雅思考试阅读部分全解析 (1)

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剑桥雅思6Test1阅读Passage1真题解析

雅思为各位考生推荐复习材料-剑桥雅思6Test 1 Passage1真题解析；相应的译文，请点击：剑6雅思阅读Test1passage1译文-澳大利亚的体育成就。

Test 1 Passage1Question 1答案：B关键词：exchange of expertise, between different sports/collaborate, across a number of sports定位原文：B段第2、3句“...and collaborates with… a number of sports …”解题思路: 题干中讲到不同体育领域的专业知识交流正好跟原文中跨不同体育专家之间的合作相对应，理解意思即可容易找到正确答案。

Question 2答案：C关键词: visual imaging/3D, image定位原文: C段第6句: “...shows off the prototype of a 3D analysis …”解题思路: 通过题干中的视频成像可以很容易找到原文中对应的3D和成像。

Question 3答案：B关键词: a reason for narrowing/ can’t waste time定位原文: B段最后1句: “We can’t waste our time looking…”解题思路: 题目中的research activity和原文中的scientific questions 属于同义表达，定位答题区域，发现此句话所要表达的意思是不在一些飘渺的、不切实际的科学问题上浪费时间，也就是说要缩小研究的范围。

Question 4答案：F关键词：AIS ideas reproduce/ copying定位原文: F段第1句话“Of course, there’s nothing…”解题思路: 题干中的reproduce是复制的意思，之后从文章中发现句子有复制copying，即可以直接定位。

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。

雅思阅读试题练习与答案全解析

雅思阅读试题练习与答案全解析一、练习题阅读Passage 1：阅读以下段落，回答问题1-5。

1. What is the main topic of the passage?A. The advantages of the Internet.B. The disadvantages of the Internet.C. The impact of the Internet on society.D. The history of the Internet.2. According to the passage, which of the following is a problem caused by the widespread adoption of the Internet?A. Environmental pollution.B. Privacy issues.C. Economic growth.D. Educational improvement.3. Why does the Internet lead to social isolation?A.因为它改变了人们的交流方式B.因为它使人们更容易获取信息C.因为它促进了全球连接D.因为它提供了更多的娱乐方式4. Which of the following is NOT mentioned in the passage?A. Privacy issues.B. The spread of misinformation.C. Social isolation.D. Education inequality.5. In the author's opinion, how should people use the Internet responsibly?A. They should limit their online activities to protect their privacy.B. They should only consume information from trusted sources.C. They should spend more time on social media to stay connected.D. They should use the Internet as an educational tool to enhance their knowledge.阅读Passage 2：阅读以下段落，回答问题6-10。

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11Test2雅思阅读Passage1解析+答案

为了便于大家更好的对雅思阅读部分进行备考，小编为大家带来了剑桥11Test2雅思阅读Passage1解析+答案，更多真题解析，请点击：剑桥雅思11阅读解析剑桥11Test2雅思阅读解析Passage1Question 1答案： True关键词： Mary Rose, sink定位原文: 第1段第4句“Accounts of what... ”玛丽玫瑰号沉没的原因，有很多种解释，有些人说这样……，另一些人……。

解题思路: 其中可以看到 while witnesses agree that..., some maintain that..., others that…这一结构，说明人们对于其沉没原因并没有达成共识，与题目的“对于玛丽玫瑰号为何沉没存在一些争议”表述一致。

Question 2答案： NOT GIVEN关键词： 19 July 1545, sink定位原文：时间出现在第1段第1句，后面的信息出现在第5句“What is undisputed... ”然而无可争议的是，玛丽玫瑰号在那一天沉入索伦特海峡，船上至少有500人。

解题思路：文中只提到战舰沉没，关于“是否是唯一”这一点并没有提及，而题目说玛丽玫瑰号是1545年7月19日的战斗中唯一沉没的船只，因此本题答案为NOT GIVEN。

Question 3答案： True关键词： one side the Mary Rose定位原文：第2段第4句“Because of the way the ship sank …”由于船只沉没的方式，右舷一侧几乎完整地保留了下来。

解题思路：文章第二段对玛丽玫瑰号在海底的情况进行了描述，其中第四句说到右舷一侧几乎被完整地保留了下来，这与题目中的表述“玛丽玫瑰号的一侧大部分在海中没有受到破坏。

”一致，因此本题答案为TRUE。

点击获取剑桥雅思阅读考试真题资料4-11完整版Question 4答案： False关键词： historical objects对应原文：第5段第3句“McKee and his team now knew…” McKee及其团队确信他们找到了沉船，但尚未意识到其中还有保存完好的精美工艺品宝藏。

剑10阅读解析整编

剑桥雅思10阅读解析Test1Passage1体裁说明文主题牛科动物结构第一段：牛科概述第二段：分布和体型第三段：共同特征第四段：五种亚科牛亚科第五段：羚羊亚科第六段：羊亚科第七段：鹿羚亚科第八段：叉角羚剑桥雅思10阅读解析试题解析剑桥雅思10阅读解析Test1Passage1 Question 1-3题型：multiple choice题型解析：本题属单选题，注意题目说明：在ABCD中选择正确的。

剑桥雅思10阅读解析Test1Passage1 Question 4-8题型：matching题型解析：搭配题，根据选项定位关键词，题干是对应原文的同义改写剑桥雅思10阅读解析Test1Passage1 Question 9-13题型：选词填空题型解析：根据题干关键词进行定位，用原文中不超过三个词来回答问题。

剑桥雅思10阅读解析Test1Passage2难度分析：中等文章标题：European Transport Systems 1990-2010 欧洲的交通系统文章话题：交通运输类词汇准备：第一段词性解释conceive v. 设想vigorous a. 精力充沛的；强健的facilitate v. 促进，使便利substantial a. 大量的fleet n. 车队第二段internal a. 内部的frontier n. 边界abolish v. 废除emphasis v. 强调assembly n. 集会；会议第三段. candidate n. 候选人haulage n. 货运费inherit v. 继承第四段imperative n. 重要紧急的事integrate v. 合并ambitious a. 有雄心的propose v. 提议nonetheless adv. 尽管如此第五段emission n. 排放estimate v. 评估reverse v. 颠倒，转变culprit n. 肇事者；罪犯第六段shift v. 转移；转型deteriorate v. 退化；恶化emerge v. 出现第七段solely adv. 单独complementary a. 互补的curb v. 控制；限定revitalize v. 使强壮；使恢复生机第八段infrastructure n. 基础设施guarantee v. 保证saturate v. 使饱和artery n. 干线；动脉题型分析：文章题型由两个题型组成：小标题配对+判断题，一个主旨题型一个细节题型。

