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剑桥雅思阅读4(test2)原文翻译及答案解析

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篇1：剑桥雅思阅读4(test2)原文翻译及答案解析

剑桥雅思阅读4原文(test2)

READING PASSAGE 1

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

Lost for words

Many minority languages are on the danger list

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

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

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

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

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

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

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

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

Questions 1-4

Complete the summary below.

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

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

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

Questions 5-9

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

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

NB You may use any letter more than once.

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

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

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

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

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

A Michael Krauss

B Salikoko Mufwene

C Nicholas Ostler

D Mark Pagel

E Doug Whalen

Questions 10-13

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

In boxes 10-13 on your answer sheet write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

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

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

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

12 National governments could do more to protect endangered languages.

13 The loss of linguistic diversity is inevitable.

READING PASSAGE 2

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

ALTERNATIVE MEDICINE IN AUSTRALIA

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

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

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

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

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

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

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

Questions 14 and 15

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

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

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

A They have worked closely with pharmaceutical companies.

B They have often worked alongside other therapists.

C They have been reluctant to accept alternative therapists.

D They have regularly prescribed alternative remedies.

15 In 1990, Americans

A were prescribed more herbal medicines than in previous years.

B consulted alternative therapists more often than doctors.

C spent more on natural therapies than orthodox medicines.

D made more complaints about doctors than in previous years.

Questions 16-23

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

In boxes 16-23 on your answer sheet write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

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

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

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

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

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

20 Some Australian doctors are retraining in alternative therapies.

21 Alternative therapists earn higher salaries than doctors.

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

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

Questions 24-26

Complete the vertical axis on the table below.

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

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

READING PASSAGE 3

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

PLAY IS A SERIOUS BUSINESS

Does play help develop bigger, better brains?

Bryant Furlow investigates

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

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

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

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

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

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

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

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

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

Questions 27-32

Reading Passage 3 had nine paragraphs labeled A-I.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

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

28 insights from recording how much time young animals spend playing

29 a description of the physical hazards that can accompany play

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

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

32 the classes of animals for which play is important

Questions 33-35

Choose THREE letters A-F.

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

The list below gives some ways of regarding play.

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

A a rehearsal for later adult activities

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

C an activity intended to build up strength for adulthood

D a means of communicating feelings

E a defensive strategy

F an activity assisting organ growth

Questions 36-40

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

Match each researcher with the correct finding.

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

36 Robert Barton

37 Marc Bekoff

38 John Byers

39 Sergio Pellis

40 Stephen Siviy

List of Findings

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

B Play provides input concerning physical surroundings.

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

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

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

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

G A wide range of activities are combined during play.

H Play is a method of teaching survival techniques.

剑桥雅思阅读4原文参考译文(test2)

Passage 1

参考译文

Lost for words

Many minority languages are on the danger list

语言的消失

——许多少数民族语言濒临灭绝

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

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

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

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

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

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

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

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

Passage 2

参考译文

ALTERNATIVE MEDICINE IN AUSTRALIA

澳大利亚的另类疗法

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

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

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

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

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

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

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

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

Passage 3

参考译文

PLAY IS A SERIOUS BUSINESS

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

玩耍是件严肃的事

玩耍能否帮助大脑发育得更大更好?Bryant Furlow就此展开了调査。

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

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

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

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

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

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

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

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

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

剑桥雅思阅读4原文解析(test2)

Question 1

答案：isolation

关键词：6800/variety of language/geographical

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

解题思路：根据这句话可知，语言多样性是由于地理上的isolation。

Question 2

答案：economic globalization/globalization/socio-economic pressures

关键词：government/huge decrease

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

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

Question 3

答案：cultural identity

关键词：Increasing appr?eciation/language classes

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

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

Question 4

答案：traditional skill

关键词：‘apprentice’/teach/a

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

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

Question 5

答案：E

关键词：more than one...

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

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

Question 6

答案：B

关键词：in itself

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

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

Question 7

答案：D

关键词：think/determine

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

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

Question 8

答案：C

关键词：reject/established/way of life

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

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

Question 9

答案：B

关键词：loss

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

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

Question 10

答案：NO

关键词：Navajo

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

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

Question 11

答案：YES

关键词：a large number of

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

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

Question 12

答案：NOT GIVEN

关键词：government

定位原文：第5段

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

Question 13

答案：YES

关键词：linguistic diversity

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

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

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

Question 14

答案：C

关键词：Western

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

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

Question 15

答案：B

关键词：Americans

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

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

Question 16

答案：YES

关键词：20 years

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

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

Question 17

答案：NO

关键词：1983/1990/ a further 8%

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

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

Question 18

答案：YES

关键词：550,000

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

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

Question 19

答案：YES

关键词：had a higher opinion of...

