雅思阅读教材完整版

智课网IELTS备考资料雅思阅读真题附答案（完整版）摘要：雅思阅读真题是考生练习雅思阅读的必备资料。

不少考生在网上寻求雅思阅读真题，今天小编汇总了里面雅思阅读真题附答案版，方便考生复习。

雅思阅读真题是历年雅思考试中出现的雅思阅读题目，练习雅思阅读真题对于考生提升雅思阅读答题能力有很大的帮助。

小编整理了历年雅思阅读真题附答案，帮助考生复习雅思阅读。

雅思阅读真题附答案版(部分内容)：题型:人名观点配对他在寻找古老的湖泊，这名Mungo 女子是被火葬的 A持怀疑态度的教授对一些化石的DNA 进行了可靠的分析 E教授测定的人的年龄要比62000 年前年轻的多的结果 A确定Mungo 人的年龄，争议了澳大利亚人的起源 B在澳洲，研究小组谁先恢复生物的证据，发现尼安德特人 C年代的支持者认为澳大利亚巨型动物的灭绝是由于古代人类狩猎造成的 D多区域的解释已经被提出，而不是坚持认为单一的起源 B史前人类活动导致气候变化而不是巨型动物的灭绝 A判断题Mungo 湖仍然为考古学家提供了图解说明人类活动的证据True在Mungo 湖发现Mungo 使用的武器Not givenMungo 人是在复杂的文化世界上已知最古老的考古证据之一，如埋葬仪式TrueMungo 男人和女人的骨架是被发现在同一年False澳大利亚教授使用古老的研究方法对“走出非洲”支持者的批判Not given以上就是关于雅思阅读真题附答案的相关汇总，考生可以通过上方下载完整版历年雅思阅读真题解析，提升资深雅思阅读能力。

相关字搜索：雅思阅读真题附答案人生中每一次对自己心灵的释惑，都是一种修行，都是一种成长。

相信我们常常用人生中的一些痛，换得人生的一份成熟与成长然⋯⋯生活里的每个人，都是我们的一面镜子，你给别人什世界上的幸福，没有一处不是来自用心经营和珍惜。

当你一味的去挑剔指责别人的时候，有没有反思过是否？假如你的心太过自我不懂得经营和善待，不懂得尊重他人感受，那你永远也不会获得真和幸福 ⋯ ⋯人生就像一场旅行，我们所行走的每一步都是在丰富生命的意义。

Unit 1 Overview 概述1.Format of the reading moduleTime: 60 minutesContent:2.Scores (on a scale of 1 - 9)4. Question Type 题型5. Reading skills (test purpose)6. Reading techniques recommended7. How to prepare for IELTS Reading Module1)V ocabulary: 不需要把大部分时间放在背单词上，更没必要死记硬背很多偏难怪的词。

应该集中精力突破雅思阅读核心高频动词和主题高频词。

2)Reading technique: 非常重要，一定要遵循技巧勤加练习3)Practice：每次做完题后一定要花时间做分析总结4)Read, read, read8. 剑桥系列习题集的使用剑桥雅思系列的每一篇阅读文章起码要做够三遍第一遍，严格限时做题，进行模考演练，既能测试自己的水平，又能保持好的临战状态。

第二遍，放松时间严格按照正确的步骤方法做题，并将每个题在文章中的依据标示出来，对于第一遍做错的题思考为什么做错，找出原因，思考以后如何改进做题方法；对于做对的题，也要思考自己做题是的判断依据和思考过程，加强答对题的思维和感觉。

第三遍，把雅思阅读文章作为单词书使用，也就是把每篇文章里的高频核心动词和主题词汇总出来，这同时也是分析长难句的过程，经过这个分析句子―理解记忆单词的过程，这个过程可以重复多遍，这样你的雅思阅读能力才会有实质性的提高！Unit 2 Sentence comprehension(你会读句子吗？)1.句子理解包含三层境界，而只有达到第二层境界才算正确有效第一层境界：能快速辨识出句子中至少70%的词汇或短语。

第二层境界：把句子中的散乱的词汇和短语的含义依照语法规则正确的连接贯通，最后提取出整个句子的整体含义。

阅读 20 课时课程框架1- 2英语基本概念+从句判断3- 4配对题----heading题5- 6配对题----which paragraph题+sentence ending 题7-8 配对题 ----detail matching 题+classify 题9-10 判断题 111-12 判断题 213-14 摘要题 +填空题15-16 选择题17-18 简答题19-20 平行阅读法英语基本概念(一 ) 十大词性：八大句子成分：(二 )句子核心：句子主干举例：长得乖巧的常被邻居夸奖但今天却被妈妈骂了的小明不开心地看似有点想不开的步履蹒跚地走过了这条五年前由他爸爸主持修建的桥。

主干：句子能称为句子，一定是有动词的。

造句练习：1.他造了一座桥。

2.他和我在一起。

1.2.五大基本句型 3.4.5.区分下列句式：(1)Xiaoming finds food bitter.(2)Xiaoming finds food bitterly.(3)Xiaoming finds his little sister some bitter food.造句并说明句型1.汽车使交通变得方便。

2.我给你找了个房子。

3.人们认为猴子很奇怪。

(三 )长难句：1.加入复杂修饰成分：形容词，介词短语等2.加入复杂结构：插入语等3.合并多个句子：并列句& 主从句(四 ) 从句概念：八大句子成分中，除谓语动词和补语外，当一个句子充当某成分时，该从句就叫做某某从句。

如一个句子做主语，则该从句叫主语从句。

1. ________ 从句 +动词2. 实义动词 +________ 从句主干性从句(五 ) 六大从句判断标准 3. 系动词 +________ 从句4. 具体名词 +________ 从句5. 抽象名词 +________ 从句修饰性从句6.______从句，去掉不影响句子完整度(六 ) 六大从句共同特点： 1.有连词（可省略）且置于从句句首2.连词在句中做成分，有意思（that 除外）3.从句用陈述语序（让步状语从句例外）验证：他住在哪里？我不知道他住在哪里。

