剑桥雅思阅读11真题及答案解析(test3)

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篇1：剑桥雅思阅读11真题及答案解析(test3)

剑桥雅思阅读11原文(test3)

READING PASSAGE 1

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

THE STORY OF SILK

The history of the world’s most luxurious fabric, from ancient China to the present day

Silk is a fine, smooth material produced from the cocoons — soft protective shells — that are made by mulberry silkworms (insect larvae). Legend has it that it was Lei Tzu, wife of the Yellow Emperor, ruler of China in about 3000 BC, who discovered silkworms. One account of the story goes that as she was taking a walk in her husband’s gardens, she discovered that silkworms were responsible for the destruction of several mulberry trees. She collected a number of cocoons and sat down to have a rest. It just so happened that while she was sipping some tea, one of the cocoons that she had collected landed in the hot tea and started to unravel into a fine thread. Lei Tzu found that she could wind this thread around her fingers. Subsequently, she persuaded her husband to allow her to rear silkworms on a grove of mulberry trees. She also devised a special reel to draw the fibres from the cocoon into a single thread so that they would be strong enough to be woven into fabric. While it is unknown just how much of this is true, it is certainly known that silk cultivation has existed in China for several millennia.

Originally, silkworm farming was solely restricted to women, and it was they who were responsible for the growing, harvesting and weaving. Silk quickly grew into a symbol of status, and originally, only royalty were entitled to have clothes made of silk. The rules were gradually relaxed over the years until finally during the Qing Dynasty (1644-1911 AD), even peasants, the lowest caste, were also entitled to wear silk. Sometime during the Han Dynasty (206 BC-220 AD), silk was so prized that it was also used as a unit of currency. Government officials were paid their salary in silk, and farmers paid their taxes in grain and silk. Silk was also used as diplomatic gifts by the emperor. Fishing lines, bowstrings, musical instruments and paper were all made using silk. The earliest indication of silk paper being used was discovered in the tomb of a noble who is estimated to have died around 168 AD.

Demand for this exotic fabric eventually created the lucrative trade route now known as the Silk Road, taking silk westward and bringing gold, silver and wool to the East. It was named the Silk Road after its most precious commodity, which was considered to be worth more than gold. The Silk Road stretched over 6,000 kilometres from Eastern China to the Mediterranean Sea, following the Great Wall of China, climbing the Pamir mountain range, crossing modern-day Afghanistan and going on to the Middle East, with a major trading market in Damascus. From there, the merchandise was shipped across the Mediterranean Sea. Few merchants travelled the entire route; goods were handled mostly by a series of middlemen.

With the mulberry silkworm being native to China, the country was the world’s sole producer of silk for many hundreds of years. The secret of silk-making eventually reached the rest of the world via the Byzantine Empire, which ruled over the Mediterranean region of southern Europe, North Africa and the Middle East during the period 330-1453 AD. According to another legend, monks working for the Byzantine emperor Justinian smuggled silkworm eggs to Constantinople (Istanbul in modern-day Turkey) in 550 AD, concealed inside hollow bamboo walking canes. The Byzantines were as secretive as the Chinese, however, and for many centuries the weaving and trading of silk fabric was a strict imperial monopoly. Then in the seventh century, the Arabs conquered Persia, capturing their magnificent silks in the process. Silk production thus spread through Africa, Sicily and Spain as the Arabs swept through these lands. Andalusia in southern Spain was Europe’s main silk-producing centre in the tenth century. By the thirteenth century, however, Italy had become Europe’s leader in silk production and export. Venetian merchants traded extensively in silk and encouraged silk growers to settle in Italy. Even now, silk processed in the province of Como in northern Italy enjoys an esteemed reputation.

The nineteenth century and industrialisation saw the downfall of the European silk industry. Cheaper Japanese silk, trade in which was greatly facilitated by the opening of the Suez Canal, was one of the many factors driving the trend. Then in the twentieth century, new manmade fibres, such as nylon, started to be used in what had traditionally been silk products, such as stockings and parachutes. The two world wars, which interrupted the supply of raw material from Japan, also stifled the European silk industry. After the Second World War, Japan’s silk production was restored, with improved production and quality of raw silk. Japan was to remain the world’s biggest producer of raw silk, and practically the only major exporter of raw silk, until the 1970s. However, in more recent decades, China has gradually recaptured its position as the world’s biggest producer and exporter of raw silk and silk yarn. Today, around 125,000 metric tons of silk are produced in the world, and almost two thirds of that production takes place in China.

Questions 1-9

Complete the notes below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 1-9 on your answer sheet.

THE STORY OF SILK

Early silk production in China

Around 3000 BC, according to legend:

- silkworm cocoon fell into emperor’s wife’s 1 __________

- emperor’s wife invented a 2 __________ to pull out silk fibres

Only 3 __________ were allowed to produce silk

Only 4 __________ were allowed to wear silk

Silk used as a form of 5 __________

- e.g. farmers’ taxes consisted partly of silk

Silk used for many purposes

- e.g. evidence found of 6 __________ made from silk around 168 AD

Silk reaches rest of world

Merchants use Silk Road to take silk westward and bring back 7 __________ and precious metals

550 AD: 8 __________ hide silkworm eggs in canes and take them to Constantinople

Silk production spreads across Middle East and Europe

20th century: 9 __________ and other manmade fibres cause decline in silk production

Questions 10-13

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

In boxes 10-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

10 Gold was the most valuable material transported along the Silk Road.

11 Most tradesmen only went along certain sections of the Silk Road.

12 The Byzantines spread the practice of silk production across the West.

13 Silk yarn makes up the majority of silk currently exported from China.

READING PASSAGE 2

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

Great Migrations

Animal migration, however it is defined, is far more than just the movement of animals. It can loosely be described as travel that takes place at regular intervals ?— often in an annual cycle — that may involve many members of a species, and is rewarded only after a long journey. It suggests inherited instinct. The biologist Hugh Dingle has identified five characteristics that apply, in varying degrees and combinations, to all migrations. They are prolonged movements that carry animals outside familiar habitats; they tend to be linear, not zigzaggy; they involve special behaviours concerning preparation (such as overfeeding) and arrival; they demand special allocations of energy. And one more: migrating animals maintain an intense attentiveness to the greater mission, which keeps them undistracted by temptations and undeterred by challenges that would turn other animals aside.

An arctic tern, on its 20,000 km flight from the extreme south of South America to the Arctic circle, will take no notice of a nice smelly herring offered from a bird-watcher’s boat along the way. While local gulls will dive voraciously for such handouts, the tern flies on. Why? The arctic tern resists distraction because it is driven at that moment by an instinctive sense of something we humans find admirable: larger purpose. In other words, it is determined to reach its destination. The bird senses that it can eat, rest and mate later. Right now it is totally focused on the journey; its undivided intent is arrival.

Reaching some gravelly coastline in the Arctic, upon which other arctic terns have converged, will serve its larger purpose as shaped by evolution: finding a place, a time, and a set of circumstances in which it can successfully hatch and rear offspring.

But migration is a complex issue, and biologists define it differently, depending in part on what sorts of animals they study. Joe! Berger, of the University of Montana, who works on the American pronghorn and other large terrestrial mammals, prefers what he calls a simple, practical definition suited to his beasts: ‘movements from a seasonal home area away to another home area and back again’. Generally the reason for such seasonal back-and-forth movement is to seek resources that aren’t available within a single area year-round.

But daily vertical movements by zooplankton in the ocean — upward by night to seek food, downward by day to escape predators — can also be considered migration. So can the movement of aphids when, having depleted the young leaves on one food plant, their offspring then fly onward to a different host plant, with no one aphid ever returning to where it started.

Dingle is an evolutionary biologist who studies insects. His definition is more intricate than Berger’s, citing those five features that distinguish migration from other forms of movement. They allow for the fact that, for example, aphids will become sensitive to blue light (from the sky) when it’s time for takeoff on their big journey, and sensitive to yellow light (reflected from tender young leaves) when it’s appropriate to land. Birds will fatten themselves with heavy feeding in advance of a long migrational flight. The value of his definition, Dingle argues, is that it focuses attention on what the phenomenon of wildebeest migration shares with the phenomenon of the aphids, and therefore helps guide researchers towards understanding how evolution has produced them all.

Human behaviour, however, is having a detrimental impact on animal migration. The pronghorn, which resembles an antelope, though they are unrelated, is the fastest land mammal of the New World. One population, which spends the summer in the mountainous Grand Teton National Park of the western USA, follows a narrow route from its summer range in the mountains, across a river, and down onto the plains. Here they wait out the frozen months, feeding mainly on sagebrush blown clear of snow. These pronghorn are notable for the invariance of their migration route and the severity of its constriction at three bottlenecks. If they can’t pass through each of the three during their spring migration, they can’t reach their bounty of summer grazing; if they can’t pass through again in autumn, escaping south onto those windblown plains, they are likely to die trying to overwinter in the deep snow. Pronghorn, dependent on distance vision and speed to keep safe from predators, traverse high, open shoulders of land, where they can see and run. At one of the bottlenecks, forested hills rise to form a V, leaving a corridor of open ground only about 150 metres wide, filled with private homes. Increasing development is leading toward a crisis for the pronghorn, threatening to choke off their passageway.

Conservation scientists, along with some biologists and land managers within the USA’s National Park Service and other agencies, are now working to preserve migrational behaviours, not just species and habitats. A National Forest has recognised the path of the pronghorn, much of which passes across its land, as a protected migration corridor. But neither the Forest Service nor the Park Service can control what happens on private land at a bottleneck. And with certain other migrating species, the challenge is complicated further — by vastly greater distances traversed, more jurisdictions, more borders, more dangers along the way. We will require wisdom and resoluteness to ensure that migrating species can continue their journeying a while longer.

Questions 14-18

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

In boxes 14-18 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

14 Local gulls and migrating arctic terns behave in the same way when offered food.

15 Experts’ definitions of migration tend to vary according to their area of study.

16 Very few experts agree that the movement of aphids can be considered migration.

17 Aphids’ journeys are affected by changes in the light that they perceive.

18 Dingle’s aim is to distinguish between the migratory behaviours of different species.

Questions 19-22

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

Write the correct letter, A-G, in boxes 19-22 on your answer sheet.

19 According to Dingle, migratory routes are likely to

20 To prepare for migration, animals are likely to

21 During migration, animals are unlikely to

22 Arctic terns illustrate migrating animals’ ability to

A be discouraged by difficulties.

B travel on open land where they can look out for predators.

C eat more than they need for immediate purposes.

D be repeated daily.

E ignore distractions.

F be governed by the availability of water.

G follow a straight line.

Questions 23-26

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

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

The migration of pronghorns

Pronghorns rely on their eyesight and 23 __________ to avoid predators. One particular population’s summer habitat is a national park, and their winter home is on the 24 __________, where they go to avoid the danger presented by the snow at that time of year. However, their route between these two areas contains three 25 __________. One problem is the construction of new homes in a narrow 26 __________ of land on the pronghorns’ route.

READING PASSAGE 3

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

Preface to ‘How the other half thinks: Adventures in mathematical reasoning’

A Occasionally, in some difficult musical compositions, there are beautiful, but easy parts — parts so simple a beginner could play them. So it is with mathematics as well. There are some discoveries in advanced mathematics that do not depend on specialized knowledge, not even on algebra, geometry, or trigonometry. Instead they may involve, at most, a little arithmetic, such as ‘the sum of two odd numbers is even’, and common sense. Each of the eight chapters in this book illustrates this phenomenon. Anyone can understand every step in the reasoning.

The thinking in each chapter uses at most only elementary arithmetic, and sometimes not even that. Thus all readers will have the chance to participate in a mathematical experience, to appreciate the beauty of mathematics, and to become familiar with its logical, yet intuitive, style of thinking.

B One of my purposes in writing this book is to give readers who haven’t had the opportunity to see and enjoy real mathematics the chance to appreciate the mathematical way of thinking. I want to reveal not only some of the fascinating discoveries, but, more importantly, the reasoning behind them.

In that respect, this book differs from most books on mathematics written for the general public. Some present the lives of colorful mathematicians. Others describe important applications of mathematics. Yet others go into mathematical procedures, but assume that the reader is adept in using algebra.

C I hope this book will help bridge that notorious gap that separates the two cultures: the humanities and the sciences, or should I say the right brain (intuitive) and the left brain (analytical, numerical). As the chapters will illustrate, mathematics is not restricted to the analytical and numerical; intuition plays a significant role. The alleged gap can be narrowed or completely overcome by anyone, in part because each of us is far from using the full capacity of either side of the brain. To illustrate our human potential, I cite a structural engineer who is an artist, an electrical engineer who is an opera singer, an opera singer who published mathematical research, and a mathematician who publishes short stories.

D Other scientists have written books to explain their fields to non-scientists, but have necessarily had to omit the mathematics, although it provides the foundation of their theories. The reader must remain a tantalized spectator rather than an involved participant, since the appropriate language for describing the details in much of science is mathematics, whether the subject is expanding universe, subatomic particles, or chromosomes. Though the broad outline of a scientific theory can be sketched intuitively, when a part of the physical universe is finally understood, its description often looks like a page in a mathematics text.

