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2025年5月10日雅思考试题阅读回忆及答案

2025-05-13 10:56:49来源：网络柯林斯词典

　　2025年5月10日雅思考试已经结束, 那这次考试阅读都考了哪些内容呢？本文为大家整理了2025年5月10日雅思考试题阅读回忆及答案，希望对大家的备考有所帮助。

　　阅读

　　一、考试概述：

　　本场考试一新两旧，难度高。第一篇科技类发展史，难度低;第二篇入侵植物研究，中规中矩;第三篇历史类洞穴研究，难度高。

　　二、具体题目分析：

　　Passage One：

　　n 文章题材：说明文(科技类)

　　n 文章题目：照明的历史

　　n 文章难度：★★★

　　n 题型及数量：判断题+填空

　　n 题目及答案：

　　参考答案

　　1. TRUE

　　2. FALSE

　　3. NOT GIVEN

　　4. TRUE

　　5. TRUE

　　6. NOT GIVEN

　　7. FALSE

　　8. NOT GIVEN

　　9. applications

　　10. bright

　　11. attention

　　12. air

　　13. filament

　　可参考真题：剑桥19——TEST1 Passage1 How tennis rackets have changed

　　Passage Two：

　　n 文章题材：说明文(动植物)

　　n 文章题目：入侵物种

　　n 文章难度：★★★

　　n 题型及数量：段落信息匹配+多选题+填空题

　　n 题目及答案：

　　The Impact of Invasive Species

　　Invasive species are among the leading threats to the native wildlife of most countries, with approximately 42 percent of endangered species at risk from them. Invasive species can be any kind of organism—for example, a mammal, amphibian, fish, insect, or plant—that is not native to an ecosystem. Often, they reproduce and spread with great speed. Contrary to popular belief, a plant or animal classified as an invasive species does not necessarily originate in another country. For example, lake trout are native to the Great Lakes of North America but are considered an invasive species in Yellowstone Lake in Wyoming because they compete with native cutthroat trout for habitat.

　　When a new species is introduced into an ecosystem, native wildlife may struggle to compete with it for food and other resources. Invasive species can change the food web in an ecosystem by destroying or replacing native food sources while providing little or no food for local wildlife. In extreme cases, the invader may prey on the native species. Above all, invasive species threaten biodiversity in many habitats. For instance, the climbing plant species kudzu (which is native to East Asia) can easily replace a habitat that had a wide range of plants with a monoculture consisting solely of kudzu, as has started to happen in the southeast of the USA.

　　The phenomenon is not an exclusively modern one. Humans have always transferred a variety of species from one region to another, but the development of rapid means of transportation has increased the frequency of such introductions. Aquatic organisms can be shipped across the oceans, while insects can easily get into the wooden crates that are transported around the world in this way. In addition, climate change has enabled some invasive plant species to colonize new areas. Other invasive species include pets such as snakes or turtles, which are intentionally set free into the wild.

　　Invasive species do not all present the same level of threat to native ecosystems and can be classified into three types. The first of these may be introduced species that can maintain themselves in a limited range of habitats without upsetting the ecological equilibrium of the area. Some scientists have even argued that, in these cases, the introduction enhances the diversity of animal and plant life in that specific area. A second group of invaders presents a greater threat because their spread is at the expense of one native species. The North American grey squirrel, for example, was introduced to the UK in 1876 largely because wealthy landowners thought it would be a fashionable and attractive addition to the local wildlife on their estates. It spread widely, leading directly to the dramatic decline in the population of the native red squirrel. However, it would appear that this is the only definite negative impact of the grey squirrel.

　　There is a third level of threat in which the dominance of the introduced species has an extremely destructive effect on the entire ecosystem. One of the most damaging examples involved a species of comb jellyfish. Native to estuaries along the western Atlantic coast from the northern United States to the Valdés Peninsula in Argentina, this species was released from a ship into the Black Sea in Eastern Europe in 1982, almost certainly by accident. The Black Sea has levels of industrial waste that are, by international standards, exceptionally high. Despite this, fishing boats were still able to catch healthy numbers of fish. But when the invading jellyfish underwent a population explosion in the space of just six years, the entire marine ecosystem was transformed, and fish numbers declined dramatically because they were in competition with the jellyfish, preying on exactly the same microscopic creatures. The jellyfish had a more serious impact on the ecosystem than the heavily polluted water.

