雅思阅读官方真题一套
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1. Spider silk cuts weight of bridges
A strong, light bio-material made by genes from spiders could transform construction and industry.
A Scientists have succeeded in copying the silk-producing gene of the Golden Orb Weaver
spider and are using them to create a synthetic material which they believe is the model for a new generation of advanced bio-materials. The new material, biosilk, which has been spun for the first time by researchers at DuPont, has an enormous range of potential uses in construction and manufacturing.
B The attraction of the silk spun by the spider is a combination of great strength and enormous
elasticity, which man-made fibres have been unable to replicate. On an equal-weight basis, spider silk is far stronger than steel and it is estimated that if a single strand could be made about 10m in diameter, it would be strong enough to stop a jumbo jet in flight. A third important factor is that it is extremely light. Army scientists are already looking at the possibilities of using it for lightweight, bullet-proof vests and parachutes.
C For some time, biochemists have been trying to synthesise the drag-line silk of the Golden Orb
Weaver. The drag-line silk, which forms the radial arms of the web, is stronger than the other parts of the web and some biochemists believe a synthetic version could prove to be as important a material as nylon, which has been around for 50 years, since the discoveries of Wallace Carothers and his team ushered in the age of polymers.
D To recreate the material, scientists, including Randolph Lewis at the University of Wyoming,
first examined the silk-producing gland of the spider. "We took out the glands that produce the silk and looked at the coding for the protein material they make, which is spun into a web. We then went looking for clones with the right DNA," he says.
E At DuPont, researchers have used both yeast and bacteria as hosts to grow the raw material,
which they have spun into fibres. Robert Dorsch, DuPont’s director of biochemical development, says the globules of protein, comparable with marbles in an egg, are harvested and processed. "We break open the bacteria, separate out the globules of protein and use them as the raw starting material. With yeast, the gene system can be designed so that the material excretes the protein outside the yeast for better access," he says.
F "The bacteria and the yeast produce the same protein, equivalent to that which the spider uses
in the drag lines of the web. The spider mixes the protein into a water-based solution and then spins it into a solid fibre in one go. Since we are not as clever as the spider and we are not using such sophisticated organisms, we substituted man-made approaches and dissolved the protein in chemical solvents, which are then spun to push the material through small holes to form the solid fibre.”
G Researchers at DuPont say they envisage many possible uses for a new biosilk material. They
say that earthquake-resistant suspension bridges hung from cables of synthetic spider silk fibres may become a reality. Stronger ropes, safer seat belts, shoe soles that do not wear out so quickly and tough new clothing are among the other applications. Biochemists such as Lewis see the potential range of uses of biosilk as almost limitless. "It is very strong and retains elasticity; there are no man-made materials that can mimic both these properties. It is also a biological material with all the advantages that has over petrochemicals," he says.
H At DuPond’s laboratories, Dorsc h is excited by the prospect of new super-strong materials but
he warns they are many years away. "We are at an early stage but theoretical predictions are that we will wind up with a very strong, tough material, with an ability to absorb shock, which is stronger and tougher than the man-made materials that are conventionally available to us," he says.
I The spider is not the only creature that has aroused the interest of material scientists. They have
also become envious of the natural adhesive secreted by the sea mussel. It produces a protein adhesive to attach itself to rocks. It is tedious and expensive to extract the protein from the mussel, so researchers have already produced a synthetic gene for use in surrogate bacteria.
Questions 1-5
The passage has nine paragraphs A-I.
Which paragraph contains the following information?
Write the correct letter A-I in boxes 1-5 on your answer sheet.
1 a comparison of the ways two materials are used to replace silk-producing glands
2 predictions regarding the availability of the synthetic silk
3 on-going research into other synthetic materials
4 the research into the part of the spider that manufactures silk
5 the possible application of the silk in civil engineering
Questions 6- 11
Complete the flow chart below.
Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 6-11 on your answer sheet..
Synthetic gene growth in 6_______ or 7_________
globules of 8 ________
dissolved in 9__________
passed through 10 ________
to produce 11 ___________
Questions 12- 14
Do the following statements agree with the information given in Reading Passage 1? In boxes 12-14 on your answer sheet write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
12 Biosilk has already replaced nylon in parachute manufacture.
13 The spider produces silk of varying strengths.
14 Lewis and Dorsch co-operated in the synthetic production of silk.
READING PASSAGE 2
You should spend about 20 minutes on Questions 15-27 which are based on Reading Passage 2.
