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剑桥雅思阅读7test1原文翻译及答案

篇1：剑桥雅思阅读7test1原文翻译及答案

READING PASSAGE 1

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

Let’s Go Bats

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

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

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

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

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

Questions 1-5

Reading Passage 1 has five paragraphs, A-E.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

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

2 how early mammals avoided dying out

3 why bats hunt in the dark

4 how a particular discovery has helped our understanding of bats

5 early military uses of echolocation

Questions 6-9

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

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

Facial Vision

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

Questions 10-13

Complete the sentences below.

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

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

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

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

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

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

READING PASSAGE 2

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

Questions 14-20

Reading Passage 2 has seven paragraphs, A-H.

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

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

List of Headings

i Scientists’ call for a revision of policy

ii An explanation for reduced water use

iii How a global challenge was met

iv Irrigation systems fall into disuse

v Environmental effects

vi The financial cost of recent technological improvements

vii The relevance to health

viii Addressing the concern over increasing populations

ix A surprising downward trend in demand for water

x The need to raise standards

xi A description of ancient water supplies

14 Paragraph A

Example Answer

Paragraph B iii

15 Paragraph C

16 Paragraph D

17 paragraph E

18 paragraph F

19 paragraph G

20 paragraph H

MAKING EVERYDROP COUNT

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

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

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

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

_underground stores of water

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

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

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

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

Questions 21-26

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

In boxes 21-26 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

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

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

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

24 Industrial growth is increasing the overall demand for water.

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

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

READING PASSAGE 3

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

EDUCATING PSYCHE

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

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

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

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

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

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

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

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

Questions 27-30

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

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

27 The book Educating Psyche is mainly concerned with

A the power of suggestion in learning.

B a particular technique for learning based on emotions.

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

D ways of learning which are not traditional.

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

A unimportant details are the easiest to recall

B concentrating hard produces the best results.

C the most significant facts are most easily recalled.

D peripheral vision is not important.

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

A both of these are important for developing concentration.

B his theory about methods of learning is valid.

C reading is a better technique for learning than listening.

D we can remember things more easily under hypnosis.

30 Lozanov claims that teachers should train students to

A memorise details of the curriculum.

B develop their own sets of indirect instructions.

C think about something other than the curriculum content.

D avoid overloading the capacity of the brain.

Questions 31-36

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

In boxes 31-36 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

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

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

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

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

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

Questions 37-40

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

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

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

A spectacular B teaching C lesson

D authoritarian E unpopular F ritual

G unspectacular H placebo I involved

J appropriate K well known

篇2：剑桥雅思阅读5原文翻译及答案(test1)

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READING PASSAGE 1

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

Johnson’s Dictionary

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

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

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

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

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

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

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

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

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

Questions 1-3

Choose THREE letters A-H.

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

NB Your answers may be given in any order.

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

A It avoided all scholarly words.

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

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

D It focused mainly on language from contemporary texts.

E There was a time limit for its completion.

F It ignored work done by previous dictionary writers.

G It took into account subtleties of meaning.

H Its definitions were famous for their originality.

Questions 4-7

Complete the summary.

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

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

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

Questions 8-13

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

In boxes 8-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

9 Johnson has become more well known since his death.

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

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

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

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

READING PASSAGE 2

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

Nature or Nurture?

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

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

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

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

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

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

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

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

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

Questions 14-19

Reading Passage 2 has nine paragraphs, A-I.

Which paragraph contains the following information?

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

14 a biological explanation of the teacher-subjects’ behaviour

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

16 the identity of the pupils

17 the expected statistical outcome

18 the general aim of sociobiological study

19 the way Milgram persuaded the teacher-subjects to continue

Questions 20-22

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

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

20 The teacher-subjects were told that were testing whether

A a 450-volt shock was dangerous.

B punishment helps learning.

C the pupils were honest.

D they were suited to teaching.

21 The teacher-subjects were instructed to

A stop when a pupil asked them to.

B denounce pupils who made mistakes.

C reduce the shock level after a correct answer.

D give punishment according to a rule.

22 Before the experiment took place the psychiatrists

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

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

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

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

Questions 23-26

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

In boxes 23-26 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

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

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

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

READING PASSAGE 3

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

The Truth about the Environment

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

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

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

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

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

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

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

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

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

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

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

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

Questions 27-32

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

In boxes 27-32 on your answer sheet, write

YES if the statement agrees with the writer’s claims

NO if the statement contradicts the writer’s clams

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

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

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

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

30 Extinct species are being replaced by new species.

31 Some pollution problems have been correctly linked to industrialisation.

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

Questions 33-37

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

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

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

A the need to produce results

B the lack of financial support

C the selection of areas to research

D the desire to solve every research problem

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

A influential the mass media can be.

B effective environmental groups can be.

C the mass media can help groups raise funds.

D environmental groups can exaggerate their claims.

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

A Some are more active than others.

B Some are better organised than others.

C Some receive more criticism than others.

D Some support more important issues than others.

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

A educate readers.

B meet their readers’ expectations.

C encourage feedback from readers.

D mislead readers.

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

A It will increase in line with population growth.

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

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

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

Questions 38-40

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

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

GLOBAL WARMING

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

A unrealistic B agreed C expensive D right

E long-term F usual G surprising H personal

I urgent

篇3：剑桥雅思阅读6(test3)原文翻译答案

剑桥雅思阅读6原文(test3)

READING PASSAGE 1

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

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

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

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

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

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

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

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

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

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

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

Questions 1-5

Reading Passage 1 has ten paragraphs, A-J.

Which paragraph contains the following information?

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

1 the location of the first cinema

2 how cinema came to focus on stories

3 the speed with which cinema has changed

4 how cinema teaches us about other cultures

5 the attraction of actors in films

Questions 6-9

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

In boxes 6-9 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

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

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

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

8 Cinema presents a biased view of other countries.

9 Storylines were important in very early cinema.

Questions 10-13

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

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

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

A the simplicity of early films.

B the impact of early films.

C how short early films were.

D how imaginative early films were.

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

A aims to impress its audience.

B tells stories better than books.

C illustrates the passing of time.

D describes familiar events.

12 When cinema first began, people thought that

A it would always tell stories.

B it should be used in fairgrounds.

C its audiences were unappreciative.

D its future was uncertain.

13 What is the best title for this passage?

A The rise of the cinema star

B Cinema and novels compared

C The domination of Hollywood

D The power of the big screen

READING PASSAGE 2

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

Questions 14-18

Reading Passage 2 contains six Key Points.

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

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

List of Headings

i Ensure the reward system is fair

ii Match rewards to individuals

iii Ensure targets are realistic

iv Link rewards to achievement

v Encourage managers to take more responsibility

vi Recognise changes in employees’ performance over time

vii Establish targets and give feedback

viii Ensure employees are suited to their jobs

Example Answer

Key Point One Viii

14 Key Point Two

15 Key Point Three

16 Key Point Four

17 Key Point Five

18 Key Point Six

Motivating Employees under

Adverse Conditions

THE CHALLENGE

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

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

KEY POINT ONE

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

KEY POINT TWO

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

KEY POINT THREE

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

KEY POINT FOUR

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

KEY POINT FIVE

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

KEY POINT SIX

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

Questions 19-24

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

In boxes 19-24 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

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

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

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

21 High achievers are well suited to team work.

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

23 The staff appraisal process should be designed by employees.

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

Questions 25-27

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

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

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

25 high achievers

26 clerical workers

27 production workers

List of Descriptions

A They judge promotion to be important.

B They have less need of external goals.

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

D They resist goals which are imposed.

E They have limited job options.

READING PASSAGE 3

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

The Search for the Anti-aging Pill

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

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

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

The benefits of caloric restriction

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

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

calorie: a measure of the energy value of food

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

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

How a prototype caloric-restriction mimetic works

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

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

Questions 28-32

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

In boxes 28-32 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

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

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

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

31 Diet-related diseases are common in older people.

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

Questions 33-37

Classify the following descriptions as relating to

A caloric-restricted monkeys

B control monkeys

C neither caloric-restricted monkeys nor control monkeys

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

33 Monkeys were less likely to become diabetic.

34 Monkeys experienced more chronic disease.

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

36 Monkeys enjoyed a reduced chance of heart disease.

37 Monkeys produced greater quantities of insulin.

Questions 38-40

Complete the flow-chart below.

