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下面是小编整理的剑桥原文范文阅读95篇，本文共14篇，欢迎您能喜欢，也请多多分享。本文原稿由网友“财富第六波”提供。

篇1：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

vi Request for improved transport in Makete

vii Transport improvements in the northern part of the district

viii Improvements in the rail network

ix Effects of initial MIRTP measures

x Co-operation of district officials

xi Role of wheelbarrows and donkeys

Example Answer

Section A vi

27 Section B

28 Section C

Example Answer

Section D ix

29 Section E

30 Section

篇2：剑桥雅思阅读7test1原文翻译及答案

READING PASSAGE 1

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

Let’s Go Bats

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

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

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

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

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

Questions 1-5

Reading Passage 1 has five paragraphs, A-E.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

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

2 how early mammals avoided dying out

3 why bats hunt in the dark

4 how a particular discovery has helped our understanding of bats

5 early military uses of echolocation

Questions 6-9

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

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

Facial Vision

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

Questions 10-13

Complete the sentences below.

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

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

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

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

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

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

READING PASSAGE 2

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

Questions 14-20

Reading Passage 2 has seven paragraphs, A-H.

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

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

List of Headings

i Scientists’ call for a revision of policy

ii An explanation for reduced water use

iii How a global challenge was met

iv Irrigation systems fall into disuse

v Environmental effects

vi The financial cost of recent technological improvements

vii The relevance to health

viii Addressing the concern over increasing populations

ix A surprising downward trend in demand for water

x The need to raise standards

xi A description of ancient water supplies

14 Paragraph A

Example Answer

Paragraph B iii

15 Paragraph C

16 Paragraph D

17 paragraph E

18 paragraph F

19 paragraph G

20 paragraph H

MAKING EVERYDROP COUNT

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

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

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

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

_underground stores of water

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

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

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

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

Questions 21-26

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

In boxes 21-26 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

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

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

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

24 Industrial growth is increasing the overall demand for water.

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

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

READING PASSAGE 3

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

EDUCATING PSYCHE

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

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

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

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

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

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

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

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

Questions 27-30

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

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

27 The book Educating Psyche is mainly concerned with

A the power of suggestion in learning.

B a particular technique for learning based on emotions.

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

D ways of learning which are not traditional.

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

A unimportant details are the easiest to recall

B concentrating hard produces the best results.

C the most significant facts are most easily recalled.

D peripheral vision is not important.

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

A both of these are important for developing concentration.

B his theory about methods of learning is valid.

C reading is a better technique for learning than listening.

D we can remember things more easily under hypnosis.

30 Lozanov claims that teachers should train students to

A memorise details of the curriculum.

B develop their own sets of indirect instructions.

C think about something other than the curriculum content.

D avoid overloading the capacity of the brain.

Questions 31-36

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

In boxes 31-36 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

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

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

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

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

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

Questions 37-40

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

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

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

A spectacular B teaching C lesson

D authoritarian E unpopular F ritual

G unspectacular H placebo I involved

J appropriate K well known

篇3：剑桥雅思阅读4-14原文+译文+解析

剑桥雅思14Test1阅读Passage1文章题目为儿童游戏的重要性，这篇文章考试题型比较经典，是按照顺序出题的。这有利于我们从阅读原文中找到答案。接下来一起来看看剑桥雅思14Test1阅读Passage1真题内容。

剑桥雅思14Test1阅读Passage1真题文本

READING PASSAGE 1

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

THE IMPORTANCE OF CHILDREN’ S PLAY

Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. Although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.

Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his ‘teacher’, she’s practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner.

‘Play in all its rich variety is one of the highest achievements of the human species,’ says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. ‘It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.’

Recognising the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.

But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. ‘The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents’ increased wish to protect their children from being the victims of crime, and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools.

International bodies like the United Nations and the European Union have begun to develop policies concerned with children’s right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.

‘The type of play we are interested in is child-initiated, spontaneous and unpredictable - but, as soon as you ask a five-year-old “to play”, then you as the researcher have intervened,’ explains Dr Sara Baker. ‘And we want to know what the long-term impact of play is. It’s a real challenge.’

Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later life.

Now, thanks to the university’s new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.

‘A strong possibility is that play supports the early development of children’s self-control,’ explains Baker. ‘This is our ability to develop awareness of our own thinking processes — it influences how effectively we go about undertaking challenging activities.’

In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘This sort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.’

If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.

Gibson adds: ‘Playful behaviour is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.’

Whitebread’s recent research has involved developing a play-based approach to supporting children’s writing. ‘Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one.’ Children wrote longer and better-structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego_ with similar results. ‘Many teachers commented that they had always previously had children saying they didn’t know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.’

Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, ‘the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.’ Now, the landscape is very different, with hotly debated topics such as school starting age.

‘Somehow the importance of play has been lost in recent decades. It’s regarded as something trivial, or even as something negative that contrasts with “work”. Let’s not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. Let’s make sure children have a rich diet of play experiences.’

_Lego: coloured plastic building blocks and other pieces that can be joined together

Questions 1-8

Complete the notes below.

Choose ONE WORD ONLY from the passage for each answer.

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

Questions 9-13

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

In boxes 9-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

9 Children with good self-control are known to be likely to do well at school later on.

10 The way a child plays may provide information about possible medical problems.

11 Playing with dolls was found to benefit girls’ writing more than boys’ writing.

12 Children had problems thinking up ideas when they first created the story with Lego.

13 People nowadays regard children’s play as less significant than they did in the past.

剑桥雅思14test1阅读passage1原文译文

passage 1

儿童嬉戏玩耍的重要性

THE IMPORTANCE OF CHILDREN’S PLAY

一块又一块积木，六岁的Alice正在搭建一个魔法王国。通过想象那些童话故事里的塔楼和喷火的巨龙、邪恶的巫师和勇敢的英雄，她在创造一个充满神秘魅力的世界。尽管她自己并没有意识到这一点，但这种天马行空的幻想正在帮助她迈出创造力的最初几步，从而将会对她今后的成年生活产生重要的影响。

几分钟之后，Alice抛下了这个王国，开始和她的小弟弟玩起了假装上学的游戏。当她扮演他的“老师”指挥他干这干那的时候，她是在通过这种假扮行为练习如何控制自己的情绪。再后来，等他们玩腻了这个游戏，坐下来开始进行一局棋盘游戏的时候，她是在学习了解：需要遵守规则并与搭档交替出手。

“玩耍嬉戏，以其各种各样的丰富形式，是人类这个物种最伟大的成就之一，”英国剑桥大学教育系的David Whitebread博士这样说。“它为我们如何成长为有智慧、能解决问题的成年人奠定了基础，也对我们成功地成为一个有着高度适应能力的物种起着至关重要的作用。

对游戏之重要性的认可并非什么新鲜事：两千多年以前，希腊哲学家柏拉图(Plato)就热烈赞美了它的好处，认为它是为成年生活开发各项技能的手段，而自从19世纪以来就不断在发展出各种寓学习于游戏的理念。

But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. ‘The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents’ increased wish to protect their children from being the victims of crime, and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools.

但我们生活在变化中的时代里，而Whitebread注意到了玩耍这件事在全球范围内的缩减，他指出：全世界有一半以上的人口现在居住在城市里。“自由玩耍，我在童年里几乎每天都有机会体验，现在却正变得越来越稀缺，”他说道。户外玩耍活动之所以被削减，是出于对交通事故风险的担忧，以及家长们逐渐攀升的、保护自己孩子不受犯罪行为侵害的愿望，同时还由于当前对“更早就是更好”的强调，这导致了在学科学习和学校中更激烈的竞争。

诸如联合国和欧盟这样的国际组织己经开始着手制定一些关注儿童游戏权利的政策，并开始考虑这对休闲设施和教育项目所产生的连带影响。但他们通常所缺少的是赖以制定各项政策的证据。

“我们所感兴趣的那类游戏是儿童自己开启的、自发进行的和不可预测的——但是，一且你让一个五岁大的孩子‘去玩儿吧’，那你作为研究者就已经是进行了干预，”Sara Baker博士这样解释。“而我们想要了解游戏的长线影响是什么。这是个真正的挑战。”

Jenny Gibson博士表示同意并指出：虽然在游戏究竟何等重要、以及为什么如此重要这个谜题中，有一些阶段已经得到了审视研究，然而在它对儿童之后的人生究竟产生何种影响这个方面，还是数据寥寥。

现在，多亏了这所大学新成立的“教育发展学习型游戏研究中心”(简称PEDAL)Whitebread、Baker、Gibson这些人和一支研究团队希望能提供出证据，展示游戏在一个儿童成长的过程中到底扮演何种角色。

“存在这样一种极大的可能性：游戏助力了儿童自我控制的早期发展阶段，”Baker解释说。“这种能力使我们有意识地关注自我的思考过程一一它影响到了我们能多有效率地去从事各种富于挑战的活动。

Baker博士在一项对幼儿和学龄前儿童展开的研究中发现：在探索一个需要引入科学分析的陌生领域时，有着更强自控力的儿童能更快地解决问题。“这类证据令我们确信，给予儿童嬉戏玩耍的机会从更长远来看将会让他们成长为更成功的问题解决者。”

研究者们认为，如果游戏体验确实能促进这个方面的发展，这对于教育领域该如何举动来说就是极度重要的，因为已经有证据证明：自我管控能力是学业成就高低的一个关键性预示因素。

Gibson补充说：“游戏行为还是健康的社交和情感发展的一个重要指标。在先前的研究中，我曾了解过观察游戏中的儿童如何可以为我们提供重要线索，从而看出他们是否处在良好的成长状态，甚至还能为诊断出例如自闭症这样的神经发展失调问题提供帮助。”

剑桥雅思14test1阅读passage1答案解析

Question 1

答案：creativity

关键词：magical kingdom, help

定位原文：原文第1段，Brick by brick, six-year-old Alice is building a magical kingdom. … Although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.

解题思路：选择magical kingdom和help作为关键词，空格做develop的宾语，所以可知是名词，句意问的是“帮助发展…”。回到原位定位第1段。第一段后半部分说到，由helping her take her first steps towards her capacity for creativity可知，帮助她发展的是capacity for creativity，填一个名词，选择creativity，创造力。

Question 2

答案：rules

关键词：board games, turn-taking

定位原文：原文第2段，Later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner.

解题思路：利用board games及turn-taking可以直接定位到原文第2段最后一句。由题干可知，空格做involve的宾语，并且和turn-taking构成并列关系。在定位句中，turn-taking换成了take turns，与take turns构成并列关系的是follow rules，由于我们的答案只能写一个词，所以involve和follow构成替换关系，答案为rules。

Question 3

答案：cities

关键词：changes, populations

定位原文：原文第5段，But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities.

解题思路：利用changes定位到原文第5段的changing times。题干中问的是“…的人口增长了”，所以进一步利用populations定位，空格做of的宾语，是名词或动名词。在定位句中，populations换成了people，句中说的是“世界上超过半数的人口现在生活在城市中”，由此可知，是“城市的人口增长了”。

Question 4

答案：traffic

关键词：opportunities, fear

定位原文：原文第5段，‘The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. Outdoor play is curtailed by perceptions of risk to do with traffic, …

解题思路：根据填空题的顺序性，利用opportunities可以确定大致定位。题干中的limited替换原文的curtailed(缩减)，fear替换原文的risk，所以fear(害怕)的是traffic。

Question 5

答案：crime

关键词：fear, 并列关系

定位原文：原文第5段，Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents’ increased wish to protect their children from being the victims of crime, …

解题思路：承接第四题，第五题问的也是fear(害怕)什么，答案位于of后面，同样是一个名词或动名词，且和上一题的traffic构成并列关系。原文定位句中，as well as表示并列关系，后面的句子中，说到“家长越来越希望保护孩子免受犯罪行为侵害”，所以，fear(害怕)的应该是犯罪行为，即原文中的crime。

Question 6

答案：competition

关键词：increased, schools

定位原文：原文第5段，… and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools.

解题思路：题干问到“学校里增加的…”，需要一个名词。承接第四题和第五题，第六题信息与traffic及crime构成并列关系。在原文中，and的后面为答案所在的部分，其中，题干中的increased换成了greater，所以答案为competition。

Question 7

答案：evidence

关键词：international policies, difficult

定位原文：原文第6段，International bodies like the United Nations and the European Union have begun to develop policies concerned with children’s right to play, … But what they often lack is the evidence to base policies on.

解题思路：利用international policies定位文章文章第6段，原文中替换成了international bodies，题干中空格做find的宾语，所以是名词。句意为，“很难找到…来支持新政策”，回到文章中，对应but 转折之后，lack(缺乏)替换了“difficult to find”，所以缺少的是evidence。

Question 8

答案：life

关键词：impact, rest

定位原文：原文第7-8段，‘And we want to know what the long-term impact of play is. … Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later life.

解题思路：题干问的是，“调查需要研究玩耍对于孩子们余下的…的影响”空格处需要一个名词。impact在第7段和第8段各出现了一次，第7段的impact大致说明了research的内容，第8段的impact具体说到“the impact it has on the child’s later life”，所以题干中的rest相当于原文中的later，空格答案为life。

Question 9

答案：TRUE

关键词：children, self-control

定位原文：原文第11段，…she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘This sort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.’

解题思路：利用children和self-control定位到原文第11段，题干中的good self-control替换成了greater self-control。从定位句中可以看出，自控力更强的孩子处理问题会更快，引号中的句子进一步说明，in the long run(长期来看)，这会使得孩子们更成功地解决问题。这层意思与题干中说到的，“自控力很强的孩子可能在之后的校园生活中表现更好”，是基本吻合的，所以答案选择TRUE。

剑桥雅思阅读4-14原文+译文+解析

篇4：剑桥雅思阅读5原文精讲(test3)

READING PASSAGE 1

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

Early Childhood Education

New Zealand’s National Party spokesman on education, Dr Lockwood Smith,

recently visited the US and Britain. Here he reports on the findings of his trip

and what they could mean for New Zealand’s education policy

‘Education To Be More’ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?

A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words — most of the language they will use in ordinary conversation for the rest of their lives.

Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.

It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That’s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ‘Headstart’ was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.

Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ‘Headstart’ children returned to the same disadvantaged home environment.

As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from ‘Headstart’, a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.

The programme involved trained parent — educators visiting the parents’ home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child’s intellectual, language, social and motor-skill development. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.

Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.

At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.

Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child’s development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.

These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.

Questions 1-4

Reading Passage 1 has six sections, A-F.

Which paragraph contains the following information?

Write the correct letter A-F in boxes 1-4 on your answer sheet.

1 details of the range of family types involved in an education programme

2 reasons why a child’s early years are so important

3 reasons why an education programme failed

4 a description of the positive outcomes of an education programme

Questions 5-10

Classify the following features as characterising

A the ‘Headstart’ programme

B the ‘Missouri’ programme

C both the ‘Headstart’ and the ‘Missouri’ programmes

D neither the ‘Headstart’ nor the ‘Missouri’ programme

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

5 was administered to a variety of poor and wealthy families

6 continued with follow-up assistance in elementary schools

7 did not succeed in its aim

8 supplied many forms of support and training to parents

9 received insufficient funding

10 was designed to improve pre-schoolers’ educational development

Questions 11-13

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

In boxes 11-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

11 Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening speaking, reasoning and interacting with others.

12 ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests.

13 The richer families in the ‘Missouri’ programme had higher stress levels.

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 14-17

Reading Passage 2 has six paragraphs, A-F.

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

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

List of Headings

I Effects of irrigation on sedimentation

Ii The danger of flooding the Cairo area

Iii Causing pollution in the Mediterranean

Iv Interrupting a natural process

V The threat to food production

Vi Less valuable sediment than before

Vii Egypt’s disappearing coastline

Viii Looking at the long-term impact

Example Paragraph A Answer vii

14 Paragraph B

Example Paragraph C Answer vi

15 Paragraph D

16 Paragraph E

17 Paragraph F

Disappearing Delta

A The fertile land of the Nile delta is being eroded along Egypt’s Mediterranean coast at an astounding rate，in some parts estimated at 100 metres per year.In the past，land scoured away from the coastline by the currents of the Mediterranean Sea used to be replaced by sediment brought down to the delta by the River Nile，but this is no longer happening.

B Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt，which hold back virtually all of the sediment that used to flow down the river. Before the dams were built，the Nile flowed freely carrying huge quantities of sediment north from Africa’s interior to be deposited on the Nile delta.This continued for 7,000 years，eventually covering a region of over 22,000 square kilometres with layers of fertile silt.Annual flooding brought in new, nutrient-rich soil to the delta region，replacing what had been washed away by the sea，and dispensing with the need for fertilizers in Egypt’s richest food-growing area.But when the Aswan dams were constructed in the 20th century to provide electricity and irrigation，and to protect the huge population centre of Cairo and its surrounding areas from annual flooding and drought，most of the sediment with its naturaI fertilizer accumulated up above the dam in the southern, upstream half of Lake Nasser, instead of passing down to the delta.

C Now, however, there turns out to be more to the story.It appears that the sediment-free water emerging from the Aswan dams picks up silt and sand as it erodes the river bed and banks on the 800-kilometre trip to Cairo.Daniel Jean Stanley of the Smithsonian Institute noticed that water samples taken in Cairo，just before the river enters the delta，indicated that the river sometimes carries more than 850 grams of sediment per cubic metre of water — almost half of what it carried before the dams were built. ‘I’m ashamed to say that the significance of this didn’t strike me until after I had read 50 or 60 studies，’ says Stanley in Marine Geology.‘There is still a lot of sediment coming into the delta, but virtually no sediment comes out into the Mediterranean to replenish the coastline.So this sediment must be trapped on the delta itself.’

D Once north of Cairo, most of the Nile water is diverted into more than 10,000 kilometres of irrigation canals and only a small proportion reaches the sea directly through the rivers in the delta.The water in the irrigation canals is still or very slow-moving and thus cannot carry sediment, Stanley explains. The sediment sinks to the bottom of the canals and then is added to fields by farmers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta.So very little of it actually reaches the coastline to replace what is being washed away by the Mediterranean currents.

E The farms on the delta plains and fishing and aquaculture in the lagoons account for much of Egypt’s food supply.But by the time the sediment has come to rest in the fields and lagoons it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people.’Pollutants are building up faster and faster,’ says Stanley.

Based on his investigations of sediment from the delta lagoons, Frederic Siegel of George Washington University concurs. ‘In Manzalah Lagoon, for example, the increase in mercury, lead, copper and zinc coincided with the building of the High Dam at Aswan, the availability of cheap electricity, and the development of major power-based industries,’ he says. Since that time the concentration of mercury has increased significantly. Lead from engines that use leaded fuels and from other industrial sources has also increased dramatically. These poisons can easily enter the food chain, affecting the productivity of fishing and farming. Another problem is that agricultural wastes include fertilizers which stimulate increases in plant growth in the lagoons and upset the ecology of the area, with serious effects on the fishing industry.

F According to Siegel, international environmental organisations are beginning to pay closer attention to the region, partly because of the problems of erosion and pollution of the Nile delta, but principally because they fear the impact this situation could have on the whole Mediterranean coastal ecosystem. But there are no easy solutions. In the immediate future, Stanley believes that one solution would be to make artificial floods to flush out the delta waterways, in the same way that natural floods did before the construction of the dams. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. ‘In my view, Egypt must devise a way to have more water running through the river and the delta,’ says Stanley. Easier said than done in a desert region with a rapidly growing population.

Questions 18-23

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

In boxes 18-23 on your answer sheet, write

YES if the statement reflects 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 Coastal erosion occurred along Egypt’s Mediterranean coast before the building of the Aswan dams.

19 Some people predicted that the Aswan dams would cause land loss before they were built.

20 The Aswan dams were built to increase the fertility of the Nile delta.

21 Stanley found that the levels of sediment in the river water in Cairo were relatively high.

22 Sediment in the irrigation canals on the Nile delta causes flooding.

23 Water is pumped from the irrigation canals into the lagoons.

Questions 24-26

Complete the summary of paragraphs E and F with the list of words A-H below.

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

In addition to the problem of coastal erosion, there has been a marked increase in the level of 24………………contained in the silt deposited in the Nile delta. To deal with this, Stanley suggests the use of 25………………in the short term, and increasing the amount of water available through 26………………in the longer term.

A artificial floods B desalination C delta waterways D natural floods

E nutrients F pollutants G population control H sediment

READING PASSAGE 3

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

The Return of Artificial Intelligence

It is becoming acceptable again to talk of computers performing

human tasks such as problem-solving and pattern-recognition

A After years in the wilderness, the term ‘artificial intelligence’ (AI) seems poised to make a comeback. AI was big in the 1980s but vanished in the 1990s. It re-entered public consciousness with the release of AI, a movie about a robot boy. This has ignited public debate about AI, but the term is also being used once more within the computer industry. Researchers, executives and marketing people are now using the expression without irony or inverted commas. And it is not always hype. The term is being applied, with some justification, to products that depend on technology that was originally developed by AI researchers. Admittedly, the rehabilitation of the term has a long way to go, and some firms still prefer to avoid using it. But the fact that others are starting to use it again suggests that AI has moved on from being seen as an over-ambitious and under-achieving field of research.

B The field was launched, and the term ‘artificial intelligence’ coined, at a conference in 1956, by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field. The expression provided an attractive but informative name for a research programme that encompassed such previously disparate fields as operations research, cybernetics, logic and computer science. The goal they shared was an attempt to capture or mimic human abilities using machines. That said, different groups of researchers attacked different problems, from speech recognition to chess playing, in different ways; AI unified the field in name only. But it was a term that captured the public imagination.

