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剑桥雅思阅读6原文及答案解析(test4)

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以下是小编为大家准备了剑桥雅思阅读6原文及答案解析(test4)，本文共10篇，欢迎参阅。

篇1：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2：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3：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4：剑桥雅思阅读9原文答案解析(test4)

READING PASSAGE 1

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

The life and work of Marie Curie

Marie Curie is probably the most famous woman scientist who has ever lived. Born Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a winner of the Nobel Prize. With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize.

From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a gold medal on completion of her secondary education. Because her father lost his savings through bad investment, she then had to take work as a teacher. Form her earnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an education.

In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the University of Paris). She often worked far into the night and lived on little more than bread and butter and tea. She came first in the examination in the physical sciences in 1893, and in 1894 was placed second in the examination in mathematical sciences. It was not until the spring of that year that she was introduced to Pierre Curie.

Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world significance. Following Henri Becquerel’s discovery in 1896 of a new phenomenon, which Marie later called ‘‘radioactivity’, Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium.

Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curie’s pupils. Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.

The births of Marie’s two daughters, lrène and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the Ecole Normale Supérieure for girls in Sèvres, France (1900), and introduced a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.

The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death, becoming the first woman to teach at the Sorbonne. In 1911 she was awarded the Noble Prize for Chemistry for the isolation of a pure form of radium.

During World War I, Marie Curie, with the help of her daughter Irène, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as ‘Little Curies’, used for the treatment of wounded soldiers. In 1918 the Radium Institute, whose staff Irène had joined, began to operate in earnest, and became a centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical applications.

In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on radium. Women there presented her with a gram of radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director.

One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around 1930. This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by lrène and Frédéric Joliot Curie of artificial radioactivity. A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off.

Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.

Questions 1—6

Do the following statements agree with the information given in Reading Passage 1? In boxes 1—6 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

1 Marie Curie’s husband was a joint winner of both Marie’s Nobel Prizes.

2 Marie became interested in science when she was a child.

3 Marie was able to attend the Sorbonne because of her sister’s financial contribution.

4 Marie stopped doing research for several years when her children were born.

5 Marie took over the teaching position her husband had held.

6 Marie’s sister Bronia studied the medical uses of radioactivity.

Questions 7—13

Complete the notes below.

Choose ONE WORD from the passage for each answer.

Write your answers in boxes 7—13 on your answer sheet.

Marie Curie’s research on radioactivity

? When uranium was discovered to be radioactive, Marie Curie found that the element called 7______ had the same property.

? Marie and Pierre Curie’s research into the radioactivity of the mineral known as 8_______ led to the discovery of two elements.

? In 1911, Marie Curie received recognition for her work on the element 9_______

? Marie and lrène Curie developed X-radiography which was used as a medical technique for 10 ______

? Marie Curie saw the importance of collecting radioactive material both for research and for cases of 11 ______.

? The radioactive material stocked in Paris contributed to the discoveries in the 1930s of the 12 ______ and of what was know as artificial radioactivity.

? During her research, Marie Curie was exposed to radiation and as a result she suffered from 13 ______.

READING PASSAGE 2

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

Young children’s sense of identity

A. A sense of self develops in young children by degrees. The process can usefully be thought of in terms of the gradual emergence of two somewhat separate features: the self as a subject, and the self as an object. William James introduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since then psychologists have continued building on the theory.

B. According to James, a child’s first step on the road to self-understanding can be seen as the recognition that he or she exists. This is an aspect of the self that he labeled ‘self-as-subject’, and he gave it various elements. These included an awareness of one’s own agency (i.e. one’s power to act), and an awareness of one’s distinctiveness from other people. These features gradually emerge as infants explore their world and interact with caregivers. Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earliest examples of this are an infant’s attempts to control physical objects, such as toys or his or her own limbs. This is followed by attempts to affect the behaviour of other people. For example, infants learn that when they cry or smile someone responds to them.

C. Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic them. Many parents spend a lot of time, particularly in the early months, copying their infant’s vocalizations and expressions. In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements. This is not to say that infants recognize the reflection as their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest that infants’ developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people. This is because they, and only they, can change the reflection in the mirror.

D. This understanding that children gain of themselves as active agent continues to develop in their attempts to co-operate with others in play. Dunn (1988) points out that it is in such day-to –day relationships and interactions that the child’s understanding of his-or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly.

E. Once children have acquired a certain level of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as ‘themselves’. This second step in the development of a full sense of self is what James called the ‘self-as-object’. This has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability).

F. Cooley and other researchers suggested a close connection between a person’s own understanding of their identity and other people’s understanding of it. Cooley believed that people build up their sense of identity form the reactions of others to them, and form the view they believe others have of them. He called the self-as-object the ‘looking-glass self’, since people come to see themselves as they are reflected in others. Mead (1934) went even further and saw the self and the social world as inextricably bound together: ‘The self is essentially a social structure, and it arises in social experience… it is impossible to conceive of a self arising outside of social experience.’

G. Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent movement. This recognition occurs around their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are present.

H. Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age. In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 years. Often, the children’s disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with it. Although it may be less marked in other societies, the link between the sense of ‘self’ and of ‘ownership’ is a notable feature of childhood in Western societies.

Questions 14—19

Reading Passage 2 has eight paragraphs, A—H.

Which paragraph contains the following information?

Write the correct letter, A—H, in boxes 14-19 on your answer sheet.

NB You may use any letter more than once.

14 an account of the method used by researchers in a particular study

15 the role of imitation in developing a sense of identity

16 the age at which children can usually identify a static image of themselves

17 a reason for the limitations of scientific research into ‘self-as-subject’

18 reference to a possible link between culture and a particular form of behaviour

19 examples of the wide range of features that contribute to the sense of ‘self-as-object’

Questions 20—23

Look at the following findings (Questions 20—23) and the list of researchers below.

Match each finding with the correct researcher or researchers, A—E.

Write the correct letter, A—E, in boxes 20—23 on your answer sheet.

20 A sense of identity can never be formed without relationships with other people.

21 A child’s awareness of self is related to a sense of mastery over things and people.

22 At a certain age, children’s sense of identity leads to aggressive behaviour.

23 Observing their own reflection contributes to children’s self awareness.

List of Researchers

A James

B Cooley

C Lewis and Brooks-Gunn

D Mead

E Bronson

Questions 24—26

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 24—26 on your answers sheet.

How children acquire a sense of identity

First, children come to realize that they can have an effect on the world around them,

for example by handling objects, or causing the image to move when they face a 24 ______. This aspect of self-awareness is difficult to research directly, because of 25______ problems.

Secondly, children start to become aware of how they are viewed by others. One important stage in this process is the visual recognition of themselves which usually occurs when they reach the age of two. In Western societies at least, the development of self awareness is often linked to a sense of 26 ______, and can lead to disputes.

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 paragraphs, A—F.

Choose the correct heading for paragraphs B—E from the list of headings below.

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

List of Headings

i Commercial pressures on people in charge

ii Mixed views on current changes to museums

iii Interpreting the facts to meet visitor expectations

iv The international dimension

v Collections of factual evidence

vi Fewer differences between public attractions

vii Current reviews and suggestions

Example Answer

Paragraph A v

27 Paragraph B

28 Paragraph C

29 Paragraph D

30 Paragraph E

The Development of Museums

A. The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free. As one writer observes: ‘Although it is now evident that artefacts are as easily altered as chronicles, public faith in their veracity endures: a tangible relic seems ipso facto real’. Such conviction was, until recently, reflected in museum displays. Museums used to look — and some still do — much like storage rooms of objects packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked alike. Similarly, the information accompanying the objects often made little sense to the lay visitor. The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific researcher.

B. Recently, however, attitudes towards history and the way it should be presented have altered. The key word in heritage display is now ‘experience’, the more exciting the better and, if possible, involving all the senses. Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in London. In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the world. No one can predict where the process will end. On so-called heritage sites the re-enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical environment. Such developments have been criticized as an intolerable vulgarization, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.

C. In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating. They already borrow ideas and concepts from one another. For example, museums have adopted story lines for exhibitions, sites have accepted ‘theming’ as a relevant tool, and theme parks are moving towards more authenticity and research-based presentations. In zoos, animals are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environments in Burgers’ Zoo in Holland. This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth century.

D. Theme parks are undergoing other changes, too, as they try to present more serious social and cultural issues, and move away from fantasy. This development is a response to market forces and, although museums and heritage sites have a special, rather distinct, role to fulfil, they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free time. Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in place. However, exhibits must be both based on artefacts and facts as we know them, and attractively presented. Those who are professionally engaged in the art of interpreting history are thus in difficult position, as they must steer a narrow course between the demands of ‘evidence’ and ‘attractiveness’, especially given the increasing need in the heritage industry for income-generating activities.

E. It could be claimed that in order to make everything in heritage more ‘real’, historical accuracy must be increasingly altered. For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his wife. Such presentations tell us more about contemporary perceptions of the world than about our ancestors. There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and prejudices. And no matter how exciting the result, it would contain a lot more bias than the presentations provided by experts.

F. Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials themselves. The simple fact is that not everything from history survives the historical process. Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people. The same applies to the furnishing and other contents of the premises. In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern Leyden. In most of the houses several families lived together in circumstances beyond our imagination. Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that era. No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in past. This notion is induced by the bias in its representation in museums and heritage centres.

Questions 31—36

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

Write the correct letter in boxes 31-36 on your answer sheet.

31 Compared with today’s museums, those of the past.

A did not present history in a detailed way.

B were not primarily intended for the public.

C were more clearly organised.

D preserved items with greater care.

32 According to the writer, current trends in the heritage industry

A emphasise personal involvement.

B have their origins in York and London.

C rely on computer images.

D reflect minority tastes.

33 The writer says that museums, heritage sites and theme parks

A often work in close partnership.

B try to preserve separate identities.

C have similar exhibits.

D are less easy to distinguish than before.

34 The writer says that in preparing exhibits for museums, experts

A should pursue a single objective.

B have to do a certain amount of language translation.

C should be free from commercial constraints.

D have to balance conflicting priorities.

35 In paragraph E, the writer suggests that some museum exhibits

A fail to match visitor expectations.

B are based on the false assumptions of professionals.

C reveal more about present beliefs than about the past.

D allow visitors to make more use of their imagination.

36 The passage ends by noting that our view of history is biased because

A we fail to use our imagination.

B only very durable objects remain from the past.

C we tend to ignore things that displease us.

D museum exhibits focus too much on the local area.

Questions 37—40

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

In boxes 37—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

37 Consumers prefer theme parks which avoid serious issues.

38 More people visit museums than theme parks.

39 The boundaries of Leyden have changed little since the seventeenth century.

40 Museums can give a false impression of how life used to be.

篇5：剑桥雅思阅读4原文翻译及答案解析(test4)

Question 1

答案：TRUE

关键词：record,1900

定位原文：第1段第1句“Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space.”

解题思路：“自从20世纪早期国际田联开始记录成绩以来……”，题干说现代官方运动员记录始于大约19。因此答案为TRUE。

Question 2

答案：NOT GIVEN

关键词：before the twen?tieth century

解题思路：很明显体感说的与原文说的相反，故答案为FALSE。

Question 3

答案：FALSE

关键词：burst of energy

定位原文：第1段第2-3句“For the so-called power…In the endurance events the results have been more dramatic.”

解题思路：体感说运动员的成绩提高幅度最大的项目是需要爆发力强的项目，而原文说的是在持久项目中，运动成绩提高得更多。故答案为FALSE。

Question 4

答案：FALSE

关键词：genetics

定位原文：第3段第1-2句“Identifying genetically talented individuals is only the first step. Michael Yessis, an emeritus professor of Sports Science at California State University at Fullerton, maintains that 'genetics only determines about one third of what an athlete can do.”

解题思路：题干说的是基因在运动员的表现上起完全充分的作用。而文中说的很明显是只有大概三分之一的决定因素。故正确答案为FALSE。

Question 5

答案：NOT GIVEN

关键词：parents of top athletes

定位原文：无

解题思路：题干中说顶尖运动员的父母通常也是很成功的运动员。而文中并未提到。

Question 6

答案：TRUE

关键词：gifted athletes, younger age

定位原文：第2段第3句“Over the past century, the composition of… be identified early.”

解题思路：题干中说运动不断提升的国际重要性意味着有天分的运动员有可能被发现的更早。定位句中最后也说道因此现在比以往更有可能尽早发现那些独具运动员基因的个体。故正确答案是TRUE。

Question 7

答案：genetics

关键词：American runners

定位原文：第3段第4句“Yessis believes that U.S. runners, despite their impressive achievements, are 'running on their genetics.”

解题思路：根据大写字母American runners定位到原文第3段第4句，可知答案为genetics。

Question 8

答案：power

关键词：former Soviet Union

定位原文：第3段最后一句“These methods include strength training that duplicates what they are doing in their running events as well as plyometrics, a technique pioneered in the former Soviet Union.”

解题思路：据大写字母former Soviet Union定位到原文第3段最后1句，原文的表述是前苏联率先应用plyometrics来训练运动员，结合第4段首句：plyometrics focuses on increasing power，因此答案为power。

Question 9

答案：injuries

关键词：inadequate diet

定位原文：第5段最后1句“Few coaches, for instance, understand how deficiencies in trace minerals can lead to injuries.”

解题思路：根据inadequate diet定位到原文第5段最后l句，该段主要讲营养方面对于运动员得到影响。最后一句明确指出，...deficiency in trace mineral can lead to injuries，因此答案为injuries。

Question 10

答案：training

关键词：key, setting

定位原文：第6段第1句“Focused training will also play a role in enabling records to be broken.”

解题思路：根据题目顺序在原文第6段中找到答案及第2句，即打破记录的关键因素为training。

Question 11

答案：A

关键词：Biomechanics films

定位原文：第7段第2句至第4句“A biomechanic films an athlete…high jumpers.”

解题思路：此题根据专有名词Biomechanics films定位到原文第7段，这一段倒数第2句说到Dapena用这些方法帮助跳髙运动员。故正确答案为A。

Question 12

答案：D

关键词：Biomechanics specialists/Fosbury flop

定位原文：第8段第2句至第4句“For example, during the 1968… own mathematical simulations.”

解题思路：此题根据4个选项中共有的大写字母词汇Fosbury flop迅速定位到原文第8段第2句至第4句，原文的表述是：……生物力学专家后来对他的方法进行了分析，并理解了这一方法。答案为D。

Question 13

答案：B

关键词：John S. Raglin

定位原文：最后1段第2句及第3句“'Once you study athletics, … our understanding in many cases is fundamental.”

解题思路：原文的表述是：印第安纳大学的运动心理学家John S. Raglin说：“核心表现不是更高，更快，更强这一简单或者平凡的事。有很多的变数进人这一方程式，我们对很多案例的理解都是最基本(fundamental)的。我们还有很长的路要走。”因此答案为B。

Question 14

答案：YES

关键词：creativity, investigative work

定位原文：第1段第1句“Archaeology is partly the discovery of the treasures of the past, partly the careful work of the scientific analyst, partly the exercise of the creative imagination.”

解题思路：题目说考古学既包括创新也包括认真的分析调査工作。原文：考古学部分是对过去财富的发现，部分是科学分析的严谨工作，部分是创造性想像的练习，因此答案为TURE。

Question 15

答案：NOT GIVEN

关键词：ancient languages

定位原文：无

解题思路：题目说考古学家必须能够翻译古代语言文本。原文没有提及题目的内容，因此答案为NOT GIVEN。

Question 16

答案：NO

关键词：movies

定位原文：第2段最后一句“However far from reality such portrayals are, they capture the essential truth that archaeology is an exciting quest—the quest for knowledge about ourselves and our past.”

解题思路：题目说电影为考古学家的工作提供了真实的画面。原文的表述是：相反，这些描述(指上句所说的电影)和现实差距甚远(far from reality such portrayals are)，因此很明显答案应为FALSE。

Question 17

答案：YES

关键词：anthropolo?gist

定位原文：第4段第1句至第3句“Anthropology, at its broadest, … from other societies.”

解题思路：题目说人类学家从不止一个角度来定义文化。而文中恰好从广义和狭义来定义文化，故正确答案为TRUE。

Question 18

答案：NOT GIVEN

关键词：anthropology

定位原文：无

解题思路：题目说考古学比人类学要求更加苛刻。原文当中没有提到题目中的内容，因此答案为NOT GIVEN。

Question 19

答案：NO

关键词：Europe, 3,000 BC

定位原文：第8段最后一句“Conventional historical sources begin only with the introduction of written records around 3,000 BC in western Asia, and much later in most other parts of the world.”

解题思路：题目说的是欧洲的历史自公元前3000年就有记录了。原文中的表述是传统的历史始于公元前3000左右西亚的文字记载，而世界的其他大多数地区的历史要比这晚很多。因此答案为FALSE。

Question 20-21

答案：DE (IN EITHER ORDER)

关键词：anthropology

定位原文：第4段最后1句“Anthropology is thus a broad discipline so broad that it is generally broken down into three smaller disciplines: physical anthropology, cultural anthropology and archaeology.”

第5段首句“Physical anthropology, or biological anthropology as it is also called, concerns the study of human biological or physical characteristics and how they evolved.”

