剑桥雅思8 T2 p2 阅读解析 雅思阅读熟词多义题解析

今天雅思无忧小编整理了剑桥雅思8 T2 p2 阅读解析 雅思阅读熟词多义题解析相关信息，希望在这方面能够更好的大家。

本文目录一览：

• 1、2023雅思阅读真题全面解析及答案(2)
• 2、雅思阅读熟词多义题解析
• 3、2020年8月1日雅思阅读考试真题答案

2023雅思阅读真题全面解析及答案(2)

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2023雅思阅读真题全面解析及答案(2)
原文与译文：
Yesterday, in the House of Commons, Charles Kennedy’s parliamentary colleagues gave moving tributes to his life. There is never a rush, of course, to speak ill of the dead, but these tributes had the clear ring of sincerity. David Cameron said his “character and courage inspired us all”, and Nick Clegg that he always put people before politics. Outside the commons, colleagues and friends have spoken repeatedly of Kennedy’s compassion, decency, and principled nature as well as of his ongoing battle with human frailty in the form of alcoholi*.
It seems Charles Kennedy displayed what the New York Times Columnist David Brooks would call “eulogy virtues”. In his most recent book “The Road to Character”, Brooks contrasts eulogy virtues like kindness, faithfulness and humility with what he calls resume virtues - the kind of things we put on our CV. He’s convinced that both eulogy virtues and resume virtues take work to develop, and is worried that western society pushes us to put our efforts into the ones that will help improve our careers, not our characters.
It's the age old question- what makes a good life? How do we go deeper amongst the clamour of a culture that monetises status anxiety and defines us by what earn, own or look like?
David Brook’s call for us to do the hard work of developing character, to cultivate self-restraint and self-suspicion in the age of the selfie stick, isn't really controversial. It's obvious, when we stop to think about it, that the real legacies of our lives aren’t job titles, twitter followers or cellulite free thighs. But how do we develop the eulogy virtues, when the gravitational pull of the self is so strong?
Christians would be the first to acknowledge that these virtues don't come naturally. The church’s hunch is that change happens through vulnerable, committed relationships. To overcome the tyrant self we must confess our frailty and darkest tendencies - first to God, and then to others.
Behavioural science is beginning to add evidence to what religions have long understood - virtue develops best in relational communities. Not short term communities of self interest made up of “people like us”, but awkward, diverse, grace filled communities, established for the long term. The New Testament encourages Christians to be part of communities like these, to encourage one another, bear with each other and create space for the hard conversations. To keep reminding each other of the virtues that matter and the things that last. These kind of communities aren't of course unique to Christianity, and they are often far from perfect, but if we want to be remembered not for our fleeting achievements but our depth of character, they might be the best hope we have.
昨天，在下议院，查尔斯·肯尼迪的同事为他的一生发表了催人泪下的悼词。当然，死者为大，没有人会在死者尸骨未寒时说别人的不是。但是这些悼词很明显是真诚的。大卫·卡梅伦说他的“品格和勇气鼓舞了我们所有人”，尼克·克莱格说他总是把民众放在政治前面。在下议院外，他的同事和朋友多次提到他的同情心，政治和原则性，并不断与人类酗酒的劣根性做斗争。
查尔斯·肯尼迪似乎体现了《*》专栏作家David Brooks所说的“悼词美德”。在他最近的书《通往品格的道路》中，Brooks将善良，忠诚等悼词美德与他所说的简历美德做了对比——也就是我们写在简历上的品德。他相信，悼词美德和简历美德都需要发扬。他担心西方世界导致我们努力塑造帮助我们职业发展的品德，而不是帮助性格成长的品德。
我们又要说一个老生常谈的问题——怎样才是好的生活?在宣扬金钱至上，追求社会地位，根据收入，财产和外表来定义我们的浮躁社会，我们怎样才能深入剖析自己的内心世界?
David Brook呼吁我们努力塑造品格，在自我吹嘘的环境中培养*和自审的品格，这并无争议。很明显，当我们停下来认真思考的时候，我们真正宝贵的财产并不是我们的职位，推特粉丝或没有脂肪的大腿。但是在自我的万有引力如此强大的情况下，我们怎样培养悼词美德?
基督徒们将最先站出来承认这些美德并不是与生俱来的。基督教教义认为，改变是在脆弱忠诚的关系中发生的。要克服残暴的自我，我们必须承认我们的脆弱和最黑暗的本性——首先是对上帝，然后是对自己。
行为科学不断有证据表明各宗教很久以前就已经理解的问题——道德在关系社会中发展得最快。不是由“跟我一样的人”组成的短暂的利益团体，而是长期的，尴尬的，多样化的人组成的团体。<<新约圣经>>鼓励基督徒成为这样的团体的一部分，鼓励大家相互容忍，为艰难的对话打造空间。互相提醒非常重要的道德和永恒持久的事情。当然，这些团体并不是对基督教来说独一无二的，而通常并不完美，但是，如果我们不是想要人们记住卓越的成就，而是希望人们记住我们的品德，这或许是我们最大的希望。
词汇解释：
1.moving adj. 感人的
It is very moving to see how much strangers can care for each other...
看到陌生人之间这般彼此关照，实在令人感动。
2.inspire vt. 鼓舞
These herbs will inspire you to try out all sorts of exotic-flavoured dishes!
这些香草会激发你去品尝各种异国风味的菜肴!
3.repeatedly adv.反复地，重复地
A list of items is repeatedly flashed up on the screen.
一个选项列表反复出现在屏幕上。
4.ongoing adj.不间断的，进行的
There is an ongoing debate on the issue.
对此问题的争论一直没有间断过。
5.convince vt.使相信，说服
I'm not going to believe it myself, never mind convince anyone else.
我自己都不会相信，更别提说服别人了。
6.clamour n. 喧哗声，喧闹
She could hear a clamour in the road outside.
她能听得见外面路上的吵闹声。
7.acknowledge vt.承认
You have to acknowledge that we live in a racist society.
你得承认我们生活在一个有种族偏见的社会中。
8.fleeting adj. 疾驰的，飞逝的;短暂的
The world is like a fleeting show.
人世如白驹过隙。

