雅思真题剑Test阅读Passage真题及解析.docx

剑桥雅思13Test3雅思阅读passage 3真题+解析相关阅读：剑桥雅思13Test3阅读passage3真题+翻译体载议论文主题内容本文探讨了哈拉帕文明的衰落与气候变迁的关系。

结构A段:哈拉帕文明简介。

B段:往日的繁荣。

C段:衰败起因的猜想和证据的缺失。

D段:发现先前考古证据的谬误E段:新的决定性证据:气候变迁。

F段:同时期其他文明消亡与气候变迁的关联性G段:通过对农耕和器具的调研得到新的启示。

H段:研究古代劳动人民应对气候变迁的意义。

剑桥雅思13Test3雅思阅读passage3题目如下：Questions 27-31Reading Passage 3 has eight paragraphs, A-H.Which paragraph contains the following information?Write the correct letter, A-H, in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 proposed explanations for the decline of the Harappan Civilisation28 reference to a present-day application of some archaeological research findings29 a difference between the Harappan Civilisation and another culture of the sameperiod30 a description of some features of Harappan urban design31 reference to the discovery of errors made by previous archaeologistsQuestions 27-31答案解析：●题目类型: Matching信息配对题属于雅思题型中难度最大的细节题之一。

剑桥雅思13Test3雅思阅读passage 1真题+解析体载说明文主要内容本文主要讲述了椰子的功用及其起源。

结构第1段:历史上对椰子的记载。

第2段:椰子树干、树皮和花朵的功用。

第3段:椰子壳的功用。

第4段:椰子果肉和汁水的食用价值。

第5段:椰子的种植。

第6段:椰子的起源。

剑桥雅思13Test3雅思阅读passage1题目如下：Questions 1-8Complete the table below.Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 1-8 on your answer sheet.THE COCONUT PALMPartDescriptionUsestrunkup to 30 metrestimber for houses and the making of 1 ....................leavesup to 6 metres longto make brushesflowersat the top of the trunkstems provide sap, used as a drink or a source of 2 ....................fruitsouter layermiddle layer (coir fibres)used for 3 .................... ， etc.inner layer (shell)a source of 4 ................(when halved) for 5 .........coconut watera drinka source of 6 ................ plantscoconut flesh ooil and milk for cooking and 7.........glycerine (an ingredient in 8.........)Questions 1-8答案解析：●题目类型: Table Completion表格填空是细节题，属于填空题的一种，在雅思考试中难度较低。

stun [ ✍✍✍✍✍] vt. 使晕倒, 使惊吓thrill [✍✍✍✍✍✍] v. 发抖routine [ ✍✍✍✍✍✍✍✍✍] n. 例行公事, 常规leap [ ✍✍✍✍✍] n. 跳跃, 飞跃imagination [ ✍✍✍✍✍✍✍✍✍✍✍✍✍✍ ] n. 想象,想象力initial [✍✍✍✍✍✍✍✍ ] adj. 最初的image [ ✍✍✍✍✍✍ ] n. 图像，影像unique [ ✍✍✍✍✍✍✍✍✍] adj. 唯一的, 独特的hypnotic [✍✍✍✍✍✍✍✍✍✍ ] adj. 催眠的genius [ ✍✍✍✍✍✍✍✍✍ ] n. 天才panic [ ✍✍✍✍✍✍ ] n. 惊慌mere [ ✍✍✍ ] adj. 仅仅embrace [ ✍✍✍✍✍✍✍✍✍] vt. 拥抱objective [ ✍✍✍✍✍✍✍✍✍✍ ] adj. 客观的realism [✍✍✍✍✍✍✍✍✍] n. 现实主义，真实感overwhelming [ ✍✍✍✍✍✍✍✍✍✍✍✍ ] adj. 压倒性的，无法抗拒的fiction [ ✍✍✍✍✍✍✍ ] n. 小说，虚构的故事dominate [ ✍✍✍✍✍✍✍✍✍ ] v. 支配，主导intimate [ ✍✍✍✍✍✍✍✍ ] adj.亲密的，密切的massive [✍✍✍✍✍✍✍ ] adj. 巨大的，大规模的encyclopaedic [ ✍✍✍✍✍✍✍✍✍✍✍✍✍✍✍✍✍] adj. 百科全书式的consequence [ ✍✍✍✍✍✍✍✍✍✍✍ ] n. 结果presence [✍✍✍✍✍✍✍✍ ] n. 出席, 到场, 存在inevitably [i✍nevit✍bli] adv. 不可避免magnify [✍✍✍✍✍✍✍✍✍✍ ] vt. 夸大，放大enduring [✍✍✍✍✍✍✍✍✍✍✍ ] adj. 持久的lease [✍✍✍✍✍ ] n. 租借novelty [ ✍✍✍✍✍✍✍✍ ] n. 新颖, 新奇, 新鲜, 新奇的事物worn off 消失fade away 逐渐凋谢gimmick [ ✍✍✍✍✍✍ ] n. 小发明，小玩意documentary [ ✍✍✍✍✍✍✍✍✍✍✍✍✍✍ ] adj. 文件的，记录的narrative [ ✍✍✍✍✍✍✍✍✍] n. 叙述medium [✍✍✍✍✍✍✍✍✍✍] n. 媒体, 方法, 媒介conceived [✍✍✍✍✍✍✍✍✍✍ ] adj. 假想的reel [✍✍✍✍✍✍] n. 卷convinced [ ✍✍✍✍✍✍✍✍✍ ] adj. 确信的『题型』MATCHING『解析』绝对乱序题型，建议先读完所有选项并确定关键字。

