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剑桥雅思阅读7原文难度解析(test3)

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下面是小编给各位读者分享的剑桥雅思阅读7原文难度解析(test3)，欢迎大家分享。本文原稿由网友“流水花渡”提供。

篇1：剑桥雅思阅读7原文难度解析(test3)

READING PASSAGE 1

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

Ant Intelligence

When we think of intelligent members of the animal kingdom, the creatures that spring immediately to mind are apes and monkeys. But in fact the social lives of some members of the insect kingdom are sufficiently complex to suggest more than a hint of intelligence. Among these, the world of the ant has come in for considerable scrutiny lately, and the idea that ants demonstrate sparks of cognition has certainly not been rejected by those involved in these investigations.

Ants store food, repel attackers and use chemical signals to contact one another in case of attack. Such chemical communication can be compared to the human use of visual and auditory channels (as in religious chants, advertising images and jingles, political slogans and martial music) to arouse and propagate moods and attitudes. The biologist Lewis Thomas wrote, ‘Ants are so much like human beings as to be an embarrassment. They farm fungi, raise aphids_as livestock, launch armies to war, use chemical sprays to alarm and confuse enemies, capture slaves, engage in child labour, exchange information ceaselessly. They do everything but watch television.’

However, in ants there is no cultural transmission — everything must be encoded in the genes — whereas in humans the opposite is true. Only basic instincts are carried in the genes of a newborn baby, other skills being learned from others in the community as the child grows up. It may seem that this cultural continuity gives us a huge advantage over ants. They have never mastered fire nor progressed. Their fungus farming and aphid herding crafts are sophisticated when compared to the agricultural skills of humans five thousand years ago but have been totally overtaken by modern human agribusiness.

Or have they? The farming methods of ants are at least sustainable. They do not ruin environments or use enormous amounts of energy. Moreover, recent evidence suggests that the crop farming of ants may be more sophisticated and adaptable than was thought.

Ants were farmers fifty million years before humans were. Ants can’t digest the cellulose in leaves — but some fungi can. The ants therefore cultivate these fungi in their nests, bringing them leaves to feed on, and then use them as a source of food. Farmer ants secrete antibiotics to control other fungi that might act as ‘weeds’, and spread waste to fertilise the crop.

It was once thought that the fungus that ants cultivate was a single type that they had propagated, essentially unchanged from the distant past. Not so. Ulrich Mueller of Maryland and his colleagues genetically screened 862 different types of fungi taken from ants’ nests. These turned out to be highly diverse: it seems that ants are continually domesticating new species. Even more impressively, DNA analysis of the fungi suggests that the ants improve or modify the fungi by regularly swapping and sharing strains with neighbouring ant colonies.

Whereas prehistoric man had no exposure to urban lifestyles — the forcing house of intelligence — the evidence suggests that ants have lived in urban settings for close on a hundred million years, developing and maintaining underground cities of specialised chambers and tunnels.

When we survey Mexico City, Tokyo, Los Angeles, we are amazed at what has been accomplished by humans. Yet Hoelldobler and Wilson’s magnificent work for ant lovers, The Ants, describes a supercolony of the ant Formica yessensis on the Ishikari Coast of Hokkaido. This ‘megalopolis’ was reported to be composed of 360 million workers and a million queens living in 4,500 interconnected nests across a territory of 2.7 square kilometres.

Such enduring and intricately meshed levels of technical achievement outstrip by far anything achieved by our distant ancestors. We hail as masterpieces the cave paintings in southern France and elsewhere, dating back some 20,000 years. Ant societies existed in something like their present form more than seventy million years ago. Beside this, prehistoric man looks technologically primitive. Is this then some kind of intelligence, albeit of a different kind?

Research conducted at Oxford, Sussex and Zurich Universities has shown that when desert ants return from a foraging trip, they navigate by integrating bearings and distances, which they continuously update in their heads. They combine the evidence of visual landmarks with a mental library of local directions, all within a framework which is consulted and updated. So ants can learn too.

And in a twelve-year programme of work, Ryabko and Reznikova have found evidence that ants can transmit very complex messages. Scouts who had located food in a maze returned to mobilise their foraging teams. They engaged in contact sessions, at the end of which the scout was removed in order to observe what her team might do. Often the foragers proceeded to the exact spot in the maze where the food had been. Elaborate precautions were taken to prevent the foraging team using odour clues. Discussion now centres on whether the route through the maze is communicated as a ‘left-right’ sequence of turns or as a ‘compass bearing and distance’ message.

During the course of this exhaustive study, Reznikova has grown so attached to her laboratory ants that she feels she knows them as individuals — even without the paint spots used to mark them. It’s no surprise that Edward Wilson, in his essay, ‘In the company of ants’, advises readers who ask what to do with the ants in their kitchen to: ‘Watch where you step. Be careful of little lives.’

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 Ants use the same channels of communication as humans do.

2 City life is one factor that encourages the development of intelligence.

3 Ants can build large cities more quickly than humans do.

4 Some ants can find their way by making calculations based on distance and position.

5 In one experiment, foraging teams were able to use their sense of smell to find food.

6 The essay, ‘In the company of ants’, explores ant communication.

Questions 7-13

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

Write the correct letter, A-O, in boxes 7-13 on your answer sheet.

Ants as farmers

Ants have sophisticated methods of farming, including herding livestock and growing crops, which are in many ways similar to those used in human agriculture. The ants cultivate a large number of different species of edible fungi which convert 7..............into a form which they can digest. They use their own natural 8..............as weed-killers and also use unwanted materials as 9.............. . Genetic analysis shows they constantly upgrade these fungi by developing new species and by 10..............species with neighbouring ant colonies. In fact, the farming methods of ants could be said to be more advanced than human agribusiness, since they use 11..............methods, they do not affect the 12..............and do not waste 13.............. .

A aphids B agricultural C cellulose D exchanging

E energy F fertilizers G food H fungi

I growing J interbreeding K natural L other speces

M secretions N sustainable O environment

READING PASSAGE 2

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

Questions 14-19

Reading Passage 2 has seven sections, A-G.

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

Write the correct number, i-x, in boxes 14-19 on your answer sheet.

List of Headings

i The results of the research into blood-variants

ii Dental evidence

iii Greenberg’s analysis of the dental and linguistic evidence

iv Developments in the methods used to study early population movements

v Indian migration from Canada to the U.S.A.

vi Further genetic evidence relating to the three-wave theory

vii Long-standing questions about prehistoric migration to America

viii Conflicting views of the three-wave theory, based on non-genetic evidence

ix Questions about the causes of prehistoric migration to America

x How analysis of blood-variants measures the closeness of the relationship between different populations

14 Section A

15 Section B

16 Section C

17 Section D

18 Section E

19 Section F

Example Answer

Section G viii

Population movements and genetics

A Study of the origins and distribution of human populations used to be based on archaeological and fossil evidence. A number of techniques developed since the 1950s, however, have placed the study of these subjects on a sounder and more objective footing. The best information on early population movements is now being obtained from the ‘archaeology of the living body’, the clues to be found in genetic material.

B Recent work on the problem of when people first entered the Americas is an example of the value of these new techniques. North-east Asia and Siberia have long been accepted as the launching ground for the first human colonisers of the New World1. But was there one major wave of migration across the Bering Strait into the Americas, or several? And when did this event, or events, take place? In recent years, new clues have come from research into genetics, including the distribution of genetic markers in modern Native Americans2.

C An important project, led by the biological anthropologist Robert Williams, focused on the variants (called Gm allotypes) of one particular protein — immunoglobin G — found in the fluid portion of human blood. All proteins ‘drift’, or produce variants, over the generations, and members of an interbreeding human population will share a set of such variants. Thus, by comparing the Gm allotypes of two different populations (e.g. two Indian tribes), one can establish their genetic ‘distance’, which itself can be calibrated to give an indication of the length of time since these populations last interbred.

D Williams and his colleagues sampled the blood of over 5,000 American Indians in western North America during a twenty-year period. They found that their Gm allotypes could be divided into two groups, one of which also corresponded to the genetic typing of Central and South American Indians. Other tests showed that the Inuit (or Eskimo) and Aleut3 formed a third group. From this evidence it was deduced that there had been three major waves of migration across the Bering Strait. The first, Paleo-lndian, wave more than 15,000 years ago was ancestral to all Central and South American Indians. The second wave, about 14,000-12,000 years ago, brought Na-Dene hunters, ancestors of the Navajo and Apache (who only migrated south from Canada about 600 or 700 years ago). The third wave, perhaps 10,000 or 9,000 years ago, saw the migration from North-east Asia of groups ancestral to the modern Eskimo and Aleut.

E How far does other research support these conclusion? Geneticist Douglas Wallace has studied mitochondrial DNA4 in blood samples from three widely separated Native American groups: Pima-Papago Indians in Arizona, Maya Indians on the Yucatan peninsula, Mexico, and Ticuna Indians in the Upper Amazon region of Brazil. As would have been predicted by Robert Williams’s work, all three groups appear to be descended from the same ancestral (Paleo-lndian) population.

F There are two other kinds of research that have thrown some light on the origins of the Native American population; they involve the study of teeth and of languages. The biological anthropologist Christy Turner is an expert in the analysis of changing physical characteristics in human teeth. He argues that tooth crowns and roots5 have a high genetic component, minimally affected by environmental and other factors. Studies carried out by Turner of many thousands of New and Old World specimens, both ancient and modern, suggest that the majority of prehistoric Americans are linked to Northern Asian populations by crown and root traits such as incisor6 shoveling (a scooping out on one or both surfaces of the tooth), single-rooted upper first premolars6 and triple-rooted lower first molars6.

According to Turner, this ties in with the idea of a single Paleo-lndian migration out of North Asia, which he sets at before 14,000 years ago by calibrating rates of dental micro-evolution. Tooth analyses also suggest that there were two later migrations of Na-Denes and Eskimo-Aleut.

