雅思阅读表格填空题讲解:WhatDoWhalesFeel
雅思阅读表格填空题讲解:WhatDoWhalesFeel

雅思阅读表格填空题讲解:WhatDoWhalesFeel如果你的剑桥雅思阅读已是烂熟于心,那么这一系列的雅思阅读机经真题真的很适合你,今天给大家带来了雅思阅读表格填空题讲解--What Do Whales Feel,希望能够帮助到大家,下面就和大家分享,来欣赏一下吧。
雅思阅读表格填空题讲解--What Do Whales Feel?What Do Whales Feel?Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales ofte n remark on their animals’ responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters underwater – specifically a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and filmed off Argentina and Hawaii – have obviously tracked objects with vision under-water, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forwardand downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air–water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.真题讲解:长难句练习:1. Trainers of captive dolphins and small whales often remark on their animals responsiveness to being touched or rubbed, and both captive and freeranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) 参考译文:训练者捕获海豚和小鲸鱼经常评论它们的动物反映当被抚摸或是摩擦的时候,并且无论是捕获还是放养的所有种类的鲸类个体(尤其是成年鲸和幼仔,或是用一个子群中的成员)表现出频繁的接触。
备考雅思阅读必备知识

备考雅思阅读必备知识对于备考雅思阅读的同学来说,需要找到适合自己的学习方法才能取得好成绩,当然我们还要注意一些错误观念,下面小编就和大家分享,来欣赏一下吧。
备考雅思阅读先知晓这几点1. 雅思阅读考试应该按照题目设置顺序完成一个小时完成三篇总计3000词的文章,对于考生的速度要求颇高。
做题不要严格按照规定的顺序来。
程度好的学生可以按照题号顺序做题;弱一些的可按照难易程度进行,实现分数的最大化。
填空类别的题目通常最简单,如:table/chart/diagram, summary,sentence completion, short answer questions等,可以先做。
选择类通常较难,例如:T/F/NG, List of headings, Which paragraph contains the following information等,放到后面做。
此外,烤鸭们还应该选择3篇文章中背景最熟悉的一篇先做,树立做题信心,以提高文章的正确率。
2. 阅读要使劲做题,做题量决定考试成绩很多同学在复习的时候喜欢做一些市面上很火的模拟题,有同学能把模拟题做得几乎全对,而遇到真实考试却遭遇滑铁卢。
建议烤鸭们还是要以剑桥真题系列为主,不要仅仅满足把题做对,更要花功夫理解跟解题相关的句子,对于层次高的同学希望大家能归纳下真题文章每段大意。
3. 每次阅读考试都有些题很难做,所以复习时应该重点关注此类难题考试都会有3到4个难度颇高的题目,这些题考查大家生僻的单词,或者非常注重同学们的英语思维。
平时的复习时间不要花在偏题怪题上面,主心骨还是放在中等规范的题目中。
雅思考试考的是语言,区别于四六级考试和国内的硕士研究生招生考试,题目答案直接从文章表象中找就可以,不用特深入地思考。
如果定位之后,思维要经过山路十八弯,大多时候就误入歧途了。
4. 雅思阅读能力很难提高阅读能力取决于两个层面:英语基本功和快速阅读技能。
雅思阅读对于英语基本功的要求就是能够胜任将来国外大学的学习,其笔试的要求大致相当于大学六级的水平。
Reading_02_What Do Whales Feel

An examination of the functioning of the senses in cetaceans, thegroup of mammals comprising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but this view is probably mistaken.Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and free ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters underwater – specifically a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and filmed off Argentina and Hawaii – have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air–water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful tospecies inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.。
剑桥雅思阅读4test1原文翻译及答案解析

剑桥雅思阅读4test1原文翻译及答案解析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4原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined byteachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas aboutrainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.Questions 1-8Do the following statements agree with the information given in Reading Passage 1?In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to changethem.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were?10 What was the most common response to the question about the importance of the rainforests?11 What did most children give as the reason for the loss of the rainforests?12 Why did most children think it important for the rainforests to be protected?13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?A There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.J As the rainforests are destroyed, the world gets warmer.K Without rainforests there would not be enough oxygen in the air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests