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剑桥雅思13Test4雅思阅读passage 3真题+解析相关阅读：剑桥雅思13Test4阅读passage3真题+翻译体载议论文主要内容本文对《幸福产业》一书及其作者哲学观点进行了点评结构第1段:积极心理学的内涵。
第2段:积极心理学的支持者的哲学理论缺陷。
第3段:《幸福产业》的作者提出的观点及该书的优点。
第4段: Bentham提出量化幸福的两种方法。
第5段:人的行为可以被塑造。
第6段:促进幸福不应当是政府的责任。
Questions 27-29Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-29 on your answer sheet.27 What is the reviewer’s attitude to advocates of positive psychology?A They are wrong to reject the ideas of Bentham.B They are over-influenced by their study of Bentham’s theories.C They have a fresh new approach to ideas on human happiness.D They are ignorant about the ideas they should be considering.28 The reviewer refers to the Greek philosopher Aristotle in order to suggest that happinessA may not be just pleasure and the absence of pain.B should not be the main goal of humans.C is not something that should be fought for.D is not just an abstract concept.29 According to Davies, Bentham’s suggestion for linking the price of goods to happiness was significant becauseA it was the first successful way of assessing happiness.B it established a connection between work and psychology.C it was the first successful example of psychological research.D it involved consideration of the rights of consumers.考题解析Questions27-29●题目类型:Multiple choice单项选择题是雅思阅读中难度相当大的一种题型。
雅思阅读：关系之转折我们还是先看一个非常经典的一个例子，雅思《剑五》97页上的第34题。
题目是这样表述的：Day length is a useful cue for breeding in areas where ……………. are unpredictable。
通过分析，我们得出以下结论：这里需要一个复数名词，而且是一个不可预测的事物；在该事物不可预测的地区，繁殖行为就得以日照长度作为提示了。
接下来就是定位了，我们可以用这些名词作为定位依据：day length，breeding，cue。
现在我们回文章，会看到以下几个句子可能会有答案出现，因为它们里面含有两个定位词：第二段的第一句"Breeding in most organisms occurs during a part of the year only，and so a reliable cue is needed to trigger breeding behaviour."第二句"Day length is an excellent cue，because it provides a perfectly predictable pattern of change within the year."但是很显然，第一句话里出现的唯一的复数名词organisms并无不可预测的意思，而第二句话里根本没有复数名词，因此这两句话都不是我们所需要的。
但是既然定位词已经这么密集的出现了，这就预示着答案已经离我们近在咫尺了，所以我们需要特别关注接下来的一两句话。
现在我们来看第三句：In the temperate zone in spring，temperatures fluctuate greatly day to day，but day length increases steadily by a predictable amount。
雅思阅读matching(作者及其观点搭配)题型精讲（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作报告、致辞讲话、条据书信、合同范本、规章制度、应急预案、心得体会、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work reports, speeches, policy letters, contract templates, rules and regulations, emergency plans, insights, teaching materials, essay encyclopedias, and other sample essays. If you want to learn about different sample formats and writing methods, please pay attention!雅思阅读matching(作者及其观点搭配)题型精讲雅思阅读matching(作者及其观点搭配)题型具体应该怎么做呢？有什么技巧吗？为了帮助大家备考，下面本店铺给大家分享一下！雅思阅读matching(作者及其观点搭配)题型精讲雅思阅读题解题方法精讲1.题型要求在原文中，就一个主题，若干人或组织提出了若干个观点，题目要求将观点与其提出者(作者)搭配。
剑雅四阅读解析一、剑雅四阅读的整体印象剑雅四阅读啊，真的是很有挑战性呢。
每次做的时候都感觉像是在探险，在文字的丛林里摸索。
它的文章类型多种多样，有科学类的，讲述那些高大上的科学研究成果；也有社会人文类的，像是在跟我们唠社会上的各种事儿。
二、不同题型的解析1. 选择题有些选择题看着简单，其实暗藏玄机。
那些选项就像是一个个小陷阱，一不小心就掉进去了。
比如说关于文章细节的选择题，你得在一大段文字里精准地找到对应的内容。
它可能会用一些同义替换的词来迷惑你，你以为看到了熟悉的单词就选了，结果就错啦。
这种题的分值占比大概是30%左右哦。
还有主旨大意类的选择题，这就需要你把整篇文章都读透了。
不能只看开头结尾，中间的内容也很关键。
这部分题型的分值大概是20%。
2. 匹配题匹配题真的很考验我们的阅读速度和理解能力。
要在一堆长长的选项和文章段落里找到匹配的，有时候眼睛都看花了。
而且它的逻辑关系也很微妙，不是那种一眼就能看出来的。
这题型的分值占比大概是25%左右。
3. 填空题填空题就要求我们对文章中的一些关键信息有很强的捕捉能力。
可能是让你填一个单词，也可能是几个单词。
这就需要我们对语法、单词拼写这些基本功很扎实。
