剑桥雅思8阅读解析test4
剑桥雅思7阅读Test4Passage2原文+答案解析
今天，雅思为各位雅思考生带来剑桥雅思7阅读Test4Passage2原文+答案解析，希望可以帮助广大雅思考生轻松备考雅思。
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雅思名师点题剑桥雅思7阅读：
READING PASSAGE 2
文章结构
名师点题剑桥雅思7阅读：
考题精解
Questions 14-20
『题型』TRUE / FALSE / NOT GIVEN
『解析』
14
剑桥雅思7阅读解析：
Questions 21-26
『题型』MATCHING
『解析』
总结：本题型属于句子配句子题目。
此题型的基本解法为：
要通读全部题目，划出定位词。
注意，解题时针对每个句子定位词通常要划出两处。
一个是大定位要定出此句子存在于原文的哪段中；二是小定位，要定出此句子存在于原文哪段之第几行；这就需要我们特别留意每个不完整句子的最后一两个字。
要通读句子下方的所有被选项，尝试划出它们的关键词。
注意，一定要重点浏览每个被选项中的前两个字及其后两个字。
带着每个被选项的关键词在脑海中并在已定位的相关段落的相关行数之后快速去扫描，确定这些关键词的对应词，从而确定最终的答案方向。
这种题型通常为一篇文章之后的第二种或第三种题型，所以考生朋友们应当在做题时更多去关注原文之中后部分的段落，寻找答案方向。
以上便是上海雅思培训机构-为各位雅思考生带来剑桥雅思7阅读解析Test4Passage2，预祝雅思考生们考出理想的成绩!
（还有剑桥雅思8解析哦）。
剑桥雅思8阅读Test1Passage3原文翻译
剑桥雅思8阅读Test1Passage3原文翻译-心灵感应解析查看，请点击：剑桥雅思8阅读Test1Passage1原文+答案解析人类可否只通过思想进行沟通交流? 一百多年来,关于心灵感应的话题在科学界产生很大意见分歧,时至今日,它依然在学界精英中引起激烈辩论。
自上个世纪70年代以来，在世界各大高校和科研院所，超心理学者们冒着被同行嘲笑和怀疑的风险，将关于心灵感应的各种不同说法进行严格的科学实验，其结果及其启示即使在研究者本身中，也引发了很大争议。
有些科学家认为，实验结果提供了强有力证据，可以证明心灵感应是真实存在的。
另一些超心理学家则相信，该研究虽试图用科学证据证明心灵感应存在，却并未取得成功，相关研究也都处在失败的边缘。
不过无论是怀疑者还是倡导者都同意一点，即迄今最有力的证据来自于“ganzfeld”实验。
该实验名称来自德语，意思是“全域”。
通过冥想心灵感应实验者的报告，超心理学家怀疑，可能因为人们之间传递的“信号”过于模糊，以至于很容易被正常的脑波活动所覆盖。
如果这样的话，当人们身处一个伴有灯光和音响的温暖轻松的环境，经历冥想般的宁静，会更容易感知此类信号。
该实验几乎满足了所有的条件。
参加者待在密封的房间里，坐着柔软的躺椅，听着轻松的音乐，眼睛被特殊的过滤器覆盖，只看见柔和的粉色光。
早期的实验主要涉及选图。
先从一个大型图库中任意选出四张图片，再让实验者指认其中一张。
具体操作步骤是，作为“发送人”的实验者努力将一张图通过思维传给密封房间内的“接收人”。
当传送结束后，“接收人”需从四张图中选出哪一张才是刚刚被传送的图。
如果是随便猜测,可达到25%的命中率。
然而，如果心灵感应真的存在，命中率就应该更高。
1982年，心灵感应研究的先行者之一，美国超心理学家查尔斯·荷诺顿(Charles Honorton)分析了这些早期实验的结果。
结果证明典型的命中率要高于30%。
虽然比例高不了多少，但统计测试表明，结果已不完全是偶发几率。
剑桥雅思8阅读原文+答案解析-Test2Passage3
剑桥雅思8阅读原文+答案解析-Test2Passage3剑桥雅思8阅读解析：文章结构体裁：说明文主要内容：气味对于人类的影响。
结构：A 段 :气味会引起人类情绪的变化。
B 段 :气味在人际关系中的作用。
C 段 :气味的作用和影响往往被人们忽视。
D 段 :有时候很难准确描述气味。
E 段 :关于气味的未来研究趋势。
F 段 :气味划分人群,具备文化研究价值。
名师点题剑桥雅思8阅读：考题解析 Questions 27-32●题型归类 :List of Headings 可先找出段落中的主题句,再找出其句子中的关键词(多为句子的主干),与句中关键词意思相同的选项即为正确答案。
但应注意同义替换,如果选项中与文章中使用完全相同的词,则多为混淆选项。
题目解析题目编号题目选项句意段落主题句题解27 viii 气味与感觉之间的关系第2句答案 viii 本段先是提到了一项关于气味的研究, 接着说 smell can evoke strong emotional response, 点明了本段的主题。
原文中的evoke strong emotional responses 对应选项 viii 中的 feelings。
28 ii 气味在人际关系间扮演的角色第1句答案 ii 本段第 1 句综述气味和社交的关系, 第 2 句中的 loved one, 第 3 句中的 infants 和 mothers,第 4 句中的 women and men, 最后一句中的 family members 则都是选项 ii 中 personal relationships 的具体表现形式。
29 vi 为什么我们的嗅觉被低估第1句答案 vi 原文中的 the most undervalued sense 对应选项 vi 中的 not appreciated。
30 i 讨论气味这一话题的困难所在第1句答案 i 原文中的 elusive phenomenon 对应选项 i 中的 difficulties of talking about smells。
剑桥雅思新阅读test
P a s s a g e 1 Question 1答案： ii关键词：people power exercise定位原文: A段第1句“In fact…”解题思路：“The more democratic the process, the more public transport is favored.”就是暗示人民成功地履行了权利;Question 2答案： vii关键词： increase travelling time定位原文: B段最后1句“However…”解题思路: 最后一句中的However是完成此题的关键;本段首句提到通勤时间在过去至少六百年中都维持不变,很有误导作用,但是接下来的However又引出...causing massive congestion problems which now make commuting times far higher, commuting 对应heading中的travelling;故正确答案是vii;Question 3答案： iv关键词：higher incomes not more cars定位原文: C段前两句“There is…”解题思路: 第2句的refutes that 表示否定了第1句的观点,因此只有iv符合;Question 4答案： i关键词: avoid overcrowded centre定位原文: D段最后1句“Instead…”解题思路: instead是一个转折连接词,后面的观点与前者刚好相反;上一句说 pushing everyone into the city centre was not the best approach,刚好证明我们应该避免造成一个过度拥挤的市中心;Question 5答案： iii关键词：working together定位原文: E段第3句“The explanation…”解题思路: 定位句强调了人们在相关的领域一起工作非常重要,iii对应这个自然段内容;Question 6答案： FALSE关键词：ISTP study定位原文: 第1段第2、3句“The study compared…”解题思路: 原文说的是thirty-seven cities around the worlds,与题干表述相互抵触;Question 7答案： TRUE关键词： efficient / improve the quality定位原文: 第2段最后1句“...these more efficient cities…”解题思路: “创造出更好的居住环境”就是“改善了居民的居住环境”;Question 8答案：NOT GIVEN关键词：inner-city/ tram network/ dangerous/ car drivers定位原文: 第3段第3句“Melbourne’s large…”解题思路: 谈到有轨电车系统使汽车的使用率降低了许多,但并未谈及私家车驾驶者;答案：FALSE关键词： Melbourne/ outer suburbs定位原文: 第3段最后1句“The explosion…”解题思路: as to =concerning 就……方面;关于;这句话正说明人们喜欢住在近郊而非远郊;Question 10答案： TRUE关键词： bicycle/ public transport定位原文: 第5段的唯一一句话“Bicycle use…”解题思路: averagely good与 reasonable but not special是同义表达;Question 11答案: F关键词：Perth定位原文: 第2段第1句和第4句解题思路: 第二段第一句说Perth有minimal public transport,即相当于题干中的limited public transport system,下面又说Perth之外的一些城市是more efficient cities,所以正确答案为F;Question 12答案： D关键词：Auckland定位原文: 第7段第2句解题思路: 提到 it would be hard for a city as hilly as Auckland to develop a really good rail network,所以 Auckland 当然是hilly,既然“难以建立很好的轨道系统”,当然是不适合建这样的系统了;正确答案是D;Question 13关键词：Portland定位原文: A段的倒数第3句“The rail proposal…”解题思路: 轨道运行良好肯定是盈利的;正确答案是C;Passage2Question 14答案：B关键词：proportion/people over 65/age-related medical problems定位原文: 第2段第2句“...are troubling a smaller proportion…”解题思路: smaller 和falling 是隐晦的同义表达,B选项符合题意;Question 