F. only availableWhat’s so funny14. F. Arthur important 15.NG.Platohumour16.T. Kant 17.F.Current 18.T.Craeme Ritchie’s 19.NG.Most comedians 20.T.Chimpanzees 21.problem solving. 22.temporal lobes. 23.evaluation information.24.C.One/respond 25.A.Because/react26.F.Individual/relate 27.D.Peter/mayThe Birth of Scientific Englishtin 29.doctors30.technical vocabulary.31.grammatical resources32.Royal society33.German 34.industrial 35.NG.there36.F.the most 37.In 17th-century.38.popular39.principia40.localReading---Test3Early Childhood Education1.D.details2.B.reasonscations4.E.description5.B.was6D.continued.7.A.did.8.B.supplied.9D.received.10.C.was.11.T.most.12.F.missouri13.NG.thericher14.4.interrupting.15.1.effect.16.5.the threat.17.8.lookingDisappearing Delta18.Y.coastal.19.NG.some.20.N.the.21.Y.stanley.22.NG.Sediment.23.Y.water.24.F.pollutants25.A.arti fical floods.26.B.desalination.The Return of Artificial Intelligence27.E.how28.B.the fact.29.A.the reason.30.F,how.31.B.where32.NG.the33.F.In.34.NG.Research 35.T.Applications36.F.the problems37.T.the film.38.B.original.39.A.changing.40.D.newReading---Test4The Impact of Wilderness Tourism1.3.Fragile2.5some3.2how4.Y.the low.5.Y.Deserts6.N.Wilderness.7.Y.the spread.8.Ntraditionalement10.cheese11.tour.12.pottery.13.jewelleryFlawed Beauty: the problem with toughened glass14.G.claims.15.A.suggests.16.H.refers.17.C.closely18.F.sharp19.I.unexpectedly.20.C.quickly.21.K.c ontracts.22.E.warn.23.L.disputed24.T.little.25.NG.toughened26.F.thereThe effects of light on plant and animal species27.T.there28.T.some.29.NG.photoperiodism30.F.desert31.F.bamboos.32.T.scientists 33.F.Eastern 34.temperatures35.day-neutral36.food37.insects38.rainfall39.sugarcane40.classfication.。
Johnson's Dictionary 雅思阅读 剑5 Test1 Reading 1
After its publication, his Dictionary was not seriously rivalled for over a century.
e.g :
The two teams have always been rivals.
The college's facilities rival those of Harvard.
He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.
Keywords in Questions Similar words in passage
和...有关 pb.e associated
with 合适的 adj.
方法 n.
appropriate
approach
建立 n. 合同 n. 阐释 v. 前辈 n. 永久的adj. 赞助 n.
establishme nt contract illustrate predecessor perpetual patronage
It is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.
Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it singlehanded.
【优质】剑桥雅思真题集5阅读部分全面分析(1)-精选word文档 (1页)
【优质】剑桥雅思真题集5阅读部分全面分析(1)-精选word文档本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==剑桥雅思真题集5阅读部分全面分析(1)剑桥大学出版社于201X年6月推出了雅思真题集第五本，这本书收入了201X年以前全球雅思考试的真题，包括了4套试卷，涵盖了听力，阅读，写作和口语四个板块。
对于剑桥5的分析有助于雅思考试考点的理解和对于雅思考试趋势的把握。
雅思阅读部分一直是雅思考生颇为头疼的一个板块，而阅读考试发挥的好坏对于整体分数也有着至关重要的影响，接下来我们从宏观和微观两个方面具体分析雅思阅读的最新变化和考点。
首先，我们从宏观的方面来分析剑桥5阅读的特点。
剑桥5总共收入12篇阅读文章，这12篇文章按照类别来分可以分为自然科学类和社会科学类。
其中自然会科学类有6篇，包括 The Truth about the Environment ， Bakelite , Disappearing Delta , The Impact of Wilderness Tourism 荒野旅游研究，Flawed Beauty : the problem with toughened glass 以及 The effects of light on plant and animal species ，其涉及面非常广泛。
而社会科学类也有6篇，包括) Johnsons Dictionary ， Whats funny ， The Birth of Scientific English ， Early Childhood Education 以及 The Return of Artificial Intelligence 。
按照这些题目在201X年之前的考试中出现的频率来看，在自然科学类别的文章来看 Disappearing Delta 出现了多次!最后一次出现是在201X年9月18日。
2019年剑五Test1阅读译文：遗传还是环境(nature or nurt-精选word文档 (1页)
2019年剑五Test1阅读译文：遗传还是环境（nature or nurt-精选word文档本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！
== 本文为word格式，下载后可方便编辑和修改！ ==
剑五Test1阅读译文：遗传还是环境（nature or
nurt
此文句子很长，许多同学在精读时遇到障碍，现翻译如下：
Nature or Nurture ?
