运用剑桥雅思阅读真题备考雅思小作文

以下是小编为大家整理的运用剑桥雅思阅读真题备考雅思小作文，本文共21篇，希望对您有所帮助。本文原稿由网友“斯爱达人已戒酒”提供。

篇1：运用剑桥雅思阅读真题备考雅思小作文

雅思阅读文章地道用词

例句1： It is difficult to conceive of vigorous economic growth without an efficient transport system.

解析：conceive of 想像=imagine(在写作当中，我们经常用“很难想象……”来表达缺少一个重要事物会带来的严重后果。不过一说到“想像”，我们脑海中第一个出现的词应该就是imagine了，那么升级成“it is difficult to conceive of...”是不是有那么一点点炫酷和与众不同，收了它吧!)

vigor n. 生机，活力——adj. vigorous=energetic有活力的，精力充沛的，用来描述经济发展vigorous economic growth，是不是让我们瞬间嫌弃a developed economy 或者the rapid development of economy?

例句2: For passenger transport, the determining factor is the spectacular growth in car use.

解析：spectacular=dramatic, impressive, conspicuous 壮观惊人，引人入胜。除了dramatic， 其他的表示“大幅”增长或者减少的表达，是不是各个都引人入胜，所以请抛弃dramatic，让我们用spectacular, impressive, conspicuous向考官证明我们的词汇也是水平的。

例句3: The number of cars on European Union roads saw an increase of three million cars each year from 1990 to , and in the next decade the EU will see a further substantial increase in its fleet.

解析：substantial大幅度的，大量的，收获了spectacular, impressive, conspicuous，再来一枚substantial，反正以后不要再说dramatic就好啦!@

further：小词大用。学了一段时间英语发现，很多大词难词只要多背就能认识和应用的差不多，但唯独介词，万能动词或者语义特别多的小词很难驾驭。但是，往往这样的小词如果要是能用准用对，才是语言能力的真正提高。在此，a further substantial increase进一步，更大程度的大幅增长，=continue to increase substantially。“重点体会，刻意应用”是掌握该类词汇应有的技能。

例句4: The distribution between modes has tipped sharply in favor of road transport since the 1990s.

解析：distribution分配(在比重类图表中可以表示比重=part/share/proportion)

tip：一词多义。“尖端，末端”“建议”“小费”等等，句子中tip显然是一个动词，理解为倾斜：tip sharply in favor of明显倾向于。

句子翻译“自从20世纪90年代以来，各交通方式之间的比例分配明显倾向于陆路”言外之意就是“陆路交通的比例相对比较大。”(ps：该表达适合用于比重类图表作文，来表现某个项目比重较大。)

例句5: In , energy consumption in the transport sector was to blame for 28% of emissions of CO2, the leading greenhouse gas.

解析：

leading 表示主要的，占主导地位的(来自于lead)=dominant，在leading面前，像important这样的词就显得苍白空洞了。(ps：在比重类图表作文中，表达比重较大的概念。)

例句6: Road transport is the main culprit since it alone accounts for 84% of the CO2 emissions attributable to transport.

解析：culprit字面意思是犯人，引申含义“始作俑者”导致坏事的主要原因。(ps：culprit是个好词，但是请同学们注意表达色彩，用来表示不好的事情的原因。)

attributable to=due to由于

句子翻译：陆路交通是罪魁祸首，因为单独这一种交通形式就占据了84%的由于交通产生的二氧化碳排放量。

例句7: It could help to achieve greater uncoupling than the first approach, but road transport would keep the lion's share of the market and continue to concentrate on saturated arteries, despite being the most pollution of the modes.

解析：lion字面意思大家都很熟悉“狮子”，在动物届，一个狮群是以雄狮为核心，多个雌狮合作猎食，对一个区域的资源进行占有和使用的群体，通常其管理范围是比较大的。因此keep the lion's share表示占据比较大的比重，是不是比account for a bigger share生动许多?

雅思阅读文章高分句型

例句1: In 1998, some of these countries already exported more than twice their 1990 volumes and imported more than five times their 1990 volumes.

解析：数据大小的比较

twice their 1990 volumes——是1990年数据的2倍

more than twice their 1990 volumes——是1990年数据的2倍多

five times their 1990 volumes——是1990年数据的5倍

more than five times their 1990 volumes——是1990年数据的5倍多

例句2: Between 1990 and 1998, road haulage increased by 19.4%, while during the same period rail haulage decreased by 43.5%.

解析：数据趋势的对比

haulage公路货运业=road transportation industry

increased by增长了increased to增长到

decreased by下降了decreased to下降到

while“而”表示两者对比

例句3：According to the latest estimates, if nothing is done to reverse the traffic growth trend, CO2 emissions from transport can be expected to increase by round 50% to 1,113 billion tons by , compared with the 739 billion tons recorded in 1990.

解析：多个数据的组织

当数据或者需要表达的内容量比较大的时候，先罗列出需要表达的信息点，再树立好信息点之间的逻辑关系，最后正确的语言形式表达出来。(ps：需要注意表达多个信息点也是有侧重点的，把最显著的数据或者趋势放到主句里，其他数据作为伴随状态或者放到从句当中。)

雅思考试核心词汇梳理1

academy 学院，学会

adjust 调整

alter 改变，修改

amend 修正，改善

aware 意识到的

capacity 能力，容量

challenge 挑战，怀疑

clause 条款

compound 合成，混合

conflict 冲突，矛盾

evolve 发展，进化

expand 膨胀，扩张

expose 揭发，显示

external 外部的，外部

facilitate 促进，帮助

fundamental 基本的

generate 使形成，发生

雅思考试核心词汇梳理2

generation 一代，一代人

image 形象，想象，描绘

liberal 开明的，自由主义

orient 使适应，东方的

perspective 观点，远景

precise 精确的，严格的

prime 主要的，基本的

psychology 心理学

pursue 继续，追赶

ratio 比率，比例

reject 拒绝，排斥

revenue 税收，收益

stable 稳定的，牢固的

consult 请教，咨询

contact 解除，联系

decline 下降，斜面

discrete 不连续的，离散的

draft 起草，草稿

enable 使能够

energy 能量，精力

雅思考试核心词汇梳理3

enforce 强迫，执行

entity 实体，存在

equivalent 等价的，相等的

license 执照，许可证

logic 逻辑，逻辑学

margin 边缘，利润

medical 医学的，医疗的

mental 精神的，脑力的

modify 修改，修饰

monitor 监视器，班长

network 网路，网状物

notion 概念，见解

objective 客观的，目标

style 风格，类型

substitute 代替，代用品

sustain 保持，支撑

symbol 符号，象征

target 目标，把...作为目标

transit 运输，经过

运用剑桥雅思阅读真题 备考雅思小作文

篇2：剑桥雅思阅读真题

Otter

A

Otters have long, thin bodies and short legs – ideal for pushing through dense undergrowth or hunting in tunnels. An adult male may be up to 4 feet long and 30lbs. Females are smaller typically. The Eurasian otter’s nose is about the smallest among the otter species and has a characteristic shape described as a shallow ‘W’. An otter’s tail (or rudder, or stern) is stout at the base and tapers towards the tip where it flattens. This forms part of the propulsion unit when swimming fast underwater. Otter fur consists of two types of hair: stout guard hairs which form a waterproof outer covering, and under-fur which is dense and fine, equivalent to an otter’s thermal underwear. The fur must be kept in good condition by grooming. Seawater reduces the waterproofing and insulating qualities of otter fur when saltwater in the fur. This is why freshwater pools are important to otters living on the coast. After swimming, they wash the salts off in pools and the squirm on the ground to rub dry against vegetation.

B

The scent is used for hunting on land, for communication and for detecting danger. Otterine sense of smell is likely to be similar in sensitivity to dogs. Otters have small eyes and are probably short-sighted on land. But they do have the ability to modify the shape of the lens in the eye to make it more spherical, and hence overcome the refraction of water. In clear water and good light, otters can hunt fish by sight. The otter’s eyes and nostrils are placed high on its head so that it can see and breathe even when the rest of the body is submerged. Underwater, the cotter holds its legs against the body, except for steering, and the hind end of the body is flexed in a series of vertical undulations. River otters have webbing which extends for much of the length of each digit, though not to the very end. Giant otters and sea otters have even more prominent webs, while the Asian short-clawed otter has no webbing – they hunt for shrimps in ditches and paddy fields so they don’t need the swimming speed. Otter’s ears are tiny for streamlining, but they still have very sensitive hearing and are protected by valves which close them against water pressure.

C

A number of constraints and preferences limit suitable habitats of otters. Water is a must and the rivers must be large enough to support a healthy population of fish. Being such shy and wary creatures, they will prefer territories where man’s activities do not impinge greatly. Of course, there must also be no other otter already in residence – this has only become significant again recently as populations start to recover. Coastal otters have a much more abundant food supply and range for males and females may be just a few kilometres of coastline. Because male range overlaps with two or three females – not bad! Otters will eat anything that they can get hold of – there are records of sparrows and snakes and slugs being gobbled. Apart from fish, the most common prey are crayfish, crabs and water birds. Small mammals are occasionally taken, most commonly rabbits but sometimes even moles.

D

Eurasian otters will breed any time where food is readily available. In places where the condition is more severe, Sweden for example where the lakes are frozen for much of winter, cubs are born in spring. This ensures that they are well grown before severe weather returns. In the Shetlands, cubs are born in summer when fish is more abundant. Though otters can breed every year, some do not. Again, this depends on food availability. Other factors such as food range and quality of the female may have an effect. Gestation for Eurasian otter is 63 days, with the exception of Lutra canadensis whose embryos may undergo delayed implantation. Otters normally give birth in more secure dens to avoid disturbances. Nests are lined with bedding to keep the cub’s warm mummy is away feeding.

E

Otters normally give birth in more secure dens to avoid disturbances. Nests are lined with bedding (reeds, waterside plants, grass) to keep the cub’s warm while is away feeding. Litter Size varies between 1 and 5. For some unknown reason, coastal otters tend to produce smaller litters. At five weeks they open their eyes – a tiny cub of 700g. At seven weeks they’re weaned onto solid food. At ten weeks they leave the nest, blinking into daylight for the first time. After three months they finally meet the water and learn to swim. After eight months they are hunting, though the mother still provides a lot of food herself. Finally, after nine months she can chase them all away with a clear conscience, and relax – until the next fella shows up.

F

The plight of the British otter was recognised in the early 60s, but it wasn’t until the late 70s that the chief cause was discovered. Pesticides, such as dieldrin and aldrin, were first used in1955 in agriculture and other industries – these chemicals are very persistent and had already been recognised as the cause of huge declines in the population of peregrine falcons, sparrow hawks and other predators. The pesticides entered the river systems and the food chain – micro-organisms, fish and finally otters, with every step increasing the concentration of the chemicals. From 1962 the chemicals were phased out, but while some species recovered quickly, otter numbers did not – and continued to fall into the 80s. This was probably due mainly to habitat destruction and road deaths. Acting on populations fragmented by the sudden decimation in the 50s and 60s, the loss of just a handful of otters in one area can make an entire population unviable and spell the end.

G

Otter numbers are recovering all around Britain – populations are growing again in the few areas where they had remained and have expanded from those areas into the rest of the country. This is almost entirely due to legislation, conservation efforts, slowing down and reversing the destruction of suitable otter habitat and reintroductions from captive breeding programs. Releasing captive-bred otters is seen by many as a last resort. The argument runs that where there is no suitable habitat for them they will not survive after release and where there is suitable habitat, natural populations should be able to expand into the area. However, reintroducing animals into a fragmented and fragile population may add just enough impetus for it to stabilise and expand, rather than die out. This is what the Otter Trust accomplished in Norfolk, where the otter population may have been as low as twenty animals at the beginning of the 1980s. The Otter Trust has now finished its captive breeding program entirely, great news because it means it is no longer needed.

Questions 1-9

The reading Passage has seven paragraphs A-GWhich paragraph contains the following information?Write the correct letter A-G, in boxes 1-9 on your answer sheet.

NB You may use any letter more than once.

1 A description of how otters regulate vision underwater

2 The fit-for-purpose characteristics of otter’s body shape

3 A reference to an underdeveloped sense

4 An explanation of why agriculture failed in otter conservation efforts

5 A description of some of the otter’s social characteristics

6 A description of how baby otters grow

7 The conflicting opinions on how to preserve

8 A reference to the legislative act

9 An explanation of how otters compensate for heat loss

Questions 10-13

Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBERfrom the passage for each answer

10 What affects the outer fur of otters?

11 What skill is not necessary for Asian short-clawed otters?

12 Which type of otters has the shortest range?

13 Which type of animals do otters hunt occasionally?

篇3：如何运用剑雅阅读真题备考雅思小作文

运用剑雅阅读真题 备考雅思小作文

雅思阅读文章地道用词

例句1： It is difficult to conceive of vigorous economic growth without an efficient transport system.

解析：conceive of 想像=imagine(在写作当中，我们经常用“很难想象……”来表达缺少一个重要事物会带来的严重后果。不过一说到“想像”，我们脑海中第一个出现的词应该就是imagine了，那么升级成“it is difficult to conceive of...”是不是有那么一点点炫酷和与众不同，收了它吧!)

vigor n. 生机，活力——adj. vigorous=energetic有活力的，精力充沛的，用来描述经济发展vigorous economic growth，是不是让我们瞬间嫌弃a developed economy 或者the rapid development of economy?

例句2: For passenger transport, the determining factor is the spectacular growth in car use.

解析：spectacular=dramatic, impressive, conspicuous 壮观惊人，引人入胜。除了dramatic， 其他的表示“大幅”增长或者减少的表达，是不是各个都引人入胜，所以请抛弃dramatic，让我们用spectacular, impressive, conspicuous向考官证明我们的词汇也是水平的。

例句3: The number of cars on European Union roads saw an increase of three million cars each year from 1990 to , and in the next decade the EU will see a further substantial increase in its fleet.

解析：substantial大幅度的，大量的，收获了spectacular, impressive, conspicuous，再来一枚substantial，反正以后不要再说dramatic就好啦!@

further：小词大用。学了一段时间英语发现，很多大词难词只要多背就能认识和应用的差不多，但唯独介词，万能动词或者语义特别多的小词很难驾驭。但是，往往这样的小词如果要是能用准用对，才是语言能力的真正提高。在此，a further substantial increase进一步，更大程度的大幅增长，=continue to increase substantially。“重点体会，刻意应用”是掌握该类词汇应有的技能。

例句4: The distribution between modes has tipped sharply in favor of road transport since the 1990s.

解析：distribution分配(在比重类图表中可以表示比重=part/share/proportion)

tip：一词多义。“尖端，末端”“建议”“小费”等等，句子中tip显然是一个动词，理解为倾斜：tip sharply in favor of明显倾向于。

句子翻译“自从20世纪90年代以来，各交通方式之间的比例分配明显倾向于陆路”言外之意就是“陆路交通的比例相对比较大。”(ps：该表达适合用于比重类图表作文，来表现某个项目比重较大。)

例句5: In , energy consumption in the transport sector was to blame for 28% of emissions of CO2, the leading greenhouse gas.

解析：

leading 表示主要的，占主导地位的(来自于lead)=dominant，在leading面前，像important这样的词就显得苍白空洞了。(ps：在比重类图表作文中，表达比重较大的概念。)

解析：数据大小的比较

twice their 1990 volumes——是1990年数据的2倍

more than twice their 1990 volumes——是1990年数据的2倍多

five times their 1990 volumes——是1990年数据的5倍

more than five times their 1990 volumes——是1990年数据的5倍多

例句2: Between 1990 and 1998, road haulage increased by 19.4%, while during the same period rail haulage decreased by 43.5%.

解析：数据趋势的对比

haulage公路货运业=road transportation industry

increased by增长了increased to增长到

decreased by下降了decreased to下降到

while“而”表示两者对比

例句3：According to the latest estimates, if nothing is done to reverse the traffic growth trend, CO2 emissions from transport can be expected to increase by round 50% to 1,113 billion tons by , compared with the 739 billion tons recorded in 1990.

解析：多个数据的组织

当数据或者需要表达的内容量比较大的时候，先罗列出需要表达的信息点，再树立好信息点之间的逻辑关系，最后正确的语言形式表达出来。(ps：需要注意表达多个信息点也是有侧重点的，把最显著的数据或者趋势放到主句里，其他数据作为伴随状态或者放到从句当中。)

调整做题顺序，雅思阅读轻松拿高分

雅思阅读高分对于很多考生来说是冲刺更好的雅思成绩的一个重要保证，下面小编将与大家分享一个雅思阅读高分策略――调整做题顺序，考生们可以对此进行适当的借鉴。学会调整做题顺序，包括文章的先后顺序和同一篇文章内部题型的做题顺序，雅思阅读轻松拿高分! 遵循先易后难原则，从而找到做题的感觉和自信心，这样有助于提高做题速度和准确性。

三篇文章并不一定是从易到难的，考试时应该先通过浏览文章标题和题型迅速决定做题顺序。有时候第二篇文章难，第三篇文章反而简单。

文章的难易程度主要取决于其所涉及的题材和所考到的题型。一般来说，自然科学的文章会稍微晦涩难懂，社会科学的文章会容易一些。

题型方面，段落信息配对题和Which of the following three statements are true according to the passage(多选题)等难题放到最后做，先做其它题型。不同题型之间往往会发生交叉，有利于定位高难度的细节题。

雅思阅读精选：Beijing's air pollution

Blackest day

ON January 12th of last year, in an article in the print edition of The Economist, we reported that the public outcry over Beijing’s atrocious air quality was putting pressure on officials to release more data about more kinds of pollutants. We also noted that Chinese authorities had already embarked on a wide range of strategies to improve air quality, and that they probably deserve more credit than either foreign or domestic critics tend to give them. But we concluded with the sad reality that such work takes decades, and that “Beijing residents will need to wait before seeing improvements.”

On January 12th of this year, Beijing residents got an acrid taste of what that wait might be like, as they suffered a day of astonishingly bad air. Pollution readings went, quite literally, off the charts. Saturday evening saw a reading of 755 on the Air Quality Index (AQI). That index is based on the recently revised standards of the American Environmental Protection Agency (the EPA), which nominally maxes out at 500. For more perspective, consider that any reading above 100 is deemed “unhealthy for sensitive groups” and that anything above 400 is rated “hazardous” for all.

Like many Beijing residents, your correspondent has mobile-phone apps that keep up with the pollution readings. At an otherwise pleasant Saturday-evening meal with friends, he joined his companions in compulsively checking for updates.

Those previously unseen numbers were hard to believe, but they did seem to match up well enough with the noxious soup we could see, smell and taste outside. We are all far more familiar with the specifics of air-quality measurement than we would like to be. Apart from the AQI readings above 700, we were quite struck to see the readings for the smallest and most dangerous sort of particulate matter, called PM 2.5, which can enter deep into the respiratory system. These are named for the size, in microns, of the particles. A reading at a controversial monitoring station run by the American embassy showed a PM 2.5 level of 886 micrograms per cubic metre; Beijing’s own municipal monitoring centre acknowledged readings in excess of 700 micrograms.

For perspective on that set of figures, consider that the guideline values set by the World Health Organisation regard any air with more than 25 micrograms of PM 2.5 per cubic metre as being of unacceptable quality.

Chinese authorities have complained about the American embassy's insistence on independently monitoring—and publicly reporting—Beijing’s air quality. And sometimes much is made of the vast differences between those readings and China’s own official ones, which are often less dire. Indeed, a key feature of one of those mobile-phone apps is the side-by-side comparison of those competing data-sets. (It is of course a bad sign that people here need more than one app to keep up with all this.)

But on a day like Saturday, the discrepancy between official readings and independent ones hardly seemed to matter; you didn't need a weatherman to know which way the ill wind blew. Or failed to blow, as the case may have been. One expert quoted by Chinese media attributed this spike in pollution to a series of windless days that allowed pollutants to accumulate.

But wind can be a problem when it does blow, too. In the outlying provinces that are part of Beijing’s airshed, there is a great deal of heavy industry. Pollution regulations are much harder to enforce there. And, in this colder-than-average winter, people have been burning more coal and wood than usual.

It is likely to be many more Januarys to come before China gets the upper hand on its air-pollution problems. Indeed, as we mentioned last January 12th, after nearly sixty years of trying and a vast amount of progress, the city of Los Angeles has yet to meet America's federal air-quality standards. If there is any consolation to what Beijing had to endure this January 12th, it is that it should lend urgency to the public outcry, and help speed things in the right direction.

The other consolation is that readings like the ones showing now on Monday midday (in the mid 300s, merely “hazardous” and “severely polluted”) feel fine by comparison.

参考译文：

北京空气污染——最黑暗的一天

去年1月12日，我们在印刷版的《经济学人》中报道了公众关于北京恶劣空气质量的呼吁迫使官方发布更多种类污染物数据一事。我们也注意到中国政府开始着手于采用多种策略来提高空气质量，因此他应该受到来自国外或者国内评论家更多的信任。但令人沮丧的现实是，这些工作需要花费数十年来完成，“在情况有所改观以前，北京居民还需等待些许时日。”

今年1月12日，北京居民的等待换来的却是辛辣的感觉，因为他们经历了空气质量出奇恶劣的一天。毫不夸张地，污染物读数飙升，超过了记录。星期六晚上，空气质量指数为755.这个指数是基于美国环境保护署最近修改的标准，名义上的最大值为500.有更多观点认为，指数只要高出100就会“不利于敏感人群的健康”，高出400的话，就会对所有人“有危险”。

像很多北京居民一样，我们记者的移动手机应用程序可以时刻更新污染指数。本应该是一次和朋友相聚其乐融融的周六晚餐，他却与同伴们不断地检查着数据的更新。

先前没有看到的那些数字有些难以置信，但是从我们看到闻到外面浓厚的毒雾来判断，应该也差不多。虽然我们不愿承认，但我们对测量空气质量的细节心知肚明。除了空气质量指数超过700之外，PM 2.5——空气中最小但最危险并可以进入呼吸系统的一种悬浮颗粒——的读数让我们十分震惊。它们是按照粒子微米下的体积来命名的。来自一座有争议的美国大使馆监测站的数据显示，PM 2.5的水平达到了886微克每立方米;北京市当地检测中心承认数据超过了700微克。

基于这一组数据，有观点认为，根据世界卫生组织指定的指导值，凡是PM 2.5高于25微克每立方米，即被认为是不能接受的空气质量。

中国官方一直就美国大使馆对北京空气质量坚持独自检测并发布表示抱怨。有时候，美国的指数会与中国官方的有很大差异，中国的通常会相对缓和一些。的确，移动手机应用的主要特征之一就是那些相互竞争的数据收集站的平行比较。(当然，这里的人们需要不止一个应用程序来更新这些数据，这并不是个好的现象。)

但是在这样一个星期六，官方的数据与独立监测站之间的差异也显得不重要了;你也不需要气象员来告诉你浑浊的气体是朝哪边吹的。或者说，事实上是根本没有在流动。引用中国媒体的报道，一位专家将这次污染指数爆表归罪于连续几天无风导致的污染物积聚。

但是当起风的时候，也会出现问题。在北京气流区域的边远省份有很多重工业。这些地区的污染管理更难实施。此外，在这个比平时要寒冷的冬季，人们烧了更多的煤和木柴。

看来，中国还需要很多年才能在空气质量问题上有所成效。确实，正如我们在去年1月12日提到的那样，洛杉矶通过大约六十年的努力和大量进展才达到了美国联邦空气标准。如果说对北京在这个1月12日必须承受的压力有些许安慰的建议，那就是北京应该更为紧迫地应对民众呼吁，并且促进事物往正确的方向发展。

另一个慰藉就是像星期一中午发布的指数(大概300过半，仅仅是“对人危险的”和“严重污染”)在相比之下就容易接受多了。

篇4：剑桥雅思阅读10真题解析(test2)

READING PASSAGE 1

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

Questions 1-7

Reading Passage 1 has seven paragraphs, A-G.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number，i-ix，in boxes 1-7 on your answer sheet

List of Headings

i The search for the reasons for an increase in population

ii Industrialisation and the fear of unemployment

iii The development of cities in Japan

iv The time and place of the Industrial Revolution

v The cases of Holland, France and China

vi Changes in drinking habits in Britain

vii Two keys to Britain’s industrial revolution

viii Conditions required for industrialisation

ix Comparisons with Japan lead to the answer

1 Paragraph A

2 Paragraph B

3 Paragraph C

4 Paragraph D

5 Paragraph E

6 Paragraph F

7 Paragraph G

Tea and the Industrial Revolution

A Cambridge professor says that a change in drinking babits was the reason for the Industrial Revolution in Britain. Anjana Abuja reports

A Alan Macfarlane, professor of anthropological science at King’s College, Cambridge, has, like other historians, spent decades wrestling with the enigma of the Industrial Revolution. Why did this particular Big Bang — the world-changing birth of industry — happen in Britain? And why did it strike at the end of the 18th century?

B Macfarlane compares the puzzle to a combination lock. ‘There are about 20 different factors and all of them need to be present before the revolution can happen,’ he says. For industry to take off, there needs to be the technology and power to drive factories, large urban populations to provide cheap labour, easy transport to move goods around, an affluent middle-class willing to buy mass-produced objects, a market-driven economy and a political system that allows this to happen. While this was the case for England, other nations, such as Japan, the Netherlands and France also met some of these criteria but were not industrialising. ‘All these factors must have been necessary but not sufficient to cause the revolution,’ says Macfarlane. ‘After all, Holland had everything except coal while China also had many of these factors. Most historians are convinced there are one or two missing factors that you need to open the lock.’

C The missing factors, he proposes, are to be found in almost even kitchen curpboard. Tea and beer, two of the nation’s favourite drinks, fuelled the revolution. The antiseptic properties of tannin, the active ingredient in tea, and of hops in beer — plus the fact that both are made with boiled water — allowed urban communities to flourish at close quarters without succumbing to water-borne diseases such as dysentery. The theory sounds eccentric but once he starts to explain the detective work that went into his deduction, the scepticism gives way to wary admiration. Macfarlane’s case has been strengthened by support from notable quarters — Roy Porter, the distinguished medical historian, recently wrote a favourable appraisal of his research.

D Macfarlane had wondered for a long time how the Industrial Revolution came about. Historians had alighted on one interesting factor around the mid-18th century that required explanation. Between about 1650 and 1740，the population in Britain was static. But then there was a burst in population growth. Macfarlane says: ‘The infant mortality rate halved in the space of 20 years, and this happened in both rural areas and cities, and across all classes. People suggested four possible causes. Was there a sudden change in the viruses and bacteria around? Unlikely. Was there a revolution in medical science? But this was a century before Lister’s revolution_ Was there a change in environmental conditions? There were improvements in agriculture that wiped out malaria, but these were small gains. Sanitation did not become widespread until the 19th century. The only option left is food. But the height and weight statistics show a decline. So the food must have got worse. Efforts to explain this sudden reduction in child deaths appeared to draw a blank.’

E This population burst seemed to happen at just the right time to provide labour for the Industrial Revolution. ‘When you start moving towards an industrial revolution, it is economically efficient to have people living close together,’ says Macfarlane. ‘But then you get disease, particularly from human waste.’ Some digging around in historical records revealed that there was a change in the incidence of water-borne disease at that time, especially dysentery. Macfarlane deduced that whatever the British were drinking must have been important in regulating disease. He says, ‘We drank beer. For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer. But in the late 17th century a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s the mortality rate began to rise again. Then it suddenly dropped again. What caused this?’

F Macfarlane looked to Japan, which was also developing large cities about the same time, and also had no sanitation. Water-borne diseases had a much looser grip on the Japanese population than those in Britain. Could it be the prevalence of tea in their culture? Macfarlane then noted that the history of tea in Britain provided an extraordinary coincidence of dates. Tea was relatively expensive until Britain started a direct clipper trade with China in the early 18th century. By the 1740s, about the time that infant mortality was dipping, the drink was common. Macfarlane guessed that the fact that water had to be boiled, together with the stomach-purifying properties of tea meant that the breast milk provided by mothers was healthier than it had ever been. No other European nation sipped tea like the British, which, by Macfarlane’s logic, pushed these other countries out of contention for the revolution.

G But, if tea is a factor in the combination lock, why didn’t Japan forge ahead in a tea-soaked industrial revolution of its own? Macfarlane notes that even though 17th-century Japan had large cities, high literacy rates, even a futures market, it had turned its back on the essence of any work-based revolution by giving up labour-saving devices such as animals, afraid that they would put people out of work. So, the nation that we now think of as one of the most technologically advanced entered the 19th century having ‘abandoned the wheel’.

_oseph Lister was the first doctor to use antiseptic techniques during surgical operations to prevent infections.

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 China’s transport system was not suitable for industry in the 18th century.

9 Tea and beer both helped to prevent dysentery in Britain.

10 Roy Porter disagrees with Professor Macfarlane’s findings.

11 After 1740，there was a reduction in population in Britain.

12 People in Britain used to make beer at home.

13 The tax on malt indirectly caused a rise in the death rate.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Gifted children and learning

A Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.

B Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition — and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning — metacognition — which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

C High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

D Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.

E But scientific progress is not all theoretical, knowledge is a so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

F To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.

Questions 14-17

Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 14-17 on your answer sheet.

NB You may use any letter more than once.

14 a reference to the influence of the domestic background on the gifted child

15 reference to what can be lost if learners are given too much guidance

16 a reference to the damaging effects of anxiety

17 examples of classroom techniques which favour socially-disadvantaged children

Questions 18-22

Look at the following statements (Questions 18-22) and the list of people below.

Match each statement with the correct person or people, A-E.

Write the correct letter, A-E, in boxes 18-22 on your answer sheet.

18 Less time can be spent on exercises with gifted pupils who produce accurate work.

19 Self-reliance is a valuable tool that helps gifted students reach their goals.

20 Gifted children know how to channel their feelings to assist their learning.

21 The very gifted child benefits from appropriate support from close relatives.

22 Really successful students have learnt a considerable amount about their subject.

List of People

A Freeman

B Shore and Kanevsky

C Elshout

D Simonton

E Boekaerts

Questions 23-26

Complete the sentences below.

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

Write your answers in boxes 23-26 on your answer sheet

23 One study found a strong connection between children’s IQ and the availability of and

at home.

24 Children of average ability seem to need more direction from teachers because they do not have

25 Metacognition involves children understanding their own learning strategies, as well as developing

26 Teachers who rely on what is known as often produce sets of impressive grades in class tests.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

Museums of fine art and their public

The fact that people go to the Louvre museum in Paris to see the original painting Mona Lisa when they can see a reproduction anywhere leads us to question some assumptions about the role of museums of fine art in today’s world

One of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly everyone who goes to see the original will already be familiar with it from reproductions, but they accept that fine art is more rewardingly viewed in its original form.

However, if Mona Lisa was a famous novel, few people would bother to go to a museum to read the writer’s actual manuscript rather than a printed reproduction. This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to print out huge numbers of texts, whereas oil paintings have always been produced as unique objects. In addition, it could be argued that the practice of interpreting or ‘reading’ each medium follows different conventions. With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page, whereas the ‘reader’ of a painting must attend just as closely to the material form of marks and shapes in the picture as to any ideas they may signify.

Yet it has always been possible to make very accurate facsimiles of pretty well any fine art work. The seven surviving versions of Mona Lisa bear witness to the fact that in the 16th century, artists seemed perfectly content to assign the reproduction of their creations to their workshop apprentices as regular ‘bread and butter’ work. And today the task of reproducing pictures is incomparably more simple and reliable, with reprographic techniques that allow the production of high-quality prints made exactly to the original scale, with faithful colour values, and even with duplication of the surface relief of the painting.

But despite an implicit recognition that the spread of good reproductions can be culturally valuable, museums continue to promote the special status of original work.

Unfortunately, this seems to place severe limitations on the kind of experience offered to visitors.

One limitation is related to the way the museum presents its exhibits. As repositories of unique historical objects, art museums are often called ‘treasure houses’. We are reminded of this even before we view a collection by the presence of security guards, attendants, ropes and display cases to keep us away from the exhibits. In many cases, the architectural style of the building further reinforces that notion. In addition, a major collection like that of London’s National Gallery is housed in numerous rooms, each with dozens of works, any one of which is likely to be worth more than all the average visitor possesses. In a society that judges the personal status of the individual so much by their material worth, it is therefore difficult not to be impressed by one’s own relative ‘worthlessness’ in such an environment.

Furthermore, consideration of the ‘value’ of the original work in its treasure house setting impresses upon the viewer that, since these works were originally produced, they have been assigned a huge monetary value by some person or institution more powerful than themselves. Evidently, nothing the viewer thinks about the work is going to alter that value, and so today’s viewer is deterred from trying to extend that spontaneous, immediate, self-reliant kind of reading which would originally have met the work.

The visitor may then be struck by the strangeness of seeing such diverse paintings, drawings and sculptures brought together in an environment for which they were not originally created. This ‘displacement effect’ is further heightened by the sheer volume of exhibits. In the case of a major collection, there are probably more works on display than we could realistically view in weeks or even months.

This is particularly distressing because time seems to be a vital factor in the appreciation of all art forms. A fundamental difference between paintings and other art forms is that there is no prescribed time over which a painting is viewed. By contrast, the audience encounters an opera or a play over a specific time, which is the duration of the performance. Similarly, novels and poems are read in a prescribed temporal sequence, whereas a picture has no clear place at which to start viewing, or at which to finish. Thus art works themselves encourage us to view them superficially, without appreciating the richness of detail and labour that is involved.

Consequently, the dominant critical approach becomes that of the art historian, a specialised academic approach devoted to ‘discovering the meaning’ of art within the cultural context of its time. This is in perfect harmony with the museum’s function, since the approach is dedicated to seeking out and conserving ‘authentic’, ‘original’ readings of the exhibits. Again, this seems to put paid to that spontaneous, participatory criticism which can be found in abundance in criticism of classic works of literature, but is absent from most art history.

The displays of art museums serve as a warning of what critical practices can emerge when spontaneous criticism is suppressed. The museum public, like any other audience, experience art more rewardingly when given the confidence to express their views. If appropriate works of fine art could be rendered permanently accessible to the public by means of high-fidelity reproductions, as literature and music already are, the public may feel somewhat less in awe of them. Unfortunately, that may be too much to ask from those who seek to maintain and control the art establishment.

Questions 27-31

Complete the summary using the list of words, A-L, below.

Write the correct letter, A-L, in boxes 27-31 on your answer sheet.

The value attached to original works of art

People go to art museums because they accept the value of seeing an original work of art. But they do not go to museums to read original manuscripts of novels, perhaps because the availability of novels has depended on 27 for so long, and also because with novels, the 28 are the most important thing.

However, in historical times artists such as Leonardo were happy to instruct 29 to produce copies of their work and these days new methods of reproduction allow excellent replication of surface relief features as well as colour and 30

It is regrettable that museums still promote the superiority of original works of art, since this may not be in the interests of the 31

A institution B mass production C mechanical processes

D public E paints F artist

G size H underlying ideas I basic technology

J readers K picture frames L assistants

Questions 32-35

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 32-35 on your answer sheet

32 The writer mentions London’s National Gallery to illustrate

A the undesirable cost to a nation of maintaining a huge collection of art.

B the conflict that may arise in society between financial and artistic values.

C the negative effect a museum can have on visitors’ opinions of themselves.

D the need to put individual well-being above large-scale artistic schemes.

33 The writer says that today, viewers may be unwilling to criticise a work because

A they lack the knowledge needed to support an opinion.

B they fear it may have financial implications.

C they have no real concept of the work’s value.

D they feel their personal reaction is of no significance.

34 According to the writer, the ‘displacement effect’ on the visitor is caused by

A the variety of works on display and the way they are arranged.

B the impossibility of viewing particular works of art over a long period.

C the similar nature of the paintings and the lack of great works.

D the inappropriate nature of the individual works selected for exhibition.

35 The writer says that unlike other forms of art, a painting does not

A involve direct contact with an audience.

B require a specific location for a performance.

C need the involvement of other professionals.

D have a specific beginning or end.

Questions 36-42

Do the following statements agree with the views of the writer in Reading Passage 3?

In boxes 36-40 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

36 Art history should focus on discovering the meaning of art using a range of media.

37 The approach of art historians conflicts with that of art museums.

38 People should be encouraged to give their opinions openly on works of art.

39 Reproductions of fine art should only be sold to the public if they are of high quality.

40 In the future, those with power are likely to encourage more people to enjoy art.

篇5：剑桥雅思阅读11原文真题解析

READING PASSAGE 1

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

Raising the Mary Rose

How a sixteenth-century warship was recovered from the seabed

On 19 July 1545, English and French fleets were engaged in a sea battle off the coast of southern England in the area of water called the Solent, between Portsmouth and the Isle of Wight. Among the English vessels was a warship by the name of Mary Rose. Built in Portsmouth some 35 years earlier, she had had a long and successful fighting career, and was a favourite of King Henry VIII. Accounts of what happened to the ship vary: while witnesses agree that she was not hit by the French, some maintain that she was outdated, overladen and sailing too low in the water, others that she was mishandled by undisciplined crew. What is undisputed, however, is that the Mary Rose sank into the Solent that day, taking at least 500 men with her. After the battle, attempts were made to recover the ship, but these failed.

The Mary Rose came to rest on the seabed, lying on her starboard (right) side at an angle of approximately 60 degrees. The hull (the body of the ship) acted as a trap for the sand and mud carried by Solent currents. As a result, the starboard side filled rapidly, leaving the exposed port (left) side to be eroded by marine organisms and mechanical degradation. Because of the way the ship sank, nearly all of the starboard half survived intact. During the seventeenth and eighteenth centuries, the entire site became covered with a layer of hard grey clay, which minimised further erosion.

Then, on 16 June 1836, some fishermen in the Solent found that their equipment was caught on an underwater obstruction, which turned out to be the Mary Rose. Diver John Deane happened to be exploring another sunken ship nearby, and the fishermen approached him, asking him to free their gear. Deane dived down, and found the equipment caught on a timber protruding slightly from the seabed. Exploring further, he uncovered several other timbers and a bronze gun. Deane continued diving on the site intermittently until 1840, recovering several more guns, two bows, various timbers, part of a pump and various other small finds.

The Mary Rose then faded into obscurity for another hundred years. But in 1965, military historian and amateur diver Alexander McKee, in conjunction with the British Sub-Aqua Club, initiated a project called ‘Solent Ships’. While on paper this was a plan to examine a number of known wrecks in the Solent, what McKee really hoped for was to find the Mary Rose. Ordinary search techniques proved unsatisfactory, so McKee entered into collaboration with Harold E. Edgerton, professor of electrical engineering at the Massachusetts Institute of Technology. In 1967, Edgerton’s side-scan sonar systems revealed a large, unusually shaped object, which McKee believed was the Mary Rose.

Further excavations revealed stray pieces of timber and an iron gun. But the climax to the operation came when, on 5 May 1971, part of the ship’s frame was uncovered. McKee and his team now knew for certain that they had found the wreck, but were as yet unaware that it also housed a treasure trove of beautifully preserved artefacts. Interest in the project grew, and in 1979, The Mary Rose Trust was formed, with Prince Charles as its President and Dr Margaret Rule its Archaeological Director. The decision whether or not to salvage the wreck was not an easy one, although an excavation in 1978 had shown that it might be possible to raise the hull. While the original aim was to raise the hull if at all feasible, the operation was not given the go-ahead until January 1982, when all the necessary information was available.

An important factor in trying to salvage the Mary Rose was that the remaining hull was an open shell. This led to an important decision being taken: namely to carry out the lifting operation in three very distinct stages. The hull was attached to a lifting frame via a network of bolts and lifting wires. The problem of the hull being sucked back downwards into the mud was overcome by using 12 hydraulic jacks. These raised it a few centimetres over a period of several days, as the lifting frame rose slowly up its four legs. It was only when the hull was hanging freely from the lifting frame, clear of the seabed and the suction effect of the surrounding mud, that the salvage operation progressed to the second stage. In this stage, the lifting frame was fixed to a hook attached to a crane, and the hull was lifted completely clear of the seabed and transferred underwater into the lifting cradle. This required precise positioning to locate the legs into the ‘stabbing guides’ of the lifting cradle. The lifting cradle was designed to fit the hull using archaeological survey drawings, and was fitted with air bags to provide additional cushioning for the hull’s delicate timber framework. The third and final stage was to lift the entire structure into the air, by which time the hull was also supported from below. Finally, on 11 October 1982, millions of people around the world held their breath as the timber skeleton of the Mary Rose was lifted clear of the water, ready to be returned home to Portsmouth.

Questions 1-4

Do the following statements agree with the information given in Reading Passage 1?

In boxes 1-4 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

1 There is some doubt about what caused the Mary Rose to sink.

2 The Mary Rose was the only ship to sink in the battle of 19 July 1545.

3 Most of one side of the Mary Rose lay undamaged under the sea.

4 Alexander McKee knew that the wreck would contain many valuable historical objects.

Questions 5-8

Look at the following statements (Questions 5-8) and the list of dates below.

Match each statement with the correct date, A-G.

Write the correct letter, A-G, in boxes 5-8 on your answer sheet.

5 A search for the Mary Rose was launched.

6 One person’s exploration of the Mary Rose site stopped.

7 It was agreed that the hull of the Mary Rose should be raised.

8 The site of the Mary Rose was found by chance.

List of Dates

A 1836 E 1971

B 1840 F 1979

C 1965 G 1982

D 1967

Questions 9-13

Label the diagram below.

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

Write your answers in boxes 9-13 on your answer sheet.

Raising the hull of the Mary Rose: Stages one and two

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.

Questions 14-20

Reading Passage 2 has seven paragraphs, A-G.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-ix, in boxes 14-20 on your answer sheet.

List of Headings

i Evidence of innovative environment management practices

ii An undisputed answer to a question about the moai

iii The future of the moai statues

iv A theory which supports a local belief

v The future of Easter Island

vi Two opposing views about the Rapanui people

vii Destruction outside the inhabitants’ control

viii How the statues made a situation worse

ix Diminishing food resources

14 Paragraph A

15 Paragraph B

16 Paragraph C

17 Paragraph D

18 Paragraph E

19 Paragraph F

20 Paragraph G

What destroyed the civilisation of Easter Island?

A Easter Island, or Rapu Nui as it is known locally, is home to several hundred ancient human statues ?— the moai. After this remote Pacific island was settled by the Polynesians, it remained isolated for centuries. All the energy and resources that went into the moai — some of which are ten metres tall and weigh over 7,000 kilos — came from the island itself. Yet when Dutch explorers landed in 1722, they met a Stone Age culture. The moai were carved with stone tools, then transported for many kilometres, without the use of animals or wheels, to massive stone platforms. The identity of the moai builders was in doubt until well into the twentieth century. Thor Heyerdahl, the Norwegian ethnographer and adventurer, thought the statues had been created by pre-lnca peoples from Peru. Bestselling Swiss author Erich von Daniken believed they were built by stranded extraterrestrials. Modern science — linguistic, archaeological and genetic evidence — has definitively proved the moai builders were Polynesians, but not how they moved their creations. Local folklore maintains that the statues walked, while researchers have tended to assume the ancestors dragged the statues somehow, using ropes and logs.

B When the Europeans arrived, Rapa Nui was grassland, with only a few scrawny trees. In the 1970s and 1980s, though, researchers found pollen preserved in lake sediments, which proved the island had been covered in lush palm forests for thousands of years. Only after the Polynesians arrived did those forests disappear. US scientist Jared Diamond believes that the Rapanui people — descendants of Polynesian settlers — wrecked their own environment. They had unfortunately settled on an extremely fragile island — dry, cool, and too remote to be properly fertilised by windblown volcanic ash. When the islanders cleared the forests for firewood and farming, the forests didn’t grow back. As trees became scarce and they could no longer construct wooden canoes for fishing, they ate birds. Soil erosion decreased their crop yields. Before Europeans arrived, the Rapanui had descended into civil war and cannibalism, he maintains. The collapse of their isolated civilisation, Diamond writes, is a ‘worst-case scenario for what may lie ahead of us in our own future’.

C The moai, he thinks, accelerated the self-destruction. Diamond interprets them as power displays by rival chieftains who, trapped on a remote little island, lacked other ways of asserting their dominance. They competed by building ever bigger figures. Diamond thinks they laid the moai on wooden sledges, hauled over log rails, but that required both a lot of wood and a lot of people. To feed the people, even more land had to be cleared. When the wood was gone and civil war began, the islanders began toppling the moai. By the nineteenth century none were standing.

D Archaeologists Terry Hunt of the University of Hawaii and Carl Lipo of California State University agree that Easter Island lost its lush forests and that it was an ‘ecological catastrophe’ — but they believe the islanders themselves weren’t to blame. And the moai certainly weren’t. Archaeological excavations indicate that the Rapanui went to heroic efforts to protect the resources of their wind-lashed, infertile fields. They built thousands of circular stone windbreaks and gardened inside them, and used broken volcanic rocks to keep the soil moist. In short, Hunt and Lipo argue, the prehistoric Rapanui were pioneers of sustainable farming.

E Hunt and Lipo contend that moai-building was an activity that helped keep the peace between islanders. They also believe that moving the moai required few people and no wood, because they were walked upright. On that issue, Hunt and Lipo say, archaeological evidence backs up Rapanui folklore. Recent experiments indicate that as few as 18 people could, with three strong ropes and a bit of practice, easily manoeuvre a 1,000 kg moai replica a few hundred metres. The figures’ fat bellies tilted them forward, and a D-shaped base allowed handlers to roll and rock them side to side.