TEACHING IN UNIVERSITIES
In the 19th century, an American academic, Newman, characterised a university as: “a place of teaching universal kn owledge…(a plane for) the
diffusion and extension of knowledge rather than its advancement.”
Newman argued that if universities were not for teaching but rather for scientific discovery, then they would not need students.
Interestingly, during this century, while still teaching thousands of students each year, the resources of most universities have been steadily channelled away from teaching into research activities. Most recently, however, there have been strong moves in both North America and the United Kingdom to develop initiatives that would enhance the profile of the teaching institutions of higher education. In the near future, therefore, as well as the intrinsic rewards gained from working with students and the sense that they are contributing to their overall growth and development, there should soon be extrinsic rewards, in the form of job promotion, for those pursuing academic excellence in teaching in universities.
In the future, there will be more focus in universities on the quality of their graduates and their progression rates. Current degree courses, whose assessment strategies require students to learn by rote and reiterate the course material, and which do not require the student to interact with the material, or construct a personal meaning about it or even to understand the discipline, are resulting in poor learning outcomes. This traditional teaching approach does not take into account modern theories of education, the individual needs of the learner, nor his or her prior learning experience.
In order for universities to raise both the quality and status of teaching, it is first necessary to have some kind of understanding of what constitutes good practice. A 1995 report, compiled in Australia, lists eight qualities that researchers agree are essential to good teaching.
Good teachers...
A are themselves good learners - resulting in teaching that is dynamic, reflective and constantly
evolving as they learn more and more about teaching;
B display enthusiasm for their subject and the desire to share it with their students;
C recognise the importance of context and adjust their teaching accordingly;
D encourage deep learning approaches and are concerned with developing their students' critical
thinking skills, problem solving skills and problem-approach behaviours:
E demonstrate an ability to transform and extend knowledge, rather than merely transmit it;
F recognise individual differences in their students and take advantage of these;
G set clear goals, use valid assessment techniques and provide high-quality feedback to their
students;
In addition to aiming to engage students in the learning process, there is also a need to address the changing needs of the marketplace. Because in many academic disciplines the body of relevant knowledge is growing at an exponential rate, it is no longer possible, or even desirable, for an individual to have a complete knowledge base. Rather, it is preferable that he or she should have an understanding of the concepts and the principles of the subject, have the ability to apply this understanding to new situations and have the wherewithal to seek out the information that is needed.
As the world continues to increase in complexity, university graduates will need to be equipped to cope with rapid changes in technology and to enter careers that may not yet be envisaged, with change of profession being commonplace. To produce graduates equipped for this workforce, it is essential that educators teach in ways that encourage learners to engage in deep learning, which may be built upon in the later years of their course, and also be transferred to the workplace.
The new role of the university teacher, then, is one that focuses on the students' learning rather than the instructor's teaching. The syllabus is more likely to move from being a set of learning materials made up of lecture notes, to a set of learning materials made up of print, cassettes, disks and computer programs. Class contact hours will cease to be the major determinant of an academic workload. The teacher will then be released from being the sole source of information transmission and will become instead more a learning manager, able to pay more attention to the development and delivery of education rather than content.
Student-centred learning activities will also require innovative assessment strategies. Traditional assessment and reporting has aimed to produce a single mark or grade for each student. The mark is intended to indicate three things: the extent to which the learned material was mastered or understood; the level at which certain skills were performed and the degree to which certain attitudes were displayed.
A deep learning approach would test a student’s ab ility to identify and tackle new and unfamiliar 'real world' problems. A major assessment goal will be to increase the size and complexity of assignments and minimise what can be achieved by memorising or reproducing content. Wherever possible, students will be involved in the assessment process to assist them to learn how to make judgments about themselves and their work.
Questions 15-18
Do the following statements agree with the information given in Reading Passage 2?
In the boxes 15-18 on your answer sheet write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
15Newman believed that the primary focus of universities was teaching.
16Job promotion is already used to reward outstanding teaching.
17Traditional approaches to assessment at degree level are having a negative effect on the learning process.
