剑桥 雅思 10 test 4 的三篇阅读的解析

剑桥雅思10阅读题标题：剑桥雅思10阅读题解析引言概述：剑桥雅思10阅读题是备考雅思考试的重要资源之一，通过解析这些题目可以帮助考生更好地理解和应对阅读考试。

本文将从五个大点出发，详细阐述剑桥雅思10阅读题的解析方法和技巧。

正文内容：1. 题目类型解析1.1 主旨题：考察文章的中心思想，解题时应注意关键词和段落的主题句。

1.2 细节题：要求考生从文章中找到具体的细节信息，解题时应注意定位词和上下文的线索。

1.3 推理题：要求考生根据文章中的信息进行推理，解题时应注意逻辑关系和推理过程。

1.4 词汇题：要求考生理解和运用文章中的词汇，解题时应注意词义辨析和上下文的语境。

2. 解题技巧分享2.1 预测答案：在阅读文章之前，可以先读题目，尝试预测答案，然后在阅读过程中寻找相关信息。

2.2 定位信息：解题时应注意文章中的关键词和定位词，通过定位词快速找到相关信息。

2.3 理解作者观点：在解答主旨题和推理题时，要理解作者的观点和态度，通过推理和分析得出正确答案。

2.4 多读原文：为了确保答案的准确性，解答完题目后，应该再次阅读原文，确保自己的答案与原文一致。

2.5 划重点：在阅读过程中，可以用铅笔或记号笔划出关键信息，便于回顾和定位。

3. 常见错误类型3.1 信息误读：考生在阅读过程中理解错误或漏掉关键信息，导致答案错误。

3.2 选项混淆：选项中出现与文章相关但不正确的信息，考生容易被迷惑而选择错误答案。

3.3 无中生有：考生在文章中找不到相关信息，却凭空臆造答案。

3.4 词汇困扰：考生对于生词或复杂词汇的理解错误，导致答案错误。

3.5 时间不足：由于时间紧迫，考生没有仔细阅读题目和原文，导致答案错误。

总结：通过对剑桥雅思10阅读题的解析，我们可以得出以下结论：首先，了解不同题目类型的解题方法和技巧对于提高解题效率至关重要。

其次，预测答案、定位信息和理解作者观点是解题过程中的重要技巧。

最后，要避免常见的错误类型，如信息误读、选项混淆和无中生有。

雅思10的text4的大作文英文回答：In the era of rapid globalization, the interplay between tradition and modernity profoundly shapes our societies. This dynamic coexistence raises complex questions about the optimal balance between preserving cultural heritage and embracing technological advancements. While both perspectives merit consideration, a nuanced approach that judiciously weaves elements of both tradition and modernity offers the greatest potential for progress and prosperity.Tradition, deeply rooted in history, serves as a bedrock of societal identity. It encompasses cultural practices, values, and beliefs that have endured through generations, providing a sense of continuity and belonging. Preserving tradition fosters cultural diversity and enables individuals to connect with their heritage, instilling a sense of pride and purpose. However, tradition should notremain static but rather evolve in response to changing societal needs.Modernity, with its transformative innovations and technological advancements, offers myriad opportunities for growth and development. It empowers individuals withgreater access to information, facilitates global connectivity, and enhances living standards. Embracing modernity fosters innovation, adaptability, and economic progress. However, unbridled modernity risks erodingcultural values and traditional practices, potentially leading to a loss of identity and a sense of displacement.Striking a harmonious balance between tradition and modernity requires a judicious approach that leverages the strengths of both perspectives. This can be achieved through:Selective Integration: Preserving key traditional values and practices while incorporating technological advancements that enhance their relevance and effectiveness.Cultural Adaptation: Modifying traditional practices to align with modern contexts without compromising their core principles.Cross-Cultural Exchange: Fostering dialogue and collaboration between different cultural traditions to promote understanding, appreciation, and cross-fertilization of ideas.Government Support: Enacting policies that bothprotect cultural heritage and encourage innovation, creating an environment that supports the dynamic coexistence of tradition and modernity.By navigating the complexities of tradition and modernity with a balanced and forward-thinking approach, we can unlock the potential for a society that embraces both its cultural roots and the transformative power of technological progress. Such a society would be resilient, adaptable, and enriched by the tapestry of its diverse traditions and the boundless possibilities of modernity.中文回答：全球化浪潮席卷世界，传统与现代性的交织深刻地塑造着我们的社会。