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

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

Question 20

答案：YES

关键词：Australian doctors

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

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

Question 21

答案：NOT GIVEN

关键词：salaries

定位原文：第3段

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

Question 22

答案：YES

关键词：1993/289

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

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

Question 23

答案：NO

关键词：1993/long-term

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

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

Question 24

答案：emotional/emotional problems

关键词：10%-15%

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

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

Question 25

答案：headache

关键词：5%-10%

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

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

Question 26

答案：general ill health

关键词：5%

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

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

Question 27

答案：H

关键词：unusual connection

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

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

Question 28

答案：F

关键词：record/time

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

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

Question 29

答案：A

关键词：physical hazard

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

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

Question 30

答案：H

关键词：mental/exercise/develop

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

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

Question 31

答案：I

关键词：effects/reduction

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

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

Question 32

答案：B

关键词：class/animals

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

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

Question 33-35

答案：ACF(IN EITHER ORDER)

Question 33

答案：A

关键词：rehearsal/adult

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

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

Question 34

答案：C

关键词：build up strength

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

解题思路：“使年轻的动物保持体形”与C选项对应。

Question 35

答案：F

关键词：organ growth

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

解题思路：“在脑部大小与玩耍之间有正面的关联”与F选项对应。

Question 36

答案：B

关键词：Robert Barton

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

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

Question 37

答案：G

关键词：Marc Becoff

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

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

Question 38

答案：E

关键词：John Byers

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

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

Question 39

答案：D

关键词：Sergio Pellis

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

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

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

Question 40

答案：A

关键词：Stephen Siviy

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

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

剑桥雅思阅读4(test2)原文翻译及答案解析

篇2：剑桥雅思阅读9原文翻译及答案(test2)

READING PASSAGE 1

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

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

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

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

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

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

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

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

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

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

Questions 1-6

Reading Passage 1 has nine sections, A-I.

Which section contains the following information?

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

1 an account of a national policy initiative

2 a description of a global team effort

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

4 a demand for suitable worldwide regulations

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

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

Questions 7-10

Answer the questions below.

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

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

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

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

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

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

Questions 11 and 12

Choose TWO letters, A-F.

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

The list below includes factors contributing to classroom noise.

Which TWO are mentioned by the writer of the passage?

A current teaching methods

B echoing corridors

C cooling systems

D large class sizes

E loud-voiced teachers

F playground games

Question 13

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

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

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

A to compare different methods of dealing with auditory problems

B to provide solutions for overly noisy learning environments

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

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

READING PASSAGE 2

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

Venus in transit

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

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

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

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

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

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

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

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

Questions 14-17

Reading Passage 2 has seven paragraphs, A-G.

Which paragraph contains the following information?

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

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

15 a description of an event which prevented a transit observation

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

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

Questions 18-21

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

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

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

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

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

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

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

List of People

A Edmond Halley

B Johannes Kepler

C Guillaume Le Gentil

D Johann Franz Encke

Question 22-26

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

In boxes 22-26 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

22 Halley observed one transit of the planet Venus.

23 Le Gentil managed to observe a second Venus transit.

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

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

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

READING PASSAGE 3

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

A neuroscientist reveals

how to think differently

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

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

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

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

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

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

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

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

Questions 27-31

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

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

27 Neuroeconomics is a field of study which seeks to

A cause a change in how scientists understand brain chemistry.

B understand how good decisions are made in the brain.

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

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

28 According to the writer, iconoclasts are distinctive because

A they create unusual brain circuits.

B their brains function differently.

C their personalities are distinctive.

D they make decisions easily.

29 According to the writer, the brain works efficiently because

A it uses the eyes quickly.

B it interprets data logically.

C it generates its own energy.

D it relies on previous events.

30 The writer says that perception is

A a combination of photons and sound waves.

B a reliable product of what your senses transmit.

C a result of brain processes.

D a process we are usually conscious of.

31 According to the writer, an iconoclastic thinker

A centralizes perceptual thinking in one part of the brain.

B avoids cognitive traps.

C has a brain that is hardwired for learning.

D has more opportunities than the average person.

Questions 32-37

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

In boxes 32-37 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

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

33 Iconoclasts are unusually receptive to new experiences.

34 Most people are too shy to try different things.

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

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

37 Fear of public speaking is a psychological illness.

Questions 38-40

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

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

38 Thinking like a successful iconoclast is demanding because it

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

40 Iconoclasts are generally an asset because their way of thinking

A requires both perceptual and social intelligence skills.

B focuses on how groups decide on an action.

C works in many fields, both artistic and scientific.

D leaves one open to criticism and rejection.

E involves understanding how organizations manage people.

