对于雅思的备考，考生不仅要进行练习，更重要的是练习后的分析和总结，为了便于大家更好的备考雅思考试，小编为大家带来了剑桥雅思11Test3精讲，做过这部分题目的小伙伴一起来详细的了解一下吧。
先来了解一下剑桥雅思11Test3部分的考试题目。
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
THE STORY OF SILK
The history of the world’s most luxurious fabric, from ancient China to the present day
Silk is a fine, smooth material produced from the cocoons — soft protective shells — that are made by mulberry silkworms (insect larvae). Legend has it that it was Lei Tzu, wife of the Yellow Emperor, ruler of China in about 3000 BC, who discovered silkworms. One account of the story goes that as she was taking a walk in her husband’s gardens, she discovered that silkworms were responsible for the destruction of several mulberry trees. She collected a number of cocoons and sat down to have a rest. It just so happened that while she was sipping some tea, one of the cocoons that she had collected landed in the hot tea and started to unravel into a fine thread. Lei Tzu found that she could wind this thread around her fingers. Subsequently, she persuaded her husband to allow her to rear silkworms on a grove of mulberry trees. She also devised a special reel to draw the fibres from the cocoon into a single thread so that they would be strong enough to be woven into fabric. While it is unknown just how much of this is true, it is certainly known that silk cultivation has existed in China for several millennia.
Originally, silkworm farming was solely restricted to women, and it was they who were responsible for the growing, harvesting and weaving. Silk quickly grew into a symbol of status, and originally, only royalty were entitled to have clothes made of silk. The rules were gradually relaxed over the years until finally during the Qing Dynasty (1644-1911 AD), even peasants, the lowest caste, were also entitled to wear silk. Sometime during the Han Dynasty (206 BC-220 AD), silk was so prized that it was also used as a unit of currency. Government officials were paid their salary in silk, and farmers paid their taxes in grain and silk. Silk was also used as diplomatic gifts by the emperor. Fishing lines, bowstrings, musical instruments and paper were all made using silk. The earliest indication of silk paper being used was discovered in the tomb of a noble who is estimated to have died around 168 AD.
Demand for this exotic fabric eventually created the lucrative trade route now known as the Silk Road, taking silk westward and bringing gold, silver and wool to the East. It was named the Silk Road after its most precious commodity, which was considered to be worth more than gold. The Silk Road stretched over 6,000 kilometres from Eastern China to the Mediterranean Sea, following the Great Wall of China, climbing the Pamir mountain range, crossing modern-day Afghanistan and going on to the Middle East, with a major trading market in Damascus. From there, the merchandise was shipped across the Mediterranean Sea. Few merchants travelled the entire route; goods were handled mostly by a series of middlemen.
With the mulberry silkworm being native to China, the country was the world’s sole producer of silk for many hundreds of years. The secret of silk-making eventually reached the rest of the world via the Byzantine Empire, which ruled over the Mediterranean region of southern Europe, North Africa and the Middle East during the period 330-1453 AD. According to another legend, monks working for the Byzantine emperor Justinian smuggled silkworm eggs to Constantinople (Istanbul in modern-day Turkey) in 550 AD, concealed inside hollow bamboo walking canes. The Byzantines were as secretive as the Chinese, however, and for many centuries the weaving and trading of silk fabric was a strict imperial monopoly. Then in the seventh century, the Arabs conquered Persia, capturing their magnificent silks in the process. Silk production thus spread through Africa, Sicily and Spain as the Arabs swept through these lands. Andalusia in southern Spain was Europe’s main silk-producing centre in the tenth century. By the thirteenth century, however, Italy had become Europe’s leader in silk production and export. Venetian merchants traded extensively in silk and encouraged silk growers to settle in Italy. Even now, silk processed in the province of Como in northern Italy enjoys an esteemed reputation.
The nineteenth century and industrialisation saw the downfall of the European silk industry. Cheaper Japanese silk, trade in which was greatly facilitated by the opening of the Suez Canal, was one of the many factors driving the trend. Then in the twentieth century, new manmade fibres, such as nylon, started to be used in what had traditionally been silk products, such as stockings and parachutes. The two world wars, which interrupted the supply of raw material from Japan, also stifled the European silk industry. After the Second World War, Japan’s silk production was restored, with improved production and quality of raw silk. Japan was to remain the world’s biggest producer of raw silk, and practically the only major exporter of raw silk, until the 1970s. However, in more recent decades, China has gradually recaptured its position as the world’s biggest producer and exporter of raw silk and silk yarn. Today, around 125,000 metric tons of silk are produced in the world, and almost two thirds of that production takes place in China.