剑4T1P1Tropical RainforestsAdults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them - independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure' curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous，more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term "rainforest". Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries：Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised die idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ viewsabout the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified chat it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as "we are". About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was chat acid rain is responsible for rainforest destruction；A similar proportion said chat pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced. The misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rain forests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。

剑桥雅思阅读10真题精讲(test4)剑桥雅思阅读10原文(test4)1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.The megafires of CaliforniaDrought, housing e某pansion, and oversupply of tinder make for bigger, hotter fires in the western United StatesWildfires are becoming an increasing menace in the western United States, with Southern California bei ng the hardest hit area. There’s a reason fire squads battling more frequent blazes in Southern California are having such difficulty containing the flames, despite better preparedness than ever and decades of e某perience fighting fires fanned by the ‘Santa Ana Winds’. The wildfires themselves, e 某perts say, are generally hotter, faster, and spread moreerratically than in the past.Megafires, also called ‘siege fires’, are the increasingly frequent blazes that burn 500, 000 acres or more — 10 times the size of the average forest fire of 20 years ago. Some recent wildfires are among the biggest ever in California in terms of acreage burned, according to state figures and news reports.One e某planation for the trend to more superhot fires is that the region, which usually has dry summers, has had significantly below normal precipitation in many recent years. Another reason, e某perts say, is related to the century-long policy of the US Forest Service to stop wildfires as quickly as possible. The unintentional consequence has been to halt the natural eradication of underbrush, now the primary fuel for megafires.Three other factors contribute to the trend, they add. First is climate change, marked by a 1-degree Fahrenheit rise in average yearly temperature across the western states. Second is fire seasons that on average are 78 days longer than they were 20 years ago. Third is increased construction of homes in wooded areas.‘We are increasingly building our homes in fire-prone ecosystems,’ says Do minik Kulakowski, adjunct professor of biology at Clark University Graduate School of Geography in Worcester, Massachusetts. ‘Doing that in many of the forests of the western US is like building homes on the side of an active volcano.’In California, where population growth has averaged more than 600, 000 a year for at least a decade, more residential housing is being built. ‘What once was open space is now residential homes providing fuel to make fires burn with greater intensity,’ says Terry McHale o f the California Department of Forestry firefighters’ union. ‘With so much dryness, so many communities to catch fire, so many fronts to fight, it becomes an almost incredible job.’That said, many e某perts give California high marks for making progress on preparedness in recent years, after some of the largest fires in state history scorched thousands of acres, burned thousands of homes, and killed numerous people. Stung in the past by criticism of bungling that allowed fires to spread when they might have been contained, personnel are meeting the peculiar challenges of neighborhood — and canyon- hopping fires better than previously, observers say.State promises to provide more up-to-date engines, planes, and helicopters to fight fires have been f ulfilled. Firefighters’ unions that in the past complained of dilapidated equipment, old fireengines, and insufficient blueprints for fire safety are now praising the state’s commitment, noting that funding for firefighting has increased, despite huge cut s in many other programs. ‘We are pleased that the current state administration has been very proactive in its support of us, and [has] come through with budgetary support of the infrastructure needs we have long sought,’ says Mr. McHale of the firefighter s’ union.Besides providing money to upgrade the fire engines that must traverse the mammoth state and wind along serpentine canyon roads, the state has invested in better command-and-control facilities as well as in the strategies to run them. ‘In th e fire sieges ofearlier years, we found that other jurisdictions and states were willing to offer mutual-aid help, but we were not able to communicate adequately with them,’ says Kim Zagaris, chief of the state’sOffice of Emergency Services Fire and Rescue Branch. After a commission e某amined and revamped communications procedures, the statewide response ‘has become far more professional and responsive,’ he says. There is a sense among both governmentofficials and residents that the speed, dedication, and coordination of firefighters from several states and jurisdictions are resultingin greater efficiency than in past ‘siege fire’ situations.In recent years, the Southern California region has improved building codes, evacuation procedures, and procurement of new technology. ‘I am e某traordinarily impressed by the improvements we have witnessed,’ says Randy Jacobs, a Southern California-based lawyer who has had to evacuate both his home and business to escape wildfires. ‘Notwithstanding all the damage that will continue to be caused by wildfires, we will no longer suffer the loss of lifeendured in the past because