G The linguist Joseph Greenberg has, since the 1950s, argued that all Native American languages belong to a single ‘Amerind’ family, except for Na-Dene and Eskimo-Aleut — a view that gives credence to the idea of three main migrations. Greenberg is in a minority among fellow linguists, most of whom favour the notion of a great many waves of migration to account for the more than 1,000 languages spoken at one time by American Indians. But there is no doubt that the new genetic and dental evidence provides strong backing for Greenberg’s view. Dates given for the migrations should nevertheless be treated with caution, except where supported by hard archaeological evidence.

1 New World: the American continent, as opposed to the so-called Old World of Europe, Asia and Africa

2 modern Native American: an American descended from the groups that were native to America

3 Inuit and Aleut: two of the ethnic groups native to the northern regions of North America (i.e. northern Canada and Greenland)

4 DNA: the substance in which genetic information is stored

5 crown/root: parts of the tooth

6 incisor/premolar/molar: kinds of teeth

Questions 20 and 21

The discussion of Williams’s research indicates the periods at which early people are thought to have migrated along certain routes. There are six routes, A-F, marked on map below.

Complete the table below.

Write the correct letter, A-F, in boxes 20 and 21 on your answer sheet.

Route Period (number of years ago)

20.................. 15,000 or more

21.................. 600 to 700

Early Population Movement to the Americas

Questions 22-25

Reading Passage 2 refers to the three-wave theory of early migration to the Americas. It also suggests in which of these three waves the ancestors of various groups of modern native Americans first reached the continent.

Classify the groups named in the table below as originating from

A the first wave

B the second wave

C the third wave

Write the correct letter, A, B or C, in boxes 22-25 on your answer sheet.

Name of group Wave number

Inuit 22..................

Apache 23..................

Pima-Papago 24..................

Ticuna 25..................

Question 26

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

Write the correct letter in box 26 on your answer sheet.

Christy Turner’s research involved the examination of

A teeth from both prehistoric and modern Americans and Asians.

B thousands of people who live in either the New or the Old World.

C dental specimens from the majority of prehistoric Americans.

D the eating habits of American and Asian populations.

READING PASSAGE 3

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

Forests are one of the main elements of our natural heritage. The decline of Europe’s forests over the last decade and a half has led to an increasing awareness and understanding of the serious imbalances which threaten them. European countries are becoming increasingly concerned by major threats to European forests, threats which know no frontiers other than those of geography or climate: air pollution, soil deterioration, the increasing number of forest fires and sometimes even the mismanagement of our woodland and forest heritage. There has been a growing awareness of the need for countries to get together to co-ordinate their policies. In December 1990, Strasbourg hosted the first Ministerial Conference on the protection of Europe’s forests. The conference brought together 31 countries from both Western and Eastern Europe. The topics discussed included the coordinated study of the destruction of forests, as well as how to combat forest fires and the extension of European research programs on the forest ecosystem. The preparatory work for the conference had been undertaken at two meetings of experts. Their initial task was to decide which of the many forest problems of concern to Europe involved the largest number of countries and might be the subject of joint action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countries therefore had to be discarded. However, this does not mean that in future they will be ignored.

As a whole, European countries see forests as performing a triple function: biological, economic and recreational. The first is to act as a ‘green lung’ for our planet; by means of photosynthesis, forests produce oxygen through the transformation of solar energy, thus fulfilling what for humans is the essential role of an immense, non-polluting power plant. At the same time, forests provide raw materials for human activities through their constantly renewed production of wood. Finally, they offer those condemned to spend five days a week in an urban environment an unrivalled area of freedom to unwind and take part in a range of leisure activities, such as hunting, riding and hiking. The economic importance of forests has been understood since the dawn of man — wood was the first fuel. The other aspects have been recognised only for a few centuries but they are becoming more and more important. Hence, there is a real concern throughout Europe about the damage to the forest environment which threatens these three basic roles.

The myth of the ‘natural’ forest has survived, yet there are effectively no remaining ‘primary’ forests in Europe. All European forests are artificial, having been adapted and exploited by man for thousands of years. This means that a forest policy is vital, that it must transcend national frontiers and generations of people, and that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The Strasbourg conference was one of the first events on such a scale to reach this conclusion. A general declaration was made that ‘a central place in any ecologically coherent forest policy must be given to continuity over time and to the possible effects of unforeseen events, to ensure that the full potential of these forests is maintained’.

That general declaration was accompanied by six detailed resolutions to assist national policy-making. The first proposes the extension and systematisation of surveillance sites to monitor forest decline. Forest decline is still poorly understood but leads to the loss of a high proportion of a tree’s needles or leaves. The entire continent and the majority of species are now affected: between 30% and 50% of the tree population. The condition appears to result from the cumulative effect of a number of factors, with atmospheric pollutants the principal culprits. Compounds of nitrogen and sulphur dioxide should be particularly closely watched. However, their effects are probably accentuated by climatic factors, such as drought and hard winters, or soil imbalances such as soil acidification, which damages the roots. The second resolution concentrates on the need to preserve the genetic diversity of European forests. The aim is to reverse the decline in the number of tree species or at least to preserve the ‘genetic material’ of all of them. Although forest fires do not affect all of Europe to the same extent, the amount of damage caused the experts to propose as the third resolution that the Strasbourg conference consider the establishment of a European databank on the subject. All information used in the development of national preventative policies would become generally available. The subject of the fourth resolution discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanent population and development of leisure activities, particularly skiing, have resulted in significant long-term changes to the local ecosystems. Proposed developments include a preferential research program on mountain forests. The fifth resolution relaunched the European research network on the physiology of trees, called Eurosilva. Eurosilva should support joint European research on tree diseases and their physiological and biochemical aspects. Each country concerned could increase the number of scholarships and other financial support for doctoral theses and research projects in this area. Finally, the conference established the framework for a European research network on forest ecosystems. This would also involve harmonising activities in individual countries as well as identifying a number of priority research topics relating to the protection of forests. The Strasbourg conference’s main concern was to provide for the future. This was the initial motivation, one now shared by all 31 participants representing 31 European countries. Their final text commits them to on-going discussion between government representatives with responsibility for forests.

Questions 27-33

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

In boxes 27-33 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 Forest problems of Mediterranean countries are to be discussed at the next meeting or experts.

28 Problems in Nordic countries were excluded because they are outside the European Economic Community.

29 Forests are a renewable source of raw material.

30 The biological functions of forests were recognized only in the twentieth century.

31 Natural forests still exist in parts of Europe.

32 Forest policy should be limited by national boundaries.

33 The Strasbourg conference decided that a forest policy must allow for the possibility of change.

Questions 34-39

Look at the following statements issued by the conference.

Which six of the following statements, A-J, refer to the resolutions that were issued?

Match the statements with the appropriate resolutions (Questions 34-39).

Write the correct letter, A-J, in boxes 34-39 on your answer sheet.

A All kinds of species of trees should be preserved.

B Fragile mountain forests should be given priority in research programs.

C The surviving natural forests of Europe de not need priority treatment.

D Research is to be better co-ordinated throughout Europe.

E Information on forest fires should be collected and shared.

F Loss of leaves from trees should be more extensively and carefully monitored.

G Resources should be allocated to research into tree diseases.

H Skiing should be encouraged in thinly populated areas.

I Soil imbalances such as acidification should be treated with compounds of nitrogen and sulphur.

J Information is to be systematically gathered on any decline in the condition of forests.

34 Resolution 1

35 Resolution 2

36 Resolution 3

37 Resolution 4

38 Resolution 5

39 Resolution 6

Question 40

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

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

40 What is the best title for Reading Passage 3?

A The biological, economic and recreational role of forests

B Plans to protect the forests of Europe

C The priority of European research into ecosystems

D Proposals for a world-wide policy on forest management

篇2：剑桥雅思阅读7原文难度解析(test3)

TEST 3 PASSAGE 1 参考译文：

蚂蚁智能

每当我们想到动物界的智能成员时，头脑中立刻出现的会是猿和猴子。事实上，在昆虫界，某些成员社会生活的复杂程度显示出了相当程度的智能。其中蚂蚁世界就在最近成了主要的观察对象蚂蚁显示出一定认知力的观点也得到了研咳嗽钡目隙ā

蚂蚁储存食物，反击外敌，在攻击时用化学信号互相联系。此类化学信号交流可与人类使用视觉和听觉途径(如圣歌、广告形象、铃声、政治标语以及军乐)来激发情绪和传递理念的行为相媲美。生物学家 Lewis Thomas写道：“蚂蚁和人类是如此的相似，都让我们觉得自愧不如。它们培育真菌，把蚜虫作为家畜来饲养，调配军队作战，用化学气雾发出替告和迷惑敌人，俘虏奴隶，忙于育婴，不停地交流信息。除了不看电视它们什么都做。”

然而，蚂蚁的世界里没有文化的传播——所有的技能都必须存储在基因里——而人类的情况却恰恰相反。人类新生儿的基因里只有基本的本能，其他技能则是在成长过程中从社会其他成员身上学习所得。看起来这种文化传承使我们与蚂蚁相比具有巨大的优势。它们从未掌握用火技术，也不知发展为何物，它们培育真菌、饲养蚜虫的技术和五千年前的人类农耕技术相比还算成熟，但却被人类现代的农业综合企业远远超越。

那么蚂蚁真的被人类超越了么?蚂蚁的农耕方式至少是可持续性的。它们不会破坏环境，也不需要使用大量能源。而且，最近的证据表明，蚂蚁的农耕方式可能比过去我们所认为的还要成熟和灵活。

蚂蚁早于人类5000万年就已成为农夫。它们不能消化叶子中的纤维素，但是某些真菌可以。因此蚂蚁在巢穴里培育这些真菌，让它们以叶子为食，而真菌则成为蚂蚁的食物来源。蚂蚁农夫们分泌抗生素去控制其他可能成为“杂草”的真菌，还会播撒废料来给作物施肥。

曾经有观点认为蚂蚁培育的真菌只是它们繁殖的单一品种，长久以来都没有本质的改变。其实不然。马里兰州的Ulrich Mueller和他的同事们就从蚂蚁巢穴中从基因方面筛选出了862种不同种类的真菌。这些真菌品种多样——看来蚂蚁在不断培育新的真菌品种。让人更加印象深刻的是，对真菌的DNA分析表明，蚂蚁通过频繁地和周边蚂蚁群体的交换和共享来改进或更新菌种。

史前人类没有机会接触城市化的生活方式——这一孕育智能的温床。而证据表明，蚂蚁已经在城市环境中生存了将近一亿年了，建造并维持着由特殊的洞穴和隧道构成的地下城市。

当我们考察墨西哥城、东京和洛杉矶时，都会惊叹人类的伟大成就。然而，Hoelldobler和Wilson在为蚂蚁爱好者创作的巨著《蚂蚁》中，描述了日本北海道石狩湾的石狩红蚁所建造的超级蚁群。据称，在这个包含了4500个纵横交错的巣穴、幅员达2. 7平方公里的“巨大城市”中，生活着3. 6亿只工蚁和100万只蚁后。

如此坚固，复杂的网状技术成就远远超越了我们的远古祖先所取得的任何成就。人们在法国南部或者其他地方欣赏那些两万年前的岩画杰作的时候对祖先的成就肃然起敬。而蚂蚁的社会形态早在7000多万年前就已经和现在相差无几。此外，史前人类的技术看上去很原始。那么，和当时的蚂蚁社会相比，这还能算是另外一种形式的智能吗?