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雅思阅读熟词多义题解析

英语中纯粹的单义词很少，绝大多数词都是多义词，即一个词项有两个或两个以上的意义。在雅思阅读中，有很多词汇看似很简单，很熟悉，殊不知他有多个意思。把小伙伴们都迷得晕头转向的。今天我来为大家收集整理了雅思阅读熟词多义题解析，希望小伙伴们在雅思考试时能提高警惕，不再犯迷糊!

以下主要就雅思阅读剑桥真题部分的一些存在熟词多义的题目进行解析：

1.drive

C4T1P1：

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.

这是一个复杂的长难句，一共出现了三处定语从句，一处ways in which， 一处factors which，一处activities which。

drive的主语为连接代词which代指的先行词factors，提取之后变为factors drive the activities， 这里如果将这里作为动词的drive 翻译成驾驶，句子是完成不通顺的，我们从后一处的定语从句中得知，activities指的是破坏雨林的行为，也就是前面的社会经济和政治因素drive了一些破坏雨林的行为，也就是说，这里的drive是导致，迫使的意思。

C6T1P2

选项型SUMMARY

Q24： Manufacturers of computers， for instance， are able to import 24................. from overseas， rather than having to rely on a local supplier.

文章E段 To see how this influences trade， consider the business of making disk drives for computers. Most of the world's disk-drive manufacturing is concentrated in South-east Asia. This is possible only because disk drives， while valuable， are *all and light and so cost little to ship. Computer manufacturers in Japan or Texas will not face hugely bigger freight bills if they import drives from Singapore rather than purchasing them on the domestic market.

通过manufacturers of computers定位到E段。阅读后我们可以知道电脑*商集中在东南亚*和进口disk drives而不是本国市场。如果同学对电脑知识比较了解的话，对于drive在这里的理解应该问题不大。根据一定的语法知识我们看得出这里的disk drives和disk-drive是名词用法，可通过drive的基本含义“驾驶”进一步引申理解，“驾驶磁盘”过渡为“让磁盘启动”，正确的理解含义为：磁盘驱动器。对应到题目提供的选项“B. components”

2.subject

我们知道它由“科目”的意思，词汇稍好的同学还会知道它还有“主语”和“主题”的含义。我们来看下面一题：

C5T1P2

单选题 Q20 The teacher-subjects were told that they were testing whether

A a 450-volt shock was dangerous.

B punishment helps learning.

C the pupils were honest.

D they were suited to teaching.

文章A段 Specifically， Milgram told each volunteer 'teacher-subject' that the experiment was in the noble cause of education， and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils' ability to learn.

文章这里的'teacher-subject'打了引号，也就是说即便同学你不认识，把它当作一个特殊词符号，不理解不影响做题。不过明显的是，把“科目”“主语”“主题”放这里，都不好理解。在雅思阅读学术实验类的文章中，subject是个高频词汇，作为“实验对象”的含义来使用， 有时会同义替换为volunteer或participant。

C8T1P3

表格填空Q38 The results were then subjected to a 38…………………….