Questions 1-9
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-9 on your answer sheet.
THE STORY OF SILK
Early silk production in China
Around 3000 BC, according to legend:
- silkworm cocoon fell into emperor’s wife’s 1 __________
- emperor’s wife invented a 2 __________ to pull out silk fibres
Only 3 __________ were allowed to produce silk
Only 4 __________ were allowed to wear silk
Silk used as a form of 5 __________
- e.g. farmers’ taxes consisted partly of silk
Silk used for many purposes
- e.g. evidence found of 6 __________ made from silk around 168 AD
Silk reaches rest of world
Merchants use Silk Road to take silk westward and bring back 7 __________ and precious metals
550 AD: 8 __________ hide silkworm eggs in canes and take them to Constantinople
Silk production spreads across Middle East and Europe
20th century: 9 __________ and other manmade fibres cause decline in silk production
Questions 10-13
Do the following statements agree with the information in Reading Passage 1?
In boxes 10-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
10 Gold was the most valuable material transported along the Silk Road.
11 Most tradesmen only went along certain sections of the Silk Road.
12 The Byzantines spread the practice of silk production across the West.
13 Silk yarn makes up the majority of silk currently exported from China.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Great Migrations
Animal migration, however it is defined, is far more than just the movement of animals. It can loosely be described as travel that takes place at regular intervals ?— often in an annual cycle — that may involve many members of a species, and is rewarded only after a long journey. It suggests inherited instinct. The biologist Hugh Dingle has identified five characteristics that apply, in varying degrees and combinations, to all migrations. They are prolonged movements that carry animals outside familiar habitats; they tend to be linear, not zigzaggy; they involve special behaviours concerning preparation (such as overfeeding) and arrival; they demand special allocations of energy. And one more: migrating animals maintain an intense attentiveness to the greater mission, which keeps them undistracted by temptations and undeterred by challenges that would turn other animals aside.
An arctic tern, on its 20,000 km flight from the extreme south of South America to the Arctic circle, will take no notice of a nice smelly herring offered from a bird-watcher’s boat along the way. While local gulls will dive voraciously for such handouts, the tern flies on. Why? The arctic tern resists distraction because it is driven at that moment by an instinctive sense of something we humans find admirable: larger purpose. In other words, it is determined to reach its destination. The bird senses that it can eat, rest and mate later. Right now it is totally focused on the journey; its undivided intent is arrival.
Reaching some gravelly coastline in the Arctic, upon which other arctic terns have converged, will serve its larger purpose as shaped by evolution: finding a place, a time, and a set of circumstances in which it can successfully hatch and rear offspring.
But migration is a complex issue, and biologists define it differently, depending in part on what sorts of animals they study. Joe! Berger, of the University of Montana, who works on the American pronghorn and other large terrestrial mammals, prefers what he calls a simple, practical definition suited to his beasts: ‘movements from a seasonal home area away to another home area and back again’. Generally the reason for such seasonal back-and-forth movement is to seek resources that aren’t available within a single area year-round.
But daily vertical movements by zooplankton in the ocean — upward by night to seek food, downward by day to escape predators — can also be considered migration. So can the movement of aphids when, having depleted the young leaves on one food plant, their offspring then fly onward to a different host plant, with no one aphid ever returning to where it started.
Dingle is an evolutionary biologist who studies insects. His definition is more intricate than Berger’s, citing those five features that distinguish migration from other forms of movement. They allow for the fact that, for example, aphids will become sensitive to blue light (from the sky) when it’s time for takeoff on their big journey, and sensitive to yellow light (reflected from tender young leaves) when it’s appropriate to land. Birds will fatten themselves with heavy feeding in advance of a long migrational flight. The value of his definition, Dingle argues, is that it focuses attention on what the phenomenon of wildebeest migration shares with the phenomenon of the aphids, and therefore helps guide researchers towards understanding how evolution has produced them all.
Human behaviour, however, is having a detrimental impact on animal migration. The pronghorn, which resembles an antelope, though they are unrelated, is the fastest land mammal of the New World. One population, which spends the summer in the mountainous Grand Teton National Park of the western USA, follows a narrow route from its summer range in the mountains, across a river, and down onto the plains. Here they wait out the frozen months, feeding mainly on sagebrush blown clear of snow. These pronghorn are notable for the invariance of their migration route and the severity of its constriction at three bottlenecks. If they can’t pass through each of the three during their spring migration, they can’t reach their bounty of summer grazing; if they can’t pass through again in autumn, escaping south onto those windblown plains, they are likely to die trying to overwinter in the deep snow. Pronghorn, dependent on distance vision and speed to keep safe from predators, traverse high, open shoulders of land, where they can see and run. At one of the bottlenecks, forested hills rise to form a V, leaving a corridor of open ground only about 150 metres wide, filled with private homes. Increasing development is leading toward a crisis for the pronghorn, threatening to choke off their passageway.