are not really important to human life.O The destruction of the rainforests is the direct result of logging activity.P Humans depend on the rainforests for their continuing existence.Question 14Choose the correct letter, A, B, C, D or E.Write your answer in box 14 on your answer sheet.Which of the following is the most suitable title for Reading Passage 1?A The development of a programme in environmental studies within a science curriculumB Children’s ideas about the rainforests and the implications for course designC The extent to which children have been misled by the media concerning the rainforestsD How to collect, collate and describe the ideas of secondary school children.E The importance of the rainforests and the reasons for their destructionREADING PASSAGE 2You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.What Do Whales Feel?An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtshipritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degree in different species. Baleen species studied at close quarters underwater — specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii —have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear to have very limited vision, and the Indian susus are blind,their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.1. echolocation: the perception of objects by means of sound wave echoes.Questions 15-21Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.Write your answers in boxes 15-21 on your answer sheet.SENSE SPECIES ABILITY COMMENTSSmell toothed no evidence from brain structurebaleen not certain related brain structures are presentTaste some types poor nerves linked to their 15………areunderdevelopedTouch all yes region around the blowhole very sensitiveVision 16……… yes probably do not have stereoscopic vision Dolphins, porpoises yes probably have stereoscopic vision 17………and………18………yes probably have stereoscopic vision forward and upward Bottlenose dolphins yes exceptional in 19………and good in air-water interfaceBoutu and beiji poor have limited visionIndian susu no probably only sense direction and intensity of lightHearing most large baleen yes usually use 20………; repertoire limited21………whales and ………whalesyes song-likeToothed yes use more of frequency spectrum; have wider repertoireQuestions 22-26Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.22 Which of the senses is described here as being involved in mating?23 What species swims upside down while eating?24 What can bottlenose dolphins follow from under the water?25 Which type of habitat is related to good visual ability?26 Which of the senses is best developed in cetaceans?READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.Visual Symbols and the BlindPart 1From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines — or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.To search out these answers, I created raised-line drawingsof five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.Part 2Words associated Agreementwith circle/square amongsubjects (%)SOFT-HARD 100MOTHER-FATHER 94HAPPY-SAD 94GOOD-EVIL 89LOVE-HATE 89ALIVE-DEAD 87BRIGHT-DARK 87LIGHT-HEAVY 85WARM-COLD 81SUMMER-WINTER 81WEAK-STRONG 79FAST-SLOW 79CAT-DOG 74SPRING-FALL 74QUIET-LOUD 62WALKING-STANDING 62ODD-EVEN 57FAR-NEAR 53PLANT-ANIMAL 53DEEP-SHALLOW 51Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus among sighted subjects.We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example,we asked: What goes with soft? A circle or a square? Which shape goes with hard?All our subjects deemed the circle soft and the square hard.A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’to