雅思答案解析第1篇READINGPASSAGE1Youshouldspendabout20minutesonQuestions1-14whicharebasedonReadingPassage1Adu下面是小编为大家整理的雅思答案解析19篇,供大家参考。
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1
Adults and children are frequently confronted with statements about the alarming rate of loss of tropical 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 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 It is also possible that some of these ideas will be
Many studies have shown that children harbour misconceptions about ‘pure’, curriculum 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 These ideas may be developed by children absorbing ideas through the popular Sometimes this information may be 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
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this 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
The study surveys children’s scientific knowledge and attitudes to Secondary school children were asked to complete a questionnaire containing five open-form 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 The second question concerned the geographical location of 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
Responses to question three concerned the importance of The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of More girls (70%) than boys (60%) raised the idea of rainforest as animal
Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human 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
The fourth question concerned the causes of the destruction of 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
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 Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these 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
In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global This is surprising considering the high level of media coverage on this Some children expressed the idea that the conservation of rainforests is not
The results of this study suggest that certain ideas predominate in the thinking of children about 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
Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest 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 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 Environmental education offers an arena in which these skills can be developed, which is essential for these children as future
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
2 Children only accept opinions on rainforests that they encounter in their
3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at
4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change
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’
7 The study reported here follows on from a series of studies that have looked at children’s understanding of
8 A second study has been planned to investigate primary school children’s ideas about
Questions 9-13
The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage
Answer the following questions by choosing the correct responses
Write your answers in boxes 9-13 on your answer
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
B The rainforests are being destroyed by the same things that are destroying the forests of Western
C Rainforests are located near the
D Brazil is home to the
E Without rainforests some animals would have nowhere to
F Rainforests are important habitats for a lot of
G People are responsible for the loss of the
H The rainforests are a source of
I Rainforests are of consequence for a number of different
J As the rainforests are destroyed, the world gets
K Without rainforests there would not be enough oxygen in the
L There are people for whom the rainforests are
M Rainforests are found in
N Rainforests are not really important to human
O The destruction of the rainforests is the direct result of logging
P Humans depend on the rainforests for their continuing
Question 14
Choose the correct letter, A, B, C, D or
Write your answer in box 14 on your answer
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
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
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 For example, it appears from their brain structure that toothed species are unable to Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are 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 Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are
The sense of touch has sometimes been described as weak too, but this view is probably 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 This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched
The sense of vision is developed to different degree in different 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 However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic
On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and 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 By comparison, the bottlenose dolphin has extremely keen vision in Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as 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
Such variation can no doubt be explained with reference to the habitats in which individual species have For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded 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
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 Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using Large baleen whales primarily use the lower frequencies and are often limited in their Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback 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
echolocation: the perception of objects by means of sound wave
Questions 15-21
Complete the table
Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each
Write your answers in boxes 15-21 on your answer
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
Write your answers in boxes 22-26 on your answer
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
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 But pictures are more than literal 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 To show this motion, she traced a curve inside the circle ( 1). I was taken Lines of motion, such as the one she used, are a very recent invention in the history of 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
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 When asked about these curves, they all described them as metaphorical ways of suggesting Majority rule would argue that this device somehow indicated motion very 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 So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of
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 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 My control group consisted of eighteen sighted undergraduates from the University of
All but one of the blind subjects assigned distinctive motions to each 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 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
In addition, the favoured description for the sighted was the favoured description for the blind in every What is more, the consensus among the sighted was barely higher than that among the Because motion devices are unfamiliar to the blind, the task I gave them involved some problem 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
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
2 Subjects were asked which word in each pair fits best with a circle and which with a These percentages show the level of consensus among sighted
We have found that the blind understand other kinds of visual metaphors as One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the 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
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 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 A full 94% ascribed happy to the circle, instead of But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, And only 51% linked deep to circle and shallow to (See ) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted One man, who had been blind since birth, scored extremely He made only one match differing from the consensus, assigning ‘far’ to square and ‘near’ to In fact, only a small majority of sighted subjects — 53% — had paired far and near to the opposite Thus, we concluded that the blind interpret abstract shapes as sighted people
Questions 27-29
Choose the correct letter, A, B, C or
Write your answers in boxes 27-29 on your answer
27 In the first paragraph the writer makes the point that blind
A may be interested in studying
B can draw outlines of different objects and
C can recognise conventions such as
D can draw
28 The writer was surprised because the blind woman
A drew a circle on her own
B did not understand what a wheel looked
C included a symbol representing
D was the first person to use lines of
29 From the experiment described in Part 1, the writer found that the blind subjects
A had good understanding of symbols representing
B could control the movement of wheels very
C worked together well as a group in solving
D got better results than the sighted
Questions 30-32
Look at the following diagrams (Questions 30-32), and the list of types of movement Match each diagram to the type of movement A-E generally assigned to it the Choose the correct letter A-E and write them in boxes 30-32 on your answer
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
Write your answers in boxes 33-39 on your answer
NB You may use any word more than
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 Subjects were asked which word fitted best with a circle and which with a 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……
associations blind deep hard
hundred identical pairs shapes
sighted similar shallow soft
words
Question 40
Choose the correct letter, A, B, C, or
Write your answer in box 40 on your answer
Which of the following statements best summarises the writer’s general conclusion?
A The blind represent some aspects of reality differently from sighted
B The blind comprehend visual metaphors in similar ways to sighted
C The blind may create unusual and effective symbols to represent
D The blind may be successful artists if given the right
在IELTS听力考试方面，除了老师上课介绍的对实际应用很有帮助的心得之外(如：碰到不会写的单词往简单处想，已经读过去了的题目要放弃等)，我说说几点经验：
考试时切记要放松而集中，过于紧张是会降低自己的反应能力的。
每个session前面的一点时间务必只看将要听到的那个session的内容，若是看完一遍就再看一遍加深印象，不要看后面的session，以免搞乱思维。
预读有句子的题目时(句子填空或者简答)，一定要非常清楚地知道句子在讲什么内容。这一点我可能与老师的观点有点不同，老师建议的是圈出要害词，例如When，Jack之类的，然后估计回答或选择的将会是什么内容。而我预读这类题目的时候，即使不能使自己对整句话的含义都理解得非常透彻，也要很清楚它整句话是什么意思。以便听到相关内容把握到含义之后能够准确作答。假如预读题目时间不够的话没有其他办法，只有提高阅读速度。我本次的听力考试session 4的最后一题就令我非常吃惊，题型居然是Paraphrase后的Summary填空!一共有两段大概一百来字的样子。幸好我及时把整段读完并每句意义印记在心里，听到答案的时候能把握住。
IELTS的题目答案都是按照题号顺序的。若有些填图题听的时候觉得好几样东西乱七八糟的话，按照它们对话中出现的顺序填入题号的顺序通常都会对的。
听到与答案相关的内容时，无论是否确定是答案，都可以先写在试卷相应题目四周，记下来总比没记下来好。
听的时候一定要留意名词的复数与否，听完过答案的时候要留意单词的大写与否。这些分数假如丢掉的话是很冤枉的。
我的IELTS的阅读和写作考试的成绩不能算很好，不过我个人的学习方法也可以顺带提一下。阅读技巧上，我是没有发现比高老师的方法更好的了，可以说我考试的时候也是基本上完全按照他的方法的。在这里我想提一提涉及需要意义理解的题目，看原文的时候要把它看懂，不要总是害怕着时间够不够(当然要在有一定阅读速度的基础上)，因为我自己练习的时候曾经由于害怕时间问题反倒浪费了时间看了半天没把一句话看懂…… 平时提高阅读速度除了看报纸之外也可以看长篇的文章或比较专业的学术杂志(我个人还是最喜欢National Geographic)。IELTS考试模式的阅读题也可以多做点，但目的不是在于题海战术，而是找到做那类题目的感觉。写作更加需要多练习，然而写作的模式其实并不是唯一的，然而Passport里面那篇关于是否应该用动物来为人类所使用的范文我觉得非常有参考价值，我本人的写作模式基本上都是按照那篇文章的，只是句型变了一下，用词变了一下。不过假如有朋友打算向满分作文冲刺的话，恐怕这样来写不太轻易达到……呵呵。另外我认为写作时的用词造句更加应当注重一种流畅感，不需要太过做作，当然更加不要将其中文化了。这样可能会更好。
在这里我就简单地跟大家分享这一些，希望能够对大家IELTS成绩的提高有所帮助。由于我本来也是一个学习上不下太大苦功夫的，所以我自己真正做了多少也都尽量拿出来与大家分享了。假如有什么我能提供帮助的，非常欢迎大家来信交流。
PASSAGE 1 参考译文：
丝绸的故事
世上最昂贵奢华织物的历史，从古代中国直到今天
丝绸是种细软、光滑的布料，产自桑蚕(该昆虫的幼体形态)制作出的蚕茧——即其柔软的保护性外壳。传说中是嫘祖，即大约公元前三千年时期的中国统治者黄帝的妻子，发现了蚕。其中一个故事是这样描述的：当她漫步于自己丈夫的花园之中时，她发现几棵桑树之所以生长遭受破坏正是由于树上的蚕虫。她收集了一些蚕茧并坐下来歇息。正巧在她啜饮着一杯茶时，这些蚕茧中的一粒掉进了热茶中并开始松散成为一根细丝。嫘祖发现她可以将这根丝线绕在自己的手指上。于是，她说服了丈夫允许她在一片桑树林内养蚕。她还设计发明了一种特殊的卷轴来将蚕茧中的纤维纺成丝线，这样它们就能足够强韧以编纺成织物。虽然这个故事中究竟有多少真实成分我们不得而知，但有一点是确定无疑的：丝绸的生产在中国早己存在了数千年之久。
起初，桑蚕业完全是只由女性来进行的，她们要负责种植、收获和纺织。丝绸很快成为了一种社会地位的象征，最早只有皇室成员才有资格穿着丝绸衣物。这些规矩在之后的年月里逐渐变得不那么严苛了，直到最终在清朝(公元1644~1911年)时期，即使是最低阶层的农民也有资格穿上丝绸了。在汉朝(公元前206~公元220年)的某个时期，丝绸的身价昂贵到被用作某种形式的流通货币。朝廷官员的俸禄是用丝绸来支付的，而农夫则用谷物和丝绸来完税。丝绸还被皇帝用作外交礼物。渔线、弓弦、乐器和紙皆由丝绸制作而来。人类最早使用丝质纸的证据发现于一位贵族的墓中，据估计此人大约死于公元168年。
人们对这种异域织物的大量需求最终催生出了现在被称为“丝绸之路”的这样一条一本万利的贸易路线，向西输送丝绸而向东则运来金、银和毛料。之所以叫做“丝绸之路”，正是以其最珍贵的商品而得名，它被视为比黄金更贵重。“丝绸之路”从中国东部一路绵亘6000多公里直达地中海，沿着中国长城的路线，攀越帕米尔山脊，穿过今日的阿富汗并延伸到了中东地区，在大马士革有一个主要交易市场。各种货物从那里再由船运跨过地中海销往各地。很少有商人会走遍整条路线;货物大多是由一系列的中间经手人交接传递的。
由于桑蚕原产于中国，这个国家在许多个世纪里一直是全球唯一的丝绸产地。丝绸制作的秘密最终是经由在公元330~1453年间统治着地跨南欧、北非和中东的地中海地区的拜占庭帝国传到了世界上的其他国家。根据另一个传说，为拜占庭皇帝查士丁尼(Justinian)服务的僧侣们在公元550年将蚕卵藏在空心的竹子手杖里，偷偷带到了君士坦丁堡(即今日土耳其的伊斯坦布尔)。然而，拜占庭人和中国人一样守秘不宣，在很多个世纪里丝绸料子的纺织和贸易都受到帝国的严格把控垄断。然后在七世纪，阿拉伯人征服了波斯，在此过程中掠获了它们的华贵丝绸。丝绸生产由此随着阿拉伯人对非洲、西西里和西班牙的扫荡而传遍了这些地方。西班牙南部的安达卢西亚在十世纪里是欧洲的主要丝绸生产中心。不过到13世纪的时候，意大利则成为了欧洲丝绸生产和出口的领军者。威尼斯商人们到处进行丝绸贸易并鼓励制丝者来意大利定居。甚至是到了如今，意大利北部科莫省加工的丝绸仍然享有盛誉。
19世纪和工业化目睹了欧洲丝绸产业的衰落。更为廉价的日本丝绸，这种货物的贸易得到了苏伊士运河开通的极大推动，是促成这ー衰落趋势的许多因素之一。接下来在20世纪里，新型人造纤维材料，例如尼龙，开始应用在传统上一直使用丝绸的产品中，例如长筒袜和降落伞。两次世界大战切断了来自日本的原材料供应，也扼杀了欧洲丝绸产业。二战过后，日本的丝绸生产再度复工，生丝的制作工艺和品质都有所提升。直到20世纪70年代之前，日本始终是世界上最大的生丝生产者，实际上也是唯一的大规模生丝出口者。但是，在近几十年里，中国逐渐重拾昔日地位，成为全球最大的生丝和丝线生产者和出口国。今天，全世界大约生产125,000公吨的丝绸，其中几乎三分之二的产量出自中国。
TEST 3 PASSAGE 2 参考译文：
大迁徙
动物迁徒，无论如何下定义，都远不只是动物群的移动而已。它可以大致被描述为按照规律的间隔(通常是以年度为循环周期)来进行的旅行，可能会涉及一个种群的许多成员，而且仅仅是在完成了长途跋涉之后才能获得回报。这种行为显示出了遗传的本能。生物学家Hugh Dingle总结出了五条在不同程度上或以不同组合方式，适用于所有迁徙行为的特点。迁徙是旷日持久的长距离运动，将动物们带离熟悉的栖息地;它们往往是沿直线进行，而不是曲折迂回的;它们牵涉到一些与行前准备(例如超量进食)和到达有关的特殊行为;它们需要进行特殊的能量分配。并且还有一样：迁徙中的动物有着一种对更远大使命的格外专注，这使它们不会被任何诱惑转移了注意力，也不会因为任何会让其他动物望而却步的挑战而裹步不前。
一只北极燕鸥，在它从南美洲的最南端飞向北极圈的20,000公里途中，对于一个观鸟者从小船上提供给它的一条散发浓烈气味的美味鲱鱼将会毫不在意。本地海鸥将会贪婪地俯冲下来争食这般馈赠，而燕鸥却会继续向前飞去。为什么?北极燕鸥之所以抗拒了这一分神因素，是因为那时那刻它被一种本能感觉所驱动着，我们人类发现这种感觉十分令人钦佩：它叫做“更远大的目标”。换言之，它下定决心一定要到达它的目的地。这只鸟感觉到它可以稍后再进食、休息和交配。当前它的注意力完全集中在旅程本身上;它的绝对唯一目的就是抵达目的地。去到北极的某个沙砾遍地的海岸，其他北极燕鸥都集结在了那里，这将让它达成那个由进化所塑造出来的更远大目标：找到某个地点、某个时间和一系列环境条件，它可以在其间成功地孵化和养育后代。
然而迁徙是个极其复杂的事件，而生物学家们对它的定义也各有不同，在某种程度上要取决于他们研究的是何种动物。蒙大纳大学的Joel Berger研究的是美洲叉角羚和其他大型陆生哺乳动物，他倾向于使用一个适用于他所研究动物类型的、被他称作简单实用的定义：“从某个季节性栖息区域去到另一个栖息区域然后再回来的往复运动”。这种季节性来回移动的原因通常是为了寻找某些在任何一个区域内都并非全年存在的资源。
但是海洋中浮游生物的每日垂直运动——夜里上浮以寻找食物，白天下潜以躲避捕食者——也可以被视作迁徒。蚜虫的活动也可被认为是迁徙：当一株食用植物上的所有嫩叶都被吃光以后，它们的后代就会飞去另一株宿主植物，没有任何一只蚜虫会回到自己出发的地方去。
Dingle是位研究昆虫的进化生物学家。他的定义比Berger的定义更为细致，列举出了将迁徙行为区别于其他形式动物活动的五条特征。它们考虑到了存在这样的事实情况，例如蚜虫在应该起身踏上它们大行程的时候会对蓝光(来自天空)变得敏感，而在应该下落的时候则对黄光(来自嫩叶的反射)敏感。鸟类在进行长途迁徙飞行之前会大量进食来为自身增脂。(也就是说，Dingle承认每个物种的迁徙行为都存在自身独特之处而彼此各有差异。)Dingle认为，他所下定义的价值在于，它集中关注了角马迁徙与蚜虫迁徙现象的共性，并以此来帮助研究者理解进化是如何导致所有这些共性的产生的。
然而，人类活动正在对动物迁徙产生着有害影响。叉角羚虽然看起来颇似羚羊，但其实二者并无关系，它是新世界(注：New World 是英国人对美洲大陆的旧称;相应地，英美对传统欧洲国家则称之为Old World)里速度最快的陆生哺乳动物。其中一个种群会在美国西部大提顿国家公园的山脉间度过夏天，然后从其山间的夏季牧场沿一条狭窄路径南下，穿过一条河，最后来到平原上。它们在这里熬过最寒冷的几个月，主要靠吃被风吹露出雪面以上的灌木蒿丛度日。这些叉角羚之所以引人注目，在于它们迁徙路线的年复一年从不改变，并且这条路线在三个瓶颈隘口，狭窄难行。如果它们在春季迁徙的过程中不能通过这三个路口中的任何一个，就无法抵达它们水草丰美的夏季乐园;如果它们在秋季再次穿行的时候不能通过路口而向南躲避到这些有风吹袭的平原上，它们就有可能在北方厚厚的雪层中试图过冬而死亡。叉角羚依靠远视能力和奔跑速度来躲避捕食者，一般穿行于平原的开阔凸起地带，在这样的地方它们才能四下张望和撒蹄狂奔。在这些隘口中的一处，两侧林木覆盖的山峦耸立构成了一个V形，留出一条只有大约150米宽的走廊空地，其上还建满了私人住宅。不断的发展正在引发一场叉角羚的生存危机，眼看就要封住了它们的穿越通道。
物种保护科学家们，以及来自美国国家公园管理局和其他机构的一些生物学家和土地管理者们，现在正致力于保护动物的迁徙行为，而不是仅着眼于物种和栖息地的保护。己有一片国家森林将叉角羚的迁徙路径，其中一大部分路程要穿越该森林内部，列为一条受保护的迁徙走廊。但无论森林保护局还是公园保护局都无法操控某个狭窄口的私人土地上到底会发生什么。而且由于另一些物种也会进行迁徙活动，这一挑战变得更加复杂，因为这些影响因素：动物长途跋涉走过的遥远路途、更多的土地管辖权、更多的边境、沿途的更多危险。我们将需要智慧与决心来确保这些迁徙的物种还能再将它们的长途行走活动进行得更长久一些。
TEST 3 PASSAGE 3 参考译文：
《另外那半边如何思考：数学推理探险》前言
A 偶尔，在一些难于演绎的复杂乐章中，会有一些美妙但却容易上手的部分——这些部分如此简单，即使一个初学者也可以演奏它们。数学里也有这样的情况。高等数学中有一些发现并不仰仗专业的知识，甚至并不依赖代数、几何或三角函数。正相反，它们可能最多只涉及一点点算术知识，比如“两个奇数之和为偶数”，再加上常识即可。这本书八个章节中的每一章都能证明这一现象。任何人都能理解这种推理过程中的每一个步骤。
每一章里的思维过程都最多只用到基本算术，有时候甚至连那个也用不上。这样一来所有的读者都将有机会参与一场数学的体验，体会数学的美妙，并逐渐熟悉它那富有逻辑性的然而也是发乎直觉的思考风格。
B 我写这本书的目的之一，就是为那些到目前为止还从未有机会看到和欣赏什么才是真正数学的读者提供一个机会，借此玩味数学的思考方式。我希望展示给读者的，不仅仅是一些引人入胜的发现，而且更重要的还是这些发现背后的思考推理行为。
从以上角度来说，这本书不同于大多数为大众写就的关于数学的书籍。一些书描绘了某些数学家丰富多彩的人生。另一些叙述了数学的重大用途。还有一些虽则深入讲解了数学推演过程，但却假定读者必定在代数运用方面相当娴熟。