剑桥雅思阅读理解解析含翻译

剑桥雅思8-第三套试题-阅读部分-PASSAGE 1-阅读真题原文部分: READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Striking Back at Lightning With LasersSeldom is the weather more dramatic than when thunderstorms strike. Their electrical fury inflicts death or serious injury on around 500 people each year in the United States alone. As the clouds roll in; a leisurely round of golf can become a terrifying dice with death - out in the open; a lone golfer may be a lightning bolt's most inviting target. And there is damage to property too. Lightning damage costs American power companies more than $100 million a year.But researchers in the United States and Japan are planning to hit back. Already in laboratory trials they have tested strategies for neutralising the power of thunderstorms; and this winter they will brave real storms; equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can strike.The idea of forcing storm clouds to discharge their lightning on command is not new. In the early 1960s; researchers tried firing rockets trailing wires into thunderclouds to set up an easy discharge path for the huge electric charges that these cloudsgenerate. The technique survives to this day at a test site in Florida run by the University of Florida; with support from the Electrical Power Research Institute EPRI; based in California. EPRI; which is funded by power companies; is looking at ways to protect the United States' power grid from lightning strikes. 'We can cause the lightning to strike where we want it to using rockets; ' says Ralph Bernstein; manager of lightning projects at EPRI. The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how electrical equipment bears up.Bad behaviourBut while rockets are fine for research; they cannot provide the protection from lightning strikes that everyone is looking for. The rockets cost around $1; 200 each; can only be fired at a limited frequency and their failure rate is about 40 per cent. And even when they do trigger lightning; things still do not always go according to plan. 'Lightning is not perfectly well behaved; ' says Bernstein. 'Occasionally; it will take a branch and go someplace it wasn't supposed to go. 'And anyway; who would want to fire streams of rockets in a populated area 'What goes up must come down; ' points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project; which is backed by EPRI; to try to use lasers to discharge lightningsafely - and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk. With around $500; 000 invested so far; a promising system is just emerging from the laboratory.The idea began some 20 years ago; when high-powered lasers were revealing their ability to extract electrons out of atoms and create ions. If a laser could generate a line of ionisation in the air all the way up to a storm cloud; this conducting path could be used to guide lightning to Earth; before the electric field becomes strong enough to break down the air in an uncontrollable surge. To stop the laser itself being struck; it would not be pointed straight at the clouds. Instead it would be directed at a mirror; and from there into the sky. The mirror would be protected by placing lightning conductors close by. Ideally; the cloud-zapper gunwould be cheap enough to be installed around all key power installations; and portable enough to be taken to international sporting events to beam up at brewing storm clouds.A stumbling blockHowever; there is still a big stumbling block. The laser is no nifty portable: it's a monster that takes up a whole room. Diels is trying to cut down the size and says that a laser around the size of a small table is in the offing. He plans to test this moremanageable system on live thunderclouds next summer.Bernstein says that Diels's system is attracting lots of interest from the power companies. But they have not yet come up with the $5 million that EPRI says will be needed to develop a commercial system; by making the lasers yet smaller and cheaper. 'I cannot say I have money yet; but I'm working on it; ' says Bernstein. He reckons that the forthcoming field tests will be the turning point - and he's hoping for good news. Bernstein predicts 'an avalanche of interest and support' if all goes well. He expects to see cloud-zappers eventually costing 100; 000 each.Other scientists could also benefit. With a lightning 'switch' at their fingertips; materials scientists could find out what happens when mighty currents meet matter. Diels also hopes to see the birth of 'interactive meteorology' - not just forecasting the weather but controlling it. 'If we could discharge clouds; we might affect the weather; ' he says.And perhaps; says Diels; we'll be able to confront some other meteorological menaces. 'We think we could prevent hail by inducing lightning; ' he says. Thunder; the shock wave that comes from a lightning flash; is thought to be the trigger for the torrential rain that is typical of storms. A laser thunder factory could shake the moisture out of clouds; perhaps preventing the formation of thegiant hailstones that threaten crops. With luck; as the storm clouds gather this winter; laser-toting researchers could; for the first time; strike back.Questions 1-3Choose the correct letter; A; B; C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 The main topic discussed in the text isA the damage caused to US golf courses and golf players by lightning strikes.B the effect of lightning on power supplies in the US and in Japan.C a variety of methods used in trying to control lightning strikes.D a laser technique used in trying to control lightning strikes.2 According to the text; every year lightningA does considerable damage to buildings during thunderstorms.B kills or injures mainly golfers in the United States.C kills or injures around 500 people throughout the world.D damages more than 100 American power companies.3 Researchers at the University of Florida and at the University of New MexicoA receive funds from the same source.B are using the same techniques.C are employed by commercial companies.D are in opposition to each other.Questions 4-6Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-6 on your answer sheet.4 EPRI receives financial support from………………………….5 The advantage of the technique being developed by Diels is that it can be used……………… .6 The main difficulty associated with using the laser equipment is related to its……………….Questions 7-10Complete the summary using the list of words; A-I; below.Write the correct letter; A-I; in boxes 7-10 on your answer sheet.In this method; a laser is used to create a line of ionisation by removing electrons from 7 …………………………. This laser is then directed at 8 …………………………in order to control electrical charges; a method which is less dangerous than using 9 …………………………. As a protection for the lasers; the beamsare aimed firstly at 10………………………….A cloud-zappersB atomsC storm cloudsD mirrorsE techniqueF ionsG rockets H conductors I thunderQuestions 11-13Do the following statements agree with the information given in Reading Passage 1In boxes 11-13 on your answer sheet writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this11 Power companies have given Diels enough money to develop his laser.12 Obtaining money to improve the lasers will depend on tests in real storms.13 Weather forecasters are intensely interested in Diels's system.READING PASSAGE 1篇章结构体裁说明文主题用激光回击闪电结构第1段：闪电带来的危害第2段：科研人员正在研究回击闪电的方法第3段：先前的闪电回击术介绍第4段：火箭回击术的缺陷第5段：更安全的激光回击术第6段：激光回击术的技术原理第7段：激光回击术的缺陷第8段：通过实地实验改进激光回击术第9段：激光回击术对其他学科也有益处第10段：激光回击术的其他用途解题地图难度系数：★★★解题顺序：按题目顺序解答即可友情提示：烤鸭们注意：本文中的SUMMARY题目顺序有改变;解题要小心；MULTIPLE CHOICE的第三题是个亮点;爱浮想联翩的烤鸭们可能会糊掉..必背词汇1. inflict v. 造成The strikes inflicted serious damage on the economy. 罢工给经济造成了重大损失..2. inviting adj. 吸引人的The log fire looked warm and inviting. 篝火看上去温暖而诱人..3. property n. 财产；属性The hotel is not responsible for any loss or damage to guests’personal property.酒店不承担宾客的任何个人财产的丢失或损坏..a herb with healing properties具有治疗效果的草药physical/chemical properties物理特性/化学特性4. fund v. 资助;投资The project is jointly funded by several local companies. 这个项目得到了当地几家公司的联合资助ernment-funded research政府资助的研究5. back v. 支持;帮助The scheme has been backed by several major companies in the region.这个项目得到了该地区几家大公司的支持..Some suspected that the rebellion was backed and financed by the US.有人怀疑这次叛乱是由美国主使并资助的..6. discharge v. 放电；排出Both forms are readily gasified by electrical discharge without leaving any tangible residue.两种形态都易被放电气化而不剩任何可触察的残余..7. emerge v. 出现;浮现The sun emerged from behind the clouds. 太阳从云朵中探出头来..Eventually the truth emerged. 真相最终浮出水面..8. reveal v. 展现;显示；揭示;泄露He may be prosecuted for revealing secrets about the security agency.他可能会因为泄露国安局机密而遭检控..He revealed that he had been in prison twice before. 他透露说他曾经坐过两次牢..9. generate v. 使产生The program would generate a lot of new jobs. 这项计划会创造很多新职位..Tourism generates income for local communities. 旅游业给当地社区带来了收入..10. surge n. 涌流：猛增a surge of excitement一阵兴奋a surge of refugees into the country 涌入该国的难民潮a surge in food costs食品价格猛涨11. install v. 安装They've installed the new computer network at last. 他们最终安装了新的计算机网络..Security cameras have been installed in the city centre. 市中心安装了安全摄像头..12. nifty adj. 灵便的a nifty little gadget for squeezing oranges一个榨橘子汁用的灵便小工具13. in the offing即将发生的Big changes were in the offing. 剧变即将发生..认知词汇dramatic adj. 激动人心的fury n. 狂怒;狂暴本文中指雷暴电流leisurely adv. 轻松地dice with death拿性命开玩笑neutralize v. 中和brave v. 勇敢地面对armoury n. 军械库on command 按指令power grid 电力网precise adj. 精确的voltages n. 电压frequency n. 频率failure rate 失败率trigger v. 激发;触发branch n. 岔路populated adj. 人口密集的extract v. 提取atom n. 原子ion n. 离子ionization n. 离子化electric field 电场conductor n. 导体sporting event体育项目stumbling block 绊脚石monster n. 庞然大物manageable adj. 易管理的yet adv. 尚未；还没有come up with 准备好；提供reckon v. 料想;预计forthcoming adj. 即将来临的field test 实地测试turning point 转折点an avalanche of似雪片般的current n. 电流matter n. 物质interactive meteorology互动气象学confront v. 面临;对抗menace n. 威胁hail n. 冰雹torrential rain 暴雨moisture n. 水汽giant hailstone 大冰雹佳句赏析1. If a laser could generate a line of ionisation in the air all the way up to a storm could; this conducting path could be used to guide lightning to Earth; before the electric field becomes strong enough to break down the air in an uncontrollable surge.参考译文：如果激光器能够生成一条直达暴雨云的离子线;就可以在闪电电场增强为一股无法控制的涌流并击破空气之前;用这条传导通道把电荷引导到地面上来..语言点：状语从句——条件状语从句条件状语从句的连接词主要有：if; unless;as/so long as;on condition that等..此处为if引导的条件状语从句..例句：Just imagine how horrible the world would be if humans are the only creature in the world.想一想;如果人类是这世界上唯一的生物;这世界会变得多可怕..Some animal species are under threat if they stay in their natural habitat.如果留在自然栖息地;某些动物物种会面临威胁..If引导的条件句有真实条件句和非真实条件句两种..