雅思閱讀的出題規(guī)律解析 2023年雅思閱讀真題全面解析及答案(3)相關(guān)內(nèi)容，好教育小編（HaojiaOyu.nEt）在這里做了整理，希望能對(duì)大家有所幫助，關(guān)于雅思閱讀的出題規(guī)律解析 2023年雅思閱讀真題全面解析及答案(3)信息，一起來了解一下吧！

本文目錄一覽：

• 1、劍橋雅思閱讀6 test3答案？
• 2、雅思閱讀的出題規(guī)律解析
• 3、2023年雅思閱讀真題全面解析及答案(3)

劍橋雅思閱讀6 test3答案？

關(guān)鍵詞： 3000 BC, cocoon, fell into, emperor's wife

定位原文: 第1段第5句“It just so happened that... ” 這些蠶繭中的一粒掉進(jìn)了熱茶中并開始松散成為一根細(xì)絲。

解題思路: “3000BC”和“皇帝的妻子”都很好定位，在第一段的第二句中便可看到，但卻偏偏沒有“掉進(jìn)”這個(gè)信息，直到讀者看到第五句中的landed in這個(gè)同義表述才能恍然大悟，答案為tea。

【附解析】

Question 2

答案： reel

關(guān)鍵詞： emperor's wife, invented, pull out silk fibres

定位原文： 第1段第8句“She also devised a special reel to draw... ”她還設(shè)計(jì)發(fā)明了一種特殊的卷軸來將蠶繭中的纖維紡成絲線。

解題思路： 此題的定位距離上一道題不遠(yuǎn)，仍是皇帝妻子所做的事。題干說“皇帝的妻子發(fā)明了一個(gè) _____ 來拽出絲綢纖維”，讀者只需回到原文找到devised這個(gè)對(duì)invented進(jìn)行同義表述的單詞，即不難發(fā)現(xiàn)答案為reel。

雅思閱讀的出題規(guī)律解析

分析雅思閱讀真題的出題規(guī)律對(duì)于大家的雅思閱讀備考有很大的好處，因?yàn)檫@樣就可以節(jié)省很多的時(shí)間和精力。大家就可以把注意力集中放在最常出現(xiàn)的幾個(gè)類別上面了。下面雅思就為大家整理了以雅思劍橋系列為準(zhǔn)的對(duì)雅思閱讀真題出題規(guī)律的分析。 Test1的題型組合：5題段落歸屬配對(duì)題，7題段落小標(biāo)題，8題歸納摘要題，12題是非無(wú)判斷題，還有4題選擇題，最后還有4題為完成句子填空題。從這個(gè)test我們可以看出它跟現(xiàn)行考試的'特點(diǎn)是完全符合的。 Test 2的題型組合：4題段落歸屬配對(duì)題，6題分類題，5題歸納摘要題，4題段落小標(biāo)題，13題是非無(wú)判斷題，4題完成句子ending題，還有4題選擇題。Test2的題型比 Test1要更加豐富，不過總體而言，前三大題型的歸屬還是沒有變化的。 Test3的題型組合：13題是非無(wú)判斷題，6題信息配對(duì)題，6題分類題，6題段落小標(biāo)題，7題歸納摘要題，還有4題選擇題，6題填表題和2題選擇題。Test 3 的題型設(shè)置跟前面兩個(gè)test有些不同的地方。填表題和信息配對(duì)題在這個(gè)test中出現(xiàn)了。但是這類題目的難度并不高，因此整體難度并不大。 Test4的題型： 6題人名觀點(diǎn)配對(duì)題，14題是非無(wú)判斷題，11題歸納摘要題，6題完成句子題，3題選擇題。在這篇試題中人名觀點(diǎn)配對(duì)題的特殊之處在于：有一個(gè)選項(xiàng)是以上所有人名都不是，這在以前的雅思考試題型中都沒有出現(xiàn)過?？忌鷳?yīng)對(duì)此類出題方式引起重視。

2023年雅思閱讀真題全面解析及答案(3)