Questions 19-23
Look at the eight qualities A-H of “good teachers” in Reading Passage 2 and the statements below (Questions 19-23).
Match each quality to the statement with the same meaning.
Write the correct letter A-H in boxes 19-23 on your answer sheet.
Good teachers
19 can adapt their materials to different learning situations.
20 assist students to understand the aims of the course.
21 are interested in developing the students as learners.
22treat their students with dignity and concern.
23continually improve their teaching by monitoring their skills.
Questions 24-27
Choose the correct letter, A, B, C or D
Write your answers in boxes 24-27 on your answer sheet.
24 In the future, university courses will focus more on
A developing students’ skills and concepts.
B expanding students’ knowledge.
C providing work experience for students.
D graduating larger numbers of students.
25 According to the author, university courses should prepare students to
A do a specific job well.
B enter traditional professions.
C change jobs easily.
D create their own jobs.
26 The author believes that new learning materials in universities will result in
A more work for teachers.
B a new role for teachers.
C more expensive courses.
D more choices for students.
27 The author predicts that university assessment techniques will include more
A in-class group assignments.
B theoretical exams.
C problem-solving activities.
D student seminar presentations.
READING PASSAGE 3
Rising Sea Levels
A
During the night of 1st February 1953, a deadly combination of winds and tide raised the level of the
North Sea, broke through the dykes which protected the Netherlands arid inundated farmland and villages as far as 64 km from the coast, killing thousands. For people around the world who inhabit
low-lying areas, variations in sea levels are of crucial importance and the scientific study of oceans has attracted increasing attention. Towards the end of the 1970s, some scientists began suggesting that global warming could cause the world's oceans to rise by several metres. The warming, they claimed, was an inevitable consequence of increasing carbon dioxide in the atmosphere which acted like a greenhouse to trap heat in the air. The greenhouse warming was predicted to lead to rises in sea levels in a variety of ways. Firstly, heating the ocean water would cause it to expand. Such expansion might be sufficient to raise the sea level by 300mm in the next 100 years. Then there was the observation that in Europe's Alpine valleys glaciers had been shrinking for the past century. Meltwater from the mountain glaciers might have raised the oceans 50mm over the last 100 years and the rate is likely to increase in future. A third threat is that global warming might cause a store of frozen water in Antarctica to melt which would lead to a calamitous rise in sea level of up to five metres.
B
The challenge of predicting how global warming will change sea levels led scientists of several
disciplines to adopt a variety of approaches. In 1978 J H Mercer published a largely theoretical statement that a thick slab of ice covering much of West Antarctica is inherently unstable. He suggested that this instability meant that, given just 5 degrees Celsius of greenhouse warming in the south polar region, the floating ice shelves surrounding the West Antarctic ice sheet would begin to disappear. Without these buttresses the grounded ice sheet would quickly disintegrate and coastlines around the world would be disastrously flooded. In evidence Mercer pointed out that between 130,000 and 110,000 years ago there had been just such a global warming as we have had in the past 20,000 years since the last ice age. In the geological remains of that earlier period there are indications that the sea level was five metres above the current sea level- just the level that would be reached if the West Antarctic ice sheet melted. The possibility of such a disastrous rise led a group of American investigators to form SeaRISE (Sea-level Response to Ice Sheet Evolution) in 1990. SeaRISE reported the presence of Five active "ice streams" drawing ice from the interior of West Antarctica into the Ross Sea. They stated that these channels in the West Antarctic ice sheet "may be manifestations of collapse already under way."
C
But doubt was cast on those dire warnings by the use of complex computer models of climate. Models of atmospheric and ocean behaviour predicted that greenhouse heating would cause warmer, wetter air to reach Antarctica, where it would deposit its moisture as snow. Thus, the sea ice surrounding the continent might even expand causing sea levels to drop. Other observations have caused scientists working on Antarctica to doubt that sea levels will be pushed upward several metres by sudden melting. For example, glaciologists have discovered that one of the largest ice streams stopped moving about 130 wars ago. Ellen Mosley-Thompson, questioning the SeaRISE theory, notes that ice streams "seem to start and stop, and nobody really knows why." Her own measurements of the rate of snow accumulation near the South Pole show that snowfalls have increased substantially in recent decades as global temperature has increased.
