ielts_reading_test_1

IELTS 13 Test 1Reading Passage 1Case Study: Tourism New Zealand websiteParagraph 1tourism n. 旅游业inhabitant n. 居民long-haul adj. 长途的gross domestic product 国民生产总值sector n. 部门；生产launch v. 推出；创立；发射（火箭等）campaign n. 大型活动；战役scenic n. 风景好的exhilarating adj. 令人醒份的，激动人心的authentic adj. 真实的，原汁原味的Paragraph 2potential adj. 潜在的destination n. 目的地scheme n. 计划，方案undergo v. 经历annual adj. 年度的，每年的solely adv. 完全是，仅仅是geographical adj. 地理的account for 占…百分比be composed of 由…组成perceive v. 接受，感知reliable adj. 可靠的evaluation n. 评估Paragraph 3 blockbuster n. 电影大片stunning adj. 吸引人的，令人窒息的devise v. 设计itinerary n. 行程catalogue v. 把…编目分类Paragraph 4 register v. 注册submit v. 提交Paragraph 5 innovation n. 创新expenditure n. 花销annual adj. 每年的Paragraph 6 infrastructure n. 基础设施underlying adj. 潜在的strategy n. 策略Paragraph 7 unique adj. 独特的，独一无二的comprehensive adj. 全面的IELTS 1 3 TEST 1 真题考点词替换清单1.allow------ be able to2.regularly------ on a regular basis3.impact------ effect4.various------ a number of5.varied------ different6.depending on------ according to7.selected------ chosen8.send------ submit9.provide------ deviseReading Passage 2Why being bored is stimulating—useful, tooParagraph Astimulating adj. 有刺激的stretch v. 拉伸，延伸frustration n. 挫败感apathy n. 漠不关心apathetic adj. 无动于衷的depression n. 抑郁indifference n. 无所谓agitated adj. 焦虑的，激动不安的disgust n. 厌恶，恶心motivate n. 驱动，激发infection n. 感染，传染infectious adj. 有传染性的，会感染的Paragraph Bdistinct adj. 分明的，完全不同的calibrating adj. 调准的，校准的reactant adj. 对（刺激等）有反应的axis n. 轴（复数为axes）arousal n. 激发；觉醒intriguingly adv. 有趣地curiosity n. 好奇detrimental adj.有害的alleviate v. 减轻，缓解get stuck in 陷入，卡住specialize v. 专注于；以…为专业领域explosive adj. 爆发性的trait n. 特质，特点prone to 更容易…的；更倾向…的Paragraph C psychologist n. 心理学家control group 对照组wander v. 漫游，漫步Paragraph D undesirable adj. 不受欢迎的，不好的adaptive adj. 适应的evolve v. 进化toxic adj. 有毒的，有害的Paragraph E fester v. 恶化，溃烂suffer v. 受苦，感到痛苦snack n. 零食distraction n. 分心Paragraph F speculate v. 推测；思索overstimulation n. 过度刺激真题考点词替换清单10.explanation------ source11.create------ identify12.the way we live------ lifestyle13.encourage------ be a new source of14.cope with------ improve15.cannot------ inability16.may have problems------ suffer17.characteristic------ personality traitsReading Passage 3Artificial artistsParagraph 1 artificial adj. 人工的enrapture v. 使…狂热trick v. 糊弄，蒙骗prestigious adj. 有声望的Paragraph 2 scare v. 吓唬，使…恐惧Paragraph 3 exhibit v. 展览canvas n. 帆布，画布impressive adj. 令人印象深刻的Paragraph 4keen adj. 热情的，热心的criticism n. 批评minimal adj. 最少的trawl v. 查阅，搜索scratch n./v. 潦草涂写；刮擦fuzzy adj. 模糊不清的depict v. 描绘mechanical adj. 机械的bug n. 漏洞，故障；小虫子glitch n. 小故障，小毛病eerie adj. 诡异的，怪诞的renowned adj. 著名的laud v. 赞美，称赞palette n. 调色板Paragraph 5 millennium n. 千禧年，一千年（复数形式millennia）prospect n. 前景subtle adj. 微妙的composition n. 作曲revered adj. 受崇拜的genuine adj. 真正的blast v. 抨击，严厉批评gallery n. 美术馆，画廊sophisticated adj. 复杂的，完善的core n. 核心humanity n. 人性pseudoscience n. 伪科学condemn v. 谴责deliberately adv. 故意地vague adj. 模糊的replica n. 复制品，仿制品impulse n. 冲动outraged adj. 狂怒的，被激怒的punch v. 击打controversy n. 争议Paragraph 6 recoil v. 退缩clue n. 线索tune n. 乐曲rate n. 评分tend to 倾向于objective adj. 客观的Paragraph 7 analysis n. 分析prejudice n. 偏见recon v. 认为stem from 来自于essence n. 精华speculation n. 深思complex adj. 复杂的precisely adv. 恰好的，精确的tap into 探索，发掘真题考点词替换清单18.criticise------ blast, condemn19.dependent------ rely on。

ielts14阅读test1listening1解析
【提纲】
1.雅思听力测试概述
雅思听力测试是雅思考试的四部分之一，旨在测试考生的听力理解和语言表达能力。

该部分持续30分钟，共有40道题目。

考生需要根据所听到的内容，从给出的选项中选择最佳答案。

2.解析Listening 1中的题目类型
在Listening 1中，主要有以下几种题目类型：
a.选择题：考生需要从给出的选项中选择正确答案。

b.完成句子：考生需要根据所听内容，填写空缺的部分。

c.地图题：考生需要根据听力材料中的指示，找出相关信息。

d.分类题：考生需要将所听内容分为不同的类别。

3.针对每种题型的解题策略
a.选择题：在听录音前，先浏览选项，预测可能的内容。

听录音时，注意关键词，以便及时找到答案。

b.完成句子：边听边填空，注意语法和词汇。

如遇到难懂的词汇，可尝试根据上下文和语法规则进行推测。

c.地图题：熟悉地图符号，注意听力材料中的方位词。

在纸上画出地图，以便更好地理解。

d.分类题：在听录音前，预测可能的分类，听录音时，注意分类的关键词。

4.提高听力技巧的建议
a.多听：平时多听英语广播、电影、纪录片等，提高英语听力水平。

b.练习听力：做雅思听力练习题，了解自己的听力水平。

c.学习听力技巧：学习听力解题技巧，提高听力理解能力。

d.反馈与总结：每次做完听力练习，总结错误原因，不断改进。

通过以上解析和策略，希望能帮助考生更好地应对雅思听力测试。

雅思考试试卷雅思（IELTS）考试是国际英语语言测试体系，被广泛应用于全球范围内的英语语言能力评估和留学申请。

该考试涵盖听力、阅读、写作和口语四个模块，考察考生在不同情境下运用英语的能力。

本文将对雅思考试试卷的各个模块进行介绍。

一、听力测试（Listening Test）雅思听力测试以录音的方式进行，共分为四个部分，每部分配有不同的题型。

考生需要在听录音时，根据听到的内容回答问题或填写答案。

听力测试旨在考察考生的听力理解能力和听力应对能力。

一般，录音会播放两遍，考生可以在第一次播放时先作笔记，第二次播放时填写答案。

二、阅读测试（Reading Test）雅思阅读测试主要考察考生在不同主题和题型的文章中获取信息和理解文章的能力。

阅读测试分为三个部分，每部分都有多篇文章，包括学术文章、报纸文章、广告等。

考生需要在规定的时间内阅读文章，并回答相关的问题。

该测试旨在考察考生的阅读理解能力和提取信息的能力。

三、写作测试（Writing Test）雅思写作测试共有两部分，分别为任务一（Task 1）和任务二（Task 2）。

任务一要求考生根据提供的数据或图表，写一篇150字左右的短文描述数据的趋势、比较或解释。

任务二为较长的作文，要求考生在250字左右的篇幅内，就指定的主题表达自己的观点。

写作测试主要考察考生的写作能力、组织思路和语言运用能力。

四、口语测试（Speaking Test）雅思口语测试分为三个部分：第一部分是考官与考生的简单交流，询问考生的个人信息；第二部分是考生需要准备一个主题发表一段独立演讲；第三部分是考官和考生就一些更深入的问题展开讨论。