解题思路：该题的要求是从A—E五个选项中选出文中提到的两个关于人类学的陈述。根据文章结构分別在第4段最后1句及第5段首句找到答案即选项D和E。

Question 22-23

答案：CD (IN EITHER ORDER)

关键词：tasks/archaeologist

定位原文：第7段

解题思路：该题的要求是从A-E五个选项中选出文中提到的两个考古学家的任务。根据文章结构可以在原文第7段当中找到答案，分别为选项C及选项D。

Question 24

答案：oral histories

关键词：written records/equally valuable

定位原文：原文倒数第2段最后1句“… but in no way lessens the importance of the useful information contained in oral histories.”

解题思路：这句话中和written records形成对应的只有原文倒数第2段最后一句中的oral histories词组。

Question 25-26

答案：humanistic study/historical discipline

关键词：archaeology

定位原文：最后1段第1句“Since the aim of archaeology is the understanding of humankind, it is a humanistic study, and since it deals with the human past, it is a historical discipline.”

解题思路：根据定位信息可知，答案为humanistic study或historical discipline。

Question 27

答案：scientist

关键词：compare/style

定位原文：最后1段倒数第2句“In this respect, the practice of the archaeologist is rather like that of the scientist, who collects data, conducts experiments, formulates a hypothesis, tests the hypothesis against more data, and then, in conclusion, devises a model that seems best to summarise the pattern observed in the data.”

解题思路：原文最后1段倒数第2句很明显的告诉我们，被作者用来和考古学家进行比较的只有一种人即科学家。因此答案为scientist。

Question 28

答案：iv

关键词：无

定位原文：section A

解题思路：文中说到在经济发达的社会，每一个卫生系统都需要做出决定：在卫生保健方面投入资源应占社会全部资源的多大比例……什么形式的治疗是最节省成本的?由此可见原文首段均在围绕发达国家共同面对的问题进行阐述，所以答案为选项iv。

Question 29

答案：i

关键词：无

定位原文：Section C 第1句“However, at exactly the same time as this new realisation of the finite character of health-care resources was sinking in, an awareness of a contrary kind was developing in Western societies: that people have a basic right to health-care as a necessary condition of a proper human life.”

解题思路：首句的主要意思是：然而，就在这种认为卫生资源是有限的新思想销声匿迹的同时，一种相反的思想在西方社会发展起来了。这种思想认为享受卫生保健是人们的一项基本权利(basic right)，而这种权利是人们正常生活的必要条件。直到该段末句，都在阐述医疗和人权的关系问题，因此答案为选项i。

Question 30

答案：iii

关键词：无

定位原文：Section D 第2句“It is also accepted that this right generates an obligation or duty for the state to ensure that adequate heath-care resources are provided out of the public purse.”

解题思路：该段第2句的表述是：还有一个观点也是被普遍接受的：这种权利使得国家有义务有责任确保从公共预算中划拨足够的资金提供卫生服务。该段由此直到末句都在阐述国家在保障医疗服务中的应承担的义务及扮演的角色，因此答案为选项iii。

Question 31

答案：v

关键词：无

定位原文：Section E 第2句“The second set of more specific changes that have led to the present concern about the distribution of heath-care resources stem from the dramatic rise in heath costs in most OECD countries…”

解题思路：该段第2句的表述为：大多数经合发展组织的国家的卫生费用急剧增加，这再一次引发了一系列改变，使人们开始关注医疗卫生资源的分配问题。下面内容均是针对该句所举的具体例子及这一系列改变带来的结果或影响，因此答案为选项v。

Question 32

答案：B

关键词：resources/limited

定位原文：Section B第2句至第4句“Thus, in the 1950s and 1960s,… 'limits to growth'”

解题思路：题目说人们意识到医疗资源是有限的。原文中“在20世纪50年代和60年代，西方社会出现了一种意识：化石燃料能源的供应资源是有限的，……换句话说，我们开始意识到一个显而易见的事实，就是增长是有限制的。”因此答案为B。

Question 33

答案：B

关键词：rise/cost

定位原文：Section E 第2句“The second set of more specific changes…consumers of health-care resources.”

解题思路：题目说医疗保健费用的急剧上涨。原文“大规模的人口数量及社会的变化导致大多数经济合作发展组织的国家的卫生费用急剧增加，这再一次引发了一系列改变，使人们开始关注医疗卫生资源的分配问题。”结合例子当中的时间，得出答案即选项B。

Question 34

答案：A

关键词：belief/economic growth

定位原文：Section B最后一句“Looking back, it now seems quite incredible that in the national health systems that emerged in many countries in the years immediately after the 1939-45 World War, ... ”

解题思路：题目中说到一种观点：经济的增长能够产生所有人们所需的医疗资源。原文“回溯起来，有一个观点现在看来不可思议：在1939年到1945年的世界大战结束后的几年内，很多国家建立了国民卫生体系，人们认为这样的国民卫生体系至少在理论上能够满足任何人群的所有基础卫生需求，经济增长中‘看不见的手’将提供一切所需”因此答案为A。

Question 35

答案：B

关键词：guaranteeing/provision

定位原文：Section D第2句及第3句“It is also accepted that this right generates an obligation or duty for the state to ensure that adequate health-care resources are provided out of the public purse. The state has no obligation to provide a health-care system itself, but to ensure that such a system is provided.”

解题思路：题目的意思是接受国家在提供医疗保障中的角色。原文“还有一个观点也是被普遍接受的：这种权利使得国家有义务有责任确保从公共预算中划拨足够的资金提供卫生服务。国家本身没有义务去建立卫生健康体系，但是有义务去保证这样一个体系的存在。”结合该段首句中的时间1970s，答案为选项B。

Question 36

答案：NO

关键词：Personal liberty

定位原文：Section C最后两句“People are not in a position to exercise personal liberty and to be self-determining if they are poverty-stricken, or deprived of basic education, or do not live within a context of law and order. In the same way, basic health-care is a condition of the exercise of autonomy.”

解题思路：文中说到如果为贫穷而苦恼，或者被剥夺了基础教育，或者没有生活在法律法规的框架下，那么人们就不能拥有个人自由，自主行事。同样，基础卫生保健也是人实现自由的一个条件。很明显个人自由和医疗保健是密切相关的，因此答案为NO。

Question 37

答案：YES

关键词：right, limits

定位原文：Section C第1句“However, at exactly the same time as this new realisation of the finite character of health-care resources was sinking in, an awareness of a contrary kind was developing in Western societies: that people have a basic right to health-care as a necessary condition of a proper human life.”

解题思路：原文表达的意思是：就在人们开始了解到医疗资源是有限的同时，一种相反的思想在西方社会发展起来了。这种思想认为享受卫生保健是人们的一项基本权利，而种权利是人们正常生活的必要条件。原文和题目的表述一致，因此答案为YES。

Question 38

答案：YES

关键词：OECD countries

定位原文：Section E第2句“The second set of more specific changes…consumers of health-care resources.”

解题思路：文中说到大规模的人口数量及社会的变化导致大多数经济合作发展组织的国家的卫生费用急剧增加，这再一次引发了一系列改变，使人们开始关注医疗卫生资源的分配问题。与题干中说的“近年来，OECD国家人口数量的改变对医疗费用产生了影响”一致，故答案为YES。

Question 39

答案：NOT GIVEN

关键词：OECD government

定位原文：Section E

解题思路：题干中说OECD国家的政府一直低估了医疗供应的需求程度。根据大写字母词汇OECD定位到原文E段，该段没有提到题目中的内容，因此答案为NOT GIVEN。

Question 40

答案：GIVEN

关键词：Economically developed countries, elderly

定位原文：E段

解题思路：题干中说在大多数经济发达国家，老年人将不得不为他们的未来医疗做一些特殊的准备。原文中E段提到了elderly people，但是没有提到题目中的内容，因此答案为NOT GIVEN。

篇6：剑桥雅思阅读4原文翻译及答案解析(test4)

Passage1

参考译文

How much higher? How much faster?

—Limits to human sporting performance are not yet in sight—

多高?多快?

——人类的运动极限没有尽头

Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space. For the so-called power events — that require a relatively brief, explosive release of energy, like the 100-metre sprint and the long jump — times and distances have improved ten to twenty per cent. In the endurance events the results have been more dramatic. At the 1908 Olympics, John Hayes of the U.S. team ran a marathon in a time of 2:55:18. In , Morocco’s Khalid Khannouchi set a new world record of 2:05:42, almost thirty per cent faster.

自从20世纪早期国际田联开始记录成绩以来，运动员奔跑的速度，跳的高度，投掷重物的距离都在稳步提髙。在那些需要爆发力的项目，比如100米跑和跳远项目中，时间和距离都提高了10%-20%。在耐力项目中，运动成绩提高得更多。19的奥运会上，美国队的约翰?海因跑出了2小时55分18秒的马拉松成绩。在，摩洛哥的选手海耶斯以2小时05分42秒的成绩创造了新的世界记录，几乎提高了30%。

No one theory can explain improvements in performance, but the most important factor has been genetics. ‘The athlete must choose his parents carefully,’ says Jesus Dapena, a sports scientist at Indiana University, invoking an oftcited adage. Over the past century, the composition of the human gene pool has not changed appreciably, but with increasing global participation in athletics — and greater rewards to tempt athletes — it is more likely that individuals possessing the unique complement of genes for athletic performance can be identified early. ‘Was there someone like [sprinter] Michael Johnson in the 1920s?’ Dapena asks. ‘I’m sure there was, but his talent was probably never realised.’

没有任何一个人的理论可以解释成绩的提高，但是最重要的因素是基因。印第安纳大学的运动科学家Jesus Dapena援引一常用谚语说“运动员必须小心选择自己的父母。”在过去的一个世纪里，人类基因库的成分并没有显著地变化，只是全世界有越来越多的人参与了这项运动，诱惑运动员提髙成绩的物质奖励也越来越多，因此现在比以往更有可能尽早发现那些独具运动员基因的个体。Dapena问道：“在20世纪代，能找到像短跑运动员迈克?杰克逊一样的人吗?我敢肯定是能的，只是人们从未意识到他身上具有的才能。”

Identifying genetically talented individuals is only the first step. Michael Yessis, an emeritus professor of Sports Science at California State University at Fullerton, maintains that ‘genetics only determines about one third of what an athlete can do. But with the right training we can go much further with that one third than we’ve been going.’ Yessis believes that U.S. runners, despite their impressive achievements, are ‘running on their genetics’. By applying more scientific methods, ‘they’re going to go much faster’. These methods include strength training that duplicates what they are doing in their running events as well as plyometrics, a technique pioneered in the former Soviet Union.

识别基因优秀的个体只是第一步。加州大学FuUerton分校的运动科学系的退休教授Michael Yessis认为基因在运动员的表现上只起三分之一的作用。但是，辅以正确的训练，我们可以做得更好。他认为美国的赛跑选手尽管已取得了众多骄人成绩，但他们是“靠他们的基因在跑”。通过使用更多的科学训练方法，“他们将跑得更快”。这些方法包括力量训练。这些训练再现运动员在比赛中的动作，并应用了前苏联首先使用的一种训练技巧——增强式训练模式。

Whereas most exercises are designed to build up strength or endurance, plyometrics focuses on increasing power — the rate at which an athlete can expend energy. When a sprinter runs, Yessis explains, her foot stays in contact with the ground for just under a tenth of a second, half of which is devoted to landing and the other half to pushing off. Plyometric exercises help athletes make the best use of this brief interval.

虽然绝大多数的训练用来提高力量或者持久性，增强式训练注重提高力——即运动员使用能量的速度。Yessis解释到，在一个短跑运动员跑步时，她的脚和地面接触少于1/10秒，在这1/10秒中，一半的时间用于着地，另一半的时间用于蹬地。增强式训练能帮助运动员最好地利用这一短暂的间隙。

Nutrition is another area that sports trainers have failed to address adequately. ‘Many athletes are not getting the best nutrition, even through supplements,’ Yessis insists. Each activity has its own nutritional needs. Few coaches, for instance, understand how deficiencies in trace minerals can lead to injuries.

营养是另一个没有得到运动教练足够重视的方面。Yessis坚称，即使吃了补品，很多运动员也没有得到最好的营养。毎一项活动都有自己的营养需求。到目前为止，几乎没有教练懂得微量矿物质的缺乏是怎样使运动员受伤的。

Focused training will also play a role in enabling records to be broken. ‘If we applied the Russian training model to some of the outstanding runners we have in this country,’ Yessis asserts, ‘they would be breaking records left and right.’ He will not predict by how much, however: ‘Exactly what the limits are it’s hard to say, but there will be increases even if only by hundredths of a second, as long as our training continues to improve.’

在打破记录方面，集中训练也起了作用。Yessis断言：“如果对我们国内的一些杰出赛跑运动员采取俄罗斯的训练模式，他们将会经常破记录。”但是，他没有预测能在多大程度上破记录。“实际上极限在什么地方是很难说的，但是只要我们的训练不断增强，就会有提高，哪怕只有1/100秒。”

One of the most important new methodologies is biomechanics, the study of the body in motion. A biomechanic films an athlete in action and then digitizes her performance, recording the motion of every joint and limb in three dimensions. By applying Newton’s laws to these motions, ‘we can say that this athlete’s run is not fast enough; that this one is not using his arms strongly enough during take-off,’ says Dapena, who uses these methods to help high jumpers. To date, however, biomechanics has made only a small difference to athletic performance.

最重要的新方法之一就是生物力学，研究运动中身体的学科。生物力学将一个在运动中的运动员拍下来，然后将她的表现资料数字化，在三维空间上记录下每一个关节和肢体的运动。通过在三维空间采用牛顿定律，“我们可以得出结论：这个运动员的奔跑速度不够快，在起跑的过程中并没有强有力地使用胳膊，”Dapena说道。Dapena用这些方法帮助跳高运动员。然而，到目前为止，生物力学对运动员的进步起到的作用不大。

Revolutionary ideas still come from the athletes themselves. For example, during the 1968 Olympics in Mexico City, a relatively unknown high jumper named Dick Fosbury won the gold by going over the bar backwards, in complete contradiction of all the received high-jumping wisdom, a move instantly dubbed the Fosbury flop. Fosbury himself did not know what he was doing. That understanding took the later analysis of biomechanics specialists, who put their minds to comprehending something that was too complex and unorthodox ever to have been invented through their own mathematical simulations. Fosbury also required another element that lies behind many improvements in athletic performance: an innovation in athletic equipment. In Fosbury’s case, it was the cushions that jumpers land on. Traditionally, high jumpers would land in pits filled with sawdust. But by Fosbury’s time, sawdust pits had been replaced by soft foam cushions, ideal for flopping.

革命性的观点同样还来自运动员自己。比如，在1968年墨西哥城的奥运会上，一个相对来说不是很出名的运动员迪克?F，使用了一个向后跳跃的方法获得了金牌，他的这个方法和当时已有的跳髙方法完全不同，马上被命名为F式落法(既背越式)。他本人并不知道他正在做什么。生物力学专家后来对他的方法进行了分析，并理解了这一方法。这些专家绞尽脑汁去理解这种过于复杂和非传统的方法，而这一方法在他们自己的数学模拟中都没有出现过。F式落法还需要另一个条件来提高运动员的成绩：运动装备上的革新。在迪克?F例子中，这一元素正是运动员着陆的垫子。传统意义上，跳髙运动员都会着陆在填满木屑的深坑里。但是到了迪克?F的年代，填满木屑的深坑被软泡沫垫子代替了，而这种垫子是这种跳法再理想不过的装备了。

In the end, most people who examine human performance are humbled by the resourcefulness of athletes and the powers of the human body. ‘Once you study athletics, you learn that it’s a vexingly complex issue,’ says John S. Raglin, a sports psychologist at Indiana University. ‘Core performance is not a simple or mundane thing of higher, faster, longer. So many variables enter into the equation, and our understanding in many cases is fundamental. We've got a long way to go.’ For the foreseeable future, records will be made to be broken.

终于，大多数研咳嗽北辉硕钡某渑娴奶辶腿死嗌硖宓牧α克鄯恕！耙坏┠憧佳芯吭硕憔突岱⑾终馐且桓隽钊税媚盏母丛拥奈侍/印第安纳大学的运动心理学家John S. Raglin说：“不是简简单单的更高，更快，更强就可以提髙核心成绩的。有很多的变量要引入这一方程式，我们对很多情况的理解都是最基本的。我们还有很长的路要走。”在可预见的将来，记录将被打破。

Passage2

参考译文

THE NATURE AND AIMS OF ARCHAEOLOGY

考古学的本质和目的

Archaeology is partly the discovery of the treasures of the past, partly the careful work of the scientific analyst, partly the exercise of the creative imagination. It is toiling in the sun on an excavation in the Middle East, it is working with living Inuit in the snows of Alaska, and it is investigating the sewers of Roman Britain. But it is also the painstaking task of interpretation, so that we come to understand what these things mean for the human story. And it is the conservation of the world’s cultural heritage against looting and careless harm.