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。

剑桥雅思真题7-阅读Test 3（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.Ant IntelligenceWhen we think of intelligent members of the animal kingdom, the creatures that spring immediately to mind are apes and monkeys. But in fact the social lives of some members of the insect kingdom are sufficiently complex to suggest more than a hint of intelligence. Among these, the world of the ant has come in for considerable scrutiny lately, and the idea that ants demonstrate sparks of cognition has certainly not been rejected by those involved in these investigations.Ants store food, repel attackers and use chemical signals to contact one another in case of attack. Such chemical communication can be compared to the human use of visual and auditory channels (as in religious chants, advertising images and jingle s, political slogans and martial music) to arouse and propagate moods and attitudes. The biologist Lewis Thomas wrote, Ants are so much like human beings as to be an embarrassment. They farm fungi, raise aphids* as livestock, launch armies to war, use chemical sprays to alarm and confuse enemies, capture slaves, engage in child lab our, exchange information ceaselessly. They do everything but watch television.'However, in ants there is no cultural transmission -everything must be encoded in the genes -whereas in humans the opposite is true. Only basic instincts are carried in the genes of a newborn baby, other skills being learned from others in the community as the child grows up. It may seem that this cultural continuity gives us a huge advantage over ants. They have never mastered fire nor progressed. Their fungus farming and aphid herding crafts are sophisticated when compared to the agricultural skills of humans five thousand years ago but been totally overtaken by modern human agribusiness.Or have they? The farming methods of ants are at least sustainable. They do not ruin environments or use enormous amounts of energy. Moreover, recent evidence suggests that the crop farming of ants may be more sophisticated and adaptable than was thought.Ants were farmers fifty million years before humans were. Ants can't digest the cellulose in leaves - but some fungi can. They therefore cultivate these fungi in their nests, bringing them leaves to feed on, and then use them as a source of food. Farmer ants secrete antibiotics to control other fungi that might ac t as 'weeds', and spread waste to fertilize the crop.It was once thought that the fungus that ants cultivate was a single type that they had propagated, essentially unchanged from the distant past. Not so. Ulrich Mueller of Maryland and his colleagues genetically screened 8 62 different types of fungi taken from ants' nests. These turned out to be highly diverse: it seems that ants are continually domesticating new species. Even more impressively, DNA analysis of the fungi suggests that the ants improve or modify the fungi by regularly swapping and sharing strains with neighbouring ant colonies.Whereas prehistoric man had no exposure to urban lifestyles - the forcing house of intelligence -the evidence suggests that ants have lived in urban settings for close on a hundred million years, developing and maintaining underground cities of specialised chambers and tunnels.When we survey Mexico City, Tokyo, Los Angeles, we are amazed at what has been accomplishedby humans. Yet Hoelldobler and Wilson's magnificent work for ant lovers, The Ants, describes a supercolony of the ant Formica yessensis on the Ishikari Coast of Hokkaido. This 'megalopolis' was reported to be compose d of 360 million workers and a million queens living in 4, 500 interconnected nests a cross a territory of 2.7 square kilometres.Such enduring and intricately meshed levels of technical achievement outstrip by far anything achieved by our distant ancestors. We hail as masterpieces the cave paintings in southern France and elsewhere, dating back some 20,000 years. Ant societies existed in something like their present form more than seventy million years ago. Beside this, prehistoric ma n looks technologically primitive. Is this then some kind of intelligence, albeit of a different kind? Research conducted at Oxford, Sussex and Zurich Universities has shown that when desert ants return from a foraging trip, they navigate by integrating bearings and distances, which they continuously update in their heads. They combine the evidence of visual landmarks with a mental library of local directions, all within a framework which is consulted and updated. So ants can learn too.And in a twelve-year programmed of work, Ryabko and Reznikova have found evidence that ants can transmit very complex messages. Scouts who had located food in a maze returned to mobilise their foraging teams. They engaged in contact sessions, at the end of which the scout was removed in order to observe what her team might do. Often the foragers proceeded to the exact spot in the maze where the food had been. Elaborate precautions were taken to prevent the foraging team using odor clues. Discussion now centres on whether the route through the maze is communicated as a 'left-right' sequence of turns or as a 'compass bearing and distance ' message.During the course of this exhaustive study, Reznikova has grown so attached to her laboratory ants that she feels she knows them as individuals - even without the paint spots used to mark them. It's no surprise that Edward Wilson, in his essay, 'In the company of ants', advises readers who ask what to do with the ants in their kitchen to: 'Watch where you step. Be careful of little lives.' Question 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 agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this in the passage1. Ants use the same channels of communication as humans do.2. City life is one factor that encourages the development of intelligence.3. Ants can build large cities more quickly than humans do.4. Some ants can find their way by making calculations based on distance and position.5. In one experiment, foraging teams were able to use their sense of smell to find food.6. The essay, ‘In the company of ants’, explores ant communication.Question 7-13Complete the summary using the list of words, A-O, below.Write the correct letter, A-O, in boxes 7-13 on your answer sheet.Ants have sophisticated methods of farming, including herding livestock and growing crops, which are in many ways similar to those used in human agriculture. The ants cultivate a largenumber of different species of edible fungi which convert 7 …………into a form which they can digest. They use their own natural8………… as weed-killers and also use unwanted materials as 9………… Genetic analysis shows they constantly upgrade these fungi by developing new species and by 10 …………species with neighbouring ant colonies. In fact, the forming methods of ants could be said to be more advanced than human agribusiness, since they use 11 …………methods, they do not affect the 12………… and do not waste 13 ………… .You should spend about 20 minutes on QUESTIONS 14-26 which are based on Reading Passage 2 below.Population movements and geneticsA Study of the origins and distribution of human populations used to be based on archaeological and fossil evidence. A number of techniques developed since the 1950s, however, have placed the study of these subjects on a sounder and more objective footing. The best information on early population movements is now being obtained from the 'archaeology of the living body', the clues to be found in genetic material.B Recent work on the problem of when people first entered the Americas is an example of the value of these new techniques. North-east Asia and Siberia have long been accepted as the launching ground for the first human colonizers of the New World. But was there one major wave of migration across the Bering Strait into the Americas, or several? And when did this event, or events, take place？In recent years, new clues have come from research into genetics, including the distribution of genetic markers in modern Native Americans.C An important project, led by the biological anthropologist Robert Williams, focused on the variants (called Gm allotypes) of one particular protein -immunoglobin G-found in the fluid portion of human blood. All proteins 'drift', or produce variants, over the generations, and members of an interbreeding human population will share a set of such variants. Thus, by comparing the Gm allotypes of two different populations (e.g. two Indian tribes), one can establish their genetic 'distance', which itself can be calibrated to give an indication of the length of time since these populations last interbred.D Williams and his colleagues sampled the blood of over 5,000 American Indians in western North America during a twenty- year period. They found that their Gm allotypes could be divided into two groups, one of which also corresponded to the genetic typing of Central and South American Indians. Other tests showed that the Inuit (or Eskimo) and Aleut formed a third group. From this evidence it was deduced that there had been three major waves of migration across the Bering Strait. The first, Paleo-lndian, wave more than 15,000 years ago was ancestral to all Central and South American Indians. The second wave, about 14,000-12,000 years ago, brought Na-Dene hunters, ancestors of the Navajo and Apache (who only migrated south from Canada about 600 or 700 years ago). The third wave, perhaps 10,000 or 9,000 years ago, saw the migration from North-east Asia of groups ancestral to the modern Eskimo and Aleut.E How far does other research support these conclusions ？