剑4-7雅思阅读答案

7+雅思阅读答案7第七本T1P1 Animal's Self-Medicating1 True2 Not Given3 False4 True5 pith6 terpenes7 alkaloids8 detoxify9 hooks10 G11 D12 E13 C第七本T1P2 Water Filter14. clay15. water16. straw17. cow manure18. 950 degrees19. 60 minutes20. FALSE21. TRUE22. NOT GIVEN23. NOT GIVEN24. C25. D26. A第七本T1P3 Beyond the Blue Line27 H28 L29 A30 C31 F32 D33 C34 A35 B36 TRUE37 FALSE38 TRUE39 FALSE40 NOTGIVEN第七本T2P1 Tattoo on Tikopia1. YES2. NO3. NOTGIVEN4. YES5. coconut shell6. Soot7. Liquid8. heartwood9. wingbone10. (the)forehead11. chin(area)12. mother’sancestry13. verticallines14. triangles第七本T2P2 Tasmanian Tiger Extinction Is Forever14 striped coat15 Australia16 4000 years17 Tasmania18 European (settlers)19 captivity20 E21 F22 A23 D24 B25 A26 C27 D第七本T2P3 Mass: Production27 ii28 iv29 i30 iii31 vii32 vi33 v34 C35 B36 B37 opposition38 equipment39 workforce40 D第七本T3P1 The Pearl1 B2 D3 E4 E5 TRUE6 FALSE7 NOT GIVEN8 B9 J10 K11 F12 C13 D第七本T3P2 Corporate Social Responsibility14 v15 viii16 iv17 vii18 i19 iii20 ii21 equal opportunity22 internal cost23 C24 C25 A26 B第七本T3P3 Amateur Naturalists27 B29 H30 G31 E32 D33 A34 beekeeping(notes)35 life cycle(s)36 drought(s)37 C38 B39 A40 A第七本T4P1 How to Achieve Happiness1 vi2 vii3 iv4 ix5 ii6 B7 D8 A9 C10 B11 D12 F13 B第七本T4P2 Father of Modern Management14 v15 iii17 i18 viii19 ii20 NOT GIVEN21 TRUE22 TRUE23 FALSE24-25 A E26-27 B D第七本T4P3 The Future Never Dies?28 YES29 NO30 YES31 NG32 NO33 NG34 temperature35 (molten) rock / ash36 food37 tidal wave38 ice age39 rocket40 D第七本T5P1 T-Rex Hunter1 TRUE2 FALSE3 NOT GIVEN4 TRUE5 NOT GIVEN6 TRUE7 FALSE8 shin bone9 slow walker10 cheetah11 run fast12 blunt13 crush第七本T5P2 The Ant and the Mandarin14 E15 G16 C17 D18 B19 TRUE20 FALSE21 FALSE22 TRUE23 TRUE24 NOT GIVEN25 TRUE26 NOT GIVEN第七本T5P3 Flight from Reality28 navigation and communications29 radiation30 antennae31 smoke32 C33 D34 B35 E36 A37 TRUE38 TRUE39NOT GIVEN40 TRUE第七本T6P1 What Are You Laughing at？1 D2 B3 A4 C5 B6 A7 H8 F9 I10 D11 FALSE12 NOT GIVEN13 TRUE第七本T6P2 Animal Minds: Parrot Alex14 NOT GIVEN15 NOT GIVEN16 FALSE17 TRUE18 TRUE19 FALSE20 particularly chosen21 chimpanzees22 100 English words23 avian cognition24 color25 wrong pronunciation26 teenager第七本T6P3 Can Scientists Tell Us: What Happiness Is?28 B29 A30 F31 C32 G33 H34 E35 Candy36 definition37 a catastrophic brain38 landscapes or dolphins playing39 （more）primitive parts40 B第七本T7P1 Bondi Beach1 FALSE2 NOTGIVEN3 FALSE4 NOTGIVEN5 TRUE6 Tram7 19548 Beach volleyball9 Environment10 wealthy people11 Manly12 Bondi13 tiled roofs第七本T7P2 Learning by Examples14 E15 A16 D17C18 False19 True20 False21 True22 less23 social24 watched25 observer26 Nutcracker第七本T7P3 The Culture of Chimpanzee27. H28 J29 I30 K31 G32 (Inthe) 1960s33 Tanzania34 (close) observation/observers35 (A) culture origin36 NOT GIVEN37 TURE38 TURE39 FALSE40 FALSE第七本T8P1 Corporate Social Responsibility （新概念市场）1 B2 F3 E4 D5-7 AEF8-10 BCD11-13 CDF第七本T8P2 The Innovation of Grocery Stores (0904命中) 14.D15A16.F17.C18.E19.clerk20.lobby21.galleries22.stockroom23.customers/shoppers24.C25 B26.C第七本T8P3 Bird Migration28 iv29 i30 ii31 vii32 x33 v34 viii35-36 in any order35 A36 B37 parental guidance38 compass39 (daytime) predators40 visible。