考古学部分是对过去财富的发现，部分是科学分析的严谨工作，部分是创造性想像的练习。同时也是在阳光下辛苦地在中东挖掘，在雪中的阿拉斯加和因纽特人一起工作，研究罗马大不列颠的下水道。但是它也是辛苦解释工作，以使我们理解在人类历史中这些东西代表了什么。它保持了世界文化遗产，使之免受掠夺和疏忽的伤害。

Archaeology, then, is both a physical activity out in the field, and an intellectual pursuit in the study or laboratory. That is part of its great attraction. The rich mixture of danger and detective work has also made it the perfect vehicle for fiction writers and film-makers, from Agatha Christie with Murder in Mesopotamia to Stephen Spielberg with Indiana Jones. However far from reality such portrayals are, they capture the essential truth that archaeology is an exciting quest — the quest for knowledge about ourselves and our past.

考古学既是一个在田野的体力活动，也是在书房或实验室的智力追求。这正是它的巨大吸引力的一部分。这种充满了危险和侦探性质的工作的混合体是小说作家和电影导演的完美载体，从阿加莎?克里斯蒂的《东方快车谋杀案》到斯蒂芬?斯皮尔伯格的《夺宝奇兵》。虽然这些描述和现实差距甚远，但是它们抓住了最本质的事实：考古学是一个令人激动的探询，一个对关于我们自身和过去知识的探询。

But how does archaeology relate to disciplines such as anthropology and history, that are also concerned with the human story? Is archaeology itself a science? And what are the responsibilities of the archaeologist in today’s world?

但是考古学是怎样和诸如人类学和历史学这样的学科相联系呢，这些学科也同样研究人类历史?考古学本身是一门科学吗?考古学家在今天低界中的责任是什么?

Anthropology, at its broadest, is the study of humanity — our physical characteristics as animals and our unique non-biological characteristics that we call culture. Culture in this sense includes what the anthropologist, Edward Tylor, summarised in 1871 as ‘knowledge, belief, art, morals, custom and any other capabilities and habits acquired by man as a member of society’. Anthropologists also use the term ‘culture’ in a more restricted sense when they refer to the ‘culture’ of a particular society, meaning the non-biological characteristics unique to that society, which distinguish it from other societies. Anthropology is thus a broad discipline — so broad that it is generally broken down into three smaller disciplines: physical anthropology, cultural anthropology and archaeology.

最广义的人类学是研究人类的科学，包括我们作为动物的身体特征以及被我们称为文化的人类特有的非生物特征。在这种意义上的文化包括了人类学家爱德华?泰勒在1871年总结的“作为社会成员的个体所习得的包括知识、信仰、艺术，道德、习俗以及其他一切能力和习惯。”而当人类学家谈到某个特定社会的文化时，这个文化就是狭义的概念，指这个社会的独特的非生物特征，这一特征使该社会区别于其他社会。人类学是一个非常宽泛的学科，通常分为三个更小的学科：体质人类学、文化人类学和考古学。

Physical anthropology, or biological anthropology as it is also called, concerns the study of human biological or physical characteristics and how they evolved. Cultural anthropology — or social anthropology — analyses human culture and society. Two of its branches are ethnography (the study at first hand of individual living cultures) and ethnology (which sets out to compare cultures using ethnographic evidence to derive general principles about human society).

体质人类学或者生物人类学，正如其名字一样，关注于人类生物或体质特征的研究以及这些特征是怎样发展的。文化人类学或者社会人类学分析人类文化和社会。它的两个分支是人种志(对单个活文化的第一手研究)和民族学(从人种出发，比较各不同文化，得出关于人类社会的通用法则)。

Archaeology is the ‘past tense of cultural anthropology’. Whereas cultural anthropologists will often base their conclusions on the experience of living within contemporary communities, archaeologists study past societies primarily through their material remains — the buildings, tools, and other artefacts that constitute what is known as the material culture left over from former societies.

考古学是“文化人类学的过去时”。文化人类学家经常把他们的结论建立在目前社区的生活经历上，然而考古学家主要通过残存的物质研究过去社会——建筑、工具和其他人工制品，这些构成了过去社会留下來的物质文化。

Nevertheless, one of the most important tasks for the archaeologist today is to know how to interpret material culture in human terms. How were those pots used? Why are some dwellings round and others square? Here the methods of archaeology and ethnography overlap. Archaeologists in recent decades have developed ‘ethnoarchaeology’, where, like ethnographers, they live among contemporary communities, but with the specific purpose of learning how such societies use material culture — how they make their tools and weapons, why they build their settlements where they do, and so on. Moreover, archaeology has an active role to play in the field of conservation. Heritage studies constitutes a developing field, where it is realised that the world’s cultural heritage is a diminishing resource which holds different meanings for different people.

然而，今天的考古学家最重要的任务之一就是知道如何解读从前的物质文化。那些罐子是怎么用的?为什么有些住所是圆形的，而有些是方形的?在这里，考古学和人种学的方法重合了。几十年来，考古学家延伸出了种族文化考古学，和人种学者一样，他们住在当代的社区中，但是他们带着特定的目的，就是要了解社会是如何使用物质文化的，比如人们是怎样制造工具和武器，人们为什么要在现在的地方建立住所，等等。而且，考古学在保护遗址方面起了积极的作用。传统研究构成了一个不断发展的领域，在这个领域里，人们认识到世界的文化遗产是一个正在减少的资源，这一资源对不同的人们有着不同的意义。

If, then, archaeology deals with the past, in what way does it differ from history? In the broadest sense, just as archaeology is an aspect of anthropology, so too is it a part of history — where we mean the whole history of humankind from its beginnings over three million years ago. Indeed, for more than ninety-nine per cent of that huge span of time, archaeology — the study of past material culture — is the only significant source of information. Conventional historical sources begin only with the introduction of written records around 3,000 BC in western Asia, and much later in most other parts of the world.

如果考古学只研究过去，那么它有什么是区别于历史学的呢?就最广义的意义而言，考古学是人类学的一个方面，同时也是历史学的一部分，在这里的历史是指3百万年前人类产生以来的所有人类历史。实际上，在那段漫长的岁月里，超过99%的时间，考古学这一研究过去的物质文化的学科是惟一有意义的信息资源。传统的历史始于公元前3000左右西亚的文字记载，而世界的其他大多数地区的历史要比这晚很多。

A commonly drawn distinction is between pre-history, i.e. the period before written records — and history in the narrow sense, meaning the study of the past using written evidence. To archaeology, which studies all cultures and periods, whether with or without writing, the distinction between history and pre-history is a convenient dividing line that recognises the importance of the written word, but in no way lessens the importance of the useful information contained in oral histories.

人们一般是这样把人类的历史一分为二的：史前(即文字记录出现以前的时期)和狭义的历史即有文字见证的这段历史。对于研究所有文化和所有时期的考古学而言，不管有没有文字，历史和史前的区别只是承认文字重要性的传统分界线，绝不会减少包含在口述史中有用信息的重要性。

Since the aim of archaeology is the understanding of humankind, it is a humanistic study, and since it deals with the human past, it is a historical discipline. But it differs from the study of written history in a fundamental way. The material the archaeologist finds does not tell us directly what to think. Historical records make statements, offer opinions and pass judgements. The objects the archaeologists discover, on the other hand, tell us nothing directly in themselves. In this respect, the practice of the archaeologist is rather like that of the scientist, who collects data, conducts experiments, formulates a hypothesis, tests the hypothesis against more data, and then, in conclusion, devises a model that seems best to summarise the pattern observed in the data. The archaeologist has to develop a picture of the past, just as the scientist has to develop a coherent view of the natural world.

由于考古学的目的是理解人类，所以它是一个人文主义的学科。而且，由于考古学研究的是人类的过去，所以它是一个有关历史的学科，但是它在根本上区别于文字历史的研究。考古学家发现的物质不会直接告诉我们去思考什么。历史记载是一种声明，意见及评判。在另一方面，考古学家发现的物体本身并未直接吿诉我们什么。从这个角度来说，考古学家的实践更像科学家的实践。科学家收集数据，进行实验，提出假设，用更多的数据验证假设，然后得出结论，设计模型，而这一模型看起来最适合总结在数据中观察到的模式。而考古学家需要描画出关于过去的一幅图画，正如科学家需要建立一个关于自然世界的连贯的思维框架。

Passage3

参考译文

The Problem of Scarce Resources

稀缺资源的问题

Section A

The problem of how health-care resources should be allocated or apportioned, so that they are distributed in both the most just and most efficient way, is not a new one. Every health system in an economically developed society is faced with the need to decide (either formally or informally) what proportion of the community’s total resources should be spent on health-care; how resources are to be apportioned; what diseases and disabilities and which forms of treatment are to be given priority; which members of the community are to be given special consideration in respect of their health needs; and which forms of treatment are the most cost-effective.

卫生保健资源应该如何分配或指定以保证它们能以最公平、最有效的方式分布，这个问题已经不算新了。在经济发达的社会，每一个卫生系统都需要做出决定(正式或非正式)：在卫生保健方面投入资源应占社会全部资源的多大比例?这些资源应该如何分配?什么样的疾病和残疾以及什么形式的治疗应该享有优先权?社会中的哪部分成员应该在卫生需求方面给予特别关照?什么形式的治疗是最节省成本的?

Section B

What is new is that, from the 1950s onwards, there have been certain general changes in outlook about the finitude of resources as a whole and of health-care resources in particular, as well as more specific changes regarding the clientele of health-care resources and the cost to the community of those resources. Thus, in the 1950s and 1960s, there emerged an awareness in Western societies that resources for the provision of fossil fuel energy were finite and exhaustible and that the capacity of nature or the environment to sustain economic development and population was also finite. In other words, we became aware of the obvious fact that there were ‘limits to growth’. The new consciousness that there were also severe limits to health-care resources was part of this general revelation of the obvious. Looking back, it now seems quite incredible that in the national health systems that emerged in many countries in the years immediately after the 1939-45 World War, it was assumed without question that all the basic health needs of any community could be satisfied, at least in principle; the ‘invisible hand’ of economic progress would provide.

新近的发展是，自20世纪50年代以来，人们看待资源有限性及卫生资源有限性的态度都有了总体的改变，另外关于使用卫生资源的用户和社区所需做出的开支方面也有了具体的变化。在20世纪50年代和60年代，西方社会意识到：化石燃料能源的供应资源是有限的，并能被耗尽，自然界或环境维持经济发展和人口增长的能力也是有限的。换句话说，我们开始意识到一个显而易见的事实，就是增长是有限制的。卫生保健资源同样也会有一些限制的新观念就是这个显而易见的亊实的一部分。回溯起来，有一个观点现在看来不可思议：在1939年到1945年的世界大战结束后的几年内，很多国家建立了国民卫生体系，人们认为这样的国民卫生体系至少在理论上能够满足任何人群的所有基础卫生需求，经济增长中“看不见的手”将提供一切所需。

Section C

However, at exactly the same time as this new realisation of the finite character of health-care resources was sinking in, an awareness of a contrary kind was developing in Western societies: that people have a basic right to health-care as a necessary condition of a proper human life. Like education, political and legal processes and institutions, public order, communication, transport and money supply, health-care came to be seen as one of the fundamental social facilities necessary for people to exercise their other rights as autonomous human beings. People are not in a position to exercise personal liberty and to be self-determining if they are poverty-stricken, or deprived of basic education, or do not live within a context of law and order. In the same way, basic health-care is a condition of the exercise of autonomy.

然而，就在这种认为卫生资源是有限的新思想销声匿迹的同时，一种相反的思想在西方社会发展起来了。这种思想认为享受卫生保健是人们的一项基本权利，而这种权利是人们正常生活的必要条件。像教育、政治程序、法律程序、机构、公共秩序、沟通、交通和金钱供给一样，卫生保健被看作是人们行使作为自治人类的权利的必需的一项基本社会的设施。如果为贫穷而苦恼，或者被剥夺了基础教育，或者没有生活在法律法规的框架下，那么人们就不能拥有个人自由，自主行事。同样，基础卫生保健也是人实现自由的一个条件。

Section D

Although the language of ‘rights’ sometimes leads to confusion, by the late 1970s it was recognised in most societies that people have a right to health-care (though there has been considerable resistance in the United States to the idea that there is a formal right to health-care). It is also accepted that this right generates an obligation or duty for the state to ensure that adequate health-care resources are provided out of the public purse. The state has no obligation to provide a health-care system itself, but to ensure that such a system is provided. Put another way, basic health-care is now recognised as a ‘public good’, rather than a ‘private good’ that one is expected to buy for oneself. As the 1976 declaration of the World Health Organisation put it: ‘The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition.’ As has just been remarked, in a liberal society basic health is seen as one of the indispensable conditions for the exercise of personal autonomy.

虽然权利这个词有时在语言上会混淆，但是到20世纪70年代晚期，大多数社会都承认人们有享受卫生保健的权利(虽然在美国，人们享有卫生保健的正式权利这一观点受到了相当大的抵触)。还有一个观点也是被普遍接受的：这种权利使得国家有义务有责任确保从公共预算中划拨足够的资金提供卫生服务。国家本身没有义务去建立卫生健康体系，但是有义务去保证这样一个体系的存在。换句话说，基础卫生保健是一种公共产品，而不是需要花钱去购买的私人产品。世界卫生组织在1976年的宣言中写道;“享受可能达到的最髙标准的健康是每一个人的基本权利，不因种族、宗教、政治信仰、经济或社会情境而异。”正如刚才所提到的，在一个自由的社会，基础卫生是行使个人自治的一个必不可少的条件。

Section E

Just at the time when it became obvious that health-care resources could not possibly meet the demands being made upon them, people were demanding that their fundamental right to health-care be satisfied by the state. The second set of more specific changes that have led to the present concern about the distribution of health-care resources stems from the dramatic rise in health costs in most OECD1 countries, accompanied by large-scale demographic and social changes which have meant, to take one example, that elderly people are now major (and relatively very expensive) consumers of health-care resources. Thus in OECD countries as a whole, health costs increased from 3.8% of GDP2 in 1960 to 7% of GDP in 1980, and it has been predicted that the proportion of health costs to GDP will continue to increase. (In the US the current figure is about 12% of GDP, and in Australia about 7.8% of GDP.)

当卫生保健资源不能满足需求的这一现象比较明显的时候，人们要求国家满足他们享有卫生保健的这一基本权利。大规模的人口数量及社会的变化导致大多数经济合作发展组织的国家的卫生费用急剧增加，这再一次引发了一系列改变，使人们开始关注医疗卫生资源的分配问题。例如，老年人现在是最主要的(相对来说也是最昂贵的)卫生健康资源消费者。在欧共体总体中，健康资源的消费从I960年占GDP的3.8%到1980年的7%,而且这一增长趋势将会持续。(在美国，目前的数字是占GDP的12%，澳大利亚是7.8%)。

As a consequence, during the 1980s a kind of doomsday scenario (analogous to similar doomsday extrapolations about energy needs and fossil fuels or about population increases) was projected by health administrators, economists and politicians. In this scenario, ever-rising health costs were matched against static or declining resources.

结果，在20世纪80年代在各国卫生部长、经济学家和政治家身中都出现了一股极度的悲观情绪(和以往人们的悲观推测类似，比如关于能源需求和燃料问题，或是人口增长问题)在这样的论调中，他们认为资源是稳定的或是减少的，而医疗费用却是不断上涨的。

篇7：剑桥雅思阅读翻译及答案解析11(test4)

剑桥雅思阅读11原文(test4)

READING PASSAGE 1

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

Research using twins

To biomedical researchers all over the world, twins offer a precious opportunity to untangle the influence of genes and the environment — of nature and nurture. Because identical twins come from a single fertilized egg that splits into two, they share virtually the same genetic code. Any differences between them — one twin having younger looking skin, for example — must be due to environmental factors such as less time spent in the sun.

Alternatively, by comparing the experiences of identical twins with those of fraternal twins, who come from separate eggs and share on average half their DNA, researchers can quantify the extent to which our genes affect our lives. If identical twins are more similar to each other with respect to an ailment than fraternal twins are, then vulnerability to the disease must be rooted at least in part in heredity.

These two lines of research — studying the differences between identical twins to pinpoint the influence of environment, and comparing identical twins with fraternal ones to measure the role of inheritance — have been crucial to understanding the interplay of nature and nurture in determining our personalities, behavior, and vulnerability to disease.

The idea of using twins to measure the influence of heredity dates back to 1875, when the English scientist Francis Galton first suggested the approach (and coined the phrase ‘nature and nurture’). But twin studies took a surprising twist in the 1980s, with the arrival of studies into identical twins who had been separated at birth and reunited as adults. Over two decades 137 sets of twins eventually visited Thomas Bouchard’s lab in what became known as the Minnesota Study of Twins Reared Apart. Numerous tests were carried out on the twins, and they were each asked more than 15,000 questions.

Bouchard and his colleagues used this mountain of data to identify how far twins were affected by their genetic makeup. The key to their approach was a statistical concept called heritability. In broad terms, the heritability of a trait measures the extent to which differences among members of a population can be explained by differences in their genetics. And wherever Bouchard and other scientists looked, it seemed, they found the invisible hand of genetic influence helping to shape our lives.