C Most researchers agree that AI peaked around 1985. A public reared on science-fiction movies and excited by the growing power of computers had high expectations. For years, AI researchers had implied that a breakthrough was just around the corner. Marvin Minsky said in 1967 that within a generation the problem of creating ‘artificial intelligence’ would be substantially solved. Prototypes of medical-diagnosis programs and speech recognition software appeared to be making progress. It proved to be a false dawn. Thinking computers and household robots failed to materialise, and a backlash ensued. ‘There was undue optimism in the early 1980s,’ says David Leake, a researcher at Indiana University. ‘Then when people realised these were hard problems, there was retrenchment. By the late 1980s, the term AI was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.“

D Ironically, in some ways AI was a victim of its own success. Whenever an apparently mundane problem was solved, such as building a system that could land an aircraft unattended, the problem was deemed not to have been AI in the first place. ‘If it works, it can’t be AI,’ as Dr Leake characterises it. The effect of repeatedly moving the goal-posts in this way was that AI came to refer to ‘blue-sky’ research that was still years away from commercialisation. Researchers joked that AI stood for ‘almost implemented’. Meanwhile, the technologies that made it onto the market, such as speech recognition, language translation and decision-support software, were no longer regarded as AI. Yet all three once fell well within the umbrella of AI research.

E But the tide may now be turning, according to Dr Leake. HNC Software of San Diego, backed by a government agency, reckon that their new approach to artificial intelligence is the most powerful and promising approach ever discovered. HNC claim that their system, based on a cluster of 30 processors, could be used to spot camouflaged vehicles on a battlefield or extract a voice signal from a noisy background — tasks humans can do well, but computers cannot. ‘Whether or not their technology lives up to the claims made for it, the fact that HNC are emphasising the use of AI is itself an interesting development,’ says Dr Leake.

F Another factor that may boost the prospects for AI in the near future is that investors are now looking for firms using clever technology, rather than just a clever business model, to differentiate themselves. In particular, the problem of information overload, exacerbated by the growth of e-mail and the explosion in the number of web pages, means there are plenty of opportunities for new technologies to help filter and categorise information — classic AI problems. That may mean that more artificial intelligence companies will start to emerge to meet this challenge.

G The 1969 film, :A Space Odyssey, featured an intelligent computer called HAL 9000. As well as understanding and speaking English, HAL could play chess and even learned to lipread. HAL thus encapsulated the optimism of the 1960s that intelligent computers would be widespread by 2001. But 2001 has been and gone, and there is still no sign of a HAL-like computer. Individual systems can play chess or transcribe speech, but a general theory of machine intelligence still remains elusive. It may be, however, that the comparison with HAL no longer seems quite so important, and AI can now be judged by what it can do, rather than by how well it matches up to a 30-year-old science-fiction film. ‘People are beginning to realise that there are impressive things that these systems can do.’ says Dr Leake hopefully.

Questions 27-31

Reading Passage 3 has seven paragraphs, 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 how AI might have a military impact

28 the fact that AI brings together a range of separate research areas

29 the reason why AI has become a common topic of conversation again

30 how AI could help deal with difficulties related to the amount of information available electronically

31 where the expression AI was first used

Questions 32-37

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

In boxes 32-37 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 about this

32 The researchers who launched the field of AI had worked together on other projects in the past.

33 In 1985, AI was at its lowest point.

34 Research into agent technology was more costly than research into neural networks.

35 Applications of AI have already had a degree of success.

36 The problems waiting to be solved by AI have not changed since 1967.

37 The film 2001: A Space Odyssey reflected contemporary ideas about the potential of AI computers.

Questions 38-40

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

Write your answers in boxes 38-40 on your answer sheet.

38 According to researchers, in the late 1980s there was a feeling that

A a general theory of AI would never be developed.

B original expectations of AI may not have been justified.

C a wide range of applications was close to fruition

D more powerful computers were the key to further progress.

39 In Dr Leake’s opinion, the reputation of AI suffered as a result of

A changing perceptions.

B premature implementation

C poorly planned projects.

D commercial pressures.

40 The prospects for AI may benefit from

A existing AI applications.

B new business models.

C orders from internet-only companies.

D new investment priorities.

篇5：剑桥雅思阅读5原文翻译及答案(test1)

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READING PASSAGE 1

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

Johnson’s Dictionary

For the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.

There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.

Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various worlds to conquer — lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.

Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gough Square, in which he set up his ‘dictionary workshop’.

James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.

The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on every subject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law — according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.

After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe” The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.

Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’

The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.

Questions 1-3

Choose THREE letters A-H.

Write your answers in boxes 1-3 on your answer sheet.

NB Your answers may be given in any order.

Which THREE of the following statements are true of Johnson’s Dictionary?

A It avoided all scholarly words.

B It was the only English dictionary in general use for 200 years.

C It was famous because of the large number of people involved.

D It focused mainly on language from contemporary texts.

E There was a time limit for its completion.

F It ignored work done by previous dictionary writers.

G It took into account subtleties of meaning.

H Its definitions were famous for their originality.

Questions 4-7

Complete the summary.

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

Write your answers in boxes 4-7 on your answer sheet.

In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks. On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his hard work, he was granted a 7………by the king.

Questions 8-13

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

In boxes 8-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

8 The growing importance of the middle classes led to an increased demand for dictionaries.

9 Johnson has become more well known since his death.

10 Johnson had been planning to write a dictionary for several years.

11 Johnson set up an academy to help with the writing of his Dictionary.

12 Johnson only received payment for his Dictionary on its completion.

13 Not all of the assistants survived to see the publication of the Dictionary.

READING PASSAGE 2

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

Nature or Nurture?

A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically Milgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.

B Milgram’s experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger — severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.

C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.

D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.

E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?

F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.

G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society — the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.’

H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.

Questions 14-19

Reading Passage 2 has nine paragraphs, A-I.

Which paragraph contains the following information?

Write the correct letter A-I in boxes 14-19 on your answer sheet.

14 a biological explanation of the teacher-subjects’ behaviour

15 the explanation Milgram gave the teacher-subjects for the experiment

16 the identity of the pupils

17 the expected statistical outcome

18 the general aim of sociobiological study

19 the way Milgram persuaded the teacher-subjects to continue

Questions 20-22

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

Write your answers in boxes 20-22 on your answer sheet.

20 The teacher-subjects were told that were testing whether

A a 450-volt shock was dangerous.

B punishment helps learning.

C the pupils were honest.

D they were suited to teaching.

21 The teacher-subjects were instructed to

A stop when a pupil asked them to.

B denounce pupils who made mistakes.

C reduce the shock level after a correct answer.

D give punishment according to a rule.

22 Before the experiment took place the psychiatrists

A believed that a shock of 150 volts was too dangerous.

B failed to agree on how the teacher-subjects would respond to instructions.

C underestimated the teacher-subjects’ willingness to comply with experimental procedure.

D thought that many of the teacher-subjects would administer a shock of 450 volts.

Questions 23-26

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

In boxes 23-26 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

23 Several of the subjects were psychology students at Yale University.

24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.

25 In a sociological explanation, personal values are more powerful than authority.

26 Milgram’s experiment solves an important question in sociobiology.

READING PASSAGE 3

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

The Truth about the Environment

For many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.

But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient — associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.

Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.

One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.

Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In , for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.

Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.

A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and . This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures (which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).

The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.

So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.

Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.

So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, and prevent half a billion people from becoming seriously ill.

It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.

Questions 27-32

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

In boxes 27-32 on your answer sheet, write

YES if the statement agrees with the writer’s claims

NO if the statement contradicts the writer’s clams

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

27 Environmentalists take a pessimistic view of the world for a number of reasons

28 Data on the Earth’s natural resources has only been collected since 1972.

29 The number of starving people in the world has increased in recent years.

30 Extinct species are being replaced by new species.

31 Some pollution problems have been correctly linked to industrialisation.

32 It would be best to attempt to slow down economic growth.

Questions 33-37

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

Write your answers in boxes 33-37 on your answer sheet.

33 What aspect of scientific research does the writer express concern about in paragraph 4?

A the need to produce results

B the lack of financial support

C the selection of areas to research

D the desire to solve every research problem

34 The writer quotes from the Worldwide Fund for Nature to illustrate how

A influential the mass media can be.

B effective environmental groups can be.

C the mass media can help groups raise funds.

D environmental groups can exaggerate their claims.

34 What is the writer’s main point about lobby groups in paragraph 6?

A Some are more active than others.

B Some are better organised than others.

C Some receive more criticism than others.

D Some support more important issues than others.

35 The writer suggests that newspapers print items that are intended to

A educate readers.

B meet their readers’ expectations.

C encourage feedback from readers.

D mislead readers.

36 What does the writer say about America’s waste problem?

A It will increase in line with population growth.

B It is not as important as we have been led to believe.

C It has been reduced through public awareness of the issues.

D It is only significant in certain areas of the country.

Questions 38-40

Complete the summary with the list of words A-I below.

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

GLOBAL WARMING

The writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.

A unrealistic B agreed C expensive D right

E long-term F usual G surprising H personal

I urgent

篇6：剑桥雅思阅读6(test3)原文翻译答案

剑桥雅思阅读6原文(test3)

READING PASSAGE 1

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

A The Lumiere Brothers opened their Cinematographe, at 14 Boulevard des Capucines in Paris, to 100 paying customers over 100 years ago, on December 8, 1895. Before the eyes of the stunned, thrilled audience, photographs came to life and moved across a flat screen.

B So ordinary and routine has this become to us that it takes a determined leap of the imagination to grasp the impact of those first moving images. But it is worth trying, for to understand the initial shock of those images is to understand the extraordinary power and magic of cinema, the unique, hypnotic quality that has made film the most dynamic, effective art form of the 20th century.

C One of the Lumiere Brothers’ earliest films was a 30-second piece which showed a section of a railway platform flooded with sunshine. A train appears and heads straight for the camera. And that is all that happens. Yet the Russian director Andrei Tarkovsky, one of the greatest of all film artists, described the film as a ‘work of genius’. ‘As the train approached,’ wrote Tarkovsky, ‘panic started in the theatre: people jumped and ran away. That was the moment when cinema was born. The frightened audience could not accept that they were watching a mere picture. Pictures were still, only reality moved; this must, therefore, be reality. In their confusion, they feared that a real train was about to crush them.’

D Early cinema audiences often experienced the same confusion. In time, the idea of film became familiar, the magic was accepted — but it never stopped being magic. Film has never lost its unique power to embrace its audiences and transport them to a different world. For Tarkovsky, the key to that magic was the way in which cinema created a dynamic image of the real flow of events. A still picture could only imply the existence of time, while time in a novel passed at the whim of the reader. But in cinema, the real, objective flow of time was captured.

E One effect of this realism was to educate the world about itself. For cinema makes the world smaller. Long before people travelled to America or anywhere else, they knew what other places looked like; they knew how other people worked and lived. Overwhelmingly, the lives recorded — at least in film fiction — have been American. From the earliest days of the industry, Hollywood has dominated the world film market. American imagery — the cars, the cities, the cowboys — became the primary imagery of film. Film carried American life and values around the globe.

F And, thanks to film, future generations will know the 20th century more intimately than any other period. We can only imagine what life was like in the 14th century or in classical Greece. But the life of the modern world has been recorded on film in massive, encyclopedic detail. We shall be known better than any preceding generations.

G The ‘star’ was another natural consequence of cinema. The cinema star was effectively born in 1910. Film personalities have such an immediate presence that, inevitably, they become super-real. Because we watch them so closely and because everybody in the world seems to know who they are, they appear more real to us than we do ourselves. The star as magnified human self is one of cinema’s most strange and enduring legacies.

H Cinema has also given a new lease of life to the idea of the story. When the Lumiere Brothers and other pioneers began showing off this new invention, it was by no means obvious how it would be used. All that mattered at first was the wonder of movement. Indeed, some said that, once this novelty had worn off, cinema would fade away. It was no more than a passing gimmick, a fairground attraction.

I Cinema might, for example, have become primarily a documentary form. Or it might have developed like television — as a strange, noisy transfer of music, information and narrative. But what happened was that it became, overwhelmingly, a medium for telling stories. Originally these were conceived as short stories — early producers doubted the ability of audiences to concentrate for more than the length of a reel. Then, in 1912, an Italian 2-hour film was hugely successful, and Hollywood settled upon the novel-length narrative that remains the dominant cinematic convention of today.

J And it has all happened so quickly. Almost unbelievably, it is a mere 100 years since that train arrived and the audience screamed and fled, convinced by the dangerous reality of what they saw, and, perhaps, suddenly aware that the world could never be the same again — that, maybe, it could be better, brighter, more astonishing, more real than reality.

Questions 1-5

Reading Passage 1 has ten paragraphs, A-J.

Which paragraph contains the following information?

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

1 the location of the first cinema

2 how cinema came to focus on stories

3 the speed with which cinema has changed

4 how cinema teaches us about other cultures

5 the attraction of actors in films

Questions 6-9

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

In boxes 6-9 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

6 It is important to understand how the first audiences reacted to the cinema.

7 The Lumiere Brothers’ film about the train was one of the greatest films ever made.

8 Cinema presents a biased view of other countries.

9 Storylines were important in very early cinema.

Questions 10-13

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

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

10 The writer refers to the film of the train in order to demonstrate

A the simplicity of early films.

B the impact of early films.

C how short early films were.

D how imaginative early films were.

11 In Tarkovsky’s opinion, the attraction of the cinema is that it

A aims to impress its audience.

B tells stories better than books.

C illustrates the passing of time.

D describes familiar events.

12 When cinema first began, people thought that

A it would always tell stories.

B it should be used in fairgrounds.

C its audiences were unappreciative.

D its future was uncertain.

13 What is the best title for this passage?

A The rise of the cinema star

B Cinema and novels compared

C The domination of Hollywood

D The power of the big screen

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-27, which are based on Reading Passage 2 on the following pages.

Questions 14-18

Reading Passage 2 contains six Key Points.

Choose the correct heading for Key Points TWO to SIX from the list of headings below.

Write the correct number, i-viii, in boxes 14-18 on your answer sheet.

List of Headings

i Ensure the reward system is fair

ii Match rewards to individuals

iii Ensure targets are realistic

iv Link rewards to achievement

v Encourage managers to take more responsibility

vi Recognise changes in employees’ performance over time

vii Establish targets and give feedback

viii Ensure employees are suited to their jobs

Example Answer

Key Point One Viii

14 Key Point Two

15 Key Point Three

16 Key Point Four

17 Key Point Five

18 Key Point Six

Motivating Employees under

Adverse Conditions

THE CHALLENGE

It is a great deal easier to motivate employees in a growing organisation than a declining one. When organisations are expanding and adding personnel, promotional opportunities, pay rises, and the excitement of being associated with a dynamic organisation create feelings of optimism. Management is able to use the growth to entice and encourage employees. When an organisation is shrinking, the best and most mobile workers are prone to leave voluntarily. Unfortunately, they are the ones the organisation can least afford to lose — those with the highest skills and experience. The minor employees remain because their job options are limited.

Morale also suffers during decline. People fear they may be the next to be made redundant. Productivity often suffers, as employees spend their time sharing rumours and providing one another with moral support rather than focusing on their jobs. For those whose jobs are secure, pay increases are rarely possible. Pay cuts, unheard of during times of growth, may even be imposed. The challenge to management is how to motivate employees under such retrenchment conditions. The ways of meeting this challenge can be broadly divided into six Key Points, which are outlined below.

KEY POINT ONE

There is an abundance of evidence to support the motivational benefits that result from carefully matching people to jobs. For example, if the job is running a small business or an autonomous unit within a larger business, high achievers should be sought. However, if the job to be filled is a managerial post in a large bureaucratic organisation, a candidate who has a high need for power and a low need for affiliation should be selected. Accordingly, high achievers should not be put into jobs that are inconsistent with their needs. High achievers will do best when the job provides moderately challenging goals and where there is independence and feedback. However, it should be remembered that not everybody is motivated by jobs that are high in independence, variety and responsibility.

KEY POINT TWO

The literature on goal-setting theory suggests that managers should ensure that all employees have specific goals and receive comments on how well they are doing in those goals. For those with high achievement needs, typically a minority in any organisation, the existence of external goals is less important because high achievers are already internally motivated. The next factor to be determined is whether the goals should be assigned by a manager or collectively set in conjunction with the employees. The answer to that depends on perceptions of goal acceptance and the organisation’s culture. If resistance to goals is expected, the use of participation in goal-setting should increase acceptance. If participation is inconsistent with the culture, however, goals should be assigned. If participation and the culture are incongruous, employees are likely to perceive the participation process as manipulative and be negatively affected by it.

KEY POINT THREE

Regardless of whether goals are achievable or well within management’s perceptions of the employee’s ability, if employees see them as unachievable they will reduce their effort. Managers must be sure, therefore, that employees feel confident that their efforts can lead to performance goals. For managers, this means that employees must have the capability of doing the job and must regard the appraisal process as valid.

KEY POINT FOUR

Since employees have different needs, what acts as a reinforcement for one may not for another. Managers could use their knowledge of each employee to personalise the rewards over which they have control. Some of the more obvious rewards that managers allocate include pay, promotions, autonomy, job scope and depth, and the opportunity to participate in goal-setting and decision-making.

KEY POINT FIVE

Managers need to make rewards contingent on performance. To reward factors other than performance will only reinforce those other factors. Key rewards such as pay increases and promotions or advancements should be allocated for the attainment of the employee’s specific goals. Consistent with maximising the impact of rewards, managers should look for ways to increase their visibility. Eliminating the secrecy surrounding pay by openly communicating everyone’s remuneration, publicising performance bonuses and allocating annual salary increases in a lump sum rather than spreading them out over an entire year are examples of actions that will make rewards more visible and potentially more motivating.

KEY POINT SIX

The way rewards are distributed should be transparent so that employees perceive that rewards or outcomes are equitable and equal to the inputs given. On a simplistic level, experience, abilities, effort and other obvious inputs should explain differences in pay, responsibility and other obvious outcomes. The problem, however, is complicated by the existence of dozens of inputs and outcomes and by the fact that employee groups place different degrees of importance on them. For instance, a study comparing clerical and production workers identified nearly twenty inputs and outcomes. The clerical workers considered factors such as quality of work performed and job knowledge near the top of their list, but these were at the bottom of the production workers’ list. Similarly, production workers thought that the most important inputs were intelligence and personal involvement with task accomplishment, two factors that were quite low in the importance ratings of the clerks. There were also important, though less dramatic, differences on the outcome side. For example, production workers rated advancement very highly, whereas clerical workers rated advancement in the lower third of their list. Such findings suggest that one person’s equity is another’s inequity, so an ideal should probably weigh different inputs and outcomes according to employee group.

Questions 19-24

Do the following statements agree with the views of the writer in Reading Passage 27?

In boxes 19-24 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

19 A shrinking organization tends to lose its less skilled employees rather than its more skilled employees.

20 It is easier to manage a small business than a large business.

21 High achievers are well suited to team work.

22 Some employees can feel manipulated when asked to participate in goal-setting.

23 The staff appraisal process should be designed by employees.

24 Employees’ earnings should be disclosed to everyone within the organization.

Questions 25-27

Look at the following groups of workers (Questions 25-27) and the list of descriptions below.

Match each group with the correct description, A-E.

Write the correct letter, A-E, in boxes 25-27 on your answer sheet.

25 high achievers

26 clerical workers

27 production workers

List of Descriptions

A They judge promotion to be important.

B They have less need of external goals.

C They think that the quality of their work is important.

D They resist goals which are imposed.

E They have limited job options.

READING PASSAGE 3

You should spend about 20 minutes on Questions 28-40, which are based on Reading Passage 3 below.

The Search for the Anti-aging Pill

In government laboratories and elsewhere, scientists are seeking a drug able to prolong life and youthful vigor. Studies of caloric restriction are showing the way

As researchers on aging noted recently, no treatment on the market today has been proved to slow human aging — the build-up of molecular and cellular damage that increases vulnerability to infirmity as we grow older. But one intervention, consumption of a low-calorie_et nutritionally balanced diet, works incredibly well in a broad range of animals, increasing longevity and prolonging good health. Those findings suggest that caloric restriction could delay aging and increase longevity in humans, too.

Unfortunately, for maximum benefit, people would probably have to reduce their caloric intake by roughly thirty per cent, equivalent to dropping from 2,500 calories a day to 1,750. Few mortals could stick to that harsh a regimen, especially for years on end. But what if someone could create a pill that mimicked the physiological effects of eating less without actually forcing people to eat less? Could such a ‘caloric-restriction mimetic’, as we call it, enable people to stay healthy longer, postponing age-related disorders (such as diabetes, arteriosclerosis, heart disease and cancer) until very late in life? Scientists first posed this question in the mid-1990s, after researchers came upon a chemical agent that in rodents seemed to reproduce many of caloric restriction’s benefits. No compound that would safely achieve the same feat in people has been found yet, but the search has been informative and has fanned hope that caloric-restriction (CR) mimetics can indeed be developed eventually.

The benefits of caloric restriction

The hunt for CR mimetics grew out of a desire to better understand caloric restriction’s many effects on the body. Scientists first recognized the value of the practice more than 60 years ago, when they found that rats fed a low-calorie diet lived longer on average than free-feeding rats and also had a reduced incidence of conditions that become increasingly common in old age. What is more, some of the treated animals survived longer than the oldest-living animals in the control group, which means that the maximum lifespan (the oldest attainable age), not merely the normal lifespan, increased. Various interventions, such as infection-fighting drugs, can increase a population’s average survival time, but only approaches that slow the body’s rate of aging will increase the maximum lifespan.