剑桥雅思1Reading Passage 1Reading Passage 2Reading Passage 3Test 1A spark, a flint: How fire leapt to lifeZoo conservation programmes ARCHITECTURE–reaching for the skyTest 2Right and left-handedness in humans MIGRATORY BEEKEEPINGTOURISMTest 3SPOKEN CORPUS COMES TO LIFEMoles happy as homes go undergroundA Workaholic EconomyTest 4GLASSCAPTURING THE DANCE OF LIGHTWhy some women cross the finish line ahead of men Population viability analysis剑桥雅思2Reading Passage 1Reading Passage 2Reading Passage 3Test 1AIRPORTS ON WATERChanging our Understanding of Health CHILDREN’S THINKINGTest 2Implementing the cycle of success: a case study NO TITLE(Language barriers)What is a Port City?Test 3Absenteeism in nursing: a longitudinal studyTHE MOTOR CARTHE KEYLESS SOCIETYTest 4Green Wave Washes Over Mainstream Shopping NO TITLE(The harm that picture books can cause)IN SEARCH OF THE HOLY GRAIL剑桥雅思3Reading Passage 2Reading Passage 3Test 1THE ROCKET–FROM EAST TO WESTThe Risk of Cigarette SmokeTHE SCIENTIFIC METHODTest 2A Remarkable BeetleNO TITLE(Environmental management)THE CONCEPT OF ROLE THEORYTest 3THE DEPARTMENT OF ETHNOGRAPHY Secrets of the ForestHighs and lowsTest 4NO TITLE(Air pollution and motor vehicles)VOTES FOR WOMENMEASURING ORGANISATIONAL PERFORMANCE 剑桥雅思4Reading Passage 1Reading Passage 2Reading Passage 3Test 1NO TITLE(Children’s ideas–rainforests)What Do Whales Feel?Visual Symbols and the BlindTest 2Lost for Words(Endangered languages)ALTERNATIVE MEDICINE IN AUSTRALIAPLAY IS A SERIOUS BUSINESSTest 3Micro-enterprise Credit for Street Youth Volcanoes–earth-shattering newsObtaining Linguistic DataTest 4How much higher? How much faster?The nature and aims of archaeologyThe Problem of Scarce Resources剑桥雅思6Reading Passage 1Reading Passage 2Test 1Australia’s Sporting SuccessDelivering the GoodsClimate Change and the InuitTest 2Advantages of Public TransportGreying Population Stays in the Pink NumerationTest 3NO TITLE(Cinematography)Motivating Employees under Adverse Conditions The Search for the Anti-aging PillTest 4Doctoring SalesDo literate women make better mothers?NO TITLE(School bullying)。

雅思写作G类阅读理解讲义主讲：耿耿北京新东方学校欢迎使用新东方在线电子教材教材说明：本讲义跟老师讲课的顺序一样，学员只需根据老师的声音按顺序学习即可！快速阅读的方法Strategy Two :Skim Reading 跳跃性阅读Practice 1Skim the following two sentences and get the main idea of each sentence.1)Tea plants are grown on tea plantations, called gardens or estates,in areas that havea great amount of rainfall and rich loamy soil.2)We are now promoting a true national network,composed of traffic_free paths quiet county roads,on_road cycle lanes and protected crossings.Strstegy Three :Scan ReadingWhen you are scanning to locate some specific information, it is not necessary to read and understand every word in the passage. On the contrary,your eyes search across, up,down and around the passage. Think about how you look up a word in a dictionary.You scan the page to find the word you are looking for,you don't read the page. The most important thing about scanning is speed.We do it quickly.Practice 1Answer question 1-4 quickly as possible using the text e your watch to time yourself.Itshould take you 1minute.1.How much of the human body is water ?2.How much water does the average person use for bathing?3.How many people die per day form diseases related dirty water?4.How many litres of water does it take to make one pair of leather shoes?True\False\Not Given的基本概念True ：题目中的核心词与原文中的核心词相同、同意、同向以及题目是原文的归纳与总结。

王晓春雅思阅读课讲义IELTS Reading Lecture Notes by Spring Wang（版权所有严禁翻印）目录第一章雅思阅读考试基本情况介绍第二章雅思阅读考试词汇学习第三章雅思阅读与英语句子第四章雅思阅读与英语段落结构第五章雅思阅读核心解题技能第六章List of Headings 题注意事项和解题方法第七章Summary题注意事项和解题方法第八章TRUE/FALSE/NOT GIVEN题注意事项和解题方法第九章Matching题注意事项和解题方法第十章Multiple Choice题注意事项和解题方法第十一章Sentence Completion题注意事项和解题方法第十二章Short Answer Question题注意事项和解题方法第十三章Table/Diagram/Flow Chart题注意事项和解题方法第十四章最新仿真阅读材料附录第一章雅思阅读考试基本情况介绍雅思考试（IELTS）考试的全称是：International English Language Testing System（国际英语语言测试系统）。