Lately, however, twin studies have helped lead scientists to a radical new conclusion: that nature and nurture are not the only elemental forces at work. According to a recent field called epigenetics, there is a third factor also in play, one that in some cases serves as a bridge between the environment and our genes, and in others operates on its own to shape who we are.

Epigenetic processes are chemical reactions tied to neither nature nor nurture but representing what researchers have called a ‘third component’. These reactions influence how our genetic code is expressed: how each gene is strengthened or weakened, even turned on or off, to build our bones, brains and all the other parts of our bodies.

If you think of our DNA as an immense piano keyboard and our genes as the keys — each key symbolizing a segment of DNA responsible for a particular note, or trait, and all the keys combining to make us who we are — then epigenetic processes determine when and how each key can be struck, changing the tune being played.

One way the study of epigenetics is revolutionizing our understanding of biology is by revealing a mechanism by which the environment directly impacts on genes. Studies of animals, for example, have shown that when a rat experiences stress during pregnancy, it can cause epigenetic changes in a fetus that lead to behavioral problems as the rodent grows up. Other epigenetic processes appear to occur randomly, while others are normal, such as those that guide embryonic cells as they become heart, brain, or liver cells, for example.

Geneticist Danielle Reed has worked with many twins over the years and thought deeply about what twin studies have taught us. ‘It’s very clear when you look at twins that much of what they share is hardwired,’ she says. ‘Many things about them are absolutely the same and unalterable. But it’s also clear, when you get to know them, that other things about them are different. Epigenetics is the origin of a lot of those differences, in my view.’

Reed credits Thomas Bouchard’s work for today’s surge in twin studies. ‘He was the trailblazer,’ she says. ‘We forget that 50 years ago things like heart disease were thought to be caused entirely by lifestyle. Schizophrenia was thought to be due to poor mothering. Twin studies have allowed us to be more reflective about what people are actually born with and what’s caused by experience.’

Having said that, Reed adds, the latest work in epigenetics promises to take our understanding even further. ‘What I like to say is that nature writes some things in pencil and some things in pen,’ she says. Things written in pen you can’t change. That’s DNA. But things written in pencil you can. That’s epigenetics. Now that we’re actually able to look at the DNA and see where the pencil writings are, it’s sort of a whole new world.’

Questions 1-4

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

In boxes 1-4 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

1 There may be genetic causes for the differences in how young the skin of identical twins looks.

2 Twins are at greater risk of developing certain illnesses than non-twins.

3 Bouchard advertised in newspapers for twins who had been separated at birth.

4 Epigenetic processes are different from both genetic and environmental processes.

Questions 5-9

Look at the following statements (Questions 5-9) and the list of researchers below.

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

Write the correct letter, A, B or C, in boxes 5-9 on your answer sheet.

NB You may use any letter more than once.

List of Researchers

A Francis Galton

B Thomas Bouchard

C Danielle Reed

5 invented a term used to distinguish two factors affecting human characteristics

6 expressed the view that the study of epigenetics will increase our knowledge

7 developed a mathematical method of measuring genetic influences

8 pioneered research into genetics using twins

9 carried out research into twins who had lived apart

Questions 10-13

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

Write the correct letter, A-F, in boxes 10-13 on your answer sheet.

Epigenetic processes

In epigenetic processes, 10 __________ influence the activity of our genes, for example in creating our internal 11 __________ The study of epigenetic processes is uncovering a way in which our genes can be affected by our 12 __________ One example is that if a pregnant rat suffers stress, the new-born rat may later show problems in its 13 __________.

A nurture B organs C code

D chemicals E environment F behaviour/behavior

READING PASSAGE 2

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

An Introduction to Film Sound

Though we might think of film as an essentially visual experience, we really cannot afford to underestimate the importance of film sound. A meaningful sound track is often as complicated as the image on the screen, and is ultimately just as much the responsibility of the director. The entire sound track consists of three essential ingredients: the human voice, sound effects and music. These three tracks must be mixed and balanced so as to produce the necessary emphases which in turn create desired effects. Topics which essentially refer to the three previously mentioned tracks are discussed below. They include dialogue, synchronous and asynchronous sound effects, and music.

Let us start with dialogue. As is the case with stage drama, dialogue serves to tell the story and expresses feelings and motivations of characters as well. Often with film characterization the audience perceives little or no difference between the character and the actor. Thus, for example, the actor Humphrey Bogart is the character Sam Spade; film personality and life personality seem to merge. Perhaps this is because the very texture of a performer’s voice supplies an element of character.

When voice textures fit the performer’s physiognomy and gestures, a whole and very realistic persona emerges. The viewer sees not an actor working at his craft, but another human being struggling with life. It is interesting to note that how dialogue is used and the very amount of dialogue used varies widely among films. For example, in the highly successful science-fiction film , little dialogue was evident, and most of it was banal and of little intrinsic interest. In this way the film-maker was able to portray what Thomas Sobochack and Vivian Sobochack call, in An Introduction to Film, the ‘inadequacy of human responses when compared with the magnificent technology created by man and the visual beauties of the universe’.

The comedy Bringing Up Baby, on the other hand, presents practically non-stop dialogue delivered at breakneck speed. This use of dialogue underscores not only the dizzy quality of the character played by Katherine Hepburn, but also the absurdity of the film itself and thus its humor. The audience is bounced from gag to gag and conversation to conversation; there is no time for audience reflection. The audience is caught up in a whirlwind of activity in simply managing to follow the plot. This film presents pure escapism — largely due to its frenetic dialogue.

Synchronous sound effects are those sounds which are synchronized or matched with what is viewed. For example, if the film portrays a character playing the piano, the sounds of the piano are projected. Synchronous sounds contribute to the realism of film and also help to create a particular atmosphere. For example, the ‘click’ of a door being opened may simply serve to convince the audience that the image portrayed is real, and the audience may only subconsciously note the expected sound. However, if the ‘click’ of an opening door is part of an ominous action such as a burglary, the sound mixer may call attention to the ‘click’ with an increase in volume; this helps to engage the audience in a moment of suspense.

Asynchronous sound effects, on the other hand, are not matched with a visible source of the sound on screen. Such sounds are included so as to provide an appropriate emotional nuance, and they may also add to the realism of the film. For example, a film-maker might opt to include the background sound of an ambulance’s siren while the foreground sound and image portrays an arguing couple. The asynchronous ambulance siren underscores the psychic injury incurred in the argument; at the same time the noise of the siren adds to the realism of the film by acknowledging the film’s city setting.

We are probably all familiar with background music in films, which has become so ubiquitous as to be noticeable in its absence. We are aware that it is used to add emotion and rhythm. Usually not meant to be noticeable, it often provides a tone or an emotional attitude toward the story and/or the characters depicted. In addition, background music often foreshadows a change in mood. For example, dissonant music may be used in film to indicate an approaching (but not yet visible) menace or disaster.

Background music may aid viewer understanding by linking scenes. For example, a particular musical theme associated with an individual character or situation may be repeated at various points in a film in order to remind the audience of salient motifs or ideas.

Film sound comprises conventions and innovations. We have come to expect an acceleration of music during car chases and creaky doors in horror films. Yet, it is important to note as well that sound is often brilliantly conceived. The effects of sound are often largely subtle and often are noted by only our subconscious minds. We need to foster an awareness of film sound as well as film space so as to truly appreciate an art form that sprang to life during the twentieth century — the modern film.

Questions 14-18

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

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

14 In the first paragraph, the writer makes a point that

A the director should plan the sound track at an early stage in filming.

B it would be wrong to overlook the contribution of sound to the artistry of films.

C the music industry can have a beneficial influence on sound in film.

D it is important for those working on the sound in a film to have sole responsibility for it.

15 One reason that the writer refers to Humphrey Bogart is to exemplify

A the importance of the actor and the character appearing to have similar personalities.

B the audience’s wish that actors are visually appropriate for their roles.

C the value of the actor having had similar feelings to the character.

D the audience’s preference for dialogue to be as authentic as possible.

16 In the third paragraph, the writer suggests that

A audiences are likely to be critical of film dialogue that does not reflect their own experience.

B film dialogue that appears to be dull may have a specific purpose.

C filmmakers vary considerably in the skill with which they handle dialogue.

D the most successful films are those with dialogue of a high quality.

17 What does the writer suggest about Bringing Up Baby?

A The plot suffers from the filmmaker’s wish to focus on humorous dialogue.

B The dialogue helps to make it one of the best comedy films ever produced.

C There is a mismatch between the speed of the dialogue and the speed of actions.

D The nature of the dialogue emphasises key elements of the film.

18 The writer refers to the ‘click’ of a door to make the point that realistic sounds

A are often used to give the audience a false impression of events in the film.

B may be interpreted in different ways by different members of the audience.

C may be modified in order to manipulate the audience’s response to the film.

D tend to be more significant in films presenting realistic situations.

Questions 19-23

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

In boxes 19-23 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

19 Audiences are likely to be surprised if a film lacks background music.

20 Background music may anticipate a development in a film.

21 Background music has more effect on some people than on others.

22 Background music may help the audience to make certain connections within the film.

23 Audiences tend to be aware of how the background music is affecting them.

Questions 24-26

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

Write the correct letter, A-E, in boxes 24-26 on your answer sheet.

24 The audience’s response to different parts of a film can be controlled

25 The feelings and motivations of characters become clear

26 A character seems to be a real person rather than an actor

A when the audience listens to the dialogue.

B if the film reflects the audience’s own concerns.

C if voice, sound and music are combined appropriately.

D when the director is aware of how the audience will respond.

E when the actor’s appearance, voice and moves are consistent with each other.

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 paragraphs A-F from the list of headings below. Write the correct number, i-vii, in boxes 27-32 on your answer sheet.

List of Headings

i Differences between languages highlight their impressiveness

ii The way in which a few sounds are organised to convey a huge range of meaning

iii Why the sounds used in different languages are not identical

iv Apparently incompatible characteristics of language

v Even silence can be meaningful

vi Why language is the most important invention of all

vii The universal ability to use language

27 Paragraph A

28 Paragraph B

29 Paragraph C

30 Paragraph D

31 Paragraph E

32 Paragraph F

‘This Marvellous Invention’

A Of all mankinds manifold creations, language must take pride of place. Other inventions — the wheel, agriculture, sliced bread — may have transformed our material existence, but the advent of language is what made us human. Compared to language, all other inventions pale in significance, since everything we have ever achieved depends on language and originates from it. Without language, we could never have embarked on our ascent to unparalleled power over all other animals, and even over nature itself.

B But language is foremost not just because it came first. In its own right it is a tool of extraordinary sophistication, yet based on an idea of ingenious simplicity: ‘this marvellous invention of composing out of twenty-five or thirty sounds that infinite variety of expressions which, whilst having in themselves no likeness to what is in our mind, allow us to disclose to others its whole secret, and to make known to those who cannot penetrate it all that we imagine, and all the various stirrings of our soul’. This was how, in 1660, the renowned French grammarians of the Port-Royal abbey near Versailles distilled the essence of language, and no one since has celebrated more eloquently the magnitude of its achievement. Even so, there is just one flaw in all these hymns of praise, for the homage to languages unique accomplishment conceals a simple yet critical incongruity. Language is mankind’s greatest invention — except, of course, that it was never invented. This apparent paradox is at the core of our fascination with language, and it holds many of its secrets.

C Language often seems so skillfully drafted that one can hardly imagine it as anything other than the perfected handiwork of a master craftsman. How else could this instrument make so much out of barely three dozen measly morsels of sound? In themselves, these configurations of mouth — p,f,b,v,t,d,k,g,sh,a,e and so on — amount to nothing more than a few haphazard spits and splutters, random noises with no meaning, no ability to express, no power to explain. But run them through the cogs and wheels of the language machine, let it arrange them in some very special orders, and there is nothing that these meaningless streams of air cannot do: from sighing the interminable boredom of existence to unravelling the fundamental order of the universe.

D The most extraordinary thing about language, however, is that one doesn’t have to be a genius to set its wheels in motion. The language machine allows just about everybody — from pre-modern foragers in the subtropical savannah, to post-modern philosophers in the suburban sprawl — to tie these meaningless sounds together into an infinite variety of subtle senses, and all apparently without the slightest exertion. Yet it is precisely this deceptive ease which makes language a victim of its own success, since in everyday life its triumphs are usually taken for granted. The wheels of language run so smoothly that one rarely bothers to stop and think about all the resourcefulness and expertise that must have gone into making it tick. Language conceals art.

E Often, it is only the estrangement of foreign tongues, with their many exotic and outlandish features, that brings home the wonder of languages design. One of the showiest stunts that some languages can pull off is an ability to build up words of breath-breaking length, and thus express in one word what English takes a whole sentence to say. The Turkish word ?ehirlili?tiremediklerimizdensiniz, to take one example, means nothing less than ‘you are one of those whom we cant turn into a town-dweller’. (In case you were wondering, this monstrosity really is one word, not merely many different words squashed together — most of its components cannot even stand up on their own.)

F And if that sounds like some one-off freak, then consider Sumerian, the language spoken on the banks of the Euphrates some 5,000 years ago by the people who invented writing and thus enabled the documentation of history. A Sumerian word like munintuma’a (‘when he had made it suitable for her’) might seem rather trim compared to the Turkish colossus above. What is so impressive about it, however, is not its lengthiness but rather the reverse — the thrifty compactness of its construction. The word is made up of different slots, each corresponding to a particular portion of meaning. This sleek design allows single sounds to convey useful information, and in fact even the absence of a sound has been enlisted to express something specific. If you were to ask which bit in the Sumerian word corresponds to the pronoun ‘it’ in the English translation when he had made it suitable for her, then the answer would have to be nothing. Mind you, a very particular kind of nothing: the nothing that stands in the empty slot in the middle. The technology is so fine-tuned then that even a non-sound, when carefully placed in a particular position, has been invested with a specific function. Who could possibly have come up with such a nifty contraption?

Questions 33-36

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

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

The importance of language

The wheel is one invention that has had a major impact on 33 __________ aspects of life, but no impact has been as 34 __________ as that of language. Language is very 35 __________, yet composed of just a small number of sounds. Language appears to be 36 __________ to use. However, its sophistication is often overlooked.

A difficult B complex C original

D admired E material F easy

G fundamental

Questions 37-40

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

In boxes 37-40 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

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

37 Human beings might have achieved their present position without language.

38 The Port-Royal grammarians did justice to the nature of language.

39 A complex idea can be explained more clearly in a sentence than in a single word.

40 The Sumerians were responsible for starting the recording of events.

剑桥雅思阅读11原文参考译文(test4)

PASSAGE 1 参考译文：

双胞胎研究

对于全世界的生物医药学研究者来说，双胞胎提供了一个宝贵的机会以供他们探究基因和环境——也就是先天和后天一所产生的影响。因为同卵双胞胎来自于分裂为二的同一个受精卵，所以他们实际上享有着完全相同的基因代码。二人之间的任何差异一例如双胞胎中的某个有着看起来更为年轻的肌肤——都必定是环境因素造成的，比如日晒时间更少。

另一方面，通过比较同卵双胞胎与异卵双胞胎(后者来自两个不同的受精卵而拥有平均来说约为一半的相同基因)的经历，研咳嗽本涂梢粤炕氐贸鑫颐堑幕虻降自诤沃殖潭壬嫌跋熳盼颐堑纳睢H绻杂谀持疾病同卵双胞胎二人之间的反应比起异卵双胞胎来更为相似，那么容易得上这种疾病的特征就至少有一部分原因是来自遗传因素。

这样两条研究线索——研究同卵双胞胎之间的不同以确认环境的影响，以及比较同卵双胞胎与异卵双胞胎之间的异同以衡量遗传因素所扮演的角色——一直以来都是至关重要的，我们需要借此来理解先天因素与后天因素是如何综合作用起来決定我们的个性、行为和易感染某些疾病的程度。

研究双胞胎以衡量遗传因素的影响这个理念可以追溯到1875年，当时英国科学家Francis Gallon第一次提出了这样一种方法(并且创造了“先天和后天”这样一种说法)。但是双胞胎研究在20世纪80年代迎来了一个令人意想不到的转折，当时出现了这样一种思路，其研究对象为那些出生时即被分开而各自长大成人后才重新聚首的同卵双胞胎们。在二十年的时间里，前后共有137对双胞胎走进了Thomas Bouchard的实验室，这次研究后来成为了广为人知的“被异地养大双胞胎的明尼苏达研究”。在这些双胞胎身上开展了不计其数的测试，他们中的每个人都回答了15,000多个问题。

Bouchard和他的同事们利用了这批数目惊人的海量数据来辨识双胞胎到底在何种程度上受到其基因组成的影响。他们所采用的研究方法的关键在于一种称之为“可遗传性”的统计学数理概念。从广义概念上来说，任何某种特质的可遗传性所衡量的是人口群体中各个成员之间的个体差异可以在何种程度上由他们彼此之间基因方面的差异来解释。而似乎无论Bouchard和其他科学家们如何看待这个问题，他们都能发现基因影响力的这只无形之手在参与塑造我们的人生。