非真实条件句可以表示：1同现在事实相反的假设：从句一般过去时+主句should/would+动词原形2与过去事实相反的假设：从句过去完成时+主句should/would have+过去分词3对将来的假设：从句一般过去时+主句should+动词原形；从句were+不定式/should+动词原形+主句would+动词原形例句：If drug use were to be legalized;considerable police time would be spent in dealing with other more serious problems.如果吸食毒品合法化;警察大量的时间就将用于解决其他更严重的问题..2. A laser thunder factory could shake the moisture out of clouds; perhaps preventing the formation of the giant hailstones that threaten crops.参考译文：一个激光雷工厂可以把水汽从云层中震出;这样也许可以阻止威胁庄稼的大冰雹的形成..语言点：现在分词作状语例句：Facing high competition;people may suffer great pressure.面对高度竞争;人们可能会承受巨大的压力..Being confronted with economic pressure;women have to gooutside to work.面临经济压力;妇女不得不外出工作..Not wearing proper clothes people will be considered those who do not know social and interpersonal skills.如果衣着不当;人们会被当成是不懂社交和人际关系技巧的人..试题解析Questions 1-3题目类型：MULTIPLE CHOICES题目解析：解题小窍门：读清题干巧定位;四个选项要读完;绝对only排除掉;正确选项在中间..题号定位词题目解析1main topic 题目：本文讨论的主题是A闪电攻击对美国高尔夫场地和高尔夫选手造成的损失..B闪电对美国和日本电力供应的影响..C试图用来控制闪电袭击的各种方式..D一种试图用来控制闪电袭击的激光技术..正确翻译后;选项A和B比较容易排除;选项C比较具有迷惑性;但是只要看看文章标题;就不难发现本文主题是laser;所以正确答案是D..2 lightning 题目：根据文章;每年闪电会A在暴风雨期间对建筑物造成相当大的破坏..B在美国主要导致高尔夫球手死亡或受伤..C在全世界范围内导致500人死亡或受伤..D破坏了100多家美国电力公司..选项C和D中的具体数字是很好的定位词;可定位至文章第一段..文中提到;只是在美国;闪电每年就能杀伤500人;而不是世界范围内;因此排除选项C..而100这个数字在文中是100 million a year;说的是每年闪电会让电力公司损失超过一亿美元;而不是说毁掉100多家电力公司;因此排除选项 D..文中提到了云层翻滚而来时在户外打高尔夫是非常危险的;并没有说每年因雷击而死伤的是高尔夫球手;因此排除选项 B..文中提到;there is damage to property too. buildings属于property的范畴;因此正确答案为A..3University of Florida;University of New Mexico 题目：佛罗里达大学和新墨西哥大学的研究员们A有同样的资金来源..B使用同样的技术C受雇于商业公司..D互相反对..此题是不可过多联想的典型;越直白的想法越能解题..一般来讲;带有金钱的选项应该去掉;但是此题剑走偏锋;偏偏选了带funds一词的选项A..文中有两处支持这个答案：第一处在第三段：…with support from the Electrical Power Research Institute EPRI…另一处在第五段：…which is backed by EPRI…两处暗示两项研究都得到了EPRI的资助;因此答案为A..选项B可以从文中说的一个主张用火箭;一个主张用激光来排除；选项C 在文中并没有提及；选项D则是过多推理的结果;尽管使用技术不同;但是并不代表两者互相反对..Questions 4—6题目类型：SENTENCE COMPLETION题目解析：题号定位词文中对应点题目解析4 EPRI;financialsupport 第三段：EPRI;which is funded bypower companies…用EPRI定位到文章第三段;EPRI第一次出现之后即指出其是由电力公司资助的;原文中的funded等同于题干中的receives financial support from;因此答案应该填power companies..注意不要写成单数..5Diels 第五段：…to try to use lasers todischarge lightning safely…用人名Diels在文中定位到第五段;从题目看出这里应填入一个副词;所以可以在人名周围寻找use或者use的替换词;并且在其周围找带有-ly形式的词;这样正确答案safely很快就能浮出水面了..6 difficulty;laser equipment 第七段：The laser is no nifty portable：it’s a monster that takes up a whole room. Diels is trying to cut down the size…这道题目的定位稍微有一些困难;需要将difficulty一词与文章中的stumbling block联系起来;进而找到第七段中的laser一词..文中提到;该激光设备并不方便携带;它是个体积占据了一整间房间的庞然大物..看到这里;通过理解;考生们可以想到激光设备最大的问题就是体积太大;不好携带;所以正确答案是size..Questions 7-10题目类型：SUMMARY COMPLETION解题小窍门：题目解析：解题小窍门：1. 理解词库里的单词;并将其按词性归类..2. 带动整道题的定位词是第一行的ionisation;比较容易定位到文章第六段;那么整个summary的答案就应该在这个词周围寻找..题号定位词文中对应点题目解析7electrons 第六段：…to extract electrons out of atoms…本题关键是要理解题目中的remove…from…与文中的extract…out of…属于同义替换;这里要表达的是从原子atoms中提取电荷electrons..故正确答案是B..8 directed at 第六段：If a laser could generate a line of ionization in the air all the way up to a storm cloud…注意文中generate是“产生”的意思；directed at对应文中的all the way up to;其后的a storm cloud 即对应空格处要填的内容..因此正确答案是C..9 less dangerous 第五段：…who would want to fire streams of rockets in a populated area…to try to use lasers to discharge lightning safely…这道题比较麻烦;对于只是按照顺序寻找答案的考生;定位答案会比较困难..这里需要联系第五段中的信息;参照词库里的单词;推测出空格所在句的意思是“用激光控制闪电是比用火箭更安全less dangerous的方式”..正确答案是G..10 protection;aimed firstly at 第六段：To stop the laser itself beingstruck…Instead it would be directed at amirror… protection对应文中的stop…being struck；at是解题关键词;即使不知道文中的directed和题目中的aimed是同义词;也可以从词组的形式上看出来两者是同位的;其后的名词即为答案..由此可知答案是D..Questions 11-13题目类型：YES/NO/NOT GIVEN题目解析：11. Power companies have given Diels enough money to develop his laser.参考译文电力公司已经向Diels提供了足够的资金来研发他的激光器..定位词Diels;money解题关键词have given…enough money文中对应点由定位词及顺序规律可以定位到第八段：“I cannot say I have money yet; but I am working on it. ”“我还不能说我已经拿到钱了;但是我正在为之努力..”看到这句话;再联系上句：Bernstein says that Diels’ system is attracting lotsof interest from the power companies. But they have not yet come up with the 5 million that EPRI says will be needed to develop a commercial system… Bernstein表示;Diels的激光系统正在引起各电力公司的广泛兴趣..但他们还没有准备好EPRI提出的500万美元——开发一个……的商用系统的所需资金..这两句话足以证明Diels的系统还没有得到足够的资金支持..答案NO12. Obtaining money to improve the lasers will depend on tests in real storms.参考译文获得改善激光器所需的资金依赖于在真正的暴风雨中进行的试验..定位词obtaining money. tests in real storms解题关键词tests in real storms文中对应点第八段：第11题对应的原文下一句提到：He reckons that the forthcoming field tests will be the turning point…其中turning point是“转折点”的意思;联系上题中说到的;目前该项目还没有拿到钱;可知这句话的意思是field tests就是得到资金的转折点..field tests=tests in real storms答案YES13. Weather forecasters are intensely interested in Diels's system.参考译文天气预报员们对Diels的系统设备特别感兴趣..定位词Diels;weather forecasters解题关键词intensely interested文中对应点这是一道典型的完全未提及的题目;interest一词出现在第八段的末尾;而weather forecasters这两个词也仅在第九段最后两句中出现：…not just forecasting the weather butcontrolling it…;而具体内容则完全不相干..答案NOT GIVEN参考译文用激光回击闪电很少有比雷暴天气更令人感到恐怖的天气了..仅在美国;猛烈的雷暴电流每年都会造成大约500人死亡或重伤..云层翻滚而来的时候;在户外打一场轻松的高尔夫成了一件异常可怕的事情;无异于是在拿自己的性命开玩笑——孤身一人在户外的高尔夫球手可能是闪电最喜欢攻击的目标..此外;闪电也会带来财产损失..每年闪电会对美国电力公司造成超过一亿美元的损失..不过;美国和日本的研究人员正在策划回击闪电的方案..他们已开始通过实验测试中和雷暴电荷的各种方法..今年冬天;他们将直面雷暴：使用配备的激光器射向空中的雨云;使其在闪电出现之前放电..迫使雨云根据指令释放闪电并非一个新想法..早在20世纪60年代早期;研究者们就尝试过把带着拖曳线的火箭射入雨云;以期为这些云层发出的庞大的电荷群搭建起便捷的放电路径..由于受到建在加利福尼亚的电力研究所EPRI的支持;这一技术在佛罗里达的州立大学试验基地幸存到了今天..EPRI由电力公司资助;现正致力于研究保护美国输电网不受闪电袭击的方法..“我们可以通过火箭让闪电击向我们想让它去的地方;”EPRI 的闪电项目经理Ralph Bemstein如此说道..该火箭基地现在能对闪电电压进行精确测量;并可以让工程师们检测电气设备的负载..不良行为虽然火箭在研究中功不可没;但它们无法提供闪电来袭时所有人都希求的保护..每支火箭造价大约1;200美元;发射频率有限;而失败率却高达40％..即使它们确实能够引发闪电;事情也无法总是按计划顺利进行..“闪电可不那么听话;”Bernstein说;“它们偶尔会走岔路;射到它们本不该去的地方..”但不管怎样;有谁会想在人口密集的地区发射成群的火箭呢“射上去的肯定会掉下来;”新墨西哥大学的Jean-Claude Diels指出..Diels现在正在负责一个项目;该项目由ERPI所支持;试图通过发射激光使闪电安全放电——安全是一项基本要求;因为没人愿意把他们自己的性命或他们的昂贵设备置于危险之中..有了迄今为止的50万美元的投入;一套有巨大潜力的系统装置正在该实验室慢慢成形..这一系统装置的想法始于大约20年前;当时正在开发大功率激光器从原子中提取电荷并生成离子的能力..如果激光器能够生成一条直达暴雨云的离子线;就可以在闪电电场增强为一股无法控制的涌流并击破空气之前;用这条传导通道把电荷引导到地面上来..为了防止激光器本身受到电击;不能把它直接对准云层;而是要把它对准一面镜子;让激光通过镜子折射向天空..要在靠近镜子的四局布置闪电传导器从而对其进行保护..理想的做法是;云层遥控器枪要比较廉价;以便能够把它们安装在所有重点电力设备周围；另外还要方便携带;以便在国际运动赛事场地中用于使逐渐聚积的雨云失去威力..绊脚石可是;仍存在巨大的绊脚石..激光器并不方便携带：它是个能占据整个房间的庞然大物..Diels一直想要缩小它的体积;并表示很快就会有小型桌子大小的激光器了..他计划在明年夏天用真正的雨云来实际测试这个更容易操作的激光系统..Bemstein表示;Diels的激光系统正在引起各电力公司的广泛兴趣..但他们还没有准备好EPRI提出的500万美元——开发一个让激光器更小巧、价格也更便宜的商用系统的所需资金..Bernstein说：“我还不能说我已经拿到钱了;但是我正在为之努力..”他认为;即将进行的实地测试会成为一个转折点;而且他也在期待着好消息..Bemstein预言;如果一切顺利;这将吸引“排山倒海般的兴趣和支持”..他希望看到云层遥控器的最终价格能定在每台5万到10万美元之间..其他科学家也能从中受益..如果手上有了控制闪电的“开关”;材料科学家就可以了解强大的电流遇到物质时会发生什么现象..Diels也希望看到“互动气象学”问世——不仅仅是预测天气;而且能控制天气..“如果我们能使云层放电;我们也许就能左右天气;”他说..而且也许;Diels说;我们将能够对抗一些其他的气象威胁..“我们认为我们也许能通过引导闪电来阻止冰雹;”他说..雷;来自于闪电的冲击波;被认为是大暴雨——典型的雷暴天气——的触发器..一个激光雷工厂可以把水汽从云层中震出;这样也许可以阻止威胁庄稼的大冰雹的形成..如果运气好的话;在今年冬天雨云聚积的时候;持有激光器的研究者们就能第一次对其进行回击了..剑桥雅思8-第三套试题-阅读部分-PASSAGE 2-阅读真题原文部分: READING PASSAGE 2You should spend about 20 minutes on Questions 14-26; which are based on Reading Passage 2 below.The Nature of GeniusThere has always been an interest in geniuses and prodigies. Theword 'genius'; from the Latin gens = family and the term 'genius'; meaning 'begetter'; comes from the early Roman cult of a divinity as the head of the family. In its earliest form; genius was concerned with the ability of the head of the family; the paterfamilias; to perpetuate himself. Gradually; genius came to represent a person's characteristics and thence an individual's highest attributes derived from his 'genius' or guiding spirit. Today; people still look to stars or genes; astrology or genetics; in the hope of finding the source of exceptional abilities or personal characteristics.The concept of genius and of gifts has become part of our folk culture; and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness; it is popularly believed that if people are talented in one area; they must be defective in another; that intellectuals are impractical; that prodigies burn too brightly too soon and burn out; that gifted people are eccentric; that they are physical weaklings; that there's a thin line between genius and madness; that genius runs in families; that the gifted are so clever they don't need special help; that giftedness is the same as having a high IQ; that some races are more intelligent or musical or mathematical than others; that genius goes unrecognised and unrewarded; that adversity makes men wise or that people with gifts have a responsibility to use them. Language hasbeen enriched with such terms as 'highbrow'; 'egghead'; 'blue-stocking'; 'wiseacre'; 'know-all'; 'boffin' and; for many; 'intellectual' is a term of denigration.The nineteenth century saw considerable interest in the nature of genius; and produced not a few studies of famous prodigies. Perhaps for us today; two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual; artistic or musical development of the children but caused great difficulties of adjustment later in their lives; and the frequency with which abilities went unrecognised by teachers and schools. However; the difficulty with the evidence produced by these studies; fascinating as they are in collecting together anecdotes and apparent similarities and exceptions; is that they are not what we would today call norm-referenced. In other words; when; for instance; information is collated about early illnesses; methods of upbringing; schooling; etc. ; we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance; infant mortality was high and life expectancy much shorter than today; home tutoring was common in the families of the nobility and wealthy; bullying and corporal punishment were common at the bestindependent schools and; for the most part; the cases studied were members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective; if still not always very scientific; basis.Geniuses; however they are defined; are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points; clear away some of the mist; and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson's observation; 'The true genius is a mind of large general powers; accidentally determined to some particular direction'. We may disagree with the 'general'; for we doubt if all musicians of genius could have become scientists of genius or vice versa; but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women; boys and girls.What we appreciate; enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to; but so much superior to; our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements; which outstrip our own as the sub-four-minute milers outstrip our jogging.To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another; and in the process of being educated we can learn from the achievements of those more gifted than ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame; but we should also recognise the price they may have paid in terms of perseverance; single-mindedness; dedication; restrictions on their personal lives; the demands upon their energies and time; and how often they had to display great courage to preserve their。