F Moreover, Hunt and Lipo are convinced that the settlers were not wholly responsible for the loss of the island’s trees. Archaeological finds of nuts from the extinct Easter Island palm show tiny grooves, made by the teeth of Polynesian rats. The rats arrived along with the settlers, and in just a few years, Hunt and Lipo calculate, they would have overrun the island. They would have prevented the reseeding of the slow-growing palm trees and thereby doomed Rapa Nui’s forest, even without the settlers’ campaign of deforestation. No doubt the rats ate birds’ eggs too. Hunt and Lipo also see no evidence that Rapanui civilisation collapsed when the palm forest did. They think its population grew rapidly and then remained more or less stable until the arrival of the Europeans, who introduced deadly diseases to which islanders had no immunity. Then in the nineteenth century slave traders decimated the population, which shrivelled to 111 people by 1877.

G Hunt and Lipo’s vision, therefore, is one of an island populated by peaceful and ingenious moai builders and careful stewards of the land, rather than by reckless destroyers ruining their own environment and society. ‘Rather than a case of abject failure, Rapu Nui is an unlikely story of success’, they claim. Whichever is the case, there are surely some valuable lessons which the world at large can learn from the story of Rapa Nui.

Questions 21-24

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 21-24 on your answer sheet.

Jared Diamond’s View

Diamond believes that the Polynesian settlers on Rapa Nui destroyed its forests, cutting down its trees for fuel and clearing land for 21 __________. Twentieth-century discoveries of pollen prove that Rapu Nui had once been covered in palm forests, which had turned into grassland by the time the Europeans arrived on the island. When the islanders were no longer able to build the 22 __________ they needed to go fishing, they began using the island’s 23 __________ as a food source, according to Diamond. Diamond also claims that the moai were built to show the power of the island’s chieftains, and that the methods of transporting the statues needed not only a great number of people, but also a great deal of 24 __________.

Questions 25 and 26

Choose TWO letters, A-E.

Write the correct letters in boxes 25 and 26 on your answer sheet.

On what points do Hunt and Lipo disagree with Diamond?

A the period when the moai were created

B how the moai were transported

C the impact of the moai on Rapanui society

D how the moai were carved

E the origins of the people who made the moai

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

Neuroaesthetics

An emerging discipline called neuroaesthetics is seeking to bring scientific objectivity to the study of art, and has already given us a better understanding of many masterpieces. The blurred imagery of Impressionist paintings seems to stimulate the brain’s amygdala, for instance. Since the amygdala plays a crucial role in our feelings, that finding might explain why many people find these pieces so moving.

Could the same approach also shed light on abstract twentieth-century pieces, from Mondrian’s geometrical blocks of colour, to Pollock’s seemingly haphazard arrangements of splashed paint on canvas? Sceptics believe that people claim to like such works simply because they are famous. We certainly do have an inclination to follow the crowd. When asked to make simple perceptual decisions such as matching a shape to its rotated image, for example, people often choose a definitively wrong answer if they see others doing the same. It is easy to imagine that this mentality would have even more impact on a fuzzy concept like art appreciation, where there is no right or wrong answer.

Angelina Hawley-Dolan, of Boston College, Massachusetts, responded to this debate by asking volunteers to view pairs of paintings — either the creations of famous abstract artists or the doodles of infants, chimps and elephants. They then had to judge which they preferred. A third of the paintings were given no captions, while many were labelled incorrectly — volunteers might think they were viewing a chimp’s messy brushstrokes when they were actually seeing an acclaimed masterpiece. In each set of trials, volunteers generally preferred the work of renowned artists, even when they believed it was by an animal or a child. It seems that the viewer can sense the artist’s vision in paintings, even if they can’t explain why.

Robert Pepperell, an artist based at Cardiff University, creates ambiguous works that are neither entirely abstract nor clearly representational. In one study, Pepperell and his collaborators asked volunteers to decide how ‘powerful’ they considered an artwork to be, and whether they saw anything familiar in the piece. The longer they took to answer these questions, the more highly they rated the piece under scrutiny, and the greater their neural activity. It would seem that the brain sees these images as puzzles, and the harder it is to decipher the meaning, the more rewarding is the moment of recognition.

And what about artists such as Mondrian, whose paintings consist exclusively of horizontal and vertical lines encasing blocks of colour? Mondrian’s works are deceptively simple, but eye-tracking studies confirm that they are meticulously composed, and that simply rotating a piece radically changes the way we view it. With the originals, volunteers’ eyes tended to stay longer on certain places in the image, but with the altered versions they would flit across a piece more rapidly. As a result, the volunteers considered the altered versions less pleasurable when they later rated the work.

In a similar study, Oshin Vartanian of Toronto University asked volunteers to compare original paintings with ones which he had altered by moving objects around within the frame. He found that almost everyone preferred the original, whether it was a Van Gogh still life or an abstract by Miro. Vartanian also found that changing the composition of the paintings reduced activation in those brain areas linked with meaning and interpretation.

In another experiment, Alex Forsythe of the University of Liverpool analysed the visual intricacy of different pieces of art, and her results suggest that many artists use a key level of detail to please the brain. Too little and the work is boring, but too much results in a kind of ‘perceptual overload’; according to Forsythe. What’s more, appealing pieces both abstract and representational, show signs of ‘fractals’ — repeated motifs recurring in different scales. Fractals are common throughout nature, for example in the shapes of mountain peaks or the branches of trees. It is possible that our visual system, which evolved in the great outdoors, finds it easier to process such patterns.

It is also intriguing that the brain appears to process movement when we see a handwritten letter, as if we are replaying the writer’s moment of creation. This has led some to wonder whether Pollock’s works feel so dynamic because the brain reconstructs the energetic actions the artist used as he painted. This may be down to our brain’s ‘mirror neurons’, which are known to mimic others’ actions. The hypothesis will need to be thoroughly tested, however. It might even be the case that we could use neuroaesthetic studies to understand the longevity of some pieces of artwork. While the fashions of the time might shape what is currently popular, works that are best adapted to our visual system may be the most likely to linger once the trends of previous generations have been forgotten.

It’s still early days for the field of neuroaesthetics — and these studies are probably only a taste of what is to come. It would, however, be foolish to reduce art appreciation to a set of scientific laws. We shouldn’t underestimate the importance of the style of a particular artist, their place in history and the artistic environment of their time. Abstract art offers both a challenge and the freedom to play with different interpretations. In some ways, it’s not so different to science, where we are constantly looking for systems and decoding meaning so that we can view and appreciate the world in a new way.

Questions 27-30

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-30 on your answer sheet.

27 In the second paragraph, the writer refers to a shape-matching test in order to illustrate

A the subjective nature of art appreciation.

B the reliance of modern art on abstract forms.

C our tendency to be influenced by the opinions of others.

D a common problem encountered when processing visual data.

28 Angelina Hawley-Dolan’s findings indicate that people

A mostly favour works of art which they know well.

B hold fixed ideas about what makes a good work of art.

C are often misled by their initial expectations of a work of art.

D have the ability to perceive the intention behind works of art.

29 Results of studies involving Robert Pepperell’s pieces suggest that people

A can appreciate a painting without fully understanding it.

B find it satisfying to work out what a painting represents.

C vary widely in the time they spend looking at paintings.

D generally prefer representational art to abstract art.

30 What do the experiments described in the fifth paragraph suggest about the paintings of Mondrian?

A They are more carefully put together than they appear.

B They can be interpreted in a number of different ways.

C They challenge our assumptions about shape and colour.

D They are easier to appreciate than many other abstract works.

Questions 31-33

Complete the summary using the list of words, A-H, below.

Write the correct letters, A-H, in boxes 31-33 on your answer sheet.

Art and the Brain

The discipline of neuroaesthetics aims to bring scientific objectivity to the study of art. Neurological studies of the brain, for example, demonstrate the impact which Impressionist paintings have on our 31 __________. Alex Forsythe of the University of Liverpool believes many artists give their works the precise degree of 32 __________ which most appeals to the viewer’s brain. She also observes that pleasing works of art often contain certain repeated 33 __________ which occur frequently in the natural world.

A interpretation B complexity C emotions

D movements E skill F layout

G concern H images

Questions 34-39

Do the following statements agree with the views of the writer in Reading Passage 3?

In boxes 34-39 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

NOT GIVEN if there is no information on this

34 Forsythe’s findings contradicted previous beliefs on the function of ‘fractals’ in art.

35 Certain ideas regarding the link between ‘mirror neurons’ and art appreciation require further verification.

36 People’s taste in paintings depends entirely on the current artistic trends of the period.

37 Scientists should seek to define the precise rules which govern people’s reactions to works of art.

38 Art appreciation should always involve taking into consideration the cultural context in which an artist worked.

39 It is easier to find meaning in the field of science than in that of art.

Question 40

Choose the correct letter, A, B, C or D.

Write the correct letter in box 40 on your answer sheet.

40 What would be the most appropriate subtitle for the article?

A Some scientific insights into how the brain responds to abstract art

B Recent studies focusing on the neural activity of abstract artists

C A comparison of the neurological bases of abstract and representational art

D How brain research has altered public opinion about abstract art

篇6：剑桥雅思阅读11原文真题解析

PASSAGE 1 参考译文：

打捞玛丽玫瑰号船

记一艘16世纪的战舰是如何从海底被打捞的

索伦特水域地处英国南部海岸，位于朴茨茅斯和怀特岛之间，1545年7月19日，英国与法国舰队在这里展开了一场海战。英国舰队中的一艘战舰名为玛丽玫瑰号。战舰于35年前在朴茨茅斯建造，她拥有长久而胜利的战斗历程，并且是国王亨利八世最喜爱的战舰。关于战舰上发生的事情说法各异：目击者认为战舰并非被法国人击中，有些人认为她过于老化，载重过多，并且在水中航行过低，另一些人认为战舰被不守纪律的船员进行了不当操作。然而无可争议的是，玛丽玫瑰号在那一天沉入索伦特海峡，船上至少有500人。战后人们试图找到这艘船，但均未成功。

玛丽玫瑰号靠在海底，以大约60度的角度倒向其右舷一侧。索伦特洋流带来的沙土和淤泥进入船体。因此，右舷一侧很快被填满，留下左侧经受海洋生物和机械降解的侵蚀。由于船只沉没的方式，右舷一侧几乎完整地保留了下来。在17和18世纪，整片区域被一层坚硬的灰色粘土覆盖，这使进一步的侵蚀降到最低。

然后，在1836年6月16日，索伦特海湾的一些渔民发现他们的设备被海底的某个障碍物卡住，而这正是玛丽玫瑰号。潜水员John Deane恰好正在探索附近的另一艘沉没船只，渔民靠近他，请他帮助松开齿轮。Deane下潜后发现设备被海底一个木制的轻微突出物体卡住。继续探査后，他发现了更多的木料以及一把铜制枪支。Deane断断续续地继续潜入这个地点直至1840年，他发现了更多的枪支、两把弓、各种各样的木制品、一只水泵的部件，以及各种各样的其他零碎物品。

玛丽玫瑰号随后又销声匿迹几百年。但是在1965年，军事史学家、业余潜水员Alexander McKee和英国潜水俱乐部，联合发起了一项名为“索伦特海峡的船只”的项目。在名义上这是一项研究很多索伦特海峡已知沉船的计划，而McKee真正希望的是找到玛丽玫瑰号。常规的搜索技术被证明无法令人满意，因此McKee开始同麻省理工学院的电子工程学教授Harold E. Edgerton合作。1967年，Edgerton的侧向扫描声纳系统展示出一个巨大的、形态独特的物体，McKee相信这就是玛丽玫瑰号。

进一步的发掘工作找到了散落的木头碎片以及一把铜制枪支。但是这个项目的高潮在1971年5月5 曰来到，船只结构框架的一部分被找到。McKee及其团队确信他们找到了沉船，但尚未意识到其中还有保存完好的精美工艺品宝藏。公众对这个项目的兴趣在増加，1979年，玛丽玫瑰号信托基金成立，Charles王子担任主席，Margaret Rule博士担任考古负责人。尽管1978年的发掘工作已经显示可能能够打捞起整个船体，而做出是否打捞船只的决定却并非易事。尽管最初的目标是在一切可行的情况下打捞起整个船体，但这一操作直1982年1月所有需要的信息都完备的时候才被允许执行。

试图打捞起玛丽玫瑰号要考虑的一个重要因素在于残留的船体是一个打开的外壳。这导致了一项重要的決定：即在三个非常重要的阶段进行起重操作。船体通过一系列螺栓和起吊索贴紧起吊架。通过使用12台液压起重机解决了船体被向下吸回到泥土中的问题。随着起吊架緩慢地升起它的四个支脚，船体在几天的时间里升起了几厘米。只有当船体完全悬挂在起吊架上，不受海底和周围泥土的吸力影响时，救援作业才进入到了第二个阶段。在这一阶段，起吊架被固定在一个绑在起重机上的挂钩上，船体被升起，完全脱离海底并在水下被转移至升降篮中。这要求精准的定位来将支脚固定在升降篮的“对扣引导”上。使用考古勘测绘图来设计升降篮与船体匹配，并且匹配气囊来为船体脆弱的木质框架提供额外的缓冲。第三个也是最后一个阶段是将整个船体升起到空中，同时船体从下方得到支撑。最终，在1982年10月11日，全世界数百万人屏吸见证玛丽玫瑰号的木质骨架升离水面，等待回到朴茨茅斯。

TEST 2 PASSAGE 2 参考译文：

什么破坏了复活节岛的文明?

A 复活节岛，在当地被称为拉帕努伊(Rapu Nui)，是几百个远古人类雕像(摩艾像)的故乡。波利尼西亚人(Polynesians)在这个遥远的太平洋岛屿定居之后，在几个世纪里复活节岛都与世隔绝。一些摩艾像高达十米，重量超过7000公斤，它们所需的所有能源和资源都来自岛屿自身。当荷兰探险家在1722年登陆时，他们见到了石器时代文化。摩艾像由石器工具雕刻而成，之后在没有使用动物或车辆的情況下长途运送，到巨大的石台上。摩艾像建造者的身份直到20世纪才确定。 来自挪威的民族志学者以及探险家Thor Heyerdahl认为，雕像由秘鲁的前印加时代的人们建立。瑞士畅销作家Erich von Daniken认为它们由滞留的外星人建立。现代科学(语言学、考古学和遗传学证据)确切地证明了摩艾像的建造者为波利尼西亚人，但并不清楚他们如何移动自己的创作品。当地传说认为雕像可以行走，而研究者往往认为当地祖先使用了某些方式拖拽雕像，如使用绳索或原木。

B 当欧洲人抵达时，拉帕努伊是一片草原，只有很少的小树木。但是在20世纪70年代和80年代，研究者们在湖泊沉积物中发现了花粉，证明岛屿曾被郁郁葱葱的棕榈树林覆盖了几千年。只是在波利尼西亚人到来之后这些树林才消失。美国科学家Jared Diamond认为是拉帕努伊人(波利尼西亚定居者的后代)破坏了他们自己的环境。他们不幸地定居在了一座板度脆弱的岛屿——干燥，寒冷，太遥远以至于无法得到风吹来的火山灰而变得丰饶。当岛上居民为了木柴和农耕清除了树林，森林便不再生长。随着树木的减少，他们不再能够建造独木舟来捕鱼，转而以鸟类为食。水土流失降低了他们的作物产量。他说，在欧洲人来到之前，拉帕努伊沦落到了内战和自相残杀的地步。他写到，他们文明的坍塌，是一种“在我们自己的未来，可能出现在我们面前的最坏情況”。

C 他认为摩艾像加速了当地的自我毁灭。Diamond将其解释为一种竞争的首领之间的力量展示，他们被困在遥远的小岛上，没有其他方式来巩固自己的統治。因此他们通过建造越来越大的人像来竞争。Diamond认为他们将摩艾像放在木质雪橇上，在木轨上拉动，但这需要大量的木头和人力。为了供养他们，需要清理掉更多的土地。当木头用光，内战开始，岛上居民开始推翻摩艾像。到19世纪已经没有摩艾像屹立在那里了。

D 夏威夷大学的考古学家Terry Hunt和加州州立大学的Carl Lipo认为复活节岛失去了茂盛的树林是一种“生态灾难”——但他们认为岛上的居民本身不应该受到指责。摩艾像当然也不应该受到指责。考古发掘表明拉帕努伊人做出了巨大的努力去保护他们受狂风席卷且并不肥沃的土地。他们建造了上千的环形石头防风林，在其中栽培花木，并使用破碎的火山岩保持土壤湿润。简言之，Hunt和 Lipo认为，史前的拉帕努伊人是可持续农业的先行者。

E Hunt和Lipo认为摩艾像的建立是一项有助于维持岛上居民间和平的活动。他们同样认为移动摩艾像并不需要多少人力，也不需要木头，因为它们可以直立移动。Hunt和Lipo说，在这个问题上，考古学证据支持拉帕努伊的民间说法。最近的实验表明，三条结实的绳子再加上一些练习，仅仅18个人就能够轻松地控制一座1000公斤的摩艾像复制品移动几百米。人像较大的腹部使它们向前倾斜，D字形的底部使操作人员可以把它们从一侧滚向另一侧。

F 此外，Hunt和Lipo相信树木破坏并非完全由岛上居民所致。考古学研究发现在已经灭绝的复活节岛的棕榈树上的坚果显示出微小的凹槽，这是波利尼西亚鼠的牙齿造成的。Hunt和Lipo估计鼠类同定居者一同到达这里，在短短几年间，它们就覆盖了整座岛屿。也许是它们阻止了缓慢生长的棕榈树林的再次播种，因而甚至在没有居民进行森林砍伐的情况下，注定了拉帕努伊森林的毁灭。毫无疑问老鼠也会以鸟类的蛋为食。Hunt和Lipo同样发现没有证据表明拉帕努伊文明在棕榈树林消失时坍塌。他们认为在欧洲人到来之前，岛上人口在快速増加之后保持了或多或少的稳定，欧洲人带来了致命的疾病，而岛上居民对这些疾病并不具备免疫能力。之后19世纪贩奴商大量杀害岛民，到1877年人口仅剩111人。

G 因此，以Hunt和Lipo的观点来看，这个岛屿上居住着和平的有独创性的摩艾像建造者们以及小心翼翼的土地维护者，而不是不计后果毁掉自己的环境与社会的破坏者。他们认为“拉帕努伊是一个不太可能的成功故事，而非一个不幸的失败事件”。不论事实如何，必然存在一些整个世界可以从拉帕努伊的故事上学到的宝贵经验。

TEST 2 PASSAGE 3 参考译文：

神经美学

一种称为神经美学的新兴学科正试图将科学的客观性引入艺术研究，并且已经带给我们对很多名作更好的理解。例如，印象派绘画模糊的图像似乎可以刺激大脑杏仁核。由于杏仁核对我们的感觉有至关重要的作用，这一发现或许可以解释为什么很多人认为这些画如此生动。

同样的方法也可以用于阐释抽象的20世纪作品么?从蒙德里安的几何色块，到波洛克看上去似乎随意泼在画布上的色彩?怀疑论者相信人们声称喜欢这些作品仅仅是因为它们非常有名。我们确实有从众的倾向。例如，当被要求做出简单的知觉判断比如给旋转的图像匹配形状，如果人们看到他人做出同样的行为，他们经常会选择错误的答案。很容易想象这种心态对模糊概念会有更多影响，例如艺术鉴赏，在这方面没有正确或错误答案之分。

马萨诸塞州波士顿学院的Angelina Hawley-Dolan回应这一争论的方式是让志愿者们观察一些作品——著名抽象派画家的作品或是婴儿、猩猩或大象的涂鸦。他们需要判断更喜欢哪一种。有三分之一的作品没有给出图片说明，而很多是被错误标注的——当志愿者看到一幅受人赞扬的名画时，他们可能认为自己正在观看黑猩猩杂乱无章的绘画。在每一组试验中，志愿者往往更喜欢著名艺术家的作品，即使他们认为这是由动物或儿童完成的。似乎观察者能够感觉到艺术家在作品中的意义，即使他们无法解释为什么。

卡迪夫大学的艺术家Robert Pepperell创作了模棱两可的作品，它们既不是完全抽象的，也不是清晰具象的。在一项研究中，Pepperell和他的同事要求志愿者判断他们认为一幅作品是多么“有力”，以及他们是否在作品中看到了任何熟悉的事物。他们用来回答问题的时间越久，经过观察后给出的分数越高，并且他们的神经活动越活跃。这或许意味着大脑将这些图像看做谜题，破解其含义的过程越困难，识别的时候就会有更多收获感。

那么像蒙德里安这样的艺术家呢?他的作品完全由水平的和垂直的线条将彩色的色块包含其中。蒙德里安的作品使人误以为非常简单，但是眼球追踪研究证明这些作品被细致地创作，并且仅仅旋转图画就会彻底改变我们欣赏它的方式。对于原作，志愿者的眼睛往往在图画的特定地点停留较长时间，但是对于改动过的版本他们会更快地掠过。因此，当志愿者们随后对作品进行评分吋，他们认为改动过的版本不那么令人愉快。

在一项类似的研究中，多伦多大学的Oshin Vartanian要求志愿者比较原作和在作品框架内移动物体后的作品。他发现几乎每个人都更喜欢原作，无论它是梵高的静物作品还是米罗的抽象派作品。Vartanian同样发现改变绘画的构成方式会降低那些与意义和理解有关的大脑区域的激活。

在另一项实验中，利物浦大学的Alex Forsythe研究了不同艺术作品的视觉复杂性，她的研究结果表明很多艺术家使用关键的细节来令大脑愉悦。根据Forsythe的观点，细节太少，作品会过于乏味，而细节太多会导致一种“知觉超载”。此外，吸引人的作品，无论抽象或具象，都表现出“分形”的迹象——重复的图形以不同的比例重现。分形在自然中非常普遍，例如在山峰或是树枝的形状中。可能我们在户外进化的视觉系统发现处理这类模式更为简单。

同样有趣的是当我们看一封手写的信件时，大脑会对动作进行加工，就像我们在重放作者的创作过程。这使得一些人猜想是否波洛克的作品令人感觉如此生动是因为大脑重建了作者绘画时使用的生动动作。这可能是由于我们大脑的“镜像神经元”，它们会模仿他人的动作。然而，这一假设需要被彻底地验证。或许我们甚至可以使用神经美学研究来理解一些艺术作品的经久不衰。一时的时尚可能会造就当今流行什么，一旦之前的流行趋势被忘记，最适应我们视觉系统的作品或许最有可能被留下。

神经美学领域依然处于初期阶段——这些研究或许仅仅是一种尝试。然而，将美学鉴赏简化为一系列科学法则是不明智的。我们不应该低估某类特定艺术家的风格、历史地位及其所处时代的艺术环境的重要性。抽象派艺术对不同的诠释方式提供了挑战与自由。通过某些方式，艺术与科学不会如此之不同，在科学领域中，我们一直在寻找系统并解码其含义，这样我们可以以一种新的方式观察和欣赏这个世界。

答案解析

Passage1

Question 1

答案： True

关键词： Mary Rose, sink

定位原文: 第1段第4句“Accounts of what... ” 玛丽玫瑰号沉没的原因，有很多种解释，有些人说这样……，另一些人……。

解题思路: 其中可以看到 while witnesses agree that..., some maintain that..., others that…这一结构，说明人们对于其沉没原因并没有达成共识，与题目的“对于玛丽玫瑰号为何沉没存在一些争议”表述一致。

Question 2

答案： NOT GIVEN

关键词： 19 July 1545, sink

定位原文： 时间出现在第1段第1句，后面的信息出现在第5句“What is undisputed... ”然而无可争议的是，玛丽玫瑰号在那一天沉入索伦特海峡，船上至少有500人。

解题思路： 文中只提到战舰沉没，关于“是否是唯一”这一 点并没有提及，而题目说玛丽玫瑰号是1545年7月19日的战斗中唯一沉没的船只，因此本题答案为NOT GIVEN。

Question 3

答案： True

关键词： one side the Mary Rose

定位原文： 第2段第4句“Because of the way the ship sank …” 由于船只沉没的方式，右舷一侧几乎完整地保留了下来。

解题思路：文章第二段对玛丽玫瑰号在海底的情况进行了描述，其中第四句说到右舷一侧几乎被 完整地保留了下来，这与题目中的表述“玛丽玫瑰号的一侧大部分在海中没有受到破坏。”一致，因此本题答案为TRUE。

Question 4

答案： False

关键词： historical objects

对应原文： 第5段第3句“McKee and his team now knew…” McKee及其团队确信他们找到了沉船，但尚未意识到其中还有保存完好的精美工艺品宝藏。

解题思路： 本题说McKee知道沉船中会有许多historical objects,而根据第5段第3句的描述， McKee 和他的团队 unaware that it also housed a treasure trove…说明他们并不知道这一情况，因此题目表述与原文相反，本题答案为 FALSE。

Question 5

答案： C

关键词： launched

定位原文： 第4段前两句“The Mary Rose then faded into …”玛丽玫瑰号随后又销声匿迹几百年。但是在1965年，军事史学家、业余潜水员Alexander McKee和英国潜水俱乐部，联合发起了一项名为“索伦特海峡的船只”的项目。

解题思路： 第四段 中的initiated与题目中的launched为同义替换，与“一项玛丽玫瑰号的搜索行动启动”为同义表达。所以选1965年。

Question 6

答案: B

关键词: stopped

定位原文: 第3段最后一句“Deane continued … ”Deane断断续续地继续潜入这个地点直至1840年，他发现了更多的枪支、两把弓、各种各样的木制品、一只水泵的部件，以及各种各样的其他零碎物品。第4段第1句：“The Mary Rose…” 玛丽玫瑰号随后又销声匿迹几百年。

解题思路： John Deane在玛丽玫瑰号所在的海域进行了搜索并且 发现了一系列物品，其后在第四段第一句说到之后的几百年都没有再进行这样的行为，说明Deane的搜索行为stopped，与题目中“一个人对玛丽玫瑰号的搜索停止”表述一致。

Question 7

答案： G

关键词： agreed

定位原文： 第5段最后一句“While the original aim …” 尽管最初的目标是在一切可行的情况下打捞起整个船体，但这一操作直到1982年1月所有需要的信息都完备的时候才被允许执行。

解题思路：题目说“玛丽玫瑰号的船体打捞得到同意”，这与文中定位处“直到1982年1月，打捞玛丽玫瑰号船体的计划才得到许可”表述一致。

Question 8

答案: A

关键词: found by chance

定位原文: 第三3段前两句“Then, on 16 June 1836…” 其后，在1836年6月16日，索伦特海湾的一些渔民发现他们的设备被海底的某个障碍物卡住，而这正是玛丽玫瑰号。潜水员John Deane恰好正在探索附近的另一艘沉没船只，渔民接近他，请他帮助松开齿轮。

解题思路: 本题所说的偶然发现玛丽玫瑰号的所在地这一信息在文章第三段出现，渔民们的船只偶然发现了玛丽玫瑰号，而恰好John Deane在附近，这都与题目的表述一致。时间是1836年。

Question 9

答案: (lifting) frame

关键词: attached, by wires

定位原文: 第6段的第3句“The hull was attached to……” 船体通过一系列螺栓和起吊索贴紧起吊架。

解题思路：本题对应的是打捞船体的第一个阶段，其中定位词出现在文章第6段第3句，the hull was attached to a lifting frame 与题目中 attached to hull一致，而之后的wires也属于原词重现，考虑到题目的字数要求，答案为(lifting) frame。

Question 10

答案: hydraulic jacks

关键词： sucked into mud

定位原文：第6段第4句 “The problem of the hull…”通过使用12台液压起重机解决了船体被向下吸回到泥土中的问题。

解题思路: the problem of the hull being sucked back，这与题目对应，而关于解决这一问题的表达为was overcome by using 12 hydraulic jacks，因此本题答案为 hydraulic jacks。

Question 11

答案: stabbing guides

关键词: legs

定位原文: 第6段的第8句“This required precise…” 这要求精准的定位来将支脚固定在升降篮的“对扣引导”上。

解题思路: 本题问的是legs被placed into什么地方，原文 第六段第八句中的locate the legs into与题目 中的legs are placed into对应，因此之后的名 词结构即为应当填入的词汇，因此本题答案为 stabbing guides。

Question 12

答案： (lifting) cradle

关键词： lowered into

定位原文： 第6段第9句“The lifting cradle…”使用考古勘测绘图来设计升降篮与船体匹配，并且匹配气囊来为船体脆弱的木质框架提供额外的缓冲。

解题思路： 本题说到的船体lower into与定位处相对应，其中提到 the lifting cradle was designed to fit the hull, 通过分析这一表达来找到应当填入名词，因此本题答案为(lifting) cradle。

Question 13

答案： air bags

关键词： less likely affected by infectious diseases

定位原文： 第6段第9句“The lifting cradle…”使用考古勘测绘图来设计升降篮与船体匹配，并且匹配气囊来为船体脆弱的木质框架提供额外的缓冲。

解题思路： 在12题之后，就可以清楚看到13题的答案。题目中的extra protection 与文章第六段第九句中的additional cushioning 对应，而提供这种额外保护的是air bags，因此本题答案为air bags。

Test 2 Passage2

Question 14

答案: ii

关键词: undisputed answer

定位原文: A段的第6、9句“The identity of.. ” 摩艾像的建造者身份直到20世纪才确定，现代科学(语言学等)确认建造者是波利尼西亚人。

解题思路: A段首先介绍了摩艾像的背景，之后探讨了摩艾像建造者的身份问题。第六句中说到20世纪时人们才对这一问题有了确定的答案，之后描述了人们对这个问题存在的一些猜测;但在本段第九句中明确说到现代科学给出了确定的答案，即摩艾像的建造者是波利尼西亚人。

Question 15

答案: ix

关键词: food resources

定位原文: B段的第6、7、8句。“When the islanders…”当岛上居民为了木柴和农耕清除了树林，森林便不再生长。随着树木的减少，他们不再能够建造独木舟来捕鱼，转而以鸟类为食。水土流失降低了他们的作物产量。

解题思路: 文章B段重点描述了美国科学家Jared Diamond对于拉帕努伊环境破坏的观点，他认为是当地人自己造成了这种情况，并且从不同的方面进行了分析。其中在第六、七句提到由于岛上居民将树林用作木柴和农耕，树木受到破坏不再生长，从而无法继续造船捕鱼;之后也在第八句提到了作物产量减少的问题，这与ix选项所表达的减少食物资源一致。因此本题答案为ix。

Question 16

答案： viii

关键词： the statues, worse

定位原文： C段第1句“The moai, he thinks…”他认为摩艾像加速了当地的自我毁灭。

解题思路: 本段首句提4摩艾像加i 了当地的自我毁灭， 之后Diamond在本段中具体解释了这一观点， 选项中viii的表述与本段内容一致。因此本题 答案为viii。

Question 17

答案： i

关键词：innovative, environment, management, practices

定位原文： D段第3、4句“Archaeological excavations...”考古发掘表明拉帕努伊人做出了巨大的努力去保护他们受狂风席卷且并不肥沃的土地。他们建造了上千的环形石头防风林，在其中栽培花木，并使用破碎的火山岩保持土壤湿润。

解题思路：本段Terry Hunt和Carl Lipo提出了不同的观点，即他们认为生态破坏并非是当地居民或摩艾像的责任，相反他们还做出了巨大的努力。 其中第3句表达了这一观点，而第4句则是具体地写到circular stone windbreaks, 以证明他们的努力。因此本题答案为i。

Question 18

答案: iv

关键词： a local belief

定位原文： E段第3句 “On that issue, Hunt…” Hunt和Lipo说，在这个问题上，考古学证据支持拉帕努伊的民间说法。

解题思路: 本段讲的是摩艾像的移动方式。Hunt和Lipo 对此提出了不同的看法，他们认为由于摩艾像特殊的形状，不需要太多的人力和木头就可以移动它们，并且提出这与当地的民间说法一致。 因此本题答案为iv。

Question 19

答案: vii

关键词： outside the inhabitants， control

定位原文： F段第1句 “Moreover, Hunt…” 此外，Hunt和Lipo相信树木破坏并非完全由岛上居民所致。

解题思路：本段中Hunt和Lipo的观点是岛上环境的破坏并不是岛上居民造成的，而是由于鼠类的泛滥以及欧洲人的登陆，而这是当地居民无法控制的，与 vii 选项 Destruction outside the inhabitants' control一致。因此本题答案为vii。

Question 20

答案： vi

关键词： opposing views

定位原文： G段第1、2句 “Hunt and Lipo’s vision…” 因此，以Hunt和Lipo的观点来看，这个岛屿上居住着和平的有独创性的摩艾像建造者们以及小心翼翼的土地维护者，而不是不计后果毁掉自己的环境与社会的破坏者。他们认为“拉帕努伊是一个不太可能的成功故事，而非一个不幸的失败事件”。

解题思路：在G段的第1句和第2句中，都提到了与 opposing views about the Rapanui people 相关的内容，同时Hunt和Lipo再次持积极的态度，相当于对自己的观点进行了总结。因此本题答案为vi。

Question 21

答案： farming

关键词： cutting down its trees for fuel, clearing land

定位原文： B段第6句“When the islanders cleared the forests for firewood and farming…” 当岛上居民为了木柴和农耕清除了树林，森林便不再生长。

解题思路：Jared Diamond的观点在B段出现。本题提到了当地人破坏森林，并且cutting down trees 和clearing land, 这一信息出现在原文中B段第6句，这一行为的目的是为了 firewood and farming; 这一并列结构在题目中被for fuel同义替换，clearing land的目的也可以就此找到， 因此本题答案为farming。

Question 22

答案： canoes

关键词：go fishing

定位原文：B段第7句 “As trees became scarce and they could no…”随着树木的减少，他们不再能够建造独木舟来捕鱼，转而以鸟类为食。

解题思路: 题目说到当地岛上居民不再能够建造捕鱼所需的东西，在原文B段第七句中出现了 could no longer construct, 这与题目中 no longer able to build意思一致;而文中提到的for fishing 也与题目中 they needed to go fishing 意思一致，因此可见wooden canoes为所需名词, 同时有要求one word，得出答案。

Question 23

答案： birds

关键词：food source

定位原文： 同上题

解题思路：上一题中已经提到人们无法继续建造wooden canoes, 在B段第七句中说到他们以鸟类为食;而本题提到了food source, 判断本题答案为 birds。

Question 24

答案: wood

关键词: people

定位原文: C段第4句“Diamond thinks they laid the moai on…” Diamond认为他们将摩艾像放在木质雪橇上，在木轨上拉动，但这需要大量的木头和人力。

解题思路：本题说到运送雕像所需要的东西，之后出现 not only..., but also这一并列结构，而在原文 C段第四句中，也以并列结构描述了所需要的是 both a lot of wood and a lot of people; 由于题目中已经出现了people, 因此本题答案为wood。

Question 25 and Question 26

答案： B & C

关键词：Disagree

定位原文： C、D、E 三段

解题思路：ADE三项全文并没有提及;关于摩艾像的运输，Hunt和Lipo 二人与Diamond持不同看法;其中Diamond的观点出现在文章C段，他认为雕像是放在木质雪橇上然后通过木轨被拉动，而Hunt和Lipo的观点出现在E段，他们认为雕像的移动同当地说法一致，雕像可以在几个人和没有绳索的控制下直立移动;对于拉帕努伊社会的影响方面，Diamond认为摩艾像加速了当地的破坏，这一观点出现在C段;而Hunt和Lipo认为摩艾像对当地社会起到了积极的作用，这一观点在D段和E段都进行了具体的描述。

Test 2 Passage 3

Question 27

答案：C

关键词：second paragraph, a shape-matching test

定位原文：第二段

解题思路：题目：在第二段，作者提到图形匹配试验是为了证明：A.艺术鉴赏的主观性质;B.现代艺术对抽象形式的依赖; C.我们倾向于被他人的意见影响;D.加工视觉数据时遇到的普遍问题。本题问的是提及a shape-matching test的作用，首先需要在原文中找到这个信息，然后在周围寻找论点型的句子，这类句子往往在具体的例子之前。题目中的a shape-matching test出现在文章第二段第四句，而这句的内容是为了说明第三句的an inclination to follow the crowd, 然后在选项中寻找这个内容的同义替换，可以看到C选项表达的含义与此一致， 因此本题答案为C。

Question 28：

答案：D

关键词：Angelina Hawley-Dolan

定位原文： 第三段

解题思路：题目：Angelina Hawley Dolan的发现说明人们：A. 最喜欢那些他们了解很多的作品;B. 对于什么使艺术作品优秀持不变的观点;C. 经常被他们最初对作品的期待误导;D. 能力感知作品背后的意义。本题可以通过人名Angelina Hawley-Dolan定位到文章第三段。本段描述实验过程和观点，最后一句提到the viewer can sense the artist’s vision in paintings,这一表述与D选项的含义一致，因此本题答案为D。

Question 29：

答案：B

关键词：Robert Pepperell

定位原文：第四段

解题思路：题目： Robert Pepperell作品的研究结果表明人们：A. 在没有完全理解一幅作品的情况下欣赏它;B. 明白—幅作品的含义会令人有满足感;C. 欣赞作品所花费的时间会相差许多;D. 相比抽象艺术，人们通常更喜欢具象的艺术。本题问到Robert Pepperell的研究结果，首先根据人名定位到文章第四段，本段对Robert Pepperell的研究及结果进行了描述。本段最后一句给出了结论，即破解其含义的过程越困难，人们越会感到rewarding, 这与 B选项的表达一致，因此本题答案为B

Question 30：

答案：A

关键词：fifth paragraph

定位原文： 第五段

解题思路：题目：关于蒙德里安的作品，第五段描述的实验表明什么?A. 它们比看上去被更认真地组织在一起;B. 它们可以通过多种不同方式被解读;C. 它们挑战我们关于形状与色彩的看法;D. 它们比很多其他抽象作品更容易被欣赏。本题问的是关于蒙德里安作品的实验，可以根据题干信息定位到原文第五段，其中第二句说到其作品deceptively simple, but...meticulously composed，说明其作品会让人误以为非常简单，但其创作非常精细，这与A选项的表述一致，因此本题答案为A。

Question 31：

答案：C

关键词：Impressionist paintings

定位原文：第1段第2、3句 “The blurred imagery of…”

解题思路：本题问到印象派绘画的影响。原文第一段第二、三句说到印象派绘画可以刺激大脑杏仁核，而杏仁核的作用是影响我们的feelings,选项中feelings 的同义替换emotions符合含义，因此本题答案为C。

Question 32：

答案：B

关键词：Alex Forsythe

定位原文：第7段第1句“In another experiment, Alex…”

解题思路：本题可以根据人名定位至第七段，该段第一句提到她研究作品的visual intricacy, 而很多作品使用了 a key level of detail, 这与B选项complexity的含义一致，因此本题答案为B。

Question 33：

答案：H

关键词：repeated, natural world

定位原文： 第7段第3句“What's more, appealing pieces…”

解题思路：题干中的pleasing works 与原文第七段第三句中的appealing pieces 为同义替 换，而原文之后提到的repeated motifs 与题目中的repeated _____ 对应，选项中images与motifs含义一致，因此本题答案为H。

Question 34：

答案：NOT GIVEN

关键词：fractals

定位原文：第7段第3、4句“What's more, appealing pieces…”

解题思路：关于fractal的表述在原文第7段第3、4句出现，但这里只是描述了这种情况在很多作品中出现，并且在自然界中也比较普遍，对于Forsythe的发现与之前的观点是否存在矛盾并没有提及，因此本题“Forsythe的发现与之前关于艺术中的分形作用的观点相矛盾”未被提及，答案为NOT GIVEN。

Question 35：

答案：YES

关键词：mirror neurons

定位原文：第8段3、4、5句“This may be down to our brain's…”

解题思路：题目中提到的“镜像神经元”与艺术鉴赏有关的观点出现在原文第八段，其中说到了This may be down to... 以及 The hypothesis will need to be thoroughly tested，说明目前这一观点还没有形成定论，需要进一步的验证，这与题目表述“require further verification”一致，因此本题答案为YES。

Question 36：

答案：NO

关键词：artistic trends of the period

定位原文：第8段最后一句“While the fashions of the time…”

解题思路：本题说到人们艺术品位的问题，原文第八段最后一句提到一些作品在流行趋势结束之 后依然受人喜欢，这些作品往往是best adapted to our visual system，所以完全依赖于当前艺术趋势的说法是错误的，因此本题答案为NO。

Question 37：

答案：NO

关键词：people's reactions to works of art

定位原文：第9段第2句“It would, however, be foolish to…”

解题思路：关于科学家是否需要定义精准的规则，原文第九段第二句中有提及，作者认为reduce art appreciation to a set of scientific laws是foolish的，这与题目的表述相反，因此本题答案为NO。

Question 38：

答案：YES

关键词：cultural context

定位原文：第9段第3句 “We shouldn't underestimate…”

解题思路：文章第9段第3句已经说到，应当关注the importance of the style of a particular artist, their place in history and the artistic environment of their time，这与题目中所说的 cultural context in which an artist worked 一致，因此本题答案为 YES。

Question 39：

答案：NOT GIVEN

关键词：the filed of science

定位原文：第9段最后一句“In some ways, it's not so different to science…”

解题思路：在文章第9段最后一句中，说到艺术和科学not so different，而科学一直寻求decode meaning，此处关于find meaning的描述并没有将艺术和科学进行对比，也就不存在easier的问题，因此本题答案为NOT GIVEN。

Question 40：

答案：A

关键词：subtitle

定位原文：全文主题考查

解题思路：题目：本文最合适的副标题是什么?A. 关于大脑如何对抽象艺术做出反应的一些科学见解;B. 最近一些关注抽象派艺术家神经活动的研究;C. 关于抽象和具象艺术的神经基础的对;D. 关于大脑的研究如何改变人们对抽象艺术的看法。四个选项分别提到了大脑对抽象艺术的反应、抽象派艺术家的神经活动、抽象和具象艺术的神经基础对比以及人们对抽象艺术看法的改变，通过对四个选项主题词的对比，可以看到只有A选项符合文章内容并且是全文一直在讨论的话题。当然，为了验证文章构思，如果以此为副标题，反过来看看写出的文章与本文是否一致。因此本题答案为A。

篇7：剑桥雅思阅读10真题解析(test2)

Passage 1

Question 1

难度及答案：难度低;答案为iv

关键词：time and place

定位原文：A段最后两句“Why did this…of the 18th century?”为何这个独特的大爆炸——能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏在18世纪末?

解题思路：A 段中提到了 happen in Britain 以及 at the end of thel8th century, 与iv 选项当中的time和place是对应的关系。

Question 2

难度及答案：难度低;答案为viii

关键词：conditions required

定位原文：B 段第 2 句 “There are about 20 different…he says.” 他说：“大约有 20种不同的因素，而且所有的这些因素在工革命发生之前就已存在。”

解题思路：B段中主要论述的是工业革命在英国发生的前提条件，与其他不同的国家做出了对比。

Question 3

难度及答案：难度低;答案为vii

关键词：Two keys

定位原文：C 段第 2 句 “Tea and beer, two of... fuelled the revolution.” 茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。

解题思路：C段主要论述的是茶和啤酒在英国工业革命当中的作用。

Question 4

难度及答案 ：难度低;答案为i

关键词：reasons, an increase in population

定位原文：D段第4、6句“But then there was...four possible causes.” 但是在那时(18世纪中期)，英国的人口是爆发增长的……人们觉得有四种原因是导致这种现象发生。

解题思路：D段主要论述英国人口快速增长的背后潜在原因。

Question 5

难度及答案：难度低;答案为vi

关键词：Changes, drinking habits

定位原文：E段第4、9、10句“Some digging around... it suddenly dropped again.”一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾……穷人因此转向喝水和松子酒，在18世纪代人口的死亡率又开始上升。然后又突然再次下降。

解题思路：E段主要论述英国人饮水习惯的变化和健康水平的变化。

Question 6

难度及答案：难度低;答案为ix

关键词：comparison Japan

定位原文：F段第 1、2 句 “Macfarlane looked to…those in Britain.” Macfarlane研究日本，此时的日本也是向大城市发展，也没有卫生系统的发展。水污染疾病并没有像英国那样对日本的人口造成很大的影响。

解题思路：F段主要论述的是和日本相比较，从而研究者得出了自己的结论。

Question 7

难度及答案：难度低;答案为ii :

关键词：fear of unemployment

定位原文：G 段第 2 句 “Macfarlane notes that…people out of work.” Macfarlane 指出尽 管在17世纪日本已经有大城市、高教育文化率，甚至期货市场，日本最终仍然放弃劳动力的替代，比如动物，而回归到工作本位，因为害怕会使人们失业。

解题思路：G段主要论述的是日本没有最早发生工业革命的原因是害怕失业。

Question 8

参考译文：在18世纪的中国，交通系统并不适合工业发展。

难度及答案：难度中等;答案为NOT GIVEN

关键词：China 、not suitable, the 18th century

定位原文：B段倒数第2句“After all... had many of these factors.”毕竟荷兰拥有一切资源, 除了煤矿，中国也有很多这些因素。

解题思路：考生利用China这个词可以定位到B段倒数第2句，此句说到中国也有很多这些因素，并没有明确提到交通系统不适合工业发展。

Question 9

参考译文：茶和啤酒都帮助阻止了痴疾在英国的发生。

难度及答案：难度中等;答案为TRUE

关键词: dysentery

定位原文: C 段第 3 句 “The antiseptic properties…diseases such as dysentery.” 茶中的活性成分单宁，以及啤酒当中的啤酒花，都有杀菌的特性，加之荼和啤酒都是由热水制成，使近距离的城市社区繁荣发展，而不受由水引发的疾病的迫害。 比如痢疾。

解题思路：考生可以利用tea以及beer以及dysentery定位到C段第3句。但是有些考生难以理解without succumbing to (不向……屈服)，有意识到题目就是这句话的对应改写。

Question 10

参考译文：Roy Porter不同意Macfarlane教授的调査结果。

难度及答案：难度低;答案为FALSE

关键词：Roy Porter、disagrees

定位原文：C 段最后一句 “Macfarlane’s case has been…of his research.” Macfarlane的案例因得到著名的药学历史学家Roy Porter的支持而得以加强，最近Roy Porter 写了一篇对此研究的有利评估。

解题思路: 考生利用Roy Porter可以定位到C段最后一句，判断题目当中的disagrees与原文明显不符。

Question 11

参考译文：1740年后，英国的人口减少了。

难度及答案：难度低;答案为FALSE

关键词：After 1740, reduction

定位原文：D段第3、4句 “Between about 1650.., burst in population growth.” 在大约 1650年到1740年间，英国的人口是静止不变的。但是在那时(18世纪中期)， 英国的人口是爆发增长的。

解题思路：考生利用After 1740定位到D段第3、4句，static表示“静态的” ，burst表示“爆发”，与题目中的reduction意思相反。

Question 12

参考译文：英国人过去在家酿啤酒。

难度及答案：难度低;答案为NOT GIVEN

关键词：at home

定位原文：E 段第 6 句到最后一句 “He says, ‘We drank... What caused this?’” 他说：“我们喝啤酒。很久以来，英国人都被啤酒酒花中强大的抗生素所保护，这种酒花是加在啤酒中用以保存啤酒的。但在17世纪末，麦芽开始收税，这是啤酒的基本组成部分。穷人因此转向喝水和松子酒，在18世纪20年代人的死亡率又开始上升。然后又突然再次下降。是什造成这种现象?”

