剑桥雅思7 Test4阅读Passage1真题解析

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雅思考试真题汇编及详解(IELTS 7)(Test 4)【圣才出品】

Test 4LISTENINGSECTION 1 Questions 1-10Questions 1-6Complete the form below.Write NO MORE THAN THREE WORDS AND/OR NUMBER for each answer.Questions 7-10Answer the questions below.Write NO MORE THAN TWO WORDS for each answer.7 What does the student particularly like to eat?8 What sport does the student play?9 What mode of transport does the student prefer?10 When will the student find out her homestay address?【答案与解析】1. Keiko 对话中student在回答他的first name时说“It’s Keiko. K-E-I-K-O.”，故此处填Keiko。

此处注意人名首字母必须大写。

2. JO6337 录音中为your passport number is JO 6337，注意: 当数字和字母混和在一起时, 字母必须大写。

3. 4 months 录音中为About four months，可知答案为4 months。

4. (Advanced) English (Studies) 录音中为I’ve enrolled for twenty weeks in the..,urn... Advanced English Studies特别注意: 课程名称为专有名词, 首字母必须大写。

5. (young) children 录音中Do you have any preferences for a family with childrenor without children? I’d like…bu t中的but说明否定了有孩子的家庭。

【推荐下载】ielts7阅读答案word版本 (7页)

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==ielts7阅读答案篇一：剑桥雅思7真题及解析Test2阅读名师点题剑桥雅思7阅读：READING PASSAGE 1 文章结构名师点题剑桥雅思7阅读：考题精解Questions 1-4『题型』YES/ NO/ NOT GIVEN『解析』2.4.Questions 5-10『题型』MATCHING 『解析』Questions 11-13『题型』MULTIPLE CHOICES『解析』篇二：剑桥雅思7真题及解析Test4阅读名师点题剑桥雅思7阅读：READING PASSAGE 1文章结构名师点题剑桥雅思7阅读：考题精解Questions 1-7『题型』TRUE / FALSE / NOT GIVEN『解析』1.2.4.6.名师点题剑桥雅思7阅读：Questions 8-13『题型』SUMMARY(without word bank)『解析』题目中的小标题evidence（A-A重现）与原文第七段开头第一句；而另外一个题目的关键词additional（A-B重现）与原文第八段开头第一句others feel；而原文第七段只有两句话，不可能包含六个答案方向，所以按照顺序性，答案最好从原文第八段开始。

篇三：剑桥雅思7阅读解析test2passage1智课网IELTS备考资料剑桥雅思7阅读解析test2passage1摘要：备考雅思阅读最有价值的资料是哪个？很多烤鸭会想到剑桥雅思，小马小编带来剑桥雅思7阅读解析test2passage1内容，一起看看。

剑桥雅思 7阅读解析test2passage1名师点题剑桥雅思7阅读：READING PASSAGE 1文章结构体裁议论+ 说明文主题古代日本塔的简介及其有别与其他国家塔型建筑的几个基本特征段落概括第一段举例子说明古代日本塔是多么的坚固。

剑4阅读Test4Passage1解析

剑4Test4,Passage1Question 1答案：TRUE关键词：record,1900定位原文：第1段第1句“Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space.”解题思路：“自从20世纪早期国际田联开始记录成绩以来……”，题干说现代官方运动员记录始于大约1900年。

因此答案为TRUE。

Question 2答案：NOT GIVEN关键词：before the twentieth century定位原文：第1段第1句“Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space.”解题思路：很明显体感说的与原文说的相反，故答案为FALSE。

Question 3答案：FALSE关键词：burst of energy定位原文：第1段第2-3句“For the so-called power…In the endurance events the results have been more dramatic.”解题思路：体感说运动员的成绩提高幅度最大的项目是需要爆发力强的项目，而原文说的是在持久项目中，运动成绩提高得更多。

剑桥雅思真题4阅读及翻译Word

剑4T1P1Tropical RainforestsAdults 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 by teachers 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 chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised die 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’ viewsabout 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 chat 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 chat acid rain is responsible for rainforest destruction；A similar proportion said chat 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 rain forests’ ecosystems such as their ideas about rainforests 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.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。