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

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

How a caloric-restriction mimetic works

CR mimetic

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

Production of ATP is decreased

Theory 1: Theory 2:

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

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

剑桥雅思阅读6原文参考译文(test3)

PASSAGE 1 参考译文：

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

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

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

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

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

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

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

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

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

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

TEST 3 PASSAGE 2 参考译文：

Motivating Employees under Adverse Conditions

在逆境中激励员工挑战

THE CHALLENGE

挑战

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

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

KEY POINT ONE

关键点一

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

KEY POINT TWO

关键点二

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

KEY POINT THREE

关键点三

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

KEY POINT FOUR

关键点四

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

KEY POINT FIVE

关键点五

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

KEY POINT SIX

关键点六

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

TEST 3 PASSAGE 3 参考译文：

The Search for the Anti-aging Pill

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

寻找抗衰老药

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

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

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

The benefits of caloric restriction

限制能量摄入的好处

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

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

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

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

How a prototype caloric-restriction mimetic works

限食拟药如何完成任务

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

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

剑桥雅思阅读6原文解析(test3)

Passage 1

Question 1

答案： A

关键词：location/ first cinema

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

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

Question 2

答案：I

关键词：focus on stories

定位原文: I段第3句“But what happened…”

解题思路: 然而，事实上，电影已经成为一种叙事的媒介。正确答案是I。

Question 3

答案： J

关键词：speed…has changed

定位原文: J段第1句“And it has…”

解题思路: 电影的发展是如此迅速。对应J选项。

Question 4

答案：E

关键词：teaches…other cultures

定位原文: E段第3句“Long before people…”

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

Question 5

答案：G

关键词：attraction of actors

定位原文: G段第1句“The ‘star’ was…”

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

Question 6

答案：YES

关键词：first audiences reacted to the cinema

定位原文: B段第2句“But it is worth trying…”

解题思路: worth 与 important 属于同义表达。

Question 7

答案： NOT GIVEN

关键词：train, the greatest films

定位原文: C段第3句“…described the film…”

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

Question 8

答案： NOT GIVEN

关键词：other countries

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

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

Question 9

答案：NO

关键词：very early cinema

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

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

Question 10

答案：B

关键词：film of the train

定位原文: C段第4句“As the train…”

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

Question 11

答案：C

关键词：Tarkovsky/ the attraction of the cinema

定位原文: D段最后1句“But in cinema…”

解题思路: 然而，电影却能够捕捉真实而客观的时间流动;C选项与其表达一致。

Question 12

答案： D

关键词：first began

定位原文: H段第2到4句“When the…”

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

Question 13

答案： D

关键词：cinema/ flat screen

定位原文: 全篇主旨

解题思路：纵观全文，都在大篇幅讲电影，big screen代指电影。

Test 3 Passage 2

Question 14

答案：vii

关键词：篇章匹配，无题干定位词

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

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

Question 15

答案：iii

关键词：篇章匹配，无题干定位词

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

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

Question 16

答案：ii

关键词：篇章匹配，无题干定位词

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

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

Question 17

答案：iv

关键词：篇章匹配，无题干定位词

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

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

Question 18

答案： i

关键词：篇章匹配，无题干定位词

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

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

Question 19

答案：NO

关键词：shrinking organization

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

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

Question 20

答案： NOT GIVEN

关键词：small business/ large business

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

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

Question 21

答案： NO

关键词：high achievers

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

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

Question 22

答案：YES

关键词：participate / goal-setting

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

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

Question 23

答案： NOT GIVEN

关键词：appraisal process

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

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

Question 24

答案： YES

关键词：employees’ earnings

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

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

Question 25

答案： B

关键词：high achievers

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

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

Question 26

答案： C

关键词：clerical workers

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

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

Question 27

答案：A

关键词：production workers

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

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

Test 3 Passage 3

Question 28

答案： NO

关键词：drugs available today/ growing old

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

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

Question 29

答案：YES

关键词： eating fewer calories/ extend human life

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

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

Question 30

答案：YES

关键词： caloric-restricted

定位原文: 第2段第2句“Few mortals could…”

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

Question 31

答案：NOT GIVEN

关键词：diet-related diseases

定位原文: 无定位原文

解题思路: 原文没有提到这个信息，所以是NOT GIVEN。

Question 32

答案：YES

关键词：rats

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

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

Question 33

答案：A

关键词： less likely / diabetic

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

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

Question 34

答案：B

关键词：more chronic disease

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

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

Question 35

答案： C

关键词：a longer than average lifespan

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

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

Question 36

答案： A

关键词：reduced chance of heart disease

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

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

Question 37

答案： B

关键词：greater quantities of insulin

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

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

Question 38

答案：glucose

关键词：production of ATP is decreased

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

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

Question 39

答案： free radicals

关键词：one possibility

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

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

Question 40

答案： preservation

关键词： focus on

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

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

剑桥雅思阅读6(test3)原文翻译答案

篇4：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5：剑桥雅思阅读6test1原文翻译及答案解析

剑桥雅思阅读6原文(test1)

READING PASSAGE 1

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

AUSTRALIA’S SPORTING SUCCESS

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

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

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

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

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

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

Questions 1-7

Reading Passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

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

NB You may use any letter more than once.

1 a reference to the exchange of expertise between different sports

2 an explanation of how visual imaging is employed in investigations

3 a reason for narrowing the scope of research activity

4 how some AIS ideas have been reproduced

5 how obstacles to optimum achievement can be investigated

6 an overview of the funded support of athletes

7 how performance requirements are calculated before an event

Questions 8-11

Classify the following techniques according to whether the writer states they

A are currently exclusively used by Australians

B will be used in the future by Australians

C are currently used by both Australians and their rivals

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

8 cameras

9 sensors

10 protein tests

11 altitude tents

Questions 12 and 13

Answer the questions below.

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

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

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

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

READING PASSAGE 2

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

DELIVERING THE GOODS

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

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

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

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

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

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

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

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

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

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

hold: ship’s storage area below beck

Questions 14-17

Reading Passage 2 has nine paragraphs, A-I.

Which paragraph contains the following information?

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

14 a suggestion for improving trade in the future

15 the effects of the introduction of electronic delivery

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

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

Questions 18-22

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

In boxes 18-22 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

19 Cheap labour guarantees effective trade conditions.

20 Japan imports more meat and steel than France.

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

22 Small computer components are manufactured in Germany.

Questions 23-26

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

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

THE TRANSPORT REVOLUTION

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

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

A tariffs B components C container ships

D output E employees F insurance costs

G trade H freight I fares

J software K international standards

READING PASSAGE 3

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

Question 27-32

Reading Passage 3 has seven paragraphs, A-G.

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

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

List of Headings

i The reaction of the Inuit community to climate change

ii Understanding of climate change remains limited

iii Alternative sources of essential supplies

iv Respect for Inuit opinion grows

v A healthier choice of food

vi A difficult landscape

vii Negative effects on well-being

viii Alarm caused by unprecedented events in the Arctic

ix The benefits of an easier existence

Example Answer

Paragraph A viii

27 Paragraph B

28 Paragraph C

29 Paragraph D

30 Paragraph E

31 Paragraph F

32 Paragraph G

Climate Change and the Inuit

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

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

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

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

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

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

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

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

Questions 33-40

Complete the summary of paragraphs C and D below.

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

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

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

剑桥雅思阅读6原文参考译文(test1)

TEST 1 PASSAGE 1参考译文：

AUSTRALIA’S SPORTING SUCCESS

澳大利亚的体育成就

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

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

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

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

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

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

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

TEST 1 PASSAGE 2 参考译文：

DELIVERING THE GOODS

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

货物运输

国际贸易规模的巨大扩张应当归功于货运业的变革

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

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

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

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

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

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

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

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

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

TEST 1 PASSAGE 3 参考译文：

Climate Change and the Inuit

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

气候变化与因纽特人

北极地区气候变化造成的威胁和加拿大因纽特人(亦称“爱斯基摩人”)面临的困境

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

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

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

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

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

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

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

剑桥雅思阅读6原文解析(test1)

Test 1 Passage1

Question 1

答案：B

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

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

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

Question 2

答案：C

关键词: visual imaging/3D, image

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

解题思路: 通过题干中的视频成像可以很容易找到原文中对应的3D和成像。

Question 3

答案：B

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

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

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

Question 4

答案：F

关键词：AIS ideas reproduce/ copying

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

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

Question 5

答案：D

关键词：Obstacle, investigated/ impact, monitor

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

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

Question 6

答案：A

关键词：Overview, funded support finance

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

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

Question 7

答案：E

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

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

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

Question 8

答案：A

关键词: digital cameras

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

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

Question 9

答案：B

关键词：sensor

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

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

Question 10

答案: A

关键词：protein

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

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

Question 11

答案：C

关键词: altitude tent

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

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

Question 12

答案： (a)competition model

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

定位原文: E段第1句“Using data…”

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

Question 13

答案： (by)2 percent/%

关键词： 19% Olympic Games, cyclists, improve

定位原文: F段第3句“At the Atlanta…”