解题思路：E段最后一句说明了英国人喝啤酒，但并未说明英国人在哪里酿造啤酒，所以此 题应务NOT GIVEN。

Question 13

参考译文:对麦芽的征税间接地造成了死亡率的上升。

难度及答案:难度高;答案为TRUE

关键词：tax on malt、indirectly、rise in die death rate

定位原文：E 段第6 句到最后一句“He says，‘We drank…What caused this?’”他说：“我们喝啤酒。很久以来，英国人都被啤酒酒花中强大的抗生素所保护，这种酒花是加在啤酒中用以保存啤酒的。但在17世纪末，麦芽开始收税，这是啤酒的基本组成部分。人因此转向喝水和松花酒，在18世纪20年代人口的死亡率又开始上升, 突然再次下降。是什么造成这种现象?”

解题思路：此句提及因为麦芽征税，所以查人不得不喝水和松子酒，所以死亡率上升了， 这种关系是间接的。因此答案是TRUE。

Passage 2

Question 14

参考译文：提到了家庭背景对天才儿童的影响。

难度及答案：难度低，答案为A。

关键词：domestic background

定位原文：A段第3句“For example...home educational provision(Freeman,).”比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman,2010).

解题思路：题目中的domestic background 与原文中的home educational provision是同义表达，此段后面进一步说明天才儿童与其家庭环境的关系。

Question 15

参考译文：暗示如果学习者被给予太多指导，某些东西就会缺失。

难度及答案：难度低;答案为D

关键词：loses、too much guidance

定位原文：D段第2句“Conversely, teachers who have...pupils’ learning autonomy.” 反言之，那些喜欢“过分指导”的老师会降低有天赋学生的学习自主性。

解题思路：段落D当中的overdirect相当于题干中的too much guidance，diminish... autonomy 指的就是what can be lost。

Question 16

参考译文： 焦虑的破坏性影响的提及。

难度及答案： 难度低;答案为F

关键词：damaging effects s anxiety

定位原文: F段第 2、3 句 “Positive emotions facilitate…it motivates problem-solving behaviour.”积极的情绪可以促进学习的创造力，而消极的情绪则抑制了创造力。比如说恐惧会限制好奇心的发展，而好奇心恰恰是科学进步的重要推动力，因为它能够鼓励解决问题的行为。

解题思路：此段中提及了消极情绪，例如fear对好奇心的抑制，不利于好奇心的培养。而题目中的anxiety 与 fear是同义词，都是消极的情绪。

Question 17

参考译文： 有利于社会地位较低的孩子的课堂技巧的例子。

难度及答案： 难度低;答案为D

关键词： techniques 、socially-disadvantaged

定位原文： D 段最后一句 “Such practices have been…from deprived areas.” 我们发现这样的实践对贫困地区的聪明孩子尤其有用。

解题思路： 题目当中的 socially-disadvantaged children 相当于原文中的 children from deprived areas, favour 指的就是 be particularly use for、classroom techniques对应于原文中的such practices。本题出现了大量的同义替换的设置。

Question 18

参考译文： 能准确完成学习任务的天才学生可以在练习上少花时间。

难度及答案： 难度低;答案为B

关键词： less time 、accurate work

定位原文： C段第3、4句 “Overviewing research on the... teach more quickly.”， 纵览关于能力出众的孩子的思维模式的研究(Shore and Kanevsky，1993)，它更精确地指出教育者的问题：“如果他们(有天赋的孩子)仅仅思考得更快，那么我们只需要推进教学的进度。如果他们仅仅越来越少犯错，那么我们需要减少练习的时间。“

解题思路： 此题型应先浏览全文，快速找到选项中的人名在题目中的位置。题目当中的 accurate work 与原文当中的 fewer errors 相对应。题干当中的 less time spent on exercise 相当于 shorten the practice。所以答案择 B。

Question 19

参考译文： 自我依靠是有价值的工具，它可以帮助天才学生实现目标。

难度及答案： 难度低;答案为D

关键词： self-reliance 、reach their goal

定位原文： E段第2句 “Research with creative...for learning and practice.”Simonton关于有创意的科学家的研究让他有了这样一个结论：在一定的水平之上，性格特征诸如独立，比起智力在寻求最高水平的专业知识方面发挥的作用更大，因为学习和练习需要大量的精力和时间。

解题思路： 题目当中的self-reliance与文章中的independence是对应的关系，而题目中的 reach their goal 与文中的 reach the highest levels of expertise 也是对应关系 。

Question 20

参考译文： 天才学生知道怎么引导他们的情绪从而辅助学习。

难度及答案： 难度低;答案为E

关键词： feeling、assist、learning

定位原文： F段最后两句 “In Boekaerts’ (1991)... their own learning resources.” 在 Boekaerts (1991)关于在智商很高和学习成果很好的孩子的情绪回顾上，她发现情绪力量是很重要的。他们不仅仅是好奇的，而且经常有强烈的欲望去控制自己的环境， 改善学习效率以及增加他们的学习资源。

解题思路： 题目当中的channel their feeling指的就是原文当中的emotional forces in harness。原文当中最后一句的论述表达的就是控制情绪对学习的辅助作用。

Question 21

参考译文： 特别天才的学生获益于近亲的适当支持。

难度及答案： 难度高;答案为A

关键词： benefit、support、close relatives

定位原文： A 段第 3、4 句和 B 段第 1 句 “For example…not emerge without appropriate help，比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman, 2010)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的……适当的帮助才能让人变得优秀。

解题思路： 此题需联系属于不同段落的两个句子，并且要进一步思考，才能得出题目中的结论，属于比较难的題。

Question 22

参考译文： 真正成功的学生对于他们的学科有一定的认知了解。

难度及答案：难度低;答案为C

关键词： successful student、a considerable amount、subject

定位原文： E 段第 1 句 “But scientific progress…do not (Elshout，1995).”， 但是科学过程并不总是理论式的，知识对一个人优异的表现也是关键的：那些对某一领域认知很深入的人会比对此没有认识的人水平更高(Elshout, 1995)。

解题思路： 题目中的a considerable amount相当于原文中的a great deal about， 题目当中的subject与原文中的a specific domain意思相同。

Question 23

参考译文： 一项研究表明儿童的智商与家中___和____的可获得性有深度的关联。

难度及答案： 难度低;答案为 books (and) activities

关键词： connection、at home

定位原文： A 段第 3、4 句 “For example…activities in their home etc.” 比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman，2010)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的。

解题思路： 此题要填两个表未并列关系的词，考生可以定位at home到A段第3句，发现 a very close positive relationship 与 strong connection 意思一致，此句中可以表示异列关系的只有books和activities。

Question 24

参考译文： 能力平庸的孩子看起来需要更多的教师指导，因为他们没有____.

难度及答案： 难度中等;答案为 internal regulation/self-regulation

关键词： average ability、do not have

定位原文： B 段第 3句“There appears to be a …internal regulation.”看上去智商高、能力强的孩子和那些智力平庸或年纪稍大的小学生之间有着质的区别，因为后者会需要老师给出外在的规范以弥补他们自我约束的缺乏。

解题思路： 题目当中的children of average ability可以定位到原文中B段第3句，而且 lack of与题目当中的do not have是同义替换。因此填写international regulation.

Question 25

参考译文：元认知涉及儿童对他们学习策略的理解以及开发____.

难度及答案： 难度中等;答案为 emotional awareness

关键词： metacognition、learning strategies

定位原文： B段倒数第一句“Emotional awareness is... or confidence for example.” 情感认知也是元认知的一部分，所以，举个例子来说，孩子必须有人帮助他们认识对即将学习的领域的感受，比如觉得好奇或者自信的感受。

解题思路： 考生可以用metacognition来定位到B段的最后一句话，可以知道元认知包括ways of learning会以及 emotional awareness。

Question 26

参考译文： 依靠___教学的老师常常在班级测验中得到喜人的成绩。

难度及答案： 难度低，答案为spoon-feeding

关键词：rely on、impressive grades

定位原文： D 段第 3 句 “Although 'spoon-feeding’ can produce... impressive life successes.” 因为“填鸭式”的教学会产生很好的考试结果，但这并不意昧着人生同等的成功。

解题思路: 题目当中的 impressive grades in class tests 相当于文章中的 high examination results，而后者是由spoon feeding 产生(produce ) 的。

Passage 3

Question 27

参考译文： ……也许是因为小说的提供长期依靠____

难度及答案： 难度难，答案为B

关键词: availability、depend on

定位原文： 第2段第2句“This might be explained ... As unique objects.”或许这可以解释为：小说的演化恰好是因为技术的进步，从而可以印制出大量的文本，但是油画一直是作为独一无二的物件被制作的。

解题思路：题目当中的because of 相当于原文中的be explained by; 原文当中说到technological development made it possible to print out huge numbers of texts，后面一部分指的就是mass production，即大规模的制造。

Question 28

参考译文： ……也因为___是最重要的事。

难度及答案： 难度中等;答案为H

关键词： also because of、the most important

定位原文： 第2段第3、4句“In addition, it could…they may signify.”另外，有人会辩驳道，解读或“阅读”不同的媒介应该遵循不同的惯例。对于小说，人们主要关注词句的意思而不是它们被印刷在纸上的方式，然而艺术作品的“读者”必须密切关注图画中所有标记、形状的材质形式和这些形式所象征表达的内容。

解题思路 原文当中的in addition相当于题目中的also,对于小说而言( With novels), 人们主要关注于词的意思(attend mainly to the meaning of words),这就是最重要的事。因此H选项当中的underlying ideas (根本的观点)最为恰当。

Question 29

参考译文： ……因为达?芬奇乐意指导___去制作它的作品的仿制品

难度及答案： 难度低; 答案为L

关键词： happy, instruct, copy

定位原文： 第3段第2句“The seven surviving versions...as regular ‘bread and butter’ work.”现存的七件蒙娜丽莎的作品佐证了一个事实,即在16 世纪，艺术家们很乐意把仿制他们作品的工作,分配给他们工作室的学徒们，作为他们常规的谋生的手段。

解题思路： 由对应原文我们发现，artists对于复制品的态度是 perfectly content to the workshop apprentice与 happy to instruct 对应，因此空格处应选与apprentice对应的词汇，因此答案为 assistants.

Question 30

参考译文： …对表面浮层特点以及顏色和___的良好再现。

难度及答案： 难度低;答案为G

关键词：relief feature, colour、size

定位原文： 第3段第3句“And today the task... of the painting.”如今复制画作的工作变得无比简单可靠，因为复印技术能够让我们获得高质量的，与原作尺寸一致、色值相间的印刷品，甚至还可以复制作品表面的浮雕效果。

解题思路： 考生可以利用relief feature、colour等词定位到第3段最后一句，其中original scale (规模)与其他两项是并列的关系，词库当中只有size的意思与scale接近， 所以正确答案为G。

Question 31

参考译文： ……因为这也许对___不利。

难度及答案：难度低;答案为D

关键词：promote、may not

定位原文：第 4、5 段 “But despite an... experience offered to visitors?” 然而，尽管人们默认传播优秀的复制品有宝贵的文化价值，但是艺术博物馆依然宣传真迹的特殊地位。不幸的是，这严重限制了博物馆参观者的体验：

解题思路： 考生可以利用promote等词定位到第4段，紧接着又说道给visitor的体验带来 severe limitation,这就是对参观者不利。词库当中只有public与visitor的意思接近，所以正确答案为D。

Question 32

参考译文：本文作者提到英国伦敦国家美术馆是为了解释___

难度及答案： 难度低;答案为C

关键词： National Gallery

定位原文： 第 6 段第 5、6 句 “In addition, a major…such an environment.” 另外，就像英国伦敦国家美术馆的一个主要的收藏系列，会被存放在无数个房间里，每个房间存放几十件作品，其中任何一件作品的价值可能都要超过普通游客的所有财富。在一个个人地位很大程度上取决于其物质财富的社会，很难让人不因在这个环境中相比而产生的卑微而感到印象深刻。

解题思路： 利用National Gallery定位到第6段第5句，此句提到了一种现象就是任何一件作品的价值可能都要超过普通游客的所有财富，第6句汫到人们容易感到自卑。这里的 one’s own relative worthlessness 与 C 选项当中的 negative effect... on visitor’s opinions of themselves 相吻合。其他三项均未提及。

Question 33

参考译文： 作者说，如今人们不愿意批判意见作品.是因为___

难度及答案： 难度高，答案为D

关键词： today、unwilling to criticize、because

定位原文： 第 7 段第 2 句 “Evidently, nothing the... have met the work.” 显然，无论观众怎么看待美术作品，也改变不了其价值，因此，现在的参观者踌路而不敢去做出自发的、即时的以及完全是根据自己所想的那种一看到作品就会产生的解读。

解题思路： 利用题目当中的today’s viewer以及unwilling等词等位到第7段第2句，be deterred from意思即为“踌躇、不愿意做某事”，本句后半段的开头有and so，就表示前半段是原因。前半句的意思为“无论观众怎么看待美术作品，也改变不了其价值”，与D选项当中的他们的反应毫无重要性可言是对应的关系。

Question 34

参考译文： 根据作者的观点，参观者身上的“错位”效果是由___引起的。

难度及答案： 难度中等;答案为A

关键词： displacement effect、be caused by

定位原文： 第 8 段第 2、3 句 “This ‘displacement effect’ … weeks or even months.” 这种“错位”的效果会被展品的大量数量进一步加强。以一个主要的收藏系列为例，一次展示的作品可能会比我们数星期或者数月所能够看完的还要多。

解题思路： 考生可利用displacement effect定位到第8段第2句，此句说到be further heightened by (由……加强)，那么前面的一句话就可能是displacement effect产生的原因了。而第一句讲的是“各种不同的油画、素描以及雕塑被聚集起来放在原本适合它们的之外的环境当中”，与选项A当中“多种多样的作品被展示以及它们成列的方式”是对应的关系。因此正确答案是A。

Question 35

参考译文: 作者说，跟其他艺术形式不一样，一幅画不____。

难度及答案: 难度低;答案为D

关键词: unlike、other art forms 、does not

定位原文： 第 9 段第 2、3、4 句 “A fundamental difference…at which to finish ” 在欣常画作和其他艺术品之间一个最根本的区别就是欣赏画作并没有被赋予具体的欣赏时间。相反的，观众可以有一段具体的时间欣赏话剧或者戏剧，这段时间就是表演的持续时间。类似的是，小说和诗歌也可以在一段有顺序的时间内被读完 然而一幅画却没有一个明确开始欣赏和结束的点。

解题思路： 考生可利用other art forms定位到第九段第2句，可以看到主要的区别是 no prescribed time,下文又接着讲了没有确定的开始和结束的时间。所以正确答案为D选项。

Question 36

参考译文： 艺术史应该专注于使用不同媒介发掘艺术的意义。

难度及答案： 难度中;答案为NOT GIVEN

关键词： art history、discover the meaning、media

定位原文： 无

解题思路： 第9段中提到discover the meaning的内容，但是没有提到使用不同的媒介， 因此本题答案为NOT GIVEN。

Question 37

参考译文：艺术史史学家们所使用的研究方法与艺术博物馆的方法相冲突。

答案及难度：难度中;答案为NO

关键词： the approach of historians

定位原文： 第10段第2句“This is in perfect...reading of the exhibits.”这种方法与博物馆的功能很好地结合了，因为它是被用于寻找和保护对展品的“可信的”与“原创性”解读。

解题思路： 从对应原文中找到历史学家所使用的方法与艺术博物馆的功能有着的和谐 (perfect harmony)。因此此题答案为 NO。

Question 38

参考译文：应该鼓励人们去公开地表达对艺术作品的观点。

难度及答案： 难度中;答案为YES

关键词： encourage、give their opinion openly

定位原文： 第 11 段第 2 句 “The museum public... to express their views.” 那些去艺术博 物馆参观的人，像其他任何观众一样，当他们被给予自信去表达他们的观点时，那么他们会觉得鉴赏艺术是更有价值的。

解题思路： 题目当中的 give their opinions openly与原文当中的express their views是同义转换;原文当中说 more rewardingly 所以与题目当中的should be encouraged是一致的。

Question 39

参考译文：艺术品的高仿制品即便质量不错，也只能卖给大众

难度及答案：难度中;答案为 NOT GIVEN.

关键词： of high quality ;

定位原文： 第 11 段倒数第 2 句 “If appropriate works of... In awe of them.”如果合适的艺术作品可以永久地通过高仿真的复制品里现给大众，就像学术文献和音乐一样，人们也许对这些艺术作品会产生更少的敏畏。

解题思路：文章中没有提到是不是only sold to the public，并没有表明限制条件。

Question 40

参考译文：在将来，有权势的人有可能鼓励更多的人欣赏艺术。

难度及答案： 难度高，答案为NO

关键词： with power、encourage

定位原文： 第 11 段第 4 句 “Unfortunately，that may be too art establishment。”不幸的是，这也许对那些寻求保持和控制艺术机构的人是太高的要求。

解题思路： 题目当中的the power就是原文当中的寻求保持和控制艺术现有体制的人，对于他们，人们欣赏更多的艺术是too much to ask, 因此他们不可能鼓励更多的人欣赏艺术。

剑桥雅思阅读10真题解析(test2)

篇8：剑桥雅思阅读10真题解析(test2)

Passage 1参考译文：

茶与工业革命

一个剑桥教授称英国工业革命的导火索是饮水习性的改变。

——Anjana Ahuja 报道

A.Alan Macfarlane，剑桥大学国王学院的一位人类学教授，正如其他的历史学家那样，他已经花费数十年的时间来攻克工业革命这个来解之迷。为何这个独特的大爆炸能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏是发生在18世纪末?

B.Macfarlane把这个未解之谜比作是密码锁。他说：“大约有20种不同的因素，而且所有的这些因素在工业革命发生之前就已存在。”由于工业已经腾飞需要科技生产力及能源来推动工厂的发展，大量的城市人口提供廉价的劳动力，有方便快捷的交通运输来转运货物，富足的中产阶級愿意购买大规模生产的物品，以及以市场为导向的政治经济体系，所有的这些都为此提供了可能性。然而，这些只是发生在英国的例子，至于其他的国家，比如日本、荷兰和法国，也有类似的可能性条件，但是这几个国家最终还是没有发生工业革命(产业化)。“所有的这些因素都是工业革命发生的必需却非充分条件。” Macfarlane说，“毕竞荷兰拥有一切资源，除了煤矿，中国也有很多这些因素。很多历史学家坚信打开这个谜的密码肯定还有一到两个因素是我们遗漏的。”

C.那这些我们遗漏的因素，他提出，几乎可以在每个厨房的橱柜中找到。茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。茶中的活性成分单宁，以及啤酒当中的啤酒花，都有杀菌的特性，加之茶和啤酒都是由热水制成，近距离的城市社区繁荣发展，而不受由水引发的疾病的迫害，比如痢疾。这个理论听上去有点奇怪，但是一旦他解释他推理中的探求工作后，怀疑就转变为对其谨慎态度的赞赏。Macfarlane的案例因得到著名的药学历史学家Roy Porter的支持而得以加强，最近Roy Porter写了一篇对此研究的有利评估。

D.Macfarlane想知道工业革命是如何发生已经有很长一段时间了。历史学家们偶然发现了一个发生在18世纪中期的需要解释的有趣因素。在大约1650年到1740年间，英国的人口是静止不变的。 但是在那时(18世纪中期)，英国的人口是爆发增长的。Macfarlane说：“婴儿死亡率在20年间减少一半，并且同时发生在乡村和城市，贯穿所有的阶级。人们觉得有四种原因导致这种现象发生。有没有可能是病毒和细菌的突然变异?不可能。当时有发生医学科学的革命吗?当时确实有一种可以消灭疟疾的农业进步，但是这些只是一些小进步。直到19世纪的时候，卫生系统才得以传播开来。排除这些因素后，剩余的唯一可能就只有食物了。新生儿的身高和体重都显示了下降。因此，食物肯定也变得更糟。所有寻找造成儿童死亡率突然降低的努力都一无所获。

E.人口的爆发看起来刚好就发生在工业革命需要大量劳动力的这个契机。“当社会朝着产业化前进时，人们近距离地生活在一起是经济有效的，” Macferlane说，“但是当时人若生病了，很可能是来自于人们的排泄物。一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾。Macfarlane发现，无论当时英国人喝的是什么，喝的这个东西都会对调节疾病发生率很重要。他说：“我们喝啤酒。很久以来，英国人都被啤酒酒花中强大的抗生素所保护，这种酒花是加在啤酒中用以保存啤酒的。但在17世纪末，麦芽开始收税，这是啤酒的基本组成部分。穷人因此转向喝水和松子酒，在18世纪20年代人口的死亡率又开始上升。然后又突然再次下降。是什么造成这种现象?”

F.Macfarlane研究日本，此时的日本也是向大城市发展，也没有卫生系统的发展。水污染疾病并没有像英国那样对曰本的人口造成很大的影响。 会是茶在日本文化中普遍存在的缘故 吗? Macfarlane由此指出，在英国，茶的历史提供了一个意外的巧合。茶的价格是相对很贵的， 直到1S世纪的早期，英国对中国开始了贸易的黄金时代。1740年，也就是婴儿死亡率开始下降的时期，饮茶是很寻常的。Macfarlane猜测是水被煮沸，同时茶清肠胃的特性意味着母乳与以往相比更健康。欧洲没有任何一个国家像英国这样嗜茶，也就是，按照Macfarlane的逻辑，欧洲的这些国家没有获得在产业革命中名列前茅的机会。

G.但是，如果茶是一个密码锁的因素，那为什么日本没有在它自己浸染茶文化中稳步前进地发生工业革命? Macfarlane指出尽管在17世纪日本已经有大城市高教育文化率甚至期货市场，日本最终仍然放弃劳动力的替代，比如动物，而回归到工作本位，因为害怕会使人们失业。因此，我们现在认为的科技最进步的国家之一，在进入19世纪时放弃了“工业革命的车轮”。

Test 2 Passage 2参考译文：

天才儿童与学习

A. 国际上我们最经常使用一个通用的智力测试，即智商测试的分数来衡量一个人的天赋，一般需要超过一定的分数，大概达到前2%到5%的程度，才能被认为是有天赋。孩子的教育环境对智商分数和智力的使用途径有很大的帮助。比如，我们会发现孩子的智商水平和他们所接受的家庭教 育有很密切的关联(Freeman, 20)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的。因为智商测试是会受到孩子所学的内容决定性的影响，这类测试衡量到的是基于他们所处年龄所学到的东西;也就是说，他们是多好地掌握了所有的知识和在这个考试以内涉及的技巧。就词汇而言，很大程度取决于这些学生是否听说过这些词汇。但是智商测试既不能辨识学习和思考过程，也不能预见创造能力。

B.适当的帮助才能让人变得优秀。不管在任何领域，为了达到一个极其高的标准，能力强的孩子也需要学习方式，包括学习使用的材料和专注的有挑战性的指导，还需要去鼓励孩子们去追逐自己梦想。看上去智商高、能力强的孩子和那些智力平庸或年纪稍大的小学生之间有着质的区别，因为后者需要老师给出外在的规这以弥补他们自我约束的缺乏。为了达到自我约束的最佳效果，所有 的孩子都应该得到帮助以认识自己的学习模式——元认知——这其中包含了学习计划的策略、监督、评估和选择学习的对象。情感认知也是元认知的一部分，所以举个例子来说，孩子必须有人帮助他们认识对即将学习的领域的感受，比如觉得好奇或者自信的感受。

C.我们发现优等生更经常和更有效使用自律的学习策略，相比不那么优秀的学生而言，他们也更能够把这些策略利用于不熟悉的任务。 这很大程度反映在某些孩子在某些领域展示了自己的才华。纵览关于能力出众的孩子的思维模式的研究(Shore and Kanevsky, 1993)，它更简洁明了地指出教育者的问题：“如果他们(有天赋的孩子)仅仅思考得更快，那么我们需要推进教学的进度。如果他们仅仅越来越少犯错，那么我们需要减少练习的时间。”但是当然，这并不能涵盖所有情况;在教学方法中总有些调整，因为要考虑个体思考的多种方式。

D.然而为了自学，聪明的孩子确实需要从他们的老师那里获得更多支持。反言之，那些喜欢“过分指导”的老师会降低有天赋的学生的学习自主性。因为“填鸭式”的教学会产生很好的考试结果，但这并不意味着人生同等的成功。对老师过分的依赖会导致学习自主性和探索欲望的缺失。无论如何，当老师们帮助学生去了解他们自己的想法和学习活动时，他们也增加了孩子的自律性。对一个小孩子而言，这可能 就如同“你今天学到了什么”，这个帮助他们认识到自己正在做什么的简单问题一样。考虑到教育的一个 基本目标就是将来自老师的控制学习转移给学生，改善学生学习的技巧也是在学校读书过程中的重要收获，尤其对于那些能力很高的孩子。还有很多新的方式可以在一些方面帮助孩子，比如在学习初级阶段、同龄人的能力指导等。我们发现这样的实践对贫困地区的聪明孩子尤其有用。

E.但是科学过程并不总是理论式的，知识对一个人优异的表现也是关键的：那些对某一领域认知很深入的人会比对此没有认识的人水平更高(Elshout 1995)。Simonton (1998)关于有创意的科学家的研究让他有了这样一个结论：在一定的水平之上，性格特征诸如独立，比起智力在寻求最高水平的专业知识方面发挥的作用更大，因为学习和练习需要大量的精力和时间。任何方式的创造性都能够被认为是专业和强烈动力的融合(Weisberg，1993)。

F.总而言之，学习是会受到个体和其他重要因素的情绪的双重影响的。积极的情绪可以促进学习的创造力，而消极的情绪则抑制了创造力。比如说恐惧会限制好奇心的发展，而好奇心恰恰是科学进步的重要推动力，因为它能够鼓励解决问题的行为。在Boekaert的( 1991)关于在智商很高和学习成果很好的孩子的情绪回顾上，她发现情绪力量是很重要的。他们不仅仅是好奇的，而且经常有强烈的欲望去控制自己的环境，改善学习效率以及增加他们的学习资源。

Test 2 Passage 3参考译文：

艺术博物馆及其观众

当在世界各地都可以看到仿制品的时候，人们还是会去罗浮宫欣赏原版的“蒙娜丽莎”画作，这一事实让我们对关于当今艺术博物馆角色的一些设想存疑。

达·芬奇的蒙娜丽莎是世界上最为著名的画作之一 。几乎每个去观看原作的人都已通过仿制品熟知这幅作品，但他们承认，欣赏原版的艺术作品是更有价值的。

然而，如果“蒙娜丽莎”是本著名小说，少有人会费心去博物馆阅读作者的原版手稿，而会选择阅读打印好的副本。或许这可以解释为：小说的演化恰好是因为技术的进步，从而可以印制出大量的文本，但是油画一直是作为独一无二的物件被制作的。另外，有人会辩驳道，解读或“阅读”不同的媒介应该遵循不同的惯例。对于小说，人们主要关注词句的意思而不是它们被印刷在纸上的方式，然而艺术作品的“读者”必须密切关注图画中所有标记、形状的材质形式和这些形式所象征表达的内容。

不过，精美地制作出任何美术作品的高仿品一直都是可能的。现存的七件蒙娜丽莎的作品佐证了一个事实，即在16世纪，艺术家们很乐意把仿制他们作品的工作分配给他们工作室的学徒们，作为他们常规的谋生手段。如今复制画作的工作变得无比简单可靠，因为复印技术能够让我们获得高质量的，与原作尺寸一致、色值相同的印刷品，甚至还可以复制作品表面的浮雕效果。

然而，尽管人们默认传播优秀的复制品有宝贵的文化价值，但是艺术博物馆依然宣传真迹的特殊地位。

不幸的是，这严重限制了博物馆参观者的体验。

其中一个限制是关于博物馆呈现其展品的方式。作为独一无二的历史物品的储藏地，艺术博物馆常常被称为“宝库”。这一点在我们参观展览时，有保安、服务人员、绳索和展示柜将我们与展览系列隔离之前，就早已得到提醒。很多情况下，相关建筑的风格强化了这个感受。另外，就像英国伦敦国家美术馆的一个主要的收藏系列，会被存放在无数个房间里，每个房间存放几十件作品，其中任何一件作品的价值可能都要超过普通游客的所有财富。在一个个人地位很大程度上取决于其物质财富的社会，很难让人不因在这个环境中相比而产生的卑微而感到印象深刻。

进一步而言，考虑到原版作品能被放在这样的“宝库”所意味着的价值，观众内心是震撼的，因为正是由于它们是原版的，它们才能被某个比他们权威的个人或机构赋予巨大的金钱价值。显然无论现众怎么看待美术作品，也改变不了其价值，因此，现在的参观者拘泥于表达自己直接、即时、自我的作品解读，那种原本一见到作品就产生的原始解读。

游客们可能被一种陌生感所震撼，这种震撼感是源于看到多样的油画、绘画作品和雕塑集中置于一个并不是它们被创造的环境里。这种“错位”的效果会被展品的大量数量进一步加强。以一个主要的收藏系列为例，一次展示的作品可能会比我们数星期或者数月所能够看完的还要多。

这样的情况特别让人苦恼，因为时间似乎是欣赏所有艺术形式的一个重要因素。在欣赏画作和其他艺术品之间一个最根本的区别就是欣赏画作并没有被赋予具体的欣赏时间。相反的，现众可以有一段具体的时间欣赏话剧或者戏剧，这段时间就是表演的持续时间。类似的是，小说和诗歌也可以在一段有顺序的时间内被读完，然而一幅画没有一个明确开始欣赏和结束的点。因此，艺术画作本身就鼓励人们进行肤浅的欣赏，而人们并不会细细欣赏作品细节的丰富性和背后的辛劳。

因此，最具主导性的方式是艺术历史学家的方法，一种专门致力于结合作品时代的文化背景去“寻找艺术品的意义”的专门的学术方法。这种方法与博物馆的功能很好地结合了，因为它是被用于寻找和保护对展品的“可信的”与“原创的”解读。再次，这看上去终结了那些在经典文学作品中大量常见的自发和分享的批判，这类批判在大多数的艺术史中是不存在的。

当自发的批评行为被遏制的时候，一旦出现什么批评类的行为，艺术博物馆的展览可以作为一种警示。那些去艺术博物馆参观的人，像其他任何的观众一样，当他们被给予自信去表达他们的观点时，那么他们会觉得鉴赏艺术是更有价值的。如果合适的艺术作品可以永久地通过高仿真的复制品呈现给大众，就像学术文献和音乐一样们也许对这艺术作品会产生更少的敬畏。不幸的是，这也许对那些寻求保持和控制艺术机构的人是太高的要求。

篇9：剑桥雅思阅读7(test1)真题解析

剑桥雅思阅读7原文(test1)

READING PASSAGE 1

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

Let’s Go Bats

A Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals. In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious mass extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.

B Bats have an engineering problem: how to find their way and find their prey in the absence of light. Bats are not the only creatures to face this difficulty today. Obviously the night-flying insects that they prey on must find their way about somehow. Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. Plenty of other modern animals make their living in conditions where seeing is difficult or impossible.

C Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesn’t require a prohibitive amount of energy: a male’s tiny pinprick of light can be seen by a female from some distance on a dark night, since her eyes are exposed directly to the light source itself. However, using light to find one’s own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about.

D What else might the engineer think of? Well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name ‘facial vision’, because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out, really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second World War relied heavily on these devices, under such codenames as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.

E The Sonar and Radar pioneers didn’t know it then, but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their ‘radar’ achieves feats of detection and navigation that would strike an engineer dumb with admiration. It is technically incorrect to talk about bat ‘radar’, since they do not use radio waves. It is sonar. But the underlying mathematical theories of radar and sonar are very similar, and much of our scientific understanding of the details of what bats are doing has come from applying radar theory to them. The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation’ to cover both sonar and radar, whether used by animals or by human instruments.

Questions 1-5

Reading Passage 1 has five paragraphs, A-E.

Which paragraph contains the following information?

Write the correct letter, A-E, in boxes 1-5 on your answer sheet.

NB You may use any letter more than once.

1 examples of wildlife other than bats which do not rely on vision to navigate by

2 how early mammals avoided dying out

3 why bats hunt in the dark

4 how a particular discovery has helped our understanding of bats

5 early military uses of echolocation

Questions 6-9

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 6-9 on your answer sheet.

Facial Vision

Blind people report that so-called ‘facial vision’ is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a 6……………arm or leg might be felt. The ability actually comes from perceiving 7……………through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8………………of the seabed. This was followed by a wartime application in devices for finding 9…………………………

Questions 10-13

Complete the sentences below.

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

Write your answers in boxes 10-13 on your answer sheet.

10 Long before the invention of radar, …………… had resulted in a sophisticated radar-like system in bats.

11 Radar is an inaccurate term when referring to bats because………… are not used in their navigation system.

12 Radar and sonar are based on similar ………… .

13 The word ‘echolocation’ was first used by someone working as a ……… .

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.

Questions 14-20

Reading Passage 2 has seven paragraphs, A-H.

Choose the correct heading for paragraphs A and C-H from the list of headings below.

Write the correct number, i-xi, in boxes 14-20 on your answer sheet.

List of Headings

i Scientists’ call for a revision of policy

ii An explanation for reduced water use

iii How a global challenge was met

iv Irrigation systems fall into disuse

v Environmental effects

vi The financial cost of recent technological improvements

vii The relevance to health

viii Addressing the concern over increasing populations

ix A surprising downward trend in demand for water

x The need to raise standards

xi A description of ancient water supplies

14 Paragraph A

Example Answer

Paragraph B iii

15 Paragraph C

16 Paragraph D

17 paragraph E

18 paragraph F

19 paragraph G

20 paragraph H

MAKING EVERYDROP COUNT

A The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.

B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.

C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November , more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.

D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers_are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions.

_underground stores of water

E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.

F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen.

G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons_of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) — almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.

H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.

Questions 21-26

Do the following statements agree with the information given in Reading Passage 2?

In boxes 21-26 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

21 Water use per person is higher in the industrial world than it was in Ancient Rome.

22 Feeding increasing populations is possible due primarily to improved irrigation systems.

23 Modern water systems imitate those of the ancient Greeks and Romans.

24 Industrial growth is increasing the overall demand for water.

25 Modern technologies have led to a reduction in domestic water consumption.

26 In the future, governments should maintain ownership of water infrastructures.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

EDUCATING PSYCHE

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.

Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details — the colour, the binding, the typeface, the table at the library where we sat while studying it — than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.

This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.

Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.

Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.

Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.

While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.

Questions 27-30

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-30 on your answer sheet.

27 The book Educating Psyche is mainly concerned with

A the power of suggestion in learning.

B a particular technique for learning based on emotions.

C the effects of emotion on the imagination and the unconscious.

D ways of learning which are not traditional.

28 Lozanov’s theory claims that, when we try to remember things,

A unimportant details are the easiest to recall

B concentrating hard produces the best results.

C the most significant facts are most easily recalled.

D peripheral vision is not important.

29 In this passage, the author uses the examples of a book and a lecture to illustrate that

A both of these are important for developing concentration.

B his theory about methods of learning is valid.

C reading is a better technique for learning than listening.

D we can remember things more easily under hypnosis.

30 Lozanov claims that teachers should train students to

A memorise details of the curriculum.

B develop their own sets of indirect instructions.

C think about something other than the curriculum content.

D avoid overloading the capacity of the brain.

Questions 31-36

Do the following statements agree with the information given in Reading Passage 37

In boxes 31-36 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

31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.

32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding.

33 In the follow-up class, the teaching activities are similar to those used in conventional classes.

34 As an indirect benefit, students notice improvements in their memory.

35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.

36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.

Questions 37-40

Complete the summary using the list of words, A-K, below.

Write the correct letter, A-K, in boxes 37-40 on your answer sheet.

Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of 37..............is necessary in order to convince students, even if this is just a 38.............. . Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39.............., the results of most other teachers using this method have been 40.............. .

A spectacular B teaching C lesson

D authoritarian E unpopular F ritual

G unspectacular H placebo I involved

J appropriate K well known

剑桥雅思阅读7原文参考译文(test1)

TEST 1 PASSAGE 1参考译文：

走近蝙蝠

A在黑暗中如何找到方向是蝙蝠面临的一大问题。它们在夜间捕食，而且无法利用光搜寻猎物或躲避障碍物。也许你会说它们天生就是这样的，只要改变生活习性在白天出来捕食就可以了。但事实上白天的猎物已经被鸟类开发殆尽。鉴于有些生物要在夜间谋生，并且白天的猎物资源都已经被占用，自然选择最终使蝙蝠们在夜间捕猎行当里大显身手。夜间狩猎群体的出现可能要追溯到哺乳动物的先祖。在恐龙统治地球白昼的时代，我们的哺乳动物祖先只能想方设法在夜间求得一线生机。直到六千五百万年前，恐龙神秘地大规模灭绝之后，我们的祖先才敢成群结队地在大白天出没。

B蝙蝠面临这一个“工程”方面的问题：那就是在没有光线的情况下如何辨识方向并寻找猎物。蝙蝠不是当今世界上唯一面临此问题的物种。显而易见，蝙蝠所捕食的夜间昆虫肯定能以某种方式在黑暗中找到方向。深海鱼类、鲸等物种无论是白天还是黑夜都几乎见不到任何光线。生活在浑浊水域中的负和海豚也看不见，因为即使有光线，也被水中的淤泥阻挡分散开了。现代的许多物种都生活在很难见到光线或者完全黑暗的环境中。

C关于如何在黑暗中巧妙移动这个问题，工程师们会给出怎样的答案呢?第一个能想到的办法可能就是要制造光线了，比如用灯笼或者探照灯。萤火虫和某些鱼类可以自己制造光亮(通常是在细菌的帮助下)，但这一过程要耗费很多能能量。萤火虫用光线吸引配偶，而这一过程并不需要很多能量。暗夜中，雌性萤火虫远远地就可以看见雄性萤火虫微小的光芒，因为雌性的眼睛就直接暴露在光源内。然而利用自身的光线寻找方向却要耗费更多能量，因为此时生物的眼睛需要探测到通过物体反射回来的微弱光芒。如果要作为灯光来照亮道路的话，就要求光源比作为信号灯时明亮许多，无论是不是能设消耗的缘故，事实是，除了一些深海大怪鱼之外，绝没有其他任何一种生物像人类这样自己制造光源来找寻方向。

D工程师们还能想到什么呢?比如盲人，他们好像对路上的障碍有着不可思议的直觉。人们把这叫做“面感视觉”，因为据盲人说感觉到有障碍物的时候就像脸部被触摸一样。一则报道称一位完全失明的男孩能凭借面感视觉绕着附近街区快速骑三轮车实验表明面感视觉实际上与“感”和“面”没有任何关系，尽管这种感觉可能被认为源自面部正前方，正如幻肢中的牵涉性痛感一样。事实上，面感视觉是通过耳朵传输的。尽管盲人并没有意识到这一点，但实际生活中他们的确在运用自己的步伐以及其他声苦的回声来感觉路上障碍物的存在这个事实没有被发观之前，其实工程师们已经利用这条原理制造了很多设备，比如用回声来测量船底海洋的深度。在这项技术发明之后，武器制造者很快就将其改良来侦测潜水艇。二战期间，交战双方都充分运用了这些设备，代号分别是英国的Asdic和美国的Sonar以及美国的Radar或是英国的 RDF，后两者使用了雷达回声技术而非声波回声技术。

E 当时的雷达声呐技术先驱们毫不知情，但现在所有人都明白了正是蝙蝠，或者说是自然选择在蝙蝠身上鬼斧神工，早在几百万年前就已经使这种技术达到完美境界，而蝙蝠的“雷达”在探测及导航方面取得的完美成果足以让人类工程师佩服到哑口无言。从技术角度讲，说蝙蝠有雷达功能是不准确的，因为它们并没有运用无线电波，而只是运用了声呐系统。但实际上雷达和声呐的基本原理是非常相似的，而且大多数关于蝙蝠行为细节的科学理解都是利用雷达理论完成的。美国动物学家Donald Griffin教授第一个发现蝙蝠利用声呐技术，由此，他创造出了一个新的词汇：回声定位。这个词涵盖了动物和人类所利用的雷达及声呐系统。

TEST 1 PASSAGE 2 参考译文：

节约每滴水

A人类的文明史总是与学习利用水资源的历史交织在一起的。随着城镇规模的不断扩大，水被从遥远的源头引流到城镇，这促成了水坝和水渠等复杂工程的修建。在罗马帝国鼎盛时期，人们修建了9条主要水利系统，其疏水管道和污水管道均以革新的方式铺设，为城区居民提供用水。当时罗马城内居民人均用水量和现今工业社会很多地区的人均用水量相当。

B 在19世纪和20世纪工业革命及人口扩张时期，水的需求量集聚增长。此时，出现了史无前例的大型水利工程：这些数以万计的水利工程旨在防洪，保证清洁水资源的供应，提供足够的水用于农田灌溉和水力发电，这造福了上千万人。食品供应能跟上人口剧增主要是由于人工灌溉系统的增长使得世界粮食产量提高了40%。世界上五分之一的电都是通过水力推动涡轮机而产生的。

C 当然我们也要看到事情不足的一面：虽然我们取得了进步，但世界上仍有一半的人口享受的供水服务还比不上古希腊和古罗马时期。正如联合国9月在关于饮用水权利的报告中指出的那样：全世界仍然有超过10亿的人口无法获得干净的饮用水，25亿人缺乏充足的卫生设施。每天有1~2万名儿童死于与水相关的各种可预防疾病，而最新证据表明我们解决上述问题的力度还远远不够。

D我们水资源政策的后果远非仅仅危及人类健康那么简单，为了修建大坝和水库，上千万人在未被告知或补偿的情况下被迫背井离乡。超过20%的淡水鱼类现在濒临威胁或是濒临灭绝，原因是修建水库及水资源开采破坏了它们繁衍生息的天然河流生态系统。有些灌溉系统破坏了土壤的质量，从而导致农业产量下降。在印度、中闰、美国的某些地区以及世界其他地方，地表水含水层正在快速下降，下降的速度已经超出了它们自我更新和补充的能力。而关于水资源如何合理分配的争议也在不断导致暴力事件的出现，从而加剧了地区、国家乃至国际间的紧张局势。

E然而，新千年伊始，资源规划者关于水资源的思路开始有了改变。焦点慢慢转回到了保证基本水资源供应和满足环保需要这两大当务之急上，将过去“少部分人先用起来”的水资源政策变成了现在的“人人有水用”政策。一些水力专家强调现有的水力设施应该更好地被利用起来，而不是再建新项目——新建水力项目应该被作为最后一根救命稻草而不是第一要务。这种观念上的转变并没有被普遍接受，相反却遭到了很多水利建设部门的强烈反对。然而，也许这正是能够成功解决燃眉之急的唯一出路，确保每个人都有纯净水可喝，有充足的水源用于农业种植，以使人们面授各种与水相关病症的困扰。

F 出人意料的是，人们对水的需求量所幸并没有像某些人预测的那样剧增。因此过去中，建设新水利项目的压力也随之渐渐消退。尽管在发达国家，人口仍然急剧膨胀，工业和经济依然高速发展，但人们开采地下水和地表水的速度却减缓了下来。在全球某些地区，人们对水资源的需求量甚至下降了。

G 这个显著的转变究竟该如何解决呢?我想大致有两个因素：其一，人们已经懂得如何更有效的利用水资源，社会各界也在重新思考各自用水的优先权。在20实际的前75年间，人均用水量增加了一倍。在美国，人口增长了4倍，而用水量竟然翻了10倍。但自从1980年以来，人均用水量下降了，这主要得益于一系列新技术在家庭及工业节水方面的作用。例如，字1965年，日本要用1300万加仑的水才能产出100万美元的商业价值，而截至到1989年，就算算上了通货膨胀，只用350万加仑的水就足以产出相同的商业价值了，这几乎相当于原来产出的4倍。在美国，水资源的使用已经从80年代的顶峰时期下降了20%。

H 另一方面，水库、引水渠以及其他水利设施还是需要休假的，特别是在发展中国家基本水资源仍不能保证供应的地区。但与过去相比，这些水利设施的建设一定要更加规范化，要对当地的人名做出更加细致的说明，同时还需要考虑环保的要求。即使既定地区水利工程建设似乎已得到保证，我们也要想办法用较少的资源满足较多需求，保护当地生态，并做到少花钱、多办事。

TEST 1 PASSAGE 3 参考译文：

暗示教学法

Bernie Neville的《暗示教学法》一书，主要着眼于激进的新式学习方法，讲述了情感、想象力以及潜意识在学习过程中所起的作用。书中讨论到了由Geaorge Lozanov提出的一个理论，那就是暗示的力量。

Lozanov的教学技巧主要基于这样的证据：在无意识状态下(他称此为非特异性心理反应)大脑所作出的各种联系要比在有意识状态下作出的持续更长时间。除了实验室证据可以证明这一点之外，我们自身的经历也表明我们通常会记住自己所观察到的周边信息，而忘记最开始的学习目的。回想一下几个月前或是几年前学过的课本，会发现我们能够轻易地回想起一些无关紧要的细节，比如书的颜色、装订、字体或是我们当时在图书馆阅读此书时做过的桌子，而不是回想起当时我们集中精力所看的课本的内容。再试着回想一下我们曾经认真聆听过的讲座，较之应该听到的演讲主题而言，我们会更容易回想起演讲者的容貌和举止风度，我们在报告厅的位置甚至是当时坏掉的空调。及时这些周边细节是比较容易忘掉的，但在催眠状态下，或是当我们像演心理剧那样在想象中重温当时的情景时，这些周边信息就能很快的被回想起来。而另一方面，演讲内容的细节信息早就被抛到九霄云外去了。

这种现象的产生有一部分归因于常见的起反作用效果的学习方法(拼尽全力去记忆，令肌肉紧张，最终导致疲惫)。但同时它也恰恰反映出大脑运转的方式。据此Lozanov建立了他教育系统的核心：间接教学法，也叫暗示法。在他称之为暗示教学法(suggestopedia)的方法中，学生的注意力被从本该集中精力学习的课程上转移到了外部信息上。这样课程本身就成了外部信息，由此就可以被大脑的储备功能来处理。

外语学习中的暗示教学法是这一理论的绝佳例证。这种方法最新的改良版本(1980年)是学生边听音乐边朗读单词和课文。第一节课被分成了两部分：第一部分中，教师会伴随着古典音乐(莫扎特，贝多芬，勃拉姆斯)的旋律以缓慢且庄严的语调朗读课文。学生则跟着看课文。接着是数分钟的静默。下一部分中，学生们要听的是巴洛克音乐(巴赫. 柯瑞里，亨德尔)，此时教师用正常的语音语速朗读，而学生将书本合上。整节课上学生的注意力都是被动的，他们只是听音乐而并不学习课本内容。

事先，学生们已经为这种语言学习体验做足了准备。通过与老师以及对体验效果感到满意的学生的交流，他们形成了一种期待，那就是接下来的学习将是简单轻松的，他们在一节课的时间里就可以成功记忆几百个外语词汇。在上课之前的讲话中，教师会向学生们简单介绍要讲的内容，但不是去“讲授”内容。同样，学生也会被告知在这个介绍的过程中，不要试图记住所介绍内容。

两段式课程结束几小时后，会有一个跟进课程鼓励学生们回忆刚才课上所学的内容。教学方法同样是间接的。学生还是不必集中精力去记忆这些词汇，而是尝试将这些词汇用于交流(比如通过游戏或是即兴演出)。这些方式在语言教学中十分常见。但间接暗示法的特殊之处就在于它完全致力于帮助回忆，对内容的学习是自动的，不费吹灰之力的，听着小曲儿就搞定了。教师的主要任务就是辅助学生将他们在模糊意识状态下所学的东西进行用，因而是的学到的东西在有意识状态下也可以轻易获得。与传统教学模式的另外一点不同就是在间接暗示方法下，学生通常课以轻易地记住1000个生词以及语法点和成语。

Lozanov试验过在睡眠状态下、催眠状态下或精神恍惚之际给出的也接暗示的教学法，结果发现这些过程都是没有必要的。催眠术、瑜珈、西瓦心灵术、宗教议式以及精神疗法都与成功的暗示相关，但看上去好像没有哪一种技巧是在使用暗示法时必不可少的。这些仪式可能被视作安慰剂。Lozanov认为他的体系中围绕暗示所进行的仪式实际上也是安慰剂。但同时也指出如果没有这种安慰剂，人们就不能甚至惧怕使用他们大脑的储备容量。正如任何一种安慰剂一样，它也要获得权威部门的认可才能有效果。正如医生充分利用权威暗示的力量，坚持要求病人必须每天三次、餐前服用某种白色胶囊一样，Lozanov也坚决要求暗示教学法一定要按照事先指定好的方式进行，并且要由培训过的合格教师来执行。

尽管凭借现代语言教学中的成功案例，暗示教学法有了一定程度的名气，但几乎没有一个教师能够取得像Lozanov和他的同僚那样显著的成就。也许我们可以将这些平庸的成果归咎为安慰剂效果不足。学生还没有形成适当的思维体系，在运用这种方法学习的时候他们没有充分被激发，他们没有足够的“信念”。

他们认为这不是真正的教学，尤其是因为这种教学方法并没有涉及他们学会相信的学习之根本——那就是“学”。

剑桥雅思阅读7原文解析(test1)

Passage1

Question 1

答案：B

关键词：wildlife other than bats. . . do not rely on vision. . .