Geneticist Douglas Wallace has studied mitochondrial DNA in blood samples from three widely separated Native American groups: Pima- Papago Indians in Arizona, Maya Indians on the Y ucatan peninsula, Mexico, and Ticuna Indians in the Upper Amazon region of Brazil. As would have been predicted by Robert Williams's work, all three groups appear to be descended from the same ancestral (Paleo-lndian) population.F There are two other kinds of research that have thrown some light on the origins of the Native American population; they involve the study of teeth and of languages. The biological anthropologist Christy Turner is an expert in the analysis of changing physical characteristics in human teeth. He argues that tooth crowns and roots have a high genetic component, minimally affected by environmental and other factors. Studies carried out by Turner of many thousands of New and Old World specimens, both ancient and modern, suggest that the majority of prehistoric Americans are linked to Northern Asian populations by crown and root traits such as incisor shoveling (a scooping out on one or both surfaces of the tooth), single-rooted upper first premolars and triple-rooted lower first molars.According to Turner, this ties in with the idea of a single Paleo-lndian migration out of North Asia, which he sets at before 14,000 years ago by calibrating rates of dental micro-evolution. Tooth analyses also suggest that there were two later migrations of Na-Denes and Eskimo- Aleut.G The linguist Joseph Greenberg has, since the 1950s, argued that all Native American languages belong to a single 'Amerind' family, except for Na-Dene and Eskimo-Aleut - a view that gives credence to the idea of three main migrations. Greenberg is in a minority among fellow linguists, most of whom favour the notion of a great many waves of migration to account for the more than 1,000 languages spoken at one time by American Indians. But there is no doubt that the new genetic and dental evidence provides strong backing for Greenberg's view. Dates given for the migrations should nevertheless be treated with caution, except where supported by hard archaeological evidence.Question 14-19Reading Passage 2 has seven paragraphs, A-GChoose the correct heading for paragraphs A-F from the list of headings below.Write the correct number, i-x, into boxes 14-19 on your answer sheet.14Section A15Section A16Section A17Section A18Section A19Section AThe discussion of Williams's research indicates the periods at which early people are thought to have migrated along certain routes. There are six routes, A-F, marked on the map below. Complete the table below.Write the correct letter, A-F, in boxes 20 and 21 on your answer sheet.Early Population Movement to the AmericasQuestion 22-25Reading Passage 2 refers to the three-wave theory of early migration to the Americas. It also suggests in which of these three waves the ancestors of various groups of modem native Americans first reached the continent.Classify the groups named in the table below as originating fromA the first waveB the second waveC the third waveWrite the correct letter, A, B or C, in boxes 22-25 on your answer sheet.Choose the correct letter, A. B, C or D.Write the correct letter in box 26 on your answer sheet.26. Christy Turner's research involved the examination ofA. teeth from both prehistoric and modem Americans and Asians.B. thousands of people who live in either the New or the Old World.C. dental specimens from the majority of prehistoric Americans.D. the eating habits of American and Asian populations.Reading Passage 3You should spend about 20 minutes on QUESTIONS 27-40 which are based on Reading Passage 3 below.Forests are one of the main elements of our natural heritage. The decline of Europe's forests over the last decade and a half has led to an increasing awareness and understanding of the serious imbalances which threaten them.European countries are becoming increasingly concerned by major threats to European forests, threats which know no frontiers other than those of geography or climate: air pollution, soil deterioration, the increasing number of forest fires and sometimes even the mismanagement of our woodland and forest heritage. There has been a growing awareness of the need for countries to get together to co-ordinate their policies. In December 1990, Strasbourg hosted the first Ministerial Conference on the protection of Europe's forests. The conference brought together 31 countries from both Western and Eastern Europe. The topics discussed included the co-ordinated study of the destruction of forests, as well as how to combat forest fires and the extension of European research programs on the forest ecosystem. The preparatory work for the conference had been undertaken at two meetings of experts. Their initial task was to decide which of the many forest problems of concern to Europe involved the largest number of countries and might be the subject of joint action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countriestherefore had to be discarded. However, this does not mean that in future they will be ignored.As a whole, European countries see forests as performing a triple function: biological, economic and recreational. The first is to act as a 'green lung' for our planet; by means of photosynthesis, forests produce oxygen through the transformation of solar energy, thus fulfilling what for humans is the essential role of an immense, non-polluting power plant. At the same time, forests provide raw materials for human activities through their constantly renewed production of wood. Finally, they offer those condemned to spend five days a week in an urban environment an unrivalled area of freedom to unwind and take part in a range of leisure activities, such as hunting, riding and hiking. The economic importance of forests has been understood since the dawn of man - wood was the first fuel. The other aspects have been recognised only for a few centuries but they are becoming more and more important. Hence, there is a real concern throughout Europe about the damage to the forest environment which threatens these three basic roles.The myth of the 'natural' forest has survived, yet there are effectively no remaining 'primary' forests in Europe. All European forests are artificial, having been adapted and exploited by man for thousands of years. This means that a forest policy is vital, that it must transcend national frontiers and generations of people, and that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The Strasbourg conference was one of the first events on such a scale to reach this conclusion. A general declaration was made that 'a central place in any ecologically coherent forest policy must be given to continuity over time and to the possible effects of unforeseen events, to ensure that the full potential of these forests is maintained'.That general declaration was accompanied by six detailed resolutions to assist national policy-making. The first proposes the extension and systematisation of surveillance sites to monitor forest decline. Forest decline is still poorly understood but leads to the loss of a high proportion of a tree's needles or leaves. The entire continent and the majority of species are now affected: between 30%and 50% of the tree population. The condition appears to result from the cumulative effect of a number of factors, with atmospheric pollutants the principal culprits. Compounds of nitrogen and sulphur dioxide should be particularly closely watched. However, their effects are probably accentuated by climatic factors, such as drought and hard winters, or soil imbalances such as soil acidification, which damages the roots. The second resolution concentrates on the need to preserve the genetic diversity of European forests. The aim is to reverse the decline in the number of tree species or at least to preserve the 'genetic material' of all of them. Although forest fires do not affect all of Europe to the same extent, the amount of damage caused the experts to propose as the third resolution that the Strasbourg conference consider the establishment of a European databank on the subject. All information used in the development of national preventative policies would become generally available. The subject of the fourth resolution discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanent population and development of leisure activities, particularly skiing, have resulted in significant long-term changes to the local ecosystems. Proposed developments include a preferential research program on mountain forests. The fifth resolution relaunched the European research network on the physiology of trees, called Eurosilva. Eurosilva should support joint European research on tree diseases and their physiological and biochemical aspects. Each country concerned could increase the number of scholarships and other financial support for doctoraltheses and research projects in this area. Finally, the conference established the framework for a European research network on forest ecosystems. This would also involve harmonising activities in individual countries as well as identifying a number of priority research topics relating to the protection of forests. The Strasbourg conference's main concern was to provide for the future. This was the initial motivation, one now shared by all 31 participants representing 31 European countries. Their final text commits them to on-going discussion between government representatives with responsibility for forests.Question 27-33Do the following statements agree with the information given in Reading Passage 3?In boxes 27-33 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this in the passage27. Forest problems of Mediterranean countries are to be discussed at the next meeting of experts.28. Problems in Nordic countries were excluded because they are outside the European Economic Community.29. Forests are a renewable source of raw material.30. The biological functions of forests were recognised only in the twentieth century.31. Natural forests still exist in parts of Europe.32. Forest policy should be limited by national boundaries.33. The Strasbourg conference decided that a forest policy must allow for the possibility of change.Question 34-39Look at the following statements issued by the conference.Which six of the following statements, A-J, refer to the resolutions that were issued?Match the statements with the appropriate resolutions (Questions 34-39).Write the correct letter, A-J, in boxes 34-39 on your answer sheet.35Resolution 236Resolution 337Resolution 438Resolution 539Resolution 6Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.40. What is the best title for Reading Passage 3?A. The biological, economic and recreational role of forestsB. Plans to protect the forests of EuropeC. The priority of European research into ecosystemsD. Proposals for a world-wide policy on forest management参考答案1 FALSE2 TRUE3 NOT GIVEN4 TRUE5 FALSE6 NOT GIVEN7 C8 M9 F10 D11 N12 O13 E14 iv15 vii16 x17 i18 vi19 ii20 E21 D22 C23 B24 A25 A26 A27 NOT GIVEN28 FALSE29 TRUE30 FALSE31 FALSE32 FALSE33 TRUE34 J35 A36 E37 B38 G39 D40 B。

