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本文目錄一覽：

• 1、2023年10月12日雅思閱讀考試真題及答案
• 2、2023年10月19日雅思閱讀考試真題及答案
• 3、劍橋雅思10 test3 閱讀 答案

2023年10月12日雅思閱讀考試真題及答案

您好，我是專注留學考試規(guī)劃和留學咨詢的小鐘老師。在追尋留學夢想的路上，選擇合適的學校和專業(yè)，準備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗的留學顧問，我在此為您提供全方位的專業(yè)咨詢和指導。歡迎隨時提問！ 剛過去的雅思考試相信大家都很感興趣，題目有多難？答案是怎樣的？就跟著小鐘老師來一起看一看2023年10月12日雅思閱讀考試真題及答案。 Passage 1 題目： 意大利戲劇 內(nèi)容： 意大利戲劇 類型： 待回憶 難度： 偏難 題型： 待回憶 詞匯： 待回憶 Passage 2 題目： 燒森林研究 題目： 燒森林研究 類型： 待回憶 難度： 中等 題型： 待回憶 詞匯： Wildfire 野火 Erratically 不定地，不規(guī)律的 Region 區(qū)域 Dry summer 干燥的夏天 Climate change 氣候變化，全球變暖 Fire season 火季 Consequence 后果 Halt 停止，停下，躊躇 Eradication 消滅，撲滅 Underbrush 矮樹叢 Passage 3 題目：大腦訓練 內(nèi)容： 大腦訓練 類型： 科學類 難度： 偏難 題型： 判斷題，選擇題等 詞匯： Banker 銀行家 Visualise 形象化，想象 Mental workouts 腦力運動 Corporate 公司的，共同的 Seminar room 會議室 Globe 地球 Session 會議，開會 Founder 創(chuàng)始人 Physical exercise 體力運動 Stimulation * Keep … in trim 保持修剪 Maintenance 維修 Bulk up 脹大 O*osis 滲透 希望以上的答復(fù)能對您的留學申請有所幫助。如果您有任何更詳細的問題或需要進一步的協(xié)助，我強烈推薦您訪問我們的留學官方網(wǎng)站 ，在那里您可以找到更多專業(yè)的留學考試規(guī)劃和留學資料以及*的咨詢服務(wù)。祝您留學申請順利！