定位原文：B段第2句: “Bats are not the only creatures to face this difficulty today”.

解题思路: 题目问哪一段举出了除了蝙蝠之外不需要视觉导航的物种的例子，B段中说了被捕猎的昆虫、深海鱼类、鲸鱼、海豚等物种在鲜有光线或者完全黑暗的环境下是如何生活的，比较容易定位。

Question 2

答案：A

关键词: early mammals avoid dying out

定位原文: A段倒数第2句: “In the time when the dinosaurs …”

解题思路: ancestors 等同于early mammals, survive 等同于avoid dying out。

Question 3

答案：A

关键词: why … hunt in the dark

定位原文: A段第5句: “Given that there is a living...”

解题思路: 联系上下文，对应句说了物竞天择使蝙蝠晚上捕食，后面说了这个可能追溯到过去，那时恐龙白天捕食，使哺乳动物不得不晚上捕食

Question 4

答案：E

关键词：a particular discovery

定位原文: E段倒数第2句话 “… and much of our scientific understanding of the details...”

解题思路: 理解定位句意义：大多数关于蝙蝠行为细节的科学理解都是利用雷达理论完成的

Question 5

答案：D

关键词： early military echolocation

定位原文: D段倒数第2句和最后1句: “After this technique had been invented....” “Both sides in the Second World War ...”

解题思路: 第二次世界大战可以对应early一词。

Question 6

答案：phantom

关键词： facial vision / pain / arm or leg

定位原文: D段第5句 “… like the referred pain in a phantom limb”

解题思路: 通过填空题的小标题“Facial Vision”，首先可以把此题迅速定位到文章的D段，紧接着可以在D段的第5句寻找到定位关键词referred pain。

Question 7

答案：echoes/obstacles

关键词：perceiving / ears

定位原文: D段第6句、第7句 “The sensation of facial vision… the presence of obstacles”.

解题思路: 此题需要将两句话放在一起理解：而感视觉是通过耳朵传输的，尽管盲人并没有意识到这一点，但现实生活中他们的确在运用自己的步伐以及其他声音的回声来感觉路上障碍物的存在。perceive一词在雅思学术类阅读考试当中多次出现，是“感知;感觉;察觉”的意思，相当于原文中的sense。综上分析得出答案echoes或obstacles。

Question 8

答案：depth

关键词: before / instruments / calculated / seabed

定位原文: D段倒数第3句: “… for example to measure the depth of the sea under a ship”

解题思路: 按照解题顺序，找到介词before，接着找到instruments，并很快找到题目中关键词 calculated的同义同measure，然后就以顺利找到正确答案depth。

Question 9

答案：submarines

关键词：wartime / finding

定位原文: D段倒数第2句：“After this technique had been invented…”

解题思路: 看到weapons designers 可以联想到wartime, detection是探测的意思，与题目中的finding同义，由此可知答案是submarines. 这里特別提醒考生，如果不变复数是不得分的。

Question 10

答案: natural selection

关键词：radar/ resulted in/ radar-like / bats

定位原文: E段第1句: “… or rather natural selection…”

解题思路: 题目：早在雷达发明之前，是什么在蝙蝠身上进化出了复杂的类雷达系统呢? Sophisticated一词指“稍密的;复杂的”。根据题意, 考生需要寻找一个蝙蝠拥有精确定位本领的原因。原因连接词在这用并没有出现，但perfect一词却可以告诉我们是自然选择使然，所以正确答案是 natural selection。

Question 11

答案：radio waves/echoes

关键词: not used

定位原文: E段第2句: “It is technically incorrect to…”

解题思路: 题目说蝙蝠也使用雷达实际上是不正确的，因为在导航的时候它们根本没有使用____。not used是关键词，题目中以被动语态的形式出现，文章中则变成主动语态，但因为核心动词use 没有改变，所以此题很简单，正确答案是radio waves。

Question 12

答案：mathematical theories

关键词：radar / sonar/ similar

定位原文: E段第4句: “But the underlying mathematical theories…”

解题思路: 题目：雷达和声呐是基于相似的____。先在E段后部找到radar和sonar两个关键词，接着找到similar，空里要填的名词应该就不远了。此处语序有所变动，但是仍然很容易找到答案mathematical theories，因为题干中要求最多用两个词填空，因此前面的underlying就不能填了。

Question 13

答案：zoologist

关键词： echolocation/ first / someone

定位原文: E段最后1句: “The American zoologist…”

解题思路: 第一次使用声呐一词的人的职业是____。只要知道coin词有“发明;创造;杜撰”的意思，就能轻易联想到first used。而根据文章，这个词是由一个叫Donald Griffin的zoologist发明的，由此得出答案。

Test 1 Passage 2

Question 14

答案：xi

关键词：ancient

定位原文: A段最后1句出现了the Roman Empire

解题思路: 本段第1句定下了段落的主要内容为古代对水资源的管理，接下来讲了城镇的发展带来大坝和引水渠的发展，最后讲述了罗马帝国鼎盛时期的水利系统。因此本段的主题是古代的供水系统。

Question 15

答案： vii

关键词：health

定位原文: C段倒数第2句出现 sanitation, 最后一句“preventable water-related diseases kill…”

解题思路: C段最后1句说到：每天大约1-2万名儿童死于与水相关的各种可预防性疾病，新证据表明我们解决上述问题的力度还远远不够。虽然不能够在首句就感觉到这一段是在谈健康与水供给之间的关系，但是看了下面的文字，就可感觉到作者在谈健康,特别是sanitation一词出现后，基本可以确定答案是vii 。

Question 16

答案： v

关键词：effect

定位原文: D段从第2句开始的整个段落

解题思路: D段是一个描述性段落。第1句话就说“我们水资源政策的后果远非仅仅危及人类健康那么简单”，承上启下，显然这一段不是讲健康了，但同时我们也更加确认C段是在讲健康方面的问题，那么个人健康讲完了，要不要讲一下地球的健康呢?于是考生在这一段找到了freshwater fish… threatened… endangered… degrade… soil quality… reduce… agricultural productivity… 等等与环境相关的同语，所以不必读到最后，考生应该已经能够看出这道题目的答案是v。

Question 17

答案：i

关键词：revision, policy

定位原文: E段第1句

解题思路: E段首句说: “At the outset of the new millennium，however，the way resource planners think about water is beginning to change”. 这句话当中的changed正好可以与revision相对应。在第三句考生还可以找到Some water experts are now demanding…，这就对上了答案中的scientists call for。在下面考生还可以找到this shift in philosophy，这一点又可以对应policy. 纵观全段，shift, shifting等表示变化的词不断出现，所以最合适的答案就是i。

Question 18

答案： ix

关键词：surprisingly downward

定位原文: F段第1句

解题思路: F段首句说：Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. F段末句提到：And in a few parts of the world, demand has actually fallen. 合起来看，正好可以与heading当中的“令人惊奇的下降趋势”相对照，很好选择的一题。

Question 19

答案： ii

关键词：explanation, reduced

定位原文: G段第1句

解题思路: “What explains this remarkable turn of events?” 此句中的turn of events指的就是F段中提到的水需求量下降一事，所以答案应该选择ii。如果考生把F段和G段连起来看的话，会发现选项的逻辑连贯性。

ix: a surprising downward trend in demand for water

ii: an explanation for reduced water use

Question 20

答案: x

关键词：raise, standard

定位原文: H段第2句: “But such projects must be…”

解题思路: H段第2句的higher specifications等于选项中的raise standards，也比较容易理解答案是x。

Question 21

答案：NO

关键词：Ancient Rome

定位原文: A段最后1句：“At the height of the Roman Empire…” 在罗马帝国鼎盛时期，人们修建了9 条主要水利系统，其疏水管道和污水管道均以革新的方式铺设，为城区居民提供用水。当时罗马城内居民人均用水量和现今工业社会很多地区的人均用水量相当。

解题思路:关键词是as much…as，这个词组与题干中的higher than相抵触，两者明显不符。所以答案为NO。

Question 22

答案： YES

关键词： irrigation system 或者按照顺序原则定位在B段

定位原文: B段倒数第2句: “Food production has kept pace with …” 食品供应能跟得上人口猛增主要是由于人工灌溉系统的增长使得世界粮食产量提高了40%

解题思路: 题中的feeding increasing population在文中对应Food production has kept pace with soaring populations, 题中的due primarily to变成文中的mainly because of, 而题中的 improved irrigation system则成了文中的expansion of artificial irrigation systems。

Question 23

答案：NOT GIVEN

关键词：ancient Greeks and Romans

定位原文: 在C段第1句 “…with water services inferior to those available to the ancient Greeks and Romans” 世界上有一半的人口享受的供水服务还比不上古希腊和古罗马时期

解题思路: 题干中的古希腊、古罗马终于出现了，但是周围根本没有任何语句表明现代人模仿了他们的水利系统，从上面这句话也完全无法推出这个结论，可见题目是无中生有，属于完全没有提及型的 NOT GIVEN。

Question 24

答案：NO

关键词： industrial growth

定位原文: F段第3句、第4句: “ Although population, industrial output… has actually fallen”. 尽管在发达国家，人口仍然急剧膨胀，工业和经济依然高速发展，但人们开采地下水和地表水的速度却减缓了下来。在全球某些地区，人们对水资源的需求量甚至下降了。

解题思路: 题目中称工业增长使水需求量整体上升，而文中却说速度放缓，甚至需求量下降，两者显然是抵触的，所以答案是NO。

Question 25

答案：YES

关键词：modem technologies, domestic或者跟随24题顺序找到G段

定位原文: G段第4句 “But since 1980…” 但自从 1980年以来，人均用水量确实是下降了，这主要得益于一系列新技术在家庭及工业节水方面的作用。

解题思路: 文中的decreased对应题目中的reduction, 都指需水量的下降。这是一道很容易辨別的YES。

Question 26

答案：NOT GIVEN

关键词： government, water infrastructures

定位原文: H段位于第1句的infrastructure

解题思路: 原文只是说未来还会建各种设施，但没有提到国家是否应该拥有水利设施

Test 1 Passage 3

Question 27

答案：D

关键词：Educating Psyche

定位原文: 第1段首句：“Educating Psyche by Bemie Neville is …”

解题思路: 作者开篇就揭示了本书的主要内容，是关于激进的新型教学法的。题干中的 mainly concern 等同于文中的look at; radical new两个形容词等同于D选项中的not traditional，因此可以判定正确答案是D。个别同学会被C困扰，因为貌似emotion, imagination, unconscious 这样的词在文中第一段也出现了，仔细辨别the effects of emotion, imagination and the unconscious on learning这句话，就会发现它说的是情感，想象力和潜意识对学习的影响，而不是C答案中情感对想象力及潜意识的影响，这是典型的混淆项。

Question 28

答案： A

关键词：Lozanov’s theory

定位原文: 第2段第2句 “Besides the laboratory evidence for this…”

解题思路: 这句之后作者马上举出两个例子：读书和听演讲，我们没有记住书的内容，也没记住演讲的主题，却能够较易回忆起书的颜色、装订、字体以及演讲者的容貌举止，甚至是礼堂里坏掉的空调，这些小细节与主题相比微不足道。作者所举的例子形象地说明了题干中所说的“当我们努力要记起什么的时候，我们记住的往往是些无关紧要的细节”，所以正确答案是A

Question 29

答案： B

关键词：book/lecture

定位原文: 第2段

解题思路: 考生可以将C排除，因为文章并未涉及这个选项的内容。D选项所提到的催眠在第2段根本未被提及，也可以直接排除。A和B两项中，A与文中所述内容不符，文中是用两个例子来说明白我们记忆的时候，记住的往往是无关紧要的细节，而不是用来说明书和演讲对于促进注意力集中的重要性。因此B是正确答案，文中所举的两个例子相当于论据，用来证明他关于教学方法的理论是对充分根据的。

Question 30

答案：C

关键词：Lozanov

定位原文: 第3段倒数第2句 “In suggestopedia, as he called his method…”

解题思路: 选项C中 something other than the curriculum content刚好可以和上句中的shifted away from the curriculum to focus on something peripheral相对应。即使考生根本不认识peripheral一词，也可以从shift away这个词组猜测出来重点被从curriculum上转移到别的东西上去了，然后可以推出正确答案是C

Question 31

答案：FALSE

关键词： in the fourth paragraph

定位原文: 第4段第4句到第7句 “…the teacher reads the text slowly and solemnly… in the second part … while the teacher reads the text in a normal speaking voice.”

解题思路: 文中提到教学的两个阶段：音乐从第一阶段的古典音乐到了第二阶段的巴洛克式音乐，老师也从第一阶段的“用缓慢且庄严的语调朗读课文”变成了第二阶段的“用正常声调朗读课文”，这就证明改变的不仅仅是音乐，还有老师的朗读方法

Question 32

答案：FALSE

关键词：prior to

定位原文: 文章第5段第2句: “through meeting with the staff…” 通过与老师以及对这种语言学习方式感到满意的学生的交流，他们形成了一种期待：那就是接下来的学习将是简单轻松的

解题思路: 原文中的easy and pleasant与题目中的demanding互相矛盾，由此可知答案应为FALSE

Question 33

答案：TRUE

关键词：follow-up

定位原文: 第6段第4句：“Such methods are not unusual in language teaching”

解题思路: 这些方式在语言教学中十分寻常。言外之意，暗示教学法跟进课程中所用的教学方法比如games或者improvised dramatisation，在普通教学中也被用到，推测一下，即为跟进课程使用了与传统课堂相似的教学方法。

Question 34

答案：NOT GIVEN

关键词：improvements in their memory

定位原文: 第6段最后1句 “Another difference from conventional teaching is …” 与传统教学模式不同的是，在间接暗示方法下，学生通常可以轻易记住1000个生词以及语法点和成语。

解题思路: 作者仅仅是说采用暗示方法的学生记往了1000个单词，这高于传统教学方法的成果。但是并没有说记住1000个单词，就代表他们的记忆能力有了所谓的提高，从文中给出的证据，我们是无法推知这个结论的。因此答案是NOT GIVEN

Question 35

答案：NOT GIVEN

关键词：teachers

定位原文: 第6段最后1句 “Another difference from conventional teaching is …”

解题思路: 文中提到了suggestopedia及conventional teaching，但主要讲了两者的区别与联系，并未标明教师对两者的偏好，因此答案为NOT GIVEN.

Question 36

答案：TRUE

关键词： new vocabulary

定位原文: 第6段最后1句 “Another difference from conventional teaching is …” (与传统教学模式的另外一点不同就是在间接暗示方法下，学生通常可以轻易记住1000个生词以及语法点和成语。)

解题思路: conventional teaching等同于题目中的ordinary class, difference 一词就暗示了暗示教学法比传统教学方法的进步，而后面强调学生在暗示方法下可以记住多达1000个新词，显然比在传统教学方法下记忆的更多。因此答案是TRUE.

Question 37

答案： F

关键词：hypnosis/ however/a certain amount/convince

定位原文: 第7段第4句: “Lozanov acknowledges that …”

解题思路: 与其他如催眠那样的方法相比，暗示教学法使用了一种不那么直接的暗示方法。然而，Lonazov承认为了说服学生，一定量的37还是必要的，尽管37只是一种38。

从Lozanov acknowledges向后寻找，很快找到a这个冠词，后而就是38空要填的词H placebo,返回头寻找曾经出现在词库里的名词，考生就得到了F ritual

Question 38

答案：H

关键词：hypnosis/ however/a certain amount/convince

定位原文: 第7段第4句: “Lozanov acknowledges that …”

解题思路: 从Lozanov acknowledges向后寻找，很快找到a这个冠词，后而就是38空要填的词H placebo

Question 39

答案： K

关键词：follow a set procedure/ although/most other teacher

定位原文: 最后1段第1句: “While suggestopedia has gained…”

解题思路: 题目中的句子翻译为：再者，如果暗示教学法要取得成功，教师就必须遵循一套教学流程。尽管Lozanov的方法已经变得很 39 ,然而大多数其他教师的使用结果都是40

文章中说暗示教学法gained some notoriety. notoriety是此题关键，本来此词是臭名昭著的意思，但在这里贬义褒用，取著名之意。那么K well known 显然就比spectacular更合适了，故39 题应该选K。

Question 40

答案： G

关键词: follow a set procedure/ although/most other teacher

定位原文: 最后1段第1句: “While suggestopedia has gained…”

解题思路: 根据文章，L的方法是spectacular的。那么教师的结果应该与之相反，因此40空应该填G unspectacular。

剑桥雅思阅读7(test1)真题解析

篇10：(test2)剑桥雅思阅读7真题解读

剑桥雅思阅读7原文(test2)

READING PASSAGE 1

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

Why pagodas don’t fall down

In a land swept by typhoons and shaken by earthquakes, how have Japan’s tallest and seemingly flimsiest old buildings — 500 or so wooden pagodas — remained standing for centuries? Records show that only two have collapsed during the past 1400 years. Those that have disappeared were destroyed by fire as a result of lightning or civil war. The disastrous Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and devastated the port area of Kobe. Yet it left the magnificent five-storey pagoda at the Toji temple in nearby Kyoto unscathed, though it levelled a number of buildings in the neighbourhood.

Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. It was only thirty years ago that the building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors. With its special shock absorbers to dampen the effect of sudden sideways movements from an earthquake, the thirty-six-storey Kasumigaseki building in central Tokyo — Japan’s first skyscraper — was considered a masterpiece of modern engineering when it was built in 1968.

Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres into the sky — nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later. Clearly, Japanese carpenters of the day knew a few tricks about allowing a building to sway and settle itself rather than fight nature’s forces. But what sort of tricks?

The multi-storey pagoda came to Japan from China in the sixth century. As in China, they were first introduced with Buddhism and were attached to important temples. The Chinese built their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as watchtowers. When the pagoda reached Japan, however, its architecture was freely adapted to local conditions — they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter Japan in the summer, Japanese builders learned to extend the eaves of buildings further beyond the walls. This prevents rainwater gushing down the walls. Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan.

The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building’s overall width. For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to cover these extended eaves not with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles.

But this does not totally explain the great resilience of Japanese pagodas. Is the answer that, like a tall pine tree, the Japanese pagoda — with its massive trunk-like central pillar known as shinbashira — simply flexes and sways during a typhoon or earthquake? For centuries, many thought so. But the answer is not so simple because the startling thing is that the shinbashira actually carries no load at all. In fact, in some pagoda designs, it does not even rest on the ground, but is suspended from the top of the pagoda — hanging loosely down through the middle of the building. The weight of the building is supported entirely by twelve outer and four inner columns.

And what is the role of the shinbashira, the central pillar? The best way to understand the shinbashira’s role is to watch a video made by Shuzo Ishida, a structural engineer at Kyoto Institute of Technology. Mr Ishida, known to his students as ‘Professor Pagoda’ because of his passion to understand the pagoda, has built a series of models and tested them on a ‘shake-table’ in his laboratory. In short, the shinbashira was acting like an enormous stationary pendulum. The ancient craftsmen, apparently without the assistance of very advanced mathematics, seemed to grasp the principles that were, more than a thousand years later, applied in the construction of Japan’s first skyscraper. What those early craftsmen had found by trial and error was that under pressure a pagoda’s loose stack of floors could be made to slither to and fro independent of one another. Viewed from the side, the pagoda seemed to be doing a snake dance — with each consecutive floor moving in the opposite direction to its neighbours above and below. The shinbashira, running up through a hole in the centre of the building, constrained individual stories from moving too far because, after moving a certain distance, they banged into it, transmitting energy away along the column.

Another strange feature of the Japanese pagoda is that, because the building tapers, with each successive floor plan being smaller than the one below, none of the vertical pillars that carry the weight of the building is connected to its corresponding pillar above. In other words, a five-storey pagoda contains not even one pillar that travels right up through the building to carry the structural loads from the top to the bottom. More surprising is the fact that the individual stories of a Japanese pagoda, unlike their counterparts elsewhere, are not actually connected to each other. They are simply stacked one on top of another like a pile of hats. Interestingly, such a design would not be permitted under current Japanese building regulations.

And the extra-wide eaves? Think of them as a tightrope walker’s balancing pole. The bigger the mass at each end of the pole, the easier it is for the tightrope walker to maintain his or her balance. The same holds true for a pagoda. ‘With the eaves extending out on all sides like balancing poles,’ says Mr Ishida, ‘the building responds to even the most powerful jolt of an earthquake with a graceful swaying, never an abrupt shaking.’ Here again, Japanese master builders of a thousand years ago anticipated concepts of modern structural engineering.

Questions 1-4

Do the following statements agree with the claims of the writer in Reading Passage 1?

In boxes 1-4 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

1 Only two Japanese pagodas have collapsed in 1400 years.

2 The Hanshin earthquake of 1995 destroyed the pagoda at the Toji temple.

3 The other buildings near the Toji pagoda had been built in the last 30 years.

4 The builders of pagodas knew how to absorb some of the power produced by severe weather conditions.

Questions 5-10

Classify the following as typical of

A both Chinese and Japanese pagodas

B only Chinese pagodas

C only Japanese pagodas

Write the correct letter. A, B or C, in boxes 5-10 on your answer sheet.

5 easy interior access to top

6 tiles on eaves

7 use as observation post

8 size of eaves up to half the width of the building

9 original religious purpose

10 floors fitting loosely over each other

Questions 11-13

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 11-13 on your answer sheet.

11 In a Japanese pagoda, the shinbashira

A bears the full weight of the building.

B bends under pressure like a tree.

C connects the floors with the foundations.

D stops the floors moving too far.

12 Shuzo Ishida performs experiments in order to

A improve skyscraper design.

B be able to build new pagodas.

C learn about the dynamics of pagodas.

D understand ancient mathematics.

13 The storeys of a Japanese pagoda are

A linked only by wood.

B fastened only to the central pillar.

C fitted loosely on top of each other.

D joined by special weights.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

The True Cost of Food

A For more than forty years the cost of food has been rising. It has now reached a point where a growing number of people believe that it is far too high, and that bringing it down will be one of the great challenges of the twenty first century. That cost, however, is not in immediate cash. In the West at least, most food is now far cheaper to buy in relative terms than it was in 1960. The cost is in the collateral damage of the very methods of food production that have made the food cheaper: in the pollution of water, the enervation of soil, the destruction of wildlife, the harm to animal welfare and the threat to human health caused by modern industrial agriculture.

B First mechanisation, then mass use of chemical fertilisers and pesticides, then monocultures, then battery rearing of livestock, and now genetic engineering — the onward march of intensive farming has seemed unstoppable in the last half-century, as the yields of produce have soared. But the damage it has caused has been colossal. In Britain, for example, many of our best-loved farmland birds, such as the skylark, the grey partridge, the lapwing and the corn bunting, have vanished from huge stretches of countryside, as have even more wild flowers and insects. This is a direct result of the way we have produced our food in the last four decades. Thousands of miles of hedgerows, thousands of ponds, have disappeared from the landscape. The faecal filth of salmon farming has driven wild salmon from many of the sea Iochs and rivers of Scotland. Natural soil fertility is dropping in many areas because of continuous industrial fertiliser and pesticide use, while the growth of algae is increasing in lakes because of the fertiliser run-off.

C Put it all together and it looks like a battlefield, but consumers rarely make the connection at the dinner table. That is mainly because the costs of all this damage are what economists refer to as externalities: they are outside the main transaction, which is for example producing and selling a field of wheat, and are borne directly by neither producers nor consumers. To many, the costs may not even appear to be financial at all, but merely aesthetic — a terrible shame, but nothing to do with money. And anyway they, as consumers of food, certainly aren’t paying for it, are they?

D But the costs to society can actually be quantified and, when added up, can amount to staggering sums. A remarkable exercise in doing this has been carried out by one of the world’s leading thinkers on the future of agriculture, Professor Jules Pretty, Director of the Centre for Environment and Society at the University of Essex. Professor Pretty and his colleagues calculated the externalities of British agriculture for one particular year. They added up the costs of repairing the damage it caused, and came up with a total figure of ￡2,343m. This is equivalent to ￡208 for every hectare of arable land and permanent pasture, almost as much again as the total government and EU spend on British farming in that year. And according to Professor Pretty, it was a conservative estimate.

E The costs included: ￡120m for removal of pesticides; ￡16m for removal of nitrates; ￡55m for removal of phosphates and soil; ￡23m for the removal of the bug cryptosporidium from drinking water by water companies; ￡125m for damage to wildlife habitats, hedgerows and dry stone walls; ￡1,113m from emissions of gases likely to contribute to climate change; ￡106m from soil erosion and organic carbon losses; ￡169m from food poisoning; and ￡607m from cattle disease. Professor Pretty draws a simple but memorable conclusion from all this: our food bills are actually threefold. We are paying for our supposedly cheaper food in three separate ways: once over the counter, secondly through our taxes, which provide the enormous subsidies propping up modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind.

F So can the true cost of food be brought down? Breaking away from industrial agriculture as the solution to hunger may be very hard for some countries, but in Britain, where the immediate need to supply food is less urgent, and the costs and the damage of intensive farming have been clearly seen, it may be more feasible. The government needs to create sustainable, competitive and diverse farming and food sectors, which will contribute to a thriving and sustainable rural economy, and advance environmental, economic, health, and animal welfare goals.

G But if industrial agriculture is to be replaced, what is a viable alternative? Professor Pretty feels that organic farming would be too big a jump in thinking and in practices for many farmers. Furthermore, the price premium would put the produce out of reach of many poorer consumers. He is recommending the immediate introduction of a ‘Greener Food Standard’, which would push the market towards more sustainable environmental practices than the current norm, while not requiring the full commitment to organic production. Such a standard would comprise agreed practices for different kinds of farming, covering agrochemical use, soil health, land management, water and energy use, food safety and animal health. It could go a long way, he says, to shifting consumers as well as farmers towards a more sustainable system of agriculture.

Questions 14-17

Reading Passage 2 has seven paragraphs, A-G.

Which paragraph contains the following information?

Write the correct letter, A-G, in boxes 14-17 on your answer sheet.

NB You may use any letter more than once.

14 a cost involved in purifying domestic water

15 the stages in the development of the farming industry

16 the term used to describe hidden costs

17 one effect of chemicals on water sources

Questions 18-21

Do the following statements agree with the claims of the writer in Reading Passage 2?

In boxes 18-21 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

18 Several species of wildlife in the British countryside are declining.

19 The taste of food has deteriorated in recent years.

20 The financial costs of environmental damage are widely recognized.

21 One of the costs calculated by Professor Pretty was illness caused by food.

Questions 22-26

Complete the summary below.

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

Write your answers in boxes 22-26 on your answer sheet.

Professor Pretty concludes that our 22………are higher than most people realise, because we make three different types of payment. He feels it is realistic to suggest that Britain should reduce its reliance on 23………… .

Although most farmers would be unable to adapt to 24…………, Professor Pretty wants the government to initiate change by establishing what he refers to as a 25…………… . He feels this would help to change the attitudes of both 26…………and………. .

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.

Questions 27-30

Reading Passage 3 has six sections, A-F.

Choose the correct heading for sections B, C, E and F from the list of headings below.

Write the correct number, i-xi, in boxes 27-30 on your answer sheet.

List of Headings

i MIRTP as a future model

ii Identifying the main transport problems

iii Preference for motorised vehicles

iv Government authorities’ instructions

v Initial improvements in mobility and transport modes

vi Request for improved transport in Makete

vii Transport improvements in the northern part of the district

viii Improvements in the rail network

ix Effects of initial MIRTP measures

x Co-operation of district officials

xi Role of wheelbarrows and donkeys

Example Answer

Section A vi

27 Section B

28 Section C

Example Answer

Section D ix

29 Section E

30 Section F

Makete Integrated Rural Transport Project

Section A

The disappointing results of many conventional road transport projects in Africa led some experts to rethink the strategy by which rural transport problems were to be tackled at the beginning of the 1980s. A request for help in improving the availability of transport within the remote Makete District of south-western Tanzania presented the opportunity to try a new approach.

The concept of ‘integrated rural transport’ was adopted in the task of examining the transport needs of the rural households in the district. The objective was to reduce the time and effort needed to obtain access to essential goods and services through an improved rural transport system. The underlying assumption was that the time saved would be used instead for activities that would improve the social and economic development of the communities. The Makete Integrated Rural Transport Project (MIRTP) started in 1985 with financial support from the Swiss Development Corporation and was co-ordinated with the help of theTanzanian government.

Section B

When the project began, Makete District was virtually totally isolated during the rainy season. The regional road was in such bad shape that access to the main towns was impossible for about three months of the year. Road traffic was extremely rare within the district, and alternative means of transport were restricted to donkeys in the north of the district. People relied primarily on the paths, which were slippery and dangerous during the rains.

Before solutions could be proposed, the problems had to be understood. Little was known about the transport demands of the rural households, so Phase I, between December 1985 and December 1987, focused on research. The socio-economic survey of more than 400 households in the district indicated that a household in Makete spent, on average, seven hours a day on transporting themselves and their goods, a figure which seemed extreme but which has also been obtained in surveys in other rural areas in Africa. Interesting facts regarding transport were found: 95% was on foot; 80% was within the locality; and 70% was related to the collection of water and firewood and travelling to grinding mills.

Section C

Having determined the main transport needs, possible solutions were identified which might reduce the time and burden. During Phase II, from January to February 1991, a number of approaches were implemented in an effort to improve mobility and access to transport.

An improvement of the road network was considered necessary to ensure the import and export of goods to the district. These improvements were carried out using methods that were heavily dependent on labour. In addition to the improvement of roads, these methods provided training in the operation of a mechanical workshop and bus and truck services. However, the difference from the conventional approach was that this time consideration was given to local transport needs outside the road network.

Most goods were transported along the paths that provide short-cuts up and down the hillsides, but the paths were a real safety risk and made the journey on foot even more arduous. It made sense to improve the paths by building steps, handrails and footbridges.

It was uncommon to find means of transport that were more efficient than walking but less technologically advanced than motor vehicles. The use of bicycles was constrained by their high cost and the lack of available spare parts. Oxen were not used at all but donkeys were used by a few households in the northern part of the district. MIRTP focused on what would be most appropriate for the inhabitants of Makete in terms of what was available, how much they could afford and what they were willing to accept. After careful consideration, the project chose the promotion of donkeys — a donkey costs less than a bicycle — and the introduction of a locally manufacturable wheelbarrow.

Section D

At the end of Phase II, it was clear that the selected approaches to Makete’s transport problems had had different degrees of success. Phase III, from March 1991 to March 1993, focused on the refinement and institutionalisation of these activities.

The road improvements and accompanying maintenance system had helped make the district centre accessible throughout the year. Essential goods from outside the district had become more readily available at the market, and prices did not fluctuate as much as they had done before.

Paths and secondary roads were improved only at the request of communities who were willing to participate in construction and maintenance. However, the improved paths impressed the inhabitants, and requests for assistance greatly increased soon after only a few improvements had been completed.

The efforts to improve the efficiency of the existing transport services were not very successful because most of the motorised vehicles in the district broke down and there were no resources to repair them. Even the introduction of low-cost means of transport was difficult because of the general poverty of the district. The locally manufactured wheelbarrows were still too expensive for all but a few of the households. Modifications to the original design by local carpenters cut production time and costs. Other local carpenters have been trained in the new design so that they can respond to requests. Nevertheless, a locally produced wooden wheelbarrow which costs around 5000 Tanzanian shillings (less than US$20) in Makete, and is about one quarter the cost of a metal wheelbarrow, is still too expensive for most people.

Donkeys, which were imported to the district, have become more common and contribute, in particular, to the transportation of crops and goods to market. Those who have bought donkeys are mainly from richer households but, with an increased supply through local breeding, donkeys should become more affordable. Meanwhile, local initiatives are promoting the renting out of the existing donkeys.

It should be noted, however, that a donkey, which at 20,000Tanzanian shillings costs less than a bicycle, is still an investment equal to an average household’s income over half a year. This clearly illustrates the need for supplementary measures if one wants to assist the rural poor.

Section E

It would have been easy to criticise the MIRTP for using in the early phases a ‘top-down’ approach, in which decisions were made by experts and officials before being handed down to communities, but it was necessary to start the process from the level of the governmental authorities of the district. It would have been difficult to respond to the requests of villagers and other rural inhabitants without the support and understanding of district authorities.

Section F

Today, nobody in the district argues about the importance of improved paths and inexpensive means of transport. But this is the result of dedicated work over a long period, particularly from the officers in charge of community development. They played an essential role in raising awareness and interest among the rural communities.

The concept of integrated rural transport is now well established in Tanzania, where a major program of rural transport is just about to start. The experiences from Makete will help in this initiative, and Makete District will act as a reference for future work.

Questions 31-35

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 31-35 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

31 MIRTP was divided into five phases.

32 Prior to the start of MIRTP the Makete district was almost inaccessible during the rainy season.

33 Phase I of MIRTP consisted of a survey of household expenditure on transport.

34 The survey concluded that one-fifty or 20% of the household transport requirement as outside the local area.

35 MIRTP hoped to improve the movement of goods from Makete district to the country’s capital.

Questions 36-39

Complete each sentence with the correct ending. A-J, below.

Write the correct letter, A-J, in boxes 36-39 on your answer sheet.

36 Construction of footbridges, steps and handrails

37 Frequent breakdown of buses and trucks in Makete

38 The improvement of secondary roads and paths

39 The isolation of Makete for part of the year

A provided the people of Makete with experience in running bus and truck services.

B was especially successful in the northern part of the district.

C differed from earlier phases in that the community became less actively involved.

D improved paths used for transport up and down hillsides.

E was no longer a problem once the roads had been improved.

F cost less than locally made wheelbarrows.

G was done only at the request of local people who were willing to lend a hand.

H was at first considered by MIRTP to be affordable for the people of the district.

I hindered attempts to make the existing transport services more efficient.

J was thought to be the most important objective of Phase III.

Question 40

Choose the correct letter, A, B, C or D.

Write the correct letter in box 40 on your answer sheet.

Which of the following phrases best describes the main aim of Reading Passage 3?

A to suggest that projects such as MIRTP are needed in other countries

B to describe how MIRTP was implemented and how successful it was

C to examine how MIRTP promoted the use of donkeys

D to warn that projects such as MIRTP are likely to have serious problems

剑桥雅思阅读7原文参考译文(test2)

TEST 2 PASSAGE 2 参考译文：

食品的真正代价

A 40多年来食品价格一直呈上涨趋势。现在已经涨到了越来越多的人都认为太高的程度，很多人认为21 世纪面临的巨大挑战之一就是降低食品价格。然而，这代价不并非立即付现的。毕竟，相对于1960年而言，至少在西方国家，现在大多数食品按相对价值计算反而是便宜多了，这代价恰恰是使食品变便宜的生产方式本身所造成的间接伤害。这伤害包括现代工业化农业所造成的水资源污染，土壤贫瘠，野生动植物破坏，对动物权益的损害以及对人类健康的威胁。

B现代农业的发展首先是机械化生产，接着就是化肥和杀虫剂的大量使用，然后是单一种植，再后来就是笼养家禽家畜，直到现在的基因工程，在过去的半个世纪里，随着产量的激增，密集型农业前进的步伐似乎已经锐不可当，但其也造成巨大的破坏。例如，在英国，许多深受人们喜爱的农田鸟类，比如云雀，灰山鹑、麦鸡和黍鹀，还有更多的野花和昆虫，都已经从乡村大片的土地上消失了。这就是过去40年里我们的农业生产方式所造成的直接后果。无数的灌木丛、大片的池塘已经从我们的土地上消失了。养殖大马哈鱼的排泄物将野生大马哈鱼逐出了苏格兰的海湾和河流。由于长期使用化肥和杀虫剂，很多地区的自然土壤肥力正在下降，而湖里的藻类却因为化肥废料而不断疯长。

C上面所述种.种使我们的土地看上去就像满目疮痍的战场，但消费者在餐桌上的时候却很少联想到这些。这主要因为这些代价是经济学家们所说的“外部经济效应”，它们不在如生产或出售一块地里的小麦那样的主要交易过程之中，而且它们也不是由生产者和消费者直接来承担的。对很多人来说，这代价甚至根本不属于经济范畴，仅仅与审美相关，很遗憾和金钱没有任何关系。而且不管怎样，作为食品消费者，他们当然不必为这代价自掏腰包，不是吗?

