ielts_reading_test_1
IELTS 13 Test 1 重点词汇
IELTS 13 Test 1Reading Passage 1Case Study: Tourism New Zealand websiteParagraph 1tourism n. 旅游业inhabitant n. 居民long-haul adj. 长途的gross domestic product 国民生产总值sector n. 部门；生产launch v. 推出；创立；发射（火箭等）campaign n. 大型活动；战役scenic n. 风景好的exhilarating adj. 令人醒份的，激动人心的authentic adj. 真实的，原汁原味的Paragraph 2potential adj. 潜在的destination n. 目的地scheme n. 计划，方案undergo v. 经历annual adj. 年度的，每年的solely adv. 完全是，仅仅是geographical adj. 地理的account for 占…百分比be composed of 由…组成perceive v. 接受，感知reliable adj. 可靠的evaluation n. 评估Paragraph 3 blockbuster n. 电影大片stunning adj. 吸引人的，令人窒息的devise v. 设计itinerary n. 行程catalogue v. 把…编目分类Paragraph 4 register v. 注册submit v. 提交Paragraph 5 innovation n. 创新expenditure n. 花销annual adj. 每年的Paragraph 6 infrastructure n. 基础设施underlying adj. 潜在的strategy n. 策略Paragraph 7 unique adj. 独特的，独一无二的comprehensive adj. 全面的IELTS 1 3 TEST 1 真题考点词替换清单1.allow------ be able to2.regularly------ on a regular basis3.impact------ effect4.various------ a number of5.varied------ different6.depending on------ according to7.selected------ chosen8.send------ submit9.provide------ deviseReading Passage 2Why being bored is stimulating—useful, tooParagraph Astimulating adj. 有刺激的stretch v. 拉伸，延伸frustration n. 挫败感apathy n. 漠不关心apathetic adj. 无动于衷的depression n. 抑郁indifference n. 无所谓agitated adj. 焦虑的，激动不安的disgust n. 厌恶，恶心motivate n. 驱动，激发infection n. 感染，传染infectious adj. 有传染性的，会感染的Paragraph Bdistinct adj. 分明的，完全不同的calibrating adj. 调准的，校准的reactant adj. 对（刺激等）有反应的axis n. 轴（复数为axes）arousal n. 激发；觉醒intriguingly adv. 有趣地curiosity n. 好奇detrimental adj.有害的alleviate v. 减轻，缓解get stuck in 陷入，卡住specialize v. 专注于；以…为专业领域explosive adj. 爆发性的trait n. 特质，特点prone to 更容易…的；更倾向…的Paragraph C psychologist n. 心理学家control group 对照组wander v. 漫游，漫步Paragraph D undesirable adj. 不受欢迎的，不好的adaptive adj. 适应的evolve v. 进化toxic adj. 有毒的，有害的Paragraph E fester v. 恶化，溃烂suffer v. 受苦，感到痛苦snack n. 零食distraction n. 分心Paragraph F speculate v. 推测；思索overstimulation n. 过度刺激真题考点词替换清单10.explanation------ source11.create------ identify12.the way we live------ lifestyle13.encourage------ be a new source of14.cope with------ improve15.cannot------ inability16.may have problems------ suffer17.characteristic------ personality traitsReading Passage 3Artificial artistsParagraph 1 artificial adj. 人工的enrapture v. 使…狂热trick v. 糊弄，蒙骗prestigious adj. 有声望的Paragraph 2 scare v. 吓唬，使…恐惧Paragraph 3 exhibit v. 展览canvas n. 帆布，画布impressive adj. 令人印象深刻的Paragraph 4keen adj. 热情的，热心的criticism n. 批评minimal adj. 最少的trawl v. 查阅，搜索scratch n./v. 潦草涂写；刮擦fuzzy adj. 模糊不清的depict v. 描绘mechanical adj. 机械的bug n. 漏洞，故障；小虫子glitch n. 小故障，小毛病eerie adj. 诡异的，怪诞的renowned adj. 著名的laud v. 赞美，称赞palette n. 调色板Paragraph 5 millennium n. 千禧年，一千年（复数形式millennia）prospect n. 前景subtle adj. 微妙的composition n. 作曲revered adj. 受崇拜的genuine adj. 真正的blast v. 抨击，严厉批评gallery n. 美术馆，画廊sophisticated adj. 复杂的，完善的core n. 核心humanity n. 人性pseudoscience n. 伪科学condemn v. 谴责deliberately adv. 故意地vague adj. 模糊的replica n. 复制品，仿制品impulse n. 冲动outraged adj. 狂怒的，被激怒的punch v. 击打controversy n. 争议Paragraph 6 recoil v. 退缩clue n. 线索tune n. 乐曲rate n. 评分tend to 倾向于objective adj. 客观的Paragraph 7 analysis n. 分析prejudice n. 偏见recon v. 认为stem from 来自于essence n. 精华speculation n. 深思complex adj. 复杂的precisely adv. 恰好的，精确的tap into 探索，发掘真题考点词替换清单18.criticise------ blast, condemn19.dependent------ rely on。
ielts14阅读test1listening1解析
ielts14阅读test1listening1解析
【提纲】
1.雅思听力测试概述
雅思听力测试是雅思考试的四部分之一，旨在测试考生的听力理解和语言表达能力。
该部分持续30分钟，共有40道题目。
考生需要根据所听到的内容，从给出的选项中选择最佳答案。
2.解析Listening 1中的题目类型
在Listening 1中，主要有以下几种题目类型：
a.选择题：考生需要从给出的选项中选择正确答案。
b.完成句子：考生需要根据所听内容，填写空缺的部分。
c.地图题：考生需要根据听力材料中的指示，找出相关信息。
d.分类题：考生需要将所听内容分为不同的类别。
3.针对每种题型的解题策略
a.选择题：在听录音前，先浏览选项，预测可能的内容。
听录音时，注意关键词，以便及时找到答案。
b.完成句子：边听边填空，注意语法和词汇。
如遇到难懂的词汇，可尝试根据上下文和语法规则进行推测。
c.地图题：熟悉地图符号，注意听力材料中的方位词。
在纸上画出地图，以便更好地理解。
d.分类题：在听录音前，预测可能的分类，听录音时，注意分类的关键词。
4.提高听力技巧的建议
a.多听：平时多听英语广播、电影、纪录片等，提高英语听力水平。
b.练习听力：做雅思听力练习题，了解自己的听力水平。
c.学习听力技巧：学习听力解题技巧，提高听力理解能力。
d.反馈与总结：每次做完听力练习，总结错误原因，不断改进。
通过以上解析和策略，希望能帮助考生更好地应对雅思听力测试。
雅思考试试卷
雅思考试试卷雅思（IELTS）考试是国际英语语言测试体系，被广泛应用于全球范围内的英语语言能力评估和留学申请。
该考试涵盖听力、阅读、写作和口语四个模块，考察考生在不同情境下运用英语的能力。
本文将对雅思考试试卷的各个模块进行介绍。
一、听力测试（Listening Test）雅思听力测试以录音的方式进行，共分为四个部分，每部分配有不同的题型。
考生需要在听录音时，根据听到的内容回答问题或填写答案。
听力测试旨在考察考生的听力理解能力和听力应对能力。
一般，录音会播放两遍，考生可以在第一次播放时先作笔记，第二次播放时填写答案。
二、阅读测试（Reading Test）雅思阅读测试主要考察考生在不同主题和题型的文章中获取信息和理解文章的能力。
阅读测试分为三个部分，每部分都有多篇文章，包括学术文章、报纸文章、广告等。
考生需要在规定的时间内阅读文章，并回答相关的问题。
该测试旨在考察考生的阅读理解能力和提取信息的能力。
三、写作测试（Writing Test）雅思写作测试共有两部分，分别为任务一（Task 1）和任务二（Task 2）。
任务一要求考生根据提供的数据或图表，写一篇150字左右的短文描述数据的趋势、比较或解释。
任务二为较长的作文，要求考生在250字左右的篇幅内，就指定的主题表达自己的观点。
写作测试主要考察考生的写作能力、组织思路和语言运用能力。