剑桥雅思test阅读解析

剑桥雅思5t e s t1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;Question 6答案：stability关键词：James Boswell定位原文: 第8段最后1句“… in James Boswell’s words...”解题思路: 原文的conferred on 和空处的bring to 属于同义表达;Question 7答案：pension关键词：King定位原文: 第9段1句“… King George III to offer him a pension”解题思路: offer him a pension 和题目的 was granted a pension 属于同义表达;Question 8答案：TRUE关键词: middle classes定位原文: 第3段第1句“Beyond…”解题思路: 题干中的growing跟increase对应这一句中的两个rise,与原文意思一致;Question 9答案：FALSE定位原文: 第3段第2句“...as famous in his own time as in ours...”解题思路: 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;Question 10答案: NOT GIVEN关键词：several years定位原文: 第4段内容解题思路: 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9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3段末开始找一直到第4段中间,我们找不到任何跟题干相关的信息,故此题为not given;Question 11答案：FALSE关键词: academy定位原文：第4段第4句“Johnson decided he did not need…”解题思路: 这句话正说明约翰逊并未建立研究院来协助他完成字典的编纂;Question 12答案： FALSE关键词：payment定位原文: 第4段最后1句“He was to be paid …”解题思路: He was to be paid……installment对应,明确提到了得到分期付款,跟题干矛盾;点击获取剑桥雅思阅读4-12真题及解析汇总Question 13答案： TRUE关键词：assistants/publication定位原文: 第5段最后1句“He was also helped by six assistants…”解题思路: 题干中的 not survive 跟文章中这句话的die对应,根据文意,题目表述是正确的;Test 1 Passage 2Question 14答案：F关键词：biological explanation/teacher-subject定位原文: F段第1句“…and that Milgram’s teacher-subjects were just following…”解题思路: 文章F段第一句中genetic,built-in,instinct这些词与题干中的biological explanation对应;Question 15答案：A关键词：explanation/for the experiment定位原文: A段最后1句“Specifically…”解题思路: 定位句中的短语in the cause of 即为题干explanation的同义替换;Question 16答案： B定位原文: B段第3句“The supposed “pupil” was…”解题思路: 找到对应句后很容易得出答案B;Question 17答案： D关键词：expected/statistical定位原文: D段倒数第2句“The phychiatrists felt that “most subjects…”解题思路: 定位到D段后,发现这些数字都是描述的实验预期的结果;Question 18答案： I关键词：general aim/sociobiological study定位原文: I段第3句“This, in essence, is…”解题思路: 找到定位句后,比较容易得出答案;Question 19答案： C关键词：persuaded/continue定位原文: C段第2、3、4句“Many of the teacher-subjects balked…”解题思路: 注意go on即为 continue的同义替换;Question 20答案: B关键词：teacher-subjects were told...定位原文: A段最后1句“Specifically, Milgram told each volunteer…”解题思路: 定位句说得很清楚：Milgram向每位在试验中扮演教师角色的志愿者明确地解释,试验是为了崇高的教育事业而进行的,是要测试体罚犯错误的学生是否会对学生的学习能力产生积极的影响;这就对应选项B;Question 21答案： D关键词：instructed to...定位原文: B段最后1句“Milgram told the teacher-subject…”解题思路: 其中的instructed跟文章中的told对应,按照控制试验条件的规则,不管电压多髙都要直接施加;Question 22答案： C关键词： phychiatrists定位原文: D段第2句“The overwhelming consensus…”E段第1、2句“What were the actual resultsWell, over 60 per…”解题思路: 由这两句话的反差可以看出,精神科医生的确低估了试验对象对规则的遵从程度,其中的be willing to 跟题干中的willingness属于同义表达;Question 23答案：NOT GIVEN关键词：Yale University定位原文: A段第1句“...Stanley Milgram of Yale University tested 40 subjects from…”解题思路: all walks of life是社会各界的意思,我们并不能肯定试验者就是来自耶鲁大学的心理学学生;本题属于典型的完全未提及型NOT GIVEN;Question 24答案：TRUE关键词：explain/survival mechanism定位原文: F段第2句“A modem hard-core sociobiologist might…”解题思路: 定位句中的advantageous trait 与题干中的positive survival mechanism 属于同义表达;Question 25答案：FALSE关键词：sociobiological explanation定位原文: H段内容和I段第1句“Here we have two radically different…”解题思路: 定位句的两句话都在体现出个人价值观在被权威所统治;Question 26答案：FALSE关键词：sociobiology定位原文: I段整个段落内容解题思路: 我们在文章最后一段可以得知Milgram的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;Test 1 Passage 3Question 27答案：YES关键词：environmentalists定位原文: 第1段第1、2句“For many…”解题思路: hit-list重要事件的列表,按计划迸行杀害的名单;在这里应该理解为一系列;Question 28答案： NOT GIVEN关键词：1972, only定位原文: 第2段第2句“...“the Limits to Growth”was published in 1972…”解题思路: 1972年这个信息只在上面这句话中出现,而按照顺序解题原则,这道题目的答案只能在第二段中寻找,实际上该段并未提到任何关于资料搜集开始时间的信息;所以这是一道典型的NOT GIVEN;Question 29答案： NO关键词： starving people定位原文: 第2段第3句“Fewer people are starving…”解题思路: 这句话意思非常明确了,和题目表述矛盾;Question 30答案： NOT GIVEN关键词： species定位原文: 第2段第5句话“Third, although species are indeed…”解题思路: 这一句虽然提到了物种,但是并没有提到题目中论述的那个话题;而且,题目其实也是在变相地将新旧物种比较,属于并不存在的比较关系,因此应选择NOT GIVEN;Question 31答案： YES关键词： industrialisation定位原文: 第2段第6句“And finally, most forms…”解题思路: 这句话说明工业化早期的确引起了一些污染问题,,故此题选YES;Question 32答案： NO关键词： economic growth/best定位原文: 第2段第6句“...and therefore best cured not by restricting…”解题思路: 文中已经明确提到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;Question 33答案： C关键词：paragraph 4定位原文: 第4段第2句“Scientific funding goes mainly…”解题思路: 题目问的是作者提出了对哪个科研领域的关注,定位句明确说明这同样也给人们造成了一种印象,似乎存在许多潜在的问题,而事实并非如此,言下之意就是要确认好对研究领域的选择,C选项符合;Question 34答案： D关键词：Worldwide Fund for Nature定位原文: 第5段第3句“Understandably, perhaps, they sometimes…”解题思路: 定位句明确说明也许有时候他们夸张了事实,选项D符合;Question 35答案： C关键词：paragraph 6定位原文：第6段第2句“That would matter less if…”解题思路：题目问的是作者对游说团体的看法,C选项和原文表述一致;Question 36答案： B关键词：newspaper print定位原文: 第7段第3句“Newspaper and broadcasters…”解题思路: 定位句说报纸和广播应该提供给公众所需要的,选项B满足读者需求,和原文表述一致;Question 37答案： B关键词：America定位原文: 第8段第3句“Yet, even if…”解题思路: 题目问的是作者对美国垃圾问题的观点是什么,定位句说即便垃圾持续增长,人口增长,整个21世纪美国产生的垃圾只占整个美国面积的12万分之一,言下之意,就是B 选项：垃圾问题没有我们想象的严重;Question 38答案： E. long-term关键词： global warming/a定位原文: 文章中最后4段内容解题思路:这里应该填一个表示正面惑情色彩的形容词,而且这个词要可以和challenge搭配;那么选择范围就缩小到了agreed/right/long-term/surprising/urgent五个词上,,然后再根据后半句but来判断,,作者对全球变暖问题的态度是乐观的,显然应该是一个与catastrophic相反的词,因此范围最终缩小到了long-term;Question 39答案： D. right关键词：way定位原文: 文章最后4段内容解题思路: 要和way来搭配,修饰way;按照题目中句子的含义来说,就是说以一个比较好的,合理的处理方法,就不会有灾难性的影响,只有right是最符合的;Question 40答案： I. urgent关键词: health problem定位原文: 倒数第2段第2句“…most pressing…”解题思路: 这句话中的most pressing指最急迫的,最迫切的,正好和词库中的urgent 相对应,属于同义表达;。

雅思真题剑6Test1阅读Passage1真题及解析.docx

【雅思真题】剑6Test1阅读Passage1真题及解析READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based onReading Passage 1 below.AUSTRALIA'S SPORTING SUCCESSA They play hard, they play often, and they play to win. Australian sportsteams win more than their fair share of titles, demolishing rivals with seemingease. How do they do it? A big part of the secret is an extensive and expensivenetwork of sporting academies underpinned by science and medicine. At theAustralian Institute of Sport (AIS), hundreds of youngsters and pros live andtrain under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousandsof sportsmen and women. Both provide intensive coaching, training facilitiesand nutritional advice.B Inside the academies, science takes centre stage. The AIS employs morethan 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one - such as building muscle strength in golfers - toothers, such as swimming and squash. They are backed up by technicians whodesign instruments to collect data from athletes. They allfocus on one aim: winning. ‘We can't waste our time looking at etherealscientific questions that don't help the coach work with an athlete and improve performance,' says Peter Fricker, chief of science at AIS.C A lot of their work comes down to measurement - everything from the exactangle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is onindividuals, tweaking performances to squeeze an extra hundredth of a second’s here , an extra millimetre there. No gain is too slight to bother with. Itthe tiny, gradual improvements that add up to world-beating results. Todemonstrate how the system works, Bruce Mason at AIS shows off the prototype ofa 3D analysis tool for studying swimmers. A wire-frame model of a championswimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he analyses howher spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason's contribution to sport also includes the development of the SWAN (SWimmingANalysis)system now used in Australian national competitions. It collectsimages from digital cameras running at 50 frames a second and breaks down eachpart of a swimmer's performance into factors that can be analysed individually-stroke length, stroke frequency, average duration of each stroke, velocity,start, lap and finish times, and so on. At the end of each race, SWAN spits outdata on each swimmerD ‘Take a look,' says Mason, pulling out a sheet of data. He points out the dataon the swimmers in second and third place, which shows that the one whofinished third actually swam faster. So why did he finish 35 hundredths of asecond down? ‘His turn times were 44 hundredths of a second behind the otherguy,' says Mason. ‘If he can improve on his turns, he can do much better ’ This is the kind of accuracy that AIS scientists' research is bringing to arange of sports.With the Cooperative Research Centre for Micro Technology in Melbourne,they are developing unobtrusive sensors that will be embedded in an athlete'sclothes or running shoes to monitor heart rate, sweating, heat production or anyother factor that might have an impact on an athlete's ability to run.There's more to it than simply measuring performance. Fricker gives theexample of athletes who may be down with coughs and colds 11 or 12 times ayear. After years of experimentation, AlS and the University of Newcastle in NewSouth Wales developed a test that measures how much of the immune-systemprotein immunoglobulin A is present in athletes' saliva. If IgA levels suddenly fallbelow a certain level, training is eased or dropped altogether. Soon, IgAlevels start rising again, and the danger passes. Since the tests wereintroduced, AIS athletes in all sports have been remarkably successful atstaying healthy.E Using data is a complex business. Well before a championship, sportsscientists and coaches start to prepare the athlete by developing a‘competition model', based on what they expect will be the winning times.‘You design the model to make that time,' says Mason.‘A start of this much, each free-swimming period has to be this fast, with a certain stroke frequencyand stroke length, with turns done in these times.' All the training is thengeared towards making the athlete hit those targets, both overall and foreach segment of the race. Techniques like these have transformed Australiainto arguably the world's most successful sporting nation.F Of course, there's nothing to stop other countries copying-and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes.At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists' and rowers' times. Now everyone uses them. The same has happenedto the ‘altitude tent', developed by AIS to replicate the effect of altitude training atsea level. But Australia's success story is about morethan easily copied technological fixes, and up to now no nation has replicatedits all-encompassing system.Questions 1-7Reading Passage 1 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 1-7 on your answer sheet.NB You may use any letter more than once.1 a reference to the exchange of expertise between different sports2 an explanation of how visual imaging is employed in investigations3 a reason for narrowing the scope of research activity4 how some AIS ideas have been reproduced5 how obstacles to optimum achievement can be investigated6 an overview of the funded support of athletes7 how performance requirements are calculated before an eventQuestions 8-11Classify the following techniques according to whether the writer states theyA are currently exclusively used by AustraliansB will be used in the future by AustraliansC are currently used by both Australians and their rivalsWrite the correct letter, A, B or C, in boxes 8-11 on your answer sheet.8cameras9sensors10protein tests11altitude tentsQuestions 12 and 13Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 12 and 13 on your answer sheet.12 What is produced to help an athlete plan their performance in an event?13 By how much did some cyclists' performance improve at the 1996 Olympic Games? READING PASSAGE 真1解析：篇章构体裁明文主澳大利的体育成就构 A 段：澳大利体育成斐然 B 段：科技是第一生力C段：精确量和数据分析 D 段：精确量和数据分析的例E 段：数据的用F 段：不可复制的成功必背A 段fair adj.合理的 pro n. 运demolish v.；破坏，坏under the eye of在⋯⋯的注意下rival n.争者，手 body n.体，机构seeming adj.表面上的 ( 通常事并非如此 ) finance v.⋯⋯提供ease n. 不力，松 excellence n.秀，卓越extensive adj.广泛的，涉及面广的intensive adj.化的underpin v.以⋯⋯固基nutritional adj.养的B 段centre stage中心地位 squash n.壁球collaborate v.合作 instrument n.器，器械golfer n.打高夫球的人 ethereal adj.渺的，引申不切的C段come down to(sth.)可 wire-frame adj.框的second-by-second每秒的 slice v.划开；切开output n.出 slow motion慢作wring ⋯out of 原扭，榨取，此引申从⋯⋯中( 努力 ) 得 side-on从面stroke n.划，划水tweak v.扭，用力拉 spine n.脊柱world-beating adj.世瞩目的 swivel v.旋prototype n.原型 biomechanical adj.生物力 ( 学 ) 的profile n.原廓、外形，此意模型velocity n.速度，速率lap n. 一圈budding adj.展中的 spit out原是吐出，此引申示出、分析出frame n.，画面D段turn time身 immunoglobulin n.免疫球蛋白unobtrusive adj.不眼的，不醒目的present adj.存在的sensor n.感器 saliva n.唾液embed v. 使插入；使嵌入 ease v.减，减弱sweat v.出汗，汗remarkably adv.著地，引人注目地；非常地experimentation n.，immune-system免疫系的E段complex adj.复的transform v.，，改championship n.冠arguably adv.可地(可地)，有理由地gear v.整，(使)适合segment n. 部分F 段unveil v.展示(新品)；揭开altitude tent高原篷coolant-lined流型散replicate v.复制endurance n.耐力；忍耐力encompass v.包含或包括某事物slice v.减少，降低句解析1. A lot of their work comes down to measurement—everything from the exact angle of a swimmer's dive to the second-by-second power output of a cyclist.参考文：多工作都涉及具体量，量内容包括从游泳运潜水的精确角度到自行运每秒功率出的所有数据。

