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以下是小编为大家收集的剑桥雅思阅读6原文(test2)及答案解析，本文共12篇，欢迎参阅，希望可以帮助到有需要的朋友。

篇1：剑桥雅思阅读4(test2)原文翻译及答案解析

剑桥雅思阅读4原文(test2)

READING PASSAGE 1

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

Lost for words

Many minority languages are on the danger list

In the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’ time.

Navajo is far from alone. Half the world’s 6,800 languages are likely to vanish within two generations — that’s one language lost every ten days. Never before has the planet’s linguistic diversity shrunk at such a pace. ‘At the moment, we are heading for about three or four languages dominating the world,’ says Mark Pagel, an evolutionary biologist at the University of Reading. ‘It’s a mass extinction, and whether we will ever rebound from the loss is difficult to know.’

Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people. Only 250 languages have more than a million speakers, and at least 3,000 have fewer than 2,500. It is not necessarily these small languages that are about to disappear. Navajo is considered endangered despite having 150,000 speakers. What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children it is relatively safe. The critically endangered languages are those that are only spoken by the elderly, according to Michael Krauss, director of the Alassk Native Language Center, in Fairbanks.

Why do people reject the language of their parents? It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society, says Nicholas Ostler, of Britain’s Foundation for Endangered Languages, in Bath. ‘People lose faith in their culture,’ he says. ‘When the next generation reaches their teens, they might not want to be induced into the old traditions.’

The change is not always voluntary. Quite often, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity. The former US policy of running Indian reservation schools in English, for example, effectively put languages such as Navajo on the danger list. But Salikoko Mufwene, who chairs the Linguistics department at the University of Chicago, argues that the deadliest weapon is not government policy but economic globalisation. ‘Native Americans have not lost pride in their language, but they have had to adapt to socio-economic pressures,’ he says. ‘They cannot refuse to speak English if most commercial activity is in English.’ But are languages worth saving? At the very least, there is a loss of data for the study of languages and their evolution, which relies on comparisons between languages, both living and dead. When an unwritten and unrecorded language disappears, it is lost to science.

Language is also intimately bound up with culture, so it may be difficult to preserve one without the other. ‘If a person shifts from Navajo to English, they lose something,’ Mufwene says. ‘Moreover, the loss of diversity may also deprive us of different ways of looking at the world,’ says Pagel. There is mounting evidence that learning a language produces physiological changes in the brain. ‘Your brain and mine are different from the brain of someone who speaks French, for instance,’ Pagel says, and this could affect our thoughts and perceptions. ‘The patterns and connections we make among various concepts may be structured by the linguistic habits of our community.’

So despite linguists’ best efforts, many languages will disappear over the next century. But a growing interest in cultural identity may prevent the direst predictions from coming true. ‘The key to fostering diversity is for people to learn their ancestral tongue, as well as the dominant language,’ says Doug Whalen, founder and president of the Endangered Language Fund in New Haven, Connecticut. ‘Most of these languages will not survive without a large degree of bilingualism,’ he says. In New Zealand, classes for children have slowed the erosion of Maori and rekindled interest in the language. A similar approach in Hawaii has produced about 8,000 new speakers of Polynesian languages in the past few years. In California, ‘apprentice’ programmes have provided life support to several indigenous languages. Volunteer ‘apprentices’ pair up with one of the last living speakers of a Native American tongue to learn a traditional skill such as basket weaving, with instruction exclusively in the endangered language. After about 300 hours of training they are generally sufficiently fluent to transmit the language to the next generation. But Mufwene says that preventing a language dying out is not the same as giving it new life by using it every day. ‘Preserving a language is more like preserving fruits in a jar,’ he says.

However, preservation can bring a language back from the dead. There are examples of languages that have survived in written form and then been revived by later generations. But a written form is essential for this, so the mere possibility of revival has led many speakers of endangered languages to develop systems of writing where none existed before.

Questions 1-4

Complete the summary below.

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

Write your answers in boxes 1-4 on your answer sheet.

There are currently approximately 6,800 languages in the world. This great variety of languages came about largely as a result of geographical 1…… . But in today’s world, factors such as government initiatives and 2…… are contributing to a huge decrease in the number of languages. One factor which may help to ensure that some endangered languages do not die out completely is people’s increasing appreciation of their 3…… . This has been encouraged through programmes of language classes for children and through ‘apprentice’ schemes, in which the endangered language is used as the medium of instruction to teach people a 4…… . Some speakers of endangered languages have even produced writing systems in order to help secure the survival of their mother tongue.’

Questions 5-9

Look at the following statements (Questions 5-9) and the list of people in the box below. Match each statement with the correct person A-E.

Write the appropriate letter A-E in boxes 5-9 on your answer sheet.

NB You may use any letter more than once.

5 Endangered languages cannot be saved unless people learn to speak more than one language.

6 Saving languages from extinction is not in itself a satisfactory goal.

7 The way we think may be determined by our language.

8 Young people often reject the established way of life in their community.

9 A change of language may mean a loss of traditional culture.

A Michael Krauss

B Salikoko Mufwene

C Nicholas Ostler

D Mark Pagel

E Doug Whalen

Questions 10-13

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

In boxes 10-13 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

10 The Navajo Language will die out because it currently has too few speakers.

11 A large number of native speakers fail to guarantee the survival of a language.

12 National governments could do more to protect endangered languages.

13 The loss of linguistic diversity is inevitable.

READING PASSAGE 2

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

ALTERNATIVE MEDICINE IN AUSTRALIA

The first students to study alternative medicine at university level in Australia began their four-year, full-time course at the University of Technology, Sydney, in early 1994. Their course covered, among other therapies, acupuncture. The theory they learnt is based on the traditional Chinese explanation of this ancient healing art: that it can regulate the flow of ‘Qi’ or energy through pathways in the body. This course reflects how far some alternative therapies have come in their struggle for acceptance by the medical establishment.

Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney. ‘We’ve had a tradition of doctors being fairly powerful and I guess they are pretty loath to allow any pretenders to their position to come into it.’ In many other industrialised countries, orthodox and alternative medicine have worked ‘hand in glove’ for years. In Europe, only orthodox doctors can prescribe herbal medicine. In Germany, plant remedies account for 10% of the national turnover of pharmaceuticals. Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not been scientifically tested.

Disenchantment with orthodox medicine has seen the popularity of alternative therapies in Australia climb steadily during the past 20 years. In a 1983 national health survey, 1.9% of people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population. The 550,000 consultations with alternative therapists reported in the 1990 survey represented about an eighth of the total number of consultations with medically qualified personnel covered by the survey, according to Dr Laver and colleagues writing in the Australian Journal of Public Health in 1993. ‘A better educated and less accepting public has become disillusioned with the experts in general, and increasingly sceptical about science and empirically based knowledge,’ they said. ‘The high standing of professionals, including doctors, has been eroded as a consequence.’

Rather than resisting or criticising this trend, increasing numbers of Australian doctors, particularly younger ones, are forming group practices with alternative therapists or taking courses themselves, particularly in acupuncture and herbalism. Part of the incentive was financial, Dr Laver said. ‘The bottom line is that most general practitioners are business people. If they see potential clientele going elsewhere, they might want to be able to offer a similar service.’

In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists’ practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists. Those surveyed had experienced chronic illnesses, for which orthodox medicine had been able to provide little relief. They commented that they liked the holistic approach of their alternative therapists and the friendly, concerned and detailed attention they had received. The cold, impersonal manner of orthodox doctors featured in the survey. An increasing exodus from their clinics, coupled with this and a number of other relevant surveys carried out in Australia, all pointing to orthodox doctors’ inadequacies, have led mainstream doctors themselves to begin to admit they could learn from the personal style of alternative therapists. Dr Patrick Store, President of the Royal College of General Practitioners, concurs that orthodox doctors could learn a lot about bedside manner and advising patients on preventative health from alternative therapists.

According to the Australian Journal of Public Health, 18% of patients visiting alternative therapists do so because they suffer from musculo-skeletal complaints; 12% suffer from digestive problems, which is only 1% more than those suffering from emotional problems. Those suffering from respiratory complaints represent 7% of their patients, and candida sufferers represent an equal percentage. Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively, and a further 4% see therapists for general health maintenance.

The survey suggested that complementary medicine is probably a better term than alternative medicine. Alternative medicine appears to be an adjunct, sought in times of disenchantment when conventional medicine seems not to offer the answer.

Questions 14 and 15

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

Write your answers in boxes 14 and 15 on your answer sheet.

14 Traditionally, how have Australian doctors differed from doctors in many Western countries?

A They have worked closely with pharmaceutical companies.

B They have often worked alongside other therapists.

C They have been reluctant to accept alternative therapists.

D They have regularly prescribed alternative remedies.

15 In 1990, Americans

A were prescribed more herbal medicines than in previous years.

B consulted alternative therapists more often than doctors.

C spent more on natural therapies than orthodox medicines.

D made more complaints about doctors than in previous years.

Questions 16-23

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

In boxes 16-23 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

16 Australians have been turning to alternative therapies in increasing numbers over the past 20 years.

17 Between 1983 and 1990 the numbers of patients visiting alternative therapists rose to include a further 8% of the population.

18 The 1990 survey related to 550,000 consultations with alternative therapists.

19 In the past, Australians had a higher opinion of doctors than they do today.

20 Some Australian doctors are retraining in alternative therapies.

21 Alternative therapists earn higher salaries than doctors.

22 The 1993 Sydney survey involved 289 patients who visited alternative therapists for acupuncture treatment.

23 All the patients in the 1993 Sydney survey had long-term medical complaints.

Questions 24-26

Complete the vertical axis on the table below.

Choose NO MORE THAN THREE WORDS from Reading Passage 2 for answer.

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

READING PASSAGE 3

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

PLAY IS A SERIOUS BUSINESS

Does play help develop bigger, better brains?

Bryant Furlow investigates

A Playing is a serious business. Children engrossed in a make-believe world, fox cubs play-fighting or kittens teasing a ball of string aren’t just having fun. Play may look like a carefree and exuberant way to pass the time before the hard work of adulthood comes along, but there’s much more to it than that. For a start, play can even cost animals their lives. Eighty per cent of deaths among juvenile fur seals occur because playing pups fail to spot predators approaching. It is also extremely expensive in terms of energy. Playful young animals use around two or three per cent of their energy cavorting, and in children that figure can be closer to fifteen per cent. ‘Even two or three per cent is huge,’ says John Byers of Idaho University. ‘You just don’t find animals wasting energy like that,’ he adds. There must be a reason.

B But if play is not simply a developmental hiccup, as biologists once thought, why did it evolve? The latest idea suggests that play has evolved to build big brains. In other words, playing makes you intelligent. Playfulness, it seems, is common only among mammals, although a few of the larger-brained birds also indulge. Animals at play often use unique signs — tail-wagging in dogs, for example — to indicate that activity superficially resembling adult behaviour is not really in earnest. A popular explanation of play has been that it helps juveniles develop the skills they will need to hunt, mate and socialise as adults. Another has been that it allows young animals to get in shape for adult life by improving their respiratory endurance. Both these ideas have been questioned in recent years.

C Take the exercise theory. If play evolved to build muscle or as a kind of endurance training, then you would expect to see permanent benefits. But Byers points out that the benefits of increased exercise disappear rapidly after training stops, so any improvement in endurance resulting from juvenile play would be lost by adulthood. ‘If the function of play was to get into shape,’ says Byers, ‘the optimum time for playing would depend on when it was most advantageous for the young of a particular species to do so. But it doesn’t work like that.’ Across species, play tends to peak about halfway through the suckling stage and then decline.

D Then there’s the skills-training hypothesis. At first glance, playing animals do appear to be practising the complex manoeuvres they will need in adulthood. But a closer inspection reveals this interpretation as too simplistic. In one study, behavioural ecologist Tim Caro, from the University of California, looked at the predatory play of kittens and their predatory behaviour when they reached adulthood. He found that the way the cats played had no significant effect on their hunting prowess in later life.

E Earlier this year, Sergio Pellis of Lethbridge University, Canada, reported that there is a strong positive link between brain size and playfulness among mammals in general. Comparing measurements for fifteen orders of mammal, he and his team found larger brains (for a given body size) are linked to greater playfulness. The converse was also found to be true. Robert Barton of Durham University believes that, because large brains are more sensitive to developmental stimuli than smaller brains, they require more play to help mould them for adulthood. ‘I concluded it’s to do with learning, and with the importance of environmental data to the brain during development,’ he says.

F According to Byers, the timing of the playful stage in young animals provides an important clue to what’s going on. If you plot the amount of time a juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’ — a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life. Think of the relative ease with which young children — but not infants or adults — absorb language. Other researchers have found that play in cats, rats and mice is at its most intense just as this ‘window of opportunity’ reaches its peak.

G ‘People have not paid enough attention to the amount of the brain activated by play,’ says Marc Bekoff from Colorado University. Bekoff studied coyote pups at play and found that the kind of behaviour involved was markedly more variable and unpredictable than that of adults. Such behaviour activates many different parts of the brain, he reasons. Bekoff likens it to a behavioural kaleidoscope, with animals at play jumping rapidly between activities. ‘They use behaviour from a lot of different contexts — predation, aggression, reproduction,’ he says. ‘Their developing brain is getting all sorts of stimulation.’

H Not only is more of the brain involved in play than was suspected, but it also seems to activate higher cognitive processes. ‘There’s enormous cognitive involvement in play,’ says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialised signals and rules. He believes that play creates a brain that has greater behavioural flexibility and improved potential for learning later in life. The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studied how bouts of play affected the brain’s levels of a particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’ he says. By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.

I What might further experimentation suggest about the way children are raised in many societies today? We already know that rat pups denied the chance to play grow smaller brain components and fail to develop the ability to apply social rules when they interact with their peers. With schooling beginning earlier and becoming increasingly exam-orientated, play is likely to get even less of a look-in. Who knows what the result of that will be?

Questions 27-32

Reading Passage 3 had nine paragraphs labeled A-I.

Which paragraph contains the following information?

Write the correct letter A-I in boxes 27-32 on your answer sheet.

NB You may use any letter more than once.

27 the way play causes unusual connections in the brain which are beneficial

28 insights from recording how much time young animals spend playing

29 a description of the physical hazards that can accompany play

30 a description of the mental activities which are exercised and developed during play

31 the possible effects that a reduction in play opportunities will have on humans

32 the classes of animals for which play is important

Questions 33-35

Choose THREE letters A-F.

Write your answers in boxes 33-35 on your answer sheet.

The list below gives some ways of regarding play.

Which THREE ways are mentioned by the writer of the text?

A a rehearsal for later adult activities

B a method animals use to prove themselves to their peer group

C an activity intended to build up strength for adulthood

D a means of communicating feelings

E a defensive strategy

F an activity assisting organ growth

Questions 36-40

Look at the following researchers (Questions 36-40) and the list of findings below.

Match each researcher with the correct finding.

Write the correct letter A-H in boxes 36-40 on your answer sheet.

36 Robert Barton

37 Marc Bekoff

38 John Byers

39 Sergio Pellis

40 Stephen Siviy

List of Findings

A There is a link between a specific substance in the brain and playing.

B Play provides input concerning physical surroundings.

C Varieties of play can be matched to different stages of evolutionary history.

D There is a tendency for mammals with smaller brains to play less.

E Play is not a form of fitness training for the future.

F Some species of larger-brained birds engage in play.

G A wide range of activities are combined during play.

H Play is a method of teaching survival techniques.

剑桥雅思阅读4原文参考译文(test2)

Passage 1

参考译文

Lost for words

Many minority languages are on the danger list

语言的消失

——许多少数民族语言濒临灭绝

对于居住在美国西南部四州的那瓦霍人来讲，他们的语言正在遭遇灭顶之灾。大多数说那瓦霍语的人要么是中年人，要么就是垂垂老者。尽管有许多学生都在学习该门语言，可是学校却是用英文授课的。路牌、超市商品说明、甚至报纸全部是英文的。因此语言学家怀疑在百年之后还会不会有人会说这门语言也就不足为奇了。

那瓦霍语决不是惟一会有此厄运的语言。再经历两代人的时间，全球6,800种语言当中的半数就有可能从世界上彻底消失——这就相当于平均每十天就有一种语言消失。地球上语言的多样性从未以如此惊人的速度降低过。“现在，我们面临的将是两三种语言支配整个世界。”雷丁大学的进化生物学家Marl Pagel说，“这就是(语言的)大规模灭绝，而且我们很难知道能否从这种语言灭绝当中恢复过来。”

封闭产生了语言的多样性。结果整个世界就布满了只有几个人说的语言。只有250种语言拥有超过100万的使用者，而至少有3,000种语言使用者不足2,500人。那些行将消失的小语种并非命该如此。尽管仍有15万人在使用那瓦霍语，但这种语言还是上了濒危名单。判断一种语言是否濒危的标准不是使用者的数量，而是使用者的年龄。如果一种语言是孩子们在使用，就会相对安全些。用费尔班克斯Alassk语言中心的主任Micheal Krauss的话说就是，真正面临灭绝之灾的是那些只有老年人才懂得说的语言。

可人们为什么拒绝说他们父母的语言呢?这一切都始于一场信任危机。BATH英国濒危语言基金会成员Nicholas Ostler说：“当一个小规模社会发现自己与一个大规模，更富有的社会并肩而存的时候，其成员就会对自己的文化丧失信心。当这个社会的下一代进人青春期的时候，他们很可能不会接受(包括语言在内的)传统事物。”

这种转变往往不是自发的。为了加强国家凝聚力，政府通常会通过在公共场合禁用，以及在学校中不提倡使用的方法，消灭少数民族语言。例如，以前美国政府在印地安保留地学校推行英语授课政策，这事实上就是将那瓦霍语等少数语言推上了濒危名单。但是芝加哥大学语言学系系主任Salikoko Mufwene认为，最致命的原因并不是政府政策，而是经济的全球化。他说，“美国印地安人并没有失去对他们自己语言的信心，但是他们不得不去适应社会经济压力。如果大多数生意都是用英语来谈的，他们就不能拒绝说英语，但是，濒危语言就真的值得去挽救吗?至少，对于语言及其进化研究来讲，(不去挽救)就会导致资料的缺失，因为该研究正是基于对现存的和过去的语言的比较而进行的。当一门既无文字记录也无录音考证的语言消失时，对于科学(研究)来讲，它也就不存在了。

语言与文化也有千丝万缕的联系，因此要想单纯保存语言而不保留文化是非常困难的。“如果一个本来说那瓦霍语的人现在要改说英语，那么他准得失去点东西。”Mufwene说道，Pagel也评价道，“而且，语言多样性的丧失也使我们无法以多种方式来看待这个世界。”越来越多的证据表明，学习一门语言可以为大脑带来生理上的变化。“比如说，你我的大脑与说法语人的大脑就十分不同，”Page说，这是会影响我们的思维和看法的。“我们针对不同的概念建立了不同的模式和联系，这很可能就是由我们社会的语言习惯构筑而成的。”

所以，尽管语言学家已经竭尽全力，但是许多语言到了下个世纪还是会消失。但是，一种对文化认同感越来越多的关注，也许会阻止最骇人的预言成为现实。“保持语言多样性的关键在于，让人们接受主流语言的同时，也去学习他们祖先的语言。”康那狄格州纽黑文市濒危语言基金会主席Doug Whalen说道，“如果不实行双语制度，大多数濒危语言都无法生存下去。”在新西兰，为孩子们开设的课程明显减轻了毛利语所受的损害，并且重新燃起了人们对该语言的兴趣。在夏威夷，一种相似的方式使波利尼西亚语的使用者在过去数年中增长了8,000人。在加利福尼亚州，“学徒”计划使得数种土著语言得以生存。“学徒”志愿者与某种印地安语的最后一些使用者中的一位组成小组，学习如编织篮子这样的传统工艺，当然交流全部都是用印地安语。通常，经过300个小时的训练后，他们就可以流利地说了，其流利程度足以将这种语言传给他们的子女。但是Mufwene指出，避免语言消失并不等同于通过每天的使用赋予其新的生命。他指出，“保存语言更像用罐子保存水果。”

然而，通过保存的确可以使一门语言起死回生。已经有例子表明，有些语言通过文字记录被保存了下来，而且还在后代中得以复兴。当然，文字记录是这其中的关键。因此，单单是这种语言复兴的可能性，就使得很多说濒危语言的人试图去创造本来并不存在的文字系统。

Passage 2

参考译文

ALTERNATIVE MEDICINE IN AUSTRALIA

澳大利亚的另类疗法

1994年初，澳大利亚第一批另类疗法学生在悉尼科技大学开始了他们为期四年的全职课程。除了学习其他一些疗法之外，他们的课程还包括针灸术，他们所学的理论基于中国古代对这门古老疗法的解释：那就是针灸可以调节“气”或能量在人体神经系统中的流通。这门课程足以反映另类疗法在争取医疗机构认同的斗争中所取得的成果。

由于对自然或另类疗法所采取的极端保守态度，澳大利亚在西方国家中独树一帜。悉尼大学公共健康系博士Paul Laver评价道：“我们有个传统，医生是相当权威的，我猜他们很不愿意让那些觊觎他们位置的冒牌货得逞。”在其他许多工业国家里，正统医生和另类医师早已亲密无间地合作多年了。在欧洲，只有正统医生才可以开草药。在德国，草药占了药品销售额的10%。1990年美国人去看另类疗法医师的次数比去看传统医生的次数还多，而每年，他们花在未经科学测试的疗法上的钱竟髙达约120亿美元。

在过去中，由于人们对传统医疗不再迷信，另类疗法在澳大利亚慢慢流行起来。在1983年进行的全国健康调査中，有1.9%的人说此前两周内曾经去看过按摩师、理疗家、整骨医师、针灸医生或草药医生。到了1990年，这个数字已经攀升到澳大利亚人口的2.6%。根据Laver博士和他的同事们刊登在1993年《澳大利亚公共健康期刊》上的报道：在1990年调査中，另类疗法医生进行了55万次诊断，这个数字几乎占了调查中所有医疗诊断的八分之一。“总体而言，受过良好教育又不那么轻信的民众已经对专家失望了，而且对科学和经验主义知识已经越来越怀疑了，”博士们说，“结果，包括医生在内的专业人士的崇高地位也就大打折扣。”

越来越多的澳大利亚医生，特别是那些年轻一些的医师，非但没有抵制或是批判这样一个潮流，反而开始与另类疗法医师联合开业，或是干脆自己去学习相关课程，尤其是针灸和草药医学。Laver博士说，部分动机当然是出于经济考虑。“关键在于大多数全科医生都是商人。如果他们看到潜在的客户去别处看病，他们就想也要能提供类似的服务。”

In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists’ practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists. Those surveyed had experienced chronic illnesses, for which orthodox medicine had been able to provide little relief. They commented that they liked the holistic approach of their alternative therapists and the friendly, concerned and detailed attention they had received. The cold, impersonal manner of orthodox doctors featured in the survey. An increasing exodus from their clinics, coupled with this and a number of other relevant surveys carried out in Australia, all pointing to orthodox doctors’ inadequacies, have led mainstream doctors themselves to begin to admit they could learn from the personal style of alternative therapists. Dr. Patrick Store, President of the Royal College of General Practitioners, concurs that orthodox doctors could learn a lot about bedside manner and advising patients on preventative health from alternative therapists.