7+雅思阅读答案4

7+雅思阅读答案4第四本T1P1 Pesticide in an India Village1 T2 F3 NOTGIVEN4 FALSE5 powder6 overnight7 neemcake8 doubles9 organic fertiliser10 labor11 By2000.12 Neem seeds.13 Water purification.第四本T1P2 Theory of Mind in Children14 F15 C16 D17 A18 B19 D20 G21 Theory of mind/ TOM/ Children’s TOM22 chocolate23 information24 four/425 older26 adults27 challenging第四本T1P3 Internal and External Marketing18 D19 B20 C28 E29 A30 F31 F32 TRUE33 NOT GIVEN34 B35 D36 E第四本T2P1 Lost Tribes of the Green Sahara1 TRUE2 TRUE3 FALSE4 Wetperiod5 9000years old6 teeth7 peaceful8 injuries9 strenuous10 attachment11 fish12 cow13 transitional第四本T2P2 QuantitativeResearch in Education 14 B16 C17 B18 valid19 liquid20 Mehan21 picture22 schools23 B24 E26 C第四本T2P3 Paper or Computer？27 iv28 iii29 viii30 ii31 ix32 vii33 i34 flexible35 tangible36 tailorable37 C38 A39 A40 D第四本T3P1 Intelligence and Giftedness1 I2 C3 B5 C6 B7 B8 A9 NOT GIVEN10 FALSE11 NOT GIVEN12 TRUE13 TRUE第四本T3P2 Making Copies14 FALSE15 NOT GIVEN16 NOT GIVEN17 FALSE18 TRUE19 TRUE20 Model A21 (Patent) attorney22 corporations23 commercial triumph24 Possession/toy typewriter25 inventor26 charities第四本T3P3 Language Strategy in Multinational Company27 B28 F29 A30 C31 L33 personnel development34 luxuries35 model36 a strategic37 6 stages38 6-9 month period39 three years40 C第四本T4P1 Proto-Writing1 B2 D3 A4 C5 D6 C7 D8 NOTGIVEN9 TRUE10 FALSE11 TRUE12 NOTGIVEN13 TRUE第四本T4P2 Flood-Pain in the Neck14 C15 B16 F17 A18 E19 D20 Mississippi21 London22 Netherlands23 Berlin24 LosAngeles25 B26 D第四本T4P3 Texting the Television27 ii28 vi29 vii30 i31 v32 ix33 A34 D35 C36 D37 E38 A39 C40 F第四本T5P1 Education Philosophy of Children1 iv2 v3 i4 vi5 A6 B7 B9 B10 A11 C12 A13 D第四本T5P2 Stress of Workplace14 A15 D16 B17 D18 C19 B20 D21 A22 workplace injury23 16.6 weeks24 7%25 golf26 a massage27 workloads第四本T5P3 Company Innovation28 F29 C30 G31 B32 F33 E34 T35 NG37 T38 C39 A40 D第四本T6P1 Mental Gymnatics1 NO2 YES3 NOTGIVEN4 NOTGIVEN5 YES6 D7 C8 D9 A10 D11 B12 B13 A第四本T6P2 Monkeys and Forests14 fruit15 (deadly) poisons16 leaf nutrients17 reproduce18 drought19 D20 F21 B22 A23 C25 A26 D第四本T6P3 Mechanisms of Linguistic Change27 sound laws28 fashion29 principle of ease30 FALSE31 TRUE32 TRUE33 NOTGIVEN34 FALSE35 TRUE36 NOTGIVEN37 TRUE38 C39 D40 A第四本T7P1 Rainwater Harvesting1 Cropproduction2 Sugar-cane plantations3 Three wells4 19985 Roofs of houses6 （Rainwater）storage tanks7 NOTGIVEN8 YES9 NO10 YES11 YES13 NOTGIVEN14 N第四本 T7P2 Western Immigration of Canada15 ii16 iv17 x18 vi19 i20 vii21 xii22 homesteads23 agricultural output24 wheat25 company26 police force27 transcontinental railway第四本T7P3 FootHealth and Wobby Mats28 TURE29 FALSE30 TURE31 TURE32 NOTGIVEN33 C34 B35 A36 anatomy37 stress38 blood pressure39 resistance40 pathway第四本T8P1 Floods in Canyon1 NOTGIVEN2 TRUE3 TRUE4 FALSE5 TRUE6 FALSE7 FALSE8 spring9 sediment10 razorback sucker11 common carp12 canyon13 sand第四本T8P2 Art in Iron and Steel14 C15 E16 H17 B18 A19 G20 Abraham Darby III21 timber22 Severn River23 Coalbrookdale museum24 B25 D26 G第四本T8P3 What Accounts for Knowledge27 (bad) cough28 blood pressure29 expert30 diagnosis31 explanation32 friends and families33 E34 F35 H36 H37 J38 J39 C40 B。