　　More than a century after its introduction outside its native range on the Amazon River in South America, a plant known as a water hyacinth can be found in tropical lakes, streams, and rivers around the world. Its beauty attracted botanists seeking exotic plants for botanical gardens, and they imported it to a horticultural exhibition in New Orleans in 1884. Visitors were so impressed that they planted it in many locations during the 1880s and 1890s, resulting in the aquatic ecosystems of the southeastern United States being progressively colonized by vast, floating, dense carpets of water hyacinth. Today, it is present around the globe, damaging boat engines and even blocking cooling pipes for power plants, occasionally leading to massive blackouts. The impact of the water hyacinth on native water plants is largely unstudied, as is unfortunately the case for most ecosystems invaded by new plant species.

　　In the United States, more than 7,000 introduced species have established themselves, of which at least 15 percent cause ecological damage. As the number of invasive species expands, legislation to deal with this problem is rare or non-existent in the majority of countries. Unfortunately, ordinary people outside the scientific community have a very limited understanding of the threat posed by invasive species, which means that other environmental threats receive considerably more media attention. The introduction of new species can initially seem highly desirable, but the full extent of their impact is consistently underestimated.

　　Although ultimately, measures need to be taken at an international level, limited action is possible by individuals. One way is for people to plant native plants in their gardens rather than species from abroad. It is also useful to learn to identify invasive species and report any sightings to wildlife organizations. Regularly cleaning clothing, boots, boats, tires, and any other equipment regularly used outdoors can remove insects and plant parts that may introduce invasive species into new locations.

　　Questions 14-18

　　Reading Passage 2 has eight paragraphs, A-H.

　　Which paragraph contains the following information?

　　Write the correct letter, A-H, in boxes on your answer sheet.

　　14. A suggestion that people have moved numerous species across the globe throughout history

　　15. An example of how an ecosystem can be damaged very rapidly

　　16. A description of what can be done to restrict the spread of invasive species

　　17. A reference to the lack of research on the effects of some invasive species

　　18. A mention of a current lack of public awareness of the problem of invasive species

　　19. That an introduced species may benefit a specific ecosystem

　　Questions 20-21

　　Choose TWO letters, A-E.

　　Write the correct letters in boxes 20 and 21 on your answer sheet.

　　Which TWO reasons for the spread of invasive species are mentioned in the text?

　　A. The wish to eliminate undesirable native species

　　B. The recent expansion of international trade in agricultural products

　　C. A lack of checks on some of the cargo on board ships

　　D. The deliberate release of non-native animals

　　E. An extension of their geographical range as a result of global warming

　　Questions 22-23

　　Choose TWO letters, A-E.

　　Write the correct letters in boxes 22 and 23 on your answer sheet.

　　Which TWO statements does the writer make about the water hyacinth?

　　A. It is native to almost every region of the world.

　　B. It was brought to North America in the late nineteenth century.

　　C. Its beauty has led people to ignore the negative effects it has.

　　D. Its spread has caused some practical problems in recent years.

　　E. Scientists recommended its introduction to the USA.

　　Questions 24-26

　　Complete the sentences below.

　　Choose ONE WORD ONLY from the passage for each answer.

　　Write your answers in boxes 24-26 on your answer sheet.

　　24. Kudzu has reduced the _______ of certain areas in the southeast of the USA.

　　25. Some introduced species present a low level of threat if they remain within a small area and do not disturb the _______ of the surrounding ecosystem.

　　26. The effect of invasive jellyfish in the Black Sea was greater than that _______ from factories.

　　27.

　　参考答案

　　1. C

　　2. E

　　3. H

　　4. F

　　5. G

　　6. D

　　7. D

　　8. E

　　9. B

　　10. D

　　11. biodiversity

　　12. equilibrium

　　13. waste

　　可参考真题：剑桥11——TEST1 Passage3 Reducing the Effects of Climate Change

　　n Passage Three：

　　n 文章题材：议论文(人类学历史学)

　　n 文章题目：洞穴研究

　　n 文章难度：★★★★

　　n 题型及数量：多选题+摘要题(无选项)+填空题

　　n 题目及答案：

　　The Robbers Cave Study

　　A review of a famous study into group behaviour

　　Group self-centredness seems to occur the minute people are divided into groups. It doesn't matter what the group is, or on what basis it was formed, we perceive the group we belong to as being superior to other groups and we develop an 'in-group' bias.

　　Probably one of the most famous pieces of research looking at group behaviour was a field study conducted by Sherif in 1956. This study involved 22 boys aged between 11 and 12, who were divided into two groups. The groups were roughly matched in terms of sporting ability, camping experience and general popularity among their peers. Their parents were told that they were going to a three-week summer camp to see how well they would work alongside other boys when put into different teams. The parents were also told that the boys would not be allowed to be visited during that time, but would be able to go home if they wanted to. It was intended that the data for the study would be collected by participant observers.