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

Test 1 Passage 2

Question 14

答案：I

关键词：suggestion, in the future /would help

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

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

Question 15

答案： F

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

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

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

Question 16

答案： E

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

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

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

Question 17

答案：D

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

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

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

Question 18

答案： TRUE

关键词：international trade, world economy

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

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

Question 19

答案： FALSE

关键词：cheap labour

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

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

Question 20

答案: NOT GIVEN

关键词：Japan，France

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

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

Question 21

答案：TRUE

关键词：trade with nearby nations

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

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

Question 22

答案： NOT GIVEN

关键词： small computer components

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

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

Question 23

答案：G

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

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

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

Question 24

答案：B

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

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

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

Question 25

答案：C

关键词：introduction

定位原文: G段第2句“But, behind the…”

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

Question 26

答案：A

关键词： governments

定位原文: H段第3句的“National governments…”

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

Test 1 Passage 3

Question 27

答案：i

关键词：段落匹配题，暂无关键词

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

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

Question 28

答案： vi

关键词：段落匹配题，暂无关键词

定位原文: C段第1句“The Canadian Arctic…”

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

Question 29

答案： iii

关键词：段落匹配题，暂无关键词

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

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

Question 30

答案：vii

关键词：段落匹配题，暂无关键词

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

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

Question 31

答案：iv

关键词：段落匹配题，暂无关键词

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

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

Question 32

答案：ii

关键词：段落匹配题，暂无关键词

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

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

Question 33

答案： farming

关键词：Canadian Arctic

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

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

Question 34 & Question 35

答案：sea mammals fish (in either order)

关键词：catching, and

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

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

Question 36

答案：Thule

关键词：pushed limits

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

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

Question 37

答案： islands

关键词：territory of Nunavut, / ice, rock

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

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

Question 38

答案：nomadic

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

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

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

Question 39

答案： nature

关键词：depend on food and clothes

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

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

Question 40

答案： Imported

关键词: expensive

定位原文: D段最后5句话

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

篇6：剑桥雅思阅读5原文翻译及答案(test1)

TEST 1 PASSAGE 1参考译文：

Johnson’s Dictionary

约翰逊博士的字典

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

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

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

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

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

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

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

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

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

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

TEST 1 PASSAGE 2 参考译文：

Nature or Nurture?

是先天本性还是后天控制?

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

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

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

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

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

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

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

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

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

TEST 1 PASSAGE 3 参考译文：

The Truth about the Environment

环境问题真相

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

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

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

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

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

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

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

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

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

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

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

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

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

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

篇7：剑桥雅思阅读5原文翻译及答案(test1)

Test 1 Passage1

Question 1-Question 3

答案：D E G

关键词：Johnson’s Dictionary

定位原文：全文综合信息处理

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

Question 4

答案：copying clerks或clerks

关键词：1764/a number of/who stood at

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

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

Question 5

答案：library

关键词：did not have a/40，000

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

解题思路: 找到定位句后，很容易得到答案library。

Question 6

答案：stability

关键词：James Boswell

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

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

Question 7

答案：pension

关键词：King

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

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

Question 8

答案：TRUE

关键词: middle classes

定位原文: 第3段第1句“Beyond…”

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

Question 9

答案：FALSE

关键词：Johnson/death

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

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

Question 10

答案: NOT GIVEN

关键词：several years

定位原文: 第4段内容

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

Question 11

答案：FALSE

关键词: academy

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

解题思路: 这句话正说明约翰逊并未建立研究院来协助他完成字典的编纂。

Question 12

答案： FALSE

关键词：payment

定位原文: 第4段最后1句“He was to be paid …”

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

Question 13

答案： TRUE

关键词：assistants/publication

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

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

Test 1 Passage 2

Question 14

答案：F

关键词：biological explanation/teacher-subject

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

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

Question 15

答案：A

关键词：explanation/for the experiment

定位原文: A段最后1句“Specifically…”

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

Question 16

答案： B

关键词：identity/pupil

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

解题思路: 找到对应句后很容易得出答案B。

Question 17

答案： D

关键词：expected/statistical

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

解题思路: 定位到D段后，发现这些数字都是描述的实验预期的结果。

Question 18

答案： I

关键词：general aim/sociobiological study

定位原文: I段第3句“This, in essence, is…”

解题思路: 找到定位句后，比较容易得出答案。

Question 19

答案： C

关键词：persuaded/continue

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

解题思路: 注意go on即为 continue的同义替换。

Question 20

答案: B

关键词：teacher-subjects were told...

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

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

Question 21

答案： D

关键词：instructed to...

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

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

Question 22

答案： C

关键词： phychiatrists

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

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

Question 23

答案：NOT GIVEN

关键词：Yale University

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

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

Question 24

答案：TRUE

关键词：explain/survival mechanism

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

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

Question 25

答案：FALSE

关键词：sociobiological explanation

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

解题思路: 定位句的两句话都在体现出个人价值观在被权威所统治。

Question 26

答案：FALSE

关键词：sociobiology

定位原文: I段整个段落内容

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

Test 1 Passage 3

Question 27

答案：YES

关键词：environmentalists

定位原文: 第1段第1、2句 “For many…”

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

Question 28

答案： NOT GIVEN

关键词：1972, only

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

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

Question 29

答案： NO

关键词： starving people

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

解题思路: 这句话意思非常明确了，和题目表述矛盾。

Question 30

答案： NOT GIVEN

关键词： species

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

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

Question 31

答案： YES

关键词： industrialisation

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

解题思路: 这句话说明工业化早期的确引起了一些污染问题，，故此题选YES。

Question 32

答案： NO

关键词： economic growth/best

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

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

Question 33

答案： C

关键词：paragraph 4

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

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

Question 34

答案： D

关键词：Worldwide Fund for Nature

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

解题思路: 定位句明确说明也许有时候他们夸张了事实，选项D符合。

Question 35

答案： C

关键词：paragraph 6

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

解题思路：题目问的是作者对游说团体的看法，C选项和原文表述一致。

Question 36

答案： B

关键词：newspaper print

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

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

Question 37

答案： B

关键词：America

定位原文: 第8段第3句“Yet, even if…”

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

Question 38

答案： E. long-term

关键词： global warming/a

定位原文: 文章中最后4段内容

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

Question 39

答案： D. right

关键词：way

定位原文: 文章最后4段内容

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

Question 40

答案： I. urgent

关键词: health problem

定位原文: 倒数第2段第2句“…most pressing…”

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

剑桥雅思阅读5原文翻译及答案(test1)

篇8：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9：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10：剑桥雅思阅读4test1原文翻译及答案解析

剑桥雅思阅读4原文(test1)

READING PASSAGE 1

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

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

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

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

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

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

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

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

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

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

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

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

Questions 1-8

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

In boxes 1-8 on your answer sheet write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

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

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

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

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

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

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

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

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

Questions 9-13

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

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

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

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

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

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

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

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

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

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

C Rainforests are located near the Equator.

D Brazil is home to the rainforests.

E Without rainforests some animals would have nowhere to live.

F Rainforests are important habitats for a lot of plants.

G People are responsible for the loss of the rainforests.

H The rainforests are a source of oxygen.

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

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

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

L There are people for whom the rainforests are home.

M Rainforests are found in Africa.

N Rainforests are not really important to human life.

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

P Humans depend on the rainforests for their continuing existence.

Question 14

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

Write your answer in box 14 on your answer sheet.

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

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

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

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

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

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

READING PASSAGE 2

You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.

What Do Whales Feel?

An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises

Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.

The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.

The sense of vision is developed to different degree in different species. Baleen species studied at close quarters underwater — specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii — have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.

On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.

Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.

Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.

1. echolocation: the perception of objects by means of sound wave echoes.

Questions 15-21

Complete the table below.

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

Write your answers in boxes 15-21 on your answer sheet.

SENSE SPECIES ABILITY COMMENTS

Smell toothed no evidence from brain structure

baleen not certain related brain structures are present

Taste some types poor nerves linked to their 15………are underdeveloped

Touch all yes region around the blowhole very sensitive

Vision 16……… yes probably do not have stereoscopic vision

Dolphins, porpoises yes probably have stereoscopic vision 17………and………

18………

yes probably have stereoscopic vision forward and upward

Bottlenose dolphins yes exceptional in 19………and good in air-water interface

Boutu and beiji poor have limited vision

Indian susu no probably only sense direction and intensity of light

Hearing most large baleen yes usually use 20………; repertoire limited

21………whales and ………whales

yes song-like

Toothed yes use more of frequency spectrum; have wider repertoire

Questions 22-26

Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.

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

22 Which of the senses is described here as being involved in mating?

23 What species swims upside down while eating?

24 What can bottlenose dolphins follow from under the water?

25 Which type of habitat is related to good visual ability?

26 Which of the senses is best developed in cetaceans?

READING PASSAGE 3

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

Visual Symbols and the Blind

Part 1

From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.

When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines — or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.

To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.

All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.

In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.