15答案：I关键词：speed定位原文: 第2段倒数第2句“the rate at which these diseases…”解题思路: rate与speed是同义表达,可知正确答案是I;Question 16答案：F关键词：past定位原文: 第3段第2句“He says…”解题思路: 第3段中提到the problems doctors accepted as normal in a 65-year-oId in 1982 are often not appearing until people are 70 or 75,第二段提到数据是1994年采集的,所以1982代表了the past,疾病由65岁推迟到70或者75 岁才发作,显然是later;Question 17关键词：due to developments定位原文: 第4段第1句“…certain diseases are beating…”解题思路: 第四段开头提到certain diseases are beating a retreat in the face of medical advances,表明有些疾病是被医药进步打败的;advances和developments属于同义表达,medical和medicine是同源词;Question 18答案：J关键词：improved定位原文: 第4段第2、3句“…there may be other contributing factors. Improvements…”解题思路: 这个题找到定位句,没有什么难度,选择J;Question 19答案：N关键词：other illnesses定位原文: 第5段第2、3句“… poorer air quality/ worse and worse pollution…”解题思路: 第五段提到An increase in some cancers and bronchitis may reflect changing smoking habits and poorer air quality...和....been exposed to worse and worse pollution, changes in personal habits与changing smoking habits相对应;所以原文提供的另一因素poorer air quality就是与答案相关的内容;正确答案是N;Question 20答案： K关键词：link/life expectancy定位原文: 第6段第1句“One interesting…”解题思路: 第6段第1句中的correlation和live longer分别对应题干中的link和life expectancy,所以原文的better-educated就是答案的原形,被选项中只有K项的education与此相符;正确答案是K;Question 21关键词：considerable /reduction定位原文: 第7段第3句“That represents…”解题思路: considerable与significant、reduction与 drop分别为近义词,再根据第七段中a significant drop in the number of disabled old people,答案应为disabled;正确答案是G;Question 22答案：A关键词：less/predicted定位原文: 第7段最后一句“… less of a financial burden…”解题思路: predicted与expected为同义表达,只需找 financial burden的同义表达就可以;正确答案是A;Question 23答案：G关键词：home medical aids定位原文: 第8段第1句“The increasing…”解题思路: 许多老年人自理能力的增强可能与简易家庭医疗辅助用品的广泛使用有关;题干是将这句话反过来问简易家庭医疗辅助用品有什么作用,self-reliance与independent表达同样含义,所以选G;Question 24答案： E关键词：regular amounts of exercise定位原文: 第9段第1句“…daily physical activity…”解题思路: exercise 与physical activity 属于同义表达,regular与daily 属于同义表达,所以选E;Question 25答案：H关键词：feelings of control over life定位原文: 第10段倒数第2句“…felt in control of their lives…”解题思路: 根据第10段中 challenging activities和 those who felt in control of their lives pumped out lower levels of stress hormone, challenging activities 与 difficult situations 属于同义表达,lower levels of stress hormones自然压力就小;正确答案是H;Question 26答案：C关键词： feelings of loneliness定位原文: 第11段第2句“…emotionally isolated…”解题思路: feelings of loneliness 与emotionally isolated 属于同义表达,所以选C;Passage3Question 27答案: B关键词：developed/system of numbering定位原文: 第2段倒数第2句“As they began to settle…”解题思路: sophisticated和number system分别与题干 developed和system of numbering属于同义表达,因此只要找出与grow plants and herd animals的同义表达项就可以,显然farming可以代替;因此正确答案为B;Question 28答案： E关键词：hand signal定位原文: 第3段第3句“But in real situations…”解题思路: 定位句之前所举的具体例子中表示数字的词有限,即题干E表达的the range of number words was restricted,gestures又与hand signal互为近义词;所以正确答案是E;Question 29答案： A关键词： seventh-century Europe / count to a certain number定位原文: 第4段中最后两句“The average person…”解题思路: count to nine与count to a certain number属于同义表达,a witness in a court of law与题干A 的fulfill a civic role属于同义表达;正确答案是A;Question 30答案： C关键词： concept/ physical objects定位原文: 第5段第1句“Perhaps…”;最后一句“...from there, to arithmetic”解题思路: 题干中 concepts 和 physical objects 分别与 abstract idea 和 particular objects互为近义词;正确答案是C;Question 31答案： G关键词： class of item定位原文: 第6段第1、2句“Traces of…”解题思路: 根据第6段开头the very first stages和第二句中the class of the item得出正确答案是G;Question 32答案：TRUE关键词：the earliest tribes定位原文: 第2段第3句“...their considerations would have…”解题思路: 他们会更多地考虑“够了吗”而不是“有多少 Sufficiency与 quantity 分别和Is this enough 与How many为同义转换关系;Question 33答案：FALSE关键词：Tasmanians定位原文: 第3段第2句“The indigenous peoples…”解题思路: 只有三个词而不是四个;Question 34答案： TRUE关键词：peoples with simple number systems定位原文: 第3段第3句“But in real situations…”解题思路: accompanied by gesture to help resolve any confusion 与题干use body language to prevent…属于同义表达;Question 35答案： FALSE关键词：large numbers定位原文: 第4段第1句“The lack of…”解题思路: 一些文化缺少处理较大数字的能力,这并不令人惊讶; 这个意思与题干全然想矛盾;Question 36答案：NOT GIVEN关键词：Anglo-Saxon定位原文: 第4段第4句“ By the seventh…”解题思路: 到公元7世纪,“teon”一词变得可以与盎格鲁一撒克逊语中的词语文中对应点“tachund”或“hund”相互交换,因此100可表示为“hund teontig”或者“十乘十”;并没有提到“千”;Question 37答案：TRUE关键词：seventh-century Europe定位原文: 第4段最后两句“The average person…”解题思路: 数到9就可以作证人,足见计数能力之差;Question 38答案：FALSE关键词：Tsimshian language定位原文: 第6段第2句“The numeration…”解题思路: 题干意思与原文相驳斥;这个题比较容易判断;Question 39答案：TRUE关键词: Tsimshian language定位原文: 第6段倒数第2句“It seems that…”解题思路: 看起来最后一组词语是后来发展的,而前六组则带有古代计数方法的痕迹;所以题目说的有新旧两套计数系统是正确的;Question 40答案： NOT GIVEN关键词：early peoples / fingers / pebbles定位原文: 第7段第2句“Counting is not directly…”解题思路: 计算与数字概念的形成并非直接相关,因为我们完全有可能将被计数的物品用一堆石子、一把谷粒或者计数者的手指代替来进行计算;没有提到二者简易度的比较;。
剑桥雅思阅读AUSTRALIA’SSPORTINGSUCCESS及答案解析