D但这代价对社会的影响却是可以量化的，累积能高到吓人的地步。一项引人注目的将代价量化的活动已经完成。埃塞克斯大学社会与环境研究中心的主任Jules Pretty教授负责了该活动，他是位关注农业未来的领军思想家。Pretty教授和他的同事计算了某一年中英国农业外部经济效应的价值。他们综合了修复损坏所需的费用，得出的总数造二十三亿四千三百万英镑，具体到每公顷耕地和永久性牧场则为二百零八英镑，几乎和当年英国政府及欧盟在英国农业上的投人相当，据Pretty教授说这还是保守估计。

E这些费用包括：一亿两千万英镑用于消除杀虫剂;一千六百万英镑用于消除硝酸盐;五千五百万英镑用于消除土壤中的磷酸盐;两千三百万英镑用于自来水公司清除引用水中所含有的隐孢子虫病菌;一亿两千五百万英镑用来修复野生动物柄息地、灌木以及石墙所受到的损坏;十一亿一千三百万英镑用来治理可能会导致气候变化的尾气;一亿零六百万英镑用在治理土壤腐蚀和有机碳流失上;一亿六千九百万英镑用于食品中毒;六亿零七百万英镑用于治疗牲畜疾病。由此Pretty教授得出了一个简单但却惊人的结论：实际上我们的食品花销翻了三倍。我们正用三种不同的方式为认为便宜了的食物买单：一是在柜台付款，二通过纳税，税收提供了强大的经济支柱，三是收拾现代农业生产留下的烂摊子。

F那么食品的真正花销能降下来吗?对于一些国家来说，通过摆脱工业化农业解决饥饿问题也许相当困难，但在英国，对粮食的需求相对缓和，并且大家都清楚看到了密集型农业所耗费的成本和带来的破坏为现代密集型企业，放弃现代化农业更为可行。政府有必要设立可持续性、有竞争力和多样化的农业及粮食生产部门，这一定会为农村经济的繁荣和可持续发展做出贡献，并加快实现环境、经济、健康以及动物福利方面的目标。

G但如果工业化农业将被取代，可行的替代办法又是什么呢?Pretty教授感觉对于许多农民来说，有机农业在思想上和实践上都是一个很大的跨越。并且，有机产品的高价格使得许多比较贫困的消费者无力购买。他推荐尽快引入“绿色食品标准”，这会促使市场朝着比现行标准更环保的方向发展，而又不必全部投入有机农业生产。 “绿色食品标准”将涵盖不同农业经贸上的共认做法，包括农用化学品的使用、土壤质量、土地经营管理模式、水资源及能源利用、食品安全以及动物健康等。Pretty教授认为，这一标准将对消费者和农场主从传统的农业转向可持续发展农业大有裨益。

TEST 2 PASSAGE 3 参考译文：

马科特乡村一体化交通项目

Section A

八十年代初，非洲许多常规道路运输项目令人失望的结果使得一些专家开始重新思考解决乡村交通问题的策略，恰逢坦桑尼亚西南部偏远的马科特地区要求帮助改善当地的交通状况，为试验新策略提供了机会。

在对当地农村家庭出行需求的调查中，一体化的农村交通运输理念被采纳了进来。这个理念的目标就是通过改善农村交通体系，使当地人能减少获取基本物资和服务所费的时间和精力。该理念的基本假设就是能把节省下来的时间用来开展能够促进当地社会和经济发展的活动。马科特乡村一体化交通项目开始于1985年，由瑞士开发公司出资资助，坦桑尼亚政府负责协调工作。

Section B

项目刚开始的时候，雨季的马科特几乎完全与世隔绝。当地路况十分糟糕，通往主要城镇的道路一年中有三个月的时间都是无法通行的，地区内道路交通少得出奇，北部地区可选择的交通工具只有驴。居民主要靠步行，一下雨这些小路就泥泞不堪，十分危险。

在提出解决办法之前，先要了解问题所在。施工方对当地人的出行需求了解甚微，因此在工程的第一阶段(从1985年12月到1987年12月)，他们集中精力进行调研。据对马科特地区400多个家庭进行的社会经济调查显示，平均每家每天要花上7个小时用于出行和运输物资这组数据看起来很极端，但从非洲其他乡村得到的数据也是一样的。调查人员还发现了一些与交通相关的很有趣的事情：当地95%的居民出门基本靠走，80%的居民活动范围只限于本地，70%的人出行是为了挑水砍柴和去磨坊。

Section C

确定了主要的交通需求，施工方制订了可行性解决方案，这将节省时间，减轻负担。在第二阶段(1991年1、2月间)，为提高交通的灵活性和便利性，实施了许多方案。

改进地区的路网是保证货物进出口业务的必要条件，而这些改进措施严重依赖劳动力。除了改善路况，还提供机械车间方面的培训以及公共汽车和卡车服务。然而，与常规方法不同的是，这次除了公路网外，还考虑到了本地交通需求。

大多数物资是通过小路运输的，这些小路为上下山提供了捷径，但却需要冒着很大的生命危险，要是步行就更艰难了。所以，通过修建台阶、扶手和人行桥等来改善路况是有意义的。

要找到比步行更有效率、比机动车技术含低的交通方式可不是件容易的事。由于价格昂贵又缺少可用的零配件，自行车的使用受到了限制。当地人根本就不把牛当成交通工具，但在北部地区有些居民把驴当成运输工具。马科特乡村一体化交通项目致力于找到最适合当地居民的交通工具，这种工具必须是现有的、居民们买得起又愿意接受的东西。经过仔细考虑，项目最终决定推广驴(在当地，驴子比自行车便宜)和一种当地生产的独轮车。

Section D

第二阶段结束的时候，显而易见，这些为马科特地区量身打造的解决办法都取得了不同程度的成功。第三阶段从1991年3月到1993年3月，致力于改进这些解决方法并使之制度化。

道路状况的改善以及配套的道路养护制度已经使得人们全年都可到达地区中心，也更容易在市场上买到来自外地的基本物资，价格也不像以前那样起伏不定。

只有愿意参与道路建设与养护的社区提出要求时，施工方才会去帮助他们改善小路和二级公路。然而，当地居民对改善后的路况很满意。因此，刚完成几项改进，就有更多人提出了协助请求。

由于当地大多数机动车发生故障时没有条件修理，所以提升现有交通服务效率的努力并不是很成功。由于当地人普遍没什么钱，甚至连推广低价交通工具也成了难题，除了少数家庭外，本地制造的独轮车对多数家庭来讲还是过于昂贵。当地木匠对初始设计的独轮车加以更改，降低了生产时间和成本。当地的另外一些木匠也接受新设计的培训，以满足人们的需求。然而，尽管当地生产的木质独轮车只要5000坦桑尼亚先令(不到20美元)，仅相当于金属独轮车价钱的四分之一，但对于大多数当地居民来说还是太贵了。

引进的驴子反倒变得越来越受欢迎，在将农作物和物资运往市场方面大显身手。买驴的主要是当地稍微富裕一些的家庭，不过通过本地繁殖，驴的供应会有所增加，价钱也会更便宜。与此同时，当地正推广现有驴子的出租业务。

然而需要注意的是，一头驴要花费20,000坦桑尼亚先令，虽然比自行车便宜，但这笔投资仍相当于一个当地家庭半年多的收人。这很清楚地表明，要帮助贫困的乡村地区，还需要其他的辅助措施。

Section E

由于项目初期采用了自上而下的办法，即没有传达给当地社区，专家和政府官员就作出了决定，因此，要批评马科特乡村一体化交通项目简直易如反掌，但是从当地政府层开始这一项目是很必要的。要是没有当地政府的支持和理解，当地村民和其他农村住户的需求就很难得到满足。

Section F

现在，当地没有人再争论改善道路状况及推广廉价交通工具的重要性了。这是长期倾力工作的结果，尤其是负责当地社区发展的政府官员的努力。他们在提高内地居民意识、调动他们积极性的过程中发挥了重要作用。

如今，一体化乡村交通这一理念在坦桑尼亚已经深入人心，另一个重于的乡村交通项目也即将在此开展。从马科特项目中所获得的经验将大有帮助，马科特地区也会为将来的项目提供很好的参考范例。

剑桥雅思阅读7原文解析(test2)

Test 2 Passage 1

Question 1

答案：YES

关键词：1400 years

定位原文: 第1段第2句：“Records show that only two have collapsed during the last 1400 years.” 有记录显示，在过去14间，只有两座倒塌了。

解题思路: 使用1400 years定位到第一段第二句，该句明确表明1400年间只有两座日本宝塔倒塌

Question 2

答案：NO

关键词：1995, Toji temple

定位原文: 第1段最后1句： “Yet it led the magnificent five-storey pagoda ...” 尽管大地震将京部附近东寺周围的大量建筑夷为平地，可寺里宏伟的五层宝塔却完好无损。

解题思路: 本题的考点在于要将原文中的leave...unscathed同题干中的destroy对立起来。unscathed指“没有负伤的，未受损伤的”，这样就与题干中的destroy(毁坏)相抵触。

Question 3

答案： NOT GIVEN

关键词：30 years

定位原文: 第2段第2句： “It was only thirty years ago that…” 仅仅在 30 年前，建筑界的从业者们才有足够信心建造髙于十二层的钢筋混凝土办公大楼。

解题思路: 这句话与此题的唯一联系就是这个thirty years，抛开这一点，两者简直是牛头不对马嘴。即使读完全段，也未见题干中所表达的意思，而且the other buildings near the Toji pagoda的勉强对等成分也出现在第一段a number of buildings in the neighbourhood。一道题目的主要成分零散在文中数段，这就是典型的形散神必散型的NOT GIVEN。

Question 4

答案： YES

关键词: builders, weather

定位原文: 第3段倒数第2句：“Clearly, Japanese carpenters of the day knew ...” 显而易见，当时的日本木匠懂得一些窍门让建筑物可以顺风摇摆，不与自然力量对抗，而是顺应自然，从而稳稳矗立。

解题思路: 题干中的absorb本指“吸收”，所谓吸收极端天气的能量，其实就是为了避免极端天气如地震等的破坏。文中提到 allow a building to sway and settle itself rather than fight nature's force, nature's force 其实就是题干中的the power produced by severe weather conditions, absorb对应rather than fight，不抵抗自然之力，而是顺其自然，通过摇摆而稳稳站立住了。

Question 5

答案： B

关键词：interior access to top

定位原文: 第4段第3、4句：“The Chinese built their pagodas.... When the pagoda reached Japan...the staircase was dispensed with...” 中国人用砖石造塔，内设楼梯……当宝塔到达日本，日本人加以改进，楼梯被弃用了……

解题思路: 很明显，只有中国的塔有楼梯，也就能方便地到达顶层;日本宝塔没有楼梯，谈何容易到达顶层呢? staircase楼梯，引申一下，就是中国宝塔的特点就是人们很容易就能登上塔顶。所以答案为B。

Question 6

答案： A

关键词：tiles on eaves

定位原文: 用 tile 一词定位到第5段第2句：“For the same reason, the builders of Japanese ...” 出于同样的原因，日本宝塔的建造者们通过采用较重的陶瓦来覆盖这些延伸的屋檐从而大大增加自身的重量，而不像许多中国宝塔那样采用瓷瓦。

解题思路: 这句话表明不管是日本塔还是中国塔，屋檐上当然都盖着瓦，只是所用的瓦材质不同而已。所以答案是A。

Question 7

答案：B

关键词： observation post

定位原文: 第4段第3、4句：“The Chinese...used them in later centuries mainly as watchtowers. When the pagoda reached Japan, ...the staircase was dispensed...” 中国人……后来这些宝塔就主要用作守望塔。然而当这些宝塔传入日本时，……日本宝塔没有什么实用性，更多是当作艺术品，所以没有楼梯。

解题思路: 中国人将塔用作守望塔，watchtower就等同于observation post，而日本人仅仅将塔作为艺术品来看待，并无实际用途，当然不会当守望塔用。答案当然是B

Question 8

答案：C

关键词：eave，half the width of the building

定位原文:第5段第1句: “The roof of a Japanese temple building can be made to…”

解题思路: 联系上一段最后一句：Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan. 两句综合在一起，表明只有日本宝塔有悬空的屋檐，而且日本寺庙建筑的屋檐悬于建筑物的侧面之外部分的宽度可以达到建筑物总宽的一半或更多。因此屋檐宽度超过建筑物宽度一半的当然只有日本宝塔了。

Question 9

答案：A

关键词： religious

定位原文: 第4段第2句：“As in China, they were first introduced with Buddhism…” 像在中国一样，它们最初是随着佛教而被引进的……

解题思路: Buddhism佛教，对应题干的 religious as in China中的as表示“正如”，证明日本塔和中国塔都有宗教功能。所以答案是A。

Question 10

答案： C

关键词： floors, loosely over each other

定位原文: 第8段倒数第3句 “More surprising is fact that …” 更令人惊讶的是日本宝塔的每一个单独楼层间实际上都不相连，这一点不同于其他任何地方的同类建筑。它们就像一摞帽子一样只是被一层一层地叠加起来。

解题思路: unlike their counterparts再次强调这是日本塔所特有的，stack对应fitting，帽子的比喻表明楼层之间是松散地建造在一起的，所以答案为C。

Question 11

答案: D

关键词：shinbashira

定位原文: 第7段最后1句：The shinbashira, ...constrained individual storeys from moving too far...

解题思路: 第6段第4句：...the shinbashira actually carries no load at all. 这句话直接否定了答案A。第5句：In fact, ...it does not even rest on the ground...(甚至不碰触地面)，既然不碰触地面，也就无法连接楼层和地基了。答案C不可能。like a tall pine tree出现在第6段第2句，但是很快被作者用but the answer is not so simple给否定掉了，再说B 答案又是对这一句话的添油加醋，所以也不可能是答案。这样，即使只用排除法，也可以确定答案是D。

Question 12

答案： C

关键词：Shuzo Ishida

定位原文: 第7段第3句： “…his passion to understand the pagoda，has built a series of...”

解题思路: 根据文章对shinbashira描述，知道人们一直认为其承担了宝塔的重量，也就是C所指的力学，教授做实验也是为了验证这一说法，这就对应了选项C。

Question 13

答案：C

关键词：storey

定位原文: 第8段第3、4句： “More surprising is fact that the individual storeys…” 更令人惊讶的是日本宝塔的每一个单独楼层间实际上都不相连，这一点不同于其他任何地方的同类建筑。它们就像一摞帽子一样只是被一层一层地叠加起来。

解题思路: 题目：日本宝塔的各个楼层是

A仅用木头连接的。 C松松地彼此堆叠在一起。

B仅仅固定在中柱上。 D由特殊的重物相连。

答案为C。

Test 2 Passage 2

Question 14

答案：E

关键词：cost/ purifying domestic water

定位原文: E段第1句: “￡23m for the removal of the bug…”

解题思路: 解这道题的窍门是首先在题干上发现cost一词，可以推测出这一段一定会大谈金钱。这样只要到文中寻找钱的符号集中出现的段落就可以了，很容易就找到了E段，接着找到对应语句，选出答案。

Question 15

答案：B

关键词：stages/farming industry

定位原文: B段第一句: “First mechanisation...”

解题思路: 此题解题窍门是要了解题干中的stages在文中的体现。这个信息表明该段会讲工业化农业的发展阶段。复数表明不止一个阶段，既然是发展那么就会有时间标志词出现。当考生扫读完A段到达B段的时候，就会发现first一词，接着会发现then，第二个then，第三个then，最后找到now。尽管stage一词并没有出现，但是mechanisation, mass use of chemical fertilisers, monocultures, battery rearing of livestock和genetic engineering都是农业发展的具体体现，考生不难看出这个题对应的是B段。

Question 16

答案：C

关键词：term/hidden costs

定位原文: C段第2句、第3句: “externalities... outside the main transaction... To many, the costs may not even...”

解题思路: C段提到：the costs of all this damage are what economists refer to as externalities，由此可分析出这个术语便指的是externalities (外部经济效应)，作者紧接着在后面解释了这些代价被称为外部经济效应的原因，即它们不在主要交易过程之中，如生产或是出售一块地里的小麦，同时它们也不是由生产者和消费者直接来承担的。hidden一词在文中没有出现，但是从上面的文字中不难看出来，那些代价或损不是人们所能直接看到的，是隐蔽的。所以答案是C段。

Question 17

答案：B

关键词：effect/chemicals water sources

定位原文: B段最后一句“...the growth of algae is increasing in lakes…”

解题思路: 在B段第二句会发现but the damage it has caused，了解到文章开始讲工业化农业的影响了，damage与effect含义等同，接着找下去，在B段倒数第一行找到： the growth of algae is increasing in lakes because of the fertiliser run-off. fertiliser run-off指的是化肥的渗出(化肥当中所含的各种化学元素，在流入河川之后，会造成水中藻类的大量增生)，lakes对应水源，故答案是B段。

Question 18

答案：YES

关键词：British countryside

定位原文: B 段第三句：“In Britain, for example…” 例如，在英国，许多深受人们喜爱的农田鸟类，比如云雀、灰山鹑、麦鸡和黍鹀，还有更多的野花和昆虫，都已经从乡村大片的土地上消失了。

解题思路: 先利用Britain将此题定位到文章B段，接着找到上面这句话，考生可以了解有一些鸟类、野花和昆虫都已经消失了，不同的几个物种都在面临着消失的尴尬境地。由此可以推知，英国乡下野生物种的数量的确是在下降。vanish虽然不能够和declining直接等同，但是两者所表达的本意都是相同的，都是指物种的减少，故此题答案应该选YES。

Question 19

答案：NOT GIVEN

关键词：taste/food

定位原文: B段后半段

解题思路: 没有发现哪句话提到食物味道变糟糕，甚至连food一词都没有看到，因此已经可以判断这是个完全没有被提及的NOT GIVEN题。

Question 20

答案： NO

关键词：financial costs

定位原文: C段首句：“Put it all together and it looks like…”

解题思路: 由以上C段中的内容可知，虽然我们的土地已经被工业化农业破坏得像个战场般满目疮痍，但消费者在吃饭的时候却很少能联想到这些，更别说将这些破坏用金钱来衡量了。由此可推知，人们还没有广泛地认识到环境破坏所带来的经济代价。文中的rarely和To many...not...与题干中的widely相互矛盾。由此可知答案是NO。

Question 21

答案： YES

关键词：Professor Pretty, illness

定位原文: E段相对应数字处：“ ...￡169m from food poisoning;...”

解题思路: food poisoning指食物中毒，在用Professor Pretty的名字定位到E段之后，考生会发现这一段在列举农业的隐形开销，只要找到illness caused by food的对应成分food poisoning就可以了。Pretty教授的确计算了因食物引起的疾病就医的花销。

Question 22

答案：food bills/costs

关键词：Professor/Pretty/concludes/higher

定位原文: E段倒数第2句: “Professor Pretty draws a simple but...”

解题思路: 根据空前的our确定空中要填名词，后面的形容词是higher。higher可以对应文中的threefold(三倍);because we make three different types of payment 也可以和threefold相对应。注意不要填成单数。

Question 23

答案：(modern) intensive farming

关键词：Britain/reduce its reliance on

定位原文: F 段第2句: “Breaking away from industrial agriculture …”

解题思路: 空前有介词on，证明空中要填名词。原文中作者说对于一些国家来说，摆脱工业化农业生产方式的同时也解决饥饿问题是件很困难的事情，但在英国，对粮食的需求并非如此紧迫，并且现代化的密集型农业所耗费的成本和造成的损失清晰可见，放弃现代化农业是可行的。言外之意就是说英国现在太依赖intensive farming了，而要放弃intensive farming是可行的。所以空中应该填写：intensive farming。

Question 24

答案： organic farming

关键词：farmers/Pretty/government/change/a

定位原文: G 段第2、3、4句: “Professor Pretty feels that... Furthermore…He is recommending …”

解题思路: 原文中的 organic farming would be too big a jump in thinking and in practices for many farmers意为“对于许多农民来说，有机农业在思想上和实践上都是一个很大的跨越”，言外之意就是说许多农民都很难适应有机农业，在意思上与24空所在的半句相对应，所以24空应该填organic farming。

Question 25

答案：Greener Food Standard

关键词：farmers/Pretty/government/change/a

定位原文: G 段第2、3、4句: “Professor Pretty feels that... Furthermore…He is recommending …”

解题思路: 25空只需要向下寻找，找到教授的名字，再找到不定冠词a，很快就能找到正确答案Greener Food Standard，即他希望政府能马上制定“绿色食品标准”

Question 26

答案：farmers, consumers

关键词： both...and...

定位原文: G段最后1句: “It could go a long way...”

解题思路: 教授觉得上述计划会帮助改变26...和...的态度。分析题目的结构可知，这里要填并列关系的两个名词。文中句子里的shift可以与题目中的change相对应，文中as well as连接的便是两个并列成分，符合题目的结构，由此可知答案是farmers和consumers。也可以颠倒顺序填写。

Test 2 Passage 3

Question 27

答案: ii

关键词：main transport problems

定位原文: Section B第2小段第1句: “ Before solutions could be proposed…”

解题思路: 此篇文章每个Section由多个段落组成，因此要读过每个小段才能最终确认整个Section的大意。Section B的第一小段基本就在描述马科特地区糟糕的交通状况，纯属描述，考生应该快速略过，直奔第二小段。这一小段首句就提到：Before solutions could be proposed, the problems had to be understood. 这里problems第一次原词重现，正好与选项ii中的problems对应。再稍微向下看看，就能找到项目的第一阶段主要集中于调研，并且做了一个涉及400 多家当地住户的调査，后面就是该调査得出的数据。综合这两小段，显然，本部分讲的就是确定该地区的问题，也就是选项ii。

Question 28

答案： v

关键词：initial improvements

定位原文: Section C 第1小段最后1句： “...a number of approaches were implemented in …”

第2小段第1句：“An improvement of the road network...”

第3小段最后1句：“It made sense to improve the paths by...”

第4小段最后1句： “After careful consideration…”

解题思路: 第一小段主要讲项目第二阶段的目标;第二小段提到改善路网，提供培训;第三小段提到给当地人常走的小路修台阶、扶手和人行桥;第四小段提到使用独轮车和驴这两种交通工具。总结四段内容，不难发现，后三小段是交通改善的具体体现，也就不难得出答案为选项v。有的考生可能会被viii或xi迷惑，但是与v相比，这两个选项都太具体了，只是其中的一个方面，不够全面。作为整个Section的大意，应该是高度概括全面的。

Question 29

答案：x

关键词：district officials

定位原文: Section E最后1句: “...without the support and understanding of…”

解题思路: Section E本身只有两句话，而且都集中在政府的作用上。段末提出要是没有当地政府的支持和理解，就很难满足当地村民们的需求，充分肯定了当地官员的作用，而所有的headings中只有x项在讲述district officials(地区官员)，所以它就是正确答案。有的考生可能会被iv所迷惑，因为它谈到了政府官方的建议，貌似可以和E段的第一句相对应，虽然本段出现了 government authorities，但重点是解释为什么在项目初期采取了政府下令民间执行的方式，而并未涉及到政府官员的instructions(建议)，故排除。

Question 30

答案：i

关键词： future model

定位原文: Section F第2段最后1句：“...and Makete District will act as a …”

解题思路: 对解题原则熟悉的考生，在符到选项i的future时，已经可以把它大胆地归给文章的最后一段了，因为带有future一词的选项的任务往往就是给文章收尾。但是如果考生觉得这样猜测风险太大，那么就可以通读到Section F的最后一句，找到future model的对应词reference，再在 reference后看到future work，也可以选出正确选项i。

Question 31

答案：NO

关键词： five

定位原文: 全文结构

解题思路: 从Section E开始赞美当地官员、Section F开始歌颂这个项目的重要性和对将来的影响，就应该能够推测出来整个项目只有三个阶段了。答案当然是NO。

Question 32

答案：YES

关键词：prior to the start, rainy season

定位原文: Section B第1小段第1句： “When the project began…”

解题思路: 原句中的 began 对应题干中的 start, virtually totally isolated 对应 almost inaccessible。inaccessible指“无法达到的，不可进入的”，正好对应isolated(与世隔绝的)，此题基本做到了词语的一一对应。

Question 33

答案：NO

关键词：Phase I

定位原文: Section B的第2小段第3句: “The socio-economic survey…”

解题思路: 从这句话可以看出，调查主要是关于当地家庭花在出行上的时间，并不是题目中所说的交通开销。有的考生会说，那文章中也没有明确说调查不是关于开销的呀。在雅思阅读文章中，每当提到事物的原因、做某事的目的、或者调查研究的目的时，一般这个原因和目的都是唯一的。也就是说，如果文中说这样做的目的是A，题中说这么做的目的是B， —般就选择NO。

Question 34

答案： YES

关键词：one-fifth or 20%

定位原文: 首先由题目中的one-fifth或者20%定位到Section B第二小段的80%

“80% was within the locality”.

解题思路: locality指“地区，区域”。该句说80%的家庭出行仅限于本地，推理一下，那么剩下的20%出行是在本地之外了。做一个简单的数学运算，就能得知答案为YES。

Question 35

答案：NOT GIVEN

关键词：capital

定位原文: 按顺序原则定位到 Section C

解题思路: Section C 第1小段最后1句： “...a number of approaches were…” 在这句话中，并没有提到首都。向下寻找，直到Section C的最后，capital一词也没有出现，这时已经完全可以肯定，这是一道无中生有、完全没有提及型的NOT GIVEN。

Question 36

答案：D

关键词：footbridges, steps, handrails

定位原文: Section C 第3小段：“Most goods were transported… It made sense to…” 大多数物资是通过小路运输的，这些小路为上下山提供了捷径，但却需要冒着很大的生命危险，要是步行就更艰难了。所以，就有必要通过修建台阶、扶手和人行桥等来改善路况。

解题思路: 找到这两句话之后，开始在选项栏中寻找对应句尾，特别要注意特殊词之间的联系，很快就能看到选项D: improved paths used for transport up and down hillsides. (改善用于上下山的小路)正好和文中原句对应。因此D就是正确答案

Question 37

答案：I

关键词：breakdown, buses and trucks breakdown, buses and trucks

定位原文: Section D第4小段第1句：“The efforts to improve…” 由于当地大多数机动车发生故障时没有条件修理，所以提升现有交通服务效率的努力并不是很成功。

解题思路: 题目中的buses and trucks 对应文中的 motorised vehicles，breakdown很容易和动词词组broke down相对应。作者在这里再次进行了一次因果关系转变。I选项中的hinder(阻碍)一词是解题的关键，efficient对应文中的efficiency，该选项是原文前半句话的另一表达。答案是I。

Question 38

答案：G

关键词：secondary roads and paths

定位原文: Section D第3小段第1句: “Paths and secondary roads were …” 只有愿意参与道路建设与养护的社区提出要求时，施工方才会去帮助他们改善小路和二级公路。

解题思路: 利用定位词：很快就能定位到Section D第3小段第1句，再利用at the request of和 willing定位到选项G: was done only at the request of local people who were willing to lend a hand, willing to lend a hand 等同于文中的 willing to participate in construction and maintenance，都指意在公路的建设和养护中出力。答案是G。

Question 39

答案：E

关键词: isolation, part of the year

定位原文: Section D的第2小段第1句：“The road improvements and…”

解题思路: 理解这句话时，可以结合原文Section B一开始就提到的马科特地区在雨季就几乎与世隔绝这个事实来理解。那么该句可理解为以往到了雨季就几乎隔离的地区现在已经全年都可到达，言下之意隔离不再是个问题了，对应选项，只有E表达了这个意思。另外，原文这句话的意思并不能和题完全对应，所以，考生可以使用排除法，先去掉刚才三道题目已经选过的选项，然后把剩下的选项逐一对应到题干后面去，看看哪一句在语法和语义上都能够说得通。考生很快会发现，只有一个答案可选，那就是E选项。

Question 40

答案：B

关键词：main aim

定位原文: 全文结构

解题思路: 首先剔除D：三个正面，一个负面，负面选项先出局，大体浏览一下文章也能看出文中并未涉及这个内容;C项过于具体，驴的使用只是计划的一部分，不够全面;然后在剩下的A、B中比较：A属于拔高型，文章只在最后提到马科特的成功可以作为以后的范例，并未直接说明其他国家需要，而且这也不是文章的主要内容;最终只有选项B概括了全文，答案为B。

篇11：剑桥雅思真题解析阅读9(test3)

READING PASSAGE 1

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

Attitudes to language

It is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.

Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.

In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference to pronunciation. The variety which is favoured, in this account, is usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ‘correctly’; deviations from it are said to be ‘incorrect’.

All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the language. The authoritarian nature of the approach is best characterized by its reliance on ‘rules’ of grammar. Some usages are ‘prescribed’, to be learnt and followed accurately; others are ‘proscribed’, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them.

These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarized in the statement that it is the task of the grammarian to describe, not prescribe — to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second half of the 18th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language’. Linguistic issue, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis.

In our own time, the opposition between ‘descriptivists’ and ‘prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms — of radical liberalism vs elitist conservatism.

Questions 1-8

Do the following statements agree with the claims of the writer in Reading Passage 1?

In boxes 1-8 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

1 There are understandable reasons why arguments occur about language.

2 People feel more strongly about language education than about small differences in language usage.

3 Our assessment of a person’s intelligence is affected by the way he or she uses language.

4 Prescriptive grammar books cost a lot of money to buy in the 18th century.

5 Prescriptivism still exists today.

6 According to descriptivists it is pointless to try to stop language change.

7 Descriptivism only appeared after the 18th century.

8 Both descriptivists and prescriptivists have been misrepresented.

Questions 9-12

Complete the summary using the list of words, A-I, below.

Write the correct letter, A-I, in boxes 9-12 on your answer sheet.

The language debate

According to 9______, there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical 10 ______.

Conversely, the view of 11 ______, such as Joseph Priestly, is that grammar should be based on 12 ______.

A descriptivists B language experts C popular speech

D formal language E evaluation F rules

G modern linguists H prescriptivists I change

Question 13

Choose the correct letter, A, B, C or D.

Write the correct letter in box 13 on your answer sheet.

What is the writer’s purpose in Reading Passage 1?

A. to argue in favour of a particular approach to writing dictionaries and grammar books

B. to present a historical account of differing views of language

C. to describe the differences between spoken and written language

D. to show how a certain view of language has been discredited

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Tidal Power

Undersea turbines which produce electricity from the tides are set to become an important source of renewable energy for Britain. It is still too early to predict the extent of the impact they may have, but all the signs are that they will play a significant role in the future

A. Operating on the same principle as wind turbines, the power in sea turbines comes from tidal currents which turn blades similar to ships’ propellers, but, unlike wind, the tides are predictable and the power input is constant. The technology raises the prospect of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would be able to close gas, coal and nuclear power plants and export renewable power to other parts of Europe. Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand.

B. Tidal sites have already been identified that will produce one sixth or more of the UK’s power — and at prices competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the country’s electricity with banks of turbines under the sea, and another at Alderney in the Channel Islands three times the 1,200 megawatts of Britain’s largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland.

C. Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: ‘The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms.’ Southampton has been awarded ￡215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents.

D. A marine turbine blade needs to be only one third of the size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikely to be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades.

E. Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel.

F. One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it might be. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’

Questions 14-17

Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 14-17 on your answer sheet.

NB You may use any letter more than once.

14 the location of the first test site

15 a way of bringing the power produced on one site back into Britain

16 a reference to a previous attempt by Britain to find an alternative source of energy

17 mention of the possibility of applying technology from another industry

Questions 18-22

Choose FIVE letters, A-J.

Write the correct letters in boxes 18-22 on your answer sheet.

Which FIVE of the following claims about tidal power are made by the writer?

A It is a more reliable source of energy than wind power.

B It would replace all other forms of energy in Britain.

C Its introduction has come as a result of public pressure.

D It would cut down on air pollution.

E It could contribute to the closure of many existing power stations in Britain.

F It could be a means of increasing national income.

G It could face a lot of resistance from other fuel industries.

H It could be sold more cheaply than any other type of fuel.

I It could compensate for the shortage of inland sites for energy production.

J It is best produced in the vicinity of coastlines with particular features.

Questions 23-26

Label the diagram below.

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

Write your answers in boxes 23-26 on your answer sheet.

An Undersea Turbine

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

Information theory-the big idea

Information theory lies at the heart of everything — from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our lives

A. In April an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in , had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover.

B. It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just a year earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes — any area, in short, where data has to be conveyed rapidly yet accurately.

C. This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false — which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference — ‘noise’ — intact.

D. Noise usually means unwanted sounds which interfere with genuine information. Information theory generalses this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This rate depends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of packaging up —‘coding’ — information to cope with the ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.

E. Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have become part of everyday life — such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes —which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.

F. Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannon showed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.

Questions 27-32

Reading Passage 3 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 27-32 on your answer sheet.

27 an explanation of the factors affecting the transmission of information

28 an example of how unnecessary information can be omitted

29 a reference to Shannon’s attitude to fame

30 details of a machine capable of interpreting incomplete information

31 a detailed account of an incident involving information theory

32 a reference to what Shannon initially intended to achieve in his research

Questions 33-37

Complete the notes below.

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

Write your answers in boxes 33-37 on your answer sheet.

The Voyager 1 Space Probe

? The probe transmitted pictures of both 33______ and ______, then left the 34 ______.

? The freezing temperatures were found to have a negative effect on parts of the space probe.

? Scientists feared that both the 35 ______ and ______ were about to stop working.

? The only hope was to tell the probe to replace them with 36 ______ — but distance made communication with the probe difficult.

? A 37 ______ was used to transmit the message at the speed of light.

? The message was picked up by the probe and the switchover took place.

Questions 38-40

Do the following statements agree with the information given in Reading Passge 3?

In boxes 38-40 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

38 The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances.

39 The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level.

40 Products have now been developed which can convey more information than Shannon had anticipated as possible.

篇12：剑桥雅思真题解析阅读9(test3)

PASSAGE 1 参考译文：

对语言的态度

对于语言进行系统、客观的研究并不容易。语言学上的普通争论通常会升级为谩骂和论战。语言属于 所有人，所以大多数人认为他们有权保留自己对语言的看法。而当看法出现分歧时，人们可能变得情绪激 动。语言用法方面的一点小事，就能像语言学教育政策中的重大问题一样很容易引起争论。

另外，语言是一种非常公开的行为，所以语言的不同用法很容易引起人们的注意与批评。所有社会组 成部分或者社会行为无一例外。语言因素影响我们如何判断一个人的个性、智力、社会地位、教育程度、工作能力以及许多关于身份与社会生存的其他方面。因此，当无意间发生语言攻击时，人们很容易伤害他人 或受到伤害。

就其最通常的意义而言，规定主义认为某种语言向来就比其他语言具有更高的价值，并且这一点应该 适用于整个语言社会。该观点是特别针对语法和词汇而提出的，但也经常涉及发音。这里提到的具有更高 价值的语言通常指的是“标准”书面语言，尤其是在文学作品或最能体现这一特点的正式口语中。该语言的支持者其说话或者写作的方法被称为“正确的”方法，而任何偏差都被认为是“错误的”。

对所有主要语言的研究都是约定俗成的，尤其在18世纪对语法与词典的编写过程中。这些早期的语法 学家有以下三个目标：(a)他们想把语言规则编写成文，证明看起来混乱的用法有其系统性;(b)找出一种 方法来解决关于语言用法的争论;(c)指出他们所认为的普遍错误，以便“改善”语言。该方法对语法“规则”的依赖最能体现出其独裁的本质。其中一些用法是“约定俗成的”，要严格学习和遵守;而另外一些用法则是“禁止”的，是要避免的。在早期，没有折中的衡量方法：语言用法非对即错，而语法家的任务不只是记录 不同的语法，还要对其进行判断。

这些态度现在仍然伴随着我们,并且引起人们对保留语言标准的广泛关注。然而另一个不同的观点认为，应该更多地关注语言用法的事实，而不是语言用法的标准。该观点可以总结为：语法家的任务是描述而不是规定，是记录语言多样性的实例而不是试图完成评价语言的差异或阻止语言的改变这样不可能完成的任务。在18世纪后半期，我们已经发现了该观点的支持者，比如Joseph Priestley,他在1761年编写的《英语语法人门》中坚持认为，“说话的习惯是最原始的、也是所有语言的唯一标准”。有人认为语言问题是不能用逻辑与立法来解决的，这种观点已经成为现代语言学语法分析方法的宗旨。

在我们这个时代，“描述派”与“规定派”之间的对立经常变得很极端，双方经常互相误解。描述派语法家一直被认为不注重标准，在他们看来，各种用法都同样是合理的。而规定派语法家一直被认为盲目遵循历史传统。双方的对立甚至表现在类似政治的术语上——激进自由主义与精英保守主义。

TEST 3 PASSAGE 2 参考译文：

潮汐发电

在水下安装涡轮机利用潮汐发电，将成为英国获得可再生能源的一个重要途径。现在预测潮汐发电可能产生的影响还为时过早，但是种.种迹象表明，未来潮汐发电将发挥重要作用。

A和风力涡轮机的运行原理一样，水力涡轮机的动力来自潮流，在潮流的作用下轮机叶片像船只的螺旋桨一样工作。但是与风不同的是，潮汐是可预测的，而且其输人功率是恒定的。这项技术为英国可再生能源的自给自足开辟了广阔的前景，同时也大大降低了二氧化碳的排放量。如果潮汐、风力和海浪发电都能得到开发，那么英国就能关闭天然气、煤炭和核能发电站，并向欧洲其他地区出口可再生能源。与之前开发风能有所不同一风能由英国首先开发，而后却搁置了，最后由荷兰将其发展成一个主要产业，这次通过向日本与新西兰这样的岛国出口水下涡轮机，英国将赚取巨额外汇。

B已经确定选址的潮汐发电站将为英国提供六分之一甚至更多的电力，而且其价格与现代汽轮机发电价格相比更具竞争力，同时可以使已经深陷困境的核工业的核能价格降低。仅仅是位于奥克尼岛和苏格兰大陆之间的彭特兰湾的一个潮汐发电站，其水下的数排涡轮机就能提供英国所需10%的电量。另一个位于海峡群岛内奥尔德尼岛的发电站，其装机容量是英国最大、最新核电站装机容量的三倍，而这一位于萨福克郡的赛兹韦尔B核电站的最大装机容量达到1,200兆瓦。其他已经确定的潮汐发电站选址包括布里斯托尔海峡和苏格兰西海岸，特别是位于坎贝尔敦与北爱尔兰之间的海峡。

C南安普敦大学的可持续能源研究小组在新涡轮机叶片的设计和潮汐发电站的选址方面的工作进行得很顺利。第一个潮汐发电站预计很快将在德文郡的林茅斯海岸建立，用来检测贸易与工业部和欧盟的一个合资项目研发的技术。南安普敦大学可持续能源研究小组的负责人AbuBakr Bahaj表示：“潮流发电的前景要比风力发电好得多，因为潮流可以预测而且恒定不变。应对海底恶劣盐渍环境的技术已经在北海油田工业中得以研发，而且得益于对风力发电及船只螺旋桨等技术的积累，人们对涡轮机叶片的设计已经有了很多了解。虽然目前有一些技术上的困难，但是我相信在未来的五到十年之间我们将建立商业性的水力发电场。”南安普敦大学在三年多里已经获得了215,000英镑用于制造涡轮机，并且正与IT 能源公司的子公司海洋洋流涡轮机公司合作开展林茅斯项目。欧盟的研究巳经确定了106处潜在的潮汐发电站选址，其中80%位于英国海岸线附近。最好的位置是在岛屿之间或者犬牙交错的海岸线附近，这些地方拥有强大的潮流。

D水力涡轮机叶片只需要有风力发电机叶片三分之一的大小，就能产生风力发电机三倍的电力。由于叶片的直径大约为20米，所以需要方圆30米左右的水域进行发电。与风力发电不同的是,水力发电对环境造成的影响很小，运转相对较慢的涡轮机叶片对鱼类和其他生物不会带来危害。每一台涡轮机都会安 装在机塔上，机塔通过水下电缆与国家电网连接。这些机塔将会露出水面并且被点亮，用于警示过往船只，同时也便于维护涡轮机叶片以及清理其中的海藻。

E Bahaj博士已经完成了奥尔德尼发电站的大部分工作，那里的海域有着强大的潮流。仅仅这一个水下涡轮机群的发电量就远比海峡群岛所需要的电量还要多，其中大部分电量将运输到法国电网，然后通过水下电缆重新进人英国。

F空化是一项技术难题，涡轮机叶片转动过程中会使经过的区域气压降低，从而产生气泡，这会引起涡轮机叶片振动从而损坏叶片。Bahaj博士说：“我们必须检测大量不同的涡轮机叶片以避免这个问题的发 生，至少确保涡轮机不受损害或其性能不受影响。另一个让人稍有担心的问题是水下杂物会钻进涡轮机叶片中，但是目前我们还不清楚这个问题的严重性。海洋中环境恶劣，我们必须使涡轮机非常坚固，而各种事实证明我们能够做到这一点。”

TEST 3 PASSAGE 3 参考译文：

信息理论——伟大的构想

从根本上说，信息理论是一切事物的中心——从DVD播放器、DNA遗传密码，到宇宙物理学。一直以来信息理论对通信科学的发展都极为重要，它使数据可以电子化传送，因而也对我们的生活产生了重大影响。

A 4月发生的一件事展现了信息理论的一大应用。1977年发射的太空探测器“旅行者1号”发回了木星和土星的壮观照片，然后飞出太阳系开始它的单程旅行，飞往其他恒星执行任务。25年来，“旅行者1 号”始终暴露在寒冷的深空中，它的性能开始逐渐衰退，传感器和电路已经接近崩溃的边缘。美国宇航 局专家意识到他们必须采取措施，否则就会永远和“旅行者1号”失去联系。为了解决这一问题,他们的方案是给“旅行者1号”发去信息，指导它用备件更换已经出现故障的部件。考虑到“旅行者1号”距离地 球120亿公里之远，这并不是一项简单的任务。信息最终通过美国宇航局深空网的无线电天线传送到了太空深处。该信息虽然以光速传播，却还是花了11个小时才到达远在冥王星轨道之外的目标。然而令人难以置信的是，这颗小小的探测器成功接收到了来自故乡星球微弱的召唤，并顺利地更换了零件。

B这是有史以来最远距离的修理工作，也是美国宇航局工程师的一大成功。但是，这也突出显示了(信息)技术的惊人力量，这些技术由一年前(注：)刚刚离世的美国通信工程师Claude Shannon研发。.Claude Shannon于19出生于密歇根州的佩托斯基。他少年时便展示出了在数学与制作小器械方面的天赋，而且在学生时期就在计算机的基础技术上取得了多项突破。在贝尔实验室时，Shannon发展了信息理论，但他并不看重因此而获得的荣誉。20世纪40年代，他一手创立了完整的通信科学理论，随后该理论得到了广泛应用，从DVD到卫星通信，再到条形码——总之，需要快速而又准确传送数据的所有领域都应用到了通信科学。

C 1939年，22岁的Shannon是著名的麻省理工学院工程系的研究生，那时候通信科学的实际应用似乎遥不 可及，与当时他在研究工作中实际使用的技术相差很远。他从一个再简单不过的目标开始着手确 定“信息”的准确概念。Shannon认为最基本的信息形式是判断事物正确与否，这可以用二进制单位“比 特”以1或者0的形式记录。确定了这个最基本的单位后，Shannon开始阐释关于信息的其他模糊概念以 及如何在不同地点之间传送信息;在这一过程中，他得到了惊人的发现一信息总是能够克服“噪声”的随机干扰而被完整传送。

D “噪声”通常是指干扰真正信息的无用声音——通过用精确的数学计算得出噪声影响的定理，信息理论概括出了上述这个观点。Shannon特别指出，噪声决定了信息通过信道无误差传送的极限速度。这个速度取决于信号与噪声在信道中传送时的相对强度以及信道传送数据的能力(即带宽)。该速度单位为比 特/秒，是在给定的信号强度和噪声水平下，信息无误差传送的最大绝对速度。Shannon指出，提高这一 速度的有效方法是在所使用的通信系统的传送能力(即带宽)范围内，找到将信息打包(即编码)的方式 来应对噪声的破坏。

E多年以来科学家们已经设计出了许多编码方式，也证实了这些方式对许多技术成就而言是至关重要的。旅行者号航天器利用编码传送数据，这些编码在每比特信息上都额外增加了一比特信息，使错误率 仅为万分之一，因而得到了行星的极其清晰的图片。其他一些编码已经成为了我们日常生活的一部分，比如通用商品代码或称条形码。这些编码都使用了一个简单的纠错系统，确保超市的扫码器能够读出 甚至是在一个弄皱了的薯条袋上的价格。就在最近的1993年，工程师们取得了一项重大突破，发现了所谓的Turbo码，这与Shannon提出的信息可以安全传送的最大速度极限非常接近。现在，Turbo码在移动可视电话变革中起着关键的作用。

F通过去除含有较少真实信息的多余数据，Shannon也为开发更有效率地存储信息的方式奠定了基础。 正如手机短信“ICNCU”(I can see you的缩写)一样，往往在省略很多数据之后，意思基本保持不变。然而，由于存在信息纠错，省略也有一个极限，一旦超越这个极限信息就会变得含糊不清。Shannon说明了如何计算这一极限，为设计信息压缩方法从而将最大的信息量塞进最小的空间开辟了道路。

篇13：剑桥雅思真题解析阅读9(test3)

Passage 1

Question 1

答案： YES

关键词： reasons, arguments occur

定位原文: 第1段第2、3句“Popular linguistic debate... ”语言学上的普通争论通常会升级为谩骂和论战。语言属于所有人，所以大多数人认为他们有权保留自己对语言的看法。

解题思路: 题干要判断对于语言的争论，原因是否可以理解。 原文陈述，语言属于所有人，大多数人有权保留对语言的看法，所以人们的观点会产生分歧是可以理解的。题干与原文完全一致。

Question 2

答案： NO

关键词： language education, language usage

定位原文： 第1段第4句“And when opinions differ,…” 而当看法出现分歧时，人们可能变得情绪激动。语言用法方面的一点小事，就能像语言学教育政策中的重大问题一样很容易引起争论。

解题思路： 题干要判断人们对待语言教育的态度是否比对待语言用法的态度更加强烈。原文陈述，语言用法方面的一点小事都能像语言学教育政策中的大事一样引起争论，这说明对待语言用法与语言学教育政策的态度同样强烈。题干与原文所述观点不一致。

Question 3

答案： YES

关键词： intelligence, affect

定位原文： 第2段第2句“No part of society or social…” 所有社会组成部分或者社会行为无一例外。语言因素影响我们如何判断一个人的个性、智力、社会地位、教育程度、工作能力以及许多身份与社会生存的其他方面。

解题思路： 题干要判断使用语言的方式是否会影响人们对一个人智力的评估。原文陈述，语言因素影响我们如何判断一个人的个性、智力……题干与原文完全一致。

Question 4

答案： NOT GIVEN

关键词： prescriptive, 18th century

对应原文： 第4段第1句“All the main languages…”

解题思路： 对所有主要语言的研究都是约定俗成的，尤其在18世纪对语法与词典的编写过程中。用定位词定位到的这句话中没有提到书的价格髙低与否。

Question 5

答案： YES

关键词： prescriptivism, today

定位原文： 第5段第1句“These attitudes are still with…” 这些态度现在仍然伴随着我们，并且引起人们对保留语言标准的广泛关注。

解题思路： 题干要判断现在规定主义是否仍然存在。原文陈述，这些态度现在仍然伴随着我们，题干与原文完全一致。

Question 6

答案: YES

关键词: descriptivists, language change, pointless, stop

定位原文: 第5段第3句“This approach is summarized in…” 该观点可以总结为：语法家的任务是描述而不是规定，是记录语言多样性的实例而不是试图完成评价语言的差异或阻止语言的改变这种不可能完成的任务。

解题思路： 题干要判断对于描述派来说，阻止语言变化是否毫无意义。原文陈述，语法家的任务……不是阻止语言的改变这种不可能完成的任务。题干中阻止语言变化毫无意义=语法家的任务并非阻止语言改变这种不可能完成的任务。题干与原文完全一致。

Question 7

答案： NO

关键词： after the 18th century, only

定位原文： 第5段第4句“In the second half of the 18th century,…” 在18世纪后半期，我们已经发现了该观点的支持者，比如Joseph Priestley, 他在1761年编写的《英语语法入门》中坚持认为，“说话的习惯是最原始的、也是所有语言的唯一标准”。

解题思路： 题干中出现ONLY, 所以主要判断描述主义是否只有到18世纪后才出。原文陈述，18世纪后半期，我们已经发现了该观点的支持者，那就意味着在这个时间以前，已经有了描述主义的观点。题干与原文陈述的时间有出入，不一致。

Question 8

答案: YES

关键词: descriptivists, prescriptivists

定位原文: 第6段第1句“In our own time, the opposition…” 在我们这个时代，“描述派”与 “规定派”之间的对立经常变得很极端，双方经常互相误解。

解题思路: 题干要判断针对这两派的描述是否有失真实。原文陈述，“描述派”与 “规定派”之间的对立经常变得很极端，双方经常互相误解。题干与原文完全一致。

Question 9

答案: H

关键词: correct form of language

定位原文: 第3段第1句“In its most general…”;第3段最后一句“Adherents to…” 就其最普通的意义而言，规定主义认为某种语言向来就比其他语言具有更高的价值……该语言的支持者其说话或者写作的方法被称为“正确的”方法，而任何偏差都被认为是 “错误的”。

解题思路： 原文中陈述，规定主义认为某种语言的说话或写作方法只有一种 “正确的”方法，那么持这种看法的人就是规定派、规定主义者，把 prescriptivists带入空格中，解释为：根据规定主义者，语言只有一种正确的形式。因此选H。

Question 10

答案: F

关键词： approach, grammatical

定位原文： 第4段第3句“The authoritarian nature of…” 该方法对语法“规则”的依赖最能体现出其独裁的本质。

解题思路: 推崇规定主义的语言学家非常强调语法规则。因此选 F。

Question 11

答案: A

关键词: Joseph Priestley

定位原文: 第5段第4句“In the second half of the 18th century,…”

解题思路: 在18世纪后半期，我们已经发现了该 观点的支持者，比如Joseph Priestley。由此往前找，找到这句This approach is summarised in the statement that it is the task of the grammarian to describe, not prescribe--to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change.该观点可以总结为：语法家的任务是描述而不是规定，是记录语言多样性的实例而不是 试图完成评价语言的差异或阻止语言的改变这样不可能完成的任务。说明Joseph Priestley是描述主义者的代表。因此选A。

Question 12

答案： C

关键词： Joseph Priestley, grammar

定位原文： 同上一题，比如Joseph Priestley,他在 1761 年编写的《英语语法入门》中坚持认为，“说话的习惯是最原始的、也是所有语言的唯一标准 ”。

解题思路： the custom of speaking = C popular speech, 即认为语法应该建立在通俗语言的基础上。因此选C。

Question 13

答案： B

关键词： writer’s purpose

定位原文： 全篇主旨题，详见参见解题思路

解题思路： 选项A：争论的是编写词典和语法书具体的方式，原文中没有论述，只有第四段提到了grammars and dictionaries, 但不是作者的意图;选项C：描述口语和书面语的区别，这与原文也没有直接关系。不过在第三段看到选项中的spoken language, 陈述如下：“The variety which is favoured, is…style.”这里提到的具有更高价值的语言通常指的是“标准”书面语言，尤其是在文学作品或最能体现这一特点的正式口语中。这里提到的是细节，并不是意图。因此只剩下在选项B、D中推敲。选项D：展现对于语言的某种看法是饱受怀疑的，这不是通篇陈述的内容，构不成作者的写作意图。所以按排除法选出选项B：通过历史实例展示关于语言的不同观点。

Test 3 Passage 2

Question 14

答案: C

关键词: first test site

定位原文: C段第2句“The first station is…”第一个潮汐发电站预计很快将在德文郡的林茅斯海岸建立，用来检测贸易与工业部和欧盟的一个合资项目研发的技术。

解题思路: 题干中的first test两个词都直接对应这句话中的first...test; 而题干中的site对应原文的 Lynmouth in Devon, 表示测试站的地点。

Question 15

答案: E

关键词: back into Britain

定位原文: E段第2句“The single undersea turbine farm…”

解题思路: 仅仅这一个水下涡轮机群的发电量就远比海峡群岛所需要的电量还要多，其中大部分电量将运输到法国电网，然后通过水下电缆重新进入英国。 题干中的back into Britain对应原文中的...be re-imported into Britain via the…

Question 16

答案： A

关键词： previous, alternative source of energy

定位原文： A段最后一句“Unlike wind power which Britain…” 与之前开发风能有所不同，风能由英国首先开发，而后却搁置了20年，最后由荷兰将其发展成一个主要产业，这次通过向日本与新西兰这样的岛国出口水下涡轮机，英国将赚取巨额外汇。

解题思路: 题干中的previous对应这句话中的Unlike...0riginany, 为了突出这次潮汐发电的前景，这句话提到了之前英国对风能进行尝试开发，但却半途而废，被荷兰发展壮大。

Question 17

答案： C

关键词： technology, another industry

定位原文： C段第4句“The technology for dealing with…” 应对海底恶劣盐渍环境的技术已经在北海油田工业中得以研发，而且人们对涡轮机叶片的设计已经有了很多了解。

解题思路：题目中的another industry对应这句话中的the North Sea oil industry，属于同义表达。

Question 18-Question 22

答案: A, D, E, F,J (in any order)

关键词： claims about tidal power are made by the writer

定位原文： 指定多选，参见解题思路

解题思路: 选项A(A段第1句)题干中more reliable source of energy(更可靠的能源)对应这句话中的...are predictable and the power input is constant, 表明潮汐能源具备风能所没有的两个优点：可预测的，恒定的;选项B，过于绝对，不选;选项C，文中完全未提及;选项D(A段第2句)二氧化碳的排放量下降了，自然也减少了空气污染;选项E(A段第3句)题干中的 contribute to the closure of many existing power stations对应文中 的…dose gas, coal and nuclear power plants…;选项F(A段最后一句)，题干中的 national income 对应原文中的 earner (意为 a business or activity which makes a profit);选项G、H、I，文中完全未提及;选项J(C段倒数第二句)题干中best produced in the vicinity of coastlines对应这句话中的The best sites are between...。

Question 23

答案: maintenance

关键词： and, seaweed

定位原文： D段最后一句“..and also be designed…seaweed from the blades.”