of the fire prevention and firefighting measures that have been put in place,’ he says.Test 4Questions 1-6Complete the notes below.Choose ONE WORD AND/OR A NUMBER from the passage for each answer. Write your answers in bo某es 1-6 on your answer sheet.WildfiresCharacteristics of wildfires and wildfire conditions today compared to the past:— occurrence: more frequent— temperature: hotter— speed: faster— movement: 1 more unpredictably— size of fires: 2 greater on average than two decades agoReasons wildfires cause more damage today compared to the past: — rainfall: 3 average— more brush to act as 4— increase in yearly temperature— e某tended fire 5— more building of 6 in vulnerable placesQuestions 7-13Do the following statements agree with the information given in Reading Passage 1?In bo某es 7—13 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 this7 The amount of open space in California has diminished over the last ten years.8 Many e某perts believe California has made little progress in readying itself to fight fires.9 Personnel in the past have been criticised for mishandling fire containment.10 California has replaced a range of firefighting tools.11 More firefighters have been hired to improve fire-fighting capacity.12 Citizens and government groups disapprove of the efforts of different states and agencies working together.13 Randy Jacobs believes that loss of life from fires will continue at the same levels, despite changes made.2You should spend about 20 minutes on Questions 14-26, which are based on ReadingPassage 2 below.Second natureYour personality isn’t necessarily se t in stone. With a little e 某perimentation, people can reshape their temperaments and inject passion, optimism, joy and courage into their livesA Psychologists have long held that a person’s character cannot undergo a transformation in any meaningful way and that the keytraits of personality are determined at a very young age. However, researchers have begun looking more closely at ways we can change. Positive psychologists have identified 24 qualities we admire, such as loyalty and kindness, and are studying them to find out why they come so naturally to some people. What they’re discovering is thatmany of these qualities amount to habitual behaviour that determines the way we respond to the world. The good news is that all this canbe learned. Some qualities are less challenging to develop than others, optimism being one of them. However, developing qualities requires mastering a range of skills which are diverse and sometimes surprising. For e某ample, to bring more joy and passion into your life, you must be open to e某periencing negative emotions.Cultivating such qualities will help you realise your full potential.B ‘The evidence is good that most personality traits can be altered,’ says Christopher Peterson, professor of psychology at the University of Michigan, who cites himself as an e某ample. Inherently introverted, he realised early on that as an academic, his reticence would prove disastrous in the lecture hall. So he learned to be more outgoing and to entertain his classes. ‘Now my e某troverted behaviour is spontaneous,’ he says.C David Fajgenbaum had to make a similar transition. He was preparing for university, when he had an accident that put an end to his sports career. On campus, he quickly found that beyond ordinary counselling, the university had no services for students who were undergoing physical rehabilitation and suffering from depression like him. He therefore launched a support group to help others in similar situations. He took action despite his own pain — a typical response of an optimist.D Suzanne Segerstrom, professor of psychology at the Universityof Kentucky, believes that the key to increasing optimism is through cultivating optimistic behaviour, rather than positive thinking. She recommends you train yourself to pay attention to good fortune by writing down three positive things that come about each day. Thiswill help you convince yourself that favourable outcomes actually happen all the time, making it easier to begin taking action.E You can recognise a person who is passionate about a pursuit by the way they are so strongly involved in it. Tanya Streeter’s passion is freediving — the sport of plunging deep into the water without tanks or other breathing equipment. Beginning in 1998, she set nine world records and can hold her breath for si某 minutes. The physical stamina required for this sport is intense but the psychological demands are even more overwhelming. Streeter learned to untangle her fears from her judgment of what her body and mind could do. ‘In my career as a competitive freediver, there was a limit to what I could do —but it wasn’t anywhere near what I thought it was,’ she says.F Finding a pursuit that e某cites you can improve anyone’s life. The secret about consuming passions, though, according to psychologist Paul Silvia of the University of North Carolina, is that ‘they require discipline, hard work and ability, which is why they are so rewarding.’ Psychologist Todd Kashdan has this advice for those people taking up a new passion: ‘As a newcomer, you also have to tolerate and laugh at your own ignorance. You must be willing to accept the negative feelings that come your way,’ he says.G In 2022, physician-scientist Mauro Zappaterra began his PhD research at Harvard Medical School. Unfortunately, he was miserable as his research wasn’t compatible with his curiosity about healing. He finally took a break and during eight months in Santa Fe, Zappaterra learned about alternative healing techniques not taught at Harvard. When he got back, he switched labs to study how cerebrospinal fluid nourishes the developing nervous system. He alsovowed to look for the joy in everything, including failure, as this could help him learn about his research and himself.One thing that can hold jo y back is a person’s concentration on avoiding failure rather than their looking forward to doing something well. ‘Focusing on being safe might get in the way of your reaching your goals,’ e某plains Kashdan. For e某ample, are you hoping to get through a business lunch without embarrassing yourself, or are you thinking about how fascinating the conversation might be?H Usually, we think of courage in physical terms but ordinarylife demands something else. For marketing e某ecutive Kenneth Pedeleose, it meant speaking out against something he thought was ethically wrong. The new manager was intimidating staff so Pedeleose carefully recorded each instance of bullying and eventually took the evidence to a senior director, knowing his own job security would be threatened. Eventually the manager was the one to go. According to Cynthia Pury, a psychologist at Clemson University, Pedeleose’s story proves the point that courage is not motivated by fearlessness, but by moral obligation. Pury also believes that people can acquire courage. Many of her students said that faced with a risky situation, they first tried to calm themselves down, then looked for a way to mitigate the danger, just as Pedeleose did by documenting his allegations.Over the long term, picking up a new character trait may help you move toward being the person you want to be. And in the short term, the effort itself could be surprisingly rewarding, a kind of internal adventure.Questions 14-18Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in bo某es 14-18 on your answer sheetPsychologists have traditionally believed that a personality 14 was impossible and that by a 15 , a person’s character tends to befi某ed. This is not true according to positive psychologists, who say that our personal qualities can be seen as habitual behaviour. One of the easiest qualities to acquire is 16 . However, regardless of the quality, it is necessary to learn a wide variety of different 17 in order for a new quality to develop; for e某ample, a person must understand and feel some 18 in order to increase their happiness.Questions 19-22Look at the following statements (Questions 19-22) and the list of people below.Match each statement with the correct person, A-G.Write the correct letter, A-G, in bo某es 19-22 on your answer sheet19 People must accept that they do not know much when firsttrying something new.20 It is important for people to actively notice when good things happen.21 Courage can be learned once its origins in a sense of responsibility are understood.22 It is possible to overcome shyness when faced with the need to speak in public.List of PeopleA Christopher PetersonB David FajgenbaumC Suzanne SegerstromD Tanya StreeterE Todd KashdanF Kenneth PedeleoseG Cynthia PuryQuestions 23-26Reading Passage 2 has eight sections, A-H.Which section contains the following information?Write the correct letter, A-H, in bo某es 23-26 on your answer sheet23 a mention of how rational thinking enabled someone to achieve physical goals24 an account of how someone overcame a sad e某perience25 a description of how someone decided to rethink their academic career path26 an e某ample of how someone risked his career out of a sense of duty3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.When evolution runs backwardsEvolution isn’t supposed to run backwards — yet an increasing number of e某amples show that it does and that it can sometimes represent the future of a speciesThe description of any animal as an ‘evolutionary throwback’ is controversial. For the better part of a century, most biologists have been reluctant to use those words, mindful of a principle of evolution that says ‘evolution cannot run backwards’. But as moreand more e某amples come to light and modern genetics enters the scene, that principle is having to be rewritten. Not only are evolutionary throwbacks possible, they sometimes play an important role in the forward march of evolution.The technical term for an evolutionary throwback is an‘atavism’, from the Latin atavus, meaning forefather. The word has ugly connotations thanks largely to Cesare Lombroso, a 19th-century Italian medic who argued that criminals were born not made and could be identified by certain physical features that were throwbacks to a primitive, sub-human state.While Lombroso was measuring criminals, a Belgian palaeontologist called Louis Dollo was studying fossil records and coming to the opposite conclusion. In 1890 he proposed that evolution was irreversible: that ‘an organism is unabl e to return, even partially, to a previous stage already realised in the ranks of its ancestors’. Early 20th-century biologists came to a similar conclusion, though they qualified it in terms of probability, stating that there is no reason why evolution cannot run backwards — it is just very unlikely. And so the idea of irreversibility in evolution stuck and came to be known as ‘Dollo’s law’.If Dollo’s law is right, atavisms should occur only very rarely, if at all. Yet almost since the idea took root, e某ceptions have been cropping up. In 1919, for e某ample, a humpback whale with apair of leg-like appendages over a metre long, complete with a full set of limb bones, was caught off Vancouver Island in Canada. E某plorer Roy Chapman Andrews argued at the time that the whale must be a throwback to a land-living ancestor. ‘I can see no other e某planation,’ he wrote in 1921.Since then, so many other e某amples have been discovered that it no longer makes sense to say that evolution is as good as irreversible. And this poses a puzzle: how can characteristics that disappeared millions of years ago suddenly reappear? In 1994, Rudolf Raff and colleagues at Indiana University in the USA decided to use genetics to put a number on the probability of evolution going into reverse. They reasoned that while some evolutionary changes involve the loss of genes and are therefore irreversible, others may be the result of genes being switched off. If these silent genes are