剑桥雅思阅读AUSTRALIA’SSPORTINGSUCCESS及答案解析（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
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The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of classic materials for everyone, such as office materials, workplace materials, lifestyle materials, learning materials, classroom materials, reading materials, knowledge materials, party building materials, educational materials, other materials, etc. If you want to learn about different data formats and writing methods, please pay attention!剑桥雅思阅读AUSTRALIA’SSPORTINGSUCCESS及答案解析做好雅思的阅读题除了掌握对的方法，也离不开我们日常的辛勤练习，下面本店铺给大家带来剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS及答案解析，一起加油吧！剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESSREADING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.AUSTRALIA’S SPORTING SUCCESSA 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, andcollaborates 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 herspine 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 intoarguably 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 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.剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS题目Questions 1-7Reading 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 sports2 an eXplanation of how visual imaging is employed in investigations3 a reason for narrowing the scope of research activity4 how some AIS ideas have been reproduced5 how obstacles to optimum achievement can be investigated6 an overview of the funded support of athletes7 how performance requirements are calculated before an eventQuestions 8-11Classify the following techniques according to whether the writer states theyA are currently eXclusively used by AustraliansB will be used in the future by AustraliansC are currently used by both Australians and their rivalsWrite the correct letter, A, B or C, in boXes 8-11 on your answer sheet.8 cameras9 sensors10 protein tests11 altitude tentsQuestions 12 and 13Answer 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?剑桥雅思阅读AUSTRALIA’S SPORTING SUCCESS答案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。
剑桥雅思真题6-阅读Test 4(附答案)
剑桥雅思真题6-阅读Test 4（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.Doctoring salesPharmaceuticals is one of the most profitable industries in North America. But do the drugs industry’s sales and marketing strategies go too far?A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products. That day she was lucky - a doctor was available to see her. 'The last rep offered me a trip to Florida. What do you have?’ the physician asked. He was only half Joking.B What was on offer that day was a pair of tickets for a New York musical. But on any given day, what Schaefer can offer Is typical for today's drugs rep - a car trunk Full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug's profile. And she also has a few $ 1,000 honoraria to offer in exchange for doctors' attendance at her company's next educational lecture.C Selling pharmaceuticals is a daily exercise in ethical Judgment. Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free meal, and bribing doctors to prescribe their drugs. They work In an industry highly criticized for Its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg question-businesses won't use strategies that don’t work, so are doctors to blame for the escalating extravagance of pharmaceutical marketing? Or is it the industry's responsibility to decide the boundaries?D The explosion in the sheer number of salespeople in the field-and the amount of funding used to promote their causes - forces close examination of the pressures, influences and relationships between drug reps and doctors. Salespeople provide much-needed Information and education to physicians. In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers. With the huge investment the industry has placed in face-to-face selling, salespeople have essentially become specialists in one drug or group of drugs-a tremendous advantage in getting the attention of busy doctors in need of quick Information.E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by the sales reps are often followed up with meals at expensive restaurants, meetings in warm and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug's name, or see a nurse use a tablet not bearing a pharmaceutical company's logo. Millions of dollars are spent by pharmaceutical companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls. Money well spent? It’s hard to tell. 