篇3：剑桥雅思阅读9原文翻译及答案(test2)

Passage1

Question 1

答案： H

关键词： national policy

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

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

Question 2

答案： C

关键词： global team

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

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

Question 3

答案： B

关键词： hypothesis, reason, growth in classroom noise

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

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

Question 4

答案： I

关键词： worldwide regulations

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

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

Question 5

答案： D

关键词： medical conditions，more at risk

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

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

Question 6

答案: A

关键词: proportion, with auditory problems

定位原文: A段最后一句“The New Zealand…”

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

Question 7

答案： two decades

关键词： For what period of time, been studied

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

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

Question 8

答案: crowd (noise)

关键词: machinery noise, autism

定位原文: E段倒数第3句“Autistic…”

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

Question 9

答案: invisible (disabilities/disability)

关键词: term, schoolchildren which have not been diagnosed

定位原文: G段倒数第2句“It is…”

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

Question 10

答案: Objective 3

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

定位原文： H段第3句“Objective 3…”

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

Question 11 & Question 12

答案: A C (in either order)

关键词: factors contributing to classroom noise

定位原文: B段，参见详细的解题思路解析

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

Question 13

答案： C

关键词： overall purpose

定位原文： I 段

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

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

Test 2 Passage2

Question 14

答案: F

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

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

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

Question 15

答案: D

关键词: prevented, transit observation

定位原文: D段内容

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

Question 16

答案： G

关键词： potential future discoveries

定位原文： G段最后1句“But such…”

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

Question 17

答案： E

关键词： astronomical instruments, failed

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

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

Question 18

答案: D

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

定位原文： F段2、3句“Johann…”

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

Question 19

答案: A

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

定位原文： B段第3句“In November…”

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

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

Question 20

答案： B

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

定位原文： C段第2句“Johannes Kepler, in the…”

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

Question 21

答案： C

关键词： Venus transit，make any calculations

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

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

Question 22

答案： FALSE

关键词： Hailey, observed

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

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

Question 23

答案： FALSE

关键词： managed to observe, second Venus transit

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

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

Question 24

答案: TRUE

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

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

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

Question 25

答案： NOT GIVEN

关键词： atmosphere, Venus, toxic

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

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

Question 26

答案： TRUE

关键词： parallax principle, distant stars

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

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

Test 2 Passage 3

Question 27

答案： C

关键词： Neuroeconomics

定位原文：第1段内容

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

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

Question 28

答案： B

关键词： iconoclasts, distinctive

定位原文：第2段内容

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

Question 29

答案： D

关键词： brain, efficiently

定位原文：第3段内容

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

Question 30

答案： C

关键词： perception

定位原文：第3段和第4段

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

Question 31

答案： B

关键词： iconoclastic thinker

定位原文：第4段内容

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

Question 32

答案： YES

关键词： brain, think differently, exposure, forces

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

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

Question 33

答案： YES

关键词： Iconoclasts, new experiences, unusually receptive

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

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

Question 34

答案： NOT GIVEN

关键词： shy

定位原文：第6段内容

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

Question 35

答案： NO

关键词： overcome fear

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

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

Question 36

答案： NOT GIVEN

关键词： embarrassment, fears

定位原文：无

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

Question 37

答案： NO

关键词： public speaking, psychological illness

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

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

Question 38

答案： A

关键词： successful iconoclast

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

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

Question 39

答案： B

关键词： social brain

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

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

Question 40

答案： C

关键词： an asset

定位原文：第8段内容

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

剑桥雅思阅读9原文翻译及答案(test2)

篇4：剑桥雅思阅读9原文翻译及答案(test2)

PASSAGE 1 参考译文：

帮助新西兰听觉障碍儿童

A儿童的听觉障碍或其他听觉功能的缺陷会对他们的言语与交流能力的发展产生重大的影响，导致他们在学校的学习能力也受到不利影响。这对个人甚至全体人民来讲都很可能会产生重大后果。新西兰卫生部从一项进行了 20多年的研究中发现该国有6%到10%的孩子有听觉障碍。

B新西兰的一项初步研究显示，教室噪音是老师和学生关注的一大问题。现代教学实践活动、教室中课桌的布局、糟糕的音响效果以及空调通风口产生的噪音，都使许多孩子无法听清老师所讲的内容。教育研究者Nelson与Soli也表明，现代学习方式中多种思想与方法协作交互获取信息与个人获取信息同等重要。而这一切都意味着活动量与噪音级别的增加，这对患有听觉功能障碍的孩子产生的潜在影响尤为严重。教室噪音只会加重他们在与同学进行语言沟通时的误解,并且使他们无法很好地理解教师的指示。

C教室噪音使患有听觉缺陷的孩子在学习中不能发挥他们的最大潜能。在典型的课堂环境中，噪音对孩子们髙效学习能力的影响越来越受到人们的关注。在世界卫生组织的建议下，国际噪声控制工程学会 (I-INCE)成立了一个国际工作小组来评估学校教室噪音与回声控制，新西兰也是小组成员。

