剑桥雅思6阅读讲解第一套2篇pps

智课网IELTS备考资料剑桥雅思全真试题6原版解析PDF下载摘要：剑桥雅思全真试题6原版每道题目都做了精心准备，令考生一目了然，省去了查找和理解的麻烦，要想真正从剑桥全真试题中受益，考生应该在试题分析上花心思，一起来看看具体内容介绍吧。

图书信息平装: 246页isbn: 9787300084831, 7300084834条形码: 9787300084831商品尺寸: 24.8 x 18.8 x 1.4 cm商品重量: 481 g品牌: 中国人民大学出版社2内容简介编辑《剑桥雅思全真试题6原版》解析讲解安排得体，比如解析阅读，分为文章结构(体裁、主题、段落概括)，本节考查词汇，考题精解(定位词、原文重现、参考译文、题解、答案等)，参考译文。

每道题目都做了精心准备，令考生一目了然，省去了查找和理解的麻烦，要想真正从剑桥全真试题中受益，考生应该在试题分析上花心思，将答案核对后，要看某些题为什么错，为什么没有找到答案。

部分目录：Test 1LISTENINGSECTION 1SECTION 2SECTION 3SECTION 4READINGREADING PASSAGE 1READING PASSAGE 2READING PASSAGE 3WRITINGWRITING TASK 1WRITING TASK 2SPEAKINGPART 1PART 2PART 3Test 2关于“剑桥雅思全真试题6原版解析”内容就介绍到这里。

更多雅思备考书籍资料，各位烤鸭可以到小马雅思频道进行下载。

最后祝大家在雅思考试中取得优异成绩。

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好风似水，不惊你安眠依旧；鸟儿呢哝，爱的春天依旧。

可我，望尽了我的花季，望尽了长长的一路落英缤纷呵！岑凯伦的绵绵春雨依旧，戴望舒的深深雨巷依旧！漂泊的船，寻找一个温馨港口；孤寂的心，渴望一声温暖问候。

第一本T1P1 Blue-Footed Boobies1. vi2. v3. viii4. i5. iv6. vii7. FALSE8. NOTGIVEN9. TRUE10. skypointing11. nest-building12. webbed feet13. blood vessels第一本T1P2 Artists' Fingerprints14 E15 C16 I17 A18 G19 D20 G21 A22 F23 I24 D25 C26 A第一本T1P3 The Secret of the Yawn27 E28 B29 F30 D31 H32 NOT GIVEN33 TRUE34 TRUE35 FALSE36 an interval37 distinction/complex distinction38 breathing39 stretching40 brain第一本T2P1 The History of Tea1. v2. viii3. i4. iv5. vii6. ii7. vi8. iii9. D10. B11. E12. A13. C第一本T2P2 The Lost City14 B15 G16 C17 A18 hot-air balloon19 iron particles20 compass/compass needle21 thin metal probe22 mudbrick23 looser damp soil24 spring (season)25 clarify26 B第一本T2P3 Morse Code27. ii28. vii29. iv30. i31. iii32. ix33. vi34. NOT GIVEN35. TRUE36. TRUE37. FALSE38. NOT GIVEN39. B40. C第一本T3P1 Ambergris1 A2 D3 C4 A5 B6 A7 beaks8 vomiting9 hardens10 TRUE11 FALSE12 NOT GIVEN13 FALSE第一本T3P214 Yes15 Yes16 No17 NOT GIVEN18 Yes19 NOT GIVEN20 France21 1998 and 200223 185624 1976, 199525 2000 flood(s) / flooding26 D第一本T3P3 John Franklin27 A28 D29 H30 C31 B32 H33 F34 A35 H36 C37 B38 A39 D40 C第一本T4P1 Eco-Resort Management Practices1 B2 D3 B4 D5 B6 ferry7 bicycle8 (ceiling) fan9 airconditioner10 mosquito11 A12C13 E第一本T4P2 Designed to Last15 D16 D17 A18 C19 E20 F21 H22 C23 YES24 NO25 YES26 NOT GIVEN第一本T4P3 British Architecture28 wood29 status and wealth30 (expensive) commodity31 classical32 furniture and textiles33 Edwin Lutyens34 local authorities35 B36 A37D38 A39 C40 C第一本T5P1 Rural Transport Plan of "Practical Action"1 YES2 NO3 NOT GIVEN4 YES5 construction of roads6 cycle trailers7 (a) bus service8 (an) aerial ropeway9 shops/ libraries10 cushions11 family member12 mechanism13 cover第一本T5P2 Leaf-cutting Ants and Fungus14. B15. A16. A17. C18. B19. A20. F21. H22. C23. J24. G25. D26. B第一本T5P3 The Accidental Scientists27. iv28.ix29.ii30. vi31. iii32. vii33. i34. Horace Walpole35. fairytale36. Sri Lanka37. D38. D39. A40. C第一本T6P1 William Gilbert and Magnetism1. v2. iv （已修正）4. x5. ix6. i （已修正）7. ii8. True9. True10. Not Given11-13 C D E第一本T6P2 London Swaying Footbridge14-17 A D E G18 winds19 （the）pedestrians20 horizontal forces21 (excessive dynamic) vibration22 motion23 Imperial College24 normal forward walking25 （the）Arup engineers26 (the) design assumptions第一本T6P3 Psychology of New Product Adoption28 C29 B30 A31 D32 FALSE33 TRUE34 NOT GIVEN35 TRUE36 FALSE37 B38 C39 A40 C第一本T7P1 How to Spot a liar?2 Yes3 NotGiven4 No5 Yes6 C7 D8 B9. D10 A11 B12 c13 A第一本T7P2 Density and Crowding14. iv15. vii16. x17. i18. vi19. ii20. viii21. privacy22. male prison23. personal space24. attraction/attraction levels25. help26. control第一本T7P3 Man or Machine28 F29 C30 F31 D32 E33 B34 17 years35 backpack36 interact with37 facial expressions38 Cog/Cognition39 sensors40 intelligence第一本T8P1 Magnetic Therapy1. ii2. v3. iv4. ix5. vii6. viii7-8. CD9-10. BE11. F12. A13. C第一本T8P2 Dugong: Sea Cow14 Nitrogen15 sensitive bristles16 trails17 tufts18 TRUE19 FALSE20 TURE21 NOT GIVEN22 NOT GIVEN23 Dolphin24 Seagrass availability/ Food （shortage）/seagrass shortage25 175026 Fishing net(s)第一本T8P3 Assessing the Risk27 TRUE28 NOTGIVEN29 FALSE30 NOTGIVEN31 TRUE32 TRUE33 consumer's right （to choose）/consumer's choice34 risk and benefit35 Skiing36 GMcrops37 wheat and rice38 production39 mistrust40 A。