它是由剑桥大学地方考试委员会，英国文化委员会和澳大利亚教育国际开发署共同举办的国际英语考试。

考题主要是由剑桥大学地方考试委员会出，英国文化委员会和澳大利亚教育国际开发署主要负责一些考务管理方面的事情。

雅思考试是针对去英语国家留学或移民人员的一种语言能力的测试。

接受雅思成绩的国家以前是以英联邦和欧洲为主。

而现在北美也越来越多地接受雅思成绩。

雅思考试分为Academic Module（学术类考试，简称A类考试）和General Training Module（普通培训类考试，简称G类考试）。

A类主要是为留学，G类主要是为移民。

两类考试的听力和口语部分完全一致，但在阅读和写作部分有所区别。

A类阅读考试●考试时间为60分钟。

要特别注意的是：听力部分的考试会在结束后专门提供10分钟的时间用于誊写答案。

IELTS-A类阅读-教材(全)IELTS-A类阅读-教材(全)雅思写作A类阅读理解讲义主讲：乐静北京新东方学校欢迎使用新东方在线电子教材雅思整体介绍：INTRODUCTION TO IELTSIELTS is a testing system which assesses how good a person's English language is for the purpose of study or training. The test is recognised around the world by universities and colleges.There are two forms to the test:Academic: which tests a person's language for university studyGeneral Training: which tests basic languageskills with education or immigration in mindThere are 4 parts to each test. The Listening and Speaking tests are the same for both Academic and GeneralTraining forms of the test. There are separate papers for the Reading and Writing tests. The organisation looks like this:Listening4 sections, 40 questionsapproximately 30 minutes↙↘Academic Reading General Training Reading3 sections, 40 questions 3 sections, 40 questions1 hour 1 hour↓↓Academic WritingGeneral Training Writing2 tasks 2 tasks1hour1 hour↖↗Speaking3 sections11-14 minutesThis book contains practice tests to help prepare students for these tests, whichever form of the test they take. Choose the Reading and Writing tasks appropriate for the exam being taken.雅思A类阅读评分标准：Reading ListeningIELTS RSW IELTS RAW1 1 1 12 2,3 2 2, 33 4, 5, 6, 7 3 4, 5, 63.5 8, 9, 10 3.5 7, 8, 94 11, 12, 13 4 10, 11, 12 4.5 14, 15, 16 4.5 13, 14, 15,165 17, 18, 19 5 17, 18, 19,205.5 20, 21, 22,23 5.5 21, 22, 23,246 24, 25, 26,27 6 25, 26, 27,286.5 28, 29, 30 6.5 29, 30, 317 31, 32, 33 7 32, 337.5 34, 35 7.5 34, 358 36, 37 8 36, 378.5 38, 39 8.5 38, 399 40 9 409 Expert User: native speaker level. Can function appropriately and accurately in allskills.8 Very Good User: has excellent command of the language but may produce some errors in unfamiliar circumstances.7 Good User: generally handles language well but with some inaccuracies. Can produce a competent written argument. Can understand abstract reasoning in reading passages.6 Competent User: has reasonable control of the language but with some inaccuracies. May have some difficulties with unfamiliar situations.5 Modest User: can deal adequately with language in his own area but will find difficulty in dealing with complex language and unfamiliar situations.4 Limited User: only able to deal with familiar situations and not complex language. Often has difficulty in understanding and expression.3 Very Limited User: has problems in communicating. Able to express general meaning only in familiar circumstances.2 Intermittent User: had many difficulties usingthe language. Can only communicate very little basic information by using a few words or phrases.1 Non User: has no ability to communicate except for a few isolated words.0 Did not write the test: did not produce any information to be assessed.雅思A类阅读基本解题方法：TIPS FOR IELTS STUDENTS Readinga Always read the instructions to the tasks, as they may vary from test to test.b Make sure you complete the computer sheet after each reading. You are not given any extra time at the end of the test to fill in the sheet.c Do not spend more than 20 minutes on any section, as you may not have enough time to complete the three passages. Always time yourself when doing the practice tests, to get used to finishing each section in no more than 20 minutes.d As the sections of the Reading test become progressively more difficult, if you take longer than 20 minutes on the first two sections, you will have little chance of finishing the third passage.e As the IELTS Reading paper covers a variety of written styles, make sure you prepare yourself for this by reading newspapers, journals, magazines and fiction and non-fiction books.f Be prepared to be tested on any subject someone attending a university would be expected to be aware of. However, you are not expected to be an expert on all these topics.g In IELTS Reading the questions are sometimes written before the passage. Always check that you have read and answered all 40 questions.雅思篇章阅读：第一册TEST 1Section 1You should spend about 20 minutes on questions 1 - 15, which are based on Reading Passage 1 below.National Parks and Climate ChangeANational parks, nature reserves, protected areas and sites of special scientific interest (SSSIs) are an important part of the natural landscape in most countries. Their habitat and terrains vary massively, from tundra and glacier parks in the north to wetlands in Europe, steppes in central and eastern Europe, and prairie grasslands and deserts in other areas. Virtually all kinds of landscape are protected somewhere. And these protected areas are important for the variety of plant and animal life they harbour: caribou, bears, wolves, rare types of fish and birds.BBut these areas are under threat from a recent peril - global climate change. No amount oflegislation in any one country can protect against a worldwide problem. What exactly are the problems caused by climate change? David Woodward, head of the British Council for Nature Conservation, spoke to Science Now about some of these areas, and his first point highlighted the enormous variation in nature reserves.C"Each park or reserve is an ecosystem," he says, "and the larger reserves, such as those in Canada, may have several types of ecological subsystems within it. There are reserves which are half the size of Western Europe, so it doesn't make sense to talk about them as if they were all the same, or as if the microclimates within them were uniform." Woodward outlines some of the dangers posed by climatic change to parks in the northern Americas, for example.D"If climatic change is severe, and in particular if the change is happening as quickly as it is at themoment, then the boundaries of the park no longer make much sense. A park that was designated as a protected area 90 years ago may suffer such change in its climate that the nature of it changes too. It will no longer contain the animal and plant life that it did. So the area which once protected, say, a species of reindeer or a type of scenery, will have changed. In effect, you lose the thing you were trying to protect." This effect has already been seen in Canada, where parks which once contained glaciers have seen the glaciers melted by global warming.EJennie Lindstrom, Chief Executive Officer of H2O, the charity which campaigns on an international level on behalf of mainland Europe's protected wetland and wilderness areas, is even more pessimistic. In a letter to Science Now, she has asserted that up to 70% of such areas are already experiencing such "significant change ... in climate" that the distribution patterns. of flora and fauna arechanging, and that all areas will eventually be affected. She estimates that the most profound change is occurring in the northernmost parks in areas such as Finland, Greenland, Iceland and northern Russia, but adds that "there is no place which will not suffer the effects of global warming. What we are seeing is a massive change in the environment - and that means the extinction of whole species, as well as visual and structural changes which means that areas like the Camargue may literally look totally different in 50 or 60 years' time."FThe problems are manifold. First, it is difficult or impossible to predict which areas are most in need of help - that is, which areas are in most danger. Predicting climate change is even more unreliable than predicting the weather. Secondly, there is a sense that governments in most areas are apathetic towards a problem which may not manifest itself until long after that government's term of office has come to an end. In poor areas,of course, nature conservation is low on the list of priorities compared to, say, employment or health. Third, and perhaps most important, even in areas where there is both the political will and the financial muscle to do something about the problem, it is hard to know just what to do. Maria Colehill of Forestlife, an American conservation body, thinks that in the case of climate change, the most we can realistically do is monitor the situation and allow for the changes that we cannot prevent, while lobbying governments internationally to make the changes to the pollution laws, for example, that will enable us to deal with the causes of the problem. "I am despondent," she admits. "I have no doubt that a lot of the work we are doing on behalf of the North American lynx, for example, will be wasted. The animal itself can live in virtually any environment where there are few humans, but of course its numbers are small. If climate change affects the other animal life in the areas where it now lives, if the foodchain changes, then the lynx will be affected too. Less food for the lynx means fewer lynxes, or lynxes with nowhere to go."GCertainly, climate change is not going to go away overnight. It is estimated that fossil fuels burnt in the 1950s will