剑桥雅思9Test1阅读Passage1答案解析

剑桥雅思9Test1阅读Passage1答案解析剑桥雅思9Test1阅读Passage1答案Question 1—7：F、NG、F、T、NG、T、NGQuestion 8—13：(the) rich、commercial、mauve、(Robert)Pullar、France、malaria 剑桥雅思9Test1阅读Passage1答案解析裁材说明文题材人物介绍主题介绍合成染料发明人威廉·亨利·珀金以及合成染料的发现过程段落概括第一段珀金的生平以及兴趣介绍第二段 15岁时进入皇家化学学院学习第三段成为德国知名化学家霍夫曼最年轻的助手第四段承担起寻找奎宁替代品的实验第五段在实验中获得意外收获第六段传统的天然染料存在的弊端第七段意外获得可以染色的合成染料第八段合成染料的命名以及前期的商业筹备第九段合成染料取得了商业上的成功第十段合成染料的价值及其对其他领域的贡献雅思阅读词汇考题精解Question 1——7题型：判断题 TRUE/FALSE/NOT GIVEN解析：判断题一般都是按照其在原文中出现的顺序排列，确定了第一个题目对应原文中的具体位置，即可向后直接寻找其他题目的答案。

该题型出现在文章的开头，所以应该是从第一段开始按照正序考查。

1.Question 8——13题型：简答题SHORT ANSWER QUESTIONS解析：这类题型的题干要求都是以特殊疑问句的形式出现，要求考生根据原文提供的信息回答问题，填写答案时考生一定要注意题干中大写的字数要求和限制。

8.剑9阅读难句解析1. But it was a chance stumblinng upon a run-down, yet functional, laboratory in his late grandfather's home that solidified the young man's enthusiasm for chemistry.解析：it was 引导了一个强调句型，强调a chance，紧跟着stumbling upon是定语成分，用来修饰a chance。

剑桥雅思7_Test4阅读Passage1真题解析

剑桥雅思7 Test4阅读Passage1真题解析篇章结构体裁说明文主题线牵金字塔结构引言：引出Marcus Chown的新观点。

第一段：介绍Marcus关于金字塔修建的新观点。

第二段：该观点引起另一位科学家Morteza的兴趣。

第三段：为验证该观点提出的实验假设。

第四段：实验获得成功。

第五段：对实验结果的分析。

第六段：对该观点存在不同的声音。

第七段：对于该观点的其他解释及依据。

第八段：该实验在现实中的应用。

必背词汇引言pyramid n. 金字塔reckon v. 料想第一段conventional adj. 通常的，常规的hieroglyph n. 象形文字，图画文字slave n. 奴隶odd adj. 古怪的drag vt. 拖，拉posture n. 姿势sledge n. 雪橇via prep. 经由back up 支持mechanical adj. 机械的software n. 软件giant adj. 巨大的consultant n. 顾问wonder v. 好奇peruse vt. 翻阅，浏览object n. 物体monument n. 历史遗迹，遗址第二段intrigue v. 激起……的兴趣keen adj. 强烈的，浓厚的contact v. 联系puzzled adj. 困惑的aeronautics n. 航空学spark v. 激发institute n. 学院apparently adv. 显然fascinate v. 强烈地吸引investigate v. 调查，研究第三段column n. 柱，圆柱sustain v. 维持horizontal adj. 水平的pulley n. 滑车，滑轮vertical adj. 垂直的magnify v. 放大source n. 来源rig v. 装配initial adj. 最初的tent-shaped adj. 帐篷形状的calculation n. 计算scaffold n. 支架wind-tunnel adj. 风洞的suspend v. 悬挂convince v. 说服，使……相信apex n. 顶点，最高点tonne n. 吨roll v. (使)滚动modest adj. 温和的，适度的trolley n. 手推车第四段rectangular n. 矩形instant n. 立即，瞬间nylon n. 尼龙generate v. 产生absolutely adv. 绝对地，完全地mere adj. 仅仅的stun v. 使目瞪口呆第五段gentle adj. 温和的；徐缓的massive adj. 巨大的steady adj. 稳定的，不变的actually adv. 实际上state n. 状态construction n. 建设，建造jerk v. 急拉brute adj. 无理性的realise v. 意识到第六段specialist n. 专家no-existent adj. 不存在的unconvinced adj. 不信服的associate professor 副教授第七段harness v. 利用uncannily adv. 异常地accomplished adj. 熟练的，有造诣的glider n. 滑翔机Egyptian n. 埃及人sophistication n. 精密性，复杂性wooden adj. 木制的civilisation n. 文明block n. 大块dump v. 倾卸，倾倒physical adj. 物质的flaming adj. 燃烧的ancient adj. 古代的，古老的debris n. 碎片，残骸artefact n. 人工制品foe n. 敌人第八段practical adj. 实际的concrete adj. 水泥的access n. (使用或见到的)机会，权利arch n. 拱顶civil engineer 土木工程师hint n. 建议，指点adobe n. 泥砖，土坯sensible adj. 切合实际的难句解析1. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.参考译文：因为他刚好需要给学生Emilio Graff布置一项暑假研究计划，调查用风筝做起重器的可能性是一个好主意。

剑桥雅思阅读真题解析(推荐3篇)

剑桥雅思阅读真题解析（推荐3篇）1.剑桥雅思阅读真题解析第1篇Passage 1Question 1难度及答案：难度低;答案为iv关键词：time and place定位原文：A段最后两句“Why did this…of the 18th century?”为何这个独特的大爆炸——能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏在18世纪末?解题思路：A 段中提到了 happen in Britain 以及 at the end of thel8th century, 与iv 选项当中的time和place是对应的关系。

Question 2难度及答案：难度低;答案为viii关键词：conditions required定位原文：B 段第 2 句“There are about 20 different…he ” 他说：“大约有 20种不同的因素，而且所有的这些因素在工革命发生之前就已存在。

”解题思路：B段中主要论述的是工业革命在英国发生的前提条件，与其他不同的国家做出了对比。

Question 3难度及答案：难度低;答案为vii关键词：Two keys定位原文：C 段第 2 句“Tea and beer, two fuelled the ” 茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。

解题思路：C段主要论述的是茶和啤酒在英国工业革命当中的作用。

Question 4难度及答案：难度低;答案为i关键词：reasons, an increase in population定位原文：D段第4、6句“But then there possible ” 但是在那时(18世纪中期)，英国的人口是爆发增长的……人们觉得有四种原因是导致这种现象发生。

解题思路：D段主要论述英国人口快速增长的背后潜在原因。

Question 5难度及答案：难度低;答案为vi关键词：Changes, drinking habits定位原文：E段第4、9、10句“Some digging it suddenly dropped ”一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾……穷人因此转向喝水和松子酒，在18世纪20年代人口的死亡率又开始上升。

雅思真题-剑6Test1阅读Passage1真题及解析

【雅思真题】剑6Test1阅读Passage1真题及解析READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.AUSTRALIA'S SPORTING SUCCESSA They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sportsmen and women. Both provide intensive coaching, training facilities and nutritional advice.B Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one - such as building muscle strength in golfers - to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. ‘We can't waste our time looking at ethereal scientific questions that don't help the coach work with an athlete and improve performance,' says Peter Fricker, chief of science at AIS.C A lot of their work comes down to measurement - everything from the exact angle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is on individuals, tweaking performances to squeeze an extra hundredth of a second here, an extra millimetre there. No gain is too slight to bother with. It’s the tiny, gradual improvements that add up to world-beating results. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D analysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he analyses how her spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason's contribution to sport also includes the development of the SWAN (SWimming ANalysis)system now used inAustralian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer's performance into factors that can be analysed individually - stroke length, stroke frequency, average duration of each stroke, velocity, start, lap and finish times, and so on. At the end of each race, SWAN spits out data on each swimmerD ‘Take a look,' says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam fas ter. So why did he finish 35 hundredths of a second down? ‘His turn times were 44 hundredths of a second behind the other guy,' says Mason. ‘If he can improve on his turns, he can do much better’ This is the kind of accuracy that AIS scientists' research i s bringing to a range of sports.With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run. There's more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AlS and the University of Newcastle in New South Wales developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes' saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether. Soon, IgA levels start rising again, and the danger passes. Since the tests were introduced, AIS athletes in all sports have been remarkably successful at staying healthy.E Using data is a complex business. Well before a championship, sports scientists and coaches start to prepare the athlete by developing a ‘competition model', based on what they expect will be the winning times. ‘You design the model to make that time,' says Mason. ‘A start of this much, each free-swimming period has to be this fast, with a certain stroke frequency and stroke length, with turns done in these times.' All the training is then geared towards making the athlete hit those targets, both overall and for each segment of the race. Techniques like these have transformed Australia into arguably the world's most successful sporting nation.F Of course, there's nothing to stop other countries copying-and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists' and rowers' times. Now everyone uses them. The same has happened to the ‘altitude tent',developed by AIS to replicate the effect of altitude training at sea level. But Australia's success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.Questions 1-7Reading Passage 1 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 1-7 on your answer sheet.NB You may use any letter more than once.1 a reference to the exchange of expertise between different sports2 an explanation of how visual imaging is employed in investigations3 a reason for narrowing the scope of research activity4 how some AIS ideas have been reproduced5 how obstacles to optimum achievement can be investigated6 an overview of the funded support of athletes7 how performance requirements are calculated before an eventQuestions 8-11Classify the following techniques according to whether the writer states theyA are currently exclusively used by AustraliansB will be used in the future by AustraliansC are currently used by both Australians and their rivalsWrite the correct letter, A, B or C, in boxes 8-11 on your answer sheet.8 cameras9 sensors10 protein tests11 altitude tentsQuestions 12 and 13Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 12 and 13 on your answer sheet.12 What is produced to help an athlete plan their performance in an event?13 By how much did some cyclists' performance improve at the 1996 Olympic Games?READING PASSAGE 1真题解析：篇章结构体裁说明文主题澳大利亚的体育成就结构 A段：澳大利亚体育成绩斐然 B段：科技是第一生产力C段：精确测量和数据分析 D段：精确测量和数据分析的实例E段：数据的实际应用 F段：不可复制的成功必背词汇A段fair adj.合理的pro n.职业运动员demolish v.击败；破坏，毁坏 under the eye of 在……的注意下rival n.竞争者，对手 body n.团体，机构seeming adj.表面上的(通常事实并非如此) finance v.给……提供经费ease n.不费力，轻松 excellence n.优秀，卓越extensive adj.广泛的，涉及面广的 intensive adj.强化的underpin v.以……为稳固基础 nutritional adj.营养的B段centre stage 中心地位 squash n.壁球collaborate v.合作 instrument n.仪器，器械golfer n.打高尔夫球的人 ethereal adj.飘渺的，引申为不切实际的C段come down to(sth.)可归结为 wire-frame adj.线框的second-by-second 每秒的 slice v.划开；切开output n.输出 slow motion 慢动作wring…out of 原义为扭，榨取，此处引申为从……中(经过努力)获得 side-on 从侧面stroke n.划动，划水tweak v.扭，用力拉 spine n.脊柱world-beating adj.举世瞩目的 swivel v.旋转prototype n.原型 biomechanical adj.生物力(学)的profile n.原义为轮廓、外形，此处意为模型 velocity n.速度，速率lap n.一圈budding adj.发展中的 spit out 原义是吐出，此处引申为显示出、分析出frame n.帧，画面D段turn time 转身时间 immunoglobulin n.免疫球蛋白unobtrusive adj.不显眼的，不醒目的 present adj.存在的sensor n.传感器 saliva n.唾液embed v.使插入；使嵌入 ease v.减轻，减弱sweat v.出汗，发汗 remarkably adv.显著地，引人注目地；非常地experimentation n.实验，试验immune-system 免疫系统的E段complex adj.复杂的 transform v.转换，转变，改变championship n.冠军赛 arguably adv.可论证地(可辩论地)，有理由说地gear v.调整，(使)适合segment n.部分F段unveil v.展示(新产品)；揭开 altitude tent 高原帐篷coolant-lined 流线型散热 replicate v.复制endurance n.耐力；忍耐力 encompass v.包含或包括某事物slice v.减少，降低难句解析1. A lot of their work comes down to measurement—everything from the exact angle of a swimmer's dive to the second-by-second power output of a cyclist.参考译文：许多工作都涉及具体测量，测量内容包括从游泳运动员潜水的精确角度到自行车运动员每秒功率输出的所有数据。