剑桥雅思真题14-阅读Test 1（附答案）READING PASSAGE 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.THE IMPORTANCE OF CHILDREN'S PLAYBrick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she's creating an enchanting world. Although she isn't aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his 'teacher', she's practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she's learning about the need to follow rules and take turns with a partner.'Play in all its rich variety is one of the highest achievements of the human species,' says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. 'It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.'Recognising the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. 'The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,' he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents' increased wish to protect their children from being the victims of crime, and by the emphasis on 'earlier is better' which is leading to greater competition in academic learning and schools.International bodies like the United Nations and the European Union have begun to develop policies concerned with children's right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.'The type of play we are interested in is child-initiated, spontaneous and unpredictable - but, as soon as you ask a five-year-old "to play", then you as the researcher have intervened,' explains Dr Sara Baker. 'And we want to know what the long-term impact of play is. It's a real challenge.' Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child's later life.Now, thanks to the university's new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.'A strong possibility is that play supports the early development of children's self-control,' explains Baker. 'This is our ability to develop awareness of our own thinking processes -it influences how effectively we go about undertaking challenging activities.'In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliarset-up requiring scientific reasoning. 'This sort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.' If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.Gibson adds: 'Playful behaviour is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.'Whitebread's recent research has involved developing a play-based approach to supporting children's writing. 'Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one.' Children wrote longer and better structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego*, with similar results. 'Many teachers commented that they had always previously had children saying they didn't know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.'Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, 'the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.' Now, the landscape is very different, with hotly debated topics such as school starting age.'Somehow the importance of play has been lost in recent decades. It's regarded as something trivial, or even as something negative that contrasts with "work". Let's not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. Let's make sure children have a rich diet of play experiences.'* Lego: coloured plastic building blocks and other pieces that can be joined together Questions 1-8Complete the notes below.Choose ONE WORD ONLY from the passage for each answer.Do the following statements agree with the information given in Reading Passage 1?In boxes 9-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the information,NOT GIVEN if there is no information on this9 Children with good self-control are known to be likely to do well at school later on.10 The way a child plays may provide information about possible medical problems.11 Playing with dolls was found to benefit girls' writing more than boys' writing.12 Children had problems thinking up ideas when they first created the story with Lego.13 People nowadays regard children's play as less significant than they did in the past.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.The growth of bike-sharing schemes around the worldHow Dutch engineer Luud Schimmelpennink helped to devise urban bike-sharing schemesA The original idea for an urban bike-sharing scheme dates back to a summer's day in Amsterdam in 1965. Provo, the organisation that came up with the idea, was a group of Dutch activists who wanted to change society. They believed the scheme, which was known as the Witte Fietsenplan, was an answer to the perceived threats of air pollution and consumerism. In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to use the white bikes. The bikes were then left unlocked at various locations around the city, to be used by anyone in need of transport.B Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great deal of attention - particularly when it came to publicising Provo's aims - but struggled to get off the ground. The police were opposed to Provo's initiatives and almost as soon as the white bikes were distributed around the city, they removed them. However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. 'The first Witte Fietsenplan was just a symbolic thing,' he says. 'We painted a few bikes white, that was all. Things got more serious when I became a member of the Amsterdam city council two years later.'C Schimmelpennink seized this opportunity to present a more elaborate Witte Fietsenplan to the city council. 'My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the city, for everyone to use,' he explains.' I made serious calculations. It turned out that a white bicycle -per person, per kilometre -would cost the municipality only 10% of what it contributed to public transport per person per kilometre.' Nevertheless, the council unanimously rejected the plan. 'They said that the bicycle belongs to the past. They saw a glorious future for the car,' says Schimmelpennink. But he was not in the least discouraged.D Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to set up a system in Copenhagen. The result was the world's first large-scale bike-share programme. It worked on a deposit: 'You dropped a coin in the bike and when you returned it, you got your money back.' After setting up the Danish system, Schimmelpennink decided to try his luck again in the Netherlands -and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. 'Times had changed,' he recalls. 'People had become more environmentally conscious, and the Danish experiment had proved that bike-sharing was areal possibility.' A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white bike was no longer free; it cost one guilder per trip and payment was made with a chip card developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous, sturdy white bikes locked in special racks which could be opened with the chip card - the plan started with 250 bikes, distributed over five stations.E Theo Molenaar, who was a system designer for the project, worked alongside Schimmelpennink. 'I remember when we were testing the bike racks, he announced that he had already designed better ones. But of course, we had to go through with the ones we had.' The system, however, was prone to vandalism and theft. 'After every weekend there would always be a couple of bikes missing,' Molenaar says. 'I really have no idea what people did with them, because they could instantly be recognised as white bikes.' But the biggest blow came when Postbank decided to abolish the chip card, because it wasn't profitable. 'That chip card was pivotal to the system,' Molenaar says. 'To continue the project we would have needed to set up another system, but the business partner had lost interest.'F Schimmelpennink was disappointed, but - characteristically - not for long. In 2002 he got a call from the French advertising corporation JC Decaux, who wanted to set up his bike-sharing scheme in Vienna. 'That went really well. After Vienna, they set up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.' The huge and unexpected success of the Parisian bike-sharing programme, which now boasts more than 20,000 bicycles, inspired cities all over the world to set up their own schemes, all modelled on Schimmelpennink's. 'It's wonderful that this happened,' he says. 'But financially I didn't really benefit from it, because I never filed for a patent.'G In Amsterdam today 38% of all trips are made by bike and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world -but the city never got another Witte Fietsenplan. Molenaar believes this may be because everybody in Amsterdam already has a bike. Schimmelpennink, however, cannot see that this changes Amsterdam's need for a bike-sharing scheme. 'People who travel on the underground don't carry their bikes around. But often they need additional transport to reach their final destination.' Although he thinks it is strange that a city like Amsterdam does not have a successful bike-sharing scheme, he is optimistic about the future. 'In the '60s we didn't stand a chance because people were prepared to give their lives to keep cars in the city. But that mentality has totally changed. Today everybody longs for cities that are not dominated by cars.'Questions 14-18Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in boxes 14-18 on your answer sheet.NB You may use any letter more than once.14 a description of how people misused a bike-sharing scheme15 an explanation of why a proposed bike-sharing scheme was turned down16 a reference to a person being unable to profit from their work17 an explanation of the potential savings a bike-sharing scheme would bring18 a reference to the problems a bike-sharing scheme was intended to solveQuestions 19 and 20Choose TWO letters, A-E.Write the correct letters in boxes 19 and 20 on your answer sheet.Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?A It was initially opposed by a government department.B It failed when a partner in the scheme withdrew support.C It aimed to be more successful than the Copenhagen scheme.D It was made possible by a change in people's attitudes.E It attracted interest from a range of bike designers.Questions 21 and 22Choose TWO letters, A-E.Write the correct letters in boxes 21 and 22 on your answer sheet.Which TWO of the following statements are made in the text about Amsterdam today?A The majority of residents would like to prevent all cars from entering the city.B There is little likelihood of the city having another bike-sharing scheme.C More trips in the city are made by bike than by any other form of transport.D A bike-sharing scheme would benefit residents who use public transport.E The city has a reputation as a place that welcomes cyclists.Questions 23-26Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 23-26 on your answer sheet.The first urban bike-sharing schemeThe first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were 23 ________ . They were concerned about damage to the environment and about 24 ________, and believed that the bike-sharing scheme would draw attention to these issues. As well as painting some bikes white, they handed out 25 ________ that condemned the use of cars.However, the scheme was not a great success: almost as quickly as Provo left the bikes around the city, the 26 ________ took them away. According to Schimmelpennink, the scheme was intended to be symbolic. The idea was to get people thinking about the issues.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Motivational factors and the hospitality industryA critical ingredient in the success of hotels is developing and maintaining superior performance from their employees. How is that accomplished? What Human Resource Management (HRM) practices should organizations invest in to acquire and retain great employees?Some hotels aim to provide superior working conditions for their employees. The idea originated from workplaces -usually in the non-service sector -that emphasized fun and enjoyment as part of work-life balance. By contrast, the service sector, and more specifically hotels, has traditionally not extended these practices to address basic employee needs, such as good working conditions.Pfeffer (1994) emphasizes that in order to succeed in a global business environment,organizations must make investment in Human Resource Management (HRM) to allow them to acquire employees who possess better skills and capabilities than their competitors. This investment will be to their competitive advantage. Despite this recognition of the importance of employee development, the hospitality industry has historically been dominated by underdeveloped HR practices (Lucas, 2002).Lucas also points out that 'the substance of HRM practices does not appear to be designed to foster constructive relations with employees or to represent a managerial approach that enables developing and drawing out the full potential of people, even though employees may be broadly satisfied with many aspects of their work' (Lucas, 2002). In addition, or maybe as a result, high employee turnover has been a recurring problem throughout the hospitality industry. Among the many cited reasons are low compensation, inadequate benefits, poor working conditions and compromised employee morale and attitudes (Maroudas et al., 2008).Ng and Sorensen (2008) demonstrated that when managers provide recognition to employees, motivate employees to work together, and remove obstacles preventing effective performance, employees feel more obligated to stay with the company. This was succinctly summarized by Michel et al. (2013): '[P]roviding support to employees gives them the confidence to perform their jobs better and the motivation to stay with the organization.' Hospitality organizations can therefore enhance employee motivation and retention through the development and improvement of their working conditions. These conditions are inherently linked to the working environment.While it seems likely that employees' reactions to their job characteristics could be affected by a predisposition to view their work environment negatively, no evidence exists to support this hypothesis (Spector et al., 2000). However, given the opportunity, many people will find something to complain about in relation to their workplace (Poulston, 2009). There is a strong link between the perceptions of employees and particular factors of their work environment that are separate from the work itself, including company policies, salary and vacations.Such conditions are particularly troubling for the luxury hotel market, where high-quality service, requiring a sophisticated approach to HRM, is recognized as a critical source of competitive advantage (Maroudas et al., 2008). In a real sense, the services of hotel employees represent their industry (Schneider and Bowen, 1993). This representation has commonly been limited to guest experiences. This suggests that there has been a dichotomy between the guest environment provided in luxury hotels and the working conditions of their employees.It is therefore essential for hotel management to develop HRM practices that enable them to inspire and retain competent employees. This requires an understanding of what motivates employees at different levels of management and different stages of their careers (Enz and Siguaw, 2000). This implies that it is beneficial for hotel managers to understand what practices are most favorable to increase employee satisfaction and retention.Herzberg (1966) proposes that people have two major types of needs, the first being extrinsic motivation factors relating to the context in which work is performed, rather than the work itself. These include working conditions and job security. When these factors are unfavorable, job dissatisfaction may result. Significantly, though, just fulfilling these needs does not result in satisfaction, but only in the reduction of dissatisfaction (Maroudas et al., 2008).Employees also have intrinsic motivation needs or motivators, which include such factors as achievement and recognition. Unlike extrinsic factors, motivator factors may ideally result in job satisfaction (Maroudas et al., 2008). Herzberg's (1966) theory discusses the need for a 'balance' ofthese two types of needs.The impact of fun as a motivating factor at work has also been explored. For example, Tews, Michel and Stafford (2013) conducted a study focusing on staff from a chain of themed restaurants in the United States. It was found that fun activities had a favorable impact on performance and manager support for fun had a favorable impact in reducing turnover. Their findings support the view that fun may indeed have a beneficial effect, but the framing of that fun must be carefully aligned with both organizational goals and employee characteristics. 'Managers must learn how to achieve the delicate balance of allowing employees the freedom to enjoy themselves at work while simultaneously maintaining high levels of performance' (Tews et al., 2013).Deery (2008) has recommended several actions that can be adopted at the organizational level to retain good staff as well as assist in balancing work and family life. Those particularly appropriate to the hospitality industry include allowing adequate breaks during the working day, staff functions that involve families, and providing health and well-being opportunities. Questions 27-31Look at the following statements (Questions 27-31) and the fist of researchers below.Match each statement with the correct researcher, A-F.Write the correct letter, A-F, in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 Hotel managers need to know what would encourage good staff to remain.28 The actions of managers may make staff feel they shouldn't move to a different employer.29 Little is done in the hospitality industry to help workers improve their skills.30 Staff are less likely to change jobs if co-operation is encouraged.Questions 32-35Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 32-35 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 this32 One reason for high staff turnover in the hospitality industry is poor morale.33 Research has shown that staff have a tendency to dislike their workplace.34 An improvement in working conditions and job security makes staff satisfied with theirjobs.35 Staff should be allowed to choose when they take breaks during the working day. Questions 36-40Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 36-40 on your answer sheet.Fun at workTews, Michel and Stafford carried out research on staff in an American chain of 36 ________.They discovered that activities designed for staff to have fun improved their 37 ________, and that management involvement led to lower staff 38 ________. They also found that the activities needed to fit with both the company's 39 ________ and the 40 ________ of the staff. A balance was required between a degree of freedom and maintaining work standards.参考答案1 creativity2 rules3 cities4&5 IN EITHER ORDERtrafficcrime6 competition7 evidence8 life9 TRUE10 TRUE11 NOT GIVEN12 FALSE13 TRUE14 E15 C16 F17 C18 A19&20 IN EITHER ORDERBD21&22 IN EITHER ORDERDE23 activists24 consumerism25 leaflets26 police27 E28 D29 B30 D31 C32 YES33 NO34 NO35 NOT GIVEN36 restaurants37 performance38 turnover39 goals40 characteristics。