E Still, the non-mathematical reader can go far in understanding mathematical reasoning. This book presents the details that illustrate the mathematical style of thinking, which involves sustained, step-by-step analysis, experiments, and insights. You will turn these pages much more slowly than when reading a novel or a newspaper. It may help to have a pencil and paper ready to check claims and carry out experiments.

F As I wrote, I kept in mind two types of readers: those who enjoyed mathematics until they were turned off by an unpleasant episode, usually around fifth grade, and mathematics aficionados, who will find much that is new throughout the book.

This book also serves readers who simply want to sharpen their analytical skills. Many careers, such as law and medicine, require extended, precise analysis. Each chapter offers practice in following a sustained and closely argued line of thought. That mathematics can develop this skill is shown by these two testimonials:

G A physician wrote, ‘The discipline of analytical thought processes [in mathematics] prepared me extremely well for medical school. In medicine one is faced with a problem which must be thoroughly analyzed before a solution can be found. The process is similar to doing mathematics.’

A lawyer made the same point, ‘Although I had no background in law — not even one political science course — I did well at one of the best law schools. I attribute much of my success there to having learned, through the study of mathematics, and, in particular, theorems, how to analyze complicated principles. Lawyers who have studied mathematics can master the legal principles in a way that most others cannot.’

I hope you will share my delight in watching as simple, even na?ve, questions lead to remarkable solutions and purely theoretical discoveries find unanticipated applications.

Questions 27-34

Reading Passage 3 has seven sections, A-G.

Which section contains the following information?

Write the correct letter, A-G, in boxes 27-34 on your answer sheet.

NB You may use any letter more than once.

27 a reference to books that assume a lack of mathematical knowledge

28 the way in which this is not a typical book about mathematics

29 personal examples of being helped by mathematics

30 examples of people who each had abilities that seemed incompatible

31 mention of different focuses of books about mathematics

32 a contrast between reading this book and reading other kinds of publication

33 a claim that the whole of the book is accessible to everybody

34 a reference to different categories of intended readers of this book

Questions 35-40

Complete the sentences below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 35-40 on your answer sheet.

35 Some areas of both music and mathematics are suitable for someone who is a __________.

36 It is sometimes possible to understand advanced mathematics using no more than a limited knowledge of __________.

37 The writer intends to show that mathematics requires __________ thinking, as well as analytical skills.

38 Some books written by __________ have had to leave out the mathematics that is central to their theories.

39 The writer advises non-mathematical readers to perform __________ while reading the book.

40 A lawyer found that studying __________ helped even more than other areas of mathematics in the study of law.

剑桥雅思阅读11原文参考译文(test3)

PASSAGE 1 参考译文：

丝绸的故事

世上最昂贵奢华织物的历史，从古代中国直到今天

丝绸是种细软、光滑的布料，产自桑蚕(该昆虫的幼体形态)制作出的蚕茧——即其柔软的保护性外壳。传说中是嫘祖，即大约公元前三千年时期的中国统治者黄帝的妻子，发现了蚕。其中一个故事是这样描述的：当她漫步于自己丈夫的花园之中时，她发现几棵桑树之所以生长遭受破坏正是由于树上的蚕虫。她收集了一些蚕茧并坐下来歇息。正巧在她啜饮着一杯茶时，这些蚕茧中的一粒掉进了热茶中并开始松散成为一根细丝。嫘祖发现她可以将这根丝线绕在自己的手指上。于是，她说服了丈夫允许她在一片桑树林内养蚕。她还设计发明了一种特殊的卷轴来将蚕茧中的纤维纺成丝线，这样它们就能足够强韧以编纺成织物。虽然这个故事中究竟有多少真实成分我们不得而知，但有一点是确定无疑的：丝绸的生产在中国早己存在了数千年之久。

起初，桑蚕业完全是只由女性来进行的，她们要负责种植、收获和纺织。丝绸很快成为了一种社会地位的象征，最早只有皇室成员才有资格穿着丝绸衣物。这些规矩在之后的年月里逐渐变得不那么严苛了，直到最终在清朝(公元1644~19)时期，即使是最低阶层的农民也有资格穿上丝绸了。在汉朝(公元前206~公元2)的某个时期，丝绸的身价昂贵到被用作某种形式的流通货币。朝廷官员的俸禄是用丝绸来支付的，而农夫则用谷物和丝绸来完税。丝绸还被皇帝用作外交礼物。渔线、弓弦、乐器和紙皆由丝绸制作而来。人类最早使用丝质纸的证据发现于一位贵族的墓中，据估计此人大约死于公元168年。

人们对这种异域织物的大量需求最终催生出了现在被称为“丝绸之路”的这样一条一本万利的贸易路线，向西输送丝绸而向东则运来金、银和毛料。之所以叫做“丝绸之路”，正是以其最珍贵的商品而得名，它被视为比黄金更贵重。“丝绸之路”从中国东部一路绵亘6000多公里直达地中海，沿着中国长城的路线，攀越帕米尔山脊，穿过今日的阿富汗并延伸到了中东地区，在大马士革有一个主要交易市场。各种货物从那里再由船运跨过地中海销往各地。很少有商人会走遍整条路线;货物大多是由一系列的中间经手人交接传递的。

由于桑蚕原产于中国，这个国家在许多个世纪里一直是全球唯一的丝绸产地。丝绸制作的秘密最终是经由在公元330~1453年间统治着地跨南欧、北非和中东的地中海地区的拜占庭帝国传到了世界上的其他国家。根据另一个传说，为拜占庭皇帝查士丁尼(Justinian)服务的僧侣们在公元550年将蚕卵藏在空心的竹子手杖里，偷偷带到了君士坦丁堡(即今日土耳其的伊斯坦布尔)。然而，拜占庭人和中国人一样守秘不宣，在很多个世纪里丝绸料子的纺织和贸易都受到帝国的严格把控垄断。然后在七世纪，阿拉伯人征服了波斯，在此过程中掠获了它们的华贵丝绸。丝绸生产由此随着阿拉伯人对非洲、西西里和西班牙的扫荡而传遍了这些地方。西班牙南部的安达卢西亚在十世纪里是欧洲的主要丝绸生产中心。不过到13世纪的时候，意大利则成为了欧洲丝绸生产和出口的领军者。威尼斯商人们到处进行丝绸贸易并鼓励制丝者来意大利定居。甚至是到了如今，意大利北部科莫省加工的丝绸仍然享有盛誉。

19世纪和工业化目睹了欧洲丝绸产业的衰落。更为廉价的日本丝绸，这种货物的贸易得到了苏伊士运河开通的极大推动，是促成这ー衰落趋势的许多因素之一。接下来在20世纪里，新型人造纤维材料，例如尼龙，开始应用在传统上一直使用丝绸的产品中，例如长筒袜和降落伞。两次世界大战切断了来自日本的原材料供应，也扼杀了欧洲丝绸产业。二战过后，日本的丝绸生产再度复工，生丝的制作工艺和品质都有所提升。直到20世纪70年代之前，日本始终是世界上最大的生丝生产者，实际上也是唯一的大规模生丝出口者。但是，在近几十年里，中国逐渐重拾昔日地位，成为全球最大的生丝和丝线生产者和出口国。今天，全世界大约生产125,000公吨的丝绸，其中几乎三分之二的产量出自中国。

TEST 3 PASSAGE 2 参考译文：

大迁徙

动物迁徒，无论如何下定义，都远不只是动物群的移动而已。它可以大致被描述为按照规律的间隔(通常是以年度为循环周期)来进行的旅行，可能会涉及一个种群的许多成员，而且仅仅是在完成了长途跋涉之后才能获得回报。这种行为显示出了遗传的本能。生物学家Hugh Dingle总结出了五条在不同程度上或以不同组合方式，适用于所有迁徙行为的特点。迁徙是旷日持久的长距离运动，将动物们带离熟悉的栖息地;它们往往是沿直线进行，而不是曲折迂回的;它们牵涉到一些与行前准备(例如超量进食)和到达有关的特殊行为;它们需要进行特殊的能量分配。并且还有一样：迁徙中的动物有着一种对更远大使命的格外专注，这使它们不会被任何诱惑转移了注意力，也不会因为任何会让其他动物望而却步的挑战而裹步不前。

一只北极燕鸥，在它从南美洲的最南端飞向北极圈的20,000公里途中，对于一个观鸟者从小船上提供给它的一条散发浓烈气味的美味鲱鱼将会毫不在意。本地海鸥将会贪婪地俯冲下来争食这般馈赠，而燕鸥却会继续向前飞去。为什么?北极燕鸥之所以抗拒了这一分神因素，是因为那时那刻它被一种本能感觉所驱动着，我们人类发现这种感觉十分令人钦佩：它叫做“更远大的目标”。换言之，它下定决心一定要到达它的目的地。这只鸟感觉到它可以稍后再进食、休息和交配。当前它的注意力完全集中在旅程本身上;它的绝对唯一目的就是抵达目的地。去到北极的某个沙砾遍地的海岸，其他北极燕鸥都集结在了那里，这将让它达成那个由进化所塑造出来的更远大目标：找到某个地点、某个时间和一系列环境条件，它可以在其间成功地孵化和养育后代。

然而迁徙是个极其复杂的事件，而生物学家们对它的定义也各有不同，在某种程度上要取决于他们研究的是何种动物。蒙大纳大学的Joel Berger研究的是美洲叉角羚和其他大型陆生哺乳动物，他倾向于使用一个适用于他所研究动物类型的、被他称作简单实用的定义：“从某个季节性栖息区域去到另一个栖息区域然后再回来的往复运动”。这种季节性来回移动的原因通常是为了寻找某些在任何一个区域内都并非全年存在的资源。

但是海洋中浮游生物的每日垂直运动——夜里上浮以寻找食物，白天下潜以躲避捕食者——也可以被视作迁徒。蚜虫的活动也可被认为是迁徙：当一株食用植物上的所有嫩叶都被吃光以后，它们的后代就会飞去另一株宿主植物，没有任何一只蚜虫会回到自己出发的地方去。

Dingle是位研究昆虫的进化生物学家。他的定义比Berger的定义更为细致，列举出了将迁徙行为区别于其他形式动物活动的五条特征。它们考虑到了存在这样的事实情况，例如蚜虫在应该起身踏上它们大行程的时候会对蓝光(来自天空)变得敏感，而在应该下落的时候则对黄光(来自嫩叶的反射)敏感。鸟类在进行长途迁徙飞行之前会大量进食来为自身增脂。(也就是说，Dingle承认每个物种的迁徙行为都存在自身独特之处而彼此各有差异。)Dingle认为，他所下定义的价值在于，它集中关注了角马迁徙与蚜虫迁徙现象的共性，并以此来帮助研究者理解进化是如何导致所有这些共性的产生的。

然而，人类活动正在对动物迁徙产生着有害影响。叉角羚虽然看起来颇似羚羊，但其实二者并无关系，它是新世界(注：New World 是英国人对美洲大陆的旧称;相应地，英美对传统欧洲国家则称之为Old World)里速度最快的陆生哺乳动物。其中一个种群会在美国西部大提顿国家公园的山脉间度过夏天，然后从其山间的夏季牧场沿一条狭窄路径南下，穿过一条河，最后来到平原上。它们在这里熬过最寒冷的几个月，主要靠吃被风吹露出雪面以上的灌木蒿丛度日。这些叉角羚之所以引人注目，在于它们迁徙路线的年复一年从不改变，并且这条路线在三个瓶颈隘口，狭窄难行。如果它们在春季迁徙的过程中不能通过这三个路口中的任何一个，就无法抵达它们水草丰美的夏季乐园;如果它们在秋季再次穿行的时候不能通过路口而向南躲避到这些有风吹袭的平原上，它们就有可能在北方厚厚的雪层中试图过冬而死亡。叉角羚依靠远视能力和奔跑速度来躲避捕食者，一般穿行于平原的开阔凸起地带，在这样的地方它们才能四下张望和撒蹄狂奔。在这些隘口中的一处，两侧林木覆盖的山峦耸立构成了一个V形，留出一条只有大约150米宽的走廊空地，其上还建满了私人住宅。不断的发展正在引发一场叉角羚的生存危机，眼看就要封住了它们的穿越通道。

物种保护科学家们，以及来自美国国家公园管理局和其他机构的一些生物学家和土地管理者们，现在正致力于保护动物的迁徙行为，而不是仅着眼于物种和栖息地的保护。己有一片国家森林将叉角羚的迁徙路径，其中一大部分路程要穿越该森林内部，列为一条受保护的迁徙走廊。但无论森林保护局还是公园保护局都无法操控某个狭窄口的私人土地上到底会发生什么。而且由于另一些物种也会进行迁徙活动，这一挑战变得更加复杂，因为这些影响因素：动物长途跋涉走过的遥远路途、更多的土地管辖权、更多的边境、沿途的更多危险。我们将需要智慧与决心来确保这些迁徙的物种还能再将它们的长途行走活动进行得更长久一些。

TEST 3 PASSAGE 3 参考译文：

《另外那半边如何思考：数学推理探险》前言

A 偶尔，在一些难于演绎的复杂乐章中，会有一些美妙但却容易上手的部分——这些部分如此简单，即使一个初学者也可以演奏它们。数学里也有这样的情况。高等数学中有一些发现并不仰仗专业的知识，甚至并不依赖代数、几何或三角函数。正相反，它们可能最多只涉及一点点算术知识，比如“两个奇数之和为偶数”，再加上常识即可。这本书八个章节中的每一章都能证明这一现象。任何人都能理解这种推理过程中的每一个步骤。