'I've been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their medicine’, says one doctor, 'I tend to think I’m not influenced by whatthey give me.'F Free samples of new and expensive drugs might be the single most effective way of getting doctors and patients to become loyal to a product. Salespeople hand out hundreds of dollars’ worth of samples each week- $7.2 billion worth of them in one year. Though few comprehensive studies have been conducted, one by the University of Washington Investigated how drug sample availability affected what physicians prescribe. A total of 131 doctors self-reported their prescribing patterns - the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.G The bottom line is that pharmaceutical companies as a whole invest more in marketing than they do in research and development. And patients are the ones who pay-in the form of sky-rocketing prescription prices - for every pen that's handed out, every free theatre ticket, and every steak dinner eaten. In the end the fact remains that pharmaceutical companies have every right to make a profit and will continue to find new ways to Increase sales. But as the medical world continues to grapple with what's acceptable and what’s not, it is clear that companies must continue to be heavily scrutinized for their sales and marketing strategies.Question 1-7Reading Passage 3 has seven paragraphs, A-G.Choose the correct heading for paragraphs from the list of headings below.Write the correct number, i-x, in boxes 1 - 7 on your answer sheet.1 Paragraph A2 Paragraph B3 Paragraph C4 Paragraph D5 Paragraph E6 Paragraph F7 Paragraph GQuestion 8-13Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 8-13 on your answer sheet, writeYES if the statement agrees with the informationNO if the statement contradicts the informationNOT GIVEN if there is no information on this in the passage8. Sales representatives like Kim Schaefer work to a very limited budget.9. Kim Schaefer's marketing technique may be open to criticism on moral grounds.10. The information provided by drug companies is of little use to doctors.11. Evidence of drug promotion is clearly visible in the healthcare environment.12. The drug companies may give free drug samples to patients without doctors’ prescriptions.13. It is legitimate for drug companies to make money.Reading Passage 2You should spend about 20 minutes on QUESTIONS 14-26 which are based on Reading Passage 2 below.Do literate women make better mothers?Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, but until now no one has been able to show that a woman's ability to read in itself improves her children's chances of survival.Most literate women learnt to read in primary school, and the fact that a woman has had an education may simply indicate her family's wealth or that it values its children more highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children's health and survival. In 1979, the government of Nicaragua established a number of social programmes, including A National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the Country, many of whom had never attended primary school, had learnt how to read, write and use numbers.During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women: some of whom had learn to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died ininfancy. The research teams also examined the surviving children to find out how well-nourished they were.The investigators' findings were striking. In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the curriculum during the women's lessons, so he and his colleagues are looking at other factors. They are working with the same group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female education, at any age, is 'an important health intervention in its own right'. The results of the study lend support to the World Bank's recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health. 'We've known for a long time that maternal education is important,' says John Cleland of the London School of Hygiene and Tropical Medicine，'But we thought that even if we started educating girls today, we'd have to wait a generation for the pay-off. The Nicaraguan study suggests we may be able to bypass that.'Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. 