解题思路：空格中的词应该和定位词seaweed构成并列关系，且最好出现在and之前，同时可预测词性为名词。此外，因为题干中的raised可同义替换成原文lifted, 故符合要求的只有maintenance, 意思为：整个机塔可以露出水面，以便维护叶片以及清理其中的海藻。

Question 24

答案： slow-turning

关键词： due to, sea life not in danger, blades

定位原文：D段第4句“Fish and other creatures are…”

解题思路：空格前有due to，可预测需要填表示原因的词。再进一步分析，空格前是副词，因而空格要填的是形容词。题干中sea life not in danger 对应原文 creatures unlikely to be at risk(海洋生物不会面临危险)，原因是叶片转速相对较低，所以slow-turning为备选。同时，题干中comparatively可同义替换原文中的 relatively，所以备选答案被验证，此空应该填slow-turning。

Question 25

答案： low pressure

关键词： result from, behind blades

定位原文：F段第1句“One technical difficulty is…”

解题思路：空格里应该填名词，表原因，并且最好是出现在定 位词behind, blades之前，包含定位词的这句话中可能是答案的有两个名词：cavitation，low pressure。题干中的result from对应原文中的cause,而能够形成紧密因果关系的是low pressure, 之前的cavitation是这种技术难题的名称。整个题干的意思为：叶片后方由于气压低而产生气泡。这种技术难题被称做空化。所以25题答案为low pressure，26题答案为cavitation。

Question 26

答案： cavitation

关键词： known as

定位原文：F段第1句“One technical difficulty is…”

解题思路：参考25题分析。题干known as对应原文中...is...

Test 3 Passage 3

Question 27

答案： D

关键词： factors, affecting, transmission of information

定位原文：D段2、3、4句“Information theory generalizes…”通过用精确的数学计算得出 噪声影响的定理，信息理论概括出了上述这个观点。Shannon特别指出，噪声决定了信息通过信道无误差传送的极限速度。这个速度取决于信号与噪声在信道中传送时的相对强度以及信道传送数据的能力。

解题思路： 题干中的affecting对应原文中的depend on，题干中的factors对应原文中的noise和communication channel。这道题目相对较难，不太容易理解。从表面上看这个题目要求，似乎每段都可能包含一个信息。但其实可以使用排除法，很快地排除其他段落后，在D段中查找起来就更有针对性。

Question 28

答案： F

关键词： unnecessary information, omitted

定位原文：F段第1、2句“Shannon also laid the foundations…” 通过去除含有较少真实信息的多余数据，Shannon也为开发更有效率地存储信息的方式奠定了基础。正如手机短信“I CN C U”(I can see you的缩写) 一样，往往在省略很多数据之后，意思基本保持不变。

解题思路： 题干中的unnecessary和omitted分别对应原文中的superfluous (‘redundant’)和stripping out, leave out。

Question 29

答案： B

关键词： Shannon’s attitude

定位原文：B段第4句“While at Bell Laboratories, Shannon…”

解题思路：在贝尔实验室时，Shannon发展了信息理论，但他并不看重因此而获得的荣誉。原文中的这处细节，对应了问题中Shannon对于名声的态度。

Question 30

答案： E

关键词： machine, capable, incomplete information

定位原文：E段第3句“Other codes have become…” 其他一些编码已经成为了 我们日常生活的一部分，比如通用商品代码或称条形码。这些编码都使用了一个简单的纠错系统，确保超市的扫码器能够读出甚至是在一个弄皱了的薯条袋上的价格。

解题思路：题目中的 machine 对应原文中 supermarket check-out lasers，题目中的 incomplete information对应原文中the price on a crumpled bag of crisps，薯条包装袋被弄皱了，上面的条形码显示就不会太清晰，因此此处理解为不完整信息。

Question 31：

答案： A

关键词： incident, information theory

定位原文： A段第1句和最后一句，“In April an event took…” “Yet, incredibly, the little…” 204月发生的一件事展现了 信息理 论的一大应用。……然而令人难以置信的是，这颗小小的探测器成功接收到了来自故乡星球微弱的召唤，并顺利地更换了零件。

解题思路：题目中incident的英文解释为“an event, especially one that is unusual or important”，对应原文中的event; 而题干中的information theory对应原文中的information theory。事实上，A 段整个段落都是对这个细节事件的描述。

Question 32：

答案： C

关键词： initially intended to, achieve

定位原文： C段前两句“This all seems light…”

解题思路： 1939年，22 岁的 Shannon是著名的麻省理工学院工程系的研究生，那时候通信科学的实际应用似乎遥不可及，与当时 他在研究工作中实际使用的技术相差很远。他从一个再简单不过的目标开始着手——确 定“信息”的准确概念。题目中的initially intended to对应原文set out with an apparently simple aim。

Question 33：

答案： Jupiter Saturn(in either order)

关键词： both... and, probe transmitted pictures

定位原文： A段第2句“The space probe, Voyager I…”

解题思路： 两个空格之间有表示并列关系的连接词both... and...,可预测要填的两个词为并列关系的名词。通过定位词pictures找到原文中包含images 的那句话，pictures和images为同义转述。很明 显images后面的一组并列关系的名词Jupiter 和Saturn就是正确答案。

Question 34：

答案： Solar System

关键词： then left the

定位原文：同上题

解题思路：空格前为定冠词the,因此预测出空格处应该 填名词，并且此词最好在和定位词then left the 意思相近的表达后面。因此，我们可以很轻松地定位到原文中and then soared out of..., left 和soared out of是同义转述，后面的Solar System即为正确答案。

Question 35：

答案： sensors circuits(in either order)

关键词： both...and…, freezing temperatures, scientists

定位原文： A段第4句“After 25 years of exposure to…”

解题思路： 两个空格之间有表示并列关系的连接词both...and...，可以预测要填的两个词为并列关系的名词。通过定位词freezing temperatures定位到原文中的原词。按照顺序原则继续往下找，定位词scientists对应原文中的NASA experts。仔细读包含这两个定位词的两句话，很明显存在一组并列关系的名词sensors and circuits。然后进一步推敲答案的确定性。题干中的stop working对应原文中的on the brink of failing, 从而可以最终确定sensors和circuits为正确答案。

Question 36：

答案： spares

关键词： probe, replace, distance, difficult

定位原文： A段第4句“The solution was to get a message to Voyager I to…”

解题思路： 空格前为介词with,可预测空格里应该填名词，并且此词最好在distance之前。题干中的 distance 定位到原文中 12 billion kilometers from Earth, 题干中的difficult定位到原文中 this was not an easy task, 因此需要从前一个句子中找答案。题干中replace对应原文中 change, 题干中的replace them with对应原文 中的 use spares to change the failing parts, 显然， spares为正确答案。

Question 37：

答案： radio dish

关键词： transmit, message, speed of light

定位原文： A段倒数第3句“By means of a radio dish…”

解题思路：空格前为冠词a，可以预测空格处应该填辅音开头的名词。用定位词speed of light定位到原文中，transmit与原文中的send out属于同义转 换。message是如何以光速传送出去的呢?题 干中的...was used to对应于原文中的by means of..., 因此radio dish为正确答案。

Question 38：

答案： TRUE

关键词： true or false, was the starting point, over distances

定位原文： C段第3句“The most basic form of…” Shannon 认为最基本的信息形式是判断事物正确与否，这可以用二进制单位“比特”以1或者0的形式记录。

解题思路：本题解题关键是Shannon研究远距离传送信息的起点。原文陈述，Shannon认为最基本的信息形式是判断事物正确与否。starting point = basic form, 题干与原文完全一致。

Question 39：

答案： TRUE

关键词： signal strength, noise level,

定位原文： D段第4句“This rate depends on…”

解题思路： 这个速度取决于信号与噪音在信道中传送时的相对强度以及信道传送数据的能力(即带宽)。题干中判断的关键点is determined with, 与原文depends on表述一致。

Question 40：

答案： FALSE

关键词： now, Shannon, convey information

定位原文： E段最后一句“As recently as 1993，engineers made a major…” 就在最近的1993年，工程师们取得了一项重大突破，发现了所谓的Turbo码，这与Shannon提出的信息可以安全传送的最大速度极限非常接近。现在，Turbo码在移动可视电话变革中起着关键的作用。

解题思路： 将题干中的now对应到原文的as recently as 1993以及后面的now,题干中要判断的关键点是more...than Shannon had anticipated...(超过Shannon预期)，与原文中的...which come very dose to Shannon’s ultimate limit (与Shannon提出的最大限度非常接近)。题干与原文所述事实不符合

剑桥雅思真题解析阅读9(test3)

篇14：剑桥雅思阅读11真题及答案解析(test3)

剑桥雅思阅读11原文(test3)

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.

剑桥雅思阅读11原文参考译文(test3)

PASSAGE 1 参考译文：

丝绸的故事

世上最昂贵奢华织物的历史，从古代中国直到今天

丝绸是种细软、光滑的布料，产自桑蚕(该昆虫的幼体形态)制作出的蚕茧——即其柔软的保护性外壳。传说中是嫘祖，即大约公元前三千年时期的中国统治者黄帝的妻子，发现了蚕。其中一个故事是这样描述的：当她漫步于自己丈夫的花园之中时，她发现几棵桑树之所以生长遭受破坏正是由于树上的蚕虫。她收集了一些蚕茧并坐下来歇息。正巧在她啜饮着一杯茶时，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。嫘祖发现她可以将这根丝线绕在自己的手指上。于是，她说服了丈夫允许她在一片桑树林内养蚕。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，这样它们就能足够强韧以编纺成织物。虽然这个故事中究竟有多少真实成分我们不得而知，但有一点是确定无疑的：丝绸的生产在中国早己存在了数千年之久。

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。丝绸很快成为了一种社会地位的象征，最早只有皇室成员才有资格穿着丝绸衣物。这些规矩在之后的年月里逐渐变得不那么严苛了，直到最终在清朝(公元1644~19)时期，即使是最低阶层的农民也有资格穿上丝绸了。在汉朝(公元前206~公元2)的某个时期，丝绸的身价昂贵到被用作某种形式的流通货币。朝廷官员的俸禄是用丝绸来支付的，而农夫则用谷物和丝绸来完税。丝绸还被皇帝用作外交礼物。渔线、弓弦、乐器和紙皆由丝绸制作而来。人类最早使用丝质纸的证据发现于一位贵族的墓中，据估计此人大约死于公元168年。

人们对这种异域织物的大量需求最终催生出了现在被称为“丝绸之路”的这样一条一本万利的贸易路线，向西输送丝绸而向东则运来金、银和毛料。之所以叫做“丝绸之路”，正是以其最珍贵的商品而得名，它被视为比黄金更贵重。“丝绸之路”从中国东部一路绵亘6000多公里直达地中海，沿着中国长城的路线，攀越帕米尔山脊，穿过今日的阿富汗并延伸到了中东地区，在大马士革有一个主要交易市场。各种货物从那里再由船运跨过地中海销往各地。很少有商人会走遍整条路线;货物大多是由一系列的中间经手人交接传递的。

由于桑蚕原产于中国，这个国家在许多个世纪里一直是全球唯一的丝绸产地。丝绸制作的秘密最终是经由在公元330~1453年间统治着地跨南欧、北非和中东的地中海地区的拜占庭帝国传到了世界上的其他国家。根据另一个传说，为拜占庭皇帝查士丁尼(Justinian)服务的僧侣们在公元550年将蚕卵藏在空心的竹子手杖里，偷偷带到了君士坦丁堡(即今日土耳其的伊斯坦布尔)。然而，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的严格把控垄断。然后在七世纪，阿拉伯人征服了波斯，在此过程中掠获了它们的华贵丝绸。丝绸生产由此随着阿拉伯人对非洲、西西里和西班牙的扫荡而传遍了这些地方。西班牙南部的安达卢西亚在十世纪里是欧洲的主要丝绸生产中心。不过到13世纪的时候，意大利则成为了欧洲丝绸生产和出口的领军者。威尼斯商人们到处进行丝绸贸易并鼓励制丝者来意大利定居。甚至是到了如今，意大利北部科莫省加工的丝绸仍然享有盛誉。

19世纪和工业化目睹了欧洲丝绸产业的衰落。更为廉价的日本丝绸，这种货物的贸易得到了苏伊士运河开通的极大推动，是促成这ー衰落趋势的许多因素之一。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。两次世界大战切断了来自日本的原材料供应，也扼杀了欧洲丝绸产业。二战过后，日本的丝绸生产再度复工，生丝的制作工艺和品质都有所提升。直到20世纪70年代之前，日本始终是世界上最大的生丝生产者，实际上也是唯一的大规模生丝出口者。但是，在近几十年里，中国逐渐重拾昔日地位，成为全球最大的生丝和丝线生产者和出口国。今天，全世界大约生产125,000公吨的丝绸，其中几乎三分之二的产量出自中国。

TEST 3 PASSAGE 2 参考译文：

大迁徙

动物迁徒，无论如何下定义，都远不只是动物群的移动而已。它可以大致被描述为按照规律的间隔(通常是以年度为循环周期)来进行的旅行，可能会涉及一个种群的许多成员，而且仅仅是在完成了长途跋涉之后才能获得回报。这种行为显示出了遗传的本能。生物学家Hugh Dingle总结出了五条在不同程度上或以不同组合方式，适用于所有迁徙行为的特点。迁徙是旷日持久的长距离运动，将动物们带离熟悉的栖息地;它们往往是沿直线进行，而不是曲折迂回的;它们牵涉到一些与行前准备(例如超量进食)和到达有关的特殊行为;它们需要进行特殊的能量分配。并且还有一样：迁徙中的动物有着一种对更远大使命的格外专注，这使它们不会被任何诱惑转移了注意力，也不会因为任何会让其他动物望而却步的挑战而裹步不前。

一只北极燕鸥，在它从南美洲的最南端飞向北极圈的20,000公里途中，对于一个观鸟者从小船上提供给它的一条散发浓烈气味的美味鲱鱼将会毫不在意。本地海鸥将会贪婪地俯冲下来争食这般馈赠，而燕鸥却会继续向前飞去。为什么?北极燕鸥之所以抗拒了这一分神因素，是因为那时那刻它被一种本能感觉所驱动着，我们人类发现这种感觉十分令人钦佩：它叫做“更远大的目标”。换言之，它下定决心一定要到达它的目的地。这只鸟感觉到它可以稍后再进食、休息和交配。当前它的注意力完全集中在旅程本身上;它的绝对唯一目的就是抵达目的地。去到北极的某个沙砾遍地的海岸，其他北极燕鸥都集结在了那里，这将让它达成那个由进化所塑造出来的更远大目标：找到某个地点、某个时间和一系列环境条件，它可以在其间成功地孵化和养育后代。

然而迁徙是个极其复杂的事件，而生物学家们对它的定义也各有不同，在某种程度上要取决于他们研究的是何种动物。蒙大纳大学的Joel Berger研究的是美洲叉角羚和其他大型陆生哺乳动物，他倾向于使用一个适用于他所研究动物类型的、被他称作简单实用的定义：“从某个季节性栖息区域去到另一个栖息区域然后再回来的往复运动”。这种季节性来回移动的原因通常是为了寻找某些在任何一个区域内都并非全年存在的资源。

但是海洋中浮游生物的每日垂直运动——夜里上浮以寻找食物，白天下潜以躲避捕食者——也可以被视作迁徒。蚜虫的活动也可被认为是迁徙：当一株食用植物上的所有嫩叶都被吃光以后，它们的后代就会飞去另一株宿主植物，没有任何一只蚜虫会回到自己出发的地方去。

Dingle是位研究昆虫的进化生物学家。他的定义比Berger的定义更为细致，列举出了将迁徙行为区别于其他形式动物活动的五条特征。它们考虑到了存在这样的事实情况，例如蚜虫在应该起身踏上它们大行程的时候会对蓝光(来自天空)变得敏感，而在应该下落的时候则对黄光(来自嫩叶的反射)敏感。鸟类在进行长途迁徙飞行之前会大量进食来为自身增脂。(也就是说，Dingle承认每个物种的迁徙行为都存在自身独特之处而彼此各有差异。)Dingle认为，他所下定义的价值在于，它集中关注了角马迁徙与蚜虫迁徙现象的共性，并以此来帮助研究者理解进化是如何导致所有这些共性的产生的。

然而，人类活动正在对动物迁徙产生着有害影响。叉角羚虽然看起来颇似羚羊，但其实二者并无关系，它是新世界(注：New World 是英国人对美洲大陆的旧称;相应地，英美对传统欧洲国家则称之为Old World)里速度最快的陆生哺乳动物。其中一个种群会在美国西部大提顿国家公园的山脉间度过夏天，然后从其山间的夏季牧场沿一条狭窄路径南下，穿过一条河，最后来到平原上。它们在这里熬过最寒冷的几个月，主要靠吃被风吹露出雪面以上的灌木蒿丛度日。这些叉角羚之所以引人注目，在于它们迁徙路线的年复一年从不改变，并且这条路线在三个瓶颈隘口，狭窄难行。如果它们在春季迁徙的过程中不能通过这三个路口中的任何一个，就无法抵达它们水草丰美的夏季乐园;如果它们在秋季再次穿行的时候不能通过路口而向南躲避到这些有风吹袭的平原上，它们就有可能在北方厚厚的雪层中试图过冬而死亡。叉角羚依靠远视能力和奔跑速度来躲避捕食者，一般穿行于平原的开阔凸起地带，在这样的地方它们才能四下张望和撒蹄狂奔。在这些隘口中的一处，两侧林木覆盖的山峦耸立构成了一个V形，留出一条只有大约150米宽的走廊空地，其上还建满了私人住宅。不断的发展正在引发一场叉角羚的生存危机，眼看就要封住了它们的穿越通道。

物种保护科学家们，以及来自美国国家公园管理局和其他机构的一些生物学家和土地管理者们，现在正致力于保护动物的迁徙行为，而不是仅着眼于物种和栖息地的保护。己有一片国家森林将叉角羚的迁徙路径，其中一大部分路程要穿越该森林内部，列为一条受保护的迁徙走廊。但无论森林保护局还是公园保护局都无法操控某个狭窄口的私人土地上到底会发生什么。而且由于另一些物种也会进行迁徙活动，这一挑战变得更加复杂，因为这些影响因素：动物长途跋涉走过的遥远路途、更多的土地管辖权、更多的边境、沿途的更多危险。我们将需要智慧与决心来确保这些迁徙的物种还能再将它们的长途行走活动进行得更长久一些。

TEST 3 PASSAGE 3 参考译文：

《另外那半边如何思考：数学推理探险》前言

A 偶尔，在一些难于演绎的复杂乐章中，会有一些美妙但却容易上手的部分——这些部分如此简单，即使一个初学者也可以演奏它们。数学里也有这样的情况。高等数学中有一些发现并不仰仗专业的知识，甚至并不依赖代数、几何或三角函数。正相反，它们可能最多只涉及一点点算术知识，比如“两个奇数之和为偶数”，再加上常识即可。这本书八个章节中的每一章都能证明这一现象。任何人都能理解这种推理过程中的每一个步骤。

每一章里的思维过程都最多只用到基本算术，有时候甚至连那个也用不上。这样一来所有的读者都将有机会参与一场数学的体验，体会数学的美妙，并逐渐熟悉它那富有逻辑性的然而也是发乎直觉的思考风格。

B 我写这本书的目的之一，就是为那些到目前为止还从未有机会看到和欣赏什么才是真正数学的读者提供一个机会，借此玩味数学的思考方式。我希望展示给读者的，不仅仅是一些引人入胜的发现，而且更重要的还是这些发现背后的思考推理行为。

从以上角度来说，这本书不同于大多数为大众写就的关于数学的书籍。一些书描绘了某些数学家丰富多彩的人生。另一些叙述了数学的重大用途。还有一些虽则深入讲解了数学推演过程，但却假定读者必定在代数运用方面相当娴熟。

C 我希望这本书将能有助于架起一座桥梁，跨越那道臭名昭著的裂隙，从而沟通两种文化：人文与科学，或者我也许应该将之称为右脑(直觉性的)与左脑(分析性的，数字性的)。正如以下书中章节将会展示的那样，数学并不仅仅局限于分析性和数字性;直觉扮演了一个重要角色。那道所谓的鸿沟可以被任何人缩短或完全弥合，部分原因在于我们中的每个人都还远没有充分运用大脑任何一侧的全部能力。为了说明我们人类的潜能，我列举了若干例证：一个结构工程师同时也是一位艺术家，一名电气工程师身兼歌剧演唱家，一位歌剧演唱家发表过数学研究专著，而一个数学家则出版了若干短篇小说。

D 其他科学家们也曾出书向非科学专业人员解说他们的研究领域，但却都不得不省略其中的数学专业知识，即使这些知识构成了他们理论的基石。读者只好全程做一个跃跃欲试而不得的旁观者，而不是加入其中的参与者，因为描述大部分科学领域中细节内容的恰当语言是数学语言，无论话题是膨胀宇宙、亚原子粒子，还是染色体。虽然某个科学理论的大致轮廓可以通过直觉性思维来进行粗略描述，可一旦实体宇宙的某个组成部分最终为人们所理解，对这部分的描述往往还是看起来很像数学课本中的某一页。

E 没有数学专业背景的读者仍然可以在理解数学分析方面走得很远。这本书中给出的细节展示了数学风格的思维方式，这涉及耐心的、一步接一步的分析、实验和深入思考。你在翻动本书页码的时候，会比阅读一部小说或一份报纸时缓慢得多。准备好一支笔和一张纸会有助于你来测试书中理论和展开各种实验。

F 我在写作的时候，脑海中构想了两种类型的读者：有些人本来一直挺喜欢数学的，直到他们被某个不愉快的小插曲转变了看法，通常是在五年级左右;另外一些则是数学狂热爱好者，他们将在整本书内找到许多全新的东西。

这本书同时也能服务于那些仅仅只是想要锻炼自身分析能力的读者。许多职业，例如法律和医药，都需要从业者具备全面、精确的分析能力。每一章都提供了一些可供读者沿一条持之以恒、逻辑严密的思路线索一路探究的练习。数学可以帮你开发这方面的技能，不信请看以下两份大力推荐：

G 一位医生写道：“(数学中)分析性思维加工的训练令我为医学学习做足了准备。在医学领域，一个人在遇到问题时，必须先仔仔细细地分析清楚才能找到解决办法。这个过程与学习数学是类似的。”

一位律师也提出了同样的观点：“尽管我没有任何法律知识背景”——甚至连一门政治科学课也不曾上过，但却在一所顶级的法律学校里成绩优异。我将自己在那里取得成功的很大一部分归功于通过学习数学，特別是各种定理，掌握了如何分析复杂的原理。学过数学的律师们有能力以一种大多数其他律师所无法上手的方式掌握法律原则。”

我希望你能分享我的这一份喜悦，去看简单的、有时甚至是幼稚的各种问题引向非同凡响的解决之道，同时纯理论的发现则能找到意料之外的应用之途。

剑桥雅思阅读11原文解析(test3)

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。

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。

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。

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。

Test 3 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。

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。

Test 3 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。

篇15：剑桥雅思阅读10真题精讲(test4)

READING PASSAGE 1

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

The megafires of California

Drought, housing expansion, and oversupply of tinder make for bigger, hotter fires in the western United States

Wildfires are becoming an increasing menace in the western United States, with Southern California being the hardest hit area. There’s a reason fire squads battling more frequent blazes in Southern California are having such difficulty containing the flames, despite better preparedness than ever and decades of experience fighting fires fanned by the ‘Santa Ana Winds’. The wildfires themselves, experts say, are generally hotter, faster, and spread more erratically than in the past.

Megafires, also called ‘siege fires’, are the increasingly frequent blazes that burn 500, 000 acres or more — 10 times the size of the average forest fire of 20 years ago. Some recent wildfires are among the biggest ever in California in terms of acreage burned, according to state figures and news reports.

One explanation for the trend to more superhot fires is that the region, which usually has dry summers, has had significantly below normal precipitation in many recent years. Another reason, experts say, is related to the century-long policy of the US Forest Service to stop wildfires as quickly as possible. The unintentional consequence has been to halt the natural eradication of underbrush, now the primary fuel for megafires.

Three other factors contribute to the trend, they add. First is climate change, marked by a 1-degree Fahrenheit rise in average yearly temperature across the western states. Second is fire seasons that on average are 78 days longer than they were 20 years ago. Third is increased construction of homes in wooded areas.

‘We are increasingly building our homes in fire-prone ecosystems,’ says Dominik Kulakowski, adjunct professor of biology at Clark University Graduate School of Geography in Worcester, Massachusetts. ‘Doing that in many of the forests of the western US is like building homes on the side of an active volcano.’

In California, where population growth has averaged more than 600, 000 a year for at least a decade, more residential housing is being built. ‘What once was open space is now residential homes providing fuel to make fires burn with greater intensity,’ says Terry McHale of the California Department of Forestry firefighters’ union. ‘With so much dryness, so many communities to catch fire, so many fronts to fight, it becomes an almost incredible job.’

That said, many experts give California high marks for making progress on preparedness in recent years, after some of the largest fires in state history scorched thousands of acres, burned thousands of homes, and killed numerous people. Stung in the past by criticism of bungling that allowed fires to spread when they might have been contained, personnel are meeting the peculiar challenges of neighborhood — and canyon- hopping fires better than previously, observers say.

State promises to provide more up-to-date engines, planes, and helicopters to fight fires have been fulfilled. Firefighters’ unions that in the past complained of dilapidated equipment, old fire engines, and insufficient blueprints for fire safety are now praising the state’s commitment, noting that funding for firefighting has increased, despite huge cuts in many other programs. ‘We are pleased that the current state administration has been very proactive in its support of us, and [has] come through with budgetary support of the infrastructure needs we have long sought,’ says Mr. McHale of the firefighters’ union.

Besides providing money to upgrade the fire engines that must traverse the mammoth state and wind along serpentine canyon roads, the state has invested in better command-and-control facilities as well as in the strategies to run them. ‘In the fire sieges of earlier years, we found that other jurisdictions and states were willing to offer mutual-aid help, but we were not able to communicate adequately with them,’ says Kim Zagaris, chief of the state’s Office of Emergency Services Fire and Rescue Branch. After a commission examined and revamped communications procedures, the statewide response ‘has become far more professional and responsive,’ he says. There is a sense among both government officials and residents that the speed, dedication, and coordination of firefighters from several states and jurisdictions are resulting in greater efficiency than in past ‘siege fire’ situations.

In recent years, the Southern California region has improved building codes, evacuation procedures, and procurement of new technology. ‘I am extraordinarily impressed by the improvements we have witnessed,’ says Randy Jacobs, a Southern California-based lawyer who has had to evacuate both his home and business to escape wildfires. ‘Notwithstanding all the damage that will continue to be caused by wildfires, we will no longer suffer the loss of life endured in the past because of the fire prevention and firefighting measures that have been put in place,’ he says.

Test 4

Questions 1-6

Complete the notes below.

Choose ONE WORD AND/OR A NUMBER from the passage for each answer.

Write your answers in boxes 1-6 on your answer sheet.

Wildfires

Characteristics of wildfires and wildfire conditions today compared to the past:

— occurrence: more frequent

— temperature: hotter

— speed: faster

— movement: 1 more unpredictably

— size of fires: 2 greater on average than two decades ago

Reasons wildfires cause more damage today compared to the past:

— rainfall: 3 average

— more brush to act as 4

— increase in yearly temperature

— extended fire 5

— more building of 6 in vulnerable places

Questions 7-13

Do the following statements agree with the information given in Reading Passage 1?

In boxes 7—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

7 The amount of open space in California has diminished over the last ten years.

8 Many experts believe California has made little progress in readying itself to fight fires.

9 Personnel in the past have been criticised for mishandling fire containment.

10 California has replaced a range of firefighting tools.

11 More firefighters have been hired to improve fire-fighting capacity.

12 Citizens and government groups disapprove of the efforts of different states and agencies working together.

13 Randy Jacobs believes that loss of life from fires will continue at the same levels, despite changes made.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading

Passage 2 below.

Second nature

Your personality isn’t necessarily set in stone. With a little experimentation, people can reshape their temperaments and inject passion, optimism, joy and courage into their lives

A Psychologists have long held that a person’s character cannot undergo a transformation in any meaningful way and that the key traits of personality are determined at a very young age. However, researchers have begun looking more closely at ways we can change. Positive psychologists have identified 24 qualities we admire, such as loyalty and kindness, and are studying them to find out why they come so naturally to some people. What they’re discovering is that many of these qualities amount to habitual behaviour that determines the way we respond to the world. The good news is that all this can be learned. Some qualities are less challenging to develop than others, optimism being one of them. However, developing qualities requires mastering a range of skills which are diverse and sometimes surprising. For example, to bring more joy and passion into your life, you must be open to experiencing negative emotions. Cultivating such qualities will help you realise your full potential.

B ‘The evidence is good that most personality traits can be altered,’ says Christopher Peterson, professor of psychology at the University of Michigan, who cites himself as an example. Inherently introverted, he realised early on that as an academic, his reticence would prove disastrous in the lecture hall. So he learned to be more outgoing and to entertain his classes. ‘Now my extroverted behaviour is spontaneous,’ he says.

C David Fajgenbaum had to make a similar transition. He was preparing for university, when he had an accident that put an end to his sports career. On campus, he quickly found that beyond ordinary counselling, the university had no services for students who were undergoing physical rehabilitation and suffering from depression like him. He therefore launched a support group to help others in similar situations. He took action despite his own pain — a typical response of an optimist.

D Suzanne Segerstrom, professor of psychology at the University of Kentucky, believes that the key to increasing optimism is through cultivating optimistic behaviour, rather than positive thinking. She recommends you train yourself to pay attention to good fortune by writing down three positive things that come about each day. This will help you convince yourself that favourable outcomes actually happen all the time, making it easier to begin taking action.

E You can recognise a person who is passionate about a pursuit by the way they are so strongly involved in it. Tanya Streeter’s passion is freediving — the sport of plunging deep into the water without tanks or other breathing equipment. Beginning in , she set nine world records and can hold her breath for six minutes. The physical stamina required for this sport is intense but the psychological demands are even more overwhelming. Streeter learned to untangle her fears from her judgment of what her body and mind could do. ‘In my career as a competitive freediver, there was a limit to what I could do — but it wasn’t anywhere near what I thought it was,’ she says.

F Finding a pursuit that excites you can improve anyone’s life. The secret about consuming passions, though, according to psychologist Paul Silvia of the University of North Carolina, is that ‘they require discipline, hard work and ability, which is why they are so rewarding.’ Psychologist Todd Kashdan has this advice for those people taking up a new passion: ‘As a newcomer, you also have to tolerate and laugh at your own ignorance. You must be willing to accept the negative feelings that come your way,’ he says.

G In , physician-scientist Mauro Zappaterra began his PhD research at Harvard Medical School. Unfortunately, he was miserable as his research wasn’t compatible with his curiosity about healing. He finally took a break and during eight months in Santa Fe, Zappaterra learned about alternative healing techniques not taught at Harvard. When he got back, he switched labs to study how cerebrospinal fluid nourishes the developing nervous system. He also vowed to look for the joy in everything, including failure, as this could help him learn about his research and himself.

One thing that can hold joy back is a person’s concentration on avoiding failure rather than their looking forward to doing something well. ‘Focusing on being safe might get in the way of your reaching your goals,’ explains Kashdan. For example, are you hoping to get through a business lunch without embarrassing yourself, or are you thinking about how fascinating the conversation might be?

H Usually, we think of courage in physical terms but ordinary life demands something else. For marketing executive Kenneth Pedeleose, it meant speaking out against something he thought was ethically wrong. The new manager was intimidating staff so Pedeleose carefully recorded each instance of bullying and eventually took the evidence to a senior director, knowing his own job security would be threatened. Eventually the manager was the one to go. According to Cynthia Pury, a psychologist at Clemson University, Pedeleose’s story proves the point that courage is not motivated by fearlessness, but by moral obligation. Pury also believes that people can acquire courage. Many of her students said that faced with a risky situation, they first tried to calm themselves down, then looked for a way to mitigate the danger, just as Pedeleose did by documenting his allegations.

Over the long term, picking up a new character trait may help you move toward being the person you want to be. And in the short term, the effort itself could be surprisingly rewarding, a kind of internal adventure.

Questions 14-18

Complete the summary below.

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

Write your answers in boxes 14-18 on your answer sheet

Psychologists have traditionally believed that a personality 14 was impossible and that by a 15 , a person’s character tends to be fixed. This is not true according to positive psychologists, who say that our personal qualities can be seen as habitual behaviour. One of the easiest qualities to acquire is 16 . However, regardless of the quality, it is necessary to learn a wide variety of different 17 in order for a new quality to develop; for example, a person must understand and feel some 18 in order to increase their happiness.

Questions 19-22

Look at the following statements (Questions 19-22) and the list of people below.

Match each statement with the correct person, A-G.

Write the correct letter, A-G, in boxes 19-22 on your answer sheet

19 People must accept that they do not know much when first trying something new.

20 It is important for people to actively notice when good things happen.

21 Courage can be learned once its origins in a sense of responsibility are understood.

22 It is possible to overcome shyness when faced with the need to speak in public.

List of People

A Christopher Peterson

B David Fajgenbaum

C Suzanne Segerstrom

D Tanya Streeter

E Todd Kashdan

F Kenneth Pedeleose

G Cynthia Pury

Questions 23-26

Reading Passage 2 has eight sections, A-H.

Which section contains the following information?

Write the correct letter, A-H, in boxes 23-26 on your answer sheet

23 a mention of how rational thinking enabled someone to achieve physical goals

24 an account of how someone overcame a sad experience

25 a description of how someone decided to rethink their academic career path

26 an example of how someone risked his career out of a sense of duty

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

When evolution runs backwards

Evolution isn’t supposed to run backwards — yet an increasing number of examples show that it does and that it can sometimes represent the future of a species

The description of any animal as an ‘evolutionary throwback’ is controversial. For the better part of a century, most biologists have been reluctant to use those words, mindful of a principle of evolution that says ‘evolution cannot run backwards’. But as more and more examples come to light and modern genetics enters the scene, that principle is having to be rewritten. Not only are evolutionary throwbacks possible, they sometimes play an important role in the forward march of evolution.

The technical term for an evolutionary throwback is an ‘atavism’, from the Latin atavus, meaning forefather. The word has ugly connotations thanks largely to Cesare Lombroso, a 19th-century Italian medic who argued that criminals were born not made and could be identified by certain physical features that were throwbacks to a primitive, sub-human state.

While Lombroso was measuring criminals, a Belgian palaeontologist called Louis Dollo was studying fossil records and coming to the opposite conclusion. In 1890 he proposed that evolution was irreversible: that ‘an organism is unable to return, even partially, to a previous stage already realised in the ranks of its ancestors’. Early 20th-century biologists came to a similar conclusion, though they qualified it in terms of probability, stating that there is no reason why evolution cannot run backwards — it is just very unlikely. And so the idea of irreversibility in evolution stuck and came to be known as ‘Dollo’s law’.

If Dollo’s law is right, atavisms should occur only very rarely, if at all. Yet almost since the idea took root, exceptions have been cropping up. In 1919, for example, a humpback whale with a pair of leg-like appendages over a metre long, complete with a full set of limb bones, was caught off Vancouver Island in Canada. Explorer Roy Chapman Andrews argued at the time that the whale must be a throwback to a land-living ancestor. ‘I can see no other explanation,’ he wrote in 1921.

Since then, so many other examples have been discovered that it no longer makes sense to say that evolution is as good as irreversible. And this poses a puzzle: how can characteristics that disappeared millions of years ago suddenly reappear? In 1994, Rudolf Raff and colleagues at Indiana University in the USA decided to use genetics to put a number on the probability of evolution going into reverse. They reasoned that while some evolutionary changes involve the loss of genes and are therefore irreversible, others may be the result of genes being switched off. If these silent genes are somehow switched back on, they argued, long-lost traits could reappear.

Raff’s team went on to calculate the likelihood of it happening. Silent genes accumulate random mutations, they reasoned, eventually rendering them useless. So how long can a gene survive in a species if it is no longer used? The team calculated that there is a good chance of silent genes surviving for up to 6 million years in at least a few individuals in a population, and that some might survive as long as 10 million years. In other words, throwbacks are possible, but only to the relatively recent evolutionary past.

As a possible example, the team pointed to the mole salamanders of Mexico and California. Like most amphibians these begin life in a juvenile ‘tadpole’ state, then metamorphose into the adult form — except for one species, the axolotl, which famously lives its entire life as a juvenile. The simplest explanation for this is that the axolotl lineage alone lost the ability to metamorphose, while others retained it. From a detailed analysis of the salamanders’ family tree, however, it is clear that the other lineages evolved from an ancestor that itself had lost the ability to metamorphose. In other words, metamorphosis in mole salamanders is an atavism. The salamander example fits with Raff’s 10-million-year time frame.

More recently, however, examples have been reported that break the time limit, suggesting that silent genes may not be the whole story. In a paper published last year, biologist Gunter Wagner of Yale University reported some work on the evolutionary history of a group of South American lizards called Bachia. Many of these have minuscule limbs; some look more like snakes than lizards and a few have completely lost the toes on their hind limbs. Other species, however, sport up to four toes on their hind legs. The simplest explanation is that the toed lineages never lost their toes, but Wagner begs to differ. According to his analysis of the Bachia family tree, the toed species re-evolved toes from toeless ancestors and, what is more, digit loss and gain has occurred on more than one occasion over tens of millions of years.

So what’s going on? One possibility is that these traits are lost and then simply reappear, in much the same way that similar structures can independently arise in unrelated species, such as the dorsal fins of sharks and killer whales. Another more intriguing possibility is that the genetic information needed to make toes somehow survived for tens or perhaps hundreds of millions of years in the lizards and was reactivated. These atavistic traits provided an advantage and spread through the population, effectively reversing evolution.

But if silent genes degrade within 6 to 10 million years, how can long-lost traits be reactivated over longer timescales? The answer may lie in the womb. Early embryos of many species develop ancestral features. Snake embryos, for example, sprout hind limb buds. Later in development these features disappear thanks to developmental programs that say ‘lose the leg’. If for any reason this does not happen, the ancestral feature may not disappear, leading to an atavism.

Questions 27-31

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-31 on your answer sheet.

27 When discussing the theory developed by Louis Dollo, the writer says that

A it was immediately referred to as Dollo’s law.

B it supported the possibility of evolutionary throwbacks.

C it was modified by biologists in the early twentieth century.

D it was based on many years of research.

28 The humpback whale caught off Vancouver Island is mentioned because of

A the exceptional size of its body.

B the way it exemplifies Dollo’s law.

C the amount of local controversy it caused.

D the reason given for its unusual features.

29 What is said about ‘silent genes’?

A Their numbers vary according to species.

B Raff disagreed with the use of the term.

C They could lead to the re-emergence of certain characteristics.

D They can have an unlimited life span.

30 The writer mentions the mole salamander because

A it exemplifies what happens in the development of most amphibians.

B it suggests that Raff’s theory is correct.

C it has lost and regained more than one ability.

D its ancestors have become the subject of extensive research.

31 Which of the following does Wagner claim?

A Members of the Bachia lizard family have lost and regained certain features several times.

B Evidence shows that the evolution of the Bachia lizard is due to the environment.

C His research into South American lizards supports Raff’s assertions.

D His findings will apply to other species of South American lizards.

Questions 32-36

Complete each sentence with the correct ending, A-G, below.

Write the correct letter, A-G, in boxes 32-36 on your answer sheet.

32 For a long time biologists rejected

33 Opposing views on evolutionary throwbacks are represented by

34 Examples of evolutionary throwbacks have led to

35 The shark and killer whale are mentioned to exemplify

36 One explanation for the findings of Wagner’s research is

A the question of how certain long-lost traits could reappear.

B the occurrence of a particular feature in different species.

C parallels drawn between behaviour and appearance.

D the continued existence of certain genetic information.

E the doubts felt about evolutionary throwbacks.

F the possibility of evolution being reversible.

G Dollo’s findings and the convictions held by Lombroso.

Questions 37-40

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 37-40 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

37 Wagner was the first person to do research on South American lizards.

38 Wagner believes that Bachia lizards with toes had toeless ancestors.

39 The temporary occurrence of long-lost traits in embryos is rare.

40 Evolutionary throwbacks might be caused by developmental problems in the womb.

篇16：剑桥雅思阅读10真题精讲(test4)

Passage 1

Question 1

参考译文： 风向的运动：____更加无法预测。

难度及答案：难度低;答案为spread

关键词：movement

定位原文： 第 1 段最后1句“The wildfire themselves... than in the past” 专家表示，总的来说， 现在的森林大火比过去温度更高，蔓延的得更快，扩散踪迹更为飘忽不定。

解题思路： 原文中erratically与题目中unpredictably属于同义替换，因此spread为movement的特点。

Question 2

参考译文：火势的大小，比过去前平均大了_____。

难度及答案： 难度低;答案为10/ten times

关键词： size of fires

定位原文：第 2 段第 1 句“…10 times the size of average...20 years ago.” 这种大火烧毁的土地面积相当于20年前一般森林大火破坏面积的10倍。

解题思路：原文中 10 times the size of average 与题目中 greater on average than 属于同义替换，因此应当填入10/ten times。

Question 3

参考译文：降水：____平均值。

难度及答案：难度低;答案为below.