每一章里的思维过程都最多只用到基本算术，有时候甚至连那个也用不上。这样一来所有的读者都将有机会参与一场数学的体验，体会数学的美妙，并逐渐熟悉它那富有逻辑性的然而也是发乎直觉的思考风格。

B 我写这本书的目的之一，就是为那些到目前为止还从未有机会看到和欣赏什么才是真正数学的读者提供一个机会，借此玩味数学的思考方式。我希望展示给读者的，不仅仅是一些引人入胜的发现，而且更重要的还是这些发现背后的思考推理行为。

从以上角度来说，这本书不同于大多数为大众写就的关于数学的书籍。一些书描绘了某些数学家丰富多彩的人生。另一些叙述了数学的重大用途。还有一些虽则深入讲解了数学推演过程，但却假定读者必定在代数运用方面相当娴熟。

C 我希望这本书将能有助于架起一座桥梁，跨越那道臭名昭著的裂隙，从而沟通两种文化：人文与科学，或者我也许应该将之称为右脑(直觉性的)与左脑(分析性的，数字性的)。正如以下书中章节将会展示的那样，数学并不仅仅局限于分析性和数字性;直觉扮演了一个重要角色。那道所谓的鸿沟可以被任何人缩短或完全弥合，部分原因在于我们中的每个人都还远没有充分运用大脑任何一侧的全部能力。为了说明我们人类的潜能，我列举了若干例证：一个结构工程师同时也是一位艺术家，一名电气工程师身兼歌剧演唱家，一位歌剧演唱家发表过数学研究专著，而一个数学家则出版了若干短篇小说。

D 其他科学家们也曾出书向非科学专业人员解说他们的研究领域，但却都不得不省略其中的数学专业知识，即使这些知识构成了他们理论的基石。读者只好全程做一个跃跃欲试而不得的旁观者，而不是加入其中的参与者，因为描述大部分科学领域中细节内容的恰当语言是数学语言，无论话题是膨胀宇宙、亚原子粒子，还是染色体。虽然某个科学理论的大致轮廓可以通过直觉性思维来进行粗略描述，可一旦实体宇宙的某个组成部分最终为人们所理解，对这部分的描述往往还是看起来很像数学课本中的某一页。

E 没有数学专业背景的读者仍然可以在理解数学分析方面走得很远。这本书中给出的细节展示了数学风格的思维方式，这涉及耐心的、一步接一步的分析、实验和深入思考。你在翻动本书页码的时候，会比阅读一部小说或一份报纸时缓慢得多。准备好一支笔和一张纸会有助于你来测试书中理论和展开各种实验。

F 我在写作的时候，脑海中构想了两种类型的读者：有些人本来一直挺喜欢数学的，直到他们被某个不愉快的小插曲转变了看法，通常是在五年级左右;另外一些则是数学狂热爱好者，他们将在整本书内找到许多全新的东西。

这本书同时也能服务于那些仅仅只是想要锻炼自身分析能力的读者。许多职业，例如法律和医药，都需要从业者具备全面、精确的分析能力。每一章都提供了一些可供读者沿一条持之以恒、逻辑严密的思路线索一路探究的练习。数学可以帮你开发这方面的技能，不信请看以下两份大力推荐：

G 一位医生写道：“(数学中)分析性思维加工的训练令我为医学学习做足了准备。在医学领域，一个人在遇到问题时，必须先仔仔细细地分析清楚才能找到解决办法。这个过程与学习数学是类似的。”

一位律师也提出了同样的观点：“尽管我没有任何法律知识背景”——甚至连一门政治科学课也不曾上过，但却在一所顶级的法律学校里成绩优异。我将自己在那里取得成功的很大一部分归功于通过学习数学，特別是各种定理，掌握了如何分析复杂的原理。学过数学的律师们有能力以一种大多数其他律师所无法上手的方式掌握法律原则。”

我希望你能分享我的这一份喜悦，去看简单的、有时甚至是幼稚的各种问题引向非同凡响的解决之道，同时纯理论的发现则能找到意料之外的应用之途。

剑桥雅思阅读11原文解析(test3)

Passage 1

Question 1

答案： tea

关键词： 3000 BC, cocoon, fell into, emperor's wife

定位原文: 第1段第5句“It just so happened that... ” 这些蚕茧中的一粒掉进了热茶中并开始松散成为一根细丝。

解题思路: “3000BC”和“皇帝的妻子”都很好定位，在第一段的第二句中便可看到，但却偏偏没有“掉进”这个信息，直到读者看到第五句中的landed in这个同义表述才能恍然大悟，答案为tea。

Question 2

答案： reel

关键词： emperor's wife, invented, pull out silk fibres

定位原文： 第1段第8句“She also devised a special reel to draw... ”她还设计发明了一种特殊的卷轴来将蚕茧中的纤维纺成丝线。

解题思路： 此题的定位距离上一道题不远，仍是皇帝妻子所做的事。题干说“皇帝的妻子发明了一个 _____ 来拽出丝绸纤维”，读者只需回到原文找到devised这个对invented进行同义表述的单词，即不难发现答案为reel。

Question 3

答案： women

关键词： only, allowed to produce

定位原文： 第2段第1句“Originally, silkworm farming …” 起初，桑蚕业完全是只由女性来进行的，她们要负责种植、收获和纺织。

解题思路：此题基本是考査考生对于solely表示only这个意思的认知。题干说“只有被允许生产丝绸”，根据语法还可推知此空格内需填写名词的复数形式。定位到原文的solely restricted to即可得到答案women。

Question 4

答案： royalty

关键词： only, allowed to wear

对应原文： 第2段第2句“Silk quickly grew into a symbol of status, and originally, only …” 成为社会地位的象征，起先只有皇室才能穿。

解题思路： 此题结构与上一题极其相似，题干说“只有______被允许穿着丝绸”。这次题千里的only一词倒是原词重现在文中，不过却考査考生是否认识be entitled to与be allowed to的同义替换，或者考生也可通过题干中wear与文中clothes的对应确定答案为royalty。

Question 5

答案： currency

关键词： used, a form of, farmers' taxes

定位原文： 第2段第4、5句“Sometime during …” 到汉朝的某个时段，珍贵到被当做一种货币。

解题思路： 此题的题干本身给出信息不多，“丝绸被用作一种形式的______”;考生也可能并不熟 悉a unit of与a form of的同义替换。但好在下一句的例子提到了更多细节：例如，农民交税的一部分就是丝绸。利用“农民交税”这个信息可以更顺利地进行定位，答案为currency货币。

Question 6

答案: paper

关键词: 168AD，made from

定位原文: 第2段最后1句“The earliest indication of … ”人类最早使用丝质纸的证据发现于一位贵族的墓中。

解题思路： 此题中最明显的定位词非168AD莫属。题干说“大约在公元168年发现了用丝绸制作的的证据”，因此考生需要在定位句中寻找某种以丝绸为材质的物品。对比原文indication(此处意即证据) of silk paper可知答案为paper。

Question 7

答案： wool

关键词： Silk Road, westward, precious metals

定位原文： 第3段第1句“Demand for this exotic fabric eventually …” 最终催生了“丝绸之路”的贸易路线，且向西输送丝绸而向东则运来金、银和毛料。

解题思路： 此题题干说“商人们利用丝绸之路向西运送丝绸并运______回来和贵重金属”。定位十分容易，对比原文可知precious metal即文中的gold 和silver，于是答案为另外的物品wool。

Question 8

答案: monks

关键词: hide, canes, Constantinople

定位原文: 第4段前第3句“According to another legend, monks…” 根据另一个传说版本，是为拜占庭皇帝工作的和尚们走私偷运了蚕卵。

解题思路: 此题依然可以利用题干中的数字和大写轻松定位。题干说 “在公元550年，_____把蚕卵藏在手杖里带到了君士坦丁堡”，可以推知此题答案必然身份为人，不过考生需分辨清楚发出smuggled (走私)这个动作的人是一些为拜占庭皇帝工作的僧侣而非在句子中离smuggled这个动词更近的皇帝本人，答案为monks。

Question 9

答案: nylon

关键词: 20th century, manmade fibres, decline

定位原文: 第5段的第3句。“Then in the twentieth century, new ……” 接下来在20世纪里，新型人造纤维材料，例如尼龙，开始应用在传统上一直使用丝绸的产品中，例如长筒袜和降落伞。

解题思路： 此题的定位需先找到“20世纪”这一信息。题干说“ _____和其他人造纤维材料造成了丝绸生产的衰落”，可以推知答案必然为某种具体的人造纤维材料。対比原文只有一种具体人造材料被提及，答案为nylon。

Question 10

答案: False

关键词： Gold, most valuable material, Silk Road

定位原文： 第3段第2句“It was named the Silk Road after... ” 之所以命名为丝绸之路，是因为运输了最贵重的商品，比黄金价值更高的“丝绸”。

解题思路: 原文意思不难理解，丝绸之路之所以名为“丝绸”之路，是以其最有价值的货品(即丝绸)来命名的，还有定语从句进一步澄清“丝绸被认为比黄金价值更高”，与题干信息相悖。

Question 11

答案: True

关键词: Most tradesmen, certain sections of the Silk Road

定位原文: 第3段最后一句“Few merchants travelled …” 基本没有商人走完全程，货物传递都靠很多中间人。

解题思路: 只需认识merchants这个可以用来替换tradesmen的词汇即可顺利定位，而原文内容说很少有商人会走完整条路线，分号后更是换了种方式再表达一遍：商品大多是由一系列中间经手入来传递交接的，与题干内容一致。

Question 12

答案： False

关键词： Byzantines, spread, across the West

定位原文： 第4段第4句“The Byzantines were as secretive…”

解题思路： 文章中说“拜占庭人和中国人一样守秘不宣，在很多个世纪里丝绸料子的纺织和贸易都受到帝国严格的把控垄断”，也就是说拜占庭人并没有积极地把丝绸生产的做法传播出去，而是保守了秘密，与题干信息相反。注意：本段第二句中曾经提及，丝绸制作的秘密确实是经由拜占庭帝国而传播到世界上其他国家去的，但这句表述并不能等同于题干中的“拜占庭人将丝绸生产的做法传遍西方”，因为后者是在说他们出于主动的意愿去传播这种方法，而前者则是陈述事实：无论如何，最终丝绸的生产方法确实是经由拜占庭传播到各地的。二者不能混为一谈。

Question 13

答案： Not Given

关键词： Silk yarn, majority, exported from China

定位原文： 第5段最后两句“However, in more recent decades, China…”

解题思路： 原文只说中国在近几十年成为世界最大的生丝和丝线的生产者和出口国，其产量几乎占全球丝绸产量的三分之二，并没有明确提及在这些产品的构成中，丝线是否占到大多数。

Test 3 Passage 2

Question 14

答案: False

关键词: local gulls, arctic terns, food

定位原文: 第2段前两句“An arctic tern, on its 20,000 km flight…”

解题思路: local gulls 会为了herring 这样的 handouts 而 voraciously 俯冲下来，然而arctic tern却会继续飞行，显然二者在面对食物时表现得并不一样。不考虑有可能很不多不认识的单词，但看while这个提示词又明确强化了是不一样的，与题干信息相悖。

Question 15

答案: True

关键词: expert's definitions, vary, area of study

定位原文: 第3段第1句“But migration is a complex…”迁徙是个复杂的问题，生物学家依据研究的动物不同对定义也各不相同。

解题思路: 只需按照“专家的定义”找到原文中的相应描述即可，答案与题目“专家们对于迁徙的定义往往会根据他们的研究领域而各有不同”为同义表达。

Question 16

答案： Not Given

关键词： very few experts agree, movement of aphids

定位原文：第4段前两句“But daily vertical movements by…”

解题思路: 本题具有一定的迷惑性。“蚜虫移动”这个信息不难定位，原文也以事实陈述的口吻指出：浮游生物和蚜虫的移动确实可以被视为某种形式的迁徙。但此题是一道典型的“将事实与观点相混淆”思路的判断题，题干说“基本没有什么专家认同这个看法”，是明确的“专家观点表达”，与原文的“事实陈述”既不能说是矛盾，也不能说是一致，而是Not Given。

Question 17

答案： True

关键词： aphids' journeys, affected, changes in the light

定位原文： 第5段第3句“..., aphids will become sensitive to blue light (from the sky) when it's time for takeoff on their big journey…” 对蓝光和黄光敏感…….