D虽然教室噪音不只会给残疾孩子带来不利影响，但是那些在语言沟通方面有障碍的孩子们显然是更大的受害者。所谓的听觉功能缺陷包括听觉障碍、自闭症谱系障碍(ASD)和注意力缺陷障碍(ADD/ ADHD，也称“注意力缺乏症”)。

E自闭症被认为是一种由神经系统与遗产基因紊乱引起的终生疾病，患者在处理信息时会产生偏差。这种疾病的特点是社会想象力、社会交往与社会互动之间出现了问题。根据Janzen的说法，这种疾病影响了人们的多种能力：比如以正常方式理解并与他人相处的能力、了解事件及其周遭事物的能力，以及理解或回应感官刺激的能力。自闭症患者不能像正常发展的孩子那样学习或思考。自闭症谱系障碍往往使患者在理解口头信息与语言处理方面遇到极大的困难。患者也往往会觉得喧闹的噪音以及机器发出的声音让自己感到痛苦与压抑。这很难进行科学量化，因为这种额外的感官刺激因患者的不同而有很大的差异。但是当一个孩子觉得在教室里或学习的地方中的任何声音都让自己闹心的话，那么他处理信息的能力很可能也会受到不利影响。

F注意力缺乏症表现为神经与基因障碍。这种障碍的特点是患者很难持续关注某事、很难长时间努力与坚持、缺乏组织能力并且无法抑制解除。患有注意力缺乏症的孩子很难筛选出不重要的信息，他们会关注所处环境中所有的事物而非仅仅一个活动。教室里的背景噪音成为分散孩子们注意力的一个主要原因。

G面对较高级别的背景噪音，患有听觉功能障碍的孩子经常很难分辨与处理言语和交流。这些噪音有的是传入教室中的室外活动的声音，也有的是教学活动的声音以及教室内产生的其他噪音，而且教室中的反射使这些噪音增大。因此，需要采取措施来获得最佳的课堂建设，也许还需要改变课堂文化与教学方法，特别要彻底检查吵闹的课堂与活动给患有听觉功能障碍的孩子带来的影响。也许有很多未确诊的孩子带着“无形”的残疾接受教育，他们的需求不像已确诊的孩子的需求那样容易被人察觉。

H新西兰政府已经制定出一项“新西兰残疾人事业发展战略”，并开始进入广泛咨询意见的阶段。该战略认同残疾人在世俗观念、教育机会、就业机会以及所享服务方面，均很难享有高质量的生活。“新西兰残疾人事业发展战略”的第三个目标是通过改善教育，“为残疾人提供最好的教育”，这样所有的孩子、青年学生以及成年学者将会在他们当地已有的学校里享有平等的学习与发展机会。对于成功的教育而言，学习环境是非常重要的。因此，任何改善学习环境的努力都会造福所有孩子，尤其是那些患有听觉功能障碍的孩子们。

I 一些国家已经开始制定自己的标准来控制与减少教室噪音，新西兰很可能会以此为例(来制定自己的标准)。迄今为止，文献中关于学校教室噪音的描述一般集中于噪音对学生、老师以及听觉缺陷者的影响上，而很少注意到噪音对患有其他疾病的学生的影响，包括对患有听觉功能障碍的学生的影响。今后在制定和颁布国际标准时，必须把这些孩子的需求考虑进去。

TEST 2 PASSAGE 2 参考译文：

金星凌日

6月金星再次越过太阳表面，构成了久违122年的天文奇观，也就是所谓的“凌日”现象。正如Heather Cooper和Nigel Henbest所解释的那样，金星凌日现象影响了我们对整个宇宙的认识。

A 206月8日，全世界一半以上的人都有幸见证了这起罕见的天文现象——经过六个多小时，金星缓缓滑过了太阳表面。这是自1882年12月6日以来的第一次金星凌日现象。彼时，美国天文学家Simon Newcomb教授带领着一队人去南非观测这一天文现象。他们的观测点设在一所女子学校里，据说这所学校里的三位女教师合力观测出的结果比这组专业人士的还要精确。

B数首年来，金星凌日现象引起了全球各地的探险家与天文学家的关注，而这一切都要归功于非凡的博学家Edmond Hailey。1677年11月，Hailey在位于南太平洋的荒无人烟的圣赫勒拿岛上，观测到了内行星水星的凌日现象。他发现，水星滑过太阳盘面的轨迹因观测纬度不同而有差异。通过计算行星在两个相距甚远的地方之间的运行时间，天文学家小组可以计算出视差角度。视差角度是指天体的位置由于观测者的位置不同而产生的明显差异。计算视差角度让天文学家得以实现当时的最终目标——算出地球与太阳之间的距离，这个距离就是所谓的“天文单位(AU)”。