1993年，Laver博士和他的同事们发表了一项调查报告，报告包括289名曾到8家另类疗法诊所寻求治疗的悉尼市民。这些诊所共有25名另类治疗师，提供相当广泛的另类疗法。接受调查的人都患有慢性疾病，正统疗法治疗对这些疾病的效果微乎其微。病人们评价说他们喜欢另类疗法医师所采取的全面的治疗手段，也喜欢那里友善热情、细致入微的关怀。这次调査揭示了正统医生的冷漠态度。病人从诊所中大批离去，加上其他一些相关的全国性调查的结果，矛头直指正统医生的不足之处，这就使得他们开始承认应该学习一下另类疗法医师的亲切态度。就连皇家医学院的Patrik Stone博士也赞同说，正统医生应该多学习另类疗法医师对待病人的态度，还有他们给病人的预防建议。

根据《澳大利亚公共健康期刊》，18%的病人因为得了肌肉骨骼方面的疾病而去看另类医师;12%的人则是因为消化系统疾病，这个数字只比因为感情问题而去就医的人多1个百分点。呼吸系统疾病患者和假丝酵母过敏者各占7%。头疼就医者和整体感觉身体不适而就医者分别占到了6%和5%，还有4%的人看医生只是为了保持身体健康。

这项调查表明，与另类疗法这个字眼相比，互补疗法是个更为合适的称呼。前者听起来仿佛是正统疗法的附庸，一种只有当你对传统疗法的无能为力失望后，才会去追寻的东西。

Passage 3

参考译文

PLAY IS A SERIOUS BUSINESS

Does play help develop bigger, better brains? Bryant Furlow investigates

玩耍是件严肃的事

玩耍能否帮助大脑发育得更大更好?Bryant Furlow就此展开了调査。

A玩耍是件严肃的事。孩子们沉溺在假想的世界中，狐狸幼崽儿嬉戏打闹，小猫玩线球，这些行为都不只是取乐而已。看上去玩耍是成人世界的辛苦工作到来之前，无忧无虑、精力充沛的消磨时光的方式，其实远非如此。首先，玩耍可能使动物们送命。比如，百分之八十的小海狗死亡都是因为玩耍中的小海狗没能看到接近的捕食者。玩耍也是相当消耗精力的。顽皮的小动物要花上百分之二三的精力来嬉戏打闹，而对于儿童而言，这个数字可以高达百分之十五。“就算只有百分之二三也是个不小的数目了。”Idaho大学的John Byers说道，“你很难发现动物们如此消耗精力。”Byers补充说。总有一定的原因使他们这么做。

B但是，如果玩耍不像生物学家们过去认为的那样，只是发育过程中的小插曲的话，那么到底是什么促使了玩耍的发展呢?最新的观点认为玩耍可以促进大脑的发育。换句话说，玩耍使你变得聪明。尽管一些脑子比较大的鸟类也沉溺其中，但玩耍好像还是只在哺乳动物中普遍存在。玩耍中的动物会用一些独特的标志——比如狗摇尾巴来表明这种简单模仿大动物行为的举动并不是玩真的。一种有关玩耍的普遍观点说，玩耍能帮助小动物发展成年之后捕猎、交配以及社交所需要的技能。另一个理论认为，通过增强小动物的呼吸耐力，玩耍可以帮助他们在体力上更适应成年生活。但是这两个理论近年来都遭到了置疑。

C就拿锻炼理论来说吧。如果玩耍是为了增强肌肉，或是进行某种耐力训练，那么我们应该能够看到一些终生的效果。但是Byers指出，训练一结束，由增强训练所带来的好处就随之迅速消失了，所以，任何通过小时候的玩耍增强的耐力到了成年阶段就会消失殆尽了。“如果玩耍的作用就是使身体健康的话，”Byers说道，“那么玩耍的最佳时间就应该是对于某种小动物(身体发展)最有利的时间，但是，实际情况并非如此。”无论什么种群的动物，玩耍都倾向于在哺乳期的中期达到顶峰，然后则开始走下坡路。

D接着，我们又有了技能训练假说。乍看上去，玩耍的小动物好像是在练习那些成年时必须的复杂动作。但是，更为仔细的观察表明，这种解释把问题简单化了。在某项研究中，California大学的行为生态学家Tim Caro观察了小猫的捕食游戏以及它们成年之后的捕猎行为。他发现，小猫玩耍的方式对成年后的捕猎技能并没有太大的影响。

E今年早些时候，加拿大Lethbridge大学的Sergio Pellis公布说，哺乳动物的玩耍与他们大脑的大小往往成正比。在比较了十五种哺乳动物的测量数据之后，Sergio和他的研究小组发现，更多的玩耍会造就大一些的脑子(与身体大小比较而言)，而且这个理论反过来也成立。Durham大学的Robert Barton认为，由于大一座的脑子比小一些的脑子对发育刺激更敏感，因此它们需要更多的玩耍来促进它们发育至成年期。他说：“我的结论是，玩耍与学习有关，也与大脑发育过程中环境资料的重要性有关。”

F根据Byers的理论，对于小动物而言，玩耍期的时机对未来的发展至关重要。如果你用图表来表明在发育期间，小动物每天用于玩耍的时间的话，就会发现一种一般与“敏感期”相关联的模式。所谓“敏感期”指的是发育过程中一个短暂的阶段，在这一阶段中，大脑会获得此前和此后都不可能获得的改变。想想孩子们在学习语言时那种婴儿们和大人们都无法做到的得心应手吧。其他学者也发现，猫、田鼠和家鼠最爱玩耍的时期恰好是这扇“机会之窗”达到峰值的时候。

G“人们没有充分注意到玩耍激活了大脑多少部件。”Colorado大学的Marc Bekoff说。Becoff研究了玩要的小土狼，发现其中所涉及的行为显然比成年土狼的花样更多，更不可预测。他推断，这样的行为能激活大脑许多不同的部分。由于动物们在玩耍时行为总是迅速地变换，Becoff将玩耍比喻为一个行为万花筒。“他们会做出不同环境所需要的动作——捕猎，进攻，繁殖等，而他们正在发育的大脑获得了各种各样的刺激。”

H大脑不仅比猜想中更多地参与玩耍，而且好像还能够激活更髙级的认知过程。“玩耍中有很多的认知成分。”Becoff指出。玩耍通常包括对玩伴的评估，互相依存的观念，以及恃殊标志及规则的使用。他认为玩耍会创造一个更具行为灵活性，在今后生活中更多学习潜力的大脑。这一观点得到了Gettysburg学院Stephen Siviy研究结果的支持。Siviy认为玩耍能够影响大脑中一种特殊化学物质的分泌，这种物质会刺激神经细胞生长。他被这种刺激可能达到的程度吓了一跳。“玩耍使一切都变得活泼起来。”通过使大脑中不常交流的部分产生联系，玩耍也许会提髙创造力。

I进一步的实验又会对如今许多社会中，孩子们被养育的方式有何影响呢?我们已经知道，没有机会玩耍的小老鼠，大脑各部分发育得比较小，同时也不具备运用社会规则与其他小老鼠交流的能力。在上学年龄越来越早，学校教育越来越应试化的今天，大家对玩耍的作用不屑一顾。谁会知道这样做会带来什么样的影响呢?

剑桥雅思阅读4原文解析(test2)

Question 1

答案：isolation

关键词：6800/variety of language/geographical

定位原文：第3段第1句“Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people.”

解题思路：根据这句话可知，语言多样性是由于地理上的isolation。

Question 2

答案：economic globalization/globalization/socio-economic pressures

关键词：government/huge decrease

定位原文：第5段第4句“…the deadliest weapon is not government policy but economic pressures...”

解题思路：本题目要看清楚问的是语言消失的原因，and表示并列，因此空中应该填与government initiatives对等的原因，而文中第五段前半部分提到政府政策对语言的影响，但是科学家们也指出，真正致命的原因是社会经济压力。

Question 3

答案：cultural identity

关键词：Increasing appr?eciation/language classes

定位原文：第7段第2句话“But a growing interest in cultural identity may prevent the direst predictions from coming true.”

解题思路：“increasing appreciation”和文中的“growing interest”是同义替换，故正确答案是cultural identity。”

Question 4

答案：traditional skill

关键词：‘apprentice’/teach/a

定位原文：第7段倒数第4句“Volunteer 'apprentices' pair up with one of the last living speakers of a Native American tongue to learn a traditional skill such as basket weaving, with instruction exclusively in the endangered language.”

解题思路：“apprentice”做为定位词，题干这句话的意思是在学徒计划中，濒危语言被用来作为载体来教授人们一种……，文中的“learn”与“teach”在意思上有关联，而不定冠词“a”之后要填一个专有名词。

Question 5

答案：E

关键词：more than one...

定位原文：第7段第4句“Most of these languages will not survive without a large bilingualism…”

解题思路：题干这句话正好跟文中这句话表达的是相同的意思，而文中有这个观点的正是E选项。

Question 6

答案：B

关键词：in itself

定位原文：“But Mufwene says that preventing a language dying out is not the same as giving it new life by using it every day。”

解题思路：通过这句话可以推测，保护语言本身并不是目标，如何让语言活起来才是真正目的。故正确答案为B。

Question 7

答案：D

关键词：think/determine

定位原文：第6段倒数第2句“‘Your brain and mine are different from the brain of someone who speaks French, for instance,’ Pagel says, and this could affect our thoughts and perceptions. ‘The patterns and connections we make among various concepts may be structured by the linguistic habits of our community.’”

解题思路：这句话话当中提到了说英语的人的大脑与说法语的人大脑的不同，随后提出语言会影响我们的想法和观点。

Question 8

答案：C

关键词：reject/established/way of life

定位原文：第4段最后一句“People lose faith in their culture, When the next generation reaches their teens, they might not want to be induced into the old traditions.”

解题思路：题干句子意思是“年轻人经常会拒绝接受社会约定俗成的生活方式”，正好与文中这句话“语言的转化意味着传统文化的消失”表达的意思一致。

Question 9

答案：B

关键词：loss

定位原文：第6段第2句“If a person shifts from Navajo to English, they lose something…”

解题思路：文中的shift等同于题目当中的change，而传统文化的存在正意味着人们可以采用不同的观点来看待这个世界。

Question 10

答案：NO

关键词：Navajo

定位原文：第3段第4句话“Navajo is considered endangered despite having 150,000 speakers. What makes a language endangered is not just the number of speakers, but how old they are.”

解题思路：这句话说有15万人在使用那瓦霍语，证明使用者并不是很少，在接下来的一句话当中，作者又表明使语言濒临灭绝的真正原因并不是说的人少，而是说的人太老。

Question 11

答案：YES

关键词：a large number of

定位原文：第3段第4句话“Navajo is considered endangered despite having 150,000 speakers.”

解题思路：根据文中给出的证据，即有15万人说那瓦霍语，但是这门语言仍然濒临灭绝，作者推出了题中的结论，这个结论是正确的。

Question 12

答案：NOT GIVEN

关键词：government

定位原文：第5段

解题思路：文中第五段提到了政府，主要是指出政府的政策也是导致语言濒危的原因，但是此后就并未对政府的作用再多做叙述，而是转而论述社会经济压力的重要性。本题是典型的节外生枝型。

Question 13

答案：YES

关键词：linguistic diversity

定位原文：第7段第1句“So despite linguists' best efforts, many languages will disappear over the next century.”

解题思路：这句话表明尽管语言学家已经竭尽全力，但是许多语言到了下个世纪还是会消失。这句话就表明语言多样性的消失是不可避免的。

定位原文：第3段第1句“Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people.”

Question 14

答案：C

关键词：Western

定位原文：第1段第1句“Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney.”

解题思路：A答案说澳大利亚医生与制药公司关系紧密，属于完全未提及型答案。B答案认为澳大利亚医生总是和其他医师一同工作，与文中所说的事实恰好相反。D答案说澳大利亚医生会开出另类处方，这也是不正确的。只有C答案与文章叙述相符。

Question 15

答案：B

关键词：Americans

定位原文：第1段倒数第1句“Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not been scientifically tested.”

解题思路：文中这句话说1990年美国人去看另类疗法医师的次数比去看传统医生的次数还多。所以答案B是正确的。而A、C和D答案中提到的比较关系并不存在。

Question 16

答案：YES

关键词：20 years

定位原文：第2段第1句“Disenchantment with orthodox medicine has seen the popularity of alternative therapies in Australia climb steadily during the past 20 years.”

解题思路：在过去20年中，由于人们对传统医疗不再迷信，另类疗法在澳大利亚慢慢流行起来。这句话就证明在过去20年里，比以往更多的澳大利亚人开始相信另类疗法。

Question 17

答案：NO

关键词：1983/1990/ a further 8%

定位原文：第2段第2句话和第3句话“In a 1983 national health survey, 1.9% of people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population.”

解题思路：在1983年的调査中，约有1.9%的人说他们曾经看过另类疗法医师，到了1990年，这个数字上升到了总人口的2.6%。如果做减法的话，实际上人数上升了将近0.7个百分点，因此题目中所说的增加8%是错误的。

Question 18

答案：YES

关键词：550,000

定位原文：第2段第4句话“The 550,000 consultations with alternative therapists reported in the 1990 survey represented about an eighth of…”

解题思路：题干这句话刚好和定位句的“The 550,000 consultations with alternative therapists”表达的是同样的意思，因此是正确的。

Question 19

答案：YES

关键词：had a higher opinion of...

定位原文：第2段最后一句“The high standing of professionals, including doctors, has been eroded as a consequence.”

解题思路：这句话说的是包括医生在内的专业人士的崇高地位也就大打折扣。这句话的含义就是澳大利亚人以前对医生等专业人士有较高的评价，而现在这种观点已经遭受损害。

Question 20

答案：YES

关键词：Australian doctors

定位原文：第3段第1句“Rather than resisting or criticising this trend, increasing numbers of Australian doctors, particularly younger ones, are forming group practices with alternative therapists or taking courses themselves, particularly in acupuncture and herbalism.”

解题思路：这句话表明澳大利亚正统医生正在接受另类疗法培训，相对于以前他们接受的正统医疗培训来说，这次培训无疑是一种再培训。

Question 21

答案：NOT GIVEN

关键词：salaries

定位原文：第3段

解题思路：并不存在的比较关系是TRUE/FALSE/NOT GIVEN题解题的一条黄金法则。尤其当作者将两者进行简单肤浅比较的时候，一般答案都是NOT GIVEN。文中没有任何地方提到两种医生的薪水，因此正确答案是NOT GIVEN。

Question 22

答案：YES

关键词：1993/289

定位原文：第4段首句和第二句“In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists' practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists.”

解题思路：89名病患去看病的这8家诊所提供各种各样的另类疗法服务，这其中也许包括针灸疗法，但是如果说这289名病人都是去做针灸的，就未免有些以偏概全了。

Question 23

答案：NO

关键词：1993/long-term

定位原文：第4段第3句“Those surveyed had experienced chronic illnesses, for which orthodox medicine had been able to provide little relief.”

解题思路：chronic是“长期的，慢性的”意思，complaints在此处不是“抱怨，投诉”的意思，而是指疾病。

Question 24

答案：emotional/emotional problems

关键词：10%-15%

定位原文：第5段第1句“12% suffer from digestive problems, which is only 1% more than those suffering from emotional problems.”

解题思路：目测该数字应该在10%和15%之间，在第五段寻找这样一个数字，结果发现12%所对应的是digestive一词，但是，很快我们会发现Digestive已经出现在了表格上，所以答案应该是比12%少一个百分点的emotional/emotional problems。

Question 25

答案：headache

关键词：5%-10%

定位原文：第5段最后一句“Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively…”

解题思路：该疾病所对应的数字应该在5%和10%之间，而且应该比第26空更接近10%。所以可以回第五段找两个相近并且都接近10%的数字，结果发现了6%和5%，故此空应该填：headache。

Question 26

答案：general ill health

关键词：5%

定位原文：第5段最后一句“Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively…”

解题思路：该疾病对应数字是5%，故应该填general ill health。

Question 27

答案：H

关键词：unusual connection

定位原文：H段最后1句“By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.”

解题思路：link-up等于connection，后面的play may enhance creativity证明这种不寻常的联系是有好处的。

Question 28

答案：F

关键词：record/time

定位原文：F段第2句“If you plot the amount of time...”

解题思路：这个heading的意思是由记录小动物玩耍的时间而得到的见解，关键词是时间，回到文章当中寻找对应词时，只有这个段落提到了时间。plot一词是用图表记录的意思，在这里就等同于record。

Question 29

答案：A

关键词：physical hazard

定位原文：A段第4句之后“For a start, play can even cost animals their lives. Eighty per cent of deaths among juvenile fur seals…”

解题思路：问题是问哪一段包含有对玩要带来的危险的描述。文章中只有在第一段中谈到了玩要可能带来的危险，而且还举出了小海狗的例子来说明这种危险的存在。

Question 30

答案：H

关键词：mental/exercise/develop

定位原文：H段前3句“Not only is more of the brain involved in play than was suspected, but it also seems to activate higher… and rules.”

解题思路：mental activity是大脑活动的意思，问题问的是在玩耍过程当中，哪些大脑活动得到了练习和发展。

Question 31

答案：I

关键词：effects/reduction

定位原文：I段首句和2句“What might further experimentation… with their peers.”

解题思路：问题问得是哪一段包含了这样的内容：减少玩耍机会可能对儿童造成的影响。在最后一段中，作者谈到了被剥夺了玩耍机会的小老鼠大脑就发育的不好，并且用一个设问句表明了他对人类儿童的忧虑。而且一般来讲，含有effect的段意都是对应文章的最后一段。

Question 32

答案：B

关键词：class/animals

定位原文：B段第4句“Playfulness, it seems, is common only among mammals...”

解题思路：B段中提到了玩要在哺乳动物中很普遍，而且在有些鸟类当中也存在，即提到了各种各样的动物。一些同学会在E段当中看到fifteen orders of mammals一词，不过仔细读下来，E段的主要意思是在讲哺乳动物中大脑大小和玩耍之间的关系，并不是说玩耍对哪种动物重要。故答案选B。

Question 33-35

答案：ACF(IN EITHER ORDER)

Question 33

答案：A

关键词：rehearsal/adult

定位原文：B段倒数第2句“A popular explanation of play has been that it helps juvenile develop the skills they will need to hunt, mate and socialize as adults.”

解题思路：这段中提到了帮助青少年培养作为成年人需要的一些技能，所以A选项正确。

Question 34

答案：C

关键词：build up strength

定位原文：B 段最后一句“Another has been that it allows young animals to get in shape for adult life...”

解题思路：“使年轻的动物保持体形”与C选项对应。

Question 35

答案：F

关键词：organ growth

定位原文：E段首句：“...reported that there is a strong positive link between brain size and playfulness…”

解题思路：“在脑部大小与玩耍之间有正面的关联”与F选项对应。

Question 36

答案：B

关键词：Robert Barton

定位原文：E段倒数第2句和末句 “Robert Barton of Durham University …I concluded it's to do with learning，and with the importance of environmental data to...”

解题思路：Barton认为玩耍与学习有关，也与大脑发育过程中环境资料的重要性有关。Environmental data可以与physical surroundings对应。

Question 37

答案：G

关键词：Marc Becoff

定位原文：G 段第4句“Bekoff likens it to a behavioural kaleidoscope...”

解题思路：Becoff将玩耍比喻为一个行为万花筒，这句话也就是说在玩耍当中动物会做出各种各样的举动，正好和G选项中的a wide range of相对应。

Question 38

答案：E

关键词：John Byers

定位原文：C段第2句“Byers points out that the benefits of increased exercise disappear rapidly after training stops, so...”

解题思路：Byers认为训练一结束，由增强训练所带来的好处就跟着迅速消失了，无论什么种群的动物，玩耍都倾向于在哺乳期的中期达到顶峰，然后则开始走了下坡路。这就与E答案观点—致。

Question 39

答案：D

关键词：Sergio Pellis

定位原文：E段第1句“...reported that there is a strong positive link between brain size and playfulness among mammals in general.”

解题思路：Pellis认为哺乳动物的玩耍量与他们大脑的大小往往成正比。所以玩耍比较少的动物脑子也比较小。

定位原文：第3段第1句“Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people.”

Question 40

答案：A

关键词：Stephen Siviy

定位原文：H段第6句“Siviy studied how bouts of play affected the brain's levels of a particular chemical associated with..”

解题思路：Siviy认为玩耍能够影响大脑中一种特殊化学物质，这种物质会刺激神经细胞生长。答案选A。

剑桥雅思阅读4(test2)原文翻译及答案解析

篇2：剑桥雅思阅读解析8(test2)

READING PASSAGE 1

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

Sheet glass manufacture:

the float process

Glass, which has been made since the time of the Mesopotamians and Egyptians, is little more than a mixture of sand, soda ash and lime. When heated to about 1500 degrees Celsius (℃) this becomes a molten mass that hardens when slowly cooled. The first successful method for making clear, flat glass involved spinning. This method was very effective as the glass had not touched any surfaces between being soft and becoming hard, so it stayed perfectly unblemished, with a 'fire finish'. However, the process took a long time and was labour intensive.

Nevertheless, demand for flat glass was very high and glassmakers across the world were looking for a method of making it continuously. The first continuous ribbon process involved squeezing molten glass through two hot rollers, similar to an old mangle. This allowed glass of virtually any thickness to be made non-stop, but the rollers would leave both sides of the glass marked, and these would then need to be ground and polished. This part of the process rubbed away around 20 per cent of the glass, and the machines were very expensive.

The float process for making flat glass was invented by Alistair Pilkington. This process allows the manufacture of clear, tinted and coated glass for buildings, and clear and tinted glass for vehicles. Pilkington had been experimenting with improving the melting process, and in 1952 he had the idea of using a bed of molten metal to form the flat glass, eliminating altogether the need for rollers within the float bath. The metal had to melt at a temperature less than the hardening point of glass (about 600℃), but could not boil at a temperature below the temperature of the molten glass (about 1500℃). The best metal for the job was tin.

The rest of the concept relied on gravity, which guaranteed that the surface of the molten metal was perfectly flat and horizontal. Consequently, when pouring molten glass onto the molten tin, the underside of the glass would also be perfectly flat. If the glass were kept hot enough, it would flow over the molten tin until the top surface was also flat, horizontal and perfectly parallel to the bottom surface. Once the glass cooled to 604℃ or less it was too hard to mark and could be transported out of the cooling zone by rollers. The glass settled to a thickness of six millimetres because of surface tension interactions between the glass and the tin. By fortunate coincidence, 60 per cent of the flat glass market at that time was for six-millimetre glass.

Pilkington built a pilot plant in 1953 and by 1955 he had convinced his company to build a full-scale plant. However, it took 14 months of non-stop production, costing the company ￡100,000 a month, before the plant produced any usable glass. Furthermore, once they succeeded in making marketable flat glass, the machine was turned off for a service to prepare it for years of continuous production. When it started up again it took another four months to get the process right again. They finally succeeded in 1959 and there are now float plants all over the world, with each able to produce around 1000 tons of glass every day, non-stop for around 15 years.

Float plants today make glass of near optical quality. Several processes — melting, refining, homogenising — take place simultaneously in the tonnes of molten glass in the furnace. They occur in separate zones in a complex glass flow driven by high temperatures. It adds up to a continuous melting process, lasting as long as 50 hours, that delivers glass smoothly and continuously to the float bath, and from there to a coating zone and finally a heat treatment zone, where stresses formed during cooling are relieved.