遗传还是环境 ?
几年前，在一次最吸引人也是最恼人的有关行为心理学的实验中，耶鲁大学的 Stanley Milgram 对来自各界的40个受试对象进行测试。
实验测试他们在某种情况下服从来自某个领导的命令的意愿，这种情况就是：对被要求所采取的行动，受试者个人可能会厌恶。
Milgram 特别叮嘱每一位自愿的老师-受试者如下事宜：该项实验是出于有关教育的高尚动机;实验的设计目的是测试在学生犯错时，惩罚对学生的学习能力是否能产生积极效果。
Milgram 的实验方案包括使老师-受试者置身于一个控制面板之前，面板上有三十个带有标签的开关，标签标明从电压15伏到电压450伏，每次电击的级差为15伏。
老师-受试者被告知：每当学生答错一个问题，都要给予电击，从最低级别的电击开始，随着每个后续的错误答案，增加电击的猛烈程度。
事实上，假定的学生是一个 Milgram 雇来的演员，通过发出一系列呻吟，尖叫和身体扭动，再加上各种各样的谴责实验和实验者的声明和咒骂，来模仿受到了电击。
Milgram 要求老师-受试者忽略学生的反应，并且，根据那一刻实验的具体情况，按规范施加所需要的任何级别的电击。
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雅思阅读剑5教研任务Test1Passage 11-3.A题干中的all过于绝对化，所以不选，B题干中only太过于绝对，亦不选。
C题干中说到字典出名因为参与的人众多，而我们在文章第四段第11行可以找到Johnson decided he did not need an academy…这句话足以证明当时并未招聘很多编撰人员。
D题干中提到约翰逊字典主要集中于当代文本中的语言，我们可以在文章第六段第三行Johnson wrote the definitions ….to his own t ime 找到对应点,还可以在文章第六段倒数第三句中找到living一词跟题干中的contemporary一词属于同义替换。
E题干中的time limit与文章第六段中的第九行deadline一词属于同义替换。
F题干中提到在字典编撰的过程中忽略了以前的字典编撰者的工作，而我们在文章第六段第十行找到he had to draw on the best of all previous dictionaries,正好矛盾。
G题干中提到约翰逊字典讲述了词义的细微差别，我们在文章第六段倒数第三句找到shades ,而这个词就是题干中subtleties的同义替换。
H题干中提到字典的定义以原创著称，而我们在文章第六段第八行找到he did not expect to achieve complete originality,正好矛盾，故不选。
4. 根据所要填的空的前后词a number of, who，我们可以推知此空要填的是关于人的复数名词首先在定位词，根据特殊定位词1764,我们在第四段最后迅速找到1764，然后找到第五段第一句话…..copying clerks would work…因此正确答案为copying clerks or clerks.5.根据特殊定位词40000，迅速在文章第六段进行定位，而题干中的did not have 直接对应文章中的without，所以答案为library。
此外，在这段话中，available与文章中的to hand 对应，in excess of 与over对应，hailed与recognized as 对应。
6. 根据特殊定位词James Boswell，迅速在文章第八段最后一句找到定位，而题干中的bring即为confer的同义替换。
7.根据特殊定位词King，迅速在文章最后一段找到定位，而题干中的grant即为offer的同义替换。
8.首先划出定位词middle class，抓住growing，increased demand关键字，在文章第三段第一句找到对应，题干中的growing跟increase对应这一句中的两个rise。
故答案是正确的。
9.划出定位词Johnson, death,抓住more well known关键字，我们在文章第三段第八行找到DR Johnson,…..as well as in his own time as in ours.这句话表明他当时跟现代都享有盛誉，题干与原文矛盾。
题干的well known 为文章里这句话中的famous的同义替换。
10.按照判断是非题的顺序原则，这题在文章中的定位应该在第九题在文章中所定位的语句后面，同时又应该出现在第11题定位语句的前面，故应该从第三段末开始找一直到第四段中间，我们找不到任何跟题干相关的信息，故此题为not given。
11.划出定位词academy，抓住解题关键字set up，我们在文章第四段第11行可以找到Johnson decided he did not need an academy…这句话说明他并未建立研究院。
故是错误的。
12. 划出定位词payment，抓住解题关键字only，我们在文章第四段找到he was to be paid……installment对应,明确提到了得到分期付款，跟题干矛盾。
另解：出现绝对意义的词only，一般是错误的。
13. 划出定位词assistant，publication of dictionary，抓住解题关键字not all,我们在文章第五段最后一句he was also helped by six assistants, two of whom died whist….找到对应，故答案是正确的。
题干中的not survive 跟文章中这句话的die对应。
另解：题干中带有not all，not always这些表示非绝对化的部分否定结构的题目一般是正确的。
14.划出定位词biological explanation, teacher-subject,我们在文章F段第一句中找到genetic，built-in，instinct这些词与题干中的biological explanation对应。