Conservation scientists, along with some biologists and land managers within the USA’s National Park Service and other agencies, are now working to preserve migrational behaviours, not just species and habitats. A National Forest has recognised the path of the pronghorn, much of which passes across its land, as a protected migration corridor. But neither the Forest Service nor the Park Service can control what happens on private land at a bottleneck. And with certain other migrating species, the challenge is complicated further — by vastly greater distances traversed, more jurisdictions, more borders, more dangers along the way. We will require wisdom and resoluteness to ensure that migrating species can continue their journeying a while longer.
Questions 14-18
Do the following statements agree with the information given in Reading Passage 2?
In boxes 14-18 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
14 Local gulls and migrating arctic terns behave in the same way when offered food.
15 Experts’ definitions of migration tend to vary according to their area of study.
16 Very few experts agree that the movement of aphids can be considered migration.
17 Aphids’ journeys are affected by changes in the light that they perceive.
18 Dingle’s aim is to distinguish between the migratory behaviours of different species.
Questions 19-22
Complete each sentence with the correct ending, A-G, below.
Write the correct letter, A-G, in boxes 19-22 on your answer sheet.
19 According to Dingle, migratory routes are likely to
20 To prepare for migration, animals are likely to
21 During migration, animals are unlikely to
22 Arctic terns illustrate migrating animals’ ability to
A be discouraged by difficulties.
B travel on open land where they can look out for predators.
C eat more than they need for immediate purposes.
D be repeated daily.
E ignore distractions.
F be governed by the availability of water.
G follow a straight line.
Questions 23-26
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet.
The migration of pronghorns
Pronghorns rely on their eyesight and 23 __________ to avoid predators. One particular population’s summer habitat is a national park, and their winter home is on the 24 __________, where they go to avoid the danger presented by the snow at that time of year. However, their route between these two areas contains three 25 __________. One problem is the construction of new homes in a narrow 26 __________ of land on the pronghorns’ route.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
Preface to ‘How the other half thinks: Adventures in mathematical reasoning’
A Occasionally, in some difficult musical compositions, there are beautiful, but easy parts — parts so simple a beginner could play them. So it is with mathematics as well. There are some discoveries in advanced mathematics that do not depend on specialized knowledge, not even on algebra, geometry, or trigonometry. Instead they may involve, at most, a little arithmetic, such as ‘the sum of two odd numbers is even’, and common sense. Each of the eight chapters in this book illustrates this phenomenon. Anyone can understand every step in the reasoning.
The thinking in each chapter uses at most only elementary arithmetic, and sometimes not even that. Thus all readers will have the chance to participate in a mathematical experience, to appreciate the beauty of mathematics, and to become familiar with its logical, yet intuitive, style of thinking.
B One of my purposes in writing this book is to give readers who haven’t had the opportunity to see and enjoy real mathematics the chance to appreciate the mathematical way of thinking. I want to reveal not only some of the fascinating discoveries, but, more importantly, the reasoning behind them.
In that respect, this book differs from most books on mathematics written for the general public. Some present the lives of colorful mathematicians. Others describe important applications of mathematics. Yet others go into mathematical procedures, but assume that the reader is adept in using algebra.
C I hope this book will help bridge that notorious gap that separates the two cultures: the humanities and the sciences, or should I say the right brain (intuitive) and the left brain (analytical, numerical). As the chapters will illustrate, mathematics is not restricted to the analytical and numerical; intuition plays a significant role. The alleged gap can be narrowed or completely overcome by anyone, in part because each of us is far from using the full capacity of either side of the brain. To illustrate our human potential, I cite a structural engineer who is an artist, an electrical engineer who is an opera singer, an opera singer who published mathematical research, and a mathematician who publishes short stories.
D Other scientists have written books to explain their fields to non-scientists, but have necessarily had to omit the mathematics, although it provides the foundation of their theories. The reader must remain a tantalized spectator rather than an involved participant, since the appropriate language for describing the details in much of science is mathematics, whether the subject is expanding universe, subatomic particles, or chromosomes. Though the broad outline of a scientific theory can be sketched intuitively, when a part of the physical universe is finally understood, its description often looks like a page in a mathematics text.