解题思路：可能未必认识aphids (蚜虫)这个单词，但它在文中作为昆虫名并没有被替换。阅读定位句可知，这种生物确实会在不同的情況下分别对蓝光和黄光更加敏感，也就是“会受到光色变化的影响”，答案为True。

Question 18

答案: False

关键词： Dingle's aim, distinguish

定位原文： 第5段最后一句“The value of his definition, Dingle…”

解题思路: 由于有Dingle这个大写人名，本题定位不难。Dingle的目的在于找到迁徙行为的共性，与题干所表述的“目标在于区分不同物种迁徙行为之间的差异”是两个不同的意思。

Question 19

答案: G

关键词： Dingle, migratory routes, likely

定位原文： 第1段的第4、5句“The biologist Hugh Dingle has identified five…”

解题思路： 题干说“按照Dingle的说法，迁徙的路线往住会______” 回到原文中Dingle这个人名不难找到，route (路线)这个意思却是通过linear和 zigzaggy这两个用以描述“路线”是平直还是曲折的形容词来间接表达的，需要考生认识其中至少一个才能更准确定位。而一旦定位之后确定答案则很容易，为G项：follow a straight line (沿着一条直线)。

Question 20

答案： C

关键词： prepare for, likely to

定位原文：第1段第5句“…; they involve special behaviours concerning preparation…”

解题思路：题干说“为了给迁徙做准各，动物们往往会_____”。prepare这个题干中的定位信息在原文中仅仅改了词性，变成了名词preparation，很容易被找到;而括号里对于“做准备”的举例说明overfeeding也不是困难的词汇，可以轻松得出答案为C: eat more than they need for immediate purposes (吃得比它们当下立刻就需要的要多)。

Question 21

答案： A

关键词： during migration, unlikely to

定位原文：第1段最后一句“And one more: migrating…”

解题思路：题干说“在迁徙过程中，动物们一般不会______”，此题比较有迷惑性，原因在于原文中给出了两个否定性信息：undistracted by temptations 和 undeterred by challenges that would turn other animals aside，分别对应于选项E和选项A。注意：选项E和A所描述内容的方向是相反的。根据题干中的unlikely，可得出答案为A: be discouraged by difficulties，即“不会被困难阻挡”，如果选E的话，则与文意相反。

Question 22

答案： E

关键词： Arctic terns, illustrate, ability

定位原文： 第2段前四句 “An arctic tern, on its 20,000 km flight from …”

解题思路: 题干说“北极燕鸥证明了迁徙中的动物的______能力”。Arctic ton不难定位，但考生需要具备耐心，在第一次找到定位词的句子里没有提供相关解题信息的时候继续向下阅读原文，直到看至第四句时能得出完整信息，答案为E: ignore distractions (忽视那些分散注意力的因素)。

Question 23

答案： speed

关键词： pronghorns, rely on, eyesight, predators

定位原文：第6段倒数第3句“Pronghorn, dependent on distance vision…”

解题思路： pronghorn这个词在文中出现在了两个部位。第一次是在第三段中，只是在介绍Joel Berger 的研究领域时被简短地一带而过，没有展开;第二次则是在文章的后两段中密集出现，此时才是真正说到了其迁徙行为的细节内容，是此部分summary题型对应的正文部分。题干说“叉角羚依赖它们的视力和_____来躲避捕食者”。対比原文中与vision形成并列关系的内容，可得答案为speed。

Question 24

答案: plains

关键词: summer habitat, national park, winter home

定位原文: 第6段第3、4句“One population, which spends the summer in the mountainous…”

解题思路：题干说“某个特定种群(叉角羚)的夏季栖息地是一个国家公园，而它们的冬季家园则位于_____”。“夏季”和“国家公园”这两个信息都不难在文中找到，但包含这两个信息的句子里提供的地点“平原”却不容易被确定为答案，原因在于本句中并没有明确提及“冬季”这个信息。考生需要耐心向下再阅读一句，找到“冬季”的同义替换frozen months，从而用here这个地点指代词来确认，答案为plains。

Question 25

答案： bottlenecks

关键词： route, three

定位原文：第6段第5句“These pronghorn are notable for…”

解题思路：题干说“它们在这两个区域之间的迁徙路线包含三个_____”。其实只需找到文中明确提及“三”这个数目的所指对象即可，答案为bottlenecks。

Question 26

答案： corridor

关键词：problem, construction of new homes, narrow

定位原文：第6段倒数第2句“At one of the bottlenecks, forested hills…”

解题思路：题干说“问题之一来自叉角羚迁徙路线上一条狭长_____上的新建房屋”。本题的难度来自于使用了narrow来同义替换“只有150米宽”这一具体的细节信息，可能会给定位造成一定障碍。而一旦成功定位即可得出答条为corridor。

Test 3 Passage 3

Question 27

答案：D

关键词：assume, lack of mathematical knowledge

定位原文：D段第1句“Other scientists have written books to…”

解题思路：题目：a reference to books that assume a lack of mathematical knowledge; 译文：提到了这样一些书，它们都设定其内容缺失数学专业知识。books所进行的assume是针对书的读者而言，也就是说，它们假设的是“读者并不具有(或者说缺乏)特别深厚的数学知识”，但在英语地道表达中此句并不需要出现readers这个单词，需要考生自行领会。回到原文中，have necessarily had to omit这个表达也清楚地表明这类书籍是“出于必要、不得不省略了”数学相关内容。也就是说，这些书并不是故意对数学专业知识避而不谈，而是考虑到了读者群的具体情况而刻意避免了深入艰涩的数学内容。

Question 28：

答案：B

关键词：not a typical book

定位原文： B部分第2段第1句“In that respect, this book differs from…”

解题思路：题目：the way in which this is not a typical book about mathematics;译文：本书在何种意义上并非一本典型的数学题材相关书籍。此题相対来说比较容易，只需考生看出not a typical book 与 differs from most books 的简单同义替换。

Question 29：

答案：G

关键词：personal examples, helped by

定位原文：G部分

解题思路：题目：personal examples of being helped by mathematics;译文：得到数学助益的个人案例。此题从理解题干或原文的角度来看都并不困难，文章中医生和律师的个人案例无论读懂哪一个都足以帮助解题。但如果考生仅仅只着眼于在文章中寻找某个关键词的同义替换，则无论 personal, example 还是help 都无法找到，反而会遭遇困难。

Question 30：

答案：C

关键词：examples of people, abilities, incompatible

定位原文： C段最后一句 “To illustrate our human potential, I…”

解题思路：题目：examples of people who each had abilities that seemed incompatible; 译文：举例同时具有的各种能力看起来似乎并不协调的人物例子。需灵活理解题干中的incompatible一词，未必一定是“不可兼容的”，也可以泛指“似乎有矛盾、不一致”这样的状态。言下之意，一个人可以既具备这类能力，又同时具有另外一类不同的能力，而看似这两种能力好像不应该同时出现在一个人的身上。原文中列举了四人，每个人都在两个截然不同的领域中有所建树，正是为了表达这样的意思。

Question 31：

答案：B

关键词：different focuses

定位原文：B 部分第2段后3句 “Some present the lives …”

解题思路：题目：mention of different focuses of books about mathematics;译文：提到了不同的数学类书籍的不同关注点。此题从理解题干意思到理解原文意思都不困难。题干属于总结阐述型，而原文则给出细节，具体列举有哪几类着眼点各自不同的数学类书籍。

Question 32：

答案：E

关键词：contrast, other kinds of publication

定位原文：E段第3句“You will turn…”

解题思路：题目：a contrast between reading this book and reading other kinds of publication; 译文：比较阅读此书和阅读其他出版物的不同体验。此题最容易的入手点在于“其他出版物”这个信息，文中的novel和newspaper都能与此构成对应，只需按部就班读到此处信息即可。

Question 33：

答案：A

关键词：whole of the book, accessible to everybody

定位原文： A部分第1段最后一句和第2段第2句“Anyone can understand …”“Thus all readers…”

解题思路：题目：a claim that the whole of the book is accessible to everybody; 译文：声称这本书的所有部分都能让每个人看懂。此题相対比较简单，A部分中无论是看到第一段还是第二段的相关内容，都可比较顺利地得出答案。

Question 34：

答案：F

关键词：different categories, intended readers

定位原文：F部分第1段“As I wrote, I kept…”

解题思路：题目：a reference to different categories of intended readers of this book; 译文：提到这本书的目标读者群的不同类别。本题没有什么难度，定位后可以比较轻松地解题。

Question 35：

答案： beginner

关键词：both music and mathematics, suitable

定位原文：A部分第1段第1、2句“Occasionally, in some difficult musical…”

解题思路：题干说“音乐和数学中都有某些领域是适合于这样的人的”。根据语法可以推知此处应该寻找某种“人”，回到原文中可以迅速、轻松定位“音乐”这个信息，根据So it is...as well的信息也可认定此处确实是音乐与数学并列被提及的答案出处，再通过阅读定位句可得答案为beginner。

Question 36：

答案： arithmetic

关键词：understand advanced mathematics, limited knowledge

定位原文：A部分第1段第3、4句“There are some discoveries… ”

解题思路：题干说“有时候要理解高等数学也只不过需要使用关于_____的一点有限知识就足够了”。考生可以轻松用advanced mathematics回到原文中定位，也不必在看到可能不熟悉的algebra geometry, or trigonometry 担心，根据本句上下文看出它们都是“高等数学”的具体举例内容即可。下一句则以instead和a little 来表明此处列举的内容“并不高深”，对比题干要求可知答案为arithmetic。

Question 37：

答案： intuitive

关键词：as well as, analytical skills

定位原文：A部分第2段最后一句“Thus all readers will…” 或C段第一句 “I hope this book…”

解题思路：题干说“作者意在展示数学除了需要分析技巧外也需要_____思维”。其实在文中两处都可找到答案。第一次是在A部分，虽然没有analytical这个定位词，但有logical这个类似信息，按部就班通读全文完全可以通过此句中的yet对比关系确定答案为intuitive;但如果更倾向于利用关键词analytical skills和as well as这个并列关系来寻找答案的话，更容易的定位出现在C段中，可以直接找到analytical原词，再利用and并列关系可以确定答案为intuitive。

Question 38：

答案： scientists

关键词：leave out, central to their theories

定位原文：D段第1句“Other scientists have written…”

解题思路：题干说“一些由_____写出来的书不得不省略一些对于他们的理论来说至关重要的数学知识”。细读题干可以推知空格内必然是作者、人，此处考査考生是否认识原文中omit一词为leave out词组的同义替换，如果有此词汇基础则可比较轻松地得出答案为 scientists。

Question 39：

答案： experiments

关键词：perform, while reading

定位原文：E段最后两句“You will turn these pages…”

解题思路：题干说“作者建议非数学专业出身的读者们在阅读此书时进行_____”。考生应该不难看出原文中 turn these pages 与题干中 while reading 的同义替换，只是在确定具体答案的时候需要仔细辨別，因为句中给出了两个并列信息，分别是 check claims 和 carry out experiments。 经过对比可知，只有carry out才能与perform对应，因此答案为experiments。

Question 40：

答案： theorems

关键词：lawyer, helped, even more than, other areas

定位原文：G部分第2段第2句 “I attribute much of my success there…”

解题思路：题干说“一个律师发现在其学习法律的过程中学习甚至比其他数学领域知识更有帮助”。根据此信息可以得知空格内必定需要填写某个具体的数学领域。利用lawyer可以轻松定位，仔细阅读定位部分可以知道，只有in particular这个词组之后的内容才有可能是具体数学领域知识，由此得出答案为theorems。

篇2：剑桥雅思真题解析阅读9(test3)

READING PASSAGE 1

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

Attitudes to language

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

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

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

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

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

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

Questions 1-8

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

In boxes 1-8 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

1 There are understandable reasons why arguments occur about language.

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

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

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

5 Prescriptivism still exists today.

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

7 Descriptivism only appeared after the 18th century.

8 Both descriptivists and prescriptivists have been misrepresented.

Questions 9-12

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

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

The language debate

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

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

A descriptivists B language experts C popular speech

D formal language E evaluation F rules

G modern linguists H prescriptivists I change

Question 13

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

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

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

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

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

C. to describe the differences between spoken and written language

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

READING PASSAGE 2

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

Tidal Power

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

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

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

C. Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: ‘The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms.’ Southampton has been awarded ￡215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents.

D. A marine turbine blade needs to be only one third of the size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikely to be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades.

E. Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel.

F. One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it might be. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’

Questions 14-17

Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

14 the location of the first test site

15 a way of bringing the power produced on one site back into Britain

16 a reference to a previous attempt by Britain to find an alternative source of energy

17 mention of the possibility of applying technology from another industry

Questions 18-22

Choose FIVE letters, A-J.

Write the correct letters in boxes 18-22 on your answer sheet.

Which FIVE of the following claims about tidal power are made by the writer?

A It is a more reliable source of energy than wind power.

B It would replace all other forms of energy in Britain.

C Its introduction has come as a result of public pressure.

D It would cut down on air pollution.

E It could contribute to the closure of many existing power stations in Britain.

F It could be a means of increasing national income.

G It could face a lot of resistance from other fuel industries.

H It could be sold more cheaply than any other type of fuel.

I It could compensate for the shortage of inland sites for energy production.

J It is best produced in the vicinity of coastlines with particular features.

Questions 23-26

Label the diagram below.

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

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

An Undersea Turbine

READING PASSAGE 3

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

Information theory-the big idea

Information theory lies at the heart of everything — from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our lives

A. In April an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in , had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover.

B. It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just a year earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes — any area, in short, where data has to be conveyed rapidly yet accurately.

C. This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false — which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference — ‘noise’ — intact.

D. Noise usually means unwanted sounds which interfere with genuine information. Information theory generalses this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This rate depends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of packaging up —‘coding’ — information to cope with the ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.

E. Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have become part of everyday life — such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes —which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.

F. Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannon showed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.

Questions 27-32

Reading Passage 3 has six paragraphs, A-F.

Which paragraph contains the following information?

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

27 an explanation of the factors affecting the transmission of information

28 an example of how unnecessary information can be omitted

29 a reference to Shannon’s attitude to fame

30 details of a machine capable of interpreting incomplete information

31 a detailed account of an incident involving information theory

32 a reference to what Shannon initially intended to achieve in his research

Questions 33-37

Complete the notes below.

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

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

The Voyager 1 Space Probe

? The probe transmitted pictures of both 33______ and ______, then left the 34 ______.

? The freezing temperatures were found to have a negative effect on parts of the space probe.

? Scientists feared that both the 35 ______ and ______ were about to stop working.

? The only hope was to tell the probe to replace them with 36 ______ — but distance made communication with the probe difficult.

? A 37 ______ was used to transmit the message at the speed of light.

? The message was picked up by the probe and the switchover took place.

Questions 38-40

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

In boxes 38-40 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

38 The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances.

39 The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level.

40 Products have now been developed which can convey more information than Shannon had anticipated as possible.

篇3：剑桥雅思真题解析阅读9(test3)

PASSAGE 1 参考译文：

对语言的态度

对于语言进行系统、客观的研究并不容易。语言学上的普通争论通常会升级为谩骂和论战。语言属于 所有人，所以大多数人认为他们有权保留自己对语言的看法。而当看法出现分歧时，人们可能变得情绪激 动。语言用法方面的一点小事，就能像语言学教育政策中的重大问题一样很容易引起争论。

另外，语言是一种非常公开的行为，所以语言的不同用法很容易引起人们的注意与批评。所有社会组 成部分或者社会行为无一例外。语言因素影响我们如何判断一个人的个性、智力、社会地位、教育程度、工作能力以及许多关于身份与社会生存的其他方面。因此，当无意间发生语言攻击时，人们很容易伤害他人 或受到伤害。

就其最通常的意义而言，规定主义认为某种语言向来就比其他语言具有更高的价值，并且这一点应该 适用于整个语言社会。该观点是特别针对语法和词汇而提出的，但也经常涉及发音。这里提到的具有更高 价值的语言通常指的是“标准”书面语言，尤其是在文学作品或最能体现这一特点的正式口语中。该语言的支持者其说话或者写作的方法被称为“正确的”方法，而任何偏差都被认为是“错误的”。

对所有主要语言的研究都是约定俗成的，尤其在18世纪对语法与词典的编写过程中。这些早期的语法 学家有以下三个目标：(a)他们想把语言规则编写成文，证明看起来混乱的用法有其系统性;(b)找出一种 方法来解决关于语言用法的争论;(c)指出他们所认为的普遍错误，以便“改善”语言。该方法对语法“规则”的依赖最能体现出其独裁的本质。其中一些用法是“约定俗成的”，要严格学习和遵守;而另外一些用法则是“禁止”的，是要避免的。在早期，没有折中的衡量方法：语言用法非对即错，而语法家的任务不只是记录 不同的语法，还要对其进行判断。

这些态度现在仍然伴随着我们,并且引起人们对保留语言标准的广泛关注。然而另一个不同的观点认为，应该更多地关注语言用法的事实，而不是语言用法的标准。该观点可以总结为：语法家的任务是描述而不是规定，是记录语言多样性的实例而不是试图完成评价语言的差异或阻止语言的改变这样不可能完成的任务。在18世纪后半期，我们已经发现了该观点的支持者，比如Joseph Priestley,他在1761年编写的《英语语法人门》中坚持认为，“说话的习惯是最原始的、也是所有语言的唯一标准”。有人认为语言问题是不能用逻辑与立法来解决的，这种观点已经成为现代语言学语法分析方法的宗旨。

在我们这个时代，“描述派”与“规定派”之间的对立经常变得很极端，双方经常互相误解。描述派语法家一直被认为不注重标准，在他们看来，各种用法都同样是合理的。而规定派语法家一直被认为盲目遵循历史传统。双方的对立甚至表现在类似政治的术语上——激进自由主义与精英保守主义。

TEST 3 PASSAGE 2 参考译文：

潮汐发电

在水下安装涡轮机利用潮汐发电，将成为英国获得可再生能源的一个重要途径。现在预测潮汐发电可能产生的影响还为时过早，但是种.种迹象表明，未来潮汐发电将发挥重要作用。

A和风力涡轮机的运行原理一样，水力涡轮机的动力来自潮流，在潮流的作用下轮机叶片像船只的螺旋桨一样工作。但是与风不同的是，潮汐是可预测的，而且其输人功率是恒定的。这项技术为英国可再生能源的自给自足开辟了广阔的前景，同时也大大降低了二氧化碳的排放量。如果潮汐、风力和海浪发电都能得到开发，那么英国就能关闭天然气、煤炭和核能发电站，并向欧洲其他地区出口可再生能源。与之前开发风能有所不同一风能由英国首先开发，而后却搁置了，最后由荷兰将其发展成一个主要产业，这次通过向日本与新西兰这样的岛国出口水下涡轮机，英国将赚取巨额外汇。

B已经确定选址的潮汐发电站将为英国提供六分之一甚至更多的电力，而且其价格与现代汽轮机发电价格相比更具竞争力，同时可以使已经深陷困境的核工业的核能价格降低。仅仅是位于奥克尼岛和苏格兰大陆之间的彭特兰湾的一个潮汐发电站，其水下的数排涡轮机就能提供英国所需10%的电量。另一个位于海峡群岛内奥尔德尼岛的发电站，其装机容量是英国最大、最新核电站装机容量的三倍，而这一位于萨福克郡的赛兹韦尔B核电站的最大装机容量达到1,200兆瓦。其他已经确定的潮汐发电站选址包括布里斯托尔海峡和苏格兰西海岸，特别是位于坎贝尔敦与北爱尔兰之间的海峡。

C南安普敦大学的可持续能源研究小组在新涡轮机叶片的设计和潮汐发电站的选址方面的工作进行得很顺利。第一个潮汐发电站预计很快将在德文郡的林茅斯海岸建立，用来检测贸易与工业部和欧盟的一个合资项目研发的技术。南安普敦大学可持续能源研究小组的负责人AbuBakr Bahaj表示：“潮流发电的前景要比风力发电好得多，因为潮流可以预测而且恒定不变。应对海底恶劣盐渍环境的技术已经在北海油田工业中得以研发，而且得益于对风力发电及船只螺旋桨等技术的积累，人们对涡轮机叶片的设计已经有了很多了解。虽然目前有一些技术上的困难，但是我相信在未来的五到十年之间我们将建立商业性的水力发电场。”南安普敦大学在三年多里已经获得了215,000英镑用于制造涡轮机，并且正与IT 能源公司的子公司海洋洋流涡轮机公司合作开展林茅斯项目。欧盟的研究巳经确定了106处潜在的潮汐发电站选址，其中80%位于英国海岸线附近。最好的位置是在岛屿之间或者犬牙交错的海岸线附近，这些地方拥有强大的潮流。

D水力涡轮机叶片只需要有风力发电机叶片三分之一的大小，就能产生风力发电机三倍的电力。由于叶片的直径大约为20米，所以需要方圆30米左右的水域进行发电。与风力发电不同的是,水力发电对环境造成的影响很小，运转相对较慢的涡轮机叶片对鱼类和其他生物不会带来危害。每一台涡轮机都会安 装在机塔上，机塔通过水下电缆与国家电网连接。这些机塔将会露出水面并且被点亮，用于警示过往船只，同时也便于维护涡轮机叶片以及清理其中的海藻。

E Bahaj博士已经完成了奥尔德尼发电站的大部分工作，那里的海域有着强大的潮流。仅仅这一个水下涡轮机群的发电量就远比海峡群岛所需要的电量还要多，其中大部分电量将运输到法国电网，然后通过水下电缆重新进人英国。

F空化是一项技术难题，涡轮机叶片转动过程中会使经过的区域气压降低，从而产生气泡，这会引起涡轮机叶片振动从而损坏叶片。Bahaj博士说：“我们必须检测大量不同的涡轮机叶片以避免这个问题的发 生，至少确保涡轮机不受损害或其性能不受影响。另一个让人稍有担心的问题是水下杂物会钻进涡轮机叶片中，但是目前我们还不清楚这个问题的严重性。海洋中环境恶劣，我们必须使涡轮机非常坚固，而各种事实证明我们能够做到这一点。”

TEST 3 PASSAGE 3 参考译文：

信息理论——伟大的构想

从根本上说，信息理论是一切事物的中心——从DVD播放器、DNA遗传密码，到宇宙物理学。一直以来信息理论对通信科学的发展都极为重要，它使数据可以电子化传送，因而也对我们的生活产生了重大影响。

A 4月发生的一件事展现了信息理论的一大应用。1977年发射的太空探测器“旅行者1号”发回了木星和土星的壮观照片，然后飞出太阳系开始它的单程旅行，飞往其他恒星执行任务。25年来，“旅行者1 号”始终暴露在寒冷的深空中，它的性能开始逐渐衰退，传感器和电路已经接近崩溃的边缘。美国宇航 局专家意识到他们必须采取措施，否则就会永远和“旅行者1号”失去联系。为了解决这一问题,他们的方案是给“旅行者1号”发去信息，指导它用备件更换已经出现故障的部件。考虑到“旅行者1号”距离地 球120亿公里之远，这并不是一项简单的任务。信息最终通过美国宇航局深空网的无线电天线传送到了太空深处。该信息虽然以光速传播，却还是花了11个小时才到达远在冥王星轨道之外的目标。然而令人难以置信的是，这颗小小的探测器成功接收到了来自故乡星球微弱的召唤，并顺利地更换了零件。

B这是有史以来最远距离的修理工作，也是美国宇航局工程师的一大成功。但是，这也突出显示了(信息)技术的惊人力量，这些技术由一年前(注：)刚刚离世的美国通信工程师Claude Shannon研发。.Claude Shannon于19出生于密歇根州的佩托斯基。他少年时便展示出了在数学与制作小器械方面的天赋，而且在学生时期就在计算机的基础技术上取得了多项突破。在贝尔实验室时，Shannon发展了信息理论，但他并不看重因此而获得的荣誉。20世纪40年代，他一手创立了完整的通信科学理论，随后该理论得到了广泛应用，从DVD到卫星通信，再到条形码——总之，需要快速而又准确传送数据的所有领域都应用到了通信科学。

C 1939年，22岁的Shannon是著名的麻省理工学院工程系的研究生，那时候通信科学的实际应用似乎遥不 可及，与当时他在研究工作中实际使用的技术相差很远。他从一个再简单不过的目标开始着手确 定“信息”的准确概念。Shannon认为最基本的信息形式是判断事物正确与否，这可以用二进制单位“比 特”以1或者0的形式记录。确定了这个最基本的单位后，Shannon开始阐释关于信息的其他模糊概念以 及如何在不同地点之间传送信息;在这一过程中，他得到了惊人的发现一信息总是能够克服“噪声”的随机干扰而被完整传送。

D “噪声”通常是指干扰真正信息的无用声音——通过用精确的数学计算得出噪声影响的定理，信息理论概括出了上述这个观点。Shannon特别指出，噪声决定了信息通过信道无误差传送的极限速度。这个速度取决于信号与噪声在信道中传送时的相对强度以及信道传送数据的能力(即带宽)。该速度单位为比 特/秒，是在给定的信号强度和噪声水平下，信息无误差传送的最大绝对速度。Shannon指出，提高这一 速度的有效方法是在所使用的通信系统的传送能力(即带宽)范围内，找到将信息打包(即编码)的方式 来应对噪声的破坏。

E多年以来科学家们已经设计出了许多编码方式，也证实了这些方式对许多技术成就而言是至关重要的。旅行者号航天器利用编码传送数据，这些编码在每比特信息上都额外增加了一比特信息，使错误率 仅为万分之一，因而得到了行星的极其清晰的图片。其他一些编码已经成为了我们日常生活的一部分，比如通用商品代码或称条形码。这些编码都使用了一个简单的纠错系统，确保超市的扫码器能够读出 甚至是在一个弄皱了的薯条袋上的价格。就在最近的1993年，工程师们取得了一项重大突破，发现了所谓的Turbo码，这与Shannon提出的信息可以安全传送的最大速度极限非常接近。现在，Turbo码在移动可视电话变革中起着关键的作用。

F通过去除含有较少真实信息的多余数据，Shannon也为开发更有效率地存储信息的方式奠定了基础。 正如手机短信“ICNCU”(I can see you的缩写)一样，往往在省略很多数据之后，意思基本保持不变。然而，由于存在信息纠错，省略也有一个极限，一旦超越这个极限信息就会变得含糊不清。Shannon说明了如何计算这一极限，为设计信息压缩方法从而将最大的信息量塞进最小的空间开辟了道路。

篇4：剑桥雅思真题解析阅读9(test3)

Passage 1

Question 1

答案： YES

关键词： reasons, arguments occur

定位原文: 第1段第2、3句“Popular linguistic debate... ”语言学上的普通争论通常会升级为谩骂和论战。语言属于所有人，所以大多数人认为他们有权保留自己对语言的看法。