'The crusade was part of a larger effort to bring a better life to the people,' says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.Question 14-18Complete the summary using the list of words, A-J, below.Write the correct letter, A-J, in boxes 14-18 on your answer sheetNB You may use any letter more than onceThe Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate14 …………to read and write. Public health experts have known for many years that there is a connection between child health and 15 ………… . However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by 16 ………… in Nicaragua. As a result, factors such as 17 ………… and attitude to children have been eliminated, and it has been shown that 18 ………… can in itself improve infant health and survival.Question 19-24Do the following statements agree with the claims of the writer in Reading Passage 2?In boxes 19-24 on your answer sheet, writeYES if the statement agrees with the informationNO if the statement contradicts the informationNOT GIVEN if there is no information on this in the passage19. About a thousand of the women interviewed by the researchers had learnt to read when they were children.20. Before the National Literacy Crusade, illiterate women had approximately the same levels of infant mortality as those who had learnt to read in primary school.21. Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.22. The women who had learnt to read through the National Literacy Crusade showed the greatest change in infant mortality levels.23. The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.24. After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.Question 25-26Choose TWO letters, A-E.Write the correct letters in boxes 25 and 26 on your answer sheet.Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?A. It is better to educate mature women than young girls.B. Similar campaigns in other countries would be equally successful.C. The effects of maternal literacy programmes can be seen very quickly.D. Improving child health can quickly affect a country's economy.E. Money spent on female education will improve child health.Reading Passage 3You should spend about 20 minutes on QUESTIONS 27-40 which are based on Reading Passage 3 below.Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education. Here hereports on his findings.A Bullying can take a variety of forms, from the verbal - being taunted or called hurtful names -to the physical - being kicked or shoved - as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. There is no bullying at this school has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: There is not much bullying here, but when it occurs we have a clear policy for dealing with it.D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted before and after evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time - not just imposed from the head teachersoffice! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as no blame, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying -and the consequent improvement in pupil happiness - is surely a worthwhile objective.Questions 27-30Reading Passage 3 has six sections, A-F.Choose the correct heading for sections A-D from the list of headings below.Write the correct number, i-vii, in boxes 27-30 on your answer sheet.28 Section B29 Section C30 Section DQuestions 31-34Choose the correct letter, A, B, C or D.Write the correct letter in boxes 31-34 on your answer sheet.31 A recent survey found that in British secondary schoolsA there was more bullying than had previously been the case.B there was less bullying than in primary schools.C cases of persistent bullying were very common.D indirect forms of bullying were particularly difficult to deal with.32 Children who are bulliedA are twice as likely to commit suicide as the average person.B find it more difficult to relate to adults.C are less likely to be violent in later life.D may have difficulty forming relationships in later life.33 The writer thinks that the declaration There is no bullying at this schoolA is no longer true in many schools.B was not in fact made by many schools.C reflected the schools lack of concern.D reflected a lack of knowledge and resources.34 What were the findings of research carried out in Norway?A Bullying declined by 50% after an anti-bullying campaign.B Twenty-one schools reduced bullying as a result of an anti-bullying campaign.C Two years is the optimum length for an anti-bullying campaign.D Bullying is a less serious problem in Norway than in the UK.Questions 35-39Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 35-39 on your answer sheet.What steps should schools take to reduce bullying?The most important step is for the school authorities to produce a 35........ which makes the schools attitude towards bullying quite clear. It should include detailed 36........as to how the school and its staff will react if bullying occurs.In addition, action can be taken through the 37........This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.Effective work can also be done with individual pupils and small groups. For example, potential 38….....of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a no blame approach, which avoids confronting the offender too directly, is often effective.Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere 39......... .Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.Which of the following is the most suitable title for Reading Passage 3?A Bullying: what parents can doB Bullying: are the media to blame?C Bullying: the link with academic failureD Bullying: from crisis management to prevention参考答案1 v2 vi3 iii4 ix5 i6 vii7 x8 NO9 YES10 NO11 YES12 NOT GIVEN13 YES14 B15 F16 C17 J18 F19 NOT GIVEN20 NO21 YES22 YES23 NO24 NOT GIVEN25 & 26 (In Either Order): C E27 iv28 vi29 v30 vii31 B32 D33 D34 A35 policy36 (explicit) guidelines37 (school) curriculum38 victims39 playful fighting40 D。
剑桥雅思8Test3Passage2阅读原文+答案解析
剑桥雅思8Test3Passage2阅读原文+答案解析本篇主要介绍剑桥雅思8Test3Passage2阅读原文+答案解析，相关译文，我们将在下一篇文章中与同学分享。
体裁:说明文主要内容:天才的本性。
结构:第 1 段 :总体介绍 Genius(天才)的概念和起源。
第 2 段 :人们对天才的态度往往带是有矛盾情绪的。
第 3 段 :19 世纪对于天才的研究情况。
第 4 段 :天才有明确的定义,然而天才又具有相对性。
第 5 段 :天才的大脑与普通人并无异常。
第 6 段 :进一步论述了天才的大脑并无异常。
第 7 段 :总结了有天赋的小孩或者天才并无异于其他人。
名师点题剑桥雅思8阅读：考题解析Questions 14-18●题型归类 :Multiple Choice?该题与一般的 Multiple Choice 不太一样,它要求考生在 11 个选项中选出 5 个正确答案来。
题目解析题目编号 14-18题目定位词 popular beliefs答案位置第二段题解选项含义如下 :A 真正的天才在各个领域都具备天赋。
B 天才的天赋会瞬间消失殆尽。
C 有天赋的人需要使用他们的天赋。
D 天才在每一代人中出现一次。
E 天才很容易由于遭受打击而被摧毁。
F 天赋是遗传的。
G 天才很难相处。
H 人们从不欣赏真正的天才。
I 天才是天然的领导者。
J 有天赋的人在困境中发展他们的天赋。
K 天赋总是能显露出来。
文章第二段主要讲了人们对天才的各种观点,所以以上这些观点是否正确可通过文章第二段来确定。
A 选项跟文章中的论述相反,第二段第 3-4 行说到 if people are talented in one area, they must defective in another,意思是“如果一个人在某一方面具有天赋,他们必然在另一方面有缺陷”,因此天才并非是在各个领域都具备天赋的。
A 选项错误,不能选。
B 选项的对应点在第二段第 4-5 行 prodigies burn too brightly too soon and burn out 意思是“神童只是昙花一现”,因此 B 选项正确。
剑桥雅思阅读4原文翻译及答案解析（test3）
剑桥雅思阅读4原文翻译及答案解析(test3)为了帮助大家更好地备考雅思阅读，下面小编给大家分享剑桥雅思阅读4原文翻译及答案解析(test3)，希望对你们有用。
剑桥雅思阅读4原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Micro-Enterprise Credit for Street Youth‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko‘We’ve had business experience. Now I’m confident to expand what we’ve been doing. I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before —now we’ve made new friends.’Fan KaomaParticipants in the Youth Skills Enterprise Initiative Program, ZambiaIntroductionAlthough small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.Over the past nine years, Street Kids International (S.K.I.) hasbeen working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.BackgroundTypically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.Street Business PartnershipsS.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, whichthey used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.Lessons learnedThe following lessons have emerged from the programs that S.K.I. and partner organisations have created.Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation’s programs for at least six months, and trust and relationship-building will have already been established.The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.It is critical for all loans to be linked to training programs that include the development of basic business and life skills.There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual’s situation.Small loans are provided initially for purchasing fixed assetssuch as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).ConclusionThere is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.Questions 1-4Choose the correct letter, A, B, C or D.Write your answers in boxes 1-4 on your answer sheet.1 The quotations in the box at the beginning of the articleA exemplify the effects of S.K.I.B explain why S.K.I. was set up.C outline the problems of street children.D highlight the benefits to society of S.K.I.2 The main purpose of S.K.I. is toA draw the attention of governments to the problem of street children.B provide school and social support for street children.C encourage the public to give money to street children.D give business training and loans to street children.3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?A unemploymentB warC povertyD crime4 In order to become more independent, street children mayA reject paid employment.B leave their families.C set up their own businesses.D employ other children.Questions 5-8Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 5-8 on your answer sheet.Country Organisations Involved Type of Project Support Provided5………………and………………S.K.I courier service ? provision of 6………………………Dominican Republic ? S.K.IY.W.C.A 7………………… ? loansstorage facilitiessavings