剑桥雅思4Test3阅读解析Passage1

雅思为各位考生推荐复习材料-剑4Test3阅读解析Passage1其他本单元相关的解析，请点击：剑桥雅思4Test1passage1阅读原文+题目+答案解析；剑桥雅思4Test1passage2阅读原文+题目+答案解析。

Question 1答案：A关键词：box/beginning定位原文：标题下方方框中解题思路：题目是问文章开头的方框当中的引言是什么意思。

A答案：exemplify例证;举……例子;B答案是解释国际流浪儿童组织建立的原因;C答案：outline描述，描画轮廓;D答案中highlight是指突出、强调。

很明显引言是在举例子，故正确答案选A。

Question 2答案：D关键词：purpose/S.K.I定位原文：Introduction部分第2段首句“Over the past nine years, …lives of street children.”解题思路：“to support the economic lives of street children...等同于D答案，而其他三个选项基本未提到。

Question 3答案：C关键词：reason/end up定位原文：Background部分的第一段首句“Typically, children do not end up on … and violence.”解题思路：…the demand for income at home...等同于poverty，而D答案crime并不是儿童流浪的原因，而是其可能产生的后果。

Question 4答案：C关键词：independent定位原文：Background部分的第2段最后1句“Many children may choose entrepreneurshipbecause it allows them a degree of independence,”解题思路：A,B,D三个答案都比较极端，只有C符合本文的主题。

剑桥雅思16test1readng1老烤鸭解析

剑桥雅思16test1readng1老烤鸭解析
摘要：
I.引言
- 介绍剑桥雅思16test1阅读部分的第一篇文章及老烤鸭解析
II.文章概述
- 文章主题：水资源的利用和保护
- 文章结构：总分总
III.老烤鸭解析
- 解析1：文章开篇介绍水资源的紧缺和水价上涨的问题
- 解析2：中段阐述水资源的利用和保护措施，包括提高水资源利用效率、减少漏水、循环利用水、海水淡化等
- 解析3：末段再次强调水资源保护的重要性，提倡合理用水、珍惜水资源
IV.结论
- 总结文章内容和老烤鸭解析的要点
正文：
剑桥雅思16test1阅读部分的第一篇文章以水资源的利用和保护为主题，通过总分总的结构，深入探讨了当前水资源紧缺和水价上涨的问题，以及如何采取有效的措施来保护和利用水资源。

文章开篇指出，随着人口的增长和经济的发展，水资源的紧缺和水价上涨已经成为全球性的问题。

为了解决这一问题，我们需要采取一系列的措施来提
高水资源的利用效率和保护水资源。

中段部分详细阐述了具体的措施，包括提高水资源利用效率、减少漏水、循环利用水和海水淡化等。

这些措施旨在降低人们对淡水资源的依赖，提高水资源的使用效率，从而达到保护和利用水资源的目的。

在文章的末段，作者再次强调水资源保护的重要性，提倡合理用水、珍惜水资源。

通过全篇文章的论述，我们可以看出水资源保护的紧迫性和必要性，以及采取有效措施对水资源进行保护和利用的重要性。

通过老烤鸭的解析，我们可以更清晰地理解文章的内容和结构，更好地把握文章的主题和作者的观点。

雅思阅读真题集1(附答案)