解题思路: 题干要判断对于语言的争论，原因是否可以理解。 原文陈述，语言属于所有人，大多数人有权保留对语言的看法，所以人们的观点会产生分歧是可以理解的。题干与原文完全一致。

Question 2

答案： NO

关键词： language education, language usage

定位原文： 第1段第4句“And when opinions differ,…” 而当看法出现分歧时，人们可能变得情绪激动。语言用法方面的一点小事，就能像语言学教育政策中的重大问题一样很容易引起争论。

解题思路： 题干要判断人们对待语言教育的态度是否比对待语言用法的态度更加强烈。原文陈述，语言用法方面的一点小事都能像语言学教育政策中的大事一样引起争论，这说明对待语言用法与语言学教育政策的态度同样强烈。题干与原文所述观点不一致。

Question 3

答案： YES

关键词： intelligence, affect

定位原文： 第2段第2句“No part of society or social…” 所有社会组成部分或者社会行为无一例外。语言因素影响我们如何判断一个人的个性、智力、社会地位、教育程度、工作能力以及许多身份与社会生存的其他方面。

解题思路： 题干要判断使用语言的方式是否会影响人们对一个人智力的评估。原文陈述，语言因素影响我们如何判断一个人的个性、智力……题干与原文完全一致。

Question 4

答案： NOT GIVEN

关键词： prescriptive, 18th century

对应原文： 第4段第1句“All the main languages…”

解题思路： 对所有主要语言的研究都是约定俗成的，尤其在18世纪对语法与词典的编写过程中。用定位词定位到的这句话中没有提到书的价格髙低与否。

Question 5

答案： YES

关键词： prescriptivism, today

定位原文： 第5段第1句“These attitudes are still with…” 这些态度现在仍然伴随着我们，并且引起人们对保留语言标准的广泛关注。

解题思路： 题干要判断现在规定主义是否仍然存在。原文陈述，这些态度现在仍然伴随着我们，题干与原文完全一致。

Question 6

答案: YES

关键词: descriptivists, language change, pointless, stop

定位原文: 第5段第3句“This approach is summarized in…” 该观点可以总结为：语法家的任务是描述而不是规定，是记录语言多样性的实例而不是试图完成评价语言的差异或阻止语言的改变这种不可能完成的任务。

解题思路： 题干要判断对于描述派来说，阻止语言变化是否毫无意义。原文陈述，语法家的任务……不是阻止语言的改变这种不可能完成的任务。题干中阻止语言变化毫无意义=语法家的任务并非阻止语言改变这种不可能完成的任务。题干与原文完全一致。

Question 7

答案： NO

关键词： after the 18th century, only

定位原文： 第5段第4句“In the second half of the 18th century,…” 在18世纪后半期，我们已经发现了该观点的支持者，比如Joseph Priestley, 他在1761年编写的《英语语法入门》中坚持认为，“说话的习惯是最原始的、也是所有语言的唯一标准”。

解题思路： 题干中出现ONLY, 所以主要判断描述主义是否只有到18世纪后才出。原文陈述，18世纪后半期，我们已经发现了该观点的支持者，那就意味着在这个时间以前，已经有了描述主义的观点。题干与原文陈述的时间有出入，不一致。

Question 8

答案: YES

关键词: descriptivists, prescriptivists

定位原文: 第6段第1句“In our own time, the opposition…” 在我们这个时代，“描述派”与 “规定派”之间的对立经常变得很极端，双方经常互相误解。

解题思路: 题干要判断针对这两派的描述是否有失真实。原文陈述，“描述派”与 “规定派”之间的对立经常变得很极端，双方经常互相误解。题干与原文完全一致。

Question 9

答案: H

关键词: correct form of language

定位原文: 第3段第1句“In its most general…”;第3段最后一句“Adherents to…” 就其最普通的意义而言，规定主义认为某种语言向来就比其他语言具有更高的价值……该语言的支持者其说话或者写作的方法被称为“正确的”方法，而任何偏差都被认为是 “错误的”。

解题思路： 原文中陈述，规定主义认为某种语言的说话或写作方法只有一种 “正确的”方法，那么持这种看法的人就是规定派、规定主义者，把 prescriptivists带入空格中，解释为：根据规定主义者，语言只有一种正确的形式。因此选H。

Question 10

答案: F

关键词： approach, grammatical

定位原文： 第4段第3句“The authoritarian nature of…” 该方法对语法“规则”的依赖最能体现出其独裁的本质。

解题思路: 推崇规定主义的语言学家非常强调语法规则。因此选 F。

Question 11

答案: A

关键词: Joseph Priestley

定位原文: 第5段第4句“In the second half of the 18th century,…”

解题思路: 在18世纪后半期，我们已经发现了该 观点的支持者，比如Joseph Priestley。由此往前找，找到这句This approach is summarised in the statement that it is the task of the grammarian to describe, not prescribe--to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change.该观点可以总结为：语法家的任务是描述而不是规定，是记录语言多样性的实例而不是 试图完成评价语言的差异或阻止语言的改变这样不可能完成的任务。说明Joseph Priestley是描述主义者的代表。因此选A。

Question 12

答案： C

关键词： Joseph Priestley, grammar

定位原文： 同上一题，比如Joseph Priestley,他在 1761 年编写的《英语语法入门》中坚持认为，“说话的习惯是最原始的、也是所有语言的唯一标准 ”。

解题思路： the custom of speaking = C popular speech, 即认为语法应该建立在通俗语言的基础上。因此选C。

Question 13

答案： B

关键词： writer’s purpose

定位原文： 全篇主旨题，详见参见解题思路

解题思路： 选项A：争论的是编写词典和语法书具体的方式，原文中没有论述，只有第四段提到了grammars and dictionaries, 但不是作者的意图;选项C：描述口语和书面语的区别，这与原文也没有直接关系。不过在第三段看到选项中的spoken language, 陈述如下：“The variety which is favoured, is…style.”这里提到的具有更高价值的语言通常指的是“标准”书面语言，尤其是在文学作品或最能体现这一特点的正式口语中。这里提到的是细节，并不是意图。因此只剩下在选项B、D中推敲。选项D：展现对于语言的某种看法是饱受怀疑的，这不是通篇陈述的内容，构不成作者的写作意图。所以按排除法选出选项B：通过历史实例展示关于语言的不同观点。

Test 3 Passage 2

Question 14

答案: C

关键词: first test site

定位原文: C段第2句“The first station is…”第一个潮汐发电站预计很快将在德文郡的林茅斯海岸建立，用来检测贸易与工业部和欧盟的一个合资项目研发的技术。

解题思路: 题干中的first test两个词都直接对应这句话中的first...test; 而题干中的site对应原文的 Lynmouth in Devon, 表示测试站的地点。

Question 15

答案: E

关键词: back into Britain

定位原文: E段第2句“The single undersea turbine farm…”

解题思路: 仅仅这一个水下涡轮机群的发电量就远比海峡群岛所需要的电量还要多，其中大部分电量将运输到法国电网，然后通过水下电缆重新进入英国。 题干中的back into Britain对应原文中的...be re-imported into Britain via the…

Question 16

答案： A

关键词： previous, alternative source of energy

定位原文： A段最后一句“Unlike wind power which Britain…” 与之前开发风能有所不同，风能由英国首先开发，而后却搁置了20年，最后由荷兰将其发展成一个主要产业，这次通过向日本与新西兰这样的岛国出口水下涡轮机，英国将赚取巨额外汇。

解题思路: 题干中的previous对应这句话中的Unlike...0riginany, 为了突出这次潮汐发电的前景，这句话提到了之前英国对风能进行尝试开发，但却半途而废，被荷兰发展壮大。

Question 17

答案： C

关键词： technology, another industry

定位原文： C段第4句“The technology for dealing with…” 应对海底恶劣盐渍环境的技术已经在北海油田工业中得以研发，而且人们对涡轮机叶片的设计已经有了很多了解。

解题思路：题目中的another industry对应这句话中的the North Sea oil industry，属于同义表达。

Question 18-Question 22

答案: A, D, E, F,J (in any order)

关键词： claims about tidal power are made by the writer

定位原文： 指定多选，参见解题思路

解题思路: 选项A(A段第1句)题干中more reliable source of energy(更可靠的能源)对应这句话中的...are predictable and the power input is constant, 表明潮汐能源具备风能所没有的两个优点：可预测的，恒定的;选项B，过于绝对，不选;选项C，文中完全未提及;选项D(A段第2句)二氧化碳的排放量下降了，自然也减少了空气污染;选项E(A段第3句)题干中的 contribute to the closure of many existing power stations对应文中 的…dose gas, coal and nuclear power plants…;选项F(A段最后一句)，题干中的 national income 对应原文中的 earner (意为 a business or activity which makes a profit);选项G、H、I，文中完全未提及;选项J(C段倒数第二句)题干中best produced in the vicinity of coastlines对应这句话中的The best sites are between...。

Question 23

答案: maintenance

关键词： and, seaweed

定位原文： D段最后一句“..and also be designed…seaweed from the blades.”

解题思路：空格中的词应该和定位词seaweed构成并列关系，且最好出现在and之前，同时可预测词性为名词。此外，因为题干中的raised可同义替换成原文lifted, 故符合要求的只有maintenance, 意思为：整个机塔可以露出水面，以便维护叶片以及清理其中的海藻。

Question 24

答案： slow-turning

关键词： due to, sea life not in danger, blades

定位原文：D段第4句“Fish and other creatures are…”

解题思路：空格前有due to，可预测需要填表示原因的词。再进一步分析，空格前是副词，因而空格要填的是形容词。题干中sea life not in danger 对应原文 creatures unlikely to be at risk(海洋生物不会面临危险)，原因是叶片转速相对较低，所以slow-turning为备选。同时，题干中comparatively可同义替换原文中的 relatively，所以备选答案被验证，此空应该填slow-turning。

Question 25

答案： low pressure

关键词： result from, behind blades

定位原文：F段第1句“One technical difficulty is…”

解题思路：空格里应该填名词，表原因，并且最好是出现在定 位词behind, blades之前，包含定位词的这句话中可能是答案的有两个名词：cavitation，low pressure。题干中的result from对应原文中的cause,而能够形成紧密因果关系的是low pressure, 之前的cavitation是这种技术难题的名称。整个题干的意思为：叶片后方由于气压低而产生气泡。这种技术难题被称做空化。所以25题答案为low pressure，26题答案为cavitation。

Question 26

答案： cavitation

关键词： known as

定位原文：F段第1句“One technical difficulty is…”

解题思路：参考25题分析。题干known as对应原文中...is...

Test 3 Passage 3

Question 27

答案： D

关键词： factors, affecting, transmission of information

定位原文：D段2、3、4句“Information theory generalizes…”通过用精确的数学计算得出 噪声影响的定理，信息理论概括出了上述这个观点。Shannon特别指出，噪声决定了信息通过信道无误差传送的极限速度。这个速度取决于信号与噪声在信道中传送时的相对强度以及信道传送数据的能力。

解题思路： 题干中的affecting对应原文中的depend on，题干中的factors对应原文中的noise和communication channel。这道题目相对较难，不太容易理解。从表面上看这个题目要求，似乎每段都可能包含一个信息。但其实可以使用排除法，很快地排除其他段落后，在D段中查找起来就更有针对性。

Question 28

答案： F

关键词： unnecessary information, omitted

定位原文：F段第1、2句“Shannon also laid the foundations…” 通过去除含有较少真实信息的多余数据，Shannon也为开发更有效率地存储信息的方式奠定了基础。正如手机短信“I CN C U”(I can see you的缩写) 一样，往往在省略很多数据之后，意思基本保持不变。

解题思路： 题干中的unnecessary和omitted分别对应原文中的superfluous (‘redundant’)和stripping out, leave out。

Question 29

答案： B

关键词： Shannon’s attitude

定位原文：B段第4句“While at Bell Laboratories, Shannon…”

解题思路：在贝尔实验室时，Shannon发展了信息理论，但他并不看重因此而获得的荣誉。原文中的这处细节，对应了问题中Shannon对于名声的态度。

Question 30

答案： E

关键词： machine, capable, incomplete information

定位原文：E段第3句“Other codes have become…” 其他一些编码已经成为了 我们日常生活的一部分，比如通用商品代码或称条形码。这些编码都使用了一个简单的纠错系统，确保超市的扫码器能够读出甚至是在一个弄皱了的薯条袋上的价格。

解题思路：题目中的 machine 对应原文中 supermarket check-out lasers，题目中的 incomplete information对应原文中the price on a crumpled bag of crisps，薯条包装袋被弄皱了，上面的条形码显示就不会太清晰，因此此处理解为不完整信息。

Question 31：

答案： A

关键词： incident, information theory

定位原文： A段第1句和最后一句，“In April an event took…” “Yet, incredibly, the little…” 204月发生的一件事展现了 信息理 论的一大应用。……然而令人难以置信的是，这颗小小的探测器成功接收到了来自故乡星球微弱的召唤，并顺利地更换了零件。

解题思路：题目中incident的英文解释为“an event, especially one that is unusual or important”，对应原文中的event; 而题干中的information theory对应原文中的information theory。事实上，A 段整个段落都是对这个细节事件的描述。