它的分值占比大概是25%。
三、阅读的技巧1. 先浏览题目在看文章之前，先把题目看一遍，这样心里就大概有个底，知道这篇文章要考什么内容。
就像你要去一个地方，先看一下地图上的标记一样。
2. 标记关键词在阅读文章的时候，把那些看起来像是答案的关键词标记出来。
这样回头找答案的时候就方便多啦。
3. 多读多练其实没有什么捷径，就是多读多练。
剑雅四的阅读虽然难，但是读多了就会发现一些规律。
就像你和一个人相处久了，就知道他的脾气秉性一样。
四、答案和解析1. 选择题答案详细的答案就按照题目序号来，比如第一题选A，那就在答案里写清楚为什么选A，是因为在文章的第几段第几行有对应的表述，而且A选项中的这个词和文章中的那个词是同义替换关系。
英语四级阅读理解篇目赏析摘要：一、引言1.英语四级阅读理解的重要性2.赏析篇目的背景和主题二、篇章结构分析1.文章类型及其特点2.篇章结构框架三、难点解析1.词汇难度2.语法结构3.逻辑关系四、解题技巧与策略1.快速浏览2.细节查找3.推理判断4.正确选项筛选五、真题演练与解析1.真题示例2.解题过程分析3.错误选项剖析六、结尾语1.英语四级阅读理解的备考建议2.提升阅读能力的技巧正文：一、引言英语四级阅读理解是大学英语四级考试中的重要组成部分，占总分值的40%，由此可见其地位举足轻重。
今天，我们来赏析一篇四级阅读理解篇目，从中学习解题技巧，提高阅读能力。
本文选取的篇目背景丰富，主题紧扣时代发展，具有较高的实用性和可读性。
二、篇章结构分析1.文章类型及其特点：本篇选取的篇目为说明文，其主要目的是通过阐述某一现象或事件，向读者传达相关信息。
此类文章结构清晰，逻辑性强，语言简练。
2.篇章结构框架：本文分为引言、正文和结尾三个部分。
引言部分简要介绍了话题背景；正文部分详细阐述了英语四级阅读理解的重要性、解题技巧和真题演练；结尾部分对全文进行了总结，提出了备考建议。
三、难点解析1.词汇难度：本文词汇较为简单，基本围绕大学英语四级词汇范围。
通过掌握词汇，考生可以顺利理解文章内容。
2.语法结构：文章语法结构多样，但并不复杂。
考生在阅读过程中，可关注长句和复杂句的语法结构，加强语法练习。
3.逻辑关系：文章逻辑关系清晰，通过关联词和句子结构可以看出作者的观点和论述方向。
考生在阅读时要注意把握文章的逻辑脉络。
四、解题技巧与策略1.快速浏览：阅读文章开头，了解主题背景，为后续解题做好准备。
2.细节查找：仔细阅读题目，找出关键信息，有针对性地查找文章中的细节。
3.推理判断：根据文章内容和逻辑关系，进行合理推断和判断，选出正确选项。
4.正确选项筛选：排除错误选项，运用排除法选出正确答案。
五、真题演练与解析1.真题示例：请根据文章内容，选择正确答案。
剑4Test4,Passage1Question 1答案：TRUE关键词：record,1900定位原文：第1段第1句“Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space.”解题思路：“自从20世纪早期国际田联开始记录成绩以来……”，题干说现代官方运动员记录始于大约1900年。
因此答案为TRUE。
Question 2答案：NOT GIVEN关键词：before the twentieth century定位原文：第1段第1句“Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space.”解题思路：很明显体感说的与原文说的相反，故答案为FALSE。
Question 3答案：FALSE关键词：burst of energy定位原文：第1段第2-3句“For the so-called power…In the endurance events the results have been more dramatic.”解题思路：体感说运动员的成绩提高幅度最大的项目是需要爆发力强的项目，而原文说的是在持久项目中，运动成绩提高得更多。
2023年雅思阅读想提速又提分？快来学学这些阅读技巧吧！整理雅思阅读想提速又提分？快来学学这些阅读技巧吧！3篇文章、40道题、60分钟、3000单词左右的英文阅读量，这是体现雅思阅读特点最直观的数据。
雅思阅读时间紧任务重，能在规定时间内完整做完40道题的考生并不多。
那么阅读应当如何提速呢?主要从如下三个方面来说。
1、题型不同，节奏不同雅思阅读对细节考察比较多，所以题干中的词往往能够供应定位，大家可以在文章中把所对应的句子或者段落找出来。
例如：In the first paragraph the writer makes the point that blind people(剑4 Test 1 Q27)这道题目中，明显有两处定位：一处是first paragraph ，另一处是blind people ，故只需要在第一段找到blind people ，就能找出题目所对应的句子了。
再以一道多项选择题的为例：The list below gives some of the tasks of an archaeologist.(剑4 Test4 Q22-23)很明显，这里的定位词是tasks of an archaeologist ，通过略读文章每段的首句，就很简单找到题目所在的段落范围。
但并不是全部的多项选择题都会明确地告知范围。
比如：Which THREE of the following statements are true of Johnsons Dictionary?(剑5 Test 1 Q1-3)以为文章的题目就叫Johnsons Dictionary ，故这道题目根本没有定位词。
那么这种题目很难下手，建议放到最终来做。
把其它的题目都做完之后，再依据其选项大致推想出所在文章的范围。
2、结构阅读法那么雅思文章该怎么读呢?首先，我们来看看雅思权威考官Vanessa Jakeman和Clare McDowell两位专家是怎么说的：“When you go to university or college you may be overwhelmed by the amount of reading you are expected to do. You will have to do a lot of this reading on your own and you will need to be able to read discriminatingly. This means you will need to have the skills required to focus in on the information that is important to you and to skim through the information that isnt.”根据他们的说法，雅思阅读就是考察同学在读长文章时筛选信息的力量，即read discriminately，知道哪些是重要信息必需细读，哪些是无用的，可以忽视。
剑桥16text4阅读2解析引言本文将对剑桥16te xt4中的阅读2进行详细解析，帮助读者深入理解文本内容并提升阅读能力。
文本概要阅读2的主要内容聚焦于某个特定主题，通过对不同观点的呈现，引发读者对该主题的思考和讨论。
本文将从多个角度对此进行分析。
副标题1：背景介绍在本节中，将为读者提供有关阅读2主题的背景信息。
副标题2：观点1这一部分将对第一个观点进行详细说明，并结合相关细节和引用进行支持。
副标题3：观点2本节将探讨第二个观点，并列举相关例证来支持这一观点。
副标题4：结论在本节中，我们将总结并提供自己的观点和见解，同时鼓励读者对主题进行深入思考。