在牛津大学、苏赛克斯大学以及苏黎世大学所作的研究表明，沙漠蚁在觅食归巢途中，会结合它们脑中不断更新的方向和距离资料来做导向。它们会将可见的地标与记忆库中的区域方向结合来分门别类储存，并不断地使用和更新。因此蚂蚁也具备学习能力。

在研究过程中，Ryabko和Reznikova找到了证据，证明蚂蚁能够传递非常复杂的信息。侦察蚁在迷宫中找到食物后返回去通知觅食队伍。研究人员干涉了蚂蚁交流的过程，在最后把侦察蚁弄走，看蚂蚁团队会有什么反应。通常觅食队伍会还是能够继续行进到迷宫中食物的确切位置。而在此之前，研究人员已经做了精密的预防措施，防止蚁群通过气味来传递信息。现在讨论的焦点是，蚂蚁在迷宫中行进路线的传递是通过一连串的左转、右转信息还是通过指南针式的方向和距离引导来完成的。

在这次全面的研究过程中，Reznikova全身心地投入到她实验室的蚂蚁身上，她感觉己认识每一只蚂蚁——即使它们身上没有记号。无怪乎Edward Wilson在他的论文《与蚂蚁相伴》中，建议那些询问如何处理厨房中蚂蚁的读者：“注意脚下，珍惜小生命。”

TEST 3 PASSAGE 2 参考译文：

人口迁移与遗传学

A过去人们对人类起源与人口分布的研究一直是在考古发现和化石证据的基础上进行的。然而，从20世纪50年代起发明的不少新技术使得此项研究拥有更充分、更客观的立足点。关于人口迁移活动的最早信息是从“活体考古”中获得的，专家们可从遗传物质中发现一些线索。

B近来对人类何时初次踏上美洲大陆问题的研究便是体现这些新技术价股的最好范例。很久以来，东北亚和西伯利亚就一直被视为人类首次向“北美新世界”迁移的发源地。但是，跨越白令海峡进人美洲大陆的移民浪潮是一次还是几次?这次移民事件，或者这几次事件又适何时发生的呢?近些年来，通过对遗传学的研究，专家们找到遗传标记在现代美国本土居民中分布情况的新线索。

C 由生物人类学家罗伯特?威廉姆斯领导的一项程把研究点聚焦在了免疫球蛋白G变体(又叫做免疫球蛋白同种异型Gm)上。在人类血液流体中可以找到这种变体。所有的蛋质都处于漂流状态，或者在生产新变体，那么数代之后，通过通婚形成的家族成员们将会拥有一套共同的变体。所以，通过对比两类不同人群的Gm同种异型(比如两个印第安人部落)人们可以建立各自的“遗传距离”，距离本身可以调整，从而可以给出一些信息，提示此族群自从最后一次通婚混血以来经过了多长吋间。

D威廉姆斯和他的同事们花费时间在北美西部地区采集了5, 000名美洲印第安人的血液标本。通过研究发现，这些印第安人的Gm同种异型可以划分为两组，其中一组也和中部、南部的印第安人基因类型相匹配。其他测试显示因纽特人(又叫爱斯基摩人)和阿留申人形成另一个族群。据此证据可推断出，跨越白令海峡的大规模移民浪潮共有三次。第一次移民浪潮发生在15,0前，其中的古印第安人是今天美国中部和南部印第安人的祖先。约14, 000到12, 000年前的第二次移民浪潮带来了纳迪尼狩猎者，他们是纳瓦乔人和阿帕切人(他们在约600或700年前从加拿大南部移民美国)的祖先。第三次浪潮发生在约10, 000或 9,000年前，从东北亚移民至北美大陆的这批人是现代爱斯基摩人和阿留申人的祖先。

E那么，其他研究对此项结论的支持力度又有多大呢?遗传学专家道格拉斯?华莱士通过研究三大彼此远离的本土美洲人(亚利桑那州的皮马-帕帕戈人、墨四哥尤卡坦半岛的玛雅印第安人、巴西亚马逊河上游流域的迪古拿印第安人)血液样本中的线粒体DNA发现：就像罗伯特?威廉姆斯的著作预测的那样，三个族群其实源于同一个祖先。

F此外，还有两种研究进一步阐明了本土美洲人的起源问题它们涉及牙齿研究和语言研究。生物人类学家克里斯蒂?特纳是一位从事人类牙齿生理特征变化研究的专家。他认为齿冠和齿根包含极高的遗传因素，受环境和其他因素影响很小。根据对数千年来自新旧世界的样本进行分析，特纳发观，大多数史前美洲人在齿冠和齿根特点上和亚洲北部人口有所联系，如铲形门齿(牙齿单侧或双侧边缘嵴隆起而中部呈凹窝状)，单重根上齿第一前磨牙和三重根下前第一磨牙。

据特纳称，这一特点和古印第安从北亚向外移民有所关联，特纳通过研究牙齿微进化速度得出这次移民发生在14，000年前。通过对牙齿的研究也发现了后面还有科纳迪尼和爱斯基摩-阿留申这两次移民浪潮。

自从20世纪50年代，语言学家约瑟夫?格林怕格就认为，所有的本土美国语言同属于唯一的一个印第安语系(除纳迪尼和爱斯堪摩-阿留申以外)，此种观点对三大主要移民浪潮的说法提供了凭证。格林伯格是同时代语言学家中的少数派，而大多数语言学家都赞成这样一种观点：一波又一波的移民浪潮解释那一时期北美印第安人讲1000多种语言的唯一依据。但是毫无疑问，新的遗传学和牙齿证据为格林伯格的观点提供了强有力的支持。当然，关于移民的具体时间问题也要谨慎对待，除非这些信息有确凿的考古证据的支撑。

TEST 3 PASSAGE 3 参考译文：

欧洲森林保护计划

森林是自然遗产的主要元素之一。过去欧洲森林的退化程度已经逐渐让人们意识并了解到这种严重失调对他们的威胁。欧洲国家越来越重视欧洲森林受到的主要威胁，除了地理和气候性的威胁以外，其他的都是不分国界的，诸如空气污染、土壤退化、与日俱增的森林火灾，有时候甚至是我们对林地和森林的管理不善。人们也越来越清楚地认识到各国需要联合起来协调政策。1990年12月，在法国斯特拉斯堡举行了第一次以保护欧洲森林为主题的部长级会议，来自东西欧的31国家代表汇集一堂。会议的议题包括：如何协调研究对森林的破坏，如何防范森林火灾，以及欧洲森林生态系统研究项目的扩大。会议举行前召开了两次专家会议来做会前准备工作。他们最初的任务是决定在欧洲森林所面临的诸多问题中，哪个问题所涉及的国家最多，可作为各国联合行动的主题。因此那些受特殊地理条件限制的地区，如地中海以及北欧国家就被排除在外了。但是以后他们还是有可能参与进来的。

总体而言，欧洲国家认为森林有三重功能——生物、经济和娱乐功能。第一重是扮演地球的“绿色之肺”;通过光合作用，森林在太阳能量转换过程中释放。对人类而言，它是不可替代的巨大而无污染的能量来源。同时，通过不断再生的木材，森林还为人类活动提供了原材料。最后，森林还为那些在城市里每周五天深陷于工作的上班族们提供了无与伦比的自由氛围去释放心情，参与游猎、骑马以及远足等休闲活动。森林的经济功能从人类起源开始就被发现了——木材就是最初的燃料。其他功能的发现仅有几个世纪的历史，但它们变得越来越重要。因此，整个欧洲十分关注威胁到森林使其不能扮演这三重基本功能的破坏性行为。

有关天然森林的古老神话还在欧洲大陆流传着，而事实上，真正的原始森林已经不复存在了。所有的欧洲森林都是人工种植的，被人类改造和开发了数千年。这就意味着，一项超越国界、跨越年代的森林政策至关重要，并且必须要考虑到森林环境、人民需求，国家政策发生不可避免的变化。斯特拉斯保会议是同等规模的活动中最先达成该结论的活动之一。其总宣言为：任何具有生态延续性的森林政策的核心内容，都必须着眼于长期的可持续性以及不可预见的状况可能带来的影响，以保证森林的全部潜能都可以得到维系。