Question 32：

答案： C

关键词： initially intended to, achieve

定位原文： C段前两句“This all seems light…”

解题思路： 1939年，22 岁的 Shannon是著名的麻省理工学院工程系的研究生，那时候通信科学的实际应用似乎遥不可及，与当时 他在研究工作中实际使用的技术相差很远。他从一个再简单不过的目标开始着手——确 定“信息”的准确概念。题目中的initially intended to对应原文set out with an apparently simple aim。

Question 33：

答案： Jupiter Saturn(in either order)

关键词： both... and, probe transmitted pictures

定位原文： A段第2句“The space probe, Voyager I…”

解题思路： 两个空格之间有表示并列关系的连接词both... and...,可预测要填的两个词为并列关系的名词。通过定位词pictures找到原文中包含images 的那句话，pictures和images为同义转述。很明 显images后面的一组并列关系的名词Jupiter 和Saturn就是正确答案。

Question 34：

答案： Solar System

关键词： then left the

定位原文：同上题

解题思路：空格前为定冠词the,因此预测出空格处应该 填名词，并且此词最好在和定位词then left the 意思相近的表达后面。因此，我们可以很轻松地定位到原文中and then soared out of..., left 和soared out of是同义转述，后面的Solar System即为正确答案。

Question 35：

答案： sensors circuits(in either order)

关键词： both...and…, freezing temperatures, scientists

定位原文： A段第4句“After 25 years of exposure to…”

解题思路： 两个空格之间有表示并列关系的连接词both...and...，可以预测要填的两个词为并列关系的名词。通过定位词freezing temperatures定位到原文中的原词。按照顺序原则继续往下找，定位词scientists对应原文中的NASA experts。仔细读包含这两个定位词的两句话，很明显存在一组并列关系的名词sensors and circuits。然后进一步推敲答案的确定性。题干中的stop working对应原文中的on the brink of failing, 从而可以最终确定sensors和circuits为正确答案。

Question 36：

答案： spares

关键词： probe, replace, distance, difficult

定位原文： A段第4句“The solution was to get a message to Voyager I to…”

解题思路： 空格前为介词with,可预测空格里应该填名词，并且此词最好在distance之前。题干中的 distance 定位到原文中 12 billion kilometers from Earth, 题干中的difficult定位到原文中 this was not an easy task, 因此需要从前一个句子中找答案。题干中replace对应原文中 change, 题干中的replace them with对应原文 中的 use spares to change the failing parts, 显然， spares为正确答案。

Question 37：

答案： radio dish

关键词： transmit, message, speed of light

定位原文： A段倒数第3句“By means of a radio dish…”

解题思路：空格前为冠词a，可以预测空格处应该填辅音开头的名词。用定位词speed of light定位到原文中，transmit与原文中的send out属于同义转 换。message是如何以光速传送出去的呢?题 干中的...was used to对应于原文中的by means of..., 因此radio dish为正确答案。

Question 38：

答案： TRUE

关键词： true or false, was the starting point, over distances

定位原文： C段第3句“The most basic form of…” Shannon 认为最基本的信息形式是判断事物正确与否，这可以用二进制单位“比特”以1或者0的形式记录。

解题思路：本题解题关键是Shannon研究远距离传送信息的起点。原文陈述，Shannon认为最基本的信息形式是判断事物正确与否。starting point = basic form, 题干与原文完全一致。

Question 39：

答案： TRUE

关键词： signal strength, noise level,

定位原文： D段第4句“This rate depends on…”

解题思路： 这个速度取决于信号与噪音在信道中传送时的相对强度以及信道传送数据的能力(即带宽)。题干中判断的关键点is determined with, 与原文depends on表述一致。

Question 40：

答案： FALSE

关键词： now, Shannon, convey information

定位原文： E段最后一句“As recently as 1993，engineers made a major…” 就在最近的1993年，工程师们取得了一项重大突破，发现了所谓的Turbo码，这与Shannon提出的信息可以安全传送的最大速度极限非常接近。现在，Turbo码在移动可视电话变革中起着关键的作用。

解题思路： 将题干中的now对应到原文的as recently as 1993以及后面的now,题干中要判断的关键点是more...than Shannon had anticipated...(超过Shannon预期)，与原文中的...which come very dose to Shannon’s ultimate limit (与Shannon提出的最大限度非常接近)。题干与原文所述事实不符合

剑桥雅思真题解析阅读9(test3)

篇5：剑桥雅思阅读11原文真题解析

READING PASSAGE 1

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

Raising the Mary Rose

How a sixteenth-century warship was recovered from the seabed

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

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

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

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

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

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

Questions 1-4

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

In boxes 1-4 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

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

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

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

Questions 5-8

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

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

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

5 A search for the Mary Rose was launched.

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

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

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

List of Dates

A 1836 E 1971

B 1840 F 1979

C 1965 G 1982

D 1967

Questions 9-13

Label the diagram below.

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

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

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

READING PASSAGE 2

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

Questions 14-20

Reading Passage 2 has seven paragraphs, A-G.

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

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

List of Headings

i Evidence of innovative environment management practices

ii An undisputed answer to a question about the moai

iii The future of the moai statues

iv A theory which supports a local belief

v The future of Easter Island

vi Two opposing views about the Rapanui people

vii Destruction outside the inhabitants’ control

viii How the statues made a situation worse

ix Diminishing food resources

14 Paragraph A

15 Paragraph B

16 Paragraph C

17 Paragraph D

18 Paragraph E

19 Paragraph F

20 Paragraph G

What destroyed the civilisation of Easter Island?

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

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

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

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

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

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

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

Questions 21-24

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

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

Jared Diamond’s View

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

Questions 25 and 26

Choose TWO letters, A-E.

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

On what points do Hunt and Lipo disagree with Diamond?

A the period when the moai were created

B how the moai were transported

C the impact of the moai on Rapanui society

D how the moai were carved

E the origins of the people who made the moai

READING PASSAGE 3

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

Neuroaesthetics

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

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

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

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

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

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

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

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

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

Questions 27-30

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

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

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

A the subjective nature of art appreciation.

B the reliance of modern art on abstract forms.

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

D a common problem encountered when processing visual data.

28 Angelina Hawley-Dolan’s findings indicate that people

A mostly favour works of art which they know well.

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

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

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

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

A can appreciate a painting without fully understanding it.

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

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

D generally prefer representational art to abstract art.

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

A They are more carefully put together than they appear.

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

C They challenge our assumptions about shape and colour.

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

Questions 31-33

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

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

Art and the Brain

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

A interpretation B complexity C emotions

D movements E skill F layout

G concern H images

Questions 34-39

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

In boxes 34-39 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

NOT GIVEN if there is no information on this

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

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

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

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

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

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

Question 40

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

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

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

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

B Recent studies focusing on the neural activity of abstract artists

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

D How brain research has altered public opinion about abstract art

篇6：剑桥雅思阅读11原文真题解析

PASSAGE 1 参考译文：

打捞玛丽玫瑰号船

记一艘16世纪的战舰是如何从海底被打捞的

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

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

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

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

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

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

TEST 2 PASSAGE 2 参考译文：

什么破坏了复活节岛的文明?

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

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

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

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

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

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

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

TEST 2 PASSAGE 3 参考译文：

神经美学

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

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

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

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

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

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

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

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

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

答案解析

Passage1

Question 1

答案： True

关键词： Mary Rose, sink

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

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

Question 2

答案： NOT GIVEN

关键词： 19 July 1545, sink

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

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

Question 3

答案： True

关键词： one side the Mary Rose

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

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

Question 4

答案： False

关键词： historical objects

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

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

Question 5

答案： C

关键词： launched

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

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

Question 6

答案: B

关键词: stopped

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

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

Question 7

答案： G

关键词： agreed

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

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

Question 8

答案: A

关键词: found by chance

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

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

Question 9

答案: (lifting) frame

关键词: attached, by wires

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

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

Question 10

答案: hydraulic jacks

关键词： sucked into mud

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

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

Question 11

答案: stabbing guides

关键词: legs

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

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

Question 12

答案： (lifting) cradle

关键词： lowered into

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

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

Question 13

答案： air bags

关键词： less likely affected by infectious diseases

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

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

Test 2 Passage2

Question 14

答案: ii

关键词: undisputed answer

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

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

Question 15

答案: ix

关键词: food resources

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

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

Question 16

答案： viii

关键词： the statues, worse

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

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

Question 17

答案： i

关键词：innovative, environment, management, practices

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

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

Question 18

答案: iv

关键词： a local belief

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

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

Question 19

答案: vii

关键词： outside the inhabitants， control

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

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

Question 20

答案： vi

关键词： opposing views

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

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

Question 21

答案： farming

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

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

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

Question 22

答案： canoes

关键词：go fishing

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

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

Question 23

答案： birds

关键词：food source

定位原文： 同上题

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

Question 24

答案: wood

关键词: people

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

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

Question 25 and Question 26

答案： B & C

关键词：Disagree

定位原文： C、D、E 三段

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

Test 2 Passage 3

Question 27

答案：C

关键词：second paragraph, a shape-matching test

定位原文：第二段

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

Question 28：

答案：D

关键词：Angelina Hawley-Dolan

定位原文： 第三段

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

Question 29：

答案：B

关键词：Robert Pepperell

定位原文：第四段

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

Question 30：

答案：A

关键词：fifth paragraph

定位原文： 第五段

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

Question 31：

答案：C

关键词：Impressionist paintings

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

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

Question 32：

答案：B

关键词：Alex Forsythe

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

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

Question 33：

答案：H

关键词：repeated, natural world

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

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

Question 34：

答案：NOT GIVEN

关键词：fractals

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

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

Question 35：

答案：YES

关键词：mirror neurons

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

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

Question 36：

答案：NO

关键词：artistic trends of the period

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

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

Question 37：

答案：NO

关键词：people's reactions to works of art

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

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

Question 38：

答案：YES

关键词：cultural context

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

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

Question 39：

答案：NOT GIVEN

关键词：the filed of science

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

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

Question 40：

答案：A

关键词：subtitle

定位原文：全文主题考查

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

篇7：剑桥雅思阅读真题及答案解析TESTONEPASSAGE1:Tropicalrainforests

Tropical rainforests原文

You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.

Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests — what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.

Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.

Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.

The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.

Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.

Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.

The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.

One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.

In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.

The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.

Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.

Tropical rainforests阅读题目

Questions 1-8

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

In boxes 1-8 on your answer sheet write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

1 The plight of the rainforests has largely been ignored by the media.

2 Children only accept opinions on rainforests that they encounter in their classrooms.

3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.

4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them.

5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’

6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.

7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.

8 A second study has been planned to investigate primary school children’s ideas about rainforests.

Questions 9-13

The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.

Answer the following questions by choosing the correct responses A-P.

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

9 What was the children’s most frequent response when asked where the rainforests were

10 What was the most common response to the question about the importance of the rainforests

11 What did most children give as the reason for the loss of the rainforests

12 Why did most children think it important for the rainforests to be protected

13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television

A There is a complicated combination of reasons for the loss of the rainforests.

B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.

C Rainforests are located near the Equator.

D Brazil is home to the rainforests.

E Without rainforests some animals would have nowhere to live.

F Rainforests are important habitats for a lot of plants.

G People are responsible for the loss of the rainforests.

H The rainforests are a source of oxygen.

I Rainforests are of consequence for a number of different reasons.

J As the rainforests are destroyed, the world gets warmer.

K Without rainforests there would not be enough oxygen in the air.

L There are people for whom the rainforests are home.

M Rainforests are found in Africa.

N Rainforests are not really important to human life.

O The destruction of the rainforests is the direct result of logging activity.

P Humans depend on the rainforests for their continuing existence.

Question 14

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

Write your answer in box 14 on your answer sheet.

Which of the following is the most suitable title for Reading Passage 1

A The development of a programme in environmental studies within a science curriculum

B Children’s ideas about the rainforests and the implications for course design

C The extent to which children have been misled by the media concerning the rainforests

D How to collect, collate and describe the ideas of secondary school children.

E The importance of the rainforests and the reasons for their destruction

Tropical rainforests答案解析

答案：FALSE

关键词：media

定位原文：第1段第3句“In the face of the frequent and often vivid media coverage…”;“Despite the extensive coverage in the popular media of the destruction of rainforests…”

解题思路：这两段当中的frequent/vivid/extensive/coverage等词都说明媒体对于热带雨林的现状十分关注，并做了广泛报道。

Question 2

答案：FALSE

关键词：children/classroom

定位原文：第2段第3句“These ideas may be developed by children absorbing ideas through the popular media。”这些观点可能是学生从大众媒体中获得的。

解题思路：这句话证明学生也从大众媒体中吸取有关热带雨林的观点，而并不是只从课堂中得到相关知识。

Question 3

答案：TRUE

关键词：pure/ mistaken

定位原文：第2段第1句“Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science.”

解题思路：这句话是题干的同义替换，学生关键需要掌握“harbour”在这里的意思等于“hold”。

Question 4

答案：TRUE

关键词：framework/easier

定位原文：第2段第2句“These misconceptions do not remain isolated but become incorporated into a multifaceted，but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.”

解题思路：解这题的关键是要明白题干中的“easier to change”和文中的“accessible to modification”是同义替换。

剑桥雅思4Text1阅读答案解析Question 5

答案：FALSE

关键词：yes/no

定位原文：第4段第2句“Secondary school children were asked to complete a questionnaire containing five open-form questions.”