SECTION 1: QUESTIONS 1-13READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.William Gilbert and MagnetismAThe 16th and 17th centuries saw two great pioneers of modern science: Galileo and Gilbert. The impact of their findings is eminent. Gilbert was the first modern scientist, also the accredited father of the science of electricity and magnetism, an Englishman of learning and a physician at the court of Elizabeth. Prior to him, all that was known of electricity and magnetism was what the ancients knew, nothing more than that the lodestone possessed magnetic properties and that amber and jet, when rubbed, would attract bits of paper or other substances of small specific gravity. However, he is less well known than he deserves.BGilbert’s birth pre-dated Galileo. Born in an eminent local family in Colchester County in the UK, on May 24, 1544, he went to grammar school, and then studied medicine at St John’s College, Cambridge, graduating in 1573. Later he travelled in the continent and eventually settled down in London.CHe was a very successful and eminent doctor. All this culminated in his election to the president of the Royal Science Society. He was also appointed personal physician to the Queen (Elizabeth I), and later knighted by the Queen. He faithfully served her until her death. However, he didn’t outlive the Queen for long and died on November 30, 1603, only a few months after his appointment as personal physician to King James.DGilbert was first interested in chemistry but later changed his focus due to the large portion of mysticism of alchemy involved (such as the transmutation of metal). He gradually developed his interest in physics after the great minds of the ancient, particularly about the knowledge the ancient Greeks had about lodestones, strange minerals with the power to attract iron. In the meantime, Britain became a major seafaring nation in 1588 when the Spanish Armada was defeated, opening the way to British settlement of America. British ships depended on the magnetic compass, yet no one understood why it worked. Did the Pole Star attract it, as Columbus once speculated; or was there a magnetic mountain at the pole, as described in Odyssey, which ships would never approach, because the sailors thought its pull would yank out all their iron nails and fittings? For nearly 20 years, William Gilbert conducted ingenious experiments to understand magnetism. His works include On the Magnet, Magnetic Bodies, and the Great Magnet of the Earth.EGilbert’s discovery was so important to modern physics. He investigated the nature of magnetism and electricity. He even coined the word “electric”. Though the early beliefs of magnetism were also largely entangled with superstitions such as that rubbing garlic on lodestone can neutralise its magnetism, one example being that sailors even believed the smell of garlic would even interfere with the action of compass, which is why helmsmen were forbidden to eat it near a ship’s compass. Gilbert also found that metals can be magnetised by rubbing materials such as fur, plastic or the like on them. He named the ends of a magnet “north pole” and “south pole”. The magnetic poles can attract or repel, depending on polarity. In addition, however, ordinary iron is always attracted to a magnet. Though he started to study the relationship between magnetism and electricity, sadly he didn’t complete it. His research of static electricity using amber and jet only demonstrated that objects with electrical charges can work like magnets attracting small pieces of paper and stuff. It is a French guy named du Fay that discovered that there are actually two electrical charges, positive and negative.FHe also questioned the traditional astronomical beliefs. Though a Copernican, he didn’t express in his quintessential beliefs whether the earth is at the centre of the universe or in orbit around the sun. However, he believed that stars are not equidistant from the earth but have their own earth-like planets orbiting around them. The earth itself is like a giant magnet, which is also why compasses always point north. They spin on an axis that is aligned with the earth’s polarity. He even likened the polarity of the magnet to the polarity of the earth and built an entire magnetic philosophy on this analogy. In his explanation, magnetism is the soul of the earth. Thus a perfectly spherical lodestone, when aligned with the earth’s poles, would wobble all by itself in 24 hours. Further, he also believed that the sun and other stars wobble just like the earth does around a crystal core, and speculated that the moon might also be a magnet caused to orbit by its magnetic attraction to the earth. This was perhaps the first proposal that a force might cause a heavenly orbit.GHis research method was revolutionary in that he used experiments rather than pure logic and reasoning like the ancient Greek philosophers did. It was a new attitude towards scientific investigation. Until then, scientific experiments were not in fashion. It was because of this scientific attitude, together with his contribution to our knowledge of magnetism, that a unit of magneto motive force, also known as magnetic potential, was named Gilbert in his honour. His approach of careful observation and experimentation rather than the authoritative opinion or deductive philosophy of others had laid the very foundation for modern science.Questions 1-7Reading Passage 1 has seven paragraphs A-G.Choose the correct heading for each paragraph from the list of headings below.Write the correct number i-x in boxes 1-7 on your answer sheet.List of headingsi Early years of Gilbertii What was new about his scientific research methodiii The development of chemistryiv Questioning traditional astronomyv Pioneers of the early sciencevi Professional and social recognitionvii Becoming the president of the Royal Science Societyviii The great works of Gilbertix His discovery about magnetismx His change of focus1 _____ Paragraph A2 _____ Paragraph B3 _____ Paragraph C4 _____ Paragraph D5 _____ Paragraph E6 _____ Paragraph F7 _____ Paragraph GQuestions 8-10Do the following statements agree with the information given in Reading Passage 1? In boxes 8-10 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 _____ He is less famous than he should be.9 _____ He was famous as a doctor before he was employed by the Queen.10 _____ He lost faith in the medical theories of his time.Questions 11-13Choose THREE letters A-F.Write your answers in boxes 11-13 on your answer sheet.Which THREE of the following are parts of Gilbert’s discovery?A _____ Metal can be transformed into another.B _____ Garlic can remove magnetism.C _____ Metals can be magnetized.D _____ Stars are at different distances from the earth.E _____ The earth wobbles on its axis.F _____ There are two charges of electricity.SECTION 2: QUESTIONS 14-26READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.The 2003 Heat waveIt was the summer, scientists now realise, when global warming at last made itself unmistakably felt. We knew that summer 2003 was remarkable: Britain experienced its record high temperature and continental Europe saw forest fires raging out of control, great rivers drying to a trickle and thousands of heat-related deaths. But just how remarkable is only now becoming clear.The three months of June, July and August were the warmest ever recorded in western and central Europe, with record national highs in Portugal, Germany and Switzerland as well as in Britain. And they were the warmest by a very long way. Over a great rectangular block of the earth stretching from west of Paris to northern Italy, taking in Switzerland and southern Germany, the average temperature for the summer months was 3.78°C above the long-term norm, said the Climatic Research Unit (CRU) of the University of East Anglia in Norwich, which is one of the world's leading institutions for the monitoring and analysis of temperature records.That excess might not seem a lot until you are aware of the context - but then you realise it is enormous. There is nothing like this in previous data, anywhere. It is considered so exceptional that Professor Phil Jones, the CRU's director, is prepared to say openly - in a way few scientists have done before - that the 2003 extreme may be directly attributed, not to natural climate variability, but to global warming caused by human actions.Meteorologists have hitherto contented themselves with the formula that recent high temperatures are “consistent with predictions” of climate change. For the great block of the map - that stretching between 35-50N and 0-20E - the CRU has reliable temperature records dating back to 1781. Using as a baseline the average summer temperature recorded between 1961 and 1990, departures from the temperature norm, or “anomalies”, over the area as a whole can easily be plotted. As the graph shows, such is the variability of our climate that over the past 200 years, there have been at least half a dozen anomalies, in terms of excess temperature - the peaks on the graph denoting very hot years - approaching, or even exceeding, 2°C. But there has been nothing remotely like 2003, when the anomaly is nearly four degrees.“This is quite remarkable,’ Professor Jones told The Independent. “It’s very unusual in a statisticalsense. If this series had a normal statistical distribution, you wouldn’t get this number. The return period [how often it could be expected to recur] would be something like one in a thousand years. If we look at an excess above the average of nearly four degrees, then perhaps nearly three degrees of that is natural variability, because we’ve seen that in past summers. But the final degree of it is likely to be due to global warming, caused by human actions.”The summer of 2003 has, in a sense, been one that climate scientists have long been expecting. Until now, the warming has been manifesting itself mainly in winters that have been less cold than in summers that have been much hotter. Last week, the United Nations predicted that winters were warming so quickly that winter sports would die out in Europe’s lower-level ski resorts. But sooner or later, the unprecedented hot summer was bound to come, and this year it did.One of the most dramatic features of the summer was the hot nights, especially in the first half of August. In Paris, the temperature never dropped below 23°C (73.4°F) at all between 7 and 14 August, and the city recorded its warmest-ever night on 11-12 August, when the mercury did not drop below 25.5°C (77.9°F). Germany recorded its warmest-ever night at Weinbiet in the Rhine Valley with a lowest figure of 27.6°C (80.6°F) on 13 August, and similar record-breaking nighttime temperatures were recorded in Switzerland and Italy.The 15,000 excess deaths in France during August, compared with previous years, have been related to the high night-time temperatures. The number gradually increased during the first 12 days of the month, peaking at about 2,000 per day on the night of 12-13 August, then fell off dramatically after 14 August when the minimum temperatures fell by about 5°C. The elderly were most affected, with a 70 per cent increase in mortality rate in those aged 75-94.For Britain, the year as a whole is likely to be the warmest ever recorded, but despite the high temperature record on 10 August, the summer itself - defined as the June, July and August period -still comes behind 1976 and 1995, when there were longer periods of intense heat. “At the moment, the year is on course to be the third hottest ever in the global temperature record, which goes back to 1856, behind 1998 and 2002, but when all the records for October, November and December are collated, it might move into second place/' Professor Jones said. The ten hottest years in the record have all now occurred since 1990. Professor Jones is in no doubt about the astonishing nature of European summer of 2003. “The temperatures recorded were out of all proportion to the previous record," he said.“It was the warmest summer in the past 500 years and probably way beyond that. It was enormously exceptional."His colleagues at the University of East Anglia's Tyndall Centre for Climate Change Research are now planning a special study of it. “It was a summer that has not been experienced before, either in terms of the temperature extremes that were reached, or the range and diversity of the impacts of the extreme heat," said the centre's executive director, Professor Mike Hulme.“It will certainly have left its mark on a number of countries, as to how they think and plan for climate change in the future, much as the 2000 floods have revolutionised the way the Government is thinking about flooding in the UK. The 2003 heatwave will have similar repercussions across Europe."Questions 14-19Do the following statements agree with the information given in Reading Passage 2? In boxes14-19 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 this14 _____ The average summer temperature in 2003 is almost 4 degrees higher than the average temperature of the past.15 _____ Global warming is caused by human activities.16 _____ Jones believes the temperature variation is within the normal range.17 _____ The temperature is measured twice a day in major cities.18 _____ There were milder winters rather than hotter summers.19 _____ Governments are building new high-altitude ski resorts.Questions 20-21Answer the questions below using NO MORE THAN TWO WORDS AND/OR NUMBERS from the passage for each answer.Write your answers in boxes 20-21 on your answer sheet.What are the other two hottest years in Britain besides 2003?20 _____What has also influenced government policies like the hot summer in 2003?21 _____Questions 22-25Complete the summary below using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 22-25 on your answer sheet.The other two hottest years around the globe were 22 _____The ten hottest years on record all come after the year 23 _____This temperature data has been gathered since 24 _____Thousands of people died in the country of 25_____Question 26Choose the correct letter A, B, C or D.Write your answer in box 26 on your answer sheet.26 _____Which one of the following can be best used as the title of this passage?A Global WarmingB What Caused Global WarmingC The Effects of Global WarmingD That Hot Year in EuropeSECTION 3: QUESTIONS 27-40READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Amateur NaturalistsFrom the results of an annual Alaskan betting contest to sightings of migratory birds, ecologists are using a wealth of unusual data to predict the impact of climate change.ATim Sparks slides a small leather-bound notebook out of an envelope. The book's yellowing pages contain bee-keeping notes made between 1941 and 1969 by the late Walter Coates of Kilworth, Leicestershire. He adds it to his growing pile of local journals, birdwatchers' lists and gardening diaries. "We're uncovering about one major new record each month," he says, "I still get surprised." Around two centuries before Coates, Robert Marsham, a landowner from Norfolk in the east of England, began recording the life cycles of plants and animals on his estate - when the first wood anemones flowered, the dates on which the oaks burst into leaf and the rooks began nesting. Successive Marshams continued compiling these notes for 211 years.BToday, such records are being put to uses that their authors could not possibly have expected. These data sets, and others like them, are proving invaluable to ecologists interested in the timing of biological events, or phenology. By combining the records with climate data, researchers can reveal how, for example, changes in temperature affect the arrival of spring, allowing ecologists to make improved predictions about the impact of climate change. A small band of researchers is combing through hundreds of years of records taken by thousands of amateur naturalists. And more systematic projects have also started up, producing an overwhelming response. "The amount of interest is almost frightening," says Sparks, a climate researcher at the Centre for Ecology and Hydrology in Monks Wood, Cambridgeshire.CSparks first became aware of the army of "closet phenologists”, as he describes them, when a retiring colleague gave him the Marsham records. He now spends much of his time followingleads from one historical data set to another. As news of his quest spreads, people tip him off to other historical records, and more amateur phenologists come out of their closets. The British devotion to recording and collecting makes his job easier - one man from Kent sent him 30 years' worth of kitchen calendars, on which he had noted the date that his neighbour's magnolia tree flowered.DOther researchers have unearthed data from equally odd sources. Rafe Sagarin, an ecologist at Stanford University in California, recently studied records of a betting contest in which participants attempt to guess the exact time at which a specially erected wooden tripod will fall through the surface of a thawing river. The competition has taken place annually on the Tenana River in Alaska since 1917, and analysis of the results showed that the thaw now arrives five days earlier than it did when the contest began.EOverall, such records have helped to show that, compared with 20 years ago, a raft of natural events now occur earlier across much of the northern hemisphere, from the opening of leaves to the return of birds from migration and the emergence of butterflies from hibernation. The data can also hint at how nature will change in the future. Together with models of climate change, amateurs' records could help guide conservation. Terry Root, an ecologist at the University of Michigan in Ann Arbor, has collected birdwatchers' counts of wildfowl taken between 1955 and 1996 on seasonal ponds in the American Midwest and combined them with climate data and models of future warming. Her analysis shows that the increased droughts that the models predict could halve the breeding populations at the ponds. "The number of waterfowl in North America will most probably drop significantly with global warming," she says.FBut not all professionals are happy to use amateur data. "A lot of scientists won't touch them, they say they're too full of problems," says Root. Because different observers can have different ideas of what constitutes, for example, an open snowdrop. "The biggest concern with ad hoc observations is how carefully and systematically they were taken," says Mark Schwartz of the University of Wisconsin, Milwaukee, who studies the interactions between plants and climate. "We need to know pretty precisely what a person's been observing - if they just say 'I noted when the leaves came out', it might not be that useful." Measuring the onset of autumn can be particularly problematic because deciding when leaves change colour is a more subjectiveprocess than noting when they appear.GOverall, most phenologists are positive about the contribution that amateurs can make. "They get at the raw power of science: careful observation of the natural world," says Sagarin. But the professionals also acknowledge the need for careful quality control. Root, for example, tries to gauge the quality of an amateur archive by interviewing its collector. "You always have to worry -things as trivial as vacations can affect measurement. I disregard a lot of records because they're not rigorous enough," she says. Others suggest that the right statistics can iron out some of theproblems with amateur data. Together with colleagues at Wageningen University in the Netherlands, environmental scientist Arnold van Vliet is developing statistical techniques to account for the uncertainty in amateur phenological data. With the enthusiasm of amateur phenologists evident from past records, professional researchers are now trying to create standardised recording schemes for future efforts. They hope that well-designed studies will generate a volume of observations large enough to drown out the idiosyncrasies of individual recorders. The data are cheap to collect, and can provide breadth in space, time and range of species. "It's very difficult to collect data on a large geographical scale without enlisting an army of observers," says Root.HPhenology also helps to drive home messages about climate change. "Because the public understand these records, they accept them," says Sparks.It can also illustrate potentially unpleasant consequences, he adds, such as the finding that more rat infestations are reported to local councils in warmer years. And getting people involved is great for public relations. "People are thrilled to think that the data they've been collecting as a hobby can be used for something scientific - it empowers them," says Root.Questions 27-33Reading Passage 3 has eight paragraphs A-H.Which paragraph contains the following information?Write the correct letter A-H in boxes 27-33 on your answer sheet.27 _____ The definition of phenology28 _____ How Sparks first became aware of amateur records29 _____ How people reacted to their involvement in data collection30 _____ The necessity to encourage amateur data collection31 _____ A description of using amateur records to make predictions32 _____ Records of a competition providing clues to climate change33 _____ A description of a very old record compiled by generations of amateur naturalistsQuestions 34-36Complete the sentences below with NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 34-36 on your answer sheet.Walter Coates’s records largely contain the information of 34 _____Robert Marsham is famous for recording the 35_____ of animals and plants on his land.According to some phenologists, global warming may cause the number of waterfowl in NorthAmerica to drop significantly due to increased 36 _____ Questions 37-40Choose the correct letter A, B, C or D.Write your answers in boxes 37-40 on your answer sheet.37 _____Why do a lot of scientists discredit the data collected by amateurs?A Scientific methods were not used in data collection.B Amateur observers are not careful in recording their data.C Amateur data is not reliable.D Amateur data is produced by wrong candidates.38 _____Mark Schwartz used the example of leaves to illustrate thatA amateur records can’t be used.B amateur records are always unsystematic.C the colour change of leaves is hard to observe.D valuable information is often precise.39 _____How do the scientists suggest amateur data should be used?A Using improved methodsB Being more careful in observationC Using raw materialsD Applying statistical techniques in data collection40 _____What’s the implication of phenology for ordinary people?A It empowers the public.B It promotes public relations.C It warns people of animal infestation.D It raises awareness about climate change in the public.参考答案2. i3. vi4. x5. ix6. iv7. ii8. TRUE9. TRUE10. NOT GIVEN多选11-13C Metals can be magnetized.D Stars are at different distances from the earth.E The earth wobbles on its axis.14. YES15. YES16. No17. NOT GIVEN18. YES19. NOT GIVEN20. 1976 and 199521. 2000 floods22. 1998 and 200223. 199024. 185625. France26. D27. B28. C29. H31. E32. D33. A34. bee-keeping notes35. life cycle(s)36. drought(s)37. C38. D39. A40. D。