篇一：雅思og阅读test6答案小站教育自2014年9月1日开始，独家推出必备宝典：小站教育《每日一练》系列，包括雅思、托福、sat、gmat四大类考试。

该系列由小站教育教研组通过精心编排而成，旨在每日给大家推出分项强化练习，知识点逐个击破，助大家做全方位复习，以顺利取得理想分数！小站教育雅思频道在本期为大家带来的是小站每日一练：雅思og试题全面解析，包括听力、阅读、写作及口语四个部分。

雅思og，即为《剑桥雅思官方指南》，是今年3月最新出版的雅思官方用书。

该书的后半部分，附有8套剑桥雅思官方试题。

考试委员并未对这8套试题做详细解析。

广大考生们有福了，为了进一步帮助大家做好复习，小站教育名师对这8套试题做了详细的解析。

今天给大家带来的是雅思og第六期test 6阅读试题及解析6。

为了进一步提升学习效果，建议大家先做题，然后再看解析。

阅读文章6及试题篇二：雅思og阅读test6答案又名og，是今年最新出版的雅思官方用书。

这本书被许多从事雅思培训行业的老师，以及广大的“烤鸭”们视为剑桥大学考试委员会的一次破冰之举，一改以往雅思官方教材只有真题集，没有官方指导的尴尬局面。

在这本书的后半部分，编写者还提供了8套剑桥雅思官方试题。

不过，一如剑桥的一贯风格，这8套题后并没有附送详细的解析。

万幸！剑桥没想到的，小站想到了！本帖放出的是young老师出品，小站独家雅思og试题全面解析的第六期，适用于雅思og test6。

（一共有8期哦，分别对应og中的8套试题。

）还差最后一步了!只要填写完邮箱即可同时获得批改短信提醒和小站精品课程信息两大福利了!选择托福机经及考试日期进行预约，预约后机经将在考试前3-5天左右通过邮件和短信形式推送篇三：雅思og阅读test6答案ta的每日心情奋斗2015-4-16 16:29签到天数: 13 天[lv.3]偶尔看看ii内容简介《剑桥雅思官方指南》又名雅思og，是今年最新出版的雅思官方用书。

雅思为各位考生推荐复习材料-剑桥雅思6Test3Passage3原文+解析,需要延伸拓展本单元其他篇幅的同学，请点击：剑桥雅思6test2passage3阅读原文+题目+答案解析。