plansZambia ? S.K.I.The Red CrossY.W.C.A. setting up small businesses ? business training8…………trainingaccess to creditQuestions 9-12Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 9-12 on your answer sheet writeYES if the statement agrees with the claims of the wirterNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this9 Any street child can set up their own small business if given enough support.10 In some cases, the families of street children may need financial support from S.K.I.11 Only one fixed loan should be given to each child.12 The children have to pay back slightly more money than they borrowed.Question 13Choose the correct letter, A, B, C or D.Write your answer in box 13 on your answer sheet.The writers conclude that money should only be lent to street childrenA as part of a wider program of aid.B for programs that are not too ambitious.C when programs are supported by local businesses.D if the projects planned are realistic and useful.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.Questions 14-27Reading Passage 2 has four sections A-D.Choose the correct heading for each section from the list of headings below.Write the correct number i-vi in boxes 14-17 on your answer sheet.List of HeadingsI Causes of volcanic eruptionIi Efforts to predict volcanic eruptionIii Volcanoes and the features of our planetIv Different types of volcanic eruptionV International relief effortsVi The unpredictability of volcanic eruptions14 Section A15 Section B16 Section C17 Section DVolcanoes-earth-shattering newsWhen Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlinesA Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has abasement of volcanic basalt.Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. Thesefracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.Sometimes it is slow: vast bubbles of magma — molten rock from the mantle — inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in no rthern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa —the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like t he Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates —the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ wh ere there have been the most violent explosions —Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mon t Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are potentially world news, especially the quiet ones.Questions 18-21Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-21 on your answer sheet.18 What are the sections of the earth’s crust, often associated with volcanic activity, called?19 What is the name given to molten rock from the mantle?20 What is the earthquake zone on the Pacific Ocean called?21 For how many years did Mount Pinatubo remain inactive?Questions 22-26Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23……. moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowObtaining Linguistic DataA Many procedures are available for obtaining data about alanguage. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.B In all cases, someone has to act as a source of language data — an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a lin guist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.C Many factors must be considered when selecting informants —whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about thebest investigative techniques to use.D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be li stened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general.A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.F Linguists also make great use of structured sessions, inwhich they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplementedby data derived from the intuitions of native speakers of the language, through either introspection or experimentation.Questions 27-31Reading Passage 3 has seven paragraphs labeled A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 the effect of recording on the way people talk28 the importance of taking notes on body language29 the fact that language is influenced by social situation30 how informants can be helped to be less self-conscious31 various methods that can be used to generate specific dataQuestions 32-36Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 32-36 on your answer sheet.METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES32……as informant convenient method of enquiry not objective enoughNon-linguist as informant necessary with 33…… and child speech the number of factors to be consideredRecording an informant allows linguists’ claims to be checked 34……of soundVideoing an informant allows speakers’ 35…… to be observed 36……might mi ss certain thingsQuestions 37-40Complete the summary of paragraph G below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.剑桥雅思阅读4原文参考译文(test3)Passage1参考译文Micro-Enterprise Credit for Street Youth流浪儿童的小型企业贷款‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko“我来自一个贫困的大家庭。