still be affecting our climate in another 30 years, so the changes will continue for some time after that. If we want to protect the remnants of our wild landscapes for future generations, the impetus for change must come from the governments of the world.Questions 1 - 7Do the following statements agree with the information given in Reading Passage 1?In boxes 1 - 7 on your answer sheet, write Yes if the statement agrees with the information, No if the statement contradicts the information, Not Given if there is no information on this in the passage.1 Every country has protected areas or national parks.2 Countries can protect their parks by changing their laws.3 A protected area or park can contain many different ecosystems.4 David Woodward thinks that Canadian parks will all be different in 90 years.5 Canada, more than any other country, has felt the effects of global warming.6 H2O works to protect wetlands all over the world.7 Some parts of the world will feel the results of global warming more than others.Questions 8 - 13Complete the summary below. Choose your answers from the box below the summary and write them in boxes 8 - 13 on the answer sheet. There are more words than spaces, so you will not use all the given words.There are ________ (8) encountered inattempting to stop the effects of ________ (9). One is the difficulty of predicting change. Another is a lack of ________ (10) to change the situation; most governments' interest in the matter is limited because it will not become very serious ________ (11). Finally, there is the quandary of what action we should actually take. One solution is both to keep an eye on the situation as it develops, and to push for changes ________ (12). Even if we do this, the problem is not going to ________ (13), since it takes a considerable time for global warming to happen.willingness of the authoritieslots of ways global warminginternationallyfor many years locallydisappear straight awaymany problems after allQuestions 14 and 15Reading Passage 1 has seven paragraphs A - G. Which paragraphs state the following information?Write the appropriate letters A - G in boxes 14 and 15 on your answer sheet.14 All areas of the world are likely to be affected by global climate changes._________________________________________ _______________________________15 Remedies for global warming will not reverse these trends immediately._________________________________________ _______________________________List of Headings题型讲解：第二册TEST 2Section 2 Questions 14 - 26You should spend about 20 minutes on questions 14 - 26, which are based on Reading Passage 2 below.Question 14Choose the most suitable title for Reading passage 2 from the list below. Write your answer in box 14 on your answer sheet.A Old Remedies Still Work Today.C Miracle Cure From Nature.B The Forest Pharmacy.D A Modern Cure For An Ancient KillerAThe search for cures to treat common diseases is not new, nor is it unusual to find the cures for such diseases in tree bark. Aspirin for headaches and quinine for the treatment of malaria are both examples of modern medicines which have been derived from tree bark. But the latest additions to this list may be the most significant yet, according to the findings of research into the medicinal benefits of the bark of the African Bush Willow. At an international conference, DrScott Remick of the USA claimed that combretastin, a product of this bark, has proved up to 85% effective in combating cancer, and may, in combination with chemotherapy, finally provide a way to destroy many types of tumour.BThe African Bush Willow, which grows in South Africa, has been recognised as a medicinal plant by local tribespeople for many years. In the past, its roots were used as purgatives and its gum was used to treat sores and ulcers. Common along river banks in southern Africa, this plant (scientific name, Combretum caffrum) has proved both hardy and prolific, It is one of the world's fastest-growing trees and can grow one metre in height annually to a maximum of fourteen metres. To sustain this level of growth normally requires warmth, rich soil and abundant water. but even when these are in short supply, the African Bush Willow can survive. It is resistant to severe drought andeven sustained periods of frost, and temperatures well below zero do not damage the tree.CCombretastin, the active ingredient in the bark, was originally isolated form the stems and branches in the 1970a by South African researcher, Dr Gordon Cragg. A massive seventy-seven kilogrammes of material was needed from the tree to produce just a few milligrams of the active ingredient. However, scientists have now been able to produce the drug synthetically. This type of manufacturing has meant that the drug can now be mass-produced and used much more widely in the treatment of cancer. Most cancers are caused by tumours, which create their own network of capillaries to supply the blood they need in order to grow. The effect of combretastin is to reduce the tumour's ability to create these capillaries and thereby starve the tumour todeath.DCombretastin appears to work very quickly, often reducing the blood flow to a tumour within four to six hours after its first application. A feature in its favour is that combretastin does not appear to affect the blood supplies to other healthy organs. But, used in isolation, a small number of cancerous cells which appear able to live off normal blood supplies, appear to remain unaffected by combretastin, and radiation therapy is required to destroy these cells and remove the threat of cancer altogether.EInitial trials have been carried out on twenty-five patients in the USA. These have met with a remarkable measure of success. One 55-year-old man, suffering from a particularly aggressive form of thyroid cancer before treatment, has been cancer-free for two yearsfollowing a course of the new drug. It is generally held that if a cancer does not return within two years of treatment, it has been cured. So far, other patients involved in the trials since then, including those with cancer of the bowel, have also remained clear of their cancers.FTrials in the UK have met with similar success, but have reported significant side effects, including diarrhoea and skin pain. In Britain, experts believe that the drug works best in conjunction with other therapies, including radiotherapy. The results of these combined treatments suggest that 85% of cancers could be totally eliminated, and similar trials are due to start in the USA. Dr Kate Law of the Cancer Research Campaign in London comments, "We will be watching the results of these trials with interest. On the face of it, these latest trials are very encouraging.GThe drug has been greeted with enthusiasm by professionals and patients alike despite some of the experiments having limited success. One patient suffering from lung and liver cancers agreed to be one of the guinea pigs in the pharmaceutical trials. Fortunately he met with a degree of success in that his respiratory organs have been clear for over a year. However, this has not been the case with the other source of cancer and as yet the new drug has had no marked effect on it. Nevertheless, researchers are continuing in their quest to find a cure for all forms of cancers and they are confident that a breakthrough is on the horizon.Questions 15 - 17Choose the best answers A, B, C or D. Write your answers in boxes 15 - 17 on your answer sheet.15 The active ingredient of combratastin was found in which part of the tree?A the gumB the branchesC the rootsD the leaves16 According to the text, medicines NOT derived from tree bark, have been used to cure which condition?A soresB malariaC cancerD migraine17 According to the text, which of the following has not as yet been cured using combretastin?A bowel cancerB thyroid cancerC liver cancerD lung cancerQuestions 18 - 20Write NO MORE THAN THREE WORDS from Reading Passage 2 for each answer, Write your answers in boxes 18 - 20 on your answer sheet.18 Researchers believe that advances will be made in ......................... in finding cures for all types of cancer.19 The African Bush Willow is extremely sturdy and can survive long intervals in very low ......................... .20 In Britain, researchers believe that most cancers can be cured using combretastin together with ......................... .Questions 21 - 26Reading Passage 3 has seven paragraphs, A - G. Choose the most suitable headings for paragraphs B - G from the list below. Write the appropriate numbers i-x in boxes 21 - 26 on your answer sheet.There are more headings than paragraphs, so you will not use them all.List of Headingsi Strange Medicinevi Ongoing Researchii How the Drug Worksvii Research Campaigniii Robust and Versatileviii Artificial Substitutesiv Plants Growingix Happy Patientsv Universal Approvalx Additional Consequences21 Paragraph B .........................22 Paragraph C .........................23 Paragraph D .........................24 Paragraph E .........................25 Paragraph F .........................26 Paragraph G .........................True / False / Not given题型讲解：第一册TEST 1Section 