The rat findings have been replicated many times and extended to creatures ranging from yeast to fruit flies, worms, fish, spiders, mice and hamsters. Until fairly recently, the studies were limited to short-lived creatures genetically distant from humans. But caloric-restriction projects underway in two species more closely related to humans — rhesus and squirrel monkeys — have made scientists optimistic that CR mimetics could help people.

calorie: a measure of the energy value of food

The monkey projects demonstrate that, compared with control animals that eat normally, caloric-restricted monkeys have lower body temperatures and levels of the pancreatic hormone insulin, and they retain more youthful levels of certain hormones that tend to fall with age.

The caloric-restricted animals also look better on indicators of risk for age-related diseases. For example, they have lower blood pressure and triglyceride levels (signifying a decreased likelihood of heart disease), and they have more normal blood glucose levels (pointing to a reduced risk for diabetes, which is marked by unusually high blood glucose levels). Further, it has recently been shown that rhesus monkeys kept on caloric-restricted diets for an extended time (nearly 15 years) have less chronic disease. They and the other monkeys must be followed still longer, however, to know whether low-calorie intake can increase both average and maximum life spans in monkeys. Unlike the multitude of elixirs being touted as the latest anti-aging cure, CR mimetics would alter fundamental processes that underlie aging. We aim to develop compounds that fool cells into activating maintenance and repair.

How a prototype caloric-restriction mimetic works

The best-studied candidate for a caloric-restriction mimetic, 2DG (2-deoxy-D-glucose), works by interfering with the way cells process glucose. It has proved toxic at some doses in animals and so cannot be used in humans. But it has demonstrated that chemicals can replicate the effects of caloric restriction; the trick is finding the right one.

Cells use the glucose from food to generate ATP (adenosine triphosphate), the molecule that powers many activities in the body. By limiting food intake, caloric restriction minimizes the amount of glucose entering cells and decreases ATP generation. When 2DG is administered to animals that eat normally, glucose reaches cells in abundance but the drug prevents most of it from being processed and thus reduces ATP synthesis. Researchers have proposed several explanations for why interruption of glucose processing and ATP production might retard aging. One possibility relates to the ATP-making machinery’s emission of free radicals, which are thought to contribute to aging and to such age-related diseases as cancer by damaging cells. Reduced operation of the machinery should limit their production and thereby constrain the damage. Another hypothesis suggests that decreased processing of glucose could indicate to cells that food is scarce (even if it isn’t) and induce them to shift into an anti-aging mode that emphasizes preservation of the organism over such ‘luxuries’ as growth and reproduction.

Questions 28-32

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

In boxes 28-32 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

28 Studies show drugs available today can delay the process of growing old.

29 There is scientific evidence that eating fewer calories may extend human life.

30 Not many people are likely to find a caloric-restricted diet attractive.

31 Diet-related diseases are common in older people.

32 In experiments, rats who ate what they wanted led shorter liver than rats on a low-calorie diet.

Questions 33-37

Classify the following descriptions as relating to

A caloric-restricted monkeys

B control monkeys

C neither caloric-restricted monkeys nor control monkeys

Write the correct letter, A, B or C, in boxes 33-37 on your answer sheet.

33 Monkeys were less likely to become diabetic.

34 Monkeys experienced more chronic disease.

35 Monkeys have been shown to experience a longer than average life span.

36 Monkeys enjoyed a reduced chance of heart disease.

37 Monkeys produced greater quantities of insulin.

Questions 38-40

Complete the flow-chart below.

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

Write your answers in boxes 38-40 on your answer sheet.

How a caloric-restriction mimetic works

CR mimetic

Less 38..............is processed

Production of ATP is decreased

Theory 1: Theory 2:

Cells less damaged by disease because Cells focus on 40..............because

fewer 39..............are emitted food is in short supply

剑桥雅思阅读6原文参考译文(test3)

PASSAGE 1 参考译文：

A 一百多年前，在1895年12月8日，吕米埃兄弟在巴黎嘉布欣大道14号向100名买票人场的观众放映了他们制作的电影。在目瞪口呆、惊恐颤抖的观众面前，一张张照片活动起来并在平面的银幕上穿梭而过。

B 看电影对于我们来说是司空见惯的事，所以要理解这些活动的画面最初产生的影响，想象力非得来次巨大的飞跃不可。然而这值得一试，因为理解了这些影像最初带来的震撼，就可以理解电影非同寻常的力量和魔力，理解为什么电影具有独特而迷人的品质。正是这种品质，使电影成为20世纪最具有活力和感染力的艺术形式。

C 吕米埃兄弟的早期电影作品之一是一部30秒长的短片，表现了一段沐浴在阳光下的火车月台的场景。一辆火车出现了，并且直冲镜头开来。这就是电影的全部。然而，杰出的电影艺术家俄罗斯导演安德列·塔科夫斯基却称其为“天才之作”。他写道：“随着火车不断驶近，影院里呈现出一片慌恐的景象：人们跳离座位，四散而逃。就在这一刻，电影宣告诞生。恐惧的观众无法相信他们看到的仅仅是一幅图画。图画是静止的，只有现实中的事物才会运动;因此，这一定是现实。在疑惑迷茫之中，观众担心一列真正的火车将会把他们轧得粉身碎骨。”

D 早期的电影观众们经常会有同样的迷茫。随着时间的推移，电影这一概念为人们所熟知，电影的魔力也广为人们接受，但电影的魔力并没有因此而消失。电影不断地以其独特的力量去感染观众并将他们带人一个不同寻常的世界。对塔科夫斯基而言，魔力的关键在于电影所创造的表现方式是以动态的影像来反映真实事件的进展。静止的图画仅仅暗示了时间的存在，而小说中的时间则在读者的幻想中不断延伸。然而，电影却捕捉了真实而客观的时间流动。

E 这种现实性的作用之一是使世界去了解自身。因为电影将世界缩小。早在人们到美国或其他地方旅行之前，他们就已经欣赏过目的地的风光，也领略过当地人的工作与生活方式。至少在虚构的电影世界中，记录的绝大多数是美国人的生活。从电影业发展初期至今，好莱坞一直占据着世界电影市场的统治地位。汽车、城市和牛仔这些美国形象已经成为电影中的主要形象。电影将美国人的生活方式和价值观念传播到了全世界。

F同时，正是由于电影的帮助，相对于其他时代，我们的后代将对20世纪了解得更为清楚。对于14世纪或者古希腊的生活状况，我们只能想象。但现代世界的生活方式已经被电影事无巨细地大量记录下来。后人对我们这一代的了解将会比对任何前人的了解更加透彻。

G“影星”是电影带来的另一个产物。实际上，影星这一概念出现于19。电影人物触手可及，这使他们必然显得无比真实。对于我们而言，影星们似乎比我们自身更为真实，因此我们可以如此近距离地观察他们，而县好像世界上的每个人都认识他们。作为人类自身的放大，影星是电影留下的最不可思议而又最持久的影响。

H 电影也赋予小说故事新的生命。当吕米埃兄弟和其他先驱者初次展示电影这项新发明时，他们根本不淸楚该怎样应用它。最初重要的只是影像能活动。的确，有些人就断言，一旦新奇感消失，电影就会逐渐淡出人们的视线。它只不过是一种暂时流行的小玩意儿，或是露天市场上的“杂耍”而已。

I 例如，电影原本可能变成一种以纪录片为主的形式，或者可能像电视那样发展，成为传输音乐、信息和故事的怪异而喧闹的工具。然而，事实是，电影已经成为一种叙事的主要媒介。最初讲述的都是短小的故事，因为早期制作者们怀疑观众顶多只能集中精力去看完一卷胶片。后来，一部长达两个小时的意大利电影在19获得了巨大的成功，从此好莱坞电影就开始采用这种新的叙事长度。至今，这一形式依然在电影界保持着惯例式的统治地位。

J 而这一切都发生得如此迅速。令人几乎难以置信的是，距离那辆火车到站时，观众们认为所看到的是危险的现实而尖叫不止、四散奔逃的景象，只不过一百年的时间。或许，人们意识到世界已经发生了彻底的改变，而且可能会变得比现实更加美好、光明、惊人和真实。

TEST 3 PASSAGE 2 参考译文：

Motivating Employees under Adverse Conditions

在逆境中激励员工挑战

THE CHALLENGE

挑战

在不断壮大的企业中激励员工要比在日益衰落的企业中容易得多。当企业扩大经营和增加员工人数时，晋升机会增多，薪酬提高，而且加人一家充满活力的企业所带来的振奋感也会产生乐观向上的情绪。管理层能够利用企业的发展来吸引和鼓舞员工。当企业衰退时，流动性最强的优秀员工就会主动离开。不幸的是，这些才能出众、经验丰富的员工正是企业最不能失去的人才。表现平庸的员工坚持留下，因为可供他们选择的职位有限。

员工的士气在企业衰退期也会下降。人们担心自己或许就是下一个被解雇的人。生产率通常有所下降，因为员工宁愿将时间花费在传播谣言和相互提供精神支持上，也不愿意专注于工作。对工作稳定的人而言，加薪几乎是不可能的。在企业发展时期闻所未闻的减薪，此时甚至也会强制实施。管理层所面对的挑战是如何在企业衰退期激励员工。迎接这一挑战的方法可以大致分为下列六个关键点。

KEY POINT ONE

关键点一

大量证据表明，切实做到人尽其才能够激发工作动力。例如，小型企业或大型企业中自主单位的经营者，应当由业绩杰出者担任。但是，如果空缺的是大型官僚机构的管理职位，则应当选择对权力需求髙而对关系需求低的人选。相应地，不能为业绩杰出者安排与其需求不一致的工作。只有当职位能够提供具有一定挑战性的目标，具有独立性，并提供反馈时，他们才会全力以赴地工作。然而，我们应当牢记并不是每个人都会被独立性强、形式多样和责任要求高的工作所激励。

KEY POINT TWO

关键点二

目标设定理论的相关文献提出，管理者们必须确保所有的员工都有明确的目标并且能够在实现该目标的过程中获得评价。追求卓越成就的人是所有企业中具有代表性的少数群体，对于他们而言，外部目标的存在并不十分重要，因为业绩杰出者已具有极强的内在动机。下一个要决定的因素是目标应由管理者指定，还是应由全体员工共同设定。答案取决于人们对目标的接受程度和企业文化。如果有可能出现对目标的抵制，在设定S标时鼓励员工参与就会提高接受的程度。然而，如果这种参与和企业文化相矛盾，则应当指定目标。如果参与和企业文化不一致，员工则有可能认为自己在参与过程中被操纵，并且受到负面影响。

KEY POINT THREE

关键点三

无论目标是否能够实现，也无论目标是否在管理层认定的员工能力范围之内，只要员工们认为无法实现目标，他们就不会那么努力。因此，管理者必须确保员工相信他们的努力会使绩效目标实现。对于管理者而言，这意味着员工必须能够胜任工作，而且必须承认(绩效)评估流程的有效性。

KEY POINT FOUR

关键点四

由于员工们有不同的需求，所以对一个人产生强化效果的事物对于另一个人而言未必适用。在其控制范围内，管理者可以根据对不同员工的了解给予他们相应的奖励。管理者们可给予员工的奖励主要包括薪酬、晋升、自主权、业务范围和深度，以及参与目标设定和决策的机会。

KEY POINT FIVE

关键点五

管理者需要将奖励与绩效挂钩。除工作表现之外，对于其他方面的奖励只会使这些方面得到加强。诸如加薪和晋升这样的主要奖励应在员工实现特定目标后给予。与最大化奖励效果相一致，管理者应当设法增加奖励的公开性。例如，通过公示员工工资数目来消除薪酬的保密状态;公布绩效奖金数额;一次性支付年薪的增加额，而不是将其在全年中分别发放;这些方法可以增加奖励的公开性和潜在激励性。

KEY POINT SIX

关键点六

奖励的分配方式必须透明，使员工认识到奖励或成果是公平并且与特定投人相对等的。简而言之，经验、才能，努力及其他主要的投人应当体现在薪酬、职责和其他主要产出的差异方面。然而，问题之所以复杂，不仅是因为投人与产出有多种形式，而且还因为各员工群体对它们的重视程度不同。比如，一项究在比较行政工作人员和生产工人之后，确定了近二十种投人与产出的形式。行政工作人员基本上最重视所做工作的质量和业务知识等因素，但这正是生产工人们最不重视的。同样，生产工人们认为最重要的投人是才智和任务完成过程中的个人参与，而这两个因素在行政工作人员的重要性等级排名中则十分靠后。产出方面也有一些同样重要但不很明显的差异。例如，生产工人认为晋升非常重要，但行政工作人员却将晋升排到了重要性列表中的后三位。上述发现表明，一个人认为是公平的事物对于另一个人而言可能是不公平的。因此，理想的方式或许应当针对不同员工群体权衡不同的投人与产出。

TEST 3 PASSAGE 3 参考译文：

The Search for the Anti-aging Pill

In government laboratories and elsewhere, scientists are seeking a drug able to prolong life and youthful vigor. Studies of caloric restriction are showing the way

寻找抗衰老药

在政府实验室等地，科学家们正在寻找能够延长生命和保持青春活力的药物。有关热量限制的研究为我们指明了出路。

衰老问题的研究者们最近指出，目前市面上还没有任何疗法证明可以延缓人类衰老。衰老是一种随着年龄增长，人体内分子与细胞损伤的累积导致人越来越虚弱的现象。然而，有一种干预措施对许多动物都十分有效，那就是低热量且营养均衡的饮食，它会延长实验动物的寿命并维系健康。这些研究结果表明，限制热量的摄取可能也会延缓衰老，延长人类的寿命。

不幸的是，若想达到最佳效果，人们大概需要减少约30%卡路里的摄人量，相当于从每天2500大卡降低到1750大卡。很少有人能够坚持这样严格的养生之道，尤其是年复一年这样做。但能不能制造出一种药来模拟限食的生理效应，而又不需要强迫人们少吃东西呢?这种被我们称为“限食拟药”的药片是否能让人们长久保持健康，延缓老年疾病(比如糖尿病、动脉硬化症、心脏病及癌症)的发生，直到更老的时候?科学家们早在20世纪90年代中期就提出了这个问题，此前研究者们偶然发现了一种化学药剂，该药剂似乎可以在啮齿动物身上产生限制热量摄取的许多好处。至今我们还没有发现能够安全应用到人类身上并达到同样功效的药物，但研究经验助燃了希望之火，令我们相信，限食拟药终究会研制出来的。

The benefits of caloric restriction

限制能量摄入的好处

寻找限食拟药的动机是我们想更多地了解限制热量摄取对身体的影响。科学家们早在60多年前就已经认识到限制热量摄人的益处。当时，他们发现被喂食低热量食物的鼠类平均寿命长于自由摄取食物的鼠类，而且也更少患鼠类衰老时的常见病。除此之外，食用低热食物的鼠类活得比对照组中最老的鼠类还要长，这表明不仅是平均寿命，连最大寿命(可活的最大年龄)也增加了。尽管抗感染药物等各种干预方法也可以增加种群的平均寿命，但只有通过降低身体衰老速率才能增加最大寿命。

鼠类的实验结果已经重复过多次，而且对酵母菌、果蝇、蠕虫、鱼、蜘蛛、小鼠及仓鼠的实验也都有同样的结果。迄今，这类研究针对的都只是与人类基因相去甚远的短命生物，然而，正在进行中的研究采用了恒河猴与松鼠猴这两种更接近人类的物种做实验对象，这使科学家们乐观地相信限食拟药可以帮助人类。

对这些猴类的研究证实，比起正常饮食的对照组动物，限制热量摄人组猴子的体温和胰岛素浓度都较低，而且某些随年龄增长而降低的荷尔蒙在他们体内仍维持在年轻时的水平。

在与衰老有关的疾病风险指数方面，这些热量摄人受限的动物看起来也更加健康。例如，它们的血压与甘油三酸酷含量都比较低(表示得心脏病的可能性较小)，血糖浓度也比较正常(表示得糖尿病的风险较低，糖尿病的特征是高于常规的血糖浓度)。此外，有关研究最近指出，长期限制热量摄人(将近)的恒河猴患慢性病的几率也较低。但想要知道限制热量摄人是否会延长猴类的平均寿命和最长寿命，我们还必须对这些恒河猴以及其他猴类做更长时间的跟踪研究。与众多被吹捧为最新抗衰老疗法的长生不老药不同，限食拟药会改变衰老的基本进程。我们的目标是研制出能够欺骗细胞进人保养与修复状态的药物。

How a prototype caloric-restriction mimetic works

限食拟药如何完成任务

研究得最多、也是最有可能的限食拟药是2DG(2-去氧-D-葡萄糖)，它是通过影响细胞中葡萄糖的代谢过程而发挥作用的。实验发现，达到某一剂量时，2DG会对动物产生毒性，所以无法应用到人类身上。尽管如此，这表明有些化学药物的确可以模拟热量摄人受限的效果;关键在于如何找到合适的药物。

细胞利用食物中的葡萄糖制造ATP(三磷酸腺苷)，该分子为身体的许多活动提供能量。通过限制食物的摄取量，可使进人细胞的葡萄糖降到最低，因此减少ATP的生成量。当食量正常的实验动物服用2DG时，葡萄糖大量进人细胞，但2DG会阻止大部分葡萄糖的代谢，因而降低ATP的合成量。研咳嗽碧岢隽思钢炙捣ǎ馐臀裁捶涟咸烟谴挥階TP合成可以延级衰老。其中一种说法与ATP生成过程中自由基的释放有关，人们认为自由基会损伤细胞，因此导致衰老以及像癌症这类与衰老有关的疾病。减少ATP生成机制的运作次数可以限制自由基的数量，从而减少细胞受到的伤害。另一种假设认为，葡萄糖代谢的降低让细胞以为食物不足(即使事实并非如此)，而促使细胞进人抗衰老的状态，这种状态着重的是机体本身的维持，而不是生长或繁殖这类“奢侈活动”。

剑桥雅思阅读6原文解析(test3)

Passage 1

Question 1

答案： A

关键词：location/ first cinema

定位原文: A段第1句“The Lumière Brothers opened…”

解题思路: 吕米埃兄弟在巴黎嘉布欣大道14号放映了他们制作的电影……，正确答案为A。

Question 2

答案：I

关键词：focus on stories

定位原文: I段第3句“But what happened…”

解题思路: 然而，事实上，电影已经成为一种叙事的媒介。正确答案是I。

Question 3

答案： J

关键词：speed…has changed

定位原文: J段第1句“And it has…”

解题思路: 电影的发展是如此迅速。对应J选项。

Question 4

答案：E

关键词：teaches…other cultures

定位原文: E段第3句“Long before people…”

解题思路: 早在人们到美国或其他地方旅行之前，他们就已经欣赏过目的地的风光，也领略过当地人的工作与生活方式，答案是E。

Question 5

答案：G

关键词：attraction of actors

定位原文: G段第1句“The ‘star’ was…”

解题思路: 明星是电影随之带来的另一个自然产物。这句话和题干表达的意思一致。

Question 6

答案：YES

关键词：first audiences reacted to the cinema

定位原文: B段第2句“But it is worth trying…”

解题思路: worth 与 important 属于同义表达。

Question 7

答案： NOT GIVEN

关键词：train, the greatest films

定位原文: C段第3句“…described the film…”

解题思路: 相关定位处只是说到俄罗斯导演形容电影是天才的作品，并没有评价吕米埃兄弟的作品如何，这个属于未知信息。

Question 8

答案： NOT GIVEN

关键词：other countries

定位原文: D段第3句“Film has never…” E段第2句“For cinema makes the world smaller…”

解题思路: 定位区域只是说电影把人们带到了不同的世界，让世界变得更小。题干说展现了偏见，完全与之没有联系。题干信息在文中并没有出现。

Question 9

答案：NO

关键词：very early cinema

定位原文: I 段的第1、2、3句“Cinema might, for example…”

解题思路: 定位句的意思是：例如，电影原本可能变成一种以纪录片为主的形式，或者可能像电视那样发展，成为传输音乐、信息和故事的怪异而喧闹的工具。然而，事实是，电影已经成为一种叙事的主要媒介。题目却说电影的故事情节在早期的电影里非常重要。原文强调其工具手段的意义，题目强调情节的重要性，显然不一致。

Question 10

答案：B

关键词：film of the train

定位原文: C段第4句“As the train…”

解题思路: 塔科夫斯基写道：“随着火车不断驶近，影院里呈现出一片慌恐的景象：人们惊慌失措，四散而逃。就在这一刻，电影宣告诞生。惊恐的观众们无法相信他们看到的仅仅是一部电影……”这就是早起电影制造的效果。

Question 11

答案：C

关键词：Tarkovsky/ the attraction of the cinema

定位原文: D段最后1句“But in cinema…”

解题思路: 然而，电影却能够捕捉真实而客观的时间流动;C选项与其表达一致。

Question 12

答案： D

关键词：first began

定位原文: H段第2到4句“When the…”

解题思路: 当吕米埃兄弟和其他先驱者首先展示电影这项新发明时，他们根本不清楚应当怎样应用它。最初，重要的只是活动的影像。的确，有些人就断言，一旦新奇感消失，电影就会逐渐淡出人们的视线。由此可见，起初人们对电影发展的未来并不明确。

Question 13

答案： D

关键词：cinema/ flat screen

定位原文: 全篇主旨

解题思路：纵观全文，都在大篇幅讲电影，big screen代指电影。

Test 3 Passage 2

Question 14

答案：vii

关键词：篇章匹配，无题干定位词

定位原文: KEY POINT TWO 第1句“The literature on…”