D
Most researchers are now willing to accept that human activities have contributed to global warming, but no one can say with any assurance whether the Antarctic ice cap is growing or shrinking in response.
A satellite being planned by the National Aeronautics and Space Administration will use laser range finders to map changes in the elevation of the polar ice caps, perhaps to within 10 millimetres, and should end the speculation.
E
Whatever the fate of the polar ice caps may be, most researchers agree that the sea level is currently rising. That, however, is difficult to prove. Tide gauges in ports around the world have been measuring sea levels for decades but the data are flawed because the land to which the gauges are attached can itself be moving up and down. In Stockholm the data from the sea level gauge show the sea level to be falling at four millimetres a year, but that is because all Scandinavia is still rebounding after being crushed by massive glaciers during the last ice age. By contrast, the gauge at Honolulu, which is more stable, shows the sea level to be rising at a rate of one and a half millimetres a year. Unstable regions cannot be omitted from the data because that would eliminate large areas of the world. Most of the eastern seaboard of North America is still settling after a great ice sheet which covered Eastern Canada 20,000 years ago tilted it up. And then there is buckling occurring at the edges of the great tectonic plates as they are pressed against each other. There is also land subsidence as oil and underground water is tapped. In Bangkok, for example, where the residents have been using groundwater, land subsidence makes it appear as if the sea has risen by almost a metre in the past 30 years.
F
Using complex calculations on the sea level gauge data, Peltier and Tushingham found that the global sea level has been rising at a rate of 2mm a year over the past few decades. Confirmation came from the TOPEX satellite which used radar altimeters to calculate changes in ocean levels. Steven Nerem, working on the TOPEX data, found an average annual sea level rise of 2mm which is completely compatible with the estimates that have come from 50 years of tide gauge records. The key question still facing researchers is whether this trend will hold steady or begin to accelerate in response to a warming climate. The Intergovernmental Panel on Climate Change gives the broad prediction for the next century of a rise between 200mm and 1 metre.
Questions 33 - 40
Complete each sentence with the correct ending A-L from the box below. Write the correct letter A-L in boxes 33-40 on your answer sheet.
雅思阅读预测真题库4参考答案
Animal’s Self-Medicatin TRUE/NOT GIVEN/FALSE/TRUE pitch/terpenses/alkaloids/detoxity/hooks G/D/E/C Development of Public Management Theory BE/AD/AB/AC/A/B/D/C/B ---------------------------------------------17 Koalas C/C/A/B/A YES/NO/NO/NOT GIVEN/YES/NOT GIVEN/YES A Coastal Archaeology of Britain C/D/A TRUE/FALSE/TRUE/FALSE/NOT GIVEN/TRUE/TRUE/ADF
Communication Styles and Conflict iii/vii/i/iv/ix/viii/v/ii TRUE/FALSE/NOT GIVEN/TRUE/TRUE B Talc Powder Applied on Food and Agricultural Industries B/B/A/A/C/B 20/foam/waste water/harmful/biodegrade/droplet(s)/lamination(packing)/gr ape grower(s) Human Navigation-finding our way B / C / A / C / B / C / D / A / TRUE / NOT GIVEN / TRUE / FALSE / NOT GIVEN Plant Scents B/A/F/C TRUE/NOT GIVEN/TRUE/FALSE B/B/C/D/A
雅思阅读模拟试题及答案解析(4)
雅思阅读模拟试题及答案解析（4）
Selling Digital Music without Copy-protection Makes Sense A. It was uncharacteristically low-key for the industry’s greatest showman. But the essay published this week by Steve Jobs， the boss of Apple，on his firm’s website under the unassuming title “Thoughts on Music” has nonetheless provoked a vigorous debate about the future of digital music，which Apple dominates with its iPod music-player and iTunes music-store. At issue is “digital rights management” (DRM)—the technology guarding downloaded music against theft. Since there is no common standard for DRM， it also has the side-effect that songs purchased for one type of music-player may not work on another. Apple’s DRM system， called FairPlay， is the most widespread. So it came as a surprise when Mr. Jobs called for DRM for digital music to be abolished. B. This is a change of tack for Apple. It has come under fire from European regulators who claim that its refusal to license FairPlay to other firms has “locked in” customers. Since music from the iTunes store cannot be played on non-iPod music-players (at least not without a lot of fiddling)， any iTunes buyer will be deterred from switching to a device made by a rival firm， such as Sony or Microsoft. When French lawmakers drafted a bill last year compelling Apple to open up FairPlay to rivals， the company warned of “state-sponsored piracy”. Only DRM， it implied， could keep the pirates at bay. C. This week Mr. Jobs gave another explanation for his former defence of DRM： the record companies made him do it. They would make their music available to the iTunes store only if Apple agreed to protect it using DRM. They can still withdraw their catalogues if the DRM system is compromised. Apple cannot license FairPlay to others， says Mr Jobs， because it would depend on them to produce security fixes promptly. All DRM does is restrict consumer choice and provide a barrier to entry， says Mr Jobs； without it there would be far more stores and players， and far more innovation. So， he suggests， why not do away with DRM and sell music unprotected？“This is