四、口语测试（Speaking Test）雅思口语测试分为三个部分：第一部分是考官与考生的简单交流，询问考生的个人信息；第二部分是考生需要准备一个主题发表一段独立演讲；第三部分是考官和考生就一些更深入的问题展开讨论。
雅思口语测试主要考察考生的口语流利度、词汇和语法运用能力。
总结：雅思考试试卷主要由听力测试、阅读测试、写作测试和口语测试四个模块组成。
通过这些测试，可以全面评估考生的英语听、说、读、写能力。
考生在备考过程中需要熟悉各个模块的题型和要求，并进行针对性的练习。
剑桥雅思IELTS第7套Test1阅读真题及答案详解
剑7Test 1阅读Passage1真题及解析READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.Let’s Go BatsA Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. ③Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals.② In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious massextinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.B Bats have an engineering problem: how to find their way and find their prey in the absence of light. ①Bats are not the only creatures to face this difficulty today. Obviously the night-flying insects that they prey on must find their way about somehow. Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. Plenty of other modern animals make their living in conditions where seeing is difficult or impossible.C Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesnt require a prohibitive（费用，价格等）过高的amount of energy: a male's tiny pinprick of light can be seen by a female fromsome distance on a dark night, since her eyes are exposed directly to the light source itself. However, using light to find one's own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about.D What else might the engineer think of? well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name 'facial vision', because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out,really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. ⑤After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second world war relied heavily on these devices, under such code names as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.E The Sonar and Radar pioneers didn't know it then, ⑩but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their 'radar' achieves feats of detection and navigation that would strike an engineer dumb with admiration. ⑪It is technically incorrect to talk about bat 'radar', since they do not use radio waves. It is sonar. ⑫But the underlying mathematical theories of radar and sonar are very similar, and much of our scientific understanding of thedetails of what bats are doing has come from applying radar theory to them. The American ⑬zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term 'echolocation' to cover both sonar and radar, whether used by animals or by human instruments.Questions 1-5Reading Passage 1 has five paragraphs, A-E.Which paragraph contains the following information?Write the correct letter, A-E, in boxes 1-5 on your answer sheet.NB You may use any letter more than once.1 examples of wildlife other than bats which do not rely on vision to navigate by2 how early mammals avoided dying out（ancestors 等同于early mammals, survive 等同于avoid dying out）3 why bats hunt in the dark4 how a particular discovery has helped our understanding of bats5 early military uses of echolocationQuestions 6-9Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 6-9 on your answer sheet.Facial VisionBlind people report that so-called 'facial vision' is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a 6………………. arm or leg might be felt. The ability actually comes from perceiving 7………………. through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8………………. of the seabed. This was followed by a wartime application in devices for finding 9………………. .Questions 10-13Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 10-13 on your answer sheet.10 Long before the invention of radar, …………………… had resulted in a sophisticated radar-like system in bats.11 Radar is an inaccurate term when referring to batsbecause ………………… are not used in their navigation system.12 Radar and sonar are based on similar…………………. .13 The word 'echolocation' was first used by someone working as a………………….必记词汇nocturnal [nɒk'tɜːn(ə)l] adj. 夜的；夜曲的；夜间发生的mammal ['mæm(ə)l] n. [脊椎] 哺乳动物mammalian [mæ'meɪlɪən] adj. 哺乳类动物的n. 哺乳类scrape a living 勉强够维持生活，勉强糊口in any substantial numbers adj. 大量的；实质的；内容充实的n. 本质；重要材料obstruct [əb'strʌkt] vt. 妨碍；阻塞；遮断manoeuvre• [mə'nuːvə] vi. 调动；演习；用策略vt. 诱使；操纵；耍花招prohibitive adj. 禁止的，禁止性的；抑制的；（费用，价格等）过高的；类同禁止的pinprick n. 针刺；针孔；令人烦恼的小事bounce off 弹开，反弹；从…弹跳出来；掂量…illuminate vt. 阐明，说明；照亮；使灿烂；用灯装饰exception n. 例外；异议uncanny adj. 神秘的；离奇的；可怕的facial vision 面感视觉sensation n. 感觉；轰动；感动phantom ['fæntəm]n. 幽灵；幻影；虚位adj. 幽灵的；幻觉的；有名无实的exploit vt. 开发，开拓；剥削；开采n. 勋绩；功绩Asdic ['æzdɪk] n. [军] 潜艇探索器RDF abbr. 无线电测向器（Radio Direction Finde）natural selection [进化] 自然选择；物竞天择说strike an engineer dumb with admiration 使...哑口无言underlying adj. 潜在的；根本的；在下面的；优先的v. 放在…的下面；为…的基础；优先于（underlie的ing形式）coin vt. 