The principle of float glass is unchanged since the 1950s. However, the product has changed dramatically, from a single thickness of 6.8 mm to a range from sub-millimetre to 25 mm, from a ribbon frequently marred by inclusions and bubbles to almost optical perfection. To ensure the highest quality, inspection takes place at every stage. Occasionally, a bubble is not removed during refining, a sand grain refuses to melt, a tremor in the tin puts ripples into the glass ribbon. Automated on-line inspection does two things. Firstly, it reveals process faults upstream that can be corrected. Inspection technology allows more than 100 million measurements a second to be made across the ribbon, locating flaws the unaided eye would be unable to see. Secondly, it enables computers downstream to steer cutters around flaws.

Float glass is sold by the square metre, and at the final stage computers translate customer requirements into patterns of cuts designed to minimise waste.

Questions 1-8

Complete the table and diagram below.

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

Write your answers in boxes 1-8 on your answer sheet.

Early methods of producing flat glass

Method Advantages Disadvantages

1............

? Glass remained

2........... ? Slow

? 3.............

Ribbon

? Could produce glass sheets of varying 4.............

? non-stop process ? Glass was 5...........

? 20% of glass rubbed away

? Machines were expensive

图片11

Questions 9-13

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

In boxes 9-13 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

9 The metal used in the float process had to have specific properties.

10 Pilkington invested some of his own money in his float plant.

11 Pilkington’s first full-scale plant was an instant commercial success.

12 The process invented by Pilkington has now been improved.

13 Computers are better than humans at detecting faults in glass.

READING PASSAGE 2

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

Question 14-17

Reading passage 2 has six paragraphs, A-F.

Choose the correct heading for paragraphs B and D-F from the list of headings below.

Write the correct number, i-ix, in boxes 14-17 on your answer sheet.

List of Headings

i Predicting climatic changes

ii The relevance of the Little Ice Age today

iii How cities contribute to climate change.

iv Human impact on the climate

v How past climatic conditions can be determined

vi A growing need for weather records

vii A study covering a thousand years

viii People have always responded to climate change

ix Enough food at last

Example Answer

Paragraph A Viii

14 Paragraph B

Example Answer

Paragraph C V

15 Paragraph D

16 Paragraph E

17 Paragraph F

THE LITTLE ICE AGE

A This book will provide a detailed examination of the Little Ice Age and other climatic shifts, but, before I embark on that, let me provide a historical context. We tend to think of climate — as opposed to weather — as something unchanging, yet humanity has been at the mercy of climate change for its entire existence, with at least eight glacial episodes in the past 730,000 years. Our ancestors adapted to the universal but irregular global warming since the end of the last great Ice Age, around 10,000 years ago, with dazzling opportunism. They developed strategies for surviving harsh drought cycles, decades of heavy rainfall or unaccustomed cold; adopted agriculture and stock-raising, which revolutionised human life; and founded the world's first pre-industrial civilisations in Egypt, Mesopotamia and the Americas. But the price of sudden climate change, in famine, disease and suffering, was often high.

B The Little Ice Age lasted from roughly 1300 until the middle of the nineteenth century. Only two centuries ago, Europe experienced a cycle of bitterly cold winters; mountain glaciers in the Swiss Alps were the lowest in recorded memory, and pack ice surrounded Iceland for much of the year. The climatic events of the Little Ice Age did more than help shape the modern world. They are the deeply important context for the current unprecedented global warming. The Little Ice Age was far from a deep freeze, however; rather an irregular seesaw of rapid climatic shifts, few lasting more than a quarter-century, driven by complex and still little understood interactions between the atmosphere and the ocean. The seesaw brought cycles of intensely cold winters and easterly winds, then switched abruptly to years of heavy spring and early summer rains, mild winters, and frequent Atlantic storms, or to periods of droughts, light northeasterly winds, and summer heat waves.

C Reconstructing the climate changes of the past is extremely difficult, because systematic weather observations began only a few centuries ago, in Europe and North America. Records from India and tropical Africa are even more recent. For the time before records began, we have only 'proxy records' reconstructed largely from tree rings and ice cores, supplemented by a few incomplete written accounts. We now have hundreds of tree-ring records from throughout the northern hemisphere, and many from south of the equator, too, amplified with a growing body of temperature data from ice cores drilled in Antarctica, Greenland, the Peruvian Andes, and other locations, we are close to a knowledge of annual summer and winter temperature variations over much of the northern hemisphere going back 600 years.

D This book is a narrative history of climatic shifts during the past ten centuries, and some of the ways in which people in Europe adapted to them. Part One describes the Medieval Warm Period, roughly 900 to 1200. During these three centuries, Norse voyagers from Northern Europe explored northern seas, settled Greenland, and visited North America. It was not a time of uniform warmth, for then, as always since the Great Ice Age, there were constant shifts in rainfall and temperature. Mean European temperatures were about the same as today, perhaps slightly cooler.

E It is known that the Little Ice Age cooling began in Greenland and the Arctic in about 1200. As the Arctic ice pack spread southward, Norse voyages to the west were rerouted into the open Atlantic, then ended altogether. Storminess increased in the North Atlantic and North Sea. Colder, much wetter weather descended on Europe between 1315 and 1319, when thousands perished in a continent-wide famine. By 1400, the weather had become decidedly more unpredictable and stormier, with sudden shifts and lower temperatures that culminated in the cold decades of the late sixteenth century. Fish were a vital commodity in growing towns and cities, where food supplies were a constant concern. Dried cod and herring were already the staples of the European fish trade, but changes in water temperatures forced fishing fleets to work further offshore. The Basques, Dutch, and English developed the first offshore fishing boats adapted to a colder and stormier Atlantic. A gradual agricultural revolution in northern Europe stemmed from concerns over food supplies at a time of rising populations. The revolution involved intensive commercial farming and the growing of animal fodder on land not previously used for crops. The increased productivity from farmland made some countries self-sufficient in grain and livestock and offered effective protection against famine.

F Global temperatures began to rise slowly after 1850, with the beginning of the Modern Warm Period. There was a vast migration from Europe by land-hungry farmers and others, to which the famine caused by the Irish potato blight contributed, to North America, Australia, New Zealand, and southern Africa. Millions of hectares of forest and woodland fell before the newcomers' axes between 1850 and 1890, as intensive European farming methods expanded across the world. The unprecedented land clearance released vast quantities of carbon dioxide into the atmosphere, triggering for the first time humanly caused global warming. Temperatures climbed more rapidly in the twentieth century as the use of fossil fuels proliferated and greenhouse gas levels continued to soar. The rise has been even steeper since the early 1980s. The Little Ice Age has given way to a new climatic regime, marked by prolonged and steady warming. At the same time, extreme weather events like Category 5 hurricanes are becoming more frequent.

Questions 18-22

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

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

Weather during the Little Ice Age

Documentation of past weather conditions is limited: our main sources of knowledge of conditions in the distant past are 18...........and 19.................. We can deduce that the Little Ice Age was a time of 20.............. , rather than of consistent freezing. Within it there were some periods of very cold winters, other of 21...............and heavy rain, and yet others that saw 22................with no rain at all.

A climatic shifts B ice cores C tree rings

D glaciers E interactions F weather observations

G heat waves H storms I written accounts

Questions 23-26

Classify the following events as occurring during the

A Medieval Warm Period

B Little Ice Age

C Modern Warm Period

Write the correct letter, A, B or C, in boxes 23-26 on your answer sheet.

23 Many Europeans started farming abroad.

24 The cutting down of trees began to affect the climate.

25 Europeans discovered other lands.

26 Changes took place in fishing patterns.

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 27-32

Reading Passage 3 has six paragraphs, A-F.

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

Write the correct number, i-viii, in boxes 27-32 on your answer sheet.

List of Headings

i The difficulties of talking about smells

ii The role of smell in personal relationships

iii Future studies into smell

iv The relationship between the brain and the nose

v The interpretation of smells as a factor in defining groups

vi Why our sense of smell is not appreciated

vii Smell is our superior sense

viii The relationship between smell and feelings

27 paragraph A

28 paragraph B

29 paragraph C

30 paragraph D

31 paragraph E

32 paragraph F

The meaning and power of smell

The sense of smell, or olfaction, is powerful. Odours affect us on a physical, psychological and social level. For the most part, however, we breathe in the aromas which surround us without being consciously aware of their importance to us. It is only when the faculty of smell is impaired for some reason that we begin to realise the essential role the sense of smell plays in our sense of well-being

A A survey conducted by Anthony Synott at Montreal's Concordia University asked participants to comment on how important smell was to them in their lives. It became apparent that smell can evoke strong emotional responses. A scent associated with a good experience can bring a rush of joy, while a foul odour or one associated with a bad memory may make us grimace with disgust. Respondents to the survey noted that many of their olfactory likes and dislikes were based on emotional associations. Such associations can be powerful enough so that odours that we would generally label unpleasant become agreeable, and those that we would generally consider fragrant become disagreeable for particular individuals. The perception of smell, therefore, consists not only of the sensation of the odours themselves, but of the experiences and emotions associated with them.

B Odours are also essential cues in social bonding. One respondent to the survey believed that there is no true emotional bonding without touching and smelling a loved one. In fact, infants recognise the odours of their mothers soon after birth and adults can often identify their children or spouses by scent. In one well-known test, women and men were able to distinguish by smell alone clothing worn by their marriage partners from similar clothing worn by other people. Most of the subjects would probably never have given much thought to odour as a cue for identifying family members before being involved in the test, but as the experiment revealed, even when not consciously considered, smells register.

C In spite of its importance to our emotional and sensory lives, smell is probably the most undervalued sense in many cultures. The reason often given for the low regard in which smell is held is that, in comparison with its importance among animals, the human sense of smell is feeble and undeveloped. While it is true that the olfactory powers of humans are nothing like as fine as those possessed by certain animals, they are still remarkably acute. Our noses are able to recognise thousands of smells, and to perceive odours which are present only in extremely small quantities.

D Smell, however, is a highly elusive phenomenon. Odours, unlike colours, for instance, cannot be named in many languages because the specific vocabulary simply doesn't exist. ‘It smells like…,’ we have to say when describing an odour, struggling to express our olfactory experience. Nor can odours be recorded: there is no effective way to either capture or store them over time. In the realm of olfaction, we must make do with descriptions and recollections. This has implications for olfactory research.

E Most of the research on smell undertaken to date has been of a physical scientific nature. Significant advances have been made in the understanding of the biological and chemical nature of olfaction, but many fundamental questions have yet to be answered. Researchers have still to decide whether smell is one sense or two — one responding to odours proper and the other registering odourless chemicals in the air. Other unanswered questions are whether the nose is the only part of the body affected by odours, and how smells can be measured objectively given the non-physical components. Questions like these mean that interest in the psychology of smell is inevitably set to play an increasingly important role for researchers.

F However, smell is not simply a biological and psychological phenomenon. Smell is cultural, hence it is a social and historical phenomenon. Odours are invested with cultural values: smells that are considered to be offensive in some cultures may be perfectly acceptable in others. Therefore, our sense of smell is a means of, and model for, interacting with the world. Different smells can provide us with intimate and emotionally charged experiences and the value that we attach to these experiences is interiorised by the members of society in a deeply personal way. Importantly, our commonly held feelings about smells can help distinguish us from other cultures. The study of the cultural history of smell is, therefore, in a very real sense, an investigation into the essence of human culture.

Questions 33-36

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

Write the correct letter in boxes 33-36 on your answer sheet.

33 According to the introduction, we become aware of the importance of smell when

A we discover a new smell.

B we experience a powerful smell.

C our ability to smell is damaged.

D we are surrounded by odours.

34 The experiment described in paragraph B

A shows how we make use of smell without realising it.

B demonstrates that family members have a similar smell.

C proves that a sense of smell is learnt.

D compares the sense of smell in males and females.

35 What is the write doing in paragraph C?

A supporting other research

B making a proposal

C rejecting a common belief

D describing limitations

36 What does the write suggest about the study of smell in the atmosphere in paragraph E?

A The measurement of smell is becoming more accurate.

B Researchers believe smell is a purely physical reaction.

C Most smells are inoffensive.

D Smell is yet to be defined.

Questions 37-40

Complete the sentences below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 37-40 on your answer sheet.

37 Tests have shown that odours can help people recognise the.......... belonging to their husbands and wives.

38 Certain linguistic groups may have difficulty describing smell because they lack the appropriate ................ .

39 The sense of smell may involve response to................ which do not smell, in addition to obvious odours.

40 Odours regarded as unpleasant in certain.................are not regarded as unpleasant in others.

篇3：剑桥雅思阅读解析8(test2)

PASSAGE 1 参考译文：

玻璃板制造：浮法工艺

早在美索不达米亚时期和古埃及时期人们就开始制造玻璃，当时制作出的玻璃只不过是沙子、碳酸钠和石灰的混合物而已。该混合物被加热到约1500摄氏度时会变成熔质，慢慢冷却后会硬化。最早成功制出透明、平整的玻璃的工艺中包括旋制法。该制法非常有效，因为玻璃在由软变硬的过程中不会接触任何表面，因此可以一直保持完美无瑕的状态，最后通过“火处理”收尾。然而，该过程耗时很长，而且要耗费大量的劳动力。

尽管如此，人们对平整玻璃的需求很高，全世界的玻璃制造者都在寻找可以连续制造玻璃的方法。第一个连续带式工艺过程是用两个高温滚轴挤压熔化的玻璃——类似老式的轧板机。该工艺可以连续不断地制造几乎各种厚度的玻璃，但是滚轴会在玻璃板的两面都留下痕迹，这就需要对玻璃进行打磨和抛光。这一过程会磨去约20%的玻璃，而且所用的机器也很昂贵。

Alistair Pilkington发明了浮法玻璃制造工艺。该制法可以用来制造用于建筑物上的透明、有色的加膜玻璃，也可以为车辆提供透明的有色玻璃。Pilkington 一直在反复实验，研究如何改良熔化工艺。在1952年，他萌生了用熔化金属作基床加工玻璃板的想法，有了这样的金属液槽，就可以彻底淘汰滚轴了。该金属的熔点必须低于玻璃的硬化温度(约600摄氏度)，但同时沸点要高于熔化玻璃的温度(约1500摄氏度)。最符合这些条件的金属是锡。

实现这一想法的另一个条件就是重力。重力可以保证熔化金属的表面完全平整且水平。因此，把熔化的玻璃浇在熔锡上时，玻璃的下表面也会完全平整。如果玻璃能够保持足够的高温，它就会在熔锡上慢慢流动，直到其上表面也平整、水平，并与下表面完全平行。一旦将玻璃冷却至604摄氏度或更低，玻璃就会硬化到表面不会被刮花的程度，这样就可以通过滚轴将其运送到冷却槽了。玻璃和锡的表面张力相互作用会使成形的玻璃板的厚度稳定在6毫米。幸运的巧合是，当时市场对玻璃板的需求有60%是6毫米玻璃板。

1953年，Pilkington建立了一个试点工厂。到1955年为止，他已经说服他的公司建立成套的工业装置。然而，他们经过14个月的不间断生产且每个月花费10万英镑，才在厂里首次生产出可用的玻璃。而且，他们在成功生产出能投人市场的玻璃之后，就将机器关闭了，为的是在接下来几年能够持续生产。当机器再次投人生产时，又花了四个月的时间来使生产流程走上正轨。1959年，他们终于成功了。如今浮法制玻工厂遍布全球，每一个工厂都能够不间断地日产玻璃千吨。

今天的浮法制玻工厂可以生产出接近光学质量的玻璃。在容纳了2000吨熔化玻璃的熔炉内，同时进行着多个程序——溶化、精炼、均质化。这些过程发生在由高温驱动的熔化玻璃流的不同区域，并汇总成为一个长达50小时的无间断熔炼过程，向金属液槽平稳、连续地提供玻璃。接着玻璃会被送往加膜区，最后会被送达热处理区——该区域能够缓释玻璃内部在冷却过程中产生的应力。

自20世纪50年代以来，浮法制玻的原理不曾改变过。然而，玻璃制品却经历了巨大变化：从之前单一的6.8毫米玻璃板到如今的亚毫米级至25毫米区间任意厚度的玻璃板;从之前很容易被内含物和气泡损毁的玻璃带到如今接近光学完美的玻璃。为了保证最高质量，每一个生产阶段都有监察。偶尔，在精炼过程中也会有一个气泡未被排出，一颗沙粒没有熔化，或是液锡的波动导致玻璃带产生波纹等情况。自动的在线监察有两项任务：一是向上游(生产前阶段)报告生产过程中可以修正的纰漏。监察技术可以在玻璃带上实现每秒超过一亿次的测量，以定位肉眼无法辨认的瑕疵;二是让下游(生产后阶段)计算机操控刀具切割掉有瑕疵的部分。

浮法玻璃是按平方米出售的。在生产的最后阶段，计算机会根据顾客的需求设计玻璃的裁割方案，以实现浪费的最小化。

TEST 2 PASSAGE 2 参考译文：

小冰期

A.本书详细讨论了小冰期和其他气候变化，但是在我开始部分之前，我要向大家提供一个相关的历史背景。我们倾向于认为气候是不变的(与天气正好相反)。然而，人类自存在之日起就一直受到气候变化的支配——过去的73万年间至少出现过八次冰河期。自从大约一万年前的上一次大冰河期的末期开始，我们的祖先就凭借非凡的投机手段适应着普遍存在却并不规律的全球变暖。他们制定了各种策略，以便在周期性的大干旱、连绵数十年的暴雨或罕见的低温环境中存活;他们发展的农业和畜牧业给人类的生活带来了革命;他们在埃及、美索不达米亚和美洲大陆建立了世界上最早的前工业化文明。但是，气候骤变带来的恶果——饥荒、瘟疫和苦难，往往十分严重。

B.小冰期大致从公元13持续到19世纪中期。仅两个世纪以前，欧洲遭遇了周期性的严冬，瑞士阿尔卑斯山脉的高山冰川的高度达到史上最低，冰岛周围常年被浮冰环绕。小冰期的气候活动不仅在塑造现代地球环境方面发挥了作用，也为如今史无前例的全球变暖现象提供了温床。然而，小冰期远非一个深度冰冻期，它实际上是由大气与海洋之间复杂难解的相互作用引起的、持续期普遍短于25年的一系列不规则气候剧变的集合。这样的起伏波动先是带来周期性的严冬和东风，然后又突然转变为持续数年的春季暴雨、夏季早雨、暖冬和频繁的大西洋风暴，抑或周期性干旱、轻东北风和酷暑热浪。

C.重构过去的气候变化极其困难，因为系统的天气观测仅仅在几个世纪之前才始于欧洲和北美洲。印度和热带非洲的记录开始得更晚。至于有记录之前的年代，我们只有“代理记录”——大部分根据树木的年轮和冰芯(的数据)重建，并辅之以少量不完整的手写记录。如今，我们拥有几百份树木年轮的记录，遍布北半球和赤道以南的很多地区;我们还从南极洲、格陵兰岛、秘鲁安第斯及其他地区钻得的冰芯中得到了越来越多的温度数据时该记录进行补充。我们很快就要掌握北半球大部600前年的年度冬夏温度变化了。

D.本书讲述了过去10个世纪间气候变化的历史，还介绍了欧洲人为了适应气候变化所采用的一些方法。第一部分描述了中世纪暖期，大致从公元900年持续到1200年。在这三个世纪中，古斯堪的纳维亚的航海者们从欧洲北部出发探索北海，在格陵兰岛定居，并探访了北美大陆。当时的气候就像大冰河期之后的所有时期一样，并非始终如一的暖期：雨量和温度经历着持续的变化。当时欧洲的平均温度和现在差不多，可能稍低一点。

E.众所周知，大约从公元1200年起，格陵兰岛和北极开始降温，小冰期到来。由于北极浮冰向南扩散，古斯堪的纳维亚向西的航海路线变更至开放的大西洋，然后一切航行都终止了。北大西洋和北海的风暴增加。1315年至13间，更冷更潮湿的天气降临欧洲大陆，成千上万的人死于横扫整个大陆的饥荒。到了1400年，天气明显变得更加难以预测，狂风暴雨的几率大增，间或出现气温急转直下，在16世纪末的几十年寒期时降到谷底。在那些正在兴起的城镇里，食品供应向来重要，而鱼类是至关重要的商品。鳕鱼干和鲱鱼干已成为欧洲鱼类贸易的主要产品，但是水温的变化迫使渔船驶向更加远离海岸的海域。巴斯克人、荷兰人和英国人最先造出了能够适应在寒冷、多风暴的大西洋中航行的离岸渔船。在人口增加时期，对食物供应的关心导致了北欧渐进的农业革命。这次革命带来了集中的商业耕种，以及为了种植动物饲料而在非农作物用地上进行的土地开垦。农作物产量的提高使得部分国家能够实现粮食和家畜的自给自足，为抵制饥荒提供了有效保障。

F.1850年以后，全球温度开始逐渐上升，拉开了现代暖期的序幕。一大批欧洲居民——从渴求土地的农民，到不堪爱尔兰马铃薯饥荒(由马铃薯枯萎病引起)的饥民——移居到了北美、澳大利亚、新西兰和非洲南部。1850年至1890年间，由于集中式欧洲农耕法传遍全球，数百万公顷的森林和林地毁于拓荒者的斧下。前所未有的大规模开荒使得巨量的二氧化碳被排人大气，并引起第一次人为的全球变暖。到了20世纪，由于矿物燃料的使用激增、温室气体量的持续增加，气温攀升的速度进一步加快。尤其是20世纪80年代以来，升温的速度加剧。小冰期被一种新的气候变化模式取代，其显著特点是长期、稳定的升温。与此同时，极端天气，如五级以上的飓风，正变得更加频繁。

TEST 2 PASSAGE 3 参考译文：

嗅觉的意义和力量

对气味的感觉，或嗅觉，是十分强大的。气味在生理、心理和社会层面均对我们产生影响。然而，在大多数情况下，我们吸入周围的气味却并不自觉它们对我们的重要性。只有当嗅觉因某种原因受损而失灵时，我们才开始意识到嗅觉在我们的幸福感中扮演的重要角色。

A.—项由Anthony Synott在蒙特利尔的Concordia大学开展的调查要求参与者评价一下嗅觉在他们的生活中的重要性。很明显，嗅觉能够唤起强烈的情感回应。某种和愉快经历相关的气味会带来欣喜之感;污浊的气味或与糟糕经历有关的气味则可能让人恶心得面部扭曲。这项调查的应答者们觉察到自身很多对嗅觉的好恶都基于情感联系。这样的联系在强到一定程度时，会让大众普遍不喜欢的气味变得令特定个体愉快，也会让大众公认为芬芳的气味变得让特定个体讨厌。因此，对于气味的感知不单单包括对其本身的感觉，也包括对与其相关的经历和情感的认知。

B.气味是社会联系的重要线索。一位接受调查的人认为，如果不去触碰和嗅闻你所爱的人或物，那么你们之间就没有建立起真正的情感联系。事实上，婴儿在出生后不久后就会辨识母亲的气味，成人也往往可以通过气味辨认自己的孩子或伴侣。在一项著名的测试中，被测女性和男性都能够仅通过气味在相同的衣物中区分自己的配偶穿过的衣服和其他人穿过的衣服。大部分被测者在参加测试之前，很有可能从来都没有意识到气味也能成为辨认家庭成员的线索。然而正如试验所揭示的，就算没有这样的意识，气味仍然会给人留下印象。