解题思路：Open-form指简答题，与yes/no直接矛盾。

Question 6

答案：NOT GIVEN

关键词：more likely than

定位原文：第5段第4句“More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.”

第6段第1句“Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats.”

解题思路： 虽然这两句话分别将男生女生作了比较，但是比较内容并不是关于热带雨林破坏的错误观点，所以此题属于并不存在的比较关系。

Question 7

答案： TRUE

关键词：follow on from

定位原文：第6段第2句“These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests…”

解题思路：“previous”一词是先前的意思，证明在此研究之前，人们也就学生对热带雨林的看法做了研究，因此本文所提到的调査是在这些研究之后进行的。

Question 8

答案：NOT GIVEN

关键词：primary/second

解题思路：文中直到最末尾也从未提到这项研究是否会继续，所以此题属于无中生有。

Question 9

答案：M

关键词：where/ rainforests

定位原文：第4段第6句“The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%).”

解题思路：根据对应句信息可选出答案为M。

Question 10

答案：E

关键词：importance/rainforests

定位原文：第9段第1句…the majority of children simply said that we need rainforests to survive.

解题思路：根据对应句信息可选出答案为E。

Question 11

答案：G

关键词：reason/loss

定位原文：第7段第2句“...more than half of the pupils(59%)identified that it is human activities which are destroying rainforests,...”

解题思路：根据对应句信息可选出答案为G。

Question 12

答案：P

关键词：important/protected

定位原文：第5段第2句“The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats.”

解题思路：根据对应句信息可选出答案为P。

Question 13

答案：J

关键词：uncommon/issue

定位原文：第9段第2句至第3句“Only a few of the pupils(6%)mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue.”

解题思路：根据对应句信息可选出答案为J。

Question 14

答案：B

关键词：title

定位原文：无

解题思路：从文章第二段开始，一直在围绕孩子对热带雨林容易产生错误的理解，因此本文重点应该放在孩子对热带雨林遭破坏状况的观点上，故要选择一个带有孩子的标题。

雅思阅读--两手都要抓

首先，是如何提高自己英语阅读的基本能力。而这样的能力又主要分为两个层次：词汇的掌握和读句子的能力。阅读基本能力的提升，需要至少2个月的时间，通过给学生专业化的方案指导，将课堂上的学习和课堂后的复习相结合，让其在一个合理的时间规划期内去提升自己的基础能力，达到一个最佳的效果。这也是对于我们老师在教学中要求一直秉持的原则，忌急于求成，囫囵吞枣。

那么怎么去做基础能力提升呢?对于大部分学生而言，词汇的把握是核心。第一、同学们必须去把握阅读部分的高频词，这些词汇是所有同学都必须认真记忆的，按照我们最新的权威数据统计，大概在1000个单词左右，我们也为所有的学员将这些单词做成了独有的单词库，帮助大家以最高效的方式掌握必考词汇;第二、同学们需要掌握好一些近义词或同义词词组，雅思的阅读部分考查就是看同学们对同义词替换的一个把握，这些词组的掌握是同学们获得高分的基础。

我们同样为同学们对这些词组进行了总结和研究。在我们课堂上，我们授课老师会定期抽查同学们对于这2个词汇库的掌握，督促同学们做好词汇的记忆工作。未参加培训的同学不妨可以效仿这样的模式，给自己一些压力和期限，认真做好最基本词汇与词组的积累。

解决雅思阅读的第二方面，就是要掌握好雅思阅读部分解题的关键性技巧。雅思阅读部分共有3篇文章，每篇1000词左右，有40道题目要回答，时间是一小时。如果没有对考试题型有透彻理解，那么很难在这么紧张的时间里去做好题目。因此一定要按照不同考题的特点和对应的能力要求，有的放矢的去准备以及应对。笔者在日常的教学中会指导同学们把握不同题目的做题方法和技巧，一方面要让他们知道为什么要这样去思考，去做题，另一方面告诉他们怎么去灵活变通的去使用技巧。

只有把方法以及如何灵活运用这些方法讲透，学生们才能真正地掌握好、正确使用、自信满满地考取高分。我的小部分学生曾和我透露过这样的困惑，在参加过一些培训之后，考试不理想，但是明明上课的时候听得很爽，只是到考场上做题却犯难。

其实，那正是因为题目的解题技巧没讲透，没讲清楚应该怎么灵活的运用，培训老师没有从考生的角度去思考。我们的模考体系就是考虑到这一点建立健全起来的，通过阶段性测试检验学生有没有真正地听懂，老师有没有认真负责地讲清楚。模考也不断让同学们看到自己阶段性学习成果，从而更有动力。

剑桥雅思阅读真题及答案解析 TEST ONE PASSAGE 1:Tropical rainforests

篇8：剑桥雅思阅读4原文翻译及答案解析(test3)

READING PASSAGE 1

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

Micro-Enterprise Credit for Street Youth

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

Doreen Soko

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

Fan Kaoma

Participants in the Youth Skills Enterprise Initiative Program, Zambia

Introduction

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

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

Background

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

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

Street Business Partnerships

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

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

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

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

Lessons learned

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

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

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

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

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

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

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

Conclusion

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

Questions 1-4

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

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

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

A exemplify the effects of S.K.I.

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

C outline the problems of street children.

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

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

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

B provide school and social support for street children.

C encourage the public to give money to street children.

D give business training and loans to street children.

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

A unemployment

B war

C poverty

D crime

4 In order to become more independent, street children may

A reject paid employment.

B leave their families.

C set up their own businesses.

D employ other children.

Questions 5-8

Complete the table below.

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

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

Country Organisations Involved Type of Project Support Provided

5………………

and………………

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

Dominican Republic ? S.K.I

? Y.W.C.A 7………………… ? loans

? storage facilities

? savings plans

Zambia ? S.K.I.

? The Red Cross

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

? 8…………training

? access to credit

Questions 9-12

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

In boxes 9-12 on your answer sheet write

YES if the statement agrees with the claims of the wirter

NO if the statement contradicts the claims of the writer

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

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

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

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

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

Question 13

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

Write your answer in box 13 on your answer sheet.

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

A as part of a wider program of aid.

B for programs that are not too ambitious.

C when programs are supported by local businesses.

D if the projects planned are realistic and useful.

READING PASSAGE 2

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

Questions 14-27

Reading Passage 2 has four sections A-D.

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

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

List of Headings

I Causes of volcanic eruption

Ii Efforts to predict volcanic eruption

Iii Volcanoes and the features of our planet

Iv Different types of volcanic eruption

V International relief efforts

Vi The unpredictability of volcanic eruptions

14 Section A

15 Section B

16 Section C

17 Section D

Volcanoes-earth-shattering news

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

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

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

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

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

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

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

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

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

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

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

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

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

Questions 18-21

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

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

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

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

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

21 For how many years did Mount Pinatubo remain inactive?

Questions 22-26

Complete the summary below.

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

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

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

READING PASSAGE 3

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

Obtaining Linguistic Data

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

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

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

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

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

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

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

Questions 27-31

Reading Passage 3 has seven paragraphs labeled A-G.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

27 the effect of recording on the way people talk

28 the importance of taking notes on body language

29 the fact that language is influenced by social situation

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

31 various methods that can be used to generate specific data

Questions 32-36

Complete the table below.

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

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

METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES

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

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

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

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

Questions 37-40

Complete the summary of paragraph G below.

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

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

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

篇9：剑桥雅思阅读4原文翻译及答案解析(test3)

Question 1

答案：A

关键词：box/beginning

定位原文：标题下方方框中

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

Question 2

答案：D

关键词：purpose/S.K.I

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

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

Question 3

答案：C

关键词：reason/end up

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

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

Question 4

答案：C

关键词：independent

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

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

Question 5

答案：Sudan/India

关键词：country/courier service

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

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

Question 6

答案：bicycles

关键词：courier service

定位原文：Street Business Partnership部分第1点

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

Question 7

答案：Shoe Shine Collective

关键词：Dominican Republic

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

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

Question 8

答案：life skills

关键词：Zambia

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

解题思路：定位到该句话末尾，可知正确答案是life skills。

Question 9

答案：NO

关键词：set up/money

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

解题思路：很明显文中说的不是对于每个人来说的，所以答案应该是NO。

Question 10

答案：NOT GIVEN

关键词：families/S.K.I.

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

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

Question 11

答案：NO

关键词：loan

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

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

Question 12

答案：YES

关键词：pay back

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

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

Question 13

答案：A

关键词：conclude

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

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

Question 14

答案：iii

关键词：无

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

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

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

Question 15

答案：i

关键词：无

定位原文：B部分：第1段：整个段落描述了火山爆发的起因。第二段最后：

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

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

Question 16

答案：iv

关键词：无

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

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

Question 17

答案：vi

关键词：无

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

解题思路：vi答案是说火山爆发的不可预测性。

Question 18

答案： plates/the tectonic plates/the plates

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

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

解题思路：很明显，应该是被叫做the tectonic plates。

Question 19

答案：magma

关键词：molten rock from the mantle

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

解题思路：根据关键词定位，可知答案为magma。

Question 20

答案：ring of fire

关键词：zone/the Pacific Ocean

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

解题思路：根据定位句信息可知正确答案是ring of fire。

Question 21

答案：600 years/for 600 years/600

关键词：Mount Pinatubo/inactive

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

解题思路：根据定位句信息可知正确答案是600 years。

Question 22

答案：water

关键词：produce/atmosphere

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

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

Question 23

答案：magma/lava

关键词：different types of eruptions /moves slowly

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

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

Question 24

答案：(west) India

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

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

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

Question 25

答案：explodes

关键词：third/lava/very quickly/violently

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

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

Question 26

答案：gases

关键词： magma/emitted

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

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

Question 27

答案：D

关键词：recording

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

解题思路：题干问的刚好是哪一段讲到了录音对人们谈话方式的影响。故答案是D。

Question 28

答案：E

关键词：body language

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

解题思路：题干问的是哪一段讲到了记录人们肢体语言的重要性。故答案是E。

Question 29

答案：C

关键词：social situation

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

解题思路：题目问的是哪段提到了语言受到社会背景的影响。故答案是C。

Question 30

答案：D

关键词：self-conscious

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

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

Question 31

答案：F

关键词：specific data various methods

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

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

解题思路：题目问的是哪段提到了产生详细信息的不同方式。答案是F。

Question 32

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

关键词：convenient/not objective enough

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

解题思路：根据定位句信息可知答案为linguists act。

Question 33

答案：foreign languages

关键词：non-linguist

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

解题思路：根据定位句信息可知答案为foreign languages。

Question 34

答案：(the) (poor) quality

关键词：recording/sound

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

解题思路：根据定位句信息可知答案为(the)(poor)quality。

Question 35

答案：facial expression

关键词：video/speaker

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

解题思路：根据定位句信息可知答案为facial expression。

Question 36

答案：video recording/camera/video camera/recording

关键词：video/miss certain things

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

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

Question 37

答案：fre?quency of usage

关键词：comment

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

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

Question 38

答案：particular linguistic feature

关键词：while/focus on

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

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

Question 39

答案：size

关键词：length of time

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

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

Question 40

答案：intuitions

关键词：those who speak

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

解题思路：根据定位信息，可知正确答案为intuitions。

篇10：剑桥雅思阅读4原文翻译及答案解析(test3)

Passage1

参考译文

Micro-Enterprise Credit for Street Youth

流浪儿童的小型企业贷款

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

Doreen Soko

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

DOREEN SOKO

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

Fan Kaoma

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

FAN KAOMA

Participants in the Youth Skills Enterprise Initiative Program, Zambia

赞比亚青年创业计划的参与人

Introduction

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

简介

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

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

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

Background

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

背景

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

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

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

Street Business Partnerships

流浪儿童就业互助计划

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

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

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

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

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

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

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

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

Lessons learned

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

经验教训

在国际流浪儿童组织的计划实施过程中，出现了下列教训：

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

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

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

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

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

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

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

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

? Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US30?30?100.

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

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

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

Conclusion

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

结论

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

Passage2

参考译文

Volcanoes-earth-shattering news

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

火山——惊天动地大消息

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

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

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

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

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

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

火山不仅造就了大陆，也许还造就了地球上第一个稳定的大气层，并且为大洋、河流以及冰川提供了水资源。现在全球有600多座活火山。这些火山每年都要为地球增加两、三立方公里的岩石。想像一下，过去3,500年中这600多座火山一直在喷发，这些岩石就足够解释地壳是如何形成的了。

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

然而，有时候，只有一个小小的征兆，火山就喷发了。1902年5月8日早上7点49分，Martinique的Pelée山爆发了。28，000人的城镇，只有两人幸存。在1815年，一次突然喷发炸掉了印度尼西亚的Tambora山1,280米的山顶。那次喷发如此剧烈，以至于喷进平流层的火山灰遮蔽了天空，使得欧洲和美洲直接进人秋季。六月下雪，八月上霜，粮食因此而歉收，上千人忍饥挨饿，火山，尤其是那些安静的火山，是潜在的世界新闻。

Passage3

参考译文

Obtaining Linguistic Data

获得语言资料

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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