雅思剑4阅读答案剑桥雅思14test1阅读passage1文章题目为儿童游戏的重要性，这篇文章考试题型比较经典，是按照顺序出题的。

这有利于我们从阅读原文中找到答案。

接下来一起来看看剑桥雅思14test1阅读passage1真题内容。

剑桥雅思14test1阅读passage1真题文本reading passage 1you should spend about 20 minutes on questions 1-13, which are based on reading passage 1 below.the importance of children’ s playbrick by brick, six-year-old alice is building a magical kingdo imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.minutes later, alice has abandoned the kingdom in favour of playing schools with her younger brother. when she bosses him around as his‘teacher’, she’s practising how to regulate her emotions through pretence. later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner.‘play in all its rich variety is one of the highest achievements of the human species,’ says dr david whitebread from the faculty of education a t the university of cambridge, uk. ‘it underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.’recognising the importance of play is not new: over two millennia ago, the greek philosopher plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.but we live in changing times, and whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. ‘the opportunities for free play, which i experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents’increased wish to protect their children from being the victims of crime, and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools.international bodies like the united nations and the european union have begun to develop policies concerned with children’s right to play, and to consider implications for leisure facilities and educational programmes. but what they often lack is the evidence to base policies on.‘the type of play we are interested in is child-initiated, spontaneous and unpredictable - but, as soon as you ask a five-year-old “to play”, then you as the researcher have intervened,’ explains dr sara baker. ‘and we want to know what the long-term impact of play is. it’s a real challenge.’dr jenny gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later lif e.now, thanks to the university’s new centre for research on play in education, development and learning (pedal), whitebread, baker, gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.‘a s trong possibility is that play supports the early development of children’s self-control,’ explains baker. ‘this is our ability to develop awareness of our own thinking processes — it influences how effectively we go about undertaking challenging activitie s.’in a study carried out by baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘thissort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.’if playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.gibson adds: ‘playful behaviour is also an important indicator of healthy social and emotional development. in my previous research, i investigated how observing children at play can give us important clues about their well-beingand can even be useful in the diagnosis of neurodevelopmental disorders like autis’whitebread’s recent research has involved developing a play-basedapproach to suppo rting children’s writing. ‘many primary school childrenfind writing difficult, but we showed in a previous study that a playfulstimulus was far more effective than an instructional one.’ children wrote longer and better-structured stories when they first played with dolls representing characters in the story. in the latest study, children first created their story with lego_ with similar results. ‘many teachers commented that they had always previously had children saying they didn’t know what to write about. with the lego building, however, not a single child said this through the whole year of the project.’whitebread, who directs pedal, trained as a primary school teacher in the early s, when, as he describes, ‘the teaching of young children was lar gely a quiet backwater, untroubled by any serious intellectual debate or controversy.’ now, the landscape is very different, with hotly debated topics such as school starting age.‘somehow the importance of play has been lost in recent decades. it’s regarded as something trivial, or even as something negative that contrastswith “work”. let’s not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. let’s make sure children have a rich diet of play experiences.’_lego: coloured plastic building blocks and other pieces that can bejoined togetherquestions 1-8complete the notes below.choose one word only from the passage for each answer.write your answers in boxes 1-8 on your answer sheet.questions 9-13do the following statements agree with the information given in reading passage 1?in boxes 9-13 on your answer sheet, writetrue if the statement agrees with the informationfalse if the statement contradicts the informationnot given if there is no information on this9 children with good self-control are known to be likely to do well at school later on.10 the way a child plays may provide information about possible medical problems.11 playing with dolls was found to benefit girls’ writing more than boys’ writing.12 children had problems thinking up ideas when they first created thestory with lego.13 people nowadays regard children’s play as le ss significant than theydid in the past.passage 1儿童玩耍嬉戏的重要性the importance of children’s playbrick by brick, six-year-old alice is building a magical kingdo imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.一块又一块积木，六岁的alice正在搭建一个魔法王国。