1You should spend about 20 minutes on questions1 - 15, which are based on Reading Passage 1 below.National Parks and Climate ChangeANational parks, nature reserves, protected areas and sites of special scientific interest (SSSIs) are an important part of the natural landscape in most countries. Their habitat and terrains vary massively, from tundra and glacier parks in the north to wetlands in Europe, steppes in central and eastern Europe, and prairie grasslands and deserts in other areas. Virtually all kinds of landscape are protected somewhere. And these protected areas are important for the variety of plant and animal life they harbour: caribou, bears, wolves, rare types of fish and birds.BBut these areas are under threat from a recent peril - global climate change. No amount of legislation in any one country can protect against a worldwide problem. What exactly arethe problems caused by climate change? David Woodward, head of the British Council for Nature Conservation, spoke to Science Now about some of these areas, and his first point highlighted the enormous variation in nature reserves.C"Each park or reserve is an ecosystem," he says, "and the larger reserves, such as those in Canada, may have several types of ecological subsystems within it. There are reserves which are half the size of Western Europe, so it doesn't make sense to talk about them as if they were all the same, or as if the microclimates within them were uniform." Woodward outlines some of the dangers posed by climatic change to parks in the northern Americas, for example.D"If climatic change is severe, and in particular if the change is happening as quickly as it is at the moment, then the boundaries of the park no longer make much sense. A park that wasdesignated as a protected area 90 years ago may suffer such change in its climate that the nature of it changes too. It will no longer contain the animal and plant life that it did. So the area which once protected, say, a species of reindeer or a type of scenery, will have changed. In effect, you lose the thing you were trying to protect." This effect has already been seen in Canada, where parks which once contained glaciers have seen the glaciers melted by global warming.EJennie Lindstrom, Chief Executive Officer of H2O, the charity which campaigns on an international level on behalf of mainland Europe's protected wetland and wilderness areas, is even more pessimistic. In a letter to Science Now, she has asserted that up to 70% of such areas are already experiencing such "significant change ... in climate" that the distribution patterns. of flora and fauna are changing, and that all areas will eventually be affected. She estimates that the most profoundchange is occurring in the northernmost parks in areas such as Finland, Greenland, Iceland and northern Russia, but adds that "there is no place which will not suffer the effects of global warming. What we are seeing is a massive change in the environment - and that means the extinction of whole species, as well as visual and structural changes which means that areas like the Camargue may literally look totally different in 50 or 60 years' time."FThe problems are manifold. First, it is difficult or impossible to predict which areas are most in need of help - that is, which areas are in most danger. Predicting climate change is even more unreliable than predicting the weather. Secondly, there is a sense that governments in most areas are apathetic towards a problem which may not manifest itself until long after that government's term of office has come to an end. In poor areas, of course, nature conservation is low on the list of priorities compared to, say, employment orhealth. Third, and perhaps most important, even in areas where there is both the political will and the financial muscle to do something about the problem, it is hard to know just what to do. Maria Colehill of Forestlife, an American conservation body, thinks that in the case of climate change, the most we can realistically do is monitor the situation and allow for the changes that we cannot prevent, while lobbying governments internationally to make the changes to the pollution laws, for example, that will enable us to deal with the causes of the problem. "I am despondent," she admits. "I have no doubt that a lot of the work we are doing on behalf of the North American lynx, for example, will be wasted. The animal itself can live in virtually any environment where there are few humans, but of course its numbers are small. If climate change affects the other animal life in the areas where it now lives, if the food chain changes, then the lynx will be affected too. Less food for the lynx means fewer lynxes, orlynxes with nowhere to go."GCertainly, climate change is not going to go away overnight. It is estimated that fossil fuels burnt in the 1950s will still be affecting our climate in another 30 years, so the changes will continue for some time after that. If we want to protect the remnants of our wild landscapes for future generations, the impetus for change must come from the governments of the world.Questions 1 - 7Do the following statements agree with the information given in Reading Passage 1?In boxes 1 - 7 on your answer sheet, write Yes if the statement agrees with the information, No if the statement contradicts the information, Not Given if there is no information on this in the passage.1 Every country has protected areas or national parks.2 Countries can protect their parks by changing their laws.3 A protected area or park can contain many different ecosystems.4 David Woodward thinks that Canadian parks will all be different in 90 years.5 Canada, more than any other country, has felt the effects of global warming.6 H2O works to protect wetlands all over the world.7 Some parts of the world will feel the results of global warming more than others.Questions 8 - 13Complete the summary below. Choose your answers from the box below the summary and write them in boxes 8 - 13 on the answer sheet. There are more words than spaces, so you will not use all the given words.There are ________ (8) encountered in attempting to stop the effects of ________ (9). One is the difficulty of predicting change.Another is a lack of ________ (10) to change the situation; most governments' interest in the matter is limited because it will not become very serious ________ (11). Finally, there is the quandary of what action we should actually take. One solution is both to keep an eye on the situation as it develops, and to push for changes ________ (12). Even if we do this, the problem is not going to ________ (13), since it takes a considerable time for global warming to happen.willingness of the authoritieslots of ways global warminginternationallyfor many years locallydisappear straight awaymany problems after allQuestions 14 and 15Reading Passage 1 has seven paragraphs A - G. Which paragraphs state the following information? Write the appropriate letters A - G in boxes 14 and 15 on your answer sheet.14 All areas of the world are likely to be affected by global climate changes._________________________________________ _______________________________15 Remedies for global warming will not reverse these trends immediately._________________________________________ _______________________________第一册TEST 2Section 1You should spend about 20 minutes on questions 1 - 15, which are based on Reading Passage 1 below.Sharks—— Face Extinction ——Professor Robert Law, head of Marine Biological Ltd, which monitors the ocean environment, and a leading governmental advisor on marine pollution, is claiming today that sharks are in danger of extinction. Professor Law's main point is that worldwide the number of sharks of most species is dropping rapidly. Exact figures about these elusive creatures are hard to come by, but the general consensus is that certain kinds of shark population have decreased by up to 75% in the last 30 years.The great white and tiger sharks have seen the greatest drop in numbers, down by as much as 90% from 20 years ago. Smaller sharks are also under threat - the populations of makos, hammerheads, even common dogfish are being decimated. Estimates suggest that British dogfish numbers have halved in the last decade alone.And this decline is worldwide. The big sharks congregate mainly in the warmer waters of the Pacific and Caribbean, but cold water areas such as the Atlantic and the north Sea have their own species and these too are in danger.The reasons for the decline in numbers are not hard to see. One huge reason is the continued demand for shark fins in South-East Asia, where they are used to make soup and as ingredients in medicines. Most sharks that are killed commercially in the West are processed for the oil that comes from their livers Sharks are also victims of fear, since they are routinely killed by fishermen when they are landed with other catches."Sharks have no protection," writes Professor Law. "They are not outside the law - most countries have laws protecting the species which are most under threat - but the problem is that people are so frightened of these creatures that。