然而，近年来，对于双胞胎的研究已帮助引导科学家们得出了一个不同于以往的新结论：并非只有先天和后天这两个基础原因在发生作用。根据一个近期出现的被称为“表观遗传性”(epigenetics)的研究新领域的看法，还有第三个因素在起作用，它有时候作为一道连接桥梁，贯通于环境与我们自身基因的二者之间;而另一些时候则直接着手塑造我们每一个人。

表观遗传的过程是这样一些化学反应，它们既不与先天也不与后天相关，而是代表着研究人员所称之为的“第三组成因素”。这些反应影响着我们基因代码的表现方式：每一项基因是如何得到加强或削弱，甚至是被激活或关闭，从而构建起我们的骨骼、大脑和身体的所有其他组成部分。

如果你把我们的DNA设想成一组巨大的钢琴键盘而我们的基因就是其中的琴键——每个琴键象征着DNA的一个片段，负责某个音调或者说特质，而所有的琴键组合起来就构成了每一个独特的我们，那么表观遗传的过程就决定着每一个琴键可以什么时候、以何种方式被弹响，从而改变着演奏曲目的旋律。

表观遗传学研究之所以彻底改变了我们对于生物学的理解，方式之一就在于它揭示出这样一种机制，外在环境正是通过这样一种机制直接作用于内在基因。举例来说，动物研究已经证实了：当一只老鼠在怀孕期间有过紧张压力的体验，就可能在其胎儿中引发表观遗传性的改变，进而随着这只啮齿动物的成长导致其行为方面的各种问题。有一些表观遗传过程似乎是随机发生的，而另一些则为常规现象，例如那些指导胚胎细胞如何分化成为心脏、大脑或肝脏细胞的过程。

基因学家Danielle Reed多年来研究过许多对双胞胎，深入思考过双胞胎研究到底可以教会我们哪些知识。“当观察一对双胞胎时，你能够清楚地看出他们之间所共有的许多东西都是基因硬件所決定的，”她这样说道。“关于他们的许多东西都是绝对一模一样和不可改变的。但是当你深入了解了他们以后，同样清楚显现的则是他们身上还有很多其他东西都是不一样的。在我看来，表观遗传学正是大部分这些差异之所以产生的根源所在。”

Reed认为今天关于双胞胎研究的蓬勃发展都要归功于Thomas Bouchard的工作。“他是这个领域的先驱，”她说到。“我们忘记了，就在50年前，例如心脏疾病这样的事情还被认为完全是由个人生活方式引起的。精神分裂症过去曾被视为原因在于母亲养育得不好。双胞胎研究使得我们去进一步深思人们到底生而具有哪些特征，又有哪些情況是由个人经历所造成的。”

说完这些，Reed还补充说，最近在表观遗传学领域中的研究工作还很有可能带领我们的理解更进一步。“我想要说的是，我们的先天用铅笔写好了一些内容，又用墨笔写好了另一些内容，”她这样说。“用墨笔写下的内容是无法改变的，那是我们的DNA。但是用铅笔写下的内容却可以修改，那就是表观遗传学。现在既然我们己经有能力探査DNA并看出哪些是铅笔写出来的内容了，这便进入了一个全新的世界。”

TEST 4 PASSAGE 2 参考译文：

电影声音简介

虽然我们也许会将电影视为在本质上以视觉为核心的体验，但我们着实不能低估了电影声音的重要作用。一套内涵丰富的电影原声常常和银幕上的画面同样复杂深刻，并且最终也是影片导演需要肩负的重要职责。完整的原声包括三个核心组成元素：演员说话声、音效和音乐。这三个声道必须融合在一起并彼此平衡调和，这样才能产生必要的侧重点，进而实现影片所想达到的效果。针对以上提到的三种声道所展开的话题将在后文中一一进行讨论。这些话题包括对话、同步和不同步音效，以及音乐。

让我们从“对话”开始。与舞台戏剧相同，对话的作用是讲述故事并表达角色的感想和动机。随着电影的角色化，观众常常区分不出角色与演员之间会存在什么差別。于是，举个例子来说，演员Humphrey Bogart 就是片中人物Sam Spade;角色特征与真人特征似乎融合在了一起，难分彼此。这也许是因为表演者本人的音质提供了角色构成的一个基本元素。

当声音特质配合了表演者的容貌和手势，一个完整而非常真实的人物就出现了。观众看到的不是一个演员在展示自己的技艺，而是另一个普通人在与他的人生进行着挣扎搏斗。这样一点颇为有趣：如何使用对话以及到底使用多少数量的对话在不同的电影中差别极大。比方说，在《2001》这部非常成功的科幻电影中，并没有使用很多对话，出现的少量对话也大部分都是平淡无味的，几乎没有什么内在意趣。通过这种方式，电影拍摄者得以描绘出Thomas Sobochack和Vivian Sobochack在《电影简介》中所说到的那种效果：“相比于人类创造出来的宏伟科技和大千宇宙的视觉美感，个人的反应是多么的渺小不足”。

而另一方面，喜剧电影《育婴奇谭》则给出了几乎没有停歇、飞快得惊人的对话。这种对话的使用不但突出了Katherine Hepburn所扮演角色的滑稽荒谬，而且也强调了电影本身的荒诞和由此产生的幽默诙谐。观影者被从一个噱头抛向另一个噱头，从一场对话拉入另一场对话，根本来不及做出任何反应。观众们置身于一场各种行为快速切換的旋风之中，仅仅是努力跟上情节发展就已很不容易了。这部电影代表着纯粹的逃避现实主义风格——一大原因就在于其中凌乱癫狂的对话。

同步音效指的是那些与银幕上正在出现的画面同步或相匹配的声音。比方说，如果影片中的某个角色正在弹钢琴，那么钢琴的声音就会播放出来。同步的各种声音増加了影片的真实感并且有助于营造出某种特定的氛围。例如，一扇门被打开时发出的“咔嗒”声也许仅仅是为了向观众证明此处展示的场景是真实的，而观众可能也仅仅只是在潜意识中注意到了这个意料之中的声响。然而，如果开门的“咔嗒”声是一个即将到来的恶性事件——例如一场入室盗窃——之中的组成部分，影片混音师则有可能会刻意放大音量来引起观众的注意，这能有助于将观众卷入悬念时刻。

另一方面，不同步音效并不匹配于银幕上任何可见的声音来源。之所以运用这样的音效，是为了提供某种恰当的微妙情绪氛围，同时也有可能増加影片的真实感。比如，在影片前景的声音和画面正在描述两个人进行争吵的时候，影片拍摄者有可能会选择救护车的汽笛声作为背景声音。这种不同步的救护车汽笛声突出了争吵所带来的精神伤害;而与此同时，汽笛的声音还增加了影片的真实感，因为它提示了影片的城市背景设定。

我们大概都已对电影中的背景音乐相当熟悉了，它们在影片中如此无处不在，以至于只在没有出现的时候我们才能注意到。我们知道它被用来渲染情绪和韵律。它一般不会喧宾夺主引人关注，而是为影片中所刻画的故事和/或人物提供了某种基调或情绪态度。此外，背景音乐还常常能够预示一种氛围上的变化。比方说，凌乱失调的音乐可以在电影中用来暗示一场正在到来(但目前还并不明显可见)的危险或灾难。

背景音乐可以通过在不同场景之间建立联系来帮助观众理解剧情。例如，与某个角色或场景有关的某个特定的乐曲主题可以在影片中不同的部位反复出现，由此来提醒观众注意到其核心主旨或主题思想。

电影声音同时包含传统和创新。我们已经逐渐学会了预期在飞速追车的场景中音乐一定会加速，而在恐怖电影中则必定会有嘎吱作响的门声。然而，注意到这样一点也是极其重要的：声音往往是以一种十分精妙出色的方式被人们所感知。音效的作用通常在很大程度上是微妙难察的，常常只有我们的潜意识思维才会注意到它们。除了关注影片的空间效果之外，我们需要刻意培养自己注意电影音效的能力，这样才能真正欣赏到这种在20世纪里如此鲜活而富有生机的艺术形式——现代电影。

TEST 4 PASSAGE 3 参考译文：

“这项美妙的发明”

A 在人类所有各种各样的创造品中，语言必定占有最重要的地位。其他发明——车轮、农耕、切片面包——也许彻底改变了我们的物质生活，但语言的进步才是真正使得我们称其为人的关键所在。与语言相比，所有其他发明在重要性上都会黯然失色，因为我们所取得的一切成就都有赖于语言并且源自于它。如果没有语言，我们人类永远不可能登上凌驾所有其他动物、甚至驾驭大自然本身的高高位置。

B 但是语言之所以地位至高无上，并不仅仅因为它的先来先到。就其本身而言它是一种极其精密复杂的工具，然而其基础理念却又简单纯粹得令人称奇：“这项奇妙的发明利用二十五或三十种发音组合出了那样无穷无尽的表达方式，这些发音自身虽然与我们心中所想并无相似之处，却使得我们可以借此向其他人展露出心中的全部秘密，令那些原本无法透视我们心灵的他人知晓我们全部的想象意念，以及我们灵魂中所有的震颤悸动。”这就是在：1660年，位于凡尔赛附近Port-Royal修道院中那些著名的法语语法大师们所用来精炼地阐释语言精髓的措辞，自那以来再也没有其他人能用更加雄辩的方式来高度赞颂语言所取得成就的辉煌灿烂、举足轻重了。即便如此，在所有这些赞颂之词中还是存在着一个问题，因为对于语言之独一无二成就的敬辞掩盖了一个简单却又至关重要的不一致性。语言是人类最伟大的发明——只除了，当然了，它根本不是被发明的。这种显而易见的悖论正是我们惊叹着迷于语言的核心原因，它包含着语言自身的许多秘密。

C 语言通常看起来如此匠心机巧、精密完善，除了将它视作某个天才大师的完美设计之外简直无法再做他想。如若不然，这个工具是如何能用捉襟见肘的二三十个细碎音素拼凑出如此丰富意义的?如果单凭它们自己，这些不同口部形状所发出来的声音——p, f, b, v, t, d, k, g, sh, a, e等等——只不过是些随意的吞吐之声，没有任何含义的偶然声响，没有能力表达思想，没有力量解释说明。但是把它们送进语言机器的齿轮转动之中，让它用一些非常特殊的顺序将它们排列组合一番，就没有什么是这些原本毫无意义的气流所不能做到的了：从叹息生活那看似没完没了的无聊平淡，到破解宇宙的基本秩序。

D 然而，语言的最为非比寻常之处，在于任何人都不需要天赋异禀才能让它的齿轮开始运转。语言机器允许每个人——无论是亚热带稀树草原上过着原始生活的狩猎采集者，还是城郊杂户区里的后现代哲学家——都能将这些无意义的声音联系起来，进行无穷无尽的组合以表达各种微妙的感受，并且全程显然不费吹灰之力。然而正是这种具有欺骗性的看似轻而易举性使得语言成了其自身成功的受害者，因为在日常生活中它的种.种辉煌成就通常被人们视作了理所应当。语言的机轮转动得如此平顺，以至于我们很少会费心去停下来思考一下：要让它顺利运转，其背后必定是动用了多少随机应变与精密技巧。语言掩盖住了艺术。

E 通常，只有当遭遇了陌生的外来语言，体会了它们的许多稀奇古怪和不同之处，我们才开始意识到语言的设计精妙之处。有一些语言能够展示出来的最今人叹为观止的特色之一，是能够搭建起某些长得无法一口气读完的单词，由此用一个单词就能表达英语需要用一整个句子才能说出来的意思。举一个例子来说明，土耳其词汇sehirmisriremediklerirnizdensiniz表示的意思是“你就是这样一个我们怎么都没法改造成乡镇人的家伙。”(请不要疑惑，这个看着吓人的字眼真的只是一个单词，而并非是许多不同的词汇被强行挤压在了一起——这个单词中的许多组成部分甚至不能独立构成某一个词。)。

F 如果上面那个例子听起来像是某个例外性的怪胎，那么请考虑一下苏美尔语，讲这种语言的人们在大约50前住在幼发拉底河两岸，他们发明了书写并由此开创了书面的历史记载。像munintuma’a(当他为她把它准备合适了以后)这样的一个苏美尔词汇若是与上面那个庞然大物的土耳其字眼相比，可能会显得相当简洁。然而，它之所以如此令人惊叹，并非它的冗长而是恰恰相反——正是其语义构建的紧凑简约。这个单词由不同的片段组成，每个片段对应一部分语义。这种先进流畅的设计使得单个发音也可以传达出有用信息，而且实际上即使某个没有发出来的音都可以用以表达某些特定含义。如果你要问，在一个可以翻译成英语句子“当他为她把它准备合适了以后”的苏美尔单词中，哪一个部分对应于“它”这个意思，那么答案只能是“没有”。不过你要注意了，这是一种非常特定性的没有：是位于单词片段之间的空白之处的没有。也就是说，这门语言技术己经如此精编细制，甚至是一个没有发出来的声音，当它被仔细放置在某个特定位置的时候，都被赋予了一个具体的功能。究竟是什么人发明了这样一项奇妙的装置呢?

剑桥雅思阅读11原文解析(test4)

Passage 1

Question 1

答案： FALSE

关键词： genetic causes, skin

定位原文: 第1段第2、3句“Because identical twins come from…”同卵双胞胎享有同样的基因密码，两人出现不同只可能是环境因素造成的差异。

解题思路: 本题出题位置符合顺序原则，作为文后第一个题型中的第一道题，考生可以轻松在正文第一段中定位到一模一样的skin一词。从理解上来看本题也并不困难：原文明确说到同卵双胞胎来自同一颗受精卵，基因完全相同，一切不同都是后天环境因素造成的。这与题干信息“同卵双胞胎的皮肤看起来有多年轻，其背后有可能存在着基因方面的原因”相悖，因此答案为FALSE。

Question 2

答案： NOT GIVEN

关键词： greater risk, developing certain illnesses, non-twins

定位原文：第2段第2句“If identical twins are…”

解题思路：题干中的illness 一词回到原文中有两个对应的同义替换词，分别为ailment 和disease。即使对前者不甚熟悉但必定应当认识后者，所以定位并不算难。仔细阅读文章内容可知，本句只是提及同卵双胞胎与异卵双胞胎在对某种疾病产生反应的方面有何异同，比较的对象只涉及“双胞胎”这个范围，并未将之与“非双胞胎”比较，没有明确提及题干的信息“双胞胎比非双胞胎更有风险得上某些疾病”，通读后文后，也没有其他的答题定位区域，因此答案为NOT GIVEN。

Question 3

答案： NOT GIVEN

关键词： Bouchard, advertised, newspapers

定位原文：第4段第2句“Over two decades 137 sets of …”

解题思路：本题可以凭借Bouchard这个专有名词而轻松在文中定位，但仔细阅读文章内容就会发现，确实有许多双胞胎参与了此人所进行的研究，但并没有明确提及那些双胞胎们是通过什么途径来到Bouchard实验室的，没有“报纸”和“广告”这些信息，因此答案是NOT GIVEN。

Question 4

答案： TRUE

关键词： epigenetic processes

对应原文：第6段最后一句“According to a recent field called …”

解题思路： Epigenetic这个词作为学科名称，一模一样地出现在文中第6段，可以被轻松定位。阅读定位句则可以知道，这一作用过程确实既不同于环境因素，也不同于基因因素，与题干表述相一致，因此答案为TRUE。

Question 5

答案： A

关键词： invented a term, two factors

定位原文：第4段第1句“The idea of using twins…”

解题思路：题目：invented a term used to distinguish two factors affecting human characteristics; 译文：发明了一个术语用来区分影响个人特质的两种因素。本题基本上就是考査考生对coin这个单词作为动词表示“创造”;这个单词作为名词还可表示“术语——这个词汇知识点，而coin a term这样的用法在此前的剑桥真题里已经出现过，此题答案为A。

Question 6

答案: C

关键词: study of epigenetics, increase, knowledge

定位原文: 第12段最后1句“Having said that, Reed … ”

解题思路：题目：expressed the view that the study of epigenetics will increase our knowledge;译文：表达了这样一个观点：对于表观遗传学的研究将会增加我们的知识。本题的定位稍有麻烦，因为Reed这个人名在文章的后三段中都有所提及，对比这几段文章中的相关内容，待读到最后一段时理解原文应该不难，increase our knowledge 与 take our understanding further 是简单的同义表述关系，本题答案为C。

Question 7

答案： B

关键词： mathematical method

定位原文：第5段第1、2句“Bouchard and his colleagues …”

解题思路：题目：developed a mathematical method of measuring genetic influences;译文：开创了一种数学方法来衡量基因的影响。本题出题点距离人名定位处并不远，statistical concept 与 mathematical method 为同义替换关系，此题答案为B。

Question 8

答案: A

关键词: pioneered

定位原文: 第4段第1句“The idea of using twins to measure…”

解题思路: 题目：pioneered research into genetics using twins; 译文：开创了通过双胞胎来研究基因学的做法。本题与第五题的定位完全相同，都是原文中的同一句，且从考查单词的难度上来看，比第5题更容易理解。无论date back (追溯到)这个词组还是first这个单词都不会造成理解困难，正是Francis Galton开创了研究双胞胎的先河，本题答案为A。

