阅读Reading4
Unit4 Reading4
Unit4 Reading 4Diving into Dreams World…1 Every dream is a message from your unconscious self, expressed in a code which only you can understand and interpret. The images, colors, moods and terms of your dreams depend upon your culture, up-bringing, slang and your own understanding of things and values. In order to interpret your dream correctly, you have to work on every dream symbol, and the following tips can be useful to you.每个梦都是来自你的潜意识自我的信息，用只有你能理解和解释的密码来表达。
你梦中的形象、色彩、情绪和术语取决于你的文化、成长、俚语和你对事物和价值观的理解。
为了正确地解释你的梦，你必须研究每一个梦的符号，下面的提示可能对你有用。
2 It is most likely that you will be present in any of your dreams, but you may look differently. You can dream of other people, animals and inanimate objects, which may represent you. For example, a panther can have an allusion to some of your character features like strength and smartness, and seeing a pig could mean that you are being greedy and behaving like a pig. Sometimes you may appear as an object in your dreams. For example,a chair leg, while other chair legs are broken, if you are the only one who is supporting the family. Dreaming is like looking into a mirror and seeing yourself with your own eyes.你很可能会出现在你的任何一个梦中，但你可能看起来不一样。
艾玛英语阅读四参考答案
艾玛英语阅读四参考答案一、阅读理解1. 问题：What is the main idea of the passage?答案：The main idea of the passage is to introduce thelife and achievements of Emma, highlighting her passion for English literature and her contributions to the field.2. 问题：What does Emma enjoy doing in her free time?答案：Emma enjoys reading English novels and writing book reviews in her free time.3. 问题：How did Emma's interest in English literature begin?答案：Emma's interest in English literature began when she was introduced to classic English novels by her high school English teacher.4. 问题：What is Emma's approach to learning English?答案：Emma's approach to learning English includes reading extensively, practicing writing, and engaging in discussions with others who share her interest.5. 问题：Why did Emma decide to start a book club?答案：Emma decided to start a book club to share her love for English literature with others and to create a community of readers who can discuss and explore the themes and ideasin the books together.二、词汇练习1. 问题：The word "fascination" in the passage refers to:答案：a strong attraction or interest.2. 问题：The term "contribution" in the context of the passage means:答案：something given or provided, in this case, Emma's efforts to the field of English literature.3. 问题：What does "extensive" imply about Emma's reading habits?答案: It implies that Emma reads a large amount or covers a wide range of books.4. 问题：The word "initiative" in the passage suggests:答案：a plan or action taken in order to achieve a particular goal, here referring to Emma's decision to start a book club.5. 问题：What is the meaning of "diverse" in relation to the book club members?答案: It means that the members come from a variety of different backgrounds or have a range of different interests.三、完形填空1. 空格一：Emma's love for English literature was sparked by her high school English teacher, who introduced her to a variety of classic novels. (sparked)2. 空格二：She would often spend hours in the library, completely absorbed in the world of the characters. (absorbed)3. 空格三：Emma's dedication to her studies led her to excelin her English classes, earning her the respect of her peers and teachers alike. (dedication)4. 空格四：With the aim of sharing her passion, Emma decidedto take the initiative and start a book club. (initiative)5. 空格五：The book club has since grown into a community of avid readers who regularly meet to discuss their latest reads. (avid)四、翻译练习1. 句子一：艾玛对英语文学的热爱始于她高中时的英语老师，他向她介绍了各种经典小说。
剑桥雅思阅读4原文翻译及答案解析（test3）
剑桥雅思阅读4原文翻译及答案解析(test3)为了帮助大家更好地备考雅思阅读，下面小编给大家分享剑桥雅思阅读4原文翻译及答案解析(test3)，希望对你们有用。
剑桥雅思阅读4原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Micro-Enterprise Credit for Street Youth‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko‘We’ve had business experience. Now I’m confident to expand what we’ve been doing. I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before —now we’ve made new friends.’Fan KaomaParticipants in the Youth Skills Enterprise Initiative Program, ZambiaIntroductionAlthough small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.Over the past nine years, Street Kids International (S.K.I.) hasbeen working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.BackgroundTypically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.Street Business PartnershipsS.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, whichthey used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.Lessons learnedThe following lessons have emerged from the programs that S.K.I. and partner organisations have created.Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation’s programs for at least six months, and trust and relationship-building will have already been established.The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.It is critical for all loans to be linked to training programs that include the development of basic business and life skills.There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual’s situation.Small loans are provided initially for purchasing fixed assetssuch as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).ConclusionThere is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.Questions 1-4Choose the correct letter, A, B, C or D.Write your answers in boxes 1-4 on your answer sheet.1 The quotations in the box at the beginning of the articleA exemplify the effects of S.K.I.B explain why S.K.I. was set up.C outline the problems of street children.D highlight the benefits to society of S.K.I.2 The main purpose of S.K.I. is toA draw the attention of governments to the problem of street children.B provide school and social support for street children.C encourage the public to give money to street children.D give business training and loans to street children.3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?A unemploymentB warC povertyD crime4 In order to become more independent, street children mayA reject paid employment.B leave their families.C set up their own businesses.D employ other children.Questions 5-8Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 5-8 on your answer sheet.Country Organisations Involved Type of Project Support Provided5………………and………………S.K.I courier service ? provision of 6………………………Dominican Republic ? S.K.IY.W.C.A 7………………… ? loansstorage facilitiessavings plansZambia ? S.K.I.The Red CrossY.W.C.A. setting up small businesses ? business training8…………trainingaccess to creditQuestions 9-12Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 9-12 on your answer sheet writeYES if the statement agrees with the claims of the wirterNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this9 Any street child can set up their own small business if given enough support.10 In some cases, the families of street children may need financial support from S.K.I.11 Only one fixed loan should be given to each child.12 The children have to pay back slightly more money than they borrowed.Question 13Choose the correct letter, A, B, C or D.Write your answer in box 13 on your answer sheet.The writers conclude that money should only be lent to street childrenA as part of a wider program of aid.B for programs that are not too ambitious.C when programs are supported by local businesses.D if the projects planned are realistic and useful.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.Questions 14-27Reading Passage 2 has four sections A-D.Choose the correct heading for each section from the list of headings below.Write the correct number i-vi in boxes 14-17 on your answer sheet.List of HeadingsI Causes of volcanic eruptionIi Efforts to predict volcanic eruptionIii Volcanoes and the features of our planetIv Different types of volcanic eruptionV International relief effortsVi The unpredictability of volcanic eruptions14 Section A15 Section B16 Section C17 Section DVolcanoes-earth-shattering newsWhen Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlinesA Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has abasement of volcanic basalt.Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. Thesefracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.Sometimes it is slow: vast bubbles of magma — molten rock from the mantle — inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in no rthern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa —the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like t he Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates —the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ wh ere there have been the most violent explosions —Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mon t Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are potentially world news, especially the quiet ones.Questions 18-21Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-21 on your answer sheet.18 What are the sections of the earth’s crust, often associated with volcanic activity, called?19 What is the name given to molten rock from the mantle?20 What is the earthquake zone on the Pacific Ocean called?21 For how many years did Mount Pinatubo remain inactive?Questions 22-26Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23……. moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowObtaining Linguistic DataA Many procedures are available for obtaining data about alanguage. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.B In all cases, someone has to act as a source of language data — an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a lin guist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.C Many factors must be considered when selecting informants —whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about thebest investigative techniques to use.D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be li stened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general.A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.F Linguists also make great use of structured sessions, inwhich they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplementedby data derived from the intuitions of native speakers of the language, through either introspection or experimentation.Questions 27-31Reading Passage 3 has seven paragraphs labeled A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 the effect of recording on the way people talk28 the importance of taking notes on body language29 the fact that language is influenced by social situation30 how informants can be helped to be less self-conscious31 various methods that can be used to generate specific dataQuestions 32-36Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 32-36 on your answer sheet.METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES32……as informant convenient method of enquiry not objective enoughNon-linguist as informant necessary with 33…… and child speech the number of factors to be consideredRecording an informant allows linguists’ claims to be checked 34……of soundVideoing an informant allows speakers’ 35…… to be observed 36……might mi ss certain thingsQuestions 37-40Complete the summary of paragraph G below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.剑桥雅思阅读4原文参考译文(test3)Passage1参考译文Micro-Enterprise Credit for Street Youth流浪儿童的小型企业贷款‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko“我来自一个贫困的大家庭。
大学英语阅读教程Reading 4
New wordsIllustrations [印刷] 插图；插画（illustration的复数）Polio n. 小儿麻痹症（等于poliomyelitis）；脊髓灰质炎Floppy adj. 松软的；叭嗒叭嗒响的；懒散的，邋遢的Inauguration n. 就职典礼；开始，开创；开幕式Algae . [植] 藻类；[植] 海藻Epidemic adj. 流行的；传染性的n. 传染病；流行病；风尚等的流行Maze n. 迷宫；迷惑；糊涂vt. 迷失；使混乱；使困惑Ozone n. [化学] 臭氧；新鲜的空气Beverage n. 饮料tortillas n. 墨西哥玉米粉圆饼（tortilla的复数Exercise 11、Main Idea:E-mail (electronic mail) has several important advantages.Signal Words DetailsThe main it take little time to send and receive message.Another it is cheap to send a message by E-mail.In addition you don’t have to worry about the time difference.Last it allows you to send a single message to many people at the same time 2、Main Idea:Communicating by e-mail becoming increasingly popular for many reasons. Signal Words DetailsFirst people who do not like to use the telephone like to use e-mail. Second it is useful for sending suggestions or requests.Furthermore e-mail message are uniform.In addition they do not give away the sender’s feelings or emotional condition 3、Main Idea:An advertising executive recently described the many ways that e-mail helps her do her job.Signal Words DetailsFirst she uses e-mail for communicating with her employees.In addition her employees no longer have to do all of their work in the office And when the advertising company wants to contact a large number ofclients,a single e-mail message is sent to them.Exercise 21、Main Idea:Iceland is not a place for the ordinary tourist.Signal Words DetailsThe landscape the landscape is bare and strang.The far northern climate the winter weather is severe,summer is short and cool,with strong wind The Remote location the Remote location means many products are expensive.2、Main Idea:there are a number of ways to make life more comfortable.Signal Words DetailsFor example you can try to keep your home as cool as possible.Also it is important to keep yourself cool.And finally you should try to stay calm and relaxed.Exercise 3A、Main Idea: Franklin D·Roosevelt served his country for most of his life.Signal Words DetailsJanuary 30,1882 he was...1903 he began his studies at Harvard.1905 he married Eleanor RooseveltDuring they had six childrenAfter he serred in the New York State Senate.1921 Mr.Roosevelt worked in Washington as Secretary of the Navy.At that time he become very ill with polio and lost the use of his legs.In 1928 Mr.Roosevelt ran for governor of New York.After he serred two terms as governor.In 1933 he was elected to the presidency in 1933.April 12,1945 president Roosevelt died in office on April 12,1945 .BMain Idea:using a digital camera and a computer is an easy and enjoyable way to get good photographs.Signal Words DetailsFirst install the .....Then take some pictureAfter that connect your camera to the computerNext open the program on the computer and save the pictureAt this point edit them as desiredThen save the edited photosFinally print themExercise 41、Main Idea:as Maya Angelou ,an African--American author,was growing up,she learned about abuse and hate,but also about love and support.Signal Words Details1929 she was born in Long Beach ,CaliforniaThree years old her parents separatedEight years old Maya was abused by her mother’s boyfriendThen she and her brother went to live with her grandmotherDuring her youth she also discovered her love of literatureIn 1945 Maya graduated from a high school in San FranciscoA few months later she had a baby sonIn later year Maya included all of these experiences in her novels,poemsIn 1993 she was invited to write the official poem for the inauguration of President Bill Clinton2、Main Idea:Spike lee an African--American film director,is one of the most noted people in his field.Signal Words DetailsIn 1957 he was born in Atlanta GeorgiaTwo years old his family moved to Brooklyn,New YorkAs a youngster his interest in movies beganAfter graduating he studies filmmaking at New York University from MorehouseCollegesSoon after that he made his first feature film,she’s gonna have itSince he has written ,produced,directed,more than fifteen filmsExercise 53 74 9 8 1 2 105 6Exercise 61Main Idea:if you get a blowout while you are driving ,what should you do.Signal Words DetailsFirst thing hold very tightly to the steering wheelNext step must not try to step or turn too quicklyAfter move over to the side road and slow down graduallyThen turn on your flashing lights2Main Idea:the early year of Hans Christian AndersenSignal Words DetailsBorn in 1805 in OdenseIn reality he was lonely and unhappy as a child,and desperately poor.In spite of he believed that he was special and that he deserved a better life At the age of fourteen he picked up his new things and went to Copen Hagan to seek hisfortune as a writerExercise 7Main idea statements3、Football5、Song ZuyingA、Main Idea: the similarities and differences of the New York subway and Paris’ subway Signal Words DetailsBoth depend on .......Both the subway are often crowdedAnother likeness terrible noise level in the trainsA further similarities two subway systems both caver a wide area at little expanse forcommuterHowever differences between the two are quite strikingWhile New York......On the other hand New York trains can sometimes be less clear and reliable B、Main Idea:the similarities of the Ukrainian and Japan is that they like to eat pastries filled with meatSimilaritiesSignal Words DetailsIn common the like to eat pastries filled with meatSimilar the Ukrainian pastries are called pilmeni and Japan pastries are calledgyozaBoth made of pastries of flat pastry foldedBoth people usually eat their pastries with sauceC、Main Idea: when the first baby arrives in a household everything changesdifferencesSignal Words DetailsBut in the .......But spent their evening o TV or reading /spent admiring their infantIn contrast their life is more carefully plannedWhile go out to see friends whenever they want/arrange for a babysitter Unlike neat and tidy rooms/full of baby thingsDifference the topic is always about the babyExercise 81Main Idea:The similarities between college and high schoolSimilaritiesSignal Words DetailsIn fact some important similarities between college and highschoolIn both places academic success depends on being a responsible studentLike the social situation in college is also like high schoolClosely resemble the activities in college also closely resemble the activities in highschool2Main Idea:The differences between the university of Bologna in northern Italy and most North American universityDifferenceSignal Words DetailsMajor difference it is the oldest University in EuropeOn the other hand ancient halls/relatively newAnother difference around the center of the city/no campus or special universityareaUnlike no trees or open spaces for students to meetInstead students meet on the streets,in cafes, and in the courtyards ofthe historic buildings3Main Idea:In Russia, there has always been a strong tradition of learning foreign languages BothSignal Words DetailsSame these schools have the same subjects as all Russian schoolHowever many of the subjects are taught in foreign languageDifferent students must be selected to attend specialized schoolsGreatest difference students learn to express themselves fluently in aforeign languageExercise 91Main Idea：the similarities between elephants and whales.Does this paragraph include similarities，differences，or both？