剑桥雅思6Test3Passage3原文You should spend about 20 minutes on Questions 28-40, which are based on Reading Passage 3 below.The Search for the Anti-aging PillIn government laboratories and elsewhere, scientists are seeking a drug able to prolong life and youthful vigor. Studies of caloric restriction are showing the wayAs researchers on aging noted recently, no treatment on the market today has been proved to slow human aging — the build-up of molecular and cellular damage that increases vulnerability to infirmity as we grow older. But one intervention, consumption of a low-calorie*yet nutritionally balanced diet, works incredibly well in a broad range of animals, increasing longevity and prolonging good health. Those findings suggest that caloric restriction could delay aging and increase longevity in humans, too.Unfortunately, for maximum benefit, people would probably have to reduce their caloric intake by roughly thirty per cent, equivalent to dropping from 2,500 calories a day to 1,750. Few mortals could stick to that harsh a regimen, especially for years on end. But what if someone could create a pill that mimicked the physiological effects of eating less without actually forcing people to eat less? Could such a ‘caloric-restriction mimetic’, as we call it, enable people to stay healthy longer, postponing age-related disorders (such as diabetes, arteriosclerosis, heart disease and cancer) until very late in life? Scientists first posed this question in the mid-1990s, after researchers came upon a chemical agent that in rodents seemed to reproduce many of caloric restriction’s benefits. No compound that would safely achieve the same feat in people has been found yet, but the search has been informative and has fanned hope that caloric-restriction (CR) mimetics can indeed be developed eventually.The benefits of caloric restrictionThe hunt for CR mimetics grew out of a desire to better understand caloric restriction’s many effects on the body. Scientists first recognized the value of the practice more than 60 years ago, when they found that rats fed a low-calorie diet lived longer on average than free-feeding rats and also had a reduced incidence of conditions that become increasingly common in old age. What is more, some of the treated animals survived longer than the oldest-living animals in the control group, which means that the maximum lifespan (the oldest attainable age), not merely the normal lifespan, increased. Various interventions, such as infection-fighting drugs, can increase a population’s average survival time, but only approaches that slow the body’s rate of aging will increase the maximum lifespan.The rat findings have been replicated many times and extended to creatures ranging from yeast to fruit flies, worms, fish, spiders, mice and hamsters. Until fairly recently, the studies were limited to short-lived creatures genetically distant from humans. But caloric-restriction projects underway in two species more closely related to humans — rhesus and squirrel monkeys — have made scientists optimistic that CR mimetics could help people.calorie: a measure of the energy value of foodThe monkey projects demonstrate that, compared with control animals that eat normally, caloric-restricted monkeys have lower body temperatures and levels of the pancreatic hormone insulin, and they retain more youthful levels of certain hormones that tend to fall with age.The caloric-restricted animals also look better on indicators of risk for age-related diseases. For example, they have lower blood pressure and triglyceride levels (signifying a decreased likelihood of heart disease), and they have more normal blood glucose levels (pointing to a reduced risk for diabetes, which is marked by unusually high blood glucose levels). Further, it has recently been shown that rhesus monkeys kept on caloric-restricted diets for an extended time (nearly 15 years) have less chronic disease. They and the other monkeys must be followed still longer, however, to know whether low-calorie intake can increase both average and maximum life spans in monkeys. Unlike the multitude of elixirs being touted as the latest anti-aging cure, CR mimetics would alter fundamental processes that underlie aging. We aim to develop compounds that fool cells into activating maintenance and repair.How a prototype caloric-restriction mimetic worksThe best-studied candidate for a caloric-restriction mimetic, 2DG (2-deoxy-D-glucose), works by interfering with the way cells process glucose. It has proved toxic at some doses in animals and so cannot be used in humans. But it has demonstrated that chemicals can replicate the effects of caloric restriction; the trick is finding the right one.Cells use the glucose from food to generate ATP (adenosine triphosphate), the molecule that powers many activities in the body. By limiting food intake, caloric restriction minimizes the amount of glucose entering cells and decreases ATP generation. When 2DG is administered to animals that eat normally, glucose reaches cells in abundance but the drug prevents most of it from being processed and thus reduces ATP synthesis. Researchers have proposed several explanations for why interruption of glucose processing and ATP production might retard aging. One possibility relates to the ATP-making machinery’s emission of free radicals, which are thought to contribute to aging and to such age-related diseases as cancer by damaging cells. Reduced operation of the machinery should limit their production and thereby constrain the damage. Another hypothesis suggests that decreased processing of glucose could indicate to cells that food is scarce (even if it isn’t) and induce them to shift into an anti-aging mode。

雅思为各位考生推荐复习材料-剑6 Test1 听力 Section1考点+解析,需要本单元写作教程培训的考生，请点击：剑6 Test1 task1 写作范文-“About water use worldwide”。

文本及疑难解析1. They've got a lot of facilities we don't have and vice versa.他们有很多我们这里没有的设备，反之亦然。

Vice versa在这里的意思是“我们也有很多他们没有的设备”。

2. We're currently running a range of yoga classes，too.我们目前也提供一系列的瑜伽课程。

本句中range不直接翻译为“范围”，例如：This range of collection is of great surprise.这一系列的收藏太让人惊喜了。

另外，run在此句中可以理解为“正在运行”，更为常用的词义为“经营”，例如：It's challenging to run a business all by oneself.3. We'll also have a fully-licensed restaurant by the end of the year.年底时我们会有一家完全得到许可经营的餐厅。

此处fully-licensed理解为“手续齐全的”。

4. …oh，no，I'm sorry，it's just gone up by￡50，sorry about that…哦，非常抱歉，现在涨了50镑。

go up by的意思是“涨了多少钱”。

5. Well, that's Silver—it's the same as Gold except you have to pay a small fee of ￡ 1 per lesson for any you do and you can only use the center at certain times.那就是银卡，除了每一节课要付1英镑和中心设施有时间限制外，银卡和金卡是一样的。

本篇文章接着介绍剑桥雅思6阅读解析。

本篇文章我们来谈谈剑桥雅思6test2passage3阅读原文+题目+答案解析。

前两篇文章请点击：剑桥雅思6test2passage2阅读原文+题目+答案解析和剑桥雅思6test2阅读passage1原文+题目+答案解析。

热门话题：雅思7分是什么水平雅思评分标准剑桥雅思6test2passage3阅读原文+题目+答案解析You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.NumerationOne of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood we are so bound up with our system of numeration that it is a feat of imagination to consider the problems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced, was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead their considerations would have been more of the kind Is this enough? rather than How many? when they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are often accompanied by gestures to help resolve any confusion. For example, when using the one, two, many type of system, the word many would mean, Look at my hands and see how many fingers I am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing with the simpler aspects of human existence.The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, andso 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according to the class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counter’s fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in today’s society due to their convenience. All counting ultimately involves reference to something other than the things being counted. At first it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.剑桥雅思6test2passage3阅读题目+答案解析Questions 27-31Complete each sentence with the correct ending A-G, below.Write the correct letter, A-G, in boxes 27-31 on your answer sheet.27 A developed system of numbering28 An additional hand signal。