C 我希望这本书将能有助于架起一座桥梁，跨越那道臭名昭著的裂隙，从而沟通两种文化：人文与科学，或者我也许应该将之称为右脑(直觉性的)与左脑(分析性的，数字性的)。正如以下书中章节将会展示的那样，数学并不仅仅局限于分析性和数字性;直觉扮演了一个重要角色。那道所谓的鸿沟可以被任何人缩短或完全弥合，部分原因在于我们中的每个人都还远没有充分运用大脑任何一侧的全部能力。为了说明我们人类的潜能，我列举了若干例证：一个结构工程师同时也是一位艺术家，一名电气工程师身兼歌剧演唱家，一位歌剧演唱家发表过数学研究专著，而一个数学家则出版了若干短篇小说。
D 其他科学家们也曾出书向非科学专业人员解说他们的研究领域，但却都不得不省略其中的数学专业知识，即使这些知识构成了他们理论的基石。读者只好全程做一个跃跃欲试而不得的旁观者，而不是加入其中的参与者，因为描述大部分科学领域中细节内容的恰当语言是数学语言，无论话题是膨胀宇宙、亚原子粒子，还是染色体。虽然某个科学理论的大致轮廓可以通过直觉性思维来进行粗略描述，可一旦实体宇宙的某个组成部分最终为人们所理解，对这部分的描述往往还是看起来很像数学课本中的某一页。
E 没有数学专业背景的读者仍然可以在理解数学分析方面走得很远。这本书中给出的细节展示了数学风格的思维方式，这涉及耐心的、一步接一步的分析、实验和深入思考。你在翻动本书页码的时候，会比阅读一部小说或一份报纸时缓慢得多。准备好一支笔和一张纸会有助于你来测试书中理论和展开各种实验。
F 我在写作的时候，脑海中构想了两种类型的读者：有些人本来一直挺喜欢数学的，直到他们被某个不愉快的小插曲转变了看法，通常是在五年级左右;另外一些则是数学狂热爱好者，他们将在整本书内找到许多全新的东西。
这本书同时也能服务于那些仅仅只是想要锻炼自身分析能力的读者。许多职业，例如法律和医药，都需要从业者具备全面、精确的分析能力。每一章都提供了一些可供读者沿一条持之以恒、逻辑严密的思路线索一路探究的练习。数学可以帮你开发这方面的技能，不信请看以下两份大力推荐：
G 一位医生写道：“(数学中)分析性思维加工的训练令我为医学学习做足了准备。在医学领域，一个人在遇到问题时，必须先仔仔细细地分析清楚才能找到解决办法。这个过程与学习数学是类似的。”
一位律师也提出了同样的观点：“尽管我没有任何法律知识背景”——甚至连一门政治科学课也不曾上过，但却在一所顶级的法律学校里成绩优异。我将自己在那里取得成功的很大一部分归功于通过学习数学，特別是各种定理，掌握了如何分析复杂的原理。学过数学的律师们有能力以一种大多数其他律师所无法上手的方式掌握法律原则。”
我希望你能分享我的这一份喜悦，去看简单的、有时甚至是幼稚的各种问题引向非同凡响的解决之道，同时纯理论的发现则能找到意料之外的应用之途。
Section 1
Question 1
答案：850
定位原文：scripts:
LINDA: Yeah, you should be able to get something reasonable for 850 pounds per That’s what people typically You certainly wouldn’t want to pay more than 900 That doesn’t include bills or
解题思路：预测词性的时候，可以确认这里一定是填写一个数字的。考查数字拼写，但是这里不能像两位数那样填写字母表达，因为题目有字数限制。同时注意排除900的干扰信息。
Question 2
答案：bike/bicycle
定位原文：scripts:
LINDA: Well, I’m very I work in the city centre so I don’t have to use public I go by
解题思路: 这个题的答案是非常直接简单的。提到了by bike，而且前文明确说到了不适用公共交通。
Question 3
答案：parking
定位原文：scripts:
LINDA: Yes, it’s And it keeps me Anyway, driving to work in the city centre would be a nightmare because there’s hardly any And the traffic during the rush hour can be
解题思路：在原文中there’s hardly any parking也就是parking 非常受到限制，定位信息在city centre。
Question 4
答案：30/thirty
定位原文：scripts:
LINDA: Oh, that’s Getting to London is no There’s a fast train every 30 minutes, which only takes 45
解题思路：题干是问这个火车多少分钟发一趟，45分钟是一个干扰信息，指的是路上需要花费的时间。
Question 5
答案：weekend(s)
定位原文：scripts:
LINDA: Yeah, the train service isn’t bad during the And they run quite late at It’s weekends that are a They’re always doing engineering work and you have to take a bus to Hadham and pick up the train there, which is really But other than that, Banford’s a great place to I’ve never been
解题思路：train service是非常好确定的定位信息，既然在weekends 是一个问题，那也就是说在weekends，这个是不好的，poor。
Question 6
答案：cinema
定位原文：scripts:
LINDA: There are some nice restaurants in the city centre and a brand new cinema which has only been open a couple of There’s a good arts centre
解题思路：题干中Banford这个地址信息是用于帮助定位的，opened recently和原文been open a couple of months是同义表达，注意不要填写restaurants作为答案是因为空前有个new修饰。
Question 7
答案：hospital
定位原文：scripts:
LINDA: Yes! We’re really There are lots of really good aspects to living The schools are good and the hospital here is one of the best in the
解题思路：这里要注意一点是excellent和原文的best在意义上是同义表达。
Question 8
答案：dentist
定位原文：scripts:
LINDA: …Everyone I know who’s been there’s had a positive Oh, I can give you the name of my dentist too in Bridge Street, if you’re I’ve been going to him for years and I’ve never had any
解题思路：Bridge Street是我们要听取的定位信息，所以答案是dentist;good 体现在“I’ve been going to him for years and I’ve never had any ”。
Question 9
答案：Thursday
定位原文：scripts:
LINDA: I could meet you if you like and show you
MATT: Are you sure? We’d really appreciate
LINDA: Either a Tuesday or Thursday is good for After
MATT: Thursday’s preferable - Tuesday I need to get home before 6
解题思路：定位信息是，注意点在有周二和周四两个时间信息，但是男士选择了周四。
Question 10
答案：café
定位原文：scripts:
LINDA: Let me know which train you’re catching and I’ll meet you in the café You can’t miss It’s opposite the station and next to the
MATT: I’ll text you next week Thanks so much for all the
LINDA: No I’ll see you next
解题思路：定位信息在opposite the station，就是注意这个信息出现在答案之后，很容易错过，但是听清了之后，这里地点位置信息词也就一个café，对瞬时记忆的要求并不高。
Section 2
Question 11
答案：F
定位原文：scripts:
The first question to ask yourself is whether you would enjoy training in a Many people are put off by the idea of having to fit a visit to the gym into their busy day - you often have to go very early or late as some gyms can get very But with regular training you’ll see a big difference in a relatively short space of
解题思路：利用gym来定位，a big difference就是选项F中的results，a relatively short space of time 就是fast，所以答案是F选项。注意依据But这个信号词来锁定答案信息。
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
2 Children only accept opinions on rainforests that they encounter in their
3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at
4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change
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’
7 The study reported here follows on from a series of studies that have looked at children’s understanding of
8 A second study has been planned to investigate primary school children’s ideas about
Questions 9-13
The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage
Answer the following questions by choosing the correct responses
Write your answers in boxes 9-13 on your answer
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
B The rainforests are being destroyed by the same things that are destroying the forests of Western
C Rainforests are located near the
D Brazil is home to the
E Without rainforests some animals would have nowhere to
F Rainforests are important habitats for a lot of
G People are responsible for the loss of the
H The rainforests are a source of
I Rainforests are of consequence for a number of different
J As the rainforests are destroyed, the world gets
K Without rainforests there would not be enough oxygen in the
L There are people for whom the rainforests are
M Rainforests are found in
N Rainforests are not really important to human
O The destruction of the rainforests is the direct result of logging
P Humans depend on the rainforests for their continuing
Question 14
Choose the correct letter, A, B, C, D or
Write your answer in box 14 on your answer
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
E The importance of the rainforests and the reasons for their destruction
Passage1
参考译文
How much higher? How much faster?
—Limits to human sporting performance are not yet in sight—
多高?多快?
——人类的运动极限没有尽头
Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through For the so-called power events — that require a relatively brief, explosive release of energy, like the 100-metre sprint and the long jump — times and distances have improved ten to twenty per In the endurance events the results have been more At the 1908 Olympics, John Hayes of the team ran a marathon in a time of In 1999, Morocco’s Khalid Khannouchi set a new world record of 2:05:42, almost thirty per cent
自从20世纪早期国际田联开始记录成绩以来，运动员奔跑的速度，跳的高度，投掷重物的距离都在稳步提髙。在那些需要爆发力的项目，比如100米跑和跳远项目中，时间和距离都提高了10%-20%。在耐力项目中，运动成绩提高得更多。1908年的奥运会上，美国队的约翰?海因跑出了2小时55分18秒的马拉松成绩。在1999年，摩洛哥的选手海耶斯以2小时05分42秒的成绩创造了新的世界记录，几乎提高了30%。
No one theory can explain improvements in performance, but the most important factor has been ‘The athlete must choose his parents carefully,’ says Jesus Dapena, a sports scientist at Indiana University, invoking an oftcited Over the past century, the composition of the human gene pool has not changed appreciably, but with increasing global participation in athletics — and greater rewards to tempt athletes — it is more likely that individuals possessing the unique complement of genes for athletic performance can be identified ‘Was there someone like [sprinter] Michael Johnson in the 1920s?’ Dapena ‘I’m sure there was, but his talent was probably never ’
没有任何一个人的理论可以解释成绩的提高，但是最重要的因素是基因。印第安纳大学的运动科学家Jesus Dapena援引一常用谚语说“运动员必须小心选择自己的父母。”在过去的一个世纪里，人类基因库的成分并没有显著地变化，只是全世界有越来越多的人参与了这项运动，诱惑运动员提髙成绩的物质奖励也越来越多，因此现在比以往更有可能尽早发现那些独具运动员基因的个体。Dapena问道：“在20世纪20年代，能找到像短跑运动员迈克?杰克逊一样的人吗?我敢肯定是能的，只是人们从未意识到他身上具有的才能。”
Identifying genetically talented individuals is only the first Michael Yessis, an emeritus professor of Sports Science at California State University at Fullerton, maintains that ‘genetics only determines about one third of what an athlete can But with the right training we can go much further with that one third than we’ve been ’ Yessis believes that runners, despite their impressive achievements, are ‘running on their genetics’. By applying more scientific methods, ‘they’re going to go much faster’. These methods include strength training that duplicates what they are doing in their running events as well as plyometrics, a technique pioneered in the former Soviet
识别基因优秀的个体只是第一步。加州大学FuUerton分校的运动科学系的退休教授Michael Yessis认为基因在运动员的表现上只起三分之一的作用。但是，辅以正确的训练，我们可以做得更好。他认为美国的赛跑选手尽管已取得了众多骄人成绩，但他们是“靠他们的基因在跑”。通过使用更多的科学训练方法，“他们将跑得更快”。这些方法包括力量训练。这些训练再现运动员在比赛中的动作，并应用了前苏联首先使用的一种训练技巧——增强式训练模式。
Whereas most exercises are designed to build up strength or endurance, plyometrics focuses on increasing power — the rate at which an athlete can expend When a sprinter runs, Yessis explains, her foot stays in contact with the ground for just under a tenth of a second, half of which is devoted to landing and the other half to pushing Plyometric exercises help athletes make the best use of this brief
虽然绝大多数的训练用来提高力量或者持久性，增强式训练注重提高力——即运动员使用能量的速度。Yessis解释到，在一个短跑运动员跑步时，她的脚和地面接触少于1/10秒，在这1/10秒中，一半的时间用于着地，另一半的时间用于蹬地。增强式训练能帮助运动员最好地利用这一短暂的间隙。
Nutrition is another area that sports trainers have failed to address ‘Many athletes are not getting the best nutrition, even through supplements,’ Yessis Each activity has its own nutritional Few coaches, for instance, understand how deficiencies in trace minerals can lead to
营养是另一个没有得到运动教练足够重视的方面。Yessis坚称，即使吃了补品，很多运动员也没有得到最好的营养。毎一项活动都有自己的营养需求。到目前为止，几乎没有教练懂得微量矿物质的缺乏是怎样使运动员受伤的。
Focused training will also play a role in enabling records to be ‘If we applied the Russian training model to some of the outstanding runners we have in this country,’ Yessis asserts, ‘they would be breaking records left and ’ He will not predict by how much, however: ‘Exactly what the limits are it’s hard to say, but there will be increases even if only by hundredths of a second, as long as our training continues to ’
在打破记录方面，集中训练也起了作用。Yessis断言：“如果对我们国内的一些杰出赛跑运动员采取俄罗斯的训练模式，他们将会经常破记录。”但是，他没有预测能在多大程度上破记录。“实际上极限在什么地方是很难说的，但是只要我们的训练不断增强，就会有提高，哪怕只有1/100秒。”
One of the most important new methodologies is biomechanics, the study of the body in A biomechanic films an athlete in action and then digitizes her performance, recording the motion of every joint and limb in three By applying Newton’s laws to these motions, ‘we can say that this athlete’s run is not fast enough; that this one is not using his arms strongly enough during take-off,’ says Dapena, who uses these methods to help high To date, however, biomechanics has made only a small difference to athletic
最重要的新方法之一就是生物力学，研究运动中身体的学科。生物力学将一个在运动中的运动员拍下来，然后将她的表现资料数字化，在三维空间上记录下每一个关节和肢体的运动。通过在三维空间采用牛顿定律，“我们可以得出结论：这个运动员的奔跑速度不够快，在起跑的过程中并没有强有力地使用胳膊，”Dapena说道。Dapena用这些方法帮助跳高运动员。然而，到目前为止，生物力学对运动员的进步起到的作用不大。
Revolutionary ideas still come from the athletes For example, during the 1968 Olympics in Mexico City, a relatively unknown high jumper named Dick Fosbury won the gold by going over the bar backwards, in complete contradiction of all the received high-jumping wisdom, a move instantly dubbed the Fosbury Fosbury himself did not know what he was That understanding took the later analysis of biomechanics specialists, who put their minds to comprehending something that was too complex and unorthodox ever to have been invented through their own mathematical Fosbury also required another element that lies behind many improvements in athletic performance: an innovation in athletic In Fosbury’s case, it was the cushions that jumpers land Traditionally, high jumpers would land in pits filled with But by Fosbury’s time, sawdust pits had been replaced by soft foam cushions, ideal for
革命性的观点同样还来自运动员自己。比如，在1968年墨西哥城的奥运会上，一个相对来说不是很出名的运动员迪克?F，使用了一个向后跳跃的方法获得了金牌，他的这个方法和当时已有的跳髙方法完全不同，马上被命名为F式落法(既背越式)。他本人并不知道他正在做什么。生物力学专家后来对他的方法进行了分析，并理解了这一方法。这些专家绞尽脑汁去理解这种过于复杂和非传统的方法，而这一方法在他们自己的数学模拟中都没有出现过。F式落法还需要另一个条件来提高运动员的成绩：运动装备上的革新。在迪克?F例子中，这一元素正是运动员着陆的垫子。传统意义上，跳髙运动员都会着陆在填满木屑的深坑里。但是到了迪克?F的年代，填满木屑的深坑被软泡沫垫子代替了，而这种垫子是这种跳法再理想不过的装备了。
In the end, most people who examine human performance are humbled by the resourcefulness of athletes and the powers of the human ‘Once you study athletics, you learn that it’s a vexingly complex issue,’ says John Raglin, a sports psychologist at Indiana ‘Core performance is not a simple or mundane thing of higher, faster, So many variables enter into the equation, and our understanding in many cases is We"ve got a long way to ’ For the foreseeable future, records will be made to be
终于，大多数研究人员被运动员的充沛的体力和人类身体的力量所折服了。“一旦你开始研究运动，你就会发现这是一个令人懊恼的复杂的问题/印第安纳大学的运动心理学家John Raglin说：“不是简简单单的更高，更快，更强就可以提髙核心成绩的。有很多的变量要引入这一方程式，我们对很多情况的理解都是最基本的。我们还有很长的路要走。”在可预见的将来，记录将被打破。
Passage2
参考译文
THE NATURE AND AIMS OF ARCHAEOLOGY
考古学的本质和目的
Archaeology is partly the discovery of the treasures of the past, partly the careful work of the scientific analyst, partly the exercise of the creative It is toiling in the sun on an excavation in the Middle East, it is working with living Inuit in the snows of Alaska, and it is investigating the sewers of Roman But it is also the painstaking task of interpretation, so that we come to understand what these things mean for the human And it is the conservation of the world’s cultural heritage against looting and careless
考古学部分是对过去财富的发现，部分是科学分析的严谨工作，部分是创造性想像的练习。同时也是在阳光下辛苦地在中东挖掘，在雪中的阿拉斯加和因纽特人一起工作，研究罗马大不列颠的下水道。但是它也是辛苦解释工作，以使我们理解在人类历史中这些东西代表了什么。它保持了世界文化遗产，使之免受掠夺和疏忽的伤害。
Archaeology, then, is both a physical activity out in the field, and an intellectual pursuit in the study or That is part of its great The rich mixture of danger and detective work has also made it the perfect vehicle for fiction writers and film-makers, from Agatha Christie with Murder in Mesopotamia to Stephen Spielberg with Indiana However far from reality such portrayals are, they capture the essential truth that archaeology is an exciting quest — the quest for knowledge about ourselves and our
考古学既是一个在田野的体力活动，也是在书房或实验室的智力追求。这正是它的巨大吸引力的一部分。这种充满了危险和侦探性质的工作的混合体是小说作家和电影导演的完美载体，从阿加莎?克里斯蒂的《东方快车谋杀案》到斯蒂芬?斯皮尔伯格的《夺宝奇兵》。虽然这些描述和现实差距甚远，但是它们抓住了最本质的事实：考古学是一个令人激动的探询，一个对关于我们自身和过去知识的探询。
But how does archaeology relate to disciplines such as anthropology and history, that are also concerned with the human story? Is archaeology itself a science? And what are the responsibilities of the archaeologist in today’s world?
但是考古学是怎样和诸如人类学和历史学这样的学科相联系呢，这些学科也同样研究人类历史?考古学本身是一门科学吗?考古学家在今天低界中的责任是什么?
Anthropology, at its broadest, is the study of humanity — our physical characteristics as animals and our unique non-biological characteristics that we call Culture in this sense includes what the anthropologist, Edward Tylor, summarised in 1871 as ‘knowledge, belief, art, morals, custom and any other capabilities and habits acquired by man as a member of society’. Anthropologists also use the term ‘culture’ in a more restricted sense when they refer to the ‘culture’ of a particular society, meaning the non-biological characteristics unique to that society, which distinguish it from other Anthropology is thus a broad discipline — so broad that it is generally broken down into three smaller disciplines: physical anthropology, cultural anthropology and
最广义的人类学是研究人类的科学，包括我们作为动物的身体特征以及被我们称为文化的人类特有的非生物特征。在这种意义上的文化包括了人类学家爱德华?泰勒在1871年总结的“作为社会成员的个体所习得的包括知识、信仰、艺术，道德、习俗以及其他一切能力和习惯。”而当人类学家谈到某个特定社会的文化时，这个文化就是狭义的概念，指这个社会的独特的非生物特征，这一特征使该社会区别于其他社会。人类学是一个非常宽泛的学科，通常分为三个更小的学科：体质人类学、文化人类学和考古学。
Physical anthropology, or biological anthropology as it is also called, concerns the study of human biological or physical characteristics and how they Cultural anthropology — or social anthropology — analyses human culture and Two of its branches are ethnography (the study at first hand of individual living cultures) and ethnology (which sets out to compare cultures using ethnographic evidence to derive general principles about human society).