square and ‘near’ to circle. In fact, only a small majority of sighted subjects —53% —had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.Questions 27-29Choose the correct letter, A, B, C or D.Write your answers in boxes 27-29 on your answer sheet.27 In the first paragraph the writer makes the point that blind people.A may be interested in studying art.B can draw outlines of different objects and surfaces.C can recognise conventions such as perspective.D can draw accurately.28 The writer was surprised because the blind womanA drew a circle on her own initiative.B did not understand what a wheel looked like.C included a symbol representing movement.D was the first person to use lines of motion.29 From the experiment described in Part 1, the writer foundthat the blind subjectsA had good understanding of symbols representing movement.B could control the movement of wheels very accurately.C worked together well as a group in solving problems.D got better results than the sighted undergraduates.Questions 30-32Look at the following diagrams (Questions 30-32), and the list of types of movement below. Match each diagram to the type of movement A-E generally assigned to it the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.A steady spinningB jerky movementC rapid spinningD wobbling movementE use of brakesQuestions 33-39Complete the summary below using words from the box.Write your answers in boxes 33-39 on your answer sheet.NB You may use any word more than once.In the experiment described in Part 2, a set of word 33……was used to investigate whether blind and sighted people perceived the symbolism in abstract 34……in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’.However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices.associations blind deep hardhundred identical pairs shapessighted similar shallow softwordsQuestion 40Choose the correct letter, A, B, C, or D.Write your answer in box 40 on your answer sheet.Which of the following statements best summarises the writer’s general conclusion?A The blind represent some aspects of reality differently from sighted people.B The blind comprehend visual metaphors in similar ways to sighted people.C The blind may create unusual and effective symbols to represent reality.D The blind may be successful artists if given the right training.剑桥雅思阅读4原文参考译文(test1)Passage1参考译文Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible thatsome of these ideas will be mistaken.无论大人还是孩子都经常会遇到这样的报道,那就是热带雨林正在以惊人的速度消失。
生物类雅思阅读C4T1P2解析

智课网IELTS备考资料生物类雅思阅读C4T1P2解析摘要:下面,小马过河老师就从C4T1P2中对于一篇生物类雅思阅读文章what do whales feel?进行解析。
详情请看下文:对2014 年雅思阅读的备考,小马过河提出一个原则:“以不变应万变”。
从剑桥雅思系列文章中找到相对应的类型作为背景参考:生物/ 植物类:(C3T2P1/C4T1P2/C5T4P3/C7T1P1/C7T3P1)。
其说理方式:描写习性、濒临灭绝/ 特殊属性、加以挽救/ 科技获益。
下面,小马过河老师就从C4T1P2中对于一篇生物类雅思阅读文章what do whales feel?进行解析。
详情请看下文:这篇文章的题目是:what do whales feel?该动物类题材的文章为2014年雅思阅读第一季度的热点话题。
这篇文章共有两个题型:一个是表格填空;另一个是简答题。
这两种题型都符合填空题的顺序原则以及原文原词原则。
根据题型之间的联系,先判断这两个题型是平行交叉,还是按顺序叠加。
可根据第21题的定位词song-like,推出此题的考点在最后一段。
那么,由此得出,后面的简答题肯定从文章前面开始出考点。
这两种题型都是全篇出题,即是第一种情况:平行交叉。
生物类雅思阅读C4T1P2解析之表格填空题第一种表格填空题的解法如下:此表格共有四个数列:sense,species,ability,comments;而且只有species以及comments这两个数列设置题目。
15题可通过taste以及nerves来定位,找到出题点位于第一段最后一句话。
同时,结合填空题的做题方法,先判定所给空格的语法属性(词性/单复数),得出15题需要填一个名词的复数,即答案为taste buds(味蕾)。
第16题要填写的是种类,结合stereoscopic vision定位在文章第三段最后一句话,即baleen whales。
第17题拿porpoises以及stereoscopic vision定位至第四段第一句话,选出两个and并列的词,即forward以及downward。
雅思阅读重点题材解析

雅思阅读重点题材解析2016雅思阅读重点题材解析雅思阅读来讲,欢喜的多,忧愁的少,尽管雅思考试每年的难度在一点点爬升,尽管偶尔出现过怒摔土豪铅笔,悲愤拂袖离席的伤痛时刻,但阅读分数向来是自豪的代名词,是冲向雅思高分的保证。
通过对过去一年的总结,希望各位考生在新的一年里向阅读满分发起冲击,对阅读来说,就是这么任性!今天,yjbys网店铺以2015年全年的阅读真题为例,为同学们盘点阅读系列中的文章主流题材。