雅思阅读模拟试题及答案解析(2)
雅思阅读模拟试题及答案解析（2）
Next Year Marks the EU's 50th Anniversary of the Treaty A. After a period of introversion and stunned self-disbelief，continental European governments will recover their enthusiasm for pan-European institution-building in . Whether the European public will welcome a return to what voters in two countries had rejected so short a time before is another matter. B. There are several reasons for Europe’s recovering self-confidence. For years European economies had been lagging dismally behind America (to say nothing of Asia)， but in the large continental economies had one of their best years for a decade， briefly outstripping America in terms of growth. Since politics often reacts to economic change with a lag，’s improvement in economic growth will have its impact in ， though the recovery may be ebbing by then. C. The coming year also marks a particular point in a political cycle so regular that it almost seems to amount to a natural law. Every four or five years， European countries take a large stride towards further integration by signing a new treaty： the Maastricht treaty in 1992， the Treaty of Amsterdam in 1997， the Treaty of Nice in . And in they were supposed to ratify a European constitution， laying the ground for yet more integration—until the calm rhythm was rudely shattered by French and Dutch voters. But the political impetus to sign something every four or five years has only been interrupted，not immobilised， by this setback. D. In the European Union marks the 50th anniversary of another treaty—the Treaty of Rome， its founding charter. Government leaders have already agreed to celebrate it ceremoniously， restating their commitment to “ever closer union” and the basic ideals of European unity. By itself， and in normal circumstances， the EU’s 50th-birthday greeting to itself would be fairly meaningless， a routine expression of European good fellowship. But it does not take a Machiavelli to spot that once governments have signed the declaration (and it seems unlikely anyone would be so uncollegiate as to veto
剑桥雅思口语真题解析
剑桥雅思口语真题解析 Part 1: 1.1姓名 1. What’s your full name? 2. Can I have your name, please? 3. Are there any special meanings of your name? 4. Do you like your name? Why? 5. Do Chinese people like changing their names? 6. What kind of people in China like changing their names? 7. Is there any rule for Chinese people giving names to their children? 1.2故乡 My hometown is Guangzhou. It is the capital of Guangdong province in the southwest of China. It is a large industrial city. It is close to Hong Kong so a lot of the industries involve trade and retail. It is also a finance area. The people in Guangzhou are very genial and helpful, also are very easy to get around. If you lose your way and ask someone, he will give you the direction immediately, he can also give you a hand if you are in trouble. By the year 2011, it is believed that my hometown Guangzhou has become the economic center of China. 2. Where is it located? 3. How about the climate in your hometown? Which season do you like? In my hometown Guangzhou, the four seasons are not evident, which only has spring and summer. It is too hot in the summer and it is also humid in the winter. I like summer better, for we will go swimming and start our outdoor activities in the summer, it gives us pretty environment, which full of various kinds of colors. Another reason is that it is suitable for traveling around. 4. How about the people in your hometown? The people in my hometown Guangzhou are very genial and helpful, also are very easy to get around. People will always give you a hand with things. If you lose your way and ask someone, he will give you the direction immediately, he can also give you a hand if you are in trouble. 5. What do most people do in your hometown? 6. Oh yes. Even though Guangzhou is very modern, it has some interesting temples and streets. There is one called the Temple of Six Banyan Trees and it was built about 1500 years ago. There is also a famous cultural and commercial street in Guangzhou called Beijing Road. In this street, you can not only see a historic exhibition about different years roadbed, which has more than thousand histories, but also has many business shops sale almost all kinds of things. Besides, you can taste traditional snacks and refreshments or experience temples with /unusual special architectural style nearby. Anyway, it is an interesting place so worth to visit! 7. How about the style of the building in your hometown? 8. What is one of the greatest changes having taken place over the years? 9. What problems still exist in your hometown? 10. How to improve the situation in your hometown? 11. Where is Chinese population mainly distributed? 12. What changes have occurred in people’s dwelling? 1.3学习 1. Are you an employee or a student? (Are you working or studying?) 2. What is your major?