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Passage 1Question 1答案： vii关键词： background, middle-years education定位原文: B段第1句“Lower secondary schools…〞解题思路: 作为LIST OF HEADINGS的第一个题目，此题还是稍有难度的，因为需要通读Section B的全部内容才能看出这是在讲日本中学的教育背景。
如果单纯用首句中的lower secondary schools来对应题目中的middle-years education 也能够得到答案，但是需要一定程度的大胆推测。
正确答案为vii。
Question 2答案： i关键词： Monbusho定位原文： C段第2句“Monbusho, as part of...〞最后一句“Monbusho also decides ...〞解题思路：可以推测出这一段在讲Monbusho的影响。
故正确答案为i。
Question 3答案： v关键词： typical format定位原文： D段第1句“Lessons all follow…〞解题思路：读首句就能够判断本题答案，题干中的format 与文中的pattern属于同义转述。
故正确答案为v。
Question 4答案： ii关键词： less successful students对应原文：E段第1小段第2句“...any stragglers…neighbor.〞第2小段的第1句“Parents are kept…〞解题思路：本题稍有难度，对应信息分布较广。
Section E 中第一段的对应句说的是后进生在学校里得到的帮助;第二段的对应句则在讨论家长如何帮助孩子跟上班级的进度。
定位词与文中的 stragglers属于同义转述。
故正确答案为ii。
Question 5答案： viii关键词： key, successes定位原文：F段第1小段的第1句“So what are the major…〞解题思路：开头设问道：“那么什么是日本数学教学成功的主要因素呢?〞下面紧接着回答：显然态度是重要的，然后具体解说态度如何重要。
其中的contributing factors与key相对应。
故正确答案是viii。
Question 6答案: YES关键词: English pupils, Japanese counterparts定位原文: A段第2句“... have established that not only did Japanese…〞解题思路：本题解题关键是搞清楚where后面引导的定语从句。
在将英日两国13岁学生的成绩进行比较时，作者先说日本学生平均成绩较高，接着说英国低分学生比较多，而且英国学生分数跨度比较大。
如果不仔细看，此题目很可能选成NOT GIVEN。
Question 7答案： NO关键词： Gross National Product定位原文： A段最后1句话“The percentage of Gross…〞解题思路：这个问句表明日本投入同样的GNP却能够产生更好的数学成绩，显然，教育水平高低不能单纯以GNP投入论之。
此题也具有一定的迷惑性。
Question 8答案: NOT GIVEN关键词: private schools , state-run lower secondary schools定位原文: B段解题思路: 本题属于典型的比较关系不存在的NOT GIVEN题目。
多个信息词在B部分都出现过，但就是没有提到题目中所说的关系。
Question 9答案: NO关键词: mark homework定位原文: D段第3句“Pupils mark their…〞解题思路：学生自己批改作业：这在日本的学校教育中是一条重要原则。
本题定位信息比较明确，可轻松判断出答案。
Question 10答案: B关键词： maths textbooks, Japanese schools定位原文： C段第3句“These textbooks…〞解题思路: 题目问日本学校的数学教科书如何。
文章中说 the textbook are...well set out and logically developed，B 选项意思是“合理安排并且适应学生的需求〞，符合文意。
Question 11答案: C关键词: new maths topic定位原文: D段第2段的第1句“After the homework has…〞解题思路: 题目问怎么样介绍一个新课题，文章中说 ...the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration，C 选项意思是“十分仔细和耐心地去给学生解释〞，与原文意思相符。
Question 12答案： A关键词： experience difficulties定位原文： E段第1段第2句“Teachers say…〞解题思路：题目问学校如何帮助遇到困难的学生，对此文章中说 Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary。
A 选项意思是“学生被给予合适的额外的补课〞，所以为正确答案。
Question 13答案： C关键词： relatively high rates of success定位原文： F段第1段的最后1句“Education is…〞解题思路： C 选项意思是“做出更多努力并对正确答案加以强调〞，符合文意。
Passage 2Question 14答案: B关键词: pesticides定位原文: 第1段第2句“Apart from…〞解题思路: 题目问使用杀虫剂导致了什么。
文章中说 Apart from engendering widespread ecological disorders... B 选项意思是“使得全世界许多生态系统出现不平衡〞，符合文意。
Question 15答案: A关键词: Food, Agriculture Organization, more than 300定位原文: 第2段第1句“According to a recent…〞解题思路: A 选项意思是“这些害虫已经对很多杀虫剂不再有反应了〞，和文中的 resistance 对应。
Question 16答案： D关键词： cotton farmers, Central America定位原文：第4段第1、2句“The havoc that…〞解题思路: D 选项意思是“(棉农)为了保证更多的产量〞，与原文意思相符。
Question 17答案： D关键词： mid-1960s, cotton farmers, Central America定位原文：第5段第1句“By the mid-1960s…〞解题思路：文章说 By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides，D 选项意思是“占据了用于农业的50%的经费〞，为正确答案。
Question 18答案: NOT GIVEN关键词： disease-spreading pest, agricultural pests定位原文：第2段最后1句“Not to be left behind…〞解题思路: 题目说传播疾病的害虫比农业害虫对杀虫剂的反应更快，但是文章中并没有对这两种害虫做比较。
Question 19答案: YES关键词： innate immunity定位原文：第2段最后1句“Not to be left behind…〞解题思路：题目说很多害虫天生就对杀虫剂有免疫能力，文章中说大约有100种传播疾病的害虫对各种正在使用的杀虫剂免疫，题目描述的与文章内容一致。
Question 20答案： NO关键词： biological control, synthetic chemicals, offspring定位原文：第7段第1句“…a more effective and ecologically sound strategy of biological control，involving…〞解题思路：一种更加行之有效而健全的生态策略，即生物防虫法，就越来越受欢迎。
这种策略主要是有选择性地使用害虫的天敌。
通过翻译该句，考生会发现生物防虫法恰恰不涉与使用人造农药，因此题目与原文叙述相反。
Question 21答案： YES关键词： bio-control, certain circumstances定位原文：第7段最后1句“When handled by…〞解题思路：文章说如果生态控制由专家来实施，那么它是是安全的，无污染的。
题目的描述与文章一致。
Question 22关键词： disapene scale insects定位原文：第9段最后1句“CIBC is also…〞解题思路: 破折号后面的同位语成分是对‘disapene scale’ insects的解释说明。
defoliant指脱叶剂，考生即使不知道它的意思，也能够猜出来这种虫子危害果树。
故答案为D。
Question 23答案： H关键词： Neodumetia sangawani定位原文：最后1段第3句“A natural predator…〞解题思路：这道题目的解题关键是搞清楚定语从句 that was devouring forage grass 的先行词是grass-scale insect,而不是 Neodumetia sangawani, 否则答案很容易就误选A。
故答案为H。
Question 24答案： C关键词： leaf-mining hispides定位原文：最后1段第2句“...flourishing coconut groves were plagued by leaf-mining hispides...〞解题思路： blighted这个词很多考生不认识，不过通过上下文应该能够轻易猜出是贬义词，指的是leaf-mining hispides祸害了什么。