除了总宣言，会议还提出了六项有利于国家政策制定的详细决议。第一项决议是对森林退化监测站进行扩建并使其系统化。我们对森林退化的了解还不多，但它会造成树叶和针叶的大量脱落。整个欧洲大陆以及大多数树种都受到影响，受影响树木占树木总量的30%到50%这样的情况像是由一系列因素累积导致的，大气污染就是其中的罪魁祸首。还需要特別注意氮化物和二氧化硫。然而，一些气候因素如干旱、寒冬，以及破坏树木根系的土壤酸化等土地失衡状况，可能会加剧这些不利因素的影响。第二项决议的重点是保持欧洲森林基因多样性的需求。目标是改变树种减少的状况或者至少保留所有树种的基因资料。虽然森林大火对欧洲各国的影响程度不同，但是其破坏力却让专家们提出第三个决议：斯特拉斯堡会议应该考虑就此主题建立一个欧洲数据库。所有国家保护政策发展过程中所用的信息将被广泛分享。部长们所讨论的第四项决议是关于山林的。在欧洲变化最快、处境最危险的无疑是山地生态系统，常住人口的零星分布以及休闲活动特别是滑雪，给当地生态系统造成了严重而长期的改变。建议的改进措施包括优先建立一项关于山林的研究项目。第五项决议重新发布了有关树木生理学的名为“森林持续发展”的欧洲研究网“森林持续发展”将支持欧洲各国联合研究树木的病害以及生理和生化方面的问题。每个参与国都可以增加奖学金以及其他经济支持来鼓励此领域博士论文的撰写以及研究项目的开展。会议最终建立了欧洲森林生态系统的科研网络，用以协调各国行动以及确认一些和森林保护相关的重点研究议题，斯特拉斯堡会议的重点是着眼于未来。这一最初的动机现在已成为31名参加者代表的31个欧洲国家的共同动力。他们最后的承诺是肩负起对森林的责任，保证政府代表间相关的讨论交流。

篇3：剑桥雅思阅读7原文难度解析(test3)

Test 3 Passage 1

Question 1

答案：FALSE

关键词：channels, communication, humans

定位原文: 第2段第2、3句: “Such chemical communication can be… Ants are so much like …”

解题思路: 此题可以通过定位词迅速定位第2段的这两句话。两句话中都只是说明蚂蚁的生物行为与人类非常相似，而题目中则说是“相同”，与原文相悖，因此答案很明显应该是 FALSE 。

Question 2

答案：TRUE

关键词：city life, intelligence

定位原文: 第7段第1句: “Whereas prehistoric man had …” 此题的定位比较有难度，定位词并未以原形出现。但若根据顺序原则由第3题的定位段落(第8段)向前查找会比较容易。

解题思路: 文章与题目出现同义转换：urban life — city life; forcing house — encourages

该题的解题关键在于是否能正确理解文中短语forcing house的含义，它的含义为“温床”，与题中解题关键字：encourages完全吻合。因此此题答案为TRUE。

Question 3

答案： NOT GIVEN

关键词：build large cities

定位原文: 第8段第1句: “...we’re amazed at what has been accomplished by humans.”

第9段第1句: “Such enduring and intricately meshed levels…”

解题思路: 文章第8段提到了人类建造城市的例子，第9段指出蚂蚁的技术远远超过我们的祖先，但是文章并未提到蚂蚁和人类的建造速度，也未对此作任何的比较。此题属于典型的文章未提及型题目，因此应该选择NOT GIVEN。

Question 4

答案：TRUE

关键词：distance and position

定位原文: 第10段第1句: “...they navigate by integrating bearings and distances...”它们通过整合方向和距离来导航。

解题思路: 此题通过定位词可以迅速定位到第10段该句，且该句含义与题目一致。文章与题目出现同义转换：find their way — navigate; making calculations — integrating; bearings — position. 因此此题答案为TRUE。

Question 5

答案：FALSE

关键词：foraging teams

定位原文: 第11段倒数第2句: “Elaborate precautions were…”

解题思路: 此题利用定位词很容易定位，且文中定位处出现prevent...using odour clues，其含义为防止使用气味线索，而题干中的解题要点为蚂蚁使用嗅觉寻找食物。很明显，此题题干与原文内容相悖，因此答案为FALSE。

Question 6

答案：NOT GIVEN

关键词： “In the company of ants”

定位原文: 末段最后1句：“...in his essay, ‘In the company of ants’, advises …”

解题思路: 此题定位非常容易。在定位句中，作者仅仅强调了需要将蚂蚁视为有智能的生命来对待，对于题干中的解题点“蚂蚁的信息交流”是否进行研究并未提及。此题属于典型的“题干信息文章部分提及”，因此此题答案为NOT GIVEN。

Question 7

答案： C

关键词：cultivate, they can digest

定位原文: 第5段第2、3句：“Ants can’t digest… The ants therefore…”

解题思路:此题通过在定位段落第5段中扫描定位词，可以将其定位在第2、3句，其含义为“蚂蚁不能消化叶子中的纤维素，但是一些真菌可以。因此蚂蚁在自己的巢中培养这些真菌”。题干中此题应填一个名词，且根据其后信息判断出该名词在经过转变后能被蚂蚁消化，于是可以直接选出答案C。

Question 8

答案： M

关键词：weed-killers

定位原文: 第5段最后1句: “Farmer ants secrete antibiotics…”

解题思路: 按照顺序原则在第7题后扫描定位词可以迅速定位。通过阅读此空之后的题干信息可推出所填单词应为名词，且其行为为kill weeds;通过扫描定位句，其中满足条件的词为antibiotics，但在词库中并未出现，此时只能选出其上下义词，即为选项M。

Question 9

答案：F

关键词： unwanted materials

定位原文: 第5段最后1句: “...and spread waste to fertilise the crop.”

解题思路: 此题在文中定位紧接着上一题。通过题干中空格之前的信息可以判断出所填词为复数名词，且其等价于unwanted materials。在文中定位处找到其对应词waste,且其作用为fertilise the crop;在题目所给词库中的复数名词里进行快速扫描，答案只能为F。

Question 10

答案：D

关键词：new species, neighbouring ant colonies

定位原文: 第6段最后1句: “…the ants improve or modify …”

解题思路: 通过分析空格判断出所填词应为v+ing形式(and前后结构相同)，在文中定位句中对应词为swapping and sharing (交换和分享);在题目所给词库中满足v+ing形式的词里进行快速扫描，答案只能为D。

Question 11

答案：N

关键词：agribusiness, methods

定位原文: 第4段第2、3句：“The farming methods ... They do not ruin…”

解题思路: 此题出现了乱序，但是通过扫描定位词还是可以迅速在文中找到对应词。首先是出现在第3段最后1句话中的agribusiness，接下来才是第4段第2句中的farming methods。通过分析题干中空格前后的信息，判定所填单同应为形容词，且其修饰对象为methods;在文中定位处的对应词为 sustainable，对应答案N。

Question 12

答案： O

关键词：affect

定位原文: 第4段第2、3句: “The farming methods... They do not ruin…”

解题思路:由于空格之前为动词，所以应回原文找寻该动词或其同义词;在文中定位处对应词为ruin, 所以答案为其后单词environment，即O选项

Question 13

答案： E

关键词：waste

定位原文: 第4段第2、3句: “The farming methods ... They do not ruin…”

解题思路: 文中定位处对应词为use enormous amounts of，所以答案为其后单词energy，即E选项。

Test 3 Passage 2

Question 14

答案：iv

关键词：developments

定位原文: A段第2句: “A number of techniques…”

解题思路: A段中间部分出现转折句，主要含义为一系列的新技术使得该研究变得更加良性和客观。在段义选项中只有iv选项中的关键词developments能与之匹配，因此答案为iv。

Question 15

答案：vii

关键词：problem

定位原文: B段首句: “Recent work on the problem…”

解题思路: B段首句引出了首次进入美洲大陆人口的问题，在段义选项中只有vii和ix满足条件，但是B段并未提到人类迁移的原因，而只是在段落后半部分提出了一系列的问题，所以ix不对，答案应该为vii。

Question 16

答案：x

关键词：two different populations; establish their genetic “distance”

定位原文: C段末句: “Thus, by comparing…”

解题思路: C段中提出了一种研究方法，即研究variants，并在最后由thus引出了结论，通过比较两类不同人群就能建立他们之间的“遗传距离”。在段义选项中只有最后一个满足要求，其中对应关键词为 blood-variants, closeness, between different populations，因此答案为x。

Question 17

答案：i

关键词：found that

定位原文: D段第2句: “They found that…”

解题思路: 此段大意其实可以按照逻辑发展顺序迅速地确定为i，这是因为上一段介绍了一个研究，此段应该介绍研究结果，而段义选项中只有i为研究结果。或者通过通读全段，得出主题句为：他们发现这些Gm可以分为两大类。这就是研究的结论，从其后文字均为介绍性文字，也可以判定此段段义为选项i。

Question 18

答案：vi

关键词：other research

定位原文: E段首句: “How far does other research support these conclusions?”

解题思路: E段首句即提出了其他研究是否能支持上一段结论的问题，然后列举出了其他实验的例子。在段义选项中，只有vi选项中提到了其他研究(further genetic evidence),故答案是vi。

Question 19

答案：ii

关键词：dental

定位原文: F段第2句：“The biological anthropologist Christy Turner is…”

解题思路: 此段首句极具迷惑性，其含义为另两种关于牙齿和语言的研究也能解释这个问题，所以可能错选 iii，因为其中包含关键词dental and linguistic evidence，但是iii中人物Greenberg仅出现在下一段，故排除此选项。此段真正主题句为第二句，此句介绍了研究牙齿也能解释问题，其后文字全部为介绍牙齿研究的文字，故答案为ii。

Question 20

答案：E

关键词：15, 000 or more

定位原文: D段中部倒数第4句： “...three major waves of migration…”

解题思路: 定位处说明了此处的wave应该across the Bering Strait，所以答案应该在B、C、E中筛选，在图中可以很明显地定位出原文相关词Central American和 South American，故答案为其对应选项E。

Question 21

答案：D

关键词： 600 to 700

定位原文: D段后半部倒数第2句: “... and Apache (who only migrated south from Canada about 600 or 700 years ago).”