Question 9

答案: B

关键词: lived apart

定位原文: 第4段第2、3句“But twin studies took a surprising twist in…”

解题思路：题目：carried out research into twins who had lived apart; 译文：对那些各自生活在不同地方的双胞胎进行了研究。无论是原文中第二句里的separated at birth and reunited as adults 还是第三句里的 Reared apart, 都明确对应题干中的lived apart这个信息，只需明确这个研究对象到底是Francis Galton还是Thomas Bouchard所研究的即可。经过仔细阅读可知为后者，因此本题答案为B。

Question 10

答案: D

关键词： epigenetic processes

定位原文：第7段第1、2句“Epigenetic processes…”

解题思路: 题干说“在表观遗传过程中，_____会影响我们的基因活动行为”。用epigenetic processes可以轻松在原文中定位到出题位置，但需要耐心读完相邻的两句，才可根据后句里的these reactions这个指代更加确定答案应为前一句中的chemical reactions, 根据意思选择最接近的选项，由此可得答案为D。

Question 11

答案: B

关键词: create, internal

定位原文: 第7段第2句“These reactions …”

解题思路: 题干说“在表观遗传过程中，化学反应会影响我们的基因活动行为，例如在创造我们内部_____的时候”。本题的出题位置与上一题来自同一句话，看出原文中的 parts of our bodies 正是对应 internal organs 这一表述，因此答案为B选项：organs。

Question 12

答案： E

关键词： uncover, genes, affected

定位原文：第9段第1句“One way the study of …”

解题思路：题干说“表观遗传学的研究正在探索我们的基因会以怎样的方式受到我们的_____的影响”。考生应该不难找到原文中impact与题干中be affected by的同义替换，对比可知答案为E选项：environment。

Question 13

答案： behaviour/behavior

关键词： pregnant rat, stress, problems

定位原文：第9段第2句“Studies of animals, for example, have shown…”

解题思路：题干说“有一个例证：如果一只怀孕的老鼠经历过紧张压力体验，新生的幼鼠日后就有可能展现出_______方面的问题”。“怀孕的老鼠”这个信息在文中容易定位，考生只需认真阅读定位句即可得出答案为F选项。

Test 4 Passage 2

Question 14

答案: B

关键词: first paragraph

定位原文: 第1段整体内容

解题思路: 本题考査考生是否能够读懂作者在第一段里表达的主要看法，很难使用此段中的某一句话来确定答案，需要考生读懂本段大意并对比四个选项内容，从而做出恰当选择。

A项说“导演应该在拍摄的早期阶段就计划好电影原声”，而原文中只是提及“规划音效也应该是导演的职责所在”,并未提及是否该早早动手规划;C项说“音乐产业可以对电影中的声音产生有益影响”，这个信息完全不曾被提及;D项说“负责电影中声音的工作人员应该对音效担负起完全的责任来，这很重要”，更是故意曲解了文中的“统筹音效和关注画面质量同样都是导演的应有之责”，混淆视听。对比可得正确答案为B项。

Question 15

答案: A

关键词: Humphrey Bogart

定位原文: 第2段的第3、4句“Often with film characterization the audience perceives little…”

解题思路: 题目问作者提到Humphrey Bogart的一个原因是为了证明什么。人名可以帮助考生轻松定位。只看包含Humphrey Bogart的一句，缺失了此段的上下文，也不易得出答案。B项说“观众希望演员在视觉上适合他们所扮演的角色”，也就是说希望演员的外貌特征符合角色描述，但本段反复提及的着眼点在于“性格特征”而非外貌;C项属于完全未被提及的信息;D项说“观众更倾向于对话要尽可能显得真实”，虽然本段确实意在解释“对话”在电影中所扮演的角色，但是并有明确说到它必须像真的，所以也不对。

Question 16

答案： B

关键词： third paragraph

定位原文：第3段内容

解题思路: A项说“如果电影对话不能反映观众自身经历，他们就有可能会持批评性态度”，未被提及的;C项说“电影制作者在如何处话的技巧上彼此有着极大的差別”，这个选项与原文中how dialogue is used and the very amount of dialogue used vanes widely among films有一定相似之处，可能会给部分考生造成一定干扰。但仔细分辨之下不难看出，原文只说了“不同电影中对话的用法和用量有很大差別”，并未明确说是电影制作者使用技巧的差別，是干扰选项;D项说“最成功的电影是那些有着高质量对话的电影”，也是无中生有的信息。

Question 17

答案： D

关键词： Bringing Up Baby

定位原文：第4段内容

解题思路：问的是关于Bringing Up Baby 这部电影说了什么，根据本段内容，作者说这部电影故意使用了又快又滑稽的对话形式来突出影片的荒诞风格。因此正确答案为选项D“对话的性质强化了影片中的关键元素。”A项说“由于电影制作人想要关注幽默对话而使情节受到了损害”;B项说“对话帮助这部电影成为了有史以来最好的喜剧电影之一”;C项说“对话的速度与动作的速度之间不匹配”。这三项内容在本段中都不曾被提及。

Question 18

答案: C

关键词： ‘click’ of a door

定位原文：第5段第4句“For example, the 'click' of a door being opened…”

解题思路: 题目问：作者提到了推门的“咔嗒”声来说明，模拟真实情况的声音_____。A项说“经常被用来让观众对影片中的事件产生错误印象”;B项说“可能会被观众中的不同成员按照不同的方式进行理解”;D项说“往往在那些展示现实场景的电影中显得更为重要”。这三项内容在本段不曾被提及。而C中“也有可能加以改变用来控制观众对电影的反应”是定位处的同义表达。

Question 19

答案: TRUE

关键词： surprised, lacks, background music

定位原文：第7段的第1句“We are probably all familiar with…”

解题思路：定位处的so… as to 表示 “如此…以至于”，背景音乐无处不在，以至于观众必须注意到它的存在，和题目的“如果一部电影缺了背景音乐，观众有可能会感到奇怪。”是同义表达。

Question 20

答案： TRUE

关键词： background music, anticipate, development

定位原文：第7段倒数第2句“In addition, background music…”

解题思路：定位处说背景音乐通常预示着氛围变化，foreshadow 与may anticipate 是同义表达，题目中说“背景音乐有可能预示出一部电影中的情节发展”与定位原文是同义表达，因此答案为TRUE。

Question 21

答案： NOT GIVEN

关键词： background music, more effect than

定位原文：第7段第3、4、5句“Usually not meant to be noticeable …”

解题思路：文中与题目有关的定位区域在第7段，文中说到，通常可能不是故意让人注意的，只是说背景音乐通常奠定了故事的基调，或者人物的感情态度，再者，预示氛围变化。而题目中却说背景音乐对一些人产生的效果比对另一些人所产生的效果更大。这样的信息在文中完全没有提及。所以答案只能是NG。

Question 22

答案： True

关键词： background music, make certain connections

定位原文：第8段内容

解题思路: 题目说背景音乐可以帮助观众在影片中(不同场景之间)找到某些关联，在阅读第8段第1句后，即可大致判断这个表述是True，如果觉得不够确信，再往后阅读，可以确定答案。

Question 23

答案： FALSE

关键词： aware, background music, affecting

定位原文：第9段第4句“The effects of sound are often largely…”

解题思路：定位处已经明确说明声音的效果通常来说是非常微妙的，只是潜意识才能注意到。而题目说的是“观众往往会注意到背景音乐如何对他们产生影响。” 题目中用background music，原文中用了sound这个简单词，正文中所使用的effects一词与题干中affect的同义替换，对比内容，可知答案为FALSE。

Question 24

答案: C

关键词: audience's response, can be controlled

定位原文: 第1段第3、4句“The entire sound track consists of…”

解题思路：题目问的是观众对于影片中不同部分的反应可以在何种情况下被控制。难点在与理解原文的create desired effects，即是指“创造出(电影制作者)所想要达到的效果”，也就是希望去掌控或操控观众观影之后会产生什么样的反应。题目中的“must be mixed and balanced so as to produce the necessary emphases”就是C选项的“如果人的声音、其他声响和音乐进行了恰当混合的话”。

Question 25

答案： A

关键词： feelings and motivations

定位原文：第2段第2句“As is the case with stage drama…”

解题思路：原文中“dialogue serves to tell the story and expresses feelings and motivations of characters as well”，可见是dialogue完成两个目标，一是讲述故事，二是表达人物感情和动机，很容易选到A:当观众听着对话的时候。

Question 26

答案： E

关键词： character, real person, actor

定位原文：第3段第1句“When voice textures fit the performer's physiognomy…”

解题思路：定位原文处说到音质符合人物的外表，姿势，一个非常真实的人物形象就出来了。题目问的是“一个角色看似更像一个真实的人而非一位演员”，所以选项E“当演员的外貌、声音和动作彼此协调一致时”是正确选项。

Test 4 Passage 3

Question 27

答案： vi

关键词： most important invention

定位原文：A段内容

解题思路：实际上，本段第一句话就点明此段主要谈及“语言在人类的所有发明中占据最重要的地位”，take pride of place意为“有最重要的地位”;接下来的每一句话都是在以不同的方式反复阐述原因所在和表现形式。第二句话说“其他发明改变的是人类的物质生活，而语言则是使人真正称其为人的原因”;第三句话说“一切发明跟语言比起来都会相形失色”;第四句话还说“要是没有语言，人类不可能发展到今天这样的状态”。无论正确理解其中哪句话的大意都不难看出正确选项为vi。

Question 28：

答案：iv

关键词：incompatible characteristics

定位原文：B段内容

解题思路：本段的解题难度比较高，原因是本段整段都是典型的承上启下，答案的定位主要集中在后三句话所表达的意思里。前三句话先是继续对语言的重要地位进行了进一步描述和赞美。从倒数第三句开始话锋一转，指出虽然语言如此伟大，但还是存在着不一致、相矛盾之处，conceal，隐藏;incongruity，不一致;倒数第二句提出：“语言是最伟大的发明，然而它却并不是被发明出来的”，进一步点出这其中存在逻辑上的矛盾;最后一句再次以paradox 一词来确证。后三句共同表达了类似的意思，即语言虽然伟大但却存在矛盾、悖论之处，正确答案为iv。

Question 29：

答案：ii

关键词：a few sounds, huge range of meaning

定位原文：C段内容

解题思路：本段的第一句话其实就是在委婉地夸奖赞美语言的设计精巧。第二句话则是以“设问”形式提出，语言用“three dozen”这么一点儿的发音元素是怎么组合成了“so much”意义表达呢?本句即是在表达“用一点点发音元素弄出许多许多表达”这个意思。之后的两句也是在进一歩展开说明这个论点，本段采用的是“总一分”结构，主旨句在第二句中，正确答案为ii。

Question 30：

答案：vii

关键词：universal ability

定位原文：D段内容

解题思路：本段是个“总-分-总”结构，第一句话即点明“每个人都能让语言这部机器运转起来”，接下来的几句话分别指出：“无论什么人都能使用语言”、“但是正因如此人们才对它过于想当然了”、“也就没有刻意去重视它研究它”，结尾句则做出总结：“语言遮掩了其艺术性”。但每句话都避开了“使用”这个词汇，而是比喻性地反复提及“让机轮运转”、“串联起意义”和“使机器运行”，増加了理解难度。正确答案为vii。

Question 31：

答案：i

关键词：differences, highlight, impressiveness

定位原文：E段内容

解题思路：第一句先指出“往往只有遭遇我们不熟悉的外语时我们才会注意到语言设计结构的精巧”;之后举出一个特长的土耳其词汇来对比与英语表达方式的不同;然后再进一步进行细节解释说明。无论是“difference差异”还是“impressiveness令人惊叹”的含义都没有明确的同义替换词在文中出现，需考生在读懂句子后自行体会，正确答案为i。

Question 32：

答案：v

关键词：silence, meaningful

定位原文：F段内容

解题思路：本段的结构与B段有类似之处：前半段进一步列举例证来说明不同语言之间存在着令人惊叹的差异之处，后半段才开始说到“即使the absence of a sound也可以具有某些意义”。不过文章读到了此处，备选答案只剩下iii和v两项，也可利用排除法来找出相对更加合宜的选项，正确答案为v。

Question 33：

答案：E: material

关键词：wheel, major impact

定位原文：A段第2句“Other inventions…”

解题思路：题干说 “车轮这个发明对生活的______方面有着重大的影响”，要定位wheel一词不难，通过对比原文也可以比较轻松地看出 existence与题干中的life互为同义替换关系，可得答案为选项E: material。

Question 34：

答案：G：fundamental

关键词：no impact

定位原文：A段第3句“Compared to language…”

解题思路：题干说“但是没有任何影响能像语言产生的影响那样_____”，原文中并未直接出现impact这样的单词，也没有as...as的句型结构，而是用 Compared to表达了语言与其他发明的比较关系，需要认真阅读理解原文。好在此空与上一题同处在一个句子之中，依序阅读文章句子可得答案为选项G：fundamental。

Question 35：

答案： B: complex

关键词： yet, small number of sounds

定位原文：B段第2句“In its own right…”

解题思路：题干说“语言非常_____，然而却由仅仅非常少量的声音组成”。根据本句中的yet转折关系可知空格中的答案应当与a small number of sounds所表达的“少量、简单”形成对比、转折的关系。找到“少量声音”所对应的twenty-five or thirty sounds，对比可知此处用来形容语言另一属性的词汇为sophistication，对应答案为选项B: complex。

Question 36：

答案： F: easy

关键词：to use, overlooked

定位原文：D段全段内容

解题思路：题干说“语言看似用起来是_____ ”，考生如果感觉此句给出的信息不够，可以再看下一句题干，得知“语言的复杂精密性常被忽略”这个补充定位信息。此题位置出在D段，如前文List of Headings中关于D段的讲解所言，本段的句子其实并不很难理解，但却用了大量比喻性用法拐弯抹角地表达语义，可以得出答案为选项F: easy。

Question 37：

答案： NO

关键词：achieved, present position, without language

定位原文：A段第3、4句“Compared to language…”

解题思路：题干说“人类即使没有语言也有可能发展到今天这样的状态”，achieved和without language的题干关键词都是原词重现地出现在文中，容易定位，阅读对应的两句原文可知，作者明确指出如果没有语言人类不可能达到今天这样凌驾其他动物甚至驾驭自然的成就，题干与此相矛盾，答案为NO。

Question 38：

答案： YES

关键词：Port-Royal grammarians

定位原文：B段第3句“This was how…”

解题思路：题干说“Port-Royal的语法学家们正确地评价了语言的本质”，根据Port- Royal 定位，do justice to是“公平对待、公正评价”的意思，以及原文中celebrated eloquently the magnitude是“以极具表现力的方式赞美了其重要地位”的意思，可得答案为YES。

Question 39：

答案： NOT GIVEN

关键词：complex idea, sentence, single word

定位原文：E自然段

解题思路：题干说“一个复杂的概念用一个句子来解释比用一个单词来解释会更清楚”，E段内容中第一句先指出“往往只有遭遇我们不熟悉的外语时我们才会注意到语言设计结构的精巧”;之后举出一个特长的土耳其词汇来对比与英语表达方式的不同，这是跟题干内容可能仅有联系的定位区域，但是这个例子只是为了说明语言的奇妙性，是个特例，而且说的是一个单词表达了一个句子的意思，并不是题目所表达的通用概念，这个观点没有出现过。所以答案是NG。

Question 40：

答案： YES

关键词：Sumerians, recording of events

定位原文：F段第1句“And if that sounds like…”

解题思路：题干说“是苏美尔人开始了记录事件的做法”，Sumerians找到文中相应位置，看懂题干中recorcunff of events 与原文 documentation of history 的对应也应该没有太大问题，答案为YES。

剑桥雅思阅读翻译及答案解析11(test4)

篇8：剑桥雅思阅读8原文翻译及答案(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 1-5

Reading Passage 1 has six sections, A-F.

Choose the correct heading for sections B-F from the list of headings below.

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

List of Headings

I The influence of Monbusho

ii Helping less successful students

iii The success of compulsory education

iv Research findings concerning achievements in maths

v The typical format of a maths lesson

vi Comparative expenditure on maths education

vii The key to Japanese successes in maths education

ix The role of homework correction

Example Answer

Section A iv

1 Section B

2 Section C

3 Section D

4 Section E

5 Section F

LAND OF THE RISING SUM

A Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils’ attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?

B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.

Classes are large — usually about 40 — and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the ‘better’ school in a particular area.

C Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.

D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them.

After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well.

E It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other — anyway, it is in their interests since the class progresses together.

This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ‘if you work hard enough, you can do almost anything’. Parents are kept closely informed of their children’s progress and will play a part in helping their children to keep up with class, sending them to ‘Juku’ (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.

F So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.

Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one’s own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one or two were inspirational.

Questions 6-9

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

In boxes 6-9 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

6 There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.

7 The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.

8 Private schools in Japan are more modern and spacious than state-run lower secondary schools.

9 Teachers mark homework in Japanese schools.

Questions 10-13

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

Write the correct letter in boxes 10-13 on your answer sheet.

10 Maths textbooks in Japanese schools are

A cheap for pupils to buy

B well organized and adapted to the needs of the pupils.

C written to be used in conjunction with TV programmes.

D not very popular with many Japanese teachers.