您好，我是專注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。在追尋留學(xué)夢(mèng)想的路上，選擇合適的學(xué)校和專業(yè)，準(zhǔn)備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗(yàn)的留學(xué)顧問，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時(shí)提問！ 小鐘老師為大家?guī)?023年雅思閱讀真題全面解析及答案(3)，歡迎大家參考!更多相關(guān)內(nèi)容請(qǐng)關(guān)注本站! 2023年雅思閱讀真題全面解析及答案(3) Can Scientists tell us: What happiness is? A Economists accept that if people describe themselves as happy, then they are happy. However, psychologists differentiate between levels of happiness. The most immediate type involves a feeling; pleasure or joy. But sometimes happiness is a judgment that life is satisfying, and does not imply an emotional state. Esteemed psychologist Martin Seligman has spearheaded an effort to study the science of happiness. The bad news is that we're not wired to be happy. The good news is that we can do something about it. Since its origins in a Leipzig laboratory 130 years ago, psychology has had little to say about goodness and contentment. Mostly psychologists have concerned themselves with weakness and misery. There are libraries full of theories about why we get sad, worried, and angry. It hasn't been respectable science to study what happens when lives go well. Positive experiences, such as joy, kindness, altrui* and heroi*, have mainly been ignored. For every 100 psychology papers dealing with anxiety or depression, only one concerns a positive trait. B A few pioneers in experimental psychology bucked the trend. Professor Alice Isen of Cornell University and colleagues have demonstrated how positive emotions make people think faster and more creatively. Showing how easy it is to give people an intellectual boost, Isen divided doctors making a tricky diagnosis into three groups: one received candy, one read humanistic statements about medicine, one was a control group. The doctors who had candy displayed the most creative thinking and worked more efficiently. Inspired by Isen and others, Seligman got stuck in. He raised millions of dollars of research money and funded 50 research groups involving 150 scientists across the world. Four positive psychology centres opened, decorated in cheerful colours and furnished with sofas and baby-sitters. There were get-togethers on Mexican beaches where psychologists would snorkel and eat fajitas, then form "pods" to discuss subjects such as wonder and awe. A thousand therapists were coached in the new science. C But critics are demanding answers to big questions. What is the point of defining levels of happiness and classifying the virtues? Aren't these concepts vague and impossible to pin down? Can you justify spending funds to research positive states when there are problems such as famine, flood and epidemic depression to be solved? Seligman knows his work can be belittled alongside trite notions such as "the power of positive thinking". His plan to stop the new science floating "on the waves of self- improvement fashions" is to make sure it is anchored to positive philosophy above, and to positive biology below. D And this takes us back to our evolutionary past. Homo