解题思路: 定位处的说明为：仅仅在600或700年前从加拿大向南部迁移。

在图中各条箭头中只有D的起点在Canada，且箭头方向向南，故答案为D。

Question 22

答案：C

关键词： Inuit

定位原文: D段第3句: “Other tests showed…”

解题思路:

由此句可以很明显地判断出Inuit属于第三类，因此答案为C。

Question 23

答案：B

关键词： Apache

定位原文: D段倒数第2句: “The second wave…”

解题思路:

由此句可以很明显地判断出Apache属于第二类，因此答案为B。

Question 24

答案：A

关键词：Pima-Papago

定位原文: E段第二句: “...blood samples from three widely separated Native American

…” E段最后一句: “… all three groups appear to be descended…”

解题思路: 通过定位句可判定Pima-Papago属于 “three groups”中的一种，且均来自于 Paleo-lndian; Paleo-lndian在D段倒数第三句出现过：The first，Paleo-lndian，wave...故答案为A

Question 25

答案： A

关键词：Ticuna

定位原文: E段倒数第2句: “… and Ticuna Indians in the Upper Amazon region of Brazil…” D段倒数第三句: “The first, Paleo-lndian, wave … was ancestral to all Central and South American Indians”.

解题思路:定位这两句，可以发现Ticuna Indians也属于first wave

Question 26

答案： A

关键词：Christy Turner

定位原文: 通过题干粗定位于文章F段第2句: “Christy Turner is an expert …” F段最后一句: “Studies carried out by…”

解题思路: 通过F段第2句可知：特纳的研究主要是分析人类牙齿的生理特征，因此可以排除未提及牙齿的选项 B和D。C选项极具迷惑性，其中“the majority of prehistoric Americans”与全文一致，但是这一内容只是实验结果所“suggest”的，而并非特纳真正的实验内容;A选项与原文 “Studies...of many thousands of New and Old World specimens，both ancient and modem”含义完全一致。故正确答案为A。

Test 3 Passage 3

Question 27

答案：NOT GIVEN

关键词： Mediterranean countries

定位原文: 第1段末最后两句: “…such as counties bordering Mediterranean … However, this dose not mean…”

解题思路: 此题通过定位词可以迅速定位到第一段最后两句话，其含义为地中海国家在日后不一定被忽略;而题干则为在下次会议中会讨论，显然为文中未提及内容。故此题答案为NOT GIVEN。

Question 28

答案：FALSE

关键词：Nordic countries

定位原文: 第1段末倒数第3句和倒数第2句：“Their initial task was to… Those confined to particular geographical areas…”

解题思路: 该题考查因果关系，由定位句中的因果关系词therefore推出解题句为定位句的前一句：Nordic countries不被考虑是因为会议要决定哪些森林问题涉及的国家最多并且能够成为联合行动的主题，这与题干中的原因不同，而考查因果关系时要求文章与题目精确，故此题答案为FALSE。

Question 29

答案：TRUE

关键词： raw material

定位原文: 第2段第3句: “forests provide raw materials…”

解题思路: 此题的定位词在文中以原词出现，按照顺序原则可以迅速定位。文中定位处含义为：通过其不断再生的木材，森林给人类活动提供了原材料。文章与题目含义一致。故此题答案为TRUE。

Question 30

答案：FALSE

关键词：biological functions, recognised

定位原文: 第2段倒数第3句、倒数第2句: “The economic importance of forests has been... The other aspects have been…”

解题思路: 此题先通过biological functions定位于第二段首句，其中提到森林的三种功能为 biological，economic和recreational;然后由recognised精确定位到解题句，其中提到除了economic之外的两方面都已经被认可了几个世纪，而题目却认为其仅仅是在20世纪才被认可的。题目明显与文章相悖，故此题答案为FALSE。

Question 31

答案：FALSE

关键词：natural forests

定位原文: 第3段第2句: “All European forests are artificial”

解题思路: 此题通过定位词可定位于第3段首句，通过扫读得出解题句，其含义为：欧洲所有的森林都是人工种植的，很显然题目与文章内容刚好相反，故此题答案为FALSE。

Question 32

答案：FALSE

关键词：forest policy, national boundaries

定位原文: 第3段第3句: “This means that…”

解题思路: 此题通过定位词能够迅速定位。定位句的含义为：森林政策至关重要，它必须超越国家的界限。显然题目与文章内容相反，故此题答案为FALSE。

Question 33

答案：TRUE

关键词： Strasbourg conference, forest policy, change

定位原文: 第3段第3句、第4句：“This means that a forest policy… The Strasbourg conference was…”这就意味着一项森林政策至关重要，它必须考虑到森林环境，人民需求，国家政策发生不可避免的变化。斯特拉斯堡会议也成为此类髙规格创始会议中达成该结论的会议之一。

解题思路: 此题通过定位词能够迅速定位。定位句指出会议达成this conclusion，此处出现指代，按“遇指代，向前看一句”的原则得到定位句首句。定位句中结论与题目含义一致，故此题答案为 TRUE。

Question 34

答案：J

关键词：resolution 1

定位原文: 第4段第2句: “The first proposes the extension…” 第一项决议是对森林退化监测站进行扩建并使其系统化。

解题思路: 在选项中扫描关键词，只有J选项符合该含义：森林的任何退化信息都将被系统地收集。此处有两个干扰选项，F和I。F选项中出现文中原词monitored，但对loss of leaves的监测只是决议I中的一项内容，不全面。 I选项中出现文中原词 soil imbalance, acidification, compounds of nitrogen and sulphur，但这些词在文中分別出现于不同的例子中，而I选项却将其揉在一句话中。故答案为J。

Question 35

答案： A

关键词：resolution 2

定位原文: 第4段中部第8句: “The second resolution concentrates on…”第二项决议的重点是保持欧洲森林站基因多样性的需求。

解题思路: 在选项中扫描关键词，只有A选项出现关键词preserve, 且其含义与原文相符：所有种类的树木都必须被保存。故答案为A。

Question 36

答案： E

关键词：resolution 3

定位原文: 第4段第10句：“Although forest fires do not...” 虽然森林大火对欧洲各国的影响程度不同，但是其破坏力却让专家们提出第三个决议：斯特拉斯堡会议应该考虑就此主题建立一个欧洲数据库

解题思路: 在选项中扫描关键词，只有E选项出现关键词forest fires，且其含义与原文相符：有关森林大火的信息需被收集并分享。故答案为E。

Question 37

答案： B

关键词：resolution 4

定位原文: ：第4段倒数第9句: “Proposed developments include…” 建议的改进措施包括优先建立一项关于山林的研究项目。

解题思路: 在选项中扫描关键词，只有B选项出现关键词mountain forests和priority (对应 preferential), 且其含义与原文相符：脆弱的山林应该在研究项目中优先考虑, 故答案为B。

Question 38

答案：G

关键词：resolution 5

定位原文: 第4段倒数第8句、倒数第7句：“Eurosilva should support... Each country concerned could…”“森林持续发展”将支持欧洲各国联合研究树木的病害以及生理和生化方面的问题。每个参与国都可以增加奖学金以及其他经济支持来鼓励此领域博士论文的撰写以及研究项目开展。

解题思路: 在选项中扫描关键词，只有G选项出现关键词allocated to research和tree diseases, 且其含义与原文相符：资源必须分配给关于树木病害的研究。

故答案为G。

Question 39

答案： D

关键词：resolution 6

定位原文: 第4段倒数第5句：“Finally, the conference established…”会议最终建立了欧洲森林生态系统的科研网络

解题思路: 在选项目扫描关键词，只有D选项出现关键词co-ordinated(对应research network), 且其含义与原文相符：研究最好在整个欧洲范围内进行，以便更好地相互协作。故答案为D。

Question 40

答案： B

关键词：无

定位原文: 全文结构

解题思路: 通过分析文中首句可以得出，其中关键词为forests，从而排除不含此关键词的选项C; A选项中的三个关键词biological, economic和recreational均未在末句中提及，故排除;B和D两个选项中关键词分別为：B强调protect，D强调policy on management。文章末句中government以及responsibility for forests强调政府对于森林的责任而并非管理，排除D选项。故正确答案为B。

剑桥雅思阅读7原文难度解析(test3)

篇4：剑桥雅思阅读4原文翻译及答案解析(test3)

READING PASSAGE 1

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

Micro-Enterprise Credit for Street Youth

‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’

Doreen Soko

‘We’ve had business experience. Now I’m confident to expand what we’ve been doing. I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before — now we’ve made new friends.’

Fan Kaoma

Participants in the Youth Skills Enterprise Initiative Program, Zambia

Introduction

Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.

Over the past nine years, Street Kids International (S.K.I.) has been working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.

Background

Typically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.

Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.

Street Business Partnerships

S.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.

? The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.

? Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.

? The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.

Lessons learned

The following lessons have emerged from the programs that S.K.I. and partner organisations have created.

? Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation’s programs for at least six months, and trust and relationship-building will have already been established.

? The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.

? It is critical for all loans to be linked to training programs that include the development of basic business and life skills.

? There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual’s situation.

? Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.

? All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).

Conclusion

There is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.

Questions 1-4

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

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

1 The quotations in the box at the beginning of the article

A exemplify the effects of S.K.I.

B explain why S.K.I. was set up.

C outline the problems of street children.

D highlight the benefits to society of S.K.I.

2 The main purpose of S.K.I. is to

A draw the attention of governments to the problem of street children.

B provide school and social support for street children.

C encourage the public to give money to street children.

D give business training and loans to street children.

3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?

A unemployment

B war

C poverty

D crime

4 In order to become more independent, street children may

A reject paid employment.

B leave their families.

C set up their own businesses.

D employ other children.

Questions 5-8

Complete the table below.

Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.

Write your answers in boxes 5-8 on your answer sheet.

Country Organisations Involved Type of Project Support Provided

5………………

and………………

? S.K.I courier service ? provision of 6………………………

Dominican Republic ? S.K.I

? Y.W.C.A 7………………… ? loans

? storage facilities

? savings plans

Zambia ? S.K.I.

