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雅思5Text1阅读原文READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Johnson’s Dictionary
For the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.
There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.
Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various worlds to conquer — lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.
Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gough Square, in which he set up his ‘dictionary workshop’.
James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.
The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on every subject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law — according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.
After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe" The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.
Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’
The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.
Questions 1-3
Choose THREE letters A-H.
Write your answers in boxes 1-3 on your answer sheet.
NB Your answers may be given in any order.
Which THREE of the following statements are true of Johnson’s Dictionary?
A It avoided all scholarly words.
B It was the only English dictionary in general use for 200 years.
C It was famous because of the large number of people involved.
D It focused mainly on language from contemporary texts.
E There was a time limit for its completion.
F It ignored work done by previous dictionary writers.
G It took into account subtleties of meaning.
H Its definitions were famous for their originality.
Questions 4-7
Complete the summary.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 4-7 on your answer sheet.
In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks. On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his hard work, he was granted a 7………by the king.
Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 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
8 The growing importance of the middle classes led to an increased demand for dictionaries.
9 Johnson has become more well known since his death.
10 Johnson had been planning to write a dictionary for several years.
11 Johnson set up an academy to help with the writing of his Dictionary.
12 Johnson only received payment for his Dictionary on its completion.
13 Not all of the assistants survived to see the publication of the Dictionary.
雅思5Text1阅读原文READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Nature or Nurture?
A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. 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.
B Milgram’s experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger — severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.
C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.
D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.
E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?
F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.
G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society — the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.’
H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.
I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.
Questions 14-19
Reading Passage 2 has nine paragraphs, A-I.
Which paragraph contains the following information?
Write the correct letter A-I in boxes 14-19 on your answer sheet.
14 a biological explanation of the teacher-subjects’ behaviour
15 the explanation Milgram gave the teacher-subjects for the experiment
16 the identity of the pupils
17 the expected statistical outcome
18 the general aim of sociobiological study
19 the way Milgram persuaded the teacher-subjects to continue
Questions 20-22
Choose the correct letter, A, B, C or D.
Write your answers in boxes 20-22 on your answer sheet.
20 The teacher-subjects were told that 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.
21 The teacher-subjects were instructed to
A stop when a pupil asked them to.
B denounce pupils who made mistakes.
C reduce the shock level after a correct answer.
D give punishment according to a rule.
22 Before the experiment took place the psychiatrists
A believed that a shock of 150 volts was too dangerous.
B failed to agree on how the teacher-subjects would respond to instructions.
C underestimated the teacher-subjects’ willingness to comply with experimental procedure.
D thought that many of the teacher-subjects would administer a shock of 450 volts.
Questions 23-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 23-26 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
23 Several of the subjects were psychology students at Yale University.
24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.
25 In a sociological explanation, personal values are more powerful than authority.
26 Milgram’s experiment solves an important question in sociobiology.
雅思5Text1阅读原文READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
The Truth about the Environment
For many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.
But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient — associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.
Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.
One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.
Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.
Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.
A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and 1998. This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures (which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).
The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.
So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.
Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.
So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, and prevent half a billion people from becoming seriously ill.
It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.
Questions 27-32
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 27-32 on your answer sheet, write
YES if the statement agrees with the writer’s claims
NO if the statement contradicts the writer’s clams
NOT GIVEN if it is impossible to say what the writer thinks about this
27 Environmentalists take a pessimistic view of the world for a number of reasons
28 Data on the Earth’s natural resources has only been collected since 1972.
29 The number of starving people in the world has increased in recent years.
30 Extinct species are being replaced by new species.
31 Some pollution problems have been correctly linked to industrialisation.
32 It would be best to attempt to slow down economic growth.
Questions 33-37
Choose the correct letter, A, B, C or D.
Write your answers in boxes 33-37 on your answer sheet.