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7 Test4阅读Passage1真题解析剑桥雅思7;第四套试题;阅读部分 Passage 1;阅读真题原文部分：READING PASSAGE 1You should spend about 20 minutes on Questions 1-13; which are based on Reading Passage 1below.Pulling stings to build pyramidsNo one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be hanging in the air.The pyramids of Egypt were built more than three thousand years ago; and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt; she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led; via some kind of mechanical system; to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite; and the men were using it to lift a heavy object.Intrigued; Clemmons contacted Morteza Gharib; aeronautics professor at the California Institute of Technology. He was fascinated by the idea. Coming from Iran; I have a keen interest in Middle Eastern science; he says. He too was puzzled by the picture that had sparked Clemmonss interest. The object in the sky apparently had wings far too short and wide for a bird. The possibility certainly existed that it was a kite; he says. And since he needed a summer project for his student Emilio Graff; investigating the possibility of using kites as heavy lifters seemed like a good idea.Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical; using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force; if sustained over a long time; would do. The key was to use a pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly above the tip of the horizontal column; with pulleys suspended from the scaffolds apex. The idea was that as one end of the column rose; the base would roll across the ground on a trolley. Earlier this year; the team put Clemmonss unlikely theory to the test; using a 40-square-metre rectangular nylon sail. The kite lifted the columnclean off the ground. We were absolutely stunned; Gharib says. The instant the sail opened into the wind; a huge force was generated and the column was raised to the vertical in a mere 40 seconds. The wind was blowing at a gentle 16 to 20 kilometres an hour; little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. There was a huge initial force- five times larger than the steady state force; Gharib says. This jerk meant that kites could lift huge weights; Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. Whether they actually did is another matter; Gharib says. There are no pictures showing the construction of the pyramids; so there is no way to tell what really happened. The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method; Gharib says.Indeed; the experiments have left many specialists unconvinced. The evidence for kite-lifting is non-existent; says Willeke Wendrich; an associate professor of Egyptology at the University of California; Los Angeles.Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys; which could have been made strong enough to bear the weight of massive blocks of stone. In addition; there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids; its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC; the Chinese were using them to deliver messages and dump flaming debris on their foes.The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery; but do know how to deal with wind; sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua; who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment cant reach. His idea is to build the arches horizontally; then lift them into place using kites. Weve given him some design hints; says Gharib. Were just waiting for him to report back. So whether they wereactually used to build the pyramids or not; it seems that kites may make sensible construction tools in the 21 st century AD. Questions 1-7Do the following statements agree with the information given in Reading Passage 1In boxes 1-7 on your answer sheet; writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 It is generally believed that large numbers of people were needed to build the pyramids.2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.3 Gharib had previously done experiments on bird flight.4 Gharib and Graff tested their theory before applying it.5 The success of the actual experiment was due to the high speed of the wind.6 They found that; as the kite flew higher; the wind force got stronger.7 The team decided that it was possible to use kites to raise very heavy stones.Questions 8-13Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer Write your answers in boxes 8-13 on your answer sheet.Additional evidence for theory of kite-liftingThe Egyptians had 8 ………… which could lift large pieces of9 ………… ; and they knew how to use the energy of the wind from their skill as 10 …………. The discovery on one pyramid of an object which resembled a 11 ………… suggests they may have experimented with 12 ………… . In addition; over two thousand years ago kites were used in China as weapons; as well as for sending 13 ………… . READING PASSAGE 1篇章结构体裁说明文主题线牵金字塔结构引言：引出Marcus Chown的新观点..第一段：介绍Marcus关于金字塔修建的新观点..第二段：该观点引起另一位科学家Morteza的兴趣..第三段：为验证该观点提出的实验假设..第四段：实验获得成功..第五段：对实验结果的分析..第六段：对该观点存在不同的声音..第七段：对于该观点的其他解释及依据..第八段：该实验在现实中的应用..必背词汇引言pyramid n. 金字塔 reckon v. 料想第一段conventional adj. 通常的;常规的 hieroglyph n. 象形文字;图画文字slave n. 奴隶 odd adj. 古怪的drag vt. 拖;拉 posture n. 姿势sledge n. 雪橇 via prep. 经由back up 支持 mechanical adj. 机械的software n. 软件 giant adj. 