2015年高频/重点题材:物品/机构发展说明(34)动物植物(27)心理语言(27)地理环境(15)考古研究(9)经济管理(8)跨界题材(13)2015年雅思阅读从文章行文模式来讲,出镜率较高的为物品或机构的发展说明类,物品类提到了中国考生在中文词汇中也不是特别熟悉的,如石墨、龙涎香;机构的发展有可能会提到一个社交网络或者网上的'公司,这些文章行文结构专一,从头到位是围绕某一个主题完全展开,中间不会涉及太多跨题材的内容。
下面是动物和植物类和心理语言类文章,各占27篇。
比较常规考到的是地理环境类、考古研究类和经济管理类,今年格外值得注意的是跨界题材,即同一文章涉及两个不同的领域和学科的内容,例如它会讲到人文音乐对于工程师也就是arts对engineering的影响,或是一个国家所处的地理环境跟这国家的自然气候对国家经济产生的影响,这个不容小视。
接下来我们一一分开去说。
1. 雅思阅读文章题材--物品/机构发展说明1C5T2P1: Bakelite1C7T2P1: Why pagodas don’t fall down1C8T1P1: A Chronicle of Timekeeping1C8T1P2: Air Traffic Control in USA1C10T1P1: Stepwells1C10T3P2: Autumn Leaves这一题型从剑五开始历数,剑五第二套试题第一篇文章,有关Bakelite,文章的翻译标题叫做电木,在中文中很多人也没有听过这个名称,看了副标题才知道这是人造塑料的前身。
雅思阅读几种文章结构类型详解

雅思阅读几种文章结构类型详解中国考生的英文阅读水平相对来说还是比较好的,所以在雅思考试中阅读也是比较容易提分的一项。
理解文章的结构类型有助于我们更好地理解文章,接下来文都国际教育小编就为大家分享雅思阅读几种文章结构类型。
一、介绍类学术说明文的结构要判断文章类别,一般看标题就可以了。
介绍类文章是对某事物或现象进行描述或介绍,所以标题一般为名词短语或者以How开头的疑问句。
具体结构如下:-Introduce a phenomenon or a fact.-Detailed Description:Timeline/Different Aspects/Logic Development-Look into the future/Summary无论什么文章,起始段总是引出主题,所以多用叙述描写性语言,或介绍现象,或陈述事实,或交代问题。
在介绍类说明文中,中间断落是对事物细节的展开描述,各种话题可以通过三种不同方式展开。
第一类时间顺序,通常用于陈述一个历史事件,例如剑五中的“Johnson’s Dictionary”就是这一类。
第二类并列或递进,从各个侧面来介绍,例如剑四中的“What Do Whales feel?”,一看标题就知道是介绍鲸鱼各个感官的,属于并列结构。
第三类是逻辑顺序,据笔者统计,环境自然类文章多依照这种顺序,下文对此会作详细评述,这里不再赘言。
二、论证类文章的结构实验类文章-Introduce Experiment-Pre-experiment (Subjects, Tools, Methods)-Experiment Process-Result (Collecting Data)-Analyses and Syntheses在雅思阅读中,实验类文章结构最为固定。
笔者分析了“剑四”和“剑五”中所有实验类文章,发现其结构无一不遵循以上套路,这是因为实验报告的形式本来就单调。
首段总是说明实验的缘起以及实验没目的,然后介绍实验前的准备工作包括器具,实验主体等,接着进入实验进程的描述,而后公布实验结果,最后综合数据得出结论。
雅思阅读8大题型的解题技巧

雅思阅读8大题型的解题技巧雅思阅读对于许多中国考生来说,也是一个不好“跨越”的学科,今日我给大家带来了雅思阅读8大题型的解题技巧,盼望能够关心到大家,下面我就和大家共享,来观赏一下。
雅思阅读8大题型的解题技巧1、推断题在雅思阅读考试的推断题中,肯定要留意要求。
比如:TRUR/FALSE/NOT GIVEN或YES /NO/ NOT GIVEN,要按要求写到答题纸上。
小站老师技巧:在做题的时候,现在题目中找到定位词和信号词,一般要留意名词。
假如在题目中真的无法找到合适的名词,可以换其他词性(雅思阅读主要考查六种词性,包含名词)。
留意:最常示意答案的几个连词是BUT,HOWEVER,WHILE,AND, ALSO, MOREOVER。
2、归纳题在雅思阅读的归纳题中,首先要用推断题的方法找到相应的定位词,目前归纳题有两种趋势,一种是题目贯穿在整篇文章,另一种是只隐蔽在其中一二个段落。
3、配对题配对题相对来说比较好做,一般“首尾句原则”就比较适合这种题型。
4、选择题做雅思阅读选择题的时候,要留意通过提干把关键词和定位词划出来,然后对应所在的熬炼就可以。
5、填空题在雅思阅读考试中,填空题的做法和归纳题差不多,都是先找定位词找出正确的段落,然后通过“就近原则”填空。
6、简答题做雅思阅读简答题,首先要看清题目要求“NO MORE THAN -WORDS”,肯定要留意题目的字数限制。
7、图表题在雅思阅读考试中,图表题的形式和要求相对来说比较严格,在实际做题中,首先要留意“序号”原则,其次要留意“形式全都原则”。
8、其它配对题这类题型的干扰力量较大,“隐藏性”也较大,考生要特殊留意,另外,与HEADING题不同的是它们的答案通常不是在句首或句尾,而是在段落当中的某几句话,应当利用信号词“快速扫描法”进行定位段落,然后进行分析。
基本方法剖析雅思阅读简单难句IELTS的阅读部分有大量句型结构简单、难以理解和把握的简单句或难句。
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雅思阅读表格填空题讲解:WhatDoWhalesFeel雅思阅读表格填空题讲解--What Do Whales Feel?What Do Whales Feel?Some of the senses that we and other terrestrial mammals take for grantedare either reduced or absent in cetaceans or fail to function well in water. Fore_ample, it appears from their brain structure that toothed species are unableto smell. Baleen species, on the other hand, appear to have some related brainstructures but it is not known whether these are functional. It has beenspeculated that, as the blowholes evolved and migrated to the top of the head,the neural pathways serving sense of smell may have been nearly all sacrificed.Similarly, although at least some cetaceans have taste buds, the nerves servingthese have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but thisviewis probably mistaken. Trainers of captive dolphins and small whales often remarkon their animals’ responsiveness to being touched or rubbed, and both captiveand free-ranging cetacean individuals of all species (particularly adults andcalves, or members of the same subgroup) appear to make frequent contact. Thiscontact may help to maintain order within a group, and stroking or touching arepart of