33 What aspect of scientific research does the writer express concern about in paragraph 4?
A the need to produce results
B the lack of financial support
C the selection of areas to research
D the desire to solve every research problem
34 The writer quotes from the Worldwide Fund for Nature to illustrate how
A influential the mass media can be.
B effective environmental groups can be.
C the mass media can help groups raise funds.
D environmental groups can exaggerate their claims.
34 What is the writer’s main point about lobby groups in paragraph 6?
A Some are more active than others.
B Some are better organised than others.
C Some receive more criticism than others.
D Some support more important issues than others.
35 The writer suggests that newspapers print items that are intended to
A educate readers.
B meet their readers’ expectations.
C encourage feedback from readers.
D mislead readers.
36 What does the writer say about America’s waste problem?
A It will increase in line with population growth.
B It is not as important as we have been led to believe.
C It has been reduced through public awareness of the issues.
D It is only significant in certain areas of the country.
Questions 38-40
Complete the summary with the list of words A-I below.
Write the correct letter A-I in boxes 38-40 on your answer sheet.
GLOBAL WARMING
The writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.
A unrealistic B agreed C expensive D right
E long-term F usual G surprising H personal
I urgent
雅思5Text1阅读答案解析 Passage1
Question 1-Question 3
答案：D E G
关键词：Johnson’s Dictionary
定位原文：全文综合信息处理
解题思路: A选项的all，B选项的only都太绝对了;C选项对应的原文在第4段第4句“Johnson decided…”原文都说了他不需要那么多人来确认语言问题的讨论结果，和选项意思矛盾;D选项说约翰逊字典主要集中于当代文本中的语言，原文第6段第1句“Johnson wrote…”说的是drawn from the Elizabethans to his own time;意思一致;E选项和文中第6段第3句“Working to a deadline…”意思一致;G选项和第6段第5句意思一致;F选项和H选项的定位句分别在第6段“...he had to draw on the best of all previous dictionaries.”和第6段“He did not expect to achieve complete originality.”都与原文矛盾。
Question 4
答案：copying clerks或clerks
关键词：1764/a number of/who stood at
定位原文: 第5段第1句“…with a long desk running down the middle”
解题思路: a number of要求其后填名词复数形式，而此空后面的非限制性定语从句who又限定要填一个关于人的名词。
Question 5
答案：library
关键词：did not have a/40，000
定位原文: 第6段第1句“The work was immense：filling about eighty large…”
解题思路: 找到定位句后，很容易得到答案library。
Question 6
答案：stability
关键词：James Boswell
定位原文: 第8段最后1句“… in James Boswell’s words...”
解题思路: 原文的conferred on 和 空处的bring to 属于同义表达。
Question 7
答案：pension
关键词：King
定位原文: 第9段1句“… King George III to offer him a pension”
解题思路: offer him a pension 和题目的 was granted a pension 属于同义表达。
Question 8
答案：TRUE
关键词: middle classes
定位原文: 第3段第1句“Beyond…”
解题思路: 题干中的growing跟increase对应这一句中的两个rise，与原文意思一致。
Question 9
答案：FALSE
关键词：Johnson/death
定位原文: 第3段第2句“...as famous in his own time as in ours...”