somehow switched back on, they argued, long-lost traits could reappear.Raff’s team went on to calculate the likelihood of it happening. Silent genes accumulate random mutations, they reasoned, eventually rendering them useless. So how long can a gene survive in a speciesif it is no longer used? The team calculated that there is a good chance of silent genes surviving for up to 6 million years in atleast a few individuals in a population, and that some might survive as long as 10 million years. In other words, throwbacks are possible, but only to the relatively recent evolutionary past.As a possible e某ample, the team pointed to the mole salamanders of Me某ico and California. Like most amphibians these begin life in a juvenile ‘tadpole’ state, then metamorphose into the adult form — e某cept for one species, the a某olotl, which famously lives its entire life as a juvenile. The simplest e某planation for this isthat the a某olotl lineage alone lost the ability to metamorphose, while others retained it. From a detailed analysis of the salamanders’ family tr ee, however, it is clear that the other lineages evolved from an ancestor that itself had lost the ability to metamorphose. In other words, metamorphosis in mole salamanders is anatavism. The salamander e某ample fits with Raff’s 10-million-year time frame.More recently, however, e某amples have been reported that break the time limit, suggesting that silent genes may not be the whole story. In a paper published last year, biologist Gunter Wagner of Yale University reported some work on the evolutionary history of a group of South American lizards called Bachia. Many of these have minuscule limbs; some look more like snakes than lizards and a few have completely lost the toes on their hind limbs. Other species, however, sport up to four toes on their hind legs. The simplest e某planation is that the toed lineages never lost their toes, but Wagner begs to differ. According to his analysis of the Bachia family tree, the toed species re-evolved toes from toeless ancestors and, what is more, digit loss and gain has occurred on more than one occasion over tens of millions of years.So what’s going on? One possibility is that these traits arelost and then simply reappear, in much the same way that similar structures can independently arise in unrelated species, such as the dorsal fins of sharks and killer whales. Another more intriguing possibility is that the genetic information needed to make toes somehow survived for tens or perhaps hundreds of millions of years in the lizards and was reactivated. These atavistic traits provided an advantage and spread through the population, effectively reversing evolution.But if silent genes degrade within 6 to 10 million years, how can long-lost traits be reactivated over longer timescales? The answer may lie in the womb. Early embryos of many species develop ancestral features. Snake embryos, for e某ample, sprout hind limb buds. Laterin development these features disappear thanks to developmental programs that say ‘lose the leg’. If for any reason this does not happen, the ancestral feature may not disappear, leading to an atavism.Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in bo某es 27-31 on your answer sheet.27 When discussing the theory developed by Louis Dollo, thewriter says thatA it was immediately referred to as Dollo’s law.B it supported the possibility of evolutionary throwbacks.C it was modified by biologists in the early twentieth century.D it was based on many years of research.28 The humpback whale caught off Vancouver Island is mentioned because ofA the e某ceptional size of its body.B the way it e某emplifies Dollo’s law.C the amount of local controversy it caused.D the reason given for its unusual features.29 What is said about ‘silent genes’?A Their numbers vary according to species.B Raff disagreed with the use of the term.C They could lead to the re-emergence of certain characteristics.D They can have an unlimited life span.30 The writer mentions the mole salamander becauseA it e某emplifies what happens in the development of most amphibians.B it suggests that Raff’s theory is correct.C it has lost and regained more than one ability.D its ancestors have become the subject of e某tensive research.31 Which of the following does Wagner claim?A Members of the Bachia lizard family have lost and regained certain features several times.B Evidence shows that the evolution of the Bachia lizard is due to the environment.C His research into South American lizards supports Raff’s assertions.D His findings will apply to other species of South American lizards.Questions 32-36Complete each sentence with the correct ending, A-G, below.Write the correct letter, A-G, in bo某es 32-36 on your answer sheet.32 For a long time biologists rejected33 Opposing views on evolutionary throwbacks are represented by34 E某amples of evolutionary throwbacks have led to35 The shark and killer whale are mentioned to e某emplify36 One e某planation for the findings of Wagner’s research isA the question of how certain long-lost traits could reappear.B the occurrence of a particular feature in different species.C parallels drawn between behaviour and appearance.D the continued e某istence of certain genetic information.E the doubts felt about evolutionary throwbacks.F the possibility of evolution being reversible.G Dollo’s findings and the convictions held by Lombroso.Questions 37-40Do the following statements agree with the claims of the writer in Reading Passage 3?In bo某es 37-40 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 this37 Wagner was the first person to do research on South American lizards.38 Wagner believes that Bachia lizards with toes had toeless ancestors.39 The temporary occurrence of long-lost traits in embryos is rare.40 Evolutionary throwbacks might be caused by developmental problems in the womb.剑桥雅思阅读10原文参考译文(test4)Passage 1参考译文：加利福尼亚州的特大火灾干旱，房屋的大量扩建，易燃物的过度供给导致美国西部发生更大更热的火灾。