体质人类学或者生物人类学，正如其名字一样，关注于人类生物或体质特征的研究以及这些特征是怎样发展的。文化人类学或者社会人类学分析人类文化和社会。它的两个分支是人种志(对单个活文化的第一手研究)和民族学(从人种出发，比较各不同文化，得出关于人类社会的通用法则)。
Archaeology is the ‘past tense of cultural anthropology’. Whereas cultural anthropologists will often base their conclusions on the experience of living within contemporary communities, archaeologists study past societies primarily through their material remains — the buildings, tools, and other artefacts that constitute what is known as the material culture left over from former
考古学是“文化人类学的过去时”。文化人类学家经常把他们的结论建立在目前社区的生活经历上，然而考古学家主要通过残存的物质研究过去社会——建筑、工具和其他人工制品，这些构成了过去社会留下來的物质文化。
Nevertheless, one of the most important tasks for the archaeologist today is to know how to interpret material culture in human How were those pots used? Why are some dwellings round and others square? Here the methods of archaeology and ethnography Archaeologists in recent decades have developed ‘ethnoarchaeology’, where, like ethnographers, they live among contemporary communities, but with the specific purpose of learning how such societies use material culture — how they make their tools and weapons, why they build their settlements where they do, and so Moreover, archaeology has an active role to play in the field of Heritage studies constitutes a developing field, where it is realised that the world’s cultural heritage is a diminishing resource which holds different meanings for different
然而，今天的考古学家最重要的任务之一就是知道如何解读从前的物质文化。那些罐子是怎么用的?为什么有些住所是圆形的，而有些是方形的?在这里，考古学和人种学的方法重合了。几十年来，考古学家延伸出了种族文化考古学，和人种学者一样，他们住在当代的社区中，但是他们带着特定的目的，就是要了解社会是如何使用物质文化的，比如人们是怎样制造工具和武器，人们为什么要在现在的地方建立住所，等等。而且，考古学在保护遗址方面起了积极的作用。传统研究构成了一个不断发展的领域，在这个领域里，人们认识到世界的文化遗产是一个正在减少的资源，这一资源对不同的人们有着不同的意义。
If, then, archaeology deals with the past, in what way does it differ from history? In the broadest sense, just as archaeology is an aspect of anthropology, so too is it a part of history — where we mean the whole history of humankind from its beginnings over three million years Indeed, for more than ninety-nine per cent of that huge span of time, archaeology — the study of past material culture — is the only significant source of Conventional historical sources begin only with the introduction of written records around 3,000 BC in western Asia, and much later in most other parts of the
如果考古学只研究过去，那么它有什么是区别于历史学的呢?就最广义的意义而言，考古学是人类学的一个方面，同时也是历史学的一部分，在这里的历史是指3百万年前人类产生以来的所有人类历史。实际上，在那段漫长的岁月里，超过99%的时间，考古学这一研究过去的物质文化的学科是惟一有意义的信息资源。传统的历史始于公元前3000左右西亚的文字记载，而世界的其他大多数地区的历史要比这晚很多。
A commonly drawn distinction is between pre-history, the period before written records — and history in the narrow sense, meaning the study of the past using written To archaeology, which studies all cultures and periods, whether with or without writing, the distinction between history and pre-history is a convenient dividing line that recognises the importance of the written word, but in no way lessens the importance of the useful information contained in oral
人们一般是这样把人类的历史一分为二的：史前(即文字记录出现以前的时期)和狭义的历史即有文字见证的这段历史。对于研究所有文化和所有时期的考古学而言，不管有没有文字，历史和史前的区别只是承认文字重要性的传统分界线，绝不会减少包含在口述史中有用信息的重要性。
Since the aim of archaeology is the understanding of humankind, it is a humanistic study, and since it deals with the human past, it is a historical But it differs from the study of written history in a fundamental The material the archaeologist finds does not tell us directly what to Historical records make statements, offer opinions and pass The objects the archaeologists discover, on the other hand, tell us nothing directly in In this respect, the practice of the archaeologist is rather like that of the scientist, who collects data, conducts experiments, formulates a hypothesis, tests the hypothesis against more data, and then, in conclusion, devises a model that seems best to summarise the pattern observed in the The archaeologist has to develop a picture of the past, just as the scientist has to develop a coherent view of the natural
由于考古学的目的是理解人类，所以它是一个人文主义的学科。而且，由于考古学研究的是人类的过去，所以它是一个有关历史的学科，但是它在根本上区别于文字历史的研究。考古学家发现的物质不会直接告诉我们去思考什么。历史记载是一种声明，意见及评判。在另一方面，考古学家发现的物体本身并未直接吿诉我们什么。从这个角度来说，考古学家的实践更像科学家的实践。科学家收集数据，进行实验，提出假设，用更多的数据验证假设，然后得出结论，设计模型，而这一模型看起来最适合总结在数据中观察到的模式。而考古学家需要描画出关于过去的一幅图画，正如科学家需要建立一个关于自然世界的连贯的思维框架。
Passage3
参考译文
The Problem of Scarce Resources
稀缺资源的问题
Section A
The problem of how health-care resources should be allocated or apportioned, so that they are distributed in both the most just and most efficient way, is not a new Every health system in an economically developed society is faced with the need to decide (either formally or informally) what proportion of the community’s total resources should be spent on health-care; how resources are to be apportioned; what diseases and disabilities and which forms of treatment are to be given priority; which members of the community are to be given special consideration in respect of their health needs; and which forms of treatment are the most
A
卫生保健资源应该如何分配或指定以保证它们能以最公平、最有效的方式分布，这个问题已经不算新了。在经济发达的社会，每一个卫生系统都需要做出决定(正式或非正式)：在卫生保健方面投入资源应占社会全部资源的多大比例?这些资源应该如何分配?什么样的疾病和残疾以及什么形式的治疗应该享有优先权?社会中的哪部分成员应该在卫生需求方面给予特别关照?什么形式的治疗是最节省成本的?
Section B
What is new is that, from the 1950s onwards, there have been certain general changes in outlook about the finitude of resources as a whole and of health-care resources in particular, as well as more specific changes regarding the clientele of health-care resources and the cost to the community of those Thus, in the 1950s and 1960s, there emerged an awareness in Western societies that resources for the provision of fossil fuel energy were finite and exhaustible and that the capacity of nature or the environment to sustain economic development and population was also In other words, we became aware of the obvious fact that there were ‘limits to growth’. The new consciousness that there were also severe limits to health-care resources was part of this general revelation of the Looking back, it now seems quite incredible that in the national health systems that emerged in many countries in the years immediately after the 1939-45 World War, it was assumed without question that all the basic health needs of any community could be satisfied, at least in principle; the ‘invisible hand’ of economic progress would
B
新近的发展是，自20世纪50年代以来，人们看待资源有限性及卫生资源有限性的态度都有了总体的改变，另外关于使用卫生资源的用户和社区所需做出的开支方面也有了具体的变化。在20世纪50年代和60年代，西方社会意识到：化石燃料能源的供应资源是有限的，并能被耗尽，自然界或环境维持经济发展和人口增长的能力也是有限的。换句话说，我们开始意识到一个显而易见的事实，就是增长是有限制的。卫生保健资源同样也会有一些限制的新观念就是这个显而易见的亊实的一部分。回溯起来，有一个观点现在看来不可思议：在1939年到1945年的世界大战结束后的几年内，很多国家建立了国民卫生体系，人们认为这样的国民卫生体系至少在理论上能够满足任何人群的所有基础卫生需求，经济增长中“看不见的手”将提供一切所需。
Section C
However, at exactly the same time as this new realisation of the finite character of health-care resources was sinking in, an awareness of a contrary kind was developing in Western societies: that people have a basic right to health-care as a necessary condition of a proper human Like education, political and legal processes and institutions, public order, communication, transport and money supply, health-care came to be seen as one of the fundamental social facilities necessary for people to exercise their other rights as autonomous human People are not in a position to exercise personal liberty and to be self-determining if they are poverty-stricken, or deprived of basic education, or do not live within a context of law and In the same way, basic health-care is a condition of the exercise of
C
然而，就在这种认为卫生资源是有限的新思想销声匿迹的同时，一种相反的思想在西方社会发展起来了。这种思想认为享受卫生保健是人们的一项基本权利，而这种权利是人们正常生活的必要条件。像教育、政治程序、法律程序、机构、公共秩序、沟通、交通和金钱供给一样，卫生保健被看作是人们行使作为自治人类的权利的必需的一项基本社会的设施。如果为贫穷而苦恼，或者被剥夺了基础教育，或者没有生活在法律法规的框架下，那么人们就不能拥有个人自由，自主行事。同样，基础卫生保健也是人实现自由的一个条件。
Section D
Although the language of ‘rights’ sometimes leads to confusion, by the late 1970s it was recognised in most societies that people have a right to health-care (though there has been considerable resistance in the United States to the idea that there is a formal right to health-care). It is also accepted that this right generates an obligation or duty for the state to ensure that adequate health-care resources are provided out of the public The state has no obligation to provide a health-care system itself, but to ensure that such a system is Put another way, basic health-care is now recognised as a ‘public good’, rather than a ‘private good’ that one is expected to buy for As the 1976 declaration of the World Health Organisation put it: ‘The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social ’ As has just been remarked, in a liberal society basic health is seen as one of the indispensable conditions for the exercise of personal
D
虽然权利这个词有时在语言上会混淆，但是到20世纪70年代晚期，大多数社会都承认人们有享受卫生保健的权利(虽然在美国，人们享有卫生保健的正式权利这一观点受到了相当大的抵触)。还有一个观点也是被普遍接受的：这种权利使得国家有义务有责任确保从公共预算中划拨足够的资金提供卫生服务。国家本身没有义务去建立卫生健康体系，但是有义务去保证这样一个体系的存在。换句话说，基础卫生保健是一种公共产品，而不是需要花钱去购买的私人产品。世界卫生组织在1976年的宣言中写道;“享受可能达到的最髙标准的健康是每一个人的基本权利，不因种族、宗教、政治信仰、经济或社会情境而异。”正如刚才所提到的，在一个自由的社会，基础卫生是行使个人自治的一个必不可少的条件。
Section E
Just at the time when it became obvious that health-care resources could not possibly meet the demands being made upon them, people were demanding that their fundamental right to health-care be satisfied by the The second set of more specific changes that have led to the present concern about the distribution of health-care resources stems from the dramatic rise in health costs in most OECD1 countries, accompanied by large-scale demographic and social changes which have meant, to take one example, that elderly people are now major (and relatively very expensive) consumers of health-care Thus in OECD countries as a whole, health costs increased from % of GDP2 in 1960 to 7% of GDP in 1980, and it has been predicted that the proportion of health costs to GDP will continue to (In the US the current figure is about 12% of GDP, and in Australia about % of )
E
当卫生保健资源不能满足需求的这一现象比较明显的时候，人们要求国家满足他们享有卫生保健的这一基本权利。大规模的人口数量及社会的变化导致大多数经济合作发展组织的国家的卫生费用急剧增加，这再一次引发了一系列改变，使人们开始关注医疗卫生资源的分配问题。例如，老年人现在是最主要的(相对来说也是最昂贵的)卫生健康资源消费者。在欧共体总体中，健康资源的消费从I960年占GDP的%到1980年的7%,而且这一增长趋势将会持续。(在美国，目前的数字是占GDP的12%，澳大利亚是%)。
As a consequence, during the 1980s a kind of doomsday scenario (analogous to similar doomsday extrapolations about energy needs and fossil fuels or about population increases) was projected by health administrators, economists and In this scenario, ever-rising health costs were matched against static or declining
结果，在20世纪80年代在各国卫生部长、经济学家和政治家身中都出现了一股极度的悲观情绪(和以往人们的悲观推测类似，比如关于能源需求和燃料问题，或是人口增长问题)在这样的论调中，他们认为资源是稳定的或是减少的，而医疗费用却是不断上涨的。
Describe an educational TV
You should say:
what the program is
what type of program it is
what contents it has
and explain what you learned from the
I’d like to talk about a program from my childhood called “How 2”, I believe it’s originally a British TV show that was televised in my country with The presenters certainly spoke with a British
It’s hard to pin down exactly what type of program it was, I guess a mixture of science and history, with some everyday facts thrown in for good The title itself is a play on words, as the series would show you ‘how to’ do certain
The show is aimed at kids in middle school or high The hosts would routinely do experiments to demonstrate science in action, I remember one in particular where the presenters were trying to pour water out of a bottle in the quickest way The winner had a very good technique whereby she would swirl the water, creating a vortex and causing the liquid to fly out of the bottle far quicker than any of the others’.
As you would expect, the show got me interested in science and learning, but it also showed that you could do many experiments yourself and have fun at home, with everyday objects and materials that were easy to get hold At school we would need equipment and the teacher would have to supervise us, but at home we could be left to our own devices, with just a bottle and some water to keep us
雅思作为一种语言测试系统，听力部分不仅在听力材料上下足了功夫，在出题形式上也是精心设计，这一点在雅思听力的题型上得以充分体现。其中，又以填空题尤为突出。此类题型所占比重较大，且形式多样，囊括了填空题的各种形式，包括句子填空，表格填空，文章摘要填空等。由此可见，雅思的题目必会从各个视角来考察学生的听力能力。雅思专家把这些能力概括为理解，辨别和听写。
理解：理解即我们在听一段录音材料时，必须要将这段录音的内容听明白，能够跟得上说话人的节奏，能够清楚整个讲话的脉络。事实上，在这点上文字的理解还是比较容易的，对于有些基础的学生而言大部分录音都是可以听明白的。我们不难发现，听力四个部分中，section1 和section3更容易理解，原因在于这两个部分属对话形式，人物一问一答可以很好的帮助我们来了解话题的转换，信息都分成若干个小块分散地表达出来，使听者更易接受这些信息。而section2 和section4则是个人独白，所有信息都是紧密的衔接在一起，对于听者而言，则加大了理解上的难度，尤其是后面的学术部分，若对此处出现的各种科普话题并不太熟悉，难度则会更大。
对于此种状况，我们就可以借助于主题词和各种路标词来帮助我们来完成理解，例如，and now, next I’d like to, 等等，仔细聆听，还要注意说话人的语气变化和音调的转变，如放慢或重读，这些都有助于我们辨认出话题的转换。此外，还需要去熟悉各种学术场景，掌握相关背景知识和词汇，来帮助完成听力的理解。
辨别：辨别主要有两点，其一，我们需要从众多信息中挑出完成答案所需的内容。雅思听力的一段录音，往往会持续5-6分钟，其中暗含众多信息点，而题目只有十个，这就意味着只有十个信息点是必需的，所以我们必须从中将答案挑出;其二，我们需要辨别题目和录音内容两者之间的联系，这点则是由雅思听力的一大特点所决定的---同义转述。这一特点更是大大增加了辨别的难度。雅思的转述可谓精彩纷呈，各种形式都会出现，如同义词之间的转述，句子结构间的转述，包括主动与被动，肯定与否定，模糊对等意义转述，以及对某一个意群进行的归纳等，最后一种转述恐怕是难度最大的了。因此我们需要从中辨别题目和录音之间各种对等意义之间的联系。
做到第一种辨别，我们可以通过题目所给出的信息来把握，看清楚题目所需的内容是什么，再有的放矢地去听。做到第二种辨别，我们需要注意空格前后的词语，听得时候留意好相应的转换。
听写：听写一定是雅思考察的一大能力。从题型上我们不难发现雅思听力需要烤鸭们勤“动手”，大量的填空题都需要我们在完成了前面的理解和辨别后要将听到的信息点写下来，而且强调书写的准确性和规范性。此处倒真难住了许多学生，在已经理解了意思又抓住了信息点后，却在拼写上卡住了，有些学生还会因此停留，反而耽搁了随后的录音内容。正因为如此，我一定会跟学生强调听力的词汇要做到三会：会读，会听，还要会拼。但即使是写下来，有时还是会丢分，原因则在于雅思听力的听写还要注意准确性和规范性，如专有名词的大写，名词的单复数，动词的时态以及字数的限制等。正是由于这些具体的要求，我建议烤鸭们可以尝试使用一种练习方式，就是拿一段录音材料，听一句写一句，坚持练习，就可以达到笔头的精确了。
雅思专家分析：事实上，理解，辨别，听写既是雅思听力填空题的考查点，同样也是做填空题的步骤，那么如何来充分做好这三步，这个过程中我们还需要一些技巧。
聆听前：学会预览。仔细阅读题目指示，看清字数限制，注意看例句;要充分利用空余时间浏览试题，抓住其中的一些关键之处，如核心词，限定词等;根据题干的信息预测答案，包括预测答案的形式，词性和内容等。
聆听中：学会辩听，听力中留意话题的转换，尤其注意各种联系词的运用，通过这些词来帮助我们锁定答案，同时注意录音中的各种特殊语音现象，如语速突然放慢，重读等;用速记方法记录有用词汇和答案。
聆听后：确定答案清晰明了，能让人看明白;检查单词的拼写和形式，以及语法是否正确;在没听懂时可以根据常识合理地推测答案。
雅思OG听力答案解析(Answer analysis)
Question 1
? 定
Question 2
? 定位句: What time is the run? 替换词: begin
说完前一句话之后,马上听到关键的提醒句 what time is the run? 就知道接下来的关键信息要到了。后面 一句话提到两个时间,根据 actual 选择第一个时间 9am 为正确答案, 只是一般跑步的人 arriving 的 时间。
Question 3
? 定位句: How long is the run?替换词: lengthen
READING PASSAGE 1
You should spend about 20 minutes on Questions 1—13, which are based on Reading Passage 1
The life and work of Marie Curie
Marie Curie is probably the most famous woman scientist who has ever Born Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a winner of the Nobel With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel Prize for She was the first woman to win a Nobel
From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a gold medal on completion of her secondary Because her father lost his savings through bad investment, she then had to take work as a Form her earnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an
In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the University of Paris). She often worked far into the night and lived on little more than bread and butter and She came first in the examination in the physical sciences in 1893, and in 1894 was placed second in the examination in mathematical It was not until the spring of that year that she was introduced to Pierre
Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world Following Henri Becquerel’s discovery in 1896 of a new phenomenon, which Marie later called ‘‘radioactivity’, Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other She discovered that this was true for
Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic This was achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curie’s Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of
The births of Marie’s two daughters, lrène and Eve, in 1897 and 1904 failed to interrupt her scientific She was appointed lecturer in physics at the Ecole Normale Supérieure for girls in Sèvres, France (1900), and introduced a method of teaching based on experimental In December 1904 she was appointed chief assistant in the laboratory directed by Pierre
The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death, becoming the first woman to teach at the In 1911 she was awarded the Noble Prize for Chemistry for the isolation of a pure form of
During World War I, Marie Curie, with the help of her daughter Irène, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as ‘Little Curies’, used for the treatment of wounded In 1918 the Radium Institute, whose staff Irène had joined, began to operate in earnest, and became a centre for nuclear physics and Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical
In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on Women there presented her with a gram of radium for her Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became
One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for The existence in Paris at the Radium Institute of a stock of grams of radium made a decisive contribution to the success of the experiments undertaken in the years around This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by lrène and Frédéric Joliot Curie of artificial A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave
Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and
Questions 1—6
Do the following statements agree with the information given in Reading Passage 1? In boxes 1—6 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1 Marie Curie’s husband was a joint winner of both Marie’s Nobel
2 Marie became interested in science when she was a
3 Marie was able to attend the Sorbonne because of her sister’s financial
4 Marie stopped doing research for several years when her children were
5 Marie took over the teaching position her husband had
6 Marie’s sister Bronia studied the medical uses of
Questions 7—13
Complete the notes
Choose ONE WORD from the passage for each
Write your answers in boxes 7—13 on your answer
Marie Curie’s research on radioactivity
? When uranium was discovered to be radioactive, Marie Curie found that the element called 7______ had the same
? Marie and Pierre Curie’s research into the radioactivity of the mineral known as 8_______ led to the discovery of two
? In 1911, Marie Curie received recognition for her work on the element 9_______
? Marie and lrène Curie developed X-radiography which was used as a medical technique for 10 ______
? Marie Curie saw the importance of collecting radioactive material both for research and for cases of 11
? The radioactive material stocked in Paris contributed to the discoveries in the 1930s of the 12 ______ and of what was know as artificial
? During her research, Marie Curie was exposed to radiation and as a result she suffered from 13
READING PASSAGE 2
You should spend about 20 minutes on Questions 14—26 which are based on Reading Passage 2
Young children’s sense of identity
A sense of self develops in young children by The process can usefully be thought of in terms of the gradual emergence of two somewhat separate features: the self as a subject, and the self as an William James introduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing Ever since then psychologists have continued building on the
According to James, a child’s first step on the road to self-understanding can be seen as the recognition that he or she This is an aspect of the self that he labeled ‘self-as-subject’, and he gave it various These included an awareness of one’s own agency ( one’s power to act), and an awareness of one’s distinctiveness from other These features gradually emerge as infants explore their world and interact with Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise He proposed that the earliest examples of this are an infant’s attempts to control physical objects, such as toys or his or her own This is followed by attempts to affect the behaviour of other For example, infants learn that when they cry or smile someone responds to
Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic Many parents spend a lot of time, particularly in the early months, copying their infant’s vocalizations and In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own This is not to say that infants recognize the reflection as their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest that infants’ developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other This is because they, and only they, can change the reflection in the
This understanding that children gain of themselves as active agent continues to develop in their attempts to co-operate with others in Dunn (1988) points out that it is in such day-to –day relationships and interactions that the child’s understanding of his-or herself Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self
Once children have acquired a certain level of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as ‘themselves’. This second step in the development of a full sense of self is what James called the ‘self-as-object’. This has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability).