the courtship ritual in most species. The area around the blowhole isalso particularly sensitive and captive animals often object strongly to beingtouched there.The sense of vision is developed to different degrees in different species.Baleen species studied at close quarters underwater –specifically a greywhalecalf in captivity for a year, and free-ranging right whales and humpback whalesstudied and filmed off Argentina and Hawaii – have obviously tracked objectswith vision under-water, and they can apparently see moderately well both inwater and in air. However, the position of the eyes so restricts the field ofvision in baleen whales that they probably do not have stereoscopic vision. On the other hand, the position of the eyes in most dolphins and porpoisessuggests that they have stereoscopic vision forward and downward. Eye positionin freshwater dolphins, which often swim on their side or upside down whilefeeding, suggests that what vision they have is stereoscopic forward and upward.By comparison, the bottlenose dolphin has e_tremely keen vision in water.Judging from the way it watches and tracks airborne flying fish, it canapparently see fairly well through the air–water interface as well. And althoughpreliminary e_perimental evidence suggests that their in-air vision is poor, theaccuracy with which dolphins leap high to take small fish out of a trainer’shand provides anecdotal evidence to the contrary.Such variation can no doubt be e_plained with reference to the habitats inwhich individual species have developed. For e_ample, vision is obviously moreuseful to species inhabiting clear open waters than to those living in turbidrivers and flooded plains. The South American boutu and Chinese beiji, forinstance, appear to have very limited vision, and the Indian susus are blind,their eyes reduced to slits that probably allow them to sense only the directionand intensity of light.Although the senses of taste and smell appear to have deteriorated, andvision in water appears to be uncertain, such weaknesses are more thancompensated for by cetaceans’ well-developed acoustic sense. Most species arehighly vocal, although they vary in the range of sounds they produce, and manyforage for food using echolocation. Large baleen whales primarily use the lowerfrequencies and are often limited in their repertoire. Notable e_ceptions arethe nearly song-like choruses of bowhead whales in summer and the comple_,haunting utterances of the humpback whales. Toothed species in general employmore of the frequency spectrum, and produce a wider variety of sounds, thanbaleen species (though the sperm whale apparently produces a monotonous seriesof high-energy clicks and little else). Some of the more complicated soundsareclearly communicative, although what role they may play in the social life and‘culture’ of cetaceans has been more the subject of wild speculation than ofsolid science.真题讲解:长难句练习:1. Trainers of captive dolphins and small whales often remark on theiranimals responsiveness to being touched or rubbed, and both captive andfreeranging cetacean individuals of all species (particularly adults and calves,or members of the same subgroup)参考译文:训练者捕获海豚和小鲸鱼经常评论它们的动物反映当被抚摸或是摩擦的时候,并且无论是捕获还是放养的所有种类的鲸类个体(尤其是成年鲸和幼仔,或是用一个子群中的成员)表现出频繁的接触.2. By comparison, the bottlenose dolphin has e_tremely keen vision inwater. From the way it watches and tracks airborne flying fish, it canapparently see fairly well through the air-water interface as well.参考译文:相反的是,宽吻海豚在水中视力就很敏锐,而从它观察及追踪空中飞鱼的方式来看,它在水天交界面的视力也相当好.知识点:现在分词做原因状语1)主语要一致:分词短语的逻辑主语与句子主语要一致2)独立分词结构:有时候分词的动作与谓语动作不是同一主语发出的,这时分词可以带上自己的逻辑主语,就形成了〝名词/代词+分词短语〞的结构,即所谓的独立分词结构.