巨大的consultant n. 顾问 wonder v. 好奇peruse vt. 翻阅;浏览 object n. 物体monument n. 历史遗迹;遗址第二段intrigue v. 激起……的兴趣 keen adj. 强烈的;浓厚的contact v. 联系 puzzled adj. 困惑的aeronautics n. 航空学 spark v. 激发institute n. 学院 apparently adv. 显然fascinate v. 强烈地吸引 investigate v. 调查;研究第三段column n. 柱;圆柱 sustain v. 维持horizontal adj. 水平的 pulley n. 滑车;滑轮vertical adj. 垂直的 magnify v. 放大source n. 来源 rig v. 装配initial adj. 最初的 tent-shaped adj. 帐篷形状的calculation n. 计算 scaffold n. 支架wind-tunnel adj. 风洞的 suspend v. 悬挂convince v. 说服;使……相信 apex n. 顶点;最高点tonne n. 吨 roll v. 使滚动modest adj. 温和的;适度的 trolley n. 手推车第四段rectangular n. 矩形 instant n. 立即;瞬间nylon n. 尼龙 generate v. 产生absolutely adv. 绝对地;完全地 mere adj. 仅仅的stun v. 使目瞪口呆第五段gentle adj. 温和的；徐缓的 massive adj. 巨大的steady adj. 稳定的;不变的 actually adv. 实际上state n. 状态 construction n. 建设;建造jerk v. 急拉 brute adj. 无理性的realise v. 意识到第六段specialist n. 专家 no-existent adj. 不存在的unconvinced adj. 不信服的 associate professor 副教授第七段harness v. 利用 uncannily adv. 异常地accomplished adj. 熟练的;有造诣的 glider n. 滑翔机Egyptian n. 埃及人 sophistication n. 精密性;复杂性wooden adj. 木制的 civilisation n. 文明block n. 大块 dump v. 倾卸;倾倒physical adj. 物质的 flaming adj. 燃烧的ancient adj. 古代的;古老的 debris n. 碎片;残骸artefact n. 人工制品 foe n. 敌人第八段practical adj. 实际的 concrete adj. 水泥的access n. 使用或见到的机会;权利 arch n. 拱顶civil engineer 土木工程师 hint n. 建议;指点adobe n. 泥砖;土坯 sensible adj. 切合实际的难句解析1. And since he needed a summer project for his student Emilio Graff; investigating the possibility of using kites as heavy lifters seemed like a good idea.参考译文：因为他刚好需要给学生Emilio Graff布置一项暑假研究计划;调查用风筝做起重器的可能性是一个好主意..语言点：1 investigate: v. to try to find out the truth about or the cause of somethingThe state police are investigating the incident.I heard a noise and went downstairs to investigate.2 seem: v. to appear to exist or be true; or to have a particular qualitya. seem likeTeri seemed like a nice girl.b. it seems that...It seemed that Freeman had killed the man; and dumped the body in the lake.2. The instant the sail opened into the wind; a huge force was generated and the column was raised to the vertical in a mere 40 seconds.参考译文：风帆在风中展开那一刻产生一股巨大的风力;仅花了40秒石柱就被抬离地面..语言点：1句型分析逗号之前的部分为the instant引导的时间状语从句;在instant 后面若加上when应该就不难理解了..2 generatea. v. to produce or cause somethingThe program would generate a lot of new jobs.b. v. to produce heat; electricity; or another form of energyWind turbines generate electricity for the local community.3. There are plenty of places around the globe where people have no access to heavy machinery; but do know how to deal with wind; sailing and basic mechanical principles.参考译文：世界上很多地方的人没有大型机械;却知道如何利用风能、航海和基本的机械原理..语言点：1 have access to sth.: to have sth. that you can useHer mother doesn't have access to the advanced one.2 deal witha. to take the necessary action; especially in order to solve a problemDon't worry; I'll deal with this problem.b. if a book; speech etc. deals with a particular subject; it is about that subjectThese ideas are dealt with more fully in Chapter Four.试题解析Questions 1-7题目类型：True / False / Not Given题目解析：1. It is generally believed that large numbers of people were needed to build the pyramids.2. Clemmons found a strange hieroglyph on the wall of an Egyptian monument.3. Gharib had previously done experiments on bird flight.4. Gharib and Graft tested their theory before applying it.5. The success of the actual experiment was due to the high speed of the wind.6. They found that; as the kite flew higher; the wind force got stronger.7. The team decided that it was possible to use kites to raise very heavy stones.Questions 8-13题目类型：Summary解题方法：1. 该Summary有小标题;可以通过扫描各段首句的方法定位出其解题段落为第七段..2. 对于没有词库的Summary;需在回文定位之前预测空格所填词的词性;在定位时便于有目的地查找..题目解析：TIPS：在Summary的解题过程中;若空格前为动词或介词;则需在文中定位处查找该词或其同义词;且该词后的单词一般就是答案..参考译文线牵金字塔没有人知道金字塔到底是怎么建成的..Marcus Chown料想答案可能是“悬空而造”..埃及的金字塔是在3000多年前建造的;但是没有人知道它们是以何种方式建造的..传统的描述是由成千上万的奴隶拖动载有石头的雪橇来建造的..但是没有证据证明这一观点..加利福尼亚的软件顾问Maureen Clemmons日前提出在金字塔的建造过程中可能使用了风筝..在翻阅一本有关埃及古迹的书时;她发现一个象形文字描述的是一群人以奇怪的姿势站立..他们手里拉着类似绳索的东西;通过某种机械连着空中的一只巨鸟..她想知道那只巨鸟是否可能就是一只巨大的风筝;而那些人正用它来举起重物..好奇心驱使下的Clemmons联系了加州理工学院的航空学教授Morteza Gharib..后者对她的想法很感兴趣..他说：“我来自伊朗;对中东的科技有浓厚的兴趣..”他同样也对令Clemmons感兴趣的图片感到疑惑..悬在空中物体的两翼对于鸟类来说明显太短太宽..“是风筝的可能性确实是存在的;”他说..因为他刚好需要给学生Emilio Graff布置一项暑假研究计划;调查用风筝做起重器的可能性是一个好主意..Gharib和Graff尝试只借助风力除此之外没有其他能源来把一块水平放置的4.5米长的石柱直立起来..最初的计算以及风洞模型实验让他们相信不用太强的风力就能举起这块33.5吨重的石柱..甚至只要风力适度;如果能维持一定的时间就能做到..关键是要用一个滑轮系统把使用的风力扩大..因此他们在横放的石柱顶部正上方搭了一个帐篷形的支架;在支架的顶部悬挂了滑车..理论是当石柱的一端被吊起;另一端就能顺着下面的手推车翻转过来..今年早些时候;他们用一块40平方米的方形尼龙风帆把Clemmons的空头理论付诸实验..最终风帆把石柱完全抬离地面..“我们完全目瞪口呆;”Gharib说..“风帆在风中展开那一刻产生一股巨大的风力;仅花了40秒石柱就被抬离地面..”当时的风力时速仅为16到20公里;还不足他们预想所需风力的一半..他们没有想到的是当风筝打开时会发生什么..“巨大的初始风力比恒稳状态风力大五倍;”Gharib说..他意识到这种猛然的拉力意味着风筝能够举起巨大的重量..只需40个左右的人力加上四五个风帆就能把一根300吨的石柱直立起来..所以Clemmons是对的;金字塔的建造者们可能使用了风筝把巨大的石块抬升至指定位置..“他们是否真的使用了风筝是另外一回事;”Gharib说..没有图画描述金字塔的建造情况;所以没有办法知道真正发生的事情..“使用风筝搬运巨石的证据和使用强力法的证据不相上下;”Gharib说..事实上;这些实验许多专家并不信服..洛杉矶加州大学的埃及古物学副教授WillekeWendrich就说：“支持风筝搬运的证据并不存在”..其他人则认为支持该理论的实例不在少数..对像埃及人这样熟练的水手来说驾驭风力不是问题..而且我们都知道他们制造了坚固的木质滑车用以承运大块巨石..此外;有物证表明古埃及人对飞翔很感兴趣..在塞加拉的阶梯金字塔上发现的一块木制加工品就酷似现代的滑翔机..尽管它出现在金字塔建成几百年后;但是它的精密程度却显示埃及人想要飞翔的想法已经非常久远..而其他古文明确实也了解风筝；早在公元前1250年;中国人就用它们来传递信息或向敌人倾倒燃烧的碎片..甚至现在这一实验可能还具有实用性..全世界很多地方的人们没有大型机械;却知道如何利用风能、航海和基本的机械原理..一位尼加拉瓜的土木工程师就联系了Gharib;想要在一个没有重型机械的地方建造用混凝土拱支持土坯屋顶的房子..他的想法是先在地平线上建造拱顶;然后用风筝抬升拱顶到预定位置..“我们给了他一些设计建议;还在等待他的反馈..”Gharib说..所以不管风筝有没有被用来建造金字塔;似乎它们在公元21世纪却可能是实用的建筑工具..。