C.尽管嗅觉对我们的情感和感知生活都很重要，但它可能在很多文化中仍是最不受重视的官能。嗅觉遭受轻视的原因常常被归结为：相对于十分重视嗅觉功能的动物而言，人类的嗅觉功能较弱而且不发达。虽然人类的嗅觉确实不如某些动物的那样杰出，但是仍然相当敏锐。我们的鼻子能够分辨成千上万种气味，也可以感知极微量的气味。

D.然而，嗅觉是种非常难以捉摸的现象。气味与色彩不同，例如，在很多种语言中都很难给气味进行命名，这是因为特定的词汇根本不存在。我们想要描述某种气味时，只能说“它闻起来像……”，绞尽脑汁地表达我们的嗅觉感受。气味也无法记录：没有有效的方法能够捕获或长时间地保存气味。在嗅觉的领域，我们只能勉强依赖描述和回忆，这就涉及对嗅觉的研究。

E.迄今为止进行的多数关于嗅觉的研究都具有物理科学性质。对于气味的生化组成的了解已有了重要的发现，但是很多基本问题仍未得到解答。研究者们还需要判断嗅觉到底是一种还是两种感觉种感觉回应气味本身，另一种感觉记录空气中无味的化学成分。其他未解的问题包括鼻子是否唯一受气味影响的身体器官，以及如何客观地测量无形的气味。这样的问题意味着对于研究者来说，对嗅觉心理学的兴趣势必起到越来越重要的作用。

F.然而，嗅觉并不只是一种生物学和心理学现象。嗅觉具有文化属性，因此也是一种社会学和历史学现象。嗅觉被赋予了文化价值：在有些文化中具有冒犯意味的气味到了其他文化中可能就变得可以为人所接受了。因此，我们的嗅觉是与世界进行互动的手段和模式。不同的气味能为我们提供私人的、感情充沛的经历，我们赋予这些经历的价值又会被社会成员以极个人的方式吸纳。重要的是，我们对气味所持有的共同感受能够帮助我们区分自身与其他文化群体。因此，对于气味的文化历史研究确实是深入人类文化本质的钻研。

TEST 3 PASSAGE 1 参考译文：

用激光回击闪电

很少有比雷暴天气更令人感到恐怖的天气了。仅在美国，猛烈的雷暴电流每年都会造成大约500人死亡或重伤。云层翻滚而来的时候，在户外打一场轻松的高尔夫成了一件异常可怕的事情，无异于是在拿自己的性命开玩笑——孤身一人在户外的高尔夫球手可能是闪电最喜欢攻击的目标。此外，闪电也会带来财产损失。每年闪电会对美国电力公司造成超过一亿美元的损失。

不过，美国和日本的研咳嗽闭诓呋鼗魃恋绲姆桨浮K且芽纪ü笛椴馐灾泻屠妆┑绾傻母髦址椒ā＝衲甓欤墙泵胬妆菏褂门浔傅募す馄魃湎蚩罩械挠暝疲蛊湓谏恋绯鱿种胺诺纭

迫使雨云根据指令释放闪电并非一个新想法。早在20世纪60年代早期，研究者们就尝试过把带着拖曳线的火箭射入雨云，以期为这些云层发出的庞大的电荷群搭建起便捷的放电路径。由于受到建在加利福尼亚的电力研究所(EPRI)的支持，这一技术在佛罗里达的州立大学试验基地幸存到了今天。EPRI由电力公司资助，现正致力于研究保护美国输电网不受闪电袭击的方法。“我们可以通过火箭让闪电击向我们想让它去的地方，”EPRI的闪电项目经理Ralph Bernstein如此说道。该火箭基地现在能对闪电电压进行精确测量，并可以让工程师们检测电气设备的负载。

不良行为

虽然火箭在研究中功不可没，但它们无法提供闪电来袭时所有人都希求的保护。每支火箭造价大约 1,200美元，发射频率有限，而失败率却高达40%。即使它们确实能够引发闪电，事情也无法总是按计划顺利进行。“闪电可不那么听话”，Bernstein说，“它们偶尔会走岔路，射到它们本不该去的地方。”

但不管怎样，有谁会想在人口密集的地区发射成群的火箭呢? “射上去的肯定会掉下来，”新墨西哥大学的Jean-Claude Diels指出。Diels现在正在负责一个项目，该项目由ERPI所支持，试图通过发射激光使闪电安全放电——安全是一项基本要求，因为没人愿意把他们自己的性命或他们的昂贵设备置于危险之中。有了迄今为止的50万美元的投入，一套有巨大潜力的系统装置正在该实验室慢慢成形。

这一系统装置的想法始于大约前，当时正在开发大功率激光器从原子中提取电荷并生成离子的能力。如果激光器能够生成一条直达暴雨云的离子线，就可以在闪电电场增强为一股无法控制的涌流并击破空气之前，用这条传导通道把电荷引导到地面上来。为了防止激光器本身受到电击，不能把它直接对准云层，而是要把它对准一面镜子，让激光通过镜子折射向天空。要在靠近镜子的四周布置闪电传导器从而对其进行保护。理想的做法是，云层遥控器(枪)要比较廉价，以便能够把它们安装在所有重点电力设备周围;另外还要方便携带，以便在国际运动赛事场地中用于使逐渐聚积的雨云失去威力。

绊脚石

可是，仍存在巨大的绊脚石。激光器并不方便携带：它是个能占据整个房间的庞然大物。Diels一直想要缩小它的体积，并表示很快就会有小型桌子大小的激光器了。他计划在明年夏天用真正的雨云来实际测试这个更容易操作的激光系统。

Bernstein表示，Diels的激光系统正在引起各电力公司的广泛兴趣。但他们还没有准备好EPRI提出的500万美元——开发一个让激光器更小巧、价格也更便宜的商用系统的所需资金。Bernstein说：“我还不能说我已经拿到钱了，但是我正在为之努力。”他认为，即将进行的实地测试会成为一个转折点，而且他也在期待着好消息。Bernstein预言，如果一切顺利，这将吸引“排山倒海般的兴趣和支持”。他希望看到云层遥控器的最终价格能定在每台5万到10万美元之间。

其他科学家也能从中受益。如果手上有了控制闪电的“开关”，材料科学家就可以了解强大的电流遇到物质时会发生什么现象。Diels也希望看到“互动气象学”问世——不仅仅是预测天气，而且能控制天气。“如果我们能使云层放电，我们也许就能左右天气，”他说。

而且也许，Diels说，我们将能够对抗一些其他的气象威胁。“我们认为我们也许能通过引导闪电来阻止冰雹，”他说。雷，来自于闪电的冲击波，被认为是大暴雨——典型的雷暴天气——的触发器。一个激光雷工厂可以把水汽从云层中震出，这样也许可以阻止威胁庄稼的大冰雹的形成。如果运气好的话，在今年冬天雨云聚积的时候，持有激光器的研究者们就能第一次对其进行回击了。

篇4：剑桥雅思阅读解析8(test2)

Passage1

Question 1

答案： spinning

关键词： method

定位原文: 第1段第3句“The first successful method for…”

解题思路: 此题的较容易。空格中所填词应为 method的名称。通过 The first successful method for making clear, flat glass involved spinning 可知本题答案为 spinning。

Question 2

答案： (perfectly) unblemished

关键词： glass , remained

定位原文：第1段倒数第2句“...so it stayed perfectly unblemished,...”

解题思路：此题的定位词被同义转述为stayed。所以此题填：(perfectly) unblemished。

Question 3

答案： labour- intensive

关键词： disadvantages, slow

定位原文：第1段最后1句“However, the process took a long...”

解题思路：由题目中的 disadvantages 找到文章中表示意思与上文相反或相对的强转折词 However。同时根据 slow 判断本题需填入与之并列的形容词。通过第一段最后一句可确定本题答案为 labour-intensive。

Question 4

答案： thickness

关键词： ribbon, varying

对应原文：第2段第3句“This allowed glass of virtually…”

解题思路：此题通过Ribbon可以定位到第二段，其中 Advantage部分集中在第三句;文中any对应题中varying。所以此题填：thickness。

Question 5

答案： marked

关键词： disadvantages, 20%

定位原文：第2段倒数第2句“...but the rollers would leave both sides of the glass marked,...”

解题思路：此题通过20%定位于对应句之后的那一句，按照顺序原则找到对应处中的glass。空格中所填词应为glass的状态。所以此题填：marked。

Question 6

答案: (molten) glass

关键词: Pilkington, float process

定位原文: 第3段第3句“Pilkington had been experimenting…”

解题思路：由图可知本题需填入进入 melting zone 的指代某种液体的名词。由原文 when pouring molten glass onto the molten tin 可知本题答案为 (molten) glass。

Question 7

答案： (molten)tin/metal

关键词： Pilkington, float process

定位原文：第3段第3句“Pilkington had been experimenting with…”

解题思路：空格中所填词为在glass下面的物质,文中对应句里bed —词对应其位置。所以此题填：(molten) tin/metal。

Question 8

答案: rollers

关键词: Pilkington, float process

定位原文: 第3段第3句“Pilkington had been experimenting with…”

解题思路: 空格中所填词为glass两侧滚动装置的名称。所以此题填：rollers。

Question 9

答案: TRUE

关键词: metal, float process

定位原文: 第3段倒数第2句“The metal had to melt…”

解题思路：本句指出：该金属的熔点必须低于玻璃的硬化温度(约600摄氏度)，但同时沸点要高于熔化玻璃的温度(约1500摄氏度)。文中对应句确实提到了该金属熔点上的特性。故此题答案为： TRUE。

Question 10

答案: NOT GIVEN

关键词： Pilkington, plant

定位原文：第5段第1句“Pilkington built a pilot plant…”

解题思路: 文中对应句仅提到公司给该车间投资，未提及Pilkington本人是否投资。故此题答案为NOT GIVEN。

Question 11

答案: FALSE

关键词: Pilkington’s first full- scale plant

定位原文: 第5段倒数第3句到最后一句“Furthermore, once they succeeded in making…”

解题思路: 由第 2 句句首的强转折词 However 可知,情况向相反的方向发生变化。此后的句子则具体说明成功路上的各种阻碍,在最后一句中看到最终取得成功的时间是 1959 年,与题目中表述 instant commercial success 相反。

Question 12

答案： TRUE

关键词： process, now

定位原文：第7段第1句“The principle of float…”

解题思路：由题目中now一词定位至文章第六段第 1 句,本段的内容是 process improved 的具体表现。所以题目表述与原文相符,表述正确。

Question 13

答案： TRUE

关键词： computers, humans

定位原文：第7段第3句“To ensure the highest…”

解题思路：本题考查比较级和最高级的同义转述。文中inspection是由电脑执行的，且能确保最高的质量，说明人在这方面确实不如电脑。故此题答案为：TRUE。

Test 2 Passage2

Question 14

答案: ii

关键词: 根据段落选择，无题干关键词

定位原文: B段第1句“The Little Ice Age…”

解题思路: 本段第3句说“小冰河期的气候不仅仅是帮助形成了现今的世界”,原文中的 modern world 对应选项 ii 中的 today，小冰期大致从公元1300年持续到19世纪中期，且整段话就是在描述小冰期对于现在的一些影响。因此答案为ii。

Question 15

答案: vii

关键词: 根据段落选择，无题干关键词

定位原文: D段第1句“This book is a narrative…”

解题思路: the past ten centuries 对应选项 vii 中的 a thousand years，文章中 a narrative history of climatic shifts 对应选项 vii 中的 study, D段首句强调，该书的内容是对1000年来气候变化的描述以及欧洲人的适应方式。因此答案为vii。

Question 16

答案： ix

关键词：根据段落选择，无题干关键词

定位原文： E段最后1句“The increased productivity…”

解题思路: E段末句指出，部分国家在粮食和家畜方面的自给自足为抵制饥荒提供了有效保障。因此答案为ix。

Question 17

答案： iv

关键词：根据段落选择，无题干关键词

定位原文： F段第1、2句“Global temperatures began to…”

解题思路： F段首句和次句指出，全球气温的上升引起了大规模的人口迁徙，随后描述了其对气候变化的影响。因此答案为iv。

Question 18 & Question 19

答案: B C (in either order)

关键词： documentation of past weather conditions, sources, distant past

定位原文： C段第2句“For the time before…”

解题思路: 此题定位较难，在C段中扫描到第2句结束才会发现past的反义词recent, 但也说明从其后开始就是答案的出处。空格中所填词应为对于过去气候认识的来源。

Question 20

答案： A

关键词： consistent freezing

定位原文： B段第5句“The Little Ice Age was far from a deep…”

解题思路：此题定位很难，出现了严重的乱序。定位词对应B段定位句中的deep freeze。空格中所填词应与consistent freezing的意思相反(rather than)。故此题答案为A。

Question 21

答案： H

关键词： cold winters, heavy rain

定位原文： B段最后1句“The seesaw brought…”

解题思路：此题按照顺序原则较易定位。空格中所填词应与heavy rains形成并列。故此题答案为H。

Question 22

答案： G

关键词： yet, no rain at all, cold winters

定位原文： B段最后1句“The seesaw brought…”

解题思路: 此空所填词为with no rain所修饰的对象，其对应文中的droughts。通过扫读剩余选项以及文中的对应句，很容易得到答案。故此题答案为G。

Question 23

答案： C

关键词： Europeans, farming abroad

定位原文： F段内容“...with the beginning of the Modern Warm Period. There was a vast migration from Europe by land-hungry farmers and others,... ”

解题思路：此题定位较易，根据定位词很容易找到对应段落，可知本题描述的是Modern Warm Period。故此题答案为C。

Question 24

答案: C

关键词: cutting down of trees

定位原文: F段第3句“Millions of hectares of forest…”

解题思路：砍伐树林开始影响气候。此题定位较容易，定位句指出，数百万公顷的森林和林地毁于拓荒者的斧下，并引起第一次人为的全球变暖。且此段整段均在谈论Modem Warm Period。故此题答案为C。

Question 25

答案： A

关键词： Europeans, discovered, other lands

定位原文：D段第2、3句“Part One describes the…”

解题思路：此题定位较易，在定位的第二句中指出，古斯堪的纳维亚的航海者们从欧洲北部出发探索北海，在格陵兰岛定居，并探访了北美大陆。故此题答案为A。

Question 26

答案： B

关键词： changes, fishing patterns

定位原文：E段倒数第4句“The Basques, Dutch,…”

解题思路：此题定位后需要略读的内容较多，但是通过fishing还是较易定位。文中指出，巴斯克人、荷兰人和英国人最先造出了能够适应在寒冷多风暴的大西洋中航行的离岸渔船。故此题答案为B。

Test 2 Passage 3

Question 27

答案： viii

关键词：段落匹配题，无关键词

定位原文：A段第2句“It became apparent…”

解题思路：A段主题句指出，气味可以唤起强烈的情感回应，即指出了气味与感觉的关系。

因此答案为viii。

Question 28

答案： ii

关键词：段落匹配题，无关键词

定位原文：B段第1句“Odours are also…”

解题思路：B段主题句强调气味是社会联系的基本线索，即指出了其在人际关系中的作用。因此答案为ii。

Question 29

答案： vi

关键词：段落匹配题，无关键词

定位原文：C段第1句“In spite of its importance…”

解题思路：C段主题句后半部分指出嗅觉在很多文化中被轻视，随后分析原因。因此答案为vi。

Question 30

答案： i

关键词：段落匹配题，无关键词

定位原文： D段第2句“Odours, unlike colours, for instance, cannot…”

解题思路： D段主题句直接指出了在很多语言中缺乏描述气味的词汇。因此答案为i。

Question 31

答案： iii

关键词：段落匹配题，无关键词

定位原文： E段第2句“Significant advances…”

解题思路： E段主题句后半句转折之后指出，很多关于气味的最基本的问题还有待解决，即点明未来的研究任务。因此答案为：iii。

Question 32

答案： v

关键词：段落匹配题，无关键词

定位原文： F段倒数第2句“Importantly, our commonly …”

解题思路： F段主题句较难确定。句中指出，对于气味的感觉可以区分不同的文化。关键要理解 distinguish…from…的意思。因此答案为v。

Question 33

答案： C

关键词： introduction, aware of, importance

定位原文：引言最后一句

解题思路：题目问我们什么时候发现气味的重要性,引言最后一句说“只有嗅觉失灵时,我们才感觉到它的重要性”，从而可得出答案。题干中的 aware of 对应本句中的 realize,题目中的 importance 对应本句中的 essential role,文章中的 is impaired 对应选项 C 中 damaged。

Question 34

答案： A

关键词： paragraph B, experiment

定位原文： B段最后1句“Most of the subjects…”

解题思路：通过题目中experiment定位至文章B 段第 5 行 test。本题考查实验所证明的理论, 应着重寻找其结论。由本段倒数第 2 行 the experiment revealed 可知,其后句子为实验结论。原文中的 not consciously considered 对应选项 A 中 without realizing it。

Question 35

答案： C

关键词： paragraph C

定位原文： C段内容

解题思路：由选项可知,本题求证作者的写作目的。由本段第 3 句 while 可知,作者采用驳论法。另外，本题也可通过排除法选出正确答案。

Question 36

答案： D

关键词： paragraph E, atmosphere

定位原文： E段第3句“Researchers…”

解题思路：通过题目中的atmosphere定位至E 段第 3 句最后的 in the air。由本句的主句 researchers have still to decide 可知 D 选项 smell is yet to be defined 为正确答案。

Question 37

答案： clothing

关键词： tests, husbands and wives

定位原文： B段第4句“.. women and men were able to…”

解题思路：此题定位句中的marriage partners对应定位词。空格中所填词应为丈夫和妻子所拥有的一件东西，belonging to对应文中的worn by。故此题答案为clothing。

Question 38

答案： vocabulary

关键词： linguistic groups, describing

定位原文： D段第2句“Odours, unlike colours…”

解题思路：此题定位有难度，但依据顺序原则及对之前所做题目的印象还是能定位到D段，其中 named 对应 describing, languages 对应linguistic groups。空格中所填词应为缺乏的东西。故此题答案为vocabulary。

Question 39

答案： chemicals

关键词： not smell, obvious odours

定位原文： E段第3句“... one responding to odours proper and the other registering odourless chemicals in the air.”

解题思路：此题定位较难，但根据第36题的定位句就能直接解题。句中的odourless对应not smell，空格中所填词应为闻不到的东西。故此题答案为chemicals 。

Question 40

答案： cultures

关键词： unpleasant

定位原文： F段第3句“...smells that are considered to be offensive in some cultures may be perfectly acceptable in others.”

解题思路：此题定位需要根据句子中的对立关系，文中的 offensive 和 perfectly acceptable即为对立，分别对应pleasant和unpleasant。空格中所填词应为被认为unpleasant的地方。故此题答案为cultures。

剑桥雅思阅读解析8(test2)

篇5：剑桥雅思阅读6原文及答案解析(test4)

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-x, in boxes 1-7 on your answer sheet.

List of Headings

i Not all doctors are persuaded

ii Choosing the best offers

iii Who is responsible for the increase in promotions?

Iv Fighting the drug companies

v An example of what doctors expect from drug companies

vi Gifts include financial incentives

vii Research shows that promotion works

viii The high costs of research

ix The positive side of drugs promotion

x Who really pays for doctors’ free gifts?

1 Paragraph A

2 Paragraph B

3 Paragraph C

4 Paragraph D

5 Paragraph E

6 Paragraph F

7 Paragraph G

Doctoring sales

Pharmaceuticals is one of the most profitable industries in

North America. But do the drugs industry’s sales and

marketing strategies go too far?

A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products. That day she was lucky — a doctor was available to see her. ‘The last rep offered me a trip to Florida. What do you have?’ the physician asked. He was only half joking.

B What was on offer that day was a pair of tickets for a New York musical. But on any given day, what Schaefer can offer is typical for today’s drugs rep — a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug’s profile. And she also has a few $1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.

C Selling pharmaceuticals is a daily exercise in ethical judgement. Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free meal, and bribing doctors to prescribe their drugs. They work in an industry highly criticized for its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg question — businesses won’t use strategies that don’t work, so are doctors to blame for the escalating extravagance of pharmaceutical marketing? Or is it the industry’s responsibility to decide the boundaries?

D The explosion in the sheer number of salespeople in the field — and the amount of funding used to promote their causes — forces close examination of the pressures, influences and relationships between drug reps and doctors. Salespeople provide much-needed information and education to physicians. In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers. With the huge investment the industry has placed in face-to-face selling, salespeople have essentially become specialists in one drug or group of drugs — a tremendous advantage in getting the attention of busy doctors in need of quick information.

E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by the sales reps are often followed up with meals at expensive restaurants, meetings in warm and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug’s name, or see a nurse use a tablet not bearing a pharmaceutical company’s logo. Millions of dollars are spent by pharmaceutical companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls. Money well spent? It’s hard to tell. ‘ I’ve been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their medicine,’ says one doctor. ‘I tend to think I’m not influenced by what they give me.’

F Free samples of new and expensive drugs might be the single most effective way of getting doctors and patients to become loyal to a product. Salespeople hand out hundreds of dollars’ worth of samples each week — $7.2 billion worth of them in one year. Though few comprehensive studies have been conducted, one by the University of Washington investigated how drug sample availability affected what physicians prescribe. A total of 131 doctors self-reported their prescribing patterns — the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.

G The bottom line is that pharmaceutical companies as a whole invest more in marketing than they do in research and development. And patients are the ones who pay — in the form of sky-rocketing prescription prices — for every pen that’s handed out, every free theatre ticket, and every steak dinner eaten. In the end the fact remains that pharmaceutical companies have every right to make a profit and will continue to find new ways to increase sales. But as the medical world continues to grapple with what’s acceptable and what’s not, it is dear that companies must continue to be heavily scrutinized for their sales and marketing strategies.

Questions 8-13

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

In boxes 8-13 on your answer sheet, write

YES if the statement agree 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

8 Sales representatives like Kim Schaefer work to a very limited budget.

9 Kim Schaefer’s marketing technique may be open to criticism on moral grounds.

10 The information provided by drug companies is of little use to doctors.

11 Evidence of drug promotion is clearly visible in the healthcare environment.

12 The drug companies may give free drug sample to patients without doctors’ prescriptions.

13 It is legitimate for drug companies to make money.

READING PASSAGE 2

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

Do literate women make better mothers?

Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, but until now no one has been able to show that a woman’s ability to read in itself improves her children’s chances of survival.

Most literate women learnt to read in primary school, and the fact that a woman has had an education may simply indicate her family’s wealth or that it values its children more highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.

In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.

During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died in infancy. The research teams also examined the surviving children to find out how well-nourished they were.

The investigators’ findings were striking. In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.

In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.

Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the curriculum during the women’s lessons, so he and his colleagues are looking at other factors. They are working with the same group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.

The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female education, at any age, is ‘an important health intervention in its own right’. The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.

‘We’ve known for a long time that maternal education is important,’ says John Cleland of the London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started educating girls today, we’d have to wait a generation for the pay-off. The Nicaraguan study suggests we may be able to bypass that.’

Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. ‘The crusade was part of a larger effort to bring a better life to the people,’ says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.

Questions 14-18

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

Write the correct letter, A-J, in boxes 14-18 on your answer sheet.

NB You may use any letter more than once.

The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate 14............... to read and write. Public health experts have known for many years that there is a connection between child health and 15............... . However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by 16............... in Nicaragua. As a result, factors such as 17............... and attitudes to children have been eliminated, and it has been shown that 18............... can in itself improve infant health and survival.