剑桥雅思6-test1-小作文题目：The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in three different countries.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Write at least 150 words.我写的The line graph compares the proportion of population in three different countries which is 65 and older over a 100year periodover a period of 100 years.It is easy to see in the graph the figures people aged 65 and over in three different countries tend to increase from 1940 to 2040（整个句子：It is easy to see in the graph the figures people aged 65 and over in three different countries tend to increase from 1940 to 2040）, While Japan is expected to show the most drastic fluctuation.（未来的数字，用预测的被动）In 1940, Japan had the lowest rates of population aged 65 and over at 5%, while the figure for the USA was twice as Japan. And in Sweden, the number was around 7%. Until 2030, the number of Japanese elderly people is expected to stand at 10%. However, in contrast to the figures for the other countries（与其他国家的数字相比）, the number of Japan will have a considerable rise for the next 10 years.In 2040, the figure for the proportion of population aged 65 and over will be expected to go beyond 23% in all countries mentioned in the graph. Old people in Japan stand at about 28%, which is the highest rate compared to the USA and Sweden.新东方-高分范文：The graph shows the increase in the ageing population in Japan, Sweden and the USA. It indicates that the percentage of elderly people in all three countries is expected to increase to almost 25% of the respective populations by the year 2040.In 1940 the proportion of people aged 65 or more stood at only 5% in Japan, approximately 7% in Sweden and 9% in the US. However, while the figures for the Western countries grew tobefore rising to almost 5% again at the present time.In spite of some fluctuation in the expected percentages, the proportion of older people will probably continue to increase in the next two decades in the three countries. A more dramatic rise is predicted between 2030 and 2040 in Japan, by which time it is thought that the proportion of elderly people will be similar in the three countries.Simon版本范文：The line graph compares the percentage of people（proportion of the population的同义替换）aged 65 or more（over同义替换）in three countries over a period of 100 years（小作文中描述图表涉及的年段就用这个表述，背诵）It is clear that（小作文概览段句型）the proportion of elderly people increases in each country between 1940 and 2040. Japan is expected to see the most dramatic changes in its elderly population.In 1940, around 9% of Americans（知道具体国家人的称呼的时候可以替换国家名词）were aged 65 or over, compared to about 7% of Swedish people and 5% of Japanese people. The proportions of elderly people in the USA and Sweden rose gradually over the next 50 years, reaching just under 15%（表示仅仅少一点）in 1990. By contrast, the figures for Japan remained below 5% until the early 2000s.Looking into the future, a sudden increase in the percentage of elderly people is predicted for Japan, with a jump of over 15% in just 10 years from 2030 to 2040（日本的老年人口比例被预测突然增加突然增加，从2030年到2040年的短短10年时间里，比例将增长15%以上）. By 2040, it is thought that around 27% of the Japanese population will be 65 years old or more, while the figures for Sweden and the USA will be slightly lower, at about 25% and 23% respectively（而瑞典和美国的数字则略低，分别约为25%和23%）.积累：第一段（改写）：小作文中描述图表涉及的一段时间：over a period of 100 years第二段：第一句句型：It is clear that图表中超过三类：in each country，in three countries表示整体趋势是剧烈的增长：see the most dramatic changes数据段：直接描述数据，句子太短则用compare对比其他类别的数据：around 9% of Americans were aged 65 or over，compared to about 7% of Swedish people and 5% of Japanese people.表述剧烈的百分比增长：a sudden increase in the percentage of elderly people is predicted for Japan在一段时间内持续缓慢增长，然后在某一年到达了一个数字：rose gradually over the next 50 years，reaching just under 15% in 1990直到某个时候一直低于某一数字：the figures for Japan remained below 5% until the early 2000sabout 25% and 23% respectively.表示（未来）一段时间内的突然增加（从什么年代到什么年代），从什么数字到什么数字，：a sudden increase in the percentage of elderly people is predicted for Japan, with a jump of over 15% in just 10 years from 2030 to 2040水字数必备短语：与其他国家的数字相比：in contrast to the figures for the other countries图表中有未来的年代，描述未来的第一句：Looking into the future具体数字前面的形容词：不太确定，大概数字：around，approximately，almost，about，nearly表示只有：just over，only多：over，further，少：under，below其他：比例的同义替换：percentage of people，proportion of the population老人的同义替换：elderly people，elderly population进行比较的连接词：while，by contrast，表示未来的数据：it is thought that，is predicted for Japan ，is expected to see the most dramatic changes折线图：关于结构：第一段：第二段：概述段用一般现在时图表中如果有未来的数据，则用“预测”的被动。

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

剑桥六阅读讲解A 类第二套北京环球雅思学校祁连山详细内容参看《名师讲剑六，奇招破雅思》（机械工业出版社出版）学习网站：•i Avoiding an overcrowded centre•ii A successful exercise in people power•iii The benefits of working together in cities•iv Higher incomes need not mean more cars•v Economic arguments fail to persuade•vi The impact of telecommunications on population distribution•vii Increases in traveling time•viii Responding to arguments against public transport• 6 The ISTP study examined public and private systems in every city of the world.•7 Efficient cities can improve the quality of life for their inhabitants.•8 An inner-city tram network is dangerous for car drivers.•9 In Melbourne, people prefer to live in the outer suburbs.•10 Cities with high levels of bicycle usage can be efficient even when public transport is only averagelygood.•11 Perth •12 Auckland •13 Portland• A successfully uses a light rail transport system in hilly environment• B successful public transport system despite cold winters• C profitably moved from road to light rail transport system• D hilly and inappropriate for rail transport system• E heavily dependent on cars despite widespread poverty• F inefficient due to a limited public transport system•正数第二行“(ISTP) has demonstrated that public transport is more efficient than cars. The studycompared the proportion of wealth poured into transport by thirty-seven cities around the world ”，对应第六题。