文章：In 1987， results from hundreds of autoganzfeld tests were studied by Honorton in a 'meta-*ysis'， a statistical technique for finding the overall results from a set of studies.

通过冠词a我们可以知道此空填名词单数，并且从表格纵轴同行的特殊定位词in 1987，我们找到了定位句。但是定位句中存在冠词a的三处，到底三处后的单词填哪个呢。单词不会，语法来凑，通过题目和文章的主干结构的一致性：A be subjected to B和A be studied By B in C， 由于Honorton是人名且不符合填词规定，顺理成章的'meta-*ysis'成为我们的选填对象。那subject to到底什么意思呢，通过文章，我们可以知道大概是被研究的意思，查了字典我们就了解，正确含义为“受…支配”。

类似的用法单词还有：

1. state n. (美国的)州，状态，*，adj. 国家的，国立的 v.陈述，说明

C8T4P1 判断题Q8 Private schools in Japan are more modern and spacious than state-run lower secondary schools. State-run adj国立的

C7T4P1 第5段 There was a huge initial force- five times larger than the steady state force， Gharib says. State n.状态

2. coin n. 硬币， v. 创造，铸造

C7T1P1 E段 The American zoologist Donald Griffin， who was largely responsible for the discovery of sonar in bats， coined the term 'echolocation' to cover both sonar and radar， whether used by animals or by human instruments. Coin v 创造(first used)

3. spoke v. speak过去式，n 车轮的辐条(C4T1P3)

4. tuitionn. 学费，课程，讲授，教学(C4T1P1)

5. complaint n. 抱怨，*，疾病(C4T2P2)

6. Interest v. 是感兴趣n. 兴趣，利益，利息(C4T3P1)

7. leaves v. leave的动词三单形式 n.叶子(Pl)(C8T4P3)

8. press v. 按压，n. 印刷，新闻工作者，新闻(C5T1P3/C5T4P2)

(pressing adj. 迫切的，急切的 C7T1P2)

希望以上内容能对大家有所帮助!我预祝大家在雅思阅读考试中能够取得理想的成绩!更多信息敬请关注雅思频道!

2020年8月1日雅思阅读考试真题答案

8月1号进行了八月初的第一场雅思的考试，相信大家对真题以及答案会非常的感兴趣、今天就由的我为大家介绍2020年8月1日雅思阅读考试真题答案。

一、考题解析

P1 土地沙漠化

P2 澳大利亚的鹦鹉

P3 多重任务

二、名师点评

1.8月份首场考试的难度总体中等，有出现比较多的配对题，没有出现Heading题，其余主要以常规的填空，判断和选择题为主。文章的话题和题型搭配也是在剑桥真题中都有迹可循，所以备考重心依然还是剑桥官方真题。

2. 整体分析：涉及环境类（P1）、动物类（P2）、社科类（P3）。

本次考试的P2和P3均为旧题。P2是动物类的话题，题型组合为：段落细节配对+单选+summary填空，难度中等。题型上也延续19年的出题特点，出现配对题，考察定位速度和准确度。P3也出现了段落细节配对，主要是段落细节配对+单选+判断。三种题型难度中等，但是文章理解起来略有难度。

3. 部分答案及参考文章：

Passage 1：土地沙漠化

题型及答案待确认

Passage 2：澳大利亚的鹦鹉

题型：段落细节配对+单选+Summary填空

技巧分析：由于段落细节配对是完全乱序出题，在定位时需要先做后面的单选题及填空题，最大化利用已读信息来确定答案，尽量避免重复阅读，以保证充分的做题时间。

文章内容及题目参考：

A 概况，关于一个大的生物种类

B 一些物种消失的原因，题干关键词：an example of one bird species extinct

C 一种鹦鹉不能自己存活，以捕食另一种鸟为生，吃该鸟类的蛋。题干关键词：two species competed at the expense of oneanother

D 吸引鹦鹉的原因以及鹦鹉嘴的特点。题干关键词：*ysis of reasons as Australian landscapeattract parrots

E 植物是如何适应鹦鹉。题干关键词：plants attract birds which make the animal adaptto the environment

F 南半球对英语的影响

G 两种鹦鹉从环境改变中获益并存活下来。题干关键词：two species of parrots benefit fromm theenvironment change