A child literacy B men and women C an international research team

D medical care E mortality F maternal literacy

G adults and children H paternal literacy I a National Literacy Crusade

J family wealth

Questions 19-24

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

In boxes 19-24 on your answer sheet, write

YES if the statement agree 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 writer thinks about this

19 About a thousand of the women interviewed by the researchers had learnt to read when they were children.

20 Before the National Literacy Crusade, illiterate women had approximately the same levels of infant mortality as those who had learnt to read in primary school.

21 Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.

22 The women who had learnt to read through the National Literacy Crusade showed the greatest change in infant mortality levels.

23 The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.

24 After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.

Question 25 and 26

Choose TWO letters, A-E.

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

Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?

A It is better to educate mature women than young girls.

B Similar campaigns in other countries would be equally successful.

C The effects of maternal literacy programmes can be seen very quickly.

D Improving child health can quickly affect a country’s economy.

E Money spent on female education will improve child health.

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 A-D from the list of headings below.

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

List of Headings

i The role of video violence

ii The failure of government policy

iii Reasons for the increased rate of bullying

iv Research into how common bullying is in British schools

v The reaction from schools to enquiries about bullying

vi The effect of bullying on the children involved

vii Developments that have led to a new approach by schools

27 Sections A

28 Sections B

29 Sections D

30 Sections D

Persistent bullying is one of the worst experiences a child can face. How can it be prevented?

Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield

Anti-Bullying Intervention Project, funded by the Department for Education.

Here he reports on his findings.

A Bullying can take a variety of forms, from the verbal — being taunted or called hurtful names ?— to the physical — being kicked or shoved — as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.

B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.

C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: ‘There is not much bullying here, but when it occurs we have a clear policy for dealing with it.’

D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after’ evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.

E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time — not just imposed from the head teacher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.

Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.

There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame’, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.

Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.

F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying — and the consequent improvement in pupil happiness — is surely a worthwhile objective.

Questions 31-34

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

Write the correct letter in boxes 31-34 on your answer sheet.

31 A recent survey found that in British secondary schools

A there was more bullying than had previously been the case.

B there was less bullying than in primary schools

C cases of persistent bullying were very common.

D indirect forms of bullying were particularly difficult to deal with.

32 Children who are bullied

A are twice as likely to commit suicide as the average person.

B find it more difficult to relate to adults.

C are less likely to be violent in later life.

D may have difficulty forming relationships in late life.

33 The writer thinks that the declaration ‘There is no bullying at this school’

A is no longer true in many schools.

B was not in fact made by many schools.

C reflected the school’s lack of concern.

D reflected a lack of knowledge and resources.

34 What were the findings of research carried out in Norway?

A Bullying declined by 50% after an anti-bullying campaign.

B Twenty-one schools reduced bullying as a result of an anti-bullying campaign.

C Two years is the optimum length for an anti-bullying campaign.

D Bullying is a less serious problem in Norway than in the UK.

Questions 35-39

Complete the summary below.

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

Write your answers in boxes 35-39 on your answer sheet.

What steps should schools take to reduce bullying?

The most important step is for the school authorities to produce a 35............... which makes the school’s attitude towards bullying quite clear. It should include detailed 36...............as to how the school and its staff will react if bullying occurs.

In addition, action can be taken trough the 37.............. . This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.

Effective work can also be done with individual pupils and small groups. For example, potential 38............... of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective.

Playground supervision will be more effective if members of staff are trained to recognize the difference between bullying and mere 39...............

Questions 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 is the most suitable title for Reading passage 3?

A Bullying: what parents can do

B Bullying: are the media to blame?

C Bullying: the link with academic failure

D Bullying: from crisis management to prevention

篇6：剑桥雅思阅读6原文及答案解析(test4)

PASSAGE 1 参考译文：

Doctoring sales

Pharmaceuticals is one of the most profitable industries in North America. But do the drugs industry’s sales and marketing strategies go too far?

医药营销

制药业是北美地区利润最大的行业之一。但是制药业的销售和市场策略是否太过火了?

A 几个月前，Kim Schaefer，一家全球主要制药公司的销售代表，带着公司新药的资料和免费试用品走进了纽约的一家医疗中心。那天，她非常幸运地见到了一位医生。“上一位销售代表给我提供了一趟到佛罗里达的旅行，你能提供什么呢? ”医生这样半开玩笑地问道。

B What was on offer that day was a pair of tickets for a New York musical. But on any given day, what Schaefer can offer is typical for today’s drugs rep — a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician 200toprescribehernewproducttothenextsixpatientswhofitthedrug′sprofile.Andshealsohasafew200toprescribehernewproducttothenextsixpatientswhofitthedrug′sprofile.Andshealsohasafew1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.

B 那天给医生提供的是纽约一场音乐喜剧的双人套票。但是通常，Schaeffer所能提供的只是当今的医药代表一般能够提供的东西— 一车厢用于促销的礼物和小玩意，能支付一个小地区买午餐和晚餐的预算，数百个药物免费试用品，并可以支付给医生200美元，用以给其接下来的六个适宜使用她带来的新药品的患者开药。同时，她还可以给医生1000美元的谢礼作为医生参加公司下次教育讲座的费用。

C 做医药销售工作其实每天是在做伦理评判。像Schaefer这样的销售人员通常游走于两条路请可能购买药品的人吃一顿饭，向医生行贿以使其为病人开自己公司的药品。他们从事因销售和营销方式备受批评的行业，却发现自己陷于一个蛋生鸡、鸡生蛋的老问题中——商业不会采取没有效用的策略，那么医生是否应该为药品销售的过度铺张受到谴责呢?抑或是划定界限的责任应该由制药行业承担?

D 这个行业中行销人员数目的增长以及推销该产品所用资金的增加，都使得有必要进一步审视医药销售人员和医生之间存在的压力关系、相互影响和相互作用。销售人员向医生提供急需的信息和教育。很多情况下，光鲜的小册子、打印的文章和处方是销售人员向医疗护理人员提供的主要资源。通过巨大的投资，这个行业建立了面对面的销售方式，销售人员本质上已经成为某一种药品或者某些药品的专家，这样他们就有很大的优势来获取那些工作忙碌并需要快速了解信息的医生的关注。

E 但是这些促销很少仅仅止于办公室。通常紧随被销售代表留在办公室的制作精美的小册子之后的，是昂贵餐厅里的宴会、在温暖而又充满阳光的地方举行的会议，以及洪水般涌来的促销小礼品。病人总能看到医生使用标有药品名称的笔、护士使用印有公司标识的小药片。制药公司在诸如咖啡杯、T恤、雨伞和高尔夫球之类的促销品上花费了数百万美元。这些钱花得有意义吗?这一点很难说。“我一直接受一家公司的高尔夫球，我也使用这些球，但是这并不意味着我会在处方中开这家公司的药品，”一名医生这样说，“我更倾向于认为自己并没有受到他们给我提供的物品的影响。”

F 那些昂贵的新药的免费试用品或许是使医生和病人坚持选择某一药品的最有效的方式。销售人员每周都会分发数百美元的试用品——年分发的试用品价值达到72亿美元。虽然在这方面很少有综合研究，但是华盛顿大学的一项研究调查了药品试用品的可获取性是如何影响医生开处方的。总计131名医生记录了他们自己开处方的方式，其结论是试用品的可获得性使他们作出分发和开出不同于他们首选的药品的选择。

G 结果就是，制药公司就整体而言，在市场上的投人远远大于在研发上的投人。最终在飞涨的处方价格中，病人会为分发的每一支笔、每一张免费戏票、每一顿牛排晚餐买单。最终，事实就是制药公司总能从中获利，并不断发现促进销售的新方法。但是随着医学界不断争论什么可接受、什么不可接受的底线问题，有一点是很清楚的，那就是制药公司的销售和市场策略必须继续受到严格的监控。

TEST 4 PASSAGE 2 参考译文：

Do literate women make better mothers?

受过教育的妇女会是更好的母亲吗?

在发展中国家，如果母亲有读写能力，孩子会更健康，更易活过五岁。虽然公共健康方面的专家数十年前就已经接受了这一观点，但是迄今为止，还没有人能够证明妇女自身的阅读能力能增大其子女的存活几率。

大部分受过教育的妇女在小学期间学会阅读。女性受到教育这一事实可能仅仅显示出其家庭比较富裕或者家庭更为看重子女。在尼加拉瓜进行的一项长期研究消除了这些因素。在这项研究中，研咳嗽苯袒崞独У某赡旮九亩粒绻挥姓庖谎芯浚墙衷床荒茉亩恋淖刺U庀钛芯康慕峁砻鞲九亩聊芰Φ奶岣叨云浜⒆拥慕】岛蜕嬗兄苯佑跋臁

在1979年，尼加拉瓜政府开展了包括全国扫盲运动在内的许多社会活动。到1985年，全国有30万的文盲人口学会了阅读、写字和使用数字，这其中有许多人从来没上过小学。

在这期间，来自利物浦热带医学学院、尼加拉瓜中美洲卫生研究院、尼加拉瓜国立自治大学和哥斯达黎加卫生研究院的研究人员访问了大约3000位妇女，其中一些在孩童时期学会了阅读，一些在全国扫盲运动时学会阅读，还有一些完全不会阅读。这些妇女被问及生了几个孩子以及孩子在婴儿时期的死亡数量。研究小组同时也调查了存活的孩子，以了解他们的健康程度。

研究者的发现令人吃惊。在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000个婴儿中有110个死亡。那些后来才学习阅读的母亲也有相同的婴儿死亡率(105/1000)。然而对于那些在小学期间接受教育的女性而言，婴儿死亡率相对大幅降低，为80/1000。

在1985年，全国扫盲运动结束后，仍旧不识字和小学期间接受教育的母亲的婴儿死亡率几乎没有什么改变。而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。刚刚学会识字的母亲的孩子也比不能阅读的母亲的孩子更健康一些。

为什么有文化的母亲孩子的境况要好一些呢?利物浦热带医学院彼得?桑德福德认为，没有人知道确切的原因。儿童健康并不在母亲学习期间的课程之内，因此，他和他的同事正在寻找其他的原因。他们仍然在同一组3000位妇女中进行研究，希望发现识字的母亲是否能更好地利用医院和诊所，选择小家庭，在家庭中的管理更多一些，能更快地学习现代儿童护理技巧，或者她们只是对自己和孩子有更多的尊重?

尼加拉瓜的研究也许能给政府和救助中心在如何分配其资源方面提供重要的提示信息。桑德福徳说，目前越来越多的证据表明，女性教育，在任何年龄阶段，都是“对健康非常重要的影响因素”。这项研究的结果支持了世界银行对于发展中国家增加教育预算的建议，这不仅能帮助发展中国家发展经济，同时也能提高孩子的健康水平。

“我们很久以来就知道女性教育是很重要的”，伦敦卫生及热带医学学院的约翰?克里兰说，“但是我们原以为即便从现在开始对女孩进行教育，其成果也需要等一代人之后才能看到。而尼加拉瓜的研究表明我们也许能够避开这种模式。”

克里兰提醒说，尼加拉瓜运动在很多方而是很特别的，同样的运动在其他地方也许就不如其有效。教授成人对他们的日常生活没有直接影响的技能是极其困难的。在其他国家的很多扫盲运动远远不如尼加拉瓜运动这么成功。克里兰说： “这一运动是给人们带来更好的生活的更大努力的一部分”。在其他国家创造相同的这些条件对于发展工作者而言是一个很大的挑战。

TEST 4 PASSAGE 3 参考译文：

Persistent bullying is one of the worst experiences a child can face. How can it be prevented?Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Here he reports on his findings.

不断受到欺凌是孩子所面临的最糟糕的经历之一。如何阻止其发生呢?谢菲尔大学心理学家教授彼得?史密斯在教育部的资助下组织了谢菲尔德反欺凌干预项目。以下是他的一些发现。

A 欺凌有多种方式：从口头上的——比如被嘲笑或者被叫很伤人的外号，到身体上的——比如被打、被踢或推搡。此外，还有一些不太直接的欺凌方式，比如被社会团体排斥在外。在我和Irene Whitney开展的一项调查中，我们发现在英国小学中，有四分之一的小学生有过受欺凌的经历，其中十例中有一例为持续受到欺凌，中学的欺凌现象要好一些，大约二十五例中有一例是持续受到欺凌，但是在这些情况中，受欺凌者可能反抗极其强烈。

B 欺凌显然是很不愉快的，而且会使经历过的孩子产生自贬和沮丧情绪在一些极端的情况中，欺凌甚至会导致自杀，但是很庆幸的是此类事件比较罕见。受到欺凌的小学生成年后更容易在人际沟通中遭遇困难，而那些经常实施欺凌的孩子长大后更有可能具有身体暴力倾向并且犯下反社会的罪行。

C 到目前为止，我们对这一问题的了解还远远不够，而且也几乎没有给教师提供处理欺凌问题的帮助。可能由此产生的一个现象就是学校经常会否认这一问题。“在这个学校没有欺凌的现象”已经被重复了无数次。但是绝大多数情况下这都不是事实。庆幸的是现在有越来越多的学校承认：“我们学校欺凌现象并不多，但是当其发生时，我们有很明确的处理方法”。

D 导致这一变化有三个原因。第一是对欺凌问题严重性的认识;第二，在英国有一些帮助处理欺凌问题的资源。比如，苏格兰教育研究局发行了一系列的材料：《反欺凌行动》在1992年夏被提供给英格兰、威尔士和苏格兰地区的所有学校。第二年又发行了《支持学校反对欺凌》。在爱尔兰地区，《在小学反抗遭遇欺凌行为指南》于1993年发行。第三，有证据表明，这些材料发挥了作用，学校也因此在反欺凌方面取得了一些成绩。这一结果来自于一项研究组监控的并认真开展的主题为“之前和之后”的对学校干预的评估。在挪威，经过一次全国范围的干预运动之后，对42所学校的一项评估显示，在两年多的时间内欺凌行为减少了一半。在谢菲尔德大学对16所小学和7所中学的一项调查中发现，大多数学校在减少欺凌行为方面取得了成功。

E 证据表明，控制欺凌行为最核心的步骤是制定针对欺凌行为的政策，明确欺凌行为意味着什么，并就其发生时应该采取哪些措施、保存哪些记录、通知何人、实施何种制裁方式等给出明确的指导。这一政策应该经过一段时间的磋商形成，而不是只在校长办公室里硬性实施的方案。应该使学生、家长和教职员工都感觉参与到政策的制定当中，而且这一政策需要广泛的传播和有效的执行。

Other actions can be taken to back up the policy. There are ways of dealing with the topic

through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.

可以采取其他措施来支持这个政策。可以通过使用影像、戏剧和文学等多种方法在课程中处理这一主题。这些方法对提高人们的意识是很有帮助的，而且最好将其放在学校讨论欺凌行为形成政策的早期阶段。此外，这为新入校的小学生更新政策或根据实际情况进行修订也很有用。但是仅靠课程只会有短期效果，它应该是对政策的补充，而非替代品。

There are also ways of working with individual pupils, or in small groups. Assertiveness

training for pupils who are liable to be victims is worthwhile, and certain approaches to

group bullying such as ‘no blame’, can be useful in changing the behaviour of bullying

pupils without confronting them directly, although other sanctions may be needed for those

who continue with persistent bullying.

还有一些方法适合用于单个小学生或小团体。对于那些容易成为被欺凌对象的学生而言，进行自信训练是很值得做的;在发生群体欺凌行为时，某些特定的方法，比如“不责备”是与实施欺凌行为的学生不直接对抗而改变他们行为的有效方法。然而，对于那些长期持续实施欺凌行为的学生，我们必须对其进行制裁。

Work in the playground is important, too. One helpful step is to train lunchtime supervisors

to distinguish bullying from playful fighting, and help them break up conflicts. Another

possibility is to improve the playground environment, so that pupils are less likely to be led

into bullying from boredom or frustration.

在操场上开展工作也是很重要的。一个有效的步骤就是培训午餐时段督导员以区分嬉戏式争斗和欺凌行为，并帮助他们中止冲突。另一个可能的措施就是改善操场环境，从而使学生不太可能因为厌倦或感到挫折而实施欺凌行为。

F 随着环境和方式方法的改进，我们可以预见至少可以最大程度地防止学校里最严重的欺凌行为的发生。我们付出的努力越多，学校参与的力度越大，取得的效果就可能越好。欺凌行为的减少和因此产生的学生幸福感的递增无疑是一个值得为之努力的目标。

篇7：剑桥雅思阅读6原文及答案解析(test4)

Passage 1

Question 1

答案： v

关键词：段落匹配题，暂无题干关键词

定位原文: A段内容

解题思路: A段将了一个医药公司销售代表去一个医疗中心展示自己最新样品的叙述，医生半开玩笑地问了一个问题是what do you have?对照list，应该是v，一个事例的单纯叙述。

Question 2

答案：vi

关键词：段落匹配题，暂无题干关键词

定位原文: B段内容

解题思路: B段讲述了药品推销代表Schaefer的推销礼品预算，因此答案应为选项vi。

Question 3

答案：iii

关键词：段落匹配题，暂无题干关键词

定位原文: C段最后两句

解题思路: 原文说……商业不会采取没有效用的策略，那么医生是否应该为药品销售的过度铺张受到谴责呢?抑或是划定界限的责任应该由制药行业承担?前面还说到一个类似的比喻，是先有鸡还是先有蛋的问题。说明是一个争执型的问题，对应选项iii“谁该为不断增加的推销负责?”

Question 4

答案： ix

关键词：段落匹配题，暂无题干关键词

定位原文: D段内容，第2句“Salespeople provide…”

解题思路: 第2句说销售人员向医师提供急需的信息和教育。很多情况下，光洁的小册子、打印的文章和处方是销售人员向健康护理人员提供的主要资源。对应选项ix“药品推销的积极面”。

Question 5

答案：i

关键词：段落匹配题，暂无题干关键词

定位原文: E段最后4句内容

解题思路: 最后4句话说这些钱花得有意义吗?这一点很难说。“我一直接受一家公司的髙尔夫球，我也使用这些球，但是这并不意味着我会在处方中开这家公司的药品”，一名医生这样说，“我更倾向于认为自己并没有受到他们给我提供的物品的影响。”对应选项i“并不是所有的医生都被药品推销打动”。

Question 6

答案：vii

关键词：段落匹配题，暂无题干关键词

定位原文：F段第3句“Though few…”

解题思路: 定位局说虽然在这方面很少有综合研究，但是华盛顿大学的一项研究调查了药品试用品的可获取性是如何影响医生开处方的。对应选项vii“药品推销效果的研究。”

Question 7

答案：x

关键词：段落匹配题，暂无题干关键词

定位原文: G段第1、2句“The bottom line…”

解题思路: 定位句说制药公司就整体而言，在市场上的投入远远大于在研发上的投入。最终在飞涨的处方价格中，病人会为分发的每一支笔、每一张免费戏票、每一顿牛排晚餐买单。这个就回答了x选项中的问题，谁在真正为医生的免费礼物买单呢?

Question 8

答案： NO

关键词：Kim Schaefer, budget

定位原文: B段第2、3句“But on any given…”

解题思路: Schaefer所能提供的东西在医药销售中是非常有代表性的，一车厢用于促销的礼物和小玩意，能支付一个小地区买午餐和晚餐的预算，数百个药物免费试用品，以及可以自由给医生支付的200美元，用以给六个适宜使用其公司药品的患者开药。另外，她还有1000美金的酬金作为医生参加公司下次教育讲座的费用。这个叙述和题干的“类似Kim Schaefer这样的销售代表的预算十分有限。”是冲突的。

Question 9

答案： YES

关键词： criticism on moral grounds

定位原文: C段第3句“They work in…”

解题思路: 原文说他们从事的是因销售和营销的方式备受批评的行业，与题干“Kim Schaefer的销售策略有可能会受到道德的谴责”表达一致。

Question 10

答案： NO

关键词：information provided by drug companies

定位原文: D段第2句“Sales people provide…”

解题思路: much-needed这个词就说明这样的信息是非常需要的，和题干的“医药公司提供的信息对医生几乎没有什么用处”这个意思是冲突的。

Question 11

答案： YES

关键词：Evidence of drug promotion

定位原文: E段第3、4句“Rarely…”

解题思路: 病人几乎看不到医生使用没有药品名称的笔或者护士使用没有印上公司标识的小药片，很多钱都花在了制作促销产品上，什么咖啡杯，雨伞，T-shirt等等，这些证据都是清晰可见的，所以答案是YES。

Question 12

答案： NOT GIVEN

关键词：free drug samples, prescriptions

定位原文: F段最后1句“A total of…”

解题思路: 虽提到了药物试用品，但和题目的内容完全不相关。因此答案为NOT GIVEN。

Question 13

答案： YES

关键词：legitimate, make money

定位原文: G段第3句“In the end…”

解题思路: 定位句说最终，事实就是制药公司总能获取利润，并会不断发现促进销售的新方法，题干表述没有问题。

Test 4 Passage 2

Question 14

答案： B

关键词：Nicaraguan National Literacy Crusade, illiterate

定位原文: 第3段第2句“By 1985…”

解题思路: 到1985年，全国有30万文盲人口学会了阅读、写宇和使用数宇，其中很多人没上过小学。因此答案为B选项。

Question 15

答案： F

关键词：pubic health experts, child health

定位原文: 第5段第2句开始到结束

解题思路: 明确提到研究结果表明女性的受教育程度和孩子的健康有密切联系。因此答案为F选项。

Question 16

答案： C

关键词：Nicaragua

定位原文: 第4段最后1句: “The research teams…”

解题思路: 研究小组同时也调查了存活的孩子以了解他们的健康程度。因此答案为C选项。

Question 17

答案：J

关键词：attitudes, eliminated

定位原文: 第2段第1句“Most…”

解题思路: 女性受到教育这一事实可能仅仅显示出其家庭比较富裕或者家庭更为看重子女…所以答案为J。

Question 18

答案： F

关键词：infant health and survival

定位原文: 第2段最后1句“Now a…”

解题思路: 这项研究的结果表明妇女阅读能力的提高对其孩子的健康和生存有直接影响。

Question 19

答案：NOT GIVEN

关键词：a thousand of the women

定位原文: 第4段第1句

解题思路: 就在这里说调查了3000名女性，然后一些怎么样，另一些怎么样，但是并没有说到题干说的研究人员调查的妇女中大约有1000人在儿童时期就学会了阅读。

Question 20

答案： NO

关键词：Before the National Literacy Crusade

定位原文: 第5段内容

解题思路: 研究者的发现令人吃惊。在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000个婴儿中有110个死亡。那些后来才学习阅读的母亲也有相同的婴儿死亡率(105/1000)。然而对于那些在小学期间接受教育的女性而言，婴儿死亡率为相对而言比较低，为80/1000。”显然婴儿死亡率差异很大，因此答案为NO。

Question 21

答案： YES

关键词：110 deaths

定位原文: 第5段第2句和第6段的第1句

解题思路: 在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000 个婴儿中有 110个死亡。……在1985年，全国扫盲运动结束后，仍旧不识字和小学期间接受教育的母亲的婴儿死亡率几乎没有什么改变。因此答案为YES。

Question 22

答案： YES

关键词：the greatest change in infant mortality levels

定位原文: 第6段第2句“For those…”

解题思路: 而那些在这场运动中学会阅读的女性，其婴儿死亡率为 84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。因此答案为YES。