雅思阅读（IELTS reading）IELTS Reading ClassicsBaihaisongCatalogI. IELTS reading RaidersII. dialysis IELTSIII. IELTS reading testTEST 1READING PASSAGE 1:READING PASSAGE 2:READING PASSAGE 3:TEST 2READING PASSAGE 1:READING PASSAGE 2:READING PASSAGE 3:TEST 3READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST4READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 5READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST6READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 7READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST9READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: TEST 10READING PASSAGE 1: READING PASSAGE 2: READING PASSAGE 3: IV. GlossaryV. Answer KeyVI. Reference& BibliographyThe main contents of Section IPropositional laws and solving skills of eight types of questionsSummaryExamples: P3, P56, P69Homework: P14, Hashi Yasi (1-4) all types of questionsCategory: fill in the blanks and optionsTwo, fill in the blanks(I) characteristics of Summary1, do not test the full text of the Summary, usually 5 - 6 empty.2 space probabilities, nouns, numbers, and time -- adj = verb.3 although the answer comes from the original, it sometimes requires verb tense and voice, and the change of noun singular and plural.(two) fill in the blanks with Summary's problem solving steps1 on the Summary article, draw a double bar, scattered the enemy, one by one, less nervous during the exam2 determine where Summary is in the full text,Methods: "1" to see the title of the request"2" is positioned according to the first and last sentence of the Summary article3 determine the syntax attributes for each space4, if the subject is easy, you can directly fill in the answer; if difficult, according to the space before and after the information back to the original location, you can get the right answer.Remarks:1. general positioning words:Sentences subject, terminology, time, place, name, number, percentage, money sign: $& & temperature, density, special punctuation, special print, etc..2. spacing wordsIn the A. Summary article, the certificate of deposit is called "move + name" (space). The verb is returned to the original text because a single verb remains unchanged in the original textIn the B. Summary article, there is a single preposition + name (space) - preposition, and the noun after the preposition isthe answer.C. adjectives (spaces) + nouns, locate nouns, and find adjectives nearest to this noun.Three option Summary problem solving stepsExample: p42Homework: Cambridge IELTS (1-4) all types of questionsI. the problem solving steps of option Summary1, fill in the blanks, read the string, grasp the main idea.2 analyze the grammatical possibilities of each option and categorize them.3 analyze the grammatical possibilities of each question.4 and law classification5 options and Title Classification6, if necessary, back to the original locationSentences CompletionOne categoryFill in the blanks example: P41 P29(Homework: P46 P29 (fill in the blanks), Cambridge IELTS (1-4), all types of questionsOption example: P7Optional assignments: P14, P65, Cambridge IELTS (1-4), all types of questionsTwo types of questions"1" 100% detailed questions, require candidates to complete the missing parts."2" sentences are randomly drawn, there is no logical relationship between themThe order of the subject of the 3 and the answer of the title in the original text are consistent in generalThree fill in the blanks and complete the sentence solving steps"1" reads the topic carefully, asks whether the attention has the related paragraph prompt as well as the specific answer word limit, such as "NO MORE THAN 3 WORDS"""2" specifies the syntax attributes to complete"3" draws out part of the key word / location word"4" back to the original search, positioningA) easy, direct answerB) if it's difficult, read the first paragraph first, narrow the search area, and then search in detailFour, the optional steps to complete the sentence (divided into two cases)The first: the title and the option are a single grammatical attribute. The method of doing something is the same as that of the cloze.Second: questions and options into multiple grammatical attributes of problem-solving steps:"1" analyzes the grammatical possibilities of each option"2" analyzes the grammatical possibilities of each subject. If it is long sentences, draw a central sentenceGrammatical classification of "3""4" option and Title Meaning classification"5" if necessary, back to the original positioning, if it is difficult to read the first sentence of the article to narrow the search area, meta positioning or give up directly.TRUE/FALSE/NOT, GIVEN, or, YES/NO/NOT, GIVENExamples: 14, 17, 27, 49Assignments: 64, 76, 69,72, Cambridge IELTS (1-4), all types of questionsI. Basic Standards of judgmentThe TRUE: topic is consistent with the original meaningFALSE: topics contradict or contradict the meaning of the original textThe NOT GIVEN: topic is inconsistent with the original text and does not contradict or contradictTwo. Types of questions1., four possible answer forms TRUE/FALSE/NOT, GIVEN;YES/NO/NOT, GIVEN; T/F/NG; Y/N/NG2. the order of the subject and the answer of the subject appear in the order of the original text3. does not involve complex modifications, tense and voice4. does not involve subjunctive moodThree. Problem solving procedure1. read and accurately understand the questions, draw words and word point positioningCommon test reference words:A. comparison and superlative -- Er, -est, most, preferableB. compare sentence patterns more-than, rather, than, both, and, not, but, also, either, or, neither, nor, not, but, rather, as, well, as, match,, coincide, mingle, compare, with, only, consistent, withC. figures, time, percentages, money, symbols, temperature, etc., examine accuracy only, without examining range sizeD. contains only title, the test point word is only, the answer must be NO/NOT GIVENE. indicates the causes and consequences of the vocabularyF. a single significant degree adverb, "hardly", means negation2. locate the text with the original text, and search for the elements related to the test point word, and judge according to the criterionMatchingI. classification:Matching examples of names and theories: P20 homework: Cambridge IELTS (1-4) all types of questionsMatching examples of causes and results: P40: IELTS (1-4), Cambridge, all types of questionsExamples of new technologies / products / inventors / agencies: P46 operation: Cambridge IELTS (1-4), all types of questionsTwo. The pairing of names and theories1. types of questions:A. the original text and the correct answer are mostly synonyms or rewriting relationsB. has no obvious orderingC. verbs, such as (suggest, note, indicate, discover, claim, find), are often the objects of the theory after the object clauses.D. note that the names should be drawn and not named after people.E. sometimes needs to summarize the paragraph in which the author is involved, occasionally involving two paragraphs.2., name and theory, problem-solving stepsA. quickly circled all the names in the original.B. accurately understand the theory of questions, find the word in the theory of positioning.C. back to the original location to the source, understand the source, to see whether consistent with the subject significance, in the same situation, if only one paragraph where a personal name is the name for a correct answer, if there are multiple names from the names of the paragraph, the correct answer is the nearest source.Three. Causes and consequences of Marching1. types of questions:A. can match results for reasons or reasons for results.B. usually, the cause is in line with the result, that is, one reason only corresponds to one result.2. solving steps:A. accurately understand the meaning of the topic and determine whether it matches the cause or the resultB. positioning after carefully understand the source meaning, find the corresponding answer. Whether effect can also check the source, near so, cause, consequence, sequence, result, result, from, will, shall, would, should and so on, if any, is expressed in the vicinity of the will have the correct answer.Four. Pairing of new technologies / products with inventors / agencies1. types of questions:A. is usually a technology discovery organizationB. because of its professionalism, terminology, positioning factors are obvious.C. dispersion is large, requiring candidates to quickly locate2. solving steps:A. takes technical terms as positioning words.B. searches quickly. In general, the nearest institution or person is the right answer.List of headingsExamples: 33, 38, 15, 63, 6,, 9 assignments: Cambridge IELTS (1-4), all types of questionsI. characteristics of test questions:A. usually appears in front of passage.B. difficult questions, suggest, do later.C. pay attention to the requirements of the topic. The options can be English letters, Rome letters and other forms.Two. Problem solving procedure:A. read the questions carefully, delete the answers given in the examples and the corresponding paragraphs.B. find the central words of each option (easy to locate),It helps to eliminate interferenceC. carefully studies the first and last sentences of many sections, circle the central words of the first and last sentences, and correspond to the central words of the options. The central words that are closest to the first and last central words are the correct answers.Remark 1: for opportunistic students, you can choose the answer only by looking at the options1. that option is the first paragraph of the article optionA) the central word for the n.+of+ main title or main title,Nouns include: concept, conception, notion, explanation, definition, justification, core,B) What, is/makes/causes/leads, to+, main titleC) verb (define, justify) + main heading2. those options are the end of the article optionN+of+ main titleNouns include: effect, impact, consequence, result, influence, conclusion3. those are intermediate paragraph options (special)The A. comparison options are paragraph options that exclude the first end options and the targeted onesThe prompt words in the options: compare, versus, contrary, to, match, rival, akin, to, alien, toB. if you find that a paragraph in the text is numeric, the number options are paragraph optionsThe prompt words in the options: data, number, figure, calculation, census, demography, statisticsC. if you find a paragraph in the text is moneyThe prompt words in the options: cost, expenditure, income, salary, wage, revenueD. percentage optionsThe prompt in the options: rate, percentage, ratio, proportionE. time optionsThe prompt in the options:ages/period/duration/decade/generation/centuryNote two: how to read the first sentence1., the purpose is to determine the argument sentence, if the first and last sentences for the following sentence pattern, it must be an argument sentenceDefine sentence patterns: It, is/This, is/It,suggest/demonstrations/indicates/refers, toEmphasis on sentence patterns: It is+ is stressed as part of the +that clauseSentences that emphasize sentences: It, is,important/significant/prominent/vital/crucial/+ clausesSummary sentences: It concludes/implies2. if the first and last sentences are descriptive statements. Negligible;3. if the first and last sentences are general and special questions, first of all judge whether or not to draw an argumentNote three: how to read the whole paragraph?Pay attention to the narrative logic of a paragraph1. the order of time, argument, sentence, usually in front of the first time or at the last time2. place transfer order. Argument sentences usually appear before or after the first location3., the names and theoretical statements, usually argument sentences, appear in the theoretical introduction, that is, the indirect speech after the name4. in causal logic, the latter is usually the argumentRead the notes of the dispute:1., for example, the contents of the front can be omitted2., the turn of the relationship, just look at the content of the inflection point3. the parenthesis can be omittedShortly Answer QuestionsExample 3, 24Homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions100 per cent of details2. the order of the subject and the answer of the subject appear in the order of the original text3. the word that begins with which/what is the noun; the answer begins with the word "how many/how much" and the answer is "how", and the answer is usually "by, doing, sth."Two. Problem solving procedure1. read the topic, pay attention to the answer, word limit2. circle the words and return to the original text accurately and accurately3. after finding the answer, you need to make a choice between the information in the original text, retain the modified core part, and omit the modified partTable /Flow chartTable: examples 34, 4, 21 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., the purpose of the table is to simplify, IELTS writing, forms are complicated for Jane2. the information in the form requires simultaneous information about the vertical and horizontal axisTwo. Problem solving procedure:1. read the topic, find out the answer, the word limit2., if you have the ability to combine the given examples, predict the answers to be filled out3., according to the content of the forecast (such as names, places, numbers and other common positioning words), according to the table of the vertical axis information or other obvious positioning words, positioning solve problemsFlowchart/Sequencing example: 50, 41 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., generally for a paragraph content of flow chart, do not test the full text2., sometimes as an option flow chart3., sometimes the cycle occursTwo. Problem solving procedure1., make clear the title of the request, pay attention to the answer, word restrictions2. pay attention to the positioning words before and after each arrow,Choose the easiest positioning word before and after the arrow, without taking into account the distanceMultiple Choices examples 21, 4, 45 homework: Cambridge IELTS (1-4) all types of questionsI. characteristics of test questions:1., the details of the topic, only candidates to find the corresponding information points2., the order of the subject3. any containing "all of the above" "none of the above" need to confirm other optionsTwo. Problem solving procedure:1., analyze the topic, draw out the positioning word, and return to the original to find the required information points2., if the problem does not provide any information, through the positioning of the options information word positioning, and one by one to exclude。