Part 2

Words associated Agreement

with circle/square among

subjects (%)

SOFT-HARD 100

MOTHER-FATHER 94

HAPPY-SAD 94

GOOD-EVIL 89

LOVE-HATE 89

ALIVE-DEAD 87

BRIGHT-DARK 87

LIGHT-HEAVY 85

WARM-COLD 81

SUMMER-WINTER 81

WEAK-STRONG 79

FAST-SLOW 79

CAT-DOG 74

SPRING-FALL 74

QUIET-LOUD 62

WALKING-STANDING 62

ODD-EVEN 57

FAR-NEAR 53

PLANT-ANIMAL 53

DEEP-SHALLOW 51

Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus among sighted subjects.

We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.

We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard?

All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and ‘near’ to circle. In fact, only a small majority of sighted subjects — 53% — had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.

Questions 27-29

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

Write your answers in boxes 27-29 on your answer sheet.

27 In the first paragraph the writer makes the point that blind people.

A may be interested in studying art.

B can draw outlines of different objects and surfaces.

C can recognise conventions such as perspective.

D can draw accurately.

28 The writer was surprised because the blind woman

A drew a circle on her own initiative.

B did not understand what a wheel looked like.

C included a symbol representing movement.

D was the first person to use lines of motion.

29 From the experiment described in Part 1, the writer found that the blind subjects

A had good understanding of symbols representing movement.

B could control the movement of wheels very accurately.

C worked together well as a group in solving problems.

D got better results than the sighted undergraduates.

Questions 30-32

Look at the following diagrams (Questions 30-32), and the list of types of movement below. Match each diagram to the type of movement A-E generally assigned to it the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.

A steady spinning

B jerky movement

C rapid spinning

D wobbling movement

E use of brakes

Questions 33-39

Complete the summary below using words from the box.

Write your answers in boxes 33-39 on your answer sheet.

NB You may use any word more than once.

In the experiment described in Part 2, a set of word 33…… was used to investigate whether blind and sighted people perceived the symbolism in abstract 34…… in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’.

However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices.

associations blind deep hard

hundred identical pairs shapes

sighted similar shallow soft

words

Question 40

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

Write your answer in box 40 on your answer sheet.

Which of the following statements best summarises the writer’s general conclusion?

A The blind represent some aspects of reality differently from sighted people.

B The blind comprehend visual metaphors in similar ways to sighted people.

C The blind may create unusual and effective symbols to represent reality.

D The blind may be successful artists if given the right training.

剑桥雅思阅读4原文参考译文(test1)

Passage1

参考译文

无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。打个比方，孩子们很容易就能理解这样一个图例，即平均每四十分钟，也就是一节课的时间内，世界上就会有相当于一千个足球场大小的热带雨林遭到破坏。面对媒体频繁且生动的报道，也许不需要任何正规的教育，孩子们就能够形成一系列有关热带雨林的观点：比如说雨林是什么，位置在哪里，为什么如此重要，又是什么在威胁它们等等。当然，这些观点也很有可能是错的。

许多研究表明孩子们对于在学校里学到的科学知识心存误解。这些误解不是孤立存在的，而是组成了一个尽管多层面却十分有条理的概念体系，这一点使得该体系本身及其所有的组成观点更加难以攻破，有些观点本身甚至就是错误的，但是也正是这样，它们反而更容易被改动。这些错误观点正是由于孩子们从大众煤体上吸收了信息而形成的。有时连这些信息本身都是错误的。学校似乎也没能够给们提供一个再度阐述自己观点的机会，因此宠师及其他学生也不能帮助其检验及纠正这种错误观点。

尽管媒体对于热带雨林所遭受的破坏做了大量的报道，但是有关孩子相关观点的信息却少之又少。所以，目前这项研究的目的就是要给教师提供这样的信息来帮助他们设计自己的教学策略，以便帮助学生构筑正确的观点，置换他们的错误概念，并在学校中展开环保研究项目。

该项研究调査了孩子有关热带雨林的科学知识以及态度。研究要求一些中学生填写一份包含了五个简答题的调査表。对于第一个问题，最常见的解答就来自“热带雨林”这一名称所附带的不言自明的含义。有些孩子把雨林描述成一个又潮又湿或闷热的地方。第二个问题是关于雨林的地理位置的，大多数答案都提到了国名或洲名：百分之四十三的孩子写了非洲，百分之三十写了美洲;还有百分之二十五的人认为热带雨林主要分布在巴西。有些孩子给出了如“赤道附近”这样更为宽泛的答案。

第三道题目问及了热带雨林的重要性。百分之六十四的学生认为雨林为动物提供了栖身之所。较少的学生回答说雨林是植物的生长地。更少的学生提到了雨林中的土著居民。其中，有百分之七十的女孩子认为雨林是动物的家，而男孩子中只有百分之六十的人执此观点。

相似的是，有百分之十三的女生认为热带雨林为人类提供了居所，而男生中有此想法的人只占百分之五。这些观点与先前就学生对热带雨林的开发及保护状况所做的研究的结果基本一致，该结果表明女生更容易表现出对小动物的同情，其观点也更容易将内在价值观基于动物而非人类生命上。

第四个问题问到了热带雨林遭到破坏的原因。值得庆幸的是，过半的学生(百分之五十九)都认为是人类的行为导致了这一破坏，有人甚至用“我们”这样的字眼将问题与自身联系起来。大概有百分之十八的学生将这一破坏归咎于滥砍滥伐。

百分之十的学生错误地认为是酸雨导致了雨林的破坏，还有百分之十的学生觉得污染才是罪魁祸首。看来学生们是将热带雨林所受的破坏与上述因素对西欧森林的毁坏混为一谈了。百分之四十的学生认为热带雨林为人们提供了氧气，在某种程度上，这样的答案也包含着一个误解，那就是认为热带雨林的消失会减少大气中氧气的含量，最终导致地球上的大气不再适合人类呼吸。

在被问及雨林保护的重要性时，大部分学生只是认为人类离开雨林就无法生存。只有寥寥百分之六的人提到热带雨林的消失会导致全球变暖。鉴于媒体对这个问题长篇累牍的报道，这样的结果真是有点出人意料。还有些学生认为保不保护雨林根本无关紧要。

研究结果表明，在学生们对雨林的观点中，某些观点明显占上风。在有些问题上，比如说热带雨林是植物、动物及人类的栖息地以及天气变化与雨林破坏之间的关系等，学生们的回答又表明了他们在一些基本科学知识上的误区。

学生们给出的答案并不能够表明他们了解热带雨林所遭受破坏的原因的复杂性。换言之，没有任何迹象表明他们了解热带雨林对人类来讲到底如何重要以及那些破坏行为背后所潜藏的复杂社会、经济及政治因素。然而，值得欣慰的是，其他类似环保研究的结果表明，大孩子们已经具备了鉴赏、理解以及评价矛盾观点的能力。而环保教育正是为这些能力的养成提供舞台，这一点对于孩子们成为未来的政策制定者是至关重要的。

Passage2

参考译文

What Do Whales Feel?

An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises

鲸鱼的感官

鲸目动物(包括鲸、海豚、鼠海豚等晡乳动物)的感官功能测试

对我们人类以及其他的陆地哺乳动物来说，有些感官是与生俱来的，然而对于鲸鱼来讲，这些功能要么已经衰退或彻底消失，要么就无法在水中正常发挥作用。比如说从齿鲸的大脑结构来看，它们是嗅不到气味的;而须鲸虽然有与嗅觉相关的脑部结构，可是我们却无法判断这些结构是否起作用。据推测，由于鲸鱼的气孔进化并最终移到了头部的正中，所以掌管嗅觉的神经纤维几乎全部不见了。同样，尽管有些鲸鱼也有味蕾，但这些味觉器官要么已经退化，要么就根本没有发育。

有人认为鲸鱼的触觉也不发达，不过这个观点很可能是错误的。训练人工饲养海豚和小鲸鱼的人常常会评论他们的小动物对于触碰和抚摩的敏感度。而无论是人工饲养还是放养，几乎所有种类的鲸鱼个体之间都会进行频繁的接触，特别是在成年鲸鱼和幼鲸之间或同一亚群的成员之间。这种接触有助于维护同一种群内部的秩序，而且对大多数鲸鱼而言，抚摸和触碰也是求偶仪式的一部分。气孔周围的部分尤其敏感，一旦被触碰，人工饲养的鲸鱼就会有激烈的反应。

不同种类的鲸鱼，视觉发达程度也各不相同。通过研究一只被人工饲养了一年的小灰鲸，以及通过对阿根廷和夏威夷沿海所放养的露脊鲸和座头鲸的研究及拍摄，人们发现在封闭水域中的须鲸显然可以利用视觉来追踪水下的物体，而且它们无论在水中或空气中视力都相当好。但是眼睛的位置如此严重地限制了须鲸的视野，以致于它们可能不具备立体视觉。