解题思路: 这句话表明他当时跟现代都享有盛誉，题干与原文矛盾。题干的 well known 为文章里这句话中的famous的同义替换。
Question 10
答案: NOT GIVEN
关键词：several years
定位原文: 第4段内容
解题思路: 按照判断是非题的顺序原则，这题在文章中的定位应该在第9题在文章中所定位的语句后面，同时又应该出现在第11题定位语句的前面，故应该从第3段末开始找一直到第4段中间，我们找不到任何跟题干相关的信息，故此题为not given。
Question 11
答案：FALSE
关键词: academy
定位原文：第4段第4句“Johnson decided he did not need…”
解题思路: 这句话正说明约翰逊并未建立研究院来协助他完成字典的编纂。
Question 12
答案： FALSE
关键词：payment
定位原文: 第4段最后1句“He was to be paid …”
解题思路: He was to be paid……installment对应,明确提到了得到分期付款，跟题干矛盾。
Question 13
答案： TRUE
关键词：assistants/publication
定位原文: 第5段最后1句“He was also helped by six assistants…”
解题思路: 题干中的 not survive 跟文章中这句话的die对应，根据文意，题目表述是正确的。
雅思5Text1阅读答案解析 Passage 2
Question 14
答案：F
关键词：biological explanation/teacher-subject
定位原文: F段第1句“…and that Milgram’s teacher-subjects were just following…”
解题思路: 文章F段第一句中genetic，built-in，instinct这些词与题干中的biological explanation对应。
Question 15
答案：A
关键词：explanation/for the experiment
定位原文: A段最后1句“Specifically…”
解题思路: 定位句中的短语in the cause of 即为题干explanation的同义替换。
Question 16
答案： B
关键词：identity/pupil
定位原文: B段第3句“The supposed “pupil” was…”
解题思路: 找到对应句后很容易得出答案B。
Question 17
答案： D
关键词：expected/statistical
定位原文: D段倒数第2句“The phychiatrists felt that “most subjects…”
解题思路: 定位到D段后，发现这些数字都是描述的实验预期的结果。
Question 18
答案： I
关键词：general aim/sociobiological study
定位原文: I段第3句“This, in essence, is…”
解题思路: 找到定位句后，比较容易得出答案。
Question 19
答案： C
关键词：persuaded/continue
定位原文: C段第2、3、4句“Many of the teacher-subjects balked…”
解题思路: 注意go on即为 continue的同义替换。
Question 20
答案: B
关键词：teacher-subjects were told...
定位原文: A段最后1句“Specifically, Milgram told each volunteer…”
解题思路: 定位句说得很清楚：Milgram向每位在试验中扮演教师角色的志愿者明确地解释，试验是为了崇高的教育事业而进行的，是要测试体罚犯错误的学生是否会对学生的学习能力产生积极的影响。这就对应选项B。
Question 21
答案： D
关键词：instructed to...
定位原文: B段最后1句“Milgram told the teacher-subject…”
解题思路: 其中的instructed跟文章中的told对应，按照控制试验条件的规则，不管电压多髙都要直接施加。
Question 22
答案： C
关键词： phychiatrists
定位原文: D段第2句“The overwhelming consensus…”E段第1、2句“What were the actual results? Well, over 60 per…”
解题思路: 由这两句话的反差可以看出，精神科医生的确低估了试验对象对规则的遵从程度，其中的be willing to 跟题干中的willingness属于同义表达。
Question 23
答案：NOT GIVEN
关键词：Yale University
定位原文: A段第1句“...Stanley Milgram of Yale University tested 40 subjects from…”
解题思路: all walks of life是社会各界的意思，我们并不能肯定试验者就是来自耶鲁大学的心理学学生。本题属于典型的完全未提及型NOT GIVEN。
Question 24
答案：TRUE
关键词：explain/survival mechanism
定位原文: F段第2句“A modem hard-core sociobiologist might…”
解题思路: 定位句中的advantageous trait 与题干中的positive survival mechanism 属于同义表达。