Similarities Signal Words Detailsin fact They come from the same biological family.Similarities The shape of an elephant’s head is similar to awhale’sAnother similarities both animals are excellent swimmersLike They use sounds to show anger.Finally both female elephants and female whales stay close to otherfemales and help them when they give birth.2Main Idea：People usually build their houses out of the materials that are easily available to them.Does this paragraph include similarities，differences，or both？Differences Signal Words DetailsOther areas of Europe They build their houses of stone and brick.In tropical regions houses are made from plants that grow there. Coldest area people made their houses out of blocks of ice. Exercise 10Exercise 11AAIDS HIVEpidemics bacteriaCoughs colds and fluImproperly stored food food poisoningSlow infant development poor nutritionSkin cancer too much exposure to the sun Swimming in pools ear infectionHeart trouble diet high in fatLung cancer cigarette smokingSkiing broken legB1.AIDS result from HIV2.Improperly stored food can bring about food poisoning3.Swimming in pools can result in ear infection4.Skiing can provoke broken leg5.Epidemics can be caused by bacteria6.Coughs can be a consequences of colds and flu7.Slow infant development can be the result of poor nutrition8.Skin cancer can follow too much exposure to the sun9.Heart trouble can result from diet in fat10.Lung cancer is due to cigarette smokingExercise 12ACauses1.a b d e f g i2.a b c d f i jBEffects1.a b d e f h2.d f gExercise 131Main Idea:People move from one city or country to another,the spread of diseases may result Causes EffectsA germ is completely new to a region people who already live there have nonatural protection against itPeople move can spread the diseasesWhen they go back they may carry the diseases with them2Main Idea:Changes in heating system of buildings can also lead to diseaseCauses EffectsShortage3Main Idea:pollution of the oceans can also results in the spread of disease. Causes EffectsChemicals from fertilizers and human waste pollute oceanPollutants increased growth of tiny plants calledAlgae provide a home for cholera,a deadly algae diseaseExercise 141Main Idea:pilots and flight attendants have long know that they become especially forgetful when they fly often with little restCauses EffectsHave long flights may may with jet lagPeople with jet lag some brain cells were damagedHave damaged brain cells their brain had become smaller2Main Idea:ignorance about the African continent has led to some enormous errors in mapmakingCausesThe mapmaker draw a long line of mountains,as he called kong mountain EffectsThe people seemed to be an important feature of the continentalgeographyExercise 15Exercise 161Problem:as people get older,they usually begin to experience physical problemsSolution:eat blue bettiesMain idea:blue betties can slow the aging process,when people get more more and more older2Problem:asthma is a serious health problem for many children especially in cities, in the USA and many industrial and countries Solution:reducing pollution from automobilesMain idea:asthma is a serious health problem for many children but which can be prevented by reducing pollution from automobiles3Problem:two men from Munich faced an heavy snow storm,when they were hikingSolution:dig a cave to prevent the windMain idea:two men were catching the snow storm,but finally they save themselves thought digging a cave and build a small fire to keepwarmExercise 17Problem：Deciding where to put an industrial park.Solution：Using these empty mines for it.Main Idea：It is about how the underground industrial park was established in Kansas City.Problem：How to help the economy but not damage the forest.Solution：The Brazilians have made a deal with Pepsi-cola Company to introduce the beverage in north America.Main Idea：By selling a natural product，Brazilians will build a strong economy without endangering the rain forest.Problem：The usual method for cleaning up ground pollution is very expensive and complicated.Solution：Scientists use trees and plants that can eliminate certain polluting substances.Main Idea：Scientists now find that there is a better and less expensive way to clean up the ground pollution by using trees and plants they identified.Exercise 18Exercise 19S cc l ce ps s ce cc s ceExercise 201Sentence: d Pattern: ce2Sentence: e Pattern: sSentence: b Pattern: ps 4Sentence: a Pattern: ce 5Sentence: f Pattern: ccMissing sentences1、a b fExercise 211Sentence: d Pattern: s2Sentence: e Pattern: cc 3Sentence: b Pattern: l4Sentence: a Pattern: ceSentence: c Pattern: psMissing sentences1、a b c d eExercise 221Sentence: e Pattern: s2Sentence: c Pattern: l3Sentence: f Pattern: ps4Sentence: b Pattern: ce5Sentence: d Pattern: ccMissing sentences1、b c d fExercise 231、listing2、surfing ,scuba diving ,snorkeling,water sportsParagraph1：L listening many popular water sports in Hawaii Paragraph2：CE explain the story of the name surfingParagraph3：S explain the steps of doing surfingParagraph4：CC companion of scuba in diving and snorkeling and difference between them Paragraph5：CE last sentence why is Hawaii know as a perfect plane to enjoy water sports。
剑桥雅思阅读4test1原文翻译及答案解析
剑桥雅思阅读4test1原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读4原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined byteachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas aboutrainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.Questions 1-8Do the following statements agree with the information given in Reading Passage 1?In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to changethem.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were?10 What was the most common response to the question about the importance of the rainforests?11 What did most children give as the reason for the loss of the rainforests?12 Why did most children think it important for the rainforests to be protected?13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?A There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.J As the rainforests are destroyed, the world gets warmer.K Without rainforests there would not be enough oxygen in the air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests are not really important to human life.O The destruction of the rainforests is the direct result of logging activity.P Humans depend on the rainforests for their continuing existence.Question 14Choose the correct letter, A, B, C, D or E.Write your answer in box 14 on your answer sheet.Which of the following is the most suitable title for Reading Passage 1?A The development of a programme in environmental studies within a science curriculumB Children’s ideas about the rainforests and the implications for course designC The extent to which children have been misled by the media concerning the rainforestsD How to collect, collate and describe the ideas of secondary school children.E The importance of the rainforests and the reasons for their destructionREADING PASSAGE 2You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.What Do Whales Feel?An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtshipritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degree in different species. Baleen species studied at close quarters underwater — specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii —have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear to have very limited vision, and the Indian susus are blind,their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.1. echolocation: the perception of objects by means of sound wave echoes.Questions 15-21Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.Write your answers in boxes 15-21 on your answer sheet.SENSE SPECIES ABILITY COMMENTSSmell toothed no evidence from brain structurebaleen not certain related brain structures are presentTaste some types poor nerves linked to their 15………areunderdevelopedTouch all yes region around the blowhole very sensitiveVision 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 interfaceBoutu and beiji poor have limited visionIndian susu no probably only sense direction and intensity of lightHearing most large baleen yes usually use 20………; repertoire limited21………whales and ………whalesyes song-likeToothed yes use more of frequency spectrum; have wider repertoireQuestions 22-26Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.22 Which of the senses is described here as being involved in mating?23 What species swims upside down while eating?24 What can bottlenose dolphins follow from under the water?25 Which type of habitat is related to good visual ability?26 Which of the senses is best developed in cetaceans?READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.Visual Symbols and the BlindPart 1From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines — or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.To search out these answers, I created raised-line drawingsof five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.Part 2Words associated Agreementwith circle/square amongsubjects (%)SOFT-HARD 100MOTHER-FATHER 94HAPPY-SAD 94GOOD-EVIL 89LOVE-HATE 89ALIVE-DEAD 87BRIGHT-DARK 87LIGHT-HEAVY 85WARM-COLD 81SUMMER-WINTER 81WEAK-STRONG 79FAST-SLOW 79CAT-DOG 74SPRING-FALL 74QUIET-LOUD 62WALKING-STANDING 62ODD-EVEN 57FAR-NEAR 53PLANT-ANIMAL 53DEEP-SHALLOW 51Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus among sighted subjects.We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example,we asked: What goes with soft? A circle or a square? Which shape goes with hard?All our subjects deemed the circle soft and the square hard.A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’to square and ‘near’ to circle. In fact, only a small majority of sighted subjects —53% —had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.Questions 27-29Choose the correct letter, A, B, C or D.Write your answers in boxes 27-29 on your answer sheet.27 In the first paragraph the writer makes the point that blind people.A may be interested in studying art.B can draw outlines of different objects and surfaces.C can recognise conventions such as perspective.D can draw accurately.28 The writer was surprised because the blind womanA drew a circle on her own initiative.B did not understand what a wheel looked like.C included a symbol representing movement.D was the first person to use lines of motion.29 From the experiment described in Part 1, the writer foundthat the blind subjectsA had good understanding of symbols representing movement.B could control the movement of wheels very accurately.C worked together well as a group in solving problems.D got better results than the sighted undergraduates.Questions 30-32Look at the following diagrams (Questions 30-32), and the list of types of movement below. Match each diagram to the type of movement A-E generally assigned to it the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.A steady spinningB jerky movementC rapid spinningD wobbling movementE use of brakesQuestions 33-39Complete the summary below using words from the box.Write your answers in boxes 33-39 on your answer sheet.NB You may use any word more than once.In the experiment described in Part 2, a set of word 33……was used to investigate whether blind and sighted people perceived the symbolism in abstract 34……in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’.However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices.associations blind deep hardhundred identical pairs shapessighted similar shallow softwordsQuestion 40Choose the correct letter, A, B, C, or D.Write your answer in box 40 on your answer sheet.Which of the following statements best summarises the writer’s general conclusion?A The blind represent some aspects of reality differently from sighted people.B The blind comprehend visual metaphors in similar ways to sighted people.C The blind may create unusual and effective symbols to represent reality.D The blind may be successful artists if given the right training.剑桥雅思阅读4原文参考译文(test1)Passage1参考译文Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible thatsome of these ideas will be mistaken.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。
2017年考研英语(一)阅读 text4 精讲
2017年考研英语(一)阅读 text4 精讲Decoding the Complexities of the 2017 Postgraduate Entrance Examination English (I) Reading Text 4The 2017 Postgraduate Entrance Examination English (I) reading section has always been a topic of intense scrutiny and discussion among aspiring graduate students. The text four of this examination, in particular, has garnered significant attention due to its intricate nature and the challenges it poses to test-takers. In this essay, we will delve deep into the nuances of this text and uncover the strategies and insights that can help students navigate its complexities with confidence.Firstly, it is crucial to understand the overall structure and format of the reading text. The 2017 Postgraduate Entrance Examination English (I) reading section is designed to assess the candidates' comprehension skills, critical thinking abilities, and their capacity to analyze and interpret complex passages. Text four, in particular, is known for its multi-layered and thought-provoking content, which often requires a deep understanding of the context, subtext, and the underlying themes.One of the key aspects of this text is its focus on the dynamics of the academic world. The passage delves into the intricate relationships between professors, researchers, and students, as well as the challenges they face in the pursuit of knowledge and innovation. It explores the delicate balance between academic freedom, institutional constraints, and the pressures of the modern research landscape.Another salient feature of the text is its emphasis on the role of technology in shaping the academic landscape. The passage examines the impact of technological advancements on teaching methodologies, research practices, and the dissemination of information. It highlights the opportunities and challenges that come with the integration of technology in higher education, and how it has transformed the way knowledge is acquired, shared, and applied.Furthermore, the text touches upon the concept of academic integrity and the ethical considerations that govern the academic community. It addresses issues such as plagiarism, data fabrication, and the importance of maintaining high standards of scholarly conduct. This section of the text is particularly crucial as it not only tests the candidates' understanding of these concepts but also their ability to critically analyze and formulate informed opinions on these complex topics.In order to effectively tackle this reading passage, candidates must employ a multifaceted approach that combines careful reading, critical analysis, and a thorough understanding of the contextual and conceptual frameworks. They must be able to identify the key themes, arguments, and underlying assumptions presented in the text, and then synthesize this information to form a coherent and well-reasoned response.One effective strategy for approaching this text is to carefully read through the passage, making note of the main ideas, supporting evidence, and any potential counterarguments or alternative perspectives. It is also important to pay close attention to the language used, as the text may employ sophisticated vocabulary, complex sentence structures, and subtle nuances that can significantly impact the overall meaning and interpretation.Furthermore, candidates should strive to connect the themes and ideas presented in the text to their broader knowledge of the academic landscape, current trends in higher education, and the ongoing debates and discussions within the scholarly community. This contextual understanding can help them better analyze and interpret the text, and formulate responses that demonstrate a deep and nuanced understanding of the issues at hand.In addition to these analytical skills, candidates must also possessstrong writing abilities to effectively convey their understanding and insights in the examination. This includes the ability to structure their response in a clear and coherent manner, use appropriate academic language and conventions, and present their arguments in a persuasive and well-reasoned manner.In conclusion, the 2017 Postgraduate Entrance Examination English (I) reading text four is a complex and multifaceted passage that challenges candidates to demonstrate their critical thinking, analytical, and writing skills. By approaching the text with a comprehensive understanding of its themes, structure, and contextual frameworks, and by employing effective strategies for analysis and response, candidates can navigate the complexities of this passage and showcase their mastery of the English language and the academic landscape. With dedication, perseverance, and a deep commitment to learning, aspiring graduate students can unlock the full potential of this reading text and excel in the examination.。
上海牛津高一英语下reading 知识点 unit4
creature 受别人支配的人/物 the creature of sb/ one’s creature 这个政府是美国人的傀儡政府。
This government is the creature of the USA.