精心整理剑4Test1ReadingPassage1无标题热带雨林Q1-8对错题Q9-13TheboxbelowgivesalistofresponsesA-PtothequestionnairediscussedinReadingPassage1.Answerthef ollowingquestionsbychoosingthecorrectresponsesA-P.Q14标题题剑4Test1ReadingPassage2Whatdowhalesfeel?自然科学生物Q15-21填空题Q22-26简答题剑Q27-29选择题Q30-32配对题Q33-39填空题Q40选择题剑4Test2Reading1LostforWordsQ1-4填空题Q5-9配对题Q10-13剑医学Q14-15Q16-23对错题Q24-26填空题剑4Test2Reading3PlayisaseriousbusinessPhysiology自然科学Q27-32配对题Q33-35选择题剑4Test3Reading1Micro-EnterpriseCreditforStreetYouth社会组织公益Q1-4选择题Q5-8填空题Q9-12对错题Q13选择题剑4Test3Reading2V olcanoes-earth-shatteringnewsQ14-17小标题Q18-21简答题Q22-26填空题剑4Test3Reading3ObtainingLinguisticDataQ27-31配对Q32-36填空Q37-40填空剑营养健康Q1-6对错题Q7-10填空题Q11-13剑社会科学人类学Q14-19对错题Q20-23选择题Q24-27填空题Q28-31标题配对剑4Test4Reading3TheproblemofScarceResources社会科学资源分配Q32-35配对题剑5Test1Reading1Johnson’sDictionary社会科学语言Q1-3选择题Q4-7填空题Q8-13对错题剑5Test1Reading2NatureorNurture?行为心理教育社会科学Q14-19配对题Q20-22选择题Q23-26对错题剑5Test1Reading3TheTruthabouttheEnvironmentQ27-32对错题Q33-37选择题Q38-40填空配对剑Q1-3填空题Q4-8填空题Q9-13配对题剑社会科学语言Q14-20Q21-23填空题Q24-27配对题剑5Test2Reading3TheBirthofScientificEnglish社会科学Q28-34填空题Q35-37对错题Q38-40填空Table剑5Test3Reading1EarlyChildhoodEducation社会科学Q1-4WritethecorrectletterA-Finboxes1-4onyouranswersheet.Q5-10WritethecorrectletterA,B,CorDinboxes5-10onyouranswersheet.Q11-13对错题剑5Test3Reading2DisappearingDelta地理自然科学Q14-17标题题ListofHeadingsQ18-23对错题Q24-26填空题剑5Test3Reading3TheReturnofArtificialIntelligenceQ32-37对错题Q38-40选择题剑Q4-9对错题Q10-13填空题剑自然科学Q14-17Q18-23Q24-26剑5Test4Reading3Theeffectsoflightonplantandanimalspecies自然科学Q27-33对错题Q34-40填空题剑6Test1Reading1Australia’sSportingSuccess社会科学Q1-7Writethecorrect,A-F,inboxes1-7onyouranswersheetQ8-11配对题Q12-13简答题剑6Test1Reading2Deliveringthegoods物流运输社会科学历史Q14-17Writethecorrectletter,A-I,inboxes14-17onyouranswersheetQ18-22对错题Q23-26填空题剑6Test1Reading3ClimateChangeandtheInuit因纽特人和环境变化历史Q27-32标题题Q33-40填空题剑6Test2Reading1AdvantagesofpublictransportQ1-5标题题Q6-10对错题Q11-13配对题剑Q14-22填空题Q23-26配对题剑Q32-40剑Q1-5Writethecorrectletter,A-J,inboxes1-5onyouranswersheetQ6-9对错题Q10-13选择题Q14-18小标题剑6Test3Reading2MotivatingEmployeesunderAdverseConditions社会科学Q19-24对错题Q25-27标题题剑6Test3Reading3TheSearchfortheAnti-agingPill抗衰老自然科学Q28-32对错题Q33-37Writethecorrectletter,A,B,orC,inboxes33-37onyouranswersheet. 剑6Test4Reading1DoctoringSales经济社会科学Q1-7标题题Q8-13对错题剑Q14-18填空题Q19-24对错题Q25-26选择题剑6Test4Reading3无标题校园恶霸BullyQ27-30标题题Q31-34选择题Q35-40选择题剑Q6-13填空题剑资源利用社会科学Q14-20配对题Q21-26对错题剑7Test1Reading3EducatingPsyche教育社会科学Q27-30选择题Q31-36对错题Q37-40Completethesummaryusingthelistofwords,A-K,below.剑7Test2Reading1Whypagodasdon’tfalldown?建筑社会科学Q1-4对错题Q5-10Writethecorrectletter,A,BorC,inboxes5-10onyouranswersheet.Q11-13选择题剑7Test2Reading2TheTrueCostofFood经济社会科学Q14-17Writethecorrectletter,A-G,inboxes14-17onyouranswersheet.Q18-21对错题Q22-26选择题剑Q27-30标题配对ListofheadingsQ31-35对错题Q40选择题剑7Test3Reading1AntIntelligenceQ1-6对错题Q7-13填空题Q14-19剑历史Q20-21地图Q22-25表格Writethecorrectletter,A,B,orC,inboxes22-25onyouranswersheet. Q26选择题剑7Test3Reading3无标题Forests自然科学Q27-33对错题Q34-39Writethecorrectletter,A-J,inboxes34-39onyouranswersheet.Q40选择题剑7Test4Reading1Pullingstringstobuildpyramids金字塔建造建筑社会科学Q1-7对错题Q8-13选择题剑7Test4Reading2EndlessHarvestAlaska历史环境社会科学Q14-20对错题Q21-26Writethecorrectletter,A-K,inboxes21-26onyouranswersheet.剑7Test4Reading3EffectsofnoiseQ30-34填空题剑8Test1Reading1AChronicleofTimekeepingersheet.Q5-8配对Q9-13图填空剑Q20-26剑Q31-40表格填空剑8Test2Reading1Sheetglassmanufacture:thefloatprogress材料自然科学Q1-8表格和图的填空Q9-13对错题剑8Test2Reading2Thelittleiceage小冰期历史环境自然科学Q14-17ListofheadingsQ18-22填空Q23-26选择剑8Test2Reading3Themeaningandpowerofsmell味道自然科学Q33-36选择题Q37-40填空题剑8Test3Reading1Strikingbackatlightningwithlasers激光闪电自然科学Q1-3选择题Q4-10填空题Q11-13对错题剑8Test3Reading2Thenatureofgenius天才社会科学Q19-26对错题剑Q27-32ListofheadingsQ33-36填空题Q37-40剑教育社会科学Q6-9对错题Q10-13选择题剑8Test4Reading2Biologicalcontrolofpests控虫自然科学Q14-17选择题Q18-21对错题Q22-26Writethecorrectletter,A-I,inboxes22-26onyouranswersheet.