2023年10月19日雅思閱讀考試真題及答案

您好，我是專注留學考試規(guī)劃和留學咨詢的小鐘老師。在追尋留學夢想的路上，選擇合適的學校和專業(yè)，準備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗的留學顧問，我在此為您提供全方位的專業(yè)咨詢和指導。歡迎隨時提問！ 上周末完成的雅思考試，相信大家都對真題和答案很感興趣，那么今天就來和小鐘老師一起來看看2023年10月19日雅思閱讀考試真題及答案。 Section1 青春期能力發(fā)展（重復(fù)19年4月13日第一篇文章，考試文章和部分題目稍有改動，真題好教育（HaojiaOyu.Net）提醒您以上內(nèi)容僅供參考） Section2 蜜蜂對于生態(tài)的重要性 Section3 可以參考：歷史教學新方法 New Ways of Teaching History New Ways of Teaching History In a technology and media-driven world， it＇s becoming increasinglydifficult to get our students’attentions andkeep them absorbed in classroom discussions. This generation， in particular，has brought a unique set of challenges to the educational table. Whereas youthare easily enraptured by high-definition television， computers， iPods， videogames and cell phones， they are less than enthralled by what to them areobsolete textbooks and boring classroom lectures. The question of how to teachhistory in a digital age is often contentious. On the one side， the old guardthinks the professional standards history is in mortal danger fromflash-in-the-pan challenges by the distal that are all show and no the other Side， the self-styled“disruptors”offer over-blown rhetoric about how digital technology has changedeverything while the moribund profession obstructs all progress in the name ofoutdated ideals. At least， that＇s a parody （maybe not much of one） of how thedebate proceeds. Both supporters and opponents of the digital share moredisciplinary common ground than either admits. When provided with merely a textbook as a supplemental learning tool， testresults have revealed that most students fail to pinpoint the significance ofhistorical events and individuals. Fewer still are able to cite andsubstantiate primary historical sources. What does this say about the way oureducators are presenting information？ The quotation comes from a report of a1917 test of 668 Texas students. Less than 10 percent of school-age childrenattended high school in 1917； today， enrollments are nearly universal. Thewhole world has turned on its head during the last century but one thing hasstayed the same： Young people remain woefully ignorant about history reflectedfrom their history tests. Guess what？ Historians are ignorant too， especiallywhen we equate historical knowledge with the ＂Jeopardy＂ Daily a test， those specializing in American history did just fine. But those withspecialties in medieval， European and African history failed miserably whenconfronted by items about Fort Ticonderoga， the Olive Branch Petition， or theQuebec Act—all taken from a typical textbook. According to thetesters， the results from the recent National Asses*ent in History， likescores from earlier tests， show that young people are ＂aby*allyignorant＂ of their own history. Invoking the tragedy of last September，historian Diane Ravitch hitched her worries about our future to the idea thatour nation＇s strength is endangered by youth who do poorly on such tests. Butif she were correct， we could have gone down the tubes in 1917！ There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which technologies are most suitable for the range of topicscovered in junior high and high school history classrooms. Fortunately，technology has provided us with opportunities to present our Civil War lessonplans or our American Revolution lesson plans in a variety of new ways. Teachers can easily target and engage the learners of this generation byeffectively combining the study of history with innovative multimedia- PowerPointand presentations in particular can expand the scope of traditional classroomdiscussion by helping teachers to explain abstract concepts while accommodatingstudents* unique learning styles. PowerPoint study units that have beenpre-made for history classrooms include all manner of photos， prints， maps，audio clips， video clips and primary sources which help to make learninginteractive and stimulating. Presenting lessons in these enticing formats helpstechnology-driven students retain the historical information they＇ll need toknow for standard exams. Whether you are covering Revolutionary War lesson plans or World War IIlesson plans， PowerPoint study units are available in formats to suit the needsof your classroom. Multimedia teaching instruments like PowerPoint software aregetting positive results the world over， framing conventional lectures withcaptivating written， auditory and visual content that helps students recallnames， dates and causal relationships within a historical context. History continues to show us that new times bring new realities. Educationis no exception to the rule. The question is not whether to bring technologyinto the educational environment. Rather， the question is which technologiesare suitable for U.S. and world history subjects， from Civil War lesson plansto World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lessonplans， PowerPoint presentations are available in pre-packaged formats to suityour classroom＇s needs. Meanwhile， some academic historians hold a different view on the use oftechnology in teaching history. One reason they hold is that not all facts canbe recorded by film or videos and literature is relatively feasible in thiscase her challenge they have to be faced with is the painful process tolearn new technology like the making of PowerPoint and the editing of audio andvideo clips which is also reasonable especially to some elderly historians. Question Reading this passage has eight paragraphs， A- G Choosing the correct heading for paragraphs A- G from the list of headingbelow Write the appropriate number， i- x， in boxes 28-34 on your answer sheet List of Headings i unavoidable changing facts to be considered when picking up technologymeans ii A debatable place where the new technologies stand in for historyteaching iii Hard to attract students in traditional ways of teaching history iv Display of the use of emerging multimedia as leaching tools v Both students and professionals as candidates did not produce decentresults vi A good concrete example illustrated to show how multimedia animates thehistory class vii The comparisons of the new technologies applied in history class viii Enormous breakthroughs in new technologies ix Resistance of using new technologies from certain historian x Decisions needed on which technique to be used for history teachinginstead of improvement in the textbooks 28 Paragraph A 29 Paragraph B 30 Paragraph C 31 Paragraph D 32 Paragraph E 33 Paragraph F 34 Paragraph G Question 35-37 Do the following statements agree with the information given in ReadingPassage？ In boxes 35-37 on your answer sheet， write YES if the statement is true NO if the statement is false NOT GIVEN if the information is not given in the passage 35 Modem people are belter at memorizing historical information comparedwith their ancestors. 36 New technologies applied in history- teaching are more vivid forstudents to memorize the details of historical events. 37 Conventional ways like literature arc gradually out of fashion as timegoes by. Question 38-40 Complete the following summary of the paragraphs of Reading Passage， usingmore than three words from the Reading Passage for each answer. Write your answers in boxes 38-40 on your answer sheet. Contemporary students can be aimed at without many difficulties byintegrating studying history with novel. ..38.... Conventional classroomdiscussion is specially extended by two ways to assist the teachers tointerpret ...39... and at the same time retain students＇ distinct learningmodes. PowerPoint study units prepared beforehand comprising a wide variety ofelements make ...40.... learning feasible. Combined classes like this can alsobe helpful in taking required tests. 希望以上的答復(fù)能對您的留學申請有所幫助。如果您有任何更詳細的問題或需要進一步的協(xié)助，我強烈推薦您訪問我們的留學官方網(wǎng)站 ，在那里您可以找到更多專業(yè)的留學考試規(guī)劃和留學資料以及*的咨詢服務(wù)。祝您留學申請順利！