从另一方面来看，大多数海豚和江豚眼睛的位置表明它们是拥有向前及向下的立体视觉的。淡水海豚经常侧游，或是在吃东西的时候肚皮朝上游泳，这就表明眼睛的位置使它们拥有向前及向上的立体视觉。相反的是，宽吻海豚在水中视力就很敏锐，而从它观察及追踪空中飞鱼的方式来看，它在水天交界面的视力也相当好。尽管之前的实验证据表明，海豚在露天环境中可能是睁眼瞎，然而，它们能够从水中跃起很髙，并且能够准确地吃到训练员手中的小鱼，这就有趣地证明了上述观点是错误的。

当然，这些变异可以通过这些品种所生长的环境来解释。比如说，对于宽广清澈水域中的鲸鱼来说，视觉显然就有用的多;而对于那些住在混浊的河流或水淹的平原上的品种来说，视力显然就没什么大用。比如，南美洲亚马逊河中的江豚以及中国的白鳍啄视力都相当有限，而印度河中的江豚根本看不见东西，它们的眼睛已经退化成了两条窄缝，除了感知一下方向和光的强度几乎没什么作用。

尽管鲸鱼们的味觉和嗅觉严重衰退，在水中的视觉又不那么确定，然而这些缺陷完全可以被它们那高度发迖的听觉系统所弥补。尽管鲸鱼们音域不同，但是大多数鲸鱼都很会“唱歌”，而且还能用回声定位法来觅食。大个子须鲸只能用低频发声，除此之外就黔“鲸”计穷了。当然也有些著名的例外：比如夏天里北极露脊鲸歌曲般的合唱，还有座头鲸那复杂的、令人难以忘怀的低语。与须鲸相比，齿鲸们可以更多地利用频谱，发出多种声音，当然，抹香鲸只会发出一系列单调激烈的喀哒声。有些复杂的声音显然具有交流作用，然而想要搞清楚它们在鲸鱼的社会生活及文化中到底起何作用，与其说是严谨科学研究的对象，不如说是丰富想像力的结果。

Passage3

参考译文

Visual Symbols and the Blind

盲人与视觉符号

Part 1

第一部分

最近的几次研究表明，盲人可以理解用轮廓线和透视法来描述物体排列及空间平面的方法。但是，图画不只是表面意思的体现。在研究中，一名盲人女性自发地画出了一个转动的车轮，这就引起了我对上述事实的极大关注。为了展示这样一个动作，她在圆圈中画了一条曲线(见图1)。我大吃一惊。像她所使用的这种运动线是插图史上最近的发明。实际上，正如艺术学者David Kunzle指出的那样，Wilhelm Busch，一名引领潮流的19世纪卡通画家，直到1877年才开始在其最流行的人物身上使用运动线。

当我要其他接受研究的盲人对象画出转动中的车轮时，一种特别聪明的画法反复出现了：几个人把车条画成了曲线。当被问到为什么要用曲线的时候，他们都说这是喑示运动的一种带有隐喻意味的方法。多数原则会认为从某种角度来讲，这个图案充分地表示了运动。但是就此而言，曲线是不是比，比如说虛线，波浪线或者其他任何一种线条，更能说明问题呢?答案是不确定的。所以我决定测试一下，不同的运动线是否就是表现运动的恰当方式，而或它们只是一些特殊的符号而已。进一步而言，我还想找出盲人和普通人在诠释运动线时的不同之处。

为了找出答案，我用凸起线条做出了五幅有关轮子的画，车条被画成大曲线，小曲线，波浪线，虚线以及超出车轮的直线。然后，我让18名盲人志愿者抚摩这些轮子，并且将它们分别与下列运动中的一个搭配：不稳定地转动，飞速转动，稳定地转动，颠簸和刹车。参照组则是由来自于多伦多大学的18名普通大学生组成的。

除了一个人，其他所有的盲人都将具体的动作与车轮搭配了起来。大多数人猜测被画成大曲线的车条表示车轮正在稳定地转动;而他们认为波浪线车条表示车轮在不稳定地转动，小曲线则被认为是车轮正在颠簸的象征。受试者推测，超出车轮边缘的车条代表车轮正处在刹车状态，而虚线车条则说明车轮正在飞快地旋转。

另外，在毎种情况下，普通人喜爱的表达与盲人喜爱的基本一致。更有甚者，盲人之间的共识几乎与普通人的一样高。因为盲人不熟悉运动装置，因此这个任务对他们而言相当困难。然而，很明显，盲人不仅能够搞清楚每种运动线所代表的意义，而且作为一个团队，他们达成共识的频率也不比普通人低。

Part 2

第二部分

我们还发现盲人同样可以理解其他的视觉隐喻。有个盲人女性在心形中画了个小孩儿——她说选择心形是为了表示这个孩子周围充满了爱。于是，我和刘长虹，一名来自中国的博士生，开始探索盲人对如心形这样含义不直白的图形的象征意义，到底理解到了何种程度。

我们给普通受试者一张有二十对词的单子，并且要求他们从每一对词当中挑一个最能代表圆形的词以及一个最能代表方形的词。举个例子，我们会问：“哪个形状和柔软有关?圆形还是方形?哪个形状表示坚硬?”

所有的受试者都认为圆形代表柔软，方形代表坚硬。高达94%的人将快乐归给了圆形，而没有选悲伤。但是在其他词组上，不同意见就出现了：79%的人分别认为圆是快的而方是慢的，圆是弱的而方是强的。只有51%的人将深与圆形相连，将浅与方形相连(见图2)。当我们用同样的单子去测试四个完全失明的人时，他们的选择几乎与普通受试者的一模一样。有个先天失明的人做得极好。他的选择只有一个与众不同，那就是把“远”与方形联系起来而把“近”同圆形联系起来。实际上，也只有刚刚过半53%的普通受试者认为圆形代表远，而方形代表近。因此，我们可以得出结论，盲人同普通人一样能够理解抽象的图形。

剑桥雅思阅读4原文解析(test1)

Question 1

答案：FALSE

关键词：media

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

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

Question 2

答案：FALSE

关键词：children/classroom

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

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

Question 3

答案：TRUE

关键词：pure/ mistaken

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

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

Question 4

答案：TRUE

关键词：framework/easier

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

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

Question 5

答案：FALSE

关键词：yes/no

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

解题思路：Open-form指简答题，与yes/no直接矛盾。

Question 6

答案：NOT GIVEN

关键词：more likely than

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

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

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

Question 7

答案： TRUE

关键词：follow on from

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

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

Question 8

答案：NOT GIVEN

关键词：primary/second

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

Question 9

答案：M

关键词：where/ rainforests

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

解题思路：根据对应句信息可选出答案为M。

Question 10

答案：E

关键词：importance/rainforests

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

解题思路：根据对应句信息可选出答案为E。

Question 11

答案：G

关键词：reason/loss

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

解题思路：根据对应句信息可选出答案为G。

Question 12

答案：P

关键词：important/protected

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

解题思路：根据对应句信息可选出答案为P。

Question 13

答案：J

关键词：uncommon/issue

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

解题思路：根据对应句信息可选出答案为J。

Question 14

答案：B

关键词：title

定位原文：无

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

Question 15

答案：taste buds

关键词：taste

定位原文：第1段第5句“Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.”

解题思路：根据定位句信息，可知答案是taste buds。

Question 16

答案：baleen whales

关键词：stereoscopic vision

定位原文：第3段第3句“However，the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.”

解题思路：根据定位句信息，可知答案是baleen whales。

Question 17

答案：forward downward (IN EITHER ORDER)

关键词：Dolphins, porpoises

定位原文：第4段第1句“On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward.”

解题思路：根据定位句信息，可知答案是forward和downward。

Question 18

答案：(the) freshwater dolphin(s)

关键词：forward and upward

定位原文：第4段第2句“Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward.”

解题思路：根据关键词定位，可知答案为freshwater dolphin(s)。

Question 19

答案：(the) water

关键词：bottlenose dolphin

定位原文：第4段第3句“By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water inter?face as well.”

解题思路：题干中的exceptional和文中的extremely是同义替换，所以根据定位句答案应该为water。

Question 20

答案：(the) lower frequencies

关键词：most large baleen

定位原文：第6段第3句“Large baleen whales primarily use the lower frequencies and are often limited in their repertoire.”

解题思路：根据定位句信息，可知答案是(the) lower frequencies。

Question 21

答案：bowhead humpback (IN EITHER ORDER)

关键词：song-like

定位原文：第6段第4句“Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales.”

解题思路：根据song-like定位到该句话，可知答案为bowhead和humpback。

Question 22

答案：touch/sense of touch

关键词：mating

定位原文：第2段第3句“This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species.”

解题思路：这里的mating和文中的courtship ritual是同义替换，所以答案应为touch或者sense of touch。

Question 23

答案：freshwater dolphin(s)

关键词：upside down/eating

定位原文：第4段第2句“Eye position in freshwater dolphins, which often swim on their side or upside down while feeding...”