铸造（货币）；杜撰，创造n. 硬币，钱币READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 1 on the following pages.Questions 14-20Reading Passage 2 has seven paragraphs, A-H.Choose the correct heading for paragraphs A and C-H from the list of headings below.Write the correct number, i-xi, in boxes 14-20 on your answer sheet.14 Paragraph A15 Paragraph C16 Paragraph D17 paragraph E18 paragraph F19 paragraph G20 paragraph HMAKING EVERYDROP COUNTA The history of human civilisation is entwined with the history of the ways we have learned to manipulate waterresources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits topace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, withwater services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers* are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources haveled to violence and continue to raise local, national and even international tensions.* underground stores of waterE At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first,resort.accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures haspopulation, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, ⑱demand has actually fallen.G⑲What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) — almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. ⑳But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.Questions 21-26Do the following statements agree with the information given in Reading Passage 2?In boxes 21-26 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 this21 Water use per person is higher in the industrial world than it was in Ancient Rome.22 Feeding increasing populations is possible due primarily to improved irrigation systems.23 Modern water systems imitate those of the ancient Greeks and Romans.24 Industrial growth is increasing the overall demand for water.25 Modern technologies have led to a reduction in domestic water consumption.26 In the future, governments should maintain ownership of water infrastructures.必记词汇entwine [ɪn'twaɪn] vt. 缠住；盘绕；使缠绕manipulate [mə'nɪpjʊleɪt] vt. 操纵；操作；巧妙地处理；篡改aqueduct ['ækwɪdʌkt] n. [水利] 渡槽；导水管；沟渠sophisticated [sə'fɪstɪkeɪtɪd] adj. 复杂的；精致的；久经世故的；富有经验的v. 使变得世故；使迷惑；篡改（sophisticate的过去分词形式）innovative ['ɪnəvətɪv] adj. 革新的，创新的；新颖的；有创新精神的sewer ['suɚ] n. 下水道；阴沟；裁缝师vt. 为…铺设污水管道；用下水道排除…的污水occupant ['ɒkjʊp(ə)nt] n. 居住者；占有者at the height of 在…顶点；在…的顶峰或鼎盛时期unprecedented [ʌn'presɪdentɪd] adj. 空前的；无前例的monumental [mɒnjʊ'ment(ə)l] adj. 不朽的；纪念碑的；非常的hydropower n. 水力发出的电力；水力发电turbine ['tɝbaɪn] n. [动力] 涡轮；[动力] 涡轮机spin vi. 旋转；纺纱；吐丝；晕眩reiterate [riː'ɪtəre ɪt] vt. 重申；反复地做inferior to 不如；次于reservoir ['rɛzɚ,vɔr]water withdrawal 取水量free-flowing adj. 能自由流动的；自由流畅的degrade [dɪ'greɪd] vt. 贬低；使……丢脸；使……降级；使……降解aquifer ['ækwɪfə] n. （美）蓄水层；含水土层pump down n. 抽气；抽水；抽空；抽空降压replenish [rɪ'plenɪʃ] vt. 补充，再装满；把…装满；给…添加燃料millennium [mɪˈlɛnɪəm] n. 千年期，千禧年；一千年，千年纪念；太平盛世，黄金时代provision n. 规定；条款；准备；[经] 供应品at the outset of 起初inflation n. 膨胀；通货膨胀；夸张；自命不凡accountability n. 有义务；有责任；可说明性READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.EDUCATING PSYCHEEducating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details — the colour, the binding, the typeface, the table at the library where we sat while studying it — than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much moreeasily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instructionsuggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly,with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.Beforehand（对应32题prior to）, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.Some hours after the two-part session, there is afollow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect.The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual (对应33题similar）in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surroundingsuggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.Questions 27-30Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-30 on your answer sheet.27 The book Educating Psyche is mainly concerned withA the power of suggestion in learning.B a particular technique for learning based on emotions.C the effects of emotion on the imagination and the unconscious.D ways of learning which are not traditional.28 Lozanov’s theory claims that, when we try to remember things,A unimportant details are the easiest to recallB concentrating hard produces the best results.C the most significant facts are most easily recalled.D peripheral vision is not important.29 In this passage, the author uses the examples of a book and a lecture to illustrate thatA both of these are important for developing concentration.B his theory about methods of learning