sapiens evolved during the Pleistocene era (1.8 m to 10,000 years ago), a time of hardship and turmoil. It was the Ice Age, and our ancestors endured long freezes as glaciers formed, then ferocious floods as the ice masses melted. We shared the planet with terrifying creatures such as mammoths, elephant-sized ground sloths and sabre-toothed cats. But by the end of the Pleistocene, all these animals were extinct. Humans, on the other hand, had evolved large brains and used their intelligence to make fire and sophisticated tools, to develop talk and social rituals. Survival in a time of adversity forged our brains into a persistent mould. Professor Seligman says: "Because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain. The way the brain works is looking for what's wrong. The problem is, that worked in the Pleistocene era. It favoured you, but it doesn't work in the modem world." E Although most people rate themselves as happy, there is a wealth of evidence to show that negative thinking is deeply ingrained in the human psyche. Experiments show that we remember failures more vividly than successes. We dwell on what went badly, not what went well. Of the six universal emotions, four anger, fear, disgust and sadness are negative and only one, joy, is positive. The sixth, surprise, is psychologist Daniel Nettle, author of Happiness, and one of the Royal Institution lecturers, the negative emotions each tell us "something bad has happened" and suggest a different course of action. F What is it about the structure of the brain that underlies our bias towards negative thinking? And is there a biology of joy? At Iowa University, neuroscientists studied what happens when people are shown pleasant and unpleasant pictures. When subjects see landscapes or dolphins playing, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant images a bird covered in oil, or a dead soldier with part of his face missing the response comes from more primitive parts of the brain. The ability to feel negative emotions derives from an ancient danger-recognition system formed early in the brain's evolution. The pre-frontal cortex, which registers happiness, is the part used for higher thinking, an area that evolved later in human history. G Our difficulty, according to Daniel Nettle, is that the brain systems for liking and wanting are separate. Wanting involves two ancient regions the amygdala and the nucleus accumbens that communicate using the chemical dopamine to form the brain's reward system. They are involved in anticipating the pleasure of eating and in addiction to drugs. A rat will press a bar repeatedly, ignoring sexually available partners, to receive electrical stimulation of the "wanting" parts of the brain. But having received brain stimulation, the rat eats more but shows no sign of enjoying the food it craved. In humans, a drug like nicotine produces much craving but little pleasure. H In essence, what the biology lesson tells us is that negative emotions are fundamental to the human condition, and ifs no wonder they are difficult to eradicate. At the same time, by a trick of nature, our brains are designed to crave but never really achieve lasting happiness. Question 14-20 The reading passage has seven paragraphs A-H. Which paragraph contains the following information? Write the correct letter A-H, in boxes 14-20 on your answer sheet. 