解题思路：根据定位句信息，可知答案是freshwater dolphin(s)。

Question 24

答案：airborne flying fish

关键词：follow/under the water

解题思路：题目中的“follow”和文中的“tracks”是同义替换，根据定位句信息，可知答案是airborne flying fish。

Question 25

答案：clear water(s)/clear open water(s)

关键词：habitat/good visual ability

定位原文：第5段第句“For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains.”

解题思路：根据定位句信息，可知答案是clear open water(s)。

Question 26

答案：(the) acoustic sense

关键词：best/cetaceans

定位原文：第6段第1句“Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense.”

解题思路：根据定位句信息，可知答案是acoustic sense。

Question 27

答案：C

关键词：first paragraph

定位原文：第1段第1句“From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space.”

解题思路：根据定位句可知，说的是盲人能够理解outlines和perspectives的使用。故正确答案为C。

Question 28

答案：C

关键词：surprised/blind woman

定位原文：第1段第3-5句“This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig.1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration.”

解题思路：这段话说到让作者惊讶的是一个盲人女性决定靠自己的能力绘出正在旋转的轮椅。故正确答案为C选项。

Question 29

答案：A

关键词：Part1/ blind subjects

定位原文：第5段第4句“Evidently, however, the blind not only figured out meanings for each line of motion，but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.”

解题思路：从“not only…but…came up with the same meaning as least as frequently as did sighted subjects” 可以得出A选项正确。这里并没有说比sighted subjects会好，所以D选项是不对的。

Question 30

答案：E

关键词：无

定位原文：Part1第4段最后一句“Subjects assumed that spokes extending beyond the wheel's perimeter signified that the wheel had its brakes on...”

解题思路：这段话恰好说明辐条超出了车轮的周界是使用了刹车，所以正确答案为E。

Question 31

答案：C

关键词：无

定位原文：Part1第4段最后一句“...and that dashed spokes indicated the wheel was spinning quickly.”

解题思路：这句话的意思是虚线辐条表示车轮在快速转动，故正确答案为C。

Question 32

答案：A

关键词：无

定位原文：Part1第4段第2句“Most guessed that the curved spokes indicated that the wheel was spinning steadily…”

解题思路：这句话的意思是曲线辐条表示车轮在稳定的转动，故正确答案为A。

Question 33

答案：pairs

关键词：Part2/a set of word

定位原文：Part2第2段第1句“We gave a list of twenty pairs of word of words to sighted subjects...”

解题思路：此空要求填一个名词，而词库中只有associations, pairs, shapes, words四个词是名词，从意思上判断，words和shapes显然不太合适，最后只能填pairs。

Question 34

答案：shapes

关键词：abstract

定位原文：Part2第3段最后一句“Thus, we concluded that the blind interpret abstract shapes as sighted people do.”

解题思路：Abstract是形容词，空里要求填个名词。从对应句可以看出改名词为shapes。

Question 35

答案：sighted

关键词：circle/soft/hard/square

定位原文：Part2第3段第1句“All our subjects deemed the hard/square circle soft and the square hard.”

解题思路：虽然在这句话中没有出现sighted这个词，但是根据上一整段的内容推测，此处的subjects指得是sighted subjects.

Question 36

答案：sighted

关键词：51%

定位原文：Part2第3段第4句。And only 51% linked deep to circle and shallow to square.(See Fig.2.)

解题思路：这题依然没有出现sighted这个词，但是同上题，根据上文可以推测出这里的volunteers指的是sighted subjects。

Question 37

答案：deep

关键词：51%

定位原文：Part2第3段第4句。And only 51% linked deep to circle and shallow to square.(See Fig.2.)

解题思路：根据定位句可知，这里填的词应该是deep。

Question 38

答案：blind

关键词：repeated/volunteers

定位原文：Part2第3段第5句“When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects.”

解题思路：这句话是说被测试者是blind volunteers，故正确答案为blind。

Question 39

答案：smilar

关键词：choices

定位原文：Part2第3段第7句“He made only one match differing from the consensus, assigning 'far' to square and 'near' to circle.”

解题思路：“Consensus”是共识的意思，从这句话我们可以知道盲人们对如何搭配基本可以达成一致意见。

Question 40

答案：B

关键词：conlusion

定位原文：Part2第3段最后一句“Thus, we concluded that the blind interpret abstract shapes as sighted people do.”

解题思路：这句话刚好是B选项的同义替换，意思是我们能够推断出盲人诠释abstract shapes与视力正常的人是一样的。

篇11：剑桥雅思阅读8原文翻译及答案(test3)

READING PASSAGE 1

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

Striking Back at Lightning

With Lasers

Seldom is the weather more dramatic than when thunderstorms strike. Their electrical fury inflicts death or serious injury on around 500 people each year in the United States alone. As the clouds roll in, a leisurely round of golf can become a terrifying dice with death — out in the open, a lone golfer may be a lightning bolt’s most inviting target. And there is damage to property too. Lightning damage costs American power companies more than $100 million a year.

But researchers in the United States and Japan are planning to hit back. Already in laboratory trials they have tested strategies for neutralising the power of thunderstorms, and this winter they will brave real storms, equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can strike.

The idea of forcing storm clouds to discharge their lightning on command is not new. In the early 1960s, researchers tried firing rockets trailing wires into thunderclouds to set up an easy discharge path for the huge electric charges that these clouds generate. The technique survives to this day at a test site in Florida run by the University of Florida, with support from the Electrical Power Research Institute (EPRI), based in California. EPRI, which is funded by power companies, is looking at ways to protect the United States’ power grid from lightning strikes. ‘We can cause the lightning to strike where we want it to using rockets,’ says Ralph Bernstein, manager of lightning projects at EPRI. The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how electrical equipment bears up.

Bad behaviour

But while rockets are fine for research, they cannot provide the protection from lightning strikes that everyone is looking for. The rockets cost around $1,200 each, can only be fired at a limited frequency and their failure rate is about 40 per cent. And even when they do trigger lightning, things still do not always go according to plan. ‘Lightning is not perfectly well behaved,’ says Bernstein. ‘Occasionally, it will take a branch and go someplace it wasn’t supposed to go.’

And anyway, who would want to fire streams of rockets in a populated area? ‘What goes up must come down,’ points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project, which is backed by EPRI, to try to use lasers to discharge lightning safely — and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk. With around $500,000 invested so far, a promising system is just emerging from the laboratory.

The idea began some 20 years ago, when high-powered lasers were revealing their ability to extract electrons out of atoms and create ions. If a laser could generate a line of ionisation in the air all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth, before the electric field becomes strong enough to break down the air in an uncontrollable surge. To stop the laser itself being struck, it would not be pointed straight at the clouds. Instead it would be directed at a mirror, and from there into the sky. The mirror would be protected by placing lightning conductors close by. Ideally, the cloud-zapper (gun) would be cheap enough to be installed around all key power installations, and portable enough to be taken to international sporting events to beam up at brewing storm clouds.

A stumbling block

However, there is still a big stumbling block. The laser is no nifty portable: it’s a monster that takes up a whole room. Diels is trying to cut down the size and says that a laser around the size of a small table is in the offing. He plans to test this more manageable system on live thunderclouds next summer.

Bernstein says that Diels’s system is attracting lots of interest from the power companies. But they have not yet come up with the $5 million that EPRI says will be needed to develop a commercial system, by making the lasers yet smaller and cheaper. ‘I cannot say I have money yet, but I’m working on it,’ says Bernstein. He reckons that the forthcoming field tests will be the turning point — and he’s hoping for good news. Bernstein predicts ‘an avalanche of interest and support‘ if all goes well. He expects to see cloud-zappers eventually costing $50,000 to $100,000 each.

Other scientists could also benefit. With a lightning ‘switch’ at their fingertips, materials scientists could find out what happens when mighty currents meet matter. Diels also hopes to see the birth of ‘interactive meteorology’ — not just forecasting the weather but controlling it. ‘If we could discharge clouds, we might affect the weather,’ he says.

And perhaps, says Diels, we’ll be able to confront some other meteorological menaces. ‘We think we could prevent hail by inducing lightning,’ he says. Thunder, the shock wave that comes from a lightning flash, is thought to be the trigger for the torrential rain that is typical of storms. A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops. With luck, as the storm clouds gather this winter, laser-toting researchers could, for the first time, strike back.

Questions 1-3

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

Write the correct letter in boxes 1-3 on your answer sheet.

1 The main topic discussed in the text is

A the damage caused to US golf courses and golf players by lightning strikes.

B the effect of lightning on power supplies in the US and in Japan.

C a variety of methods used in trying to control lightning strikes.

D a laser technique used in trying to control lightning strikes.

2 According to the text, every year lightning

A does considerable damage to buildings during thunderstorms.

B kills or injures mainly golfers in the United States.

C kills or injures around 500 people throughout the world.

D damages more than 100 American power companies.

3 Researchers at the University of Florida and at the University of New Mexico

A receive funds from the same source.

B are using the same techniques.

C are employed by commercial companies.