剑桥6 培训类阅读答案剑桥雅思6test1Reading3阅读答案解析Question 27答案：i关键词：段落匹配题，暂无关键词定位原文: B段倒数第2句“…they believe their best hope of…”解题思路: B段主要介绍了因纽特人不满足于自己袖手旁观而让外国们告知他们北极的现状，他们要把祖先的知识和现代科技进行结合来解决环境变化问题。

很明显可以看出，这是对于环境变化的一种反应和对策。

因此答案为i。

Question 28答案：vi关键词：段落匹配题，暂无关键词定位原文: C段第1句“The Canadian Arctic…”解题思路: C段详细地描述了位于加拿大北极圈里面的地貌，而且还提及了因纽特人的祖先顽强地适应了下来并定居在这片土地上。

因此逐个分析答案可以看到只有vi符合原段意思。

Question 29答案：iii关键词：段落匹配题，暂无关键词定位原文: D段后半部分：food / clothing / provisions / meat解题思路: 此段重点描述了过去因纽特人依靠自然提供食物和衣服，而现在则是更加先进的飞机和船运进口必需品，所以可以看出一个转变的过程。

纵观题干，不难看出答案是iii，即生活必需品的替代的来源。

Question 30答案：vii关键词：段落匹配题，暂无关键词定位原文: E段第1句“... there has certainly been an impact on peopled health.”解题思路: 首先E段开头用while，则可判断主题句应该在后半句。

意思是这些气候变化会对人们的健康有影响。

通过下一句的举例：肥胖，心脏病和糖尿病就可以判断出是一个负面的影响那么对应题干negative effect，故答案是vii。

答案：iv关键词：段落匹配题，暂无关键词定位原文: F段句和引言句“... the Inuit are determined to play a key role in …in the Arctic. / ...in recent years, IQ…weight.”解题思路: F段首句提出了因纽特人决定在应对北极环境变化要起关键作用。

7 Farmers may be helped if there is financial input by the same individuals who buy from them.
8 Governments can help to reduce variation in prices.
9 Improvements to infrastructure can have a major impact on risk for farmers.
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4 Financial assistance from the government does not always go to the farmers who most need it.
5 Farmers can benefit from collaborating as a group.
6 Financial assistance from the government can improve the standard of living of farmers.
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CAM 12-6 R1
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Question 1-3
Reading Passage 1 has nine paragraphs, A - I. Which paragraph contains the following information? Write the correct letter, A - I, in boxes 1 - 3 on your answer sheet.
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Question 10-11
Choose TWO letters, A - E. Write the correct letters in boxes 10 and 11 on your answer sheet.