雅思口语测试主要考察考生的口语流利度、词汇和语法运用能力。

总结：雅思考试试卷主要由听力测试、阅读测试、写作测试和口语测试四个模块组成。

通过这些测试，可以全面评估考生的英语听、说、读、写能力。

考生在备考过程中需要熟悉各个模块的题型和要求，并进行针对性的练习。

剑7Test 1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 on the following pages.Let’s Go BatsA Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. ③Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals.② In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious massextinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.B Bats have an engineering problem: how to find their way and find their prey in the absence of light. ①Bats are not the only creatures to face this difficulty today. Obviously the night-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 doesnt require a prohibitive（费用，价格等）过高的amount of energy: a male's tiny pinprick of light can be seen by a female fromsome 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.D What else might the engineer think of? well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name 'facial vision', because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out,really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. ⑤After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second world war relied heavily on these devices, under such code names as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.E The Sonar and Radar pioneers didn't know it then, ⑩but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their 'radar' achieves feats of detection and navigation that would strike an engineer dumb with admiration. ⑪It is technically incorrect to talk about bat 'radar', since they do not use radio waves. It is sonar. ⑫But the underlying mathematical theories of radar and sonar are very similar, and much of our scientific understanding of thedetails of what bats are doing has come from applying radar theory to them. The American ⑬zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term 'echolocation' to cover both sonar and radar, whether used by animals or by human instruments.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 out（ancestors 等同于early mammals, survive 等同于avoid dying out）3 why bats hunt in the dark4 how a particular discovery has helped our understanding of bats5 early military uses of echolocationQuestions 6-9Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 6-9 on your answer sheet.Facial VisionBlind people report that so-called 'facial vision' is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a 6………………. arm or leg might be felt. The ability actually comes from perceiving 7………………. through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8………………. of the seabed. This was followed by a wartime application in devices for finding 9………………. .Questions 10-13Complete the sentences below.Choose 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 batsbecause ………………… 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………………….必记词汇nocturnal [nɒk'tɜːn(ə)l] adj. 夜的；夜曲的；夜间发生的mammal ['mæm(ə)l] n. [脊椎] 哺乳动物mammalian [mæ'meɪlɪən] adj. 哺乳类动物的n. 哺乳类scrape a living 勉强够维持生活，勉强糊口in any substantial numbers adj. 大量的；实质的；内容充实的n. 本质；重要材料obstruct [əb'strʌkt] vt. 妨碍；阻塞；遮断manoeuvre• [mə'nuːvə] vi. 调动；演习；用策略vt. 诱使；操纵；耍花招prohibitive adj. 禁止的，禁止性的；抑制的；（费用，价格等）过高的；类同禁止的pinprick n. 针刺；针孔；令人烦恼的小事bounce off 弹开，反弹；从…弹跳出来；掂量…illuminate vt. 阐明，说明；照亮；使灿烂；用灯装饰exception n. 例外；异议uncanny adj. 神秘的；离奇的；可怕的facial vision 面感视觉sensation n. 感觉；轰动；感动phantom ['fæntəm]n. 幽灵；幻影；虚位adj. 幽灵的；幻觉的；有名无实的exploit vt. 开发，开拓；剥削；开采n. 勋绩；功绩Asdic ['æzdɪk] n. [军] 潜艇探索器RDF abbr. 无线电测向器（Radio Direction Finde）natural selection [进化] 自然选择；物竞天择说strike an engineer dumb with admiration 使...哑口无言underlying adj. 潜在的；根本的；在下面的；优先的v. 放在…的下面；为…的基础；优先于（underlie的ing形式）coin vt. 铸造（货币）；杜撰，创造n. 硬币，钱币READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 1 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.14 Paragraph A15 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 waterresources. 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 rose dramatically. 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 topace 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, withwater 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.D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers* are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources haveled to violence and continue to raise local, national and even international tensions.* underground stores of waterE At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first,resort.accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures haspopulation, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, ⑱demand has actually fallen.G⑲What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) — almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. ⑳But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.Questions 21-26Do the following statements agree with the information given in Reading Passage 2?In boxes 21-26 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 this21 Water use per person is higher in the industrial world than it was in Ancient Rome.22 Feeding increasing populations is possible due primarily to improved irrigation systems.23 Modern water systems imitate those of the ancient Greeks and Romans.24 Industrial growth is increasing the overall demand for water.25 Modern technologies have led to a reduction in domestic water consumption.26 In the future, governments should maintain ownership of water infrastructures.必记词汇entwine [ɪn'twaɪn] vt. 缠住；盘绕；使缠绕manipulate [mə'nɪpjʊleɪt] vt. 操纵；操作；巧妙地处理；篡改aqueduct ['ækwɪdʌkt] n. [水利] 渡槽；导水管；沟渠sophisticated [sə'fɪstɪkeɪtɪd] adj. 复杂的；精致的；久经世故的；富有经验的v. 使变得世故；使迷惑；篡改（sophisticate的过去分词形式）innovative ['ɪnəvətɪv] adj. 革新的，创新的；新颖的；有创新精神的sewer ['suɚ] n. 下水道；阴沟；裁缝师vt. 为…铺设污水管道；用下水道排除…的污水occupant ['ɒkjʊp(ə)nt] n. 居住者；占有者at the height of 在…顶点；在…的顶峰或鼎盛时期unprecedented [ʌn'presɪdentɪd] adj. 空前的；无前例的monumental [mɒnjʊ'ment(ə)l] adj. 不朽的；纪念碑的；非常的hydropower n. 水力发出的电力；水力发电turbine ['tɝbaɪn] n. [动力] 涡轮；[动力] 涡轮机spin vi. 旋转；纺纱；吐丝；晕眩reiterate [riː'ɪtəre ɪt] vt. 重申；反复地做inferior to 不如；次于reservoir ['rɛzɚ,vɔr]water withdrawal 取水量free-flowing adj. 能自由流动的；自由流畅的degrade [dɪ'greɪd] vt. 贬低；使……丢脸；使……降级；使……降解aquifer ['ækwɪfə] n. （美）蓄水层；含水土层pump down n. 抽气；抽水；抽空；抽空降压replenish [rɪ'plenɪʃ] vt. 补充，再装满；把…装满；给…添加燃料millennium [mɪˈlɛnɪəm] n. 千年期，千禧年；一千年，千年纪念；太平盛世，黄金时代provision n. 规定；条款；准备；[经] 供应品at the outset of 起初inflation n. 膨胀；通货膨胀；夸张；自命不凡accountability n. 有义务；有责任；可说明性READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.EDUCATING PSYCHEEducating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details — the colour, the binding, the typeface, the table at the library where we sat while studying it — than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much moreeasily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instructionsuggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly,with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.Beforehand（对应32题prior to）, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.Some hours after the two-part session, there is afollow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect.The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual (对应33题similar）in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surroundingsuggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.Questions 27-30Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-30 on your answer sheet.27 The book Educating Psyche is mainly concerned withA the power of suggestion in learning.B a particular technique for learning based on emotions.C the effects of emotion on the imagination and the unconscious.D ways of learning which are not traditional.28 Lozanov’s theory claims that, when we try to remember things,A unimportant details are the easiest to recallB concentrating hard produces the best results.C the most significant facts are most easily recalled.D peripheral vision is not important.29 In this passage, the author uses the examples of a book and a lecture to illustrate thatA both of these are important for developing concentration.B his theory about methods of learning is valid.C reading is a better technique for learning than listening.D we can remember things more easily under hypnosis.30 Lozanov claims that teachers should train students toA memorise details of the curriculum.B develop their own sets of indirect instructions.C think about something other than the curriculum content.D avoid overloading the capacity of the brain.Questions 31-36Do the following statements agree with the information given in Reading Passage 37In boxes 31-36 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 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding.33 In the follow-up class, the teaching activities are similar to those used in conventional classes.34 As an indirect benefit, students notice improvements in their memory.35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.Questions 37-40Complete the summary using the list of words, A-K, below.Write the correct letter, A-K, in boxes 37-40 on your answer sheet.Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of 37..............is necessary in order to convince students, even if this is just a 38.............. . Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39.............., the results of most other teachers using this method have been 40.............. .必记词汇radical adj. 激进的；根本的；彻底的n. 基础；激进分子；[物化] 原子团；[数] 根数instructional technique 教学技术non-specific mental reactivity 非特异心理反应durable adj. 耐用的，持久的peripherally [pə'rifərəli] adv. 周边地；外围地；次要地binding n. 装订；捆绑；粘合物typeface n. 字型；铅字样；打字机字体elusive [ɪ'l(j)uːsɪv] adj. 难懂的；易忘的；逃避的；难捉摸的hypnosis [hɪp'nəʊsɪs] n. 催眠；催眠状态psychodrama ['saɪkəʊdrɑːmə] n. 心理剧（一种可使患者的感情得以发泄从而达到治疗效果的戏剧）valid adj. 有效的；有根据的；合法的；正当的counterproductive adj. 反生产的；使达不到预期目标的suggestopedia 暗示法reserve capacity 备用容量；备用能力；储备功率variant adj. 不同的；多样的n. 变体；转化baroque music 巴洛克音乐Beforehand adv. 事先；预先adj. 提前的；预先准备好的preliminary [prɪ'lɪmɪn(ə)rɪ] n. 准备；预赛；初步措施adj. 初步的；开始的；预备的improvised dramatisations adj. 即兴的；临时准备的v. 即兴创作；临时做，临时提供（improvise的过去分词）paraconsciously 超意识地prior to 在……之前；居先trance state 轻度催眠精神恍惚ritual n. 仪式；惯例；礼制placebo [plə'siːbəʊ] n. 安慰剂；为死者所诵的晚祷词tap potential 挖掘潜力dispense vt. 分配，分发；免除；执行autocratic [ɔːtə'krætɪk] adj. 专制的；独裁的，专横的c ategorical [kætɪ'gɒrɪk(ə)l] adj. 绝对的（名词categoricalness，副词categorically，异体字categoric）；直截了当的；无条件的；属于某一范畴的accredit vt. 授权；信任；委派；归因于notoriety [nəʊtə'raɪɪtɪ] n. 恶名；声名狼藉；丑名emulate ['emjʊleɪt] vt. 仿真；模仿；尽力赶上；同…竞争mediocre [ˌmiːdɪˈəʊkə]adj. 普通的；平凡的；中等的参考译文：暗示教学法Bernie Neville的《暗示教学法》一书，主要着眼于激进的新式学习方法，讲述了情感、想象力以及潜意识在学习过程中所起的作用。

Candidate NumberCambridge IELTS 10 – Test 1 Academic ReadingSA TURDA Y 1 hourAdditional materials:Answer sheet for Listening and ReadingTime 1 hourINSTRUCTIONS TO CANDIDA TESDo not open this question paper until you are told to do so.Write your name and candidate number in the spaces at the top of this page. Read the instructions for each part of the paper carefully.Answer all the questions.Write your answers on the answer sheet. Use a pencil.You must complete the answer sheet within the time limit.At the end of the test, hand in both this question paper and your answer sheet. INFORMA TION FOR CANDIDA TESThere are 40 questions on this question paper.Each question carries one mark.___________________________________________________________________READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on pages 2 and 3.BovidsThe family of mammals called bovids belongs to the Artiodactyl class, which also includes giraffes. Bovids are highly diverse group consisting of 137 species, some of which are man’s most important domestic animals.Bovids are well represented in most parts of Eurasia and Southeast Asian islands, but they are by far the most numerous and diverse in the latter. Some species of bovid are solitary, but others live in large groups with complex social structures. Although bovids have adapted to a wide range of habitats, from arctic tundra to deep tropical forest, the majority of species favour open grassland, scrub or desert. This diversity of habitat is also matched by great diversity in size and form: at one extreme is the royal antelope of West Africa, which stands a mere 25 cm at the shoulder; at the other, the massively built bisons of North America and Europe, growing to a shoulder height of 2.2m.Despite differences in size and appearance, bovids are united by the possession of certain common features. All species are ruminants, which means that they retain undigested food in their stomachs, and regurgitate it as necessary. Bovids are almost exclusively herbivorous*. Typically their teeth are highly modified for browsing and grazing: grass or foliage is cropped with the upper lip and lowerincisors** (the upper incisors are usually absent), and then ground down by the cheek teeth. As well as having cloven, or split, hooves, the males of all bovid species and the females of most carry horns. Bovid horns have bony cores covered in a sheath of horny material that is constantly renewed from within; they are unbranched and never shed. They vary in shape and size: the relatively simple horns of a large Indian buffalo may measure around 4 m from tip to tip along the outer curve, while the various gazelles have horns with a variety of elegant curves.Five groups, or sub-families, may be distinguished: Bovinae, Antelope, Caprinae, Cephalophinae and Antilocapridae. The sub-family Bovinae comprises most of the larger bovids, including the African bongo, and nilgae, eland, bison and cattle. Unlike most other bovids they are all non-territorial. The ancestors of the various species of domestic cattle banteng, gaur, yak and water buffalo are generally rare and endangered in the wild, while the auroch (the ancestor of the domestic cattle of Europe) is extinct.*herbivorous: plant-eatingThe term ‘antelope’ is not a very precise zoological name – it is used to loosely describe a number of bovids that have followed different lines of development. Antelopes are typically long-legged, fast-running species, often with long horns that may be laid along the back when the animal is in full flight. There are two main sub-groups of antelope: Hippotraginae, which includes the oryx and the addax, and Antilopinae, which generally contains slighter and more graceful animals such as gazelle and the springbok. Antelopes are mainly grassland species, but many have adapted to flooded grasslands: pukus, waterbucks and lechwes are all good at swimming, usually feeding in deep water, while the sitatunga has long, splayed hooves that enable it to walk freely on swampy ground.The sub-family Caprinae includes the sheep and the goat, together with various relatives such as the goral and the tahr. Most are woolly or have long hair. Several species, such as wild goats, chamois and ibex, are agile cliff – and mountain-dwellers. Tolerance of extreme conditions is most marked in this group: Barbary and bighorn sheep have adapted to arid deserts, while Rocky Mountain sheep survive high up in mountains and musk oxen in arctic tundra.The duiker of Africa belongs to the Cephalophinae sub-family. It is generally small and solitary, often living in thick forest. Although mainly feeding on grass and leaves, some duikers – unlike most other bovids –are believed to eat insects and feed on dead animal carcasses, and even to kill small animals.The pronghorn is the sole survivor of a New World sub-family of herbivorous ruminants, the Antilocapridae in North America. It is similar in appearance and habits to the Old World antelope. Although greatly reduced in numbers since the arrival of Europeans, and the subsequent enclosure of grasslands, the pronghorn is still found in considerable numbers throughout North America, from Washington State to Mexico. When alarmed by the approach of wolves or other predators, hairs on the pronghorn’s rump stand erect, so showing and emphasising the white patch there. At this signal, the whole herd gallops off at speed of over 60 km per hour.Choose the correct letter, A, B, C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 In which region is the biggest range of bovids to be found?A AfricaB EurasiaC North AmericaD South-east Asia2Most bovids have a preference for living inA isolationB small groupsC tropical forestD wide open spaces3 Which of the following features do all bovids have in common?A Their horns are shotB They have upper incisorsC They store food in the bodyD Their hooves are undividedLook at the following characteristics (Question 4-8) and the list of sub-families below. Match each characteristic with the correct sub-family, A, B, C or D.Write the correct letter, A, B, C or D, in boxes 4-8 on your answer sheet.NB You may use any letter more than once4can endure very harsh environments5includes the ox and the cow6may supplement its diet with meat78Question 9-13Answer the questions below.Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 9-13 on your answer sheet.9What is the smallest species of Bovid called?10Which species of Bovinae has now died out?11What facilitates the movement of the sitatunga over wetland?12What sort of terrain do barbary sheep live in?13What is the only living member of the Antilocapridae sub-family?READING PASSAGE 2You should spend about 20 minutes on Question 14 – 26 which are based on Reading Passage 2 on pages 6 and 7.Photovoltaics on the rooftopA natural choice for powering the family homeQuestion 14 – 19Reading Passage 2 has nine paragraphs A – IWhich paragraph contains the following information?Write the correct letter A – I in boxes 14 – 19 on your answer sheet.NB You may use any letter more than once14 examples of countries where electricity use is greater during the day than at night15 a detailed description of an experiment that led to photovoltaics being promotedthroughout the country16 the negative effects of using conventional means of generating electricity17 an explanation of the photovoltaics system18 the long-term benefits of using photovoltaics19 a reference to wealthy countries being prepared to help less wealthy countrieshave access to photovoltaicsQuestions 20 – 26Do the following statements agree with the information given in Reading Passage 2?In boxes 20 – 26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this20 Photovoltaics are used to store electricity.21 Since the 1970s, the US government has provided continuous support for the useof photovoltaics on homes.22 The solar-powered houses on Rokko Island are uninhabited.23 In 1994, the Japanese government was providing half the money required forinstalling photovoltaics on homes.24 Germany, Italy, the Netherlands and Australia all have strict goals with regard togreenhouse gas emissions.25 Residential electricity use is the major source of greenhouse gas emission.26 Energy-saving measures must now be included in the design of all new homesand improvements to buildings.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on pages 12 and 13.Questions 27 – 31Reading Passage 3 has six sections, A-F.Choose the correct heading for sections B-F from the list of headings below.Write the correct number, i-ix, in boxes 27-31 on your answer sheet.272829 Section D 30Section E 31Section FHow should reading be taught?By Keith Rayner an Barbara R FoormanA Learning to speak is automatic for almost all children, but learning to read requireselaborate instruction and conscious effort. Well aware of the difficulties, educators have given a great deal of thought to how they can best help children learn to read.No single method has triumphed. Indeed, heated arguments about the mostappropriate form of reading instruction continue to polarise the teachingcommunity.B Three general approaches have been tried. In one, called whole-word instruction,children learn by rote how to recognise at a glance a vocabulary of 50 to 100 words.Then they gradually acquire other words, often through seeing them used over and over again in the context of a story.Speakers of most languages learn the relationship between letters and the sounds associated with them (phonemes). That is, children are taught how to use theirknowledge of the alphabet to sound out words. This procedure constitutes asecond approach to teaching reading – phonics.Many schools have adopted a different approach: the whole-language method. The strategy here relies on the child’s experience with language. For example, students are offered engaging books and are encouraged to guess the words that they donot know by considering the context of the sentence or by looking for clues in thestoryline and illustrations, rather than trying to sound them out.Many teachers adopted the whole-language approach because of its intuitiveappeal. Making reading fun promises to keep children motivated, and learning toread depends more on what the student does than on what the teacher does. The presumed benefits of whole-language instruction – and the contrast to theperceived dullness of phonics – led to its growing acceptance across Americaduring the 1990s, and a movement away from phonics.C However, many linguists and psychologists objected strongly to the abandonmentof phonics in American schools. Why was this so? In short, because research had clearly demonstrated that understanding how letters related to the componentsounds in words is critically important in reading. This conclusion rests, in part, on knowledge of how experienced readers make sense of words on a page.Advocates of whole-language instruction have argued forcefully that people oftenderive meanings directly from print without ever determining the sound of the word.Some psychologists today accept this view, but most believe that reading istypically a process of rapidly sounding out words mentally. Compelling evidence for this comes from experiments which show that subjects often confuse homophones (words that sound the same, such as ‘rose’ and ‘rows’). This supports the idea that readers convert strings of letters to sounds.D In order to evaluate different approaches to teaching reading, a number ofexperiments have been carried out, firstly with college students, then with schoolpupils. Investigators trained English-speaking college students to read usingunfamiliar symbols such as Arabic letters (the phonics approach), while anothergroup learned entire words associated with certain strings of Arabic letters(whole-word). Then both groups were required to read a new set of wordsconstructed from the original characters. In general, readers who were taught the rules of phonics could read many more new words than those trained with awhole-word procedure.Classroom studies comparing phonics with either whole-word or whole-language instruction are also quite illuminating. One particularly persuasive study compared two programmes used in 20 first-grade classrooms. Half the students were offered traditional reading instruction, which included the use of phonics drills andapplications. The other half were taught using an individualised method that drew from their experiences with language; these children produced their own booklets of stories and developed sets of words to be recognised (common components of the whole-language approach). This study found that the first group scored higher at year’s end on tests of reading and comprehension.E If researchers are so convinced about the need for phonics instruction, why doesthe debate continue? Because the controversy is enmeshed in the philosophicaldifferences between traditional and progressive (or new) approaches, differences that have divided educators for years. The progressives challenge the results oflaboratory tests and classroom studies on the basis of a broad philosophicalscepticism about the values of such research. They champion student-centredlearning and teacher empowerment. Sadly, they fail to realise that these veryadmirable educational values are equally consistent with the teaching of phonics.F If schools of education insisted that would-be reading teachers learned somethingabout the vast research in linguistics and psychology that bears on reading, theirgraduates would be more eager to use phonics and would be prepared to do soeffectively. They could allow their pupils to apply the principles of phonics whilereading for pleasure. Using whole-language activities to supplement phonicsinstruction certainly helps to make reading fun and meaningful for children, so no one would want to see such tools discarded. Indeed, recent work has indicated that the combination of literature-based instruction and phonics is more powerful than either method used alone.Teachers need to strike a balance. But in doing so, we urge them to remember that reading must be grounded in a firm understanding of the connections betweenletters and sounds. Educators who deny this reality are neglecting decades ofresearch. They are also neglecting the needs of their students.Questions 32 – 36Do the following statements agree with the information given in Reading Passage 3?In boxes 32-36 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 this32The whole-language approach relates letters to sounds.33Many educators believe the whole-language approach to be the most interesting way to teach children to read.34Research supports the theory that we read without linking words to sounds.35Research has shown that the whole-word approach is less effective than the whole-language approach.36Research has shown that phonics is more successful than both the whole-word and whole-language approaches.Questions 37 – 40Complete the summary of sections E and F using the list of words, A-G, below.is incompatible39………………。