剑8Test4Reading3CollectingAntSpecimens生物自然科学Q27-30对错题Q31-36配对Writethecorrectletter,A,B,CorD,inboxes31-36onyouranswersheet.Q37-40图填空剑9Test1Reading1WilliamHenryPerkin人物故事社会科学Q1-7对错题Q8-13简答题剑9Test1Reading2Isthereanybodyoutthere?Q14-17ListofheadingsQ18-20简答题Q21-26对错题剑9Test1Reading3Thehistoryofthetortoise生物历史Q27-30简答题Q31-33对错题Q34-39填空题流程Q40选择题剑教育社会科学Q7-10简答题Q11-13剑9Test2Reading2Venusintransit天文自然科学Q14-17Writethecorrectletter,A-G,inboxes14-17onyouranswersheetQ18-21配对题Matcheachstatementwiththecorrectperson,A,B,CorD.Q22-26对错题剑9Test2Reading3Aneuroscientistrevealshowtothinkdifferently人脑神经自然科学Q27-31选择题Q38-40Writethecorrectletter,A-E,inboxes38-40onyouranswersheet.剑9Test3Reading1Attitudestolanguage语言社会科学Q1-8对错题Q9-12填空题Q13选择题剑9Test3Reading2TidalPower潮汐能自然科学Q18-22ChooseFiveletters,A-J.Q23-26填空图剑9Test3Reading3Informationtheory-thebigideaQ33-37填空题Q38-40对错题剑Q1-6对错题Q7-13剑ssenseofidentity孩子的自我意识社会科学Q20-23配对题Matcheachfindingwiththecorrectresearcherorresearchers,A-E. Q24-26填空题剑9Test4Reading3TheDevelopmentofMuseums历史Q31-36选择题Q37-40对错题剑10Test1Reading1Stepwells建筑社会科学Q6-8简答题Q9-13填空题剑10Test1Reading2EuropeanTransportSystem交通运输社会科学Q14-21ListofheadingsQ22-26对错题剑科学Q27-30选择题Q36-40对错题剑10Test2Reading1TeaandtheindustrialrevolutionQ1-7ListofheadingsQ8-13对错题剑Q18-22配对Q23-26剑绘画艺术社会科学Q27-31填空题Q32-35选择题Q36-40对错题剑10Test3Reading1Thecontext,meaningandscopeoftourism旅游社会科学Q1-4ListofheadingsQ5-10对错题剑10Test3Reading2AutumnleavesCanadianwriterJayIngraminvestigatesthemysteryofwhyleavesturnredinthe fall植物自然科学Q14-18Writethecorrectletter,A-I,inboxes14-18onyouranswersheet.Q19-22填空题Q23-25对错题Q26选择题剑地理航海自然科学Q27-31填空Q32-35选择题Q36-40对错题剑Q1-6填空题Q7-13对错题剑心里学Q14-18Q19-22Q23-26Writethecorrectletter,A-H,inboxes23-26onyouranswersheet.剑10Test4Reading3Whenevolutionrunsbackwards进化生物自然科学Q27-31选择题Q32-36Completeeachsentencewiththecorrectending,A-G,below.Q37-40对错题剑11Test1Reading1Crop-growingskyscrapers用地社会科学Q8-13对错题剑11Test1Reading2TheFalkirkWheelAuniqueengineeringachievement机械社会科学Q14-19对错题Q20-26图填空题剑Q30-36填空题表格Q37-40配对题剑故事历史Q1-4对错题Q5-8配对题Q9-13图填空题剑历史Q21-24Q25-26剑11Test2Reading3Neuroaesthetics神经美学自然科学Q27-30选择题Q31-33选择题Q34-39对错题Q40选择题剑11Test3Reading1ThestoryofsilkThehistoryoftheworld’smostluxuriousfabric,fromancientChinatothepresen tday历史Q1-9填空题Q10-13对错题剑11Test3Reading2GreatMigrations迁徙生物自然科学Q14-18对错题Q19-22Writethecorrectletter,A-G,inboxes19-22onyouranswersheet.Q23-26选择题剑11Test3Reading3Prefaceto‘学Q35-40填空题剑11Test4Reading1ResearchusingtwinsQ1-4对错题Q5-9配对题Q10-13填空题剑Q14-18Q19-23剑11Test4Reading3‘ThisMarvellousInvention’语言社会科学Q27-32ListofheadingsQ33-36填空题Q37-40对错题标题对应题Test3Passage2Q14-17 Test4Passage3Q28-31 Ielts5Test3Passage2Q14-17 Test4Passage1Q1-3 Ielts6Test1Passage3Q27-32 Test2Passage1Q1-5 Test3Passage2Q14-18 Test4Passage1Q1-7 Test4Passage3Q27-30 Ielts7Test1Passage2Q14-20 Test2Passage3Q27-30Ielts8Test2Passage3Q27-32 Test3Passage3Q27-32 Test4Passage1Q1-5 Ielts9Test1Passage2Q14-17 Test4Passage3Q27-30Test1Passage2Q14-21 Test2Passage1Q1-7 Test3Passage1Q1-4 摘要题Ielts4Test1Passage3Q33-39Test2Passage1Q1-4 Test3Passage2Q22-26 Test3Passage3Q37-40 Test4Passage2Q24-27 Ielts5Test1Passage1Q4-7Test1Passage3Q38-40 Test2Passage1Q1-3Ielts6Test1Passage2Q23-26 Test1Passage3Q33-40 Test2Passage2Q14-22 Test4Passage2Q14-18 Test4Passage3Q35-39 Ielts7Test1Passage1Q6-9 Test1Passage3Q37-40 Test2Passage2Q22-26 Test3Passage1Q7-13 Test4Passage1Q8-13 Test4Passage3Q30-34 Ielts8Test2Passage2Q18-22 Test3Passage1Q7-10 Ielts9Test3Passage1Q9-12 Test4Passage2Q24-26 Ielts10Test2Passage3Q27-31 Test3Passage3Q27-31完成句子题Ielts4Ielts5Test2Passage2Q24-27 Test4Passage3Q34-40 Ielts6Test2Passage2Q23-26 Test2Passage3Q27-31Ielts7Test1Passage1Q10-13 Test2Passage3Q36-39 Test4Passage2Q21-26 Ielts8Test1Passage3Q27-30 Test2Passage3Q37-40Test3Passage1Q4-6 Test3Passage3Q33-36 Test4Passage2Q22-26 Ielts9Test3Passage3Q33-37 Test4Passage1Q7-13Ielts10Test1Passage3Q31-35Test4Passage3Q32-36 简答题Ielts4Test1Passage2Q22-26 Test3Passage2Q18-21 Ielts6Test1Passage1Q12-13 Ielts9Test1Passage1Q8-13 Test1Passage2Q18-20 Test1Passage3Q27-30 Test2Passage1Q7-10 Ielts10Test1Passage1Q6-8 图表题Ielts4Test1Passage2Q15-21 Test2Passage2Q24-26 Test3Passage1Q5-8Test3Passage3Q32-36 Ielts5Ielts6Test3Passage3Q38-40 Ielts7Test3passage2Q20-21 Ielts8Test1Passage1Q9-13精心整理精心整理Test1Passage3Q31-40 Test2Passage1Q1-8 Test4Passage3Q37-40 Ielts9Test1Passage3Q34-39 Test3Passage2Q23-26 Ielts10 TestPassage1Q9-13 选择题Ielts4Test1Passage1Q14-14 Test1Passage3Q27-29 Test1Passage3Q40-40 Test2Passage2Q14-15 Test2Passage2Q33-35Test4Passage2Q22-23 Ielts5Test1Passage1Q1-3。