C Hailey知道，天文单位是天文学中测量距离的基本单位之一。在17世纪早期，Johannes Kepler就认为行星与太阳之间的距离控制着行星的轨道速度，这个很容易就能测量到，但是还没有人能找到一种方法来计算行星与地球之间的精确距离。目标是先测量出天文单位，然后了解其他所有行星绕太阳运行的轨道速度，最后就能水到渠成，测出太阳系的规模。然而，Hailey意识到水星距离地球太远了以致很难确定其视差角度，而金星则距离地球较近，它的视差角度也较大。他发现如果利用金星来计算太阳的距离，其误差很可能只有五百分之一。但是有一个问题，与水星凌日不同，金星凌日现象很罕见，而且总是以两次为一组，每组中的两次大约间隔8年，而两组之间的间隔却有100多年。尽管如此，Hailey还是准确预测出金星会在1761年与1769年两次穿过太阳表面，只可惜他有生之年一次也没看到。

D在Hailey提出的测量太阳系方法的鼓舞下，英国和法国的天文学家组成小组，踏上去往各地的征途，这些地方甚至包括印度与西伯利亚。但是由于那时候英法两国在交战，所以这些观测并没有奏效。最值得同情的是法国天文学家Guillaume Le Gentil。英军包围了他在印度本地治里(Pondicherry)的观测台，这使他备受打击。在乘坐一艘法国军舰穿越印度洋逃亡的时候，他看到了一次凌日的壮观景象，但是船的颠簸摇晃使他完全没有机会进行精确观测。他并没有灰心，而是留在了南半球，先是忙于研究毛里求斯岛和马达加斯加岛的情况，接着前往菲律宾准备观测下一次凌日现象。然而，具有讽刺意味的是，在跋涉了将近五万公里之后，他的视线居然被一片乌云给遮住了，真是一次令人沮丧的经历。

E虽然早期对凌日时间的观测就当时所用的器材而言已足够精确，但是其测量结果却受到“黑滴”效应 (“blackdrop” effect)的困扰。金星入凌时，看起来有点模糊而不完全是圆的，因此很难计算时间。这种现象是由光的衍射造成的。另一个问题是，金星出凌时，它的周围会产生晕环。虽然天文学家可以获知金星是被一层厚厚的、可折射阳光的气体所包围，但是黑滴效应和晕环效应都使得他们无法获得金星凌日的准确时间。

F但是天文学家依然努力分析这些观测结果，以便用来观测金星凌日现象。柏林天文台台长Johann Franz Encke根据所有这些视差测量最终确定了天文单位的值为153,340,000千米。这个数值在当时已经相当精确了，也与现在用雷达测到的149,597,870千米非常接近。当然，现在雷达因其精准度已经取代了凌日测量与其他方法。天文单位是一个宇宙测量杆，也是现在我们测量宇宙的基础。视差原理可以延伸应用到恒星之间距离的测量中。一月，当地球处于其轨道的某个点时，我们观测一颗恒星，那么六个月后这颗恒星的位置与当时观测的位置看起来是不同的。了解了地球轨道的宽度后，天文学家就可以利用视差移位计算出这个距离。

G 年6月的金星凌日现象不只是一项重大的科学事件，更是一次天文奇观。而这种凌日现象为宇宙中最重大的突破之一铺平了道路，即对围绕其他恒星运行的类地行星进行探测。

TEST 2 PASSAGE 3 参考译文：

神经科学家解密创新思考

在过去十年里，科学家对大脑的认识方式发生了一场变革。现在我们知道人们所做的决定源自大脑特定部分的神经元的放电模式。这些发现导致了神经经济学的出现，神经经济学研究的是经济环境下大脑成功的秘诀，而这就需要创新，需要不走竞争者走过的寻常路。能做到这些的人可以谓之传统叛逆者。简而言之，传统叛逆者做的是别人认为不可为而他却能有所作为的事情。

该定义说明传统叛逆者与众不同，更确切地说，是他们的大脑异于常人，表现在以下三个方面：认知力、恐惧反应力以及社交能力。这三个功能在大脑中各有一条不同的回路。反对者可能会认为大脑与此无关，他们觉得原创性及革命性的思维方式与其说是大脑的功能，还不如说是一种个性的体现。但是，神经经济学的诞生正是基于这样一个新的发现，那就是大脑的生理功能实际上会制约我们的判断力。通过理解这些制约条件，我们就会明白为什么有些人爱唱反调。

首先要明白的一点是，大脑受制于有限的资源。它有固定的能量预算值，相当于一个40瓦灯泡的能量，因此大脑就进化出了一种尽可能高效的工作方式，这也就是大多数人之所以不爱唱反调的原因。比如，面对眼前源源不断输入的信息时，大脑会尽可能以最便捷的方式解读这些信息。为此，大脑会借鉴过往经验以及其他任何信息来源，比如別人所说的话，来解读眼睛所看到的信息。这种过程无处不在。大脑如此善于走捷径以至于我们对此毫不知情。我们以为我们对世界的感知是真实的，但其实这种感知只不过是身体和电流对我们撒的小谎。认知不只是我们的眼睛与耳朵传给大脑的信息。认知是大脑的产物，而不只是物理现实中光子或声波的产物。