is valid.C reading is a better technique for learning than listening.D we can remember things more easily under hypnosis.30 Lozanov claims that teachers should train students toA memorise details of the curriculum.B develop their own sets of indirect instructions.C think about something other than the curriculum content.D avoid overloading the capacity of the brain.Questions 31-36Do the following statements agree with the information given in Reading Passage 37In boxes 31-36 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 this31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding.33 In the follow-up class, the teaching activities are similar to those used in conventional classes.34 As an indirect benefit, students notice improvements in their memory.35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.Questions 37-40Complete the summary using the list of words, A-K, below.Write the correct letter, A-K, in boxes 37-40 on your answer sheet.Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of 37..............is necessary in order to convince students, even if this is just a 38.............. . Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39.............., the results of most other teachers using this method have been 40.............. .必记词汇radical adj. 激进的；根本的；彻底的n. 基础；激进分子；[物化] 原子团；[数] 根数instructional technique 教学技术non-specific mental reactivity 非特异心理反应durable adj. 耐用的，持久的peripherally [pə'rifərəli] adv. 周边地；外围地；次要地binding n. 装订；捆绑；粘合物typeface n. 字型；铅字样；打字机字体elusive [ɪ'l(j)uːsɪv] adj. 难懂的；易忘的；逃避的；难捉摸的hypnosis [hɪp'nəʊsɪs] n. 催眠；催眠状态psychodrama ['saɪkəʊdrɑːmə] n. 心理剧（一种可使患者的感情得以发泄从而达到治疗效果的戏剧）valid adj. 有效的；有根据的；合法的；正当的counterproductive adj. 反生产的；使达不到预期目标的suggestopedia 暗示法reserve capacity 备用容量；备用能力；储备功率variant adj. 不同的；多样的n. 变体；转化baroque music 巴洛克音乐Beforehand adv. 事先；预先adj. 提前的；预先准备好的preliminary [prɪ'lɪmɪn(ə)rɪ] n. 准备；预赛；初步措施adj. 初步的；开始的；预备的improvised dramatisations adj. 即兴的；临时准备的v. 即兴创作；临时做，临时提供（improvise的过去分词）paraconsciously 超意识地prior to 在……之前；居先trance state 轻度催眠精神恍惚ritual n. 仪式；惯例；礼制placebo [plə'siːbəʊ] n. 安慰剂；为死者所诵的晚祷词tap potential 挖掘潜力dispense vt. 分配，分发；免除；执行autocratic [ɔːtə'krætɪk] adj. 专制的；独裁的，专横的c ategorical [kætɪ'gɒrɪk(ə)l] adj. 绝对的（名词categoricalness，副词categorically，异体字categoric）；直截了当的；无条件的；属于某一范畴的accredit vt. 授权；信任；委派；归因于notoriety [nəʊtə'raɪɪtɪ] n. 恶名；声名狼藉；丑名emulate ['emjʊleɪt] vt. 仿真；模仿；尽力赶上；同…竞争mediocre [ˌmiːdɪˈəʊkə]adj. 普通的；平凡的；中等的参考译文：暗示教学法Bernie Neville的《暗示教学法》一书，主要着眼于激进的新式学习方法，讲述了情感、想象力以及潜意识在学习过程中所起的作用。
雅思10真题Reading10-TEST1
Candidate NumberCambridge IELTS 10 – Test 1 Academic ReadingSA TURDA Y 1 hourAdditional materials:Answer sheet for Listening and ReadingTime 1 hourINSTRUCTIONS TO CANDIDA TESDo not open this question paper until you are told to do so.Write your name and candidate number in the spaces at the top of this page. Read the instructions for each part of the paper carefully.Answer all the questions.Write your answers on the answer sheet. Use a pencil.You must complete the answer sheet within the time limit.At the end of the test, hand in both this question paper and your answer sheet. INFORMA TION FOR CANDIDA TESThere are 40 questions on this question paper.Each question carries one mark.___________________________________________________________________READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on pages 2 and 3.BovidsThe 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 lowerincisors** (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 4 m 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 extinct.*herbivorous: plant-eatingThe term ‘antelope’ is not a very precise zoological name – it is used to loosely describe a number of bovids that have followed different lines of development. Antelopes are typically long-legged, fast-running species, often with long horns that may be laid along the back when the animal is in full flight. There are two main sub-groups of antelope: Hippotraginae, which includes the oryx and the addax, and Antilopinae, which generally contains slighter and more graceful animals such as gazelle and the springbok. Antelopes are mainly grassland species, but many have adapted to flooded grasslands: pukus, waterbucks and lechwes are all good at swimming, usually feeding in deep water, while the sitatunga has long, splayed hooves that enable it to walk freely on swampy ground.The sub-family Caprinae includes the sheep and the goat, together with various relatives such as the goral and the tahr. Most are woolly or have long hair. Several species, such as wild goats, chamois and ibex, are agile cliff – and mountain-dwellers. Tolerance of extreme conditions is most