Cooley and other researchers suggested a close connection between a person’s own understanding of their identity and other people’s understanding of Cooley believed that people build up their sense of identity form the reactions of others to them, and form the view they believe others have of He called the self-as-object the ‘looking-glass self’, since people come to see themselves as they are reflected in Mead (1934) went even further and saw the self and the social world as inextricably bound together: ‘The self is essentially a social structure, and it arises in social experience… it is impossible to conceive of a self arising outside of social ’
Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent This recognition occurs around their second In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are
Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 Often, the children’s disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with Although it may be less marked in other societies, the link between the sense of ‘self’ and of ‘ownership’ is a notable feature of childhood in Western
Questions 14—19
Reading Passage 2 has eight paragraphs, A—
Which paragraph contains the following information?
Write the correct letter, A—H, in boxes 14-19 on your answer
NB You may use any letter more than
14 an account of the method used by researchers in a particular study
15 the role of imitation in developing a sense of identity
16 the age at which children can usually identify a static image of themselves
17 a reason for the limitations of scientific research into ‘self-as-subject’
18 reference to a possible link between culture and a particular form of behaviour
19 examples of the wide range of features that contribute to the sense of ‘self-as-object’
Questions 20—23
Look at the following findings (Questions 20—23) and the list of researchers
Match each finding with the correct researcher or researchers, A—
Write the correct letter, A—E, in boxes 20—23 on your answer
20 A sense of identity can never be formed without relationships with other
21 A child’s awareness of self is related to a sense of mastery over things and
22 At a certain age, children’s sense of identity leads to aggressive
23 Observing their own reflection contributes to children’s self
List of Researchers
A James
B Cooley
C Lewis and Brooks-Gunn
D Mead
E Bronson
Questions 24—26
Complete the summary
Choose ONE WORD ONLY from the passage for each
Write your answers in boxes 24—26 on your answers
How children acquire a sense of identity
First, children come to realize that they can have an effect on the world around them,
for example by handling objects, or causing the image to move when they face a 24 This aspect of self-awareness is difficult to research directly, because of 25______
Secondly, children start to become aware of how they are viewed by One important stage in this process is the visual recognition of themselves which usually occurs when they reach the age of In Western societies at least, the development of self awareness is often linked to a sense of 26 ______, and can lead to
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following
Questions 27-30
Reading Passage 3 has six paragraphs, A—
Choose the correct heading for paragraphs B—E from the list of headings
Write the correct number, i—vii, in boxes 27—30 on your answer
List of Headings
i Commercial pressures on people in charge
ii Mixed views on current changes to museums
iii Interpreting the facts to meet visitor expectations
iv The international dimension
v Collections of factual evidence
vi Fewer differences between public attractions
vii Current reviews and suggestions
Example Answer
Paragraph A v
27 Paragraph B
28 Paragraph C
29 Paragraph D
30 Paragraph E
The Development of Museums
The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value As one writer observes: ‘Although it is now evident that artefacts are as easily altered as chronicles, public faith in their veracity endures: a tangible relic seems ipso facto real’. Such conviction was, until recently, reflected in museum Museums used to look — and some still do — much like storage rooms of objects packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked Similarly, the information accompanying the objects often made little sense to the lay The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific
Recently, however, attitudes towards history and the way it should be presented have The key word in heritage display is now ‘experience’, the more exciting the better and, if possible, involving all the Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the No one can predict where the process will On so-called heritage sites the re-enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical Such developments have been criticized as an intolerable vulgarization, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this
In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually They already borrow ideas and concepts from one For example, museums have adopted story lines for exhibitions, sites have accepted ‘theming’ as a relevant tool, and theme parks are moving towards more authenticity and research-based In zoos, animals are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environments in Burgers’ Zoo in This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth
Theme parks are undergoing other changes, too, as they try to present more serious social and cultural issues, and move away from This development is a response to market forces and, although museums and heritage sites have a special, rather distinct, role to fulfil, they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in However, exhibits must be both based on artefacts and facts as we know them, and attractively Those who are professionally engaged in the art of interpreting history are thus in difficult position, as they must steer a narrow course between the demands of ‘evidence’ and ‘attractiveness’, especially given the increasing need in the heritage industry for income-generating
It could be claimed that in order to make everything in heritage more ‘real’, historical accuracy must be increasingly For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his Such presentations tell us more about contemporary perceptions of the world than about our There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and And no matter how exciting the result, it would contain a lot more bias than the presentations provided by
Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials The simple fact is that not everything from history survives the historical Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary The same applies to the furnishing and other contents of the In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern In most of the houses several families lived together in circumstances beyond our Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in This notion is induced by the bias in its representation in museums and heritage
Questions 31—36
Choose the correct letter, A, B, C or
Write the correct letter in boxes 31-36 on your answer
31 Compared with today’s museums, those of the
A did not present history in a detailed
B were not primarily intended for the
C were more clearly
D preserved items with greater
32 According to the writer, current trends in the heritage industry
A emphasise personal
B have their origins in York and
C rely on computer
D reflect minority
33 The writer says that museums, heritage sites and theme parks
A often work in close
B try to preserve separate
C have similar
D are less easy to distinguish than
34 The writer says that in preparing exhibits for museums, experts
A should pursue a single
B have to do a certain amount of language
C should be free from commercial
D have to balance conflicting
35 In paragraph E, the writer suggests that some museum exhibits
A fail to match visitor
B are based on the false assumptions of
C reveal more about present beliefs than about the
D allow visitors to make more use of their
36 The passage ends by noting that our view of history is biased because
A we fail to use our
B only very durable objects remain from the
C we tend to ignore things that displease
D museum exhibits focus too much on the local
Questions 37—40
Do the following statements agree with the information given in Reading Passage 3?
In boxes 37—40 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
37 Consumers prefer theme parks which avoid serious
38 More people visit museums than theme
39 The boundaries of Leyden have changed little since the seventeenth
40 Museums can give a false impression of how life used to
Passage1
Question 1
答案：
FALSE
关键词：
Michael Faraday the first person
定位原文: 第2段第2句“His talent and devotion…” 他的老师Thomas Hall发现了他在化学方面的天赋与热忱，鼓励其参加皇家学院著名科学家Michael Faraday的一系列讲座。
解题思路: 从这句话很容易看出，Thomas Hall是文中提到的第一个发现Perkin化学天赋的人，尽管文中没有用到the first person这样的确切说法，但是看完第二段就不难发现，这点的确是对的。因此，题中的说法与文中的事实相反。
Question 2
答案：
NOT GIVEN
关键词：
Michael Faraday, Royal College of Chemistry，suggested
定位原文：
第2段第3句“Those speeches fired…” Faraday的讲座进一步激发了这位年轻化学家的热情，在1853年，15岁的Perkin成功进入皇家化学学院学习。
解题思路：
这句话仅仅告诉我们，Perkin是在听了Faraday的讲座后，对化学的激情更加澎湃，进而考上了皇家化学学院，而并没有提到Faraday与Perkin进行直接接触或沟通，所以题目是对文章中出现的人和事的过分解读。
Question 3
答案：
FALSE
关键词：
employed, assistant，August Wilhelm Hofmann
定位原文：
第3段第1、2句“At the time of Perkin’s enrolment, the…” 在Perkin入学时，皇家化学学院的院长正是著名的德国化学家August Wilhelm Hofmann。Perkin的科学天赋很快引起了Hofmann的注意，不到两年他就成了Hofmann最年轻的助理。
解题思路：从这两句话中可以清晰地看出Perkin和Hofmann之间的关系，前者是后者最年轻的助理， 题目的说法和文中的陈述是直接抵触的。
Question 4
答案：
TRUE
关键词：
rich and famous，still young
对应原文：
第3段最后一句“Not long after that, Perkin made…” 在这之后不久，Perkin就取得一项能为他带来名誉和财富的科学突破。
解题思路：
这里的“不久之后”，指的是Perkin成为Hofmann最年轻的助手之后，而成为助手是Perkin入学两年后的事情，第二段最后专门提到Perkin入学时只有15岁，所以可以推测出Perkin作出这项发现时也就十八九岁。经过这样的推断可知，题目的说法完全可以成立。
Question 5
答案：
NOT GIVEN
关键词：
only，quinine, South America
定位原文：
第4段第1句“At the time，quinine…” 当时，奎宁是唯一可以治疗症疾的药物。这种药物是从原产自南美洲的金鸡纳树的树皮中提炼出来的……
解题思路：
如果误把第一句中的only和第二句话结合，就很容易得出和题目一样的错误结论。
其实出题人的意图是说，当时只有奎宁可以治疗疟疾;而奎宁是从金鸡纳树的树皮里提炼出来的，金鸡纳树原产自南美洲。注意，这里出题人并没有说金鸡纳树只有南美洲才有。文中的说法不足以让考生得出如题目“出产奎宁的树木只能生长在南美洲”那样的结论。
Question 6
答案: TRUE
关键词: a coal tar waste product，hoped to manufacture
定位原文: 第5段第2句 “He was attempting to … ”他试图利用苯胺这种廉价又易得的煤焦油废料来制造奎宁。
解题思路：这句话很清晰地表明，Perkin的确希望用煤焦油废料产品苯胺来制造一种药物——奎宁。
此题难度很低，连动词manufacture都没有进行任何替换。
Question 7
答案：
NOT GIVEN
关键词：
Louis Pasteur，was inspired by
定位原文：
第5段最后一句“And, proving the truth of…” 正如著名科学家 Louis Pasteur所说，“机会总是垂青有准备的人”，Perkin意识到了他的意外发明拥有巨大的潜力。
解题思路：
出题人在这里引用Louis Pasteur的名言来证明Perkin的成功绝非偶然，是他不断发现、不断试验的结果，但并没有提到Perkin是受Louis Pasteur的发明激发才有了自己的发明。本题和第2题在出题方式上有异曲同工之妙，都是让Perkin和名人扯上了关系，而实际上这种关系文中并没有提到。
Question 8
答案: the rich
关键词: the colour purple
定位原文: 第6段第3句“Indeed, the purple colour…”
解题思路: The rich正好可以对应题目中what group in society,并且没有超过只能填两个字的字数限制，故答案应为the rich。
Question 9
答案: commercial possibilities
关键词: new dye
定位原文: 第7段最后一句 “But perhaps the most fascinating…”
解题思路：
寻找题干中的关键字new dye, 绕过沿途synthetic dye的陷阱，很快就能找到定位句，锁定答案是new dye 的宾语commercial possibilities。
Question 10
答案: mauve
关键词：
name, finally, first colour
定位原文：
第8段第1句“Perkin originally named his dye…”
解题思路: 在此题中，考生需要注意题干中的关键副词finally, 此题指的是 Perkin的颜色最终被叫做什么，而不是起初被叫做什么。题干中的be referred to as是雅思阅读中经常出现的用法，等同于be known as / be named as / be defined as, 意为 “被称为…”答案是mauve。
Question 11
答案: Robert Pullar
关键词: the name of the person, consulted, before setting up
定位原文: 第8段的第2句“He asked advice of Scottish dye works owner Robert Pullar,”
解题思路: 本段提到Perkin在建立工厂之前，曾经征询苏格兰染料坊的老板Robert Pullar的意见，在得到Robert Pullar的建议之后，才开始建立自己的工厂。这里不要将Robert Pullar和Hofmann混淆，因为本段后半部分也提到了Perkin的恩师Hofmann。Hofmann是强烈反对Perkin这么做的。故本题答案是Robert Pullar。
Question 12
答案：
France
关键词：
what country, first
定位原文：
第9段第2、3句“Utilising the cheap and plentiful coal…”
解题思路：
此句话明确指出在Perkin的工厂首度造出了第一支人工合成材料后， 法国皇后Eugenie十分喜爱这种新颜色，于是Perkin的染料坊进入了它的商业繁荣期。故答案是France。
Question 13
答案：
malaria
关键词：
disease, now, synthetic dyes
定位原文：
第10段最后一句“And, in what would have been…”
解题思路：
寻找关键词 synthetic dye时，可能会被microbes, bacteria, tuberculosis, cholera, anthrax所迷惑。但是要注意的是都没有出现时间状语now。再继续向下寻找，就会发现 today, current等字眼，这说明这里才是真正的考点所在。仔细读这个句子不难发现，malaria(疟疾)才是正确答案。
Test 1 Passage 2
Question 14
答案: iv
关键词: assumptions, underlying
定位原文: B段第1句“In discussing whether we are alone, most…”
解题思路: 这句明确表明SETI科学家在搜寻外星人时遵循两个基本原则。Ground相当于题目中的 underlying, rules相当于题目中的 assumptions，接下来的文字叙述两个原则分别是什么。考生从首句可以很明确地判断出正确答案是iv。个别考生可能会看到second后面句子中的assumption— 词，进而看到a life form，就认为答案是vi，这种选择显然是以偏概全的，是不正确的。段意必须能够涵盖一整段内容，而不是某个部分或者某句话的内容。
因此本题答案是iv。
Question 15
答案: vii
关键词: likelihood of, lives, other planets
定位原文: C段第3句的后半句“… ; in fact, the best educated guess…”
解题思路: 这一段是无法仅仅从首句就判断答案的，需要读举例的内容，甚至读完整段，出题人不断用guess, estimate, perhaps, might这样的词来印证题干中的 likelihood一词。
Question 16
答案：
i
关键词：
radio signals, from
定位原文：
D段第1、2句“An alien… It turns out…”
解题思路: 本段是文中首次正式提出搜寻外星生命的方法，radio waves一词不断被重复。Looking for相当于题目中的 seeking，radio waves 相当于 radio signals，所有剩余headings中只有i和ii谈到了 radio signals，从逻辑上推测不可能是ii，因为只有先搜寻外星信号，才可能谈到作回应的事情。故此题答案是i。
Question 17
答案：
ii
关键词：
appropriate responses
定位原文：
E段第1句“There is considerate debate over…”
解题思路：
本段首句明确提出如果收到了外星文明信号， 人类应该如何回应的问题。React相当于题目中的responses。而how暗指appropriate。故答案是ii。
Question 18
答案: several billion years
关键词：
life expectancy, Earth
定位原文：
A段第9句“Since the lifetime of…”
解题思路: Earth这个词出现在A段的第九行。顺着这个词再向下找到lifetime, 显然这个词对应题目中的life expectancy(寿命)一词，读完本句发现答案应该是several billion years 。
Question 19
答案: radio waves
关键词：
What kind of signals from other intelligent civilisations
定位原文：
D段第1句“An alien civilisation could choose…”
解题思路：
本题定位与上一题相隔较远。但是如果已经先完成了 List of Headings题目，就不难发现只有D段是在具体讲外星文明会选择哪种输送信息的方式。题目中问的是SETI科学家在搜寻从外星文明发来的哪一种信号，也就表明答案是个具体的信号形式，考生也就不难猜测答案是radio waves。注意，此处问的是信号的形式，而不是电波频率，因此填1000或者3000 MHz是不正确的。
Question 20
答案：
1000
关键词：
How many, most powerful radio telescopes
定位原文：D段倒数第4句“The project has two One part is…”
解题思路：通过阅读题目，发现要寻找的是恒星的数量。只要定位数字 就能迅速找到本题的位置。于是，考生找到1000这个数字，并且能迅速排除下方的1000到3000MHz。从1000这个数字向上看，考生可以看到 world’s largest radio telescopes与题目中的 most powerful radio telescopes 是同义表达。
Question 21
答案：
YES
关键词：
Alien civilisations / the human race
定位原文：
A段最后一句“It is even possible that…” 这些更古老的文明甚至有可能将其在应对生存威胁过程中积累下来的有益经验传授给我们，例如如何应对核战争与全球污染带来的威胁，以及如何应对其他我们尚未发现的潜在威胁。
解题思路：
根据题干关键字alien civilisation以及List of Headings题目留下的线索，最终会发现A段的最后一句话能够对应本题。
be able to help能够对应文中的it is even possible, serious problems对应文中的threats。本题基本上属于同义词替换型的YES题目。
Question 22
答案：
YES
关键词：
SETI，resembles
定位原文：
B段第3句“Second, we make a very conservative assumption…” 第二，我们保守地假定我们正在搜寻的生命形式和人类非常相似。
解题思路: 本句的定位可以根据顺序原则推测，We在这里指的就是SETI的科学家们，resemble humans指的是is pretty well like us。只要能顺利定位，就能够通过同义词转换解答。
Question 23
答案：
NOT GIVEN
关键词：
The Americans and Australians，Co-operated
定位原文：
D段第3句“，including Australian searches using…”
解题思路：
文章的D段虽然先提到了澳大利亚的搜寻工作，接着又提到了美国航空航天局负责的美国太空望远镜的搜索工作，但是并没有明确指出在这方面澳大利亚人和美国人有没有cooperate，合作这个概念完全是出题人的杜撰，遇到这种情况，应该选择NOT GIVEN。
Question 24
答案: NO
关键词: SETI scientists，have picked up
定位原文: D段第4句“Until now there have …” 直到现在，在已经搜寻过的几百个恒星中还没有任何发现。
解题思路：此题定位处位于上一题定位词Australian的后方，比较好找。文中明确指出迄今为止，科学家们还一无所获，而不是题目中所说的已经发现了信号。文中的have not been和题目中的have picked up相矛盾, 连时态都没有改变，是一道简单的同义词冲突型的NO。
Question 25
答案：
NOT GIVEN
关键词：
NASA, Congress, criticism
定位原文：D段第5句“The scale of the search…” 1992年，美国国会计划在以后的十年里每年为美国国家航空航天局投资1,000万美元，用于对外星生命进行彻底的搜寻。从那时起，搜寻的规模便开始大幅增加。
解题思路：文中仅仅说国会通过议案给NASA拨款来对外星人进行彻底的搜寻，并未涉及这个项目有没有遭到某些议员批评一说。因此本题属于完全未提及型NOT GIVEN。
Question 26
答案：
NO
关键词：
respond promptly
定位原文：E段第1、2句“There is considerable debate over…” 如果我们真的发现了来自外星文明的信号，我们应该如何回应呢?这是一个备受争议的问题。所有人都认为我们不应该立即作出回应。
解题思路：文中这句话明确指出了对待外星人信号的态度，那就是不能立即回应，这与题目中提出的马上作出回应完全相反。Immediately相当于promptly。
Test 1 Passage 3
Question 27
答案：
plants
关键词：
before any animals could migrate
定位原文：第1段最后一句话“And we musn’t…”
解题思路：
这句话指出，如果没有植物率先登陆，其他任何生物向陆地的迁徙都不可能完成。这吻合题目中的before any animals could migrate。故答案应该是plants。
Question 28：
答案：
breathing and reproduction (in either order)
关键词：
TWO processes, make big changes, moved onto land