　　At first, neither set of boys knew of the existence of the other set. They were taken to their respective campsites, which were located on a 200-acre, densely wooded area in Robbers Cave State Park, Oklahoma. The first week was spent doing a variety of activities, such as pitching tents and cooking. During this week, the two groups seemed to develop different group norms, one group being more 'tough' than the other, from which two boys went home early, as they were homesick. The groups were given a set of caps and t-shirts, and gave themselves names: the 'Eagles' and the 'Rattlers' (the latter being the tougher group).

　　At the end of the first week, they became aware of each other's existence by finding litter left by the other group or overhearing voices. Sherif noticed that already the groups had started to refer to the other group as 'them' and their group as 'us'. This marked the beginning of phase two of the experiment.

　　The groups were told that they were going to take part in a 'Grand Tournament', which involved 10 different sporting events, and they were shown the prizes for winning. The tournament was also to include in the final scores points which would be awarded for other activities, such as how tidy the cabins were kept. These scores were displayed on big scoreboards in what now became a joint hall where the two groups ate their meals together. This was necessary so the two groups would think they were on almost equal scores in the time leading up to the final event, which would increase the sense of competition. Needless to say, these scores were manipulated by the experimenters.

　　In order to check how high the levels of group self-centredness were in the groups at this time, a number of tasks were set up which involved the groups rating their own members and members of the other group. Each time group members rated the boys in their own group much better at the tasks than the other boys, even though there was no real difference between them. They were also asked to rate all others in terms of how desirable they were as friends, and 93 per cent of friendship preferences were in-group preferences.

　　When the tournament started, the first game was basketball. The group that was thought to be less tough lost the game and claimed that they had lost only because the other group were bigger and older than they were. The Eagles won the next ball game and then were said to be cheating in the tug-of-war. This resulted in visits by both groups to each other's cabins over the course of the next 24 hours, where they ripped the mosquito nets, turned over the beds and generally made a mess. The Eagles devised a new weapon in the conflict which consisted of 'rocks in socks' and so it went on. Eventually, the Eagles won the tournament (with some help from the experimenters) and it was time for phase three to begin.

　　Research has suggested that the best way to reduce group conflict is by non-competitive contact. This required two conditions: that the groups had equal status and that they had a common goal to work towards. This was exactly what Sherif engineered. There were actually seven situations organised which gave the groups equal status contact; these were things like having meals together or watching films together. The meals resulted in food fights; the films were enjoyed by both groups sitting totally apart from each other.

　　The other situations, where the groups had to work for common goals, had a much better outcome. These included raising money to go and see a film and solving problems, such as one with the water supply. The final common goal was a visit by truck to Cedar Lake to camp there before the end of the holiday. In this situation, although both groups travelled in separate trucks, another problem-solving situation arose when one of the trucks became stuck. All the boys joined in, using one of the tug-of-war ropes to help move it. At this point the group boundaries were beginning to disappear. On the final day, when they were due to return home, the boys themselves suggested that they travel in one bus and sat in friendship groups rather than as Eagles and Rattlers.

　　Questions 27 and 28

　　Choose TWO letters, A-F.

　　Write the correct letters in boxes 27 and 28 on your answer sheet.

　　Which TWO of the following statements about the boys who took part in the study are made by the writer?

　　A They had approximately the same number of friends.

　　B Some of their parents helped to set up the camp.

　　C They selected the group that they wanted to be in.

　　D They were responsible for bringing their own tents.

　　E They received clothes that identified the group they belonged to.

　　F Some of them were criticised for dropping litter.

　　Questions 29-34

　　Complete the summary below.

　　Choose NO MORE THAN TWO WORDS from the passage for each answer.

　　Write your answers in boxes 29-34 on your answer sheet.

　　The Grand Tournament

　　The Grand Tournament marked the second part of Sherif's experiment. It included a range of 29 ...... that each team would compete in, and the allocation of extra points for things like cleaning cabins.

　　To increase the competitive element of the tournament, the organisers used 30 ......... in the dining hall. They also made sure that the boys were under the impression that their scores were nearly 31 ...... as the tournament neared its end.

　　The 32 ......, who were thought to be the tougher group, won the first ball game and lost the second. In other games there were accusations of 33 ...... During the next day, various instances of conflict occurred within the boys' cabins. Eventually, the tournament was won by the group that was considered to be 34 ...... —the Eagles.

　　Questions 35-38

　　Complete the table below.

　　Choose NO MORE THAN TWO WORDS from the passage for each answer.

　　Write your answers in boxes 35-38 on your answer sheet.

　　Phase 3: Non-competitive contact

　　Conditions Type of situation Result

　　Equal status a) eating 35 ......

　　b) 36 ...... enjoyed them but were not sitting together

　　Common goal a) raising money

　　b) 38 ...... e.g. friendship groups / stuck truck

　　Questions 39 and 40

　　Choose TWO letters, A-F.