剑桥雅思16test1readng1老烤鸭解析（最新版）目录1.雅思阅读考试的基本信息2.剑桥雅思 16test1reading1 的文章概述3.文章的主题和结构4.文章中的重要细节5.老烤鸭的解析和建议正文一、雅思阅读考试的基本信息雅思阅读考试是雅思考试的四个部分之一，考试时间为 60 分钟，共有 3 篇文章，每篇文章包含 2-3 个问题。

考试目的是评估考生在阅读英语文章时的理解能力，包括阅读速度、理解准确性和词汇量等方面。

二、剑桥雅思 16test1reading1 的文章概述剑桥雅思 16test1reading1 的文章是一篇关于澳大利亚北部水域海洋生物的研究报告，主要研究了一种名为“珊瑚裸尾蝠鲼”的鱼类。

文章介绍了这种鱼类的生活习性、生存环境以及对其生存环境的影响等方面的信息。

三、文章的主题和结构文章的主题是关于珊瑚裸尾蝠鲼的研究，结构上分为三个部分：第一部分介绍了珊瑚裸尾蝠鲼的基本信息和生存环境；第二部分详细描述了珊瑚裸尾蝠鲼的生活习性和对其生存环境的影响；第三部分讨论了研究结果的意义和对保护海洋生物多样性的启示。

四、文章中的重要细节文章中提到了珊瑚裸尾蝠鲼的一些重要特征，如它们生活在澳大利亚北部水域的珊瑚礁区，是一种濒危物种，其生存环境受到气候变化和人类活动的影响。

文章还提到了研究者对珊瑚裸尾蝠鲼生活习性的观察结果，如它们白天通常躲在珊瑚礁中，晚上出来活动，主要以浮游生物为食。

五、老烤鸭的解析和建议老烤鸭认为，要想在雅思阅读考试中取得好成绩，首先要提高阅读速度和理解能力。

在阅读文章时，要抓住文章的主题和结构，重点关注文章中的重要细节。

此外，还要注意练习做题技巧，如快速定位答案和排除干扰选项等。

剑14 TEST 1 READING PASSAGE 1篇章背景：这篇文章和C4T2R3 Play Is a Serious Business的主题相似，都是关于小孩“玩耍”对大脑和身体机能的发育，以及对学习和社会能力促进的重要作用。

文章难度属于初级，所配题型是note填空题和判断题这两种比较典型的顺序题型，并且呈现“前后分割”的情况，也就是说，前一个题型对应文章的前半部分，后一个题型对应文章的后半部分，非常有利于确定原文依据的位置。

重点词汇：1.Regulate: v. 管理，控制（control）2.Underpin：v. 巩固，支持，构成……的基础（s upport or form the basis for…）3.Curtail：v. 缩减，限制（reduce or limit）4.Scarce：adj. 缺乏的，不足的（not enough，insufficient）5.Extol：v. 赞美，颂扬（praise）6.Virtue：n. 优点（advantage）7.Impact：n. 影响（effect or influence）8.Undertake：v. 从事，承担（start to do sth.）9.Facilitate：v. 促进，帮助，使容易（promote，make an action or a process easier）10.Clue：n. 线索，提示（cue）11.Diagnosis：n. 诊断（the act of identifying the exact cause of an illness）12.Disorder：n. 不适，疾病（disease，medical problem）13.Previous：adj. 以前的（former）14.Trivial：adj. 不重要的，琐碎的（unimportant，not serious or valuable ）问题解析：1.信号词：magical kingdom，help第1题是在讲儿童玩耍的作用之一：搭建“魔法王国”可以帮助建立……；可以确定出题位置在第一段，第一句和第二句在讲玩什么游戏，怎样想象。

IELTS 10Test 1Reading Passage 1StepwellsA millennium ago, stepwells were fundamental to life in the driest parts of India. Richard Cox travelled to north-western India to document these spectacular monuments from a bygone era.During the sixth and seventh centuries, the inhabitants of the modern-day states of Gujarat and Rajasthan in north-western India developed a method of gaining access to clean, fresh groundwater during the dry season for drinking, bathing, watering animals and irrigation. However, the significance of this invention-the stepwell-goes beyond its utilitarian application.Unique to this region, stepwells are often architecturally complex and vary widely in size and shape. During their heyday, they were places of gathering, of leisure and relaxation and of worship for villagers of all but the lowest classes. Most stepwells are found dotted round the desert areas of Gujarat (where they are called vav) and Rajasthan (where they are called baori), while a few also survive in Delhi. Some were located in or near villages as public spaces for community; others were positioned beside roads as resting places for travellers.As their name suggests, stepwells comprise a series of stone steps descending from ground level to the water source (normally an underground aquifer) as it recedes following the rains. When the water level was high, the user needed only to descend a few steps to reach it; when it was low, several levels would have to be negotiated.Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers. Others are more elaborate, with long stepped passages leading to the water via several storeys. Built from stone and supported by pillars, they also included pavilions that sheltered visitors from the relentless heat. But perhaps the most impressive features are the intricate decorative sculptures that embellish many stepwells, showing activities from fighting and dancing to everyday acts such as woman combing their hair or churning butter.Down the centuries, thousands of wells were constructed throughout north-western India, but the majority have now fallen into disuse; many are derelict and dry, as groundwater has been diverted for industrial use and the wells no longer reach the water table. Their condition hasn’t been helped by recent dry spells: southern Rajasthan suffered an eight-year drought between 1996 and 2004.However, some important sites in Gujarat have recently undergone major restoration, and the state government announced in June last year that it plans to restore the stepwells throughout the state.In patan, the state’s ancient capital, the stepwell of Rani Ki Vav (Queen’s Stepwell) is perhaps the finest current example. It was built by Queen Udayamati during the late 11th century, but bacame silted up following a flood during the 13th century. But the Archaeological Survey of India began restoring it in the 1960s, and today it is in pristine condition. At 65 metres long, 20 metres wide and 27 metres deep, Rani Ki Vav features 500 sculptures carved into niches throughout the monument. Incredibly, in January 2001, this ancient structure survived an earthquake that measured 7.6 on the Richter scale.Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun Temple, built by King Bhima I in 1026 to honour the sun god Surya. It actually resembles a tank (kund means reservoir or pond) rather than a well, but displays the hallmarks of stepwell architecture, including four sides of steps that descend to the bottom in a stunning geometrical formation. The terraces house 108 small, intricately carved shrines between the sets of steps.Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south of Jaipur, is renowned for its architecture, including its stepwells.One of the larger examples is Raniji Ki Baori, which was built by the queen of the region, Nathavatji, in 1699. At 46 metres deep, 20 metres wide and 40 metres long, the intricately carved monument is one of 21 baoris commissioned in the Bundi area by Nathavatji.In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori, one of India’s oldest and deepest wells; aesthetically it’s perhaps one of the most dramatic. Built in around 850 AD next to the temple of Harshat Mata, the baoricomprises hundreds of zigzagging steps that run along three of its sides, steeply descending 11 storeys, resulting in a striking pattern when seen from afar. On the fourth side, verandas which are supported by ornate pillars overlook the steps.Still in public use is Neemrana Ki Baori, located just off the Jaipur-Delhi highway. Constructed in around 1700, it is nine storeys deep, with the last two being underwater. At ground level, there are 86 colonnaded openings from where the visitor descends 170 steps to the deepest water source.Today, following years of neglect, many of these monuments to medieval engineering have been saved by the Archaeological Survey of India, which has recognised the importance of preserving them as part of the country’s rich history. Tourists flock to wells in far-flung corners of north-western India to gaze in wonder at these architectural marvels from hundreds of years ago, which serve as a reminder of both the ingenuity and artistry of ancient civilisations and of the value of water to human existence.TRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on thisQuestions 1-51Examples of ancient stepwells can be found all over the world. 2Stepwells had a range of functions, in addition to those related to water collection.3The few existing stepwells in Delhi are more attractive than those found elsewhere.4It took workers many years to build the stone steps characteristic of stepwells.5The number of steps above the water level in a stepwell altered during the course of a year.Questions 6-8Choose ONE WORD ONLY from the passage for each answer.6Which part of some stepwells provided shade for people?7What type of serious climatic event, which took place in southern Rajasthan, is mentioned in the article?8Who are frequent visitors to stepwells nowadays?。