11 When a new maths topic is introduced，

A students answer questions on the board.

B students rely entirely on the textbook.

C it is carefully and patiently explained to the students.

D it is usual for students to use extra worksheets.

12 How do schools deal with students who experience difficulties?

A They are given appropriate supplementary tuition.

B They are encouraged to copy from other pupils.

C They are forced to explain their slow progress.

D They are placed in a mixed-ability class.

13 Why do Japanese students tend to achieve relatively high rates of success in maths?

A It is a compulsory subject in Japan.

B They are used to working without help from others.

C Much effort is made and correct answers are emphasized.

D there is a strong emphasis on repetitive learning.

READING PASSAGE 2

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

Biological control of pests

The continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to agricultural crops and human health is proving to be counter-productive. Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs.

According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use.

One glaring disadvantage of pesticides’ application is that, while destroying harmful pests, they also wipe out many useful non-targeted organisms, which keep the growth of the pest population in check. This results in what agroecologists call the ‘treadmill syndrome’. Because of their tremendous breeding potential and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides.

The havoc that the ‘treadmill syndrome’ can bring about is well illustrated by what happened to cotton farmers in Central America. In the early 1940s, basking in the glory of chemical-based intensive agriculture, the farmers avidly took to pesticides as a sure measure to boost crop yield. The insecticide was applied eight times a year in the mid-1940s, rising to 28 in a season in the mid-1950s, following the sudden proliferation of three new varieties of chemical-resistant pests.

By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides. In the early 1970s, the spraying frequently reached 70 times a season as the farmers were pushed to the wall by the invasion of genetically stronger insect species.

Most of the pesticides in the market today remain inadequately tested for properties that cause cancer and mutations as well as for other adverse effects on health, says a study by United States environmental agencies. The United States National Resource Defense Council has found that DDT was the most popular of a long list of dangerous chemicals in use.

In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and ecologically sound strategy of biological control, involving the selective use of natural enemies of the pest population, is fast gaining popularity — though, as yet, it is a new field with limited potential. The advantage of biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-dispersing.

The Commonwealth Institute of Biological Control (CIBC) in Bangalore, with its global network of research laboratories and field stations, is one of the most active, non-commercial research agencies engaged in pest control by setting natural predators against parasites. CIBC also serves as a clearing-house for the export and import of biological agents for pest control world-wide.

CIBC successfully used a seed-feeding weevil, native to Mexico, to control the obnoxious parthenium weed, known to exert devious influence on agriculture and human health in both India and Australia. Similarly the Hyderabad-based Regional Research Laboratory (RRL), supported by CIBC, is now trying out an Argentinian weevil for the eradication of water hyacinth, another dangerous weed, which has become a nuisance in many parts of the world. According to Mrs Kaiser Jamil of RRL, ‘The Argentinian weevil does not attack any other plant and a pair of adult bugs could destroy the weed in 4-5 days.’ CIBC is also perfecting the technique for breeding parasites that prey on ‘disapene scale’ insects — notorious defoliants of fruit trees in the US and India.

How effectively biological control can be pressed into service is proved by the following examples. In the late 1960s, when Sri Lanka’s flourishing coconut groves were plagued by leaf-mining hispides, a larval parasite imported from Singapore brought the pest under control. A natural predator indigenous to India, Neodumetia sangawani, was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US. By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural University freed a 12-kilometre-long canal from the clutches of the weed Salvinia molesta, popularly called ‘African Payal’ in Kerala. About 30,000 hectares of rice fields in Kerala are infested by this weed.

Questions 14-17

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

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

14 The use of pesticides has contributed to

A a change in the way ecologies are classified by agroecologists.

B an imbalance in many ecologies around the world .

C the prevention of ecological disasters in some parts of the the world .

D an increase in the range of ecologies which can be usefully farmed.

15 The Food and Agriculture Organisation has counted more than 300 agricultural pests which

A are no longer responding to most pesticides in use.

B can be easily controlled through the use of pesticides.

C continue to spread disease in a wide range of crops.

D may be used as part of bio-control’s replacement of pesticides.

16 Cotton farmers in Central America began to use pesticides

A because of an intensive government advertising campaign.

B in response to the appearance of new varieties of pest.

C as a result of changes in the seasons and the climate.

D to ensure more cotton was harvested from each crop.

17 By the mid-1960s, cotton farmers in Central America found that pesticides

A were wiping out 50% of the pests plaguing the crops.

B were destroying 50% of the crop they were meant to protect.

C were causing a 50% increase in the number of new pests reported.

D were costing 50% of the total amount they spent on their crops.

Questions 18-21

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

In boxes 18-21 on your answer sheet, write

YES if the statement agrees with the claims of the writer

No if the statement contradicts the claims of the writer

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

18 Disease-spreading pests respond more quickly to pesticides than agricultural pests do.

19 A number of pests are now born with an innate immunity to some pesticides.

20 Biological control entails using synthetic chemicals to try and change the genetic make-up of the pests’ offspring.

21 Bio-control is free from danger under certain circumstances.

Questions 22-26

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

Write the correct letter, A-I, in boxes 22-26 on your answer sheet.

22 Disapene scale insects feed on

23 Neodumetia sangawani ate

24 Leaf-mining hispides blighted

25 An Argentinian weevil may be successful in wiping out

26 Salvinia molesta plagues

A forage grass.

B rice fields.

C coconut trees.

D fruit trees.

E water hyacinth.

F parthenium weed.

G Brazilian beetles.

H grass-scale insects.

I larval parasites.

READING PASSAGE 3

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

Collecting Ant Specimens

Collecting ants can be as simple as picking up stray ones and placing them in a glass jar, or as complicated as completing an exhaustive survey of all species present in an area and estimating their relative abundances. The exact method used will depend on the final purpose of the collections. For taxonomy, or classification, long series, from a single nest, which contain all castes (workers, including majors and minors, and, if present, queens and males) are desirable, to allow the determination of variation within species. For ecological studies, the most important factor is collecting identifiable samples of as many of the different species present as possible. Unfortunately, these methods are not always compatible. The taxonomist sometimes overlooks whole species in favour of those groups currently under study, while the ecologist often collects only a limited number of specimens of each species, thus reducing their value for taxonomic investigations.

To collect as wide a range of species as possible, several methods must be used. These include hand collecting, using baits to attract the ants, ground litter sampling, and the use of pitfall traps. Hand collecting consists of searching for ants everywhere they are likely to occur. This includes on the ground, under rocks, logs or other objects on the ground, in rotten wood on the ground or on trees, in vegetation, on tree trunks and under bark. When possible, collections should be made from nests or foraging columns and at least 20 to 25 individuals collected. This will ensure that all individuals are of the same species, and so increase their value for detailed studies. Since some species are largely nocturnal, collecting should not be confined to daytime. Specimens are collected using an aspirator (often called a pooter), forceps, a fine, moistened paint brush, or fingers, if the ants are known not to sting. Individual insects are placed in plastic or glass tubes (1.5-3.0 ml capacity for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol. Plastic tubes with secure tops are better than glass because they are lighter, and do not break as easily if mishandled.

Baits can be used to attract and concentrate foragers. This often increases the number of individuals collected and attracts species that are otherwise elusive. Sugars and meats or oils will attract different species and a range should be utilised. These baits can be placed either on the ground or on the trunks of trees or large shrubs. When placed on the ground, baits should be situated on small paper cards or other flat, light-coloured surfaces, or in test-tubes or vials. This makes it easier to spot ants and to capture them before they can escape into the surrounding leaf litter.

Many ants are small and forage primarily in the layer of leaves and other debris on the ground. Collecting these species by hand can be difficult. One of the most successful ways to collect them is to gather the leaf litter in which they are foraging and extract the ants from it. This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel. This method works especially well in rain forests and marshy areas. A method of improving the catch when using a funnel is to sift the leaf litter through a coarse screen before placing it above the funnel. This will concentrate the litter and remove larger leaves and twigs. It will also allow more litter to be sampled when using a limited number of funnels.

The pitfall trap is another commonly used tool for collecting ants. A pitfall trap can be any small container placed in the ground with the top level with the surrounding surface and filled with a preservative. Ants are collected when they fall into the trap while foraging. The diameter of the traps can vary from about 18 mm to 10 cm and the number used can vary- from a few to several hundred. The size of the traps used is influenced largely by personal preference (although larger sizes are generally better), while the number will be determined by the study being undertaken. The preservative used is usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly and the traps will dry out. One advantage of pitfall traps is that they can be used to collect over a period of time with minimal maintenance and intervention. One disadvantage is that some species are not collected as they either avoid the traps or do not commonly encounter them while foraging.

Questions 27-30

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

In boxes 27-30 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

27 Taxonomic research involves comparing members of one group of ants.

28 New species of ants are frequently identified by taxonomists.

29 Range is the key criterion for ecological collections.

30 A single collection of ants can generally be used for both taxonomic and ecological purposes.

Questions 31-36

Classify the following statements as referring to

A hand collecting

B using bait

C sampling ground litter

D using a pitfall trap

Write the correct letter, A,B,C or D, in boxes 31-36 on your answer sheet.

31 It is preferable to take specimens from groups of ants.

32 It is particularly effective for wet habitats.

33 It is a good method for species which are hard to find.

34 Little time and effort is required.

35 Separate containers are used for individual specimens.

36 Non-alcoholic preservative should be used.

Questions 37-40

Label the diagram below.

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

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

篇9：剑桥雅思阅读8原文翻译及答案(test4)

Passage 1

Question 1

答案： vii

关键词： background, middle-years education

定位原文: B段第1句“Lower secondary schools…”

解题思路: 作为LIST OF HEADINGS的第一个题目，此题还是稍有难度的，因为需要通读Section B的全部内容才能看出这是在讲日本中学的教育背景。如果单纯用首句中的lower secondary schools来对应题目中的middle-years education 也能够得到答案，但是需要一定程度的大胆推测。正确答案为vii。

Question 2

答案： i

关键词： Monbusho

定位原文： C段第2句“Monbusho, as part of...”最后一句“Monbusho also decides ...”

解题思路：可以推测出这一段在讲Monbusho的影响。故正确答案为i。

Question 3

答案： v

关键词： typical format

定位原文： D段第1句“Lessons all follow…”

解题思路：读首句就能够判断本题答案，题干中的format 与文中的pattern属于同义转述。故正确答案为v。

Question 4

答案： ii

关键词： less successful students

对应原文：E段第1小段第2句“...any stragglers…neighbor.”第2小段的第1句“Parents are kept…”

解题思路：本题稍有难度，对应信息分布较广。 Section E 中第一段的对应句说的是后进生在学校里得到的帮助;第二段的对应句则在讨论家长如何帮助孩子跟上班级的进度。定位词与文中的 stragglers属于同义转述。故正确答案为ii。

Question 5

答案： viii

关键词： key, successes

定位原文：F段第1小段的第1句“So what are the major…”

解题思路：开头设问道：“那么什么是日本数学教学成功的主要因素呢?”下面紧接着回答：显然态度是重要的，然后具体解说态度如何重要。其中的contributing factors与key相对应。故正确答案是viii。

Question 6

答案: YES

关键词: English pupils, Japanese counterparts

定位原文: A段第2句“... have established that not only did Japanese…”

解题思路：本题解题关键是搞清楚where后面引导的定语从句。在将英日两国13岁学生的成绩进行比较时，作者先说日本学生平均成绩较高，接着说英国低分学生比较多，而且英国学生分数跨度比较大。如果不仔细看，此题目很可能选成NOT GIVEN。

Question 7

答案： NO

关键词： Gross National Product

定位原文： A段最后1句话“The percentage of Gross…”

解题思路：这个问句表明日本投入同样的GNP却能够产生更好的数学成绩，显然，教育水平高低不能单纯以GNP投入论之。此题也具有一定的迷惑性。

Question 8

答案: NOT GIVEN

关键词: private schools , state-run lower secondary schools

定位原文: B段

解题思路: 本题属于典型的比较关系不存在的NOT GIVEN题目。多个信息词在B部分都出现过，但就是没有提到题目中所说的关系。

Question 9

答案: NO

关键词: mark homework

定位原文: D段第3句“Pupils mark their…”

解题思路：学生自己批改作业：这在日本的学校教育中是一条重要原则。本题定位信息比较明确，可轻松判断出答案。

Question 10

答案: B

关键词： maths textbooks, Japanese schools

定位原文： C段第3句“These textbooks…”

解题思路: 题目问日本学校的数学教科书如何。文章中说 the textbook are...well set out and logically developed，B 选项意思是“合理安排并且适应学生的需求”，符合文意。

Question 11

答案: C

关键词: new maths topic

定位原文: D段第2段的第1句“After the homework has…”

解题思路: 题目问怎么样介绍一个新课题，文章中说 ...the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration，C 选项意思是“十分仔细和耐心地去给学生解释”，与原文意思相符。

Question 12

答案： A

关键词： experience difficulties

定位原文： E段第1段第2句“Teachers say…”

解题思路：题目问学校如何帮助遇到困难的学生，对此文章中说 Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary。A 选项意思是“学生被给予合适的额外的补课”，所以为正确答案。

Question 13

答案： C

关键词： relatively high rates of success

定位原文： F段第1段的最后1句“Education is…”

解题思路： C 选项意思是“做出更多努力并对正确答案加以强调”，符合文意。

Test 4 Passage 2

Question 14

答案: B

关键词: pesticides

定位原文: 第1段第2句“Apart from…”

解题思路: 题目问使用杀虫剂导致了什么。文章中说 Apart from engendering widespread ecological disorders... B 选项意思是“使得全世界许多生态系统出现不平衡”，符合文意。

Question 15

答案: A

关键词: Food, Agriculture Organization, more than 300

定位原文: 第2段第1句“According to a recent…”

解题思路: A 选项意思是“这些害虫已经对很多杀虫剂不再有反应了”，和文中的 resistance 对应。

Question 16

答案： D

关键词： cotton farmers, Central America

定位原文：第4段第1、2句“The havoc that…”

解题思路: D 选项意思是“(棉农)为了保证更多的产量”，与原文意思相符。

Question 17

答案： D

关键词： mid-1960s, cotton farmers, Central America

定位原文：第5段第1句“By the mid-1960s…”

解题思路：文章说 By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides，D 选项意思是“占据了用于农业的50%的经费”，为正确答案。

Question 18

答案: NOT GIVEN

关键词： disease-spreading pest, agricultural pests

定位原文：第2段最后1句“Not to be left behind…”

解题思路: 题目说传播疾病的害虫比农业害虫对杀虫剂的反应更快，但是文章中并没有对这两种害虫做比较。

Question 19

答案: YES

关键词： innate immunity

定位原文：第2段最后1句“Not to be left behind…”

解题思路：题目说很多害虫天生就对杀虫剂有免疫能力，文章中说大约有100种传播疾病的害虫对各种正在使用的杀虫剂免疫，题目描述的与文章内容一致。

Question 20

答案： NO

关键词： biological control, synthetic chemicals, offspring

定位原文：第7段第1句“…a more effective and ecologically sound strategy of biological control，involving…”

解题思路：一种更加行之有效而健全的生态策略，即生物防虫法，就越来越受欢迎。这种策略主要是有选择性地使用害虫的天敌。通过翻译该句，考生会发现生物防虫法恰恰不涉及使用人造农药，因此题目与原文叙述相反。

Question 21

答案： YES

关键词： bio-control, certain circumstances

定位原文：第7段最后1句“When handled by…”

解题思路：文章说如果生态控制由专家来实施，那么它是是安全的，无污染的。题目的描述与文章一致。

Question 22

答案： D

关键词： disapene scale insects

定位原文：第9段最后1句“CIBC is also…”

解题思路: 破折号后面的同位语成分是对 ‘disapene scale’ insects的解释说明。defoliant指脱叶剂，考生即使不知道它的意思，也能够猜出来这种虫子危害果树。故答案为D。

Question 23

答案： H

关键词： Neodumetia sangawani

定位原文：最后1段第3句“A natural predator…”

解题思路：这道题目的解题关键是搞清楚定语从句 that was devouring forage grass 的先行词是 grass-scale insect,而不是 Neodumetia sangawani, 否则答案很容易就误选A。故答案为H。

Question 24

答案： C

关键词： leaf-mining hispides

定位原文：最后1段第2句“...flourishing coconut groves were plagued by leaf-mining hispides...”

解题思路： blighted这个词很多考生不认识，不过通过上下文应该能够轻易猜出是贬义词，指的是leaf-mining hispides祸害了什么。故答案为C。

Question 25

答案: E

关键词: Argentinian weevil

定位原文: 第9段第2句“...trying out an Argentinian weevil for the eradication of water hyacinth...”