剑桥雅思阅读6原文及答案解析(test4)雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。

下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。

剑桥雅思阅读6原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.Questions 1-7Reading Passage 1 has seven paragraphs, A-G.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-x, in boxes 1-7 on your answer sheet.List of Headingsi Not all doctors are persuadedii Choosing the best offersiii Who is responsible for the increase in promotions?Iv Fighting the drug companiesv An example of what doctors expect from drug companies vi Gifts include financial incentivesvii Research shows that promotion worksviii The high costs of researchix The positive side of drugs promotionx Who really pays for doctors’ free gifts?1 Paragraph A2 Paragraph B3 Paragraph C4 Paragraph D5 Paragraph E6 Paragraph F7 Paragraph GDoctoring salesPharmaceuticals is one of the most profitable industries inNorth America. But do the drugs industry’s sales andmarketing strategies go too far?A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products. That day she was lucky — a doctor was available to see her. ‘The last rep offered me a trip to Florida. What do you have?’ the physic ian asked. He was only half joking.B What was on offer that day was a pair of tickets for a New York musical. But on any given day, what Schaefer can offer is typical for today’s drugs rep — a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug’s profile. And she also has a few $1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.C Selling pharmaceuticals is a daily exercise in ethical judgement. Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free mea l, and bribing doctors to prescribe their drugs. They work in an industry highly criticized for its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg question —businesses won’t use strategies that don’t work, so are doctors to blame for the escalating extravagance ofpharmaceutical marketing? Or is it the industry’s responsibility to decide the boundaries?D The explosion in the sheer number of salespeople in the field — and the amount of funding used to promote their causes —forces close examination of the pressures, influences and relationships between drug reps and doctors. Salespeople provide much-needed information and education to physicians. In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers. With the huge investment the industry has placed in face-to-face selling, salespeople have essentially become specialists in one drug or group of drugs — a tremendous advantage in getting the attention of busy doctors in need of quick information.E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by the sales reps are often followed up with meals at expensive restaurants, meetings in warm and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug’s name, or see a nurse use a tablet not bearing a pharmaceutical company’s logo. Millions of dollars are spent by pharmaceutical companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls. Money well spent? It’s hard to tell. ‘ I’ve been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their me dicine,’ says one doctor. ‘I tend to think I’m not influenced by what they give me.’F Free samples of new and expensive drugs might be the single most effective way of getting doctors and patients to become loyal to a product. Salespeople hand out hundreds ofdollars’ worth of samples each week —$7.2 billion worth of them in one year. Though few comprehensive studies have been conducted, one by the University of Washington investigated how drug sample availability affected what physicians prescribe.A total of 131 doctors self-reported their prescribing patterns —the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.G The bottom line is that pharmaceutical companies as a whole invest more in marketing than they do in research and development. And patients are the ones who pay — in the form of sky-rocketing prescription prices —for every pen that’s handed out, every free theatre ticket, and every steak dinner eaten. In the end the fact remains that pharmaceutical companies have every right to make a profit and will continue to find new ways to increase sales. But as the medical world continues to grapple with what’s acceptable and what’s not, it is dear that companies must continue to be heavily scrutinized for their sales and marketing strategies.Questions 8-13Do the following statements agree with the views of the writer in Reading Passage 1?In boxes 8-13 on your answer sheet, writeYES if the statement agree with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this8 Sales representatives like Kim Schaefer work to a very limited budget.9 Kim Schaefer’s marketing technique may be open tocriticism on moral grounds.10 The information provided by drug companies is of little use to doctors.11 Evidence of drug promotion is clearly visible in the healthcare environment.12 The drug companies may give free drug sample to patients without doctors’ prescriptions.13 It is legitimate for drug companies to make money.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Do literate women make better mothers?Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, but until now no one has been able to show that a woman’s ability to read in itself improves her children’s chances of survival.Most literate women learnt to read in primary school, and the fact that a woman has had an education may simply indicate her family’s wealth or that it values its child ren more highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died in infancy. The research teams also examined the surviving children to find out how well-nourished they were.The investigators’ findings were striking. In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the curriculum during the women’s lessons, so he and his colleagues are looking at other factors. They are working with thesame group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female educatio n, at any age, is ‘an important health intervention in its own right’. The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.‘We’ve known for a long time that maternal education is important,’ says John Cleland of the London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started educating girls today, we’d have to wait a generati on for the pay-off. The Nicaraguan study suggests we may be able to bypass that.’Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. ‘The crusade was part of a larger effort to bring a better life to the people,’ says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.Questions 14-18Complete the summary using the list of words, A-J, below.Write the correct letter, A-J, in boxes 14-18 on your answer sheet.NB You may use any letter more than once.The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate 14............... to read and write. Public health experts have known for many years that there is a connection between child health and 15............... . However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by 16............... in Nicaragua. As a result, factors such as 17............... and attitudes to children have been eliminated, and it has been shown that 18............... can in itself improve infant health and survival.A child literacyB men and womenC an international research teamD medical careE mortalityF maternal literacyG adults and children H paternal literacy I a National Literacy CrusadeJ family wealthQuestions 19-24Do the following statements agree with the claims of the writer in Reading Passage 2?In boxes 19-24 on your answer sheet, writeYES if the statement agree with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what writer thinks about this19 About a thousand of the women interviewed by the researchers had learnt to read when they were children.20 Before the National Literacy Crusade, illiterate women hadapproximately the same levels of infant mortality as those who had learnt to read in primary school.21 Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.22 The women who had learnt to read through the National Literacy Crusade showed the greatest change in infant mortality levels.23 The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.24 After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.Question 25 and 26Choose TWO letters, A-E.Write the correct letters in boxes 25 and 26 on your answer sheet.Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?A It is better to educate mature women than young girls.B Similar campaigns in other countries would be equally successful.C The effects of maternal literacy programmes can be seen very quickly.D Improving child health can quickly affect a country’s economy.E Money spent on female education will improve child health.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.Questions 27-30Reading Passage 3 has six sections, A-F.Choose the correct heading for sections A-D from the list of headings below.Write the correct number, i-vii, in boxes 27-30 on your answer sheet.List of Headingsi The role of video violenceii The failure of government policyiii Reasons for the increased rate of bullyingiv Research into how common bullying is in British schools v The reaction from schools to enquiries about bullyingvi The effect of bullying on the children involvedvii Developments that have led to a new approach by schools27 Sections A28 Sections B29 Sections D30 Sections DPersistent bullying is one of the worst experiences a child can face. How can it be prevented?Peter Smith, Professor of Psychology at the University of Sheffield, directed the SheffieldAnti-Bullying Intervention Project, funded by the Department for Education.Here he reports on his findings.A Bullying can take a variety of forms, from the verbal —being taunted or called hurtful names ?—to the physical —being kicked or shoved — as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter ofpupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: ‘There is not much bullying here, but when it occur s we have a clear policy for dealing with it.’D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after’ evaluationsof interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time —not just imposed from the head tea cher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame’, can be useful in changing the behaviour of bullying pupils without confronting them directly,although other sanctions may be needed for those who continue with persistent bullying.Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying — and the consequent improvement in pupil happiness — is surely a worthwhile objective.Questions 31-34Choose the correct letter, A, B, C or D.Write the correct letter in boxes 31-34 on your answer sheet.31 A recent survey found that in British secondary schoolsA there was more bullying than had previously been the case.B there was less bullying than in primary schoolsC cases of persistent bullying were very common.D indirect forms of bullying were particularly difficult to deal with.32 Children who are bulliedA are twice as likely to commit suicide as the average person.B find it more difficult to relate to adults.C are less likely to be violent in later life.D may have difficulty forming relationships in late life.33 The writer thinks that the declaration ‘There is no bullying at this school’A is no longer true in many schools.B was not in fact made by many schools.C reflected the school’s lack of concern.D reflected a lack of knowledge and resources.34 What were the findings of research carried out in Norway?A Bullying declined by 50% after an anti-bullying campaign.B Twenty-one schools reduced bullying as a result of an anti-bullying campaign.C Two years is the optimum length for an anti-bullying campaign.D Bullying is a less serious problem in Norway than in the UK.Questions 35-39Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 35-39 on your answer sheet.What steps should schools take to reduce bullying?The most important step is for the school authorities to produce a 35............... which makes the school’s attitude towards bullying quite clear. It should include detailed 36...............as to how the school and its staff will react if bullying occurs.In addition, action can be taken trough the 37.............. . This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.Effective work can also be done with individual pupils and small groups. For example, potential 38............... of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective.Playground supervision will be more effective if members of staff are trained to recognize the difference between bullying and mere 39...............Questions 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.Which of the following is the most suitable title for Reading passage 3?A Bullying: what parents can doB Bullying: are the media to blame?C Bullying: the link with academic failureD Bullying: from crisis management to prevention剑桥雅思阅读6原文参考译文(test4)PASSAGE 1 参考译文：Doctoring salesPharmaceuticals is one of the most profitable industries in North America. But do the drugs industry’s sales and marketing strategies go too far?医药营销制药业是北美地区利润最大的行业之一。