解题思路: 定位句有两个关键词：specific goals和comments on...，分别与vii中的targets和feedback为同义表达转换。

Question 15

答案：iii

关键词：篇章匹配，无题干定位词

定位原文：KEY POINT THREE 第1句“Regardless of whether…”

解题思路: 本段第一句强调必须让员工认为目标可以实现，可以实现的就是现实的，iii的ensure targets are realistic 就是这个意思。

Question 16

答案：ii

关键词：篇章匹配，无题干定位词

定位原文: KEY POINT FOUR第2句“Managers could use…”

解题思路: 在其控制范围内，管理者可以根据对不同员工的了解来给予他们相应的奖励。这里关键是personalise the rewards (将奖励个性化)，即针对不同人给予不同奖励。也就是选项ii所说的 match rewards to individuals (将奖励与个人挂钩)。因此答案是ii。

Question 17

答案：iv

关键词：篇章匹配，无题干定位词

定位原文: KEY POINT FIVE 第1句“Managers need to make rewards…”

解题思路: 管理者需要奖励与绩效挂钩; make...contingent on 就是将……联系起来，achievement与performance属于同义表达。

Question 18

答案： i

关键词：篇章匹配，无题干定位词

定位原文: KEY POINT SIX 第1句“The way rewards…” 奖励的分配方式必须透明，使员工认识到奖励或成果是公平并且与特定投人相对等的。

解题思路: reward system就是有关reward问题的集合，包括reward的分配方式，也就是原文中的The way rewards are distributed，而且 fair和 equitable 是同义词，都是“公平”的意思。所以答案是i。

Question 19

答案：NO

关键词：shrinking organization

定位原文: CHALLENGE部分的第4句“When an organisation is shrinking…”

解题思路: 当企业衰退时，流动性最强的优秀员工就会主动离开。不幸的是，这些才能出众、经验丰富的员工正是企业最不能失去的人才。”由此可知，企业衰退时容易流失的是技能熟练的员工。

Question 20

答案： NOT GIVEN

关键词：small business/ large business

定位原文: KEY POINT ONE 的第2和3句“For example, if the job…”

解题思路: 全文只在这两句话中提到了small business和large business，由原文意思可见，作者并没有比较二者管理的难易度，所以对该题干句，应填NOT GIVEN。

Question 21

答案： NO

关键词：high achievers

定位原文: KEY POINT ONE 的最后两句“High achievers will…”

解题思路: 只有其职业能够带来具有一定挑战性的目标、独立性和反馈时，业绩杰出者才会全力以赴地工作。这里“独立性”是关键词。而团队工作往往意味着团队内各个成员间相互依赖，所以题干意思与原文意思截然相反。

Question 22

答案：YES

关键词：participate / goal-setting

定位原文: KEY POINT TWO 的最后1句“If participation and…”

解题思路: 如果参与机制与企业文化不一致，员工则有可能认为自己在参与过程中被操纵，并且受到负面影响。虽然题干没有写出这个“如果”的条件，但是用了some，相当于限定了范围。feel manipulated与perceive ...as manipulative是同一个意思。所以此题干与原文意思一致。

Question 23

答案： NOT GIVEN

关键词：appraisal process

定位原文: KEY POINT THREE 的最后1句“For managers…”

解题思路: 对于管理者而言，这意味着员工必须能够胜任工作，而且必须承认(绩效)评估流程的有效性。是全文唯一提及appraisal process的句子，可以看出并没有题干所表述的意思，所以答案是 NOT GIVEN。

Question 24

答案： YES

关键词：employees’ earnings

定位原文: KEY POINT FIVE 的最后1句“...by openly communicating everyone's remuneration, publicizing performance bonuses...”

解题思路: openly communicating, publicise和disclose是同义表达，所以题干的说法是正确的。

Question 25

答案： B

关键词：high achievers

定位原文: KEY POINT TWO 的第2句“… the existence of external goals…”

解题思路: 因为外部目标对业绩杰出者并不十分重要，所以他们不大需要外部目标。所以正确答案为B。

Question 26

答案： C

关键词：clerical workers

定位原文: KEY POINT SIX 的第5句“The clerical workers…”

解题思路: 行政工作人员将工作表现质量和业务知识等因素排在名单前列。既然把quality of work排在前列，肯定认为这点很重要，所以正确答案是C。

Question 27

答案：A

关键词：production workers

定位原文：KEY POINT SIX 的倒数第2句“For example, production…”

解题思路：例如，生产工人认为晋升非常重要。advancement 与 promotion 是同义表达，生产工人把这点排在很髙的位置，说明他们认为这点很重要。

Test 3 Passage 3

Question 28

答案： NO

关键词：drugs available today/ growing old

定位原文: 第1段第1句“As researchers on aging…”

解题思路: 衰老问题的研究者们最近指出，目前市面上还没有任何疗法证明可以延缓人类衰老。“任何疗法”包含药物，所以“目前没有疗法能延缓衰老”就意味着目前没有药物可以延缓衰老。

Question 29

答案：YES

关键词： eating fewer calories/ extend human life

定位原文: 第1段最后1句“Those findings suggest…”

解题思路: 这些研究结果表明，限制热量的摄取可能也会延缓衰老，延长人类寿命。” scientific evidence与findings是近义词，所以符合题干。

Question 30

答案：YES

关键词： caloric-restricted

定位原文: 第2段第2句“Few mortals could…”

解题思路: 很少有人能够坚持这样严格的养生之道，喜欢的才能坚持，既然不能坚持，肯定是觉得不够attractive。

Question 31

答案：NOT GIVEN

关键词：diet-related diseases

定位原文: 无定位原文

解题思路: 原文没有提到这个信息，所以是NOT GIVEN。

Question 32

答案：YES

关键词：rats

定位原文: 第3段第2句“… rats fed a low-calorie diet lived…”

解题思路: 被喂食低热量食物的鼠类平均寿命长于自由摄取食物的鼠类”，这里关键是知道free-feeding与ate what they wanted是同义表达。

Question 33

答案：A

关键词： less likely / diabetic

定位原文: 第6段第2句“...they have more normal blood…( pointing to a reduced risk for diabetes)” 血糖浓度也比较正常(表示得糖尿病的风险较低)。

解题思路: 这句话阐述的是calorie-restricted animal的情况，也就是calorie- restricted monkeys的情况，所以正确答案是A。

Question 34

答案：B

关键词：more chronic disease

定位原文: 第6段第3句“Further, it has recently…”

解题思路: 此外，有关研究最近指出，长期限制热量摄人(将近15年)的恒河猴患慢性病的几率也较低。rhesus monkeys与control monkeys 比较，前者患慢性病几率低，也就是说后者患慢性病几率高。正确答案是B。

Question 35

答案： C

关键词：a longer than average lifespan

定位原文: 第6段第4句: “They and other monkeys…” 但想要知道限制热量摄人是否会延长猴类的平均寿命和最大寿命，我们还必须对这些恒河猴以及其他猴类做更长时间的跟踪研究。

解题思路: They 指的是calorie-restricted mon?keys s other monkeys指的就是 control monkeys，原文既然说还需更多研究才能知道它们的寿命是否得到延长，也就是说两类猴都还没有表明寿命得到延长。正确答案是C。

Question 36

答案： A

关键词：reduced chance of heart disease

定位原文: 第6段第2句“For example, they have lower blood pressure and triglyceride levels (signifying a decreased likelihood of heart disease )…” 例如，它们的血压与甘油三酸酯含量都比较低(表示得心脏病的可能性较小)。

解题思路: 这句话阐述的是calorie-restricted animal的情况，也就是calorie- restricted monkeys的情况，所以正确答案是A。

Question 37

答案： B

关键词：greater quantities of insulin

定位原文: 第5段(就1句话)“..compared with control animals that eat normally, caloric-restricted monkeys have lower body temperatures and levels of the pancreatic hormone insulin.”比起正常饮食的对照组动物，限制热量摄人组猴子的体温和胰岛素浓度都较低。

解题思路: 限制热量摄入组的猴子比对照组猴子的胰岛素浓度低，说明其胰岛素分泌量少，故对照组的胰岛素分泌较多。正确答案是B。

Question 38

答案：glucose

关键词：production of ATP is decreased

定位原文: 第8段第2句“By limiting food intake, caloric restriction…” 通过限制食物的摄取量，可使进入细胞的葡萄糖降到最低，因此减少ATP的生成量。

解题思路: 通过 minimizes the amount of glucose 和 less … is processed 的同义转换关系很快选出答案应该是glucose。

Question 39

答案： free radicals

关键词：one possibility

定位原文: 第8段第5句“One possibility relates to the ATP-making…” 其中一种说法与ATP生成过程中自由基的释放有关，人们认为自由基会损伤细胞，因此引起衰老以及像癌症这类与衰老有关的疾病。

解题思路: 根据原文，free radicals促进 cancer之类的disease破坏细胞，所以free radicals越少，被疾病破坏的细胞就越少。即题目中给出的部分：cells less damaged by disease，所以答案为free radicals。

Question 40

答案： preservation

关键词： focus on

定位原文: 第8段最后1句“Another hypothesis suggests…” 另一种假设认为，葡萄糖代谢的降低让细胞以为食物不足(即使事实并非如此)，而促使细胞进人抗衰老的状态，这种状态着重的是维持……

解题思路: emphasize与focus on属于同义表达，scarce与in short supply属于同义表达，所以对应答案为preservation。

剑桥雅思阅读6(test3)原文翻译答案

篇7：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8：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9：剑桥雅思阅读9原文翻译及答案(test2)

READING PASSAGE 1

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

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

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

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

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

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

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

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

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

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

Questions 1-6

Reading Passage 1 has nine sections, A-I.

Which section contains the following information?

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

1 an account of a national policy initiative

2 a description of a global team effort

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

4 a demand for suitable worldwide regulations

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

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

Questions 7-10

Answer the questions below.

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

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

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

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

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

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

Questions 11 and 12

Choose TWO letters, A-F.

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

The list below includes factors contributing to classroom noise.

Which TWO are mentioned by the writer of the passage?

A current teaching methods

B echoing corridors

C cooling systems

D large class sizes

E loud-voiced teachers

F playground games

Question 13

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

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

What is the writer’s overall purpose in writing this article?

A to compare different methods of dealing with auditory problems

B to provide solutions for overly noisy learning environments

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

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

READING PASSAGE 2

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

Venus in transit

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

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

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

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

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

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

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

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

Questions 14-17

Reading Passage 2 has seven paragraphs, A-G.

Which paragraph contains the following information?

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

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

15 a description of an event which prevented a transit observation

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

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

Questions 18-21

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

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

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

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

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

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

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

List of People

A Edmond Halley

B Johannes Kepler

C Guillaume Le Gentil

D Johann Franz Encke

Question 22-26

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

In boxes 22-26 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

22 Halley observed one transit of the planet Venus.

23 Le Gentil managed to observe a second Venus transit.

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

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

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

READING PASSAGE 3

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

A neuroscientist reveals

how to think differently

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

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

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

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

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

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

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

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

Questions 27-31

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

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

27 Neuroeconomics is a field of study which seeks to

A cause a change in how scientists understand brain chemistry.

B understand how good decisions are made in the brain.

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

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

28 According to the writer, iconoclasts are distinctive because

A they create unusual brain circuits.

B their brains function differently.

C their personalities are distinctive.

D they make decisions easily.

29 According to the writer, the brain works efficiently because

A it uses the eyes quickly.

B it interprets data logically.

C it generates its own energy.

D it relies on previous events.

30 The writer says that perception is

A a combination of photons and sound waves.

B a reliable product of what your senses transmit.

C a result of brain processes.

D a process we are usually conscious of.

31 According to the writer, an iconoclastic thinker

A centralizes perceptual thinking in one part of the brain.

B avoids cognitive traps.

C has a brain that is hardwired for learning.

D has more opportunities than the average person.

Questions 32-37

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

In boxes 32-37 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

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

33 Iconoclasts are unusually receptive to new experiences.

34 Most people are too shy to try different things.

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

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

37 Fear of public speaking is a psychological illness.

Questions 38-40

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

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

38 Thinking like a successful iconoclast is demanding because it

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

40 Iconoclasts are generally an asset because their way of thinking

A requires both perceptual and social intelligence skills.

B focuses on how groups decide on an action.

C works in many fields, both artistic and scientific.

D leaves one open to criticism and rejection.

E involves understanding how organizations manage people.

篇10：剑桥雅思阅读6test1原文翻译及答案解析

剑桥雅思阅读6原文(test1)

READING PASSAGE 1

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

AUSTRALIA’S SPORTING SUCCESS

A They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sportsmen and women. Both provide intensive coaching, training facilities and nutritional advice.

B Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one — such as building muscle strength in golfers — to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. ‘We can’t waste our time looking at ethereal scientific questions that don’t help the coach work with an athlete and improve performance,’ says Peter Fricker, chief of science at AIS.

C A lot of their work comes down to measurement — everything from the exact angle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is on individuals, tweaking performances to squeeze an extra hundredth of a second here, an extra millimetre there. No gain is too slight to bother with. It’s the tiny, gradual improvements that add up to world-beating results. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D analysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he analyses how her spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason’s contribution to sport also includes the development of the SWAN (Swimming Analysis) system now used in Australian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer’s performance into factors that can be analysed individually — stroke length, stroke frequency, average duration of each stroke, velocity, start, lap and finish times, and so on. At the end of each race, SWAN spits out data on each swimmer.

D ‘Take a look,’ says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam faster. So why did he finish 35 hundredths of a second down? ‘His turn times were 44 hundredths of a second behind the other guy,’ says Mason. ‘If he can improve on his turns, he can do much better.’ This is the kind of accuracy that AIS scientists’ research is bringing to a range of sports. With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete’s clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete’s ability to run. There’s more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AIS and the University of Newcastle in New South Wales developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes’ saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether. Soon, IgA levels start rising again, and the danger passes. Since the tests were introduced, AIS athletes in all sports have been remarkably successful at staying healthy.

E Using data is a complex business. Well before a championship, sports scientists and coaches start to prepare the athlete by developing a ‘competition model’, based on what they expect will be the winning times.’ You design the model to make that time,’ says Mason.’ A start of this much, each free-swimming period has to be this fast, with a certain stroke frequency and stroke length, with turns done in these times.’ All the training is then geared towards making the athlete hit those targets, both overall and for each segment of the race. Techniques like these have transformed Australia into arguably the world’s most successful sporting nation.

F Of course, there’s nothing to stop other countries copying — and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in , these sliced as much as two per cent off cyclists’ and rowers’ times. Now everyone uses them. The same has happened to the ‘altitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia’s success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.

Questions 1-7

Reading Passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-7 on your answer sheet.

NB You may use any letter more than once.

1 a reference to the exchange of expertise between different sports

2 an explanation of how visual imaging is employed in investigations

3 a reason for narrowing the scope of research activity

4 how some AIS ideas have been reproduced

5 how obstacles to optimum achievement can be investigated

6 an overview of the funded support of athletes

7 how performance requirements are calculated before an event

Questions 8-11

Classify the following techniques according to whether the writer states they

A are currently exclusively used by Australians

B will be used in the future by Australians

C are currently used by both Australians and their rivals

Write the correct letter, A, B or C, in boxes 8-11 on your answer sheet.

8 cameras

9 sensors

10 protein tests

11 altitude tents

Questions 12 and 13

Answer the questions below.

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

Write your answers in boxes 12 and 13 on your answer sheet.

12 What is produced to help an athlete plan their performance in an event?

13 By how much did some cyclists’ performance improve at the 1996 Olympic Games?

READING PASSAGE 2

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

DELIVERING THE GOODS

The vast expansion in international trade owes much to a revolution in the business of moving freight

A International trade is growing at a startling pace. While the global economy has been expanding at a bit over 3% a year, the volume of trade has been rising at a compound annual rate of about twice that. Foreign products, from meat to machinery, play a more important role in almost every economy in the world, and foreign markets now tempt businesses that never much worried about sales beyond their nation’s borders.

B What lies behind this explosion in international commerce? The general worldwide decline in trade barriers, such as customs duties and import quotas, is surely one explanation. The economic opening of countries that have traditionally been minor players is another. But one force behind the import-export boom has passed all but unnoticed: the rapidly falling cost of getting goods to market. Theoretically, in the world of trade, shipping costs do not matter. Goods, once they have been made, are assumed to move instantly and at no cost from place to place. The real world, however, is full of frictions. Cheap labour may make Chinese clothing competitive in America, but if delays in shipment tie up working capital and cause winter coats to arrive in spring, trade may lose its advantages.

C At the turn of the 20th century, agriculture and manufacturing were the two most important sectors almost everywhere, accounting for about 70% of total output in Germany, Italy and France, and 40-50% in America, Britain and Japan. International commerce was therefore dominated by raw materials, such as wheat, wood and iron ore, or processed commodities, such as meat and steel. But these sorts of products are heavy and bulky and the cost of transporting them relatively high.

D Countries still trade disproportionately with their geographic neighbours. Over time, however, world output has shifted into goods whose worth is unrelated to their size and weight. Today, it is finished manufactured products that dominate the flow of trade, and, thanks to technological advances such as lightweight components, manufactured goods themselves have tended to become lighter and less bulky. As a result, less transportation is required for every dollar’s worth of imports or exports.

E To see how this influences trade, consider the business of making disk drives for computers. Most of the world’s disk-drive manufacturing is concentrated in South-east Asia. This is possible only because disk drives, while valuable, are small and light and so cost little to ship. Computer manufacturers in Japan or Texas will not face hugely bigger freight bills if they import drives from Singapore rather than purchasing them on the domestic market. Distance therefore poses no obstacle to the globalisation of the disk-drive industry.

F This is even more true of the fast-growing information industries. Films and compact discs cost little to transport, even by aeroplane. Computer software can be ‘exported’ without ever loading it onto a ship, simply by transmitting it over telephone lines from one country to another, so freight rates and cargo-handling schedules become insignificant factors in deciding where to make the product. Businesses can locate based on other considerations, such as the availability of labour, while worrying less about the cost of delivering their output.

G In many countries deregulation has helped to drive the process along. But, behind the scenes, a series of technological innovations known broadly as containerisation and inter-modal transportation has led to swift productivity improvements in cargo-handling. Forty years ago, the process of exporting or importing involved a great many stages of handling, which risked portions of the shipment being damaged or stolen along the way. The invention of the container crane made it possible to load and unload containers without capsizing the ship and the adoption of standard container sizes allowed almost any box to be transported on any ship. By 1967, dual-purpose ships, carrying loose cargo in the hold_and containers on the deck, were giving way to all-container vessels that moved thousands of boxes at a time.

H The shipping container transformed ocean shipping into a highly efficient, intensely competitive business. But getting the cargo to and from the dock was a different story. National governments, by and large, kept a much firmer hand on truck and railroad tariffs than on charges for ocean freight. This started changing, however, in the mid-1970s, when America began to deregulate its transportation industry. First airlines, then road hauliers and railways, were freed from restrictions on what they could carry, where they could haul it and what price they could charge. Big productivity gains resulted. Between 1985 and 1996, for example, America’s freight railways dramatically reduced their employment, trackage, and their fleets of locomotives — while increasing the amount of cargo they hauled. Europe’s railways have also shown marked, albeit smaller, productivity improvements.

I In America the period of huge productivity gains in transportation may be almost over, but in most countries the process still has far to go. State ownership of railways and airlines, regulation of freight rates and toleration of anti-competitive practices, such as cargo-handling monopolies, all keep the cost of shipping unnecessarily high and deter international trade. Bringing these barriers down would help the world’s economies grow even closer.

hold: ship’s storage area below beck

Questions 14-17

Reading Passage 2 has nine paragraphs, A-I.

Which paragraph contains the following information?

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

14 a suggestion for improving trade in the future

15 the effects of the introduction of electronic delivery

16 the similar cost involved in transporting a product from abroad or from a local supplier

17 the weakening relationship between the value of goods and the cost of their delivery

Questions 18-22

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

In boxes 18-22 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

18 International trade is increasing at a greater rate than the world economy.

19 Cheap labour guarantees effective trade conditions.

20 Japan imports more meat and steel than France.

21 Most countries continue to prefer to trade with nearby nations.

22 Small computer components are manufactured in Germany.

Questions 23-26

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

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

THE TRANSPORT REVOLUTION

Modern Cargo-handing methods have had a significant effect on 23............ as the business of moving freight around the world becomes increasingly streamlined.

Manufacturers of computers, for instance, are able to import 24............ from overseas, rather than having to rely on a local supplier. The introduction of 25............ has meant that bulk cargo can be safely and efficiently moved over long distances. While international shipping is now efficient, there is still a need for governments to reduce 26............: in order to free up the domestic cargo sector.

A tariffs B components C container ships

D output E employees F insurance costs

G trade H freight I fares

J software K international standards

READING PASSAGE 3

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

Question 27-32

Reading Passage 3 has seven paragraphs, A-G.

Choose the correct heading for paragraphs B-G from the list of headings below.

Write the correct number, i-ix, in boxes 27-32 on you answer sheet.