? The Red Cross

? Y.W.C.A. setting up small businesses ? business training

? 8…………training

? access to credit

Questions 9-12

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

In boxes 9-12 on your answer sheet write

YES if the statement agrees with the claims of the wirter

NO if the statement contradicts the claims of the writer

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

9 Any street child can set up their own small business if given enough support.

10 In some cases, the families of street children may need financial support from S.K.I.

11 Only one fixed loan should be given to each child.

12 The children have to pay back slightly more money than they borrowed.

Question 13

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

Write your answer in box 13 on your answer sheet.

The writers conclude that money should only be lent to street children

A as part of a wider program of aid.

B for programs that are not too ambitious.

C when programs are supported by local businesses.

D if the projects planned are realistic and useful.

READING PASSAGE 2

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

Questions 14-27

Reading Passage 2 has four sections A-D.

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

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

List of Headings

I Causes of volcanic eruption

Ii Efforts to predict volcanic eruption

Iii Volcanoes and the features of our planet

Iv Different types of volcanic eruption

V International relief efforts

Vi The unpredictability of volcanic eruptions

14 Section A

15 Section B

16 Section C

17 Section D

Volcanoes-earth-shattering news

When Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlines

A Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.

But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt.

Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.

What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.

B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.

Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.

C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.

Sometimes it is slow: vast bubbles of magma — molten rock from the mantle — inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in northern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa — the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.

Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like the Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.

The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates — the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ where there have been the most violent explosions — Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.

D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.

Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mont Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are potentially world news, especially the quiet ones.

Questions 18-21

Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

Write your answers in boxes 18-21 on your answer sheet.

18 What are the sections of the earth’s crust, often associated with volcanic activity, called?

19 What is the name given to molten rock from the mantle?

20 What is the earthquake zone on the Pacific Ocean called?

21 For how many years did Mount Pinatubo remain inactive?

Questions 22-26

Complete the summary below.

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

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

Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23……. moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.

READING PASSAGE 3

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

Obtaining Linguistic Data

A Many procedures are available for obtaining data about a language. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.

B In all cases, someone has to act as a source of language data — an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a linguist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.

C Many factors must be considered when selecting informants — whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about the best investigative techniques to use.

D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be listened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).

E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general. A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.

F Linguists also make great use of structured sessions, in which they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).

G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplemented by data derived from the intuitions of native speakers of the language, through either introspection or experimentation.

Questions 27-31

Reading Passage 3 has seven paragraphs labeled A-G.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

27 the effect of recording on the way people talk

28 the importance of taking notes on body language

29 the fact that language is influenced by social situation

30 how informants can be helped to be less self-conscious

31 various methods that can be used to generate specific data

Questions 32-36

Complete the table below.

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

Write your answers in boxes 32-36 on your answer sheet.

METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES

32……as informant convenient method of enquiry not objective enough

Non-linguist as informant necessary with 33…… and child speech the number of factors to be considered

Recording an informant allows linguists’ claims to be checked 34……of sound

Videoing an informant allows speakers’ 35…… to be observed 36……might miss certain things

Questions 37-40

Complete the summary of paragraph G below.

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

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

A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.

篇5：剑桥雅思阅读4原文翻译及答案解析(test3)

Question 1

答案：A

关键词：box/beginning

定位原文：标题下方方框中

解题思路：题目是问文章开头的方框当中的引言是什么意思。A答案：exemplify例证;举……例子;B答案是解释国际流浪儿童组织建立的原因;C答案：outline描述，描画轮廓;D答案中highlight是指突出、强调。很明显引言是在举例子，故正确答案选A。

Question 2

答案：D

关键词：purpose/S.K.I

定位原文：Introduction部分第2段首句“Over the past nine years, …lives of street children.”

解题思路：“to support the economic lives of street children...等同于D答案，而其他三个选项基本未提到。

Question 3

答案：C

关键词：reason/end up

定位原文：Background部分的第一段首句“Typically, children do not end up on … and violence.”

解题思路：…the demand for income at home...等同于poverty，而D答案crime并不是儿童流浪的原因，而是其可能产生的后果。

Question 4

答案：C

关键词：independent

定位原文：Background部分的第2段最后1句“Many children may choose entrepreneurship because it allows them a degree of independence,”

解题思路：A,B,D三个答案都比较极端，只有C符合本文的主题。children独立的方式是“choose entrepreneurship”与C选项中的“set up their own businesses”是同义替换，故C 正确。

Question 5

答案：Sudan/India

关键词：country/courier service

定位原文：Street Business Partnerships部分第1点“The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.”

解题思路：提供courier service的两个国家分别是Sudan和India。

Question 6

答案：bicycles

关键词：courier service

定位原文：Street Business Partnership部分第1点

解题思路：题干中的provision是文中provide的变形，所以这里的正确答案是bicycles。

Question 7

答案：Shoe Shine Collective

关键词：Dominican Republic

定位原文：Street Business Partnership部分第2点“Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.”

解题思路：定位到原文，可知答案是Shoe Shine Collective。

Question 8

答案：life skills

关键词：Zambia

定位原文：Street Business Partnership部分第3点“The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.”

解题思路：定位到该句话末尾，可知正确答案是life skills。

Question 9

答案：NO

关键词：set up/money

定位原文：Lessons learned部分第1点“Being an entrepreneur is not for everyone, for every street child.”

解题思路：很明显文中说的不是对于每个人来说的，所以答案应该是NO。

Question 10

答案：NOT GIVEN

关键词：families/S.K.I.

定位原文：Lessons learned部分第4点“There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual's situation.”

解题思路：这一点当中虽然提到了流浪儿童的家人，但是并没有说明他们是否要从S.K.I.那里得到帮助，属于纯粹未提及型的NOT GIVEN。

Question 11

答案：NO

关键词：loan

定位原文：Lessons learned部分第5点“Small loans are provided initially for …ranged from US30?30?100.”

解题思路：题目当中如果含有ONLY/ONE这样的词，往往选NO。从文中我们也可以看出孩子们不只可以申请一笔贷款。

Question 12

答案：YES

关键词：pay back

定位原文：Lessons learned部分第6点“All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).”

解题思路：All S.K.I. programs have charged interest on the loans.所有的计划都要收取利息，也就是要多还一点钱。

Question 13

答案：A

关键词：conclude

定位原文：Conclusion部分“However, we believe that credit must be extended in association with other types of support...”

解题思路：根据conclude可以定位到conclusion部分，根据“credit must be extended in association with other types of support”可知正确答案是A。

Question 14

答案：iii

关键词：无

定位原文：A部分：第一段首句Volcanoes are the ultimate earth-moving machinery. 第二段：Eruptions have rifted continents…a basement of volcanic basalt.

第三段开头:Volcanoes have not only made the continents，they are also thought to have made the world's first stable atmosphere and...

解题思路：A部分说明了火山活动的作用，正好和iii选项中的火山与地球的特征吻合，因此答案为iii。

Question 15

答案：i

关键词：无

定位原文：B部分：第1段：整个段落描述了火山爆发的起因。第二段最后：

These fracture zones, where the collisions occur, are where earthquakes happen. And，very often, volcanoes.

解题思路：通过扫描这两个段落，发现其中主要将地球比喻成一个鸡蛋，并且由此说明了火山爆发的原因。因此答案应该是i。

Question 16

答案：iv

关键词：无

定位原文：第2段：Sometimes,it is slow...第3段;Sometimes the magma moves very swiftly indeed. 第4段：The biggest eruptions are deep on the mid-ocean floor.

解题思路：此部分出现了大量的火山名字，由此我们可以预测该段落讲的是火山喷发的不同类型。因此答案是iv。

Question 17

答案：vi

关键词：无

定位原文：第1段：But volcanoes are not very predict?able.

解题思路：vi答案是说火山爆发的不可预测性。

Question 18

答案： plates/the tectonic plates/the plates

关键词：sections of the earth's crust/volcanic activity

定位原文：C部分的第4段第2句“...and you can see the rough outlines of what are called tectonic plates--the plates which make up the earth's crust and mantle.”

解题思路：很明显，应该是被叫做the tectonic plates。

Question 19

答案：magma

关键词：molten rock from the mantle

定位原文：C部分第2段第1句：Sometimes it is slow: vast bubbles of magma—molten rock from the mantle…

解题思路：根据关键词定位，可知答案为magma。

Question 20

答案：ring of fire

关键词：zone/the Pacific Ocean

定位原文：C部分第4段第3句：The most dramatic of these is the Pacific “ring of fire”...

解题思路：根据定位句信息可知正确答案是ring of fire。

Question 21

答案：600 years/for 600 years/600

关键词：Mount Pinatubo/inactive

定位原文：D部分第1段最后一句：In the case of Mount Pinatubo, this took 600 years.

解题思路：根据定位句信息可知正确答案是600 years。

Question 22

答案：water

关键词：produce/atmosphere

定位原文：A部分的第3段第1句：Volcanoes have not only made the continents, they are also thought to have made the world's first stable atmosphere and provided all the water for the oceans, rivers and ice-caps.

解题思路：火山不仅制造出陆地，也为地球提供了大气，为海洋、河川和冰帽提供了水。

Question 23

答案：magma/lava

关键词：different types of eruptions /moves slowly

定位原文：Sometimes it is slow: vast bubbles of magma—molten rock from the mantle—inch to?wards the surface.

解题思路：首先可以根据之前做过的LIST OF HEADINGS题判定，C部分讲到了不同类型的火山爆发。然后寻找slowly这个词。根据定位句信息可知正确答案是magma。

Question 24

答案：(west) India

关键词：quickly/horizontally Northern Ireland/Wales/South Africa

定位原文：C部分第2段第2句：Sometimes—as in Northern Ireland, Wales and the Karoo in South Africa一the magma rose faster，and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan Plateau in western India, …

解题思路：此处要求填一个地名，根据定位句信息可知正确答案为(west) India。

Question 25

答案：explodes

关键词：third/lava/very quickly/violently

定位原文：C部分第3段前3句：Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped in side the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it exploded with tremendous force.