Question 23

答案： NO

关键词：the lowest rates of child mortality

定位原文: 第5段最后1句和第6段第2句

解题思路: 在全国扫盲运动中学会阅读的女性婴儿死亡率最低。原文：“然而对于那些在小学期间接受教育的女性而言，婴儿死亡率相对而言比较低，为80/1000。……而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000……”。可见，在全国扫盲运动中学会阅读的女性的婴儿死亡率髙于那些在小学期间接受教育的女性，因此答案为NO。

Question 24

答案：NOT GIVEN

关键词：severely malnourished

定位原文: 无

解题思路: 题目说在全国扫盲运动之后，仍旧不识字的母亲的婴儿严重营养不良。第6段说了全国扫盲运动之后，婴儿死亡率的问题，但是并没有说到营养不良的问题，所以是Not Given。

Question 25 & Question 26

答案：C E (in either order)

关键词：Nicaraguan

定位原文: 第6段第2句“For those…”;第8段第3句“The results…”

解题思路: 第6段定位句中说，而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。----对应C选项;第8段定位句中说，女性教育，在任何年龄阶段，都是‘对健康非常重要的影响因素’。这项研究的结果支持了世界银行对于发展中国家增加教育预算的建议，这不仅能够帮助发展中国家发展经济，同时也能提高孩子的健康水平----对应E选项。

Test 4 Passage 3

Question 27

答案： iv

关键词：段落匹配题，无题干关键词

定位原文: A段第2、3句“A survey…”

解题思路: 这段描述了作者调查中的欺凌现象，对应选项iv。

Question 28

答案： vi

关键词：段落匹配题，无题干关键词

定位原文: B段第1句“Bullying is…”

解题思路: 段落一开头就说明了欺凌产生的影响是非常不愉快的，而且会使经历过的孩子产生自贬和沮丧情绪，后面接着描述了一些情况，极端的情况导致自杀等等。对应vi选项，欺凌行为对孩子的影响。

Question 29

答案：v

关键词：段落匹配题，无题干关键词

定位原文: C段第2句“Perhaps as…”

解题思路: 定位句说可能由此产生的一个现象就是学校经常会否认这一问题，后面反复提到school 如何如何，对应v选项，学校对于欺凌现象的反应。

Question 30

答案： vii

关键词：段落匹配题，无题干关键词

定位原文: D段内容

解题思路: D段一开头就说了three factors，说了导致这一变化有三个原因。第一是对欺凌问题严重性的认识;第二，在英国有一些帮助处理欺凌的资源。……第三，有证据表明，这些材料发挥了作用，学校也因此在反欺凌方面取得一些成绩。……因此答案应为选项vii“学校对付欺凌新办法的发展”。

Question 31

答案：B

关键词：A recent survey

定位原文: A段第2、3句“A survey…”

解题思路: 我们发现在英国小学中，有四分之一的小学生有过受欺凌的经历，其中十个案例中有一例为不断受到欺凌。中学的欺凌现象要好一些……因此答案为B选项。

Question 32

答案：D

关键词：Children who are bullied

定位原文: B段第3句“Victimised…”

解题思路: 受到欺凌的小学生成年后更容易在人际沟通中遭遇困难。因此答案为D选项。

Question 33

答案：D

关键词：The declaration ‘There is no bullying at this school’

定位原文: C段前两句“Until…”

解题思路: 到目前为止，我们对这一问题的了解还远远不够，而且也几乎没有给教师提供处理欺凌问题的帮助。可能由此产生的一个现象就是学校经常会否认这一问题。“这个学校没有欺凌”已经被重复了无数次，但是绝大多数情况下都不是事实。因此答案为D选项。

Question 34

答案： A

关键词：Norway

定位原文: D段倒数第2句“In Norway…”

解题思路: 在挪威，经过一次全国范围的干预运动之后，对42 所学校的一项评估显示，在两年多的时间内欺凌行为减少了一半。因此答案为A选项。

Question 35

答案： policy

关键词：makes the school's attitude towards bullying quite clear

定位原文: E部分的第1段第1句

解题思路: 证据表明，控制欺凌行为最核心的步骤是制定遭遇欺凌行为的政策(policy)……因此答案为policy。

Question 36

答案： (explicit) guidelines

关键词：how the school and its staff will react if bullying occurs

定位原文: E部分的第1段第1句

解题思路: ……明确欺凌行为意味着什么，并就其发生时应该采取哪些措施、保存哪些记录、通知何人、实施何种制裁方式等给出明确的指导(explicit guidelines);what will be done 和题目空后的how…will react 是同义表达。

Question 37

答案： (school)curriculum

关键词： action can be taken

定位原文: E部分第2段第2句“There are ways…”

解题思路: 通过在课程(curriculum)中使用影像、戏剧和文学等方法去处理这一问题。”因此答案为(school)curriculum。

Question 38

答案： victims

关键词：potential, trained to be more self-confident

定位原文: E部分第3段第2句“Assertiveness…”

解题思路: 对于那些容易成为被欺凌对象(victims)的学生而言，进行自信训练是很有意义的”，因此答案为victims。

Question 39

答案： playful fighting

关键词： playground supervision

定位原文: E部分第4段第2句“One useful…”

解题思路: 一个有效的步骤就是培训午餐时段督导员以区分嬉戏式争斗(playful fighting)和欺凌行为，并帮助他们中止冲突。因此答案为playful fighting。

Question 40

答案： D

关键词：most suitable title

定位原文: 全文

解题思路: 虽然是选择标题，但是难度并不大，A、B、C三个选项显然都非常片面，只有D选项——“欺凌：从危机管理到预防”是相对最全面的。

剑桥雅思阅读6原文及答案解析(test4)

篇8：剑桥雅思阅读6原文(test2)及答案难度精讲

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 1-5

Reading Passage 1 has five marked paragraphs, A-E.

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

Write the correct number, i-viii, in boxes 1-5 on your answer sheet.

List of Headings

i Avoiding an overcrowded centre

ii A successful exercise in people power

iii The benefits of working together in cities

iv Higher incomes need not mean more cars

v Economic arguments fail to persuade

vi The impact of telecommunications on population distribution

vii Increases in travelling time

viii Responding to arguments against public transport

1 Paragraph A

2 Paragraph B

3 Paragraph C

4 Paragraph D

5 Paragraph E

Advantages of public transport

A new study conducted for the World Bank by Murdoch University’s Institute for Science and Technology Policy (ISTP) has demonstrated that public transport is more efficient than cars. The study compared the proportion of wealth poured into transport by thirty-seven cities around the world. This included both the public and private costs of building, maintaining and using a transport system.

The study found that the Western Australian city of Perth is a good example of a city with minimal public transport. As a result, 17% of its wealth went into transport costs. Some European and Asian cities, on the other hand, spent as little as 5%. Professor Peter Newman, ISTP Director, pointed out that these more efficient cities were able to put the difference into attracting industry and jobs or creating a better place to live.

According to Professor Newman, the larger Australian city of Melbourne is a rather unusual city in this sort of comparison. He describes it as two cities: ‘A European city surrounded by a car-dependent one’. Melbourne’s large tram network has made car use in the inner city much lower, but the outer suburbs have the same car-based structure as most other Australian cities. The explosion in demand for accommodation in the inner suburbs of Melbourne suggests a recent change in many people’s preferences as to where they live.

Newman says this is a new, broader way of considering public transport issues. In the past, the case for public transport has been made on the basis of environmental and social justice considerations rather than economics. Newman, however, believes the study demonstrates that ‘the auto-dependent city model is inefficient and grossly inadequate in economic as well as environmental terms’.

Bicycle use was not included in the study but Newman noted that the two most ‘bicycle friendly’ cities considered — Amsterdam and Copenhagen — were very efficient, even though their public transport systems were ‘reasonable but not special’.

It is common for supporters of road networks to reject the models of cities with good public transport by arguing that such systems would not work in their particular city. One objection is climate. Some people say their city could not make more use of public transport because it is either too hot or too cold. Newman rejects this, pointing out that public transport has been successful in both Toronto and Singapore and, in fact, he has checked the use of cars against climate and found ‘zero correlation’.

When it comes to other physical features, road lobbies are on stronger ground. For example, Newman accepts it would be hard for a city as hilly as Auckland to develop a really good rail network. However, he points out that both Hong Kong and Zurich have managed to make a success of their rail systems, heavy and light respectively, though there are few cities in the world as hilly.

A In fact, Newman believes the main reason for adopting one sort of transport over another is politics: ‘The more democratic the process, the more public transport is favored.’ He considers Portland, Oregon, a perfect example of this. Some years ago, federal money was granted to build a new road. However, local pressure groups forced a referendum over whether to spend the money on light rail instead. The rail proposal won and the railway worked spectacularly well. In the years that have followed, more and more rail systems have been put in, dramatically changing the nature of the city. Newman notes that Portland has about the same population as Perth and had a similar population density at the time.

B In the UK, travel times to work had been stable for at least six centuries, with people avoiding situations that required them to spend more than half an hour travelling to work. Trains and cars initially allowed people to live at greater distances without taking longer to reach their destination. However, public infrastructure did not keep pace with urban sprawl, causing massive congestion problems which now make commuting times far higher.

C There is a widespread belief that increasing wealth encourages people to live farther out where cars are the only viable transport. The example of European cities refutes that. They are often wealthier than their American counterparts but have not generated the same level of car use. In Stockholm, car use has actually fallen in recent years as the city has become larger and wealthier. A new study makes this point even more starkly. Developing cities in Asia, such as Jakarta and Bangkok, make more use of the car than wealthy Asian cities such as Tokyo and Singapore. In cities that developed later, the World Bank and Asian Development Bank discouraged the building of public transport and people have been forced to rely on cars — creating the massive traffic jams that characterize those cities.

D Newman believes one of the best studies on how cities built for cars might be converted to rail use is The Urban Village report, which used Melbourne as an example. It found that pushing everyone into the city centre was not the best approach. Instead, the proposal advocated the creation of urban villages at hundreds of sites, mostly around railway stations.

E It was once assumed that improvements in telecommunications would lead to more dispersal in the population as people were no longer forced into cities. However, the ISTP team’s research demonstrates that the population and job density of cities rose or remained constant in the 1980s after decades of decline. The explanation for this seems to be that it is valuable to place people working in related fields together. ‘The new world will largely depend on human creativity, and creativity flourishes where people come together face-to-face.’

Questions 6-10

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

In boxes 6-10 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

6 The ISTP study examined public and private systems in every city of the world.

7 Efficient cities can improve the quality of life for their inhabitants.

8 An inner-city tram network is dangerous for car drivers.

9 In Melbourne, people prefer to live in the outer suburbs.

10 Cities with high levels of bicycle usage can be efficient even when public transport is only averagely good.

Questions 11-13

Look at the following cities (Questions 11-13) and the list of descriptions below.

Match each city with the correct description, A-F.

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

11 Perth

12 Auckland

13 Portland

List of Descriptions

A successfully uses a light rail transport system in hilly environment

B successful public transport system despite cold winters

C profitably moved from road to light rail transport system

D hilly and inappropriate for rail transport system

E heavily dependent on cars despite widespread poverty

F inefficient due to a limited public transport system

READING PASSAGE 2

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

GREYING POPULATION STAYS IN THE PINK

Elderly people are growing healthier, happier and more independent, say American scientists. The results of a 14-year study to be announced later this month reveal that the diseases associated with old age are afflicting fewer and fewer people and when they do strike, it is much later in life.

In the last 14 years, the National Long-term Health Care Survey has gathered data on the health and lifestyles of more than 20,000 men and women over 65. Researchers, now analysing the results of data gathered in 1994, say arthritis, high blood pressure and circulation problems — the major medical complaints in this age group — are troubling a smaller proportion every year. And the data confirms that the rate at which these diseases are declining continues to accelerate. Other diseases of old age — dementia, stroke, arteriosclerosis and emphysema — are also troubling fewer and fewer people.

‘It really raises the question of what should be considered normal ageing,’ says Kenneth Manton, a demographer from Duke University in North Carolina. He says the problems doctors accepted as normal in a 65-year-old in 1982 are often not appearing until people are 70 or 75.

Clearly, certain diseases are beating a retreat in the face of medical advances. But there may be other contributing factors. Improvements in childhood nutrition in the first quarter of the twentieth century, for example, gave today’s elderly people a better start in life than their predecessors.

On the downside, the data also reveals failures in public health that have caused surges in some illnesses. An increase in some cancers and bronchitis may reflect changing smoking habits and poorer air quality, say the researchers. ‘These may be subtle influences,’ says Manton, ‘but our subjects have been exposed to worse and worse pollution for over 60 years. It’s not surprising we see some effect.“

One interesting correlation Manton uncovered is that better-educated people are likely to live longer. For example, 65-year-old women with fewer than eight years of schooling are expected, on average, to live to 82. Those who continued their education live an extra seven years. Although some of this can be attributed to a higher income, Manton believes it is mainly because educated people seek more medical attention.

The survey also assessed how independent people over 65 were, and again found a striking trend. Almost 80% of those in the 1994 survey could complete everyday activities ranging from eating and dressing unaided to complex tasks such as cooking and managing their finances. That represents a significant drop in the number of disabled old people in the population. If the trends apparent in the United States 14 years ago had continued, researchers calculate there would be an additional one million disabled elderly people in today’s population. According to Manton, slowing the trend has saved the United States government’s Medicare system more than $200 billion, suggesting that the greying of America’s population may prove less of a financial burden than expected.

The increasing self-reliance of many elderly people is probably linked to a massive increase in the use of simple home medical aids. For instance, the use of raised toilet seats has more than doubled since the start of the study, and the use of bath seats has grown by more than 50%. These developments also bring some health benefits, according to a report from the MacArthur Foundation’s research group on successful ageing. The group found that those elderly people who were able to retain a sense of independence were more likely to stay healthy in old age.

Maintaining a level of daily physical activity may help mental functioning, says Carl Cotman, a neuroscientist at the University of California at Irvine. He found that rats that exercise on a treadmill have raised levels of brain-derived neurotrophic factor coursing through their brains. Cotman believes this hormone, which keeps neurons functioning, may prevent the brains of active humans from deteriorating.

As part of the same study, Teresa Seeman, a social epidemiologist at the University of Southern California in Los Angeles, found a connection between self-esteem and stress in people over 70. In laboratory simulations of challenging activities such as driving, those who felt in control of their lives pumped out lower levels of stress hormones such as cortisol. Chronically high levels of these hormones have been linked to heart disease.

But independence can have drawbacks. Seeman found that elderly people who felt emotionally isolated maintained higher levels of stress hormones even when asleep. The research suggests that older people fare best when they feel independent but know they can get help when they need it.

‘Like much research into ageing, these results support common sense,’ says Seeman. They also show that we may be underestimating the impact of these simple factors. ‘The sort of thing that your grandmother always told you turns out to be right on target,’ she says.

Questions 14-22

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

Write the correct letter, A-Q in boxes 14-22 on your answer sheet.

Research carried out by scientists in the United States has shown that the proportion of people over 65 suffering from the most common age-related medical problems is 14 ..............and that the speed of this change is 15.............. . It also seems that these diseases are affecting people 16.............. in life than they did in the past. This is largely due to developments in 17.............., but other factors such as improved 18.............. may also be playing a part. Increases in some other illnesses may be due to changes in personal habits and to 19.............. . The research establishes a link between levels of 20.............. and life expectancy. It also shows that there has been a considerable reduction in the number of elderly people who are 21.............., which means that the 22.............. involved in supporting this section of the population may be less than previously predicted.

A cost B falling C technology

D undernourished E earlier F later

G disabled H more I increasing

J nutrition K education L constant

M medicine N pollution O environmental

P health Q independent

Questions 23-26

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

Write the correct letter, A-H, in boxes 23-26 on your answer sheet.

23 Home medical aids

24 Regular amounts of exercise

25 Feelings of control over life

26 Feelings of loneliness

A may cause heart disease.

B can be helped by hormone treatment.

C may cause rises in levels of stress hormones.

D have cost the United States government more than $200 billion.

E may help prevent mental decline.

F may get stronger at night.

G allow old people to be more independent.

H can reduce stress in difficult situations.

READING PASSAGE 3

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

Numeration

One of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood we are so bound up with our system of numeration that it is a feat of imagination to consider the problems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.

It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced, was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead their considerations would have been more of the kind Is this enough? rather than How many? when they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.

Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are often accompanied by gestures to help resolve any confusion. For example, when using the one, two, many type of system, the word many would mean, Look at my hands and see how many fingers I am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing with the simpler aspects of human existence.

The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!

Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.

Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according to the class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.

Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counter’s fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in today’s society due to their convenience. All counting ultimately involves reference to something other than the things being counted. At first it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.

Questions 27-31

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

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

27 A developed system of numbering

28 An additional hand signal

29 In seventh-century Europe, the ability to count to a certain number

30 Thinking about numbers as concepts separate from physical objects

31 Expressing number differently according to class of item

A was necessary in order to fulfil a civic role.

B was necessary when people began farming.

C was necessary for the development of arithmetic.

D persists in all societies.

E was used when the range of number words was restricted.

F can be traced back to early European languages.

G was a characteristic of early numeration systems.

Questions 32-40

Do the following statements agree with the information given in Reading Passage 3?

In boxes 32-40 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

32 For the earliest tribes, the concept of sufficiency was more important than the concept of quantity.

33 Indigenous Tasmanians used only four terms to indicate numbers of objects.

34 Some peoples with simple number systems used body language to prevent misunderstanding of expressions of number.

35 All cultures have been able to express large numbers clearly.

36 The word ‘thousand’ has Anglo-Saxon origins.

37 In general, people in seventh-century Europe had poor counting ability.

38 In the Tsimshian language, the number for long objects and canoes is expressed with the same word.

39 The Tsimshian language contains both older and newer systems of counting.

40 Early peoples found it easier to count by using their fingers rather than a group of pebbles.

篇9：剑桥雅思阅读6原文(test2)及答案难度精讲

PASSAGE 1 参考译文：

Advantages of public transport

公共交通的优势

默多克大学的科技政策研究所(ISTP)为世界银行做的最新研究表明，公共交通工具的效率髙于小汽车。该研究比较了全世界37座城市公共交通投人资金所占的比例。这其中包括修建、维护和使用公交系统时的政府投人和个人开销。

研究显示，西澳大利亚的首府珀斯是最低限度发展公交系统的典型例子。结果是，该市的交通成本竟占政府收人的17%。然而，某些欧洲和亚洲城市的交通成本则仅有5%。研究所主任彼得?纽曼教授指出，后面这些效率更高的城市能够将更多资金投人到发展工业、扩大就业和创造更好的生活环境中去。

纽曼认为，如此进行比较的话，规模相对较大的澳大利亚城市墨尔本则显得格外与众不同。他将其形容为双层城市：“一座欧洲城市外面裹着另一座汽车代步城。”墨尔本规模庞大的有轨电车网络大大降低了市内的汽车使用率，但远郊地区则同大多数其他澳大利亚城市一样依赖汽车交通。而该市近郊住房需求的激增正显示出近年来人们在选择居住地点时观念的变化。

据纽曼教授称，这是一种更广泛考虑公共交通问题的新方式。过去在解决公共交通问题时，我们通常关心的是环境和社会的合理性，而不是经济情况。除此之外，纽曼教授认为该研究显示了“依赖汽车作为交通工具的城市发展模式不仅效率低下，而且在经济与环境发展方而也相当不足”。

自行车没有包含在此项研究范围之内。然而，纽曼教授指出在考察研究的37座城市中，阿姆斯特丹和哥本哈根这两座自行车普及率最高的城市效率也非常高，即便他们的公共交通系统“特色全无，相当一般”。

公路网的拥护者们普遍反对以发达的公共交通系统为标志的城市发展模式。他们坚持认为该系统在个别城市并不适用。气候是反对的理由之一。有些人说他们的城市要么夏天太热，要么冬天太冷，以至于无法充分利用公交系统。纽曼教授则否定了这一观点，他指出公交系统的发展在多伦多和新加坡地区均获得了巨大成功。事实上，他调查过是否天气糟糕人们就会使用汽车，结果发现两者之间毫无关联。

当我们考虑到其他硬件条件时，公路网的支持者们就有了更充分的理由。例如，纽曼认同，对于山地城市奥克兰来说，开发真正成功的轨道交通网是一件困难的事情。然而，他指出，虽然全世界的山地城市为数不多，但香港和苏黎世都分别设法成功地建成了重型和轻型轨道交通系统。

A 纽曼教授认为，事实上，决定采用哪一种交通运输方式的主要因素是政治，“决策过程越民主，公共交通就越容易得到支持”。他将美国俄勒冈州的波特兰市看作是其中的范例。几年前，国家拨款修建一条新公路。但是，当地的压力团体强行组织了一次公民投票，来表决是否要将国家拨款花费在建设替代公路的轻轨上。修建轻轨的提议最终获得通过，而且轨道系统在当地的运行状况非常良好。在随后的几年中，波特兰市修建了更多的轨道交通系统，城市面貌也因此得到巨大改善。纽曼教授发现，波特兰市与珀斯市的人口数量大致相同，并且当时的人口密度也十分相近。

B 在英国，人们不会去做通勤时间需要半小时以上的工作，因而六百年来，花在上班路途上的时间都得以保持不变。刚开始的时候，火车和汽车使人们住得远，却又无需增加花在路途上的时间。然而，公共基础设施无法跟上城市扩张的步伐，这就导致了大规模的交通拥堵问题，并且使上下班的时间大大延长。

C 有一种广泛的说法是：财富的不断增长促使人们到更远的地方居住，而汽车是那里唯一可行的交通工具。然而许多欧洲城市的例子可以反驳这一观点。相对于美国城市，欧洲城市通常更加富有，而汽车使用率却比美国低。近年来，随着城市规模的不断扩张和财富的逐年增加，斯德哥尔摩的汽车使用率反而还有所下降。一项新的研究更清楚地说明了这一点。亚洲的发展中城市，例如雅加达和曼谷，其汽车使用率要高于像东京和新加坡这样的富裕地区。在发展比较滞后的城市中，世界银行和亚洲发展银行不鼓励修建公共交通系统，因此人们不得不依赖汽车作为交通工具这导致了这些城市中标志性的大塞车。

D 纽曼教授认为，以墨尔本为例的“城中村”报告是最优秀的研究报告之一，报告主要讲述如何将以汽车代步的城市转变成以轨道交通为主的城市。该报告显示，让大家都住在市中心并不是最好的方法。反之，报告主张建立几百个集中在车站附近的城中村。

E 曾经有人假设，由于人们不再被迫住在城市，电信的改进将促使人口进一步分散。然而，ISTP研究小组的调查显示继几十年的下降之后，在20世纪80年代，城市人口和职位的密度都保持不变或有所上升。似乎合理的解释为，将工作在相关领域的人聚集在一起可以创造更大的价值。“未来新世界将主要依靠人类的创造力，而创造力在人们面对面的交流中会更加活跃。”

TEST 2 PASSAGE 2 参考译文：

GREYING POPULATION STAYS IN THE PINK

老龄人口健康依旧

美国科学家指岀，现在老年人身体越来越健康，幸福感更强，生活更加独立。本月即将发布的一项持续长达的研究的结果显示，遭受老龄疾病折磨的人越来越少，即使是真的发病，年龄也向后推迟了不少。