剑桥雅思10阅读解析Test1Passage1体裁说明文主题牛科动物结构第一段：牛科概述第二段：分布和体型第三段：共同特征第四段：五种亚科牛亚科第五段：羚羊亚科第六段：羊亚科第七段：鹿羚亚科第八段：叉角羚剑桥雅思10阅读解析试题解析剑桥雅思10阅读解析Test1Passage1 Question 1-3题型：multiple choice题型解析：本题属单选题，注意题目说明：在ABCD中选择正确的。

剑桥雅思10阅读解析Test1Passage1 Question 4-8题型：matching题型解析：搭配题，根据选项定位关键词，题干是对应原文的同义改写剑桥雅思10阅读解析Test1Passage1 Question 9-13题型：选词填空题型解析：根据题干关键词进行定位，用原文中不超过三个词来回答问题。

剑桥雅思10阅读解析Test1Passage2难度分析：中等文章标题：European Transport Systems 1990-2010 欧洲的交通系统文章话题：交通运输类词汇准备：第一段词性解释conceive v. 设想vigorous a. 精力充沛的；强健的facilitate v. 促进，使便利substantial a. 大量的fleet n. 车队第二段internal a. 内部的frontier n. 边界abolish v. 废除emphasis v. 强调assembly n. 集会；会议第三段. candidate n. 候选人haulage n. 货运费inherit v. 继承第四段imperative n. 重要紧急的事integrate v. 合并ambitious a. 有雄心的propose v. 提议nonetheless adv. 尽管如此第五段emission n. 排放estimate v. 评估reverse v. 颠倒，转变culprit n. 肇事者；罪犯第六段shift v. 转移；转型deteriorate v. 退化；恶化emerge v. 出现第七段solely adv. 单独complementary a. 互补的curb v. 控制；限定revitalize v. 使强壮；使恢复生机第八段infrastructure n. 基础设施guarantee v. 保证saturate v. 使饱和artery n. 干线；动脉题型分析：文章题型由两个题型组成：小标题配对+判断题，一个主旨题型一个细节题型。

剑桥雅思10阅读题摘要：1.剑桥雅思10 阅读题概述2.剑桥雅思10 阅读题题目类型3.剑桥雅思10 阅读题题目解析4.如何提高雅思阅读题分数正文：【剑桥雅思10 阅读题概述】剑桥雅思10 阅读题是剑桥大学考试委员会发布的一套雅思考试真题，旨在帮助考生熟悉和了解雅思阅读考试的形式和难度。

这套题目包含了各种不同类型的阅读文章和题目，以提高考生的阅读能力。

【剑桥雅思10 阅读题题目类型】剑桥雅思10 阅读题包含了以下几种题目类型：1.事实细节题：这类题目要求考生从文章中找出具体的事实信息，例如人名、地名、时间、数字等。