剑桥雅思7阅读解析汇报test4
Question 1 答案：TRUE 关键词：large numbers of people, build the pyramids 定位原文: 第1段第2句: “The conventional picture is that…” 解题思路: 此题通过定位词可以迅速定位至首段第2句话，题干对文章定位句的概括性改写分析如下：generally believed — conventional picture, large numbers of people — tens of thousands of slaves. 因此答案很明显应该是TRUE。 Question 2 答案：FALSE 关键词：hieroglyph, Egyptian monument 定位原文: 首段第5句: “While perusing a book…” 解题思路: 此题定位词在文中原词出现，可以快速定位。文中定位句指出Clemmons是在一本关于埃及古迹的书中读到的象形文字信息，而题目却说她在一座埃及古迹的墙上发现了象形文字，显然题目与文章相悖，因此此题答案为FALSE。 Question 3 答案：NOT GIVEN 关键词：experiment, bird flight 定位原文: 无 解题思路: 题干的定位信息在文章中未出现，此题为最典型的“原文完全未提及型”，故答案为NOT GIVEN Question 4 答案： TRUE 关键词：theory 定位原文: 第4段首句：”Earlier this year...”今年早些时候，他们把Clemmons空头理论付诸实验 解题思路: 题目与文章完全相符，因此此题答案为TRUE Question 5
2015年雅思阅读模拟试题及答案解析三
Time to cool it 1 REFRIGERATORS are the epitome of clunky technology： solid， reliable and just a little bit dull. They have not changed much over the past century， but then they have not needed to. They are based on a robust and effective idea--draw heat from the thing you want to cool by evaporating a liquid next to it， and then dump that heat by pumping the vapour elsewhere and condensing it. This method of pumping heat from one place to another served mankind well when refrigerators' main jobs were preserving food and， as air conditioners， cooling buildings. Today's high-tech world， however， demands high-tech refrigeration. Heat pumps are no longer up to the job. The search is on for something to replace them. 2 One set of candidates are known as paraelectric materials. These act like batteries when they undergo a temperature change： attach electrodes to them and they generate a current. This effect is used in infra-red cameras. An array of tiny pieces of paraelectric material can sense the heat radiated by， for example， a person， and the pattern of the array's electrical outputs can then be used to construct an image. But until recently no one had bothered much with the inverse of this process. That inverse exists， however. Apply an appropriate current to a paraelectric material and it will cool down. 3 Someone who is looking at this inverse effect is Alex Mischenko， of Cambridge University. Using commercially available paraelectric film， he and his colleagues have generated temperature drops five times bigger than any previously recorded. That may be enough to change the phenomenon from a laboratory curiosity to something with commercial applications. 4 As to what those applications might be， Dr Mischenko is still a little hazy. He has， nevertheless， set up a company to pursue them. He foresees putting his discovery to use in more efficient domestic fridges and air conditioners. The real money， though， may be in cooling computers. 5 Gadgets containing microprocessors have been getting hotter for a long time. One consequence of Moore's Law， which describes the doubling of the number of transistors on a chip every 18 months， is that the amount of heat produced doubles as well. In fact， it more than doubles， because besides increasing in number，the components are getting faster. Heat is released every time a logical operation is performed inside a microprocessor， so the faster the processor is， the more heat it generates. Doubling the frequency quadruples the heat output. And the frequency has doubled a lot. The first Pentium chips sold by Dr Moore's company，Intel， in 1993， ran at 60m cycles a second. The Pentium 4--the last "single-core" desktop processor--clocked up 3.2 billion cycles a second. 6 Disposing of this heat is a big obstruction to further miniaturisation and higher speeds. The innards of a desktop computer commonly hit 80℃. At 85℃， they
雅思阅读判断题型解题方法