解题思路： wipe out的意思是“消灭”，相当于文中的 eradication, 故答案为E。

Question 26

答案： B

关键词： Salvinia molesta

定位原文：最后1段最后两句话“By using Neochetina bruci, a beetle…”

解题思路：这道题目的难点在于专有名词太多，还间或有插入语或过去分词，使考生容易忽视真正的动词，比如freed和infested。代词指代成分this weed也容易被误解。如果能够将这个句子读上两遍，正确答案B也就不难找到了。

Test 4 Passage 3

Question 27

答案： TRUE

关键词： taxonomic research

定位原文：第1段第3句“For taxonomy,…”

解题思路：题目中说生物分类学研究涉及比较一组蚂蚁的成员，文章说从一个单独的巢穴去研究，两者一致。文章中的 taxonomy 对应题目中的 taxonomic research，a single nest 对应one group of ants。

Question 28：

答案： NOT GIVEN

关键词： new species, taxonomists

定位原文：第1段最后1句 “The taxonomist…”

解题思路：题目说蚂蚁的新物种经常被生物分类学所辨别，而文章并没有给出new species 相关的信息。

Question 29：

答案： TRUE

关键词： range, criterion

定位原文：第1段第4句“For ecological studies…”

解题思路：题目说范围对于生态收集是一个关键的标准，文章中说对于生态学研究而言,最重要的因素是尽可能多的去收集不同的可认知的物种，题目与原文表述一致。其中文章中的 as many of different species as possible 对应题目中的 range, the most important factor 对应 the key criterion。

Question 30：

答案： FALSE

关键词： single collection

定位原文：第1段倒数第2句“..these methods are not…”

解题思路：显然，分类学采集法和生态学采集法不总是兼容的，也就是说一次蚂蚁采集不可以为两种方法共用。

Question 31：

答案： A

关键词： preferable, take specimens from group of ants

定位原文：第2段第5句“When possible,…”

解题思路：有可能的话，采集应当从蚁巢或觅食蚂蚁群开始搜集，而且至少采集20至 25只蚂蚁。根据题干定位词可以定位至第2段，而第2段讲的都是手工采集法，很显然答案是A。

Question 32：

答案： C

关键词： effective, wet habitats

定位原文：第4段倒数第3句“This method…”

解题思路：这个方法特别适用于雨林和沼泽地区。第4段讲的是落叶层抽样法，定位词wet habitats与文中的rain forests and marshy areas属于同义转述，故正确答案为C。

Question 33：

答案： B

关键词： hard to find

定位原文：第3段第2句“This often increases…”

解题思路：这种方法通常能够增加采集的个体量，还能吸引那些难以捕捉的物种。这道题的解题关键是理解定语从句中的elusive, 它就相当于定位词hard to find，这个词剑桥系列中屡次考到，考生一定要注意。句中的this指的就是诱饵采集法，故答案为B。

Question 34：

答案： D

关键词： little time and effort

定位原文：第5段倒数第2句“One advantage of …”

解题思路：陷阱采集法的一个优势在于，仅仅需要极少的维护和干预，它们就能够持续使用一段时间。此题的解题关键是理解minimal maintenance and intervention,它就相当于题目中的little time and effort。故答案为D。

Question 35：

答案： A

关键词： separate containers, individual specimens

定位原文：第2段倒数第2句“Individual insects…”

解题思路：定位句中的 plastic or glass tubes 相当于题目中的 separate containers， individual insects相当于individual specimens。该句位于第2段，从而可以判断出该句讲的是hand collecting。故正确答案为A。

Question 36：

答案： D

关键词： non-alcoholic preservative

定位原文：第5段倒数第3句“The preservative used…”

解题思路：由于酒精易挥发，瓶子很快就会干了，所以我们使用的防腐剂通常是乙二醇或丙二醇。通过理解原因状语从句，推测出陷阱釆集法中使用的防腐剂应该是无酒精的，对应于题目中的non-alcoholic preservative, 所以答案为D。

Question 37-Question 40

答案： heat leaf litter screen alcohol

关键词：funnel

定位原文：第4段内容

解题思路： This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. 37、38和39三个空位于文中同一句话中，关键要搞清楚最上面是什么，中间是什么，下面又是什么。placing leaf litter on a screen 表明 leaf litter在 screen上面;而后面的 over a large funnel又代表screen是被放置于funnel之上的。因此可以确定图中38 和39两个空的答案分别是leaf litter和screen。接着看到under some heat，也就是说上述的三样东西都是在这个heat下的，所以最上面的37空应该填heat一词。As the leaf litter dries from above, …below the funnel.这句话中，placed below the funnel是修饰alcohol的，也就是说，funnel下的液体应该是酒精，故正确答案为alcohol。

剑桥雅思阅读8原文翻译及答案(test4)

篇10：剑桥雅思阅读8原文翻译及答案(test4)

PASSAGE 1 参考译文：

数学崛起之地

A.就数学的平均成绩而言，日本的纪录要比英格兰和威尔士好得多。20世纪60年代以来，就学生数学成绩所做的大量国际样本比较研究证实，13岁的日本学生平均分数更高，同时也证实了英国表现 “不佳”的学生比例更大，而且，顺便说一句，英国学生分数的变化也比日本学生大得多。两个国家在教育上的国民生产总值比例十分相近，那日本是如何实现这一更高、更稳定的数学成绩的呢?

B.日本的初中教育为时三年，从7年级(13岁)到9年级(15岁)。几乎所有这个阶段的学生都选择国立学校：只有3%在私立机构就读。学校通常都设计得很现代化，远离马路，占地面积也很大。教室空间很大，学生使用的是成排的独立课桌。每堂课的持续时间是标准化的50分钟，然后是10分钟的休息时间，可以让学生们放松一下。教师上课以正式的问候和互相鞠躬开始，之后注意力就集中在整堂课的教学上了。

上课的班级较大——通常约40人——且不根据智力水平分班。学生在校期间的所有课程都在同一个班级，因此他们有相当强烈的班级认同感和忠诚意识。学生在自己的社区上学，从理论上排除了学校排名。实际上在东京，因为学校相对比较集中，在某些特定区域会存在一些进入“更好的” 学校的竞争。

C.传统的教学方式是课堂的基础，学生们安安静静地对老师指出的重点和给出的示例做笔记。每个学生都有自己的课本，由中央教育机构文部省(Monbusho)提供，这也是15岁以下的公民享有免费义务教育理念的一部分。总体来说，这些课本体积较小，制作成本可能比较低，但排版精美，结构合理。(有一位老师特别热衷于在数学课本中引入色彩和插图：他觉得这样的课本更容易被在卡通文化背景下长大的学生所接受。)除了批准使用课本，文部省还负责制定高度集中化的全国统一课程及其执行方式。

所有的课堂都遵循相同的模式。一上课，学生先把家庭作业的答案写在黑板上，然后由老师讲评、纠正，必要时进行详细解释。学生自己批改作业：这在日本的学校教育中是一条重要原则，因为这样做可以让学生认识到自己在哪里犯了错误，为什么会犯错误，从而避免今后再犯同样的错误。没有人在意你的错误或者无知，只要你能从中有所收获。

D.讨论完家庭作业之后，教师就开始讲解本堂课的主题，速度很慢，有很多重复和详细解释。所有例子都在黑板上演示;课本上的一些问题先在课堂上由大家一起完成，另外一些问题随后再单独布置给每个学生。数学课上，老师只在极少数情况下才会发一些额外的练习册。给人的印象是，课本的逻辑性，其中对各种例子的全面涵盖，再加上学生水平整齐划一，使得练习册无用武之地。布置完作业，教师就会在教室里转一转，以确保所有学生都没有进一步的问题。

E.值得注意的是，在从6岁到15岁的整个义务教育期间，学生可能都是在能力不一的大班里一起学习数学。教师们说他们会在课堂结束时或者放学后给学生个别辅导，必要的话还会额外再留作业。在被观摩的课堂上，任何有困难的学生都能得到老师的帮助，或者他们会悄悄请同桌帮助。精心培养出的班级认同感让学生热衷于互相帮助——无论如何，班级的共同进步与他们休戚相关。

这样的帮助似乎并不能让后进的学生跟上班级进度。但是，日本人对待教育的态度所遵循的原则是“只要你足够努力，你就几乎无所不能”。父母能够及时了解到孩子的进步，在帮助孩子跟上班级进度方面起了不少作用，必要时他们会把孩子送到“聚酷(私立夜校补习班)”，并鼓励他们刻苦学习。这种做法好像至少对95%的在校生都能起到作用。

F.那么什么是日本数学教学成功的主要因素呢?显然，态度是很重要的。在日本文化中，教育极受重视;数学被视作整个学校教育过程中一门重要的必修科目;刻苦努力和精益求精是重中之重。

其他关乎成功的因素包括班级对后进生的支持态度，班级内没有竞争，积极强调为自己而学习以及提高自身的水平等。“重复乏味的课堂和死记硬背事实性知识”不时被引用来描述日本的课堂，这种观点也许是不公平也不公正的。观摩中并没有看到糟糕的数学课，基本上都不错，且其中一两堂课还让人感到很有启发性。

TEST 4 PASSAGE 2 参考译文：

生物防虫法

为了控制害虫，人们不停地大肆使用人工合成的化学药物，而事实证明，这一行为适得其反，给农作物和人类健康带来了威胁。除了造成大规模的生态失调，杀虫剂还催生了一种具有抗药性的新型超级致命病菌。

联合国粮食及农业组织(FAO)最近的一项研究显示，超过300种的农业害虫已经对多种强效杀虫剂产生了抗药性。更严重的是，在传播疾病的害虫中，约有100种已经对多种正在使用的杀虫剂产生了免疫力。

使用杀虫剂的一个很明显的缺点在于，尽管它能杀掉害虫，但是它也无意中毁掉了许多有用的有机生物，这些生物能够控制害虫数量的增长。这就导致了农业生态学家所说的“跑步机综合征”。人们知道，因为许多害虫都具有强大的繁殖潜力和基因多样性，所以它们能够抵抗各种合成的化学药品，它们生育的后代则拥有与生俱来的抗药性。

“跑步机综合征”的巨大破坏力在中美洲棉农的遭遇中得到了展现。20世纪40年代早期，人们正陶醉在以化学药品为基础的密集型农业所带来的繁荣之中。为了确保增产，农民们疯狂地使用农药。在20世纪40 年代中期，一年要用8次杀虫剂。到了20世纪50年代中期，由于3种新型抗药害虫的数量突然猛增，用药次数增至一季度28次。

到20世纪60年代中期，情况变得越发令人不安，又出现了4种新害虫，使得喷洒农药的费用占到了棉花生产费用的50%。20世纪70年代初，拥有更强基因的害虫继续人侵农田，农民被逼到了绝境，农药喷洒作业频繁到了一季度70次。

美国环保机构的一项研究显示，当今市场上的大部分农药的致癌性、引发基因突变的特性和其他危害健康的性质仍未经过足够的检测。美国国家资源保护委员会发现，在一长串投入使用的危险化学药品当中，DDT(过去常用的一种无色农药)的应用最为广泛。

滥用农药所带来的危害日益加剧。面对这种情况，一种更加行之有效而健全的生态策略，即生物防虫法，就越来越受欢迎。这种策略主要是有选择性地使用害虫的天敌。尽管迄今为止，这一新领域潜力有限，但是受欢迎程度还是与日俱增。与其他方法相比，其优势在于它拥有相对低廉的成本、永久的控制系统和程度最低的毒副作用。经过专家处理，生物防虫法是安全无污染的，且昆虫能够自行消散。

位于班加罗尔的英联邦生物防治研究所(CIBC)是从事害虫的生物防治研究工作最活跃的非营利性研究机构之一，拥有遍布全球的研究实验室和野外站，它致力于研究通过投放寄生虫的天敌来实施生物控制。同时，它也是一个全球性的虫害防治生物制剂进出口信息交换机构。

银胶菊曾经严重影响印度和澳大利亚的农业和人类健康。CIBC引入了一种专吃银胶菊种子的墨西哥象鼻虫，并成功地控制住了这种令人讨厌的银胶菊的蔓延。无独有偶，一种水葫芦给世界上许多地方的人们都造成了困扰和麻烦。鉴于此，受CIBC资助的位于海得拉巴的区域研究实验室(RRL)正在试验用一种阿根廷象鼻虫消灭这种危险的杂草。据RRL的Kaiser Jamil女士透露：“阿根廷象鼻虫不会咬噬其他植物。一对成年的虫子在4~5天之内就能将这种杂草消灭掉。”现在，CIBC正在完善一项繁殖寄生虫的技术来对付一种disapene scale昆虫，这种害虫在美国和印度是臭名昭著的果树脱叶剂。

以下是一些有效实施生物防虫法的案例。20世纪60年代末期，斯里兰卡繁茂的椰子树林遭到了吞噬叶子的hispides的侵害，结果这种害虫被一种引自新加坡的寄生虫幼虫成功地控制住了。在印度，当地一种名叫Neodumetia sangawani的天敌昆虫对于控制罗兹岛的草绒蚁非常有效，后者在美国的很多地方大量吞唾饲草。此外，喀拉拉邦农业大学的科学家利用一种叫做布奇水葫芦象甲的巴西甲虫治理了一条12公里长的运河，消灭了大片大片被喀拉拉邦人叫做耳槐叶萍的槐叶萍，在那里约有30, 000公顷的稻田都受到了这种杂草的侵害。

TEST 4 PASSAGE 3 参考译文：

采集蚂蚁样本

收集蚂蚁可以很简单，将一只只单独行动的蚂蚁捡起放入玻璃罐中即可。这个过程也可以很复杂，比如完成对一个地区所有物种的详细调查，并且判断它们的相对丰富度。到底使用哪种方法将取决于采集的最终目的。如果出于分类学的目的(也就是归类)，可以通过锁定一个蚁巢中包含所有蚁种(包括主要的和次要的工蚁，也包括可能存在的蚁后和蚁王)的一系列样本来确定物种的变种。如果是以生态学研究为目的，最重要的因素就是尽可能多地采集现有不同物种的可辨认样本。然而遗憾的是，这两种方法通常不兼容。分类学家们有时倾向于采集研究中的种群标本而忽视了整个物种，而生态学家们经常只是搜集每个物种的一定数量的样本，因此也就降低了这些样本的分类研究价值。

为了尽可能广泛地搜集物种，我们必须运用多种方法。这些方法包括手工采集法、诱饵采集法、落叶层抽样法和陷阱采集法。手工采集法就是去蚂蚁可能出现的所有地方搜集，包括地面、石头下、原木或地面的其他物体上、地面上的朽木里或树上、植被里、树干上以及树皮下。有可能的话，采集应当从蚁巢或觅食蚂蚁群开始搜集，而且至少采集20至25只蚂蚁。这样就确保了所有蚂蚁个体都属同一物种，从而也提高了详细研究的价值。由于有些物种主要在夜间活动，所以采集不应仅限于白天。标本采集可以使用抽吸器 (通常称之为吸虫管)、钳子、质量好的湿油漆刷、或者如果知道蚂蚁不咬人的话，可直接用手采集。单只昆虫可以放在浓度为75%至95%酒精的塑料管或玻璃管(1.5-3.0毫升容量用于小蚂蚁，5-8毫升容量用于较大的蚂蚁)中。塑料管较轻，且万一处理不当的话不易破碎，所以带安全塞的塑料管比玻璃管更好。

诱饵可用来吸引和聚拢觅食者。这种方法通常能够增加采集的个体量，还能吸引那些难以捕捉的物种。我们应该使用糖、肉或油，因为它们能引诱多个不同的物种。这些诱饵可以放置在地面上、树干上或者大灌木丛中。放在地面上时，诱饵应该被放在小纸板或其他平整、浅色的表面上，或者放在试管及小瓶中。这样更容易发现蚂蚁，并且能在它们逃到周围的树叶堆中之前抓住它们。

许多蚂蚁体型小，主要在地面上的树叶层中间和其他废物中觅食。用手采集这些蚂蚁比较困难，最成功的采集方法之一就是聚集蚂蚁们正在其中觅食的落叶，然后从中取出蚂蚁。通常，我们将这些落叶放置在筛子上，下方是一个大漏斗。往往在对漏斗上方进行加热时，随着上面的叶子渐渐变干，蚂蚁(和其他动物)就会向下移动，最终掉下来，从漏斗底部漏出，这样就被收集到了置于漏斗下方的酒精中。这个方法特别适用于雨林和沼泽地区。使用漏斗时，可先用一张粗网筛一下落叶，然后再把落叶放置在漏斗上方，这是一种增加收集量的方法，因为这样做能够去掉大树叶和小树枝，从而把落叶集中起来。在漏斗数量有限的情况下，也能够对更多的落叶进行取样。

陷阱是另一个常用的收集蚂蚁的工具。陷阱可以是任何一个放在地面上的盛有防腐剂的小容器，容器的顶部应与其周围地表保持水平。当蚂蚁出来觅食时，掉进陷阱就被捉到了。陷阱瓶的直径约为18毫米到10 厘米不等，使用数量也可以是几个到几百个不等。陷阱瓶的大小主要由个人喜好决定(虽然较大的瓶子通常比较好)，但其数量则由正在进行的研究所决定。由于酒精易挥发，瓶子很快就会干了，所以我们使用的防腐剂通常是乙二醇或丙二醇。陷阱采集法的一个优势在于，仅仅需要极少的维护和干预，它们就能够持续使用一段时间。它的一个缺点是，因为有些物种要么会避开陷阱，要么外出觅食时通常碰不到陷阱，所以用这种方法就采集不到这些蚂蚁。

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