List of Headings

i The reaction of the Inuit community to climate change

ii Understanding of climate change remains limited

iii Alternative sources of essential supplies

iv Respect for Inuit opinion grows

v A healthier choice of food

vi A difficult landscape

vii Negative effects on well-being

viii Alarm caused by unprecedented events in the Arctic

ix The benefits of an easier existence

Example Answer

Paragraph A viii

27 Paragraph B

28 Paragraph C

29 Paragraph D

30 Paragraph E

31 Paragraph F

32 Paragraph G

Climate Change and the Inuit

The threat posed by climate change in the Arctic and the problems faced by Canada’s Inuit people

A Unusual incidents are being reported across the Arctic. Inuit families going off on snowmobiles to prepare their summer hunting camps have found themselves cut off from home by a sea of mud, following early thaws. There are reports of igloos losing their insulating properties as the snow drips and refreezes, of lakes draining into the sea as permafrost melts, and sea ice breaking up earlier than usual, carrying seals beyond the reach of hunters. Climate change may still be a rather abstract idea to most of us, but in the Arctic it is already having dramatic effects — if summertime ice continues to shrink at its present rate, the Arctic Ocean could soon become virtually ice-free in summer. The knock-on effects are likely to include more warming, cloudier skies, increased precipitation and higher sea levels. Scientists are increasingly keen to find out what’s going on because they consider the Arctic the ‘canary in the mine’ for global warming — a warning of what’s in store for the rest of the world.

B For the Inuit the problem is urgent. They live in precarious balance with one of the toughest environments on earth. Climate change, whatever its causes, is a direct threat to their way of life. Nobody knows the Arctic as well as the locals, which is why they are not content simply to stand back and let outside experts tell them what’s happening. In Canada, where the Inuit people are jealously guarding their hard-won autonomy in the country’s newest territory, Nunavut, they believe their best hope of survival in this changing environment lies in combining their ancestral knowledge with the best of modern science. This is a challenge in itself.

C The Canadian Arctic is a vast, treeless polar desert that’s covered with snow for most of the year. Venture into this terrain and you get some idea of the hardships facing anyone who calls this home. Farming is out of the question and nature offers meagre pickings. Humans first settled in the Arctic a mere 4,500 years ago, surviving by exploiting sea mammals and fish. The environment tested them to the limits: sometimes the colonists were successful, sometimes they failed and vanished. But around a thousand years ago, one group emerged that was uniquely well adapted to cope with the Arctic environment. These Thule people moved in from Alaska, bringing kayaks, sleds, dogs, pottery and iron tools. They are the ancestors of today’s Inuit people.

D Life for the descendants of the Thule people is still harsh. Nunavut is 1.9 million square kilometres of rock and ice, and a handful of islands around the North Pole. It’s currently home to 2,500 people, all but a handful of them indigenous Inuit. Over the past 40 years, most have abandoned their nomadic ways and settled in the territory’s 28 isolated communities, but they still rely heavily on nature to provide food and clothing. Provisions available in local shops have to be flown into Nunavut on one of the most costly air networks in the world, or brought by supply ship during the few ice-free weeks of summer. It would cost a family around ￡7,000 a year to replace meat they obtained themselves through hunting with imported meat. Economic opportunities are scarce, and for many people state benefits are their only income.

E While the Inuit may not actually starve if hunting and trapping are curtailed by climate change, there has certainly been an impact on people’s health. Obesity, heart disease and diabetes are beginning to appear in a people for whom these have never before been problems. There has been a crisis of identity as the traditional skills of hunting, trapping and preparing skins have begun to disappear. In Nunavut’s ‘igloo and email’ society, where adults who were born in igloos have children who may never have been out on the land, there’s a high incidence of depression.

F With so much at stake, the Inuit are determined to play a key role in teasing out the mysteries of climate change in the Arctic. Having survived there for centuries, they believe their wealth of traditional knowledge is vital to the task. And Western scientists are starting to draw on this wisdom, increasingly referred to as ‘Intelligence Quotient’, or IQ. ‘In the early days scientists ignored us when they came up here to study anything. They just figured these people don’t know very much so we won’t ask them,’ says John Amagoalik, an Inuit leader and politician. ‘But in recent years IQ has had much more credibility and weight.’ In fact it is now a requirement for anyone hoping to get permission to do research that they consult the communities, who are helping to set the research agenda to reflect their most important concerns. They can turn down applications from scientists they believe will work against their interests, or research projects that will impinge too much on their daily lives and traditional activities.

G Some scientists doubt the value of traditional knowledge because the occupation of the Arctic doesn’t go back far enough. Others, however, point out that the first weather stations in the far north date back just 50 years. There are still huge gaps in our environmental knowledge, and despite the scientific onslaught, many predictions are no more than best guesses. IQ could help to bridge the gap and resolve the tremendous uncertainty about how much of what we’re seeing is natural capriciousness and how much is the consequence of human activity.

Questions 33-40

Complete the summary of paragraphs C and D below.

Choose NO MORE THAN TWO WORDS from paragraphs C and D for each answer.

Write you answers in boxes 33-40 on your answer sheet.

If you visit the Canadian Arctic, you immediately appreciate the problems faced by people for whom this is home. It would clearly be impossible for the people to engage in 33............... as a means of supporting themselves. For thousands of years they have had to rely on catching 34...............and 35...............as a means of sustenance. The harsh surroundings saw many who tried to settle there pushed to their limits, although some were successful. The 36...............people were an example of the latter and for them the environment did not prove unmanageable. For the present inhabitants, life continues to be a struggle. The territory of Nunavut consists of little more than ice, rock and a few 37............... . In recent years, many of them have been obliged to give up their 38............... lifestyle, but they continue to depend mainly on 39............... for their food and clothes. 40...............produce is particularly expensive.

剑桥雅思阅读6原文参考译文(test1)

TEST 1 PASSAGE 1参考译文：

AUSTRALIA’S SPORTING SUCCESS

澳大利亚的体育成就

A他们努力竞争，他们积极参与，他们参加比赛完全为了取胜。澳大利亚体育劲旅轻松击败对手，取得辉煌战绩。他们何以做到这一点?成功的秘密在于一个由体育学院和科研机构组成的网络，该网络以科学与医学为基础，涉及面广且耗资巨大。在澳大利亚体育学院(AIS)里，数百名青年选手与职业运动员在教练的指导下共同生活和训练。另一家机构——澳大利亚体育运动委员会(ASC)，则为总计96项体育运动中项目的数千名表现突出的男女运动员提供资助。上述两家机构均提供强化训练、训练设备和营养咨询服务。

B 科学在体育科研机构中的地位举足轻重。AIS不仅雇用了上百名在体育方面深有研究的科学家和医生，还与大学及研究中心的几十名专家学者致力合作。AIS的科学家们同时研究多个体育项目，并将一个项目中的研究成果跨界应用，例如将增强髙尔夫球运动员肌肉力量的训练方法应用于游泳和壁球中。科学家们也得到了那些设计专用仪器来收集运动员资料的技术人员们的强大支持。他们都只关注一个目标：胜利。AIS的科研主管彼得?弗里克说：“我们不能在不切实际的科学问题上浪费时间，它们既无法协助教练指导运动员，也无法提高运动员本身的能力。”

C 专家们的许多工作都涉及具体测量，测量内容包括从游泳运动员潜水的精确角度到自行车运动员每秒功率输出的所有数据。这些资料将有助于运动员发挥最大的潜力来提高运动能力。工作核心是以人为本，其目的在于促使运动员发挥最大潜力来提高哪怕是百分之一秒的速度或者是一毫米的成绩。无论多么微小的收获都值得为之努力。正是这些跬步的积累，才使得澳大利亚取得举世瞩目的体育成就。为了说明系统运作的原理，AIS的科学家布鲁斯?梅森展示了为研究游泳运动员而设计的三维分析工具模型。只见一个游泳冠军获得者的线框模型划开水面，她的双臂以慢动作的形式划动。侧面观察，梅森可以测量每次划动中运动员前进的距离。俯视观察，他可以分析这位运动员的脊柱是怎样转动的。该系统设计完成后，他将能够为教练们建立生物力学的模型，协助培养游泳运动员。梅森对体育事业的贡献还包括游泳运动分析系统(SWAN)的开发，该系统现在正广泛应用于澳大利亚各项全国赛事之中。系统采用摄影频率为50格/秒的数码相机收集影像，然后将游泳运动员的每个动作都分解成可分析的因素.例如划距、划频、每个划水动作的平均持续时间、速率、出发时间、往返时间和结束时间等等。每次比赛结束后，SWAN都会给出每名运动员的数据资料。

D“请看，”梅森一边说一边抽出一张数据资料分析表。他指出获得第二名和第三名运动员的资料，数据证明游的最快的人其实是获得第三名的选手。那么，为什么他会以0. 35秒之差落后呢?梅森解释说：“他转身所需的时间比另一名选手长0.44秒、如果能够提高转身的技能，他的成绩将会大大提高。”AIS科学家们的研究将这种精确性带到各种体育项目之中。他们正与位于墨尔本的微技术合作研究中心合作，共同开发可嵌人运动员衣服或跑鞋里的微型传感器，用以监控心律、出汗情况、发热量以及其他一切可能对运动员赛跑能力造成影响的因素。这不仅仅是简单地测评运动员们的表现。弗里克举了个每年都会因感冒咳嗽而病倒十一二次的运动员的例子来说明了这一点。经过多年试验，AIS与新南威尔士州的纽卡斯尔大学合作研发出一种测试，以测量运动员唾液中免疫球蛋白A的含量如果免疫球蛋白A的含量突然降到某一水平之下，训练就会减弱强度或完全停止。不久，免疫球蛋白A水平开始回升，危险也最终消除。自推行该测试以来，AIS所有体育项目的运动员们都非常成功地保持着良好的健康状态。

E 数据资料的分析与应用十分复杂。在锦标赛开始之前，体育科学家和教练们就早早着手训练运动员，为比赛做好准备。基于预期中将能夺冠的速度，他们力图使运动员进入“竞赛模式”。梅森说：“人们设计一种模式以达到预期的速度，该模式规定了出发时间的长短、每次划水的速率、一定的划频和划距、转身所需的时间等等。”因此，无论是针对比赛整体还是其每个组成部分，所有的训练都是为了使运动员达到这些目标。诸如此类的先进科技已使澳大利亚成为了一个当之无愧的世界体育强国。

F Of course, there’s nothing to stop other countries copying — and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists’ and rowers’ times. Now everyone uses them. The same has happened to the ‘altitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia’s success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.

F 当然，许多国家都曾尝试着模仿，这是无法避免的。十几年前，AIS为进行耐力讲练的运动员设计出一款流线型散热运动服。在举办的亚特兰大奥运会上，该运动服为自行车运动员和划艇选手们减少了2%的比赛时间。现在，所有的选手都在使用这种新型运动服。“高原帐篷”也是如此，这是AIS为了模仿在海平面髙度地点的训练效果而设计研发的。然而，澳大利亚的成功故事绝不仅仅是些可以机械复制的技术方案，这也是为何时至今日也没有任何国家能够效仿其包罗万象的训练系统。

TEST 1 PASSAGE 2 参考译文：

DELIVERING THE GOODS

The vast expansion in international trade owes much to a revolution in the business of moving freight

货物运输

国际贸易规模的巨大扩张应当归功于货运业的变革

A 国际贸易正以惊人的速度不断发展。世界经济的年均增长率略高于3%，而贸易额的年均复合增长率则高达此数字的近两倍。外国产品几乎在各国经济中都扮演着愈加重要的角色，产品范围广及肉类制品到机械设备。国外市场也正在吸引着那些从来不曾关心其商品在国外销路的企业。

B 国际贸易飞速发展的原因是什么呢?当然，其原因之一是贸易壁垒在全世界范围的普遍减少，比如关税的减免和进口配额的淡出。另一原因是为传统意义上贸易小国的经济开放。然而，在进出口贸易兴旺繁荣的背后，有一种力量一直被人们所忽视，那就是将货物运往市场所需费用的迅速下降。从理论上讲，运输费用在贸易往来中并不重要。人们认为，货物在制成成品之后就可以无需任何花费运往各地。但是，现实世界充满了矛盾。廉价劳动力可能使中国的纺织品在美国市场上极具竞争力，而一旦货运的延迟占用了流动资金，并导致冬大衣直至来春天才运达目的地，那么这笔交易将会失去其竞争优势。

C 在世纪之交，农业和制造业几乎曾是世界各地最重要的两大行业，其比重占德国、意大利和法国总产量的约70%，占美国、英国和日本总产量的40%~50%。因此，国际贸易以小麦、木材和铁矿石等为代表的原材料或者以肉类和钢铁等为代表的加工品为主。但这些商品重、体积大，从而运输费用也相对较髙。

D 至今为止，各国仍然将重点放在与邻国的贸易往来上。然而随着时间的推移，全世界范围的商品生产已经转向其价值与其尺寸、重量并不相关的商品。现今，制成品已在贸易往来中占据主体地位，而且像轻量级组件等科技进步成果使制成品变得愈加轻便、小巧。因此，进出口商品所需的运费也相应有所降低。

E为了理解运费降低对于贸易的影响，让我们看看计算机磁盘驱动器的生产制造业。全世界大多数的磁盘驱动器制造业都集中在东南亚地区。磁盘驱动器价格昂贵(价值高)。但正是由于其重量轻、体积小而运输花费低，才使得制造业的集中成为可能。即使从新加坡进口磁盘驱动器而不是在国内市场购买，日本或美国得克萨斯州的计算机制造商们也不会面对花费高出很多的运费账单。因此，距离已不再是磁盘驱动器制造业的全球化进程的障碍。

F在飞速发展的信息产业更是如此。即便用飞机运输，胶片和光盘也只需极低的运费。计算机软件的“出口”甚至不需要装运，仅仅通过电话线就可以在各国之间传输。因此，在选定制造地点时，货运费用和货物装卸表已成为无关紧要的因素。企业在选址时可以去考虑其他因素，例如劳动力的可获得性，而不必过分担心产品的运送费用。

G在许多国家，管制的解除推动了国际贸易的发展。除此之外，一系列科技创新也间接地促进了货物装卸作业中生产率的迅速提高，其中包括广为人知的集装箱运输和多式联运。四十年前，进出口商品程序繁杂，这带来了部分货物在运送过程中被损坏或偷窃的危险。集装箱起重机的发明实现了集装箱的安全装卸，又不至于倾覆货运船只;而采用同一标准规格的集装箱则使所有船只都能够运载装箱运送的不同货物。到1967年，货舱中装运散装货物而甲板上装运集装箱的两用货轮已逐渐被淘汰，取而代之的是可以一次运载几千个集装箱的全集装箱船。

H集装箱已将海上运输转变为一种效率极髙且竞争力强的行业，但将货物运往或者运离码头却绝非易事。总体来说，相对于控制海上运输的费用，各国政府都更倾向于牢牢控制货车运输和铁路运输的运价。然而，这种情况从二十世纪七十年代中期，即美国解除对运输业的管制时便开始发生转变。继航运业率先获得管制解除之后，公路运输业和铁路运输业也相继摆脱了限制运载货物种类、装卸地点和货运费用规定的束缚。生产率的显著提高获得了巨大的成果。例如，1985年至19间，美国铁路运输业以惊人的方式在提高货运量的同时，减少了职工人数，缩短了运程，降低了机车队规模。虽然不及美国成就巨大，欧洲铁路运输业同样取得了成果显著的生产力的进步和生产率的提高。

I 在美国，运输业生产率高速增长的时代或许已近尾声，但对于大多数国家来说，此过程依然任重而道远。许多因素导致了运输费用不必要地持续偏高并阻碍着国际贸易的发展，其中包括国家对于铁路业和航空业的所有权，限制运输费用的管理规定，以及对于反竞争行为的宽容。这些障碍的消除将有助于全球经济一体化的进程与发展。

TEST 1 PASSAGE 3 参考译文：

Climate Change and the Inuit

The threat posed by climate change in the Arctic and the problems faced by Canada’s Inuit people

气候变化与因纽特人

北极地区气候变化造成的威胁和加拿大因纽特人(亦称“爱斯基摩人”)面临的困境

A 据报导，罕见事件在北极各地不断发生。许多因纽特家庭在乘坐雪地汽车离开居住地去为夏季狩猎露营地做准备时，被大片因提早解冻而形成的泥沼隔断了回家的路。相关报道层出不穷，圆顶冰屋的雪砖在融化滴落后又再次冻结，损坏了大量绝缘物品;冻土层融化，使湖水流入海洋;海冰比往年提前破碎，漂流的碎冰将海豹带到了猎人们力所不及的狩猎范围之外。对我们中的大多数人来说，气候变化或许还是一个相当抽象的概念，但在北极地区这已经产生了巨大的影响。如果夏季海冰以现有的速度继续消融，不久之后浮冰就会在夏季的北冰洋上完全消失。气候变化的连锁效应还包括气温升高、云层增厚、降水量增加和海平面升高。科学家们致力于研究气候变化的原因，因为他们认为在全球变暖的进程中，北极是能够警示危险到来的“矿井里的金丝雀”警告着我们北极地区的现状就是全世界的未来。

B 对因纽特人来说，形势非常紧迫，问题亟待解决。他们生活在地球上最艰苦的地方与周围环境保抟着不稳定的平衡。无论造成何种影响，气候变化都是他们生活方式的直接威胁。当地居民比任何人都更加了解北极，因此他们不会简单地满足于自己袖手旁观而让外国专家们告知他们北极的现状。努纳武特地区是加拿大最新成立的特别行政区，当地的因纽特人一直努力维护来之不易的自治权。他们认为在不断变化的环境中，生存的最大希望在于将先人的智慧与先进的现代科学相结合。但这本身就是一个巨大的挑战。

C 加拿大北极区是一片广袤荒芜的极地荒漠，一年中多半时间都被冰雪所覆盖。踏上这片土地，你就会明白以此为家的人们的处境有多么艰苦。农耕种植绝不可能，而可供采摘的食物也寥寥无几。四千五百年前，人类首次在北极地区定居，并且以捕捉海洋哺乳动物和鱼类为生。环境的考验将他们生存的潜力逼迫到了极限：有时他们成功幸存，而有时则遭受失败并灭亡。然而，大约一千年前出现了一个种族，他们以独一无二的方式很好地适应了北极地区的环境。这些图勒人从阿拉斯加迁至北极，并带来了皮艇、雪橇、狗、陶器和铁质工具。他们是现今因纽特人的祖先。

D 对图勒人的子钵后代来说，生活依然残酷而艰苦。努纳武特地区包括一百九十万平方公里被岩石和冰雪覆盖的陆地，以及此极点附近的几个岛屿。现在，除了少数几个人之外，该地区两千五百名居民几乎均为因纽特原住民。在过去的四十年中，大多数人都放弃了游牧生活而定居在该地区二十八个相互独立的社区，但他们仍旧主要依赖于大自然来获取食物与衣服。当地商店出售的日常必需品是通过世界上运费最昂贵的航线之一进行运输，或是通过只有在夏季不结冰的几个星期里才能航行的供应船运送进努纳武特地区的。一个家庭每年大约要花费七千英镑才能用进口的肉食来取代他们自己猎取的肉类。在这里，经济机遇极少，政府补助金是许多人唯一的收人来源。

E 即使气候变化阻碍了狩猎和诱捕，因纽特人或许也不会真的挨饿受冻，但气候变化的确影响了人们的健康。人们开始患上肥胖症、心脏病和糖尿病，而这些疾病曾经根本不会对因纽特人的健康构成威胁。随着狩猎、诱捕和剥皮等传统手艺的失传，人们面临着严重的身份危机。在努纳武特地区“圆顶冰星加电子邮件”的社会中，父母出生在冰屋之中，而其子女们或许从来没有到野外狩猎的经历，忧郁症频繁发生。

F 在情况危急之下，因纽特人决定在解开北极地区气候变化之谜的过程中发挥关键作用。因纽特人在当地生活了几百年，他们相信传统知识的财富对于这项任务的完成至关重要。西方的科学家们也开始逐渐吸收借鉴传统知识，并将其称为“因纽特智慧”或IQ。因纽特首领兼政治家约翰?阿玛高利克说：“在科学家们来到这里展开研究工作的初期，他们忽视我们的存在。他们或许这样认为：反正因纽特人懂得的知识也不多，我们为什么要向他们请教呢?但是近年来，IQ已经逐渐显示出其可信度和重要性。”事实上，现在任何人若想得到在努纳武特地区开展科学研究的许可，都必须咨询当地社区，而社区则会协助安排研究日程，并在日程安排中反映出其关心的重要问题。他们可以拒绝可能损害社区利益的科研申请，或者否决可能严重影响当地居民日常生活和传统活动的科研项目。

G 某些科学家质疑传统知识的价值，认为因纽特人在北极地区居住的时间太短。除此之外，另一些人指出北极地区第一批气象站也仅仅是五十年前才建立的。现今，我们的环境知识还很匮乏，即使以科学的发展为依据，许多预测也不过是大胆的猜测而巳。IQ能够填补我们现有环境知识的空白，并且能够解决一个巨大的疑问，即我们所见的现象是自然环境的反复无常还是人类活动的必然后果。

剑桥雅思阅读6原文解析(test1)

Test 1 Passage1

Question 1

答案：B

关键词：exchange of expertise, between different sports/collaborate, across a number of sports

定位原文：B段第2、3句“...and collaborates with… a number of sports …”

解题思路: 题干中讲到不同体育领域的专业知识交流正好跟原文中跨不同体育专家之间的合作相对应，理解意思即可容易找到正确答案。

Question 2

答案：C

关键词: visual imaging/3D, image

定位原文: C段第6句: “...shows off the prototype of a 3D analysis …”

解题思路: 通过题干中的视频成像可以很容易找到原文中对应的3D和成像。

Question 3

答案：B

关键词: a reason for narrowing/ can’t waste time

定位原文: B段最后1句: “We can’t waste our time looking…”

解题思路: 题目中的research activity和原文中的scientific questions 属于同义表达，定位答题区域，发现此句话所要表达的意思是不在一些飘渺的、不切实际的科学问题上浪费时间，也就是说要缩小研究的范围。

Question 4

答案：F

关键词：AIS ideas reproduce/ copying

定位原文: F段第1句话 “Of course, there’s nothing…”

解题思路: 题干中的reproduce是复制的意思，之后从文章中发现句子有复制copying，即可以直接定位。

Question 5

答案：D

关键词：Obstacle, investigated/ impact, monitor

定位原文: D段第6句“... to monitor heart rate…”

解题思路: 题干提到理想成绩的障碍是如何被调查研究的，而读到对应句子之后看到正好是sensors(传感器)对于运动员跑步的impact(影响)进行研究的仪器，而且obstacles和impact对应。

Question 6

答案：A

关键词：Overview, funded support finance

定位原文: A段倒数第2句 “...finances programmes of excellence…”

解题思路: finances是解题关键，意思为资助，正好跟题干中funded support表达了相同的义项，直接对应。而且之后一句话提及以上项目所提供的服务和建议，可以确信答案。

Question 7

答案：E

关键词：Calculated before an event/ using data, well before a championship

定位原文: E段第1句、第2句 “Using data is a complex business. Well before a championship, ...”