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

该题型出现在文章的开头，所以应该是从第一段开始按照正序考查。

感谢阅读，欢迎大家下载使用！。

剑桥雅思阅读Passage解析图⽂稿剑桥雅思阅读P a s s a g e解析集团⽂件版本号：（M928-T898-M248-WU2669-I2896-DQ586-M1988）剑桥雅思阅读真题答案：Question 1—6：H、C、B、I、D、AQuestion 7—10：two decades、crowd(noise)、invisible(disabilities/disability)、invisible(disabilities/disability)Question 11—12：A、CPassage1整体分析体裁说明⽂题材科技应⽤主题青少年的听⼒障碍及应对措施段落概括A 段引出话题，并概要性介绍新西兰卫⽣部对本国青少年听⼒障碍的相关研究数据。

B 段教室噪⾳是教师和学⽣最关注的问题。

C 段相关国际机构也开始关注噪⾳在传统教学中对孩⼦的影响。

D 段听⼒障碍的⼏种常见病症E 段⾃闭症的典型特征及其对孩⼦学习上的影响F 段注意⼒不集中症的典型特征及其对孩⼦学习上的影响G 段隐形听⼒障碍⼉童在学习环境中的受关注度愈加不够。

H 段新西兰政府应对⼉童听⼒障碍的新举措。

I 段其他国家的类似效仿措施雅思阅读重点词汇考题精解Questions 1-6题型：段落信息配对题MATCHING解析：该题型是雅思阅读中的五星级难题，即乱序，出题思路点也很繁杂；所以尽管它通常为⽂章之后的第⼀个题型，但是在解答阅读套题时，建议考⽣最后再解决它。