E Still, the non-mathematical reader can go far in understanding mathematical reasoning. This book presents the details that illustrate the mathematical style of thinking, which involves sustained, step-by-step analysis, experiments, and insights. You will turn these pages much more slowly than when reading a novel or a newspaper. It may help to have a pencil and paper ready to check claims and carry out experiments.
F As I wrote, I kept in mind two types of readers: those who enjoyed mathematics until they were turned off by an unpleasant episode, usually around fifth grade, and mathematics aficionados, who will find much that is new throughout the book.
This book also serves readers who simply want to sharpen their analytical skills. Many careers, such as law and medicine, require extended, precise analysis. Each chapter offers practice in following a sustained and closely argued line of thought. That mathematics can develop this skill is shown by these two testimonials:
G A physician wrote, ‘The discipline of analytical thought processes [in mathematics] prepared me extremely well for medical school. In medicine one is faced with a problem which must be thoroughly analyzed before a solution can be found. The process is similar to doing mathematics.’
A lawyer made the same point, ‘Although I had no background in law — not even one political science course — I did well at one of the best law schools. I attribute much of my success there to having learned, through the study of mathematics, and, in particular, theorems, how to analyze complicated principles. Lawyers who have studied mathematics can master the legal principles in a way that most others cannot.’
I hope you will share my delight in watching as simple, even na?ve, questions lead to remarkable solutions and purely theoretical discoveries find unanticipated applications.
Questions 27-34
Reading Passage 3 has seven sections, A-G.
Which section contains the following information?
Write the correct letter, A-G, in boxes 27-34 on your answer sheet.
NB You may use any letter more than once.
27 a reference to books that assume a lack of mathematical knowledge
28 the way in which this is not a typical book about mathematics
29 personal examples of being helped by mathematics
30 examples of people who each had abilities that seemed incompatible
31 mention of different focuses of books about mathematics
32 a contrast between reading this book and reading other kinds of publication
33 a claim that the whole of the book is accessible to everybody
34 a reference to different categories of intended readers of this book
Questions 35-40
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 35-40 on your answer sheet.
35 Some areas of both music and mathematics are suitable for someone who is a __________.
36 It is sometimes possible to understand advanced mathematics using no more than a limited knowledge of __________.
37 The writer intends to show that mathematics requires __________ thinking, as well as analytical skills.