剑桥雅思4阅读解析test1

剑桥雅思4阅读解析test1
《剑桥雅思4》是备考雅思考试的重要资料之一，其中的阅读部分对于提高阅读能力和解题技巧都非常有帮助。

在这本书的第一套阅读材料中，会有多篇文章，每篇文章后面都会有一些题目需要回答。

在解析这些题目时，我们可以从以下几个方面进行分析和讨论：
首先，我们可以从文章的主题和结构入手，分析文章的中心思想、段落结构和作者观点。

这有助于我们更好地理解文章的内容，从而更准确地回答相关问题。

其次，我们可以针对每个题目进行解析，包括定位题目所涉及的段落和具体信息，理解问题的要求，并寻找文章中的相关信息进行对比和推断，从而得出正确答案。

另外，我们还可以讨论一些阅读技巧和解题策略，比如如何快速定位信息、如何排除干扰选项、如何提高阅读速度等，这些都是提高阅读得分的关键。

此外，我们还可以分析一些常见题型，比如细节题、推断题、
主旨题等，针对不同类型的题目给出相应的解题方法和技巧。

总的来说，在解析《剑桥雅思4》阅读部分时，我们需要全面理解文章内容，准确把握题目要求，灵活运用解题技巧，这样才能更好地掌握解题的方法和技巧，提高阅读理解能力，为雅思考试取得更好的成绩做准备。