年10月雅思阅读机经完整版9月雅思考试已经结束，10月份已经悄然来临，为了帮助大家在10月雅思考试中取得理想成绩，给大家收集整理了年10月雅思阅读机经的详细内容供大家参考，最新最专业的雅思备考资料，尽在雅思官网！年10月雅思阅读机经内容如下：一、重点题材社会类教育类人类文化类二、次重点题材科技类历史类自然类植物类动物类三、文章题目预测：社会类第1篇——工作压力第2篇——社会分类第3篇——电视上瘾第4篇——过山车第5篇——斯里兰卡蓄水工程第6篇——Pearl 珍珠第7篇——欧洲高温第8篇——新型超市教育类第1篇——幸福心理学第2篇——拯救濒危语言第3篇——语言变化机制第5篇——从历史吸取教训第6篇——儿童和食品广告第7篇——儿童概念的开展第8篇——儿童文学读物第9篇——古代文字人类第1篇——嗅觉和记忆第2篇——左右撇子第3篇——艾费雷德·诺贝尔第4篇——说服的秘密第5篇——面部表情第6篇——笑的研究第7篇——解密记忆力第8篇——交流方式与冲突第9篇——味觉感知第10篇——挠痒和笑第11篇——减肥的各种力量文化类第1篇——钢铁艺术第2篇——涂鸦第3篇——音乐共同语言第4篇——博物馆大片第5篇——音乐心理书评第6篇——人体铸造与艺术科技类第1篇——火星探险第2篇——海岸线考古第3篇——量化研究第4篇——仿生学第6篇——仿生蜥蜴第7篇——纸张和电脑第8篇——太阳能硅电池历史类第1篇——塑料的历史第2篇——茶叶的历史第3篇——早期航海第4篇——远古计算机第5篇——中国战车第6篇——物种起源自然类第1篇——噪音污染第2篇——生态旅游第3篇——新冰川时代第4篇——加州森林大火第5篇——昆士兰小岛旅游第6篇——生物多样性第7篇——北极冰川融化第8篇——淡水资源紧缺植物类第1篇——香蕉第2篇——竹子神奇植物第3篇——郁金香动物类第1篇——考拉第2篇——动物思维第3篇——塔斯马尼亚虎第4篇——鸟的迁徙第5篇——猛犸象灭绝年10月雅思阅读机经具体内容就是这些，希望对关注雅思考试的同学们有用，更多精彩内容请继续关注我们。