IELTS Entry Test Paper启德雅思部雅思入学测试试卷雅思入学测试考试日期： 6 考生姓名：6ListeningSECTION 1Questions1-10Complete the notes below.Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.NOTES - Christmas DinnerExample AnswerName to book for ...45...........................Date of dinner: 21 DecemberChoices for venue:·First choice 1........................... Tel. number: not known·Second choice 2........................... Tel. number: 777192·Third choice 3........................... Tel. number: 4........................Price per person: ￡12Restaurant must have vegetarian food and a 5...........................Menu: First course - French Onion Soup OR Fruit JuiceMain course - Roast Dinner OR 6...........................Dessert - Plum Pudding OR Apple Pie- CoffeeRestaurant requires from us:7........................... and letter of confirmationand we must 8........................... in advance.Must confirm in writing by: 9...........................Put notice in 10................................................SECTION2Questions11-20Questions 11-13Complete the table below.Write NO MORE THAN THREE WORDS OR A NUMBER for each answer.MEMBERSHIP OF SPORTS CENTRECost 11 £.........................per12......................Where? 13..........................When? 2 to 6 pm, Monday to ThursdayBring: Union cardPhotoFeeQuestions 14-16Complete the table below.Write NO MORE THAN THREE WORDS for each answer.Always bring sports 14...............................when you come to 15...................or use the Centre'sfacilities.Opening hours 9 am to 10 pm on 16......................10 am to 6 pm on Saturdays50% 'morning discount' 9 am to 12 noon on weekdaysQuestions 17-20Look at the map of the Sports Complex below.Label the buildings on the map of the Sports Complex.Choose your answers from the box below and write them against Questions 17-20.Arts StudioFootball PitchTennis CourtsDance StudioFitness RoomReceptionSquash CourtsSECTION3Questions21-30Complete the form below.Write NO MORE THAN THREE WORDS AND/OR NUMBER for each answer.YOUNG ELECTRONICENGINEER COMPETITION Name(s) of designer(s): John Brown21 ...........................Age: 22...........................Name of design: 23................................................................................Dimensions of equipment: 24Width Length Depth...........................cm ...........................cm ...........................cmPower: BatterySpecial features: 25...................................................................................26...................................................................................27...................................................................................Cost: parts $528....................... $9.50Other comments: need help to make 29...........................would like to develop range of sizesSend by: 30...........................SECTION4Questions31-40Questions 31-33Complete the table below.Write NO MORE THAN TWO WORDS for each answer."NEW" MEAT CAN BE COMPARED TO PROBLEM kangaroo 31........................... 32...........................crocodile chicken fattyostrich 33...........................Questions 34-36Complete the cable belowWrite NO MORE THAN THREE WORDS for each answer.Questions 37-40Choose the correct letters A-C.37 Ostrich meatA has more protein than beef.B tastes nearly as good as beef.C is very filling.38 One problem with ostrich farming in Britain isA the climate.B the cost of transporting birds.C the price of ostrich eggs.39 Ostrich chicks reared on farmsA must be kept in incubators until mature.B are very independent.C need looking after carefully.40 The speaker suggests ostrich farms are profitable becauseA little initial outlay is required.B farmed birds are very productive.C there is a good market for the meat.ReadingREADING PASSAGE1You should spend about 20 minutes on Questions 1-12 which are based on Reading Passage 1 below.THE DEPARTMENT OF ETHNOGRARHYThe Department of Ethnography was created as a separate department within the British Museum in 1946, after 140 years of gradual development from the original Department of Antiquities. It is concerned with the people of Africa, the Americas, Asia, the pacific and parts of Europe. While this includes complex kingdoms, as in Africa, and ancient empires, such as those of the twentieth century focus of attention in the twentieth century has been on small-scale societies. Through its collections, the Department's specific interest is to document how objects are created and used, and to understand their importance and significance to those who produce them. Such objects can include both the extraordinary and the mundane, the beautiful and the banal.The collections of the Department of Ethnography include approximately 300,000 artefacts, of which about half are the product of the present century. The Department has a vital role to play in pro- viding information on non-Western cultures to visitors and scholars. To this end, the collecting emphasis has often been less on individual objects than on groups of mate- rang of a society's cultural expressions. Much of the more recent collecting was carried out in the field, sometimes by Museum staff working on general anthropological projects in collaboration with a wide variety of national governments and other institutions. The material collected includes great technical series-for instance, of textiles from Bolivia. Guatemala, Indonesia and areas of West Africa-or of artefact types such as boats. The latter include working examples of coracles from India, reed boats from lake Titicaca in the Andes, kayaks from the Arctic, and dug-out canoes from several countries. The field assemblages, such as those from the Sudan, Madagascar and Yemen, include a whole range of material culture representative of one people. The might cover the necessities of life of an African herdsman or on Arabian farmer, ritual objects, or even on occasion airport art, Again, a series of acquisitions might represent a decade's fieldwork documenting social experience as expressed in the varieties of clothing and jewellery styles, tents and camel trappings from various Middle Eastern countries, or in the developing preferences in personal adornment and dress from Papua New Guinea. Particularly interesting are a series of collections which continue to document the evolution of ceremony and of material forms for which the Department already possesses early (if not the earliest) collections formed after the first contact with Europeans.The importance of these acquisitions extends beyond the objects themselves. They come to the Museum with documentation of the social context, ideally inc luding photographic records. Such acquisitions have multiple purposes. Most significantly they document for future change. Most people think of the cultures represented in the collection in terms of the absence of advanced technology. in fact. traditional practices draw on a continuing wealth of technological ingenu iry Limited resources and ecological constraints are often overcome by personal skills that would be regarded as exceptional in the West. Of growing interest is the way in which much of what we might see as disposable is, elsewhere, recycled and reused.With the independence of much of Asia and Africa after 1945. it was assumed that economic progress would rapidly lead to the disappearance or assimilation of many small-scale societies. Therefore, it was felt that the Museum should acquire materials representing people whose art or material culture, ritual or political structures were on the point of irrevocable change. This attitude altered with the realisation that marginal communities can survive and adopt in spite of partial integration into a notoriously fickle world economy. Since the seventeenth century, with the advent of trading companies exporting manufactured textiles to North America and Asia, the importation of cheap goods has often contributed to the destruction of local skills and indigenous markets. On the one hand modem imported goods may be used in on everyday setting, while on the other hand. other traditional objects may still be required for ritually significant events. Within this context trade and exchange attitudes are inverted. What are utilitarian objects to a Westerner may be prizedobjects in other cultures- when trans- formed by local ingenuity-principally for aesthetic value. in the same way, the West imports goods form other peoples and in certain circumstances categorises the m as ‘art'.Collections act as an ever-expanding database, not merely for scholars and anthropologists, but for people involved in a whole range of educational and art is tic purposes. These include schools and universities as well as colleges of art and design. The provision of information about non-Western aesthetics and techniques, not just for designers and artists but for all visitors, is a growing responsibility for a Department whose own context is an increasingly multicultural European society.Questions 1-6Do the following statements agree with the information given in Reading Passage 1?In boxes 1-6 on your answer sheet writeTRUE if the statement is true according to the passageFALSE if the statement is false according to the passageNOT GIVEN if the information is not given in the passageExample AnswerThe Department of Ethnography FALSEreplaced the Department of Antiquitiesat the British Museum.1 The twentieth-century collections come mainly from mainstream societies such as the US and Europe.2 The Department of Ethnography focuses mainly on modern societies.3 The Department concentrates on collecting single unrelated objects of great value.4 The textile collection of the Department of Ethnography is the largest in the world.5 Traditional societies are highly inventive in terms of technology.6 Many small-scale societies have survived and adapted in spite of predictions to the contrary.Questions 7-12Some of the exhibits at the Department of Ethnography are listed below (Questions 7-12).The writer gives these exhibits as examples of different collection types.Match each exhibit with the collection type with which it is associated in Reading Passage 1.Write the appropriate letters in boxes 7-12 on your answer sheet.NB You may use any collection type more than once.Collection TypesAT A rtefact T ypesEC E volution of C eremonyFA F ield A ssemblagesSE S ocial E xperienceTS T echnical S eriesExample AnswerBoats AT7 Bolivian textiles8 Indian coracles9 airport art10 Arctic kayaks11 necessities of life of an Arabian farmer12 tents from the Middle EastREADING PASSAGE 2You should spend about 20 minutes on Questions 13-25 which are based on Reading Passage 2 on the following pages.Questions 13-15Reading Passage 2 has six sections A-F.Choose the most suitable headings for sections A, B and D from the list of headings below.Write the appropriate numbers i-vii in boxes 13-15 on your answer sheet.List of Headingsi Amazonia as unable to sustain complexsocietiesii The role of recent technology in ecologicalresearch in Amazoniaiii The hostility of the indigenous populationto North American influencesiv Recent evidencev Early research among the Indian Amazonsvi The influence of prehistoric inhabitants onAmazonian natural historyvii The great difficulty of changing localattitudes and practices13 Section A14 Section BExample AnswerSection C iv15 Section DSecrets of the ForestA In 1942 Allan R Holmberg, a doctoral student in anthropology from Yale University, USA, ventured deep into the jungle of Bolivian Amazonia and searched out an isolated band of Siriono Indians. The Siriono, Holmberg later wrote, led a "strikingly backward" existence. Their villages were little more than clusters of thatched huts. Life itself was a perpetual and punishing search for food: some families grew manioc and other starchy crops in small garden plots cleared from the forest, while other members of the tribe scoured the country for small game and promising fish holes. When local resources became depleted, the tribe moved on. As for technology, Holmberg noted, the Siriono "may be classified among the most handicapped peoples of the world". Other than bows, arrows and crude digging sticks, the only tools the Siriono seemed to possess were "two machetes worn to the size of pocket-knives".B Although the lives of the Siriono have changed in the intervening decades, the image of them as Stone Age relics has endured. Indeed, in many respects the Siriono epitomize the popular conception of life in Amazonia. To casual observers, as well as to influential natural scientists and regional planners, the luxuriant forests of Amazonia seem ageless, unconquerable,a habitat totally hostile to human civilization. The apparent simplicity of Indian ways of life has been judged an evolutionary adaptation to forest ecology, living proof that Amazonia could not - and cannot - sustain a more complex society. Archaeological traces of far more elaborate cultures have been dismissed as the ruins of invaders from outside the region, abandoned to decay in the uncompromising tropical environment.C The popular conception of Amazonia and its native residents would be enormously consequential if it were true. But the human history of Amazonia in the past 11,000 years betrays that view as myth. Evidence gathered in recent years from anthropology and archaeology indicates that the region has supported a series of indigenous cultures for eleven thousand years; an extensive network of complex societies - some with populations perhaps as large as 100,000 - thrived there for more than 1,000 years before the arrival of Europeans. (Indeed, some contemporary tribes, including the Siriono, still live among the earthworks of earlier cultures.) Far from being evolutionarily retarded, prehistoric Amazonian people developed technologies and cultures that were advanced for their time. If the lives of Indians today seem "primitive", the appearance is not the result of some environmental adaptation or ecological barrier; rather it is a comparatively recent adaptation to centuries of economic and political pressure. Investigators who argue otherwise have unwittingly projected the present onto the past.D The evidence for a revised view of Amazonia will take many people by surprise. Ecologists have assumed that tropical ecosystems were shaped entirely by natural forces and they have focused their research on habitats they believe have escaped human influence. But as the University of Florida ecologist, Peter Feinsinger, has noted, an approac h that leaves people out of the equation is no longer tenable. The archaeological evidence shows that the natural history of Amazonia is to a surprising extent tied to the activities of its prehistoric inhabitants.E The realization comes none too soon. In June 1992 political and environmental leaders from across the world met in Rio de Janeiro to discuss how developing countries can advance their economies without destroying their natural resources. The challenge is especially difficult in Amazonia. Because the tropical forest has been depicted as ecologically unfit forlarge-scale human occupation, some environmentalists have opposed development of any kind. Ironically, one major casualty of that extreme position has been the environment itself. While policy makers struggle to define and implement appropriate legislation, development of the most destructive kind has continued apace over vast areas.F The other major casualty of the "naturalism" of environmental scientists has been the indigenous Amazonians, whose habits of hunting, fishing, and slash-and-burn cultivation often have been represented as harmful to the habitat. In the clash between environmentalists and developers, the Indians, whose presence is in fact crucial to the survival of the forest, have suffered the most. The new understanding of the pre-history of Amazonia, however, points toward a middle ground. Archaeology makes clear that with judicious management selected parts of the region could support more people than anyone thought before. The long-buried past, it seems, offers hope for the future.Questions 16-21Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 16-21 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 thisExample AnswerThe prehistoric inhaditants of NOAmazonia were relatively backward intechnological terms.16 The reason for the simplicity of the Indian way of life is that Amazonia has always been unable to support a more complex society.17 There is a crucial popular misconception about the human history of Amazonia.18 There are lessons to be learned from similar ecosystems in other parts of the world.19 Most ecologists were aware that the areas of Amazonia they were working in had been shaped by human settlement.20 The indigenous Amazonian Indians are necessary to the well-being of the forest.21 It would be possible for certain parts of Amazonia to support a higher population.Questions 22-25Choose the appropriate letters A-D and write them in boxes 22-25 on your answer sheet.22 In 1942 the US anthropology student concluded that the SirionoA were unusually aggressive and cruel.B had had their way of life destroyed by invaders.C were an extremely primitive society.D had only recently made permanent settlements.23 The author believes recent discoveries of the remains of complex societies in AmazoniaA are evidence of early indigenous communities.B are the remains of settlements by invaders.C are the ruins of communities established since the European invasions.D show the region has only relatively recently been covered by forest.24 The assumption that the tropical ecosystem of Amazonia has been created solely by natural forcesA has often been questioned by ecologists in the past.B has been shown to be incorrect by recent research.C was made by Peter Feinsinger and other ecologists.D has led to some fruitful discoveries.25 The application of our new insights into the Amazonian past wouldA warn us against allowing any development at all.B cause further suffering to the Indian communities.C change present policies on development in the region.D reduce the amount of hunting, fishing, and 'slash-and-burn'.READING PASSAGE 3You should spend about 20 minutes on Questions 26-40 which are based on Reading Passage 3 below.HIGHS & LOWSHormone levels - and hence our moods - may be affected by the weather. Gloomy weather can cause depression, but sun- shine appears to raise the spirits. In Britain, for example, the dull weather of winter drastically cuts down the amount of sunlight that is experienced which strongly affects some people. They become so depressed and lacking in energy that their work and social life are affected. This condition has been given the name SAD (Seasonal Affective Disorder), Sufferers can fight back by making the most of any sunlight in winter and by spending a few hours each day under special, full-spectrum lamps. These provide more ultraviolet and blue- green light than ordinary fluorescent and tungsten lights. Some Russian scientists claim that children learn better after being exposed to ultraviolet light. In warm countries, hours of work are of ten arranged so that workers can take a break, or even a siesta, during the hottest part of the day. Scientists are working to discover the links between the weather and human beings' moods and performance.It is generally believed that tempers grow shorter in hot, muggy weather. There is no doubt that 'crimes against the person' rise in the summer, when the weather is hotter and fall in the winter when the weather is colder. Research in the United States has shown a relation- ship between temperature and street riots. The frequency of riots rises dramatically as the weather gets warmer, hitting a peak around 27-30~C. But is this effect really due to a mood change caused by the heat? Some scientists argue that trouble starts more Often in hot weather merely because there are more people in the street when the weather is good.Psychologists have also studied how being cold affects performance. Re- searchers compared divers working in icy cold water at 5~C with others in water at 20~C (about swimming pool temperature). The colder water made the divers worse at simple arithmetic and other mental tasks. But significantly, their performance was impaired as soon as they were put into the cold water - before their bodies had time to cool down. This suggests that the low temperature did not slow down mental functioning directly, but the feeling of cold distracted the divers from their tasks.Psychologists have conducted studies showing that people become less secptical and more optimistic when the weather is sunny. However, this apparently does not just depend on the temperature. An American psychologist studied customers in a temperature- controlled restaurant. They gave bigger tips when the sun was shining and smaller tips when it wasn't, even though the temperature in the restaurant was the same. Alink between weather and mood is made believable by the evidence for a connection between behaviour and the length of the daylight hours. This in turn might involve the level of a hormone called melatonin, produced in the pineal gland in the brain. The amount of melatonin falls with greater exposure to daylight. Research shows that melatonin plays an important part in the seasonal behaviour of certain animals. For example, food consumption of stags increases during the winter, reaching a peak in February/ March. It falls again to a low point in May, then rises to a peak in September, before dropping to another minimum in November. These changes seem to be triggered by varying melatonin levels.In the laboratory, hamsters put on more weight when the nights are getting shorter and their melatonin levels are falling. On the other hand, if they are given injections of melatonin, they will stop eating altogether. It seems that time cues provided by the changing lengths of day and night trigger changes in animals' behaviour - changes that are needed to cope with the cycle of the seasons. People's moods too, have been shown to react to the length of the day- light hours. Sceptics might say that longer exposure to sunshine puts people in a better mood because they associate it with the happy feelings of holidays and freedom from responsibility, However, the belief that rain and murky weather make people more unhappy is borne out by a study in Belgium, which showed that a telephone counselling service gets more telephone calls from people with suicidal feelings when it rains.When there is a thunderstorm brewing, some people complain of the air being 'heavy' and of feeling irritable, moody and on edge. They may be reacting to the fact that the air can become slightly positively c harged when large thunderclouds are generating the intense electrical fields that cause lightning flashes. The positive charge increases the levels of serotonin (a chemical involved in sending signals in the nervous system). High levels of serotonin in certain areas of the nervous system make people more active and reactive and, possibly, more aggressive. When certain winds are blowing, such as the Mistral in southern France and the Fshn in southern Germany, mood can be affected - and the number of traffic accidents rises. It may be significant that the concentration of positively charged particles is greater than normal in these winds. In the United Kingdom, 400,000 ionizers are sold every year. These small machines raise the number of negative ions in the air in a room. Many people claim they feel better in negatively charged air.Questions 26-28Choose the appropriate letters A-D and write them in boxes 26-28 on your answer sheet.26 Why did the divers perform less well in colder conditions?A They were less able to concentrate.B Their body temperature fell too quickly.C Their mental functions were immediately affected by the cold.D They were used to swimming pool conditions.27 The number of daylight hoursA affects the performance of workers in restaurants.B influences animal feeding habits.C makes animals like hamsters more active.D prepares humans for having greater leisure time.28 Human irritability may be influenced byA how nervous and aggressive people are.B reaction to certain weather phenomena.C the number of ions being generated by machines.D the attitude of people to thunderstorms.Questions 29-34Do the following statements agree with the information in Reading Passage 3?In boxes 29-34 on your answer sheet writeTRUE if the statement is true according to the passageFALSE if the statement is false according to the passageNOT GIVEN if the information is not given in the passage29 Seasonal Affective Disorder is disrupting children's education in Russia.30 Serotonin is an essential cause of human aggression.31 Scientific evidence links 'happy associations with weather' to human mood.32 A link between depression and the time of year has been established.33 Melatonin levels increase at certain times of the year.34 Positively charged ions can influence eating habits.Questions 35-37According to the text which THREE of the following conditions have been scientifically proved to have a psychological effect on humans?Choose THREE letters A-G and write them in boxes 35-37 on your answer sheet,A lack of negative ionsB rainy weatherC food consumptionD high serotonin levelsE sunny weatherF freedom from worryG lack of counselling facilitiesQuestions 38-40Complete each of the following statements with the best ending from the box below.Write the appropriate letters A-G in boxes 38-40 on your answer sheet.38 It has been established that social tension increases significantly in the United States I during ...39 Research has shown that a hamster's bodyweight increases according to its exposure to...40 Animals cope with changing weather and food availability because they are influenced by...A daylightB hot weatherC melatoninD moderate temperaturesE poor co-ordinationF time cuesG impaired performanceWritingWRITING TASK1You should spend about 20 minutes on this task.The charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990.Write a report for a university lecturer describing the information shown below.You should write at least 150 words._________________________________________________________________ _________________________________________________________________ _________________________________________________________________。