关键词： rainfall

定位原文： 第3段第1句“One explanation for the trend to…in many recent years.” 关于频发超级火灾这—趋势，其屮-个解释便是该地区通常夏天干燥，且近几年降水远远低于正常水平。

解题思路：原文中 precipitation、normal 与题目中 rainfall 、average 分别属于同义替换，因此应当填入below。

Question 4

参考译文： 更多的灌木丛被用于_____

难度及答案：难度低;答案为fuel

关键词： brush

定位原文： 第 3 段最后1句话 “The unintentional consequence... primary fuel for megafires.”由此产生了无意识的后果，中断了灌木丛自然的根除过程，现在致使灌木丛成为特大火灾的主要燃料。

解题思路：根据原文可知brush的特性，原文underbrush与题目中brush属于同义替换. 因此空格应填入fuel。

Question 5

参考译文： 扩大的火灾____

难度及答案： 难度低;答案为seasons

关键词： extended fire

定位原文： 第 4 段第 3 句 “Second is fire seasons that... 20 years ago.” 第二点是火险季节相比20年前平均延长了78天。

解题思路： 根据原文可知有什么东西在过去的20年里变长了。因此答案为seasons。

Question 6

参考译文： 更多的______建在容易着火的区域。

难度及答案： 难度低;答案为homes/housing

关键词： more building

定位原文： 第 4 段最后一句 “Third is increased construction of homes...” 第三，是在多树地区，房屋的不断扩建。

解题思路： 根据原文可知homes变多了，因此可以填入homes/housing。

Question 7

参考译文： 在加利福尼亚州的空旷土地的数量在过去的十年里已经减少了很多。

难度及答案： 难度中等;答案为TRUE

关键词： open space 、diminished

定位原文： 第6段第1句“In California, where…built.”至少十多年来，加利福尼亚州平均每年增加60多万人口，越来越多的住宅正在建造当中。

解题思路： 原文中有a decade对应题目问的last ten years，且原文提到有更多的住房被建造，与题目中space属于同义替换，因此答案为TRUE。

Question 8

参考译文： 很多专家认为加利福尼亚州的灭火准备工作没有进展。

难度及答案： 难度中等;答案为FALSE

关键词： many experts 、little progress

定位原文： 第 7 段第 1 句 “That said many... killed numerous people.” 据称，有史以来最大的几场火灾烤焦了成千上万英亩的土地， 烧毁了数以万计的房屋， 烧死大量的居民之后，许多专家给予了加利福尼亚州相当高的评价，因其近几年来在消防准备工作中取得的进步。

解题思路： 根据关键词定位至第7段，找到experts的态度，experts的态度为high marks on making progress on preparedness，因此与题目不符合，为 FALSE。

Question 9

参考译文： 消防工作人员过去被指责错误地处理火灾。

难度及答案： 难度难;答案为TRUE

关键词： personnel 、criticize for mishandling fire containment

定位原文： 第 7 段最后一句 “Stung in the past…previously，observers say.” 观察家们表示这些火灾本该受到控制却依旧蔓延开来，相关部门过去被严厉指责为工作不力。如今，他们正面临着来自周边地区和峡谷的前所未有的巨大挑战。

解题思路： 该题难点在于对应原文为长难句，通过对对应原文的解读，可知题干所描述内容与原文相符，因此为TRUE。

Question 10

参考译文：加利福尼亚已经更换了一批消防用具。

难度及答案：难度中等;答案为TRUE

关键词： arrange of firefighting tools

定位原文： 第 8 段第 1 句 “State promises to provide…fulfilled.” 州政府已经实现了关于提供更多先进的消防车、飞机和直升机以对抗火灾的承诺。

解题思路： 通过对应原文可知，题干所描述事件正确因此为true。

Question 11

参考译文： 已经雇佣了更多的消防人员来提高处理火灾的能力。

难度及答案： 难度中;答案为NOT GIVEN

关键词： More firefighters

定位原文：无

解题思路： 因为原文中无法找到题干所描述的事件，因此答案为NOT GIVEN。

Question 12

参考译文：居民和政府组织不同意不同的州和社会组织之间的合作-

难度及答案： 难度中等;答案为FALSE

关键词：disapprove 、working together

定位原文： 第 8 段第 3 句 “We are pleased that…of the firefighters union.” “我们很高兴现任加利福尼亚州的行政部门.非常积极主动地支持我们，同时已经通过了我们渴望已久的、满足基础设施需求的预算支持方案。”消防队联盟的麦克黑尔先生表示。

解题思路： 根据对应原文，发现居民和政府对于州际之间联合是proactive的态度，而是题干中所说的disapprove，因此为FALSE。

Question 13

参考译文：Randy Jacobs认为因为火灾而失去生命的人的数量不会改变，尽管(在救火能力上)已经有了改变。

难度及答案： 难度中等;答案为FALSE

关键词： Randy Jacobs、the same level.

定位原文： 第 10 段最后—句 “Notwithstanding all the damage.., he says.” “尽管由森林 大火引起的损失还将持续，但我们不会像过去那样蒙受生命损失了，因为火灾预防和消防措施已经到位。”他说道。

解题思路： 由原文可知we will no longer suffer... endured in the past.题干描述与之不符, 因此为FALSE。

Passage 2

Questions 14-15

参考译文：传统意义上，心理学家认为人的性格是不可能____并且在一个人_____时候，性格就已经定型了。

难度及答案：难度低;答案为 transformation/change; young age

关键词：第1空的关键闻为traditionally believe、impossible;第二空的关键词为person's character tend to be fixed.

定位原文：A 部分第 1 段第 1 句 “Psychologists have long…a very young age.” 心理学家 长期以来持有一种观点，即人们的性格在任何有意义的方式下都不会经受改变， 并且人们的主要性格特点在小时候就已经确定了。

解题思路：根据对应原文发现原文有两个分句刚好对应题目的两个空格，从and前的分句中 cannot undergo 对应 impossible, 因此第 1 个空格为 transformation 从第2空格句中发现空格前有定冠词“a”，且traits of personality对应person's characteristics，determined 对应 fixed，因此第 2 空为 young age。

Questions 16

参考译文： 其中一个最容易获得的品质是___。

难度及答案： 难度高;答案为optimism

关键词： the easiest qualities

定位原文： A部分第2段第1句“Some qualities... of them.”有一些品质没有另一些品质如此难以开发，乐观这个品质就是其中一个。

解题思路： 从对应原文中找到比较级，原文中出现比较级的部分一般为考点。文中指出有一些品质没有另外一些品质那么难养成，乐观(optimism)就是其中一个，与 one of the easiest 对应，此空格填 optimism。

Questions 17

参考译文： 但是，不管是哪种品行，人们都有必要学习各种各样的______以发展新的品行。

难度及答案： 难度中等;答案为skills/techniques 。

关键词：learn、a wide variety of

定位原文： A部分第2段第2句“However, developing qualities...and sometimes surprising.”但是，人们想要开发这些品质要求掌握一系列的技巧，这些技巧五花八门，有时候还可能让人很吃惊。

解题思路： 原文中的learn、a range of与题目中master、a wide variety of 分别为同义替换，因此此空可填 techniques/skills。

Questions 18

参考译文： 例如，一个人必须要明白和感受一些_____.目的是提高他们的快乐程度。

难度及答案： 难度中等;答案为 negative emotions/feelings

关键词： understand and feel 、increase their happiness

定位原文： A部分第2段第3句“For example, to bring more…emotions.” 例如，你如果想为你的生活增加更多的快乐和激情，你必须敞开胸怀对待消极的情绪。

解题思路： 原文中 bring more joy and passion in my life、experience 与題干中 increase their happiness、understand and fed分别属于同义替换。因此，本题答案为 negative, emotion。

Questions 19

参考译文： 他们必须接受这个事实，即人们在第一次尝试一些新事物的时候知道的不多。

难度及答案：难度高;答案为E

关键词： accept、first trying something new

定位原文： F 部分第 3，4 句 “Psychologist Todd Kashdan has this…he says.” 心理学家 Todd Kashdan提供了这类的建议给人们去获取这些新的激情。他说：“作为一个新人，你通常需要去忍受并嘲笑自己的无知。你必须接受那些消极的情绪。”

解题思路： 在对应原文中找到Kashdan的态度，原文中own ignorance、accept与題干中 they do not know、tolerate and laugh at your own 分别属于同义替换，因此此题配对E项。

Question 20

参考译文： 去主动留意美好的事情对一个人是很重要的。

难度答案： 难度高;答案为C

关键词： actively notice、good things happen

定位原文： D段第2句“She recommends you train...come about each day.”她建议人们应该训练自己去关注那些美好的事情并且记录下每天发生的三件美好的事情。这样做有助于自己说服自己让人开心的事情每时每刻都在发生，也更加容易使你采取实际的行动(去做积极的事情)。

解题思路： 参照对应原文，找到了Segerstrom的态度，原文中train yourselves to pay attention to、positive things that come about each day 与题干中的actively notice、good things happen分别属于同义替换，因此此题答案为C。

Question 21

参考译文：勇气是可以学习的，只要人们意识到勇气源于责任感。

难度及答案：难度高;答案为G

关键词： courage、sense of responsibilities

定位原文： H 部分第 I 段第 5 句 “According to Cynthia Pury... obligation.” 根据一位来自克莱姆森大学的心理学会Cynthia Pury的观点，Pedeleose的故事证明了一个观点，这个观点就是勇气不是被无畏所激发，而是通过道德责任所激发。

解题思路： 参照对应原文，原文中moral obligation与题干中sense of responsibilities属于同义替换，且由原文中可知courage是obligation产生的，因此此題答案为G。

Question 22

参考译文： 当面对需要在公众面前演讲的需求时，害羞是可以被克服的。

难度及答案：难度中等;答案为A

关键词： overcome shyness、speak in public

定位原文： B部分第3句“So he learned to be…his classes.”因此，他开始学怎样变得亲和， 怎样活跃他的课堂。

解题思路： 根据对应原文，原文中 be more outgoing、entertain his classes 与题干中 overcome shyness、speak in the public分别属于同义替换，因此本题答案为A。

Question 23

参考译文：提到了关于提到如何理性的思考，从而达到生理上的目标。

难度及答案：难度中等;答案为E

关键词：rational thinking、physical goals

定位原文： E 部分第 5 句 “Streeter learned to untangle... and mind could do.” Streeter 通过判断自己身体和心理可以承受的程度，学习了如何去解除她的恐惧。

解题思路： 题干中rational thinking对应原文learn to untangle her fears，原文全句表达了 Streeter战胜了她心理上和生理上的恐惧，达到了自己的目标，即为题干中的 physical goals，因此此题匹配E段。

Question 24

参考译文：解释一个人是如何克服悲伤的心情的经历。

难度及答案： 难度中等;答案为C

关键词：overcome a sad experience

定位原文： C部分全文，再发生了一场终止他运动生涯的意外时，David Fajgenbaum也做过相似的性格转换，那时他正准备上大学。在大学校园里，他很快发现：除了普通的询问，学校里并没有为像他那样正在经受生理恢复和心理沮丧的学生提供服务。 他因此发起了一个提供服务小组去帮助其他的那些和他有着相似境况的人。他对于这样的情况采取了行动，尽管他自己也在经受运伤痛，这是一种积极者的反应。

解题思路： C段全文在描写David Fajgenbaum在事故之运如何以一种乐观的心态面对已经积极的帮助他人的。因此匹配C段。

Question 25

参考译文： 描述一个人如何决定去重新思考自己的学术研究之路。

难度及答案： 难度高;答案为G

关键词： rethink their academic career path

定位原文： G部分第1段，在，医学科学家Mauro Zappaterra开始在哈佛大学医学院开展他的博士学位的研究。不幸的是，他相当痛苦，因为他的研究与他所好奇的关于治疗相关疾病的方案不相符合。最终他在Santa Fe休息了一段时间，在这八个月的时间里，Zappaterra学到一种没有在哈佛学过的可替代的治疗技术。当回来的时候，他改变了他的实验项目，转而研究脑脊髓液是如何滋养神经系统的发展。他也发誓要在一切事物中，包括失败中，寻找快乐。因为失败可以帮助他了解自己的研究和他自身。

解题思路： G段描述了 Zappaterra这个人从事的研究方向。从G段第四句描述了 Zappaterra 转变了自己的研究方向，因此该题匹配G段。

Question 26

参考译文：举例说明一个人出于责任感不惜以自己的事业作为代价.

难度及答案; 难度中等;答案为H

关键词： risked his career、sense of duty

定位原文： H部分第 1 段第 3 句“ The new manger was intimidating ...would be threatened.” 一个新上任的经理恐吓员工，Pedeleose明知自己的事业会遭到威胁，仍仔细地录下他每次作恶的片段，并且最终将证据交给高级主管。

解题思路： 原文以Pedeleose为例，讲述他出于道义举报领导的不良行为的事迹。文中的 his own job security would be threatened 与题目中的 risked his career属于同义替换。

Passage 3

Question 27

参考译文： 当讨论Louis Dollo的理论时,作者说____

难度及答案：难度中等;答案为C。

关键词： Louis Dollo

定位原文： 第3段第2, 3句“In 1890...”在1890年，他提出进化是不可以逆转的：“一个有机体不能够回转到之前它的祖先已经实现了的阶段，哪怕只是一部分。” 在20世纪早期，生物学家得出一个相似的结论，即尽管他们认同返祖现象的可能性，并表示没有理由证明为什么进化不能被反向运行，但他们就是认为发生的可能性极小。

解题思路： 根据关键词Louis Dollo定位至第3段，得知他提出进化是不可逆转的，可是20世纪的时候，生物学家认为没有原因不可逆转，也就是进化是可逆转的。所 以是答案C。

Question 28

参考译文： 文中提到在Vancouver岛附近捉到的座头鲸，因为_____。

难度及答案： 难度低;答案为D

关键词： humpback whale、vancouver

定位原文： 第4段前4句“If Dollo’s...”如果多洛氏法则是正确的，返祖现象就算真的有， 应该也很少发生。然而，几乎自这种想法产生起，就已经出现特例了。比如， 在19，一头座头鲸在加拿大温哥华岛被捕获，它带有一双长达1米、像脚的附肢，且有着一套完整的肢骨。探险家Roy Chapman Andrews在那时表明这头鲸鱼一定是某种陆地生活的祖先动物的反向进化结果。

解题思路： 原文中对于座头鲸的特征有详细的描述，为什么长成这个样子也做出了解释，说是一种反向进化的结果。所以选择D。

Question 29

参考译文： 关于“休眠基因”有何描述?

难度及答案： 难度低;答案为C

关键词： silent genes

定位原文： 第5段最后一句“If these...”如果这些休眠基因在以某种方式再次激活，他们表示，生物长时间丢失的特征可以重现。

解题思路： 关键词silent genes 在原文中重现。long-lost traits 替换了 certain characteristics，原文中的 reappear替换了 re-emergence。

Question 30

参考译文： 作者提到鼹钝口螈，因为_____

难度及答案： 难度中等;答案为B

关键词： mole salamander

定位原文： 第7段第1句及最后—句“As a possible example...”作为一个有可能例证的事件， 团队列举了墨西哥和加利福尼亜的鼹钝口螈。鼹钝口螈的例子与Raff的1000万年的学说框架相符合。

解题思路： 找到mole salamander这个例子并不难，难度在于解题点在这段的最后一句话， 距离有点远而已。原文最后一句fits With与选项B中的correct属于同义替换c。证明Raff的理论是正确的。

Question 31

参考译文： 下面哪一个是Wagner的理论?

难度及答案：难度低;答案为A

关键词： Wagner

定位原文： 第8段第2句到段尾“In a paper...”在一个去年发表的文章中，耶鲁大学的生物学家Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。 它们中的一些拥有非常小的肢节;有一些看起来更像蛇而非蜥錫;有一些完全失去了后肢的趾头。然而，其他的则彰显出了后肢的四个趾头。 最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头，但Wagner并不认同。根据他对 Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。

解题思路： 根据关键词Wagner定位至第8段。最后一句中的re-evolved、loss and gain和 occurred on more than one occasion 与选项 A 中的 lost and regained several times属于同义替换。

Question 32

参考译文： 很长一段时间，生物学家都拒绝____。

难度及答案： 难度低;答案为F

关键词： for a long time、biologist、rejected

定位原文：第1段第2句“For the better part…”在一个世纪的大部分时间里，大多数生物学家不愿意用反向进化等这些词，他们铭记着一个进化原则即“进化是不可以反向运行的”。

解题思路： 这个題不难，原文中for the better part of a century替换了 for a long time，原文中reluctant 替换了 rejected。

Question 33

参考译文： 对于返祖进化持有相对立的观点代表有_____。

难度及答案： 难度低;答案为G

关键词： opposing views

定位原文： 第3段第1句“While Lombroso...”当Lombroso在观测犯人时，一位比利时的古生物学家Louis Dollo正在研究化石记录并得出了相反的结论。

解题思路： 根据关键词opposing views定位到第3句opposite condusion，句话里的两个人的意见是相反的。

Question 34

参考译文： 反向进化的例子导致了____。

难度及答案： 难度中等;答案为A

关键词： examples 、led to

定位原文： 第5段前两句“Since then...”自从那时起，很多其他的例子已被发现，所以进化是不可逆转的这种观点再也无法成立了。这同时产生了困惑：消失了几千万年的特征是如何能重新出现的?

解题思路： 关键词examples中原文中重现。原文中propose与题目中led to属于同义替换， 原文中 characteristics that disappeared millions of years ago 与选项 A 中 long?est traits 也属于同义替换。

Question 35

参考译文： 提到鲨鱼和虎鲸是为了_____.

难度及答案： 难度低;答案为B

关键词： shark、killer whale

定位原文： 倒数第2段第2句“One possibility is…”其中一个可能性就是这三种特性只是失去了，之后又简单地重现。这就像相似的结构可以独立地产生在没有血缘关系的物种中，就像鲨鱼和虎鲸的背部的鳍一样。

解题思路： 根据关键词定位至倒数第2段。原文中similar structures替换了选项B中的particular feature，原文中 unrelated species 替换了选项 B 中的 different species。

Question 36

参考译文：Wabner 的研究成果的解释之一是____.

难度及答案： 难度低;答案为D.

关键词： explanation finding、Wagner

定位原文： 倒数第2段第3句‘Another more...” 另一种更加有吸引力的可能性是那些用来生长趾头的基因信息在蜥蜴上存活了几百或者是几千万年，并且这种基因信息被重新激活了。

解题思路： 倒数第2段讲了 Wagner的发现。原文中的possibility与题目中的explanation 属于同义替换。原文中survive与选项D中continued existence属于同义替换。

Question 37

参考译文： Wagner是第一个做南美洲蜥蜴研究的人。

答案及难度： 难度低;答案为NOT GIVEN .

关键词： Wagner 、south American lizards

定位原文： 第8段第2 句 “In a paper...” 在一个去年发表的文章中，耶鲁大学的生物学家 Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。

解题思路： 在文中并没有提到Wagner是否是第一人，所以未提及。

Question 38

参考译文： Wagner相信有趾头的Bachia撕锡，其祖先并没有趾头。

难度及答案: 难度低; 答案为YES

关键词： Bachia lizards，toeless、ancestors

定位原文： 第8段最后两句“The simplest.,”最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头， 但Wagner并不认同。根据他对Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。

解题思路：关键词Bachia和toeless在文中重现，根锯Wagner的调查.它们是从toeless ancestors进化来的;文中内容与题目一致。

Question 39

参考译文： 胚胎时期，短暂出现了消失很久的特点的这种情况是非常少见的。

难度及答案： 难度低;答案为NO。

关键词： embryos

定位原文： 最后1段第3句话 “Early embryos...”许多物种早期的胚胎发展出了祖先的特性。

解题思路： 关键词embryos在文中重现。原文中说这种现象存在于许多物种中(many species),可是题目说这个现象非常少见(rare)，所以很明显矛盾。其中，原文中ancestral features与题目中long-lost trails 属于同义替换。

Question 40

参考译文： 反向进化可能是由于子宫内的发展问题

难度及答案： 难度低;答案为YES

关键词： womb、developmental

定位原文： 最后1段最后两句“Later in development...”这些特性在后期发展中由于某些进化程式消失了，该程式可能导致“腿部的消失”。如果因为任何原因这些事情没有发生，祖先的种.种特性也许就不会消失，导致返祖现象。

解题思路： 根据关键间womb和developmental定位至最后一段。 原文中thanks to 中caused by属于同义替换。最后一句说，如果发展的过程没有进行的话，那么就会造成返祖现象，与题目一致，所以答案为YES。

剑桥雅思阅读10真题精讲(test4)

篇17：剑桥雅思阅读10真题精讲(test4)

Passage 1参考译文：

加利福尼亚州的特大火灾

干旱，房屋的大量扩建，易燃物的过度供给导致美国西部发生更大更热的火灾。

森林大火正在成为美国西部不断增大的威胁，而加利福尼亚州南部是受影响最严重的地区。加利福尼亚州南部大火愈加频发，尽管与其对抗的救火队有着相比以前更为充分的准备和多年消除由“圣安娜之风”煽动起的火灾的经验，他们还是在控制大火上遇到了困难。这是有原因的。专家表示，总的来说，现在的森林大火比过去溫度更高，蔓延得更快，扩散踪迹更为飘忽不定。

特大火灾，也称为“围攻火”，是指近来频发的能够烧毁万英亩及以上土地的大火，这种大火烧毁的土地面积相当于20年前一般森林大火破坏面积的10倍。据州政府统计和新闻报道显示，最近几场森林大火已被列入加利福尼亚州有史以来在烧毁面积上的最重大型火灾。

关于频发超级火灾这一趋势，其中一个解释便是该地区通常夏天干燥，且近几年降水量远远低于正常水平。专家表示，另外一个原因是与美国林务局一项长达一个世纪的政策有关。该政策规定发生森林大火时应尽快阻止大火。由此产生了无意识的后果，即是：中断了灌木丛自然的根除过程，现在致使灌木丛成为特大火灾的主要燃料。

他们补充道，还有其他三个因素导致该趋势。首先是气候的变化，整个西部地区平均每年温度上升1 华氏摄氏度。第二点是火险季节相比20年前平均延长了78天。第三，是在多树地区房屋的不断扩建。

“我们在易燃的生态系统中不断地建造我们的房屋，”马萨诸塞州伍斯特市克拉克大学地理研究生院的副教授多米尼克?库拉考斯基表示，“在美国西部大多数森林中这样做，如同在一个活火山的边上建房。”

至少十多年来，加利福尼亚州平均每年增加60多万人口，越来越多的住宅正在建造当中。“曾一度空旷的地带现在是高密度的住宅屋群，这为火灾的发生提供了燃料。”加利福尼亚州林业消防员联盟部的特里?麦克黑尔指出，“这么严重的干旱，这么多可能发生大火的社区，这么多需要去努力的方面，消防已成为一项不可思议的工作。”

据称，有史以来最大的几场火灾烤焦了成千上万英亩的土地，烧毁了数以万计的房屋，烧死大量的居民之后，许多专家给予了加利福尼亚州相当高的评价，因其近几年来在消防准备工作中取得的进步。观察家们表示，这些火灾本该受到控制却依旧蔓延开来，相关部门过去被严厉指责为工作不力。如今，他们正面临着来自周边地区和峡谷的前所未有的巨大挑战。

州政府已经实现了关于提供更多先进的消防车、飞机和直升机以对抗火灾的承诺。消防员联盟在过去曾抱怨破旧的设备、陈旧的消防车和数量不足的消防安全蓝图。现如今称赞州政府的允诺行为。 尽管消防资金并未增加，政府却大量削减其他项目的资金以支援消防建设。“我们很高兴现任加利福尼亚州的行政部门非常积极主动地支持我们，同时已经通过了我们渴望已久的关于满足基础设施需求的预算支持方案。”消防员联盟的麦克黑尔先生表示。

除了提供资金以升级需横穿辽阔大州和沿着坑堤的峡谷道路而上的消防车外，州政府还已经投资建设更好的指挥与控制设施和相关策略来运作它们。“早些年在消防上，我们发现其他的地区和州政府愿意提供相互援助，但我们没能和它们做好充分沟通。”该州的火突应急服务和援救部首席官Kim Zagaris说道，“在委员会审查和修改沟通流程后，全州的反应变得更为专业和迅速。”在政府官员和居民中有这样一种共识，即相比以前遇到的特大火灾的时候，来自不同州和地区的消防员的高速运作、奉献和合作正带来更高的效率。

在近几年，加利福尼亚州南部地区已经在建筑规范、疏散程序和新技术的引入上有所改善提高。“我对我们已见证的进步有着深刻的印象，”加利福尼亚州南部的律师兰迪雅克布说道，他曾不得不撤出他的家和生意以逃离森林大火。“尽管由森林大火引起的损失还将持续，但我们不会像过去那样蒙受生命损失，因为火灾预防和消防措施已经到位。”他说道。

Test 4 Passage 2参考译文：

第二种天性

人们的性格不是必然被设定在一种基调上。通过一个小小的实验，一个人就可以重新塑造他的牌气或者点燃激情、乐观、快乐和勇气到他们的日常生活中。

A. 心理学家长期以来持有一种观点，即人们的性格在任何有意义的方式下都不会经受改变，并且人们的主 要性格特点在小时候就已经确定了。但是，研咳嗽痹诮袈嗝芄牡匮罢铱梢愿谋涞姆椒ā3只鹊男睦硌Ъ乙丫既隙ㄎ颐窃奚偷24种人类性格特性，例如忠诚、友善。 与此同时，研究人员也在研究为什么对于一些人，这样的品质产生得如此自然。他们在寻找的是为什么这些品质发展成习惯的行为，并且这些行为决定着我们对这个我们如何对世界作出反馈。好消息是，所有这一切都是可以学习的。

有一些品质没有比其他品质更难开发，乐观这个品质就是其中一个。但是，人们想要开发这些品质，要求掌握一系列的技巧，这些技巧五花八门，有时候还让人很吃惊。例如，你如果想为你的生活增加更多的快乐和激情，你必须敞开胸怀对待消极的情绪。培养这样的性格还利于帮助你释放你所有的潜能。

B. Christopher Peterson, 密西根大学的心理学教授，他认为：这个证据是有效的，就是说大部分的性格都可以转变”，他引用了自己的例子来证实这个观点。他有天生的内向性格，他很早就意识到，作为一名学者，在演讲大厅沉默寡言是灾难性的属性。因此，他开始学习怎样变得亲和，怎样活跃他的课堂。他说:“我现在外向的行为是很自然的。”

C. 在发生了一场终止他运动生涯的意外时，David Fajgenbaum也做过相似的性格转换。 那时他正准备上大学。在大学校园里，他很快发现除了普通的询问，学校里并没有为像他那样正在经受生理恢复和心理沮丧的学生提供服务。 他因此发起了一个提供服务小组去帮助其他的那些和他有着相似境况的人。他对于这样的情况采取了行动，尽管他自己也在经受伤痛，这是一种积极者的反应。

D.Suzanne Segerstrom是肯塔基大学的心理学教授，她相信提高乐观情绪的关键是通过培养一个人乐观的行为而不是积极的想法。 她建议人们应该训练自己去关注那些美好的事情并且记录下每天发生的三件美好的事情。这样做有助于自己说服自己让人开心的事情每时每刻都在发生，也更加容易使你采取实际的行动(去做积极的事情)。

E. 你可以通过一个人深深投入到一项工作中意识到一个人是充满激情的。Tanya Streeter的激情就是自由的潜水——这是一种没有其他任何的氧气筒或者其他的呼吸装备的潜水运动。她于(开始这项运动)，她创造了九项世界纪录并且可以在水里憋气六分钟。对于这项运动，生理上的要求相当严格，但是心理上的要求更加可以使人崩溃。Streeter通过判断自己身体和心理可以承受的程度，学习了如何去解除她的恐惧。她说：“作为一个充满竞争意识的自由潜水者，在职业生涯中始终存在一个局限我的事物，但是它不是像我想象的那样无处不在地出现。”

F. 寻找一项可以使人们兴奋的工作会提高任何人的生活质量。尽管南加州大学的心理学家Paul Silvia宣称，人们消耗激情的秘密就在于“他们需要自律，刻苦工作和能力，这就是为什么激情如此有价值”。心理学家Todd Kashdan提供了这类的建议给人们去获取这些新的激情。他说：“作为一个新人，你通常需要去忍受并嘲笑自己的无知。你必须接受那些消极的情绪。”

G. 在20，医学科学家Mauro Zappaterra开始在哈佛大学医学院开展他的博士学位的研究。不幸的是，他相当痛苦，因为他的研究与他所好奇的关于治疗相关疾病的方法不相符合。最终他在Santa Fe 休息了一段时间，在这八个月的时间里，Zappaterra学到一种没有在哈佛学过的可替代的治疗技术。当他回来的时候，他改变了他的实验项目，转而研究脑脊髄液是如何滋养神经系统的发展。他也发誓要在一切事物中，包括失败中，寻找快乐。因为失败可以帮助他了解自己的研究和他自身。

有一种事物可以把我们的快乐追回，这就是人们专注于避免失败，而不是希望可以把一件事情做得好。 Kashdan解释道：“专注让自己处在安全地带可能会阻止你达到你的目标。”例如你是希望在不使自己尴尬的情况下参加一顿应酬?还是在想这段谈话会有多么吸引人?

H. 通常来说，我们认为勇气属于生理上的专有名词，但是普通的生活要求更多。对于市场主管Kenneth pedeleose而言，这意味着要揭露与他的道德价值观背道而驰的行为。一个新上任的经理恐吓员工，Pedeleose明知自己的事业会遭到威胁，仍仔细地录下他每次作恶的片段，并且最终将证据交给高级主管。最终，这个新来的经理就是那个被开除的人。根据一位来自克莱姆森大学的心理学家Cynthia Pury的观 点，Pedeleose的故事证明了一个观点，这个观点就是勇气不是被无畏所激发，而是通过道德责任所激发。Pury还认为人们可以获得勇气。许多她的学生说到，当他们遇到具有冒险性的情况时，他们首先尝试使自己冷静，然后寻找办法缓解遇到的危机，就像Pedeleose所做的通过记录他的行为一样。

通过很长的一段时间，获取一个新的性格特点可能会帮助你成为一个你想要成为的人。在短时间内，它的效果会有让人意想不到的价值，这是一种内心世界的探险之旅。

Test 4 Passage 3参考译文：

进化反向进行

进化不应该反向进行，但是越来越多的例子表示确实可以如此而且进化反向有时候展示着一个物种的未来。

把任何动物当作一种返祖现象的描述是带有争议性的。在一个世纪的大部分时间里，大多数生物学家不愿意用反向进化等这些词，他们铭记着一个进化原则即“进化是不可以反向进行的。”但越来越多的相关例子为人知晓，同时出现了现代遗传学，这些都表明原则正不得不被改写。反向进化不单单变得有可能，它们还有时候在进化的未来发展上扮演着重要的角色。

一个反向进化的术语为“返祖现象”，该词来自拉丁语atavus，意思是“祖先” 。该词有一个不好的含义，这绝大部分得归功于Cesare Lombroso， 他是一位19世纪的意大利军医，他主张犯人是天生的而不是后天养成的，而且犯人可以通过一些身体特征被识别，而这些特征是亚人类特征的再现。

当Lombroso在观测犯人时，一位比利时的古生物学家Louis Dollo正在研究化石记录并得出了相反的结论。在1890年，他提出进化是不可以逆转的：“一个有机体不能够回转到之前它的祖先已经实现了的阶段，哪怕只是一部分。”在20世纪早期，生物学家得出一个相似的结论，即尽管他们认同返祖现象的可能性，并表示没有理由证明为什么进化不能被反向运行，但他们就是认为发生的可能性极小。所以进化的不可逆性这一观点的研究停住了，并被称为“多洛氏法则”。

如果多洛氏法则是正确的，返祖现象就算真的有，应该也很少发生。然而，几乎自这种想法产生起，就已经出现特例了。比如，在1919年，一头座头鲸在加拿大温哥华岛被捕获，它带有一双长达1 米、像脚的附肢，且有着一套完整的肢骨。探险家Roy Chapman Andrews在那时表明这头鲸一定是某种陆地生活的祖先动物的反向进化结果。“我想不到任何其他的解释。”他在19写道。

自从那时起，很多其他的例子已被发现，所以进化是不可逆转的这种观点再也无法成立了。这同时产生了一个困惑：消失了几千万年的特征是如何能重新出现的?在1994年，美国印第安纳大学的Rudolf Raff和他的同事决定采用遗传学研究使得进化逆转增加一定的可能性。他们论证到一些进化过程中因包含了基因丢失的情况而无法逆转，而另一些进化过程或是因为基因的闭合。如果这些休眠基因以某种方式再次激活，他们表示，生物长时间丢失的特征可以重现。

Raff的团队继续计算进化逆转发生的可能性。休眠基因随机突变次数增加，他们推理到，这最终会导致休眼基因失效。那么，如果一个基因长期不被使用，它能在一个物种中存活多长时间呢?该团队计算出休眠基因很可能存在于一个物种的某些个体中，可存活高达六百万年，甚至有的可以存活一千万年。换句话说，进化逆转是可能的，但这仅相对于较近期的进化史而言。

作为一个可能成为例证的事件，团队列举了墨西哥和加利福尼亚的鼹钝口螈。像大多数的两栖类动物一样，这种生物以幼小的蝌蚪状开始他们的生命，然后变形成成年的状态——除了其中一个种类，蝾螈，它们通常会以它的幼年形态一直生活下去。最简单的解释就是蝾螈血统一直丧失了变形的能力，但是其他种类还保持着这样的能力。然而，从对鼹钝口螈的血缘谱的详细分析来说，这是一个明显的事实，其他血统的鼹钝口螈都是从一个本身已经失去变形能力的祖先那里进化而来的。换句话说，变形在鼹钝口螈之中就是一种返祖现象。鼹钝口螈的例子与Raff的100万年的学说框架相符合。

然而，已知的更近的报道说明这个时间界限被打破，它指出了休眠基因不完全是全部的解释。在去年发表的一篇文幸中，耶鲁大学的生物学家Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。 它们中的一些拥有非常小的肢节;有一些看起来更像蛇而非蜥蜴;有一些完全失去了后肢的趾头。然而，其他的种类则彰显出了后肢的四个趾头。最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头，但Wagner并不认同。根据他对Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。

因此，到底发生了什么?其中一个可能性就是这三种特性只是失去了，之后又简单地重现。这就像相似的结构可以独立地产生在没有血缘关系的物种中，就像鲨鱼和杀人鲸的背部的鳍一样。另一种更加有吸引力的可能性是那些用来生长趾头的基因信息在蜥蜴上存活了几百或者是几千万年，并且这种基因信息被重新激活了。这些返祖性的特征提供了一种优势，这种优势适用于所有物种，能有效地进行进化逆转。

但是，如果休眠基因在60万到100万年内退化，这种长时间消失的特性是怎样在这么长的时间范围内被重新激活的?这个答案也许在子宫里面可以被找到。 许多物种早期的胚胎形成了祖先的特性。例如蛇的胚胎萌发出后肢的肢芽。这些特性在后期发展中由于某些进化模式而消失了，该程式可能导致“腿部消失”。如果因为任何原因这些事情没有发生，祖先的种.种特性也许就不会消失，从而导致返祖现象。

篇18：剑桥雅思阅读真题及答案解析TESTONEPASSAGE1:Tropicalrainforests

Tropical rainforests原文

You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.

Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests — what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.

Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.

Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.

The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.

Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.

Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.

The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.

One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.

In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.

The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.

Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.

Tropical rainforests阅读题目

Questions 1-8

Do the following statements agree with the information given in Reading Passage 1

In boxes 1-8 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

1 The plight of the rainforests has largely been ignored by the media.

2 Children only accept opinions on rainforests that they encounter in their classrooms.

3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.

4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them.

5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’

6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.

7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.

8 A second study has been planned to investigate primary school children’s ideas about rainforests.

Questions 9-13

The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.

Answer the following questions by choosing the correct responses A-P.

Write your answers in boxes 9-13 on your answer sheet.

9 What was the children’s most frequent response when asked where the rainforests were

10 What was the most common response to the question about the importance of the rainforests

11 What did most children give as the reason for the loss of the rainforests

12 Why did most children think it important for the rainforests to be protected

13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television

A There is a complicated combination of reasons for the loss of the rainforests.

B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.

C Rainforests are located near the Equator.

D Brazil is home to the rainforests.

E Without rainforests some animals would have nowhere to live.

F Rainforests are important habitats for a lot of plants.

G People are responsible for the loss of the rainforests.

H The rainforests are a source of oxygen.

I Rainforests are of consequence for a number of different reasons.

J As the rainforests are destroyed, the world gets warmer.

K Without rainforests there would not be enough oxygen in the air.

L There are people for whom the rainforests are home.

M Rainforests are found in Africa.

N Rainforests are not really important to human life.

O The destruction of the rainforests is the direct result of logging activity.

P Humans depend on the rainforests for their continuing existence.

Question 14

Choose the correct letter, A, B, C, D or E.

Write your answer in box 14 on your answer sheet.

Which of the following is the most suitable title for Reading Passage 1

A The development of a programme in environmental studies within a science curriculum

B Children’s ideas about the rainforests and the implications for course design

C The extent to which children have been misled by the media concerning the rainforests

D How to collect, collate and describe the ideas of secondary school children.

E The importance of the rainforests and the reasons for their destruction

Tropical rainforests答案解析

答案：FALSE

关键词：media

定位原文：第1段第3句“In the face of the frequent and often vivid media coverage…”;“Despite the extensive coverage in the popular media of the destruction of rainforests…”

解题思路：这两段当中的frequent/vivid/extensive/coverage等词都说明媒体对于热带雨林的现状十分关注，并做了广泛报道。

Question 2

答案：FALSE

关键词：children/classroom

定位原文：第2段第3句“These ideas may be developed by children absorbing ideas through the popular media。”这些观点可能是学生从大众媒体中获得的。

解题思路：这句话证明学生也从大众媒体中吸取有关热带雨林的观点，而并不是只从课堂中得到相关知识。

Question 3

答案：TRUE

关键词：pure/ mistaken

定位原文：第2段第1句“Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science.”

解题思路：这句话是题干的同义替换，学生关键需要掌握“harbour”在这里的意思等于“hold”。

Question 4

答案：TRUE

关键词：framework/easier

定位原文：第2段第2句“These misconceptions do not remain isolated but become incorporated into a multifaceted，but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.”

解题思路：解这题的关键是要明白题干中的“easier to change”和文中的“accessible to modification”是同义替换。

剑桥雅思4Text1阅读答案解析Question 5

答案：FALSE

关键词：yes/no

定位原文：第4段第2句“Secondary school children were asked to complete a questionnaire containing five open-form questions.”

解题思路：Open-form指简答题，与yes/no直接矛盾。

Question 6

答案：NOT GIVEN

关键词：more likely than

定位原文：第5段第4句“More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.”

第6段第1句“Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats.”

解题思路： 虽然这两句话分别将男生女生作了比较，但是比较内容并不是关于热带雨林破坏的错误观点，所以此题属于并不存在的比较关系。

Question 7

答案： TRUE

关键词：follow on from

定位原文：第6段第2句“These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests…”

解题思路：“previous”一词是先前的意思，证明在此研究之前，人们也就学生对热带雨林的看法做了研究，因此本文所提到的调査是在这些研究之后进行的。

Question 8

答案：NOT GIVEN

关键词：primary/second

解题思路：文中直到最末尾也从未提到这项研究是否会继续，所以此题属于无中生有。

Question 9

答案：M

关键词：where/ rainforests

定位原文：第4段第6句“The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%).”

解题思路：根据对应句信息可选出答案为M。

Question 10

答案：E

关键词：importance/rainforests

定位原文：第9段第1句…the majority of children simply said that we need rainforests to survive.

解题思路：根据对应句信息可选出答案为E。

Question 11

答案：G

关键词：reason/loss

定位原文：第7段第2句“...more than half of the pupils(59%)identified that it is human activities which are destroying rainforests,...”

解题思路：根据对应句信息可选出答案为G。

Question 12

答案：P

关键词：important/protected

定位原文：第5段第2句“The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats.”

解题思路：根据对应句信息可选出答案为P。

Question 13

答案：J

关键词：uncommon/issue

定位原文：第9段第2句至第3句“Only a few of the pupils(6%)mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue.”

解题思路：根据对应句信息可选出答案为J。

Question 14

答案：B

关键词：title

定位原文：无

解题思路：从文章第二段开始，一直在围绕孩子对热带雨林容易产生错误的理解，因此本文重点应该放在孩子对热带雨林遭破坏状况的观点上，故要选择一个带有孩子的标题。

雅思阅读--两手都要抓

首先，是如何提高自己英语阅读的基本能力。而这样的能力又主要分为两个层次：词汇的掌握和读句子的能力。阅读基本能力的提升，需要至少2个月的时间，通过给学生专业化的方案指导，将课堂上的学习和课堂后的复习相结合，让其在一个合理的时间规划期内去提升自己的基础能力，达到一个最佳的效果。这也是对于我们老师在教学中要求一直秉持的原则，忌急于求成，囫囵吞枣。

那么怎么去做基础能力提升呢?对于大部分学生而言，词汇的把握是核心。第一、同学们必须去把握阅读部分的高频词，这些词汇是所有同学都必须认真记忆的，按照我们最新的权威数据统计，大概在1000个单词左右，我们也为所有的学员将这些单词做成了独有的单词库，帮助大家以最高效的方式掌握必考词汇;第二、同学们需要掌握好一些近义词或同义词词组，雅思的阅读部分考查就是看同学们对同义词替换的一个把握，这些词组的掌握是同学们获得高分的基础。

我们同样为同学们对这些词组进行了总结和研究。在我们课堂上，我们授课老师会定期抽查同学们对于这2个词汇库的掌握，督促同学们做好词汇的记忆工作。未参加培训的同学不妨可以效仿这样的模式，给自己一些压力和期限，认真做好最基本词汇与词组的积累。

解决雅思阅读的第二方面，就是要掌握好雅思阅读部分解题的关键性技巧。雅思阅读部分共有3篇文章，每篇1000词左右，有40道题目要回答，时间是一小时。如果没有对考试题型有透彻理解，那么很难在这么紧张的时间里去做好题目。因此一定要按照不同考题的特点和对应的能力要求，有的放矢的去准备以及应对。笔者在日常的教学中会指导同学们把握不同题目的做题方法和技巧，一方面要让他们知道为什么要这样去思考，去做题，另一方面告诉他们怎么去灵活变通的去使用技巧。

只有把方法以及如何灵活运用这些方法讲透，学生们才能真正地掌握好、正确使用、自信满满地考取高分。我的小部分学生曾和我透露过这样的困惑，在参加过一些培训之后，考试不理想，但是明明上课的时候听得很爽，只是到考场上做题却犯难。

其实，那正是因为题目的解题技巧没讲透，没讲清楚应该怎么灵活的运用，培训老师没有从考生的角度去思考。我们的模考体系就是考虑到这一点建立健全起来的，通过阶段性测试检验学生有没有真正地听懂，老师有没有认真负责地讲清楚。模考也不断让同学们看到自己阶段性学习成果，从而更有动力。

剑桥雅思阅读真题及答案解析 TEST ONE PASSAGE 1:Tropical rainforests

篇19：剑桥雅思阅读7(test4)真题精讲

剑桥雅思阅读7原文(test4)

READING PASSAGE 1

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

Pulling strings to build pyramids

No one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be ‘hanging in the air’.

The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object.

Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. ‘Coming from Iran, I have a keen interest in Middle Eastern science,’ he says. He too was puzzled by the picture that had sparked Clemmons’s interest. The object in the sky apparently had wings far too short and wide for a bird. ‘The possibility certainly existed that it was a kite,’ he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.

Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly above the tip of the horizontal column, with pulleys suspended from the scaffold’s apex. The idea was that as one end of the column rose, the base would roll across the ground on a trolley.

Earlier this year, the team put Clemmons’s unlikely theory to the test, using a 40-square-metre rectangular nylon sail. The kite lifted the column clean off the ground. ‘We were absolutely stunned,’ Gharib says. ‘The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.’

The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. ‘There was a huge initial force — five times larger than the steady state force,’ Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. ‘Whether they actually did is another matter,’ Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. ‘The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method,’ Gharib says.

Indeed, the experiments have left many specialists unconvinced. ‘The evidence for kite-lifting is non-existent,’ says Willeke Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.

Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.

The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment can’t reach. His idea is to build the arches horizontally, then lift them into place using kites. ‘We’ve given him some design hints,’ says Gharib. ‘We’re just waiting for him to report back.’ So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21st century AD.

Questions 1-7

Do the following statements agree with the information given in Reading Passage 1?

In boxes 1-7 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

1 It is generally believed that large numbers of people were needed to build the pyramids.

2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.

3 Gharib had previously done experiments on bird flight.

4 Gharib and Graff tested their theory before applying it.

5 The success of the actual experiment was due to the high speed of the wind.

6 They found that, as the kite flew higher, the wind force got stronger.

7 The team decided that it was possible to use kites to raise very heavy stones.

Questions 8-13

Complete the summary below.

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

Write your answers in boxes 8-13 on your answer sheet.