He ignored the danger around him. 3)当他进来的时候，她装作没看见他。
When he came in, she ignored him. ignorant adj 不了解的，无知的 be ignorant of / about sth 对…不了解
他对现代科技一无所知。
to death.
I watched a TV programme last night _t_h_a_t_/_w_ hich completely __ch__a_n_g_e_d_m__y_v_i_e_w__a_b_o_u_t____ spiders.
7. change one’s view about/ on sth 改变某人对某物的看 法= change one’s attitude to/ towards sth
sound. 4) He suffered from a __f_r_ig_h_t_e_n_in__g______ experience. 5) It is _f_r_ig_h_t_e_n_in__g__ to think about the accident again.
sb be frightened tபைடு நூலகம் death 被吓死了 当她把他的面具斯下来的时候, 她几乎被吓死了。 When she pull off his mask, she was almost frightened
Unit 4 Reading 知识点讲解课件-高中英语牛津译林版(2020)必修第一册
(1)have an effect on/upon…
对……有影响
bring/put…into effect
使生效;实行;实施
come into effect
生效,开始实施
in effect
有效;在实施中;实际上
side effect
副作用
(2)effective adj.
有效的;生效的
表示“实际上”的表达还有:in fact,in reality,in practice, as a matter of fact, in truth, in essence等。
基础自主梳理
a society 5. _w__h__e_r_e______being thin is often seen as being
beautiful, teenagers sometimes turn to extreme methods to slim down quickly. Health experts are increasing their efforts to educate teens about the side effects of losing weight too quickly. An expert said, “It is normal for teenagers to be 6.
____s_l_i_g_h__t_ly_____(slight) overweight. Teenagers are still growing and 7. ___t_h__e_i_r_____(they) bodies need a lot of nutrition to function well. If they do not take 8. __i_n___enough
牛津深圳版七年级上册英语U4 Reading-最新
Look at the pictures and the sub-headings of the article on page 45. Then answer the questions below.
Spring
The four seasons
Summer
Autumn
a. spring b. summer c. autumn d. winter
1.
2.
d
c
3.
4.
a
b
Unit 4 Reading
Picture 1: We can see footprints in the snow. Picture 2: The trees are brown and the girl is
The puddles get.
All over town.
pwuedtdle
kicdkry
Unit 4 Reading
Read the poem and find out the rhyme of each verse.
In winter, Watch us go, Making footprints In the snow.
spring summer autumn winter
In the snow.
Made by me.
In (2)___sp__ri_n_g______ In (4)__a_u_tu_m__n_____
My shoes are wet. Trees are brown.
See how deep
I kick the leaves
In autumn, Trees are brown. I kick the leaves All over town.
2017年考研英语二阅读 text4知乎
2017年考研英语二阅读text4知乎全文共6篇示例，供读者参考篇1The Weird Reading from My Big Sister's TestHi everyone! My name is Timmy and I'm 8 years old. I love reading books, especially fun stories about animals and superheroes. But the other day, I found this really bizarre reading passage that my big sister Emily had to read for some big test she took. It was called "Text 4" and it was nothing like the books I normally read! I'm going to tell you all about it because it was just so strange.The passage started off pretty normal, just talking about these tiny things called microorganisms. I've heard of those before - they're like really really small germs and bacteria and stuff that you can't even see unless you use a powerful microscope. Anyways, it said that microorganisms have been around for billions of years, way before humans and dinosaurs even existed. It mentioned some groups of them like archaea and bacteria. I had no clue what those words meant but they sounded funny.Then it started talking about this thing called the "Tree of Life." At first I thought this would be a fun story about an actual tree that could walk around and talk. But it turned out to be about how all living things on Earth are supposed to be related and connected, kind of like a huge family tree. Except this tree showed how the first life forms split into different branches a long, long time ago. There were the eukaryotes on one branch, which became plants, animals and fungi. And then there were the prokaryotes on another branch, which were just those archaea and bacteria microbes I mentioned before.Then it went into all this complicated stuff about cells and DNA and evolution that was way over my head. Something about eukaryotes having a nucleus and prokaryotes not having one? I've heard my sister use the word "nucleus" before when talking about atoms, but I didn't know cells could have them too. And prokaryotes apparently don't have any nuclear membranes at all. Like, their DNA is just floating around or something? How weird is that?!It kept rambling on about horizontal gene transfer, which made me think of shuffling a deck of cards at first. But no, it's actually when microbes can swap genes with each other, even from different species. Apparently that allows traits to be sharedaround unlike how it happens with us bigger organisms. The passage said this is one of the reasons microbes have been so successful on Earth. I guess that makes sense, but it still seems kinda gross to imagine tiny germs giving each other their genes!Towards the end it brought up these things called endosymbionts, which I literally couldn't even pronounce. Apparently they're microbes that live inside the cells of other bigger microbes or organisms. And there was evidence that way back when, endosymbionts were absorbed into other cells and became things like mitochondria and chloroplasts! That's some wild stuff if you ask me. To think that parts of cells today used to be totally separate organisms is just mind-blowing.The passage ended by talking about how all of this new research into microbes is causing scientists to rethink the tree of life concept entirely. Because with all the horizontal gene transfer and endosymbiont absorption, the history of life on Earth is way more confusing and branched than a simple tree. It's more like a crazy web or network where everything is all intertwined. Just thinking about that makes my brain hurt!So yeah, that's the gist of the bizarre reading my sister had to tackle. I'm just an 8-year-old kid, so a lot of those scientific words and concepts went completely over my head.Microorganisms, prokaryotes, eukaryotes, endosymbionts - it was like the passage was written in some sort of secret code! Part of me wishes I could just go back to reading my fun adventures books. But another part of me is kinda fascinated by these strange microscopic lifeforms and how they're all weirdly connected in unexpected ways. Maybe when I'm older like Emily some of it will start making more sense.Anyways, I'm gonna go play outside now. Reading that bizarre text really tired out my brain! Thanks for listening to me ramble about it. If you ever come across the full "Text 4" passage, just remember - it may look normal at first, but it's definitely not your typical light reading material! Stay curious my friends!篇2Text 4 is Kinda Weird but Also Really Cool!Hey guys! Today I'm gonna tell you about this really weird reading passage I had to do for my big sis's graduate school English test. It's called Text 4 and it's all about these tiny little animals called bdelloid rotifers. I'd never even heard of them before!So these bdelloid rotifers are like, super super small - you need a microscope to see them. They live in watery places likeponds, rivers and even just puddles after it rains. Isn't that crazy? There could be millions of them swimming around in a little mud puddle and we'd have no idea!The really wild thing about bdelloid rotifers is that they're basically immortal. Well, kind of. You see, most animals and humans reproduce by having babies. But bdelloid rotifers don't do that. Instead, they make copies of themselves over and over again. It's like making xerox copies but with your entire body!And get this - the copies are identical genetically to the original rotifer. It's not like with humans where kids get a mix of genes from both parents. Nope, rotifer copies are exactly the same, just younger versions. That's why they call it eternal reproduction rather than sexual reproduction. Mind blown, right?Because of this weird reproduction, bdelloid rotifers don't age and die the same way we do. The text says their "mortality rates are effectively uncoupled from their age." See, with us humans and most animals, the older we get the more likely we are to die. But not rotifers! They just keep cloning themselves over and over, so they don't really have a time limit on their lives.Now that part is just totally bonkers if you ask me. Can you imagine being able to make perfect baby clones of yourselfconstantly and never having to die of old age? I mean, you could still get stepped on or eaten by a bird probably. But you'd just live forever otherwise! It's like a total sci-fi movie idea.The even crazier part is that bdelloid rotifers can basically survive anything. When conditions get too cold, dry or radioactive, they go into this weird "sleep mode" called anhydrobiosis. In sleep mode, their metabolism basically shuts off completely and they can survive crazy conditions like being frozen solid, boiled, or blasted with radiation!Then when things are normal again, they just wake up like nothing happened and go back to swimming around and cloning themselves. The passage said they can survive being completely desiccated for over 20 years! How insane is that?And here's maybe the weirdest fact of all: bdelloid rotifers have managed to survive for millions and millions of years without having sex. Yup, you read that right - no sex whatsoever, just endless streams of clones from a single ancestor!Most animals would go extinct pretty quickly without sexual reproduction to keep the gene pool mixed up. But somehow bdelloid rotifers have defied that and just cloned on for 60 million years or more. Scientists have no idea how they've managed that evolutionary trick.Overall, I thought Text 4 was super bizarre but also totally fascinating. Bdelloid rotifers are like the weirdest, most indestructible creatures on the planet. They're immortal, they can survive anything, and they've pulled off not having sex for literally millions of years. You've gotta respect that, even if it does sound like something from outer space!Anyway, that's my take on this wild reading passage about microscopic, cloning, eternally-young, radiation-proof animal weirdos. If you ever get to read about bdelloid rotifers, prepare to have your mind blown! Let me know if any of you awesome readers have thoughts on these strange little dudes. Stayroti-fresh, my friends!篇3Text 4 Was Really Hard and Confusing!Hi everyone! I'm going to tell you all about Text 4 from the 2017 graduate school English test that my older brother had to take. It was super long and had a bunch of big words that I didn't understand. But I'll try my best to explain it!The text was about these tiny things called nanomaterials. Nanomaterials are sooooo small, way smaller than a grain of salt or sand! They are made up of nanoparticles which are likeultra-tiny building blocks. By putting nanoparticles together in different ways, scientists can make new nanomaterials with special properties.One kind of nanomaterial they talked about was nanotubes. Nanotubes are like super strong, lightweight pipes or tubes made from carbon atoms all lined up perfectly. They are so strong that you could tie cables made of nanotubes into a knot and they still wouldn't break! Nanotubes could be used to make space elevators to lift things up from Earth. Woah, a real life space elevator like in the movies? So cool!The text also mentioned nanowires which are like ultra-tiny wires for sending electricity and signals. Nanowires could be used in faster computer chips and electronics in the future. Maybe one day our phones and tablets will have nanowire parts to make them way faster!Another freaky nanomaterial is graphene. Graphene is made from a single layer of carbon atoms arranged in a hexagonal pattern like chicken wire. Even though it's just one atom thick, graphene is stronger than steel and can conduct electricity better than most metals. With graphene, you could make an unbreakable coat or deflect bullets! Ok maybe not deflect bullets, but it is super strong.The neatest part was about nanorobots. Scientists can make tiny robots the size of viruses or bacteria using nanomaterials! These nanorobots could one day travel inside our bodies to treat diseases by delivering medicine directly to infected areas. Or they could unclog your arteries! How wild is that? Microscopic robots swimming around inside you!Nanotechnology could lead to all kinds of breakthroughs like stronger and lighter materials, faster computers, targeted medicine delivery, and more efficient energy storage. But the text also warned about potential risks like nanoparticles being toxic if they get inside our bodies the wrong way. We need to study the effects really carefully.Phew, that was a lot to cover! Hopefully I didn't mess up the main points too badly. Nanomaterials and nanotechnology seem amazing yet complicated. Just thinking about things smaller than the tip of a pencil makes my brain hurt. Let me know if any of this ultra-tiny nano stuff made sense or if you need me to explain anything again. Thanks for reading!篇42017 Grad School English Reading Test Text 4Hey guys! Today I want to tell you all about a really interesting reading passage I had to do for my big sister's graduate school entrance exam practice. It was called Text 4 and it was all about these super cool animals called naked mole rats!Naked mole rats are definitely one of the weirdest animals I've ever learned about. First of all, they're kind of ugly looking - they have these wrinkly pink bodies with just a few hairs here and there. Their front teeth are really long and stick out, kind of like tiny elephant tusks. But despite how funny they look, these little guys are amazing!The passage told me that naked mole rats live in huge underground colonies with tons of tunnels and chambers. There can be up to 300 mole rats all living together! And get this - they're basically like ants or bees, with one queen who is the only female that can have babies. All the other mole rats are just workers who dig tunnels, find food, and take care of the pups.But here's the really mind-blowing fact - naked mole rats don't get cancer or get old and die! Well, they do eventually die but it takes them like 30 years, which is super old for a little rodent. The article said scientists are really interested in studying them to try to learn their anti-aging secrets.Another crazy thing is that naked mole rats don't need very much oxygen to breathe. Most mammals, like us humans, would die pretty quickly without enough air. But these little guys can go for hours in a low oxygen environment by cutting way down on their metabolism. That's a handy trick when you live in underground tunnels!Maybe the weirdest naked mole rat ability though is their sense of colony identity. Apparently if a mole rat from a different colony tries to sneak in, the others can smell that it's a outsider and kick it out or even kill it! They're super protective of their own colony members. The passage called it an "anti-immigrant insurgency." How nuts is that?There was a lot more detail in the passage about naked mole rat biology, behavior, and why scientists want to keep studying them. But I'll admit, a lot of it went over my head with all the big fancy words. I had to ask my sister to explain parts of it to me.Still, I thought naked mole rats were just fascinating creatures. They look funny but are these tough, cooperative little buddies that can seemingly live forever in low oxygen environments while fiercely protecting their colony. I'd love to see one up close someday, though I don't know if I'd want to pick one up and cuddle it! Those giant teeth look pretty sharp.Anyway, that's the scoop on Text 4 from my sister's practice test. I know a lot of you will probably have to take big entrance exams someday too, so pay attention in school! You might have to write an essay about something as random as naked mole rat superpowers. Let me know if you ever need a kid genius like me to explain anything else to you. Until next time, peace out!