IELTS 8 Test 1 梅轩Reading Passage 1A Chronicle of Timekeeping重要词汇Paragraph Aarchaeological adj.考古学的advent n. 到来，出现Babylonian n. 巴比伦人coordinate vt. 协调，配合shipment n. 运输，运送；运送的货物solar adj. 太阳的successive adj. 连续的，相继的lunar adj. 月亮的orbit Vt. 围绕轨道而行；n. 轨道accompany Vt. 伴随…发生，陪伴revolution n. 革命，变革；天体运行，旋转Paragraph Bartificial Adj. 人工的，人造的conspicuous Adj. 显而易见的，显著的latitude n. 纬度clime n. 气候带；（具有某种气候的）地区crucial Adj. 关键的，重要的，决定性的Paragraph Cformulate Vt. 制定；规划；确切表达municipal Adj. 市政的approximate Adj. 近似的，大概的cosmic Adj. 宇宙的= cosmicalinterval n. (时间上的)间隔；幕间休息temporal Adj. 时间的disseminate Vt. 宣传，传播Paragraph Dsundial n. 日晷counterpart n. 对应的事物，配对物basin n. 水池；盆地denote Vt. 表示，指示dip v. 下沉，下降；蘸；浸inscribe Vi. 在…上面刻Mediterranean Adj. 地中海的Paragraph Emechanical Adj. 机械的；无意识的；力学的scheme n. 计划，方案；v. 密谋astronomical Adj. 天文的，天文学的supersede Vt. 取代，接替commence Vt. 开始Paragraph Fmotive n. 动机，目的；vt. 使产生动机，激起transfer n. 转移，转让；v. 使转移；转让escapement n. 逃脱gear n. 齿轮；传动装置；v. 搭上齿轮，开动arc n. 弧；弧形物；天穹Paragraph Gvariation n. 变化；变异，变种anchor n. 锚；v. 抛锚；使固定；主持motion n. 动作；运行；手势。