剑桥雅思真题6阅读噪音READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Attitudes to languageIt is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.Language, moreover, is a very public behaviour, so it is easy fordifferent usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propoundedespecially in relation to grammar and vocabulary, and frequently with reference to pronunciation. The variety which is favoured, in this account, is usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write‘correctly’; deviations from it are said to be ‘incorrect’.All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the language. The authoritarian nature of the approach is best characterized by its reliance on ‘rules’ of grammar. Some usages are‘prescribed’, to be learnt and followed accurately; others are‘proscribed’, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them.These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarized in the statement thatit is the task of the grammarian to describe, not prescribe — to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second halfof the 18th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar () insists that ‘the custom of sp eaking is the original and only just standard of any language’. Linguistic issue, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis.In our own time, th e opposition between ‘descriptivists’ and‘prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms — of radical liberalism vs elitist conservatism.Questions 1-8Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 1-8 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 this1 There are understandable reasons why arguments occur about language.2 People feel more strongly about language education than about small differences in language usage.3 Our assessment of a person’s intelligence is affected by the way he or she uses language.4 Prescriptive grammar books cost a lot of money to buy in the 18th century.5 Prescriptivism still exists today.6 According to descriptivists it is pointless to try to stop language change.7 Descriptivism only appeared after the 18th century.8 Both descriptivists and prescriptivists have been misrepresented.Questions 9-12Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 9-12 on your answer sheet.The language debateAccording to 9______, there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical 10 ______.Conversely, the view of 11 ______, such as Joseph Priestly, is that grammar should be based on 12 ______.A descriptivistsB language expertsC popular speechD formal languageE evaluationF rulesG modern linguists H prescriptivists I changeQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s purpose in Reading Passage 1?A. to argue in favour of a particular approach to writing dictionaries and grammar booksB. to present a historical account of differing views of languageC. to describe the differences between spoken and written languageD. to show how a certain view of language has been discreditedREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Tidal PowerUndersea turbines which produce electricity from the tides are set to become an important source of renewable energy for Britain. It is still too early to predict the extent of the impact they may have, but all the signs are that they will play a significant role in the futureA. Operating on the same principle as wind turbines, the power in sea turbines comes from tidal currents which turn blades similar to ships’ propellers, but, unlike wind, the tides are predictable and the power input is constant. The technology raises the prospect of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would beable to close gas, coal and nuclear power plants and export renewable power to other parts of Europe. Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand.B. Tidal sites have already been identified that will produce one sixth or more of the UK’s power — and at prices competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the country’s electricity with banks of turbines under the sea, and anotherat Alderney in the Channel Islands three times the 1,200 megawatts ofBritain’s largest and newest nuclear plant, Sizewell B, in Suffolk. Othersites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland.C. Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s sustainable energy research group. Thefirst station is expected to be installed off Lynmouth in Devon shortly totest the technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: ‘The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years wewill be installing commercial marine turbine farms.’ Southampton has been awarded ￡215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents.D. A marine turbine blade needs to be only one third of the size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikely to be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades.E. Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel.F. One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it mightbe. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’Questions 14-17Reading Passage 2 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 14-17 on your answer sheet.NB You may use any letter more than once.14 the location of the first test site15 a way of bringing the power produced on one site back into Britain16 a reference to a previous attempt by Britain to find an alternative source of energy17 mention of the possibility of applying technology from another industryQuestions 18-22Choose FIVE letters, A-J.Write the correct letters in boxes 18-22 on your answer sheet.Which FIVE of the following claims about tidal power are made by the writer?A It is a more reliable source of energy than wind power.B It would replace all other forms of energy in Britain.C Its introduction has come as a result of public pressure.D It would cut down on air pollution.E It could contribute to the closure of many existing power stations in Britain.F It could be a means of increasing national income.G It could face a lot of resistance from other fuel industries.H It could be sold more cheaply than any other type of fuel.I It could compensate for the shortage of inland sites for energy production.J It is best produced in the vicinity of coastlines with particular features.Questions 23-26Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 23-26 on your answer sheet.An Undersea TurbineREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Information theory-the big ideaInformation theory lies at the heart of everything — from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our livesA. In April an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in , had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to showits age. Sensors and circuits were on the brink of failing and NASA experts realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging toNASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probemanaged to hear the faint call from its home planet, and successfully made the switchover.B. It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just a year earlier. Born in in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes — any area, in short, where data has to be conveyed rapidly yet accurately.C. This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technologyin . He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false — which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference —‘noise’ — intact.D. Noise usually means unwanted sounds which interfere with genuine information. Information theory generalses this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This rate depends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resu lting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of packaging up —‘coding’ — information to cope with the ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.E. Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have become part of everyday life — such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as , engineers made a major breakthrough by discovering so-called turbo codes —which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.F. Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meani ng. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannon showed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.Questions 27-32Reading Passage 3 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 27-32 on your answer sheet.27 an explanation of the factors affecting the transmission of information28 an example of how unnecessary information can be omitted29 a reference to Shannon’s attitude to fame30 details of a machine capable of interpreting incomplete information31 a detailed account of an incident involving information theory32 a reference to what Shannon initially intended to achieve in his researchQuestions 33-37Complete the notes below.Choose NO MORE THAN TWO WORDS form the passage for each answer.Write your answers in boxes 33-37 on your answer sheet.The Voyager 1 Space ProbeThe probe transmitted pictures of both 33______ and ______, then left the 34 ______.The freezing temperatures were found to have a negative effect on parts of the space probe.Scientists feared that both the 35 ______ and ______ were about to stop working.The only hope was to tell the probe to replace them with 36 ______ —but distance made communication with the probe difficult.A 37 ______ was used to transmit the message at the speed of light.The message was picked up by the probe and the switchover took place.Questions 38-40Do the following statements agree with the information given in Reading Passge 3?In boxes 38-40 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 this38 The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances.39 The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level.40 Products have now been developed which can convey more information than Shannon had anticipated as possible.PASSAGE 1 参照译文：对语言的态度对于语言展开系统、客观的研究并不难。