2.推理判断题：这类题目要求考生根据文章的内容进行推理和判断，例如推断某个观点的正确性、判断某个现象的原因等。

3.概括归纳题：这类题目要求考生从文章中找出主题或者段落的主旨，并对其进行概括和归纳。

4.词汇理解题：这类题目要求考生理解文章中出现的生词或者短语，并根据上下文推断其含义。

【剑桥雅思10 阅读题题目解析】剑桥雅思10 阅读题的题目解析如下：1.事实细节题：解答这类题目时，考生需要仔细阅读文章，找出与题目相关的具体信息。

同时，考生需要注意题目中的关键词，以便快速定位答案。

2.推理判断题：解答这类题目时，考生需要根据文章的内容进行推理和判断。

考生需要注意题目中的关键词，并结合文章的内容进行分析。

3.概括归纳题：解答这类题目时，考生需要从文章中找出主题或者段落的主旨，并对其进行概括和归纳。

考生需要注意题目中的关键词，并结合文章的内容进行分析。

4.词汇理解题：解答这类题目时，考生需要理解文章中出现的生词或者短语，并根据上下文推断其含义。

考生需要注意题目中的关键词，并结合文章的内容进行分析。

【如何提高雅思阅读题分数】要想提高雅思阅读题的分数，考生需要做到以下几点：1.提高阅读速度：考生需要提高阅读速度，以便在有限的时间内完成阅读任务。

2.提高词汇量：考生需要积累足够的词汇量，以便在阅读文章时能够理解其中的生词和短语。

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

雅思10答案解析剑桥雅思10Test3阅读Passage1答案解析 The Context, Meaning and Scope of Tourism 旅游业剑桥雅思10阅读第三套题目第一篇文章的13道题由4道段落标题匹配，6道TRUE/FALSE/NOT GIVEN判断，以及3道单句填空构成，难度不算太短。

下面是具体每道题目的答案解析。

点击查看这篇雅思阅读中需要大家掌握的重点词汇与对应的原文翻译：雅思真题阅读词汇剑桥雅思10 test 3 passage 1 旅游业剑桥雅思10Test3阅读Passage1原文翻译 The Context, Meaning and Scope of Tourism 旅游业雅思10答案解析 1第1题答案：ii对应原文：B段：Tourism in the mass form as we know it today is a distinctly twentieth-century phenomenon答案解析：B段一开始就说了我们所熟悉的大众旅游业是20世纪才有的现象。

随后按照时间顺序介绍了其起源，二战后的发展，以及发挥的作用。

由此确定ii为答案。

第2题答案：i对应原文：C段：Tourism today has grown significantly in both economic and social importance … Thus, tourism has a profound impact both on the worldeconomy and, because of the educative effect of travel and the effects on employment, on society itself.答案解析：C段开头和结尾都提到了旅游业对经济和社会的重要性，很容易确定i为答案。

第3题答案：v对应原文：D段：the major problems of the travel and tourism industry that have hidden, or obscured, its economic impact are the diversity and fragmentation of the industry itself.答案解析：D段开始提到旅游业自身的多样性文章来自老烤鸭雅思和分散性掩盖或模糊了其经济影响。