解题思路: 首先通过well before a championship和文章中before an event定位到E段，之后发现后面提及的“竞争模型”作用就是计算时间和速率，因此内容对应上calculate，此时可断定答案的位置。

Question 8

答案：A

关键词: digital cameras

定位原文: C段倒数第3句: “..SWAN system now used in Australian national…”

解题思路: 前一句已经提到该系统已广泛应用于澳大利亚各项全国赛事之中，而没有提到其他国家，因此可以判断应该只有澳大利亚人在使用。

Question 9

答案：B

关键词：sensor

定位原文: D段第7句：“...With the Cooperative Research Centre for Micro…”

解题思路: 找到相同对应词sensor，读其前后的句子，发现有 Melbourne，断定是澳大利亚人的发明。之后要特别留心动词develop运用现在进行时，表示正在开发;而且注意之后的定语从句采用了将来时，所以可以断定此发明还没有完成，应该属于将来的成果。因此选择B。

Question 10

答案: A

关键词：protein

定位原文: D段倒数第4句: “… AIS and the University of Newcastle…”

解题思路: 非常容易在前面第一句话中找到跟题目protein tests所对应的词语a test ...protein。之后细读前后句，发现后面一句话对于此项科技成果的受益者文章中只提到AIS运动员，即澳大利亚体育学院的运动员，隶属于澳大利亚，所以应该选择A。

Question 11

答案：C

关键词: altitude tent

定位原文: F段倒数第2句: “The same has happened to the ‘altitude tent ’…”

解题思路: 文章中很容易找到用引号括起来的题目中的名词短语，因此只要细心读原句，就会发现开头的‘The same has happened...’同样的事情也发生在……根据经验应该顺着文章向上追溯，发现跟‘altitude tent’相同情况的是1996年奥运会上澳大利亚人受益的流线型散热运动服现在全世界都在用。因此 ‘altitude tent’也被世界各国应用。所以答案应该选择C。且根据此段话大意可以了解文章只提到两种研究成果被别国运用，即髙原帐蓬和流线型散热服。所以可以间接判断前三项成果是由澳大利人独享的。

Question 12

答案： (a)competition model

关键词： help an athlete plan, produced / prepare the athlete by, developing

定位原文: E段第1句“Using data…”

解题思路: Help an athlete plan their performance 对应上prepare the athlete by之后，要认真研究题目所问的是what is produced,断定所作答案必定要填一个名词。因此要细读原文发现有单词developing恰与produced相对应，中文意思是“开发”，则答案必定是开发之后的名词。

Question 13

答案： (by)2 percent/%

关键词： 19% Olympic Games, cyclists, improve

定位原文: F段第3句“At the Atlanta…”

解题思路: 分析问句是 ‘By how much... improve’，意思为“提高了多少”，可以判断出答案需要写一个数字。因此仔细阅读相关语句找到 sliced as much as two per cent off cyclists ‘and rowers’ time。很快就可以找到数字百分之二。

Test 1 Passage 2

Question 14

答案：I

关键词：suggestion, in the future /would help

定位原文: I 段最后1句“Bringing these barriers down would help…”

解题思路: 首先看到题干中有明确的时间词“在未来”。根据段意，可以判定应该是文章的最后一段。之后看题干中的定位词suggestion表示建议，在文章结尾部分的最后一句话，可以清楚地找到它是作者对于提高贸易的一个建议，完全对应。

Question 15

答案： F

关键词：electronic delivery/transmitting...over telephone

定位原文: F段第3句“...simply by transmitting…”

解题思路: 题干中提到电子式的传递，很容易跟文章关于信息产业的F段挂钩，之后再细读本段第二句话就可以找到与题干相对应的 transmitting...over telephone。因此，答案是F段。

Question 16

答案： E

关键词：similar cost Abroad, local/ Singapore, domestic

定位原文: E段倒数第2句“… manufacturers in Japan or Texas…”

解题思路: 题干是说“无论是国际还是国内的，在运输货物环节的相近成本。”也就是说国内的运输和国际的运输成本基本相同，间接表明国际运输成本比较低。而文章中此句话的意思是“即使从新加坡进口磁盘驱动器而不是在国内市场购买，日本或美国得克萨斯州的计算机制造商们也不会面对花费高出很多的运费账单”。可以看出制造商们不用花费很高的运费，正好跟题干相应。

Question 17

答案：D

关键词：Weakening relationship, value of goods, cost of delivery/unrelated to

定位原文: D段第2句“...world output has shifted into goods…”

解题思路: 题干的weakening relationship(弱化的关系)，跟文章unrelated to (不相关的)属于同义表达，描述的问题是商品价值和运输成本的关系。

Question 18

答案： TRUE

关键词：international trade, world economy

定位原文: A段第2句“... global economy has been expanding…”

解题思路: 非常明显，twice是题眼，表示trade是global economy的两倍，所以看出国际贸易要比世界经济增长快很多，正好对应上定位词和题干。

Question 19

答案： FALSE

关键词：cheap labour

定位原文: B段最后1句“Cheap labour may make Chinese…”

解题思路: 此题找到对应段落，正好cheap labour用词一样。之后文章尽管说廉价劳动力使得中国纺织品在美国具有竞争力，但要注意转折词‘but’，它使意思发生转变。后面的句子可以看出，如果没有好的、及时的运输，那么贸易也就失去了优势(lose advantages)。因此正好是驳斥了题干中关于廉价劳动力对于贸易的保证关系，因此题干与文章的意思不相符。

Question 20

答案: NOT GIVEN

关键词：Japan，France

定位原文: C段第1句“...agriculture and manufacturing…”

解题思路: 文章中C段正好有对应的法国和日本。但文章原义是“农业和制造业几乎曾是各地最重要的两大行业，其比重占德国、意大利和法国总产量的约70%，以及美国、英国和日本总产量的40%~50%。”提到法国比日本多的是农业和制造业的总产量，可文中并没有提及关于肉类和钢铁的进口问题。此题是典型的题不对文，因此应该选择NOT GIVEN。

Question 21

答案：TRUE

关键词：trade with nearby nations

定位原文: D段第1句“Countries still trade disproportionately…”

解题思路: 定位句译文是“各国仍然将重点放在与邻国的贸易往来上”。其中geographic neighbours与nearby nations对应，still和continue也对应。句子意思也跟题干意思完全吻合，因此此题应该选择TRUE。

Question 22

答案： NOT GIVEN

关键词： small computer components

定位原文: E段第2句“Most of the world’s disk-drive…”

解题思路: 首先确定小的电脑零件只能在E和F段来找，而根据E段提供的信息，大部分的电脑配件之一——硬盘都在东南亚生产。而并没有提到电脑零件在德国生产，因此文章中没有提及，既不肯定也不否定在德国生产小的电脑零件。因此答案应该是NOT GIVEN。

Question 23

答案：G

关键词：significant effect on, business of moving freight, increasingly streamlined

定位原文: E段第1句“To see how this influences trade…”

解题思路: 找到E段开头句‘To see how this influences trade’，可以知道是承接上一段货物类型转变与运输关系的。因此跟 business of moving freight becomes increasingly streamlined对应，而且两个词语effect和influence表达相同意义，因此可以选择influences后面的trade(贸易)作为答案。而题干词库中正好有trade一词，可以直接选择答案G。

Question 24

答案：B

关键词：computers, for instance, / overseas, rather than, local

定位原文: E段倒数第2句: “.. in Japan or Texas will not face hugely bigger...”

解题思路: 根据语法，此处要求填写一个名词。而题干附近有一个很明显的关键词‘for instance’，典型的举例题，而且根据之前的computers就可以定位在E段，因为E段核心是一个例子。之后就很容易地可以填出应该是电脑的硬盘及divers。但是答案选项里面却没有，只能选择相关的髙一级的词汇components。

Question 25

答案：C

关键词：introduction

定位原文: G段第2句“But, behind the…”

解题思路: 根据空格前面的introduction可以推出需要填写的是一种方法或者科研成果。而根据上下文和题目关系以及定位词找到在G段第二句话中，有 cargo-handling与之对应。之后看到斜体字中即为两种方法，集装箱运输和多式联运，那么可以判断innovations和introduction相对应。而且答案应该跟container有关，答案应该填写C。

Question 26

答案：A

关键词： governments

定位原文: H段第3句的“National governments…”

解题思路: 用government可以快速定位在H段，而且根据题干中所涉及的domestic cargo sector可以和 truck and railroad对应，因此答案就在这句话中，通过分析，题目的空格应该是填写“降低”的宾语。而国家应该降低原文句中的tariffs(关税)。因此答案选择A。

Test 1 Passage 3

Question 27

答案：i

关键词：段落匹配题，暂无关键词

定位原文: B段倒数第2句“…they believe their best hope of…”

解题思路: B段主要介绍了因纽特人不满足于自己袖手旁观而让外国专家们告知他们北极的现状，他们要把祖先的知识和现代科技进行结合来解决环境变化问题。很明显可以看出，这是对于环境变化的一种反应和对策。因此答案为i。

Question 28

答案： vi

关键词：段落匹配题，暂无关键词

定位原文: C段第1句“The Canadian Arctic…”

解题思路: C段详细地描述了位于加拿大北极圈里面的地貌，而且还提及了因纽特人的祖先顽强地适应了下来并定居在这片土地上。因此逐个分析答案可以看到只有vi符合原段意思。

Question 29

答案： iii

关键词：段落匹配题，暂无关键词

定位原文: D段后半部分：food / clothing / provisions / meat

解题思路: 此段重点描述了过去因纽特人依靠自然提供食物和衣服，而现在则是更加先进的飞机和船运进口必需品，所以可以看出一个转变的过程。纵观题干，不难看出答案是iii，即生活必需品的替代的来源。

Question 30

答案：vii

关键词：段落匹配题，暂无关键词

定位原文: E段第1句“... there has certainly been an impact on peopled health.”

解题思路: 首先E段开头用while，则可判断主题句应该在后半句。意思是这些气候变化会对人们的健康有影响。通过下一句的举例：肥胖，心脏病和糖尿病就可以判断出是一个负面的影响那么对应题干negative effect，故答案是 vii。

Question 31

答案：iv

关键词：段落匹配题，暂无关键词

定位原文: F段第一句和引言句“... the Inuit are determined to play a key role in …in the Arctic. / ...in recent years, IQ… weight.”

解题思路: F段首句提出了因纽特人决定在应对北极环境变化要起关键作用。后面第五行的一句话，说“IQ已经逐渐显示出其可信度和重要性。”因此可以确定与答案iv相对应：对于因纽特人的意见和痤议越来越尊重。故答案是 iv。

Question 32

答案：ii

关键词：段落匹配题，暂无关键词

定位原文: G段第3句“There are still huge gaps…”

解题思路: 通过对于主题句进行分析，前半句提出观电，后半句给予说明。所以，作者本段的观点应该是“我们的环境知识还很匮乏”。gaps in knowledge很容易跟题干ii选项中的 understanding limited对应，因此断定答案选择ii。

Question 33

答案： farming

关键词：Canadian Arctic

定位原文: C段第3句“Farming is out of the question…”

解题思路: 此空格要求填一个名词，因为engage in表示“参与”的意思，后面in应该跟名词。看题目中填空的附近有一个impossible，表示否定。这样带着目的去阅读C 段文章，可以找到这句话。根据分析，文章中的out of question和题目中impossible对应，因此可以找到 out of question的主语即farming就是我们需要的答案，而且说engage in farming符合常理和语法规则。

Question 34 & Question 35

答案：sea mammals fish (in either order)

关键词：catching, and

定位原文: C段第4句“..surviving by exploiting sea mammals and fish.”

解题思路: 首先看到and并列连词，所以34和35题两个是并列关系，这可以帮助我们找到答案。另外一点是可以判断出34和35题要填写名词，做catching的宾语。这样到文章中去对应可以找到这句话。看到exploiting和 catching完全对应，而且后面的两个名词是并列关系，所以可以说轻而易举就找到了正确答案mammals和fish。关键的连词如and等有的时候是解题的突破口。

Question 36

答案：Thule

关键词：pushed limits

定位原文: C段第5句到C段结束“The environment tested … limits / ...one group emerged …the Arctic environment. / These Thule people moved in from Alaska...”

解题思路: 由于空格附近是people，因此可以断定空格处应该填一个形容词。而且这类人是latter的一个example，而且是“后者的一个例子” 所以此题要通读有空格的一句话和空格之前的一句话。可以看出要写的一类人是成功生活在艰难环境中的。找到pushed limits 作为定位词，在文章中找到对应句子。但是答案，不在这里，我们需要找到成功的人群。因此继续往下跟踪，看到文章提到了成功的人群，但直到最后才找到本题的正确答案。Thule人，注意要忠实原文，一定要大写T。注意此题阅读跨度比较大，很容易出错，因此要细致。

Question 37

答案： islands

关键词：territory of Nunavut, / ice, rock

定位原文: D段第2句“Nunavut is 1.9 million square…”

解题思路: 题干很明显的定位词Nunavut可以在文章的D段开头找到。之后文章里面出现了‘rock and ice，and a handful of islands’，这样答案很清晰地和题干对应上，因此直接填上islands就可以了。特别要注意的是，题干空格前面用‘a few of’来修饰，因此后面空格里必须是复数。

Question 38

答案：nomadic

关键词：in recent years / been obliged to give up / lifestyle

定位原文: D段第4句“Over the past 40 years, most…”

解题思路: 题干中提及被迫放弃什么生活方式，因此要求填一个形容词来修饰生活方式lifestyle。而时间状语in recent years是关键定位词。继续37题往下读。可以看到一个时间状语over the past 40 years正好跟我们的in recent years对应，而abandon与give up，ways和lifestyle。相对应，答案已经找到，即abandon后面的宾语ways的修饰语nomadic。

Question 39

答案： nature

关键词：depend on food and clothes

定位原文: D段最后一句的最后半句“...but they still rely nature to…”

解题思路: 题干很短，但已经足够判断出depend on后面需要填写一个名词，即依靠什么东西。而后面的food and clothes是非常好的定位词。很快在文章中就可以找到对应depend on的rely on，而后面又有food and clothes，因此答案可以很清楚地判断出rely on的宾语就是答案，即nature。

Question 40

答案： Imported

关键词: expensive

定位原文: D段最后5句话

解题思路: 通读这五句话，整体把握大意。其中，会看到他们的日用品都需要用costly(昂贵的)航空运输或者在夏天通过补给船运，costly对应expensive。后面就需要概括地去看所有这些必需品都是要进口的，也就是imported(进口的)，而答案就是imported。首字母要大写。

篇11：剑桥雅思阅读5原文精讲(test3)

TEST 3 PASSAGE 1 参考译文：

Early Childhood Education

New Zealand’s National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealand’s education policy.

儿童早期教育

新西兰国家党教育发言人Lockwood Smith博士最近访问了美国和英国。下面是他撰写的一份报告，文中阐述了他此行的收获以及这些收获对新西兰教育政策的意义。

A 《教育增进能力》是一份由新西兰政府儿童早期关怀和教育工作小组所作的报告，于去年8月出版。该报告呼吁促进机会均等、加强对儿童的关爱和对儿童早期教育机构的资助。毫无疑问，这的确是必要的。但是一般而言，家长直到孩子3岁时才把他们送到早期教育学校，这样一来，我们是不是错过了教育孩子的最佳时期?

B 哈佛大学进行了一项长达的儿童早期发展的研究，结果表明：到了3岁时，大多数孩子已经具备理解1000个单词的能力，这些词汇是他们在以后的一生中进行日常对话时会经常用到的。

该研究还表明：尽管每个孩子都有与生俱来的好奇心，但是这种好奇心却可能在2岁到3岁时受到强烈的压抑。研咳嗽北硎荆说母鲂允窃诔錾蟮牧侥曛行纬傻模搅3岁的时候，孩子们已经掌握了将来在家庭和学校中会用到的基本技能。从3岁以后，孩子们就开始在已有知识的基础上继续拓展对世界的认识。

C 人们一般认为，家庭社会地位和经济条件不太好的孩子往往在学校表现不佳。不仅新西兰有这种情况，澳大利亚、英国和美国也都有这种情况。为了改变这种状况，美国于1965年在全国开展了一项“先发优势”计划，并投人大量资金。按照该计划，孩子在3岁时被送进早期教育学校，以帮助家境不好的孩子在学校取得成功。

尽管投人了大量资金，结果却令人失望。这可能有两个原因。首先，该计划所定开始年龄太大，许多3岁时进入早教学校的孩子此时已经在语言和智力发育上落后于他们的同龄人了。其次，这些孩子的家长并没有参与进来。每天放学后，这些孩子又回到了不利于他们成长的家庭环境中。

D 由于越来越多的研究表明儿童3岁前的时间是非常重要的，而且“先发优势”计划的结果又令人失望，所以，美国密苏里州实施了一项试点项目，其核心就是把家长作为孩子的第一任老师。研究表明：与家长合作而不是绕过家长，是帮助孩子获得人生最佳起跑点的最有效方式。密苏里州的这个项目正是以这一研究成果为基础的。该项目为期4年，包含了380个即将迎来第一个孩子的家庭，涵盖了不同家庭经济状况、社会地位、年龄段和家庭构成，其中包括单亲家庭、双亲家庭、双职工家庭以及父母中有一方居家的家庭。

该项目派出受过专业训练的教育学家进行家访，与家长和孩子共同合作。项目提供了孩子发展的相关知识，以及孩子成长过程中要注意的事项。此外，该项目还提供在促进孩子智力、语言、社会和运动技能等方面的指导，定期检查孩子教育和感官(听觉和视觉)能力的发展情况，以及时发现孩子在成长和发育过程中的障碍，其中涉及到的医疗问题则由专门的医生处理。

教育学家亲自进行家访，对家长进行培训，并每月召开集体会议与那些新做爸爸妈妈的家长分享经验，讨论他们关心的问题。位于校内的家长资源中心则为家长和资助者提供关爱孩子的学习资料。

E 当密苏里项目中的孩子3岁时，研究人员将这些孩子与来自相同经济状况、社会地位、家庭状况的孩子以及随机抽取的同龄的孩子放在一起，共同进行评估。结果是惊人的。到了3岁的时候，参与项目的孩子在语言发育方面已远远领先于他们的同龄人。他们解决问题的能力和其他的知识技能得到了更明显的提高，在社会交往方面也取得了很大的进步。事实上，在诸如听力理解、口头表达和语言能力方面，参与项目的孩子一般都处于同龄人中前15%-20%的位置。

最重要的是，结果还表明传统意义上的一些不利因素，如家长的年龄和受教育程度、是否是单亲家庭等，与孩子所取得的进步大小和语言发育几乎没有任何关系。无论项目中的这些孩子所处的经济条件或社会条件如何不利，他们的表现都毫不逊色。虐待儿童的现象几乎完全消失了。人们发现惟一一个会影响孩子发展的因素就是由干家庭压力所导致的亲子交流质量不佳，而这种交流在较为贫困的家庭倒不一定差。

F 这些研究结果是令人激动的。在新西兰，有越来越多的例证表明家庭经济条件和社会背景不佳的孩子入学时的发育就不是很充分，但我们的教育体制却在延续这种劣势。而上述项目中创新的做法则可以打破这种恶性循环。与家长在家庭、单位中进行合作的理念与儿童早期关怀和教育工作小组的报告提出的观念形成了鲜明的对比。该小组所关注的是使母亲和孩子能得到儿童保育，并使早期教育制度化。3岁到5岁间的教育无疑是非常重要的，但某些实例表明：如果不重视对家长的培训，不重视孩子3岁前的时间，那么这种教育将无法克服教育上的差距。

TEST 3 PASSAGE 2 参考译文：

Disappearing Delta

日益消失的三角洲

A 尼罗河三角洲在地中海沿岸的肥沃土地正以惊人的速度遭到侵蚀。在某些地段，估计侵蚀速度会达到100米/年。过去，由地中海洋流冲刷掉的沿岸土地会得到由尼罗河带到三角洲的土壤的补充，但是现在情况却发生了改变。

B 到目前为止，人们一直在指责埃及南部阿斯旺的两座大坝，认为它们造成了三角洲土地的流失，这两座大坝几乎将所有原来顺尼罗河直下的淤泥都阻挡住了。在建坝之前，尼罗河可以自由地流动，携带非洲北部内陆地区的大量泥沙、淤积到尼罗河三角洲地区，这种情况一直持续了 70，最终将这个22,000多平方公里的土地覆盖上了一层又一层肥沃的淤泥。每年的洪水泛滥都会给尼罗河三角洲地区带来新的富有营养的淤泥，补充那些被海水冲刷走的土壤。这样一来，尽管这个地区是埃及粮食产量最高的地区，却不需施加肥料。但是，到了 20世纪，人们建造了阿斯旺水坝来提供电力和进行灌溉，并保护开罗这个人口大城及其周边地区免遭洪水和干旱。自那时起，大多数淤泥连带其中的丰富养分都在大坝南部，Nasser湖的上游淤积起来，而没有被带入尼罗河三角洲。