IELTS Reading passage - Adam’s WineAdam’s WineA.Water is a life-giver as well as a life-taker. It spans the majority of our planet's surfaceand has had a significant role in human evolution. According to current projections, it is a factor that will become even more important.B.Water has played a vital role in our lives throughout history. Water has always had athorny relationship with humanity, on the one hand providing immense benefits notonly as a supply of drinking water, but also as a source of food, a means oftransportation, and a means of trade. However, because people have been obliged to live near water in order to survive and thrive, the relationship has not always beenpleasant or productive. Contrary to popular belief, it has been the exact opposite.What started out as a survival necessity has turned out to have a highly destructiveand life-threatening side in many cases.C.People and their environment have been hit by big floods and long droughtsthroughout history, making it harder for them to fight for their lives. The dramaticchanges in the environment that we hear about in the news every day are not new.Fields that used to be green and full of life are now empty. Lakes and rivers that used to be full of life are now empty. Savannas have become deserts. What might be new is our childlike amazement at the forces of nature.D.Today, we know more about how climates change around the world. Floods infaraway places have an immediate effect on the whole world. Maybe these thingsmake us feel better when floods and other natural disasters are destroying our ownproperty.E.In 2002, floods in several parts of Europe caused a lot of damage that cost billions ofeuros to fix. Properties all over the continent fell into the sea as waves thumped thecoast and destroyed sea defenses. But it was not just the sea. Rivers that weredeformed by heavy rains and the loss of trees carried large amounts of water thatruined many communities.F.The costly short-term solution is to build better and more sophisticated flooddefences along rivers. There are less complicated options. Tree planting in highland areas, not just in Europe, but also in locations like the Himalayas, to safeguardpeople living in low-lying areas like the Ganges Delta, is a less expensive and moreappealing alternative. Countries are already being persuaded that the release ofcarbon dioxide and other greenhouse gases is affecting significant environmentaldamage. In this area, however, further work is needed.G.What about the future? According to projections, two-thirds of the world's populationwould be without fresh water by 2025. However, the future has arrived in a risingnumber of parts of the planet. While floods have wreaked havoc in certain areas,water scarcity is generating strife in others. The Rio Grande failed to reach the Gulfof Mexico for the first time in 50 years in the spring of 2002, pitting the region against the region as they compete for water supplies. Due to drought and growing waterusage in many regions of the world, there is currently discussion of water becoming the new oil.H.Other doom-laden predictions claim that, as the polar ice caps melt, coastal regionsand some low-lying islands will almost certainly be drowned by the water. Popularexotic sites, which are today frequented by tens of thousands of tourists, will become no-go zones. Today's vacation attractions in southern Europe and others will literally become hotspots, making them too hot to live in or visit. It's impossible not to despair in light of the current weather's irregular behavior.I.Some may argue that this pessimism is unfounded, but there has been plenty ofevidence that something is wrong with the climate. Flooding has been destructive in many regions of the globe. The catastrophe shifts from one continent to the next as the seasons change. The cost of living is sad, and the environmental impact isworrying. We'll have to get used to it.Adam’s Wine IELTS Reading QuestionsQuestions 1-8This reading passage has eight paragraphs labeled A-I.Choose the most suitable headings for paragraphs B-I from the list of headings below. Write the appropriate numbers (i-xii) in boxes 1-8 on your answer sheet.Note: There are more headings than paragraphs, so you will not use all of them.List of HeadingsI. Change in the environment has always been a part of our lives.II.Water shortagesIII.Rivers and waves wreak havoc.IV.Is it reasonable to be pessimistic? Or is it more realistic?V.Climate disasters make us feel better.VI.Water, the source of nourishmentVII.How to deal with a floodVIII.Widespread floodsIX.Relationship between humans and waterX.Water's devastation in the pastXI.Future floodingXII.A negative outlook on the future1.Paragraph B2.Paragraph C3.Paragraph D4.Paragraph E5.Paragraph F6.Paragraph G7.Paragraph H8.Paragraph IQuestions 9-11Choose the appropriate letters A-D9. The author contends thatA.every day, the news we read and watch on TV amazes us.B.We’re petrified in the face of environmental changes.C.every day, the news we read and watch on TV should not amaze us.D.Nature has surprised us with its ability to alter the surroundings.10 According to the writer,A.People do not need to become habituated to environmental destruction.B.People will have to adapt to climate changes than harm the environment.C.People are currently more accustomed to environmental devastation than in the past.D.The widespread pessimism over environmental transformations is unjustified. Questions 11-13Do the following statements agree with the information given in the reading passage? WriteTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this in the passage11. Humanity's connection with water has always been fraught.12. Half of the world's population will lack access to clean water in the year 2025.13. As the seasons change, the disaster moves from one continent to another.。

剑桥雅思16test1readng1老烤鸭解析
摘要：
1.了解剑桥雅思16test1阅读理解部分的内容和难度
2.分析老烤鸭的解析，提取关键点
3.针对解析中的重点内容，给出实用的备考建议
4.总结本文的主要观点和启示
正文：
剑桥雅思16test1的阅读理解部分对于许多烤鸭来说可能是个挑战。

通过老烤鸭的解析，我们可以更好地理解这篇文章，从而提高我们的阅读能力。

首先，老烤鸭的解析帮我们明确了文章的主题和结构。

这篇文章的主题是关于鸟类导航能力的研究，文章通过介绍科学家们的研究方法和成果，让我们对这一主题有了更深入的了解。

在备考过程中，了解文章的主题和结构是非常重要的，这有助于我们快速捕捉文章的核心信息。

其次，老烤鸭的解析揭示了文章中的关键细节。

例如，文章提到了科学家们通过实验发现，鸟类导航能力的关键因素是磁场和光信号。

这对于我们在备考过程中捕捉文章细节具有重要指导意义，我们可以重点关注这些关键信息，以提高我们的阅读速度和准确性。

此外，老烤鸭的解析还给出了实用的备考建议。

例如，建议我们在阅读过程中注意文章的逻辑关系，掌握句子之间的连接词，这对于提高我们的阅读理解能力非常有帮助。

同时，建议我们多做练习，积累词汇和语法知识，这些都是提高阅读理解成绩的关键。

总之，通过剑桥雅思16test1阅读理解部分的解析，我们可以更好地掌握阅读策略，提高阅读能力。

在备考过程中，我们要关注文章的主题、结构和关键细节，同时加强词汇、语法和逻辑关系的训练。

IELTS 10Test 1Reading Passage 1StepwellsA millennium ago, stepwells were fundamental to life in the driest parts of India. Richard Cox travelled to north-western India to document these spectacular monuments from a bygone era.During the sixth and seventh centuries, the inhabitants of the modern-day states of Gujarat and Rajasthan in north-western India developed a method of gaining access to clean, fresh groundwater during the dry season for drinking, bathing, watering animals and irrigation. However, the significance of this invention-the stepwell-goes beyond its utilitarian application.Unique to this region, stepwells are often architecturally complex and vary widely in size and shape. During their heyday, they were places of gathering, of leisure and relaxation and of worship for villagers of all but the lowest classes. Most stepwells are found dotted round the desert areas of Gujarat (where they are called vav) and Rajasthan (where they are called baori), while a few also survive in Delhi. Some were located in or near villages as public spaces for community; others were positioned beside roads as resting places for travellers.As their name suggests, stepwells comprise a series of stone steps descending from ground level to the water source (normally an underground aquifer) as it recedes following the rains. When the water level was high, the user needed only to descend a few steps to reach it; when it was low, several levels would have to be negotiated.Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers. Others are more elaborate, with long stepped passages leading to the water via several storeys. Built from stone and supported by pillars, they also included pavilions that sheltered visitors from the relentless heat. But perhaps the most impressive features are the intricate decorative sculptures that embellish many stepwells, showing activities from fighting and dancing to everyday acts such as woman combing their hair or churning butter.Down the centuries, thousands of wells were constructed throughout north-western India, but the majority have now fallen into disuse; many are derelict and dry, as groundwater has been diverted for industrial use and the wells no longer reach the water table. Their condition hasn’t been helped by recent dry spells: southern Rajasthan suffered an eight-year drought between 1996 and 2004.However, some important sites in Gujarat have recently undergone major restoration, and the state government announced in June last year that it plans to restore the stepwells throughout the state.In patan, the state’s ancient capital, the stepwell of Rani Ki Vav (Queen’s Stepwell) is perhaps the finest current example. It was built by Queen Udayamati during the late 11th century, but bacame silted up following a flood during the 13th century. But the Archaeological Survey of India began restoring it in the 1960s, and today it is in pristine condition. At 65 metres long, 20 metres wide and 27 metres deep, Rani Ki Vav features 500 sculptures carved into niches throughout the monument. Incredibly, in January 2001, this ancient structure survived an earthquake that measured 7.6 on the Richter scale.Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun Temple, built by King Bhima I in 1026 to honour the sun god Surya. It actually resembles a tank (kund means reservoir or pond) rather than a well, but displays the hallmarks of stepwell architecture, including four sides of steps that descend to the bottom in a stunning geometrical formation. The terraces house 108 small, intricately carved shrines between the sets of steps.Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south of Jaipur, is renowned for its architecture, including its stepwells.One of the larger examples is Raniji Ki Baori, which was built by the queen of the region, Nathavatji, in 1699. At 46 metres deep, 20 metres wide and 40 metres long, the intricately carved monument is one of 21 baoris commissioned in the Bundi area by Nathavatji.In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori, one of India’s oldest and deepest wells; aesthetically it’s perhaps one of the most dramatic. Built in around 850 AD next to the temple of Harshat Mata, the baori comprises hundreds of zigzagging steps that run along three of its sides, steeply descending 11 storeys, resulting in a striking pattern when seen from afar. On the fourth side, verandas which are supported by ornate pillars overlook the steps.Still in public use is Neemrana Ki Baori, located just off the Jaipur-Delhi highway. Constructed in around 1700, it is nine storeys deep, with the last two being underwater. At ground level, there are 86 colonnaded openings from where the visitor descends 170 steps to the deepest water source.Today, following years of neglect, many of these monuments to medieval engineering have been saved by the Archaeological Survey of India, which has recognised the importance of preserving them as part of the country’s rich history. Tourists flock to wells in far-flung corners of north-western India to gaze in wonder at these architectural marvels from hundreds of years ago, which serveas a reminder of both the ingenuity and artistry of ancient civilisations and of the value of water to human existence.TRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on thisQuestions 1-51Examples of ancient stepwells can be found all over the world.2Stepwells had a range of functions, in addition to those related to water collection.3The few existing stepwells in Delhi are more attractive than those found elsewhere.4It took workers many years to build the stone steps characteristic of stepwells. 5The number of steps above the water level in a stepwell altered during the course of a year.Questions 6-8Choose ONE WORD ONLY from the passage for each answer.6Which part of some stepwells provided shade for people?7What type of serious climatic event, which took place in southern Rajasthan, is mentioned in the article?8Who are frequent visitors to stepwells nowadays?。

剑桥雅思16test1readng1老烤鸭解析一、了解剑桥雅思16test1阅读理解部分的主题和内容剑桥雅思16test1的阅读理解部分包含了三篇文章，分别是：1.生态环境保护：文章讨论了生态环境保护的重要性，分析了人类活动对环境的影响，以及生态环境保护的措施。

2.教育技术：文章探讨了教育技术在现代教育中的作用，分析了其优点和潜在的负面影响。

3.睡眠对人体健康的重要性：文章阐述了睡眠对身体健康的重要性，讨论了睡眠不足的影响以及如何改善睡眠质量。

二、分析阅读理解的题型和技巧1.题型：剑桥雅思16test1的阅读理解部分包括了常见的题型，如事实细节题、推理判断题、主旨大意题等。

2.技巧：针对不同题型，要有针对性地运用解题技巧，如寻找关键词、同义替换、排除法等。

三、提供解题策略和技巧1.先浏览题目，确定文章的主题和需要关注的要点。

2.阅读文章，找到与题目相关的信息，进行标记。

3.针对题目，返回文章中相关段落，找出答案。

4.遇到难题，运用排除法、同义替换等技巧，进行推测和判断。

四、总结提高阅读理解能力的方法1.增加词汇量：词汇是阅读理解的基础，要通过背单词、阅读英文文章等方式，不断提高词汇量。

2.提高阅读速度：在保证准确性的前提下，提高阅读速度，以便在有限的时间内阅读更多内容。

3.掌握解题技巧：熟悉各种题型，掌握解题技巧，提高答题效率。

4.大量练习：通过练习剑桥雅思、托福等阅读理解题目，不断提高阅读理解能力。

总之，剑桥雅思16test1阅读理解部分考查了生态环境保护、教育技术以及睡眠对人体健康的重要性等主题。

要提高阅读理解能力，需要掌握解题技巧，增加词汇量，提高阅读速度，并进行大量练习。

雅思c11t1s1阅读原文英文回答：The reading passage in IELTS Cambridge 11 Test 1 Section 1 discusses the topic of urban planning and the impact it has on the environment. The passage explains that urban planning plays a crucial role in creating sustainable and livable cities. It highlights the importance of considering environmental factors such as air quality, green spaces, and transportation systems when designing urban areas.One example mentioned in the passage is the city of Curitiba in Brazil. The city's urban planning focused on creating an efficient public transportation system, which reduced the number of cars on the road and minimized air pollution. As a result, Curitiba became a model city for sustainable urban development.Another example is the city of Freiburg in Germany. Thepassage mentions that Freiburg implemented a comprehensive urban planning strategy that prioritized sustainable energy sources and green architecture. The city now generates a significant portion of its energy from renewable sources and has become a leader in sustainable urban design.These examples demonstrate how effective urban planning can positively impact the environment. By considering factors such as transportation, energy sources, and green spaces, cities can create a more sustainable and livable environment for their residents.中文回答：雅思第11册第1套第1篇阅读原文讨论了城市规划对环境的影响。