38 Some books written by __________ have had to leave out the mathematics that is central to their theories.
39 The writer advises non-mathematical readers to perform __________ while reading the book.
40 A lawyer found that studying __________ helped even more than other areas of mathematics in the study of law.
以上是关于剑桥雅思11Test3部分题目的介绍，下面我们一起来了解一下剑桥雅思11Test3部分的精讲，供大家进行练习后的分析。
剑桥雅思11Test3精讲Passage 1
Question 1
答案： tea
关键词： 3000 BC, cocoon, fell into, emperor's wife
定位原文: 第1段第5句“It just so happened that... ” 这些蚕茧中的一粒掉进了热茶中并开始松散成为一根细丝。
解题思路: “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，但却偏偏没有“掉进”这个信息，直到读者看到第五句中的landed in这个同义表述才能恍然大悟，答案为tea。
【附解析】
Question 2
答案： reel
关键词： 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... ”她还设计发明了一种特殊的卷轴来将蚕茧中的纤维纺成丝线。
解题思路： 此题的定位距离上一道题不远，仍是皇帝妻子所做的事。题干说“皇帝的妻子发明了一个 _____ 来拽出丝绸纤维”，读者只需回到原文找到devised这个对invented进行同义表述的单词，即不难发现答案为reel。
Question 3
答案： women
关键词： only, allowed to produce
定位原文： 第2段第1句“Originally, silkworm farming …” 起初，桑蚕业完全是只由女性来进行的，她们要负责种植、收获和纺织。
解题思路：此题基本是考査考生对于solely表示only这个意思的认知。题干说“只有被允许生产丝绸”，根据语法还可推知此空格内需填写名词的复数形式。定位到原文的solely restricted to即可得到答案women。
Question 4
答案： royalty
关键词： only, allowed to wear
对应原文： 第2段第2句“Silk quickly grew into a symbol of status, and originally, only …” 成为社会地位的象征，起先只有皇室才能穿。
解题思路： 此题结构与上一题极其相似，题干说“只有______被允许穿着丝绸”。这次题千里的only一词倒是原词重现在文中，不过却考査考生是否认识be entitled to与be allowed to的同义替换，或者考生也可通过题干中wear与文中clothes的对应确定答案为royalty。
Question 5
答案： currency
关键词： used, a form of, farmers' taxes
定位原文： 第2段第4、5句“Sometime during …” 到汉朝的某个时段，珍贵到被当做一种货币。
解题思路： 此题的题干本身给出信息不多，“丝绸被用作一种形式的______”;考生也可能并不熟 悉a unit of与a form of的同义替换。但好在下一句的例子提到了更多细节：例如，农民交税的一部分就是丝绸。利用“农民交税”这个信息可以更顺利地进行定位，答案为currency货币。
【附解析】
Question 6
答案: paper
关键词: 168AD，made from
定位原文: 第2段最后1句“The earliest indication of … ”人类最早使用丝质纸的证据发现于一位贵族的墓中。
解题思路： 此题中最明显的定位词非168AD莫属。题干说“大约在公元168年发现了用丝绸制作的的证据”，因此考生需要在定位句中寻找某种以丝绸为材质的物品。对比原文indication(此处意即证据) of silk paper可知答案为paper。
Question 7
答案： wool
关键词： Silk Road, westward, precious metals
定位原文： 第3段第1句“Demand for this exotic fabric eventually …” 最终催生了“丝绸之路”的贸易路线，且向西输送丝绸而向东则运来金、银和毛料。
解题思路： 此题题干说“商人们利用丝绸之路向西运送丝绸并运______回来和贵重金属”。定位十分容易，对比原文可知precious metal即文中的gold 和silver，于是答案为另外的物品wool。
Question 8
答案: monks
关键词: hide, canes, Constantinople
定位原文: 第4段前第3句“According to another legend, monks…” 根据另一个传说版本，是为拜占庭皇帝工作的和尚们走私偷运了蚕卵。
解题思路: 此题依然可以利用题干中的数字和大写轻松定位。题干说 “在公元550年，_____把蚕卵藏在手杖里带到了君士坦丁堡”，可以推知此题答案必然身份为人，不过考生需分辨清楚发出smuggled (走私)这个动作的人是一些为拜占庭皇帝工作的僧侣而非在句子中离smuggled这个动词更近的皇帝本人，答案为monks。
原文+题目+解析
Question 9
答案: nylon
关键词: 20th century, manmade fibres, decline
定位原文: 第5段的第3句。“Then in the twentieth century, new ……” 接下来在20世纪里，新型人造纤维材料，例如尼龙，开始应用在传统上一直使用丝绸的产品中，例如长筒袜和降落伞。
解题思路： 此题的定位需先找到“20世纪”这一信息。题干说“ _____和其他人造纤维材料造成了丝绸生产的衰落”，可以推知答案必然为某种具体的人造纤维材料。対比原文只有一种具体人造材料被提及，答案为nylon。
Question 10
答案: False
关键词： Gold, most valuable material, Silk Road
定位原文： 第3段第2句“It was named the Silk Road after... ” 之所以命名为丝绸之路，是因为运输了最贵重的商品，比黄金价值更高的“丝绸”。
