劍橋雅思10 test3 閱讀 答案 2023年10月19日雅思閱讀考試真題及答案 2023年6月30日雅思閱讀真題整理

今天大學(xué)路小編整理了劍橋雅思10 test3 閱讀 答案 2023年10月19日雅思閱讀考試真題及答案 2023年6月30日雅思閱讀真題整理相關(guān)信息，希望在這方面能夠更好的大家。

本文目錄一覽：

• 1、劍橋雅思10 test3 閱讀 答案
• 2、2023年10月19日雅思閱讀考試真題及答案
• 3、2023年6月30日雅思閱讀真題整理

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(jì)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(xí)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(xué)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。

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(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。在追尋留學(xué)夢想的路上，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(xué)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.

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2023年6月30日雅思閱讀真題整理

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)。歡迎隨時提問！
對于2023年6月30日的雅思考試，不知道同學(xué)們對于此次考試有哪些把握呢？接下來就和小鐘老師來看看2023年6月30日雅思閱讀真題整理。

權(quán)威點評
文章題材常規(guī)，涉及到環(huán)境，動物，商業(yè)類。據(jù)烤鴨們反饋，passage 3生詞較多，導(dǎo)致原文和題干理解困難，影響做題。這要求考生在平時練習(xí)中多總結(jié)不同場景的高頻詞匯，并且提高在語境中理解生詞的能力。從題型看，難度適中，基礎(chǔ)題型：填空題(包括summary)和判斷題占30個左右，考查對于細(xì)節(jié)信息的定位和理解;匹配題考查了6個段落信息匹配題，考查學(xué)生在短時間內(nèi)準(zhǔn)確找到匹配段落信息的能力，考生必須掌握高效做匹配題的方法，在有限的時間內(nèi)拿到更多的分?jǐn)?shù)。
Passage 1
題目Why good ideas fail?
話題分類商業(yè)類
題型及對應(yīng)數(shù)量判斷題 5
填空題 8
內(nèi)容回憶一位市場營銷專業(yè)的學(xué)生做了關(guān)于公司治理的案例，該公司早前獲得了成功，后來失敗了。兩位專家對該公司的營銷進行分析與評價，并且提出了一些市場營銷的策略
題目回憶判斷題
1 TRUE
2 TRUE
3 NOT GIVEN
4 NOT GIVEN
5 FALSE
填空題
6 surface
7 name
8 需要補充
9 weight loss
10 behavior
11 focus group
12 simple survey
13 instincts
參考閱讀 10-3-1 商業(yè)類
Passage 2
題目Hold back floods
話題分類環(huán)境類
題型及數(shù)量段落信息匹配 6
單選題 2
填空題 5
內(nèi)容回憶本文講述了主要講了洪水以前和現(xiàn)在的情況對比，以及治理洪水的新方法
Hold back flood
A Last winter’s floods on the rivers of central Europe were among the worst since the Middle Ages, and as winter storms return, the spectre of floods is returning too. Just weeks ago, the river Rh?ne in south-east France burst its banks, driving 15,000 people from their homes, and worse could be on the way. Traditionally, river engineers have gone for Plan A: get rid of the water fast, draining it off the land and down to the sea in tall-sided rivers re-engineered as high-performance drains. But however big they dug city drains, however wide and straight they made the rivers, and however high they build the banks, the floods kept coming back to taunt them, from the Mississippi to the Danube. And when the floods came, they seemed to be worse than ever. No wonder engineers are turning to Plan B: sap the water’s destructive strength by dispersing it into fields, forgotten lakes, flood plains and aquifers.
B Back in the days when rivers took a more tortuous path to the sea, flood waters lost impetus and volume while meandering across flood plains and idling through wetlands and inland deltas. But today the water tends to have an unimpeded journey to the sea. And this means that when it rains in the uplands, the water comes down all at once. Worse, whenever we close off more flood plains, the river’s flow farther downstream becomes more violent and uncontrollable. Dykes are only as good as their weakest link—and the water will unerringly find it. By trying to turn the complex hydrology of rivers into the simple mechanics of a water pipe, engineers have often created danger where they promised safety, and intensified the floods they meant to end. Take the Rhine, Europe’s most engineered river. For two centuries, German engineers have erased its backwaters and cut it off from its flood plain.
C Today, the river has lost 7 percent of its original length and runs up to a third faster. When it rains hard in the Alps, the peak flows from several tributaries coincide in the main river, where once they arrived separately. And with four-fifths of the lower Rhine’s flood plain barricaded off, the waters rise ever higher. The result is more frequent flooding that does ever-greater damage to the homes, offices and roads that sit on the flood plain. Much the same has happened in the US on the mighty Mississippi, which drains the world’s second largest river catchment into the Gulf of Mexico.
D The European Union is trying to improve rain forecasts and more accurately model how intense rains swell rivers. That may help cities prepare, but it won’t stop the floods. To do that, say hydrologists, you need a new approach to engineering not just rivers, but the whole landscape. The UK’s Environment Agency—which has been granted an extra ￡150 million a year to spend in the wake of floods in 2000 that cost the country ￡1billion—puts it like this: “The focus is now on working with the forces of nature. Towering concrete walls are out, and new wetlands are in.” to help keep London’s feet dry, the agency is breaking the Thames’s banks upstream and reflooding 10 square kilometres of ancient flood plain at Otmoor outside Oxford. Nearer to London it has spent ￡100 million creating new wetlands and a relief channel across 16 kilometres of flood plain to protect the town of Maidenhead, as well as the ancient playing fields of Eton college. And near the south coast, the agency is digging out channels to reconnect old meanders on the river Cuckmere in East Sussex that were cut off by flood banks 150 years ago.