雅思阅读判断题型解题方法 雅思阅读板块题型多样，其中判断题是必考题型，本文以剑桥雅思阅读真题为例，和大家解析雅思阅读中判断题型的解题方法。 剑桥雅思阅读真题解析判断题型解题方法 一、判断题题干有表示比较关系的词，考生需注意题目重点考察比较关系。 常见的比较关系词： 比较级：more/ less /adj-er than… 同级比较：as…as…/the same as…/equal/ like 试题中若出现以上比较关系词，需标记题中的比较对象(A 、B)，并明确比较逻辑(如A比B更聪明)，即可快速完成审题。如： 39. It is easier to find meaning in the field of science than in the field of art. – Test 2, Cambridge IELTS 11 审题步骤： 1.确定比较对象：A – field of science (科学领域)、B – field of art (艺术领域) 2.确定比较逻辑：科学的含义比艺术的含义更容易被人们理解(easier to find meaning)。 除了上述较明显的比较关系词外，出题人还会使用较隐晦的表达阐述比较关系，用以干扰考生的判断。因此，在审题时还需注意下列
具有隐含比较关系的表达： prefer to… compare to/compare with/contrast similar to…/similarly superior to/inferior to unusual 同样，考生在判定题干存在比较关系后，需标记题中的比较对象并明确比较逻辑。如： 35. Teachers say they prefer suggestopedia to traditional approaches to language teaching. – Test 1, Cambridge 7 1.确定比较对象：A –suggestopedia(暗示教学)、B –traditional approaches(传统教学方法) 2.确定比较逻辑：暗示教学比传统教学方法更受老师喜欢(teachers say they prefer)。 二、借助以下2种解题思路辅助解题： 1.题干中A、B存在比较关系但原文A、B不存在比较关系时，答案应为未提及——NOT GIVEN。 先看个简单的例子： 题干：喜茶比星爸爸贵得多。 原文：我的意中人是个盖世英雄，有一天他会踏着七彩祥云，排
剑桥雅思9阅读解析test2
剑桥雅思9阅读解析test2
Passage1 Question 1 答案： H 关键词： national policy 定位原文: H段第1句“The New Zealand Government…” 解题思路: 这一段的首句就以一种叙事口吻向考生交代了新西兰全国上下正在开展的一场为残疾人服务 的战略，该句含义为“新西兰政府已经制定出一项‘新西兰残疾人事业发展战略’，并开始进入广泛咨 询意见的阶段。”另外，在该段其它语句中也提到the strategy recognises..., Objective 3...is to provide...等信息，非常符合题干中account一词的含义。 Question 2 答案： C 关键词： global team 定位原文： C段最后一句“The International Institute of…” 解题思路：这句含义为“在世界卫生组织的建议下，国际噪声控制工程学会(I-INCE)成立了一个国际工作小组来”，这句话中international能够对应题干中的global, 而working party能够对应team。这是对应关系非常明显的一道题目。 Question 3 答案： B 关键词： hypothesis, reason, growth in classroom noise 定位原文： B段第3句“Nelson and Soil have also suggested...” 解题思路：在该段首句中就出现了classroom noise这个词，因此该段有可能就是本题的对应段落。在接下来的叙述Nelson and Soil have also suggested...中，suggest一词能够对应题干中的hypothesis 后一句中的This all amounts to heightened activity and noise levels，与题干中的one reason相对应 Question 4
2019雅思阅读考试真题(2)
2019年11月4日雅思阅读机经真题答案及解析 一、考试概述： 本次考试的文章两篇新题一篇旧题，第一篇描述了两个科学家在撒哈拉的发现，研究了古代人的生存方式，第二篇是讲了利用心理学对课堂行为实行研究，第三篇是讲非语言交流的，人类除了用语言交流，其他手势、行为等的非语言形式也很重要 二、具体题目分析 Passage 1： 题目：Human Remain in Green Sahara 题型：判断题4 +简答题3+填空题6 新旧水准：旧题 文章大意：描述了两个科学家在撒哈拉的发现，研究古代人的生存方式。 参考文章： Human Remain in Green Sahara A On October 13,2,000, a small team of paleontologists led by Paul Sereno of the University of Chicago clambered out of three battered Land Rovers, filled their water bottles, and scattered on foot across the toffee-colored sands of the Tenere desert in northern Niger. The Tenere，on the southern flank of the Sahara, easily ranks among the most desolate landscapes on Earth. The Tuareg，turbaned nomads who for centuries have ruled this barren realm, refer to it as a
雅思海外阅读8套真题(含答案解析)
Reading One READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1. Bovids The family of mammals called bovids belongs to the Artiodactyl class, which also includes giraffes. Bovids are highly diverse group consisting of 137 species, some of which are man’s most important domestic animals. Bovids are well represented in most parts of Eurasia and Southeast Asian islands, but they are by far the most numerous and diverse in the latter. Some species of bovid are solitary, but others live in large groups with complex social structures. Although bovids have adapted to a wide range of habitats, from arctic tundra to deep tropical forest, the majority of species favour open grassland, scrub or desert. This diversity of habitat is also matched by great diversity in size and form: at one extreme is the royal antelope of West Africa, which stands a mere 25 cm at the shoulder; at the other, the massively built bisons of North America and Europe, growing to a shoulder height of 2.2m. Despite differences in size and appearance, bovids are united by