解题思路: 原文意思不难理解，丝绸之路之所以名为“丝绸”之路，是以其最有价值的货品(即丝绸)来命名的，还有定语从句进一步澄清“丝绸被认为比黄金价值更高”，与题干信息相悖。
Question 11
答案: True
关键词: Most tradesmen, certain sections of the Silk Road
定位原文: 第3段最后一句“Few merchants travelled …” 基本没有商人走完全程，货物传递都靠很多中间人。
解题思路: 只需认识merchants这个可以用来替换tradesmen的词汇即可顺利定位，而原文内容说很少有商人会走完整条路线，分号后更是换了种方式再表达一遍：商品大多是由一系列中间经手入来传递交接的，与题干内容一致。
Question 12
答案： False
关键词： Byzantines, spread, across the West
定位原文： 第4段第4句“The Byzantines were as secretive…”
解题思路： 文章中说“拜占庭人和中国人一样守秘不宣，在很多个世纪里丝绸料子的纺织和贸易都受到帝国严格的把控垄断”，也就是说拜占庭人并没有积极地把丝绸生产的做法传播出去，而是保守了秘密，与题干信息相反。注意：本段第二句中曾经提及，丝绸制作的秘密确实是经由拜占庭帝国而传播到世界上其他国家去的，但这句表述并不能等同于题干中的“拜占庭人将丝绸生产的做法传遍西方”，因为后者是在说他们出于主动的意愿去传播这种方法，而前者则是陈述事实：无论如何，最终丝绸的生产方法确实是经由拜占庭传播到各地的。二者不能混为一谈。
Question 13
答案： Not Given
关键词： Silk yarn, majority, exported from China
定位原文： 第5段最后两句“However, in more recent decades, China…”
解题思路： 原文只说中国在近几十年成为世界最大的生丝和丝线的生产者和出口国，其产量几乎占全球丝绸产量的三分之二，并没有明确提及在这些产品的构成中，丝线是否占到大多数。
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剑桥雅思11Test3精讲Passage 2
Question 14
答案: False
关键词: local gulls, arctic terns, food
定位原文: 第2段前两句“An arctic tern, on its 20,000 km flight…”
解题思路: local gulls 会为了herring 这样的 handouts 而 voraciously 俯冲下来，然而arctic tern却会继续飞行，显然二者在面对食物时表现得并不一样。不考虑有可能很不多不认识的单词，但看while这个提示词又明确强化了是不一样的，与题干信息相悖。
Question 15
答案: True
关键词: expert's definitions, vary, area of study
定位原文: 第3段第1句“But migration is a complex…”迁徙是个复杂的问题，生物学家依据研究的动物不同对定义也各不相同。
解题思路: 只需按照“专家的定义”找到原文中的相应描述即可，答案与题目“专家们对于迁徙的定义往往会根据他们的研究领域而各有不同”为同义表达。
Question 16
答案： Not Given
关键词： very few experts agree, movement of aphids
定位原文：第4段前两句“But daily vertical movements by…”
解题思路: 本题具有一定的迷惑性。“蚜虫移动”这个信息不难定位，原文也以事实陈述的口吻指出：浮游生物和蚜虫的移动确实可以被视为某种形式的迁徙。但此题是一道典型的“将事实与观点相混淆”思路的判断题，题干说“基本没有什么专家认同这个看法”，是明确的“专家观点表达”，与原文的“事实陈述”既不能说是矛盾，也不能说是一致，而是Not Given。
Question 17
答案： True
关键词： aphids' journeys, affected, changes in the light
定位原文： 第5段第3句“..., aphids will become sensitive to blue light (from the sky) when it's time for takeoff on their big journey…” 对蓝光和黄光敏感…….
解题思路：可能未必认识aphids (蚜虫)这个单词，但它在文中作为昆虫名并没有被替换。阅读定位句可知，这种生物确实会在不同的情況下分别对蓝光和黄光更加敏感，也就是“会受到光色变化的影响”，答案为True。
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Question 18
答案: False
关键词： Dingle's aim, distinguish
定位原文： 第5段最后一句“The value of his definition, Dingle…”
解题思路: 由于有Dingle这个大写人名，本题定位不难。Dingle的目的在于找到迁徙行为的共性，与题干所表述的“目标在于区分不同物种迁徙行为之间的差异”是两个不同的意思。
Question 19
答案: G
关键词： Dingle, migratory routes, likely
定位原文： 第1段的第4、5句“The biologist Hugh Dingle has identified five…”
解题思路： 题干说“按照Dingle的说法，迁徙的路线往住会______” 回到原文中Dingle这个人名不难找到，route (路线)这个意思却是通过linear和 zigzaggy这两个用以描述“路线”是平直还是曲折的形容词来间接表达的，需要考生认识其中至少一个才能更准确定位。而一旦定位之后确定答案则很容易，为G项：follow a straight line (沿着一条直线)。
Question 20
答案： C
关键词： prepare for, likely to
定位原文：第1段第5句“…; they involve special behaviours concerning preparation…”
解题思路：题干说“为了给迁徙做准各，动物们往往会_____”。prepare这个题干中的定位信息在原文中仅仅改了词性，变成了名词preparation，很容易被找到;而括号里对于“做准备”的举例说明overfeeding也不是困难的词汇，可以轻松得出答案为C: eat more than they need for immediate purposes (吃得比它们当下立刻就需要的要多)。
Question 21
答案： A