定位原文：第2段第1句话“Moving from…”
解题思路：
题目问的是：动物要想迁徙到陆地上，必须在哪两个方面作出巨大的改变?此题定位可以根据顺序原则锁定在第二段，而第二段第一句话就提到Moving from water to land involved a major redesign of every aspect of life, including breathing and 这句话中的redesign对应题目中的changes。
故答案应该是breathing和reproduction。(并列答案，顺序无关紧要)
Question 29：
答案：
gills
关键词：
physical feature, whales, lack
定位原文：第2段第5句“Whales (including the small whales we call dolphins) and…”
解题思路：先根据题目关键字定位到whale, 然后通读whale所在的句子，在这段叙述中，作者最后指出虽然鲸鱼仍呼吸空气，却没有进化出类似于鳃这样的早期海洋生物的器官。所以考生可以得出结论，鲸鱼缺乏的其实就是gills。故答案应该是gills。
Question 30：
答案：
dolphins
关键词：
ichthyosaurs, Resemble
定位原文：第3段倒数第4、3句“Ichthyosaurs were reptilian…”
解题思路：
定位句中的contemporaries是理解重点，指的是“同时代的人，同时代的事物”，这里说明鱼龙年代久远，和恐龙是同时代的动物，但是并不说明鱼龙和恐龙相像(其实也不大可能嘛)。而后半句的look like，就完全呼应题目中 的resemble, 这才是真正答案所在。
故答案应该是dolphins。
Question 31：
答案：
NOT GIVEN
关键词：
Turtles，the first group
定位原文：第2段倒数第2句“Turtles went back to the sea…” 海龟在很早以前就回到了水中，和其他返回水中的脊椎动物一样，它们也需要呼吸空气。
解题思路：文中在第二段的后半部分第一次提到了乌龟，这就是本题的定位点。寻找turtle一词后，文中这句话说很久以前，乌龟就重新返回海洋，但是并没有说明是不是第一批回海洋这个概念。实际上，整篇文章中都没有讨论到关于the first的问题，所以此题属于完全未提及型NOT GIVEN题。
Question 32：
答案：
FALSE
关键词：
fossilised remains, incomplete, always difficult
定位原文：
第3段第3句“You might…” 你可能会问，我们是如何通过动物化石来判断它们是生活在水中还是陆地上的，尤其当我们只找到一些化石碎片的时候。
解题思路：
在第三段中寻找fossilised一词，很快找到对应词fossil。接着读到fragments，可以对应题目中的incomplete, on land or in water对应题目中的where an animal lived。但题目中的叙述过于绝对，It is always difficult与文中Sometimes it’s obvious明显相抵触。
Question 33：
答案：
TRUE
关键词：
ichthyosaurs, can be determined by, appearance
定位原文：第3段倒数第4、3句“Ichthyosaurs were reptilian…” 鱼龙是与恐龙同时代的爬行动物，它有鱼鳍和流线型的身体。鱼龙化石看起来像海豚，它们确实和海豚一样曾经在水中生活。
解题思路：通过ichthyosaurs一词很好确定。文中提到鱼龙的化石看上去像海豚，因此鱼龙肯定生活在海里。这等于举个例子向我们说明只要从鱼龙化石的外表就能够判定它的栖息地，与题目的意思完全吻合。
Question 34：
答案：
three measurements
关键词：
71, a total of
定位原文：第4段第1句“ three measurements in these particular…”
解题思路：利用数字71，很快就可以将此题定位。但是要注意在该句中并没有提到题目中的forelimbs。该词出现于上一段的最后一句，在此句中则以these particular bones来指代，要多加注意。如果能够顺利突破这个小障碍，很快就能发现正确答案。正确答案为three measurements。
Question 35：
答案：
(triangular) graph
关键词：
data, a
定位原文：第4段第2句“They used a kind of triangular graph…”
解题思路：顺着上一题的对应点找下来，可以顺利找到a kind of,这个词组可以等同于题目中的不定冠词a。因此可以初步判定a kind of后面的triangular graph paper可能就是要填写的答案。题目要求NO MORE THAN TWO WORDS，而triangular graph paper有三个词， 只好牺牲最无关紧要的paper。
Question 36：
答案：
cluster
关键词：
Land tortoises, a dense, points
定位原文：第4段第3句“All the land tortoise species…”
解题思路：题目中需要填的词位于短语a dense of points 中，只要定位到陆龟这个词，再顺着向下读到a tight cluster of points即可。这个词组的结构和题目中的词组一模一样，只是将dense和tight做了替换。正确答案为cluster。
Question 37：
答案：
amphibious
关键词：
Sea turtles, living, added to
定位原文：第4段第4句“There was no overlap, except when they…”
解题思路：
此题的定位可以根据上一题最后一句话中的sea turtles定位到第四段water turtle后面这句话。从题目可以得知从某种物种搜集的数据被添加到了结果中去。Add一词是解题的关键。读完这句话，很容易发现被添加的物种是既可以在陆上生活，也可以在水中生存的两栖物种。
Question 38：
答案：
half way
关键词：
up the triangle between
定位原文：
第4段第5句“Sure enough, these amphibious…”
解题思路：
此题十分简单，找到两栖物种之后寻找between，between前面的half way, 就是本题所要的答案。
Question 39：
答案：
dry-land tortoises
关键词：
quenstedti, talampayensis, The position of the points, both
定位原文：
第4段倒数第2句“Both these fossils were dry-land ”
解题思路：
用两个专有名词可以顺利找到第四段结尾处。然后利用题目中的The position of the points锁定在Their points on the graph are right in the thick of the dry 答案就是之后的那句。正确答案为dry-land tortoises 。
Question 40：
答案：
D
关键词：
the most significant thing, tortoises
定位原文：参见解题思路解析
解题思路：
题目：作者认为关于乌龟最重要的一件事情是：它们能够适应极其干燥的环境。它们生命的最初形态是某种原始细菌。它们与海龟十分相似。它们不止一次从海洋迁徙到陆地。最后一段首句就表明Tortoises therefore represent a remarkable double return, 含义为“因此很明显，乌龟曾往返于水中和陆地上生存。”选项A中所说的干燥环境，选项B中所说的原始细菌，以及选项C中提到的海龟，在最后一段中悉数登场，但是没有一个是题目论述的核心。题目的真正意图就是想告诉考生乌龟finally retuned yet again to the land as tortoises。故答案应该选D。
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 ”
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 ”
解题思路：解这题的关键是要明白题干中的“easier to change”和文中的“accessible to modification”是同义替换。
剑桥雅思4Text1阅读答案解析Question 5
答案：FALSE
关键词：yes/no
定位原文：第4段第2句“Secondary school children were asked to complete a questionnaire containing five open-form ”
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 ”
第6段第1句“Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human ”
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
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“ 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 ”
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 This is surprising considering the high level of media coverage on this ”
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。
Passage1
Question 1
答案：
D
关键词：
early timekeeping invention, cold temperatures
定位原文: D段最后1句“Although these devices performed…”
解题思路: 全文只有该句中提及寒冷气温。该句含义为“尽管这些装置在地中海地区十分好用，但在多云并常有严寒天气的欧洲北部却不能一直使用。”与题干中描述的内容相符。
Question 2
答案：
B
关键词：
geography, development of the calendar, farming communities
定位原文：
B段内容
解题思路：
该段一共五句话，从第二句开始每一句话都介绍了一个地理位置的变化对calendar的影响。分别是：And, for those living near the equator in particular,, the calendars that were developed at the lower latitudes, more northern climes, however,
As the Roman Empire expanded northward,
Question 3
答案：
F
关键词：
pendulum clock, origins
定位原文：
F段最后1句“By the 16th century…”
解题思路：含义为“到了 16世纪，人们发明了摆钟。但由于钟摆摆动弧度很大，因此并不十分有效”。此句中devised意为“发明”，与题干中的origins对应。
Question 4
答案：
E
关键词：
simultaneous efforts, different societies, uniform hours
对应原文：
E段第3句“The schemes…”
解题思路：
含义为“人们计划将一天分为24个等份，而这些计划因为计时起点的不同而不同：意大利时间从日落开始算起，巴比伦时间从日出开始，天文学时间从中午开始，而德国一些大型公共时钟使用的‘大钟’时间从午夜开始算起”。24 equal parts与题目中的 uniform hours 相对应, 本段中提到的各具体国家对应题目中的 different societies。
Question 5
答案：
B
关键词：
civil calendar, months, equal
定位原文：
C段第1句“ the Egyptians had formulated a municipal calendar having 12 months…”
解题思路：
该句提到埃及人制定了市政日历，规定一年有12个月，每月有30天。答案 B 题目中的 months were equal in length 对应文章中的 12 months of 30 days,题目中的 civil calendar 对应文 章中的 municipal calendar,这项发明 是 Egyptians 完成的。
Question 6
答案: F
关键词: day, two equal halves
定位原文: E段最后1句 “ French hours, which split the day into two 12-hour periods … ”
解题思路：题目中的 divide the day into two equal halves 对应文章中的 split the day into two 12-hour periods, 具体指的是 French hours。
Question 7
答案：
D
关键词：
new cabinet shape
定位原文：
G段最后一句 “ and thus led to the development of a new floor-standing case …”
解题思路：
此句中的floor-standing case design就对应着cabinet shape,且该段第一行就出现了 England这个代表国家的词汇。所以答案为D。
Question 8
答案: A
关键词: organise, public events
定位原文: A段第1句“ the Babylonians began to measure…”
解题思路: 题目中的 organize public events 对应文章中的 co-ordinate communal activities,题目中的work schedules 对应文章中的 the shipment of goods 及 planting and harvesting, 这些都是 Babylonians 的所作所为。
Question 9
答案: (ship’s) anchor / (an/the) anchor
关键词: escapement, resembling
定位原文: G段第2句 “It was called the anchor…”
解题思路：
通过定位词很容易找到文中定位句，此句中的like对应resembling，所以答案为(ship’s) anchor / (an/the) anchor。
Question 10
答案: (escape) wheel
关键词：
release each tooth, wheel
定位原文：
G段第3句“The motion of a pendulum rocks this…”
解题思路: 由图可知,本题要求找到该圆盘状物体的名称,故应有意识地寻找与该形状有关的词汇 ;另外此物体上有齿轮,这也可以作 为答题线索。根据 each tooth of the escape wheel 可知,本题答案为 (escape) wheel。
Question 11
答案: tooth
关键词: release
定位原文: G段第3句“The motion of a pendulum rocks this…”
解题思路: 由图可知,本题要求找到圆盘物体的支出 部分的名称。通过解答第 10 题,可以很容 易地判定本题答案为 tooth。
Question 12
答案：
(long)pendulum
关键词：
beats, each
定位原文：
G段最后1句“Moreover, this invention allowed…”
解题思路：
由图可知,本题要求找到长形物体的名称, 且应发出 beat 的动作。同时，本题答案应为一个单数可数名词，可通过冠词帮助找到答案。通过 G 段最后一句中的 a long pendulum which could beat once a second 可以确定本题答案为 (long) pendulum。
Question 13
答案：
second
关键词：
beats, each
定位原文：
G段最后1句“Moreover, this invention allowed…”
解题思路：
此题可与第12题同时解出，此句中的once对应题干中的each, 所以答案为second。
Test 1 Passage 2
Question 14
答案: ii
关键词: aviation disaster，prompts
定位原文: A段第1句“An accident that occurred in …”
解题思路: 本段第1句讲述飞机失事是美国联邦 航空总署成立原因,第 2 句简述其建立的结 果影响。文章中的 an accident 与选项 ii 中的 disaster对应;文章中的result in与选项ii中 的 prompt 对应 ;文章中的 the establishment of the Federal Aviation Administration (FAA) 被抽象概括成选项 ii 中的 action。
Question 15
答案: iii
关键词: coincidental developments
定位原文: C段前两句“In the 1940s, ATG centres could and did…”
解题思路: C段首句说明了 ATC取得的第一个development, 即利用了第二次世界大 战催生出的新研制的雷达和改进后的无线电通讯技术而建立的不成熟的管制系统。第二句则提到喷气式发动机的产生突然导致大批快速飞机的出现，因此促使美国开始进行全面的空中管制，两个逗号之间的部分指出了这一development的偶然性 (fortuitous), 与 iii 中的 coincidental 含义一致。因此答案为iii。
Question 16
答案：
v
关键词：
oversimplified
定位原文：
D段第1、2句“Many people think is a very incomplete part of the ”
解题思路: D段首句阐述了一个大众观点(many people )，接着第二句指出这个观点过于片面。题干中的 oversimplified相当于原句中的 incomplete。
Question 17
答案：
iv
关键词：
altitude zones
定位原文：
E段第2句“First, ATC extends over virtually …”
解题思路：
E段第二句中提出让航空交通管制几乎遍及整个美国，接着分别讲述了不同高度的空域管制情况(from 365m above the ground and higher, 215m above the ground, below )因此答案为iv。
Question 18
答案: viii
关键词：
weather conditions
定位原文：
F段第1句“The FAA then recognized…”
解题思路: F段首句提出FAA确认了两种飞行环境。接着对这两种环境进行了解释说明，即在气象条件良好的情况下，飞行员可按照目视飞行规则(VFR)飞行;在低能见度的情况下，飞行员则须按照仪表飞行规则(IFR)飞行。因此答案是viii。
Question 19
答案: vii
关键词：
airspace categories
定位原文：
G段第1句“Controlled airspace is divided into…”
解题思路：
G段首句点出此段主要阐述管制空域的分类(controlled airspace…different types)。因此答案为vii。文章中的 types 与选项 vii 中的 categories 对应。
Question 20
答案：
FALSE
关键词：
FAA, created as result of
定位原文：
A段第1句“An accident that occurred in the skies…”
解题思路：
文章中第 1 句明确说 FAA 成立的原因是空难, 题目中却说是由于喷气式引擎出现, 题目表述与文章矛盾。
Question 21
答案：
FALSE
关键词：
Air Traffic Control, the Grand Canyon crash
定位原文：
B段第1句“Rudimentary air traffic control (ATC) existed…”
解题思路：
文章中明确说是ATC existed well before the Grand Canyon disaster, 与题目中 started after 直接相反。
Question 22
答案：
NOT GIVEN
关键词：
beacons and flashing lights
定位原文：
B段第2句“ beacons and flashing lights …”
解题思路: 此题的定位词在文中原词出现，按照顺序原则可以迅速定位。文中定位处仅指出beacons和flashing lights在当时的使用情况，对于题干中所指的如今的使用状况只字未提。故此题答案为NOT GIVEN。
Question 23
答案：
TRUE
关键词：
improvements, radio communication, World War II
定位原文：
C段第1句 “ radio communication brought about by the Second World ”
解题思路：此题定位很简单，定位句含义为“第二次世界大战催生出的……改进后的无线电通讯技术”，与题干含义无异。故此题答案为TRUE。
Question 24
答案: TRUE
关键词: Class F, 365m
定位原文: G段第2句“Uncontrolled airspace …” E段第3、4句和最后1句
解题思路：通过定位词Class F可快速定位至G段处，但是只能确定Class F为uncontrolled airspace,通过该短语及365m可继续定位于E段。E段定位句说明从365米往上的区间为controlled airspace，且在大部分near airports的区域，215米以上的区间都是controlled airspace，因此可以逆推出uncontrolled airspace的情况。故此题答案为TRUE。
Question 25
答案：
FALSE
关键词：
Class E airspace, IFR
定位原文：G段第7句“The difference between Class E and…”
解题思路：此题通过定位词能够迅速定位。定位句的含义为“E级和A级之间的区别在于A级领空中所有的操作都遵循仪表飞行规则”。显然题干信息与定位句内容矛盾。此题还可以按照绝对化词汇all和must来快速判定答案。故此题答案为FALSE。
Question 26
答案：
TRUE
关键词：
pilot, Class C
定位原文：G段第9句“Three other types of airspace,…”
解题思路：此题通过定位词能够迅速定位。定位句中的medium-sized与题干中average-sized属于同义转述。故此题答案为TRUE。
Test 1 Passage 3
Question 27
答案：
E
关键词：
researchers with differing attitudes, agree on
定位原文：第2段第3句“Sceptics and advocates…”
解题思路：通过题目中定位词找到文章中的具体表 达:第二段第3句。题目中的differing attitudes 对应文章中的 skeptics and advocates,题目中的 agree on 对应文章中的do concur on。由本句名词性从句的主干 experiments 即可得出答案。所有选项中提到 experiment 的只有一个。
Question 28：
答案：
B
关键词：
experiences, meditation
定位原文：第2段第5句话“In this case, such signals might …”
解题思路：题目中要求找到实验的 启示,答案出现在下一句中,其中 in a relaxing‘whole field’of light, sound and warmth 是题目中 的 suitable environment 的具体表现。
Question 29：
答案：
A
关键词：
attitudes, parapsychology, alter
定位原文：第8段第4、5句“Answering such questions would…”
解题思路：第四句中的transform对应题干中的alter，第五句中才提及研究者们的attitude,即该研究的未来在于探究可能的机制(mechanisms)。故正确答案为A。
Question 30：
答案：
F
关键词：
autoganzfeld trials, success
定位原文：第8段倒数第2、3句“Some work has begun already …”
解题思路：此题通过定位词可以迅速定位到第八段倒数第三句，倒数第二句指出有创造力和艺术性的人们表现得更好。因此可知样本的选择对命中率会有很大影响。故正确答案为F。
Question 31：
答案：
sender
关键词：
Ganzfeld studies, 1982, person, acting as, four
定位原文：第3段第3句“The idea was that a person…”
解题思路：由空格前冠词和空格后的定语从句引导词 who 可知本题需填入一个指代人的单数可数名词。通过题目中数字 1982 迅速定位至文章第三段。再通过数字 four 定位至该段第 5 行。本题答案为 sender。
Question 32：
答案：
picture/image
关键词：
one, random selection, four
定位原文：
第3段第2句“In early ganzfeld experiments…”
解题思路：
此题轻微乱序，但定位词很明显且定位句是上一题定位句的前一句。空格所填词应为从random selections of four中picked out的宾语。所以此题填picture/image。题干中的picked out与原文中的chosen from属于同义转述。
Question 33：
答案：
receiver
关键词：
ichthyosaurs, can be determined by, appearance
定位原文：第3段第4句“Once the session was over, this …”
解题思路：此题定位较易。空格所填词应为 identify这一动作的发出者，定位句中与之相对应的是指代词this person,于是倒着往回看上一句，即第31题对应句，可以找出this person的具体指代对象。所以此题填receiver。
Question 34：
答案：
sensory leakage
关键词：
flaw, positive results
定位原文：第4段第4句“ were many other ways of getting positive These ranged from ‘sensory leakage…”
解题思路：此题根据定位词及顺序原则可定位至第四段第四行最后，其中many other ways对应题干中的factors，具体内容在接下来的一句中。所以此题填sensory leakage。
Question 35：
答案：
outright fraud
关键词：
or
定位原文：第4段第4句““ were many other ways of getting positive These ranged from ‘sensory leakage…”
解题思路：此空与34题为并列关系。很明显答案为 outright fraud。
Question 36：
答案：
computers
关键词：
1987, key tasks
定位原文：第5段第1句“…technique which used computers to …”
解题思路：
空格所填词应为被用来完成key tasks的对象，文中的perform对应题干中的were used for。所以此题填computers。
Question 37：
答案：
human involvement
关键词：
limit
定位原文：第5段第2句“By minimising human ”
解题思路：此题按照顺序原则定位，原文中的 minimising对应题干中的limit,空格所填词应为被限制的对象。所以此题填human involvement。
Question 38：
答案：
meta-analysis
关键词：
results, subjected to a
定位原文：
第5段倒数第2句“In 1987, results from hundreds…”
解题思路：
空格所填词应为 subject to的对象。所以此题填meta?-analysis。
Question 39：
答案：
lack of consistency
关键词：
flaw, different test results
定位原文：
第6段第1句“Yet some parapsychologists…”
解题思路：
此题定位较难，文中的individual ganzfeld studies与题干中的different test对应。空格所填词应为不同实验结果之间的关系。所以此题填lack of consistency。
Question 40：
答案：
big/large enough
关键词：
fact, sample group, not
定位原文：第6段倒数第3句“ group is just not big ”
解题思路：此题定位较易。空格所填词应为 sample groups的特征，而且此题可以通过否定词not帮助判断答案。所以此题填big/large enough。
Question 1
答案：A
关键词：box/beginning
定位原文：标题下方方框中
解题思路：题目是问文章开头的方框当中的引言是什么意思。A答案：exemplify例证;举……例子;B答案是解释国际流浪儿童组织建立的原因;C答案：outline描述，描画轮廓;D答案中highlight是指突出、强调。很明显引言是在举例子，故正确答案选A。
Question 2
答案：D
关键词：
定位原文：Introduction部分第2段首句“Over the past nine years, …lives of street ”
解题思路：“to support the economic lives of street 等同于D答案，而其他三个选项基本未提到。
Question 3
答案：C
关键词：reason/end up
定位原文：Background部分的第一段首句“Typically, children do not end up on … and ”
解题思路：…the demand for income at 等同于poverty，而D答案crime并不是儿童流浪的原因，而是其可能产生的后果。
Question 4
答案：C
关键词：independent
定位原文：Background部分的第2段最后1句“Many children may choose entrepreneurship because it allows them a degree of independence,”
解题思路：A,B,D三个答案都比较极端，只有C符合本文的主题。children独立的方式是“choose entrepreneurship”与C选项中的“set up their own businesses”是同义替换，故C 正确。
Question 5
答案：Sudan/India
关键词：country/courier service
定位原文：Street Business Partnerships部分第1点“The Bicycle Courier Service first started in the Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their A similar program was taken up in Bangalore, ”
解题思路：提供courier service的两个国家分别是Sudan和India。
Question 6
答案：bicycles
关键词：courier service
定位原文：Street Business Partnership部分第1点
解题思路：题干中的provision是文中provide的变形，所以这里的正确答案是bicycles。
Question 7
答案：Shoe Shine Collective
关键词：Dominican Republic
定位原文：Street Business Partnership部分第2点“Another successful project, The Shoe Shine Collective, was a partnership program with the in the Dominican In this project, participants were lent money to purchase shoe shine They were also given a safe place to store their equipment, and facilities for individual savings ”
解题思路：定位到原文，可知答案是Shoe Shine Collective。
Question 8
答案：life skills
关键词：Zambia
定位原文：Street Business Partnership部分第3点“The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Street youths are supported to start their own small business through business training, life skills training and access to ”
解题思路：定位到该句话末尾，可知正确答案是life skills。
Question 9
答案：NO
关键词：set up/money
定位原文：Lessons learned部分第1点“Being an entrepreneur is not for everyone, for every street ”
解题思路：很明显文中说的不是对于每个人来说的，所以答案应该是NO。
Question 10
答案：NOT GIVEN
关键词：
定位原文：Lessons learned部分第4点“There are tremendous advantages to involving parents or guardians in the program, where such relationships Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual"s ”
解题思路：这一点当中虽然提到了流浪儿童的家人，但是并没有说明他们是否要从那里得到帮助，属于纯粹未提及型的NOT GIVEN。
Question 11
答案：NO
关键词：loan
定位原文：Lessons learned部分第5点“Small loans are provided initially for …ranged from ”
解题思路：题目当中如果含有ONLY/ONE这样的词，往往选NO。从文中我们也可以看出孩子们不只可以申请一笔贷款。
Question 12
答案：YES
关键词：pay back
定位原文：Lessons learned部分第6点“All programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed Generally the rates have been modest (lower than bank rates).”
