在线练习雅思阅读 剑桥雅思阅读AUSTRALIA’SSPORTINGSUCCESS及答案解析

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剑桥雅思阅读AUSTRALIA’SSPORTINGSUCCESS及答案解析

做好雅思的阅读题除了掌握对的 方法 ，也离不开我们日常的辛勤练习，下面我给大家带来剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS及答案解析，一起加油吧！

剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

AUSTRALIA’S SPORTING SUCCESS

A They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sport*en and women. Both provide intensive coaching, training facilities and nutritional advice.

B Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one — such as building muscle strength in golfers — to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. ‘We can’t waste our time looking at ethereal scientific questions that don’t help the coach work with an athlete and improve performance,’ says Peter Fricker, chief of science at AIS.

C A lot of their work comes down to measurement — everything from the exact angle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is on individuals, tweaking performances to squeeze an extra hundredth of a second here, an extra millimetre there. No gain is too slight to bother with. It’s the tiny, gradual improvements that add up to world-beating results. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D *ysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he *yses how her spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason’s contribution to sport also includes the development of the SWAN (Swimming Analysis) system now used in Australian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer’s performance into factors that can be *ysed individually — stroke length, stroke frequency, average duration of each stroke, velocity, start, lap and finish times, and so on. At the end of each race, SWAN spits out data on each swimmer.

D ‘Take a look,’ says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam faster. So why did he finish 35 hundredths of a second down? ‘His turn times were 44 hundredths of a second behind the other guy,’ says Mason. ‘If he can improve on his turns, he can do much better.’ This is the kind of accuracy that AIS scientists’ research is bringing to a range of sports. With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete’s clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete’s ability to run. There’s more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AIS and the University of Newcastle in New South Wales developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes’ saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether. Soon, IgA levels start rising again, and the danger passes. Since the tests were introduced, AIS athletes in all sports have been remarkably successful at staying healthy.

E Using data is a complex business. Well before a championship, sports scientists and coaches start to prepare the athlete by developing a ‘competition model’, based on what they expect will be the winning times.’ You design the model to make that time,’ says Mason.’ A start of this much, each free-swimming period has to be this fast, with a certain stroke frequency and stroke length, with turns done in these times.’ All the training is then geared towards making the athlete hit those targets, both overall and for each segment of the race. Techniques like these have transformed Australia into arguably the world’s most successful sporting nation.

F Of course, there’s nothing to stop other countries copying — and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists’ and rowers’ times. Now everyone uses them. The same has happened to the ‘altitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia’s success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.

剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS题目

Questions 1-7

Reading Passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-7 on your answer sheet.

NB You may use any letter more than once.

1 a reference to the exchange of expertise between different sports

2 an explanation of how visual imaging is employed in investigations

3 a reason for narrowing the scope of research activity

4 how some AIS ideas have been reproduced

5 how obstacles to optimum achievement can be investigated

6 an overview of the funded support of athletes

7 how performance requirements are calculated before an event

Questions 8-11

Classify the following techniques according to whether the writer states they

A are currently exclusively used by Australians

B will be used in the future by Australians

C are currently used by both Australians and their rivals

Write the correct letter, A, B or C, in boxes 8-11 on your answer sheet.

8 cameras

9 sensors

10 protein tests

11 altitude tents

Questions 12 and 13

Answer the questions below.

Choose NO MORE THAN THREE WORDS ANDIOR A NUMBER from the passage for each answer.

Write your answers in boxes 12 and 13 on your answer sheet.