背景介绍在这个部分，我们将为读者提供有关阅读2主题的背景信息。
陈述该主题的重要性和当前的研究状态，为后续的观点展开铺垫。
观点1在这一节中，我们将详细介绍第一个观点。
使用生动的语言，清晰地阐述该观点的核心内容，并通过相关细节和引用来支持。
同时，我们可以引入一些例子或实证研究来加强观点的可信度。
观点2接下来，我们将探讨第二个观点。
同样地，使用简洁明了的语言，描述该观点的要点，并列举例证来支持观点。
读者可以通过这些例证了解到不同观点之间的争议和辩论。
结论在这个部分，我们将对上述观点进行总结，并提供我们自己的观点和见解。
我们鼓励读者思考这个主题，并对各个观点进行比较和评估。
结语本文对剑桥16t ex t4中的阅读2进行了细致解析，通过对多个观点的讨论和对相关内容的分析，增加了读者对该主题的理解和认识。
我们希望读者通过本文的阅读，提升自己的阅读能力，并在思考中形成自己的观点。
---注意：本文仅为示例，阅读2具体内容请参阅剑桥16te xt4。
剑四阅读答案【篇一：剑4答案】class=txt>ffttfng t ngmegpjbpassage2:taste budsbaleen/the baleen whalesforward downwardfreshwater dolphin(s)/the freshwater dolphin(s)water/the waterlower frequencies/the lower frequenciesbowhead humpbacktouch/sense of touchfreshwater dolphin(s)/the freshwater dolphin(s)airborne flying fishclear water(s)/clear open water(s)acoustic sense/the acoustic sensepassage3:ccaecapairs shapes sighted deep blind similar btest2passage1isolationeconomic globalization/globalization/socio-economic pressurescultural identitytraditional skillebdcbno yesnot givenyespassage2cb yes no yesyesyes not givenno yesemotional/ emotional problemsheadache/headachesgeneral ill healthpassage3hfahibacf bgedatest3passage1adccsudan indiabicyclesshoe shine/shoe shine collectivelife skillsno not given no yes apassage2iii i iv viplates/the plates/the tectonic platesmagmaring of fire600/600 years/for 600 yearswater/the water/oceans/the oceansiava /magma/molten rockindia /western indiaexplodesgases/the gases/trapped gasespassage3decdf(the)linguist(acts)/(the)linguists(act)foreign languagesquality/the quality/the poor qualitynon-verbal behaviour/non-verbal behacvior/facialexpression/facial expressionscamera/video camera/recording/video recording【篇二：剑桥雅思4 test 1-test 4 阅读文章和翻译】nd children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. for example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. in the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them -independent of any formal tuition. it is also possible that some of these ideas will be mistaken.many studies have shown that children harbour misconceptions about ?pure curriculum science. these misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous，more robust but also accessible to modification. these ideas may be developed by children absorbing ideas through the popular media. sometimes this information may be erroneous. it seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children‘s ideas in this area. the aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.the study surveys children‘s scientific knowledge and attitudes to rainforests. secondary school children were asked to complete a questionnaire containing five open-form questions. the most frequent responses to the first question were descriptions which are self-evident from the term rainforest. some children described them as damp, wet or hot. the second question concerned the geographical location of rainforests. the commonest responses were continents or countries：africa (given by 43% of children), south america (30%), brazil (25%). some children also gave more general locations, such as being near the equator. responses to question three concerned the importance of rainforests. the dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. fewer students responded chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. more girls (70%) than boys (60%) raised die idea of rainforest as animal habitats.similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. these observations aregenerally consistent with our p revious 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 chat it is human activitieswhich are destroying rainforests, some personalising the responsibility by the use of terms such as we are. about 18% of the pupils referred specifically to logging activity. one misconception, expressed by some 10% of the pupils, was chat acid rain is responsible for rainforest destruction； a similar proportion said chat pollution is destroying rainforests. here, children are confusing rainforest destruction with damage to the forests of western europe by these factors. while two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced. the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on earth.in answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive.only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. this is surprising considering the high level of media coverage on this issue. some children expressed the idea that the conservation of rainforests is not important.the results of this study suggest that certain ideas predominate in the thinking of children about rainforests. pupils‘ responses indicate some misconceptions in basic scientific knowledge of rainforests‘ ecosy stems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. in other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drivethe activities which are destroying the rainforests. one encouragement is that the results of similar studies aboutother environmental issues suggest that older children seemto acquire the ability to appreciate, value and evaluate conflicting views. environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。
剑四阅读分析（热带雨林）字号: 小中大| 打印发布: 2008-6-18 来源: 新东方陈豪雅思口语高分计划保证6.5分高中生海外留学大餐无需雅思确保入读英国名校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.首句引入主题：Rainforest。
For example后不用看。
看到末句，出现It is also possible that观点句型，且伴有also，说明最后两句是并列的观点句:1.Children hold ideas about rainforests2.They are mistaken.固本文主题或问题就是儿童关于热带雨林看法的对错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 organized,conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.第二段Literature Review。
第一句话就是观点句，说明以前的研究说明儿童对于热带雨林的知识是错误的第三段调查研究开始（做问卷调查）。
调查过程（五个问题）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 areself-evident from the term ‘rainforest’. Some children described them as damp, wet or hot.The second question concerned the geographical location of rainforests. The commonest responses were continent 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%) and 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 personalizing 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 ofWestern Europeby 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 atmosphereincompatible 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.找到这些并列的问题就可以了分析综合结果：The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicatesome misconception in basic scientific k nowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.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 studiesabout 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.共得出三点结论：儿童对于热带雨林认识有偏差。