在过去的14年中，美国国家长期卫生保健调查收集了2万多名65岁以上的老年男性和女性健康状况和生活方式的数据资料。研究者们正在分析1994年收集的数据结果，他们表示。困扰这一年龄段老年人的主要疾病是关节炎、高血压和循环系统疾病，这些疾病的患病人数比例正在逐年下降。数据证实，上述疾病发病率下降的速度在继续加快。其他老龄疾病，诸如老年痴呆症、中风、动脉硬化和肺气肿等，患病人数也在逐年下降。

北卡罗来纳州杜克大学的人口统计学家肯尼思?曼顿说：“这的确促使我们思考到底什么情况才是正常老龄化的问题。”他指出，在1982年医生们认为是65岁老人常见疾病的症状现在经常要推迟到70或75岁才会出现。

显然，一些疾病在医学进步的面前被击退。除此之外，也可能有其他原因。例如，在20世纪的前25年中，儿童营养状况的改善使现在的老年人比以前的人们拥有更加健康的生活开端。

从不利方面来看，研究数据同样显示出公共卫生的不力措施导致了某些疾病的猛增。研究者们指出，有些癌症和支气管疾病发病率的上升可能反映出人们吸烟习惯的变化和空气质量逐年恶化的问题。曼顿说：“这或许只是些细微的影响，但我们的研究对象已经在污染日益严重的环境中生活了60多年。因而，这些后果的出现也就不足为奇了。”

曼顿揭示了一种有趣的关联，即人们受教育的程度越髙，寿命可能就越长。例如，在65岁的女性中，受教育时间低于8年的女性的预期寿命平均可达82岁，而那些继续接受教育的女性的平均寿命则延长了7年之多。曼顿认为，尽管部分原因可以归结为更高的收人水平，但主要原因还是受过良好教育的人会更加注重医疗保健。

该调查同时评估了年龄在65岁以上的走人的独立程度，这再次发现了一个惊人的发展趋势。在1994年调查中，近80%的人都能完成日常起居活动，包括简单的活动，如独立的饮食和穿衣，也包括复杂的活动，如烹饪和财务管理等。这表明总人口中不能自理的老人的数量在显著下降。研究者们估算，如果美国14 年前的发展趋势持续下去的话，现今总人口中将会多出100万名不能自理的老人。曼顿表示，减缓这一趋势为美国政府的医疗保险系统节省了2，000多亿美元的开支，这意味着美国人口老龄化所带来的经济负担可能不像人们想象中的那样沉重。

老年人自理能力的增强可能与简易家庭医疗辅助用品的广泛使用有关。例如，自该研究开始至今，使用增高座便器的人数增加了一倍之多，而使用浴缸座椅的人数也增加了50%以上。麦克阿瑟基金会研究小组发表的一项成功老龄化研究报告表明，上述发展变化同样给健康带来了好处。该研究小组发现，那些能够保持独立感的老年人更有可能在晚年保持身体健康。

加利福尼亚大学欧文分校的神经学家卡尔?科特曼指出，维持一定数量的日常体育运动将有助于提高大脑功能的运作。他发现对于在脚踏车上运动的老鼠，流经大脑的脑源性神经营养因子含量水平会升高。科特曼认为，这种维持神经细胞功能的激素可以阻止活跃的人类大脑功能退化。

在同一调查研究中，洛杉肌南加利福尼亚大学的社会流行病学家特里萨?西曼发现在70岁以上的老年人中，自尊心和压力之间存在相互联系。在诸如驾驶汽车等挑战性活动的模拟试验中，感觉生活在自己掌控之中的人所释放的应激激素水平较低，比如肾上腺皮质激素。而心脏疾病则被证明与应激激素水平长期偏髙有关。

然而，独立自主也有其缺点。西曼发现，感到精神孤独的老年人即使是在睡梦中也保持着较高的应激激素水平。研究结果显示，如果老人们知道自己在需要时能够得到帮助，就可以在保持独立感的同时拥有最幸福的生活。

西曼指出：“同许多研究老龄化问题的调査一样，其结果完全符合常识。”此外，研究结果显示，我们可能低估了某些简单因素的影响。她这样说道：“祖母经常向你讲的道理被证明是完全正确的。”

TEST 2 PASSAGE 3 参考译文：

Numeration

计数发展史

学说话是儿童最初掌握的主要智力技能之一，而紧随其后他们就要学会数数。从小我们就对数数这件事十分熟悉，所以真得费番心思才能想象出不会数数的先祖们的境遇。深思熟虑之后，我们确信计数不是人们生来就拥有的技能，而是人类伟大而非凡的成就之一。

现在，我们无法了解人类创造数字这一概念的发展历程。即使没有先进的技术，连最原始的部落也拥有足够他们日常生活所需的计数方法。我们的祖先并不需要使用具体的数字;比如当他们采集食物时，他们会更多地考虑“够了吗?”而不是“有多少?”来代替具体数字的使用。然而，当早期人类开始思考周围事物的本质时，他们发觉自己需要数字的概念以保持思路的淸晰。随着他们开始定居生活、种植作物和放牧牲畜，需要一套复杂数字系统的要求变得极为重要。我们永远无法了解这种计数能力是如何以及何时发展起来的，但可以确定的是，当人类刚刚开始建立暂时的定居点时，计数方法已经发展得比较完备了。

关于早期算术和计数方法的证据并不难寻找。澳大利亚塔斯马尼亚州的土著民族民仅能计数“一”、“二”和“许多”;南非当地的土著民族能够计数“一”、“二”、“二加一”、“二加二”、“二加二加一”等等。然而，在实际情况中，数字和词语经常伴随着手势使用以帮助解决混乱的状态。例如，在使用“一、二和许多”计数系统时，“许多”一词可能表示“看我的手并数出我向你伸出了几根手指”。这种基本的方法限制了可表示的数字范围，但此范围对于处理人类生存方面的简单问题来说通常是足够的。

一些文化缺少处理较大数字的能力，这并不令人惊讶。当追溯到早期彤式时，欧洲的各语种在数字及其表达方式上均十分贫乏。古哥特语中代表十的词语“tachund”在表示数字100时写作“tachund tachund”。到公元7世纪，“teon”一词变得可以与盎格鲁一撒克逊语中的词语“tachund”或“hund”相互交换，因此100被表示为“hund teoning”或者“十乘十”。在7世纪的欧洲，普通人对数字的熟知程度远不及今天的人们。事实上，当时人们必须具备数到9的能力才有资格作为证人出庭作证。

或许，要发展对数字的领悟能力，最重要的一步不是拥有计数的能力，而是能够理解数字是相当抽象的概念，而并不只是与个别物品相联系的附属品。早期人类一定能够明白两只鸟与四只鸟的不同;然而. 他们却不具备将与四只鸟相关的数字4和与四块石头相关如数字4联系起来的基本能力。将数字与特定事物的性质之一相联系，对于发展真正的数宇感而言是巨大的障碍。当数字4在头脑中变成一个特定的词语并与其所指的事物相分离时，人类便向数字符号系统的发展迈出第一步，并继而发展算术学。

至今，在有些现存的语言中依然可以寻找到早期计数方法的发展痕迹。在加拿大英属哥伦比亚省，根据计数的物品种类，钦西安语的计数系统包含截然不同的七组表达数字的词语：计数扁平物体和动物的词语，计数圆形物体和时间的词语，计算人数的词语，计数长条物体和树木的词语，计算独木舟数目的词语，计量尺寸的词语，以及在不计数具体事物时所用的词语。看起来最后一组词语是后来发展起来的，而前六组则带有古代计数方法的痕迹。在一些诸如日语等广泛使甩的语言中，同样可以发现数字名称的多样性。

数字感与计数能力的发展相互融合。计算与数字概念的形成并非直接相关，因为我们完全有可能将被计数的物品用一堆石子、一把谷粒或者计数者的手指代替来进行计算。这些辅助工具对于早期人类而言是必不可少的，一旦离开某些形式的工具辅助，计数过程便无法完成。由于使用方便，类似的辅助工具在当今社会中仍然以不同的方式被人们——甚至是最有学识的学者们——使用。所有的计算最终都将由某事物、而不是被计数的物品指代。最初，这种指代或许是谷粒或石子，但现在已经变成一串被记忆的单词，而这些单词只是恰巧成为数字的名称而已。

篇10：剑桥雅思阅读6原文(test2)及答案难度精讲

Question 1

答案： ii

关键词：people power exercise

定位原文: A段第1句“In fact…”

解题思路：“The more democratic the process, the more public transport is favored.”就是暗示人民成功地履行了权利。

Question 2

答案： vii

关键词： increase travelling time

定位原文: B段最后1句“However…”

解题思路: 最后一句中的However是完成此题的关键。本段首句提到通勤时间在过去至少六百年中都维持不变，很有误导作用，但是接下来的However又引出...causing massive congestion problems which now make commuting times far higher, commuting 对应heading中的travelling。

故正确答案是vii。

Question 3

答案： iv

关键词：higher incomes not more cars

定位原文: C段前两句“There is…”

解题思路: 第2句的refutes that 表示否定了第1句的观点，因此只有iv符合。

Question 4

答案： i

关键词: avoid overcrowded centre

定位原文: D段最后1句“Instead…”

解题思路: instead是一个转折连接词，后面的观点与前者刚好相反。上一句说 pushing everyone into the city centre was not the best approach，刚好证明我们应该避免造成一个过度拥挤的市中心。

Question 5

答案： iii

关键词：working together

定位原文: E段第3句“The explanation…”

解题思路: 定位句强调了人们在相关的领域一起工作非常重要，iii对应这个自然段内容。

Question 6

答案： FALSE

关键词：ISTP study

定位原文: 第1段第2、3句“The study compared…”

解题思路: 原文说的是thirty-seven cities around the worlds，与题干表述相互抵触。

Question 7

答案： TRUE

关键词： efficient / improve the quality

定位原文: 第2段最后1句“...these more efficient cities…”

解题思路: “创造出更好的居住环境”就是“改善了居民的居住环境”。

Question 8

答案：NOT GIVEN

关键词：inner-city/ tram network/ dangerous/ car drivers

定位原文: 第3段第3句“Melbourne’s large…”

解题思路: 谈到有轨电车系统使汽车的使用率降低了许多，但并未谈及私家车驾驶者。

Question 9

答案：FALSE

关键词： Melbourne/ outer suburbs

定位原文: 第3段最后1句“The explosion…”

解题思路: as to =concerning 就……方面;关于。这句话正说明人们喜欢住在近郊而非远郊。

Question 10

答案： TRUE

关键词： bicycle/ public transport

定位原文: 第5段的唯一一句话“Bicycle use…”

解题思路: averagely good与 reasonable but not special是同义表达。

Question 11

答案: F

关键词：Perth

定位原文: 第2段第1句和第4句

解题思路: 第二段第一句说Perth有minimal public transport，即相当于题干中的limited public transport system，下面又说Perth之外的一些城市是more efficient cities，所以正确答案为F。

Question 12

答案： D

关键词：Auckland

定位原文: 第7段第2句

解题思路: 提到 it would be hard for a city as hilly as Auckland to develop a really good rail network，所以 Auckland 当然是hilly，既然“难以建立很好的轨道系统”，当然是不适合建这样的系统了。正确答案是D。

Question 13

答案：C

关键词：Portland

定位原文: A段的倒数第3句“The rail proposal…”

解题思路: 轨道运行良好肯定是盈利的。正确答案是C。

Test 2 Passage 2

Question 14

答案：B

关键词：proportion/people over 65/age-related medical problems

定位原文: 第2段第2句“...are troubling a smaller proportion…”

解题思路: smaller 和falling 是隐晦的同义表达，B选项符合题意。

Question 15

答案：I

关键词：speed

定位原文: 第2段倒数第2句“the rate at which these diseases…”

解题思路: rate与speed是同义表达，可知正确答案是I。

Question 16

答案：F

关键词：past

定位原文: 第3段第2句“He says…”

解题思路: 第3段中提到the problems doctors accepted as normal in a 65-year-oId in 1982 are often not appearing until people are 70 or 75，第二段提到数据是1994年采集的，所以1982代表了the past，疾病由65岁推迟到70或者75 岁才发作，显然是later。

Question 17

答案：M

关键词：due to developments

定位原文: 第4段第1句“…certain diseases are beating…”

解题思路: 第四段开头提到certain diseases are beating a retreat in the face of medical advances，表明有些疾病是被医药进步打败的。advances和developments属于同义表达，medical和medicine是同源词。

Question 18

答案：J

关键词：improved

定位原文: 第4段第2、3句“…there may be other contributing factors. Improvements…”

解题思路: 这个题找到定位句，没有什么难度，选择J。

Question 19

答案：N

关键词：other illnesses

定位原文: 第5段第2、3句“… poorer air quality/ worse and worse pollution…”

解题思路: 第五段提到An increase in some cancers and bronchitis may reflect changing smoking habits and poorer air quality...和....been exposed to worse and worse pollution, changes in personal habits与 changing smoking habits相对应。所以原文提供的另一因素poorer air quality就是与答案相关的内容。正确答案是N。

Question 20

答案： K

关键词：link/life expectancy

定位原文: 第6段第1句“One interesting…”

解题思路: 第6段第1句中的correlation和live longer分别对应题干中的link和life expectancy，所以原文的better-educated就是答案的原形，被选项中只有K项的education与此相符。正确答案是K。

Question 21

答案： G

关键词：considerable /reduction

定位原文: 第7段第3句“That represents…”

解题思路: considerable与significant、reduction与 drop分别为近义词，再根据第七段中a significant drop in the number of disabled old people，答案应为disabled。正确答案是G。

Question 22

答案：A

关键词：less/predicted

定位原文: 第7段最后一句“… less of a financial burden…”

解题思路: predicted与expected为同义表达，只需找 financial burden的同义表达就可以。正确答案是A。

Question 23

答案：G

关键词：home medical aids

定位原文: 第8段第1句“The increasing…”

解题思路: 许多老年人自理能力的增强可能与简易家庭医疗辅助用品的广泛使用有关。题干是将这句话反过来问简易家庭医疗辅助用品有什么作用，self-reliance与independent表达同样含义，所以选G。

Question 24

答案： E

关键词：regular amounts of exercise

定位原文: 第9段第1句“…daily physical activity…”

解题思路: exercise 与physical activity 属于同义表达，regular与daily 属于同义表达，所以选E。

Question 25

答案：H

关键词：feelings of control over life

定位原文: 第10段倒数第2句“…felt in control of their lives…”

解题思路: 根据第10段中 challenging activities和 those who felt in control of their lives pumped out lower levels of stress hormone, challenging activities 与 difficult situations 属于同义表达，lower levels of stress hormones自然压力就小。正确答案是H。

Question 26

答案：C

关键词： feelings of loneliness

定位原文: 第11段第2句“…emotionally isolated…”

解题思路: feelings of loneliness 与emotionally isolated 属于同义表达，所以选C。

Test 2 Passage 3

Question 27

答案: B

关键词：developed/system of numbering

定位原文: 第2段倒数第2句“As they began to settle…”

解题思路: sophisticated和number system分别与题干 developed和system of numbering属于同义表达，因此只要找出与grow plants and herd animals的同义表达项就可以，显然farming可以代替。因此正确答案为B。

Question 28

答案： E

关键词：hand signal

定位原文: 第3段第3句“But in real situations…”

解题思路: 定位句之前所举的具体例子中表示数字的词有限，即题干E表达的the range of number words was restricted，gestures又与hand signal互为近义词。所以正确答案是E。

Question 29

答案： A

关键词： seventh-century Europe / count to a certain number

定位原文: 第4段中最后两句“The average person…”

解题思路: count to nine与count to a certain number属于同义表达，a witness in a court of law与题干A的fulfill a civic role属于同义表达。正确答案是A。

Question 30

答案： C

关键词： concept/ physical objects

定位原文: 第5段第1句“Perhaps…”;最后一句“...from there, to arithmetic”

解题思路: 题干中 concepts 和 physical objects 分别与 abstract idea 和 particular objects互为近义词。正确答案是C。

Question 31

答案： G

关键词： class of item

定位原文: 第6段第1、2句“Traces of…”

解题思路: 根据第6段开头the very first stages和第二句中the class of the item得出正确答案是G。

Question 32

答案：TRUE

关键词：the earliest tribes

定位原文: 第2段第3句“...their considerations would have…”

解题思路: 他们会更多地考虑“够了吗?”而不是“有多少?Sufficiency与 quantity 分别和Is this enough 与How many为同义转换关系。

Question 33

答案：FALSE

关键词：Tasmanians

定位原文: 第3段第2句“The indigenous peoples…”

解题思路: 只有三个词而不是四个。

Question 34

答案： TRUE

关键词：peoples with simple number systems

定位原文: 第3段第3句“But in real situations…”

解题思路: accompanied by gesture to help resolve any confusion 与题干use body language to prevent…属于同义表达。

Question 35

答案： FALSE

关键词：large numbers

定位原文: 第4段第1句“The lack of…”

解题思路: 一些文化缺少处理较大数字的能力，这并不令人惊讶。这个意思与题干全然想矛盾。

Question 36

答案：NOT GIVEN

关键词：Anglo-Saxon

定位原文: 第4段第4句“ By the seventh…”

解题思路: 到公元7世纪，“teon” 一词变得可以与盎格鲁一撒克逊语中的词语文中对应点“tachund”或“hund”相互交换，因此100可表示为“hund teontig”或者“十乘十”。并没有提到“千”。

Question 37

答案：TRUE

关键词：seventh-century Europe

定位原文: 第4段最后两句“The average person…”

解题思路: 数到9就可以作证人，足见计数能力之差。

Question 38

答案：FALSE

关键词：Tsimshian language

定位原文: 第6段第2句“The numeration…”

解题思路: 题干意思与原文相驳斥。这个题比较容易判断。

Question 39

答案：TRUE

关键词: Tsimshian language

定位原文: 第6段倒数第2句“It seems that…”

解题思路: 看起来最后一组词语是后来发展的，而前六组则带有古代计数方法的痕迹。所以题目说的有新旧两套计数系统是正确的。

Question 40

答案： NOT GIVEN

关键词：early peoples / fingers / pebbles

定位原文: 第7段第2句“Counting is not directly…”

解题思路: 计算与数字概念的形成并非直接相关，因为我们完全有可能将被计数的物品用一堆石子、一把谷粒或者计数者的手指代替来进行计算。没有提到二者简易度的比较。

剑桥雅思阅读6原文(test2)及答案解析

篇11：剑桥雅思阅读9原文翻译及答案(test2)

READING PASSAGE 1

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

A. Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.

B. A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.

C. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.

D. While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).

E. Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.

F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.

G. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.

H. The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.

I. A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.

Questions 1-6

Reading Passage 1 has nine sections, A-I.

Which section contains the following information?

Write the correct letter, A-I, in boxes 1-6 on your answer sheet.

1 an account of a national policy initiative

2 a description of a global team effort

3 a hypothesis as to one reason behind the growth in classroom noise

4 a demand for suitable worldwide regulations

5 a list of medical conditions which place some children more at risk from noise than others

6 the estimated proportion of children in New Zealand with auditory problems

Questions 7-10

Answer the questions below.

Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

Write your answers in boxes 7-10 on your answer sheet.

7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?

8 In addition to machinery noise, what other type of noise can upset children with autism?

9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?

10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?

Questions 11 and 12

Choose TWO letters, A-F.

Write the correct letters in boxes 11 and 12 on your answer sheet.

The list below includes factors contributing to classroom noise.

Which TWO are mentioned by the writer of the passage?

A current teaching methods

B echoing corridors

C cooling systems

D large class sizes

E loud-voiced teachers

F playground games

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 overall purpose in writing this article?

A to compare different methods of dealing with auditory problems

B to provide solutions for overly noisy learning environments

C to increase awareness of the situation of children with auditory problems

D to promote New Zealand as a model for other countries to follow

READING PASSAGE 2

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

Venus in transit

June saw the first passage, known as a ‘transit’, of the planet Venus across the face of the Sun in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and Nigel Henbest explain

A. On 8 June 2004, more than half the population of the world were treated to a rare astronomical event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This ‘transit’ of Venus was the first since 6 December 1882. On that occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based at girls’ school, where — it is alleged — the combined forces of three schoolmistresses outperformed the professionals with the accuracy of their observations.

B. For centuries, transits of Venus have drawn explorers and astronomers alike to the four corners of the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific. He realized that, from different latitudes, the passage of the planet across the Sun’s disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle — the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the ‘astronomical unit’ or AU.

C. Halley was aware that the AU was one of the most fundamental of all astronomical measurements. Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Earth. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realized that Mercury was so far away that its parallax angle would be very difficult to determine. As Venus was closer to the Earth, its parallax angle would be larger, and Halley worked out that by using Venus it would be possible to measure the Sun’s distance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years. Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and 1769 — though he didn’t survive to see either.

D. Inspired by Halley’s suggestion of a way to pin down the scale of the Solar System, teams of British and French astronomers set out on expeditions to places as diverse as India and Siberia. But things weren’t helped by Britain and France being at war. The person who deserves most sympathy is the French astronomer Guillaume Le Gentil. He was thwarted by the fact that the British were besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit — but the ship’s pitching and rolling ruled out any attempt at making accurate observations. Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Maurtius and Madagascar before setting off to observe the next transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispirting experience.

E. While the early transit timings were as precise as instruments would allow, the measurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular — which makes it difficult to establish timings. This is due to diffraction of light. The second problem is that Venus exhibits a halo of light when it is seen just outside the sun’s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.

F. But astronomers laboured hard to analyse the results of these expeditions to observe Venus transits. Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km, determined by radar, which has now superseded transits and all other methods in accuracy. The AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars. If we look at a star in January —when Earth is at one point in its orbit — it will seem to be in a different position from where it appears six months late. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.

G. June 2004’s transit of Venus was thus more of an astronomical spectacle than a scientifically important event. But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos — detecting Earth-sized planets orbiting other stars.

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.

14 examples of different ways in which the parallax principle has been applied

15 a description of an event which prevented a transit observation

16 a statement about potential future discoveries leading on from transit observations

17 a description of physical states connected with Venus which early astronomical instruments failed to overcome

Questions 18-21

Look at the following statements (Questions 18-21) and the list of people below.

Match each statement with the correct person, A, B, C or D.

Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet.

18 He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.

19 He understood that the distance of the Sun from the Earth could be worked out by comparing obsevations of a transit.

20 He realized that the time taken by a planet to go round the Sun depends on its distance from the Sun.

21 He witnessed a Venus transit but was unable to make any calculations.

List of People

A Edmond Halley

B Johannes Kepler

C Guillaume Le Gentil

D Johann Franz Encke

Question 22-26

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

In boxes 22-26 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

22 Halley observed one transit of the planet Venus.

23 Le Gentil managed to observe a second Venus transit.

24 The shape of Venus appears distorted when it starts to pass in front of the Sun.

25 Early astronomers suspected that the atmosphere on Venus was toxic.

26 The parallax principle allows astronomers to work out how far away distant stars are from the Earth.

READING PASSAGE 3

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

A neuroscientist reveals

how to think differently

In the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons in specific part of the brain. These discoveries have led to the field know as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does something that others say can’t be done.

This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers might suggest that the brain is irrelevant, that thinking in an original, even revolutionary, way is more a matter of personality than brain function. But the field of neuroeconomics was born out of the realization that the physical workings of the brain place limitations on the way we make decisions. By understanding these constraints, we begin to understand why some people march to a different drumbeat.