解题思路：这个空要求填一个动词，而且要注意时态。根据定位句信息可知正确答案为explodes。

Question 26

答案：gases

关键词： magma/emitted

定位原文：C部分第3段：Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped in side the boiling rock expand suddenly,...

解题思路：emit是“发射，发出”的意思，跟文中的expand属于同义替换，故正确答案应该是gases。

Question 27

答案：D

关键词：recording

定位原文：D段首句“Today, researchers often tape-record informants.”

解题思路：题干问的刚好是哪一段讲到了录音对人们谈话方式的影响。故答案是D。

Question 28

答案：E

关键词：body language

定位原文：E段第3句“Where possible, therefore, the recording has to be supplemented by the observer's written comments on the non-verbal behavior of the participants,...”

解题思路：题干问的是哪一段讲到了记录人们肢体语言的重要性。故答案是E。

Question 29

答案：C

关键词：social situation

定位原文：C段第2句“Age, sex，social background and other aspects of identity are important, as these factors are known to influence the kind of language used.”

解题思路：题目问的是哪段提到了语言受到社会背景的影响。故答案是C。

Question 30

答案：D

关键词：self-conscious

定位原文：D段第6句“Some recordings are made without speakers being aware of the fact — a procedure that obtains very natural data,...”

解题思路：题目问的是哪一段提到了如何帮助资料提供者变得自然一点。故答案是D。

Question 31

答案：F

关键词：specific data various methods

定位原文：F段第3句和最后一句“A large number of points can be covered in a short time, using interview work-sheets and questionnaires.”

“There are also several direct methods of elicitation,…”

解题思路：题目问的是哪段提到了产生详细信息的不同方式。答案是F。

Question 32

答案： (the) linguists (acts)/(the) linguist (act)

关键词：convenient/not objective enough

定位原文：B段倒数第2句“Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics.”

解题思路：根据定位句信息可知答案为linguists act。

Question 33

答案：foreign languages

关键词：non-linguist

定位原文：B段最后两句：…at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.

解题思路：根据定位句信息可知答案为foreign languages。

Question 34

答案：(the) (poor) quality

关键词：recording/sound

定位原文：D段第3-4句“But obtaining naturalistic, good-quality data is never easy. People talk abnor?mally when they know they are being recorded, and sound quality can be poor. ”

解题思路：根据定位句信息可知答案为(the)(poor)quality。

Question 35

答案：facial expression

关键词：video/speaker

定位原文：E段第4句“A facial expression, for example, can dramatically alter the meaning of what is said.”

解题思路：根据定位句信息可知答案为facial expression。

Question 36

答案：video recording/camera/video camera/recording

关键词：video/miss certain things

定位原文：E段最后一句“Video recording avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always bene?fit from any additional commentary provided by an observer.”

解题思路：根据定位句信息可知答案为video recording/camera/video camera/recording。

Question 37

答案：fre?quency of usage

关键词：comment

定位原文：G段第2句“A corpus enables the linguists to make unbiased statements about fre?quency of usage,...”

解题思路：这里的make unbiased statements about和题干中的comment objectively on是同义替换，故正确答案为fre?quency of usage。

Question 38

答案：particular linguistic feature

关键词：while/focus on

定位原文：G段第4句“Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature.”

解题思路deals only with和focus on在这里是同义替换，故正确答案为particular linguistic feature。

Question 39

答案：size

关键词：length of time

定位原文：The size of the corpus depends on practical factors, such as the time available to collect, process and store the data.

解题思路：corpus的size取决于很多因素，例如时间等，所以题干中时间的长短会影响的应该是corpus的size。

Question 40

答案：intuitions

关键词：those who speak

定位原文：G段最后一句“An important principle is that all corpora, whatever their size，are inevitably limited in their coverage, and always need to be supplemented by data de?rived from the intuitions of native speakers of the language, through either introspection or experimentation.”

解题思路：根据定位信息，可知正确答案为intuitions。

篇6：剑桥雅思阅读4原文翻译及答案解析(test3)

Passage1

参考译文

Micro-Enterprise Credit for Street Youth

流浪儿童的小型企业贷款

Doreen Soko

“我来自一个贫困的大家庭。我们已经很多年没吃过早餐了。自从加人了国际流浪儿童组织，早饭我们就吃得起糖和面包了。我还给自己买了体面的二手服装和二手鞋子。”

DOREEN SOKO

Fan Kaoma

“我们有经商的经验。现在我非常有信心扩大我的生意。我学过现金管理以及节省开支的方法，所以现在存了些钱进行再投资。生意已经成了我生活的一部分。还有，以前我们素不相识——现在，我们已经交到了很多新朋友。”

FAN KAOMA

Participants in the Youth Skills Enterprise Initiative Program, Zambia

赞比亚青年创业计划的参与人

Introduction

简介

尽管在世界范围内，小型企业培训及贷款计划已经越来越普遍，然而相对而言，很少有人注意到年轻人也需要获得这样的机会。更少的人会去留意那些无家可归或家境贫困的孩子。

在过去的九年里，国际流浪儿童组织已经与非洲、拉丁美洲以及印度的伙伴组织进行合作，来改善流浪儿童的经济状况。此文的目的主要是为了和大家分享一下他们所总结的经验教训。

Background

背景

通常来讲，儿童流离失所并非由某个原因造成，而是若干因素综合所致：比如缺乏拥有足够资金的学校，家里等着用钱，父母离异以及家庭暴力等。对于孩子来讲，街道可能是个令人着迷的地方，充满了冒险游戏和赚钱机会。然而，由于缺乏或根本没有保护，有些孩子在那里遭到剥削，遭遇暴力事件甚至虐待。

在街头工作的孩子们通常都是从事一些无需技术但工作时间超长的劳动力密集型工作，比如擦鞋，搬运货物、门童或冼车，以及不正规交易。有些孩子甚至通过乞讨或干盗窃等非法勾当来赚钱。同时，也有些流浪儿童以能够养活自己和家人而自豪，而且他们很喜欢所做的工作。许多孩子会选择做生意是因为那可以使他们相对独立一些，而且做生意也比做其他许多有偿工作要少受一些压榨;生意的灵活性还使他们有时间去参与其他活动，比如上学或是做家务。

Street Business Partnerships

流浪儿童就业互助计划

S.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.

国际流浪儿童组织与拉丁美洲、非洲及印度的伙伴组织合作，开发了让流浪儿童赚钱的新机会。

?国际流浪儿童组织速递服务首先在苏丹展开。这项计划为参与者提供自行车用以递送包裹或信件，买自行车的钱会从参与者的工资中一点一点扣除。在印度的班加罗尔，一项类似的计划也已经展开。

?在多米尼加共和国，一项与__女青年会合作，名为擦鞋合作社的计划也已经成功展开。这项计划借钱给参与者购买擦鞋箱，还给他们提供一个安全的地方来放置擦鞋工具，同时还提供了供他们存钱的设备。

?赞比亚的青年创业计划是与红十字协会以及__女青年会合办的项自。通过商务培训、生存技能训练以及提供贷款机会等方式，该项目的参与者得以开办自己的小生意。

Lessons learned

The following lessons have emerged from the programs that S.K.I. and partner organisations have created.

经验教训

在国际流浪儿童组织的计划实施过程中，出现了下列教训：

?不是每个人都是做生意的料，流浪儿童也一样。理想状态下，孩子们至少应该参与计划六个月以上，这样双方之间可以建立起信任关系。

?参与者的投入对于建立相关计划十分重要。如果孩子们在制定规程过程中起到关键作用，他们就更可能去遵守并执行这些规定。

? It is critical for all loans to be linked to training programs that include the development of basic business and life skills.

?关键是所有的贷款都要与培训计划眹系起来，培训计划应该包括基本商业技能及生存技能的开发。

?如果条件允许的话，容许家长或监护人参与计划是十分有好处的。家访使工作人员有机会知晓孩子们的住址，并且可以更好地了解每个人所处的环境。

?开始的时候应该给孩子们提供一些小额贷款，以便他们购买如自行车、擦鞋设备以及市场摊位的原材料等固定资产。当从业者有了经验之后，就可以考虑扩大生意规模，并且考虑提髙贷款金额。国际流浪儿童组织计划中的贷款额度通常在30到100美元不等。

?国际流浪儿童组织所有的计划都会对贷款收取利息。这样做的主要目的是使贷款人习惯为借来的钱支付利息。通常来讲，这种利息都很低(一般低于银行利率)。

Conclusion

结论

我们需要认识到，为贫困的年轻人提供贷款以满足他们的经济需求是十分重要的。通过提供小额贷款，实现年轻人的经商梦，是帮助他们改变人生的有效途径。然而，我们认为贷款必须与其他形式的援助一起开展，才能帮助年轻人在生意兴隆的同时，发展出其他关键的生存技巧。

Passage2

参考译文

Volcanoes-earth-shattering news

When Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlines.

火山——惊天动地大消息

1991年6月9日，Pinatubo火山突然爆发，结果，有关过去和现在火山爆发威力的文：章再度登上了报纸的头版。

A火山就是终极“移山倒海”的机器。一次猛烈的喷发可以把一座山的山头轰掉几千米，将细灰几乎洒遍全世界，把岩石碎片抛进平流层，遮蔽整个大洲的天空。

But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Volcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt.