劍橋雅思10 test3 閱讀 答案

答案解析： 1. 選ii。定位到第二段第一句話：Touri* in the mass form as we know it today is a distinctly twentieth-century phenomenon. 表明就我們所知，廣義的旅游業(yè)是一個二十世紀的現(xiàn)象。選項中的mass touri*與原文中的touri* in the mass form是同義替換。 2. 選i。定位到第三段第一句話：Touri* today has grown significantly in both economic and social importance. 即目前旅游業(yè)對經(jīng)濟及社會都非常重要。選項中的significance替換原文的importance。 3. 選v。定位到第四段第一句話：However, the major problems of the travel and touri* industry that have hidden or obscured its economic impact are the diversity and fragmentation of the industry itself. 意思是旅游業(yè)的主要問題是這個產(chǎn)業(yè)本身的多樣性和分散性，這使得其經(jīng)濟影響變得不那么明顯。選項中的difficulty，effects分別替換原文的problems和impact。 4. 選vii。定位到第五段第一句話：Once the exclusive province of the wealthy, travel and touri* have become an institutionalised way of life for most of the population. 表明旅游業(yè)曾經(jīng)是富人們的特權(quán)，而現(xiàn)在已經(jīng)變成大多數(shù)人們習以為常的一種生活方式了。選項中的world，impact替換原文的most of the population, institutionalised。 Questions 5-10 判斷題 5. The largest employment figures in the world are found in the travel and touri* industry. 6. Touri* contributes over six per cent of the Australian gross national product. 7. Touri* has a social impact because it promotes recreation. 8. Two main features of the travel and touri* industry make its economic significance difficult to ascertain. 9. Visitor spending is always greater than the spending of residents in tourist areas. 10. It is easy to show statistically how touri* affects individual economies. 答案解析： 5. 選TRUE。定位到第三段第三句話： According to the World Travel and Touri* Council (1992), ‘Travel and touri* is the largest industry in the world on virtually any economic measure including value-added capital investment, employment and tax contributions’。意思是旅游業(yè)是全世界最大的行業(yè)，不管是用哪種經(jīng)濟學估算，其中包括資本增值投資，就業(yè)及稅收貢獻。題目中的figures替換原文measure。 6. 原文沒有提到Australian gross national product這個概念，所以選擇NG。 7. 原文沒有提到recreation這個概念，所以選擇NG。 8. 選TRUE。定位到第四段第一句話：However, the major problems of the travel and touri* industry that have hidden, or obscured its economic impact, are the diversity and fragmentation of the industry itself. 意思是旅游業(yè)的主要問題是這個產(chǎn)業(yè)本身的多樣性和分散性，這使得其經(jīng)濟影響變得不那么明顯。題目中的two main features指代原文的diversity and fragmentation。 9. 原文沒有提到visitor spending 和residents’ spending的比較關(guān)系，所以選擇NG。 10. 選FALSE。定位到第四段倒數(shù)第二句，原文表明this problem has made it difficult ...to estimate the contribution it makes, 即估算旅游業(yè)對經(jīng)濟的貢獻很困難，所以選FALSE。 Questions 11-13 句子填空題 11. In Greece, touri* is the most important ________. 12. The travel and touri* industry in Jamaica is the major ______ . 13. The problems associated with measuring international touri* are often reflected in the measurement of _______ . 答案解析： 11. 填source of income/home。定位到最后一段的第三句: For example, touri* is the major source of income in Bermuda, Greece, Italy, Spain, Switzerland, and most Caribbean countries. 說明旅游業(yè)在以下國家都是收入的主要來源，題目中的most important替換原文的major。 12. 填employer。定位到最后一段的第四句: In addition, Hawkins and Ritchie, quoting from data published by the American Express Company, suggesting that the travel and touri* industry is the number one ranked employer in the Bahamas, Brazil, Canada, France, (the former) West Germany, Hong Kong, Italy, Jamaica, Japan, Singapore. 說明旅游業(yè)在一下國家是最需要聘用雇員的行業(yè)，題目中的major替換原文的number one ranked。 13. 填domestic industry。定位到最后一段的最后一句: In many cases, similar difficulties arise when attempts are made to measure domestic touri*. 說明測量估算國內(nèi)旅游業(yè)非常困難，題目中的measurement, problems替換原文的measure, difficulties。

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