marked in this group: Barbary and bighorn sheep have adapted to arid deserts, while Rocky Mountain sheep survive high up in mountains and musk oxen in arctic tundra.The duiker of Africa belongs to the Cephalophinae sub-family. It is generally small and solitary, often living in thick forest. Although mainly feeding on grass and leaves, some duikers – unlike most other bovids –are believed to eat insects and feed on dead animal carcasses, and even to kill small animals.The pronghorn is the sole survivor of a New World sub-family of herbivorous ruminants, the Antilocapridae in North America. It is similar in appearance and habits to the Old World antelope. Although greatly reduced in numbers since the arrival of Europeans, and the subsequent enclosure of grasslands, the pronghorn is still found in considerable numbers throughout North America, from Washington State to Mexico. When alarmed by the approach of wolves or other predators, hairs on the pronghorn’s rump stand erect, so showing and emphasising the white patch there. At this signal, the whole herd gallops off at speed of over 60 km per hour.Choose the correct letter, A, B, C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 In which region is the biggest range of bovids to be found?A AfricaB EurasiaC North AmericaD South-east Asia2Most bovids have a preference for living inA isolationB small groupsC tropical forestD wide open spaces3 Which of the following features do all bovids have in common?A Their horns are shotB They have upper incisorsC They store food in the bodyD Their hooves are undividedLook at the following characteristics (Question 4-8) and the list of sub-families below. Match each characteristic with the correct sub-family, A, B, C or D.Write the correct letter, A, B, C or D, in boxes 4-8 on your answer sheet.NB You may use any letter more than once4can endure very harsh environments5includes the ox and the cow6may supplement its diet with meat78Question 9-13Answer the questions below.Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 9-13 on your answer sheet.9What is the smallest species of Bovid called?10Which species of Bovinae has now died out?11What facilitates the movement of the sitatunga over wetland?12What sort of terrain do barbary sheep live in?13What is the only living member of the Antilocapridae sub-family?READING PASSAGE 2You should spend about 20 minutes on Question 14 – 26 which are based on Reading Passage 2 on pages 6 and 7.Photovoltaics on the rooftopA natural choice for powering the family homeQuestion 14 – 19Reading Passage 2 has nine paragraphs A – IWhich paragraph contains the following information?Write the correct letter A – I in boxes 14 – 19 on your answer sheet.NB You may use any letter more than once14 examples of countries where electricity use is greater during the day than at night15 a detailed description of an experiment that led to photovoltaics being promotedthroughout the country16 the negative effects of using conventional means of generating electricity17 an explanation of the photovoltaics system18 the long-term benefits of using photovoltaics19 a reference to wealthy countries being prepared to help less wealthy countrieshave access to photovoltaicsQuestions 20 – 26Do the following statements agree with the information given in Reading Passage 2?In boxes 20 – 26 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 this20 Photovoltaics are used to store electricity.21 Since the 1970s, the US government has provided continuous support for the useof photovoltaics on homes.22 The solar-powered houses on Rokko Island are uninhabited.23 In 1994, the Japanese government was providing half the money required forinstalling photovoltaics on homes.24 Germany, Italy, the Netherlands and Australia all have strict goals with regard togreenhouse gas emissions.25 Residential electricity use is the major source of greenhouse gas emission.26 Energy-saving measures must now be included in the design of all new homesand improvements to buildings.