12 What is produced to help an athlete plan their performance in an event?

13 By how much did some cyclists’ performance improve at the 1996 Olympic Games?

剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS答案

Question 1

答案：B

关键词：exchange of expertise, between different sports/collaborate, across a number of sports

定位原文：B段第2、3句“...and collaborates with… a number of sports …”

解题思路: 题干中讲到不同体育领域的专业知识交流正好跟原文中跨不同体育专家之间的合作相对应，理解意思即可容易找到正确答案。

Question 2

答案：C

关键词: visual imaging/3D, image

定位原文: C段第6句: “...shows off the prototype of a 3D *ysis …”

解题思路: 通过题干中的视频成像可以很容易找到原文中对应的3D和成像。

Question 3

答案：B

关键词: a reason for narrowing/ can’t waste time

定位原文: B段最后1句: “We can’t waste our time looking…”

解题思路: 题目中的research activity和原文中的scientific questions 属于同义表达，定位答题区域，发现此句话所要表达的意思是不在一些飘渺的、不切实际的科学问题上浪费时间，也就是说要缩小研究的范围。

Question 4

答案：F

关键词：AIS ideas reproduce/ copying

定位原文: F段第1句话 “Of course, there’s nothing…”

解题思路: 题干中的reproduce是复制的意思，之后从 文章 中发现 句子 有复制copying，即可以直接定位。

Question 5

答案：D

关键词：Obstacle, investigated/ impact, monitor

定位原文: D段第6句“... to monitor heart rate…”

解题思路: 题干提到理想成绩的障碍是如何被调查研究的，而读到对应句子之后看到正好是sensors(传感器)对于运动员跑步的impact(影响)进行研究的仪器，而且obstacles和impact对应。

Question 6

答案：A

关键词：Overview, funded support finance

定位原文: A段倒数第2句 “...finances programmes of excellence…”

解题思路: finances是解题关键，意思为资助，正好跟题干中funded support表达了相同的义项，直接对应。而且之后一句话提及以上项目所提供的服务和建议，可以确信答案。

Question 7

答案：E

关键词：Calculated before an event/ using data, well before a championship

定位原文: E段第1句、第2句 “Using data is a complex business. Well before a championship, ...”

解题思路: 首先通过well before a championship和文章中before an event定位到E段， 之后发现后面提及的“竞争模型”作用就是计算时间和速率，因此内容对应上calculate，此时可断定答案的位置。

Question 8

答案：A

关键词: digital cameras

定位原文: C段倒数第3句: “..SWAN system now used in Australian national…”

解题思路: 前一句已经提到该系统已广泛应用于澳大利亚各项全国赛事之中，而没有提到其他国家，因此可以判断应该只有澳大利亚人在使用。

Question 9

答案：B

关键词：sensor

定位原文: D段第7句：“...With the Cooperative Research Centre for Micro…”

解题思路: 找到相同对应词sensor，读其前后的句子，发现有 Melbourne，断定是澳大利亚人的发明。之后要特别留心动词develop运用现在进行时，表示正在开发;而且注意之后的定语从句采用了将来时，所以可以断定此发明还没有完成，应该属于将来的成果。因此选择B。

Question 10

答案: A

关键词：protein

定位原文: D段倒数第4句: “… AIS and the University of Newcastle…”

解题思路: 非常容易在前面第一句话中找到跟题目protein tests所对应的词语a test ...protein。之后细读前后句，发现后面一句话对于此项科技成果的受益者文章中只提到AIS运动员，即澳大利亚体育学院的运动员，隶属于澳大利亚，所以应该选择A。

Question 11

答案：C

关键词: altitude tent

定位原文: F段倒数第2句: “The same has happened to the ‘altitude tent ’…”

解题思路: 文章中很容易找到用引号括起来的题目中的名词 短语 ，因此只要细心读原句，就会发现开头的‘The same has happened...’同样的事情也发生在……根据 经验 应该顺着文章向上追溯，发现跟‘altitude tent’相同情况的是1996年奥运会上澳大利亚人受益的流线型散热运动服现在全世界都在用。因此 ‘altitude tent’也被世界各国应用。所以答案应该选择C。且根据此段话大意可以了解文章只提到两种研究成果被别国运用，即髙原帐蓬和流线型散热服。所以可以间接判断前三项成果是由澳大利人独享的。

Question 12

答案： (a)competition model

关键词： help an athlete plan, produced / prepare the athlete by, developing

定位原文: E段第1句“Using data…”