认知是反传统论的核心。传统叛逆者与别人看问题的方法大相径庭，他们的大脑不像普通人的大脑那样容易掉进高效思维的陷阱。要么天生如此，要么后天习得，总之传统叛逆者总有方法绕过那些困扰大多数人的认知捷径。认知不是天生的。认知是个学习过程，是个既让人受尽折磨的毒咒，又让人洗心革面的良机。大脑面临着一个基本问题，那就是如何解读从感官传来的物理刺激。大脑所见、所闻、所感，皆可以有多重解读，而最终获选的解释只不过是大脑自认为的最佳理论。从技术层次而言，这些解读是有统计学依据的，因为统计学数据说明一种解释优于另一种解释，与此同时，这些解读又受过往经验以及他人观点的严重影响，最后这点对于潜在的传统叛逆者来讲尤为致命。

要想思维方式与众不同，最佳做法就是往大脑里塞其闻所未闻的东西。新鲜事物使认知过程摆脱了过往经历的束缚，同时强迫大脑作出新的判断。成功的传统叛逆者非常乐意接受新鲜事物。观察表明，传统叛逆者对新鲜事物持欣然接受的态度，而大多数普通人则唯恐避之不及。

然而，新鲜事物的缺点是它会触发大脑的恐惧系统。恐惧是阻止人们像传统叛逆者那样思考的主要障碍，它使普通人在创新思考的道路上踌躇不前。恐惧有很多种，但是有两种恐惧阻止了创新思维，而且让大多数人颇感棘手，那就是对不确定性的恐惧以及对沦为笑柄的担忧。这两种恐惧看似都无关紧要，但是，对公开演讲的恐惧则折磨着超过三分之一的人。因为人时不时就要讲一讲，所以这种恐惧太常见了，很难被视为一种精神疾病。这往往被看做一种精神障碍。它只不过是人性反复无常的一种体现而已，传统叛逆者们带着这种恐惧也会在众人面前发表观点。

最后一点，想要成功变成传统叛逆者，必须把自己的想法推销给别人，这就该社交能力登场了。社交能力是在商业环境中了解与管理人的能力。在过去的十年里，人们对社会型大脑的认知突飞猛进，对这种大脑在团队协作共同决策时所起的作用也了如指掌。神经科学已经揭示出是哪些大脑回路在帮我们洞悉他人想法、与他人产生共鸣、做到公平公正以及辨别社会身份。在说服别人采纳己见方面，这些大脑回路可谓功不可没。感知在社会认知中也举足轻重。对一个人的热情或名誉的认知是生意成功与否的关键。若能了解认知与社会决策千丝万缕的联系，便能明白为何成功的传统叛逆者稀世难求。

传统叛逆者纵横艺术舞台、技术尖端及商业高峰，在每个领域都创造崭新机会，他们贡献出的创造力和革命力，一队人也望尘莫及。他们视规则如草芥。虽然时常被人疏远并且遭遇失败，可他们仍然是团队顶梁柱。无论在任何领域，若想成功，必先了解传统叛逆者大脑工作的奥秘。

篇5：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6：剑桥雅思阅读4原文翻译及答案解析(test4)

Question 1

答案：TRUE

关键词：record,1900

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

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

Question 2

答案：NOT GIVEN

关键词：before the twen?tieth century

解题思路：很明显体感说的与原文说的相反，故答案为FALSE。

Question 3

答案：FALSE

关键词：burst of energy

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

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

Question 4

答案：FALSE

关键词：genetics

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

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

Question 5

答案：NOT GIVEN

关键词：parents of top athletes

定位原文：无

解题思路：题干中说顶尖运动员的父母通常也是很成功的运动员。而文中并未提到。

Question 6

答案：TRUE

关键词：gifted athletes, younger age

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

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

Question 7

答案：genetics

关键词：American runners

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

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

Question 8

答案：power

关键词：former Soviet Union

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

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

Question 9

答案：injuries

关键词：inadequate diet

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

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

Question 10

答案：training

关键词：key, setting

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

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

Question 11

答案：A

关键词：Biomechanics films

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

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

Question 12

答案：D

关键词：Biomechanics specialists/Fosbury flop

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

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

Question 13

答案：B

关键词：John S. Raglin

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

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

Question 14

答案：YES

关键词：creativity, investigative work

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

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

Question 15

答案：NOT GIVEN

关键词：ancient languages

定位原文：无

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

Question 16

答案：NO

关键词：movies

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

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

Question 17

答案：YES

关键词：anthropolo?gist

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

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

Question 18

答案：NOT GIVEN

关键词：anthropology

定位原文：无

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

Question 19

答案：NO

关键词：Europe, 3,000 BC

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

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

Question 20-21

答案：DE (IN EITHER ORDER)