然而，这种典型的喷发——锥形山体，轰隆巨响，蘑菇云升起，熔岩喷涌——只是长篇故事中的一小章。火山作用，这个由火山活动而来的名词，的确塑造了我们的世界。火山喷发撕裂大陆，举起山脉，构筑岛屿，最终造就了整个世界地形。五大洋的海底基岩就是火山喷发形成的玄武岩。

火山不仅造就了大陆，也许还造就了地球上第一个稳定的大气层，并且为大洋、河流以及冰川提供了水资源。现在全球有600多座活火山。这些火山每年都要为地球增加两、三立方公里的岩石。想像一下，过去3,5中这600多座火山一直在喷发，这些岩石就足够解释地壳是如何形成的了。

从火山口喷发出来的主要是气体。其中有90%是来自地心深处的水蒸气：火山一连喷发了3,500年，这就足够解释大洋中的水是从哪里来的了。其余气体有氮气、二氧化碳、二氧化硫、甲烷、氨气以及氢气。同样经过了3,500年的积累，这些气体的量就足以解释大气层之“大”了。我们能活着，正是因为火山提供了我们需要的土壤、空气和水。

B地质学家认为地球有一个熔化的核心，周围是半熔化的地幔，外边是一层脆脆的外皮。想像一个半熟的鸡蛋会有些帮助——流淌的蛋黄，坚实但又黏稠的蛋清，还有一层坚硬的蛋壳。在煮的时候，蛋壳只要有一点点开裂，蛋淸就会噗噗地冒出来，在裂缝周围形成一座小小的山脉——就像夏威夷群岛那样的火山群岛。只是地球大得多，里面的地幔也烫得多。

尽管在上层压力下地幔是固态的，但是它们仍然可以像蜜糖一样“流淌”。这种流动据信是以对流形式进行的，力量足以使地壳这“蛋壳”破裂成板块，并且使这些板块互相碰撞摩擦，甚至使它们以一年数厘米的速度互相重叠。这些破碎的地方正是碰撞发生的地方，也是地震发生之处，通常也是火山出现的地方。

C这些区域正是脆质带，也就是地震多发区。每次喷发都不尽相同，但是简而言之，在脆弱的地方，地幔深处的岩石被加热到1,350摄氏度，并开始膨胀上升。当地幔变化的时候，压力就会减小，因此地幔就开始膨胀并变成液体，然后迅速上涨。

有时候喷发很慢：岩浆——地幔中熔化的岩石——的巨大气泡慢慢接近地表，慢慢变冷，最后作为花岗岩突起显露出来。(在斯凯岛和大玄武岩山，熔岩堤坝像牙膏一样挤出来，延伸成为英格兰北部哈德良长城的一部分。)有时候——比如在北爱尔兰，威尔士以及南非的干旱台地卡鲁——岩浆上升得很快，然后以大厚块的形式水平地涌上地面。在印度西部的德千髙原，经过超过50万年咕嘟咕嘟的火山喷发，积累了超过200万立方公里的熔岩，其中有些厚达2，400米。

有时候岩浆移动得十分迅速。在向上喷涌的过程中没有时间冷却。沸腾的岩石中所包含的气体突然膨胀，熔岩因为受热而闪闪发光，岩浆开始冒泡，接着以巨大的力量爆发。然后，下面稍微凉一点的熔岩开始漫出火山口。这种情形曾经发生在火星上，也曾经发生在月球上，甚至在木星和天王星的卫星上也曾经出现过。通过研究这些证据，火山学家们得以了解过去大喷发的威力。轻石是不是很轻并且充满孔洞?其喷发的力量是巨大的。岩石是否很重，是否像北爱尔兰巨人堤一样，有着巨大的结晶玄武岩形状?那就是一场缓慢，温和的喷发。

最剧烈的喷发发生在大洋中间深深的海底，新的熔岩将大陆撕开，每年将大西洋加宽五厘米。观察一下火山、地震和像菲律宾和日本这样的群岛，你就会看到被称为地壳板块的大致轮廓——地壳板块组成了地球的地壳和地幔。这其中最明显的例子就是太平洋上的“火环”，那里曾经发生过最剧烈的喷发——马尼拉附近的Pinatubo喷发，洛基山脉中的圣海伦山喷发，还有十年前的墨西哥EI Chichón山喷发，更不用提1883年苏丹海峡喀拉喀托山震惊世界的喷发。

D然而火山喷发并不总是能被预测，那是因为地质时间与人类时间不同。在休眠期，火山用熔岩将自己盖起来，用溢出火山口的熔岩形成坚硬的锥型体，随后熔岩慢慢冷却成为又大又哽，稳固的岩颈，岩颈会阻止进一步的喷发，直到压力大到无法抵挡为止。拿Pinatubo山为例，这个过程花了600年。

然而，有时候，只有一个小小的征兆，火山就喷发了。195月8日早上7点49分，Martinique的Pelée山爆发了。28，000人的城镇，只有两人幸存。在18，一次突然喷发炸掉了印度尼西亚的Tambora山1,280米的山顶。那次喷发如此剧烈，以至于喷进平流层的火山灰遮蔽了天空，使得欧洲和美洲直接进人秋季。六月下雪，八月上霜，粮食因此而歉收，上千人忍饥挨饿，火山，尤其是那些安静的火山，是潜在的世界新闻。

Passage3

参考译文

Obtaining Linguistic Data

获得语言资料

A我们有很多种可以用来获得语言资料的方式。这些方法既可以是精心准备，深入细致的国外实地调査，也可以是在自家摇椅上进行的，对母语的一次不经意的反思。

B无论用何种方式，总有人要充当语言资料的来源——这个人就叫做资料提供者。资料提供者(理想状态下)应该是以该语言为母语的人，他可以提供做分析之用的语句，还可以给出有关该语言的其他信息(如翻译，正误评判，用法判断等)。在研究本国语言时，语言学家本人往往充当资料提供者一角，比照他们的直觉，来对语句的歧义现象、可接受度及其他特性加以评判。这种方法因其便利性而被广泛使用，而且还被看作是生成式语言研究方式的规范。然而，一名语言学家的个人判断通常要么是不确定的，要么就与其他语言学家的意见相左，此时就需要求助于更为客观的提问方式，让语言学家本人以外的人来充当资料提供者。

C在研究外语及儿童语言的时候，第二种方式是不可避免的在选择资料提供人的时候要考虑多种因素——你面对的是单个说话人(当语言从未被描述过的时候出现的通常状况)，还是两个人互动;是小组还是大规模的样本。年龄、性别、社会背景以及身份的其他方面都很重要，因为据信这些因素会影响使用语言的类别。对话的话题和社交场合的特征(比如正式程度)也极其相关;同样，资料提供者的个人资质(比如语言流畅度和连贯性)也十分重要。对于较大规模的研究来说，要对所采用的抽样方式一丝不苟，而且无论在什么情况下，都要决定采用最好的调查技术。

D如今，语言研究者通常都会为资料提供人录音。这就使语言学家针对这些语言的某些论断变得可以接受检查，并且还能提供一种使这些观点更为精确的方式(反复听“难”懂的语言)。但是想要获得自然的，高质量的资料可没那么容易。当得知被录音的时候，人们说话的方式就不同了，而且音质可以很差。因此，一系列的录音方式就被设计出来以便尽可能地解除研究者的矛盾(如何能够观察人们的行为方式又不让他们知道正在被观察)。有时候，说话人是在毫不知情的情况下被录音的——这一方式可以获得极自然的材料，但是道德方面的反对意见也是预料之中的事。另外，也可以尝试让说话人忘记录音这回事，比如把录音机藏起来，或是使用无线麦克风。还有一种管用的方式，就是提出一个说话人能够迅速融入的话题，从而激发一种自然的语言风格(比如询问年长的资料提供者：在他们的家乡，时代是如何变迁的)。

E然而，磁带录音的方式并不能够解决语言学家面临的所有问题。讲话通常又不清楚，又有歧义。因此，如果可能的话，要对参与者的非语言行为以及整体语境做出书面评述，作为对录音的补充。例如，一个面部表情就可以彻底改变一句话的意思。在很大情况下，可以用录像方式避免这样的问题，但是就算是这个方式也存在局限性(摄像机不可能安得到处都是)，而且文字誊本总是要得益于观察者另外提供的注解。

F语言学家还需要大量使用结构化会议，当中他们系统地要求资料提供者说出有关某种动作、物体及行为的语句。如果资料提供者是说双语的，或者通过翻译的帮助，我们就有可能用到翻译技巧(比如你们怎么说桌子这个词)。通过使用面试表格和调查问卷，我们能够在很短的时间里覆盖大量的知识点。通常，研究者只想获得有关某个语言变项的信息，在这种情况下，就必须使用一套严格设置好的问题：比如说，发音上的某个特殊规则，可以用要求资料提供者读出一组严格设定的单词的方法引出来。我们还有几种直接的诱导方式，比如让资料提供人填写替换表中的空格(比如：我__看到一辆汽车)，或者给他们做改错练习(“能不能说我能不看到?”)。

G为了语言分析而被编纂起来的语言代表样本被叫做语料库。语料库使得语言学家能够对一种用法的频率加以客观陈述，而且还可以为其他的研究者所用。语料库的范围和规模是各不相同的。有些语料库试图将语言作为一个整体来研究，从不同类型的文章中节选材料;其他的则十分挑剔，只提供针对某个特殊语言现象的一组材料。语料库的大小是由实践因素决定的，比如说可以用来搜集、处理、存储资料的时间：要想为几分钟的演讲做一个精确的原文，可能要花上数小时的时间。有时候，个小资料样本就足以证明一种语言学假说。相反地，重大研究项目的语料库加起来足有上百万字。一个重要的原则是，无论大小，所有的语料库在覆盖面上都不可避免地存在局限性，因此，它们总是需要通过内省或实验的方式，被源自母语者直觉的资料补充。

篇7：剑桥雅思7阅读原文

剑桥雅思7阅读原文

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

The True Cost of Food

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

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

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

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

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

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

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

Questions 14-17

Reading Passage 2 has seven paragraphs, A-G.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

14 a cost involved in purifying domestic water

15 the stages in the development of the farming industry

16 the term used to describe hidden costs

17 one effect of chemicals on water sources

Questions 18-21

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

In boxes 18-21 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

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

19 The taste of food has deteriorated in recent years.

20 The financial costs of environmental damage are widely recognized.

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

Questions 22-26

Complete the summary below.

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

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

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

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

雅思7阅读Test2原文READING PASSAGE 3

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

Questions 27-30

Reading Passage 3 has six sections, A-F.

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

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

List of Headings

i MIRTP as a future model

ii Identifying the main transport problems

iii Preference for motorised vehicles

iv Government authorities’ instructions

v Initial improvements in mobility and transport modes