雅思阅读模拟题 PASSAGE 1Practice IELTS Reading Test A (Academic?Module)READING PASSAGE 1PERSONAL TIME MANAGEMENTSince the early work of Halberg(1960),the existence of human "circadian rhythms" has been well-known to biologists and psychologists. Circadian rhythms?dictate?that there are?certain?times of the day when we are at our best both physicallyand psychologically. At its simplest, the?majority?of us feel more aliveand?creative?in the mornings, while come the evenings we are fit onlyfor?collapsing?with a good book or in front of the television. Other of us?note?that in the morning we take a great deal of time to get going physically and mentally, but by the evening are full of energy and bright ideas, while a very few of us feel most alert?and?vigorous?in the late afternoon .Irrespective of our personal rhythms, most of us have a?productive?period between . and noon, when the stomach,?pancreas,?spleen?and heart all appear to be in their most active phases. Conversely, the?majority?of us experience a low period in the hour or two after lunch (a time when people in some societies?sensibly?take a rest), as most of our energy is?devoted?to the process of?digestion. The simple rules here are: don't waste too much?prime?time having a coffee break around you should be doing some of your best work, and don't make the after-lunch period even less?productive?by overloading your?digestion. A short coffee or tea break is ,in fact, best taken on arrival at the office ,when it helps us start the day in a positive mood, rather than mid-morning when it interrupts the flow of our activities. Lunch is best taken early, when we are just beginning to feel hungry, and we are likely to eat less than if we leave it until later. An early lunch also means that we can get back into our productive?stride earlier in the afternoon.Changes in one's attitude can also?enhance?personal time management. For example, the notion of pro-action is eminently?preferable?to?reaction. To pro-act means to?anticipate events and be in a position to take?appropriate?action as soon as the right moment arrives. To react, on the other hand, means to havelittle?anticipation?and do something only when events force you to do so.Pro-actors?tend?to be the people who are always one step ahead of other people, who always seem to be in the right place at the right time, and who are always better informed?than anyone else. Many of us like an easy life, and so we tend to be reactors. This means that we aren't?alert?to the challenges and opportunitiescoming our way, with the consequence?that challenges?bother?us or opportunities pass us by before we're even properly aware they're upon us. We can train ourselves in pro-action by regularly taking the time to sit down and?appraise?thelikely?immediate?future, just as we sit down and review the immediate past.Psychologists recognise that we differ in the way in which we characteristically?attribute responsibility for the various things that happen to us in life. One of the ways in which we do this is known as locusof?control?(Weiner,1979), which refers to assigning responsibility. At its simplest, some individuals have a predominantly?external?locus of control, attributing responsibility to outside causes (for example, the faults of others or the help given by them) ,while with other individuals the locus of control ispredominantly?internal, in which responsibility is attributed to oneself (for example, one's own abilities or lack of them, hard work, etc.).However, the picture usually isn't as simple as this. Many people's locus of?control?is more likely to be?specific?to a?particular?situation, for example?internal?in?certain?areas, such as their?social?lives, and?external?in others, such as their working lives. Or, to take another example, theymay?attribute?certain kinds of results to themselves, such as their successes, and certain kinds of results to other people, such as their failures. Obviously the best kind of locus of control?is one that is?realistic?and able to attribute every effect to its?appropriate?cause, and this is particularly important when it comes to time management. Certainly, there are occasions when other people are more responsible for our time loss than we are, but for most of us, and for most of the time, the?blame?must fall fairly and squarely upon ourselves.Choose ONE?phrase?(A-J) from the list in the box below to complete each key point below. Write the?appropriate?letters (A-J) in boxes 1-6 on your answer sheet.The information in the completed sentences should be an?accurate?summary?of points made by the writer.. There are more phrases (A-J) than sentences, so you will not use them all. You may use any?phrase?more than once.Questions 1-6Time management-key pointsAnswerExample Our patterns of circadian rhythms…… G1. A proactive person……2. A?reactive?person……3. Analysing circadian rhythms……4. The idea that the best time to work is in the morning……5. The notion of feeling?alert?in the late afternoon……6.?Productivity?appears to be enhanced……List of phrasesA) ……agrees with the circadian rhythms of most people.B) ……makes us feel alive and?creative.C) ……conforms to the circadian rhythms of a?minority?of people.D) ……if our energy is in a low phase.E) ……is more able to take?advantage?of events when they happen.F) ……enables one to?gauge?physical?potential?at?particular?times throughout the day.G) ……can?affect?us physically and mentally.H) ……when several?specific?internal?organs are active.I) ……takes a more?passive?attitude toward events.J) ……when we eat lunch earlyQuestions 7-13Complete the sentences below with words taken from Reading Passage 1,"ersonal Time Management." Use NO MORE THAN THREE WORDS for each answer. Write your answers in boxes 7-13 on your answer sheet.AnswerExample Most people are less?productive…… after lunch7. Our …… influence our physical and?mental?performance8. We are more likely to be?productive?in the afternoon if we have…… .9. A person who reacts tends not to see …… when they are appr oaching.10. Assessing the …… aids us in becoming proactive.11. A person with a mainly?internal?locus of?control?would likelydirect?blame?toward …… .12. A person with a mainly?external?locus of?control?would likely direct failure toward …… .13. A person with a healthy and balanced locus of?control?would?attribute?a result, whether negative?or positive, to …… .雅思阅读模拟题 PASSAGE 2READING PASSAGE 2You are advised to spend about 20?minutes?on Questions 14-25 which are based on Reading Passage 2, "The Muang Faai Irrigation SysTEM of Northern Thailand".Questions 14-19Reading Passage 2 has 7 sections.Choose the most?suitable?heading?for each section from the list of headings (A-L) below. Write the?appropriate?letter (A-L) in boxes 14-19 on your answer sheet.. There are more headings than sections, so you will not use all of them.List of HeadingsA) Rituals and beliefsB) Topography of Northern ThailandC) The forests of Northern ThailandD) Preserving the systemE) Agricultural practicesF) Village lifeG) Water?distribution?principlesH) Maintaining natural balancesI) Structure of the irrigation systemJ) User's rightsK) User's obligationsL)?Community?control14. Section 115. Section 216. Section 317. Section 4AnswerExample Section 5 A18. Section 619. Section 7THE MUANG FAAI IRRIGATION SYSTEM OF NORTHERN THAILANDSECTION 1Northern Thailand consists mainly of long mountain chains interspersed with valley bottoms where streams and rice fields?dominate?the?landscape. Most of the remaining forests of the North are found at higher altitudes. Theforests?ensure?regular seasonal rainfall for the whole area and at the same time?moderate?runoff, so that there is water throughout the year.SECTION 2The lowland communities have developed an agricultural system adapted to, and?partially determining, the?distinctive?ecosystems of their areas. Practicing wet-rice agriculture in the valley-bottoms, the lowlanders also raise pigs, ducks and chickens and?cultivate?vegetable gardens in their villages further up the slopes. Rice, beans,?corn?and native vegetables are planted in hill fields above the villages, and wild vegetables and herbal medicines are gathered and wild game hunted in the forests higher up the hillsides. The forests also serve as?grazing grounds for cows and buffalo, and are a?source?of wood for household utensils,cooking?fuel,construction?and farming tools. Fish are to be found in the streams and in the irrigation system and wet-rice fields, providing both foodand?pest?control.SECTION 3In its essentials, a muang faai system consists of a small?reservoir?which feeds an?intricate, branching?network?of small channels carrying water in carefully calibrated quantities through clusters of rice terraces in valley bottoms. The system taps into a?stream?above the highest rice field and, when thereis?sufficient?water, discharges back into the same stream at a point below the bottom field. The water in the reservoir at the top, which is?diverted?into amain?channel(Iam muang) and from there into the different fields, is slowed or held back not by an impervious?dam, but by a series of barriers?constructed?of bunches of bamboo or saplings which allow?silt, soil and sand to pass through.SECTION 4Water from the Iam muang is?measured?out among the farmers according to the?extent?of their rice fields and the amount of water?available?from themain?channel. Also considered are the height of the fields, their distance from the main channel and their soil type. The size and depth of side-channels are then?adjusted?so that only the allocated amount of water flows into each farmer's field.SECTION 5Rituals and beliefs connected with muang faai?reflect?thevillagers'?submission?to, respect for, and friendship with nature, rather than an attempt to master it . In mountains, forests, watersheds and water, villagers see things of great value and power. This power has a favourable aspect, and one that benefits humans. But at the same time, if?certain?boundaries are overstepped and nature is damaged, the spirits will punish humans. Therefore, when it is necessary to use nature for the necessities of life, villagers take care to?inform?the spirits what they?intend?to do,?simultaneously?begging?pardon?for their actions.SECTION 6Keeping a muang faai system goingdemands?cooperation?and?collective?management, sometimes within a single village, sometimes across three or four different subdistricts including many villages. The rules or common agreements arrived at during the yearly meeting amount toa?social?contract. They?govern?how water is to be distributed, how flow is to be?controlled according to seasonal schedules, how barriers are to be maintained and channels dredged, how conflicts over water use are to be?settled, and how the forest around the?reservoir?is to be preserved?as a?guarantee?ofa?steady?water?supply?and a?source?of materials to repair the system.SECTION 7The?fundamental?principle?of water rights under muang faai is that everyone in the system must get enough to?survive; while many patterns of?distribution?are possible, none can?violate this basic tenet. On the whole, the systems also rest on the?assumption?that local water is common?property. No one can take?control?of it by force, and it must be used in?accord?with the communal agreements. Although there are inequalities in land holding, no one has the right to an?excessive?amount of?fertile?land. The way in which many muang faai systems?expand tendsto?reinforce?further the claims of?community?security?over those of individual entrepreneurship. In the gradual process of opening up new land and digging connecting channels, each local household often ends up with scattered holdings over the whole irrigation areas. Unlike modern irrigation systems, under which the most powerful people generally end up closest to the sources of water,this?arrangement?encourages everyone to take care that no part of the system is unduly favoured or neglected.Questions 20-23The chart below illustrates the agricultural system of the lowland communities.Select words from Reading Passage 2 to fill the spaces in the chart. Use UP TO THREE WORDS for each space. Write your answers in boxes 20-23 on your answer sheet.Area ActivityExampleForestsgrazing?cows, buffaloForestsHill fieldsVillagesValley bottom gathering …… (20) ……, hunting wild animalscultivating …… (21) ……raising …… (22) …… cultivating vegetablesgrowing …… (23) ……Question 24From the list below, select the three main structures which?constitute?the muang faai irrigation system. Write the THREE?appropriate?letters, in any order, in box24 on your answer sheet.A) channelsB) saplingsC) damD) barriersE) reservoirF) waterQuestion 25From the list below, select two criteria for allocating water to farmers. Write TWO appropriate?letters, in any order, in box 25 on your answer sheet.A) field characteristicsB)?social?statusC) location of fieldD) height of barriersE) fees paidF) water available雅思阅读模拟题 PASSAGE 3READING PASSAGE 3You are advised to spend about 20?minutes?on Questions 26-39 which are based on Reading Passage 3 below.THE ORIGINS OF INDO-EUROPEAN LANGUAGESThe?traditional?view of the?spread?of the Indo-European languages holds that an Ur-language,ancestor?to all the others, was spoken by?nomadic horsemen who lived in what is now western Russia north of the Black Sea near the beginning of the Bronze Age. As these mounted warriors roamed over greater and greater expanses, they conquered the?indigenous?peoples and imposed their own proto-Indo-European language, which in the course of succeeding centuries evolved in local areas into the European languages we know today. In recent years, however, many scholars, particularly archaeologists, have become?dissatisfied?with thetraditional?explanation.The starting point of the problem of the origins of Indo-European isnot?archaeological?but linguistic. When linguists look at the languages of Europe, they quickly?perceive?that these languages are?related. The connections can be seen in vocabulary, grammar and phonology (rules for?pronunciation). To?illustrate?the numbers from one to ten in several Indo-European languages. Such a?comparison?makes it clear that there are significant similarities among many European languages and also Sanskrit, the language of the earliest?literary?texts of India, but that languages such as Chinese or Japanese are not members of the same family (see?figure?1).ENGLISH OLD GERMAN LATIN GREEK SANSKRIT JAPANESEONETWOTHREEFOURFIVESIXSEVENEIGHTTEN AINS TWAI THRIJA FIDWOR FIMFSAIHS SIBUM AHTAUNIUN TAIHUM UNUS DUOTRES QUATTOUR QUINQUE SEX SEPTEM OCTO NOVEM DECEM HEIS DUOTREIS TETTARES PENTE HEKS HEPTAENNEADEKA EKASDVATRYASCATVARASPANCASATSAPTAASTANAVADASA HITOTSUFUTATSUMITTSUYOTTSUITSUTSUMUTTSUNANATSUYATTSUKOKONOTSUTOFIGURE?1 Words for numbers from one to ten show the relations among Indo-European languages and the?anomalous?character of Japanese, which is not part of that family. Such similarities?stimulated?interest in the origins of Indo-European languages.The Romance languages served as the first model for answering the question. Even to someone with no knowledge of Latin, the?profound?similarities among Romance languages would have made it natural to suggest that they were derived from a common?ancestor. On the assumption?that the shared?characteristics?of theselanguages came from the common progenitor (whereas the divergences arose later. as the languages diverged),it would have been possible to?reconstruct?many of the characteristics of the?original?proto-language. In much the same way it became clear that the branches of the Indo-European family could be?studied?anda hypothetical?family tree?constructed, reading back to a common ancestorroto-Indo-European.This is the tree?approach. The basic process represented by the tree model is one of divergence: when languages become?isolated?from one other, they differ increasingly, and dialects gradually?differentiate?until theybecome?separate?languages.Divergence?is by no means the only possible?tendency?in language?evolution. Johannes Schmidt, introduced a "wave" model in which?linguistic?changes spared like waves, leading ultimately?to convergence; that is, growing?similarity?among languages that were?initially?quite different.Today, however, most linguists think primarily in terms of?linguistic?family trees. It is necessary to?construct?some?explicit?models of how language change might occur according to a process-based view. There are four main classes of models.The first is the process of?initial?colonization, by which anuninhabited?territory?becomes populated; its language naturally becomes that of the colonizers. Second are processes of divergence, such asthe?linguistic?divergence?arising form separation or isolation mentioned above in relation to early models of the Indo-European languages. The third group of models is based on processes of linguistic convergence. The wave model, formulated by Schmidt in the 1870's, is an example, but convergence methods have not generally found favour among linguists.Now, the slow and rather?static?operation of these processes is?complicated?by another factor:?linguistic?replacement. That?factor?provides the basis for a fourth class of models. In many areas of the world the languages?initially?spoken by the?indigenous?people have come to be replaced, fully or?partially, by languages spoken by people coming from outside. Were it not for this large complicating?factor, the world's?linguistic?history could be faithfully described bythe?initial?distribution?of Homo Sapiens, followed by the gradual, ling-term workings of divergence?and convergence. So linguistic?replacement?also has a key role to play in explaining the origins of the Indo-European languages.Questions 26-32Below is a?summary?of part of Reading Passage 3,"The Origins of Indo-European Languages".Read the?summary?and then select the best word or?phrase?from the box below to fill each gap. according to the information in the Reading Passage. Write the corresponding letters (A-L) in boxes 26-32 on your answer sheet.. There are more words and phrases than you will need to fill the gaps. You may use a word or?phrase?more than once if you wish.Summary-Models of Language ChangeAnswerExample There are four main models of language …… (Ex) …… KThe first is the process of?initial?colonization?where anuninhabited?territory?becomes populated: the language spoken will therefore be that of the ……(26)……Processes of ……(27)…… occur where different dialects, and then languages, develop from a common ……(28)…… Many of the?original?characteristics?of this common?ancestor?can be reconstructed from what we know of thepresent?separate?……(29)……Processes of?linguistic?……(30)…… occur when languages whichwere?initially?different become more similar through?contact. The wave model, formulated by Schmidt in the 1870s, is an example.The final model is that of?linguistic?……(31)…… In this model, a new language replaces the language spoken by the ……(32)……A colonizers G languagesB invaders H wavesC proto-language I replacementD?indigenous?people J convergenceE linguists K developmentF model L divergence。