篇5Text 4 is a Tough Read!Hey guys! Today I want to tell you about this super hard reading passage I had to do for my English test. It's called Text 4 from the 2017 Graduate Admissions English test. I'm just a kid, but they made me read this college-level stuff! Can you believe it?The passage is all about these tiny things called "microbes." At first, I thought it was going to be about microwave ovens or something. But no, it's about like bacteria and viruses and fungi and those kinds of icky germs that make you sick. Yuck!Basically, the passage says that microbes are wayyyy older than humans or even dinosaurs. They've been around for billions of years! And there are so many different types - millions and millions of species. Some live in the soil, others in the ocean, andget this - they're even inside our bodies! That's kind of creepy if you ask me.The reading talked a lot about how important microbes are, even though we can't see them with our plain eyes. They help decompose things like dead plants and animals. And some of them are actually good for us and help keep us healthy. Like the ones in yogurt that help your tummy feel better.But then it went into all this crazy scientific mumbo-jumbo about microbes "facilitating nutrient cycling" and being "metabolic engines" for the whole planet. I was so lost! It used a ton of huge vocabulary words that a kid like me has never heard before.Apparently, without microbes, the whole world would be covered in piles of decaying plants and animals. Everything would just rot and rot forever instead of becoming soil or nutrients again. That's pretty gross to think about if you ask me!And get this - it said there are more microbes in a single teaspoon of soil than there are people on the entire Earth! Can you imagine how many dozens and dozens of people would fit in a teaspoon? It blows my mind.The reading also mentioned how we're only just starting to learn about all the different species of microbes that exist. For a long time, we didn't have good tools to study them because they're so tiny. But now with better microscopes and DNA analysis, scientists are discovering new types all the time.And you'll never believe this - it said there are actually microbes living inside active volcanoes! Or in crazy cold places like Antarctica. Or even in boiling hot springs! How do those little guys survive in such extreme environments? I don't know, but it's pretty cool if you ask me.Near the end, the passage talked about how understanding microbes better could help solve a lot of human problems. Like cleaning up oil spills, treating diseases, protecting crops from mold and mildew, or turning plant waste into biofuels for cars and trucks. Woah!It said microbes are sort of like "invisible partners" that can help make human life better if we learn to work with them properly. Although sometimes they cause diseases too, so I guess it's a bit of a love-hate relationship, if you can even have a "relationship" with a microbe!Phew, I'm out of breath after explaining all that! You can probably tell this reading passage was no walk in the park for akid like me. It was super sciency with many long, technical words I'd never heard before. I had to read it like three times to kind of, sort of understand the main points.But I tried my best because I really want to get into a good college someday! Maybe if I keep working hard, I can become a genius microbiologist who studies those funny little critters. Although if I'm being totally honest, most of that reading just went straight over my head. I'll stick to easy kids books for now!So that's the crazy story of Text 4 from the 2017 English test.I hope explaining it like this has helped you understand it too. If not, then I have no clue how you're supposed to pass that test! Yeesh, good luck grown-ups!篇6Text 4 Reading for Graduate Admission Test 2017 - An Elementary Student's TakeHey guys! Today I'm going to tell you all about this really interesting reading passage that was on the big test that all the older kids have to take to get into university graduate programs. It was called Text 4 and it was kind of confusing at first, but I think I figured out the main ideas!The passage was about this thing called the "rainforest mind." Basically, it's comparing the human brain to a rainforest because they are both super complex systems with a huge diversity of life and elements all interconnected. Just like how there are millions of species of plants, animals, fungi and microbes all living together in the rainforest, our brains have billions of neurons forming intricate networks and firing signals every second. Wild, right?The reading talked about how the rainforest mind is always growing and changing, just like an actual rainforest. New connections between neurons are forming all the time based on our thoughts, experiences, and inputs from the outside world. And old, disused connections get pruned away like when a tree falls in the forest and new saplings sprout up in the space it cleared. Our brains are constantly being reshaped by the things we do, feel, and learn. So cool!But here's the really fascinating part - the passage said that the rainforest mind has "emergent properties." That means the incredible abilities of the human mind like creativity, reasoning, and consciousness emerge spontaneously from the complex neural networks and interactions happening at lower levels, kind of like how the whole rainforest ecosystem emerges from thecollaboration between all its diverse lifeforms. The rainforest mind is SO much more than just the sum of its parts.The reading explained that this emergent nature of our brain's complexity is why we can't just model the human mind using our most powerful computers. Those computers are extremely good at crunching numbers and making sense of clearly defined data, kind of like figuring out the location and mass of each tree in a small area of rainforest. But they can't capture the true, open-ended cognitive richness that emerges from our brains' tangled networks, which is more like understanding and predicting the entire mind-blowingly complex rainforest ecosystem just from its components. Woah.Anyway, the author made some interesting points about how embracing and working with the rainforest mind's complexity could lead to amazing advancements in things like artificial intelligence that mimics real reasoning. But they also warned that messing too much with such an intricate system could have catastrophic unintended consequences, just like destructive deforestation. We have to be really careful!Overall, I thought the passage gave a super insightful perspective by comparing our incredible, irreducibly complex minds to nature's most vibrant, verdant ecosystems. The humanbrain is endlessly fascinating because it builds itself from tiny units into an ever-changing matrix capable of generating an entire experiential reality. Just like how the rainforest seems so magically alive. Our minds are basically organic rainforests! Though hopefully without all the biting insects and jaguars...That's my take on this reading about the "rainforest mind" from the 2017 graduate exam. Let me know if you have any other questions! I may be just a kid but I'm always happy to nerd out about the secrets of the human brain. It's one of the coolest mysteries in the whole universe if you ask me. Thanks for reading!。
新视野大学英语第二版第二册reading4
新视野⼤学英语第⼆版第⼆册reading4Part 1 Word Dictation(每⼩题：1 分)Directions: Listen and write down the words you hear. You are going to listen to the recording twice. During the first time, write the word that you hear. Check your answers as you listen the second time.1.overseas2.insurance3.destination4.territory/doc/cdf5e833c5da50e2524d7fd4.html press6.departure7.gravity8.security9.identical10.volunterr11.resist12.purchase13.digital14.teedious15.objectionPart 2 Understanding Long Conversations(每⼩题：1 分)Directions: In this section you'll hear a long conversation or conversations. Listen carefully and choose the best answer to the questions you hear.Questions 1 to 5 are based on the same passage or dialog.1.A. Her classes.B. A student.C. Her boyfriend.D. Her friends.2.A. Taking her classes.B. Seeing her friends.C. Complaining.D. Hating everyone.3.A. He feels the same as the woman.B. He feels people complain too much.C. He doesn't like anyone.D. He doesn't hate anyone.4.A. It is something strange.B. It is something for children.C. It is something he dislikes.D. It is best at McDonald's.5.A. Girlfriend and boyfriend.B. Teacher and student.C. Mother and son.D. Father and daughter.Questions 6 to 10 are based on the same passage or dialog. 6.A. Teach classes.B. Lead a conference.C. Attend a conference and tour.D. Work at a hotel.7.A. At a friend's home.B. At a hotel.C. At a university.D. At her aunt's home.8.A. One or two days.B. Three or four days.C. About a week.D. Just four days.9.A. Clothing, computer, and books.B. CD player, clothing, and books.C. Books, gifts and computer.D. Computer, books and clothing.10.A. Her parents are on the same trip.B. She enjoys traveling to different countries.C. She was born in that country.D. She enjoys the travel very much.Part 3 Understanding Passages(每⼩题：1 分)Directions: In this section you'll hear a passage or passages. Listen carefully and choose the best answer to the questions you hear.Questions 1 to 5 are based on the same passage or dialog. 1.A. They will be alone too often at home.B. They will be alone more often at college.C. They will not like the loneliness of college.D. They will not want to be close to others.2.A. They can't be taken care of by parents.B. They can't be alone enough.C. They can't find people to socialize with.D. They can't see brothers and sisters.3.A. To get together with others.B. To do more studying.C. To live with roommates.D. To find a little time alone.4.A. Seeing his family.B. having more private times.C. People being nearby.D. Someone always watching.5.A. His mother.B. His roommate.C. His whole family.D. His study group.Questions 6 to 10 are based on the same passage or dialog. 6.A. Arriving passengers.B. Departing passengers.C. People boarding a boat.D. People departing from a train.7.A. Walk straight ahead to a man at the gate.B. Have a pleasant journey to Middleton.C. Wait for a transport to bring their luggage.D. Walk to their right to get their luggage.8.A. At CarouselB.B. At the blue area.C. Near the green area.D. At the gate.9.A. A card.B. A transport.C. A plane ticket.D. A green sign.10.A. Every 24 minutes.B. Every 10 minutes.C. Every 25 minutes.D. Every 15 minutes.Questions 11 to 15 are based on the same passage or dialog.11.A. To advertise a new film To Be or Not to Be.B. To inform people that a film will not be shown.C. To discuss the characters in To Be or Not to Be.D. To discuss William Shakespeare's life.12.A. Shakespeare may not have been the actual writer.B. The ceiling of the theater is damaged.C. The subject is not very funny.D. The times are very inconvenient.13.A. At 2, 4, and 8 pm beginning Saturday.B. At 4, 6, and 8 pm beginning Saturday.C. At 2, 4, and 8 am beginning Sunday.D. At 2, 6, and 8 pm beginning Sunday.14.A. Humorous.B. Sad.C. Exciting.D. Dark.15.A. The birth of certain of Shakespeare's plays.B. The return of Shakespeare.C. The movies about Shakespeare.D. The questions about Shakespeare.Part 4 Vocabulary and Structure(每⼩题：0.5 分)Directions: Choose the best answer from the four choices marked A, B, C and D.1.As __________ as you work hard and perform well,opportunities will be made available to you as the company succeeds and grows.A. bestC. muchD. long2.My roses grow well as long __________ they have justenough water and plenty of plant food.A. asB. soC. sinceD. for3.The general orders them all to be driven out at once, without __________.A. failureB. failC. failingD. failed4.She picked __________ a stone and threw it at the window.A. onB. forC. upD. at5.I picked __________ a magazine that was lying on the table.A. upC. onD. by6.You lose your head when you get upset and lose __________ of your actions.A. owningB. controlC. objectionD. eyesight7.The bicycle that Jim has today is a far __________ from the old one that he used to ride.A. awayB. distanceC. cryD. sight8.Thinking someone is stupid is a far __________ from saying so.A. traceB. soundC. voiceD. cry9.People who want the typist's job will be judged __________how accurate and fast they are.A. in favor ofB. in terms ofC. in ways ofD. in spite of10._____________ he works hard, I don't mind when he finishes the experiment.A. As soon asB. As long asC. As well asD. So far as11.Great importance was laid on expanding education, with girls as well as boys ___________ to go to school.A. to be encouragedB. being encouragedC. been encouragedD. be encouraged12.Homework __________ on time will lead to better grades.A. doneB. be doneC. having doneD. having been done13.Although always on time himself, the professor was quite used __________ late for his lecture.A. to students to beB. to students beingC. for students to beD. for students being14.Until then, his family _____________ from him for six months.A. didn't hearB. hasn't heardC. hasn't been hearingD. hadn't heard15.The fifth-generation computers, with the ability to think for themselves, _______ and perfected now.A. developedB. are being developedC. have developedD. will have been developed16.The gray building is where the workers live, and the white oneis where the spare parts ____________.A. are producingB. are producedC. producedD. being produced17.It might be asked what the author's basic _______ were; then we could understand his works better.A. meaningB. intentionsC. educationsD. interests18.After that they drove to the Guest House at ___________ speed.A. topB. headC. wholeD. every19.He has failed me so many times that I no longer place any___________ in what he promises.A. wishB. beliefC. creditD. trust20.She _____________ Christian when she was only a junior middle school student.A. startedB. joinedC. becameD. happened21.This ticket ____________ you to a free meal in our new restaurant.A. givesB. grantsC. entitlesD. credits22. A completely new situation is likely to __________ when the age for leaving school is raised to 16.A. affectB. riseC. ariseD. happen23.People at the store will _________ your TV set without charge because it is so new.A. bringB. buyC. repairD. return24.In case of emergency, please ___________ the orders of the ship staff.A. postB. transferD. obey25.When workers are organized and united, managers find it hard to lay them _____________.A. offB. asideC. outD. down26.She bought a blue and yellow hat to __________ her new blue dress.A. matchB. shadeC. combineD. marry27.I can hardly believe my eyes. This ___________ man is actually a scientist who once won the Nobel Prize.A. remarkableB. unusualC. magnificentD. unremarkable28.I don't have courage to tell him the bad news to his face, so I have to do it in a(n) ____________ way.A. directC. indirectD. brave29.My bag looks __________ to Mary's, so I often take hers by mistake.A. the sameB. identicalC. differentD. like30.The girl has made up her mind to go abroad with her boyfrienddespite her parents' _________.A. agreementB. allowingC. lettingD. objection31.As so many overseas business people have come to start andbuild new businesses, the place looks much more _________ than it did a few years ago.A. propertiedB. tediousC. prosperousD. unremarkable32.She is very nice, but because she has a ________ way ofspeaking, she is slow in making friends.A. forbidB. forbiddingC. forbadeD. forbidden33.His company promised to pay for his health _______ inaddition to other benefits.A. examinationC. checkD. insurance34.