H 外来物种及本地鹦鹉

I 鸟类栖息地被破坏以及人类采取的措施

J 作者对于鹦鹉问题的态度

单选题：

why parrots in the whole world are lineal descendants of

选项关键词：continent split from Africa

the writer thinks parrots species beak is for

选项关键词：adjust to their suitable diet

which one is not mentioned

选项关键词：should be frequently maintained

填空题：分布在文章的前两段

one-sixth

16th century

mapmaker

John Gould

Passage 3：多重任务

题型：段落细节配对+单选+判断

参考答案及文章

28 F

29I

30C

31B

32G

33C

34B

35A

36YES

37YES

38NO

39NOT GIVEN

40NO

Passage3： multitasking

Multitasking Debate—Can you do them at the same time？

Talking on the phone while driving isn＇t the only situationwhere we＇re worse at multitasking than we might like to think we are. Newstudies have identified a bottleneck in our brains that some say means we arefundamentally incapable of true multitasking. If experimental findings reflectreal-world performance， people who think they are multitasking are probablyjust underperforming in all-or at best， all but one -of their parallelpursuits. Practice might improve your performance， but you will never be asgood as when focusing on one task at a time.

The problem， according to René Marois， a psychologist atVanderbilt University in Nashville， Tennessee， is that there＇s a sticking pointin the brain. To demonstrate this， Marois devised an experiment to locate nteers watch a screen and when a particular image appears， a red circle，say， they have to press a key with their index finger. Different colouredcircles require presses from different fingers. Typical response time is about half a second， and thevolunteers quickly reach their peak performance. Then they learn to listen todifferent recordings and respond by making a specific sound. For instance， whenthey hear a bird chirp， they have to say ＂ba＂； an electronic soundshould elicit a ＂ko＂， and so on. Again， no problem. A normal personcan do that in about half a second， with almost no effort. The trouble comeswhen Marois shows the volunteers an image， then almost immediately plays them asound. Now they＇re flummoxed. ＂If you show an image and play a sound atthe same time， one task is postponed，＂ he says. In fact，if the second taskis introduced within the half-second or so it takes to process and react to thefirst， it will simply be delayed until the first one is done. The largestdual-task delays occur when the two tasks are presented simultaneously； delaysprogressively shorten as the interval between presenting the tasks lengthens（See Diagram）.

There are at least three points where we seem to getstuck， says Marois. The first is in simply identifying what we＇re looking  can take a few tenths of a second， during which time we are not able tosee and recognise a second item. This limitation is known as the＂attentional blink＂： experiments have shown that if you＇re watchingout for a particular event and a second one shows up unexpectedly any timewithin this crucial window of concentration， it may register in your visualcortex but you will be unable to act upon it. Interestingly， if you don＇texpect the first event， you have no trouble responding to the second. Whatexactly causes the attentional blink is still a matter for debate.

A second limitation is in our short-term visual ＇s estimated that we can keep track of about four items at a time， fewer ifthey are complex. This capacity shortage is thought to explain， in part， our astonishinginability to detect even huge changes in scenes that are otherwise identical，so-called ＂change blindness＂. Show people pairs of near-identicalphotos -say， aircraft engines in one picture have disappeared in the other -andthey will fail to spot the differences （if you don＇t believe it， check out theclips at /~rensink/flicker/download）. Here again， though， thereis disagreement about what the essential limiting factor really is. Does itcome down to a dearth of storage capacity， or is it about how much attention aviewer is paying？

A third limitation is that choosing a response to astimulus -braking when you see a child in the road， for instance，or replyingwhen your mother tells you over the phone that she＇s thinking of leaving yourdad -also takes brainpower. Selecting a response to one of these things willdelay by some tenths of a second your ability to respond to the other. This iscalled the ＂response selection bottleneck＂ theory， first proposed in1952.

Last December， Marois and his colleagues published apaper arguing that this bottleneck is in fact created in two different areas ofthe brain： one in the posterior lateral prefrontal cortex and another in thesuperior medial frontal cortex （Neuron， vol 52， p 1109）. They found this byscanning people＇s brains with functional MRI while the subjects struggled tochoose among eight possible responses to each of two closely timed tasks. Theydiscovered that these brain areas are not tied to any particular sense but aregenerally involved in selecting responses， and they seemed to queue theseresponses when presented with multiple tasks concurrently.