The first thing to realize is that the brain suffers from limited resources. It has a fixed energy budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as possible. This is where most people are impeded from being an iconoclast. For example, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past experience and any other source of information, such as what other people say, to make sense of what it is seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly ever aware of them. We think our perceptions of the world are real, but they are only biological and electrical rumblings. Perception is not simply a product of what your eyes or ears transmit to your brain. More than the physical reality of photons or sound waves, perception is product of the brain.

Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the average person’s brain. Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people. Perception is not something that is hardwired into the brain. It is a learned process, which is both a curse and an opportunity for change. The brain faces the fundamental problem of interpreting physical stimuli from the senses. Everything the brain sees, hears, or touches has multiple interpretations. The one that is ultimately chosen is simply the brain’s best theory. In technical terms, these conjectures have their basis in the statistical likelihood of one interpretation over another and are heavily influenced by past experience and, importantly for potential iconoclasts, what other people say.

The best way to see things differently to other people is to bombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past experience and forces the brain to make new judgments. Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while mot people avoid things that are different.

The problem with novelty, however, is that it tends to trigger the brain’s fear system. Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks. There are many types of fear, but the two that inhibit iconoclastic thinking and people generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These may seem like trivial phobias. But fear of public speaking, which everyone must do from time to time, afflicts one-thirds of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.

Finally, to be successful iconoclasts, individuals must sell their ideas to other people. This is where social intelligence comes in. Social intelligence is the ability to understand and manage people in a business setting. In the last decade there has been an explosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas. Perception is important in social cognition too. The perception of someone’s enthusiasm, or reputation, can make or break a deal. Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.

Iconoclasts create new opportunities in every area from artistic expression to technology to business. They supply creativity and innovation not easily accomplished by committees. Rules aren’t important to them. Iconoclasts face alienation and failure, but can also be a major asset to any organization. It is crucial for success in any field to understand how the iconoclastic mind works.

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 Neuroeconomics is a field of study which seeks to

A cause a change in how scientists understand brain chemistry.

B understand how good decisions are made in the brain.

C understand how the brain is linked to achievement in competitive fields.

D trace the specific firing patterns of neurons in different areas of the brain.

28 According to the writer, iconoclasts are distinctive because

A they create unusual brain circuits.

B their brains function differently.

C their personalities are distinctive.

D they make decisions easily.

29 According to the writer, the brain works efficiently because

A it uses the eyes quickly.

B it interprets data logically.

C it generates its own energy.

D it relies on previous events.

30 The writer says that perception is

A a combination of photons and sound waves.

B a reliable product of what your senses transmit.

C a result of brain processes.

D a process we are usually conscious of.

31 According to the writer, an iconoclastic thinker

A centralizes perceptual thinking in one part of the brain.

B avoids cognitive traps.

C has a brain that is hardwired for learning.

D has more opportunities than the average person.

Questions 32-37

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

In boxes 32-37 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

32 Exposure to different events forces the brain to think differently.

33 Iconoclasts are unusually receptive to new experiences.

34 Most people are too shy to try different things.

35 If you think in an iconoclastic way, you can easily overcome fear.

36 When concern about embarrassment matters less, other fears become irrelevant.

37 Fear of public speaking is a psychological illness.

Questions 38-40

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

Write the correct letter, A-E, in boxes 38-40 on your answer sheet.

38 Thinking like a successful iconoclast is demanding because it

39 The concept of the social brain is useful to iconoclasts because it

40 Iconoclasts are generally an asset because their way of thinking

A requires both perceptual and social intelligence skills.

B focuses on how groups decide on an action.

C works in many fields, both artistic and scientific.

D leaves one open to criticism and rejection.

E involves understanding how organizations manage people.

篇12：剑桥雅思阅读9原文翻译及答案(test2)

Passage1

Question 1

答案： H

关键词： national policy

定位原文: H段第1句“The New Zealand Government…”

解题思路: 这一段的首句就以一种叙事口吻向考生交代了新西兰全国上下正在开展的一场为残疾人服务的战略，该句含义为“新西兰政府已经制定出一项‘新西兰残疾人事业发展战略’，并开始进入广泛咨询意见的阶段。”此外，在该段其他语句中也提到the strategy recognises..., Objective 3...is to provide...等信息，非常符合题干中account一词的含义。

Question 2

答案： C

关键词： global team

定位原文： C段最后一句“The International Institute of…”

解题思路：这句含义为“在世界卫生组织的建议下，国际噪声控制工程学会(I-INCE)成立了一个国际工作小组来”，这句话中international可以对应题干中的global, 而working party可以对应team。这是对应关系非常明显的一道题目。

Question 3

答案： B

关键词： hypothesis, reason, growth in classroom noise

定位原文： B段第3句“Nelson and Soil have also suggested...”

解题思路：在该段首句中就出现了classroom noise这个词，因此该段有可能就是本题的对应段落。在接下来的叙述Nelson and Soil have also suggested...中，suggest一词可以对应题干中的 hypothesis 后一句中的This all amounts to heightened activity and noise levels，与题干中的 one reason相对应。

Question 4

答案： I

关键词： worldwide regulations

对应原文： I 段最后一句“It is imperative that the needs…”

解题思路：全文只有此句中提及国际标准，含义为“今后在制定和颁布国际标准时，必须把这些孩子的需求考虑进去。”句中的international应题干中的worldwide，standards对应题干中的regulations。这道题属于考点明晰、词语替换幅度也不大的简单题型。

Question 5

答案： D

关键词： medical conditions，more at risk

定位原文： D段第1句“… those with a disability that affects…”

解题思路：该段第一句话就明确说出了题干中的意思。While引导让步状语从句，不必细看，直接跳到主句，those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable，含义为“那些在语言沟通方面有障碍的孩子们显然是噪音的更大受害者”; disability that affects their processing of speech and verbal communication对应题干中的medical conditions, extremely vulnerable对应题干中的more at risk。此外，下文罗列出的hearing impairment, autistic spectrum disorders and attention deficit disorders可与a list of medical conditions相对应。

Question 6

答案: A

关键词: proportion, with auditory problems

定位原文: A段最后一句“The New Zealand…”

解题思路：此题相对来说比较简单，看到题干中proportion“比例”一词，马上扫描文章，寻找带有百分比的段落。显然，只有A段最后一句带有明显的百分比。接着需要验证百分比所在的句子是否在讲新西兰听力残障患儿的比例，然后确认选择就可以了。该句中affected by hearing loss与题干中的with auditory problems相对应。

Question 7

答案： two decades

关键词： For what period of time, been studied

定位原文： A段最后一句“The New Zealand Ministry of Health…”

解题思路：在这句话中，有的考生会认为答案是over two decades,他们会把 over翻译成“超过”。实际上，在雅思阅读中，over大多数情况下是 during的意思，表示“在某段时间内”。况且此处若填over two decades，也不符合题目要求。故正确答案为two decades，注意复数形式。

Question 8

答案: crowd (noise)

关键词: machinery noise, autism

定位原文: E段倒数第3句“Autistic…”

解题思路: 此题的难度就是对应点和上一题离得太远，不太好找。但是考生如果能循着autism(自闭症)这个词，同时再留意一下它的变形，如 autistic, 就能快速定位到E段首句Autism这个词，然后找到such as和the noise generated by machinery。这样就不难推出正确答案就是和the noise generated by machinery并列的 crowd noise。

Question 9

答案: invisible (disabilities/disability)

关键词: term, schoolchildren which have not been diagnosed

定位原文: G段倒数第2句“It is…”

解题思路：根据顺序原则，可以大概判断出此题应该在E段以后的段落出现，而term一词是“术语”的意思，一般对应文中特殊字体或加引号的词。按这个思路找下去，很快可以找到G段倒数第二行的引号。接下来只需判断一下在引号周围的内容是否是在谈which have not been diagnosed。文中提到…many undiagnosed children exist in the education system with‘ invisible’disabilities，undiagnosed一词即使不认识也可以根据构词法利用前缀un猜测为“未经的”，完全可以与题目have not been diagnosed对应。故正确答案为invisible (disabilities/disability )。

Question 10

答案: Objective 3

关键词： What part, New Zealand Disability Strategy, equal opportunity

定位原文： H段第3句“Objective 3…”

解题思路: 首先利用大写New Zealand Disability Strategy定位到H段，然后开始寻找equal opportunity，很快将目标锁定在第六行末尾处。读完这个词所在的整句话，不难发现是这个战略中的Objective 3专门针对平等机会问题。故正确答案为Objective 3。

Question 11 & Question 12

答案: A C (in either order)

关键词: factors contributing to classroom noise

定位原文: B段，参见详细的解题思路解析

解题思路: 选项A：当今教学方式——B段第二行出现的Modem teaching practices以及第五行出现的...recent trends in learning...都可以对应该选项。故选项A正确;选项B：走廊回音——没有提到，不要因为B段第三行提到poor classroom acoustics就联想是这个选项，这只是指教室中的音响效果差;选项C：制冷系统 ——第三行中提到…mechanical means of ventilation such as air-conditioning, 指空调通风口产生的噪音。故选项C正确;选项D：班级学生数量太多——完全未提及;选项E：老师声音洪亮——文中只是提到老师，但是没有说老师声音洪亮;选项F：操场游戏——完全没有提到。

Question 13

答案： C

关键词： overall purpose

定位原文： I 段

解题思路：题目：作者写本文的主要目的是什么?A. 比较应对听觉障碍的不同措施;

B.为过分嘈杂的学习环境提供解决方法;C提高对听觉障碍儿童现状的关注;D把新西兰作为其他国家学习的榜样。首先排除D,因为I段前两句话表明新西兰实际上要效仿其他国家，而不是被其他国家效仿，这个选项与文中信息矛盾。接着I段提到：Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account…这句话明确表示本文的目的是让更多人关注听觉障碍儿童的现状。故正确答案是C。

Test 2 Passage2

Question 14

答案: F

关键词: examples of different ways, parallax principle, applied

定位原文: F段倒数第3句“The parallax principle can be extended…” 视差原理可以延伸应用到恒星之间距离的测量中。

解题思路: 句中的be extended to 就可以理解为视差原理之前是用在别的地方，现在又被延伸应用到恒星间距离的测量可以与题干中applied相对应。如果阅读得足够仔细的话，就会发现在前文中提到了利用视差原理测出了天文单位，即相当于地球到太阳的距离。可能很容易没有耐心，在看到F段之前就作出判断。比如可能会在B段倒数第四行看到parallax angle, 就简单判断该段是此题的答案;还有的可能在C段也见到了parallax一词，也就顺着作出错误判断。因此，解答这种类型题目时候一定要有足够的耐心。故答案选F。

Question 15

答案: D

关键词: prevented, transit observation

定位原文: D段内容

解题思路: 该段叙述了倒霉的法国人Le Gentil两次不成功的观测经历。一次是在乘坐一艘法国军舰穿越印度洋逃亡的时候，他看到了一次凌日现象，但是船的颠簸摇晃使他完全没有机会进行精确观测。第二次是在跋涉了将近五万公里之后到达菲律宾准备观测，但是他的视野居然被一片乌云给遮住了。由于这段文字叙述故事性较强，所以比较容易选择。该段中像ruled out，clouded out这样的词组，都能够对应题干中的prevent。最后的dispiriting experience“令人沮丧的经历”也可以体现观测受阻后的遗憾。故答案选D。

Question 16

答案： G

关键词： potential future discoveries

定位原文： G段最后1句“But such…”

解题思路: 如果在段落信息配对题中出现future一词，则该信息点一般都出现在文章的最后一段。本文最后一段中用pave the way for这样的词组表明transit observation的确为宇宙终极探索——寻找类地行星提供了可能性。故答案选G。

Question 17

答案： E

关键词： astronomical instruments, failed

定位原文： E段第1句“While the early transit timings…”

解题思路：定位句中出现的instruments和dogged与题干中的定位词分另别应。句子含义为“虽然早期对凌日时间的观测就当时所用的器材而言已足够精确,但是其测量结果却受到‘黑滴’效应的困扰。”词组be dogged by表示“为……所困扰”。这一段的确是在讲早期金星凌日观测中的不尽如人意的方面，故答案选E

Question 18

答案: D

关键词： Sun from Earth，observations of Venus，a fair degree of accuracy

定位原文： F段2、3句“Johann…”

解题思路: 显然对应文章F段出现的数字，通过阅读F段前五行，可以找出reasonably accurate 对应 a fair degree of accuracy, a value for the AU “天文单位的数值”，即太阳到地球的距离，对应distance of the Sun from the Earth。所以此题应选D。

Question 19

答案: A

关键词： could be worked out，comparing observations of a transit

定位原文： B段第3句“In November…”

解题思路：文中B段Hailey第一次提出通过观测凌日现象可以计算出视差角度。视差角度是指天体的位置由于观测者的位置不同而产生的明显差异。计算视差角度让天文学家得以实现当时最终目标——算出地球与太阳之间的距离，这个距离就是所谓的“天文单位”。

找到Hailey名字所在的地方，再顺着向下阅读，很容易找到答案。所以此题应选A。

Question 20

答案： B

关键词： time taken by a planet to go round, depends on its distance from the Sun

定位原文： C段第2句“Johannes Kepler, in the…”

解题思路：文章中C段第二句提到了Johannes Kepler，他提出 the distances of the planets from the Sun governed their orbital speeds，其中 orbital speed 就等同于题中的 the time taken by a planet to go round the Sun。所以此题应选B。

Question 21

答案： C

关键词： Venus transit，make any calculations

定位原文： D段第5句“Fleeing on a French warship…”

解题思路：倒霉的法国人Le Gentil，在出现他姓名的D段，明确提到Le Gentil saw a wonderful transit — but the ship’s pitching and rolling ruled out any attempt at making accurate observations,其中 ruled out any attempt at making accurate observations 与题目中的 unable to make any calculations相对应。所以此题应选C。

Question 22

答案： FALSE

关键词： Hailey, observed

定位原文：C段最后一句“Nevertheless, he accurately…”

解题思路: 定位句含义为“尽管如此，Hailey是准确预测出金星会在1761年与1769年两次穿过太阳表面，只可惜他有生之年一次也没看到。”此题考点明显，比较好定位，如果在阅读过程中对Hailey印象深刻，因此很容易看到C段最后的这句话。

Question 23

答案： FALSE

关键词： managed to observe, second Venus transit

定位原文： D段最后一句“Ironically after travelling…”

解题思路： D段说到在逃亡的船上，Le Gentil的第一次观测没能成功;接着他去了菲律宾，准备第二次观测，但是对应句表明在最后一刻，天空多云，他又没成功，正好和题目中的说法相反。

Question 24

答案: TRUE

关键词: Venus, starts to pass in front of the Sun, appears distorted

定位原文: E段第2句“When Venus begins to cross…”

解题思路：根据句中begins to cross the Sun’s disc和题目中的starts to pass in front of the Sun相对应找到此题定位处，此时会发现对应句中的looks和题目中的appears可以完全对应，另外可以根据句中的not circular来推测前面的smear的意思，not表示转折，所以smear意思应与circular相反，不是圆的。如果考生不认识circular,则可以通过cir这个词根来联想 circle, 进而猜测。

Question 25

答案： NOT GIVEN

关键词： atmosphere, Venus, toxic

定位原文：E段最后一句“…Venus was surrounded by…”

解题思路：E段倒数第二行提到了 Venus was surrounded by a thick layer of gases,但是这里仅仅是说金星被厚厚的大气层所围绕，并未提到这个大气层是否是toxic(有毒的)。

Question 26

答案： TRUE

关键词： parallax principle, distant stars

定位原文：F段倒数第3句“The parallax principle can be extended to measure…”

解题思路：The parallax principle can be extended to measure the distances to the stars.视差原理可以延伸应用到恒星之间距离的测量中。利用parallax principle和顺序法则很容易定位此题，而且此题考点与第14题相似，不管先做哪个题目，另外一题都会很容易得出正确答案。

Test 2 Passage 3

Question 27

答案： C

关键词： Neuroeconomics

定位原文：第1段内容

解题思路：题目：神经经济学作为一个研究领域，旨在：A.改变科学家对脑化学的解读;

B.了解大脑如何做出正确决定;C.了解在激烈的竞争中大脑与成功的关系;D.追踪大脑不同部分中神经元的具体放电模式。利用定位词可以将此题定位至文章第一段的第三句，然后和四个选项进行比较。句中的success可以对应题中的achievement，competitors可以对应题中的 competitive。句中which弓|导的非限制性定语从句对先行词neuroeconomics起了解释说明的作用。故答案应该选择C。选项D在第一段虽然被提及，但并非是神经经济学研究目的之所在，故排除。选项B根本未被提及，也可以排除。选项A貌似有道理，但实际上是对第一段某些词语的过度解读。

Question 28

答案： B

关键词： iconoclasts, distinctive

定位原文：第2段内容

解题思路：作者认为传统叛逆者与众不同是因为：A他们的大脑回路与众不同;B他们的大脑功能与众不同;C他们的性格与众不同;D他们能很快做出决定。此题定位点在文章第二段第一句，这句话明确说明传统叛逆者之所以与众不同，主要是因为他们的大脑在三方面与众不同：认知力、恐惧反应力以及社交能力。由此可知选项B正确。A和B相比，过于具体，仅仅将与众不同理解为回路不同，与文中说的三方面不同相悖，故可以排除。选项D的解释过于简单，可以直接排除。至于选项C中出现的personalities一词则出现在第二段的倒数第四行，此信息已经于本题无关。

Question 29

答案： D

关键词： brain, efficiently

定位原文：第3段内容

解题思路：题目：作者认为大脑可以高效工作，这是因为：A.大脑迅速利用眼睛;B.大脑对信息的解读逻辑性强;C.大脑产生能量，自给自足;D.大脑依赖过往事件。根据定位词efficiently可以快速将此题定位至文章中第三段第二句，然后根据该段内容对各个选项进行判断。首先可以排除选项A，这一段只是提到面对眼前源源不断输入的信息，大脑会快速解读，而不是说大脑利用眼睛干什么。选项B中提到的逻辑，文中也并未涉及。而选项C说大脑可以自己给自己提供能源，一定是对第二句中It has a fixed energy budget的误读。这样排除掉前三个选项之后，正确答案应该就是选项D。

Question 30

答案： C

关键词： perception

定位原文：第3段和第4段

解题思路：题目：作者认为认知是：A.光子与声波的结合;B.感官信号的可靠产物;C.大脑处理的结果;D.一个我们通常能意识到的过程。这道题目横跨的篇幅比较长，文中对应点在第三段和第四段。首先，在第三段倒数第二行Perception is not simply a product of what your eyes or ears transmit to your brain.从这句话就可以知道，选项B是不对的;接着，利用最后一句话More than the physical reality of photons or sound waves, perception is a product of the brain.可以排除选项A，同时引出选项C有可能正确。最后在第四段第四行后半句中提到Perception is not something that is hardwired into the brain. It is a learned process...正好能够和选项C 中的a result of brain processes 对应。

Question 31

答案： B

关键词： iconoclastic thinker

定位原文：第4段内容

解题思路：题目：作者认为传统叛逆者A.将认知思考集中于大脑一个区域;B.会避开认知陷阱;C.拥有天生就适合学习的大脑;D.会拥有比常人更多机会。此题定位在第四段。该段第二句和第三句提到Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the average person’s brain. 这句话实际上对应的就是选项B。但是有粗心的话会因为 average person这个词组选择D。选项D不仅不正确，反而可以根据其中不存在的比较关系直接排除。选项A中的central—词，估计是发源于第四段第一句话Perception is central to iconoclasm.应该直接被排除掉。至于选项C中出现的hardwired, 在第四段第四行中Perception is not something that is hardwired into the brain.就已经被否定了。

Question 32

答案： YES

关键词： brain, think differently, exposure, forces

定位原文：第5段第1句“The best way to see…” 要想思维方式与众不同，最佳做法就是往大脑里塞其闻所未闻的东西。

解题思路：这道题目实际上需要利用上一大题来确定其大位置是在第五段，在确定大致位置之后，再用定位词确定该题的确切位置是在第一句。Bombard一词是“轰炸”的意思，此处有强迫大脑接收信息的含义，对应题目中的forces; 以对应题目中的exposure。

Question 33

答案： YES

关键词： Iconoclasts, new experiences, unusually receptive

定位原文：第5段第3句“Successful iconoclasts have…” 成功的传统叛逆者非常乐意接受新鲜事物。

解题思路：文中的have an extraordinary willingness to be exposed to与题目中的are unusually receptive to相对应，what is fresh and different与题目中的new experiences相对应。

Question 34

答案： NOT GIVEN

关键词： shy

定位原文：第6段内容

解题思路：只在第六段中提到阻止人们创新思维的是两种恐惧：对不确定性的恐惧以及对沦为笑柄的担忧，接着上一题的定位句往下找，无法找到题干中所叙述的shy这个概念，而且全文也没有提及。

Question 35

答案： NO

关键词： overcome fear

定位原文：第6段第2句“Fear is a major impediment…” 恐惧是阻止人们像传统叛逆者那样思考的主要障碍，它使普通人在创新思考的道路上踌躇不前。

解题思路：此题出题思路有点绕，对应句的意思是说恐惧阻止了普通人像传统叛逆者那样进行思考。而且整个第六段都是在讲恐惧，尤其是对公开演讲的恐惧，是如此常见，甚至被认为是人性之一，显然，传统叛逆者也对公开演讲有恐惧，只是他们不会让这种恐惧在公开演讲时对自己产生阻碍。并不是像本题所叙述那样，传统叛逆者可以克服恐惧。

Question 36

答案： NOT GIVEN

关键词： embarrassment, fears

定位原文：无

解题思路：此题也是一道完全没有提及型的NOT GIVEN题。即便按照顺序原则顺着上一题向下找，但是直到找到第37题的考点，也没有出现 embarrassment一词。

Question 37

答案： NO

关键词： public speaking, psychological illness

定位原文：第6段第5句“But fear of public speaking,…” 但是，对公开演讲的恐惧则折磨着超过三分之一的人。因为人时不时就要讲一讲，所以这种恐惧太常见了，很难被视作一种精神疾病。

解题思路：这句话明确指出，对于公开演讲的恐惧由于涉及人群广、十分常见，所以很难被视作一种精神疾病。这就和题干的陈述直接冲突。在这里一定要能够理解too...to...“太……以至于不能……”这个结构。

Question 38

答案： A

关键词： successful iconoclast

定位原文：第7段第1句“Finally, to be successful iconoclasts, individuals…”

解题思路：可以看出要成为 successful iconoclasts，social intelligence必不可少。段末最后一句话Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.表明如果要成为成功的传统叛逆者，就必须知道认知和社会决策之间千丝万缕的联系。所以总结一下，a successful iconoclast既需要social intelligence，也需要perception。故此题应选A。

Question 39

答案： B

关键词： social brain

定位原文：第7段第4句“In the last decade there has been…”

解题思路：该句含义为“在过去的十年里，人们对社会型大脑的认知突飞猛进，对这种大脑在团队协作共同决策时所起的作用也了如指掌。”这句话提到的groups coordinate decision making，正好与选项B当中提到的how groups decide on an action相对应。故此题应选B。

Question 40

答案： C

关键词： an asset

定位原文：第8段内容

解题思路：第八段整个一段都是对iconoclasts的评价。在第一句中就提到了 iconoclasts是跨领域的人才，纵横艺术、技术、商业领域。正是他们的创造力和革新能力使得他们成为a major asset to any organization。只有选项C中提到in many fields, both artistic and scientific。故此题应选C。

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