C 然而，现在看来，情况似乎不这么简单。从阿斯旺水坝流出的无沉淀物的河水在到达开罗前的800公里的路程当中，似乎在不断地侵蚀其流经的河床和河岸，泥沙含量在不断增加。Smithsonian学院的Daniel Jean Stanley注意到,从河水流人三角洲前的开罗河段中采集的水样表明，尼罗河携带的泥沙含量有时会多于850g/m3，差不多相当于建坝前的一半。Stanley在《海洋地质学》杂志上说：“说起来有些羞愧，我读了 50到60项研究才惊讶地发现这一重大情况，仍然有大量淤泥流入三角洲地区，但却几乎没有淤泥由此处流入地中海来补充海岸线，这就说明这些淤泥肯定淤积在了三角洲地区。”

D 从前在开罗北部，尼罗河水大部分被引入长达1,000公里的灌溉渠道，只有一小部分通过三角洲地区的河流直接汇入海洋。Stanley解释说，因为灌溉渠道中的河水是不流动的或流速很慢，所以不会携带泥沙。泥沙会沉积到灌溉渠的底部，然后由农民施加到田里，或者和河水一起被抽人三角洲外缘附近的四大淡水泻湖中。所以，事实上只有很小的一部分泥沙到达海岸线，补充被地中海洋流冲刷走的土壤。

E 三角洲平原的农业和泻湖地区的渔业和水产养殖业为埃及提供了大部分食物。但当淤泥开始逐渐在田里和泻湖沉积的时候，淤泥中已经含有大量来自开罗这个人口超过4000万城市的工业和农业废弃物。Stanley说：“污染物增加的速度越来越快。”

乔治华盛顿大学的Frederic Siegel根据自己对尼罗河三角洲地区泻湖沉积物的调查，对Stanley的说法表示赞同。他说：“以Manzalah泻湖为例，随着阿斯旺高坝的建设、廉价电力的使用和大型耗电工业的发展，湖中汞、铅、铜和锌的含量也增多了。”从那时起，汞的浓度便大幅上升。使用含铅燃料的发动机产生的铅和其他工业源产生的铅也大幅度增加。这些有害物质很容易就会进入到食物链中，从而影响渔业和农业的产量。另一个问题就是包括化肥(残留物)在内的农业废弃物会刺激泻湖中植物的迅速生长，扰乱该地区的生态平衡，进而对渔业产生严重的影响。

F 据Siegel说，国际环保组织开始日益关注这一地区，一部分原因是因为侵蚀问题和尼罗河三角洲污染的问题，但主要原因还是他们害怕这种情况会影响到整个地中海沿岸的生态系统。可是对于这个问题并没有简单的解决方案。Stanley认为，在不远的将来，使用人工洪水，像建造大坝前自然洪水那样冲刷三角洲的水道可能会是一种解决方案。但是，他又说，从长远角度来看，可能需要采取其他的作法(如海水淡化)来增加可用水的数量。Stanley说：“我认为，埃及必须设计出一种方案，使更多的水流入尼罗河，流经三角洲地区。”在这样一个人口迅速增长的沙漠地区，做到这一点的确不是一件容易的事。

TEST 3 PASSAGE 3 参考译文：

The Return of Artificial Intelligence

It is becoming acceptable again to talk of computers performing human tasks such as problem-solving and pattern-recognition

人工智能的回归

谈论计算机执行人类才能执行的任务，如解决问题、模式识别，再一次成为受欢迎的话题。

A 在失宠数年之后，“人工智能”这个词好像在准备着东山再起。人工智能在20世纪80年代非常流行，但到了20世纪90年代却突然消声匿迹了。随着《人工智能》这部关于机器男孩的电影的上映，这个词又重新回到公众的意识之中。虽然这部电影引发了公众对于人工智能的辩论，但这个词还是在计算机领域再次被使用。研究人员、行政管理人员和营销人员使用这个词的时候不再带有嘲讽的意味，也不再加引号。关于这个词，也不再总是天花乱坠的宣传。现在，这个术语逐渐被合理地应用到某些产品中，而这些产品正是依托原来人工智能研究人员开发的技术。诚然，这个词的复活还有待时日，而且有些公司仍尽量避免使用它。但是其他人已经开始再次使用这个词汇，这表明人们渐渐地不再将人工智能看作是好高骛远、无所建数的研究的代名词。

B 1956 年，一组包括 Marvin Minsky、John McCarthy、Herbert Simon 和Alan Newell 在内的研究人员在一次大会上创造了“人工智能”这一名词，并开创了这一研究领域。这几位研究人员后来都成了这一领域的领军人物，这个研究领域涵盖了先前几个毫不相关的领域，如工序研究、控制论、逻辑和计算机科学。而人工智能一词为这个研究领域起了一个吸引人而又有实质内涵的名字。这些研究的共同目标就是试图用机器来模拟或再现人类的能力。说到这，需要指出的是，不同的研究小组用不同的方法解决不同的问题，包栝从语音识别到下棋等众多方面，人工智能只是在名字上将这个领域统一了起来，但这个词却引发了公众的无限遐想。

C 大多数研究人员都认为1985年是人工智能的鼎盛时期。由科幻电影培育起来的、对计算机日益增强的能力激动不已的公众，对人工智能抱着很高的期望。多年来，人工智能的研究人员一直暗示成功近在咫尺。1967年，Marvin Minsky曾说，建立人工智能的实质性问题在一代人的时间里就将得以解决。医疗诊断程序和语音识别软件的雏形似乎都在取得进展。但最终这一切却成了一场空欢喜。有思维能力的计算机和家庭机器人都没能问世，紧接着又出现了强烈反对的舆论。印第安纳大学的研究员David Leake说：“20世纪80年代早期的人们是过于乐观了。此后人们意识到这些问题并不好解决，于是就纷纷退出。到了 20世纪80年代晚期，许多研究人员都避免使用人工智能这个词，转而称自己从事的是一些具体分支学科的研究，如神经网络、智能主体技术和个案推理等等。”

D 颇具讽刺意义的是，在某些方面，人工智能反而成为自己成功的受害者。每当解决了一个现实世界中的问题，如建造了一个可以无人在场的飞机降落系统，人们都不会将此归功于人工智能。正如Leake博士所说：“起作用的肯定不是人工智能。”这种不断拔高研究目标所造成的后果使有关人工智能的研究成了一种纯理论的研究，要实现其商业化还要很多年的时间。研究人员打趣说人工智能就是“接近完成”的代名词。与此同时，将人工智能推向市场的许多技术，如语音识别、语言翻译和决策支持软件，已不再被认为是人工智能，然而这三项技术曾经一度是完全属于人工智能研究领域的。

E 据Leake博士说，现在这种趋势可能要开始扭转了。圣地亚哥的HNC软件得到了某个政府机构的支持，这一软件的研究人员认为他们处理人工智能的新方法是迄今为止所发现的最有效、最具前景的方法。HNC称，他们这一由30个处理器支持的系统可以在战场上发现伪装的车辆或从嘈杂的环境中提取某一声音信号。这些任务原来都是人可以做到、但计算机做不到的。Leake博士说：“无论他们的技术能否达到他们所宣称的水准，HNC强调自己在使用人工智能技术本身就是一个颇有意思的进展。”

F 在不远的将来，还可能会有另外一个使人工智能前景更光辉灿烂的因素。为了突显自己的个性，投资者不再单纯地寻求一种精明的商业模式，转而寻求与利用智能技术的公司的合作。电子邮件和网页数量的激增加剧了信息超载问题，这一特别的问题意味着新技术在信息过滤和分类方面将大有可为，而这些其实都是人工智能要解决的典型的问题。这就意味着更多的人工智能公司会应运而生。

G 1969年一部名为《2001太空漫游》的电影，主要描述了一个叫HAL 9000的智能计算机的故事。HAL除了能懂英语和说英语之外，还可以下棋甚至通过观察人的嘴唇动作来理解话意。因此HAL集中体现了 20世纪60年代的乐观情绪，认为到了，智能计算机将得到广泛应用。但20已成为过去，HAL那样的智能计算机仍然没有丝毫出现的迹象。单独的系统可以下棋或转换语音，但是仍然没有一套关于机器智能的宏观理论。或许，与HAL之间的比较已变得不那么重要，人工智能可以凭借自己的作为得到公正的评判，而无需与一个30多年前的科幻电影中的人工智能机器进行比照。Leake博士满怀希望地说：“人们开始意识到人工智能系统是可以做出许多出色的工作的。”

篇12：剑桥雅思阅读5原文精讲(test3)

Test 3 Passage 1

Question 1

答案： D

关键词：details / the range of / family types /an education programme

定位原文: D段第3句”The four-year pilot study included…”

解题思路: 定位句对应题干上的the range of family。接下来作者详细地描述了这些家庭的状况：They included single-parent and two-parent families, families in which both parents worked，and families with either the mother or father at home.正好可以对应题干上的details一词。注意：尽管E段也提到了家庭，但是其论述重点已经不在干表明家庭的多样性，故不选。

Question 2

答案：B

关键词：reasons /early years / important

定位原文: B段内容

解题思路: 在这一部分怍者从两方面论述了早教为什么重要，尽管本段并没有直接说出reason这个词，但是我们足以总结出早期教育对儿童十分重要。答案是B

Question 3

答案： C

关键词：reasons / failed

定位原文: C段第2小段

解题思路: 这一部分直接阐述了explanations，所以对应题目。

Question 4

答案：E

关键词：description / positive outcomes

定位原文: E段第1小段内容

解题思路: programme were evaluated... The results were phenomenal...这些都对应了题目的总结。

Question 5

答案：B

关键词：poor/ wealthy

定位原文: D段第3句“The four-year pilot study included…”

解题思路: 其中a cross-section of socio-economic status 就证明该项目包含了不同经济状况的家庭。而这一点在Headstart计划中并未提到。

Question 6

答案：D

关键词：follow-up/ elementary schools

定位原文: C、D、E段

解题思路: 题干：哪个项目包括在小学中提供后续帮助?结果是：两个顼目都没有提到这一点。所以答案选D。

Question 7

答案： A

关键词：did not succeed

定位原文: C段第2小段

解题思路: 定位句得知属于Headstart 项目。

Question 8

答案： B

关键词：support and training / parents

定位原文: D段第2小段

解题思路: 定位句得知属于Missouri项目。

Question 9

答案：D

关键词：insufficient funding

定位原文: C段第2小段

解题思路: C 段：Despite substantial funding...这句话证明Headstart计划资金充足。而关干密苏里计划，作者根本就没有提到资金的问题。所以这道题目只能选D。

Question 10

答案：C

关键词：pre-schoolers

定位原文: C段第1小段第3句;D段第1小段第1句

解题思路: C段定位句证明Headstart计划的目的正是为了促进儿童的教育;D段定位句证明密苏里计划是为了弥补Headstart计划的不足而产生的新计划，所以目标也是为了提升儿童的教育。所以答案选C。

Question 11

答案：TRUE

关键词：Missouri

定位原文: E段第1小段

解题思路: listening 等同于文中auditory comprehension;speaking 等同于文中verbal ability and language ability;reasoning 等同于文中problem solving;interacting 等同于文中social development。

Question 12

答案： FALSE

关键词：Missouri / young / uneducated / single

定位原文: E段第2小段第1句

解题思路: 定位句这句话明确表明家长的年龄，教育背景，或是否是单亲家庭，对孩子的成绩和语言发展都没有太太的影响。

Question 13

答案： NOT GIVEN

关键词：richer

定位原文: D段和E段

解题思路：如果回到文章通读密苏里计划所在的D段和E段，我们会发现作者根本没有提到富裕家庭所面临的压力问题。作者只在E段末句提到人们发现的惟一一个会影响孩子发展的因素就是由于家庭压力所导致的亲子交流质量不佳。而这种交流在较为贫困的家庭倒不一定差。但是从这句话我们也无法推知富裕家庭的压力是否更大。

Test 3 Passage 2

Question 14

答案：iv

关键词：篇章匹配，无题干定位词

定位原文: B段第1句

解题思路: 文中对应点这句话告诉我们由干阿斯旺水坝的修建，原本的自然过程被打乱了，阻挡了原来顺流而下的淤泥，因此答案为iv。

Question 15

答案：i

关键词：篇章匹配，无题干定位词

定位原文：D段内容

解题思路: D段详细地描述了灌漑渠里沉淀的淤泥对于尼罗河三角洲的影响。因此答案应该是i。

Question 16

答案：v

关键词：篇章匹配，无题干定位词

定位原文: E段倒数第2句

解题思路: 本题可能会误选iii。本段的确讲到了尼罗河沿岸的污染问题，但是并未提到地中海，而是在段落末尾提到污染对农业及渔业的影响。因此答案是v。

Question 17

答案：viii

关键词：篇章匹配，无题干定位词

定位原文: F段内容

解题思路: 这段话中的确提到了污染可能对地中海沿岸生态环境造成的影响。但是如果通观全局的话，viii是比vi更合适的答案。因为ⅷ更具概括性和终结感，更适合做末段的段意。

Question 18

答案： YES

关键词：Egypt's Mediterranean

定位原文: A段最后1句

解题思路: 这句话说明，在过去，尼罗河三角洲在地中海海浪的冲刷下，已经产生了部分的水土流失。scour away from 从……冲走。

Question 19

答案： NOT GIVEN

关键词：before

定位原文: B段前半段

解题思路: B段前半.部分提到：到目前为止，人们一直在指责埃及南部阿斯旺的两座大坝，认为它们造成了三角洲土地的流失。但是在这里作者并没有提到大坝建设之前是否有人就此进行预测，这是一个典型的完全未提及型的NOT GIVEN。

Question 20

答案： NO

关键词：Nile delta

定位原文: B段最后1句

解题思路: 这句话表明建设大坝的目的并非提髙尼罗河三角洲土壤土塊的肥力，而是为了提供电力和灌溉，保护首都开罗及周边地区免受洪涝灾害及旱灾。文中说做某事的目的是A，题中说做某事的目的是B，目的不同则视为矛盾，答案为NO。

Question 21

答案： YES

关键词：Stanley

定位原文: C段第3句

解题思路: 这句话表明，尽管在大坝修建之后，尼罗河水里的泥沙含量有所下降，但是相对而言还是很高的，几乎相当于大坝建设前的一半。所以答案应该选YES。

Question 22

答案： NOT GIVEN

关键词：irrigation canals

定位原文: D段内容前半部分

解题思路: D段前半部分提到了灌溉渠道，但是并没有说明是否是由干这些渠道里的泥沙而引起了洪水。这又是一道完全未提及型的NOT GIVEN。

Question 23

答案： YES

关键词：lagoons

定位原文: D段倒数第2句“The sediment…”

解题思路: 定位句说明泥沙和水一起被从灌溉渠中抽进了泻湖。

Question 24

答案： F

关键词： coastal erosion/ increase

定位原文: E段第3句“Pollutants…”

解题思路: 首先确定这道题目的位置在E段， building up对应summary中的increase。.推出尼罗河三角洲的问题不仅是泥沙沉积，还有污染问题。所以答案应该填F pollutants。

Question 25

答案： A

关键词： Stanley / in the short term

定位原文: F段第3句 “In the immediate…”

解题思路: 用Stanley一词将此题定位在F段，随后找到in the short term的对应词in the immediate future，,所以对付污染问题的短期解决方案是artificial floods。答案应该选A。

Question 26

答案： B

关键词： in the longer term

定位原文: F段第4句“...that in the long term an alternative process such as desalination...”

解题思路: 找到in the long term一词，很容易就可以找到desalination，,而随后的have to be used to increase the amount of water available。.更加证明答案应该是B。

Test 3 Passage 3

Question 27

答案：E

关键词：military

定位原文：E段第3句 “...could be used to spot camouflaged vehicles on a battlefield...”

解题思路：camouflage(伪装)和battlefield (战场)两个词都证明这一段提到了AI的军事用途。答案为E。

Question 28

答案： B

关键词：bring together/ separate research areas

定位原文: B段第2句 “...a research programme that…”

解题思路: 这个研究领域涵盖了先前几个毫不相关的领域，如工序研究、控制论、逻辑和计算机科学。答案为B。

Question 29

答案： A

关键词： reason/ common topic / again

定位原文: A段内容

解题思路: 这一段解释了AI回归的原因。答案为A。

Question 30

答案：F

关键词：difficulties / amount / information available electronically

定位原文: F段第2句“In particular…”

解题思路: AI在处理大量信息方面很有帮助。答案为F。

Question 31

答案：B

关键词：first

定位原文: B段第1句“The field…”

解题思路: 定位句中 coin的意思是“创造”，证明AI一词是在1956年第一次被创造出来的。答案为B。

Question 32

答案：NOT GIVEN

关键词：researchers/launch

定位原文: B段第1句 “The field…”

解题思路: 这句话仅仅提到了AI这一领域的开创者们后来都成了领军人物，但是并没有提到他们在过去是否进行过合作。这是一道明显的画蛇添足式的NOT GIVEN题目。

Question 33

答案：FALSE

关键词：1985

定位原文: C段第1句

解题思路: peak一词是指达到顶峰，与the lowest point正好相反。

Question 34

答案：NOT GIVEN

关键词： agent technology/neural networks

定位原文: C段最后1句

解题思路: 这句话只是简单地提到了神经网络和智能主体技术，并未将两者在花费上作任何比较，显然是一道典型的NOT GIVEN题型。

Question 35

答案： TRUE

关键词：applications/success

定位原文: D段最后两句

解题思路: 这句话提出人工智能研究中的三项技术已经取得了一定程度的商业成功。

Question 36

答案： FALSE

关键词：1967/problems

定位原文: E段和F段内容

解题思路: 在这两段中虽然没有直接提到人工智能所面临的问题是否已经变化，但是字里行间都在暗示变化正在产生。人工智能将会被应用到军事，谍报、信息处理等崭新领域。所以题目中提到的一成不变显然是错误的。

Question 37

答案： TRUE

关键词：A Space Odyssey

定位原文: G段第3句

解题思路: encapsulate 是“概括”的意思，contemporary 与1960s 对应。HAL集中体现了 20世纪60年代的乐观情绪，认为到了 2001年，智能计算机将得到广泛应用。

Question 38

答案： B

关键词： late 1980s

定位原文: C段内容

解题思路: A/C/D三个答案不是太绝对，就是和文中叙述相反，只有B反映出了80年代末人们对人工智能的看法。

Question 39

答案： A

关键词： Dr. Leake

定位原文: C段倒数3句内容

解题思路: retrenchment是“削减，减去，紧缩”的意思，在这里是指人们对人工智能的乐观态度正在消退。

Question 40

答案： D

关键词： prospect

定位原文: F段第1句

解题思路: C答案过于绝对，应该首先被排除。A答案显然与上文这句话不相符，也应该被排除。而B答案在文中并没有被提到。

剑桥雅思阅读5原文精讲(test3)

篇13：剑桥雅思阅读5原文翻译及答案(test1)

TEST 1 PASSAGE 1参考译文：

Johnson’s Dictionary

约翰逊博士的字典

约翰逊博士的《字典》于1775年出版，在此之前的一个世纪，人们一直对英语的发展状况担忧。口语和书面语没有统一的标准，对于如何整顿英语拼写混乱的局面也没有统一的看法。正是约翰逊博士为这一问题提供了解决方案。

当然，在此之前也有过一些字典《其中最早的是一本约120页的小册子，由一个叫Robert Cawdray的人编辑，于16出版，名为《按字母排序的罕见英语词汇表》。正如后来17世纪出版的许多字典一样，Cawdray倾向于着重收录学术词汇。这本字典的功能之一就是使字典的使用者能体现出良好的学术修养。

除了规范英语混乱状态的实际需要外，英语字典的兴盛也与英国中产阶级的兴起有关。这些中产阶级渴望对各种要征服的环境进行定义和约束，包括词汇环境、社会环境和商业环境。塞缪尔?约翰逊博士作为18世纪文学家的典型代表，在当时和现在都享有盛誉，他在中产阶级正如日中天之时出版他的《字典》真是再合“时”不过了。

约翰逊是诗人、批评家，他将常识提髙到了天赋的髙度。对于那些从17世纪晚期到18世纪早期一直困扰着作家的问题，约翰逊的解决方法是非常实用的。在约翰逊之前，如果没有专门的学术机构判别正确与错误的用法，要出版这样一部大型字典几乎是不可能的。约翰逊则认为不需要学术机构来解决语言上的争端，他要自己编一本字典，而且要自己亲手去编。1764年6月18日，约翰逊与书商Robert Dosley在Holbom酒店附近的Golden Anchor旅店吃早餐时，签订了关于这本《字典》的合同。约翰逊因此获得了总价值1575英镑的分期付款，他从这些钱中拿出一些租下了17Gough广场，在这里建起了自己的“字典作坊”。

James Boswell曾为约翰逊作传，他描述说约翰逊工作的阁楼就像“一个账房”，中间有一张长长的的桌子，负责抄写的工作人员站着工作。约翰逊坐在一把快要散架的椅子上，面前是一张老式的摇摇晃晃的文案桌，周围乱七八糟堆放着一堆借来的书。同时旁边有六个助手帮助，其中两个在《字典》编纂的筹备阶段就去世了。

工作量是巨大的。当时，约翰逊在身边还没有图书馆可参阅的条件下，将80大本笔记进行了分类整理，撰写了4万多条词的定义，并将这些词的多个义项用约11.4万条从各个学科的英语书面材料中摘出的引例加以佐证上些引例来源极广，从伊丽莎白时代到当时作家的作品都被涵盖在内。约翰逊并没有想进行完全的自我创作。由于有最后期限，他不得不吸收先前所有字典的精华之处，这就使他的工作成了一项规模宏大的整合工作。事实上，约翰逊所做的工作绝不仅限于此。和以前的字典编基者不同的是，约翰逊对待英语的态度十分务实。他将英语看成是活的语言，意思上有许多细微的差别。他对词的定义采取英语普通法则：遵照先例。因此，约翰逊的《字典》出版后，在长达一个多世纪的时间里，都没有出现一本真正能与其相媲美的字典。

几经周折后，约翰逊的这本《字典》终于在1775年4月15日出版了。一经出版，这本字典就在整个欧洲获得了一致认可，被誉为里程碑式的著作?一位意大利著名的辞书编築者写道:“这项崇高的作品将成为其著者永恒的荣誉丰碑，也是其祖国的一项特别荣耀，这部作品惠及了整个欧洲大陆文学界。”众所周知，40个法国学者花了40年的时间才出版了第一部法语字典。而约翰逊一个人就承担了一项欧洲学术界所做的工作并毫不逊色地把它完成，这一切都让英国人引以为傲。

约翰逊几乎没有得到学者的帮助或伟人的赞助，也没有退休后的舒适条件，更不是在凉爽的书房中完成工作。他是在种.种不便与干扰中、在疾病折磨和忧伤中一直工作了九年。尽管存在瑕疵和怪异之处，他的这部两卷本的著作仍然称得上是一部杰作，一座里程碑。用他自己的话说，这本字典“规范了拼写，进行了词汇比较，规范了结构，明确了英文字词的含义”。这部字典为后来的标准英语奠定了基础，这一成就，用James Boswell的话说，就是“为英语的稳定做出了贡献”。

约翰逊因为这部《字典》和其他一些作品而闻名于世并备受尊重，这使得他的朋友能够说服国王乔治三世赏赐给他养老金。从那时起，他就成了家喻户晓的约翰逊。

TEST 1 PASSAGE 2 参考译文：

Nature or Nurture?