关键词： during migration, unlikely to
定位原文：第1段最后一句“And one more: migrating…”
解题思路：题干说“在迁徙过程中，动物们一般不会______”，此题比较有迷惑性，原因在于原文中给出了两个否定性信息：undistracted by temptations 和 undeterred by challenges that would turn other animals aside，分别对应于选项E和选项A。注意：选项E和A所描述内容的方向是相反的。根据题干中的unlikely，可得出答案为A: be discouraged by difficulties，即“不会被困难阻挡”，如果选E的话，则与文意相反。
Question 22
答案： E
关键词： Arctic terns, illustrate, ability
定位原文： 第2段前四句 “An arctic tern, on its 20,000 km flight from …”
解题思路: 题干说“北极燕鸥证明了迁徙中的动物的______能力”。Arctic ton不难定位，但考生需要具备耐心，在第一次找到定位词的句子里没有提供相关解题信息的时候继续向下阅读原文，直到看至第四句时能得出完整信息，答案为E: ignore distractions (忽视那些分散注意力的因素)。
Question 23
答案： speed
关键词： pronghorns, rely on, eyesight, predators
定位原文：第6段倒数第3句“Pronghorn, dependent on distance vision…”
解题思路： pronghorn这个词在文中出现在了两个部位。第一次是在第三段中，只是在介绍Joel Berger 的研究领域时被简短地一带而过，没有展开;第二次则是在文章的后两段中密集出现，此时才是真正说到了其迁徙行为的细节内容，是此部分summary题型对应的正文部分。题干说“叉角羚依赖它们的视力和_____来躲避捕食者”。対比原文中与vision形成并列关系的内容，可得答案为speed。
Question 24
答案: plains
关键词: summer habitat, national park, winter home
定位原文: 第6段第3、4句“One population, which spends the summer in the mountainous…”
解题思路：题干说“某个特定种群(叉角羚)的夏季栖息地是一个国家公园，而它们的冬季家园则位于_____”。“夏季”和“国家公园”这两个信息都不难在文中找到，但包含这两个信息的句子里提供的地点“平原”却不容易被确定为答案，原因在于本句中并没有明确提及“冬季”这个信息。考生需要耐心向下再阅读一句，找到“冬季”的同义替换frozen months，从而用here这个地点指代词来确认，答案为plains。
Question 25
答案： bottlenecks
关键词： route, three
定位原文：第6段第5句“These pronghorn are notable for…”
解题思路：题干说“它们在这两个区域之间的迁徙路线包含三个_____”。其实只需找到文中明确提及“三”这个数目的所指对象即可，答案为bottlenecks。
Question 26
答案： corridor
关键词：problem, construction of new homes, narrow
定位原文：第6段倒数第2句“At one of the bottlenecks, forested hills…”
解题思路：题干说“问题之一来自叉角羚迁徙路线上一条狭长_____上的新建房屋”。本题的难度来自于使用了narrow来同义替换“只有150米宽”这一具体的细节信息，可能会给定位造成一定障碍。而一旦成功定位即可得出答条为corridor。
剑桥雅思11Test3精讲Passage 3
Question 27
答案：D
关键词：assume, lack of mathematical knowledge
定位原文：D段第1句“Other scientists have written books to…”
解题思路：题目：a reference to books that assume a lack of mathematical knowledge; 译文：提到了这样一些书，它们都设定其内容缺失数学专业知识。books所进行的assume是针对书的读者而言，也就是说，它们假设的是“读者并不具有(或者说缺乏)特别深厚的数学知识”，但在英语地道表达中此句并不需要出现readers这个单词，需要考生自行领会。回到原文中，have necessarily had to omit这个表达也清楚地表明这类书籍是“出于必要、不得不省略了”数学相关内容。也就是说，这些书并不是故意对数学专业知识避而不谈，而是考虑到了读者群的具体情况而刻意避免了深入艰涩的数学内容。
Question 28：
答案：B
关键词：not a typical book
定位原文： B部分第2段第1句“In that respect, this book differs from…”
解题思路：题目：the way in which this is not a typical book about mathematics;译文：本书在何种意义上并非一本典型的数学题材相关书籍。此题相対来说比较容易，只需考生看出not a typical book 与 differs from most books 的简单同义替换。
Question 29：
答案：G
关键词：personal examples, helped by
定位原文：G部分
解题思路：题目：personal examples of being helped by mathematics;译文：得到数学助益的个人案例。此题从理解题干或原文的角度来看都并不困难，文章中医生和律师的个人案例无论读懂哪一个都足以帮助解题。但如果考生仅仅只着眼于在文章中寻找某个关键词的同义替换，则无论 personal, example 还是help 都无法找到，反而会遭遇困难。
Question 30：
答案：C
关键词：examples of people, abilities, incompatible
定位原文： C段最后一句 “To illustrate our human potential, I…”
解题思路：题目：examples of people who each had abilities that seemed incompatible; 译文：举例同时具有的各种能力看起来似乎并不协调的人物例子。需灵活理解题干中的incompatible一词，未必一定是“不可兼容的”，也可以泛指“似乎有矛盾、不一致”这样的状态。言下之意，一个人可以既具备这类能力，又同时具有另外一类不同的能力，而看似这两种能力好像不应该同时出现在一个人的身上。原文中列举了四人，每个人都在两个截然不同的领域中有所建树，正是为了表达这样的意思。