关键词：anthropology

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

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

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

Question 22-23

答案：CD (IN EITHER ORDER)

关键词：tasks/archaeologist

定位原文：第7段

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

Question 24

答案：oral histories

关键词：written records/equally valuable

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

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

Question 25-26

答案：humanistic study/historical discipline

关键词：archaeology

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

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

Question 27

答案：scientist

关键词：compare/style

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

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

Question 28

答案：iv

关键词：无

定位原文：section A

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

Question 29

答案：i

关键词：无

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

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

Question 30

答案：iii

关键词：无

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

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

Question 31

答案：v

关键词：无

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

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

Question 32

答案：B

关键词：resources/limited

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

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

Question 33

答案：B

关键词：rise/cost

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

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

Question 34

答案：A

关键词：belief/economic growth

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

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

Question 35

答案：B

关键词：guaranteeing/provision

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

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

Question 36

答案：NO

关键词：Personal liberty

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

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

Question 37

答案：YES

关键词：right, limits

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

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

Question 38

答案：YES

关键词：OECD countries

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

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

Question 39

答案：NOT GIVEN

关键词：OECD government

定位原文：Section E

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

Question 40

答案：GIVEN

关键词：Economically developed countries, elderly

定位原文：E段

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

篇7：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8：剑桥雅思阅读4原文翻译及答案解析(test3)

Passage1

参考译文

Micro-Enterprise Credit for Street Youth

流浪儿童的小型企业贷款

Doreen Soko

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

DOREEN SOKO

Fan Kaoma

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

FAN KAOMA

Participants in the Youth Skills Enterprise Initiative Program, Zambia

赞比亚青年创业计划的参与人

Introduction

简介

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

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

Background

背景

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

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

Street Business Partnerships

流浪儿童就业互助计划

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

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

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

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

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

Lessons learned

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

经验教训

在国际流浪儿童组织的计划实施过程中，出现了下列教训：

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

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

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

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

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

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

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

Conclusion

结论

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

Passage2

参考译文

Volcanoes-earth-shattering news

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

火山——惊天动地大消息

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Passage3

参考译文

Obtaining Linguistic Data

获得语言资料

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

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

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

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

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

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

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

篇9：剑桥雅思阅读4原文翻译及答案解析(test4)

Passage1

参考译文

How much higher? How much faster?

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

多高?多快?

——人类的运动极限没有尽头

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Passage2

参考译文

THE NATURE AND AIMS OF ARCHAEOLOGY

考古学的本质和目的

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Passage3

参考译文

The Problem of Scarce Resources

稀缺资源的问题

Section A

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

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

Section B

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

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

Section C

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

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

Section D

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

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

Section E

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

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

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

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

篇10：剑桥雅思阅读解析8(test2)

READING PASSAGE 1

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

Sheet glass manufacture:

the float process

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

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

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

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

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

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

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

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

Questions 1-8

Complete the table and diagram below.

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

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

Early methods of producing flat glass

Method Advantages Disadvantages

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

? Glass remained

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

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

Ribbon

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

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

? 20% of glass rubbed away

? Machines were expensive

图片11

Questions 9-13

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

In boxes 9-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

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

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

12 The process invented by Pilkington has now been improved.

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

READING PASSAGE 2

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

Question 14-17

Reading passage 2 has six paragraphs, A-F.

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

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

List of Headings

i Predicting climatic changes

ii The relevance of the Little Ice Age today

iii How cities contribute to climate change.

iv Human impact on the climate

v How past climatic conditions can be determined

vi A growing need for weather records

vii A study covering a thousand years

viii People have always responded to climate change

ix Enough food at last

Example Answer

Paragraph A Viii

14 Paragraph B

Example Answer

Paragraph C V

15 Paragraph D

16 Paragraph E

17 Paragraph F

THE LITTLE ICE AGE

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

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

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

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

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

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

Questions 18-22

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

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

Weather during the Little Ice Age

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

A climatic shifts B ice cores C tree rings

D glaciers E interactions F weather observations

G heat waves H storms I written accounts

Questions 23-26

Classify the following events as occurring during the

A Medieval Warm Period

B Little Ice Age

C Modern Warm Period

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

23 Many Europeans started farming abroad.

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

25 Europeans discovered other lands.

26 Changes took place in fishing patterns.

READING PASSAGE 3

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

Questions 27-32

Reading Passage 3 has six paragraphs, A-F.