雅思阅读第052套P2-Impl...雅思阅读第052套P2-Implication of False Belief ExperimentsREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26,which are based on Reading Passage 2 on the following pages. Implication of False Belief ExperimentsAA considerable amount of research since the mid 1980s has been concerned with what has been termed children’s theory of mind. This involves children’s ability to understand that people can have different beliefs and representations of the world– a capacity that is shown by four years of age. Furthermore, this ability appears to be absent in children with autism. The ability to work out that another person is thinking is clearly an important aspect of both cognitive and social development. Furthermore, one important explanation for autism is that children suffering from this condition do not have a theory of mind(TOM). Consequently, the development of children’s TOM has attracted considerable attention.BWimmer and Perner devised a 'false belief task’ to address this question. They used some toys to act out the following story. Maxi left some chocolate in a blue cupboard before he went out. When he was away his mother moved the chocolate to a green cupboard. Children were asked to predict where Maxi willlook for his chocolate when he returns. Most children under four years gave the incorrect answer, that Maxi will look in the greencupboard. Those over four years tended to give the correct answer, that Maxi will look in the blue cupboard. The incorrect answers indicated that the younger children did not understand that Maxi’s beliefs and representations no longer matched the actual state of the world, and they failed to appreciate that Maxi will act on the basis of his beliefs rather than the way that the world is actually organised.CA simpler version of the Maxi task was devised by Baron-Cohen to take account of criticisms that younger children may have been affected by the complexity and too much information ofthe story in the task described above. For example, the child is shown two dolls, Sally and Anne, who have a basket and a box，respectively. Sally also has a marble, which she places in her basket，and then leaves to take a walk. While she is out of the room, Anne takes the marble from the basket, eventually putting it in the box. Sally returns，and child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the basket, where she put the marble; the child fails the task if she answers that Sally will look in the box，where the child knows the marble is hidden， even though Sally cannot know, since she did not see it hidden there. In order to pass the task, the child must be able to understand that another’s mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding. The results of research using false-belief tasks have been fairly consistent: most normally-developing children are unable to pass the tasks until around age four.DLeslie argues that, before 18 months, children treat the world in a literal way and rarely demonstrate pretence. He also argues that it is necessary for the cognitive system to distinguish between what is pretend and what is real. If children were not able to do this, they would not be able to distinguish between imagination and reality. Leslie suggested that this pretend play becomes possible because of the presence of a de-coupler that copies primary representations to secondary representations. For example, children, when pretending a banana is a telephone, would make a secondary representation of a banana. They would manipulate this representation and they would use their stored knowledge of 'telephone’ to build on this pretence.EThere is also evidence that social processes play a part in the development of TOM. Meins and her colleagues have found that what they term mind mindedness in maternal speech to six-month old infants is related to both security of attachment and to TOM abilities. Mind Mindedness involves speech that discusses infants’ feelings and explains their behaviour in terms of mental stages(e.g_ 'you1 re feeling hungry’)FLewis investigated older children living in extended families in Crete and Cyprus. They found that children who socially interact with more adults，who have more friends. And who have more older siblings tend to pass TOM tasks at a slightly earlier age than other children. Furthermore, because young children are more likely to talk about their thoughts and feelings with peers than with their mothers, peer interaction may provide a special impetus to the development of a TOM. A similar point hasbeen made by Dunn, who argues that peer interaction is more likely to contain pretend play and that it is likely to be more challenging because other children, unlike adults, do not make large adaptations to the communicative needs of other children.GIn addition, there has been concern that some aspects of the TOM approach underestimate children’s understanding of other people. After all，infants will point to objects apparently in an effort to change a person’s direction of gaze and interest; they can interact quite effectively with other people; they will express their ideas in opposition to the wishes of others; and they will show empathy for the feeling of others. Schatz studied the spontaneous speech of three-year-olds and found that these children used mental terms，and used them in circumstances where there was a contrast between, for example, not being sure where an object was located and finding it, or between pretending and reality. Thus the social abilities of children indicate that they are aware of the difference between mental states and external reality at ages younger than four.HA different explanation has been put forward by Harris. He proposed that children use 'simulation’. This involves putting yourself in the other person’s position, and then trying to predict what the other person would do. Thus success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories, rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.IA different explanation has been put forward by Harris. He proposed that children use "simula tion”. This involves putting yourself in the other person’s position, and then trying to predict what the other person would do. Thus, success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories, rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.SECTION 2: QUESTIONS 14-26Questions 14-20Look at the following statements (Questions 14-20) and the list of researchers below.Match each statement with the correct researcher, A-G.Write the correct letter. A-G. in boxes 14-20 on your answer sheet.14 ____________ gave an alternative explanation that children may not be understanding other’s belief15 ____________ found that children under certain age can tell difference between reality and mentality16 ____________ conducted a well-known experiment and drew conclusion that young children were unable to comprehend the real state of the world17 ____________ found that children who get along with adults often comparatively got through the test more easily18 ____________ revised an easier experiment to rule out the possibility that children might be influenced by sophisticated reasoning19 ____________ related social factor such as mother-child communication to capability act in TOM20 ____________ explained children are less likely to tell something interactive to their mother than to their friends Questions 21-26Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 21-26 on your answer sheet.In 1980s, research studies were designed to test the subject called Theory of Mind that if children have the ability to represent the reality. First experiments were carried out on this subject on a boy. And questions had been made on where the boy can find the location of the 21 _________________ . But it was accused that it had excessive 22 _________________. So second modified experiment was can ducted involving two dolls, and most children passed the test at the age of 23 _________________ . Then Lewis and Dunn researched 24 _________________ children in a certain place, and found children who have more interaction such as more conversation with 25 _________________ have betterperformance in the test, and peer interaction is 26 _________________ because of consisting pretending elements.。