雅思4阅读答案

篇一：雅思4阅读答案篇二：雅思4阅读答案暂无评价|0人阅读|0次下载|雅思剑桥系列之剑四阅读答案 summary 这本书出的特别好，希望大家回去好好钻研下看完说谢谢谢谢 test1 p1 ngmegpjb p2 taste buds baleen forward downward freshwater dolphins water the lower frequencies bowhead humperback sense of touch the freshwater dolphins airborne flying fish clear open waters acoustic sence p3 ccaeca pairs shapes sighted sighted deep blind similar test2p1 isolation economic globalization cultural identity traditional skill ebdcb p2cb emotional/emotionalproblems headache/headches general ill health p3 hfahjb acf(任意) bgeda test3 p1 adcc sudan india bycycles shoe shine/ shoe shine collection life skills thetectonic plates magma ring of fire for 600 years water/the water/ocean/the ocean lava/magma/molten rock westen india explodes gases p3 decdf (the)linguist(acts) foreign languages the poor quality non-verbal behaviour/acial expression camera frequency of usage particular linguistic feature size intuitions test4 p1 geneticspower injuries training adb p2 decd oral histories humanistic study historical discipline scientist p3 ngng 雅思剑桥系列之剑四阅读答案阅读,系列,雅思,剑桥雅思,剑4剑,4阅读,雅思剑桥4,阅读答案,雅思阅读,剑桥系列篇四：雅思4阅读答案answer key listening test 1 1. shopping / variety of shopping 2. guided tours 3. more than 12 / over 12 4. notice board 5. 13th february 6. tower of london 7. bristol 8. american museum 9. student newspaper 10. yentob 11. coal, firewood 12. local craftsmen 13. 160 14. woodside 15. ticket office 16. gift shop 17. (main) workshop 18. showroom 19. cafe 20. cottages 21. a 22. c 23. e 24. b 25. g 26. f 27. c 28. d 29. a 30. b 31. cities / environment 32. windy 33. humid 34. shady / shaded 35. dangerous 36. ... answer key listening test 1 1. shopping / variety of shopping 2. guided tours 3. more than 12 / over 12 4. notice board 5. 13th february 6. tower of london 7. bristol 8. american museum 9. student newspaper 10. yentob 11. coal, firewood 12. local craftsmen 13. 160 14. woodside 15. ticket office 16. gift shop 17. (main) workshop 18. showroom 19. cafe 20. cottages 21. a 22. c 23. e 24. b 25. g 26. f 27. c 28. d 29. a 30. b 31. cities / environment 32. windy 33. humid 34. shady / shaded 35. dangerous 36. leaves 37. ground 38. considerably reduce / decrease / filter 39. low 40. space / room ielts 4 test 2 1. c 2. c 3. b 4. b 5. a 6. cathedral 7. markets 8. gardens 9. art gallery 10. climb the tower / see the view 11. c 12. b 13. a 14. c 15. b 16. c 17. a 18. b 19. b 20. a 21. collecting data / gathering data / data collection 22. 1,500 23. 5 24. 3,000 – 4,000 25. b 26. c 27. mehta 28. survey / research 29. london university / london university press 30. 1988 31. c 32. a 33. mass media / media 34. academic circles / academics / researchers 35. specialist knowledge / specialized knowledge 36. unaware 37. individual customers / individual consumers / individuals 38. illegal profit / illegal profits 39. d 40. e test 3 1. 1-1/2 years 2. forest / forrest 3. academic 4. thursday 5. b 6. b 7. a 8. deposit 9. monthly 10. telephone / phone 11. c 12. a 13. c 14. b 15. lighting / lights / light 16. adult / adults 17. (at/the) studio theatre / studio theater 18. the whole family / all the family / families 19. (in) city gardens / the city gardens / outdoors 20. young children /younger children / children 21. a 22. b 23. c 24. a 25. b 26. a 27. c 28. b 29. b 30. b 31. questionnaire 32. approximately 2,000 / about 2,000 33. education 34. halls of residence / living quarters 35. traffic, parking 36. lecture rooms / lecture halls / lecture theatres / lecture theaters 37. (choice of / room for) facilities 38. d, f 39. b 40. a, c test 4 1. college dining room 2. office staff 3. students 4. 10th december 5. coffee break / coffee breaks 6. 6 7. set of dictionaries / dictionaries / a good dictionary 8. tapes 9. photos / photographs 10. speech 11. b 12. a 13. a 14. a 15. b 16. 180 17. nearest station 18. local history 19. 690 20. walking club / local walking club 21. 20 balloons 22. units of measurement / measurements / measurement units 23. rock salt / salt 24. crystals 25. string / pieces of string 26. (ordinary/white) light 27. h 28. b 29. e 30. c 31. 795 32. tail 33. floor / bed / bottom 34. sense of smell 35. a 36. a 37. b 38. b 39. b 40. e test 1 academic reading reading passage 1, questions 1-14 1：f 2：f 3：ng 4：t 5：f 6：ng 7：t 8：ng 9 ：m 10：e 11：g 12：p 13：j 14：b reading passage 2, questions 15-26 15：taste buds, 16：baleen, 17：forward, downward, 18：fresh water dolphins, 19：water, 20：the lower frequencies, 21：bowhead, humpback 22：sense of touch 23：freshwater dolphins 24：airborne flying fish 25：clear open water 26：sense of hearing answer key reading passage 3, questions 27-40 27：b 28：c 29：a 30：e 31：c 32：d 33：pairs 34：words 35：sighted 36：sighted(用两次) 37：deep 38：blind 39：similar 40：b answer key test 2 answer key test 3 acdemic reading answer key test 4篇五：雅思4阅读答案摘要：剑桥雅思4阅读译文含解析答案。

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17tes4阅读答案

剑桥雅思17tes4阅读答案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 sc ience. 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 robustbut 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 childrento re-express their ideas and so have them tested and refined by teachers 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 buildupon 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 generallyconsistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympatheticto 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 itis 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 misconceptionthat 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 highlevel of media coverage on this issue. some children expressed the idea thatthe conservation of rainforests is not important.the results of this study suggest that certain ideas predominate in the thinking of children about rainforest s. pupils’ responses indicate somemisconceptions in basic scientific knowledge of rainforests’ ecosystems suchas their ideas about rainforests as habitats for animals, plants and humansand 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 whichdrive the activities which are destroying the rainforests. one encouragementis that the results of similar studies about other environmental issuessuggest that older children seem to acquire the ability to appreciate, valueand evaluate conflicting views. environmental education offers an arena inwhich 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 intheir 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 of a larger framework of ideas means that it is easier to change the5 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 schoolchildren’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 somerelated 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 courtship ritual 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 visionis 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………are underdevelopedtouch all yes region around the blowhole very sensitivevision 16……… yes probably do not have stereoscopic visiondolphins, porpoises yes probably have stereoscopic vision 17………and………18………yes probably have stereoscopic vision forward and upwardbottlenose 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 .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 drawings of 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-hardmother-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 — choosingthat 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 termthat 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 found that theblind 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.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 that some of these ideas will be mistaken.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。