the possession of certain common features. All species are ruminants, which means that they retain undigested food in their stomachs, and regurgitate it as necessary. Bovids are almost exclusively herbivorous. Typically their teeth are highly modified for browsing and grazing: grass or foliage is cropped with the upper lip and lower incisors (the upper incisors are usually absent), and then ground down by the cheek teeth. As well as having cloven, or split, hooves, the males of all bovid species and the females of most carry horns. Bovid horns have bony cores covered in a sheath of horny material that is constantly renewed from within; they are unbranched and never shed. They vary in shape and size: the relatively simple horns of a large Indian buffalo may measure around 4m from tip to tip along the outer curve, while the various gazelles have horns with a variety of elegant curves. Five groups, or sub-families, may be distinguished: Bovinae, Antelope, Caprinae, Cephalophinae and Antilocapridae. The sub-family Bovinae comprises most of the larger bovids, including the African bongo, and nilgae, eland, bison and cattle. Unlike most other bovids they are all non-territorial. The ancestors of the various species of domestic cattle banteng, gaur, yak and water buffalo are generally rare and endangered in the wild, while the auroch (the ancestor of the domestic cattle of Europe) is
2014年雅思阅读模拟试题及答案解析（2）
Next Year Marks the EU's 50th Anniversary of the Treaty A. After a period of introversion and stunned self-disbelief， continental European governments will recover their enthusiasm for pan-European institution-building in 2007. Whether the European public will welcome a return to what voters in two countries had rejected so short a time before is another matter. B. There are several reasons for Europe’s recovering self-confidence. For years European economies had been lagging dismally behind America (to say nothing of Asia)， but in 2006 the large continental economies had one of their best years for a decade， briefly outstripping America in terms of growth. Since politics often reacts to economic change with a lag， 2006’s improvement in economic growth will have its impact in 2007， though the recovery may be ebbing by then. C. The coming year also marks a particular point in a political cycle so regular that it almost seems to amount to a natural law. Every four or five years，European countries take a large stride towards further integration by signing a new treaty： the Maastricht treaty in 1992， the Treaty of Amsterdam in 1997， the Treaty of Nice in 2001. And in 2005 they were supposed to ratify a European constitution，laying the ground for yet more integration—until the calm rhythm was rudely shattered by French and Dutch voters. But the political impetus to sign something every four or five years has only been interrupted， not immobilised， by this setback. D. In 2007 the European Union marks the 50th anniversary of another treaty —the Treaty of Rome， its founding charter. Government leaders have already agreed to celebrate it ceremoniously， restating their commitment to “ever closer union”and the basic ideals of European unity. By itself， and in normal circumstances，the EU’s 50th-birthday greeting to itself would be fairly meaningless， a routine expression of European good fellowship. But it does not take a Machiavelli to spot that once governments have signed the declaration (and it seems unlikely anyone would be so uncollegiate as to veto it) they will already be halfway towards committing themselves to a new treaty. All that will be necessary will be to incorporate the 50th-anniversary declaration into a new treaty containing a number of institutional