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on pages 12 and 13.Questions 27 – 31Reading Passage 3 has six sections, A-F.Choose the correct heading for sections B-F from the list of headings below.Write the correct number, i-ix, in boxes 27-31 on your answer sheet.272829 Section D 30Section E 31Section FHow should reading be taught?By Keith Rayner an Barbara R FoormanA Learning to speak is automatic for almost all children, but learning to read requireselaborate instruction and conscious effort. Well aware of the difficulties, educators have given a great deal of thought to how they can best help children learn to read.No single method has triumphed. Indeed, heated arguments about the mostappropriate form of reading instruction continue to polarise the teachingcommunity.B Three general approaches have been tried. In one, called whole-word instruction,children learn by rote how to recognise at a glance a vocabulary of 50 to 100 words.Then they gradually acquire other words, often through seeing them used over and over again in the context of a story.Speakers of most languages learn the relationship between letters and the sounds associated with them (phonemes). That is, children are taught how to use theirknowledge of the alphabet to sound out words. This procedure constitutes asecond approach to teaching reading – phonics.Many schools have adopted a different approach: the whole-language method. The strategy here relies on the child’s experience with language. For example, students are offered engaging books and are encouraged to guess the words that they donot know by considering the context of the sentence or by looking for clues in thestoryline and illustrations, rather than trying to sound them out.Many teachers adopted the whole-language approach because of its intuitiveappeal. Making reading fun promises to keep children motivated, and learning toread depends more on what the student does than on what the teacher does. The presumed benefits of whole-language instruction – and the contrast to theperceived dullness of phonics – led to its growing acceptance across Americaduring the 1990s, and a movement away from phonics.C However, many linguists and psychologists objected strongly to the abandonmentof phonics in American schools. Why was this so? In short, because research had clearly demonstrated that understanding how letters related to the componentsounds in words is critically important in reading. This conclusion rests, in part, on knowledge of how experienced readers make sense of words on a page.Advocates of whole-language instruction have argued forcefully that people oftenderive meanings directly from print without ever determining the sound of the word.Some psychologists today accept this view, but most believe that reading istypically a process of rapidly sounding out words mentally. Compelling evidence for this comes from experiments which show that subjects often confuse homophones (words that sound the same, such as ‘rose’ and ‘rows’). This supports the idea that readers convert strings of letters to sounds.D In order to evaluate different approaches to teaching reading, a number ofexperiments have been carried out, firstly with college students, then with schoolpupils. Investigators trained English-speaking college students to read usingunfamiliar symbols such as Arabic letters (the phonics approach), while anothergroup learned entire words associated with certain strings of Arabic letters(whole-word). Then both groups were required to read a new set of wordsconstructed from the original characters. In general, readers who were taught the rules of phonics could read many more new words than those trained with awhole-word procedure.Classroom studies comparing phonics with either whole-word or whole-language instruction are also quite illuminating. One particularly persuasive study compared two programmes used in 20 first-grade classrooms. Half the students were offered traditional reading instruction, which included the use of phonics drills andapplications. The other half were taught using an individualised method that drew from their experiences with language; these children produced their own booklets of stories and developed sets of words to be recognised (common components of the whole-language approach). This study found that the first group scored higher at year’s end on tests of reading and comprehension.E If researchers are so convinced about the need for phonics instruction, why doesthe debate continue? Because the controversy is enmeshed in the philosophicaldifferences between traditional and progressive (or new) approaches, differences that have divided educators for years. The progressives challenge the results oflaboratory tests and classroom studies on the basis of a broad philosophicalscepticism about the values of such research. They champion student-centredlearning and teacher empowerment. Sadly, they fail to realise that these veryadmirable educational values are equally consistent with the teaching of phonics.F If schools of education insisted that would-be reading teachers learned somethingabout the vast research in linguistics and psychology that bears on reading, theirgraduates would be more eager to