剑18阅读test1passage1词汇The Power of VocabularyVocabulary plays a crucial role in communication and language proficiency. The range and depth of one's vocabulary can greatly impact their ability to understand written and spoken texts, as well as express themselves effectively. In the passage titled "The Power of Vocabulary" from Test 1 in the Cambridge IELTS 18, the author explores the significance of vocabulary and its influence on language learning. This article aims to provide an in-depth analysis of the passage, highlighting key points and discussing their implications.The passage emphasizes the importance of vocabulary in language acquisition and comprehension. It claims that vocabulary is the foundation of language learning and acts as a facilitator in understanding texts. The author argues that without a solid grasp of vocabulary, learners may struggle to comprehend the meaning and context of words encountered in reading or listening tasks. To support this claim, the passage cites research studies that have shown a strong correlation between vocabulary size and reading comprehension ability.Expanding on the idea of vocabulary size, the passage further suggests that a wide range of vocabulary allows individuals to understand and interpret nuanced meaning. It states that vocabulary is not limited to the meaning of individual words, but also encompasses collocations, idioms, and phrasal verbs. Acquiring these vocabulary elements enables language learners to grasp subtle connotations and express themselves more accurately. The passage highlights the importance of teaching vocabulary ina holistic manner, incorporating not only single words but also their various contextual applications.Furthermore, the passage discusses the effectiveness of different vocabulary learning strategies. It claims that learners who actively engage with words and concepts through methods such as reading extensively, discussing topics, and using flashcards are more likely to retain vocabulary knowledge. The passage supports this argument by citing research that suggests repeated exposure to newly learned words in different contexts leads to better retention. It also emphasizes the significance of incidental vocabulary learning, wherein learners encounter new words in meaningful, authentic texts rather than through rote memorization.Another key point raised in the passage is the role of productive vocabulary in language proficiency. It suggests that having a substantial arsenal of vocabulary enables individuals to express themselves fluently and precisely. The passage highlights that vocabulary knowledge is closely linked to speaking and writing skills as it allows learners to choose appropriate words and phrases to convey their intended meaning. Moreover, it emphasizes the importance of actively incorporating new vocabulary into one's own language use through practice and revision.The passage concludes by underscoring the ongoing nature of vocabulary learning. It asserts that vocabulary acquisition is a continuous process that requires regular maintenance and expansion. The author suggests that learners should cultivate a lifelong habit of vocabulary development by exploring different genres of texts, engaging in conversations with native speakers, and making use of online resources. Itemphasizes the significance of a growth mindset, fostering the belief that vocabulary skills can continuously improve with effort and dedication.In summary, the passage "The Power of Vocabulary" from Test 1 in Cambridge IELTS 18 highlights the fundamental role of vocabulary in language proficiency. It emphasizes the need for learners to develop a wide range of vocabulary, encompassing not only individual words but also collocations and idiomatic expressions. The passage discusses the effectiveness of various vocabulary learning strategies and emphasizes the importance of active engagement with words. It underscores the role of vocabulary in comprehension, communication, and language expression. Overall, this passage offers valuable insights and guidance for language learners seeking to enhance their vocabulary skills.。

剑4T E S T1R e a d i n g READING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.一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第一题, 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.二Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. 第三题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容易受影响modification.第四题These ideas may be developed by children absorbing ideas through the popular media.第二题 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.三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.四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简答题.第五题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),第九题 South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.五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.第十题More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.第六题这两句话都拿男生女生做了比较但所比较的事物却不是对热带雨林毁坏的错误观点六Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats.第六题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.第七题七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, 第十一题some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.八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.九In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. 第十二题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. 第十三题Some children expressed the idea that the conservation of rainforests is not important.十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 about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.十一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 1In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media. FALSE2 Children only accept opinions on rainforests that they encounter in their classrooms.FALSE3 It has been suggested that children hold mistaken views about the ‘pure’science that they study at school.TRUE4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them.TRUE5 The study involved asking children a number of yes/no questions such as ‘A re there any rainforests in Africa’FALSE6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.NOT GIVEN7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.TRUE8 A second study has been planned to investigate primary school children’s ideas about rain forests.NOT GIVEN直到最后都只字未提Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in ReadingPassage 1.Answer the following questions by choosing the correct responses A-P. Write your answers in boxes 9-13 on your answer sheet.M 9 What was the children’s most frequent response when asked where the rainforests wereE 10 What was the most common response to the question about the importance of the rain forestsG11 What did most children give as the reason for the loss of the rainforests P 12 Why did most children think it important for the rainforests to be protectedJ 13 Which of the responses is cited as unexpectedly uncommon, given the amountF 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.Choose 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 1A 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 childrenE The importance of the rainforests and the reasons for their destruction READING PASSAGE 2You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.What Do Whales FeelAn examination of the functioning of the senses in cetaceans鲸, the group of mammals 哺乳动物 comprising包括 whales, dolphins and porpoises海豚一Some of the senses that we and other terrestrial陆生的 mammals take for granted are either reduced减弱的 or absent缺席的不存在的 in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed有牙齿的 species are unable to smell. Baleen species,鲸须 on the other hand, appear to have some related brain structures but it is not known whether these are functional.有功能的起作用的 It has been speculated 推测猜测that, as theblowholes气孔 evolved进化 and migrated移动 to the top of the head, the neural 神经系统的pathways神经链 serving sense of smell may have been nearly all sacrificed.牺牲 Similarly, although at least some cetaceans have taste buds味蕾, the nerves serving these have degenerated退化 or are rudimentary.未完全发育的第15题二The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive人工饲养 dolphins and small whales often remark on 评论评价their animals’responsiveness敏感度 to being touched or rubbed 摩擦, and both captive and free-ranging自由放养的 cetacean individuals of all species (particularly adults and calves,幼崽 or members of the same subgroup副族) appear to make frequent contact接触碰触. This contact may help to maintain 维持 order秩序 within a group, and stroking抚摸 or touching are part of the courtship求偶 ritual仪式 in most species.第22题 The area around the blowhole 喷水孔 is also particularly sensitive敏感的 and captive animals often object不喜欢 strongly to being touched there.三The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters区域 underwater - specifically a grey whale calf in captivity囚禁 for a year, and free-ranging right whales露脊鲸 and humpback whales座头鲸 studied and filmed拍成电影 off Argentina and Hawaii - have obviously tracked追踪 objects with vision underwater, and they can apparently see moderately 一般的有限的 well both in water and in air. However, the position of the eyes so restricts约束 the field of vision in baleen whales that they probably do not have stereoscopic立体的 vision.第16题四On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward.第17题Eye position in freshwater 淡水dolphins, which often swim on their side or upside down 颠倒 while feeding, suggests that what vision they have is stereoscopic forward and upward.第18题第23题 By comparison,相比之下 the bottlenose dolphin宽吻海豚 has extremely keen明锐的 vision in water. Judging from the way it watches and tracks airborne在飞行的 flying fish飞鱼, it can apparently see fairly相当 well through the air-water interface界面 as well. 第19题第24题And although preliminary 初步的experimental实验的 evidence suggests that their in-air vision is poor, the accuracy精确度 with which dolphins leap跳跃 high to take small fish out of a trainer’s hand provides anecdotal 趣闻evidence to the contrary相反地.五Such variation变化变异 can no doubt be explained with reference to关于就。