Additional evidence for theory of kite-lifting

The Egyptians had 8.................., which could lift large pieces of 9.................., and they knew how to use the energy of the wind from their skill as 10.................. .The discovery on one pyramid of an object which resembled a 11.................. suggests they may have experimented with 12.................. . In addition, over two thousand years ago kites were used in China as weapons, as well as for sending 13 .................. .

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Endless Harvest

More than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian Islands, a volcanic archipelago in the North Pacific, and learned of a land mass that lay farther to the north. The islands’ native inhabitants called this land mass Aleyska, the ‘Great Land’; today, we know it as Alaska.

The forty-ninth state to join the United States of America (in 1959), Alaska is fully one-fifth the size of the mainland 48 states combined. It shares, with Canada, the second longest river system in North America and has over half the coastline of the United States. The rivers feed into the Bering Sea and Gulf of Alaska — cold, nutrient-rich waters which support tens of millions of seabirds, and over 400 species of fish, shellfish, crustaceans, and molluscs. Taking advantage of this rich bounty, Alaska’s commercial fisheries have developed into some of the largest in the world.

According to the Alaska Department of Fish and Game (ADF&G), Alaska’s commercial fisheries landed hundreds of thousands of tonnes of shellfish and herring, and well over a million tonnes of groundfish (cod, sole, perch and pollock) in . The true cultural heart and soul of Alaska’s fisheries, however, is salmon. ‘Salmon,’ notes writer Susan Ewing in The Great Alaska Nature Factbook, ‘pump through Alaska like blood through a heart, bringing rhythmic, circulating nourishment to land, animals and people.’ The ‘predictable abundance of salmon allowed some native cultures to flourish,’ and ‘dying spawners_feed bears, eagles, other animals, and ultimately the soil itself.’ All five species of Pacific salmon — chinook, or king; chum, or dog; coho, or silver; sockeye, or red; and pink, or humpback — spawn_ in Alaskan waters, and 90% of all Pacific salmon commercially caught in North America are produced there. Indeed, if Alaska was an independent nation, it would be the largest producer of wild salmon in the world. During 2000, commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value of over $US260 million.

Catches have not always been so healthy. Between 1940 and 1959, overfishing led to crashes in salmon populations so severe that in 1953 Alaska was declared a federal disaster area. With the onset of statehood, however, the State of Alaska took over management of its own fisheries, guided by a state constitution which mandates that Alaska’s natural resources be managed on a sustainable basis. At that time, statewide harvests totalled around 25 million salmon. Over the next few decades average catches steadily increased as a result of this policy of sustainable management, until, during the 1990s, annual harvests were well in excess of 100 million, and on several occasions over 200 million fish.

The primary reason for such increases is what is known as ‘In-Season Abundance-Based Management’. There are biologists throughout the state constantly monitoring adult fish as they show up to spawn. The biologists sit in streamside counting towers, study sonar, watch from aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen know the approximate time of year when they will be allowed to fish, but on any given day, one or more field biologists in a particular area can put a halt to fishing. Even sport fishing can be brought to a halt. It is this management mechanism that has allowed Alaska salmon stocks — and, accordingly, Alaska salmon fisheries — to prosper, even as salmon populations in the rest of the United States are increasingly considered threatened or even endangered.

In , the Marine Stewardship Council (MSC)__commissioned a review of the Alaska salmon fishery. The Council, which was founded in , certifies fisheries that meet high environmental standards, enabling them to use a label that recognises their environmental responsibility. The MSC has established a set of criteria by which commercial fisheries can be judged. Recognising the potential benefits of being identified as environmentally responsible, fisheries approach the Council requesting to undergo the certification process. The MSC then appoints a certification committee, composed of a panel of fisheries experts, which gathers information and opinions from fishermen, biologists, government officials, industry representatives, non-governmental organisations and others.

Some observers thought the Alaska salmon fisheries would not have any chance of certification when, in the months leading up to MSC’s final decision, salmon runs throughout western Alaska completely collapsed. In the Yukon and Kuskokwim rivers, chinook and chum runs were probably the poorest since statehood; subsistence communities throughout the region, who normally have priority over commercial fishing, were devastated.

The crisis was completely unexpected, but researchers believe it had nothing to do with impacts of fisheries. Rather, they contend, it was almost certainly the result of climatic shifts, prompted in part by cumulative effects of the el nino/la nina phenomenon on Pacific Ocean temperatures, culminating in a harsh winter in which huge numbers of salmon eggs were frozen. It could have meant the end as far as the certification process was concerned. However, the state reacted quickly, closing down all fisheries, even those necessary for subsistence purposes.

In September 2000, MSC announced that the Alaska salmon fisheries qualified for certification. Seven companies producing Alaska salmon were immediately granted permission to display the MSC logo on their products. Certification is for an initial period of five years, with an annual review to ensure that the fishery is continuing to meet the required standards.

_spawners: fish that have released eggs

_ spawn: release eggs

__MSC: a joint venture between WWF (World Wildlife Fund) and Unilever, a Dutch-based multi-national

Questions 14-20

Do the following statements agree with the information given in Reading Passage 2?

In boxes 14-20 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 The inhabitants of the Aleutian islands renamed their islands ‘Aleyska.’

15 Alaska’s fisheries are owned by some of the world’s largest companies.

16 Life in Alaska is dependent on salmon.

17 Ninety per cent of all Pacific salmon caught are sockeye or pink salmon.

18 More than 320,000 tonnes of salmon were caught in Alaska in 2000.

19 Between 1940 and 1959, there was a sharp decrease in Alaska’s salmon population.

20 During the 1990s, the average number of salmon caught each year was 100 million.

Questions 21-26

Complete each sentence with the correct ending, A-K, below.

Write the correct letter, A-K, in boxes 21-26 on your answer sheet.

21 In Alaska, biologists keep a check on adult fish

22 Biologists have the authority

23 In-Season Abundance-Based Management has allowed the Alaska salmon fisheries

24 The Marine Stewardship Council (MSC) was established

25 As a result of the collapse of the salmon runs in 1999, the state decided

26 In September 2000, the MSC allowed seven Alaska salmon companies

A to recognize fisheries that care for the environment.

B to be successful.

C to stop fish from spawning.

D to set up environmental protection laws.

E to stop people fishing for sport.

F to label their products using the MSC logo.

G to ensure that fish numbers are sufficient to permit fishing.

H to assist the subsistence communities in the region.

I to freeze a huge number of salmon eggs.

J to deny certification to the Alaska fisheries.

K to close down all fisheries.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

EFFECTS OF NOISE

In general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet’, an experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.

But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did interfere with the subject’s ability to repeat numbers while tracking (Finkelman and Glass, 1970).

Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to ‘tune out’ chronic background noise, even if it is quite loud, than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts

Unpredictable Noise Predictable Noise Average

Loud noise 40.1 31.8 35.9

Soft noise 36.7 27.4 32.1

Average 38.4 29.6

Table 1: Proofreading Errors and Noise

occurred at random intervals (unpredictable noise). Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment. But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.

Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.

Predictability is not the only variable that reduces or eliminates the negative effects of noise. Another is control. If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and Singer, 1972). Just the knowledge that one has control is sufficient.

The studies discussed so far exposed people to noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools near Los Angeles’s busiest airport with students who attended schools in quiet neighbourhoods (Cohen et al., 1980). It was found that children from the noisy schools had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.

Questions 27-29

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-29 on your answer sheet.

27 The writer suggests that people may have difficulty sleeping in the mountains because

A humans do not prefer peace and quiet to noise.

B they may be exposed to short bursts of very strange sounds.

C humans prefer to hear a certain amount of noise while they sheep.

D they may have adapted to a higher noise level in the city.

28 In noise experiments, Glass and Singer found that

A problem-solving is much easier under quiet conditions.

B physiological arousal prevents the ability to work.

C bursts of noise do not seriously disrupt problem-solving in the long term.

D the physiological arousal of control subjects declined quickly.

29 Researchers discovered that high noise levels are not likely to interfere with the

A successful performance of a single task.

B tasks of pilots or air traffic controllers.

C ability to repeat numbers while tracking moving lines.

D ability to monitor three dials at once.

Questions 30-34

Complete the summary using the list of words and phrases, A-J, below.

Write the correct letter, A-J, in boxes 30-34 on your answer sheet.

NB You may use any letter more than once.

Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which 30..................noise occurs. Subjects were divided into groups to perform a task. Some heard loud bursts of noise, others soft. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to 31..................noise. The predictable noise group 32..................the unpredictable noise group on this task.

In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise 33..................the group which had been exposed to predictable noise. The group which had been exposed to loud predictable noise performed better than those who had heard soft, unpredictable bursts. The results suggest that 34..................noise produces fatigue but that this manifests itself later.

A no control over

B unexpected

C intense

D the same amount of

E performed better than

F performed at about the same level as

G no

H showed more irritation than

I made more mistakes than

J different types of

Questions 35-40

Look at the following statements (Questions 35-40) and the list of researchers below.

Match each statement with the correct researcher(s), A-E.

Write the correct letter, A-E, in boxes 35-40 on your answer sheet.

NB You may use any letter more than once.

35 Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks.

36 Long-term exposure to noise can produce changes in behaviour which can still be observed a year later.

37 The problems associated with exposure to noise do not arise if the subject knows they can make it stop.

38 Exposure to high-pitched noise results in more errors than exposure to low-pitched noise.

39 Subjects find it difficult to perform three tasks at the same time when exposed to noise.

40 Noise affects a subject’s capacity to repeat numbers while carrying out another task.

List of Researchers

A Glass and Singer

B Broadbent

C Finkelman and Glass

D Cohen et al.

E None of the above

剑桥雅思阅读7原文参考译文(test4)

PASSAGE 1 参考译文：

线牵金字塔

没有人知道金字塔到底是怎么建成的。Marcus Chown料想答案可能是“悬空而造”。

埃及的金字塔是在3000多年前建造的，但是没有人知道它们是以何方式建造的。传统的描述是由成千上万的奴隶拖动载有石头的雪橇来建造的。但是没有证据正明这一观点。加利福尼亚的软件顾问 Maureen Clemmons日前提出在金字搭的建造过程中可能使用了风筝。在翻阅一本有关埃及古迹的书时，她发现一个象形文字描述的是一群人以奇怪的姿势站立。他们手里拉着类似绳索的东西，通过某种机械连着空中的一只巨鸟。她想知道那只巨鸟是否可能就足一只大的风筝，而那些人正用它来举起重物。

好奇心驱使下的Clemmons联系了加州理工学院的航空学教授Morteza Gharib。后者对她的想法很感兴趣。他说：“我来自伊朗，对中东的科技有浓厚的兴趣，他同样也对令Clemmons甘心去的图片感到疑惑。悬在空中无题的两翼对于鸟类来说明显太短太宽。是风筝的可能性确实是存在的，”他说。因为他刚好需要给学生Emilio Graff布置一项暑期研究计划，调查用风筝做起重器的可能性是一个好主意。

Gharib和Graff尝试只借助风力(除此之外没有其他能源)来把一块水平放置的4.5米长的石柱直立起来。最初的计算以及风洞模型试验让他们相信不用太强的风力就举起这块33.5吨重的石柱。甚至只要风力适度，如果能维持一定的时间就能做到。关键是要用一个滑轮系统把使用的风力扩大。因此他们在横放的石柱顶部正上方搭了一个帐篷形的支架，在支架的顶部悬挂了滑车。理论是当石柱的一端被吊起，另一端就能顺着下面的手推车翻转过来。

今年早些吋候，他们用一块40平方米的方形尼龙风帆把Clemmons的空头理论付诸实验。最终风帆把石柱完全抬离地面。“我们完全目瞪口呆”，Gharib说。“风帆在风中展开那一刻产生一股巨大的风力，仅花了40 秒石柱就被抬离地面。”

当时的风力时速仅为16到20公里，还不足他们预想所需风力的一半。他们没有想到的是当风筝打开时会发生什么。“巨大的初始风力比恒稳状态风力大五倍，”Gharib说。他意识到这种猛然的拉力意味着风筝能够举起巨大的重量，只需40个左右的人力加上四五个风帆就能把一根300吨的石柱直立起来。所以 Clemmons是对的，金字塔的建造者们可能使用了风筝把巨大的石块抬升至指定位置。“他们是否真的使用了风筝是另外一回事，”Gharib说。没有图画描述金字塔的建造情况，所以没有办法知道“真正发生的事情”。使用风筝搬运巨石的证据和使用强力法的证据不相上下，Gharib说。

事实上，这些实验许多专家并不信服。洛杉矶加州大学的埃及古物学副教授WillekeWendrich就说: “支持风筝搬运的证据并不存在”。

其他人则认为支持该理论的实例不在少数。对像埃及人这样熟练的水手来说驾驭风力不是问题。而且我们都知道他们制造了坚固的木质滑车以承运大块巨石。此外，有物证表明古埃及人对飞翔很感兴趣。在塞加拉的阶梯金字塔上发现的一块木制加工品就酷似现代的滑翔机。尽管它出现在金字塔建成几百年后，但是它的精密程度却显示埃及人想要飞翔的想法已经非常久远。而其他古文明确实也了解风筝;早在公元前1250年，中国人就用它们来传递信息或向敌人倾倒燃烧的碎片。

甚至现在这一实验可能还具有实用性。全世界很多地方的人们没有大型机械，却知道如何利用风能. 航海和基本的机械原理。一位尼加拉瓜的土木工程师就联系了Gharib，想要在一个没有重型机械的地方建造用混凝土拱支持土坯屋顶的房子。他的想法是先在地平线上边建造拱顶，然后用风筝抬升拱顶到预定位置。“我们给了他一些设计建议，还在等待他的反馈”。Gharib说。所以不用风筝有没有被用来建造金字塔，似乎它们在公元21世纪却可能是实用的建筑工具。

TEST 4 PASSAGE 2 参考译文：

无尽的丰收

两百多年前，俄罗斯探险者和皮毛狩猎者抵达阿留申群岛(位于北太平洋的一个火山群岛)，发现了位于北部远方的一块大陆。岛上的原住民把这块大陆称为阿留斯卡，意为“伟大的土地”。如今，我们叫它阿拉斯加。

1959年，阿拉斯加加入美利坚合众国，成为美国的第49个州，其面积相当于美国其他48个州总面积的五分之一。它与加拿大共用北美大陆第二长水系，拥有美国一半以上的海岸线。多条河流注人白令海峡和阿拉斯加湾——冰冷而富含养分的水域是成千上万海鸟赖以生存的家园。此外，这片水域中还生活着400 多种鱼类、贝类，虾蟹和软体动物。阿拉斯加的商业渔场充分利用了大自然的馈赠，已经发展成为世界上规模最大的渔业聚集地之一。

据阿拉斯加渔业与捕捞局称，在阿拉斯加商业渔场出产了成百上千吨的贝类和鲱鱼，还有一百多万吨底栖鱼(包括鳕鱼、鳎鱼、鲈鱼和青鳕)。阿拉斯加渔业真正的文化心脏和灵魂却是大马哈鱼。随笔作家苏珊?尤因在她的著作《伟大的阿拉斯加自然概况》一书中指出，大马哈鱼从阿拉斯加游过，就像血液流经心脏一样，为这片土地、动物和人们带来独具韵律、循环通畅的给养。可预见的丰富的大马哈鱼产量使本土文化得以繁荣发展，垂死的产卵鱼为熊、鹰和其他动物提供食物，最终为这片土地提供养料。5种太平洋大马哈鱼都在阿拉斯加水域产卵：奇努克大马哈鱼(王鲑)、马苏大马哈鱼(狗鲑)、银大马哈鱼(银鲑)、红大马哈鱼(红鲑)、粉大马哈鱼(驼背大马哈鱼)。北美90%的商业太平洋大马哈鱼都产自阿拉斯加。如果阿拉斯加是一个独立国家的话，它将是全世界最大的野生大马哈鱼产地。20，阿拉斯加商业大马哈鱼产量超过320,000吨，船边交易额超过2.6亿美元。

然而，捕鱼业并非一直这么风调雨顺。1940到1959年,过度捕捞使得大马哈鱼的数量急剧减少，1953 年，阿拉斯加成为“联邦受灾渔区”。不过，州政府通过抗争夺回了渔业自主管理权，在州法院的指导下开展渔业活动。而州法院负责确保阿拉斯加的自然资源在可持续发展的基础上进行开发利用。那时候，全国范围内的大马哈鱼产量大约为2500万条。在可持续捕捞政策的管理下，接下来的几十年里，大马哈鱼的产量平稳上升。20世纪90年代，大马哈鱼的年产超过1亿条，个别年份甚至超过了2亿条。

产量提高的首要原因是实施了被称作“当季捕捞盈余为本”的管理方法。全州范围内的生物学家负责持续监测将要产卵的成年大马哈鱼。生物学家们坐在河滨的观测计算塔里,研究声纳系统，从飞机上进行观察，并与渔民交谈。大马哈鱼捕捞季节不是预先设定好的某一时刻。渔民们知道一年中政府允许捕捞的大概时间段。但是在某些特定的日子，某个地区的一个或多个领域的生物学家有权要求停止捕鱼活动。甚至连体育比赛性的钓鱼活动也会被禁止。正是这样的管观机制使得阿拉斯加的大马哈鱼储量得到保证，并使阿拉斯加的捕鱼业得以持续发展。而同时，美国其他地区的大马哈鱼数量却日益令人担忧，处在备受威胁、甚至是危险的状态中。

，海洋管理委员会(MSC)授权审查阿拉斯加大马哈鱼捕捞业。该委员会成立于，它为符合高环保标准的渔业发放证明，允许他们使用标签，表明他们知道自己肩负的环保责任。海洋管理委员会设定了一套评定商业捕鱼业的标准。渔业公司认识到通过环保负责评定所带来的潜在利益后，纷纷要求该委员会为自己做相关评定。于是，海洋管理委员建立了一个专门的评定委员会，组建专门的渔业专家小组，从渔民、生物学家、政府官员、产业代表和非政府组织等人士那里收集相关信息和观点。

在海洋管理委员会做最后决定的那几个月里，西阿拉斯加的大马哈鱼鱼群全线崩溃。于是，一些观察家认为，阿拉斯加大马哈鱼渔业不会有任何获得官方机构认证的机会了，在育空河和卡斯科奎姆河流域，奇努克大马哈鱼和马苏大马哈鱼几乎处于建州以来最贫瘠的状态。该地区对商业捕鱼拥有优先权的可持续发展机构对此束手无策。

这场危机完全出乎人们的意料，但研咳嗽毕嘈耪獠⒉皇怯嬉捣⒄挂鸬摹O喾矗潜绯普獗囟ㄊ瞧虮浠慕峁翘窖笃蛳窒蠖蚨崤岛屠崮瘸中饔玫暮蠊U庑┢蛳窒笤斐啥斓目岷, 结果大量大马哈鱼的卵在冰冷的海水里被冻死。海洋管理委员会的评定也似乎走到了尽头。然而，阿拉斯加州迅速做出反应，关闭所有渔场，甚至包括那些为了研究可持续发展的渔场。

2000年9月，海洋管理委员会宣布阿拉斯加大马哈鱼渔业通过了资格审查。7家也产阿拉斯加大马哈鱼的渔业公司立即获准在产品上使用海洋管理委员会专用徽标。该证明的起始期限为5年，之后每年进行一次评定，以确保渔业公司仍然符合规定的标准。

TEST 4 PASSAGE 3 参考译文：

噪音影响

总体来说，人们应该更喜欢和平宁静而不喜欢噪音——这种想法貌似有些道理。我们大多数人都有过这样的经历：如果在深山或者乡村睡觉，必须作一些调整才能睡得着，因为这些地方起初“太安静”了。这一例子说明人类有能力去适应不同程度、分贝跨度较大的各种噪音。研究也证实了这一点。例如，Glass和 Singer(1972)将人们说于瞬间发出的非常刺耳的噪声环境之中，然后测量他们解决问题的能力和由此产生的生理反应。起初，噪音让人心烦意乱。但大约四分钟后，将置于噪音下的实验对象与处于正常环境中的人们相比发现，前者在完成任务方而做得很不错，而且他们对噪音的生理反应也会迅速降低到与后者持平的水平。

但如果要求试验对象同时专注几项任务时，其对噪音的适应性能力就会达到极限，噪音也会变得更加让人心烦意乱。例如，如果一个实验对象需要同时监视三个刻度盘，那么高分贝噪音就会严重干扰他们完成工作。同时监视多个刻度盘其实和飞行员或者空中交通调解员的工作別无二致(Broadbent, 1957)。同理，噪音并不会影响实验对象追踪一个旋转轮子形成的不断移动的轨迹，但如果让实验对象在追踪的同时重复数字，那么噪音对他们的影响就很大了(Finkelman and Glass，1970)。

或许，此项关于噪音的研究最重大的发现，就是噪音的可预见性要比它分贝的大小更为重要。我们完全有能力对长期存在的背景噪音“听而不闻”，即使它们确实很吵;而如果人们工作时受到突如其来的噪音的侵袭，他们就会很不适应。在Glass和Singer的研究中，当实验对象正做一项工作时，把他们置于突然发出的噪音环境中，有些人听到的声音非常大，而有些人听到的声音却要柔和得多。实验对象中一部分人听到的噪音是严格按照一分钟的时间间隔产生的(可预测性噪音);他人听到的噪音总量是不变的，但是产生时间却是随机的(非可预测性噪音)。实验组称，可预测性噪音和非可预测性噪音都很恼人，而所有实验对象在噪音测试部分的表现都处在同一水平线上，然而，在无噪音环境下要求实验对象校对书面材料时，不同噪音条件带来的副作用是迥然不同的。如表1所和可预测性噪音相比，非可预测性噪音使试验对象在校对时出现更多错误;柔和的非可预测性噪音实际上比吵闹的可预测性噪音让人出现更多错误。

表格1：校对错误与噪音

非可预测性噪音 可预测性噪音 均值

高分贝噪音 40. 1 31.8 35.9

轻柔噪音 36.7 27.4 32.1

均值 38.4 29.6

显然，非可预测性噪音会让人更疲劳，不过疲劳导致工作上的错误还需要一段时间。

预测性不是唯一可以减少或者消除噪音负而影响的变量。另一个变量是噪音的可控性。如果一个人知道自己可以控制噪音的话，这一点似乎可以消除当时噪音的负面影响和副作用。 即使人们没有真正实践他的想法，去关掉噪音，这种效果也是可以达到的。仅知道自己有控制噪音的能力就足够了。

到目前为止，所讨论的研究都是将人们短时间置于噪音环境中，也只是研究了由此带来的瞬间影响。但是噪音环境所引起的主要忧虑是，日复一日地长期生活在噪音环境中可能会产生严重、持久的影响。一项研究表明，此担心是有现实性的。将在洛杉矶最繁忙的机场旁边上学的小学生和那些在安静环境中上学的小学生相比较(Cohen et al., 1980),就会发现噪音地区的小学生血压较高，更容易转移注意力。此外，并没有迹象表明孩子们会逐渐适应噪音。事实上，孩子们在喧闹的学校待的时间越久，他们越难以集中注意力。另外一项跟踪研究表明，和那些一直在安静学校上学的孩子相比，即使喧闹学校里的孩子们搬到安静一些的学校待上一年以后，他们还是难以集中注意力。有一点需要说明的是，两组孩子都是经过研究人员精心匹配的，他们在年龄、民族习性、种族和社会阶层上都具有可比性。

剑桥雅思阅读7原文解析(test4)

Passage 1

Question 1

答案：TRUE

关键词：large numbers of people, build the pyramids

定位原文: 第1段第2句: “The conventional picture is that…”

解题思路: 此题通过定位词可以迅速定位至首段第2句话，题干对文章定位句的概括性改写分析如下：generally believed — conventional picture, large numbers of people — tens of thousands of slaves. 因此答案很明显应该是TRUE。

Question 2

答案：FALSE

关键词：hieroglyph, Egyptian monument

定位原文: 首段第5句: “While perusing a book…”

解题思路: 此题定位词在文中原词出现，可以快速定位。文中定位句指出Clemmons是在一本关于埃及古迹的书中读到的象形文字信息，而题目却说她在一座埃及古迹的墙上发现了象形文字，显然题目与文章相悖，因此此题答案为FALSE。

Question 3

答案：NOT GIVEN

关键词：experiment, bird flight

定位原文: 无

解题思路: 题干的定位信息在文章中未出现，此题为最典型的“原文完全未提及型”，故答案为NOT GIVEN

Question 4

答案： TRUE

关键词：theory

定位原文: 第4段首句：”Earlier this year...” 今年早些时候，他们把Clemmons空头理论付诸实验

解题思路: 题目与文章完全相符，因此此题答案为TRUE

Question 5

答案：FALSE

关键词：high speed of the wind

定位原文: 第5段首句: “The wind was blowing at…”

解题思路: 此题按照顺序原则，在第五段首句定位出与风速相关的信息，但文中对于风速的描述为 gentle和little more than half(与一半差不多)，显然题目与原文不符，因此答案为FALSE

Question 6

答案：NOT GIVEN

关键词：kite, wind force

定位原文： 第5段第2句、第3句: “What they had failed to… ‘There was a huge initial force …”他们没有想到的是当风帆打开时会发生什么“巨大的初始风力比恒稳状态风力还大五倍。” Gharib说道。

解题思路: 此题定位比较容易。在定位句中只提到了kite打开的吋候wind force很大，对于题目中的两个比较级完全没提及，此题为典型的“题目内容文章部分提及型”，故答案为NOT GIVEN。

Question 7

答案：TRUE

关键词：kite, very heavy stones

定位原文: 第5段第4句：“This jerk meant that…”

解题思路: 此题按照顺序原则在上一题定位句之后就能找到定位词。题目与原文含义一致，均为“风帆可以提升极大的重量”，故答案为TRUE。

Question 8

答案：(wooden) pulleys

关键词： Egyptians

定位原文: 第7段第2句、第3句: “...like the Egyptians. And they are known to have used wooden pulleys...

解题思路: 在定位段中查找定位词可以迅速定位于该段第二句。题中空格前为动词had，所以应于文中定位处扫描该动词或其同义词或其上下义词。此处扫描结果为to have used，则其后单词即为答案: (wooden) pulleys。

Question 9

答案：stone

关键词： large pieces

定位原文: 第7段第3句: “…, which could have been made strong enough to bear the weight of massive blocks of stone.”

解题思路: 此题在文中定位紧接着上一题。通过扫描定位词得出 large pieces of 对应文中 massive blocks of，于是其后单词即为答案：stone。

Question 10

答案：(accomplished) sailors

关键词：energy from the wind

定位原文: 第7段第2句: “Harnessing the wind would not…”

解题思路: 此题为同一定位段内的乱序题，由于确定解题段为第七段，在两次定位后仍能将此空定位于段落次句。此空格前为介词as，则在定位处扫描该介词或其他介词。此处扫描结果为for，则其后单词即为答案：(accomplished) sailors。

Question 11

答案：(modern) glider

关键词：pyramid, resembled

定位原文: 第7段第5句: “A wooden artefact found…”

解题思路: 此题通过顺序原则可以很快定位，定位处looks uncannily like对应题中resembled, 且空格需填写一个单数名词，则答案为(modem) glider。

Question 12

答案：flight

关键词：suggest, have experimented with

定位原文: 第7段倒数第2句 “…, its sophistication suggests that…”

解题思路: 此题解题技巧同第10题，由于空格前为介词with, 故在定位句中扫描后定位于介词of，且have been developing ideas of对应于题中 have experimented with，所以答案为of后单词：flight。

Question 13

答案：messages

关键词：China

定位原文: 第7段末句：“the Chinese were using them to…”

解题思路: 空格前为动词sending, 则在定位句中扫描得到动词deliver与之对应，其后单词即为答案：messages。

Test 4 Passage 2

Question 14

答案： FALSE

关键词：inhabitants, Aleutian islands, Aleyska

定位原文: 第1段末句: “The islands’ native inhabitants called…”

解题思路: 此题定位词均在文章第一段以原词出现。其含义为“岛上居民称此岛为Aleyska”，而题中关键词为重命名(renamed)，与文章不符，故此题答案为FALSE。

Question 15

答案： NOT GIVEN

关键词：Alaska's fisheries, largest companies

定位原文: 第2段末句: “Taking advantage of this rich bounty…”

解题思路: 此题通过定位词可以快速定位。文中定位句指出，阿拉斯加的一些商业渔场发展成为世界上最大的渔场。题目中所提到的“渔场为最大的公司所拥有”在文中并未提及，所以此题答案为NOT GIVEN。

Question 16

答案： TRUE

关键词：life, salmon

定位原文: 第3段第3句: “‘Salmon,’ notes writer Susan Ewing…”

解题思路: 通过题中定位词可定位于首次出现salmon的第三段。定位处运用比喻的手法说明大马哈鱼对于阿拉斯加意义重大，就像流过心脏的血液一样，这与题目中的dependent on(依赖于)对应，故此题答案为TRUE。

Question 17

答案：NOT GIVEN

关键词：ninety per cent, Pacific salmon

定位原文: 第3段倒数第3句: “All five species of Pacific salmon…”

解题思路: 此题定位词均在文中以原词出现，定位句介绍了在阿拉斯加水域产卵的五种太平洋大马哈鱼，并指出被捕捞的太平洋大马哈鱼有90%都产自此水域。而题目却将产自此水域的五种鱼等同为一种，是典型的“由文到题范围缩小型”，故此题答案为NOT GIVEN。

Question 18

答案： TRUE

关键词：Alaska, in 2000

定位原文: 第3段末句: “During 2000, commercial catches…”

解题思路: 根据顺序原则可迅速定位此题，且定位句和题目内容一致，文章中的exceeded与题目中的more than属于同义转述。故此题答案为TRUE。

Question 19

答案：TRUE

关键词：Between 1940 and 1959, Alaska's salmon population

定位原文: 第4段第2句: “Between 1940 and 1959...”

解题思路: 定位词均以原词出现，定位句指出：在1940到1959年间，过度捕捞导致大马哈鱼总量大跌，这与题目完全一致。文章中的crashes与题目中的sharp decrease属于同义转述。故此题答案为TRUE。

Question 20

答案： FALSE

关键词：1990s, average number

定位原文: 第4段末句：“…during the 1990s, annual harvests were…”

解题思路: 根据年代可迅速定位于第四段末句，定位句指出年捕捞量超过(in excess of)1亿，还有些年份为2亿，而题目则说平均为1亿，故此题答案为FALSE。

Question 21

答案： G

关键词：biologists, adult fish

定位原文: 第5段第2句：“There are biologists throughout the state…”

解题思路: 此题定位较易，但解题较难。由定位句可知生物学家从成年鱼类开始产卵时对其进行监控，但是并未直接指出其目的，考生只能通过理解该段上下文分析得出：生物学家的监控是“当季捕捞盈余为本”管理方法的一部分，而这项管理带来了鱼量的增加，从而得出生物学家的目的是监控鱼是否充足(abundance)。通过扫描选项关键词，只有G选项关键词能与之对应：to ensure that fish numbers are sufficient(对应abundance)to permit fishing。故正确答案为G

Question 22

答案：E

关键词：authority

定位原文: 第5段倒数第2句: “..., but on any given day, one or more field biologists…”

解题思路: 此题定位较难，考生应使用排除法，最后解决这道题定位句指出生物学家可以制止(halt)捕鱼行为。通过扫描选项关键同，只有E选项关键词能与之对应：to stop(对应halt)people fishing for sport。故正确答案为E

Question 23

答案： B

关键词：allowed

定位原文: 第5段末句: “It is this management mech?anism that…”

解题思路: 此题按照顺序原则可迅速定位，定位句指出该项管理手段使得阿拉斯加的大马哈鱼渔业开始繁荣(prosper)。通过扫描选项关键词，只有B选项关键词能与之对应：to be successful(对应prosper)。故正确答案为B。

Question 24

答案：A

关键词：MSC, established

定位原文: 第6段第2句: “The Council, which was found in 1996, certifies…”

解题思路: 要定位此题，必须先辨识出established在文中的同义转述was found，定位句指出MSC会认证满足高环保标准的渔场;通过扫描选项关键词，只有A选项关键词能与之对应：to recognize(对应certifies)fisheries that care for the environment (对应 meet high environmental standards)。故正确答案为A

Question 25

答案：K

关键词：the state

定位原文: 第8段末句: “However, the state reacted quickly…”

解题思路: 通过题干主语可快速定位，通过扫描定位句和剩余选项可以很快看出K选项“to close down all fisheries”与原文几乎完全一致。故正确答案为K

Question 26

答案：F

关键词：seven Alaska salmon

定位原文: 第9段第2句: “Seven companies producing Alaska salmon were…”

解题思路: 此题定位句指出题目中提到的7家公司被授权可以在自己的产品上使用MSC的标志。通过扫描选项关键词及剩余选项，发现F选项“to label(对应 display)their products using the MSC logo” 几乎与原文一致。故正确答案为F

Test 4 Passage 3

Question 27

答案： D

关键词：sleeping in the mountains

定位原文: 对应第1段前2句: “In general, it is plausible to…”

解题思路: 第1段前2句先指出人类似乎(plausible意为“貌似真实的”)更喜欢安静， 然后利用yet转折引出在山区睡觉会因为太安静而难以入睡。此题使用排除法能很快解题：A中的“喜欢噪音不喜欢宁静”文章并未提及;B中的“瞬间产生的奇怪声音”在定位句中也末提及;C中的“人喜欢睡觉时听噪音”也未提及;只有D 选项符合文意，其中adapted to a higher noise level对应文中的adjust(调节)，因为城市噪音较大，所以在山里睡觉时需要调节适应。正确答案：D。

Question 28

答案：C

关键词：Glass and Singer

定位原文: 对应第1段最后2句: “The noise was quite disruptive…Their physiological arousal…”

解题思路: 这两句说的是：起初，噪音让人心烦意乱。但在大约四分钟后，被研究者就能像那些未处于噪音之中的对照实验组一样很好地工作。他们的生理反应也迅速的消退到与对照实验组相当的水平。正确答案：C。

Question 29

答案： A

关键词：high noise levels，not... interfere with

定位原文: 第2段首句: “But there are limits to adaptation…” 但如果要求试验对象同时专注几项任务时，其对噪音的适应能力就会到达极限，噪音也会变得更加让人心烦意乱。

解题思路: 从第2句开始就开始举例(For example)，因此例子之前的引导句就是解题句。噪音干扰同时专注多项任务的人，则A选项就可能不被干扰，为正确答案，其他三个选项都是原文出现的内容，都是包含多项任务的选项。正确答案：A。

Question 30

答案： B

关键词：Glass and Singer, circumstances

定位原文: 第3段第2句：“We are much more able to…”

解题思路: 空格所填词为noise的修饰词，于是答案只限于BCDGJ。由题目所在句句意分析，可得出空格所填词应与intense构成反义关系。经过筛选可以确定答案为B选项：unexpected。另外，通过比较题目和文中定位处的对应关系，可得出题中in which____occurs对应文中with unexpected intrusions，也能选出正确答案B

Question 31

答案：D

关键词：all

定位原文: 第3段第4句: “For some subjects, the bursts were…”

解题思路: 按照顺序原则在第30题后扫描定位词可以迅速定位。空格所填词为noise的修饰词，答案也只可能为BCDGJ，在这五个选项中只有D选项与原文the same amount一致，故正确答案为D。

Question 32

答案：F

关键词：predictable group, unpredictable group

定位原文: 第3段倒数第3句: “Subjects reported finding the predictable and…”

解题思路: 此题定位同样可按照顺序原则。该题空格前后为两类人，因此中间应填同为比较关系，故答案只能为EFHI。通过扫描文中对应点：可发现两种人 performed at about the same level, 因此只能选择F选项

Question 33

答案：I

关键词：written material

定位原文: 第3段最后一句: “As shown in Table 1…”

解题思路: 通过分析空格前后内容，可知空格内须填写处在可预测性噪音和非可预测性噪音中的两类人的比较关系，答案只能为EFHI。可以在文中对应点后扫描出相关比较关系：produced more errors，选项中只有I中的关键词made more mistakes与之相符, 故答案为I

Question 34

答案： B

关键词：fatigue

定位原文: 第4段: “Apparently, unpredictable noise produces…”

解题思路: 此题定位词在文中原词出现，且题目空格所填词为造成疲劳(fatigue)的噪音类别，显然对应原文中的unpredictable noise。正确答案为B。

Question 35

答案： A

关键词：difficult at first

定位原文: 第1段倒数第2句: “The noise was quite disruptive at first…” 起初，噪音让人心烦意乱。

解题思路: 扫描到定位词disruptive at first，与第35题相符。再往上回溯第1段第4句，提到是发现是 “ Glass and Singer (1972) exposed people to…” 故答案为A

Question 36

答案： D

关键词：long-term exposure, changes

定位原文: 末段倒数第2句: “A follow-up study showed that… in the quiet schools (Cohen et al, 1981)” 另外一项跟踪研究表明，和那些一直在安静学校上学的孩子相比，即使喧闹学校的孩子们搬到安静一些的学校待上一年以后，他们还是难以集中注意力。

解题思路: 36题中关键词在D选项研究者的研究结果中全部出现，且含义一致.故答案为D

Question 37

答案：A

关键词：make it stop

定位原文: 第5段第2句、第3句: “If the individual knows that… This is true even…the noise off (Glass and Singer, 1972)”

解题思路: 定位处关键词control与第35题中make it stop对应，故答案为A

Question 38

答案：E

关键词：high-pitched, low-pitched

定位原文: 无

解题思路: 文中对应处均未提及噪音分贝高低问题，故此题通过排除法只能选择E。

Question 39

答案：B

关键词：three tasks

定位原文: 定位于第2段第2句: “For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time... (Broadbent, 1957)” 例如，如果每个试验对象需要同时监视三个刻度盘，那么高分贝噪音就会严重干扰他们完成工作

解题思路: 定位处monitor three dials at a time 与第39题中perform three tasks at the same time相对应。故答案为B。

Question 40

答案：C

关键词：repeat numbers, another task

定位原文: 定位于第二段末句: “... but it did interfere with the subject's ability to repeat numbers while tracking (Finkelman and Glass, 1970).” 但如果让实验对象在追踪的同时重复数字，那么噪音对他们的影响就很大了。

解题思路: 定位处tracking对应第40题中carrying out another task。故答案为C。

剑桥雅思阅读7(test4)真题精讲

篇20：雅思写作小作文真题

With the economic boom and rapid development of urbanisation, more and more people are now rushing into big cities, which has imposed great pressure on the urban housing and traffic. As one of the solutions to this problem, the government encourages businesses to move to the rural area, which I believe will be very effective to solve the problem of housing and traffic in cities.

On the one hand, most big cities are suffering from large population and limited resources. If big companies and factories, together with their huge number of employees, move to the countryside, there will be fewer people living in the city, then with the housing pressure reduced, the housing prices will surely go down. Meanwhile, the urban traffic will also improve because the number of commuters to and from work every day is now smaller. On the other hand, businesses moving to rural area will stimulate the consumption and facilitate infrastructure in this area apart from offering employment opportunities to the local people.

However, some problems may arise if companies move to the countryside. One problem is that the rural area is generally backward in transportation and communication system, which may cause great inconveniences for companies. Besides, once many manufacturing factories rush to the rural areas, the peace and quiet in the areas will be immediately disrupted, hence a lot of environmental and social issues.

Although there may be transportation, communication and environment problems if businesses move to the country area, I believe it is worth trying because it is an effective way to both solve the traffic and housing problems in major cities and improve the rural economy.(273 words)

雅思写作大作文词汇

Boom 繁荣

Urbanisation 城市化

Impose...on... 把......强加给......

Urban 城市的

Resource 资源

Go down 下降

Commuter 通勤人员(按时上下班的人)

Stimulate 刺激

Consumption 消费(n.)

Facilitate 加快;促进

Infrastructure 基础设施

Employment opportunities 就业机会

Arise 出现

Backward 落后的

Disrupt 打破;干扰

Peace and quiet 和平宁静

Be worth doing... 值得做......

5月5日雅思写作大小作文范文汇总

雅思写作范文解析：

大作文思路解析：A搬去农村 B员工不用到市中心上班 C 解决了交通问题

A搬去农村 B员工在市郊购买房子C 解决了住房问题

A搬去农村 B 农村没有相应的设施 C 很多人还是选择住在城市，问题没有解决

这个题目确定A和C。A是将公司工厂和员工移到农村，而C是大城市的交通和住房问题。如果反对的话，你可以说这个政策解决不了交通和住房的问题。也可以说其他方法才可以解决(虽然这样写不够直接，其他方法可以解决，不代表这个方法不行。)任何观点关于“将公司工厂和员工移到农村”的好坏处不和住房交通有关，都是跑题。譬如说环境、公司成本等等。

小作文思路解析：该线性题目描述了4个发达国家在过去200年间人均身高的变化。很明显总体趋势都是上升，并且在第一个世纪除了持续波动，身高变化不大。在之后一百年，都是显著上升趋势。既然总体趋势相似，重点应放在国家之间的对比。范文共计9句话。

雅思大作文范文1：小站版

范文节选：However, depopulation is not the ultimate solution to overcrowding in urban areas; new problems may arise. Firstly, the need for public-sector dwellings is not eliminated. With the number of migrants to cities constantly increasing, the vacated places are quickly inhabited by newcomers, so that the government has to develop more land to build houses. Moreover, evicting people does not cut the demand for quality resources such as education, medical care, and infrastructure, which are clustered in city centres. If rural areas are incapable of satisfying those needs, some people may still choose to travel back to their urban homes, thereby creating more traffic flow on the limited road space. Furthermore, simply shifting buildings to regional areas does not weaken vehicle dependency, as long as accessible public transit and industry cluster are not developed. Since companies are further from their clients, providers and other contractors, greater traffic volumes are still likely to be induced by transporting raw materials, delivering goods and services, and travelling on business.

雅思大作文范文2：雅思哥版

范文节选：There is no doubt that the dense population and limited land resources are responsible for housing shortage in major cities, while the rural area is sparsely populated with sufficient land supply. If some companies, factories and their employees moved out of town, there would be more vacant buildings to meet the demand of city dwellers. Besides, with fewer people travelling to and from work inside the city, traffic is expected to be reduced and pressure on the public transportation system eased.

雅思大作文范文3：唐老雅版

范文节选： On the one hand, most big cities are suffering from large population and limited resources. If big companies and factories, together with their huge number of employees, move to the countryside, there will be fewer people living in the city, then with the housing pressure reduced, the housing prices will surely go down. Meanwhile, the urban traffic will also improve because the number of commuters to and from work every day is now smaller. On the other hand, businesses moving to rural area will stimulate the consumption and facilitate infrastructure in this area apart from offering employment opportunities to the local people.

雅思小作文范文：小站版

篇21：雅思写作小作文真题

The line chart illustrates how the average heights of people had varied in four developed countries over two centuries from 1775 to 1975. Generally, the heights underwent an overall upward trend across all the countries.

Initially, Americans ranked the top, with an average height of approximately 168 cm which was immediately followed by British (166cm) while people from Denmark and France were slightly higher than 160 cm.

Over the following seven and a half decades, in spite of some minor ups and downs, the average heights had almost remained unchanged in all the countries except France where people’s height kept rising in the latter half of the period. This exceeded that of the Danish in around 1850.

After that, the trend in the USA and the UK showed great similarity though at a slightly different rate. They saw an ongoing rise until 1975, when the height equaled to approximately 180 cm. The Danish grew considerably and became the tallest at almost 190 cm, standing in remarkable contrast with French who were merely 173 cm.

In short, while Americans and the British were equally high in the end, the gap between Danes and Frenchmen had widened.

雅思大作文7分范文：城市化问题

题目是：Some people think traffic and housing problems in large cities can be solved by moving companies and factories and their employees to the countryside. To what extent do you agree or disagree with this statement.

雅思大作文审题

本题的核心问题是：城市的交通和住房压力很大，于是政府鼓励企业搬迁到农村地区去，此举是好还是坏?我们的惯性思维当然是：此举甚好!因为企业一旦搬出城市，不仅空气好了，交通和住房压力都会大大地降低，同时还会带动农村当地的经济和发展。这些都是很有道理的，但是，大家可能没有想到，当企业搬到农村地区后，很多原来住在城市的工作人员就得往返于农村与城市之间，同时，企业若到农村地区，产品运输也会遇到更多问题。因此，如果政府鼓励企业搬往农村，就应该建立相应的配套基础设施，这样才能既降低城市交通住房压力，同时又保证企业正常经营。

从本期开始，老雅将结合每周考试真题，给大家谈如何在写作中实现“批判性思维”(critical thinking)。首先想申明的是，所谓批判性思维并不高深，简单地说就是我们日常生活里常说的“一分为二地看问题”。大家都同意或都反对的观点，我可以从不同角度、不同层次看出这个观点的合理和不合理之处，也就是比别人看得更深、更细、更全面，做到这一点，就可以说你具有了基本的批判思维能力。

本题谈及将大企业搬迁到乡村，以此来解决城市的交通和住房问题。那么，批判性思维在这里如何体现?唐老师认为，可以首先讨论将大企业搬迁到乡村如何可以有助于解决城市交通和住房问题(人口减少导致交通需求下降，住房需求下降)，然后转换角度讨论此举潜在的风险：乡村的基础设施落后导致企业不容易生存;企业员工需要在城市和乡村来回奔波等。这样，本题的思维就不是只有一个角度，而是拥有了两个相关的角度(大城市的角度和企业的角度)。好了，从本题中，大家可能已经体会到：转换讨论问题的角度，可以使我们的思维带上批判性的色彩。

雅思小作文真题解析及

雅思作文真题解析及

9条雅思阅读备考小技巧

雅思写作备考的陷阱

雅思冲刺7分备考经验

运用剑桥雅思阅读真题备考雅思小作文.doc

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