15. .划出定位词explanation, teacher-subject experiment，我们在文章A段最后一句找到对应点，这句话中的短语in the cause of 即为题干explanation的同义替换。
16. 划出定位词pupil, identity，我们在文章B段第六行找到the supposed pupil was in reality an actor hired by Milgram….对应点.17.巧解：根据题干中的statistical一词，我们可以找文章中出现数据较多的段落，毫无疑问定位到D段，通过略读发现这些数字都是描述的实验预期的结果。
18. 划出定位词general aim, sociobiological study ，我们在文章I段第四行thus, in essence, is the problem of modern sociobiology….找到对应点19.划出定位词persuaded, continue，我们在文章C段倒数第四行you have no choice, you must go on .找到对应点。
其中的go on即为continue的同义替换。
20.划出定位词teacher-subjects were told…，我们在文章A段最后一句找到对应点。
其中的help跟文章中的have a positive effect on对应。
21.划出定位词instructed to ，我们在文章B段最后一句找到Milgram told the teacher-subject to ignore the reactions of the pupil, and to ….对应点。
其中的instructed跟文章中的told对应。
22. 划出定位词psychiatrist ，我们在文章D段找到the overwhelming consensus …跟E段第一句。
这两句话表明了精神科医生的确低估了实验对象对规则的遵循程度。
其中的be willing to 跟题干中的willingness对应。
23. 划出定位词Yale University ，我们在文章A段找到…Stanley Milgram of Yale University tested 40 subjects from all walks of life这句话并不能肯定受试者就是来自耶鲁大学的心理学学生。
24. 划出定位词survival mechanism ，抓住该题解题关键字may，could be，positive，我们在文章F段找到a modern hard-core sociobiologist might even go so far as …on the plains and in the caves…这句话中的advantageous trait 可以与题干中的positive对应。
另解：题干中带有may、could be等不确定词语的题目一般而言是正确的。
25. 划出定位词sociobiological explanation，抓住该题解题关键字personal, authority，我们在文章H段找到thus, in this explanation the subject merges his unique…system of authority 以及I段here we have two radically different explanations for…institutional authority f igure.这两句话体现出个人价值观在被权威所统治。
26. 划出定位词sociobiology，抓住该题解题关键字solve，我们在文章最后一段可以得知实验并未解决社会生物学上的这个重大问题，只不过是证明了这个问题的存在。
27. 划出定位词environmentalist，抓住该题解题关键字pessimistic, a number of reasons，我们在文章第一段定位for many environmentalists, the world seems to be getting worse. They have developed a….这句话中的getting worse与pessimistic 对应，a hit-list of 与a number of对应。
28. 划出特殊定位词1972，抓住该题解题关键字only，我们在文章第二段进行定位，实际上该段并未提及到任何关于资料收集开始时间的信息。
29. 划出定位词starving people，抓住该题解题关键字increased，我们在文章第二段进行定位，找到fewer people are starving.与题干直接矛盾。
30.划出定位词species，抓住该题解题关键字replaced，我们在文章第二段第五行third，although species are indeed …predicted,文章这句话中虽然提到了物种，但是并没有进行新旧物种的比较。
31. 划出定位词industrialization，抓住该题解题关键字pollution, link to,我们在文章第二段第七行and finally, most forms of environmental pollution…ass ociated with…industrialization,文章这句话说明了工业化早期的确引起了一些污染问题。
32. 划出定位词economic growth, best ，抓住该题解题关键字slow down ,我们在文章第二段第九行and therefore best cured not by restricting economic growth, but by accelerating it 表明控制污染的最好方式不是减慢经济发展速度，而是加速经济发展。