剑桥雅思阅读7真题解析pdf精选

剑桥雅思阅读7真题解析pdf精选reading passage 1you should spend about 20 minutes on questions 1-13, which are based on reading passage 1 below.let’s go batsb bats have an engineering problem: how to find their way and find their prey in the absence of light. bats are not the only creatures to face this difficulty today. obviously thenight-flying insects that they prey on must find their way about somehow. deep-sea fish and whales have little or no light by day or by night. fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. plenty of other modern animals make their living in conditions where seeing is difficult or impossible.c given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? the first one that might occur to him is to manufacture light, to use a lantern or a searchlight. fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. fireflies use their light for attracting mates. this doesn’t require a prohibitive amount of energy: a male’s tiny pinprick of lightcan be seen by a female from some distance on a dark night, since her eyes are exposed directly to the light source itself. however, using light to find one’s own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. the light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. in any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about.questions 1-5reading passage 1 has five paragraphs, a-e.which paragraph contains the following information?write the correct letter, a-e, in boxes 1-5 on your answer sheet.nb you may use any letter more than once.1 examples of wildlife other than bats which do not rely on vision to navigate by2 how early mammals avoided dying out3 why bats hunt in the dark4 how a particular discovery has helped our understanding of bats5 early military uses of echolocationquestions 6-9choose one word only from the passage for each answer.write your answers in boxes 6-9 on your answer sheet.facial visionquestions 10-13choose no more than two words from the passage for each answer.write your answers in boxes 10-13 on your answer sheet.10 long before the invention of radar, …………… had resulted in a sophisticated radar-like system in bats.11 radar is an inaccurate term when referring to batsbe cause………… are not used in their navigation system.12 radar and sonar are based on similar ………… .13 the word ‘echolocation’ was first used by someone working as a ……… .reading passage 2you should spend about 20 minutes on questions 14-26, which are based on reading passage 2 on the following pages.questions 14-20reading passage 2 has seven paragraphs, a-h.choose the correct heading for paragraphs a and c-h from the list of headings below.write the correct number, i-xi, in boxes 14-20 on your answer sheet.list of headingsi scientists’ call for a revision of policyii an explanation for reduced water useiii how a global challenge was metiv irrigation systems fall into disusev environmental effectsvi the financial cost of recent technological improvementsvii the relevance to healthviii addressing the concern over increasing populationsix a surprising downward trend in demand for waterx the need to raise standardsxi a description of ancient water supplies14 paragraph aexample answerparagraph b iii15 paragraph c16 paragraph d17 paragraph e18 paragraph f19 paragraph g20 paragraph hmaking everydrop counta the history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources. as towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. at the height of the roman empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of rome with as much water per person as is provided in many parts of the industrial world today.b during the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rosedramatically. unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.c yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient greeks and romans. as the united nations report on access to water reiterated in november 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems._underground stores of water。

剑桥雅思Test阅读Passage真题解析

剑桥雅思Test阅读Passage真题解析————————————————————————————————作者：————————————————————————————————日期：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。

剑桥雅思7 Test4阅读Pessage1参考译文：线牵金字塔

雅思为各位考生推荐复习材料-剑桥雅思7 Test4 Pessage1阅读译文；需要Pessage2原文+阅读解析的，请点击：剑桥雅思7阅读Test4Passage2原文+答案解析。