use phonics and would be prepared to do soeffectively. They could allow their pupils to apply the principles of phonics whilereading for pleasure. Using whole-language activities to supplement phonicsinstruction certainly helps to make reading fun and meaningful for children, so no one would want to see such tools discarded. Indeed, recent work has indicated that the combination of literature-based instruction and phonics is more powerful than either method used alone.Teachers need to strike a balance. But in doing so, we urge them to remember that reading must be grounded in a firm understanding of the connections betweenletters and sounds. Educators who deny this reality are neglecting decades ofresearch. They are also neglecting the needs of their students.Questions 32 – 36Do the following statements agree with the information given in Reading Passage 3?In boxes 32-36 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 this32The whole-language approach relates letters to sounds.33Many educators believe the whole-language approach to be the most interesting way to teach children to read.34Research supports the theory that we read without linking words to sounds.35Research has shown that the whole-word approach is less effective than the whole-language approach.36Research has shown that phonics is more successful than both the whole-word and whole-language approaches.Questions 37 – 40Complete the summary of sections E and F using the list of words, A-G, below.is incompatible39………………。
剑桥雅思16test1readng1老烤鸭解析
剑桥雅思16test1readng1老烤鸭解析（最新版）目录1.雅思阅读考试的基本信息2.剑桥雅思 16test1reading1 的文章概述3.文章的主题和结构4.文章中的重要细节5.老烤鸭的解析和建议正文一、雅思阅读考试的基本信息雅思阅读考试是雅思考试的四个部分之一，考试时间为 60 分钟，共有 3 篇文章，每篇文章包含 2-3 个问题。
考试目的是评估考生在阅读英语文章时的理解能力，包括阅读速度、理解准确性和词汇量等方面。
二、剑桥雅思 16test1reading1 的文章概述剑桥雅思 16test1reading1 的文章是一篇关于澳大利亚北部水域海洋生物的研究报告，主要研究了一种名为“珊瑚裸尾蝠鲼”的鱼类。
文章介绍了这种鱼类的生活习性、生存环境以及对其生存环境的影响等方面的信息。
三、文章的主题和结构文章的主题是关于珊瑚裸尾蝠鲼的研究，结构上分为三个部分：第一部分介绍了珊瑚裸尾蝠鲼的基本信息和生存环境；第二部分详细描述了珊瑚裸尾蝠鲼的生活习性和对其生存环境的影响；第三部分讨论了研究结果的意义和对保护海洋生物多样性的启示。
四、文章中的重要细节文章中提到了珊瑚裸尾蝠鲼的一些重要特征，如它们生活在澳大利亚北部水域的珊瑚礁区，是一种濒危物种，其生存环境受到气候变化和人类活动的影响。
文章还提到了研究者对珊瑚裸尾蝠鲼生活习性的观察结果，如它们白天通常躲在珊瑚礁中，晚上出来活动，主要以浮游生物为食。
五、老烤鸭的解析和建议老烤鸭认为，要想在雅思阅读考试中取得好成绩，首先要提高阅读速度和理解能力。
在阅读文章时，要抓住文章的主题和结构，重点关注文章中的重要细节。
此外，还要注意练习做题技巧，如快速定位答案和排除干扰选项等。
WORD版-雅思系列-剑14阅读TEST 1, PASSAGE 1 中英文文本大师带你读
剑14 TEST 1 READING PASSAGE 1篇章背景：这篇文章和C4T2R3 Play Is a Serious Business的主题相似，都是关于小孩“玩耍”对大脑和身体机能的发育，以及对学习和社会能力促进的重要作用。
文章难度属于初级，所配题型是note填空题和判断题这两种比较典型的顺序题型，并且呈现“前后分割”的情况，也就是说，前一个题型对应文章的前半部分，后一个题型对应文章的后半部分，非常有利于确定原文依据的位置。
重点词汇：1.Regulate: v. 管理，控制（control）2.Underpin：v. 巩固，支持，构成……的基础（s upport or form the basis for…）3.Curtail：v. 缩减，限制（reduce or limit）4.Scarce：adj. 缺乏的，不足的（not enough，insufficient）5.Extol：v. 赞美，颂扬（praise）6.Virtue：n. 优点（advantage）7.Impact：n. 影响（effect or influence）8.Undertake：v. 从事，承担（start to do sth.）9.Facilitate：v. 促进，帮助，使容易（promote，make an action or a process easier）10.Clue：n. 线索，提示（cue）11.Diagnosis：n. 诊断（the act of identifying the exact cause of an illness）12.Disorder：n. 不适，疾病（disease，medical problem）13.Previous：adj. 以前的（former）14.Trivial：adj. 不重要的，琐碎的（unimportant，not serious or valuable ）问题解析：1.信号词：magical kingdom，help第1题是在讲儿童玩耍的作用之一：搭建“魔法王国”可以帮助建立……；可以确定出题位置在第一段，第一句和第二句在讲玩什么游戏，怎样想象。
雅思剑 Test Reading 精编
IELTS 10Test 1Reading Passage 1StepwellsA millennium ago, stepwells were fundamental to life in the driest parts of India. Richard Cox travelled to north-western India to document these spectacular monuments from a bygone era.During the sixth and seventh centuries, the inhabitants of the modern-day states of Gujarat and Rajasthan in north-western India developed a method of gaining access to clean, fresh groundwater during the dry season for drinking, bathing, watering animals and irrigation. However, the significance of this invention-the stepwell-goes beyond its utilitarian application.Unique to this region, stepwells are often architecturally complex and vary widely in size and shape. During their heyday, they were places of gathering, of leisure and relaxation and of worship for villagers of all but the lowest classes. Most stepwells are found dotted round the desert areas of Gujarat (where they are called vav) and Rajasthan (where they are called baori), while a few also survive in Delhi. Some were located in or near villages as public spaces for community; others were positioned beside roads as resting places for travellers.As their name suggests, stepwells comprise a series of stone steps descending from ground level to the water source (normally an underground aquifer) as it recedes following the rains. When the water level was high, the user needed only to descend a few steps to reach it; when it was low, several levels would have to be negotiated.Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers. Others are more elaborate, with long stepped passages leading to the water via several storeys. Built from stone and supported by pillars, they also included pavilions that sheltered visitors from the relentless heat. But perhaps the most impressive features are the intricate decorative sculptures that embellish many stepwells, showing activities from fighting and dancing to everyday acts such as woman combing their hair or churning butter.Down the centuries, thousands of wells were constructed throughout north-western India, but the majority have now fallen into disuse; many are derelict and dry, as groundwater has been diverted for industrial use and the wells no longer reach the water table. Their condition hasn’t been helped by recent dry spells: southern Rajasthan suffered an eight-year drought between 1996 and 2004.However, some important sites in Gujarat have recently undergone major restoration, and the state government announced in June last year that it plans to restore the stepwells throughout the state.In patan, the state’s ancient capital, the stepwell of Rani Ki Vav (Queen’s Stepwell) is perhaps the finest current example. It was built by Queen Udayamati during the late 11th century, but bacame silted up following a flood during the 13th century. But the Archaeological Survey of India began restoring it in the 1960s, and today it is in pristine condition. At 65 metres long, 20 metres wide and 27 metres deep, Rani Ki Vav features 500 sculptures carved into niches throughout the monument. Incredibly, in January 2001, this ancient structure survived an earthquake that measured 7.6 on the Richter scale.Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun Temple, built by King Bhima I in 1026 to honour the sun god Surya. It actually resembles a tank (kund means reservoir or pond) rather than a well, but displays the hallmarks of stepwell architecture, including four sides of steps that descend to the bottom in a stunning geometrical formation. The terraces house 108 small, intricately carved shrines between the sets of steps.Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south of Jaipur, is renowned for its architecture, including its stepwells.One of the larger examples is Raniji Ki Baori, which was built by the queen of the region, Nathavatji, in 1699. At 46 metres deep, 20 metres wide and 40 metres long, the intricately carved monument is one of 21 baoris commissioned in the Bundi area by Nathavatji.In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori, one of India’s oldest and deepest wells; aesthetically it’s perhaps one of the most dramatic. Built in around 850 AD next to the temple of Harshat Mata, the baoricomprises hundreds of zigzagging steps that run along three of its sides, steeply descending 11 storeys, resulting in a striking pattern when seen from afar. On the fourth side, verandas which are supported by ornate pillars overlook the steps.Still in public use is Neemrana Ki Baori, located just off the Jaipur-Delhi highway. Constructed in around 1700, it is nine storeys deep, with the last two being underwater. At ground level, there are 86 colonnaded openings from where the visitor descends 170 steps to the deepest water source.Today, following years of neglect, many of these monuments to medieval engineering have been saved by the Archaeological Survey of India, which has recognised the importance of preserving them as part of the country’s rich history. Tourists flock to wells in far-flung corners of north-western India to gaze in wonder at these architectural marvels from hundreds of years ago, which serve as a reminder of both the ingenuity and artistry of ancient civilisations and of the value of water to human existence.TRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on thisQuestions 1-51Examples of ancient stepwells can be found all over the world. 2Stepwells had a range of functions, in addition to those related to water collection.3The few existing stepwells in Delhi are more attractive than those found elsewhere.4It took workers many years to build the stone steps characteristic of stepwells.5The number of steps above the water level in a stepwell altered during the course of a year.Questions 6-8Choose ONE WORD ONLY from the passage for each answer.6Which part of some stepwells provided shade for people?7What type of serious climatic event, which took place in southern Rajasthan, is mentioned in the article?8Who are frequent visitors to stepwells nowadays?。