1.2.3.4.5.6.Questions 7-10题型：简答题SHORT ANSWER QUESTIONS解析：该题型是雅思阅读中的传统题型，属于顺序题型，多考查原⽂细节，难度系数中等。

7.8.9.10.Questions 11 and 12题型：多选题MULTIPLE CHOICE解析：该题型是雅思阅读中选择题中的⾮常考题型，通常可以归为顺序题型⽅向，多考查原⽂细节，难度系数中等。

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

剑桥雅思阅读真题及答案解析TESTONEPASSAGE1:Tropicalrainforests做好雅思的阅读题除了掌握对的方法，也离不开我们日常的辛勤练习，下面小编给大家带来剑桥雅思阅读真题及答案解析TEST ONE PASSAGE 1:Tropical rainforests。

Tropical rainforests原文You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined byteachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. Th e aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-e vident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in th e thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas aboutrainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.Tropical rainforests阅读题目Questions 1-8Do the following statements agree with the information given in Reading Passage 1In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views abo ut the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to change them.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were10 What was the most common response to the question about the importance of the rainforests11 What did most children give as the reason for the loss of the rainforests12 Why did most children think it important for the rainforests to be protected13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and televisionA There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things thatare destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.s f i d = " 1 2 0 " > 0 0 J A s t h e r a i n f o r e s t s a r e d e s t r o y e d , t h e w o r l d g e t s w a r m e r . / p > p b d s f i d = " 1 2 1 " > 0 0 K W i t h o u t r a i n f o r e s t s t h e r e w o u l d n o t b e e n o u g h o x y g e n i n t h e a i r . / p > p b d s f i d = " 1 2 2 " > 0 0 L T h e r e a r e p e o p l e f o r w h o m t h e r a i n f o r e s t s a r e h o m e . / p > p b d s f i d = " 1 2 3 " > 0 0 M Ra i n f o r e s t s a r e f o u n d i n A f r i c a . / p > pb d s f i d = "1 2 4 " > 0 0 N R a i n f o r e s t s a r e n o t r e a l l y i m p o r t a n t t o h u m a n l i f e . / p > p b d s f i d = " 1 2 5 " > 0 0 O T h e d e s t r u c t i o n o f t h e r a i n f o r e s t s i s t h e d i r e c t r e s u l t o f l o g g i n g a c t i v i t y . / p > p b d s f i d = " 1 2 6 " >0 0 P H u m a n s d e p e n d o n t h e r a i n f o r e s t s f o r t h ei r c o n t i n u i n g e x i s t e n c e . / p > p b d s f i d = " 1 2 7 " >0 0 Q u e s t i o n 1 4 / p > p b d s f i d = " 1 2 8 " > 0 0 C h o o se t h e c o r r e c t l e t t e r , A , B , C , D o r E . / p > p b d sf i d = " 1 2 9 " > 0 0 W r i t e y o u r a n s w e r i n b o x 1 4 o n y o u r a n s w e r s h e e t . / p > p b d s f i d = " 1 3 0 " > 0 0 W h i c h o f t h e f o l l o w i ng i s th e m o s t s ui t a b l e t i t l e f o r R e a d i n g P a s s a g e 1 / p > p b d s f i d = " 1 3 1 " > 0 0 A T h e d e v e l o p m e n t o f a p r o g r a m m e i n e n v i r o n m en t a l s t u d i e s w i t h i n a s c i e n c e c u r r i c u l u m / p > p b d s f i d = " 1 3 2 " > 0 0 B C h i l d r e n s i d e a s a b o u t t h e r a i n f o r e s t s a n d t h e i m p l i c a t i o n s f o r c o u r s e d e s i g n / p > p b d s f i d = " 1 3 3 " > 0 0 C T h e e x t e n t t o w h i c h c h i l d r e n h a v e b e e n m i s l e d b y t h e m e d i ac o n c e r n i n g t h e r a i n f o r e s t s / p > p bd s f i d = " 1 34 " > 0 0 D H o w t o c o l l e c t , c o l l a t e a n d d e s c r i b e th e i d e a s o f s e c o n d a r y s c h o o l c h i l d r e n . / p > p b d s f i d = " 1 3 5 " > 0 0 E T h e i m p o r t a n c e o f t h e r a i n f o r e s t s a n d t h e r e a s o n s f o r t h e i r d e s t r u c t i o n / p > p b d s f i d = " 1 3 6 " > s t r o n g b d s f i d = " 1 3 7 " > 0 0 T r o p i c a l r a i n f o r e s t s T{ Hh 銐恎 / s t r o n g > / p >。