雅思阅读真题答案：龙涎香Ambergris为了帮助大家备考雅思的阅读，参考更多真题，下面小编给大家带来雅思阅读真题答案：龙涎香 Ambergris，望喜欢！雅思阅读真题答案：龙涎香 Ambergris文章标题 Ambergris 龙涎香文章大意关于ambergris龙涎香和amber琥珀第一段说ambergris这个东西很久以前就有了，然后说ambergris的用途有 for medicine， spice，用来制作perfume 什么的等等（有题，matching）然后说但是人们不知道它是从哪里来的，再就是说在古代it worth in weight in gold，当然是贵了。

第二段说以前人们一直把ambergris和amber当作一种东西。

但是有个叫Dick的作者写了一本书讲了这两个东西的区别（有题，matching）说ambergris 通常发现在海面或者shore，但是仍然不知道是从哪里来的。

Amber是一种什么东西，与松树pine有关，然后说了amber的一些特性 hard，transparent，等等，用来做装饰品，头饰什么的，同样 very costly。

（有题，matching）第三段说ambergris是与sperm whale的intestine肠子里的消化digest 某种东西有关。

以为intestine会有题，结果没有，提到了马可波罗，好像与这个发现有关（没题，当笑话好了）第四段就是具体describe ambergris的产生过程了。

（summary 题）大意是，sperm whale吃一种东西叫beaks of squalid，肠子就有助消化，但是不能完全消化，就转化成了另一种东西，应该是体内的垃圾。

这种垃圾是soft的，会被sperm whale 呕吐出来 be vomited up。

然后这种东西遇到空气就会变硬 harden，于是就形成了ambergris了，也解释了为什么ambergris总在海面和shore被发现。

7+雅思阅读答案4第四本T1P1 Pesticide in an India Village1 T2 F3 NOTGIVEN4 FALSE5 powder6 overnight7 neemcake8 doubles9 organic fertiliser10 labor11 By2000.12 Neem seeds.13 Water purification.第四本T1P2 Theory of Mind in Children14 F15 C16 D17 A18 B19 D20 G21 Theory of mind/ TOM/ Children’s TOM22 chocolate23 information24 four/425 older26 adults27 challenging第四本T1P3 Internal and External Marketing18 D19 B20 C28 E29 A30 F31 F32 TRUE33 NOT GIVEN34 B35 D36 E第四本T2P1 Lost Tribes of the Green Sahara1 TRUE2 TRUE3 FALSE4 Wetperiod5 9000years old6 teeth7 peaceful8 injuries9 strenuous10 attachment11 fish12 cow13 transitional第四本T2P2 QuantitativeResearch in Education 14 B16 C17 B18 valid19 liquid20 Mehan21 picture22 schools23 B24 E26 C第四本T2P3 Paper or Computer？27 iv28 iii29 viii30 ii31 ix32 vii33 i34 flexible35 tangible36 tailorable37 C38 A39 A40 D第四本T3P1 Intelligence and Giftedness1 I2 C3 B5 C6 B7 B8 A9 NOT GIVEN10 FALSE11 NOT GIVEN12 TRUE13 TRUE第四本T3P2 Making Copies14 FALSE15 NOT GIVEN16 NOT GIVEN17 FALSE18 TRUE19 TRUE20 Model A21 (Patent) attorney22 corporations23 commercial triumph24 Possession/toy typewriter25 inventor26 charities第四本T3P3 Language Strategy in Multinational Company27 B28 F29 A30 C31 L33 personnel development34 luxuries35 model36 a strategic37 6 stages38 6-9 month period39 three years40 C第四本T4P1 Proto-Writing1 B2 D3 A4 C5 D6 C7 D8 NOTGIVEN9 TRUE10 FALSE11 TRUE12 NOTGIVEN13 TRUE第四本T4P2 Flood-Pain in the Neck14 C15 B16 F17 A18 E19 D20 Mississippi21 London22 Netherlands23 Berlin24 LosAngeles25 B26 D第四本T4P3 Texting the Television27 ii28 vi29 vii30 i31 v32 ix33 A34 D35 C36 D37 E38 A39 C40 F第四本T5P1 Education Philosophy of Children1 iv2 v3 i4 vi5 A6 B7 B9 B10 A11 C12 A13 D第四本T5P2 Stress of Workplace14 A15 D16 B17 D18 C19 B20 D21 A22 workplace injury23 16.6 weeks24 7%25 golf26 a massage27 workloads第四本T5P3 Company Innovation28 F29 C30 G31 B32 F33 E34 T35 NG37 T38 C39 A40 D第四本T6P1 Mental Gymnatics1 NO2 YES3 NOTGIVEN4 NOTGIVEN5 YES6 D7 C8 D9 A10 D11 B12 B13 A第四本T6P2 Monkeys and Forests14 fruit15 (deadly) poisons16 leaf nutrients17 reproduce18 drought19 D20 F21 B22 A23 C25 A26 D第四本T6P3 Mechanisms of Linguistic Change27 sound laws28 fashion29 principle of ease30 FALSE31 TRUE32 TRUE33 NOTGIVEN34 FALSE35 TRUE36 NOTGIVEN37 TRUE38 C39 D40 A第四本T7P1 Rainwater Harvesting1 Cropproduction2 Sugar-cane plantations3 Three wells4 19985 Roofs of houses6 （Rainwater）storage tanks7 NOTGIVEN8 YES9 NO10 YES11 YES13 NOTGIVEN14 N第四本 T7P2 Western Immigration of Canada15 ii16 iv17 x18 vi19 i20 vii21 xii22 homesteads23 agricultural output24 wheat25 company26 police force27 transcontinental railway第四本T7P3 FootHealth and Wobby Mats28 TURE29 FALSE30 TURE31 TURE32 NOTGIVEN33 C34 B35 A36 anatomy37 stress38 blood pressure39 resistance40 pathway第四本T8P1 Floods in Canyon1 NOTGIVEN2 TRUE3 TRUE4 FALSE5 TRUE6 FALSE7 FALSE8 spring9 sediment10 razorback sucker11 common carp12 canyon13 sand第四本T8P2 Art in Iron and Steel14 C15 E16 H17 B18 A19 G20 Abraham Darby III21 timber22 Severn River23 Coalbrookdale museum24 B25 D26 G第四本T8P3 What Accounts for Knowledge27 (bad) cough28 blood pressure29 expert30 diagnosis31 explanation32 friends and families33 E34 F35 H36 H37 J38 J39 C40 B。