Question 31：
答案：B
关键词：different focuses
定位原文：B 部分第2段后3句 “Some present the lives …”
解题思路：题目：mention of different focuses of books about mathematics;译文：提到了不同的数学类书籍的不同关注点。此题从理解题干意思到理解原文意思都不困难。题干属于总结阐述型，而原文则给出细节，具体列举有哪几类着眼点各自不同的数学类书籍。
Question 32：
答案：E
关键词：contrast, other kinds of publication
定位原文：E段第3句“You will turn…”
解题思路：题目：a contrast between reading this book and reading other kinds of publication; 译文：比较阅读此书和阅读其他出版物的不同体验。此题最容易的入手点在于“其他出版物”这个信息，文中的novel和newspaper都能与此构成对应，只需按部就班读到此处信息即可。
Question 33：
答案：A
关键词：whole of the book, accessible to everybody
定位原文： A部分第1段最后一句和第2段第2句“Anyone can understand …”“Thus all readers…”
解题思路：题目：a claim that the whole of the book is accessible to everybody; 译文：声称这本书的所有部分都能让每个人看懂。此题相対比较简单，A部分中无论是看到第一段还是第二段的相关内容，都可比较顺利地得出答案。
Question 34：
答案：F
关键词：different categories, intended readers
定位原文：F部分第1段“As I wrote, I kept…”
解题思路：题目：a reference to different categories of intended readers of this book; 译文：提到这本书的目标读者群的不同类别。本题没有什么难度，定位后可以比较轻松地解题。
Question 35：
答案： beginner
关键词：both music and mathematics, suitable
定位原文：A部分第1段第1、2句“Occasionally, in some difficult musical…”
解题思路：题干说“音乐和数学中都有某些领域是适合于这样的人的”。根据语法可以推知此处应该寻找某种“人”，回到原文中可以迅速、轻松定位“音乐”这个信息，根据So it is...as well的信息也可认定此处确实是音乐与数学并列被提及的答案出处，再通过阅读定位句可得答案为beginner。
Question 36：
答案： arithmetic
关键词：understand advanced mathematics, limited knowledge
定位原文：A部分第1段第3、4句“There are some discoveries… ”
解题思路：题干说“有时候要理解高等数学也只不过需要使用关于_____的一点有限知识就足够了”。考生可以轻松用advanced mathematics回到原文中定位，也不必在看到可能不熟悉的algebra geometry, or trigonometry 担心，根据本句上下文看出它们都是“高等数学”的具体举例内容即可。下一句则以instead和a little 来表明此处列举的内容“并不高深”，对比题干要求可知答案为arithmetic。
Question 37：
答案： intuitive
关键词：as well as, analytical skills
定位原文：A部分第2段最后一句“Thus all readers will…” 或C段第一句 “I hope this book…”
解题思路：题干说“作者意在展示数学除了需要分析技巧外也需要_____思维”。其实在文中两处都可找到答案。第一次是在A部分，虽然没有analytical这个定位词，但有logical这个类似信息，按部就班通读全文完全可以通过此句中的yet对比关系确定答案为intuitive;但如果更倾向于利用关键词analytical skills和as well as这个并列关系来寻找答案的话，更容易的定位出现在C段中，可以直接找到analytical原词，再利用and并列关系可以确定答案为intuitive。
Question 38：
答案： scientists
关键词：leave out, central to their theories
定位原文：D段第1句“Other scientists have written…”
解题思路：题干说“一些由_____写出来的书不得不省略一些对于他们的理论来说至关重要的数学知识”。细读题干可以推知空格内必然是作者、人，此处考査考生是否认识原文中omit一词为leave out词组的同义替换，如果有此词汇基础则可比较轻松地得出答案为 scientists。
Question 39：
答案： experiments
关键词：perform, while reading
定位原文：E段最后两句“You will turn these pages…”
解题思路：题干说“作者建议非数学专业出身的读者们在阅读此书时进行_____”。考生应该不难看出原文中 turn these pages 与题干中 while reading 的同义替换，只是在确定具体答案的时候需要仔细辨別，因为句中给出了两个并列信息，分别是 check claims 和 carry out experiments。 经过对比可知，只有carry out才能与perform对应，因此答案为experiments。
Question 40：
答案： theorems
关键词：lawyer, helped, even more than, other areas
定位原文：G部分第2段第2句 “I attribute much of my success there…”
解题思路：题干说“一个律师发现在其学习法律的过程中学习_____甚至比其他数学领域知识更有帮助”。根据此信息可以得知空格内必定需要填写某个具体的数学领域。利用lawyer可以轻松定位，仔细阅读定位部分可以知道，只有in particular这个词组之后的内容才有可能是具体数学领域知识，由此得出答案为theorems。
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