剑桥雅思真题4-阅读test3（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.Over the past nine years, Street Kids International (S.K.I.) has been working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.BackgroundTypically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.Street Business PartnershipsS.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which theywere required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.Lessons learnedThe following lessons have emerged from the programs that S.K.I. and partner organisations have created.•Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation's programs for at least six months, and trust and relationship-building will have already been established.•The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.•It is critical for all loans to be linked to training programs that include the development of basic business and life skills.•There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual's situation.•Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.•All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).ConclusionThere is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.Questions 1-4Choose the correct letter, A, B C or D.Write your answers in boxes 1-4 on your answer sheet.1 The quotations in the box at the beginning of the articleA exemplify the effects of S.K.I.B explain why S.K.I. was set up.C outline the problems of street children.D highlight the benefits to society of S.K.I.2 The main purpose of S.K.I. is toA draw the attention of governments to the problem of street children.B provide schools and social support for street children.C encourage the public to give money to street children.D give business training and loans to street children.3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?A unemploymentB warC povertyD crime4 In order to become more independent, street children mayA reject paid employment.B leave their families.C set up their own businesses.D employ other children.Questions 5-8Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 5-8 on your answer sheet.Questions 9-12Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 9-12 on your answer sheet writeYES if the statement agrees with the claims of the wirterNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this9 Any street child can set up their own small business if given enough support.10 In some cases, the families of street children may need financial support from S.K.I.11 Only one fixed loan should be given to each child.12 The children have to pay back slightly more money than they borrowed.Question 13Choose the correct letter, A, B, C or D.Write your answer in box 13 on your answer sheet.The writers conclude that money should only be lent to street childrenA as part of a wider program of aid.B for programs that are not too ambitious.C when programs are supported by local businesses.D if the projects planned are realistic and useful.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.Volcanoes-earth-shattering newsWhen Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlinesA Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.But the classic eruption —cone-shaped mountain, big bang, mushroom cloud and surges of molten lava —is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt.V olcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding againsteach other, or even overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.Sometimes it is slow: vast bubbles of magma —molten rock from the mantle —inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in northern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa — the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like the Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates — the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ where there have been the most violent explosions — Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mont Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. V olcanoes are potentially world news, especially the quiet ones.Questions 14-17Reading Passage 2 has four sections A-D.Choose the correct heading for each section from the list of headings below.Write the correct number i-vi in boxes 14-17 on your answer sheet.14 Section A15 Section B16 Section C17 Section DQuestions 18-21Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-21 on your answer sheet.18 What are the sections of the earth’s crust, often associated with volcanic activity, called?19 What is the name given to molten rock from the mantle?20 What is the earthquake zone on the Pacific Ocean called?21 For how many years did Mount Pinatubo remain inactive?Questions 22-26Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.V olcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23…… . moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.Obtaining Linguistic DataA Many procedures are available for obtaining data about a language. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.B In all cases, someone has to act as a source of language data —an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generativeapproach to linguistics. But a linguist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.C Many factors must be considered when selecting informants —whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about the best investigative techniques to use.D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be listened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general. A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.F Linguists also make great use of structured sessions, in which they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency ofusage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplemented by data derived from the intuitions of native speakers of the language, through either introspection or experimentation.Questions 27-31Reading Passage 3 has seven paragraphs labeled A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 the effect of recording on the way people talk28 the importance of taking notes on body language29 the fact that language is influenced by social situation30 how informants can be helped to be less self-conscious31 various methods that can be used to generate specific dataQuestions 32-36Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Complete the summary of paragraph G below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.参考答案1 A2 D3 C4 C5 Sudan India (IN EITHER ORDER, BOTH REQUIRED FOR ONE MARK)6 bicycles7 Shoe Shine / Shoe Shine Collective8 life skills9 NO10 NOT GIVEN11 NO12 YES13 A14 iii15 i16 iv17 vi18 plates/the plates/the tectonic plates19 magma20 ring of fire21 600 /600 years / for 600 years22 water / the water / oceans / the oceans23 lava /magma / molten rock24 India / western India25 explodes26 gases / the gases / trapped gases27 D28 E29 C30 D31 F32 (the) linguist (acts)/(the) linguists (act)33 foreign languages34 quality / the quality / the poor quality35 non-verbal behaviour / non-verbal behavior / facial expression / facial expressions36 camera / video camera / recording / video recording37 frequency of usage / usage frequency38 particular linguistic feature39 size40 intuitions。

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

第一段：介绍Marcus关于金字塔修建的新观点。

第二段：该观点引起另一位科学家Morteza的兴趣。

第三段：为验证该观点提出的实验假设。

第四段：实验获得成功。

第五段：对实验结果的分析。

第六段：对该观点存在不同的声音。

第七段：对于该观点的其他解释及依据。

第八段：该实验在现实中的应用。

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

剑桥雅思真题11阅读解析test3passage1⼀、原⽂翻译：丝绸的故事源于古中国的世界最奢侈的织物前世今⽣丝绸是⼀种上等的、光滑的，有桑蚕（幼⾍）产⽣的柔软的保护壳。

传说是3000年前中国的帝王黄帝的妻⼦嫘祖发现蚕⾍的。

⼀个故事的版本是当嫘祖在她丈夫的花园⾥散步的时候，她发现⼀些桑树毁坏的主要原因是蚕⾍。

她收集了⼏个蚕茧，然后坐下来休息。

正当她喝茶的时候，她所收集的⼀个蚕茧掉进了热茶⾥⾯然后被拆散成细线。

嫘祖发现她可以把这些线缠绕在⼿指上。

随后，她说服她的丈夫让她在桑树园⾥养蚕。

她也设计了⼀个特殊的轴来从蚕茧⾥抽丝组成⼀股线好让它韧性⾜够好到被编织成织物。

尽管我们不知道故事的真实性有多少，但我们确切知道的就是丝绸⽂化在中国已经存在⼏千年了。

最初，蚕⾍的养殖只限于⼥性，同时也是她们负责种植、收割和编织的任务。

丝绸迅速成为⼀种地位象征的符号，且最开始只有皇室才有权利穿丝绸制作的⾐服。

规则随着时间流逝逐渐放宽，到清朝（公元1644-1911年）时，即使是最低阶层的农民都可以穿丝绸。

在汉朝（公元前206-公元220年），丝绸因其备受珍视也被作为⼀种货币单位。

政府官员的薪⽔是丝绸，农民也⽤⾕物和丝绸来交税。

丝绸同样被⽤于皇帝的外交礼物：⽤丝绸制成的钓鱼线、⼸弦、乐器和纸。

最早关于丝绸纸使⽤的标志是在⼀个据估计死于公元164年的贵族的墓⾥被发现。

对这种异域风情织物的需求最终创造了获利的贸易路线，如今因丝绸之路⽽闻名，把丝绸带到西⽅，再把黄⾦、银器和⽺⽑带回东⽅。

它因其最珍贵的商品——丝绸被认为⽐⾦⼦更值钱，⽽被命名为丝绸之路。

丝绸之路延伸6000千⽶长，从中国东部到地中海，跟随着长城，跨过帕⽶尔⼭脊，穿过如今的阿富汗，深⼊到中东地区，在那⾥的⼤马⼠⾰有⼀个主要的贸易市场。

从这⾥，商品被船运过地中海。

仅有少数的商⼈⾛完了全程，货物⼤多要经过⼀系列的中间⼈过⼿。

因为桑树蚕⾍源于中国，⼏百年来这个国家也是世界上唯⼀的丝绸⽣产者。