例如Itbeing so nice a day, we go out for a walk.3. Although the senses of taste and smell appear to have deteriorated, andvision in water appears to be uncertain, such weaknesses are more thancompensated for by cetaceans’ well-developed acoustic sense.〞参考译文:尽管鲸鱼的味觉和嗅觉严重衰退,在水中的视觉又不那么确定,然而这些缺陷完全可以被他们那高度发达的听觉系统所弥补.知识点:more than的用法1.在口语当中,more than通常表示〝极其;非常〞.2.More than 还有〝超出;超过〞的意思.雅思阅读流程图填空题讲解--A Chronicle of TimekeepingA Chronicle of TimekeepingAAccording to archaeological evidence, at least 5, 000 years ago, and longbefore the advent of the Roman Empire, the Babylonians began to measure time,introducing calendars to co-ordinate communal activities, to plan the shipmentof goods and, in particular, to regulate planting and harvesting. They basedtheir calendars on three natural cycles: the solar day, marked by the successiveperiods of light and darkness as the earth rotates on its a_is; the lunar month,following the phases of the moon as it orbits the earth; and the solar year,defined by the changing seasons that accompany our planet s revolution aroundthe sun.BBefore the invention of artificial light, the moon had greater socialimpact. And, for those living near the equator in particular, its wa_ing andwaning was more conspicuous than the passing of the seasons. Hence, thecalendars that were developed at the lower latitudes were influenced more by thelunar cycle than by the solar year. In more northern climes, however, whereseasonal agriculture was practiced, the solar year became more crucial. As theRoman Empire e_panded northward, it organised its activity chart for the mostpart around the solar year.CCenturies before the Roman Empire, the Egyptians had formulated a municipalcalendar having _ months of 30 days, with five days added to appro_imate thesolar year. Each period of ten days was marked by the appearance of special groups of stars called decans. At the rise of the star Sirius just beforesunrise, which occurred around the all-important annual flooding of the Nile, _decans could be seen spanning the heavens. The cosmic significance the Egyptiansplaced in the _ decans led them to develop a system in which each intervalofdarkness (and later, each interval of daylight) was divided into a dozen equalparts. These periods became known as temporal hours because their durationvaried according to the changing length of days and nights with the passing ofthe seasons. Summer hours were long, winter ones short; only at the spring andautumn equino_es were the hours of daylight and darkness equal. Temporal hours,which were first adopted by the Greeks and then the Romans, who disseminatedthem through Europe, remained in use for more than 2, 500 years.DIn order to track temporal hours during the day, inventors createdsundials, which indicate time by the length or direction of the sun s shadow.The sundial s counterpart, the water clock, was designed to measure temporalhours at night. One of the first water clocks was a basin with a small hole nearthe bottom through which the water dripped out. The falling water level denotedthe passing hour as it dipped below hour lines inscribed on the inner surface.Although these devices performed satisfactorily around the Mediterranean, theycould not always be depended on in the cloudy and often freezing weather ofnorthern Europe.EThe advent of the mechanical clock meant that although it could be adjustedto maintain temporal hours, it was naturally suited to keeping equal ones. Withthese, however, arose the question of when to begin counting, and so, in theearly _th century, a number of systems evolved. The schemes that divided theday