解题思路：All programs have charged interest on the 所有的计划都要收取利息，也就是要多还一点钱。
Question 13
答案：A
关键词：conclude
定位原文：Conclusion部分“However, we believe that credit must be extended in association with other types of ”
解题思路：根据conclude可以定位到conclusion部分，根据“credit must be extended in association with other types of support”可知正确答案是A。
Question 14
答案：iii
关键词：无
定位原文：A部分：第一段首句Volcanoes are the ultimate earth-moving 第二段：Eruptions have rifted continents…a basement of volcanic
第三段开头:Volcanoes have not only made the continents，they are also thought to have made the world"s first stable atmosphere
解题思路：A部分说明了火山活动的作用，正好和iii选项中的火山与地球的特征吻合，因此答案为iii。
Question 15
答案：i
关键词：无
定位原文：B部分：第1段：整个段落描述了火山爆发的起因。第二段最后：
These fracture zones, where the collisions occur, are where earthquakes And，very often,
解题思路：通过扫描这两个段落，发现其中主要将地球比喻成一个鸡蛋，并且由此说明了火山爆发的原因。因此答案应该是i。
Question 16
答案：iv
关键词：无
定位原文：第2段：Sometimes,it is 第3段;Sometimes the magma moves very swiftly 第4段：The biggest eruptions are deep on the mid-ocean
解题思路：此部分出现了大量的火山名字，由此我们可以预测该段落讲的是火山喷发的不同类型。因此答案是iv。
Question 17
答案：vi
关键词：无
定位原文：第1段：But volcanoes are not very
解题思路：vi答案是说火山爆发的不可预测性。
Question 18
答案：
plates/the tectonic plates/the plates
关键词：sections of the earth"s crust/volcanic activity
定位原文：C部分的第4段第2句“ you can see the rough outlines of what are called tectonic plates--the plates which make up the earth"s crust and ”
解题思路：很明显，应该是被叫做the tectonic plates。
Question 19
答案：magma
关键词：molten rock from the mantle
定位原文：C部分第2段第1句：Sometimes it is slow: vast bubbles of magma—molten rock from the mantle…
解题思路：根据关键词定位，可知答案为magma。
Question 20
答案：ring of fire
关键词：zone/the Pacific Ocean
定位原文：C部分第4段第3句：The most dramatic of these is the Pacific “ring of fire”
解题思路：根据定位句信息可知正确答案是ring of fire。
Question 21
答案：600 years/for 600 years/600
关键词：Mount Pinatubo/inactive
定位原文：D部分第1段最后一句：In the case of Mount Pinatubo, this took 600
解题思路：根据定位句信息可知正确答案是600 years。
Question 22
答案：water
关键词：produce/atmosphere
定位原文：A部分的第3段第1句：Volcanoes have not only made the continents, they are also thought to have made the world"s first stable atmosphere and provided all the water for the oceans, rivers and
解题思路：火山不仅制造出陆地，也为地球提供了大气，为海洋、河川和冰帽提供了水。
Question 23
答案：magma/lava
关键词：different types of eruptions /moves slowly
定位原文：Sometimes it is slow: vast bubbles of magma—molten rock from the mantle—inch to?wards the
解题思路：首先可以根据之前做过的LIST OF HEADINGS题判定，C部分讲到了不同类型的火山爆发。然后寻找slowly这个词。根据定位句信息可知正确答案是magma。
Question 24
答案：(west) India
关键词：quickly/horizontally Northern Ireland/Wales/South Africa
定位原文：C部分第2段第2句：Sometimes—as in Northern Ireland, Wales and the Karoo in South Africa一the magma rose faster，and then flowed out horizontally on to the surface in vast thick In the Deccan Plateau in western India, …
解题思路：此处要求填一个地名，根据定位句信息可知正确答案为(west) India。
Question 25
答案：explodes
关键词：third/lava/very quickly/violently
定位原文：C部分第3段前3句：Sometimes the magma moves very swiftly It does not have time to cool as it surges The gases trapped in side the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it exploded with tremendous
解题思路：这个空要求填一个动词，而且要注意时态。根据定位句信息可知正确答案为explodes。
Question 26
答案：gases
关键词：
magma/emitted
定位原文：C部分第3段：Sometimes the magma moves very swiftly It does not have time to cool as it surges The gases trapped in side the boiling rock expand suddenly,
解题思路：emit是“发射，发出”的意思，跟文中的expand属于同义替换，故正确答案应该是gases。
Question 27
答案：D
关键词：recording
定位原文：D段首句“Today, researchers often tape-record ”
解题思路：题干问的刚好是哪一段讲到了录音对人们谈话方式的影响。故答案是D。
Question 28
答案：E
关键词：body language
定位原文：E段第3句“Where possible, therefore, the recording has to be supplemented by the observer"s written comments on the non-verbal behavior of the participants,”
解题思路：题干问的是哪一段讲到了记录人们肢体语言的重要性。故答案是E。
Question 29
答案：C
关键词：social situation
定位原文：C段第2句“Age, sex，social background and other aspects of identity are important, as these factors are known to influence the kind of language ”
解题思路：题目问的是哪段提到了语言受到社会背景的影响。故答案是C。
Question 30
答案：D
关键词：self-conscious
定位原文：D段第6句“Some recordings are made without speakers being aware of the fact — a procedure that obtains very natural data,”
解题思路：题目问的是哪一段提到了如何帮助资料提供者变得自然一点。故答案是D。
Question 31
答案：F
关键词：specific data various methods
定位原文：F段第3句和最后一句“A large number of points can be covered in a short time, using interview work-sheets and ”
“There are also several direct methods of elicitation,…”
解题思路：题目问的是哪段提到了产生详细信息的不同方式。答案是F。
Question 32
答案：
(the) linguists (acts)/(the) linguist (act)
关键词：convenient/not objective enough
定位原文：B段倒数第2句“Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to ”
解题思路：根据定位句信息可知答案为linguists act。
Question 33
答案：foreign languages
关键词：non-linguist
定位原文：B段最后两句：…at which point recourse is needed to more objective methods of enquiry, using non-linguists as The latter procedure is unavoidable when working on foreign languages, or child
解题思路：根据定位句信息可知答案为foreign languages。
Question 34
答案：(the) (poor) quality
关键词：recording/sound
定位原文：D段第3-4句“But obtaining naturalistic, good-quality data is never People talk abnor?mally when they know they are being recorded, and sound quality can be ”
解题思路：根据定位句信息可知答案为(the)(poor)quality。
Question 35
答案：facial expression
关键词：video/speaker
定位原文：E段第4句“A facial expression, for example, can dramatically alter the meaning of what is ”
解题思路：根据定位句信息可知答案为facial expression。
Question 36
答案：video recording/camera/video camera/recording
关键词：video/miss certain things
定位原文：E段最后一句“Video recording avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always bene?fit from any additional commentary provided by an ”
解题思路：根据定位句信息可知答案为video recording/camera/video camera/recording。
Question 37
答案：fre?quency of usage
关键词：comment
定位原文：G段第2句“A corpus enables the linguists to make unbiased statements about fre?quency of usage,”
解题思路：这里的make unbiased statements about和题干中的comment objectively on是同义替换，故正确答案为fre?quency of usage。
Question 38
答案：particular linguistic feature
关键词：while/focus on
定位原文：G段第4句“Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic ”
解题思路deals only with和focus on在这里是同义替换，故正确答案为particular linguistic feature。
Question 39
答案：size
关键词：length of time
定位原文：The size of the corpus depends on practical factors, such as the time available to collect, process and store the
解题思路：corpus的size取决于很多因素，例如时间等，所以题干中时间的长短会影响的应该是corpus的size。
Question 40
答案：intuitions
关键词：those who speak
定位原文：G段最后一句“An important principle is that all corpora, whatever their size，are inevitably limited in their coverage, and always need to be supplemented by data de?rived from the intuitions of native speakers of the language, through either introspection or ”
解题思路：根据定位信息，可知正确答案为intuitions。
首先，是如何提高自己英语阅读的基本能力。而这样的能力又主要分为两个层次：词汇的掌握和读句子的能力。阅读基本能力的提升，需要至少2个月的时间，通过给学生专业化的方案指导，将课堂上的学习和课堂后的复习相结合，让其在一个合理的时间规划期内去提升自己的基础能力，达到一个最佳的效果。这也是对于我们老师在教学中要求一直秉持的原则，忌急于求成，囫囵吞枣。
那么怎么去做基础能力提升呢?对于大部分学生而言，词汇的把握是核心。第一、同学们必须去把握阅读部分的高频词，这些词汇是所有同学都必须认真记忆的，按照我们最新的权威数据统计，大概在1000个单词左右，我们也为所有的学员将这些单词做成了独有的单词库，帮助大家以最高效的方式掌握必考词汇;第二、同学们需要掌握好一些近义词或同义词词组，雅思的阅读部分考查就是看同学们对同义词替换的一个把握，这些词组的掌握是同学们获得高分的基础。
我们同样为同学们对这些词组进行了总结和研究。在我们课堂上，我们授课老师会定期抽查同学们对于这2个词汇库的掌握，督促同学们做好词汇的记忆工作。未参加培训的同学不妨可以效仿这样的模式，给自己一些压力和期限，认真做好最基本词汇与词组的积累。
解决雅思阅读的第二方面，就是要掌握好雅思阅读部分解题的关键性技巧。雅思阅读部分共有3篇文章，每篇1000词左右，有40道题目要回答，时间是一小时。如果没有对考试题型有透彻理解，那么很难在这么紧张的时间里去做好题目。因此一定要按照不同考题的特点和对应的能力要求，有的放矢的去准备以及应对。笔者在日常的教学中会指导同学们把握不同题目的做题方法和技巧，一方面要让他们知道为什么要这样去思考，去做题，另一方面告诉他们怎么去灵活变通的去使用技巧。
只有把方法以及如何灵活运用这些方法讲透，学生们才能真正地掌握好、正确使用、自信满满地考取高分。我的小部分学生曾和我透露过这样的困惑，在参加过一些培训之后，考试不理想，但是明明上课的时候听得很爽，只是到考场上做题却犯难。
其实，那正是因为题目的解题技巧没讲透，没讲清楚应该怎么灵活的运用，培训老师没有从考生的角度去思考。我们的模考体系就是考虑到这一点建立健全起来的，通过阶段性测试检验学生有没有真正地听懂，老师有没有认真负责地讲清楚。模考也不断让同学们看到自己阶段性学习成果，从而更有动力。
剑桥雅思阅读真题及答案解析 TEST ONE PASSAGE 1:Tropical rainforests相关
Questions 1-7
Reading Passage 1 has six paragraphs,
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 1-7 on your answer
NB You may use any letter more than
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
8 cameras
9 sensors
10 protein tests
11 altitude tents
Questions 12 and 13
Answer the questions
Choose NO MORE THAN THREE WORDS ANDIOR A NUMBER from the passage for each
Write your answers in boxes 12 and 13 on your answer
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?
PASSAGE 1参考译文：
William Henry Perkin 合成染料的发明者
Wiliam Henry Perkin于1838年3月12日出生于英国伦敦。还是个小男孩儿的时候，Perkin的好奇心就早早激发了他对艺术、科学、摄影与工程的兴趣。但是一次偶然的机会，他发现已故祖父家有一个破旧但功能齐全的实验室，正是这个发现使得这位年轻人确定了他对化学的热情。
当Perkin就读于伦敦城市学院时，他开始沉浸于对化学的研究。他的老师Thomas Hall发现了他在化学方面的天赋与热忱，鼓励其参加皇家学院著名科学家Michael Faraday的一系列讲座。Faraday的讲座进一步激发了这位年轻化学家的热情，于是后来，在1853年，15岁的Perkin成功进入皇家化学学院学习。
在Perkin入学时，皇家化学学院的院长正是著名的德国化学家August Wilhelm Hofmann。Perkin的科学天赋很快引起了Hofmann的注意，不到两年他就成了Hofmann最年轻的助理。不久之后，Perkin就取得了一项能为他带来名誉和财富的科学突破。
当时，奎宁是唯一可以治疗疟疾的药物。这种药物是从原产自南美洲的金鸡纳树的树皮中提炼出来的，而在1856年奎宁经常供不应求。因此，当Hofmann随口提到想用合成药物来替代奎宁时，自然而然，他的得意门生Perkin马上承担起了这项重任。
1856年，Perkin整个假期都待在他家顶楼的实验室里。他试图利用苯胺这种廉价又易得的煤焦油废料来制造奎宁。虽然他尽了最大努力，他最终并没有制造出奎宁;但却制造出了一种神秘的黑色沉淀物。幸运的是，长期的科学训练与自身的天性使他对该沉淀物进行了深入的研究。在实验过程中的不同阶段，他把重铬酸钾和酒精加入苯胺中，最终他得到了一种深紫色的溶液。正如著名科学家Louis Pasteur所说，“机会总是垂青有准备的人”，Perkin意识到了他的意外发明拥有巨大的潜力。
历来，纺织染料都是由诸如植物与动物排泄物等的天然原料制成的，其中一些原料，比如蜗牛黏液， 很难获得，而且价格极其昂贵。事实上，从蜗牛身上提取出来的紫色染料曾经一度非常贵，在当时的社会条件下，只有富人才能买得起。此外，天然染料的颜色偏浑浊而且很快就会褪色。Perkin的发明正是在这种大背景下诞生的。
Perkin很快想到这种紫色溶液可以用到织物的染色中，由此使其成为世界上第一种合成染料。意识到这项突破的重要性后，Perkin立即为其申请专利。但是在Perkin对自己发明的各种反应中，最有趣的也许是他几乎本能地想到这种新染料具有商业潜力。
起初Perkin把他发明的染料命名为泰尔紫(Tyrian Purple)，但是后来人们通常称其为木槿紫(mauve，法语中制造蓝紫色染料的植物的名字)。Perkin向苏格兰染料坊的老板Robert Pullar寻求建议，Pullar向他保证，如果这种颜色不会褪色，那么加工这种染料将大有“钱途”，而且成本相对低廉。因此，尽管他的导师Hofmann极力反对，Perkin还是离开了皇家学院，去为现代化学工业的诞生而奋斗了。
在父亲与兄弟的帮助下，Perkin在离伦敦不远的地方建立了一家工厂。1857年，他的染料坊开始生产世界上第一种合成染料，所用原料是廉价而充足的煤焦油，这种煤焦油是伦敦煤气路灯所产生的几乎无穷无尽的副产品。当法国皇后Eugenie看好这种新颜色后，Perkin的染料坊迎来了它的商业繁荣期。不久，木槿紫 就成了法国所有时尚女郎的必备品。英国女王Victoria也不甘示弱，身着木槿紫礼服出现在公共场合，这使得木槿紫在英国也风靡一时。这种染料颜色醒目、不易褪色，人们的需求越来越多，因此Perkin开始绘制新的蓝图。
虽然第一项发现使Perkin收获了名誉和财富，但是这位化学家仍然继续他的研究工作。他合成并给人们带来了众多其他颜色的染料，包括1859年合成的苯胺红、1863年合成的苯胺黑，以及19世纪60年代末期的帕金绿。值得注意的是，Perkin的合成染料的发明不仅为装饰领域作出了贡献，而且在医学研究的诸多方面也起到了至关重要的作用。比如合成染料预先被用于给肉眼看不见的微生物与细菌上色，这就使研究者能够辨别诸如肺结核、霍乱和炭疽之类的病菌。如今，人工合成染料还在继续发挥着至关重要的作用。而且，最应该让Perkin感到欣慰的是，合成染料目前正在被用于研究治疗疟疾的疫苗。
TEST 1 PASSAGE 2 参考译文：
外星有生命存在吗?