剑桥雅思7阅读解析test1

Passage1Question 1答案：B关键词：wildlife other than bats. . . do not rely on vision. . .定位原文：B段第2句: “Bats are not the only creatures to face this difficulty today”.解题思路: 题目问哪一段举出了除了蝙蝠之外不需要视觉导航的物种的例子，B段中说了被捕猎的昆虫、深海鱼类、鲸鱼、海豚等物种在鲜有光线或者完全黑暗的环境下是如何生活的，比较容易定位。

Question 2答案：A关键词: early mammals avoid dying out定位原文: A段倒数第2句: “In the time when the dinosaurs …”解题思路: ancestors 等同于early mammals, survive 等同于avoid dying out。

Question 3答案：A关键词: why … hunt in the dark定位原文: A段第5句: “Given that there is a living...”解题思路: 联系上下文，对应句说了物竞天择使蝙蝠晚上捕食，后面说了这个可能追溯到过去，那时恐龙白天捕食，使哺乳动物不得不晚上捕食Question 4答案：E关键词：a particular discovery定位原文: E段倒数第2句话“… and much of our scientific understanding of the details...”解题思路: 理解定位句意义：大多数关于蝙蝠行为细节的科学理解都是利用雷达理论完成的Question 5答案：D关键词： early military echolocation定位原文: D段倒数第2句和最后1句: “After this technique had been invented....”“Both sides in the Second World War ...”解题思路: 第二次世界大战可以对应early一词。

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雅思考试阅读部分全解析无论是A类还是G类, 雅思的阅读与国内\国际现今流行的各种重大考试有很大的区别。

其广泛的选材范围、多样的出题形式、艰涩的段落和句法结构、冗长的篇幅和无处不在的生词对于考生的语言实力和解题技巧提出了严峻的考验。

但是，回顾这么多年的考试历程，雅思并没有跳出语言测试的樊篱。

换言之，雅思就是在有限的时间里测试考生的语言实力和应试技巧。

一、概述I．文章的篇幅长篇幅是雅思阅读文章的突出特点。

每段文章至少700字以上，7、8个段落也算正常。

阅读目的就是为理解服务，应试型阅读就是为解题服务。

雅思阅读中的题目虽然貌似复杂，其实归结起来无外乎主旨题与细节理解题。

而解题的过程实际上是略读、扫读和细读这三大技巧的综合。

雅思考试的阅读很有限，一个小时读三篇文章，每篇文章的阅读和解题时间非常短暂。

因此，我们要坚持两点论和重点论相结合的原则，使用略读的技巧在短时间内抓住文章的中心思想、段落大意和长句的要旨。

然后，仔细阅读文章之后的题目，并从中找出关键词或词组，同时迅速扫读，确定题目答案在原文中所对应的大致范围。

然后对相关语段进行仔细阅读。

这样，可以避免或减少对文章中干扰信息的阅读，从而节省时间，提高阅读效率。

II．文章的选材范围剑桥大学考试委员会秉承剑桥大学的作风，奉行高等教育的精英主义理念，反复强调非专业原则和国际化两条原则，体现考试的公平和公正、严肃和全面的特点，所选的文章大多源于世界主流媒体，如Economist , Financial Times，Guardian；政府各部门的社会发展报告，联合国机构的年度报告；某些著名的协会杂志(带有官方色彩)，如Info；英国及欧洲的专业杂志如Arts Management，Arts Education等；70%的自然科学文章选自National Geographic, New Scientist, Science, Popular立场Science和Nature杂志；80%的重大事件（非政治经济），重大发明都选自美国国家地理杂志（National Geographic）雅思是一种语言考试，不是专业测试。

因此，为了让不同政治经济体制，不同肤色，不同文化背景的人能平等参与，法律及专业性较强的医学，生物学，哲学，文学，艺术等的文章已经不再作为其考查范围。

以下几个方面的内容经常作为考点出现：世界范围的就业状况；世界范围内的教育状况，经济发展的问题，机遇及挑战（粮食，能源）；语言学，考古学，生物学，简单医学（单词量不会影响对文章的理解），女权主义及女性歧视问题，环境保护（海洋，生物，陆地，森林等）及环境污染（化学，石油泄漏等），种族，民族问题，人口爆炸及居住问题，城市化及相关问题（交通拥挤，设施缺乏，噪声等），关于地球、自然界的科学现象及地理现象的介绍尤其是以下几种类型：太空，宇宙概况，以及外星生物探讨等，全球气候变暖，厄尔尼诺，洋流异常，臭氧层破坏地球灾难，火山爆发，地震，彗星撞地球，森林大火，生物灭绝，人类历史发展中的重要事件，重要人物及重要标志性产品等等。

自1998年开始，对重要人物的考查总是和重要事件交织在一起，不再单独罗列。

人类历史上的重大发明和表明人类文明辉煌成就的重大事件也是重点考查内容（发明电视，电影，计算机及登陆月球）。

III．文章的语言特点1、段落短小，简明清晰，长句频繁使用段落短小是英美报刊杂志文章的一大特点，一个段落往往就是一句话或两句话。

一般来讲，英美报刊段落大概由60－80个单词组成，平均在4－6行左右。

大多数雅思阅读文章的段落长度也都是在这个范围。

当然，长度很大的段落也屡见不鲜。

另外，报刊一般推崇简明的风格。

这种风格的表现主要是：一是选词精准：记者对所报道的题目一般都比较熟悉，因此能够选用恰当的词汇来表达有关内容，包括一些专业词汇。

总体上新闻的用词都比较普通，某些反复用到的词出现率很高，如报道政治新闻时常见到secretary, congress, senator, representative, scandal, vote, bill一类的词。

偏爱短词是另一大特点，如accord / agreement；back / support；ban / prohibition；bar / prohibit, exclude；envoy / diplomat；drive / campaign, effort；poll / public opinion survey；tot / child，这样的例子屡见不鲜；二是主动语态频繁使用：比较例句：a) Senator Dole planned to announce his resignation from the Senate.和例句：b) To announce his resignation from the Senate was planned by Senator Dole.三是肯定句概率很高：比较例句：a) He was not very often on time. 和例句：b) He usually came late.2、词汇量较大，专业术语较多雅思考试的阅读文章篇幅长，单词难度大，如果要把文章中每个单词都读懂的话，考生估计至少得有8000的词汇量。

文章中出现新单词是司空见惯的现象，不足为奇。

雅思考试阅读部分考察的实际上是考生的整体理解和阅读能力，个别单词的不认识不会妨碍整体的理解。

有时，雅思阅读会对某些不认识的单词给出英文释义，以方便考生的理解。

就单词而言，首先一定要有特定的词汇量。

最好买一本好的词汇书，花点时间在短期内让自己的词汇量有一定提高与突破。

此外，要多用词典，正确理解词汇的用法，熟记例句，做到触类旁通。

这样一来，能够解决考生阅读时词汇量不足和词义不理解的问题。

还有，买一本有关同义词、近义词的书，通过对同义词、近义词的辨析，达到迅速扩大词汇量的目的。

单词要在使用中记忆，不能为了记单词而去记单词，一定要增大阅读量，在阅读中碰到的生单词要仔细查字典并且尽可能地背诵下来，长此以往，词汇量自然会增加不少。

需要指出的是，阅读的同时，一定要理解，理解的重点是把握字里行间的逻辑含义，通过这些逻辑关系把握单词含义，形成猜测单词词义的习惯和能力。

IV．题型复杂多样。

这些题型可以分为八大类：标题对应题、真假判断题、总结题、简答题、句子完成题、图表填空题、配对题、选择题。

题型虽然多样，实质上就是就两种题型：主旨题和细节题。

考生要把握和突破这些题型，一方面要吃透最为权威的雅思阅读试题，至少要对《剑桥雅思》一、二、三、四和五有个全面了解，另外，可以到雅思的官方网站上看看样题。

按照考试规则在有限的时间里进行模拟考试。

平时，将每片文章当成考试题目去对待，这样一来既可以提高速度又可以夯实基础。

做题过程中，要充分发挥主观能动性，多问为什么。

于是，不知不觉中，会掌握一些具体的做题技巧。

因此，碰到困惑时，不要总是求助于参考答案。

考生应该在作完阅读题目后，对文章和题目进行分析，尤其是做错的题目，找出错误的原因，积累深刻的教训和经验，力争未来杜绝类似的错误。

《剑桥雅思》罗列了考试的成熟题型，是了解其精妙的依据。

二、阅读的方法I．总体解题路径：1、浏览文章，锤炼语言理解实力：1）先看标题，对全篇文章应有一个大约的了解；2）再看段落题目，从而知道每段的大概内容；3）注意较深色或额外涂黑的字和其他特殊的字体，帮助了解文章内容；4）看图片，进一步了解内容；2、审读题干，寻找解题源泉1）看指引，了解答题方式；2）看例句，了解正确答题的方向；3）最后，根据题干找到信号词，为回原文定位相关信息找到理由和依据。

II．具体题目的解法：不同的问题需用不同的技巧。

但是，所有题目都有一个共同的特点：定位和同义转述。

所以，务必先读题目，找到答案所处的段落范围。

如已事先清楚每一段的内容大意，就能够迅速定位答案的出处。

了解每个段落的大意不难，根据段落首、二、末句相结合的原则去寻找，段落的主旨唾手可得。

对于细节性的题目，首先要找出问题的关键字句，然后找出其在文章出现的具体位置，再采用同意复述方法，想出可能出现的同义形式，再回到选项，按顺序一个一个对照，确定正确答案。

1、配对题的解法1）审读题目和指示。

找到答题的重要信息。

2）先删掉例句的答案，在自己心中预测有可能的答案，不要随便选择，看到有可能的答案,很多时候会有两三个答案很像正确答案，而真正正确的只有一个。

3）采取先易后难的循序渐进逐一破解。

4）检查答案，确认正确性。

配对题是雅思中唯一不按顺序安排的题，因此要先看完全部题目，再到原文中定位。

2、标题对应题的解法1）对文章要分层、分段，找出主题句。

2）分析主题句的主、次信息。

3）对主题句同义解释。

关键是主题句的判定。

三句话原则：文中的一、二、末句（除非交代background/context, 就不会出现在第二句），多看必扰。

只要含有以下任一内容，就不是主题句: 1example 2data 3quotation 4comparison/contrast 5parallel structure。

需要指出的是，主题可以并必须量化。

作为标题出现的词不可能在题目中出现；简单的词之重复可能是陷阱，除了不能直接替换或不好替换的词可能在题目中直接对应外，其余的不可能对应，寻找关键词的same form/ alteration of word class/synonyms。

判断主题句有困难时，千万要从意群上找出其间的区别和联系；做题的顺序：首先，看heading 列表，找出重要词汇，脑子中想出细化的词（同义匹配）；其次，把握做题的两个方向：不是同义词就是词性转换3、真假判断题（T/F/NG）1）区别提示内容，弄清楚是accurate/inaccurate/not mentioned，还是T/F/NG 还是YES/NO/NG。

2）长句过关：将文章中的相关长句读透，包括字面意思和弦外之音。

3）选true 的情形:（1）题目是对原文的同义转述。

（2）文章和题目都有范围，而题目范围小于文章范围。

（3）题目是对文章几句话的归纳推理。

（4）题目就是文章的观点结论。

4）选选false的情形:（1）直接相反(50%以上都是此类题)：题目将文章内容绝对化。

（2）推理归纳:如果原文中包含条件状语,而在题目中又去除了。

（3）题目跟文章使用了不同的副词(四类:程度高低、范围大小、局部与整体、经常与偶尔)；死记三组反义词：理论和事实相反，政治与经济相反，正在做的与打算做的相反。

5）选NG的情形:（1）题目范围大于文章。

（2）可能限定：题干将原文信息加入一定可能成立的条件。

（3）题目和文章各说各的没有关联性。

（4）题干中有比较级，原文却没有。