14 An experiment involving dividing several groups one of which received positive icon 15 Review of a poorly researched psychology area 16 Contrast being made about the brain’s action as response to positive or negative stimulus 17 The skeptical attitude toward the research seemed to be a waste of fund 18 a substance that produces much wanting instead of much liking 19 a conclusion that lasting happiness are hardly obtained because of the nature of brains 20 One description that listed the human emotional categories Question 21-25 Complete the following summary of the paragraphs of Reading Passage, using no more than four words from the Reading Passage for each answer. Write your answers in boxes 21-25 on your answer sheet. A few pioneers in experimental psychology study what happens when lives go well. Professor Alice divided doctors, making a tricky experiment, into three groups: beside the one control group, the other two either are asked to read humanistic statements about drugs, or received …21... The latter displayed the most creative thinking and worked more efficiently. Since critics are questioning the significance of the …22…for both levels of happiness and classification for the virtues. Professor Seligman countered in an evolutional theory: survival in a time of adversity forged our brains into the way of thinking for what's wrong because we have a…23… There is bountiful of evidence to show that negative thinking is deeply built in the human psyche. Later, at Iowa University, neuroscientists studied the active parts in brains to contrast when people are shown pleasant and unpleasant pictures. When positive images like…24…are shown, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant image, the response comes from …25…of the brain. Question 26 Write your answers in boxes 26 on your answer sheet. Choose the correct letter. A, B, C or D. According to Daniel Nettle in the last two paragraphs, what is true as the scientists can tell us about happiness A Brain systems always mix liking and wanting together. B Negative emotions can be easily rid of if we think positively. C Happiness is like nicotine we are craving for but get little pleasure. D The inner mechani* of human brains does not assist us to achieve durable happiness. 文章題目：科學(xué)家可以告訴我們什么是幸福嗎 篇章結(jié)構(gòu) 體裁 議論文 題目 科學(xué)家可以告訴我們什么是幸福嗎 結(jié)構(gòu) (一句話概括每段大意) A段: 關(guān)于幸福的早期心理學(xué)研究主流是負(fù)面情緒 B段: 少數(shù)心理學(xué)家研究正面情感帶給人的益處 C段: 批評(píng)家質(zhì)疑用積極思考來研究幸福的合理性 D段: 冰河世紀(jì)的古人類慣用消極思維模式 E段: 消極想法更容易被牢記 F段: 積極和消極想法的大腦結(jié)構(gòu)的生物學(xué)基礎(chǔ) G段: 區(qū)分喜歡和欲望是研究幸福的難點(diǎn) H段: 消極情緒是人類生存的基礎(chǔ) 試題分析 Question 14-26 題目類型： 題號(hào) 定位詞 文中對(duì)應(yīng)點(diǎn) 題目解析 14 Three groups B段第2句 B段講述了少數(shù)心理學(xué)家對(duì)積極情緒的研究。從第2句話開始，文章詳述了實(shí)驗(yàn)的方法，題干中的positive icon指代文中的candy。 本題答案為B 15 Ignored，only A段最后兩句 A段是關(guān)于早期心里學(xué)家研究幸福的方法。