是先天本性还是后天控制?

A 几年前，耶鲁大学的Stanley Milgram进行了一项行为心理学试验，这项试验十分有趣但又令试验对象深感不安。40名试验对象分别来自社会各界。试验要测试在对某领导命令做的事情可能产生反感的情况下，这些试验对象是否愿意执行命令。Milgram向每位在试验中扮演教师角色的志愿者明确地解释，试验是为了崇高的教育事业而进行的，是要测试体罚犯错误的学生是否会对学生的学习能力产生积极的影响。

B Milgram的试验方案是让这些扮演教师角色的试验对象到一个有30个切换开关的控电板前，开关上面分别贴着电压标签，从15伏(轻度电击)开始，每个开关依次增大15伏，一直增大到450伏(危险的严重电击)。然后告诉这些试验对象，学生每回答错一个问题，就施加一次电击, 从最低电压开始，随着错误题数的增加，电击强度也依次增加。试验中的学生实际上是Mifgram雇佣的演员，他发出各种呻吟、叫喊声并痛苦地扭动身体甚至用污言移语谩骂试验者和试验本身，来模拟出学生遭受电击后的反应Milgram让这些扮演教师角色的试验对象不要理会学生的反应，按照控制试验条件的规则，不管电压多髙都要直接施加。

C 随着试验的展开，这个学生要故意答错老师提出的问题，从而受到各种级别电击的惩罚，甚至是高达300伏的危险电压或更高电压的电击惩罚。许多扮演教师的试验对象在实施高电压惩罚时犹豫不决，面带疑惑地看着Milgram或者对继续试验颇有微词。一旦遇到这种情况，Milgram就会冷静地向扮演教师的试验对象解释说，不要理会学生请求怜悯的呼喊，继续试验。如果试验对象仍不肯继续试验，Milgram就告诉他们，为了完成试验将试验步骤进行到底是很重要的。如果这样仍不奏效的话, Milgram就会说：“你别无选择，必须继续试验。”Milgram想要找出的是，面对人性和道德对试验规则和条件强烈的反感，有多少扮演教师的试验对象会愿意施加最高电压的电击惩罚。

D 在进行试验之前， Milgram向39名精神科医生解释了他的想法，让他们预测一下普通人群中平均会有多大比例的人愿意施加最高达450伏的电击。这些医生几乎一致认为差不多所有扮演教师的试验对象都会拒绝遵从试验人的命令。这些精神科医生感到大多数扮演教师的试验对象不会施加超过150伏电压的电击，并进一步预测说，只有4%的人会施力P300伏以上电压的电击。而且，他们认为只有约千分之一的像疯子一样的人才会施加450伏的电压。

E 实际结果如何呢? 60%以上的扮演教师的试验对象一直遵从Milgram的命令，直到施加最高电压450伏的电击。在其他国家进行的重复试验中，愿意遵从命令的试验对象的比例更髙, 在某个国家：甚至髙达85%。那些冷静、理性、有学识的人们依靠他们的研究所得出的轻松的结论，与这些面临压力、紧张不安却遵守命令的扮演教师的试验对象在模拟真实生活的实验室中的所作所为竟然存在这么大的差异，我们怎样才能解释这种差异呢?

F人们第一反应可能会说，一定是试验激发了人内在的某种侵略性动物本能。Milgram试验中那些扮演教师的试验对象正是本能地靠施加电击来向学生发泄他们这种受到压抑的原始冲动。典型的现代社会生物学家甚至会称这种侵略性的本能是作为一种优势特征进化而来的，当我们的祖先在岩洞中和平原上与艰苦的生活作斗争时，这种本能对他们的生存起到了重要的作用。因此，这种本能最终作为远古时人类动物行为的遗留产物融人到我们的基因当中。

G 与这种基因说不同的观点是将那些扮演教师的试验对象的行为看作是进行试验的社会环境所造成的。正如Milgram自己所说：“大多数试验对象从大的背景出发，认为自己的行为是仁慈的，对社会有益的，是在追求科学真理。心理实验室又大力强调此举的合法性，因此使试验参与人员对其产生了信任和信心。像对受害人施加电击这件事，单独看来似乎是恶行，但在这种情况下却有了完全不同的意义。”

H因此，按这种解释，扮演教师的试验对象是将自己的个性、个人准则和道德准则与更广泛的体制结构结合了起来，使个人的一些特性，如忠诚、自我牺牲和遵守规定，为恶毒的权威体制服务。

I对于众多扮演教师的试验对象为了一个机构权威人物而愿意放弃他们个人责任感的这种行为，我们有两种完全不同的解释。生物学家、心理学家和人类学家所要解决的问题就是找出这两种截然对立的解释哪种更合理。从本质讲，这是一个当代社会生物学的问题一探索人自身相关基因组成能在多大程度上掌控，或至少说是强烈影响动物和人与环境的交互活动，即他们的行为。换句话说，社会生物学关注的是如何去阐释所有行为的生物学基础。

TEST 1 PASSAGE 3 参考译文：

The Truth about the Environment

环境问题真相

在许多环境论者看来，我们的世界似乎变得越来越糟。他们列出了一系列我们担忧的问题：自然资源正在枯竭，人口不断增长，粮食越来越少，物种大批灭绝，地球的空气污染和水污染越来越严重。

但我们只要简单分析一下事实就会发现另外一种情况。首先，自1972年一组科学家出版了《增长的极限》这本书以来，能源和其他自然资源是变得越来越丰富了，而不是越来越少。其次，人均粮食产量比以往任何时候都要高，挨饿的人越来越少。第三，尽管物种的确在灭绝，但未来50年只会有0.7%的物种灭绝，而不是像人们通常所预计的25～50%。最后，大多数环境污染问题或者被夸大其词或者只是暂时的，只是与工业化的早期阶段相联系的，因此解决这些污染问题的最佳方法不是限制经济的发展, 而是加速经济的发展。有一种污染，即由于排放温室气体所引起的全球变暖问题，似乎会在未来长期存在，但其总效应却不大可能会带来特别严重的问题。更大的问题反而可能出在应对措施不得力上。

Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.

但是民意调査显示，许多人所持的观念认为环境质量标准在下降，造成这种事实与人们观念间的差异的原因大致有四个：

一是科学研究上的偏颇。科学基金主要投人到存在问题的领域。这似乎是一项明智的决策，但是这同样也给人们造成了一种印象，似乎存在许多潜在的问题，而事实并非如此。

第二，环保组织需要得到媒体的注意，也需要支持资金源源不断地流入。因此对于这些团体有时会有夸大其词的情况就不难理解了。比如说，世界自然基金就发布一篇名为《世界森林2/3已不复存在》的新闻稿。而事实上世界森林只减少了20%左右。

尽管这些组织绝大多数都是由无私的人们管理运营的，但他们和其他游说团体有许多共同之处。除非人们对待环境问题的游说活动也像对待其他问题的游说活动一样，持同等的怀疑态度, 这种共同之处才不会发挥那么大的作用。比如说，一个贸易组织如果要求降低污染控制标准，这个组织马上就会被认为是在谋私利。而即使对这一污染控制标准的客观审视可能会证明环保组织反对这种污染控制的低标准是弊大于利，这个环保组织仍会被认为是无私的。

另一个使人们印象错位的因素就是媒体的态度。显然，人们对坏消息比对好消息更好奇。新闻和广播就是要提供大众所需要的东西。而这一点可能会导致人们认识上的巨大偏差J9和美国受到了厄尔尼诺现象的影响就是一个例子。人们责难这一气候现象使旅游业陷于瘫痪，引起人们的过敏症状, 使一个滑雪坡融化造成22人死亡。尽管如此，美国气象协会公告上的一篇文章却认为, 尽管厄尔尼诺造成的损失估计有40亿美元，但它带来的收益却髙达约190亿美元。这主要得益于冬季气温的升髙，这种升温拯救了大约850人的生命，降低了取暖费用，缓解了由于冰峰河流春季融化造成的春洪。

第四个因素是个人见识的狭隘。人们担心人均垃圾产生量的日益增多将使世界无处存放垃圾。但是，即使美国的垃圾产生量像以前那样继续增加，即使到21美国的人口加倍，全美国在整个21世纪产生的垃圾仍然仅会占到美国领土总面积的1/12,000。

那么全球变暖这一问题怎么样呢?众所周知，二氧化碳的排放导致地球变暖。据估计本世纪气温最髙会上升2～3℃，这将带来严重的问题，造成5万亿美元的损失。

尽管人们直觉上认为应当采取一些激进的措施，解决这一可能需要付出髙昂代价的问题，但是经济方面的分析表明，采取激进措施削减二氧化碳的排放量，将比采取措施适应温度的上升付出更大的代价。联合国气候变化专家小组的一位主要成员所设计的一项模型表明, 如何将2100年时2.1度的气温上升减少到只上升1.9度。换句话说，2094年地球会出现的升温推迟到2100年出现。

所以这并不会防止全球变暖，而只是给了世界6年的宽限期。但仅对美国而言，与解决人人都能获得清洁的饮用水和卫生设施这一世界上最紧迫的健康问题相比，减少二氧化碳排放量要付出更髙的代价。而解决了这一健康问题，毎年将可以避免200万人死亡，防止5亿人患上严重疾病。

It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.

要做出有关未来的最佳决定就应当审视一下事实，这一点很关键。过度乐观可能要付出代价，但过度悲观则要付出更大的代价。

篇14：剑桥雅思阅读5原文翻译及答案(test1)

Test 1 Passage1

Question 1-Question 3

答案：D E G

关键词：Johnson’s Dictionary

定位原文：全文综合信息处理

解题思路: A选项的all，B选项的only都太绝对了;C选项对应的原文在第4段第4句“Johnson decided…”原文都说了他不需要那么多人来确认语言问题的讨论结果，和选项意思矛盾;D选项说约翰逊字典主要集中于当代文本中的语言，原文第6段第1句“Johnson wrote…”说的是drawn from the Elizabethans to his own time;意思一致;E选项和文中第6段第3句“Working to a deadline…”意思一致;G选项和第6段第5句意思一致;F选项和H选项的定位句分别在第6段“...he had to draw on the best of all previous dictionaries.”和第6段“He did not expect to achieve complete originality.”都与原文矛盾。

Question 4

答案：copying clerks或clerks

关键词：1764/a number of/who stood at

定位原文: 第5段第1句“…with a long desk running down the middle”

解题思路: a number of要求其后填名词复数形式，而此空后面的非限制性定语从句who又限定要填一个关于人的名词。

Question 5

答案：library

关键词：did not have a/40，000

定位原文: 第6段第1句“The work was immense：filling about eighty large…”

解题思路: 找到定位句后，很容易得到答案library。

Question 6

答案：stability

关键词：James Boswell

定位原文: 第8段最后1句“… in James Boswell’s words...”

解题思路: 原文的conferred on 和空处的bring to 属于同义表达。

Question 7

答案：pension

关键词：King

定位原文: 第9段1句“… King George III to offer him a pension”

解题思路: offer him a pension 和题目的 was granted a pension 属于同义表达。

Question 8

答案：TRUE

关键词: middle classes

定位原文: 第3段第1句“Beyond…”

解题思路: 题干中的growing跟increase对应这一句中的两个rise，与原文意思一致。

Question 9

答案：FALSE

关键词：Johnson/death

定位原文: 第3段第2句“...as famous in his own time as in ours...”

解题思路: 这句话表明他当时跟现代都享有盛誉，题干与原文矛盾。题干的 well known 为文章里这句话中的famous的同义替换。

Question 10

答案: NOT GIVEN

关键词：several years

定位原文: 第4段内容

解题思路: 按照判断是非题的顺序原则，这题在文章中的定位应该在第9题在文章中所定位的语句后面，同时又应该出现在第11题定位语句的前面，故应该从第3段末开始找一直到第4段中间，我们找不到任何跟题干相关的信息，故此题为not given。

Question 11

答案：FALSE

关键词: academy

定位原文：第4段第4句“Johnson decided he did not need…”

解题思路: 这句话正说明约翰逊并未建立研究院来协助他完成字典的编纂。

Question 12

答案： FALSE

关键词：payment

定位原文: 第4段最后1句“He was to be paid …”

解题思路: He was to be paid……installment对应,明确提到了得到分期付款，跟题干矛盾。

Question 13

答案： TRUE

关键词：assistants/publication

定位原文: 第5段最后1句“He was also helped by six assistants…”

解题思路: 题干中的 not survive 跟文章中这句话的die对应，根据文意，题目表述是正确的。

Test 1 Passage 2

Question 14

答案：F

关键词：biological explanation/teacher-subject

定位原文: F段第1句“…and that Milgram’s teacher-subjects were just following…”

解题思路: 文章F段第一句中genetic，built-in，instinct这些词与题干中的biological explanation对应。

Question 15

答案：A

关键词：explanation/for the experiment

定位原文: A段最后1句“Specifically…”

解题思路: 定位句中的短语in the cause of 即为题干explanation的同义替换。

Question 16

答案： B

关键词：identity/pupil

定位原文: B段第3句“The supposed “pupil” was…”

解题思路: 找到对应句后很容易得出答案B。

Question 17

答案： D

关键词：expected/statistical

定位原文: D段倒数第2句“The phychiatrists felt that “most subjects…”

解题思路: 定位到D段后，发现这些数字都是描述的实验预期的结果。

Question 18

答案： I

关键词：general aim/sociobiological study

定位原文: I段第3句“This, in essence, is…”

解题思路: 找到定位句后，比较容易得出答案。

Question 19

答案： C

关键词：persuaded/continue

定位原文: C段第2、3、4句“Many of the teacher-subjects balked…”

解题思路: 注意go on即为 continue的同义替换。

Question 20

答案: B

关键词：teacher-subjects were told...

定位原文: A段最后1句“Specifically, Milgram told each volunteer…”

解题思路: 定位句说得很清楚：Milgram向每位在试验中扮演教师角色的志愿者明确地解释，试验是为了崇高的教育事业而进行的，是要测试体罚犯错误的学生是否会对学生的学习能力产生积极的影响。这就对应选项B。

Question 21

答案： D

关键词：instructed to...

定位原文: B段最后1句“Milgram told the teacher-subject…”

解题思路: 其中的instructed跟文章中的told对应，按照控制试验条件的规则，不管电压多髙都要直接施加。

Question 22

答案： C

关键词： phychiatrists

定位原文: D段第2句“The overwhelming consensus…”E段第1、2句“What were the actual results? Well, over 60 per…”

解题思路: 由这两句话的反差可以看出，精神科医生的确低估了试验对象对规则的遵从程度，其中的be willing to 跟题干中的willingness属于同义表达。

Question 23

答案：NOT GIVEN

关键词：Yale University

定位原文: A段第1句“...Stanley Milgram of Yale University tested 40 subjects from…”

解题思路: all walks of life是社会各界的意思，我们并不能肯定试验者就是来自耶鲁大学的心理学学生。本题属于典型的完全未提及型NOT GIVEN。

Question 24

答案：TRUE

关键词：explain/survival mechanism

定位原文: F段第2句“A modem hard-core sociobiologist might…”

解题思路: 定位句中的advantageous trait 与题干中的positive survival mechanism 属于同义表达。

Question 25

答案：FALSE

关键词：sociobiological explanation

定位原文: H段内容和I段第1句“Here we have two radically different…”

解题思路: 定位句的两句话都在体现出个人价值观在被权威所统治。

Question 26

答案：FALSE

关键词：sociobiology

定位原文: I段整个段落内容

解题思路: 我们在文章最后一段可以得知Milgram的实验并未解决社会生物学上的这个重大问题，只不过是证明了这个问题的存在。

Test 1 Passage 3

Question 27

答案：YES

关键词：environmentalists

定位原文: 第1段第1、2句 “For many…”

解题思路: hit-list重要事件的列表，按计划迸行杀害的名单。在这里应该理解为一系列。

Question 28

答案： NOT GIVEN

关键词：1972, only

定位原文: 第2段第2句“...“the Limits to Growth”was published in 1972…”

解题思路: 1972年这个信息只在上面这句话中出现，而按照顺序解题原则，这道题目的答案只能在第二段中寻找，实际上该段并未提到任何关于资料搜集开始时间的信息。所以这是一道典型的NOT GIVEN。

Question 29

答案： NO

关键词： starving people

定位原文: 第2段第3句“Fewer people are starving…”

解题思路: 这句话意思非常明确了，和题目表述矛盾。

Question 30

答案： NOT GIVEN

关键词： species

定位原文: 第2段第5句话“Third, although species are indeed…”

解题思路: 这一句虽然提到了物种，但是并没有提到题目中论述的那个话题。而且，题目其实也是在变相地将新旧物种比较，属于并不存在的比较关系，因此应选择NOT GIVEN。

Question 31

答案： YES

关键词： industrialisation

定位原文: 第2段第6句“And finally, most forms…”

解题思路: 这句话说明工业化早期的确引起了一些污染问题，，故此题选YES。

Question 32

答案： NO

关键词： economic growth/best

定位原文: 第2段第6句“...and therefore best cured not by restricting…”

解题思路: 文中已经明确提到控制污染的最好方式不是减慢经济发展速度，而是加速经济发展。

Question 33

答案： C

关键词：paragraph 4

定位原文: 第4段第2句“Scientific funding goes mainly…”

解题思路: 题目问的是作者提出了对哪个科研领域的关注，定位句明确说明这同样也给人们造成了一种印象，似乎存在许多潜在的问题，而事实并非如此，言下之意就是要确认好对研究领域的选择，C选项符合。

Question 34

答案： D

关键词：Worldwide Fund for Nature

定位原文: 第5段第3句“Understandably, perhaps, they sometimes…”

解题思路: 定位句明确说明也许有时候他们夸张了事实，选项D符合。

Question 35

答案： C

关键词：paragraph 6

定位原文：第6段第2句“That would matter less if…”

解题思路：题目问的是作者对游说团体的看法，C选项和原文表述一致。

Question 36

答案： B

关键词：newspaper print

定位原文: 第7段第3句“Newspaper and broadcasters…”

解题思路: 定位句说报纸和广播应该提供给公众所需要的，选项B满足读者需求，和原文表述一致。

Question 37

答案： B

关键词：America

定位原文: 第8段第3句“Yet, even if…”

解题思路: 题目问的是作者对美国垃圾问题的观点是什么，定位句说即便垃圾持续增长，人口增长，整个21世纪美国产生的垃圾只占整个美国面积的12万分之一，言下之意，就是B选项：垃圾问题没有我们想象的严重。

Question 38

答案： E. long-term

关键词： global warming/a

定位原文: 文章中最后4段内容

解题思路:这里应该填一个表示正面惑情色彩的形容词，而且这个词要可以和challenge搭配。那么选择范围就缩小到了agreed/right/long-term/surprising/urgent五个词上，,然后再根据后半句but来判断，,作者对全球变暖问题的态度是乐观的，显然应该是一个与catastrophic相反的词，因此范围最终缩小到了long-term。

Question 39

答案： D. right

关键词：way

定位原文: 文章最后4段内容

解题思路: 要和way来搭配，修饰way。按照题目中句子的含义来说，就是说以一个比较好的，合理的处理方法，就不会有灾难性的影响，只有right是最符合的。

Question 40

答案： I. urgent

关键词: health problem

定位原文: 倒数第2段第2句“…most pressing…”

解题思路: 这句话中的most pressing指最急迫的，最迫切的，正好和词库中的urgent相对应，属于同义表达。

剑桥雅思阅读5原文翻译及答案(test1)

剑桥雅思阅读4-14原文+译文+解析