D are in opposition to each other.

Questions 4-6

Complete the sentences below.

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

Write your answers in boxes 4-6 on your answer sheet.

4 EPRI receives financial support from ..................... .

5 The advantage of the technique being developed by Diels is that it can be used.....................

6 The main difficulty associated with using the laser equipment is related to its.....................

Questions 7-10

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

Write the correct letter, A-I, in boxes 7-10 on your answer sheet.

In this method, a laser is used to create a line of ionization by removing electrons from 7 ..................... . This laser is then directed at 8 ..................... in order to control electrical charges, a method which is less dangerous than using 9..................... . As a protection for the lasers, the beams are aimed firstly at 10 ..................... .

A cloud-zappers B atoms C storm clouds

D mirrors E technique F ions

G rockets H conductors I thunder

Questions 11-13

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

In boxes 11-13 on your answer sheet write

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

11 Power companies have given Diels enough money to develop his laser.

12 Obtaining money to improve the lasers will depend on tests in real storms.

13 Weather forecasters are intensely interested in Diels’s system.

READING PASSAGE 2

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

The Nature of Genius

There has always been an interest in geniuses and prodigies. The word ‘genius’, from the Latin gens (= family) and the term ‘genius’, meaning ‘begetter’, comes from the early Roman cult of a divinity as the head of the family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself. Gradually, genius came to represent a person’s characteristics and thence an individual’s highest attributes derived from his ‘genius’ or guiding spirit. Today, people still look to stars or genes, astrology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.

The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical weaklings, that there’s a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don’t need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them. Language has been enriched with such terms as ‘highbrow’, ‘egghead’, ‘blue-stocking’, ‘wiseacre’, ‘know-all’, ‘boffin’ and, for many, ‘intellectual’ is a term of denigration.

The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc., we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.

Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson’s observation, ‘The true genius is a mind of large general powers, accidentally determined to some particular direction’. We may disagree with the ‘general’, for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.

What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.

To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.

Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.

Questions 14-18

Choose FIVE letters, A-K.

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

NB Your answers may be given in any order.

Below are listed some popular beliefs about genius and giftedness.

Which FIVE of these beliefs are reported by the writer of the text?

A Truly gifted people are talented in all areas.

B The talents of geniuses are soon exhausted.

C Gifted people should use their gifts.

D A genius appears once in every generation.

E Genius can be easily destroyed by discouragement.

F Genius is inherited.

G Gifted people are very hard to live with.

H People never appreciate true genius.

I Geniuses are natural leaders.

J Gifted people develop their greatness through difficulties.

K Genius will always reveal itself.

Questions 19-26

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

In boxes 19-26 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

19 Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person’s upbringing.

20 Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.

21 A true genius has general powers capable of excellence in any area.

22 The skills of ordinary individuals are in essence the same as the skills of prodigies.

23 The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.

24 Giftedness and genius deserve proper scientific research into their true nature so that all talent may be retained for the human race.

25 Geniuses often pay a high price to achieve greatness.

26 To be a genius is worth the high personal cost.

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 seven paragraphs, A-G.

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

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

List of Headings

i The biological clock

ii Why dying is beneficial

iii The ageing process of men and women

iv Prolonging your life

v Limitations of life span

vi Modes of development of different species

vii A stable life span despite improvements

viii Energy consumption

ix Fundamental differences in ageing of objects and organisms

x Repair of genetic material

Example Answer

Paragraph A v

27 Paragraph B

28 Paragraph C

29 Paragraph D

30 Paragraph E

31 Paragraph F

32 Paragraph G

HOW DOES THE BIOLOGICAL CLOCK TICK?

A Our life span is restricted. Everyone accepts this as ‘biologically’ obvious. ‘Nothing lives for ever!’ However, in this statement we think of artificially produced, technical objects, products which are subjected to natural wear and tear during use. This leads to the result that at some time or other the object stops working and is unusable (‘death’ in the biological sense). But are the wear and tear and loss of function of technical objects and the death of living organisms really similar or comparable?

B Our ‘dead’ products are ‘static’, closed systems. It is always the basic material which constitutes the object and which, in the natural course of things, is worn down and becomes ‘older’. Ageing in this case must occur according to the laws of physical chemistry and of thermodynamics. Although the same law holds for a living organism, the result of this law is not inexorable in the same way. At least as long as a biological system has the ability to renew itself it could actually become older without ageing; an organism is an open, dynamic system through which new material continuously flows. Destruction of old material and formation of new material are thus in permanent dynamic equilibrium. The material of which the organism is formed changes continuously. Thus our bodies continuously exchange old substance for new, just like a spring which more or less maintains its form and movement, but in which the water molecules are always different.

C Thus ageing and death should not be seen as inevitable, particularly as the organism possesses many mechanisms for repair. It is not, in principle, necessary for a biological system to age and die. Nevertheless, a restricted life span, ageing, and then death are basic characteristics of life. The reason for this is easy to recognise: in nature, the existent organisms either adapt or are regularly replaced by new types. Because of changes in the genetic material (mutations) these have new characteristics and in the course of their individual lives they are tested for optimal or better adaptation to the environmental conditions. Immortality would disturb this system — it needs room for new and better life. This is the basic problem of evolution.

D Every organism has a life span which is highly characteristic. There are striking differences in life span between different species, but within one species the parameter is relatively constant. For example, the average duration of human life has hardly changed in thousands of years. Although more and more people attain an advanced age as a result of developments in medical care and better nutrition, the characteristic upper limit for most remains 80 years. A further argument against the simple wear and tear theory is the observation that the time within which organisms age lies between a few days (even a few hours for unicellular organisms) and several thousand years, as with mammoth trees.

E If a life span is a genetically determined biological characteristic, it is logically necessary to propose the existence of an internal clock, which in some way measures and controls the ageing process and which finally determines death as the last step in a fixed programme. Like the life span, the metabolic rate has for different organisms a fixed mathematical relationship to the body mass. In comparison to the life span this relationship is ‘inverted’: the larger the organism the lower its metabolic rate. Again this relationship is valid not only for birds, but also, similarly on average within the systematic unit, for all other organisms (plants, animals, unicellular organisms).

F Animals which behave ‘frugally’ with energy become particularly old, for example, crocodiles and tortoises. Parrots and birds of prey are often held chained up. Thus they are not able to ‘experience life’ and so they attain a high life span in captivity. Animals which save energy by hibernation or lethargy (e.g. bats or hedgehogs) live much longer than those which are always active. The metabolic rate of mice can be reduced by a very low consumption of food (hunger diet). They then may live twice as long as their well fed comrades. Women become distinctly (about 10 per cent) older than men. If you examine the metabolic rates of the two sexes you establish that the higher male metabolic rate roughly accounts for the lower male life span. That means that they live life ‘energetically’ — more intensively, but not for as long.

G It follows from the above that sparing use of energy reserves should tend to extend life. Extreme high performance sports may lead to optimal cardiovascular performance, but they quite certainly do not prolong life. Relaxation lowers metabolic rate, as does adequate sleep and in general an equable and balanced personality. Each of us can develop his or her own ‘energy saving programme’ with a little self-observation, critical self-control and, above all, logical consistency. Experience will show that to live in this way not only increases the life span but is also very healthy. This final aspect should not be forgotten.

Questions 33-36

Complete the notes below.

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

Write your answers in boxes 33-36 on your answer sheet.

? Objects age in accordance with principles of 33 .....................and of 34 .....................

? Through mutations, organisms can 35 ..................... better to the environment

? 36 .....................would pose a serious problem for the theory of evolution

Questions 37-40

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

In boxes 37-40 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

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

37 The wear and tear theory applies to both artificial objects and biological systems.

38 In principle, it is possible for a biological system to become older without ageing.

39 Within seven years, about 90 per cent of a human body is replaced as new.

40 Conserving energy may help to extend a human’s life.

篇12：剑桥雅思阅读8原文翻译及答案(test3)

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。

TEST 3 PASSAGE 2 参考译文：

天才的本质

一直以来，天才和神童都倍受人们关注。genius一词源于拉丁语“gens”(=家族);拉丁语词条“genius”意为“父”，来自于罗马早期，当时人们对一种祌明狂热崇拜，并尊其为家族的首领。在genius的最初形态中，它与家族首领——也就是一家之长——永生的能力有关。后来，genius逐渐被用来表示人的特点;再后来，genius便用以指代一个人从他的“父亲”或精神领袖身上所传承的最佳特质。今天，人们仍然醉心于对星相和基因的研究，希望能够通过占星术或遗传学找到出色能力和个人特征的来源。