剑4Test 11~14: F, F ,T, T ,F ,NG, T, NG, M E G P L B15~26: taste buds, baleen, forward/downward, freshwater dolphin, water, lower frequencies, bowhead/humpback, touch, freshwater dolphin, airborne flying fish, clear water, acoustic sense.27~40: C C A E C A, pairs, shapes, sighted, sighted,deep, blind, similar,BTest 21~13: isolation, globalization, cultural identity, traditional skill, E B D C B, NO YES NG YES.14~26: C B, YES NO YES YES YES NG NO YES, emotional, headache, general ill health. 27~40: H F A H I B, ACF, B G E D A.Test 31~13: ADCC, Sudan/India, bicycles, Shoe Shine, life skills, NO NG NO YES, A14~26: iii, i, iv, vi, plates, magma, ring of fire, 600, water, lava, India, explodes, gases27~40: DECDF, linguist, foreign languages, quality, non-verbal behaviour, camera, frequency of usage, particular linguistic feature, size, intuituionsTest 41~13: T ，NG，F，F，NG，T, genetics, power, injuries, training, ADB14~27: Y，NG，N，Y，NG，N, DE, CD, oral histories, humanistic study/ historical discipline, scientist28~40: iv, i, iii, v, BBAB, NO YES YES NG NG.剑5Test1P1（Johnson’s Dictionary）1-3 D，E，G4 clerks / copying clerks5 library6 stability7 pension8-13 T，F，NG，F，F，T，P2（Nature or Nurture）14-22 F，A，B，D，I，C，B，D，C，23-26 NG，T，F，F，P3（The Truth about the Environment）27-32 Y，NG，N，NG，Y，NO33-40 C，D，C，B，B，E，D，I，Test2P1（BAKELITE）1 candlewax2 synthetic3 chemistry4 Novalak5 fillers6 hexa7 raw8 pressure9-10 B C11-13 T，F，F，P2（What’s so funny?）14-20 F，NG，T，F，T，NG，T21 problem solving22 temporal lobes23 evaluation information24-27 C， A，F，DP3（The Birth of Scientific English）28 Latin29 doctors30 technical vocabulary31 grammatical resources32 Royal Society 33 German34 industrial revolution35-37 NG，F，T38 popular39 Principia / the Principia / Newton's Principia / mathematical treaties 40 local/ more local / local audienceTest3P1（Early Childhood Education）1-10 D，B，C，E，B，D，A，B，D，C11-13 T，F，NGP2（Disappearing Delta）14-17 iv， i，v，viii18-23 Y，NG，NO，Y， NG，Y24-26F，A，B，P3（The return of Artificial Intelligent）27-31 E，B，A， F，B32-37 NG，F，NG，T，F，T，38-40 B，A， DTest4P1（The Impact of Wilderness Tourism）1-3 iii，v，ii4-9 Y， Y，N，Y，N，NG10 cheese11 tourism / tourist / tour12 pottery13 jewellery / jewelryP2（Flawed Beauty :the problem with toughened glass）14-23 G，A，H，C，F，I，C，K，E，L24-26 T，NG，F，P3（The effects of light on plant and animal species）27-33 T，T，NG，F，F，T，F34 temperatures35 day-neutral / day- neutral plants36 food / food resources / adequate food / adequate food resources37 insects / fertilization by insects38 rainfall / suitable rainfall39 sugarcane40 classification剑6Test 11-7 BCBFDAE 8-11 ABAC 12 Competition model 13 2%14-17 IFED 18-22 T; F; NG; T; NG23-26 G B C A27-32 i; vi; iii; vii; iv; ii33 farming; 34 fish 35 sea mammals 36 Thule 37 islands 38 nomadic 39 nature 40 ImportedTest 21-5 ii vii iv I iii 6-10 F T NG F T 11-13 FDC14-22 BIFMJNKGA 23-26 GEHC27-31 BEACG 32-40 T F T F NG T F T NGTest 31-5 A; I; J; E; G; 6-13 YES; NOT GIVEN; NOT GIVEN; NO; B; C; D; D;14-18 VII; III; II; IV; I; 19-27 NO; NOT GIVEN; NO; YES; NOT GIVEN; YES; B; C; A; 28-40 NO; YES; YES; NOT GIVEN; YES; A B; C; A ; B;glucose; free radicals; preservation;Test 41-13 v; vi; iii; ix; i; vii; x; NO; YES; NO; YES; NOT GIEN; YES;14-24 B; F; C; J; F; NOT GIVEN; NO; YES; YES; NO; NOT GIVEN; 25&26 (IN EITHER ORDER) C E26-40 iv; vi; v; vii; B; D; D; A; policy; (explicit) guidelines; (school) curriculum; victims; playful fighting; D剑7Test 11-5 BAAED 6 PHANTOM 7 echoes/obstacles 8 depth 9 submarines 10 natural selection 11 radio waves/echoes 12 mathematical theories 13 zoologist14-20 xi;vii;v;i;ix; ii; x21-26 N;Y;NG;N;Y;NG27-30DABC31-36 F;F;T;NG;NG;T37-40 FHKGTest 21-4 Y;N;NG;Y 5-17 BABCA CDCC EBCB 18-21 U;NG;N;Y 22 food bills/costs 23 (modern) intensive farming 24 organic farming 25 Greener Food Standard 26 farmers (and) consumers27-30 ii;v;x;i31-40 N;Y;N;Y;NG;D;I;G;E;BTEST 31-13 F;T;NG;T;F;NG; C;M;F;D;N;O;E14-26 iv;vii;x;i;vi;ii; EDCBAAA27-40 NG; F;T; F; F; F; T; J A E B G D BTEST 41-8 T;F;NG;T;F;NG;T 8 (wooden) pulleys 9 stone 10 (accompalished) sailors 11 (modern) glider 12 flight 13 messages。