解题思路: Help an athlete plan their performance 对应上prepare the athlete by之后，要认真研究题目所问的是what is produced,断定所作答案必定要填一个名词。因此要细读原文发现有单词developing恰与produced相对应，中文意思是“开发”，则答案必定是开发之后的名词。

Question 13

答案： (by)2 percent/%

关键词： 19% Olympic Games, cyclists, improve

定位原文: F段第3句“At the Atlanta…”

解题思路: 分析问句是 ‘By how much... improve’，意思为“提高了多少”，可以判断出答案需要写一个数字。因此仔细阅读相关语句找到 sliced as much as two per cent off cyclists ‘and rowers’ time。很快就可以找到数字百分之二

。

雅思阅读操练：奥运会的起源

下面雅思频道为大家整理了雅思阅读T/F/NG练习题：奥运会的起源，供考生们参考，以下是详细内容。

In ancient Greece athletic festivals were very important and had strong religious associations. The Olympian athletic festival held every four years in honour of Zeus, eventually lost its local character; it became first a national event, and then, after the rules against foreign compe*s had been waived, international. No one knows exactly how far back the Olympic Games go, but some official records date from 776 B.C.

The Games took place in August on the plain by Mount Olympus. Many thousands of spectators gathered from all parts of Greece, but no married woman was admitted even as a spectator. Slaves, women and dishonoured persons were not allowed to compete. The exact sequence of events is uncertain, but events included boys' gymnastics, horse-racing, field events such as discus and javelin throwing, and the very important foot races. There was also boxing and wrestling and special tests of varied ability such as the pentathlon, the winner of which excelled in running, jumping, discus and javelin throwing and wrestling. The evening of the third day was devoted to sacrificial offerings to the heroes of the day, and the fourth day, that of the full moon, was set aside as a holy day.

On the sixth and last day, all the victors were crowned with holy garlands of wild olive from a sacred wood. So great was the honour that the winner of the foot race gave his name to the year of his victory. Although Olympic winners received no prize money, they were in fact richly rewarded by their state authorities. The public honour also made the strict discipline of the ten-month training period worthwhile. In spite of the lengthy training, however, runners were known to drop dead from strain at the winning post. How their results compared with modern standards, we unfortunately have no means of telling.

After an uninterrupted history of almost 1,200 years the Games were abolished in A.D. 394, the Christian era, because of their pagan origin. It was over 1,500 years before there was another such international athletics gathering. The Greek institution was revived in 1896 and the first *all meeting took place in Athens. After the 1908 London Olympics, success was re-established and nations sent their best representatives. In times of peace, the Games have taken place ever since at four-yearly intervals. In Munich in 1972, compe*s from more than 120 countries were watched by huge crowds.

Nowadays, the Games are held in different countries in turn. The host country provides vast facilities, including a stadium, swimming pools and living accommodation, but competing countries pay their own athletes' expenses. Athletic contests are still the main feature, but now many more sports are represented, women compete, the ancient pentathlon, for example, has been modified into a more comprehensive test, and the marathon races, initiated in 1896, are now a celebrated event.

The Olympics start with the arrival in the stadium of a torch, lighted on Mount Olympus by the sun's rays. It is carried by a succession of runners to the stadium. The torch symbolizes the continuation of the ancient Greek athletic ideals, and it bums throughout the Games until the closing ceremony. The well-known Olympic flag, however, is a modem conception: the five interlocking rings symbolize the uniting of all five continents participating in the Games.

Look at the following statements. In boxes 26-31 on your answer sheet write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

26. In the early days of the ancient Olympic Games, all compe*s had to be Greek males.

27. Women were forbidden to compete or spectate in the Games.

28. The ancient Olympics did not have a fixed order of athletic events.

29. At ancient Olympics athletes competed for a stronger body and not for money's sake.

30. Modem athletes' results cannot be compared with those of the ancient runners because the Greeks had no means of recording times in the past.