天才和天赋的概念已经成了民间文化的一部分，但人们对其所持的态度却是矛盾的。我们羡慕天才却不信任他们。在天才的神话里，人们普遍认为：如果人们在某方面很有天赋，那么他们一定会在其他方面有所不足;知识分子往往不切实际;神童过于才华横溢而早早地“泯然众人矣”;天才往往秉性古怪;天才的体质都很孱弱;天才和疯子只有一线之隔;天赋是家族遗传的;天才很聪明，所以不需要任何特别的帮助;天才和高智商是一回事;有些种族比其他人更聪明、更有音乐天赋或更有数学头脑;天才总被埋没, 得不到应有的回报;逆境出英才;天才有责任运用他们的天赋。英语中有很多这样的表达，如：highbrow (自以为文化修养很高的人)，egghead(书呆子)，blue-stocking(女学者)，wiseacre(自以为聪明的人)，know-all(自以为无所不知的人)，boffin(科学家);另外，对于很多人来说intellectual是一个贬义词。

19世纪，人们对于天才的本质表现出相当大的兴趣，而且做了不少针对著名神童的研究。或许现在对于我们来说，大部分对天才的研究中包含以下两个最重要的方面：其一，早期教育中父母和教师对孩子进行的频繁的鼓励和教导对孩子在智力、艺术或音乐方面的发展是有益的，但这也给孩子以后对生活的适应方面带来了巨大的困难;其二，老师和学校常常认识不到孩子所具备的才能。尽管在研究中搜集的轶闻趣事、显著相似点以及例外状况都颇为吸引人，但是，想要利用这些研究得出的证据也有一定困难，因为它们不符合我们今天所谓的常模参照。换句话说，比如当我们在搜集有关早期疾病、养育方式、学校教育等信息时，我们也要考虑到在其他的历史资料中所记载的、关于这种情况在当时有多么普遍或不寻常的信息。例如，当时的婴儿死亡率很高，人的寿命也比今天短得多，家教对于贵族和富裕家庭司空见惯，恃强凌弱和体罚在最好的私立学校里也屡见不鲜，而且大多数的研究对象来自特权阶级。直到20世纪，随着儿科学和心理学的发展，相关研究才得以在更加客观的基础上进行——尽管依然并不总是很科学。

无论如何进行定义，天才只不过是从历史的迷雾之中凸显出来的一座座山峰，只有特定的观察者通过他们特殊的角度才能看到。而改变观察者和视角，拨开些许迷雾，许多不同的山峰出现在眼前。我们用“天才”这个词来指代那些因其出色成就而被我们所认可的人，那些人几乎处在了人类能力连续体的顶端，往下依次是平凡者、平庸者和无能者。Samuel Johnson博士的观察还是颇有道理的：“真正的天才在各方面都拥有着巨大的潜能，很偶然地被决定了向一个特定的方向发展。”但我们可能会对“各方面”这一点有所保留，因为我们怀疑是否所有天才音乐家都可以成为天才科学家，反之亦然。但是有一点毋庸置疑：正是偶然的决定培养或触发了他们的才能，使之有了用武之地，让他们可以成功地把自己的能量注入其中。在芸芸众生之中，有能之士成千上万，有男有女，有成人也有孩童。

天才的作品或神童的成就令人欣赏、喜爱和惊叹之处在于其体现了他们的技能和本领，这些技能和本领虽然与我们的相似，但远远高于我们的水平。然而事实可以证明他们的智力和我们的并非迥然不同，比如，像Kepler和Einstein这样的科学家历尽艰辛所取得的科学发现现已成为学童的常识性知识;像Paul Klee 这样的画家所创造的曾经非比寻常的形状和颜色很快就出现在了我们穿着的面料上。当然，这并没有降低天才成就的价值。他们的成就与普通人的相比就好像在四分钟内跑完一英里的运动员之于普通慢跑者一样，前者远远超越了后者。

只有在承认了每个人的大脑都是独特的这一前提下，认为天才和有天赋者的大脑独一无二、异于常人这一想法才能算是合理的。教育的目的就在于使我们更加与众不同，而在受教育的过程中，我们可以从比我们更有天赋的人的成就中学有所得。但是，在效仿天才或鼓励我们的孩子这样做之前，我们应该注意到，从他们身上学到的某些东西结果可能并不令人愉快。我们可能会羡慕他们的成就和名誉，但是也应该看到他们为此所付出的代价，看到他们的锲而不舍，专心致志，献身精神，自我约束，他们对自己时间和精力的严格要求，以及多少次他们不得不表现出极大的勇气来保持自身的正直或艰难地走成功。

天才和天赋只是具有相对意义的描述性术语，并没有实质内容。我们顶多可以通过对其进行定义并将其置于某一语境中来赋予它们一些准确的意思。但是，无论怎样做，我们都不能蒙蔽自己，认为神童或天才与其他人不一样，只是他们对自己能力表现开发的程度与我们不同而已。

TEST 3 PASSAGE 3 参考译文：

生物钟如何工作?

A我们的寿命是有限的。每个人都已经接受了这一点，因为从“生物学”角度来讲这是显而易见的。“没有什么会永生! ” 然而，在这句话中，我们想到了那些人造的技术产品，这些产品在使用过程中会产生自然磨损。这就意味着它们终究会有一天停止工作、不能用了(生物学意义上的“死亡”)。但这些技术产品的磨损及功能丧失与生物体的死亡这两者之间真的具有相似性或可比性吗?

B我们所谓“死掉”的产品是指一些“静态的”、封闭的系统。构成物体的基本材料总是会在自然过程中逐渐磨损，变得“老化”。根据物理化学和热力学的规律，在这种情况下老化是必然的。虽然相同的规律也适用于生物体，但这一规律并不会以同样的方式产生不可抗拒的结果。至少只要一个生物系统有能力自我更新，它就确实能够不断成长但不会老化;生物体是一个开放、动态的系统，新物质会通过这个系统不断流动。因此旧物质的消逝和新物质的形成总是处于永久的动态平衡中。形成生物体的物质不断改变，于是我们体内的旧物质也持续不断地被新物质替换，就像喷泉，它能大体上保持自身的形态和运动状态，但是其中的水分子总是不同的。

C因此，老化和死亡不该被看作是不可避免的，尤其当生物体拥有许多修复机制时。从理论上讲，一个生物体的老化和死亡不是必然的。尽管如此，有限的寿命，衰老，然后死亡构成了生命的基本特征。原因则显而易见：本质上，现存的生物体要么适应环境，要么有规律地被新的物种代替。因为基因物质的变化(突变)，生物体拥有了新的特征，并且个体生命的过程也在考验它们对周围的环境条件是否有最佳的或更好的适应性。永生可能会打乱这个系统，因为它需要为新的、更好的生命提供空间。这就是进化。

D每个生物体都有极具特色的寿命。不同的物种其寿命也有着显著差别，但在同一物种中，这个参数相对恒定。例如，几千年来人类的平均寿命几乎没变。虽然由于医疗服务的发展和营养的改善，越来越多的人达到高龄，但对大多数人来说人类普遍的寿命上限仍是80岁。此外，对抗简单磨损理论的另一个论点认为，生物体老去的时间短则几天(对单细胞生物来说甚至是几小时)，长则几千年，比如巨杉。

E如果寿命是一个由基因决定的生物特征，那么按照逻辑我们就有必要提出这样一个观点：生物体内存在一个内部时钟，这个时钟以某种方式测量和控制着衰老的进程，并且最终决定这一固定程序的最后一步：死亡。就像寿命，对于不同的生物体，其代谢速率跟体重有一个固定的数据关系。同寿命相比，这个关系是“反向的”：生物体体重越大，其代谢速率越低。另外，这个关系不仅适用于鸟类，由于系统单元内的情况大体类似，因此也适用于其他所有生物体(植物、动物、单细胞生物)。

F那些在能量消耗方面比较“节约”的动物寿命尤其长，例如鳄鱼和乌龟。鹦鹉和猛禽经常被锁链栓着，因此往往不能“体验生活”，于是在圈养状态下获得了较长的寿命。有些能通过冬眠或嗜睡来保存能量的动物(例如蝙蝠或刺猬)通常比那些总是很活跃的动物活得更长久。老鼠的代谢速率可以通过减少食物消耗量(饥饿饮食法)来降低，他们的寿命可能比那些平日吃饱喝足的同类寿命长一倍。另外，女性的寿命很明显比男性的寿命长(大约10%)。如果研究两性的代谢速率，你会发现男性代谢速率较高，这就意味着男性的寿命较短，也就是说他们在生活中比较耗费能量——比女性活动更为剧烈，但生命持续的时间没有女性长。

G从上面的讨论可以看出，节约使用我们的能量储备应该可以延长寿命。极端的剧烈运动可能会让心血管功能达到最佳状态，但肯定不会延长寿命。放松下来可以降低代谢率，而充足的睡眠及大体平和的性格也会起到相同的作用。只要进行一些自我观察、严格的自我控制，尤其重要的是保持逻辑连贯性，我们每个人都能发展自己的“节能程序”。经验表明这样的生活方式不仅能够延年益寿，而且非常健康。最后这点绝对不要忘记。

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