________ students often find it difficult to live in China at first.A. OutsideB. OverseasC. NationalD. Abroad35.After she became a lawyer, she decided to ___________ criminal law.A. workB. practiceC. devoteD. deal36.The student's first attempt at writing a play was a far__________ from the work of Shakespeare.A. awayB. wayC. cry37.The survivors __________ to a floating tree in hopes of rescue.A. tiedB. seizedC. claimedD. clung38.The weakening housing market continued to take its__________ on the industry.A. tollB. profitC. insuranceD. security39.I expected a bigger payment, but I suppose you have to be __________ for small mercies.A. pleasantB. thankingC. gratitudeD. thankful40.I was __________ than angry when I saw how they'd ruinedthe landscape.A. muchB. littleC. moreD. less41.He __________ for military service against the wishes of his parents.A. volunteeredB. fanciedC. enteredD. imagined42.I don't know who on __________ stole the diamond last night.A. worldB. earthC. floorD. ground43.I want you to succeed without __________ and firmly believe that you will succeed if you try hard enough.A. failingB. failedD. failure44.She couldn't __________ laughing at him in those clothes.A. declineB. rejectC. refuseD. resist45.Anne __________ from outside her home last Wednesday.A. appearedB. vanishedC. lostD. entered46.The aircraft vanished without __________.A. traceB. troubleC. destinationD. product47.There were several wet __________ on the wall.A. partsB. decreasesC. patches。
牛津上海版中考复习语法+阅读+Lesson4讲义
L4Part 1 Intensive ReadingXinhua Dictionary, 50 Years On“I killed the wrong goose,” a man complained in his letter to the editors of the Xinhua Dictionary.It was the 1970s. The man, a goose farmer, wanted to kill a male goose. He didn't know the difference between male and female geese.so he turned to the dictionary for help.“Goose: a kind of poultry (家禽).”it read.“The males have a yellow bump(突起物) on their head.”The man chose a goose that matched the description. But when he opened its stomach, many eggs poured out onto the counter, and the man was angry.The dictionary entry (词条) wasn't totally wrong. However, it didn't make it clear that all geese have a yellow bump on their head.Males just have bigger ones. The dictionary 's editors corrected the error in the next edition (版次).Since its birth in 1953, the Xinhua Dictionary has been used as an encyclopedia by people across China. More than 600 million copies have been sold. Few books have remained so popular for so many years.When the dictionary was first published, the name Xinhua bore the hope of a country reborn. In 1949, about 80 percent of China's population was illiterate (不识字的). Although one of its early editions failed the goose farmer, Xinhua succeeded in opening up knowledge and opportunities 一to millions of Chinese people. “I got my first dictionary in 1971 and I still treasure it," said a woman in her 50s. “I had no education when I was little. The dictionary helped me get into high school."Over the past 50 years, the dictionary has been revised (修正)many times.“鲟(sturgeon)”was once explained as“edible(可食用的)." Later editions made it clear that it was “an animal in danger.Similarly,“豹(leopards)”are no longer“wild animals whose fur can be made into clothes.”Recent editions have included many new explanations. The character “晒”(to dry something under the sun)，for example, now has a second meaning: to share. Popular expressions like“初心”(original intention) and “点赞”(to give somebody a thumbs up) have also been added to the dictionary.In a way, Xinhua hasn’t just explained words; it has shaped the way Chinese people think.“Primary school compositions across China are similar,”read a 2010 article in SouthernWeekly (《南方周末》).“When children write about a spring outing, the sky is always ‘cloudless for ten thousand miles.’They will always “sing and dance’on the way.”“Both sentences, the article added, “are based on examples in the Xinhua Dictionary.Part2 Choose1. Yesterday I saw ______ action film ______ Cheng Long.A. a; starringB. an; starredC. an; starringD. a; starred2. —Must we get there before six?—No, you ______.A. mustn'tB. may notC. can'tD. don't have to3. His mother's ______ was a great blow to him.A. diedB. deadC. deathD. die4. There is ______ food in the fridge. Let's go to the supermarket.A. a bitB. a bit ofC. littleD. a little of5. —Would you mind ______ care of our child?—______.I'd love to.A. to take; Of courseB. taking; CertainlyC. to take; Certainly notD. taking; Of course not6. I don't know if she ______ tomorrow. If it ______, perhaps she'll come.A. will come; stops rainingB. comes; will stop rainingC. will come; won't rainD. comes; doesn't rain7. I found John was very careful. He ______ everything ______ than I did.A. plans; betterB. planed; bestC. planned; betterD. planned; well8. Hainan is a good place ______ for touring ______ for surfing. It has the best beaches and waves all the year round.A. neither; norB. not only; but alsoC. either; orD. both; and9. He couldn't decide ______.A. which sweater he boughtB. which sweater did he buyC. which sweater will I buyD. which sweater to buy10. She asked ______.A. who was he talking withB. who he is talking withC. who he was talking withD. who is he talking with11. He had a bad cough. The doctor advised him to give up ______.A. smokeB. smokingC. to smokeD. smoked12. He is ______ at English than Kate.A. betterB. bestC. goodD. well13. If he does the work ______, he will make ______ mistakes.A. more carefully; fewerB. more careful; lessC. more carefully; fewD. carefully; less14. Hawaii is ______ island that it attracts ______ many tourists.A. so beautiful; soB. such beautiful; suchC. quite a beautiful; suchD. such a beautiful; so15. ______ were sitting at the supper table when I knocked at the door.A. WhiteB. The WhiteC. The WhitesD. Whites16. It's ______ now. Let's go home.A. fifty past fourB. four past fiftyC. fifty to fiveD. ten to five17. —______ do you watch TV, Lin Feng?—Twice a week.A. How oftenB. How longC. How soonD. How much18. The bus ticket from Nanjing to Shanghai ______ about 80 yuan.A. costsB. takesC. spendsD. pays19. My father can't come to the parents' meeting. He ______ to Beijing on business this morning.A. has goneB. has beenC. wentD. would go20. I ______ to answer the question in English. But as you know, I'm not so good at English.A. toldB. was toldC. have toldD. was telling21. Would you please ______ him up? He is too tired and let him have a good rest.A. not to wakeB. not wakeC. don't wakeD. to not wake22. —What a day! It is quite hot today.—______.A. So it isB. So is itC. So it doesD. So does it23. Beethoven heard someone playing ______ piano while he was walking in the street.A. aB. anC. theD. /24. My uncle can speak German. He can make friends with ______.A. GermanB. GermenC. GermansD. Germens25. There is no ______ in this boat, so we have to wait for another one.A. seatsB. roomC. roomsD. a seat26. The wind is blowing more and more strongly. Why not ______ the windows ______?A. to keep; closeB. to keep; openC. keep; openedD. keep; closed27. There are a lot of new buildings on ______ side of the street.A. everyB. eitherC. bothD. all28. It was a very long day for Jackson. He didn't get home from school ______ six o'clock.A. sinceB. afterC. untilD. by29. Li Lei looks happy, ______ he's ______ his English exam.A. because; pastB. when; pastC. since; passedD. because; passed30. No matter ______, we should not change our plan.A. what does it happensB. happens whatC. what is happenedD. what happens31. Mr. Green and Mr. King ______ at this school ______ they came to China two years ago.A. taught; whenB. have taught; sinceC. have taught; becauseD. taught; until32. Nobody except Li Ping and Liu Ying ______ at school this time yesterday.A. wereB. has beenC. wasD. had been33. Those foreign friends have already ______ Nanjing for about two weeks.A. reachedB. arrived inC. got toD. been in34. I think traveling by train is much cheaper and ______ a rushed trip by air.A. far more enjoyable thanB. very much enjoyable thanC. so much enjoyable thanD. much more enjoyable as35. —Will you please ______ him the pictures as soon as he ______ back tomorrow?—With pleasure.A. to give; will comeB. give; comesC. gave; will comeD. giving; come36. The teacher has done his best ______ their studies.A. help his students to improveB. to help his students improveC. helps his students improvingD. helped his students to improve37. She feels like ______ TV.A. watchesB. watchC. watchingD. to watch38. Our teacher, Miss Chen, ______ English on the radio the day before yesterday.A. teachesB. taughtC. teachD. had taught39. Hello, Mr. Green! I want to see you right now. Can you come as ______ as possible?A. manyB. lateC. muchD. soon40. I must return the camera to Li Lei. I ______ it for two weeks.A. have boughtB. have borrowedC. have keptD. have lent41. The black bag ______ be Anna's. She has a blue one.A. shouldB. can'tC. wouldn'tD. could42. ______ the morning of July the 5th, we finally ______ the town by train.A. At; reachB. On; arrived atC. In; got toD. On; arrived in43. My watch doesn't work. I have to ______ it ______ right now.A. make; repairB. have; repairedC. make; to repairD. have; repair44. We prefer ______ at the party rather than ______.A. to sing; danceB. to sing; dancingC. sing; to danceD. sing; dance45. —May I speak to Mr. Black, please?—Sorry, he's ______ Beijing for about three days.A. been toB. gone toC. been inD. gone in46. Parents are more worried about their children's lessons. In fact, it's not necessary for them to watch their children ______ every night.A. studyB. to studyC. studiesD. studying47. —Have you sent your grandparents an e-mail telling them you arrived already?—No. ______ of them can use a computer.A. NoneB. BothC. NeitherD. All48. ______ interesting work it is!A. HowB. What anC. How anD. What49. ______ the bike isn't expensive, the young man can't afford it.A. BecauseB. ThoughC. IfD. While50. ______ of the students in Class 7 are League members.A. Three fifthsB. Three fifthC. Third fivesD. Thirds fivePart3 ReadingANow students’ English handwriting (书法)gets worse and worse. That makes their teachers feel w__1__. Is your English handwriting beautiful? If not, here are four steps that really work!◆Use paper with linesUsing paper with lines can keep you writing straight instead of up or down when you write English words or sentences. Those lines on the paper can help you to write words in the r__2__ size. Be sure to fill the lined space completely. And make sure those capital letters (大写字母) are written properly.◆Slow downIf your writing is hard to read, try slowing down a little. For some kids, going slower makes the handwriting clear. If you write too fast, it’s hard for you to stop where you should, and even w__3__,you may make more mistakes.◆Hold your pencil rightWhen you hold your pencil in a correct way,writing is much easier. Some kids press down really hard when they write. That makes the handwriting not nice. Try to be relaxed and don’t hold the pencil so hard. Let your writing appear nice and clean. If you do so, people will guess you area student with a good h__4___.◆Draw more picturesDrawing can improve your handwriting. You need to use the skills to c__ 5__ your pencil better when you are drawing pictures.Even though you have no chance to draw at school, you can practice by y__6___at home.Handwriting is very important. Imagine you are a world-famous movie star or a well-known sports player, what do you do when your f__7__ run up to you? Give them your autographs(亲笔签名), of course.BThe night was dark, though sometimes the moving clouds allowed a star or two to be seen in the sky. Mr Brown and his friends held on to any bit of wood they could find in the water. They called to the Marie, a ship, for h1. _____ , but she was far beyond the reach of the human voice. At one o'clock in the morning, the water seemed to get c2. _____ and a strong wind had begun to blow. Suddenly lights were seen in the distance — another ship! The shouts of the swimmers were heard on board, and willing hands pulled them out of the water. The n3. _____ of the ship that had so fortunately arrived on the scene in time to save their lives was the Ellen. What had brought her to the exact spot through the d4. _____ and the pathless sea? Her captain knew n5. _____ about the wreck （沉船）, but indeed attempted to arrive at the spot. Let him speak for himself.“I was forced by the wind,”he said long afterwards,“to change my course （航道）. Just as I did so, a small bird flew across the ship once or twice and then flew at my face. I took good care of this until exactly the same thing happened a second time, which I thought rather u6. _____. While I was thus expect the matter, the same bird for the third time, made its appearance and flew about in the same way as before. I was then p7. _____ to change my course back to the original one. I had not gone far when I heard strange noises; and when I tried to make sure where they came from, I found I was in the middle of people who had been ship-wrecked. I immediately did my best to sa ve them.”CEach year on December 10, the Alfred Nobel Foundation presents six prizes. These prizes are n1. _____ after Alfred Nobel, the man who invented dynamite (炸药). It was Mr Nobel's idea to create the prize. During his life, Mr Nobel m2. _____ a lot of money from his invention. He put the money in a bank, and the money earned more money through interest from the bank. The money grew to be a very large amount.Mr Nobel d3. _____ that he wanted to use his money to help scientists, artists and people who worked to help others around the world. He created the Noble Prize to do this.The prizes set up by Mr Nobel i4. _____ physics, medicine, chemistry, literature and peace.These five Nobel Prizes were first given out in 1901. Later, the Central Bank of Sweden made the Alfred Nobel Memorial Prize in Economic Sciences in 1968 to celebrate the bank's 300th year of business. All of the prizes are handed out in Stockholm except for the Peace Prize, which is presented in Oslo.Each person who r5. _____ a Nobel Prize is given a cash prize, a medal and a special paper which explains the prize the person won. The amount of money that each person receives is calculated from the interest earned from all of Mr Nobel's money which is still in the bank. This interest is divided e6. _____among the five prize winners in physics, medicine, chemistry, literature and peace. The Central Bank of Sweden then pays an equal amount to the winner of the prize in economics.The most Nobel Prizes awarded to one person or group have gone to the International Committee of the Red Cross. This o7. _____has received three Peace Prizes.。