從該段最后兩句可以看出，積極的情緒在當(dāng)時(shí)的研究被ignored，并且在100個(gè)試驗(yàn)中，only one concerns a positive trait。這里的ignored/only/a都是在映射題干中的poorly researched。 本題答案選A 16 Structure of the brain F段第1句 F段講述了積極和消極想法的大腦結(jié)構(gòu)的生物學(xué)基礎(chǔ)。從第一句話的structure of brain可以看出，本段會(huì)研究brain action。 本題答案選F 17 Critics, big question C段第1句 C段是針對(duì)B段的觀點(diǎn)，批評(píng)家質(zhì)疑少數(shù)心理學(xué)家研究幸福的方式。從critics, big question, what is the point of…等地方，均可以看出題干中所述的skeptical attitude。 本題答案選C 18 Wanting, liking G段第1句 G段落主要講wanting和liking的在大腦系統(tǒng)中的區(qū)別。從第1句開始，該段多次出現(xiàn)wanting和liking。 所以本題答案選G 19 Brick of nature H段第2句 H段是全文最后一段，所以很容易于題干中的conclusion聯(lián)系在一起。另外在H段第 2句也出現(xiàn)了brick of nature,指代題干中的nature of brains。 本題答案選H 20 Six universal emotion E段中間 E段中提到了人類最基礎(chǔ)的六種情感，對(duì)應(yīng)題干中的human emotional categories。 本題答案選E 21 Candy B段 B段中詳細(xì)描述了實(shí)驗(yàn)的三個(gè)分組情況。Into three groups: one received candy, one… 所以本題可以從原文中直接找到答案為candy。 22 What is the point of defining… C段 從題干中的Since critics可得知此題對(duì)應(yīng)原文中的C段。該段第2句話what is the point of defining levels of happiness and classifying the virtues。所以本題需要填寫define的名詞definition。 23 Professor Seligman, adversity D段倒數(shù)第三局 D段倒數(shù)第3句：Professor Seligman says: because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain。從題干中的Professor Seligman提示了答案應(yīng)該從這句話中尋找。另外題干中的adversity對(duì)應(yīng)了文章中的ice flood和famine。因此每題應(yīng)該填catastrophic brain 24 Pleasant picture E段第3句 E段第3句 講述了pleasant and unpleasant picture對(duì)人類大腦的影響，之后緊接著提到了landscapes and dolphins playing?？梢娺@里的positive image應(yīng)該填文章中對(duì)應(yīng)的pleasant picture，即landscapes and dolphins playing。 25 Unpleasant images E段第4句 此題答案緊接著上一題。作者在E段中描述了pleasant picture之后，緊接著提到了unpleasant image(picture)。在該句的末尾處comes from more primitive parts of the brain可以找到改題的答案為 more primitive parts 26 Separate, deeply ingrained, wanting and liking, lasting happiness E、G、H段 A選項(xiàng): G段的第一句話brain system for liking and wanting are separate，因此選項(xiàng)中的mix together是錯(cuò)誤的。 B選項(xiàng): 在E段中，作者主要表述了消極思想和情感在大腦中會(huì)留下深刻的記憶，并很難被抹去: negative thinking is deeply ingrained in the human psyche。Deeply ingrained和題干中的be easily rid of矛盾。 C選項(xiàng)：G段最后一句，drug like nicotine produces much craving but little pleasure?？此婆c題干很吻合但是卻在意思上大相徑庭。G段的核心思想是在強(qiáng)調(diào)happiness和滿足wanting后的satisfaction是兩個(gè)概念。題干中的nicotine只是滿足了人類大腦的wanting，但是不會(huì)帶來pleasant，更不會(huì)帶來happiness。所以這個(gè)選項(xiàng)也是錯(cuò)誤的。 D選項(xiàng)：H段最后一句，our brain are designed to crave but never really achieve lasting happiness意思與題干一致，表述了由于大腦結(jié)構(gòu)導(dǎo)致了很難持續(xù)或者幸福感。 所以本題選D 參考譯文： 科學(xué)家可以告訴我們什么是幸福嗎 A 經(jīng)濟(jì)學(xué)家認(rèn)為，如果人們會(huì)把自己描述成幸福的，那么他們就是幸福的.然而 心理學(xué)家卻要區(qū)分不同幸福感之間的差別。幸福最中等的水平是一種開心或是快樂的感覺。但是有時(shí)幸福是對(duì)生活的一種評(píng)判，認(rèn)為生活是令人滿意的，而這似乎是不涉及感情范疇的。受人敬仰的心理學(xué)家Martin Seligman率先致力于關(guān)于幸福的研究。不幸的是，我們并不是天生就會(huì)感到幸福;而所幸的是，我們可以做一些關(guān)于幸福的事情。關(guān)于幸福的研究最早要追溯 到130年前在Leipzig的實(shí)驗(yàn)室，那時(shí)心理學(xué)對(duì)“善良”和“滿足”還知之甚少， 大部分的心理學(xué)家都在研究“軟弱”和“痛苦”。圖書館里的書涉及的理論都是關(guān)于我們?yōu)槭裁磿?huì)悲傷，擔(dān)憂和生氣這類的情緒。研究生活乎順時(shí)發(fā)生的事情在當(dāng)時(shí)看來是不靠譜的。積極正面的體驗(yàn)，比如說快樂，善良，利他主義和英雄主義在當(dāng)時(shí)常常是被人們忽略的。在每100篇關(guān)于焦慮和壓抑的心理學(xué)論文中，只有一篇會(huì)涉及積極的心理狀態(tài)。 