剑桥雅思6第一套听力Section3真题+解析剑桥雅思6第一套听力Section 3真题+ 解析SECTION 3 Questions 21-30Question 21Choose the correct letter, A, B or C.21 What is Brian going to do before the course starts?A attend a classB write a reportC read a bookQuestions 22-25Complete the table below.Write NO MORE THAN TWO WORDS for each answer.College Facility InformationRefectory inform them 22................ about special dietary requirements23................long waiting list，apply now Careers advice drop-in centre for information Fitness centre reduced 24................ for studentsLibrary includes books，journals，equipment room containing audio-visual materialsComputers ask your 25................ to arrange a password with the technical support teamQuestions 26-30Complete the summary below.Write NO MORE THAN TWO WORDS for each answer.Business CentreThe Business Resource Centre contains materials such as books and manuals to be used for training. It is possible to hire 26................... and 27................... .There are materials for working onstudy skills (e.g.28................... ) and other subjects include finance and29................... 30................... membership costs ￡50 per year.题型：选择，表格填空，句子填空考查技能：听出具体信息场景：课程咨询场景背景介绍学校经常会接到很多关于课程设置、课程内容及学校周边环境和设施的咨询电话。

第1章雅思（IELTS）考试指南1.1雅思考试简介1.雅思考试性质雅思（IELTS）考试，全称International English Language Testing（国际英语语言测试系统），为剑桥大学考试委员会外语考试部、英国文化协会和IDP教育集团共有，而在中国的雅思考试主要由英国文化协会负责。

该考试以其特有的可靠性和权威性，目前已得到全球多所院校机构、政府部门和职业机构的认可。

该项考试是为打算在交流语言为英语的国家或地区进行学习或工作的人们所设置的英语语言水平考试。

2.雅思考试分类和目的雅思考试分为学术类（Academic）和培训类（General Training）两种类型，学术类在于测试考生是否有在英语环境中就读高校本科或研究生课程的语言能力；普通培训类适用计划移民、出国工作或申请国外非学术培训、中学课程的考生，侧重点在于评估考生是否掌握足够英语技能在英语国家生活的能力。

1.2雅思考试试题分析及解题技巧雅思考试是对考生听说读写四项英语交流能力的测试，测试内容包括听力、阅读、写作和口语共四部分。

雅思考试的试卷结构如下所示：雅思学术类和培训类考试总时间均为2小时24分钟，其中对于听力和口语部分，学术类和培训类考试的测试内容完全相同；而阅读部分和写作部分则使用不同的试题。

需要注意的是除口语外，听力、阅读和写作均在同一天进行测试。

1.雅思听力试题分析及解题技巧雅思听力部分主要是对考生在英语语境中，对实际使用中英语的适应和理解能力的测试。

雅思听力由四部分构成，难度会依次递增，第一部分为两人对话，第二部分通常为一段独白（对话的形式较少出现），第三部分为多人对话（最多四人），第四部分又是一段独白。

其中前两部分内容涉及社会课题，而后两部分与与教育或培训课题相关。

听力时间为30分钟，录音结束后会有10分钟誊写答案的时间，需注意雅思听力中的录音只放一遍。

雅思听力的测试形式多样，其中历年考试中考过的题型达到十几种，主要包括选择题、简答题、完成句子题、完成笔记/表格/图表/摘要/流程图/时间表题、为图表/设计图/地图做标记题、分类和配对题等。