E The same is taking place on a much grander scale in Austria, in one of Europe’s largest river restorations to date. Engineers are regenerating flood plains along 60 kilometres of the river Drava as it exits the Alps. They are also widening the river bed and channeling it back into abandoned meanders, oxbow lakes and backwaters overhung with willows. The engineers calculate that the restored flood plain can now store up to 10 million cubic metres of flood waters and slow storm surges coming out of the Alps by more than an hour, protecting towns as far downstream as Slovenia and Croatia.
F "Rivers have to be allowed to take more space. They have to be turned from flood-chutes into flood-foilers", says Nienhuis. And the Dutch. for whom preventing floods is a matter of survival. Have gone furthest. A nation built largely on drained marshes and seabed had the fright of its life in 1993 when the Rhine almost overwhelmed it. The same happened again in 1995. when a quarter of a million people were evacuated from the Netherlands. But a new breed of "soil engineers" wants our cities to become porous, and Berlin is their shining example. Since reunification, the city's massive redevelopment has been governed by tough new rules to prevent its drains becoming overloaded after heavy rains. Harald Kraft, an architect working in the city. says: "We now see rainwater as a resource to be kept rather than got rid of at great cost." A good illustration is the giant Potsdamer Platz, a huge new commercial redevelopment by Daimler Chrysler in the heart of the city.
G Los Angeles has spent billions of dollars digging huge drains and concreting river beds to carry away the water from occasional intense storms. The latest plan is to spend a cool 280millionraisingtheconcretewallsontheLosAngelesriverbyanother2metres.Yetmanycommunitiesstillfloodregularly.MeanwhilethisdesertcityisshippinginwaterfromhundredsofkilometresawayinnorthernCaliforniaandfromtheColoradoriverinArizonatofillitstapsandswimmingpools,andirrigateitsgreenspaces.Itallsoundslikebadplanning."InLAwereceivehalfthewaterweneedinrainfall,andwethrowitaway.Thenwespendhundredsofmillionstoimportwater,"saysAndyLipkis,anLAenvironmentalist,alongwithcitizengroupslikeFriendsoftheLosAngelesRiverandUnpavedLA.wanttobeattheurbanfloodhazardandfillthetapsbyholdingontothecity′sfloodwater.Andit′snotjustapipedream.Theauthoritiesthisyearlauncheda280millionraisingtheconcretewallsontheLosAngelesriverbyanother2metres.Yetmanycommunitiesstillfloodregularly.MeanwhilethisdesertcityisshippinginwaterfromhundredsofkilometresawayinnorthernCaliforniaandfromtheColoradoriverinArizonatofillitstapsandswimmingpools,andirrigateitsgreenspaces.Itallsoundslikebadplanning."InLAwereceivehalfthewaterweneedinrainfall,andwethrowitaway.Thenwespendhundredsofmillionstoimportwater,"saysAndyLipkis,anLAenvironmentalist,alongwithcitizengroupslikeFriendsoftheLosAngelesRiverandUnpavedLA.wanttobeattheurbanfloodhazardandfillthetapsbyholdingontothecity′sfloodwater.Andit′snotjustapipedream.Theauthoritiesthisyearlauncheda100 million scheme to road-test the porous city in one flood-hit community in Sun Valley. The plan is to catch the rain that falls on thousands of driveways, parking lots and rooftops in the valley. Trees will soak up water from parking lots. Homes and public buildings will capture roof water to irrigate gardens and parks. And road drains will empty into old gravel pits and other leaky places that should recharge the city's underground water reserves. Result: less flooding and more water for the city. Plan B says every city should be porous, every river should have room to flood naturally and every coastline should be left to build its own defenses. It sounds expensive and utopian, until you realize how much we spend trying to drain cities and protect our watery margins—and how bad we are at it.
題目回憶段落信息匹配題
1. A new approach conducted in the UK D
2. Reasons why twisty path and dykes failed B
3. One project on a river benefits three countries E
4. Illustration of an alternative plan in LA which seems unrealistic G
5. Efforts made in Netherlands and Germany F
6. Traditional ways of controlling flood A
選擇題
7. A It may stop the flood involving the whole area
8. D reserve water to protect downstream towns
填空題
9. Berlin set a good example for others.
10. The Rhine and the Mississippi river had the similar problem of water control.
11. An area near Oxford was flooded to protect the city of London.
12. Such planners who want our cities to become porous are called soil engineers.
13. In Los Angeles, *all scale water project could become a larger one.
參考閱讀532(環(huán)境類)
Passage 3
題目Australian Megafauna
話題分類生物類
題型及數(shù)量判斷題 4
summary 5
選擇題 5
內(nèi)容回憶對澳大利亞大型動物megafauna的研究，分析人類在幾千年前人是否與大型動物共存。有研究者質(zhì)疑證據(jù)不足
題目回憶判斷題
27 YES
28 NOT GIVEN
29 NO
30 YES
SUMMARY 題
31 B
32 H
33 D
34 C
35 G
選擇題
36 A
37 B
38 A
39 C
40 D

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