31. Nowadays, the athletes' expenses are paid for by the competing countries they represent.

32. The ancient pentathlon has modernised to include the marathon race.

33. Relays of runners light their torches ir the stadium at the beginning of the Games in the host country.

34. The Olympic Games have taken place every four years since it was revived in 1896.

35. The modem Olympics are inspired by the same ideals as the ancient ones.

Using NO MORE THAN THREE WORDS answer the questions below. Write your answers in boxes 36-40 on your answer sheet.

36. According to the passage, what is the earliest time known to date that the Olympic Games were initiated?

37. How long did compe*s have to train for the Games in ancient times?

38. For what reason were the Games abolished?

39. When and where did the first modem Olympics take place?

40. Name three host cities that are mentioned in the passage.

以上就是雅思频道为大家整理的雅思阅读T/F/NG练习题：奥运会的起源，非常实用。更多资讯、资料尽在雅思频道。最后，雅思频道预祝大家在雅思考试中取得好成绩!

雅思阅读模拟练习题：段落标题题。

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
想要提升雅思阅读的成绩，那么想要同学们平时有没有做一些习题来提升自己的雅思阅读做题能力呢？今天就和小钟老师来看看雅思阅读模拟练习题：段落标题题。

雅思阅读模拟练习题：段落标题题
Persistent bullying is one of the worst experiences a child can face. How can it be prevented？ Peter Smith， Professor of Psychology at the University of Sheffield， directed the Sheffield
Anti-Bullying Intervention Project， funded by the Department for Education. Here he reports on his findings.
A
Bullying can take a variety of forms， from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms， such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying， which in about one in ten cases was persistent. There was less bullying in secondary schools， with about one in twenty-five suffering persistent bullying， but these cases may be particularly recalcitrant.
B
Bullying is clearly unpleasant， and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to *， though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as *s， while children who persistently bully are more likely to grow up to be physically violent， and convicted of anti-social offences.
C
Until recently， not much was known about the topic， and little help was available to teachers to deal with bullying. Perhaps as a consequence， schools would often deny the problem. ＇There is no bullying at this school＇ has been a common refrain， almost certainly untrue. Fortunately more schools are now saying： ＇There is not much bullying here， but when it occurs we have a clear policy for dealing with it.”
D
Three factors are involved in this change. First is an awareness of the severity of the problem. Second， a number of resources to help tackle bullying have become available in Britain. For example， the Scottish Council for Research in Education produced a package of materials， Action Against Bullying， circulated to all schools in England and Wales as well as in Scotland in summer 1992， with a second pack， Supporting Schools Against Bullying， produced the following year. In Ireland， Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third， there is evidence that these materials work， and that schools can achieve something. This comes from carefully conducted ＇before and after＇ evaluations of interventions in schools， monitored by a research team. In Norway， after an intervention campaign was introduced nationally， an evaluation of forty-two schools suggested that， over a two-year period， bullying was halved. The Sheffield investigation， which involved sixteen primary schools and seven secondary schools， found that most schools succeeded in reducing bullying.
E
Evidence suggests that a key step is to develop a policy on bullying， saying clearly what is meant by bullying， and giving explicit guidelines on what will be done if it occurs， what records will be kept， who will be informed， what sanctions will be employed. The policy should be developed through consultation， over a period of time—not just imposed from the head teacher＇s office！ Pupils， parents and staff should feel they have been involved in the policy， which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum， using video， drama and literature. These are useful for raising awareness， and can best be tied in to early phases of development， while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils， or revising it in the light of experience. But curriculum work alone may only have short-term effects； it should be an addition to policy work， not a substitute.
There are also ways of working with individual pupils， or in *all groups. Assertiveness training for pupils who are liable to be victims is worthwhile， and certain approaches to group bullying such as ＇no blame＇， can be useful in changing the behaviour of bullying pupils without confronting them directly， although other sanctions may be needed for those who continue with persistent bullying.
Work in the playground is important， too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting， and help them break up conflicts. Another possibility is to improve the playground environment， so that pupils are less/likely to be led into bullying from boredom or frustration.
F
With these developments， schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement， the more substantial the results are likely to be. The reduction in bullying—and the consequent improvement in pupil happiness—is surely a worthwhile objective.

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