Bottleneck？ What bottleneck？

But David Meyer， a psychologist at the University ofMichigan， Ann Arbor， doesn＇t buy the bottleneck idea. He thinks dual-taskinterference is just evidence of a strategy used by the brain to prioritisemultiple activities. Meyer is known as something of an optimist by his  has written papers with titles like ＂Virtually perfect time-sharing indual-task performance： Uncorking the central cognitive bottleneck＂（Psychological Science， vol 12， p101）. His experiments have shown that withenough practice -at least 2000 tries -some people can execute two taskssimultaneously as competently as if they were doing them one after the  suggests that there is a central cognitive processor that coordinates allthis and， what＇s more， he thinks it uses discretion： sometimes it chooses todelay one task while completing another.

Even with practice， not all people manage to achieve thisharmonious time-share， however. Meyer argues that individual differences comedown to variations in the character of the processor -some brains are just more＂cautious＂， some more ＂daring＂. And despite urban legend，there are no noticeable

differences between men and women. So， according to him，it＇s not a central bottleneck that causes dual-task interference， but rather＂adaptive executive control＂， which ＂schedules task processesappropriately to obey instructions about their relative priorities and serialorder＂.

Marois agrees that practice can sometimes eraseinterference effects. He has found that with just 1 hour of practice each dayfor two weeks， volunteers show a huge improvement at managing both his tasks atonce. Where he disagrees with Meyer is in what the brain is doing to achievethis. Marois speculates that practice might give us the chance to find lesscongested circuits to execute a task -rather like finding trusty back streetsto avoid heavy traffic on main roads -effectively making our response to thetask subconscious. After all， there are plenty of examples of subconsciou*ultitasking that most of us routinely manage： walking and talking， eating andreading， watching TV and folding the laundry.

But while some dual tasks benefit from practice， otherssimply do not. ＂Certain kinds of tasks are really hard to do two atonce，＂ says Pierre Jolicoeur at the University of Montreal， Canada， whoalso studies multitasking. Dual tasks involving a visual stimulus andskeletal-motor response （which he dubs ＂in the eye and out the hand＂）and an auditory stimulus with a verbal response （＂in the ear and out themouth＂） do seem to be amenable to practice， he says. Jolicoeur has foundthat with enough training such tasks can be performed as well together asapart. He speculates that the brain connections that they use may be somehowspecial， because we learn to speak by hearing and learn to move by looking. Butpair visual input with a verbal response， or sound to motor， and there＇s nodramatic improvement. ＂It looks like no amount of practice will allow youto combine these，＂ he says.

For research purposes， these experiments have to be keptsimple. Real-world multitasking poses much greater challenges. Even the upbeatMeyer is sceptical about how a lot of us live our lives. Instant-messaging andtrying to do your homework？ ＂It can＇t be done，＂ he says. Conducting ajob interview while answering emails？ ＂There＇s no way you wind up being asgood.＂ Needless to say， there appear to be no researchers in the area ofmultitasking who believe that you can safely drive a car and carry on a phoneconversation. In fact， last year David Strayer at the University of Utah inSalt Lake City reported that people using cellphones drive no better thandrunks （Human Factors， vol 48， p 381）. In another study， Strayer found thatusing a hands-free kit did not improve a driver＇s response time. He concludedthat what distracts a driver so badly is the very act of talking to someone whoisn＇t present in the car and therefore is unaware of the hazards facing thedriver.

“No researchers believe it＇s safe to drive a car andcarry on a phone conversation”

It probably comes as no surprise that， generallyspeaking， we get worse at multitasking as we age. According to Art Kramer atthe University of Illinois at Urbana-Champaign， who studies how ageing affectsour cognitive abilities， we peak in our 20s. Though the decline is slow throughour 30s and on into our 50s， it is there； and after 55， it becomes moreprecipitous. In one study， he and his colleagues had both young and oldparticipants do a simulated driving task while carrying on a conversation. Hefound that while young drivers tended to miss background changes， older driversfailed to notice things that were highly relevant. Likewise， older subjects hadmore trouble paying attention to the more important parts of a scene than youngdrivers.

It＇s not all bad news for over-55s， though. Kramer alsofound that older people can benefit from practice. Not only did they learn toperform better， brain scans showed that underlying that improvement was achange in the way their brains become active.

Whileit＇s clear that practice can often make a difference， especially as we age， thebasic facts remain sobering. ＂We have this impression of an almightycomplex brain，＂ says Marois， ＂and yet we have very humbling andcrippling limits.＂ For most of our history， we probably never needed to domore than one thing at a time， he says， and so we haven＇t evolved to be ableto. Perhaps we will in future， though. We might yet look back one day on peoplelike Debbie and Alun as ancestors of a new breed of true multitaskers.

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