Question 25
答案：FALSE
关键词：sociobiological explanation
定位原文: H段内容和I段第1句“Here we have two radically different…”
解题思路: 定位句的两句话都在体现出个人价值观在被权威所统治。
Question 26
答案：FALSE
关键词：sociobiology
定位原文: I段整个段落内容
解题思路: 我们在文章最后一段可以得知Milgram的实验并未解决社会生物学上的这个重大问题，只不过是证明了这个问题的存在。
雅思5Text1阅读答案解析Passage 3
Question 27
答案：YES
关键词：environmentalists
定位原文: 第1段第1、2句 “For many…”
解题思路: hit-list重要事件的列表，按计划迸行杀害的名单。在这里应该理解为一系列。
Question 28
答案： NOT GIVEN
关键词：1972, only
定位原文: 第2段第2句“...“the Limits to Growth”was published in 1972…”
解题思路: 1972年这个信息只在上面这句话中出现，而按照顺序解题原则，这道题目的答案只能在第二段中寻找，实际上该段并未提到任何关于资料搜集开始时间的信息。所以这是一道典型的NOT GIVEN。
Question 29
答案： NO
关键词： starving people
定位原文: 第2段第3句“Fewer people are starving…”
解题思路: 这句话意思非常明确了，和题目表述矛盾。
Question 30
答案： NOT GIVEN
关键词： species
定位原文: 第2段第5句话“Third, although species are indeed…”
解题思路: 这一句虽然提到了物种，但是并没有提到题目中论述的那个话题。而且，题目其实也是在变相地将新旧物种比较，属于并不存在的比较关系，因此应选择NOT GIVEN。
Question 31
答案： YES
关键词： industrialisation
定位原文: 第2段第6句“And finally, most forms…”
解题思路: 这句话说明工业化早期的确引起了一些污染问题，，故此题选YES。
Question 32
答案： NO
关键词： economic growth/best
定位原文: 第2段第6句“...and therefore best cured not by restricting…”
解题思路: 文中已经明确提到控制污染的最好方式不是减慢经济发展速度，而是加速经济发展。
Question 33
答案： C
关键词：paragraph 4
定位原文: 第4段第2句“Scientific funding goes mainly…”
解题思路: 题目问的是作者提出了对哪个科研领域的关注，定位句明确说明这同样也给人们造成了一种印象，似乎存在许多潜在的问题，而事实并非如此，言下之意就是要确认好对研究领域的选择，C选项符合。
Question 34
答案： D
关键词：Worldwide Fund for Nature
定位原文: 第5段第3句“Understandably, perhaps, they sometimes…”
解题思路: 定位句明确说明也许有时候他们夸张了事实，选项D符合。
Question 35
答案： C
关键词：paragraph 6
定位原文：第6段第2句“That would matter less if…”
解题思路：题目问的是作者对游说团体的看法，C选项和原文表述一致。
Question 36
答案： B
关键词：newspaper print
定位原文: 第7段第3句“Newspaper and broadcasters…”
解题思路: 定位句说报纸和广播应该提供给公众所需要的，选项B满足读者需求，和原文表述一致。
Question 37
答案： B
关键词：America
定位原文: 第8段第3句“Yet, even if…”
解题思路: 题目问的是作者对美国垃圾问题的观点是什么，定位句说即便垃圾持续增长，人口增长，整个21世纪美国产生的垃圾只占整个美国面积的12万分之一，言下之意，就是B选项：垃圾问题没有我们想象的严重。
Question 38
答案： E. long-term
关键词： global warming/a
定位原文: 文章中最后4段内容
解题思路:这里应该填一个表示正面惑情色彩的形容词，而且这个词要可以和challenge搭配。那么选择范围就缩小到了agreed/right/long-term/surprising/urgent五个词上，,然后再根据后半句but来判断，,作者对全球变暖问题的态度是乐观的，显然应该是一个与catastrophic相反的词，因此范围最终缩小到了long-term。
Question 39
答案： D. right
关键词：way
定位原文: 文章最后4段内容
解题思路: 要和way来搭配，修饰way。按照题目中句子的含义来说，就是说以一个比较好的，合理的处理方法，就不会有灾难性的影响，只有right是最符合的。
Question 40
答案： I. urgent
关键词: health problem
定位原文: 倒数第2段第2句“…most pressing…”
解题思路: 这句话中的most pressing指最急迫的，最迫切的，正好和词库中的urgent相对应，属于同义表达。
以上是小编为大家带来雅思5Text1阅读原文+答案解析，希望大家能够对以上阅读题目进行练习。