——搜寻外星文明计划
人类是否是宇宙中唯一存在的生命这个问题已经困扰我们几百年了，然而随着搜索来自其他智慧文明的无线电信号，现在我们或许离这个问题的答案已经不远了。这项也被称为SETI (search for extra?terrestrial intelligence, 搜寻外星文明)的计划进行起来非常困难。虽然世界各地的团体已经断断续续地搜寻了三十多年，然而直到现在，我们所达到的技术水平才允许我们下定决心去尝试搜寻附近所有附近星球上的任何生命迹象。
A 人类之所以搜索无线电信号，主要是出于一种基本的好奇心，正是这种对大自然的好奇心推动了所有纯科学的发展。我们想知道人类是否是宇宙中唯一存在的生命。我们想知道在适宜的条件下，生命是否会自然形成。我们还想知道地球上是否存在某种特殊的物质，孕育了那些我们司空见惯的各种形式的生命体。只需监测一下无线电信号，这些最根本的问题就能够得到充分解答。从这种意义上来说，SETI 是纯科学系统发展的又一个重要推动力，而纯科学正不断拓宽着人类的知识范围。然而，人类之所以对其他地方是否存在生命这件事感兴趣，还有其他原因。比如，我们地球上的文明历史只有寥寥数千年，而过去几十年的核战争与污染的威胁告诉人类，我们的生命也许很脆弱。我们还能再延续两千年吗?还是将自我灭绝呢?既然像地球这样的星球拥有数十亿年的寿命，我们可以猜想，如果银河系中确实还有其他文明存在，那么它们的历史可能从零到数十亿年不等。因此，如果我们收到其他文明的信号，那它们的平均历史很有可能比人类历史长得多。只要这种文明存在，就说明生命是有可能长期存活的，同时也会带给我们一个保持乐观的理由。这些更古老的文明甚至有可能将其在应对生存威胁过程中积累下来的有益经验传授给我们，例如如何应对核战争与全球污染带来的威胁，以及如何应对其他我们尚未发现的潜在威胁。
B 在探讨我们是否是宇宙中唯一存在的生命时，大多数SETI的科学家遵循两个基本原则。第一，UFOs (不明飞行物) 通常不在考虑范围内，因为大多数科学家认为UFO的存在缺乏确凿的证据，不做慎重考虑(尽管保持开放的思想也很重要，同时以防将来会出现令人信服的(关于UFO的)证据)。第二，我们保守地假定我们正在搜寻的生命形式和人类非常相似，如果完全不同，那么我们可能不会把它看作是一种生命形式，更不用说能否与它进行交流了。换句话说，我们正在搜寻的生命形式也许会有两个绿色的脑袋和七根手指，但是它们和人类一样，能与同伴进行交流、对宇宙充满兴趣、生活在一个围绕恒星公转的星球上，就像地球绕着太阳转一样。也许更严格地说，它们和我们一样，由基本的化学物质碳和水构成。
C 即使做出了这些假设，我们对其他生命形式的了解还是非常有限。比如，我们甚至不知道多少颗恒星有行星围绕，当然，我们也不知道在适宜的条件下，生命自然形成的可能性有多大。然而，当我们观测银河系中的1000亿颗恒星和可见宇宙中的1000亿个星系的时候，很难相信这些恒星中没有一个有生命存在。事实上，凭借我们仅有的一点对碳基生命的了解，我们所能做出的最有根据的推测是，或许每十万个恒星中的一个会有孕育着生命的行星围绕着它运转。这意味着我们最近的邻居离我们也许只有100 光年，从天文学角度来讲，这几乎就相当于和隔壁邻居的距离了。
D 外星文明可以选择多种不同的方式在银河系中发送信息，但是许多方式要么需要消耗过多的能量，要么在银河系中长距离传播时严重衰减。事实证明，在发射功率一定的情况下，频率在1000到3000兆赫 之间的无线电波传播的距离最远，所以到目前为止，我们主要在搜寻这个频率范围的无线电波。迄今为止，世界各地已经有许多不同的团体进行了多次搜寻，包括澳大利亚在新南威尔士的帕克斯用无线电天文望远镜进行的搜寻。直到现在，在已经搜寻过的几百个恒星中还没有任何发现。1992年，美国国会计划在以后的十年里每年为美国国家航空航天局投资1000万美元，用于对外星生命进行彻底搜寻。从那时起，搜寻的规模便开始大幅增加。项目中的很多资金用于开发可以同时搜索多个频率的特殊硬件 上。该项目分为两个部分，一部分是利用世界上最大的无线电天文望远镜进行有针对性的搜寻，分别通过位于波多黎各阿雷西沃港的、由美国操作的望远镜和位于法国南锡的、由法国操作的望远镜来完成。
这部分项目在距离最近的有可能接收到信号的1000颗活跃恒星中，对1000到3000兆赫的频率进行搜索。该项目的另一部分是利用美国国家航空航天局深空网的小天线进行不定向搜寻，监控所有不太活跃的宇宙空间。
E 如果我们真的发现了来自外星文明的信号，我们应该如何回应呢?这是一个备受争议的问题。所有人都认为我们不应该立即作出回应。且不说要马上向如此遥远的地方发出回应是多么不切实际，这还会引发一系列的民族问题，这些问题在回应被发出去之前必须由国际社会联合解决。如果面对一种更优越、更古老的文明，人类会不会面临着文化冲击呢?幸运的是，我们不需要立即作出回应，因为被搜寻的恒星离我们有数百光年之远，它们的信号到达我们这里需要数百年的时间，而我们作出的回应到达这些恒星又需要花上数百年。就这一点而言，当人类在争论是否要作出回应时，或者在精心起草回应内容的时候，再耽误个几年甚至几十年也没关系。
TEST 1 PASSAGE 3 参考译文：
乌龟的进化史
如果追溯到远古时代，那时一切生物都生活在水里。在进化史的不同时期，各个动物种群中都有一些胆大的开始向陆地迁徙，有的甚至跑到了非常干旱的沙漠里，这些生物的血液与细胞液里还储存着曾经所生活海域里的海水。除了我们周围随处可见的爬行动物、鸟类、哺乳动物和昆虫以外，其他成功登陆的生物还包括蝎子、蜗牛和潮虫、陆蟹、千足虫、蜈蚣等甲壳类动物，还有蜘蛛及各种虫子。当然还有植物，如杲没有它们率先登陆，其他任何生物都不可能在陆地上生存。
从水里转移到陆地上使这些生物在方方面面都发生了巨大变化，包括呼吸和繁殖方式。然而，一大批动物彻底在陆地上安家后，却忽然回心转意，放弃了来之不易的陆上新生活，又重新回到了水中。海豹只恢复了部分水中生活的特征，向我们展示了演变过程中半成品的模样，而成品则是如鲸鱼和儒艮这样纯粹的海洋生物。鲸鱼(包括我们称作海豚的小鲸鱼)和儒艮，与它们的同类动物海牛一样不再是陆地动物，而是完全恢复了与老祖先一样的海洋生活习惯，它们甚至都不上岸繁殖。它们虽然仍呼吸空气，却没有进化出类似于鳃这样的早期海洋生物的器官。海龟在很早以前就回到了水中，和其他返回水中的脊椎动物一 样，它们也需要呼吸空气，但是却没有像鲸鱼和儒艮那样完全返回水中，这体现在一个方面——海龟仍然在海滩上产卵。
有证据表明，所有现代海龟的祖先都曾经生活在陆地上，比大多数恐龙在陆地上出现的时间还要早。
有两种可以追溯到恐龙时代早期的重要化石，分别是Proganochelys quenstedti (原颚龟化石)和 Potoeocfeersis tatompayewsis(古老的陆地龟化石)，它们与所有现代海龟和乌龟的祖先最为接近。你可能会问，我们是如何通过动物化石来判断它们是生活在水中还是陆地上的，尤其当我们只找到一些化石碎片的时候。有时候这个问题的答案很明显。鱼龙是与恐龙同时代的爬行动物，它有鱼鳍和流线型的身体。鱼龙化石看起来像海豚，它们确实和海豚一样曾经在水中生活。海龟在这一点上则没有这么明显。判断动物水生还是陆生的方法之一就是对它们前肢的骨骼进行检测。
耶鲁大学的Watter Joyce和Jacques Gauthier从三个方面对71种活的海龟和乌龟的特有骨骼进行了检测。他们用一种三角坐标纸分别标记了这三个方面的检测结果。所有陆栖乌龟的数据在三角坐标的上半部分形成了一簇密集的点，而所有水栖海龟的数据集中于下半部分。两部分数据没有重叠，除非在其中增加一些水陆两栖乌龟的检测结果。当然，这些数据出现在接近三角坐标中间的位置，位于水栖海龟与陆栖乌龟的坐标点之间。下一步就是确定具体的位置。毫无疑问， quenstedti与 totompayewsis的坐标点正好位于陆栖乌龟的坐标点最密集的地方。这两种化石都是陆栖乌龟化石，而且都生存在海龟返回水里之前的时代。
也许你会认为，现代的陆栖乌龟可能自从早期有陆地生物以来就一直生活在陆地上，就像除了少数哺乳动物返回水中以外，大多数哺乳动物还在陆地上生活一样。但事实显然不是这样的。如果你画出所有现代海龟与乌龟的家谱图，会发现几乎所有的龟类分支都属于水栖动物。而现代的陆栖乌龟单独形成一个分支，穿插在水栖海龟的分支中。这说明自 quenstedti与 talampayensis的时代以来，现代的陆栖乌龟并没有一直在陆地上生活。更确切地说，它们的祖先曾经返回水中，只是在(相对)较近的年代又回到了陆地上。
因此很明显，乌龟曾往返于水中和陆地上生存。与所有的哺乳动物、爬行动物和鸟类一样，乌龟的老祖先是海洋中的鱼类。再向前追溯，它们也是海洋中类似蠕虫生物的原始细菌。后来，乌龟的祖先来到陆地 上并持续生活了相当长的年代，但后来又回到了水中，成为了水栖海龟。直到最后，它们再一次回到陆地上，成为陆龟，其中有一些甚至生活在干旱的沙漠中。
Passage 1
Question 1
答案：
v
关键词：
段落匹配题，暂无题干关键词
定位原文: A段内容
解题思路: A段将了一个医药公司销售代表去一个医疗中心展示自己最新样品的叙述，医生半开玩笑地问了一个问题是what do you have?对照list，应该是v，一个事例的单纯叙述。
Question 2
答案：vi
关键词：段落匹配题，暂无题干关键词
定位原文: B段内容
解题思路: B段讲述了药品推销代表Schaefer的推销礼品预算，因此答案应为选项vi。
Question 3
答案：iii
关键词：段落匹配题，暂无题干关键词
定位原文: C段最后两句
解题思路: 原文说……商业不会采取没有效用的策略，那么医生是否应该为药品销售的过度铺张受到谴责呢?抑或是划定界限的责任应该由制药行业承担?前面还说到一个类似的比喻，是先有鸡还是先有蛋的问题。说明是一个争执型的问题，对应选项iii“谁该为不断增加的推销负责?”
Question 4
答案：
ix
关键词：段落匹配题，暂无题干关键词
定位原文: D段内容，第2句“Salespeople provide…”
解题思路: 第2句说销售人员向医师提供急需的信息和教育。很多情况下，光洁的小册子、打印的文章和处方是销售人员向健康护理人员提供的主要资源。对应选项ix“药品推销的积极面”。
Question 5
答案：i
关键词：段落匹配题，暂无题干关键词
定位原文: E段最后4句内容
解题思路: 最后4句话说这些钱花得有意义吗?这一点很难说。“我一直接受一家公司的髙尔夫球， 我也使用这些球，但是这并不意味着我会在处方中开这家公司的药品”，一名医生这样说，“我更倾向于认为自己并没有受到他们给我提供的物品的影响。”对应选项i“并不是所有的医生都被药品推销打动”。
Question 6
答案：vii
关键词：段落匹配题，暂无题干关键词
定位原文：F段第3句“Though few…”
解题思路: 定位局说虽然在这方面很少有综合研究，但是华盛顿大学的一项研究调查了药品试用品的可获取性是如何影响医生开处方的。对应选项vii“药品推销效果的研究。”
Question 7
答案：x
关键词：段落匹配题，暂无题干关键词
定位原文: G段第1、2句“The bottom line…”
解题思路: 定位句说制药公司就整体而言，在市场上的投入远远大于在研发上的投入。最终在飞涨的处方价格中，病人会为分发的每一支笔、每一张免费戏票、每一顿牛排晚餐买单。这个就回答了x选项中的问题，谁在真正为医生的免费礼物买单呢?
Question 8
答案：
NO
关键词：Kim Schaefer, budget
定位原文: B段第2、3句“But on any given…”
解题思路: Schaefer所能提供的东西在医药销售中是非常有代表性的，一车厢用于促销的礼物和小玩意，能支付一个小地区买午餐和晚餐的预算，数百个药物免费试用品，以及可以自由给医生支付的200美元，用以给六个适宜使用其公司药品的患者开药。另外，她还有1000美金的酬金作为医生参加公司下次教育讲座的费用。这个叙述和题干的“类似Kim Schaefer这样的销售代表的预算十分有限。”是冲突的。
Question 9
答案：
YES
关键词：
criticism on moral grounds
定位原文: C段第3句“They work in…”
解题思路: 原文说他们从事的是因销售和营销的方式备受批评的行业，与题干“Kim Schaefer的销售策略有可能会受到道德的谴责”表达一致。
Question 10
答案：
NO
关键词：information provided by drug companies
定位原文: D段第2句“Sales people provide…”
解题思路: much-needed这个词就说明这样的信息是非常需要的，和题干的“医药公司提供的信息对医生几乎没有什么用处”这个意思是冲突的。
Question 11
答案：
YES
关键词：Evidence of drug promotion
定位原文: E段第3、4句“Rarely…”
解题思路: 病人几乎看不到医生使用没有药品名称的笔或者护士使用没有印上公司标识的小药片，很多钱都花在了制作促销产品上，什么咖啡杯，雨伞，T-shirt等等，这些证据都是清晰可见的，所以答案是YES。
Question 12
答案：
NOT GIVEN
关键词：free drug samples, prescriptions
定位原文: F段最后1句“A total of…”
解题思路: 虽提到了药物试用品，但和题目的内容完全不相关。因此答案为NOT GIVEN。
Question 13
答案：
YES
关键词：legitimate, make money
定位原文: G段第3句“In the end…”
解题思路: 定位句说最终，事实就是制药公司总能获取利润，并会不断发现促进销售的新方法，题干表述没有问题。
Test 4 Passage 2
Question 14
答案：
B
关键词：Nicaraguan National Literacy Crusade, illiterate
定位原文: 第3段第2句“By 1985…”
解题思路: 到1985年，全国有30万文盲人口学会了阅读、 写宇和使用数宇，其中很多人没上过小学。因此答案为B选项。
Question 15
答案：
F
关键词：pubic health experts, child health
定位原文: 第5段第2句开始到结束
解题思路: 明确提到研究结果表明女性的受教育程度和孩子的健康有密切联系。因此答案为F选项。
Question 16
答案：
C
关键词：Nicaragua
定位原文: 第4段最后1句: “The research teams…”
解题思路: 研究小组同时也调查了存活的孩子以了解他们的健康程度。因此答案为C选项。
Question 17
答案：J
关键词：attitudes, eliminated
定位原文: 第2段第1句“Most…”
解题思路: 女性受到教育这一事实可能仅仅显示出其家庭比较富裕或者家庭更为看重子女…所以答案为J。
Question 18
答案：
F
关键词：infant health and survival
定位原文: 第2段最后1句“Now a…”
解题思路: 这项研究的结果表明妇女阅读能力的提高对其孩子的健康和生存有直接影响。
Question 19
答案：NOT GIVEN
关键词：a thousand of the women
定位原文: 第4段第1句
解题思路: 就在这里说调查了3000名女性，然后一些怎么样，另一些怎么样，但是并没有说到题干说的研究人员调查的妇女中大约有1000人在儿童时期就学会了阅读。
Question 20
答案：
NO
关键词：Before the National Literacy Crusade
定位原文: 第5段内容
解题思路: 研究者的发现令人吃惊。在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000个婴儿中有110个死亡。那些后来才学习阅读的母亲也有相同的婴儿死亡率(105/1000)。然而对于那些在小学期间接受教育的女性而言，婴儿死亡率为相对而言比较低，为80/1000。”显然婴儿死亡率差异很大，因此答案为NO。
Question 21
答案：
YES
关键词：110 deaths
定位原文: 第5段第2句和第6段的第1句
解题思路: 在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000 个婴儿中有 110个死亡。……在1985年，全国扫盲运动结束后，仍旧不识字和小学期间接受教育的母亲的婴儿死亡率几乎没有什么改变。因此答案为YES。
Question 22
答案：
YES
关键词：the greatest change in infant mortality levels
定位原文: 第6段第2句“For those…”
解题思路: 而那些在这场运动中学会阅读的女性，其婴儿死亡率为 84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。因此答案为YES。
Question 23
答案：
NO
关键词：the lowest rates of child mortality
定位原文: 第5段最后1句和第6段第2句
解题思路: 在全国扫盲运动中学会阅读的女性婴儿死亡率最低。
原文：“然而对于那些在小学期间接受教育的女性而言，婴儿死亡率相对而言比较低，为80/1000。……而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000……”。可见，在全国扫盲运动中学会阅读的女性的婴儿死亡率髙于那些在小学期间接受教育的女性，因此答案为NO。
Question 24
答案：NOT GIVEN
关键词：severely malnourished
定位原文: 无
解题思路: 题目说在全国扫盲运动之后，仍旧不识字的母亲的婴儿严重营养不良。第6段说了全国扫盲运动之后，婴儿死亡率的问题，但是并没有说到营养不良的问题，所以是Not Given。
Question 25 & Question 26
答案：C E (in either order)
关键词：Nicaraguan
定位原文: 第6段第2句“For those…”;第8段第3句“The results…”
解题思路: 第6段定位句中说，而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。----对应C选项;第8段定位句中说，女性教育，在任何年龄阶段，都是‘对健康非常重要的影响因素’。这项研究的结果支持了世界银行对于发展中国家增加教育预算的建议，这不仅能够帮助发展中国家发展经济，同时也能提高孩子的健康水平----对应E选项。
Test 4 Passage 3
Question 27
答案：
iv
关键词：段落匹配题，无题干关键词
定位原文: A段第2、3句“A survey…”
解题思路: 这段描述了作者调查中的欺凌现象，对应选项iv。
Question 28
答案：
vi
关键词：段落匹配题，无题干关键词
定位原文: B段第1句“Bullying is…”
解题思路: 段落一开头就说明了欺凌产生的影响是非常不愉快的，而且会使经历过的孩子产生自贬和沮丧情绪，后面接着描述了一些情况，极端的情况导致自杀等等。对应vi选项，欺凌行为对孩子的影响。
Question 29
答案：v
关键词：段落匹配题，无题干关键词
定位原文: C段第2句“Perhaps as…”
解题思路: 定位句说可能由此产生的一个现象就是学校经常会否认这一问题，后面反复提到school 如何如何，对应v选项，学校对于欺凌现象的反应。
Question 30
答案：
vii
关键词：段落匹配题，无题干关键词
定位原文: D段内容
解题思路: D段一开头就说了three factors，说了导致这一变化有三个原因。第一是对欺凌问题严重性的认识;第二，在英国有一些帮助处理欺凌的资源。……第三，有证据表明，这些材料发挥了作用，学校也因此在反欺凌方面取得一些成绩。……因此答案应为选项vii“学校对付欺凌新办法的发展”。
Question 31
答案：B
关键词：A recent survey
定位原文: A段第2、3句“A survey…”
解题思路: 我们发现在英国小学中，有四分之一的小学生有过受欺凌的经历，其中十个案例中有一例为不断受到欺凌。中学的欺凌现象要好一些……因此答案为B选项。
Question 32
答案：D
关键词：Children who are bullied
定位原文: B段第3句“Victimised…”
解题思路: 受到欺凌的小学生成年后更容易在人际沟通中遭遇困难。因此答案为D选项。
Question 33
答案：D
关键词：The declaration ‘There is no bullying at this school’
定位原文: C段前两句“Until…”
解题思路: 到目前为止，我们对这一问题的了解还远远不够， 而且也几乎没有给教师提供处理欺凌问题的帮助。可能由此产生的一个现象就是学校经常会否认这一问题。“这个学校没有欺凌”已经被重复了无数次，但是绝大多数情况下都不是事实。因此答案为D选项。
Question 34
答案：
A
关键词：Norway
定位原文: D段倒数第2句“In Norway…”
解题思路: 在挪威，经过一次全国范围的干预运动之后，对42 所学校的一项评估显示，在两年多的时间内欺凌行为减少了一半。因此答案为A选项。
Question 35
答案：
policy
关键词：makes the school"s attitude towards bullying quite clear
定位原文: E部分的第1段第1句
解题思路: 证据表明，控制欺凌行为最核心的步骤是制定遭遇欺凌行为的政策(policy)……因此答案为policy。
Question 36
答案：
(explicit) guidelines
关键词：how the school and its staff will react if bullying occurs
定位原文: E部分的第1段第1句
解题思路: ……明确欺凌行为意味着什么，并就其发生时应该采取哪些措施、保存哪些记录、通知何人、实施何种制裁方式等给出明确的指导(explicit guidelines);what will be done 和题目空后的how…will react 是同义表达。
Question 37
答案：
(school)curriculum
关键词：
action can be taken
定位原文: E部分第2段第2句“There are ways…”
解题思路: 通过在课程(curriculum)中使用影像、戏剧和文学等方法去处理这一问题。”因此答案为(school)curriculum。
Question 38
答案：
victims
关键词：potential, trained to be more self-confident
定位原文: E部分第3段第2句“Assertiveness…”
解题思路: 对于那些容易成为被欺凌对象(victims)的学生而言，进行自信训练是很有意义的”，因此答案为victims。
Question 39
答案：
playful fighting
关键词：
playground supervision
定位原文: E部分第4段第2句“One useful…”
解题思路: 一个有效的步骤就是培训午餐时段督导员以区分嬉戏式争斗(playful fighting)和欺凌行为，并帮助他们中止冲突。因此答案为playful fighting。
Question 40
答案：
D
关键词：most suitable title
定位原文: 全文
解题思路: 虽然是选择标题，但是难度并不大，A、B、C三个选项显然都非常片面，只有D选项——“欺凌：从危机管理到预防”是相对最全面的。
Passage 1
Question 1
参考译文：
风向的运动：____更加无法预测。
难度及答案：难度低;答案为spread
关键词：movement
定位原文：
第 1 段最后1句“The wildfire than in the past” 专家表示，总的来说， 现在的森林大火比过去温度更高，蔓延的得更快，扩散踪迹更为飘忽不定。
解题思路：
原文中erratically与题目中unpredictably属于同义替换，因此spread为movement的特点。
Question 2
参考译文：火势的大小，比过去20年前平均大了_____。
难度及答案：
难度低;答案为10/ten times
关键词：
size of fires
定位原文：第 2 段第 1 句“…10 times the size of years ” 这种大火烧毁的土地面积相当于20年前一般森林大火破坏面积的10倍。
解题思路：原文中 10 times the size of average 与题目中 greater on average than 属于同义替换，因此应当填入10/ten times。
Question 3
参考译文：降水：____平均值。
难度及答案：难度低;答案为
关键词：
rainfall
定位原文：
第3段第1句“One explanation for the trend to…in many recent ” 关于频发超级火灾这—趋势，其屮-个解释便是该地区通常夏天干燥，且近几年降水远远低于正常水平。
解题思路：原文中 precipitation、normal 与题目中 rainfall 、average 分别属于同义替换，因此应当填入below。