B 少數(shù)的實(shí)驗(yàn)心理學(xué)家引領(lǐng)了有關(guān)幸福研究的潮流。康奈爾大學(xué)的Alice Isen教授和她的同事致力于研究正面的情感如何讓人們思維更敏捷以及更有創(chuàng)造力。為了展示正面的情感是怎樣迅速地提升一個(gè)人的智力，Isen教授通過一個(gè)巧妙的診斷將參加實(shí)驗(yàn)的醫(yī)生分為3組：一組收到了糖果，一組朗讀人本主義的宜言，一組則作為控制對(duì)照組，(實(shí)驗(yàn)結(jié)果表明，)收到糖果的醫(yī)生的思維更具創(chuàng)造性同時(shí)工作也更高效，受到Isen教授和其他人的啟發(fā)，Seligman也投身關(guān)于幸描的研究，他等集到了幾百萬(wàn)美金的研究經(jīng)費(fèi)，用以資助全世界150名科學(xué)家組成的50個(gè)研究小組。4家“積極心理學(xué)”中心成立，用令人愉悅的顏色裝飾， 配有沙發(fā)和保姆。心理學(xué)家聚集在墨西哥的沙灘上享受著潛水的樂趣，品嘗墨西哥菜肴f(wàn)ajitas，他們還分成小組討論有關(guān)“夸跡”和“敬畏"的話題。還有一千名臨床醫(yī)學(xué)家接受這項(xiàng)新科學(xué)項(xiàng)目的培訓(xùn)。 C 但是一些批評(píng)家要求心理學(xué)家回答一些重大的問題，比如說，什么是定義不同幸福水平的標(biāo)準(zhǔn)以及如何將這些特點(diǎn)分類?這些關(guān)于幸福的概念難道不是糢糊不清而且無(wú)法被這實(shí)的嗎?當(dāng)四處還有饑荒，洪水和經(jīng)濟(jì)蕭條的時(shí)候，將這些研究基金用于積極心態(tài)的研究合適嗎?Seligman知道他的工作會(huì)被別人輕看，還可能會(huì)被人冠以諸如“積極思考的力量”此類的陳詞濫調(diào)。因此，為了讓這樣新的科學(xué)研究不要浮于自我滿足的狀態(tài)，就要確保這項(xiàng)研完和“枳極心理學(xué)”相聯(lián)系，又以“枳極生物學(xué)”作為基礎(chǔ)。 D 這就需要我們回到人類的進(jìn)化史，人類是從更新世時(shí)代(180萬(wàn)到1萬(wàn)年前)開始進(jìn)化的，那是一個(gè)充滿艱難和動(dòng)蕩的時(shí)代。在冰河世紀(jì)，我們的祖先先是忍受冰川形成的寒冷，然后是冰川消融時(shí)的泛濫的洪水。人們還得和那些令人毛骨悚然的生物比如說猛犸象和體型如大象般巨大的地懶以及長(zhǎng)著銳利犬牙的貓共同生存。但是到了更新世的末期，所有的這些動(dòng)物都滅絕了，人類卻進(jìn)化出了腦容量更大的大腦，并且通過自己的智力學(xué)會(huì)生火和*較復(fù)雜的工具，還學(xué)會(huì)了說話并且形成了一些社會(huì)禮儀。在逆境中生存將人類變得更加有恒心和毅力。Seligman教授說道：“因?yàn)槲覀兊拇竽X是在一個(gè)充滿冰川，洪水和饑荒的年代進(jìn)化來的，我們的大腦經(jīng)歷了太多患難—災(zāi)難性，所以我們的大腦的運(yùn)作模式就是 “發(fā)現(xiàn)哪里出了問題”。但問題是，這在更新世那樣的時(shí)代是起作用的，在那時(shí)這對(duì)人類是有益的，但是在現(xiàn)代社會(huì)就不起作用了。 E 盡管大多數(shù)人評(píng)價(jià)自己很幸福，但是大量證據(jù)顯示消極的想法還是在人類心中根深蒂固。實(shí)驗(yàn)顯示，較成功而言，失敗更容易被我們牢牢記住。我們總是在思想一些不順利的事情，而不是那些順利的好的事情。在6種基本的情緒中，有4種是消極的，它們是：生氣，害怕，厭惡和悲傷，而只有一種是積極的，它就是喜悅。(第6種情緒是驚奇，屬于中性。)心理學(xué)家同時(shí)也是《幸?！愤@本書的作者Daniel Nettle和皇家學(xué)院的一位學(xué)者認(rèn)為，消極的情緒總是告訴我們“一些不好的事情已經(jīng)發(fā)生了”，從而會(huì)讓我們采取不一樣的行動(dòng)。 F 究竟是什么樣的大腦結(jié)構(gòu)讓我們會(huì)傾向于有消極的想法呢?“快樂”這樣的情緒有生物學(xué)基礎(chǔ)嗎?愛荷華大學(xué)的神經(jīng)學(xué)家研究了當(dāng)人們看到令人愉悅的圖片和讓人不舒服的圖片時(shí)的情況。當(dāng)人們看到風(fēng)景或是海豚玩耍時(shí)，大腦的額葉會(huì)變得活躍。但是當(dāng)他們看到一些讓人不舒服的圖片比如說一只小鳥被埋在土里時(shí)，或是一個(gè)戰(zhàn)死的戰(zhàn)士面部還有部分缺失時(shí)，大腦最原始的部分會(huì)做出反應(yīng)。這種識(shí)別消極情緒的能力是從古時(shí)候大腦進(jìn)化早期形成的危險(xiǎn)識(shí)別系統(tǒng)來的。大腦前額葉皮質(zhì)是產(chǎn)生幸福感的部位，是用來進(jìn)行一些高級(jí)的思考，是人類晚些時(shí)期進(jìn)化來的。 G 據(jù)Daniel Nettle所言，研究的困難在于大腦對(duì)于“喜歡”和“欲望”(wanting and liking)的機(jī)制是分開的，“欲望”涉及兩個(gè)最初大腦發(fā)育的部位，也就是扁桃體和神經(jīng)大腦區(qū)，它們通過化學(xué)多巴酚傳遞信息來形成大腦的獎(jiǎng)勵(lì)機(jī)制。它們常常是讓人們很期待吃完?yáng)|西的*或是對(duì)藥品上癮。小白鼠會(huì)不停地?fù)舸驏艡趤慝@取對(duì)大腦“欲望”情緒的電*，而忽略異性同伴，但是獲得大腦*的小白鼠雖然吃得更多，但是并沒有跡象表明它在吃到自己渴想的食物后有一種滿足感。對(duì)人而言，像尼古丁這樣的物質(zhì)會(huì)讓人想要攝取更多但是卻帶來很少的*。 H 從本質(zhì)上來看，生物課可以告訴我們消極的情緒是人類生存的基本情緒，所以難怪它很難根除。與此同時(shí)，讓人覺得很詭異的是，我們的大腦總是想要的很多，但是卻很難真正得到持續(xù)的幸福感。 參考答案: Version 19104 主題 幸福的科學(xué)解釋 14 B 15 A 16 F 17 C 18 G 19 H 20 E 21 Candy 22 definition 23 a catastrophic brain 24 landscapes or dolphins playing 25 (more) primitive parts 26 D 希望以上的答復(fù)能對(duì)您的留學(xué)申請(qǐng)有所幫助。如果您有任何更詳細(xì)的問題或需要進(jìn)一步的協(xié)助，我強(qiáng)烈推薦您訪問我們的留學(xué)官方網(wǎng)站 ，在那里您可以找到更多專業(yè)的留學(xué)考試規(guī)劃和留學(xué)資料以及*的咨詢服務(wù)。祝您留學(xué)申請(qǐng)順利！

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