剑桥雅思阅读4（test2）原文翻译及答案解析
剑桥雅思阅读4(test2)原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
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剑桥雅思阅读4原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Lost for wordsMany minority languages are on the danger listIn the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.Navajo is far from alone. Half the world’s 6,800 languages are likely to vanish within two generations —that’s one language lost every ten days. Never before has the planet’s linguistic diversity shrunk at such a pace. ‘At the moment, we are heading for about three or four languages dominating the world,’says Mark Pagel, an evolutionary biologist at the University of Reading. ‘It’s a mass extinction, and whether we will ever rebound from the loss is difficult to know.’Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people. Only 250 languages have more than a million speakers, and at least 3,000have fewer than 2,500. It is not necessarily these small languages that are about to disappear. Navajo is considered endangered despite having 150,000 speakers. What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children it is relatively safe. The critically endangered languages are those that are only spoken by the elderly, according to Michael Krauss, director of the Alassk Native Language Center, in Fairbanks.Why do people reject the language of their parents? It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society, says Nicholas Ostler, of Britain’s Foundation for Endangered Languages, in Bath. ‘People lose faith in their culture,’ he says. ‘When the next generation reaches their teens, they might not want to be induced into the old traditions.’The change is not always voluntary. Quite often, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity. The former US policy of running Indian reservation schools in English, for example, effectively put languages such as Navajo on the danger list. But Salikoko Mufwene, who chairs the Linguistics department at the University of Chicago, argues that the deadliest weapon is not government policy but economic globalisation. ‘Native Americans have not lost pride in their language, but they have had to adapt to socio-economic pressures,’he says. ‘They cannot refuse to speak English if most commercial activity is in English.’ But are languages worth saving? At the very least, there is a loss of data for the study of languages and their evolution, which relies on comparisons between languages, both living and dead. When an unwrittenand unrecorded language disappears, it is lost to science.Language is also intimately bound up with culture, so it may be difficult to preserve one without the other. ‘If a person shifts from Navajo to English, they lose something,’ Mufwene says. ‘Moreover, the loss of diversity may also deprive us of different ways of looking at the world,’says Pagel. There is mounting evidence that learning a language produces physiological changes in the brain. ‘Your brain and mine are different from the brain of someone who speaks French, for instance,’ Pagel says, and this could affect our thoughts and perceptions. ‘The patterns and connections we make among various concepts may be structured by the linguistic habits of our community.’So despite linguists’best efforts, many languages will disappear over the next century. But a growing interest in cultural identity may prevent the direst predictions from coming true. ‘The key to fostering diversity is for people to learn their ancestral tongue, as well as the dominant language,’ says Doug Whalen, founder and president of the Endangered Language Fund in New Haven, Connecticut. ‘Most of these languages will not survive without a large degree of bilingualism,’ he says. In New Zealand, classes for children have slowed the erosion of Maori and rekindled interest in the language. A similar approach in Hawaii has produced about 8,000 new speakers of Polynesian languages in the past few years. In California, ‘apprentice’programmes have provided life support to several indigenous languages. Volunteer ‘apprentices’ pair up with one of the last living speakers of a Native American tongue to learn a traditional skill such as basket weaving, with instruction exclusively in the endangered language. After about 300 hours of training they are generally sufficiently fluent to transmit the language to the nextgeneration. But Mufwene says that preventing a language dying out is not the same as giving it new life by using it every day. ‘Preserving a language is more like preserving fruits in a jar,’he says.However, preservation can bring a language back from the dead. There are examples of languages that have survived in written form and then been revived by later generations. But a written form is essential for this, so the mere possibility of revival has led many speakers of endangered languages to develop systems of writing where none existed before.Questions 1-4Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 1-4 on your answer sheet.There are currently approximately 6,800 languages in the world. This great variety of languages came about largely as a result of geographical 1…… . But in today’s world, factors such as government initiatives and 2……are contributing to a huge decrease in the number of languages. One factor which may help to ensure that some endangered languages do not die out completely is people’s increasing appreciation of their 3…… . This has been encouraged through programmes of language classes for children and through ‘apprentice’schemes, in which the endangered language is used as the medium of instruction to teach people a 4……. Some speakers of endangered languages have even produced writing systems in order to help secure the survival of their mother tongue.’Questions 5-9Look at the following statements (Questions 5-9) and the listof people in the box below. Match each statement with the correct person A-E.Write the appropriate letter A-E in boxes 5-9 on your answer sheet.NB You may use any letter more than once.5 Endangered languages cannot be saved unless people learn to speak more than one language.6 Saving languages from extinction is not in itself a satisfactory goal.7 The way we think may be determined by our language.8 Young people often reject the established way of life in their community.9 A change of language may mean a loss of traditional culture.A Michael KraussB Salikoko MufweneC Nicholas OstlerD Mark PagelE Doug WhalenQuestions 10-13Do the following statements agree with the views of the writer in Reading Passage 1?In boxes 10-13 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this10 The Navajo Language will die out because it currently has too few speakers.11 A large number of native speakers fail to guarantee thesurvival of a language.12 National governments could do more to protect endangered languages.13 The loss of linguistic diversity is inevitable.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.ALTERNATIVE MEDICINE IN AUSTRALIAThe first students to study alternative medicine at university level in Australia began their four-year, full-time course at the University of Technology, Sydney, in early 1994. Their course covered, among other therapies, acupuncture. The theory they learnt is based on the traditional Chinese explanation of this ancient healing art: that it can regulate the flow of ‘Qi’or energy through pathways in the body. This course reflects how far some alternative therapies have come in their struggle for acceptance by the medical establishment.Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney. ‘We’ve had a tradition of doctors being fairly powerful and I guess they are pretty loath to allow any pretenders to their position to come into it.’In many other industrialised countries, orthodox and alternative medicine have worked ‘hand in glove’for years. In Europe, only orthodox doctors can prescribe herbal medicine. In Germany, plant remedies account for 10% of the national turnover of pharmaceuticals. Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not beenscientifically tested.Disenchantment with orthodox medicine has seen the popularity of alternative therapies in Australia climb steadily during the past 20 years. In a 1983 national health survey, 1.9% of people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population. The 550,000 consultations with alternative therapists reported in the 1990 survey represented about an eighth of the total number of consultations with medically qualified personnel covered by the survey, according to Dr Laver and colleagues writing in the Australian Journal of Public Health in 1993. ‘A better educated and less accepting public has become disillusioned with the experts in general, and increasingly sceptical about science and empirically based knowledge,’ they said. ‘The high standing of professionals, including doctors, has been eroded as a consequence.’Rather than resisting or criticising this trend, increasing numbers of Australian doctors, particularly younger ones, are forming group practices with alternative therapists or taking courses themselves, particularly in acupuncture and herbalism. Part of the incentive was financial, Dr Laver said. ‘The bottom line is that most general practitioners are business people. If they see potential clientele going elsewhere, they might want to be able to offer a similar service.’In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists’practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists. Those surveyed had experienced chronic illnesses, for which orthodox medicine hadbeen able to provide little relief. They commented that they liked the holistic approach of their alternative therapists and the friendly, concerned and detailed attention they had received. The cold, impersonal manner of orthodox doctors featured in the survey. An increasing exodus from their clinics, coupled with this and a number of other relevant surveys carried out in Australia, all pointing to orthodox doctors’inadequacies, have led mainstream doctors themselves to begin to admit they could learn from the personal style of alternative therapists. Dr Patrick Store, President of the Royal College of General Practitioners, concurs that orthodox doctors could learn a lot about bedside manner and advising patients on preventative health from alternative therapists.According to the Australian Journal of Public Health, 18% of patients visiting alternative therapists do so because they suffer from musculo-skeletal complaints; 12% suffer from digestive problems, which is only 1% more than those suffering from emotional problems. Those suffering from respiratory complaints represent 7% of their patients, and candida sufferers represent an equal percentage. Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively, and a further 4% see therapists for general health maintenance.The survey suggested that complementary medicine is probably a better term than alternative medicine. Alternative medicine appears to be an adjunct, sought in times of disenchantment when conventional medicine seems not to offer the answer.Questions 14 and 15Choose the correct letter, A, B C or D.Write your answers in boxes 14 and 15 on your answer sheet.14 Traditionally, how have Australian doctors differed from doctors in many Western countries?A They have worked closely with pharmaceutical companies.B They have often worked alongside other therapists.C They have been reluctant to accept alternative therapists.D They have regularly prescribed alternative remedies.15 In 1990, AmericansA were prescribed more herbal medicines than in previous years.B consulted alternative therapists more often than doctors.C spent more on natural therapies than orthodox medicines.D made more complaints about doctors than in previous years.Questions 16-23Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 16-23 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this16 Australians have been turning to alternative therapies in increasing numbers over the past 20 years.17 Between 1983 and 1990 the numbers of patients visiting alternative therapists rose to include a further 8% of the population.18 The 1990 survey related to 550,000 consultations with alternative therapists.19 In the past, Australians had a higher opinion of doctorsthan they do today.20 Some Australian doctors are retraining in alternative therapies.21 Alternative therapists earn higher salaries than doctors.22 The 1993 Sydney survey involved 289 patients who visited alternative therapists for acupuncture treatment.23 All the patients in the 1993 Sydney survey had long-term medical complaints.Questions 24-26Complete the vertical axis on the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for answer.Write your answers in boxes 24-26 on your answer sheet.READING PASSAGE 3You should ,spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowPLAY IS A SERIOUS BUSINESSDoes play help develop bigger, better brains?Bryant Furlow investigatesA Playing is a serious business. Children engrossed in a make-believe world, fox cubs play-fighting or kittens teasing a ball of string aren’t just having fun. Play may look like a carefree and exuberant way to pass the time before the hard work of adulthood comes along, but there’s much more to it than that. For a start, play can even cost animals their lives. Eighty per cent of deaths among juvenile fur seals occur because playing pups fail to spot predators approaching. It is also extremely expensive in terms of energy. Playful young animals use around two or three per cent of their energy cavorting, and in children that figure can be closer to fifteen per cent. ‘Even two or three per cent is huge,’says John Byers of Idaho University. ‘You just don’t find animals wasting energy like that,’he adds. There must be a reason.B But if play is not simply a developmental hiccup, as biologists once thought, why did it evolve? The latest idea suggests that play has evolved to build big brains. In other words, playing makes you intelligent. Playfulness, it seems, is common only among mammals, although a few of the larger-brained birds also indulge. Animals at play often use unique signs —tail-wagging in dogs, for example —to indicate that activity superficially resembling adult behaviour is not really in earnest.A popular explanation of play has been that it helps juveniles develop the skills they will need to hunt, mate and socialise as adults. Another has been that it allows young animals to get in shape for adult life by improving their respiratory endurance. Both these ideas have been questioned in recent years.C Take the exercise theory. If play evolved to build muscle or as a kind of endurance training, then you would expect to see permanent benefits. But Byers points out that the benefits of increased exercise disappear rapidly after training stops, so any improvement in endurance resulting from juvenile play would be lost by adulthood. ‘If the function of play was to get into shape,’says Byers, ‘the optimum time for playing would depend on when it was most advantageous for the young of a particular species to do so. But it doesn’t work like that.’ Across species, play tends to peak about halfway through the suckling stage and then decline.D Then there’s the skills-training hypothesis. At first glance, playing animals do appear to be practising the complex manoeuvres they will need in adulthood. But a closer inspectionreveals this interpretation as too simplistic. In one study, behavioural ecologist Tim Caro, from the University of California, looked at the predatory play of kittens and their predatory behaviour when they reached adulthood. He found that the way the cats played had no significant effect on their hunting prowess in later life.E Earlier this year, Sergio Pellis of Lethbridge University, Canada, reported that there is a strong positive link between brain size and playfulness among mammals in general. Comparing measurements for fifteen orders of mammal, he and his team found larger brains (for a given body size) are linked to greater playfulness. The converse was also found to be true. Robert Barton of Durham University believes that, because large brains are more sensitive to developmental stimuli than smaller brains, they require more play to help mould them for adulthood. ‘I concluded it’s to do with learning, and with the importance of environmental data to the brain during development,’he says.F According to Byers, the timing of the playful stage in young animals provides an important clue to what’s going on. If you plot the amount of time a juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’—a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life. Think of the relative ease with which young children — but not infants or adults —absorb language. Other researchers have found that play in cats, rats and mice is at its most intense just as this ‘window of opportunity’ reaches its peak.G ‘People have not paid enough attention to the amountof the brain activated by play,’ says Marc Bekoff from Colorado University. Bekoff studied coyote pups at play and found that the kind of behaviour involved was markedly more variable and unpredictable than that of adults. Such behaviour activates many different parts of the brain, he reasons. Bekoff likens it to a behavioural kaleidoscope, with animals at play jumping rapidly between activities. ‘They use behaviour from a lot of different contexts —predation, aggression, reproduction,’he says. ‘Their developing brain is getting all sorts of stimulation.’H Not only is more of the brain involved in play than was suspected, but it also seems to activate higher cognitive processes. ‘There’s enormous cognitive involvement in play,’says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialised signals and rules. He believes that play creates a brain that has greater behavioural flexibility and improved potential for learning later in life. The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studied how bouts of play affected the brain’s levels of a particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’he says. By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.I What might further experimentation suggest about the way children are raised in many societies today? We already know that rat pups denied the chance to play grow smaller brain components and fail to develop the ability to apply social rules when they interact with their peers. With schooling beginning earlier and becoming increasingly exam-orientated, play is likelyto get even less of a look-in. Who knows what the result of that will be?Questions 27-32Reading Passage 3 had nine paragraphs labeled A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 27-32 on your answer sheet.NB You may use any letter more than once.27 the way play causes unusual connections in the brain which are beneficial28 insights from recording how much time young animals spend playing29 a description of the physical hazards that can accompany play30 a description of the mental activities which are exercised and developed during play31 the possible effects that a reduction in play opportunities will have on humans32 the classes of animals for which play is importantQuestions 33-35Choose THREE letters A-F.Write your answers in boxes 33-35 on your answer sheet.The list below gives some ways of regarding play.Which THREE ways are mentioned by the writer of the text?A a rehearsal for later adult activitiesB a method animals use to prove themselves to their peer groupC an activity intended to build up strength for adulthoodD a means of communicating feelingsE a defensive strategyF an activity assisting organ growthQuestions 36-40Look at the following researchers (Questions 36-40) and the list of findings below.Match each researcher with the correct finding.Write the correct letter A-H in boxes 36-40 on your answer sheet.36 Robert Barton37 Marc Bekoff38 John Byers39 Sergio Pellis40 Stephen SiviyList of FindingsA There is a link between a specific substance in the brain and playing.B Play provides input concerning physical surroundings.C Varieties of play can be matched to different stages of evolutionary history.D There is a tendency for mammals with smaller brains to play less.E Play is not a form of fitness training for the future.F Some species of larger-brained birds engage in play.G A wide range of activities are combined during play.H Play is a method of teaching survival techniques.剑桥雅思阅读4原文参考译文(test2)Passage 1参考译文Lost for wordsMany minority languages are on the danger list语言的消失——许多少数民族语言濒临灭绝In the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.对于居住在美国西南部四州的那瓦霍人来讲，他们的语言正在遭遇灭顶之灾。
chapter4 reading
Chapter4 Computers 一．重点短语1.be short of缺少的；不够的2.hidden helpers隐藏助手3.hardly ever= seldom=almost never难得；几乎不4.be unaware of = not know about不知道；未察觉5.be dependent on = depend on依赖于6.at the moment = now = at present现在7.be faster at doing sth做某事更快8.teach sb sth教某人某事9.play games with sb与某人玩游戏10.more importantly更重要的是11.operate railways控制铁路12.for these reasons因为这些原因13.electronic brain电脑14.the answer to this question问题的答案15.for the time being暂时16.of ones own某人自己的17.be able to = can会；能；可以18.in the future在未来19.be good at = do well in擅长于……20.change one‟s life改变某人的生活21.have nothing to do 无事可做22.make sb do sth 让某人做某事23.in my opinion=I think 我认为，按照我的观点24.have great understanding of对……有深刻的理解二．要点讲解：1．Not so many years ago, you hardly ever saw computers.不几年前你几乎看不到电脑hardly ever= seldom=almost never 难得；几乎不hardly adv.几乎不hard adj.硬的，艰难的adv.努力地，猛烈地My father hardly ever does housework at home .我爸爸在家几乎不做家务。
科技英语阅读教材EST reading unit4 原文及译文高教出版
Unite4 Electronic Information(robots)Remote-controlled Robot Surrogate Could Attend Your Next Meeting. for You(译文见下端)1It may look like a floor lamp mounted on a vacuum claener , but Anybots Inc.'s new QB is actually the latest in surrogate robotics . QB is designed to serve as your eyes ,ears and voice when you can't be there in person ,Even better , it's mobile , rolls around on two wheels like Rosie and can be navigated remotely via the Web and a Wi-Fi connection .2Telecommuting workers and traveling executives alike could us QB (so named because it is the next in line after the company's prototype QB bot) as a virtual extension of themselves. allowing them to attend meetings , tour facilities or perform walk-throughs of real estate properties , all while controlling the robot from a computer keyboard.3Anybots formally unveiled the remotely controlled robot on Tuesday and plans to start selling QBs by the end of the year .A five-megapixel vedio camera serves as one eye, whlie the other is a laser pointer. A speaker on the crown of QB's head gives it a mouthpiece, a touch-screen monitor on on its forehead enables software maintenance and other input , and a ring of protective rubber around its head makes it look a bit like Olivia Newton-John circa 1981.4Along with the wheels,a self-balancing system and a motor with a top speed of five kilometers per our make the robot mobile . The two-wheel-as opposed to a tricycle or quad-design makes it more maneuverable in tight spaces and helps keep its weight down to about 16 kilograms . The area between the QB's head and base consists of a length of telescoping plastic that can be adjusted to let the QB stand as tall as 175 centimeters or as short as 81 centimeter.5Although it's unclear if the capacity for remote operation. willUS$15,000 Price tag .Anybots believe its technology will appeal to a new generation of workers who expect to be in contact at all times and in all places .The QB is designed to enable this connectivity without sacrificing “presence”,says Bob Christopher,president and chief operating officer of Anybots ,based in Moutain View,Calif . Bandwidth speed and vedio quality continue to improve , but they can’t replace being there , he adds .A test-drive reveals valuable Wi-Fi lesson6 To see how this might work in practice , Scientific American test-drove (from our editorial offices in New York) a QB located at Anybots’s facility in California . Our mossion was to drive across the building’s lobby and ask a second QB (remotely controlled by an Anybots employee) where we could find Erin Rapacki , who does product development for the company , and then proceed to Erin’s location. The session began with logging on to a website set up by Anybots and selecting the IP address of the QB we were to inhabit.7 Once our robot “woke up” and connected to Anybots’s local Wi-Fi network, we used the arrow keys on our keyboard to navigate the QB across the lobby. The controls take some getting used to. Particularly because rugs and other materials on the floor may prevent the Qb from travelling a completely straight line . We easily found the other QB but had difficulty aligning our camera so that we were staring directly into the other QB’s camera. This wasn’t necessary , because we could hearthe person controlling the other QB loud and clear through the microphone on our robot. Using the arrow keys,we were able to swivel our QB to the left and follow the relatively basic directions we had been given to our destination.8 With a bit more practice, navigation would have been smoother, THE QB features a buit-in lidar(light detection and ranging) system that warns the robot when it is getting too close to an object and slows the robot down to avoid(or at least reduce the impact of) a collision. The QB also has a camera located on the bottom of its “”chin” that points down at its wheels so you can see whether you’re about to drive over a lower obstacle(such as someone’s foot).9 The QB’s laser-pointer eye turned out to be useful when greeting people we encountered, including Anybots founder and CEO Trevor Blackwell, who accepted a laser beam in the palm of his hand in lieu of a handshake (a relief ,since the QB has no hands).10 By the time we were ready to leave , we were able to drive our QB back to the Anybots lobby and out the front door. Just past the building’s threshold, we learned a valuable lesson in surrogate navigation: never drive outside the range of your Wi-Fi network. A dropped connection means no cameras and no control over the robot’s navigation, which was especially unfortunate in our case because we were approaching the top of a ramp down to the parking lot when we lost the signal.11 Danger,Will Robinson.Unit4译文今后远程控制的代理机器人可以为您参加的会议它可能看起来像装在一个真空吸尘器落地灯，但实际上它是Anybots公司最新的代理机器人的QB。
2011年考研英语(一)阅读 text 4 精读精讲
2011年考研英语(一)阅读text 4 精读精讲篇1Title: In-depth Analysis of 2011 National Entrance Examination for Master's Degree in English (Part One) Reading Text 4The 2011 National Entrance Examination for Master's Degree in English (Part One) Reading Text 4 is a challenging and thought-provoking piece that requires a close examination and thorough analysis. In this text, the author discusses the impact of the internet on the way people access information and communicate with each other. The main argument made by the author is that the internet has transformed the way people read and write, leading to significant changes in language and communication.One of the key points raised in the text is the idea that the internet has made information more accessible and abundant than ever before. This has led to a culture of instant gratification, where people expect to find the information they need quickly and easily. As a result, the way people read has changed, with many people scanning articles and websites rather than readingthem in depth. This has implications for language use, as the author argues that the internet has led to a decline in the quality of writing and a lack of critical thinking skills.Another important point raised in the text is the idea that the internet has changed the way people communicate with each other. The author argues that the prevalence of social media and instant messaging has led to a decline in face-to-face communication, as people increasingly rely on digital platforms to interact with each other. This has implications for language use, as the author suggests that the informal nature of online communication has led to a blurring of the lines between written and spoken language.Overall, the 2011 National Entrance Examination for Master's Degree in English (Part One) Reading Text 4 is a complex and thought-provoking piece that requires a careful analysis. By examining the author's arguments and considering the implications of the internet on language and communication, we gain a deeper understanding of the challenges and opportunities presented by the digital age. It is clear that the internet has had a profound impact on the way we access information and interact with each other, and it is essential that we continue to critically engage with these changes in order to ensure that language andcommunication remain effective and meaningful in the digital era.