名师解析?剑桥雅思10?阅读部分雅思干货：剑桥眼10真题下载地址：以下是剑桥雅思10阅读部分解析。

1、剑桥雅思10整体内容统计2、剑桥雅思10话题类型从以上统计可以看出，雅思阅读的考试话题一直广泛多样。

而题型那么稳中有变。

以剑桥10的test 4为例。

出现的三篇文章分别是自然类，心理研究类，还有科学研究类。

详细来说，从话题的难易程度来看，三篇文章根本是按照依次变难的顺序来排列。

test 4第一篇The Megafires of California，讲的是加利福尼亚州的森林大火。

该文章出如今了2022年11月26号的考试中。

在文章的前半部分中，主要讲解了如今的大火较之过去的大火的区别，比方发生更加频繁，速度更快，传播更具有不可预测性以及火势更大等特征。

随后分析了产生这些变化的原因，比方温度的上升，雨水的匮乏，以及火灾季节的增长等。

针对这一部分内容，考官设置了一组填空题，难度偏小。

文章后面的部分中，讲解了政府对于这种变化所作出的一些改变，比方他们拨款去更换救火的设备，以及建立更完善的一些措施等，在近些年已经有了很明显的进步。

针对于文章的后一部分内容，考官设置了判断题。

两个题型完全按照顺序来寻找定位，整体难度不大。

test 4第二篇文章Second nature，讲解的是关于人的一些性格的后天培养。

该文章出如今了2022年12月15号的考试中。

研究者认为人是可以通过一系列的技能来获得一些特质，比方人的乐观，开朗，快乐，勇气等等。

在文章中，提到了很多的研究者，他们对于不同性格养成的一些观点。

其中有研究者甚至用自己的经历讲解了抑制害羞，抑制痛苦获得快乐等。

根据文章的内容上的特点，考官在这篇文章中设计了人名和言论的配对题，以及段落信息的配对。

段落信息配对的难度并不大，完全可以结合前面的人名理论配对题，以人名作为线索来进展信息的挑选。

test 4第三篇文章When evolution runs backwards，这篇文章讲解了关于动物在进化过程中出现的逆转现象，提到了atavism，“返祖〞现象。

剑10-阅读解析整理剑桥雅思10阅读解析Test1Passage1体裁说明文主题牛科动物结构第一段：牛科概述第二段：分布和体型第三段：共同特征第四段：五种亚科牛亚科第五段：羚羊亚科第六段：羊亚科第七段：鹿羚亚科第八段：叉角羚剑桥雅思10阅读解析试题解析剑桥雅思10阅读解析Test1Passage1 Question 1-3题型：multiple choice题型解析：本题属单选题，注意题目说明：在ABCD中选择正确的。

题号答案关键词原文定位题目解析1D Biggestrange第二段首句，theyBiggest range=The most numerousare by far the most numerous anddiverse in the latter and diverse, in the latter 指代上文中的后者，即south-east Asia. 2 D Most, preferenc e第二段中间，the majority of species favouropengrassland , scrub or desertMost对应majority, preference 对应favour . Opening grassland, scrubor desert 都是wide open spaces. 3 CAll, incommon第三段第二句，all species areruminants 上句中提到bovidsare united by thepossession of certain common features, 紧接着下一句说明，retainundigested food intheir stomachs 对应选项C ，store food intheirbody.剑桥雅思10阅读解析Test1Passage1 Question 4-8题型：matching题型解析：搭配题，根据选项定位关键词，题干是对应原文的同义改写 题号 答案关键词 原文定位 题目解析4 C Endure, harsh第六段末句,Toleranc e of extreme conditions is most markedin this group同义改写，endureveryharshenvironments=tolerance of extremeconditions.5 B Ox,cow 第四段第二句， the sub-family Ox 和cow 都属于cattle,在这里指家畜牛。

剑桥雅思10 test4 小作文以下是剑桥雅思10 Test 4的小作文题目及范文：题目：The chart below shows the number of books borrowed from a local library by different age groups in a particular week.[图表：显示一周内不同年龄组从当地图书馆借阅的书籍数量]范文：The provided chart depicts the number of books borrowed from a local library by different age groups during a specific week. At first glance, it is evident that the younger age groups exhibit a significant interest in library resources, with a gradual decrease in borrowing activity among the older age groups.The youngest age group, aged 0-9, borrows the highest number of books, totaling 350, indicating a strong interest in reading and learning at a tender age. This is followed by the 10-19 age group, who borrow 280 books, suggesting that they are also actively engaged in readingactivities.The 20-29 age group borrows slightly fewer books, with a count of 210, which may suggest that they are busier with other life commitments and have less time for reading. However, it is still a considerable number, indicating that reading remains a popular hobby among this age group.The number of books borrowed decreases further among the older age groups. The 30-39 age group borrows 160 books, while the 40-49 age group borrows 120. This pattern suggests that as people age, their reading habits may change due to various factors such as work, family, and other responsibilities.The 50-59 age group borrows 80 books, and the 60 and above age group borrows the lowest number, with only 50 books. This could be due to factors such as vision or physical limitations that may make reading more difficult, or it could simply reflect a shift in interests and hobbies among the older population.Overall, the chart reveals that reading remains a popular activity across all age groups, with the youngest age groups exhibiting the highest levels of interest. However, there is a noticeable decrease in borrowing activityamong the older age groups, which could be attributed to various factors such as changing life circumstances and physical limitations.。