PASSAGE 1 参考译文：线牵金字塔没有人知道金字塔到底是怎么建成的。

Marcus Chown料想答案可能是“悬空而造”。

埃及的金字塔是在3000多年前建造的，但是没有人知道它们是以何方式建造的。

传统的描述是由成千上万的奴隶拖动载有石头的雪橇来建造的。

但是没有证据正明这一观点。

加利福尼亚的软件顾问 Maureen Clemmons日前提出在金字搭的建造过程中可能使用了风筝。

在翻阅一本有关埃及古迹的书时，她发现一个象形文字描述的是一群人以奇怪的姿势站立。

他们手里拉着类似绳索的东西，通过某种机械连着空中的一只巨鸟。

她想知道那只巨鸟是否可能就足一只大的风筝，而那些人正用它来举起重物。

好奇心驱使下的Clemmons联系了加州理工学院的航空学教授Morteza Gharib。

后者对她的想法很感兴趣。

他说：“我来自伊朗，对中东的科技有浓厚的兴趣，他同样也对令Clemmons 甘心去的图片感到疑惑。

悬在空中无题的两翼对于鸟类来说明显太短太宽。

是风筝的可能性确实是存在的，”他说。

因为他刚好需要给学生Emilio Graff布置一项暑期研究计划，调查用风筝做起重器的可能性是一个好主意。

Gharib和Graff尝试只借助风力(除此之外没有其他能源)来把一块水平放置的4.5米长的石柱直立起来。

最初的计算以及风洞模型试验让他们相信不用太强的风力就举起这块33.5吨重的石柱。

甚至只要风力适度，如果能维持一定的时间就能做到。

关键是要用一个滑轮系统把使用的风力扩大。

因此他们在横放的石柱顶部正上方搭了一个帐篷形的支架，在支架的顶部悬挂了滑车。

理论是当石柱的一端被吊起，另一端就能顺着下面的手推车翻转过来。

今年早些吋候，他们用一块40平方米的方形尼龙风帆把Clemmons的空头理论付诸实验。

2019-2020-解析剑四阅读-实用word文档 (1页)

2019-2020-解析剑四阅读-实用word文档本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==解析剑四阅读剑四TEST 1 Passage one一.主要内容：这篇文章讲的主要是一个 study ， a study about childrensscientific knowledge and attitudes to rain forests (主题句，第四段第一句) 开展这个 study 的主要原因是 children harbor misconceptions about pure , curriculum science . And these ideas may be developed by children absorbing ideas through the popular media .。

并且 little formal information is available about children ideas in this area大概介绍了这个 study 的背景和目的之后，文章就开始涉及五个 open - form questions (敞开式)。

第一个问题是要学生介绍 rainforest (第四段);第二个问题是关于热带雨林的地理分布(第四段);第三个关于热带雨林的重要性(第五段);第四个关于热带雨林被破坏的原因(第六段);最后一个问题是有关保护热带雨林的重要性(第八段)。

Study 的结果证明了孩子对热带雨林有误解，并且提出了 environmental education 对孩子的重要性。

二.习题解析(一) True or false not given 的判断标准：1. true : 文章内完全有的; 可以推断的2. false ：和文章内容完全相反;或是和文章内容不一致3. not given ：从文章中找不到;也推断不出来(二)解析 passage one 中此类题。