篇2Title: In-depth Analysis of 2011 National Postgraduate Entrance Examination English (Part 1) Reading Text 4Introduction:The 2011 National Postgraduate Entrance Examination English (Part 1) included a challenging reading text 4 which tested candidates' understanding and interpretation skills. In this analysis, we will delve into the intricacies of this text to provide a comprehensive understanding and offer valuable insights for future test-takers.Detailed Analysis:The text revolves around the theme of urban environmental issues, focusing on the phenomenon of urban heat islands (UHIs). The author highlights the adverse effects of UHIs, such as increased energy consumption, air pollution, and heat-related illnesses. Through data and statistics, the text emphasizes the severity of this environmental problem and the urgent need for mitigation measures.Furthermore, the text discusses the main causes of UHIs, including urbanization, industrialization, and deforestation. It underscores the role of human activities in exacerbating these environmental challenges and advocates for sustainable urban planning and development strategies. By exploring the interconnectedness between human activities and environmental degradation, the text prompts readers to reflect on their impact on the environment and the need for collective action.Additionally, the text delves into the potential solutions to mitigate UHIs, such as green infrastructure, urban greening, and energy-efficient buildings. By promoting these sustainable practices, the author advocates for a holistic approach to urban development that prioritizes environmental conservation and public health. Through case studies and examples, the text illustrates the effectiveness of these solutions in combating UHIs and improving the overall quality of urban living.Moreover, the text emphasizes the importance of public awareness and community involvement in addressing urban environmental issues. It calls for a collective effort from government agencies, urban planners, environmental advocates, and the general public to drive positive change and createsustainable urban environments. By underscoring the power of grassroots initiatives and community engagement, the text inspires readers to take action and become stewards of the environment.Conclusion:In conclusion, the 2011 National Postgraduate Entrance Examination English (Part 1) reading text 4 presents a compelling narrative on urban environmental issues, specifically focusing on urban heat islands. By highlighting the causes, impacts, and solutions to UHIs, the text offers valuable insights into the complex interplay between human activities and the environment. Through its informative content andthought-provoking ideas, the text serves as a call to action for individuals, communities, and policymakers to work together towards building sustainable and resilient urban spaces. As future test-takers, it is essential to grasp the key concepts and themes of this text to enhance our understanding of environmental challenges and contribute to positive change in our communities.篇32011年考研英语(一)阅读text 4 精读精讲Text 4The essence of Sidney Mintz's Food, Sex and Death. An Anthropological Perspective on Consuming Passions lies in its treatment of food production and consumption as a cultural system fixed firmly within the parameters of society. Drawing upon history, economics, and anthropology, Mintz uses food habits to explore the behavioural codes, social constraints, and economic realities that framed and fashioned daily life in Britain and the Americas. The book's conception and scope represent a fundamental departure from the traditional study of economic behaviour and dietary patterns, and a qualitative shift from the social-science emphasis on structure, function, and form.Food, Sex and Death sets out to explain how cultural systems, in particular that of food, emerge, change, and become established as parts of a society's fabric and identity. Throughout, Mintz argues that food habits embody the interplay of macro and micro manifestations of culture in the domain of history, economics, and social interaction. These thematic areas represent the platforms from which Mintz elaborates and examines the factors contributing to the differentiation of past and present food habits and the establishment of cultural symbols derived from tasting, processing, or preparing food.The book's focus on food production and consumption as cultural artefact rather than abstract behaviour is visible in Mintz's critical analysis of the Western meat-and-potatoes diet. He argues that Western societies possess highly specialized food habits, governed by a set of values, attitudes, and norms that are unique to those societies. Mintz sees food habits as crystallized social systems that conform to a society's historical experience, and his comparison of the Western diet with that of North America or Caribbean societies highlights regional differences and commonalities.He argues that the adoption of food habits cannot be reduced to mere economic or environmental factors. Rather, they are influenced by the symbolic significance and cultural values attached to food, and the ways in which they form and interact within society. In particular, Mintz addresses the symbolic potency of food and its role in establishing class, gender, and racial distinctions. He shows how food preferences, production techniques, and etiquette are used to constitute social identity and maintain cultural boundaries.Mintz scrutinizes the historical dimension of food and argues that past food habits continue to exert a profound influence on contemporary society. As an anthropologist, Mintz's work seeks to understand how historical experiences shape present-day food systems, and how food habits become embedded in cultural memory. Through a comparative analysis of pre-colonial food systems in Britain, the Americas, and the Caribbean, Mintz demonstrates that contemporary food habits are inextricably linked to the legacies of colonialism and the transatlantic slave trade.In conclusion, Mintz's Food, Sex and Death is a seminal work that explores the complexities of food production and consumption as a cultural system. Through an interdisciplinary approach that melds history, economics, and anthropology, Mintz reveals how food habits serve as markers of social identity, historical experience, and power relations within society. His analysis of the Western diet and the symbolic significance of food sheds light on the ways in which food embeds and reflects social values, attitudes, and norms. In doing so, Mintz challenges conventional notions of food consumption and argues for a more nuanced understanding of food habits as integral components of cultural and social life.。
2021年考研英语一阅读4
2021年考研英语一阅读4In recent years, more and more students in China have been considering pursuing a master's degree by taking the national postgraduate entrance examination, commonly known as the "gaokao." With the release of the 2021 Postgraduate Entrance Examination Schedule by the Ministry of Education, it is essential for students to be well-prepared, especially in English Reading. This article aims to analyze and provide a comprehensive understanding of English Reading Passage 4 for the 2021 Postgraduate Entrance Examination.The reading passage titled "The Impact of Social Media on Society" explores how social media platforms have influenced various aspects of our lives. It delves into the positive and negative consequences of social media, touches upon privacy concerns, as well as discusses the impact on mental health and social relationships.The passage begins by highlighting the positive aspects of social media. It acknowledges that these platforms have revolutionized communication, making it easier for people to connect and share information globally. The ability to engage with a wide audience has opened up new opportunities for businesses, allowing them to reach a larger customer base. Moreover, social media has played a crucial role in spreading awareness about social causes, enabling individuals to participate in societal issues actively.However, the passage also emphasizes the negative consequences associated with the use of social media. Privacy concerns have become a prevalent issue, with the leakage of personal information and the potential for identity theft becoming increasingly common. Moreover, the addictivenature of social media platforms has raised concerns about their impact on mental health. Many individuals find themselves spending excessive amounts of time scrolling through feeds, leading to feelings of loneliness, depression, and anxiety. Additionally, constant exposure to carefully curated and filtered content has resulted in negative self-comparisons and unrealistic beauty standards.The passage further discusses the impact of social media on social relationships. On the one hand, it acknowledges that social media has facilitated the maintenance of long-distance relationships and allowed individuals to reconnect with old friends. It has also provided a platform for marginalized groups to voice their opinions and share their experiences, promoting diversity and inclusivity. However, it also points out that social media can lead to a decrease in face-to-face interactions, as people rely more on digital communication. This can result in decreased empathy and weakened social bonds, as online interactions may lack the depth and nuance of offline interactions.In conclusion, the reading passage provides a balanced analysis of the impact of social media on society. It recognizes the positive aspects, such as enhanced communication, business opportunities, and social activism, while also shedding light on the negative consequences, including privacy concerns, mental health issues, and potential effects on social relationships. It is important for individuals to be aware of both the benefits and risks associated with social media usage in order to strike a healthy balance and make informed decisions.Preparation for the English Reading section of the 2021 Postgraduate Entrance Examination should involve thoroughly understanding the passage, identifying key points, and practicing reading comprehension skills. By engaging in extensive reading exercises, students can enhance their ability to comprehend complex texts, while also improving vocabulary and critical thinking skills.In summation, the reading passage "The Impact of Social Media on Society" provides valuable insights into the far-reaching effects of social media on various aspects of our lives. It is crucial for students preparing for the 2021 Postgraduate Entrance Examination to carefully study and analyze these passages to enhance their reading comprehension abilities and succeed in the examination.。
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Main Ideas & Details
3 Why don’t buildings collapse? How can they stand with all the weight pushing down on them? The reason is the buildings push up as much as other things push down. If your feet push down on the floor, the floor pushes up on your feet. A force cannot get lost, but it must be balanced by an opposite and equal force. If the forces are not balanced, something will be pushed one way or another. And then the buildings may collapse.
Main Ideas & Details
Main Ideas & Details
• Quickly skim the following passage to find out the topic sentences． 1 Under Pinochet，Chilean fruit exports boomed．The country has remained a major supplier of temperate fruits——grapes，nectarines，plums，peaches，pears and apples——to North America and Europe．More than 9 5 per cent of grape imports to the US are from Chile． Highly perishable exports prompted Cardoen Industries，better known for its weapons and explosives， to produce refrigerated containers for sea and air shipments．Almost all Chile’s orchards are less than one hundred miles from a seaport．Over half of Chile’s fruit exports are controlled by five transnational companies．
Main Ideas & Details
• A man cannot, under the Constitution, be tried twice for the same offense. But once he has been convicted and sentenced, then the sentence must be carried out, malfunctioning equipment or no, if the law is to be followed.
Main Ideas & Details
• And the traffic: it is tough, noisy, active; therefore a person feels as if he takes his life in his hands when he crosses the street. Of course, there is always the presence of the lake, the vast lake that shines like an ocean of silver. Something about the lake each time it spreads out around a turn on Lakeshore Drive says, “Hello, it’s good to see you again.” Chicago is a fine, friendly city.
Main Ideas & Details
• It is widely believed that if an electric chair or gas chamber should fail to operate, or the rope breaks during a hanging, the prisoner must go free because he can not twice be put in jeopardy for the same offence. But this is a confusion between the trial and the sentence.
Main Ideas & Details
2 Obesity is a huge problem in many Western countries and one which now attracts considerable medical interest as researchers take up the challenge to find a “cure” for the common condition of being seriously overweight．However，rather than take responsibility for their weight，obese people have often sought solace in the excuse that they have a slow metabolism，a genetic hiccup which sentences more than half the Australian population (63％ of men and 47％ of women) to a life of battling with their weight．The argument goes like this：it doesn’t matter how little they eat，they gain weight because their bodies break down food and turn it into energy more slowly than those with a so-called normal metabolic rate．
Basic Structure in Writing
Thesis Statement
Topic Sentence 1
Body
Topic Sentence 2
Topic Sentence 3
Conclusion
Main Ideas & Details
As the sun went down, the scene from the bridge was beautiful. It has been a perfect day. Up and down on either side of New York the bright blue water lay gently rippling, while to the south it merged into the great bay and disappeared toward the sea. The vast cities spread away on both sides. Beyond rolled the hilly country until it was lost in the mists of the sea. All up and down the harbor the shipping, piers and buildings were still gaily decorated.
Main Ideas & Details
• Although the buildings are tall, none of them blots out the sky. People rush about as in New York, but someone always stops to answer a question about directions. Often a sudden smile will flash from the crowds of str It is a smile of welcome and of happiness at the same time.
Main Ideas & Details
4 The idea of birthstones came from old superstitions about precious stones. Certain stones were thought to bring health and long life. Others were supposed to make the wearer brave and strong. Some other stones would protect you from fire and lightning. By wearing stone for their month of birth, people thought that they would have special luck or qualities.
Main Ideas & Details
• The main idea of a passage is the thought that is present from the beginning to the end. In a well-written paragraph, most of the sentences support the main idea. • A detail is an important or specific piece of information that can be found in a text. Details are often facts and are used to support main points.