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

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

List of Headings

i The difficulties of talking about smells

ii The role of smell in personal relationships

iii Future studies into smell

iv The relationship between the brain and the nose

v The interpretation of smells as a factor in defining groups

vi Why our sense of smell is not appreciated

vii Smell is our superior sense

viii The relationship between smell and feelings

27 paragraph A

28 paragraph B

29 paragraph C

30 paragraph D

31 paragraph E

32 paragraph F

The meaning and power of smell

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

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

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

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

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

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

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

Questions 33-36

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

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

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

A we discover a new smell.

B we experience a powerful smell.

C our ability to smell is damaged.

D we are surrounded by odours.

34 The experiment described in paragraph B

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

B demonstrates that family members have a similar smell.

C proves that a sense of smell is learnt.

D compares the sense of smell in males and females.

35 What is the write doing in paragraph C?

A supporting other research

B making a proposal

C rejecting a common belief

D describing limitations

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

A The measurement of smell is becoming more accurate.

B Researchers believe smell is a purely physical reaction.

C Most smells are inoffensive.

D Smell is yet to be defined.

Questions 37-40

Complete the sentences below.

Choose ONE WORD ONLY from the passage for each answer.

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

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

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

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

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

篇11：剑桥雅思阅读解析8(test2)

PASSAGE 1 参考译文：

玻璃板制造：浮法工艺

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

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

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

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

1953年，Pilkington建立了一个试点工厂。到1955年为止，他已经说服他的公司建立成套的工业装置。然而，他们经过14个月的不间断生产且每个月花费10万英镑，才在厂里首次生产出可用的玻璃。而且，他们在成功生产出能投人市场的玻璃之后，就将机器关闭了，为的是在接下来几年能够持续生产。当机器再次投人生产时，又花了四个月的时间来使生产流程走上正轨。1959年，他们终于成功了。如今浮法制玻工厂遍布全球，每一个工厂都能够15年不间断地日产玻璃千吨。

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

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

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

TEST 2 PASSAGE 2 参考译文：

小冰期

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

B.小冰期大致从公元1300年持续到19世纪中期。仅两个世纪以前，欧洲遭遇了周期性的严冬，瑞士阿尔卑斯山脉的高山冰川的高度达到史上最低，冰岛周围常年被浮冰环绕。小冰期的气候活动不仅在塑造现代地球环境方面发挥了作用，也为如今史无前例的全球变暖现象提供了温床。然而，小冰期远非一个深度冰冻期，它实际上是由大气与海洋之间复杂难解的相互作用引起的、持续期普遍短于25年的一系列不规则气候剧变的集合。这样的起伏波动先是带来周期性的严冬和东风，然后又突然转变为持续数年的春季暴雨、夏季早雨、暖冬和频繁的大西洋风暴，抑或周期性干旱、轻东北风和酷暑热浪。

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

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

E.众所周知，大约从公元1200年起，格陵兰岛和北极开始降温，小冰期到来。由于北极浮冰向南扩散，古斯堪的纳维亚向西的航海路线变更至开放的大西洋，然后一切航行都终止了。北大西洋和北海的风暴增加。1315年至1319年间，更冷更潮湿的天气降临欧洲大陆，成千上万的人死于横扫整个大陆的饥荒。到了1400年，天气明显变得更加难以预测，狂风暴雨的几率大增，间或出现气温急转直下，在16世纪末的几十年寒期时降到谷底。在那些正在兴起的城镇里，食品供应向来重要，而鱼类是至关重要的商品。鳕鱼干和鲱鱼干已成为欧洲鱼类贸易的主要产品，但是水温的变化迫使渔船驶向更加远离海岸的海域。巴斯克人、荷兰人和英国人最先造出了能够适应在寒冷、多风暴的大西洋中航行的离岸渔船。在人口增加时期，对食物供应的关心导致了北欧渐进的农业革命。这次革命带来了集中的商业耕种，以及为了种植动物饲料而在非农作物用地上进行的土地开垦。农作物产量的提高使得部分国家能够实现粮食和家畜的自给自足，为抵制饥荒提供了有效保障。

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

TEST 2 PASSAGE 3 参考译文：

嗅觉的意义和力量

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

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

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

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

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

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

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

TEST 3 PASSAGE 1 参考译文：

用激光回击闪电

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

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

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

不良行为

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

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

这一系统装置的想法始于大约20年前，当时正在开发大功率激光器从原子中提取电荷并生成离子的能力。如果激光器能够生成一条直达暴雨云的离子线，就可以在闪电电场增强为一股无法控制的涌流并击破空气之前，用这条传导通道把电荷引导到地面上来。为了防止激光器本身受到电击，不能把它直接对准云层，而是要把它对准一面镜子，让激光通过镜子折射向天空。要在靠近镜子的四周布置闪电传导器从而对其进行保护。理想的做法是，云层遥控器(枪)要比较廉价，以便能够把它们安装在所有重点电力设备周围;另外还要方便携带，以便在国际运动赛事场地中用于使逐渐聚积的雨云失去威力。

绊脚石

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

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

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

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

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