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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剑桥雅思7Test4阅读Passage1真题解析剑桥雅思7，第四套试题，阅读部分Passage1，阅读真题原文部分：READINGPASSAGE1Youshouldspendabout20minutesonQuestions1-13,whicharebasedonReadingPassage1below. Pullingstingstobuildpyramidsheair.metrerectangularnylonsail.Thekiteliftedthecolumncleanofftheground.Wewereabsolutelystunned, Gharibsays.Theinstantthesailopenedintothewind,ahugeforcewasgeneratedandthecolumnwasraise dtotheverticalinamere40seconds.Thewindwasblowingatagentle16to20kilometresanhour,littlemorethanhalfwhattheythoughtwouldb eneeded.Whattheyhadfailedtoreckonwithwaswhathappenedwhenthekitewasopened.Therewasah ugeinitialforce-fivetimeslargerthanthesteadystateforce,Gharibsays.Thisjerkmeantthatkitescouldlif thugeweights,Gharibrealised.Evena300-tonnecolumncouldhavebeenliftedtotheverticalwith40orso menandfourorfivesails.SoClemmonswasright:thepyramidbuilderscouldhaveusedkitestoliftmassive stonesintoplace.Whethertheyactuallydidisanothermatter,Gharibsays.Therearenopicturesshowingtheconstructionofthepyramids,sothereisnowaytotellwhatreallyhappened.Theevidenceforusingkites tomovelargestonesisnobetterorworsethantheevidenceforthebruteforcemethod,Gharibsays.Indeed,theexperimentshaveleftmanyspecialistsunconvinced.Theevidenceforkite-liftingisnon-exist ent,saysWillekeWendrich,anassociateprofessorofEgyptologyattheUniversityofCalifornia,Los Angeles.Othersfeelthereismoreofacaseforthetheory.Harnessingthewindwouldnothavebeenaproblemforacc omplishedsailorsliketheEgyptians.Andtheyareknowntohaveusedwoodenpulleys,whichcouldhaveb eenmadestrongenoughtobeartheweightofmassiveblocksofstone.Inaddition,thereissomephysicale videncethattheancientEgyptianswereinterestedinflight.Awoodenartefactfoundonthesteppyramida2ClemmonsfoundastrangehieroglyphonthewallofanEgyptianmonument.3Gharibhadpreviouslydoneexperimentsonbirdflight.4GharibandGrafftestedtheirtheorybeforeapplyingit.5Thesuccessoftheactualexperimentwasduetothehighspeedofthewind.6Theyfoundthat,asthekiteflewhigher,thewindforcegotstronger.7Theteamdecidedthatitwaspossibletousekitestoraiseveryheavystones.Questions8-13Completethesummarybelow. ChooseNOMORETHANTWOWORDSfromthepassageforeachanswer Writeyouranswersinboxes 8-13onyouranswersheet. Additionalevidencefortheoryofkite-liftingTheEgyptianshad8…………whichcouldliftlargepiecesof9…………,andtheyknewhowtousetheenergyo第八段：该实验在现实中的应用。

语言点：应该就原理。

语言点：(1)haveaccesstosth.:tohavesth.thatyoucanuseHermotherdoesn'thaveaccesstotheadvancedone.(2)dealwitha.totakethenecessaryaction,especiallyinordertosolveaproblemDon'tworry,I'lldealwiththisproblem.b.ifabook,speechetc.dealswithaparticularsubject,itisaboutthatsubjectTheseideasaredealtwithmorefullyinChapterFour.试题解析Questions1-7?题目类型：True/False/NotGiven ?题目解析：TIPS：在Summary的解题过程中，若空格前为动词或介词，则需在文中定位处查找该词或其同义词，且该词后的单词一般就是答案。

参考译文线牵金字塔没有人知道金字塔到底是怎么建成的。

MarcusChown料想答案可能是“悬空而造”。

埃及的金字塔是在3000多年前建造的，但是没有人知道它们是以何种方式建造的。

传统的描述是由成千上万的奴隶拖动载有石头的雪橇来建造的。

但是没有证据证明这一观点。

加利福尼亚的软件顾问MaureenClemmons日前提出在金字塔的建造过程中可能使用了风筝。

在翻阅一本有关埃及古迹的书时，她发现一个象形文字描述的是一群人以奇怪的姿势站立。

他们手里拉着类似绳索的东西，通过某种机械连着空中的一只巨鸟。

她想知道那只巨鸟是否可能就是一只巨大的风筝，而那些人正用它来举起重物。

感兴趣的，”柱。

扩大。

理论300吨下，就说：“题。

在金字塔建成几百年后，但是它的精密程度却显示埃及人想要飞翔的想法已经非常久远。

而其他古文明确实也了解风筝；早在公元前1250年，中国人就用它们来传递信息或向敌人倾倒燃烧的碎片。

甚至现在这一实验可能还具有实用性。

全世界很多地方的人们没有大型机械，却知道如何利用风能、航海和基本的机械原理。

一位尼加拉瓜的土木工程师就联系了Gharib，想要在一个没有重型机械的地方建造用混凝土拱支持土坯屋顶的房子。

他的想法是先在地平线上建造拱顶，然后用风筝抬升拱顶到预定位置。

“我们给了他一些设计建议，还在等待他的反馈。

”Gharib说。

所以不管风筝有没有被用来建造金字塔，似乎它们在公元21世纪却可能是实用的建筑工具。