Question 4
参考译文：
更多的灌木丛被用于_____
难度及答案：难度低;答案为fuel
关键词：
brush
定位原文：
第 3 段最后1句话 “The unintentional primary fuel for ”由此产生了无意识的后果，中断了灌木丛自然的根除过程，现在致使灌木丛成为特大火灾的主要燃料。
解题思路：根据原文可知brush的特性，原文underbrush与题目中brush属于同义替换. 因此空格应填入fuel。
Question 5
参考译文：
扩大的火灾____
难度及答案：
难度低;答案为seasons
关键词：
extended fire
定位原文：
第 4 段第 3 句 “Second is fire seasons 20 years ” 第二点是火险季节相比20年前平均延长了78天。
解题思路：
根据原文可知有什么东西在过去的20年里变长了。因此答案为seasons。
Question 6
参考译文：
更多的______建在容易着火的区域。
难度及答案：
难度低;答案为homes/housing
关键词：
more building
定位原文：
第 4 段最后一句 “Third is increased construction of ” 第三，是在多树地区，房屋的不断扩建。
解题思路：
根据原文可知homes变多了，因此可以填入homes/housing。
Question 7
参考译文：
在加利福尼亚州的空旷土地的数量在过去的十年里已经减少了很多。
难度及答案：
难度中等;答案为TRUE
关键词：
open space 、diminished
定位原文：
第6段第1句“In California, where…”至少十多年来，加利福尼亚州平均每年增加60多万人口，越来越多的住宅正在建造当中。
解题思路：
原文中有a decade对应题目问的last ten years，且原文提到有更多的住房被建造，与题目中space属于同义替换，因此答案为TRUE。
Question 8
参考译文：
很多专家认为加利福尼亚州的灭火准备工作没有进展。
难度及答案：
难度中等;答案为FALSE
关键词：
many experts 、 little progress
定位原文：
第 7 段第 1 句 “That said killed numerous ” 据称，有史以来最大的几场火灾烤焦了成千上万英亩的土地， 烧毁了数以万计的房屋， 烧死大量的居民之后，许多专家给予了加利福尼亚州相当高的评价，因其近几年来在消防准备工作中取得的进步。
解题思路：
根据关键词定位至第7段，找到experts的态度，experts的态度为high marks on making progress on preparedness，因此与题目不符合，为 FALSE。
Question 9
参考译文：
消防工作人员过去被指责错误地处理火灾。
难度及答案：
难度难;答案为TRUE
关键词：
personnel 、 criticize for mishandling fire containment
定位原文：
第 7 段最后一句 “Stung in the past…previously，observers ” 观察家们表示这些火灾本该受到控制却依旧蔓延开来，相关部门过去被严厉指责为工作不力。如今，他们正面临着来自周边地区和峡谷的前所未有的巨大挑战。
解题思路：
该题难点在于对应原文为长难句，通过对对应原文的解读，可知题干所描述内容与原文相符，因此为TRUE。
Question 10
参考译文：加利福尼亚已经更换了一批消防用具。
难度及答案：难度中等;答案为TRUE
关键词：
arrange of firefighting tools
定位原文：
第 8 段第 1 句 “State promises to provide…” 州政府已经实现了关于提供更多先进的消防车、飞机和直升机以对抗火灾的承诺。
解题思路：
通过对应原文可知，题干所描述事件正确因此为true。
Question 11
参考译文：
已经雇佣了更多的消防人员来提高处理火灾的能力。
难度及答案：
难度中;答案为NOT GIVEN
关键词：
More firefighters
定位原文：无
解题思路：
因为原文中无法找到题干所描述的事件，因此答案为NOT GIVEN。
Question 12
参考译文：居民和政府组织不同意不同的州和社会组织之间的合作-
难度及答案：
难度中等;答案为FALSE
关键词：disapprove 、 working together
定位原文：
第 8 段第 3 句 “We are pleased that…of the firefighters ” “我们很高兴现任加利福尼亚州的行政部门.非常积极主动地支持我们，同时已经通过了我们渴望已久的、满足基础设施需求的预算支持方案。”消防队联盟的麦克黑尔先生表示。
解题思路：
根据对应原文，发现居民和政府对于州际之间联合是proactive的态度，而是题干中所说的disapprove，因此为FALSE。
Question 13
参考译文：Randy Jacobs认为因为火灾而失去生命的人的数量不会改变，尽管(在救火能力上)已经有了改变。
难度及答案：
难度中等;答案为FALSE
关键词：
Randy Jacobs、the same
定位原文：
第 10 段最后—句 “Notwithstanding all the , he ” “尽管由森林 大火引起的损失还将持续，但我们不会像过去那样蒙受生命损失了，因为火灾预防和消防措施已经到位。”他说道。
解题思路：
由原文可知we will no longer endured in the 题干描述与之不符, 因此为FALSE。
Passage 2
Questions 14-15
参考译文：传统意义上，心理学家认为人的性格是不可能____并且在一个人_____时候，性格就已经定型了。
难度及答案：难度低;答案为 transformation/change; young age
关键词：第1空的关键闻为traditionally believe、impossible;第二空的关键词为person"s character tend to be
定位原文：A 部分第 1 段第 1 句 “Psychologists have long…a very young ” 心理学家 长期以来持有一种观点，即人们的性格在任何有意义的方式下都不会经受改变， 并且人们的主要性格特点在小时候就已经确定了。
解题思路：根据对应原文发现原文有两个分句刚好对应题目的两个空格，从and前的分句中 cannot undergo 对应 impossible, 因此第 1 个空格为 transformation 从第2空格句中发现空格前有定冠词“a”，且traits of personality对应person"s characteristics，determined 对应 fixed，因此第 2 空为 young age。
Questions 16
参考译文：
其中一个最容易获得的品质是___。
难度及答案：
难度高;答案为optimism
关键词：
the easiest qualities
定位原文：
A部分第2段第1句“Some of ”有一些品质没有另一些品质如此难以开发，乐观这个品质就是其中一个。
解题思路：
从对应原文中找到比较级，原文中出现比较级的部分一般为考点。文中指出有一些品质没有另外一些品质那么难养成，乐观(optimism)就是其中一个，与 one of the easiest 对应，此空格填 optimism。
Questions 17
参考译文：
但是，不管是哪种品行，人们都有必要学习各种各样的______以发展新的品行。
难度及答案：
难度中等;答案为skills/techniques 。
关键词：learn、 a wide variety of
定位原文：
A部分第2段第2句“However, developing sometimes ”但是，人们想要开发这些品质要求掌握一系列的技巧，这些技巧五花八门，有时候还可能让人很吃惊。
解题思路：
原文中的learn、a range of与题目中master、a wide variety of 分别为同义替换，因此此空可填 techniques/skills。
Questions 18
参考译文：
例如，一个人必须要明白和感受一些目的是提高他们的快乐程度。
难度及答案：
难度中等;答案为 negative emotions/feelings
关键词：
understand and feel 、 increase their happiness
定位原文：
A部分第2段第3句“For example, to bring more…” 例如，你如果想为你的生活增加更多的快乐和激情，你必须敞开胸怀对待消极的情绪。
解题思路：
原文中 bring more joy and passion in my life、experience 与題干中 increase their happiness、understand and fed分别属于同义替换。因此，本题答案为 negative, emotion。
Questions 19
参考译文：
他们必须接受这个事实，即人们在第一次尝试一些新事物的时候知道的不多。
难度及答案：难度高;答案为E
关键词：
accept、 first trying something new
定位原文：
F 部分第 3，4 句 “Psychologist Todd Kashdan has this…he ” 心理学家 Todd Kashdan提供了这类的建议给人们去获取这些新的激情。他说：“作为一个新人，你通常需要去忍受并嘲笑自己的无知。你必须接受那些消极的情绪。”
解题思路：
在对应原文中找到Kashdan的态度，原文中own ignorance、accept与題干中 they do not know、tolerate and laugh at your own 分别属于同义替换，因此此题配对E项。
Question 20
参考译文：
去主动留意美好的事情对一个人是很重要的。
难度答案：
难度高;答案为C
关键词：
actively notice、 good things happen
定位原文：
D段第2句“She recommends you about each ”她建议人们应该训练自己去关注那些美好的事情并且记录下每天发生的三件美好的事情。这样做有助于自己说服自己让人开心的事情每时每刻都在发生，也更加容易使你采取实际的行动(去做积极的事情)。
解题思路：
参照对应原文，找到了Segerstrom的态度，原文中train yourselves to pay attention to、positive things that come about each day 与题干中的actively notice、good things happen分别属于同义替换，因此此题答案为C。
Question 21
参考译文：勇气是可以学习的，只要人们意识到勇气源于责任感。
难度及答案：难度高;答案为G
关键词：
courage、 sense of responsibilities
定位原文：
H 部分第 I 段第 5 句 “According to Cynthia ” 根据一位来自克莱姆森大学的心理学会Cynthia Pury的观点，Pedeleose的故事证明了一个观点，这个观点就是勇气不是被无畏所激发，而是通过道德责任所激发。
解题思路：
参照对应原文，原文中moral obligation与题干中sense of responsibilities属于同义替换，且由原文中可知courage是obligation产生的，因此此題答案为G。
Question 22
参考译文：
当面对需要在公众面前演讲的需求时，害羞是可以被克服的。
难度及答案：难度中等;答案为A
关键词：
overcome shyness、speak in public
定位原文：
B部分第3句“So he learned to be…his ”因此，他开始学怎样变得亲和， 怎样活跃他的课堂。
解题思路：
根据对应原文，原文中 be more outgoing、entertain his classes 与题干中 overcome shyness、speak in the public分别属于同义替换，因此本题答案为A。
Question 23
参考译文：提到了关于提到如何理性的思考，从而达到生理上的目标。
难度及答案：难度中等;答案为E
关键词：rational thinking、physical goals
定位原文：
E 部分第 5 句 “Streeter learned to and mind could ” Streeter 通过判断自己身体和心理可以承受的程度，学习了如何去解除她的恐惧。
解题思路：
题干中rational thinking对应原文learn to untangle her fears，原文全句表达了 Streeter战胜了她心理上和生理上的恐惧，达到了自己的目标，即为题干中的 physical goals，因此此题匹配E段。
Question 24
参考译文：解释一个人是如何克服悲伤的心情的经历。
难度及答案：
难度中等;答案为C
关键词：overcome a sad experience
定位原文：
C部分全文，再发生了一场终止他运动生涯的意外时，David Fajgenbaum也做过相似的性格转换，那时他正准备上大学。在大学校园里，他很快发现：除了普通的询问，学校里并没有为像他那样正在经受生理恢复和心理沮丧的学生提供服务。
他因此发起了一个提供服务小组去帮助其他的那些和他有着相似境况的人。他对于这样的情况采取了行动，尽管他自己也在经受运伤痛，这是一种积极者的反应。
解题思路：
C段全文在描写David Fajgenbaum在事故之运如何以一种乐观的心态面对已经积极的帮助他人的。因此匹配C段。
Question 25
参考译文：
描述一个人如何决定去重新思考自己的学术研究之路。
难度及答案：
难度高;答案为G
关键词：
rethink their academic career path
定位原文：
G部分第1段，在20XX年，医学科学家Mauro Zappaterra开始在哈佛大学医学院开展他的博士学位的研究。不幸的是，他相当痛苦，因为他的研究与他所好奇的关于治疗相关疾病的方案不相符合。最终他在Santa Fe休息了一段时间，在这八个月的时间里，Zappaterra学到一种没有在哈佛学过的可替代的治疗技术。当回来的时候，他改变了他的实验项目，转而研究脑脊髓液是如何滋养神经系统的发展。他也发誓要在一切事物中，包括失败中，寻找快乐。因为失败可以帮助他了解自己的研究和他自身。
解题思路：
G段描述了 Zappaterra这个人从事的研究方向。从G段第四句描述了 Zappaterra 转变了自己的研究方向，因此该题匹配G段。
Question 26
参考译文：举例说明一个人出于责任感不惜以自己的事业作为代价.
难度及答案; 难度中等;答案为H
关键词：
risked his career、sense of duty
定位原文：
H部分第 1 段第 3 句“ The new manger was intimidating be ” 一个新上任的经理恐吓员工，Pedeleose明知自己的事业会遭到威胁，仍仔细地录下他每次作恶的片段，并且最终将证据交给高级主管。
解题思路：
原文以Pedeleose为例，讲述他出于道义举报领导的不良行为的事迹。文中的 his own job security would be threatened 与题目中的 risked his career属于同义替换。
Passage 3
Question 27
参考译文：
当讨论Louis Dollo的理论时,作者说____
难度及答案：难度中等;答案为C。
关键词：
Louis Dollo
定位原文：
第3段第2, 3句“In ”在1890年，他提出进化是不可以逆转的：“一个有机体不能够回转到之前它的祖先已经实现了的阶段，哪怕只是一部分。” 在20世纪早期，生物学家得出一个相似的结论，即尽管他们认同返祖现象的可能性，并表示没有理由证明为什么进化不能被反向运行，但他们就是认为发生的可能性极小。
解题思路：
根据关键词Louis Dollo定位至第3段，得知他提出进化是不可逆转的，可是20世纪的时候，生物学家认为没有原因不可逆转，也就是进化是可逆转的。所 以是答案C。
Question 28
参考译文：
文中提到在Vancouver岛附近捉到的座头鲸，因为_____。
难度及答案：
难度低;答案为D
关键词：
humpback whale、vancouver
定位原文：
第4段前4句“If Dollo’”如果多洛氏法则是正确的，返祖现象就算真的有， 应该也很少发生。然而，几乎自这种想法产生起，就已经出现特例了。比如， 在1919年，一头座头鲸在加拿大温哥华岛被捕获，它带有一双长达1米、像脚的附肢，且有着一套完整的肢骨。探险家Roy Chapman Andrews在那时表明这头鲸鱼一定是某种陆地生活的祖先动物的反向进化结果。
解题思路：
原文中对于座头鲸的特征有详细的描述，为什么长成这个样子也做出了解释，说是一种反向进化的结果。所以选择D。
Question 29
参考译文：
关于“休眠基因”有何描述?
难度及答案：
难度低;答案为C
关键词：
silent genes
定位原文：
第5段最后一句“If ”如果这些休眠基因在以某种方式再次激活，他们表示，生物长时间丢失的特征可以重现。
解题思路：
关键词silent genes 在原文中重现。long-lost traits 替换了 certain characteristics，原文中的 reappear替换了 re-emergence。
Question 30
参考译文：
作者提到鼹钝口螈，因为_____
难度及答案：
难度中等;答案为B
关键词：
mole salamander
定位原文：
第7段第1句及最后—句“As a possible ”作为一个有可能例证的事件， 团队列举了墨西哥和加利福尼亜的鼹钝口螈。鼹钝口螈的例子与Raff的1000万年的学说框架相符合。
解题思路：
找到mole salamander这个例子并不难，难度在于解题点在这段的最后一句话， 距离有点远而已。原文最后一句fits With与选项B中的correct属于同义替换c。证明Raff的理论是正确的。
Question 31
参考译文：
下面哪一个是Wagner的理论?
难度及答案：难度低;答案为A
关键词：
Wagner
定位原文：
第8段第2句到段尾“In a ”在一个去年发表的文章中，耶鲁大学的生物学家Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。
它们中的一些拥有非常小的肢节;有一些看起来更像蛇而非蜥錫;有一些完全失去了后肢的趾头。然而，其他的则彰显出了后肢的四个趾头。
最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头，但Wagner并不认同。根据他对 Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。
解题思路：
根据关键词Wagner定位至第8段。最后一句中的re-evolved、loss and gain和 occurred on more than one occasion 与选项 A 中的 lost and regained several times属于同义替换。
Question 32
参考译文：
很长一段时间，生物学家都拒绝____。
难度及答案：
难度低;答案为F
关键词：
for a long time、biologist、rejected
定位原文：第1段第2句“For the better part…”在一个世纪的大部分时间里，大多数生物学家不愿意用反向进化等这些词，他们铭记着一个进化原则即“进化是不可以反向运行的”。
解题思路：
这个題不难，原文中for the better part of a century替换了 for a long time，原文中reluctant 替换了 rejected。
Question 33
参考译文：
对于返祖进化持有相对立的观点代表有_____。
难度及答案：
难度低;答案为G
关键词：
opposing views
定位原文：
第3段第1句“While ”当Lombroso在观测犯人时，一位比利时的古生物学家Louis Dollo正在研究化石记录并得出了相反的结论。
解题思路：
根据关键词opposing views定位到第3句opposite condusion，句话里的两个人的意见是相反的。
Question 34
参考译文：
反向进化的例子导致了____。
难度及答案：
难度中等;答案为A
关键词：
examples 、 led to
定位原文：
第5段前两句“Since ”自从那时起，很多其他的例子已被发现，所以进化是不可逆转的这种观点再也无法成立了。这同时产生了困惑：消失了几千万年的特征是如何能重新出现的?
解题思路：
关键词examples中原文中重现。原文中propose与题目中led to属于同义替换， 原文中 characteristics that disappeared millions of years ago 与选项 A 中 long?est traits 也属于同义替换。
Question 35
参考译文：
提到鲨鱼和虎鲸是为了
难度及答案：
难度低;答案为B
关键词：
shark、killer whale
定位原文：
倒数第2段第2句“One possibility is…”其中一个可能性就是这三种特性只是失去了，之后又简单地重现。这就像相似的结构可以独立地产生在没有血缘关系的物种中，就像鲨鱼和虎鲸的背部的鳍一样。
解题思路：
根据关键词定位至倒数第2段。原文中similar structures替换了选项B中的particular feature，原文中 unrelated species 替换了选项 B 中的 different species。
Question 36
参考译文：Wabner 的研究成果的解释之一是
难度及答案：
难度低;答案为
关键词：
explanation finding、Wagner
定位原文：
倒数第2段第3句‘Another ” 另一种更加有吸引力的可能性是那些用来生长趾头的基因信息在蜥蜴上存活了几百或者是几千万年，并且这种基因信息被重新激活了。
解题思路：
倒数第2段讲了 Wagner的发现。原文中的possibility与题目中的explanation 属于同义替换。原文中survive与选项D中continued existence属于同义替换。
Question 37
参考译文：
Wagner是第一个做南美洲蜥蜴研究的人。
答案及难度：
难度低;答案为NOT GIVEN .
关键词：
Wagner 、south American lizards
定位原文：
第8段第2 句 “In a ” 在一个去年发表的文章中，耶鲁大学的生物学家 Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。
解题思路：
在文中并没有提到Wagner是否是第一人，所以未提及。
Question 38
参考译文：
Wagner相信有趾头的Bachia撕锡，其祖先并没有趾头。
难度及答案: 难度低; 答案为YES
关键词：
Bachia lizards，toeless、ancestors
定位原文：
第8段最后两句“The ,”最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头， 但Wagner并不认同。根据他对Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。
解题思路：关键词Bachia和toeless在文中重现，根锯Wagner的调查.它们是从toeless ancestors进化来的;文中内容与题目一致。
Question 39
参考译文：
胚胎时期，短暂出现了消失很久的特点的这种情况是非常少见的。
难度及答案：
难度低;答案为NO。
关键词：
embryos
定位原文：
最后1段第3句话 “Early ”许多物种早期的胚胎发展出了祖先的特性。
解题思路：
关键词embryos在文中重现。原文中说这种现象存在于许多物种中(many species),可是题目说这个现象非常少见(rare)，所以很明显矛盾。其中，原文中ancestral features与题目中long-lost trails 属于同义替换。
Question 40
参考译文：
反向进化可能是由于子宫内的发展问题
难度及答案：
难度低;答案为YES
关键词：
womb、developmental
定位原文：
最后1段最后两句“Later in ”这些特性在后期发展中由于某些进化程式消失了，该程式可能导致“腿部的消失”。如果因为任何原因这些事情没有发生，祖先的种.种特性也许就不会消失，导致返祖现象。
解题思路：
根据关键间womb和developmental定位至最后一段。
原文中thanks to 中caused by属于同义替换。最后一句说，如果发展的过程没有进行的话，那么就会造成返祖现象，与题目一致，所以答案为YES。
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