into 24 equal parts varied according to the start of the count: Italianhours began at sunset, Babylonian hours at sunrise, astronomical hours at middayand great clock hours, used for some large public clocks in Germany, atmidnight. Eventually these were superseded by small clock , or French, hours,which split the day into two _-hour periods commencing at midnight.FThe earliest recorded weight-driven mechanical clock was built in _83 inBedfordshire in England. The revolutionary aspect of this new timekeeper wasneither the descending weight that provided its motive force nor the gear wheels(which had been around for at least 1, 300 years) that transferred the power; itwas the part called the escapement. In the early _00s came the invention of thecoiled spring or fuses which maintained constant force to the gear wheels of thetimekeeper despite the changing tension of its mainspring. By the _th century,a pendulum clock had been devised, but the pendulum swung in a large arc andthus was not very efficient.GTo address this, a variation on the original escapement was invented in_70, in England. It was called the anchor escapement, which was alever-baseddevice shaped like a ship s anchor. The motion of a pendulum rocks this deviceso that it catches and then releases each tooth of the escape wheel, in turnallowing it to turn a precise amount. Unlike the original form used in earlypendulum clocks, the anchor escapement permitted the pendulum to travel in avery small arc. Moreover, this invention allowed the use of a long pendulumwhich could beat once a second and thus led to the development of a newfloor-standing case design, which became known as the grandfather clock.HToday, highly accurate timekeeping instruments set the beat for mostelectronic devices. Nearly all computers contain a quartz-crystal clock toregulate their operation. Moreover, not only do time signals beamed down fromGlobal Positioning System satellites calibrate the functions of precision navigation equipment, they do so as well for mobile phones, instantstock-trading systems and nationwide power-distribution grids. So integral havethese time-based technologies become to day-to-day e_istence that our dependencyon them is recognized only when they fail to work.真题解析:长难句练习:1. They based their calendars on three natural cycles: the solar day,marked by the successive periods of light and darkness; the lunar month,following the phases of the moon; and the solar year, defined by the changingseasons.参考译文:古巴比伦人的历法是根据三个自然循环建立的:太阳日(根据白天和黑夜接替的周期而来).太阴月(由月月相变化而来),以及太阳年(根据四季变化来界定).知识点:主从复合句含有两套或更多的主谓结构,其中有一个是主要的主谓结构,其他主谓结构从属于它并且担任起句子成分.①They believe that the computer will finally take the place of humanbeings.②He asked me where he could get such medicine.2. Temporal hours, which were first adopted by the Greeks and then the Romans, who disseminated them through Europe, remained in use for more than2,500 years.参考译文:日光时先是被希腊人采用,后来被将它们传播到整个欧洲的罗马人采用,在超过2,500年的时间里,它一直被人们使用着.知识点:此句包含两个定语从句:which引导的从句修饰temporal hours,who引导的从句修饰theromans.句子的主干是temporal hours remained in use for more than 2,500years.3. The revolutionary aspect of this new timekeeper was neither thedescending weight that provided its motive force nor the gear wheels (which hadbeen around for at least 1,300 years) that transferred the power; it was thepart called the escapement.参考译文:这种新型计时器所具有的革命意义既不在于依靠向下的重力提供起动力,也不在于依靠齿轮(至少有_00年的使用历史)传递动力,而在于它使用了一个叫做擒纵机构棘轮装置的部件.知识点:这句话的主干是主系表结构,不过有两个并列的表语.主语是The revolutionary aspect,系动词是was,表语是neitherthe descending weight nor the gearwheels.第一个that引导定语从句修饰weight,括号里的句子做插入语,是对gear wheels的补充说明,that引导定语从句修饰gearwheels,分号后面是一个简单的句子.雅思阅读表格填空题讲解。